giao an 11 toan tap hay

- Look at the picture in the book, listen to the teacher, read the poem then ask and answer the question, work in pairs:.. A: What do you think of the friend in the poem.[r]

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P1_The first term of grade 11 Date:

Theme: Guiding how to learn and to English tests Time: 45 minutes

I Objectives:

1 Educational aim: Students know about English book in grade 11 2 Knowledge:

Student know: - How to learn English in grade 11 - How to English tests

- How to use student’s book and workbook 3 Skill: - Reading

- Speaking - Listening - Writing

- Doing English tests

II Teaching aids: Student’s book, student’s workbook, dictionary, some test papers, etc

III Procedure: 1 Organization:

Class Teaching date Attendances Absentees

2 Check old lesson: None 3 New lesson:

Time/ stages Teacher’s activities Students’ activities Warm-up :

(7 minutes)

Guiding: 35 minutes

Warm-up :

- Introduce to students about the teacher

- Ask students about their names and English knowledge etc

Guiding: 35 minutes

1 Guiding student’s book and workbook:

* Introduce to students how to use their book and workbook

* Introduce to students how to learn reading, speaking, listening, writing, language focus in their books and how to the exercises in their books Guiding English tests in grade 11: * Introduce to students about oral

- Listen to the teacher - Answer the teacher’s questions

- put the student’s book and workbook on the table

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tests, 15 minute tests, 45 minute tests, etc and how to them

* The tests in grade 11 include: reading : 25%

listening: 25% writing: 25%

language focus: 25%

3 Guiding other books and tape, disc, etc

- Listen to the teacher

4 Consolidation:

T summarises the main points V Homework: minutes

- Ask students to prepare textbook, notebooks and the things for learning andprepare lesson reading - Unit

**************************************************************** Date:

Unit 1: Friendship P2_Reading I Objectives:

1 Educational aim: Students should know what a friendship is, know how to keep a friend long

2 Knowledge:

- General knowledge: Students know about how to make and to keep friends long - Language: Sentences and expression for describing qualities of true friendship - New words: Words related to qualities of friendship

3 Skills: Guessing meaning in context, scanning for specific information and passage comprehension

II Method: Integrated, mainly communicative.

III Teaching aids: Student’s books, note books, chalks board, etc. IV Procedure:

1 Organization:

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3 New lesson:

Time/ stages Teacher’s activities Students’ activities Warm-up:

(5 minutes)

Before reading (7 minutes)

While reading: (23minute)

Task : (3 minutes)

Warm-up: (5 minutes) - Ask students the questions: - Have you got many friends? - Who is your best frriend?

- What your friends and you in your free time?

- Let students understand more about activities and qualities of friends, then say to students: Today we learn Unit 1- part A: Reading

Before you read : (7 minutes)

- Ask students to look at the picture and read the poem in their books - Ask students to discuss then ask and answer the question:

- What you think of the friend in the poem?

-Let them work in pairs

- Listen to students and correct pronunciation and grammar if necessary

-Show students to know about friends While you read : (23 minutes) - Ask students to look through the passage and read in silence

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

Task : (3 minutes)

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

- Let students work individual or in groups

- Help students if necessary Keys:

1-mutual; 2-incapable of; 3-unselfish; 4(1)-acquaintance; 4(2)-friend; 5-give-and-take; 6-loyal to;

7 Listen to the teacher and answer the questions: - Yes, I have

- A is my best friend - We usualy come to the library sometimes play foot ball…

- Listen to the teacher and open the book – Unit 1, part A: reading

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

A: What you think of the friend in the poem? B: I think…

- Listen to the teacher then read the passage - Ask some new words if necessary

- Keep the book open - Listen to the teacher then task

- Ask the teacher if necessary

- work individual or in group

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Task 2: (4 minutes)

After reading (8 minutes)

suspicious

Task 2: (4 minutes)

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

- Let them work in pairs Key: B

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

- Let them work in pairs

- Walk round and help students - Ask some students to stand up to ask and answer eachother

- Walk round the classroom and correct mistakes

After you read : (8 minutes)

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

- Ask them to report the results to the class

- Listen to students and correct mistakes

- Listen to the teacher - Look through the passage again and try to choose the most adequately sums up the idia of the whole passage - Practice with a partner then write the key down in the note book

- Listen to the teacher then ask and answer the questions in the book: 1/ The first quality for true friendship is unselfishness

2/Changeable and

uncertain people are incapable of …

3/ the third quality for friendship is loyalty… There must be mutual trust between friends because if not, people cannot feel safe when telling the other their most intimate secrets People can’t keep a friend long because they can’t keep a secret, either of their own or others The last quality for true friendship is sympathy It tells us that to be a true friend, you must sympathize with your friend Where there’s no mutual

sympathy between

friends, there’s no true friendship

- Listen to the teacher - Try to discuss the question

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report the result to the class loudly

- Listen to the teacher and write down homework

T summarizes the main points V Home work: (2 minutes)

- Ask students to write a passage about their friendships (80 words)

- Ask students to Reading exercise of Unit in workbook and prepare Part B : Speaking at home

**************************************************************** Date:

Unit 1: Friendship P3_Speaking I Objectives:

1 Educational aim: Students should know how to discribe a person 2 Knowledge:

- General knowledge: Students learn about physical characteristics and personalities of a person

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

II Method: integrated, mainly communicative.

III Teaching aids: Student’s book and pictures showing friends, etc. IV Procedure:

1 Organization:

2 Check old lesson:

Call one or two sts to come to the board and ask them to talk about Mr Vy’s and his wife’s activities again then check-up and give marks

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Time/ stages Teacher’s activities Students’ activities Warm-up: (5 minutes) Pre-speaking (12 minutes) Task 1 While-speaking : (15 minutes) Task 2 Post-speaking: (10 minutes) Task 3

Warm-up: (5 minutes)

- Ask students to keep book close - Ask students to discribe some students in the class

- Call some sdtudents to stand to talk to the class

- Introduce, listen and repair mistakes for students

(We learn Unit 1, part- speaking) Pre-speaking : (12 minutes) Task 1

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

- Introduce “Useful language” to the students:

+ Height: tall, medium, short, …

+ Face: square, large, oval, …

+ Forehead: broad, high, … + Nose: straight, crooked, …. + Hair : Black, grey, ….

+ Appearance: handsome, beautiful, good-looking, ….

While-speaking : (15 minutes) Task 2

- Help students with some new words

- Ask sts to make questions and answer questions with a partner, using the information from the picture

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

- Ask some students to stand up to talk again loudly

- Listen and correct mistakes Post-speaking : (10 minutes) Task 3

- Have students work in pairs - Guide them to the task

- Make sure that sts understand their roles

- Pay attention to the suggestions : + his / her name

- Keep books close - Listen to the teacher - Try to discribe some one in the class

- The students who are called stand to discribe a friend to the class

- Try to repeat from memory

- Try to discribe the people in the book:

+ The boy is short He has a large face , … + The girl is ……… - Play roles

-Present their

performance

- Work in groups of four - List some personalities of a person

- State some reasons why they choose

- Discuss and say the reasons

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

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

- Listen carefully - Practise in pairs

- Pay attention to the content :

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+ date of birth

+ his / her physical characteristics + his / her hobbies

+ his / her personalities ( friendly , humorous , quick-witted , good-natured , helpful , honest , pleasant , caring )

+ why he / she interests in Maths + how much time he / she spends on Maths everyday

+ what makes him / her a good friend + what made him / her successful ( studious , intelligent , keenly interested in Maths , eager to learn , patient , calm )

+ what he / she does in his / her free time

- Call some pairs to report - Walk round and help them

- Ask some students to stand up and tell loudly

- Listen and correct mistakes

+ reasons why the friends are famous

- Role play

- Perform their task

- The students are called stand up and tell loudly

T summarizes the main points V Homework: (3 minutes)

- Ask students to write a passage about their daily routine (50 words) - Ask students to prepare Part C- Listening and homework

***************************************************************** Date:

Unit 1: Friendship P4_Listening

I Objectives:

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

2 Knowledge:

- General knowledge: Students learn how to keep friendship - New words: Words related to friends and keeping friendship 3 Skills: - To practise listening comprehension skill.

- To distinguish true and false statements

- To take notes about given questions in order to answer II Method: Intergrated, mainly communicative

III Teaching aids: Student’s book, tape and cassette player, chalks, notebooks…

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1 Organization:

- Call one or two sts to come to the board and describe a friend in their class

- Check up and give the feedback 3 New lesson:

(5 minutes)

Before listening: (7 minutes)

While-listening:

- Ask students to close the books -Ask students some questions about friendship:

 Who is your best friend? What qualities & characteristics of your best friend you admire? Before you listening: (7 minutes) - Ask students to look at the part: Before listening

- Let them work in pairs ask and answer the questions:

1 Who is your best friend?

2 How did you happen to meet him or her?

3 How long have you known each other?

4 What qualities you admire in your best friend?

- Walk round, listen and help students

- Read loudly the words in the books: - Ask students to repeat loudly the words

- Listen and check pronunciation -Explain some new words & phrases: Residential area, ring (n), ride/ rode/ ridden, motorbike, happen to infinitive (v), introduce, ever since, college, great sense of humour, favourite, interest (n), plays (n),

- Close the books

- Listen to the teacher and answer the questions

- Listen to the teacher then and

answer the

questions in the book

- Work in pairs

- Look at the books

- Listen to the teacher and repeat the words -Students repeat & take notes

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(20 minutes)

After-listening: (10 minutes)

movies, a rough time

While-listening: (20 minutes)

-Have students read the true-false statement list and questions in textbook silently for several minutes to make sure that every student understands them (Task1, 2)

-Check again if students are able to understand main requirements of the tasks

-Emphasize “ you will hear Lan & Long talk about their best friends_Ha & Minh Listen to their talks and the tasks below”

-Turn on the cassette player twice -Ask some students to their tasks on the board

-Correct and give score

After-listening: (10 minutes)

-Have students ask & answer about the friendship between Lan and Ha, Long and Minh (How & Where they met, what they like about their friends

-Ask students to rewrite their answers completely

-Students read task1, silently for gist

-Elicited students raise their hands to interpret

-Students take notes during listening

-Other students watch and give comments -Students work in pairs

-Listen to the teacher and write down homework 4 Consolidation:

T summarize the main points V Homework: (3 minutes)

- Ask students to rewrite their answers of tasks in their notebooks at home - Remember them to prepare Part- Writing at home

Key content:

Where & how they met What they like about their friends Lan -They used to live in the same

residetial area in Ha Noi

-Lan went on a holiday to Do Son & Ha went there to visit her

-Ha is very friendly & helpful

-Ha is sociable She’s got many friends in Do Son & she introduced Lan around

Long -They met in the college

-Minh played the guitar, Long was a singer

-They worked together

-Minh has a sense of humour

-Minh likes to go to plays & movies -Minh is a good listener

-Minh is friendly & helpful Lan’s talk : 1f, 2f, 3t, 4f, 5t, 6f Long’s talk : 1f, 2f, 3t, 4t, 5t, Date:

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I Objectives:

1 Educational aim: Students know how to wite a passage to describe a friend they like

2 General knowledge: Students learn how to describe someone’s physical characteristics and someone’s personalities

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

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

3 Skills: Writing a passage.

II Method: Intergrated, mainly communicative

III Teaching aids: Student’s book, notebook, chalks, board… IV Procedure:

1 Organization:

- Call one or two sts to come to the board and ask them to write some words to describe people

(5 minutes)

Pre-writing: (10 minutes)

- Ask students to keep book close - Ask students some questions about their best friends

Pre-writing: (10 minutes)

- Teacher asks students to think about a friend they like

-Teacher raises a few guiding questions

1 What is your friend name? How old is he / she?

3 Where and when did you meet each other?

-Teacher uses a picture to gives some key words to describe someone’s physical characteristics ( height , hair , eyes , face , clothes…) and his / her personalities ( helpful , sincere…) and some

- Keep book close

- Listen to the teacher and answer the questions - Listen to the teacher and answer the questions: My friend’s name is Hoa

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While-writing: (18 minutes)

Post-writing: (10 minutes)

necessary structures

While-writing: (18 minutes)

-Teacher gives a sample and has students write a passage to describe a friend they like

A Sample

Hoa has been my best friend since many years.She is quite a lively person She is fairly tall with a good fingure.She ‘s got a heart- shaped face with a small sort of turned- up nose It is very attractive She has got long , black wavy hair and blue eyes with very long eyelashes.Her complexion is white Her lips are very full and she has got dimples in her checks Now she lives very far from me , but we still keep contact through e- mail

- Let them work in groups

- Go round, check and help students Post-writing: (10 minutes)

- Give suggestions and corrections -Teacher asks students to read / write some students’passsages on the board and Teacher gives comments

- Correct mistakes and mark

-Students write a passage

-Students read / write some students’passsages on the board

- Ask students to part writing of Unit in the student’s work book and preapare part Language Focus

Date:

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I Objectives:

1 Educational aim: Students should know how to use Infinitive with to or without to to make sentences

2 Knowledge:

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

- New words: Words related to pronunciation /dʒ / - /t∫/

3 Skills: Writing sentences with infinitives with to or without to II Method: Intergrated, mainly communicative

III Teaching aids: Student’s books, notebooks, chalks, board… IV Procedure:

1 Organization:

- Call one or two sts to come to the board and ask them how to write a narrative; tenses of verb, connectors…

(5 minutes)

Pronunciati on:

(8 minutes)

- Ask students to keep book close - Ask students to complete the sentence:

- January is the …month of year. - Children eating sweets.

- Ask students to speak the sentence loudly

- Let students to get their attention on pronunciation : / dʒ /- / t∫/

- Introduce new lesson Pronunciation: (8 minutes)

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

*Listen and repeat :

- Read loudly then ask students to repeat

- Introduce : / dʒ / - / t∫/

- Correct pronunciation for the students

- Keep book close

- Listen to the teacher and complete the sentence:

- Jannuary is the first month of the year.

-Children like eating sweets.

- Open the books

- Look at : Listen and Repeat

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Grammar and

vocabulary: (4 minutes) Exercise 1: (13 minutes)

Exercise (13 minutes)

* Practise these sentences - Read the sentences loudly - Ask students to repeat

- Correct pronunciation for students Grammar and vocabulary:(4 minutes) - Introduce exercises to the students - Let students get their attention to focus on Infinitve with to and Infinitive without to

Exercise 1: (13 minutes) - Ask students to Exercise - Introduce how to it

- Walk round, check and give mark

Exercise (13 minutes)

- Introduce Exercise to students and explain how to it

- Ask students to it

- Let them work individually - Check, correct mistakes

- Look at Practise the sentences

- Listen to the teacher then repeat in chorus then individual

- Listen to the teacher and exercise

Keys:

1 Who wants some thing to eat?

2 I have some letters to write

3 I am delighted tohear the news

4 My mother has some shopping to

Keys:

1.The police watched them get out of the car They let him write a letter to his wife

3 I heard them talk in the next room

4 The customs officer made him open the briefcase

T summarizes the main points V Homework : (2 minutes)

Ask students to Part Language Focus and prepare part Reading of Unit at home

Date:

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I Objectives:

1 Educational aim:

- Students understand the sequence of events in a story 2 Knowledge:

- General knowledge: Through this unit, students know how to wite about the sequence of events in a story

- Language: Sentences and expression for describing the sequence of events in a story

- New words: Words related to sequence of events in a story 3 Skills:

- Guessing meaning in context - Passage comprehension

III Teaching aids: Tape and cassette player, pictures, English textbook 11, hand-outs

IV Procedures: 1 Organization:

Call one or two sts to come to the board and ask them to write down sentences using V(inf) and to Inf

3 New lesson:

(4 minutes) Before you read:

(7minutes)

While you read:

(20minutes)

- Ask students about their personal experiences?

Before you read: (7minutes)

- Ask students to put the pictures in the book in the correct order to make a story (work in pairs)

- Ask some students to give their answers

( teacher doesn’t need to give feedback)

- key : d, b, f, e, a, c

- Let’s begin our lesson you’ll know the whole story

- Ask students to listen to the tape While you read: (20minutes)

- Ask students to read the whole story

- Listen to the teacher - Answer the questions - Put the pictures in the book in the correct order to make a story ( work in pairs)

- Give their answers

- Listen to the tape

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Task :

Task 2:

Task 3:

- Explain some difficult words and structures

1 embarrass(v) - embarrassed(adj) - embarrassing(adj) - embarrassment(n) idol (n)

3 glance(n/v) - glance at sb/sth Be busy doing sth Be busy with sth

EX: I’m sorry I can’t go with you now I am busy with my homework I’m busy doing my homework note (n) banknote

EX

Do you want the money in the notes or coins?

- The Beatles were the pop idols of the 60s

Task : Fill each blank with one of the words in the box below

- Firsly, ask students to study individually then in pairs

- Walks arround the class, offer ideas and comments when students need help

- Give suggesstions Task 2

- Work in pairs, read the small talks again and put the pictures of the events in the order they happen in the story

- Ask students to work individually then work in pairs

- Walk round the class and comments when students need

Task : Answer the questions in the book

- Ask students to read all questions to understand the content

- Ask students to read the small talks again to answer the questions

- Ask students to work with a partner - Walks arround the class to help students whenever they need

- Listen, try to guess the meaning of the new words and take notes

- Do Task in pairs _Take notes

Key:

1 glanced makes a fuss embarrassing idols

5 sneaky - Do task in pairs - Take notes

Key:

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

- Read the questions silently and answer them in groups

- Give the answers

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After you read:

(12minutes)

Sggested answers:

1 She wished to have a red hat-a floppy cotton hat ( like the one her star idol wore in her video clip) 2… so that she could buy the hat (for herself.)

3 She saw a wad of dollar notes (exactly like the one that her father had given her)

4 Because she thought the boy had stolen her money / it was her money She bought the pretty hat of her dream

After you read: (12minutes)

-Ask students to discuss the questions in group:

1 How did the girl in the story feel when she discovered that the money she had taken was not hers?

(embarrassed, sad, ashamed, unhappy, terrible, uncomfortable, anxious, …)

2 What did the girl have to (when she discovered that the money she had taken was not hers )?

(put a notice on T.V or at school, get on the same bus on the next day to look for him, nothing, keep it a secret, tell her father everything and ask him for advice,…)

- Ask some students to represent their talk in front of class

- Discuss in groups - Report before class

T summarizes the main points V Homework : (2 minutes)

- Ask students to review part reading and exercises in the workbook and prepair part speaking

Date:

Unit 2: PERSONAL EXPERIENCES P8_SPEAKING

I Objectives:

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2 Knowledge:

- General knowledge: Through this unit, students can talk about their personal experiences

- Know how to talk again a problem happened

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

3 Skills: Talking about past experiences and how they affected one’s life II Method: Intergrated, mainly communicative

III Teaching aids: Pictures, English textbook 11, chalks, board, hand-outs IV Procedures:

1 Organization:

Call one or two sts to come to the board and ask them to write some new words and make two sentences using V(inf) then check-up and give marks

3 New lesson:

Time/ stages Teacher’s activities Student’s activities Warm-up:

Pre-reading: (8 minutes)

Task 1:

While-speaking: Task 2:

Warm-up:

- Have you ever spoken English to you friends ( teachers,

foreigners…) ?

- How did you feel when you spoke English to them?

Pre-reading: (8 minutes)

- Gives students some new words in Task

- Reads the new words

Task 1:

- Asks students to Task in pairs - Gives feedback

While-speaking: Task 2:

- Answer freely

1 Confidence Attitude

3 Native English speaker

4 Appreciate - Explains the meanings + Structure:

Present Perfect ( Past simple)

Have you ever………? Key:

1 D E B 4.F A C - Work in pairs

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Post-speaking: Task 3:

- Asks students to task in pairs - Asks them to give answers

Post-speaking: Task 3:

- Gives students useful structures + Have you ever………….? + How did it happen ?

+ When/ Where did it happen?

+ How did the experience affect you? How did you feel?

- Asks students to Task in pairs - Asks some pairs to perform their dialogues in front of the class

- Corrects common mistakes and give remarks

1 B E H A E G C F

- Listen to the teacher - Answer freely

- Work in pairs Key:

1

A Have you ever feeled an exam?

- Yes, I have

B How did it happen? - I didn’t study well enough for exam C When did it happen? - Last year

D How did you feel/ How did it affect you ? - I felt disappointed/ sad/ depressed

2

A Have you ever

traveled to other parts of the country?

- Yes, I have

B When did you travel? - In 2002

C How did it affect you?

- It make me love our country more./ I learned more about different places in our country

A Have you ever talked to a famous pop star? - Yes, I have

B Where did you meet him/ her ?

- At a party

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to/ towards/ famous pop stars

- Asks students to write a paragraph to tell their own experience in the past - Asks students to prepare Listening

**************************************************************** Date:

Unit 2: PERSONAL EXPERIENCES P9_LISTENING

I Objectives:

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

2 Knowledge:

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

- Language: Use past simple

- New words: Words related to memorable experiences

3 Skills: Listening for specific information and comprehension questions II Method: Intergrated, mainly communicative

III Teaching aid: Pictures, chalk, cassette tape IV Procedures:

1 Organization:

- Call one or two sts to come to the board and talk about their past experience and how it affects to them

(2 minutes) Pre-listening

Warm-up : (2 minutes) - Have you ever seen a fire ? - Where did it happen? - Was it frightening?

Pre-listening : (8 minutes)

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: (8 minutes)

While-listening: (24 minutes) Task 1:

Task 2:

- Asks students to look at the picture in the book and ask them some questions

+ What is happening?

( The house is burning./ The house is on fire./… )

+ What is she doing?

( She’s talking a little girl out of the burning house )

- Asks students to repeat the provided words and explain the words if necessary

While-listening: (24 minutes) Task 1:

- Asks students to read Task silently

- Ask students to listen to the tape (twice)

- Asks students to Task individually

- Reads the sentences again to help weak students:

Task 2:

- Asks students to read Task silently and listen to the tape again - Asks two students to write the answers on the board

- Gives feedback

- Asks students to work in groups to discuss the importance of family - Goes around to provide help if needed

- Look at the picture and answer the questions

- Read the task and it - Listen to the tape carefully

Key:

1.F F F 4.F 5.F - Practise reading the sentences

1 We talk to Christina, a successful business woman

2 My most unforgettable experience happened 13 years ago

3 The fire started in the kitchen where I forgot to turn off the gas stove I was sleeping when I was suddenly woke up by terrible heat

5 I heard my mother’s voice calling my name - Read the task and listen to the tape then task Key:

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- Gives suggestion: Family is more important than things because it cannot be replaced… It gives you love, support…

- Calls each group to speak

- Gives comments and corrects mistakes

- Gives marks

- Present ideas in front of the class

- Listen to the teacher and correct mistakes

T summarises the main points V Homework: (2 minutes)

- Asks students to write a paragraph about the importance of family - Asks students to prepare part Writing at home

Date:

Unit 2: PERSONAL EXPERIENCES P10_WRITING

I Objectives:

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

2 Knowledge:

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

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III Teaching aids: Chalk, textbook IV Procedures:

1 Organization:

- Call one or two sts to come to the board and ask them to write five sentences using V(inf) with or without "TO"

(4 minutes)

While-writing: (10 minutes)

Warm-up : (4 minutes)

- Can you write a short letter in English?

- Is it interesting?

- To day I want you to write a letter about your past experience in English

- Has students give some of their past experiences? (being seriously ill, failing an exam; talking to a famous pop star,… etc)

While-writing: (10 minutes) - Gives students some guidance: When it happened:

( It happened …years ago/in …./ when I was …years old.)

2 Where it happened:

( in my house/ at school / in the street)

3 Who was involved:

( your family members/ your friends/ your relatives,….)

4 How it affected you:

( it changed outlook life / it make me more careful/ it gave me more confidence in …./ it taught me the lesson/…)

- Asks students to work in groups to

- Answer the questions

- Gives their own past experiences

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tell their experiences to prepare for their writing

Post-writing: (20 minutes) - Asks students to write a passage about the most memorable past experience

- Goes round to provide help - Corrects common mistakes

- Work in groups to discuss

- Work individually and correct mistakes

T summarises the main points V Homework: (2 minutes)

- Do the writing part, Unit 2, workbook

- Asks students to prepare part Language Focus at home

**************************************************************** Date:

Unit 2: PERSONAL EXPERIENCES P11_LANGUAGE FOCUS I Objectives:

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

- pronounce the words and sentences containing these sounds correctly

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

- use these verb tenses to solve communicative tasks 2 Knowledge:

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

3 Skills:

- Pronunciation: / m /- / n /- / η /

- Grammar: Tense revision: the past simple, past progressive and past perfect II Method: Intergrated, mainly communicative

III Teaching aids: textbooks, cassette tape IV Procedures:

1 Organization:

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Time/ stages Teacher’s activities Students’ activities I.Pronunciation

+Pre

+While +Post

II Grammar: +Warm- up

+Pre +While Task 1:

I Pronunciation:

- Writes some sentences on the board and ask some students to read them aloud

- Underlines the sounds /m/ /n / / η / Ex:

- We like singing mery songs on New Year’s Day

- They live in a nice small house +Pre

- Asks students to look at their books, listen and repeat the words in the colums

+While

- Asks students to read the sentences +Post

- Practises reading the sentences II Grammar:

+Warm- up

We’ve already learn the present simple tense, the past simle tense, the

past progressive tense Now we are going to review TENSE REVISION - The present tense use to tell a story that happened in the past makes it more interesting and vivid

+Pre

-Asks students to remember the use of these tenses

+While Task 1:

- Asks students to exercise in pairs

- Corrects the exercise and explain the use of the tenses

- Listen to the teacher and bear in mind

- Repeat in chorus then individually

- Read the sentences

- Listen to the teacher and review tenses

- Retell the use of these tenses and bear in mind

1 lives- invites- sets

4 gets-5 waves promises

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Task 2:

Exercise 3:

+Post

Task 2:

- Asks students to exercise - Gives feedback

Exercise 3:

- Asks students to exercise individually

- Explains the difference between the simple past and the past perfect - Corrects the exerciseand explain the use of the tenses

+Post

- Consolidate the use of tense

has baked

10 is -11 is shining 12 are singing -13 is - Do the task

Key:

1 broke / was playing wrote / was

3 was working/ broke stared / were walking told / were having - Do the task

- Listen to the teacher Key:

1 had eaten / arrived found / had taken got / had closed got / had left got / had arrived

T summarizes the main points V Homework: (2 minutes) - Practise reading the sentences - Write exercise 2,3 in the notebook

- Prepare in Unit part A reading in advance

Date:

Unit 3: A party P12_Reading I Objectives:

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

- develop such reading micro-skills as scanning for specific ideas, and identifying and correcting false statements

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

2 Knowledge:

- General knowledge: students know how to celebrate some celebrations - New words: Words to celebrations and festivals

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III Teaching aids: Some photos of celebrations in the world IV Procedures:

1 Organization:

Call one or two sts to come to the board and ask them to write down the form of the simple present tense and the simple past tense

3 New lesson:

Time/ stages Teacher’s activities Students’ activities Pre-reading:

(5 minutes)

While-reading: (25 minutes)

- Asks students to look at the first picture in the book and ask them some questions:

 Are they having a party ?  What party is it ?

-Asks students to look at the second picture and ask some questions:

 Are they friends ?

 What are they celebrating ?  How old are the people in the

picture ?

 How they feel ?

 How long have they been married?

* The lesson today gives us some information about birthday and wedding anniversaries in the US While-reading: (25 minutes) - Asks students to listen to the tape - Asks students to read the passage silently

- Explains some difficult words New words:

1 celebrate (v)  celebration (n) joke (v/n)

Ex: Don’t believe me I’m only joking

3 anniversary (n)

- Look at the first picture and answer the questions - Look at the second picture and answer the questions

- Listen to the tape and correct pronunciation - Pay attention to some new words

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Task 1:

Post-reading: (13 minutes)

+silver anniversary / silver wedding / silver jubilee : 25th

wedding anniversary

+ golden anniversary / golden wedding / golden jubilee: 50th

wedding anniversary

+diamond anniversary / diamond wedding / diamond jubilee: 60th

wedding aniversary Task 1:

- Asks students to Task in pairs - Gives feedback

Task 2

- Asks students to task in pairs - Gives feedback

Post-reading: (13 minutes) - Asks students to talk about their birthday party ( work in groups) (place, time, guest, foods, drinks, activities)

- Calls some students to give their answers

- Corrects mistakes and gives marks

1&2 (Both)

3&6(Birthday) 4&5 (Anniversary)

1 eighth(seventh) brings(eats) food(presents) anniversaries(age) months(year) 5th (50th)

7 silver (golden)

- Work in groups to talk about their birthday party - Give answers

- Copy down 4 Consolidation:

T summarizes the main points V Homework (2 minutes)

1 Do the tasks again in notebooks Prepare : Part B – Speaking

**************************************************************** Date:

Unit 3: A party P13_SPEAKING I Objectives:

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

2 Knowledge:

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

3 Skills: Talking about parties

II Method: Integrated, mainly communicative III Teaching aids: Photos of some parties IV Procedures:

1 Organization:

Call one or two sts to come to the board and ask them to fill in the blank: In our country , to …… wedding …………., we often have

flowers,cards,…

2 In the ………… , people often sing the song “happy birthday to you When their wedding is 50th , they celebrate ………

Then check-up and give marks 3 New lesson:

Time/ stages Teacher’s activities Students’ activities

Pre-speaking: (8 minutes)

While-speaking: (25 minutes) Task 1:

Pre-speaking: (8 minutes)

Do you like parties ?

Do you like quiet or noisy parties ?

 Shows the picture in the textbook and ask:

Are they having a party ? What does ‘party-goer’ mean ? While-speaking: (25 minutes) Task 1

Are you the perfect party-goer ? Which kind of parties you prefer ?

-big / small / noisy / quiet parties -parties with dancing and games You find yourself standing with a complete stranger at a party What would you ?

-talk about yourself / the weather -try to get him or her talk about himself or herself

- Answer the questions freely

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Task 2:

Post-speaking: (10 minutes) Task 3:

3 at a party, what would you tend to drink ?

-beer / soft drinks / mineral water Task 2

-Asks students to Task in pairs -Asks some pairs to perform their talk before class

*Where (home-cosy, not expensive, not spend a lot of time to prepare, not have to clean up…

*What time

*How many guests

*What to eat / drink (soft drinks, mineral water…./ ckicken soup, green salad, steak, fired chicken, fish, beef, hamburger, cake…)

*What to wear (dress, jeans, shirts, T-shirt, pullover, skirt…)

*Which activities (singing, playing games, taking photographs, give gifts…

Post-speaking: (10 minutes) Task 3:

- Asks students to Task in groups, using the simple past tense to report the past events

- Gives some suggestions

- Asks some students to perform before class

- Work in pairs A: I am wondering where I should hold my birthday party ?

B: Why don’t you have your birthday party at home ? It’s cosy and not very expensive

A: I don’t know if it’s suitable to begin at pm ?

B:

 Why don’t you…  You ought

to…

 You should…  I think you

should…  You’d

better…  If I were you I

would… - Work in groups to task

Suggestion:

-The party was held at…

-It started at……and ended at…

-There were

about……….people -He / She served us… -We took part in some activities such as… -We were all tired but happy

- Write down task in the notebooks - Prepare part C (Listening)

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Date:

Unit 3: A party P14_LISTENING I Objectives:

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

2 Knowledge:

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

3 Skills: - Deciding on True or False statements - Comprehension questions

II Method: Intergrated, mainly communicative III Teaching aids: Some pictures of birthday parties IV Procedures:

1 Organization:

- Call one or two sts to come to the board and talk about a party they joined

- Check up and give the feedback

3 New lesson:

(5 minutes)

Pre-listening:

- Asks students some questions : - Do you often hold your

birthday party ?

 Where you often hold your birthday party ?

 When you like to organize your birthday party, in the morning or in the evening ?

Pre-listening: (8 minutes)

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(8 minutes) Listen and repeat :

While-listening: (20 minutes) Task 1

Task 2

- Asks students to repeat the provided words

Listen and repeat : gathering

2 restaurant birthday cake prizes

5 slices icing decorated clapped

While-listening: (20 minutes) - Asks students to read Task silently

- Asks students to listen to the passage (twice)

Task 1

- Asks students to work in pairs to the task

- Corrects mistakes and gives feedback

Task 2

- Asks students to read the questions in Task silently

- Asks them to listen to the passage again and Task in groups - Asks some students to write the answers on the board

- Gives feedback

- Repeat words in chorus then individually

- Correct pronunciation themselves

- Listen to the passage and correct pronunciation - Work in pairs

Key:

1 F (Mai’s birthday party was held at home in the afternoon.) 2 F (About twenty guests were at the birthday party)

3 F (The birthday cake was cut at about four thirty).

4 T (The birthday party lasted about three

hours).(from three to six) 5 F ( Only the writer stayed after the party to tidy up the mess.)

- Read task silently - Work in groups Key:

1 She was 16 years old. 2 She didn’t like having the party at a restaurant because it is noisy and expensive.

3 She served them soft drinks and biscuits. 4 It was brought out at about four thirty.

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Post-reading: (10

minutes) Post-reading: (10 minutes)

-Asks students to talk about Mai’s birthday party

(-Teacher can ask some questions, if necessary :

Where did Mai hold the birthday party ?

How many people were invited to

the party ?

What time did the party start and

end ?

What did Mai’s mother serve the

guests at the party ?)

- Asks some students to retell Mai’s birthday party before class

- Corrects mistakes and give feedback

white icing

6 They clapped their hands eagerly and sang “Happy birthday”. 7 It finished at about six in the evening.

- Work in groups

- Listen to their friends and correct mistakes

- Practise listening at home - Write down Task

- Prepare Part D - Writing Date:

Unit 3: A party P15_WRITING I Objectives:

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

- write an informal letter of invitation 2 Knowledge:

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

3 Skills: Writing an informal letter of invitation II Method: Intergrated, mainly communicative III Teaching aids:

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1 Organization:

- Call one or two sts to come to the board and ask them talk about the musician they like best

Time/ stages Teacher’s activities Students’ activities Pre-writing:

(8 minutes) Task 1:

While-writing: (20 minutes) Task 2:

Task 3:

Pre-writing: (8 minutes) Task 1

- Asks students to answer the questions:

1.On what occasions are parties held? 2.What kind of clothes they often wear at a party?

3.What kind of presents people often bring to a party?

*If you want your friends or relatives

to come to your party, you must send a letter of invitation Let’s begin our lesson.

While-writing: (20 minutes) Task 2:

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

Task 3

- Asks students to task in groups - Gives them some guidelines

1 Reason for the party:

(birthday party/New Year’s Eve party/ wedding party)

- Answer the question freely

- Give answers: *birthday, wedding anniversaries, New Year’s Eve

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

1 at my house to come refreshments to cook winners by Monday - Work in groups

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2 Where:

Home / restaurant When :

What day? What time?

4 Number of guess:10 / 20 / 30 Which activities:

Eating and drinking

/singing/dancing/ playing games/ watching films

6 Foods and drinks served: (soft drinks ,mineral water ,

…/chicken soup , green salad, steeak, fired chiken, fish, beef, hamburger ,biscuits…)

Post-writing: (15 minutes)

- Asks some students to write their letters on the board

- Goes round the class to help students

- Work independently - Give their results - Correct their writing

- Write down the letter, pay attention to some structures and prepositions - Prepare in advance Part E (Language Focus)

Date:

Unit 3: A party

P16_LANGUAGE FOCUS I Objectives:

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

- distinguish the uses of infinitive and gerund in active and passive voices

- use these structures to solve communicative tasks 2 Knowledge:

- General knowledge: Students learn to pronounce sounds and grammar

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II Method: Intergrated, mainly communicative III Teaching aids: textbook

- Call one or two sts to come to the board and ask them to the exercise: Use the correct form of the verb in the bracket

1 He has planned (go)……… to London with his mother.

2 Tom decided (leave)……… early.

3 The police allow him……… (come in)

4 I got Mary………(let) me borrow her car at the weekend.

5 Jack offered (take) ……… care of my garden while I was out of town.

6 You make me (feel) ………….good You let me………(go out).

7 They arenot old enough ……… (get) married. - Check up and give the feedback

3 New lesson:

Time/ stages Teacher’s activities Students’ activities I.Pronunciat

ion: (14

minutes)

II.Grammar

: (30

minutes)

A- The

Gerund:

I Pronunciation: (14 minutes) The pronunciation of / l /, / r / and / h /

- Gives students words and ask them to put the words to the right columns / l / /r / and / h / : holiday, library, run, help, Lisa, realize.  Today we are going to learn the pronunciation of the sounds /l/ , /r/ and / h / Now look at your book, listen and repeat the sounds II Grammar: (30 minutes) A- The Gerund:

- Asks students to put the words in correct order to make the two sentences:

Ex1 : the book / time/ return / she / on / to / failed / library / the.

Ex 2: work / mind / the / helping / would / me / with / you / ?

- In the lesson today you'll learn how to use the gerund and the infinitive

- Listen to the teacher and write down

- Put the words in the right columns

I l l / r / / h / library run help

Lisa realize holiday

- Put the words into correct orders

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Exercise 1:

B Passive infinitive and gerund:

Exercise 2:

Exercise 3:

Exercise 1

- Checks answers and gives feedback

- Notes:

* Some verbs followed by To inf : mean, demand, seem, want, agree, expect, offer, hope, refuse,

* Some verbs followed by V-ing dislike, risk, keep, appreciate, miss, mind, mention, enjoy,

B Passive infinitive and gerund: - to be + pp

- being + pp ( in context meaning) - Ex:

I expected (invite) to the party (to be invited) No one enjoys (laugh) at (being laughed)

Exercise 2:

- Asks students to task in pairs - Checks the answers and gives feedback

Exercise 3:

- Asks students to task individually

- Lets students compare their answers with a partner

- Checks the answers and gives feedback

1 to operate having getting to tell

5 practicing to see receiving getting

- Listen to the teacher and copy down

1 B A B B A

- Work individually Key:

1 D C B B C 4 Consolidation:

T summarizes the main points V Homework: (1 minute)

- Do the exercises again in notebooks - Prepare : TEST YOURSELF A

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Date :

P17 _ Test yourself A I Objectives:

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

- Students can improve their techniques of doing the simple tests

2 Knowledge: After this lesson, students will be able to:

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

- Language: Students can improve their techniques of doing the simple tests 3 Skill: After this lesson, students will be able to:

II Method: Integrated, mainly communicative

III Teaching aids: Textbook, board, hand-outs, cassette tape and player. IV Procedures:

1 Organization:

- Call one or two sts to come to the board and ask them to the exercise: Use the correct form of the verb in the bracket:

1 When I told John the news, he seemed to be surprised……….(surprise).

2 The children agreed to be divided………(divide) equally. 3 I expected to be invited……….(invite) to the party but

I wasn’t

4 Mr Tailor offered to be driven……… (drive) us to the station

5 The student hope to be included……… (include) in many of the school’s social activities

(5 minutes) Warm-up: (5 minutes)- Greeting

- Ask students something about the test yourself A

* Have you prepared it at home?

- Greeting

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Test yourself: I.Listening (2.5 points) (10 minutes) II Reading (2.5 points) (10 minutes) III. Grammar (2.5 points) (8 minutes) IV Writing (7 minutes)

* Have you got any difficulties? Test yourself:

I Listening (2.5 points) (10 minutes)

- Ask students to read all the sentences first

- Ask students to listen to the tape once

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

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

II Reading (2.5 points) (10 minutes)

- Present the task:

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

III Grammar (2.5 points) (8 minutes)

- Present the task:

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

b/ Give the correct form of verbs 1, to see.

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

Let students finish each of of the following sentences in such a way

- Look at the book and listen to the task

- understand the task - Read the questions - Listen to the tape

- Listen again and say the statements are true or false

- Listen and discuss in groups to find the correct answers:

1-A, 2-D, 3-B, 4-D, 5-C - Look at the textbook and listen to the teacher - Work in groups to discuss about the passage - Finish the task

- Compare their results with the other groups, and then with the keys - Write the answers on the board

- Listen to the teacher and correct the answers - Listen to the teacher - Work in groups

- Compare the results with the other groups - Show the answers in front of the class

- Observe the keys and correct their anwres

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that it has the same meaning as the original sentence

IV Writing (7 minutes) - Present the task:

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

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

and practise writing about the some one’s birthday party

- Two students go to the board and write

- Give the writings by reading aloud

- Read the letter carefully - In groups or in pairs, write her a letter

- Compare the results with the other groups - Correct mistakes

- Ask students:

+ to study all the lessons again

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

Date:

P18 _ Written test number 1 I Objectives:

- Improve their knowledge through the test II Method: Integrated, mainly communicative III Teaching aids: Written test.

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_ T gives written test _ Sts the test in 45 mins 4 Consolidation:

- Ask students to prepare for the next lesson

Date:

Unit 4: Volunteer work P19_READING I Objectives:

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

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

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

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

3 Skill: - Work formation

- Extensive reading: multiple-choice questions - Passage comprehension

II Method: Intergrated, mainly communicative III Teaching aids: textbook, board, rasing questions IV Procedures:

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Call one or two sts to come to the board and ask them to some exercises: Use the correct form of the verb in the bracket:

1.It is pleasant ………(wake) up and …….…(hear) the rain (beat) ………….… on the window

2.The banks robbers (make)……… the casier (show)……… how (open)……… the safe

3.While she (sleep)………, she felt something (move)……… on her face

(5 minutes)

While-reading: (25 minutes)

Task 1:

Pre-reading: (5 minutes) - Shows the picture of volunteer work and ask questions :

What is the old woman doing ? What does she this work for? - Checks the answers

- Gives Ss the following saying : “If you me a fish,

I will eat today

If you teach me to fish

I will eat my whole life long.” - Asks Ss what the saying implies -Checks the answer

While-reading: (25 minutes)

- Supplies Ss music and some more pictures of Volunteer Work

- Asks Ss to match new words with explanation

Volunteer (n) Orphanage (n)

Handicapped people Disadvantaged people - Checks their answers Task 1

- Asks for filling the blanks - Gives the explanation of related words

- Look at the picture and answer questions freely - Work in groups - Answer the questions - Read and guess the meaning of the saying in their text book

-Answer the question -Take notes

-Identify the pictures - Work in groups Answer:

1 - c - d - a - b

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Task 2:

Task 3:

- Corrects their mistakes

Task 2

- Asks for students to read the text again silently

- Asks Ss to choose thebest answer - Checks their answers

Task 3:

- Asks Ss to discuss then answer the questions in task

- Checks their answers

Post-reading: (13 minutes) - Asks Ss to discuss then answer the following questions

1.Why people volunteer work ?

Have you ever joined any volunteer work before ? - Asks sts to make a report in front of class

- Corrects their mistakes

Key:

1 Voluntary (adj) Voluntarily (adv) Volunteers (n) Volunteers (v)

- Read the text again and task

Key:

1-B, 2-A, 3-D, 4-B, 5-C - Work in pairs

Key:

1.They usually visit hospitals, orphanages or homes for the ages.They read books to the people or listen to their

problems

2.They help them to overcome the difficulties and give care and

comfort to them 3.During summer vacations, they volunteer to work in remote or mountainous area to provide education for children or medical services for local people - Work in groups to answer the questions

- Present answers in front of the class

- Correct mistakes

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Date:

Unit 4: Volunteer work P20_Speaking I Objectives:

1 Educational aim: By the end of the lesson, students will be able to talk about different kinds of activities related to volunteer work 2 Knowledge:

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

3 Skill: - Identifying types of volunteer work

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

III Teaching aids: textbook, board, rasing questions, hand-outs IV Procedures:

1 Organization:

Call one or two sts to come to the board and ask them to the exercise: He (sit)… on the bank fishing when he …… (see) a man’s hat (float) ……… down the river

He tried (make) ……… me (believe)……… that he was my stepbrother

Would you ( like /join) ………our party?

4.When the old lady (get)……off the bus, she found out that the purse (keep) … her money (steal)……

Check-up and give marks 3 New lesson:

(5 minutes)

Pre-speaking: (8 minutes) Task 1:

- Asks students to look at the picture in their books and answer two

questions:

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

Pre-speaking: (8 minutes) Task 1:

- Has students Task in pairs - Asks students to give their answers

- Answer freely They are helping an old man with the housework

2 Yes, they are

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While-speaking: (20 minutes) Task 2

- Explains some activities of volunteer work

Helping people in the remote or mountainous areas

Giving care and comfort to the poor and sick

Providing education for disadvantaged children Joining in the Green Saturday

Movement - Corrects the mistakes

While-speaking: (20 minutes) Task 2

- Has students Task in pairs - Gives some suggestions:

 Providing minority children with literacy (teach them how to read and write)  Working in difficult or

flooded areas (help them rebuilt houses, provide medical services, etc)  Raising money to help the

handicapped or starving children (put money in a piggy bank)

 Taking part in directing the traffic (stand at the

crossroads during rush hour to help direct the traffic)  Volunteering in homes for the

elderly (clean up/ repair their houses, the washing up, some shopping, mow their lawns, take care of them, read books, etc) - Has students perform the dialogue in front of class

- Corrects mistakes and gives comments

- Has students Task in groups - Gives some suggestions:

 What kind of volunteer work you usually take part in?  What you think about it? - Corrects common mistakes

- Give the answers - Take notes

- Do the task in pairs - Listen to the teacher’s guidance

- Perform in front of the class

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- Listen to their friends - Correct mistakes

T summarizes the main points V Homework: (2 minutes) - Review Part B carefully - Prepare Part C – Listening

**************************************************************** Date:

Unit 4: Volunteer work P21_Listening I Objectives:

1 Educational aim: By the end of this lesson, students will be able to develop such listening micro-skills as intensive listening for specific information and taking notes while listening 2 Knowledge:

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

- Language: Words related to volunteer work 3 Skill: - Gap-filling

- Comprehension questions

III Teaching aids: textbook, board, rasing questions, cassette tape IV Procedures:

1 Organization:

- Call one or two sts to come to the board and talk about some activities which the volunteers

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(4 minutes) Pre-listening: (10 minutes) While-listening: (20 minutes) Task 1 Task 2:

- Asks students to make questions for the given answers

1 Do

you usually take part in volunteer work?

2 What

kind of volunteer work you usually take part in?

- Asks students to complete the questions in “Before you listen” - Asks students to listen and repeat the new words (pay attention to the pronunciation of these words)

- Has students carry out it - Corrects mistakes

- Introduces the passage: It is about May School in Ho Chi Minh city - Asks students to listen to the tape twice and fill in the missing information

- Gives feedback and remarks Task 2:

- Asks students to scan the given questions to set the contents of the conversations need listening

- Plays the tape and asks students to listen and answer the questions - Asks students to write their answers on the blackboard

- Has students listen to the tape again to check these answers and correct mistakes

- Answer freely

1.Yes, I am/No, I am not 2.Helping disabled children how to read, write , taking part in directing the traffic, raising money to help people in the flooded areas,

- Pair works

- Complete

the questions

- Give oral

answers

- Listen and

repeat

- Listen to the tape and task

Key:

1 informal

2 30 street children 250 children (with special difficulties) 1998/ volunteers - Pair/ group works - Read the questions

silently

- Listen to the tape - Answer the questions Key:

1 It provides classes for disadvantaged children in Ho Chi Minh city

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

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Post-listening:

(10 minutes) Post-listening: (10 minutes) - Asks students to work in groups - Asks students to retell the story - Asks a representative of each group to talk in front of class

- Gives remark and correct the mistakes

-their English and Performance Arts classes

4 They perform circus, theater, dance and singingat one of the largest hotels in Ho Chi Minh city Because they can

contact sponsors and help to expand the school activities - Group works - Retell the story

Discuss and perform in front of class

- Listen to the tape again at home and the exercises in the workbook Prepare part D: writing

Date:

P22 _ Correct written test number 1 I Objectives:

After this correction students will be clearer about the test they have just done And have to know how to try their best for the next test

III Teaching aids: board, the test paper, key for the test IV Procedures:

1 Organization:

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3 New lesson:

(5 minutes)

Lead-in:

Warm-up: (5 minutes) - Greeting

- Ask students some questions on the previous test

- Tell the aim of the period: correct the test

I Choose the best answer (15 minutes):

- Repeat the questions

- Get student to read the test again carefully

- Call some students to read out their answers, and the others give remarks if it is correct or not

- Finally read the keys out aloud II Read the passage and choose the best answer (15 minutes) : - Repeat the questions

- Show the passage again several times

- Get students toread the passage again carefully

- Call some students to write their answers on the board, and the others give remarks if it is correct or not - Finally read the keys out aloud

- Greeting

- Listen and understand the task

- Get ready for the lesson

- Look at their paper - Compare the results with the others

- Get the correct answers from the keys

- Look at the writing again and compare it with the others

- Correct the wrong sentences base on the key

- Prepare Unit 5: Part A – Reading

***************************************************************** Date:

Unit 4: Volunteer work P23_Writing I Objectives:

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

2 Knowledge:

(49)

- Language: words related to a thank-you letter 3 Skill: Writing a formal letter expressing gratitude II Method: Intergrated, mainly communicative

III Teaching aids: textbook, board, rasing questions, hand-outs IV Procedures:

1 Organization:

- Call one or two sts to come to the board and ask them talk about some kinds of the letter they have studied ( expected answers: complain, request, invitation…) and ask the the parts in a letter

(7 minutes)

- Asks Ss some questions about their situations:

1/ Have you ever received a donation? When? From whom? 2/ What did you then?

3/ Did you write a letter for thanks? - Some key words:

Donor Donate Donation

Handicapped(picture) fund

While-writing: (27 minutes) Task 1:

- Asks Ss to read the letter and underline the sentences that express the points:

* The opening of the letter * The donated amount

* The way the money is used * The way the receipt is issued * The gratitude to the donor * The closing of the letter Notice: Some sructures:

- S + be + adjective+to+infinitive

- Answer freely

- Notice the words

- Do the task 1:

- Read and take notes: - “Dear Sir /Madam” - “I am very … some days ago”

(50)

Task 2:

Post-writing: (9 minutes)

- To receive sth from sb/sth - Would like+ to infinitive - To hope +to infinitive+ for sth Task 2:

- Three parts of a letter.(picture) - Asks Students to task ; Give outline:

* ( the points in task 1) Post-writing: (9 minutes) - Correcting( or letters of sts)

 Vocabulary  grammar

- Asks students to report writing (task 1)

possiple”

- “I would like……… company”

- “ I look … faithfully” - First : the opening - Second: the body of the letter

- Third:

Conclusion/The closing - Writing in pairs - Some students write their letters on the blackboard

- Students rewrite the letter (task 1)

T summarizes the main points V Homework: (2 minutes) - Write the letter by themselves - Prepare Part E : Language focus Date:

Unit 4: Volunteer work P23_Language focus I Objectives:

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

- use gerunds, present participles, perfect gerunds and perfect participles appropriately

2 Knowledge:

- General knowledge: Students can understand perfect gerund and perfect participle

- Language: Words related gerund and present participle 3 Skill: Pronounce the sound / w/ and /j / correctly II Method: Intergrated, mainly communicative III Teaching aids: Textbook, board, rasing questions IV Procedures:

(51)

Time/ stages Teacher’s activities Students’ activities Pronunciati

on: (15

minutes)

Grammar and

vocabulary: (28 minutes)

A. Gerun

d:

Pronunciation: (15 minutes)

- Has students listen and repeat the sounds /w/ and /j/

- Asks students to practice reading the sentences provided

- We went for a walk in the woods near the railway

- We wore warm clothes and walked quickly to keep warm - Excuse me Did you use to

live in New York?

- Did you use to be a tutor at the university?

Grammar and vocabulary: (28 minutes)

A Gerund:

A gerund is the Verb – ing form. Ex:

1 There’s no point in waiting. 2 I don’t mind cooking the meals. 3 Reading French is easier than

speaking it.

- The gerund can be used in the following ways:

 as subject of a sentence:

Skiing can be dangerous

 as complement of a verb:

Her hobby is painting

 after prepositions:

He was accused of smuggling

 After certain verbs (eg.

admit, avoid, deny, dislike, enjoy, excuse + object, forgive + object, fancy/imagine, finish,

- Listen to the tape carefully

- Practise reading

- Asks students review and bear in mind

(52)

B. Presen t participle:

keep, mind, ect.)

 In noun compounds:

My school has a swimming pool B Present participle:

Form: Verb – ing Ex:

1 Can you smell something burning?

2 We had to leave the tree lying there

3 He spent a fortune rebuilding that old house

Use:

We can use the present participle  to form the continuous

tenses:

I’m working right now  as an adjective: The play was boring

 after a certain verbs: After the basic verbs of sensation (see, hear, feel and smell) and after listen to, notice and watch, we can use object + participle:

1 I heard the car stopping and saw him getting out.

2 We watched the children playing. 3 I saw him crossing the road. find, catch, leave + object (person or thing)

1 I found them picking apples. (They were picking apples when I arrived.)

2 I caught them stealing my apples (They were stealing my apples when I arrived.)

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

go and come

With these verbs we can use the participles of verbs of physical activity: dancing, riding, sailing, skiing, etc., also shopping.

Ex: Come dancing with me on Saturday

I’m going shopping. spend and waste + object

I wasted a lot of time standing in queues

(53)

Exercise 1:

Exercise 2:

Exercise 3:

She’s always busy cooking or cleaning.

Exercise 1:

- Checks and gives correct answers Exercise 2:

Perfect gerund and perfect participle: having + past participle Ex:

a I kept you waiting so long I am sorry.

 I am sorry for having kept you

waiting so long.

b After Jack had read the letter twice, he wrote a reply.

 After having read the letter twice,

Jack wrote a reply.

Exercise 3:

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

1 parking 2 hearing 3 bending 4 behaving 5 meeting 6 spending 7 waiting - Work individually 1 passing

2 burning/rising 3 reading

4 lying 5 shopping 6 preparing 7 trying

- Listen to the teacher and bear in mind, copy down - Do exercise

Key:

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

T summarizes the main points V Homework: (2 minutes) - Write down exercise 1, 2,

***************************************************************** Date:

Unit 5: Illiteracy P25_READING I Objectives:

(54)

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

- use the information they have read to discuss illiteracy issues

2 Knowledge:

- General knowledge: Students learn about illiteracy - New words: Words related to illiteracy

3 Skill: - Dictionary skills - Identifying main idea - Passage comprehension

II Method: Intergrated mainly communicative

III Teaching aids: Student’s book, pictures showing illiteracy IV Procedure:

1 Organization:

- Call one or two sts to come to the board and ask them to the exercise: Use the correct forms of the words in the brackets:

1 Sue said that it was …………(embarrass) to have so many people congratulate her

2 We wish them every ………… (happy) in their new life

3 There were wild street…… (celebrate) when Vietnam won the Cup Does your sister expect (offer)………… a new job?

Check-up, give the feedback and then give marks 3 New lesson:

(5 minutes)

While-reading: (25 minutes)

Pre-reading: (5 minutes) - Asks sts to look at the picture - Asks sts to answer the questions: Where you think the class is? What you think of the people in the class? Are they at the same age?

3 What you think of the teacher? What is this class different from the class?

While-reading: (25 minutes) - Reads the reading text first

- Explains the new words to help the

- Answer freely

(55)

* Task 1:

* Task 2:

* Task 3:

Post-reading: (13 minutes)

sts understand the text New words:

1 illiteracy (n)  to illiterate compaign (n) ethnic (a) to eradicate * Task 1:

- Asks students to read the text to find the Vietnamese equivalent to the following expressions

- Gives feedback * Task 2:

-T asks sts to read the text again to task

- Checks answers and gives feedback Task 3:

- Asks sts to answer the following sentences:

- Corrects them

Post- reading: (13 minutes)

- Asks sts to answer the following questions

1 Are there any illiterate people in your neighborhood?

2 What you think we should to help them read and write?

- Understand new words - Copy down

- Do the task Key:

1 Phỉ cËp gi¸o dơc

2 Héi khun häc ViƯt Nam

3 Xố mù chữ Kỹ thuật canh tác Kế hoạch hố gia đình - Read the text and

task Key: D

- Answer the questions Keys:

1 94% of the population The campaign for

illiteracy eradication 600 students in 2000

and 800 students in 2001

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

5 Illiteracy will soon be eradicated

- Work in groups to answer the question

- Copy down

- Asks students to learn by heart the new words - Asks students to prepare part 2: speaking

(56)

Unit 5: Illiteracy P26_SPEAKING I Objectives:

1 Educational aim: By the end of this lesson, students will be able to: - Talk about schooling and literacy related problems - Suggest solutions to these problems

2 Knowledge:

- General knowledge: Students learn about schooling and literacy problems - New words: Words related to literacy

3 Skill: Talking about literacy problems and offering solutions II Method: Intergrated, mainly communicative

III Teaching aids: textbooks, chalk IV Procedures:

1 Organization:

Call one or two sts to come to the board and ask them to complete the following sentences using the cues: (2ms)

1 He/ want/ give/ present/ her birthday party Men/ interested/ work/in /field

3 Student/ask/ teacher/ explain/exercise/ yesterday It/ necessary/ learn/ English/ find/ job

5 What/kind/ activity/ you/ volunteer? Then check-up and give marks

3 New lesson:

(3 minutes)

Pre-speaking: (10 minutes) Task 1:

- Asks students some questions 1 How many students are there in a common class in vietnam ?

2 How many students are there in your class ?

3 Do you find it difficult to invest your study in such a crowded class?

- Says: “Today we will discuss some problems that many shools are facing and the solutions for these” Task 1:

- Some of these problems are listed

- Listen to the teacher and answer the questions 1.Over 45sts in a class 45sts

- Students’answers may vary

(57)

While-speaking: (16 minutes) Task 2: Post-speaking: (15 minutes) Task 3:

in column A , please combine each problem in A with its appropriate solution(s) in column B in textbook (page59)

- Has students sit in pairs and asks them to task

While-speaking: (16 minutes) Task 2:

- Before practising, teacher aks Sts to read the information in task and to use the suggestions in Task as example

- Listens to the students and observes them

- Corrects the students’ mistakes - Asks students to work in groups of five

- Asks them to think of three or four problems which their class

is experiencing , one student of each group will note down the

information to report before class - Gives students time to think about the school problems they are

experiencing

- Walks around the class and observes the students’ activities , offers ideas, comments when students need help…

- Chooses one student of every group to talk before class

- Listens to the students and observes them

- Work in pairs

- Do the task individually, then in pairs they compare their answers

Key: 1 b-g 2 a-e 3 d-f

4 c 5 h-i-j - A good group of students is asked to demonstrate the example to make sure the whole class understand the task - A: Many students can not buy all the required textbooks What you think we should to help them ?

B: I think we should ask the school head-master to provide free textbooks for students from low-income families.

C: We should collect used textbooks for school libraries

- Thinks of some

problems , their solutions and then discuss them - Stuents can use the cues given in P.60,

or ask teacher for more information

- Some representatives report their results before class, the others give the comment

Suggestion:

1 Many classes are overcrowded

2 School infrustructure is underdeveloped:

inadequate toilets and washrooms …

(58)

- Corrects the students’ mistakes 4 Consolidation:

- Prepare the next lesson: Listening

***************************************************************** Date:

Unit 5: Illiteracy P27_LISTENING I Objectives:

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

- Use the information they have listened to for other communicative tasks

2 Knowledge:

- General knowledge:

- New words: Words related to literacy

3 Skill: - Extensive listening: multiple-choice questions - Comprehension questions

III Teaching aids: Student’s book, tape, cassette player III Procedures:

1 Organization:

- Call one or two sts to come to the board and the exercises: Use the correct form of the word in the bracket:

1 We couldn’t help …… (laugh)when he told us what had happened I’ve always been quite……… (ambition) I want to make a successful

thing of my life

3 Do you think Janet enjoy …………( play) the piano The students have already gone

Yes, the teacher let them ……… (leave) early

5 Tony’s boss doesn’t want him……… (have) a habit of using the office phone for personal calls

(59)

Pre-listening: (5 minutes)

Task 2:

Post-listening: (12 minutes)

- Shows a letter with a survey on it - Asks guiding questions:

1 What people a survey for? Have you ever done a survey? Do you know where Perth is? - Introduces some new words / explains them:

effective ( a ) maturity ( n ) » mature ( a ) » maturely ( adv ) performance ( n ) self- respect ( n ) academic ( a )

Perth ( n ) : Western of Australia - Leads ss to read the new words While-listening: (26 minutes) Task 1:

- Leads ss to Task

- Asks them to read it carefully ( they can guess to choose a, b, c, d ) - Has ss listen the reading times - Asks some ss to read their answers - Plays the cassette again

- Gives correct answers Task 2:

- Asks ss to read the questions carefully

- Plays the tape times

- Asks ss to read their answers - Checks again and gives correct answers

Post-listening: (12 minutes) - Ask ss to discus questions (textbook)

- Goes around and provides some new words if necessary

- Calls ss to read their answers in front of the class

- Listen and answer the questions

- Yes / No - Write down

- Listen - Read Task

- Listen and Task - A, B , C read

- Correct Key:

1 D / B / B / C - Read

- Listen - Correct Key:

1 It took place in Perth 80 percent of the students

3 They felt that they should be allowed to give some input into school decision making

- Discus - A / B read 4 Consolidation:

(60)

- Prepare part Writing at home

**************************************************************** Date:

Unit 5: Illiteracy P28_WRITING I Objectives:

1 Educational aim: By the end of the lesson, students will be able to: - Interpret information presented in tables

- Identify language to be used for describing tables - Write descriptions of tables

2 Knowledge:

- General knowledge: Students can know how to write a paragraph about literacy rates in Sunshine country from 1998-2007

- New words: Words related to literacy rate 3 Skill: Describing information in a table II Method: Intergrated, mainly communicative III Teaching aids: Student’s book, chalk, board IV Procedures:

1 Organization:

- Call one or two sts to come to the board and ask them talk about the effective learning

(3 minutes)

Pre-writing: (3 minutes) - Asks students some questions about (il)literacy

1 What’s the rate of literacy in Vietnam now?

2 Are there any illiterate people in your neighborhood?

3 What should we to help them?

4 What will happen if more and more people become illterate? While-writing: (10 minutes)

Task 1:

- Explains some difficult words: to decline: to decrease

dramatic(a): unexpected

- Answer questions freely in pairs

- Individual work Key:

(61)

Post-writing: (30 minutes) Task 2

dramatically(adv)

steady(a): developing gradually steadily(adv)

sharp(a): not gradual sharply(adv)

- Has the class read the instruction and Task

- Gives the answer key Post-writing: (30 minutes) Task 2:

- Asks students to read the information in the table - Gives instructions for Task - Asks students to work in groups to describe the information in the table by using Useful language

- Goes around the class and help students if necessary

- Asks some students to write some paragraph on the board to correct them

- Gives feedback

3 declined different went up dramatically

- Read silently - Work in groups - Ask teacher difficult words if needed

- Report results in front of the class and correct themselves

- Asks students to write a paragraph of about 100 words, describing the literacy rates in Vietnam

**************************************************************** Date:

Unit 5: Illiteracy P29_LANGUAGE FOCUS I Objectives:

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

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

2 Knowledge:

- General knowledge: Students learn how to use reported speech with infinitive - New words: Words related to pronunciation / pl / - / bl/ - /pr/- /br/

3 Skill: - Pronunciation : /pl/ - /bl/ - /pr/ - /br/

- Grammar: reported speech with infinitive(s) II Method: Intergrated, mainly communicative

III Teaching aids: Student’s book, tape, cassette player IV Procedures:

(62)

on: (10

minutes)

Grammar: (33 minutes)

Pronunciation: (10 minutes) - Asks students to listen to the tape once to help them distinguish the sounds

- Instructs the way to pronounce: + /pl/, /pr/ : Close your lips hard, push air forward in your mouth Then open your lips quickly

+ /bl/, /br/: Close your lips hard, push air forward in your mouth Then use your voice to make /b/ -Asks them to listen to the tape and repeat in chorus

-Calls some students to repeat the words clearly

-Asks students to work in pairs and practise the sentences

-Introduces peer correction Grammar: (33 minutes)

- Reviews the meanings of some verbs that are usually used in this kind of reported speech

- Listen to the tape and practise pronouncing

- Practise individually

 Review:

1 promise + to V: tell s.b that you’ll

definitely or not s.th

2 advise + O + to V:tell s.b what they should

3 encourage + O + to V: persuade s.b to s.th that you think is good

(63)

- Asks them to pay attention to the special case

Exercise 1:

- Asks students to work individually and complete the second sentence so that it has a similar meaning to the first one using the words given - Asks them to compare the answers with a friend

- Calls some students to go to the BB and write their answers down

- Corrects the answers

Exercise 2:

(Make the same steps)

5 warn + O + to V: tell s.b to or not to s.th in order to avoid danger

*The special case:

S+V+O: “If I were you, I would+V’…”

S+V+O: “Why don’t you + V’…?”

S+V+O: “You’d better +V’…”

 S+ advise + O+ to V’…

- Work individually Key:

1 They promised to come back again The lifeguard advised

us not to swim too far from the shore

3 John asked Peter to close the window The teacher

encouraged Eric to join the football team John promised to give it to him the next day My mum wanted Lan

to become a doctor My sister reminded me to lock the door before going to school

8 His boss advised him to go home and rest for a while

Key:

1 He advised me not to drink too much beer She invited me to

come and see her whenever I wanted John asked me not to

smoke in his car He told Sue to give

him her phone number

(64)

Joe

6 He promised not to it again

7 He agreed to wait for me

8 John asked her to lend him some money - Write down

- Asks students to exercise in work book - Asks students to prepare Unit at home

Date:

Unit 6: Competitions P30_Reading I Objectives:

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

- Use the information they have read to discuss the related topic

2 Knowledge:

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

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

- Passage comprehension

- Scanning for specific information II Method: Intergrated mainly communicative III Teaching aids: Textbook, some photos IV Procedure:

1 Organization:

(65)

2 Check old lesson: Sts go to the board and some exercises about understand reported speech with infinitives

3 New lesson:

(5 minutes)

While-reading: (28 minutes)

Task 1:

Task 2:

Warm-up :(5 minutes)

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

* Suggested answers : a Quiz “ Road to Olympia” b London Marathon

c Sao Mai Singing Contest d Olympic Games

Pre-reading: (3 minutes) - Asks students some questions: a Do you take part in the competitions like this? b Do you hope to win a competition? If so, which

competition would you like to win? c Is winning the most important thing in a competition? Why / Why not?

While-reading: (28 minutes) - Asks students to read the text silently

- Introduces some new words New words:

1 Recite (v): to say a passage, a poem aloud from memory 2.Poem (n)

 Poet (n) : a person who write poems

 Poetry (n)

- Asks students to read the new words

- Asks students to read the text again and Task

* Task 1: - Give feedback * Task 2:

- Asks students to read the passage

- Give answer with photos

- Answer the questions in pairs

- Take notes

- Read the new words aloud

- Read the text carefully

- Do Task 1. Suggested key:

1 d f 3.e 4.c b a

Suggested key:

(66)

Task 3:

again to answer the questions in the full form

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

- Gives feedback

- Asks students to copy down in their notebooks

Task 3:

- Asks students to task

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

- Gives feedback

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

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

3 The

students’ Parents Society sponsored the competition They had to

compete five activities in all On competition of each activity, they had to answer the questions in worksheet within two minutes

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

6 The winner

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

- Copy down the answers in their notebooks

Suggested key:

(67)

Post- reading: (8 minutes)

- Asks students to practice reciting the poem

- Gives remarks and correct mistakes

2 Having achieved the highest score, Group B became the winner of the competition Group C lost the

game They just got 60 points - Copy down in their notebooks

- Recite the poem

- Write down 4 Consolidation:

- Write down the questions and the answers in the notebooks - Learn the new words and questions by heart

- Prepare Part B - Speaking

Date:

Unit 6: Competitions P31_Speaking I Objectives:

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

2 Knowledge:

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

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

II Method: Intergrated mainly communicative III Teaching aids: Textbook, pictures, board IV Procedure:

1 Organization:

(68)

2 Check old lesson: Sts read the text again and try to translate intoVietnamses. T check some notebooks

3 New lesson:

Pre-speaking :(3 minutes)

While-speaking: (25 minutes) Task 1:

Task 2:

Pre-speaking :(3 minutes) - Asks students some questions: Is population explosion a big problem to us nowadays?

2 Should the government something to solve this effectively? While-speaking: (25 minutes) * Task 1:

- Introduces Task and give the meaning of some new words (If necessary)

- Asks students to Task in pairs * Task 2:

- Asks students to Task in pairs

- Asks some pairs to present their ideas in front of the class

- Gives remarks

- Answer questions freely

- Listen to the teacher - Work in pairs: General Knowledge Quiz

Art Competition (Painting, drawing, sculpture…)

- Work in pairs Example:

A: What you think of the General Knowledge Quiz?

B: Oh, It’s great It’s an opportunity to test your general knowledge Some suggestions:

- What you think of the English competition? Oh, it’s great It’s a good opportunity for us to practice English

- What you think of the Athletics Meeting?

Oh, it’s exciting It’s a good chance for physical training You will look athletic and healthy

- What you think of the Art competition?

Oh, it’s wonderful It’s a good chance for your creative activities

(69)

Post-speaking: (15 minutes) * Task 3:

- Asks students to Task (Group work)

- Asks students to perform their work in front of the class

- Gives remarks

Poetry Reading Comprehension?

Oh, it’s boring It makes you feel sleepy

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

2 What of competition or contest was it? (Sao Mai Television Singing Contest)

3 Who won the competition / contest? (Kasim Hoang Vu) Did you enjoy it? Why / Why not? (Yes, I did because it was interesting / No, I didn’t because it was long.) - Write down

- Review Part B carefully

- Prepare Part C – Listening

***************************************************************** Date:

Unit 6: Competitions P32_Listening I Objectives:

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

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

2 Knowledge:

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

3 Skill: - Deciding on True or False statements - Comprehension questions

II Method: Intergrated mainly communicative III Teaching aids: Textbook, casette player IV Procedure:

(70)

2 Check old lesson: Asks some Sts to go the board and talk freely about their favorite competitions on TV or they have attended

3 New lesson:

(3 minutes)

Pre-listening: (6 minutes)

Task 2:

Warm-up :(3 minutes) - Asks students to look at the pictures in the textbook and answer the questions

1 What is the Boston Marathon? Who you think can take part in the Boston race?

- Asks students to repeat the provided words

While-listening: (25 minutes) * Task 1:

- Asks students to listen to the cassette player (twice) and Task

-Asks students to work in pairs to compare the answers

- Has students listen again to check the answers

- Gives feedback

* Task 2:

- Asks students to read the questions

- Answer freely

- Listen and repeat in chorus

1 race (n) 2 athletic (n) formally (adv) 4 clock (v) female (n) 6 association (n) McDermott Kuscsik

- Read Task silently - Listen to the tape and decide whether the statements are True or False

- Work in pairs and discuss the answers - Listen and check the answers

- Take notes 1.T F T T F F

(71)

Post-listening: (10 minutes)

in Task silently

- Asks them to listen to the cassette player again and Task (Teacher can read aloud the sentences

containing the information if necessary)

- Asks students to work in pairs and discuss the answers

- Asks some students to write the answers on the board

- Has students listen again to check the answers

- Gives feedback

Post- listening: (10 minutes) - Asks students to work in groups and name some famous runners in Vietnam and say what is special about them

- Asks the representative of each group to speak in front of the class - Gives remarks and correct

mistakes

- Listen to the tape and do Task

- Work in pairs and discuss the answers - Listen and check the answers

Key:

1 (He came from) New York

2 (She became the first official female champion) in 1972

3 (women started and finished the race in 1972) 6164 (runners joined the Boston Marathon in 1984)

- Work in groups.

- Review Part C carefully

- Prepare Part D – Writing

***************************************************************** Date:

Unit 6: Competitions P33_Writing I Objectives:

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

2 Knowledge:

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

3 Skill: Writing a letter of reply

II Method: Intergrated mainly communicative III Teaching aids: Textbook, board markers IV Procedure:

(72)

2 Check old lesson: Asks Sts to sum up the main points of the listening text in their own words

3 New lesson:

(15 minutes)

Task 1:

- Conducts a short dicussion with the following question:

If you organise an english speaking competition, what will you to attract potential competitors?

- Collects ideas from every group - Tries to elicit the idea of carefully responding to letters of enquiry from potential competitors

* Task 1:

-Asks ss to spend minutes reading the letter in the textbook on their own to find out whether the letter is the one of enquiry or reply

-Confirms the kind of letter is an enquiry one

-Asks ss to work in group of four in minutes to anwer the question that follows:

What does Thu Trang want to know about the English Speaking Competition?

-Gets answers from all group -Introduces the main lesson: “Our lesson today has the focus on how to reply to a letter of enquiry.”

-Have ss work in group of and put the following elements of a letter of reply in an appropriate order

 The Start:

 Dear Mr, Ms (Mrs, Miss VERY IMPORTANT use Ms for women unless asked to use Mrs or Miss)

 Providing Requested

- Discuss

-Brainstorm any

interesting ideas and share

-Work alone

 A letter of enquiry -Work in group of

 Number of participants  Entry procedures

(what to to become a competitor)  Venue  Date  Time

 Phone number  Email

 The Start:

 Dear Mr, Ms (Mrs, Miss VERY

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

 Thanking the

(73)

While-writing: (10

Materials:

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

 Closing a Letter Hoping for Future Business:

We look forward to hearing from you / receiving your order /

welcoming you to the competition

 Providing Additional

Information:

 We would also like to inform you

 Regarding your question about

 In answer to your question (inquiry) about

 Thanking the Potential

Competitor for His/Her Interest:

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

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

 Signature:

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

While-writing: (10 minutes) * Task 2:

Competitor for His/Her Interest:  Thank you for your

letter of inquiring (asking for

information) about

 We would like to thank you for your letter of inquiring (asking for information) about  Providing Requested Materials:

 We are pleased to enclose

 Enclosed you will find

 We enclose

 Providing

Additional Information:  We would also like

to inform you  Regarding your

question about  In answer to your

question (inquiry) about

 Closing a Letter Hoping for Future Business:

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

 Signature:

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

(74)

minutes) Task 2:

-Asks ss to work in group of -Conducts a competition among all groups

-Announces the rule of the competition:

 The competition has rounds: Qualifying one & Defining one

 After the qualifying round, groups will be selected

 Each group writes down their answer to the question from the teacher in 30 seconds  The best anwer is the one that

is written, based on the information in Task 2, correct and in full

 Only one best answer for each question is chosen out of the ones

-Give out the question for qualifying round

 Put the words in the correct order to make a meaningful sentence

latest for edition your of 12 September asking the of our thank inquiry you catalogue for

Post- writing: (18 minutes)

- Asks ss to write a letter to reply to Thu Trang’s letter in Task in minutes

- Reminds ss to use the language they have learnt and the information in Task

- Provides the information:

Remember to place your address at the top of the letter followed by the address of the person you are writing to The date can either be placed double spaced down or to the right

soon as possible Thank you for your inquiry of 12 September asking for the latest edition of our catalogue -4 groups chosen take part in the defining round -The others also the task and help to give feedback

- Write a letter of reply by

themselves Kate John

106 Tran Hung Dao Street Hoan Kiem District

Hanoi, Vietnam Thu Trang

140 Kham Thien St, Dong Da District Hanoi, Vietnam

October 19, 2007 Dear Thu Trang, Thank you for your inquiry of 17 October asking for the

information about the English Speaking Competition on our Language Centre’s website

We are pleased to some details about the competition The number of participants is limited – just 25 The competition is held on 25th November

(75)

- Asks ss to work in pairs and correct the writing

for registration For more information, please contact at the phone the phone number: (04) 9838188 and email:

Englishclub06@yaho

o.com

We look forward to welcoming you to the competition

Yours sincerely, Kate John Secrectary

- Work in pairs and exchange the writing to correct

- Copy down

1 Write a letter to reply to the following letter. Kenneth Beare

2520 Visita Avenue Olympia, WA 98501 Jackson Brothers 3487 23rd Street New York, NY 12009 September 12, 2000

To Whom It May Concern:

With reference to your advertisement in yesterday's New York Times, could you please send me a copy of your latest catalogue I would also like to know if it is possible to make purchases online

Yours faithfully (Signature) Kenneth Beare

Administrative Director English Learners & Company

2 Prepare Unit 6: Part E: Language Focus.

***************************************************************** Date:

(76)

I Objectives:

- 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

2 Knowledge:

- General knowledge: Students understand reported speech with gerund - New words: Words related to /tr/, /dr/, /tw/

3 Skill: - Pronunciation: /tr/, /dr/, /tw/

- Grammar: reported speech with gerund II Method: Intergrated mainly communicative III Teaching aids: Textbook, hand-outs IV Procedure:

1 Organization:

2 Check old lesson: Calls on some Sts to write homework on the board and then check as the whole class

3 New lesson:

on: (15

minutes) 1 Warm up:

2 Practice:

Pronunciation: (15 minutes) I Pronuciation:

1 Warm up:

Have students listen and repeat the sounds: /tr/ ; /dr/ ; /tw/

/tr/ /dr/ /tw/

traffic drive twelve

troops dreadful twenty

trousers drink twin

tropical dress twinkle

2 Practice:

Have students read the sentences provided (textbook, page 68)

Grammar: (28 minutes)

Reported speech with gerund:

- Listen and repeat in chorus

(77)

1 Reported speech with gerund:

2.

Grammar: (25 minutes) Exercise 1:

 Ex1: “It was very nice of you to help me Thank you very much”, Tom said

 Tom thanked me for helping him thank

congratulatio n

accuse warn prevent stop …

+ obj +

for on of against +v-ing from from  Ex2 : “I’m sorry I’m late”  Peter apologised for being late * apologised for / insit on / dream of…+ v-ing

 Ex3 : “ No, I didn’t borrow your dictionary!”

 Paul denied borrowing my dictionary

* deny/ suggest / admit / lok forward to / think of …+ v-ing 2 Grammar: (25 minutes) * Exercise 1:

- Checks answers and gives feedback

- Listen carefully - Take notes

1 John congratulated us on passing our exams Mary apologised for nor

phoning me ealier Peter insisted on driving

Linda to the station The teacher accused the

boy for 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 Paul denied borrowing my dictionary

(78)

Exercise 2: * Exercise 2:

- Asks students to exercise 2 individually then in pairs

- Checks answers and corrects

- Work individually then in pairs

Key:

1 Tom insisted on paying for the meal

2 Mrs and Mr Smith ooked forward to meeting their children

3 The boy denied breaking the window’s house The policeman stopped

the customer (from) leaving the shop The thief admitted

stealing Mrs Brown’s car

6 Ann suggested having a party the next Saturday

7 John and his wife were thinking of buying the house

- Practice reading the sentences - Write exercise 1,2 in notebook - Prepare in advance Test yourself B

***************************************************************** Date:

P35_ Test yourself B I Objectives:

- Students can improve their techniques of doing the simple tests

(79)

3 Skill: After this lesson, students will be able to:

1 Organization:

2 Check old lesson: during the lesson. 3 New lesson:

(5 minutes)

I Listening (2.5 points) (10 minutes)

II Reading (2.5 points) (10 minutes)

- Ask students something about the test yourself B

* Have you prepared it at home? * Have you got any difficulties?

I. Listening(2.5 points) (10

minutes)

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

- Ask students to listen in the third time, the work in groups to compare and discuss the answers with each others to find the correct answers II Reading (2.5 points) (10 minutes)

- Present the task:

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

- Greeting

- Answer teacher’s questions

- Listen again and say the statements are true or false - Listen and discuss in groups to find the correct answers:

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

- Look at the textbook and listen to the teacher

- Work in groups to discuss about the passage

(80)

III.

Grammar (2.5 points) (8 minutes)

IV Writing (7 minutes)

- Keys: 1D, 2B, 3B, 4C, 5C

III Grammar(2.5 points) (8 minutes)

- Present the task:

- Keys:

a play, drive, twice, proud

b/ Let students finish each of of the following sentences in such a way that it has the same meaning as the original sentence

- Keys:

b taking, to go, smoking, saying, do, going, to make

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

- Write the answers on the board

- Listen to the teacher and correct the answers

- Listen to the teacher - Work in groups

- Compare the results with the other groups

- Show the answers in front of the class

- Observe the keys and correct their anwres

- Students work in groups and practise writing - Two students go to the board and write

- Read the writing carefully

- In groups or in pairs - Compare the results with the other groups

- Correct mistakes

- Study all the lessons again

- Get the knowledge ready for the coming test

- Ask students:

(81)

Date:

P36 _ Written test number 2 I Objectives:

(82)

Date:

Unit 7: World population P37_Reading (Part 1) I Objectives:

1 Educational aim: students should know about world population. 2 Knowledge:

- General knowledge: By the end of the lesson, students will be able to understand more about the world population

- Language:

- New words: Words related to world population

3 Skills: Guessing meaning in context, and passage comprehension II Method: Integrated, mainly communicative

III Teaching aids: Textbook, some photos of population. IV Procedure:

1 Organization:

(5 minutes)

Warm-up: (5 minutes) - Ask students close the book

-Ask students to answers some questions:

1 Are all the people in the same family?

(83)

Lead-in: I Before you read: (7 minutes)

II While you read: (23 minutes)

1 Task 1:

2 Is it good to have many children?

3 What will happen if every family have a lot of children?

-Lead in : today we are learn about world population

Before you read: (7 minutes)

- Ask students work in pairs and look at two pictures on the book and discuss the questions

- Go around and help if necessary -Ask students to give the answers - Listen to students and correct pronunciation and grammar if necessary

While you read: (23 minutes) - Ask students to look through the passage and read in silence

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

-Ask students to read loudly the difficult words in chorus

Task 1:

- Ask students to task

1 Although method increases resources sfigures limit international control

- Listen to the teacher and open the book – Unit7, part A: reading

- Look at the book, listen to the teacher and work in pairs:

_discuss and give correct answers

- Listen to the teacher - Ask some new words if necessary

- Keep the book open

- Listen to the teacher then task

- Write down in the notebook

- Ask students to Reading exercise of Unit in workbook and prepare Reading (part 2)

***************************************************************** Date:

Unit 7: World population P38_Reading (Part 2) I Objectives:

(84)

2 Knowledge:

- General knowledge: By the end of the lesson, students will be able to understand more about the world population

- Language:

- New words: Words related to world population

III Teaching aids: Textbook, some photos of population. IV Procedure:

1 Organization:

Time/ stages Teacher’s activities Students’ activities II While

you read: (23 minutes) 2 Task 2:

III After you read: (8 minutes)

Task 2:

-Ask students to read the passage again then answer the questions - Ask students to answer the following questions

- Ask students look through the passages then try to answer the questions in right way

- Let them work in pairs - Help students if necessary (the answers in the passage) After you read: (8 minutes)

- Ask students to work in groups to discuss find out five world largest countries i population say where they are and which is the richest and which is the poorest country

-Go around to help the groups when necessary

-Call on some groups to answer the question

- Listen to students and correct

- Write down in the notebook

Listen to the teacher - Try to answer the questions

Keys:

(85)

mistakes (paragraph 1)

2 By the year 2015 the population of the world is expected to be over billion (last line, paragraph 1)

3 Some scientists say it can, but others say it can’t (line 2-4, paragraph 2) No, they don’t

5 Because they know of no safe way to have fewer children (line4-5, paragraph 3)

- Listen to the teacher -Discuss and find out five world largest countries in population

- The students who are called to stand up to talk loudly are intelligent ones 4 Consolidation:

- Ask students to Reading exercise of Unit in workbook and prepare P39: Unit 7/ Speaking

***************************************************************** Date:

Unit 7: World population P39_Speaking I Objectives:

1 Educational aim: Students should know how to talk about problems of overpopulation and offering solutions

2 Knowledge:

- General knowledge: Students could identify causes to population explosion and facing overpopulated countries

- Language:

- New words: words related to the topic

3 Skills: talking about the causes of population explosion, problems of population booms and solutions to these problems

II Method: integrated, mainly communicative. III Teaching aids: pictures, textbook.

IV Procedure: 1 Organization:

(86)

T asks sts to write new words on the board

Some Sts read the text and try to understand it in Vietnamese

3 New lesson:

(5 minutes)

I Pre-speaking: (12 minutes) 1 Task 1:

II While-speaking: (15 minutes) 2 Task 2:

- Ask students to keep book close - Show students the following picture and ask them two questions 1.what can you see in the picture? 2.What does the picture tell you? - We learn Unit 7, part- speaking Pre-speaking: (12 minutes) Task 1:

- Ask students to read through the causes

- Let them work in pairs to order the causes and explain their order

-Call on some students to give their answer in front of the class

While-speaking: (15 minutes) Task 2:

- Ask students to to list the problem facing poor and overpopulated countries in the task

- Keep books close - Listen to the teacher - Answer the question

-Do the task in pairs -Work in pairs and order the causes, explain their order

- Look at student’s book - Listen to the teacher - work in pairs to list the problems of poor and overpopulated countries _ Suggested answer + poor living condition + low living standard + not enough/ expensive food

+lack/ shortage of schools/ hospitals/teachers/doctors/ nurses

(87)

3 Task 3:

III Post-speaking: (10 minutes) 4 Task 4:

Task 3:

-ask students to read the task3 and find out the solutions to the problems of overpopulation

-ask them work in pairs to the task

-Go around to offer help

-Call on some students to present their group’s ideas

-Give feedback

- Ask students to close books

- Ask students to tell the problems and offer solutions using the results of task and task3

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

-Look at the task and find out the solution to the

problems of

overpopulation -suggested answers:

+raise an awareness of the

problems of

overpopulation

+use birth control methods +carry out population education program/family planning program

+raise the people’s living standard

- Close the books - Listen to the teacher - Do task

- Work in groups

- Ask students to part B in the workbooks

- Ask students to prepare Part C- Listening and homework

***************************************************************** Date:

Unit 7: World population P40_Listening I Objectives:

1 Educational aim: Students should know to talk about the world population 2 Knowledge:

- General knowledge: By the end of the lesson Students will be able to develop such listening micro-skill as listening for specific information

- New words: Words related to the topic 3 Skills: - Comprehension questions

(88)

III Teaching aids: Student’s book, pictures IV Procedure:

1 Organization:

Let sts talk freely about what they've known about the problems of overpopulation and offer their own solutions

3 New lesson:

(5 minutes)

I Pre-listening: (7 minutes)

- Ask students to close the books - Ask students to number the following issues from 1to to describe your concern about them The first one will show that this issue is what you concern the most and so on

.housing Medical care AIDS

Illiteracy Population Overpopulation

- If you want to know more details about them we will go to Unit 7-part Listening

- Ask students to look at the part: Before listening

- Let them work in pairs and make questions

- Close the books

- Listen to the teacher and number the following issues from 1to to describe your concern about them

- Listen to the teacher and look at the before you listen

- Answer the question Yes, our world is overpopulated because it has more than billion people

Asia has the largest population with China the most populated country in the world and India the second

(89)

II While-listening: (20 minutes) 1 Task 1:

2 Task 2:

III After-listening: (10 minutes)

- Read loudly the words:

- Ask students to repeat loudly the words

- Listen and check pronunciation While-listening: (20 minutes) Task 1:

- Ask students to read and explain statements in task

- Explain some words or phrases which students can’t understand - Ask students to listen to the tape twice and task

-Ask students to give their answer on the board

- Correct the answers then explain them

Task 2:

- Ask students to look through the questions in task

- Ask students to listen to the typescript again and answer them - Ask students to give reasons for their answers

Key: over billion

2 the population growth rates in some parts of the world are not the same

3 the reason is the improvement of public health services and medical care

4 they are shortage of foods ,lack of hospitals and schools ,illiteracy, and poor living conditions

5 there are solutions

After-listening: (10 minutes) - Ask students to open the books - Ask them to summarize the main ideas of the listening passage

- some cues : world population today/ main cause of population explosion/ problems caused by population explosion/ solutions to the problems

- Walk round and help students - Ask some students to stand up and retell their opinion to the class - Listen and correct mistakes

then read in chorus - Look at the books - Listen to the teacher - Read the statements in task independently

- listen to the tape carefully and the task

- Keys:1A, 2D, 3C, 4D, 5A, 6C

- Keep book open

- Look at the questions and ask teacher some new words if necessary

- Listen to the typescript and the task

- Keep book open and listen to the teacher

- The students who are called stand up and talk their idea the listening passage

(90)

V Homework: (3 minutes)

- Ask students to summarize the main points of the passage - Remember them to prepare Part- Writing at home

Date:

P41 _ Correct written test number 2 I Objectives:

III Teaching aids: board, the test paper, key for the test. IV Procedures:

1 Organization:

(5 minutes)

Lead-in:

I Choose the best answer (15 minutes):

- Repeat the questions

- Get student to read the test again carefully

- Finally read the keys out aloud

- Greeting

(91)

II Read the passage and choose the best answer (15 minutes) : - Repeat the questions

- Show the passage again several times

- Get students toread the passage again carefully

- Call some students to write their answers on the board, and the others give remarks if it is correct or not - Finally read the keys out aloud

- Correct the wrong sentences base on the key

- Prepare Unit 7: Part D – Writing

***************************************************************** Date:

Unit 7: World population P42_Writing

I Objectives:

1 Educational aim: Students should write descriptions of pie charts.

2 General knowledge: Students learn how to write a descriptions of a chart - Language: students should interpret statistics on population from a chart - New words: Words related to the topic

3 Skills: Writing descriptions of pie charts II Method: Integrated, mainly communicative III Teaching aids: Student’s book, notebook, IV Procedure:

1 Organization:

During the new lesson 3 New lesson:

(92)

Warm-up: (5 minutes) I Pre-writing: (10 minutes) II While-writing: (18 minutes) III Post-writing: (10 minutes)

- Ask students to keep book close - give them handout with a table of information

- ask them to work in pair to transfer the table into a pie chart

- Check and explain them to the class:

In order to understand them we learn part Writing

- Ask student to read the hand out with a description of a pie chart and discuss the organization and other characteristics of the description - Explain some new words - Answer the questions

1 how many parts are there in the description? what are they?

2 what does the first part tell you? what language items should you pay attention to in the second part/underline them

4 What does the last part tell you? - Let them work in groups

- Walk around, check and help students

- Ask students to work in pair to analyze the chart using the following questions

+ what does the pie chart show? + what is the general trend of the chart?

+ which region has the largest population? Which comes second? + which region has the smallest population?

+ where does most of the world population live?

- Let students work individually to write the description of the pie chart, using the sentences given in the book to begin their description

- Walk round and help students Post-writing: (10 minutes)

- Give suggestions and corrections - Ask students to read their profile - Ask some students to read loudly their description

- Keep book close

- Listen to the teacher and to transfer the table into a pie chart

Read the prompts

- Work in groups and answer the questions

Key:

1 parts (introduction, body and conclusion) language use : + make up less than percent

+ the most + adj, the second most + adj

- Work in pairs and analyze the chart

- Give answer

- then work individually to write the description of the pie chart, using the sentences given in the book to begin their description Listen to the teacher: - Finish the profile

(93)

- Correct mistakes and mark the class 4 Consolidation:

- Ask students to part writing of Unit in the student’s work book and prepare part Language Focus

Date:

Unit 7: World population P43_Language focus I Objectives:

1 Educational aim: Students can distinguish the clusters /kl/ -/gl/- /kr/ -/gr/ -/kw/ and pronounce the words and dialogue containing these clusters correctly

2 Knowledge:

- General knowledge: By the end of this lesson, students will be able to use conditional sentences (types1, and 3) and conditional sentences in reported speech appropriately

- New words: Words related to pronunciation /kl, gl, kr, gr, kw/ 3 Skills: - Pronounce the sounds: /kl, gl, kr, gr, kw /

III Teaching aids: Student’s book, pictures, hand outs. IV Procedure:

1 Organization:

Each Sts stand up and read aloud their written works at home Teacher gives feedback and marks

3 New lesson:

Time/ stages Teacher’s activities Students’ activities I.

Pronunciati on:

(10 minutes)

* Listen and repeat:

- Read loudly then ask students to repeat

- Introduce: / kl, gl, kr , gr , kw/ - Correct pronunciation for the students

- Open the books

- Look at: Listen and Repeat

(94)

II.

Exercise 1: (15 minutes)

* Practise these sentences: - Read the sentences loudly - Ask students to repeat

- Correct pronunciation for students Grammar: (34 minutes)

- “conditional types 1, and 3” - write some sentences on the board a + If it doesn’t rain, I will come to see you

+ If it didn’t rain, I would come to see you

- Ask students to comment on the use of conditional types in these examples - Help students to use of them

- Ask some students give some similar examples

- Introduce exercises to the students Exercise 1: (15 minutes)

- Ask students to Exercise - Introduce how to it

- Walk round, check and give mark Exercise 2: (8 minutes)

- Let them work individually - Check, correct mistakes Exercise 3: (11 minutes)

- write some conditional sentences in reported speech on board and ask students to comment on the changes of the verbs, pronouns and adverbs of time and places

-“If I had a permit , I could get a job’ he said

He said that if he had a permit , he could get a job

- Let them work individually - Walk round and help them

- Check, correct mistakes, give reasons and mark

- Listen to the teacher - write down their notebook

- give some examples

- Key:

1, would drive 2,could 3, is 4, will take 5, closed 6, will come - Listen to the teacher and exercise

- Keys:

1, had been told 2, had realized

3, wouldn’t have been 4, would have bought 5, had studied

- Listen to the teacher - Write down

- Take note quickly

-Do the exercise Key:

1, the man said to her that he would come to see her if he had time

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

3, they said to me if it didn’t rain they would go out with me

(95)

woman what she would if she were a billionaire

5, the man said to me if I had asked him he would have lent me his motorbike

Ask students to Part Language Focus and prepare to correct the second test ***************************************************************** Date:

Unit 8: Celebrations P44_Reading I Objectives:

1 Educational aim: Students should know more about the celebration of Tet and other festivals’ activities

2 Knowledge:

- General knowledge: Through this unit, students know the history of tet and some kinds of celebration

- New words: Words related to celebration

3 Skills: Reading for identifying the main idea and specific information. II Method: Integrated, mainly communicative.

III Teaching aids: Real objects, pictures, English textbook 11, hand-outs. IV Procedures:

1 Organization:

Give the correct form of the verbs:

1 If Caroline and Sue (prepare) the salad, Phil (decorate) the house If you (send) this letter now, she (receive) it tomorrow

3 If Sue (cut) the onions for the salad, Caroline (peel) the mushrooms If I (do) this test, I (improve) my English

5 Jane (hover) the sitting room if Aaron and if somebody Tim (move) _the furniture

3 New lesson:

(96)

Warm-up: (4 minutes)

I Before you read: (7 minutes)

II While you read: (20 minutes)

- Let students to listen to the song and ask some questions:

a What is the title of the song? b When people often sing it? c What is it about?

-There are many things about Tet that we want to say Today, we’ll study a new lesson Unit 8- Reading

- Ask students to look at the picture and discuss the three questions in pairs

- Go around to offer help

- Call on some students to present their answers and give comments from other students

- Give feedback

- Let students work in pairs to tell which of the activities in the book they enjoy most at Tet

- Call on some students to present their answer and other students comment

-Ask students to read through the passage and find some new words + positive comments

+ candied fruit

+ spread (v): to extend over a place + Lunar New Year

- Let students read and copy in their notebooks

You are going to read about the Tet holiday in Vietnam

- Look at the picture - Answer the questions a Happy New Year

b To welcome the New Year/it is often sung on the last days of the old year and the at the beginning of the New year

c Feeling about the old year and the New Year - Listen to the teacher look at the picture and answer the questions - The answers are various 1, It is spring and it should be Tet holiday because we can se the apricot blossom and a kumquat tree full of ripe fruits

2, The people in the picture may be a family the grandmother is giving her niece and nephew some lucky money The girl, the boy and their parents may be wishing their grandparents good health and happiness - Work in pair and discuss these activities they enjoy most doing in the Tet

- Read individually

- Read in chorus

Teachers Headmaster Headmistress Students Classmaster Friends Close – friends Friendship Subjects Geography Chemistry English Sports Frotball Jogging

Problems at school Live far

From school

(97)

1 Task 1:

2 Task 2:

3 Task 3:

III After you read: (12 minutes)

-Make the class read the small talks, to scan the details and the tasks

1 Task :

- Ask students to read a passage about Tet holiday, and then underline those words which match with the definitions on the right column in the task

- Firstly, ask students to study individually then in pairs

- Walks around the class, offer ideas and comments when students need help

- Call on some students to explain their answer in front of the class - Give suggestions

Task 2:

- Work in pairs, read the small talks again and answer these questions - Ask students to work individually then work in pairs

- Walk round the class and comments when students need

- Check the answer in front of the class as a whole

- Give correct answers Task :

- Ask students to read all questions to answer the questions in task - Ask students to work with a partner - Walks around the class to help students whenever they need

- Give correct answer

(the answer is in the passage) Post-reading: (12 minutes)

- Let students work in groups to talk about their last Tet holiday, using the following main points

- Has students work in groups and discuss

- Walk around the class, listen to student’s discussions and offer suggestions when necessary

- Give comments

- Call on some students to speak and

- Listen to the teacher - Read the passage and underline new words - Try to guess the meanings of the words - Listen to their friends’ answers

- Listen to the teacher and correct

- Keys: 1, trọng đại, hồnh tráng

2, biểu ngữ, băng rơn 3, táo dầm đờng 4, thuộc nông nghiệp 5, cầu nguyện 6, niềm vui thích, nơ nức

- Read passage again - Work individually - Keys:

1, F (it fall between 19th

January and 20th Febuary)

2, F (it’s just for agrarian people)

3, T

4, F (according to the passage, lucky number tends to be given to children)

5, T 6, T

- Work individually

- Read carefully and give the answer

- Work in group and discuss

(98)

give them feedback 4 Consolidation:

- Ask students summarize the passage at home and prepare the next lesson

***************************************************************** Date:

Unit 8: Celebrations P45_Speaking I Objectives:

1 Educational aim: Students could talk about the celebrations of Tet and other festivals’ activities

2 Knowledge:

- General knowledge: - Through this unit, students can express their opinions about Tet holiday in Vietnam

- Language: Ask and answer questions about the Tet holiday in Vietnam

3 Skills: Fluency in expressing opinion and expressions about celebrations in Vietnam

III Teaching aids: Pictures, English textbook 11, hand-outs IV Procedures:

1 Organization:

Some Sts go to the board and write down the new words Some read the text aloud and translate

3 New lesson:

Time/ stages Teacher’s activities Student’s activities Warm-up:

(6 minutes)

Pre-Warm-up: (6 minutes)

- Ask students close the book and find words that go with “traditional” in groups

Today, we will practice speaking about Tet holiday in Vietnam

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speaking: (5 minutes) 1 Task 1:

While– speaking: (24 minutes) 2 Task 2:

Post-reading: (13 minutes) 3 Task 3:

Task 1:

- Ask students to read the dialogue and ask them what points are mentioned in the dialogue

- Ask student to work individually then work in groups

- call on some pairs to act out the dialogue

- Give suggestions

While –speaking: (24 minutes) Task 2:

- Ask students to look at the three pictures and work out the name of eachholiday

- Ask students to work individually then in pairs

- Walk around the class to help student when necessary

- Check and give suggestions

- Ask student to practice it with a partner

- Corrects students’ pronunciation if necessary

Post-reading: (13 minutes) Task 3:

- Ask students to read all words in the task

-Give the meaning of some words when necessary

- Walk around the class to help students when necessary

- Ask students to practice this conversation

- Correct their pronunciation when necessary

- Give comments

- read individually and then work in pairs

- listen to the friend and give comments

- Listen to the teacher - Answer:

1, Picture 1: Mid-Autumn 2, Picture 2: thanksgiving 3, Picture3: Valentine’s Day

-1 c C , a A , b B

- Do task

- Compare the answer with the partners

- Work in groups

- Some groups present their answer in front of the class

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Date:

Unit 8: Celebrations P46_Listening I Objectives:

1 Educational aim: Students should know more about the New Year celebration in Japan

2 Knowledge:

- General knowledge: Students listen for the main idea and comprehension questions

- Language:

- New words: Words related to new year

3 Skills: Listening for gist and for specific information. II Method: Integrated, mainly communicative.

III Teaching aid: Pictures, text book IV Procedures:

1 Organization:

Speak freely about the tet holiday they like 3 New lesson:

(4 minutes)

I Before you listen: (6 minutes)

- Ask the students question : - What is special about the

New Year holiday in Japan? - Can you guess what Japanese

do on these days?

- Lead in: we are going to listen to the talking about how the New Year celebrated in Japan Pre-listening: (6 minutes)

- Let students work in pairs to guess which of the activities the Japanese often on their New year’s Day - Call on some students to give their answers and write them on the boards

- Introduce some new words from

- Listen and answer -listen to the teacher

- Work in pairs and each pair works in role

- Look at the picture in the book and

guess before

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II While you listen: (24 minutes) 1 Task 1:

2 Task 2:

III After you listen: (10 minutes)

the listening passage

- Ask students to listen to conversations

- Listen to each pair

- Let students listen for three times - Check the answer in front of the class as a whole

- Tick in the right column that best reflect their answer

- Go around and remark Task 2:

- Ask students to listen again and answer the questions

- Let students read the questions first and quickly- work in pairs

- Let students listen again times and ask them to discuss in groups to answer the questions

- Listen to each group and remark

- Have students sit in groups and compare the following aspects of the Vietnamese New year with those of the Japanese one

- Go around and help if necessary - Call on some students tell the class again

- Give comments

- Listen carefully - Work individually - Give corrects

- Listen to the dialogues and then work in groups and give their answers - keys :

1, Because they want to get rid of the old year and welcome the new year 2, From TV or the radio 3, Kimonos or special dress

4, No, New year is mostly celebrates among family only

- work in group and discuss

- each group

presents their answers

- Ask students to exercise in workbook - Prepare the next lesson

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Unit 8: Celebrations P47_Writing I Objectives:

1 Educational aim: Students know how to describing a celebration. 2 Knowledge:

- General knowledge: Students can write a passage describing a celebration - Language:

-New words: Words related to celebration 3 Skills: Describing a celebration.

II Method: Intergraded, mainly communicative. III Teaching aids: Some models, hand outs ,pictures. IV Procedures:

1 Organization:

Sts work in groups of and give the differences betwwen Vietnamese New year with those of the Japanese one

3 New lesson:

(4 minutes)

Warm-up: (4 minutes) - Ask some questions:

1 Have you ever taken part in one of the popular celebrations in Vietnam? What Do you know about it? Lead in: To know more about the popular celebration we will learn the new lesson: Writing

- Let students read the passage of the - Explain some new words if they not know

- Let students work in pairs and write an outline for their description using the main points set in the task - Go around to help students to answer the task

- Check the answers with the whole class

- Observe and work in pairs to answer

- Answer the question

- Listen and the task - suggested

answers :

- the description includes main points:

+ name of the festival + purpose

+ time

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While-writing: (20 minutes)

_ Ask students to gather and organizing ideas for their paragraph - Let students write their paragraph for 10 minutes

- Ask students to exchange their paragraph with a partner

- Go around helping and collecting typical errors

- Let students write on the board or in the papers

- Go around and remark

- Ask or students who may be good at English to write on the board – Give general comments and remark

people in the festival + foods eaten

+ people’s feeling about the festival

- Listen to the teacher - Write their paragraph down

- Compare with the partners

- Some students read aloud the form of someone - Listen and check themselves

- One student of one group reads aloud the paragraph

- Discuss and correct mistakes themselves 4 Consolidation:

- Describing a celebration they have seen and prepare the next lesson

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Unit 8: Celebrations P48_Language focus I Objectives:

1 Educational aim: Students know how to distinguish the clusters /fl/ and /fr/ and/ θr/ in a word or a sentences

2 Knowledge:

- General knowledge: Students can Use pronouns: one(s), someone, no one, anyone, everyone appropriately

- Language:

- New words: Words related to holiday and celebrations 3 Skills:

- Pronunciation: fl/ - /fr/ and/ θr/

- Grammar: - pronouns: one(s), someone, no one ,anyone, everyone -Vocabulary about holidays and celebrations

II Method: Integrated, mainly communicative. III Teaching aids: Textbook

Speak freely about a celebration they have seen 3 New lesson:

Time/ stages Teacher’s activities Students’ activities I.

Pronunciation : (10 minutes)

I Pronunciation: (10 minutes) Model the two sounds /fr/ /fl/ -/θr/ for a few time

- Pronounce the sounds and ask students to repeat

- Ask students to practice pronouncing the sounds in chorus and individually

- Give feedback

+ Practice these sentences:

- Read all the sentences and ask students to underline the words with the sounds and write /fl/ /θr/ /fr/ -under them

- Ask students to practice the sentences in pair

- Go around and help

- Listen to the teacher - Read aloud in chorus

first, then read

individually

- Underline the words with the sounds and write /fr/ -/fl/ - / θr/

- Work in pair

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II Grammar: (34 minutes) 1 Exercise 1:

2 Exercise 2:

3 Exercise 3:

- Let students read the sentences and work in groups

- Listen and remark each group II Grammar: (34 minutes) Exercise 1:

- Ask students to comment on the use of: one(s), someone, no one, anyone, everyone using the sentences on the board

- Ask students to read it quickly - Explain the use of them

+ someone = somebody: used with a singular verb in an affirmative statements or a question when speaker expects the “yes” answer + no one: takes a singular affirmative verb

- Let students excerise1 individually and then compare their answers with another students

- Go around and help

- Check the answer the class as a whole

Exercise 2:

- Ask students read the sentences through

- Explain new words if any

- Call on some students to go to the board and write the answers

- Give a feedback

Exercise 3:

- Ask students how to this exercise

- Let students work in pair to finish the exercise and compare with the person sitting next to them

- Listen to students and help them to it

reading

- Listen to the teacher and comment

- Listen and copy - Take note quickly

- Do the task -Work individually

-Compare with the partners

- Answer:

1 anyone, someone, anyone, someone, no one, everyone, no one

- Keys:

1, of he three bags, I like the blue one

2, Mai is making a fruit cake, Huong is making one, too

3, I like reading books, especially the ones about the natural world

4, I don’t have a computer, and my father doesn’t want me to have one - Do the exercise

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- Call on some students to give the answer and give feedback

- Keys: 1, traditional 2, grand 3, gifts 4, celebrating 5, polite 6, good luck 7, excitement

mistakes

- Let them exercises in Workbook - Prepare the next lesson

Date:

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1 Educational aim: Review all grammar that Sts’ve learnt from U1 - U8. 2 Knowledge:

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

- know how to use infinitive (base form or full form) - know how to use gerund

- distinguish gerund and present participle - use perfect gerund and perfect participle 3 Skills:

Practise doing exercises

Choose the best answer in A, B, C or D:

1 After … for hours we stopped … other … with us

A to walk - to let - to catch up B to walk - letting - catching up C walking - to let - catch up D walking - letting - catching up I can’t help … I caught a cold yesterday from … in a draught A sneezing - to sit B to sneeze – sitting C sneezing - sitting D to sneeze - to sit He surprised us all by … away without … “Good bye” A going - to say B to go - to say C going - saying D to go - saying Do stop … I’m trying … a letter

A to talk - to finish B talking – finishing C to talk - finishing D talking - to finish If you go on … your dog … cars, he’ll end by … run over A letting- to chase- being B letting- chase- being C to let- to chase- being D letting- to chase- to be Keys: C, C, C, D, B.

3 New lesson:

I Warm up: Giving the forms of verbs:

- T gives out some verbs - Ask Ss to give the forms of

verbs follow them

- Compare with your partner

- try + to V & try + V-ing - seem + to V

- like + V-ing - enjoy + V-ing - promise + to V ………

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Presentation: 1 To infinitive:

2. Infinitive

without to: (bare infinitive)

3 Gerund:

- T writes some sentences on the board and underlines “to-infinitive” + I have letters to write

+ Does he get anything to eat? + There’s plenty to

- T asks Ss to comment on the use of to-infinitives in these examples - T reviews the form and use of to-infinitives

2 Infinitive without to: (bare infinitive)

a Động từ dùng sau động từ hình thái (can, could ,may ,might, will, would, shall, should….)

eg: She can sing very beautifully. She may be late.

b Make and let.

c động từ có cấu trúc động từ +bổ ngữ+động từ nguyên mẫu không to‘’ ” Eg: The cold weather made me feel depressed

They made me it d Động từ nguyên mẫu không

to đ

ợc dùng câu mệnh lệnh dạng khẳng định.

Eg: Go to the blackboard! Stay at home!

Smile!

e We can use a noun or pronoun object+ bare infinitive after verbs of perceptions such as feel, hear, watch, see, notice, observe, perceive, smell

3 Gerund:

- Ask Ss to give some verbs /verbal phrases followed by the Gerund

Checking:

In the examples above the infinitives are used to replace relative clauses The infinitive can be placed after nouns/

pronouns to show how they can be used or what is to be done with them

+ I have letters to write = I have letters that I must write

+ Does he get anything to eat?

= Does he get anything that he can eat?

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- Ask Ss to give form and usage of these verbs

Form: Verb +V +ing = gerund Usage: To add information to what is expressed in certain verbs

enjoy /miss /risk /appreciate /avoid /detest /dislike /It’s no use /can’t help /

postpone / mind /be worth /mention /keep /count on /give up … III Practice: Choose the best answer in A, B, C or

D:

1 I suggest … the hospitals before … the police … for him

A telephoning- asking- phoning B to telephone- asking- looking C to telephone- to ask- to look D telephoning- asking- to look By … enormous wages he is persuading men … their present job and … for him

A offering- to leave- work B offering- to leave- working C to offer- to leave- working D offering- leaving- to work

3 At first, I enjoyed … to him but after a while I got tired of … the same story again and again

A to listen- hearing B to listen- to hear

C listening- hearing D listening- to hear

4 … on this beach is much more pleasant than … in the office

A to lie- sitting B lying- sitting C to lie- to sit D lying- to sit She has gone … in a neighbouring town

A shopping B to shop C to shopping D for shopping

- Sts the exercises in pairs

- Then compare the answers with their friends - Expected answer:

1 D A C B A

Date:

P50_Revision (2) I Objectives:

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By the end of the lesson, Ss will able to: - revise about reported speech - use it with infinitive or gerund

- distinguish types of conditional sentences - use them correctly

3 Skills:

Practise doing exercises

Choose the best answer in A, B, C or D: If I … time, I’ll help you

a have b had c had had d will have If you are right, I … wrong

a am b will be c would be d would have been If I … you, I … that

a am/ will b were/ will c were/ would d had been/ would If I was offered the job, I think I … it

a take b will take c would take d would have been If I had known you were in hospital, I … to see you

a will go b would go c went d would have gone If I …, I would have said hello

a had seen b saw c see d would see Key: 1a, 2a, 3c, 4c, 5d, 6a

3 New lesson:

Time/Stages Teacher’s activites Students’ activities

I Warmer: What type of sentences

- Give out some sentences - Ask Ss to give out the type of

sentences Sentences:

1 “I’m a teacher”

2 He said he was a teacher. 3 They told me to work hard. 4 She insisted on seeing me.

Pair work

- Study carefully the

sentences and

answer:

They’re direct speech and indirect speech

II Presentation

1. Reported

speech with

1 Reported speech with infinitive: - Ask Ss (A &B) to come to

the board T says to A: “Close

Role play:

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infinitive:

2. Reported

speech with gerund:

the window, please” and to B: “Sing a short song” After A & B performed the actions, T asks the whole class: Why did A close the window? Why did B sing a song?

- Write the model sentences on the board:

“Close the window, please” the teacher said to A

=> The teacher asked A to close the window.

- Then continue

“Sing a short song” The teacher said to B

=> The teacher told B to sing a short song

- Ask Ss to look at the examples to elicit the structures

2 Reported speech with gerund: - Give some examples: A: It’s so hot today

B: Let’s go to Thuan An beach He suggested going to Thuan An beach

2 “I’m sorry I’m late”

She apologized for being late A: Thank you It was nice to help me

B: My pleasure

She thanked him for helping her Questions:

1.Are the sentences above direct or indirect speech?

2.What is the structure?

3.Do you know any other verb of reporting followed by a gerund?

T: “Sing a short song, please!” (says to B)

S + told + O + to V asked

promised advised encouraged warned wanted reminded invited ………

Expected answer : Structures: a V + V-ing

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- Run through the meaning of the verbs / phrasal verbs given - Ask Ss to make some more

examples with the structures given

object to, dream of, think of …

c V + O + prep + V-ing accuse … of, blame … for, congratulate … on, criticize … for, warn … about / against, praise … for, thank … for, prevent … from Usage: in reported speech. III Practice: Change these sentences into

reported speech:

1) "I'm sorry I have to leave so early", he said

 He ………

2) "Don't forget to return the book to the library", he said

 He ………

3) John said, "You'd better not lend them any money, Daisy."

 John ………

4) "Please don't tell anybody what happened.” Ann said to me

 Ann ………

5) "Why don't we visit the National Gallery?"

 She ………

6) "Stay in bed for a few days", the doctor said to me

 The doctor ………

7) "You mustn't go out at night", our parents said

 Our parents ………

Answer:

1 He apologised for leaving so early

2 He reminded me to return the book to the library

3 John advised Daisy not to lend them any money Ann begged me not to tell anybody what happened

5 She suggested visiting the National Gallery

6 The doctor advised me to stay in bed for a few days Our parents asked us not to go out at night

Date:

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1 Educational aim: - According to the TEST students can revise all the language skills and grammatical points which they have studied and used in the first term from U1 to U8

- Ask students to prepare for the next lesson

Date:

(114)

III Teaching aids: board, the test paper, key for the test. IV Procedures:

1 Organization:

(5 minutes)

Lead-in:

I Choose the word which has the underlined part pronounced differently from the others (5 minutes):

- Gets student to read each word carefully

- Finally read the keys out aloud II Choose the best answer (15 minutes):

- Call some students to write their answers on the board, and the others give remarks if it is correct or not - Finally read the keys out aloud - Asks them to review some structures:

+ conditional sentences

+ To infinitive and gerund follow some verbs and structures: can’t stand + V-ing, would like + to-V, decide + to-V, …

- Greeting

- Get the correct answers from the keys

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III Choose the word or phrase A, B, C, D that best fits the blank space in the following passage.

Tet holiday

- Asks St to read the passage again very carefully

- Guide them try to guest the meaning of some words that they don’t know, or which part of speech fits the blanks

IV. Rewrite the following

sentences:

- Asks some good Sts go to the board and write down their sentences The others compare with their friends

- T review the structures if necessary

V Give the correct verb forms: - Asks St to review the usage of conditional sentences and infinitive(s) and gerund with reported speech

- Look through the passage again

- Listen to the teacher’s suggestions and try to redo the exercise

- All the class compare the answers with some good Sts and try to find out why they made mistakes

- Prepare the next lesson for the second term.

The second term of grade 11 Date:

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I Objectives:

1 Educational aim: Students can read and know about Post Office and the different services and make questions and answer them well

2 Knowledge:

- General knowledge: By the end of the students will be able to know about the services

- Language:

- New words: Words to the post office

3 Skills: Reading for identifying the main idea and specific information. II Method: Integrated, mainly communicative.

III Teaching aids: Some photos of famous post office and some information about them

During the new lesson’s process 3 New lesson:

Time/ Stages Teacher’s activities Students’ activities I Warm-up:

(4 minutes)

II Pre-reading: (7 minutes)

III

While-Warm-up: (4 minutes) - Asks some questions:

1 How far is it from your home to the nearest post office?

2 Have you ever been there?

3 How often you go to the post office?

4 What services you think the post office offer?

- Recheck and introduce the new lesson:

- Ask students to look at the pictures in the book

- Let students work in pairs to answer the questions

- Let each student stand and speak their opinions

- Go around and help them if necessary

- Listen and try to answer the questions:

1, kilometers 2, Yes, I have

- Listen to the teacher and then discuss in their groups

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reading: (20 minutes) 1 Task 1:

2 Task 2:

3 Task 3:

IV Post-reading: (10 minutes)

Task 1:

- Let students open the book and read silently while teacher reads aloud and correctly

- Ask students to read themselves and write down some information - Let students work in pairs to the task

Task 2:

- Let students read all sentences and explain some new words if necessary

- Ask students to read again and stop at the lines that contains these words to guess the meaning

- Let students the task individually

- Call on some students to answer and explain their answers

- Listen and correct if needed

Task 3:

- Let students work in pairs

- Read the passage again and guess where in the passage they can find information, using their knowledge of the passage

- Ask students to the task individually and then check their answers with a friend

- Call on some students to give and explain their answers

- Give corrective feedback

Post-reading: (10 minutes)

- Ask students to close their books and practise discussing the questions - Let students give opinions

- Go around to check ,help and take note of students typical errors

- Call on some students to talk and

- Read quickly and give some sentences in the text which are in A

- Predict the meaning of words

- Work in pairs

- Keys : 1c ,2b 3d 4c - Work individually and answer the questions - Key:

1, advanced technology and a spacious and pleasant front office (lines1-2-paragraph1) 2, Mail and parcel service, express money transfer, phone calls and faxes, press distribution

3, air mail, surface mail, and EMS mail

4, For someone to receive a phone call

5, subscribe

- Read quickly and find information to compare with their partners

- Work in pairs, then one reads the sentence and the other corrects it

- Keys :

1, Open daily 7-9 p m 2, competitive rate for parcels of under 15 kg EMS mail will be delivered in the shortest time possible

4, the money will be sent to your relatives in less than 24 hours

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give feedback 4 Consolidation:

- Reread the passage and summary the main point (about 75 words) - Prepare the next lesson

***************************************************************** Date:

Unit 9: The post office P54_Speaking I Objectives:

1 Educational aim: Students should know how to ask and answer about the different postal and telecommunication services

2 Knowledge:

- General knowledge: Ask and answer about postal and telecommunication services ;making requests

- Language:

-New words: Words to speak about postal and telecommunication services 3 Skills: expressing opinions.

II Method: Integrated, mainly communicative.

III Teaching aids: Photos of some famous postal and telecommunication, textbook ,

IV. Procedures:

1 Organization:

Some Sts go to the board and summarize the main point of the text of the previous lesson

3 New lesson:

(3 minutes)

- Ask students to close the book and discuss these questions:

1, Have you ever heard someone make a request in English? What did they say?

2, Have you ever heard someone

- Close the books

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II Pre-speaking: (8 minutes) Task1:

III While-speaking: (20 minutes) Task 2:

IV Post-speaking: (10 minutes) Task 3:

make a request in Vietnamese? What did they say?

3, Did you observe any differences in the way requests are made in English and Vietnamese?

Pre-speaking: (8 minutes) Task1:

- Ask students to look the pictures in the task and the task1

- Go around and listen to them While-speaking: (20 minutes) Task 2:

- Let students open the books and look at the task2

- Explain the task and new words - Ask students to work in pair and write the dialogue together based on the information given in the task - Let students act out the dialogue together firstly in close pairs and then in open pairs

- Listen and correct

- Ask students to talk again

- Ask one group to the task as a model

- Go around listening to some groups and help them if needed

- Ask some pairs to stand in front of the class and practise speaking

- Listen to each group and correct or give mark if they it well

- Read these words and work in groups

- Work in groups with some cues given below - Other groups go on practicing speaking - Practice interviewing as a dialogue

- Others listen and write down some information they get

- keys:

A: Good morning, sir May I help you?

B: Yes, I would like to have a telephone line installed at home please? A: Certainly, sir Where you live?

- Work and discuss in groups and one of this group asks and one of other answer

- Work in pairs and practise speaking

- Let students to exercises in workbook - Ask students to prepare the next lesson Date:

(120)

1 Educational aim: Students should know how to ask and say about the development of Vietnam’s telephone system over the past few years

2 Knowledge:

- General knowledge: Students know about some information about the development of Vietnam’s telephone system

- Language:

- New words: Words related to Vietnam’s telephone system 3 Skills: Listening for general or specific information II Method: Integrated, mainly communicative

III Teaching aids: Some pictures of Vietnam’s telephone system or some real information about them

Ask some Sts to give some real information about Vietnam’s telephone system

3 New lesson:

(4 minutes)

II Pre-listening: (8 minutes)

III While-listening: (20 minutes)

- Give some photos and ask some questions:

1 Which is the quickest , a phone call, a fax , an e-mail or a letter? -Ask students go to board and matching some pictures with the name of telephone

- Let students open the books and ask and answer the questions

-“ Do you think more and more people are using cell phone in Vietnam nowadays? Why?

- Let students read some words they’ll listen then

- Listen and check

- Let students read some sentences

- Observe the pictures and give some information about them:

1, a phone call

- Work in pairs and match the name of each picture -Listen and answer the question

Because it become cheaper and come in a wider variety of colors and styles

- Read in chorus

- Some students read themselves:

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Task 1:

Task 2:

IV Post-reading: (10 minutes)

given and explain some new words if necessary

- Read or let students listen first - Let students listen the second time - Check their listening

- Observe the class and listen to each group’s feedbacks

- Give more information if students wonder or not clear

_ Keys:

1, b (Vietnam ranks the second) 2, D (It is among the 30 countries in the world)

3, C (in 1996, Vietnam began upgrading its fixed telephone)

4, D (at present, 93% of communes across Vietnam telephone networks) 5, C (the change of the international telephone system)

Task 2:

- Before listening, let students read quickly some sentences they’ll listen and guess some answers that will be in the conversation

- Let students listen the first time: Who can guess some words?

- Let students listen the second time - Let student listen the last time and let them work in groups to speak out - Listen and correct their listening

- Ask students to summarise the main ideas of the listening passage using the following points

- go around and help students

- Listen to each group and correct mistakes if they’ve done

sentences given before listening

- Listen the first time - No, we haven’t

- Listen the second time and begin doing the task - Listen the third time and choose the best answer

- Each group asks and explains why they choose by some information they’ve listened

- Keys :

1, China has the best growth in telephone numbers

2, in the early 1990s, there were only 140,000 telephones in Vietnam 3, in the 1996, the fixed telephone numbers were changed from to digits in Hanoi and ho Chi Minh city as well as to digits in other provinces - Work in groups and each group talk about the main ideas of the development in Vietnam’s telecommunication

- Write in groups and ask someone to speak out their writing

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and give some questions 4 Consolidation:

- Ask students to write a short passage about football player they like

Date

Unit The post office Period 56- Writting I Objectives:

1

Educational aim : Students should know how to write a letter to express satisfaction or dissatisfaction

2

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- General knowledge: Students learn to write a formal letter to express their evaluation of a service

- Language: Words used in writing about the topic

Skills : Writing a letter to express satisfaction or dissatisfaction. II Method: Integrated, mainly communicative.

III Teaching aids: Some cues, textbook …. IV Procedures:

Organization:

11A1 11A2 11A3 11C

2 Check old lesson: S1 writes vocabulary S2 does task again 3 New lesson:

Stages/ time Teacher’s activities Students’ activities

Warm-up (4 minutes)

II. I. Pre

writing (8 minutes)

II.While writing: (18 minutes)

- Ask students to close the books

- Give the papers with some different announcements and match with the correct titles

-then introduce the topic of the lesson, Pre-writing: (8 minutes)

Task1

- Ask students to open their books

- Get students to read task1 silently and answer the questions that follow

-Ask students to talk about things that they like and don’t like about the services at Thanh Ba post office or a post office they know

-Then check the answers with the whole class

While-writing: (18 minutes) Task 2

- Let students read quickly taks - Explain some new words if necessary: - Ask some other groups to write a letter using some cues below

-Introduce the structure of the letter they are going to write

1,Opening : Introduce who you are ; say

- Work in pairs and matching

- Some students matching on the board

-Listen to the teacher and read the task1 and talk about the things they like and dislike about a post office they know

- Listen to the teacher - Read silently

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III.Postwriting: (13 minutes)

the purpose of your letter

2,first paragraph : say about what you like about the service

3, Second paragraph : say about what you don’t like about the service ; make suggestions if possible

4,Closure : thank the recipient for their time and attention ;good bye

-Go around and help if necessary Post-writing: (13 minutes)

- Ask students to read another’s letter

-Call on some students to read loudly their writing

-Give feedback and correct typical errors

quickly

-Work individually

- Practise writing in groups

- Each member of groups reads aloud his/ her writing

- Other group appreciate and correct mistakes each other

T summarises the mains points 5 Homework

- Write a letter about something they like -Prepare the next lesson

Date

Unit 9: The post office Period 57: Language focus I Objectives:

1 Educational aim: Students should pronunciate /sp/ -/st/and /sk/ correctly and differ the use of “relative clauses’’

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- General knowledge: Students should use defining relative clauses and non-defining relatives clauses

- Language:

3 Skill: fluency in pronunciating /sp/ -/st/and /sk/ and use of “relative clauses. II Method: Integrated, mainly communicative.

III.Teaching aids: Some words related to /st/-/sp/ and /sk/ IV Procedures:

1 Organization:

I.

Pronunciation : (15 minutes)

II Grammar: (20 minutes)

I Pronunciation: (15 minutes) - Close the books!

a Introduce two syllables /st/ -/sp/and /sk/ - Let students practise pronunciating these words:

Speak speech ,stop, best ,text ,ask ,disk, dusk, skill ,school

- Listen and correct the syllables students read

Practise these sentences

b Let students read aloud the words given and try to pronunciate syllable /sp/ -/st/or /sk/ correctly

- Listen and check for pronunciation - Ask students to listen and read after these sentences

II Grammar: (20 minutes)

-Write on the board some examples containing both defining and non-defining relative clauses

-Ask students to explain the differences among them –

- Listen and repeat following the teacher

- Work in pairs and read aloud these words then choose which words have sound /sp/ and which have sound /sk/-/st/

- Read in silent first

- Some of each groups read aloud

- Read after teacher and work in groups to find the syllable st/ -/sp/or /sk/ in the word in these sentences: - Read silently and give the opinion

-Listen and discuss

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Exercise 1

- Ask students to exercise themselves then discuss in groups

-Introduce how to it -let them work in pairs

-Walk around and check and give mark -Key:

1, a burglar is someone who breaks into the house to steal things

2,a customer is someone who buys something from to steal

3, a shop-lifter is someone who steals from a shop

4, a coward is someone who is not brave 5, a tenant is someone who pays rent to live in a house or flat

Exercise 2

-ask students to read the exercise

-Get students to review when to use whom(when the noun to be modified is the object of the main verb in the relative clause), who ,whose

- Then the exercise2

-Call on some students go to board and write down their answers

- Listen and remark Exercise 3

- Let students read the exercise3 and it individually

- Get students to distinguish the difference between “that” and ‘which”

- Let students write the sentences with a peer

- Check with the whole class

- Some students give some examples

- Do the exercise themselves

- Each student of each group gives correct answers

Work in groups and give the correct answers

-Do the exercise individually

-Keys: 1, who ,2 whose ,3, whom/who, whose, 5, whom/ who

-Do the exercise3 and then compare with the partners’ answer

- Listen and write down -Keys :

1,the man who answered the pone told me you were away

2,the waitress who served us was very impolite and impatient

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Exercise 4

-Ask students to read the exercise and it individually

-Get students complete other sentences in the same way

-call on some students to write their answers on the blackboard

-Give feedback from the class

-listen and the exercise -compare with the partner

-Listen and copy 4 Consolidation

T summarizes the mains points 5 Homework: (5 minutes)

- Ask students to revise the use relative clauses - Practise doing exercise in the Workbook

Date Period 58

Test yourself C

I Objectives:

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

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- Improve their knowledge through the test yourself

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

1 Organization:

11 A1 11A2 11A3 11C

2 Check old lesson: None

3 New lesson:

Test yourself I Listening (2.5 points) (10 minutes)

II Reading (2.5 points)

(10 minutes)

- Ask students something about the test yourself C

* Have you prepared it at home? * Have you got any difficulties? Test yourself

I Listening(2.5 points) (10 minutes) - Ask students to read all the sentences first

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

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

II Reading (2.5 points) (10 minutes) - Present the task:

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

- Greeting

- Listen again and say the statements are true or false - Listen and discuss in groups to find the correct answers:

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III.

Grammar (2.5 points) (8 minutes)

- Give the correct answers to the class: - Keys:

1 They gather before midnight and select 12 grapes from a large bunch Because the 12 grapes are symbols

of the 12 months of the year In Iran

4 It lasts for 13 days

They read from the Koran, then all

embrace each other and say, “May you live 100 years

III Grammar(2.5 points) (8 minutes) - Present the task:

- Keys: glean, fry, thrive, overthrow

b/ Join the sentences, using who or which Earth is a planet which can support

life

2 The book is about a girl who runs away from home

3 A dictionary is a book which gives you the meaning of words

c 1.b, 2.c, 3.a

- Finish the task

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

- Observe the keys and correct their answers

- Students work in groups and practise writing

- Read the writing carefully

- In groups or in pairs - Compare the results with the other groups

- Correct mistakes 4 Consolidation

T summarizes the mains points 5 Homework (5 minutes)

- Ask students:

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Date:

Unit 10 : Nature in danger Period 59: Reading

I Objectives:

1 Educational aim: Students should know how to talk about nature in danger 2 Knowledge:

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- Language: students could know about environmental destruction and conservation

- New words: Words related to nature in danger

3 Skills: Guessing meaning in context, scanning for specific information and passage comprehension

III Teaching aids: Student’s book and pictures showing some picture about some cites in the world, etc

IV Procedure: 1 Organization:

11A1 11A2 11A3 11C

3 New lesson:

Notes Teacher’s activities Students’ activities

Before you read : (7 minutes)

- Ask students to look at the pictures and answer the questions :

1, What animals can you see in these pictures?

2, where these animal often live?

3,What would happen if their habitats were destroyed?

- Let students understand more about nature in danger, today we learn Unit 10-part A: Reading

- Ask students to look at the pictures and match the names of the pictures in their books to work in pairs

- Ask and answer questions about endangered species

- Open the book - Listen to the teacher - Give the answers

1 a tiger ,an elephant , a bear , a lion

2, they often live in the forests ,zoos or National parks

3 if their habitats were destroyed ,animal s would die, the environment would be polluted Nature would be in danger

- Listen to the teacher and open the book – Unit 10, part A: reading

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While you read : (23 minutes)

Task : (3 minutes)

Task2: (4 minutes)

- Listen to students and correct pronunciation and grammar if necessary While you read : (23 minutes)

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

- Help students read the passage

- Explain pronunciation and meaning of new words which appear in the passage Task : (3 minutes)

- Ask students to fill each blank with a suitable word

1extinct; 2protect; 3decrease; 4lpollutants ;5endangered 6, interferences

Task2: (4 minutes)

-Ask students read the passage again and decide the best sums up each paragraph -Go around and help if necessary -call on some students to answer -Give feedback

- Ask students to answer the following questions

- Let them work in pairs - Help students if necessary (the answers in the passage) After you read : (8 minutes) - Ask students to close their books

- Ask them to find out why some animals have become extinct

-Call on the groups to tell and explain their choice

- Listen to the teacher then read the passages

- Ask some new words if necessary

- Ask the teacher if necessary - work individual or in group - Write down in the notebook - Listen to the teacher

-Do the task individually -Compare the answer with the partner’s answer

-Keys : 1c,2a,3a ,4 c

- Try to answer the questions - Practice with a partner then write them down in the note books

-Discuss and give reason why

- The students who are called to stand up to talk loudly are intelligent ones

4 Consolidation

T summarizes the main points 5 Home work: (2 minutes)

(133)

- Ask students to Reading exercise of Unit 10 in workbook and prepare Part B : Speaking at home

Date:

Unit 10 : Nature in danger Period 60: Speaking

I Objectives:

1 Educational aim: Students should know how to talk about nature in danger and measures for protecting endangered nature

2 Knowledge:

- General knowledge: Students could talk about endangered nature and ways to protect it

(134)

3 Skills: State their preferences and explain the reasons II Method: integrated, mainly communicative

III Teaching aids: pictures IV Procedure:

1 Organization:

11A1 11A2 11A3 11C

2 Check old lesson: S1 writes new words S2 reads the passage S3 translates the passage 3 New lesson:

Stages/time Teacher’s activities Students’ activities

Pre-speaking :

(12 minutes) Task 1

- Ask students to keep book close -Ask students some questions

1,Why we call some animalss such as tiger, bears, elephants endangered animals ?

2, What should we to protect and save them??

- Tell students to understand more (We learn Unit 10, part- speaking)

Pre-speaking : (12 minutes) Task 1

- Ask students to put some reason why nature is threatened in the order of importance

- Keep books close - Listen to the teacher - Answer the question: because they are hunted or killed in large number that they are in danger of becoming extinct

2, As a students you should stop eating and killing wild animals

- Look at student’s book -Listen and the task -Work in pairs

A : in your opinion which the reason is the most important?

B :I think burning the forest is the most important because animals and plants will die, which cause the air polluted

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While-speaking :

Post-speaking :

(10 minutes) Task3

- Ask students to work in pairs to read through the task and match the problems in task with appropriate solutions in task

- Listen and correct mistakes - Post-speaking : (10 minutes) Task3

-Ask students to tell about the city they prefer and give reasons

-Let them work in groups

-Go around and help

-Call on some students report their preferences and explain their choice - Listen and correct mistakes

Homework: (3 minutes)

- Ask students to exercises in workbook

- Ask students to prepare Part C-Listening and homework

-Listen to the teacher - Do task in groups

- Close the books - Listen to the teacher - Do task

-Work in group and discuss

- Listen to the teacher - Write down the homework 4 Consolidation

T summarizes the main points 5 Homework: (3 minutes)

- Ask students to exercises in workbook

- Ask students to prepare Part C- Listening and homework Date:

Unit 10 : Nature in danger Period 61: Listening

I Objectives:

1 Educational aim: Students should know about the national parks in USA 2 Knowledge:

- General knowledge: Students learn more about the national parks - New words: Words related to the topic

3 Skills: - Listening for specific information - deciding on true or false statements II Method: Integrated, mainly communicative

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1 Organization:

11A1 11A2 11A3 11C

2 Check old lesson: While teaching 3 New lesson:

Stages/ Time Teacher’s activities Students’ activities

Pre-listening: (7 minutes)

- Ask students to close the books - Give a picture of national parks and ask some question about it 1.what can you see in the picture 2.Do you know where it is located ?

3.What does it look like?

- If you want to know more details, we will go to Unit 10- part Listening

- Let them work in pairs and answer questions

- Listen and check pronunciation While-listening: (20 minutes) Task 1

- Ask students to look through the sentences in task

- Ask students to listen to the typescript carefully and decide the correct answers

- Ask students to give reasons for their answers

Key: 1.T- 2T- 3F- 4T- 5.T

- Close the books - Listen to the teacher - Work in groups

- Listen to the teacher and answer the question:

- Listen to the teacher and open textbooks

- Look at the books - Work in pairs - Give correct answer -Key

1,Cuc Phuong national Park, Cat Ba National Park,Bach ma ,Phong Nha, Cat Tien

- Keep book open -Listen to the teacher

- Read the sentences in task and try to understand them

- Listen to the typescript and choose the correct answers

-Listen to the teacher and the task2

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Task2

-Ask students to look at the task and answer the questions

-Let students listen again more time and answer

-Call on some students to give answers

After-listening: (10 minutes) - Ask students to open the books - Ask them to summarise the listening text based on their notes - Let them work in pairs

- Walk round and help students - Ask some students to stand up and retell the national parks in the USA to the class

-Keys : 1, 52

2,millions of people visit national parks every year

3,rare animals are killed or hunted for fur, skin or other parts 4,rare animals and treees should be protected, fires causes by careless people should be limited, pollution from visitors’ vehicles should be decreased and money should be raised for the parks’ staff and maintenance of their resources -Listen and discuss

- The students who are called stand up and retell about the Statue of Liberty in front of the class:

4 Consolidation

- Ask students to write a story about a national park they liked - Remember them to prepare Part- Writing at home

Date:

Unit 10 : Nature in danger Period 62: Speaking

I Objectives:

1 Educational aim: Students could describe a national park

2 General knowledge: Students learn how to write a describing a location - Language: The simple present of verbs and the connectors often used in a narrative

- New words: Words related to national park 3 Skills: Describe a national park

II Method: Integrated, mainly communicative III Teaching aids: Student’s book, notebook, IV Procedure:

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Class Teaching date Attendances Absentees 11A1

11A2 11A3 11C

2 Check old lesson: Oral test 3 New lesson:

Notes Teacher’s activities Students’ activities

While-writing: (18 minutes) Task 2

- Ask students to keep book close

- Ask students some following questions: 1 Have you ever been to national park? 2 What is it famous for?

3 How did you feel when you visited it? - Check and explain them to the class: Pre-writing: (10 minutes)

Task 1

- Ask student to read the task - Explain some new words

- Ask students to look through the passage again and answer the questions -get them brainstorm what they like to include in their description of a national park

- Let them work in groups

- Walk around, check and help students Help students if necessary

(the answers in the passage) While-writing: (18 minutes) Task 2

- Ask them to use the prompts to build up a passage about the a national park in Vietnam they know well

- Let students work individually - Walk round and help students Post-writing: (10 minutes)

- Give suggestions and corrections

- Ask students to read another’s narrative - Ask some students to read loudly their narratives

- Keep book close

1 Yes, I have Hanoi 2

3.- It is very interesting - Listen to the teacher and open the books - Read the passage

- suggested : where/ how big/what(geographical )

- Listen to the teacher -Work individually - Listen to the teacher - Finish the narrative

- Read a narrative of one classmate

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4 Consolidation

- Ask students to redo part writing of Unit 10 in the student’s work book and prepare part Language Focus

Date:

Unit 10 : Nature in danger Period 63 : Language focus

I Objectives:

1 Educational aim: Students should distinguish the sound /sl/-/sn/-/sm/-/sw/ 2 Knowledge:

- General knowledge: Students learn how to use of the relative pronouns with prepositions

- Language: * Non-defining vs defining relative clauses

- New words: Words related to pronunciation /sl/-/sn/-/sm/-/sw/ 3 Skills: Writing a passage about national parks

II Method: Integrated, mainly communicative III Teaching aids: Student’s book, pictures IV Procedure:

(140)

11A2 11A3 11C

Pronunciatio

n: (10

minutes) *Listen and repeat :

* Practise

these sentences

Grammar and vocabulary: (34 minutes) Exercise 1: (8 minutes) Non-defining vs defining relative

clause

- Read loudly then ask students to repeat - Introduce : /sl/-/sn/-/sm/-/sw/

- Correct pronunciation for the students * Practise these sentences

- Read the sentences loudly - Ask students to repeat

- Correct pronunciation for students Grammar and vocabulary:(34 minutes) - Introduce exercises to the students Exercise 1: (8 minutes)

Non-defining vs defining relative clause

-Let students read the example in the textbook and then present the form and meaning and use of Non-defining vs defining relative clause

For example: Hanoi, which is he capital city of Vietnam, is located on the Red river

-Ask students give some examples related relative clauses

- Walk round, check and give mark Exercise (8 minutes)

- Introduce Exercise to students and

- Listen to the teacher - Open the books

- Look at : Listen and Repeat - Repeat the words in chorus then individual

- Listen to the teacher and copy down

-Give some examples about relative clauses

-Do the exercise

-Compare with the partners’ answers

-Key :

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Exercise (8 minutes)

Exercise 3 (8 minutes)

explain how to it - Ask students to it

- Let them work individually - Check, correct mistake

Exercise 3

-Get students to review when to use whom, who, which and that

-ask students to complete the exercises individually and then find a peer to compare their answers

-Check the answer with the whole class and give correct answer

-Keys:

1,the man to whom I talked yesterday was very kind

2, the man about whom I told you works in hospital

3,the woman about whom I am telling you teaches me English

4,the movie about which they are talking is fantastic

5,the picture at which she was looking was beautiful

6,I’ll give you the dress to which you should write

-Listen and the exercise individually

-Compare their answers with a partner

-Keys:

1,whom/that 2, which ,3,who , 4,whom 5, which ./that 6, which 7,who 8,whom

4 Consolidation

T summarizes the main points 5 Homework : (2 minutes)

Ask students to Part Language Focus and prepare part Reading of Unit 11 at home

Date

Unit 11 : Sources of energy Period 64: Reading

I Objectives:

1 Educational aim: students should know about the advantages and disadvantages of different sources of energy

2 Knowledge:

- General knowledge: By the end of the lesson, students will be able to understand more about the different sources of energy - Language:

- New words: Words related to sources of energy

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1 Organization:

11A1 11A2 11A3 11C

3 New lesson:

Stages/ time Teacher’s activities Students’ activities Warm-up:

(5 minutes)

Before you read : (7 minutes)

While you read : (23 minutes)

Warm-up: (5 minutes) - Ask students close the book

-Ask students complete the sentences: We use -to cook

4 We use -to run machines, cars , motorbikes

-Lead in : today we are learn about sources of energy

- Ask students work in pairs and look at two pictures on the book and discuss the questions

- Go around and help if necessary -Ask students to give the answers

- Listen to students and correct pronunciation and grammar if necessary While you read : (23 minutes)

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

- Help students read the passage

- Explain pronunciation and meaning of new words which appear in the passage -Ask students to read loudly the difficult words in chorus

Task :

1.released 2.alternative 3.energy 4.limited 5.exhausted

- Listen to the teacher and open the book – Unit11, part A: reading

- Look at the book, listen to the teacher and work in pairs: _discuss and give correct answers

- Ask some new words if necessary

(143)

After you

read : (8

minutes)

Task 2:

-Ask students to read the text a second time and located the key words in the passage

-Gets students to check their answer with a peer

-Call on students to answer and write them on the board

-Check the answers with the whole class Task 3:

-Ask students to read the passage again then answer the questions

- Ask students to answer the following questions

- Let them work in pairs - Help students if necessary

After you read : (8 minutes)

- Ask students to work in groups to complete the summary of the reading passage by filling each blank with a suitable word from the box

-Go around to help the groups when necessary

-Call on some groups to answer the question

Listen to the teacher

- Try to answer the questions

-Compare with the partner’s answers

-Listen the teacher and answer the questions

-Keys :

1 Fossil fuels ( oil, coal , and

natural gas)

(line1,paraghaph1)

2, sources : fossil fuels, nuclear power, solar energy, water power, wind power, geothermal heat .Sun energy has the most potential because it is plentiful and infinite.At the same time , it is clean and safe to use

-Discuss and complete the summary of the reading passage by filling each blank with a suitable word from the box

-Keys: 1,energy 2, one, 3,fuels 4, limited 5, alternative, 6,sources 7.unlimited 8,environment 4 Consolidation

T summarizes the main points 5 Home work: (2 minutes)

(144)

Date

Unit 11 : Sources of energy Period 65: Speaking

I Objectives:

1 Educational aim: Students should know how to talk about the advantages and disadvantages of using alternative sources of energy

2 Knowledge:

- General knowledge: Students could talk about the advantages and disadvantages of using alternative sources of energy in the future

- Language:

- New words: words related to the topic

3 Skills: talking about the talk about the advantages and disadvantages of using alternative sources of energy

II Method: integrated, mainly communicative III Teaching aids: pictures ,textbook

(145)

11A2 11A3 11C

S1 writes vocabulary S2 reads the passage S3 does task 3 New lesson:

Pre-speaking : (12 minutes) Task 1

While-speaking :

- Ask students to keep book close - Show students the following picture and ask them questions 1.Which sources of energy is the most popular in our country? 2.Is it limited or unlimited ? What should we to be sure that we can continue to use it in the future?

- We learn Unit 11,part- speaking Pre-speaking : (12 minutes) Task 1

- Ask students to read about the advantages and disadvantages of using alternative sources of energy

- Let them work in pairs to order the advantages and disadvantages of using alternative sources of energy

-Call on some students to give their answer in front of the class - Listen to students and correct mistakes

- Ask students to list the advantages and disadvantages of using alternative sources of energy in the task

-Useful expressions :

- Keep books close - Listen to the teacher

- Look at the pictures and Answer the questions

-Do the task in pairs

-Work in pairs and order the causes ,explain their order

- Work in groups

- Look at student’s book - Listen to the teacher

(146)

Post-speaking :

I think that………

Why you think/believe so? It is -However, - Let them work in groups - Walk round and help them

- Listen and correct mistakes Post-speaking : (10 minutes) Task 3

- Ask students to close books - Ask students to tell the advantages and disadvantages sources of energy in the future ,using the ideas in task

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

-Look at the task and the advantages and disadvantages sources of energy in the future ,using

- Work in groups

the ideas in task -suggested answers:

+A : I think that more people will use the solar energy

B: Why you think so?

A: Because it’s available , unlimited and easy to use

C: But it’s expensive and we can only have it at a specific time of the year

4 Consolidation

- Ask students to part B in the workbooks

- Ask students to prepare Part C- Listening and homework Date

Unit 11 : Sources of energy Period 66: Listening

I Objectives:

1 Educational aim: Students should know to talk about different kinds of energy

2 Knowledge:

- General knowledge: By the end of the lesson Students will be able to develop such listening micro-skill as listening for specific information

- New words: Words related to the topic 3 Skills: - Comprehension questions

- Listening and deciding on choosing the best answer II Method: Integrated, mainly communicative

III Teaching aids: Student’s book, pictures IV Procedure:

1 Organization:

(147)

2 Check old lesson: Oral test 3 New lesson:

Stages/time Teacher’s activities Students’ activities

Pre-listening: (7 minutes)

- Ask students to pick out the odd one from the following words and explain why

The air, the sun , the land , the ocean , the house

-Suggested: the house : the other words can be sources of energy

What kind of energy can be taken from each of these recourses?

- If you want to know more details about them we will go to Unit 11- part Listening

- Let them work in pairs and make questions

- Read loudly the words:

- Ask students to repeat loudly the words - Listen and check pronunciation While-listening: (20 minutes) Task 1

- Ask students to read and explain statements in task

- Explain some words or phrases which students can’t understand

- Ask students to listen to the tape twice and task

-Ask students to give their answer on the board

- Correct the answers then explain them

- Close the books

- Listen to the teacher and Answer the questions

- the air -wind power

- the sun -solar energy

- the land -geothermal heat - the ocean -water

power

-Listen to the teacher and look at the before you listen -Answer the question

1,for heating and cooling the houses, for cooking, for

running electronic

appliances such as washing machines, fridges…

-read individually and then read in chorus

- Look at the books - Listen to the teacher - Read the statements in task independently

- listen to the tape carefully and the task

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Task 2

- Ask students to look through the questions in task

- Ask students to listen to the typescript again and write the missing words

- Ask students to give reasons for their answers

Key:

1,unlimited 2, may 3, gases 4, amounts

After-listening: (10 minutes) - Ask students to open the books

- Ask them to summarize the main ideas of the listening passage

- Let them work in pairs - Walk round and help students

- Ask some students to stand up and retell their opinion to the class

- Keep book open

- Look at the questions and ask teacher some new words if necessary

- Listen to the typescript and the task

- Keep book open and listen to the teacher

-The students who are called stand up and talk their idea the listening passage

4 Consolidation

- Ask students to summarize the main points of the passage - Remember them to prepare Part- Writing at home

Date

Unit 11 : Sources of energy Period 67: Writing

I Objectives:

1 Educational aim: Students should write descriptions information, from A chart

2 General knowledge: Students learn how to write descriptions of a chart

- Language: students should interpret and compare date described in chart form and write A report of the data analysis

- New words: Words related to the topic 3 Skills: Writing descriptions of pie charts II Method: Integrated, mainly communicative III Teaching aids: Student’s book, notebook, IV Procedure:

1 Organization:

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11A2 11A3 11C

2 Check old lesson: While teaching 3 New lesson:

Stages/Time Teacher’s activities Students’ activities

Pre-writing: (10 minutes) Task1

- Ask students to keep book close

-give them handout with a table of information

-ask them to work in pair to transfer the table into a pie chart

- Check and explain them to the class: In order to understand them we learn part Writing

Pre-writing: (10 minutes) Task1

- Ask student to read the hand out with a description of a pie chart and discuss the organization and other characteristics of the description

- Explain some new words - answer the questions

1, how many parts are there in the description? what are they?

2,what does the first part tell you?

3.what language items should you pay attention to in the second part/underline them

4.what does the last part tell you? - Let them work in groups

- Walk around, check and help students

- Ask students to work in pair to analyze the chart using the following questions +what does the chart show?

+what is the general trend of the chart?

- Keep book close

- Listen to the teacher and to transfer the table into a pie chart

Read the prompts

-Useful language:

1 parts(introduction, body and conclusion)

2 language use : +make up less than percent

+the most+ adj, the second most +adj

3.the chart shows that………

Make up the largest/ smallest/ proportion/ amount contribute the larges……

Key:1 117 2.coal 3.smallest

-Work in pairs and analyze the chart

(150)

+which consumption has the largest energy Which comes second?

+which consumption has the smallest? +where does most of the world consumption ?

- Let students work individually to write the description of the pie chart, using the sentences given in the book to begin their description

- Walk round and help students Post-writing: (10 minutes)

- Give suggestions and corrections - Ask students to read their profile

- Ask some students to read loudly their description

-then work individually to write the description of the chart, using the sentences given in the book to begin their description

Listen to the teacher - Finish the profile

- Some students read loudly their products in front of the class

4 Consolidation

Ask students to task and part writing of Unit 11 in the student’s work book and prepare part Language Focus

Date

Unit 11 : Sources of energy Period 68: Language focus I Objectives:

1 Educational aim: Students can distinguish the clusters /sr/ -/spl/- / spr/ and pronounce the words and dialogue containing these clusters correctly

2 Knowledge:

- General knowledge: By the end of this lesson, students will be able to use relative clauses replaced by participles and to infinitives correctly and appropriately

- New words: Words related to pronunciation /sr/ -/spl/- / spr/ 3 Skills: -Pronounce the sounds /sr/ -/spl/- / spr/

III Teaching aids: Student’s book, pictures ,hand outs IV Procedure:

1 Organization:

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11A2 11A3 11C

Pronunciation: (10 minutes) *Listen and repeat :

*Practise these sentences

- Read loudly then ask students to repeat - Introduce : /sr/ -/spl/- / spr/

- Correct pronunciation for the students * Practise these sentences

- Read the sentences loudly - Ask students to repeat

- Correct pronunciation for students Grammar:(34 minutes)

relative clauses replaced by participles -write some sentences on the board a + the man who spoke to John is my brother -the man speaking to John is my brother + the sport games, which were held in India in 1851,were the first Asian Games

- the sport games held in India in 1851 was the first Asian Games

+Yuri Gagarin was the first man who flew into space

- Yuri Gagarin was the first man to fly into space

-Ask students to comment on the use of relative clauses replaced by participles Active -Ving phrase

Passive -Ved/Vpp phrase -The first/the last+ to infinitives phrase -Help students to use of them

-Ask some students give some similar examples

- Introduce exercises to the students Exercise 1: (15 minutes)

- Open the books

- Look at : Listen and Repeat

- Repeat the words in chorus then individual - Look at Practise the sentences

- Listen to the teacher -write down their notebook -give answers :

The same in meanings and different in structures

-give some examples Listen and write down

Key:

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- Walk round, check and give mark Exercise (8 minutes)

- Let them work individually - Check, correct mistakes

Exercise 3: (11 minutes)

- Let them work individually - Walk round and help them

- Check, correct mistakes , give reasons and mark

4… surrounding… 5…overlooking…

-Keys :

1,….presented… 2….built… 3… published… 4… conducted… 5….sponsored…… - Listen to the teacher -Do the exercise Key:

1….to reach… 2, ….to leave… 3… to see… 4,…to B killed… 5,…to catch… 4 Consolidation

Ask students to Part Language Focus and prepare Test your self D

Date

Period 69 Test yourself D

I Objectives:

1 Educational aim: - According to the TEST students can revise all the language skills and grammatical points which they have studied and used in the two units: 10 and 11

1 Organization:

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11A2 11A3 11C

Stages /Time Teacher’s activities Students’ activities

Test yourself I Listening (2.5 points) (10 minutes)

II.Reading (2.5 points) (10 minutes)

III Grammar (2.5 points) (8 minutes)

- Ask students something about the test yourself D

I Listening(2.5 points) (10 minutes)

- Ask students to listen again and complete the sentences

- Ask students to listen in the third time, the work in groups to compare and discuss the answers with each others to find the correct answers - Keys: In the teacher’s book II Reading (2.5 points) (10 minutes)

- Present the task:

- Ask pupils to work in groups to answers the questions

- Give the correct answers to the class:

- Keys: In the teacher’s book III Grammar(2.5 points) (8 minutes)

- Present the task:

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

- Keys: sneeze, smash, shrimp,

- Greeting

- Listen again and say the right sentences

- Listen and discuss in groups to find the correct answers:

- Finish the task

- Compare their results with the other groups

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spread

b/ Give the correct form of verbs. - Keys: living, ringing,

to leave,

4 to drink, invited, to blown IV Writing (7 minutes)

- Present the task:

their answers

- Read the writing carefully - In groups or in pairs

- Correct mistakes 4 Consolidation

T summarizes the main points 5 Homework (5 minutes)

- Ask students:

Date

Period 70 I Objectives:

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_ T gives written test

_ Sts the test in 45 mins

Sở GD & ĐT Phú Thọ Tr ường THPT Vũ Thê Lang

Written test 3

Name:

Class: Mark: I PRONUNCIATION

Choose the word that has the underlined part pronounced differently from that of the others

1 a facsimile b transfer c spacious d fax

2 a ready b friend c telephone d speedy

3 a feature b species c weather d decrease

4 a survive b prohibit c fertilizer d environment

5 a heat b great c release d reach

II LANGUAGE FOCUS

Choose the word or phrase -a, b, c or d- that best completes the sentence or substitutes for the underlined word or phrase.

6 We are proud of our ……… staff, who are always friendly and efficient

a well-done b well-appointed c well-behaved d well-trained The hotel staff are always friendly and courteous

a efficient b polite c helpful d perfect

8 The health of our children is being ……… by exhaust fumes a danger b endanger c dangerous d endangered The society was set up to ……… endangered species from extinction

a prevent b distinguish c preserve d survive 10 The amount of solar energy that reaches the earth depends ……… the atmosphere

a to b in c on d with

11 The natural environment consists ……… all natural resources

a in b of c to d on

12 My mother ……… enjoys hill walking

a who is in her seventies b , that is in her seventies c , which is in her seventies d , who is in her seventies 13 Mark Twain is an author ……… I like best

a his books b that books c the book of whom d whose books 14 Pioneers, ……… in isolated areas of the United States, were almost totally self-sufficient

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a standing b it stands c has stood d stood 16 Lady Astor was the first woman ……… her seat in Parliament

a take b to take c taking d who takes

17 Walkers can unwittingly damage the fragile environment ……… a that the birds live b where the birds live in c which live the birds d in which the birds live

18 Wild animals ……… in their natural habitat will have a better and longer life than those which are kept in protected areas

a live b to live c living d lived

19 The computer, ……… the memory capacity has just been upgraded, is among the latest generations

a that b whose c of which d which of

20 There are over 2,000 varieties of snake, ……… are harmless to humans

a mostly they b most of them c most of which d which most III Writing

Comebine the sentences, using relative pronouns. 21 This is the woman Hung gave a rose to her yesterday

22 Nam is my close friend I go to school with him everyday

23 John is staying with me He comes from England

24 I went to the girld’s party She was very happy

25 A friend met me at the airport He carried my suitcase

IV READING

Read the text below and decide which answer- a, b, c or d - best fits each space

The threat to the environment.

Nowadays people are more aware that wildlife all over the world is in danger Many (26) of animals are threatened, and could easily

become (27) if we not make an effort to (28) them There aremany reasons for this In some cases, animals are (29) for their fur or for their bodies Some birds, such as parrots, are caught

(30) , and sold as pet For many animals and birds, the problem is that their habitat – the (31) where they live – is disappearing More (32) is used for farms, for houses or industries, and there are fewer open (33) than there once were Farmers use powerful chemicals to hekp them grow better crops, but these chemicals pollute the environment and (34) wildlife The most successful animals on earth- human beings- will soon be the only ones (35) unless we can solve the problem

26 a marks b more c species d forms

27 a disappeared b vanished c empty d extinct

28 a harm b safe c protect d serve

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30 a lively b alive c for live d for living

31 a spot b point c place d site

32 a earth b land c soil d area

33 a spaces b air c up d parts

34 a spoil b harm c wound d wrong

35 a survived b over c missing d left

V Choose the best answer among A, B, C or D 36 I received a letter this morning It really upset me

a I received a letter this morning really upset me

b I received a letter this morning which really upset me c I received a letter this morning in which really upset me d I received a letter this morning of which really upset me 37 It was a great summer I will never forget that summer

a It was a great summer that I’ll never forget b It was a great summer I’ll never forget that c It was a great summer of which I’ll never forget d It was a great summer of that I’ll never forget

38 Hong is going to tell us about the terrible storm She is from Vinh city a Hong, who is from Vinh city, is going to tell us about a terrible storm b Hong, whom is from Vinh city, is going to tell us about a terrible

storm

c Hong who is from Vinh city, is going to tell us about a terrible storm d Hong, that is from Vinh city, is going to tell us about a terrible storm 39 People’s carelessness can cause forest fires They are dangerous

a People’s carelessness can cause forest fires are dangerous b People’s carelessness can cause forest fires which is dangerous c People’s carelessness can cause forest fires that is dangerous d People’s carelessness can cause forest fires which are dangerous 40 John Smith is a farmer I bought his land

a John Smith, whose land I bought, is a farmer b John Smith, who is a farmer bought his land c John Smith, whom I bought his land, is a farmer d John Smith, which land I bought, is a farmer 4 Consolidation:

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Date

Unit 12: The Asian games

Period 71: Reading

I Objectives:

1 Educational aim: Students should know more about the Asian Game s 2 Knowledge:

- General knowledge: - Through this unit, students know the history of the Asian Games

- New words: Words related to the Asian Games

3 Skills: Reading for identifying the main idea and specific information II Method: Integrated, mainly communicative

III Teaching aids: Real objects, pictures, English textbook 11, hand-outs IV Procedures:

1 Organization:

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2 Check old lesson: None

3 New lesson:

Warm-up: (4 minutes) Pre-reading: (7 minutes) While-reading: (20 minutes)

- Let students to look at some pictures about sports

a What sports you see in the picture?

B Which one you like to play ? why ?

c .in which sporting events are these sports competed?

-There are many things about Asian Games that we want to say Today, we’ll study a new lesson Unit 12-Reading

- Ask students to look at the picture and discuss the three questions in pairs

-Go around to offer help

-Call on some students to present their answers and give comments from other students

-Give feedback

-Ask students to read through the passage and find some new words +intercultural (A) : between cultures

+multi- sport event +solidarity (n) +promote (v)

-Let students read and copy in their notebooks

While-reading: (20 minutes) You are going to read about the Asian games

-Make the class read the small talks, to scan the details and the

- Look at the picture - Answer the questions

a they are : volleyball Table tennis, rugby, hockey , tennis,,,,,,,

b I like to play….because it makes me healthy

c in Sea Games and Asian Games

- Listen to the teacher look at the picture and answer the questions

-The answers are various 1,every four years

2,the number of participating countries has increased tremendously since the first games n 1951 only 11 countries participated in the first Asian games, In 2002 the games attracted nearly 10000 participants from 44 countries 3, Vietnam seem to well in bodybuilding, billiard Karate and wushu

-Read individually

-Listen to the teacher and write down

-Read in chorus

-Listen to the teacher

Teachers Headmaster Headmistress Students Classmaster Friends Close – friends Friendship Subjects Geography Chemistry English Sports Frotball Jogging

Problems at school Live far

From school

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tasks

2 Task :

-Ask students to read a passage about Asian games

and then underline those words which match with the definitions on the right column in the task - Firstly, ask students to study individually then in pairs

- Walks around the class, offer ideas and comments when students need help

-Call on some students to explain their answer in front of the class - Give suggestions

Task 2

- Work in pairs, read the small talks again and answer these questions

- Walk round the class and comments when students need -Check the answer in front of the class as a whole

-Give correct answers Task :

- Ask students to read all questions to answer the questions in task - Ask students to work with a partner

- Walks around the class to help students whenever they need

-Give correct answer

(the answer is in the passage) Post-reading: (12 minutes)

- Let students work in groups to talk about sports in which Vietnamese athletes have won gold medals at the Asian Games

- Has students work in groups and discuss

- Walk around the class, listen to student’s discussions and offer suggestions when necessary

- Give comments

- Call on some students to speak

-Read the passage and underline new words

-Try to guess the meanings of the words

-Listen to their friends’ answers -Listen to the teacher and correct

-Keys:1,facilities 2,aquatic 3, enthusiasm 4, effort 5, advancing 6, appreciated

-Read passage again -Work individually Keys

1 1951

2,the second Asian games in Manila, the Philippines

3.1958

4,squash, rugby Fencing and mountain biking

5.2002

-Work individually

-Read carefully and give the answer

1 the purpose is to develop intercultural knowledge and friendship within Asia

2.9,919

3 body building, billiard and women’s karate

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and give them feedback

4 Consolidation

-Ask students summarize the passage at home and prepare the next lesson

Date

Unit 12: The Asian Games Period 72: Speaking I Objectives:

1 Educational aim: Students could talk about sports results 2 Knowledge:

- General knowledge: - Through this unit, students can ask and answer about the Asian Games and sports

- Language: Ask and answer questions about the Asian Games and sports

3 Skills: Fluency in expressing opinion and expressions about the Asian Games and sports in Vietnam

III Teaching aids: Pictures, English textbook 11, hand-outs IV Procedures:

1 Organization:

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S1 writes vocabulary S2 does task3

S3 read the passage 3 New lesson:

Stages/ Time Teacher’s activities Student’s activities

Warm-up: (6 munites)

While –

speaking : (24 minutes)

Post-reading: (13 minutes):

Warm-up:(6 munites)

- Ask students close the book and arrange these jumbled words to make the complete questions by putting the words given in the right orders

- 1, were, the ,where, Asian, held, games, when, and ,14th- ?

- countries , in hw , the part, many , took Games ?

Today, we will practice speaking about the Asian Games

Pre-reading: (5 minutes) Task 1:

-Ask students to read the dialogue and ask them what points are mentioned in the dialogue

- Ask student to work individually then work in groups

-call on some pairs to act out the dialogue

- Give suggestions

While –speaking :(24 minutes) Task 2:

-Ask students to look at the pictures and talk turns to talk about the sports results of the Vietnamese athletes at 14 asian games ,using the information from the table below

- Ask students to work individually then in pairs

- Walk around the class to help student when necessary

- Ask student to practice it with a partner - Corrects students’ pronunciation if necessary

Post-reading: (13 minutes):

- Ask students to talk about the Asian

- Listen to the teacher -Find out the words -Suggested answer:

1 when and where were the 14th- Asian Games held?

2.How many countries took part in the games?

- read individually and then work in pairs - listen to the friend

and give comments

-Listen to the teacher Compare the answer with the partners

Ask the teacher if necessary -Some groups present their answer in front of the class -Answer :

1,in bodybuilding, the Vietnamese athletes won one gold medal and one bronze medal

………… - Do the task

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games and sports in which Vietnamese athletes took part in

-Give the meaning of some words when necessary

- Walk around the class to help students when necessary

- Ask students to practice this conversation

- Correct their pronunciation when necessary

- Give comments

- Work in groups

-Ask the teacher if necessary

-Some groups present their answer in front of the class

-copy in their notebooks

4 Consolidation

T summarizes the main points 5 Homework(2 minutes):

Write about the Asian games their like and prepare the next lesson

Date

Unit 12: The Asian Games Period 73: Listening

I Objectives:

1 Educational aim: Students should know more about the sports and sportsmen 2 Knowledge:

- General knowledge: Students listen for the main idea and comprehension questions

- Language:

- New words: Words related to the sports and sportsmen 3 Skills: Listening for gist and for specific information II Method: Integrated, mainly communicative

III Teaching aid: Pictures ,text book IV Procedures:

1 Organization:

11A1 11A2 11A3 11C

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While teaching 3 New lesson:

Warm-up : (4 minutes)

Pre-listening : (6 minutes)

While-listening: (24 minutes)

Warm-up : (4 minutes) Ask the students question :

Name some gymnastics you know or see? What you call A person who display in gymnastics?

Lead in: we are going to listen to the talking about the Asian games

Pre-listening : (6 minutes)

- Let students work in pairs to look at the pictures and answer the questions

-Call on some students to give their answers and write them on the boards -Introduce some new words from the listening passage

-Ask students to listen to conversations - Listen to each pair

- Let students listen for three times

-Check the answer in front of the class as a whole

-tick in the right column that best reflect their answer

- Go around and remark Task 2:

- Ask students to listen again and answer the questions

- Let students read the questions first and quickly- work in pairs

- Let students listen again times and ask them to discuss in groups to answer the questions

- Listen to each group and remark After-listening: (10 minutes)

- Have students sit in groups and talk about A famous athlete you know

- Listen and answer -listen to the teacher

- Work in pairs and each pair works in role

Listen to the teacher Picture 1: swimming, picture 2: high jump picture 3: long jump, picture 4: gymnastics Look at the picture in the book and guess before listening

-Listen carefully - Work individually - Give corrects

1c A A ,4 B D

-Listen to the dialogues and then work in groups and give their answers

-keys : 1,10.15 2,6 3,2

4,high jump 5,disappointed

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- Go around and help if necessary

-Call on some students tell the class again -Give comments

answers

4 Consolidation

Ask students to exercise in workbook Prepare the next lesson

Date

Period 74 I Objectives:

III Teaching aids: board, the test paper, key for the test IV Procedures:

1 Organization:

_ T gives written test

_ Sts the test in 45 mins

Sở GD & ĐT Phú Thọ Tr ường THPT Vũ Thê Lang

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Name:

Class: Mark: I PRONUNCIATION

Choose the word that has the underlined part pronounced differently from that of the others

1 a facsimile b transfer c spacious d fax

2 a ready b friend c telephone d speedy

3 a feature b species c weather d decrease

4 a survive b prohibit c fertilizer d environment

5 a heat b great c release d reach

II LANGUAGE FOCUS

Choose the word or phrase -a, b, c or d- that best completes the sentence or substitutes for the underlined word or phrase.

6 We are proud of our ……… staff, who are always friendly and efficient

a well-done b well-appointed c well-behaved d well-trained The hotel staff are always friendly and courteous

a efficient b polite c helpful d perfect

8 The health of our children is being ……… by exhaust fumes a danger b endanger c dangerous d endangered The society was set up to ……… endangered species from extinction

a prevent b distinguish c preserve d survive

10 The amount of solar energy that reaches the earth depends ……… the atmosphere

a to b in c on d with

11 The natural environment consists ……… all natural resources

a in b of c to d on

12 My mother ……… enjoys hill walking

a who is in her seventies b , that is in her seventies c , which is in her seventies d , who is in her seventies 13 Mark Twain is an author ……… I like best

a his books b that books c the book of whom d whose books 14 Pioneers, ……… in isolated areas of the United States, were almost totally self-sufficient

a who living b living c lived d that Iived 15 Completed in 1756, Nassau Hall is the oldest building now ………… on the campus of Princeton University

a standing b it stands c has stood d stood 16 Lady Astor was the first woman ……… her seat in Parliament

a take b to take c taking d who takes

17 Walkers can unwittingly damage the fragile environment ……… a that the birds live b where the birds live in c which live the birds d in which the birds live

18 Wild animals ……… in their natural habitat will have a better and longer life than those which are kept in protected areas

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19 The computer, ……… the memory capacity has just been upgraded, is among the latest generations

a that b whose c of which d which of

20 There are over 2,000 varieties of snake, ……… are harmless to humans

a mostly they b most of them c most of which d which most III Writing

Comebine the sentences, using relative pronouns. 21 This is the woman Hung gave a rose to her yesterday

22 Nam is my close friend I go to school with him everyday

23 John is staying with me He comes from England

24 I went to the girld’s party She was very happy

25 A friend met me at the airport He carried my suitcase

IV READING

Read the text below and decide which answer- a, b, c or d - best fits each space

The threat to the environment.

Nowadays people are more aware that wildlife all over the world is in danger Many (26) of animals are threatened, and could easily

become (27) if we not make an effort to (28) them There aremany reasons for this In some cases, animals are (29) for their fur or for their bodies Some birds, such as parrots, are caught

(30) , and sold as pet For many animals and birds, the problem is that their habitat – the (31) where they live – is disappearing More (32) is used for farms, for houses or industries, and there are fewer open (33) than there once were Farmers use powerful chemicals to hekp them grow better crops, but these chemicals pollute the environment and (34) wildlife The most successful animals on earth- human beings- will soon be the only ones (35) unless we can solve the problem

26 a marks b more c species d forms

27 a disappeared b vanished c empty d extinct

28 a harm b safe c protect d serve

29 a hunted b chased c game d extinct

30 a lively b alive c for live d for living

31 a spot b point c place d site

32 a earth b land c soil d area

33 a spaces b air c up d parts

34 a spoil b harm c wound d wrong

35 a survived b over c missing d left

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e I received a letter this morning really upset me

f I received a letter this morning which really upset me g I received a letter this morning in which really upset me h I received a letter this morning of which really upset me 37 It was a great summer I will never forget that summer

e It was a great summer that I’ll never forget f It was a great summer I’ll never forget that g It was a great summer of which I’ll never forget h It was a great summer of that I’ll never forget

38 Hong is going to tell us about the terrible storm She is from Vinh city e Hong, who is from Vinh city, is going to tell us about a terrible storm f Hong, whom is from Vinh city, is going to tell us about a terrible

storm

g Hong who is from Vinh city, is going to tell us about a terrible storm h Hong, that is from Vinh city, is going to tell us about a terrible storm 39 People’s carelessness can cause forest fires They are dangerous

e People’s carelessness can cause forest fires are dangerous f People’s carelessness can cause forest fires which is dangerous g People’s carelessness can cause forest fires that is dangerous h People’s carelessness can cause forest fires which are dangerous 40 John Smith is a farmer I bought his land

a John Smith, whose land I bought, is a farmer b John Smith, who is a farmer bought his land c John Smith, whom I bought his land, is a farmer d John Smith, which land I bought, is a farmer 4 Consolidation:

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Unit 12: The Asian Games Period 75: Writing

I Objectives:

1 Educational aim: Students know how to describing the preparations for the coming Asian Games

2 Knowledge:

- General knowledge: Students can write a passage describing the preparations for the coming Asian Games

- Language:

-New words : Words related to topic

3 Skills: Describing a the preparations for the coming Asian Games II Method: Intergraded, mainly communicative

III Teaching aids: Some models, hand outs ,pictures IV Procedures:

1 Organization:

11A1 11A2 11A3 11C

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While teaching 3 New lesson:

Time/ stages Teacher’s activities Students’ activities

Warm-up : (4 minutes)

Warm-up : (4 minutes)

-Ask students to arrange the jumble word?

Build, upgrade, widen, equip advertise, recruit, hold

Lead in : To know more about them we will learn the new lesson: Writing Pre-writing: (10 minutes)

- Let students read task and match the verbs in column A with the noun phrases in column B

- Explain some new words if they not know

-Let students work in pairs set in the task

- Go around to help students to answer the task

-Check the answers with the whole class

_Ask students to gather and organizing ideas for their paragraph -Let students write their paragraph for 10 minutes

-Ask students to exchange their paragraph with a partner

-Go around helping and collecting typical errors

- Let students write on the board or in the papers

- Go around and remark

- Ask or students who may be good at English to write on the board – Give general comments and remark

- Observe and work in pairs to answer

- arrange the jumble word

-Listen and the task suggested answers : 1B, 2D, 3A, 4E, 5G, 6C, 7G

-Write their paragraph down -Compare with the partners - Some students read aloud the form of someone

- Listen and check themselves

- One student of one group reads aloud the paragraph - Discuss and correct mistakes themselves

- Listen and copy

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- Describing a celebration they have seen and prepare the next lesson

Date

Unit 12: The Asian Games Period 76: Language focus I Objectives:

1 Educational aim: Students know how to distinguish the clusters /str/ and /skr/ and/ skw/ in a word or a sentences

2 Knowledge:

- General knowledge: Students can Use relative clauses and equivalent types of clauses with out relative pronouns appropriately

- Language:

- New words: Words related to the topic 3 Skills:

- Pronunciation: str/ , /skr/ and/ skw/ - Grammar: - relative clauses ( revision)

- Omission of relative pronouns II Method: Integrated, mainly communicative III Teaching aids: Textbook

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I.

Pronunciatio n(10 minutes)

+Practice these sentences

II Grammar: (34 minutes) Exercise1:

Exercise 2

I Pronunciation(10 minutes) -Model the two sounds / str/ and /skr/ and/ skw//for a few time

-Pronounce the sounds and ask students to repeat

-Ask students to practice pronouncing the sounds in chorus and individually

-Give feedback

+Practice these sentences

-Read all the sentences and ask students to underline the words with the sounds and write / str/ and /skr/ and/ skw/ under them -Ask students to practice the sentences in pair

-Go around and help

- Let students read the sentences and work in groups

- Listen and remark each group II Grammar: (34 minutes) Exercise1:

-Ask students to comment on the use of relative clauses and write them on the board

-Ask students to read it quickly -Explain the use of them

-let students excerise1 individually and then compare their answers with another students -Go around and help

-Check the answer the class as a whole

Exercise 2

-Ask students read the sentences through

-Explain new words if any

-Call on some students to go to the board and write the answers

-Give a feedback

-Listen to the teacher

- Read aloud in chorus first ,then read individually

-Underline the words with the sounds and write / str/ and /skr/ and/ skw/

-Work in pair

-Listen to their friends’ reading

- listen to the teacher and comment - Listen and copy

- Take note quickly -Do the Exercise1: -Work individually

-Compare with the partners -Answer:

1, you lost

2, he invited to the birthday party 3, John told

4, I bought yesterday 5, we met this morning 6, we had for lunch

-Listen to the teacher and exercise

-Keys:

1, I work with 2, we went to 3,we are living in

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Exercise3

-ask students how to this exercise

-let students work in pair to finish the exercise and compare with the person sitting next to them

- Listen to students and help them to it

-call on some students to give the answer and give feedback

5.he applied for 6,I slept in

-Do the exercise3

- Some students write on the board and others check and correct mistakes

- Keys :

1 ,yes (we are going to see)

2, no (relative pronoun function as subject )

3,yes 4, yes 5,yes 6, yes 4 Consolidation

T summarizes the main points Homework: (2 minutes)

- Let them exercises in Workbook -Prepare the next lesson

Date

Unit 13: Hobbies Period 77: Reading I Objectives:

1 Educational aim: Students can read and know about the hobbies and make questions and answer them well

2 Knowledge:

- General knowledge: By the end of the students will be able to know about the topic

- Language:

- New words: Words to hobbies

3 Skills: Reading for general or specific information II Method: Integrated, mainly communicative

III Teaching aids: Some photos and some information about them IV Procedures:

1 Organization:

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3 New lesson:

Stage/ time Teacher’s activities Students’ activities

While-reading: (20 minutes) Task 1

Task 2

- ask students to watch the video and write down what these people in the clip are doing

1.when people these kinds of thing?

2.do they help to make more money? 3.what is your way of spending your free time?

4 what you call things you in free time ?

- Recheck and introduce the new lesson:

- Ask students to look at the pictures in the book

-Let students work in pairs to say which you like to in your free time

- Let each student stand and speak their opinions

- Go around and help them if necessary

While-reading: (20 minutes) Task 1

- Let students open the book and read silently while teacher reads aloud and correctly

- Ask students to read themselves and write down some information - Let students work in pairs to the task1

Task 2

- Let students read all sentences and explain some new words if necessary -Ask students to read again and stop at the lines that contains these words to guess the meaning

-Let students the task individually

- Listen and try to answer the questions

- Listen to the teacher and then discuss in their groups

- Some students stand up and answer in roles

- Read quickly and give some sentences in the text which are in A

- Predict the meaning of words - work in pairs

-Keys :

1, tài hoa 2, đệm đàn 3, khiêm nhờng 4, say mê ,5, bị bỏ đI 6,đam mê 7, làm cho bận rộn

- Work in pairs and answer the questions

-Work individually -Key:

1, playing the guitar 2,No, he isn’t

3,because he is an accomplished guitarist and he is good at accompanying people singing with his guitar

4, it is keeping fish

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-Call on some students to answer and explain their answers

- Listen and correct if needed

-Ask students to close their books and practise discussing the their hobbies:

- Let students give opinions

- Go around to check ,help and take note of students typical errors

-Call on some students to talk and give feedback

and collected some from the rice field near his house

6,he is not an avid stamp collector 7, he collects them from discarded envelops his relatives and friends give him

8,local stamps

9.he keeps the less common ones inside A small album the common ones he usually gives away to others of if no one wants them he simply throws them away

- Read quickly and find information to compare with their partners

-Work in small groups of or and take turn to talk about their hobbies:

- Listen and copy

4 Consolidation

T summarizes the main points Homework (4 minutes)

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Unit 13: Hobbies Period 78: Speaking I Objectives:

1 Educational aim: Students should know how to ask and answer about their hobbies:

2 Knowledge:

- General knowledge: Ask and answer about their hobbies and collections - Language:

-New words : Words to speak about hobbies and collections 3 Skills: expressing opinions

II Method: Integrated, mainly communicative III Teaching aids: Photos, textbook , IV Procedures:

1 Organization:

2 Check old lesson: S1 writes vocabulary S2,3 reads the text 3 New lesson:

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Pre-speaking: (8 minutes) Task1

While-speaking: (20 minutes)

Post-speaking: (10 minutes) Task 3

Ask students to close the book and give the verbs that go with STAMPS

To collect,to keep, to get, to buy, yo throw, to classify………

Pre-speaking: (8 minutes) Task1

- Ask students to say which of the following you would like /not like to and why in the task

- Go around and listen to them While-speaking: (20 minutes) Task 2

- Let students open the books and look at the task2

-Explain the task and new words - Ask students to work in pair and write the dialogue together based on the information given in the task -let students act out the dialogue together firstly in close pairs and then in open pairs

- Listen and correct

Post-speaking: (10 minutes) Task 3

- Ask students to talk again

- Ask one group to the task as a model

- Go around listening to some groups and help them if needed

- Ask some pairs to stand in front of the class and practise speaking

- Listen to each group and correct or give mark if they it well

- Close the books

- Work in pairs and discuss and find out the verbs that go with STAMPS

- Read these words and work in groups

- Work in groups with some cues given below

- Other groups go on practicing speaking

- Practice interviewing as a dialogue

- Others listen and write down some information they get

-Work and discuss in groups and one of this group asks and one of other answer

-work in pairs and practise speaking

- Listen and write down in their notebooks

4 Consolidation

T summarizes the main points 5 Homework: (2-4 minutes)

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Date:

Unit 13: Hobbies

Period 79: Listening

I Objectives:

1 Educational aim: Students should know how to ask and say about the hobbies 2 Knowledge:

- General knowledge: Students know about some information about the hobbies - Language:

- New words: Words related to hobbies

3 Skills: Listening for general or specific information II Method: Integrated, mainly communicative

III Teaching aids: Some pictures or some real information about them IV Procedures:

1 Organization:

ask students to make as many sentences as possible with the words provided: stamps – fish-book- swimming

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Pre-listening: (8 minutes) While-listening: (20 minutes) Task 1 Task 2 Post-reading: (10 minutes)

- Let students open the books and write down three benefits from reading books

- Let students read some words they’ll listen then

-Introduce some new words from the listening passage

- Listen and check

While-listening: (20 minutes) Task 1

- Let students read some sentences given and explain some new words if necessary

- Read or let students listen first - Let students listen the second time

- Check their listening

- - Observe the class and listen to each group’s feedbacks

- Give more information if students wonder or not clear

_Keys:

1T, 2F ,3F ,4F, 5T ,6T,7T,8F Task 2

- Before listening, let students read quickly some sentences they’ll listen and guess some answers that will be in the conversation

- Let students listen the first time: Who can guess some words?

- Let students listen the second time

- Let student listen the last time and let them work in groups to speak out

- Listen and correct their listenin Post-reading: (10 minutes)

- Ask students to talk about the disadvantages of over-reading -go around and help students

- - Listen to each group and correct

stamps

2 we usually have fish for meals /what kind s of fish would you like to eat?

………

-Listen and answer the question -three benefits :-help to widen our knowledge

-give us valuable -make our life better - Read in chorus

- Some students read themselves:

- Read silently the sentences given before listening

- Listen the first time - No, we haven’t

- Listen the second time and begin doing the task

- Listen the third time and choose the best answer

- Each group asks and explains why they choose by some information they’ve listened - Work in groups and and write the missing words

-Keys : 1,wonderful 2,disease

3,jungle 4, certainly 5, ignorantly - Work in groups and each group talk about the disadvantages of over-reading

- Write in groups and ask someone to speak out their opinion

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mistakes if they’ve done -suggested:

+ near-sighted

+weak body(not move too much) +not having enough time for studying

-Listen and take note their books

4 Consolidation

T summarizes the main points 5 Homework: (2- minutes)

- Ask students to write a short passage about football player they like Date

Unit 13: Hobbies Period 80: Writing I Objectives:

1 Educational aim: Students should know how to write about A collection 2 Knowledge:

- General knowledge: Students learn to write about A collection - Language: Words used in writing about the topic

3 Skills: Writing about A collection

II Method: Integrated, mainly communicative III Teaching aids: Some cues, textbook IV Procedures:

1 Organization:

- ask them to find words going with collect

-then introduce the topic of the lesson, Pre-writing: (8 minutes)

- Ask students to open their books

- Get students to read task1 silently and

- Work in pairs and find out - Some students write down on the board

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While-writing: (18 minutes)

answer the questions that follow

-Ask students to talk about things that they like about collections using :

+name if your collection +how you collect them +how you keep them +how you classify them +your plan for the future

-Then check the answers with the whole class

While-writing: (18 minutes) - Let students read quickly task

- Explain some new words if necessary: - Ask some other groups to write A collection a using some cues below

-Introduce the structure of the collection they are going to write

Name , when , how, why, your plan for the future

-Go around and help if necessary Post-writing: (13 minutes)

6 Ask students to read another’s letter -Call on some students to read loudly their writing

-Give feedback and correct typical errors

Talk about collections - Listen to the teacher - Read silently

- Read those words and copy -Listen and take note quickly

-Work individually

- Practise writing in groups

- Each member of groups reads aloud his/ her writing - Other group appreciate and correct mistakes each other

4 Consolidation

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Date

Unit 13: Hobbies

Period 81: Language focus I Objectives:

1 Educational aim: Students should pronunciate /pt/ -/bd/and /ps/-/bz/ correctly 2 Knowledge:

- General knowledge: Students should use Cleft sentences: Subject focus, Object focus , Adverbial focus

- Language:

3 Skill: fluency in pronunciating pt/ -/bd/and /ps/-/bz/ / and use of Cleft sentences:

III Teaching aids: Some words related to pt/ -/bd/and /ps/-/bz/ / IV Procedures:

1 Organization:

I.

Pronunciation:

(15 minutes) I.minutes) Pronunciation: (15 - Close the books!

a Introduce syllables pt/ -/bd/an d /ps/-/bz

- Listen and repeat following the teacher

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II Grammar: (20 minutes)

Exercise 1

Exercise 2

/ / - Let students practise pronunciating these words: Speak speech ,stop, best ,text ,ask ,disk, dusk, skill ,school

Listen and correct the syllables students read

Practise these sentences b Let students read aloud the words given and try to pronunciate syllable /pt/ -/bd/or /ps/-/bz/ correctly - Listen and check for pronunciation

- Ask students to listen and read after these sentences II Grammar: (20 minutes) -Write on the board some examples containing cleft sentences with different focus 1, the boy visited his uncle last month

+Subject focus : it was the boy who visited his uncle last month

+Object focus : it was his uncle that the boy visited last month

+Adverbial focus : it was last month that the boy visited his uncle

-Ask students to explain the differences among them

-cleft constructions :

It + be + focus +clause

Exercise 1

- Ask students to exercise themselves then discuss in groups

-Introduce how to it -let them work in pairs

-Walk around and check and give mark

ps/-/bz/

- Read in silent first

- Some of each groups read aloud - Read after teacher and work in groups to find the syllable /pt / -bd/ps/bz/ in the word in these sentences:

- Read silently and give the opinion

-Listen and discuss

- Students work in pairs and give the differences among them

- Some students give some examples

- Do the exercise themselves

- Each student of each group gives correct answers

-Key:

1,it was the boy visited his uncle last month

2, It was my mother who bought me A present on my birthday

3, it was Huong and Sandra who sang together at the party

4, it was Nam ‘s father who got angry with him

5, it was the boys who played football all the day

6, it was the girl who received A letter for her friend yesterday

-Work in groups and give the correct answers

-Do the exercise individually -Keys:

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Exercise 2

-ask students to read the exercise

- Then the exercise2

-Call on some students go to board and write down their answers

- Listen and remark

Exercise 3

Let students read the exercise3 and it individually

Let students write the sentences with a peer

-Get students complete other sentences in the same way -call on some students to write their answers on the blackboard

Check with the whole class

him

3, it was the postcard that she sent her friends

4, it was the book that Hoa borrowed from Long

5,it was his grandfather who the little boy greeted in A strange language 6, it was the policeman who the pedestrian asked A lit of questions 7, it was the stranger who the dog barked at

-Do the exercise3 and then compare with the partners’ answer

- Listen and write down -Keys :

1,it was in the garden that the boy hit the dog

2,it was for tea that she made some cakes

3,it was for him that his father repaired the bicycle

4, it was for him that his fat her repaired the bicycle

5.it was on his birthday that she presented him A book

6, it was in Britain that he met his wife

7, it was from the shop she bought that present

8, it was at 8.00 A.m that the meeting started

-4 Consolidation

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Unit 14:Recreation Period 82: Peading I Objectives:

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

- develop such reading micro-skills as scanning for specific ideas, skimming for general information, and guessing meaning in context - Use the information they have read to discuss the topic

2 Knowledge:

- General knowledge: Students should understand how some leisure activities and why recreation and entertainment are important

- Language: Sentences and expression for expressing topic - New words: Words related to the recreation

3 Skills: Guessing meaning in context, understanding and using new words by speaking, asking and answering

III Teaching aids: Student’s book, textbook, handouts IV Procedure:

1 Organization:

2 Check old lesson: S1 does ex1

S2 does ex2 S3 does ex3 3 New lesson:

Stages/ Time Teacher’s activities Students’ activities

Warm up Warm up

T: What you often in your free time?

Sts’ answers may vary Examples:

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Pre- Reading

T: Well, what you have mentioned are leisure activities or forms of entertainment or recreation

1 Teacher asks students to look at the pictures on page 154 and to answer the questions:

- What is she doing? - What are they doing? T asks sts to answer the

questions: - Which of the following leisure activities you think Vietnamese people often in their spare time? - How about British people? Pre- Reading

T pre-teaches key words: - snooker

- pool and darts (using - rugby pictures)

- cricket - bricklaying

- stock market decision - glass engraving

T reads or plays the recording of the reading passage

T has sts Task Task 1

T conducts the correction

Task 2.

T conducts the correction

T asks sts to discuss the question: Which of the British leisure

activities mentioned in the passage are also popular in Vietnam? Which are not?

T has groups write their answer on the board

T gives comments

S2: I play sports S3: I watch TV S4: I read books S5: I go shopping etc

1She is playing the guitar They are having a party They are watching T.V They are swimming They are playing football Sts work in pairs and put a tick () in the right box

Sts’ answers may vary

Sts writes these words down Sts listen to T or to the recording (looking at the passage)

Sts circle the correct answer Answers

1 A - B - B A- B A

Sts read the passage again and answer the questions (work in pairs)

Answers

1 Because without them people will become dull / bored

2 Football and rugby in winter, and cricket and athletics in summer

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POST-READING

T assigns homework POST-READING(10mn) T conducts the correction

T asks sts to discuss the question: Which of the British leisure

activities mentioned in the passage are also popular in Vietnam? Which are not?

T has groups write their answer on the board

T gives comments T assigns homework

entertainment which gives them pleasure

Sts work in groups

4 Consolidation

T summarizes the main points 5 Homework:

(188)

Date

Unit 14: Recreation Lesson 83: speaking I Objectives:

1 Educational aim: By the end of the lesson, students will be able to Express agreements and disagreements about entertainment activities

Stating the reasons for the agreements and disagreements Knowledge:

- General knowledge: students will be able to Express agreements and disagreements about entertainment activities

- Language: making a conversation of a famous person - New words: words related to the topic

3 Skills: Speaking to Express agreements and disagreements about entertainment activities

II Method: integrated, mainly communicative

III Teaching aids: textbook, picture of the parts of the body IV Procedure:

1 Organization:

2 Check old lesson: S1 writes vocabulary S2,3 read the text 3 New lesson:

Warmer(3’) Warmer(3’)

Hang-man game

Ask sts to guess a word by using hang-man game:

A G R E E M E N T

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Before you speak(5’)

While

speaking(25’)

Before you speak(5’) Scrambled words:

Have sts arrange the words in correct order to make meaningful sentences: 1) idea / I / good/ don’t / that’s / a / think

2) agree / I / you / with / quite - Give feedback

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