test yourself F english 11

Trêng THPT MÌo V¹c GV: NguyÔn ThÞ HµWeek: 1 Preparing date: Period: 3 Teaching date: * General knowledge: Students learn about friendship’s qualities * Language: Students practice using

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Trêng THPT MÌo V¹c GV: NguyÔn ThÞ Hµ

Week: 1 Preparing date:

Period: 1- 2 Teaching date:

Class:

I)Tenses in English:

1)The simple present

2)The simple past

3)The present perfect

4)The present continuos

II)Pronunciation:

1)Qui tắc phát âm ‘s’ và ‘es’ đối với động từ ở ngôi thứ ba số ít

*Có ba cách phát âm khác nhau đối với chữ cái ‘s’ khi nó được thêm vào một động từ ở

“S” được đọc là “s” khi động từ tận cùng bằng các âm /p/, /t/ /k/ , /f/

Ex: gets, stops, takes, laughs…

“S” được đọc là ‘z’ sau các âm /b/ ,/d/, /g/, /v/, /m/ /n/ /l/

Ex: describes, spends, hugs, lives…

“S” được đọc là /z/ sau tất cả các nguyên âm

Ex: agrees, stays, tries…

“S” phải chuyển thành ‘es’ và phát âm là ‘iz’ sau các âm /s/, /z/ ,/iz/

……….

Ex: relaxes, freezes, rushes, watches…

*Các động từ ‘do’ và ‘say’ khi thêm ‘s’ hay ‘es’ vào thì cách đọc thay đổi

Say /sei/………….says/sez/, Do/du/………….does/d^z/

2)Qui tắc phát âm /ed/ ở thì quá khứ đối với dộng từ có qui tắc

Có ba cách phát âm đối với động từ hợp qiui tắc : /t/, /d/, /id/

*Âm cuối của động từ được đọc là /d/ sau những âm:/p/ /k/ /f/ /s/ ………

Ex:hopped, worked, laughed, addressed, pulished, watched…

*Âm cuối được đọc là /d/ sau các âm:/b, /g/ /v/, /z/, /m/, /n/, /l/, /r/

Ex: rubbed, hugged, lived, surprised, changed, bathed

*Âm cuối được đọc là /d/ sau tất cả các nguyên âm

Ex: agreed, played, ẹnoyed…

*Âm cuối được đọc là /id/ sau các âm /t/ và /d/

Ex: started, decided, needed, wanted…

III) Conditional sentences

1) If-1(real in the present or future)

2) If-2(unreal in the present)

3) If-3( unreal in the past)

IV Exercise:

Exercise: Supply the correct verb form

1.My father (not watch )TV everynight doesn’t watch

2.I (meet) Author three days ago met

3.John (drive) the car ever I (know) him has driven- knew

4.People (speak) English in the most of Canada speak

5.I (not see) him since last Monday has not seen

6.Hurry up!The train (come) is coming

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7.We (not see) them for a long time have not seen

8.Somtimes I (get) up before the sun (rise) get-rises

10.When I (arrive) at his house, he still (sleep) arrived-was sleeping

Exercise: Write the sentences, putting the verbs in brackets with the suitable tenses.

5 if you (go) to the party, you’d meet lots of people went

6 If he had a car, he (not have) to wait for the bus everymorning wouldn’t have

7 If you’d been a bit more careful, you (not cut) yourself wouldn’t have cut

Exercise:

If I study , I will pass the exams.

If the sun shines , we will walk to the town

If I came home earlier, I would prepare dinner.

If they had enough money, they would buy a new car.

If the weather had been nice, they would have played football

If we had gone to a good restaurant, we would have had a better dinner.

If you come with me, I will do the shopping with you.

If it rains , I will stay at home.

If you spoke louder, your classmates would understand you.

I would call the office if I were you.

Exercise: Read the first passage about American President George Bush then choose the best option to complete the passage.

Most high schools have at least one (1)…that competes in local events, and all

students are encouraged…(2) involved in athletics Schools often (3)…football, baseball and softball, basketball, volleyball, tennis, and soccer Some may even have sports like golf, swimming, gymnastics and cross-country skiing.

　 Many high school students have (4)….jobs by the age of 15 or 16, some even earlier Their first jobs are often babysitting or cutting lawns, but later they will likely get a job at a fast-food restaurant, video store, or clothing shop.

　 Sixteen years old is legal driving age in most states, and students usually want to own

a car as soon as they can Some parents ….(5)… their children to drive a family vehicle, and may even buy a car as a graduation present Others prefer that their sons and daughters earn enough to purchase a used vehicle

Regardless, many teenagers feel it’s a necessity to own a car, and will do whatever it takes to be able to drive.

1/ a sport team b team sports c sports team d sports teams

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Period: 3 Teaching date:

* General knowledge: Students learn about friendship’s qualities

* Language: Students practice using the simple present tense to express friendship

* New words: words related to friendship’s qualities

3 Skills: - Reading and guessing the meaning of words in context

- Reading and answering the questions

- Scanning and skimming

II METHOD: Integrated, mainly communicative

III TEACHING AIDS: textbook, lesson plan, ruler, chalk, a Picture

+ Do you think they are friends?

+ Are they sharing happiness?

+ Do you think they also share

sadness in their lives?

+ “What do you think of the friend in

5 give and take

- T explains the game

- After the game, T leads Ss to the topic

of the unit

- T shows the picture and asks Ss some questions

- T gives feedback

- T asks Ss to read the poem and answer the last question

- T gives feedback &

leads Ss to the topic

- Ss report the results

to the class

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1 The first quality for true

friendship is unselfishness It tells me

that a man who is concerned only

with his own interests and feelings

cannot be true friend

2 Changeable and uncertain people

are incapable of true friendship

because they take up an interest

withenthusiasm, but they are soon

tired of it, and they feel the actraction

of some new object

3 The third quality for true

friendship is loyalty It tells me that

the true friends must be loyal to each

other, and they must know each other

so well that there can be no

suspicions between them

4 There must be a mutual trust

between friends because if not people

cannot feel safe when telling the

other their most intimate secrets

5 Talkative people can’t keep a

friend long because they cannot keep

a secret, either of their own or of

others

6 The last quality for true

friendship is sympathy It tells me

that to be a true friend you must

sympathize with your friend Where

there’s no mutual sympathy between

- T corrects and guides Ss to read these words

- T runs through task

2 and asks Ss to choose the best main idea of the passage

- T corrects

3 and asks Ss to read the passage carefully

& answer the questions

- T goes around the class to give help

- T guides Ss to play the game

- T corrects and gives marks

- Ss listen and repeat

in chorus – individually

- Ss work in pairs, scan the passage & choose the answer

- Ss report the result

to the class

- Ss work in pairs

- Ss compare their answers

- Ss work in groups

- Ss choose the numbers and answer the questions

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- T gives feedback

- T asks Ss to write a paragraph, answering the question “ Why

do we need to have friends?”

- Ss work in pairs

- Ss present to the class

- Ss do their homework

- Ss prepare lesson 2: Speaking

Class:

Lesson 2: Speaking

I OBJECTIVES

1 Educational aims: Describe the physical characteristics and personalities of their friends,

using appropriate adjectives.

2 Knowledge:

* General knowledge:

- Through this lesson, students learn how to discuss the personalities of friendship

- They will learn from lesson how to describe physical characteristics and talk about a famous friend.

* Language:- Asking and answering about a famous friend

* New words:- Words related to subjects and profile of the friend

3 Skills: - Fluency in talking about describe physical characteristics.

II METHOD: integrated, mainly communicative

III TEACHING AIDS: Handout, textbook, lesson plan, ruler, chalk

IV PROCEDURE:

5’ I Warm-up: Matching

A B

1 face a tall, short, medium

2 nose b square, large,oval

3 hair c broad, high

4 forehead d straight, crooked

5 height e black, grey

6 appearance f handsome,beautiful

- T asks Ss to do the matching

- T corrects, explains the

- Ss work in pairs

- Ss report the results to the class

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Ss: The man is short He has got a

square face, a crooked nose…………

 His / her physical characteristics

 His / her hobbies

 His / her personalities ( friendly,

humorous, quick- witted, good- natured,

helpful, honest,pleasant, caring )

 Why he / she is interested in Maths

 How much time he / she spends on

Maths every day

 What make him / her a good friend

 What make him / her successful

(studious, intelligent, keenly interested in

Matthematics, eager to learn, patient,

calm )

 What he / she does in his / her free time.

III Homework:

meaning and guildes Ss to read

- T leads Ss to the topic of the lesson

- T shows the picture and asks Ss

to describe two people in the picture

- T gives feedback

- T asks Ss to discuss and number the following

personalities in order of importance

in friendship

- T gives feedback

- T sets the scene:

You are interviewing the interviewee about a friend of his or hers who has just won the first national prize in

- Ss work in pairs

- Ss work in groups of four

- Ss play roles and talk about a famous friend

- Ss do their homework and prepare lesson 3: Listening

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Class:

Unit 1: Friendship

Lesson 3: Listening

I OBJECTIVES

1 Educational aims: Students should develop such listening micro- skill as intensive

listening for specific information and talking notes while listening.

2 Knowledge:

* General knowledge: Students listen to a text about a friendship of Lan and Long

* Language:

* New words:- Words related to a best friend

3 Skills: - Listen and note down the idea in the table

- Listen and choose T / F

- Listen and summarize the text

II METHOD: integrated, mainly communicative

III TEACHING AIDS: a cassette player, a tape, textbook, lesson plan, ruler, chalk

I Warm – up: Kim’s game

apartment building around

sense of humour funny

1 Who is your best friend?

2 How did you happen to meet

him or her?

3 How long have you known

each other?

4 What qualities do you admire

in your best friends?

2 While – listening:

* Task1:

Lan’s talk:

- T guides Ss to play the game

- After the game, T guides Ss to read these words and explains the meaning.

- T asks Ss these questions and tells them to ask and answer these questions again

- T leads Ss to the topic of the lesson

- T sets the scene:

You will hear Lan and Long talk about their best friends

Listen to their talks and then do the tasks that follow

1 and asks Ss to guess

- Ss work in groups

- Ss work in pairs

- Ss read the statements and guess

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- T plays the tape ( 2 times or more )

- T sets the scene

- T runs through task 2 and then plays the tape again (2 times or more) and asks Ss

to note down the ideas in the table

- T corrects

- Ss work individually  Ss take notes

- Ss work in groups of 4 to write complete sentences

- Ss write their answers on the board.

- Ha knew may people in Do Son and she introduced Lan around

- Minh is a good listener

- Minh is friendly and helpful

- T gives feedback

- T asks Ss to write a short paragraph about Lan’s and Long’s best friends

- Ss work in pairs

- Ss do their homework and prepare Writing

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By the end of the lesson, Learners will able to:

- Write about a friend, real or imaginary, using the words and expressions that they have learned in previous lessons

2 Knowledge:

- Ss learn about a friend real or imaginary.

- Ss learn how to write about a friend real or imaginary following these guidelines

* Language: - Simple present tense, connectors

* New words: - Connectors in writing a friend, words related to the topic

3 Skills: - Using guidelines in the textbook and write about a friend

II METHOD: - Intergrated, mainly communicative

III TEACHING AIDS:

- Textbook, lesson plan, ruler, chalk, whiteboard markers

IV PROCEDURE:

activities

Students’ activities 5’

12’

game

- After the game,T leads Ss

to the topic of the lesson

- T asks Ss to work in groups

of three to fill in the table

- T supplies Ss with the useful language and guides Ss how to

- Ss work in groups

- Ss work in groups of three

- Ss share their ideas

- Ss listen and copy down

good – natured pleasant

II New lesson:

…

* Useful language:

- We first met when…

- We first met at…

- What I like most about him/ her

is…

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- One of my favourite things about

him/ her is his/ her…

- We have a lot is common

- We’ve been through good times

and bad times

- It is him/ her who can share my

joys and sorrous with

2 While – writing:

* Guidelines:

+ Give your friend’s name, when and

where you met him or her

+ Describe his/ her physical

characteristics and personalities

+ Say what you like about him or her

3 Post – writing: Correction

III Homework:

use these to complete their writings

- T divides the class into 6 groups

- T goes around the class to help students if neccessary

- T guides Ss how to correct the mistakes

- T chooses 2 or

3 writings to correct and give marks

- T tells Ss to rewrite the paragraph about

a friend

- Ss work in groups

- Ss complete their writings by using the

guidelines and the useful language

- Ss exchange their writings to correct the mistakes

- Ss prepare lesson 5:

Class:

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Unit 1: Friendship

Lesson 5: Language Focus

I OBJECTIVES

1 Educational aims: By the end of the lesson, Learners will able to:

- Distinguish the sounds /d3/ and /tƒ/.

- Pronounce the words and sentences containing these sounds correctly

- Use some structures containing infinitives with and without to appropriately

2 Knowledge:

* Language:- Correctly pronounce /d3/ and /tƒ/.

- Ss will be able to use Infinitive with and without to

* New words: words related lesson

3 Skills:

II METHOD: Integrated, mainly communicative

III TEACHING AIDS: textbook, lesson plan, tape, a cassette player.

1 There is a lot of homework to do

2 He saw them arrive home late

* Infinitive with To: used to express a

purpose

* Infinitive without To: used after the

verbs: make, let, see, hear, watch,

feel…

Exercise 1:

- T explains the game

- After the game, T asks Ss to listen and repeat

- T guides Ss to pronounce / dz /, / tz/

- T models

- T gives feedback.

- T gives examples and explains the usage

- Ss work individually

-Ss listen and repeat in chorus

- Ss practise reading individually

- Some Ss are called to read aloud these sentences

- Ss listen and copy down

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14’

2’

1 Who wants something to eat?

2 I have some letters to write

3 I am delighted to hear the news

4 My mother has some shopping to

do

5 You always have too much to talk

about

6 It’s lovely to see you again

7 It’s too cold to go out

8 I am happy to know that you have

passed the exams

3 I heard them talk in the next room

4 The customs officer made him open

the briefcase

5 The boy saw the cat jump through

the window

6 Do you think the company will

make him pay some extra money?

7 I felt the animal move toward me

8 Do you think her parents will let

her go for a picnic?

III Homework:

- T guides Ss to do exercise 1, 2

- T corrects

- T asks Ss to redo the exercises

- Ss work in groups

- Ss prepare unit 2: Reading

Week: 3 Preparing date:

- Lexical items: make a fuss, sneaky, glanced, embarrassing, idols.

- Teaching aids: posters, pictures.

- Skills: reading for gist and for specific information.

* Method and technique: pairwork, groupwork, discussion , network.

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I Warm – up: Network

Question: How would you feel if

you made a stupid mistake?

II New lesson:

- T gathers the ideas and asks Ss some questions to lead Ss to the topic

of the unit :

“Personal experiences”.

- T asks Ss to look

at the picture and guess what is happening in each

of them.

- T gives feedback and leads Ss to the topic of the lesson

- T sets the scene.

- T asks Ss to do Task 1.

- T goes around the class to help Ss if necessary.

- T corrects and guides Ss to read these words.

- T asks Ss to read the text and put the pictures of the events in the order they happened.

- Ss work in groups

of three

- Ss compare their answers.

to the class

Feeling s

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1 A red floppy cotton hat

2 So that she could buy the hat

for herself.

3 A wad of dollar notes exacthy

like the ones her father had give

her before.

4 Because she didn’t like to make

a fuss.

5 She bought the hat with it.

3 Post – reading : Discussion.

1 How did the girl in the story

feel when she discovered that the

money she had taken from the

boy’s bag was not hers?

2 What do you think the girl had

to do after she discovered that the

money she had taken from the

boy’s bag was not hers?

III Homework:

- T runs through task 3 and asks Ss

to read the text again and answer the questions.

- T divides the class into 2 groups (A &

B) to play the game

“Lucky numbers”.

- T corrects and gives marks.

- Tasks Ss to discuss the 2 questions.

- Ss work in groups.

- Ss choose the numbers and answer the questions.

- Ss work in groups

- Ss discuss, then report to the class.

- Ss prepare lesson 2: Speaking.

- Lexical items : words / phrases used to talk about past experiences

- Teaching aids : pictures , posters

- Skills : speaking

* Method and technique : pairwork , groupwork ,matching , ordering

* Procedure :

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P1 b P2 a P3 c P4 d

Questions:

1 Have you had some personal

experiences?

2 How do you feel when you meet

a famous film star?

3 How do you feel if you fail your

exam?

II New lesson:

1 Task 1: Matching (poster)

A: How did you meet her?

B: I was walking along Trang Tien

street when an English girl came up to

me and asked me the way to Hoan Kiem

Lake I told her, then we started talking

about the lake.

A: What did you tald about?

B: Everything about the lake: its name,

the great tuitles in it, etc.

A: How did the experience affect you?

B: Well, it made me more interested in

learing English.

3 Task 3 :

Useful structures ( poster )

- Have you ever ……….?

- How did it happen ?

- When did it happen ?

- T asks Ss to do the matching.

- T corrects.

- T asks Ss these questions

- T gives feedback and leads Ss to the topic of the lesson.

- T asks Ss to match A and B.

- T goes around the class to help Ss if neccessary.

- T gives feedback

- T has Ss put the sentences in the conversation in the correct order.

- T corrects.

- T asks Ss to practise the conversation.

- T has Ss underline the structures used to talk about the past experiences.

- Ss work in groups of 4.

- Ss report the results to the class.

-Ss listen and answer the teacher’s questions

- S work in pairs.

- Ss work in groups of 4

- Ss compare their answers and then report the results

to the class.

- Ss practise in pairs.

- Some Ss are called to read aloud the conversation.

- Ss work in pairs.

- Ss report the

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2’

- How did the experience affect you ?

II Homework:

- T corrects and then asks Ss to practise talking about their past experiences, using the structures and the ideas in task 1

to make similar conversations.

- T goes around the class to help Ss if necessary

experiences.

results to the class.

- Ss work in pairs.

- Ss present their conversation to the class.

- Ss do their homework.

- Ss prepare lesson 3:

Class:

Unit 2: Personal Experiences

Lesson 3 : Listening

* Aims : help Ss listen to get specific information about unforgetable experiences

- Lexical items : memorable , scream , gas stove , escape , terrified , replaced , embraced , protected , minor, appreciate

- Teaching aids : posters , picture , cassette tape ,textbook

- Skills : listening for gist and specific information

* Method and technique : pairwork , groupwork , Kim’s game

5’ I Warm- up : Kim’s game

memorable

- T guides Ss to play

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2 Who are they ?

3 Where are they?

4 What are they doing ?

2 While- listening :

* Task 1 :

1.T

2 F ( thirty years ago )

3 F ( the fire started in the

meanings.

- T shows the picture and asks Ss these questions.

- T gives feedback and then leads Ss to the topic of the lesson.

- T sets the scene : Christina is being interwiewed about the most unforgetable experience in her life

Listen to the interwiew and then decide whether the statements are true or false.

1 and asks Ss to guess the answers.

- T writes what Ss guess on the board.

- T plays the tape (twice or more ).

- T corrects.

- T sets the scene.

2 and then plays the tape again ( twice or more ).

groups.

- Ss listen , repeat and copy down.

- Ss look at the picture and answer the questions.

- Ss read the statements and guess the answers

- Ss listen and check their answers.

- Ss compare their answers ( in pairs ).

- Ss listen to the tape again and fill

in the missing information.

- Ss report the

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8’

2’

6 appreciate

3 Post- listening : Discussion

Christina says that family is more

important than things Do you

agree or disagree with her ?

Why ?

III Homework :

- T corrects.

- T asks Ss to discuss the question.

- T gives feedback.

- T asks Ss to write a short paragraph about what they have just discussed.

results to the class.

- Ss present to the class.

-Ss prepare lesson 4: Writing.

Class:

Lesson 4 : Writing

* Aims : help Ss be able to write a personal letter about a past experience.

- Lexical items : words / phrases related to personal experiences.

- Teaching aids : posters , textbook

- Skills: writing a personal letter about a past experience

* Method and technique : pairwork ,groupwork , gap-fill

* Procedure :

5’ I Warm- up: Gap-fill

embarassed , angry , sad, frightened

1 He was very………when he

heard that his aunt died.

2 He was very ……… when he

saw those big dogs running toward him.

3 He was very …………when he

sent her a birthday present on the wrong day.

- T corrects and asks Ss some questions to lead Ss

to the topic of the lesson.

-Ss work in pairs.

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10’

9’

12’

7’

/ angry frightened / embarassed ?

II New lesson :

1 Pre-Writing :

* Task 1 : Dear Helen, Last night I had a scary dream I

was walking along an empty street

late last night Suddenly a lion

appeared at the end of the street He

ran toward me with his big mouth

open and sharp teeth He roared and

jumped upon me I sreamed loudly

and awoke I’m still frightened now

By the way, how are you ? Do you

still have a nightmare as before

? I think we have similar problems

now Write to me as soon as possible.

- T corrects and then tells Ss how to write a letter about past experience.

- T underlines the verbs and asks Ss to use the past simple

in their writings.

- T asks Ss to fill in the table some information about their past

- T chooses 2 or 3 letters to correct and

- Ss work in pairs.

- Ss work individually and then exchange their ideas.

- Ss exchange their letters to

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2’ III Homework :

give marks.

- T tells Ss to rewrite the letter.

correct the mistakes.

- Ss look at the blackboard and give feedback.

- Ss prepare lesson 5 : Language Focus Week: 4 Preparing date:

Class:

* Aims : help Ss distinguish the sounds : /m/ , /n/ , /m/ and know how to use the present simple indicating past time and review the past simple, past progressive and past perfect.

- Teaching aids : posters , textbook

* Method and technique : pairwork , groupwork , Bingo

- After the game , T asks Ss to listen and repeat.

- T guides Ss to pronounce /m/, /n/, / m/.

- Ss listen and repeat.

- Ss practise reading individually.

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1 He goes for a walk every night.

Tom is working now.

They haven’t finished their

work yet.

We were having lunch when we

heard the news.

When the police arrived, the car

3 was working / broke

4 started / wre walking

5 told / were having

6 didn’t listen / was thinking

7 phoned / didn’t answer / were

(you ) doing

8 was not wearing / didn’t

notice / was driving

Exercise 2

1 had eaten / arrived

2 found / had taken

3 got / had closed

4 got / had left

5 got / had arrived

6 paid / had phoned

7 went / said / hadn’t arrived

8 had looked / asked / cost

III Homework:

- T asks Ss to underline the verbs in each sentence and and asks them what tenses they are.

- T gives feedback and revises the tenses.

- T runs through exercise 1 and asks

Ss to do it

- T corrects.

- T runs through exercise 2 and 3.

- T asks Ss to supply the correct verb tenses.

- T goes around the class to give help.

- T divides the class into 2 groups and guides them to play the game “Lucky numbers”

- T corrects and gives marks.

- T asks Ss to redo the exercises.

- Ss read aloud the sentences.

- Ss read the examples and give their answers

- Ss listen and copy down.

- Ss work in groups

of four.

- Ss work individually and compare their answers

- Ss choose the numbers and answer the questions

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Class:

Lesson 1: Reading – Period

* Aims: help Ss be able to read and understand the passage about birthdays and anniversaries.

- Lexical items : words / phrases related to birthdays and anniversaries

- Teaching aids: picture, textbook , posters

- Skills : reading for gist and for specific information

* Method and technique : pairwork , groupwork , flower game

1 What is the relationship between the

people in the picture ?

2 What are they celebrating ?

* Pre-teach vocabulary:

- celebrate ( v )

- T guides Ss to play the game

- After the game, T leads Ss to the topic

of the unit “ A Party”.

- T shows the picture and asks Ss these questions

- T gives feedback and then leads Ss to the topic of the lesson.

- T introduces new words

- Ss work in groups

- Ss look at the picture and answer the questions

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1.Where do you prefer to celebrate

your birthday , at home or in the

restaurant ? Why?

2.Do your parents celebrate their

wedding anniversaries?

3 Are you going to celebrate your

wedding anniversaries in the future ?

Why( not )?

III Homework:

- T writes on the board & asks Ss to listen and repeat after the teacher

- T runs through task 1 & asks Ss to

do it

- T gives feedback

- T sets the scene:

In each of the following sentences, there is one word which is not true according the reading passage

Underline the wrong word &

provide the correct one.

- T runs through task 2 and asks Ss

- T asks Ss to write

a short paragraph about a party they have just

participated in.

- Ss listen and repeat

- Ss work in pairs

- Ss report the results to the class

- Ss read the passage carefully and find out the wrong words

- Ss compare their answers.

-Ss report the results to the class.

- Ss present to the class

- Ss do their homework.

-Ss prepare lesson 2: Speaking

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Class:

Unit 3 : A Party

Lesson 2: Speaking – Period

* Aims : help Ss be able to talk about their parties.

- Lexical items : words / phrases related to the parties.

- Teaching aids: posters , texbook, picture

2 What are they doing?

3 How do they dress?

4 According to you, to celebrate a

party, what do you have to prepare ?

II New lesson:

1.Task 1:

a Whose party was it ?

b.What was the occasion ?

c Did you take a gift for the host?

d Who did you go with?

e Where were the party?

f.Were there a lot of people there?

g.Were there any decoration?

h.What sort of food and drink did you

have?

i Did you dance?

j.Did you meet anybody nice there?

k.What time did it finish?

l Did you stay to the end?

2.Task2:

-T asks Ss to look at the pictures and answer the questions

- T gives feedback and leads Ss to the topic of the lesson.

- T asks Ss these questions.

- T gives feedback and leads Ss to task 2.

- T asks Ss to tell their partner about the party they have been

to

- T goes around the class to give help.

- Ss look at the pictures and answer the questions

- Ss answer the questions individually.

- Ss rely on the questions in task

1

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 budget ( how much do you spend…? )

 date and time (when do you organize

….?)

 who to invite (How many people …?)

 place(where do you organise…?)

 formal or informal dress

 decorations ( How do you decorate….?)

 entertainment (what activities ?)

 food and drink (what food and drink

- T explains some new words and guides Ss to make the questions with the prompts

-T asks Ss to tell the rest of the class about their party and try to convince them to come

- T asks Ss to write a short paragraph about

a party they are going

to celebrate.

- Ss decide what they have to do and then talk about their parties, using these prompts

-Ss present to the class.

-Ss do their homework.

- Ss prepare lesson 3: Listening

Class:

Lesson 3: Listening – Period

* Aims: help Ss be able to hear and understand the information about Mai’s birthday party.

- Lexical items: words / phrases related to the birthday party.

- Teaching aids: pictures, posters , textbook

- Skills: listening for gist and specific information

* Method and technique: pairwork , groupwork, Bingo

- Ss work individually

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7’

10’

14’

decorated , icing , slices, clapped

II New lesson:

2 When would you like to organise your

birthday party , during the day or in the evening ?

3 What foods and drinks are often served

at your birthday party ?

4 What activities do you often have at your

birthday party ?

2 While-listening:

* Task 1:

1.F ( about three in the afternoon)

2.F (about twenty of us gathering in Mai’s house)

3.F( at about 4:30 p.m)

4 T (at about six o’clock)

5 F (only Mai, her mother and the writer)

* Task 2:

1 She was 16 years old.

2 Because it’s noisy and expensive.

3 She served them soft drinks and biscuits

at the beginning of the party.

4 The birthday cake was brought out at

about four thirty.

5 It was beautifully decorated with pink

- After the game,

T asks Ss to listen and repeat

- T explains some new words

- T shows the picture and asks

Ss these questions

- T gives feedback and leads Ss to the topic of the lesson

to guess the answers

- T writes what Ss guess on the board.

- T plays the tape (twice or three times)

- T corrects

-T runs through task 2 and asks Ss

to guess the answers based on the previous listening

- T writes what Ss

- Ss listen and repeat

- Ss look at the picture and answer the questions individually and then ask and answer the questions in pairs

- Ss present to the class.

- Ss read the statements quickly and guess the answers

- Ss listen and check their answers

- Ss report the results to the class

- Ss read the questions and guess the answers

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7’

2’

and white icing.

6 They clapped their hands eagerly and

sang “ Happy birthday”.

7 At about six in the evening.

- T plays the tape again ( twice or more)

- T corrects

- T asks Ss to take turn to talk about Mai’s birthday party.

-T asks Ss to write

a short paragraph about Mai’s birthday party.

- Ss listen again and check their answers.

- Ss compare their answers -Ss write the answers on the board

- Ss work in groups of four.

- Ss prepare lesson 4:

Writing.

Class:

* Aims : help Ss be able to write a letter of invitation.

- Lexical items : words / phrases used to write a letter of invitation.

- Teaching aids: textbook , posters

- Skills : writing a letter of invitation.

* Method and technique: pairwork , groupwork , wordsquare

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1 On what occations are party held ?

2.What kind of clothes do often wear

at a party?

3 What kind of presents do people

often bring to a party?

4 To invite your friends to your

party, what do you do?

II New lesson:

3 Who have been invited to his party?

4 What food and drinks will be served

- Where and when do you intend to

organise the party?

- How many people do you plan to

invite and who are they?

- What activities will take place at

the party?

- What food and drink will be

served at the party?

- After the game, T asks Ss some

of invitation with the words / phrases in the box

- T corrects

- T asks Ss these questions so that Ss can know what they have to write in their letters of invitation.

- T sets the scene:

You are going to hold a party You want to invite your classmates to the party Write a letter

of invitation,using these guidelines.

- T goes around the

- Ss answer the questions individually

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- T chooses 2 or 3 writings to correct and give marks.

- T asks Ss to rewrite the letter of

invitation.

- Ss exchange their writings to corrects the mistakes.

- Ss prepare lesson 5: Language Focus.

Class:

Unit 3 : A Party

Lesson 5: Language Focus – Period

*Aims : help Ss be able to pronounce / l / , / r / , / h / and know how to use Infinitive and

Gerund , Passive infinitive and Gerund

- Teaching aids : textbook , posters

* Method and technique: pairwork , groupwork , Bingo

lunch pretty hit

lovely Europe house

lemonade parent holiday

jelley really hospital

glass restaurant husband

salad library helicopter

II New lesson:

1 Pronunciation: / l / , / r / , / h /

* Practise reading aloud these sentences.

- T guides Ss to play the game.

- After the game, T asks Ss to listen and repeat.

- T guides Ss to pronounce / l / , / r / , / h /.

- T models.

- T calls some Ss to read aloud these

- Ss work in groups.

- Ss listen and repeat.

- Ss listen and then practise reading these sentences individually

- Ss present to the

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1 He refused to lend me his car.

2 I appreciate hearing from them.

* Verbs followed by Infinitives:

- agree - ask - decide

- demand - expect - fail

- fail - hope - need

- prepare - promise - seem

- want - wish ………

* Verbs followed by Gerund:

- appreciate - avoid - risk

- enjoy - finish - can’t help

- keep - mention - practise

- T runs through exercise 1 and asks

- T divides the class into 2 groups to play

- Ss report the results to the class.

- Ss work in pairs.

- Ss compare their answers

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- T corrects and gives marks.

- T asks Ss to redo the exercises.

- Ss choose the numbers and answer the questions.

- Ss prepare Test yourself A.

Period:18 Teaching date:

Class:

TEST YOURSELF A – period

I.Aims: By the end of the lesson, ss will review all key points from Lesson 1 to Lesson 3 II.Language focus:

1.Grammar: Key points from Lesson 1 to Lesson 3

2.Vocabulary: Old

III.Techniques: Communicative approach

IV.Teaching aids: Casette player, tape, board, book, chalk

1 Because they had been childless for 10 years after they were married.

2 To take some photographs of the happy family.

3 The boys were dressed in a smart , brand new outfit and looked like a little prince

4 Because he was interested in the toys.

5 He felt that it was delightful and looked forward to the next day to have the films

developed.

III Grammar :

5.- to be met 6.- to be appointed 7.- not to attend

c) 1.- send 2.- lost contact with 3.- remain 4.- rely on

5.- keep in touch with

IV Writing :

Lan is one of my best friends We have many things in common so we often meet and do things together We live on the same street It’s interesting that her birthday is also in June but a week before mine so we often help each other to celebrate it Last June we had a very special birthday parties We didn’t have it at home as usual but we had our birthday celebrations at Sam Son beach during a two-week holiday with our parents We spent the morning swimming and playing on the beach We had seafood for lunch at the restaurant In the afternoon we went shopping around the area and bought lots of souvenirs Though I did not have many presents on

my last year birthday, but I enjoyed it most of all.

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Class:

Written test 1

I Aims: to check sts’ understanding ideas about what they have learnt in Unit 1 and 2 (Vocabulary, grammar, pronunciation)

- to drill sts’ listening, reading, and writing skills

- to explains and corrects sts’ mistakes

II Aids: textbook, lesson plan, reference book, chalk, ruler.

III Presentation:

T: a series of questions base on the 2 units copies into pieces of paper

Sts: pen

IV Implement:

T: delivers the copy to each student

Sts: do the test seriously in 45’

T: collects the copy and givens comments and homework

A- Questions:

Name: Written test 1

Class: Time: 45’

I Phonetics: Choose the word with the different pronunciation of the underlined part

Identify your answer by circling the letter A, B, C and D

II Vocabulary and Grammar: Choose the best answer to complete the sentences

5 I see a thief in the bath………

6 The boy is very ………… When she goes out with him

7 I ………a detective film last night.

8 We had……… a car for 5 years.

9 She had died by lung cancer when she ………10 years old.

10 What did you ………… her?

11 “ 25th wedding anniversary is……… anniversary”.

12 14th February is called……….

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a Mother day b Christmas Day c Valentine Day d Teacher Day

13 There are ………… season in Viet Nam

14 Mozart……… more than 600 pieces of music.

15 When I came back home She ………to bed

III Read a letter and choose the best answer.

Last Saturday was my (16)…………birthday, my parents helped me to hold a birthday party at home I (17)……….a lot of friends and we had a great time.

The party (18)………… at 7 pm We had pizzas and some special dishes that my mom cooked Then mom brought out a beautiful cake, decorated with fruit and (19)

………….colorful candles As I (20)………the candles, my friends and family sang the

“happy birthday” song They (21) ……… their hands happily as I could blow out all the candles Then mom cut the cake and we had it, together with cheese cake, fruit juice and fruit salad Dad played guitar and sang me a beautiful song My friend also sang along and (22)……… The party (23)………… at 8.30 because some of my friends live in the suburb and they needed to catch the 8.45 bus Some others who live nearby stayed to help me clean up the room I (24)……… very happy because we (25)……… a wonderful time together.

17 a invite b invited c to invite d invites

Class:

Correction the test 1

T: corrects the mistakes that learners have across

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Class:

Unit 4 : Volunteer Work

* Aims : help Ss be able know what volunteer work is and how it is in the United States.

- Lexical items: words / phrases related to volunteer work

- Teaching aids : textbook , pictures , posters

- Skills : reading for gist and for specific information

* Method and technique : pairwork, groupwork , discussion

1 Who are they ?

2 Where are they ?

3 What are they doing ?

II New lesson :

1 Pre-reading :

“If you give me a fish,

I will eat today.

If you teach me to fish,

I will eat my whole life long.”

- T runs through task 1 and asks Ss to complete the sentences.

- T goes around the class

to give help.

- T corrects and guides Ss

to read these words.

- T runs through task 2 and then asks Ss to do it.

- Ss look at the picture and answer the questions in chorus.

of 4.

- Ss listen and

Trang 35

1 They read books to the people in

these places , sometimes they just

visit them , play games with them or

listen to their problems.

2 They give care and comfort to

them and help them to overcome

their difficulties.

3 During summer vacation , they

volunteer to work in remote or

mountainous areas to provide

education for children.

3 Post- reading: Discussion

Why do people do volunteer work ?

III Homework:

- T goes around the class

to give help if necessary.

- T gives feedback.

- T runs through task 3 and asks Ss to read the passage again & answer the questions.

repeat.

- Ss read the passage and choose the best answers.

- Ss read the passage again and answer the

questions individually.

- Ss write the answers on the board.

- Ss discuss in groups.

- Ss report their discussion to the class.

- Ss redo the tasks

- Ss prepare lesson 2: Speaking.

Class:

Lesson 2: Speaking – Period

* Aims : help Ss be able to talk about a kind of volunteer work they usually do to help people.

- Lexical items : words / phrases related to volunteer work

- Teaching aids : textbook , posters , picture

- Skills : speaking

Trang 36

* Method and technique : pairwork , groupwork , network

II New lesson :

A : What exactly are you doing ?

B : We’re teaching the children to

read and write.

A : Do you enjoy the work ?

B : Yes I like helping people.

*2.Task 3 :

Example :

We usually take part in helping

people in mountainous areas We

teach the children to read and write

We enjoy the work very much

because we like helping people.

- T asks Ss to fill in the network.

- T give feedback and leads Ss to the topic of the lesson.

- T runs through task 2 and asks Ss to practise the dialogue.

- T models.

- T asks Ss to make similar

conversations,using the activities in the box.

- T asks Ss to talk about a kind of volunteer work their friends and they usually do to help people.

- T models.

- T goes around the class to gives help.

- Ss exchange their ideas.

Trang 37

2’ III Homework:

- T asks Ss to write a short paragraph about volunteer work they usually do to help people.

- Ss prepare lesson 3 : Listening.

Class:

* Aims : help Ss be able to hear and understand the information about Spring School in Ho Chi Minh City.

- Lexical items : co-operate , co-ordinate , disadvantaged children , fund-raising ,

Organisation for Educational Development.

- Skills : listening for gist and specific information

* Method and technique : pairwork , groupwork , Bingo

Spring School , co-ordinate ,

co-operate , fund-raising , disadvantaged

children , Organisation for Educational

1 Have you ever supported charities ?

2 How often do you support charities ?

3 What’s the best way of raising money to

support charities ?

4 Which kinds of volunteer work do you

prefer ?

- After the game , T guides Ss to read these words and then explains the meaning.

- T shows the picture and asks Ss these questions

- T gives feedback and leads Ss to the

- Ss work individually.

- Ss listen and repeat.

- Ss look at the picture and answer the questions.

Trang 38

Time Content Teacher’s activities Ss’ activities

1 It provides classes to disadvantaged children

in Ho Chi Minh City.

2 Dance , theatre , singing and folk music

classes were set up in 1999.

3 Because they need money to continue their

English and Performance Arts classes.

4 They dance , sing and play music at one of

the largest hotels in Ho Chi Minh City.

5 Because they need help to organise their

fundraising dinner held annually in June.

3 Post-listening:

Cues :

 The aim of Spring School

 The number of children who live and

stidy at the school or attend classes.

 The activities the children at the school

take part in.

 The kinds of volunteers that Spring

School requires

III Homework :

topic of the lesson.

to guess the answers.

- T write what Ss guess on the board.

- T plays the tape twice or more.

- T corrects.

- T runs through task 2 & asks Ss to listen to the tape again and answer the questions.

- T writes what Ss guess on the board.

- T plays the tape again twice or more.

- T corrects.

- T asks Ss to summarize the story about Spring School, using the cues.

- T asks Ss to write

a paragraph about Spring School.

- Ss read the sentences and guess the answers.

- Ss listen and check their answers.

- Ss read the questions and guess the answers based on the previous listening.

- Ss listen again and check their answers.

- Ss take turns to summarize the story.

- Ss prepare lesson 4: Writing.

Class:

Trang 39

Trêng THPT MÌo V¹c GV: NguyÔn ThÞ Hµ Unit 4 : Volunteer Work

* Aims : help Ss be able to write a letter to acknowledge the receipt of the donation and express gratitude.

- Lexical items : donation , donate , donor

- Skills : writing a letter

* Method and technique : pairwork , groupwork , flower game

- The donated amount : I am very

happy to receive a donation of $ 500 from

your company some days ago.

- The way(s) the money is used :the

money will help us to repair the old school

building and build a new block of flats for

the handicapped students.

- The way the receipt is issued : We

will certainly issue a receipt as soon as

possible.

- The gratitude to the donor : I would

like to express our thanks for the donation

from your company.

- The closing of the letter : I look

forward to hearing from you soon Yours

faithfully.

2 While-writing :

* Task 2 :

- After the game , T leads Ss to the topic

- T corrects and then help Ss know what they have to write in their letters.

- T sets the scene : Imagine that you have just received a donation of one million dong from one

Trang 40

- T guides Ss how to correct the mistakes.

- T chooses 2 or 3 writings to correct and give marks

- T asks Ss to rewrite the letter.

of 8

- Ss exchange their writings to correct the mistakes.

- Ss prepare lesson 5: Language Focus.

Class:

Lesson 5: Language Focus – Period

* Aims : help Ss be able to pronounce / w / , / j / & distinguish gerund and present participle ; perfect gerund and perfect participle

* Method and technique : pairwork , groupwork, Kim’s game

* Practise rading aloud these sentences

- After the game , T guides Ss to read these words and pronounce /

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