Giao An Tieng Anh 11 Hay Nhin La Muon Tai
Giao An Tieng Anh 11 Hay Nhin La Muon Tai
Giao An Tieng Anh 11 Hay Nhin La Muon Tai
Teaching of date
class in class
date
11a4
11a5
Total of sts
Unit 1: FRIENDSHIP
Period : 4
Lesson 1: Reading
I. Objectives
By the end of the lesson, Ss 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 t opic.
II. Teaching aids
Textbook, handouts.
III. Language content
1.Knowledge: + Vocabulary :enthusiasm,constant..
+ Grammar : past simple, past progressive
2. Skills : devolop reading
IV.Teaching methods: p.p.p,communicative.
IV. Procedure
Tim
Teacher's activities
Students' activities
e
I-Organization:
-Answer:
1
Who is absent today?
11A4:
11A5:
II.WARM UP
Sts listen
Competition gameNetwork
- T prepares a handout with a groups
network
of
the
word
Friendship.
and
work
in
6
Friendship
10
any circumstances .
Pre- teaching Vocabulary
Note : T should only teach the
words which do not appear in Task
1.
Lasting (adj) = lifelong (adj) : bn
vng , lu di)
To be concerned with : quan tm
ti ai , ci g
Constant (adj):thng xuyn, khng
thay i
Constancy (n): s khng thay i
Rumour (n): tin n
Gossip (n): chuyn tm pho
Trust (n): s tin tng
Sorrow (n): s au kh
Pursuit (n): s theo ui, am m
- If there is some time left, T may
ask some Ss to make sentences
with the above words to check their
understanding.
WHILE YOU READ
Setting the scene
You are going to read a passage
about the qualities of a long lasting
friendship. While you are reading,
do the tasks in the textbook.
Task 1
Instruction: Fill each blank with
one of the words in the box.
- T writes these words on the
board:Acquaintance, incapable of,
mutual, unselfish, give and take,
friend, loyal to, suspicious
- Then T instructs Ss to read the
passage quickly and stop at the
lines that contain these words to
guess their meanings (except for
the word friend as this word is
familiar with Ss)
- Ss guess the meaning of the
words based on the contexts in the
3
*Keys:
1.mutual
5. give and take
2.incapable of
6. loyal to
3.unselfish
7. suspicious
4. acquaintance/friend
sentences
- T checks that Ss understand the
words correctly. T can check Ss
understanding by asking them to
provide the Vietnamese equivalents
to the words.
- Next, T instructs Ss to use some
strategies to do Task 1:
- T asks Ss to work individually to
do the task
- T goes around to help Ss when
necessary.
- T asks Ss to exchange their
answers with other Ss.
- T asks Ss for their answers and
tells them to explain their choices.
- T gives the correct answers:
Task 2
Instruction: You are to read the
passage again and dicide which of
the choices A,B,C or D most
adequately sums up the ideas of
the whole passage.
- T gets Ss do the task individually
and then find a peer to compare
their answer with. T might want to
give them some time to re-read the
passage.
- T might also want to give Ss some
strategies to find the main idea of
the
passage:
-T calls on some Ss to give their
answers
and asks other Ss to say whether
they agree
or disagree.
- T gives feedback and the correct
answer:
Answer : B
Task 3
Instruction: You are required to
4
Answer : B
10
Preparing of date:
Teaching of date
class in class
date
11a4
11a5
Period : 5
Total of sts
UNIT 1 : FRIENDSHIP
Lesson 2: Speaking
6
I. Objectives
By the end of the lesson, Ss will be able to describe the physical
characteristics and personalities of their friends, using
appropriate adjectives.
II. Materials
Textbook, handouts.
III. Anticipated problems
Ss may not have enough vocabulary to talk about the topic, so T
should be ready to provide help.
IV. Porcedure
Tim
Steps
Work
e
arrangement
WARM UP
Competition game - Word search
- T divides the class into small groups of 3 4 Group work
Ss. Then T distributes the following puzzle
handout for Ss to do in their own groups.
Which group finishes first and has all the
8 correct answers will be the winner.
- A variant of this activity: T draws or prepares
2 big copies of the word search and hangs
them on the board. T calls 2 pairs of Ss to go
to the board and ask them find all the
adjectives as quickly as possible. The pair with
the quickest and most correct answers will be
the winner.
The adjectives in the box below are hidden
in the puzzle. Find them as quickly as
possible.
Tall
handsome
Beautiful
sincere
Caring
humorous
medium
honest
understanding
H
N
U
U
M
U
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R
U
O
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U
D
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S
S
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I
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U H R N
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T E R
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A
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D E A
N H B
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T
A L L D
M E D
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M
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N G R A
B H O
T
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D E R S
T A N
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M O U G E
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A
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L
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N
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H
M
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A
M A S
A
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L R B
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C
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E
N S
D
M
S
12
TASK 1
Instruction: You are going to look at the
picture of 4 people on page 15 and describe
them in pairs.
- Before letting Ss do the task, T asks them to
read Useful language on page 16. T may ask If
Ss know the meanings of the adjectives
provided.
- T elicits or teaches some words:
Forehead (n): (T points at his/her forehead)
trn
Crooked (adj): an adjective you can use to
describe ones nose ( mi khom)
-T
may
ask
Ss
to
provide
some
adjectives/expressions used to describe
peoples appearance. She may also give Ss a
handout of these adjectives and expressions.
Describing peoples appearance
Height
Build
Hair
Face
Eye
Nose
Chin
Lips
Forehead
Skin
General
Appearanc
e
Age
11
10
Task 2
Instruction: You are going to discuss and
number the personalities in order of
importance in friendship and then report the
results.
- Before Ss do the task, T asks them to look at
the list of adjectives provided in the book. T
asks if Ss understand these adjectives or not.
- T can elicit or explain some adjectives
quickly:
Caring(adj): kind and helpful and showing that
you care about other people (chu o)
Hospitable(adj): please to welcome guests;
generous and friendly to visitors(hiu khch)
Modest(adj): not talking much about your own
abilities or possessions(khim tn)
Sincere(adj): saying only what you really think
or feel (chn thnh)
Whole class &
Understanding(adj): showing sympathy for group work
other people problems and being willing to
forgive them when they do sth wrong(thng
cm)
-T divides the class into groups of 6 with a
group leader. They discuss and the leader will
take notes of the ideas, and then one
representative will report the result to the
whole class. T reminds Ss that they have to
explain their choice as well.
- T goes round to offer help when Ss discuss.
- T calls on some Ss to report the results of
their discussion. Ss answer may be: My group
thinks that being caring is the most important
in friendship because when friends care about
each other, they will know when to share
happiness or difficulty with their friend ....
- T elicits feedback from the class and gives
final comments.
Task 3
Instruction: Imagine that you have a friend
who has just won the first prize in
Mathematics. A journalist is going to interview
12
13
you about your friend . Act out the interview Whole class &
in pairs.
pair work
- Before Ss perform the interview in pairs, T
gets Ss have a look at their roles on page 16
and the suggestions on page 17.
- T may elicit the questions they may ask, foe
example:
+ his /her physical characteristics: What
does he/she look like ?
+ his/her hobbies: What does he/she like
doing in his/her free time ?/
What are
his/her hobbies ?
+ his/her personalities: How is he/she ?/ Is
he/she friendly ?...
- T may also make clear the meanings of
some adjectives:
Quick-witted (adj): able to think quickly;
intelligent (thng minh, nhanh tr)
Good-natured (adj): kind, friendly and patient
when dealing with people (tt bng,n hu)
- Tasks Ss to work in pairs to perform the
interview in 7 minutes and goes around to
offer help.
- T calls on some pairs to perform the
interview.
- T elicits feedbac
k from the class and gives final comments.
Whole class
WRAPPING
- T summarises the main points of the lesson.
- T asks Ss to do the extra exercise as
homework.
Preparing of date: ..
Teaching of date
Period in class Total of sts
date
11a4
11a5
PERIOD : 6
UNIT 1: FRIENDSHIP
13
Lesson 3 : Listening
I. Objectives
By the end of the lesson, Ss will be able to develop such
listening micro-skills as intensive listening for specific
information and taking notes while listening.
II. Materials
Textbook, cassette tapes, handouts.
III. Anticipated problems
Ss may not be familiar with the note-taking task, so T should
provide them some tips to deal with the task.
IV. Procedure
Time
7
Steps
Warm up
Competition game - Crossword
- The aim of this activity is to help Ss revise the
vocabulary items Ss learnt in the previous lesson.
- T divides the class into small groups of 3 4 Ss. Then
distributes the following crossword handout for Ss to do
in their own groups. Which group finishes first and has
all the correct answers will be the winner.
Answers:
- Cross:
- Down:
1. good-natured
1.
generous
4. friendly
2. helpful
5. quick-witted
3. modest
6. hospitable
7. studious
8. patient
9. honest
O
1
O
O
O
O O O O O O O O O O O O
O
O
O O O O O O O O O O O 2
O
O
O O O O O O O O 3 O O
O
4
O O
O O
O
O O
O O
O
O
O O O O O O O O
O O
O
5
O
O
O
O O O O O O O O
O O
O
14
Work
arrange
ent
Group
work
O
O O O O 6
7
O
O O O O O O
O O O O O O
O
O
O O O O O O
O O O O O O
O
O
O O O O O O
O O O O O O
O
O
O O O 8
O O O
O
O
O O O O O O
O O O O O O
O
O
O O O O O O
O O O O O O
O
O
O O 9
O O O O O
O
CROSS
DOWN
1. kind, friendly and patient
1.
giving or willing to give freely
when dealing with people
2.
willing to help SO
4. showing kindness; making you feel
3.
not talking much about your
relaxed and as though you are among friends
own abilities or possessions
5. able to think quickly; intelligent
7.
spending a lot of time
6. please to welcome guests ; generous and friendly
Studying or reading
to visitors
8. able to wait for a long time or accept annoying
behaviour or difficulties without becoming angry
9. always telling the truth, and never stealing or
cheating
15
10
16
17
10
Individua
work,gro
work
whole cla
the task, T might want to let Ss listen one more time and
pause at the answers for them to catch.
Suggested answers:
How and where did What do they like about
they meet
their friends ?
Lan - They used to live in - Has very friendly and
the same apartment helpful
building in Hanoi.
- Has sociable .Shes got
- Lan went on a many friends in Do Son and
holiday in Do Son she introduced Lan around.
and Ha went there to
help her.
Lon They
met
in - Minh has a sense of
g
college.
humour.
- Ming played the - Minh likes to go to plays
guitar, and Long was and movies.
a singer.
- Minh is a good listener.
They
worked - Minh is friendly and
together
helpful.
Tapescript: ( in Ts book)
Talk A. Lan
My best friend is Ha. We ve been friends for a long time.
We used to live in Nguyen Cong Tru Residential Area in
Hanoi. Her family moved to Hai Phong in 1985. It is said
that Hai Phong people are cold but Ha is really, really
friendly. I first started to get to know her when I was
going on a two day trip to Do Son last year and I didnt
know anybody there. I gave Ha a ring and she was so
friendly, she said, Oh, Ill come to visit you. So she rode
on her motorbike to Do Son and 20 minutes later she
was there. She stayed with me for 2 days. She happened
to know a lot of people there,so she introduced me
around and weve been best friends ever since.
Talk B. Long
My best friend is Minh. We met in college. And I was
there singing ans Minh was a guitarist. So we worked
together a lot. But we also became friends . Minh has a
great sense of humour, hes very, very funny, and thats
one of my favourite things about him. And over the
years, we have been through good times and bad times
with each other, and thats one of the things I like best
19
20
Total of sts
11a5
UNIT 1: FRIENDSHIP
PERIOD : 7
lesson 4 : Writing
I. Objectives
By the end of the lesson , Ss will be able to :
Write about a friend, real or irmaginary , using the words and
expresions that they have learned in previous lessons
II. Materials
Textbook , handout .
III . Anticipated problems :
Ss may not have sufficient vocabulary to write about the topic ,
so T should be ready to assist them
IV . Procedure :
Tim
Steps
Work
e
arranngeme
nt
7
Guessing game
- T introduces the game : one student goes to
the board and T give him / her a piece with the
name of a student in the class . Other Ss to ask
Yes / No questions to find out who the student
is . Ss should ask about the appearance ,
personalities , or clothes ...
- Ss may ask questions such as :
+ Is the person a girl ?
+ Is she tall ?
+ Is she short - sighted ?
+ Is she friendly ?
- The game can continue until time is up
13
PREPARING SS TO WRITE
Whole class
- T sets the scene : You are going to write
about a friend , real or imaginary , using the
provided guidelines . T gets Ss to read the task
and the guidelines silently and work out what
they are required to write about . In general ,
Ss writing should include three parts : (1)
general information about their friend,(2) his /
her physical charateristics and personalities,
and(3) what Ss like about the friend .
- T elicits the verb tenses that may be useful
when Ss want to write about when and where
21
15
Whole class
WRAPPING
- T summarises the main points of the lesson.
- For homework, T asks Ss to improve their
writing,
taking
into
consideration
their
friePPnds and Ts suggestions and correction
and do the extra exercise.
23
Period : 8
uNIT 1: FRIENDSHIP
lesson 5 : Language focus
I. Objectives
By the end of the lesson, Ss will be able to:
- Distinguish the sounds ? /dz/ and /tS/.
- Pronounce the words and sentences containing these sounds
correctly.
-Use some structures containing infinitives with and without to
appropriately.
II. Materials
Textbook, handouts.
III. Anticipated problems
Ss may find it difficult to pronounce the 2 sounds, so T should
prepare a lot of practice.
IV. Procedure
Tim
Steps
Work
e
arrang
12
PRONUNCIATION
Whole
Pronouncing the 2 sounds separately
class,in
- T models the 2 sounds / d / and / t / for a few times work &
and explains the differences in producing them.
+ The phonetic sound / d / is a voiced palatal.
Voiced = vocal cords vibrate while making this sound
palatal = put your tongue behind your top teeth, push air
as you drop your tongue away from the roof of your mouth.
+ The phonetic sound / t / is an unvoiced fricative
palatal. Unvoiced = vocal cords do not vibrate while making
this sound. Fricative palatal = touch your tongue to the
back of your upper teeth and pull your tongue away as you
push air out of your mouth.
- T palys the tape( or reads) once for SS to hear the words
containing these 2 sounds. Then T plays the tape (or reads)
again and this time asks Ss to repeat after the tape (or T).
Pronouncing words containing the sounds
24
GRAMMAR
1. To- infinitive
a. Presentation
- T writes some sentences on the board and underline the
to- infinitive:
+ I have letters to write.
+ Does he get anything to eat ?
+ There is plenty to do ?
- T asks Ss to comment on the use of to-infinitives in these
examples. T reviews the form and use of to-infinitives in the
examples. T may give Ss the following handout.
In the examples above the infinitives are used to replace
relative clauses.
1.
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 ?
Similarly with to-infinitives + preposition:
Someome to talk to cushions to sit on a table to write on a
tool to open it with a case to keep my records in
2. Use of passive to-infinitive
+ There is plenty to do =
25
Whole
individ
pair wo
b) Practice
Exercise 2
- T asks Ss to do exercise 2 in pairs. Ss have to rewrite the
sentences by using the words given.
- T asks them to compare answers with another pair.
- T calls on some Ss to go to the board to write their
answers.
- T asks other Ss to feedback and give correct answers:
1. The police watched them get out of thr car.
2. They let him write a letter to his wife.
3. I heard them talk in the next room.
4. The customs officer made him open the briefcase.
5. The boy saw the cat jump through the window.
6. Do you think the company will make him pay some
extra money.
7. I felt the animal move toward to me.
8. Do you think her parents will let her go on a picnic.
Production: Story telling
- T prepares a handout with 6 pictures in the right order. T
asks Ss to work in groups of 5 to tell the story about the
crow in the pictures. T gets across to Ss that they shouls
use as many sentences with to-infinitives and bareinfinitives as possible. The group which produces the most
logical story with the most appropriate sentences using
to-infinitives and bare-infinitives will be the winner.
- T calls on some groups to tell their story and elicits
feedback from the class.
- T gives final comments and provides correction if
necessary.
Suggested story
A wise crow
A crow hadnt had anything to drink for a long time. One
day she saw a pitcher. There was a little water in the
pitcher, but it was too low for her to reach. What was she
to do ? She tried to break the pitcher with her beak, and
then to overturn it on the ground, but it was too hard and
heavy to do. Then she thought of a plan. She picked up a
number of little stones and dropped them one by one into
the pitcher. In this way the water was soon raised high
enough for her to easily reach.
Whole
WRAPPING
27
Period : 9
Total of sts
I. Objectives
By the end of the lesson, Ss will be able to:
- Develop such reading micro-skills as scanning for specific
ideas, identifying the sequence of events and guessing
meaning in context.
- Use the information they have read to discuss the story.
II. Materials
Textbook, handouts.
III. Anticipated problems
Ss may need help with the discussion task, so T should be ready
to help them.
IV. Procedure
28
Tim
e
5
Steps
WARM UP
Vocabulary crossword puzzle
- T divides the class into small groups 0f 3
4 Ss. Then T distributes the following
crossword puzzle handouts for Ss to do in
their own groups. Which group finishes first
and has all the correct answers will be the
winner.
Crossword
1. My dad works in a factory where he
produces cars and tractors. Hes and ...
2. An ........ is something that protects you
from rain or sun.
3. He saved 5 people in the fire. Hes such
a......person.
4. We have a big ...........for our cars and a
lovely garden at home.
5. This is a beautiful song. I like both the
music and the ....... .
6. Tran Hung Dao is a national....... . He
saved the Vietnamese people from
Chinese invaders.
7. He wom several chess championships
at a young age. Actually, he was the
the countrys youngest ........ .
8. In her glorious singing career Celine
Dion has earned various music awards.
She is the most ...........Canadian singer.
9. Only a little boy saw the car hit and
run. He was the only .....of the accident.
10.
Washington DC is the ............city
of the United States.
11.
My flat is quite ..... : its located
right in Hoan Kiem District, the city
centre.
12.
My mother always ..........me to go
ahead and realise my dreams.
Answer:
e
u m
b
g a
y r
n
b
r
r
i
g
r
a
29
a
c
i
e
v
g
s
n e e r
l l a
e
e
Work
arrangemen
t
Group work and
whole class
Preparing of date: ..
Teaching of date
Period
in date
class
Total of sts
11a4
11A5
PERIOD : 10
I. Objectives
By the end of the lesson, Ss will be able to:
- Identify structure that are used to talk about past experiences and
their influences on ones life, i.e. present perfect and past simple,
structure with Make.
-Use these structures to talk about a past experience and how it
affects their life.
II. Materials
Textbook, handouts.
III. Anticipated problems
Ss may have problem using present perfect and past simple when
talking about the past.
IV. Procedure
Tim
e
10
Steps
Work
arrangem
ent
10
10
Individual
work , pair
work
&
whole class
Answers :
1. d
2.c
12
3. a
4. d
5. e
TASK 2
- T introduces the task : Ss are going to work
individuallyon the sequence of the conversation
and then find a peer to compare theur answers
with .
- T call on a student to read out his / her
answers .
- T checks with the class and gives corrective
feedback .
- T draws Ss attention to the questions asked in
the conversation and help them to review the use
of present perfect and past simple when talking
about a past experience and its present effeccts .
Present perfect : used with ever to ask about a
past experience.
E.g: Have you ever been to Egypt ?.
Past simple: used when one keeps asking about
that experience.
E.g: When did you go there ? Who did you go with
? Did you enjoy your visit to Egypt ? etc.
- T gets Ss to ask him/her questions using present
perfect with ever and past simple.
-T checks that Ss asks correct questions and gives
corrective feedback.
-Then T gets Ss to read the sample conversation
in closed and open pairs.
Answers: 3. h
4. a
5. e
6. g
7. c
8. f
TASK 3
Pair work &
- T introduces the task: Ss are going to ask and whole class
answer questions about their past experiences,
using the suggested questions on page 26.
- T gets Ss to work in pairs to have a
conversation. In the meantime, T goes around to
check and offer help.
- T calls on some pairs to perform their
conversations in front of the class.
- T elicits feedback from the class and gives final
comments.
32
WRAPPING
Whole
- T summarises the main points of the lesson.
class
- For homework, Ss write a paragraph about a
past event that has had an influence on him/her.
Preparing of date: ..
Teaching of date
Period
in date
class
Total of sts
11a4
11A5
PERIOD : 11
I. Objectives
By the end of the lesson, Ss will be able to develop such listening micro-skills as
listening for specific information and taking notes while listening.
II. Materials
Textbook, cassette tapes, handouts.
III. Anticipated problems
Ss may not have sufficient vocabulary to talk about the topic, so T should be
ready to assist them. Ss may not also be familiar with the note-taking task so T
should provide them some tips to deal with the task.
IV. Procedure
Tim
Steps
Work arrangement
e
5
WARM UP
Group work & whole
A matching game
class
(To teach vocabulary related to fires and lead Ss to
the topic )
- T divides the class into small groups of 3 - 4
students . Then T distributes the following handouts
for Ss to do the matching task in their own groups .
Which group finishes first and has all the correct
answers will be the winner .
- T might want to get Ss to translate the given words
into Vietnamese to check Ss understanding of the
words
Match the words in Column A with their definitions
in Column B
Column A
Column B
1 . Fire fighter
a. A metal stairway
outside to help people
get out of a buiding on
33
2 . Fire alarm
3 . Fire door
4 . Fire escape
5. Fire hydrant
6. Fire extinguisher
7. Smoke
8 . Fire truck
10
fire
b. A pipe that draws
water for putting out a
fire .
c. A person who fights
fires
d. What comes out of a
fires
E . A fine resistant
door that can be closed
to stop the speard of the
fire
f. A large truck that
carries firefighters and
equipment to the site of
a fire
g. A tube that contains
special chemicals for
putting out a fire
h. A bell that tells you a
fire has started
Answer :
1.c
2.h
3.e
4. a
5. b
6. g
7 .c
8. f
BEFORE YOU LISTEN
Pair work and whole
- T gets Ss to work in pairs to describe the picture on work
page 27 of the textbook.
- T calls on some Ss to describe the picture. If Ss
have difficulty doing this task, T may want to elicit
answers from the whole class by asking questions
like What can you see in the picture ? What is
happening ?, Who are these people ? etc. T gives
comments on their answers.
- T gets Ss to guess what they are going to listen
about.
Pre-teaching vocabulary
Memorable (a): ng nh
Terrified (a): s hi
Scream (v): go tht
Replace (v): thay th
Gas stove (n): bp ga
Embrace (v): m
34
10
Preparing of date: ..
Teaching of date
Period
in date
class
Total of sts
11a4
11A5
PERIOD : 12
I. Objectives
By the end of the lesson, Ss 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.
II. Materials
Textbook, handouts.
III. Anticipated problems
Ss may not have sufficient vocabulary to write about the topic, so T should be
ready to help them.
V. Procedure
38
Time
5
12
Teacheractivities
WARM UP
A quiz about writing personal letters
(To remind Ss of the rules of writing personal letters in
English)
- T asks Ss if they have ever written a personal letter in
English and then announces the Quiz game and the rule.
For example: Im going to divide the class into 2 big
groups . Then Im going to read out some questions
about the rules of writing personal letters in English. You
need to give your responses as quickly as possible. For
each question, if your answer is quicker and correct, you
get one point for your group. Then we will add up the
points for each group. Which one has more points will be
the winner.
- T divides the class into 2 big groups: A and B.
- T reads out the questions and leads the game.
The Quiz
1. How many parts does a personal letter normally
have ?
2. What are these parts ?
3. What do we normally write in the Salutation ?
4. What do we normally write in the Closing ?
5. Where do we normally sign the letter ?
- T gets Ss to add up the points for each group and
announces the winner.
Answers:
1. 5 parts
2. The Heading, the Salutation (Greeting), the Body,
the Closing and the Signature
3. We normally write Dear or Hello/Hi etc. plus
the name of the person we are writing to and a
comma at the end.
4. We normally write something like Sincerely,
yours, Love,Cheer, Best wishes, See
you soon etc. and after that we put a comma.
5. Our signature normally goes under the Closing.
PREPARING SS TO WRITE
- T sets the scene: You are going to write a friendly letter
to a pen friend telling him/her about one of your most
memorable past experiences.
- T gets Ss to read the task silently and work out what
they are required to write about.
- T calls on a student to answer and elicits more ideas
from the class. T might want to draw a network of ideas
39
on the board for Ss to follow:
What
Sts activities
Whole class
Individual work,
pair work &
whole class
happene
d?
d?
happene
d?
PERIOD : 13
Total of sts
How it
happene
d?
UNIT
How
it 2: PERSONAL EXPERIENCE
affectedyo
lesson 5: Language focus
u?
I. Objectives
By the end of the lesson, Ss will be able to:
- Distinguish the sounds / m /, / n / and / /.
- 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 ver tenses to solve communicative tasks.
II. Materials
Textbook, handouts.
III. Anticipated problems
Ss might have difficulty distinguishing and using different ver tenses correctly.
Therefore, T should be ready to assist them.
IV. Procedure
Time
Steps
Work
arrangement
7
Individual wo
PRONUNCIATION
pair work & wh
Distinguishing sounds
class
- T models the 3 sounds / m / n / and / / for a few time and
explains the differences in producing them (i.e. When
producing / m /, Ss close their lips; when producing / n / Ss
tongues touch the roof of their mouths; when producing / /
their tongues touch their soft palates. For all 3 sounds, the air
goes through the nose).
- T plays the tape ( or reads) once for Ss to hear the words
containing these 2 sounds. Then T plays the tape (or reads) again
and this time asks Ss to repeat after the tape (or T).
- T asks Ss to read the words in each column out loud in chorus
for a few more times. Then T calls on some Ss to read the words
out loud. T listens and corrects if Ss pronounce the target words
incorrectly. If many Ss do not pronounce the words correctly, T
may want to get them to repeat after the tape (or himself) again
in chorus and then individually.
Practising sentences containing the target sounds
40
- T asks Ss to work in pairs and take turn to read aloud the given
sentences (p.29, Practise these sentences).
- T goes around to listen and takes notes of the typical errors.
- T calls on some Ss to read the sentences again and provides
corrective feedback.
GRAMMAR
Individual
Exercise 1
work,pair work
a) Presentation
whole class
- If necessary, T receives the forms, meanings and uses of the
present simple, present perfect, and present continuous.
Present simple
+ Form:
* bare root for I, you we they
* verb + s/es for he, she, it
+ Meaning: present time
+ Use:
* Use the Simple present to express the idea that an action is
repeated or usual. The action can be a habit, a hobby, a daily
event, a scheduled event or something that often happens. It can
also be something a person often forgets or usually doesnt do.
E.g: The train leaves every morning at 8 a.m
The train doesnt leave at 9 a.m
When does the train usually leave ?
* Speakers sometimes use the Simple present to express the
idea that an action is happening or is not happening now. This
can only be done with Non-Continuous Verbs and certain Mixed
Verbs.
E.g: He needs you right now.
Do you have your passport with you ?
Present continuous
+ Form: am/is/are + V-ing
+ Meaning: Present time
+ Use:
* Use the Present Continuous with Normal Verbs tp express
the idea that something is happening now, at this time. It can also
be used to show that something is not happening now.
E.g: Are you sleeping ?
Present perfect
+ Form: have/has + Past Participle
+ Meaning: Present
+ Use:
* We use the Present Perfect to say that an action happened at
41
10
b) Practice
- T gets Ss to do Exercise 3 individually and then find a partner
to check their answers with.
- T checks the answers with the whole class and provides
corrective feedback.
Answer:
1. had eaten/arrived 2. found/had taken 3. got/ had closed 4.
got/had left
5. got/had arrived 6. paid/had phoned 7. went/said/hadnt
arrived 8. had looked/asked/cost
Communicative practice for all 6 verb tenses covered in the
lesson (production stage)
- T divides the class into small groups of 4. Then T introduces
the task A Celebrity interview: Now you are going to work in
groups of 4. Two of you will act as a celebrity and his/her
manager. The other 2 will act as reporters for a local paper.
Discuss among yourself which celebrity you would like to act
and interview. The celebrity and the manager then will prepare a
short biography for the celebrity, including some outstanding
past and present events, based on the questions in the worksheet.
The reporters will work out the interview questions that they
want to ask about the celebrity, They can use the questions in the
worksheet as guidelines. After 5 minutes you are going to do the
interview in your own group.
- T distributes the worksheets to Ss. Then T guides how to
interview questions ans answer them and reminds Ss to use the
correct verb tenses.
- T gets Ss to work in groups, then goes around and offers help.
- After checking that Ss have finished, T calls on a group to
perform their interview again in front of the class and elicits
feedback from the class.
- T gives final comments and provides correction if necessary.
Worksheet for the celebrity
Name:
Job:
Born: when ? where ?
Childhood and schooling
First debut:
Greatest achievements:
Present projects:
Worksheet for the reporters:
45
WRAPPING
Whole class
- T summarises the main points of the lesson.
- For homework, Ss review the uses of different verb tenses that
have been covered in the lesson.
Preparing of date: ..
Teaching of date
Period in class
date
11a4
11A5
Period : 14
Total of sts
UNIT 3: A PARTY
Lesson1: READING
I. Objectives
By the end of the lesson, Ss will be able to:
- Develop such reading-micro skills scanning for specific ideas, and
identifying and correcting false statements.
- Use the information they have read to discuss celebrations in their
culture.
II. Materials
Textbook, handouts.
III. Anticipated problems
Ss may need to be provided vocabulary related to celebrations and festivals so
that they can complete various learning task.
IV. Procedure
Time
Steps
Work arrangement
7
WARM UP
Group work and
46
A matching game
whole class
(To teach vocabulary related to celebrations and
festivals)
- T divides the class into small groups of 3-4 Ss. Then T
distributes the following handouts for Ss to do the
matching task in their own groups. Which group finished
it first and has all the correct answers will be the winner.
- T might want to get Ss to tell if there are similar
celebrations and events in Vietnamese culture to check Ss
understanding of the new words.
- T might also give some details about these celebrations.
Matching the celebrations with the correct imagines
below:
Christmas
Easter
Graduation
Halloween
Thanksgiving
Mohers day
Wedding
Valentines day
Birthday
Answer:
Celebrations
Imagines
Christmas
E
Halloween
A
Wedding
D
Easter
C
Thanksgiving
I
Valentines day
H
Graduation
F
Mothers day
G
Birthday
B
About the celebrations:
- T celebrate Christmas day Western families often buy
Christmas trees, which are often real or plastic pine trees
and decorate them with ornaments and gift boxes.
- On Halloween night children often dress in costumes
and go door-to-door to collect sweets and fruits. Houses
are decorated with lights or candles.
- Picture d shows a wedding horseshoe. It is the symbol of
good fortune and ability to have many children. So on
weddind days many weatern brides carry a replica of a
horseshoe for good luck.
- Picture c shows Easter eggs. Its a custom to eat eggs on
47
6. people go out
to dinner
7. people blow V
out candles, one
for each year
10
V
V
TASK2
- T checks if Ss can identify and correct the wrong
information in TASK2 after their first reading of the
passage. If they cant, T gets Ss to read through all the 7
questionsin TASK2and identify the key words in each
question. For example, in question 1, these might be
Lisas family and friends, and 8th birthday. In
question 2, these might be make cakes and ice-creams
and birthday etc.
- Now T instructs Ss to go back to the passage and locate
these words. Ss should read around these words carefully
to find the answers to the questions.
- Then T gets Ss to check their answers with a friend.
- T calls on some Ss to present and explain their answers.
- T gives feedback and correct answers.
Answer:
1. eighth >sevenths (line 1, paragraph 1, part A)
2. makes > ears (line 2, para 3,part A)
3. foods > presents (line 3, para 3, part A)
4. anniversaries > ages (line 4, para 4, part A)
5. months > years(line 2, para 1, part B)
6. 5th > 50th (line 2, para 3, part B)
7. silver > golden(line 5, para 3, part B)
AFTER YOU READ
Group work & whole
- T introduces the task: Ss work in small groups of 3 or 4 class
and discuss the questions
- T teaches structures that can be usedfor giving
comparison and contrast. E.g: In the US, people .....but in
Vietnam, people...., Americans....while Vietnamese...,
Americans .... .in contrast, Vietnamese ..., etc.
- T goes around to check and offer help.
- T calls on the groups to tell and explain their choices.
- T gives corrective feedback.
WRAPPING UP
Whole class
- T summarises the main points of the lesson.
- For homework, T asks Ss to write a paragraph about
how Vietnamese people celebrate their birthdays or
50
class
Total of sts
11a4
11A5
period : 15
UNIT 3: A PARTY
Speaking
I. Objectives
By the end of the lesson, Ss will be able to:
- Use appropriate language to talk about parties and negotiate how to
plan them.
- Use appropriate language to invite people to come to parties.
II. Materials
Textbook
III. Anticipated problems
Ss may have little experience negotiating in English, so T should be ready to
provide them with appropriate language to do so.
IV. Procedure
Time
Steps
Work
arrangement
7
WARM UP
Whole class
Talking about a party
- T asks the class if they like parties and why to lead Ss to the
topic. Then T asks if they have ever been to a party. If Ss say Yes,
T asks follow-up questions like Whose party was it ? , On what
occasion? , Where was it? , Was it fun ? etc. T helps Ss to
answer the questions by providing them appropriate vocabulary
and expressions (if no Ss have ever been to a party, T might want
to get Ss to ask him/her about a party he/she has been to )
- Then T sets the scene: Supposed you have been to a party and
now you want to tell your friends about it.What do you want to tell
them?
- T elicits Ss ideas and writes on the board:
Who ?
Who gave the party ?
What ?
What exactly was it about ? A family gathering ? A
social party? Etc.
Where ? Where did it take place ? was it a nice place ?
When ?
When did it take place ? What time did it start and
end ?
51
Why ?
7
TASK 2
- T puts Ss in pairs and gets them to tell each other about the Individual
parties they have been to , based on the outlines they have made work
for Task 1.
- In the meantime, T goes around to check and offer help.
- T calls on some pairs to perform their conversations in front of
the class.
- T elicits feedback from the class and gives final comments.
52
12
TASK 3
- T introduces the task and asks if Ss have ever planned a party
with someone else. T elicits things they consider when planning a Group work
party. T may want to ask Ss to look at Task 3 for the answers and &whole class
while pooling their ideas, T write them on the boar
When?
(date & time
Dressing
codes(formal/
informal/
Costunes ?
Who to
invite?
(family,
relatives,frien
ds,classmate
s,
teacher ?)
Where?
(home
/restaurant ?
Planning a
party
Decoration
s
(colored
light
bulbs,
flower?)
Entertainmen
t?
(dance/music
/
games)
Budget ?(how
much to
spend /to
contribute?)
Food &
drinks?
(cook our
own or
order?/vegeta
rian foods)
Giving opinions
I think maybe...
I feel...
In my opinion, ...
Im considering...(cooking our
own foods)
Im thinking about...(ordering
some pizzas)
Expressing agreements
I agree
I think so,too
Thats true, and ...
Thats right, and...
Expressing disagreements
Well, maybe, but...
That might be true, but ...
Well, my feeling is that...
Well, I dont think so. I think ...
Suggesting
Maybe we could...
Perhaps we can...
Lets ...
Why dont we ...?
How about ...?
What about... ?
Should we ...?
Would it be a good idea if ...?
10
Stating preferences
Perhaps I would prefer...
Id rather ...
Maybe ...(pizzas) could be a
better choice
I would go for ...(ordering
food)
Preparing of date: ..
Teaching of date
Period
in date
class
Total of sts
11a4
11A5
PERIOD : 16
UNIT 3 : A PARTY
lesson 3 : Listening
I. Objectives
By the end of the lesson, Ss will be able to develop such listening micro-skills as
intensive listening for specific information.
II. Materials
Textbook, cassette tapes, handouts.
III. Anticipated problems
Ss may not have sufficient vocabulary to talk about the topic, so T should be
ready to assist them.
IV. Procedure
Time
Steps
Work
55
10
arrangement
WARM UP
Group work &
- T divides the class into groups of 10 and introduces the whole class
game: The groups should generate as many words related
to birthdays and birthday parties as possible in 5 minutes.
- T divides the board into as many sections as the number
of groups is. When time is up, T calls on the presentative
of each group to come to the board and write their list.
Then T gets the whole class to count. Each correct word
gets one point. Which group has more points wins the
game.
Suggestion words:
Age, balloon, birthday, blow out, cake, candle, cards,
candy, cookies, chocolate, confetti, decorations,
gift/present, icing, flowers, fun, party, song, etc.
BEFORE YOU LISTEN
- T gets Ss to cover their books and shows them the
pictures in the book, then asks them to guess what they
are going to listen about. T gives feedback and gets them
to open their books.
- T gets Ss to work in pairs to answer the questions on
page 36.
- T calls on some Ss to answer the questions and explain
their reasons.
- T checks with the class.
Pre-teaching vocabulary
Icing(n): sweet, creamy spread for covering cakes
Clap(v/n): v tay
- T helps Ss to pronounce the words on page 36 correctly.
T may want to play the tape or model first and then ask
Ss to repeat after the tape or after him/ her in chorus and
individually.
- T presents or elicits the meanings of these words from
the class.
WHILE YOU LISTEN
TASK1
Instruction: you are going to listen to a girl telling about
a birthday party that she has been to. Listen and answer
True or False questions. Put a tick in the appropriate box.
- Before Ss listen and do the task, T gets them to read
through the statements to understand them and underline
56
Pair work
whole class
&
Individual work,
pair work &
whole class
4. At about 4:30
5. It was beautifully decorated with white and pink
icing and 16 colorful candles in the middle
6. They clapped their hands eagerly and sang
Happy birthday
7. At about 6
Tapescript: (in Teachers book)
AFTER YOU LISTEN
Pair work and
- T puts Ss in pairs and introduces the task: Supposed whole class
that Mai is your common friend. Yesterday was her
birthday but one of you couldnt come. Now you ask the
other person about Mais party.
- T distributes the following handouts for Ss to do the role
play. T reminds them to use the correct verb tense. In the
meantime, T goes around to check and offer help.
- After checking that all Ss have finished, T calls on some
pairs to perform the role play in front of the class. T
elicits feedback from the class and gives final comments.
CARD A
CARD B
Ask your friend about Tell your friend about
Mais birthday. Ask about: Mais birthday party. Use
- Place where the party the following information:
was held
- It was held at Mais
- When it began and place.
ended
- It lasted about 3 hours
- Who came
(3-6 p.m)
- What you did there
- About 20 guests came.
Add more questions if - Mai opened gifts, you
you like
played chess, then Mai cut
cake
Add more information as
you like
WRAPPING UP
Whole class
- T summarises the main points of the lesson.
- For homework, Ss write a paragraph about their own
birthday parties.
Preparing of date: ..
Teaching of date
Period
in date
class
11a4
11A5
58
Total of sts
UNIT 3 : A PARTY
Period : 17
lesson 4 : WRITING
I . Objectives
By the end of the lesson , Ss will be able to :
- Define the format and structure of an informal letter of invitation
- Write an informal letter of invitation
II. Materials :
Textbook , handouts .
III. Anticipated problems
Ss may not have sufficient vocabulary to write a detailed letter of invitation , so T
should be ready to help them .
IV Procedure
Time
Steps
Work
arrangement
7
WARM UP
Competition game
- T prepares handouts of a jumbled letter in advance and
divides the class into groups of 4 . Then T distributes the
handouts and introduces the task : Ss are going to re- order the
sentences into a letter of invitation
- In their groups Ss discuss to complete tha task. The winner
will be the group which has the quickest and correct answer.
- After the game, T might want to get Ss to read the completed
letter again and elicits the features of an informal invitation
letter. T might want to tell Ss that an invitation letter normally
includes:
+ The event (what you invite your friends to): a wedding
party, a birthday party, etc.
+ The place: my parents place, my school, etc.
+ The time and date: 2:30 p.m, May 20, 2007, etc.
+ The invitation itself (Would you like to come ? How
about ...? etc.)
The jumbled letter
1. This is my address: 150 Au Co Road.
2. Its a beautiful house and it looks over the West Lake
and the Water Park.
3. Dear Patricia,
4. Guess what! Ive just moved to a new house in Tay
Ho district.
5. Would you like to come ?
59
10
20
61
FEEDBACK ON SS WRITING
Whole class
- T chooses one letter and reads it to the class.
- Then T elicits corrective feedback from the class and gives
final comments afterwards. T should draw Ss attention to the
format of the letter, the organisation of ideas and language
use.
WRAPPING UP
Whole class
- T summarises the main points of the lesson.
- For homework, T asks Ss to revise their letters according to
their peers suggestions and submit for marking in the next
lesson.
Preparing of date: ..
Teaching of date
Period
class
in date
11a4
11A5
PERIOD : 18
Total of sts
UNIT 3 :
A PARTY
LESSON 5: Language focus
I. Objectives
By the end of the lesson Ss will be able to:
- Distinguish the sounds / l / , / r / and / h /.
-Pronounce the words and sentences containing these sounds correctly.
- Distinguish the uses of infinitive and gerund in active and passive voices.
- Use these structures to solve communicative tasks.
II. Materials
Textbook, handouts.
III. Anticipated problems
Ss might have difficulty distinguishing and using infinitives and gerunds.
Therefore, T should be ready to assist them.
IV. Procedure
Time
Steps
Work
arrangement
7
PRONUNCIATION
Individual
,
Distinguishing sounds
pair work &
- T models the 3 sounds / l /, / r / and / h / for a few times and whole class
explains the differences in producing them (e.g: when
producing / r / Ss curl the tongues more backward than when
they produce / l /; whrn producing / h / they move their vocal
folds from wide apart to close together).
- T plays the tape (or read ) once for Ss to hear the words
containing these 3 sounds. Then T plays the tape (or reads)
62
10
again and this time asks Ss to repeat after the tape(or T).
- T asks Ss to read the words in each column out loud in
chorus for a few more times. Then T calls on some Ss to read
the words out loud. T listens and corrects if Ss pronounce the
target words incorrectly. If many Ss dont pronounce the words
correctly, T may want to get them to repeat after the tape (or
himself) again in chorus and then individually.
Practising sentences containing the target sounds
- T asks Ss to work in pairs and take turn to read aloud the
given sentences(p.39, practise these sentences).
- T goes around to listen and takes notes of the typical errors.
- T calls on some Ss to read the sentences again and provides
corrective feedback.
GRAMMAR
Exercise 1
a.Presentation:
- If necessary, T reviews the verbs that are followed by an
infinitive, a gerund and both.
E.g:
+ Infinitive only
+ Gerund only
+ Both
Agree
Admit
Begin
Arrange
Avoid
Start
Ask
Deny
Continue
Choose
Enjoy
Stop
Decide
Keep
Love
Demand
Verbs that are Like
Deserve
followed
by Hate
expect
prepositions
Remember
Forget
Try
Fail
Hesitate
Hope
Intend
Learn
Manage
Offer
Plan
Refuse
Seem
Wait
Note: T should point out which verbs have different meanings
63
Individual,
pair work &
whole class
Exercise 1
E.g:
stop,
hate,
love,
regret, etc.
10
Exercise 2
Answer: 1. b
2. a 3. b 4.
b 5. a
Exercise 3
Answer: 1. d
2. c 3. b 4.
b 5. c
Group work
& whole class
Preparing of date:
Teaching of date
Period
in date
class
Total of sts
11a4
11a5
Period 19:
Review
I. Objectives:
- After the lesson Ss will be able to review all the grammar from unit 1 to unit 3.
II. Teaching methods:
65
Hand outs
Students activities
1. Past simple
T reviews the use and the form of past
simple
form: S + V(ed)
S + didnt + V
Use: to talk about things that happened
and finished in the past.
Advs: last, yesterday, ago, in + year,
from.to,
2. Past continuous
T reviews the use and the form of past
continuous
form: S + was/were + Ving
Use: to talk about things that was
happening at a certain time in the past or
at the time that another things happened
(when, while are used)
3. Past perfect
T reviews the use and the form of the past
perfect.
form: S+ had PII
Use: to talk about things that had happen
before a certain time in the past or before
the other action happened in the past.
Conjunctions: When, After, Before, By, By
the time
4. Past perfect continuous
T reviews the use and the form of past
perfect continuous.
66
nice
passenger village
B.
C.
passenger village
B.
characteri
stic
B.
constancy
B. affect
generous
D. figure
C.
D. which
changea
ble
C.
D.
quality
unselfishn
ess
C.
D.
broaden embrace
68
Preparing of date: ..
Teaching of date
Period
class
in date
11a4
11A5
PERIOD : 20
Total of sts
Test yourself A
I.Objectives:
By the end of the lesson , ps will be able to practise 4 skills ,grammar and phonetics by
themself
II. Language Focus:
*Vocabulary: virtually, prominently, grinning,
*Grammar: Infinitive and gerund, passive infinitive and gerund
*skill: 4 skills
III. Method and Tecniques: - Communicative approach ,
- Gap-filling multiple choice
III. teaching aids: text book, handout, poster., real objects
IV. Procedures:
I.Warm up: Sing a song Happy birthday(3ms)
69
II.New lesson:
TACTIVITIES
STSACTIVITIES
1-Listening (10ms)
*Listen and choose the best answer
The answers:
1. A. 25 years
2. D. Lived next door to each other
3. B. move to Scotland
4. D.1999
5. C. at James wedding
2. Reading: (11ms)
-T asks some questions
Answer
*Vocabulary:
- virtually (adv) :
- prominently (adv)
- ought (n)
ss work in pairs
(15ms)
the party
the world
1. nine *
mine
2. hour*
house
3. matching*
machine
4.yam*
jam
2.to be
3.to phone
4.pay
5.to be met
4.Writing (9ms)
Asks Ss to write about their birthday
party (or one of their friends)
- After they have finished T picks up
some Ss writing and find common
mistakes then asks Ss to correct
6.To be appointed
71
Ch
S
cu
Tn
K nng v kin thc ngn ng
K nng
K nng
K nng Kin thc g
nghe
c
Vit
Ngn
ng
TN
KQ
Unit 1:
Unit 2:
Unit 3:
S
cu
im
S
cu
im
S
cu
im
T
L
TN
KQ
TL
TN
KQ
TL
TN
KQ
5
11
1
1
1
1,5
11
3,5
10
3,5
0
,5
1
4
T
L
5
2
0,5
Tng s
cu
Tng s
im
2
Matrix ( Ma trn ktr 15 ) :
16
2
72
3,5
32
10
S GIO DC V O TO BC KN
TEST 15 - no 1
ENGLISH 11
Name:..................................................................
Class: 11A.
Question 1: A. village
B. change
C. manager
D. grade
Question 2: A. folk
B. talk
C. holiday
D. calf
Question 3: A. honor
B. vihicle
C. honey
D. honest
Question 4: Teenagers often have their own ________ who they admire and imitate in
different ways.
A. acquaintances
B. experiences
C. idols
D. friends
Question 5: There is something sneaky as he just __________ at me and turned away.
A. talked
B. showed
C. glanced
D. waved
Question 6: Sally to a football match yesterday.
A. goes
B. is going
C. went
D. go
Question 7: I some shopping yesterday when I saw your friend.
A. did
B. was going
C. do
D. am going
th
Question 8: Pasteur ..in the 19 century.
A. has lived
B. lived
C. was living
D. had lived
Question 9: I saw him .. out a minute ago.
A. go
B. goes
C. to go
D. went
Question 10: They let him a letter to his parents.
A. written
B. wrote
C. to write
D. write
Question 11: Dont tell Nam about that because I dont want him .
A. know
B. knowing
C. to know
D. knows
Question 12: She always .. up at 9.00.
A. gets
B. got
C. to get
D. get
Question 13: Her remark was followed by an silence.
A. embarrassing
B. embarrassment C. embarrass
D. embarrassed
Question 14: Its lovely see you again.
A. to
B. in
C. at
D. off
Question 15: David Japanese food before he went to Japan in 2009.
A. eats
B. eat
C. ate
D. had eaten
Question 16: Im happy hearing that you have made much progress in your study.
A
B
C
D
Question 17: I often listen music when I have free time.
A
B
C
D
73
74
Preparing of date: ..
Teaching of date
Period
class
in date
11a4
11A5
Total of sts
Period : 21
test 45
I.Object
To check studentsknowledge from Unit 1 to Unit 3.
II. II. Teaching aids
handouts.
III. Anticipated problems
T can explain the asks of exercises for sts .
IV. Procedure
Matrix ( Ma trn ) :
Ch
S
cu
Tn
K nng v kin thc ngn ng
K nng
K nng
K nng Kin thc g
nghe
c
Vit
Ngn
ng
TN
KQ
Unit 1:
Unit 2:
S
cu
im
S
cu
im
T
L
TN
KQ
TL
TN
KQ
2
TL
TN
KQ
5
1
1
1
0
,5
2
75
T
L
11
1
1,5
11
3,5
Unit 3:
Tng s
cu
Tng s
im
S
cu
im
5
2
10
3,5
0,5
4
16
2
3,5
32
10
Hng dn chm :
I. Pronunciation :
4 x 0.25 / 1 = 1 point.
II. Vocabulary & Grammar : 16 x 0.25 / 1 = 4 points.
III. Reading :
4 x 0.5 / 1 = 2 points .
IV. Writing :
4 x 0.5 / 1 = 2 point.
V.Listening :
4 x 0.25 / 1 = 1 point.
NGAN SON HIGHT SCHOOL
English TEST - No 1
CLASS : 11A....
Time : 45
NAME :
I.Pronunciation :(1 points ) Chn t c phn gch chn in m
c pht
m khc vi cc t cn li.
1. A. children
B. church
C. chemist
D.cheese
2. A. Picture
B. Country
C. Culture
D. Nature
3. A. long
B. wrong
C. song
D. change
4. A. native
B. autumn
C.know
D. money
II. Chn p n ng nht hon thnh cu (4 points )
1. His father was working during the day.
A.Before
B.after
C.in
D.on
2.Parents rarely let their children.out after 9 p.m.
A. going.
B.went
C. goes
D.go
3. The child is so..that she never lets others touch heer toys.
A. kind
B. sneaky
C. selfish
D. helpful
4. Mary was seem...some fruit at the market.
A. buy
B.buying
C.bought
D.to buy
5. My mother ... this TV last year.
A. buy
B. bought
C. be bought
D. was bought
6.She is busy .for her wedding.
A. shop
B. shoping
C. to shop
D. shopped
7. Twenty years after being built,the house requires ...
A. decoration
B. repair
C. furniture
D. celebrate
8.They have gone out for drinking 2 hours.
76
A.for
B.since
C.in
D.with
9.When I .......her on the street yesterday, she a red skirt.
A. was seeing/wore
B.saw/wore
C.saw/was wearing
D.saw/ wearing
10. She enjoys .computer games.
A. plays
B. to plays
C. playing
D. played
11.I am looking forward to.from you soon.
A.hearing
B. hear
C heard
D be heard
12. We usually ..English on Monday and Friday.
A.learn
B. have learnt
C learnt
D had learnt
13. The police made me...my bag.
A. opening
B.to open
C.opens
D.open
14.My father .in this factory 2 years ago.
A. work
B.works
C. worked
D. working
15.Perhaps you should up earlier in the morning.
A.get
B.to get
C.geting
D.got
16.When I arrived at his house, he ..a phone call.
A.is taking
B. have taken
C. has taken
D. was taking
III.Writing ( 2 points ) :Vit lai cc cu sau s dng t gi maf
ngha khng i.
1. It is ten years since I last met David.
=> I Havent............
2.First He locked the door, then he went out.
=> Before he went out, he........
3. She bought a new car .She wants to make a chip to Canada.
=> She bought a new car to..
4.The weather was so cold that we couldnt swim.
=> The weather wasnt enough warm...
IV.Listening (1 point): Nghe v in t cn thiu vo on vn
sau.(p13)
When I was a (1) a.,I had a summer (2).in an expensive
restaurant in Glasgow. (3)day we were expecting (4)
memerbers of a football team for lunch.
V.Reading ( 2 points ) c on vn sau v tr li cc cu hi sau:
A man stopped at a flower shop t order some flowlers to be wired to his
Mother who lived two hundred miles away. As he got out of his car,he
noticed a young girl sitting on the curb cobbing. He asked her what was
wrong and she replied,I want to buy a red rose for my mother but I only
have seventy- five cents,and a rose costs two dollars.the man smiled and
Said , come in with me.Ill buy you a rose.he bought the little girl her rose and
ordered his own mothers flowers.
77
As they were leaving ,he offered the girl a ride home. She said, Yes,please! You can
take me to my mother.She directed him to a cemetery,where she placed the rose on a
freshly dug grave.the man returned to the flower shop, canceled the wire order, picked
up a bouquet and drove the two hundred miles to his mothershouse.
1. How did the man order the flowers ?
A.By wire
b.By letter C. By e-mail D. By telephone.
2.Why was the girl crying ?
A.She missed her mother B. She didnt have enough money to buy a rose
C. She lost her money D.She wanted to change another rose
3.How was the girls mother ?
A.She was living in the cemetery
B.She looked after the cemetery
C.She was dead
D.She was visiting the cemetery
4.Why did the man change his mind?
A.Because the flower shop could not deliver the flowers on time
B.Because his mothers home was near there.
C.Because he was moved by the girls love for her mother
D.Because the flower shop ran out of flowers.
Preparing of date:
Teaching of date
class in
class
date
11a4
11a5
Period 22
Total of sts
45- TEST
A-Objectives
-Explaining and correcting tests
-Help ss to master knowledge which they have leant
B- Teaching aids: Chalks and board...
C- Time: 45
PROCEDURE
I- Organization:
-Greeting
?- Who is absent today?
II- Paying the test
Explain difficult questions
p n:
I
Cu
1
C
X
Cu
12
78
A
X
2
X
13
3
X
14
4
X
15
II
16
1
X
V
2
X
1
X
3
X
2
4
X
3
5
X
4
6
X
IV
7
X
1
Student
8
X
2
Job
9
X
3
one
10
X
4
forty
11
X
1. I havent met David for ten years.
2. Before he went out, he had locked the door.
3.She bought a new car to make a chip to Canada.
4.The weather wasnt enough warm to swim.
Preparing of date:
Teaching of date
class in
class
date
11a4
11a5
Period 23
Review( n tp 1 )
X
X
X
X
X
X
X
Total of sts
A-Objectives:
- Check up grammar , vocabulary, structures which Sts had learnt
in unit 1,2,3
B-Content :
1-Knowledge : from unit 1 to unit 3
2-slills: develop doing exercises
3- Attitude: ss do the test strickly
C- Teaching aids: test papers
D-Teaching method: Sts do the test on the papers
E- Procedure :
Teacher's activities
I- Ogganization:(2)
Who is absent today?
III-New lesson
Teacher guides Ss to discuss in groups
Students' activities
Answer:
Answer:
79
1. D. had spent
2. C. had just left
3. B. will/ arrive
4. B. will be taking
5. A. have you ever been /
spent
6. C.While
7. D. would have
8.B. had been working/
decided
9. B. had left
10. A. prove/froze
11. C. had finished/
12. D. leaving
13. A. has already begun
14. C. are going to build
15. D. am confused about
16. C. had finished
17. B. had made
19. B. start/ ask
20.D.examining/had broken
Preparing of date:
Teaching of date
class in
class
date
11a4
11a5
Period 24
Review( n tp 2 )
Total of sts
A-Objectives:
- Check up grammar , vocabulary, structures which Sts had learnt
in unit 1,2,3
B-Content :
1-Knowledge : from unit 1 to unit 3
2-slills: develop doing exercises
3- Attitude: ss do the test strickly
C- Teaching aids: test papers
D-Teaching method: Sts do the test on the papers
E- Procedure :
Teacher's activities
I- Ogganization:(2)
- Who is absent today?
III-New lesson
Teacher guides Ss to discuss in groups
Exercise : Find ONE mistake in
each of the following sentences:
1. (A)Last year, my son (B)was lost
(C)among the crowd when we (D)have
gone shopping.
2. The problem (A)has turned out
(B)to be more serious (C)than we
(D)will have thought.
3. (A)Almost 300 million people
(B)had visited (C)Americas national
parks (D)every year.
4. They (A)have studied English(A)
before they went (C)to London.
5. They (A)has got married (B)for 30
years (C)by the end of (D)this month.
Students' activities
Answer:
Answer:
1.D
2.B
3.B
4.A
5.A
6.A
7.B
8.C
9.B
10.D
11.D
12.B
13.B
14.A
82
15.D
16.A
17.C
18.C
19.A
20.C
21.A
22.D
83
84
Preparing of date:
Teaching of date
class in
class
date
11a4
11a5
Period: 25
Total of sts
Unit 4 :
VOLUNTEER WORK
Period 1 : READING
I Objectives
By the end of the lesson , Ss 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 .
II . Materials
Text book
III . Anticipated problems
Ss may need help with the discussion task , so T should be ready to help them
IV. Procedure
Time
Steps
6
WARM UP
Competition game Hangman
- T divides the class into 2 big groups and draws each of them a
gallows on the board.
Team A
Team B
- T explains to Ss that they are going to play a Hangman game.
The rule is that T gives a secret word and the groups will take
turn to guess it by telling what letters they think there are in this
word. If Ss choose a letter that appears on oe more times in the
secret word, the letters and their positions will be revealed and Ss
can keep on guessing the next letter. On the other hand, if Ss
guess a letter that isnt in the secret word, them a piece of man
being hanged will be added to the gallows and they will lose their
turn to the other groups. Ss will get one point for each letter they
can guess correctly. When the game is over, T will count how
many points each group has collected and the group with more
85
Work
arrangement
Group work
Whole class,
individual
work & pair
work
Pair
88
Preparing of date:
Teaching of date
class in
class
date
11a4
11a5
PERIOD :26
Total of sts
I. Objectives
By the end of the lesson,Ss will be able to talk about different kinds of activities
related to volunteer work.
II. Materials
Textbook, pictures, handouts.
III. Anticipated problems
Ss may not have enough vocabulary to talk about the topic, so T should be ready to
provide help
IV. Procedure
Time
Steps
8
WARM UP
Competition game Describing the pictures
- T divides the class into small groups of 3-4 Ss and gives each
group a set of pictures. Ss are required to describe the activity in
each picture in one sentence only. Which group finishes first and
has the most correct and meaningful sentences will be the winner.
Suggested answers:
1. The student is teaching the poor children.
89
Work
arrangement
Group work
2.
3.
4.
5.
6.
7.
8.
15
mountainous areas
and write
- Give them money
Help old and sick people
- Cleaning up their houses
- Doing their shopping
- Cooking meals
Helping disadvantaged or - Teaching the children to read
handicapped children
and write
- Listening to their problems
- Playing games with them.
- Taking them to places on
interest
Taking care of war invalids - Listening to their problems
and the families of martyrs
- cleaning up their houses.
- Doing their shopping
- Cooking meals
Taking part in directing the - Directing vehicles ar the
traffic
intersections
- Helping old people and
young children to cross the
road
12
Whole class
WRAPPING UP
- T summarises the main points of the lesson
- T asks Ss to do the EXTRA EXERCISE as homework
Preparing of date:
Teaching of date
class in
class
date
11a4
11a5
Period : 27
Total of sts
I. Objecitves
By the end of the lesson, Ss will be able to develop such listening micro-skills as
intensive listening for specific information and taking notes while listening.
II. Materials
Textbook, cassette tapes, handouts.
III. Anticipated problems
Ss may not be familiar with the note-taking task so T should provide them some tips
to deal with tha task.
IV. Procedure
92
Time
Steps
Work
arrangement
Group work
5
WARM UP
Competition game- Slap the board
- The aim of this activity is to help Ss revise the vocabulary
items Ss learnt in previous lesson.
- T puts the vocabulary items on the board in any order. For
example, T may write the following words and phrases on the
board: war invalid, martyr, intersection, the aged, orphanage,
remote, suffer.
- T calls on some Ss to form 2 teams, and one person from the
team runs to the board, as a representative. T gives Vietnamese
translation for one of the words gets the point. The
representative changes, ready for the next word...
- After 3 minutes, the team with more points will be the winner.
10
BEFORE YOU LISTEN
Discussing the questions
- T asks Ss to read through the Qs and choices on page 51 and
makes sure understand all them.
- T asks Ss to discuss the Qs in pairs.
- T calls on some Ss to report on their partners answers.
Vocabulary Pre-teaching
- Before eliciting/Pre-teaching the new words, T helps Ss to
pronounce the words given in the book. T may read aloud first
or play the tape and ask Ss to repeat in chorus and individually.
- T elicits / teaches some of these words and those taken from
the listening passage:
Fund-raising activies: hot mg gy qu
Donation(n): vt/tin quyn gp
Informal school: trng hc khng chnh thng
Organization for Education Development: t chc pht
trin gio dc
Co-operate(v): hp tc
Disadvantaged children: tr em thit thi
Co-ordinate(v): phi hp
Sponsor(n): nh ti tr
- T may get Ss to make sentences with the words and give
corrective feedback.
- T sets the scene: Now you are going to listen to a passage
about Spring School, a special school in Ho Chi Minh city.
93
Whole
class,
individual work
& pair work
10
Individual
WHILE YOU LISTEN
work,
group
Instruction: You are going to listen to the passage and fill in work & whole
the missing information in each sentence.
class
- Before Ss listen and do the task, T instructs Ss how to do this
kind of exercise:
+ Firstly, Ss have to read the sentences carefully. As they do this
they should:
* underline the key words. For example, the key words in
sentence 1 are Spring School, Ho Chi Minh city.
* try to work out what they are going to hear.
* decide what they need to listen out for. For example, the
word to fill in the blank in sentence 1 should be an adj, while in
sentence 2 a number + noun/noun phrase may be needed.
+ After that, Ss listen to the tape and take notes of the answers.
Ss should make sure that their sentences are grammatically
correct.
- T plays the tape once for Ss to do the task.
- T asks for Ss answers and writes them on the board.
- T plays the tape the second time for Ss to check their answers.
- T asks Ss to work in groups of 4 to compare their answers.
Individual
- T checks Ss answers by calling on some Ss. If many Ss cant work, pair work
complete the sentences, T plays the tape one or two more times & class work
and pauses at the answers for them to catch.
- T gives the correct answers:
6. informal 7. 30 street children 8. 250 children 9. 1988 10.
Volunteers, June
TASK 2
Instruction: You are going to listen to the tape again and
answer the Qs;
- Before Ss listen to the tape again to do the task, T may ask
them to try to answer the Qs with the things they remember
from the previous times of listening.
- T plays the tape again for Ss to do the task. T might also want
to remind Ss that while listening they need to focus on the key
words in each question.
- After playung the tape, T gets Ss to work in pairs and check
their answers.
- T calls on some Ss to give the answers and elicits feedback
from others. If many Ss cant complete the task, T might want to
let Ss listen one more time and pause at the answers for them to
catch.
Suggested answers:
1. It provides classes to disadvantaged children in Ho Chi
94
Minh city.
2. Dance, theatre, singing, and circus classes were set uo in
1999.
3. Because they need money to continue their English and
Performance Arts classes.
4. They dance, sing and play music at one of the largest
hotels in Ho Chi Minh city.
5. Because they need help to contact sponsors and expand
the school activities.
Tapescript: (in Ts book)
8
AFTER YOU LISTEN
- T gets Ss to work in groups to summarise the story about
Spring School, using the suggestions. Each group member has
to take notes of the discussion.
- T calls on some Ss to present their summary.
- T elicits feedback from the class and gives final comments.
3
Whole class
WRAPPING UP
- T summarises the main points of the lesson.
- T asks Ss to learn by heart all new words and do the extra
exercise as homework
Preparing of date:
Teaching of date
class in
class
date
11a4
11a5
Period: 28
Total of sts
I. Objectives
By the end of the lesson, Ss will be able to write a thank-you letter to a donor to
acknowledge the donors contribution.
II. Materials
Textbook, handouts.
III. Anticipated problems
Ss may not have sufficient vocabulary to write about the topic, so T should be ready
to assist them.
IV. Procedure
95
Time
6
Steps
Work
arrangement
WARM UP
Quiz -A formal letter
(To remind Ss of some rules of writing formal letters in English)
- T prepares a handout with a quiz about writing formal letters in Group work
E. The quiz consists of several incomplete statements. Ss work in
groups to complete these statements as quickly as possible. The
group with the quickest and most correct answers will be the
winner.
Quiz
1. You write your address in ...................................of the
letter.
2. The address of the receiver should be written
on .................., starting below our address.
3. You can write ................on the right or the left on the
line after the address you are writing to
4. When letter starts Dear Sir/Madam, you end it
with ..................
5. When the letter starts Dear Dr Smith, you end it
with ...............
6. It is not a good idea to use ..........................such as Im
or cant
Answers: 1. the top left - hand corner 2. the left 3. the date
4. Yours sincerely 5. Yours sincerely 6. contractions
13
Preparing Ss to write
- T asks Ss to read the sample letter on page 52 and discuss the
purpose(s) of the letter in pairs.
- T calls on some Ss to give the answer. T gets across to Ss that:
(1) the sample letter is written to thank a donor for donating
money; (2) thank-you letters to donors serve 2 important
perposes: they acknowledge the donors contribution and help
cultivate a relationship, making it more likely for the individual/
organization to donate again, and they serve as proof of the
donation for income tax purposes ( and are a must for donations
over $250 )
- T asks Ss to read the letter again and do Task 1 individually.
When they finish, Ss exchange their answer with another student.
- T checks Ss answers by asking some Ss to read their answers
out loud.
- T elicits corrective feedback from other Ss and gives the correct
answers when necessary.
96
Answers:
* The opening of the letter: sentence 1
* The donated amount: sentence 1
* The way(s) the money is used: sentence 2
* The way the receipt is issued: sentence 3
* The gratitude to the donor: sentence 4
* The closing of the letter: Yours faithfully
- T may introduce some other expressions that can be used in this
kind of letter. For example:
+ On behalf of ...., Id like to thank you for your generous
donation of $ ..... Your contribution makes it possible for us
to ....... .
+ Thank you very much for your generous donation of $ ..........in
support of ........
+ As a result of your gift, we will be able to continue the care for
the new orphans we have taken in since the tragedy.
+ Id like to take this opportunity to thank you for your
generosity in donating..........
16
Writing
- Before Ss write the letter, T asks them to read the instruction
carefully.
- T gets Ss to write the letter in 15 minutes.
- T goes around to observe and offer help
A sample letter:
54 Hang Giay street
Hoan Kiem District
Hanoi
The Director
River Travel
9 Chuong Duong street
Hoan Kiem District
Hanoi 30 May 2007
Dear Sir/ Madam.
On behalf of New Future School, Id like to thank you for your
generous donation of VND 1 million. Your contribution will
make it possible for us to build our school library. A good
library can help the Ss very much in their studying. We will
issue a receipt as soon as possible.
Once again thank you very much for your kindness. We hope to
receive more assistance and cooperation from your company in
the future.
I look forward to hearing from you soon.
97
Individual
work
Yours faithfully,
Le thi Thanh
Principal of New Future School
8
FEEDBACK ON SS WRITINGS
- T asks Ss to exchange their writing with another student for
peer correction.
- T goes around and collects mistakes and errors.
- T collects some writings for quick feedback.
- T writes Ss typical errors on the board and elicits self and peer
correction. T provides correction only when Ss are not able to
correct the errors.
- Finally, T provides general comments on the letter.
2
Whole class
WRAPPING UP
- T summarises the main points of the lesson.
- For homework, T asks to improve their writing , taking into
consideration their friends and Ts suggestions and correction
and do the extra exercise.
Preparing of date:
Teaching of date
class in
class
date
11a4
11a5
Period: 29
Total of sts
I. Objectives
By the end of the lesson, Ss will be able to :
- Distinguish the sounds / w / and /j /.
- Pronounce the words and sentences containing these sounds correctly.
- Use gerunds, present participles, perfect gerunds and perfect participles
appropriately.
II. Materials
Textbook, handouts.
III. Anticipated problems
Ss may find it difficult to differentiate between gerunds and present participles, so T
should be ready to explain.
IV. Procedure
Time
Steps
Work
98
10
10
arrangement
Whole
class,
PRONUNCIATION
individual work
- T models the 2 sounds /w / and / j / for a few times and explains and pair work
the differences in producing them.
+ The phonetic sound / w / is a voiced labial-velar approximant.
It is articulated with the back part of the tongue(the dorsum)
raised toward the soft palate ( the velum) and the lips rounded.
+ The phonetic sound / j / is a voiced palatal approximant. It is
articulated with the middle or back part of the tongue raised
against the hard palate.
- T plays the tape(or reads) once for Ss to hear the words
containing these 2 sounds. Then T plays the tape(or reads) again
and this time asks Ss to repeat after tha tape(or T).
Pronouncing words containing the sounds
- T reads the words in each column all at once.
- T reads the words once again, each time with a word in each
column to help Ss to distinguishthe differences between the
sounds in the words.
- T reads the words and asks Ss to repeat them.
- T asks Ss to practise pronouncing the words in pairs.
- T goes around to provide help.
- T asks some Ss to pronounce the words and gives correction if
necessary.
Practising sentences containing the target sounds
- T reads the sentences and asks Ss to underline the words with
the sounds and write / w / and / j / under them.
- T asks Ss to practise the sentences in pairs .
- T goes around to provide help.
- T asks some Ss to read the sentences and gives feedback.
Whole
class,
GRAMMAR
individual work
1. Gerund
and pair work
a. presentation:
- If necessary T reviews the form and uses of gerunds. To save
time T may give Ss the handout below:
A gerund is a noun made from a verb by adding -ing. The
gerund always has the same function as a noun (although it
looks like a verb), so it can be used:
a. as the subject of the sentence:
* Reading helps you learn English.
b. as the complement of the verb to be:
* Her favorite hobby is reading.
c. after prepositions. The gerund must be used when a verb
99
Preparing of date:
Teaching of date
class in
class
102
Total of sts
date
11a4
11a5
Period: 30
I. Objectives
By the end of the lesson, Ss will be able to :
- Use gerunds, present participles, perfect gerunds and perfect participles
appropriately.
II. Materials
Textbook, handouts.
III. Anticipated problems
Ss may find it difficult to differentiate between gerunds and present participles, so T
should be ready to explain.
IV. Procedure
Time
Steps
Work
arrangement
10
Whole
class,
GRAMMAR
individual work
3. Perfect gerund and perfect participle
and pair work
a. Presentation
- T teaches /reviews the form and uses of perfect gerund and
perfect participle. T might give Ss the handout below:
1. Perfect gerund:
- Form: having + p2(having seen, having worked...)
- Use:
+ The perfect gerund can be used instead of the present form of
the gerund when we are referring to a past action.
Example:
He was accused of deserting his ship = He was accused of
having deserted his ship.
However, the perfect gerund is used to emphasize completion
in both the past and the future.
Example:
The retired teacher recalled having taught.
2. Perfect participle:
- Form: having + p2(having done, having read ...)
- Use:
+ The perfect participle can be used instead of the present
participle when one action is immediately followed by another
with the same subject.
Example:
103
104
Preparing of date: ..
Teaching of date
Class
class
in date
11a1
11a4
Period : 26
Total of sts
UNIT 5 : ILLITERACY
lesson 1: Reading
I. Objectives
By the end of the lesson, Ss will be able to :
- 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.
II. Materials
Textbook.
III. Anticipated problems
Ss may need to be provided vocabulary related to illiteracy so that
thay can complete various learning tasks.
IV. Procedure
Time
Steps
WARM UP
- T writes the word ILLITERACY on the board.
- T divides the class into groups of 10 and
introduces the game : The groups should generate
as many words related to this word as possible in 5
minutes.
- T divides the board into as many sections as the
number of groups is. When time is up, T calls on the
representative of each group to come to the board
and write their list. Then T gets the whole class to
count. Each correct word gets one point. Which
group has more points wins the game.
Suggested words:
Illiteracy rate, literacy rate, ethnic minority groups,
poverty, mountainous areas, reading and writing,
eradicate illiteracy, illiterate, volunteer teacher,
drop out, primary education , compulsory education,
low-income families
105
Work
arrangem
ent
Group work
&
whole
class
Pair work
BEFORE YOU READ
&
whole
- T gets Ss to work in pairs and try to make sense of class
the picture on page 56, using the given prompts.
- T calls on some Ss to describe the picture. If Ss
have difficulty talking about the picture, T may elicit
their answers by asking Qs and giving prompts. E.g:
What can you see in the picture? Who is the teacher
?
What about the Ss ? Where do you think the class is
taking place ? etc. Ss should give reasons for their
answers.
- T checks with the class and asks Ss to guess what
they are going to read about.
Suggested answers:
This is a class for ethnic minority children in a
mountainous area. Perhaps the class takes place in
the morning because I can see the sunlight outside.
The children are listening very attentively to their
teacher,who ia wearing a soldiers uniform. May be
hes a border soldier and works as a volunteer
teacher. There is only one textbook for each desk. It
seems that this is a very poor area because the
class is poorly equipped and the children are
wearing old clothes.
- T introduces the topic of the lesson: illiteracy.
Individual
WHILE YOU READ
work,pair
Set the scene: You are going to read about work
&
education in mountainous areas and do the reading whole class
tasks that follow.
TASK 1
- T gets Ss to read the passage silently and then do
Task 1. T may write the given phrases on the board
(i.e family planning, farming techniques, etc.) and
asks Ss to go back to the passage to locate and
read around these phrases so that they can guess
their meanings. For example, the phrase illiteracy
eradication found in lines 3 and 5 may refer to
teaching people to read and to write. Ss can
understand this meaning thanks to the idea that 6
% of the population was able to read and write, so
106
TASK 2
- T gets Ss to read the task requirement and do the
task individually and then find a peer to compare
their answer with. If Ss cant do the task without
reading the passage again, T might want to give
them some time re-read the passage.
- T might also want to give Ss some strategies to
find the main idea of the passage:
+ Ss should read the text carefully and try to
summarise it in the Ss own words.
+ Then Ss search through the list of main ideas
provided in the task to find the most suitable one,
+ Ss should make sure the main idea chosen sums
up the entire text and not just one idea with in it.
- T calls on some Ss to give their answers and asks
other Ss to say whether they agree or disagree.
- T gives feedback and the correct answer:
Answer: D
(Option A is too general; Options B & C are too
specific)
TASK 3
- T checks if Ss can answer the comprehension Qs in
TASK 3 without having to read the passage again. If
Ss cant, T gets them to read the Qs carefully and
reminds them of the tips to do the task:
107
Individual
work, pair
work
&
whole class
Whole
class
Preparing of date: ..
Teaching of date
Class
class
109
Total of sts
Whole
class
in date
11a1
11a4
PERIOD : 27
UNIT 5: ILLITERACY
Lesson 2: Speaking
I. Objectives
By the end of the lesson, Ss will be able to :
- Talk about schooling and literacy related problems
- Suggest solutions to these problems
II. Materials
Textbook, handouts, ...
III. Anticipated problems
Ss may have limited linguistic resources for discussion, so T should
be ready to assist them
IV. Procedure
Time
5
Steps
Work
arrangem
ent
Group
WARM UP
work
&
Matching game: (To teach vocabulary and lead Ss whole
to the tape)
class
- T divides the class into small groups of 3-4 Ss.
Then T distributes the following hanhouts for Ss to
do the matching task in their own groups. Which
group finishes first and has appropriate answers(*)
will be the winner.
(*) The purpose of this task is to get Ss to think
about school problems and there should be no
strictly right or wrong answers.
- T introduces the topic of the lesson: talking about
school problems.
Match the photos with the problems they describe:
List of problems:
1. many ethnic minority children do not speak
fluent Vietnamese, so they have problems when
doing their studies in this language.
2. Many children from low-income families drop
out of school to earn their living.
3. Many children live too far away from school and
110
13
2. a
3. d
4. c
Pair work
TASK 1
&
whole
- T introduces the task and gets Ss to do it in pairs. T class
should encourage Ss to guess the meanings of the
new words, if any.
- T calls on a student to read out the answers.
- T checks with the class and gives corrective
feedback. T should explain the new words now or
check Ss understanding by getting them to
translate the sentences into Vietnamese. T might
also provide other similar expressions.
E.g:
Enforce a law / a regulation
Offer special tutoring lessons / private lessons
Provide transportation to schools / school buses
Set up an English speaking club / learning centres /
study groups
Answers: 1. b-g 2. a-e 3. d-f 4. c-h 5. i-j
Pair work,
TASK 2
group
- T introduces the task and calls on one or two pairs work
&
of Ss to read aloud the sample dialogue. T corrects whole
errors, if any.
class
- T elicits the structures that are used for asking for
and giving suggestions. T might want to write these
structures on the board and gets Ss to do some
practice before putting them in groups and do the
task. E.g:
Asking for opinion
111
Group
TASK 3
work
- T introduces the task: Ss are going to work whole
together to identify the problems of their own class
classroom and offer solutions. T gets Ss to look at
the given cues, elaborate on them and elicits some
more problems, of possible. T writes the ideas on
the board. E.g:
+ Class size: large class (over 50), so Ss dont get
enough individual attention from teachers. Ss dont
feel close because they often work in their own
groups rather than work with the whole class.
+ Desks: not enough desks, so 3-4 share one and
there is hardly enough space for everyone.
+ Poorly equipped: no electric fan / aircon, lights,
broken windows / doors, so its dark and cold in
winter and hot in summer, no learning facilities such
as TV, Overhead Projector, computers and so on, so
T and Ss rely on textbooks and the blackboard for
the lesson.
- Then T puts Ss into groups of 3-4 and gets them to
112
&
Preparing of date: ..
Teaching of date
Class
class
in date
11a1
11a4
Period : 28
Whole
class
Total of sts
UNIT 5: ILLITERACY
Lesson 3: Listening
I. Objectives
By the end of the lesson, Ss will be able to :
- Develop extensive listening skills.
- Use the information they have listened to for other
communicative tasks.
113
II. Materials
Textbook, cassette tapes.
III. Anticipated problems
Ss may not have sufficient vocabulary to talk about the topic, so T
should be ready to assist them.
IV. Procedure
Tim
e
7
Steps
Work
arrangem
ent
Mingling
WARM UP
activity &
A survey about school
whole
(To teach vocabulary, strutures and leads Ss to the class
topic)
- T prepares a small survey and copies it on the
board. T gets Ss to copy it down in their own
notebooks. T explains new words and how to do the
task.
- T gets Ss to move around and collects their friends
opinions. They should interview at least 3 people.
- Then T teaches expressions of quantifiers (e.g. 6
out of 10 Ss believed..; 10 % of Ss felt....) and calls
on Ss to report the results of their survey.
School survey
Do you agree with the following statements ?
In an effective school:
Yes
No
The teacher treats Ss as individuals
with both their strengths and
weaknesses.
The teacher encourages Ss to set
realistic goals for their own learning.
The teacher encourages Ss to have
positive attitudes towards themselves
and others.
The T is motivating and interested in
what Ss do.
Learning is centred on important life
skills
such
as
communication,
building
self-respect
and
selfconfidence, learning from failure, and
time management.
The social side of the school is
114
Whole
class
*Pre-teaching vocabulary :
Individual
WHILE YOU LISTEN
work, pair
TASK 1
work,
- T gets Ss to read the Qs carefully and work out whole
what information they need to concentrate on while class
listening. Then T checks with the whole class.
- T gets Ss to read the options in each question
carefully and underline the words that make them
difficult. T checks with the whole class( e.g: in Q1
these are express attitudes, deliver speech,
115
Group
AFTER YOU LISTEN
work
- Before getting Ss to discuss, T reminds them of whole
some useful expressions for asking for and giving class
opinions.
- T divides the class into small groups of 3 or 4 and
116
&
Preparing of date: ..
Teaching of date
Class
class
in date
11a1
11a4
117
Total of sts
Period : 29
UNIT 5: ILLITERACY
Lesson 4: Writing
I. Objectives
By the end of the lesson, Ss will be able to :
- Interpret information presented in tables
- Identify language to be used for describing tables
- Write description of tables.
II. Materials
Textbook, handouts,
III. Anticipated problems
Ss may not have sufficient linguistic resources to write a
description of a table,
so T should be ready to help
them.
IV. Procedure
Time
Steps
5
WARM UP
A matching game
(To teach vocabulary and lead Ss to the topic)
- T divides the class into small groups of 3-4 Ss. Then T
distributes the following handouts for Ss to do the
matching task in their own groups. Which group finishes
first and has the correct answers will be the winner.
- T elicits more expressions, sums up and writes them on
the board. E.g:
Verb
Noun
Increase
slightly
A light /
increase
Rise
gradually
Gradual
rice
Decrease
sharply
Sharp / reduction fall /
Fall/
drop drop
considefably
No/
little
change
fluuctuation
Remain
the
same
fluctuate
- T introduces to the topic of the lesson : Writing a
description of tables .
Match these expressions with the correct graphs . Add
more expressions if you can
118
Work
arrangem
nt
Group
work
whole
class
1 . fluctuate
2 . gradually decrease
3 . slightly increase
4 . remain the same
5 . drop sharply
6 . rice considerably
A
Answer:
6. A
1. D
2. F
3. E
4. B
5. C
10
PREPARING SS TO WRITE
TASK 1
- T gers Ss to read the task requirements and work on the
task with a peer.
- T calls on some Ss to read out their answers and checks
with the class.
- T can use the writing in TASK 1 as a model of a table
description:
+ T asks one student to read aloud the model writing
+ T elicits the features of a table description, including :
1. The organisation:
119
Pair wor
&
who
class
1.Topic
Individua
WRITING
work,pair
TASK 2
work an
- T gets across to Ss that before they describe a table, they whole
always need to spend time analysing it and organizing the class
information in the most logical order. T gives Ss some tips
to tackle a table:
+ To understand a table, it is important to firstly
understand its topic . The topic of a table can generally be
found by looking at its title. Pay attention to the time
reported in it as well. Is it the past, the present, or the
120
future ?
+ Then, it is important to look for the general trend that
the table describes . What patterns are shown ? Is there an
overall trend ? How are the different pieces of information
related ? Look for the exceptions to the general trend, if
there are any. Finally, look for the differences in detail.
- Then T tells Ss to study the table in Task 2 and analyses it
with a friend by asking these Qs:
1. What is the topic of the table ? Does it describe the past,
the present, or the future ?
2. What patterns are shown ? How are the pieces of
information related ?
a. Which region had the highest rate of literacy in 1998 ?
2002 ? 2004 ? 2007 ?
b. Which region had the lowest rate in each year ?
c. Did the rate of literacy in the Lowlands increase or
decrease between 1998 and 2007 ?
d. What about that rate for Midlands and Highlands ?
- T checks the answers with the whole class.
- Based on their analysis of the table, Ss now write up a
description individually.
- T goes around to check and offer help.
- T asks Ss to work in pairs and correct each others
writing.
Sample writing:
The table describes the literacy rates in different regions of
the Sunshine country from 1998 to 2007. Generally, except
for Highlands, where the rates slightly decreased between
these years, Lowlands and Midlands both witnessed a rise.
In lowlands, for example, the rates were 50 %, 53 % and
56 % in 1998, 2002 and 2004. In 2007, the rate sharply
rose to 95 %, which was a remarkable progress. Midlands
saw a less dramatic change, however. The rate went up
gradually from 70 % and 75 % in 1998 and 2002 to 80 %
and 85 % in 2004 and 2007. Unlike these 2 regions,
Highlands witnessed a gradual decrease in the rate of
literacy of its population. In 1997 the rate was 50 %;
however, it decreased by 5 % in 2002 and continued to go
down in the following years, reaching only 30 % in 2007.
Obviously, this region needs to improve its literacy rate.
7
FEEDBACK ON SS WRITING
- T choose one description and reads it to the class.
121
Whole
class
Whole
class
*
TO
DRAW
EXPERIENCE:
Preparing of date: ..
Teaching of date
Class
class
in date
11a1
11a4
Period : 29
Total of sts
UNIT 5: ILLITERACY
Lesson 5: Language Focus
I. Objectives
By the end of the lesson, Ss will be able to:
- Distinguishing the clusters / pl /, / bl /, / pr /, / br / and
pronounce the words and sentences containing them
correctly
- Understanding reported speech with infinitives and use
these structures to solve communicative tasks
II. Materials
Textbook, handouts.
III. Anticipated problems
Ss might have difficulty with the clusters because they dont exist
in Vietnamese.
IV. Procedure
122
Tim
e
7
10
Steps
Work
arrangem
ent
Individual
PRONUNCIATION
work, pair
Distinguishing sounds
work
and
- T models the 3 clusters / pl /, / bl /, / pr /, / br / for a whole class
few times and explains how to produce them. E.g:
When producing / pl /, Ss should produce / p / first
and then quickly switch to / l /, and so on.
- T plays the tape (or reads) once for Ss to hear the
words containing these clusters. Then T plays the
tape (or reads) again and this time asks Ss to repeat
after the tape (or T).
- T asks Ss to read the words in each column out
loud in chorus for a few more times . Then T calls on
some Ss to read the words out loud. T listens and
corrects if Ss pronounce the target words incorrectly.
If many Ss dont pronounce the words correctly, T
may want to get them to repeat after the tape (or
him/herself) again in chorus and then individually.
Practising sentences containing the target sounds
- T asks Ss to work in pairs and take turn to read
aloud the given sentences.
- T goes around to listen and takes notes of the
typical errors.
- T calls on some Ss to read the sentences again
and provides corrective feedback.
Individual
GRAMMAR
work, pair
a. Presentation
work
and
- If necessary, T reviews reported speech with whole class
infinitives:
+ Form: Verb + O + bare-infinitive
+ meaning and use: We usually use an infinitive
structure to report orders, requests, advice,
suggestions,
threats,
warning,
promises,
(dis)agreements, and so on. We dont use say in
this structure.
E.g: I told the kids to be quite. The policeman told
me not to park here.
Note: T might want to remind Ss that time and place
references often have to change in reported speech.
123
E.g:
Now
Today
Here
This
This week
Tomorrow
Next week
Yesterday
Last week
Ago
Tonight
Last
Saturday
2 weeks ago
Next
Saturday
10
Then
That day
There
That
That week
The
following
week/the
next
week/the day after
The
following
week/the
next
week/the week after
The previous day/the day before
The previous week/the week before
Previously/before
That night
The previous Saturday/the Saturday
before
2 weeks previously/2 weeks before
The following Saturday/the next
Saturday/the Saturday after/that
Saturday
b. Practice
Exercies 1:
- T gets Ss to do Exercise 1 individually and then
find a partner to check their answers with
- T checks with the whole class and provides
corrective feedback.
Anwer:
1. They promise to come back again.
2. The lifeguard advised us not to swim too far
from the shore.
3. John asked Peter to close the window.
4. The teacher encouraged Eric to join the
football team.
5. John promised to give it to him the next day.
6. My mum wanted Lan to become a doctor.
7. My sister reminded me to lock the door before
going to school.
8. His boss advised him to go home and rest for a
while.
Exercise 2:
Individual
- T gets Ss to do Exrcrice 2 individually and then find work, pair
a partner to check their answers with .
work
&
124
15
whole class
Individual
work
&
whole class
Whole
class
Preparing of date: ..
Teaching of date
Class
class
in date
11a4
11a5
Period : 31
Total of sts
UNIT 6: COMPETITIONS
lesson 1 : READING
I. Objectives
By the end of the lesson, Ss will be able to :
- Develop such reading micro-skills as scanning for specific
ideas and
identifying meaning in context.
- Use the information they have read to discuss the related
topic
II. Materials
Textbook
III. Anticipated problems
Ss may need to be provided appropriate linguistic resources so
that
they can complete various learning tasks.
IV. Procedure
1.Organiration:( 1)
whos absent today ?
2.New lesson :
Time
Steps
Work
arrangem
ent
Pair work
5
WARM UP
&
whole
- T gets Ss to work in pairs, matching the 4 given class
competitions with the correct pictures on page 66.
- T checks the answer with the whole class.
- T might want to get Ss to tell which of these
competitions they like most and why. T gets Ss to
name some other competitions that they know or
have ever participated in and elicits their
comments on the events.
a. Quiz: Road to Mount Olympia
b. London Marathon
c. Sao Mai Television Singing contest
d. Olympic Games
126
Pair work
BEFORE YOU READ
&
whole
- T introduces the topic of the lesson and gets Ss class
to work in pairs and answer the questions on page
67 .
- T calls on some Ss to answer the questions . T
should ask Ss to give reasons for their answers . T
helps Ss to express their ideas .
- T elicits comments from the class asks Ss to
guess what they are going to read about
WHILE YOU READ
Set the scene: You are going to read about a
schools competition. Then you do the tasks that
follow
TASK 1
- T gets Ss to read thye passage silently and then
do Task 1. T may want to remind Ss of the
strategies for guessing the meaning of new words.
For eample, Ss should look for the instances of the
new words in the text and read around them. Ss
use the context in which the words occur and their
knowledge of word formation to understand the
meanings . E.g the word representative found in
line 1 may refer someone who representative a
group . Ss can undersand this meaning thanks to
the phrase the representatives of three classes
and their knowledge that representative derives
from represent
- T checks the answers wihth the whole class
- T might want to check that Ss understand all
these words correctly by calling one some Ss to
tell the meanigng of the words in Vietnamese
Answer :
1 . d 2 .f 3 . e 4 . c 5 . b 6 .a
WRAPPING UP
- T summarises the main points of the lesson
- For homework , Ss write a paragraph to explain
whether and why they would agree or disagree
with the statenment that It is not important
127
Individual
work , pair
work &
whole
class
Whole
class
Period : 32
Total of sts
UNIT 6: COMPETITIONS
lesson 2 : READING
I. Objectives
By the end of the lesson, Ss will be able to :
- Develop such reading micro-skills as scanning for specific
ideas and
identifying meaning in context.
- Use the information they have read to discuss the related
topic
II. Materials
Textbook
III. Anticipated problems
Ss may need to be provided appropriate linguistic resources so
that
they can complete various learning tasks.
IV. Procedure
1.Organiration:( 1)
whos absent today ?
2.New lesson :
Time
Steps
Work
arrangem
ent
WARM UP
Pair work
5
- T gets Ss to work in pairs, matching the 4 given &
whole
competitions with the correct pictures on page 66. class
- T checks the answer with the whole class.
- T might want to get Ss to tell which of these
competitions they like most and why. T gets Ss to
name some other competitions that they know or
have ever participated in and elicits their
comments on the events.
a. Quiz: Road to Mount Olympia
b. London Marathon
c. Sao Mai Television Singing contest
d. Olympic Games
128
TASK 2
- T checks if Ss can answer the comprehension
questions in Task 2 without having to read the
passage again . If Ss cannot , T gets them to read
the questions carefully . T might want to give
them some tips to do the task :
+ first , Ss should skim the 6 questions to
understand them . As Ss do this they :
* underline the key words to decice what
information they need for find in the text . E.g the
keywords in Question 1 are the 5th annual
English Competition .
* look for question word like why which
indicates Ss shold read for specific thing like a
reason .
+ Then they should go back to the passage and
locate the key words in the passage .
+ then tey should read aroud the key words
carefully to find the answer .
- T gets Ss to check their answers with s peer
- T call on some Ss to read aloud their answers
and ask them to explain their chioces
- T gives the correct answers
Answer :
1 . The representatives of three classes of the
speakers school (line 1 , paragraph 1 )
2 . The aim was to stimulate the spirit of learning
English among students (lines 3 4 , paragraph
1)
3 . The students Parents Soc iety (line 4 ,
paragraph 1 )
4 . They had to complete 5 activites in all . On
completion of each activity , they had to answer
the questions in the worksheets within 2 minutes
(lines 1 4 , paragraph 2 )
5 . They had to obsevre and score the students
performance . A maximum score for each activity
was 15 . At the end of the competition they would
annouce the total score will be the winner (lines 4
7 , paragraph 2 )
6 . A set of CDs for studying English and an
Oxfoxd Advanced Learners Dictionnary (lines 8
129
Individual
work , pair
work &
whole
class
9 , paragraph 2 )
TASK 3
- T checks if Ss can answer the comprehension
questions in Task 3 without having to read the
passage again . If Ss cannot , T gets them to read
the question carefully . T might want to remind Ss
of the tips to do the task :
+ First , Ss should skim the 4 questions to
understand them . As Ss do this they underline the
key words to decide what information they need to
find in the text
+ Then they should go back to the passage and
locate the key words un the passage .
+ Then they should read around the key words
carefully to find the answer
- T gets Ss to check their answers with a peer .
- T call on some Ss to write their answers on the
board and ask them to explain their choices .
- T gives the correct answers :
Answer
1.... to recite / complete the poem because he
could not remember the last sentence
2 ..... became the winner of the competition .
3...... 60 points
4 .... For me the important thing was our
participation in the competition and the
enjoyment we had from it
Individual
pair work
& whole
class
Group
AFTER YOU READ
work
- T reads the the poem aloud once or twice and whole
gets Ss to repeat each line after him / her . T shold class
draw Ss attention to the rhythm and intonation
when recting the poem .
- T lest Ss practise recting the poem in their own
groups T goes aroud and offters help .
- T calls on different groups to read the poem and
asks the class to decide who the best performers
are .
- T teaches new words (e.g patter window
pane ) and then gets Ss to translate the poem
into Vietnamese .
- T calls on different groups read their translations
130
&
WRAPPING UP
- T summarises the main points of the lesson
- For homework , Ss write a paragraph to explain
whether and why they would agree or disagree
with the statenment that It is not important
whether we win or lose a competition . The
important thing is our participation in it and the
enjoyment we have from it
Preparing of date: ..
Teaching of date
Class
class
in date
11a1
11a4
Period: 32
Whole
class
Total of sts
UNIT 6: COMPETITIONS
lesson 2: SPEAKING
I. Objectives
By the end of the lesson, Ss will be able to:
- Ask for and give information about types of competitions.
- Talk about a competition or contest.
II. Materials
Textbook, handouts.
III. Anticipated problems
Ss may have limited linguistic resources for discussion, so T should
be ready to assist them.
IV. Procedure
1.Organization (1):Whos absent today ?
2.New lesson:
Time
Steps
Work
arrangement
7
Whole class
WRAM UP
- T prepares pictures of the 3 famous TV game
shows Who wants to be a millionaire ?, 1 vs
100 and talent show Pop Idol.
131
10
Individual work,
TASK 1
pair work &
- T introduces the task and gets Ss to do it whole class
individually and then compare their answers
with a peer. T should encourage Ss to guess
the meanings of the new words, if any.
- T explains or elicits the meanings of the new
words, T might also want to get Ss to name
some contests under each category. E.g:
General knowledge quiz includes Hnh trnh
vn ho, Ai l triu ph, etc. Singing
contests include Sao Mai, Sao Mai im
hn, etc.
- T calls on different pairs to report their
answers. T should encourage Ss to explain
why they like or dislike a game/contest. T
helps Ss to express their ideas when
necessary.
Pair
work
&
TASK 2
whole work
- T introduces the task and calls on one or two
pairs of Ss to read aloud the sample dialogue.
T corrects errors, if any.
- T goes over the table of useful expressions
on page 69 and explains new words to Ss
when necessary. T might also want to elicit the
structures that are used for asking for and
giving opinions about contests. T might want
to write these structures on the board and
gets Ss to do some practice before putting
133
Group work
whole class
Whole class
WRAPPING UP
- T summarises the main points of the lesson.
- For homework, Ss write a paragraph about a
game show/contest they like, using TASK 3 as
guiding Qs.
134
&
Preparing of date: ..
Teaching of date
Class
class
in date
11a4
11a5
Period: 33
Total of sts
UNIT 6: COMPETITIONS
lesson 3: LISTENING
I. Objectives
By the end of the lesson, Ss will be able to:
- Develop extensive listening skills.
- Use the information they have listened to for other
communicative tasks.
II. Materials
Textbook, cassette tapes, handouts.
III. Anticipated problems
Ss may not have sufficient vocabulary to talk about the topic, so T
should be
ready to assist them.
IV. Procedure
Time
Steps
5
WARM UP
Jumbled words
(To teach vocabulary and leads Ss to the topic )
- T divides the class into groups of 3 or 4
- T gives each group one card containing 10 words
whose letter are jumbled and asks Ss rearrange
the letter to make good words . The group which
finishes the task first with the most correct words
will be the winner
The card
135
Work
arrangeme
nt
1.
2.
3.
4.
5.
6.
7.
8.
9.
10
tohamarn
sifihn
renurn
chiatelt
crae
conpahim
nurning
centadis
storp
. cirang
Answer :
1 . tohamarn --- marathon
champion
2 . sifihn ---- finish
running
3 . renurn ---- runner
distance
4 . chiatelt ---- athletic
sport
5 . crae ------ race
racing
6 . conpahim --7 . nurning -- --8 . centadis ----9 . storp ----10 . cirang ----
10
Whole class
BEFORE YOU LISTEN
- T uses the picture in the textbook to introduce
the topic of the lesson
E.g: T might want to ask Ss questions like What
do you see in the picture ? , What events is it ? ,
Where do you think the Boston Marathon might
take place ? , Who can participate in it ?
- T listens and helps Ss express their ideaas. T
might want to give very brief information about the
game , like is it one of the oldest races in the US
and held every year in mid April
Listen and repeat
- T helps Ss to pronounce the words in their book
correctly . T may o want to play tape or model first
and then ask Ss to repeat after the tape or after
him / her in chorus and invidually . T corrects
errors , if any
- T check that Ss know the meaning of these words
.
- T gets Ss to make sentences with some important
words , e.g .race , athletic , association , etc .
136
10
Individual
WHILE YOU LISTEN
work , pair
TASK 1
work
&
Instruction : you are going to listen about the whole class
Boston Marathon . Listen and answer True or False
questios . Put a tick () in the appropriate box .
- Before Ss listen and do the task , T gets them to
read through the statememts to understand them
and underline key words . For example , the key
words in the first statement are every year and
USA , etc .
- T plays the tape (or reads the tapesript ) once for
Ss to listen and do the task .
- Then T gets Ss to find a parter to check their
answers whith .
- T checks the answers with the whole class . If
many Ss cannot answer the questions , T plays the
tape one or two more times and pause at the
answers for them to each
Answers :
1.T
2.T
3 . F (2 hours 50 minutes and seconds )
4 . F (1967 )
5.T
6 . F (pass thorgh 13 towns and ends is centre of
Boston )
TASK 2
- T checks if Ss can answer the Qs in task 2 without
listening again. If they cannot, T plays the tape for
them to listen again but beforedoing this, T should
encourage Ss to read through all the questions ,
identify the information they need to look for in
each question (by finding the key words and the
question word, e.g .what, where, when, how, etc)
and if possible, predict the answers .
- Then T plays the tape again for Ss to listen and
answer the questions . While Ss are listening , T
should encourage them to note down the answers .
T should remind Ss to write down only the main
points in note forms but not full sentences .
- T gets Ss to check their answers with a partner .
Then T checks with the whole class . T should play
the tape again and pause at difficult points if many
Ss cannot complete the task .
137
Answer :
1 . New York
2. In 1972
3.8
4 . 6164
Tapescript
Trang : What are you reading , Paul ?
Paul : The history of Boston Marathon . This is one
of the oldest road
races in the United States .
Trang : It sounds interesting . How often is it held ?
Paul : Every year , in the middle of April .
Trang : When did the Boston Marathon begin ?
Paul : It began in 1897 . and the same year Mc
John Dermott won the first Boston Athletic
Association Marathon .
Trang : Who was John Dermott ? Where did he
come from ?
Paul : He was the first man who won the first
Boston Marathon in the USA . He came from New
York .
Trang : How long did it take him to reach the
finish ?
Paul : he was engaged from 15 runners , and he
clocked 2 hours 50 minutes and 10 seconds .
Trang : That was a great man ! And what about
female runners , Paul ? I mean did women have
right to participate in long distance running Paul :
Yes . but not unitl 1967 women were formally
accepted to take part in the Boston races . And a
few years later Kuscsik , the first woman , became
the first official champion as a female runner .
Trang : Really ? when did she win the race ?
Paul : In 1972 . At that time there were 8 women
starting the race and
all 8 finished
Trang : How wonderful they were . Paul , Im
wondering if the eace
is held for only American people .
Paul : No , In fact , each year more runners from
every part of the world join the Boston Marathon .
For example , in 1984 there were 6164 runners
from 34 different countries running is the
marathon
Trang : Can you tell me more about the ruless of
138
Group work
BEFORE YOU LISTEN
- T introduces the task: Ss talk about a famous
Vietnamese runner or sportsman / sportswoman
that they like.
- T puts Ss in small groups of 3 or 4. Each group
will prepare a short biography of a famous
Vietnamese ruuner (or sportsman/ sportcwoman)
that they like but they should not let other groups
know who this person is. T might want to appoint a
group leader for each group. This person will
monitor the discussion, note down friends ideas
and appoint a representative to present the
groups work to the class.
- T goes around to check and offer help.
- After checking that all the groups have finished, T
calls on the representative of each group to talk
about their favourite sportsman / sportswoman,
without telling the class the name of this person.
Other groups will try to guess who this person is.
- T listens and takes note of Sss errors. T provides
corrective feedback after that.
Whole class
WRAPPING UP
- T summarises the main points of the lesson.
- For homework, Ss learn by heart new words and
make sentences with them.
139
Preparing of date: ..
Teaching of date
Class
class
in date
11a4
11a5
Period:35
Total of sts
UNIT 6: COMPETITIONS
lesson 4: WRITING
I. Objectives
By the end of the lesson,Ss will able to: Write a letter to reply to
the request of information.
II. Materials
Textbooks, handouts.
III. Anticipated problems
Ss may have little experience writing such letter type, so T should
be ready to help them.
IV. Procedure
Tim
e
Steps
5
WARM UP
A hang-man game
(To revise the vocabulary Ss learned in previous
lessons)
- T divides the class into 2 big groups and draws each of
them a gallows on the board.
Group A
Group B
- T explains to Ss that they are going to play a
Hangman game which has to do with the names of
Vietnams popular TV game/talent shows and contests.
140
Work
arrangem
ent
Individual
work
Individual
WRITING
work
&
- T gets Ss to read the requirements of TASK 2 and work pair work
out with a peer what they need to include in the reply
letter and what kind of language(formal ? informal ?)
they need to use.
- T checks the answers with the class and gives
feedback. If necessary, T reminds Ss of the format and
language of a formal letter (e.g. it normally includes the
senders address, it begins with Dear..., not Hello/Hi
and is closed with Yours sincerely / faithfully / truly or
Best/kind/warm regards not Bye or Cheers.
- Now T gets Ss to write their own letters in 10 minutes.
- T then asks Ss to get in pairs, exchange their letters
and correct each other.
- T goes around to offer help.
A sample letter:
English for the world
106 Tran Hung Dao St, Hoan Kiem District, Hanoi
Octob
er 18, 2007
Dear Thu Trang,
Thank you for your interest in our English Speaking
Competition. Here is the information that you request.
Date and time: 8:30p.m, October 25, 2006
Venue: 106 Tran Hung Dao
Number of participants: 25
Entry procedure: Candidates fill an application form to
participate.
We encourage you to apply to participate by 4 p.m,
October 20. Because this year we limit the number of
participants to only 25, applications submitted late
will not be considered. For further information, please
contact me on 9838188 or email me at
[email protected].
We wish you good luck at the contest and look
forward to seeing you there.
Best regards
Kate johnson
Secretary
142
7
FEEDBACK ON SS WRITING
- T chooses one or two letters and reads it / them to the
class.
- Then T elicits corrective feedback from the class and
gives final comments afterwards. T should draw Ss
attention to the format of the letter, the organisation of
ideas and language use.
3
Consolidation and homework
- T summarises the main points of the lesson.
- For homework, T asks Ss to revise their letters
according to their peers suggestions and submit for
marking in the next lesson.
Whole
class
Whole
class
XC NHN CA T TRng.
Ngy thng nm 2011.
DNG TH THU
Preparing of date: ..
Teaching of date
Class
class
in date
11a4
11a5
Total of sts
Period: 36
UNIT 6: LANGUAGE FOCUS
I. Objectives
By the end of the lesson, Ss will be able to:
- Distinguish the clusters / tr /, / dr /, / tw / and pronounce the words and
sentences containing them correctly.
II. Materials
Textbook, handouts.
III. Anticipated problems
Ss might have difficulty with the clusters because they dont exist in Vietnamese.
IV. Procedure
143
T
7
Teachers Activities
Sts Activities
Individual work,
work, whole class
pair
PRONUNCIATION
Distinguishing sounds
- T models the 3 clusters / tr /, / dr /, / tw / for a few times
and explains how to produce them. E.g: When producing / tr
/, Ss should produce / t / first and then quickly switch to / r /
, and so on.
- T plays the tape( or reads) once for Ss to hear the words
containing these clusters. Then T calls on some Ss to read
the words out loud. T listens and corrects if Ss prononce the
target words incorrectly. If may want to get them to repeat
after the tape (or himself) again in chorus and then
individually.
Practicing sentences containing the target sounds
- T asks Ss to work in pairs and take turn to read aloud the
given sentences.
- T goes around to listen and takes notes of the typical
errors.
- T calls on some Ss to read the sentences again and
provides corrective feedback.
10
GRAMMAR
Individual work, pair
a. Presentation
work, whole class
- If necessary, T reviews reported speech with gerund
+ Form: Verb + (O) + Preposition +(NOT) V-ing(*)
+ Meaning and use: We usually use a gerund structure to
report thanking, apologies, accusations, and so on. We dont
use say in this structure.
E.g: I apologised the teacher for submitting my assignment
late. We thank you for having helped us generously.
Answer:
Note:
1. John congratulated
- Some verbs dont need a preposition, e.g. stop,
us on passing our
deny,admit,suggest,and so on.
exam.
- T might want to remind Ss that time and place references
2. Mary apologised
often have to change in reported speech.
for not phoning me
E.g:
earlier.
3. Peter insisted on
driving Linda to
the station.
4. The
teacher
accused the boy of
not
paying
144
Now
Today
Here
This
This week
Tomorrow
Next week
Then
That day
There
That
That week
The following week/the next week/the day
after
The following week/the next week/the week
after
The previous day/the day before
The previous week/the week before
Previously/before
That night
The previous Saturday/the Saturday before
Yesterday
Last week
Ago
Tonight
Last
Saturday
2
weeks 2 weeks previously/2 weeks before
ago
Next
The
following
Saturday/the
next
Saturday
Saturday/the Saturday after/that Saturday
b. Practice
Exercise 1:
- T gets Ss to do Exercise 1 individually and then find a
partner to check their answers with.
- T checks with the whole class and provides corrective
feedback.
Exercise 2:
- T gets Ss to do Exercise 2 individually and then find a
partner to check their answers with.
- T checks with the whole class and provides corrective
feedback.
WRAPPING UP
- T summarises the main ponts of the lesson.
145
5.
6.
7.
8.
attention to what
he had said.
Bod has always
dreamed of being
rich.
I warned Ann
against staying at
the hotel near the
airport.
Her
mother
prevented
Jane
from going out
that night.
Miss
White
thanked Jack for
visiting her.
Answer:
1. Tom insisted on
paying for the
meal.
2. Mr and Mrs Smith
looked forward to
meeting
their
chidren soon.
3. The boy denied
breaking
the
window of the
womans house.
4. The
policeman
stopped
the
customer
from
leaving the shop.
5. The thief admitted
stealing
Mrs
Browns car.
6. Ann
suggested
having a party the
next Saturday.
John and his wife were
thinking of buying the
house.
Whole class
DNG TH THU
Preparing of date: ..
Teaching of date
Class
class
in date
11a4
11a5
Total of sts
Period: 37
TEST YOURSELF B
I. Objectives
By the end of the lesson, Ss will be able toreview four skills and grammer in unit 6.
II. Materials
Textbook, handouts.
III. Anticipated problems
Ss might have difficulty with the clusters because they dont exist in Vietnamese.
IV. Procedure
Time
Teachers Activities
146
Sts Activities
I.TEST 15.
- asks sts to do the test.
II. Listening
- asks sts listen and choose the best answear.
1.A 2.B 3.D 4.C 5.B
III. Reading
1.D 2.B 3.B
4.C
5.C
Ch
S
cu
Tn
K nng v kin thc ngn ng
K nng
K nng
K nng
Kin thc g
nghe
c
Vit
Ngn ng
TN
KQ
Unit 4:
Unit 5:
Unit 6:
T
L
TN
KQ
TL
S
cu
im
S
cu
im
S
cu
im
TN
KQ
TL
2
TN
KQ
TL
6
2
1
1
6
0,
5
7
3
3,5
7
3
0,5
4
Tng s
cu
Tng s
im
3,5
16
20
8
10
TEST 15 - no 2
ENGLISH 11
D.university
D.college
D.chemistry
D. two
D. jewellery
D. look after
d. support
d. desolate
a. job
b. work
c. service
d. help
10. Johnny will have completed his five- year course at university next month.
a. finished
b. found
c. tried
d. enjoyed
11. A. is a person that officially decides who is the winner of a competition.
a. judge
b. poet
c. participant
d. sponsor
12. Carlos was _______ the first prize in the essay competition.
a. disappointed
b. completed
c. excited
d. awarded
13. How many contestants were there in all?
a. as a total
d. as usual
c. as respected
b. as a result
14. Ive heard a lot of about Peter, and Im looking forward ______ his talk tomorrow.
a. hear
b. hearing
c. to hear
d. to hearing
15. Would you like _______ me some tea?
a. make
b. to make
c. making
d. made
16.They now reget ______ their son by providing too many material possessions.
a. having spoiled
b. to have spoiled c. having been spoiled
d. to have been spoiled
17. Jane is busy ______ for the school concert.
a. to practice
b. practice
c. practicing
d. having practiced
18. Are you the new manager, Daisy? Congratulation! said Billy.
a.Billy looked forward to being the new manager. b. Billy dreamed of being the new manager.
c. Billy prevented Daisy from being the new manager.
d. Billy congratulated Daisy on being the new manager.
19. You cant use the mobile phone. Teacher said me.
Teacher prevented ____________ from _____________________________________
20. Teacher: Stand up, Lan!
Peter: Im sorry I dont learn lesson.
Peter apologised for not___________________________________________
XC NHN CA T TRng.
Ngy thng nm 2011.
DNG TH THU
Preparing of date: ..
Teaching of date
Period
class
149
Total of sts
in date
11a4
11A5
Period : 39
test 45
I.Object
To check studentsknowledge from Unit 1 to Unit 3.
II. II. Teaching aids
handouts.
III. Anticipated problems
T can explain the asks of exercises for sts .
IV. Procedure
Matrix ( Ma trn ) :
Ch
S
cu
Tn
K nng v kin thc ngn ng
K nng
K nng
K nng Kin thc g
nghe
c
Vit
Ngn
ng
TN
KQ
Unit 4:
Unit 6:
Tng s
cu
Tng s
im
S
cu
im
S
cu
im
T
L
TN
KQ
TL
TN
KQ
TL
TN
KQ
TL
10
0.5
2,5
15
5,0
10
1.5
2,5
17
5,0
2
4
1
4
16
2
Hng dn chm :
I. Pronunciation :
4 x 0.25 / 1 = 1 point.
II. Vocabulary & Grammar : 16 x 0.25 / 1 = 4 points.
III. Reading :
4 x 0.5 / 1 = 2 points .
IV. Writing :
4 x 0.5 / 1 = 2 point.
V.Listening :
4 x 0.25 / 1 = 1 point.
150
3,5
32
10
English TEST - No 2
Time : 45
2.
3.
4.
XC NHN CA T TRng.
Ngy thng nm 2011.
DNG TH THU
153
Preparing of date:
Teaching of date
class in
class
date
11a4
11a5
Period: 40
Total of sts
A-Objectives
-Explaining and correcting tests
-Help ss to master knowledge which they have leant
B- Teaching aids: Chalks and board...
C- Time: 45
PROCEDURE
I- Organization:
-Greeting
?- Who is absent today?
II- Paying the test
Explain difficult questions
p n:
I
Cu
1
2
3
4
II
1
2
3
4
5
6
7
8
9
10
11
A
X
X
Cu
12
13
14
15
16
X
X
X
X
X
X
X
X
X
X
X
X
X
154
A
X
X
C
X
X
III.Reading:
1.D. a bright future for their children.
2. C. their children will have more opportunities for good education
3. B. of the sacrifices
4. D. profession
IV. Rewrite the sentences below, beginning with the words given
1. Tom denied cheating in the exam
2. My teacher congratulated winning the singing contest.
3. They warned me against buying this car.
4. Having spent all his money, He decided to go home and ask his father for a job.
V. LISTENING:
1. effective
2. mutual
3. their
4. encouraged
school
respect
strengths
LISTENING 11-2:
In an informal survey carried out in Perth, western of Australia,
students were asked to give their views on what makes an effective
school. 80 per cent of the students felt that mutual respect in the
classroom was essential learning to take place. This implied that
students should be treated as individuals with both their strengths
and their weaknesses. 60 per cent of the students felt they should be
encouraged to set realistic goals for their learning, and to have
positive attitudes towards themselves and others.
About 55 per cent of the students expected their teachers to be
motivated and interested in what they were doing; this would then
reflect in their performance of the students. Nearly all the students
believed that learning should be centered on important life skills such as
communication, building self-respect and self-confidence, the ability to
learn from failure, and time management, suited to the maturity of the
students concerned.
One hundred per cent of the students felt that the social side of school
was as important as academic activities. The older students felt that
they should be allowed to give some input school decision making a
direct effect on students.
XC NHN CA T TRng.
Ngy thng nm 2011.
DNG TH THU
155
Preparing of date: ..
Teaching of date
Class
class
in date
11a4
11a5
Period: 41
Total of sts
UNIT 7: POPULATION
leson 1 : READING
I. Objecitves
By the end of the lesson, Ss will be able to:
- Develop such reading micro-skills as scanning for specific ideas and
guessing meaning in context
II. Materials
Textbook, handouts.
III. Anticipated problems
Ss may not have enough vocabulary to talk about the topic, so T should be ready to
help them.
IV. Procedure
Time
6
Steps
WARM UP
Competition game Crossword puzzle
- T divides the class into small groups of 3-4 Ss. Then T distributes
the following crossword puzzle handouts for Ss to do in their own
groups. Which group finishes first and has all the correct answers
will be the winner.
Crossword
1. an area of public land in a town or a city where people go
to walk, play and relax.
2. the noun of poor
3. attractive without being very beautiful
4. without a job although able to work
5. a group of Ss who are taught together
156
Work
arrngement
Group work
Whole clas ,
individual
work & pair
work
159
Whole class,
individual
work & pair
work
10
Pair work
and whole
class
WRAPPING UP
- T summarises the main points.
- T asks Ss to learn by heart all of the new words and
do the extra exercises as homework.
Whole
class
XC NHN CA T TRng.
Ngy thng nm 2011.
DNG TH THU
Preparing of date: ..
160
Teaching of date
Class
in date
class
Total of sts
11a4
11a5
Period: 42
UNIT 7: Speaking
I. Objectives
By the end of the lesson, Ss will be able to talk about the causes of
population explosion, problems of population booms and solutions
to these problems.
II. Materials
Textbook, handouts.
III. Anticipated problems
Ss may not have enough vocabulary to talk about the topic, so T
should be ready to provide help.
IV. Procedure
Time
Steps
6
WARM UP
10
Work
arrangem
ent
Whole
class
Picture description
- T shows Ss the following picture and asks them 2
Qs:
+ What can you see in the picture ?
+ What does the picture tell you ?
- T elicits answers from Ss and comments.
- T introduces the topic of the speaking lesson:
overpopulation/population explosion.
Suggested answers:
1. In the picture, the Earth looks like an old, tired
man with too many people on his head,
shoulders and arms.
2. The picture tells us that the Earth may not
properly accommodate too many people. We are Whole
facing overpopulation.
class &
TASK 1
pair work
Instruction: You are going to put the following causes
to overpopulation in order of importance and explain
your decision.
- Before letting Ss do the task, T asks them to read
through the causes provided on page 83. T makes
161
10
Whole
class &
group
work
163
DNG TH THU
Preparing of date: ..
Teaching of date
Class
class
in date
11a4
11a5
PERIOD :43
Total of sts
UNIT 7: Listening
I. Objectives
By the end of the lesson, Ss will be able to develop such listening micro-skills as
listening for specific information and listening for general information.
II. Materials
Textbook, cassette tapes, handouts.
III. Anticipated problems
Ss may not also be familiar with the note-taking task so T should provide them some
tips to deal with the task.
IV. Procedure
Time
Steps
Work
arrangement
Group work
7
WARM UP
Competition game Word Search
- T divides the class into small groups of 3-4 Ss. Then T distributes
the following puzzle handout for Ss to do in their own groups.
Which group finishes first and has all the correct answers will be
the winner.
- A variant of this activity: T draws or prepares 2 or 3 big copies of
the word search and hang them on the board. T calls 3 pairs of Ss
to go to the board and ask them find all the adjectives as quickly as
possible. The pair with the quickest and most correct answers will
be the winner.
Find the words hidden in this puzzle. The words go across, up,
down, backward and diagonally.
Overpopulation
P
A
164
O
T
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H
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X
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P
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Illiteracy
Exercise
Implement
Problem
L
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Unemployment
Reward
Explosion
Awareness Solution
M
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Answers:
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N
Whole
class
10
billion people.
5. Asia has the largest population with China the most populated
country in the world and India the second.
Vocabulary Pre-teaching
- Before eliciting / Pre-teaching the new words , T hepls Ss to
pronounce the words given the book . T may read aloud first or
play the tape and ask Ss to repeay in chorus and individually .
- T elicits / teachers some of these words or / and these taken from
the listening passage .
Latin America : Chu M Latinh
Rate of population growth : T l tng dn s
Developing coutries : Cc nc ang pht trin
To rank : to have a posotion on a scale according to
quality , importance , success , etc :Xp hng
Rank (n) : the position , especially a high postion ,
that sb has in a particular organzation , society , etc :
th hng
Fall (n) : decrease : s gim
Generation (n ) : all the people who were born at
about the same time : th h
- T may get Ss to make sentences with the words and gives
corrective feedback
WHILE YOU LISTEN
TASK 1
Instruction : You are going to listen to Dr Brown talk
about the world population . While listening , choose
the best answer A , B or C , D to complete the
statements or answer the questions .
- T gets Ss to read the statements and questions
carefully and underline the words that make them
different . T checks with the whole class ( e.g in
question 1 these are over 6 .7 , about 6 .7 . 6 .7
6 . 6 , in questions 2 they are 66 million , 76
billion about 66 million , about 76 billion , etc )
- T gets Ss to guess the answer to each question and
then tells them they need to listen attentively to
check if their guesses are cofirmed .
T plays the tape (or reads the tapescipt ) once for Ss
to listen and do the task .
- Then T gets Ss to find a partner to check their
answers with
- T checks the answers with the whole class . If many
Ss cannot answer the questions , T plays the tape
166
Individual
work ,
group work
& whole
class
Whole
class
XC NHN CA T TRng.
Ngy thng nm 2011.
DNG TH THU
Preparing of date: ..
Teaching of date
Class
class
in date
11a4
11a5
Total of sts
Peiod 44 :
unit 7: WRITING
I . objectives
By the end of the lesson , Ss will be able to :
Write descriptions of pie charts , using appropriate language
II . Materals
Textbook , handouts
III . Anticipated problems
Ss may not have sufficient vocabulary to write about the topic , so T
should be ready to assits them .
IV . Procedure
Time
Steps
Work
arrangem
ent
7
WARM UP
Group
Competition - Pie chart drawing
work
- T prepares a handout with a table of information . T
168
Distinction 21 %
Pass 38 %
Merit 33 %
13
PREPARING SS TO WRITE
- T prepares a handout with a description of a pie
chart . T asks to work in pairs to discuss the
organization and other characteristics of the
description . T writes the following questions on the
board :
1 . How many parts are there in the description ?
What are they ?
2 . What does the first part tell you ?
3 . What information does the second part give you ?
4 . What language items should you pay attention to
in the second part ? Underline them .
5 . What does the last part tell you ?
Uses of
Dried Other 5 %
Apples,USA
3%
Frozen
2%
Canned
12 %
Juice
18 %
Fresh Fruit
60 %
169
Pair work
& whole
class
15
Whole
class ,
pair work
&
induvidua
l work
Pair work
& whole
class
WRAPPING UP
Whole
- T summarises the main points
class
- For homework , T asks Ss to improve their writing ,
taking into consideration their friends and Ts
suggestions and correction and do the extra exercuse
XC NHN CA T TRng.
Ngy thng nm 2011.
DNG TH THU
Preparing of date: ..
Teaching of date
Class
class
in date
11a4
11a5
Total of sts
Period 45
unit 7: LANGUAGE FOCUS
I . Objectives
By the end of the lesson , Ss will be able to
- Distinguish the clusters / kl / , /gl / , /kr/ , /gr / and /kw /
- Pronouce the words and dialogue cotaining these clusters correctly
- Use coditional sentences (types 1 , 2 and 3 ) and conditional senteces
in reported speech appropriately .
II . Materials :
Textbook , handouts pictures
III . Anticipated problems
Ss may find it difficult pronouce the clusters , so T should prepare a lot
of practice
IV . Procedure
Time
Teachers activities
Stsactivities
12
PRONUNCIATION
Distinguishing sounds
- T models the clusters / kl/, /gl/ ,/gr/ ,and /kw/ for a
few times and explains how to produre /k/ first and
then quickly switch to /l/ and so on
- T plays the tape (or reads ) once for Ss to hear the
172
Whole
class ,
individual
work &
pair work
GRAMMAR
1 . Revision of condotional sentences (type 1 , 2 and
3)
a. Presentation
- T elicits the from and use of coditional sentences
(type 1, 2 and 3 ) from Ss . If necessary T may give
Ss the following handout
Typ Form
Use
e
1
If +
In these sentences , the times is
simplepres the present or future and the
ent will
situation is real . They refer to a
future
possible condition and its
probable result
Example :
+ If find her address , Ill send
her an invitation
+If I run , Ill get there in time
2
If + simple Like type 1 , type 2 refers to the
past ,
present of future , and the past
would +
tense in the if clause is not a
infinitive
true past but a subjuntive ,
which indicates unreality or
improbability .
Example :
173
Whole
class ,
individual
work &
pair work
Ig +pat
prefect ,
would
have + P2
Group
work
B . Practice
Execise 1
- T asks Ss to do exercise 1 individual and then
compare their answers with another student .
- T calls on some Ss to read out their answers .
- T give correct answers :
1 . would drive
4 . will take
2 . could
5 . closed
3 , is
6. willcome
WRAPPING
- T summarises the main of the lesson
- For homework , Ss review the points that have
been covered in the lesson and do the EXTRA
EXERCISE
XC NHN CA T TRng.
Ngy thng nm 2011.
Preparing of date: ..
Teaching of date
Class
class
in date
11a4
11a5
Total of sts
Period: 46
unit 7: LANGUAGE FOCUS
I . Objectives
By the end of the lesson , Ss will be able to
- Distinguish the clusters / kl / , /gl / , /kr/ , /gr / and /kw /
- Pronouce the words and dialogue cotaining these clusters correctly
174
b . Practice
Exercise 3
- T asks Ss to do exrcise 3 individual . Ss have to
change the conditional sentences into reported
speech .
- T asks them to compare answers with another
student .
- T calls on some Ss to go to the boad to write their
sentences
- T asks other Ss to feedback and gives correct
answers :
1 . The man said to 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 er feet .
3 . They said to me (that ) if it didnt rain they would
go out with me .
4 . The man asked the woman what she would do if
she were billionaire .
5 . The man said to me (that ) if I had asked him he
would have lent me his motorbike .
6 . The man said to his daughter (that ) they would
be very disappointed if she did not come .
7 The boy said to the girl (that ) ha was sure they
would understand if she explained the situation to
them .
Production : Picture prompts
Group
- T prepares a set of 10 pictures and divides the class work
into two big teams . T tells Ss the rule of the game :
each time a representaive from a team will choose
randomly a pucture from the set . He / she has to
make a coditional sentence (type 1 , 2 or 3 ) with
that picture . If he /she cannot do that or the
sentence is not correct , the team will get no point
;otherwise , the team gets one point . At the end the
team with more poitns will be the winner
WRAPPING
Whole
- T summarises the main of the lesson
class
- For homework , Ss review the points that have been
covered in the lesson and do the EXTRA EXERCISE
XC NHN CA T TRng.
Ngy thng nm 2011.
176
DNG TH THU
Preparing of date: ..
Teaching of date
Class
class
in date
11a4
11a5
Period : 47
Total of sts
Unit 8 : CELEBRATIONS
READING
I . Objectives
By the end of the lesson , Ss will be able to :
- Develop such reading micro-skills as scanning for specific ideas and
guessing meaning in context .
- Use the information they have read to discuss the topic
II . Materials
Textbook , handouts
III . Anticipated problems
Ss may not have enough vocabulary to talk about the topic , so should
be ready to help them .
IV . Procedure
Tim
TS ACTIVITIES
STS
e
ACTIVITIE
S
6
WARM UP
Group
Competition game Network
work
- T prepares a handout with a crossword puzzle of
some festivals and celebrations in Vietnam and the
world .
- T divides the class into small groups of 3-4 students .
Then T gives each group a handout to do their own
groups . Which group finishes first and has all the
correct answers will be the winner .
- A variant of this activity : T draws or prepares two
big copies of the crossword and hangs them on the
board . T calls two pairs of Ss to go to the board and
ask them to do the crossword as quickly as possible .
The pair with the quickest and most correct answers
will be the winner
ACROSS
DOWN
2 . This festival is the
1. The purpose of this
177
10
Whole
class ,
individual
work &
pair work
3.T
4 . F (according to the passage , lucky money tends to
be given to children )
5.T
6 .T
TASK 3
Instruction : You are requored to answer the seven
questions in the book .
- T checks if Ss can answer the comprehension
questions in TASK 3 wtithout to read the passage
again . If Ss cannot , t gets them read the questions
careffly and gives them some tips to do the task :
+ First , skim the six questions to undertand them . As
Ss do this they :
* underline the key words . For instance , in questions
1 Ss can underline when , Tet , vietnam
* decide what information they need to find in the text
* look for questions words like why which indicates
Ss should read for specific thing like a reason .
+ Go back to the first question and locateds the
information for the question by finding the key words
in the passage and mark the place .
+ Read the part carefully to find the answer . Ss can
use their own words .
+ Continue with the rest of the questions
- T asks Ss to word individually to do the task , then
discuss their answers with their peers
- T calls on some Ss to write their answers on the
board and ask them to expain their choise
- T gives the correct answers
1 . It sometime between 19th January and 20th
February (line 2-3 , paragraph 1 )
2 tets preparations and celebrations used to be
speard over months (line 1-2 ,paragraph 2 )
3 . They are decirated with coloured lights and red
banners (line 3-4 .paragraph 2)
4 . They buy gifts , clean and decorate their houses
and cook traditional foods (line 4-5 ,paragraph 2 )
5 . It is made from sticky rice ,green beans and fatty
pork (line 5-6 .paragraph 3)
6 . must is candied fruit (line 6-7 ,paragraph 3)
7 . Visiting friends and other family members ,
exchangeing whises , going to the padoda , playing
181
10
Group
work &
whole
class
Whole
class
XC NHN CA T TRng.
Ngy thng nm 2011.
DNG TH THU
Preparing of date: ..
Teaching of date
Class
class
in date
11a4
11a5
Period: 48
Total of sts
Unit 8 : CELEBRATIONS
B -SPEAKING
I . Objectives
By the end of the lesson , ss will be able to :
Talk about the celebrations of Tet and other festivals activites
Materials
Textbook , handouts
III.Anticipated problems
Ss may not have enough vocabulary to talk about the topic , so should
be ready to provide help
IV . Procedure
Tim
e
TS ACTIVITIES
182
STS
ACTIVITIE
WARM UP
Competition game Word Search
- T divides the class into small groups of 3-4 students .
Then T distributes the following handout for Ss do in
their own groups . Ss have to match pictures on the
left with the words on the right . which group finishes
first and has all the correct answers will be the winner
TASK 1
Instruction : You are going to practice the dialogue on page 93 in
pairs .
- T asks the whole class to read the dialogue silently and asks them
what points are mentioed in the dialogue
- T checks with the whole class and makes clear that : in the
dialogue the two friends talk about Tet holiday , Its time and
activities .
- Ss then practice the dialogue in pairs . T encourages Ss to
remember the dialogue so that they can act it uot more naturally .
- T goes around to onsere
- When Ss have finished , T calls on some pairs to act out the
dialogue and goves commnets
TASK 2
Instruction : You are going match the holidays with its description
and activities
- Before Ss do the task , T asks them to look at the three pictures on
page 93 and work out the name of each holiday . Ss may be asked to
give the Vietnamese equivalent to each holiday .
- T checks with the whole class and gives out correct answer :
+ Picture 1 : mid Autunm festival : tt trung thu
+ Picture 2 : Thanksgiving : L t n
+ Picture 3 : Valentines Day : ngy l tnh yu
- T may ask Ss to list the activities people usually do in these
jolidays and write quicky on the board so that Ss can compare these
with the information they will dael with later .
- Now Ss turn to the next page and do the task in pairs . they match
the holiday with its main purpose and activities .
- T calls on some Ss to give the answer and ashs other Ss to
feedback . T may aslo ask Ss to cmpare their answers with the
14
183
S
Group
work
Whhole
class &
pair work
Whole
class &
pair work
13
DNG TH THU
185
Preparing of date: ..
Teaching of date
Class
class
in date
11a4
11a5
Total of sts
Period: 49
UNIT 8: LISTENING
I. Objectives
By the end of the lesson, Ss will be able to develop the listening micro-skill of
intensive listening for specific information.
II. Materials
Textbook, cassette tapes, handouts.
III. Anticipated problems
Ss may not have difficulty doing the first task, so T should be ready to give them
some strategies
IV. Procedure
Time
7
10
Steps
Work
arrangement
Whole
class &
group
work
WARM UP
Competition game - Guessing game
- The aim of the activity is to revise the vocabulary related to
festivals and celebrations that Ss have learnt.
- T divides Ss into 2 groups : A & B.
- T tells Ss the rule of the game: One member from each group will
go and stand in the front of the class with their back facing the
board. T will write a word/phrase which was learnt from the
previous lesson on the board. Other Ss from each group have to
explain the word without mentioning it or translating it into
Vietnamese so that their representative can guess the word. The
student with the quickest and correct answer will get 1 point for
their group. Ss take turn to be the representative. After some turns,
the group with more points will be the winner.
- The words/phrase T may write on the board are: Thanksgiving,
Mid-autumn festival, grand, pray, agrarian, lucky money...
Whole
BEFORE YOU LISTEN
Guessing
class &
- T introduces the listening passage: Today you are going to listen
pair work
to 2 people talking about how the New Year is celebrated in Japan .
Before you listen, do the task on page 94.
- T asks Ss work in pairs to guess which of the activities on page 94
186
10
Individual
work,
group
work &
whole
class
TASK 2
Instruction: You are going to listen to the tape again and answer the
Qs.
- Before Ss listen to the tape again to do the task, T may ask them to
try to answer the Qs with the things they remember from the
previous times of listening.
- T plays the tape again for Ss to do the task. T might also want to
remind Ss that while listening they need to focus on the key words
in each question.
- After playing the tape, T gets Ss to work in pairs and check their
answers.
- T calls on some Ss to give the answers and elicits feedback from
other Ss. If many Ss cant complete the task, T might want to let Ss
to listen one more time and pause at the answers for them to catch.
Suggested answers:
1. Because they want to get rid of the dirt of the old year and
welcome the new year.
2. From television or the radio.
3. Kimonos or special dress.
4. No, New Year is mostly celebrated among family only.
Tapesript : ( in Ts book)
AFTER YOU LISTEN
Whole
- T gets Ss to work in pairs to compare the aspects of class and
the Vietnamese New Year with those of the Japanese
pair work
one.
- Before Ss take part in the activity, T elicits the
transition signals/phrases to talk about the similarities
and differences between 2 things. T may give Ss the
following handout:
1. To show similarities:
Similarly, likewise, whereas, like
2.To show differences:
A different view is nevertheless
However in contrast
Alternatively but
On the contrary unlike
Conversely on the other hand
Yet differ from
- T goes around to offer help and collect Ss mistakes.
- T calls on some pairs to present their answers.
- T elicits feedback from the class and gives final
comments. T may also correct the mistakes he/she
has collected
188
WRAPPING
- T summarises the main points of the lesson
- T asks Ss to learn by heart all new words and do the
extra exercise as homework.
Whole
class
XC NHN CA T TRng.
Ngy thng nm 2011.
DNG TH THU
Preparing of date: ..
Teaching of date
Class
class
in date
11a4
11a5
Period: 50
Total of sts
UNIT 8:Writing
I. Objectives
By the end of the lesson, Ss will be able to write a description of a popular
celebration
II Materials
Textbook, handouts.
III. Anticipated problems
Ss may not have sufficient vocabulary to write about the topic, so T should be ready to
assist them.
IV. Procedure
Time
Steps
Work
arrangem
ent
7
WARM UP
Group work
Competition game Christmas Cloze
- T divides the class into small groups of 3 4 Ss. Then T
distributes the following handouts for Ss to do in their own groups.
Ss have to fill each blank in the passage with one suitable word
from the box. Which group finishes first and has all the correct
answers will bw the winner.
Followed marks cards lights turkey merry followed holiday
sing baked family spirit peaceful presents decorate
189
13
15
Invidually
work
Pair work
& whole
Total of sts
PERIOD 51
UNIT 8 : LANGUAGE FOCUS
I . Objectives
By the end of the lesson , Ss will be able to :
- Distinguish the clusters /fl/ , /fr / and / 0r/
- pronounce the words and sentences cotaining these clusters correctly
- use one(s) , someone , np one , anyone , and everyone appropriately
- Use vocabulary about holidays and celebrations appropriately
II . Materials
Textbook , handouts , picture
III . Anticipated promblems
Ss may find it difficult to pronounce the three clusters , so should prepare a lot of
practice
V . Procedure
Time
Steps
Work
arrangement
12
PRONUNCIATION
Whole class
Distingguishing sounds
individual
- T models the clusters /if /,/fr/ and/Or/ for a few times and
work & pair
explains how to produce them . E.g : when produing/fl/ , Ss should work
produre /f/ first and then quickly switch to /l/ , and so on
- T play the tape (or reads ) once for Ss hear the words containing
these cluters . then T plays the tape (or reads ) again and this time
asks Ss to repeat after the tape (or T )
- T asks Ss to read the words in each column out loud in chorus for
a few more time . Then T calls on some Ss to read the words out
loud . T listens and correct if Ss do not pronounce the target words
incorrectly . T may want to get them to repeat after the tape (or
him / herself ) again in chorus and then invidually .
Practising the dialogue containing the target sounds
192
10
- T asks Ss to work in pairs and take turn to read alound the given
dialogue on page 97 .
- T goes around to listen and takes notes of the typical errors
T calls on some Ss read the dialogue again and providew
corrective feedback
GRAMMAR
Whole class
a. Presentation
& pair work
- T writes some sentences on the board and asks Ss to comment on
the use of one(s) , someone , no one , anyone and everyone
+ I dont like the red shirt ; I prefer the blue one
+ Dont buy the sour oranges . Buy the sweet ones
+ Theres someone waiting for the director in the office
+ Did someone call me last night ?
+ Have you met anyone like him ?
+ Dont tell anyone my secret
+ No one likes her story
+ Everyone laughs at him
- Ss work in pairs to work out the use of the pronouns
- T checks with the whole class , making clear that
+ One and ones are used to replace a previously mentioned noun
when we do not want to repeat that noun . One replace a singular
noun , and ones replace a plural noun
+ Someone = somebody . It used with singular verb in (1) an
affirmative statement or (2) a question when the speaker / write
expects the yes answer
+ Anyone = anybody . It used with a singular verb in (1) a
negative statement or (2) a question
+ No one usually takes a singular affirmative verb .
+Everyone = everybody . It usually goes with a singular verb . It
is used to refer to very presin or all people
Note : These expressions have a singular meaning and take a
singular verb , so presonal pronouns and possesive adjectiives
shound logically he /she . Him /her , his/her . However , in
modern English plural forms are more common :
+ Everyone has come in , havent they ?
+ No one should leaver their luggage on the bus
- T asks several Ss to give similar examples and gives feedback
b. Pracctice
Exercise 1
- T asks Ss to do Execrise 1 individually and then compare their
answers with another student
- T calls on some Ss to read out their answers
- T gives correct answers
1 . anyone
5 . no one
193
10
2 . Someone
6 . everyone
3 . anyone
7. no one
4 . someone
Exercise 2
- T asks ss to do exercise 2 in pairs .Ss have to rewrite the
sentences , using the pronoun one / ones
- T asks them to compare answers with another pair
- T calls on some Ss to go to the board to write heir answers
- T asks oher Ss to feedback and gives correct answers
Answers :
1 . Of the three bags , I like the blue one .
2 . Mai is making a fruit cake . Huong is making one too .
3 . I like reading books , especially the ones about the natural
world
4 . I dont have a computer , and my father doesnt want me to
have one
5 . They let me choose a pencil , and I took the red one
6 . There are several national celebrations in Vietnam but perhapd
the most meaningful one is Tet holiday .
7 . We told each other both happy stories and sad ones about our
lives
C . Production : role play
- T asks Ss to work in pairs and gives each student a role card . T
gets Ss the coversation , using as many one(s) someone , no one ,
anyone and everyone as possible
Card A
You are a student and living in a rented flat near the university .
Last night you came home from the library and found out that
your flat had been broken in . All of the money you put under
your cushion was stolen . You kept the flat in that situation and
took a picture of it this morning . Now you are at the police
station to report the theft . You show th police officer the
picture . Answer any questions from him
Card B :
You are police officer . Student A comes to the police station to
report a theft . Ask him / her questions to find out more
information that helps out the thief
- T goes aroud to observe Ss work and provides help when
necessary
- T calls on some pairs to act the conversation and elicits
corrective feedback if neede
Suggested conversation
Officer : good morning . How can I help you ?
194
Whole class
individual
work & pair
work
WRAPPING
- T summarises the main points of the lesson.
- For homework, Ss review the points that have been covered in
the lesson and do the Extra exercise.
Preparing of date: ..
Teaching of date
Class
class
in date
11a4
11a5
Whole class
Total of sts
Period: 58
Stuendents Activities
Ss
Ss
Answers keys:
* Mail and parcel service.
* Express money transfer
* Phone call and faxes
* Press distribution
Expected answers:
1. it is equipped with advanced
technology and a spacious and
pleasant front office.
2. They are sending letters by air,
surface mail or express mail.
3. Is it used for notifying the
recipient of the time and place to
receive the call ?
4. I'll have to subcribe to my
favorite newspapers or
magazines.
Ss
S
S
Expected answers:
1. It opens daily from 7 a.m to 9
p.m
2. They offer a very competitive
rate for parcels under 15 kilos.
3. They have Express Mail
Service and your EMS mail will
be delivered in the shortest
Activity 4: Guessing meaning from context.
possible time.
- Ask Ss to read the text individually, try to guess the 4. The money will sent in less
meaning of some words (spacious, courteous, speedy than 24 hours.
and original) from the context and do exercise 1 ( p.
102).
- Get them to compare their answers with their
partners.
Answer keys:
The antonym of "spacious" is "cramped".
The antonym of "courteous" is "rude".
T
Ss
The antonym of "speedy" is "slow"
Cue 1: advanced technology.
The antonym of "original" is "changed"
S: Thanh Ba post office is
Speak-it-up
equipped with advanced
Give Ss some cues and ask them to make sentences
technology.
about Thanh Ba post office .
Cue 2: staff
- Write the cues on the board.
S: Their staff is well trained,
- Ask some Ss to repeat after each answer.
thoughtful and courteous.
- Tell the rest of the class what they know about
Cue 3: mail and parcel service
Thanh Ba post office using the cues on the board.
S: They provide good mail and
- Encourage Ss by giving them good marks.
parcel service.
Write-It-Up
Cue 4: Express money transfer
- Ask Ss to write about Thanh Ba post office using
S1: They will send your money
the cues above or their own words.
in less than 24 hours.
198
Preparing of date: ..
Teaching of date
Class
class
in date
11a4
11a5
Total of sts
Period: 59
Stagestiming
1.Warm Jumbled words:
up
- Give out a list of jumbled words (prepared
(7 m)
before hand on a poster)
- Give Ss 2 minutes to prepare individually, and
then ask them to go to the board to write down
199
Interacti
ons
T
Ss
2. prespeakin
g
(10 m)
3.
Whilespeakin
g
(20 m)
T
Ss
S
S
S
Ss
Good morning
When ...?
4. Postspeakin
g 10
mins
5.
Homework 1
min
Ss
S
S
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Preparing of date: ..
Teaching of date
Class
class
in date
11a4
11a5
Period: 60
Total of sts
202
Procedure
Activites
Interacti
on
T
Ss
3.
Whilelisteni
ng 15
mins
predict
1. According to the
passage, Vietnam ranks...
for growth in telephone
numbers
2. Vietnam is among the ...
coutries in the world that
have more than 2 milion
telephones
3. In 1996, Vietnam began
upgrading. Its ... networks
4. According to the
interview, at presnt,...% of
communes across Vietnam
have telephone services
5. Which aspect of
development in Vietnam's
telecommunications is not
mentioned in the listening
passage ?
204
S
S
S
Chec
k
T
Ss
S
S
S
4.
Postlisteni
ng 10
mins
3
205
T
Ss
S
S
S
T
Ss
Ss
Ss
206
Total of sts
Period:61
StagesTiming
1.
Warmup 5
mins
2. Prewriting
9 mins
Procedure
Activites
Interacti
ons
T
Ss
d
(close too
early)
(no one
looks
after the
motorbike
s)
3.
Whilewriting
(20 m)
T
Ss
Period:62
Total of sts
Procedure
Activities
Interactions
- Divide the class into two groupa and ask Ss to close their Ss
books .
- Ask each group to write on the board:
+ four words containing the sound /sp/ like speak
+ four words containing the sound/st/ like street
+ four words cotaining the sound /sk/ like ask or skim
- Set the time limited in 2 minutes
- The group who first finishes wins
2.
Presentation
1
Pronunciation
T
Activity 1: Listen and Pepeat
- Read the words and ask Ss to listen
- Read the words again and ask Ss to repeat
- Call on some Ss to read alound the words
Activity 2: Role-play Drilling
- Ask Ss to work in pairs to practice reading the dialogue
S
- Call on some pairs to act out the dialogue in front of the
class
- Make corrections
Game: Who is the quickest ?
- Divide the class into two groups and ask Ss to close their Ss
books ,
- Read the questions and ask Ss to give the answers
- Each of the quickest and correct answer gets one point
- The group having more points wins the game
1. What do you call a person who designs buildings?
2. What do you call a person who buys things from a shop
?
3. What do you call a person who flies a plane?
4. What do you call a person that takes photographs?
5. What do you call a thing which opens a lock ?
6. What do you call a thing which opens a bottle ?
Expected answers :
1. an architect
2. a customer
3. a pilot
210
Ss
Ss
Ss
4. a photographer
6. bottle- opener
3. Presentation 2
5. a key
Ss
Ss
- Checking intructions :
1. If the sentence is right, do you raise you hands? (No)
2. If the sentence is wrong, what do you do ? (Raise the
hands nad correct the mistake )
- Let SS start the game
Hand out :
Right or wrong?
1. The pills I took have no effect at all
2. Something happened yesterday has been worrying me
3. None of the poeple whom I talk to could give me any
useful information
4. There was a bad accident closed the motorway
5. The man which saved a boy from drowing got an award
6. They lived in Pens ford, that lies just South of Bristol
7. They are the generation who's fathers fought in the Viet
Nam War
8. People who live in glass houses shouldn't throw stones
9. Marian Evans who wrote under the name of George
Eliot was a great novelist
10. We saw many soldiers and tanks which were moving
to the front
Expected answers :
- Correct sentences: 1, 3, 8
- Incorrect sentences and their
corrections :
2 . Something which/ that happened yesterday has been
worrying me
4 There was a bad accident which/ that closed the
motorway
5. The man who saved a boy from drowning got an
anward
6. They lived in Pensford, which lies just South of Bristol
7 They are the generation whose fathers fought in Viet
Nam War
9 . Marian Evans, who wrte under the name of George
Eliot, was a great novelist
10. We saw many soldiers and tanks that were moving to T
the front
Questions:
1. What is the posittions and functions of "who, whom,
which, that and whose "
2. Which sentences having defining relative clauses and
which ones have no-defining relaitive clauses?
( sentence 6, 9 have non-defining relative clauses, the rest
212
Ss
who
(S)
N/Pro
whom
(object)
(O)
N/Pro
which
(Object)
(S,O)
N/Pro
that
(Person/Object)
(S,O)
N
N
whose
+
S
213
( Possessive)
4.
Ask Ss to do again ex 1,2.
Homewor
k
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Preparing of date: ..
Teaching of date
Class
class
in date
11a4
11a5
Total of sts
Period:63
StagesTiming
Review
who
(S)
214
Interactions
Ss
Non-definite relative
clause
- Defining relative clause.
.....
Ss
N/Pro
whom
(object)
(O)
N/Pro
which
(Object)
(S,O)
Ss
Ss
Ss
N/Pro
that
(Person/Object)
(S,O)
N
N
whose
( Possessive)
3. Presentation 2
coast of Devon
1. I'm having a visit from my favorite aunt who lies
London
2. This is the room that we're just decorated
3. The people who invested in the company have all lost
their money
4. The match will be played at Lord's which is the home
of English cricket
5. Accidents that happen at night usually involve fewer
peole
6. Marian Evans who wrote under the name of George
Eliot was a great novelist
7 . The newcollege which cost 80 million to build open
this week
8. people who live in glass house shouldn't throw stones
- Ask Ss to compare their answers with their partners
- Go over the answers with the Ss
Expected answers:
1. I'm having a visit from my favorite aunt, who lives in
London
2
3
4. The match will be plaled at Lord's, which is the home
of English cricket
5
6. Marian Evans, who wrote under the name of George
Eliot, was a great novelist
7. The new college, which cost 80 million to build, opens
this week
Activity 3 : Sentence combination (handouts)
- Tell Ss to do the following exesices individually
1. I was sitting in a chair. It suddenly collapsed
2. Mary and Margaret are twins. You met them yesterday
3. The student is from China. He sits next to me
4. The professor is excellent. I'm taking his course
5. I saw a lot of people and horses. They went to market
6. This doctor is famous. You visited him yesterday
7. Shakespeare was born at Stratford on Avon. He is the
world's greatest dramatist and poet
- Call on 7 Ss to write their answers on the board
- Give corrections if necessary
Expected answers
1. I was siting in a chair which suddenly collapsed
2. Mary and Margaret, whom you met them yesterday, are
216
Ss
Ss
twins
3. The student who sits next to me is from China
4. The professor whose couse. I'm taking is excellent
5. T saw a lot of people and horses that went to market
6. This dortor, whom you visit yesterday, is famous
7 . Shakespeare, who is the world's greatest dramatist and
poet, was born at Stratford on Avon
4.
Ask Ss to do exesice 3 and 4 (textbook, p.109,
Homewor 110)
k
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Preparing of date: ..
Teaching of date
Class
class
in date
11a4
11a5
Period :65
Total of sts
Ss
Ss
Ss
Ss
Ss
Ss
Ss
Ss
Ss
Preparing of date: ..
Teaching of date
Class
class
in date
11a4
11a5
Total of sts
Period : 66
Stages
Timing
1. Warm-up: Game: Hot seat
5 mins
- Divide the class into two groups
- One person from each group comes to the front of the
class, facing their back to the board. Teacher writes word by
word on the board. The rest Ss of the grouo explain the word
without saying the exact word on the board
The group that can say out the right word first will win the
game
List of words: environment, industry, pollutants, cutting
trees, building cites
Lead- in:
2. Pre- Have Ss look at the list of wods on the board
speaking: 10 - Ask Ss: From the words given above, who can guess the
mins
topic we are going to discuss today?
- To focus on this topic, we are going to study the lesson:
NATURE IN DANGER
Pre teaching Vocabulary:
1. Cultivation (n): s cy cy, s trng trt
Elicting question: Which word describes the preparation and
use of land for growing plants or crops ?
2. to discharge:thi ra (synonym)
Elicting question: What is the other word of to release?
221
Interactions
T
Ss
Ss
T
s
S
S
Ss
Ss
Ss
Ss
4. Postspeaking: 10
mins
Measures:
1. Killing endangered animal for fur, skin and food should
be banned
2. All kinds of animal and plants should be protected
In pair, one student says the reason, one says the suitable
measures. Ask Ss to look at their parter when they speak
Feedback: Call on sonme pairs to say them out
* Activity 3: Making conversations
- Teacher asks Ss to make a coversation, using the passive
voice of should to combine the ideas in activity 1 with
activity 2
Sample conversation
S1: Do you know these days people are cutting down a lot
of trees in the forrest for wood?
S2: Yes, I do / Oh, relly? I thinhk laws should be
introduced to stop people from cutting trees for wood
S1: You're right. And planting trees should be encouraged
S2: Yeah..
- Model the coversation with a good student
- Have two studets do the same, looking at their parter when
they speak
- Ask Ss to work in pairs simultaneously
- Move around if there is time
Exhibition:
- Divide the class into 4 groups
- Deviver 4 big pieces of paper and some markers, color
pencils to each group
- Ask Ss to make a poster which aims at appealing to
everybody for not destroying nature and trying to look after
our environment more carefully
Feedback:
- Have SS stick their posters on the board one representative
5.Homework of each group will present their group's ideas
- Teacher and Ss give comments and the choose the besdesigned poster and the best presentation to praise
Ss
Ss
Ss
223
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Preparing of date: ..
Teaching of date
Class
class
in date
11a4
11a5
Period : 67
Total of sts
Can you tell me some danger these national parks can face
2. Prewith?
listening 15 - notes down Ss' ideas on the board
mins
To know the answer, today you're going to listen to a text
about national parks in the United States
3- Whilelistening: 12
mins
Predict
Correct
* Activity 1: True or False Statements:
- Have Ss listen to the text twice and check their predictions
- Ask Ss to compare their answers then call them out. If it is
false, say why
Key: 1- National parks protect and preserve the natural
beauty of the land, T
2- They usually contain a variety of scenic fetures, T
3- All national parks are in danger of being destroyed
F. Many national parks, not all national parks
225
Ss
T
Ss
Ss
c. millions of visitors
d. bollios of visitors
3. can you name some of the problems which national parks are currently facing?
a. Rare animals are killed or hunted for fur, skin or other parts
b. Trees are cut down of wood
c. Devastating fires are caused by careless people
d. All are correct
4. What should be done to protect national parks?
a. Icrease the number of visitors to earn more money for the parks
b. These problems should be solved gradually
c. Money should be raised for the park's staff and maintenance of their resources
d. if there is not enough money, some national parks should be destroyed
Preparing of date: ..
Teaching of date
Class
class
in date
11a4
11a5
Period : 68
Total of sts
If Ss say yes, ask Ss: When did you go? What is Cat Ba like?
If Ss say No: Would you like to know some information
about Cat Ba ?
To day I would like to introduce to you some more
2. Preinformation about Cat Ba national park
writng: 12 Unit 10: NATURE IN DANGER
mins
Pre teaching Vocabulary:
1. coastal waters(n): vng nc ven bin( drawing)
2. abundant:(adj) = plentiful, more than enough: nhiu,
phong ph (synonym)
e.g: Vietnam has a lot of abundant natural resources
3. Ha = hectare
4. stone tool(n): (picture):
5. human bone(n) (picture):
Checking Vocabulary: What and where
Write 5 words in cirles on the board, ask Ss repeat and then
erase words. Ss try to remember what and where each word
is then write them again on their correct positions
Questions and answers: Pair work
- Ask Ss to work in pair, taking turns asking answer about
Cat Ba National Park, using the information in the text book
1- Where is Cat Ba Nationl park /
- Where is it located?
- What are the special features of Cat Ba National Park?
- How large is it?
- What do you know about the animals and plants in Cat Ba
National Park ?- What are some of the historic features of
the Park?
Teacher moves around to give help or do correction
Elicit from Ss what they would include in a description of a
location :
* Outlining:
1. Location
2. Total area
3. Special features
4. Animals and plants
5. Historic
* Useful language:
3. While- Use simple present
writing: 15 Writing a description of a location
mins
- Ask Ss to write a short desciption of Cat Ba National Park,
using following prompts:
Cat Ba national Park/ situated/ Cat Ba island. 120 km/ Ha
Noi/ 20 km east/ Hai Phong
228
Ss
Ss
Ss
S
Ss
Ss
Ss
S
Ss
Ss
Total of sts
Period : 69
Stages/ti
me
1. Warmup
(5 m)
PROCEDURE
Activities
Game: Finding words
- Divide the class into 2 groups and B and ask
Ss to close their books.
230
Interacti
ons
T
Ss
Presenta
tion
1( 10 m)
3.
presenta
tion
2 ( 9 m)
Ss
Ss
T
S
Ss
Ss
Ss
T
S
Ss
4Practice:
(19 m)
Ss
Ss
Ss
T
Ss
Key:
1. That 2. Which 3. Who 4. Whom 5. Which/
that 6. Which 7. Who 8. whom
Feedback:
- Ask ss to say out their answers
- give correction if necessary
- Exercise 3 can be used at homework if there
isn't enough time in class
- Make 5 true sentences about things around Ss,
using relative pronouns with preposition
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Preparing of date: ..
Teaching of date
Class
class
in date
11a4
11a5
Total of sts
234
Stages/t
Activities
ime
1. Warm Game:
World Grid
up
- Prepare a poster of a word grid with 6 rows.
(5 m)
( see Appendix)
- Ask Ss to work in 2 groups and take turn to
choose a numbered row . T gives the hints.
- If Ss guess the word correctly , they 'll get one
mark. If not, another group can give the answer
and score the point.
- The group that has more points will win the
game.
- Check Ss' understanding of the instruction.
- Ss find out the vertical word.
Key: ENERGY
- Declare the winner.
Lead-in:
Discussion:
- What sources of energy do you know ?
Interactio
ns
T
Ss
Ss
Ss
coal
wind
oil
Source
of
natural
2. Prereading
(10 m)
nuclear
Expected answer:
- Look at the pictures of the sources of energy
on page 124 and name them.
Expected answer:
The sources of energy in the pictures are:
wind turbine
wind power, solar panel
solar energy,
dam
water power ( hydroelectric power)
Pre-questions:
1- What is our major source of energy ?
2- Is this major source limited ? why ?
3- How many sources of energy are mentioned
in the text ?
4- Which one do you think is the alternative
source of energy ?
235
Ss
Ss
4- S
S
Ss
Wind power
Water power
Advantages
Disadvantages
unlimited
very
dangerous
Possible
available
Not only
plentiful and
infinite but
also clean and
safe
Clean and
unlimited
Clean and
unlimited
Possible in the
day time
No wind
no
wind energy
Expensive
4. Post- Discussion:
Reading Which of these alternative energy sources is the
237
Ss
Ss
Ss
Ss
(9 m)
Total of sts
238
T
S
S
S
Ss
S
S
T
S
S
S
Ss
Ss
Ss
Ss
Ss
Total of sts
OCEAN
Interacti
ons
T
Ss
S
SUN
2. Prelistenin
g:5
mins
3Whilelistenin
g 20
mins
Ss
S
S
T
S
S
S
Ss
choose
Key: 1-d 2-C
3-D 4- A 5-B
* Activity 3 : Gap - Fill
- Give Ss three minutes to read the paragraph carefly
and guess the missing words
- Ask Ss to listen to the tape again and fill in the gaps
with the words they have heard
- Let them call out their answers
4. Post- Key:
listenin 1- unlimted 2- atmostphere 3. may
g : 12
4. gases 5. amounts
mins
Disscussion
Ask Ss to work in groups of the five to discuss the
questions
- What can we do to keep the resources renewable ?
- What should we do to protect our environment ?
Feedback:
One studenr from each group comes to the front of
5the ideas
homewo Other give comments
rk: 1
min
- learn the new words by heart
- prepare the next part
Ss
Ss
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Preparing of date: ..
Teaching of date
Class
class
in date
11a4
11a5
Total of sts
2. Prewriting
(10 m)
PROCEDURE
Activities
Game: Hot Seat
- Put 2 chairs in front of the class.
- Ask Ss to work in 2 groups. One person from
each group sits on each chair.
- Write a word on the board. The others in their
group explain the word without using the exact
word on the board.
- When the person on the chair can say out the
word correctly, their group will get one mark.
It's time to change another Ss to continue the
game.
The words chosen for the game: petro, coal,
energy, proportion, nuclear, hydroelectricity.
- The group that scores more points will win the
game.
- Declare the winning group.
Interacti
ons
Ss
Ss
T
Ss
S
S
T
Ss
3. Whilewriting
(20 m)
2. Nuclear and
T
S
Ss
Ss
Ss
S
S
Ss
Ss
T
Ss
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UNIT 11
SOURCES OF ENERGY
LANGUAGE FOCUS
Aims:
Teaching aids:
Stages/ti
me
1.
Warmer
lead-in
( 1 m)
Game:
Show a picture or a realia of a shrimp, a split
ring, spring onion then ask:
- What are these ?
Expected answer: They are : a shrimp, a split
ring and a piece of spring onion.
- Ask Ss to listen to the teacher and repeat.
- shrimp / rimp /:
- split ring / 'split 'rin /:
- spring onion / sprin ' ni n/:
Elicit the consonant clusters / r/, / spl /, / spr /.
Pronunciation
2.
Hang on the chart with the sounds: / r /, /
Presentat spl /, / spr /
ion 1
/ r/
/ spl /
/ spr /
( 8m)
shred
split
spray
shrill
splash
spread
shrug
spleen
sprain
shrink
splutter
sprat
Point to each sound and read it aloud three
times.
Ask Ss to repeat the sounds
Call on some Ss to pronounce them.
Practice:
* Listen and repeat
- Read out some examples of the sounds.
- Ask Ss to add some more words that contain
the sounds.
* Give each sound a number: 1- / r /
2- /
spl / 3- / spr /
T reads the words randomly, Ss listen and shout
31 or 2, 3 depending on the sound Ss hear.
Presentat Example: T: spring
Ss: three
ion 2 ( 15
T: shrug
Ss: one
m)
* Practice reading aloud the sentences on page
131
Grammar
Relative clauses replaced by participles
and to infinitives
248
Interacti
ons
T
Ss
T
S
T
Ss
T
Ss
Ss
3Practice:
15 mins
1- Active participles:
- Show a picture of a girl playing with a dog and
tell Ss:
She is Lan's sister. What is she doing ?-She is
playing with her dog
Eliciting question: who can combine these
sentences into one ?
Write on the board:
* The girl who is playing with the dog is
Lan's sister.
The girl playing with the dog is Lan's sister
- The man who spoke to Jonh is my brother
The Man speaking to Jonh is my brother
- Ask Ss to look at the examples carefully. Elicit
the rules from a Ss
Write the notes on the board
Note:
- We can use a prentenr participle to replace a
relative clause which has an active meaning
2. Passive participles:
Show the second picture and tell Ss: The
picture has won the first prize. It was drawn by
a blind
Ask Ss to combine the two sentences into one
* The picture which was draw by a blind has
won the first prize
The picture drawn by a blind has won the first
prize
- Elicit the rules from Ss
Write the notes on the board
Note:
- We can use a past particple to replace a
relative clause which has a passive meaning
3- Infinitive relative clauses:
Ask Ss:
a. Which was the first country which won the
world cup?
Have Ss ask that question in another way
Which was the first coutry to win the
world cup ?
b. The last person who leaves will have to
turn out the lights
The last person to leave will have to turn
249
T
Ss
T
Ss
T
Ss
Ss
Ss
Unit 12 :
Interacti
ons
T
Ss
T
Ss
T
Ss
their questions
- Ask ss to compare their answers with a partner
- Feedback: Call on some Ss to read their
answers
- Key: ( depending on Ss' questions )
- Have Ss work in apairs, asking and answering
the questions
- Ask Ss to search the internet to find out the
information that isn't mentioned in the text
* Activity 2: Grid / Table Completion
- Let ss read the passage again and complete
the tble in task 2 ( page 138 )
- In pairs, have Ss fill the tble with the year and
the events. Compare the answers with other
pairs
4- Post- - Ask Ss to come to the board and copy their
reading : answers on the table
10 mins Key :
Year
Evevts
(1) 1951
(2) The 2 nd Asian
Games in Manila
(3) 1958
(4) Squash, rugby,
5.Homew
fencing, and
ork (1m)
mountaim biking
(5) 2002
Lucky Number
- Ask Ss to close their books
- Divide the class into two groups
- Draw a tabke with 12 numbers on the
board( see Appendix)
- Tell Ss come of them are lucjy number. If Ss
call and they have the right to choose another
number. One mark will be for each other
question. The group that can score more points
will win the game
- Prepare the next part
- Search the internet to find some more
information about the Asian Games
253
Ss
Ss
Ss
Ss
T
Ss
UNIT 12 :
2. Prespeakin
g
(15 m)
3.
Whilespeakin
g
( 19 m)
C: Cambodia - Chess
M: Malaysia / Myanmar - Mountain biking/
climbing
S: Singapore - snookers/ Squash
Declare the winning group.
Lead-in: What Asian countries have taken part
in the Asian Games?
What sports have been introduced in the Asian
Games ?
- Ask Ss to work in 4 groups to find out the
answers.
( 2 groups find the countries / 2 groups find the
sports)
Feedback: Ask Ss to copy them on the board:
Asian countries
Sports
- Check Ss' answer then practise speaking.
Ask Ss to open their books and look at the
information about the Asian Games in the table
to check which countries have been the host
countries in the Asian games until now.
Ask Ss to look at the dialogue on page 139.
Elicit the language from Ss.
Useful Language:
- Use simple past tense to talk about the events
in the past.
- Passive Voice can be used to talk about the
year the Asian games took place.
E.g: The first Asian Games were held in 1951 in
New Delhi, India.
Ss
T
Ss
T
Ss
Ss
Ss
4- Postspeakin
g: 10
mins
5Homew
ork 1
min
held?
B: They were held in 1954 in the Philipines
A:How many coutries took part in the Games/
B: 18
A: How many sports were there at the games?
B: 8..,
Feedback: Ask some pairs to come to the front
of the class and act out their coversation
*Activity 2: Reporting
Ask Ss to take turns to talk about the sports
results of the Vietnamses athletes at 14th Asian
games, using the information from the table on
page 140- task 2
Teacher moves around to give help
Example:
At the 14th Asian Games held in Busan, Korea,
in bodybuilding, the Vietnamses athletes won
one gold medal and one bronze medal . In
billiars, they won one gold medal and one silver
medal
Feedback:
Some Ss come to the board to do the report
Find SO who
Deliver the handouts to each student. Ask Ss to
move aroud, asking the qoestion in the Find SO
who table . If Someone say yes, ask some more
details and write his or her name
Tell Ss not to write the same name for different
questions
(See appendix)
Ss
Ss
UNIT 12
Interacti
Timing
1warmup: 5
mins
2- Prelistenin
g: 8
mins
3Whilelistenin
g : 20
mins
ons
Game: Bingo game
- Ask Ss to write down nice words of sports on a
square
- Teacher says out words of sports randomly. Ss
listen and tick the word they have on their list.
When they make a straight line with all the words
ticked, they shout BINGO to win the game
Lead- in:
Which sport from your list do you like best? Why?
- Ask Ss to look at the pictures in the text bookpage 141- and anser the question :
1- What are the names of these sports?
2- Have you ever watched sports like these on
television
Pre-teaching vocabulary;
1- to come live: to be sent out while the event is
actually happening, not recorded first and
broadcasting later (explanation)
2- freestyle(n):(picture)
3- gymnasium:=gym(example)
Example: Our school has just built a new... so we
often go there to do execrise
a gymnast(n): a preson who performs gymnastics
in a competition
4- bar(n): (picture)
5- to land: ( gesture)
Checking vocabulary: Slap the board
- Elicit the new words by asking questions, using
the techniques suggested above
- Ask Ss to reapeat some difficutl names: Lee
Bong- Ju Vichai
* Activity 1: Multiple Choise
- Give Ss 2 minutes to read task 1 carefully
- Ask Ss to listen to the tape twice and circle the
best answer
- Ask Ss to compare their answers
- Feedback: have Ss read out their answers
- Let Ss listen again to check the answers
- Answer key:
1-C 2-A 3-B 4-B 5- D
*Activity 2: Question and answer
- Ask Ss to read the questions carefully before
257
T
Ss
T
Ss
T
S
T
Ss
S
S
Ss
UNIT 12 :
Interacti
ons
1- Warm
- up : 5
mins
T
Ss
T
Ss
The
facilities of
the Asian
Games
2- Prewriting :
12 mins
Expected answer
- National stadium/ local stadium
- National sport centre
- Sport buildings and roads to sport building
- Car parks
- Hotels
- Guest house
- Facilities for disabled athletes
Ask Ss:
Suppose Vietnam is going to told the coming
Asian Games. What facilities does our country
need to have ?
To go to the details, today we are going to write
a paragraph to describe the preparations for the
259
T
Ss
Games
Unit 12: THE ASIAN GAMES
Pre- teaching Vocabulary:
In pairs ,ask Ss to match a word in A with a line
in B to find out the meaning of the new words
1. To upgrade (v)
a. to advertise sth in
order to make it
2. To promote (v)
popular
b. to find new people
to join an organization
3. To recruit (v)
c. to change
something so that it is
of a higher standard
Checking vocabulary : Vietnamses equivalents
Key: 1-c 2- a 3- b
3- While - Ask Ss to look at some activities suggested in
- Writing the box, the saple writing and elicit some useful
: 17 mins languages from Ss
Copy on the board:
* useful languages: Sequence adverbs
First / Firstly/ First of all...
Then ...
Next....
After that ...
Finally
* Structure: - need to be + pp = need + Ving
- have to + inf
Example: The national stadium needs to be
upgraded
4- Postwriting:
12 mins
T
Ss
Ss
Ss
T
Ss
T
S
Ss
Ss
UNIT 12 :
Interacti
ons
T
Ss
strong
screen
Ss
Ss
T
Ss
T
S
Ss
T
Ss
T
Ss
S
S
T
S
S
S
Practice:
( 15 m)
Exercise 2:
d- Write an example on the board:
The flight .............................................was fully
booked.
The flight I wanted to travel on was fully booked.
e- As Ss to complete each of the sentences in
exercise 2, using a suitable sentence in the box (
page 145) to make a relative clause with a
3.Product preposition.
264
ion
( 10 m)
4.Homew Exercise 3:
ork
g- Write an example on the board:
(1 m)
a) Are these the keys that you are looking for ?
b) The young man that lives on the corner rides
a motorbike.
c) Ask Ss to look at the two sentences and tick
the sentences in which the relative pronoun can
be omitted.
Key: a)
Ask Ss to do the same with the rest.
Answer key:
1- The girl who we are going to see is from
Britain.
2- He works for a company that's makes
cars.
3- What was the name of the man who you
met yesterday.
4- The table that was broken has now been
repaired.
5- Do you know the girl who he is talking
to ?
6- This is the novel that I've been expecting
Ask Ss to work in groups and write five
sentences with relative pronoun about a person /
people / a thing / things around the class on a
poster.
Ask Ss to stick their poster on the board.
Give comments on the posters and correction if
necessary.
265
UNIT 13:
HOBBIES
READING
Aims:
By the end of the lesson, student will be able to:
- read about hobbies
- scan read for specific ideas
- skim red for general ideas
Teaching aids: pictures, handouts, cards
PROCEDURE
Stages/
Activities
Interacti
timing
ons
1- Warm- Hangman game
up:
T
5mins
T tells whole class that he has a 7 letter word in Ss
his mind. He will give some clues about the word Ss
and Ss have to guess the letter forming that
Ss
word. Ss will have to give letter by letter, if they
give the correct one, T will write it down in the
corret position, if they give the wrong answer, T
will draw the head( the arms, the body, the
legs). If they are able to tell what the word is
before the hanged man is draw, they win the
game
Clues:
- It is a noun
- It is way to relax ourselves
- It is related to free time
- Collecting stamps, reading books, going fishing
3 mins
are examples for this noun
Key : HOBBY
Lead- in :
T
What do you often do your free time?
Ss
Expected answer: I like collecting old coins
That's good. Now you are going to read a very
2- Preinteresting piece of writing about hobbies. First
reading of all, I going to help you with some new words
7m
266
Vocabulary
1. guitarist(n) (question)
What do you call a person who plays the guitar?
Expected answer: guitarist
2. glass fish tank: (picture)
T shows a picture of a glass fist tank
What is this, the whole class?
Expected answer: glass fish tank?
3. asmire (gap- fill)
My Tam is my favorite singer, I .... her a lot
Expected answer: admire
4. throw away ( miming )
Checking
Gap -fill
Give Ss handouts and ask them to work in pairs
to complete the sentences, using the words/
phrases they have just learned
1. My uncle is a good ... He often accompanies
his wife singing with his guitar
2. Almost everyone in my class ... Hoa becase
she is very goos at maths
3. While- 3. We keep fish in a ...
reading 4. Their car is old and out of fashion. They
7mins
intend to ... it...
T
Ss
T
Ss
7 mins
6 mins
4. Posreading
8 mins
T
Ss
S
S
5.
Homewo
rk 2 mins
hobby
- Ask if he/ she shares the same hobby with any
menber of his/ her family/ class
- How much money he/ she spends on his/ her
hobby
In about 80 words, write about your favorite
hobby
UNIT 13
HOBBIES
SPEAKING
Aims:
By the end of the lesson, student will be able to :
- talk about a hobby
- talk about collections
Teaching aids:
handouts, colored chalk
PROCEDURE
Stages/
Activities
Interacti
timing
ons
1.
Miming game
T
Warm- Divide the class into two groups
Ss
up 5
Each group nominates one representative
Ss
mins
Write these activities ib piece of paper
Ss
* Swimming
* Fishing
* Stamp- collecting
* Mountain- climbing
* Playing computer games
* Reading books
* Watching TV
* Chatting with friend on the phone
Ask each representative to mime some activities,
and the members of his/ her groups, will have to
guess what the activity is. The two representative
take turns to do the miming four times> The
group which has more correct answers will win
the game
Declare the winner
3mins Lead- in :
T
Do you ofter watch TV in your free times? ( Yes)
Ss
How much time do you spend on it every day? ( 1
269
or 2 hours )
What are your hobbies? Do you spend much
money on them? ( Reading/ Yes)
Today we are going to talk more about hobbies. In
2. Pre- the firdt place, I'd like to help you with some new
speakin words
g7
Vocabulary
mins
1. second- hand book stall: ( explanation)
It is a shop which sells old books
2. pen- friend: (question)
What do you call a friend you know through
letters or newpapers ?
3. classify (v) (gap- fill)
They ... stamps into different kinds
4. landscape (n) ( guessing meaning )
3 mins Hue is a very famous city with lots of beatiful ...
such as the Huong river, Ngu Binh mountian ...
Checking
Slap the board game
T draws two faces two girls and leads in the
coversation
Now, what are their names ?
Lan and Huong. Right. They are talking about
3.
their hobbies
While- T delivers the handouts ( questions )
speakin Now work in pairs to read a coversation between
g8
them, then one asks the questions that follow
mins
and the other answers them
Activity 1
Questions- Answers
1. What does Huong say to ask what Lan's hobby
is ?
2. What question does Huong make to ask about
Lan's ways to collect books ?
3. What does Huong say to ask about the place
Lan bought her books ?
4. What question does Hoa put to ask about Lan's
way of organizing books ?
5. What does Huong say to ask about Huong's
plan for the future
Expected answers
10 mins 1. What's your hobby ?
270
T
Ss
T
Ss
S
S
T
Ss
S
S
2.
3.
4.
5.
271
T
Ss
Ss
Ss
T
S
S
Ss
T
Ss
5.
Homew
ork 2
mins
UNIT 13 :
HOBBIES
LISTENING
Aims:
By the end of the lesson, students will be able
- listen about collections
- listen for specific in formation
- listen for general ideas
Teaching aids:
handouts, pictures
PROCEDURE
Stages /
Activites
Timing
1.
What is it ?
Warm- Divide the class into two groups
up 5
T says that he has a word in his mind and he is
mins
going to give some information about the word.
Members of each groups will listen and may stop
at any information they hear to guees what the
words is. Each group has only two chances to
guess the word. The first group to tell exactly
what the word is wins the game
T gives information about the word
1. It is a noun with four letters
2. It can be your friend or even your teacher
3. It gives you knowleged about the world
4/ It can be found in a library
Answer key : BOOK
3 MINS Lead- in
T asks :
Do you read books? ( Yes, I do )
How ofter do you read them ? ( Every day)
Do people collect books as a hobby ? ( Yes)
Now, in our lesson today, you are going to listen
to someone talking abouts his hobby of reading
book. In the firts place I'm going to help you
2. Pre- know some new words
listening
7 mins Vocabulary
1. gigantic (adj)~huge ~ very big
272
to :
Interacti
ons
T
Ss
Ss
Ss
T
Ss
T
Ss
3. While
listening Activity 1 : T- F test
8 mins T draws a boy reading a book
T asks :
What is he doing? ( He is reading )
Yes, he is very absorbed in reading, eh? Do you
think reading is his hobby? ( Yes)
Right, now listen to the boy talking about his
hobby of reading books and decide if the
following statements are true or false. The tape
will be played twice
T gives Ss handouts of T- F test
T palys the tape twice
T calls on some Ss to give the answers
10 mins T goes over the answers with the class
Suggested answers : 1T 2F 3 F 4 F 5 T 6T
7T 8F
Activity 2 : Gap- fill
T gives Ss handouts of activity 2
Intructions: Now listen to rest of the listening
text again and work in pairs to write the missing
words. You will listen to the tape twice
T plays the tape twice
T calls on some pairs to give the answers
T goes over the answers with the class
4. Post- Suggested answers :
listening 1. wonderfurl
2. disease
3. jungle 4.
10 mins certainly
5. ignorantly
6. profitably
Writing
Your friend Lan is crazy about reading. She reads
so much that she doesn't have time for study or
other social activities. At present, she spends a
lot of money and energy on books every day. At
273
Ss
Ss
T
Ss
S
S
T
S
S
S
T
Ss
to:
Interacti
ons
T
Ss
Ss
Ss
T
Ss
T
Ss
Ss
Ss
T
Ss
Ss
Ss
5.
homew
ork 2
mins
P3: many
much
P4: although because
T asks Ss to answer the following questions about
the reading text given in the activity above,
reminding them to write their work on their
exercise notebooks
Questions
Read the text in the activity above again and
answer these questions
1. What's the write hobby ?
2. When did he start it?
3. How useful is the TV set to the write ?
4. do you share the ideas about watching TV with
the write? Why (not)
UINT 13:
HOBBIES
LANGUAGE FOCUS
Aims:
By the and of the lesson, students will be able:
* distinguish the 4 sounds /pt/, /bd/, /bz/
* know how to use clleft sentences- subiect focus
- object focus
- adverbial focus
Teaching aids:
handouts, colored chalk
PROCEDURE
Stage
Activities
Interacti
s/
ons
Timin
g
1.
Simon says Game
T
Warm T tells Ss that he will ask Ss to do something, but Ss Ss
-up 5 only follow his order if his command begins with
Ss
mins "please". When T doesn't say" please" at the
Ss
beginning of the request, Ss don't have to follow it.
Now, will you follw my request if it begins with"
please"?
( Yes)
And if I don't say "please"?
( We won't take your order)
Good
277
T
Ss
T
Ss
T
Ss
7
mins
7
mins
8
mins
S
S
T
Ss
S
S
T
S
S
S
T
Ss
Exercise 3
T asks Ss to do exercise 3/ page 153 in pairs
T goes around to offer help
T calls on some Ss to read their answers aloud
T corrects their mistakes if necessary
Suggested answers
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 bike
4. it was on his birthday that she presented him a
book
5. It was in britian that he met his wife
6. It was from the shop that she bought that present
7. It was at 8.00 am that the meeting started
4.
Make four cleft sentences about yourself
home- Suggested answers
work 1. It is my mother who helps me with English
3 min 2. It was on May 12 that I was born
3. It was at the party that I first met my close friend
4. It is my Mun and dad who (m) I admire a lot
UNIT 14
RECREATION
READING
Aims :
By the end of the lesson, students will be able to
- read about friendship
- scan read for specific ideas
- skim read for general ideas
Teaching aids:
picture, handouts
281
PROCEDURE
stages/
timing
1.
Warmup
Activities
Interacti
ons
T
Ss
Ss
Ss
T
Ss
Ss
Ss
Meeting friend
Playing sports
Singing
Reading books
8 mins
T
Ss
Ss
Ss
T
Ss
T
Ss
S
S
T
Ss
Ss
Ss
T
Ss
Ss
Ss
T
Ss
UNIT 14
RECREATION
SPEAKING
Aims:
By the end of the lesson, students will be able to:
- express agreements and dissagreements about
entertainment activities and stating
the reasons
Teaching aids: handouts
PROCEDURE
Stages
Activities
Interacti
/
ons
Timing
1.
Game: Nodding and shaking chairs
T
284
Ss
Ss
Ss
T
Ss
Ss
Ss
5.
Home
work 2
mins
UNIT 14:
T
Ss
RECREATION
LISTENING
Aims:
By the end of the lesson, students will be able to :
* listen for specific information
* listen for general ideas
Teaching aids:
handouts, pictures
PROCEDURE
Stages/
activities
interacti
Timing
ons
1.
Let's decode
T
Warm- T asks: do you know the order of the letters in the Ss
up 5
alphabet?
S
mins
(Expected answer: Yes)
Ss
Well, supposing that we have 26 numbers, from 1
to 26 and number 1 is relevant to letter A, 2 to B,
3 to C ...and 26 to Z
Now I am writing a word with numbers
2. 5.5 : bee
T divides the class into two groups, asking them
to find what this word is
8. 15. 12. 9. 4. 1. 23
288
2. Prelistenin
g7
mins
3.
Whilelistenin
g8
mins
T
Ss
S
Ss
T
Ss
T
Ss
S
T
Ss
S
S
Role - play
Maria has just been back from a camping holiday
on the beach and she really had a very good time
there. Her friend Cindy is asking her about the
trip and she is willing to tell all the good things
that the camping holiday brought her
Now work in pairs, one student plays the role of
Maria and the other of Cindy to act out the
conversation
T goes around to offer help
T takes notes for indirect correction
T gives feedback
5.
Homew
ork 2
mins
UNIT 14
Aims:
290
T
Ss
Teaching aids:
Stages/
timing
1. Warmup 5 mins
2.Prewritin
g
( 7 m)
3.Whilewri
ting
( 8 m)
Guessing words
Divide the class into two groups
Tell Ss that T is thinking about a word. T will give some clues
about the word and members of each group can make a guess
of the word at any time. Each group has only two chances to
guess the word. The first group to give the correct answer
wins the game.
1. This word is a noun with five letters.
2. This noun tells you about something that happened in the
past.
3. This noun can be combined with such adjectives as funny,
love, detective ...
4. Grandmothers often tell this to their grandchildren before
they go to bed.
Key word: STORY
Declare the winner.
Interaction
s
T
Ss
Ss
Ss
Ss
Ss
T
Ss
Ss
Ss
T
Ss
Ss
Ss
Lead -in:
In today's lesson, you are going to write a story. First I will
provide you with some new words.
Vocabulary
1. forest (n): (picture)
He was lost in the forest for three days.
2. camp-fire (n) (definition) - something you build up at night
near the camp, and you often sing and dance around it.
3. umbrella tent (n) (drawing)
T draws an umbrella tent on the B.B, and asks what it is.
4. be up early (translation)
Checking:
T asks Ss to work in pairs to complete the following sentences
with the words that they have just learnt.
a. We can see lots of old trees and animals in the .............
b. This morning Bob was ............early because he had to
prepare his new lessons.
c. The boys have just put up a (n) .......... in their campsite.
d. They danced and sang around the ....... all night last night.
Expected answers:
a. forest
b. up
c. umbrella tent
d. camp-fire
Activity 1: Matching test ( task 2 / page 160)
T divides the class into groups of four, asking them to match
the events ( from 1 to 6) with the appropriate pictures. After
two minutes, T calls on four representatives of 4 groups
( chosen at random) to go to the BB to write down their
answer will be praised in front of the class.
Suggested answers:
1. G
2. A
3. B
4. C
5. F
6. D
7. H
8. I
9. E
291
(10 m)
4.Postwriti
ng
( 10 m)
5.Homewo
rk
UNIT 14
Aims:
Activity 2: Writing
T asks Ss to look at all the picture in their order and write a
story about camping holiday.
Ss write their work on their notebooks.
T goes around to offer help.
T takes notes of Ss's mistakes for indirect correction .
T calls on 2 Ss to go to the BB to write down their work. T,
together with Ss, finds out the mistakes and corrects them.
T gives feedback on Ss' work.
T points out some common mistakes made by Ss when doing
this writing task.
Reserved activity:
Imagine that you have just been back from a camping trip and
your friends will ask you any thing about the trip. Work in
groups of 4 to act out this conversation.
T comes to groups to encourage them to talk.
T collects some mistakes made by Ss for indirect correction.
T gives feedback.
T
Ss
Ss
Ss
T
S
Ss
Ss
Ss
RECREATION
LANGUAGE FOCUS
By the end of the lesson, Ss will be able to :
- distinguish the 4 sounds / ts /, / dz /, / /, / /
- know how to use the conjunction
both ..... and, not only ....... but
also,
either .......or, neither ...........nor
- know how to use cleft sentences in the passive
Teaching aids:
handouts, pictures
PROCEDURE
Stages/tim
Activities
Interaction
e
s
1.Warm up Riddles
T
Ss
( 5 m)
1. What is a word which means child. It also means a young
Ss
animal. (expected answer: kid)
Ss
2. Can you fill in this sentence
I can .............like a horse. ( expected answer: eat)
292
2.
Presentati
on 1( 10
m)
3.Gramma
r
( 10 m)
Lead-in:
Now look at the words kid and eat
T writes on the BB: kid, eat
When we put s after the 2 words, do you think they have the
same ending sounds ? ( expected answer: No)
Good, now let's open your books to page 162 to learn about
such cases.
T writes these 4 words on the board eats / kids / marched /
bridged
Who can pronounce these words ?(Ss stand up to pronounce
the words)
T corrects their mistakes if need be.
Pronunciation
T writes
eats / kids / marched / bridged
/ ts /, / dz /, / tst/, / dzd/
T hangs this chart on the BB.
/ ts /
/ dz /
sits
reads
eats
friends
meets
kinds
/ tst/
/ dzd /
marched
bridged
watched
raged
reached
managed
T reads the words aloud, then asks Ss to listen and repeat after
him.
T calls on some Ss to read the words aloud, correcting their
mistakes if necessary.
T hangs this chart
1. He usually sits at the back of the class.
2. She has lots of friends
3. When he was young, he watched television three hours a
day.
4. We managed to get three tickets for the match.
5. They bridged the river, then pitched their tent on the bank.
T reads the sentences aloud, then asks Ss to listen and repeat
after him.
T calls on some Ss to read the sentences aloud, correcting
their mistakes if necessary.
Lead-in:
T draws two boys going to school.
T writes their names: Nam, Huy
T asks; Are they boys or girls ? ( boys)
What are their names ? ( Nam and Huy )
What do they do ? ( They are students)
T remarks
Nam is a student, and huy is also a student. T writes
Both Nam and Huy are students.
T elicits and writes this form
Both + N1 ( adj ...) + and + N2 ( adj ...)
293
Ss
Ss
(8 m)
(10 m)
4.Homewo
rk 2min
Now look at Nam and Huy again. Are they doctors ? ( No)
So, we write
Neither Nam nor Huy are doctors.
Neither + N1 ( adj ...) + nor + N2 ( adj ...)
Now, you see Nam is 16 years old, and Huy is 17 years old. So,
we can say
Either Nam or Huy is 16 years old.
Either + N1 ( adj...) + or + N2 ( adj ...)
Example 1:
T asks Ss to open their books to page 161/ 162
T asks Ss to work in pairs to combine the sentences, using
both ... and, (n) either ...(n) or
Suggested answers
1. both Jim and Carol are on holiday
2. george neither smokers nor drinks
3. Neither Jim nor Carol has got a car
4. The film was both long and boring
5. That man's name is either Richard or robert
6. I've got neither the time nor the money to go on holiday
7. We can leave early today or tomorrow
8. Helen lost both her passport and wallet at the airport
9. They are both clean and easy to park
10. On Friday evening I either go to the cinema or stay home
and watch
Execise 2
T revises the previous lesson about cleft sentences, explaining
that this time the passive voice is used
It was the cat that was seen by the girl
It was in the garden that the cat was seen. From
It (is/ was ) + N/ adverbial modifier+ who/ that+(be)
+pp
T asks Ss to do execise 2/ page 162 in pairs
T goes around to offer help
T calls on some Ss to read their answers aloud
T corrects their mistakes if necessary
Suggested answers
1. It was Christina who was given a lot of flowers by fans
2. It was the polieman who was asked for direction to the P.O
3. It was his house that we talked about
4. It was a bike that was bought for him for his birthday
5. It was his hometown that was descibed in his novel
6. It was the children who were frightened
7. It was her glasses that were broken
8. It was this story book that was given to me for a party by
the Prince
9. It was this story book that was given to me for a birhday
present by my father
10. It is Tet that is celebrated as the grandest occasion in a
year by Vietnamses people
Mistake correction
Correct the mistake in each sentence below
1. It was in this house where he born 17 years ago
2. neither Pete or his youger has finished the assignment
3. It were her pair of shoes that wre stolen last night
294
T
S
S
Ss
T
S
S
Ss
Ss
SPACE CONQUEST
READING
Aims:
By the end of the lesson, students will be able to:
- scan read for specific ideas
- skim read for general ideas
Teaching aids: pictures, handouts
PROCEDURE
stages/
Activies
Timing
Warmer
Quiz
5 mins
divide the class into two groups
prepare 6 questions beforehand to ask the two groups
Each goups takes turns to give answer to the questions they hear. It
they give the correct answer, they get one mark. There will be a
special question, and the group giving the correct answer to this
question gets three marks . The group with more marks wins the
game.
Questions:
1. What do we call someone invited to our house to have a party?
(guest)
2. What is the popular website enabling you to search for any
information you need ? ( Google)
3. A kind of fruit related to the discovery of gravity. (apple)
4. A small animal told in a fable to kill an elephant. ( ant)
5. An adj to describe the earth ( round)
6. What is the word to fill in this sentence ?
A friend in ......... is a friend indeed. ( need)
7. What is a small thing we need for making clothes ? (needle)
Special question:
Can you use the first letter of 7 words above to make a meaningful
word ?
Key: GAGARIN
Declare the winner
Prereading
( 7 m)
Lead-in:
Are you the first Vietnamese person who set foot on the moon ?
(Pham Tuan)
And Who was the first person in the world to set foot on the moon ?
( Gagarin)
Yes, Gagarin, and today we are going to read about this interesting
person. In the first place, I'd like to help you with some new words
Vocabulary
1. gravity ( n) - the pull of the earth.
2. cosmonaut ( n): translation
3. last (v): gap-filling
How long does this film ...........?
Expected answer: last
4. name after (v): context
295
Interacti
ons
T
Ss
Ss
Ss
T
Ss
T
Ss
T
Ss
Ss
Ss
T
Ss
S
S
(10 m)
Postreading
296
T
S
S
S
T
S
S
S
( 10 m)
Homewor
k
(2 m)
Gap-fill
T asks Ss to read the reading text and then work in pairs to do the
gap-fill test (task 3/page 169)
T calls on some pairs to give the answers.
T gives feedback.
Suggested answers:
1.cosmonaut 2.lasted 3.uncertainies 4.gravity 5.view
6.chapter
7.impossible 8.symbol
Build the following sentences
1. Gagarin / not / get / home / if / there / technical failure.
2. Although / flight/ last / no more / 2 hours / Gagarin / become /
greatest cosmonaut / all times.
3. U.S president John F.Kennedy / send / telegram / congratulate /
Gagarin / his feat.
4. Tragic accident / prevent / Gagarin / make / another flight
Suggested answers
1. Gagarin would not have got home if there had been a technical
failure.
2. Although the flight lasted no more than 2 hours, Gagarin became
the greatest cosmonaut of all times.
3. U.S president John F. Kennedy sent a telegram to congratulate
Gagarin on his feat.
4. A tragic accident prevented Gagarin from making another flight.
UNIT 15
Aims:
Teaching aids:
Stages/Ti
me
Warm-up
( 5 m)
SPACE CONQUEST
SPEAKING
By the end of this lesson, Ss will be able to:
- ask and answer questions on given information
- talk about historical events in the space conquest
pictures, handouts
PROCEDURE
Activities
297
T
Ss
Interactio
ns
T
Ss
Ss
Ss
T
Ss
Vocabulary
1.launch ( v) (gap-fill)
The first spacecraft was ............ into space in 1957
Expected answer: launched
2. mark (v) (translation)
3. human (n) (gap-fill)
Only h .............can use languageb to communicate.
4. orbit (n) (translation)
T
Ss
T
Ss
Ss
Ss
Checking:
Rub out and remember
Whilespeaking
( 8 m)
Activity 1: Questions-Answers
Intructions:
You are going to read a piece of news about manned spacecaft
of China, then work in pairs to ask and answer questions about
the text.
Example:
Student A: When did China launch its first spacecraft into
space ?
Student B: On Oct 15, 2003.
T goes around to offer help.
T asks some pairs to act out the aonversation.
T takes notes and gives feedback.
T
Ss
Ss
Ss
(10 m)
Activty 2: Group-work
Instructions:
Open your books on page 171 and have a look at the events in
space exploration of 8 different countries.
Now you have to work in groups of four. One member of each
group has to read about the space exploration of one country
carefully and then answer any questions that the other 3
members may ask.
You have to choose the country by using a very small paper
ball . All you have to do is to drop the ball onto page 171, and
the ball falls on a country, you have to talk about that country.
When you finish talking about the space exploration of one
country, move on with another one by dropping the paper ball.
T goes around to offer help.
T takes notes of Ss' mistakes for indirect correction.
After 7 minutes, T asks them to stop and gives feedback on their
work.
Postspeaking
( 10 m)
Writing
Using the information given in box / page 171, write a short
paragraph about Pham Tuan, the first Vietnamese person to set
foot on the moon.
298
T
Ss
S
Homework
UNIT 15
Aims:
Teaching aids:
Stages/Tim
e
Warm-up
Prelistening
( 7 m)
Whilelistening
( 8 m)
SPACE CONQUEST
LISTENING
By the end of the lesson, Ss will be able to :
- listen for specific information
- listen for general ideals
handouts, pictures
PROCEDURE
Activities
Matching Game
T photocopies page 172 to make handouts for Ss.
T gives handouts to Ss and asks them to face them down.
When all Ss already have the handouts, T asks them to match
the pictures with the descriptions at the bottom of the
handout. The first student who gives the exact answers wins
the game.
Key:
Picture A: 2
Picture B: 5
Picture C: 3
Picture D: 1
Picture E: 4
Declare the winner
Lead-in:
What do you know about Apollo crew ?
(They first set foot on the moon)
Now look at picture A, how many people were there in the
crew ?
(There were 3)
Now today we are going to listen about this crew. First I am
going to help you know some new words.
Vocabulary
1. surface(n) ( drawing)
T draws the surface of the road, and elicits the word surface
2. experiment(n) ( question)
What do scientists often do in laboratories ?
expected answer: experiment
3. astronaut (n): spaceman
4. challenge (n): (translation)
Checking
T asks Ss to complete the following sentences with the words
just learnt
a. They couldn't walk on the moon's ...... unless they wore
spacesuit
b. Putting a man on the moon was a great ........... at that time.
c. Mr Smith is doing his ............. in the chemistry lab .
d. He was the first ............ to reach the moon.
299
Interaction
s
T
Ss
Ss
Ss
Ss
T
Ss
Ss
Ss
T
S
Ss
S
S
Activity 1:
Instructions:
As I have said, this time you are going to listen about the
Apollo crew, who first reached the moon. Listen and work in
pairs to decide if the statements are true or false. Remember
that the tape will be played twice.
T gives Ss handouts of T-F test
T plays the tape twice
T calls on some Ss to give the answers.
T goes over the answers with the class.
suggested answers: 1.F 2.F 3.F 4.F 5.T
Postlistening
(10 m)
Homework
( 2 m)
Activyty 2: Gap-fill
T gives Ss handouts of activity 2
Instructions: Now listen to the listening text again and answer
the questions in the handout. You will listen to the tape twice.
T gives Ss 1 minute to read the questions.
T plays the tape twice
T calls on some Ss to give the answers
T goes over the answers with the class.
Suggested answers:
1. NASA's Apollo program wa developed to meet President
Kennedy's challenge.
2. The Apollo 11 was launched on July 16, 1969.
3. The portable life support system was used for controlling
the oxygen temperature and pressure inside the spacesuit.
4. The astronauts stayed on the surface of the moon they
performed
a variety of experiments and collected soil and rock samples
to return to Earth.
6. They returned to Earth on July 24th, 1969.
Discussion
Choose one of the following topics and discuss it in pairs
1. If you knew you had only one more week to live on Earth
because you would go to the moon and stayed there forever,
what would you do on those 7 days ?
2. If you had a chance to go to the moon and could take only 3
things with you, what would you choose and why ?
Writing
Write a short paragraph about this topic:
In your opinion, why do people take interest in other planets in
the solar system ?
UNIT 15
Aims:
SPACE CONQUEST
WRITING
By the end of the lesson, Ss will be able to:
- write a biography
300
T
S
S
S
Ss
Teaching aids:
Stages/Ti
me
Warm-up
( 5 m)
Pre-writing
( 7 m)
Lucky Number
Divide the class into 2 groups
T draws a flower with 9 petals and writes a number on each
petal.
T T asks each group to take turns to choose a number and
answer the following questions. The group with more marks
win the game.
1. Something we give our friend on their birthday ( gift)
2. A popular kind of drink in Japan, China and Vietnam. ( tea)
3. Something that gives energy to the earth everyday. ( sun)
4. A synonym of crazy. ( mad)
5. name of an animal which has 2 letters. ( ox)
6. LUCKY NUMBER
7. a small, black animal living in the field ( rat)
8. The opposite of shake ( your head) ( nod)
9. Fill in this gap " Don't cry over spilled ........ " ( milk)
T declares the winner
T asks who can use all the first letters of those 8 words to write
the name of a famous man.
Key:
AMSTRONG
Lead-in:
In today's lesson, you are going to write the biography of
AMSTRONG. First i will provide you with some new words.
Vocabulary
1. disaster ( explanation)
Flood, storm, earthquake ... are disasters. What does disaster
mean?
Quote (n) ( elicitation)
What do you call a section of an application form in which you
write important events in your life ? ( quote)
3. investigate ( v) ( gap-fill)
The police are i.........the case of bank robbery in our village.
(investigate)
4. biography (n) ( translation)
Checking:
Rub out and remember
Interaction
s
T
Ss
Ss
Ss
Ss
Ss
T
Ss
Ss
Ss
Ss
Activity 1: Close-test
Instructions:
You are going to read about Amstrong's biography. After
reading it, you have to work in groups of four to put each of
the headings in the box in the appropriate blank.
T calls on five representatives of five groups ( chosen at
random) to go to the BB to write down their answer.
Suggested answers:
1. birth
2. place of birth
3. known as
4. career 5.
quote
301
Homework
2m
Activity 2: Writing
T asks Ss to read Amstrong's biography again and work
individually to write a paragraph of Neil Amstrong.
Ss write their work on their notebooks.
T goes around to offer help.
T takes notes of Ss' mistakes for indirect correction.
T calls on 2 Ss to go to the BB to write down their work. T,
together with Ss, finds out the mistakes and corrects them.
T gives feedback on Ss' work.
T points out some common mistakes made by Ss when doing
this writing task.
sample development
Neil Amstrong is an American astronaut. He is known as the
first person to walk on the moon. He was born on August 5th,
1930 in Ohio. From 1949 to 1952, he worked as a pilot in the
United States Navy. Amstrong received his BS from Purdue
University in 1955. In 1962 , he joined the Nasa astronaut
program. On july 20th 1969 Neil Amstrong beame the first
human to step on the's moon's surface. Amstrong received his
M.S from the University of Southern California. He resigned
from nasa a year later and from 1971 to 1979, he taught at the
university of Cincinnati. In 1986, Amstrong was pointed vice
chairman of the committee that investigated the Challenger
shuttle disaster. Amstrong is aslo well- known for what he said
when he stepped on the moon's surface. There's one small
step for man, one giant leap for mankind
T comes to Ss to encourage them to write
T collects some mistakes made by Ss for indirect correction
T asks two Ss to go to the BBto write down their work
T gives
Wtite your own biography, the quote should include ;
- time to go to elementary school ( where/ when to go / name
of the school)
- time to go to secondary school ( where/ when to go / name of
the school)
302
Prent-tion 2
mins
Pronunciation
T write on theBb
went end mnth chance phone
T asks:
Who can pronounce these words?
(Ss stand up to say the words )
T corrects their mistakes if necessary
T asks Ss to play attention to ending sounds of the five words
Went end month chance phones
/nt/ /nd/ /n0/ /chnce /nz/
T hangs this chart
/nt/ rent, tenant, dind't
/nd/ remind, warned, friend
/n0/ seventh, tenth fifth
/ns/ tense, glance, Florence
/nz/ learns, tones, Barnes
T reads the words aloud and asks Ss to repeat
- T ahngs this chart
A: Florence, Mr.Barns went on the tenth last month
B: Oh, I have warned you, haven't ? Did you pay the rent ?
A: Only to the seventh
B: Only to the seventh?
A: Yes, and we have no chance to see him again. Is he your
friend ?
B: No, Mr.Barns is not my fiend and if he phones, remind him that
he must pay the rent to the end of the month
A: Don't be so tense. We'll have a new tenant on the thirteenth of
this month
T reads the sentences aloud, then asks Ss to listen and repeat
after him
T calls on some Ss to read the sentences aloud, correcting their
mistakes if necessary
Lead- in
T shows a picture of a man running
T asks :
Could he run fast five years ago ? (Yes)
303
Homework
2m
T writes on the BB
He could run fast 5 years ago
T shows a picture of a man whose leg was hurt but he was
running fast
T asks: Did his hurt ?(Yes)
T writes
His leg hurt but he wa able to run fast
T explains
Could: exprees and ability was/ were able to: express an effort to
do st
Ex 1
T asks Ss to open their books to page 176
T asks Ss to work in pairs to complete the sentences, using
could, could't or was/ were ( not) able to
1. was able
2. was able to
3. could
4. was able to
5. could
6. couldn't
Ex 2
T revises how to make tag questions
It is a nice day, isn't it ?
They are hungry, are they?
You live here, don't you?
You don't speak English, do you?
T asks Ss to do exercise 2/ page 176/ 177 in pairs
T goes around to offer help
T calls on some Ss to read their answers aloud
T corrects their mistakes if necessary
Suggested answers
1. It's a very expensive restanrant, isn't it ?
2. The film was great, wasn't it ?
3. She has a lovely voice, doecn't she?
4. It doesn't look good on me, does it?
5. You have had your cut, haven't you ?
Ex 3
T asks Ss to do exercise 3/ page 177 in apirs
T goes around to offer help
T calls on some Ss to read their answers alound
T corrects their mistakes if necessary
Suggested answers
1.... doesn't she?
2. .... haven't you ?
3.... wasn't it?
4. ... didn't we?
5. ...won't we?
6. ...can't you
7. ... musn't it ?
Mistake Correction
Correct the mistake in each sentence below
1. The bus was crowed with people but finally I could find a seat
2. She didn't able to find him although she had gone everywhere
3. Iam not a fool, am nit I ?
4. It seems to me that she is very good at maths doesn't it /
1. could
was able to
2. didn't
wasn't
3. am not aren't
4. deosn't it isn't she
304
UNIT 16 :
305
Interactions
Post- reading
8m
Homework
2m
Read the text and work in pair to do the gap- fill test
Suggested answers: 1 tomb, 2 wonder, 3 ramp 4
chamber 5 mysitrious, 6 spiral
Activity 2 : Questions- Answers
T divides the class into groups of 4
T gives handouts of the questions to each group
T asks each group to read the text again and answer the
questions tgiven
T asks the grouos to exchange the handouts for correction
T calls on some groups to give the answers, asking each
group to correct the answers on the handout
T asks each group to take its handout back after correction
Suggested answers
1. On the west bank of the river Nile
2. About 147 m high and on a base of 230m square
3. To sere as a tomb when the Egyptian the burial chamber
from the weather and from the thieves who might try to steal
the treasures and belongings there
4. It is thought that ancient Egyptians used straight or apiral
ramps or huge weight arms to lift and place the block's of
stone
5. The boat it's belived to have been used to carry the body of
Khufu in his last journey on each before being buiried inside
the Pyramind
Activity 3 : Scanning for information
T asks Ss to scan read the passage again and work in apirs to
say what the following words refer to
1. who (line 4)
2. it ( line 8)
3. It (line)
4. each(line 12)
T goes around to encourage Ss to read
T calls on some pairs to give the answers
T givens feedback
Suggested feedkack
1. who(line 4)(the thieves)
2. it (line 8) ( the Great Pyramid )
3. It ( line 9)(the Great Pyramid)
4. each(line 12) a block of stone
Discussion
Work in apairs to discuss this question:
Which of the wonders of world do you like best? Why?
T goes around to offer help
T calls on some pairs to act out the conversation
T gives feedback
Write a passage about your favorite wonder of the world
UNIT 16 :
306
- use facts and opinions to talk about features of man- made places
Teaching aids: pictures, handouts
PROCEDURE
Stages/
Timing
Warm- up 5
mins
Prespeaking 4
mins
Activies
Little Things
T prepares a picture of the Great Pyramind and sticks it on the
wall at the back of the class
Instructions
Now our class is divided into two groups. A and B. I am going to
ask you to give me somw "little" things and members\ of the two
groups have to try to give me the thing I need as quickly as
possible. The student who first gives me the thing I need gets a
mark for his/ her group. There will be 8 things for you to find and
the group with more marks wins the game
1. I need a pen
( T gets one pen from the quickest student to give the pen to T )
2. I need a ruler(...)
3. I need a book (...)
4. I need a watch (...)
5. I need a hair (...)
6. I need a shoe(...)
7. I need some money (...)
8. I need a picture on the wall at the back of the class(...)
T declares the winner
Lead- in
T sticks the picture of the Pyramid on the BB and asks SS: What
is this ? ( The Pyramid ). Good, now, tell me, is the pyramid
high ? (yes)
T writes on the BB
The Pyramid is high.
What do you think of this wonder ? ( I think it is great)
Very good.
T writes on the BB
I think this wonder is great.
Now, look at the two sentences on the BB, which sentence
describes fact and which one describes opinion ?
Expected answer: The first describes fact and the second
describes opinion.
Right, open your books to page 181 and do the same task.
Activity 1: Distinguishing facts and opinions
Instructions: This time you have some statements about the
Pyramid. Read them and work in pairs to decide if each one
describes fact or opinion.
Suggested answers:
Facts: 2, 3, 4,
Opinions: 1, 5, 6, 7
T goes around to offer help.
T asks some pairs to give their answers.
T gives feedback.
307
Interaction
s
T
Ss
Ss
Ss
T
Ss
Postspeaking
Homework
3 min
Activity 2 Group-work
Let's move to task 2. Before you do it, I am going to give you
some useful language.
Now when you express your opinions, what phrases or sentence
patterns do you use ?
T elicits and introduces ways to express ideas.
- I think / I am sure ...
- It is said / believed / thought that ....
- They might / may / can have ....
- Probably / May be they ....
Examples:
- I think the Pyramid was built by an enormous giant.
- Probably an enormous giant built the Pyramid.
- A giant might have built the pyramid.
Instructions:
Work in pairs: This time you discuss possible answers to the
following questions, using the suggested questions below
1. Who built the Great Pyramid ?
2. How long did it take to build it ?
3. Where did the builders find the stones?
4. how did they transport them?
5. How could they build the Pyramid so high ?
T goes around to offer help
T takes notes of Sis's mistakes for indirect correction
After 7 minutes, T ask them to stop and gives feedback on their
work
Role- play
Work in groups of four. Supposing that one of you were one of
those who contributed to build the Pyramid in the old time and
tell your friends what happened with the construction of the
wonder. Your friends akss you questions and you answer. You can
use the information in activity 2 as help
T goes around to offer help if need be
T listens to Ss and collects their mistakes for indiretc correction
T gives feedback
Wtite a report on what your friend told you about how the
pyramid was built in the activity above
308
Iteractions
Pre- listening
7 mins
While listening 8
mins
10 mins
309
Poslistening 10
mins
UNIT 16
310
Interaction
s
T
Ss
Ss
Ss
Pre-writing
( 7 m)
Whilewriting
( 16 m)
311
Ss
Ss
T
Ss
Ss
Ss
Post-writing
(12 m)
Homework
( 2 m)
T
S
Ss
S
Ss
UNIT 16
312
313
314
A. be running
B. run
C. will be running
D. to have run
The woman was said to .. for her husband ten years before she
remarried
A. wait
B. waited
C. has waited
D. have waited
Suggested answers : 1B
2D
3A
4D
315