Unit 10. Nature in danger

-Ask them to read the words in the box carefully, then instruct them to read the passage quickly and stop at the lines that contain these words to guess their meanings based the cont[r]

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Week : 1 Period : 1

Class : 11A2,3,5,8 Date of preparing : 15 Aug, 2014 Date of teaching : 18 Aug, 2014

ORIENTATION (goals and purposes) A Objectives: By the end of the lesson, the Ss will be able:

- to introduce content of textbook 11 - to introduce the way of testing - to set up some class regulations B Methods:

Integrated, mainly communicative C Teaching aids: chalk, board, textbook. D Procedure:

1 Settlement: (1m) Greeting the class and checking Ss’ attendance. 2 New lesson:

Teacher’s activities Ss’ activities

1 Warm up : (5 ms)

- Ask SS to answer some questions about English - After the last question, T leads to the new lesson 2 Presentation : (35 ms)

 Contents: - Six themes:

+ You and I + Education + Community

+ Nature and the invironment + Recreation

+ People and Places - Sixteen units

 Structure of the book:

- There are sixteen units In each unit, there are five main points: Reading, Speaking, Listening, Writing, Language Focus

 Note: Ss will not study unit in the first semester because of curriculum deletion

 Tests:

- In each semester, there are: + one oral test + three 15-min test + two 45-min test + a last first term exam  Goals and purposes:

- Ss are capable of using the knowledge of the

- Listen to the teacher and answer the question

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curriculum to:

+ Read a passage of 190-230 words for general or specific information

+ Ask and answer about the themes in the curriculum, start, continue and close a conversation

+ Listen to a monologue/ dialogue of 120-150 words for general or specific information + Write a narrative or a passage within 100-120

words, using suggested word cues or prompts + Doing the exercises related to grammatical

points

3 Consolidation and homework : (5 ms) - Summarize the main points of the lesson - Assign homework:

+ Prepare for the next class

- Listen to the teacher

*Self-evaluation:

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Week : 1 Period : 2

ORIENTATION (language learning) A Objectives: By the end of the lesson, the Ss will be able to get to know English 11. B Methods:

1 Settlement: (1m) Greeting the class and checking Ss’ attendance. 2 New lesson:

Teacher’s activities Students’ activities

1 Warm up: (5 ms) - Introduce the textbook

- The textbook is composed on theme-based - Contain 16 units and consolidation units

- In each unit, there are five parts: reading, speaking, listening, writing, language focus

- Each unit contains a topic such as friend, party, competitions, etc

2 Presentation: (35 ms)

- Introduce some important grammar points in English 11: + Infinitive and Gerund

+ Reported speech with infinitives + Reported speech with gerund

+ Conditional sentence type 1, 2, and conditional in reported speech

+ Relative clause

+ Relative pronouns with preposition

+ Relative clauses replaced by participle and to infinitive + Omission of relative pronoun

+ Cleft sentence + Conjunctions + Tag questions

- Introduce language in action:

+ Describing physical characteristic and personality + Talking about past experiences and how they

affected one’s life

+ Talking about parties and how to plan parties + Talking about volunteer work

+ Talking about literacy problems and offering solutions

+ Talking about a competition or contest

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+ Talking about problems of overpopulation and offering solutions

+ Talking about the celebration of Tet and other festivals’ activities

+ Talking about different portal and telecommunication services

+ Talking about nature in danger

+ Talking about measures for protections endangered nature

+ Talking about advantages and disadvantages of energy sources

+ Asking for and giving information about the Asian Games

+ Talking about sports results + Talking about a hobby + Talking about collections

+ Expressing agreement and disagreements about entertainment activities and stating the reasons + Talking about historical events in the space

conquest

+ Using facts and opinions to talk about features of man-made places

4 Consolidation and homework : (5 ms) - Summarize the main points of the lesson - Assign homework:

+ Prepare for the next class: Unit 1: FRIENDSHIP Part A - Reading

*Self-evaluation:

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Week : 1 Period : 3

Unit 1: FRIENDSHIP

PART A: Reading A Objectives:

1 Educational aim: By the end of the lesson students will be able to know about a close friend, and introduce qualities for a true friendship

2 Knowledge:

- lexical items: words and structures related to friend and friendship: aquaintaince, loyal, selfish, humourous, caring, give and - take, rumour, gossip, , be concerned with / take up st, take out st/ live by give- and - take,

- Grammar: revise the simple present tense

3 Skills:

- developing such reading skills as :scanning for specific ideas, identifying the sequence of events and guess the meaning in context

B Methods:

1 Class organization (2ms)

- Greeting and checking students’ attendance

- Teacher asks monitor “ who is absent today, moniter ?” 2 Review the previous lesson

3 New lesson:

1 Warm-up: (5 ms)

- Give some questions and ask SS to give answers Questions:

1 Who are they? 2 Do you have friends?

3 According to you , what is a good friend?

II Pre-reading: (10 ms) 1 Activity 1:

- Ask students to look at the picture and read the poem in their books

- Ask students to discuss then ask and answer the question:

What you think of the friend in the poem? -Let them work in pairs

- Listen to students and correct pronunciation and grammar if necessary

-Show students to know about friends

- Listen to the teacher and answer the questions:

Yes, I have.

A is my best friend

We usualy come to the library sometimes play foot ball

- Look at the picture in the book, listen to the teacher, read the poem then ask and answer the question, work in pairs:

A: What you think of the friend in the poem?

B: I think….

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2 Activity 2: Teaching vocabulary -Introduce some words

 Aquaintaince (n) : A person we know

simply.

 capable : (adj) >< incapable = unable  selfish : ( adj) >< unselfish >< generous  two- sided (adj)

 give- and- take  rumour (n)  Gossip(n-v)  mutual(adj)

 sympathy(n) -v sympathize

-T pre-teaches some new vocabulary and guide to read

- If there some time left,T may ask some SS to make sentences with the above words to check their understanding

III While you read : (20 ms)

- Ask students to look through the passage and read in silence

- Help students read the passage

- Explain pronunciation and meaning of new words which appear in the passage

Task :

- Ask students to fill each blank with a suitable word/phrase

- Let students work individual or in groups - Help students if necessary

Task 2:

- Ask students look through the passage then try to choose which of the choices A, B, C,or D most adequately sums up the idias of the whole passage - Let them work in pairs

Task 3:

- Ask students to scan the passage and answer the questions:

- Let them work in pairs

- Walk round and help students

- Ask some students to stand up to ask and answer

- repeat in chorus - build sentences

- Listen to the teacher then read the passage

- Ask some new words if necessary

- Keep the book open

- Listen to the teacher then task - Ask the teacher if necessary - work individual or in group

- Write down the true keys in the notebook Keys:

1 mutual give-and-take 2 incapable of loyal to 3 unselfish; suspicious 4 acquaintance/ friend

- Look through the passage again and try to choose the most adequately sums up the idia of the whole passage

- Practice with a partner then write the key down in the note book

- Ask the teacher if necessary Key: B

- Listen to the teacher then ask and answer the questions in the book:

1 The first quality for true friendship is unselfishness

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eachother

- Walk round the classroom and correct mistakes

IV After you read : (5 ms)

- Ask students to disuss the question: “ Why we need to have friends? ’’ - Let them work in pairs

- Ask them to report the results to the class - Listen to students and correct mistakes V Consolidation and homework: (3ms) - Summarize the main point of the lesson. - Assign homework:

+ Learn new words by heart

+ Prepare new lesson: Part B: Speaking

incapable of …

3 the third quality for friendship is loyalty…

There must be mutual trust between friends because if not, people cannot feel safe when telling the other their most intimate secrets.

5 People can’t keep a friend long because they can’t keep a secret, either of their own or others.

6 The last quality for true friendship is sympathy It tells us that to be a true friend, you must sympathize with your friend Where there’s no mutual sympathy between friends, there’s no true friendship

- Listen to the teacher - Try to discuss the question

- The students who are called to stand up to report the result to the class loudly

- Listen to the teacher and write down homework

- listen to the teacher

*Self-evaluation:

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Week : 2 Period : 4

Unit 1: FRIENDSHIP PART B: SPEAKING

A Objectives:

1 Educational aim: By the end of the lesson students will know how to discribe a person 2 Knowledge:

- General knowledge: Students learn about physical characteristics and personalities of a person - Language: Talking about people’s physical characteristics and personalities

- New words: words related to people’s physical characteristics and personalities 3 Skills: talking about people’s physical characteristics and personalities.

B Methods:

- Greeting and checking students’ attendance 2 Homework checking (5ms)

3 New lesson:

1 Warm-up: (5 ms)

- Ask students to keep book close

- Ask students to discribe some students in the class

- Call some sdtudents to stand to talk to the class - Introduce, listen and repair mistakes for students 2 Pre –speaking: ( ms)

Task 1

- Ask students to look at the people in the book and discribe their physical characteristics

- Let them work in pairs

- Introduce “Useful language” to the students:

+ Height: tall, medium, short, … + Face: square, large, oval, … + Forehead: broad, high, … + Nose: straight, crooked, …. + Hair : Black, grey, ….

+ Appearance: handsome, beautiful,

good-looking, ….

3 While speaking: (17 ms) Task 2

- Help students with some new words

- Ask sts to make questions and answer questions

- Keep books close - Listen to the teacher

- Try to discribe some one in the class - The students who are called stand to discribe a friend to the class

- Try to repeat from memory

- Try to discribe the people in the book:

+ The boy is short He has a large face , …

+ The girl is ………

- Play roles

-Present their performance

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with a partner, using the information from the picture

- Let them work in groups - Walk round and help them

- Ask some students to stand up to talk again loudly

- Listen and correct mistakes 4 Post speaking: (5 ms) Task 3

- Have students work in pairs - 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 , good-natured , 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 - Walk round and help them

- Ask some students to stand up and tell loudly - Listen and correct mistakes

5 Consolidation and homework: (3 ms) - Retell the main points of this lesson - Assign homework:

+ Write a passage about their daily routine (50 words)

+ Ask students to prepare Part C-Listening

- List some personalities of a person - State some reasons why they choose - Discuss and say the reasons

- Report their results to the class and explain why they like that

- Make pairs : one is a journalist , the other is an interviewee

- Listen carefully - Practise in pairs

- Pay attention to the content : + physical characteristics + personalities

+ reasons why the friends are famous - Role play

- Perform their task

- The students are called stand up and tell loudly

- Listen to the teacher - Write down the homework

*Self-evaluation:

……… ……… ……

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Period : 5

Unit 1: FRIENDSHIP PART C: LISTENING

A Objectives:

1 Educational aim: Students should know how to describe the best friend and how to keep the friendship

2 Knowledge:

- General knowledge: Students learn how to keep friendship - New words: Words related to friends and keeping friendship 3 Skills: - To distinguish true and false statements.

- To take notes about given questions in order to answer B Methods: Integrated, mainly communicative.

C Teaching aids: Student’s book, tape and cassette player, chalks, notebooks D Procedure:

3 New lesson:

1 Warm-up: (3 ms)

- Ask students to close the books

-Ask students some questions about friendship:  Who is your best friend?

 What qualities & characteristics of your

best friend you admire?

2 Pre – listening: (6 ms) - Provide some new words

+apartment building (n): toµ nhµ có nhiều căn hộ

+sense of humour: khiÕu hµi híc

+ Go through a rough time: Trải qua thời kỳ khó khăn

+Give Sb a ring = Phone sb - Help Ss to read those words

- Get the Ss to guess what they are going to listen about

3 While-listening: ( 20 ms) * Task 1: T / F

- Ask students to go through the statements - Elicit the key words so that they focus on listening

- Have them listen to the tape twice

- Ask Ss to write the answers on the board

- Close the books

- Listen to the teacher and answer the questions

- Ss present their own answers

- Listen to the tescher and copy down.

- Pair work

- Listen to the tapes Decide if the sentences are T or F

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- Ask other students to remark and correct - Give feedback

* Task 2: Fill in the table

- Ask Ss to try to fill in the table with the things they remember

- Play the tape again

- Get Ss to work in pair and check their answers - Call some Ss to give their answers

- Give feedback

4 Post-listening: ( 6ms)

- Ask the SS to work and group Use the information in the Tasks

Talk how you and your friend have become best friends

- Call some group to report - Give feedback

+ learn by heart new words + Prepare for the writing part

* Lan’s talk:

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

2 F ( It’s what people think) 3 T

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

5 T

6 F ( They have been best friends since Lan’s trip to Do Son )

* Long’s talk

1 F ( They met in the college ) 2 F ( Minh was a guitarist ) 3 T

4 T 5 T

- Listen carefully - Try to the task

- Work in pairs and check. - Feedback

How / where they met

What they like

Lan - used to live in the same residential area in Hanoi - Lan in Doson, Ha went to help

- friendly and helpful

- Ha knew many people and introduced Lan around

Long - met in college

- Minh played the guitar - Long sang

- a great sense of humour

- good listener - friendly and helpful - Group work

- Report

*Self-evaluation:

……… ……… ……

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Period : 6

Unit 1: FRIENDSHIP PART D: WRITING

A Objectives:

1 Educational aim: Students know how to wite a passage to describe a friend they like. 2 General knowledge: Students learn how to describe someone’s physical characteristics and someone’s personalities

- Language: The simple present of verbs to describe a friend

- New words: Words related to to describe someone’s physical characteristics and someone’s personalities

3 Skills: Writing a passage.

B Method: Intergrated, mainly communicative

C Teaching aids: Student’s book, notebook, chalks, board… 1 Class organization (2 ms)

- Greeting and checking students’ attendance 2 Homework checking (5 ms)

3 New lesson:

1 Warm up: (5ms) Brainstorming

- Explain ideas

- Ask Ss to give words 2 Pre-writing: (10ms) - Introduce words on board - Give meanings

* Vocabulary:

+ generous (a): + young (a): + near (a): + tall (a):

- Tick two lines on board & ask Ss to match - Give key on board

- Listen & think - Give words

- Listen and follow

- Listen & understand - Follow teacher’s steps - Listen & copy

- Look & work in pairs - Copy down

age appearance

address characteristic s

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* Matching : Key :

+ generous characteristics

+ young age

+ near address

+ tall appearance

- Guide to make the detail outline Use the following ideas to start writing:

1) Your friend’s name, age, sex, address. 2) Describe her/him physical characteristics 3) Describe her/his personalities

4) Say what you like about her/him

A The heading :

+ I have many friends but my best friend is + age;

+ She lives

+ Describe the physical characteristics + Describe personalities

+ The things I like best about her/ him is + noun ( generisity, modesty/ honesty/ loyalty/ sincerity, humour )

3 While-writing: (15ms)

- Have Ss write the passage based on the outline made

- Go around for help

- Get Ss to exchange the writing 4 Post-writing: ( 5ms)

- Call four Ss to present - Correct mistakes on board

- Give comment and give mark for the best writing

+ Write a short paragraph about your father + Prepare next lesson, Language Focus

- Make the outline

- Follow teacher’s ideas ( take notes)

- Start writing individually - Work in pairs

- Present writing on board - Correct mistakes

- Listen & copy

Sample

Hoa has been my best friend since many years.She is quite a lively person She is fairly tall with a good fingure.She ‘s got a heart- shaped face with a small sort of turned- up nose It is very attractive She has got long , 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

- Listen to the teacher *Self-evaluation:

……… ……… ……

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Period : 7

Class : 11A2,3,5,8 Date of preparing : Aug 27, 2014 Date of teaching : Sep 8, 2014

UNIT 1: FRIENDSHIP PART E: LANGUAGE FOCUS

A Objectives:

Educational aim: By the end of the lesson , ss will be able to: + know how to pronounce the two sounds / dʒ / - / t∫/

+ review how to use infinitive with “TO” and infinitive without “TO” 2 Knowledge:

- General knowledge: Students learn how to use Infinitve with to or without to - Language: * The Infinitive with to or without to

- New words: Words related to pronunciation /dʒ / - /t∫/ 3 Skills: Writing sentences with infinitives with to or without to B Methods:

- Greeting and checking students’ attendance 2 New lesson:

A Pronunciation: (10 ms)

- Ask students to look at their books then introduce to them

*Listen and repeat :

- play the tape or read loudly then ask students to repeat

- Introduce : / dʒ / - / t∫/

- Correct pronunciation for the students * Practise these sentences

- Read the sentences loudly - Ask students to repeat B Grammar: ( 30 ms) 1 To infinitive

- write 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?

- ask Ss to comment on the use of to + infinitives in these examples

- reviews the form and use of to –infinities in the example

- Open the books

- Look at; Listen and Repeat

- Repeat the words in chorus then individual

- Practise the sentences

- Listen to the teacher then repeat in chorus then individual

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*Notes:

- We use the to-infinitive:

• to express purpose (to answer "Why ?"): • after certain verbs : choose, decide, expect,

forget, hate, hope, intend, learn, like,

love, mean, plan, prefer, remember, want, would like, would love, agree, promise, refuse

• after certain adjectives.

disappointed, glad, sad, happy, anxious, pleased, surprised, proud, unhappy

Practice Exercise 1

Ask Ss to 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

— T calls some Ss to give out some verbs that are followed by bare infinitives,

— T may make clear that: - We use the bare infinitive:

• After modal verbs

• After: HAD BETTER,WOULD RATHER, MAKE, HELP, LET

• After verbs of preposition: hear, see,

watch, notice.feel

Ask Ss to give some examples

Listens and asks the other to comment

Practice Exercise 2

-T asks Ss to exercise 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 answers

- T asks other Ss to feedback and gives correct answers

- Individual work

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

7 It’s too cold to go out

8 I’m happy to know that you have passed the exams

- take notes

- 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 the window

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

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IV Consolidation and homework: (3 ms) - Retell the main points of this lesson - Assign homework:

+ the exercises

again and excercises of unit (workbook)

+ Prepare for the next

lesson

Unit : A Reading.

*Self-evaluation:

……… ……… ……

Week : 3 Period : 8

Class : 11A2,3,5,8 Date of preparing : Aug 27 , 2014 Date of teaching : Sep 8, 2014

UNIT 2: PERSONAL EXPERIENCES PART A: READING

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Educational aim: Students should know about some embarrassing experience in one’s life and tell about ones that they have experienced in life and know how to behave well in these situations

Knowledge:

* General knowledge: Through the lesson, Sts will be able to

- read and understand the story “My most embarrassing experience “

- read for guessing meaning in context, understanding the sequence of events in a story and passage comprehension

*Language: Words are used to talk about past experiences

Skills: Reading for gist and for specific information B Methods:

1 Warm up: (5ms)

- Ask Ss to find suitable words to fill in the chart below:

- Ask some question to lead in the reading:

a).If you got bad marks, how would you feel? b) If you made a mistake, how would you feel?

Transition: - In today’s reading, we’ll get to know about the things that have happened to you that influence the way you think and behave It is “Personal experiences”

2 Pre-reading: (13ms)

-Ask the sts to work in pairs to look at the pictures and guess what is happening in each of them - T says: “To check the information, read the story”

-T explains and practises sts to pronounce some words :

+ experience (n):

+ embarrassing (a): ngượng ngùng, lúng túng + idol (n): thần tượng

+ glance at (v): liếc nhanh, nhìn qua + sneaky (a): vụng trộm, lút + imagine (v): tưởng tượng + make a fuss: làm ầm ĩ lên 3 While-reading: (17 ms) Task 2

- Ask the sts to work in pairs doing the the task - Call some to stand up and the task

-T corrects

- Look at the chart

- Discuss and find out the words - Fill in the blanks

Keys: sad , happy, excited , bored ,

frightened, upset, confused, etc

- Answer the questions

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Task 1

- Ask the sts continue working in pairs doing task - Call some to check

-T corrects Task 3

- Ask the sts to work in pairs doing Task 3, read the story and answer the questions

- call some to go to the BB to write their answers -T corrects

4 Post- reading: (5 ms)

-Ss work in small group of or and discuss the questions: What you think the girl had to after she discovered that the money she had taken from the boy’s bag was not hers?

-T goes around to check and offer help -T calls on the groups to tell and explain their choices

-T gives corrective feedback

5 Consolidation and homework: (3 ms) - Retell the main points of the lesson - Assign homework:

+ learn new words by heart, read and translate the text, the tasks again

+ Prepare part B: Speaking

Suggested answers : Task 2

1 picture d picture b 3 picture f picture e 5 picture a picture c

Task 1

1.glanced 2.making a fuss 3.embarrassing 4.idols

5.sneaky

Task 3

1 A floppy cotton hat

2.To buy a floppy cotton hat.

3.A wad of dollar notes that look exactly like those her father has given her. 4 She thought that was her own money and the boy had stolen it from her She wanted to take it back without making a fuss.

5 She bought the hat of her dream

Expected answers:

- say nothing / keep as a secret -try meet the boy and give the money back

- Take notes *Self-evaluation:

……… ……… Week : 3

Period : 9

Class : 11A2,3,5,8 Date of preparing : Sep 01, 2014 Date of teaching : Sep 09, 2014

UNIT 2: PERSONAL EXPERIENCES

PART B: SPEAKING A Objectives:

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Knowledge:

- General knowledge: Through this unit, students can talk about their personal experiences - Know how to talk again a problem happened

- Language: Students use sentences, words, phrases and expressions for talking about their personal experiences

Skills: Talking about past experiences and how they affected one’s life B Methods:

3 New lesson:

1 Warm-up: (5 ms)

-Ask Ss some questions to lead to the lesson, such as:

Have you ever been ill? When were you ill? Why? What you think after that? 2 Pre –speaking: ( ms) * Task 1: Matching phrases:

- Ask Ss to work in pairs to match things they might have done or experience

- Call on some Ss to give their answers - Give feedback

* Eliciting and introducing useful structures - Ask the Ss :

* What you say to ask about someone’s

experience that might have affected them ?

- Write the questions on the board

3 While- speaking: (17 ms)

Task : Re – ordering & role – play drilling * Re – ordering

- Ask the Ss to work in pairs to put the lines of the dialogue in the correct order

- Call on some Ss to give their answers *role – play drilling

- Hang on a chart with the dialogue

- Ask the Ss to work in pairs to practice the

-Work in pairs Expected answers:

1 – d 2 – e 3 – b 4 – f 5 – a 6 – c

Expected answers

- Have you ever ? - When did it happen?

- What were you thinking and feeling when it happened?

- How did the experience affect you?

- Practice in pairs Expected answers

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dialogue

- Put the chart away

- Call on some Ss to act out the dialogue in front of the class.( without looking at the chart or books ) - Give comment

4 Post speaking: (5 ms) Task 3.

- Present the situation about:

Situation 1: A group of sts don’t help the old man to cross the street

Situation 2: Ann met a her idol –My Tam- a famous singer

Situation 3: John said hello to a young girl, when the girl turned out he recognized a stranger

- Ask sts work in pairs and use the structures in task to make similar dialogue then let sts talk about their personal experiences

- Go around and help sts if necessary

- T reminds Ss to pay attention to the structure of questions:

Have you ever…? How did it happen? When did it happen?

How did the experience affect you?

+ write a paragraph to tell their own experience in the past

+ Prepare part C – Listening

- Act out dialogue in front of the class

- Ss work in groups of to make the similar conversations

Suggested conversation:

A: So, how was your weekend?

B: Oh, really good I happened to see My Tam.

A: The famous Singer?

B: That’s right Have you ever met her? A:Yes, I have In one of her show in Ho Chi Minh City last year She is very charming.

B: Yeah She sings beautifully ,too. A: Have you ever been to Ho Chi Minh City ?

B: No.I have never been there.

A: You should go there sometimes It’s an interesting city and the hotels are wonderful.

- Listen - Listen

*Self-evaluation:

……… ……… ……

Week : 4 Period : 10

UNIT 2: PERSONAL EXPERIENCES PART C: LISTENING

A Objectives:

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2 Knowledge:

- General knowledge: Students learn about memorable experiences and the importance of family

- Language: Use past simple

- New words: Words related to memorable experiences Skills: Listening for gist and for specific information. B Methods:

Integrated, mainly communicative

C Teaching aids: Teacher’s books, textbooks, some pictures, chalks, tape, cassette player D Procedure:

3 New lesson:

1 Warm-up: (5 ms)

- Show a picture of a building on fire and ask Ss to answer some questions

1 What’s it?

2 How you feel when you see a fire? 3.What would you if you saw a fire?

- Lead in the new lesson Pre-listening : (10ms)

- Ask the sts to look at the picture in the books and ask them: “ What’s happening in the picture?” - Give some questions to help them:

1 What you see in the picture? 2 Who are they?

3.Where are they? 4 What are they doing?

- Let the sts speak freely

- Play the tape or read the words provided aloud for the sts to repeat

- Explain the meanings of the words briefly if necessary

* Vocabulary:

 ‘memorable (a) = unforgettable (a)  ‘terrified(a)

 replace(v)  gas stove(np)  em’brace(v)  escape(v)  protect(v)  ‘rescue(v)

3 While-listening: (15 ms) Task

- Get them to read through the statements to understand them and underline key words

- Check with the whole class and ask them to

- Look at the pictures and answer Student’s answers:

1.It’s a building on fire I feel………

3 If I saw a fire, I would………

- Look at the picture and describe it

- Listen to the teacher and repeat

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guess what the unforgettable experience the girl is going to tell might be

- Play the tape once for ss to listen and the task - Play the tape one or two more times and pause at the answers for them to catch

Task

- Ask the sts to read the passage quickly and guess what words will be filled in the blanks

- Play the tape for the sts to hear

- Ask the sts to work in groups discussing the answers

- Go around observing the class to know their understanding of the listening lesson

- Call some to go to the BB to write their answers - Give feedback

4 Post-listening: (5ms)

- Ask the sts to work in pairs discuss Christina’s point of view “ Family is more important than things”

+ Write about family reunion. Prepare Part D Writing

- Listen to the tape Suggested answers:

1 T 2F 3F F T

- Read and guess - Listen to the tape * Expected answers:

1 small everything 3 family replaced 5 took appreciate

- Work in pairs and discuss - Take notes

- Prepare the next lesson

*Self-evaluation:

……… ……… ……

Week : 4 Period : 11

UNIT 2: PERSONAL EXPERIENCES

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Educational aim: By the end of this lesson, students will be able to write a personal letter telling about a past experience, using the structures and vocabulary that they have learned in previous lessons

2 Knowledge:

- General knowledge: Students learn about the organization of content of a form - Language: Words used in a form of writing apersonal letter

Skills: Writing a personal letter to describe a past experience B Methods:

Integrated, mainly communicative

C Teaching aids: Teacher’s books, textbooks, chalks. D Procedure:

I Warm up: (5 ms) - Give handout

Dear Helen,

Last night I had a scary dream I was walking along an empty street late at night Suddenly, a lion appeared at the end of the street He ran toward me with his big mouth open and sharp teeth He roared and jumped upon me I screamed loudly and awoke I’m still frightened now By the way, how are you? Do you still have a nightmare as before? I think we have similar problems now Write to me as soon as possilble. Your friend,

Daisy

- Ask some questions 1 What is the letter about?

2 Have you ever written a letter like that? - Lead to new lesson

II Pre-writing: (8 ms)

- Ask Ss some questions about the model

1 Name of experience 2 When it happened 3 Where it happened 4 How it happened

5 How it affected the writer

6 The tenses in writing about past experience

- Tell Ss to think of types of experience and make a layout following main points

+ when it happened: + where it happened: + how it happened + who was involved

+ how the experience affected you

It changes my out look on life, It made me more careful whenever I , It made me appreciate more, It gave

-Read the handout carefully and answer the questions

-Answer -Listen

-Listen and give answer

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me more confident in It taught me a lesson that I

III While - writing: (20 ms)

- T divides the class into or groups, asks them to discuss and write

- Monitor the class and gives help if necessary IV Post writing: (7 ms)

- Select the writing of two groups at random, hangs the paper board and together with the students gives comments and corrects mistakes

Sample writing: Dear Laura,

Last night I had a terrible dream I was walking along an empty street late at night, suddenly a lion appeared at the end of the street He ran toward me with his big mouth open & sharp teeth He roared and jumped upon me I screamed loudly and awoke I’m still frightened now By the way, how are you? Do you still have a nightmare as before? I think we have the same problems now Write to me as soon as possible. Your friend, Daisy.

+ Ask Ss to rewrite at home

+ Prepare part E – Language Focus

-Group work to the writing

- Pay attention to the writing and correct their mistakes

-Listen -Listen

*Self-evaluation:

……… ……… ……

Week : 4 Period : 12

UNIT 2: PERSONAL EXPERIENCES PART E: LANGUAGE FOCUS

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Educational aim: By the end of this lesson, students will be able to: - distinguish the sounds / m /, / n /, / η /

- pronounce the words and sentences containing these sounds correctly

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

- use these verb tenses to solve communicative tasks Knowledge:

- General knowledge: Students learn sounds and review some tenses - New words: Words related to sounds and tenses

Skills:

- Pronunciation: / m /- / n /- / η /

- Grammar: Tense revision: the past simple, past progressive and past perfect B Methods:

A Pronunciation: (10ms) I Warm up

-Let the sts play the game “Bingo” ( gestures) Cry, smile, run, sing, speak, laugh

- Lead in the new lesson II Presentation

- Help the sts distinguish the differences between the sounds

/m/ âm m, mm, mn (n câm), mb (b câm): meal, swimming, autumn, and climb

/ n/ âm n, nn, gn (g câm), kn (k câm), pn (p câm): now, funny, sign, pneumonia, and know / η /là âm ng ng nằm cuối từ

/ η /là âm ngue ( gue câm) (tongue) III Practice

- Pronounce the words in the book To check learners’ understanding, T numbers the sounds and 2, and then reads the words while Ss say which word is which number

-Read the sentences loudly, and ask the sts to pick out the words, which contain the sounds

IV Production

- Give the handouts to the class and ask them to rearrange the words into their correct columns

Sing, match, signature, knew, cream, knot, distinct, along, sink, tongue, longing, coin, melon, mummy, lamb, gone, gum, magnet, king, ink.

- Call some to stand up to speak out - Correct their mistakes and give feedback

- Play the game

- Listen to the teacher and take notes

- Ss repeat in chorus

- Ss repeat in chorus and individuals

- Take note - Work in pairs

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B Grammar: ( 25ms) I Presentation

- Show some pictures and ask the class to make sentences with these pictures

Ex:

1.Last week Long went to the zoo with his friends

2.He was feeding the monkey when it bit him. 3.They had asked for their parents’ permission

before they went.

- Ask the sts to look at the examples to review the use of the past simple, past continuous and past perfect tenses

- Deliver the handouts to them *.Present simple

Form: I/ you/ we /they + bare Inf. She/ he/ it + verb-s/es

Ex: The train leaves every morning at a.m * Present continuous

Form: S + am/ is/ are + V-ing.

Ex:I am learning English now * Present perfect.

Form: S + have /has + P.P

Ex: I have seen that movie twenty times * Past simple

Form: S + V-ed/V2

Ex: I saw a horror film last night * Past continuous

Form: S + was/were + V-ing

Ex:I was watching TV when she called * Past perfect

Form: S + had + V3/V-ed

Ex: We had had that car for ten years before it broke down

II Practice Exercise1:

- Ask the sts to work in pairs doing the task. - Call some to go to the BB to write their

answers

- Ask the others to give remarks. - Give comments and feed back. Exercise2:

- Ask the sts to work individually doing the task. - Then ask them to work in pairs exchange their

results and peers correction

Melon knew tongue Mummy distinct king Lamb gone Gum coin Magnet ink

sink - Work in pairs

- Look at the examples and draw in the rules

- Read the handouts

- Take notes

- Work in pairs * Suggested answers:

1 invites sets gets 4 waves promises 6.carries 7 contains 8.has baked is 10.is fishing 11 are singing 12 is

* Suggested answers:

1 broke/ was playing 2 wrote/ was

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- Call some to stand up and speak out their answers

- Give feedback.

Exercise3:

- Ask the sts to work individually doing the task. - Then ask them to work in pairs exchange their

results and peers correction

- Call some to stand up and speak ou their answers

- Give feedback.

III Production

- Ask the sts to work in groups making any sentences using the structures they learnt above - Call some to go to the BB to write their

sentences

C Consolidation and homework: (3 ms) - Retell the main points of this lesson - Assign homework:

+ the exercises again

and excercises of unit (workbook)

lesson

Unit : A Reading.

4 started/ were walking 5 told/ were having

6 didn’t listen/ was thinking

7 phoned/ didn’t answer/ were you doing

8 was not wearing/ didn’t notice/ was driving.

1 had eaten/ arrived 2 found/ had taken 3 got/ had closed 4 got/ had left 5 got/ had arrived 6 paid/

7 had phoned

8 went/ said/ hadn’t arrived had locked/ asked/ cost

- Work in groups

- Go to the BB and write the answers -Listen

- Take notes

*Self-evaluation:

……… ……… ……

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UNIT 3: A PARTY

PART A: READING

A Objectives:

1 Educational aim: By the end of the lesson students will be able to - Develop such reading micro-skills as guessing meaning from context - Use the information they have read to answer the questions

2 Knowledge:

- General knowledge: Students could understand and use the new words through speaking, asking and answering

- New words: Words relate to ways of socializing 3 Skills:

- Reading for general or specific information - Guessing meaning from context

B Methods:

I Warm up: (5ms)

- Show pictures and the words : birthday party and wedding anniversary

- Ask Ss to match the pictures with the words - Ask Ss some questions:

1 Are they the parties?

2 What kind of parties can you know?

- Lead in the new lesson

“Today we are going to study about parties.” 2 Pre-reading: (13ms)

- Let Ss look at the pictures and answer the questions:

1 What is the relationship between the people in the pictures?

2 What are they celebrating?

- Ask Ss to read the text

- Give and explain the new words * Vocabulary:

 celebrate (v): / 'selibreit/: làm lễ kỉ niệm  anniversary (n): ngày kỉ niệm

 party - goer (n): người dự tiệc  hold a party:= organize a party

- Look at the bb and match them together Expected answers:

1 birthday

2 wedding anniversary

1 Yes, they are.

2 Many: wedding, birthday, new house…….

-Ss work in pairs to look at the pictures answer the questions:

1 They are members in a family

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 cosy (adj): ấm cúng  tidy up (v) = clean up  candle (n): nến

 blow out (verb ph): thổi ( nến  milestone (n)

 silver anniversary = silver wedding: the

25th anniversary of a wedding.

 ruby anniversary = ruby wedding: the 40th

anniversary of a wedding.

 golden anniversary = golden wedding: the

50th anniversary of a wedding.

 diamond anniversary = diamond wedding:

the 60th anniversary of a wedding.

- Ask Ss to practise pronouncing the words 3 While-reading: (17 ms)

Task 1: Decide which of the activities below take place at a birthday party or a wedding anniversary or both Put a tick in a right box.

Birthday

party Wedding Anniversary party

1 People sing a song 

2 People eat cake  

3 People receive cards & gifts

from friends & relatives  

4 People joke about their age 

5 People remember their

wedding day 

6 People go out to dinner 

7 People blow out their

candles, one for each year 

Task 2.

- Ask the sts to work in pairs doing the the task - Call some to stand up and the task

-T corrects

- Ask Ss work in pairs and dicuss some questions

1 Where you prefer to celebrate your birthday, at home or in a restaurant? Why?

2 Do your parents celebrate their wedding anniversaries?

3 Are you going to celebrate your wedding anniversaries in the future? Why (not)?

- Ss listen and guess the meaning of the words

- Ss repeat the words in chorus/individually

- Work in pairs and the task

1 eighth - seventh 2 makes - eats 3 food - presents 4 anniversaries - age 5 months - years 6 th- 50th silver - golden

1 At home: save money, comfortable, can last as long as possible, cosy, self -served food & drinks,

- In a restaurant: - noisy, expensive but save time & everything available, 2 Yes/No

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- Call some to present - Feedback

- Present - Listen - Listen

*Self-evaluation:

……… ……… ……

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UNIT 3: A PARTY PART B: SPEAKING A Objectives:

Educational aim: By the end of the lesson, students will be able to:

- use appropriate language to talk about parties and negotiate how to plan them - use appropriate language to invite people to come to parties

Knowledge:

- General knowledge: Students know how to plan parties - Languuage: Words related to parties

Skills: Talking about parties B Methods:

3 New lesson:

1 Warm-up: (5 ms)

- Show a picture of a party and tell the class about it:

+ What you see in it? + Are people in the party? + Do you want to take part in?

- Lead in the new lesson: Have you attended any

party recently? Now tell the class the party you have attended.

2 Pre –speaking: ( ms)

Task Give requirement and guide St how to do the task.

- Explain some difficult words & phrases - Call some pairs to check their answer - Go around and help sts if necessary 3 While- speaking: (17 ms)

Task Tell a partner about the party Ss can base on the questions & answers on Task 1. Sample:

A: I have just been invited to my teacher’s house for dinner.

B: Oh, how nice What you often when you are invited to someone’s house?

A: Well, it is a custom to bring a small gift. B: Really? Like what?

A: Maybe some flowers or something for desert. B: And is it alright to bring a friend along?

- Look at the picture and listen to the teacher

- Ss answer the questions in pairs - Ss work in groups of to talk about a party

- Ss work in groups of to make similar conversations

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A: Well, if you want to bring someone you are expected to call first & ask if it is OK.

Task 3.

- T gives requirements, ask Ss to work in groups of or to the task

T guides Ss how to make questions , such as:

1 budget: How much money you spend for your party?

2 date & time: When you organise your party? 3 who to invite: Who have been invited to your party?/How many people you plan to invite, who are they?

4 place: Where you organise your party? 5 formal or informal dress: What kind of clothes do you wear at the party?

6 decoration: How you decorate your party? 7 entertainment: What activities will take place? 8 food & drink: What food & drink will be served?

- go around and help Ss if necessary 4 Post speaking: (5 ms)

- Asks Ss to tell the rest of class about their party Try to convince them to come

+ write a short paragraph about their past experiences

+ Prepare part C – Listening.

- Ss work in groups of or to make questions first, then answer the questions in turns to have a conversation

- Ss tell the rest of class about their party Try to convince them to come

-Listen

-Listen and take notes

*Self-evaluation:

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Week : 5 Period : 15 Class : 11A2,3,5,8 Date of preparing : Sep 16, 2014 Date of teaching : Sep 19, 2014

UNIT 3: A Party

PART C: LISTENING

A Objectives:

Educational aim: By the end of this lesson, students will be able to develop such listening micro-skills as intensive listening for specific information

2 Knowledge:

- General knowledge: Students know how to plan a birthday party - New words: Words related to birthday party

Skills:

- Deciding on True or False statements - Comprehension questions

B Methods: Integrated, mainly communicative.

3 New lesson:

1 Warm-up: (5 ms)

- Ask students some questions :

 Do you often hold your birthday party ?  Where you often hold your birthday party ?  When you like to organize your birthday

party, in the morning or in the evening ?

2 Pre-listening: (10 ms) - Teach some words

+ Gather(v) = + Clap(v) (mining) + Decorate(v)

Ex: The children decorated the Christmas tree with colorful electric lights.

+ Decoration(n) + Icing (n). + Guest (n)

- Askstudents to repeat the provided words

1 gathering 2 restaurant

- Answer the questions freely

- Take notes

- Repeat words in chorus then individually

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3 birthday cake 4 prizes

5 slices 6 icing 7 decorated 8 clapped

3 While – listening: ( 20 ms)

- Ask students to read Task silently

- Ask students to listen to the passage (twice) Task 1

- Asks students to work in pairs to the task - Corrects mistakes and gives feedback

Task 2

- Asks students to read the questions in Task silently - Asks them to listen to the passage again and Task in groups

- Asks some students to write the answers on the board - Gives feedback

-Ask students to talk about Mai’s birthday party (-Teacher can ask some questions, if necessary : Where did Mai hold the birthday party ? How many people were invited to the party ? What time did the party start and end ?

What did Mai’s mother serve the guests at the party ?) - Ask some students to retell Mai’s birthday party before class

- Correct mistakes and give feedback 5 Consolidation and homework: (3 ms) - Retell the main points of this lesson - Assign homework:

+ Write about your birthday party. + Prepare Part D Writing

- Listen to the passage and correct pronunciation

- Work in pairs Key:

1 F (Mai’s birthday party was held at home in the afternoon.)

2 F (About twenty guests were at the birthday party)

3 F (The birthday cake was cut at about

four thirty).

4 T (The birthday party lasted about

three hours).(from three to six)

5 F ( Only the writer stayed after the party to tidy up the mess.)

- Read task silently - Work in groups Key:

1 She was 16 years old.

2 She didn’t like having the party at a restaurant because it is noisy and expensive.

3 She served them soft drinks and biscuits.

4 It was brought out at about four thirty. 5 It was beautifully decorated with pink and white icing

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

7 It finished at about six in the evening.

- Work in groups

- Listen to their friends and correct mistakes

-Listen

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*Self-evaluation:

……… ……… ……

Week : 6 Period : 16

PART D: WRITING

A Objectives:

Educational aim: By the end of this lesson, students will be able to: - define the format and structure of an informal letter of invitation - write an informal letter of invitation

Knowledge:

- General knowledge: Students learn to write an informal letter - Language: Words used in writing an informal letter

Skills:

1 Writing an informal letter of invitation B Methods: Integrated, mainly communicative. C Teaching aids: Teacher’s books, textbooks, chalks. D Procedure:

3 New lesson:

1 Warm up: (5 ms)

- Ask Ss to work in groups of four and rearrange the letter

Jumbled letter

1 It’s a beautiful house and it looks over the West Lake and the Water Park

2 Dear Linda,

3 Guess what!I’ve just moved to a new house in Tay Ho District

4 Would you like to come?

5.Please let me know your answer as soon as possible

6 See you

7.My parents are giving a house-warming party this evening around 6:30 p.m

8 Hoa

9 I think Chris and Kim are coming, too

10 We’ll have”Pho” and some other special dishes

- Listen and feedback 2 Pre writing: (8 ms)

-Group work and re-arrange the letter

* Suggested answers: 2-3-1-7-4-9-10-5-6-8

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* Task 1

- Ask students to answer the questions: 1 On what occasions are parties held?

2 What kind of clothes they often wear at a party? 3 What kind of presents people often bring to a party?

- Lead in:If you want your friends or relatives to come to your party, you must send a letter of invitation Let’s begin our lesson.

* Task 2:

- Ask students to task in pairs

- Correct mistakes and gives feedback

While - writing: (15 ms) The format:

1 The heading: Date / address/ 2 Opening/ greating: Dear + name

* Reason for event( party):

+ I’m having a new year’s party/ birthday party on + time + place.

3 Body * Invitation:

+ I’d like to invite you to my

+ I am wondering if you’d like to come to next + I’d love you to come

+ Would you like to come

* Response:

+ Please let me know if you can come.

+ Please write soon and tell me if you can come. + Could you let me know before then if you would like to come?

4 closing of a the letter.: express one’s hope:

+ Your presence at the party is highly appreciated/ will be our honor

+ love/ best wishes/ cheers/ sincerely yours/ affectionately

+ Signature:

Note: tenses/ preposition and conjunctions used -Get Ss to write their letters in 10 ms, based on the outlines they have produced

-Ask Ss to get in pairs, exchange their letters and correct eachother

- T goes around and offer help 4 Post writing: (7 ms)

- T chooses one letter and reads it to the class - Then T elicits correctives feedback from the class

-Listen and answer

*birthday, wedding anniversaries, New Year’s Eve

*dress/ skirt/ shirt/ trousers/ suit/… *gift/ flowers/ champagne/…

- Work in pairs

* Suggested answers: 1 at my house 2 to come 3 refreshments 4 to cook 5 winners 6 by Monday

- Take notes

-Do the writing - Do as told

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and gives final comments afterwards

Dear Lan,

As the school year is coming to an end, I’m giving a farewell party for people to meet up before going away for holiday Would you like to come? It will be at my place at 7p.m next Sunday I intend to invite about 10 people, so it will be a small gathering and hopefully, people can socialize more easily I will be oder some pizzas and buy snacks and fruit However, you might want to bring some drinks to be shared There will be dancing and karaoke competion So, there will be a lot of fun

Please let me know if you are keen by Saturday Just leave me a message on the phone if you can’t catch me at home

See you Long

-Listen

*Self-evaluation:

(38)

Week : 6 Period : 17

PART E: Language Focus

A Objectives:

Educational aim: By the end of the lesson, students will be able to: - distinguish the sounds /l/, /r/ and /h/

- pronounce the words and sentences containing these sounds correctly - distinguish the uses of infinitive and gerund in active and passive voices - use these structures to solve communicative tasks

Knowledge:

General knowledge: Students learn to pronounce sounds and grammar Skills:

fluency in pronunciating sounds and use of infinitive and gerund in passive B Methods: Integrated, mainly communicative.

C Teaching aids: Teacher’s books, textbooks, chalks. D Procedure:

A Pronunciation: (10ms) I Warm – up

Jumbled words

ahodliy taresturan ithospal

=> Pronunciation of /l/ ; / r / and / h / II Presentation

- Distinguish the sounds:

/ r /: Ss curl the tongues more backwark than when they pronounce / l /

/ h /: Ss move their vocal folds from wide apart to close together

III Practice

- Play the tape, ask Ss to pay attention to pronunciation of these sounds

- Ask Ss to read after the tape

- Call on some Ss to read and make correction if necessary

- Ask Ss to work in pairs to practice reading the sentences

- Do as told Expected words:

holiday restaurant hospital

-Listen

-Listen -Repeat

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-Call on some Ss to read and make correction if necessary

IV Production

- Give students words and ask them to put the words to the right columns / l / /r / and / h / : holiday,

library, run, help, Lisa, realize.

B Grammar: ( 30 ms) I Presentation

Example : Building sentence.

- Hang on a poster, concluding the cues

a, We / decide / not go out / cold weather. b, He / finish / clean / the floor

c, I not interested / discuss / the problems d, It / no use / exercises / every morning e, I / not mind / be kept / wait

f, He / invite / come / his party.

- Ask Ss to work in groups to make sentences - Call somestudents to write on the board - Correct and give feedback

* Eliciting and introducing verbs.

- Ask Ss to give the verbs/ phrasal verbs followed by To – Infinitive:

* Eliciting and introducing verbs.

- Ask Ss to give the verbs/ phrasal verbs followed by V_ing:

- Review the forms of passive infinitive and gerund and emphasize their uses in groups

Some present:

+ Passive infinitive: to be + Past Participle + Passive gerund : being + Past participle.

II Practice:

- Ask Ss to work individually the exercises, then compare with the partner

- Call some Ss to give their answers - Correct and give feedback

-Pair work and as told

-Listen and build the sentences *Expected answers :

a, We decided to not to go out in the cold weather.

b, He finished cleaning the floor. c, I am not interested in discussing the problems.

d, It is no use doing exercises every morning.

e, I don’t mind being kept waiting. f, He invited me to come to his party.

-Do as told - Individual work

Exercise 1.

having 2 getting 3 to tell

4 practising 5 to see

Exercise 2 1.B 2 A 3 B B 5 A Exercise 1 D 2 C 3 B B C -Listen -Listen + Infinitive

only + gerund only + both

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- Feedback

+ the exercises again

and excercises of unit (workbook)

lesson

Test Yourself A *Self-evaluation:

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Week : 6 Period : 18

TEST YOURSELF A

A Objectives:

1 Educational aim: According to the TEST students can revise all the language skills and grammatical points which they have studied and used in the three units: 1, and

- Students can improve their techniques of doing the simple tests Knowledge: After this lesson, students will be able to:

- Check themselves their skills in reading, speaking, listening, writing - Improve their knowledge through the test yourself

- Language: Students can improve their techniques of doing the simple tests Skills: reading, speaking, listening, writing

B Methods: Integrated, mainly communicative. C Teaching aids: Teacher’s books, textbooks, chalks. D Procedure:

I Warm-up: (5 ms) - Greeting

- Ask students something about the test yourself A * Have you prepared it at home?

* Have you got any difficulties? II Test yourself

1 Listening (10 ms)

- Ask students to read all the sentences first - Ask students to listen to the tape once

- Ask students to listen again and speak out the statements are true or false

- Ask students to listen in the third time, the work in groups to compare and discuss the answers with each others to find the correct answers

2 Reading (10 ms) - Present the task:

- Ask pupils to work in groups to compare the answers they have already done to find the correct ones

- Give the correct answers to the class:

- Greeting

- Answer teacher’s questions

- Look at the book and listen to the task - understand the task

- Read the questions - Listen to the tape

- Listen again and say the statements are true or false

- Listen and discuss in groups to find the correct answers

1-A, 2-D, 3-B, 4-D, 5-C

- Look at the textbook and listen to the teacher

- Work in groups to discuss about the passage

- Finish the task

- Compare their results with the other groups, and then with the keys

- Write the answers on the board

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3 Grammar (8 ms) - Present the task:

a/ Ask students to listen and put a tick in the right box

b/ Give the correct form of verbs

4 Writing (7 ms)

- Ask Ss to work in groups

- Call the students to read the suggested sentences in front of the class

- Check their writings and help them correct the mistakes if they’ve made

III Consolidation and homework: (3 ms) - Retell the main points of this lesson - Assign homework:

+ study all the lessons again

+ get ready for the 45 minute-test in the next period

answers

1 Because these people had been childless for 10 years after they were married and were so thrilled to finally have a child (lines 3-5 , paragraph 1) 2 To take some photographs of the happy family (line -2 paragraph )

3 The boy was dressed in a smart, brand new outfit and looked like a little prince. (lines -3 , paragraph )

4 Because he was interested in the toys (line – 8, paragraph 3)

5 He felt that it was delightful and looked forward to the next day to have the film developed (lines – 3, paragraph )

- Listen to the teacher - Work in groups

- Compare the results with the other groups

- Show the answers in front of the class - Observe the keys and correct their anwers

* Suggested answers: 1, to see.

2, to be. 3, to phone. 4, pay. 5, to be met. 6, to be appointed

- Students work in groups and practise writing about the some one’s birthday party

- Two students go to the board and write - Give the writings by reading aloud - Read the letter carefully

- In groups or in pairs, write her a letter - Compare the results with the other groups

- Correct mistakes - Listen

- Study all the lessons again

- Get the knowledge ready for the coming test

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……… ……… …

Week : 7 Period : 19

REVISION FOR THE 1st 45 MINUTE TEST

A Objectives:

1 Educational aim: By the end of the lesson, students will be able to: - Review what’ve been taught

- Prepare well for the next test

- Practice the skills of doing the test successfully 2 Knowledge:

- General knowledge in unit 1, unit and unit

- Language: pronunciation and grammar in the above units 3 Skills:4 skills.

B Method: Integrated, mainly communicative. C Teaching aids: textbook, chalk, board, D Procedures:

I Presentation (6 ms)

- Have students revise the points they have learnt in the three units

- Have them prepare for the coming training test II Practice (20 ms)

- Have students get the handout and the tasks assigned as the test’s outline in the fixed time

- Guide students to the tasks - Give feedbacks and explanation

III Production (5 ms)

- Listen

- Do the exercises on the handouts - Some students go to the board

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- Correct students’ typical mistakes in front of the class

IV Consolidation and homework (2ms)

- Summarize the main points

- Have students revise prepare for the coming test and the rest exercise at home

- Listen

-Listen *Self-evaluation:

……… ……… ……

HAND-OUTS:

Unit 1: Friendship

I.Pronunciation: choose the word which has different pronunciation from that of the others in each of the following questions.

1.A passenger B dangerous C village D gold 2.A church B changeable C child D machine 3.A mutual B literature C picture D constancy II Vocabulary: Circle the correct completion for the following.

4.He always helps people without thinking of his own benefit Therefore, he is a(n) … man A selfishness B selfish C unselfish D unselfishness 5.For a… to be close and lasting, both the friends must have some very special qualities

A friend B relative C friendly D friendship 6.Good friendship should be based on …….understanding

A mutuality B mutually C mututal D friend 7.You cannot always insist on your own way There has to be some…

A friend B acquaintance C give –and –take D suspicion 8.The… of the man is good-looking He is tall and has got a square face

A Physical characteristic B personality C quality D attitude 9.She is intelligent, studious and patient These are her…

A Feeling B quality C personality D appearance 10.My mother has some shopping…

A.doing B C to D to be done 11.it is lovely ….you again

A Seeing B to be seen C to see D see 12.I felt the animal …towards me

A to move B to be C moving D move 13.We promise our teacher ….all of the world

A Doing B C to D to be done 14.I heard them … the price

A To discuss B discuss C to be discuss D discussed

III.Reading comprehension: read the text carefully, then circle the correct completion for the following

WHY DO WE NEED FRIENDS? Friendship is very important in our life

Firstly, friendship helps reduce our sufferings Do you remember a saying: “Happiness is shared, it doubles; sorrow is shared, it is reduced a half”? So our sufferings are really released when we have true friends who can share them with us

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Finally, friendship helps us correct our mistakes We ourselves rarely recognize our mistakes unless we are told by others A sincere friend does not hesitate to warn us our faults, and tells us the way to correct them

However, affected by “the western way of living “, many Vietnamese young people have changed their ways of living and thinking, and their opinion of friendship is also different So, how we can have a true friend is what we should also discuss in our today’s topic

15.The word “sufferings” in line could best be replaced by which of the following? A Happiness B pleasures C depressions D sorrows 16.According to the passage, what helps us correct our mistakes?

A Parents B lover C friendship D teacher 18.The word “encourages” in line could be replaced by which of the following?

A Stimulates B destroys C develops D breaks up 19.According to the passage, we need friends because of all the following reasons EXCEPT: A Friendship helps us correct our mistakes

B Friendship helps reduce our sufferings C Friendship encourages us in our life D Friendship is a source of happiness 20.What is the main idea of the passage? A The importance of friendship in our life B The feature of friendship

C The harmfulness of friendship in our life D The connection between friendship and love IV Writing:

1 Passed/ exams/ to know/ happy/ I/ am/ that/ you/ have/ the

……… Letters/ I/ write/ some/ have/ everyday

à……… a/ not/ true friendship/ easy/ Be/ to have

à ……… a/ two-sided affair/ generally/ friendship/ be

à……… 4.May be the company will ask him to pay some extra money

à Do you think the company will make ……… ………? She wants to go for a picnic

à Do you think her parents will let ………? They talked in the next room

à I heard……… The dog went on the street

à The girl saw………

Unit PERSONAL EXPERIENCES PHONETICS:

Choose one word whose underlined part is pronounced differently Identify your answer by circling the corres

1 A bank B and C glance D acquaintance A autumn B under C plan D constancy A sting B stand C sing D embarrassing A idol B side C brighten D activity

VOCABULARY AND STRUCTURE

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A Have B Has C Do D Did Yes, my most embarrassing experience happened some

months -A ahead B before C ago D past

7 Last year I went to a party alone I didn’t know any people there except the host I felt very A embarrass B embarrassed C embarrassing D embarrassingly She broke a glass of wine at the party and the wine poured into a strange man sitting next to her She was in a very -situation

A embarrass B embarrassed C embarrassing D embarrassingly I don’t like that man He has a -behaviour

A clever B good C interesting D sneaky

10 The woman living next my door is always making - She complains and talks noisily about everything she doesn’t like

A something B a fuss C acquaintance D stories 11 He entered the class, sat on the second row and -at the girl sitting next to him

A saw B talked C said D glanced

12 The fire -some years ago at Dong Xuan Market

A happen B.happened C.happening D.happens 13 The fire was great and it -a lot of things there

A destroy B destroys C destroyed D destroying 14 The businessmen -many things in the fire

A to lose B lose C lost D losing

15 Can you write an article telling about one of your most memorable past -? A experiences B experience C experiencing D experienced 16 How did the experience -you?

A affects B affect C affected D affecting 17 I was going home when I -an accident

A see B was seeing C saw D seen

18 My sister wrote the first article for the Pioneer Newspaper when she -10 years old

A be B is C are D was

19 I phoned you last night but you were out Where -you go?

A B are C did D were

READING:

When I was a student, I had a summer job in an expensive restaurant in Glasgow One day we were expecting forty members of a football team for lunch I was given the job of peeling potatoes I thought I was managing quite well with my small knife until the owner appeared to see how I was getting on She was amazed that I was using a knife and asked why I wasn’t using the potato peeler I had no idea what a potato peeler was so she let me into a small room behind the kitchen There, on the table, was a small machine like the rubbish bins some people have in their bathrooms She explained as if to a small child that I had to put the potatoes in, close the lid and press the button When she came back ten minutes later, I told her I thought it was quicker to it by hand She asked what I meant “Well, they aren’t ready yet,” I replied You can imagine how I felt when she lifted the lid and took out the potatoes the size of peas The potato peeler was not automatic

20.The story happened in …………

A summer B winter C a small

restaurant D a football club 21.Which is NOT TRUE about the story?

A On that day the restaurant had forty guests B The owner of the restaurant was a woman

C The student didn’t know what a potato peeler was D The football team members would have potato for lunch

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A very carefully B very carelessly C very angrily D very impatiently

23.The potato peeler …………

A was small B was a rubbish bin

C could stop when the potatoes were ready D was very difficult to use 24.What can you infer from the story?

A The student had no experience in working in a restaurant B Football teams often had lunch in this restaurant

C The tables in this restaurant were only enough for forty guests D All the potato peelers were not automatic

IV WRITING: Viết lại câu sau theo gợi ý :

25 We heard the news during the lunch time.( Viết lại câu sau )

When……….…….…… 26.He was the first to come I arrived there after him ( Viết lại câu sau )

When I……….…………

27 happened / my / experience / 30 years ago/ most / memorable /

……… 28 When we ……… (get) to the station the train ……… (already / leave) (Chia thì) 29.After they ……… (go), he ……… (sit) down and…… (light) a cigarette.(Chia thì) 30.to/ play/ five/ He/ piano/ started/ the/ years/ ago (Sắp xếp)

……… 31.taught / to appreciate / it / more / me / my family / than things (Sắp xếp) ………

32.some years ago / the fire / at / happened / Krong Pa market (Sắp xếp ) ………

UNIT A PARTY

I Pronunciation: Choose one word whose underlined part is pronounced differently Identify your answer by circling the corres

1.A happy B husband C have D hour

2 A iron B celebrate C parent D restaurant

3 A who B how C which D whose

II Grammar and vocabulary:

5 There is a birthday cake seven candles on the table

A of B with C on D above

6 In some many European countries, people of all ages birthdays

A present B display C prefer D celebrate

7.The first floor of the hotel has been cleaned up for their wedding

A meeting B organization C celebration D festival

8.She left school at the age 18

A in B of C with D on

9.The “ ” is often celebrated on people’s 25th wedding anniversaries.

A Golden Anniversary B Cotton Anniversary

C Diamond Anniversary D Silver Anniversary

10 She intends to hold a party on her son’s birthday

A special B specially C specialize D specialized

11.He risked his house when his company went bankrupt

A lose B to lose C losing D lost

12.I want to travel because I enjoy people and new places

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13.They had planned a new branch but they had to delay the office

A opening / to build B opening / building C

to open / to build D to open / building

14.Most famous people don’t like personal questions

A asked B being asked C to be asked D to be asking

15.I hate _

A being kept waiting B to be kept to wait C keep to wait D keeping to wait 16.The girl agreed _ the cake equally

A to be divided B to divide C dividing D divide

17.He risked his house when his company went bankrupt

A lose B to lose C losing D lost

18.I want to travel because I enjoy people and new places

A meet / see B meeting / seeing C meeting / to see D to meet / see 19 “ Would you like a drink?”-“ -“

A I don’t like coffee B I prefer tea C Coffee, please D Never mind III Reading:

Several types of parties that are mainly held by teens and young adults are house parties, dance parties, and outdoor parties In the United States and the United Kingdom, the term house party refers to a type of party where large groups of people get together at a private house to socialize and consume alcoholic beverages House parties which centeraround the consumption of beer which is pumped from a keg into plastic cups are called keg parties or “Keggers” These parties are popular in the US among college students, but are technically illegal for anyone under the age of 21 to attend, and often, even older party-goers break the law for violating ordinances regulating noise and disorderly conduct

Dance parties are gathering in bars or community centers where the guests dance The music of dance parties is usually selected and played by a powerful stereo system Conversation is not an integral part of these parties as those who attend express themselves through their dancing and by guesturing

Outdoor parties include bush parties and beach parties Bush parties are a social event held in a secluded area of forest in which friends gather to drink beer and liquor and talk These parties are often held around a bonfire to provide a source of light and warth A beach party is usually held on a sandy shoreline of a lake, river, or sea, and the gathering often centers around a bonfire

24.Which party is not refered?

A Dance party B Beach party C House party D Housewarming

party

25 At a house party, _. A people of all ages can attend

B.anyone under 21 years old is not allowed to attend C anyone under 21 years old is allowed to attend D only elderly people can attend

26 Guests come to a dance party mainly .

A to dance B to talk C to socialize D to make

conversations

27 A bush party is held _.

A at a new house B at a discotheque C in a remote forest D on a beach 28 A bonfore is set _.

A to make the party more interesting B to cook some food

C to make the dancing more interesting D to provide warmth and light IV Writing:

1 like / you / to come / at p.m / on December 31st / would / to my house ?

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……… 3.People / give / to the anniversary couple / usually / cards and gift

………

4 We / a big party / to celebrate / anniversary / are having / our twenty-fifthwedding ………

5 Paul really didn’t mind (surprise) by the party to celebrate this fortieth birthday

6 Anne hoped (invite) to join the private club Most people enjoy (travel) to different parts of the world

8 Ms Drake expects (consult) about any revisions in her manuscript before it is printed

Week : 7 Period : 20

Class : 11A2,3,5,8 Date of preparing : Sep 26, 2014 Date of teaching : Oct , 2014

THE 1st 45-MINUTE TEST A Objectives:

- Help pupils review the knowledge of unit 12, 13, 14 - Help the teacher checks their knowledge

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Week : 7 Period : 21

Class : 11A2,3,5,8 Date of preparing : Sep 30, 2014 Date of teaching : Oct 3, 2014

REMARKING AND CORRECTING THE TEST

A Objectives:

1 Educational aim:

+ Help students to recognize their mistakes made in the test so that they can draw experience to overcome them in the following tests and study the basic knowledge more carefully

+ Teacher knows and evaluate students’ grade in order to improve teaching method in the next lessons

2 Knowledge:

- Students will be able to check their ability of reading, writing, and using English grammar & correct their mistakes in the test

3 Skills: integrated skills.

B Method: Integrated, mainly communicative. C Teaching aids: test papers, colored chalk, board, D Procedures:

I Pre- practice (10ms)

-Ask students to look at the test “Do you have any idea about the test?”

-Explain their questions II Practice (15ms) A WRITING

- Ask a student to write his/her writing on the board - Correct

B GRAMMAR AND VOCABULARY

- Ask students to have a look at the exercises and give correct answers

- Correct and remind some structures if necessary C READING

- Have students read the passage again and give correct answer and refer to the passage to explain

- Correct

III Post- practice (15ms)

-Notice students some mistakes they have got in the test:

*some typical mistakes in the test:

1 Phonetics: some sts can’t distinguish the stressed syllable of the words which they have learnt

2.Vocabulary: some sts can’t still distinguish the use of the words they have learnt

- Make questions - Listen to teacher - Take note

- Answer and explain - Note down

- Read and answer - Correct their test

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3 grammar: some of them are confused of building sentence with the given words

-Help students know which skills they are weak at and suggest some ways to improve the skills

IV Homework (3 ms) - Assign homework: + Prepare next lesson:

UNIT 4: VOLUNTEER WORK- Part A: Reading

*Self-evaluation:

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Week : 8 Period : 22

Class : 11A2,3,5,8 Date of preparing : Oct 3, 2014 Date of teaching : Oct 6, 2014

UNIT 4: VOLUNTEER WORK PART A: READING

A Objectives:

1 Educational aim: By the end of the lesson, students will be able to:

- develop such reading micro-skills as scanning for specific ideas and skimming for general information

- use the information they have read to discuss the topic 2 Knowledge:

- General knowledge: Students know the information about volunteer work - Language: words related to voluteer work

3 Skills:

- Work formation

- Extensive reading: multiple-choice questions, True/ False - Passage comprehension

- Have Ss guess the name of a voluntary group in Vietnam with some provided clues: The Ho Chi Minh Communist Youth Union:

+ It is an orgranization for Vietnamese youth from 15 to 30 years old

+ It was founded on March 26 1931. + A picture of the Union (picture)

? What the Union often to help other people? ? Do they help the others/work to get money? Are they willing to help?

? What you call these kind of work?

=> Volunteer work.

- Listen and guess

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-Introduce something about the Big Brothers Big Sisters and lead to the lesson

 What is the old woman doing in the picture?  What does this mean by “Little Moment Big

Magic?”

 What does the picture tell you ?

- Ask Ss to explain the saying in their books: It is

better to teach people how to earn their living than only to give them food (If someone gives you something to eat, you will not feel hungry but it won’t last long If someone gives you an opportunity to work or teaches you how to work, you’ll earn your own living a long time.)

- Provide new words:

 volunteer(n)

Ex: She is one of the volunteers.

 volunteer to st/for st (v)

Ex: She volunteers to work here.

 voluntary(a)  voluntarily(adv)  the aged = the old  orphanage(n) (explain)  orphan (n)

 mow the lawn (v.p) (pic)  overcome (v)

 comfort (v)

 participate in (v.p) = take part in (v.p)  suffer

 remote(a)= far away

 natural disater (n.p) (picture)  handicapped(a)

 disadvantaged(a)

- Have Ss pronounce the words in chorus and in individuals

3 While-reading: (17 ms) Task 1: Gap - filling

- Ask Ss to work in pairs to the task and exchange their answers with other Ss

- Ask Ss for their answers and gives the correct

Task 2: Multiple choice - Instruct the task to Ss

- Ask Ss how to the task they not remember, instructs them some strategies:

+First skim the five sentences to understand them:

*underline the keywords

*decide what information they need to find

-Look at the picture and answer Keys:

+The old woman is teaching the boy to read +The phrase means that your little

contribution and help may lead to significant results/may greatly change a person’s life

+ The picture tell me that everybody, no matter what they are young or old can volunteer work.

-Listen and note down

-Practice reading

-Pair work to the task Suggested answers:

1 voluntary 2 voluntarily 3 volunteer 4 volunteered

-Listen to the T Then the task individually

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+ next Ss read the four choices and choose the most suitable one

+to complete sentence 5,Ss read the passage carefully and try giving a title Then Ss search through the list of the titles given in the task to find the most suitable one.

Task 3: True/ False

- Hang on a sub-board, ask Ss to read the sentences carefully and decide if they are True or False

1 High school and college students often as volunteers in hospitals, orphanages or home for the aged such as reading books to them and visiting them. 2 Volunteers nothing to help disadvantaged and handicaped children overcome their difficulties.

3 During summervacations, volunteers come to work in remote or mountainous areas to provide entertainment for

- What would you if you were a volunteer? => If I were a volunteer, I would……

-Pair work

Suggested answers:

1 T

2 F (They give care and comfort to disadvantaged and handicaped children) 3 F (Education – not entertainment)

- Work in pair,

=>If I were a volunteer, I would…

-Listen

*Self-evaluation:

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Week : 8 Period : 23

UNIT 4: VOLUNTEER WORK PART B: SPEAKING

A Objectives:

1 Educational aim: By the end of the lesson, students will be able to talk about different kinds of activities related to volunteer work

2 Knowledge:

- General knowledge: Students know how to talk about volunteer work - Words: Words related to volunteer work

3 Skills:

- Identifying types of volunteer work

- Asking and answering questions about volunteer work - Talking about volunteer work

3 New lesson:

1 Warm-up: (5 ms)

- Ask students to look at the picture in their books and answer two questions:

1.What are these students doing? 2.Are they volunteers?

- Lead to the lesson 2 Pre –speaking: ( ms) Task 1:

- Have students Task in pairs - Ask students to give their answers

- Explain some activities of volunteer work:

+ Helping people in the remote or mountainous areas

+ Giving care and comfort to the poor and sick + Providing education for disadvantaged children + Joining in the Green Saturday Movement

- Correct the mistakes

3 While- speaking: (17 ms) Task 2

- Have students Task in pairs - Give some suggestions:

- Answer freely Suggested answers:

1 They are helping an old man with the housework.

2 Yes, they are.

- Do Task in pairs - Give the answers - Take notes

- Do the task in pairs

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- Have students perform the dialogue in front of class

- Correct mistakes and give comments

4 Post speaking: (5 ms) Task 3:

- Have students Task in groups - Give some suggestions:

+ What kind of volunteer work you usually take part in?

+ What you think about it?

- Correct common mistakes

+ write a dialogue about the compliment Prepare part C – Listening

+ Providing minority children with literacy (teach them how to read and write)

+ Working in difficult or flooded areas (help them rebuilt houses, provide medical services, etc)

+ Raising money to help the handicapped or starving children (put money in a piggy bank)

+ Taking part in directing the traffic (stand at the crossroads during rush hour to help direct the traffic)

+ Volunteering in homes for the elderly (clean up/ repair their houses, the washing up, some shopping, mow their lawns, take care of them, read books, etc.

- Perform in front of the class - Work in groups

- Listen to their friends - Correct mistakes - Listen to the teacher - Listen

*Self-evaluation:

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Week : 8 Period : 24

UNIT 4: VOLUNTEER WORK PART C: LISTENING

A Objectives:

1 Educational aim: By the end of this lesson, students will be able to develop such listening micro-skills as intensive listening for specific information and taking notes while listening

2 Knowledge:

General knowledge: Students can listen and understand about the volunteer work in Spring School - Language: Words related to volunteer work

3 Skills: - Gap-filling

- Comprehension questions

B Method: Integrated, mainly communicative.

C Teaching aids: Teacher’s books, textbooks, some pictures, chalks, tape, cassette player D Procedures:

3 New lesson:

1 Warm-up: (5 ms)

- Have Ss play game: Jumbled words

1.awr 2 vaindil, 3.rytamr, 4.tineretnsco 5 fersfeu

Pre-listening : (10ms)

- Ask Ss to read through the questions and choices - Have Ss work in pairs then call on some Ss to answer the questions and explain

New words:

 co – operate (v) : hợp tác

 co- ordinate (v) : sắp xếp; phối hợp  fundraising (n) : hoạt động gây quỹ  sponsor (n) nhà tài trợ

- Play the tape and then ask Ss to repeat after the tape in chorus and individually

- Correct errors, if necessary While-listening: (15 ms)

- Group work - Find the words Suggested answers:

1 war 2 invalid. 3 martyr 4 intersection. 5 suffer

- Work in pairs to answer the questions on page 51

- Take notes

- Listen and repeat - Listen

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Task 1: Listen and fill in the blanks

- Ask Ss to read through all the statements to find out key words

- Play the tape twice, have students listen and check the answers

- Call some Ss to give the answers - Checks and gives feedback Task 2: Answer the questions

- Ask Ss to read the questions carefully and discuss the way to the task in groups

- Play the tape the third time and stop in the right answers to check the last time

- Give feedback

- Play the tape again and check the answers

- Deliver handouts with the following sentences: - Ask Ss to listen and underline an error in each sentence and correct it

Handouts:

1 Spring school provides classes to all children in Ho Chi Minh City.

2 Speaking, theatre , singing and circus classes was set up a year later.

3 Spring School requires people to help organize their fundraising dinner.

4 More schools like Quoc Hoc will soon be found in other cities in Viet Nam

- Call some Ss to write the answers on the black board

- Correct and give feedback

+ write a short paragraph to introduces about the wedding ceremonies in Vietnam

+ Prepare part D: Writing

- Listen and the task Suggested answers:

1 informal

2 30 street children.

3 250 children (with special difficulties) 4 1998.

5 volunteers; June.

- Read the questions carefully - Listen and the task Suggested answers:

1 It provides classes to disadvantaged children in Ho Chi Minh City.

2 Dance, theatre, singing and folk music classes were set up in 1999.

3 B/c they need money to continue their English and Performance Arts classes. 4 They dance, sing and play music at one of the largest hotels in Ho Chi Minh City. 5 They are needed because the school need help to organise dinner held annually

- Do as told - Pair work

Suggested answers: 1.all -> disadvantaged

2 Speaking -> Dance 3 people -> volunteers 4 Quoc Hoc -> Spring School

- Listen - Listen

*Self-evaluation:

……… ……… ……

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Period : 25

UNIT 4: VOLUNTEER WORK PART D: WRITING

A Objectives:

Educational aim: By the end of the lesson, students will be able to write a thank-you letter to a donor to acknoledge the donor’s contribution

Knowledge:

- General knowledge: Students know how to write a thank-you letter - Language: words related to a thank-you letter

Skill: Writing a formal letter expressing gratitude B Methods: Integrated, mainly communicative.

C Teaching aids: Teacher’s books, textbooks, some pictures, chalks, tape D Procedure:

1 Warm up: (5 ms)

- Ask Ss some questions about their situations:

1 Have you ever received a donation? When? From whom?

2 What will you if you receive a present or some money from a person living far away from you ?

=> In today’s lesson, you’ll learn how to write a formal letter to express gratitude or thanks

2 Pre writing: (8 ms) * Pre – teach vocabulary :

amount (n) : donation (n) : assistance (n) :

*Task1

- Have Ss read the letter and underline the sentences that express the following points in textbook

- Ask Ss groups to find out the appropriate sentences

- Call Ss to present their answers - Give feedback

• The opening of the letter • The donated amount

• The way(s) the receipt is issued. • The gratitude to the the donor

- Listen and answer freely

=>Write a letter to thank him / her for that - Listen

- Give meanings and take notes

- Listen

- Find out sentences

- Answer orally and correct - Write down

• Dear Sir / Madam

• I’m very happy to receive a donation

of 500 Dollars from your company some days ago.

• The money will help us to repair the

old building and build a new block of flats for the handicapped student.

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• The closing of the letter

-Elicit some useful expressions used to express gratitude or thanks in a formal thank- you letter

• I am most grateful to you for

• I would like to express my thanks to you

for .

• On behalf I am writing to thank you

for Your contribution makes it possible for us to

• I would like to offer my sincerest thanks to

you for

• My heart felt thanks go to you for • I am very much obliged to you for • I would like to give special thanks to you

for

• Thank you very much for your generous

donation of $ in support of

• As a result of gift, we will be able to continue

the care for

• I would like to take this opportunities to

thank you for your generosity in donating

While - writing: (20 ms) * Task 2

- Ask Ss to write a thank-you letter for the donation of million dong from a local organization to build your school library

- Have Ss use Task + expression as cues - Control and help

4 Post writing: (7 ms)

- Ask Ss to exchange the writings and hang on the subboards

- Choose sub boards to correct - Give feedback

the donation from your company and hope to get more assistance and cooperation from your company in the future.

• I look forward to hearing from you

soon Your faithfully,

- Offer some expressions

- Pay attention

- Consider the guide

- Discuss and write on sub boards - Do as told

- Listen and write down

HaiDuong , December 15, 2008 42 HungDao Street .

Dear Sir,

On behalf of New Future School, I would like to thank you for generous donation of VND 500 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

I would like to express our faithful thanks for the donation from your organization and hope to get more assistance and cooperation from your organization in the future.

I look forward to hearing from you soon Your faithfully,

Secretary,

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- Listen - Take notes

*Self-evaluation:

……… ……… ……

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Period : 26

UNIT 4: VOLUNTEER WORK PART E: LANGUAGE FOCUS

A Objectives:

Educational aim: By the end of the lesson, students will be able to - distinguish the sounds /w/ and /j/

- pronounce the words and sentences containing these sounds correctly

- use gerunds, present participles, perfect gerunds and perfect participles appropriately 2 Knowledge:

- General knowledge: Students can understand perfect gerund and perfect participle - Language: Words related gerund and present participle

Skills: The stress in two- syllable words, B Methods: Integrated, mainly communicative.

A Pronunciation: (10 ms) I Warm – up

Category

- Ask Ss to put the word in the correct column :

winter, yellow, white, use, why, Junker , university , wine

- Ask Ss to write in the board - Correct and give feedback => Introduce the sounds / w / , / j / II Presentation

- Play the tape , ask Ss to pay attention to pronunciation of these sounds

- Ask Ss to read after the tape

- Call on some Ss to read and make correction if necessary * Notes : -> w – silent sound in some cases : wrong ; two ;know; answer , who , whose

III Practice

- Ask Ss to work in pairs to practice reading the sentences -Call on some Ss to read and make correction if necessary IV Production

- Ask Ss to work in groups and list some more words containing the target sounds as much as possible B Grammar: ( 15 ms)

I Presentation *GERUND:

A gerundis the Verb – ing form (function: as a Noun) Ex:

/ w / / j / winter yellow

white use why Junker wine university

- Listen - Listen - Read aloud - Take note - Pair work - Group work

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1 There’s no point in waiting. 2 I don’t mind cooking the meals.

3 Reading French is easier than speaking it.

Use:The gerund can be used in the following ways: + as subject of a sentence:

Ex: Skiing can be dangerous + as complement of a verb:

Ex: Her hobby is painting + after prepositions:

Ex: He was accused of smuggling

+ After certain verbs (eg admit, avoid, deny, dislike, enjoy, excuse + object, forgive + object, fancy/imagine, finish, keep, mind, ect…review Unit3)

+ In noun compounds:

Ex: My school has a swimming pool * PRESENT PARTICIPLE:

Form: Verb – ing (function as a Verb) Ex:

4 Can you smell something burning? 5 We had to leave the tree lying there.

6 He spent a fortune rebuilding that old house.

Use:

We can use the present participle + to form the continuous tenses:

Ex: I’m working right now + as an adjective:

Ex: The play was boring + after a certain verbs:

+ After the basic verbs of sensation (see, hear, feel, notice, watch, smell)

7 I heard the car stopping and saw him getting out. 8 We watched the children playing.

9 I saw him crossing the road.

and find, catch, leave + object (person or thing)

10 I found them picking apples (They were picking

apples when I arrived.)

11 I caught them stealing my apples (They were stealing

my apples when I arrived.)

12 I left them talking (They were talking when I left.)

+ After “spend/ waste + time”; after “go/ come” and “be busy”

Ex: Come dancing with me on Saturday. I’m going shopping.

I wasted a lot of time standing in queues. She’s always busy cooking or cleaning.

* PERFECT GERUND - PERFECT PARTICIPLE Form:Having + P.P

● Perfect gerund is used to refer to a past action (often after Preposition and “deny”)

Ex:

1 I am sorry for having kept you waiting so long. The man denied having stolen her money

- Give more examples

- Listen and take note

- Listen and take note - Pay attention to the teacher

- Give more examples

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● Perfect participle is used to when one action happens before another action

Ex:

1 Having finished the housework, she decided to take a rest Having spent hours over dinner, they left restaurant C Practice: (15ms)

Exercise 1

- Asks students to exercise in pairs - Checks and gives correct answers

Exercise 2

- Asks students to exercise individually - Checks and gives correct answers

Exercise 3

- Asks students to exercise in pairs - Checks the answers and corrects - Gives feedback

+ the exercises again and excercises of unit (workbook)

+ Prepare for the next lesson UNIT 6: COMPETITIONS- Reading

- Give more examples - Listen

- Do as told - Work in pairs * suggested answers:

1 parking 2 hearing 3 bending 4 behaving 5 meeting 6 spending 7 waiting

- Work individually * suggested answers:

1 passing

1 burning/rising 2 reading 3 lying 4 shopping

5 preparing 6 trying

- Do exercise in pairs * suggested answers:

1 having deserted 2 having failed 3 having made 4 having been 5 having been 6 having tied 7 having read 8 having taken

*Self-evaluation:

……… ……… ……

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Period : 27

UNIT 6: COMPETITIONS PART A: READING

A Objectives:

1 Educational aim: By the end of this lesson, students will be able to:

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

- Use the information they have read to discuss the related topic 2 Knowledge:

- General knowledge: Students get information about competitions - Language: Sentences and expression for competitions

- New words: Words related to some competitions 3 Skills: - Word meaning in context

- Passage comprehension

- Scanning for specific information

Class organization (2ms)

- Ask students to look at the photos in their books and match them with the words in the box

- Ask students some questions:

a Do you take part in the competitions like this? b Do you hope to win a competition? If so, which competition would you like to win?

c Is winning the most important thing in a competition? Why / Why not?

- Introduce the lesson

- Ask students to read the text silently - Introduce some new words

* New words:

• Competition n)

Compete ( v) Competitive (adj)

• Sponsor (n,v): • Judge (n,v) • Announce (v)

- Individual work * Suggested answers :

a Quiz “ Road to Olympia” b London Marathon

c Sao Mai Singing Contest d Olympic Games

- Answer freely

- Listen

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Announcement (n)

• Recite (v)

• Apologize ( to SO) ( for Sth/ doing Sth)

- Ask students to read the new words in chorus and in individuals

3 While-reading: (17 ms) * Task 1:

- Ask Ss to read the text to find the meaning and - Call Ss to correct and give feedback

* Task 2:

- Asks students to read the passage again to answer the questions in the full form

- Asks students to write their answers on the board and correct them if necessary

- Gives feedback

- Asks students to copy down in their notebooks Task 3:

- Asks students to task

- Asks representative of each group to give oral answers and write them on the board

- Gives feedback

- Read in chorus and in individuals

- Get meanings of questions - Discuss in pairs and answer - Take note

* suggested answers:

1d, 2f, 3e, 4c, 5b, 6a.

- Pair work - Give the answer * suggested answers:

1. The representatives of the three classes of (the speakers’) school took part in the annual final English Competition last Saturday.

2. It aims was to stimulate the spirit of learning English among students.

3. The students’ Parents Society sponsored the competition.

4. They had to compete five activities in all On competition of each activity, they had to answer the

questions in worksheet within two minutes.

5. They had to observe and score the students’ performance The group that got the highest score would be the winner.

6. The winner would be awarded a set of CDs for studying English and an Oxford Advanced Learner’s Dictionary.

- Copy down the answers in their notebooks - work in groups

- Present the answers - Listen to the teacher * suggested answers:

1 in activity , Hung was unable to recite the last sentence of the poem / complete the poem ( because he couldn’t remember the last sentence).

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- Ask students to practice reciting the poem - Give remarks and correct mistakes

3 Group C lost the game They just got 60 points.

- Recite the poem

- Perform in front of the class - Listen to the teacher

*Self-evaluation:

……… ……… ……

(68)

UNIT 6: COMPETITIONS PART B: SPEAKING

A Objectives:

1 Educational aim: By the end of this lesson, students will be able to: - ask for and give information about types of competitions

- talk about a competition or contest 2 Knowledge:

- General knowledge: Students understand some kinds of competitions - New words: Words related to competitions

3 Skills:

- Asking for and giving information about types of competitions - Talking about a competition or contest

3 New lesson:

1 Warm-up: (5 ms)

- Have Ss play game:Jumbled words

1 onticonipeti => competition 2 ulondewrf => wonderful 3 tuopniporty => opportunity 4 grbino => boring 5 itxingec => exciting 6 etrag => great

2 Pre –speaking: ( ms) Task 1:

-T give instructions and ask Ss to the task and then compare their opinion with partners

Model questions:

1.Which competition you like?

2 What about Poetry Reading? Do you like it?

3 I like English Competition What about you? / Do you?

Type of competition / contest Like Dislike General Knowledge Quiz

English Competition Art Competition (Painting, Drawing, Sculpture,…) Poetry Reading / Reciting Competition

- Play the game

- Listen and as directed

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Teacher’s activities Students’ activities 3 While- speaking: (17 ms)

Task 2

- Model with and then call on some Ss to practise the task Notice the pronunciation and intonation

Example:

A:What you think of the General Knowledge Quiz?

B: Oh, it’s great It’s an opportunity to test my general knowledge.

Useful language

great interesting good fun boring wonderful exciting

-opportunity to test my general knowledge

-good time to practise my English -opportunity for my creative activities -makes me feel sleepy

-makes me cheerful / feel happy -good chance for my physical training

- Go around for help and correct mistakes if necessary 4 Post - speaking: (5 ms)

- Ask students to work in groups of 4-5 T tells each group to choose a famous TV game /talent show

/competition/contest and work out details about it They should not let other groups know what game contest it is -T goes round and offer help

+ practice speaking more at home + Prepare part C – Listening

- Pair work

-Work in groups and then answer questions about the game they have prepared

Some suggestions

1 Where and when did you see or take part in it? (On TV / last year)

2 What of competition or contest was it?

(Sao Mai Television Singing Contest)

3 Who won the competition / contest?

(Kasim Hoang Vu)

4 Did you enjoy it? Why / Why not? (Yes, I

did because it was interesting / No, I didn’t because it was long.)

-Listen to the T

*Self-evaluation:

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Week : 10 Period : 29

UNIT 6: COMPETITIONS PART C: LISTENING

A Objectives:

1 Educational aim: By the end of this lesson, students will be able to: - develop extensive listening skills

- use the information they have listened to for other communicative tasks 2 Knowledge:

- General knowledge: Students will understand marathon competition - New words: Words related to marathon competition

3 Skills:

- Deciding on True or False statements - Comprehension questions

C Teaching aids: test papers, colored chalk, board, cassette player, D Procedures:

3 New lesson:

1 Warm-up: (5 ms) - Direct Sts play the game:

Jumbled Words

* Rearrange the letters to make good words

1.TORHAMAN SONCETS 2.RENURN 5 NEWRIN 3.CHIATELT STORP

- Ask Ss to look at the picture in the textbook and elicit some questions:

1 What are they doing?

2 Have you ever taken part in the marathon race? 3 Do you know the Boston Marathon?

- Lead to the lesson Pre-listening : (10ms) à Pre-teach Vocabulary:

athletic /æθ’letik/ (adj): thuộc điền kinh formally /’fɔmlli/ (adv): cách thức clock /klɔk/ (v): bấm giờ

join /dʒɔin/ (v) = take part in: tham gia association /əsousi’ei∫n/ (n): hiệp hội

- Ask Ss to pay attention to the words in the textbook, listen to the tape and repeat While-listening: (15 ms)

Task 1: T/F

-Listen to the T and play the game Suggested answers:

1.MARATHON CONTEST RUNNER WINNER ATHLETIC SPORT -Listen and answer the questions

-Do as told

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Teacher’s activities Students’ activities -Direct the task

-Ask Ss to read through the statements and find out the key words, then call some Ss to answer aloud - Play the tape twice

- Call some Ss to give their answers

- Play the tape again and check the answers

Task 2: Answer the questions

-Ask Ss to re-listen the dialogue and answer the questions

- Ask Ss to work in pairs and discuss the answers - Call some Ss to answer the questions

- Give feedbacks 4 Post-listening: (5ms)

-Ask Ss to work in groups of four and deliver the hand-outs

- Ask Ss to find the events corresponding with the given numbers and names in the handouts

Handouts:Finding events

a 1897 ………. b 1967 ………. c 1984, 6164 ……… d McDermott……… e Kuscsik………

-Read the statements and find key words - Listen to the tape carefully and the task Suggested answers:

1.T – It is held every year in the USA 2 T – It began in 1897

3 F – not “… 15 minutes” -> “… 50 minutes…” 4 F – not “in 1957 -> “1967”

5 T – 34 countries

6 F (not “runners have to pass the center of Boston” -> “Runners have to go through 13 towns during the race The race ends in the center of Boston”)

-Listen to the tape again and answer the questions - Pair-work

1 New York 2 1972 3 women 4 6164 runners

-Group work Expected answers:

a.The Boston Marathon began in 1897…

b Women were officially allowed to participate in the races in 1967

c In 1984, 6164 runners from 34 different countries ran in the race.

d McDermott was the first man who won the first Boston Marathon in the USA.

e Kuscsik was the first official female champion.

-Listen - Listen

*Self-evaluation:

……… ……… ……

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UNIT 6: COMPETITIONS PART D: WRITING

A Objectives:

Educational aim: By the end of this lesson, students will be able to write a letter to reply to the request of information

Knowledge:

- General knowledge: Students will know how to write a reply letter - New words: Words related to replying

Skill: Writing a letter of reply

Teacher’s activities Student’s activities

1 Warm up: (5 ms) - Ask Ss some questions:

1 If your English is good, you want to take part in an English speaking competition?

2 If you want to take part in it, what will you do? 3 What you expect in an English speaking competition?

4 What you want the organizer for you?

2 Pre-writing: (8 ms) Task 1: Gap-filling

- Ask Ss to read the passage and find out the information required for the English speaking club the passage

- Help them with some vocabulary if necessary: entry

procedure, venue…………

- Ask them two questions:

1 What does Thu Trang write the letter for? 2 What information does she want to get?

- Tell Ss to compare the answers in pairs - Check with the class

- Give feedback

While - writing: (20 ms) * Task 2

- Have Ss read the task’s requirement and ask them

1 Imagine you are Kate Johnson, what’s your job?

- Listen and answer freely

- Discuss in groups

- Answer the questions - Work in groups Expected answers:

1 She wants to get some information about the competition.

2 She wants to get information about: +number of participants.

+ entry procedure + venue

+ date and time + phone number + e-mail.

- Take notes

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2 What will you in task 2?

Ò Write a letter to reply to Thu Trang.

- Ask Ss to read the details given in task

- Ask Ss to use the form of a formal letter and the model letter to write a responding letter

- Give instructions * Form of the letter

 The Start:

+ Dear Mr, Ms (Mrs, Miss VERY

IMPORTANT use Ms for women unless asked to use Mrs or Miss)

 Thanking the Potential Competitor for

His/Her Interest:

+ Thank you for your letter of inquiring (asking for information) about

+ We would like to thank you for your letter of inquiring (asking for information) about

 Providing Requested Materials:

+ We are pleased to enclose + Enclosed you will find + We enclose

 Providing Additional Information:

+ We would also like to inform you + Regarding your question about

+ In answer to your question (inquiry) about

 Closing a Letter Hoping for Future

Business:

+ We look forward to hearing from you / receiving your order / welcoming you to the competition

 Signature:

+ Yours sincerely (remember use 'Yours faithfully' when you don't know the name of the person you are writing and 'Yours sincerely' when you do.)

- Go around to control and give help - Ask the others to give remarks - Correct their mistakes

- Deliver the writing model to them 4 Post writing: (7 ms)

- Ask the Ss to work in groups presenting the letter in the form of speaking

- Do checking and give feedback

- Take notes. - Work in groups

- Present the letter. - Correct mistakes.

* Model letter: Kate John

106 Tran Hung Dao Street Hoan Kiem District Hanoi, Vietnam

(74)

140 Kham Thien St, Dong Da District Hanoi, Vietnam

October 19, 2007 Dear Thu Trang,

Thank you for your inquiry of 17 October asking for the information about the English Speaking Competition on our Language Centre’s website.

We are pleased to some details about the competition The number of participants is limited – just 25 The competition is held on 25th November 2007 It taks place at 106

Tran Hung Dao Street, Hoan Kiem District, Hanoi It starts at p.m Contestants should arrive at p.m for registration For more information, please contact at the phone the phone number: (04) 9838188 and email:

info@123doc.org.

We look forward to welcoming you to the competition.

Yours sincerely, Kate John Secrectary

- Listen - Listen

*Self-evaluation:

(75)

Week : 11 Period : 31

UNIT 6: COMPETITIONS PART E: LANGUAGE FOCUS

A Objectives:

Educational aim: By the end of this lesson, students will be able to:

- Master the models of letters pronounced in /tr /, / dr /, / tw /, distinguish and pronounce three sounds /tr /, / dr / , / tw / in single words and sentence correctly

- Master the verbs used in changing into reported speech with gerund Knowledge:

- Lexical items: words pronounced /tr /, / dr / , / tw /, admit, insist on, stop, apologize, accuse of, congratulate, warn sb of , prevent sb from , thank sb for / dream of /,deny - Grammar: Reported speech with gerund

Skills: - Pronunciation: /tr/, /dr/, /tw/ - Grammar: reported speech with gerund B Methods: Integrated, mainly communicative.

A Pronunciation: (10 ms) I Warm up

1 – Game: Bingo

- T draws a 9-square-table on the board and asks Ss to make a same one on a piece of paper

- T asks Ss to fill in their tables with any word from page 73

- T then calls out the words in page 73 randomly until a student gets three in a diagonal or horizontal row Bingo!

+ “Remember to shout aloud “Bingo” if you get three words!”

- Then the teacher hangs the sub-board of the sounds in the book and underlines the two consonants /t/-/d/, after that T leads to the lesson:

“From the words in our game, we can see the appearance of three sounds /tr/, /dr/, and /tw/ In the lesson today, we are going to distinguish these three sounds.”

II Presentation.

-T models the three clusters /tr/, /dr/, /tw/ for a few times and explains how to produce them

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

-Listen to T and play game

- Listen to T

-Listen

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in chorus for a few more times Then T calls on some Ss to read the words out loud

III Practice:

- Have Ss practice reading aloud the sentences in the textbook and realise the target sounds

-T models the sentences first. -T asks Ss to practise individually

- Give feedback and correct mistakes if necessary IV Production

- Choose the word whose underlined part is pronounced differently from those of the other words 1.A twelve B two C twice D between

B Grammar: (30 ms) I Presentation and exercise.

- Review reported speech with gerund: We usually use a gerund structure to report thanking, apologies, accusations, and so on

Ex1:

“Thank you very much You help me a lot,” the boy said to his sister

→The boy thanked his sister for helping him.  V + O + preposition + gerund

congratulation someone on Chúc mừng

blame someone for Đổ lỗi

accuse someone of Tố cáo, buộc tội

prevent someone from Ngăn cản

stop someone from

thank someone for Cảm ơn

warn someone against Cảnh báo

compliment someone on to criticize for

Ex2:

Teacher: : “Come in, Peter!” Peter: “I’m sorry I’m late”

=>Peter apologized for being late  V + preposition + gerund

Apologize (to s.one) for Xin lỗi

approve of Chấp nhận look forward to Mong mỏi

object to Phản đối dream of Mơ ước

insist onCương quyết, khăng khăng

think of/about Nghĩ về

confess to complain about

-Read in chorus and then some students stand up and read aloud the words

- Do the exercise

-Listen

-Listen and write down

-Do exercise * suggested answers:

1 John congratulated us on passing our exam.

2 Mary apologized for not phoning me earlier.

3 Peter insisted on driving Linda to the station.

4 The teacher accused the boy of not paying attention to what he had said.

5 Bob has always dreamed of being rich. 6 I warned Ann against staying at the hotel near the airport.

7 Her mother prevented Jane from going out that night.

8 Miss White thanked Jack for visiting her.

- Listen and write down -Do exercise

1 Tom insisted on paying for the meal. 2 Mr and Mrs Smith looked forward to meeting their children soon.

3 The boy denied breaking the window of the woman’s house.

4 The policeman stopped the customer from leaving the shop.

5 The thief admitted stealing Mrs Brown’s car.

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E.G: Mary: “What shall we tomorrow”? Ann: “What about going out for a picnic?”

 Ann suggested going out for a picnic  V + gerund

SuggestĐề nghị

admitChấp nhận

denyPhủ nhận

regret appreciate

Note:

-T might want to remind Ss that time and place references often have to change in reported speech

now then

today that day

here there

this that

these those

tomorrow the following day the next day next week the following week the next week yesterday the previous day the day before last week the week before

ago before

II Production More-exercises

1.”Why don’t we go for a picnic tomorrow?” Mary said

=> Mary suggested……… “It’s you who stole my bag!” The woman said to the boy

=> The woman accused……… C Consolidation and homework: (3 ms) - Retell the main points of this lesson - Assign homework:

+ Prepare for the next lesson : Test Yourself B

Saturday.

7 John and his wife were thinking of buying the house.

1.Mary suggested going for a picnic the following day.

2.The woman accused the boy of having stolen/ stealing her bag.

-Listen and take notes - Listen and note down *Self-evaluation:

……… ……… ……

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TEST YOURSELF B

A Objectives:

1 Educational aim: Students will be able to revise what they have learned in unit and unit 6. 2 Knowledge:

- Words/phrases related to volunteer work, competition like voluntarily, remote, orphan, charity, handicapped, mountainous, representative, English Competition, stimulate, rule, contest, score, judges, award, reciting, …

- Grammar in the above units: : Gerund and present participle, perfect gerund and perfect participle forms, Reported speech with infinitives, Reported speech with gerund

Skills: reading, speaking, listening, writing B Methods: Integrated, mainly communicative. C Teaching aids: Teacher’s books, textbooks, chalks. D Procedure:

- Ask students something about the test yourself B

* Have you prepared it at home? * Have you got any difficulties?

II Test yourself 1 Listening (10 ms)

- Greeting

- Listen and discuss in groups to find the correct answers

* Suggested answers 1A, 2B, 3D, 4C, 5B.

- Look at the textbook and listen to the teacher - Work in groups to discuss about the passage - Finish the task

- Compare their results with the other groups, and then with the keys

- Listen to the teacher and correct the answers - Listen to the teacher

- Work in groups

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a Ask students to listen and put a tick in the right box

b Let students finish each of of the following sentences in such a way that it has the same meaning as the original sentence

4 Writing (7 ms) - Present the task:

- Check their writings and help them correct the mistakes if they’ve made

+ get ready for the 45 minute-test in the next period

* Suggested answers

1D, 2B, 3B, 4C, 5C

* Suggested answers

a play, drive, twice, proud. b taking, to go, smoking, 4 saying, do, going, to make.

- Students work in groups and practise writing

- Two students go to the board and write - Give the writings by reading aloud - Read the writing carefully

- In groups or in pairs

- Compare the results with the other groups - Correct mistakes

- Study all the lessons again

- Get the knowledge ready for the coming test

*Self-evaluation:

……… ……… …

(80)

REVISION FOR THE SECOND 45 MINUTE TEST A Objectives:

1 Educational aim: By the end of the lesson, students will be able to: - Review what’ve been taught

- Prepare well for the next test

- Practice the skills of doing the test successfully 2 Knowledge:

- General knowledge in unit and unit

- Language: pronunciation and grammar in the above units 3 Skills:4 skills.

B Method: Integrated, mainly communicative. C Teaching aids: textbook, chalk, board, D Procedures:

I Warm-up (5 ms)

- Have Ss give the grammatical points they had learnt from unit and

- Give feedback and lead to the new lesson II Pre – practice (10 ms)

- Have Ss give the form and use of the above grammatical points

1 Gerund and present participle:

2 Perfect gerund and perfect participle:

- Listen and give their answers Expected answers:

1 Gerund and present participle

2 Perfect gerund and Perfect participle Reported speech with gerunds - Listen to the teacher

- Do as told *Form: V-ing *Usage:

- Gerund: It is used:

+as the subject of the sentences +as the complement of “to be”

+as the complement of the prepositions +in compound nouns

+after the expressions: can’t help, can’t stand, it’s no use/good

- Present participle: It’s used: +as a part of the continuous tenses +after verbs of movement/position in the pattern: V + present participle

+after verbs of perception: spend, waste, catch, find: V + O + present participle +as an adjective

+to replace a sentence or a part of a sentence *Form: Having + P.P

*Usage:

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3 Reported speech with gerund:

II Practice (20 ms)

- Have students get the handout and the tasks assigned as the test’s outline in the fixed time

- Guide students to the tasks - Give feedbacks and explanation

- Correct students’ typical mistakes in front of the class

IV Consolidation and homework (2ms)

- Summarize the main points

- Have students revise prepare for the coming test and the rest exercise at home

referring to a past action - Perfect participle:

+ It can be used instead of the present participle when one action immediately followed by another with the same subject +It is necessary when there is an internal of time between two actions

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

*Usage: We use a gerund structure to report thanking, apologies and accusation

*Form:

(1) S + V + O + preposition + (not) V-ing (suspect….of, congratulate…on, prevent… from, thank…for, warn….against, accuse… of, stop…from)

(2) S + V + preposition + (not) V-ing (dream of, insist on, apologise for, think of, look forward to)

(3) S + V + (not) V-ing (admit, suggest, deny…)

- Do the exercises on the handouts - Some students go to the board

- Listen and correct mistakes - Listen

……… ……… …

HANDOUT

UNIT 4: VOLUNTEER WORK

I.Pronunciation: Choose the word whose underlined part is pronounced differently from that of the other words.

1) A who B wheel C whether D whale

2) A summer B educate C club D public 3) A where B what C why D who

II VOCABULARY AND GRAMMAR :Choose the best answer to complete each sentence. 4) To the work for a humane society is

A friendly B mutual C voluntary D thoughtless 5) Some high school students take part in helping the handicapped

A play a role of B take a place of C participate D are a part of 6) There is a special fund for the severely

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7) The work of the charity is funded by voluntary

A action B activity C donation D organization

8) We should take care of war invalids and family of martyrs

A look after B look into C look for D look at 9) it several times, he didn’t want to read it once again

A Reading B To read C To have read D Having read

10) that he was poor, I offered to pay his fare

A Knowing B Known C Knew D Having knew 11) photographs of the place, I had no desire to go there

A Seeing B Seen C Saw D Having seen

12) I hate a child

A see/ crying B see/ cry C seeing/ to cry D seeing/ cry 13) I notice the lorry down the hill

A to come B came C coming D having come

14) I observed a blue car very fast towards the motorway

A having driven B driven C driving D to drive 15) They left the restaurant, two hours over lunch

A spending B spent C after spend D having spent

16) The police accused him of fire to the building but he denied in the area on the night of the fire

A setting/ being B setting/ having been C set/ be D have set/ having been III Choose the underlined part among A, B, C or D that needs correcting. 17) He says that speak a foreign language always makes him nervous A B C D 18) Each nation has many people who voluntary take care of others A B C D 19) We’re looking forward to see you again

A B C D 20) I’d like buying some earrings like yours A B C D

21) She smelt something burning and saw smoke rise A B C D

IV READING: Read the passage and choose the best answer for each blank. VOLUNTEERS ABROAD

More and more young people are (22) voluntary work abroad The wild variety of jobs and destinations available is making it an increasingly attractive option for those who have just left school and have a year free before university Many choose to spend these twelve months working in poor countries There they will earn little (23) no money But they will be doing something useful – and enjoying the experience

The work may (24) of helping the local communities, for example by helping to build new road or provide water supplies to isolated rural villages Other projects may concentrate more on conservation or environmental protection (25) kind of job it is, it is certain to be (26) and worthwhile, and an experience that will never be forgotten

22) A doing B making C taking D getting

23) A with B but C or D and

24) A consist B include C contain D involve

25) A Any B What C However D Whatever

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V WRITING

Arrange these words or groups of words in the correct order. 1) story/ I/ your/ again/ no/ to/ have/ hearing/ objection

2) people/ caring/ life/ entire/ spends/ other/ She/ her/ for

à 3) finds/ difficult/ talking/ very/ about/ his/ He/ problems/

à 4) participating/ kind/are/ of/ volunteer/ in/ What/ work/ ?/ you/

à 5) to/ donation/ receive/ our/ for/ I/ would like/ the/ express/ we/ thanks

à Rewrite the following sentences:

It is dificult to learn English

àLearn……… After she had had dinner, she went to bed

àHaving……… The trees are lying across the road

àThey found……… UNIT : COMPETITIONS (1)

A PHONETICS

Circle the word whose underlined part is pronounced differently from that of the other words.

1 a drive b driving c drive d driven

2 a traffic b drank c tradition d drastic

3 a trouble b drought c trousers d announce

B VOCABULARY AND GRAMMAR: Choose the best answer among a, b, c or d.

4 A situation in which people or organizations compete with each other to find out who is the best at something

a participation b competition c activity d performance A person who decides who has won a competition is called a(n) _

a referee b judge c investigator d witness

6 Companies will now be able to program on ITV and Channel

a judge b sponsor c recite d announce

7 A person who has been to speak or vote for someone else on behalf of group

a contestant b competitor c examinee d representative How many _ are there in the competition?

a participates b participants c participations d participative The instructior is explaining the competition’s rules the competitors

a to b for c with d at

10 To participate _ the contest, you must be under 25 years old

a for b at c in d about

11 Johnny always dreams _ a pilot

a for becoming b to become c of becoming d of being become 12 Johnny admitted _ all the wine in the bottle

a to drink b drinking c to drinking d of being drunk

13 The group leader prevented his members

a from going on b going on c to go on d to going on 14 I _ Ann against giving the information

a forbade b banned c warned

(84)

15 The child was told to _ for being rude to his uncle

a excuse b forgive c confess

d apologize

16 She him of stealing her ring

a threatened b blamed c accused d criticized

17 Her mother prevented her going out tonight

a against b from c about

d at

18 He suggested a jumble sale to try and raise money for the scouts a holding b me to hold c me that I held d to be held 19 Jack admitted the money

a steal b to steal c stealing d stolen

C READING Read the passage and choose best answer for each blank. THE QUIZ SHOW

My best friend Jenny (20) on a TV quiz show a few nights ago It was very exciting We all knew that she (21) _ be on, so all our friends met at her parents’ house to watch it Her parents videoed it too, of course The programme stared at half past seven We screamed and clapped when we swa Jenny She looked great She had had her hair done, and was wearing the new top she had brought the day before She sat in the chair in the middle of the studio while the (22) asked her some questions The questions got harder and harder as they increased in (23) _ if she didn’t make any mistakes and get the most difficult question right, she would a million pounds By this time, Jeny had won a thousand pounds That was definitely hers, whatever happened She answered the next question correctly, which was worth five thousand pounds I didn’t know the answer , but she did know! Then with the next question, she (24) a risk but got the answer wrong She was gone out of the game Still, she had her thousand pounds and we were very proud of her

20 a appeared b turned c presented d participated

21 a might b should c would d could

22 a presenter b leader c producer d director

23 a value b cost c award d difficulty

24 a got b took c made d had

D WRITING:

25 “I’m sorry I couldn’t come on Saturday,” said David

David apologized……… 26 “Why don’t we go back to Singapore?” I said

I suggested……… 27 “No, I really don’t want to stay the night, Sophia,” Ann said

Ann insisted……… 28 “Congratulation on getting engaged , Sue,” said Harry

Harry congratulated ……… 29 winning the contest/ on/ English speaking/ congratulated/ our friends/ us

……… …

30 was up/ time/ the results/ announced/ and the judges

……… 31 20 points/ is/ the maximum/ for each activity/ score

……… 32 difficulty/ new words/ these/ I/ have/ pronouncing

(85)

Week : 12 Period : 34

Class : 11A2,3,5,8 Date of preparing : Nov 01, 2014 Date of teaching : Nov 02, 2014

UNIT 7: WORLD POPULATION PART A: READING

A Objectives:

1 Educational aim: By the end of the lesson, students are able to:

- Reading a passage on population for specific information to ask questions and retell the content of the passage in the form of speaking or writing

- Master words, structures which appear in the passage and use them to talk about the population in Vietnam and the world as well

2 Knowledge:

- General knowledge: Students understand more about the world population

- Language: words related to population: reach, increase, double, resource, limit, average, safe birth control methods, raise animals, percent, decrease, population growth 3 Skills: Guessing meaning in context, and passage comprehension

Warm up: (5ms)

- divide class into small groups of 4-5

- Ask students to make a list of words related to population.Which group finishes the task first and has correct answers will be the winner

Activity 1:Discussing the pictures

- Get students to work in pairs to look at two pictures on page 80 and discuss the questions on page 81

- Call on some students to give the answers to the questions

- Give feedbacks

- work in groups to make a network.

- Work in pairs to discuss the questions in the textbook

- Speak in front of the class Expected answers:

1.The scene in the first picture can be seen in a

family with too many children.As can be seen in the picture ,this couple has children and they live in an old mud-straw cottage with nothing valuable

(86)

Activity 2:Vocabulary - Pre – teach new words:

• double(v): to become or cause something to

become twice as much/many as

• average(adj): of the ordinary or usual

standard

• increase (v) >< decrease (v) • limit (v) hạn chế, giới hạn • figure (n) sớ

• birth-control method: p.p hạn chế sinh đẻ • family planning: k.hoạch hóa g.đình • overpopulation (n) đơng dân q mức • -available (adj) có sẵn

-T reads new words aloud and asks sts to repeat 3 While-reading: (17 ms)

* Task 1:

- instruct the task to students - Ask Ss to work in pairs

- Call on some Ss to read their answers in front of the class

- feedback

* Task 2: answering questions

- Direct the task, ask Ss to work in groups -Ask sts to skim the questions to understand them As they this ,they should:

*underline the keywords.

*decide what information they need to find in the text

*look for question words

*then they should go back to the passage and locate the keywords in the passage

*read the part carefully and to find the answer, Ss can use their own words

- askstudents to work in pairs to order these countries according to their population, which is the richest, and which is the poorest of them

Indonesia Russia China Japan Pakistan Nigeria Brazil Bangladesh United state India

2 The scene in this picture can be seen in a poor town As can be seen in the picture,the people seem to live a hard life and live in very old houses.The people tend to manual work and some are unemployed

3.The first picture tells us that if we have a big family,we may not support our children properly and give them a good life and education .the second picture indicates that population explosion can lead to poverty and unemployment 4.It is not always true that the larger in population a country is, the stronger it is.The reason is that a large population can result in poverty, environmental pollution and social evils, which will easily weaken a country

-Listen and practise reading aloud - Listen

- Pair work

1.although 5.figures

2.method 6.limit 3.increases 7.international

4.resources 8.control

- Group work

1 The population of the world in 10,000 BC was 10 million,in 1750 was 625 million,in 1850 was 1300,,in 1950 was 2510million ,in 1985 was 4760 million; in 2000 was 6.6 billion 2 by the year of 2015 the population of the

world is expected to be over billion( 3 Some scientists say it can but others say it

can’t

4 no, they don’t

5 Because they know of no safe way to have fewer children.

-Works in pairs and as told Expected answers:

1 China India United State Indonesia Brazil Pakistan Bangladesh Russia Nigeria 10 Japan

* The poorest country is Nigeria

* The richest country is the United State

(87)

+ Prepare part B: Speaking *Self-evaluation:

……… ……… ……

Week : 12 Period : 35

Class : 11A2,3,5,8 Date of preparing : Oct 31, 2014 Date of teaching : Nov 03, 2014

UNIT 7: WORLD POPULATION PART B: SPEAKING

A Objectives:

1 Educational aim: Students should know how to talk about problems of overpopulation and offering solutions

2 Knowledge:

- General knowledge: Students could identify causes to population explosion and facing overpopulated countries

- New words: words related to the topic

3 Skills: talking about the causes of population explosion ,problems of population booms and solutions to these problems

3 New lesson:

1 Warm-up: (5 ms) Jumbled words

* rearrange the jumbled letters to make good words

1.rhibt 2.ppnoitalou 3.doof 4.lyimaf 5.iimtl

- call some ss to give answers - Lead to the lesson

2 Pre –speaking: ( ms) * Task 1

- Instruct the task

- Ask students to work in pairs to re-order the causes and remind them to explain their order

-Call on some pairs to present in front of the class 3 While- speaking: (17 ms)

- Work in groups to the jumbled words Expected answers:

1 birth 2 population 3 food 4 family 5 limit

(88)

Teacher’s activities Students’ activities * Task

- Ask SS to work in pairs to list the problems of poor and overpopulated countries Encourage them to think of other problems

-Call on some students to report their answers and ask other students to give feedback

- Listen and correct mistakes

Task 3

- Pre – teach some words /phrases: New words

Reward /punishment policy (n.p) Exercise (v)

Carry out (v) Implement (v)

-Encourage students to give their own ideas -Comment and give correct answers

4 Post - speaking: (5 ms)

-Encourage students to use transition signals to make their presentation coherently

- Go round to observe and provide help when

necessary.T may also collect SS’ mistakes and errors -Call on some group representative to present in front of the class

-Feedback and give comment on students’ presentation

- Work in pairs to find out the problems - Present in front of the class

Expected answers: + poor living condition

+ low living standard

+not enough/expensive food +Lack/shortage of schools /hospitals/doctors/nurses/teachers + unemployment

+social evil +illiteracy

-Copy the words

-Work in pairs to find out the problems -Present in front of the class

+raise an awareness of the problems of

population

+raise people’s living standard

+exercise /implement reward and punishment policy

+carry out population education program + birth –control method

-Work in groups and talk -Present the answers -Listen

- Listen to the teacher - Write down the homework *Self-evaluation:

(89)

Week : 12 Period : 3

UNIT 7: WORLD POPULATION PART C: LISTENING

A Objectives:

1 Educational aim: By the end of the lesson, students are able to listen to the passage on the world population

2 Knowledge:

- General knowledge: By the end of the lesson Students will be able to develop such listening micro-skill as listening for specific information

- New words: Words related to the topic 3 Skills:

- Comprehension questions

- Listening and deciding on choosing the best answer B Method: Integrated, mainly communicative.

1 Warm-up: (5 ms) Checking the last lesson:

-Ask students to retell the problems of overpopulation and some solutions to them Pre-listening : (10ms)

-Ask students to discuss the questions on the page 71 in pairs and present in front of the class

- Pre-teach some new words:

• Latin America • rate of population growth

• developing county • rank (v,n)

• Fall(n) = decrease • generation (n)

- Direct Ss read aloud the words While-listening: (20 ms) * Task1: Choose the best answer

- Ask Ss to read the questions in the book and work

-Listen to their friend and then remark

-Work in pairs and discuss the questions in the textbook

1.Yes ,our world is overpopulated because it has more than billion people

2.Asia has the largest population with china the most populated country in the world and India the second

- Listen and take note

(90)

Teacher’s activities Students’ activities out what information they need to concentrate on

while listening

- Ask Ss to listen to the tape and the task - Call on some Ss to give their answers - Give feedback

Task 2: Answering questions

- Have Ss read through the questions in the book and underline the key words

- Play the tape again for Ss to the task - Call on some Ss to give their answers

- Give feedbacks

4 Post-listening: (5ms) (For good students)

- Ask Ss to work in group to orally summarize the main ideas of the listening passage

-Give the cues :

* world population today * world population by 2010 :

* main cause of population explosion * rate of population growth

* problems cause by population explosion * solution to the problems

- Gives their answers Suggested answers:

1 A D C 4 D A C

- Listen - Do as told

- Listen and the task Expected answers:

1 It will be over billion

2 the population growth rate in some parts of the world are not the same

3 The reason is the improvement of public health services and medical care

4 they are shortage of food ,lacks of hospital and schools ,illiteracy and poor living conditions

5 The experts offered four solutions: They are - to educate people and make them aware of

the danger of having more children - to provide safe, inexpensive birth-control

methods

- to strictly implement a family planning

policy and to exercise strict and fair reward and punishment policies

-Work in groups to summarize the ideas of listening passage

-Listen

- Work in groups and as told

- Take note their homework *Self-evaluation:

(91)

Week : 13 Period : 39

UNIT 7: WORLD POPULATION PART D: WRITING

A Objectives:

Educational aim: Students learn how to write descriptions of pie charts Knowledge:

- Language: students should interpret statistics on population from a chart - New words: Words related to the topic

Skill: Writing descriptions of pie charts B Methods: Integrated, mainly communicative.

1 Warm up: (5 ms) Matching

A B.

1 Vietnam a, Southern Africa India b, South Asia Canada c, East Asia

4 Brazil d, Northern America Egypt e, Latin America Kenya f, Northern Africa

* Which continent has the largest population and which one has the smallest? To know about the distribution of world population by region let’s study the chart carefully

2 Pre-writing: (8 ms)

- prepare a handout with a description of a pie chart - ask students to work in pairs and discuss the organization and other characteristics of the definition.T writes the following questions on the board :

1 How many parts are there in the description? What are they?

2 What does the first part tell you?

3 What information does the second part give you?

- Listen to and remark -Work in pairs and discuss

-Work in pairs to analyze the figures given in the textbook

- Discuss Outline

*Introduction:

+describe what the chart is about : The chart shows /describes/ presents…

(92)

4 What language items should you pay attention to in the second part?Underline them?

5 What does the last part tell you?

- Discuss the outline

While - writing: (20 ms)

- Before students describe the pie chart on page 86,T ask them to work in pairs to analyze the chart, focusing on the following questions:

Questions

1 What does the pie chart show?

2 What is the general trend of the chart?

3 Which region has the largest population?Which comes second ……….?

4 Which region has the smallest population? 5 Where does most of the world population live?

-T checks the answers with the whole class

- Ask sts to work individually to write the description of the pie chart

-Go round and offer help when necessary 4 Post writing: (7 ms)

- ask Ss to exchange their writing with another student for peer correction

- collect some writings for quick feedback and read them in front the class

- writs Ss’ typical errors on board and elicits self and peer correction.T provides correction only when Ss are not able to correct the errors

- provide general comments on the writings (T should draw Ss’ attention to the format of the paragraph, the organization of ideas and language use(especially verb tense)

+ describe the most important trend

+ distinctive features diagram has: give the figure and then comment and compare(account for, make up,/rank first,last/ coming next is/ ………More than double of … )

*Conclusion:sum up the global trends shown on the figure and compare them if possible -Write the paragraph individually

-Work in pairs to crosscheck and then correct with T’s help

-Listen

Sample writing

The pie chart shows the description of the distribution of the world population by region. Overall, more than half of the world population lives in South and East Asia.

South Asia is the biggest region, making up 32 % of the world population The second largest area is East Asia with 6% less than South Asia.Europe ranks third with 15% Coming next is Africa with 11% together with Latin America and North America having 14% of the world population Finally, Oceania is the least populated region with the smallest percentage of 2%.

As can be seen, the greatest concentration of the world population is in Asia with Europe far behind.

(93)

……… ………

Week : 13 Period : 40

UNIT 7: WORLD POPULATION PART E: LANGUAGE FOCUS

A Objectives:

Educational aim: By the end of this lesson, Students are able to:

- Master the models of letters pronounced in /kl /, / gl /, / kr /, /kw/, / gr/ distinguish and pronounce five sounds /kl /, / gl /, / kr /, /kw/, / gr/ in single words and sentence correctly - Master the formula of conditional sentence (type 1, 2, 3)

- Know how to change conditional sentences into reported speech - Apply them to exercises exactly and quickly

Knowledge:

- Lexical items: words pronounced /kl /, / gl /, / kr /, /kw/, / gr/

- Grammar: Reported speech with conditional sentences and revise conditional (type 1, 2, 3)

Skills:

Pronounce five sounds /kl /, / gl /, / kr /, /kw/, / gr/ B Methods: Integrated, mainly communicative.

- Write the following words on the board and have Ss read the words

club, glass, crowd, group, quarter

- Give feedback and lead to the new lesson II Presentation.

- Demonstrate the clusters /kl/, /gl/, /kr/, /gr/ and /kw/ by pronouncing them clearly and slowly - Explain how to pronounce these sounds:

pronounce the first sound and then move to the next sound quickly

- Ask students to pronounce the sounds several times

III Practice:

a.Practice reading words:

- Look at the board and read the words - Listen to the teacher

- Listen to the teacher carefully - Listen and repeat after the teacher

(94)

Teacher’s activities Students’ activities - Read the words containing these sounds in the

book and ask Ss to repeat after the teacher - Call on some students to read the words out loud

- Give feedback

b Practice reading sentences:

- Ask Ss to practise reading the dialogue in the book in pairs

- Go around and help Ss

- Call on some pairs to read the dialogue - Give feedback

B Grammar: (30 ms) 1 Conditional sentences a Presentation

- Write the following examples on the board Ex:

1 If it rains tomorrow, we will stay at home. 2 If I studied hard, I would pass the exams. 3 If I had known your house, I would have visited you.

- From the above examples, have Ss give the form of conditional sentences (type 1, and 3)

- Give feedback

b Practice: * Exercise 1:

- Have Ss Exercise individually - Call on some Ss to give their answers

- Give feedback * Exercise 2:

- Have Ss the exercise individually - Call on some Ss to give their answers

- Practise reading the dialogue in the book in pairs - Read the dialogue

- Listen

- Listen and take notes

- Give the form  Type :

 Form: If clause:

If clause Main clause S + V+O willS + can + V +O

 Type : a Form:

If clause Main clause

S + V2

ED +O S + would + V+O

could

 Type : a Form:

If clause Main clause

S + had + V3 ED

would

S+ should +have + V3 ED could

- Listen and take notes - Do the exercise

- Write their answers on the board * suggested answers:

1 would drive will take 2 could closed 3 is will come

(95)

Teacher’s activities Students’ activities - Give feedback

2 Conditional sentences in reported speech a Presentation

- Write the following examples on the board and have Ss comment on the changes of the verbs, pronouns and adverbs of time and place Ex:

1 “If it rains tomorrow, we will stay at home”, he said.

He said if it rained the next day, they would stay

at home.

2 “If I studied hard, I would pass the exams”, she said.

She said if she studied hard, she would pass the

exams.

3 “If I had known your house, I would have visited you”, Lan said.

Lan said if she had known my house, she would

have visited me.

b Practice: * Exercise 3:

- Have Ss Exercise 3: Change the conditional sentences into reported speech

- Call on some Ss to give their answers

- Give feedback

+ Prepare for the next lesson Unit – Celebrations - Part A: Reading

1 had been told would been bought 2 had realised had studied

3 wouldn’t have been

- Listen - Listen - Do as told * Form:

* Notes: When reporting conditional sentences + We must change pronouns, adverbs of time and place

+ Type 1: We must change the verb tense (change

into type 2).

+ Type and 3: We don’t change the verb tenses - Do the exercise

- Write the answers on the board * suggested answers:

1 The man told her he would come to see her if he had time.

2 He asked her what she would say if someone stepped on her feet.

3 They told me if it didn’t rain, they would go out with me.

4 The man asked the woman what she would if she were a billionaire.

5 The man told me if I had asked him, he would have lent me any motorbike.

6 The man told her daughter they would be very disappointed if she didn’t come.

7 The boy told the girl he was sure they would understand if she explained the situation to them.

- Listen and correct - Listen

*Self-evaluation:

……… ……… ……

(96)

Week : 13 Period : 41

UNIT 8: CELEBRATIONS

PART A: READING

A Objectives:

1 Educational aim: By the end of the lesson, students will be able to :

- Reading a passage on celebration of Tet in Vietnam for specific information to ask questions, decide the wrong or true statements and retell the content of the passage in the form of speaking or writing

- Master words, structures which appear in the passage and use them to talk about the activities on Tet’s holiday in Vietnam in Vietnam

2 Knowledge:

- General knowledge: - Through this unit, students know the history of tet and some kinds of celebration

- New words: Words related to celebration

3 Skills: Reading for identifying the main idea and specific information B Method: Integrated, mainly communicative.

C Teaching aids: test papers, colored chalk, board, D Procedures:

Warm up: (5ms)

- Show Ss some pictures of festivals/ holidays and have Ss name them

- Give feedback and lead to the lesson 2 Pre-reading: (13ms)

- Ask Ss to look at the picture in the book and answer the questions in pairs

1 What time of the year is it? 2 What does the old woman doing? 3 What else you see in the picture?

- Look at the picture and give their answers * suggested answers:

1 Tet

2 Christmas 3 Women’s day 4 Mid-Autumn festival

- Discuss in groups - Answer the questions * suggested answers:

1 Lunar new Year

(97)

- Call on some pairs to give their answers - Give feedback

* New words:

- Pre- teach some new words: • Lunar New Year • agrarian (adj) • spread (v) • excitement (n) • banner (n)

• peach blossom (n.p) • apricot blossom (n.p) • kumquat tree (n.p) • pray (v)

• positive comment (n.p)

- Read the above words out loud and have students repeat

3 While-reading: (17 ms) Task 1: True/ False

- Have Ss read through the sentences in the book and underline the key words

- Have Ss read the passage and the task - Call on some Ss to give their answers

- Give feedback

Task 2: Answering the questions

- Let students read the questions in the book and underline the key words

- Have students read the passage and find out the answers in pairs

- Answer the questions in pairs - Listen

- Listen and repeat

- Read through the sentences in the book and underline the key words

- Do the task

- Give their answers * suggested answers:

1 F (It falls between 19th January and 20th

February)

2 F (It’s just for agrarian people) 3 T

4 F (According to the passage, lucky money tends to be given to children )

5 T 6 T

- Listen

- Read the questions and underline the key words

- Read the passage and the task in pairs - Give their answers

1 It sometime between 19th January and 20th

February.

2 Tet’s preparations and celebrations used to be spread over months.

3 They are decorated with coloured lights and red banners.

4 They buy gifts, clean and decorate their houses and cook traditional foods.

(98)

- Give feedback

- Ask Ss to work in groups and summarise the passage by completing the following table - Call on some Ss to give their answers - Give feedback

6 Mut is candied fruit.

7 Visiting friends and other family members, exchanging wishes, going to the pagoda, taking part in the games and various form of entertainment.

- Listen

- Work in groups - Give their answers - Listen

*Self-evaluation:

(99)

Week : 14 Period : 42

PART B: SPEAKING

A Objectives:

Educational aim: By the end of the lesson, students are able to master, talk about some popular holidays, celebrations, their purpose and activities in Viet Nam

2 Knowledge:

- Words related to holidays and their celebrations: thanks giving, Mid-Autumn, full Moon, Mask, parade, harvest…

- Structures: express love to sb/ Wh-questions (what/ when/ sound + adj)

3 Skills: Developing speaking and writing skills to express the ideas of celebrations of popular holidays in Vietnam

3 New lesson:

1 Warm-up: (5 ms)

- Have Ss name some festivals/ holidays in Vietnam and in other countries they know

- Give feedback and lead to the lesson 2 Pre –speaking: ( ms)

- Pre-teach some new words • mask (n)

• parade (n) • harvest (n) • roast turkey (n.p)

- Read the above words and have Ss repeat Task 1

- Do as told

* Expected answers: • Thanksgiving • Teacher’s Day • Christmas

• Mid-Autumn Festival • Valentine’s Day - Listen to the teacher - Listen and take notes

(100)

- Have Ss read the dialogue and find out what points are mentioned in the dialogue

- Check with the whole class and make clear in the dialogue, the two friends talk about Tet Holidays, its time and activities

- Have Ss practise the dialogue in pairs - Call on some pairs to act out the dialogue - Give feedback

3 While- speaking: (17 ms) Task 2

- Ask Ss to work in pairs and match the holidays/festivals with their main purpose and activities

Task 3

- Ask Ss to work in pairs, ask and answer about the holidays and celebrations in Vietnam in Task 2, using the dialogue in Task as a model

- Call on some pairs to act out their dialogue - Give feedback

4 Post - speaking: (5 ms)

- Have Ss work in groups and talk about the holidays/ festivals they like

- Call on some Ss to present their ideas - Give feedback

+ practice speaking more at home + prepare for the second test

- Do as told - Listen

- Work in pairs - Act out the dialogue - Listen

- Work in pairs - Do as told

* Expected answers:

1 – c – C 2 – a – A 3 – b – B

- Do as told - Work in groups - Present their ideas - Listen

*Self-evaluation:

(101)

Week : 14 Period : 34

Class : 11A2,3,5,8 Date of preparing : Nov 10 , 2014 Date of teaching : Nov 27 , 2014

THE SECOND 45-MINUTE TEST

A Objectives:

- Help pupils review the knowledge of unit 12, 13, 14 - Help the teacher checks their knowledge

(102)

Week : 15 Period : 35

REMARKING AND CORRECTING THE TEST

A Objectives:

1 Educational aim:

- Help students to recognize their mistakes made in the test so that they can draw

experience to overcome them in the following tests and study the basic knowledge more carefully

- Teacher knows and evaluate students’ grade in order to improve teaching method in the next lessons

2 Knowledge:

- Students will be able to check their ability of reading, writing, and using English grammar & correct their mistakes in the test

3 Skills: integrated skills.

I Pre- practice (10ms)

-Ask students to look at the test “Do you have any idea about the test?”

-Explain their questions II Practice (15ms) A WRITING

- Ask a student to write his/her writing on the board

- Correct

B GRAMMAR AND VOCABULARY

- Ask students to have a look at the exercises and give correct answers

- Correct and remind some structures if necessary

C READING

- Have students read the passage again and give correct answer and refer to the passage to explain

- Correct

- Make questions - Listen to teacher - Take note

- Answer and explain - Note down

- Read and answer - Correct their test

(103)

III Post- practice (15ms)

-Notice students some mistakes they have got in the test:

*some typical mistakes in the test:

1 Phonetics: some sts can’t distinguish the stressed syllable of the words which they have learnt

2.Vocabulary: some sts can’t still distinguish the use of the words they have learnt

3 grammar: some of them are confused of building sentence with the given words

-Help students know which skills they are weak at and suggest some ways to improve the skills IV Homework (3 ms)

- Assign homework: + Prepare next lesson:

UNIT 8: CELEBRATIONS - PART C-LISTENING

*Self-evaluation:

(104)

Week : 14 Period : 43

A Objectives:

Educational aim: Students should know more about the New Year celebration in Japan. 2 Knowledge:

- General knowledge: Students listen for the main idea and comprehension questions

- Language: Words and structures related to activities, celebrations in new year; similarity, shrine, broadcast, Kimono

3 Skills: Listening for gist and for specific information B Method: Integrated, mainly communicative.

C Teaching aids: Teacher’s books, textbooks, some pictures, chalks, tape, cassette player D Procedures:

3 New lesson:

1 Warm-up: (5 ms)

- Have Ss listen to some musical notes and rhythm of a song “ Happy New Year”

- Ask Ss to guess the name of the song - Lead Ss to the lesson

Pre-listening : (10ms) * Activity 1: Guessing

- ask students to work in pairs to guess about which of the activities on page 94 Japanese usually on their New year’s day

- call on some students to give their answers

- ask students to add any activities that they think the Japanese at the New year

* Activity 2: Pre-teaching vocabulary - teache some new words will appear in the listening

• Shrine (n) :điện thờ, miếu thờ

• Get rid of (vp)

• Longevity (n): tuổi thọ

• Pine tree (n): thông

- Listen to the song and tell its name

- Work in pairs

- Some answer in front of the class

(105)

• Constancy (n) bền lòng, tính kiên trì

• Represent (v): miêu tả, hình dung

• Similarity (n) :sự giớng nhau

• Kimono(n): áo kimơnơ ( Nhật)

• Housewives (n) : bà nội trợ While-listening: (15 ms) * Task 1

- Instruct the task to students.

- Let sts read all the statements mentioned on the books and make sure that they understand all these names

- Play the recording more than once if necessary - Call on some students to read their answers aloud

in front of the class

- Feedback and give correct answers * Task 2: Answering the questions

- Get Ss to read the task requirement and the task individually

- Instruct Ss:

+ Skim the questions to understand them As they do this,they should:

*underline the keywords.

*decide what information they need to catch in the listening

- Ask Ss to the task individually,then discuss their answers with a friend

- Call on some Ss to ask and answer in front of the class Theother Ss listen to and comment

- Provide correct answers

- Get students to work in pairs to compare the aspects of the Vietnamese new year with those of the Japanese one

- Elicits transition signals/phrases to talk about the similarities and differences between two things Hand out

To show similarities:

Similarly Likewise Whereas

- Pair work and the task Suggested answers:

 They put on special clothes  Housewives prepare special food  They go to a shrine

 They drink white wine  They watch TV

 They eat a special meal 

- Listen to T’s instructions

- Listen to the tape and the task individually

- Check their answers with a partner and then with the whole class

- -Listen

1 Because they want to get rid of the dirt of the old Year and welcome the new year

2 From TV or radio

3 Kimonos or special dress

4 No,New year is mostly celebrated among family only

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Like

To show differences:

However

On the contrary unlike Conversely on the other hand

………

- go round to offer help and collect students’ mistakes

- call on some pairs to present in front of the class - elicit feedback from the class and gives final comments

+ Prepare part D: Writing + Review the listening

- Some pairs speak in front of the class - Listen

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Week : 15 Period : 44

PART D: WRITING

A Objectives:

Educational aim: By the end of the lesson, students are able to make the detail outline on writing description of a celebration and apply it to write a description of one of the popular celebrations in VietNam

Knowledge:

- Words and structures related to describing a description of one of the popular celebrations in Vietnam

- Structures: the simple past tense

Skill: Developing the skill of writing a description of a popular celebration/ festival. B Methods: Integrated, mainly communicative.

1 Warm up: (5 ms)

- Have Ss work in groups of and fill each blank with one suitable words in the box

festivals, takes place, celebrates, independent, a day off, parade, like Of all the (1)… during a year, I like National

Independence Day most It (2)……on 2nd

September It (3)… the day Vietnam became an (4)… country in 1945 On that day, everybody has (5)……There is a big (6)……at Ba Dinh square I (7)……it very much because my father will stay at home and watch TV with me.

- Give feedback and lead to the lesson 2 Pre writing: (8 ms)

- Have Ss read the above passage again and discuss the main points included in the passage in pairs

- Work in groups and give the answers Expected answers:

1 festivals 2 takes place 3 celebrates 4 independent 5 a day off 6 parade 7 like

- Listen

- Discuss in pairs Expected answers:

The description includes main points:

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Teacher’s activities Students’ activities - Give feedback

- Introduce some structures used to describe each main point

+ Name of the festival: Of all the festivals, I

like… most.

+ Time of the festival: It happens/takes place

on…

+ Purpose of the festival: It celebrates… / It is

the day when people……

+ Main activities of the festival: On that day,

people……

+ People’s feeling about the festival: I like/ don’t

like it because …

While - writing: (20 ms)

- Have Ss write the description of a festival they like

- Go around and helps Ss 4 Post writing: (7 ms)

- Ask two students to write on the board

- Correct mistakes and give feedback for the whole class

- Collect student’s papers, give comment and correct some serious mistakes

- Give feedback

+ Purpose of the festival + Main activities of the festival + People’s feeling about the festival

- Write the description of the festival

- Write their writing on the board Sample writing :

Of all the festivals during a year, I like

Valentine’s Day most It happens on 14th

February It is the day when people express their love to each other On that day, people often give chocolates, flowers or gifts to the people they love I like it very much because it’s really romantic.

- Listen

*Self-evaluation:

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Week : 15 Period : 45

PART E: LANGUAGE FOCUS

A Objectives:

Educational aim: By the end of the lesson, students are able to:

- Master how to pronounce /fl /, / fr /,/ θr/ in single words and sentence correctly. - Master the way of using pronoun: one(s), someone, anyone, no one, everyone and

vocabulary about holidays and celebrations - Apply them to exercises exactly and quickly Knowledge:

- Words pronounced /fl /, / fr /,/ θr/, pronoun: one(s), someone, anyone, no one, everyone and vocabulary about holidays and celebrations

Skills: Fluency in pronouncing /fl /, / fr /,/ θr/., doing the exercises. B Methods: Integrated, mainly communicative.

- hangs on board on pictures

- introduces the sounds: / fl /, / fr /, / θr / - Lead to new lesson

II Presentation.

-T models the three clusters / fl /, / fr /, and / r / for a few times and explains how to produce them

III Practice:

- Play the tape once or more

- Ask Sts to read the words in each column out aloud in chorus for a few times Then call on some Sts to read the words aloud

Practice these sentences.

- call on some Sts to read the sentences again and provides corrective feedback

B Grammar: (30 ms) I Presentation

- Look at the pictures and read the words describing them

Flowers, flag, fruit, fridge, three, throats

- Listen to T’s introduction and remember the way of pronouncing the clusters

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Teacher’s activities Students’ activities 1 Pronouns ONE(S), SOMEONE, NO ONE,

ANYONE, EVERYONE

-Write on the board and give explanations

Ex:

1 I don’t like the red shirt; I prefer the blue one. 2 Don’t buy the sour oranges Buy the sweet ones. 3 There’s someone waiting for the director in the office

4 Did someone call me last night? 5 Have you met anyone like him? 6 Don’t tell anyone my secret. 7 No one likes her story. 8 Everyone laughs at him. - Give feedback

2 Vocabulary about holidays and celebrations - Have Ss give the meaning and the part of speech of the words in the box

- Have Ss read the sentences and decide the part of speech of the world to fill in each blank

II Exercise. * Exercise 1.

- Ask Ss to exercise

- Call on some Ss to read out their answers - correct the answer

* Exercise 2

- ask students to the exercise

- Call on some students to read out their answers - give correct answers

Exercise 3

- Have Ss Exercise

- Call on some Ss to give their answers - Give feedback

- Give the use of those pronouns

+ "one": is used instead of repeating a singular

countable noun.

+ "ones": is used instead of repeating a plural

nouns.

+ "everyone/everybody, someone/somebody"

are often used affirmative sentences “someone/somebody” are often used interrogative sentences when the speaker expects the “yes” answer.

+ "anyone/anybody" can be used in negative

and interrogative sentences.

+ "no one" has a negative meaning and often

takes a singular affirmative verb.

- Listen and as told - Read and as told - Do the exercise

- Write their answers on the board * suggested answers:

1 anyone Someone anyone 4 someone no one everyone 7 no one

- Listen and correct - Do the exercise - Give their answers * suggested answers:

1 Of the three bags, I like the blue one.

2 Mai is making a fruit cake Huong is making one, too.

3 I like reading books, especially the ones about the natural world.

4 I don’t have a computer and my father doesn’t want to have one.

5 They let me choose a pencil, and I took the red one.

6 There are several national celebrations in Vietnam, but perhaps the most meaningful one is Tet holiday.

7 We told each other both happy stories and sad ones about our lives.

- Work in pairs * suggested answers:

1 traditional grand 3 gifts celebrating 5 polite good luck 7 excitement

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Teacher’s activities Students’ activities + the exercises

+ Prepare for the next lesson - Listen

*Self-evaluation:

……… ……… ……

Week : 16 Period : 46

Class : 11A2,3,5,8 Date of preparing : Nov 28, 2014 Date of teaching : Dec 1, 2014

REVISION (U.1 + 2) A Objectives:

Educational aim: By the end of the lesson, Ss will able to review vocabulary, pronunciation and grammar of units and

Knowledge: a Grammar: Infinitive with to Infinitive without to

Tenses: present simple, past simple, past progressive and past perfect b Vocabulary:

- vocabulary related to the topics Friendship and Personal experience B Methods: Integrated, mainly communicative.

I Warm-up and lead-in:(5 ms)

- Have Ss give the grammatical points they had learnt from units and

- Give feedback and lead to the new lesson II Pre-practice:(10 ms)

1 To-infinitive and bare-infinitive:

+ “to-inf” can be placed after nouns/pronouns to show how they can be used.

+ “to-inf” can be placed after adjectives.

+ “to-inf” can be used as objects of a verb (want, ask, hope, plan, seem, agree…)

+ “to-inf” can be placed after “V+O” (force, advise, allow, permit, recommend ) + “bare-inf” is placed after modals.

1 Infinitive with to 2 Infinitive without to

3 Tenses: present simple, past simple, past progressive and past perfect

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+ “bare-inf” is placed after “V+O”.

(feel, hear, watch, see, notice, smell, let, make)

2 Tenses:

*The present simple: *Form:

(+) S + be (am/is/are) V (-s/-es)

(-) S + be (am/is/are) + not

do/does +not + V(bare-inf) (?) Am/Is/Are + S…?

Do/Does + S + V(bare-inf)…?

*Uses:

+It’s used to express a repeated action, habit, scheduled event and truth

+We can use the present simple in telling stories to make the stories more interesting.

*The past simple: +Form:

(+) S + be (was/were) V (-ed/II)

(-) S + be (was/were) + not did +not + V(bare-inf) (?) Was/Were + S…?

Did + S + V(bare-inf)…?

+Use: It’s used to express the action that started and finished in the past

*The past continuous: +Form:

(+) S + was/were + V-ing + O (-) S + was/were + not + V-ing + O (?) Was/Were + S + V-ing?

+Use: It’s used to indicate that a longer action in the past was interrupted The interruption is usually a shorter action in the simple past

*The past perfect: +Form:

(+) S + had + V(ed/III) (-) S + had + not + V(ed/III) (?) Had + S + V(ed/III)?

+Use: It 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

1 Exercise 1: Choose the word whose underlined part is pronounced differently from the others.

1.a.dangerous b.gorilla c.village d.age 2.a.finger b.money c.indoor d.morning 3.a bank b.any c.now d money a.change b.mango c.again d.forget

5 a singer b change c generous d manager

- Do the exercise Expected answers:

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2 Exercise 2: Choose the best answer

1 I used to have some ……… in my teenage Now it looks funny thinking of that!

A parties B friends C idols D experiences Young students are often ……… of working for long hour by themselves

A able B hard C possible D incapable 3.Good friendship should be based on ……… understanding

A unselfish B deep C instant D mutual 4.The teacher made them………… silent

A.to keep B keeping C keep D kept

5.Please let me………….my result as soon as possible A.to know B know C knew D knowing I want ……… the film that you told me yesterday

A.see B seeing C saw D to see

7 It's possible _ a train across Canada A take B to take C taking D to be taken 8.She shyly at him and then lowered her eyes

A looked B stared C glanced D sighted 9.When he at the station, his train A arrived/ left B arrived/ had left C had arrived/ left D had arrived/ left

10 A burglar into the house while we television

A broke/ were watching B broke/ watched C had broken/ watched D broke/ had watched 11.They small cups of coffee after they dinner

A had drunk/ finished B drank/ finished C were drinking/ finished D drank/ had finished 12 She has a train

A.to catch B catching C catch D catches 3 Exercise 3: Choose the underlined word or phrase in each sentence that needs correcting.

1 Approximately 70 percent of all parents let A B their children to attend school

C D

2 While I didmy homework, I hada good idea A B C D

3 After she boughtherselfa new motorbike, she A B C

sold her bicycle D

4.I’m delightedhearing that you have made much A B C

progress in your study D

5 I heard him talkedabout you this morning

1 C 2 D 3 D 4 C 5 B 6 D 7 B 8 C 9 B 10 A 11 D 12 A

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A B C D

4 Exercise 4: Rewrite the following sentences She enjoys collecting stamps

 She wants ………

2 Before she had breakfast, she had brushed her teeth  After she ………

3 Jack had left the office before I arrived After……… 4.He left the house early this morning I heard……… 5.The robber came from the back door I felt ………

- Give feedback

- Have Ss use the above grammatical points to make sentences

IV Consolidation and homework (3 ms) - Summarize the main points

- Ask students to review the lesson and prepare for the next lesson – Revision (u.3)

1 She wants to collect stamps.

2 After she had brushed her teeth, she had breakfast.

3 After Jack had left the office, I arrived. 4 I heard him leave the house early this morning

5 I felt the robber come from the back door. - Listen

- Make sentences

- Listen and take notes - Listen

*Self-evaluation:

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Week : 16 Period : 47

Class : 11A2,3,5,8 Date of preparing : Nov 28, 2014 Date of teaching : Dec 1, 2014

REVISION (U.3) A Objectives:

Educational aim: By the end of the lesson, Ss will able to review vocabulary, pronunciation and grammar of unit

Knowledge: a Grammar:

- Infinitive and gerund

- Passive infinitive and gerund b Vocabulary:

- vocabulary related to the topic “ A Party” Skills: Integrated skills

- Have Ss give the grammatical points they had learnt from unit

- Gives feedback and leads to the new lesson II Pre-practice:(10 ms)

1 Infinitive and gerund

The verbs can be only followed by to-infinitive and gerund.

Infinitive Agree, ask, choose, demand, expect, mean, hope, plan, offer, refuse…

Gerund Avoid, admit, enjoy, keep, mind, deny, risk, dislike…

2 Passive infinitive and gerund +Form:

Passive infinitive: to be + past participle

1 Infinitive and gerund

2 Passive infinitive and gerund

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Teacher’s activities Students’ activities Passive gerund: being + past participle

+Uses: to emphasize the action/event rather than the agent

III Practice (20 ms)

1 A holiday B vehicle C hello D hobby A house B hot C honest D holiday A will B milk C tall D talk A iron B grass C rat D green A should B would C folk D cool 2 Exercise 2: Choose the best answer

1 On my birthday, I blew out the…….on the cake A candles B gifts C candies D biscuits I stayed after the party to……… the mess A tidy up B look for C look after D blow out People call the 50th wedding anniversary the

“………… anniversary”

A wood B silver C golden D diamond The party came to an end at p.m

A started B finished C happened D began Lisa opens her birthday cards and presents A gifts B candles C toys D parties We hoped……….by the teacher

A to be helped B being helped C helping D helped She plans………… some days off

A have B having C had D to have - Why did Tom keep making joke about me? - I don’t enjoy……….at

A to be laughed B being laughed C to laugh D laugh

9 My friends agree………… me

A help B helping C to help D helped 10 I expect………to her wedding party A to be invited B being invited C inviting D be invited 11 My friends hope………… me

A meet B meeting C met D to meet

12 Peter suggested ………to Halong for holiday

A go B to go C going D to going

3 Exercise 3: Choose the underlined word or phrase in each sentence that needs correcting.

1 The thief asked her handing over her money A B C D I dislikebeing talkabouteverywhere A B C D

1 B 2 C 3 D 4 A 5 D

1 A 2 A 3 C 4 B 5 A 6 A 7 D 8 B 9 C 10 A 11 D 12 C

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Teacher’s activities Students’ activities I decidedchanging jobs because my boss makes

A B C me work overtime

D

4 The girl was busy imagine how she would look A B C in the hat

D

5 Paul was too tiredfinishing the lap of the race A B C D 4 Exercise 4: Rewrite the following sentences

1 I like to listen to music in the morning

I enjoy………

2 She enjoys playing games

 She wants ………

3 She hates going shopping

She doesn’t want……… Could you give me a hand?

Would you mind………? He tries not to talk in class

 He avoids……… - Gives feedback

3 B 4 B 5 C

1 I enjoy listening to music in the morning 2 She wants to play games.

3 She doesn’t want to go shopping. 4 Would you mind giving me a hand? 5 He avoids talking in class.

- Listen

- Make sentences

*Self-evaluation:

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Week : 16 Period : 48

Class : 11A2,3,5,8 Date of preparing : Dec 1, 2014 Date of teaching : Dec 5, 2014

- Gerund and present participle - Perfect gerund and perfect participle b Vocabulary:

- vocabulary related to the topic “ Volunteer Work” Skills: Integrated skills

1 Gerund and present participle *Form: V-ing

*Usage:

- Gerund: It is used:

+as the subject of the sentences +as the complement of “to be”

+as the complement of the prepositions +in compound nouns

+after the expressions: can’t help, can’t stand, it’s no use/good

- Present participle: It’s used:

1 Gerund and present participle 2 Perfect gerund and perfect participle

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+as a part of the continuous tenses.

+after verbs of movement/position in the pattern: V + present participle

+after verbs of perception: spend, waste, catch, find: V + O + present participle

+as an adjective

+to replace a sentence or a part of a sentence.

2 Perfect gerund and perfect participle *Form: Having + P.P

*Usage:

- Perfect gerund: It can be used instead of the present

form of the gerund when we are referring to a past action.

- Perfect participle:

+ It can be used instead of the present participle when one action immediately followed by another with the same subject.

+It is necessary when there is an internal of time between two actions.

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

III Practice (20 ms)

1 A who B where C when D why A sword B sweet C swallow D swing A use B computer C united D umbrella A wife B weather C away D write A we B yes C use D york 2 Exercise 2: Choose the best answer

1 I often take part……… social activities every weekend

A in B for C with D from

2 He often takes care of the sick in hospitals

A cleans up B participates in

C gives up D looks after

3 …… are children whose parents passed away A Volunteers B Handicapped children C Orphans D College students He often takes part in directing the traffic

A takes up B participates in C takes after D looks after

5 We are helping the old to cross the road

A the sick B the young

C the orphan D the aged

6 When she retired, she did a lot of …… service for the Red Cross

A voluntary B volunteer C volunteers D voluntarily

7 Don’t spend time………….in class

1 A 2 A 3 D 4 D 5 A

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A talking B to talk C talk D talked The baby stops……….and goes to sleep

A crying B to cry C to be cried D cry

9 He wasted a whole morning……….the cassette A repair B to repair C repairing D repaired

10 Up to two thirds of 14 to 16 years old admit……… drink illegally

A buy B to buy C having bought D bought

11 It's no use ……… him to study hard A advising B advise C advised D advise 12 … out of the window, he saw the cat climbing over the fence

A Look B Being looked

C Looking D To look

3 Exercise 3: Choose the underlined word or phrase in each sentence that needs correcting.

1 Peter apologizedforbreakthe vase

A B C D

2 To repairthe car, Tom took it out for a road test A B C D

3 Don’t just keep on talkabout you, it’s boring

A B C D

4 I think it's no good to tell him about that A B C D

5 I saw him passed my house yesterday A B C D

4 Exercise 4: Rewrite the following sentences It takes me 10 minutes to go to school

g I spend ……… As he had left school at twelve, he had no qualifications. Having….……… She finished her work Then she went home  Having….………

4 As I had failed to persuade John, I tried his brother.g Having………

5 Because I had seen photographs of the place, I had no desire to go there

g Having………

- Give feedback

1 C 2 A 3 B 4 C 5 B

1 I spend 10 minutes to go to school. 2 Having left school at twelve, he had no qualifications.

3 Having finished her work, she went home. 4 Having failed to persuade John, I tried his brother

5 Having seen photographs of the place, I had no desire to go there.

- Listen

- Make sentences

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……… ……… ……

Week : 17 Period : 49

- Reported speech with gerund b Vocabulary:

- vocabulary related to the topic “ Competitions” Skills: Integrated skills

- Have Ss give the grammatical point they had learnt from unit

- Have Ss give the form and use of the above grammatical point

Reported speech with gerund

*Usage: We use a gerund structure to report thanking, apologies and accusation

*Form:

(1) S + V + O + preposition + (not) V-ing

(suspect….of, congratulate…on, prevent…from, thank…for, warn….against, accuse…of, stop…from)

(2) S + V + preposition + (not) V-ing

(dream of, insist on, apologise for, think of, look forward to) (3) S + V + (not) V-ing

(admit, suggest, deny…) II Practice (20 ms)

Reported speech with gerund

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1 Exercise 1: Choose the word whose underlined part is pronounced differently from the others.

1 A two B twenty C twin D twice A health B heal C meal D steal A surprise B devise C promise D realize 2 Exercise 2: Choose the best answer

1 They had a really good chance of winning the national

A compete B competition C competitor D competitive

2 He wanted to get some information about the competition A group B opportunity C score D contest

3 My mother gave me a gift when I got 10 marks to stimulate my spirit of learning

A sponsor B encourage C enjoy D participate

4 At……… end of the competition, the judge announced the results to everybody

A a B an C the D no article

5 A person who decides who has won a competition is called a(n)

A referee B judge C investigator D witness

6 A person who has been chosen to speak or vote for someone else on behalf of a group

A contestant B competitor C examinee D representative John congratulated……… A me of passing the exam

B me for passing the exam C me on passing the exam D I on passing the exam

8 Mary thanked Peter… her to her homework

A help B for helping C helping D in helping

9 Her mother prevented her going out tonight A against B from C about D at

10.“Why don’t you put a better lock on the door?" said John A John suggested to put a better lock on the door

B John asked why not putting a better lock on the door C John suggested putting a better lock on the door D John made us put a better lock on the door 11 “You cheated in the exam”

A The teacher accused his students of cheating in the exam B The teacher accused his students of cheat in the exam C The teacher accused his students for cheating in the exam D The teacher accused his students on cheating in the exam 12 “Don’t touch that flower.”

A The man warned the boy of touching that flowers B The man warned the boy about touching that flowers C The man warned against touching that flowers

D The man warned the boy against touching that flowers 13 Everyone congratulated me … winning the English

- Do the exercise Expected answers: A

2 A C

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competition

A for B about C with D on 14 I apologized the book at home

A for leaving B to leaving C

leaving D to leave

3 Exercise 3: Choose the underlined word or phrase in each sentence that needs correcting.

1 You can congratulateyourselfabout having A B C done an excellent job

D

2 The boys denied onhaving broken the window A B C

of my house D

3 We warned him against travel to the capital by A B C D train

4 The rain prevented us forclimbing to the top of A B C D the mountain

5 He insisted onseeingthe managertomorrow A B C D 4 Exercise 4: Rewrite the following sentences

1 “It was really kind of you to help me.” Mary said to you  Mary thanked me

2 “I’ll drive you to the airport.” John said to Linda  John insisted

3 “You have passed the final exams Congratulations!” Jim said to you

 Jim congratulated me

4 “It was nice of you to invite me to the dinner Thank you”, Miss White said to Peter

 Miss White thanked “Don’t play with the matches!” I said to Jack  I warned

- Gives feedback

- Have Ss use the above grammatical points to make sentences - Go around and help Ss

1 C 2 B 3 B 4 B 5 D

1 Mary thanked me for helping her. 2 John insisted on driving Linda to the airport.

3 Jim congratulated me on having passes the final exams.

4 Miss White thanked Peter for inviting her to the dinner.

5 I warned Jack against playing with the matches.

- Listen

- Make sentences

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……… ……… ……

Week : 17 Period : 50

- Conditional sentences

- Conditional in reported speech b Vocabulary:

- vocabulary related to the topic “ World Population” Skills: Integrated skills

1 Conditional sentences

TYPE IF CLAUSE MAIN CLAUSE

I (future possibility)

S + V(present simple)

S + will + V(bare-inf)

II (present

unreal)

S+V(past simple)

be (were) S+would/could/should + V(bare-inf)

1 Conditional sentences

2 Conditional in reported speech

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III (past unreal)

S+ had + P.P Would

S+ should +have +V3/ed could

2 Conditional in reported speech * Form:

* Notes: When reporting conditional sentences + We must change pronouns, adverbs of time and place + Type 1: We must change the verb tense (change into type

2).

+ Type and 3: We don’t change the verb tenses II Practice (20 ms)

1 Exercise 1: Choose the word whose underlined part is pronounced differently from the others.

1 A figure B grow C organize D average A increase B expect C resource D continue A earth B growth C although D third 2 Exercise 2: Choose the best answer

1 What’s the of your country? A populate B population C populous D popular She uses a birth control so that she does not have children

A population B resources C rates D methods

3 It has been predicted that the world's population might the figure of about billion

A take B come C reach D start

4 Does the Earth have enough resources to many people? A support B increase C decrease D limit

5 The United Nations is a(an) organisation A limit B control C international D resources If you had taken my advice, we our way A will not lose B would not lose C will not have lost D would not have lost If she asks for money, I her

A will give B gave

C would give D would have given

8 Daisy told me she would leave for London to find a job A that if she were me

B if that she were me C that if she had been me D that she had been me

9 If the ball the line, that would have been the end of the game

A would cross B will cross C had crossed D crossed

10 What would Tom if he the truth? A would know B knows C had known D knew 11 You didn’t tell me your story, so I couldn’t help you A If you told me the story, I could help you

1 D 2 C 3 C

1 B 2 D 3 C 4 A 5 C 6 D 7 A 8 B 9 C 10 D 11 C 12 A

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B If only you told me your story

C If you had told me the story, I could have helped you D Did you tell me your story, I could help you

12 He doesn’t study hard, so he can fail the examination A If he studies hard, he won’t fail the examination B If he didn’t study hard, so he wouldn’t fail the examination

C He wouldn’t have failed the examination if he had studied hard

D If he studied hard, he wouldn’t fail the examination 3 Exercise 3: Choose the underlined word or phrase in each sentence that needs correcting.

1 If you were here yesterday, you would have A B C seen Jean

D

2 We should visit that part of the country if it A B C will be spring

D

3 The government stated that if we did not A B control the birth rate immediately we will have to

C suffer a lot from overpopulation

D

4 We could had done moreif wehad had more A B C D time

5 He said that if he hasmore time, he would A B C come to see us

D

4 Exercise 4: Rewrite the following sentences

1 Our parents don’t have enough money, so they can’t make a trip to New York

 If………

2 I didn’t turn left at the station, so I lost my way

 If………

3 Because you didn’t wear a coat, you got wet

 If………

4 “I'll drop you from the team if you don't train harder,” said the captain

The captain said

5 “I'd buy the big tin if I were you,” said the grocer The grocer said

- Gives feedback

1 B 2 D 3 C 4 A 5 B

1 If our parent had enough money, they could make a trip to New York. 2 If I had turned left at the station, I wouldn’t have lost my way.

3 If you had worn a coat, you wouldn’t have got wet.

4 The captain said that he would drop me from the team if I didn’t train harder.

5 The grocer said that she’d buy the big tin if she were me.

- Listen

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*Self-evaluation:

……… ……… Week : 17

Period : 51

Pronouns one(s), someone, anyone, no one, everyone b Vocabulary:

- vocabulary related to the topic “Celebrations” Skills: Integrated skills

- Have Ss give the grammatical point they had learnt from unit

- Have Ss give the form and use of the above grammatical point

+ "one": is used instead of repeating a singular countable noun

+ "ones": is used instead of repeating a plural nouns. + "everyone/everybody, someone/somebody" are often used affirmative sentences “someone/somebody” are often used interrogative sentences when the speaker expects the “yes” answer

+ "anyone/anybody" can be used in negative and interrogative sentences

+ "no one" has a negative meaning and often takes a singular affirmative verb

Pronouns one(s), someone, anyone, no one,

everyone

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1 Exercise 1: Choose the word whose stress pattern is different from that of others.

1 A decorate B pagoda C relative D calendar A celebration B traditional

C entertainment D preparation A between B banner

C colour D special

4 A however B nowadays

C popular D influence

5 A occasion B important C excitement D January 2 Exercise 2: Choose the best answer

1 Banh Chung is made ……… sticky rice, green beans and patty pork

A of B from C with D by

2 Many people go to the pagoda to for a happy year for themselves and their family

A pray B long C desire D ask

3 The news of Julia’s engagement caused great …… A excite B excited C exciting D excitement She is a Buddhist She often goes to the… twice a month

A house B church C pagoda D banner 5 Banh chung and Mut are…food on Tet holiday The majority of families have them during Tet

A exciting B popular C ripe D colored Agrarian people depend on the lunar calendar to prepare for their crops

A gardeners B planters C farmers D highlanders Peter, there’s a message for you ……called when you were out

A Someone B Anyone C One D No one Do you know… in our school’s English club? A someone B anyone C no one D No thing Gary didn’t turn up at the party and …… knows why

A someone B anyone C no one D everyone 10 Wear a dress for the party this Saturday, Sandra You look beautiful in the red ……

A one B ones C no one D anyone 11 ………waiting to hear the results

A Everyone was B All was C Everyone were D All were 12 Have you told……… about the letter?

A no one B someone C everyone D anyone 13 You had a call this morning

A You were on the phone this morning B You bought a telephone this morning C You had a telephone this morning

1 B 2 B 3 A 4 A 5 D

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D Someone called you this morning

14 I threw my old trainers and bought some new

A ones B one C some D any 15 There are two films on TV this evening Which would you prefer to see? A one B ones C someone D anyone 3 Exercise 3: Choose the underlined word or phrase in each sentence that needs correcting.

1 Someone spoketo me, but I can’t rememberits A B C D name

2 There isn’t nobody waitingfor me, isn’t there? A B C D Anyone stole the money, but we don’t know A B C D who

4 Someone told me the answer, so I guessed A B C D

5 There are someone wantingto see you outside A B C D III Production (5 ms)

1 D 2 A 3 A 4 A 5 A

- Make sentences

*Self-evaluation:

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Week : 20 Period : 54

UNIT 9: THE POST OFFICE

PART A: READING

A Objectives:

- Scan a passage about the post office to understand some post office and telecommunication services

- Master words, structures which appear in the passage and use them to talk about the benefit of each type of post office services

2 Knowledge:

- Words related to post office - Revise the simple past tense 3 Skills:

- Developing such reading skills as:scanning for specific information, or gifts to tasks… B Method: Integrated, mainly communicative.

Warm up: (5ms)

- give some pictures and asks Ss " What's it?"

Stam p envelope phone-card telephone

- Then ask Ss some questions:

1 Where can we buy it?

2 How often you go to the post office? What for? 3 How far is it from your house to the nearest post

office?

4 How you go to the post office?

5 What services you think the post office offers?

-Lead to the lesson 2 Pre-reading: (13ms) * Pre-teaching vocabulary:

• Courteous (adj) = polite (adj)

- Look at the pictures and answer T’s questions

-Listen

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• Advanced technology: cơng nghệ cao: up to date • Spacious(adj) =large/ roomy

• Well-trained(adj):skilled • Speedy(adj)=fast/ quick • Transfer(v)= deliver

• Messenger Call Service: dịch vụ diện thoại • Notify(v): anounce/ inform officially • Original(adj)><changed

• Transmission( n) • Distribute(n): deliver • Subscribe(v):

• parcel (n) : package • fascimile (n) : fax • post(v) : send

- Have Ss pronounce the new words in chorus and

individually

3 While-reading: (17 ms) * Task 1: multiple choice - Instruct Ss how to the task. - Have Ss the task in pair * Task 2: Answer the questions

- Get Ss to read the task requirement and the task individually

-Call on some Ss to ask and answer - Listen and feedback

* Task 3: finding evidence

-Ask students to read the text again and the task in pairs

- Have students to compare their answers with their friends

- Feedback and give correct answers

-Read aloud new words in chorus and individually

- listen to T’s instructions - the task in pairs * suggested answers:

1.C 2.B 3.D 4.C

- listen to T’s instructions

- some pairs answer in front of the class * suggested answers:

1 It is equipped with advanced technology 2 They are mail and parcel service/express

money transfer/phone calls and faxes/press distribution

3 They are air- mail,surface-mail and EMS mail

4 It is used to help you notify the recipient of the time and place to receive the call. 5 I will have to subscribe to my favourite

newspapers and magazines.

-Listen to T

- Give the answer in front of the class * suggested answers:

1 open daily from 7am to 9pm

2 we offer very competitive rate for parcel under 15kg

3 your EMS mail will be delivered in the shortest possible time

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4 Post- reading: (5 ms) (For good students)

- Ask Ss to discuss the questions in groups - Call on some Ss to give their ideas

- Discuss in groups - Give their ideas * Expected answers:

1 I think it is EMS because EMS mail will be delivered in the shorted time.

2 Flower Telegram Services.

*Self-evaluation:

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Week : 20 Period : 56

A Objectives:

1 Educational aim: By the end of the lesson Ss will be able toknow how to ask and answer about the different postal and telecommunication services

2 Knowledge:

- General knowledge: Ask and answer about postal and telecommunication services ;making requests

- New words : Words to speak about postal and telecommunication services 3 Skills: Talking about the information of some endangered animals

3 New lesson:

1 Warm-up: (5 ms)

- Show the picture and and ask Ss to guest how the clerk and the customer greet to eachother

-Lead to the lesson 2 Pre –speaking: ( ms) * Task 1:

- T asks Ss to act out the dialogue and then answer the questions: What service is the customer taking in

the dialogue?

3 While- speaking: (17 ms) * Task 2

- Set the scene: Make a conversation from the suggestions The conversation takes place at the post office between a clerk(A) and a customer (B), who

-Look at the picture and answer the questions * Expected answers:

The woman: Excuse me!

The clerk: Yes? Can I help you, Madam?

-Pairs work

* Expected answers:

facsimile service

-Pairs work

* Expected answers:

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Teacher’s activities Students’ activities wants to have a telephone line installed at home

- Ask Ss to work in pairs to make a conversation - After they finish, T calls on some pair to practice before class

4 Post - speaking: (5 ms) for good students)

* Task 3:

-Ask Ss to work in pairs

- Go around the class and offer help

- Call on some pairs to practice before class - Listen and give feedbacks

B: Yes, I would like to have a telephone line installed at home?

A: Ok, where you live?

B: I live in Ngoc Ha Street When can you install it?

A: We can install it one week after you register B: Can you come on Friday?

A: Yes, that’s fine Have you got a telephone yet? B: Yes, I have a telephone already How much is the installation fee and monthly fee?

A: The installation fee is 600 thousand Dong and the monthly fee is 27 thousand Dong Could you please fill this form?

-Pairs work and make the dialogue -Some pairs practise in front of class Dialogue 1

A: Good morning Can I help you?

B: Yes, I would like to subscribe to Lao Dong daily newspaper

A: Yes, how long would you like to get the newspaper?

B: for a year please

A: where would you like to get the newspaper? B: At home I live at 67 Ngoc Ha Street

A: Ok

B:Oh, can I get the newspaper every morning before 6:30?

A: Before 6.30? Well, it might be a little bit too early? How about 7.30?

B: Ok, That’s fine Thank you!

A: All right Could you fill in this form please.

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Week : 20 Period : 57

A Objectives:

- Develop extensive listening skills and understand about the development of Vietnam’s telephone system over past few years

- Use the information they have listened to answer the questions - Summarize the content of the listening in speaking or writing 2 Knowledge:

- General knowledge: Students know about some information about the development of Vietnam’s telephone system

- Language:

- New words: Words related to Vietnam’s telephone system

3 Skills: Developing intensive listening skill for specific information to tasks, drill the method of listening, speaking and writing skills to talk about services the customers are using B Method: Integrated, mainly communicative.

1 Warm-up: (5 ms)

- Give some photos and ask some questions

1 Which is the quickest, a phone call, a fax, an e-mail or a letter?

-Ask students go to board and matching some

pictures with the name of telephone Pre-listening : (10ms)

- Let students open the books and ask and answer the questions

“ Do you think more and more people are using cell

phone in Vietnam nowadays? Why?

* Pre-teach vocabulary - Pre-teach vocabulary:

- Observe the pictures and give some information about them

a phone call

- Work in pairs and match the name of each picture

-Listen and answer the question Expected answers:

Because it become cheaper and come in a wider varietyofcolors and styles…

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Teacher’s activities Students’ activities • Commune (n):

communal growth:

• Digit subscriber • Rural network • Capacity(n) • Rank(v) • Upgrade(v)

- Let students read some words they’ll listen then - Listen and check

While-listening: (20 ms) * Task1: Multiple choices - Instruct the task to students

- Let students read some sentences given and explain some new words if necessary

- Play the tape twice for Ss to check their answers withthe whole class If many Ss can’t answer the questions,play the tape again and pause at the answers for Ss to check

* Task 2: Answering questions

- Play the tape again for Ss to listen and answer the questions

- Ask Ss to check their answers with a partner Then, check with the whole class

- Play the tape again and pause at difficult points if many Ss cannot complete the task

- Provide the correct answers

-Ask Ss to work in group and base on provided suggestion to summarise the main point of the listening

5 Consolidation and homework: (3 ms) - Retell the main points of this lesson

- Assign homework: Prepare part D: Writing

- Read in chorus

- Some Ss practise reading aloud

- Listen to the tape and the task individually - Check their answers with a partner

1 B (Vietnam ranks the second)

2 D ( It is among the 30 countries in the world)

3 C ( in 1996, Vietnam began upgrading its fixed telephone )

4 D ( at present, 93% of communes across Vietnam telephone networks)

5 C ( the change of the international telephone system)

- Listen to the tape and the task individually

- Check their answers with a partner and then with the whole class

1 China has the best growth in telephone number 2 In the early 1990s, there were only 140.000 telephones in VN

3 In the 1996, the fixed telephone nubers were changed from to digits in HN and HCM City as well as to digits in other provinces

4 In 2001

5 There are 6.014 communal post offices in VN

-Group work -Listen

- Listen to the teacher and write down homework *Self-evaluation:

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Week : 21 Period : 58

PART D: WRITING

A Objectives:

Educational aim: By the end of the lesson, students are able to write a letter to express satisfaction or dissatisfaction

Knowledge:

- General knowledge: Students learn to write a formal letter to express their evaluation of a service

- Language: Words used in writing about the topic

Skill: Writing a letter to express satisfaction or dissatisfaction. B Methods: Integrated, mainly communicative.

1 Warm up: (5 ms) Handout

-Ask Ss to read the following adjectives and underline those can make people/things satisfied:

Polite, rude, cold, helpful, spacious, cramped(chật hẹp), large, small, good, bad, reasonable (hợp lý), expensive, cheap, arrogant, punctual, reliable (chắc chắn, đáng tin cậy) 2 Pre writing: (8 ms)

Task 1

-Ask students to work in pairs to discuss about the things they satisfy or dissatisfy about the services at Thanh Ba post-office

-Provide some new vocabulary to help them the task better:

Security conditions Attitude(n)

Punctuality(n) Pickpocket(n) Arrogant(adj):

-Group work

* Expected answers:

Polite, rude, cold, helpful, spacious, cramped, large, small, good, bad, reasonable (hợp lý), expensive, cheap, arrogant, punctual, reliable(đáng tin cậy) -Discuss in pairs

- Copy the new words

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Reasonable(adj)

- Have Ss answer some questions

1 What time does Thanh Ba post office open and

close? Is it convenient for customers?

2 What is Thanh Ba post office equipped with? Is it good? bad?

3 What services are offered at Thanh Ba post-office? Are they secure and safe? What about the price? Is it low, high or reasonable, punctuate? 4 What are the attitude of the staff?Polite, helpful, rude arrogant?

- Go round and offer help when necessary

-Call on some pairs to present their ideas in front of the class

-Feedback and may give suggested answers

- Ask Ss to discuss the format of the letter following three parts in pairs

- Guide Ss to make the detail outline

* Expected answers:

1.It opens daily at 7a.m and closes at p.m 2.It is equipped with advanced technology and a spacious, pretty place for transaction (sự giao dịch) 3 They are Mail and Parcel Services, EMS, Express Money Transfer, Phone Calls and Faxes, Messenger Call Services, Press Distribution

4 The staff are always thoughtful and courteous to the customers

* Outline:

1 Heading: Sender’s address 2 Opening: Dear ,

- I have been using the services provided by for years.

- Now I am writing to express the satisfaction and dissatisfaction towards your post office services.

3 Body:

* Satisfaction:

First,I find that your post office/ well- eqiupped/ reliable address/

Second, I/ impressed/ spacious pleasant front office/ the pretty, clean.seats/ polite/ helpful staff

And.I / have belief/ quality/ services.: fax machine/ be / good working condition/ price/ reasonable. .

* (However,your post office has some things that may make your customers dissatisfied

* Dissatisfaction:

- Although the parking area is large, it / have/ no security.

- Moreover, it’d be/ better/ if post office/ open/ until 11p.M / so that/ customers/ have/ more opportunity/ your office.

The last thing I /want / tell you / the punctuality / deliver / letter and newspapers They / be/ sometimes late and lost.

* Wishes:

- I/ know / making / everyone/ satisfied/ be/ hard work / sometimes/ impossible.

- What you/ staff/ done /so far/ development/ post office/ encouraging/

- I hope that your post office will become a better place.

4 Closing:

-Yours faithfully, Yours truly, - Sign your name

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While - writing: (20 ms) Task 2

-Get students to write the passage in 15’

-Go round and offer help with vocabulary and structures when necessary

4 Post writing: (7 ms)

- Have Ss exchange their writing with another student for peer correction

- Move round and collect mistakes and errors -Collect some writings for quick feedback and read them in front the class and guide to correct

-Write Ss’ typical errors on board and elicits self and peer correction

- Give general comments on the writings(T should draw Ss’ attention to the format of the paragraph, the organization of ideas and language use(especially verb tense)

tense/ passive voive in the simple present tense/ future tense

+ Connector: and/ although/ however/ moreover/ first/ second

-Do the writing individually

-Work in pairs to crosscheck their writing - Correct the writing with T’ help

* Sample writing

Dear Sir,

I have been using the services provided by Thanh Ba post office for years and now I am writing to express the satisfaction and dissatisfaction towards the post office services.

First, I find that your post office is equipped with modern technology and reliable address

Second, I’m impressed by your spacious pleasant front office with the pretty and clean seats and polite and helpful staff

Last, I have belief in the quality of your services. The fax machine is in good working condition and the price is reasonable.

However, your post office has some things that may make your customers dissatisfied I think that it would be better if your post office open until 11p.M so that customers can have more opportunity to come to you post office.

Although your’ parking car is large , it has no security because it has no one to keep motorbikes orbicycles.

The last thing I want to tell you is the punctuality of deliver of letter and newspapers They are sometimes late and lost.

I know that making everyone satisfied is a hard work and sometimesis impossible.

- What youand your staff have doneso far for the development of your post office is encouraging I hope that your post office will be a betterand believable placefor customers.

Yours faithfully, Nguyen Van An

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Teacher’s activities Students’ activities *Self-evaluation:

……… ……… ……

Week : 21 Period : 59

PART E: LANGUAGE FOCUS

A Objectives:

Educational aim: By the end of the lesson Ss will be able to: - Distinguish the clusters /sp/, /st /, and /sk/

- Pronoun the words and sentences containing these clusters correctly

- Understand the uses of defining relative clauses and non-defining relative clauses and exercise correctly

Knowledge: Students should use defining relative clauses and non-defining relative clauses

Skills: fluency in pronouncing /sp/, /st/and /sk/ and use of “relative clauses. B Methods: Integrated, mainly communicative.

A Pronunciation: (10ms) I Warm up

- Ask the Ss to look at the pictures and try to find out the missing letters in three sentences:

1 I _ _eak English every day. 2 Tom likes collecting _ _amps. 3 My favourite sport is _ _iing.

- Underline three double-consonants and introduces them

-T reads the words which they have found and introduces the clusters /sp/, /st /, and /sk/

II Presentation

- T models the three clusters /sp/, /st /, and /sk/ for few times and explains how to pronounce them

Group work

1 speaking 2 stamp 3 skiing

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Teacher’s activities Students’ activities /sp/ /st/ /sk/: voiceless unaspirated

/sp/ /st/ /sk/

speak Stanleyask

speech stand disk speedy stop dusk crisp best skill spacious text school

- T gets Ss to read the words in each column out loud in chorus for a few more times T listens and corrects if Ss pronounce the words incorrectly

III Practice

- Practicing sentences containing the target sounds -Ask Ss to work in pairs and take turn to read aloud the dialogue

- Go around to listen and take notes of the typical errors

- Call on some pairs to read the dialogue again and provides corrective feedback

IV Production

- Read the following sentences and ask Ss to speak aloud the word(s) in each sentence that contains one in the three sounds immediately after they hear the sentences

1 He still makes the same mistakes. 2 My sister can speak English fluently.

3 Stop! You make me crazy with this terrible noise. 4 I often go to school by bus.

5 Thanh Ba Post Office has a spacious place for transaction.

B Grammar: ( 25ms)

Defining relative clauses and Non-defining relative clauses

I Warm-up

- Ask the sts to a small exercise: fill in the blanks with suitable words:

1 Ha Noi, _is the capital of Vietnam, lies in the Red river

2 The girl you met yesterday is my sister. 3 My friend John, _went to the same school as me,has just written a best-selling novel.

- Introduce the point: review of relative clauses II Presentation

-T asks Ss to identify what kind of relative clause the exercises are

(Ex2: defining; Ex1, 3: Non-defining)

• We use defining relative clauses to give essential information to define or identify the thing we are talking about.

• We use non-defining relative clauses not to define or identify things but to add more

-Individual work, pair work and whole class

-Pairs work

-Listen and as told

- Do as told

-Do the exercise * Suggested answers:

1 who/ that whom/ that who

-Listen

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information to the things we are talking about

-Ask Ss to recall how to use relative clauses T can give Ss some more notes

Defining relative clauses give essential information to define or identify the person or thing we are talking about

- Cần thiết cho ý nghĩa câu - Không hai dấu phẩy - Có chức tính từ

- Bắt đầu WHO, WHOM, WHICH thay THAT - Bắt đầu WHOSE thay OF WHICH

Non-defining relative clausesadd more information to the things we are talking about, they are always separated from the rest of the sentence by commas - Không cần thiết cho ý nghĩa câu

- Loại bỏ mệnh đề tính từ khơng hạn định, mệnh đè đầy đủ ý nghĩa

- Mệnh đề tính từ khơng hạn định thường hai dấu phẩy

- Bắt đầu WHO, WHOM, WHICH không thay THAT

Notes :

1 In non-defining clauses, you cannot use ‘that’ instead of who, whom or which

2 You cannot leave out the relative pronoun, even when it is the object of the verb in the relative clause Non-defining clauses can be introduced by expressions like all of, many of + relative pronoun:

Examples : There were a lot of people at the party,

many of whom I had known for years. III Practice

Exercise 1

-Ask Ss to exercise individually and then compare their answers with another student - Call on some Ss to read out their answers - Listen and feedback

Exercise 2

-Ask Ss to work individually to complete the sentences using who, whom, whose

- Call some Ss to say loudly their answers - Listen and give feedback

-Individual work * Suggested answers:

1 A burglar is someone who breaks into the house to steal things

2 A customer is someone who buys something from the shop

3 A shoplifter is someone who steals from the shop

4 A coward /'kauəd/ is someone who is not brave

5 A tenant /'tenənt/ is someone who pays rent to live in a house

-Do the exercise individually * Suggested answers:

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Teacher’s activities Students’ activities IV Free – practice

Exercise 3 Ex:

1 A girl was injured in the accident She is now in hospital.

àThe girl who was injured in the accident is now in the hospital

à The defining relative clause

2 I met Jane’s father He works at the university.

à I met Jane’s father, who works at the university the non-defining relative clause

-Have students the exercise as examples individually and then compare their answers with another student

-Call on some students to read out their answers -Give correct answers

Exercise 4:

-T asks students to the exercise individually and then compare their answers with another student -Call on some students to read out their answers -Give correct answers

+ the exercises again

+ Prepare for the next lesson Test Yourself C

-work individually and then in pairs to check their answers

1 The man who/that answered the phone told me you were away

2 The waitress who/that served us was very impolite and impatient

3 The building which/that was destroyed in the fire has now been repaired

4 some people who/that were arrested have now been released

5 the bus which/that goes to the airport runs every half an hour

-Do individually and then in pairs to check their answers

1 Peter,who has never been abroad is studying French and German

2 you‘ve all met Michael Wood,who is visiting us for a couple of days

3 We are moving into Manchester,which is in the northwest

4 I’ll be staying with Adrian,whose brother is my closest friend

5 John Bridge ,who is one of my oldest friends,has just gone to live in Canada

- Do exercises again and prepare the new lesson

*Self-evaluation:

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Week : 21 Period : 60

Class : 11A2,3,5,8 Date of preparing : Jan 3, 2014 Date of teaching : Jan 6, 2014

TEST YOURSELF C A Objectives:

1 Educational aim: According to the TEST students can revise all the language skills and grammatical points which they have studied and used in the three units: 7, and

Knowledge: After this lesson, students will be able to:

- Check themselves their skills in reading, speaking, listening, writing - Improve their knowledge through the test yourself

- Language: Students can improve their techniques of doing the simple tests Skills: reading, speaking, listening, writing

B Methods: Integrated, mainly communicative. C Teaching aids: Teacher’s books, textbooks, chalks. D Procedure:

- Ask students something about the test yourself C * Have you prepared it at home?

* Have you got any difficulties? II Test yourself

1 Listening (10 ms)

- Greeting

- Listen and discuss in groups to find the correct answers:

1.g, 2.b, 3.e, 4.f, 5.d, 6.j, 7.h, 8.k, 9.c, 10.a, 11.i

- Look at the textbook and listen to the teacher - Work in groups to discuss about the passage - Finish the task

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a/ Ask students to listen and put a tick in the right box

b/ Join the sentences, using who or which

4 Writing (7 ms) - Present the task:

-Check their writings and help them correct the mistakes if they’ve made

+ prepare Unit 10:nature in danger, Part A Reading

then with the keys

- Listen to the teacher and correct the answers

1 They gather before midnight and select 12 grapes from a large bunch.

2 Because the 12 grapes are symbols of the 12 months of the year.

3 In Iran.

4 It lasts for 13 days.

5 They read from the Koran, then all embrace each other and say, “May you live 100 years!”

- Listen to the teacher - Work in groups

- Compare the results with the other groups - Show the answers in front of the class - Observe the keys and correct their answers

a glean, fry, thrive,4 overthrow b

1 Earth is a planet which can support life. 2 The book is about a girl who runs away

from home.

3 A dictionary is a book which gives you the meaning of words.

- Students work in groups and practise writing - Two students go to the board and write - Give the writings by reading aloud - Read the writing carefully

- In groups or in pairs

- Compare the results with the other groups - Correct mistakes

-Listen to the teacher

*Self-evaluation:

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Week : 22 Period : 61

Class : 11A2,3,5,8 Date of preparing : Jan, 2014 Date of teaching : Jan , 2014

UNIT 10: NATURE IN DANGER

PART A: READING

A Objectives:

1 Educational aim: By the end of the lesson, students will be able to :

- Develop such reading micro-skills as scanning for specific ideas and guessing meaning in context

- Use the information they have read to discuss the topic

- Understand the consequences which cause from human for nature and environment and Ss will be aware of their activities to prevent nature and environment from destroying

2 Knowledge:

- General knowledge: Students know about how we have destroyed our environment and affected other species and to save endangered animals

- Language: Words related to nature in danger 3 Skills:

- Guessing meaning in context

- Scanning for specific information and passage comprehension B Method: Integrated, mainly communicative.

Warm up: (5ms)

- Ask students to look at the pictures of some animals and answer the questions:

1 What animals can you see in the pictures? 2 Where they often live?

- Give feedback and lead to the new lesson

- Look at the pictures and answer the questions

* expected answers:

1 They are tiger, elephant, lion, panda

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Teacher’s activities Students’ activities 2 Pre-reading: (13ms)

Activity 1: Anwering questions

- Ask students to read the facts and answer the questions and on page 114 in pairs

- Ask two students to answer and corrects them - Give feedback

Activity 2:Pre-teaching vocabulary: - Pre- teach some new words:

• + have a influence on (n.p)

• + destroy (v)  destruction (n) • + pollutant (n)

• (example)

• + result in (v.p) cause

• + endangered species (n.p) • + extinct (adj)  extinction (n)

• + offspring (n) children

• + co-exist (v)live together (co- means

“together”)

• + interfere (v)

 interference (n) • + prohibit (v) ban, not allow

 prohibition (n) - Read the above words out loud and has students repeat

3 While-reading: (17 ms) * Task 1: Gap-filling (6 mins)

- Have students read the sentences in the book and work out what part of speech is needed in each blank

- Have them the task individually

- Call on some students to give their answers - Give feedback

* Task 2: Choose the best answer (7 mins)

- Have students read the first, the middle and the last sentences of each paragraph

- Ask students to read the options in each question and the task in pairs

- Call on some of them to give their answers

- Listen to the teacher -Work in pairs - Give their answers * suggested answers:

1 The number of these animals is decreasing. 2 People kill rare animals for food People destroy forests and pollute the air, soil and water, so animals’ lives have been badly affected.

- Listen

- Listen and repeat

- Do as told

- Do the task individually - Give their answers * suggested answers:

1 extinct protect 3 decreasing pollutants 5 endangered 6.interference

- Listen - Do as told

- Do Task in pairs - Give their answers * suggested answers:

1.C (A and B are too narrow, D is not supported by information in text.)

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- Give feedback

* Task 3: Answer the questions (8 mins) - Let students read the questions in the book - Have students read the passage and find out the answers in groups

- Call on some pairs to give their answers

- Give feedback

4 Post- reading: (5 ms)(for good students) - Ask students to work in groups and find out the reasons why some animals have become extinct - Go around and help students

- Call on some students to give their ideas

- Give feedback

3.A (B is too narrow C and D are not supported by information in text.) 4.C (A, B and D are not supported by information in text.)

- Listen

- Read the questions

- Read the passage and the task in groups - Give their answers

1 The four ways by which human beings are changing the world are building cities and villages, using water for industry and

agriculture, cutting down trees in the forests and adding pollutants like smoke from factories and fumes from cars.

2 The serious consequences of people’s interference with the environment are: many rare animals are killed and many are

becoming extinct because the environment where they live has been badly destroyed. 3 Many things have been done to protect endangered nature, such as:

+Scientists have made lists of endangered species and suggested way to save them. +Many organizations have been set up and funds have been raised to save rare animals. +Thousands of national parks have been established.

+Laws have been passed to prohibit killing endangered animals.

- Listen

- Work in groups - Give their ideas * Expected answers:

1 People kill animals for fur, skin and food. 2 People destroy the forest, so some animals lose their habitat.

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*Self-evaluation:

……… ……… ……

Week : 22 Period : 62

Class : 11A2,3,5,8 Date of preparing : Jan, 2014 Date of teaching : Jan , 2014

A Objectives:

1 Educational aim: By the end of the lesson Ss will be able to: - Talk about endangered nature

- Express their own ideas about measures of protecting endangered nature 2 Knowledge:

- General knowledge: Students could talk about endangered nature and ways to protect it - Language: asking for and giving information

- New words: words related to nature in danger 3 Skills: State their preferences and explain the reasons B Method: Integrated, mainly communicative.

3 New lesson:

1 Warm-up: (5 ms)

- Introduce new lesson by asking some questions:

+ Why we call some animals such as tigers, bears, elephants, whales endangered animals? + What should we to protect and save them?

- Give feedback and lead to the new lesson 2 Pre –speaking: ( ms)

* Vocabulary:

- Pre- teach some new words: • + cultivate (v)

o cultivation (n)

• + discharge (v)

• + capture (v)

- Read the above words and have students repeat

-Individual work * Expected answers:

+ Because they are hunted or killed in large number that they are in danger of becoming extinct

+ As a student we should stop eating and using products which made from animals

- Listen to the teacher - Listen and take notes

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Teacher’s activities Students’ activities 3 While- speaking: (17 ms)

Task and 2:

- Have students work in pairs and put the reasons why nature is threatened in order of importance - Go around and help students

- After some minutes, ask students to match the reasons with possible measures for protecting the environment in the box (Task 2)

- Call on some pairs to give their answers

- Give feedbacks Task 3(8 mins)

- Have students work in pairs and state the negative impacts caused by people on the environment and suggest measures to protect it

- Call on some pairs to present their ideas

- Give feedbacks

- Work in pairs - Do as told

- Give their answers * Expected answers:

Reasons Measures

1 Burning forest

2 Cutting down tree for cultivation 3.Discharging chemical pollutants into environment 4.Using fertilizers and pesticides for cultivation

5 Killing endangered animals for fur, skin and food 6.Hunting and capturing animals for recreation Keeping animals as pets

-Zoos and national parks should be established to save animals and plants -All kinds of animals and plants should be protected -Planting trees should be encouraged

- Discharging chemical pollutants into environment should be prohibited

-Decreasing the use of fertilizers and pesticides for farming should be

encouraged

-Killing endangered animals for fur, skin and food should be banned

-Animals shouldn’t be captured for recreation and entertainment

-Keeping animals as pets should be discouraged - Listen

- Work in pairs - Present their ideas * Expected answers:

A: People are killing endangered animals for fur, skin and food.

B: Killing endangered animals for fur, skin and food should be banned.

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Teacher’s activities Students’ activities 4 Post - speaking: (5 ms)

- Have students discuss the questions in groups

1.Do you think animals should be kept in zoo? 2 If you go anywhere to study animals, where should you go?

- Go around and help students

- Call on some students to present their ideas - Give feedbacks

- Discuss the questions in groups

- Present their ideas - Listen

*Self-evaluation:

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Week : 22 Period : 63

Class : 11A2,3,5,8 Date of preparing : Jan , 2014 Date of teaching : Jan , 2014

A Objectives:

1 Educational aim: By the end of the lesson, students are able to know about the national parks in USA

2 Knowledge:

- General knowledge: Students learn more about the national parks - New words: Words related to the topic

3 Skills: Develop such listening micro-skills as listening for specific information and listening for general information

1 Warm-up: (5 ms) Guessing word - Divide the class into two groups

- Tell students: I have two words The first word consists of letters The second word consists of letters I'll give you some hints (If you can guess the word at the first hint, you'll get 10 sweets If you guess it at the second hint, you'll have sweets and at the third- only one sweet )

-1 -1

1- It is place where many visitors who are interested in nature like to visit

2- It is a place where are a lot of forests, caves, rivers, plants, wild, animals

3- It is known Cuc Phuong, Cat Ba

-Declare the winner Lead- in:

-Ask students some questions:

+What national parks in Vietnam and in the world do you know?

-Listen and answer * Expected answers: NATIONAL PARK

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+ Can you tell me some danger these national parks can face with?

- note down Ss' ideas on the board

-> To know the answer, today you're going to listen to a text about national parks in the United States Pre-listening : (10ms)

- Have students answer the questions in pairs:

1.What purposes national parks serve?

2.What are the problems that national parks might be facing at the moment?

3.What can we to protect national parks?

- Call on some pairs to give their answers - Give feedbacks

* Pre-teach vocabulary - Pre- teach some new words:

• scenic features(n.p): (translation) • đặc trưng thiên nhiên xinh đẹp • devastate (v) (adj): tàn phá causing a lot

of damage.

o devastating (adj)

• approximately (adv) : xấp xỉ ( synonym) • Eliciting: another word of nearly or about • vehicles(n): xe cộ (example)

• things like cars, bicycles, lorries, buses • maintain (v)

maintenance (n): trì

- Readthe above words out loud and have students repeat

While-listening: (20 ms) * Task1: True or False (8 mins)

- Ask students to read the statements in the book carefully and underline the key words

- Askstudents to listen to the tape and the task - Call on some students to give their answers

- Give feedbacks

* Task 2: Answer the questions (12 mins)

- Have students listen to the tape again and answer the questions in the book

- Call on some students to give their answers

+ Ba Be National Park, Bach Ma National Park, Cat Ba National Park

-Work in pairs * Expected answers:

1.They protect and preserve the natural beauty of the lands.

2.Many are being polluted by visitors.

3.We encourage people to help the parks clean and green.

- Give their answers - Listen

- Listen and repeat

- Read the statements carefully - Listen and the task

- Give their answers * Expected answers:

1 T T 2 T T

3 F (Many national parks are in danger of being destroyed)

- Listen

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- Give feedbacks 4 Post-listening: (5ms) (For good students)

- Ask students to summarize the main ideas of the listening passage in groups

- Call on some students to read their summary

5 Consolidation and homework: (3 ms) - Retell the main points of this lesson

- Assign homework: Prepare part D: Writing

1 There are 52 national parts in the United States.

2 Millions of people visit national parks every year.

3 Rare animals are killed and hunted for fur, skin or other parts Trees are cut down for wood Large areas of national parks experience devastating fires caused by careless people The increasing number of visitors is harming the parks due to the pollution from their vehicles. 4 Rare animals and trees should be protected, fires caused by careless people should be limited, pollution from their visitors’ vehicles should be decreased and money should be raised for the parks’ staff and maintenance of their resources.

- Listen

- Discuss in groups - Read their summary * Expected answers:

In the US, today there are 52 national parks, which protect and preserve the natural beauty of the land They are all open to the public and have millions of visitors each year However, many of them are in danger of being destroyed by fire and pollution Therefore, it is very necessary to protect national park.

- Listen and take notes *Self-evaluation:

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Week : 23 Period : 64

Part D: WRITING

A Objectives:

1 Aims: By the end of the lesson students will be able to write a paragraph to describe the national parks base on provided information

2 Knowledge:

- Language: The simple present of verbs and the connectors often used in a narrative - New words: Words related to national park

3 Skill:Developing such reading facts and figures to make the outline of writing a description of a national park

B Methods: Integrated, mainly communicative. C Teaching aids: Textbook, chalk, board,…. D Procedures:

1 Settlement: (1m) Greeting the class and checking Ss’ attendance New lesson:

I.Warm – up ( ms)

- Ask students to keep their books closed - Ask students some following questions:

1 Have you ever been to national park? 2 What is it famous for?

3 How did you feel when you visited it?

II Pre – writing (10 ms) - Ask student to read the task - Explain some new words:

Tropical forest (n.p)= rain forest

Coastal water (n.p):water which is near coast Abundant (adj) = plentiful (adj)

Stone tool(n.p)

- Ask students to look through the passage again and answer the questions:

1 Where is Cat Ba National Park located?

2 What are the features of Cat Ba National Park? 3 How large is it?

4 What you know about the animals and plants in Cat Ba National Park?

- Keep books closed

- Listen to the teacher and answer the questions

1 Yes, I have Hanoi 2

3.- It is very interesting

-Do as told

-Group work Useful language

It’s located in/on………… It’s famous for……… It covers/contains……. Its total area is………

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5 What are some of historic features of the Park?

- Let them work in groups

-Help students make the detail outline of writing Out line:

* Introduction (Location + area)

+ Cat Ba National park / an important national park/ northern Vietnam

+ Be located / Cat Ba island / an area of 15,200

ha,120 / Ha noi / 20 km / Hai Phong

* Special features( the number of animals and plants)

+ Cat Ba national park / the only site / Viet Nam / both tropical forest /coastal waters / white sand beaches/ abundant natural sources / many kind of rare animals and plants / this park/ preserve/ 300 species of fish/ 40 species of animals/ 150 species of birds/ 620 species of plants

* Historic features

On this island park / people / find 6000-year old stone tools and human bones in limestone caves/ ( 6000-year old stone tools and human bones found there / reveal /people/ inhabited/ there / 6000 years ago)

* Conclusion

Nowadays, Cat Ba still attracts visitors by its pristine beauty and legends of its history and culture

III While – writing (15 ms)

- Ask students to write a description of Cat Ba National Park, using the facts and figures

- Let students work individually - Walk round and help students IV Post – writing (10ms)

- Give suggestions and corrections - Ask students to read another’s narrative

- Ask some students to read loudly their narratives - Correct mistakes and give mark

We can find………

Something is found in…………

-Listen and copy down

-Individual work

- Listen to the teacher and finish the narrative - Read a narrative of one classmate

- Some students read loudly their products in front of the class

- Listen and correct mistakes *Sample writing:

Cat Ba National Park is located in Cat Ba Island, Hai Phong It is 120 km from Hanoi and 20 km east of Hai Phong city centre It is 15,200 square hectares in total.

The park is characterized by beautiful tropical forests and coastal waters It is famous for magnificent landscapes with white sand beaches and abundant natural resources.

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Teacher’s activities Students’ activities V Consolidation and homework: (4 ms)

- Summary the main point of the lesson - Assign homework:

+ Do Writing at home

+ Prepare Part E: Language Focus

even human bones So the park is not only a tourist

attraction but also a good place for historians and archeologists to study the past.

……… ……… Week : 23

Period : 65

Part E : Language Focus

A Objectives:

1 Aims: By the end of the lesson students will be able to: - Practice reading correctly the clusters: /sl/, /sm/, /sn/ and /sw/ - Consolidate how to use relative pronouns with prepositions 2 Knowledge:

- Lexical items: words and sentences pronounced in / sl/,/sm/,/sn/, /sw/ - Grammar items: relative pronoun with prepositions

3 Skill: Developing reading skill, doing different kinds of exercises on relative clauses. B Methods: Integrated, mainly communicative.

C Teaching aids: Textbook, chalk, board,…. D Procedures:

1 Settlement: (1m) Greeting the class and checking Ss’ attendance New lesson: Part E: Language Focus

A.Pronunciation (14ms) I Warm – up

- Give some words that are jumbled to ask students to rearrange: miws, wons, llams, peels

- Sum up and lead in II Presentation

- Model the four clusters/sl/, /sm/, /sn/ and /sw/ for a few times and explain how to produce them - Play the tape once for students to hear the words containing these clusters Then play the tape(or read) again and this time ask students to repeat after the tape (or Teacher)

/sl/ /sm/ /sn/ /sw/

slave small snack swallow

sleep smart sneeze swim

slim smell snooker swing

slowly smoke snowy switch

-Do as told

Key: swim, snow, small, sleep -Listen

-Listen -Whole class

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Teacher’s activities Students’ activities - Ask students to read the words in each column

out loud in chorus for a few times

- Call on some students to read the words out loud - Listen and correct their pronunciation

III Practice

- Ask students to work in pairs and take turn to read aloud the dialogue

- Call on some pairs to read the dialogue again and provide corrective feedbacks

IV Free – practice

- Give some words and ask students to put them in the right columns: slice, smooth, sniffles, sweet, snail, slipper,smile, sweden

- Ask students to give some more words containing the target cluster consonants

B Grammar (27ms) I.Warm – up

- Write two sentences on the board:

Is that the man? You arrived with him.

- Ask students to combine the two sentences into one, using a suitable relative pronoun:

- Ask students which one of the two sentences is correct

- Give feedback, introduce relative pronouns with prepositions:

II Presentation

- Giới từ MĐQH thường đặt cuối MĐQH văn viết để diễn đạt ý cách trang trọng, giới từ thường đặt trước đại từ quan hệ

- Giới từ không đứng trước ĐTQH that and who. - Chúng ta dùng Preposition + ĐTQH sau dấu phẩy loại mệnh đề không-xác-định

Ex:

Mr.Reese, to whom we sent the letter, hasn’t given us his reply

- of which, of whom, of whose đc dùng sau từ số lượng (all, both, many, most neither, none, some….) dạng so sanh

Ex: We’ve taken many tests, most of which were difficult

Ex: They have four children, all of whom are married

III Controlled – practice

Exercise 1: Choose the suitable words

-Practise the dialogue -Pair work

-Do as told.

/sl/ /sm/ /sn/ /sw/

 Is that the man whom you arrived with?  Is that the man with whom you arrived?

Ex:

+The man is living near your house I talked to him on the phone last night

=> The man to whom I talked on the phone last night is living near your house

+ The bed wasn’t comfortable I slept in it last night

=>The bed in which I slept last night wasn’t comfortable

-Do the exercise individually

-Compare their answers with their friends -State the answers

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Teacher’s activities Students’ activities - Instruct the exercise to students:choose the

italicized words to complete the following sentences

-Ask students to the exercise individually -Ask them to compare their answers with another -Call on some students to read their answers in front of the class and explain

-Listen and give the correct answers:

Exercise 2: Combining the following sentences

,using the preposition + whom or which

- Introduce Exercise to students and explain how to it

- Ask students to it - Let them work in pairs - Check, correct mistakes IV Free – practice

Exercise 3: complete the following sentences

using who, whom, which ,or that

-Instruct the exercise to students:

- Ask students to the exercise individually -Ask them to compare their answers with another - Call on some students to give feedback

- Listen and give thecorrect answers C Consolidation and homework: (3ms) - Summary the main point of the lesson - Assign homework:

+ Do exercises in workbook

+ Prepare Unit 11: Sources of energy Part A: Reading

1.whom 2.which 3.whom 4.who/that 5.which 6.whom 7.which

- Listen to the teacher and exercise Suggested answers:

1.The man to whom I talked yesterday was very kind

2 The man about whom I told you works in hospital

3 The woman about whom I am telling you teaches me English

4 The movie about which they are talking is fantastic

5 The picture at which she was looking was beautiful

6 I’ll give you the dress to which you should write

-Listen

-Do the exercise individually

-Compare their answers with their friends - Answer

1.that 2.which who/that 4.whom

5.which 6.which 7.who/that 8.whom

- Listen

-Listen to the teacher *Self – evaluation:

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Week : 23 Period : 66

UNIT 11: SOURCES OF ENERGY

Part A: Reading

A Objectives: 1 Aims:

- Helping students understand about the alternative sources of energy in our lives.

- Helping students understand about the advantages and disadvantages of each alternative source of energy

- Understand the importance of saving sources of energy in our life - Helping students practice reading skills

2 Knowledge:

- General knowledge: By the end of the lesson, students will be able to understand more about the different sources of energy and use the information they have read to discuss the topic - New words: Words related to sources of energy

3 Skill:Develop such reading micro-skills as scanning for specific ideas and guessing meaning in context

C Teaching aids: Textbook, chalk, board, some photos of sources of energy…. D Procedures:

Settlement: (1m) Greeting the class and checking Ss’ attendance New lesson:

I.Warm – up (5ms)

- Ask students to work in pairs to complete the sentences

1 We use to cook

2 We use to run the machines, cars, motorbikes 3 Which word is used to describe the group of words: coal, gas, and oil?

- Call on some students to stand up and give their answers

- Summarize and lead in II Pre – reading (9ms)

- Ask students to work in pairs to look at the pictures

and then answer the questions

1 What can you see in the pictures?

-Work in pairs to the task Suggested answers.

1 oil, coal, natural gas 2 gas

3 fossil fuels

-Answer - Listen

- Work in pairs and state the answers( may vary) Suggested answers

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2 What source of energy does each picture refer to?

3 What you need energy for?

- Gather the ideas and help students to give suggested answers

- Provide students with new words/phrases:

Consumption(n)= use something

Nuclear energy(n.p): lượng hạt nhân Geothermal heat(n.p): nóng địa nhiệt Dam(n): đập nước

Plentiful(adj):sung túc , phong phú, dồi dào Potential(adj): tiềm năng

Make full use of (v.p)

Fossil fuel (n.p) power(n) =energy create(v) = produce entire(a) = whole

Infinite(a) Exhaust (v)

Exhausted(a) kiệt sức, mệt lử Potential(a)

- Read each word/phrase times and ask students to repeat them

- Guide to read and correct mistakes III While – reading (20ms)

Task 1

-Ask students to read the requirements of the task -Ask them to read the words in the box carefully, then instruct them to read the passage quickly and stop at the lines that contain these words to guess their meanings based the context in these sentences - Ask students to work individually to the task - Ask them to compare their answers with a friend - Call on some students to read their answers in front of the class

- Listen and provide feedbacks Task 2

-Instruct the task to students

-Ask students to read the text and defineadvantages and disadvantages of each alternative source of energy and write down

-Call on some students to explain their answers in front of the class

-Make necessary and corrections -give correct answers

2.They are wind energy, solar energy and water

power

3.We need energy to live and work :drive out

machine, light and heat our houses and produce something in industry and agriculture

- write these words into their notebooks - Listen and repeat

- Practise reading these words by themselves - Read aloud in chorus and individually

- Answer

-Listen to teacher’s instructions

-Do the task individually and compare with their partner

Answers

1.released 2.alternative 3.energy 4.limited 5.exhausted

-Listen - Pair work Answers

Sources of energy

advantages disadvantages

Nuclear unlimited Very

dangerous(due to radioactivity) Solar Available/

plentiful/ infinite

Only possible during sunny days

Water Clean/ unlimited

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Task 3

-Ask students to read the passage again then answer the questions

- Let them work in pairs - Help students if necessary

IV Post – reading (7ms) (For good students)

- Ask students to work in groups to complete the summary of the reading passage by filling each blank with a suitable word from the box

- Go around to help the groups when necessary - Call on some groups to answer the question - Listen to students and correct mistakes

V Consolidation and homework: (3ms) - Summary the main point of the lesson - Assign homework:

+ Learn by heart new words + Prepare Part B: Speaking

unlimited energy Geotherma

l heat available Only in few places

-Do as told -Pair work

1 Fossil fuels ( oil, coal , and natural gas) (line1,paraghaph1)

2, sources : fossil fuels, nuclear power, solar energy, water power, wind power, geothermal heat .Solar energy has the most potential because it is plentiful and infinite At the same time , it is clean and safe to use

-Discuss and complete the summary of the reading passage by filling each blank with a suitable word from the box

- The students who are called to stand up to talk loudly are intelligent ones

Answers:

1 energy 4.limited 2 one 5.alternative 3 fuels 6.source 7.unlimited 8.environtment

-Listen -Listen

*Self – evaluation:

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Week : 24 Period : 67

A Objectives:

1 Educational aim: By the end of the lesson Ss will be able to know how to talk about the advantages and disadvantages of using alternative sources of energy

2 Knowledge:

- General knowledge: Students could talk about the advantages and disadvantages of using alternative sources of energy in the future

- New words: words related to the topic

3 Skills: talking about the advantages and disadvantages of using alternative sources of energyTalking about the information of some endangered animals

3 New lesson:

1 Warm-up: (5 ms)

LUCKY NUMBERS (FLOWERS) - Ask students to keep their books closed

-Prepare a game: prepare flower-shaped pieces of paper, in each of which a source of energy is mentioned and Ss’ task is to guess what source it is -Introduce the rules: There are flower-shaped pieces

of paper In each piece, information related to one source of energy is mentioned Your task is to guess what source of energy it is?

Anyone wants to join in the game will come here and pick up one piece, read aloud your question and then answer it If you can’t give the answer, the turn is for the others Also, there are some pieces are lucky ones, which has the words “good luck” If you pick up a piece of paper like this, you will receive a present

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without having to something - Get Students to join in the game.

- Check Students’ answers and give presents to students who have correct answers

* Questions:

What source of energy is it?

1 It is not only plentiful and unlimited but also clean and safe.

2 It includes oil, coal and natural gas.

3 It is a clean source of energy However, if the wind does not blow, there is no energy at all.

4 It costs a lot of money because people have to build dams to use this source of energy.

5 It comes from deep inside of the earth.

6 It can provide enough electricity for the world’s needs for hundreds of years, but it can be very dangerous.

2 Pre –speaking: ( ms) Task 1:

- Instruct the task

- Pre-teach the vocabulary:

+ Enormous (a)

+ Nuclear reactor (n.p)lò phản ứng hạt nhân

+ Radiation (n)sự xạ, phát xạ, phóng xạ -Ask students to read all the sentences in the list and try to understand all of them

-Ask them to the task in pairs

-Call on some students to report their answers in front of the class

-feedback and give correct answers:

- Ask students to work in pairs (one asks and one answers)

Ex:What is the disadvantage of fossil fuels?

=>Fossil fuels will be exhausted within a relatively short time

3 While- speaking: (17 ms) * Task 2

- Guide students to understand the requirement of task 2: From task 1, you have known that alternative

sources of energy have both advantages and disadvantages to our life, so when we want to talk about their advantages and disadvantages how we say it in English Let look at the samples in the book.

- Read aloud the sample

- Ask students to practice the dialogue in pairs

What structures are used to ask for opinion? What about structures used to express opinions? Do you know any other structures?

Asking for opinions:

Why you think / believe so?

- Join in the game voluntarily

* Expected answers:

1 Solar energy 2 Fossil fuels 3 Wind power 4 Water power 5 Geothermal heat 6 Nuclear energy

-listen and write down these words

-read the sentences

-Do the task in pairs and report the answers in front of the class

* Expected answers:

1, 2,3,5,7- disadvantages 4,6- advantages

-Pairs work to practice -Listen to T

- Practice the dialogue in pairs - Answer

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What’s your opinion about? What you think about?

Expressing opinions:

I think/ believe………….

Personally, I think/ believe……… In my opinion,

- Provide some new words:

Enormous(a): to lớn, khổng lồ Renewable(a): hồi phục lại

-Ask students to work in pairs and make similar dialogues, using the provided words and structures - Call on some pairs to present their own dialogues Give feedback

4 Post - speaking: (5 ms) Task 3

- Tell students to discuss the belief on the increasing alternative sources in the future by asking and answering some questions:

1 How many people will use the solar energy?( more and more)

2 Why?( available, unlimited, easy to use, but expensive)

- Go round, check and help

- Call on students to present the ideas - Listen and give feedbacks

+ practice speaking more at home Prepare part C – Listening

-Write down -Do as told Model:

A: I think / I believe that wind power can be an alternative source of energy.

B: Why you think / believe so?

A: Because our major sources of energy are running out while the wind is abundant and

unlimited.

B: I know it is also clean and safe to the

environment However, it is not available when there is no wind.

-Work in groups, ask and answer the questions -Practice in front of the class

-Listen and correct mistakes -Listen

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Week : 24 Period : 68

A Objectives:

1 Educational aim: By the end of the lesson, students are able to to talk about different kinds of energy

2 Knowledge:

- General knowledge: By the end of the lesson Students will be able to develop such listening micro-skill as listening for specific information

- New words: Words related to the topic

3 Skills: Develop such listening micro-skills as listening for specific information and listening for general information

I.Warm – up (6mins)

- Show students the pictures of the electric fan and the gas cooker

- Have students answer some questions as a lead-in to the new lesson

- What can you see in these pictures? - Do you use them in your house?

-What sources of energy these pictures refer to?

-Ask students to list some of the things you use energy for in their house

- Lead to the lesson II Pre – listening (9mins)

-Introduce some new words that appear in the listening:

Ecologist(n): [i'kɔlədʒist]nhà sinh thái học

Fertilize(v) ['fə:tilaiz]làm cho phì nhiêu; làm cho màu mỡ (đất)

Vital(adj)(thuộc sự) sống

Atmosphere(n):

-Answer the questions

-List as told -Listen

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Oxygen Nitrogen(n) Carbon dioxide

- Have students read the words in chorus and in individually

III While – listening (20mins) Task 1:

- Ask students to read and explain statements in task

- Explain some words or phrases which students can’t understand

- Ask students to listen to the tape twice and task -Ask students to give their answer on the board - Correct the answers then explain them

Task 2:

- Ask students to work in pairs to read though the passage and guess the missing words

- Play the tape once for Ss to listen and the task - Check the answer with the whole class If many students can’t answer, play the tape one or two more times and pause at the answer for them to catch

IV Post – listening (6mins) (For good students)

- Ask students to decide which group these sources of energy belong to- renewable or nonrenewable

- Go round and offer help when necessary

-Call on some students to report their answers to class and explain

-Feedback and give correct answers

V Consolidation (2mins)

- Summarize the main points of the lesson VI Homework (2mins)

-Ask students to practice listening more at home and prepare the next part: Unit 11 - Writing

-read in chorus and in individually

- Look at the books and read the statements in the task independently

- listen to the tape carefully and the task Keys:1C , 2C 3D ,4A ,5B

-Pairs work Key:

1 unlimited atmosphere may gases Amount

-Work in groups and the task. Sources of

energy

Non-renewable

Renewable

Coal V

Geothermal heat

V Petroleum V

Solar energy

V

Oil V

Wind energy

V

Gas V

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