Giáo án tiếng Anh 11 nâng cao trọn bộ

Lesson plan English 11 2008 - 2009the textbook Task1 6m T asks the Ss to read the words in the box then fill each blank with one of them Ask Ss to read the passage quickly and stop the l

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Lesson plan English 11 2008 - 2009

Unit1: Friendship

I Objectives

By the end of the lesson, Ss will be able to:

- Develop such reading skill as scanning for details, specific ideas, skimming for general information, and guessing meaning in context

- Use the information they have learnt to discuss the topic

II Teaching aids

Textbook, handouts, pictures concerning to the topic……

III Anticipated problems

Ss may need help with discussion task so T should be ready to help them

Ss may have difficulty in reading some difficult words such as:sympathy, loyalty,

T divides the class into 8 groups and gives each group a

hand out T asks Ss to complete the net work The

winner will be the group completing the network in the

shortest period of time

A Before you read(10m)

Discussing the picture and poem

T asks the whole class to look at the picture on page 12

and asks them some questions:

1 What are girls and boys doing in the picture?

2 How do they feel?

3.What does the picture tell you?

T ask Ss to work in pairs to read the short poem on the

page13 and answer the question:

What do you think of the friend in the poem

T calls on some Ss to answer the questions T may give

some comments and the suggestions:

The friend in the poem is very dedicated and thoughtful

He/She is willing to help his/her friend in any

Gossip(n): information talk or stories about other

people s private lives that may be unkind or not true ’s private lives that may be unkind or not true

Incapable of/ in'keipəbl/

Suspicion(n)/ sə'spi∫n/ suspicious(a)

Pursuit(n)

Sympathy(n) ['simpəθi]i], sympathetic(a)[,simpə'θi]etik/

Sorrow(n)/'sɔrou/= sadness

T asks Ss to make some Ss to make sentences with

above words to check their understanding

Have Ss practice reading the vocabulary

B While you read

Setting the scence

You are going to read a passage about the qualities of a

long lasting friendship While you reading, do the task in

Group workDiscuss about the qualities which friendship must have to complete the network

Suggested answers:

Honest,unselfish,constant,loyal,mutualtrust,sympathetic,patient…

Pair workSuggested answers

1 One boy is playing guitar, and the other girls and boys are singing

2 They seem very happy because wecan see their smile

3 The picture tells us that friends can happily do many things together or friendship is a beautiful thing that brings happiness to us

Dedicated(a)tận tâm, tận lựcThoughtful(a)chu đáo, quan tâmCircumstance(n)hoàn cảnh, tình huống

Lâu dài, bền vữngQuan tâm tới ai, cái gì

tính kiên địnhtin đồnchuyện ngồi lê đôi mách, chuyện tầm phào

không đủ khả năng

sự nghi ngờ

sự nghiệp, sự theo đuổi, đam mê

sự thông cảmthông cảm, đồng cảmnỗi buồn

do as T s requests‘s requests

1

Friendship

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Lesson plan English 11 2008 - 2009the textbook

Task1 (6m)

T asks the Ss to read the words in the box then fill each

blank with one of them

Ask Ss to read the passage quickly and stop the lines

that contain these words to guess their meaning

T asks Ss to work individually to do the task

T goes around to help them when necessary

T asks Ss to exchange their answers with the other Ss

T asks Ss for their answers and tell then to explain their

choices

Task 2(5m)

T asks Ss to read the passage again and decide which

of the choices A,B,C,or D most adequately sum up the

ideas of the whole passage

T gets Ss do the task individually

T might also want to give Ss some strategies to find the

main idea of the passage

T calls on some Ss to give the answer and asks other Ss

to say whether they agree or disagree

Task 3(10m)

Ask Ss to answers the questions in task3

T asks Ss to do the task individually to do the task, then

discuss their answers with their partner

T calls some Ss to write their answers on the board and

ask them to explain their choices

Correct answers:

1 The first quality for true friendship is unselfishness It

tells us that a person who is concerned only with his/her

own interest and feelings can t be a true friend’s private lives that may be unkind or not true

2 Because they take up and interest with enthusiasm,

but they are soon tired of it and they feel the attraction of

some new object

3 The third quality for true friendship is loyalty It tells us

that the two friends must be loyal to each other, and they

must know each other so well that there can be no

suspicions between them

4 Because if not people can t feel safe when ’s private lives that may be unkind or not true

telling the other their secret

5 Because they cannot keep a secret, either of their

own or of others ’s private lives that may be unkind or not true

6 The last quality is sympathy It tells us that to be a

true friend one must sympathise with his/her friend

Where there is no mutual sympathy between friends,

there is no true friendship

C After you read(6m)

Ask Ss to work in pairs to discuss the question in the

text book

T goes around to help the Ss when necessary

When all pairs have finished, T asks every two pairs to

individual work & pair work

Ss guess the meaning of the word base on the context in the sentences

Individual work and pair work

Pay attention then give remarkCorrect themselves their mistakes

Pair work The friendship is very important to our life A true friend can helps us when

we are sorrow and when we have difficulty We can share ideas, feeling,likes,joys, pleasures,aims ….to each other Sometimes only true friends can understand, sympathise us so wefeel safe to tell him/her our secrets Friendship brings us happiness We happily do many things together.So

we can t live without friendship’s private lives that may be unkind or not true

Whole class

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I Objectives

By the end of the lesson Ss will be able to

Describe the physical characteristics and personalities of their friends, using appropriate adjectives

Textbook, handouts, pictures about some famous people…………

Ss may not have enough vocabulary to talk about the topic, so T should be ready to provide help

Ask 1 S to read aloud the title and explain

Instruction: You are going to look at the picture of 4

people on page 15 and describe them in pairs

Before letting Ss do the task, T ask them to read useful

language on page 16

T may explains some word if Ss don t know the ’s private lives that may be unkind or not true

meaning of the adjectives provided

Forehead(n)/ 'fɔ:hed/: T points at his/her forehead

Crooked(a)/'krukid/

T may ask Ss to provide some adjective/expressions

used to describe people Ss appearance She may also ’s private lives that may be unkind or not true

give Ss handout of these adjectives and expressions:

Height :tall,short, medium

Build : slim(mảnh khảnh), plump(bụ bẫm, đầy đặn),

overweight, thin.muscular/ 'mʌskjulə/(vạm vỡ),

stocky(thấp và chắc), well-built(lực lỡng)

Hair:

-length: long, short, shoulder- length

-style: straight , wavy, curly,crew-cut(đầu cua)

-color: black,grey, red, brown

Others: a fringe(mái), a bun(búi tóc), plait(s)/ plổt/đuôi

sam

Face: oval, round, large, square, skinny/ ['skini](gầy

nhom,gầy trơ xơng), chubby(phúng phính), long, with high

cheekbones(gò má cao)

Eyes: small, big, black, brown, blue

Nose: straight, crooked, turned-up(hếch), big, small,

flat(tẹt)

Chin: pointed chin(cằm nhọn),double chin

Lips: thin, full, narrow, heart-shaped

Forehead: broad, high

Skin:white,pale/peil/(tái, xanh xám), suntanned(rám

nắng),dark, brown, black

General appearance:beautiful, handsome,pretty,good

looking, plain(bình thờng)

T asks to work in pairs to describe the people in the

picture, and then calls on some Ss to present their

answer

T gives feedback

B Practice(10m) Task 2

Ask Ss to discuss and number the personalities in

order of importance in friendship and then report the

results

Do as teacher s request’s private lives that may be unkind or not true

Pair work

Whole classTrán

Mũi khoằmWhole class use hangouts to describe

1 The boy is about 16 He is sighted because he s wearing apair of ’s private lives that may be unkind or not true

short-glasses He has short black hair, a round face with a broad forehead, a small nose,thin lips and small chin He quite good-looking

2.The girl is about 14 She s also ’s private lives that may be unkind or not true

wearing a pair of glasses She has shoulder-length black hair, and she s ’s private lives that may be unkind or not true

wearing a ribbon(bờm tóc) She has an oval face with a straight nose, full lips and a pointed chin She quite pretty

3 The man is in his forties He s tall ’s private lives that may be unkind or not true

and well-buit He has short brown hair and a square face with a broad head, small eyes , a crooked nose and thin lips He quite good looking

4 The woman is her twenties She s ’s private lives that may be unkind or not true

quite tall and slim She has long curly brown hair and an oval face with a broad forehead, big eyes, a straight nose heart-shaped lips and a small chin She s very beautiful’s private lives that may be unkind or not true

Whole class and group work

Chu đáo3

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Lesson plan English 11 2008 - 2009Before Ss do the task, T asks them to look at the list of

adjectives provided in book T asks if Ss understand

these adjectives or not

T can elicit[i'lisit](luËn ra,gîi ra) or explain some

T divides the class into group of 6 with a group leader

They discuss and the leader will take notes of the

ideas, and then one representative will report the result

to the whole class T reminds Ss that they have to

explain their choice as well

T goes round to offer help when Ss discuss

T call on some Ss to report the result of their

Instruction: Imagine that you have a friend who has

just won the first prize in Mathematics A journalist is

going to interview you about your friend Act out the

interview in pairs

T asks Ss to look at their role on page 16 anf the

suggestions on page 17

T may elicit the questions they may ask

-his /her hobbies: What does he/she like doing in

his/her freetime?what are his/her hobbies

-his/her physical characteristics: what does he/ she

T asks Ss to work in pairs to perform the interview in 7

minutes and goes around to offer help

T call on some pairs to perform the interview

T elicits feedback from the class and gives final

comments

4 Home work(3m)

Write down a paragraph to describe your best friend

Prepare the next period listening” ”

HiÕu kh¸chKhiªm tèn Ch©n thµnhTh«ng c¶m, th«ng hiÓuGroup work

1st group: My group thinks that being caring is the most important in friendship because when friends care about eachother, they will know when

to share happiness or difficulty with

their friend…

Pay attention

Nhanh trÝTèt bông

Pair work

Whole class

I Objectives

By the end of the lesson Ss will be able to

Develop such listening micro-skills as intensive listening for specific information and taking notes while listening

Textbook, handouts, cassette tapes…………

Ss may not be familiar with the note-taking task,so T should provide them some tips to deal with the task

IV Procedure

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1 Check the attendance(2m)

2 Warm up(5m)

Matching

The aim of this activities is to help Ss revise the

vocabulary items Ss learnt in the previous lesson

T divides the class into small groups of 3-4 students

Then T distributes the following crossword hand out for

Ss to do in their own groups Which group finishes first

and has all the correct answers will be the winner

A Before you listen(10m)

Talking about your best friend

- T asks Ss to discuss the questions on page 17 in

pairs

- T calls on some Ss to give their answer and

comments on the answer

- T gets Ss what they are going to listen about

Vocabulary pre –teaching

- Before teaching the new words, T helps Ss to

pronounce the words given in the book T may read

aloud first or play the tape and ask Ss to repeat in

chorus and individually

- elicits/teaches some of these word and those taken

from the listening passage

Apartment building:

Sense of humour:

Give sb a ring: phone sb

Go though a rough time:

- T may get Ss to make sentences with the words and

give corrective feedback

B.While you listen Task 1(10m)

Instruction: You are going to listen to Lan and Long talk

about their best friends Listen and decide whether the

statements are True or False Put a tick() in the

appropriate box

Before Ss listen and do the task, T instructs them to use

some strategies

+ First, read through the statements to understand them

and underline key words For example, the key words in

the first statement are: shared, Nguyen Cong

Tru, Residential Area, Hanoi……

+ Listen to the tape and pay attention to the key words

+ Decide whether statements are true or false based on

what they can hear

- T plays the tape once for Ss to do the task

- T asks for Ss answers and writes them on the board’s private lives that may be unkind or not true

- T plays the tape the second time for Ss to check

their answers

- T asks Ss to work in group 4 to compare their

answers

- T checks Ss answers by calling some Ss and asks ’s private lives that may be unkind or not true

them to explain their answers

Gäi ®iÖn cho aiTr¶i qua thêi kú khã kh¨n

Pay attention

Individual work & Group work

Lan’s private lives that may be unkind or not true s talk

1 F(They used to live in the same buiding there)

2 F( It is what people think)

3 T

4 F( Lan went to Do Son first and then called Ha, so Ha rode on her mortorbike to Do Son to meet Lan)

5 T

6 F( They have been best friends since Lan s trip to Do Son)’s private lives that may be unkind or not true

Long’s private lives that may be unkind or not true s talk

1 F( They met in college)

5

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Task 2(7m)

Instruction: You are going to listen to the tape again and

fill the table in the book with notes

-T plays the tape again for Ss to complete their notes

- after playing the tape, T gets Ss to work in pair and

check their answers

- T calls on some Ss to give the answers T provides

correct answers if necessary If Ss cannot comple the

task, T might let Ss listen one more time and pause at

the answers for them to catch

Suggested answers:

How and where did

they meet? What do they like about their friends?

Lan - They used to live in

the same apartment

building in HN

- Lan went on a

holiday in Do Son and

Ha went there to help

her

- Ha s very friendly and ’s private lives that may be unkind or not true

helpful

- Ha Ss sociable She s ’s private lives that may be unkind or not true ’s private lives that may be unkind or not true

got many friends in Do Son and she introduced Lan around

Long - They met in college

- Minh played the

guitar, and Long was a

singer

- They worked together

- Minh has a sense of humour

- Minh likes to go to plays and movies

- Minh is a good listener

- Minh is friendly and helpful

C After you listen(8m)

- T asks Ss to work in pairs to talk about how Ha has

been Lan s best friend and how Minh has been Long s ’s private lives that may be unkind or not true ’s private lives that may be unkind or not true

best friend

- T goes around to offer help and correct Ss mistakes’s private lives that may be unkind or not true

- T calls on some pairs to present their answers

- T elicits feedback from the class and give final

comments

4 Home work (3m)

Ask Ss to learn by heart all new words and prepare the

next lesson writing“friendship” ”

2 F ( Minh was a guitarist)

3 T 4 T 5 TWhole class

Individual work and then pair work

Listen to the tape carefully and fill the table in the book with note

Pair work

Whole class

Tapescript:

Lan’s private lives that may be unkind or not true s talk

My best friend is Ha We ve been friends for a long time We used to lived in Nguyen Cong Tru ’s private lives that may be unkind or not true

Residential Area in HN Her family moved to Hai Phong in1985 It is said that HP people are cold but

Ha is really, really friendly I first started to get to know her when I was going on a two-day trip to Do Son last year and didn t know anybody there I gave Ha a ring and she was so friendly, she said ’s private lives that may be unkind or not true “friendship”

Oh, I ll come to visit you So she rode on her motorbike to Do Son and twenty minutes later she was’s private lives that may be unkind or not true ”

there She stayed with me for two days She happened to know a lot of people there, so she

introduced me around and we ve been best friends ever since.’s private lives that may be unkind or not true

Long’s private lives that may be unkind or not true s talk

My best friend is Minh We met in college And I was there singing and Minh was a guitarist So we worked together a lot, but we also became friends Minh has a great sense of humour, he s very,very’s private lives that may be unkind or not true

funny, and that s of my favourite things about him And over the years, we have been through good ’s private lives that may be unkind or not true

times and bad times with each other, and that s one of the things I like best about him And we have ’s private lives that may be unkind or not true

a lot of the same interests We like to go to plays and movies together But when we re going through ’s private lives that may be unkind or not true

a rough time, he s really a good friend, and he s a very good listener, and he always helped me ’s private lives that may be unkind or not true ’s private lives that may be unkind or not true

though

I Objectives

By the end of the lesson Ss will be able to:

Write about a friend, real or imaginary, using the words and expressions that they have learnt in previous lesson

Textbook, handouts, …………

Ss may not have sufficient vocabulary to write about the topic, so T should be ready to help them

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T introduces the game: 1 student goes to the board

and T gives him or her a piece of paper with the name

of a student in the class Other Ss have to ask Yes/No

question to find out who students is Ss should ask

about the appearance, personalities, or clothes…

- The game can continue until the time is up

A Before writing(13m)

- T sets the scene: You are going to write about a

friend, real or imaginary, using the provided guidelines

- T gets Ss to read the task and the guidelines silently

and work out what they are required to write about In

general, Ss writing should include 3 parts:’s private lives that may be unkind or not true

+ general information about about their friend

+ his/her physical characteristics and personalities

+ and what Ss like about the friend

T elicits the verb tenses that may be useful when Ss

want to write about when and where they met their

friend In this case, Ss may use the simple past tense

and past continuous in their writing

T revises the use of the past tense and past continuous

tense

T may also elicit the adjectives and expressions Ss can

use to describe their friend s appearance and ’s private lives that may be unkind or not true

personalities

T gets Ss prepare an outline for their writing and

exchange it with their peer(partner)\

T goes around to offer help and gives corrective

feedback

B While writing(15m)

T gets Ss to write about their friend in 15minutes

T goes around to observe and offer help

C Post writing(8m)

T ask Ss to exchange their writing with another Ss for

correction

T goes around and collects mistakes and errors

T collects some writings for quick feedback

T writes Ss typical errors on the board and elicits self ’s private lives that may be unkind or not true

and peer correction T provides correction only when

Ss are not able to correct the errors

Finally, T provide general comments on the writings

4 Home work(2m)

Ask Ss to improve their writing, taking into

consideration their best friends and T s suggestions ’s private lives that may be unkind or not true ’s private lives that may be unkind or not true

and corrections

Ask them to prepare the next period: language focus‘s requests ”

Group work

Ss may ask questions such as:

Is the person a girl?

-Distinguish the sound /dʒ/ and /t∫/

- Pronounce the words and sentences containing these sounds correctly

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- Use some structures containing infinitives with and without to appropriately

Ss may find it difficult to pronounce the two sounds, so T should prepare a lot of practice

IV Procedure

1 Warm up(3m)

Noughts and Crosses

Caring Sense of humour Friendly

2 New lesson

A Pronunciation(10m)

-Pronouncing the two sounds separately

-T models the two sound /d ʒ/ and /t∫/ for few times

and explains the differences in producing them

/d ʒ/: is a voiced palatal

Voiced=vocal cords vibrate while making this sound

Palatal= put your tongue behind your top teeth, push

air as you drop your tongue away from the roof of

your mouth

/t∫/ is an unvoiced fricative palatal

Unvoiced- vocal cords do not vibrate while making

this sound

Fricative palatal = touch your tongue to the back of

your upper teeth and pull your tongue away as your

push air out of your mouth

T plays the tape once for Ss to hear

the works containing these two

sounds Then T plays the tape again

and this time asks Ss to repeat after

the tape

Pronouncing words containing the sounds

-T reads the words in each column all at once

/d ʒ/:jam, joke, January, dangerous,passenger, village

/t ∫/:children, changeable, cheese, mutual, church ,

which

-T reads the words once again, each time with a word

in each column to help Ss distinguish the differences

between the sounds in the words

- T reads the words and asks Ss to repeat them

- T asks Ss to practice pronouncing the words in pairs

-T goes around providing help

- T asks some Ss to pronounce the words and give

correction if necessary

Practicing sentences containing the target sounds

- T reads the sentences and asks Ss underline the

words with the sound and write /dʒ/ and /t∫/ under

them

- T asks Ss to provide the sentences in pairs

-T goes around providing help

- T asks some Ss to read the sentences and gives

feedback

B Grammar and Vocabulary

1 To infinitive (10m)

- T writes some sentences on the board and underline

the to+ infinitive

+ I have letters to write to my friends

+ I have some homework to do

+ Does he get anything to eat?

+ Have you got anything to say?

- T asks Ss to comment on the use of to + infinitives in

these examples T reviews the form and use of to –

Group work

-Listen attentively-Tell the difference

©m vßm miÖng h÷u thanhD©y thanh ©m rung lªn khi ph¸t ©mListen and take note

©m v« thanh: d©y thanh ©m kh«ng runglªn khi ph¸t ©m

©m vßm miÖng phô ©m x¸t

Repeat after the tape

-/dʒæm/, / dʒouk/, /dʒænjuəri/, /deindʒrəs/, 'pæsindʒə/, /vilidʒ/

-/ 't∫ildrən/,/

't∫eindʒəbl/,/t∫i:z/, /'mju:tjuəl/, /t∫ə:t∫/, /wit∫/

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Lesson plan English 11 2008 - 2009infinities in the example

- 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……

+ I have some homework to do= I have some

homework that I must do

+ Does he get anything to eat?= Does he get anything

that he can eat?

N/pro+to -infinitives

Ex: I need someone to take care of my children

to -infinitives + prepsitions

ex: I need someone to talk to my mother

Can I borrow your case to keep my records in?

Adj + to -infinitive

Too/ enough + to –infinitive

Practice

Exercise 1

Ask Ss to do exercise1 individually and then compare

their answers with another student

- T calls on some Ss to read aloud their answers

- T gives the correct answers

2 Infinitive without to(10m)

- after “friendship”make, let”+object +bare infinitive

- after verbs of perception such as: feel, hear, watch,

see, notice, observe, smell+object +bare infinitive

Ask Ss to give some examples

Listen and ask the other to comment

Practice

Exercise 2

-T asks Ss to do exercise 2 in pairs Ss have to

rewrite the sentences by using the words given

-T asks them to compare answers with another pairs

-T calls on some Ss to go to the board to write their

Join these pairs of sentences

1 she crossed the road I saw her

2 They sang a song I heard them

3 He looked the door I observed him

4 She drove off I saw her

5 He was foolish He left the firm

6 A pavement artist drew a portrait in crayons I

watch him

7 We can t refuse their invitation It would look rude’s private lives that may be unkind or not true

8 I met you again I was happy

9 The film was boring I didn t watch it’s private lives that may be unkind or not true

10 The woman is old She can t drive a car’s private lives that may be unkind or not true

3 Homework(2m)

Learn by heart all the knowledge they ve learnt and ’s private lives that may be unkind or not true

practice them again at home

Prepare the next lesson:unit 2 : reading

-Give their opinions

- In the examples above the infinitives are used to replace relative clauses

Give more examlesTake notes

1 Who wants somethings to eat

2 I have some letters to write

3 I am delighted to hear the news

4 My mother has some shopping to do

5 You always have too much to talk about

6 It s lovely to see you again’s private lives that may be unkind or not true

7 It s too cold to go out’s private lives that may be unkind or not true

8 I m happy to know that you have ’s private lives that may be unkind or not true

passed the examsEx:Nothing can make him cry

I see her cook dinner(completed action)

Notice:I see her cooking dinner(I see

she s cooking dinner)’s private lives that may be unkind or not true

Pair work and then individual work

1 The police watched them get out of the car

2 They let him write a letter to his wife

3 I heard them talk in the next room

4 The customs officer made him open the briefcase

5 The boy saw the cat jump though thewindow

6 Do you think the company will make him pay some extra money?

7 I felt the animal move towards me

8 Do you think her parents will let her

go on a picnic?

Whole class

1 I saw her cross the road

2 I heard them sing a song

3 I observed him lock the door

4 I saw her drive off

5 He was foolish to leave the firm

6 I watched a pavement artist draw a portrait in crayons

7 It would look rude to refuse their invitation

8 I was happy to meet you again

9 The film was not interesting enough 9

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- Develop such reading skills as scanning for details, specific ideas, skimming for general information, and guessing meaning in context, identifying the sequence of events

- Use the information they have learnt to discuss the story

Textbook, handouts, cassette …………

Ss may need help with discussion task, so T should be ready to help them

IV Procedure

2 Warm up(5m)

Ask Ss some questions and ask Ss to answer

- when was your last birthday?

- What did you do on that day?

- How did you feel on that day?

- What did your parents offer you?

3 New lesson

-T introduce the pictures:

The six pictures describe the events in a story

They re not in chronological order Can you describe ’s private lives that may be unkind or not true

what s happening in each of the picture’s private lives that may be unkind or not true

- T suggests for the Ss by asking some questions:

+ What do you see in the 1st picture?

+ What do you think might be relationship between

the girl and the man?

+ What do you see on the table?

………

Vocabulary

Floppy cotton hat

Wad of dollar notes

B While you read Set the scene: you are going to read a story in which

a girl s telling about her most embarrassing situation’s private lives that may be unkind or not true

- T asks Ss to go back to the passage to locate and

read around these words

- T checks that Ss understand all these words

correctly by calling on some Ss to tell the meaning of

the word in Vietnameses

- Then T asks Ss to go back to the task and study the

Pay attentionRead the passage in silentlyGuess the meaning of the wordsG©y ån µo, Çm Ü

lÐn lót

to look quickly at st/sbmaking you feel nervous, ashamed, orstupid: lóng tóng, xÊu hæ

someone you admire and adore

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- T asks Ss to read the text silently again and then

with a peer work out the sequence of the pictures

given on page 22 again

- T calls on a student to give and explain his/ her

answer

Task 3 (10m)

- T checks if Ss can answer the comprehesions in

task3 without having to read the passage again If Ss

can not, T gets them to read the questions carefully

and gives them some tips to do the task

- T gets Ss to check their answer with a peer

- T calls on some Ss to write their answers on the

board and asks them to explain their choices

Ask Ss to look at the last picture(c) and give

suggestions

+ How did the girl in the picture feel?

+ Why did she feel that way?

+ What did she do after that?

- T calls on the group to tell and explain their choice

- Then T asks Ss to summarise the main points of the

lesson

4 Homework(2m)

Summarises the main points of the lesson again

Learn by heart the new words and make sentences

Individual work then pair work

1 A floppy cotton hat

2 to buy the hat for herself

3 A wad of dollar notes that looked like the ones her father had given

4 Because she didn t like to make a ’s private lives that may be unkind or not true

2 Perhaps the girl might want to tell her father the truth and ask him for help Perhaps the girl could come to the police station, tell the police the truth and ask them for help

May be the girl could get on the same bus the next day and look for the boy

to return him the moneyWhole class

Whole class

I Objectives

- Identify structures that are used to talk about past experiences and their influences on one s life’s private lives that may be unkind or not true

- Practice the present perfect and past simple, structures with Make“friendship” ”

- Use these structures to talk about a past experience and how it affects their life

Ss may have problem using present perfect and past simple when talking about the past

IV Procedure

Teacher Students

2 Warm up(5m)

Ask Ss some questions about their experiences

- Have you ever sung in the public?

+ When did you sing in the public?

+ How did you feel ?

+ How did the experience affect you?

- Have you ever failed the exam ?

- Have you ever got a bad mark?

………

3 New lesson

Task 1(10m)

- T introduces the task and gets Ss to do it individually

then compare the answer with a partner

- Call on some Ss to read out his/her answers

Whole classAnswer the questionsYes, I have

On Teacher s Day’s private lives that may be unkind or not true

I was all in a tremble(run)Since then I haven t been afaid of ’s private lives that may be unkind or not true

singing in the pubic

………

1 d 2 c 3 a 4.b 5.eAppreciate(v): Coi trọng, đánh giá cao11

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- T checks with the class and gives feedback

- T introduces the structures:

Make sb do smt/make sb+Adj

Ex: The flu makes me stay at home/ The flu makes

me tired

Task 2(15m)

- T introduces the task and ask Ss to work individually

then compare the answer with a partner

-Notice Ss some about how to use past simple and

present perfect simple

+ Present perfect: used with ever to ask about past “friendship” ”

experience:Have you ever been to England?

+Past simple: used when one keeps asking about that

experience: When did you go there?Who did you go

with?

- After finishing T gets Ss to read the sample

conversation in pairs

- 0pen dialogue:

A Have you ever– Have you ever………….? ………….?

B Yes,– Have you ever………….? ………… English girl……

A How– Have you ever………….? …….meet……… ?

B – Have you ever………….?……… walking along………asked the

way…….started talking……

A What– Have you ever………….? ………talk…….?

B Everythging– Have you ever………….? ……….name, …… turtles………

A How– Have you ever………….? ……affect………?

B Well,– Have you ever………….? ………more interested………

- Call some pair Ss to practice the D then give marks

Task 3(10)

- T introduces the task: using suggested questions on

page 26 to ask and answer the questions about their

past experiences

- T calls on some pairs to perform their conversations

in front of the class

4 Home work(3m)

Learn by heart the dialogue

To change your attitude to sb/st( Thay

đổi tháI độ của bạn đối với ai hoặc

điều gì đó)-Give more examples

Whole class

Take notes1.b 2.d 3.h 4.a 5.e 6.g 7.cPair work

Close the book and practice the open dialogue

Pair workEx: be seriously ill“friendship” ”

-what(what disease did you get)-when(when did you fall)

-how(How did you get ill)-go to hospital(Did you have to goto )

- how(How did the experience affect you?)

12

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I Objectives

Develop such listening skills as listening for specific information and taking notes while listening

Textbook, handouts,cassette tape …………

Ss may not have sufficient vocabulary to talk about the topic, so T should be ready to assit them Ss may not also be familiar with the note-taking task so T should provide them some tips to deal with the task

a A metal stair way outside to

help people get out of a building

on fire

b A pipe that draws water for

putting out a fire

c A person who fights fires

d What comes out of a fire

e A fire-resistant door that can be

closed to stop the spread of a fire

f A large truck that carries

firefghters and equipment to the side of a fire

g A tube that contains special

chemicals for putting out fire

h A bell that tells you a fire has

started

3 New lesson

A Before you listen(10m)

-Ask Ss to describe what is happening in the picture

on page 27

+What can you see in the picture?

+What is happening?

+ Who are these people?

+ What is this woman doing?

- Ask Ss to practice the vocabulary in chorus T helps

Ss to pronounce them correctly

B While you listen Task 1(10m)

-Asks Ss to read the statements to understand them

-Tplays the tapes once for Ss to listen and do the task

- Check the answer with the whole class

- T can play the tape again and pauses at the

answers for them to catch

Task 2(10m)

-Ask Ss to study the text carefully for the missing

information they need to fill and guess the answers

- After playing the tape, T gets Ss to work in pairs and

check their answers

- Call on some Ss to give the answers

-Before getting Ss to discuss, T teaches them some

useful expression of asking for and giving opinions:

-Asking for opinions:

+ What do you think about………?

+ What s your opinion about’s your opinion about…? …?

Whole class

Group workAnswer

1 c2.h3.e4.a5.b6.g7.d8.f

Whole class-A fire-A house is burning and fire- fighters are trying to put out fire

- They are fire-fighters

- She is carring her daughter out of the fire

1 đáng nhớ 5 bếp ga

2 sợ hãI 6 ôm

3 thét, gào 7 trốn thoát

4 thay thế 8 bảo vệPractice reading

Whole class Individual work

1 T 2 F(13 years ago) 3.F(in thekitchen) 4 F(she was sleeping) 5 TIndividual work and pair work

1.small 3 family 5 took2.everything 4.replaced 6.appreciate

Group work

Take notes

13

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Lesson plan English 11 2008 - 2009+ What s your feeling about’s your opinion about…? ………?

+ What s your point of view about’s your opinion about…? …….?

+ How do you feel about…?

+ Do you have any opinion about…?

Well, my feeling

is that

Well, I don t ’s private lives that may be unkind or not true

think so I think

-Give some suggestions by asking some questions:

+Why does Christina think family is more important

than things?

+ Where do you get love/care from, Your family or

things?

+Can we buy new clothes?

+ Can you get new parents or brothers or sisters?

4 Homework(2m)

-Do the exercises in unit 2 in the workbook

-Prepare for writing lesson

Giving opinion

Because she has realized that she needs her family Things can be replaced, but family can t’s private lives that may be unkind or not true

From familyYes, we can

No, we can t’s private lives that may be unkind or not true

Whole class

Tapescript

Interviewer: This is Radio 3 In our Unforgettable Experiences programme tonight we talk to “friendship” ”

Christina, a successful businesswoman Hello Christina, welcome to our program

Christina: Hello and thank you! It s nice being with you tonight ’s private lives that may be unkind or not true

Interviewer: Christina, could you tell our audience about the most memorable experience

in your life?

Christina: Well, my most unforgettable experience happened thirteen years ago, when my house

burned down

Christina: The fire started in the kitchen where I forgot to turn off the gas stove

Interviewer: What were you doing at that time?

Christina: I was sleeping when I was suddenly woken up by terrible heat I opened my eyes

to find out myself surrounded by walls of fire

Interviewer: That s terrible How did you escape? ’s private lives that may be unkind or not true

Christina: I was terrified Then I heard my mother s voice calling my name I rushed to her She ’s private lives that may be unkind or not true

carried me out Luckily, I got away without even a minor burn

Interviewer: Not many people are so lucky Did the fire affect you in any way ?

Christina: Oh,yes Yes, very much, in fact Although I lost many things in the fire, the experience

helped me grow up

Interviewer: What do you mean?

Christina: Well, before the fire I was selfish I always complained to my mother about how small

my room was or how few clothes I had Then the fire came and destroyed everything owned But I slowly began to realized that I didn t really need my old things I just ’s private lives that may be unkind or not true

needed my family After all, you can get new clothes anytime, but a family can never

be replaced

Interviewer: I see, so the fire took many things from you, but it gave you something too.

Christina: Exactly, It taught me to appreciate my family more than things

Period 4 writing

I Objectives

Write a personal letter telling about a past experience, using the structures and vocabulary that they have learnt in previous lessons

Ss may not have enough vocabulary to write about the topic, so T should be ready to help them

IV Procedure

Teacher Students

14

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2 Warm up(8m)

Brain-storming

-T asks Ss to tell about their unforgettable past

experiences and the others make questions to ask

-Which team makes more questions is the winner

A Preparing to write(10m)

-T gets Ss to read the task

- Call on a S to answer and elicits more ideas

Most unforgettable experience

+what happened?

+ when it happened?

+Where it happened?

+ How it happened?

+who was involved?

+ How it affected you?

- T gets Ss to plan their stories according to the

questions

Writing(17m)

-T gets Ss to write their own letters in 10 minutes

-Then T asks Ss to work in pairs, exchange their

letters and correct each other

- T goes around the class to offer help

Feed back on Ss’s private lives that may be unkind or not true writing(6m)

-T chooses one letter and reads it to the class

- T elicits corrective feedback from the class and gives

final comments afterwards

3 Homework(2m)

Do exercise in work book

Prepare the next lesson

Whole classGroup workPast experiences:

-Failing an exam-Getting a reward

………

Whole class

-I nearly drowned-A year ago, my last summer vacation-A river near my grandparent s house’s private lives that may be unkind or not true

-When I was swimming, I suddenly caught a cold, I felt dizzy and I was too weak to swim

-Some of my friends were also swimming at that time, one tried to save me

-I learned that life is so important

Whole class

Period 5 Language focus

I Objectives

Distinguish the sounds /m /, /n / and / η /

Pronounce the words and sentences containing these sound correctly

Distinguish the uses of different verb tenses: present simple for indicating the past, past simple,past continuous and past perfect

Use these verb tenses to solve communicate task

Ss might have difficulty distinguish and using different verb tenses correctly Therefore, T should be ready to assist them

c By the time she got back, he had gone/went home

d David had eaten/ate Chinese food before, so he

knew what to order

e I did/ was doing some shopping yesterday when I

saw your friend

f Laura missed the party because no one was telling/

had told her about it

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Lesson plan English 11 2008 - 2009/m / : close the lips when pronouncing

/n / : Ss tongues touch the roof of their mouth’s private lives that may be unkind or not true

/η /: their tongues touch their soft palates

For all three sounds, the air goes through the nose

- T asks Ss to read the words in each column out loud

in chorus for a few more times Then call on some Ss

to read the words out loud

- In order to help Ss identify these sounds T writes

some sentences to check their understanding

1 I ll call them/then’s private lives that may be unkind or not true

2 He ran/rang twice

3 That bun/bum is delicious /di'li∫əs/

4 We got some/sun at the beach

- Practising sentences containing the target sounds

Ask Ss to work in pairs and take turn to read aloud

the given sentences

- T calls some Ss to read the sentences and provides

corrective feedback

Grammar Exercie1(10m) Review some tenses:

a Presentation

- Present simple

+ The use

+ Form:(+) I, You, We, They + bare infinitive

He, She, It + V(s,es)

( -) S+don t/doesn t+ V-infinitive’s private lives that may be unkind or not true ’s private lives that may be unkind or not true

+ The use: we use present perfect to express an

action happened at unspecified time before now The

exact time is not important It is not used to describe a

specific event So we can use the present perfect to

describle our experience

+ Form:(+) S + have/ has + Past participle

(-) S + have/ has + not + Past participle

(?) Have/ has + S + Past participle?

b Practice

- T gets Ss to do exercise 1 individually and then find

a partner to check the answer with

- T checks with the whole class and provides

+ Form: (+) S + V-ed or irregular verbs

(-) S + didn t V-infi’s private lives that may be unkind or not true

(?) Did + S + V- infi?

Past continous

+ The use

+ Form: (+) S + was/ were + V- ing

(-) S + was/ were + not + V- ing

(?) Was/ were + S + V- ing?

b Practice

- T gets Ss to do exercise 1 individually and then find

a partner to check the answer with

Give examples & take notes

Individual work & pair work

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

Whole class

Take notes and give example

Individual & pair work

1 broke/ was playing

2 wrote/ was

3 was working/broke4.started/ were walking5.told/ were having

6 didn t listen/ was thinking’s private lives that may be unkind or not true

7 phoned/ didn t answer/were doing’s private lives that may be unkind or not true

16

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Exercise 3(10m)

a Presentation: Past perfect

+ The use:

The past perfect expresses the idea that something

occurred before another action expressed in the past

simple It can also show that something happened

before a specific time in the past

Past perfect also to show that something started in

the past and continued up until another action in the

past

+Form: :(+) S + had + Past participle

(-) S + hadn t + Past participle’s private lives that may be unkind or not true

(?) Had + S + Past participle?

- T gets Ss to do exercise 3 individually then find a

partner to check their answer with

- T checks the answers with whole class and provides

corrective feedback

3 Homework(1m)

Review unit 1,2 to prepare the 45munite test

8 didn t wear/ didn t notice/ was driving’s private lives that may be unkind or not true ’s private lives that may be unkind or not true

Give example and take notesEx: I had never seen such a beautiful beach before

Ex: I had used that car for ten years before it broke out

Or After I had used … years, It broke down

Give examples

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’s private lives that may be unkind or not true

- Develop such reading skills as scanning for specific ideas, and identifying and correcting false statement

- Use the information they have read to discuss celebrations in their culture

Textbook, handouts, cassette tapes …………

Ss may need tobe provided vocabulary to celebrations and festivals so that they can complete various learning task

IV Procedure

Teacher Students

2 Warm up(5m)

Matching the celebrations with the correct images

Christmas Easter Graduation

Halloween Thanksgiving Mother s Day’s private lives that may be unkind or not true

Wedding Valentine s Day Birthday’s private lives that may be unkind or not true

17

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Ask Ss to work in pairs and ask them to look the

pictures in text book and and answer the questions:

1 What is the relationship between the people in the

pictures?

2 What are they celebrating?

Pre- teaching vocabulary

-Mark(v):

-Milestone: an important event or state in one s life’s private lives that may be unkind or not true

-Lasting(a)

-Golden(a)made of gold

-Golden anniversary/jubilee /'dʒu:bili:/: celebration of

the 50th wedding anniversary /,æni'və:səri /

-Silver anniversary: celebration of the 25th wedding

You are going to read about how American people

celebrate birthdays and wedding anniversaries Then

do the tasks below

Task 1(7m)

- T gets Ss to read the passage silently and do the

task1

- Call on some Ss to write the answer on the board

and ask them to explain their choices

1 People sing a song

2 People eat cakes

3 People receive cards and gifts from friends and

relatives

4 People joke about about their ages

5 People remember their wedding days

6 People go out to dinner

7 People blow out candles, one for each year

Task 2(10m)

- T gets Ss to read through all the 7 sentences in

task2 Then ask them to read the text again and

locate these words

- Ask Ss to check their answer with a friend

- Call on some Ss to present and explain their

answers

- Give feedback and correct answers

-Ask Ss work in small group of 3 or 4 and discuss the

questions

- T goes around to check and offer help

- Call on the groups to tell and explain their choice

- Give the correct feedback

4 Home work(3m)

Learn by heart new words and summarise the main

point of the lesson

- Write a paragraph about how Vietnamese people

to a family The young man might be the parents and three kids might be their children

- In the 2nd picture : the people might belong

to a family, too The old lady&man might be parents The woman and the man who are sitting in front might be their son and daughter in law The boy and the girl might

be their grandchildren

2 The people in the 1st picture are celebrating a birthday In the 2nd picture people are celebrating a wedding anniversary

   

 

  

Pair work

1 eight  sevenths 5 months years18

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Lesson plan English 11 2008 - 2009celebrate their birthday or wedding anniversaries,

base on the text they read in class 2 makes eats 6 5

Use appropriate language to talk about parties and negotiate how to plan them

Use appropriate language to invite people to come to parties

Ss may have little experience negotiating in English, so T should be ready to provide them with appropriate language to do so

IV Procedure

Teacher Students

2 Warm up(7m)

Talking about the party

Yesterday I went to a party Please ask some

questions to gets as much information about the

party as you can

T teaches necessary language for talking about

To have fun/a good time

Gifts: flowers, souvenirs, a bottle of wine, chocolate

Decorations: balloons, flowers, lamps, pictures…

Food and drinks: starters, main courses, deserts,

cakes, ice-cream,sweets, soft drink………

Music: pop music, jazz, classical music……

Task 1(7m)

Get Ss to do the task individually

T encourages Ss to take notes while doing so

Go around the class to check and offer help

Task 2 (7m)

Put Ss in pairs and tell them to tell each other

about the party they have been to, base on the

outlines they have made in task1

Call on some pair to perform their conversations in

front of the class

Task3(10m)

T gives suggestions by writing on the board

Whole class

Who gave the party?

What was it about?

Where /when did it take place?

How was it organized? How did it go?

What activities did you do there?

Did you have good time?

How were the people like?

What about music? What about food and drinks?

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Planning a party

- where(home or restaurant)

- when(date & time)

- who to invite(family, relatives,

classmates,teacher, friends)

- dressing code(former, informer, costumes)

- entertainment(dance,music, games)

- decorations(colored light, bulbs, flowers)

- food and drink(cook our own or order)

- budget( how much to spend?how much to

contribute?)

T asks Ss to give some expression for asking for

and giving opinions, expressing agreements and

disagreement, suggesting and starting preferences

T gives some examples and gets Ss to do some

practice with these expressions

Divide the class into small group of 3 or 4 and get

Would you like to come…… ?

We would love to have you………

Please do come…

It Ss our pleasure to invite you’s your opinion about…? ………

You don t know what you ll miss out on if you don t ’s private lives that may be unkind or not true ’s private lives that may be unkind or not true ’s private lives that may be unkind or not true

come

T gets Ss do some practice with these structures

Ask some group to report about the parties that

they ve planned ’s private lives that may be unkind or not true

3 Homework(2m)

Ss write a paragraph about a party they have

been to

Disccuss in group

Asking for opinions

What do you think about….?

What s your opinion about’s your opinion about…? ……?How do you feel about…….?

Do you have any opinion about… ?

Giving opinions

I think we should… / I feel…

In my opinion,……

I’m thinking about ….(odering some pizza) (odering some pizza)

Expressing agreement Expressing disagreement

I agree

I think so, tooThat s true, and’s your opinion about…? …

That s right, and’s your opinion about…? …

Well, may be, but……

That might be true, but…

Well, my feeling is that Well, I don t think so ’s private lives that may be unkind or not true Suggesting:

May be we could… What about……?Perhaps we can……… Should we…….?Let s’s your opinion about…? ………

Why don t we ? It would be a good idea if ’s private lives that may be unkind or not true

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I Objectives

Develop such listening micro-skills as intensive listening for specific information

Textbook, handouts, cassette tapes …………

Ss may not have sufficient vocabulary to talk about the topic,so they should be ready to assist them

IV Procedure

Teacher Students

2 Warm up(5m)

-T divides the class into group of 10 and introdures the

game: The groups should generate as many word

related to birthdays and birthday parties as possible

- After finishing T calls on the representative of each

group to come to the board and write their list Then T

gets the whole class to count Each correct word gets

one point Which group has more points with the game

A.Before you listen(7m)

- T gets Ss in pairs to answer the questions and explain

their reasons

Listen and repeat

To gather restaurant /'restrɔnt/ prize

Birthdaycake to decorate icing

Slice to clap hands

- T helps Ss to pronounce the words on page 36

correctly

- T presents the meanings of these word from the class

B While you listen Task 1(10m)

- Get Ss to read through the statements to understand

them and underline key words

- Play the tape once for Ss to listen and do the task

- Check the answer with the whole class

- Play the tapes one or two more times and pauses at

the answer for them to catch if Ss can t answer the’s private lives that may be unkind or not true

questions

Task 2(10m)

-Ask Ss to read all questions in task2

- T plays the tape again for Ss to listen and answer the

questions

- T gets Ss to check their answer with a partner Then T

checks with whole class

- Play the tape again and pause at difficult points if

many Ss can not complete the task

- Put Ss in pairs and do the task

- T distributes the following handout for Ss to do the role

play

- After they ve finished, T calls on some pairs to perform ’s private lives that may be unkind or not true

the role play in front of the class

3 Home work(3m)

Write a paragraph about their own birthday parties

Whole class

Group workSuggested words:

Age, balloon, birthday, blow out, cake, candle, cards, candy, cookies, chocolate,confetti(hoa giấy), decoration,

gift/present, icing, flower, fun, party, song…

Pair work PhÇn thëngKem phñ trªn b¸nh ga t«

L¸t, miÕng

Whole classIndividual work

1 F(the party began at about 3 in the afternoon)

2 F(over 20)3.F( at 4:30 they cut the cake)

4 T( the party ended at about 6)

5 F( other kids left, only one stayed to help)

Individual work and pair workListen and note down the answers

1 16 7 at about 6

2 Because it s noisy and expensive’s private lives that may be unkind or not true

3 soft drink and biscuits

4 At about 4:30

5 It was beautiful and decorated with white and pink icing and 16 colorful candles in the middle

6 They clapped their hands eagerly and sang Happy birthday” ”

Pair work

Card A

Ask your friend about Mai Ss birthday’s private lives that may be unkind or not true

- place where the party was held

- when it began and ended

- It was held at Mai s place’s private lives that may be unkind or not true

- It lasted about 3 hours(3-6pm)

- About 20 guests came

- Mai opened gifts, you played chess, then Mai cut cake

21

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Whole class

Tapescript:

Mai is my neighbour She turned 16 recently and her parents held a birthday party for her I was one

of those envited

The party began at about 3 in the afternoon There were about 20 of us gathering in Mai s house She’s private lives that may be unkind or not true

didn t like having the party at a restaurant because it is noisy and expensive.’s private lives that may be unkind or not true

We gave presents to Mai and she happily opened them It must really be exciting to receive all those presents After that Mai s mother served us soft drink and biscuits We then listened to music and ’s private lives that may be unkind or not true

played cards The winners were given prizes At about 4:30 Mai s mother brought out the birthday ’s private lives that may be unkind or not true

cake It was beautifully decorated with pink and white icing 16 colorful candles sat in the middle of the cake We all clapped our hands eagerly and sang Happy birthday as she blew out the candles “friendship” ”

and cut the cake We helped ourselves to slices of the delicious cake and sang all the songs that we knew

Finally, at about 6 in the evening the party came to an end We all tired but happy The parents of other children came to collect them by motorbikes I helped Mai and her mother clean up the mess

we had made After that I walked home, which was only 3 doors away

I Objectives

-Define the format and structure of an informal letter of invitation

- Write an informal letter of invitation

Ss may not have enough vocabulary to write a detailed letter of invitation so T should be ready to help them

IV Procedure

Teacher Students

Warm up(7m) Jumbled letter

1 This is my address: 150A Au Co Road

2 It s a beautiful house and it looks over the West ’s private lives that may be unkind or not true

Lake and the Water Park

3 Dear Linda,

4 Guess what!I ve just moved to a new house in Tay ’s private lives that may be unkind or not true

Ho District

5 Would you like to come?

6.Please let me know your answer as soon as

10 I think Chris and Kim are coming, too

11 We ll have Pho and some other special dishes’s private lives that may be unkind or not true ” ”

A.Before you write Task1 (5m)

-Ask Ss to work in pairs to answer the questions in

task 1

-Call on some Ss to answer the questions and elicits

more ideas from the class T writes them on the board

Task 2(5m)

-T gets Ss to do the task individually and then

compare their answers with a partner

Group work

Suggested answers:

Helping people in

mountainous areas - Teaching the children to read and write

- Giving them moneyHelping old or sick

people

Helpingdisadvantag

ed or handicapped

children

- Cleaning up their houses

- Doing their shopping

- Cooking meals

- Teaching the children to read and write

- Listening to their problems

- Playing games with them

Group work

Suggested answers:

1 The activities are not volunteer work:Taking part in an excursion and

participating in an English speaking club

2 some volunteer activities: taking part

in environmental conservation activities, donating blood, directing traffic, guiding foreign sports teams around when they

go to Viet Nam to compete

Whole class and pair work

+ War invalid ['invəli:d]: thơng binh+ Martyr(n) ['mɑ:tə] liệt sỹ

+ Intersection: đờng giao nhau, ngã ba, ngã t

+ direct the traffic:hớng dẫn giao thông+ vehicles ['viəkl; 'vi:hikl]: Xe cộ

27

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- Taking them to places of interestTaking care of

invalids and the

families of martyrs

- Listening to their problems

- Clean up their houses

- Doing their shopping

- Cooking meals Taking part in

directing the traffic - Directing vehicles at the intersection

- Helping old people and young children to cross the road

- Ask Ss to use the suggestions to make similar

dialogues

-After they have finished T calls on some pairs to act

out their conversation

-T elicits feedback from the class and give final

comments

Task 3(12m)

Ask Ss to work in group to talk about a kind of

volunteer work their friends and they usually do to

help people

- Ask Ss to read through the example in the book

before practicing talking about one activity their

partner takes part in

- Call on some Ss to talk about the activities they take

part in

- T elicits feedback from the class and gives final

comments

3 Wrapping (3m)

- T summarises the main points of the lesson

- Learn by heart the new words

- Prepare the next period listening“friendship” ”

Pair work

Group work

Ex: Mai usually takes part in directing

the traffic She directs vehicles at the intersections Besides, she helps old people and young children to cross the road She enjoys the work very much because she likes helping people

Whole class

I Objectives

Develop such listening micro-skills as intensive listening for specific information and taking notes while listening

Textbook, cassette tapes, handouts, …………

Ss may not be familiar with the note-taking task so T should provide them some tips to deal with the task

IV Procedure

Teacher Students

2 Warm up(5m)

Competition game- Slap the board

War invalid, martyr, intersection, the aged,

orphanage, remote, suffer

Before you listen(10m)

-Ask Ss to read through the questions and choices on

page 51 and makes sure Ss understand all them

-Ask Ss to discuss the questions in pairs

-Call on some Ss to report on their partner s answers’s private lives that may be unkind or not true

Vocabulary Pre- teaching

Fund-raising activities

Donation

Informal school

Whole classGroup work

Individual work

Whole classCác hoạt động gây quỹVật quyên góp, tiền quyên gópTrờng học không chính thống28

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Lesson plan English 11 2008 - 2009Organization for Educational Development

Set the scene: Now you are going to listen to a

passage about Spring School, a special school in

HCM City

- Ask Ss to read the sentences in task 1 then lisen

and fill the missing information

- Play the tape once for Ss to do the task

- Ask for Ss answers and write them on the board’s private lives that may be unkind or not true

- Play the tape the second time for Ss to check their

answers

Task 2(9m)

- Ask Ss to read the questions in task 2 before

listening to the tape again

-Play the tape again for Ss to do the task

- Get Ss to work in pairs and check their answers

- Call on some Ss to give the answers and elicit

feedback from other Ss If many Ss can t complete the’s private lives that may be unkind or not true

task, T might want to let Ss listen one more time and

pause at the answers for them to catch

After you listen(7m)

T gets Ss to work in groups to summarise the story

about Spring School, using the suggestions Each

group member has to take notes of the discussion

-T goes around to offer help and collect Ss mistakes’s private lives that may be unkind or not true

- Call on some Ss to present their summary

- T elicits feedback from the class and gives final

2 Dance, theatre, singing and circus classes were set up in 1999

3 Because they need money to continue their English and Performance Art classes

4 They dance, sing and play music atone of the largest hotels in HCM City

5 B they need help to contact sponsors and expand the school activities

The Organisation for Education Development co-operated with Sping School to set up

English classes in 1998 Dance, theatre, singing and circus classes were set up a year later Children from these classes participate in fundraising perfomances They raise money to continue their English and Performance Arts classes.

Spring School requires volunteers to help organize their fundraising dinner held annually in June This is an exciting night in which children perform circus, theatre, dance, and singing at one of the largest hotels in HCM City They also need foreign volunteers to contact sponsors and help to expand the school activities Volunteers are required from February until July to help orgnise these events.

It is hoped that more schools like Sping School will soon be found in other cities in VN

I Objectives

Write a thank- you letter to a donor to acknowledge the donor Ss contribution’s private lives that may be unkind or not true

Ss may not have sufficient vocabulary to write about the topic, so T should be ready to assist them

IV Procedure

Teacher Students

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2 Warm up(5m)

Quiz- a formal letter

1 You write your address in…… of the letter

2 The addresss of the receiver should be written

on……….starting below our address

3 We can write…….on the right or the left on the line

after the address you are writing to

4 When the letter starts Dear Sir/Madam, you end it

with………

5 When the letter starts Dear Dr Smith, you end it

with………

6 It is not a good idea to use……such as I m or ’s your opinion about…?

can t.’s private lives that may be unkind or not true

Preparing Ss to write

Task1(13m)

- Ask Ss to read the sample letter on page 52 and

discuss the purpose(s) of the letter in pairs

- Call on some Ss to give the answers

- Ask Ss to read the letter again and do task1

individually

- T checks Ss answer by asking some Ss to read ’s private lives that may be unkind or not true

their answer out loud

- Elicit corrective feedback from other Ss and give

the correct answers when necessary

Writing Task 2(16m)

-Before Ss write the letter, T asks them to read the

instruction carefully

- T gets Ss to write the letter in 15 minutes

- Go around to observe and offer help

Feedback on Ss’s private lives that may be unkind or not true writings(7m)

-Ask Ss to exchange their writing with another student

for peer correction

- Go around and collect mistakes and errors

- Collect some writings for quick feedback

- Write Ss typical errors on the board and elicits self ’s private lives that may be unkind or not true

and peer correction

- Finally, T provides general comments on the letter

Wrapping up(2m)

- T summarises the main point of the lesson

- Ask Ss to improve their writing, taking into

consideration their friends

donor /'dounə/: ngêi cho, ngêi tÆngIndividual work

- The opening of the letter: sentence 1

- The donated amount: sentence 1

- The way the money is used:sentence 2The way the receipt is issued: sentence 3-The gratitude on the donor:sentence 4-The closing of the letter:yours faithfully

Individual work

9 Chuong Duong Street

Hoan Kiem DistrictHanoi

30 May, 2007Dear Sir,

On behalf of New Future School, I would like

to thank you for your generous donation of VND 1 million Your contribution will make it possible for us to build our school library A good library can help the students very much

in their studying We will issue a receipt as soon as possible

Once again thank you very much for your kindness We hope to receive more assistanceand cooperation from your company in the future

I look forward to hearing from you soon

Yours faithfully

Le Thi HoaPrincipal of New Future School

Whole class

I Objectives

Distinguish the sound /w/ and /j /

Pronounce the words and sentences containing these sounds correctly

Use gerunds, present participle, perfect gerunds and perfect participles appropriately

Ss may find it difficult to differentiate between gerunds and present participles, so T should be ready

Trang 31

Pronouncing the two sounds separately

/w/: is a voiced labial-velar a pproximant It is

articulated with the back part of the tongue raised

toward the soft palate and the lips rounded

/j /: is a voiced palatal approximant It is articulated

with the middle or back part of the tongue raised

agaist the hard palate

T plays the tape(or reads) once for Ss to hear the

words containing these two sounds Then T plays the

tape(or reads) again and this time asks Ss to repeat

after the tape(or T)

Pronouncing words containing the sounds

- T reads the words and asks Ss to repeat them

-T asks Ss to practice pronouncing the words in pairs

- T asks some Ss to pronounce the words and gives

correction if necessary

- T reads the sentences and asks Ss underline the

words with the sounds and write / w/ and / j / under

them

- Ask Ss to practice the sentences in pairs

- ask some Ss to read the sentences and give

a as a subject of the sentences:

b as the complement of the verb tobe ‘s requests ’s private lives that may be unkind or not true

c after prepositions

d after a number of phrase verb which are “friendship” ”

composed of a verb + preposition/ adverb

to look forward to, to give up, to be for/against, to take

to, to put off, to keep on…

e in compound nouns

a driving lesson, a swimming pool, bird- watching

f after the expressions:

can t stand/help, it s no good/use, it s worth’s your opinion about…? ’s your opinion about…? ’s your opinion about…? …

B Practice

Exercise 1

- T asks Ss to do exercise1 individually and then

compare their answers with another student

- T calls on some Ss to read out their answers

- T elicits peer correction and gives correct answer if

necessary

2 Present participle(10m)

A Presentation

The present participle is used in the following ways:

a as part of the continuous form of a verb

b after verbs of movement/position in the pattern:

verb+present participle

c verb + object+present participle

d as an adject

e verb + time/money expression+present participle

ex: I spend 2 hours doing this exercise

Don t waste time playing computer games’s private lives that may be unkind or not true

f Catch/find + object+ present participle

g to replace a sentence or part of a sentence or part

of a sentence

ex: Singing to himself, he walked down the road

B Practice

Exercise 2

- Ask Ss to do exercise 2 in pairs

- Ask them to compare answers with another pair

- Call on some Ss to go to the board to write their

- Reading helps you learn English

- Her favorite hobby is reading

- She is good at learning English

I look forward to hearing from you soon

- He kept on asking for a discount(giam gia)

I can t stand being stuck in traffic jams’s private lives that may be unkind or not true

It s no use/good trying to persuade him’s private lives that may be unkind or not true

1 listening 2 bending 3 behaving

4 meeting 5 spending 6 waiting

- He came running towards me

- I heard someone playing the guitar

I can smell something burning

- It was an interesting film

It s a bit worrying when the police stop you’s private lives that may be unkind or not true

- ex: If I catch you stealing my apples again,

I ll tell your parents’s private lives that may be unkind or not true

We found our dog lying in the bathroom

Pair work

1 burning/rising 2 reading 3 lying

4 shopping 5 preparing 6 trying

7 modernizing

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3 Perfect gerund and perfect participle(7m)

A Presentation

a Perfect gerund

Form: having + PII

Use:- it can be used instead of the present form of the

gerund when we are referring to a past action

Ex: He was accused of deserting his ship= he was

accused of having deserted his ship

It also is used to emphasize completion in both the

past and the future

b Perfect participle

-form: having+P II

-use: + the Perfect participle can be used instead of

the present participle when one action is immediately

followed by another with the same subject

(Phân từ hoàn thành có thể đc dùng thay cho hiện tại

phân từ trong câu có 2 hành động xảy ra liên tiếp

nhau cùng một chủ ngữ)

+ The Perfect participle emphasizes the the first

action is complete before the second one starts

(Phân từ hoàn thành còn nhấn mạnh hành động thứ

nhất hoàn thành trớc khi hành động thứ hai bắt đầu)

+ The Perfect participle is necessary when there is an

interval( khoảng t/g) of time between the two actions

(Nhất thiết phải dùng phân từ hoàn thành khi có 1

khoảng t/g giữa 2 hành động)

+ It is also used when the first action covered a period

of time

(Nó đc dùng khi hành động đầu tiên kéo dài trong một

khoảng t/g) ex: Having been ill for a long time, He

appreciated his health more

B Practice

Exercise 3(6m)

T asks Ss t to do exercise 3 individually and then

compare their answers with another student

- T calls on some Ss to read out their answers

- T elicits peer correction and gives correct answer if

necessary

Wrapping up(2m)

- summarises the main point of the lesson

- Ask Ss to learn by heart all points that have been

covered in the lesson and give more examples

Nó đc dùng để thay thế cho hình thức hiện tạicủa danh đt khi chúng ta đề cập đến một hành động trong qk

Nó còn dùng để nhấn mạnh sự hoàn thành ofhành động ở cả qk và TL

ex:the retired teacher recalled having taught

Ex: Switching off the light, we went to bed= Having switched off the light, we went to bed

Ex: she bought a bike and cycled homeHaving bought a bike, she cycled home

Ex: Having failed twice, he didn t want to try ’s private lives that may be unkind or not true

againEx: he had been living there for such a long time that he didn t want to move to another ’s private lives that may be unkind or not true

townHaving lived there for such a long time that

he didn t want to move to another town’s private lives that may be unkind or not true

Individual work

1 having made 2 having been 3.having been

4 having tied 5 having read 6.having taken

Whole class

Period 24 D.P:19/10/08

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D.T:20/10/08

Unit 5: Illiteracy

A Reading

I Objectives

- Develop such reading micro-skills as scanning for specific ideas, identifying main ideas, and identifying meaning in context

- Use information they have read to discuss illiteracy issues

Ask Ss to find the word which has 10 letters It is a

N about the inability to read and write

Answer: illiteracy

T introduces the picture in the text book(page56)

This photo shows a scene of a classroom

This is a bit different class from other normal

classes Can you describe it and say what makes

the class different?

Ask Ss to look at the picture in the text book and

ask Ss to describe it by answering the T’s

questions

1 Where is this classroom?

2 Who are in this classroom?

3 What kind of textbooks are they learning?

4 Who is the teacher?

5 What are they learning?

T introduces the picture:

This photo shows a scene of a classroom in a

poor mountainous area The Ss are children of

different ages They are learning the textbooks for

grade one and they are taugh by a soldier It

seems that the Ss in the classroom are illiterate

people They are now learning how to read and

write

Vocabulary- pre teach

-illiteracy(n)[i'litərəsi]>< litercacy(n)

-illiterate(a,n) [i'litərət] >< literate(a,n)

-to eradicate [i'rædikeit]: to destroy or get rid of st

(bad) completely / eradication(n)

- campaign(n) [kæm'pein]

- ethnic minority ['eθi]nik mai'nɔriti]

T asks Ss to practice the new words and ask them

to give example

Call on some Ss to stand up and speak out new

words T listens and checks their pronunciation

B While you read Task 1(7m)

Set the scene: You are going to read about

education in mountainous areas and do the

reading task that follow

- Get Ss to read the passage silently and then do

Nhæ rÔ, trõ tiÖt, xo¸ báChiÕn dÞch

Pay attentionIndividual work

B & C are too specific

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Lesson plan English 11 2008 - 2009task 1

- T checks Ss’ understanding of the phrases by

calling on some Ss to tell their equivalents in

Vietnamese

- T checks the answers with the whole class and

gives corrective feedback

Task 2(5m)

- Ask Ss to read the passage carefully again and

try to summarise it then choose one of the list of

main ideas provided in the task to find the most

suitable one

- Call on some Ss to give their answers and ask

the other Ss to say whether agree or disagree

Task 3(8m)

- Ask Ss to skim the 5 question to understand

them

- Underline the key words to decide what

information they need to find in the text

- Get Ss to check their answers with a partner

- Call on some Ss to write their answer on the

board and ask them to explain their choice

- Give the correct answers

- Ask Ss to work in small group of 3 or 4 and

discuss the question: How to help illiterate peope

in the disadvantaged areas to read and write

- Go around to check and offer help

- Call some group to tell and explain their answers

- Corrective feedback

3.Consolidation (3m)

- Summarise the main points of the lesson

- For homework., ask Ss to learn by heart the new

words and make sentences with them

Pair work

1 94% of the population

2 the campaign for illiteracy eradication

3 600 students in 2000 and 800 students in 2001

4 They voluntarily spent their vacations teaching ethnic minority illiterate people to read and write

5 Illiteracy will soon be eradicated

Solution:

- Opening school

- Sending teachers/ volunteer teachers there

- Buying books for Ss

- Providing individual assistance to Ss

- Give financial rewards to families that send their children to school

- Training local people to be teacher who will help their own people

- Talk about schooling and literacy related problems

- Suggest solutions to these problems

III.Procedure

Teacher’s Students’

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Warm up(5m)

Matching: Talking about school problems &

solutions

- Divide the class into small group of 3-4 students

+ not enough textbooks

+ shortage of tables and chairs

+ lack of cassette recorders

+ no electricity

+ build more classroom

+collect used textbooks

+not enough computers

+school yard hot in summer

+no interesting books at school library

+play truant

+provide budget for study facility

+plan more trees

Task 1(7m)

- Get Ss to do it in pairs

- Call on a student to read out the answers

- Check with class and gives corrective feedback

Task 2(13m)

- T introduces the task and calls on 1 or 2 pairs of

Ss to read aloud the sample dialogue

- T elicits the structures that are used for asking

for and giving suggestion

Asking for opinion

What do you think we need to/could/should/might

want to do?

What do you think about….?

What’s your opinion about ?

What do you have in mind?

Giving suggestions

Maybe we can…… Probably we should………

We might want to…… We could………

-T puts Ss into groups of 3-4 and gets them to

define the problems of their own school and

suggest as many solutions as possible

- After checking that Ss have finished the task, T

calls on different groups to present the problems

and solutions they have identified

- T writes these ideas on the board as Ss talk

Task 3(17m)

-T puts Ss into groups of 3-4 and gets them to

add more problems if they can, and work out the

solutions

- Remind Ss of the structures that can be used for

expressing opinions and giving suggestions

- Call on each group to report their ideas to the

class and elicits comments from the class

Consolidation(3m)

Ask Ss to write a paragraph about a school

problem and one or two solutions to it

Group work

Problems Solutions

- not enough textbooks-shortage of tables and chairs

1 Class size: an ideal class size is 10-15 students, so the school should recruit more Teachers and open new classes T should encourage Ss to work with different groups, not with the same group all the time

2 Desks: buy larger desks or if there are new classes, the current number of desk is adequate

3 Equiment: buy/ hire facilities such as computers and OPHs, upgrade the classroom

D.T:23/10/08

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Unit 5 ILLITERACY

I Objectives

Develop extensive listening skills

Use the information they have listened to for other communicative tasks

Textbook, cassette tapes, …………

Ss may not have sufficient vocabulary to talk about the topic, so T should be ready to assist them

IV Procedure

Teacher Students

Warm up(7m)

A survey about school

- T prepares a small survey and copies it on the

board

- Get Ss to move around and collects their friends’

opinions They should interview at least 3 Ss

- T teaches expressions of quantifiers and calls on

Ss to report the result of their survey

School survey

Do you agree with the following statements?

In an effective school yes no

The T treats Ss as individuals with both

their strengths and weaknesses

The T encourages Ss to set realistic goals

for their own learning

The T encourages Ss to have positive

attitudes towards themselves and others

The T is motivating and interested in what

Ss do

Learning is centred on important life skills

such as communication, building

self-respect and self-confidence, learning from

failure, and time management

The social side of the school is considered

as important as academic activities

Ss are involved in making decisions which

have a direct effect on themselves

Before you listen(5m)

Setting the scene: you are going to listen about the

results of a school survey carried out in Perth,

Western Australia The school asked its Ss what

makes an effective school

Pre-teaching vocabulary: Listen and repeat

Effective(a) maturity(n) [mə'tjuəriti ]

Perth(n) academic(a) [,ổkə'demik]

Western Australia performance(n)

seft-respect(n) [ri'spekt] Weaknesses(n)

- Help Ss to pronounce the word in their textbook

- Get Ss to read the options in each question

carefully and underline the words that make them

Whole class

New words:

To treat: đối xửSet realistic goals: đặt ra mục tiêu có khả năng đạt đợc

Be centred on: tập trung vàoSelf-respect: lòng tự trọngLearning from failure: học từ thất bạiTime management: quản lý thời gian

Be involved in: tham gia vàoindividual /,indi'vidjuəl/: cá nhân

Pay attentionWrite down the word and practice pronouncing them

Sự trởng thành

Có tính học thuật

Sự thể hiện

điểm yếu, nhợc điểm, khuyết điểm

Make sentences from these words

1 D36

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different

- Get Ss to guess the answer to each questions and

tell them they need to listen attentively to check if

their guesses are confirmed

- Play the tape once for Ss to listen and do the task

- Get Ss to find a partner to check their answers

with

- If many Ss can’t answer the questions, T plays the

tape one or two more times and pauses at the

answers for them to catch

Task 2(10m)

- Get Ss to read the questions in task 2 and answer

the questions without listening again If they can’t, T

plays the tape for them to listen again

- Get Ss to check their answers with a partner Then

check with whole class

- Play the tape again and pause at difficult point if

many Ss can’t complete the task

After you listen(10m)

- Divide the class into small group of 3 or 4 and get

them to discuss the question in textbook

- After checking that all the group have finished, T

calls on the representative of each group to report

their peers’ ideas

- Listen and take note of their errors and give

feedback after that

adequate ['ædikwit] đủ, đầy đủ

syllabus ['siləbəs] vấn đề, bài thuộc một giáo trình;

chương trình học

motivate['moutiveit](v)thúc đẩy

stimulating /'stimjuleitiη/ khuấy động, kích thích;

khuyến khích

Consolidation (3m)

- T summarises the main point of the lesson

- Ask Ss to learn by heart new words and make

sentences with them

2.B

3 B

4 C

Pair workSuggested answers:

1 In Perth, Western Australia

A good textbook also guides Ss how to learn and helps them study effectively on their own However, I think having good teachers might be more important than having good textbooks because a good teacher can turn a poor quality textbook into an interesting and stimulating one In fact, a good teacher can even replace the textbook, motivate students

to learn, and train them to use self-study skills

so that they can take responsibility for their own learning

Whole class

Tapesript:

In an informal survey carried out in Perth, Western Australia, students were asked to give their views

on what makes an effective school 80% of the Ss felt that mutual respect in the classroom was essential fof effective learning to take place This implied that the Ss should be treated as individuals with both their strengths and their weaknesses 60% of the Ss felt that they should be encouraged to set realistic goals for their own learning, and to have positive attitudes towards themselves and others

About 55% of the Ss expected their teachers to be motivated and interested in what they were doing, this would then reflect in the performance of the Ss Nearly all of the Ss believed that learning should be centred on important life skills such as communication, building self-respect and self- confidence, the ability to learn from failure, and time management, suited to the maturerity of the Ss concerned

100% of the Ss felt that the social side of school was as important as academic activities The older

Ss felt that they should be allowed to give some input into school decision making which had a direct effect on Ss

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- By the end of the lesson Ss will be able to:

- Interpret information presented in tables

- Identify languague to be used for describing tables

- Write descriptions of tables

Match these expressions with the correct graphs

1 fluctuate ['flʌktjueit] dao động, lên xuống

- Get Ss to read the task requirements and work

on the task with a partner

- Call on Ss to read out their answer and check

with the class

While writing Task 2 (20m)

- Ask Ss to study the table in task 2 and analyses

it with a friend by asking these questions:

1 What is the topic of the tables? Does it

describe the past, the present, or the future?

2 What patterns are shown? How are the pieces

of information related?

a Which region had the lowest rate of literacy in

1998?2002?2004?2007?

b Which region had the lowest rate in each year?

c Did the rate of literacy in the Lowlands increase

of decrease between 1988 and 2007?

d What about that rate for Midlands and

Highlands?

- T checks the answer with the whole class

- Based on their analysis of the table, Ss now

write up a description individually

- Ask Ss to work in pairs and correct each other s ’s private lives that may be unkind or not true

writing

The table desribes the trends of literacy rates in

Sunshine country from 1998 to 2007 the literacy rate

of pollution differs greatly in 3 areas of the country

Group work

1 D 2 F 3 E

4 B 5 C 6 A

Group work

1 varied 3 declined 5 went up

2 rise 4 different 6 drammatically

in 1998 and 2002 to 80% and 85% in 2004 and

2007 Unlike these two regions, Highlands witnessed a gradual decrease in the rate of literacy of its population In 1997 the rate was 50%, however, it decreased by 5% in 2002 and continued to go down in the following years, reaching only 30% in2007 Obviously, this region needs to improve its literacy rate.

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Lowlands, Midlands and Highlands, there has been a

gradual rise in number of literate people from 1998 to

2004, but a sharp rise in 2007 During that 10 years,

the Midlands sees a steady increase in the literacy

rate, from 70% to 85% On the contray, the Highlands

area has to face the problem of falling literacy rate

After 10 years, its literate people has decreased 20%

So each area must have different plan for its education

development

Post writing(7m)

- Choose one description and reads it to class

- Elicit corrective feedback from the class and

give final comments afterwards

Consolidation (3m)

Summarise the main point of the lesson

Ask Ss to rewrite their descriptions based on T s ’s private lives that may be unkind or not true

and other Ss suggestions and corrections’s private lives that may be unkind or not true

- Distinguish the clusters/ pl/, /bl/, /pr/, /br/ and pronounce the words and sentences containing them correctly

- Understand reported speech with infinities and use these structures to solve communicative tasks

IV Procedure

Teacher Students

Pronunciation(7m) Distinguishing the sounds

- T models the three clusters /pl/, /bl/, /pr/, /br/ for a

few times and explains how to produce them

- Play the tape once for Ss to hear the words

Containing these clusters Then T plays the tape(or

read) again and this time ask Ss to repeat after the

tape (or T)

- Ask Ss to read the words in each column out loud

in chorus for a few times Then T calls on some Ss

to read the word out loud T listens and corrects

their pronunciation

- Ask Ss to work in pairs and take turn to read aloud

the given sentences

- Call on some Ss to read the sentences again and

provides corrective feedback

Grammar

A Presentation: Reported speech with

infinitive(5m)

we usually use an infinitive structure to report order,

request, advice, suggestion, threats, warning,

promises, agreements, disagreements

a Verb+ object+(not) to-Infinitive

The verbs go with this structure:

Advise, allow, ask, tell, , order, invite, urge,

remind,request, beg, expect, warn, command,

recommend, forbid, implore =entreat (khẩn nài,

khẩn khoản, nài xin), encourage, want, persuade

+ O + to- Infinitive

b Verb + (not) to- Infinitive

Agree, refuse, offer, promise, threaten, hope,

propose+ to Infinitive

Whole class pay attention

Repeat after the tape or T

“friendship” ’s private lives that may be unkind or not true ”

 I told the boys not to swim too far

if I were you, I d stop smoking I said

“friendship” ’s private lives that may be unkind or not true ”

 I advised him to stop smoking

I will help you she said

 She promised to help me39

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- T gives some direct speech sentences and ask Ss

to change into reported speech

B Practice

Exercise 1(7m)

-T gets Ss to do exercise1 individually and then find

a partner to check their answer with

corrective feedback

Exercise 2(8m)

-T gets Ss to do exercise1 individually and then

find a partner to check their answer with

corrective feedback

Answer:

1 He advised me not to drink too much beer

2 She invited me to come and see her whenever I

wanted

3 John wanted me not to smoke in his car

4 He told Sue to give him her phone number

5 He reminded me to give the book back to Joe

6 He promised not to wait for me

7 He agree to wait for me

8 John asked me to lend him some money

C Production (15m)

- T prepares the following sentences and gives on

sentence to each student

- T picks a student at random to report what one

student said T corrects the response as

appropriate, presenting the form

- T repeat with another student

You should go to see Paris, that s a beautiful city’s private lives that may be unkind or not true

We re having a party tonight, would you like to ’s private lives that may be unkind or not true

come?

We have a class this Monday, don t forgert’s private lives that may be unkind or not true

I can buy you a drink, if you like

Please see me at 6 o clock’s private lives that may be unkind or not true

Don t leave your bag unattended, it might be stolen’s private lives that may be unkind or not true

Let s play tennis this weekend’s private lives that may be unkind or not true

I will email you as soon as I get there

Con solidation (3m)

T summarises the main points of the lesson

- Ask Ss to revise reported speech with infinitives

and do exercises in the workbook

Let me give you some money he said

 He offered to give me some money

Individual work

1 They promised to come back again

2 The lifeguard advised us not to swim too far from the shore

3 John asked Peter to close the window

4 The teacher encourage Eric to join the football team

5 John promised to give it to him the next day

6 My mum wanted Lan to become a doctor

7 My sister reminded me to lock the door before going to school

8 His boss advised him to go home and restfor a while

Individual work-Student A reads out his/her sentence to thewhole class, others write it down

-Student B reads out his/her sentence to thewhole class, others write it down and this continues until all of the sentences have been read out

Develop such reading micro-skills as scanning for specific ideas and identifying meaning in textUse the information they have read to discuss the related topic

Textbook, handouts, pictures about competitions…………

III Procedure

Teacher Students

Warm –up(5m)

40

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