Date of preparation: 17thAugust,2014 Period: 1 Guiding to learn and test I. Objectives: - To introduce the textbook- English 11 - To introduce the way of testing. - To set up some class regulations. - To give a fifteen- minute test. II. Methods: communicative approach III. Teaching aids: Student’s book, student’s workbook, some test papers, etc. IV. Procedure: 1. Organization : (1min) Class Attendances Teaching date Absentees 2. Check old lesson: No checking 3. New lesson: Stages/time Teacher 's activities Introduction Introduces the textbook and how to learn English (18mins) well. a. Contents: - Six themes: + You and me + Education + Community + Nature and the environment + Recreation. + People and places. - Sixteen units. b. The Structure of the book: - There are sixteen units . In each unit , there are five main parts: + Reading + Speaking + Listening + Writing + Language focus: - Pronunciation -Grammar and vocabulary. c. How to learn English well. - Learn new words by heart - Learn everywhere & every time when you are free. - Study the new lesson & prepare it cafully before you go to the class. Sts' activities - Listen to the teacher and take notes - Listen to the teacher and take notes Test (24 mins) Exercise 1 Exercise 2 Exercise 3 - After the lesson, you should do the home work every day, ... Gives a test. I. Complete the following sentences with the correct form of the verbs in brackets 1. The sun always (rise) .............. in the east. Look, it (rise) ......................... 2. I (have) ....... a shower before breakfast this morning. 3. Where you ( spend) ........................... your summer holiday last year, Tam? 4.Lan (write) .... to her pen pal for three years, and they first (meet) ........ each other last week. 5.I wish that I (know) ....... how to mend this shirt. II Complete the second setence so that it has a similar meaning to the first one. 1.Tom always walk to school. Tom always goes................................................ 2. When did you start your course? How long have ................................................... 3. It took me two hours to do my homework I spent............................................my homework 4. He didn’t become a famous film director until he was 55 It was not .......................................................... III. Choose the best answer 1.The TV program I watched last night was so ..... that I turned it off ( boring/ bored/ excited/ exciting) 2. ....it is getting dark, we will not wait for him any longer. ( Unless/ While/ Since/ Although) 3. His doctor advised him ( to give/giving) ( to smoke/ smoking). 4.My uncle drank a lot of beer,........ made him fat. ( that/which/ that’s why/ it) 5. She is going to finish her home work, .............? (is she/ will she/doesn’t she/ isn’t she) Individual work Answer keys Ex1: 1.rises- is rising 2. had had 3.did...spend 4.has written- met 5. knew Ex2: 1...to school on foot 2.... you started your course? 3....two hours doing ... 4...until he was 55 that he became a famous film director Ex3: 1.boring 2. Since 3. to give- smoking 4.which 5. isn’t she 4. Consolidation (1’): Summarize the main points of the lesson 5. Homework (1’): Ask students to prepare next lesson: Unit 1-Reading Date of preparation: 17thAugust,2014 Period: 2 Unit 1: Friendship Lesson 1: Reading I. Objectives: By the end of the lesson, students will be able to : - Understand the passage aboutfriendship. - Express their own ideas about friendship. - Identify the main idea and guess the meaning in context II. Methods: Integrated, mainly communicative. III. Teaching aids: Student’s books, note books, chalks board, etc. IV. Procedure: 1. Organization (1min) Class Attendances Teaching date Absentees 2. old No checking 3. lesson: Check lesson: New Stage Warm up (5mins) Before reading (7mins) While reading (22mins) After reading (5mins ) Teacher’s activities Warm-up: - Ask students the questions: - Have you got many friends? - Who is your best friend? - What do your friends and you do in your free time? - Introduce new lesson Before reading: - Ask students to look at the picture and read the poem in their books. - Ask students to discuss then ask and answer the question: - What do you think of the friend in the poem? - Listen to students and correct pronunciation if necessary. -New words. -acquaintance (n) : nguoi quen - give- and- take: moi quan he cho nhan - incapable of: bat tai - unselfish (adj): ko ich ky While reading : .1. Task 1: Give Ss the handouts - Ask Ss to open their book and read the passage and do task 1 in pairs 2. Task 2: Choose best answer - Ask students look through the passage then try to choose which of the choices A, B, C or D most adequately sums up the ideas of the whole passage Key: B ( Conditions of true friendship) 3.Task: Answer the questions - Ask students to scan the passage and answer the questions: - Let them work in pairs. - Walk round and help students. - Ask some students to stand up to ask and answer each other. - Walk round the classroom and correct mistakes. After reading : Students’ activities - Listen to the teacher and answer the questions: - Yes, I have. - A is my best friend. - We usually come to the library sometimes play foot ball. - Look at the picture in the book, listen to the teacher, read the poem then ask and answer the question, work in pairs: A: What do you think of the friend in the poem? B: I think. - Listen to the teacher. Listen and repeat - Listen to the teacher then read the passage. - Ask some new words if necessary. - Listen to the teacher. - Look through the passage again and do the task - Practice with a partner then write the key down in the note book. - Listen to the teacher then ask and answer the questions in the book: 1/ The first quality for true friendship is unselfishness.. 2/Changeable and uncertain people are incapable of . 3/ the third quality for friendship is loyalty. 4. There must be mutual trust between friends because if not, people cannot feel safe when telling the other their most intimate secrets. 5. People can’t keep a friend long because they can’t keep a secret, either of their own or others. 6. The last quality for true friendship is sympathy. It tells us that to be a true friend, you must 4. Consolidation(1’): Gives the main points of the lesson : Conditions of true friendship 5. Homework(1’): - Ask students to learn by heart all the new words and summary the passage - Ask students to prepare for next lesson: Speaking Date of preparation: 17thAugust,2014 Period 3: Unit 1: Friendship Lesson 2: Speaking I. Objectives: By the end of the lesson, Sts will be able to: Describe the physical characteristics and personalities of their friends, using appropriate adjectives. II. Methods: integrated, mainly communicative. III. Teaching aids: Student’s book and pictures showing friends, etc. IV. Procedure: 1. Organization (1min) Class Attendances Teaching date Absentees 2. Check old lesson: (5mins) : Write new words, summary the passage ? 3. New lesson: Stage Teacher’s activities Students’ activities Warm up (5mins) Before speaking Warm-up: - Ask students to keep book close - Ask students to discribe some students in the class. - Call some sdtudents to stand to talk to the class. - Introduce, listen and repair mistakes for students. Before speaking : Task 1 - Keep books close. - Listen to the teacher. - Try to discribe some one in the class. - The students who are called stand to discribe a friend to the class. - Try to repeat from memory (13mins) - Ask students to look at the - Try to discribe the people in the book: people in the book and + The boy is short . He has a large face , discribe their physical + The girl is characteristics. - Let them work in pairs. - Play roles. -Introduce “Useful language” to the students: + Height: tall, medium, short, -Present their performance. + Face: square, large, oval, + Forehead: broad, high, … + Nose: straight, crooked, …. + Hair : Black, grey, …. + Appearance: handsome, -Rearrange the adjectives in order of While beautiful, good-looking, …. importance of friendship speaking While-speaking (13mins) 2.Task 2 : ( groupwork) - Ask Ss to rearrange the Practice asking and answering adjectives in order of + Close pairs importance of friendship and + Open pairs After tell the reasons of their choice. speaking After speaking: T: Hello, I’m ……… I’m a journalist for (6mins ) 3. Task 3: ….. - Set the scene and ask Ss to T: I know you are ……..….friend. work in groups to make Could you give me some information questions or facts about a about ……..? famous friend based on the - When was he born? / What’s he like? suggestions in the textbook - What’s his hobby? / What does he do before doing the task in his free time? / Why is he interested in math? / how much time does he spend T: Hello, I’m ……… I’m on math?/ What made him so a journalist for ….. successful?, etc ….. T: I know you are …….. T: Thanks for giving me time. Bye. ….friend. Could you give me some information about ……..? - When was he born? / What’s he like? - What’s his hobby? / What does he do in his free time? / / how much time does he spend on math?/ What made him so successful?, etc ….. T: Thanks for giving me time. Bye. 4. Consolidation(1’): : talk about physical characteristics and personalities 5. Homework(1’): - Ask students to talk about a close friend - Ask students to prepare for new lesson: Listening Date of preparation:22rdAugust, 2014 Period 4: Unit 1: Friendship Lesson 3: Listening I. Objectives: By the end of the lesson, Sts will be able to develop such listening micro-skills as intensive listening for specific information and take notes while listening II. Methods: Intergrated, mainly communicative III. Teaching aids: Student’s book, tape and cassette player, chalks, notebooks… IV. Procedure: 1. Organization(1min) Class Attendances Teaching date Absentees 2. Check old lesson(5mins): talk about physical characteristics, talk about a close friend? 3. New lesson: Stage Warm up (5mins) Teacher’s activities Warm-up: (5 minutes) - Game: Ask ss to list the characteristics that they expect in their best friends. - Write down all their vocabulary on the board . -Ask students some questions about friendship: - Introduce new lesson Before Before listening: (7 minutes) listening - Ask students to look at the part: (7mins) Before listening - Let them work in pairs ask and answer the questions: 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 friend? - Walk round, listen and help students - Read loudly the words in the books: - Ask students to repeat loudly the words While - Listen and check pronunciation listening While-listening:(18 minutes) (18mins) 1.Task 1: T or F staterments -Have students read the true-false statement list and questions in textbook silently for several minutes to make sure that every student understands them (Task1) -Turn on the cassette player twice. -Ask some students to do their tasks on the board. -Correct and give score 2. Task 2: Gap filling( for advanced Ss) - Set the scene and ex0.plain - Tell Ss the way of doing this exercise. After - Have them listen twice. listening( f - Let Ss listen to the tape one more or good and ask them to give the answers Students’ activities - Close the books - Listen to the teacher and answer the questions. * Expected answers: caring, supportive, helpful, honest, good- nature, quickwitted, humorous, friendly. - Listen to the teacher then and answer the questions in the book. - Work in pairs. - Look at the books - Listen to the teacher and repeat the words. -Students repeat & take notes - Repeat loudly the words and try to remember them -Students read task1, 2 silently for gist -Elicited students raise their hands to interpret. *keys: 1. F 2. F 3. T 4. F 5. T 6. F -Students work in pairs. - Listen and note down the ideas in the table Keys: 1. How and when did they meet? -Lan : -they used to live in the same apartment building in Hanoi. - Lan went on a holiday to DoSon and Ha went there to help her. -Long: -they met in college -Minh played the guitar. Long was a singer. 4. Consolidation(1min): : Lan and Long’s best friend 5. Homework(1min): - Ask students to talk about how Ha has been Lan’s best friend and how Minh has been Long’s best friend - Ask students to prepare for new lesson:Writing Date of preparation: 22rdAugust,2014 Period 5: Unit 1: Friendship Lesson 4: Writing I. Objectives: By the end of the lesson, Sts will be able to write about a friend, real or imaginary, using the words and expressions they have learnt in previous lessons. II. Methods: Intergrated, mainly communicative III. Teaching aids: Student’s book, notebook, chalks, board. IV. Procedure: 1. Organization (1min): Class Attendances Teaching date Absentees 2. Check old lesson(5mins): talk about Ha and Long’s best friends 3. New lesson: Stage Teacher’s activities Students’ activities Warm up (5mins) Warm-up: - Ask students to keep book close - Keep book close - Ask students some questions about their - Listen to the teacher and answer best friends. the questions. Before writing (10mins) Before writing: - Teacher asks students to think about a friend they like. -Teacher raises a few guiding questions. 1. What is your friend name? 2. How old is he / she? 3. Where and when did you meet each other? - Listen to the teacher and answer the questions: 1. My friend’s name is Hoa 2. She is 17 years old. 3. We met each other at my cousin’s birthday party 4 years -Teacher uses a picture to gives some key ago . words to describe someone’s physical - Make outlines characteristics ( height , hair , eyes , face , clothe.) and his / her personalities ( helpful , sincere) and some necessary structures. - Gets sts to work in groups to make outlines. While writing (15mins) After writing (7mins) Eg: When & where first met -in the school extraactivitie s - at a football match. Physical characteristic s high forehead - very tall - long black sleek hair Personalitie s - good natured quickwitted -Students write a passage. * A Sample Hoa has been my best friend since many years. She is quite a lively person. She is fairly tall with a good fingure. She ‘s got a heart- shaped face with a small sort of turned- up nose. It is very attractive . She has got long , While writing: -Teacher gives a sample and has students black wavy hair and blue eyes write a passage to describe a friend they with very long eyelashes. Her complexion is white. Her lips are like. very full and she has got dimples - Let them work in groups in her checks. Now she lives very - Go round, check and help students far from me , but we still keep contact through e- mail After writing: - Give suggestions and corrections -Students read / write some -Teacher asks students to read / write some students’passsages on the board and students’passsages on the board. Teacher gives comments. - Correct mistakes and mark 4. Consolidation(1min): : How to write about a friend ? 5. Homework(1min): - Ask students to write about one of his or her friend - Ask students to prepare for new lesson: Language focus Date of preparation: 22rd August, 2014 Period 6: Unit 1: Friendship Lesson 5: Language focus I. Objectives: By the end of the lesson, Sts will be able to: - Distinguish the sounds / / and / / - Pronounce the words and sentences containing these sounds correctly. - Use some structures containing infinitive with to or without to appropriately. II. Methods: Intergrated, mainly communicative III. Teaching aids: Student’s books, notebooks, chalks, board… IV. Procedure: 1. Organization (1min): Class Attendances Teaching date Absentees 2. Check old lesson:(5mins) write about one of your friend 3. New lesson: Stage Teacher’s activities Warm up (5mins) Warm-up: - Ask students to keep book close - Ask students to look at the some pictures and match with words: P1: church P4: organge P2: watch P5: bridge P3: chicken P6: village Pronunciation - Introduce new lesson (8mins) Pronunciation: - Ask students to look at their books then introduce to them *Listen and repeat : - Read loudly then ask students to repeat - Introduce : / d / - / t∫/ - Correct pronunciation for the students * Practise these sentences - Read the sentences loudly Grammar - Ask students to repeat and - Correct pronunciation for vocabulary students (24mins) Grammar and vocabulary: * Infinitive with to * Verb + to inf. Students’ activities - Keep book close - Listen to the teacher reads - SS listen and repeat - Open the books - Look at : Listen and Repeat - Repeat the words in chorus then individual - Look at Practise the sentences - Listen to the teacher then repeat in chorus then individual - Listen to the teacher agree, offer, decide, appear, forget, refuse, attempt, plan, seem, learn, promise, manage, arrange, pretend, dare, threaten, fail, hope, afford, tend * Verb + object + to inf. want, ask, expect, help, mean (= intend), would like, would prefer, tell, remind, force, enable, persuade, order, warn, invite, teach, get (= persuade) - * Infinitive without to. - sau cac dong tu khuyet thieu: can, could, may, must, will, 4. Consolidation(1min): : How to use infinitive with “to” and infinitive without “to” 5. Homework(1min): - Ask students to do all exercises in the book - Ask students to prepare for new lesson: Unit 2: Reading Date of preparation: 28th August, 2014 Period 7: Unit 2: Personal Experiences Lesson 1: Reading I. Objectives: By the end of this lesson, Students will able to: - Express their opinions about personal experience. - Read for gist and for specific information - Develop such reading micro-skills as scanning for specific ideas, identifying the sequence of events and guessing meaning in context. - Use the information they have read to discuss the story. II. Methods: Intergrated, mainly communicative III. Teaching aids: Tape and cassette player, pictures, English textbook 11, hand-outs. IV. Procedures: 1. Organization : Class Attendances Teaching date Absentees 2. Check old lesson(5mins): Do exercises 3. New lesson: Stage Warm up 4. (4mins) Teacher’s activities Warm-up: (4 minutes) -Game: middle riddle - Give some pictures and ask ss to match with words. P1. pen, taxi, apple, key, knife, tree, one, ice, bed. -Deliver handouts with 10 pictures on . - Put ss to work in group - In groups, ss identify each picture. In the space beneath each picture, ss ,write the middle letter of each word. Before The group who first finds out reading the word wins. (5minutes) Before reading: (5minutes) - Ask studentsto put the pictures in the book in the correct order to make a story. (work in pairs) - Ask some students to give their answers. - Ask ss to answer the question: What is the matter with her? * Newwords: - making a fuss: lam am I , om som - glance (v): liec nhin - ambarrassing (a): nguong ngung, lung tung While - idol (n): than tuong reading While reading: (15minutes) (15minutes) Task 1 : Fill each blank with one of the words in the box below. - Firsly, ask students to study individually then in pairs - Walks arround the class, offer ideas and comments when students need help - Give suggesstions Task 3: Answer the questions - Ask Ss to read the questions carefully and underline the key words to do the task After -Ask Ss to give answers and Students’ activities - Listen to the teacher. - Answer the questions. - Put the pictures and match. ( work in groups) - Give their answers Keys: Experience - Read the story - Listen, try to guess the meaning of the new words and take notes * Key : d, b, f, e, a, c - ss listen and repeat - copydown - Do Task 1 in pairs * Suggested keys: 1. glanced 2. making a fuss 3. embarrassing 4. idiots 5. sneaky - Do the task Suggested answers: 1. She wished to have a red hat-a floppy cotton hat ( like the one her star idol wore in her video clip) 2…...so that she could buy the hat (for herself.) Consolidation:(1min) : Give the main point of the lesson : translate the passage 5. Homework(1min): - Ask students to learn by heart all new words, read and translate the pasage into Vietnamese , finish tasks - Ask students to prepare for new lesson Date of preparation: 28th August, 2014 Period 8: Unit 2: Personal Experiences Lesson 2: Speaking I. Objectives: By the end of this lesson, Students will able to: - Know how to practice speaking skill . - Speak for gist and for specific information -Identify structures that are used to talk about past experiences and their influences on one’s life, i.e. present perfect and past simple, structure with “Make”. -Use these structures to talk about a past experience and how it affects their life. II. Methods: Intergrated, mainly communicative III. Teaching aids: Pictures, English textbook 11, chalks, board, hand-outs IV. Procedures: 1. Organization : Class Attendances Teaching date Absentees 2. Check old lesson(5mins): Write new words, read and translate the pasage into Vietnamese 3. New lesson: Stage Teacher’s activities Students’ activities Warm up (5minutes) Before speaking (10mins) Warm-up: - Have you ever spoken English to you friends ( teachers, foreigners…) ? - How did you feel when you spoke English to them? - Answer freely Before speaking: (8 minutes) - Learn new words - Gives students some new 1. Confidence words in Task 1 2. Attitude - Reads the new words 3. Native English speaker 4. Appreciate 1.Task 1: Matching phrases - Explains the meanings - Asks students to do Task 1 While speaking (13mins) in pairs - Call some pairs to answer - Gives feedback While speaking: 2.Task 2:Ordering the dialogue - Asks students to do task 2 in pairs - Asks them to give answers - Give feedback + Structure: Present Perfect ( Past simple) Have you ever………? Key: 1. D 2. E 3. B 4.F 5. A 6. C - Work in pairs Key: After 1. B 2. E 3. H 4. A speaking 5. E 6. G 7. C 8. F (10mins ) After speaking: - Work in pairs Task 3: Making dialogues Key: - Gives students useful 1.A. Have you ever falled an exam? structures - Yes, I have. + Have you ever………….? B. How did it happen? + How did it happen ? - I didn’t study well enough for exam. + When/ Where did it happen? C. When did it happen? + How did the experience - Last year. affect you? How did you feel? D. How did you feel/ How did it affect - Asks students to do Task 3 you ? in pairs - I felt disappointed/ sad/ depressed. - Asks some pairs to perform 2. A. Have you ever traveled to other their dialogues in front of the parts of the country? class. - Yes, I have. - Corrects common mistakes B. When did you travel? and give remarks - In 2002. C. How did it affect you? - It make me love our country more./ I learned more about different places in our country. 3. A. Have you ever talked to a famous pop star? - Yes, I have. B. Where did you meet him/ her ? - At a party C. How did it affect you? - It was interesting to talk to famous pop stars. - It changed my attitude to/ towards/ famous pop stars. 4. Consolidatio(1min): : Give the main point of the lesson : talk about past experiences 5. Homework(1min): - Ask students to : talk about past experiences - Ask students to prepare for new lesson: Listening Date of preparation: 28th August, 2014 Period 9: Unit 2: Personal Experiences Lesson 3: Listening I. Objectives: By the end of this lesson, Students will able to: - Understand more about the personal experiences and practice listening skill. - Listening for gist and for specific information - Develop such listening micro-skills as intensive listening for specific information and taking notes while listening. II. Methods: Intergrated, mainly communicative III. Teaching aid: Pictures, chalk, cassette tape IV. Procedures: 1. Organization : Class Attendances Teaching date Absentees 2. Check old lesson(5mins): talk about past experiences ? 3. New lesson: Stage Teacher’s activities Students’ activities Warm up (5mins) Before listening (7mins) Warm- up -Asks sts to close books - Shows the picture of a fire and ask some sts to describe it. - Ask some questions: +What do you see in the picture? + Who do you see in the picture? + How do the girls look? + Have you ever seen a fire? - Leads to the lesson I. Before listening *vocabulary Elicites the meaning of some new words -Memorable (adj) -Terrified (adj) -Scream (v) -close books - Look at the picture and answer some questions: -Listen and repeat Repeat chorally and individually -Embrace (v) -Escape(v) -Appreciate (v) Reads aloud the words in the text book and get sts to repeat While listening (18mins) After listening (6mins) II.While you listen 1. Task 1 - Plays the recording and get sts to -Listen , check and write their answers listen to the first part (From the on board again beginning to minor burn ) to check Suggested answers their prediction (two times) (1) T (2) F (3) F (4) F (5) T - Give feedback and play for Check and take notes recording for the third time 2. Task 2 -Ask Ss to open book and do the -Listen , fill in the blanks and write task . their words on board . - Asks the sts to recognize the part Suggested answers of speech in the gaps (1) small (2) everything (3) family (4) -plays the recording and gets sts to replaced (5) took (6) appreciate listen to the second part of the dialogue (two times ) -Give feedback and plays the recording for the 3 rd time III.After listening -Discussion : Christina says that family is important than things -Do you agree or disagree with her? Why ? - Call two groups to present in the front -Give the corrections Work in groups of four -present in the front -Listen 4. Consolidation(1min): : Give the main point of the lesson : new words, listening passage 5. Homework(1min): - Ask students to learn by heart new words and summarize the listening passge - Ask students to prepare for new lesson: Writng Date of preparation: 6th Sept, 2014 Period 10: Unit 2: Personal Experiences Lesson 4: Writing I. Objectives: By the end of this lesson, Students will able to: - Know how to practice writing skill, how to write a narrative and can write a narrative about one of their friends, real or imaginary, using the words and expressions that they have learned in previous lessons - Write for gist and for specific information. II. Methods: Interagrated, mainly communicative III. Teaching aids: Chalk, textbook IV. Procedures: 1. Organization : Class Attendances Teaching date Absentees 2. Check old lesson(5mins): summarize the listening passge 3. New lesson: Stage Warm up (5mins) Before writing (10mins) While writing (17mins) After writing (5mins) Teacher’s activities Warm-up : (4 minutes) - Can you write a short letter in English? - Is it interesting? - To day I want you to write a letter about your past experience in English. Before writing: (10 minutes) - Has students give some of their past experiences? (being seriously ill, failing an exam; talking to a famous pop star, … etc) - Today we learn how to write a personal letter telling about a past experience. - Gives students some guidance: 1. When it happened: ( It happened …years ago/in …./ when I was …years old.) 2. Where it happened: ( in my house/ at school / in the street) 3. Who was involved: ( your family members/ your friends/ your relatives,….) 4. How it affected you: ( it changed outlook life / it make me more careful/ it gave me more confidence in …./ it taught me the lesson/…) - Asks students to work in groups to tell their experiences to prepare for their writing While-writing: (17 minutes) - writing a letter -Ask ss to write a letter to a friend of theirs, telling him/ her about one of their most memorable experience. -Go around to control and give help with vocabulary. Post-writing: (5 minutes) Peer correction. - Corrects common mistakes Students’ activities - Answer the questions - Gives their own past experiences - Listen to the teacher and copy down - Do the task Sample writing HCM city 24 May 2007 Dear Minh, How have you been doing ? Have you got any plan for the coming school break ? Let me tell you about my last summer vacation at my grandparents’ .It was almoet a year ago and was one of my most unforgetable experiences. My grandparents live a small village , which is about 70km southest of HCM city. There is alarge river at the back their house where I often do swimming every afternoon when I spend my vacation with them. One day when I was swimming with some of my friends. I suddenly caught cold. I felt so dizzy and was too weak to continue swimming,so I started to sink. I thought I was going to drown but I couldn’t call out of because I was too tired and terrified. Luckily, one of friends saw that and shouted for help. Immediately, another friend who swims the best among us swam towards me and tried to pull me up me .Then other friends swam towards us to help him push me in. My life was finally saved. Now recalling the moment I thought I was going to die, I understand how precious my life. This experience taught me to appreciate my life. What about you ? Have you got any unforgettable holiday that you would like 4. Consolidation(1min) : Give the main point of the lesson : how to write a personal letter to describe a past experience 5. Homework(1min): - Ask students to write a personal letter - Ask students to prepare for new lesson: Language focus Date of preparation: 6th Sept, 2014 Period 11: Unit 2: Personal Experiences Lesson 5: Language focus I. Objectives: By the end of this lesson, Students will able to: - Know how to pronounce the sounds /m/, /n/ and /η/ and distinguish these sounds - Pronounce the words and sentences containing these sounds correctly. - Distinguish the uses of different verb tenses; present simple for indicating the past, past simple, past continuous and past perfect. - Use the verb tenses to solve communicative tasks. II. Methods: Intergrated, mainly communicative III. Teaching aids: textbooks, cassette tape IV. Procedue: 1. Organization : Class Attendances Teaching date Absentees 2. Check old lesson(5mins): write a personal letter to describe a past experience 3. New lesson: Stages/ Time Teacher’s activities Students’ activities Warm-up -Divide the class into 4 groups and (5mins) ask Ss write down 10 adjectives -Listen to teacher and work in describing character of personality. groups. The winner will be the group completing the task in the shortest -Discuss and complete. period of time. Pronunciation (9mins) *Listen and repeat - Model three sounds /m/, /n/ and /η/ for a few times and explains the differences in producing them. -Play the disc once for Ss to hear the words containing these two sounds, then play the disc again and this time asks Ss to repeat after the tape. *Practise reading aloud these sentences: -Read the words in each column all at once. -Read the words once again, each time with a words in each column to help Ss distinguish the differences between the sounds in the words. -Read the words and ask Ss to repeat them. -Ask Ss to practice pronouncing the words in pairs. -Go around providing help. -Ask some Ss to pronounce the words and gives correction if necessary. Grammar& Practise (24mins) -Listen to teacher and understand how to read three sounds. -Discuss in groups and write on note book carefully. -Do as required: -Listen and write on note book carefully. I. Grammar *Ask Ss to remember and give the -Do as required forms, usage, spelling of the past simple tense, the past continuous tense, the past perfect tense: -Remind the forms, usage, spelling of the past simple tense, the past continuous tense, the past perfect tense a. Present simple: * Meaning: present time. * Form: I/ We/ You/ They + V(inf.) without To. He/ She/ It + V-s/es * Use: to express the idea that an action is repeated or usual. The action can be a habit, a hobby, a daily event, a scheduled event or something that often happens. It can also be Take notes something a person often forgets or usually does not do. Ex: The train leaves every morning at 8 am. b. Past simple: * Meaning: Past time * Form: S + V-ed/ V2 * Use:to express the action in the past ( yesterday, last…, …ago, …) Ex: Mozart, the famous composer, died at the age of 35. c. Past progressive: * Meaning: to express the action happening in the past. * Form: S + was/ were + V-ing. Ex: When Bill arrived, we were having dinner. d. Past perfect: * Meaning: to express the action finished before other action or time in the past. * Form: S + had + V-ed/ V3 Ex: I phoned carrol at 7 am., but she had left. II. Practice *Exercise 1: (p.30)Use the correct present tense forms of the verbs to complete the sentences -Get Ss to do Ex.1 individually. -Check with the whole class and provides corrective feedback. *Exercise 2: (p.30-31) Use the correct past simple or past progressive tense of the verbs to complete the sentences -Ask Ss to work in pairs to do the task - Call on some pairs to answer -Check with the whole class and provides corrective feedback *Exercise 3: (p.31) Use the correct past simple or past perfect tense of the verbs to complete the sentences -Get Ss to do Ex.3 individually and then find a partner to check their answers with. -Check with the whole class and provides corrective feedback -Do as required: Expected answers: 1, invites 2, sets 3, gets 4, waves 5, promises 6, carries 7, contains 8, has baked 9, is 10, is shining 11, are singing 12, is -Do as required Expected answers: 1, broke/was playing 2, wrote/was 3, was working/broke 4, started/were walking 5, told/were having 6, didn’t listen/was thinking............ -Do as required Expected answers 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 4. Consolidation(1min) : Give the main point of the lesson : past simple, past progressive and past perfect; Present tense indicating past time 5. Homework(1min): - Ask students to do exercises, learn by heart all forms of tenses - Ask students to prepare for new lesson th Date of preparation: 6 Sept, 2014 Period 12: Unit 3: A party Lesson 1: Reading (P1) I. Objectives: By the end of this lesson, students will be able to: - Develop such reading micro-skills as scanning for specific ideas, and identifying and correcting false statements - Use the information they have read to discuss celebrations in their culture II. Methods: Intergrated, mainly communicative III. Teaching aids: Some photos of celebrations in the world IV. Procedures: 1. Organization (1min): Class Attendances Teaching date Absentees 2. Check old lesson(5mins): Do exercises on language focus part 3. New lesson: Stages/ time Teacher's activities Sts' activities Warm up Guessing game: Which celebration? (10 mins) - Delivers sts a handout of celebrations - Group-work. and ask them guess which celebrations are.1.On this day, people decorate real Answers: or plastic pine trees with ornaments or 1.Christmas. gift boxes. 2.Halloween. 2.At the night of this day, children often 3.Thanksgiving. dress in costumes and go door-to-door 4. Valentine to collect sweets and fruits. Houses are 5.Mother’s day. decorated with pumpkins which are 6.Birthday. carved into scary faces and decorated 7.Wedding. with lights or candles. . 3.A celebration which exists only in America. On this day people pray to God and eat roasted turkey. 4.A celebration for lovers. On this day people often send cards cnd buy chocolates for the ones they love. 5.It is a day to honor mothers. On this day, people often send cards and gift to Before reading (10 mins) While reading (17 mins) their mothers to show how they love and appreciate their mothers. 6.It celebrates the day when someone was born. 7.It is a special day for two lovers. On this day they pray to live together and share everything with each other during the rest of their life. - Gets sts to work in pairs and try to make sense of the pictures on page 32; then answer the qs on this page. - Calls some sts to answer the qs . - Elicits some words from their answers: + to blow out the candles + to mark the milestone + present(n)= gift (n) : + present(v) : to give sth to sb + to give sth for his/ her birthday + Sliver /Golden /Diamond anniversary - Helps sts pronounce these words correctly. - Asks sts to make some examples with the words. - Pair-work. Suggested answer: - The people in the picture 1 are friends, they are celebrating a birthday. - The people in the picture 2 belong to a family, they are celebrating a golden wedding anniversary - Pair-work. - Individual-work & pairwork * Task 1 : Matching - Ask Ss to work in pairs to read the text and decide which of the activities take place at a birthday party or at a wedding anniversary party or at both, then put a tick in the right column. - Call on some Ss to give the answers. - give feedback on what Ss have - Do task 1 Answers: 1. both 2. both 3.Birthdays. 4. anniversary 5. anniversaries 6.both 7. Birthdays - Corrects with the whole class. 4. Consolidation((1min) the main point of the lesson : new words, summarize the passage about a party 5. Homework(1min):Ask students learn by heart new words and summarize the passage - Ask students to prepare for new lesson: Reading (p2) Date of preparation: 14th Sept, 2014 Period 13: Unit 3: A party Lesson 1: Reading (P2) I. Objectives: By the end of this lesson, students will be able to: - Develop such reading micro-skills as scanning for specific ideas, and identifying and correcting false statements - Use the information they have read to discuss celebrations in their culture II. Methods: Intergrated, mainly communicative III. Teaching aids: Some photos of celebrations in the world IV. Procedures: 1. Organization(1 min) : Class Attendances Teaching date Absentees 2. Check old lesson(5mins): Ss write new words 3. New lesson: Stages/ time Teacher's activities Warm up Warm- up :- Divide the class in two (7 mins) groups - Stick eights on the board. - Ask Ss in each group to identify the holiday and celebrations in the USA Sts' activities - Answer - Work in pairs to find the answers - Listen and guess the meaning of the words and write them on board. - The groups with more correct words is the winner. Lead – in: - What do people often do on these occasions? While reading (20 mins) * Expected answers: -People often eat, drink, sing, and dance. They often have parties and how people celebrate them *Task 2: Correcting the wrong information: - Gets sts to read the text again to complete their answers. - Asks sts to compare their answers with other pairs. - Calls some sts to give their answers - Do task 2 Correcting: 1.eighth-seventh 2. makes- eats 3. food- presents and explain their answers. - Gives feedback and corrects answers. After reading (10 mins) Discussing: - Gets sts to work in pairs to discuss the questions. - Goes around to offer help. - Calls some pairs to present. - Gives corrective feedback. - Present in front of the class 4. anniversary- age 5. months- years 6. 5th – 50th 7. silver- golden - Pair-work. - Discuss the question Suggested: I prefer to celebrate my birthday at home b/c I will have my parents, my sister and lots of my friends comfortably attend my party in a cozy atmosphere. Besides, it will save my parents a lot of money if I have a party at home. 4. Consolidation((1 min) the main point of the lesson : new words, summarize the passage about a party 5. Homework(1min):Ask students learn by heart new words and summarize the passage - Ask students to prepare for new lesson: Unit 3- Speaking Date of preparation: Period 14: Unit 3: A PARTY Lesson 2: Speaking I. Objectives: By the end of the lesson, Sts will be able to: - Use appropriate language to talk about parties and negotiate how to plan them. - Use appropriate language to invite people to come to parties. II. Teaching methods: Integrated, mainly communicative III. Teaching aids: Textbook. IV. Procedure: 1. Class organization: (1min) Class Date Attendance Absentees 2. Oral check (4mins): Call ss to write new words and summarize the reading 3. New lesson Stages/ Teacher's activities Sts' activities time * Chatting:- Asks some questions : -Answer T’s questions WARM- - Have you ever been to a party? /- Whose - Individual-work & UP party was it?/ -What was the occasion/? - whole class. (4mins) Where was the party?/ - Who did you go with?/-Did you take a gift for the hostess?/ What sort of food and drinks did they have => So when you want to tell your friends about the party you have been to, what do - Individual-work. you want to tell them? * Suggested: - Elicits sts'ideas and writes on the board or + Gifts: flowers, Task 1 Task 1. Choose from the list the things souvenirs, a bottle of (8mins) you want to talk about wine, chocolate,... Introduces the task and goes over the qs + Decoration: balloons, with the class. flowers, lamps, - Gets sts to do task 1 individually. pictures,... - Encourage sts to take notes (making the + Food & drink: outline) starters, main courses, Task 2 - Goes around to offer help. desserts, cakes, ice(7 mins) Task 2:Tell your partner about the party cream, sweets,... - Asks sts to work in pairs to tell each other + Music: pop music, about the parties they have been to. jazz, classical music,... - Goes around to offer help. - Calls some to present before the class. - Elicits the feedback from the class and - Work in pairs Task 3 gives the final comments. A: I am wondering ( 10mins) Task 3: You are going to take part in a where I should hold my competition to organize the best birthday party ? party. Decide on the cues B: Why don’t you have - Asks Ss: What do you prepare for a your birthday party at party? - Elicits sts' ideas. When (date & time) Dressing? ( formal ? informal ? Who to invite? Food & - Work in groups to do drink (cook task 3 (colored our own or Suggestion: light bulbs? order? -The party was held flowers?) vegetarian at…. Task 4: Tell the rest of the class about -It started at……and your party. Try to convince them ended at….. to come -There were - Elicits or teaches necessary vocabulary about……….people. items, useful expressions and tenses. -He / She served us…. - Asks sts to work in group to do task. -We took part in some - Goes around to check and offer help. activities such as….. - Calls some sts to report about the parties -We were all tired but that they have planned. happy. - Asks other groups to give comments. - Corrects some errors and gives corrective feedback. - Do the task in groups - Present answers (family? relatives? friends?) Task 4 (7 mins) home ? It’s cosy and not very expensive. A: I don’t know if it’s Where? Entertainmen suitable to begin at 5 pm (home or t? (dance? ? restaurant music? B: +Why don’t you…. Budget? +You ought to… ( how +You should… Plannin much to +I think you should… spend/ ga +You’d better…. contribute party ?) +If I were you I would… Decorations? 4. Consolidation:( 1 min) - Summarise the main points of the lesson 5. Homework: (1 min) - Learn new words and phrases by heart & make sentences with them - Prepare for the next lesson: Listening Date of preparation: Period 15 : Unit 3: A PARTY Lesson 3: Listening I. Objectives: By the end of the lesson, Sts will be able to: - Understand more about celebrations in their culture and practice listening skill. - Develop such listening micro-skills as intensive listening for specific information. II. Teaching method: Integrated, mainly communicative III. Teaching aids : Textbook, cassette, disc IV. Procedure: 1. Class organization: (1min) Class Date Attendance Absentees 2. Oral check: (5mins.)Call 2 ss to talk about the party they have been to 3. New lesson: Stages/time Teacher's activities Sts'activities * A game: WARM UP - Asks sts to work in groups of 10 to Group-work (4mins) generate as many words related to - Give answer: birthdays and birthday parties as + last birthday/ next birthday/ possible in 4 minutes. happy birthday - When time is up, calls the winner to + have a nice birthday read out all the words and the whole + spend (20th) birthday in/ on/ class count and check. at ( a place) BEFORE * Answering the questions: + forget/ remember/ YOU - Gets sts to cover their book and approach... birthday LISTEN shows them the pictures on page 36, + birthday gift/ present/ card/ (6mins) then asks them to guess what they are cake/ party going to listen about. - Gets sts to work in pairs to answer the qs on the book. - Answer the qs on the book. - Calls some to answer and explain Pre-teaching their reasons. vocabulary + icing (n) + to clap hands (,v) - Pronounce the new words WHILE + to gather (v) YOU - Helps sts pronounce these words LISTEN correctly. Task 1 Task 1: True or False (10mins) - Introduces briefly what they are - Pair-work going to listen about and do the tasks. - Do the task - Asks sts to read the task 1 carefully + Keys: 1.F 2.F 3. F to understand the statements, then 4.T 5. F underline the key words. - Plays the disc twice. - Lets sts exchange their answers with Individual-work & whole class a partner. * Keys: - Asks sts to give their answers. 1.She was 16 years old. - Corrects with whole class ( plays 2. Because it is noisy and Task 2 (10mins) the disc again and pauses at the expensive. answers). 3. She served them soft drinks Task 2 Answering questions: and biscuits at the beginning of - Asks sts to read all the questions in the party. task 2 and answer them without 4. The birthday cake was brought listening again. out at about four thirty. AFTER - Plays the tape again for sts to listen 5. It was beautifully decorated YOU and complete their answers. with pink and white icing and 16 LISTEN - Checks with the whole class. colourful candles sat in the (7min) Role-play: middle of the cake. - "Supposed that Mai is your common 6. They clapped their hands friend. Yesterday was her birthday eagerly and sang “ Happy but one of you couldn't come. Now birthday”. you ask the other person about Mai's 7. It finished at about six in the party" ( Asks sts to close their books) evening. - Distributes the following handouts for sts to do the role play. Card A: Asking Card B: - Pair-work -Place the party Answering was held? - Time? - At Mai's house. - Present their answes - Who came? - 3-6pm. - What you did About 20 there ? guests. (at the - Mai opened beginning, in the gifts, you played middle, at the cards, then Mai end) cut cake, etc. 4.Consolidation(1 min) - Summarises the main points of the lesson. 5.Homework: 1 (min) - Ask sts to summarize the listening. - Ask sts to write a letter of invitation about their party in order to prepare for the next lesson:Writing. Date of preparation: Period 16 : Unit 3: A PARTY Lesson 4: Writing I. Objectives: By the end of the lesson, Sts will be able to: - Define the format and structure of an informal letter of invitation. - Write an informal letter of invitation. II. Teaching methods: Integrated, mainly communicative III. Teaching aids: Textbook, sample writing IV. Procedure: 1. Class organization: (1min) Class Date Attendance Absentees 2. Oral check: (4mins.) Call 2 ss to summarize the listening passage 3. New lesson : Stages/time Teacher's activities WARM UP - Asks some questions to lead sts (5 mins) to the topic and task. - Have you ever given a party? - On what occasion? - Did you invite many people? Before you -How did you invite them? write Task1: Answering the questions: Task 1 - Introduces the task. (5 mins) - Gets sts to work out the contents of their letters by answering the questions in Task 1. - Calls some to answer the questions and elicits more ideas Task 2 from class. (7 mins) Task 2: Filling in the gaps: - Gets sts to do the task 2 individually and then compare their answers with a peer. - Calls some to give their answers. - Helps sts analyse the letter to revise the format of a personal/ informal letter and some structures While you which are used for invitation. write Task 3: Writing a letter of Task 3 invitation: (15mins) - Gets sts to write their letters in 15 minutes based on their outlines. - Asks sts to work in pairs, exchange their letters and correct each other. After you - Goes around to offer help. write (6mins) - Chooses one letter and reads it to the class. - Elicits corrective feedback from the class and gives final comments afterwards. 4.Consolidation (1min): - Summarize the main points of the lesson. Ss' activities Individual-work &whole class - Answer T’s questions - Give answers: 1. birthday, wedding anniversaries, New Year’s Eve 2.dress/ skirt/ shirt/ trousers/ suit/… 3. gift/ flowers/ champagne/ - Work individually to do the task - Give answer: 1. at my house 2. to come 3. refreshments 4. to cook 5. winners 6. by Monday - Write the letter * Sample writing Doan Hung District PhuThoProvince 12thSeptember, 2011 Dear Lan, How are things getting on with you? I am fine here. Since your family moved to Hai Phong, things are not the same here. I really enjoyed the things we did together. Anyhow, the holidays are about to begin. Would you like to come over to my house for a short stay? We could spend some time on Lo river again, swimming, catching crabs, ect. My parents say that they will be glad to see you. Do let me know whether you can make it or not. I look forward to your reply. Your friend Hoa 5. Homework (1min): - Asks sts to complete their writing in their note books. - Prepare for the next lesson: Language focus. Date of preparation: 22nd Sept, 2014 Period 17: Unit 3: A PARTY Lesson 5: Language focus I. Objectives: By the end of the lesson, Sts will be able to: - Distinguish the sounds /l/, /r/, and /h/. - Know the uses of infinitive and gerund in active. - Use these structures to solve communicative tasks. II. Teaching methods: Integrated, mainly communicative III. Teaching aids: Textbook, cassette player, disc. IV. Procedure: 1. Class organization: (1min) Class Date Attendance Absentees 2. Oral check (5mins): Check up during new lesson 3. New lesson Stages/time Teacher's activities I. Pronunciation: Pronunciation The pronunciation of / l /, / r / and / (7mins) h/ - Gives students 6 words and ask them to put the words to the right columns / l / /r / and / h / : holiday, library, run, help, Lisa, realize. Today we are going to learn the pronunciation of the sounds /l/ , /r/ and / h /. Now look at your book, listen and repeat the sounds. Grammar& Practi II. Grammar & Practise se A- The Gerund: ( 35 mins) - Asks students to put the words in correct order to make the two sentences: Ex1 : the book / time/ return / she / on / to / failed / library / the. Ex 2: work / mind / the / helping / would / me / with / you / ? - In the lesson today you'll learn how to use the gerund and the infinitive. *Exercise 1 - Asks students to do exercise 1 in Sts'activities - Listen to the teacher and write down - Put the words in the right columns Ill /r/ /h/ library run help Lisa realize holiday - Put the words into correct orders - Listen to the teacher - Work in pairs Key: 0. to operate pairs 1. having - Checks answers and gives 2. getting feedback 3. to tell - Notes: 4. practicing * Some verbs followed by To inf : 5. to see mean, demand, seem, want, agree, expect, offer, hope, refuse,.. - Listen to the teacher and copy * Some verbs followed by V-ing dislike, risk, keep, appreciate, miss, down mind, mention, enjoy,... B. Passive gerund: infinitive and - to be + pp - being + pp ( in context meaning) *Exercise 2: - Work in pairs - Asks students to do task 2 in Key: pairs 1. B - Checks the answers and gives 2. A feedback 3. B 4. B *Exercise 3: 5. A - Asks students to do task 3 individually - Work individually - Lets students compare their Key: answers with a partner 1. D - Checks the answers and gives 2. C feedback 3. B 4. B 5. C 4. Consolidation( 1min): Give the main point of the lesson : how to use to – V and Gerund ? 5. Homework (1min): - Ask students to finish exercises in the book - Ask students to prepare for new lesson Date of preparation: 22nd,Sept,2014 Period 18: Test yourself A I. Objectives: By the end of the lesson, Sts will be able to do the test by themselves in order to check the knowledge they’ve learnt in unit 1, unit 2 & unit 3. Drill students’ listening , reading, speaking & writing skills II. Teaching method: Integrated, mainly communicative III. Teaching aids : Textbook, cassette player, disc IV. Procedure: 1. Class organization: (1min) Class Date Attendance Absentees 2. Oral check: Checking during the new lesson. 3. New lesson Stages/time Teacher's activities Listening (10 mins) Reading ( 10 mins) - Introduces the listening. - Explains some phrases: + To live next door: sèng c¹nh nhµ + To keep in touch: gi÷ liªn l¹c + To lose contact ( with sb): mÊt liªn l¹c (víi ai) - Asks Ss to read these questions ans guess the topic of the listening. - Plays ( or reads) the tape script twice. - Asks Ss to complete the exercise & then exchange their results with their partners. - Goes around to offer help. - Calls some Ss to give the answers before the class. - Checks with the whole class and provides corrective feedback . - Asks Ss to read the passage about the party and then answer the questions. - Explains some words: + Thrilled (adj): v« cïng sung síng. + virtually (adv) : hÇu nh tuyÖt väng. +declared (v) : tuyªn bè. + keep grinning : cêi toe toÐt. + Brand- new : míi toanh - Calls some Ss to give their answers before the class while others write on the board. Sts'activities - Listen & copy down. - Read these questions carefully and prepare for the listening - Individual, pair- work Key: 1.A 2.D 3.B 4.D 5. C - Whole class - Individual work - Whole class - Corrects and gives the key: 1. Because they had been childless for ten years after they were married. 2. To take some photographs of the family. 3. The boy was dressed in a smart, brand- new outfit and look like a little prince. 4. Because he was interested in the toys. 5. He feft that it was delightful and looked forward to the next day to have the films developed. Pronunciation and grammar a) Pronunciation. ( 10 mins) - Asks Ss to listen and put a tick (v) in the right box, paying attention to the pronunciation of the underlined part of the word. - Calls on some Ss to give the answer before the class , then others comment Individual, Pair- work & on. Whole class - Corrects & gives feed back. Key: 1.nine 2. hour 3. b) Grammar. matching 4. jam - Asks Ss to complete the sentences, using the right form ( base, full, or Individual passive) of the infinitive. work -Calls on some Ss to give the answer - Check and copy down before the class , then others comment - Key: on. 1.to see 2. To be Writing - Corrects & gives feed back to phone 4. pay ( 12 mins) 5. to be met 6. to be - Asks Ss to write about their birthday appointed party ( or one of their friends’s) about 120 words, using these questions given. - Asks some to give their hand - Individual, Pair- work writings before the class. - Checks with the whole class and provides sample writing. Lan is one of my best friends. We have many things in common so we often meet and do things together. We - Whole class 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 Jun we had a very special birthday party. We didn’t have it at home as usual but we had our birthday celebrate 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 3. bought lots of souvenirs. Though I did not have many presents on my last year birthday, but I enjoyed it most of all. 4. Consolidation (1min) - Summarises the main points of the lesson. 5. Homework (1min) - Asks Ss to redo the Test yourself A & redo all of exercises from unit 1 to unit 3. - Prepare for the next lesson: Written test 1- Time : 45 minutes. Date of preparation: 22nd ,Sept, 2014 Period 19: Written test I. Objectives: . - Check Ss’ knowledge after having taught 3 units (1 to 3) & adjust T’s method of teaching to suit Ss’ levels. - Help Ss consolidate & systematize the knowledge they have learned II. Method: integrated skills III. Teaching aids: question and its key IV. Procedure: 1. Class organization: Class Date 2. Check-up: Attendance Absentees No checking 3. New lesson: T: Give Ss question S: Do the test in 45 minutes 4.Consolidation: - Collect Ss’ answers. 5. Homework: - Prepare next period Date of preparation: 06th , Oct,2014 Period 20 Unit 4: Volunteer work. Lesson 1: Reading (1st) I. Objectives : By the end of the lesson, Ss will be able to: - Develop such reading micro - skills as scanning for specific ideas and skimming for general information. - Use the information they have read to discuss the topic. II. Teaching methods: Integrated, mainly communicative. III. Teaching aids: - Text book, cassette player, disc IV. Teaching procedures 1. Class organization: (1min) Class Date Attendance Absentees 2. Oral check: No checking 3. New lesson Stages/ time Teacher’s activities Ss’ activities Warm up. (7 mins ) *Describing pictures. Shows Ss some pictures and asks them question: - What are the people in the picture doing ? + Lead - in: These people are doing the work without being paid for it . What do we call this kind of work? - Introduce new lesson Answer the questions: - Picture 1: He is helping the blind children to read. - Picture 2: The Ss are helping the handicapped. - Picture 3: These people are helping the AIDS patients. * Expected answer : VOLUNTEER WORK -Ask Ss to look the picture on page 46 and ask them some Qs +What is the old woman doing in the picture? +What does this mean by “Little Moments Big Magic?” +What does the picture tell you? -Ask Ss to work in pairs to read the short poem -Ask some Ss to give their opinions - Answer T’s questions: + She is teaching the boy to read + It means that your little contribution and help may lead to significant results/ may greatly change a person’s life + It tells me that everybody, no matter what they are young or old, can do volunteer work + The saying means that if you help sbd by giving some money, it’s just a temporary solution. It’s better to instruct them how to make money legally by teaching them necessary working skills Before reading ( 20 mins ) While -reading ( 15mins ) *Pre - teaching vocabulary: - Volunteer:( n ) - Volunteer ( v ) : to offer to do sth without being forced to do it or without getting paid for it. - Orphanage ( n ): Trại trẻ mồ côi. ( Ask Ss : What do you call the home for children whose parents are dead ? ) - Mow ( v ): xén, gặt. - Lawn - mower( n ) : máy xén cỏ. - Handicapped ( a ) : Người tàn tật. - Remote ( synonym ). -Ask Ss to make sentences with above words to check their understanding - Ask Ss to practice reading vocabulary - Listen and check their pronunciation Task 1: Complete the sentences - T elicits different parts of the word “ volunteer” and writes these words on the board: - Read the new words - Make some examples with these words - Work individually and exchange their answers with other Ss. 4. Consolidation: ( 1 min) - Talk about some volunteer works that you know. 5. Homework (1 min) - Asks Ss to learn by heart all of the new words and do the extra activity as homework. - Prepare for the letf of the reading. Date of preparation: 06th, Oct,2014 Period 21 : Unit 4: Volunteer work. Lesson 1: Reading (2nd) I. Objectives : By the end of the lesson, Ss will be able to: - Develop such reading micro - skills as scanning for specific ideas and skimming for general information. - Use the information they have read to discuss the topic. II. Teaching methods: Integrated, mainly communicative. III. Teaching aids: - Text book, cassette player, disc IV. Teaching procedures 1. Class organization: (1min) Class Date Attendance Absentees 2. Oral check:(5mins): Check new words and answer some questions based on the text 3. New lesson Stages/ Teacher’s activities time WARM UP Network (5mins) -T prepares hangouts with network of the word “volunteer” Volunteer work WHILE READING Task 2: Choose best answer: Ss’ activities Outline : Help children Help the old Help the poor Teach poor children ( 17mins) After reading ( 15 mins) - T asks Ss to do the task 2 (page 48) If they don’t remember T may instruct them to use some strategies to do the task: + First, skim the five sentences to understand them. - T asks Ss to work individually to do the task, then discuss their answers with their peers. - Calls on some Ss to give their answers and ask other Ss to say whether they agree or disagree. - Asks Ss to locate the information in each sentence in the text and read this part carefully. - Guides Ss to read the four choices given to choose the most suitable one. - Call on some Ss to answer - T gives feedback.. Task 3: Answer the questions: - Ask Ss how to do this task. ( If they don’t remember T may instruct them to use some strategies to do the task: - Ask Ss to look for questions words like “ Why “ which indicates Ss should read for specific thing like a reason. - Go back to the first question and locates the information for the question by finding the key words in the passage and mark the place. - Call on some Ss to write their answers on the board and asks them to explain their choices. - Give the correct answers. - Skim five questions to understand them. - Underline the key words. - Decide what information they need to find in the text. - Ss work individually then discuss with their peers. - Work in pair * Suggested answer: 1, A 2, D 3, B 4, D 5, B - Ss work individually then discuss with their peers. Expected answer: 1, They usually visit these places. They read books to the people there, play games with them or listen to their problems. 2, They give care and comfort to them ( and help them to over come their difficulties). 3, During the summer vacations, they volunteer to work in remote or mountainous areas ( to provide education for children). *Discuss the question. - Goes around to help Ss dicuss by answering thequestions :, Why do they do - Work in pairs volunteer work? - report their ideas to the - Call on some Ss to report their ideas to the class. class. - T gives feedback 4. Consolidation: ( 1 min) - Summaries the main point of the lesson. 5. Homework (1 min) - Asks Ss to learn by heart all of the new words and do the extra activity as homework. - Prepare for the next lesson: Unit 4: Speaking The 20th period Date of teaching: 27/ 8/ 2011 English written test Class: 11 time: 45 minutes I. Choose the best answer 1.If you are invited fo someone’s house , you are their …………….. A guest B patient C family D classmate 2. I passed the…………..without any difficulty A term B course C exam D lesson 3. The teacher is standing up .She…………………make a speech A is going to B goes to C will go to D is 4. Which book……………you…………….when I phoned you last night A did / read B would / read C were / reading D will / read 5. Don’t worry. Everything will be ready ………………… A for two hours B after 2 hours C in two hours D during two hours 6. Nga didn’t need much ……………..for her cakes A sugar B sugars C egg D eggs 7. I’m still hungry .I’ve just eaten only ……………food A a little B little C a lot D much 8. We usually have physical …………….on Fridaay A lesson B schooling C educating D educate 9. My family has great love ……………cats A much B many C few D a few 10. Our teacher gave us many…………….to do in the summer holidays. A homework B home work C exercise D exercises 11. Mary was waiting…………..a queue when she saw her old roommate, Anne A in B at C on D for 12. They………………..studying in their classroom at 9 o’clock yesterday morning. A are B were C is D was 13. Choose one word that has the underlined part pronounced differently from the others A detective B policeman C fireman D dentist 14. Choose one word that has the underlined part pronounced differently from the others A tractor B attend C policeman D agree 15. Choose one word that has the underlined part pronounced differently from the others A breakfast B lake C strange 16. Choose the one word or phrase that D gate must be changed in order for the sentence to be correct The football match has just begun .You were a bit little late A B C D 17. Choose the one word or phrase that must be changed in order for the sentence to be correct When your father comes back from London , I would tell him the whole truth A B C D 18………………takes care of animals A detective B police C zookeeper D nurse 19. He is……………….some flowers in his left hand A holding B picking C moving D playing 20. You need to go to the doctor if you feel ……………… A sick B happy C pain D illnees 21. Mum,we’ve run out of milk .I………………to go out and buy some. A should B have C had better D must 22. We always have …………..homework to do at night A much B many C few D a few 23. I have got only…………..little time for my home work Aa B one C some D much 24. I have afew ……………..for holidays A week B weeks C week’s D weekes 25. He used to ……………pictrure stories wren he was young A read B reading C to read D will read 26. Maths and English used to be my favourite…………at high school A courses B lessons C skills D subjects 27.We ………….a lot of time preparing for the house –warming party. A spend B spent C take D took 28. ………….everybody sleeping when we came home last night ? A Was B Were C Is D Are 29. I was feeding the cats…………………the phone rang. A while B when C untill D since 30.Every Sunday afternoon , he and his friend go……………by a small stream in the woods. A to fish B fishing C fishes D to fishing 31. Choose one word that has the underlined part pronounced differently from the others A much B summer C but D used 32. Choose one word that has the underlined part pronounced differently from the others A row B cow C slow D snow 33. Choose the one word or phrase that must be changed in order for the sentence to be correct By the way , are you usually free in Monday evening? A B C D 34. Choose the one word or phrase that must be changed in order for the sentence to be correct If your daughter don’t study hader , she will fail the exam A B C D 35 Choose the one word or phrase that must be changed in order for the sentence to be correct Every student were listening to the professor when a stranger entered the classroom A B C D II Read the passage and choose the best answer My best friend at high school was David Smith .He used to sit next to me in all classes . He was a hardworking student while I was very lazy .I never took notes during the lesson s , and he always lent me his notebooks when exams came ,David not only studied very well but he was also good at sports .He could play football , baseball ,and table tennis very well . Baseball was the most popular sport in my school at that time .We used to play football every day after class .He and I always played in the same team and we often won . At weekens , me often went fishing together.David left the town for a far away city when we was in the eleventh form .He gave me his telephone number but I lost it , so we couldn’t stay in touch . I have never seen him since then 36 What does the passage primarily talk about A The author’ best friend at high school. B The differences between the author and his best friend C The most popular sports at the author’school D What the author was like at high school. 37 What is true about David? A He learned well but he was bad at sports B He both leaned and played sports well. C He played sports well but he was not good at learning D He didn’t play sports because he learned too much 38 David could play all of the following sports well except A Football B Baseball C Table tennis 39 Why couldn’t they stay in touch ? A Because David left the town B Because David ‘new house was too far from the author’house C Because the author didn’t want to keep contac D Because the author lost David’s contact number 40 How often did they play baseball ? D Basketball A After every class B Once aweek C At weekends Date of preparation: 6th, Oct,2014 Period 22 : UNIT 4: Volunteer work Lesson 2 : SPEAKING D Every week I. Objectives: By the end of this lesson, Students will able to: - Know how to practice speaking skill - Talk about different kinds of activities related to volunteer work. - Drill ss’ speaking skills II. Teaching methods: Integrated, mainly communicative III. Teaching aids and materials: - Text book, pictures IV. Teaching procedures 1. Class organization: (1min) Class Date Attendance Absentees 2. Oral check (5mins ): Call ss to write new words and summarize the reading passage 3. New lesson: Stages/ Teacher’s activities Ss’activities time Warm up (5min ) *Competition game - Describing the pictures. - Divides the class into small groups of 3 or 4 Ss and gives each group a set of pictures. Ss are required to describe the activities in each picture in one sentence only. Which group finishes first and has the most correct and meaningful sentences will be the winner. Task 1. ( T gives suggested answers ). ( 10 mins) Task 1. Decide which of the activities are volunteer works. - T asks Ss to decide which of the activities are volunteer works. - Calls on some Ss to give their answers and asks for comments from other students. - T elicits other volunteer activities Task 2 from Ss. ( 10 mins ) Task 2. Make conversation based on the given suggestions. - Elicits or explains some words quickly: - Work in groups. - Work in pairs. - Explain why a certain activitiy is not volunteer work. Suggested answers: - The activities which are not volunteer works: taking part in an excursion and participating in an English speaking club... ( because you take part in these activities for youself, not to help other people. - Some other volunteer activities : taking part in environmental conservation activities, donating blood, directing traffic, guiding foreign sports teams around when + War invalid: th¬ng binh. + Martyr: liÖt sü + Intersection: ®êng giao nhau, ng· ba, ng· t. - Asks Ss read the model coversation on page 50. Then read the list of volunteer activities and the exact things related to them. - Gets Ss that one activity in the first column can go with several activities in the second column. - Calls on some pairs to act out their conversation. Task 3. - Elicits feedback from the class and ( 12 mins ) gives final comments. Task 3 Talking about a kind of volunteer work your partner in the previous task do to help other people. - Asks Ss to use transition signals such as : also, beside, moreover, furthermore, ... to make their talk more coherent. - Goes around to observe and collect typical errors. - Calls on some Ss to talk about one activity their partner takes part in. - T elicits feedback from the class and gives final comments. they go to Viet nam to compete..... - Work in groups. - Match each activity on the left with corresponding activities on the right. - Read through the example in the book. - Work in groups to talk about one activity their partner takes part in. Eg: Lan usually takes part in helping old or sick people. She cleans up their houses. Besides, she does shopping and cooks meals for them. She also takes them to places of interest. She enjoys the work very much because she likes helping people 4. Consolidation: ( 1 min) - Summarises the main point of the lessson. 5. Homework: (1 min) - Asks Ss to do the EXTRA EXERCISE as home work. - Prepare for the next lesson: Unit 4- Listening. Date of preparation: 12th,Oct,2014 Period 23 : Unit 4: Volunteer work Lesson 3 : Listening I. Objectives : By the end of the lesson, Ss will be able to: - Know more about volunteer work. - Develop such listening micro- skills as intensive listening for specific information and taking notes while listening. II. Teaching methods: Integrated, mainly communicative III. Teaching aids and materials: - Text book, cassette player, disc IV. Teaching procedures 1. Class organization: (1min) Class Date Attendance Absentees 2. Oral check : (4mins.) Talk about the volunteer work you usually do to help people? 3. New lesson: Stages /time Warm up (4mins) Before listening (10 mins) While listening (20 mins) Teacher’s activities Warm-up: - Asks students to make questions for the given answers. 1. Do you usually take part in volunteer work? 2. What kind of volunteer work do you usually take part in? Before listening - Asks students to complete the questions in “Before you listen” - Asks students to listen and repeat the new words (pay attention to the pronunciation of these words) - Has students carry out it - Corrects mistakes While listening Task 1 - Asks students to read Task 1 silently - Introduces the passage: It is about May School in Ho Chi Minh city - Asks students to listen to the tape twice and fill in the missing information - Gives feedback and remarks. Task 2 - Asks students to scan the given Students’ activities - Answer freely 1. Yes, I am/No, I am not. 2.Helping disabled children how to read, write , .. taking part in directing the traffic, raising money to help people in the flooded areas, .... - Pair works Complete the questions Give oral answers Listen and repeat - Listen to the tape and do task 1. Key: 1. informal 2. 30 street children 3. 250 children (with special difficulties) 4. 1998/ volunteers - Pair/ group works - Read the questions silently. - Listen to the tape - Answer the questions Key: questions to set the contents of the 1. It provides classes for conversations need listening. disadvantaged children in Ho - Plays the tape and asks students to Chi Minh city listen and answer the questions. 2. Dance, theater, singing and - Asks students to write their circus classes were set up in answers on the blackboard. 1999. - Has students listen to the tape 3. Because they need money to again to check these answers and continue their English and After correct mistakes Performance Arts classes. listening 4. They perform circus, theater, (for good dance and singingat one of the Ss) largest hotels in Ho Chi Minh (5mins) city. After listening 5. Because they can contact - Asks students to work in groups sponsors and help to expand the - Asks students to retell the story. school activities. - Asks a representative of each group to talk in front of class - Group works - Gives remark and correct the - Retell the story mistakes - Discuss and perform in front of class 4. Consolidation ( 1 min) : - Summarizes the main points of this lesson. 5. Homework: (1 min): - Asks Ss to learn new words and phrases by heart - Asks Ss to prepare for the next lesson : Correct the written test N0 1 Date of preparation: 12th, Oct,2014 Period 24: Test correction I. Objectives: . - Giving remarks and correcting Ss’mistakes II. Method: Mainly communicative III. Teaching aids: Teaching plan; Ss’answer IV. Procedure: 1. Class organization: Class Date of teaching Attendances 2. Check-up: Check Ss’ homework 3. New lesson: A. The answer for the test 1. C 2. B 11.B 12.B 21.C 22.D 31.B 32.B CODE 001 A. B K. D U. B EE. C CODE 002 B. A L. B V. C FF. A 3. A 13.A 23.B 33.C C. D M. B W. A GG. B 4. A 14.C 24.C 34.A D. B N. D X. C HH. C 5. C 15.A 25.B 35.A 6. A 16.B 26.D 36.B E. C O. D Y. A II. D 7. B 17.C 27.C 37.C F. A P. C Z. A JJ. A 8. B 18.D 28.A 38.D G. C Q. B AA. B KK. B 9. D 19.A 29.C 39.C H. A R. D BB. D LL. C 10.A 20.A 30.B 40.A I. B S. B CC. C MM. A B. T’s comments on Ss’answer ................................................................................................................................................... ................................................................................................................................................... 4.Consolidation: - Collect Ss’ answers. 5. Homework: - Prepare next period: Unit 4- Writing Date of preparation: 12th ,Oct, 2014 Period 25 : Unit 4: Volunteer work Lesson 4: Writing I. Objectives: By the end of the lesson, Sts will be able to write a formal thank-you letter to a donor to acknowledge the donor's contribution. II. Teaching method: Integrated, mainly communicative J. C T. B DD A NN B III. Teaching aids and materials: - Text book, sample writing IV. Teaching procedures 1. Class organization: (1min) Class Date Attendance Absentees 2. Oral check: During new lesson 3. New lesson Stages/time Teacher's activities Warm up. - Ask sts some qs: (3mins) + Have you ever received help from the others? + What do you usually do after receiving their help? + How can you say thanks to them? - Introduces : Today you’re going to learn how to write a formal thank- you letter. Now we’re going to revise the characteristics of a formal letter. Task 1 (14mins) 1. Task 1:Read the letter and underline the sentences that express the following points. - Ask sts to read the sample letter on page 52 and discuss the purposes of the letter in pairs. (Purposes: To thanks a donor for donation money.) - Ask sts to do task 1 individually and then exchange their results with a partner. - Call on one student to say out his/ her answers before the class. Others comment on. - Correct and give the key - Ask Ss to analyse the letter, then introduces some other expressions that can be used in a formal thank-you letter by asking Ss some questions: + What is the purpose of the first sentence? ( To confirm that the Ss' activitives Whole class - Answer T’s questions - Do the task individually - Take notes + The opening of the letter: Dear Sir/ Madam, + The amount that is donated: I am very happy to receive a donation of $ 500 from your company some days ago. + How 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. + How 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. writer received the donation of $500) + What is the purpose of thefinal paragraph?( To thank the company for the donation and state what action the writer expects the recipient to take) Task 2 (25mins) 2. Task 2:Writing a formal thank-you letter: - Gets sts to read the instruction carefully before writing. - Calls one or two sts to write on the board. - Goes around to offer help. - Asks sts to exchange their writing with another Ss for peer correction. - Goes around and corrects mistakes and errors. - Do the task *Sample writing: 254 Hill Road, Los Angeles 20th October, 2008 Dear Sir, I’m very happy to recieve a donation of one million dong from your company two days ago. I think that the money will help us to build a school library. We will certainly issued a receipt as soon as possible. I would like to express our faithful thanks for the donation from your organization and hope to get more assistance and co-operation from your organization in the future. Yours faithfully, Secretary School Building Fund. - Asks sts to look at the board and correct the two sts' writing. - Check and copy down if necessary - Finally, provides general comments on the letter. 4.Consolidation:(1min) - Summarise the main points of the lesson. 5.Homework:(1min) -Ask sts: + to complete their writing. + to do "writing" part in sts' book. + to prepare for the next lesson: Unit 4 : Language focus. Date of preparation: 20th, Oct,2014 Period 26 : Unit 4: Volunteer work Lesson 5: Language focus I. Objectives: By the end of the lesson, Sts will be able to: - Distinguish the sounds /w/ and/j/. - Use gerunds, present participles, perfect gerunds and perfect participles appropriately. II. Teaching methods: Integrated, mainly communicative III. Teaching aids : Textbook, cassette player, disc IV. Procedure: 1. Class organization: (1min) Class Date Attendance Absentees 2. Oral check: Check up during new lesson 3. New lesson Stages/time Teacher's activities Pronunciation *Listen and repeat: ( 10mins) - Models the two sounds /w/ and /j/ for few times and explains the differences in producing them. - Plays the disc (or reads) once. - Asks sts to pronouce the words containing these sounds. - Plays the disc (or reads) again for sts to repeat after the disc. *Practise sentences: - Gets sts to read the sentences then underline the words with the sounds and write /w/ or /j/ under them. - Calls some sts to read the sentences and gives feedback. Grammar * Grammar: ( 20 mins) A. Gerund: A gerund is the Verb – ing form. - The gerund can be used in the following ways: ∗ as subject of a sentence: Skiing can be dangerous. ∗ as complement of a verb. ∗ after prepositions: He was accused of smuggling. ∗ After certain verbs (eg. admit, avoid, deny, dislike, enjoy, excuse + object, forgive + object, fancy/imagine, finish, keep, mind, ect.) ∗ In noun compounds: My school has a swimming pool. B. Present participle: indicate action, more like a verb or an adj. Ss' activitives - Listen to the teacher - Listen and repeat - Read the sentences - Listen to the teacher and write down - Give more examples - As a verb in the continuous tense. - As an adjective. - To replace a relative clause. - To replace S + V.. - After verbs of perception in the pattern: V + Object + Present participle. Verbs: catch, find, watch, look, see, leave... - With the verbs spend/ waste in the pattern: V +time/ money + present participle. C. Perfect gerund: Having + PII. + It is the perfect form of gerund. + It is used to refer to a past action. Perfect participle: Having + PII. + It is the perfect form of present participle. + It is used when one action - Work in pairs Practise happens before another action. Key: ( 12 mins) * Practise : 1. parking 2. hearing Exercise 1 3. bending 4. behaving - Asks students to do exercise 1 in 5. meeting 6. spending pairs 7. waiting - Checks and gives correct answers 4.Consolidation (1 min) - The main points of the lesson. 5.Homework (1 min) - Ask sts to do "Language focus" part in sts' book - Prepare for the next lesson: Unit 4- Language focus (p2) Date of preparation: 20th, Oct,2014 Period 27 : Unit 4: Volunteer work Lesson 6: Language focus (p2) I. Objectives: By the end of the lesson, Sts will be able to: - use gerunds, present participles, perfect gerunds and perfect participles appropriately - do exercises II. Teaching methods: Integrated, mainly communicative III. Teaching aids needed: Textbook, cassette player, disc IV. Procedure: 1. Class organization: (1min) Class Date Attendance Absentees 2. Oral check: Check up during new lesson 3. New lesson Stages/time Teacher's activities Warm up ( 10mins) Practise ( 32 mins) Ss' activitives - Give Ss some words : yes, west, - Look at the words want, wish, yet, yellow, university... - Ask Ss to read these words - Read the words - Listen and give feedback * Exercise 2: - Ask Ss to do E.x individually - Call on some Ss to give answer - Correct and give feedback * Exercise 3: - Asks students to do exercise 3 - Checks the answers and corrects - Gives feedback * Further practise: - Ask Ss to do E.x: Give the correct foem of the verbs in brackets 1. I hate…………………..(see) a child ………………….(cry). 2. I caught him…………………… (climb) over my wall. 3. soon got the machine - Do E.x individually * Suggested answer: 1. passing 2. burning/rising 3. reading 4. lying 5. shopping 6. preparing 7. trying - Do exercise 3 * Suggested answer: 1. having deserted 2. having failed 3. having made 4. having been 5. having been 6. having tied 7. having read 8. having taken - Do E.x * Suggested answer: 1. seeing/ crying 2. climbing 3. worked 4. spending ……………………(work) again. 4. They left the restaurant, after ………………………………(spend) two hours over lunch. 4.Consolidation (1 min) - The main points of the lesson. 5.Homework (1 min) - Ask sts to do "Language focus" part in sts' book - Prepare for the next lesson: Unit 6- Reading Date of preparation: 20th, Oct,2014 Period 28: Unit 6: Competitions Lesson 1: Reading I. Objectives: By the end of this lesson, students will be able to: - Develop such reading micro-skills as scanning for specific ideas and identifying meaning in context - Use the information they have read to discuss the related topicg II. Method: Intergrated mainly communicative III. Teaching aids: Textbook, some photos IV. Procedure: 1. Class organization: (1min) Class Date Attendance Absentees 2. Oral check: Check up during new lesson 3. New lesson: Stage Warm up (5mins) Before reading (7mins) While reading (25mins) Teacher’s activities Warm-up : - Asks students to look at the photos in their books and match them with the words in the box. Students’ activities - Give answer with photos * Suggested answers : a. Quiz “ Road to Olympia” b. London Marathon c. Sao Mai Singing Contest d. Olympic Games I. Before reading - Ask Ss to answer the questions in pairs - Work in pairs to give answer - Call on some pairs to answer - Introduces some new words. 1. Recite (v): to say a passage, a - Read the new words poem aloud from memory. 2.Poem (n) Poet (n) : a person who write poems Poetry (n) orrect and give feedback - Read the new words and ask Ss to read II. While reading 1. Task 1: Matching - Ask Ss to work in pairs to do the - Do Task 1. task Suggested key: - Ask Ss to read the text to find the 1. d 2. f 3.e 4.c 5. b 6. a meaning if necessary. - Call on some Ss to give answer 2. Task 2: Answering the questions - Asks students to read the passage again to answer the questions in the full form. - Asks students to write their answers on the board and correct them if necessary. - Gives feedback 3. Task 3: Completing the sentences - Asks students to do task 3. - Asks representative of each group to give oral answers and write them on the board. Suggested key: 1. in activity 5 , Hung was unable to recite the last sentence of the Suggested key: 1. The representatives of the three classes of (the speakers’) school took part in the annual final English Competition last Saturday. 2. It aims was to stimulate the spirit of learning English among students. 3. The students’ Parents Society sponsored the competition. 4. They had to compete five activities in all. On competition of each activity, they had to answer the questions in worksheet within two minutes. 5. They had to observe and score the students’ performance. The group that got the highest score would be the winner. 6. The winner would be awarded a 4. Consolidation :(1min) Give the main points of the lesson : new words , the main ideas of the passage 5. Homework : (1min) - learn by heart all new words and summarize the lesson - Prepare for new lesson: Unit 6- Speaking Date of preparation: 25th.Oct. 2014 Period 29: Unit 6: Competitions Lesson 2: Speaking I. Objectives: By the end of this lesson, students will be able to: - ask for and give information about types of competitions - talk about a competition or contest II. Methods: Intergrated mainly communicative III. Teaching aids: Textbook, pictures, board IV. Procedure: 1. Organization : Class Attendances Teaching date Absentees 2. Check old lesson (5 mins): Summarize the passage and answer some questions 3. New lesson: Stages/ Teacher's activities Sts' activities time Warm -up Warm-up (5mins) -Prepare pictures of the 3 famous TV - work in whole class game shows “ Who wants to be - Guess the meaning of the new amillionaire ? ”“ Viet Nam idols ” “ words Chuyen nho ” - Give answers -Show the pictures to Ss and get them - Listen to the teacher have the names of the games in Vietnamese. -Elicit what Ss know about these games - Introduce the topic of the lesson Before “ Talking about competition and speaking contests.” (10mins) I. Before speaking 1. Task 1 -Introduce the task and have Ss to do - Do task 1 and give answers it individually and then compare their - Give the meaning of new words answers with a partner - Compare their answers with a - Elicit the meaning of the new words partner While speaking (10mins) -Call on different pairs to report their answers - Encourage Ss to explain why they like or dislike a game / contest II. While speaking 1. Task 2 - Introduce the task and call on one or two pairs of Ss to read aloud the sample dialogue. -Go over the table of useful expressions on page 69 and explains new words -Have Ss make similar conversation to -Call on different pairs to perform their conversations. -Elicit comments from the class and provide feedback III. After speaking 1. Task 3 -Ask Ss to choose a famous TV game / talent show or competition / contest and work out details about it. -Go around to offer help -Call on each group to come to the front and give name the famous TV game / talent show or competition / contest. - explain why they like or dislike a game / contest - Work in pairs Example: A: What do you think of the General Knowledge Quiz? B: Oh, It’s great. It’s an opportunity to test your general knowledge. Some suggestions: - What do you think of the English competition? Oh, it’s great. It’s a good opportunity for us to practice English. - What do you think of the Athletics After Meeting? speaking Oh, it’s exciting. It’s a good (12mins) chance for physical training. You will look athletic and healthy. - Do task 3 in groups Some suggestions 1. Where and when did you see or take part in it? (On TV / last year) 2. What of competition or contest was it? (Sao Mai Television Singing Contest) 3. Who won the competition / contest? (Kasim Hoang Vu) 4. Did you enjoy it? Why / Why not? (Yes, I did because it was interesting / No, I didn’t because it was long.) 4. Consolidation (1min): Give the main points of the lesson : ask for and give information about types of competitions; describe a recent competition or contest 5. Homework (1min) : - Describe a recent competition or contest - Prepare new lesson: Unit 6- Listening Date of preparation: 25th,Oct,2014 Period 30: Unit 6: Competitions Lesson 3: Listening I. Objectives: By the end of this lesson, students will be able to: - develop extensive listening skills - use the information they have listened to for other communicative tasks II. Method: Intergrated mainly communicative III. Teaching aids: Textbook, casette player IV. Procedure: 1. Organization (1min): Class Attendances Teaching date Absentees 2. Check old lesson (5mins): describe a recent competition or contest 3. New lesson: Stages /time Teacher’s activities Students’ activities Warm up Warm up - Rearrange the letters (4mins) -Divide class into 4 groups Answers -Give each group 4 words whose 1.racing 2.running letters are jumbled and ask Ss to 3.race 4.champion rearrange the letters to make good words Letters Before 1.cirang 2.nurning listening 3.crae 4.conpahim (8 mins) I.Before listening - Introduce the topic of the lesson - Answer T’s questions by using the picture in the textbook -Give questions 1. What do you see in the picture ? 2. What event is it ? 3.Where do you think the Boston Marathon mihgt take place ? 4. Who can participate it ? - Help Ss pronounce the words in - Listen then repeat after the teacher While the book correctly. listening II. While listening (20 mins) 1. Task 1 : Decide true/false statements -Have Ss to read through the statements to understand them and underline key words. -Play the tape ( or read the tapescript ) once or twice for Ss to listen and do the task 1 - Ask Ss to check their answers with the partner -Check the answers with the whole class. 2. Task 2 : Answer the questions -Encourage Ss to read through all the questions, identify the information they need to look for in each question by finding the key words “ what, where, how, when ” -Play the tape again for Ss to listen and answer the question . After - If many Ss can not complete the listening task , T should play the tape again (for good and pause at difficult points . Ss) III. After listening (5mins) -Introduce the task : Ss talk about a famous Vietnamese runner or sportsman / sportswoman that they like. - Put Ss in small groups of 3 or 4 . -Go around to check and offer help - Call on the representatives of each group to talk abouttheir favourite sportsman / sportswoman, without telling the class the name of this person. Other groups will try to guess who this person is. -Individual work -Answers 1.T 2.T 3.F ( 2 hours 50 minutes and 10 seconds) 4.F ( 1967) 5.T 6. F (pass through 13 towns and ends in centre of Boston ) - Individual work - Answer : 1. New York 2. in 1972 3. 8 4. 6164 - Individual work - Present their answers 4. Consolidation(1 min) : Give the main points of the lesson : Listening passage 5. Homework(1min) : - Summarize the listening passage - Prepare for new lesson: Unit 6- Writing Date of preparetion: 25th,Oct,2014 Period 31: Unit 6: Competitions Lesson 4: Writing I. Objectives: By the end of this lesson, students will be able to write a letter to reply to the request of information. II. Methods: Intergrated mainly communicative III. Teaching aids: Textbook, board markers IV. Procedure: 1. Organization : Class Attendances Teaching date Absentees 2. Check old lesson (5mins): Summarize the listening passage 3. New lesson: Stages/time Teacher's activities Ss' activitives Warm up. Warm - up: -Individual work (3mins) -Ask Ss to give the names of such Eg : TV shows they have watched The Magic Conical Hat ;Vietnam Idol - Introduce new lesson ;Who wants to be the millionaire ? ;Chuyen Nho; Not Nhac Xanh Before Hat Voi Ngoi Sao ;Vuot Len Chinh writing Task 1 Minh... (10mins) -Ask Ss if they want to participate in a competition, what - Individual work information about the When?(the date and time) competition they would like to Where?(the venue) know and would look for. T Who?(who can participate, who are writes the answers on the board the hosts/judges, who to contact,ect) - Get Ss to read the letter in task How?(how to apply to participat, how 1 individually the contest proceeds, how the - Ask Ss to indentify who wrote candidates’ performance is the letter, for what purpose, what assesses,etc) information she requested and What?(what is expected of the compare their answers with the candidates, what the award is) ideas on the board While Task 2 - Individual work and pair work writing - Get Ss to read the requirement * A sample letter: (15mins) of task 2 and work out with a English for the World peer what they need to include in 106 Tran Hung Dao St, Hoan Kiem the reply letter and what kind of District language(formal or informal) Hanoi they need to use. October - Get Ss to write their own letters in 10 minutes - Ask Ss to get in pairs, exchange their letters and correct each other - Go around to offer help 18,2007 Dear Thu Trang, Thank you for your interest in our English Speaking Competition. Here is the information that you request. Date and time:8:30p.m, October 25, 2006 After writing Venue: 106 Tran Hung Dao (9mins) - Choose one or two letters and Number of participant: 25 reads it/them to the class Entry procedure: Candidates fill an - Elicit corrective feedback from application form to participate the class and gives final We encourage you to apply to comments afterwards. T should participate by 4p.m, October 20. draw Ss’ attention to the format Because this year we limit the of the letter, the organization of number of participants to only 25, ideas and language use. application submitted late will not be considered. For further information, please contact me on 9838188 or email me at Englishclub06@yahoo.com We wish you good luck at the contest and look forward to seeing you there. Best regards Kate Johnson Secretary 4. Consolidation (1min) : Give the main points of the lesson : how to write to ask for and give information about competitions 5. Homework (1min) : - write about competitions - Prepare for new lesson: Unit 6: Language focus(p1) Date of preparation: 25th,Oct,2014 Period 32: Unit 6: Competitions Lesson 5: Language focus(p1) I. Objectives: By the end of this lesson, students will be able to: - distinguish the clusters /tr/, /dr/, /tw/ and pronounce the words and sentences containing them correctly - understand reported speech with gerund and use these structures to solve communicative tasks II. Methods: Intergrated mainly communicative III. Teaching aids: Textbook, hand-outs IV. Procedure: 1. Organization : Class Attendances Teaching date Absentees 2. Check old lesson:(5mins) write about competitions 3. New lesson: Stages/time Teacher's activities Ss' activitives I.Pronunciation Pronunciation *Distinguish the sounds - Whole class ( 10mins) -Model the three letters / tr /, / dr / , / tw / - Individual work -Ask Ss to read the words in each - hear the words containing these column out loud inchorus for a few clusters more times. -Call on some Ss to read the words -Work in pairs out loud. - Whole class -Listen and correct if Ss pronounce the target words incorrectly. * Practising sentences -Ask to work in pairs and take turn to tead aloud the given sentences. -Go around to listen and take note of the typical error. -Call on some Ss to read the sentences again and provides Grammar corrective feedback ( 15 mins) II. Grammar Presentation -Review reported speech with gerund + Form : Verb + OBJECT + preposition + (NOT ) V-ing thank For - Listen and write down congratulation on accuse of warn prevent stop … + obj + against +v-ing from from Ex 1 : “I’m sorry I’m late”. Peter apologised for being late. * apologised for / insit on / dream of…+ v-ing Ex 2 : “ No, I didn’t borrow your dictionary!”. Paul denied borrowing my dictionary. * deny/ suggest / admit / lok forward to / think of …+ v-ing - Some verbs with prepositions - Some verbs do not need a preposition : *He stopped smoking because of his bad health. * She suggested going out for a change. * I admitted meeting some difficulties in my work. -Call on some Ss to remind that time and place references often have to change in reported speech : Exercise 1 : Answer : 1.John congratulated us on passing our exam. 2.Mary apologised for not phoning me earlier. 3.Peter insisted on driving Linda to the station. 4.The teacher acuused the boys not paying attention to what he had said. Practise 5.Bob has always dreamed of ( 12 mins) Practice being rich. Exercise 1 : 6.I warned Ann against staying at -Have Ss do Exercise 1 individual the hotel neat the airport. and then find a partner to check 7.Her mother prevented Jane from their answers with. going out that night. - Check with the whole class and 8.Miss White thanked Jack for provide corrective feedback visiting her. 4. Consolidation(1min) : Give the main points of the lesson : Reported speech with gerund 5. Homework (1min): - Do exerrcises in the textbook - Prepare for new lesson: Unit 6- Language focus(p2) nd Date of preparation: 2 ,Nov,2014 Period 33: Unit 6: Competitions Lesson 5: Language focus(p2) I. Objectives: By the end of this lesson, students will be able to: - distinguish the clusters /tr/, /dr/, /tw/ and pronounce the words and sentences containing them correctly - understand reported speech with gerund by doing exercises II. Methods: Intergrated mainly communicative III. Teaching aids: Textbook, hand-outs IV. Procedure: 1. Organization : Class Attendances Teaching date 2. Check old lesson(5mins): Check Ss’ homework 3. New lesson: Stages/time Teacher's activities Ss' activitives Warm- up Warm up: ( 5mins) Have students read some words: traffic drive twelve - Read the words troops dreadful twenty trousers drink twin tropical dress twinkle Practise ( 18 mins) Exercise 2: - Have Ss do Exercise 2 individual and then find a partner to check their answers with. - Check with the whole class and provide corrective feedback Further practise ( 14 mins) * Further exercise: Rewrite these sentences 1. He said : “ congratulation! You’ve passed the exam “ -> He 2. “ Thank you for your help “ she said - Do E.x individually * Key: 1. Tom insisted on paying for the meal. 2. Mr and Mrs Smith looked forward to meeting their children soon. 3. the boy denied bkreaking the window of the woman’s house. 4.The policeman stopped the customer from leaving the shop. 5The thief admitted stealing Mrs.Brown’s car. 6.Ann suggested having a party the next Saturday. 7. John and his wife were thinking of buying the house. - Do exercise * Key: 1. He congratulated me on passing the exam 2. She thanked me for helping 3. they warned me of going out in - > She 3. They said “ You mustn’t go out in the evening “ -> they 4. My mother told me :” Why don’t we go shopping ?” - > My mother 5. they said “ I’m sorry I’m late “ - > They . the evening 4. My mother suggested going shopping 5. They apologised for being late 4. Consolidation(1min) : Give the main points of the lesson : Reported speech with gerund 5. Homework (1min): - Do exerrcises in the textbook - Prepare for new lesson: Test yourself B Date of preparation: 2nd, Nov,2014 Period 34: Test yourself B I. Objectives: After this lesson, students will be able to review what they have learn in unit 4 and 6 by doing exercises II. Methods: Integrated, mainly communicative III. Teaching aids: Textbook, board, hand-outs, cassette tape and player. IV. Procedures: 1. Organization : Class Attendances Teaching date 2. Check old lesson: During new lesson 3. New lesson: Stages/time Teacher's activities Listening (10 mins) I. Listening(2.5 points) (10 minutes) - Ask students to read all the sentences first - Ask students to listen to the tape once. - Ask students to listen again and speak out the statements are true or false . - Ask students to listen in the third time, the work in groups to compare and discuss the answers with each others to find the correct answers. Reading ( 10 mins) II. Reading (2.5 points) (10 minutes) - Present the task: - Ask pupils to work in groups to compare the answers they have already done to find the correct ones. - Give the correct answers to the class: - Keys: 1D, 2B, 3B, 4C, 5C. Pronunciation III. Grammar(2.5 points) and grammar (10 minutes) ( 10 mins) - Present the task: a/ Ask students to listen and put a tick in the right box. b/ Let students finish each of of the following sentences in such a way that it has the same meaning as the original sentence. Writing Sts'activities - Look at the book and listen to the task - understand the task - Read the questions - Listen to the tape - Listen again and say the statements are true or false. - Listen and discuss in groups to find the correct answers: 1A, 2B, 3D, 4C, 5B. - Work in groups to discuss about the passage - Finish the task - Write the answers on the board - Listen to the teacher and correct the answers - Listen to the teacher - Work in groups - Show the answers in front of the class. - Observe the keys and correct their anwres. * Key: a. 1. play, 2. drive, 3. twice, 4. proud b. 1. taking, 2. to go, 3. smoking, 4. saying, 5. do, 6. ( 12 mins) IV. Writing (12 minutes) - Present the task: - Call the students to read the suggested sentences in front of the class. - Check their writings and help them correct the mistakes if they’ve made. going, 7. to make. - Students work in groups and practise writing. - Two students go to the board and write. - Give the writings by reading aloud. - Read the writing carefully. - In groups or in pairs. - Compare the results with the other groups - Correct mistakes 4. Consolidation (1min) - Summarises the main points of the lesson. 5. Homework (1min) - Asks Ss to redo the Test yourself A & redo all of exercises from unit 4 to unit 6. - Prepare for the next lesson: Written test 1- Time : 45 minutes. Date of preparation: 9/11/2014 Period 35: Written test I. Objectives: . - Check Ss’ knowledge after having taught 2 units (4 and 6) & adjust T’s method of teaching to suit Ss’ levels. - Help Ss consolidate & systematize the knowledge they have learned II. Method: integrated skills III. Teaching aids: question and its key IV. Procedure: 1. Class organization: Class Date 2. Check-up: Attendance Absentees No checking 3. New lesson: T: Give Ss question S: Do the test in 45 minutes 4.Consolidation: - Collect Ss’ answers. 5. Homework: - Prepare next period The 33th period Revision Grammar. 1. Gerund and present participle 2. Perfect gerund and perfect participle GERUNDS A gerund = the -ing form of a verb -“The gerund” được sử dụng như một tân ngữ của động từ. Là một tân ngữ trực tiếp, nó được sử dụng sau các động từ như: VERB + GERUND -enjoy -appreciate -mind -quit (give up) -finish (get ---through -stop -avoid -postpone (put -keep (keep on) -discuss (talk about -suggest off) -consider (think -mention -delay about) GO + GERUND (a) Did you go shopping? (b) We went fishing yesterday. ---> Go is followed by a gerund in certain idiomatic expressions to express, for the most part, recreational activities GO + GERUND go birdwatching go boating go bowling go camping go canoeing go dancing go fishing go hiking go hunting go jogging go mountain climbing go running go sailing go shopping go sightseeing go shaking go skiing go sledding go swimming go tobogganing go window shopping EG: John gave uo smoking because of his doctor’s advice Iam not looking forward to meeting him. -“ the gerund” được sử dụng dau một “tính từ + giới từ” như: Absorbed in, accustomed to, afraid of, amused at , angry with, angry at, ashamed of, arwre of, (in) capble of, careful(about)in, excited about, keen on , nice about, different from, embarrassed at, slow in, sorry for, tired of(from)…. EG: Alice is fond of dancing We are accustomed to sleeping late on weekend -“ The gerund” được sử dụng sau một số thành ngữ sau: Can’t b ear, can’t face, can’t stand, can’t help…. EG: He couldn’t help asking me: “ Isn’t anything else you can do for her?” I didn’t feel lile talking to him after what had happened. -“ the gerund” được sử dụng như một tân ngữ trực tiếp của một tính từ trong những câu với chủ ngữ giả “ It” EG: It’s no use reading th is kind of book. -“ the gerund” được sử dụng sau một số tính từ khác như: Amusing , comfortable, difficult, easy, great,hopless,lovely, nice, off,plesant, -“ the gerund” đuợc sử dụng sau” danh từ + giới từ” như: Choice of, excuse for, possility of, intention of, reason for,… -“ The gerund” được sử dụng sau một số động từ sau: call, catch. Discover,feel,find,hear,get,imagine,get,kp,leave,n otice, see,send,set, stop,…. EG: I felt him looking at me now and again. Ellen had notice me talking ưith the landlady. -“The gerund” được sử dụng như một ngữ trạng từ , đi sau các liên từ như: ưhile, when, if,… EG: He continued to speak while walking down the path.. -- To be continued – Participles There are three kinds of participles in English: present participle, past participle and perfect participle. You probably know the first two from certain tenses and adjective forms. Apart from that, participles are also used to shorten sentences. Present Participle The present participle is the ing-form. You surely know this form: * from progressive / continuous tenses (e. g. Present Progressive) – I am speaking. * as an adjective form – The film is interesting. * as a gerund – He is afraid of flying. Not the exceptions in spelling when adding 'ing': Exception Example final e dropped (but: ee is not changed) come – coming (but: agree - agreeing) final consonant after short, stressed vowel is doubled sit – sitting final consonant l after vowel is always doubled (in British English) travel – travelling Final ie becomes y lie – lying The present participle can be used to describe the following verbs: come, go, sit Example: The girl sat crying on the sofa. The present participle can also be used after verbs of the senses if we do not want to emphasise that the action was completed. (see Infinitive or Ing-Form) feel, find, hear, listen to, notice, see, smell, watch Example: Did you see him dancing? Furthermore, the present participle can be used to shorten or combine active clauses that have the same subject. Example: She left the house and whistled. – She left the house whistling. Past Participle The past participle is the participle that you find in the third column of lists with irregular verbs. You surely know this form: * from perfect tenses (z. B. Present Perfect Simple) – I have spoken. * from passive voice – The letter was written. * as an adjective form – I was bored to death. For irregular participle forms see third column of irregular verbs. Regular verbs form the past participle by adding ed, however, note the following exceptions in spelling: Exceptions when adding ed Example after a final e, only add d love – loved final consonant after a short, stressed vowel or l as final consonant after a vowel is doubled admit – admitted travel – travelled final y after a consonant becomes i hurry – hurried The past participle can also be used to shorten or combine passive clauses that have the same subject. Example: The boy was given an apple. He stopped crying. – Given an apple, the boy stopped crying. Perfect Participle The perfect participle can be used to shorten or combine clauses that have the same subject if … * … one action (the one where the perfect participle is used) is completed before the next action starts. Example: She bought a bike and cycled home. – Having bought a bike, she cycled home. * … one action has been going on for a period of time when another action starts. Example: He had been living there for such a long time that he didn't want to move to another town. – Having lived there for such a long time, he didn't want to move to another town. The perfect participle can be used for active and passive voice. * active voice: having + past participle (Having cooked, he set the table.) * passive voice: having been + past participle (Having been cooked, the food looked delicious.) II. PERFECT GERUND AND PERFECT PARTICIPLE: - Cách dùng tương tự Present Participle & gerund nhưng về mặt ý nghĩa, nó diễn tả hoặc nhấn mạnh sự hoàn thành của 1 hành động Eg1: Finishing my homework, I went to bed: Sau khi làm xong bài tập tôi đi ngủ Having finished my homework, ... : Sau khi đã làm xong bài tập ... * Câu thứ hai nhấn mạnh việc đi ngủ chỉ xảy ra sau khi đã làm xong bài tập. Eg2: I approve of helping the poor: Tôi đồng ý với việc giúp đỡ người nghèo I approve of having helped the poor: Tôi đồng ý với việc các bạn đã giúp đỡ người nghèo * Câu thứ hai diễn tả ý giúp đỡ người nghèo này đã xảy ra rồi. - Perfect gerund: Eg: I had had dinner and then I went out for a walk last night. ~~> Having had dinner, I ... * Use: Rút gọn & diễn tả 1 hành động xảy ra trước 1 hành động khác/ - Perfect participle: Eg: The denied having been there. PREP/ VERB + HAVING V3 * Use: diễn tả hành động xảy ra trước hoặc ko xảy ra trước. The 38th period Date: 24/ 10/ 2010 Grade 11 Review and test preparation Lesson 2 grammar: Reported speech with infinitive(s): (Câu tường thuật với động từ nguyên mẫu) Với loại câu này có kiểu câu chính là: 1. Reported requests and orders (Tường thuật yêu cầu và mệnh lệnh): Với loại tường thuật này ta có thể sử dụng mẫu tường thuật: to tell/ask someone to do something - My teacher told me to listen to her - She asked me to shut the door Dạng phủ định: to tell/ask someone not to do something - My teacher asked me not to talk in the class. 2. Reported offers and suggestions (Tường thuật lời đề nghị giúp đỡ và sự đề nghị). Trong loại câu này chúng ta thường sử dụng các động từ: offer, promise, refuse, agree, threaten, hope, wish,…. Với công thức như sau: S +reported verb+ to – inf - She promised to do her homework. Chúng ta cũng có thể sử dụng các động từ như: remind, warn, advise, invite, allow, ….. với công thức sau: S +reported verb+ object + to-inf - My Mom reminded me to go to school early. Reported speech with Gerund Use: We use reported speech with Gerund in order to report feelings or suggestions. (để tường thuật cảm xúc hoặc lời đề nghị ....của ai đó,) S + V + (not) Gerund phrase S + V + (O) + prep + (not) Gerund phrase * Thường dùng với một số động từ sau: suggest admit deny... insist on think of dream of look forward to apologize (sb) for… accuse sb of thank sb for congratulate sb on prevent sb from warn sb against… * Note: Change Subject Pronouns, Object pronouns, Possessive adjectives,... in reported speech - First person (I , We) → S - Second person (You) → O - Third person (He, she, it, they) → unchanged Change the verb tense if the introducing verb is in past tense. “You didn’t pay attention to what I said,” the teacher said to him → The teacher accused him of not paying attention to what she had said. The 39th period Date : 22/ 10/ 2010 Grade 11 English written test Class: 11 time: 45 minutes Name…………………………………… Class………………………………….. I. Put each verb in brackets in a suitable form.(2.5point) 1. Nick ( lie) down on the glass for a while, next to some tourists who ( feed )(1) …………….. the ducks on the pound. 2. Sorry, I (not answer)(2) ………………the phone . I ( have)(3)……………a shower. 3. Last night she spent hours on her homework but she( can not)(4)……………..do it although the teacher ( explain)(50)………………carefully in class . 4. It is easy (see)(6) …………….animals in the road in daylight but sometimes at night it is difficult(avoid)(7)…………..(hit)……………. 5. I caught him (climb)(8)………………over my wall. I asked him (explain) (9) ………….but he refused (say)(10)…………anything, II. Rewrite the following sentences so that the meaning of them don’t change.(3.point) 1. She crossed the road . I saw her. ->I saw her…………………………………………………. 2. I knew that he was poor. I offered( de nghi) to pay his fare -> Knowing that …………………………………………… 3. He was foolish. He left the firm. -> He was ………………………………………………….. 4. The film was boring. I didn’t watch it -> The film …………………………………………………….. 5. He found no one at home .He left the house in a bad temper( tuc gian)th -> Finding …………………………………………………………… 6. My son has a lot of books that he can read. -> My son has………………………………………………….. III. Read the passage and then answer the questions that follow.(2 point) Last Monday morning , Mrs. Brown was in her bedroom getting ready to go to work when suddenly she saw a mouse, so she creamed and jumped up on a chair because she was frightened( so hai). Then she had a good idea. She jumble up and ran downstairs to get her cat, Tiger. At first she couldn’t find him anywhere, but finally she found him under the kitchen table. Quickly, she grabbed him under her arm and run back upstairs, Mrs Brown hurried into the bedroom and put Tiger on the floor> Then she got up on the chair again. Unfortunately, Tiger was scared too( ho¶ng sî), so he leapt onto her shoulder. That a coward (nhót nh¸t)! 1. What happened to Mrs. Brown last Monday? ……………………………………………………………. 2. What did she name her cat? ………………………………………………………………… 3. What did her cat do when she got up on the chair again? …………………………………………………………………. 4. What do you think of her Tiger? IV. Make complete sentences using the cues below. 1. It/ kind/ you/ help me …………………………………………….. 2. The friendship/one/ most/ important things …………………………………………………………… 3. boy/ happier/ if / he/ have /another child/ play with ………………………………………………………….. 4. my/personal experience/ robbing/ beautiful pen l my friend ……………………………………………………………. 5. I/ sorry /disappoint you / but / I / not let/ have/ any more money/ till/ end / month. ………………………………………………………………………. Date of preparation:9/11/2014 Period 36: Unit 7 : World Population Lesson 1: Reading (p1) I. Objectives: By the end of the lesson ,students will be able to understand more about the world population II. Methods: Integrated, mainly communicative III. Teaching aids: Textbook, some photos of music IV. Procedure: 1. Organization : Class Attendances Teaching date 2. Check old lesson: No Checking 3. New lesson: Stages/ time Teacher's activities Warm up Warm-up: (7 mins) - Ask students close the book -Ask students to answers some questions: 1. Are all the people in the same family? 2. Is it good to have many children? 3 .What will happen if every family have a lot of children? -Lead in : today we are learn Before about world population reading (15mins) I Before reading - Discussing the pictures - Ask Ss to look the pictures on page 80 then answer the questions: 1. Who can you see in the first picture? 2. How many children does the man have? 3. How is the house which his family live in? 4, What does the man do to earn his living? 5. What do two pictures tell you? * Pre – teaching vocabulary - To double: t¨ng gÊp ®«i - Average(a) b×nh thêng, trung b×nh - Birth- control methods: c¸c biÖn ph¸p h¹n chÕ sinh ®Î - Family planning: khh g® It is time sb did st: ®· ®Õn lóc ai ®ã ph¶I lµm g× Ex: It is time he came back home To continue to do st Ex: It continued to rain heavily While reading (20 mins) II. While reading Setting the scene You are going to read a passage about the world population. While Sts' activities - Listen to the teacher and answer the questions - Listen to the teacher and open the book – Unit7, part A: reading - Answer the questions: 1. A family with too many children 2. 6 children 3. They live in an old mud and draw cottage 4. He is unemployed so he has to do manual work 5. The first picture tells us that if we have a big family, we may not support our children properly and give them a good life and education The second picture indicates that population explosion can lead to poverty and unemployment - Take notes and practice reading vocabulary you read, doing the tasks in text book 1. Task 1: Gap-filling - Ask Ss to read the words in the box then complete each sentence with a suitable word - Ask Ss to work individually to do the task - Ask Ss to exchange their answers with other Ss - Call some of them to answer and give the feedback - Pay attention - Individual work and pair work * Suggested answer: 1. although 5. figures 2. method 6. limit 3. increases 7. international 4. resources 8. control 4. Consolidation (1min) : give the main points of the lesson : New words and task 1 5. Homework(1min) : - Learn by heart all new words and translate the passage - prepare for new lesson : Unit 7- Reading Date of preparation:17/11/2014 Period 37: Unit 7 : World Population Lesson 2: Reading(p2) I. Objectives: By the end of the lesson ,students will be able to understand more about the world population II. Methods: Integrated, mainly communicative III. Teaching aids: Textbook, some photos of music IV. Procedure: 1. Organization : Class Attendances Teaching date 2. Check old lesson (5mins): Ss write new words 3. New lesson: Stages/ time Teacher's activities Warm up Warm-up: (7 mins) Lucky number 1. Can you sing a song? 2. lucky number 3. The noun of populate 4. Which continent has the biggest population? 5. the synonym of ‘country’ - nation While reading (20 mins) II. While reading 2. Task 2: Answer the questions -Ask students to read the passage again then answer the questions - Ask students to answer the following questions - Ask students look through the passages then try to answer the questions in right way - Let them work in pairs - Help students if necessary (the answers in the passage) After reading (for good Ss) (10 mins) III. After reading - Ask students to work in groups to discuss find out five world largest countries i population. say where they are and which is the richest and which is the poorest country -Go around to help the groups when necessary -Call on some groups to answer the question - Listen to students and correct mistakes Sts' activities - Play the game Listen to the teacher - Try to answer the questions Keys : 1.the population of the world in 10,000BC was 10 million. In1750 it was 6225 million; in 1850 it was 1300million ,in1950 it was 2510 million 2,by the year 2015 the population of the world is expected to be over 7 billion 3,some scientists say it can ,but others say it can’t 4. no, they don’t 5,because they know of no safe way to have fewer children - Listen to the teacher -Discuss and find out five world largest countries in population Location of these countries Asia: China, India, Indonesia Europe: Russia Latin America: The U.S.A - The richest country is the U.S.A - The poorest country may be India 4. Consolidation (1min) : give the main points of the lesson 5. Homework(1min) : - Learn by heart all new words and translate the passage - prepare for new lesson : Unit 7- Speaking Date of preparing: 17/11/2014 Period 38: Unit 7 : World Population Lesson 3: Speaking I. Objectives: By the end of the lesson, ss will be able to: By the end the lesson, Ss will be able to: - Talk about the causes of overpopulation in our country and in the world. The problem which the overpopulation countries have and offer some solutions. II. Methods: Integrated, mainly communicative III. Teaching aids: Textbook, chalk, pictures , handouts, chart/strips of paper..... IV. Procedure : 1. Class organization : Class Attendances Teaching date 2. Checking up :(5mins) -Call some students go to board and write the new words. 3. New lesson: Stages/ Teacher’s activities Students’activities Time Warm Warm-up: (5 minutes) up. - Ask students to keep book - Keep books close (5mins) close - Listen to the teacher - Show students the following - Answer the question picture and ask them two 1 questions 1.what can you see in the picture? 2.What does the picture tell you? Before - We learn Unit 7, partspeaking. speaking (12mins) Pre-speaking : (12 minutes) Task 1 - Ask students to read through -Do the task 1 in pairs the causes -Work in pairs and order the - Let them work in pairs to causes ,explain their order order the causes and explain their order -Call on some students to give their answer in front of the class - Listen to students and correct While mistakes - Look at student’s book speaking While-speaking: (15 minutes) - Listen to the teacher (15mins). Task 2 - work in pairs to list the problems - Ask students to to list the of poor and overpopulated problem facing poor and countries overpopulated countries in the _Suggested answer task 2 +poor living condition - Let them work in groups +low living standard - Walk round and help them +not enough/expensive food - Ask some students to stand up +lack/shortage of to talk again loudly schools/hospitals/teachers/doctors - Listen and correct mistakes /nurses +illiteracy +social evils Task3 +unemployment -ask students to read the task3 and find out the solutions to the problems of overpopulation -ask them work in pairs to do the task -Go around to offer help -Call on some students to present their group’s ideas -Give feedback After speaking (5mins). -Look at the task 3 and find out the solution to the problems of overpopulation -suggested answers: +raise an awareness of the problems of overpopulation +use birth control methods +carry out population education program/family planning program +raise the people’s living standard .................... After-speaking : (5 minutes) Task 4 - Ask students to close books - Ask students to tell the - Close the books problems and offer solutions - Listen to the teacher using the results of task 2 and - Do task 4 task3 - Work in groups - Walk round and help them - The students are called stand up - Let them work in groups and tell loudly - Ask some students to stand up and tell loudly - Listen and correct mistakes 4. Consolidation : give the main points of the lesson : causes to population explosion 5. Homework : - talk about causes to population explosion; talk about problems of overpopulation and offer solutions - prepare for new lesson: Unit 7- Listening Date of preparing: 17/11/2014 Period 39: Unit 7 : World Population Lesson 4: Listening I. Objectives: By the end of this lesson, students will be able to listen to a monologue or a dialogue of 150-180 words for general or specific information about world population. II. Methods: mainly communicative III. Teaching aids : Textbook, Cassette and tapes IV. Procedures : 1. Organization : Class Attendances Teaching date 2. Check old lesson (5mins): talk about problems of overpopulation and offer solutions 3. New lesson: Stages /time Warm up (4mins) Before listening (8 mins) While listening (20 mins) After Teacher’s activities Warm up Discuss the questions. - Divides class into groups. - Gets Ss to answer the questions 1. Do you think that our world is overpopulated? 2. What continent has the largest population? II. Before you listen Vocabulary: - Helps Ss to pronounce the words. - Checks that Ss know the meaning of these words. - Plays the tape and asks Ss to repeat. + Latin America:Châu Mĩ La Tinh + Rate of population growth:Tỉ lệ gia tăng dân số + developing countries:Các nước đang phát triển + to rank: rank (n): Xếp hạng + fall (n) = decrease: Giảm + generation (n):Thế hệ 1. Task 1: - Ask students to read and explain 5 statements in task 1 - Explain some words or phrases which students can’t understand - Ask students to listen to the tape twice and do task 1 -Ask 2 students to give their answer on the board - Correct the answers then explain them II. While you listen 1. Task 2: - Ask students to look through the questions in task 2 - Ask students to listen to the typescript again and answer them - Ask students to give reasons for their answers Students’ activities - - Work in groups - Answer the questions Expected answer: 1. Yes, of course.B/ it has more than 6 billion people. 2. The cotinent that has the largest population is Asia ( almost 4 million people) - Pronounce the words - Give the meaning of the words - Listen and repeat - Look at the books - Listen to the teacher - Read the statements in task independently - listen to the tape carefully and do the task - Keys:1A, 2D, 3C, 4D, 5A, 6C. - Keep book open - Look at the questions and ask teacher some new words if necessary - Listen to the typescript and do the task 2 Key: 1. Over 7 billion 2. The population growth rates in some parts of the world are not the same 3. The reason is the improvement of public health services and medical listening (for good Ss) III. After you listen (5mins) - Ask students to open the books - Ask them to summarize the main ideas of the listening passage - some cues : world population today/ main cause of population explosion/ problems caused by population explosion/ solutions to the problems. - Let them work in pairs - Walk round and help students - Ask some students to stand up and retell their opinion to the class - Listen and correct mistakes care 4. They are shortage of foods ,lack of hospitals and schools ,illiteracy, and poor living conditions 5. There are 4 solutions - Keep book open and listen to the teacher - The students who are called stand up and talk their idea the listening passage 4. Consolidation : give the main points of the lesson : summarize the listening passage 5. Homework : - finish all the task and summarize the listening passage - prepare for new lesson Date of preparation: 17/11/2014 Period 40: Test correction I. Objectives: . - Giving remarks and correcting Ss’mistakes II. Method: Mainly communicative III. Teaching aids: Teaching plan; Ss’answer IV. Procedure: 1. Class organization: Class Date of teaching 2. Check-up: Check Ss’ homework 3. New lesson: Attendances A. The answer for the test 1. D 2. A 3. C 4. C 5.B 11.A 12.C 13.C 14.A 15.A 21.B 22.B 23.D 24.B 25.D 31.C 32.A 33.D 34.A 35.C CODE 001 CODE 002 1. D 2. D 3. B 4. C 5.A 11.A 12.A 13.B 14.C 15.D 21.C 22.B 23.A 24.C 25.D 31.C 32.A 33.D 34.A 35.C 6.D 16.D 26.C 36.D 7.C 17.C 27.C 37.C 8.A 18.C 28.D 38.C 9.B 19.B 29.B 39.D 10. C 20.D 30.C 40.A 6.C 16.D 26.C 36.D 7.A 17.B 27.C 37.C 8.B 18.C 28.D 38.C 9.D 19.B 29.B 39.D 10. C 20.C 30.C 40.A B. T’s comments on Ss’answer ............................................................................................................................................... .................................................................................................................4.Consolidation: - Collect Ss’ answers. 5. Homework: - Prepare next period: Unit 7- Writing Date of preparetion: 17/11/2014 Period 41: Unit 7: World population Lesson 5: Writing I. Objectives: By the end of this lesson, students will be able to describe population development of 120-130 words based on a suggested outline or idea cues II. Methods: Intergrated mainly communicative III. Teaching aids: Textbook, board markers IV. Procedure: 1. Organization : Class Attendances Teaching date 2. Check old lesson (5mins): Summarize the listening passage 3. New lesson: Stages/time Teacher's activities Ss' activitives Warm up. Warm up - Listen to the teacher and to (3mins) - Ask students to keep book transfer the table into a pie chart. close.and give them handout Read the prompts with a table of information. - Ask the teacher if necessary Before writing (10mins) While writing (15mins) - ask them to work in pair to transfer the table into a pie chart. - Check and explain them to the class: In order to understand them we learn part Writing. II. Before you write - Ask student to read the hand out with a description of a pie chart and discuss the organization and other characteristics of the description - Explain some new words - Answer the questions 1. How many parts are there in the description? what are they? 2. What does the first part tell you? 3. What language items should you pay attention to in the second part/underline them 4. What does the last part tell you? - Let them work in groups. - Walk around, check and help students. III. While you write - Ask students to work in pair to analyze the chart using the following questions. + what does the pie chart show? + what is the general trend of the chart? + which region has the largest population? Which comes second? + which region has the smallest population? + where does most of the - Work in groups and answer the question Key: 1. 3 parts (introduction, body and conclusion). 2. language use : + make up less than ... percent. + the most + adj, the second most + adj Outlining 1 Introduction: tell the chart is about ( time, location, things described in the chart). Ex: The chart shows the distribution of world population in 2005. 2. Body:begin with a sentence to sum up the overall trend.. 3. Conclusion:Summarize the main points - Work in pairs and analyze the chart - write the description of the pie chart, using the sentences given in the book to begin their description. Sample writing: The chart shows the distribution of world population by regions. It is obvious that world population is unevenly distributed among Asia, Europe, Africaamerican and Oceania. Asia only acounts for more than half of the world population with 32% of world populationin the South and 26% in the East. Meanwhile, the population in Europe accounts for nearly half of that in South Asia with 15% of world population and as for Africa, it is even fewer with only 11% America , including world population live? Northern and Latin America - Let students work makes up only 6% and 8% of individually to write the the world population description of the pie chart, respectively. Oceania ranks last using the sentences given in with 2% of the world the book to begin their population. It can be seen that description Asia is the most densely After - Walk round and help populated region of the world. writing students. (9mins) IV. After you write - Give suggestions and -Listen to the teacher: corrections. - Finish the profile. - Ask students to read their - Some students read loudly profile. their products in front of the - Ask some students to read class. loudly their description. - Correct mistakes and mark 4. Consolidation : give the main points of the lesson : how to describe a chart ? 5. Homework : - finish the writing at home - prepare for new lesson : Unit 7-Language focus The 43rd, 44th period Date: 01/ 11/ 2010 Grade 11 Theme: World Population Unit 7 Writing Time 45 minutes I. Objectives: 1. Educational aim: Students should write descriptions of pie charts 2. General knowledge: Students learn how to write a descriptions of a chart - Language: students should interpret statistics on population from a chart - New words: Words related to the topic 3. Skills: Writing descriptions of pie charts II. Method: Integrated, mainly communicative III. Teaching aids: Student’s book, notebook, IV. Procedure: Teacher’s activities Warm-up: (5 minutes) - Ask students to keep book close -give them handout with a table of information -ask them to work in pair to transfer the table into a pie chart - Check and explain them to the class: In order to understand them we learn part Writing Pre-writing: (10 minutes) Students’ activities - Keep book close - Listen to the teacher and to transfer the table into a pie chart Notes - Ask student to read the hand out with a description of a pie chart and discuss the organization and other characteristics of the description - Explain some new words - answer the questions 1, how many parts are there in the description? what are they? 2,what does the first part tell you? 3.what language items should you pay attention to in the second part/underline them 4.what does the last part tell you? Read the prompts - Ask the teacher if necessary - Work in groups and answer the questions Key: 1.3 parts(introduction, body and conclusion) 2. language use : +make up less than...percent +the most+ adj, the second most +adj .................... - Let them work in groups - Walk around, check and help students While-writing: (18 minutes) Task 2 - Ask students to work in pair to analyze the chart using the following questions +what does the pie chart show? +what is the general trend of the chart? +which region has the largest population? Which comes second? +which region has the smallest population? +where does most of the world population live ? -Work in pairs analyze the chart -Give answer and -then work individually to write the description of the pie chart, using the - Let students work individually to sentences given in the write the description of the pie chart, book to begin their using the sentences given in the book description to begin their description - Walk round and help students Post-writing: (10 minutes) - Give suggestions and corrections - Ask students to read their profile Listen to the teacher - Ask some students to read loudly - Finish the profile their description - Some students read loudly their products in - Correct mistakes and mark front of the class Homework: (2 minutes) - Ask students to do part writing of Unit 7 in the student’s work book and - Listen to the teacher and prepare part Language Focus write down homework The 45th period Date: 03/ 11/ 2010 Grade 11 Theme: World Population Unit 7 Language Focus Time: 45 minutes I. Objectives: 1. Educational aim: Students can distinguish the clusters /kl/ -/gl/- /kr/ -/gr/ -/kw/ and pronounce the words and dialogue containing these clusters correctly 2. Knowledge: - General knowledge: By the end of this lesson, students will be able to use conditional sentences (types1,2 and 3) and conditional sentences in reported speech appropriately - New words: Words related to pronunciation /kl, gl, kr , gr , kw / 3. Skills: -Pronounce the sounds: /kl, gl, kr , gr , kw / II. Method: Intergrated, mainly communicative III. Teaching aids: Student’s book, pictures ,hand outs IV. Procedure: Teacher’s activities Pronunciation: (10 minutes) - Ask students to look at their books then introduce to them *Listen and repeat : - Read loudly then ask students to repeat - Introduce : / kl, gl, kr , gr , kw / Students’ activities - Open the books - Look at : Listen and Repeat - Repeat the words in chorus then individual Notes - Correct pronunciation for the students * Practise these sentences - Read the sentences loudly - Ask students to repeat - Correct pronunciation for students Grammar:(34 minutes) -“conditional types 1 ,2 and 3” -write some sentences on the board a + If it doesn’t rain ,I will come to see you +If it didn’t rain, I would come to see you -Ask students to comment on the use of conditional types in these examples -Help students to use of them -Ask some students give some similar examples - Introduce exercises to the students Exercise 1: (15 minutes) - Ask students to do Exercise 1 - Introduce how to do it - Let them work in pairs - Walk round, check and give mark Exercise 2 (8 minutes) - Introduce Exercise 2 to students and explain how to do it - Ask students to do it - Let them work individually - Check, correct mistakes Exercise 3: (11 minutes) - write some conditional sentences in reported speech on board and ask students to comment on the changes of the verbs, pronouns and adverbs of time and places -“If I had a permit , I could get a job’ he said He said that if he had a permit , he could get a job - Introduce Exercise 3 to students and explain how to do it - Ask students to do it - Let them work individually - Look at Practise the sentences - Listen to the teacher then repeat in chorus then individual - Listen to the teacher -write down notebook their -give some examples - Listen to the teacher and do exercise 1 Key: 1,would drive 2,could 3, is 4, will take 5,closed 6, will come - Listen to the teacher and do exercise 2 -Keys : 1,had been told 2,had realized 3, wouldn’t have been 4, would have bought 5, had studied - Listen to the teacher - Write down -Take note quickly -Do the exercise 3 Key: 1,the man said to her that he would come to see her if he had time 2,he asked her what she would say if someone stepped on her feet - Walk round and help them 3, they said to me if it - Check, correct mistakes , give didn’t rain they would go reasons and mark out with me 4,the man asked the woman what she would do if she were a billionaire 5, the man said to me if I had asked him he would have lent me his motorbike ..................................... Homework : (2 minutes) Ask students to do Part Language - Listen to the teacher and Focus and Prepare Unit 8: celebrations write down Unit 8: celebrations th The 46 period Date: 11/ 11/ 2010 Grade 11 Theme: Celebrations Unit 8 Reading Time: 45 minutes I. Objectives: 1. Educational aim: Students should know more about the celebration of Tet and other festivals’ activities 2. Knowledge: - General knowledge: - Through this unit, students know the history of tet and some kinds of celebration - New words: Words related to celebration 3. Skills: Reading for identifying the main idea and specific information II. Method: Integrated, mainly communicative III. Teaching aids: Real objects, pictures, English textbook 11, hand-outs IV. Procedures: Teacher’s activities Warm-up: (4 minutes) - Let students to listen to the song and ask some questions: a. What is the title of the song? b.When do people often sing it? c.What is it about? -There are many things about Tet that we Students’ activities - Look at the picture - Answer the questions a. Happy New Year b. to welcome the New Year/it is often sung on the last days of the old Notes want to say. Today, we’ll study a new year and the at the lesson Unit 8- Reading beginning of the New year c. Feeling about the old year and the New Year Pre-reading: (7 minutes) - Ask students to look at the picture and discuss the three questions in pairs -Go around to offer help -Call on some students to present their answers and give comments from other students -Give feedback - Let students work in pairs to tell which of the activities in the book they enjoy most at Tet - Call on some students to present their answer and other students comment -Ask students to read through the passage and find some new words +positive comments +candied fruit +spread (v): to extend over a place +Lunar New Year -Let students read and copy in their notebooks While-reading: (20 minutes) You are going to read about the Tet Teachers Headmaster Headmistress - Listen to the teacher look at the picture and answer the questions -The answers are various 1,It is spring and it should be Tet holiday because we can se the apricot blossom and a kumquat tree full of ripe fruits 2,the people in the picture may be a family. the grandmother is giving her niece and nephew some lucky money. The girl, the boy and their parents may be wishing their grandparents good health and happiness -work in pair and discuss these activities they enjoy most doing in the Tet -Read individually -Listen to the teacher and write down -Read in chorus Students Classmaster Friends Close – friends Friendship Subjects Geography Chemistry English Sports Frotball Jogging Problems at school Live far From school Students cheat in exams holiday in Vietnam -Make the class read the small talks, to scan the details and do the tasks 1. Task 1 : -Ask students to read a passage about Tet holiday, and then underline those words which match with the definitions on the right column in the task 1 - Firstly, ask students to study individually then in pairs - Walks around the class, offer ideas and comments when students need help -Call on some students to explain their answer in front of the class - Give suggestions Task 2 - Work in pairs, read the small talks again and answer these questions - Ask students to work individually then work in pairs - Walk round the class and comments when students need -Check the answer in front of the class as a whole -Give correct answers -Listen to the teacher -Read the passage and underline new words -Try to guess the meanings of the words -Listen to their friends’ answers -Listen to the teacher and correct -Keys:1,träng ®¹i, hoµnh tr¸ng 2,biÓu ng÷, b¨ng r«n 3,t¸o dÇm ®êng 4,thuéc vÒ n«ng nghiÖp 5,cÇu nguyÖn 6,niÒm vui thÝch, sù n« nøc -Read passage again -Work individually Keys 1F( it fall between 19thJanuary and20thFebuary) 2,F( it’s just for agrarian people) 3.T 4,F( according to the passage, lucky number tends to be given to children) 5T 6,T Task 3 : - Ask students to read all questions to -Work individually answer the questions in task 3 - Ask students to work with a partner - Walks around the class to help -Read carefully and give students whenever they need the answer -Give correct answer (the answer is in the passage) Post-reading: (12 minutes) - Let students work in groups to talk about their last Tet holiday ,using the following main points - Has students work in groups and discuss - Walk around the class, listen to student’s discussions and offer suggestions when necessary - Give comments - Call on some students to speak and give them feedback Homework : (2 minutes) -Ask students summarize the passage at home and prepare the next lesson -Work in discuss group and -two students present in front of the class -Copy down notebooks on the The 47th period Date: 15/ 11/ 2010 Grade 11 Theme: Celebrations Unit 8 Speaking Time: 45 minutes I. Objectives: 1. Educational aim: Students could talk about the celebrations of Tet and other festivals’ activities 2. Knowledge: - General knowledge: - Through this unit, students can express their opinions about Tet holiday in Vietnam - Language: Ask and answer questions about the Tet holiday in Vietnam 3. Skills: Fluency in expressing opinion and expressions about celebrations in Vietnam II. Method: Integrated, mainly communicative III. Teaching aids: Pictures, English textbook 11, hand-outs IV. Procedures: Teacher’s activities Student’s activities Warm-up:(6 munites) - Ask students close the book and - Listen to the teacher find words that go with -Find out the words -Suggested answer: food, “ttraditional” in groups flowers clothes ,games , Today, we will practice speaking costumes about Tet holiday in Vietnam Notes Pre-reading: (5 minutes) Task 1: -Ask students to read the dialogue and ask them what points are mentioned in the dialogue - Ask student to work individually then work in groups -call on some pairs to act out the dialogue - Give suggestions While –speaking :(24 minutes) Task 2: -Ask students to look at the three pictures and work out the name of eachholiday - Ask students to work individually then in pairs - Walk around the class to help student when necessary - Check and give suggestions - Ask student to practice it with a partner - Corrects students’ pronunciation if necessary Post-reading: (13 minutes) Task 3: - Ask students to read all words in the task 3 -Give the meaning of some words when necessary - Ask students to work individually then work in pairs - Walk around the class to help students when necessary - Check and give suggestions - Ask students to practice this conversation - Correct their pronunciation when necessary - Give comments - Homework(2 minutes): - Write about the tet holiday their like and prepare the next lesson - read individually and then work in pairs - listen to the friend and give comments -Listen to the teacher -Answer : 1,picture 1: Mid-Autumn 2,Picture 2: thanksgiving 3, picture3 :Valentine’s Day -1cC ,2aA ,3bB - Do the task 3 -Compare the answer with the partners - Work in groups -Ask the teacher if necessary -Some groups present their answer in front of the class -copy in their notebooks The 48th period Date: 17/ 11/ 2010 Grade 11 Theme: Celebrations Unit 8 Listening Time: 45 minutes I. Objectives: 1. Educational aim: Students should know more about the New Year celebration in Japan. 2. Knowledge: - General knowledge: Students listen for the main idea and comprehension questions. - Language: - New words: Words related to new year. 3. Skills: Listening for gist and for specific information. II. Method: Integrated, mainly communicative. III. Teaching aid: Pictures ,text book. IV. Procedures: Teacher’s activities Students’ activities Warm-up : (4 minutes) - Ask the students question : - Listen and answer - What is special about the New Year holiday in Japan? - Can you guess what Japanese do -listen to the teacher on these days? - Lead in: we are going to listen to the talking about how the Notes New Year celebrated in Japan Pre-listening : (6 minutes) - Let students work in pairs to guess - Work in pairs and each which of the activities the Japanese pair works in role often do on their New year’s Day - Listen to the -Call on some students to give their teacher answers and write them on the boards - Look at the picture in the book and -Introduce some new words from the guess before listening passage listening While-listening: (24 minutes) Task 1: -Ask students to listen to conversations - Listen to each pair - Let students listen for three times -Check the answer in front of the class as a whole -tick in the right column that best reflect their answer - Go around and remark Task 2: - Ask students to listen again and answer the questions - Let students read the questions first and quickly- work in pairs - Let students listen again 3 times and ask them to discuss in groups to answer the questions - Listen to each group and remark After-listening: (10 minutes) - Have students sit in groups and compare the following aspects of the Vietnamese New year with those of the Japanese one - Go around and help if necessary -Call on some students tell the class again -Give comments -Listen carefully - Work individually - Give corrects -Listen to the dialogues and then work in groups and give their answers -keys : 1,Because they want to get rid of the old year and welcome the new year 2,from TV or the radio 3,Kimonos or special dress 4,No, New year is mostly celebrates among family only - work in group and discuss - each group presents their answers Homework: (2 minutes) - Ask students to do exercise in workbook - Listen and copy in their - Prepare the next lesson notebooks The 49th period Date: 23/ 11/ 2010 Grade 11 Theme: Celebrations Unit 8 Writing Time: 45 minutes I. Objectives: 1. Educational aim: Students know how to describing a celebration. 2. Knowledge: - General knowledge: Students can write a passage describing a celebration. - Language: -New words : Words related to celebration. 3. Skills: Describing a celebration. II. Method: Intergraded, mainly communicative. III. Teaching aids: Some models, hand outs ,pictures. IV. Procedures: Teacher’s activities Students’ activities Warm-up : (4 minutes) -Ask some questions: - Observe and work in 1.Have you ever taken part in one of pairs to answer the popular celebrations in Vietnam? - Answer the question 2. What Do you know about it? Lead in : To know more about the popular celebration we will learn the new lesson: Writing Pre-writing: (10 minutes) Notes - Let students read the passage of the - Explain some new words if they do not know -Let students work in pairs and write an outline for their description using the main points set in the task - Go around to help students to answer the task -Check the answers with the whole class -Listen and do the task - suggested answers : - the description includes 6 main points: + name of the festival +purpose +time +main activities /what people do in the festival +foods eaten +people’s feeling about the festival While-writing: (20 minutes) Task 2 _Ask students to gather and organizing ideas for their paragraph - Listen to the teacher -Let students write their paragraph for 10 minutes -Ask students to exchange their paragraph with a partner -Go around helping and collecting typical errors Post-writing: (10 minutes - Let students write on the board or in the papers - Go around and remark - Ask 2 or 3 students who may be good at English to write on the board – Give general comments and remark -Write down their -Compare partners paragraph with the - Some students read aloud the form of someone - Listen and check themselves - One student of one group reads aloud the paragraph - Discuss and correct mistakes themselves Homework: (2 minutes) - Describing a celebration they have - Listen and copy seen and prepare the next lesson The 50th period Date: 25/ 11/ 2010 Grade 11 Theme: Celebrations Unit 8 Language Focus Time: 45 minutes I. Objectives: 1. Educational aim: Students know how to distinguish the clusters / fl/ and /fr/ and/ θr/ in a word or a sentences. 2. Knowledge: - General knowledge: Students can Use pronouns :one(s), someone, no one ,anyone, everyone appropriately. - Language: - New words: Words related to holiday and celebrations. 3. Skills: - Pronunciation: fl/ - /fr/ and/ θr/ - Grammar: - pronouns :one(s), someone, no one ,anyone, everyone. -Vocabulary about holidays and celebrations. II. Method: Integrated, mainly communicative. III. Teaching aids: Textbook IV. Procedures: Teacher’s activities Students’ activities I. Pronunciation(10 minutes) -Model the two sounds /fr/ -/fl/ -/ θr / -Listen to the teacher for a few time Notes -Pronounce the sounds and ask students to repeat -Ask students to practice pronouncing the sounds in chorus and individually -Give feedback +Practice these sentences -Read all the sentences and ask students to underline the words with the sounds and write /fl/ /θr/-/fr/-/under them -Ask students to practice the sentences in pair -Go around and help - Let students read the sentences and work in groups - Listen and remark each group II. Grammar: (34 minutes) Exercise1: -Ask students to comment on the use of :one(s), someone, no one ,anyone, everyone using the sentences on the board -Ask students to read it quickly -Explain the use of them +someone=somebody: used with a singular verb in an affirmative statements or a question when speaker expects the “yes” answer +no one :takes a singular affirmative verb .................................................. -let students do excerise1 individually and then compare their answers with another students -Go around and help -Check the answer the class as a whole - Read aloud in chorus first ,then read individually -Underline the words with the sounds and write /fr/-/fl/-/ θr/ -Work in pair -Listen to their friends’ reading - listen to the teacher and comment - Listen and copy - Take note quickly -Do the task1 -Work individually -Compare with the partners -Answer: 1.anyone , 2someone ,3,anyone , 4someone, 5, no one , 6,everyone 7, no one Exercise 2 -Ask students read the sentences -Listen to the teacher and through do exercise 2 -Explain new words if any -Keys: -Call on some students to go to the 1, of he three bags, I like board and write the answers the blue one -Give a feedback Exercise3 -ask students how to do this exercise -let students work in pair to finish the exercise and compare with the person sitting next to them - Listen to students and help them to do it -call on some students to give the answer and give feedback -Keys: 1,traditional 2, grand 3,gifts ,4 celebrating 5,polite 6, good luck , 7excitement Homework: (2 minutes) - Let them do exercises in Workbook -Prepare the next lesson 2, Mai is making a fruit cake, Huong is making one ,too 3,I like reading books, especially the ones about the natural world 4,I don’t have a computer ,and my father doesn’t want me to have one .................................. -Do the exercise3 - Some students write on the board and others check and correct mistakes - Listen and copy The 51st period Date : 29/ 11/ 2010 Grade 11 REVIEW 1 I. Objectives: By the end of the lesson, Ss will able to: - know how to use infinitive (base form or full form) - know how to use gerund. II. Materials: - chalk and board. - handouts. III. Anticipated problems: - Some Ss are still confused about infinitives and gerund. IV. Procedure: Stages Procedure Interactions Time Warmer Giving the forms of verbs Pairs 8’ - T gives out some verbs. - Ask Ss to give the forms of verbs. - Compare with your partner. Presentation 1.To infinitive T-Ss 16’ - T writes some sentences on the board and underlines the toinfinitive. + I have letters to write. + Does he get anything to eat? +There’s plenty to do - T asks Ss to comment on the use of to-infinitives in these examples. - T reviews the form and use of to- infinitives. 1. In the examples above the infinitives are used to replace relative clauses. 1. The infinitive can be placed after nouns/ pronouns to show how they can be used or what is to be done with them. + I have letters to write = I have letters that I must write + Does he get anything to eat? = Does he get anything that he can eat? 2. Infinitive without to (bare infinitive ) a. §éng tõ dïng sau c¸c ®éng tõ h×nh th¸i (can, could ,may ,might, will, would ,shall, should….) eg: She can sing very beautifully. She may be late. b. Make and let. C¸c ®éng tõ cã cÊu tróc ®éng tõ +bæ ng÷+®éng tõ nguyªn mÉu kh«ng ‘’to” Eg: The cold weather made me feel depressed. They made me do it. c. §éng tõ nguyªn mÉu kh«ng ‘’to’’còng ®îc dïng trong c©u mÖnh lÖnh ë d¹ng kh¼ng ®Þnh. Eg: Go to the blackboard! Stay at home! Smile! d. We can use a noun or pronoun object+ bare infinitive after verbs of perceptions such as feel, hear, watch, see, notice, observe, perceive, smell 3. Gerund - Ask Ss to give some verbs /verbal phrases followed by the Gerund Expected answers: enjoy /miss /risk /appreciate /avoid /detest /dislike /It’s no use /can’t help / postpone / mind /be worth /mention /keep /count on /give up … Checking: - Ask Ss to give form and usage of these verbs Practice Form: Verb +V +ing = gerund Usage: To add information to what is expressed in certain verbs Choose the best answer in A, B, C or D: 1. After … for 3 hours we stopped … other … with us. A. to walk - to let - to catch up B. to walk - letting - catching up C. walking - to let - catch up D. walking - letting - catching up 2. I can’t help … . I caught a cold yesterday from … in a draught. A. sneezing - to sit B. to sneeze – sitting C. sneezing - sitting D. to sneeze - to sit 3. He surprised us all by … away without … “ Good bye”. A. going - to say B. to go - to say C. going - saying D. to go - saying 4. Do stop … .I’m trying … a letter. A. to talk - to finish B. talking – finishing C. to talk - finishing D. talking - to finish 5. If you go on … your dog … cars, he’ll end by … run over. A. letting- to chase- being B. letting- chase- being C. to let- to chase- being D. letting- to chase- to be 6. I suggest … the hospitals before … the police … for him. A. telephoning- asking- phoning B. to telephone- asking- looking C. to telephone- to ask- to look D. telephoning- asking- to look 7. By … enormous wages he is persuading men … their present job and … for him. A. offering- to leave- work B. offering- to leave- working C. to offer- to leave- working D. offering- leaving- to work T-Ss 10’ 8. At first, I enjoyed … to him but after a while I got tired of … the same story again and again. A. to listen- hearing B. to listen- to hear C. listening- hearing D. listening- to hear 9. … on this beach is much more pleasant than … in the office. A. to lie- sitting B. lying- sitting C. to lieto sit D. lying- to sit 10. She has gone … in a neighbouring town. A. shopping B. to shop C. to shopping D. for shopping Production Summarize about infinitive and gerund Home-work Prepare about participles The 52nd period Date: 4/ 12/ 2010 Grade 11 T-Ss Individuals 10’’ 1’ REVIEW 2 I. Objectives: By the end of the lesson, Ss will able to: - distinguish gerund and present participle - use perfect gerund and perfect participle. II. Materials: - chalk and board. - handouts. III. Anticipated problems: - Some Ss are still confused about present participle and gerund. IV. Procedure: Stages Procedure Interactions Time Warmer What do you call it? Teams 5’ - Give some sentences with –ing form of verb. - Ask Ss to give their name (if necessary) - Give feedback and correction Presentation 1. Gerund 20’ - If necessary T reviews the form and uses of gerunds. To save time T may give Ss the handout below: A gerunds is a noun made from a verb by adding ‘-ing’. The gerund always has the same function as a noun (although it looks like a verb), so it can be used: + as the subject of the sentence: . Reading helps you learn English. + as the complement of the verb ‘to be’: . Her favorite hobby is reading. + after prepositions. The gerunds must be used when a verb comes after a preposition: . She is good at learning English. . They’re keen on windsurfing. This is also true of certain expressions ending in a preposition , e.g. in spite of , there’s no point in … . There’s no point in typing the assignment. . In spite of missing the train, we arrived on time. + after a number of ‘phrasal verbs’ which are composed of a verb + preposition / adverb Example: To look forward to ,to give up ,to be for / against, to take to, to put off ,to keep on: . I look forward to hearing from you soon. (at the end of a letter) . He kept on asking for a discount + in compound nouns Example: . a driving lesson , a swimming pool, birdwatching, train-spotting It is clear that the meaning is that of a noun, not of a continuous verb. Example: . The pool is not swimming; it is a pool for swimming in. + after the expressions: can’t help , can’t stand ,it’s no use /good , and adjective worth: . I can’t stand being stuck in traffic jams. . It’s no use /good trying to persuade him. . It might be worth changing the title of the book. 2. Present participle - If necessary T reviews the from and uses of present participles .To save time T may give Ss the following handout: The present participle of most verbs has the form V+ing and is used in the following ways : + as part of the continuous form of a verb Example: . I am working. . She was dancing. + after verbs of movement /position in the pattern: verb + present participle Example: . My mother used to go shopping everyday. . He came running towards me. This construction is particularly useful with the verb ‘to go’ ,such as go diving, go fishing ,go swimming … + After verbs of perception in the pattern: verb +object + present participle Example: . I heard someone playing the guitar. . I can smell something burning! NOTE: There is a difference in meaning when such a sentence contains a bareinfinitive rather than a participle. The infinitive refers to a complete action, but the participle refers to an incomplete action, or part of an action. Compare: . I heard Mai playing the piano. (=she had started before I heard her, and probably went on afterwards) . I heard Mai play the piano .(=I heard her complete performance) + as an adjective Example: . It was an interesting film. . It’s a bit worrying when the police stop you. + with the verbs spend and waste, in the pattern: verb + time /money expression + present participle Example: . I spend two hours a day traveling to work. Practice . Don’t waste time playing computer games! . They’ve spend $ 4,000 buying that watch. + with the verbs catch and find, in the pattern: verb +object + present participle With catch , the participle always refers to an action which causes annoyance or anger: . If I catch you stealing my apples again, I’ll tell your parents. This is not the case with find, which is unemotional: . We found our dog lying in the bathroom. . They found their mother sitting in the garden. + to replace a sentence or part of a sentence - When two actions occur at the same time, and are done by the same person or thing, we can use a present participle to describe one of them: . He sang to himself. He walked down the road. (= Singing to himself, he walked down the road.) - When one action follows very quickly after another done by the same person or thing ,we can express the first action with a present participle: . He put on his coat and left the house (= Putting on his coat, he left the house.) - The present participle can be used instead of a phrase starting as, since ,because , and it explains the cause or reason for an action: . Feeling tired, he went to bed early (=because he felt tired…) . Knowing that she likes roses, he gave her a bunch of red roses on her birthday. Giving their name - Give some sentences. - Ask Ss to distinguish which is gerund and which is present participle. Sentences: Pairs 9’ 1. I object to him having made private calls on the office phone. 2. Having been his own boss for such a long time, he found it hard to accept orders from another. 3. They denied having been there. 4. Having tied one red of the rope to his bed, he threw the other end out of the window. 5. Having read the instruction, he snatched up the fire extinguisher. 6. The children admitted having taken the money. Expected answers: - Gerund: 1, 3, 6 - Present Participle: 2, 4, 5 Production Make some sentences with gerund and present participle. Home-work Prepare reported speech. Pairs 10’ Individuals 1’ The 53rd period Date: 06/ 12/ 2010 Grade 11 REVIEW 3 I. Objectives: By the end of the lesson, Ss will able to: - revise about reported speech. - use it with infinitive or gerund. II. Materials: - chalk and board. - handouts. III. Anticipated problems: - Some Ss have difficulty in reported speech. IV. Procedure: Stages Procedure Warmer What type of sentences - Give out some sentences. - Ask Ss to give out the type of sentences. Sentences: 1. “I’m a teacher” 2. He said he was a teacher. 3. They told me to work hard. 4. She insisted on seeing me. Presentation Reported speech with infinitive - Ask 2 Ss (A &B) to come to the board. T says to A: “Close the window, please” and to B: “Sing a short song”. After A &B performed the actions, T asks the whole class: Why did A close the window? Why did B sing a song? - Write the model sentences on the board: “Close the window, please” the teacher said to A => The teacher asked A to close the window. - Then continue “Sing a short song”. The teacher said to B. => The teacher told B to sing a short song. Interactions Time Pairs 5’ T-Ss 28’ - Ask Ss to look at the examples to elicit the structures. S+ told + O + to-infinitive asked promised advised encouraged warned wanted reminded invited ……… Reported speech with gerund. - Give some examples: 1. A: It’s so hot today. B: Let’s go to Thuan An beach. He suggested going to Thuan An beach. 2. “I’m sorry. I’m late” She apologized for being late. 3. A: Thank you. It was nice to help me. B: My pleasure. She thanked him for helping her. Questions: 1. Are the sentences above direct or indirect speech? 2. What is the structure? 3. Do you know any other verb of reporting followed by a gerund? Expected answer: Structures: a. V + V-ing admit, deny, suggest … b. V + prep + V-ing apologize for, complain about, confess to, insist on, object to, dream of, think of … c. V + O + prep + V-ing accuse … of, blame … for, congratulate … on, criticize … for, warn … about / against, praise … for, thank … for, prevent … from Usage: in reported speech. - Run through the meaning of the verbs / phrasal verbs given. - Ask Ss to make some more examples with the structures given Practice Change these sentences into reported speech: 1). "I'm sorry I have to leave so early", he said. He …………………………………………… ……….. 2). "Don't forget to return the book to the library", he said. He …………………………………………… ……….. 3). John said, "You'd better not lend them any money, Daisy." John …………………………………………… ……… 4). "Please don't tell anybody what happened.” Ann said to me. Ann …………………………………………… ……….. 5). "Why don't we visit the National Gallery?" She …………………………………………… …….. 6). "Stay in bed for a few days", the doctor said to me. The doctor ………………………………………….. 7). "You mustn't go out at night", our parents said. Our parents …………………………………………. Production Making sentences - Make some reported sentences Home-work Prepare conditional sentences 20’ Pairs 20’ Individuals 2’ The 54th period Date: 08/ 12/ 2010 Grade 11 REVIEW 4 I. Objectives: By the end of the lesson, Ss will able to: - distinguish types of conditional sentences. - use them correctly. II. Materials: - chalk and board. - handouts. III. Anticipated problems: - Ss have difficulty in distinguishing types of conditional sentences. IV. Procedure: Stages Procedure Interactions Time Warmer Game: Matching Teams 8’ - Divide the class into 2 teams, A and B. - Team A make “If-clause” - Team B make main clause. - Combine one of A with one of B to make conditional sentences. Presentation Lead-in T-Ss 32’ - T makes an example: If I were a queen, I would go round the world Or T makes a half of sentence, example: If I were a queen ...). T asks: + What is the kind of this sentence? + How many types of conditional sentences are there? Example: 1. If you need a ride to the airport, I’ll be happy to take you. 2. If he had known the meeting, he would have come there. Revision Practice * Conditional sentences Type I: Future possible. If clause Main clause Present tense Future tense Type II: Present unreal If clause Main clause Present conditional Simple past tense (would + bare (Subjunctive) infinitive) Type III: Past unreal If clause Main clause Perfect conditional Past perfect tense (would have + p.p) Conditional in reported speech - T makes some examples: 1. “If you work hard, you’ll pass the exam”, the teacher said The teacher said that if I worked hard, I would pass the exam 2. He said to her, “You would be punished if you came late” He said to her that she would be punished if she came late. 3. They said, “He wouldn’t have been in prison if he hadn’t stolen the car” They said that he wouldn’t have been in prison if he hadn’t stolen the car. - Ask Ss ti give the comment. (Expected: + Type 1: change the tense. + Type 2 + 3: not change the tenses.) Choose the best answer in A, B, C or D: 1. If I … time, I’ll help you. a. have b. had c. had had d. will have 2. If you are right, I … wrong. a. am b. will be c. would be d. would have been 3. If I … you, I … do that. a. am/ will b. were/ will c. were/ would d. had been/ would 4. If I was offered the job, I think I … it. a. take b. will take c. would take d. would have been 5. If I had known you were in hospital, I … to see you. Pairs 20’ a. will go b. would go c. went d. would have gone 6. If I …, I would have said hello. a. had seen b. saw c. see d. would see Key: 1a, 2a, 3c, 4c, 5d, 6a Production Making sentences - Make some conditional sentences in reported speech. Home work Prepare Non-definite pronouns. Pairs 20’ Individuals 2’ The 55th period Date: 20/ 12/ 2010 Grade 11 THE FIRST TERM TEST Së GD - §T Th¸i B×nh Trêng THPT NguyÔn Tr·i ®Ò thi CUèI häc kú i – n¨m häc 2010 - 2011 M«n thi: ANH V¡N 11 (Thêi gian lµm bµi: 60 phót) §Ò sè: 196 Hä tªn thÝ sinh:.............................................................. SBD:.............................................................................. 1. Choose the underlined word or phrase in each sentence that needs correcting. C©u 1: If you came to my party yesterday, you would have seen your former friend. A. If B. came to C. seen D. former C©u 2: She is looking forward to go to Europe after she finishes her studies at the University. A. looking B. go C. finishes C©u 3: After Tom ate dinner, he wrote several letters and went to bed. D. at the A. ate B. wrote C. several letters D. went C©u 4: When I was sick with the flu, my mother made me to eat and rest in bed. A. with B. the flu C. to eat D. in bed C©u 5: Sorry! Could you tell me the way to the post office? A. Sorry B. tell C. the way D. post office 2. Choose the option A, B, C or D that best complete the sentence or substitute for the underlined part. C©u 6: It’s time you ............... harder for the exams. A. Worked B. Work C. Have worked D. Are working C©u 7: Daisy is so .................. She only cares about herself, not about other people. A. helpful B. selfish C. loyal D. talkative C©u 8: On the days of Tet, many people go to the pagoda to ............................ for a happy year for themselves and their family. A. pray B. long C. desire C©u 9: They lit the ................... and began to sing “Happy Birthday”. A.presents B. toys C. candles C©u 10: If it ........... rain next Sunday, I.............. to see you. A. isn’t/ come B. doesn’t/ will come C. didn’t/ came come C©u 11: “...........................”, Andy suggested. D. ask D. flowers D. hadn’t/ had A. Are you going for a walk? C. Did you go for a walk? C©u 12: . .......... hard, you will eventually A. Should you work B. If you worked B. How about going for a walk? D. Could you go for a walk? succeed. C. Did you work D. When you worked C©u 13: On the..............of our wedding , we would love to invite your family to our dinner. A. opportunity B. chance C. anniversary D. birthday C©u 14: We..............TV when it started to rain. A. were watching B. watched C. are watching D. watch C©u 15: She did nothing but .......... A. cry B. cries C. crying D. to cry C©u 16: I remember..............a dozen of eggs yesterday but I can’t find them now. A. to buy B. bought C. buying D. buy C©u 17: She warned me.............. lending him any more money. A. in B. of C. about D. against C©u 18: Everything …………. ready for the first term examination. A. are B. have C. is D. were C©u 19: Have you got anything..............? A. eat B. to eat C. to be eating D. eating C©u 20: I had the film …….. yesterday. A. developed B. printed C. photocopied D. pressed C©u 21: I don’t think she is married ...... two children. A. in. B. to C. with D. about C©u 22: She enjoys ................... to the zoo on her birthday. A. being taken B. being taking C. to be taken D. taking C©u 23: They asked me ………. I had seen John the day before. A. that B. why C. if D. what C©u 24: Banh Chung is made ............. sticky rice, green beans and fatty pork. A. of B. from C. with D. by C©u 25: . ...................... the film once, she didn’t want to watch it again. A.watching B. To watch C. To have watch D. Having watched C©u 26: If the police arrest you, don’t say ……..until your lawyer gets there. A. anything B. nothing C. something D. none C©u 27: She doesn’t write to me as often as she…….. A. used to B. was used to C. gets used to D. has used to C©u 28: The furniture ……..more expensive than we …….at first. A. is/ thought B. are/ thought C. are/ have thought D. is/ had thought C©u 29: It was …….hot day that we decided to leave work early and go to the beach. A. so B. such a C. such D. so that C©u 30: He didn’t come to class for 3 days, and ……… knows where he is. A. someone B. no one C. everyone D. anyone 3. Read the passage and choose the best answer for each question The most important championship in international football competition for women is the Women’s World Cup. Organized by FIFA, its first tournament was held in 1991, sixty-one years after the first one for men. Although established not long ago, the Women’s World Cup is growing in popularity. Its first championship was hosted in China with 12 teams sent to represent their countries. Eighty years later, over 650,000 spectators attended the finals, and nearly a billion viewers from 70 countries watched them on TV. And by the fourth tournament in 2003, the number of finalists had increased to 16. As FIFA estimates, the current 40 million girls and women playing football around the world will equal the number of men by 2010. The FIFA Women’s World Cup 2007 was decided to be held in China. Originally, China was hosted the 2003 Women’s World Cup, but due to the outbreak of SARS in that country, the event was moved to the United States. Having hosted the 1999 version of the World Cup, it was thought to be the only nation that could organize the tournament in such a short time. C©u 31: What was the passage mainly about? A. The World Cup tournament. B. The organization of FIFA. C. The FIFA Women’s football championship. D. The FIFA Women’s World Cup 2007. C©u 32: What could best replace the phrase growing in popularity? A. not liked any more. B. liked by more people. C. increased in number. D. played by adult women. C©u 33: How often is Women’s World Cup organized? A. Every eight years. B. Every four years. C. sixty-one years after the men’s. D. Every sixteen years. C©u 34: What does the event refer to? A. China. B. the outbreak of SARS. C. the 2003 Women’s World Cup. D. the 2007 Women’s World Cup. C©u 35: What is NOT true about the Women’s World Cup? A. The number of girls and women playing football has equaled that of men. B. Almost one billion people watched the 1999 Women’s World Cup finals on TV. C. The first Women’s World Cup tournament was held in China. D. The 2003 championship finals were hosted by the United States. 4. Fill each numbered blank with one suitable word or phrase A, B, C or D. “... To participate in the contest, you have (36)............ in groups of three. Each group must compete five activities in all. On completion of each activity, you will have to answer the questions on the worksheets (37)............ two minutes. The judges will observe and score your performance. The maximum score for each activity is 15 points. At the end of each competition, the judge will announce the (38)............. score of each group. The group that gets the highest score will be the winner. The winner will be (39)............... a set of CDs for studying English and an Oxford Advanced Learners’ Dictionary. Now, let’s (40)............. our competition.” C©u 36: A. worked C©u 37: A.with C©u 38: B. to B. at work C. to be working C. within D. work D. on A. total C©u 39: A. award C©u 40: A. take B. one C. all D. every B. awarded C. reward D. brought B. finish C. started D. start 5. Choose the correct sentence among A, B, C or D which has the same meaning as the given one. C©u 41: I prefer going out for a meal to staying at home. A. I’d rather go out for a meal than stay at home. B. Going out for a meal is very interesting. C. I’d like to go out for a meal. D. Staying at home is more boring than going out for a meal. C©u 42: They don’t let workers use the office telephone for personal calls. A. They don’t allow using the office telephone call personal secretaries. B. They don’t allow workers to use the office telephone. C. The office telephone is not used by workers personally. D. They don’t let the office phone use for personal purpose by workers. C©u 43: “You broke my glasses”, said the woman to me. A. The woman insisted on breaking her glasses. B. The woman blamed me for breaking her glasses. C. The woman told me to break her glasses. D. The woman advised me to break her glasses C©u 44: No one replied when I phoned. A. When I phoned, there was no signal. B. When I phoned, there was no reply. C. When I phoned, there was nobody else. D. When I answered the phone, there was a reply. C©u 45: “I’m sorry I have to leave so early,” he said. A. He apologized for having to leave early. B. He apologized to have to leave early. C. He apologized that he has to leave early. D. He apologized to have left early. 6. Choose the word that has the underlined part pronounced differently from the others. C©u 46: A. pizza C©u 47: A. apply C©u 48: A. off C©u 49: A. walked C©u 50: A. say B. pass C. books D. stop B. banana C. application D. about B. of C. safe D. knife B. filled C. died D. played B. said C. any D. says ----------------- HÕt ----------------- The 56th, 57th period Date: 28/ 12/ 2010 Grade 11 THE FIRST TERM TEST FEEDBACK Aims: Correct and explain to the students about the test. Së GD - §T Th¸i B×nh ®Ò thi CUèI häc kú i – n¨m häc 2010 - 2011 Trêng THPT NguyÔn Tr·i M«n thi: ANH V¡N 11 (Thêi gian lµm bµi: 60 phót) §Ò sè: 196 Hä tªn thÝ sinh:.............................................................. SBD:.............................................................................. 1. Choose the underlined word or phrase in each sentence that needs correcting. C©u 1: If you came to my party yesterday, you would have seen your former friend. A. If B. came to C. seen D. former C©u 2: She is looking forward to go to Europe after she finishes her studies at the University. A. looking B. go C. finishes C©u 3: After Tom ate dinner, he wrote several letters and went to bed. D. at the A. ate B. wrote C. several letters D. went C©u 4: When I was sick with the flu, my mother made me to eat and rest in bed. A. with B. the flu C. to eat D. in bed C©u 5: Sorry! Could you tell me the way to the post office? A. Sorry B. tell C. the way D. post office 2. Choose the option A, B, C or D that best complete the sentence or substitute for the underlined part. C©u 6: It’s time you ............... harder for the exams. A. Worked B. Work C. Have worked D. Are working C©u 7: Daisy is so .................. She only cares about herself, not about other people. A. helpful B. selfish C. loyal D. talkative C©u 8: On the days of Tet, many people go to the pagoda to ............................ for a happy year for themselves and their family. A. pray B. long C. desire D. ask C©u 9: They lit the ................... and began to sing “Happy Birthday”. A.presents B. toys C. candles D. flowers C©u 10: If it ........... rain next Sunday, I.............. to see you. A. isn’t/ come B. doesn’t/ will come C. didn’t/ came D. hadn’t/ had come C©u 11: “...........................”, Andy suggested. A. Are you going for a walk? B. How about going for a walk? C. Did you go for a walk? D. Could you go for a walk? C©u 12: . .......... hard, you will eventually succeed. A. Should you work B. If you worked C. Did you work D. When you worked C©u 13: On the..............of our wedding , we would love to invite your family to our dinner. A. opportunity B. chance C. anniversary D. birthday C©u 14: We..............TV when it started to rain. A. were watching B. watched C. are watching D. watch C©u 15: She did nothing but .......... A. cry B. cries C. crying D. to cry C©u 16: I remember..............a dozen of eggs yesterday but I can’t find them now. A. to buy B. bought C. buying D. buy C©u 17: She warned me.............. lending him any more money. A. in B. of C. about D. against C©u 18: Everything …………. ready for the first term examination. A. are B. have C. is D. were C©u 19: Have you got anything..............? A. eat B. to eat C. to be eating D. eating C©u 20: I had the film …….. yesterday. A. developed B. printed C. photocopied D. pressed C©u 21: I don’t think she is married ...... two children. A. in. B. to C. with D. about C©u 22: She enjoys ................... to the zoo on her birthday. A. being taken B. being taking C. to be taken D. taking C©u 23: They asked me ………. I had seen John the day before. A. that B. why C. if D. what C©u 24: Banh Chung is made ............. sticky rice, green beans and fatty pork. A. of B. from C. with D. by C©u 25: . ...................... the film once, she didn’t want to watch it again. A.watching B. To watch C. To have watch D. Having watched C©u 26: If the police arrest you, don’t say ……..until your lawyer gets there. A. anything B. nothing C. something D. none C©u 27: She doesn’t write to me as often as she…….. A. used to B. was used to C. gets used to D. has used to C©u 28: The furniture ……..more expensive than we …….at first. A. is/ thought B. are/ thought C. are/ have thought D. is/ had thought C©u 29: It was …….hot day that we decided to leave work early and go to the beach. A. so B. such a C. such D. so that C©u 30: He didn’t come to class for 3 days, and ……… knows where he is. A. someone B. no one C. everyone D. anyone 3. Read the passage and choose the best answer for each question The most important championship in international football competition for women is the Women’s World Cup. Organized by FIFA, its first tournament was held in 1991, sixty-one years after the first one for men. Although established not long ago, the Women’s World Cup is growing in popularity. Its first championship was hosted in China with 12 teams sent to represent their countries. Eighty years later, over 650,000 spectators attended the finals, and nearly a billion viewers from 70 countries watched them on TV. And by the fourth tournament in 2003, the number of finalists had increased to 16. As FIFA estimates, the current 40 million girls and women playing football around the world will equal the number of men by 2010. The FIFA Women’s World Cup 2007 was decided to be held in China. Originally, China was hosted the 2003 Women’s World Cup, but due to the outbreak of SARS in that country, the event was moved to the United States. Having hosted the 1999 version of the World Cup, it was thought to be the only nation that could organize the tournament in such a short time. C©u 31: What was the passage mainly about? A. The World Cup tournament. B. The organization of FIFA. C. The FIFA Women’s football championship. D. The FIFA Women’s World Cup 2007. C©u 32: What could best replace the phrase growing in popularity? A. not liked any more. B. liked by more people. C. increased in number. D. played by adult women. C©u 33: How often is Women’s World Cup organized? A. Every eight years. B. Every four years. C. sixty-one years after the men’s. D. Every sixteen years. C©u 34: What does the event refer to? A. China. B. the outbreak of SARS. C. the 2003 Women’s World Cup. D. the 2007 Women’s World Cup. C©u 35: What is NOT true about the Women’s World Cup? A. The number of girls and women playing football has equaled that of men. B. Almost one billion people watched the 1999 Women’s World Cup finals on TV. C. The first Women’s World Cup tournament was held in China. D. The 2003 championship finals were hosted by the United States. 4. Fill each numbered blank with one suitable word or phrase A, B, C or D. “... To participate in the contest, you have (36)............ in groups of three. Each group must compete five activities in all. On completion of each activity, you will have to answer the questions on the worksheets (37)............ two minutes. The judges will observe and score your performance. The maximum score for each activity is 15 points. At the end of each competition, the judge will announce the (38)............. score of each group. The group that gets the highest score will be the winner. The winner will be (39)............... a set of CDs for studying English and an Oxford Advanced Learners’ Dictionary. Now, let’s (40)............. our competition.” C©u 36: A. worked C©u 37: A.with C©u 38: A. total C©u 39: A. award C©u 40: A. take B. to work C. to be working D. work B. at C. within D. on B. one C. all D. every B. awarded C. reward D. brought B. finish C. started D. start 5. Choose the correct sentence among A, B, C or D which has the same meaning as the given one. C©u 41: I prefer going out for a meal to staying at home. A. I’d rather go out for a meal than stay at home. B. Going out for a meal is very interesting. C. I’d like to go out for a meal. D. Staying at home is more boring than going out for a meal. C©u 42: They don’t let workers use the office telephone for personal calls. A. They don’t allow using the office telephone call personal secretaries. B. They don’t allow workers to use the office telephone. C. The office telephone is not used by workers personally. D. They don’t let the office phone use for personal purpose by workers. C©u 43: “You broke my glasses”, said the woman to me. A. The woman insisted on breaking her glasses. B. The woman blamed me for breaking her glasses. C. The woman told me to break her glasses. D. The woman advised me to break her glasses C©u 44: No one replied when I phoned. A. When I phoned, there was no signal. B. When I phoned, there was no reply. C. When I phoned, there was nobody else. D. When I answered the phone, there was a reply. C©u 45: “I’m sorry I have to leave so early,” he said. A. He apologized for having to leave early. B. He apologized to have to leave early. C. He apologized that he has to leave early. D. He apologized to have left early. 6. Choose the word that has the underlined part pronounced differently from the others. C©u 46: A. pizza C©u 47: A. apply C©u 48: A. off C©u 49: A. walked C©u 50: A. say B. pass C. books D. stop B. banana C. application D. about B. of C. safe D. knife B. filled C. died D. played B. said C. any D. says ----------------- HÕt ----------------- The 57th period Date: 29/ 12/ 2010 Grade 11 Theme: finalizing students’ grades The second term of grade 11 Unit 9: THE post office th The 58 period Date of preparation : Period 53: Unit 9: the post office Lesson: reading I. Objectives: Students can read and know about Post Office and the different services and make questions and answer them well. II. Methods: Integrated, mainly communicative. III. Teaching aids: Some photos of famous post office and some information about them. IV. Procedures: 1. Organization : Class Attendances Teaching date 2. Check old lesson: : No checking 3. New lesson: Stages Teacher’s activities * Warm up: Warm-up: (5 minutes) (5mins) - ask some questions 1.How far is it from your home to the nearest post office? 2.Have you ever been there? 3.How often do you go to the post office? 4. what services do you think the post office offer? * Pre- Recheck and introduce the new reading : lesson: ( 7mins ) Pre-reading: (7 minutes) Students’activities - Listen and try to answer the questions 1, 2 kilometers 2,yes I have .......... * While reading : ( 20mins ) * Postreading : - Explains the new words : Mail and Parcel service, Express Money Transfer, Phone calls and Faxes, Press Distribution, spacious, courteous, speedy, receive, subscribe,… - Ask students to look at the pictures in the book -Let students work in pairs to answer the questions - Let each student stand and speak their opinions While-reading: (20 minutes) 1. Task 1 - Let students open the book and read silently while teacher reads aloud and correctly - Ask students to read themselves and write down some information - Let students work in pairs to do the task1 2. Task 2 - Let students read all sentences and explain some new words if necessary -Ask students to read again and stop at the lines that contains these words to guess the meaning -Let students do the task individually -Call on some students to answer and explain their answers - Listen and correct if needed 3. Task 3 - Let students work in pairs -Read the passage again and do the task individually and then check their answers with a friend -Call on some students to give and explain their answers -Give corrective feedback Post-reading: (10 minutes) - Listen to the teacher and then discuss in their groups - Some students stand up and answer in roles... - Read quickly and give some sentences in the text which are in A - Predict the meaning of words - work in pairs -Keys : 1c ,2b .3d .4c. - Work in pairs and answer the questions -Key: 1,advanced technology and a spacious and pleasant front office 2,Mail and parcel service, express money transfer, phone calls and faxes, press distribution 3,air mail , surface mail ,and EMS mail 4,For someone to receive a phone call 5, subscribe - Read quickly and find information to compare with their partners -Keys : 1, Open daily 7-9 p .m 2,competitive rate for parcels of under 15 kg ( 10mins ) -Ask students to close their (for books and practise discussing the advanced Ss) questions - Let students give opinions - Go around to check ,help and take note of students typical errors -Call on some students to talk and give feedback 3.EMS mail will be delivered in the shortest time possible 4, the money will be sent to your relatives in less than 24 hours - Work in groups and discuss which sentences go with the word given -Work in small groups of 3 or 4 and take turn to talk about Thanh Ba post office 4. Consolidation : Give the main points of the lesson : talk about people's background 5. Homework :- Learn new words and questions by heart - Prepare for new lesson Date of preparation : Period 54: Unit 9: the post office Lesson: speaking I. Objectives: Students should know how to ask and answer about the different postal and telecommunication services. II. Methods: Integrated, mainly communicative. III. Teaching aids: Some photos of famous post office and some information about them. IV. Procedures: 1. Organization : Class Attendances Teaching date 2. Check old lesson(5mins): write new word, translate the passage into Vienamese 3. New lesson Stages Teacher’s activities Students’activities * Warm _ Have you ever gone to the postup: office to send a letter ? Free answer. ( 5mins ) _ Have you ever used the services of the Post Office? * Prespeaking : ( 10mins ) - Explains the new words : - install (v), installation (n) , registration (n) - Encourages the Ss to give English equivalents, or Vietnamese meanings of the new words. 1. Task 1. - T asks Sts to close their text - Take notes. - Gives English equivalents, or Vietnamese meanings of the new words if possible. - Sts close their text books. - Sts rearrange the sentences to books. - T shows a board with the dialogue of Task 1 written on it but in jumbled order. T asks Sts to rearrange the sentences to have a correct dialogue. - T asks some Sts to read the dialogue. - Ask Sts to answer the * While question :What service is the speaking : customer using in the dialogue? ( 12 mins ) 2. Task 2 _ T uses a board to give the cues for doing Task 2. A. Good morning. Can / help / you? B. Yes, I / like / have / telephone line/ installed / home . A. Well. Can/ have/ address,/ please ? B. 03 Phan Dang Luu Street. When/ it/ done ? A. installation/ take / week / your registration. B. Well, Can / come /Friday,/ please? / A. Yes, / fine. / you /got /a telephone /yet? B. Oh, yes. /I’ve /one / already.. And, how much / the installation fee / monthly fee ? A. Well / installation fee / three hundred thousand / the monthly fee /twenty seven thousand /. Fill / this form, /please. - T asks Sts to make a conversation from the suggestion in Task 2. - T asks some pairs of Sts to act * Post out the conversation. speaking : 3. Task 3 ( 10mins) - Asks the Ss to use the dialogue in Task 1 to make a new dialogue for the following situation : - Your best friend’s birthday is on have a correct dialogue. - Answer the question Key: The service the customer using is the fax service Group work: - Pair work A. Good morning. Can I help you? B. Yes, I’d like to have a telephone line installed at home . A. Well, Can I have your address, please ? B. 03 Phan Dang Luu Street. When can it be done ? A. The installation will take place about one week after your registration. B. Well, Can you come on Friday, please? A. Yes, that’s fine. Have you got a telephone yet? B. Oh, yes. I’ve got one already. And, how much is the installation fee and monthly fee ? A. Well, The installation fee is three hundred thousand dongs and the monthly fee is twenty seven thousand dong. Fill in this form, please. Key: A. Excuse me! B. Yes? What can I do for you? A. Could you help me to send a greeting card and a bunch of red roses to my friend on May 05? B. Certainly. What’s your friend’s address, please? A. It’s 24 Le quang Dinh May 05. You want to send her / him a greeting card and a bunch of red roses on his / her birthday by using the Flower Telegram Service of the Post Office. Street, Binh Thanh District. B. OK. It’ll be sent on that day. A. Thank you. Oh. How much is that? B. It’s six thousand dong. You can see the rates on the table. A. Yeah. I see. Here you are. Thank you. B. You’re welcome. 4. Consolidation : Give the main points of the lesson : talk about different postal and telecommunication services 5. Homework :- Express satisfaction or disatisfaction toward postal services - Prepare for new lesson Date of preparation : Period 55: Unit 9: the post office Lesson: listening I. Objectives: Students will be able to listen to a monologue or a dialogue of 150 – 180 words for general of specific information about the post office II. Methods: Integrated, mainly communicative. III. Teaching aids: cassattes and tapes, textbook , real objects IV. Procedures: 1. Organization : Class Attendances Teaching date 2. Check old lesson: (5mins) talk about different postal and telecommunication services 3. New lesson: Stages Teacher’s activities Students’activities Warm up : - Let students see the cellphone - Look at the real object and the (2 minutes) and some pictures of the post pictures then listen and answer the office the ask students some teacher’s questions. questions to lead in the new Prelesson. listening (10 - Ask students to work in pairs. - Work in pairs to ask and answer minutes) - Ask some of the students to some questions in the book (page answer the questions in front of 105). the class. - Answer the questions before the - Have students listen and repeat class. some words in the book then introduce some difficult new - Listen and repeat While words in the listening text. listening 1. Task 1 (15minutes) -Ask students to read through task 1 then listen to the tape to choose the best answers. - Play the tape more than three times if necessary - Ask students to read aloud their answer and give reason foe their choice. - Correct the students’ answers. 2, Task 2 - Ask students to read the questions in task 2 then play the tape for the students to listen again to do it. - Have students compare their answers with their friends. - Ask some students to write their answers on the board. - correct and explain the answers sentence by sentence. Postlistening : (for advanced Ss) (10 minutes) - Ask students to work in groups to retell the main points of the lesson. - Go around the class to help students if necessary and to make sure that all the students take part in the lesson. - Listen to the tape to do task 1 - Read aloud the answer and explain the reason why to choose that answer. Suggested answers: 1. b 2. d 3.c 4.d 5.c - Read some questions in task 2 then listen and answer them. Suggested answers: 1. Chine has the highest growth in the number of telephone subscribers. 2. In the early 1990s,there were only 140,000 telephones in Vietnam. 3. In 1996,the fixed telephone numbers were changed from six to seven digits in Hanoi and Ho Chi Minh city as well as five to six digits in other provinces. 4. In 2001. 5. there 6014 communal post offices in Vietnam. - Work in groups of four to retell the main points: 1. Vietnam’s rapid growth in telephone numbers. 2. The addition of digits to existing telephone numbers to meet the increasing demands. 3. The reduction in monthly telephone fees. 4. The expansion of the telephone networks to Vietnam’s rural areas. 4. Consolidation : Give the main points of the lesson : summarize the listening passage 5. Homework :- learn by heart new words and summarize the listening passage - Prepare for new lesson Date of preparation : Period 56: Unit 9: the post office Lesson: writing I. Objectives: By the end of this lesson, Ss will be able to write a letter to express satisfaction or dissatisfaction towards postal services of 120-130 words based on suggested word cues or idea prompts II. Method: Integrated, mainly communicative. III. Teaching aids: Some cues, textbook …. IV. Procedures: 1. Organization : Class Attendances Teaching date 2. Check old lesson: (5mins) summarize the listening passage 3. New lesson: Stages Teacher’s activities Students’activities * Warm up: _ Teacher raised a few guiding ( 5’ ) questions : Have you ever used Free answer. a service of the Post Office ? Are you satisfied with the services ? * Prewriting : ( 10’ ) - Explains the new words : the quality of the equipment, arrogant, pickpocket. - Encourages the Ss to give English equivalents, or Vietnamese meanings of the new words. 1. Task 1. _ T gives Sts some useful structures to discuss: - Take notes. - Gives English equivalents, or Vietnamese meanings of the new words if possible. - Pair work. * While writing : ( 15’ ) Post writing : ( 7’ ) I think..... I believe ..... As I know....... 2. Task 2 - Let students read quickly taks 2 - Explain some new words if necessary: - Ask some other groups to write a letter using some cues below -Introduce the structure of the letter they are going to write 1,Opening : Introduce who you are ; say the purpose of your letter 2,first paragraph : say about what you like about the service 3, Second paragraph : say about what you don’t like about the service ; make suggestions if possible 4,Closure : thank the recipient for their time and attention ;good bye -Go around and help if necessary - Asks sts to exchange their writng - Asks sts to peer correct - Calls on 2 sts write down their writing on the board - Write their letter in the notebooks. * Suggested writing: Dear Sir, I have lived here for five years and during this time I have used most of the services of Thanh Ba post office. Now I am writing to show you my opinions of these services. The staff here are very helpful and polite. They are willing to help when we need. The prices of the services here are quite reasonable, so most people in our neighborhood use the services here. However, there are still some matters. The equipment in the post office needs upgrading. Sometimes I needed to fax an urgent document but it was impossible because the fax machine was out of order. Moreover, the delivery of newspapers is never punctual. One more thing I want to mention is that the security conditions of the post office are not very good. There used to be property loss here. I am writing in the hope that these matters will be improved. If so, I believe more and more people will go to Thanh Ba post office. Yours faithfully, - Peer correct 4. Consolidation : Give the main points of the lesson : how to write a letter to express satisfaction or dissatisfaction. 5. Homework :- finish the writing at home - Prepare for new lesson Date of preparation : Period 57: Unit 9: the post office Lesson: language focus (p1) I. Objectives: - Students can pronounce the consonant clusters : / sp/ , / st /, and / sk / - Review defining and non-defining relative clauses. II. Methods: Integrated, mainly communicative. III.Teaching aids: Some words related to /st/-/sp/ and /sk/, cassette tape IV. Procedures: 1. Organization : Class Attendances Teaching date 2. Check old lesson: : During new lesson 3. New lesson: Stages Teacher’s activities Pronunciation I. Pronunciation: ( 10’ ) Listen and repeat - Read aloud the words with the consonant clusters : / sp/ , / st /, and / sk / twice : speak, speech, speedy, crisp, spacious, Stanley, stand, stop, best, text, ask, disk, dusk, skill, school. - Ask Sts to repeat, and correct their wrong pronunciation if necessary. Practise reading aloud this dialogue. - Read aloud the dialogue on page 108. Students’activities - listen carefully to T’s pronunciation. - repeat the sounds. - Practise the dialogue - Ask Ss to work in pairs to practise the dialogue Grammar (15’) Practise (17’) II.Grammar: Defining relative clauses and Non-defining relative clauses 1. Defining relative clauses Ex1: Elephants who marry mice are very unusual. Ex2: My friend John, who went to the same school as me, has just written a best-selling novel . 2. Non-defining relative clauses Ex4: Elephants, which are large and grey, can sometimes be found in zoos Defining relative clauses give essential information to define or identify the person or thing we are talking about Non-defining relative clauses are always separated from the rest of the sentence by commas. Notes: - In non-defining clauses, you cannot use ‘that’ instead of who, whom or which. You cannot leave out the relative pronoun, even when it is the object of the verb in the relative clause. - Non-defining clauses can be introduced by expressions like all of, many of + relative pronoun: Examples: There were a lot of people at the party, many of whom I had known for years. III.Practice: 1.Exercise 1: - Ask Sts to do the exercise 1(p.109) in their text books. - Go around to help them with their work. - Ask some Sts to go to the board to write the exercise. - Listen and wite down - Do exercise 1 Key: An architect is someone who designs buildings. 1. A burglar is someone who breaks into a house to steal things. 2. An customer is someone who buys something from a shop. 3. A shoplifter is someone who steals from a shop. 4. A coward is someone - Correct it. who is not brave. 5. A tenant is someone who pays rent to live in a house or in a flat. 4. Consolidation : Give the main points of the lesson : Defining relative clauses - Non-defining relative clauses 5. Homework :- finish all exercises - Prepare for new lesson Date of preparation : Period 58: Unit 9: the post office Lesson: language focus (p2) I. Objectives: - Students can pronounce the consonant clusters : / sp/ , / st /, and / sk / by doing exercises - Review defining and non-defining relative clauses by doing exercises II. Methods: Integrated, mainly communicative. III.Teaching aids: Some words related to /st/-/sp/ and /sk/, cassette tape IV. Procedures: 1. Organization : Class Attendances Teaching date 2. Check old lesson: : During new lesson 3. New lesson: Stages Pronunciation ( 10’ ) Teacher’s activities Students’activities I. Pronunciation: - Ask Ss to read some words: - Look at the words and stand, skirt, stay, speak, spy, stain, read them sterm, sport, speed. - Ask Ss to name out all the words - Name out containing the souns /sp/- /st/- /sk/ Practise (32’) II.Practice: 1.Exercise 2: - Ask Sts to do the exercise 2(p.109) in their text books. - Go around to help them with their work. - Ask some Sts to go to the board to write the exercise. - Do ex 2 * Key: 1. who 2. whose 3. whom 4. whose 5. whom - Correct it. 2. Exercise 3. - Ask Sts to do the exercise 3(p.109) in their text books. - Go around to help them with their work. - Call on some Ss to give answer - Correct Ss’ answers 3. Exercise 4: - Ask Ss to do E.x 4 individually - Go around to help if necessary - Call on some Ss to wirte their answers on the board - Correct Ss’ answers - Do E.x 3 Key 1. The man who answers the phone told me ….. 2. The waitress who served us was very impolite.. 3. The building which was destroyed in the fire has now been …. 4. The people who were arrested have now been 5. The bus that goes to the airport runs every… - Do E.x 4 Key 1. Peter, who has never been abroad, is studying . 2. You’ve all met M.M, who is visiting….. 3. We are moving to Manchester, which is …. 4. I’ll be staying with Adrian, whose brother…. 5. J.B, who has gone to live in Canada, is one .. 4. Consolidation : Give the main points of the lesson : Defining relative clauses - Non-defining relative clauses 5. Homework :- finish all exercises Date of preparation: PERIOD 59: Test yourself C I.OBJECTIVES By the end of the lesson, Ss will be able to consolidate all important knowledge that they’ve learnt in order to finish all exercises and practice more by doing exercises. II. METHODs: Integrated, mainly communicative III.TEACHING AIDS: Textbook, CD player IV. PROCEDURE 1. Organization (1m) Class Date of teaching Attendance 2. Check previous lesson: This part will be done during the lesson 3. New lesson: Stages Teacher’s Activities Students’ Activities Warm-up (5mins) *Repeat all important topics as well as grammatical issue that you’ve learnt in that lesson Listening (7mins) I. Listening -Ask Ss to listen to the conversation and order the telephone expressions -Get Ss to listen carefully and then find a partner to check their answers with. -Check with the whole class and provides corrective feedback. Reading II. Reading -Listen to teacher and understand how to practice. -Listen to the disc -Do as required. * Expected answers: 1, G 2, B 3, E 4, F 5, D 6, J 7, H 8, K 9, C 10, A 11, I (8mins) -Ask Ss to read the passage about Tet holiday in the world and then answer the following questions. - Call some ss to write the answers on the board -Check up and give feedback -Work individuals then work in groups. -Do as required. * Answer: 1. They gather before midnight and select twelve grapes from a large bunch 2. Because the twelve grapes are symbols of the twelve months of the year 3. In Iran Pronuncia III. Pronunciation & Grammar 4. It last for thirteen days tion & A, Pronunciation 5. They read from the Koran, Grammar -Get Ss to listen carefully and then then all embrace each other and (10mins) put a tick (v) in the right box, say “ May you live 100 years” paying attention to the pronunciation of the underlined -Work individual part of the word -Do as required. -Check with the whole class and Expected answer: provides corrective feedback. A. B. Join the sentences, using 1, glean 2, fry 3, thrive WHO or WHICH 4, overthrow -Ask ss to rewrite the sentences, B. using the given relative pronouns 1, Earth is a planet which can - Call ss to write the answers on support life. the board 2, The book is about a girl who -Check and give feedback runs away.. Writing 3, A dictionary is a book which (12mins) IV. Writing give you... -Ask Ss to write a paragraph on what they like or don’t like about -Do as required Tet holiday with 120 words and -Take notes they may use the given cues -Call 2 ss to present their work in front of the class - Check their writings and help them correct the mistakes if they’ve made. 4, Consolidation: (1min) -Summarize the main points of the lesson . 5, Home work: (1min) -Ask Ss to revise and redo all exercises. -Prepare next period. Date of preparation: Period 60: UNIT 10 : Nature in Danger Lesson : Reading (p1) I.OBJECTIVES By the end of the lesson students can + understand the vocabulary and the contents of the reading about endangered species by guessing the main in context and do task 1 II. METHODS: Integrated, mainly communicative III.TEACHING AIDS: Textbook, CD player, disc IV. PROCEDURE: 1. Organization (1m) Class Date of teaching Attendance 2. Previous lesson: Check up during new lesson 3. New lesson: Stages Teacher’s Activities Warm-up *Ask Ss some questions: (4mins) 1, What is the highest mountain in the world? 2, What is the name of the famous mountain in Japan? 3, Name at least three famous national parks around the world? - Introduce new lesson BEFORE YOU -Ask ss to read the fact about READ endangered species and answer the (7mins) questions below - Call 2 pairs present their work in front of the class - Elicit new lesson Students’ Activities -Answer T’s questions: Expected answer: 1, Mount Everest 2, Mount Fuji 3, Yellowstone, Everglades, Cat Ba, Bach Ma, Nairobi.... -Work in pairs -Do as required -Listen to the teacher WHILE YOU READ (30mins) *Teaching Vocabulary: -Present some new words -Read first then ask ss to read after -Call some ss to read the words in front of the class -Give feedback -endangered (adj)=bÞ nguy hiÓm, bÞ tµn ph¸. -species (n)= chñng lo¹i -cheetah (n)=b¸o gÊm -estimate (v)=ưíc tÝnh -pollutant (n)=chÊt g©y « nhiÔm -respect (n)=ph¬ng diÖn -consequence (n)hËu qu¶. -result in (v)=cause, make sth happen =g©y ra Check up: rub out and remember -Get ss to read through the text while listening to the disc -Play the disc once 1. Task 1: (P.116) -Instruct Ss to read the passage quickly and stop at the lines that contain these words to guess meanings -Check that Ss understand the words correctly. -Ask Ss to work in pairs to fill each blank with a suitable word. -Ask Ss to give the answer -Give feedback -Listen and read after T -Do as required - Do as required -Read through the text, listening to the disc -Read the text then discuss in pairs to know how to use them in a new context. -Use new words to make sentences. - Do as required Expected answers: 1, extinct 2, protect 3, decreasing 4, pollutants 5, endangered 6, interference 4, Consolidation : (1min) Summarise the main points of the lesson 5, Homework: (1min) - Learn by heart all new words and summarize the reading pasage - Prepare for the next period. Date of preparation: Period 61: UNIT 10 : Nature in Danger Lesson : Reading (p2) I.OBJECTIVES By the end of the lesson students can + understand the vocabulary and the contents of the reading about endangered species by guessing the main in context and do task 2, task 2 and after reading II. METHODS: Integrated, mainly communicative III.TEACHING AIDS: Textbook, pictures IV. PROCEDURE: 1. Organization (1m) Class Date of teaching Attendance 2. Previous lesson: (5mins) Ss write new words 3. New lesson: Stages Teacher’s Activities Warm-up Warm - up (5mins) - Ask students to look at the pictures and answer the questions : 1, What animals can you see in these pictures? 2, where do these animal often live? 3,What would happen if their habitats were destroyed? WHILE YOU READ (20mins) 2, Task 2: (p.117) -Ask Ss to read the text again then chose the best choice to sum up each paragraph Students’ Activities -Look and guess 1. a tiger ,an elephant , a bear , a lion 2, they often live in the forests ,zoos or National parks 3. if their habitats were destroyed ,animal s would die, the environment would be polluted. Nature would be in danger -Listen to the teacher and do as required. -Practice carefully then discuss, -Call ss to give their answer -Ask Ss to explain their choices -Check and give feedback 3. Task 3: (p.117) -Ask ss to study the questions then read around the passage to find the answers. -Get SS to check their answer with a peer. -Call on some Ss to write their answers on the board and ask them to explain their choice. -Give the correct answers AFTER YOU READ(for advanced Ss) (12mins) compare and then present before the class. Expected answer: 1, C 2, B 3, A 4, C -Listen to teacher. -Work in pairs. -Do as required.. Expected answers: 1.The four ways that human beings are changing the world are: - They are changing the environment by building cities and villages - They are affecting the water supply by using water for industry and argriculture - They are changing wether conditions by cutting down trees in the forest - They are destroying the air by adding pullutants like smoke from factories and fumes from automoble motors 2. The seriouss consequences of people’s interference with the environment are : - Many kinds of animals are killed - The environment where these animals are living is badly destroyed 3. Many efforts have been done to protect endangered nature , such as : - Many organizations have been set up and funds have been raised - Thousands of national parks have been established and protect endangered animals Discussion: - Laws have been introduced to -Ask Ss to work in groups to find out why some animals have become prohibit the killing of endangered extinct.. animals -Go around to help Ss when necessary. -Do as required. -When all groups have finished. -Practice carefully then discuss Call some Ss to report their ideas to and compare and then present the class. before the class. -Elicit corrective feedback. -Give comments 4, Consolidation : (1min) Summarise the main points of the lesson 5, Homework: (1min) -Ask Ss to practice once more and do Ex in work book.(p.63-64-65) - Prepare for the next period. Date of preparation: Period 62: UNIT 10 : Nature in danger Lesson : Speaking I.OBJECTIVES By the end of the lesson, Ss will be able to + know more about endangered nature, the measures for protecting endangered nature II. METHODS: Integrated, mainly communicative III. TEACHING AIDS: Textbook, poster IV. PROCEDURE 1. Organization (1m) Class Date of teaching Attendance 2. Previous lesson: (4min.) Call ss to summarize the reading 3. New lesson Stages Warm-up Teacher’s activities Game : Jumbled words Students’ activities - By turns, representative of (4min.) - Give out a list of jumbled words each group writes a right letter (on a poster) on the board. - Ask Ss to find out the right words - The group with more right and write on the board. letters will win vienronment – dustryin – lutantspol Answer key : – tingcut setre – neymich Environment – industry – Presentation Pre-teach vocab pollutants – cutting trees – (34min.) chimney -Present some words -Read first then ask ss to read after – capture (v): bắt giữ -Listen to the teacher – burn (v): đốt cháy -Practise reading and copy – discharge (v): thải down – pollutant (n): chất gây ô nhiễm – ban (v) = prohibit (v): cấm 1. Task 1.(p. 118). Work in pairs. - Work in pairs to do the task - Ask Ss to put the reasons why Model : T : In your opinion which reason is the most important ? S1 : I think burning the forest is the most important. Because animals and plants will die, which cause the air pllution S2 : I think cutting drown trees nature is threatened in the order of importance - Move around to give help -Call some pairs to give their work and explain why - Give comments 2. Task 2.(p.118) Work in pairs. - Ask Ss to match the reasons in Task 1 with possible measures for protecting the environment in Task 2 for wood is the most important because without trees and plants , most water would run off and cause not only erosion but also floods. - Work in pairs to do the task model A : It is said that people are reasons and the measures. killing animals for fur, skin and food. -Give feedback B : I think killing animals for 3. Task 3.(p.118) Work in pairs. fur , skin and food should be banned. - Ask Ss to make a conversation, -Work in pairs to make a using the passive voice of should to dialogue model combine the ideas in Task 1 with A : It is said in the newspaper those in Task 2 that people are burning forests and cutting down trees for - Model the conversation with a wood. good student. B : That’s why the forests are destroyed. - Call on some pairs to demonstrate C : What should we do to -Call on some pairs to say the in front of the class. protect forests ? B : I think burning forests and - Give feedback and make cutting down trees for wood comments should be banned and planting trees should be encouraged 4. Consolidation (1m) - Remind main points of the lesson 5. Homework (1m) -Revise old lesson and prepare for the next one Date of preparation: PERIOD 63: UNIT 10: NATURE IN DANGURE LESSON : LISTENING I.OBJECTIVES By the end of the lesson, Ss will be able to + know more about national parks in the US by listening for general information and comprehension II. METHOD: Integrated, mainly communicative III.TEACHING AIDS: Textbook, CD player, disc IV. PROCEDURE 1. Organization(1min.) Class Date of teaching Attendance 2. Oral check: Check up during new lesson 3. New lesson Stages WARMUP (6’) Teacher’s activities Game : Guessing word - Divide the class into 2 groups and tell the rules of the game - Give the hints 1. _ _ _ _ _ _ _ _ _ 2. _ _ _ _ _ 1/ A national park in Vietnam 2/ An animal which is known as the BEFORE King of forests YOU Pre-teach vocabulary: LISTEN -Present new words (8’) -Get ss to listen to the teacher then read after Students’ activities - Work in groups - Guess words based on cues Expected answer: Cuc Phuong; Tiger -Listen to the teacher - Practise reading and copy down WHILE YOU LISTEN (20’) AFTER YOU LISTEN (8min.) - vehicle (n): phương tiện đi lại - devastating (n): sự tàn phá - scenic feature (n): đặc điểm tự nhiên * Work in pairs: -Ask ss to name some national parks in Vietnam -Give feedback * Listen and repeat (p.119) -Read and explain the words -Ask ss to listen and repeat -Call some ss to read in front of the class and give comments 1. Task 1: Decide true/false statament - Play the CD 2 times and get Ss to work in pairs to do the task - Invite some Ss to give the answers. - Check the answers with the whole class. - Play the CD one more time for Ss to listen and check if necessary. -Give correct answer 2. Task 2: Answer the question -Get ss to study the questions then guess the answers -Ask ss to listen again and answer the questions - Call on some Ss to write their answers on the board. - Check and give feedback - Ask Ss to summarize the main ideas of the listening passage, using the information in Task 1 and 2. - Call some Ss to read their notes and -Do as required Cuc Phuong,Bach Ma.. -Do as required -Take notes. - Work in pairs to guess the options .- Listen to the disc to do the task and check their prediction. -Give the answers -Take notes Expected answers : 1. T 2. T 3. F 4. T 5. T - Work individually -Give answers Answers: 1. 52 2. Millions of people 3. -Rare animals are killed for fur, skin or other parts. - Trees are cut down for wood - Fires caused by careless people - Pollution from visitors’ vehicles 4. -Rare animals and trees should be protected - Fires caused by careless people should be limited. - Pollution from visitors’ vehicles should be decreased. (For good check with the class. -Work in groups students) - Give feedback. -Do as required 4. Consolidation (1m): - Remind main points of the lesson 5. Homework (1m): - Revise old lesson and prepare for the next one Date of preparation: PERIOD 64: UNIT 10: NATURE IN DANGURE LESSON : WRITING I.OBJECTIVES By the end of the lesson, Ss will be able to describe a location based on facts and figures of 120-130 words using suggested word cues or idea prompts II. METHODS: Integrated, mainly communicative III.TEACHING AIDS: Textbook, sample writing IV. PROCEDURE 1. Organization(1min.) Class Date of teaching Attendance 2. Oral check: Check up during new lesson 3. New lesson Stages Warm up (4min.) Before you write (8min.) Teacher’s activities Warm – up Show some pictures and ask sts some questions -Look at the pictures and guess + which national park is it ? +Is it one of Vietnam’s national parks ? I. Before you write Setting the scene -Ask Ss to read the passage carefully and fill in each blank with one suitable word or phrase *Cuc Phuong National park is located 160km(1 Of HaNoi . It is the first of Vietnam’s nine national parks to be (2) ________ and it contains over 200km2 of (3) ________ . Tourists go there to study butterflies, visit Students’ activities -Close the textbook -Look the pictures Give the answers -Listen and answer the questions Cuc Phuong national park - Practice individual then compare answers Suggested words 1. south west 2. established 3.rain forest 4.caves 5. 1000 year old 6. 2000 7.fauna 8. endangered species -Open the textbook -Listen the questions - Work in pairs (4) ________, hike mountains and -Guess the answers with some look at (5) ________ tree. information from textbook According to scientists, there are about (6) ________ - Work in groups different species of flaura and 450 - Write on the small board species of(7) - Exchange the writing between Many visitors come to Cuc groups to correct Phuong to see the work being -The whole class concentrate done to protect (8) ________ . on reading the paragraph and -Go around to help and check remark Provide with some necessary Suggested paragraph phrases and prompt * Cat Ba National Park , which -It’s located on /in was declared as a national -It’s famous for park in 1986, is located on -It covers / contains catBa Island, 12okm from -Its total area is Hanoi and 20km east of Hai While you -There are ......species of / kind of/ Phong. write sort of ... Cat Ba National Park is the -We can find .................. only site in Viet Nam endowed (20mins) II. While you write with both tropical forests and -Give the questions coastal waters with while sand 1. Where is Cat Ba national park beaches, abundant natural located ? resources , beautiful 2.What are thefeatures of Cat Ba landscapes and many kinds of national park? rare animals and plants. It 3.How large is it ? covers 15.200ha, including 4. What do you know about the 9.8000ha of ocean animals and plants in Cat Ba Cat Ba National Park park ? preserves approximately 300 5.What are som historic features species of fish, 40 kind of of the parks? animals, 150 different birds -Ask Ss to write a description and 620 species of plants. about CatBa national park, using The stone tools and human the facts and figures below bones found in the island’s After you -Go around to help and check limestone caves reveal that III. After you write people inhabited there at least write - Ask sts to exchange their writing 6.000 years ago. (10mins) and peer correction - Asks 2 sts to go to the board and - Correct their mistakes write down their writing on the board - Check with the whole class 4. Consolidation (1m): - Remind main points of the lesson 5. Homework (1m): - Write a paragraph describing Cuc Phuong National park Date of preparation: PERIOD 65: UNIT 10: NATURE IN DANGURE LESSON : LANGUAGE FOCUS I.OBJECTIVES: By the end of the lesson, Ss will be able to - distinguish the sounds / sl / - / sm / - / sn / - / sw / - understand the use of relative pronouns with prepositions. - write the sentences with relative pronouns with prepositions. II. METHODS: Integrated, mainly communicative III.TEACHING AIDS: Textbook, CD player, disc IV. PROCEDURE 1. Organization(1min.) Class Date of teaching Attendance 2. Oral check: ( 4min.)Call 1student to present his/her writing 3. New lesson Stages Warm-up (4min.) Teacher’s activities Game : Finding words - Divide the class into two groups and ask Ss to close their books. - Ask each group to write on the board: + 4 words containing the sound /sl/ -/sm/- /sn/and /sw/ - In 2 minutes, the group who first Pronunciation finishes will win (5min.) A. Pronunciation * Listen and repeat (p.121) -Model 4 clusters / sl / - / sm / - / sn / -/ sw / a few times and explains how to produce them. - Ask ss to listen to the disc and repeat. -Call on some Ss to read the words out loud. * Practise reading these sentences - Ask Ss to practise the dialogue given on page 121 in open pairs and Students’ activities - Play the game. -Listen to the teacher -Listen to the disc and repeat in chorus -Do as required - Practise the dialogue given on page 121 in open pairs and then in closed pairs. Grammar and pactise (29min.) then in closed pairs. - Call on some Ss to read aloud the dilogue. - Make corrections if necessary. B. Grammar: Relative pronouns with prepositions I. Theory -C¸c ®¹i tõ quan hÖ nh WHOM, WHICH, WHOSE cã thÓ theo sau 1 giíi tõ - lµm tóc tõ cho giíi tõ. *Eg: This is the village in which I was born 1, Giíi tõ ®øng tríc ®¹i tõ: Eg: The painting at which you are looking is of Picasso 2, Giíi tõ ®øng sau ®éng tõ: The Hotel (which) we stayed at last summer was very expensive. 3, Giíi tõ ®øng sau ®éng tõ: (KÐp) Eg: The subject he’s much interested in is Maths. II. Practice 1. Exercise 1. (p.122) -Ask Ss to choose the suitable italicized words to complete the following sentences. - Call on some pairs to read their answers - Check the answers with the whole class. 2. Exercise 2(p.122) - Ask Ss to combine the sentences in exercise 2, using preposition + whom or which. - Ask some Ss to write the answers on the board / read aloud - Give feedback 3. Exercise 3: (p.123) - Ask Ss to complete the sentences, using who, whom, which or that. - Ask Ss to work individually, and then compare the results with their partners. - Give feedback -Listen to the teacher -Take notes -Work in pairs to do the exercise 1 -Give the answers * Expected answers : 1. whom 2. which 3. whom 4. who 5. which 6. whom 7. which - Do exercise 2 in pairs -Give the answer * Expected answers : 1. The man to whom I talked yesterday was very kind. 2. The man about whom I told you works in the hospital. 3. The woman about whom I am telling you teaches me English. 4. The movie about which they are talking is fantastic. 5. The picture at which she was looking was beautiful. 6. I’ll give you the address to which you should write - Do exercise 3 individually and compare with a partner. Expected answers: 1. that 2. which 3.who 4. whom 5. that/which 6. which 7. who 8. whom 4. Consolidation (1m) - Remind main points of the lesson 5. Homework (1m) Date of preparation: PERIOD 66: - Review old lesson and prepare for the next one UNIT 11: SOURCES OF ENERGY LESSON : READING I. OBJECTIVES By the end of the lesson, Ss will be able to -skim for the gist of the text, scan for specific information and express their own ideas about sources of energy. - Practise reading skills such as reading for gist and for specific information II. METHODS: Integrated, mainly communicative III. TEACHING AIDS: Textbook, CD player, projector IV. PROCEDURE 1. Organization (1minute) Class Date of teaching Attendance 2. Oral check: Check during the lesson 3. New lesson Stages Teacher’s activities WARM* Network UP (5mins) natural gas BEFORE YOU READ (9mins) Oil Students’ activities coal Sources of energy Nuclear solar wind water - What sources of energy do you know? - Look at the pictures of sources of energy on page 124 and name them? 1. Pre-teach vocab - Fossil fuels (n): nhiên liệu hóa thạch - alternative (a): nhiên liệu thay thế - be exhausted (v) = run out: cạn kiệt - make full use of (v): tận dụng - Some Ss write their answers on the board. Expected answers: Wind turbine → wind power Solar pane → solar energy dam → water power(hydroelectric power) - Eliciting some new words from Ss - Practise reading and copy down - infinite = endless (unlimited) (a): vô tận -Get ss to read through the text, -Do as required listening to the disc WHILE -Play the disc YOU -Ask Ss to skim over the text - Work individually, and then READ then do the tasks that follow. compare with a partner. (25mins) 1. Task 1. Gap-filling - Some Ss say out their - Ask Ss to fill in each blank answers with a suitable word in the box. Expected answers : - Ask Ss to refer to the text for 1. released 2. alternative the difficult words 3. energy 4. limited 5. - Teacher and Ss check exhausted 2. Task 2. (p. 126) - Work individually, and then - Get Ss to scan the passage and compare with a partner. write down the advantages and - Say out their answers disadvantages of each alternative - Compare the answers with source of energy. their partners. - Ask Ss to compare the answers - Write the answers on the with their partners. board. - Call on some Ss to say out the - Do the task answers Expected answers : - Check with the whole class. 1. It comes from fossil fuels 3. Task 3. Answer the 2. Five sources are mentioned questions. in the text. - Get Ss to answer the questions. I think solar energy is the most - Ask Ss to compare the answers potential. with their partners. - Call on some Ss to write the - Work individually answers on the board and check - Compare the answer with - Complete the summary of the their partners AFTER reading passage by filling each (1) energy; (2) one YOU blank with a suitable word from (3) fuels; (4) limited READ the box. (5) alternative; (6) sources; (7) (8mins.) - Give feedback and make unlimited) comments. (8) environment 4. Consolidation (1 minute): - Remind main points of the lesson 5. Homework (1 minute): - Learn new words, prepare for new lesson Date of preparation: PERIOD 67: UNIT 11: SOURCES OF ENERGGY LESSON : SPEAKING I. OBJECTIVES - By the end of the lesson, Ss will be able + to talk about endangered nature + express their own ideas about measures for protecting endangered nature + practise speaking skills II. METHODS: Integrated, mainly communicative III. TEACHING AIDS: Textbook IV. PROCEDURE 1. Organization (1 min) Class Date of teaching Attendance 2. Oral check (6 mins) - Answer questions about the previous reading passage 3. New lesson Stages Teacher’s activities Warm-up (4’) Game : Jumbled words - Give out a list of jumbled words (on a poster) - Ask Ss to find out the right words and write on the board. lutionpol – adgevanta – haustedex – edunlimit – soudanger – gyener ralso Pre-speaking (6mins) Pre-teach vocab - radiation (n); sự bức xạ - abundant (a): phong phú - solar panel (n): hệ mặt trời - nuclear reactor (n): lò phản ứng * Checking : rub out and remember 1. Task 1. Work in pairs. While- Students’ activities - By turns, representative of each group writes a right letter on the board. - The group with more right letters will win Answer key : pollution – advantage – exhausted – unlimited – dangerous – energy solar - Eliciting from Ss - Practise reading and copy down - Rewrite English words - Say out their ideas speaking : (18mins) Postspeaking. (8mins) - Write the words “advantages, disadvantages” on the board. - Ask Ss to read and say out A or D - T writes on the board. - Move around to give help 2. Task 2. Work in pairs - Ask Ss to talk with a partner about the advantages and disadvantages of using each alternative source of energy, using the suggestions from Task 1 - Ask Ss to read the example - Ask Ss some questions to check whether they understand it or not - Do a sample with a student in the class Task 3. Work in groups - Guide Ss how to do - Ask Ss to work in groups to express the belief on the increasing use of alternative sources of energy in the future - Do a sample in front of the class 4. Consolidation (1 min) - Remind main points of the lesson 5. Home work (1 min) - Review old lesson and prepare for the next one Date of preparation: 16/2/2014 Expected answers: 1. D 2. D 3. D 4. A 5. D 6. A 7. D - Read the example - Answer teacher’s questions - Do sample with the teacher - Listen to the conversation - Model conversation: T: I think that water power can be an alternative source of energy S: Why do you think so? T: Because our major source of energy are running out while the water is available and unlimmitted S: I know it also provides energy without pollution. However it is expensive to build a dam for hydroelectricity - Listen to the teacher - Work in groups to talk about the increasing use of alternative sources in the future Suggested answer: I think that solar will be an effective source of energy in the future because it is not only plentiful and unlimited but also clean and safe. Moreover, it is very useful for our daily life PERIOD 68: UNIT 11: SOURCES OF ENERGY LESSON : LISTENING I. OBJECTIVES - By the end of the lesson, Ss will be able to + know more about how to protect environment + listen for general information and practise listening skill such as listening for specific information through multiple choice questions and filling in the missing words II. METHODS: Integrated, mainly communicative III. TEACHING AIDS: Textbook, CD, cassette IV. PROCEDURE 1.Organization (1 minute) Class Date of teaching Attendance 2. Oral check (5 minutes) - Talk about the advantages and disadvantages of using alternative energy 3. New lesson Stages Teacher’s activities Students’ activities Warm-up (6mins) Prelistening (6mins) Whilelistening : Game : Word storm - Divide the class into 4 groups. - Tell Ss to list the things they use energy for in their house. - Ask representatives of the groups write on the board. - The group with more right words will win. Pre-teach vocabulary: - ecology (n): sinh thái học – replace (v): thay thế – careful with (a): cẩn thận với – atmosphere (n): không khí * Checking : What and where * Listen and repeat . 1. Task 1 : Choose best Ss are divided into 4 groups. Each group tries to write as many things they use energy for as possible: Gas cooker – fridge – washing machine – fan – light – TV ……… - Representatives of the groups write on the board. - Elicit new words from Ss - Practise reading and copy down - Some Ss rewrite the English words. (17mins) Postlistening. (8mins) answer - Play the CD 2 times and gets Ss to work in pairs to choose the best answer - Invite some Ss to give the answers. - Check the answers with the whole class. - Play the CD one more time for Ss to listen and check if necessary. 2. Task 2. Write in the missing words - Have Ss compare the results with a partner. - Call on some Ss to write their answers on the board. - T and Ss check Table completion - Ask Ss to decide whether the energy is renewable or non-renewable. Put a tick in the suitable column. - Call some Ss to read their ideas and check with the class. - Give feedback. 4. Consolidation (1 minute) - Remind main points of the lesson 5. Home work (1 minute) - Learn old lesson and prepare for next lesson - Listen and do the task Expected answers : 1. D 2. C 3. D 5. C 4. A - Ss work individually and then compare the results with a partner. - Expected answer: (1) unlimited (2) atmosphere (3) may (4) gases (5) amount - Ss work individually, and then compare with a partner Natural NonRenew resources renewable able Coal Geotherma l heat Petroleum Solar energy Oil Wind energy Gas Date of preparation:16/2/2014 PERIOD 69: UNIT 11: SOURCES OF ENERGY LESSON : WRITING (P1) I. OBJECTIVES - By the end of the lesson, Ss will be able to read the information from a chart + write a description from a chart. + practise skills of writing to describe a chart II. METHOD: Integrated, mainly communicative III. TEACHING AIDS: Textbook IV. PROCEDURE 1. Organization (1minute) Class Attendances Teaching date 2. Oral check (5 minutes) - Answer teacher’s questions about the previous listening passage 3. New lesson Stages Teacher’s activities Students’ activities Warm-up Game : What and Where (5mins) (about some words in the - Eliciting from Ss previous lesson) - Ss listen and repeat those words - Ask Ss to listen and repeat - Some Ss go to the board and those words and erase them word rewrite the erased words. by word. Pre-writing (10mins) - Eliciting from Ss Pre-teach Vocab: - Some Ss rewrite the English - consume (v): tiêu thụ words. – highland (n): cao nguyên - Ss practise reading in chorus – trend (n): xu thế and individually. – make up = account for (v): - Some Ss rewrite the English cấu tao words. – figure (n): hình ảnh * Checking : rub out and While- remember writing: 1. Task 1 : Work with a (22mins) partner - Some Ss answer the questions - Ask Ss to study the chart about 1. What is the title of the chart? energy consumption in Highland 2. How many sources of energy in 2000 and fill in the gaps with are there in the chart? What are the information from the chart they? - Go around the class and give 3. What made up the largest help when needed. amount?How many tons? - Ask some Ss to write the letter 4. What made up the smallest on a sheet of paper. amount? How many tons? - T corrects Ss’mistakes if needed Expected answer: 1. 117 2. coal 3. smallest 4. Coal made up the smallest amount of energy consumption (45 million tons) 4. Consolidation (1 minute) - Remind main points of the lesson 5. Home work (1 minute) - Review old lesson and prepare for Unit 11- Writing (p2) Date of preparation:16/2/2014 PERIOD 70: UNIT 11: SOURCES OF ENERGY LESSON : WRITING (P2) I. OBJECTIVES - By the end of the lesson, Ss will be able to read the information from a chart + write a description from a chart. + practise skills of writing to describe a chart II. METHOD: Integrated, mainly communicative III. TEACHING AIDS: Textbook IV. PROCEDURE 1. Organization (1minute) Class Attendances Teaching date 2. Oral check (5 minutes) Check Ss’ writing new words 3. New lesson Stages Warm-up (5mins) Whilewriting: (25mins) Teacher’s activities Students’ activities - Ask students to keep book - Keep book close close - Work in pairs to transfer the -give them handout with a table of information table into a pie chart -ask them to work in pair to transfer the table into a pie chart 2. Task 2 - Ask Ss to continue the description of the trends in energy consumption in the year 2005 in Highland using the facts and figures suggested. 3. Task 3 - Ask Ss to describe the chart, using information from Task 1 - Some Ss copy their writing on the board.. Sample writing for Task 2: In 2005 the total energy consumption was 170 million tons. Nuclear and Hydroelectric made up the largest amount of this figure (75 million tons). This was followed by the consumption of petroleum (50 million tons). Coal and Task 2 made up the smallest amount of - Guide Ss the ways to energy consumption (45 million describe: tons) + verb tenses: present tenses - Write their description on the and past tenses board + words to describe chart: Sample writing for Task 3 show, increase, decrease, go The chart shows the energy up, rise, fall, drop, slightly, consumption in 2000 and 2005. As sharply, quickly, …. can be seen, the total energy Post- - Ask Ss to work in pairs to consumption increased from 117 writing describe the chart million tons in 2000 to 170 million (7mins) tons in 2005. Among three kinds of sources, the consumption of - Ask Ss to write their Nuclear and Hydroelectricity description on the board. rose sharply from 20 million tons - Get Ss to make peer in 2000 to 75 million tons in 2005. corrections This was followed by coal which . - T corrects Ss’mistakes if went up slightly from 40 million needed tons to 45 million tons. However, the consumption of petroleum fell from 57 million tons (2000) down to 50 million tons ( in 2005). … 4. Consolidation (1 minute) - Remind main points of the lesson 5. Home work (1 minute) - Review old lesson and prepare for Unit 11, Language focus (1st) Date of preparation: 22/02/2014 PERIOD 71: UNIT 11: SOURCES OF ENERGY LESSON : LANGUAGE FOCUS (1st) I. OBJECTIVES - By the end of the lesson, Ss will be able to + distinguish the sounds / ∫r/ - / spl / - / spr / + understand the use of Relative clauses replaced by participles II. METHODS: Integrated, mainly communicative III. TEACHING AIDS: Textbook, cassette, CD IV. PROCEDURE 1.Organization(1 minute) Class Attendances Teaching date 2. Oral check - Check during the lesson 3. New Lesson Stages Teacher’s activities Warm-up Game : Finding words (4mins) - Divide the class into two groups and ask Ss to close their books. - Ask each group to write on the board: + 4 words containing the sound /∫r / like shrimp + 4 words containing the sound /spl/ like split + 4 words containing the sound /spr/ like spring - In two minutes, the group who first finishes will wins Pronuncia * Listen and repeat (p.121) tion -Models the 4 clusters / ∫r / - / spl / (7mins) - / spr / a few times and explains how to produce them. - Ask Ss to read the words in each column out loud in chorus for a few times. Then call on some Ss to read the words out loud. * Practise reading these sentences Grammar (p. 131) and 1. Theory vocabulary relative clauses replaced by Students’ activities - Some Ss say and write on the board. - Listen and repeat many times in chorus and then individually - Listen and repeat after the teacher - Practise reading aloud the sentences given on page 131. - Practise in open pairs and then in closed pairs. - Listen to the teacher (30mis) participles - write some sentences on the board a + The man who spoke to John is my brother The man speaking to John is my brother + The sport games, which were held in India in 1851, were the first Asian Games - The sport games held in India in 1851 were the first Asian Games -Ask students to comment on the use of relative clauses replaced by participles Active--------Ving phrase Passive-----------Ved/Vpp phrase -Help students to use of them 2. Exercises Exercise 1 - Ask Ss to rewrite the following sentences, using a present participial phrase. - Call on some Ss to give answer - Correct Ss’ answer - Ss work individually to do E.x 1. * Expected answers : 1. The boy playing the piano is my brother. 2. Do you know the woman coming toward us? 3. The people waiting for the bus in the rain are getting wet. 4. The scientist researching the causes of cancer are making progress 5. The fence surrounding our house is made of wood. 6. We have an apartment overlooking the park. 4. Consolidation (2 minutes) : - Remind main points of the lesson 5. Homework (1 minute) - Review old lesson and prepare for Unit 11, Language focus ( 2nd) Date of preparation: 22/02/2014 PERIOD 72: UNIT 11: SOURCES OF ENERGY LESSON : LANGUAGE FOCUS (2nd) I. OBJECTIVES - By the end of the lesson, Ss will be able to + understand the use of Relative clauses replaced by to infinitives + practise further with reduced relative clauses II. METHOD: Integrated, mainly communicative III. TEACHING AIDS: Textbook, paper test, hand-outs IV. PROCEDURE 1. Organization(1 minute) Class Attendances Teaching date 2. Oral check During new lesson 3. New Lesson Stages Teacher’s activities Grammar 1. Theory and Relative clauses replaced by to vocabulary infinitives (42 minutes) +Yuri Gagarin was the first man who flew into space - Yuri Gagarin was the first man to fly into space -Ask students to comment on the use of relative clauses replaced by to infinitives The infinitive can be used after “the first, the second etc., the last, the only” , sometimes after superlatives and if there are modal verbs in relative clauses. - Introduce exercises to the students -Help students to use of them -Ask some students to give some similar examples 2. Exercises Exercise 2 - Ask Ss to rewrite the sentences in Students’ activities - Listen to the teacher - Take notes - Ask questions if necessary - Comment on the use of relative clauses replaced by to infinitives - Take notes - Do exercise 2 - Do individually and compare with a partner. - Some Ss write the answers on the board / read aloud * Expected answers : exercise 2, using past participial phrase. - Ask Ss to work in pairs - Guide them how to do the exercise Exercise 3 - Ask Ss to rewrite the sentences, using an infinitive phrase. - Guide them how to do the exercise - Ask Ss to work individually, and then compare the results with their partners. 3. Further practice Exercise 1: Combine each pair of sentences into one sentence. Change the second sentence of the pair into a reduced relative clause. 1. The students have become quite proficient in their new language. They attend class five hours per day. 2. He was the first man who left the burning building. 3. Here are some accounts that you must check. 4. My brother is the only one who realized that you must check 5. The Queen Elizatbeth is the largest ship which has been built on the Clyde 4. Consolidation (2 minutes) - Remind main points of the lesson 5. Homework (1 minute) - Review old lesson and prepare for new lesson Date of preparation: 22/02/2014 1. The idea presented … 2. I come from a city located in … 3. They live in a house built in 1890. 4. The photographs published … 5. The experiment conducted … - Do E.x 3 * Expected answers : 1. The last man to reach … 2. The first person to leave … 3. The first person to see … 4. This is the second person to be killed … 5. The first person to catch - Do exercise * Expected answer: 1. The students attending class five hours per day have become quite proficient in their new language. 2. He was the first man to leave the burning building 3. Here are some accounts to check 4. My brother is the only one to realize that you must check 5. The Queen Elizabeth is the largest ship to have been built on the Clyde PERIOD 73: TEST YOURSELF D I. OBJECTIVES - After the test, Ss will be able to test their knowledge of Unit 10 and 11 + drill skills of doing test II. METHODS Integrated, mainly communicative III. TEACHING AIDS: Textbook IV. PROCEDURE 1. Organization (1 minute) Class Date of teaching Attendances 2. Oral check - No checking 3. New lesson Stages I. Listening Teacher’s activities - Play the tape twice Students’ activities - Expected answer: (10mins) - Ask Ss to listen to the 1. can not live; 2. it rains; 3. planting conversation and complete vegetation; 4. hold back the water; 5. the following sentences dry seasons II. Reading (10mins) - Ask Ss to read the passage - Expected answers: carefully and answer the 1. Air, water and soil are necessary questions for the survival of all living things. 2. Badly polluted air can cause illness, and even death. Polluted water kills fish and other marine life. Pollution of soil resources reduces the amount of land that is available for III. 1. Pronunciation growing food. Pronunciat - Ask Ss to listen and put a 3. Because much pollution is caused ion and tick in the right box by things that benefit people. For grammar - Ask Ss to pay attention to example, exhaust from automobiles (10mins) the pronunciation of the causes a large percentage of air underlined part pollution; but the automobile provides 2. Grammar transportation for millions of people. - Complete the following 4. They would have to stop using sentences, using the correct things that benefit them. form (to-infinitive or 5. Government can pass and enforce participle) of the verbs in laws that require business and the box individuals to stop, or cut down on - Expected answers: certain polluting activities. 1. sneeze; 2. smash; 3. shrimp; 4. spread - Expected answer: We are trying to find solutions to - Expected answers: environmental pollution problem. 1. living; 2. ringing; 3. to People should stop cutting trees for leave; 4. to drink; 5. invited; timber. Instead, they should plant 6. blown more trees and forests. They should reduce using cars and motorbikes that IV. Writing - Ask Ss to write about the cause noise and air pollution. We (12mins) measures to protect the should prevent farmers from using environment, using the cues fertilizers and pesticides that damage given below. the soil. People should not leave litter - Ask Ss to discuss to find on the land and in the water. We out the ideas for their should writings dumping industrial waste into rivers - Call some Ss to read their and lakes. It is high time government writings. Others listen and over the world had measures that give comments require companies and individuals to - Check and give feedback stop or cut down on polluting prohibit factories from activities 4. Consolidation (1 minute) - Remind main points of the lesson 5. Homework (1 minute) Prepare for the next lesson Date of preparation: 28/02/2014 Period 74: Written test I. Objectives: . - Check Ss’ knowledge after having taught 3 units (9 to 11) & adjust T’s method of teaching to suit Ss’ levels. - Help Ss consolidate & systematize the knowledge they have learned II. Method: integrated skills III. Teaching aids: question and its key IV. Procedure: 1. Class organization: Class 2. Check-up: Date of teaching No checking 3. New lesson: T: Give Ss question S: Do the test in 45 minutes 4.Consolidation: - Collect Ss’ answers. 5. Homework: - Prepare next period Attendances Date of preparation: 28/02/2014 PERIOD 75: Unit 12: THE ASIAN GAMES LESSON : READING I. OBJECTIVES - By the end of the lesson, Ss will be able to + know more about the Asian Games by guessing meaning in context +widen their vocab. about the Asian games + drill ss’ reading skill: skim for the gist of the text, scan for specific information and reading comprehension II. METHOD: Integrated, mainly communicative III. TEACHING AIDS: Textbook, CD player, disc IV PROCEDURE 1. Organization (1 minute) Class Date of teaching Attendance 2. Oral check - Check during the lesson 3. New lesson Stages Teacher’s activities Warm-up Guessing pictures (5’) - Get Ss to work in pairs, ask and answer about the pictures on page 136. - T checks the answers with the whole class. - T introduces the topic of the lesson and gets Ss to work in pairs and Preanswer the questions on page 136. reading * Pre-teach vocab - compete (v) c¹nh tranh (9’) - solidarity (n) t×nh ®oµn kÕt - athlete (n) vËn ®éng viªn - athletics (n) m«n ®iÒn kinh - facility (n) trang thiÕt bÞ - aquatic sports (n) thÓ thao díi níc - weightlifting (n) cö t¹ - host country (n) níc chñ nhµ - with great enthusiasm: víi lßng nhiÖt t×nh cao Students’ activities Ss work individually and then compare the result with a partner. Answers: 1. Every four years 2. All Asian countries 3. bodybuilding, billiards, karatedo - Learn new words - Practise reading and copy down - Ss work individually, and then compare with a partner. * Checking : rub out and remember Whilereading (18’) Postreading -Get ss to read through the text, listening to the disc -Play the disc - Get Ss to read the passage and do the tasks that follow. 1. Task 1: Gap-filling - Ask Ss to fill in the blank, using a suitable word in the box. - Ask Ss to work individually and then compare their result with a partner. - T checks the answers with the whole class. 2. Task 2. Complete the table - Get Ss to scan the passage and complete the following table. - Call on some Ss to read out the answers and write them on the board. - Check the answers with the whole class. Some Ss go to the board and write the answers on the board. -Do as required - Do task 1 Expected answers: 1. facilities; 2. aquatic 3. enthusiasm 4. effort 5. advancing 6. appreciated - Do task 2 Expected answers: 1. 1951 2. The 2nd Asian Games in Manila, the Philippines 3. 1958 Task 3. Work in pairs 4. Squash, rugby, fencing and - Ask Ss to work in pairs to ask and mountain biking answer the questions. 5. 2002 - Call on some Ss to read out the - Do task 3 answers and write them on the Expected answers : board. 1. The purpose is to develop - T checks the answers with the intercultural knowledge and whole class. friendship within Asia. 2. 9,919 participants. 3. 2 gold medals in bodybuilding - Talk about the history of the Asian and billiards, and 2 others in Games women’s karate do. - Ask Ss to work in groups to talk about the history of Asian Games - Talk about the history of the (for advanced Ss) (10’) based on what they have learnt - Call some representatives to present - Correct Ss’mistakes Asian Games Suggested answer: The Asian Games started in 1951 in New Delhi, India with only 489 athletes from eleven nations. ……… 4. Consolidation (1 minute) - Remind main content of the reading passage 5. Homework (1 minute) - Summarize the passage, learn new words and prepare for Unit 12, Speaking Date of preparation: 6/3/2014 PERIOD 76: UNIT 12: THE ASIAN GAMES LESSON : SPEAKING I. OBJECTIVES - By the end of the lesson, Ss will be able to + talk about some information about Asian Games + express their own ideas about sports results and about their favourite games or athletes. + drill speaking skills II. METHOD: Integrated, mainly communicative III. TEACHING AIDS: Textbook IV. PROCEDURE 1. Organization (1 minute) Class Date of teaching Attendance 2. Oral check (5 minutes) - Answer teacher’s questions about the previous reading passage 3. New lesson Stages Teacher’s activities Students’ activities Warm-up Game : Jumbled words - By turns, representative of (4’) - Give out a list of jumbled each group writes a right letter words (on a poster) on the board. - Ask Ss to find out the right - The group with more right words and write on the board. letters will win : cingfen – tingshoo – restwling – Answer key : liftweighting – ballketbas – fencing – shooting – wrestling – foballto – tentablesin weightlifting – basketball – PrePre-teach vocabulary football – table tennis - take part in (v) tham gia speaking - medal (n) huy ch¬ng (5’) - Practise reading and copy - gold (n) vµng down - silver (n) b¹c - bronze (n) ®ång * Checking : rub out and remember Whilespeaking : (18’) 1. Task 1. Work in pairs. - Run through the countries in the table - Ask Ss to practise reading the - Run through the countries in the table - Practise reading the years in the table on page 139. Sample conversation A. When was the 14th Asian years in the table on page 139. - Ask Ss to work in pairs, practising the dialogue (Example) - Move around to give help Games held? B. It was held in 2002 A. Where was the 14th Asian Games held? B. It was held in Korea A. In bodybuilding, how many 2. Task 2. Work in pairs medals did the Vietnamese - Ask Ss to take turns to talk athletes win? about the sports results of the B. In bodybuilding, the Vietnamese athletes at 14th Asian Vietnamese athletes won one Games, using the information gold medal and one bronze from the table in the book. medal. - Give the meaning of some words when necessary - Ask students to work - Work in groups to talk about individually then work in pairs the Asian games and sports - Walk around the class to help students when necessary - Listen to teacher’s guides - Check and give suggestions - Work in groups Post- Take turns to talk about the speaking. - Ask students to talk about the sport result of the Vietnamese (10’) sport results of the Vietnamese athletes atheletes in front of the class Expected answer: - Correct their pronunciation - In Billards, the Vietnamese when necessary athletes won one gold medal - Give comments and one silver medal - In Karatedo, the Vietnamese athletes won two gold medals and one bronze medal...... 4. Consolidation (1 minute) - Remind main points of the lesson 5. Homework (1 minute) - Review old lesson and prepare for Unit 12, Listening Date of preparation:6/3/2014 PERIOD 77: UNIT 12: THE ASIAN GAMES LESSON : LISTENING I. OBJECTIVES - By the end of the lesson, Ss will be able to + know more about the sports and sportmen +listen for general information and comprehension questions + drill skills of listening II. METHOD: Integrated, mainly communicative III. TEACHING AIDS: Textbook, CD, cassette IV. PROCEDURE 1. Organization (1 minute) Class Date of teaching Attendance 2. Oral check (5 minutes) - Talk about the sport results of the Vietnamese athletes 3. New lesson Stages Warmup (5’) Prelistening (6’) Teacher’s activities Game : Word storm - Divide the class into 2 groups. - Tell Ss to list the sports they know. - Ask representatives of the groups write on the board. - The group with more right words will win. 1. Answer the questions - Ask Ss to look at the pictures in the books and answer the questions 2. Pre-teach vocabulary : - Come live (v) truyÒn h×nh trùc tiÕp - land (v) h¹, tiÕp ®Êt - freestyle (n) b¬i tù do - bar (n) thanh ngang - gymnasium (n) phßng tËp thÓ dôc Students’ activities - Write as many sports they know as possible. - Representatives of the groups write on the board: Suggested answer: fencing , shooting, wrestling, weightlifting , basketball, football, table tennis, pole vaulting , swimming … - Answer the questions: 1. pole vaulting, swimming, gymnastics, long jump 2. Yes / No (optionable) 3. (optionable) - Learn new words Whilelistening (18’) Postlistening (for advanced Ss) (8’) dông cô - gymnast (n) huÊn luyÖn viªn TDDC - compete (v) c¹nh tranh * Listen and repeat 1. Task 1 : Choose best answer - Before listening, Ss read Task 1 carefully and guess the answers, and T writes their answers on the board. - Play the CD 2 times and gets Ss to work in pairs to do the task - Invite some Ss to give the answers. - Check the answers with the whole class. - Play the CD one more time for Ss to listen and check if necessary. 2. Task 2. Answer the questions - Ask Ss to read the questions carefully before they listen to the recording again. - Call on some Ss to write their answers on the board. - T and Ss check Work in pairs - Ask Ss to talk about a famous athlete they know. - Call some pairs to act out their conversations in front of the class. - Give feedback. 4. Consolidation (1 minute) - Remind main points of the lesson 5. Home work (1 minute) - Review old lesson and prepare for Unit 12, Writing Date of preparation: - Practise reading and copy down - Work in pairs to do the task Expected answers : 1. C 2. A 3. B 4. B 5. D - Do task 2 Expected answer: 1. At 10.15 p.m. 2. (They have won) 6 gold medals. 3. (He has competed) 2 times. 4. High jump 5. He looked very disappointed - Talk about a famous athlete Suggested conversation: A. Do you know any Vietnamese athletes ? B. Yes, I do A. Who are they? B. Thuy Hien A. What did she compete in? B. Karate do A. Did she win any medals? B. Yes. She won a gold medal at the 14th Asian Games held in Korea in 2002. Period 78: Test correction I. Objectives: . - Giving remarks and correcting Ss’mistakes II. Method: Mainly communicative III. Teaching aids: Teaching plan; Ss’answer IV. Procedure: 1. Class organization: Class Date of teaching Attendances 2. Check-up: No checking 3. New lesson: A. The answer for the test Mà ĐỀ : 101 1.B 2.A 11.B 12.A 21.B 22.C 31.C 32.A Mà ĐỀ : 102 3.C 13.B 23.B 33.A 4.B 14.C 24.D 34.B 5.C 15.A 25.A 35.B 6.B 16.B 26.A 36.B 7.D 17.A 27.A 37.D 8.D 18.C 28.A 38.C 9.C 19.B 29.B 39.B 10.A 20.B 30.B 40.C 1.A 11.D 21.B 31.A 3.C 13.B 23.B 33.B 4.C 14.B 24.B 34.C 5.A 15.B 25.B 35.C 6.B 16.C 26.B 36.A 7.A 17.D 27.B 37.A 8.B 18.B 28.C 38.A 9.C 19.B 29.B 39.D 10.A 20.B 30.C 40.C 2.D 12.A 22.C 32.A B. T’s comments on Ss’answers ............................................................................................................................................... ............................................................................................................................... 4.Consolidation: - Collect Ss’ answers. 5. Homework: - Prepare next period - Asks Ss to do the test again and prepare for the next lesson: Unit 12: Writing. Date of preparation: 12/03/2014 PERIOD 79: UNIT 12: THE ASIAN GAMES LESSON : WRITING I. OJECTIVES: By the end of the lesson, students will be able to: + write a paragraph describing the preparation for the Asian Games using future verb tenses. + drill skills of writing a description II. METHOD: Integrated, mainly communicative III. TEACHING AIDS: Textbook, handouts. pictures IV. PROCEDURE: 1. Organization (1’) Class Date of teaching Attendance 2. Oral check - Check during the lesson 3. New lesson Stages Teacher’s activities Warm-up Game : What and Where (4’) (about some words in the previous lesson) - Ask Ss to listen and repeat those words and erase them word by word Lead-in: What facilities do you Prethink we need to have for the writing Sports Games? (7’) Brainstorm Ss’ideas and copy them on the board (network) Pre-teach Vocabulary - Upgrade (v): n©ng cÊp - widen (v): më réng - equip (v): l¾p ®Æt thiÕt bÞ - recruit (v): tuyÓn - Ask Ss to work in pairs to match a word in column A with a line in B to find out the meaning of the new words * Checking : Vietnamese Students’ activities - Eliciting from Ss - Ss listen and repeat those words - Some Ss go to the board and rewrite the erased words. Expected answers: - National stadium - Sports centres - Sports buildings - Training areas - Car park - Hotels and guest houses - Facilities for disabled athletes - Some Ss say the Vietnamese equivalents. - Take notes - Listen to the teacher Sample writing: To prepare for the coming Asian Games, we have a lot of things to equivalents Whilewriting (18’) Postwriting (12’) - Ask Ss to use the information from the box (p.143) to write a paragraph of about 120 words to describe the preparations for the Games. - Go around the class and give help when needed. - Guide Ss how to write by giving them some useful languages and outline for their writing Some useful languages: - First of all, Then, Next, After that, Finally, - Verbs: build, upgrade, widen, equip, promote, advertise, recruit, hold, etc - Tenses: Future verb tense - Ask Ss to write their description on the board. - Get Ss to make peer corrections - T corrects Ss’mistakes if needed do. First of all, we will build one more National Stadium and some sports buildings and car parks. The National sports Centres and local stadiums are not in good conditions, so they need to be upgraded immediately. Then we will widen the training areas and the roads to the sports buildings. Next we have to equip all the hotels and guest houses with modern facilities to welcome foreign athletes and visitors. These hotels should also have special services for disabled athletes. It is necessary to promote and advertise all the preparations for the Asian Games on the radio and TV. After that we need to recruit volunteers to serve the Games. These people should be university teachers and students with good English. Finally we have to hold a competition to choose an official song to welcome the Asian Games - Ss work individually. - Some Ss copy their writing on the board. - Listen to peer and teacher’s comments 4. Consolidation (1 minute) - Remind main content of the lesson 5. Homework (1 minute) - Rewrite the description on the notebook and prepare for Unit 12- Language focus Date of preparation: 12/02/2014 PERIOD 80: UNIT 12: THE ASIAN GAMES LESSON : LANGUAGE FOCUS I. OBJECTIVES By the end of the lesson, Ss will be able to distinguish the sounds / str/ - / skr / - / skw /, understand and write sentences with omission of relative pronouns II. METHOD: Integrated, mainly communicative III. TEACHING AIDS: Textbook IV. PROCEDURE 1. Organization (1 minute) Class Date of teaching Attendance 2. Oral check - Check during the lesson 3. New lesson Stages Warm-up (5’) Pronunciat ion (7’) Teacher’s activities Game : Finding words - Divide the class into two groups and ask Ss to close their books. - Ask each group to write on the board: +4 words containing the sound / str / like strong;4 words containing the sound /skrl/ like screw; 4 words containing the sound /skw/ as square - In two minutes, the group who first finishes will wins * Listen and repeat (p.121) -T models the 4 clusters / str / - / skr / - / skw / a few times and explains how to produce them * Practise reading these sentences (p. 144) - Ask Ss to practise reading the Students’ activities - Some Ss say and write on the board. - Ss listen and repeat many times in chorus and then individually - Ss listen and repeat after the teacher - Ss practise reading aloud the sentences given on page 144. Grammar and vocabulary (30’) sentences given on page 144 in open pairs and then in closed pairs. - Call on some Ss to read aloud the sentences and give feedback 1. Theory Omission of relative pronouns Khi đại từ quan hệ “who/ whom/ which/ that” dùng như túc từ (tân ngữ) ta có thể lược bỏ Ex: The doctor I spoke to told me not to worry. The mistake I made was not very serious. Notes: Không lược bỏ đại từ quan hệ khi nó làm chủ ngữ Ex: The doctor who/ that treated me told me not to worry. - Không lược bỏ đại từ quan hệ khi nó đứng sau dấu phẩy ( Non- defining relative clause), dù nó làm túc từ Ex: Mr. Walker, whom I invited to dinner, didn’t come. - Không lược bỏ đại từ quan hệ whom/ which khi nó theo sau giới từ Ex: The people with whom I went on holiday were very kind. 2. Practise * Exercise 1. (p.144) - Ask Ss to complete each of the following sentences, using a suitable sentence in the box to make a relative clause without a relative pronoun. - Ask Ss to rewrite the sentences in ex.1 - Ask Ss to work in pairs - Call on some pairs to read their answers - Check the answers with the whole class. - Ss practise in open pairs and then in closed pairs. - Write down - Do ex 1 * Expected answers : 2. he invited to the birthday party ….. 3. John told ……. 4. I bought yesterday ... 5. we met this morning... 6. We had for lunch …... * Exercise 2: (p.145) Ask Ss to complete each of the following sentences, using a suitable sentence in the box to make a relative clause with a preposition. - Go around to give help if necessary - Give feedback * Exercise 3 : : (p.145) - Ask Ss to tick () the sentences in which the relative pronoun can be omitted. - Ask Ss to work individually, and then compare the results with their partners. - Go around to give help if necessary - Ask some Ss to write the answers on the board / read aloud - Do the exercise 2 individually and compare with a partner. - Some Ss write the answers on the board / read aloud * Expected answers : 1. I work with. 2. we went to …………… 3. We’re living in ……… 4. They were talking about. 5. he applied for. 6. I slept in …………… - Ss do the exercise 3 individually and compare with a partner. - Some Ss write the answers on the board / read aloud - Expected answers: 1; 3; 5; 6 4. Consolidation (1 minute) - Remind main points of the lesson 5. Homework (1 minute) - Redo exercises and prepare for Unit 13, Reading Date of preparation: 12/03/2014 PERIOD 81: UNIT 13: HOBBIES LESSON : READING I. OBJECTIVES - By the end of the lesson, Ss will be able to understand the passage about hobbies + Drill reading skills by making and aswering questions II. METHOD: Integrated, mainly communicative III. TEACHING AIDS: Textbook, CD, cassette, pictures, projector IV. PROCEDURE 1. Organization (1 minute) Class Date of teaching Attendance 2. Oral check - Check during the lesson 3. New lesson Stages Teacher’s activities Warm-up Game: Guessing pictures (5’) - Get Ss to work in pairs, ask and answer about the pictures on page 146. - Checks the answers with the whole class. - Introduces the topic of the lesson and gets Ss to work in pairs and answer the questions on page 146. - Calls on some Ss to answer the question: “What do you like doing in your free time?” Lead-in (set the scene) : PreYou are going to read a text about reading : the hobbies (7’) Pre-teach vocab - Accomplished guitarist (n): tay ghi ta tài hoa - accompany (v): đi theo - discard (v): loại bỏ - once in a while (exp): đôi khi - indulge in (v): đam mê - occupied = busy (a): bận rộn Students’ activities - Work individually and then compare the result with a partner. * Suggested answer: Raising birds / keeping fish / fishing / playing chess / swimming / playing the guitar - Eliciting some new words from Ss - Practise reading and copy down - Work individually to do task 1 Expected answers: 1. tài hoa = well-trained, skilled 2. đêm đàn 3. khiêm tốn: humble 4. tham lam (= eager for) 5. vứt bỏ = throw away 6. be fascinated, enjoy 7. làm tôi bận rộn = make me busy Whilereading : (18’) - tune (n): giai điệu * Checking : rub out and remember 1. Task 1: Give Vietnamese meaning - Ask Ss to find out the Vietnamese equivalents to the words in Task 1 - Ask Ss to work individually and then compare their result with a partner. - T checks the answers with the whole class. 2. Task 2. Answer the questions - T gets Ss to scan the passage and answer the questions. - Call on some Ss to read out the answers and write them on the board. - T checks the answers with the whole class. Postreading : - Work in groups ( for good - Ask Ss to work in groups to ask Ss) (12’) and answer about their hobbies. - Call on some Ss to act out the conversation in front of the class. - T checks the answers with the whole class. - Work individually to do task 1 Expected answers : 1. playing the guitar 2. No, he isn’t. 3. Because he is very good at accompanying people singing with his guitar. 4. keeping fish 5. He bought some from the shop and collected some from the rice field near his house. 6. He is an avid stamp collector. 7. He collects the stamps from discarded envelopes that his relatives and friends give him. 8. local stamps 9. (Paragraph 4, Lines 5-7) - Ask and answer questions about each other’s hobbies Suggested answer: A: What is your hobby? B: My hobby is listening to pop music. A: when do you often listen to music? B: I listen to music whenever I have free time. A: Which singer do you like? B: I like listening to the songs sung by singer My Tam.. 4. Consolidation (1 minute) - Remind main points of the lesson 5. Homework (1 minute) - Write a passage about their hobbies and prepare for the next lesson Date of preparation: 12/03/2014 PERIOD 82: UNIT 13: HOBBIES LESSON : SPEAKING I. OBJECTIVES - By the end of the lesson, Ss will be able to + talk about a hobby and express their own ideas about collections. + drill speaking skills II. METHOD: Integrated, mainly communicative III. TEACHING AIDS: Textbook IV. PROCEDURE 1. Organization (1’) Class Date of teaching Attendance 2. Oral check (5’) - Answer questions about the previous reading passage 3. New lesson Stages Teacher’s activities Students’ activities Warm- Game : Network - By turns, representative of each up (4’) - Draw a circle with “hobbies” in group writes a right letter on the it on the board. board. - Ask Ss to add all their hobbies - The group with more right letters around the circle. will win : Reading books Swimming Collecting Stamps Playing the guitar Hobbies Playing computer games * Lead-in: Pre- Do you often watch TV in your speaking free time? (7’) - How much time do you spend on it every day? - What’s your hobby? Why? Today we are going to talk more about hobbies Pre-teach vocabulary - second-hand book stall (n): cửa hàng sách hạ giá - classify (v): phân loại - exchange (v): trao đổi - broaden (v) = widen: mở rộng - Suggested answers: - Yes. - One or two hours - Reading. Because it is useful - Eliciting from Ss - Practise reading and copy down - Work in pairs - Ask and answer about the activities Suggested answer: A: Which of these activities do you While* Checking : rub out and like to do? speaking remember B: I like reading books and chatting (18’) 1. Task 1: Work in pairs with a friend on the phone - Ask Ss to say which of the A: Why do you like these activities? activities on the book (page 148) B: I like reading books because it they like/not like to do and why widens my knowledge and chatting - Ask Ss to work in pairs to ask with friends helps me relax and feel and answer about the activities comfortable they like 2. Task 2. Work in pairs. - Work in pairs, practising the - Ask Ss to practise reading the dialogue dialogue on page 149 between Lan and Huong. - Ss work in pairs to ask and answer - Ask some Ss to say the questions about other hobbies in a Vietnamese equivalents. free way. - In pairs, practise the dialogue Sample conversation Post- Move around to give help A. What’s your hobby? speaking 3. Task 3. Work in pairs. B. My hobby is collecting stamps. (8’) Practise making a dialogue. A. How do you collect stamps? - Ask Ss to work in pairs to ask B. I buy from the post office, ask the and answer questions about other members of my family, my friends, hobbies in a free way. relatives and postmen I also make - Model the conversation with a pen friends with people overseas good student. and change stamps with others. - Call on some pairs to A. How do you organize stamps? demonstrate in front of the class. B. I classify stamps into categories: - Give feedback and make animals, plants, birds, landscape, comments people …in album. - If there is time, ask Ss to make A. Why do you collect stamps? another conversation B. It helps broaden my knowledge, know more about landscape, people, animal, plants and trees. A. What do you plan to do next? B. I think I will collect more stamps. 4. Consolidation (1’) - Remind main points of the lesson 5. Homework (1’) - Practise talking about their hobbies and prepare for Unit 13, Listening Date of preparation: PERIOD 83: UNIT 13: HOBBIES LESSON : LISTENING I. OBJECTIVES - By the end of the lesson, Ss will be able to + know more about hobbies. + listen for general information + drill listening skills through doing T/F questions and filling in the missing words II. METHOD: Integrated, mainly communicative III. TEACHING AIDS: Textbook, CD, cassette IV. PROCEDURE 1. Organization (1 min) Class Date of teaching Attendance 2. Oral check (5 mins) - In pairs, ask and answer questions about each other’s hobbies 3. New lesson Stages Teacher’s activities Students’ activities Warm-up Game : Brainstorm - Each group tries to write at (5 mins) - Divide the class into 4 groups. least 3 benefits of reading - Tell Ss to write at least 3 benefits books. of reading books. - Representatives of the - Ask representatives of the groups groups write on the board. write on the board. - help broaden knowledge - The group with more right benefits - know more information will win. - strengthen writing ability Pre- help in daily life listening Pre-teach vocabulary: - help relaxing, less stressful (6 mins) - Catch a disease (v): mắc bệnh - learn more good things - go deep into (v): đi sâu vào … - cope with (v): đương đầu với - Elicit new words from Ss - gigantic (a): khổng lồ - Practise reading and copy - bygone (n): quá khứ down * Checking : What and where - Some Ss rewrite the English * Listen and repeat (p.150) words. Today we will learn about some Whilebenefits of reading books. Listen - Ss work in pairs to guess the listening (18 mins) Postlistening (8 mins) and do the tasks that follow. 1. Task 1 - Before listening, Ss read Task 1 carefully and guess the answers, and T writes their answers on the board. - Play the CD 2 times and gets Ss to work in pairs to choose the best answer A, B, C, or D - Invite some Ss to give the answers. - Check the answers with the whole class. - Play the CD one more time for Ss to listen and check if necessary. 2. Task 2. - Ask Ss to read the questions carefully before they listen to the recording again. - Have Ss compare the results with a partner. - Call on some Ss to write their answers on the board. - Give feedback. - Ask Ss to talk about the disadvantages of over-reading Suggested answers: - have no time for study/social activities - spend a lot of money - easy to be short-sighted - become lazy options - Some Ss make prediction and T writes their predictions on the board. - Ss listen and check their prediction. - Ss listen for the second time - Some Ss call out their answers and T writes them on the board. Suggested answers: 1. T 2. F 3. F 4. T 5. F 6. T 7. T 8. T - Work individually and then compare the results with a partner. Suggested answer: 1. wonderful 2. disease 3. jungle 4. certainly 5. ignorantly - Call some Ss to talk about the disadvantages of overreading. - Talk about the disadvantages of over-reading - Listen to teacher’s feedback 4. Consolidation (1 min) - Remind main points of the lesson 5. Homework (1 min) - Talk about the advantages and disadvantages of over-reading - Prepare for Unit 13, Writing Date of preparation: PERIOD 84: UNIT 13: HOBBIES LESSON : WRITING I.OBJECTIVES : By the end of the lesson, Ss will be able to + write about a collection, real or imaginary and describe their collection. + widen their vocab. about hobby, especially about a collection +drill ss’ writing skill: write a collection II. METHOD: Integrated, mainly communicative III. TEACHING AIDS: Textbook, sample writing IV. PROCEDURE 1. Organization (1 min) Class Date of teaching Attendance 2. Oral check (5 mins) - Answer teacher’s questions about the previous listening passage 3. New lesson Stages/Ti Teacher’ activities Students’ activities me Warm-up Game : What and Where - Eliciting from Ss (4 mins) (about some words in the - Ss listen and repeat those words previous lesson) - Some Ss go to the board and rewrite the - Ask Ss to listen and repeat erased words. those words and erase them word by word Pre- Lead-in: Today we are going to - Read task 1 writing write a paragraph about a - Talk about things that you like about (10 mins) collection. your collections - Get students to read task1(p.151) silently and answer the questions that follow -Ask students to talk about things that they like about collections using : 1. name of your collection Suggested information: 2. how you to collect them 4. from childhood 1. collecting books 2. buy interesting books from bookshop and some others from second-hand book stalls. 3. keep them on bookshelves 3. how you keep them 5. classify them into categories: science 4. when you started your books, picture books, story books, collection novels, animals, famous people 5. how you classify them 6. I believe they are useful, interesting, 6. why you collect them relaxing … 7. your plan for the future 7. I think I will continue making my - Go around the class and give collection richer and richer help when needed. .- Ss work individually While- - T corrects Ss’ mistakes if - Write a paragraph describing your writing needed collections (15 mins) Sample writing: - Ask Ss to work individually My collection is collecting to write a paragraph describing books. I do it regularly. Whenever I find their collections an interesting book, I buy it immediately. Post- - Go around and give help if I buy books from bookshop and some writing necessary others from second-hand book stalls. (12mins) - Ask them to work in pairs to Sometimes my parents give me some correct mistakes books they find interesting. I keep them carefully on bookshelves. When I was a - Ask Ss to write their child, my parents often bought a lot of description on the board. books for me to read, so my interest in - Get Ss to make peer reading developed very early, and I corrections began to collect books from my - T corrects Ss’ mistakes if childhood. I classify books into needed categories: science books, picture books, story books, novels, animals, famous people …I like to collect books because I think they are useful, interesting, relaxing… People say that books are human beings’ treasure of knowledge. I think it is a good habit; therefore I will continue making my collection richer and richer - Some Ss copy their writing on the board. - Listen to peer and teacher’s correction 4. Consolidation (1 min) - Remind main points of the lesson 5. Homework (1 min) - Ask student rewrite the collection on notebooks - Prepare for Unit 13, Language focus Date of preparation: PERIOD 85: UNIT 13: HOBBIES LESSON : LANGUAGE FOCUS I. OBJECTIVES - By the end of the lesson, Ss will be able to + distinguish the sounds / pt / - / pd / - / ps / - / bz / by saying them correctly when saying individual words as well as sentences + understand and know how to use cleft sentences by doing some more exercises + drill Ss’ main skills II. METHOD: Integrated, mainly communicative III. TEACHING AIDS: Textbook, CD player, disc IV. PROCEDURE 1. Organization (1 minute) Class Date of teaching Attendance 2. Oral check - Check during the lesson 3. New lesson Stages/Time Teacher’s activities Warm-up -Provide ss some words ( 4’) Stop stopped stops Rob robbed robs -Ask ss to pronounce these words -Call some ss to read aloud -Give feedback -Introduce new lesson Pronunciatio n (5’) * Listen and repeat (p.151) - Modal the 4 clusters / pt / - / bd / - / ps / - /pz/ - Ask Ss to listen to the disc then read after the disc -Play the disc 2 times -Ask ss to read the words in each column out loud in chorus for a few times. Then call on some Ss to read the words out loud. * Practise reading these sentences - Read the sentences and ask Ss to underline the words that contain the sound / pt / - / bd/ - / ps / - /pz/ - Ask Ss to read sentences again Give comments on Ss’ pronunciation Grammar (30’) I. Theory: Cleft sentences Ex: Nam bought an interesting book in Hanoi last week. Students’ activities -Pronounce the words -Read the words aloud -Listen to the teacher - Listen to the teacher -Listen to the disc the repeat in chorus - Practise reading aloud the sentences given on page 151. - Listen to teacher’s comments - Different parts of the sentence can be emphasized in this way: - It was Nam who bought an interesting book in Hanoi last week. (Subject focus) - It was an interesting book that Nam bought in Hanoi last week . (object focus) - It was in Hanoi that Nam bought an interesting book last week (adverbial focus) - It was last week that Nam bought an interesting book in Hanoi(adverbial focus) -Give the form It + be + focus + clause (This is called a CLEFT SENTENCE because the original sentence has been divided (or "cleft") into two clauses) a,It + be + Noun (phrase) + who/that + V (Subject focus) b,It + be + Noun (phrase) + who(m)/that + S +V(object focus) c,It + be + adverb + that + S + V(adverbial focus) - Work in pairs to define the function of the underlined words - Take notes - Work in pairs to study the example then do the exercise - Present the answer on the board Suggested answer: 1. It was the boy who visited his uncle last month. 2. It was my mother who bought me a present on my birthday 3. It was Huong and Sandra who sang together at the party 4. It was Nam’s father who got II. Practice angry with him Exercise 1. 5. It was the boy who played - Ask Ss to work in pairs to study the football all day long. example then do the exercise 6. It was the girl who received a -Call ss to write the answers on the letter from her friend yesterday. board 7. It was his presence at the -Check and give feedback meeting that frightened the class 4. Consolidation (1 minute) - Remind main points of the lesson 5. Homework (1 minute) - Ask student to rewrite the collection on notebooks and prepare for next period Date of preparation: PERIOD 86: UNIT 13: HOBBIES LESSON : LANGUAGE FOCUS I. OBJECTIVES - By the end of the lesson, Ss will be able to + distinguish the sounds / pt / - / pd / - / ps / - / bz / by saying them correctly when saying individual words as well as sentences + understand and know how to use cleft sentences by doing some more exercises II. METHOD: Integrated, mainly communicative III. TEACHING AIDS: Textbook IV. PROCEDURE 1. Organization (1 minute) Class Date of teaching Attendance 2. Oral check - Check during the lesson 3. New lesson Stages/Time Teacher’s activities Practise Exercise 2: (42’) - Ask Ss to work in pairs to study the example then do the exercise -Call ss to write the answers on the board -Check and give feedback Students’ activities - Work in individuals then compare the answer with a friend. -Do as required -Take notes Suggested answer: 1- It is English that the man is learning. Exercise 3. 2. It was the book that the woman - Ask Ss to work in pairs to study gave him. the example then do the exercise 3. It was the postcard that she sent -Call ss to write the answers on her friend. the board 4. It was the book that Hoa -Check and give feedback borrowed from Long 5. The little boy greeted his Further practice: grandfather in a strange language. -Give ss hand-outs 6. It was his father whom the little -Ask ss to do exercises there boy greeted in strange language -Call ss to give answers -Check and give feedback -Do the exercise Answers; -Give the answers Ex1. -Take notes 1. A 2. D 3. C 4. D Suggested answer: 5. C 1. It was in the garden that the boy Ex2. hit the dog 1. C 2. B 3. C 4. A 2. It was for tea that she made cakes 5. B 3. It was for him that his father repaired the bicycle 4. It was on his birthday that she presented him a book 5. It was in Britain that he met his wife 6. It was from the shop that she bought that present 7. It was at 8.00 a.m that the meeting started 4. Consolidation (1 minute) - Remind main points of the lesson 5. Homework (1 minute) - Ask student to rewrite the collection on notebooks and prepare for next period Hand-outs in part Further Practice Exercise 1: Choose the best answer 1…….I bought the golden fish A. It was from this shop that B. It was from this shop where C. It was this shop which C. It was this shop that 2. It was Tom………..to help us A. comes B. that comes C. to come D. who came 3………the police had rescued from the fire A. The baby B. The baby that C. It was the baby whom D. The baby whom 4. ……..my parents gave me the fish tank A. It was on my birthday when B. It was my birthday on that C. It was my birthday that D. It was on my birthday that 5. …..a high level of blood cholesterol A. It is eggs that contain B. Those are eggs it contains C. It is eggs that contains D. It is eggs contain Exercise 2: Circle the underlined part that needs correcting 1. It was at this shop where I bought a T-shirt three days ago A B C D 2. It was Christine whose fans gave lots of flowers A B C D 3. It is his mother whom is on the phone A B C D 4. It was 1966 that England won the World Cup A B C D 5. It was an English book which Nam gave me yesterday A B C D Date of preparation: PERIOD 87: TEST YOURSELF E I. OBJECTIVES - After the test, Ss will be able to review what they learnt in unit 12,13,14 + drill skills of doing test II. METHODS Integrated, mainly communicative III. TEACHING AIDS: Textbook, cassette tape IV. PROCEDURE 1. Organization (1 minute) Class Date of teaching Attendances 2. Oral check - No checking 3. New lesson Stages Teacher’s activities I. Listening I. Listening - Play the tape twice (10mins) - Ask Ss to listen and complete the following sentences - Ask Ss to read the passage carefully and answer the questions II. Reading (10mins) III. Pronunciat ion and grammar (10mins) II. Reading - Ask Ss to read the passage carefully and decide whether the statements are T or F - Guide Ss to do the exercise - Explain some new words - Call one S to read aloud and correct pronunciation if necessary III. Grammar 1. Pronunciation - Ask Ss to listen and put a tick in the right box - Ask Ss to pay attention to the pronunciation of the underlined part Students’ activities - Listen to the tape - Complete the sentences with the words they listen Expected answer: 1. pictures and sounds 2. watch the president 3. people, places, and things in faraway lands. 4. plays or dramas, light comedies, sporting events, and motion pictures. 5. than to go out. - Read the passage then do the exercise - Expected answer: 1. T 2. F 3. T 4. T 5. F - Read aloud the passage * Expected answer: 1. street; 2. squeeze; 3. meets; 4. managed - Expected answer: 1.who; 2. that; 3. (that); 4. who; 5. who; 6 (that) - Complete the following sentences with that or who. If it is possible to write that or leave it out, write that in brackets IV. Writing IV. Writing (12mins) - Write a paragraph about 120 words about your hobbies, following these guildelines - Ask Ss to discuss to find out the ideas for their writings - Call some Ss to read their writings. Others listen and give comments - Check and give feedback - Expected answer: My hobby is reading. I read story book, magazines, newspapers and any kind of material that I find interesting. I started reading when I was a little girl. I used to ask my father to read fairy tales. Then I learned to read. At first I read simple books, then stories. Now I read everything. I love reading novels. Even I can read short stories in English, especially I’m interested in reading funny stories. Through reading, I can learn about many things: how people live, how things go on everywhere in the world. Books provide me with necessary information and facts. I don’t have to learn things the hard way. The books have certainly helped me so much in my daily life. Books would be my life- long friends. I would never stop reading them in my life. 4. Consolidation (1 minute) - Remind main points of the lesson 5. Homework (1 minute) Prepare for the next lesson Date of preparation: Period 88: Written test I. Objectives: . - Check Ss’ knowledge after having taught 3 units (12 to 14) & adjust T’s method of teaching to suit Ss’ levels. - Help Ss consolidate & systematize the knowledge they have learned II. Method: integrated skills III. Teaching aids: question and its key IV. Procedure: 1. Class organization: Class 2. Check-up: Date of teaching Attendances No checking 3. New lesson: T: Give Ss question S: Do the test in 45 minutes 4.Consolidation: - Collect Ss’ answers. 5. Homework: - Prepare next period Date of preparation: PERIOD 89: UNIT 15: SPACE CONQUEST LESSON : READING I. Objectives: By the end of this lesson, students will be able to: - develop such reading micro-skills as scanning for specific ideas, and identifying and correcting false statements - use the information they have read to discuss celebrations in their culture II. MethodS: Intergrated, mainly communicative III. Teaching aids: Some photos of celebrations in the world IV. Procedures: 1. Organization (1 minute) Class Date of teaching Attendance 2. Oral check - Check during the lesson 3. New lesson Stages Teacher’s activities WarmI.Warm-up: - Ask sts some questions up (5’) 1. Who is the first human to fly into space? 2. Can you name the first human to set foot on the moon? 3. Who is the first Vietnamese to fly into space? * Leads in: “ Today we talk about the first human to fly into Before space?” you read II.Before you read : * Pre- teaching vocabulary (7’) - Cosmonaut (n): Nhµ du hµnh vò trô - Weightlessness (n): V« träng lîng - Enormous (ad): Khæng lå - Venture (n): kh¸m ph¸ -Conquest (n): Chinh phôc - To conquer: Kh¸m ph¸ - Check (broke out and remember) - Introduce “ There are 5 topics and 5 headings” While III.While you read : you read 1. Task 1 : _ Ask sts to read the text (18’) silently _ Has some sts match the headings to the paragraph _ Gives feedback Students’ activities - Listen to the teacher - Answer the questions Key 1. Yuri Gagarin 2. Neil Armstrong and Buzz Aldrin 3. Pham Tuan - Listen to the teacher - Repeat - Give meaning - Write down new words into note books - Listen to the teacher _ Read individually _ Work in pairs _ Do task 1 _ Sts-sts’ correction Key P1: B, P2: D, P3: E, P4: C, P5: A _ Work in pairs to ask and answer questions, change the role 2. Task 2 Suggested answers: _ Asks sts to run through the 1. He was 27 then. questions then read the text 2. He was in space for 108 again minutes. 3. They were what would happen _ Calls some sts to ask and to a human being in space or how answer in front of the class the body would react to the _ Gives feedback extreme changes in temperature or IV.After you read : how the mind would deal with the After you _ Ask sts to read the words or psychological tension. read ( for phrases in the box and translate 4. It was more than 17 000 miles good Ss) _ Instruct sts how to do it per hour. 5. Because he died in a plane crash (12’) _ Ask sts to scan the reading on a routine training flight in passage March 1968. 6. After his death, his hometown _ Ask sts to complete the of Gzhatsk was renamed Gagarin, summary individually and share and the Cosmonaut Training with the others Center at Star City, Russia, was given the name of this national _ Give feedback hero. _ Work individually to do the task Key 1. cosmonaut 2. in space 3. lasted 4. success 5.gravity 6. view 7. impossible 8. named after 4. Consolidation : Gives the main points of the lesson 5.Homework: - Rewrite a paragraph about Yuri Gagarin (about 80 words) - Prepare for new lesson Date of preparation : Period 90: Unit 15: Space conquest Lesson: speaking I. Objectives: Students should know talk about posibilities of evens, talk about historical events in the space conquest II. Methods: Integrated, mainly communicative. III. Teaching aids: Some picture of the parts of the body IV. Procedures: 1. Organization : Class Attendances Teaching date 2. Check old lesson(5mins): write new word, translate the passage into Vienamese 3. New lesson Stages Teacher’s activities Students’activities * Warm I.Warm-up up: - Shows the pictures about - Look the pictures ( 5mins ) some well-known astronauts in - work in pairs the world - Guess the answers - Give the questions: Suggested answers * Pre-Who are they ? 1.Yuri Gagarin – Russian speaking : - What are their nationalities ? astronaut ( 10mins ) II.Pre – Speaking : 2.Valentina Tereshkova _Ask sts to work in groups to Russian astronaut read the following piece of 3.Amstrong – American news ( provide key words) astronaut - Ask sts to make questions 4. Liwei – Chinese astronaut with : 5. Pham Tuan – Vietnamese When……. ? astronaut What ……. ? How old ……. ? - Answer the questions How important ……. ? How many ……. ? Set model - listen to the teacher “ When did China launch its first manned spacecraft into space?” - On October 15, 2003 _ Ask sts to ask and answer * While about the reading. speaking : III.While – Speaking _ work in pairs ( 12 mins) _ Ask sts to look at the pictures in the textbook and his/her _ Ask and answer important event in space exploration. - Set model A : When did Russian launch its first artifical satellite ? B : On October 4, 1957 A : What is the name of -Observe the example Russia’s first artifical satellite ? B : Sputnik A : How important was the artifical satellite to Russia ? * Post speaking : ( 10mins) B : The first the artifical satellite marked the beginning of Space Age _ Ask sts to practise speaking about these events _ Go around to help _ Call some sts in some groups to check in front of the class _ Give feedback IV.After –speaking: _ Show the pictures and ask sts to talk about his/her important event in space exploration _ Give feedback - listen to the teacher _ Whole class Practise _ St-Sts’s correction _ Individual _ St- sts’ correction - Listen to the teacher - talk about important evenrs - listen to the teacher 4. Consolidation : Give the main points of the lesson 5. Homework : - Talk about the event you know about the space conquest - Prepare for new lesson Date of preparation : Period 91: Unit 15: SPACE CONQUEST Lesson: listening I. Objectives: By the end of this lesson, students will be able to develop such listening micro-skills as listening for specific information and taking notes while listening II. Methods: Integrated, mainly communicative. III. Teaching aids: cassattes and tapes, textbook IV. Procedures: 1. Organization : Class Attendances Teaching date 2. Check old lesson: (5mins) talk about a historical events in the space conquest 3. New lesson: Stages Teacher’s activities Students’activities Warm up : * Warm- up: - Close their book. (2 minutes) - Answer the questions in Have students close their group. books then ask some 1. Neil Armstrong & Buzz questions to lead in Aldrin. st 1. Name the 1 men to land on the moon. 2. American. 2. His nationality. 3. 20 July 1989 Pre3. When listening I. Pre-listening (10 minutes) - Have students work in pairs to match the picture - Work in pairs. with the caption. - Share as. - Have students read a loud 1d – 2a – 3c – 4e – 5b the words correct. - Practice reading. - Supply the stress (or - Take notes While pronunciation) and the listening meaning (15minutes) II. While -listening: 1. Task 1 - Explain the situation. . - Listen. - Have students read through - Read the statements. the statements quickly. - Supply the meaning of - Take notes. some words (in need). - Play the tape thrice, for the - Listen twice. last time, have a pause after - Give answer after 3rd times each sentence. 1F – 2F – 3F – 4F – 5T - Play the tape again (in need) to confirm the answer. - Listen again. 2. Task 2 - Ask students have a look at - Read the questions. the questions. - Listen to the tape. - Have students listen to the - Work in groups to give tape again for 3 times (with answers. a pause - Share answers & take notes. 1. NASA’s Apollo Program. Post2. On 16 July 1969. listening : 3. Controlling the oxygen (for advanced Ss) (10 minutes) III. Post- listening: - Have students work in group to discuss the questions. - Go round the class to help students (In need). - Call some students to give answer - Work in groups. - Ask some difficult words. - Share answer & take notes. 1. Some reason: - adventure - find out another life outside the earth. - precious material. - other place for human beings. 2. The three things are: - camera. - water / food. - tent. 4. Consolidation : Give the main points of the lesson : summarize the listening passage 5. Homework :- learn by heart new words and summarize the listening passage - Prepare for new lesson Date of preparation : Period 92: Unit 15: SPACE CONQUEST Lesson: writing I. Objectives: By the end of this lesson, Students can get to know the content and structure of one’s person biography. II. Method: Integrated, mainly communicative. III. Teaching aids: Some cues, textbook …. IV. Procedures: 1. Organization : Class Attendances Teaching date 2. Check old lesson: (5mins) summarize the listening passage 3. New lesson: Stages/ti Teacher's activities Ss' activitives me Warm Warm up(3 minutes) up. - Show a short video clip /picture work in groups of four (3mins) about Neil Armstrong and ask suggested answers: students some questions about - He is Neil Armstrong him: - He is an astronaut - Who is he? - He is American - What does he do? - In 1969 - Is he Russian or American? Before - When did he walk on the moon? writing I. Before writing (10 minutes) - Work in groups (10mins) -Divide sts into four groups, ask - Brainstorming for needed one from each group to the board words/phrases to write one’s to write down information we biography need to write one’s biography. - Suggested answers: job, address, Others in the same group can help hometown, career, place of birth, by shouting the needed words or date of birth, quote, marital status, phrases. family, education… - Give feedback and marks to the group with correct information. - Choose five words/phrases and explain the meanings (if necessary): career, place of birth, While date of birth, quote, writing II.Whilewriting(15minutes) (15mins) Task 1: -Ask sts to read the information about Neil Armstrong, the first -Work individually, then check human to set foot on the moon, with their partners. then put each of the headings in -Take notes on difficult words. the box in the appropriate blank. - Show some pictures relating to - Suggested answers: the career of Neil Armstrong: 1. Birth NASA, the moon, space shuttle, 2. Place of Birth United States Navy. 3. Known as - Explain the meaning of some 4. Career difficult words: resign, appoint, 5. Quote vice chairman, committee, investigate, disaster, leap) - Students works in groups and Task 2 - Teacher divides students into groups of four. - asks sts to write a biography of Neil Armstrong from the information given in task 1 - Ask sts to pay attention to these points: + prepositions: at-on-in-from-towith +articles: a-an-the + words/phrases used to write biography: be known as- work asresign from+ Simple past tense +Simple present tense - move around to supervise and give help when necessary After writing (9mins) III. After writing (9minutes) - ask sts to exchange their paper card to correct - ask one group to show their biography on the board. - Give comment and correct in front of other students, ask them to pay attention to some basic grammatical mistakes write the biography on a piece of paper card - Suggested answers: Neil Armstrong is an American astronaut. He is known as the first person to walk on the moon. He was born on August 5th, 1930 in Wapakoneta in Ohio. From 1949 to 1952, he worked as a pilot in the United States Navy. Armstrong received his B.S from Purdue University in 1955. He joined the NASA astronaut program in 1962. Neil Armstrong became the first human to step on the moon’s surface on July 20th, 1969. He was joined by Buzz Aldrin forty minutes later. Armstrong and Aldrin spent two and a haft hour on the moon’s surface. Armstrong received his M.S from the University of Southern California. He resigned from NASA a year later and from 1971 to 1979, he taught at the University of Cincinnati. In 1986 Armstrong was appointed vice chairman of the committee that investigated the Challenger shuttle disaster. He is also well-known for what he said when he stepped on the moon’s surface:” That’s one small step for man, one giant leap for mankind” - Students pick out the mistakes then correct them. - show their biography on the board 4. Consolidation : Give the main points of the lesson 5. Homework :- finish the writing at home - Prepare for new lesson Date of preparation : Period 93: Unit 15: SPACE CONQUEST Lesson: language focus I. Objectives: By the end of the lesson, students will be able to: - Distinguish the sounds /nt /, /nd/ /nθ /, /ns/ and /nz/ - Pronounce the words and sentences containing these sounds correctly - how to use could/be able to and tag questions II. Methods: Integrated, mainly communicative. III.Teaching aids: Text book, cassette tape IV. Procedures: 1. Organization : Class Attendances Teaching date 2. Check old lesson: : During new lesson 3. New lesson: Stages Teacher’s activities Pronunciation Pronunciation:(10 minutes) ( 10’ ) Has students listen and repeat the sounds nt /, /nd/ /nθ /, /ns/ and /nz - Asks students to practice reading the sentences provided Grammar Grammar (10minutes) (10’) Could, was/were able to 1.1. Could: Ex1: My grandfather was very clever. He could speak five languages. Ex2: We were totally free. We could do whatever we wanted. 1.2. Was/were able to: Ex: A girl fell into the river, but fortunately we were able to rescue her. COULD NOT or WAS/WERE NOT ABLE TO. Ex: My father couldn’t swim. (=My father wasn’t able to swim.) COULD :kh¶ n¨ng nãi chung WAS/WERE ABLE TO ;kh¶ n¨ng cô thÓ 2) Tag questions Ex1: You are a student, aren’t you? Ex2: The film wasn’t very interesting, was it? Ex3: Mary does a lot of homework every day, doesn’t Practise (22’) she? Practise (22’) * Exercise 1 - Asks students to do exercise 1 in pairs - Checks and gives correct Students’activities - Listen to the tape carefully - Practise reading - Listen and write down - Work in pairs Key: Exercise 1 1. couldn’t/ wasn’t able to 4. was able to 2. was able to 5. could/ was able to 3. could/ was able to 6. couldn’t/ wasn’t able to Exercise 2 1. It’s (very) expensive, isn’t it? answers 2. The film was great, wasn’t it? * Exercise 2 3. She has/ She has got/ She’s got a lovely voice, - Asks students to do exercise doesn’t she? Or She has a 2 in pairs lovely voice, - Checks and gives correct doesn’t she? answers 4. It doesn’t look very good, doesn’t it? 5. You’ve had your hair cut, haven’t you? * Exercise 3 - Asks students to do exercise Exercise 3 3 in pairs - Checks and gives correct 1. doesn’t she 4. didn’t answers we 6. can’t you 2. haven’t you 5. won’t we 7. mustn’t it 3. wasn’t it 4. Consolidation : Give the main points of the lesson 5. Homework :- finish all exercises - Prepare for new lesson Date of preparation: Period 94: UNIT 16: THE WONDER OF THE WORLD Lesson : Reading (p1) I. Objectives: By the end of the lesson, students will be able to: - develop such reading micro-skills as scanning for specific ideas, skimming for general information, and guessing meaning in context - Use the information they have read to discuss the topic II. Method: Integrated, mainly communicative III. Teaching aids: Student’s book, textbook, handouts IV. Procedure: 1. Organization : Class Attendances Teaching date 2. Check old lesson: (5mins) summarize the listening passage 3. New lesson: Stages Warmup (5’) Before you read (15’) While you read (18’) Teacher’s activities Warm up Who can use the letters: e, w, r, o, n, d to make a meaningful word? I. Before you read - Ask Ss to work in pairs to answer some questions in the books - Call some pairs to answer in front of the class - Check and give feedback *Vocabulary: - T asks Ss to skim the passage and underline the new words. 1. tomb (n) (picture) 2. pyramid (n) (picture) 3. construction (n) (gap-fill) 4. treasure (n) (translation): kho báu - Read a new word three times. II. While you read Task 1: Gap-fill - Ask Ss to read the text and do task 1 in pairs. - Instruction: The words in the box all appear in passage. Fill each blank with a suitable word. - Move around to help Ss. Students’ activities - Anser T’s question + Answer key: Wonder - Work in pairs to answer the questions + Suggested answers: 1. These two wonders are the Great Pyramid Cheop (Khufu), and the Taj Mahal. 2. The Great Pyramid Cheop in Cariro, Egypt, and the Taj Mahal in India. 3. They were built as tombs for their royal families. The Great Pyramid was built over 4000 years ago. And the Taj Mahal was built between 1630 and 1652 by an Indian prince. - Work in pairs to do task 1 + Answer key: 1. tomb 2. wonder 3. ramp 4. chamber 5. mysterious 6. spiral 4. Consolidation : - summarize the main points of the lesson 5. Homework : - learn new words - prepare for the next lesson Date of preparation: Period 95: UNIT 16: THE WONDER OF THE WORLD Lesson : Reading (p2) I. Objectives: By the end of the lesson, students will be able to: - develop such reading micro-skills as scanning for specific ideas, skimming for general information, and guessing meaning in context - Use the information they have read to discuss the topic II. Method: Integrated, mainly communicative III. Teaching aids: Student’s book, textbook, handouts IV. Procedure: 1. Organization : Class Attendances Teaching date 2. Check old lesson: (5mins) write new words 3. New lesson: Stages Warmup (5’) While you read (20’) Teacher’s activities Students’ activities - Ask Ss to name some wonders - Give answer: the Great Pyramid of the world that they know Cheop (Khufu), and the Taj Mahal.The Great Pyramid Cheop in Cariro, Egypt, and the Taj Mahal in India. * Task 2: Questions and answers - T divides the class into groups of four or five. - Ask each group to read the text again and write down the answers to the following questions. - T moves around class to give help. - Read the text and write down the answers + Suggested answer: 1. It is located on the west bank of the Nile River and was built around the year 2560 BC. 2. It was about 147 meters high on a base of 230 meters square. 3. The purpose of this huge stone pyramid was to serve as a tomb when the Egyptian Pharaoh Khufu died and to protect the burial chamber from the weather and from thieves who might try to steal the treasures and belongings there. 4. It is thought that the ancient Egyptian used straight or spiral ramps or huge weight arms to lift and place the blocks of stone in place. 5. The boat is believed to have been used to carry the body of Khuful in his last journey on Earth before being buried inside the *Task 3: Scan for information pyramid. - Ask Ss to scan the passage and work in pairs to say what - Do task 3 the following words refer to. + Suggested answers: - T moves around class to give 1. who (line 4) refers to the help. thieves. 2. it (line 8) refers to the Great After you read ( for good Ss) (12’) Discussion Pyramid. - Ask Ss to work in pairs to 3. it (line 9) refers to the Great discuss this question: Pyramid. Which of the wonders of the 4. each (line 12) refers to the block world do you like best? Why? of stone - Move around to help Ss. - Ask some pairs to act out their - Discuss the questions conversation. - Act out their conversation - T gives feedback 4. Consolidation : - summarize the main points of the lesson 5. Homework : - summarize the reading passage - prepare the next lesson Date of preparation: Period 96: UNIT 16: THE WONDER OF THE WORLD Lesson : Speaking I. Objectives: By the end of the lesson,Ss will be able to talk about features of man-made places; distinguish facts and opinions II. Method: Integrated, mainly communicative III. Teaching aids: Student’s book, textbook, handouts IV. Procedure: 1. Organization : Class Attendances Teaching date 2. Check old lesson: (5mins) write new words 3. New lesson: Stages Warmup (5’) Before you speak (10’) While you speak (15’) Teacher’s activities Warm up - Show the picture of “ the great Pyramid of Giza” - Ask sts some questions What is it? When was it built? How long has it been built? Give sentences Distinguish fact and opinion Students’ activities - Look at the picture - Answer the questions 1. The great Pyramid of Giza was built around the year 2560 B.C 2. It is believed to have been built over a 20 years period + Lead-in: - T sticks the picture of the Great Pyramid on the board and asks Ss: 1. What is this? ( The Great Pyramid) 2. Is the Great Pyramid high? (Yes) 3. What do you think about the Great Pyramid? (I think it is great) I. Before you speak T writes on the board: + The Great Pyramid is high. + The Great Pyramid is great. - T asks Ss: Which sentence describes fact and which one describes opinion? - Distinguish facts and opinion - Ask Ss to work in pairs to read the statements and decide if each one describes fact or opinion. - Walk round and help them, give the some information. - Asks some Ss to give their answers. II. While you speak + Useful language: - To express opinions and facts: I think/ I am sure... It is said/ believed/ thought that... They might/ may / can have... Probably/ Maybe they... Expected answers: The first describes fact and the second describes opinion. - Work in pairs to read the statements - Give the answers +Expected answers: The first describes fact and the second describes opinion. - Write down on notebook - Work in pairs to tell about facts and opinions - Listen to teacher’s feedback - Disscuss the answers to the questions - Stand up and talk - Listen to teacher’s feedback Suggested answers: - Facts: 2, 3, 4. - Opinions: 1, 5, 6, 7. - Do task 2 - Ask Ss to work in pairs and tell their partner about some facts and opinions of the Great Pyramid of Giza, using the information in Task 1. - Walk round and help them, give them some information. Example: I think the Great Pyramid was built by an enormous giant. - Listen and take notes Example: Fact: The Great Pyramid of Giza was 147 metres high. After you ->Feedback: Teacher asks some Ss Opinion: The Great Pyramid is speak to give their answers. believed to have been built over a (7’) III. After you speak 20-year period. - Ask Ss to discuss possible answers + Suggestions: to the following questions. - The Great Pyramid of Giza was - Walk round and help them, give built by an Egyptian Pharaoh the some information. Khufu. - Listen to Ss and corect their - It is said that it took him a 20-year mistakes for indirect correction. period to complete it. - T gives feedback. - They are now many theories about it. One theory says the stones were taken from the site on the Giza Plateau, about 5 km away, and one other theory says the stones were transported from the east side of the Nile River from a distance of over 500 miles. - These stones might have been transported on wooden sleds. 4. Consolidation : - summarize the main points of the lesson 5. Homework : - about features of man-made places; distinguish facts and opinions - prepare for new lesson Date of preparation: Period 97: UNIT 16: THE WONDER OF THE WORLD Lesson : Listening I. Objectives: By the end of the lesson, Ss will be able to listen to the text to get information about The Great Wall of China by gap-filling and comprehension questions II. Method: Integrated, mainly communicative III. Teaching aids: Student’s book, cassette tape, handouts IV. Procedure: 1. Organization : Class Attendances Teaching date 2. Check old lesson: (5mins) talk about some facts and opinions 3. New lesson: Stages Warmup (5’) Teacher’s activities Warm up: - T shows some pictures of the wonders of the world and ask sts to talk about name , location of these wonders Before you listen (10’) Before you listen -Ask sts to look at the picture and answer the questions in their books -Introduce to sts that they will listen to a passage about the Great Wall of China -Pre-teach some new words + man –made wonder + magnificence and significance + World Heritage + UNESCO +Ming Dynasty + ancient + stone roadway + Beijing While you listen While you listen (15’) Task 1: Gap-filling -Explain task1 and ask sts to read sentences in Task 1 carefully -Play the tape twice and ask sts to do the task -Ask sts to exchange their answers with their friends -Give feedback Task 2: Comprehension questions -Explain task 2 and ask sts to read the questions carefully -Play the tape twice and ask sts to do the task -Ask sts to exchange their answers with their friends -Play the tape one more time and ask sts to check the answers -Call one st asks and the other answers loudly Students’ activities Listen and talk - Look at the picture and answer the questions -The Great Wall -In China -During the Ming Dynasty -Listen and take notes -Read the sentences carefully -Listen to the tape and fill in the missing information -Compare their answers with a partner * Suggested answer: 1.the moon; 2. 1987; .3.the Ming Dynasty; 4.200; 5. 200B.C; 6. 6,000km; 7. 11 metres; 8. stones -Read the questions -Listen to the tape and answer the questions -Compare their answers with a partner -Listen again and check the answer -Ask and answer the question: 1. The ancient Chinese started to -Give feedback build the Great Wall in 1368. 2. Five provinces 3. Because it can be seen from the moon 4. The part in the northwest of Beijing is the best choice for visit because it is still in its original state After you listen (for After you listen good Ss) Divide sts into group of 4 and ask sts to tell their partners why the Great -Do as directed (7’) Wall is considered one of the -Present their ideas to the class greatest wonders in the world and -Listen how it was built -Call some sts to present their talks to the whole class -Give remarks 4. Consolidation : - summarize the main points of the lesson 5. Homework - write a short passage about the Great Wall. - prepare for new lesson Date of preparation: Period 98: UNIT 16: THE WONDER OF THE WORLD Lesson : Writing I. Objectives: By the end of the lesson,Ss will be able to write a report on a man-made place II. Method: Integrated, mainly communicative III. Teaching aids: Student’s book, textbook, handouts IV. Procedure: 1. Organization : Class Attendances Teaching date 2. Check old lesson: (5mins) check Ss’writing 3. New lesson: Stages Warmup (5’) Teacher’s activities Warm-up - Ask Ss to name some famous places in Vietnam and in the world. - Listen and give comments and Before mark. you write I. Before you write (10’) *Vocabulary : 1. consist of (v) (example) Water consists of two elements: hydrogen and oxygen. 2. in honor of (expression) (translation): thể hiện sự tôn kính 3. Buddha (n) (picture): Đạo phật - Ask Ss to give the Vietnamese equivalent (if necessary). - Read a new word three times. Ss listen and repeat after the T. While II. While you write you write - Ask Ss to look at the notes made by a visitor to the Ponagar Cham (15’) Towers in Nha Trang. - Ask Ss to use the note to write a report on the visit. - Call on some Ss to go to the board and write their paragraph. - Listen to Ss and collect their mistakes for indirect correction. * Checking - T finds out the mistakes and correct with Ss. - T gives feedback on Ss’ work. - T points out some common mistakes made by Ss. - Ask Ss to give comments on the others’ writing. After you write III.After you write Role-play (7’) Students’ activities - Talk about famous places in the world and Viet nam : Ha Long Bay, Hung King Temple, the Great Pyramid..... - Write down new words and their meanings - Look at the notes - Use the note to write a report on the visit - Compare the answers - Go to the board and write their paragraph - Check and correct mistakes Sample writing My visit to Nha Trang last year included a brief tour to Ponagar Cham Towers. This complex town is one of the most beautiful examples of Cham architecture in central Vietnam. The Ponagar Cham Towers consists of four towers. They are located on Cu Lao Marble Hill two kilometers north of Nha Trang. They were built between the 8th and 13th centuries. Each town was dedicated to a different God. The largest tower was built in honor of Lady Thien Y. The 22,5 m high tower contains her sandstone statue sitting on Buddha’s throne. The 26m high statue has 10 hands, holding specific objects illustrating the power of Buddha. The tour to Ponagar Cham Towers lasted 5 hours. I felt tired but the visit was enjoyable, memorable and informative. - T asks Ss to read the tourist’s - Work in pairs to do a role-play report again and work in pairs to - Talk about Ponagar Cham Towers play the role of the tourist and the to their friends tourist’s friend, who are talking Ann: Hello, May I speak to Ben about the tour to Ponagar Cham please? Towers. This time, the two friends Ben: Ben here. Who’s speaking? talk on the phone. The conversation Ann: It’s me, Ann. should be opened like this: Ben: Oh, Ann. A long time no see. - Go around giving help with the Where have you been? new words. Ann: I have just come back from - Listen to Ss and collect their Ponagar Cham Towers in Nha mistakes for indirect correction. Trang. - Ask Ss to go to the board and write Ben: Oh, how nice. Please tell me their conversation. about it. - T points out some common mistakes made by Ss. 4. Consolidation : - summarize the main points of the lesson 5. Homework - write about the wonders of the world - prepare for new lesson Date of preparation: Period 99: UNIT 16: THE WONDER OF THE WORLD Lesson : Language focus I. Objectives: By the end of the lesson, students can know the way to pronounce some sounds /ft/, /vd/, /fs/, /vz/ and use the structures: “It is said that…”and “ People say that…” II. Method: Integrated, mainly communicative III. Teaching aids: Student’s book, textbook, handouts IV. Procedure: 1. Organization : Class Attendances Teaching date 2. Check old lesson: (5mins) check Ss’writing 3. New lesson: Stages Teacher’s activities Warm-up (5’) * Warm-up: - Show 2 pictures ( a gift, knives) - Ask questions: + What’s this? + What are they? - Write the 2 words on the board: gift knives - Read and ask Ss to repeat the words. - Emphasis the last sound of these words and lead to the Pronunciation part. Pronunciation * Pronunciation: (10’) - Show poster of words in pronunciation part. - Read the words and let Ss repeat. - Call some Ss to read the words, correct if there is any mistakes. - Show poster of the sentences in Textbook (p. 189). - Read sentences and let Ss repeat. - Point out some Ss to read the sentences aloud, correct mistakes. Grammar B. GRAMMAR: (7’) 1. PRESENTATION: - Give examples: 1. It is believed that the prisoner drove through the town at the speed of 90 km an hour. => The prisoner is believed to have driven through the town at the speed of 90 km an hour. 2. It is said that he speaks English very well. => He is said to speak English very well. 3. It is expected that the strike will begin tomorrow. => The strike is expected to begin tomorrow. - Read sentences and explain the use of the structure “It is said Practise that…” (15’) 2. PRACTICE: Exercise 1: Students’ activities - Look at the pictures - Answer: + gift + knives - Listen and repeat - Look at the poster. - Repeat. - Some Ss read aloud. - Look at the poster. - Repeat sentences. - Some Ss read sentences aloud. - Look at the examples on the board. - Listen and take notes. - Work in pairs. - Write their sentences on the board. - Correct and copy down. - Stand up and read aloud. - Do e.x 1: 1. Many people are said to be homeless after the floods. 2. The prison is thought to have escaped by climbing… 3. He is believed to have driven through the town at… 4. Two people are reported to - Ask Ss to work in pairs doing the exercise. - Call some Ss to write their sentences on the board. - Correct mistakes and ask Ss to copy down. - Call some Ss read these sentences aloud. Exercise 2 : (p. 186) : - Ask Ss to work in pairs doing the exercise. - Call some Ss to write their sentences on the board. - Correct mistakes and ask Ss to copy down. have been seriously injured… 5. Three men are said to have been arrested after … 6. The strike is expected to begin tomorrow. 7. He is said to speak English very well. - Do e.x 2: 1. He is thought to eat … 2. The wanted man is believed to be living in New York. 3. He is known to be very rich. 4. The film is supposed to be .. 5. Many people are thought to have been killed … 6. About a million puppies are thought to be born each year. 7. The factories are said to be.. 8. Those dogs are said to be… 4. Consolidation : - summarize the main points of the lesson 5. Homework : - finish all exercises - prepare for the next lesson Date of preparation: PERIOD 100: TEST YOURSELF F I. OBJECTIVES - After the test, Ss will be able to test their knowledge of Unit 15 and 16 + drill skills of doing test II. METHODS Integrated, mainly communicative III. TEACHING AIDS: Textbook, cassette tape IV. PROCEDURE 1. Organization Class Date of teaching Attendances 2. Oral check - No checking 3. New lesson Stages Teacher’s activities I. Listening I. Listening(2.5 points) - Ask students to read all the (10mins) sentences first - Ask students to listen to the tape once. - Ask students to listen again and complete the sentences . - Ask students to listen in the third time, the work in groups to compare and discuss the answers with each others to find the correct answers. - Keys: In the teacher’s book. Students’ activities - Look at the book and listen to the task - understand the task - Read the questions - Listen to the tape - Listen again and say the right sentences. - Listen and discuss in groups to find the correct answers: - Keys: 1. T, 2. F, 3. F, 4. T, 5. T. - Read the text and answer the questions: 1. In the 19th and 20th centuries. II. Reading II. Reading (2.5 points) 2 A German doctor named Roentgen (10mins) - Present the task: 3. In 1928 - Ask pupils to work in 4. Doctors can save people’s lives by groups to answers the giving them a new heart or new questions. kidney. Hospitals have large coputers - Give the correct answers and machines that help people live to the class better lives. III. 5. It is a very old method of treating sickness and pains. It uses needles to Pronunciat help the human body fight pain and ion and disease grammar (10mins) III. Grammar(2.5 points) - Present the task: a/ Ask students to listen and put a tick in the right box. - Keys: 1. rent, 2. tenth, - 3. lives, 4. loves. b/ Give the correct form of verbs. Keys: 1. isn’t it, 2. didn’t he - Listen to the teacher - Work in groups - Compare the results with the other groups - Show the answers in front of the class. - Observe the keys and correct their answers. c/ Rewrite the sentences ….. 1/ Jane is thought to be rich. 2/ She is said to have won a special prize. 3/ He is said to know five foreign languages. 4/ The thief is thought to have got in through the kitchen windown. IV. Writing IV. Writing - Present the task: (12mins) - Call the students to read the suggested sentences in front of the class. - Check their writings and help them correct the mistakes if they’ve made. 4. Consolidation (1 minute) - Students work in groups and practise writing. - Two students go to the board and write. - Give the writings by reading aloud. - Read the writing carefully. - In groups or in pairs. - Compare the results with the other groups - Correct mistakes - Remind main points of the lesson 5. Homework (1 minute) Prepare for the second term test Date of preparation: ....../04/2014 Period 101 : Revision I. Objectives: Help Ss to revise and practise with all the structures and vocabularies in unit 9,10,11. II. Method: communicative approach III. Teaching aids: Textbook, sub-boards and handouts IV. Procedure: 1. Class organization: Class 2. Check-up: Date of teaching During new lesson Attendances 3. New lesson: T: Give Ss handouts to do exercise. S: Do exercise A. PHONETICS I. Choose one word whose underlined part is pronounced differently. 1. A. admired B. looked C. missed 2. A. admire B. avid C. variety 3. A. engrave B. pastime C. undertake 4. A. rugby B. music C. undertaken 5. A. stones B. learns C. phones 6. A. lifted B. lasted C. happened 7. A. speed C. person C. temperature D. hoped D. while D. spectator D. dull D. tense D. decided D. psychology B. VOCABULARY AND GRAMMAR II. Choose the one best answer to complete each sentence. 8. The volunteers, ____ enthusiasm was obvious, finished the work quickly. A. who B. whom C. whose D. that 9. Many scientists have claimed that ____ like music are often good at mathematics. A. children B. children who C. children whom D. whose children 10. My friend, ____ I visited lask week, is taking a holiday soon. A. that B. whom C. which D. whose 11. The doctor are examining a patient ____ was taken to hospital last night. A. which B. who C. whom D. whose 12. A pacifist is a person ____ believes that all wars are wrong. A. who B. whose C. whom D. which 13. My friend, ____ hated horror film, refused to go to the cinema with me. A. whom B. which C. whose D. who 14. Many ____ of rare animals are in danger of extinction. A. species B. classes C. beings D. pairs 15. People are destroying the environment by adding ____ to it. A. pollutes B. pollutions C. pollutives D. pollutants 16. Many efforts have been made to protect ____ animals. A. danger B. dangerous C. endanger D. endangered 17. Many species of animals are threatened and could easily become ____. A. appeared B. existed C. empty D. extinct 18. Many animals are ____ for their fur and other valuable parts of their bodies. A. hunted B. chased C. run after D. followed 19. Dinosaurs became ____ millions of years go. A. disappear B. extinct C. lost D. endangered 20. The chemical ____ from cars and factories make the air, water and soil dangerously dirty. A. pollution B. polluted C. pollutants D. pollute 21. Human beings are ____ for the changes in the environment. A. account B. faulty C. blame D. responsible 22. By cutting down trees, we ____ the natural habitat of birds and animals. A. hurt B. take C. damage D. injure 23. ____ aren’t effective anymore because insects have become resistant to them. A. Fertilizer B. Pesticides C. Herbicides D. Composts 24. He is the singer about ____ I often tell you. A. that B. who C. whom D. him 25. The concert ____ I listened last weekend was boring. A. to that B. to which C. for what D. for which * KEY: 1. A 6. C 11. B 16. D 21. D 2. B 7. D 12. A 17. D 22. C 3. B 8. C 13. D 18. A 23. B 4. B 9. B 14. A 19. B 24. C 5. D 10. B 15. D 20.C 25. B 4. Consolidation: summarize the main points of the lesson 5. Homework: ask Ss to review the grammar at home and prepare the next period Date of preparation: ....../04/2014 Period 102 : Revision I. Objectives: Help Ss to revise and practise with all the structures and vocabularies in unit 12 and 13. II. Method: communicative approach III. Teaching aids: Textbook, sub-boards and handouts IV. Procedure: 1. Class organization: Class Date of teaching Attendances 2. Check-up: During new lesson 3. New lesson: T: Give Ss handouts to do exercise. S: Do exercise A. PHONETICS I. Choose one word whose underlined part is pronounced differently. 1. A. aspiration B. apointment C. astronaut D. gravity 2. A. biography B. pioneer C. mission D. reminder 3. A. challenge B.chemist C. psychology D mechanic 4. A. rugby B gather C forget D gymnast 5. A. feat B leap C head D bean 6. A. rear B. dear C. bear D. fear 7. A. nicest B. largest C. hottest D. best 8. A. athletic B. average C. aquatic D. avid 9. A. camp B. cell C. cook D. car 10.A. brother B. breathing C. either D. death II. Choose the one best answer to complete each sentence. 11. Non-renewable energy sources are running ____. A. up B. on C. to D. out 12. People have used coal and oil to ____ electricity for along time. A. generation B. generated C. generate D. generates 13. ____ energy uses natural sources of energy such as the sun, wind, or water for power and fuel, rather than oil, coal, or nuclear power. A. Alternative B. Solar C. Hydropower D. Electricity 14. Oil, coal and natural gas are ____ fuels made from decayed material. A. unleaded B. smokeless C. solid D. fossil 15. All fossil fuels are ____ resources that cannot be replaced after use. A. unlimited B. renewable C. avaible D. non-renewable 16. ____ heat comes from deep inside the earth. A. Geothermal B. Solar C. Nuclear D. Hydro 17. “Have you ever met the man ____ over there?” “No. Who is he?” A. stands B. is standing C. standing D. who he is standing 18. The boy ____ the piano is my son. A. who is playing B. that is playing C. playing D. All are correct 19. We have an apartment ____ the park. A. overlooking B. overlooks C. to overlook D. overlooked 20. He was the last person ____ in this way. A. to kill B. who killed C. being killed D. to be killed 21. Nellie Ross was the first woman _____ governor in the United State. A. who elected B. to be elected C. was elected D. her election as 22. She is the only in the discussion ____ to using nuclear power. A. objects B. objected C. to object D. whom objects 23. Johnny was the last applicant ____ for a position in that energy station. A. to interview B. interviewing C. to be interviewed D. which is interviewed 24. The instructions ____ by Professor Johnson helped us know more about the danger of energy pollution. A. that explained B. explainedC. explaining D. which explained 25. The knife ____ we cut bread is very sharp. A. with that B. which C. with which D. that * KEY: 1. B 6. A 11. D 16. A 21. D 2. C 7. D 12. C 17. C 22. C 3. A 8. C 13. A 18. D 23. C 4. D 9. D 14. D 19. A 24. B 5. C 10. B 15. D 20.D 25. C 4. Consolidation: summarize the main points of the lesson 5. Homework: ask Ss to review the grammar at home and prepare the next period Date of preparation: ....../04/2014 Period 103 : Revision I. Objectives: Help Ss to revise and practise with all the structures and vocabularies in unit 15 and 15. II. Method: communicative approach III. Teaching aids: Textbook, sub-boards and handouts IV. Procedure: 1. Class organization: Class Date of teaching Attendances 2. Check-up: During new lesson 3. New lesson: T: Give Ss handouts to do exercise. S: Do exercise A. PHONETICS I. Choose one word whose underlined part is pronounced differently. 1. A. stones B. learns C. phones D. tense 2. A. lifted B. lasted C. happened D. decided 3. A. speed B. person C. temperature D. psychology 4. A. cough B. laugh C. rough D. although 5. A. roof B. myself C. of D. belief 6. A. prove B. move C. improve D. above 7. A. satisfaction B. spacious C. facsimile D.telegram II. Choose the best answer for each sentence. 8. No one knew precisely what would happen to a human being in space. A. nicely B. exactly C. rigidly D. roughly 9. Many spacemen could never get back to the Earth because of ____ accidents. A. tragedy B. tragic C. tragically D. tragedies 10. He finds it difficult for him to recover from his son’s ____. A. die B. dead C. deadly D. death 11. He failed again, which was a/an ____ disappointment. A. enormous B. big C. wide D. large 12. The flight will take approximately three weeks. A. closely B. exactly C. about D. precisely 13. How long did Yuri Gagarin’s trip into space ____? --Only 180 minutes. A. lengthen B. last C. late D. strengthen 14. When ____ astronaut travels into space, if a technical failure happens, he can never get back to ____ Earth. A. an / the B. ф / an C. an / ф D. the / ф 15. Neil Armstrong was the first man to set foot on ____ moon. A. a B. an C. the D. ф 16. Everybody congratulated the astronauts ____ their successful trip into space. A. on B. for C. of D. in th 17. Yuri Gagarin became the first man to travel into space ____ 12 April, 1961. A. at B. on C. in` D. from 18. A / an ____ is a person who is trained for traveling in a spacecraft. A. astronaut B. scientist C. engineer D. technician 19. When spacemen travel into space they have to face enormous ____ because they do not know what may happen. A. certainties B. uncertainties C. possibilities D. precisions 20. Lisa’s been able to play the flute since she was six, ____? A. can’t she B. isn’t she C. wasn’t he D. hasn’t she 21. Neil seemed to have a good time at the party, ____? A. hadn’t he B. had he C. did he D. didn’t he 22. There has not been a great response to the sale, ____? A. does there B. hasn’t there C. has there D. hasn’t it 23. She had done more work in one day than her husband ____ in three days. A. do B. could do C. may do D. done 24. You are going to come to the party, ____? A. aren’t you B. do you C. will you D. won’t you 25. Despite the bad weather, he ____ get to the airport in time. A. could B. couldn’t C. was able to D. almost * KEY: 1. D 6. D 11. A 16. A 21. D 2. C 7. B 12. C 17. B 22. C 3. D 8. B 13. B 18. A 23. B 4. D 9. B 14. A 19. B 24. A 5. C 10. D 15. C 20.D 25. C 4. Consolidation: summarize the main points of the lesson 5. Homework: ask Ss to review the grammar at home and prepare the next period Date of preparation /04/2014 Period 104: The second term written test I. Objectives: . - Check Ss’ knowledge after having taught 7 units (9 to16) adjust T’s method of teaching to suit Ss’ levels. - Help Ss consolidate & systematize the knowledge they have learned II. Method: integrated skills III. Teaching aids: question and its key IV. Procedure: 1. Class organization: Class Date of teaching Attendances 2. Check-up: No checking 3. New lesson: T: Give Ss question S: Do the test 4. Consolidation: - Collect Ss’ answers. 5. Homework: - Prepare next period Date of preparation /04/2014 Period 105: Test correction I. Objectives: . - Giving remarks and correcting Ss’mistakes II. Method: Mainly communicative III. Teaching aids: Teaching plan; Ss’answer IV. Procedure: 1. Class organization: Class 2. Check-up: Date of teaching Attendances No checking 3. New lesson: A. The answer for the test II.ĐÁP ÁN: CODE 001 1.B 2.A 3.B 4.C 5.D 6.B 7.C 8.C 9. B 10.D 11.C 12.C 13.D 14.D 15.B 16.A 17.C 18.B 19.B 20.D 21.A 22.B 23.B 24.C 25.D 26.B 27.C 28.B 29.D 30.A 31.D 32.C 33.C 34.B 35.B 36.D 37.B 38.B 39.A 40.C CODE 002 1.B 2.A 3.B 4.C 5.D 6.B 7.C 8.C 9. B 10.D 11.C 12.C 13.D 14.D 15.B 16.A 17.C 18.B 19.B 20.D 21.A 22.B 23.B 24.C 25.D 26.B 27.C 28.B 29.D 30.A 31.D 32.C 33.C 34.B 35.B 36.D 37.B 38.B 39.A 40.C B. T’s comments on Ss’answers ............................................................................................................................................... ............................................................................................................................................... ..................................................................................................... 4.Consolidation: - Collect Ss’ answers. 5. Homework: - Prepare next period Date: 17/ 02/ 2011 Grade 11 Review and test preparation Lesson 2: RELATIVE CLAUSES REPLACED BY PARTICIPLES AND TO-INFINITIVE I. Aim: At the end of the lesson, students will be able to use participles and to-infinitive to replace relative clauses. II.Language knowledge: 1.Grammar: Relative clauses replaced by participles and to-infinitive. 2.Vocabulary: words and phrases in the exercises III.Techniques: IV.Teaching aids: handouts V.Procedure: T’s and Ss’ activities Content - T provides Ss with some examples. 1.Presentation: 1. Active: Examples: - The man who stands at the door is my uncle. - The man who is / was standing at the door is my uncle. - The man who stood at the door is my uncle. The man standing at the door is my uncle. - Ss study carefully and draw out the rules then. * Notes: We can use a present participle to replace a relative clause which has an active meaning. 1. Passive: Examples: - The woman who is / was given a flower looks / looked very happy. The woman given a flower looks / looked very happy. * Notes: We can use a past participle to replace a relative clause which has a passive meaning. 3. Infinitive relative clause: (active / passive) Examples: a. Active: - The first student who comes to class has to clean the board. The first student to come to class has to clean the board. b. Passive: - The only room which was painted yesterday was Mary’s. The only room to be painted yesterday was Mary’s. * Notes: We can use an active or a passive to-infinitive after an ordinal number (first, second, ..), next, after, last, only, and an indefinite pronoun (something, anything, …) - Ss work in pairs to do the exercise. - After Ss finish their exercise, T calls on some Ss to write their answers on the board, and T corrects then. 2. Practice: * Exercise 1: Rewrite the following sentences using present participle, past participle or to-infinitive: 1. Maxicorp were the only company which replied my letter. …………………………………………………………… 2. Do you the man who is talking to my father ? …………………………………………………………… 3. Applications which were sent after 23rd will not be considered. …………………………………………………………… 4. We have a lot of exercises which we hace to do toninght. …………………………………………………………… 5. Studies of her son are the most important thing that she cares about. …………………………………………………………… 1. The equipment which belongs to the club is insured. …………………………………………………………… 2. George is the first person that we will interview. …………………………………………………………… 3. Meetings which are held every month are called monthly meetings. …………………………………………………………… 4. The most excellent students who were rewarded the scholarship would have a two-week holiday in Vung Tau. …………………………………………………………… 5. The trees which were planted last week are growing well. …………………………………………………………… 11. The man who is talking to John is from Korea. …………………………………………………………… 12. The ideas which are presented in that book are interesting. …………………………………………………………… 13. Ann is the woman who is responsiple for preparing the budget. …………………………………………………………… 14. English has an alphabet that consists of 26 letters. …………………………………………………………… 15. The books that are on that shelf is mine. …………………………………………………………… 16. The children who attend that school receive a good education. …………………………………………………………… 17. The psychologists who study the nature of sleep have made important discoveries. …………………………………………………………… 18. The sunlight which comes through the window wakes me up early every morning. …………………………………………………………… 19. John quincy Adams, who was born on July 11th 1767, was the sixth president of the United States. …………………………………………………………… 20. These are the ancient houses which were built a long time ago. …………………………………………………………… * Exercise 2: Rewrite the following sentences using an - Ss work in pairs to do exercise 2. - After Ss finish their exercise, T calls on some Ss to write their answers on the board, and T corrects then. appositive: 1. We walked down Park Lane, which is the srteet alone Hyde Park. We walked down Park Lane, the srteet alone Hyde Park. 1. The statue of Eros stands high above Piccadilly Circus, which is the busiest crossroads in London. …………………………………………………………… 2. We turned left into Regent Street , which is one of the best shopping street. …………………………………………………………… 3. We passed Marble Arch, which was once a gate into Hyde Park. …………………………………………………………… 4. Tom, who is my classmate, comes from England. …………………………………………………………… - T. sets homework. - Ss do the task at home. 3. Homework: - Revise today’s lesson. - Do all the exercises again. - Prepare to do the test in the next period Date of preparation: PERIOD 89: UNIT 15: HOBBIES LESSON : READING Date: 02/ 4/ 2011 Grade 11 Review and test preparation Lesson 1: OMISSION OF RELATIVE PRONOUNS I. Aim: At the end of the lesson, students will be able to know how to leave out relative pronouns. II.Language knowledge: 1.Grammar: Relative clauses, relative clauses 2.Vocabulary: words and phrases in the exercises III.Techniques: IV.Teaching aids: handouts V.Procedure: T’s and Ss’ activities - T provides Ss with some examples. - Ss study carefully and draw out the rules then. - Ss work in pairs to do the exercise. - After Ss finish their exercise, T calls on some Ss Content 1.Presentation: Omission of relative pronouns * Examples: The manager was away on holiday. I wanted to see him. The manager (who / whom / that) I wanted to see was away on holiday. * Notes: - We can leave out the pronoun when it stands for an object pronoun of defining relative clauses, and there is no preposition in front of it. - Clauses without relative pronouns are very common in informal English. 2. Practice: * Exercise 1 Combine the two sentences into one, using the relative clauses. Leave out the relative pronouns if possible. Example: Have you found the keys? You lost them. Have you found the keys (which / that) you lost 1. I like the dress. Trang is wearing it. …………………………………………………………… 1. The fish was really delicious. We had it for dinner. …………………………………………………………… to write their answers on the board, and T corrects then. 2. We stayed at a hotel. Peter recommended it. …………………………………………………………… 3. The film was interesting. I watched it on TV last night. …………………………………………………………… 4. The flat was very old. My family used to live in it. …………………………………………………………… 5. The birthday party was too noisy. We went to it. …………………………………………………………… 6. Who was that boy? You was with him this morning. …………………………………………………………… 7. I don’t like tie. John is wearing it. …………………………………………………………… 8. The train was full of passengers and goods. We travelled on it. …………………………………………………………… 9. The church is 200 years old. Our class visited it. …………………………………………………………… - After Ss finish the exercise, T calls on some Ss read aloud their answers - T corrects Ss’ answers then. * Exercise 2: Tick (√ ) the sentences in which the relative pronouns can be omitted. Example: √ Is this the car that the police are looking for? ___1. Everything that happened was my fault. ___2. Is there anything that I can do? ___3. The window that was broken has now been repaired. ___4. Where are the eggs that were in the fridge? ___5. The play that we saw last week was boring. ___6. The young man who I sat next to on the bus talked all the time. ___7. Do you know the girl who Tom is talking to? ___8. Linda works for a company that makes computers. ___9. The book about the young girl who runs away from home. ___10. He is getting on well with Mary, who he met last month. ___11. That’s the company for which Lan is working. ___12. The man who helped me to finish that work was my neighbour. - T. sets homework. - Ss do the task at home. 3. Homework: Revise today’s lesson. Do all the exercises again. - Ss do exercise 2. The 95th period Date: 04/ 4/ 2011 Grade 11 Review and test preparation Lesson 2: CLEFT SENTENCES I. Aim: At the end of the lesson, students will be able to use cleft sentences properly. II.Language knowledge: 1.Grammar: Cleft sentences 2.Vocabulary: words and phrases in the exercises III.Techniques: IV.Teaching aids: handouts V.Procedure: T’s and Ss’ activities - T provides Ss with some examples. - Ss study carefully and draw out the rules then. - Ss work in pairs to do the exercise. - After Ss finish Content 1.Presentation: * Examples: 1. Freda phoned Jack last night. (simple sentence, no emphasis) - It was Freda who phoned Jack last night. (emphasis on subject) - It was Jack who(m) Freda phoned last night. (emphasis on object) - It was last night that Freda phoned Jack. (emphasis on adverb) 2. The boy hit the dog in the garden. - Emphasis on object: It was the dog that the boy hit in the garden. (active) It was the dog that was hit by the boy in the garden. (passive) * Notes: We can use It was or It is ……that / who / whom …. to emphasize the words or phrases functioning as a subject , an object or an adverbial phrase. * Exercise 1: Rewrite the following sentences after a model, paying attention to the subject focus of the sentence: Example: - The man gave her the book. It was the man who gave her the book. 1. The neighbour told them about it. ……………………………………………………………. 1. My friend came to see me late last night. their exercise, T calls on some Ss to write their answers on the board, and T corrects then. - Ss do exercise 2. - After Ss finish the exercise, T calls on some Ss read aloud their answers - T corrects Ss’ answers then. - Ss do exercise 3. - After Ss finish the exercise, T calls on some Ss read aloud their answers - T corrects Ss’ answers then. - T. sets ……………………………………………………………. 2. That boy scored the goal for his team. ……………………………………………………………. 3. The dog grabbed at the piece of meat and ran awy. ……………………………………………………………. 4. The strong wind blew the roof off. ……………………………………………………………. * Exercise 2: Rewrite the following sentences after a model, paying attention to the object focus of the sentence: Example: - The boy hit the dog in the garden. It was the dog that the boy hit in the garden. It was the dog that was hit by the boy in the garden. 1. The woman answered the man rudely. ……………………………………………………………. ……………………………………………………………. 2. The boy played ping pong the whole afternoon. ……………………………………………………………. ……………………………………………………………. 3. The girl gave the boy a special gift on his birthday. ……………………………………………………………. ……………………………………………………………. 4. The police arrested the man at the railway station. ……………………………………………………………. ……………………………………………………………. 5. He borrowed the money from Linda. ……………………………………………………………. ……………………………………………………………. * Exercise 3: Rewrite the following sentences after a model, paying attention to the adverbial focus of the sentence: Example: - The boy hit the dog in the garden. It was in the garden that the boy hitthe dog. 1. He bought the book from that corner shop. ……………………………………………………………. 2. He got married when he was 26. ……………………………………………………………. 3. Thay were having a barbecue in the park. ……………………………………………………………. 4. I met him on the way to school. ……………………………………………………………. 5. They often had parties on weekends. ……………………………………………………………. 3. Homework: - Revise today’s lesson. - Do all the exercises again. - Prepare for the test in the next lesson homework. - Ss do the task at home. The 96th period Date: 05/ 4/ 2011 Grade 11 Unit 15: space conquest th The 97 period Date: 6/ 4/ 2011 Grade 11 Theme: space conquest Unit 15 Reading Time: 45 minutes I. Objectives: 1. Educational aim: By the end of this lesson, students will be able to: - develop such reading micro-skills as scanning for specific ideas, and identifying and correcting false statements - use the information they have read to discuss celebrations in their culture 2. Knowledge: - General knowledge: sts can have a general idea of the lesson as well as enrich their knowledge in the field of space and spacecraft; how human conquered the space. - New words: words/ phrases related to space and spacecraft 3. Skills: Reading for general or specific information II. Method: Intergrated, mainly communicative III. Teaching aids: Some photos of celebrations in the world IV. Procedures: Teacher’s activities Students’ activities Notes Warmer Discuss in pairs and (Teacher prepares a answer the teacher’s picture of a plane, a questions spacecraft and an astronaut) Suggested answers: T asks students to - It’s a plane/ a look at the pictures spacecraft/ an and answer the astronaut. questions: - A person who flies - What can you see a plane is called a in each picture? pilot, and a person - What do you call a who flies a person who flies a spacecraft is called plane/ a spaceship? - Which job do you prefer, a pilot or an astronaut? Why? ( Based on sts’ answer, teacher leads in the new lesson) - Pre- Reading Activity 1: -Ask sts to match the names with the pictures in the textbook. (page 166) 1. Pham Tuan 2. Neil Armstrong 3. Yuri Alekseyevich Gagarin Activity 2: - Have sts work in pairs, answers the questions in the textbook based on the names of people in activity 1. - Check sts’ answer and supply the correct information if necessary. Activity 3: - Teacher introduces some new words orbit (n) weightlessness (n) enormous (a) uncertainty (n) temperature (n) occur (v) - T has sts practise reading the new words While-Reading T plays the cassette Task 1: - Give instructions for task 1. - Ask sts to read the passage silently to finish an astronaut. - Answer orally (Order of the pictures from left to right: Neil Armstrong, Yuri Alekseyevich Gagarin, Pham Tuan) Answers to the questions in textbook: 1. Yuri Alekseyevich Gagarin 2. Neil Armstrong and Buzz Aldrin 3. Pham Tuan - Listen and take notes Sts open books, listen to the text and read in silence. - Read aloud their answers. Suggested answers: task 1. Paragraph 1: B the lift off - Check orally & correct Paragraph 2: D A view on if necessary. Earth Paragraph 3: E Uncertainties Paragraph 4: C Congratulations Paragraph 5: A The tragic Task 2: accident - Ask sts to read the passage again to answer Read silently and then the question in pairs. work in pairs. - Teacher walks around to Give answers and take give help if necessary. notes. - Check sts’ answers by Suggested answers: asking some pairs of sts 1. He was 27 then. give the questions and 2. He was in space for answers 108 minutes. 3. They were what would happen to a human being in space or how the body would react to the extreme changes in temperature or how the mind would deal with the psychological tension. 4. It was more than 17 000 miles per hour. 5. Because he died in a plane crash on a routine training flight in March 1968. 6. After his death, his hometown of Gzhatsk was renamed Gagarin, and the Cosmonaut Training Center at Star City, Russia, was given the name of this national Post-Reading hero. Ask sts to work in groups, complete the summary of 1. in space Work in the reading passage by groups and do the putting the words/ phrases task. in the box into the blanks Give answers - Teacher walks around to Suggested answers: give help if necessary 2. cosmonaut - Check sts’ answers and 3. lasted give bonus to the winners. 4. success 5. gravity HOMEWORK: 6. view 7. impossible - Learn the new 8. named after words - Read the passage again Learn the new words - Prepare Part B: Read the passage again Speaking Prepare Part B: Speaking The 98th Period Date: 08/ 4/ 2011 Grade 11 Theme: space conquest Unit 15 Speaking Time: 45 minutes I. Objectives: 1. Educational aim: By the end of the lesson, students will be able to talk about possible of events. - _talk about historical events on the space conquest. 2. Knowledge: - General knowledge: Students know how to talk about possible of events. talk about historical events on the space conquest - Language: making a conversation of a famous person New words: Words/phrases relate to the process of launching its first manned apace craft into space. 3. Skills: Speaking to describe appearances II. Method: integrated, mainly communicative III. Teaching aids: textbook, picture of the parts of the body IV. Procedure: Teacher’s activities Students’ activities Notes Warn Up(5’) Listen Answer close the book _give some picture of famous astronaut _ask sts some questions and answer Question 1.Who Are They? Pict 1:He’s Pham 2.What Are They? Tuan_VietNamese 3What Are their astronaut nationalities? 2.He’s Yuri Gagarin *Ask sts rearrange 6 Russian astronaut picture with is name 3.Buzz Aldrin_American Pict 1:He’s Pham Astronaut. Tuan_VietNamese 4.Yang Liwei_Chinese astronaut Austronaut 2.He’s Yuri Gagarin 5.John Glenn_An Russian astronaut American Astronaut 3.Buzz Aldrin_American 6..Valentina_Tereshkova Astronaut. 4.Yang Liwei_Chinese Austronaut 5.John Glenn_An American Astronaut 6..Valentina_Tereshkova _ Pre Speaking(8’)(task 1) Listen and repeat Work in pair Ex: S1:When did China laugh first manned spacecraft into space? S2:On October 15/2003 S1:what is the name of china’s first manned spacecraft? S2:It’s SjemZjou S1:What is the name of the astronaut? S2;His name’s Yang Liuri S1:How old was he when he flow into space? S2:38 years old. S1:How important was the successful flight to China S2:Make a milestone in China’s space project Now we study “Speaking of Space conquest “. _Has sts work in pair, read the following piece of news, then ask and answer question(task 1). _give some new words : .manned, spacecraft. .launch(v) .milestone, _Has sts made questions with when, what, how old, how important, how many. While speaking (22’) _ Has sts talk about the important events in space exploration _walks around the class, offer ideas and comments when sts need help. _set model with students Ex: (1)T: when did Russia launching its artificial satellite? 1.S: on October 4,1957 2.S: sputnik 3.S: mask the beginning of space age. T: What is the name of Russia’s first artificial. T How important? individual Post speaking (8’) Has some students come form of the class and talk about the important event in the space conquest. Homework (2’) Prepare “ listening” _ Rewrite “the important event in the space conquest.” The 99th period Prepare “ listening” _ Rewrite “the important event in the space conquest.” Date: 10/ 4/ 2011 Grade 11 Theme: space conquest Unit 15 Listening Time: 45 minutes I. Objectives: 1. Educational aim: By the end of this lesson, students will be able to develop such listening micro-skills as listening for specific information and taking notes while listening 2. Knowledge: - General knowledge: To help Ss practice listening about the 1st human moon landing. - To relate the content with real life. - Language: Use past simple - New words: Words related to memorable experiences 3. Skills: Listening for specific information and comprehension questions II. Method: Intergrated, mainly communicative III. Teaching aid: Pictures, chalk, cassette tape IV. Procedures: Teacher’s activities * Warm- up: Students’ activities - Close their book. - Answer the questions in Have students close their group. books then ask some 1. Neil Armstrong & Buzz questions to lead in Aldrin. st 4. Name the 1 men to land on the moon. 2. American. 5. His nationality. 3. 20 July 1989 6. When * Before you listen - Work in pairs. - Share as. - Have students work in 1d – 2a – 3c – 4e – 5b pairs to match the picture - Practice reading. with the caption. - Take notes - Have students read a loud the words correct. - Supply the stress (or pronunciation) and the meaning . - Listen. * While you listen: - Read the statements. Task 1 - Explain the situation. - Take notes. - Have students read Notes through the statements quickly. - Supply the meaning of some words (in need). - Play the tape thrice, for the last time, have a pause after each sentence. - Play the tape again (in need) to confirm the answer. Task 2 - Ask students have a look at the questions. - Have students listen to the tape again for 3 times (with a pause * After you listen: - Have students work in group to discuss the questions. - Go round the class to help students (In need). - Call some students to give answer Homework Prepare Unit 15 – Language focus ise answer The 100th period Date: 12/ 4/ 2011 Grade 11 - Listen twice. - Give answer after 3rd times 1F – 2F – 3F – 4F – 5T - Listen again. - Read the questions. - Listen to the tape. - Work in groups to give answers. - Share answers & take notes. 1. NASA’s Apollo Program. 2. On 16 July 1969. 3. Controlling the oxygen - Work in groups. - Ask some difficult words. - Share answer & take notes. 1. Some reason: - adventure - find out another life outside the earth. - precious material. - other place for human beings. 2. The three things are: - camera. - water / food. - tent. Prepare Unit 15 – Language focus ise answer Theme: space conquest Unit 15 Writing Time: 45 minutes I. Objectives: 1. Educational aim: By the end of this lesson, Students can get to know the content and structure of one’s person biography. Students can write the biography of one identified person, based on the given information. 2. Knowledge: - General knowledge: Students learn about the content and structure of a biography of a person. - Language: The Simple Past Tense and Simple Present Tense 3. Skills: Writing a biography II. Method: Interagrated, mainly communicative III. Teaching aids: Chalk, textbook IV. Procedures: Teacher’s activities Students’ activities Notes Warm up(3 minutes) Show a short work in groups video clip of four /picture about suggested Neil Armstrong answers: and ask students - He is Neil some questions Armstrong about him: - He is an astronaut - Who is he? - He is American - What does he do? - In 1969 - Is he Russian or American? - When did he walk on the moon? Pre -writing (12 Work in groups minutes) - Brainstorming for -Divide sts into four needed words/phrases to groups, ask one from each write one’s biography group to the board to write - Suggested answers: job, down information we address, hometown, need to write one’s career, place of birth, date biography. Others in the of birth, quote, marital same group can help by status, family, shouting the needed words education… or phrases. - Give feedback and marks to the group with correct information. - Choose five words/phrases and explain the meanings (if necessary): career, place of birth, date of birth, quote, Whilewriting(20minutes) Task 1: -Ask sts to read the information about Neil Armstrong, the first human to set foot on the moon, then put each of the headings in the box in the appropriate blank. - Show some pictures relating to the career of Neil Armstrong: NASA, the moon, space shuttle, United States Navy. - Explain the meaning of some difficult words: resign, appoint, vice chairman, committee, investigate, disaster, leap) -Work individually, then check with their partners. -Take notes on difficult words. - Suggested answers: 1. Birth 2. Place of Birth 3. Known as 4. Career 5. Quote - Students works in groups and write the biography on a piece of paper card - Suggested answers: Neil Armstrong is an American astronaut. He is known as the first person TASK 2 to walk on the moon. He - Teacher divides students was born on August 5th, into 1930 in Wapakoneta in groups of four. Ohio. From 1949 to 1952, - asks sts to write a he worked as a pilot in the biography of Neil United States Navy. Armstrong from the Armstrong received his information given in task B.S from Purdue 1 University in 1955. He - Ask sts to pay attention joined the NASA to these points: astronaut program in + prepositions: at-on-in1962. Neil Armstrong from-to-with became the first human to +articles: a-an-the step on the moon’s + words/phrases used to surface on July 20th, 1969. write biography: be known as- work as- resign from+ Simple past tense +Simple present tense - move around to supervise and give help when necessary Post writing (10 minutes) He was joined by Buzz Aldrin forty minutes later. Armstrong and Aldrin spent two and a haft hour on the moon’s surface. Armstrong received his M.S from the University of Southern California. He resigned from NASA a year later and from 1971 to 1979, he taught at the - ask sts to exchange their University of Cincinnati. paper card to correct In 1986 Armstrong was - ask one group to show appointed vice chairman their biography on the of the committee that board. investigated the - Give comment and Challenger shuttle correct in front of other disaster. He is also wellstudents, ask them to pay known for what he said attention to some basic when he stepped on the grammatical mistakes moon’s surface:” That’s one small step for man, one giant leap for mankind” - Students pick out the mistakes then correct them. - show their biography on the board Homework Ask sts to write their own biography write their own biography The 101st period Date: 14/ 4/ 2011 Grade 11 Theme: space conquest Unit 15 Language Focus Time: 45 minutes I. Objectives: 1. Educational aim: By the end of the lesson, students will be able to: - Distinguish the sounds /nt /, /nd/ /nθ /, /ns/ and /nz/ - Pronounce the words and sentences containing these sounds correctly - how to use could/be able to and tag questions 2. Knowledge: - General knowledge: Students know how to distinguish sounds nt /, /nd/ /nθ /, /ns/ and /nz/and use some structures with or without “to” infinitive - New words: Words related to pronunciation nt /, /nd/ /nθ /, /ns/ and /nz/ 3. Skills: : Pronounce the sound nt /, /nd/ /nθ /, /ns/ and /nz/ correctly II. Method: Intergrated, mainly communicative III. Teaching aids: Student’s book, textbook IV. Procedure: Teacher’s activities Students’ activities Notes Pronunciation: (15 - Listen to the tape minutes) carefully Has students listen and repeat the sounds nt /, /nd/ /nθ /, /ns/ and /nz - Practise reading - Asks students to practice reading the sentences provided Grammar and vocabulary: (28 minut Could, was/were able to 1.1. Could: Ex1: My grandfather was very clever. He could speak five languages. Ex2: We were totally free. We could do whatever we wanted. 1.2. Was/were able to: Ex: A girl fell into the river, but fortunately we were able to rescue her. COULD NOT or WAS/WERE NOT ABLE TO. Ex: My father couldn’t swim. (=My father wasn’t able to swim.) COULD :kh¶ n¨ng nãi chung WAS/WERE ABLE TO ;kh¶ n¨ng cô thÓ 2) Tag questions Ex1: You are a student, aren’t you? Ex2: The film wasn’t very interesting, was it? Ex3: Mary does a lot of homework every day, doesn’t she? Ex4: John didn’t go to school yesterday, did he? Ex5: We have seen this film twice, haven’t we? Ex5: They can swim very fast, can’t they? Exercise 1 - Asks students to do exercise 1 in pairs - Checks and gives correct answers - Work in pairs Key: Exercise 1 1. couldn’t/ wasn’t able to 4. was able to 2. was able to 5. could/ was able to 3. could/ was able to 6. couldn’t/ wasn’t able to Exercise 2 Exercise 2 1. It’s (very) expensive, isn’t it? - Asks students to do 2. The film was great, exercise 2 in pairs wasn’t it? - Checks and gives correct 3. She has/ She has got/ answers She’s got a lovely voice, doesn’t she? Or She has a lovely voice, doesn’t she? 4. It doesn’t look very good, doesn’t it? 5. You’ve had your hair cut, haven’t you? Exercise 3 Exercise 3 1. doesn’t she 4. didn’t - Asks students to do exercise 3 in pairs - Checks and gives correct answers we 6. can’t you 2. haven’t you 5. won’t we 7. mustn’t it 3. wasn’t it - Write down exercise 1, Homework: (2 minutes) 2, 3 - Write down exercise 1, 2, - Prepare to repair test 45 3 minutes - Prepare to repair test 45 minutes UNIT 16: THE WONDER OF THE WORLD The 102th period Date: 18/ 4/ 2011 Grade 11 Theme: THE WONDER OF THE WORLD Unit 16 Reading Time: 45 minutes I. Objectives: 1. Educational aim: By the end of the lesson, students will be able to: - develop such reading micro-skills as scanning for specific ideas, skimming for general information, and guessing meaning in context - Use the information they have read to discuss the topic 2. Knowledge: - General knowledge: reading to find the sentences that show facts and the ones that describe opinions - Language: Sentences and expression for expressing topic - New words: Words related to topic 3. Skills: Guessing meaning in context, understanding and using new words by speaking, asking and answering II. Method: Integrated, mainly communicative III. Teaching aids: Student’s book, textbook, handouts IV. Procedure: Teacher’s activities Students’ activities Notes Warm- up(3’) Get students to look at the pictures in the book and to answer some questions. +What are they? +Where are they? +When were they built? +Why were they built? +How were they built? +Who built them? - Lead students to the topic of the reading: The wonders of the world. Pre- reading(10’) Present key words and structures in different ways . +wonder(n) -> wonderful (a) +pyramid (n) +pharaoh (n) +tomb (n) +burial chamber +surpass (v) - Look at the pictures and discuss -Listen and pay attention to the teacher. Brainstorm to give ideas about the meanings of the words, listen and note down +spiral ramp +weight arm +proceed (v) +enclose (v) +The great Pyramid Is believed to have +It has been suggested that…. Introduce the content of the reading and ask students to read through the text silently to get general comprehension (teacher goes around the class to help students if necessary - Listen and read While- reading(20’) . Task 1 -Explain the way to do task 1. -Ask students to read the text again to locate the new words given and know their meanings in context, then fill them in the blanks. -Let some students give their answers together with reasons and correct them. b. Task 2 -Require students to read through the questions in the book to understand them Make students silently read the text again to answer the questions -Get students to work in pairs to practice asking - Fill in each blank with a suitable word from the box. 1. unknown 2.wonder 3. ramp 4. chamber 5. mysterious 6. spiral -Some give answers, some give remarks and the others listen. -Read and make sure to understand the questions. -Scan the story and answer the questions. -Do as they were told -Give feedback, listen, and answering the questions orally. -Ask some students to give their answers and other students to remark these answers. Finally teacher corrects them Post- reading(10’) c. Task 3. -Instruct students to do task 3 -Require students to do task 3 -Teacher correct students’ answer. -Ask students to look at the examples and explain them. -Get students to work in groups to find the sentences that show facts and the ones that describe opinions. -Call the representative of each group to report the result to the class and give feedback. Home work -Require students to write a paragraph (100 words) about what they have just discussed. discuss, and take notes. - Listen -Scan the text and say what the words given in the book refer to -Listen and take notes. . - Do as asked. -Some report and the others listen and give remarks. -Listen and note down write a paragraph (100 words) about what they have just discussed. The 103rd Period Date: 21/ 4/ 2011 Grade 11 Theme: THE WONDER OF THE WORLD Unit 16 Speaking Time: 45 minutes I. Objectives: 1. Educational aim: By the end of the lesson, Students should give their explanation of an event or introduce a cultural heritage site. 2. Knowledge: - General knowledge: learn about the historical or cultural events - Language: making a conversation of a famous person - New words: Sentences and expressions for making suggestions about events 3. Skills: Speaking Fluency in expressing opinions and makingsuggestions about events II. Method: integrated, mainly communicative III. Teaching aids: textbook, picture IV. Procedure: Teacher’s activities Students’ activities Notes *warm up: -Sts’ answers : 1.The great Pyramid T pepare a handout with 2.Colosseum some atatements about the 3.Taj mahal wonders of the world .and asl Ss to give the name Before you speak T introduce some wonders of the world While you speak Task 1: T itroduces the task and goes over the sentences with the class.T explains some words if necessary. Ask Ss to do the task in pairs.T goes aroungd the class to offer help Call on some Ss to present their answers and asks others comment T gives his definitions +A fact is something that can be proven to be true ,to exist,or to have happened by evidence +An opinion is the view somebody takes about an issue ,especially when it is based solely on Listen to the teacher and do the task Give answer Facts:sentence 2,3,4 Opinion:sentence 1,5,6,7 personal judgment. Task 2; Put Ss in pairs and gets them to tell each other about some facts and opinions of the Great Pyramid of Giza based on the information in task 2. T goes around to chck and offer help Call on some pairs to preform in front of the classgive feedback. Task 3: T introduce the task and ask Ss to work in group to discusspossible answers to give questions Ask them to read the useful language and the examples on page 182. T goes round and offer help Ask Ss to present their opinions and other groups to share their Home work : Prepare part C;listening Work in pairs and do task 2 Give the answers Work in pairs and do task 3 Give the answers Prepare part C;listening The 104th period Date: 22/ 4/ 2011 Grade 11 Theme: THE WONDER OF THE WORLD Unit 16 Listening Time: 45 minutes I. Objectives: 1. Educational aim: By the end of this lesson, students will be able to: - Develop listening skills as intensive listening for specific information - Taking notes while listening 2. Knowledge: - General knowledge: Students know how to do T/F statements and listen for specific information - New words: Words related to describing Great Wall of China 3. Skills: Listening for specific information II. Method: Intergrated, mainly communicative III. Teaching aids: Student’s book, tape and cassette player IV. Procedure: Teacher’s activities Students’ activities Warm up(3’) - T shows some pictures of the wonders of the world and ask sts Listen and talk to talk about name , location of these wonders Pre-listening(10’) -Ask sts to look at the picture and answer the questions 1. What can you see in the picture ? 2. Where do you think it is ? 3. When do you think it was built? -Introduce to sts that they will listen to a passage about the Great Wall of China -Pre-teach some new words + man –made wonder + magnificence and significance + World Heritage + UNESCO +Ming Dynasty + ancient + stone roadway + Beijing - Look at the picture and answer the questions -The Great Wall -In China -During the Ming Dynasty -Listen and take notes While-listening(20’) Task 1 -Explain task1 and ask sts to read sentences in Task 1 carefully -Play the tape twice and ask sts to -Read the sentences do the task carefully Notes -Ask sts to exchange their answers with their friends -Give feedback 1.the moon; 2. 1987; .3.the Ming Dynasty; 4.200; 5. 200B.C; 6. 6,000km; 7. 11 metres; 8. stones Task 2 -Explain task 2 and ask sts to read the questions carefully -Play the tape twice and ask sts to do the task -Ask sts to exchange their answers with their friends -Play the tape one more time and ask sts to check the answers -Call one st asks and the other answers loudly -Give feedback 1. The ancient Chinese started to build the Great Wall in 1368. 2. Five provinces 3. Because it can be seen from the moon 4. The part in the northwest of Beijing is the best choice for visit because it is still in its original state -Listen to the tape and fill in the missing information -Compare their answers with a partner -Read the questions -Listen to the tape and answer the questions -Compare their answers with a partner -Listen again and check the answer -Ask and answer the question Post-listening(10’) Divide sts into group of 4 and ask sts to tell their partners why the Great Wall is considered one of -Do as directed the greatest wonders in the world and how it was built -Call some sts to present their talks to the whole class -Present their ideas to the -Give remarks class -Listen Homework(2’) -Write a short passage about the Great Wall Write a short passage about the Great Wall The 105th period Date: 23/ 4/ 2011 Grade 11 Theme: THE WONDER OF THE WORLD Unit 16 Writing Time 45 minutes I. Objectives: 1. Educational aim: By the end of the lesson, students will be able to: - Write about a friend by using the words they’ve learnt in previous lesson - Make a layout for a writing 2. General knowledge: Sts learn about the way to describe a place. - New words: Ajectives and verb forms often used in desription of a historical place. 3. Skills: Writing a paragraph about a friend II. Method: Intergrated, mainly communicative III. Teaching aids: Student’s book, textbook, hand-outs IV. Procedure: Teacher’s activities Students’ activities warm up: (7) Sts do the task : Suggested answers : T: answer T’s questions: 1. yes…………. 1.do you know Nha trang 2. It is small town ……… 2. How is it ? 3. It is famous for a big 3. What is it famous for church…,Cham towers,Bamboo Island…. - Sts sit in pairs, Before you write:(10’) T sets the scene :you are going to write a report on a visit to the Ponagar Cham Towers in Nha Trang. T gets Ss to read the given information on page 184 and answer the questions 1.How many parts are there in the report? 2.what kind of information is included in each part/ T calls on some Ss to answer 1.The report has 3 parts:brief introduction,details,and summary of the visit. 2.The introduction includes the general information about the place. In the details part ,we describe the special features of the place in detail In the last part ,we wrire how long our visit last and our feelings about the trip While you write(17) Practise writing T gets Ss to read the given information again and write their reports in 15 minutes T goes around to offer help. After you write(8’) T asks Ss to exchange their Take note Notes writing with another students for peer correction. T goes around and collects mistake and errors T provide correction revise their reports according to their peer’s Home work (3’) sugeestions and submit for Asks Ss to revise their reports making in the next lesson according to their peer’s sugeestions and submit for making in the next lesson The 106th period Date: 24/ 4/ 2011 Grade 11 Theme: THE WONDER OF THE WORLD Unit 16 Language Focus Time: 45 minutes I. Objectives: 1. Educational aim: By the end of this lesson, students will be able to: - Students practise how to pronounce of 4 ending sounds /ft/, /vd/, /fs/ and /vz/ . - Students learn how to use the structures with verb of reporting: 1. It is said that …………. 2. He is said …………….. 3. People say that ………. 2. Knowledge: - General knowledge: Students learn 3 sounds and review some tenses - New words: Words related to 3 sounds and 3 tenses 3. Skills: - Pronunciation: ending sounds /ft/, /vd/, /fs/ and /vz/ . - Grammar: 1. It is said that …………. 2. He is said …………….. 3. People say that ………. II. Method: Intergrated, mainly communicative III. Teaching aids: textbooks, cassette tape IV. Procedures: Teacher’s activities Students’ activities Warm-up Ss close their books - T uses some pictures and asks Ss: Ss look and answer: Look at the pictures and tell what 1.gift 3. roofs they are. 2.saved 4. scarves (expected) P.1 P.2 P.3 P.4 Ss write the sounds on the board. - T has Ss read the words and guess /ft/, /vd/, / fs/ and / vz/ what ending sounds they are going (expected) to learn today. - T introduces the new lesson. Pronunciation Ss listen and repeat Presentation - T reads the sounds loudly. Practice Task 1 - T introduces and asks Ss to practise reading the words containing these sounds. /ft/ /vd/ /fs/ /vz/ Gift arrived coughs behaves Lift loved laughs loves Soft moved roofs arrives - T has Ss do exercises. T gives handouts for Ss. Ss listen and repeat. Ss listen and decide if the words belonging to what sounds. Notes Handout: Listen carefully and make a cross Answers: (x) at the sound you hear /ft/ /vd/ /ft/ /vd/ /fs/ /vz/ 1. 1. x 2. 2. 3. 3. 4. 4. x 5. 5. 6. 6. x 7. 7. 8. 8. x - T reads aloud the words: 1. left 6. loved 2. photographs 7. thieves 3. caves 8. spacecraft 4. proved 9. coughs 5. knives 10. swift - T checks in front of class. - T conducts the correction. Production Task 2 - T has Ss practise reading these sentences and pick out the words containing these sounds. 1. They are not on the roofs now. They’ve been moved to the ground. Use the lift. I’ll ring to say you’ve arrived. 2. I think he’s improved. Still coughs but laughs a lot, of course. 3. We have plenty of laughs. We miss him when he leaves. 4. He loves a nurse. Her name’s Soft. He wants me to bring her this gift. 5. He brought me a gift when he arrived. - T conducts the correction. - T gives an example on the board Grammar and Vocabulary Presentation /fs/ /vz/ x x x x Rewrite this sentence beginning with the word provided. Eg: It is said that this house was built 100 years ago. This house…………………………… - T asks one student to answer the sentence on the board . - - T corrects the mistakes and explains Exercise 1: - T has Ss do exercise 1 ( page 185). - T walks around the class, offers ideas and comments when Ss need help. - Then T calls some Ss to give their answers on the board. - T conducts the correction and explains. • If the verbs of the main clause and the subordinate clause are same tenses, use To-inf. • If the verbs of the main clause and the subordinate clause are different tenses (for example,M.C in present and S.C in past or perfect tenses), use To have + PP Exercise 2: Setting situation: Eg: People believe that 13 is an unlucky number. 13 is believed to be an unlucky number. T has Ss do exercise 2 (page 186 Ss read the sentences carefully and give answers to ex.1. Ss give answers individually and then check in pairs. Answers: 1. Many people are said to be homeless after the floods. 2. The prison is thought to have escaped by climbing… 3. He is believed to have driven through the town at… 4. Two people are reported to have been seriously injured… 5. Three men are said to have been arrested after … 6. The strike is expected to begin tomorrow. 7. He is said to speak English very well. (expected) Ss give answers individually and then check in pairs. Answers: 1. He is thought to eat … 2. The wanted man is believed to be living in New - T walks around the class, offers ideas and comments when Ss need help. - Then T calls some Ss to give their answers on the board. - T conducts the correction and explains. - After practising two exercises, T asks Ss to summarize how to change the structures with verb of reporting. - T’s comments. More Exercise: Rewrite the following sentences: 1. They say that John is the brightest student in class. It is said…………………… John is said ………………… 2. They think that he has died a natural death. It is thought ………………… He is thought …………………… 3.They declared that she won the competition. It was declared …………………… She was declared ……………… T calls some Ss to give their answers on the board. T conducts the correction. - Homework Do exercises in the work book York. 3. He is known to be very rich. 4. The film is supposed to be .. 5. Many people are thought to have been killed … 6. About a million puppies are thought to be born each year. 7. The factories are said to be.. 8. Those dogs are said to be… Summary 1. S + V that S + V + O It is +PP that S +V + O 2. S + be PP + to-inf. S+be PP + to have PP. Ss do them. Ss take note. Do exercises in the work book test YOURSELF F th The 107 period Date: 25/ 4/ 2009 Grade 11 Theme: test YOURSELF F Time: 45 minutes I. Objectives: 1. Educational aim: - According to the TEST students can revise all the language skills and grammatical points which they have studied and used in the two units: 15 and16. - Students can improve their techniques of doing the simple tests. 2. Knowledge: After this lesson, students will be able to: - Check themselves their skills in reading, speaking, listening, writing - Improve their knowledge through the test yourself - Language: Students can improve their techniques of doing the simple tests 3. Skill: After this lesson, students will be able to: - Check themselves their skills in reading, speaking, listening, writing - Improve their knowledge through the test yourself II. Method: Integrated, mainly communicative III. Teaching aids: Textbook, board, hand-outs, cassette tape and player. IV. Procedures: Teacher’s activities Warm-up: (5 minutes) - Greeting - Ask students something about the test yourself F * Have you prepared it at home? * Have you got any difficulties? Test yourself I. Listening(2.5 points) (10 minutes) - Ask students to read all the sentences first - Ask students to listen to the tape once. - Ask students to listen again and complete the sentences . - Ask students to listen in the third time, the work in groups to compare and discuss the answers with each others to find the correct answers. - Keys: In the teacher’s book. II. Reading (2.5 points) (10 minutes) - Present the task: - Ask pupils to work in groups to answers the questions. - Give the correct answers to the class: - Keys: In the teacher’s book III. Grammar(2.5 points) (8 minutes) - Present the task: a/ Ask students to listen and put a tick in the right box. - Keys: 1. rent, 2. tenth, - 3. lives, 4. loves. b/ Give the correct form of verbs. Keys: 1. isn’t it, 2. didn’t he c/ Rewrite the sentences ….. 1/ Jane is thought to be rich. Students’ activities - Greeting Answer questions teacher’s - Look at the book and listen to the task - understand the task - Read the questions - Listen to the tape - Listen again and say the right sentences. - Listen and discuss in groups to find the correct answers: - Keys: 1. T, 2. F, 3. F, 4. T, 5. T. - Look at the textbook and listen to the teacher - Work in groups to discuss about the passage - Finish the task - Compare their results with the other groups. - Write the answers on the board. - Listen to the teacher and correct the answers. - Listen to the teacher - Work in groups - Compare the results with the other groups - Show the answers in front of the class. - Observe the keys and Notes 2/ She is said to have won a special correct their answers. prize. 3/ He is said to know five foreign languages. 4/ The thief is thought to have got in through the kitchen windown. IV. Writing (7 minutes) - Present the task: - Call the students to read the suggested - Students work in groups sentences in front of the class. and practise writing. - Two students go to the board and write. - Check their writings and help - Give the writings by them correct the mistakes if reading aloud. they’ve made. - Read the writing carefully. - In groups or in pairs. - Compare the results Homework (5 minutes) with the other groups - Ask students: - Correct mistakes + to study all the lessons again + to get ready to review all the units Study all the lessons of grade 11 again - Get ready to review all the units of grade 11 th The 108 period Date: 26/ 4/ 2011 Grade 11 Review and test preparation Lesson 1: RELATIVE CLAUSES I. Aim: At the end of the lesson, students will be able to use relative clauses properly. II.Language knowledge: 1.Grammar: Relative clauses 2.Vocabulary: words and phrases in the exercises III.Techniques: IV.Teaching aids: handouts V.Procedure: T’s and Ss’ activities Content 10.Exercise 1: - Ss work in pairs Combine the sentences into one single sentence using relative clauses: to do the exercise. 1. The taxi driver was friendly. He took me to the airport. …………………………………………………………… 2. I must thank the people. I got a present from them. …………………………………………………………… 3. The town is small. I grew up there. - After Ss finish their exercise, T calls on some Ss to write their answers on the board, and T corrects then. …………………………………………………………… 4. That is the drawer. I keep the jewelry there. …………………………………………………………… 5. The woman pays me a fair salary. I work for her. …………………………………………………………… 6. My flat is in an old part of the city. It was built in the 1920s. …………………………………………………………… 7. The traffic is very noisy. It passes my flat. …………………………………………………………… 8. The local market sells excellent local produce. It is a twominute walk from my flat. …………………………………………………………… 9. We went to Sandra’s party. We enjoyed it very much. …………………………………………………………… 10. John is one of my closest friends. I have known him for a very long time. …………………………………………………………… 11. The book is about a girl. She runs away from home. …………………………………………………………… 12. A new stadium will be opened next month. It can hold 90,000 people. …………………………………………………………… 13. Alaska is the largest state in the United States. My brother lives there. …………………………………………………………… 14. My wife and I are really enjoying the TV set. We bought it for ourselves last week. …………………………………………………………… 15. Yesterday, Anna rescued a bird. The cat had brought it into the house. …………………………………………………………… - T. sets homework. - Ss do the task at home. 2. Homework: - Revise today’s lesson. - Do all the exercises again. The 109th period Date: 27/ 4/ 2011 Grade 11 Review and test preparation Lesson 2: PAIRED CONJUNTIONS BOTH …AND, EITHER…OR, NEITHER …NOR, NOT ONLY…BUT ALSO I. Aim: At the end of the lesson, students will be able to know use paired conjuntions: both …and, either …or, neither …nor, not only…but …also properly. II.Language knowledge: 1.Grammar: paired conjuntions: both …and, either …or, neither …nor, not only…but … also 2.Vocabulary: words and phrases in the exercises III.Techniques: IV.Teaching aids: handouts V.Procedure: T’s and Ss’ activities - T provides Ss Content 1.Presentation: A. Examples: 1. Both my mother and my sister are here. with some examples. - Ss study carefully and draw out the rules then. 2. Not only my mother but also my sister is here. 3. Not only my sister but also my parents are here. 4. Either my father or my mother comes here. 5. Neither my parents nor my sister is here. 6. Neither my sister nor my parents are here. * Notes: - Two subjects connected by both …and take a plural verb. - When two subjects are connected by not only……but also, either …… or, neither ……nor, the subject that is closer to the verb determines whether the verb is singular or plural. B. Examples: (1) The research project will take both time and money. (2) Yesterday not only rained but (also) snowed. (3) I’ll take either chemistry or physics next quarter. (4) That book is either interesting nor accurate. * Notes: Notice the parallel structure in the examples. The same grammatical form should follow each word of the pair. - In (1): both + noun + and + noun - In (2): not only + verb + but also + verb - In (3): either + noun + or + noun - In (4): neither + adj + nor + adj 2. Exercises: - Ss work in pairs to do the exercise. - After Ss finish their exercise, T calls on some Ss to write their answers on the board, and T corrects then. - Ss work in pairs to do the exercise. * Exercise 1: Supply is or are in the following: 1. Both the teacher and the student ………..here. 2. Neither the teacher nor the student …………here. 3. Not only the teacher or the student ………….here. 4. Not only the teacher but also the student …………… here. 5. Either the students or the teacher …………planning to come. 6. Either the teacher or the students …………planning to come. * Exercise 2: Combine the following into sentences that contain parallel structure. Use appropriate paired conjunctions: both …and, not only…but also, either …or, neither …nor: 1. He does not have a pen. He does not have paper. - After Ss finish their exercise, T calls on some Ss to write their answers on the board, and T corrects then. - T. sets homework. - Ss do the task at home. The 110th period Date: 28/ 4/ 2011 Grade 11 ………………………………………………………….. 1. Ron enjoys horseback riding. Bob enjoys horseback riding. ………………………………………………………….. 2. Arthur is not in class today. Ricardo is not in class today. ………………………………………………………….. 3. Arhtur is absent. Ricardo is absent. ………………………………………………………….. 4. We can fix dinner for them here, or we can take them to a restaurant. ………………………………………………………….. 5. She wants to buy a Ford, or she wants to buy a Toyota. ………………………………………………………….. 6. We could fly or we could take the train. ………………………………………………………….. 7. The library does not have the book I need. The bookstore does not have the book I need. ………………………………………………………….. 8. Coal is an irreplaceable natural resource. Oil is an irreplaceable natural resource. ………………………………………………………….. 9. Her roommates do not know where she she is. Her brother does not know where she she is. ………………………………………………………….. 3. Homework: - Revise today’s lesson. - Do all the exercises again. - Prepare to do the second term test THE second TERM TEST (TIME: 45 MINNUTES) [...]... guessing meaning in context - Use the information they have read to discuss the story II Methods: Intergrated, mainly communicative III Teaching aids: Tape and cassette player, pictures, English textbook 11, hand-outs IV Procedures: 1 Organization : Class Attendances Teaching date Absentees 2 Check old lesson(5mins): Do exercises 3 New lesson: Stage Warm up 4 (4mins) Teacher’s activities Warm-up: (4 minutes)... simple, structure with “Make” -Use these structures to talk about a past experience and how it affects their life II Methods: Intergrated, mainly communicative III Teaching aids: Pictures, English textbook 11, chalks, board, hand-outs IV Procedures: 1 Organization : Class Attendances Teaching date Absentees 2 Check old lesson(5mins): Write new words, read and translate the pasage into Vietnamese 3 New lesson:... personal letter to describe a past experience 5 Homework(1min): - Ask students to write a personal letter - Ask students to prepare for new lesson: Language focus Date of preparation: 6th Sept, 2014 Period 11: Unit 2: Personal Experiences Lesson 5: Language focus I Objectives: By the end of this lesson, Students will able to: - Know how to pronounce the sounds /m/, /n/ and /η/ and distinguish these sounds... -Check with the whole class and provides corrective feedback -Do as required: Expected answers: 1, invites 2, sets 3, gets 4, waves 5, promises 6, carries 7, contains 8, has baked 9, is 10, is shining 11, are singing 12, is -Do as required Expected answers: 1, broke/was playing 2, wrote/was 3, was working/broke 4, started/were walking 5, told/were having 6, didn’t listen/was thinking -Do as required... individually to do the task - Give answer: 1 at my house 2 to come 3 refreshments 4 to cook 5 winners 6 by Monday - Write the letter * Sample writing Doan Hung District PhuThoProvince 12thSeptember, 2 011 Dear Lan, How are things getting on with you? I am fine here Since your family moved to Hai Phong, things are not the same here I really enjoyed the things we did together Anyhow, the holidays are about ... for the next lesson: Unit 4: Speaking The 20th period Date of teaching: 27/ 8/ 2 011 English written test Class: 11 time: 45 minutes I Choose the best answer 1.If you are invited fo someones house... life II Methods: Intergrated, mainly communicative III Teaching aids: Pictures, English textbook 11, chalks, board, hand-outs IV Procedures: Organization : Class Attendances Teaching date Absentees... Ask students to prepare for new lesson: Language focus Date of preparation: 6th Sept, 2014 Period 11: Unit 2: Personal Experiences Lesson 5: Language focus I Objectives: By the end of this lesson,