grade 11 nguyễn thành viễn unit one friendship period 3 reading time 45 minutes objectives 1 educational aim by the end of the lesson ss will be able to develop such reading micro skills as scann

- T checks the answers with the whole class - T introduces the topic of the lesson and gets Ss to work in pairs and answer the questions on page 67. - T calls on some Ss to answer the[r]

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Unit one : FRIENDSHIP Period : (READING)

Time : 45 minutes * OBJECTIVES

1 Educational aim : By the end of the lesson, Ss 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 express their own ideas about friendship Knowledge

Grammar : - Pronunciation : / d / - / t∫ /ჳ

- Infinitive with to and Infinitive without to Vocabulary : see infra

3 Skills : Reading for gist and for specific information * METHOD : Integrated, mainly communicative

* TEACHING AIDS : Textbook, pictures, realia, handouts, CD player … * PROCEDURE

Teacher’s activities Students’activities

Warm-up (5 min) Game: Guessing pictures - Get Ss to look at the picture on page 12 and answer the following questions: - Who are they?

- Where are they? - What are they doing? Lead-in:

- Do you have a lot of friends?

- How many close friends you have? - What you think are the qualities of friendship?

Each group comes to the BB and writes down a quality of friendship

To check your ideas, let’s begin unit one. * Pre-reading : (9 min)

Ss work individually and then compare the result with a partner

Optionable answers: - Classmates / friends

- In the forest / in the garden - They are singing

Optionable answers

Some Ss write a qualily of friendship on the board

The

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Pre-teach vocab

lasting (a) – selfish (a)  unselfish 

unselfishness (n) – constant (a)  constancy – with enthusiasm (exp) – loyal (a)  loyalty – suspicion (n)  suspicious (a) – rumour (n) * Checking : rub out and remember

* While-reading : (18 min)

Get Ss to read the passage and the tasks that follow

 Task (p.14) Gap-filling

- Ask Ss to fill each blank with a suitable word or phrase

- Ask some Ss write their answers on the BB

- T checks the answers with the whole class

 Task (p 15) Answer the questions - T gets Ss to read the questions carefully and underline the key words to find the answers in the text

- Call on some Ss to read out the answers and write them on the board

* Post-reading : (12 min) : Work in pairs  Task (p 14)

- Ask Ss to work in pairs to decide whether A, B, C or D sums up the main idea of the whole passge

- Ask Ss to close their books and rewrite the qualities of true friendship on the board - T checks the answers with the whole class HOMEWORK

*Teacher assigns homework

“Pratise reciting the poem on page 13 and translate it into Vietnamese”

Eliciting some new words from Ss Practise reading and copy down

- T reads the Engish words and has Ss say the Vietnamese meaning

- T says the Vietnamese meaning of the words and has Ss speak out the

English words

Ss work individually, and then compare with a partner

Some Ss go to the board and write their answers

Expected answers :

1 mutual incapable of unselfish acquaintance – friend give-and-take

6 loyal to suspicious

-Ss work individually, and then compare with a partner

Expected answers :

1 (paragraph 2, lines 1-2)

2 Because (pargraph 3, lines 2-3) (paragraph 4, lines 1-3)

4 (Lines 1- 2, paragraph 5)

5 Talkative people cannot keep a secret (the last paragraph )

Expected answer : B

Homework :

- Pratise reciting the poem on page 13 and translate it into Vietnamese

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Unit one : FRIENDSHIP Period : (SPEAKING) Time : 45 minutes

* OBJECTIVES

1 Educational aim : By the end of the lesson, Ss will be able to - describe physical characteristics,

- talk about a close friend Grammar : - Pronunciation : / d / - / t∫ /ჳ

Warm-up (4min) Game : Sketching

- Sketch a face on the board and ask some Ss to name and write parts of a body’s face - Ask the other Ss to say the Vietnamese meaning

- T checks the answers with the whole class Lead-in :

- Today we will learn how to describe physical characteristics

* Pre-speaking (7 min) Pre-teach vocab

caring (a) – hospitable (a) – modest (a) – sincere (a) – honest (a) – generous (a) – handsome (a) – good-looking (a) –square (a) * Checking: Rub out and remember

* While-speaking : (20 min)  Task (p 15): Work in pairs Work in pairs

- Put Ss into pairs to look at the people below and describe their physical characteristics

Elicting from Ss

Some others say the Vietnamese meaning Face – hair – forehead – eyes – nose – mouth – ear – eyebrows – chin …

- T says the Vietnamese meaning of the words and has Ss speak out the English words

- Ss work in pairs Ex

A Can you describe a person in the picture?

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- Run through the Useful language

- Ask one student to try to describe one of the four people in the pictures on p.15 and the oher has to guess which person his partner is talking about

- Give feedback

 Task Work in groups (p.16)

- Get Ss to discuss and number the following personalities in order of importance in

friendship

- Go around to control and give help if necessary

- Note down some mistakes Ss have made for later correction

- Call on some Ss to say out their ideas - Give feedback and comments

T can use a poster like this : * Post-speaking.

 Task (p.17): Role-play : a journalist and an interviewee

- Ask Ss to work in pairs, ask and answer the following questions

 What’s his name?

 When and where was he born?  What is he/she like?

 What does he/she look like?  What are his/her hobbies?

 What made hi/her successful in maths?  What you often with your

friend?

 Which characters you share in common?

- Call on some pairs to practise talking in front of the class

- Give feedback and make comments Homework

 Teacher assigns homework

Ask Ss to write a short paragraph about a game show Ss have seen recently

Comment : (2)

A Oh, he must be the third person from the left.

B You ‘re absolutely right. A Thank you.

B You’re welcome.

- Ss work individually and then compare the answers with a partner’s

Optional answers

Ss ask and answer how they feel about each type of the competitions/contests in Task :

Example:

A What you think of the General Knowledge Quiz?

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

His name’s Phong

He was born in 1992 in Tra Long He is rather handsome

He is sincere and helpful He likes reading very much He always work hard

We often play badminton together in the afternoon after school. Both of us like reading and playing badminton

Some Ss write their ideas on the board - Some pairs practise talking in front of the class

Homework : - Write a short paragraph about one of your best friends

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Period : (LISTENING) Time : 45 minutes

* OBJECTIVES

- listen for general ideas and understand the dialogue, - listen for specific details

2 Knowledge

Teacher’s Activities Students’Activities

Warm-up (6 min) Game : Jumbled words

-Hang on a poster on the board : ceresin, souregen, tablepihos, ringca, estdom, phelluf - Divide the class into groups

- Ss from each group take turn to rearrange the letters to make meaningful words

- The group with more points is the winner of the game

Lead-in :

Work in pair Ask and answer the following questions

1 Who is your best friend?

2 How did you happen to meet him or her? How long have you known each other? What qualities you admire in your best friend?

Today you will hear Lan and Long talk about their best friends Listen to their talks and then the tasks that follow

Pre-listening (8 min) Pre-teach vocabulary :

Apartment (n) apartment building (n) – sense of humour – favourite (a) – residential area (n) – in common

Ss from each group take turn to write the right words on the board

ceresin = sincere souregen = generous tablepihos = hospitable ringca = caring estdom = modest phelluf = helpful

Some Ss answer Optionable answers

Elicit new words from Ss

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* Checking : Rub out and remember While-listening (20 min)

 Task 1: You will listen to Lan and Long’s talk and decide whether the statements are true or false

- Play the CD times and gets Ss to work in pairs Listen to the dialogue and put a tick in the boxes

- Invite some Ss to give their answers

- Play the CD one more time if necessary for Ss to check

- Check the answers with the whole class

 Task : Listen again and note down the ideas in the table (p 18)

- Let Ss read the sentences for about or minutes

- Play the CD player again

- Call on some Ss to give their answers - Have the others listen and make corrections if necessary

- Give feecback

Post-listening (12 min) : Summarizing - Ask Ss to work in pairs to summarize the qualities of a best friend

- Call some Ss to report to the class - Let Ss make peer correction - Make comments

Homework

 Ask Ss to rewrite the medal table of Sea Games 22 in Vietnam

Comments (2mn)

Ss work in pairs

Ss listen and put a tick in the box Ss listen for the second time

Some Ss call out their answers and T writes them on the board

Expected answers : Lan’s talk

1 F F T F T F Long’s talk

1 F F T T T

- Ss work individually and then compare with a partner

- Some Ss give their answers Expected answers :

Cf Task on p 18

Ss work in pairs to summarize the qualities of a best friend on the board

- Some Ss report to the class - Ss make peer correction

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Period : (WRITING) Time : 45 minutes

* OBJECTIVES

- write a letter to reply to the request of information Knowledge

Warm-up (4 min) Game : Brainstorming

(descriptive adjectives about a person) - Tell Ss to work in pairs, in groups to write down descriptive adjectives about a person on a piece of paper

- Two pairs who write most words the fastest will get points

Lead-in :

Today, we will learn how to write about a friend, describe his/her physical characteristics(height, hair, eyes, face, clothes,…) and his/her personalities (helpful, sincere, …)

Pre-writing (7min)

Hang a poster with descriptive adjectives on the board:

Ss work individually, in pairs and then in groups The representatives of groups write the results on the board

T and Ss check

The group with more words will be the winner

Eliciting from Ss

Practise reading and copy down if necessary

Ss work in groups of four or five to put the adjectives under the following headings: Build: slim, fat, thin

Face : round, oval, thin

Hair : short, long, thick, black Eyes : round, blue, dark, large Nose : high, flat, pointed

Personalities : fair, open-hearted, sincere, kind, sociable, helpful, talented, intelligent, generous

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While-writing (20 min)  Task 1: Work in pairs.

Ask Ss to write a short passage about a friend of theirs

- T goes around to control and gives help if necessary

Of all my classmates, I like to play with Hoa, who is also my good neighbour If you first meet her, you’ll be impressed by her short hair, high nose and big brown eyes, which always shine I can read in them her most intimate feelings and intelligent Hoa has a strong tendency to be sociable She is willing to help me overcome difficulties in my study and my daily work as well I hope our friendship will last forever.

- Ask some Ss to write their results on the board

- peer correction

- Feedback and give comments

- Make correction with the whole class Homework

* Ask Ss to prepare for the next lesson Comments (2min)

* Practise reading and copy down if necessary

Ss write a short passage about a friend of theirs

Some Ss write their essays on the board Suggested description

I have a best friend His name’s He’s years old He’s taller than me He has straight, black hair, large eyes, a square chin and big ears He is rather handsome He’s very good at English He often helps me with my English He is very kind to everybody He lives not far from my house, so we often play table-tennis together in the afternoon after work His weak point is that he is easy to become angry However, he’s so kind that everybody likes him - peer correction

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Unit one : FRIENDSHIP Period : (LANGUAGE FOCUS)

- distinguish the clusters / d / - / t∫ / and pronounce the words ჳ and sentences containing them correctly,

- use the verbs followed by infinitive without To. Knowledge

Grammar : - Pronunciation : / d / - / t∫ /

Warm-up (4 min) : Game :

What and Where / Worstorm (New words in the unit 1) * Pronunciation : (5 min)

- Listen and repeat (p 19)

-T models the three clusters / d / - / t∫ / for ჳ a few times and explains how to produce them

- Ask Ss to read the words in each column out loud in chorus for a few times Then call on some Ss to read the words out loud

* Practise reading these sentences (p 19) - Ask Ss to practise reading the sentences - Call on some Ss to read aloud the sentences

- Make corrections if necessary Grammar :

Exercise (7 min) :

- Ask Ss to work in pairs to put the words in the correct order to make meaningful

sentences, writing the main verb in the present simple and making the other an infinitive with to

Eliciting from Ss

Ss listen and repeat

* Expected answers :

1 Who wants something to eat? 2 I have some letters to write.

3 I am delighted to hear the news. 4 My mother has some shopping to 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.

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- Call on some pairs to read their answers - Check the answers with the class

* Exercise : (15 min) :

Get Ss to Exercise individually and then find a partner to check their answers with

- Ask Ss to observe the example carefully to know the two ways to be done Rewrite the sentences, using the words given in brackets

- Go around to give help if necessary - Ask some Ss to write the answers on the

board

- Give feedback

*Ask Ss make similar sentences by themselves

Homework

Comment : (2)

the exam.

- Ss the exercise (p 21) individually and then compare with a partner

1 The police watched them get out of the car

2 They let him write a letter to his wife I heard them talk in the next room The customs officer made him open the briefcase

5 The boy saw the cat jump through the window

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

7 I felt the animal move towards me Do you think her parents will let her go for a picnic?

Optionable sentences

Homework :

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Period : (READING) Time : 45 minutes

* OBJECTIVES

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

- understand the text and express their own ideas about past experiences Knowledge

Grammar : - Pronunciation : / m / - / n / - / ŋ / - Present simple indicating past time

Tense revision : the past simple, past progressive and past perfect Vocabulary : see infra

Warm-up (5 min) Game: Guessing pictures - Get Ss to look at the picture on page 22 and guess what is happening in each of them

Lead-in:

- Have you ever been in an embarrassing situation?

- What did you then?

Today, our reading lesson is about the embarrassing experience of a girl on the bus.

* Pre-reading : (9 min) Pre-teach vocab

idol (n) – glance at (v) – turn away (v) – a sneaky look (n) – a wad of dollar notes (exp) – thief (n)– steal, stole, stolen (v) – make a fuss (exp) – point to (v)

* Checking : rub out and remember * While-reading : (18 min)

Get Ss to read the passage and the tasks

Ss work in pair and try to guess what is happening in each picture

- Number the pictures from to

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that follow

 Task (p.24) Gap-filling

- Ask Ss to fill each blank with a suitable word or phrase in the box

- Ask some Ss write their answers on the BB

- T checks the answers with the whole class  Task (p 24) Work in pairs

- Ask Ss to put the pictures on p.22 in order they happened in the story

 Task (p 24) Answer the questions - T gets Ss to read the questions carefully and underline the key words to find the answers in the text

- T checks the answers with the whole class * Post-reading : (12 min) : Work in groups. - Ask Ss to work in groups to discuss the question:

What you think the girl had to after she discovered that the money she had taken from the boy’s bag was not hers?How did she feel?

- T checks the answers with the whole class HOMEWORK

“Pratise reciting the poem on page 13 and translate it into Vietnamese”

Comment : (2 min)

Expected answers :

1 glanced making a fuss embarrassing idols

5 sneaky

Expected answers : picture d

2 picture b picture f picture e picture a picture c

Expected answer :

1 A red hat – a floppy cotton hat To buy a floppy cotton hat A wad of dollar notes

4 Because she didn’t want to make a fuss She bought the pretty hat of her dream

Homework :

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Period : (SPEAKING) Time : 45 minutes

* OBJECTIVES

1 Educational aim : By the end of the lesson, Ss will be able to - describe physical characteristics,

- talk about a close friend Grammar : - Pronunciation : / m / - / n / - / ŋ / - Present simple indicating past time

Warm-up (4min) Game : Sketching

- Sketch a face on the board and ask some Ss to name and write parts of a body’s face - Ask the other Ss to say the Vietnamese meaning

- Today we will learn how to talk about past experiences

Native English speaker (n) – seriously ill – appreciate (v) – health (n) – interested in (a) – attitude (n

* Checking: Rub out and remember

* While-speaking : (20 min)  Task (p 25): Work in pairs

- Put Ss into pairs to match the things you

Elicting from Ss

Some others say the Vietnamese meaning Face – hair – forehead – eyes – nose – mouth – ear – eyebrows – chin …

- Ss work in pairs

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might have done or experienced in box A with how the experience might have affected you in box B

- Ask some students to say out their answers - Give feedback

 Task Work in pairs (p.25)

- Get Ss to put the jumbled conversation in the correct order, then practise it

- Call on some Ss to say out their answers - Give feedback and comments

T can use a poster * Post-speaking.

 Task (p.26): Work in pairs

- Ask Ss to work in pairs, ask and answer the following questions

 Have you ever seen an motorbike accident?

 How did it happen?  When did it happen?

 How did the experience affect you? - Call on some pairs to practise talking in front of the class

- Give feedback and make comments

Homework

 Teacher assigns homework

Ask Ss to write about their past experiences Comment : (2)

Expected answers

1 – d – c – a – b – e

Expected answers – b

2 – d – h – a – e – g – c – f

Some Ss write their ideas on the board - Some pairs practise talking in front

of the class * Yes, I have.

* Two motorbikes hit one another * A year ago

* It made me afraid I don’t dare to ride a motorbike too fast.

Homework : - Write about one of your past experiences

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Period : 10 (LISTENING) Time : 45 minutes

* OBJECTIVES

2 Knowledge

Grammar - Pronunciation : / m / - / n / - / ŋ /

- Present simple indicating past time

Warm-up (6 min)

Game : Guessing things: “What is it?” -Divide the class into two groups A and B and ask Ss to guess what it is

- Read aloud some facts about the thing one by one:

+ It can destroy buildings, houses and forests + It can kill people and animals

+ It gives out a lot of smoke + You need water to put it out

- The group giving the correct answer first will win the game

Lead-in :

1 Have you ever seen a fire?

2 What will you if there’s a fire? The listening lesson today is about the fire happening to Christina’s family 13 years ago

memorable (a) = unforgettable – scream (v) – gas stove (n) – escape (v) – terrified (a) – replace (v) - embrace

* Checking : Rub out and remember While-listening (20 min)

Ss listen and guess what it is

Expected answer: A fire

Optionable answers

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 Task 1: Christina is being interviewed about the most unforgettable experience in her life Listen to the interview and decide whether the statements are true or false.(p.27) - Play the CD times and gets Ss to work in pairs Listen to the interview and put a tick in the boxes

- Check the answers with the whole class  Task : Listen to the second part of the dialogue and fill in the gaps in the summary of Christina’s story below (p 28)

- Let Ss read the sentences for about or minutes

- Give feecback

Post-listening (12 min) : Summarizing - Ask Ss to work in pairs to answer the questions :

1 What is Christina’s job?

2 When did her most unforgettable experience happen?

3 What was she doing then?

4 Did the fire many things from her? What did she realize after the fire? - Call some Ss to answer the questions - Let Ss make peer correction

- Make comments Homework

 Ask Ss to retell the story Comments (2mn)

Ss work in pairs

Expected answers :

1 T F F F T

(1) small (2) everything (3) family (4) replaced (5) took (6) appreciate

Ss work in pairs to summarize the qualities of a best friend on the board

- Some Ss report to the class - Ss make peer correction Expected answers :

1 She is a businesswoman It happened 13 years ago She was sleeping

4 Yes, it did

5 She realized that family was more important than things

Homework : Retell the story

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Period : 11 (WRITING) Time : 45 minutes

* OBJECTIVES

1 Educational aim : By the end of the lesson, Ss will be able to - write a personal letter,

- tell their memorable past experiences Knowledge

Warm-up (4 min) Game : Summarizing

- Tell Ss an embarrassing experience: It was a very hot day The man stopped at a small deserted beach He didn’t have swimming-trunks with him but it was early in the morning, there were no people in sight The man took off all his clothes and swam out to the sea and relaxed in the water When he looked back at the beach, a coach had arrived and there were a lot of people standing on the sand to have a picnic …

Lead-in :

- Have you ever been in such a situation?

- What did you then?

- Do you want to share it with your classmates?

Today, we will learn how to write a personal letter telling about a past experience

Ss listen to the story

T note down some key words on the board Such as : hot day stopped deserted beach

took off all clothes …

Some Ss retell the story in Vietnamese

Optionable answers

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Elicit the steps of a personal letter from Ss : Greeting

Date (when it happened) The story (the experience) Closing

Signature

While-writing (20 min)  Task 1: Work in pairs.

Ask Ss to talk and write about their past experiences or the most

embarrassing moment of theirs based on the main points:

+when did it happen? +where did it happen? +how did it affect you?

- Call on some Ss to tell their stories - T goes around to control and gives help if necessary

 Task Writing a letter

- Ask some Ss to write a letter to a friend of theirs, telling him / her about one of their most memorable

- peer correction

- Feedback and give comments

- Make correction with the whole class

Homework

–Two years ago / when I was in grade 10 / when I was 12 …

– In my house / at school / in the street … – It changed my outlook on life / it made me more careful about …/ it made me appreciate …/ it taught me a lesson …

Example: An embarrassing experience

One morning I got up late It was six forty-five and school began at seven.

I quickly brushed my teeth, washed my face and got dressed and jumped on my motorbike and rode to school.

I went straight into the class and greeted the students.

After two or three minutes, the students began laughing.

I couldn’t understand why.

Suddenly, I looked down and realized I had put on one brown shoe and one black shoe.

Some Ss write their essays on the board Peer correction

Teacher and Ss check

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Period : 12 (LANGUAGE FOCUS) Time : 45 minutes

* OBJECTIVES

- distinguish the sound / m / - / n / - / ŋ / and pronounce the words and sentences containing them correctly,

- use some basic tenses correctly Knowledge

-T models the three clusters / m / - / n / - / ŋ / for a few times and explains how to produce them

- Ask Ss to read the words in each column out loud in chorus for a few times Then call on some Ss to read the words out loud

* Practise reading these sentences (p 29) - Ask Ss to practise reading the sentences - Call on some Ss to read aloud the sentences

- Make corrections if necessary Grammar :

Exercise (7 min) :

- Ask Ss to work in pairs to use the correct present tense forms of the verbs in brackets in the story at p.30

Eliciting from Ss

Ss read the words in each column out loud in chorus for a few times

Some Ss read the words out loud individually

1 invites sets gets waves promises carries

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board

- Give feedback

* Exercise Write the sentences, putting the verbs in each sentence into the past simple or the past perfect on page 31

board

- Give feedback

Make / let / see / watch / hear / feel + sb + V0

Ex The film made her cry

*Ask Ss make similar sentences by themselves

Homework

Comment : (2)

11 are singing 12 is

1 broke was playing wrote was

3 was working broke

4 started were walking told were having didn’t listen was thinking phoned didn’t answer wasn’t wearing didn’t notice was driving

* Expected answers : had eaten arrived found had closed got had closed got had left got had arrived paid had phoned

7 went said hadn’t arrived had looked asked

Homework :

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Period : 13 (READING) Time : 45 minutes

* OBJECTIVES

1 Educational aim : By the end of the lesson, Ss will be able to - scan for specific information

- identify and correct false information Knowledge

Grammar : - Pronunciation : / l / - / r / - / h / - Infinitive and gerund

- Passive infinitive and gerund Vocabulary : see infra

Warm-up (5 min) Game: Guessing pictures - Get Ss to work in pairs, look at the

pictures on page 32 and answer the questions

- T checks the answers with the whole class - T introduces the topic of the lesson and gets Ss to work in pairs and answer the questions on page 32

- T calls on some Ss to answer the questions, asking them to give reasons Lead-in (set the scene) :

You are going to read about two party Then you the tasks that follow. * Pre-reading : (9 min)

Pre-teach vocab

candle (n) – blow out (v) - celebrate (v) – wedding anniversary (n) – silver (n) – golden anniversary (n) – mark the milestone (v) – lasting (a) – present (n) = gift (n) * Checking : rub out and remember

Some Ss answer the questions Answers given :

1 The people in picture are friehds and in picture belong to a family The children in picture are

celebrating a birthday party and the people in picture are celebrating a golden wedding anniversary

Optionable answers

English words

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 Task (p.34) Put a tick

- Ask Ss to work in pairs to read the text and decide which of the activities take place at a birthday party or at a wedding party or at both then put a tick in the right column - Call on some Ss to give the answers - T checks the answers with the whole class  Task 2.(p.34) Recognizing the wrong words

- T gets Ss to work in pair, reading text again

- Ask Ss to close their books and underline the wrong word in each sentence and provide the correct one

- T checks the answers with the whole class * Post-reading : (12 min) : Work in pairs  Task (p 35)

- Ask Ss to work in pairs, one is an

interviewer and the other is an interviewee Where you prefer to celebrate your birthday, at home or in a restaurant? Why? Do your parents celebrate their wedding anniversaries?

3 Are you going to celebrate your wedding anniversaries in the future? Why / Why not? - Call on some Ss to act out in front of the class

Ask Ss to write a short passage about their birthday party

Comment : (2 min)

with a partner

Some Ss go to the board and draw a line to match the answers

Expected answers :

1 both both birthdays anniversaries anniversaries both birthdays -Ss work individually, and then compare with a partner

Expected answers : eighth  seventh makes  eats food  presents anniversaries  ages months  years 5th  50th

7 silver  golden

Expected answers : Optionable answers

Homework :

- Ss write a short passage about their birthday party

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Period : 14 (SPEAKING) Time : 45 minutes

* OBJECTIVES

1 Educational aim : By the end of the lesson, Ss will be able to - talk about parties,

- know how to plan parties Knowledge

Grammar : - Pronunciation : / l / - / r / - / h / - Reported speech with gerund Vocabulary : see infra

Warm-up (4min) Game : Wordstorm

- Divide the class into groups of or

- Ask Ss to write the parties they know Some groups write their results on the board

- Ss to say the Vietnamese meaning

- Have you ever been invited to one of these parties

- How was it organized?

In our speaking lesson today, we talk about parties and how to plan them

House-warming party (n) – farewell party (n) – entertainment (n) – decorate (v) – budget (n)

* While-speaking : (20 min)

 Task (p 35): Answer the questions Work in pairs

- Ask Ss to work pairs to answer the

Some Ss write on the board

Some others say the Vietnamese meaning

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questions about the party they have been to (p 35)

- Whose party was it?

- What was the occasion? (where and when) - Did you take a gift for the host?

- Who did you go with? - Were there any decorations? - Were ther a lot of people there? …  Task Work in pairs (p.36)

- Ask some pairs to act out in front of the class

- Give feedback: make corrections on pronunciation, stress and intonation `- Go around to control and give help if necessary

* Post-speaking.  Task (p.36)

- Ask Ss to work in pairs, tell the class about the party they are going to organize

A We are planning a party B What party?

A When and where will you organize it ? B Who will be invited? (number of

guests)

A What food and drink will you prepare? B Entertainment? (music, games)

- Call on some pairs to practise talking in front of the class

- Teacher assigns homework

Comment : (2)

Ss ask and answer the questions in Task Some Ss write their answers on the board as a model

Ss practise speaking : ask and answer the questions

Open pairs Closed pairs

Some pairs act out in front of the class

- Ss to work in pairs, ask and answer the following questions

(about a party Ss plan to organize) - Some pairs practise talking in front of the class

Some pairs tell the class about the party they are going to organize

Demonstration

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Period : 15 (LISTENING) Time : 45 minutes

* OBJECTIVES

- decide on the true or false statements of the passage - understand the passage

- listen for specific details Knowledge

-Hang on a poster on the board : kace, dancle, lowfer, senpret, bowl, staurantre

- Divide the class into groups

Lead-in :

What you think of when you read these words?

Today you will listen to a passage about Mai’s birthday party

guest (n) – last (v) – tidy up the mess = clean up the mess – bring, brought, brought out - serve (v) – clap hands - slice (n)

* Checking : Rub out and remember

* Listen and repeat (p.36)

kace = cake dancle = candle lowfer = flower senpret = present bowl = blow staurantre = restaurant

Expected answer: A birthday party

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While-listening (20 min)

 Task 1: You will listen and decide whether the statements are true or false

- Check the answers with the whole class

 Task : Answer the questions (p 37) - Let Ss read the sentences for about or minutes

- Give feecback

Post-listening (12 min) : Speaking

- Ask Ss to work in pairs to ask and answer the questions about Mai’s birthday party Ss can use the questions in Task as cues - Call some Ss to report to the class - Let Ss make peer correction - Make comments

Homework

C Ask Ss to write a short passage to describe Mai’s birthday party Comments (2mn)

Ss work in pairs

Expected answers : F (at in the afternoon F (about 20)

3 F (at 4:30)

4 T F (only a friend)

1 She was 16 years old

2 Because it was noisy and expensive Soft drinks and biscuits

4 At about 4:30

5 beautifully decorated with pink and white icing

6 They clapped their hands and sang “Happy

birthday”

7 At about in the evening

Ss work in pairs to and answer the

questions about Mai’s birthday party Ss can use the questions in Task as cues

- Some Ss report to the class - Ss make peer correction

D Homework :

- Ask Ss to write a short passage to describe Mai’s birthday party - Sts memorize new words

(27)

Period : 16 (WRITING) Time : 45 minutes

* OBJECTIVES

1 Educational aim : By the end of the lesson, Ss will be able to write an informal letter of invitation

2 Knowledge

(about the vocabulary studied in the previous lesson)

- Tell Ss to work in pairs, in groups to write down on a piece of paper the vocab they learned in unit

Lead-in :

- Have you ever been invited to a party? Today, we will learn how to write an informal letter of invitation

Pre-writing (7min) Pre-teach vocabulary :

invite (v) – dancing (n) – special (a) – let me know – New Year’s Eve (n) * Checking : Rub out and remember While-writing (20 min)

 Task 1: Work in pairs.

Get Ss to ask and answer the following questions (p.37)

1 On what occasions are parties held? What kind of clothes people often wear at a party?

3 What kind of presents people

T and Ss check

Eliciting from Ss

Practise reading and copy down Some Ss rewrite the English words

Expected answers :

1 birthday, wedding, death anniversary, house-warming, wedding anniversaries …

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often bring to a party?

- Call on some Ss to give their answers - Check the answers with the class  Task 2: Fill in the blank

- Ask Ss to complete the letter of invitation below with the words/phrases in the box on p.38

- Ask Ss to work in pairs, exchange their letters and correct each other - T goes around to offer help if necessary

 Task Write a letter

- Ask Ss to write a letter of invitation, following the guidelines

* What party are yoy going to organize? * Where and when you intend to organize the party?

* How many people you plan to invite and who are they?

* What activities will take place at the party?

* What food and drink will be served at the party?

Post-writing (12 min) Correction

- Ask one student to write the best letter on the board

- Make correction with the whole class Homework

fruit …

Some Ss write their answers on the board

Some Ss write their answers on the board Suggested answer:

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

Ss write a letter of invitation, following the guidelines

Suggested letter Dear John,

Next Saturday will be my 16th birthday I would

like to invite you to come to the party which will be organized at my house about 4p.m Can you come to join us? Your presence will be my pleasure Give me a call before Saturday. Hope to see you then.

Best wishes Lan

(29)

Period : 17 (LANGUAGE FOCUS) Time : 45 minutes

* OBJECTIVES

- distinguish the clusters / l / - / r / - / h / and pronounce the words and sentences containing them correctly,

- understand reported speech with gerund and use these structures to solve communicative tasks

2 Knowledge

Grammar : - Pronunciation : / l / - / r / - / h / - Infinitive and gerund

- Passive infinitive and gerund Vocabulary : see infra

-T models the three clusters / l / - / r / - / h / for a few times and explains how to produce them

- Ask Ss to read the words in each column out loud in chorus for a few times Then call on some Ss to read the words out loud * Practise reading these sentences (p 39) - Ask Ss to practise reading the sentences - Call on some Ss to read aloud the sentences

- Make corrections if necessary Grammar : Infinitive and gerund. Exercise (7 min) :

- Ask Ss to work in pairs to complete the sentences with the correct form, gerund or infinitive, using the words in brackets

Eliciting from Ss

Some Ss read the words out loud

In chorus Individually

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* Exercise : (15 min) :Active or passive inf

- Choose the correct answer : active or passive infinitive to complete the sentences. - Ask Ss to observe the example carefully to know the two ways to be done

board

- Give feedback

* Exercise : (15 min) :Active or passive infinitive and gerund

- Choose the correct answer : active or passive infinitive and gerund to complete the sentences

- Go around to control

- Call on some Ss to give the answers - Ask Ss to say Vietnamese meaning if needed

- Homework

Comment : (2)

1 having getting

3 to tell practising to see

* Expected answers : B to be called A to divide B to be invited B to be met A to drive

* Expected answers : D to be included D to open

3 B being concerned B being rescued C to upset

Homework :

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* OBJECTIVES

1 Educational aim : By the end of the lesson, Ss will be able to - scan for specific ideas

- understand volunteer work Knowledge

Grammar : - Pronunciation : / w / - / j / - Gerund and present participle

- Perfect gerund and perfect participle Vocabulary : see infra

Warm-up (5 min) Game: Guessing pictures - Get Ss to look at the pictures on page 46 : - T asks them question: What are the people in the pictures doing?

These people are doing the work without being paid for it What you call this kind of work?

- T introduces the topic of the lesson and gets Ss to read the following saying (p 46) “If you give me a fish,

I will eat today.

If you teach me to fish,

I will eat my whole life long.” - T calls on some Ss to answer the questions, asking them to give reasons Lead-in (set the scene) :

In our lesson today, you will know about volunteer in the USA.

orphanage (n) – mow the lawn (v) -

overcome the difficulties – natural disaster (n) – remote (a) – nountainous areas (n) –

Expected answer : Volunteer work Expected answer:

If someone gives you sth to eat, you will not feel hungry anymore but this won’t last long If someone gives you an opportunity to work or teaches you how to work, you will earn your own living for a long time. We can express the saying in another way like this : “Give a man a fish and you feed him for a day Teach a man to fish and you feed him a lifetime”

(32)

voluntary (a) – voluntarily (adv) volunteer (n+v)

 Task (p.48) Gap-fill

- Ask Ss to fill in the blank with “volunteers, volunteered, voluntary, voluntarily”

- T checks the answers with the whole class  Task (p 48) : Multiple choice

- Ask Ss to work in pairs to choose the best answer A, B, C or D for each sentence - Call on some Ss to read out the answers and write them on the board

- T checks the answers with the whole class  Task (p 49) Answer the questions - T gets Ss to read the questions carefully and underline the key words to find the answers in the text

- T checks the answers with the whole class * Post-reading : (12 min) : Discussion - Ask Ss to work in groups of four or five to discuss the following questions:

1 What kind of volunteer work you usually at school?

2 What you usually in each kind of volunteer work?

- Go around the class to listen and help the groups with vocabulary

- Call some representatives to report their groups’ideas

HOMEWORK

*Teacher assigns homework Ask Ss to write a short paragraph,

answering the question: “Why people do volunteer work”

say the Vietnamese meaning

English words

Some Ss go to the board and write the answers

Expected answers :

1 voluntary voluntarily volunteers volunteered

Expected answers :

1 A D B D B -Ss work individually, and then compare with a partner

Expected answers :

1 They read books to the people there, play games with them and listen to their

problems

2 They give care and comfort to them and help them to overcome their difficulties During summer vocations, they volunteer to work in remote or mountainous areas to provide education for children

Homework :

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* OBJECTIVES

1 Educational aim : By the end of the lesson, Ss will be able to - identify types of volunteer work

- talk about volunteer work Knowledge

Warm-up (4min) Game : Gap-filling

- Get a student to find out the right word to fill in the blank

1 You often …… your friend to a party The Greek God of Love is ………… The first day of May is ………Day The writer of a book, a story is an

…………

5 A national song is an ……… “My heart will go on” is the theme song in the film ………

7 Manchester United is the richest football………

8 The moon moves round the ……… My father joined the ………… in the war - T checks the answers with the whole class Lead-in :

- Today we talk about types of volunteer work

1 Do you want to be a volunteer ? Have you ever done volunteer work? * Pre-speaking (7 min)

Representatives of two groups write the new word on the board

1 invite 2 Eros 3 Labour 4 author 5 anthem 6 Titanic 7 team 8 earth 9 army

The theme word : VOLUNTEER

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Pre-teach vocab

war invalid (n) – movement (n) – direct (v) – traffic (n) = vehicles – intersection (n) – cross the road

* While-speaking : (20 min)  Task (p 49): Putting a tick Work in pairs

- Put Ss into pairs to decide which of the following activities are volunteer work - Ask some Ss to give their opinions - Give feedback

- Get Ss to work in pairs to practice speaking the dialogue

- Call on some pairs to role play in front of the class

- Give feedback and comments

* Post-speaking.  Task

- Ask Ss to work in pairs to make a similar conversation, using the activities given in task

A What kind of volunteer work are you participating in ?

B I’m taking part in directing the traffic. A What exactly are you doing?

B I’m directing vehicles at the intersections. A Do you enjoy the work?

B Yes, I Because I like helping people. - Call on some pairs to practise talking in front of the class

- Teacher assigns homework Comment : (2)

Practise reading and copy down

Ss work in pairs

Teacher – Ss Ss – Teacher Open pairs

Closed pairs

(about a competition Ss have joined or seen recently)

- Some pairs practise talking in front of the class

Homework :

(35)

Period : 23 (Listening) Time : 45 minutes

* OBJECTIVES

- understand volunteer work Knowledge

-Hang on a poster on the board : thonrama, cera, nopicham, nerrun, nijo, malefe

Lead-in :

Ask Ss to tick the best answers to the questions that suit them

1 How often you support charities? What’s the best way of raising money to support charities?

3 Which of these kinds of volunteer work you prefer?

Today you will listen to a passage about Spring School to know more about volunteer work.

excursion (n) – giving care and comfort to … – movement (n) – participate in = take part in

phanagero = orphanage lemprob = problem vulantory = voluntary tainousmoun = mountainous dicappedhan = handicapped sadvantagedi = disadvantage

optionable answers

(36)

– exactly (adv) – coordinate (v) – sponsor (n) * Checking : Rub out and remember

 Task 1: You will listen to passage about the Spring School and fill in the missing information P.51

- Check the answers with the whole class  Task : Answer the questions (p 51) - Let Ss read the sentences for about or minutes

- Give feecback

Post-listening (12 min) : Speaking

- Ask Ss to work in pairs to tell about Spring School, using the following suggestions: + The aim of Spring School

+ The number of children living and studying at the school or attending classes

+ The activities the children at the school take part in

+ The kinds of volunteers that Spring School requires

Homework

E Ask Ss to summarize the story about Spring School

Comments (2mn)

Practise reading and copy down Some Ss rewrite the English words Ss work in pairs

Ss listen and fill in

Ss listen for the second time

Expected answers :

1 informal 30 street children 250 children 1998

5 volunteers - June

1 It provides classes to disadvantaged children in HCM city

2 Dance, theatre, singing and circus were set

up in 1999

3 Because they need money to continue their

English and Performance Arts classes To contact sponsors and help to expand the

school activities

Ss work in pairs to summarize the dialogue they have just listened, based on the

information in Task and Task - Some Ss report to the class - Ss make peer correction Homework :

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Period : 24 (writing) Time : 45 minutes

* OBJECTIVES

- write a formal letter expressing gratitude Knowledge

Lead-in :

Today, we will learn how to write a letter to expressing gratitude or thanks Pre-writing (7min)

Pre-teach vocabulary :

receipt (n) – repair (v) – block of flats (n) – as soon as possible – I look forward to hearing from you soon * Checking : Rub out and remember While-writing (20 min)

Ask Ss to read the letter and underline the sentences that express the following points

- Call on some Ss to give their answers

T and Ss check

Eliciting from Ss

Expected answers :

* the opening of the letter * the donated amount

(38)

- Check the answers with the class  Task 2:

- Ask Ss to write a letter to respond to Thu Trang, using the details suggested in Task

- Get Ss to write their own letters in 10 minutes

- Ask Ss to work in pairs, exchange their letters and correct each other - T goes around to offer help if needed

Homework

* the closing of the letter

- Ss write a letter to respond to Thu Trang, using the details suggested in Task

- Ss write their own letters in 10 minutes - Ss work in pairs, exchange their letters and correct each other

Suggested letter :

English for everybody, 12 Hung Vuong Street, NK district, Cantho city November 24th, 2008

Dear Ann,

How very kind of you to remember my birthday and what a lovely present! Your timing was very good because it arrived exactly on the day I’ve always wanted a Scottish tie To tell you the truth I’ve worn it every day since it came I often think of the wonderful time we had in London and wish I could come back Why don’t you come to Vietnam instead? I hope you’ll send me another letter soon.

Thanks again for the present. Best wishes, (signature)

(39)

Period : 25 (Language focus) Time : 45 minutes

* OBJECTIVES

1 Educational aim : By the end of the lesson, Ss will be able to - distinguish between the sounds /w/ and /j/ - understand how to use gerund and participle Knowledge

-T models the sounds /w/ - /j/ for a few times and explains how to produce them - Ask Ss to read the words in each column out loud in chorus for a few times Then call on some Ss to read the words out loud * Practise reading these sentences (p 53) - Ask Ss to practise reading the sentences - Call on some Ss to read aloud the sentences

- Make corrections if necessary Grammar : Reported speech. Exercise (7 min) :

- Ask Ss to work in pairs to complete each of the following sentences with an appropriate gerund of the verbs from the box p 54 - Call on some pairs to read their answers - Check the answers with the class

- Ask Ss to work in pairs to complete each of

Eliciting from Ss

* Expected answers : listening bending

3 behaving meeting

5 spending waiting

7 starting

(40)

the following sentences with an appropriate present participle of the verbs from the box p 54

- Ask Ss to observe the example carefully to know the two ways to be done

board

- Give feedback

Exercise (7 min) :

- Ask Ss to work in pairs to put the verbs in brackets into the perfect gerund or perfect participle p 55

- Homework

*Teacher assigns homework Comment : (2

and then compare with a partner * Expected answers :

1 burning - rising reading

3 lying shopping preparing trying

7 modernizing * Expected answers: having made Having been having been Having tied Having read having taken

F N.B. TO + V0

Except:

- look forward to + V-ing - object to + V-ing

- have no objection to + V-ing Other prepositions as :

For, of, when, before, after … + V-ing (if no subject)

Homework :

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* OBJECTIVES

1 Educational aim : By the end of the lesson, Ss will be able to - Scan read for specific information

- Skim read for detailed information - know about illiteracy problems Knowledge

Grammar : - Pronunciation : /pl/ - /bl/ - /pr/ - /br/ - Reported speech with infinitive Vocabulary : see infra

Warm-up (5 min) Game: Guessing pictures - Get Ss to work in pairs, looking at pictures and choose the best answer

- T checks the answers with the whole class - T calls on some Ss to answer the

questions, asking them to give reasons 1 Where you think the class is ? a In mountain areas

b In the towns c In the big cities

2 What you think of the people in 

class?

a They are at the same age b They are young

c They are of different ages Lead-in (set the scene) :

You are going to read about illiteracy Our lesson today will help you to know about illiteracy in VN over the last few years. * Pre-reading : (9 min)

Pre-teach vocab

take part in (v) – effective way (n) - fight (n) – struggle (n) – decrease (v) – promise

3 What you think of the teacher? a He got a regular training in teaching b He teaches the children to read and write voluntarily

c He is a teacher at this school

4 What is the class different from yours? a The children wear uniform

b The room is in the best condition c The class is poor and simple Answers given :

1 a c b c

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(v) – gradually (adv)

Let’s read and underline all the things relating to the following numbers: 61 – 94 – 600 – 1200 – 800 – 4,623  Task (p.58) Vietnamese equivalent - Ask Ss to find the Vietnamese equivalent to the following expressions

- Ask some Ss write their answers on the board

- T checks the answers with the whole class  Task (p.58)

Which of the choices A, B, C or D most adequately sums up the whole passage?  Task (p 58) Answer the questions - T gets Ss to read the questions carefully and underline the key words to find the answers in the text

- T checks the answers with the whole class * Post-reading : (12 min) : Work in pairs (p 58) : Speaking

- Ask Ss to work in pairs to answer the questions

1 Are there any illteracy people in your neighborhood?

2 What should we to help them read and write?

HOMEWORK

- Practise reading the passage and answer Task again

Comment : (2 min)

English words

Ss read and underline all the things relating to the numbers

Eg 94 % of the population was able to read and write

Expected answers : Phổ cập GD tiểu học Hội Khuyến học Việt Nam Xóa mù chữ

4 Kỹ thuật canh tác Kế hoạch hóa gia đình Answer : D

Expected answers : 94 % of population

2 A campaign for illiteracy eradication 600 in 2000 and 800 in 2001

4 They voluntarily spent their summer vacations teaching illiterate people to read and write (Line 3-4, paragraph 3)

5 Illiteracy will soon be eradicated (Line 5-7, paragraph 4)

Homework :

- Sts memorize new words

(43)

* OBJECTIVES

1 Educational aim : By the end of the lesson, Ss will be able to - talk about illiteracy problems,

- offer solutions to the problems Knowledge

Warm-up (5 min) Game: Brainstorming - Get Ss to brainstorm the problems they often encounter at school

Cut classes make noise

Forget doing homework cheating in exam - How you solve them?

- T checks the answers with the whole class - Today, we will discuss the problems your class cope with and offer some solutions to these problems

enforce (v) – school regulations (n) - low-income family (n) – reduce (v)= decrease (v) – cheat in exams (v) – have difficulty in + V-ing (adv) – used textbooks * Checking : rub out and remember

Some Ss write their answers on the board - cutting classes / paying truant

- making noise - cheating in exams - teasing

- forgetting doing homework - breaking school regulations

English words

Ss work individually, and then compare

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 Task (p.59) Matching-up

- Ask Ss to work in pairs to match each problem in A with its appropriate solution in B

- T checks the answers with the whole class  Task Substitution drill (p.59)

Talk about your school problems and offer solutions Use the suggestions in Task - Work with a student to give a model T Many students cannot buy all the required

textbooks What you think we should do

to help them?

S.I think we should ask the school haed-master

to provide fre textbooks for students from low-income families.

T We should also collect used textbooks for school libraries.

* Post-reading : (12 min) : Work in groups  Task (p 59)

- Ask Ss to work in groups to think of three or four problems your class is experiencing Talk about them and offer solutions They may use the cues below:

- large class size ( over 40 Ss in the class) - shortage of desks (3 students per desk) - hot in summer (no electric fan)

- cold and dark in winter (broken windows, no lights)

HOMEWORK

with a partner

Expected answers : b / g

2 a / e d / f c j / h / i

- Open pairwork : Student – student Some pairs demonstrate - Closed pairwork

- T goes around to control and give help - Some pairs role play in front of the class - T makes corrections and give commemts

- Ss to work in groups to think of three or four problems your class is experiencing Talk about them and offer solutions Ss may use the cues below:

- large class size ( over 40 Ss in the class) - shortage of desks (3 students per desk) - hot in summer (no electric fan)

- cold and dark in winter (broken windows, no lights)

Homework :

(45)

Unit five : ILLITERACY Period : 28 (LISTENING)

1 Educational aim : By the end of the lesson, Ss will be able to - Listen for specific information

- talk about condition for better learning Knowledge

Warm-up (5 min) Game:

What and Where / Worstorm

(New words in the previous lesson) Lead-in (set the scene) :

Have you ever done a survey?

Our listening lesson today is about a survey in Perth, Western Australia * Pre-reading : (9 min)

Pre-teach vocab

mature (a) – maturity (n) - weekness (n) – self- respect (n) – encourage (v) – goal (n) – focus on (v)

* Checking : rub out and remember

* Listen and repeat (p.60) * While-reading : (18 min)  Task (p.60) Multiple choice - Play the tape and ask Ss to listen and choose the best option to complete the sentences

Eliciting from Ss

English words

Ss work individually, listen and then compare with a partner

Expected answers : D

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- Let Ss listen again and write their answers on the board

 Task Answer the questions (p.61) Let Ss listen again and find the answers to the questions

- Ask Ss to compare the answers in pairs - Call some Ss to write the answers on the board

- Give feedback

* Post-reading : (12 min) : Discussion (p 61) : Speaking

- Ask Ss to work in groups of four or five to discuss the question:

Which you think is more essential for better learning – good teachers or good textbooks?

- Move around to give help if necessary - Call on some group representatives to report their opinions

HOMEWORK

Write a short passage to answer the question above

Comment : (2 min)

3 B C

Expected answers :

1 The survey took place in Perth, Western Australia

2 80% of the students

3 They felt that they should be allowed to have a voice in school decision making

Ss work in groups of four or five to discuss the question

Some group representatives report their opinions

Homework :

- Write a short passage to answer the question

(47)

Unit five : ILLITERACY Period : 29 (WRITING)

1 Educational aim : By the end of the lesson, Ss will be able to - describe information in a table

- write a paragraph based on the information in the table Knowledge

-Hang on a poster on the board : mayritut, couragene, galo, veeffecti, durece, teach - Divide the class into groups

- Ss from each group take turn to rearrange the letters to make meaningful words - The group with more points is the winner of the game

Lead-in (set the scene) :

Our lesson today will help you to know about the description from a table and practise describing the information in a table

decline (v) – rise = increase = go up (v) - dramatically (adv) – considerably (adv) – in contrast = on the contrary – trend (n) – gradually (adv)

Ss of each group take turns to write the right words on the board

mayritut  maturity couragene  encourage galo  goal veeffecti  effective durece  reduce teach  cheat

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* While-reading : (18 min)  Task (p.61) Gap-filling

- Ask Ss to choose a suitable word from the box to fill in each space of the following paragraph

 Task (p.62)

Write a paragraph of about 100 words, describing the information in the table below

- Ga around to control and give help - Collect Ss’writings

* Post-reading : (12 min) : Peer correction - Ask a student to write his/her writing on the board

- Ask the class to read and correct the mistakes

- Give feedback and comments

HOMEWORK

Comment : (2 min)

Some Ss go to the board and write the answers

Expected answers : varied

2 rise declined different went up dramatically

Suggested ideas :

The table shows / describes the trend of literacy rates in Sunshine country from 1998 to 2007

- As can be seen from the data in the table, literacy rates in the Lowlands rose slightly from 1998 to 2004 There was a dramatic rise in 2007, from 56% in 2002 to 95% in 2007.

- In Highlands, there was a slight decrease in the first four years from 1998 to 2002 In the last six years, the literacy rates dropped sharply from 45 % to 30 %

- In general, the literacy rates in Sunshine country had tendency to increase over past 10 years.

Homework :

(49)

Unit five : ILLITERACY

Period : 30 (LANGUAGE FOCUS)

- practice pronunciation and distinguish the sounds /pl/ - /bl/ - /pr/ - /br/ - understand and use reported speech with to-infinitive

2 Knowledge

Warm-up (5 min) Game: Brainstorming - Divide Ss into groups

- Ask each group write as many new words in Unit as possible on the board for minutes

- The group with more right words will win Pronunciation

- Ask Ss to listen and repeat p.63 In chorus

Individually

- Ask Ss to practice reading aloud the dialogue p 63

* Grammar (18 min)

Exercise Complete the second sentence so that it has a similar meaning to the first one, using the words given

- Ask Ss to look at the example carefully to know how to the exercise

- Get some Ss write their answers on the board

Some Ss write the new words they know

Ss listen and repeat in chorus Some Ss read again individually

- Ss work individually, and then compare with a partner

- Some Ss write their answers on the board Expected answers :

1 … to come back again

2 … us not to swim too far from the shore … Peter to close the window

(50)

Exercise Write the following sentences in reported speech, using the right form of the words given in the brackets

- Ask Ss to look at the example carefully to know how to the exercise

- Get some Ss write their answers on the board

- T checks the answers with the whole class * Post-reading : (12 min) : Work in pairs (p 58) : Speaking

- Ask Ss to work in pairs to answer the questions

1 Are there any illteracy people in your neighborhood?

2 What should we to help them read and write?

HOMEWORK

Comment : (2 min)

7… me to lock the door before going to school

8 … him to go home and rest for a while

- Ss work individually, and then compare with a partner

- Some Ss write their answers on the board Expected answers :

1 He advised me not to drink … She invited me to come and see her whenever I wanted

3 John asked me not to smoke in his car He told Sue to give him her phone number

5 He reminded me to give the book back to J

6 He promised not to it again He agreed to wait for me

8 John asked me to lend him some money

Homework :

(51)

Unit six : COMPETITIONS Period : 27 (READING)

- guess the meaning in context, - scan for specific information, - know something about the competitions

2 Knowledge

Grammar : - Pronunciation : /tr/ - /dr/ - /tw/ - Reported speech with gerund Vocabulary : see infra

Warm-up (5 min) Game: Guessing pictures - Get Ss to work in pairs, matching the given competitions with the correct pictures on page 66

- T checks the answers with the whole class - T introduces the topic of the lesson and gets Ss to work in pairs and answer the questions on page 67

- T calls on some Ss to answer the questions, asking them to give reasons

Lead-in (set the scene):

You are going to read about a school’s competition, then the tasks that follow. * Pre-reading : (9 min)

Pre-teach vocab

representative (n) – stimulate (v) - sponsor (v) – observe (v) – announce (v) – final (a)

Answers given :

a Quiz: “Road to Mount Olympia” b London Marathon

c Sao Mai TV Singing Contest d Olympic Games

optionable answers

(52)

 Task Matching ( p 68 ) - Hang on posters A and B

- Ask Ss to match a number in A and a letter in B

- Teacher and Ss check

 Task Answer the questions (p.68) - Ask Ss to read the questions carefully and underline the key words to find the answers in the text

* Post-reading : (12 min) : Work in pairs  Task (p.68)

- Ask Ss to work in pairs to complete the sentences (read paragraph again)

“Practise reciting the poem on page 68 and translate it into Vietnamese”

- Some Ss go to the board and draw a line to match the answers

Expected answers :

1 d f e c b a

Some Ss read out the answers and write them on the board

Expected answers :

1 The representative of classes

2 The aim was to stimulate the spirit of learning English among students

3 The Students’Parents Society

4 Each group must … within two minutes (lines – 4, paragraph 2)

5 The judges will observe and score the performance, and at the end of the

competition, they will announce the total score of each group

6 A set of CDs for studying English and an Oxford Advanced Learner’s Dictionary (paragraph 2, lines 8-9)

Expected answers: … to recite the poem

2 … became the winner of the competition … 60 points

4 …”For me the most important thing was our participation in the competition and the enjoyment we had from it”

Homework :

- Practise reciting the poem on page 68 and translate it into Vietnamese

(53)

Unit six : COMPETITIONS Period : 28 (SPEAKING) Time : 45 minutes

* OBJECTIVES

- ask for and give information about types of competitions, - talk about a competition or contest

2 Knowledge

Warm-up (4min)

Game : Reciting the poem on p 69 - Get a student to recite the poem

- Ask the other Ss to say the Vietnamese meaning

- Today we talk about some popular competitions :

1 Do you know any game shows on TV ? - Pop idol, Who wants to be a millionaire? Arena 100 (one versus 100), Face to face … * Pre-speaking (7 min)

Pre-teach vocab

Sculpture (n) – athletics (n) – opportunity (n) – general knowledge (n) – creative activities – sleepy (a) – physical training (n) –organize (v)

* While-speaking : (20 min)  Task (p 69): Putting a tick Work in pairs

- Put Ss into pairs to put a tick in the right

Some Ss recite the poem

Some others say the Vietnamese meaning

(54)

column (Like or dislike)

- Ask some Ss to give their opinions - Give feedback

- Get Ss to ask and answer how they feel about each type of the competitions/contests in Task

T can use a poster like this :

A What type of competitions you like to take part in?

B I like to take part in English Competition. A Why you like it?

B Because I think it’s interesting A Do you think so ?

B Yes, it’s good time to practise my English * Post-speaking.

 Task (p.70)

- Ask Ss to work in pairs, ask and answer the following questions (about a competition Ss have joined or seen recently

G Where and when did you see it? H What type of competition? I Who organized it ?

J Who participated it?

K Who won the competition? L Did you enjoy it? Why/Why not? - Call on some pairs to practise talking in front of the class

M Teacher assigns homework.

Ss ask and answer how they feel about each type of the competitions/contests in Task :

Example:

A What you think of the General Knowledge Quiz?

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

Ss can use the language in the box at the end of page 69

Some Ss write their ideas on the board

(about a competition Ss have joined or seen recently)

- Some pairs practise talking in front of the class

(55)

Unit six : COMPETITIONS Period : 29 (LISTENING)

2 Knowledge

-Hang on a poster on the board : thonrama, cera, nopicham, nerrun, nijo, malefe

Lead-in :

Look at the pictures on page 70 in your books What are they doing? Where ? How long is a Marathon race ? Who can take part in the race? Male or female?

Today you will listen to a conversation about Boston Marathon between Trang and Paul Pre-listening (8 min)

Hold, held, held (v) = organize – reach the finish – have right to – long distance running (n) – accept (v) – rule (n)

* Checking : Rub out and remember

thonrama = marathon cera = race nopicham = champion nerrun = runner nijo = join malefe = female

(56)

 Task 1: You will listen to the dialogue about the Boston Marathon and decide whether the statements are true or false - Play the CD times and gets Ss to work in pairs Listen to the dialogue and put a tick in the boxes

- Check the answers with the whole class  Task : Answer the questions (p 71) - Let Ss read the sentences for about or minutes

- Give feecback

Post-listening (12 min) : Summarizing - Ask Ss to work in pairs to summarize the dialogue they have just listened, based on the information in Task and Task

Homework

N Ask Ss to rewrite the medal table of Sea Games 22 in Vietnam

Comments (2mn)

Ss work in pairs

Expected answers :

1 T T F (2 :15’10”) F (1967) T F ( through 13 towns and end in the centre of Boston) - Ss work individually and then compare with a partner

1 New York In 1972

4 6164

Ss work in pairs to summarize the dialogue they have just listened, based on the

information in Task and Task - Some Ss report to the class - Ss make peer correction

Homework : rewrite the medal table of 22nd Sea Games in Vietnam.

(57)

Unit six : COMPETITIONS Period : 30 (WRITING)

- write a letter to reply to the request of information Knowledge

Grammar : : - Pronunciation : /tr/ - /dr/ - /tw/ - Reported speech with gerund Vocabulary : see infra

Lead-in :

Today, we will learn how to write a letter to reply to the request of information

Pre-writing (7min) Pre-teach vocabulary :

native (a) – detail (n) – procedure (n) – provide … with = supply … with – I look forward to hearing from you soon * Checking : Rub out and remember While-writing (20 min)

Ask Ss to read the letter and find out the information required for the English Speaking Competition

- Call on some Ss to give their answers

T and Ss check

Eliciting from Ss

Expected answers : - number of participants

(Who can participate?) - entry procedures (How?)

(58)

- Check the answers with the class  Task 2:

- Ask Ss to write a letter to respond to Thu Trang, using the details suggested in Task

- Get Ss to write their own letters in 10 minutes

- Ask Ss to work in pairs, exchange their letters and correct each other - T goes around to offer help if needed

Homework

- Ss write a letter to respond to Thu Trang, using the details suggested in Task

- Ss write their own letters in 10 minutes - Ss work in pairs, exchange their letters and correct each other

Suggested letter :

English for everybody, 12 Hung Vuong Street, NK district, Cantho city November 24th, 2008

Dear Thu Trang,

Thank you for your interest in our Ehglish Speaking competition Here is some information that you request.

Date and time : 8:30 p.m Dec 25th,2008.

Venue : 102 Le Thanh Ton Street Number of participants : 25

Entry procedure: Candidates fill an application form to participate.

For further information, please contact me on 0710 3875623 or e-mail me at info@123doc.org We wish you good luck at the contest and look fordward to seeing you there.

Best wishes, (signature)

(59)

Unit six : COMPETITIONS Period : 31 (LANGUAGE FOCUS)

- distinguish the clusters / tr /, / dr /, / tw / and pronounce the words and sentences containing them correctly,

- understand reported speech with gerund and use these structures to solve

communicative tasks Knowledge

-T models the three clusters /tr/ - /dr/ - /tw/ for a few times and explains how to produce them E.g When producing / tr /, Ss should produce / t / first and then quickly switch to / r /, and so on

- Ask Ss to read the words in each column out loud in chorus for a few times Then call on some Ss to read the words out loud * Practise reading these sentences (p 73) - Ask Ss to practise reading the sentences - Call on some Ss to read aloud  sentences - Make corrections if necessary

Grammar : Reported speech. Exercise (7 min) :

- Ask Ss to work in pairs to change direct speech into reported speech

Eliciting from Ss

(60)

* T might remind Ss that time and place references often have to change in reported speech E.g.:

now  then today  that day here  there this week  that week

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

ago  before / previously 2 weeks ago  weeks previously / weeks before tonight  that night

last Saturday the previous Saturday the Saturday before next Saturday the following Saturday

the next Saturday the Saturday after that Saturday * Exercise : (15 min) :

- Ask Ss to observe the example carefully to know the two ways to be done

board

- Give feedback - Homework

exam

2 Mary apologised 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 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 - Ss the exercise (p 75) individually and then compare with a partner

1 Tom insisted on paying for the meal 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 fromleaving the shop

5 The thief admitted stealing Mrs Brown’s car

6 Ann suggested having a party the next Sunday

7 John and his wife were thinking of buying the house

(61)

Unit seven : WORLD POPULATION Period : 32 (READING)

- guess the meaning in context, - scan for specific information, - know something about the world population

2 Knowledge

Grammar : - Pronunciation : / kl / - / gl / - / kr / - / gr / - / kw / - Conditional types 1, ,

- Conditional in reported speech Vocabulary : see infra

Warm-up (5 min) Game: Wordsquare

D I S A P P O I N T

S M O O T H L Y E E

O S T I M U L A T E

C R E A T E A M Z N

I K N O W L E D G E

E A N N O U N C E V

T I S P O N S O R I

Y M S L E E P Y X T

R E P R E S E N T A

- Hang on a poster with the wordsquare - Tell Ss to find out the words in the wordsquare (11 words)

- The group with more points is the winner Lead-in :

In the reading lesson today, you’ll get to know some information about the world population What does “population” mean? What is the population of VN?

Do you think it is large or small?

What is the world population nowadays?

Ss work in groups, looking at the poster and find out the words in it

The words to find :

Across : disappoint, smoothly, stimulate, create, knowledge, announce, sponsor, sleepy, representative

Down : society, aim

(62)

decrease (v) – increase (v) - the Earth (n) – resources (n) – limit (v) – metal (n) – birth-control (n) – family planning (n) – safe (a) – * Checking : rub out and remember

Get Ss to read the passage and the tasks  Task Gap-filling ( p 82 )

- Ask Ss to fill in each blank with a suitable word (change the form of the word and use the dictionary when necessary)

- Ask Ss to refer to the text for ð difficult words

- Teacher and Ss check  Task Matching

Hang on a poster with some populations and some hand-outs with year number

- Get Ss to go to the board to stick a year number next to suitable population

- Ask Ss to compare the answers with their partners

- Call on some Ss to say out the answers - T checks with the whole class

 Task Answer the questions

Get Ss to answer the questions 4,5 in Task (p 82)

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

- T checks with the whole class

* Post-reading : (12 min) : Discussion. - Work in groups to find out five world largest countries in population

- Which country is the richest ? - Which country is the poorest ?

- Invite groups’opinions

- Give feedback and make comments HOMEWORK

English words

- Some Ss say out their answers Expected answers :

1 Although method increase resources figures limit international control

Ss work out on the board Expected answers :

10,000 B.C 10 million A.D 300 million 1750 625 million 1850 1,300 million 1950 2,510 million 1985 4,760 million 2000 6.6 billion 2010 billion 2015 over billion Expected answers :

3 Some scientist say it can, but others say it can’t.(paragraph 2, lines 2-4)

4 No, they don’t (paragraph 3, line 3) Because they know of no safe way to have fewer children (paragraph 3, line 5) Some Ss work in groups to find out five world largest countries in population China

India Russia The USA Indonesia

(63)

Comment : (2)

Grade 11 Nguyễn Thành Viễn

Unit seven : WORLD POPULATION

* OBJECTIVES

- give their opinions about the causes and the problems facing over populous country

2 Knowledge

Warm-up (4min) Game : HANGMAN

- Have Ss guess a phrase corresponding to 15 dashes

P O P U L A T I O N E X P L O S I O N

1 10 11 12 1314 1516171819

Lead-in: Today we are going to talk about the causes of population explosion and try to find out the solutions to this oroblem

religion (n) – encourage (v) – insurance (n) – lack of = shortage of - solution (n) –

implement (v) = carry out – reward (n) – punishment (n)

* Checking : rub out and remember * While-speaking : (20 min)

 Task (p 83)

- By turns, representative of each group writes a right letter on the board

- The group with more right letters will win :

Eliciting from Ss

(64)

Work in pairs

Get Ss to read the causes of population explosion on page 83 and put them in order of importance and explain why

- Move around to give help

- Call on some pairs to explain their priority Give comments and then introduce to Ss some ways to give opinions, agreement and disagreement

- Ask Ss to list the problems facing poor and overpopulated countries by combining the vocabulary in the Useful language

- Call on some Ss to say the Vietnamese equivalents

- Encourage Ss to think of more problems to add to the list

Note down some mistakes Ss have made for later correction

- Call on some Ss to say out their ideas - Give feed back and comments

* Post-speaking

 Task Work in groups Working out the solutions

Solution: If you were a Prime Minister, what would you to solve the problems of overpopulation

- Ask each group to write a few sentences about the solutions to the problems of overpopulation on a piece of paper

- Each group chooses a secretary to record the others’opinions

- Call on some Ss to read aloud their sentences

O Teacher assigns homework.

Ask Ss to write a short paragraph about the

Get Ss to read the causes of population explosion on page 83 and put them in order of

importance and explain why Some ways to express opinions : In my opinion, ……

As for me / As far as I am concerned, … From my point of view, I think … According to Mr Smith, ……

Useful language : poor living conditions low living standards enough food

lack of school/hospital/doctor/nurse/teacher shortage of

- Ss work in group of four

- Each group writes a few sentences about the solutions to the problems of

overpopulation on a piece of paper

- Each group chooses a secretary to record the others’opinions

- The secretary of some groups present their group’s ideas in front of the class

- Some Ss write their ideas on the board * Some solutions suggested:

1 raise the awareness of the problems of population

2 raise living standards

3 exercise reward and punishment policies implement population education

programs

5 carry out family planning programs use birth control methods

7 carry out the measure “every family only has children at most”

(65)

Comment : (2) and prepare the new lesson

Unit seven : WORLD POPULATION Period : 34 (LISTENING)

1 Educational aim : By the end of the lesson, Ss will be able to - listen for general information,

- know more about population explosion in the world Knowledge

Warm-up (6 min) Game : Bingo

Ask Ss to list the populous countries

- Note down their names on the board (about 10 or more)

- Ask Ss to take out a piece of paper and copy down countries from the list on the board

- T reads out any countries one by one - Any students who have the same choices as T will say “Bingo” and they win the game Lead-in :

- Do you think that our world is overpopulated?

- What continent has the largest continent ? Today you will hear Dr Brown, a world population expert, talk about the population. Listen to the interview and the tasks that follow.

expert (n) – offer (v) – rank (v) – death rate

- Some Ss read out the populous countries - Every takes out a piece of paper and copy down countries from the list on the board

- Some Ss present their answers

(66)

– birth rate (n) – medical care (n) – cause (v) – be aware of – population growth (n)

* Checking : What and where While-listening (20 min)

 Task : Listen and circle (p.84)

Play the CD times and gets Ss to work in pairs to choose the best answer A, B, C, or D - Invite some Ss to give the answers

- Check the answers with the whole class - Play the CD one more time for Ss to listen and check if necessary

 Task Listen again and answer the questions (p 85)

- Have Ss compare the results with a partner - Call on some Ss to write their answers on the board

- T and Ss check

Post-listening (12 min) : Chatting

- Ask Ss to work in groups to summarize the main ideas of the passage

- Call some Ss to report to the class

Homework

Some Ss rewrite the English words Ss work in pairs

Ss listen and circle letter they choose Ss listen for the second time

Expected answers :

1 A D C D C C

- Ss work individually and then compare the results with a partner

1 According to experts, by the year 2015, the population will be over billion

2 He said that the population growth rates in some parts of the world is not the same – the improvement of the living

conditions and medical care – shortage of food,

- lack of hospitals and schools, illiteracy, - low living standards

5 four solutions:

- To educate people to make them aware of the danger of having more chilgren, - To provide safe, inexpensive birth control methods,

- To strictly implement a family planning policy

- To exercise strict and fair reward and punishment policies

(67)

Grade 11 Nguyễn Thành Viễn Unit seven : WORLD POPULATION

Period : 35 (WRITING) Time : 45 minutes

* OBJECTIVES

1 Educational aim : By the end of the lesson, Ss will be able to - describe the information in a table

- write a report based on the information given in the table Knowledge

Warm-up (4 min)

Game : What and Where

(about some words in the previous lesson) - Ask Ss to listen and repeat those words and erase them word by word

Lead-in :

1 Which continent has the largest population by region / the smallest population?

Pre-teach Vocab :

distribute (v) – distribution (n) – uneven (a) – account for … per cent – rank first / last - Ask Ss to study the chart on p 86 carefully then write a paragraph of 100 – 120 words , describing the information in the chart - T corrects Ss’mistakes if needed While-writing (20 min)

 Task : Discovering the distribution - Ask Ss to work in pairs to ask and answer about the information in the chart on page

Eliciting from Ss

- Eliciting from Ss

- Some Ss rewrite the English words -Ss practise reading in chorus and individually

(68)

86

1 What is the topic of the chart? How many regions are there?

3 What region has the largest population? What region has the smallest population? Is the population of Europe larger or smaller than Africa?

- Go around the room to give help

- Invite some Ss to write their sentences on the board

- T & Ss check

 Task : Write a report (p 80)

- Have Ss to work in pairs, based on the information given in the table, write a report of about 100 - 120 words, describing the information in the chart, based on the analysis of the chart above

- Ask Ss to use the useful language given - Get Ss to work in pairs and correct each other’s writing

- Move around the class to control and give help

- Ask some Ss to read their results to the class

- Give feedback Post-writing (12 min) Peer Correction

- Ask some Ss to copy their writing on the board

- Ask other Ss to give comments - Give feedback and comments

Homework

*Teacher assigns homework Comments (2min)

1 The distribution of world population There are regions

3 South Asia Oceania larger

The paragraph may begin with :

The chart shows the distribution of world population by region in 2005 Generally, the world population is distributed unevenly through regions Asia accounts for over 60% of the world population with almost 3.8 billion people China and India alone comprise 20% and 16% respectively Africa follows with 840 million people, that is 12% of the world population Europe’s 710 million, make up 11% of the world

population North America is home to 514 million ( 8% ) and South America to 371 million (5.3%)

- Some Ss copy their writing on the board - Other Ss give comments

(69)

Grade 11 Nguyễn Thành Viễn Unit seven : WORLD POPULATION

1 Educational aim : By the end of the lesson, Ss will be able to - distinguish the soumds / kl /, / gl/, / gr / and / kw /

- pronouce the words and sentences containing these sounds - use conditional type 1, 2, and conditional in reported speech approximately

2 Knowledge

Warm-up (4 min) : Game : Matching

Hang a poster containing If – clauses and hand-outs with main clauses

- Ask some Ss to come to the board and match main clauses and If-clauses - Pronunciation : (5 min)

* Listen and repeat (p 87)

-T models the three clusters /kl/ - /gl/ - /kr/ - /gr/ - /kw/ a few times and explains how to produce them E.g When producing / kl /, Ss should produce / k / first and then quickly switch to / l /, and so on

- Ask Ss to read the words in each column out loud in chorus for a few times Then call on some Ss to read the words out loud * Practise reading aloud the dialogue (p 87) - Ask Ss to practise reading the dialogue

Some Ss come to the board and match main clauses and If-clauses

1 If I study hard, I will pass the graduation exam

2 If I were a bird, I would fly everywhere he had studied hard last year, he would have passed the last graduation exam

Ss listen and repeat many times In chorus and then individually

(70)

- Call on some pairs to play the roles - Make corrections if necessary

Lead-in:

1 What grammar point is in the sentences ? Do you remember the structure and the use of conditional types?

Revision of conditional types Grammar

Exercise

Ask Ss to put the verbs in brackets into the correct form Add ‘ll / will or ‘d / would Ask Ss to work in pairs

- Call on some pairs to read their answers - Check the answers with the whole class * Exercise : (15 min) : Conditional type - Ask Ss to put the verbs in brackets into the correct form

- Ask Ss to work in pairs

board / read aloud - Give feedback

* Exercise : (12 min) : Reported speech - Get Ss to change the following conditional sentences into reported speech

- Ask Ss to work individually and then compare with a partner

- Review the use :

* Conditional type 1, when being changed into reported speech, the tense also change as usual

* For conditional type and 3, the tense remains the same (i.e no changes) - Give feedback :

- Conditional types - Some Ss retell the rules:

Type 1: If … V1 … , … will/ can / may + V0

Type 2: If … V2 …, … would / could V0

Type 3: If … had V3 …, … would have V3

Ss work individually and then compare with a partner

1 would drive could is will take closed will come * Expected answers :

1 had been told had realized

3 wouldn’t have been would have bought had studied …

Ss the exercise (p 89) individually and compare with a partner

- Some Ss write the answers on the board * Expected answers :

1 The man told her that he would come to see

her if he had time

2 He asked her what she would say if someone stepped on her feet

3 They told me that 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 that if I had asked him he would have lent me his motorbike The man told his daughter that they would be very disappointed if she did not come

(71)

Comment : (2) Homework :

Ss memorize new words and prepare for the new lesson

Unit eight : CELEBRATIONS Period : 37 (READING)

1 Educational aim : By the end of the lesson, Ss will be able to - skim for the gist of the text,

- scan for specific information Knowledge

Grammar : - Pronunciation : / fl / - / fr / - / θr /

- Pronouns one(s), no one, anyone, everyone - Vocabulary about holidays and celebrations Vocabulary : see infra

Warm-up (5 min) Game: Wordsquare

D A S I A L I M I T

E D U C A T E E N R

C A W A R E O U C E

R E W A R D F R R E

E A S T X Z J O E N

A M E R I C A P A O

S A F R I C A E S I

E N C O U R A G E T

O V E R P O P U L A

- Hang a poster on the board with the wordsquare

- Tell Ss to find out the words in the wordsquare (14 words)

- The group with more points is the winner Lead-in :

In the reading lesson today, you’ll get to know some information about celebrations Look at the picture and discuss the questions

Ss work in groups, looking at the poster and find out the words in it

The words to find :

Across : Asia, limit, educate, aware of, reward, east, America, Africa, encourage,

overpopulation

Down : decrease, Europe, increase, tree

(72)

below

1 What time of the year is it?

2 What are the people in the picture doing? What else you see in the picture? * Pre-reading : (9 min)

Pre-teach vocab

grand (a) – Western calendar (n) - spread (v) – decorate (v) – sticky rice (n) – pagoda (n) – possitive comments (n) – exchange (v) – influence (v) –

* While-reading : (18 min):Tell your partner T: Which of these activities you enjoy doing most at Tet? (p.91)

T: Besides these activities, what else you like to do?

- Get Ss to read the passage and the tasks  Task Ask and answer

- Ask Ss to fill in each blank with an equivalent meaning in Vietnamese ( p 92 ) - Ask Ss to refer to the text for ð difficult words

- Teacher and Ss check

 Task True / false statements

- Get Ss to decide whether the statements are true (T) or false (F)

- Call on some Ss to say out the answers - T checks with the whole class

 Task Answer the questions (p 92) - Get Ss to answer the questions in Task - Ask Ss to compare the answers with their partners

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

- T checks with the whole class

* Post-reading : (12 min) : Discussion. - Work in groups to find out some popular activities at Tet

- Invite groups’opinions

- giving/receiving “lucky money” - apricot blossom, the kumquat tree, five-fruit tray

Eliciting some new words from Ss Practise reading and copy down - T reads the Engish words and has Ss

say the Vietnamese meaning

English words - (optionable)

- Some Ss say out their answers Expected answers :

T:What does “grand” mean in Vietnamese? S: It means hoành tráng

……… Expected answers : F

(between 19th January and 20th February) F (for agrarian people)

3 T

4 F (only children) T

6 F (for the whole year) Expected answers :

1 between 19th January and 20th February For months

3 Streets are decorated with coloured lights and red banners

4 They buy gifts, decorate houses, cook traditional foods

5 sticky rice, green beans and fatty pork candied fruit

(73)

*Teacher assigns homework Comment : (2)

- playing games

Homework : Sts memorize new words and prepare for the next lesson

Unit eight : CELEBRATIONS Period : 38 (SPEAKING) Time : 45 minutes

* OBJECTIVES

- talk about the celebration of Tet and other festivals’activities Knowledge

- Pronouns one(s), no one, anyone, everyone - Vocabulary about holidays and celebrations Vocabulary : see infra

Warm-up (4min)

(about the vocabulary in the previous lesson) * Pre-speaking (7 min)

Pre-teach vocab

spring (n) – summer (n) – autumn (n) – winter (n) – lunar new year (n) – exact (a) – relative (n) – dress up (v)

* Checking : rub out and remember * While-speaking : (20 min)

 Task (p 93) Work in pairs

Mai is talking with Anna, her new English friend, about Tet holiday in VN Practise reading the dialogue

- Call on some pairs to demonstrate - Move around to give help

 Task Work in pairs (p.93) : Matching - Ask Ss to match the holidays with its main

- By turns, representative of each group writes a right letter on the board

- The group with more right letters will win :

Eliciting from Ss

Practise reading and copy down Some Ss rewrite English words

Ss read the dialogue (p 93) T – Ss Ss – T

Student – Student (Open pairs) Student – Student (Closed pairs)

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purpose and activities

- Call on some Ss to say the Vietnamese equivalents

- Encourage Ss to think of more problems to add to the list

Note down some mistakes Ss have made for later correction

- Call on some Ss to say out their ideas - Give feed back and comments

* Post-speaking

 Task Work in pairs Practise

speaking. - Ask each pair to choose a holiday to

practise speaking, using the dialogue in Task as the model and information in Task - Call on some pairs to demonstrate in front of the class

- Give feedback and make comments

Homework

- Teacher assigns homework Comment : (2)

with a partner

1 Thanksgiving : People celebrate the harvest ( c, C )

2 Valentine’s Day: People express their love to each other + a, A

They give chocolates, flowers or gifts to the people they love

3 Mid-Autumn Festival: People celebrate the largest full moon in the year

+ b, B Children wear masks, parade in the street, have parties with special cakes and lots of fruits, etc

Ss work in pairs :

A: Do you know that Mid-Autumn Festival is next month.

B: What is Mid-Autumn Festival?

A: It’s the time when people celebrate the largest full moon in the year.

B: When is it exactly?

A: Well, it’s on 15th day of the 8th lunar

month

B:What you usually at Mid-Autumn Festival?

A: Well, children wear masks, parade in the street, have parties with special cakes and lots of fruits, etc.

B: Oh, that sounds interesting.

Homework :

(75)

Unit eight : CELEBRATIONS Period : 39 (LISTENING) Time : 45 minutes

* OBJECTIVES

1 Educational aim : By the end of the lesson, Ss will be able to - listen for general information,

- know more about activities the Japanese often on New year’s Days

2 Knowledge

Grammar - Pronunciation : / fl / - / fr / - / θr

- Pronouns one(s), no one, anyone, everyone - Vocabulary about holidays and celebrations Vocabulary : see infra

Warm-up (6 min) Game : Bingo

Ask Ss to read activities the Japanese often on New year’s Days

- Ask Ss to take out a piece of paper and copy down activities from the list in the book

- T reads out the activities one by one

- Any students who have the same choices as T will say “Bingo” and they win the game Pre-listening (8 min)

similarities (n) – differences (n) – shrine (n) – longevity (n) – pine tree (n) – constancy (n) – represent (v) – get rid of = give up

* Checking : What and where While-listening (20 min)

- Every student takes out a piece of paper and copy down activities from the list in the book

(76)

 Task : Listen and tick (p.95)

Play the CD times and gets Ss to work in pairs to choose the best answer A, B, C, or D - Invite some Ss to give the answers

- Check the answers with the whole class - Play the CD one more time for Ss to listen and check if necessary

 Task Listen again and answer the questions (p 96)

- Have Ss compare the results with a partner - Call on some Ss to write their answers on the board

- T and Ss check

Post-listening (12 min) : Chatting

- Ask Ss to listen again and note down the information given in the chart

- Call some Ss to read their notes and check with the class

- Give feedback

Homework

Ss listen and put a tick () in the box you hear

Ss listen for the second time

Expected answers :

1 10 11

1 Because they want to get rid of the dirt of the old year and welcome the next year From television or radio

3 Kimono or special dress

4 No New Year’s Day is mostly celebrated among family only

Expected answers:

P Preparations : a few days before the New Year – Housewives cook special food – clean and decorate houses – exchange greeting cards and gifts

Q Activities on New Year’s Eve : - sit around and start watching the national singing contest on TV – TV / radio broadcastd 108 bells – say “Happy New Year”

(77)

they like and what they don’t like at school Comments (2mn)

Homework : Sts memorize new words and prepare new lesson

Unit eight : CELEBRATIONS Period : 40 (WRITING)

1 Educational aim : By the end of the lesson, Ss will be able to - describe a celebration

- write a report based on the information given in the table Knowledge

Grammar : - Pronunciation : / fl / - / fr / - / θr

Warm-up (4 min)

(about some words in the previous lesson) - Ask Ss to listen and repeat those words and erase them word by word

Lead-in :

1 Can you name some popular festivals you know in English?

Pre-teach Vocab :

Show respect (v) – gratitude (n) – beloved

- Eliciting from Ss

- Ss listen and repeat those words

- Some Ss go to the board and rewrite the erased words

Some Ss can give answers:

- Tet holidays, MayDay, Mid-Autumn Festival, Teachers’Day, Christmas Day, Valentine’s Day (24th February),

Thanksgiving (3rd Thursday in November),

Women’s Day (8/3), Halloween (October 31), Mother’s day (15 7th lunar month: Lễ

Vu Lan)…

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(a) – gather (v) – among (prep) * Checking : rub out and remember While-writing (20 min)

 Task : Write a description

- Ask Ss to write a description of one of the popular celebrations in Vietnam

- The description should include the following main points:

* name of the festival * time of the festival * purpose of festival

* main activities of festival * feeling about festival

- Go around the class and give help when needed

- Ask some Ss write their writings on the board

- T corrects Ss’mistakes if needed

Post-writing (12 min) Writing greeting cards:

- Ask Ss imagine they are in a certain festival and they are going to send greeting cards to one of their friends or relatives

- Get Ss to make a simple card with paper and colors they can find and write wishes on them

- Collect the cards and deliver them randomly to Ss

- Some Ss who receive cards will read aloud their friend’s wishes

Homework

Ask Ss to write greeting cards to their

- Some Ss rewrite the English words -Ss practise reading in chorus and individually

- Suggested essay:

Among many festivals celebrated in

Vietnam, Teachers’Day is a special day for me.

It’s always celebrated on a fixed day It’s on 20th of November It’s been celebrated in

Vietnam for many yearsto show respect and gratitude to teachers

On this occasion, schools often have meetings for teachers and talks about Teachers’Day Students often give their beloved teachers flowers and beautiful wishes.

I enjoy the festival very much, because it’s a chance for friends to gather and visit our teachers We always have a good time

- Ss work individually

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Comments (2min) and prepare the new lesson

Unit eight : CELEBRATIONS

1 Educational aim : By the end of the lesson, Ss will be able to - distinguish the soumds / fl /, / fr / and / θr / - use pronouns one(s), no one, anyone, everyone Knowledge

Warm-up (4 min) : Game : Guessing Show some pictures: fridge, flood, flower, number …

Ask Ss “What you call this in English” - Pronunciation : (5 min)

* Listen and repeat (p 97)

-T models the three clusters / fl / - / fr / - / θr / a few times and explains how to

produce them E.g When producing / fl /, Ss should produce / f / first and then quickly switch to / l /, and so on

- Ask Ss to read the words in each column out loud in chorus for a few times Then call on some Ss to read the words out loud * Practise reading these sentences (p 97) - Ask Ss to practise the dialogue given on page 97 in open pairs and then in closed

Some Ss say and write on the board

Ss listen and repeat many times In chorus and then individually

Ss practise the dialogue given on page 97 in open pairs

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pairs

- Call on some Ss to read aloud the sentences

- Make corrections if necessary

Grammar and vocabulary Exercise p.98

Ask Ss to complete the sentences, using someone, anyone, no one or everyone. Ask Ss to work in pairs

- Call on some pairs to read their answers - Check the answers with the whole class * Exercise : (15 min) : Rewrite

- Ask Ss to rewrite the sentences, using the pronoun one(s)

- Ask Ss to work in pairs

board / read aloud - Give feedback

* Exercise : (12 min) : Jumbled words - Hang a poster with jumbled words - Ask Ss to find out the right words in minutes and write them on the board - Ask Ss to use the words to fill in the sentences in their books (99)

- Ask Ss to work individually, and then compare the results with their partners - Give feedback :

Ss work individually and then compare with a partner

1 anyone someone anyone someone no one everyone no one

1 one one ones one one one ones

Jumbled words :

1 sigft  gifts drang  grand litepo  polite godo kucl  good luck ditionaltra  traditional citementex  excitement grariana  agrarian bratingcele  celebrating

Ss the exercise (p 99) individually and compare with a partner

- Some Ss write the answers on the board / read aloud

* Expected answers : traditional

2 grand gifts

4 celebrating polite good luck excitement

(81)

grade 11 nguyễn thành viễn unit one friendship period 3 reading time 45 minutes objectives 1 educational aim by the end of the lesson ss will be able to develop such reading micro skills as scann

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