giáo án tiếng anh 11 toàn tập

giáo án tiếng anh 11 toàn tập

UNIT ONE: FRIENDSHIP Reading I AIMS OF THE LESSON: Language skills: • Reading : - 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 - Read and try to guess the meanings of words and expressions - Passage comprehension - Finding the main content of the lesson Language focus : Vocabulary: mutual, incapable of, unselfish, acquaintance, give-and take loyal to, suspicious • Grammar : - The simple present - Mutual pronoun “each other” II TEACHING AIDS: cassette player, tape, chalks, pictures, handouts, charts, real objects if possible III TEACHING METHOD: communicative approach IV PROCEDURE: STAGES Warmup(4) TEACHER’S ACTIVITIES Competition game-Network T prepares a hanhout with a network of the word “Friendship” STUDENTS’ ACTIVITIES NOTES Group work -Listen once or twice -Discuss the answers to the questions -Model the discussion in front of the class Pairwork Friendship p PreReading (3’) - Play the cassette - Ask students to pay attention to the intonation - Teacher goes around for helps Pre-teaching Vocabulary Lasting(a): lifelong Constant(a): happening all the time  constancy(n) Rumour (n) piece of information that people talk about Gossip (n) informal talk that may be unkind or not true Trust(n): the belef that is honest WhileReading (26’) - Introduce three tasks -Have students read the whole passage (once or twice) and the tasks * TASK 1: -Guide students how to this task - Teacher goes around for any help -Compare the results of the others and correct mistakes * TASK 2: -Ask students to read the four sentences in the textbook and choose the best answer -Read silently - Choose the correct word in the box to complete each sentence individual/ pairs - Keys: mutual incapable of unselfish acquaintance/ friend give-and-take loyal to suspicious Pair-work -Key: B - Compare the result and correct mistakes * TASK 3: -Have students discuss questions -Observe class and help students - Teacher goes around for any helps - Correct mistakes Pair-work -Suggested keys: The first quality for true friendship is unselfishness It tells me / us that a person who is concerned only with his own interests and feelings cannot be a true friend Changeable and uncertain people are incapable of true friendship because they take up an interest with enthusiasm, they are soon tired of it, and they feel the attraction of some new object The third quality for true friendship is loyalty It tells us that two friends must be loyal to each other, and they must know each other so well that there can be no suspicions between them There must be mutual trust between friends because if not, people cannot feel safe when telling the other their most intimate secrets Talkative people can’t keep a friend long because they can’t keep a secret, either of their own or others The last quality for true friendship is sympathy It tells us that to be a true friend, you must sympathize with your friend Where there’s no mutual sympathy between friends, there’s no true friendship Post reading (10’) - Teacher asks a general question, “Why we need true friendship?” Students give their opinions Discussion Groupwork V HOMEWORK: (2’) - Study new words - Do the tasks in the notebooks - Prepare Speaking UNIT ONE: FRIENDSHIP Speaking I AIMS OF THE LESSON: Language skills : • Speaking: - Describing physical characteristics - Discussing personalities - Role-play: Talking about a famous friend Language focus: Vocabulary: a handout of the adjectives and expressions II TEACHING AIDS: chalks, pictures, handouts, charts, real objects if possible III TEACHING METHOD: communicative approach IV PROCEDURE: STAGES Warmup(2’) PreSpeaking (4’) WhileSpeaking (29’) TEACHER’S ACTIVITIES - Ask some questions: 1/Do you concern about your outlook? 2/ Is it important to you? - Lead sts to the main content - Present some new words * characteristic (n) * personality (n) * forehead (n) * crooked (a) * hospitable (a) STUDENTS’ ACTIVITIES - Answer : * Yes, I do… * Yes, it is… - Listen carefully - Take notes Task - Look and answer questions : - Ask sts to look at the pictures (page 15) and answer questions : There are How many people are there in  NOTES Group work Individual the picture? - The boy is 20 Can you guess how old they - The girl is 16 individual/ are? - The man is 42 pairs - Explain the useful language - The woman is 28 (page 16): - Listen and take notes * height : tall , medium , short … * face : square , large , oval … Individual * forehead : broad , high … * nose : straight , crooked … * hair : black , grey … * appearance : handsome , beautiful , good-looking … - “ Now let‘s start with the physical description of each person , using the guided + question: Can you describe the _ in the picture? “ + answer: The is height He / she has face, and a _ Pair-work nose His / her hair is _ His / her appearance is - Help sts with some new words - Ask sts to make questions and answer questions with a partner, using the information from the picture - Ask sts to perform - Correct sts’mistakes and pronunciation + The boy is short He has a large face , … Task + The girl is ……… - Divide class into four groups - Explain some words of - Play roles personalities on page 16 - Guide them to discuss and decide which personalities are important - Present their performance to a person and in friendship - Let sts number the following personalities in order of importance in friendship - Work in groups of four caring , hospitable , modest , - List some personalities of a sincere , generous , honest , person helpful , understanding , pleasant - State some reasons why they - Pay attention that there’re no choose answer keys for this task - Discuss and say the reasons Post - Have sts work in pairs - Report their results to the class and explain why they like that … - Make pairs: one is a journalist, Pairwork reading (10’) the other is an interviewee - Listen carefully - Guide them to the task - Make sure that sts understand their roles - Pay attention to the suggestions : + his / her name + date of birth + his / her physical characteristics + his / her hobbies + his / her personalities ( friendly , humorous , quick-witted , goodnatured , helpful , honest , pleasant , caring ) + why he / she interests in Maths + how much time he / she spends on Maths everyday + what makes him / her a good friend + what made him / her successful ( studious , intelligent , keenly interested in Maths , eager to learn , patient , calm ) + what he / she does in his / her free time - Call some pairs to report - Practise in pairs - Pay attention to the content : + physical characteristics + personalities + reasons why the friends are famous - Role play - Perform their task Groupwork V HOMEWORK: - Learn by heart some new words - Prepare part C: Listening UNIT ONE: FRIENDSHIP Listening I AIMS OF THE LESSON: Language skills : • Listening : - Develop such listening micro-skills as intensive listening for specific information and taking notes while listening Language focus : Vocabulary: apartment building ,sense of humour, give sb a ring, go through a rough time II TEACHING AIDS: cassette player, tape, chalks, pictures, handouts III TEACHING METHOD: communicative approach IV PROCEDURE: STAGES Warmup(5’) TEACHER’S ACTIVITIES Guessing game T introduces the game: one student goes to the boarb and T gives him / her a piece of paper with the name of a student in the class Other Ss have to ask Yes / No questions to find out who the student is Ss should ask about the appearance, personalities, or clothes STUDENTS’ ACTIVITIES Ss may ask questions such as: + Is the person a girl? + Is she tall? + Is she short-sighted? Is she friendly? NOTES Workgroup Prelistening (6’) -Ask students some more questions: • How you meet your best friend? • How long have you known your best friend (him or her)? Vocabulary Pre-teaching -Explain some new words & phrases: -Apartment building: nhà có nhiều hộ -Sense of humour: khiếu hài hước -Give sb a ring: phone sb - Go through a rough time: trải qua thời kỳ khó khăn Task -Have students read the true-false statement list and questions in textbook silently for several minutes to make sure that every student understands them Play the tape once for Ss to the task Ask Ss to work in groups of to compare their answers Give the correct answers -The pointed students answer Individual -Students repeat & take notes Individual WhileListening (26’) Task Play the tape again for Ss to complete their notes After playing the tape, T gets Ss to work in pairs and check their answers Provide correct answers if necessary -Students read task1 silently for gist -Elicited students raise their hands to interpret Suggested answers: F F T F T F -Students take notes during listening -Other students watch and give comments Individual / Pairwork Post listening (6’) Get Ss to work in pairs to talk about how Ha has been Lan’s best friend and how Minh has been Long’s best friend T goes around to offer help and collect Ss’ mistakes T calls on some pairs to present their answers T elicits feedback from the class and give final comments Whole class & pair work V WRAPPING UP (2’) T summarizes the main points of the lesson T asks Ss to learn by heart all new words and the extra exercise as homework T asks Ss to prepare Writing Key content: ( Task 2) Where & how they met Lan -They used to live in the same residential area in Ha Noi -Lan went on a holiday to Do Son & Ha went there to visit her Long -They met in the college -Minh played the guitar, Long was a singer -They worked together UNIT ONE: What they like about their friends -Ha is very friendly & helpful -Ha is sociable She’s got many friends in Do Son & she introduced Lan around -Minh has a sense of humour -Minh likes to go to plays & movies -Minh is a good listener -Minh is friendly & helpful FRIENDSHIP Writing I AIMS OF THE LESSON: Language skills: • Writing: - Write about a friend, real or imaginary, using the words and expressions that they have learn in previous lessons Language focus: Vocabulary: Revise the adjectives and expressions Ss can use to describe their friend’s appearance and personalities II TEACHING AIDS: textbook, handouts III TEACHING METHOD: communicative approach IV PROCEDURE: STAGES Warmup(5’) TEACHER’S ACTIVITIES Competition game T divides the class into small groups of 3- students Ask Ss to write down the adjectives that describe the appearance and personalities STUDENTS’ ACTIVITIES  Personalities: caring, hospitable, modest, sincere, generous, honest, helpful, understanding, pleasant, friendly, humorous, quickwitted, good-natured, NOTES studious, patient, calm  Appearance: tall, short, thin, fat, good-looking, beautiful, handsome, slim… Prewriting (8’) Whilewriting (20’) Post writing (10’) - Teacher asks students to think about a friend they like -Teacher raises a few guiding questions What is your friend name? How old is he / she? Where and when did you meet each other? -Teacher uses a picture to gives some key words to describe someone’s physical characteristics ( height , hair , eyes , face , clothes…) and his / her personalities (helpful, sincere…) and some necessary structures -Teacher gives a sample and has students write a passage to describe a friend they like A Sample Hoa has been my best friend since many years She is quite a lively person She is fairly tall with a good finger She’s got a heartshaped face with a small sort of turned- up nose It is very attractive She has got long, black wavy hair and blue eyes with very long eyelashes Her complexion is white Her lips are very full and she has got dimples in her checks Now she lives very far from me, but we still keep contact through e- mail -Teacher asks students to read / write some students’ samples on the board and Teacher gives comments Students ‘answers My friend’s name is Hoa She is 17 years old We met each other at my cousin’s birthday party years ago Students write a passage -Students read / write some students’passsages on the board V WRAPPING UP (2’) -Ask Ss to improve their writing, taking into consideration their friends’ and T’s suggestions and correction and the extra exercise -Prepare Language Focus UNIT ONE: FRIENDSHIP Language Focus I.AIMS OF THE LESSON: - Distinguish the sounds / dz / and / t∫/ - Pronounce the words and sentences containing these sounds correctly - Use some structures containing infinitives with and without to appropriately II TEACHING AIDS: textbook, handouts III TEACHING METHOD: communicative approach IV PROCEDURE: STAGES Pronunciatio n (12’) Grammar Presentation (10’) TEACHER’S ACTIVITIES - Read /dz/ and /ts/ and distinguish them - Get students to read /dz/ and /ts/ twice - Read the words in the part “Listen and repeat” clearly for students to repeat - Require some students to read these words and correct mistakes - Read the sentences in the part “Practise reading these sentences” as a model - Let students repeat after the teacher - Get students to practise reading these sentences while teacher goes around to give help - Call some sts to read them aloud  infinitive with to - Use a picture and ask: “How does she go to school?” - Introduce the complete sentence in textbook - Explain the structure the infinitive after verb + object V + O + to V STUDENTS’ ACTIVITIES - Listen and try to find out the difference in pronouncing /dz/ and /ts/ - Read the two vowels - Repeat the words - Pronounce the words adj + to V individual - Listen and try to remember the way to read the sentences - Repeat Chorus - Practise reading sentences Individual - Look at the picture and answer the question - Listen and take notes Whole class Ex: I have some letters to write Ex: There is plenty to Individual There + be + N/ Pro + to NOTES Chorus Ex: I’m sorry to trouble you Controlled practice (10’) Free practice (10’) Adj + too / enough + to V Exercise Ask Ss to exercise individually and then compare their answers with another student Call out some Ss to read out their answers Give correct answers  infinitive without to - Introduce and explain how to use the following , verbs: see, hear, watch, feel, let, make - Ask students to Exercise (page 21) - Correct the mistakes - Give some pictures, or situation, some words (if necessary) and ask Ss to make sentences Examples: Her mother asks her to take a raincoat I see a cat fall down the tree We made him surprised The teacher explained us how to the exercises - Or ask Ss to fill the correct form of the verbs: She encouraged me (try) again They forbade her (leave) the house I heard him (lock) the door These glasses will enable you (see) in the dark He made me (move) the car V HOMEWORK: (3’) - Learn by heart the rules Do exercises Prepare Unit Ex: The pie is too hot to eat - Do exercises Suggested answers Who wants something to eat? I have some letters to write I’m delighted to hear the news My mother has some shopping to You always have too much to talk about It’s lovely to see you again It’s too cold to go out I’m happy to know that you have passed the exams -Do exercise The police watched them get out of the car They let him write a letter to his wife I heard them talk in the next room The customs officer made him open the briefcase.] The boy saw the cat jump through the window Do you think the company will make him pay some extra money? I felt the animal move towards me Do you think her parents will let her go on a picnic? Individual Whole class for times (with a pause) Production * 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 raise answer - Share answers & take notes NASA’s Apollo Program On 16 July 1969 Controlling the oxygen, temperature & pressure inside the space suit Performed a variety of experiments & collected soil & rock sample to return to Earth On 24 July 1969 - Work in groups - Ask some difficult words - Share answer & take notes Some reason: - adventure - find out another life outside the earth - precious material - other place for human beings The three things are: - camera - water / food - tent Consolidation Homework Prepare Unit 15 – Writing WRITING A Objectives Educational Aim 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 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 Skills: Writing a biography B Method Integrated, mainly communicative C Teaching Aids A profile of the astronaut Neil Armstrong Cards, pictures, highlight pens D Procedure Warm-up (3 minutes) Ask students to close their books and answer the questions below after looking at a picture Show the picture to students and ask them some questions such as: Close their books Look at the picture and answer the questions: Question What ‘s his name? What’s his job? What did he do? Is he Russian? Suggested answers He’s Neil Armstrong He’s astronaut He, the first human, set foot on the moon No, he isn’t He’s American Ask students to find out necessary information to write a biography Place of Date of birth birth Biography Quot e Career Known as (famous for) Explain some new words: Navy, B.S, M.S, WASA, investiate, space shuttle Show the picture of space shuttle: Pre-Writing ( minutes) While-Writing (20-25 minutes) Ask students to work in pairs to put each of the correct word or phrases in the correct blank.(Task 1) Suggested answers: Date of birth Place of birth Known as Career Quote Remind students of using correctly the prepositions: in, at,on, from, to, with And some phrases: Be known as Work in pairs and find out the necessary information to write a biography Then, they answer the question Work in pairs and the Task and give their questions work as receive something from resign from something Divide the class into groups and give each group an Ao paper has been covered with plastic and a marker and ask them to write Neil Armstrong’s biography by using task cues in textbook (Task 2) Do the first sentence on the blackboard as an example: Do the Task and write on the Ao paper covered with plastic Neil Armstrong was born 5th August, in 1930 Go around the class to help the students if they have difficulty Post-Writing (5-7 minutes) Ask the students to stick their Ao sheets on the board, the students and the teacher corrects the students' mistakes Stick the Ao sheets on the board Ask students to a short biography of Marie Curie Homework (5 minutes) 7th 1867: 1891 : 1894 : 1903 : born in Warsaw went to Paris got married received Ph.D UNIT 15: LANGUAGE FOCUS I AIMS: Students practice pronouncing correctly five ending sounds /nt/, /nd/, /n θ /, /ns/ and /nz/ Students practice COULD/ BE ABLE TO and TAG QUESTIONS II LEXICAL ITEMS: Sounds, words and sentences related to five ending sounds Sentences related to grammar notes III STRUCTURES: Could – be able to Tag questions IV TEACHING AIDS: Textbook, charts V PROCEDURE: Teacher’s activities Warmer T sets situation by giving two examples Ex: Kent is my friend He learns very hard and ranks tenth in my class Students’ activities Ss follow these two examples and guess what sounds they are going to learn today He went away yesterday so we had no chance to see him again T: Read two sentences and guess what sounds we are going to learn today T: The sounds /nt/, /nd/, /n θ /, /ns/ and /nz/ Pronunciation: - T introduces five sounds - T reads five sounds - T has Ss practice the dialogue - T observes the whole class and helps them when needed - T checks Grammar and Vocabulary Activity 1: T uses examples to set situation Ex: He could run very fast when he was young - We were able to get tickets for the match yesterday - T has Ss compare the difference between the verbs of two sentences - T checks and explains (chart) “COULD” is used to express an ability in the past “WERE ABLE TO” is used to express any complete success in the past Exercise 1: Complete the sentences using could, couldn’t or was / were able to T checks and explains  couldn’t / wasn’t able to was able to was able to / could was able to could / was able to couldn’t / wasn’t able to Activity 2: T sets situation T: You haven’t had lunch, have you? S: No, I haven’t T: Is the sentence a question? S: Yes, it is It contains a tag questions Exercise 2: Read the situation and write a sentence with a tag question In each situation you are asking your friend to agree with you T checks Ss guess Ss look at the sounds in textbook Ss repeat after T Ss practice reading aloud the dialogue in pairs Ss practice in front of class Ss follow these two examples Ss compare the two verbs in pairs Ss take notes Ss practice Exercise in pairs Ss practice in front of class Ss answer the questions  It’s expensive, isn’t it? The film was great, wasn’t it? She has (got) a lovely voice, doesn’t she? It doesn’t look very good, does it? You’ve had your hair cut, haven’t you? Notes: (chart) Statement Tag Affirmative  Negative Negative Affirmative Activity 3: T has Ss practice Exercise Ss work in pairs Ss practice in front of class Ss write the answers on the board Exercise Mark and Jenny were showing some family photograph to a friend Here are some of the questions that were asked Complete the questions by adding the tag questions T controls the whole class T checks  ……… doesn’t she? ………, haven’t you? ………, wasn’t it? ………, didn’t we? ………, won’t we? ………, can’t you? ………, mustn’t it? Ss take notes Ss work individually Ss practice in front of class Homework: Practice the five sounds Practice could / be able to and tag questions Prepare: Unit 16 reading UNIT 16: THE WONDER OF THE WORLD Part A READING I Aims: Students have opportunities of: - guessing meanings of words in context - reading to answer some questions about the content of the reading - reading to find the sentences that show facts and the ones that describe opinions II Teaching aids: pictures in the book III Procedures: Stage Time Teacher’s activities Students’ activities Notes Warm3’ up Prereading 10’ 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 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 Pairwork +spiral ramp +weight arm +proceed (v) +enclose (v) +The great Pyramid Is believed to have +It has been suggested that… Whilereading 20’ 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) a Task -Explain the way to task -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 Postreading 10’ b Task -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 and answering the questions orally -Ask some students to give their answers and other students to remark these answers Finally teacher corrects them c Task -Instruct students to task -Require students to task -Teacher correct students’ answer Listen and read - Fill in each blank with a suitable word from the box unknown 2.wonder ramp chamber mysterious spiral -Some give answers, some give remarks and the others listen Group work Individua l -Read and make sure to understand the questions -Scan the story and answer the questions -Do as they were told Group work -Give feedback, listen, discuss, and take notes Listen -Scan the text and say what the words given in the book refer to -Listen and take notes Pair work Listen and take notes Do as asked Home work -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 Group work -Some report and the others listen and give remarks -Listen and note down -Call the representative of each group to report the result to the class and give feedback -Require students to write a paragraph (100 words) about what they have just discussed PART B: SPEAKING I Aims: Students have opportunities of: - distinguishing facts and opinions - talking about features of man-made wonders of the world II Time: 45 minutes III Teaching aids: a blackboard, chalk IV Procedures: Stages+time Warm-up ( 5’) Pre-speaking (10’) Teacher’s activities - Game: divide the class into two groups and give cues: It is believed to have been built over a 20-year period It consisted approximately two million blocks of stone Introduce what students are going to learn Make sts recall the words they have learnt in the reading (page 179) • theory • construction • spiral ramp • bury Task Ask students to read through the sentences in task and make sure that they understand them Require students to discuss in pairs to distinguish between facts and opinions and tick in the right column Make some students give their answers and give feedback Students’ activities - Sts look at the cues given by the teacher and guess what wonder of the world is The group who gives the first correct answer is the winner Pay attention to the teacher Brainstorm to give ideas about the meanings of the words, listen and note down - Read the information Discuss Some give answers The others remark, listen and note down Controlled practice (15’) Free practice (13’) Homework (2’ b Task Ask students to look at the examples and to give ideas about the way to make a sentence that show a fact and a sentence that describes an opinion Let students work in pairs talking about the Great Pyramid of Giza, using the facts and opinions in task Call the some pairs to perform their talk and give feedback Task Ask students to read the questions in task and make sure that they understand them Make students work in groups to ask and answer the questions about the Great Pyramid of Giza Meanwhile teacher goes around the class to give help and finds out common mistakes Require some pairs to report to the class what they have just discussed Give feedback Ask students to write a paragraph (100 words) about what they have just discussed Observe the examples, give ideas and take notes Do as asked Some pairs talk; the others listen and give remarks Read the questions Ask and answer the questions Some pairs talk; the others listen and give remarks Listen and note down PART C : LISTENING Objectives Aims Students can listen about the Great Wall of China and fill in the missing information Students can listen and answer some comprehension questions Teaching aids: cassette tape , cassette player , pictures of the wonders of the world Procedure Stage Time Teacher’s activities Students’ activities Warm up(3’) - T shows some pictures of the wonders of the world and ask sts to talk about name , location of these wonders -Listen and talk Prelistening (10’) -Ask sts to look at the picture and answer the questions What can you see in the picture ? Where you think it is ? When 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 Whilelistening (20’) Task -Explain task1 and ask sts to read sentences in Task carefully -Play the tape twice and ask sts to the task -Ask sts to exchange their answers with their friends -Give feedback 1.the moon; 1987; 3.the Ming Dynasty; 4.200; 200B.C; 6,000km; 11 metres; stones Task -Explain task and ask sts to read the questions carefully -Play the tape twice and ask sts to 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 The ancient Chinese started to build the Great Wall in 1368 Five provinces Because it can be seen from the moon The part in the northwest of Beijing is the best choice for visit because it is still in its original state Postlistening (10’) -Divide sts into group of and ask sts to tell their partners why the Great Wall is considered one of the greatest wonders in the world and how it was built -Listen and take notes -Read the sentences carefully -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 -Do as directed -Call some sts to present their talks to the whole class -Give remarks Homework (2’) -Present their ideas to the class -Listen -Write a short passage about the Great Wall PART D: WRITING Objectives: Educational aim: - Students study how to write a short report on a visit to the Ponagar Cham Towers Knowledge - General knowledge: Students learn how to write a report - Language: simple past tense Skills: Writing a report II) Method: communicative approach III) Teaching aids: Some letters IV) Procedure: I) Time (8mn) Teacher’s activities Warm-up Teacher asks Ss some questions: What people often on their holiday? Where people go for their holiday? Why people choose Nha Trang for their holiday? Why does the Ponagar Cham Tower attract a lot of tourists? Teacher shows Ss some pictures about the Ponagar Tower and leads them to new lesson Students’ activities Students answer stay at home, sleep, watch Tv / travel / visit relatives Vung Tau, Phan Thiet , Nha Trang… B/c there are beautiful beaches, ponagar Cham tower… B/c of its architecture , people want to discover it Note (10mn) (20mn) Pre-writing: T asks Ss to read some notes made by a visit to the Ponagar Cham Towers and answer following questions: Where are they? Are they examples of Viet Architecture? How many towers are there? Where are they located? When were they built? What was the largest tower for? How many hands does the statue of Lady Thien Y have? What are they holding? How long did the tour last? How did you feel after the tour? T walks around the class and offers help when necessary Then T selects a few students to give the answer While-writing: T asks students to read the answers and notes carefully T introduces Ss how to write a report, remember to use the past simple Ex: - Last year I visited / I had a tour to……………… The Ponagar Cham Towers consists of ……………………………… The tour to ………………… lasted…………… I was ……………………… Teacher walks around the class and corrects Ss’ mistakes Post-writing: Teacher asks Ss to exchange their reports and suggest the correction and comments Homework: Ss writes a report on the visit to other places ( 7mn) Students work in group , write the answer on a paper in Nha trang No, it is one of the most beautiful examples of Cham architecture in central Vietnam four towers on Culao Marble Hill, 2km north of Nha trang between the 8th and 13th centuries The largest tower was built in honor of Lady Thien Y 10 hands They are holding specific objects hours I felt tired but the tour was enjoyable, memorable and informative Students read silently Students work in groups Students exchange and discuss their friends’ reports and then remark them LANGUAGE FOCUS OBJECTIVES Aims: - Students practise how to pronounce of ending sounds /ft/, /vd/, /fs/ and /vz/ - Students learn how to use the structures with verb of reporting: It is said that ………… He is said …………… People say that ……… Teaching aids: Some pictures and handouts PROCEDURE Stages Teacher’s Activities Students’ Activities Warm-up - T uses some pictures and asks Ss: Look at the pictures and tell what they are Ss close their books Ss look and answer: 1.gift roofs 2.saved scarves (expected) P.1 Pronunciation Presentation Practice P.2 P.3 P.4 - T has Ss read the words and guess what ending sounds they are going to learn today - T introduces the new lesson Ss write the sounds on the board /ft/, /vd/, / fs/ and / vz/ (expected) - T reads the sounds loudly Task - 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 exercises T gives handouts for Ss Handout: Listen carefully and make a cross (x) at the sound you hear /ft/ /vd/ /fs/ /vz/ 10 Ss listen and repeat - T reads aloud the words: left loved photographs thieves caves spacecraft proved coughs knives 10 swift - T checks in front of class - T conducts the correction Production Task - T has Ss practise reading these sentences Ss listen and repeat Ss listen and decide if the words belonging to what sounds Answers: /ft/ /vd/ /fs/ /vz/ x x x x x x x x x 10 x