Lesson plan English 11

Lesson plan English 11

Unit1: Friendship

Period1 ReadingI. ObjectivesBy the end of the lesson, Ss will be able to:- Develop such reading skill as scanning for details, specific ideas, skimming for general

information, and guessing meaning in context- Use the information they have learnt to discuss the topicII. Teaching aidsTextbook, handouts, pictures concerning to the topic……..III. Anticipated problemsSs may need help with discussion task so T should be ready to help themSs may have difficulty in reading some difficult words such as:sympathy, loyalty, suspicion,enthusiasm ………….T may not have enough time to teachIV. Procedure

teacher students1. Check the attendance(2m)2. Warm up(4m)NetworkT repairs a hangout with network of the word “friendship”

T divides the class into 8 groups and gives each group a hand out. T asks Ss to complete the net work. The winner will be the group completing the network in the shortest period of time

A. Before you read(10m)Discussing the picture and poemT asks the whole class to look at the picture on page 12 and asks them some questions:1. What are girls and boys doing in the picture?2. How do they feel?3.What does the picture tell you?T ask Ss to work in pairs to read the short poem on the page13 and answer the question:What do you think of the friend in the poemT calls on some Ss to answer the questions. T may give some comments and the suggestions:The friend in the poem is very dedicated and thoughtful. He/She is willing to help his/her friend in any circumstances

Group workDiscuss about the qualities which friendship must have to complete the networkSuggested answers:Honest,unselfish,constant,loyal,mutual trust,sympathetic,patient…..

Pair workSuggested answers1. One boy is playing guitar, and the other girls and boys are singing2. They seem very happy because we can see their smile3. The picture tells us that friends can happily do many things together or friendship is a beautiful thing that brings happiness to usDedicated(a)tËn t©m, tËn lùcThoughtful(a)chu ®¸o, quan t©m

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Friendship

Lesson plan English 11

Pre- teaching vocabularyLasting(a)= lifelongBe concerned with sb/stConstancy(n)constant(a)Rumour(n) ['ru:mə]Gossip(n): information talk or stories about other people’s private lives that may be unkind or not true Incapable of/ in'keipəbl/Suspicion(n)/ sə'spi∫n/ suspicious(a)Pursuit(n)Sympathy(n) ['simpəθi], sympathetic(a)[,simpə'θetik/Sorrow(n)/ 'sɔrou/= sadnessT asks Ss to make some Ss to make sentences with above words to check their understandingHave Ss practice reading the vocabulary

B. While you readSetting the scenceYou are going to read a passage about the qualities of a long lasting friendship. While you reading, do the task in the textbookTask1 (6m)T asks the Ss to read the words in the box then fill each blank with one of themAsk Ss to read the passage quickly and stop the lines that contain these words to guess their meaning T asks Ss to work individually to do the taskT goes around to help them when necessaryT asks Ss to exchange their answers with the other Ss T asks Ss for their answers and tell then to explain their choicesTask 2(5m)T asks Ss to read the passage again and decide which of the choices A,B,C,or D most adequately sum up the ideas of the whole passageT gets Ss do the task individually T might also want to give Ss some strategies to find the main idea of the passageT calls on some Ss to give the answer and asks other Ss to say whether they agree or disagreeTask 3(10m)Ask Ss to answers the questions in task3T asks Ss to do the task individually to do the task, then discuss their answers with their partnerT calls some Ss to write their answers on the board and ask them to explain their choicesCorrect answers:1. The first quality for true friendship is unselfishness. It tells us that a person who is concerned only with his/her own interest and feelings can’t be a true friend

Circumstance(n)hoµn c¶nh, t×nh huèng

L©u dµi, bÒn v÷ngQuan t©m tíi ai, c¸i g×tÝnh kiªn ®Þnh

tin ®ånchuyÖn ngåi lª ®«i m¸ch, chuyÖn tÇm phµo

kh«ng ®ñ kh¶ n¨ngsù nghi ngêsù nghiÖp, sù theo ®uæi, ®am mªsù th«ng c¶mth«ng c¶m, ®ång c¶mnçi buån

do as T‘s requests

whole class

individual work & pair workSs guess the meaning of the word base on the context in the sentences1. mutual2. incapable of3. unselfish4. acquaintance/ friend5. give -and -take6. loyal to7. suspicious

Whole class read the text carefully

Individual work

Answer: B

Individual work and pair work

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Lesson plan English 11

2. Because they take up and interest with enthusiasm, but they are soon tired of it and they feel the attraction of some new object3. The third quality for true friendship is loyalty. It tells us that the two friends must be loyal to each other, and they must know each other so well that there can be no suspicions between them4. Because if not people can’t feel safe when telling the other their secret5. Because they cannot keep a secret, either of their own or of others’ 6. The last quality is sympathy. It tells us that to be a true friend one must sympathise with his/her friend. Where there is no mutual sympathy between friends, there is no true friendship

C. After you read(6m)Ask Ss to work in pairs to discuss the question in the text bookT goes around to help the Ss when necessaryWhen all pairs have finished, T asks every two pairs to share ideasT calls on some Ss to report their ideas to the class

4. Homework(2m)Learn by heart all of new words and structures and give examplesSummarise the main points of the text

Pay attention then give remark

Correct themselves their mistakes

Pair work The friendship is very important to our life. A true friend can helps us when we are sorrow and when we have difficulty. We can share ideas, feeling, likes,joys, pleasures,aims ….to each other. Sometimes only true friends can understand, sympathise us so we feel safe to tell him/her our secrets. Friendship brings us happiness. We happily do many things together.So we can’t live without friendship

Whole class

Period 2: Speaking

I. ObjectivesBy the end of the lesson Ss will be able toDescribe the physical characteristics and personalities of their friends, using appropriate adjectives

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Lesson plan English 11

II. Teaching aidsTextbook, handouts, pictures about some famous people………….III. Anticipated problemsSs may not have enough vocabulary to talk about the topic, so T should be ready to provide helpIV. Procedure

teacher students1. Check the attendance(2m)2. Warm up(5m)Ask Ss to describe one of their friend or their relatives3. New lesson

A. Presentation(10m)Task 1Ask 1 S to read aloud the title and explainInstruction: You are going to look at the picture of 4 people on page 15 and describe them in pairsBefore letting Ss do the task, T ask them to read useful language on page 16T may explains some word if Ss don’t know the meaning of the adjectives providedForehead(n)/ 'fɔ:hed/: T points at his/her foreheadCrooked(a)/ 'krukid/T may ask Ss to provide some adjective/expressions used to describe people’Ss appearance. She may also give Ss handout of these adjectives and expressions:Height :tall,short, mediumBuild : slim(m¶nh kh¶nh), plump(bô bÉm, ®Çy ®Æn), overweight, thin.muscular/ 'mʌskjulə/(v¹m vì), stocky(thÊp vµ ch¾c), well-built(lùc lìng)Hair: -length: long, short, shoulder- length-style: straight , wavy, curly,crew-cut(®Çu cua)-color: black,grey, red, brownOthers: a fringe(m¸i), a bun(bói tãc), plait(s)/ plæt/®u«i samFace: oval, round, large, square, skinny/ ['skini](gÇy nhom,gÇy tr¬ x¬ng), chubby(phóng phÝnh), long, with high cheekbones(gß m¸ cao)Eyes: small, big, black, brown, blueNose: straight, crooked, turned-up(hÕch), big, small, flat(tÑt)Chin: pointed chin(c»m nhän),double chinLips: thin, full, narrow, heart-shapedForehead: broad, highSkin:white,pale/peil/(t¸i, xanh x¸m), suntanned(r¸m n¾ng),dark, brown, blackGeneral appearance:beautiful, handsome,pretty,good looking, plain(b×nh th-

Do as teacher’s request

Pair work

Whole class

Tr¸nMòi kho»m

Whole class use hangouts to describe1. The boy is about 16. He is short-sighted because he’s wearing apair of glasses. He has short black hair, a round face with a broad forehead, a small nose,thin lips and small chin. He quite good-looking2.The girl is about 14. She’s also wearing a pair of glasses. She has shoulder-length black hair, and she’s wearing a ribbon(bêm tãc). She has an oval face with a straight nose, full lips and a pointed chin. She quite pretty3. The man is in his forties. He’s tall and well-buit. He has short brown hair and a square face with a broad head, small eyes , a crooked nose and thin lips. He quite good looking4. The woman is her twenties. She’s quite tall and slim. She has long curly brown hair and an oval face with a broad forehead, big eyes, a straight nose heart-shaped lips and a small chin. She’s very

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Lesson plan English 11

êng)T asks to work in pairs to describe the people in the picture, and then calls on some Ss to present their answerT gives feedback

B. Practice(10m)Task 2Ask Ss to discuss and number the personalities in order of importance in friendship and then report the resultsBefore Ss do the task, T asks them to look at the list of adjectives provided in book. T asks if Ss understand these adjectives or notT can elicit [i'lisit](luËn ra,gîi ra) or explain some adjectives quicklyCaringHospitableModestsincere understandingT divides the class into group of 6 with a group leader. They discuss and the leader will take notes of the ideas, and then one representative will report the result to the whole class. T reminds Ss that they have to explain their choice as wellT goes round to offer help when Ss discussT call on some Ss to report the result of their discussion. T elicits feedback from the class and gives final commentsC. Production(15m)Task 3Instruction: Imagine that you have a friend who has just won the first prize in Mathematics. A journalist is going to interview you about your friend. Act out the interview in pairsT asks Ss to look at their role on page 16 anf the suggestions on page 17T may elicit the questions they may ask-his /her hobbies: What does he/she like doing in his/her freetime?what are his/her hobbies-his/her physical characteristics: what does he/ she look like?His/her personalities:How is he/she?Is she/he friendly...?T may also make clear the meaning of some adjectivesQuick-witted Good-naturedT asks Ss to work in pairs to perform the interview in 7 minutes and goes around to offer help

beautiful

Whole class and group work

Chu ®¸oHiÕu kh¸chKhiªm tèn Ch©n thµnhTh«ng c¶m, th«ng hiÓu

Group work1st group: My group thinks that being caring is the most important in friendship because when friends care about eachother, they will know when to share happiness or difficulty with their friend…

Pay attention

Nhanh trÝTèt bông

Pair work

Whole class

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Lesson plan English 11

T call on some pairs to perform the interviewT elicits feedback from the class and gives final comments

4. Home work(3m)Write down a paragraph to describe your best friendPrepare the next period”listening”

Period 3 ListeningI. ObjectivesBy the end of the lesson Ss will be able toDevelop such listening micro-skills as intensive listening for specific information and taking notes while listeningII. Teaching aidsTextbook, handouts, cassette tapes………….III. Anticipated problemsSs may not be familiar with the note-taking task,so T should provide them some tips to deal with the task IV. Procedure

teacher student

1. Check the attendance(2m)2. Warm up(5m)Matching The aim of this activities is to help Ss revise the vocabulary items Ss learnt in the previous lessonT divides the class into small groups of 3-4 studentsThen T distributes the following crossword hand out for Ss to do in their own groups. Which group finishes first and has all the correct answers will be the winner A B1. good-natured a,Nhanh trÝ2. friendly b, Hµo phãng3. quick-witted c, HiÕu kh¸ch4.hospitable d, Hay gióp ®ì5. patient e,Khiªm tèn6. honest f, Ham häc7. generous g, Kiªn nhÉn8. helpful h,ThËt thµ9. modest i, Th©n thiÖn

Whole class

Group work

1. j2. i3. a4. c5. g6. h7. b8. d9. e10. f

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Lesson plan English 11

10. studious j, Tèt bông3. New lesson

A. Before you listen(10m)Talking about your best friend- T asks Ss to discuss the questions on page 17

in pairs- T calls on some Ss to give their answer and

comments on the answer - T gets Ss what they are going to listen aboutVocabulary pre –teaching- Before teaching the new words, T helps Ss to pronounce the words given in the book. T may read aloud first or play the tape and ask Ss to repeat in chorus and individually- elicits/teaches some of these word and those taken from the listening passageApartment building:Sense of humour:Give sb a ring: phone sbGo though a rough time:- T may get Ss to make sentences with the

words and give corrective feedbackB.While you listen

Task 1(10m)Instruction: You are going to listen to Lan and Long talk about their best friends. Listen and decide whether the statements are True or False. Put a tick() in the appropriate boxBefore Ss listen and do the task, T instructs them to use some strategies+ First, read through the statements to understand them and underline key words. For example, the key words in the first statement are: shared, Nguyen Cong Tru, Residential Area, Hanoi……..+ Listen to the tape and pay attention to the key words+ Decide whether statements are true or false based on what they can hear- T plays the tape once for Ss to do the task- T asks for Ss’answers and writes them on the

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

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

answers- T checks Ss’ answers by calling some Ss and

asks them to explain their answers

Task 2(7m)Instruction: You are going to listen to the tape

Pair work

Whole class

Toµ nhµ cã nhiÒu c¨n héKhiÕu hµi hícGäi ®iÖn cho aiTr¶i qua thêi kú khã kh¨n

Pay attention

Individual work & Group work Lan’s talk1. F(They used to live in the same buiding there)2. F( It is what people think)3. T4. F( Lan went to Do Son first and then called Ha, so Ha rode on her mortorbike to Do Son to meet Lan)5. T 6. F( They have been best friends since Lan’s trip to Do Son)Long’s talk1. F( They met in college)2. F ( Minh was a guitarist)3. T 4. T 5. T

Whole class

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Lesson plan English 11

again and fill the table in the book with notes-T plays the tape again for Ss to complete their notes. - after playing the tape, T gets Ss to work in pair and check their answers- T calls on some Ss to give the answers. T provides correct answers if necessary. If Ss cannot comple the task, T might let Ss listen one more time and pause at the answers for them to catchSuggested answers:

How and where did they meet?

What do they like about their friends?

Lan - They used to live in the same apartment building in HN- Lan went on a holiday in Do Son and Ha went there to help her

- Ha’s very friendly and helpful- Ha’Ss sociable. She’s got many friends in Do Son and she introduced Lan around.

Long - They met in college- Minh played the guitar, and Long was a singer- They worked together

- Minh has a sense of humour- Minh likes to go to plays and movies- Minh is a good listener- Minh is friendly and helpful

C. After you listen(8m)- T asks Ss to work in pairs to talk about how Ha has been Lan’s best friend and how Minh has been Long’s best friend- T goes around to offer help and correct Ss’ mistakes- T calls on some pairs to present their answers- T elicits feedback from the class and give final comments4. Home work (3m)Ask Ss to learn by heart all new words and prepare the next lesson “ writing”

Individual work and then pair work

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

Pair work

Whole class

Tapescript:Lan’s talkMy best friend is Ha. We’ve been friends for a long time. We used to lived in Nguyen Cong Tru Residential Area in HN. Her family moved to Hai Phong in1985. It is said that HP people are cold but Ha is really, really friendly. I first started to get to know her when I was going on a two-day trip to Do Son last year and didn’t know anybody there. I gave Ha a ring and she was so friendly, she said. “ Oh, I’ll come to visit you”. So she rode on her motorbike to Do Son and twenty minutes later she was there. She stayed with me for two days. She happened to know a lot of people there, so she introduced me around and we’ve been best friends ever since.Long’s talkMy best friend is Minh. We met in college. And I was there singing and Minh was a guitarist. So we worked together a lot, but we also became friends. Minh has a great sense of humour,

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Lesson plan English 11

he’s very,very funny, and that’s of my favourite things about him. And over the years, we have been through good times and bad times with each other, and that’s one of the things I like best about him. And we have a lot of the same interests. We like to go to plays and movies together. But when we’re going through a rough time, he’s really a good friend, and he’s a very good listener, and he always helped me though.

Period 4: WritingI. ObjectivesBy the end of the lesson Ss will be able to:Write about a friend, real or imaginary, using the words and expressions that they have learnt in previous lessonII. Teaching aidsTextbook, handouts, ………….III. Anticipated problemsSs may not have sufficient vocabulary to write about the topic, so T should be ready to help themIV. Procedure

Teacher Students1. Check the attendance(1m)2. Warm up(6m)Guessing gameT introduces the game: 1 student goes to the board and T gives him or her a piece of paper with the name of a student in the class. Other Ss have to ask Yes/No question to find out who students is. Ss should ask about the appearance, personalities, or clothes….- The game can continue until the time is up.

A. Before writing(13m)- T sets the scene: You are going to write about a friend, real or imaginary, using the provided guidelines- T gets Ss to read the task and the guidelines silently and work out what they are required to write about. In general, Ss’ writing should include 3 parts:+ general information about about their friend+ his/her physical characteristics and personalities+ and what Ss like about the friendT elicits the verb tenses that may be useful when Ss want to write about when and where they met their friend. In this case, Ss may use the simple past tense and past continuous in their writing. T revises the use of the past tense and past continuous tenseT may also elicit the adjectives and expressions Ss can use to describe their friend’s appearance and personalities

Group workSs may ask questions such as:Is the person a girl?Is she tall?Is she short- sighted?Is she friendly?…………..

Whole class

Pay attention

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Lesson plan English 11

T gets Ss prepare an outline for their writing and exchange it with their peer(partner)\T goes around to offer help and gives corrective feedback

B. While writing(15m)T gets Ss to write about their friend in 15minutesT goes around to observe and offer help

C. Post writing(8m)T ask Ss to exchange their writing with another Ss for correctionT goes around and collects mistakes and errorsT collects some writings for quick feedbackT 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 errorsFinally, T provide general comments on the writings

4. Home work(2m)

Ask Ss to improve their writing, taking into consideration their best friends’ and T’s suggestions and corrections Ask them to prepare the next period: ‘language focus”

Individual work

Pair work and whole class

Whole class

Period 5: Language focusI. ObjectivesBy the end of the lesson Ss will be able to:-Distinguish the sound /dʒ/ and /t∫/- Pronounce the words and sentences containing these sounds correctly- Use some structures containing infinitives with and without to appropriatelyII. Teaching aidsTextbook, handouts, ………….III. Anticipated problemsSs may find it difficult to pronounce the two sounds, so T should prepare a lot of practiceIV. Procedure

Teacher Students1. Warm up(3m)Noughts and Crosses

Hospitable Honest Around faceCaring Sense of

humourFriendly

Large Good-natured Pleasant

2. New lessonA. Pronunciation(10m)

-Pronouncing the two sounds separately

Group work

-Listen attentively-Tell the difference

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-T models the two sound /dʒ/ and /t∫/ for few times and explains the differences in producing them/dʒ/: is a voiced palatalVoiced=vocal cords vibrate while making this soundPalatal= put your tongue behind your top teeth, push air as you drop your tongue away from the roof of your mouth/t∫/ is an unvoiced fricative palatalUnvoiced- vocal cords do not vibrate while making this soundFricative palatal = touch your tongue to the back of your upper teeth and pull your tongue away as your push air out of your mouthT plays the tape once for Ss to hear the works containing these two sounds. Then T plays the tape again and this time asks Ss to repeat after the tapePronouncing words containing the sounds-T reads the words in each column all at once/dʒ/:jam, joke, January, dangerous,passenger, village

/t∫/:children, changeable, cheese, mutual, church , which-T reads the words once again, each time with a word in each column to help Ss distinguish the differences between the sounds in the words- T reads the words and asks Ss to repeat them- T asks Ss to practice pronouncing the words in pairs-T goes around providing help- T asks some Ss to pronounce the words and give correction if necessaryPracticing sentences containing the target sounds- T reads the sentences and asks Ss underline the words with the sound and write /dʒ/ and /t∫/ under them

- T asks Ss to provide the sentences in pairs-T goes around providing help- T asks some Ss to read the sentences and gives feedback

B. Grammar and Vocabulary1. To infinitive (10m)- T writes some sentences on the board and underline the to+ infinitive+ I have letters to write to my friends+ I have some homework to do+ Does he get anything to eat?

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

Listen and take note

©m v« thanh: d©y thanh ©m kh«ng rung lªn khi ph¸t ©m©m vßm miÖng phô ©m x¸t

Repeat after the tape

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

-/ 't∫ildrən/,/ 't∫eindʒəbl/,/t∫i:z/, /'mju:tjuəl/,

/t∫ə:t∫/, /wit∫/

Practice reading

Practice reading the sentences which contain 2 sounds

Pay attention

-Give their opinions

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+ Have you got anything to say?- T asks Ss to comment on the use of to + infinitives in these examples. T reviews the form and use of to –infinities in the example- The infinitive can be placed after nouns/pronouns to show how they can be used or what is to be done with them+ I have letters to write = I have letters that I must write……+ I have some homework to do= I have some homework that I must do+ Does he get anything to eat?= Does he get anything that he can eat? N/pro+to -infinitives Ex: I need someone to take care of my children to -infinitives + prepsitionsex: I need someone to talk to my mother Can I borrow your case to keep my records in?Adj + to -infinitive Too/ enough + to –infinitive

PracticeExercise 1Ask Ss to do exercise1 individually and then compare their answers with another student- T calls on some Ss to read aloud their answers- T gives the correct answers

2. Infinitive without to(10m)- after “make, let”+object +bare infinitive - after verbs of perception such as: feel, hear, watch, see, notice, observe, smell+object +bare infinitiveAsk Ss to give some examplesListen and ask the other to commentPractice Exercise 2-T asks Ss to do exercise 2 in pairs. Ss have to rewrite the sentences by using the words given-T asks them to compare answers with another pairs-T calls on some Ss to go to the board to write their answers- T asks other Ss to feedback and gives correct answers

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

Give more examles

Take notes

I pleased to see youEx: The water is too hot to drink He’Ss old enoughto go to school

Individual work1. Who wants somethings to eat2. I have some letters to write3. I am delighted to hear the news4. My mother has some shopping to do5. You always have too much to talk about6. It’s lovely to see you again7. It’s too cold to go out8. I’m happy to know that you have passed the exams

Ex:Nothing can make him cry I see her cook dinner(completed action)Notice:I see her cooking dinner(I see she’s cooking dinner)

Pair work and then individual work1. The police watched them get out of the car2. They let him write a letter to his wife3. I heard them talk in the next room4. The customs officer made him open the briefcase5. The boy saw the cat jump though the window6. Do you think the company will make him pay some extra money?7. I felt the animal move towards

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Production(10m)Extra exerciseJoin these pairs of sentences1. she crossed the road. I saw her2. They sang a song. I heard them3. He looked the door. I observed him4. She drove off. I saw her5. He was foolish. He left the firm6. A pavement artist drew a portrait in crayons. I watch him7. We can’t refuse their invitation. It would look rude8. I met you again. I was happy9. The film was boring. I didn’t watch it10. The woman is old. She can’t drive a car

3. Homework(2m)Learn by heart all the knowledge they’ve learnt and practice them again at homePrepare the next lesson:unit 2 : reading

me8. Do you think her parents will let her go on a picnic? Whole class

1. I saw her cross the road2. I heard them sing a song3. I observed him lock the door4. I saw her drive off5. He was foolish to leave the firm6. I watched a pavement artist draw a portrait in crayons 7. It would look rude to refuse their invitation8. I was happy to meet you again9. The film was not interesting enough for me to watch10. The woman is too old to drive a car

Whole class

Unit 2: Personal experiences

Period 1 Reading

I. ObjectivesBy the end of the lesson Ss will be able to:- Develop such reading skills as scanning for details, specific ideas, skimming for general

information, and guessing meaning in context, identifying the sequence of events - Use the information they have learnt to discuss the storyII. Teaching aidsTextbook, handouts, cassette ………….III. Anticipated problemsSs may need help with discussion task, so T should be ready to help themIV. Procedure

Teacher Students1. Check the attendance(2m)2. Warm up(5m)Ask Ss some questions and ask Ss to answer- when was your last birthday?- What did you do on that day?- How did you feel on that day?- What did your parents offer you?3. New lessonA. Before you read(5m)-T introduce the pictures: The six pictures describe the events in a story. They’re not in chronological order. Can you

Whole class

Answer the questions

Whole class

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describe what’s happening in each of the picture- T suggests for the Ss by asking some questions:+ What do you see in the 1st picture?+ What do you think might be relationship between the girl and the man?+ What do you see on the table?……………………………………….VocabularyFloppy cotton hatWad of dollar notes

B. While you readSet the scene: you are going to read a story in which a girl’s telling about her most embarrassing situationTask 1(10m)-T asks Ss to reads the passage silently and do the task1-T writes the given words and phrases on the board:To make a fussSneaky(a)Glanced (at)Embarassing(a)

Idol(n)- T asks Ss to go back to the passage to locate and read around these words- T checks that Ss understand all these words correctly by calling on some Ss to tell the meaning of the word in Vietnameses- Then T asks Ss to go back to the task and study the given sentences- T asks them to fill the blank with the words/ phrases in the box - T checks the answer with whole classTask 2(5m)- T asks Ss to read the text silently again and then with a peer work out the sequence of the pictures given on page 22 again- T calls on a student to give and explain his/ her answerTask 3 (10m)- T checks if Ss can answer the comprehesions in task3 without having to read the passage again. If Ss can not, T gets them to read the questions carefully and gives them some tips to do the task- T gets Ss to check their answer with a peer- T calls on some Ss to write their answers on the board and asks them to explain their choices

A man and a young girlMay be they are family members

It’s money

Mò v¶I mÒmTËp tiÒn

Pay attention

Read the passage in silently

Guess the meaning of the wordsG©y ån µo, Çm ÜlÐn lótto look quickly at st/sbmaking you feel nervous, ashamed, or stupid: lóng tóng, xÊu hæsomeone you admire and adore

1. glanced2. making a fuss3. ambarassing4. idols5. sneaky

Individual work& pair work1. picture d 2. picture b3. picture f 4. picture e5. picture a6. picture c

Individual work then pair work1. A floppy cotton hat2. to buy the hat for herself3. A wad of dollar notes that looked like the ones her father had given4. Because she didn’t like to make a fuss5. She bought the hat with it

Group work

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Lesson plan English 11

C. After you read(6m)Ask Ss to look at the last picture(c) and give suggestions+ How did the girl in the picture feel?+ Why did she feel that way?+ What did she do after that?- T calls on the group to tell and explain their choice

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

4. Homework(2m)Summarises the main points of the lesson againLearn by heart the new words and make sentences with them

1.She felt surprised/ ambarassedBecause the money she took from the boy’s bag was not hers2. Perhaps the girl might want to tell her father the truth and ask him for help. Perhaps the girl could come to the police station, tell the police the truth and ask them for helpMay be the girl could get on the same bus the next day and look for the boy to return him the money

Whole class

Whole class

Period 2 SpeakingI. ObjectivesBy the end of the lesson Ss will be able to: - Identify structures that are used to talk about past experiences and their influences on one’s life- Practice the present perfect and past simple, structures with “Make”- Use these structures to talk about a past experience and how it affects their lifeII. Teaching aidsTextbook, handouts, ………….III. Anticipated problemsSs may have problem using present perfect and past simple when talking about the pastIV. Procedure

Teacher Students1. Check the attendance(2m)2. Warm up(5m)Ask Ss some questions about their experiences- Have you ever sung in the public?

+ When did you sing in the public?+ How did you feel ?+ How did the experience affect you?

- Have you ever failed the exam ?- Have you ever got a bad mark? ………………………..3. New lesson

Whole classAnswer the questionsYes, I haveOn Teacher’s DayI was all in a tremble(run)Since then I haven’t been afaid of singing in the pubic……………………….

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Lesson plan English 11

Task 1(10m)- T introduces the task and gets Ss to do it individually then compare the answer with a partner- Call on some Ss to read out his/her answers- T checks with the class and gives feedback- T introduces the structures:Make sb do smt/make sb+AdjEx: The flu makes me stay at home/ The flu makes me tiredTask 2(15m)- T introduces the task and ask Ss to work individually then compare the answer with a partner-Notice Ss some about how to use past simple and present perfect simple+ Present perfect: used with “ever” to ask about past experience:Have you ever been to England?+Past simple: used when one keeps asking about that experience: When did you go there?Who did you go with?...- After finishing T gets Ss to read the sample conversation in pairs- 0pen dialogue:A – Have you ever………….?B – Yes,…………..English girl……..A – How…….meet………..?B –………..walking along………asked the way…….started talking……..A – What………talk…….?B – Everythging……….name, ……..turtles……….A – How……affect………?B – Well,………more interested……….- Call some pair Ss to practice the D then give marksTask 3(10)- T introduces the task: using suggested questions on page 26 to ask and answer the questions about their past experiences- T calls on some pairs to perform their conversations in front of the class4. Home work(3m)Learn by heart the dialogue

Individual work and pair work1. d 2. c 3. a 4.b 5.eAppreciate(v): Coi träng, ®¸nh gi¸ caoTo change your attitude to sb/st( Thay ®æi th¸I ®é cña b¹n ®èi víi ai hoÆc ®iÒu g× ®ã)-Give more examples

Whole class

Take notes

1.b 2.d. 3.h 4.a 5.e 6.g 7.c

Pair work

Close the book and practice the open dialogue

Pair workEx: “ be seriously ill”-what(what disease did you get)-when(when did you fall)-how(How did you get ill)-go to hospital(Did you have to goto ..)- how(How did the experience affect you?)

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Lesson plan English 11

Period 3 ListeningI. ObjectivesBy the end of the lesson Ss will be able to:Develop such listening skills as listening for specific information and taking notes while listeningII. Teaching aidsTextbook, handouts,cassette tape ………….III. Anticipated problems Ss may not have sufficient vocabulary to talk about the topic, so T should be ready to assit them. Ss may not also be familiar with the note-taking task so T should provide them some tips to deal with the taskIV. Procedure

Teacher Students1. Check the attendance(2m)2. Warm up(5m)Hangouts : Matching Column A Column B1. Fire fighter

2. Fire alarm

3. Fire door

4. Fire escape5. Fire hydrant

6. Fire extinguisher

7. Smoke

8. Fire struck

a. A metal stair way outside to help people get out of a building on fireb. A pipe that draws water for putting out a firec. A person who fights firesd. What comes out of a firee. A fire-resistant door that can be closed to stop the spread of a firef. A large truck that carries firefghters and equipment to the side of a fireg. A tube that contains special chemicals for putting out fireh. A bell that tells you a fire has started

3. New lessonA. Before you listen(10m)

-Ask Ss to describe what is happening in the picture on page 27+What can you see in the picture?+What is happening?+ Who are these people?+ What is this woman doing?……..Vocabulary 1.Memorable(a) 5.Gas stove(n)2.Terrified(a) 6. Embrace(v)3.Scream(v) 7.Escape(v)4.Replace(v) 8.Protect(v) - Ask Ss to practice the vocabulary in chorus. T helps Ss to pronounce them correctly

B. While you listenTask 1(10m)-Asks Ss to read the statements to understand

Whole class

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

Whole class

-A fire-A house is burning and fire- fighters are trying to put out fire- They are fire-fighters- She is carring her daughter out of the fire1. ®¸ng nhí 5. bÕp ga2. sî h·I 6. «m3. thÐt, gµo 7. trèn tho¸t4. thay thÕ 8. b¶o vÖ

Practice reading

Whole class

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Lesson plan English 11

them-Tplays the tapes once for Ss to listen and do the task- Check the answer with the whole class- T can play the tape again and pauses at the answers for them to catch

Task 2(10m)-Ask Ss to study the text carefully for the missing information they need to fill and guess the answers- After playing the tape, T gets Ss to work in pairs and check their answers- Call on some Ss to give the answers

C. After you listen(6m)-Before getting Ss to discuss, T teaches them some useful expression of asking for and giving opinions:-Asking for opinions:+ What do you think about………?+ What’s your opinion about…?+ What’s your feeling about………?+ What’s your point of view about…….?+ How do you feel about…?+ Do you have any opinion about…?

Expressing opinions

Expressing agreement

Expressing disagreement

I think…Personally,…..I believe…….I feel…In my opinion..From my point of view..

I agreeI think so, tooThat’s true and…That’s right, and….

Well,may be, but…That might be true, but…..Well, my feeling is that..Well, I don’t think so. I think.

-Give some suggestions by asking some questions:+Why does Christina think family is more important than things?+ Where do you get love/care from, Your family or things?+Can we buy new clothes?+ Can you get new parents or brothers or sisters?

4. Homework(2m)-Do the exercises in unit 2 in the workbook-Prepare for writing lesson

Individual work1. T 2. F(13 years ago) 3.F(in the kitchen) 4. F(she was sleeping) 5. T

Individual work and pair work

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

Group work

Take notes

Giving opinion

Because she has realized that she needs her family. Things can be replaced, but family can’tFrom familyYes, we canNo, we can’t

Whole class

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Lesson plan English 11

TapescriptInterviewer: This is Radio 3. In our “Unforgettable Experiences” programme tonight we talk to Christina, a successful businesswoman. Hello Christina, welcome to our program Christina: Hello and thank you! It’s nice being with you tonightInterviewer: Christina, could you tell our audience about the most memorable experience in your life? Christina: Well, my most unforgettable experience happened thirteen years ago, when my house burned down Christina: The fire started in the kitchen where I forgot to turn off the gas stoveInterviewer: What were you doing at that time?Christina: I was sleeping when I was suddenly woken up by terrible heat. I opened my eyes to find out myself surrounded by walls of fireInterviewer: That’s terrible. How did you escape?Christina: I was terrified. Then I heard my mother’s voice calling my name. I rushed to her. She carried me out. Luckily, I got away without even a minor burnInterviewer: Not many people are so lucky. Did the fire affect you in any way ? Christina: Oh,yes. Yes, very much, in fact. Although I lost many things in the fire, the experience helped me grow up Interviewer: What do you mean?Christina: Well, before the fire I was selfish. I always complained to my mother about how small my room was or how few clothes I had. Then the fire came and destroyed everything owned. But I slowly began to realized that I didn’t really need my old things. I just needed my family. After all, you can get new clothes anytime, but a family can never be replaced Interviewer: I see, so the fire took many things from you, but it gave you something too. Christina: Exactly, It taught me to appreciate my family more than things

Period 4 writingI. ObjectivesBy 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 learnt in previous lessonsII. Teaching aidsTextbook, handouts, ………….III. Anticipated problems Ss may not have enough vocabulary to write about the topic, so T should be ready to help themIV. Procedure

Teacher Students1. Check the attendance(2m) Whole class

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Lesson plan English 11

2. Warm up(8m)Brain-storming-T asks Ss to tell about their unforgettable past experiences and the others make questions to ask -Which team makes more questions is the winner

A. Preparing to write(10m)-T gets Ss to read the task- Call on a S to answer and elicits more ideas Most unforgettable experience+what happened?+ when it happened?+Where it happened?+ How it happened?

+who was involved?

+ How it affected you?- T gets Ss to plan their stories according to the questions

Writing(17m)-T gets Ss to write their own letters in 10 minutes-Then T asks Ss to work in pairs, exchange their letters and correct each other- T goes around the class to offer help

Feed back on Ss’ writing(6m)-T chooses one letter and reads it to the class- T elicits corrective feedback from the class and gives final comments afterwards. 3. Homework(2m)Do exercise in work bookPrepare the next lesson

Group workPast experiences:-Failing an exam-Getting a reward……………………….

Whole class

-I nearly drowned-A year ago, my last summer vacation-A river near my grandparent’s house-When I was swimming, I suddenly caught a cold, I felt dizzy and I was too weak to swim-Some of my friends were also swimming at that time, one tried to save me-I learned that life is so important

Individual work and pair work

Whole class

Period 5 Language focusI. ObjectivesBy the end of the lesson Ss will be able to:Distinguish the sounds /m /, /n / and / η /Pronounce the words and sentences containing these sound correctlyDistinguish the uses of different verb tenses: present simple for indicating the past, past simple,past continuous and past perfectUse these verb tenses to solve communicate taskII. Teaching aidsTextbook, handouts, ………….III. Anticipated problemsSs might have difficulty distinguish and using different verb tenses correctly. Therefore, T should be ready to assist themIV. Procedure

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Lesson plan English 11

Teacher Students1. Check the attendance(2m)2. Warm up(5m)Underline the most suitable verb form in each sentencesa. While Tom watched/was watching TV, there was a power cutb. Who drove/was driving the car at the time of the accident?c. By the time she got back, he had gone/went homed. David had eaten/ate Chinese food before, so he knew what to ordere. I did/ was doing some shopping yesterday when I saw your friendf. Laura missed the party because no one was telling/ had told her about itPronunciation(7m)/m / : close the lips when pronouncing/n / : Ss’ tongues touch the roof of their mouth/ η /: their tongues touch their soft palatesFor all three sounds, the air goes through the nose- T asks Ss to read the words in each column out loud in chorus for a few more times. Then call on some Ss to read the words out loud- In order to help Ss identify these sounds T writes some sentences to check their understanding1. I’ll call them/then2. He ran/rang twice3. That bun/bum is delicious /di'li∫əs/4. We got some/sun at the beach- Practising sentences containing the target soundsAsk Ss to work in pairs and take turn to read aloud the given sentences- T calls some Ss to read the sentences and provides corrective feedback

Grammar Exercie1(10m) Review some tenses:a. Presentation- Present simple+ The use+ Form:(+) I, You, We, They + bare infinitive He, She, It + V(s,es) ( -) S+don’t/doesn’t+ V-infinitive (?) Do/does+ S + V-infi ?- Present continous+ The use+ Form: (+) S + be + V-ing ( -) S + be + not + V-ing (?) Be + S + V-ing?

a. was watchingb. was drivingc. had goned. had eatene. was doingf. had told

Pay attention

Whole class

Practicing pronunciation

Take notes

Give examples

Give examples & take notes

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Lesson plan English 11

-Present perfect+ The use: we use present perfect to express an action happened at unspecified time before now. The exact time is not important. It is not used to describe a specific event. So we can use the present perfect to describle our experience+ Form:(+) S + have/ has + Past participle (-) S + have/ has + not + Past participle (?) Have/ has + S + Past participle?b. Practice - T gets Ss to do exercise 1 individually and then find a partner to check the answer with- T checks with the whole class and provides corrective feedback

Exercise 2(10m)a. Presentation: Review the past simple and past continousPast simple+ The use+ Form: (+) S + V-ed or irregular verbs (-) S + didn’t V-infi (?) Did + S + V- infi?Past continous+ The use+ Form: (+) S + was/ were + V- ing (-) S + was/ were + not + V- ing (?) Was/ were + S + V- ing?b. Practice- T gets Ss to do exercise 1 individually and then find a partner to check the answer with- T checks with the whole class and provides corrective feedback

Exercise 3(10m)a. Presentation: Past perfect+ The use:The past perfect expresses the idea that something occurred before another action expressed in the past simple. It can also show that something happened before a specific time in the pastPast perfect also to show that something started in the past and continued up until another action in the past

+Form: :(+) S + had + Past participle (-) S + hadn’t + Past participle (?) Had + S + Past participle?

Give examples & take notes

Individual work & pair work1. invites 2. sets 3. gets 4. waves 5. promises 6. carries 7. contains8. has baked 9. is 10. is shining11. are singing 12. is

Whole class

Take notes and give example

Individual & pair work1. broke/ was playing2. wrote/ was3. was working/broke4.started/ were walking5.told/ were having6. didn’t listen/ was thinking7. phoned/ didn’t answer/were doing8. didn’t wear/ didn’t notice/ was driving

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

Ex: I had used that car for ten years before it broke outOr After I had used …..years, It broke down

Give examples

1. had eaten/arrived 2. found/had taken3. got/had closed 4. got/had left5. got/had arrived 6. paid/had phoned

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Lesson plan English 11

- T gets Ss to do exercise 3 individually then find a partner to check their answer with- T checks the answers with whole class and provides corrective feedback

3. Homework(1m)Review unit 1,2 to prepare the 45munite test

7. went/said/hadn’t arrived8. had looked/asked/cost

Whole class

Unit 3: A party

Period 1: Reading

I. ObjectivesBy the end of the lesson Ss will be able to:- Develop such reading skills as scanning for specific ideas, and identifying and correcting

false statement- Use the information they have read to discuss celebrations in their cultureII. Teaching aidsTextbook, handouts, cassette tapes ………….III. Anticipated problemsSs may need tobe provided vocabulary to celebrations and festivals so that they can complete various learning taskIV. Procedure

Teacher Students1. Check the attendance(2m)2. Warm up(5m)Matching the celebrations with the correct imagesChristmas Easter GraduationHalloween Thanksgiving Mother’s DayWedding Valentine’s Day Birthdaya. b. c.

Whole class

d.

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Lesson plan English 11

e f. g.

h. i.3. New lesson

A. Before you read(8m)Ask Ss to work in pairs and ask them to look the pictures in text book and and answer the questions:1. What is the relationship between the people in the pictures?

2. What are they celebrating?

Pre- teaching vocabulary-Mark(v): -Milestone: an important event or state in one’s life

-Lasting(a)-Golden(a)made of gold-Golden anniversary/jubilee /'dʒu:bili:/: celebration of the 50th wedding

Celebrations imagesChristmas aHalloween eWedding bEaster iThanksgiving dValentine’s Day fGraduation hMother’s Day gBirthday c

Pair work 1.The people in the 1st picture might belong to a family. The young man might be the parents and three kids might be their children.- In the 2nd picture : the people might belong to a family, too. The old lady&man might be parents. The woman and the man who are sitting in front might be their son and daughter in law. The boy and the girl might be their grandchildren2. The people in the 1st picture are celebrating a birthday. In the 2nd picture people are celebrating a wedding anniversary.

Whole class®¸nh dÊusù kiÖn quan träng, mèc lÞch sö, giai ®o¹n quan trängbÒn v÷ng, l©u dµi

Take notes and give examples

Practice reading the new words

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Lesson plan English 11

anniversary /,æni'və:səri /-Silver anniversary: celebration of the 25th wedding anniversary-Diamond anniversary: celebration of the 60th wedding anniversary- T helps Ss to pronounce them correctly

B. While readingYou are going to read about how American people celebrate birthdays and wedding anniversaries. Then do the tasks belowTask 1(7m)- T gets Ss to read the passage silently and do the task1- Call on some Ss to write the answer on the board and ask them to explain their choices.

1. People sing a song2. People eat cakes3. People receive cards and gifts from friends and relatives4. People joke about about their ages5. People remember their wedding days6. People go out to dinner7. People blow out candles, one for each yearTask 2(10m)- T gets Ss to read through all the 7 sentences in task2. Then ask them to read the text again and locate these words- Ask Ss to check their answer with a friend- Call on some Ss to present and explain their answers- Give feedback and correct answers

C. After you read(10m)-Ask Ss work in small group of 3 or 4 and discuss the questions- T goes around to check and offer help- Call on the groups to tell and explain their choice- Give the correct feedback4. Home work(3m)Learn by heart new words and summarise the main point of the lesson- Write a paragraph about how Vietnamese people celebrate their birthday or wedding anniversaries, base on the text they read in class

Pay attention

Individual work

Birthday wedding

Pair work1. eight sevenths 5. months years2. makes eats 6. 5th 50th 3. foods presents 7. silver golden4. aniversaries ages

Group work

Whole class

Period 2: SpeakingI. ObjectivesBy the end of the lesson Ss will be able to:

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Lesson plan English 11

Use appropriate language to talk about parties and negotiate how to plan themUse appropriate language to invite people to come to partiesII. Teaching aidsTextbook, handouts, ………….III. Anticipated problemsSs may have little experience negotiating in English, so T should be ready to provide them with appropriate language to do soIV. Procedure

Teacher Students1. Check the attendance(2m)2. Warm up(7m)Talking about the partyYesterday I went to a party. Please ask some questions to gets as much information about the party as you can

T teaches necessary language for talking about parties:A birthday/housewarming partyA family/social gathering To have/throw/organize/hold/celebrate/give a partyTo celebrate one’s birthday/wedding anniversary/graduationTo join oneselfTo have fun/a good timeGifts: flowers, souvenirs, a bottle of wine, chocolateDecorations: balloons, flowers, lamps, pictures….Food and drinks: starters, main courses, deserts, cakes, ice-cream,sweets, soft drink………Music: pop music, jazz, classical music……Task 1(7m)Get Ss to do the task individuallyT encourages Ss to take notes while doing soGo around the class to check and offer helpTask 2 (7m)Put Ss in pairs and tell them to tell each other about the party they have been to, base on the outlines they have made in task1Call on some pair to perform their conversations in front of the classTask3(10m)T gives suggestions by writing on the board Planning a party - where(home or restaurant)

Whole class

Who gave the party?What was it about?Where /when did it take place?How was it organized? How did it go? What activities did you do there?Did you have good time?How were the people like? What about music? What about food and drinks?

Take notes

Individual workSs choose the details they want to talk about and plan their stories

Pair work

Disccuss in groupAsking for opinionsWhat do you think about….?What’s your opinion about……?

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Lesson plan English 11

- when(date & time)- who to invite(family, relatives,

classmates,teacher, friends)- dressing code(former, informer, costumes)- entertainment(dance,music, games)- decorations(colored light, bulbs, flowers)- food and drink(cook our own or order)- budget( how much to spend?how much to

contribute?)T asks Ss to give some expression for asking for and giving opinions, expressing agreements and disagreement, suggesting and starting preferencesT gives some examples and gets Ss to do some practice with these expressionsDivide the class into small group of 3 or 4 and get them to do task3T goes around to check and offer help

Task 4(10m)T elicits or teaches expressions for inviting and persuadingWould you like to come……..?We would love to have you………Please do come….It’Ss our pleasure to invite you………..You don’t know what you’ll miss out on if you don’t comeT gets Ss do some practice with these structuresAsk some group to report about the parties that they’ve planned. 3. Homework(2m)Ss write a paragraph about a party they have been to

How do you feel about…….?Do you have any opinion about…..?Giving opinionsI think we should…../ I feel…..In my opinion,……..I’m thinking about….(odering some pizza)Expressing agreement

Expressing disagreement

I agreeI think so, tooThat’s true, and…..That’s right, and…..

Well, may be, but…….That might be true, but…Well, my feeling is that..Well, I don’t think so..

Suggesting:May be we could… What about……?Perhaps we can………. Should we…….?Let’s………Why don’t we..? It would be a good idea if..How about…..?

Group work

Decide which parties would be the most attractive and they would most love to come to

Whole class

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Lesson plan English 11

Period 3 ListeningI. ObjectivesBy the end of the lesson Ss will be able to:Develop such listening micro-skills as intensive listening for specific informationII. Teaching aidsTextbook, handouts, cassette tapes ………….III. Anticipated problemsSs may not have sufficient vocabulary to talk about the topic,so they should be ready to assist themIV. Procedure Teacher Students1. Check the attendance(2m)2. Warm up(5m)-T divides the class into group of 10 and introdures the game: The groups should generate as many word related to birthdays and birthday parties as possible - After finishing T calls on the representative of each group to come to the board and write their list. Then T gets the whole class to count. Each correct word gets one point. Which group has more points with the game

A.Before you listen(7m)- T gets Ss in pairs to answer the questions and explain their reasonsListen and repeatTo gather restaurant /'restrɔnt/ prizeBirthdaycake to decorate icingSlice to clap hands - T helps Ss to pronounce the words on page 36 correctly - T presents the meanings of these word from the class

B. While you listenTask 1(10m)- Get Ss to read through the statements to understand them and underline key words- Play the tape once for Ss to listen and do the task- Check the answer with the whole class - Play the tapes one or two more times and pauses at the answer for them to catch if Ss can’t answer the questionsTask 2(10m)-Ask Ss to read all questions in task2- T plays the tape again for Ss to listen and answer the questions - T gets Ss to check their answer with a partner. Then T checks with whole class- Play the tape again and pause at difficult points if many Ss can not complete the task

Whole class

Group workSuggested words:Age, balloon, birthday, blow out, cake, candle, cards, candy, cookies, chocolate, confetti(hoa giây), decoration, gift/present, icing, flower, fun, party, song….

Pair work

PhÇn thëngKem phñ trªn b¸nh ga t«L¸t, miÕng

Whole classIndividual work1. F(the party began at about 3 in the afternoon)2. F(over 20)3.F( at 4:30 they cut the cake)4. T( the party ended at about 6)5. F( other kids left, only one stayed to help)Individual work and pair workListen and note down the answers1. 16 7. at about 62. Because it’s noisy and expensive3. soft drink and biscuits4. At about 4:305. It was beautiful and decorated with white and pink icing and 16 colorful candles in the middle6. They clapped their hands eagerly and sang” Happy birthday”

Pair work

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Lesson plan English 11

C. After you listen(8m)- Put Ss in pairs and do the task- T distributes the following handout for Ss to do the role play. - After they’ve finished, T calls on some pairs to perform the role play in front of the class

3. Home work(3m)Write a paragraph about their own birthday parties

Card AAsk your friend about Mai’Ss birthday- place where the party was held- when it began and ended- who came- what you did thereCard BTell your friend about Mai’s birthday party.- It was held at Mai’s place- It lasted about 3 hours(3-6pm)- About 20 guests came- Mai opened gifts, you played

chess, then Mai cut cake

Whole class

Tapescript:

Mai is my neighbour. She turned 16 recently and her parents held a birthday party for her. I was one of those envited.The party began at about 3 in the afternoon. There were about 20 of us gathering in Mai’s house. She didn’t like having the party at a restaurant because it is noisy and expensive.We gave presents to Mai and she happily opened them. It must really be exciting to receive all those presents. After that Mai’s mother served us soft drink and biscuits. We then listened to music and played cards. The winners were given prizes. At about 4:30 Mai’s mother brought out the birthday cake. It was beautifully decorated with pink and white icing. 16 colorful candles sat in the middle of the cake. We all clapped our hands eagerly and sang “ Happy birthday” as she blew out the candles and cut the cake. We helped ourselves to slices of the delicious cake and sang all the songs that we knew.Finally, at about 6 in the evening the party came to an end. We all tired but happy. The parents of other children came to collect them by motorbikes. I helped Mai and her mother clean up the mess we had made. After that I walked home, which was only 3 doors away.

Period 4 : WritingI. ObjectivesBy 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 invitationII. Teaching aidsTextbook, handouts, ………….III. Anticipated problemsSs may not have enough vocabulary to write a detailed letter of invitation so T should be ready to help them

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Lesson plan English 11

IV. Procedure

Teacher StudentsWarm up(7m)

Jumbled letter1. This is my address: 150A Au Co Road2. It’s a beautiful house and it looks over the West Lake and the Water Park3. Dear Linda,4. Guess what!I’ve just moved to a new house in Tay Ho District5. Would you like to come?6.Please let me know your answer as soon as possible7. See you8.My parents are giving a house-warming party this evening around 6:30 p.m 9. Hoa10. I think Chris and Kim are coming, too11. We’ll have”Pho” and some other special dishes

A.Before you writeTask1 (5m)-Ask Ss to work in pairs to answer the questions in task 1-Call on some Ss to answer the questions and elicits more ideas from the class. T writes them on the board

Task 2(5m)-T gets Ss to do the task individually and then compare their answers with a partner-T calls on some Ss to give the answers and write them on the board

B.While writing(20m)- Get Ss to read task 3 and work out the questions- T gives some suggestions for Ss to write:+ Party: birthday party, farewell party, house warming party…..+Where: at home, in a restaurant, outdoor,……..+When: during the day, in the evening………+ Guests: friends, classmates, relatives…….+ Activities: singing, playing games……+ Foods and Drinks: cakes, wine, beer, soft drinks, fruits, fruits juice………..-Get Ss to write their letters in 10 minutes,

Group work

Suggested answer:

3-4-2-8-11-5-10-1-6-7-9

Pair work1. Occasions for giving parties:Birthday, graduation, wedding anniversary, moving to a new house, family gathering, Christmas, New year2. Dressing codes: Formal: dresses, high-heel shoes for women,suits and ties for menInformal: jeans, T-shirt, skirts…..3. Presents to give: Books, CDs, flowers, ties, pens, bags, hats….

Individual work1. at my house 2. to come3. refreshments 4. to cook5. winners 6. by Monday

Whole class take notes

Ha Tay May26,2007Dear Lan,As the school year is coming to an end, I’m giving a farewell party for people to meet up before going away for holiday. Would you like to come? It will be at my place at 7p.m next Sunday. I intend to invite about 10 people, so it will be a small gathering and hopefully, people can socialize more easily. I will be oder some pizzas and buy snacks and fruit. However, you might want to bring some drinks to be shared. There will be dancing and karaoke competion. So,

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Lesson plan English 11

based on the outlines they have produced-Ask Ss to get in pairs, exchange their letters and correct eachother- T goes around and offer help

C. After you write(6m)

Feedback on Ss’ writing- T chooses one letter and reads it to the class- Then T elicits correctives feedback from the class and gives final comments afterwards. Home work(2m)Ask Ss to write a letter to invite their friend to their birthday party

there will be a lot of funPlease let me know if you are keen by Saturday. Just leave me a message on the phone if you can’t catch me at home See you Long

Whole class

Period 5 Language focusI. ObjectivesBy 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 correctlyDistinguish the uses of infinitive and gerund in active and passive voicesUse these structures to solve communicative taskII. Teaching aidsTextbook, handouts, ………….III. Anticipated problemsSs might have difficulty distinguish and using infinitives and gerunds. Therefore, T should be ready to assist themIV. Procedure

Teacher Students1. Pronunciation(10m)Distinguishing sounds/ r /: Ss curl the tongues more backwark than when they pronounce / l / / h /: Ss move their vocal folds from wide apart to close togetherPractice sentences containing the target sounds- Ask Ss to work in pairs and take turn to read aloud the given sentences- Call on some Ss to read the sentences again and provides corrective feedback2. GrammarExercise 1(10m)a. Presentation- Review the verbs that are followed by an infinitive, a gerund, and both.+ infinitive only

+ gerund only + both

Agree arrangeAsk

Admit avoidDeny enjoyKeep suggest

Begin stop, start continue love

Whole class

Pair work and individual work

Whole class take notes

Give some examples

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Lesson plan English 11

chooseDecide demandDeserve expectFail hope Refuse hesitateIntend learnManage offerWait seemWant plan

Practice missConsider finishPrevent mindDetest riskPostpone delayMention verbs+preposition

like hate rememberforget regret try prefer

b. Practice - T gets Ss to do Exercice 1 individually then find a partner to check their answers with.Exercise 2(10m)a. PresentationReview the forms of passive infinitive and gerund Form: Passive infinitive: to be + Past Participle Passive gerund : being + Past ParticipleUse: to emphasise the action/event rather than the agentb. Practice- get Ss to do exercise2 individually and then find a partner to check their answer- Check with the whole class and provides corrective feedbackExercise 3(10m)b.Practice- get Ss to do exercise2 individually and then find a partner to check their answer- Check with the whole class and provides corrective feedbackWrapping up (5m)Summarises the main points of the lessonFor homework, ask Ss to review the uses of different verbs tenses that have been covered in the lesson

Individual work

Answer 1. having 2. getting 3. to tell4. practicing 5. to see

Whole class take notes

Individual work

1.B 2. A 3. B 4. B 5. A

1. D 2. C 3. B 4. B 5. C

Whole class

Period 6 ,7 Test yourself A

I. Aims:Ss can understand the content of the testSs can do the test wellII. Procedure

Teacher Students1. Check the attendance(2m)2. New lesson

A. Listening (10m)

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Lesson plan English 11

-Ask Ss to read the sentences before listening-Ask Ss to complete the sentences after the 1st listening & then check the answer again after the 2nd & the 3rd listening - Correct

B. Reading(20m)

-Ask Ss to read the passage and then answer the questions in Reading-Call some Ss to stand up and answer the questions -Listen and give the feedback

C. Pronunciation and Grammar (20m)Pronunciation-Ask Ss to listen and put a tick in the right box-T reads the words for Ss to put a tickGrammar- Revise Ss the grammar about active infinitive and gerund and passive infinitive and gerund-Ask Ss do exercise then call some Ss to go to the board - Correct their mistakes

D.Writing (20m)-Ask Ss to write about their birthday party (or one of their friends’)+ Whose birthday party was it?+Where and when was it held?+What did you do there?+How did you enjoy it?- After they have finished T picks up some Ss’ writing and find common mistakes then asks Ss to correctExtra exercises (15m)Complete the following sentencesa. He had a portrait painted as a birthday present………his daughterb. What do you want…………your next birthday?c. They got married 50 years ago, and today is their 50th………………d. He will give her a diamond ring………..a present after living together for 60 yearse. It’s their silver anniversary. In other words, they’ve been married………25 yearsf. She has just over 30, but she’s married ………..4 childrenI’ll give a special gift………..my husband on his next birthday

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

1. B these people had been childless for 10 years after they were married and were so thrilled to finally have a child2. to take some photographs of the family3. The boy was dressed in a smart, brand-new outfit and looked like a little prince4. B he was interested in the toys5. He felt that it was delightful and looked forward to the next day to have the film develop

Pay attention to the pronunciation of the underlined part of the word1. nine 2. hour 3. matching 4.jam

Individual work1. to see 2. to be 3. to phone 4. pay 5. to be met 6. to be appointed

Individual wok

Whole class

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Lesson plan English 11

3. Homework(3m)- Ask Ss to revise and prepare a 45- minute written test

tapecriptI’ve known James for 25 years. We first met when he moved to my town. He went to a different school but we became friends because he lived next door to me. We’ve known each other since then, but we haven’t kept in touch all that time…we lost contact with each other when I moved to Scotland in the 1970s for my job..I didn’t go to James’ wedding but he came to mine. And now? Well, I’ve been living here in Brighton since 1999 and these days I see James about once a week, usually in the park where I walk my dog, or in the pub for lunch with another friends that we’ve known for about the same length of time. We haven’t been doing that for very long but it’s good to get all of us together

Unit 4: Volunteer work

Period 1: ReadingI. ObjectivesBy 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 topicII. Teaching aidsTextbook, handouts, ………….III. Anticipated problemsSs may need help with the discussion task, so T should be ready to help themIV. Procedure

Teacher Students

1. Check the attendance(2m)2. Warm up(5m)

Network-T prepares hangouts with network of the work “volunteer”

Whole class

Group work

Outline : Help childrenHelp the oldHelp the poorTeach poor children

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Lesson plan English 11

A.Before you read(10m)-Ask Ss to look the picture on page 46 and ask them some Qs+What is the old woman doing in the picture?+What does this mean by “Little Moments Big Magic?”

+What does the picture tell you?

-Ask Ss to work in pairs to read the short poem-Ask some Ss to give their opinions

Pre-teaching vocabularyVolunteer(n) [,vɔlən'tiə]To volunteer to do st/for stVoluntary(a) ['vɔləntri]Voluntarily(adv) [vɔlənt(ə)rili]The aged = the oldOrphanage(n) ['ɔ:fənidʒ]To overcomeTo participate in = to take part in To sufferRemote(a)= far awayHandicapped(a) ['hændikæpt]

Disadvantaged(a) [,disəd'vɑ:ntidʒd]

-Ask Ss to make sentences with above words to check their understanding- Ask Ss to practice reading vocabulary- Listen and check their pronunciation

B, While you readTask 1(5m)- T asks Ss to work individually to do the task and exchange their answers with other Ss - T asks Ss for their answers and gives the correct

Whole clas

-She is teaching the boy to read-It means that your little contribution and help may lead to significant results/ may greatly change a person’s life- It tells me that everybody, no matter what they are young or old, can do volunteer work+ The saying means that if you help sbd by giving some money, it’s just a temporary solution. It’s better to instruct them how to make money legally by teaching them necessary working skills

Whole class

Give examples-He volunteers to teach the poor children-I want to participated in play the game-He overcame the bad habit of smoking during the meals

Speak out

Individual work1. voluntary 2. voluntarily3. volunteers 4. volunteered

Individual work1. A(line 1-2, para 2)2. D(line3-4, para 2)3. B(line3-4, para4)4. D(last paragraph)

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Volunteer work

35

Lesson plan English 11

Task 2 (10m)-Ask Ss to read the statements to understand them- Ask Ss to work individually to do the task,then discuss their answers with their partners- Call on some Ss to give their answers and asks other Ss to say whether they agree or disagree

Task 3(6m)- Ask Ss to read the questions before reading the text carefully again to find the answers- Call on some Ss to write their answers on the board and ask them to explain their choices

C.After you read(5m)- Ask Ss to work in pairs to discuss the questions in the book- Go around to help Ss when necessary- When all pairs have finished. T asks every two pairs to share ideas- Call on some Ss to report their ideas to the class3. Wrapping up (2m) - T sumarises the main points of the lesson- Ask Ss to learn by heart all new words

5. B.(A:too general, C&D do not cover the whole text

Individual work and pair work1. They read books to the people there, play games with them or listen to their problems2. They give care and comfort to them and help them to overcome their difficulties3. They volunteer to work in remote or mountainous areas

Pair work

Whole class

Period 2: SpeakingI. ObjectivesBy the end of the lesson Ss will be able to:Talk about different kinds of activities related to volunteer workII. Teaching aidsTextbook, handouts, ………….III. Anticipated problemsSs may not have enough vocabulary to talk about the topic, so T should be ready to help themIV. Procedure

Teacher Students1. Check the attendance(2m)2. Warm up(5m) Slap the board-Write words on the board:Volunteer, voluntary, voluntarily, tr¹i trÎ må c«I, the aged, vît qua, chÞu ®ùng, remote, tham gia, indicapped, disadvataged-Call on some 2 group Ss . T reads aloud the word on the board. Which team slaps the right word fast in the winnerTask 1(8m)

Group work

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Lesson plan English 11

-Ask Ss to work in pairs to decide which of the activities in the book are volunteer works. -Call some Ss to give their answers and asks for comments from other students

Task 2(15m)- Before Ss do the task, T asks them to read the model conversation on page 50. Then Ss read the list of volunteer activities and the exact things related to them- T can elicit or explain some words quickly

- T requires Ss to match each activities on the left with corresponding activities on the rightSuggested answers:

Helping people in mountainous areas

- Teaching the children to read and write- Giving them money

Helping old or sick people

Helpingdisadvantaged or handicapped children

- Cleaning up their houses- Doing their shopping- Cooking meals- Teaching the children to read and write- Listening to their problems- Playing games with them- Taking them to places of interest

Taking care of invalids and the families of martyrs

- Listening to their problems- Clean up their houses- Doing their shopping- Cooking meals

Taking part in directing the traffic

- Directing vehicles at the intersection- Helping old people and young children to cross the road

- Ask Ss to use the suggestions to make similar dialogues-After they have finished T calls on some pairs to act out their conversation-T elicits feedback from the class and give final commentsTask 3(12m)Ask Ss to work in group to talk about a kind of volunteer work their friends and they usually do to help people- Ask Ss to read through the example in the book before practicing talking about one activity their partner takes part in- Call on some Ss to talk about the activities they take part in

Suggested answers:1. The activities are not volunteer work:Taking part in an excursion and participating in an English speaking club2. some volunteer activities: taking part in environmental conservation activities, donating blood, directing traffic, guiding foreign sports teams around when they go to Viet Nam to compete

Whole class and pair work

+ War invalid ['invəli:d]: th¬ng binh+ Martyr(n) ['mɑ:tə] liÖt sü+ Intersection: ®êng giao nhau, ng· ba, ng· t+ direct the traffic:híng dÉn giao th«ng+ vehicles ['viəkl; 'vi:hikl]: Xe cé

Pair work

Group work

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Lesson plan English 11

- T elicits feedback from the class and gives final comments

3. Wrapping (3m)- T summarises the main points of the lesson- Learn by heart the new words- Prepare the next period “listening”

Ex: Mai usually takes part in directing the traffic. She directs vehicles at the intersections. Besides, she helps old people and young children to cross the road. She enjoys the work very much because she likes helping people

Whole class

Period 3: Listening

I. ObjectivesBy 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 listeningII. Teaching aidsTextbook, cassette tapes, handouts, ………….III. Anticipated problemsSs may not be familiar with the note-taking task so T should provide them some tips to deal with the task

IV. Procedure

Teacher Students1. Check the attendance(2m)2. Warm up(5m)Competition game- Slap the boardWar invalid, martyr, intersection, the aged, orphanage, remote, suffer

Before you listen(10m)-Ask Ss to read through the questions and choices on page 51 and makes sure Ss understand all them-Ask Ss to discuss the questions in pairs-Call on some Ss to report on their partner’s answersVocabulary Pre- teachingFund-raising activitiesDonationInformal schoolOrganization for Educational DevelopmentCo-operate(v)Disadvantaged childrenCo-ordinate(v) [kou'ɔ:dineit]

Whole class

Group work

Individual work

Whole classC¸c ho¹t ®éng g©y quüVËt quyªn gãp, tiÒn quyªn gãpTrêng häc kh«ng chÝnh thèngTæ choc ph¸t triÓn Gi¸o dôcHîp t¸ctrÎ em thiÖt thßiphèi hîpnhµ tµi trî

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Lesson plan English 11

Sponsor(n)[ 'spɔnsə]While you listen

Task1(10m)Set the scene: Now you are going to listen to a passage about Spring School, a special school in HCM City- Ask Ss to read the sentences in task 1 then lisen and fill the missing information- Play the tape once for Ss to do the task- Ask for Ss’ answers and write them on the board- Play the tape the second time for Ss to check their answersTask 2(9m)- Ask Ss to read the questions in task 2 before listening to the tape again-Play the tape again for Ss to do the task. - Get Ss to work in pairs and check their answers- Call on some Ss to give the answers and elicit feedback from other Ss. If many Ss can’t complete the task, T might want to let Ss listen one more time and pause at the answers for them to catch

After you listen(7m)T gets Ss to work in groups to summarise the story about Spring School, using the suggestions. Each group member has to take notes of the discussion-T goes around to offer help and collect Ss’ mistakes- Call on some Ss to present their summary- T elicits feedback from the class and gives final comments3. Wrapping up(2m)Ask Ss to learn by heart all new words and prepare “listening”

individual work1. informal2. 30 street children3. 250 children4. 19985. volunteers………June

Pair work1. It provides classes to disadvantaged children in HCM City2. Dance, theatre, singing and circus classes were set up in 19993. Because they need money to continue their English and Performance Art classes4. They dance, sing and play music at one of the largest hotels in HCM City5. B they need help to contact sponsors and expand the school activities

Group work

Whole class

Tapescript:Sping School is an informal school. It provides classes to disadvantaged children in HCM City. Around 30 street children live and study at the school and about 250 children with special difficulties from District 1 regularly attend classesThe Organisation for Education Development co-operated with Sping School to set up English classes in 1998. Dance, theatre, singing and circus classes were set up a year later. Children from these classes participate in fundraising perfomances. They raise money to continue their English and Performance Arts classes.Spring School requires volunteers to help organize their fundraising dinner held annually in June. This is an exciting night in which children perform circus, theatre, dance, and singing at one of the largest hotels in HCM City. They also need foreign volunteers to contact sponsors and help to expand the school activities. Volunteers are required from February until July to help orgnise these events.It is hoped that more schools like Sping School will soon be found in other cities in VN

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Lesson plan English 11

Period 4 WritingI. ObjectivesBy the end of the lesson Ss will be able to:Write a thank- you letter to a donor to acknowledge the donor’Ss contributionII. Teaching aidsTextbook, handouts, ………….III. Anticipated problemsSs may not have sufficient vocabulary to write about the topic, so T should be ready to assist themIV. Procedure

Teacher Students1. Check the attendance(2m)2. Warm up(5m)Quiz- a formal letter1. You write your address in……..of the letter2. The addresss of the receiver should be written on…………….starting below our address3. We can write…….on the right or the left on the line after the address you are writing to4. When the letter starts Dear Sir/Madam, you end it with……….5. When the letter starts Dear Dr Smith, you end it with……….6. It is not a good idea to use……such as I’m or can’t. Preparing Ss to writeTask1(13m)- Ask Ss to read the sample letter on page 52 and discuss the purpose(s) of the letter in pairs- Call on some Ss to give the answers- Ask Ss to read the letter again and do task1 individually- T checks Ss’ answer by asking some Ss to read their answer out loud- Elicit corrective feedback from other Ss and give the correct answers when necessary

Writing Task 2(16m)-Before Ss write the letter, T asks them to read the instruction carefully- T gets Ss to write the letter in 15 minutes- Go around to observe and offer help

Feedback on Ss’ writings(7m)-Ask Ss to exchange their writing with another student for peer correction- Go around and collect mistakes and errors

Group work

1. the top left- hand corner2. the left3. the date4. Yours sincerely,5. Yours sincerely,6. contractions

Pair workThe sample letter is written to thank a donor for donating moneydonor /'dounə/: ngêi cho, ngêi tÆngIndividual work- The opening of the letter: sentence 1- The donated amount: sentence 1- The way the money is used:sentence 2The way the receipt is issued: sentence 3-The gratitude on the donor:sentence 4-The closing of the letter:yours faithfully

Individual work 9 Chuong Duong Street

Hoan Kiem DistrictHanoi 30 May, 2007

Dear Sir,On behalf of New Future School, I would like to thank you for your generous donation of VND 1 million. Your contribution will make it possible for us

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Lesson plan English 11

- Collect some writings for quick feedback- Write Ss’ typical errors on the board and elicits self and peer correction- Finally, T provides general comments on the letter

Wrapping up(2m)- T summarises the main point of the lesson- Ask Ss to improve their writing, taking into consideration their friends

to build our school library. A good library can help the students very much in their studying. We will issue a receipt as soon as possibleOnce again thank you very much for your kindness. We hope to receive more assistance and cooperation from your company in the futureI look forward to hearing from you soon

Yours faithfullyLe Thi HoaPrincipal of New Future School

Whole class

Period 5: Language focusI. ObjectivesBy the end of the lesson Ss will be able to:Distinguish the sound /w/ and /j /Pronounce the words and sentences containing these sounds correctlyUse gerunds, present participle, perfect gerunds and perfect participles appropriatelyII. Teaching aidsTextbook, handouts, ………….III. Anticipated problemsSs may find it difficult to differentiate between gerunds and present participles, so T should be ready to explainIV. Procedure

Teacher Students Pronunciation(10m)Pronouncing the two sounds separately/w/: is a voiced labial-velar a pproximant. It is articulated with the back part of the tongue raised toward the soft palate and the lips rounded/j /: is a voiced palatal approximant. It is articulated with the middle or back part of the tongue raised agaist the hard palate T plays the tape(or reads) once for Ss to hear the words containing these two sounds. Then T plays the tape(or reads) again and this time asks Ss to repeat after the tape(or T)Pronouncing words containing the sounds- T reads the words and asks Ss to repeat them-T asks Ss to practice pronouncing the words in pairs- T asks some Ss to pronounce the words and gives correction if necessaryPracticing sentences containing the target sounds

Whole class

Individual work

Pair work

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Lesson plan English 11

- T reads the sentences and asks Ss underline the words with the sounds and write / w/ and / j / under them- Ask Ss to practice the sentences in pairs- ask some Ss to read the sentences and give feedback Grammar1. Gerund(10m)A. PresentationReview the form and uses of gerund. The gerund can be used:a. as a subject of the sentences:b. as the complement of the verb ‘tobe’c. after prepositionsd. after a number of “phrase verb” which are composed of a verb + preposition/ adverbto look forward to, to give up, to be for/against, to take to, to put off, to keep on….e. in compound nounsa driving lesson, a swimming pool, bird- watchingf. after the expressions:can’t stand/help, it’s no good/use, it’s worth…B. PracticeExercise 1- T asks Ss to do exercise1 individually and then compare their answers with another student- T calls on some Ss to read out their answers- T elicits peer correction and gives correct answer if necessary2. Present participle(10m)A. PresentationThe present participle is used in the following ways:a. as part of the continuous form of a verbb. after verbs of movement/position in the pattern:verb+present participlec. verb + object+present participled. as an adjecte. verb + time/money expression+present participleex: I spend 2 hours doing this exercise Don’t waste time playing computer gamesf. Catch/find + object+ present participleg. to replace a sentence or part of a sentence or part of a sentenceex: Singing to himself, he walked down the roadB. PracticeExercise 2- Ask Ss to do exercise 2 in pairs- Ask them to compare answers with another

Whole class take notesGive examples- Reading helps you learn English- Her favorite hobby is reading- She is good at learning EnglishI look forward to hearing from you soon- He kept on asking for a discount(giam gia)

I can’t stand being stuck in traffic jamsIt’s no use/good trying to persuade him

1. listening 2. bending 3. behaving4. meeting 5. spending 6. waiting7. starting

Whole class take noteGive examples- I am working/ She was dancing- I go shopping everyday- He came running towards me- I heard someone playing the guitar I can smell something burning- It was an interesting film It’s a bit worrying when the police stop you- ex: If I catch you stealing my apples again, I’ll tell your parentsWe found our dog lying in the bathroom

Pair work1. burning/rising 2. reading 3. lying4. shopping 5. preparing 6. trying7. modernizing

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Lesson plan English 11

pair- Call on some Ss to go to the board to write their answers- Ask the other Ss to feedback and give correct answers3. Perfect gerund and perfect participle(7m)A. Presentationa. Perfect gerundForm: having + PII

Use:- it can be used instead of the present form of the gerund when we are referring to a past actionEx: He was accused of deserting his ship= he was accused of having deserted his shipIt also is used to emphasize completion in both the past and the futureb. Perfect participle-form: having+PII

-use: + the Perfect participle can be used instead of the present participle when one action is immediately followed by another with the same subject(Ph©n tõ hoµn thµnh cã thÓ ®c dïng thay cho hiÖn t¹i ph©n tõ trong c©u cã 2 hµnh ®éng x¶y ra liªn tiÕp nhau cïng mét chñ ng÷)+ The Perfect participle emphasizes the the first action is complete before the second one starts(Ph©n tõ hoµn thµnh cßn nhÊn m¹nh hµnh ®éng thø nhÊt hoµn thµnh tríc khi hµnh ®éng thø hai b¾t ®Çu)+ The Perfect participle is necessary when there is an interval( kho¶ng t/g) of time between the two actions(NhÊt thiÕt ph¶i dïng ph©n tõ hoµn thµnh khi cã 1 kho¶ng t/g gi÷a 2 hµnh ®éng)+ It is also used when the first action covered a period of time(Nã ®c dïng khi hµnh ®éng ®Çu tiªn kÐo dµi trong mét kho¶ng t/g) ex: Having been ill for a long time, He appreciated his health moreB. PracticeExercise 3(6m)T asks Ss t to do exercise 3 individually and then compare their answers with another student- T calls on some Ss to read out their answers- T elicits peer correction and gives correct answer if necessary

Wrapping up(2m)- summarises the main point of the lesson- Ask Ss to learn by heart all points that have

Nã ®c dïng ®Ó thay thÕ cho h×nh thøc hiÖn t¹i cña danh ®t khi chóng ta ®Ò cËp ®Õn mét hµnh ®éng trong qkNã cßn dïng ®Ó nhÊn m¹nh sù hoµn thµnh of hµnh ®éng ë c¶ qk vµ TLex:the retired teacher recalled having taught

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

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

Ex: Having failed twice, he didn’t want to try again

Ex: he had been living there for such a long time that he didn’t want to move to another townHaving lived there for such a long time that he didn’t want to move to another town

Individual work1. having made 2. having been 3.having been4. having tied 5. having read 6.having taken

Whole class

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Lesson plan English 11

been covered in the lesson and give more examples

Unit 5: Illiteracy Period 1: ReadingI. ObjectivesBy 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 information they have read to discuss illiteracy issuesII. Teaching aidsTextbook, handouts, ………….III. Anticipated problemsSs may need to be provided vocabulary related to illiteracy so that they can complete various learning tasksIV. Procedure

Teacher Students1. Check the attendance(2m)2. Warm up(5m)Hangman: Ask Ss to find the word which has 10 letters. It is a N about the inability to read and writeAnswer: illiteracy

A. Before you read(7m)T introduces the picture in the text book(page56) This photo shows a scene of a classroom. This is a bit different class from other normal classes. Can you describe it and say what makes the class different?Ask Ss to look at the picture in the text book and ask Ss to describe it by answering the T’s questions1. Where is this classroom?2. Who are in this classroom?3. What kind of textbooks are they learning?4. Who is the teacher?5. What are they learning?T introduces the picture:This photo shows a scene of a classroom in a poor mountainous area. The Ss are children of different ages. They are learning the textbooks for grade one and they are taugh by a soldier. It seems that the Ss in the classroom are illiterate people. They are now learning how to read and writeVocabulary- pre teach-illiteracy(n)[i'litərəsi]>< litercacy(n)-illiterate(a,n) [i'litərət] >< literate(a,n)-to eradicate [i'rædikeit]: to destroy or get rid of st (bad)

completely / eradication(n)- campaign(n) [kæm'pein]

- ethnic minority ['eθnik mai'nɔriti]

T asks Ss to practice the new words and ask them to

Group work

Whole class pay attention then answer the questions

Pair work

1.In a poor remote/mountainous areas2.Children with different ages3.Text books for grade one4. A soldier ['souldʒə]5.To read and to write

Pay attention

Inability to read and write:n¹n mï ch÷,v« häcUnable to read and write: mï ch÷, dèt n¸t(n) ngêi mï ch÷, ngêi thÊt häcNhæ rÔ, trõ tiÖt, xo¸ bá

ChiÕn dÞch

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Lesson plan English 11

give exampleCall on some Ss to stand up and speak out new words. T listens and checks their pronunciation

B. While you readTask 1(7m)Set the scene: You are going to read about education in mountainous areas and do the reading task that follow- Get Ss to read the passage insilently and then do task 1- T checks Ss’ understanding of the phrases by calling on some Ss to tell their equivalents in Vietnamese- T checks the answers with the whole class and gives corrective feedbackTask 2(5m)- Ask Ss to read the passage carefully again and try to summarise it then choose one of the list of main ideas provided in the task to find the most suitable one- Call on some Ss to give their answers and ask the other Ss to say whether agree or disagree

Task 3(8m)- Ask Ss to skim the 5 question to understand them- Underline the key words to decide what information they need to find in the text- Get Ss to check their answers with a partner- Call on some Ss to write their answer on the board and ask them to explain their choice- Give the correct answers

C. After you read(8m)- Ask Ss to work in small group of 3 or 4 and discuss the question: How to help illiterate peope in the disadvantaged areas to read and write- Go around to check and offer help- Call some group to tell and explain their answers- Corrective feedback

3.Wrapping up (3m)- Summarise the main points of the lesson- For homework., ask Ss to learn by heart the new words and make sentences with them

D©n téc thiÓu sè

Whole class

Pay attention

Individual work

1. Phæ cËp gd tiÓu häc2. Héi khuyÕn häc VN3. Xo¸ mï ch÷4. Kü thuËt canh t¸c5. KÕ ho¹ch ho¸ gia ®×nh

Individual workAnswer: DA: is too generalB & C are too specific

Pair work1. 94% of the population2. the campaign for illiteracy eradication3. 600 students in 2000 and 800 students in 20014. They voluntarily spent their vacations teaching ethnic minority illiterate people to read and write5. Illiteracy will soon be eradicatedSolution:- Opening school- Sending teachers/ volunteer

teachers there- Buying books for Ss - Providing individual assistance to Ss - Give financial rewards to families

that send their children to school- Training local people to be teacher

who will help their own people

Period 2: SpeakingI. ObjectivesBy the end of the lesson Ss will be able to:- Talk about schooling and literacy related problems- Suggest solutions to these problemsII. Teaching aids

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Textbook, handouts, ………….III. Anticipated problemsSs may have limited linguistic resources for discussion, so T should be ready to assist themIV. Procedure Teacher Students

Warm up(5m)Matching: Talking about school problems & solutions- Divide the class into small group of 3-4 students+ not enough textbooks+ shortage of tables and chairs+ lack of cassette recorders+ no electricity+ build more classroom+collect used textbooks+not enough computers+school yard hot in summer+no interesting books at school library+play truant+provide budget for study facility +plan more treesTask 1(7m)- Get Ss to do it in pairs- Call on a student to read out the answers- Check with class and gives corrective feedbackTask 2(13m)- T introduces the task and calls on 1 or 2 pairs of Ss to read aloud the sample dialogue- T elicits the structures that are used for asking for and giving suggestion.Asking for opinionWhat do you think we need to/could/should/might want to do?What do you think about….?What’s your opinion about..?What do you have in mind?Giving suggestionsMaybe we can…… Probably we should……….We might want to…… We could………-T puts Ss into groups of 3-4 and gets them to define the problems of their own school and suggest as many solutions as possible- Go around to check and offer help- After checking that Ss have finished the task, T calls on different groups to present the problems and solutions they have identified- T writes these ideas on the board as Ss talkTask 3(17m)-T puts Ss into groups of 3-4 and gets them to add more problems if they can, and work out the solutions. - Remind Ss of the structures that can be used for expressing opinions and giving suggestions- Call on each group to report their ideas to the class and elicits comments from the class

Group work

Problems Solutions- not enough textbooks-shortage of tables and chairs…………

- collect used textbooks……………..

Pair work1. b-g2. a –e 4. c3. d-f 5. h- i-j

Pair work

Take notes

Group work

Group workSuggested answers:1. Class size: an ideal class size is 10-15 students, so the school should recruit more Teachers and open new classes. T should encourage Ss to work with different groups, not with the same group all the time.2. Desks: buy larger desks or if there are new

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Wrapping up(3m)Ask Ss to write a paragraph about a school problem and one or two solutions to it

classes, the current number of desk is adequate3. Equiment: buy/ hire facilities such as computers and OPHs, upgrade the classroom

Period 3: Listening I. ObjectivesBy the end of the lesson Ss will be able to:Develop extensive listening skillsUse the information they have listened to for other communicative tasksII. Teaching aidsTextbook, cassette tapes, ………….III. Anticipated problemsSs may not have sufficient vocabulary to talk about the topic, so T should be ready to assist themIV. Procedure Teacher Students Warm up(7m)A survey about school- T prepares a small survey and copies it on the board- Get Ss to move around and collects their friends’ opinions. They should interview at least 3 Ss - T teaches expressions of quantifiers and calls on Ss to report the result of their surveySchool surveyDo you agree with the following statements?

In an effective school yes noThe T treats Ss as individuals with both their strengths and weaknessesThe T encourages Ss to set realistic goals for their own learningThe T encourages Ss to have positive attitudes towards themselves and othersThe T is motivating and interested in what Ss doLearning is centred on important life skills such as communication, building self-respect and self-confidence, learning from failure, and time managementThe social side of the school is considered as important as academic activitiesSs are involved in making decisions which have a direct effect on themselves

Before you listen(5m)Setting the scene: you are going to listen about the results of a school survey carried out in Perth, Western Australia. The school asked its Ss what makes an effective schoolPre-teaching vocabulary: Listen and repeatEffective(a) maturity(n) [mə'tjuəriti ] Perth(n) academic(a) [,ækə'demik]Western Australia performance(n)seft-respect(n) [ri'spekt] Weaknesses(n)

Whole class

New words:To treat: ®èi xöSet realistic goals: ®Æt ra môc tiªu cã kh¶ n¨ng ®¹t ®îcBe centred on: tËp trung vµoSelf-respect: lßng tù trängLearning from failure: häc tõ thÊt b¹iTime management: qu¶n lý thêi gianBe involved in: tham gia vµoindividual /,indi'vidjuəl/: c¸ nh©n

Pay attentionWrite down the word and practice pronouncing themSù trëng thµnhCã tÝnh häc thuËtSù thÓ hiÖn®iÓm yÕu, nhîc ®iÓm, khuyÕt ®iÓm

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- Help Ss to pronounce the word in their textbook correctly- Present or elicits the meaning of these word from the class- Get Ss to make sentences with some importance words

While you listenTask 1(10m)- Get Ss to read the options in each question carefully and underline the words that make them different- Get Ss to guess the answer to each questions and tell them they need to listen attentively to check if their guesses are confirmed- Play the tape once for Ss to listen and do the task- Get Ss to find a partner to check their answers with- If many Ss can’t answer the questions, T plays the tape one or two more times and pauses at the answers for them to catchTask 2(10m)- Get Ss to read the questions in task 2 and answer the questions without listening again. If they can’t, T plays the tape for them to listen again- Get Ss to check their answers with a partner. Then check with whole class- Play the tape again and pause at difficult point if many Ss can’t complete the task

After you listen(10m)- Divide the class into small group of 3 or 4 and get them to discuss the question in textbook- Go around to check and offer help- After checking that all the group have finished, T calls on the representative of each group to report their peers’ ideas- Listen and take note of their errors and give feedback after thatadequate ['ædikwit] đu, đây đu

syllabus ['siləbəs] vân đê, bai.. thuôc môt giáo trình; chương trình hocmotivate['moutiveit](v) thúc đây

stimulating /'stimjuleitiη/ khuây đông, kích thích; khuyên khích

Wrapping up(3m)- T summarises the main point of the lesson- Ask Ss to learn by heart new words and make

sentences with them

Make sentences from these words

Individual work and pair work

1. D2.B3. B4. C

Pair workSuggested answers:1. In Perth, Western Australia2. 80%3. They felt that they should be allowed to have a say in the school decision making.

Group workSuggested answer:*Textbook are essential teaching and learning materials in any program and syllabus. Having good textbooks is very important. A good textbook provides Ss with adequate knowledge, skills and practice and therefore they do not need to look anywhere for these. A good textbook also guides Ss how to learn and helps them study effectively on their own However, I think having good teachers might be more important than having good textbooks because a good teacher can turn a poor quality textbook into an interesting and stimulating one. In fact, a good teacher can even replace the textbook, motivate students to learn, and train them to use self-study skills so that they can take responsibility for their own learning

Whole class

Tapesript:

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In an informal survey carried out in Perth, Western Australia, students were asked to give their views on what makes an effective school. 80% of the Ss felt that mutual respect in the classroom was essential fof effective learning to take place. This implied that the Ss should be treated as individuals with both their strengths and their weaknesses. 60% of the Ss felt that they should be encouraged to set realistic goals for their own learning, and to have positive attitudes towards themselves and others. About 55% of the Ss expected their teachers to be motivated and interested in what they were doing, this would then reflect in the performance of the Ss. Nearly all of the Ss believed that learning should be centred on important life skills such as communication, building self-respect and self- confidence, the ability to learn from failure, and time management, suited to the maturerity of the Ss concerned.100% of the Ss felt that the social side of school was as important as academic activities. The older Ss felt that they should be allowed to give some input into school decision making which had a direct effect on Ss.

Period 4: WritingI. Objectives- By the end of the lesson Ss will be able to:- Interpret information presented in tables- Identify languague to be used for describing tables- Write descriptions of tablesII. Teaching aidsTextbook, handouts, ………….III. Anticipated problemsSs maynot have sufficient linguistic resources to write a description of a table, so T should be ready to help themIV. Procedure Teacher Students Warm up(5m)A matching gameMatch these expressions with the correct graphs.1. fluctuate ['flʌktjueit] dao đông, lên xuông2. gradually decrease3. slightly increase4. remain the same5. drop sharply6. rise considerably/kən'sidərəbli/ đáng kê, lơn lao A B C

D E FBefore writing

Task 1(10m)

Group work

1. D 2. F 3. E4. B 5. C 6. A

Group work

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- Get Ss to read the task requirements and work on the task with a partner- Call on Ss to read out their answer and check with the class

While writingTask 2 (20m)- Ask Ss to study the table in task 2 and analyses it with a friend by asking these questions:1. What is the topic of the tables? Does it describe the past, the present, or the future?2. What patterns are shown? How are the pieces of information related?a. Which region had the lowest rate of literacy in 1998?2002?2004?2007?b. Which region had the lowest rate in each year?c. Did the rate of literacy in the Lowlands increase of decrease between 1988 and 2007?d. What about that rate for Midlands and Highlands?- T checks the answer with the whole class- Based on their analysis of the table, Ss now write up a description individually- Go around to check and offer help- Ask Ss to work in pairs and correct each other’s writing The table desribes the trends of literacy rates in Sunshine country from 1998 to 2007. the literacy rate of pollution differs greatly in 3 areas of the country Lowlands, Midlands and Highlands, there has been a gradual rise in number of literate people from 1998 to 2004, but a sharp rise in 2007. During that 10 years, the Midlands sees a steady increase in the literacy rate, from 70% to 85%. On the contray, the Highlands area has to face the problem of falling literacy rate. After 10 years, its literate people has decreased 20%. So each area must have different plan for its education development.

Post writing(7m)- Choose one description and reads it to

class- Elicit corrective feedback from the class

and give final comments afterwards. Wrapping-up(3m)

Summarise the main point of the lessonAsk Ss to rewrite their descriptions based on T’s and other Ss’ suggestions and corrections

1. varied 3. declined 5. went up2. rise 4. different 6. drammatically

Individual work and pair workSample 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 2004, 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 two regions, Highlands witnessed a gradual decrease in the rate of literacy of its population. In 1997 the rate was 50%, however, it decreased by 5% in 2002 and continued to go down in the following years, reaching only 30% in2007. Obviously, this region needs to improve its literacy rate.

Pay attention

Whole class

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Period 5: Language focusI. ObjectivesBy the end of the lesson Ss will be able to:- Distinguish the clusters/ pl/, /bl/, /pr/, /br/ and pronounce the words and sentences

containing them correctly.- Understand reported speech with infinities and use these structures to solve

communicative tasksII. Teaching aidsTextbook, handouts, ………….III. Anticipated problemsSs may have difficulty with the clusters because they don’t exist in VietnameseIV. Procedure Teacher Students

Pronunciation(7m)Distinguishing the sounds- T models the three clusters /pl/, /bl/, /pr/, /br/ for a few times and explains how to produce them- Play the tape once for Ss to hear the wordsContaining these clusters. Then T plays the tape(or read) again and this time ask Ss to repeat after the tape (or T)- Ask Ss to read the words in each column out loud in chorus for a few times. Then T calls on some Ss to read the word out loud. T listens and corrects their pronunciationPracticing sentences containing the target sounds- Ask Ss to work in pairs and take turn to read aloud the given sentences- Call on some Ss to read the sentences again and provides corrective feedback

GrammarA. Presentation: Reported speech with infinitive(5m)we usually use an infinitive structure to report order, request, advice, suggestion, threats, warning, promises, agreements, disagreements ..a. Verb+ object+(not) to-InfinitiveThe verbs go with this structure:Advise, allow, ask, tell, , order, invite, urge, remind,request, beg, expect, warn, command, recommend, forbid, implore =entreat (khân nai, khân khoan, nai xin), encourage, want, persuade + O + to- Infinitive b. Verb + (not) to- InfinitiveAgree, refuse, offer, promise, threaten, hope, propose+ to Infinitive- T gives some direct speech sentences and

Whole class pay attention

Repeat after the tape or T

Individual work

Pair work

Whole class take notes

“you had better hurry, Bill”she said She advised Bill to hurry“Don’t swim out too far, boys” I said I told the boys not to swim too far“if I were you, I’d stop smoking”I said I advised him to stop smoking

“I will help you”she said She promised to help me“Let me give you some money”he said He offered to give me some money

Individual work

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ask Ss to change into reported speechB. PracticeExercise 1(7m)-T gets Ss to do exercise1 individually and then find a partner to check their answer with- T checks with the whole class and provides corrective feedbackExercise 2(8m) -T gets Ss to do exercise1 individually and then find a partner to check their answer with- T checks with the whole class and provides corrective feedbackAnswer:1. He advised me not to drink too much beer2. She invited me to come and see her whenever I wanted3. John wanted me not to smoke in his car4. He told Sue to give him her phone number5. He reminded me to give the book back to Joe6. He promised not to wait for me7. He agree to wait for me8. John asked me to lend him some moneyC. Production (15m)- T prepares the following sentences and gives on sentence to each student- T picks a student at random to report what one student said. T corrects the response as appropriate, presenting the form- T repeat with another studentYou should go to see Paris, that’s a beautiful cityWe’re having a party tonight, would you like to come?We have a class this Monday, don’t forgertI can buy you a drink, if you likePlease see me at 6 o’clockDon’t leave your bag unattended, it might be stolenLet’s play tennis this weekendI will email you as soon as I get thereWrapping – up(3m)T summarises the main points of the lesson- Ask Ss to revise reported speech with infinitives and do exercises in the workbook

1. They promised to come back again2. The lifeguard advised us not to swim too far from the shore3. John asked Peter to close the window4. The teacher encourage Eric to join the football team5. John promised to give it to him the next day6. My mum wanted Lan to become a doctor7. My sister reminded me to lock the door before going to school8. His boss advised him to go home and rest for a while

Individual work

-Student A reads out his/her sentence to the whole class, others write it down

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

Whole class

Unit 6: Competitions Period 1 : ReadingI. Objectives

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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 textUse the information they have read to discuss the related topicII. Teaching aidsTextbook, handouts, pictures about competitions………….III. Anticipated problemsSs may need to be provided appropriate linguistic resources so that they can complete various learning tasksIV. Procedure Teacher Students

Warm –up(5m)- Get Ss to work in pairs, matching the 4 given competition with the correct pictures on page 66- Check the answer with the whole class- Get Ss to tell which of these competition 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 Before you read(7m)- Introduce the topic of the lesson and get Ss to work in pairs and answer the questions on page 67- Call on some Ss to answer the questions. Ask Ss to give reasons for their answers. T helps Ss to express their ideas

Vocabulary pre- teachRepresentative(n) [,repri'zentətiv]Competition(n) [,kɔmpə'ti∫n]to compete against / with somebody in / for somethingcompetitive(a) [kəm'petətiv]competitor(n) [kəm'petitə]to take part in st/doing st = to participate in st/doing ststimulate(v) ['stimjuleit]- stimulation(n)annual(a) ['ænjuəl] = yearly

sponsor(v,n) ['spɔnsə]

judge(n) ['dʒʌdʒ]announce(v) [ə'nauns]Ask Ss to practice the new words and make sentences from the new words- Then ask Ss to guess what they are going to read about

While you readSet the scene: You are going to about a school’s competitionTask 1(7m)Get Ss to read the passage silently and then do Task 1

Pair work

a. Quiz: Road to Mount Olympiab. London Marathonc. Sao Mai Television Singing contestd. Olympic Games

pair work1. Yes, Because I want to overcome myself2. Yes, I do. I like to win in Quiz:”Road to Mount Olympia”3.No, it isn’t. Because I think the most important thing is having a chance to participate in a competition, learning from other competitors and enjoy ourselvesngươi đai diêncuôc thi đâu®ua tranh víi ai…

khuyên khích

đơ đâu, bao trơgi¸m kh¶othông báo

Individual work

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

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Lesson plan English 11

- Check the answers with the whole class- Check Ss’ understanding all these words correctly by calling on some Ss to tell the meaning of the words in VietnameseTask 2(8m)- Ask Ss skim the 6 questions to understand them- Ask them to read carefully the passage again - Then T gets Ss to check their answer with a partner- Call on some Ss to read aloud their answer and ask them to explain their choices- Give the correct answersTask 3 (8m)- Ask Ss to read Para 5 again and complete the sentences- Call on some Ss to write their answers on the board and ask them to explain their choices1. ….to recite/complete the poem because he could not remember the last sentence2…..became the winner of the competition3. …60 points4. …..” For me the important thing was our participation in the competition and the enjoyment we had from it”

After you read(7m)- T reads the poem aloud once or twice and get Ss to repeat each line after her/him- Let Ss practice reciting the poem in their own groups- Call on different groups to read the poem and ask the class to decide who the best performers are- Ask them to translate the poem into Vietnamese

Wrapping – up(3m)- T summarises the main point of the lesson- Ask Ss to learn by heart the new words and make sentences from them.

Individual work and pair work1. The representatives of 3 classes of the speaker’Ss school2. The aim was to stimulate the spirit of learning English among Ss 3. The Ss’ Parents Society4. They had to complete 5 activities in all. On competition of each activity, they had to answer the questions in the worksheets within 2 mimutes5. They had to observe and score the Ss’ performance. A maximum score for each activity was 15. At the end of the competition they would announce the total score of each group. The group that got the highest scores will be the winner6. A set of CDs for studying English and an Oxford Advanced Learner’s Dictionary

Group work Patter ['pætə]: tiêng tí tách, tiêng lôp đôp (mưa rơi)

Window –pane /'windou'pein/ ô kính cưa sô

Whole class

Period 2 : SpeakingI. ObjectivesBy the end of the lesson Ss will be able to:- Ask for and give information about types of competitions- Talk about a competition or contestII. Teaching aidsTextbook, handouts, ………….III. Anticipated problemsSs may have limited linguistic resources for discussion, so T should be ready to assist themIV. Procedure

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Teacher StudentsWarm up(7m)

Handouts: General knowledge quiz- T delivers the handouts in which have the questions for Ss to choose the correct answers.1.Which language has the most native speaker?a. Bengali b. English c. Mandarin Chinese d. Spainish2. What is the largest country(by area) in the world that has a land border with only one other country?a. Australia b.Canada c. India d. United States3. In which country will the 2008 Olympic Games held?a. China b. Germany c. Greece d. United States4. In which country is Mount Everest?a. Tibet b. Nepal c. Findland d. Switzeland5. Which continent has the biggest population?a. Africa b. Europe c. America d. Asia answer: 1. c 2. b 3. a 4. b 5. d 6. b 7. c 8.a 9. b 10. dTask 1(10m)-Introduce the task and gets Ss to do it individually-Explain the meaning of the new words. -Call on different pairs to report their answers. T should encourage them to explain why they like or dislike a game/constest and help them to express their ideas when necessary

Task 2(10m)- Introduce the task and call on one or two pairs of Ss to read aloud the sample dialogue- Ask Ss to read the useful expression on page 69 and explain the new words- Giving more structures:Asking for opinions:What do you think about..?What’Ss your opinion about……/How do you feel about…?Do you like..?Giving opinionsI think….is/aregood/fun/great/wonderful/perfect/interestingI think in my opinion……….From my point of view……..As I see it…………- Put Ss into pairs and get them to make similar dialogue, using the structures they have learnt- Go around to check and offer help

Group work

6.Which famous pop musician sang at Princess Diana’s funeral? a. Mariah Carey b. Elton John c. Ricky Martin d. Celine Dion7. Which is the nearest star?a. The Moon b. Jupiter c. The Sun d. Mars8. Who discovered Americal?a. Christopher Columbus b. James Cookc. Great Khan d. King Henry VIII9. Who wrote the song entitled “Yesterday”a. John Lennon b. Paul McCartneyc. Yoko Ono d. George Harrison10. How many legs does a butterfly have? a. 3 b. 4 c. 5 d. 6

individual work and pair workcompare with their partnersex:My partner likes…..but I dislike itBoth of us like/dislike…..Neither my partner nor I like…..Neither of us like……..

Pair work

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- After that T calls on some pairs to perform their dialogueTask 3(15m)- Put Ss in groups of 3 or 4. T tells each group to choose a famous TV game or competion and work out details about it- Go around to check and offer help- After Ss have finished, T call on each group to come the front. The whole class will ask questions about the game/contest and guess what game, constest it is.Wrapping up(3m)- Summarise the main point of the lesson- Ask Ss to write a para about a game show they like

Group work

Whole class

Period 3: ListeningI. ObjectivesBy the end of the lesson Ss will be able to:Develop extensive listening skillsUse the information they have listened to for other communicative tasksII. Teaching aidsTextbook, handouts, cassette tapes………….III. Anticipated problemsSs may not have sufficient vocabulary to talk about the topic, so T should be ready to assist themIV. Procedure Teacher Students

Warm up(5m)Jumbled words-T divides the class into groups of 3 or 4- Give each group one card containing 10 words whose letters are jumbled and ask Ss to rearrange the letter to make good words. The group which finishes the task first with the most correct words will be the winnerThe card1. tohamarn 2. sifihn 3. renurn 4. chiatelt5. crae 6. conpahim 7. nurning 8. centadis9. storp 10. cirang

Before you listen(10m)- T uses the picture in the textbook to introduce the topic+ What can you see in the picture?+ What event is it?+Where do you think the Boston Marathon might take place?- What is the Boston Marathon?

Group work

1. marathon 2.finish3. runner 4. athletic5. race 6. champion7. runing 8. distance9. sport 10. racing

Whole class We can see two athletesBoston MarathonUSA

+ It is held in the USA+ It began at the end of the 19th century+ The Boston race is about 42 km

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Lesson plan English 11

- Who do you think can take part in the Boston race?

While you listenTask 1(10m)Instruction: You are going to listen about the Boston Marathon. Listen and answer T/F questions. Put a tick in the appropriate box- Before listening, ask Ss to read through the statements to understand them and underline keys words.- Play the tape once for Ss to listen and do the task- Check the answer with the whole class. If many Ss cannot answer the questions, T plays the tape one or two more times and pauses at the answer for them to catchTask 2(7m)- T asks Ss to read through the questions in task 2- Play the tape again for Ss to answer the questions- Get Ss to check their answer with a partner. Then T checks with whole class. T should play the tape again and pause at difficult points if many Ss cannot complete the task

After you listen(10m)- Ask Ss to talk about a famous Vietnamese

runner or sportman/sportwoman that they like

- Put Ss in small group of 3 or 4- Ask each group will prepare a short

biography of a famous Vietnamese runner(or sportman) and do not let other group know who is this person is

- Go around the class to check and offer help

- After finishing, T calls on the representative of each group to talk about their favouite sportman/woman

- Listen and take notes of Ss’ errors. T provides corrective feedback after that

Wrapping up(3m)- Summarise the main point of the lesson- Do exercises in workbook

+ Runners have to go through 13 towns during the race- Atheles

Individual work

Answers:1. T 2. T 5. T3. F(2 hours 50 minutes and 10 seconds)4. F(1967)6. F(pass through 13 towns and ends in centre of Boston)

Individual work/ pair work and whole class1. New York2. In 19723. 84. 6164

Work in group

Whole class

Period 4: WritingI. ObjectivesBy the end of the lesson Ss will be able to:Write a letter to reply to the request of information

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II. Teaching aidsTextbook, handouts, ………….III. Anticipated problemsSs may have little experience writing such letter type, so T should be ready to help themIV. Procedure Teacher Students

Warm - up(5m)Hang-man game- T revises the vocabulary Ss learned in last lessons

Before you writeTask 1(10m)-T asks Ss if they want to participate in a competition, what information about the competition they would like to know and would look for. T writes the answers on the board- T gets Ss to read the letter in task 1 individually- Ask Ss to indentify who wrote the letter, for what purpose, what information she requested and compare their answers with the ideas on the board

While you write(20m)- T gets Ss to read the requirement of task 2 and work out with a peer what they need to include in the reply letter and what kind of language(formal or informal) they need to use.- Get 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

28th October, 2007 Dear Thu Trang,Thank for your letter and welcome to our English Speaking Competion. Here are some details about the competion:The number of participants is limited- just 25. The competition is held on 25th November 2007, at 106 Tran Hung Dao Street, Hoan Kiem District, Hanoi. It starts at 8:00p.m. Contestants should be present one hour before the competition for registrationFor more information please contact me on the phone number(04) 9838188m, and email: Englishclub06@yahoo.comBest wishes,Kate Johnson

Group work

- Individual workWhen?(the date and time)Where?(the venue)Who?(who can participate, who are the hosts/judges, who to contact,ect)How?(how to apply to participat, how the contest proceeds, how the candidates’ performance is assesses,etc)What?(what is expected of the candidates, what the award is)

Individual work and pair work

English for the World106 Tran Hung Dao St, Hoan Kiem DistrictHanoi October 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, 2006Venue: 106 Tran Hung DaoNumber of participant: 25Entry procedure: Candidates fill an application form to participateWe encourage you to apply to participate by 4p.m, October 20. Because this year we limit the number of participants to only 25, application submitted late will not be considered.For further information, please contact me on 9838188 or email me at Englishclub06@yahoo.comWe wish you good luck at the contest and look forward to seeing you there. Best regards Kate Johnson Secretary

Whole class

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After you write(7m) - 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 organization of ideas and language use.

Wrapping up(3m)- Summarise the main point of the

lesson - T asks Ss to revise their letters according to their peer’s suggestions and submit for making in the next lesson

Whole class

Period 5: Language focusI. ObjectivesBy 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- Understand reported speech with gerund and use these structures to solve communicative

tasksII. Teaching aidsTextbook, handouts, ………….III. Anticipated problemsSs may have difficulty with the clusters because they don’t exist in VietnameseIV. Procedure Teacher Students

Pronunciation(10m)Distinguish sounds- T models the three clusters /tr/, /dr/, /tw/ for few times and explains how to pronounce them- T gets Ss to read the words in each column out loud in chorus for a few more times. T listens and corrects if Ss pronounce the words incorrectlyPracticing sentences containing the target sounds-Ask Ss to work in pairs and take turn to read aloud the given sentences- Go around to listen and take notes of the typical errors- Call on some Ss to read the sentences again and provides corrective feedback

Grammara. Presentation(10m)Reported speech with gerundForm: V+(O)+Preposition+(not)+ V-ingUse: We usually use a gerund structure to report thanking, apologies, accusations, and so

Individual work and whole class

Pair work

Whole class take note and give examplesEx: “Sorry, I’m late”She apologized for being lateEx:” I didn’t do that”

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on.Accuse(sb) of, apologise (sb)for, insist on(kh¨ng kh¨ng), congratulated(sb) on, dream of, warn(sb) against(dÆn ai ®Ó phßng c¸I g×/ai), prevent (sb)from, thank(sb) for, suspect(sb) of….Note: we don’t use'say” in this structure.- Some verbs do not need a preposition:Stop, admit, suggest, deny, mention, propose(đê nghi)b.PracticeExercise 1(10m)- T gets Ss to do the exercise 1 individually and then find a partner to check their answers with-T checks with whole class and provides corrective feedbackExercise2(12m)- T gets Ss to do the exercise 1 individually and then find a partner to check their answers with-T checks with whole class and provides corrective feedback1. Tom insisted on paying for the meal2. Mr and Mrs Smith looked forward to meeting their children soon3. The boy denied breaking the window of the woman’s house4. The policeman stopped the customer from leaving the shop5. The thief admitted stealing Mrs Brown’s car6. Ann suggested having a party the next Saturday7. John and his wife were thinking of buying the house Wrapping up(3m)- T summarises the main points of the lesson- Ask Ss to revise reported speech with gerund

and do exercises in the workbook

She denied doing that “It was nice of you to help me. Thank you very much”Tom thanked me for helping him“Shall we pick you up at school?”They suggested picking me up at school

Individual work, pair work and whole classExercise 11. John congratulated us on passing our exam2. Mary apologized for not phoning me earlier3. Peter insisted on driving Linda to the station4. The teacher accused the boy of not paying attention to what he had said5. Bob has always dreamed of being rich6. I warned Ann against staying at the hotel near the airport7. Her mother prevented Jane from going out that night8. Miss White thanked Jack for visiting her

Period 6,7: Test yourself BAim:Ask Ss to do test yourself B as a test to check Ss’ knowledge of unit 4,5,6 then T corrects it in front of the class. Ask Ss to give mark for themselves Listening1. A (They had olive wreath placed on their heads)2. B 3. D 4. C 5. BTapescript In 776 B.C, the Olympic Games were held at the foot of Mount Olympus to honour the Greek chief god, Zeus. The Greeks emphasized physical fitness and strength in their education of youth. Contests in running, jumping, dicus( ném đia) and javelin throwing, boxing and horse chariot(xe ngùa) racing were held in individual cities, and the winner of these local contests competed every four years at Mount Olympus. Winners were greatly honoured by

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having olive wreaths [ri:θ] placed on their heads, and poems were sung bout their deeds (chiên công). Originally, these were held as games of friendship, and any wars in progress were halted (tam thơi dưng lai) to allow the games to take place. The Greeks attached (găn liên vơi)so much importance to these games that they calculated time in four years cycles called” Olympiads” dating from 776 B.C

Reading 1. D 2. B 3. B 4. C 5. CPronunciation and Grammara. Pronunciation1. Play 2. drive 3. twice 4. proudTapescript: Listen and put a tick in the right box, paying attention to the pronunciation of the underlined part of the word1. Play 2. drive 3. twice 4. proudb. 1. talking 2. to go 3. smoking 4. saying 5. do 6. going

Writing Sample writing“ Road to Mount Olympia” is a very popular competition for secondary students in Vietnam. It is a general knowledge quiz, which debuted on VTV3 in 1999 and since then has been shown at 10:30 a.m every Sunday on the same channel. The show is sponsored by LG Corp and hosted by several popular speakers such as Ta Bich Loan, Luu Minh Vu, and Tung Chi The copetition last one year and consists of 52 qualifying sessions and a final. There are 4 competitors in each session. These are the representatives of different schools around the country. They are asked questions about sciences and arts. The winner of each weekly session can go to monthly session and compete with other students to win a place at the quarterly session. The winners a of the quarterly session can go to the final. The winner of the final will receive a large cash prize. I like the show very much because I can learn a lot from the questions asked in it.

Unit 7: World population Period 1: Reading

I. ObjectivesBy 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 topicII. Teaching aidsTextbook, handouts, ………….III. Anticipated problemsSs may not have enough vocabulary to talk about the topic, so T should be ready to help themIV. Procedure Teacher Students

Warm-up(6m)Lucky number1. Can you sing a song?2. lucky number3. The noun of populate4. Which continent has the biggest

Group work

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population?6.LN7. the synonym of ‘country’ - nation

Before you read(10m)Discussing the picturesAsk Ss to look the pictures on page 80 then answer the questions:- Who can you see in the first picture?- How many children does the man have?- How is the house which his family live

in?- What does the man do to earn his

living?- What do two pictures tell you?Pre – teaching vocabularyTo double: t¨ng gÊp ®«iAverage(a) b×nh thêng, trung b×nhBirth- control methods: c¸c biÖn ph¸p h¹n chÕ sinh ®ÎFamily planning: khh g®It is time sb did st: ®· ®Õn lóc ai ®ã ph¶I lµm g×Ex: It is time he came back homeTo continue to do stEx: It continued to rain heavily

While you readSetting the sceneYou are going to read a passage about the world population. While you read, doing the tasks in text bookTask 1(9m)Ask Ss to read the words in the box then complete each sentence with a suitable wordAsk Ss to work individually to do the taskAsk Ss to exchange their answers with other Ss Call some of them to answer and give the feedbackTask 2(8m)Ask Ss how to do this task and ask them to read the questions and underline key words before anwering themAsk Ss to work individually to do the task, then discuss their answers with their peersCall on some Ss to give their answer and ask them to explain their choices. T elicits feedback from other Ss and give the correct answers

After you read(10m)T writes the name of ten countries on the board and ask Ss to work in pairs to order these countries according to their

Pair work

-A family with too many children-6 children-They live in an old mud and draw cottage -He is unemployed so he has to do manual work- The first picture tells us that if we have a big family, we may not support our children properly and give them a good life and educationThe second picture indicates that population explosion can lead to poverty and unemployment

Take notes and practice reading vocabulary

Pay attention

Individual work and pair work1. although 5. figures2. method 6. limit 3. increases 7. international4. resources 8. control

Individual work and pair work1. The population of the world in 10.000 B.C was 10 million, in 1750 it was 650 million, in 1850 it was 1300 million, in 1950 it was 2510 million, in 1985 it was 4760 million, in 2000 it was 6.6 billion2. By the year 2015, the population of the world is expected to be over 7 billion 3. Some scientist say it can, but others say it can’t4. No, they don’t5. Because they know of no safe way to have fewer children- Pair work1. China 2. India 3. United States 4. Indonesia5. Brazil 6. Pakistan 7. Bangladest 8. Russia 9. Nigeria 10. Japan

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populationNumber 1 is the most populated country. And which is the richest, which is the poorest of them Indonesia Russia China Japan Pakistan Nigeria Brazil Bangladesh United States India

Wrapping-up(2m)T summarises the main pointsT asks Ss to learn by heart all new words and do the exercises in workbook

-Japan, China, Pakistan, Bangladesh, India, Indonesia are in Asia -The United States is in North America-Brazil is in South America-Russia is in Eroupe-Nigeria is in Africa-The richest country is the United States, the poorest country is Negeria

Period 2: SpeakingI. ObjectivesBy 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 problemsII. Teaching aidsTextbook, handouts, ………….III. Anticipated problemsSs may not have enough vocabulary to talk about the topic, so T should be ready to provide helpIV. Procedure Teacher Students

Warm up(6m)Picture descriptionT shows Ss the following picture and ask them two questions:+ What can you see in the picture?+ What does the picture tell you?

Task 1(10m)You are going to put the following causes to overpopulation in order of importace and explain your decision.Ask Ss to read through the causes provided on page 83Get Ss to work in pairs to order the causes and remind them to explain their orderCall on some pairs to present their order and ask other pairs if they agree or disagree with their

Whole classA man is carring many children by motorbikeThe picture tells us about overpopulation

Whole class and pair work1. Many people believe that having many children means happiness2. People are not aware of the problem of overpopulation3. Many people believe that having a

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friends’ answers

Task 2(7m)Instruction: You are going to work in pairs to list the problems facing poor and overpopulated countriesT asks Ss to read the useful language on page 83. T reminds Ss that they should match the words/ phrases on the left with the words/ phrases on the rightT may asks Ss to think of other problems not mentioned in the bookT calls on some Ss to report their answers and asks other Ss to feedback. T comments and gives corrective feedbackTask 3(10m)Instruction: Now you in groups to find out the solutions to the problems of overpopulation- T gets Ss to read Useful language. T may elicit/pre-teach some words/phrasesReward and punishment policy: ChÝnh s¸ch thëng ph¹tTo exercise/implement /'implimənt/:thùc thi/¸p dôngTo carry out: tiÕn hµnhTo raise: nêu lên, đưa ra; đê xuât- T asks Ss to work in groups to do the task. Ss may work out other solutions- T goes around to offer help- T calls on some Ss to present their group’s ideas- T elicits feedback from the class and gives final commentsTask 4(10m)Instruction: Now you are going to work in groups to talk about the problems of overpopulation and offer solutions, using the results of Task2 and Task 3-Ask Ss to give a short presentation on the problems of population explosion and the solutions to them- Encourage Ss to use transition signals to make their presentation. T can elicit the list of signals from Ss + first/firstly, second, next+ also, besides, moreover, in addition, furthermore+ the first problems is that……/ the next solution is that….+ on the one hand, on the other hand, however, but………..- Call on some group representatives to present and asks others to comment.

large family is a form of insurance4. People are not properly educated5. Religion doesn’t encourage people to have fewer children6. Fewer children die at birth

Pair workSuggested answers:- poor living condition- low living standard- not enough/expensive food- lack/shortage of

schools/hospitals/teachers/doctors and nurses

- unemployment- social evils- illiteracy

group work

Suggested answers:

- raise an awareness of the problems of overpopulation

- raise the the people’s living standard- exercise/implement reward and

punishment policy- carry out population education

program/family planning program- use birth control methods

Whole class and group work

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Finally, T gives feedback on Ss’ presentations and corrects the mistakes and errors

Wrapping up(2m)T summarises the main pointsT asks Ss to do exercises in workbook Whole class

Period 3:ListeningI. ObjectivesBy the end of the lesson Ss will be able to:Develop such listening micro-skills as listening for specific information and listening for general infromationII. Teaching aidsTextbook, handouts, cassette tapes………….III. Anticipated problemsSs may not also be familiar with the note-taking task so T should provide them some tip to deal with the taskIV. Procedure Teacher Students

Warm up (7m)Competion game - Crossword puzzeleCrossword1. an area of publish land in a town or a city where people go to walk, play and relax2. the noun of “poor”3. attractive without being very beautiful4. without a job although able to work5. a group of students who are taught together6. (of men) attractive7. feeling that you would like to sleep or rest8. not knowing how to read or write9. not young10. the synonym of ‘country’

Before you listen(10m)Discussing the questions-Ask Ss to discuss the questions on page 84 in pairs- Call on some Ss to give their answers and comments on the answers- Get Ss to guess what they are going to listen aboutVocabulary Pre-teach- Before writing the new words on the board, 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 teaches some of these words and those taken from the listening passage:Latin America

Group work

1. park2. poverty3. pretty4. unemployed5. class6. handsome7. tired8. illiterate9. old10.nation

pair worksuggested answers1. Yes, our world is overpopulated because it has more than 6 billion people2. Asia has the largest population with China the most populated country in the world and India the second

Whole class

Ch©u Mü La tinhtØ lÖ t¨ng d©n sèC¸c níc ph¸t triÓn

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Rate of population growthDeveloping countriesRank(v,n)Fall(n)Generation(n)Shortage(n) - T gets Ss to make sentences with the words and gives corrective feedback

While you listenTask 1(10m)Instruction: You are going to listen to Dr Brown talk about the world population. While listening, choose the best answer A,B,C or D to complete the statements or answer the questions.- Get Ss to read the statements and questions carefully and work out what information they need to concentrate on while listening. Then check with whole class- Get Ss to read the options in each question and underline the words that make them different- Get Ss to guess the answer to each question - Play the tape once or twice for Ss to listen and do the task- Check the answer with whole classTask 2(7m)Ask Ss to read the questions in task 2 to understand them- Play the tape again for Ss to listen and

answer the questions- T gets Ss to check their answers with a

partner. Then T checks with whole class. T should play the tape again and pause at difficult point if many Ss cannot complete the task

After you listen(8m)- T gets Ss to work in groups to orally

summarise the main ideas of the listening passage. T might give Ss some cues base their summary on:

+ world population today+world population by 2010+ main cause of population explosion+problems caused by population explosion+ solutions to the problems- Encourage Ss to use transition signals to make their summary more coherent (mach lac, chăt che)- Go around to offer help and collect Ss’ mistakes- Call on some groups to present their summary

XÕp h¹ng, thø h¹ngSù gi¶mThÕ hÖSù thiÕu

Individual work, group work and whole class

1. A2. D3. C4. D5. A6. C

1. It will be over 7 billion2. The population growth rates in some part of the world are not the same3. The reason is the improvement of public health services and medical care4. They are shortage of foods, lack of hospitals and school, illiteracy, and poor living conditions5. The experts offered four solutions:

1. to educate people and make them aware of the danger of having more children

2. to provide safe, inexpensive birth - control methods

3. to strictly implement a family planning policy

4. to exercise strict and fair reward and punishment policies

whole class and group work

Whole class

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- T elicits feedback from the class and gives final comments

Wrapping up(3m)- T summarises the main point of the

lesson

Period 4: WritingI. ObjectivesBy the end of the lesson Ss will be able to:Write a descriptions of pie charts, using appropriate languageII. Teaching aidsTextbook, handouts, ………….III. Anticipated problemsSs may not have sufficient vocabulary to write about the topic, so T should be ready to assist themIV. Procedure Teacher Students

Warm up(7m)Competition- Pie chart drawing- T prepares a handout with a table of

information. T divides the class into small groups of 4 students and asks Ss to work in groups to transfer the table

Grade Number of studentDistinction 5Merit 8Pass 9Fail 2

Preparing Ss to write(13m)- T prepares a handout with a description of a pie chart and asks Ss to do exerciseThe chart below shows the distribution of world population by region in 2001 Fill each blank with a word/phrase from the box to complete the desription of this chartAlmost comprise conclusion majority making up Oceania’s Overall parts quarter respectively Second total vary withThe pie chart gives population data for different(1)_of the world.(2)_, the(3)_of the world’s people live in Asia and AfricalAsia has(4)_60% of the world’s people,(5)_3712 million. The (6)_biggest area is Africa. It (7)_813 million, less than one-(8)_the size of Asia’s population. Together, Europe, North and South America, and Oceania(9)_just over quarter of the world’s population. Erope has 726 million, while North and South America account for 527 and 317(10)_. Finally, (11)_tiny population makes up less than one percent of the world total. In (12)_ populations(13)_greatly by region, with Asia and

Group work

Pair workNew words+To comprise: bao gåm+Majority(n) phÇn lín+To make up chiÕm(bao nhiªu %....)+To total: tæng sè+Respectively(adv) t¬ng øngAnswer key1. parts 6.second 2. overall 7.totals 11. Oceania’s3. majority 8.quarter 12.conclusion4. almost 9.comprise 13.vary5. with 10.respectively

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Africa(14)_the biggest proportion(sư cân xưng, sư cân đôi)

Writing(15m)Before Ss describe the pie chart on page 86 T asks them to work in pairs to analyse the chart, focusing on the following questions:+ What does the pie chart show?+ What is the general trend of the chart?+ Which region has the largest population? Which comes second?......+ Which region has the smallest population?+ Where does most of the world population live?- T checks the answers with whole class- Then Ss work individually to write the description of the pie chart, using the sentence given in the book to begin their description- T goes around to observe and offer help.

Feedback writing(8m)- T asks Ss to exchange their writing with another student for peer correction- T goes around and collects mistakes and errors- T writes Ss’ typical errors on the board- T provides correction only when Ss are not able to correct the errors

Wrapping up(2m)T summarises the main pointsFor homework, T asks Ss to improve their writing, taking in consideration their friends’ and T’Ss suggestions and correction and do the extra exercise

14.making up

Whole class, pair work & individual workSample writing:The pie chart shows the distribution of the world population by region. Overall, more than half of the world’s population. The second largest area is East Asia with 6% less than South Asia. Europe ranks third with 15%. Coming next is Africa have 14% of the world population. Finally, Oceania is the least populated region with the smallest percentage of 2%As can be seen, the greatest concentration of the world’s population is in Asia, with Europ far behind.

Pair work and whole class

Whole class

Period 5: Language focusI. ObjectivesBy the end of the lesson Ss will be able to:- Distinguish the clusters /kl/,/gl/,/kr/,/gr/, and /kw/- Pronounce the words and ialogue containing these clusters correctly- Use condition sentences (types 1,2 and 3) and conditional sentences in reported speech

appropriatelyII. Teaching aidsTextbook, handouts, ………….III. Anticipated problemsSs may find it difficult to pronounce the clusters, so T should prepare a lot of practiceIV. Procedure Teacher Students

Pronunciation(12m)Distinguish the sounds -T models the clusters /kl/,/gl/,/kr/,/gr/, and /kw/ for few times and explains how to produce them.

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- T plays the tape(or reads) once for Ss to hear the words containing these cluster.- Ask 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 it.Practicing the dialogue containing the target sounds- T asks Ss to work in pairs and take turn to read

aloud the given dialogue on page 87- T goes around to listen and takes notes of the typical errors- T calls on some Ss to read the dialogue again and provides corrective feedback

Grammar(15m)1. Revision of conditional sentences(type 1,2 and 3)a. PresentationType

If -clause Main clause

1 If + S + V(simple present)

S + will + V-infinitive

2 If + V(simple past) Be(were)

S + would/could + V- infi

3 If + had + PII S + would have+ PIIb. PracticeExercise 1- Ask Ss to do exercise 1 individually and then

compare their answer with another student- Call on some Ss to read out their answerExercise 2- T asks Ss to do exercise 2 in pairs and then

compare answers with another pair- T calls on some Ss to go to the board and to

write their answer2. Conditional sentences in reported speech(10m)a. Presentation- T writes some conditional sentences in reported speech on the board and asks Ss to comment on the changes of the verbs, pronouns and adverbs of time and places+ “If I had a permit, I could get a job” he saidHe said that if he had a permit, he could get a job+ “If you had followed my advice, you would have been the winner” said her motherHer mother said if she had followed her advice, she would have been the winner- T elecits the comments from Ss and make clear

that:+ Conditinal type 1: we apply all the necessary

Whole class, individual work and pair work

Pay attention Give form and examples- If I run, I’ll get there in time- If I were you, I wouldn’t go there- If I had studied harder, I would

have passed the exam.

Individual work1. would drive 4. will take2. could 5. closed3. is 6. will come Pair work1. had been told 4. wouldn’t have bought2. had realized 5. had studied3. wouldn’t have been

Whole class, individual work and pair work

Give comments and examples then take notes

1. The man said to her(that) he would come to see her if he had time2. He asked her what she would say if someone stepped on her feet3. They said to me that if it didn’t rain they would go out with me4. The man asked the woman what she would do if she were a billionaire5. The man said to me that if I had asked him he would have lent me his motorbike6. The man said to his daughter that

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changes as usual(changes of verb tenses, pronouns, adverbs of time and place+ Conditional type 2 and 3: we do not change the verb tenses, but we follow the rules to change pronouns, adverbs of time and place…b. Practice(6m)Exercise 3- Ask Ss to do exercise 3 individually, Ss have to change the conditional sentences into reported speech- Ask Ss to compare answers with another student- Call on some Ss to go to the board to write their sentences- Ask other Ss to feedback and give correct answers

Wrapping up(2m)- T summarises the main point of the lesson- For homework,Ss review the point that have

been covered in the lesson and do exercises in workbook

they would be very disappointed if she didn’t come7. The boy said to the girl he was sure they would understand if she explained the situation to them

Whole class

Unit 8: Celebrations Period 1: ReadingI. ObjectivesBy 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 topicII. Teaching aidsTextbook, handouts, real objects and pictures concern to Tet holiday ………….III. Anticipated problemsSs may not have enough vocabulary to talk about the topic, so T should be ready to help themIV. Procedure Teacher Students

Warm- up(6m)Brainstorm- T shows some real objects and pictures such as the pictures of Banh Chung, peach blossom, kumquat tree…., real objects as red envelops, a box of candied fruits….- T points the pictures and real objects and ask questions:+ What do you think of when you see this?+ Why so?+ What do you often do before Tet?

Before you read(10m)Discussing Tet holiday-Ask Ss to look at the picture on page 90

Pair work

I think of Tet holidayBecause they are the symblols of TetClean and decorate the house, go shopping to buy new clothes, candied fruits, make Banh Chung…….

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and discuss the 3 questions in pairs- T goes around to offer help- T calls on some Ss to present their answer and elicits comments from other Ss. T gives feedback if necessary1. What time of the year is it?

2. What are the people in the picture doing?

3. What else do you see in the picture?

Pre -teaching vocabularyLunar New Year To fall between…..and………To spead:To be full ofCandied fruitPeach blossom /pi:t∫'blɔsəm/

Apricot blossom /'eiprikɔt 'blɔsəm/Positive comments:Ask Ss to make sentences with the above words to check their understanding

While you readSetting the sceneYou are going to read a passage about Tet holiday in Vietnam. While you are reading, do the tasks in textbookTask 1 (6m)Find the meanings of the words. You can also use your dictionary+ T writes these words on the board+ Ask Ss to read the passage quickly and stop at the lines that contain these words to guess their meaning1. grand: impressive and large2. banner: along piece of cloth with a message on it that is carried between two poles or hung in a public place to show support for st3. sugared apples4. agrarian: connected with farming and the use of land for farming5. pray: to speak to God especially to give thanks or ask for help6. excitement: the state of feeling excitedTask 2 (5m) Ask Ss to work individually to do the task and discuss their answers with their partnersCall on some Ss to give their answers and

Pair work

It is Spring and it should be Tet holiday because we can see peach blossom and kumquat tree full of ripe fruitsThe grandmother is giving her niece and nephew some lucky money. The girl, the boy and their parents good health and happinessIn the picture we can see a five-fruit tray on the ancestral altar and a dish of fruits, a tray of candied fruits and a banh chung on the table.

TÕt ©m lÞchR¬i vµo kho¶ng thêi gian tõ…®ÕnkÐo dµi®Çy nhiÒuMøtHoa ®µoHoa maiNh÷ng lêi nãi tèt ®Ñp

Whole class pay attention

Individual work

Träng ®¹i, hoµnh tr¸ngBiÓu ng÷, b¨ng r«n

T¸o tÈm ®êngThuéc vÒ n«ng nghiÖp

CÇu nguyÖn

sù h¸o høc, nhén nhÞp

individual work and pair work1, 2,4 – F3, 5, 6 – T

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ask them to explain their choicesTask 3(6m)- Ask Ss to work individually to do the

task, then discuss their answer with their peers

- Call on some Ss to write their answers on the board and ask them to explain their choices

5. It is made from sticky rice, green beans and fatty pork6. Mut is candied fruit7. Visiting friends and other family members, exchanging wishes, going to the pagoda, playing games..

After you read(10m)- Ask Ss to work in groups to tell

eachother about their last Tet holiday- When all groups have finished, T calls

on some Ss to report their ideas to the class

Wrapping up(2m)- T summarises the main points- Ask Ss to learn by heart all of the new

words and give examples- Summarise the main ideas of the

passage

Individual work and pair work1. It falls sometime between 19th January and 20th February2. Tet’s preparations and celebrations used to be pread over months3, They are decorated with coloured lights and red banners4. They buy gifts, clean and decorate their houses and cook traditional foods

Group work

Whole class

Period 2: SpeakingI. ObjectivesBy the end of the lesson Ss will be able to:Talk about the celebrations of Tet and other festivals’ activitiesII. Teaching aidsTextbook, handouts, ………….III. Anticipated problemsSs may have limited linguistic resources for discussion, so T should be ready to assist themIV. Procedure Teacher Students

Warm up(8m)Noughts and crossesAsk Ss to make sentences from the words in the tablePeach blossom

Kumquat tree Candied fruits

Lucky money Exchange wishes

Banh chung

Relatives and friends

Special Tet foods

pray

Task 1 (8m)Ask the whole class to read the dialogue

Work in group of 4 students

Pair work

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silentlyAnd ask them what points are metioned in the dialogueThen ask Ss to practice the dialogue in pairsCall some pairs to act out the dialogue and give commentsTask 2(14m)Ask Ss to look at the 3 pictures on page 93 and work out the name of each holiday. T checks with whole class and gives out the correct answerAsk Ss to list the activities people usually do in these holidays and write them quickly on the board so that Ss can compare these with the information they will deal withCall on some Ss to give the answer and ask other Ss to feedback. Task 3(13m)Get Ss to work in pairs to ask and answer about the holiday in task 2. T asks Ss to add any information about holiday they know to make the D more interesting

Wrapping(2m)T summarises the main points of the lessonAsk Ss to do exercises in workbook

Whole classPic1: Mid- Autumn festivalPic 2: ThanksgivingPic 3: Valentine’s Day

1. c C2. a A3. b B

Pair work

Whole class

Period 3: ListeningI. ObjectivesBy the end of the lesson Ss will be able to:Develop the listening micro-skill of intensive listening for specific informationII. Teaching aidsTextbook, cassette tapes , handouts, ………….III. Anticipated problemsSs may not have difficulty doing the first task, so T should be ready to give them some strategiesIV. Procedure

Teacher StudentsWarm up (7m)

Competition game- Guessing game- T divides Ss into 2 groups: A and 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 the word/phrase which was learnt from the previous lesson on the board. Other Ss

Group work

The word/phrase T may write on the board are:

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Lesson plan English 11

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.

Before you listen(10m)Guessing- T introduces the listening passage- T asks Ss to work in pairs to guess which of

the activities on page 94 the Japanese often do on their New Year’s Day

- T calls on some Ss to give their answers and write them on the boards. T also asks Ss to add any other activities that they think the Japanese do at the New Year

Pre-teaching vocabularyShrine(n) /∫rain/Longevity(n) [lɔn'dʒeviti]Pine treesConstancy(n)To represent: to be symbol of sthT may get Ss to make sentences with the words and gives corrective feedback

While you listenTask 1 (10m)Ask Ss to read read through the statementsT plays the tape once for Ss to do the taskT asks for Ss’answers and write them on the boardT plays the tapes the second time for Ss to check their answersT asks Ss to work in groups of 4 to compare their answersCall some Ss to stand up and answerTask 2(8m)T asks Ss to read and answer the questions with the things they remember from the previous time of listeningT plays the tape again for Ss to do the task.After playing the tape, T gets Ss to work in pairs and check their answersT calls on some Ss to give the answers and elicits feedback from other Ss.

After you listen(8m)T gets Ss to work in pairs to compare the aspects of the Vietnamese New Year with those of the Japanese oneBefore Ss take part in the activity, T elicits of the transition signal/phrases to talk about the similarities and differences between two things.

Thanksgiving, Mid-Autumn festival, grand, pray, agrarian, lucky money, Peach blossomApricot blossom………….

Whole class pay attention

Pair work

điên thơ, miêu thơtuôi thoc©y th«ngsù bÒn lßng, kh«ng thay ®æi, trêng tån)BiÓu trng cho, tîng trng cho

Correct answer- They put on special clothes- Housewives prepare special foods- They go to a shrine- They drind rice wine- They watch television- They eat a special meal

Individual work and pair work1. B they want to get rid of the dirt of the old year and welcome the new year2. from the television and radio3. Kimonos or special dress4. No, New Year is mostly celebrated among family only

Pair work

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Lesson plan English 11

Go around to offer help and collect Ss’ mistakesCall some pairs to present their answersElicit feedback from the class and give final comments

Wrapping up (2m)T summarises the main points of the lessonAsk Ss to learn by heart all new words and do the exercises in workbook as home work

Whole class

Period 4: WritingI. ObjectivesBy the end of the lesson Ss will be able to:Write a description of a popular celebrarionII. Teaching aidsTextbook, handouts, ………….III. Anticipated problemsSs may not have sufficient vocabulary to write about the topic, so T should be ready to assist themIV. Procedure

Teacher StudentsWarm up (7m)

Competition game- Christmas Cloze- T divides the class into small groups of 3-4 students. Then give handout 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 be the winner.

Christmas is an annual holiday that(1)…….the birthday of Jesus of Nazareth. Christmas Day falls on December 25. It is preceded by Christmas Eve on December 24, and in some countries it is (2)…..by Boxing Day on December 26, when many people go shopping for sales. It is a (3)……when people get together with(4)……Peole give(5)…… to each other or send(6)…..wishing each other a(7)…….ChristmasAt Christas, people(8)…carols to get into the Christmas(9)….As well, people(10)….Christmas trees and put up(11)…around

Group work

Answers:1. marks 6. cards 11. lights2. followed 7. merry 12. turkey3. holiday 8. sing 13. baked4. family 9. spirit 14. peaceful5. presents 10. decorate

Suggested answers:The description includes 6 main points:

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Followed marks cards lights turkey marry holiday sing baked spiritFamily peaceful presents

Lesson plan English 11

the house. A common Christmas dinner is (12)….There are also lots of(13)…..goodies for the kids. People love Christmas because it is the time when they can share(14)….moments with their family.

Preparing Ss to write(13m)- To prepare Ss for the writing task, T

uses the passage in the Warm-up as a model

- T gets Ss to read the passage again and discuss the main points included in the passage in pair. At the same time, Ss should write down which sentences belong to which main point

- Now get Ss to work individually to writee an outline for their description, using the main points set in previous activities

Writing(15m)- T gets Ss to describe the festival they

have chosen in 15 minutes- T goes around to observe and offer help

with vocabulary or structures

Feedback on Ss’ writings(8m)

- T asks Ss to exchange their writing with another student for peer correction

- T goes around and collects mistakes and errors

- Choose one or two descrition and read 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 organization of ideas and language use

-Wrapping up(2m)

- T summarises the main points of the lesson

- For homework, T asks Ss to improve their writing taking into consideration their friends’ and T’Ss suggestions and correction

+ Name of the festival (sentence 1)+ Purpose of the festival (sentence 1)+ Time of the festival(sentence 2-3)+Main activities of the festival/what people do in the festival(sentence4-7)+Foods eaten(sentence8-9)+ Peope’s feeling about the festival(like/dislike? Reason(s)?)(sentence 10)

Individual work

Mid-Autumn Festival is of my most favourite festivals. It is held on the 15th day of the 8th lunar month every year. It’Ss the time when Vietnamese people celebrate the largest full moon in the year. The children have parties with special cakes and grapefruits. They also parade in the street with their beautiful lantern, which come in all shapes and sizes. Adults buy moon cakes for their relatives and friends. It is a great time for not only children but also adults

Whole class

Period 5: Language focusI. ObjectivesBy the end of the lesson Ss will be able to:-Distinguish the clusters /fl/, /fr/, and /θr/

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Lesson plan English 11

-Pronoun the words and sentences containing these clusters correctly-Use one(s), someone, no one, anyone, and everyone appropriately-Use vocabulary about holidays and celebrations appropriatelyII. Teaching aidsTextbook, handouts, ………….III. Anticipated problemsSs may find it difficult to pronounce the three clusters, so T should prepare a lot of practiceIV. Procedure

Teacher Students Pronunciation(12m)Distinguish sounds- T models the clusters /fl/, /fr/, and /θr/ for a few times- T reads once for Ss to hear the words containing

these clusters. T reads again and ask Ss to repeat after

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

Practicing the dialogue containing the target sounds- Ask Ss to work in pairs and take turn to read aloud

the given dialogue on page 97- Go around to listen and takes notes of the typical

errors- Call on some Ss to read the D again and provide

corrective feedbackGrammar

a. Presentation(6m)- T writes some sentences on the board and asks Ss to comment on the of one(s), someone, no one, anyone, and everyone

- T asks Ss to give similar examples and gives feedbackb. PracticeExercise 1(10m)Ask Ss to do exercise 1 individually and then compare their answers with another student. Then T calls on some Ss to read out their answersExercise 2(8m)

Whole class, individual work and pair work

Pay attention and give comments on these examples+ I don’t like the red shirt, I prefer the blue one+ Don’t buy the sour oranges. Buy the sweet ones+ There’s someone waiting for the director in the office+ Did someone call me last night?+Have you met anyone like him?+ Don’t tell anyone my secret+ No one likes her story+ Everyone laughs at him+ Has everyone done your home work?

Individual work1. anyone 2. someone 3. anyone4. someone 5. no one 6. everyone 7. no one

1. Of the 3 bags, I like the blue one2. Mai is making a fruit cake. Huong is making one, too

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One and one(s) are used to replace a previously mentioned noun when we do not want to repeat that noun. One replaces a singular N and ones replaces a plural NSomeone=somebody. It used with a singular verb in an affirmative statement or a question when speaker expects the ‘yes’ answerAnyone= anybody. It used with a singular verb in a negative statement or a questionNo one usually takes a singular affirmative verb Everyone = everybody. It usually goes with a singular verb in an affirmative statement or a question . It is used to refer to every person or all people.

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Lesson plan English 11

T asks Ss to do exercise 2 in pairs. Ss have to rewrite the sentences, using the pronoun one/onesAsk them to compare answer with another pairCall on some Ss to go to the board to write their answersAsk other Ss to feedback and gives correct answersExercise 3(7m)Use the words from the box to complete the following sentencesAsk Ss to work individually to do exerciseThen T calls on some Ss to speak out loudT listens and correct it if necessarySuggested answers:1. traditional 2. grand 3. gifts 4. celebrating 5. polite6. good luck 7. excitement

Wrapping up(2m)T summarises the main point of the lessonAsk Ss to learn by heart grammar they have learnt

3. I like reading books, especially the ones about the natural world4. I don’t have a computer, and my father doesn’t want me to have one5. They let me choose a pencil, and I took the red one6. There are several national celebrations in Vietnam but perhaps the most meaningful one is Tet holiday7. We told each other both happy stories and sad ones about our lives

Whole class

Unit 9: The post office Period 1: ReadingI. ObjectivesBy the end of the lesson Ss will be able to: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 topicII. Teaching aidsTextbook, handouts, ………….III. Anticipated problemsSs may have limited linguistic resources for discussion, so T should be ready to assist themIV. Procedure Teacher Students

Warm up (5m)NetworkAsk Ss to work in group of 4 to complete the network about some services of the post office

group work

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EMS

Accomplished discarded indulge in

Post office Mail &Pacel service

Telephone& fax service

Flower telegram service

Lesson plan English 11

Before you read(7m)Ask Ss to look at the pictures in textbook page 100 and ask them questions:- what can you see in the pictures?Ask Ss to work in pair ask and answer the questions in textbook (page 100)VocabularySpacious(a)= largeWell-trained(a)Courteous(a) /'kə:tjəs/Surface mailExpress Mail Service(EMS)Competitive rateSpeedy(a)=fastSecure(a) /si'kjuə/

Messenger Call Service /'mesindʒə/

Recipient(n) /ri'sipiənt/=receiverFacsimile(n,v) /fæk'simili/

To surscribe /səb'skraib/Ask Ss to practice reading vocabulary and make sentence from them

While you readTask 1(7m)Ask Ss to work individually to circle the letter(A,B,C or D) before the word that has the opposite meaning to the italicized wordThen call some Ss to speak out their answersListen and give feedbackTask 2(10m)Ask Ss to read again the text and answer the questionsAsk them to work pairs to practice asking and answering Call on some Ss to go to the board and write their answersAsk the other to remark and give feedback

Task 3(8m)Ask Ss to read the statements in task 3 and read the text again to find evidence in the text to support these statementsAsk Ss to work individually and then discuss the answers with their partnersCall on some Ss to speak out their answersListen and give feedback

Whole class

There is a post office and some services of itPair work

lich sư, nhã nhănthư gưi đương bô hay đương biêndÞch vô chuyÓn ph¸t nhanhmøc gi¸ ph¶I ch¨ngnhanh chãngan toµn, b¶o ®¶mdÞch vô nh¾n tinngêi nhËnb¶n sao, b¶n chÐp®Æt mua dµi h¹n

Individual work

1. C 2. B 3. D 4. C

Individual work and pair work1. Thanh Ba Post Office is equipped with advanced technology and a spacious and pleasant front office2. Mail and Parcel Service, Express Money Transfer, Phone Calls and FaxesPress Distribution3. They are air mail, surface mail, EMS mail4. It is used for notifying the reciepient of the time and the place to receive the call5. You will have subsribe to your favourite newspapers and magazines

Individual work and pair work1. The post office opens daily from 7a.m to 9p.m2. We offer a very competitive rate

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Phone cards&internet cards

Postal savings

Lesson plan English 11

Period 2: SpeakingI. ObjectivesBy the end of the lesson Ss will be able to:Taking part in a conversation about registering the services of the post officeMaking a free conversation about registering the services of the post officeII. Teaching aidsTextbook, handouts,pictures ………….III. Anticipated problemsSs may have limited linguistic resources for discussion, so T should be ready to assist themIV. Procedure Teacher Students

Warm up(5m)Show the picture and and ask Ss to guest how the clerk and the customer greet to eachother

Activity 1(10m)Task 1: T asks Ss to act out the dialogue and then answer the questions: What service is the customer taking in the D?Activity 2(10m)Task 2T sets the scene: Make a conversation from the suggestions. The conversation takes place at the post office between a clerk(A) and a custom(B), who wants to have a telephone line installed at home.Ask Ss to work in pairs to make a converstionAfter they finish T calls on some pair to practice before classListen and correct their mistakes

Activity 3(15m)Task 3Imagine that one of you is a clert at the post office and the other is a customer, make a dialogue for each of the situationsAsk Ss to work in pairsT goes around the class and offer helpCall on some pairs to practice before class

The woman: Excuse me!The clerk: Yes? Can I help you, Madam?

Pair workSuggested answer: facsimile service

Pair workA: Good morning. Can I help you?B: Yes, I would like to have a telephone line installed at home?A: Ok, where do you live?B: I live in Ngoc Ha Street. When can you install it?A: We can install it one week afer you registerB: Can you come on Friday?A: Yes, that’s fine. Have you got a telephone yet?B: Yes, I have a telephone already. How much is the installation fee and monthly fee?A: The installation fee is 600 thousand Dong and the monthly fee is 27 thousand Dong. Could you please fill this form?

Dialogue 1A: Good morning. Can I help you?B: Yes, I would like to suscribe to Lao Dong daily newspaperA: Yes, how long would you like to get the newspaper?B: for a year please

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Lesson plan English 11

Wrapping up (5m)Summarise the main points of the lessonAsk Ss to complete the second dialogue in task 3

A: where would you like to get the newspaper?B: At home. I live at 67 Ngoc Ha StreetA: OkB:Oh, can I get the newspaper every morning before 6:30?A: Before 6.30? Well, it might be a little bit too early? How about 7.30?B: Ok, That’s fine. Thank you!A: All right. Could you fill in this form please

Period 3: ListeningI. ObjectivesBy the end of the lesson Ss will be able to:Develop extensive listening skills and understand about the development of Vietnam’s telephone system over past few yearsUse the information they have listened to answer the questionsSummarise the content of the listening in speaking or writingII. Teaching aidsTextbook, handouts, tape cassette ………….III. Anticipated problemsSs may have difficulties to get information to answer the questions so T can help themIV. Procedure Teacher Students

Warm up(7m)Question:Which is the quickest, a phone call, a fax, an e-mail or a letter?T hang on some pictures about some modern technology on the board and ask Ss to speak out their names

Before you listen(8m)Ask Ss to work in pair to discuss 3 questions in textbookGoes around the class and offer helpCall on some Ss to answer the questionsPractice reading the words in “Listen and repeat”

While you listenTask 1(8m)Ask Ss to read the statements or questions in task 1 to understand themExplain some key words and practice to read themPlay the tape once for Ss to get informationPlay it again and ask Ss to answerTask 2(15m)

A phone call

Group work

Pair work3. With a mobile phone, you can contac other people easily, you always feel close to your family even when you are away from home. However, you don’t have much privacy.( sư riêng tư)

Sometimes,it’s irritating (lam phát cáu) to get a call when you are sleeping or in a meeting

individual work

1. B 2. D 3. C 4. D 5. C

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Lesson plan English 11

Before listening again the tape ask Ss to read the questions and understand themAsk Ss to listen again and answer the questionsCall on some Ss to go to the board and answer the questionsPlay the tape again if they don’t answer correctlyT listens and gives feedback

After you listen(5m)Ask Ss to work in group and base on provided suggestion to summarise the main point of the listening

Wrapping up(2m)Ask Ss to rewrite the listening about 50 words

Individual work and pair work1. China has the best growth in telephone number2. In the early 1990s, there were only 140.000 telephones in VN3. In the 1996, the fixed telephone nubers were changed from 6 to 7 digits in HN and HCM City as well as 5 to 6 digits in other provinces4. In 20015. There are 6.014 communal post offices in VN

Group work

Whole class

Period 3: WritingI. ObjectivesBy the end of the lesson Ss will be able to:- Understand the content and structure of a letter to express satisfaction(or dissatisfaction)- Write a letter to express satisfaction(or dissatisfaction) with the services of the post officeII. Teaching aidsTextbook, handouts, ………….III. Anticipated problemsSs may have limited linguistic resources for writing, so T should be ready to assist themIV. Procedure Teacher Students Warm up(5m)HandoutRead the following adjectives and underline those can make people/things satistified Polite, rude, cold, helpful, spacious, cramped(chât hep), large, small, good, bad, reasonable (hơp lý), expensive, cheap, arrogant, punctual, reliable /ri'laiəbl/ (chăc chăn, đáng tin cây) Preparing Ss to write(13m)Ask Ss to open their book and read again the text about Thanh Ba Post Office to get informationAsk them some suggested questions:1. What time does Thanh Ba post office open and close?2. What is Thanh Ba post office equipped with?3. What services are offered at Thanh Ba post office?4. What are the attitudes of the staff?

Group work Polite, rude, cold, helpful, spacious, cramped, large, small, good, bad, reasonable (hơp lý), expensive, cheap, arrogant, punctual, reliable (đáng tin cây)

Individual work1.It opens daily at 7a.m and closes at 9 p.m2.It is equipped with advanced technology and a pacious, pretty place for transaction (sư giao dich)3. They are Mail and Parcel Services, EMS, Express Money Transfer, Phone Calls and Faxes, Messenger Call Services, Press Distribution4. The staff are always thoughtful and

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Lesson plan English 11

Writing Task 1(7m)Ask Ss to work in pair to discuss the abilities which make the customers satisfied or dissatisfied with the services at Thanh Ba post officeT goes around the class and offer helpThen call some Ss to say their opinionsTask 2(10m)Ask Ss to work in group to write letters to the director of Thanh Ba post office to describe the quality of the services they have receivedAsk Ss to work in group of 5 Ss to write the satisfaction or dissatisfaction or both using ideas in task 1T goes around the class and offer help Feedback on Ss’writing(8m)- T asks Ss to exchange their writing with

another student for peer correction- T goes around and collects mistakes and

errors- Choose one or two descrition and read

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 organization of ideas and language use

-Wrapping up(2m)

- T summarises the main points of the lesson- For homework, T asks Ss to improve their

writing taking into consideration their friends’ and T’s suggestions and correction

courteous to the customers

Pair work+ the opening hours of the post officeIt is too early when closing at 9 p.m. It would be much better if the post office opened until 10 p.m so that customers can have more access to the services+The quality of the equipmentIt is a well-equipped and reliable address for the postals and telecommunication needs+ The security conditions of the post officeThe parking area of Thanh Ba is not a good and security place( Although the parking area is large, it has no security guards+ The attitudes of the staffThe staff are always helpful and polite to the customers/ the attitude of the staff sometimes seems a bit cold and not very helpful

Whole class

Period 5: Language focusI. ObjectivesBy the end of the lesson Ss will be able to:-Distinguish the clusters /sp/, /st /, and /sk/-Pronoun the words and sentences containing these clusters correctly- Understand the uses of defining relative clauses and non-defining relative clauses and do exercise correctlyII. Teaching aidsTextbook, handouts, ………….III. Anticipated problemsSs may find it difficult to pronounce the three clusters, so T should prepare a lot of practiceIV. Procedure Teacher Students Pronunciation(8m)HandoutT gives Ss some pictures of : spoon, scanner,

Group work

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Lesson plan English 11

stamp, statue, dish, sparrow and then give them a crossword puzzles which has the words concern to the pictures a. b. c.

d. e. f.

T reads the words which they have found and introduces the clusters /sp/, /st /, and /sk/Distinguish sounds- T models the three clusters /sp/, /st /, and /sk/ for few times and explains how to pronounce them- T gets Ss to read the words in each column out loud in chorus for a few more times. T listens and corrects if Ss pronounce the words incorrectlyPracticing sentences containing the target sounds-Ask Ss to work in pairs and take turn to read aloud the dialogue- Go around to listen and take notes of the typical errors- Call on some pairs to read the dialogue again and provides corrective feedback

GrammarA. Presentation(10m)Defining relative clauses and non-defining relative clauses1. Defining relative clauses

Subject Object possessiveFor personFor thing

Who/thatWhich/that

Who(m)/thatWhich/that

WhoseWhose/ of which

§îc dïng ®Ó bæ nghÜa cho danh tõ ®øng tríc nã, tøc lµ lµm chøc n¨ng ®Þnh ng÷. Nã lµ mÖnh ®Ò cÇn thiÕt cho ý nghÜa cña c©uEx: The girl who is wearing glasses is my daughter

2.Non- defining relative clauses

Subject Object possessive

S T A T U ET P I N K GA A O S I GM L I O N RP D E A N

T

a. statue b. dish c.spoon e. stamp

Individual work, pair work and whole class

Pair work

Whole classEx: The students who/that come from Japan work very hardM§QH x¸c ®Þnh th êng ®øng sau the+N. ngoµi ra nã cßn ®c dïng sau m¹o tõ a, an +N or Ns kh«ng cã the, vµ nh÷ng ®t nh all, none,anybody, somebody….Ex: I like the ruler which my mother bought from China very muchThat thêng theo sau c¸c tõ nh: something, anything, everything, nothing, all vµ trong so s¸nh bËc nhÊtEx: Is there anything that we must pay attention to?

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Lesson plan English 11

For personFor thing

WhoWhich

Who(m)Which

WhoseWhose/ of which

M§QH kh«ng x¸c ®Þnh ®c dïng ®Ó bæ nghÜa cho mét danh tõ ®c ®Ò cËp ®Õn trong c©u. Nã cho ta biÕt th«ng tin thªm vÒ mét ngêi, vÒ sù vËt, mét hiÖn tîng nµo ®ã ®c biÓu hiÖn ë N mµ nã bæ nghÜa do vËy nã kh«ng quan träng vµ cã thÓ lîc bá. Nã ®c t¸ch ra khái M§ chÝnh b»ng dÊu phÈy+ Trong M§QH kh«ng x¸c ®Þnh ta kh«ng dïng that thay thÕ cho who, whom, which+ Chóng ta kh«ng ®c phÐp bá ®tqh ngay c¶ khi nã lµ t©n ng÷ + M§QH kh«ng x¸c ®Þnh cã thÓ ®c më ®Çu b»ng c¸c côm tõ nh all of, many of+®tqhAll of Some of… Etheir of None ofEach of Neither of One,

two...ofMost of

Many of Much of A few of®tqh which ®øng ®Çu ®tqh kh«ng x¸c ®Þnh cã thÓ ®c dïng ®Ó chØ toµn bé th«ng tin trong phÇn tríc cña c©uHe keeps asking a lot of questions, which annoys meB. PracticeExercise 1(5m)Ask Ss to do exercise 1 individually and then compare their answers with another student. Then T calls on some Ss to read out their answers

Exercise 2(5m)Ask Ss to work individually to complete the sentences using who, whom, whoseCall some Ss to say loudly their answersLisen and give feedbackExercise 3(7m)Ask Ss to do exercise individually and then compare the answer with their partnersCall on Ss to go to the board and do exerciseAfter finishing ask them to correct if necessary

Exercise 4(7m)Ask Ss to do exercise 1 individually and then compare their answers with another student. Then T calls on some Ss to go to the board and do exerciseAfter finishing ask them to correct if necessary1. Peter, who has never been abroad, is studying Frech and German2. You’ve all met Michael Wood, who is visiting us for a couple of day

Ex: William Shakespeare, who was in Stratford-on-Avon, wrote the play”Romeo and Juliet”

Ex: He told me about Susan, who he just met at the party

Ex: There were a lot of students gathering at the hall, all of whom looked excitedHe was studying all the cameras in the shop, some of which attracted him

Individual work1. A burglar is someone who breaks into the house to steal things2. A customer is someone who buys something from the shop3. A shoplifter is some one who steals from the shop4. A coward /'kauəd/ is someone who is not brave5. A tenant /'tenənt/ is someone who pays rent to live in a house

Individual work and pair work1. who 2. whose 3. whom 4. whose 5. whom

Pair work and individual work1. The man who answered the phone told me you were away2. the waitress who served us was very impolite and impatient3. the building which was destroyed in the fire has now been rebuilt4. the people who were arrested have now been released5. The bus which goes to the airport runs every half an hour

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Lesson plan English 11

3. We are moving to Manchester, which is in the north west4. I’ll be staying with Asrian, whose brother is one of my closest friends5. John Bridge, who has just gone to live in Canada, is one of my oldest friends

Wrapping up (3m)T summarises the main points of the lessonAsk Ss to do extra homeworkComplete the sentences with your own words1. My friend knows a man who……..2. I have a friend whose……….3. I returned the book that……….4. The people whose………..5. Do you know Mr Hung, who………….?

Whole class

Test yourself C I. ListeningTapescriptR: Father and Son Ltd, goodmorning, for Sales press 1. For Account press 2. For enquiries, please holdDonna: Father and Son Company, Thank you for calling. This is Donna speaking. How can I help you?Georgia: Hello, my name is Georgia King, I’d like to speak to John Barnes, pleaseDonna: Sorry, What name is that?Georgia: It’s Georgia King speakingDonna: Oh, I’m afraid Mr. Banes isn’t here at the moment. Can I take a message?Georgia: Well, I’m returning his call. He lelf me a message to call himDonna: Ok, Hold on please….The line’s busy at the moment. Can you call Mr. Barnes back laterGeorgia: Um……..Can I leave a message please?Donna: Oh, just a minute, I’ll put you through to one of his colleaguesR- RecordAnswer key1. g 2. b 3. e 4. f 5. d 6. j 7. h 8. k 9. c 10. a 11. iII. Reading1. They gather before midnight and select twelve grapes from a large bunch2. Because the twelve grapes are symbols of the twelves months of the year3. In Iran4. It lasts for thirteen days5. They read from the Koran, then all embrace each other and say.”May you live 100 years”III. Pronunciation and grammara. pronunciation1. glean 2. fry 3. thrive 4. overthrowb. join the sentences using who or which1. Earth is a planet which can support life2. The book is about a girl who runs away from home3. A dictionary is a book which gives you the meaning of workds4. The man and the woman who live in flat 8 are from Scotlandc. 1. c 2. bIV. Writing

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Lesson plan English 11

Tet is one of the most important traditional holiday in our country. It celebrates the Lunar New Year. Actually Tet starts on the first day of the lunar new year, however, people always prepare for it well in advance. The house is usually cleaned and decorated with beautiful things such as flowers and pictures. Peach flowers and kumquat trees are very typical at Tet. Almost every house has at least either peach flowers or kumquat trees, some even have both in their house at Tet. During Tet people enjoy traditional foods such as banh chung, fruit jams….. On the first day of the Lunar New Year, people often go to pagodas or churches then they visit their relatives. I enjoys Tet holidays because we often have “lucky money” at Tet and we can get up later than usual. The only thing I don’t like at Tet is that the weather is wet and cold

Unit 10: Nature in danger

Period 1: ReadingI. ObjectivesBy 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- Understand the consequences which cause from human for nature and environment and Ss will be aware of their activities to prevent nature and environment from destroyingII. Teaching aidsTextbook, handouts, ………….III. Anticipated problemsSs may have limited linguistic resources for discussion, so T should be ready to assist them

IV. Procedure Teacher Students

Warm up(7m)T shows some pictures of animals and ask them to look at the pictures and answer the questions: a. b.

c. d.

Individual work and pair work e. f.

1. a. A tiger b. A lion

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Lesson plan English 11

1. What animals can you see in these pictures?2. Where do these animals often live?3. What would happen if their habitats were destroyed?

Before you read(8m)Ask Ss to open their book and ask them to read the fact about endangered species and answer the questions1. What do you understand from the fact above?2. Can you explain why the numbers of these animal become small?3. What causes danger to environment?Vocabulary pre-teachCheetah(n) ['t∫i:tə] loai báo gêpaTo scatter ['skætə] rai, răcSpecies(n) ['spi:∫i:z] loaiDanger(n) dangerous(a)To endanger [in'deindʒə(r)] gây nguy hiêmPollutant(n) [pə'lu:tənt] chât gây ô nhiêm (do xe cô, đông cơ.. thai ra) – pollution(n)- polluted(a) – pollute(v)Consequence(n) ['kɔnsikwəns] hâu qua, kêt quaExtinct(a)[iks'tiηkt] tuyêt chungTo prohibit [prə'hibit]= ban( to prohibit somebody / something from doing something) câm; ngăn câmInterference(n) [,intə'fiərəns] ( interference in / with

something) sư can thiêp- to interfere [,intə'fiə]Offspring(n) ['ɔ:fspriη] con (cua môt con vât)- to have a great influence on- result in- as the result- in danger of becoming extinct

While you readTask 1(5m)Ask Ss to work individually to fill the blanks with the words givenCall some Ss to speak out their answer before classTask 2(7m)Ask Ss to work in group or pairs to circle A,B,C,D that best sums up each paragraphTask 3(10m)Ask Ss to read the text again and answer the questionsCall on some Ss to go to the board and do exerciseCorrect it if necessary

c. A bear d. An elephant e. A panda f. A cheetah2. They often live in the forests, zoos or National Parks3. If their habitats were destroyed, animals would die/ the environment would be polluted/the nature would be in danger

Pair work1. The facts above show that the numbers of some wild or rare animals such as cheetahs, pandas and Siberian tigers become small or extinct2. The numbers of these animals become small because they are killed for food, medicines, fur or skin3. - wastes from factories and hospitals- smoke from vehicles- oil spills from ships- forest fires- people’s carelessness

how many offspring does a cat usually have?

Give examples

Individual work1. extinct 3. decreasing 5. endanger2. protect 4. pollutants 6.interferencePair work1. C 2. B 3. A 4. C

Pair work2. The serious consequences of people’s interference with the environment are:

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Lesson plan English 11

1. Four ways that people change the world are:- They are changing the environment by building cities and villages- They are affecting the water supply by using water for industry and agriculture- They are changing weather condition by cutting down trees in the forests- They are destroying the air by adding pollutants like smoke from factories and fumes [fju:m] khói, hơi khói from cars

After you read(6m)Ask Ss to work in group to find out why some animals have become extinctCall on some Ss to speak out their ideas

Wrapping up(2m)

T summarises the main point of the lesson- Ask Ss to learn by heart the new words and make sentences from them.

- many kinds of rare animals are killed- the environment where these animals are living is badly destroyed- the numbers of rare animals are decreasing so rapidly that they are in danger of becoming extinct3. Many things have been done to protect endangered nature, such as:- Many organizations have been set up and money has been raised to save rare animals- thousands of national parks have been established- laws have been passed to prohibit killing endangered animals

Group work- people kill animals for fur, skin

and food- people keep animals as pets

people hunt or capture (băt giư)- animals for recreation or

entertainment

whole class

Period 2: SpeakingI. ObjectivesBy the end of the lesson Ss will be able to:- Talk about about nature in danger and about measures for protecting endangered natureII. Teaching aidsTextbook, handouts, ………….III. Anticipated problemsSs may have limited linguistic resources for discussion, so T should be ready to assist themIV. Procedure

Teacher Students Warm up(3m)T introduces new lesson by asking some questions:- Why do we call some animals such as tigers, bears, elephants, whales endangered animals?- What should we do to protect and save them? Activity 1(12m)Ask Ss to work in pairs to put the reasons why nature is threatened in order of importanceExample:T : In your opinion which reason is the most important?

Individual work- Because they are hunted or killed in

large number that they are in danger of becoming extinct

- As a student we should stop eating and using products which made from animals

Pairs workA: I think burning the forests is the most important. Because animal and plants

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Lesson plan English 11

T goes around the class and offer help if necessaryCall some Ss to speak out their opinion and explain the reason why

Activity 2(15m)Ask Ss to work in pairs to match the reasons in task 1 with possible measures for protecting endangered nature in the box belowSuggested answerTask 1: Reasons Task 2: measures1. killing animals for fur, skin and food2. keeping animals as pets3. hunting or capturing animals for recreation and entertainment4. cutting down trees for wood and burning the forests5. using fertilizers and pesticides for cultivation6. discharging chemicals pollutants into the environment

- killing animals for fur, skin and food should be banned- keeping animals as pets should be discouraged- animals should not be captured for recreation and entertainment- cutting down trees for wood and burning the forests should be banned and planting trees should be encouraged- decreasing the use of fertilizers and pesticides for farming cultivation- discharging chemicals pollutants into the environment should be prohibited

Activity 3(12m) State the negative impacks made by people on the environment and suggest measures to protect itAsk Ss to work in pair to discuss about environmentGo around the class and offer helpCall some pairs to practiceListen and give feedback

Wrapping up(3m)- T summarises the main points of the lesson- Learn by heart the new words- For homework T asks Ss to find out 3 reasons why nature is threatened and 3 measures to protect it

will die, which causes the air pollutedB: I think using fertilizers and pesticides for cultivation is the most important. Because these chemicals that causes the air polluted and effects the water supply and people’s healthC: As for me, I think cutting down trees for wood is the most importanct because without trees and plants, most water would run off and cause not only erosion [i'rouʒn] (sư xói mòn) but also floodsPair workA: It is said that people are killing animals for fur,skin and foodB: I think killing amimals for fur, skin and food should be banned

Pair work

A: It is said in the newspaper that people are burning forests and cutting down trees for woodB: That’s why the forests are destroyedA: What should we do to protect forests?B: I think burning forests and cutting down trees should be banned and planting trees should be encouraged

Whole class

Period 3 : Listening I. ObjectivesBy the end of the lesson Ss will be able to:Develop such listening micro-skills as listening for specific information and listening for general infromationII. Teaching aids

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Lesson plan English 11

Textbook, handouts, cassette………….III. Anticipated problemsSs may not also be familiar with the note-taking task so T should provide them some tips to deal with the taskIV. Procedure Teacher Students

Warm up (7m)Describe the pictures about Cuc Phuong National Park and ask Ss questions:1. What are the pictures about? They are in the forest or a national park?2. What can you see in the pictures?3. Why do governments set up these places?

Before you listen(8m)

Ask Ss to name some national parks Viet Nam by seeing the picturesWhere are they?

a. b.

Listen and repeat these wordsScenic features ['si:nik 'fi:t∫ə] nÐt phong c¶nhApproximately [ə'prɔksimitli] khoang chưng Devasting(a) /'devəsteitiη/ tan phá, phá huyVehicles ['viəkl; 'vi:hikl]Maintenance ['meintinəns] sư giư gìn; sư duy trìCompletely(adv) [kəm'pli:tli]- T explains the meaning and read the words as model and then asks Ss to practice reading these words

Whole class

1. It’s about a national park2. We can see trees, plants and animals3. They set up national parks to protect and save endangered amimals

rhino ['rainou] in Cat Tien National Park

In pairs

a. Cat Ba National Park- hai phongb. Cat Tien National Park –lam dongc. Bach Ma National Park-hued. Phong Nha National Park –quang binhe. Cuc Phuong National Park- ninh b×nh

c. d.

e.

I t costs approximately 200 francsfor the maintenance of their rights, the workmen must struggle

speak out the new words

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Lesson plan English 11

T introduces the tapecript: You are going to hear a passage about nationals parks in US.

While you listenTask 1(8m)Listen to the passage and decide if the statements are true or false- Before listening, ask Ss to read through the statements to understand them and underline keys words.- Play the tape once for Ss to listen and do the task- Check the answer with the whole class. If many Ss cannot answer the questions, T plays the tape one or two more times and pauses at the answer for them to catchTask 2(12m)Listen again and answer the questionsT asks Ss to read and answer the questions with the things they remember from the previous time of listeningT plays the tape again for Ss to do the task.After playing the tape, T gets Ss to work in pairs and check their answersT calls on some Ss to give the answers and elicits feedback from other Ss.

After you listen(7m)Ask Ss to discuss in groups about the main content of the listening base on the answers in task 1, 2Then call some presenter of each group to stand up and speak out their answer

Wrapping up(3m)Summarise the points of the lesson and ask Ss to write down the content of the listening

Individual work1. T 2. T 3. F4. T 5. T

Task 21. There are 52 national parks in the National Parks in the United States2. Millions of people visit national parks every year3. + Rare animals are killed or hunted for fur, skin or other parts+ Trees are cut down for food+Large areas of national parks experience desvasting fires caused by careless people+ The increasing number of visitors is harming the parks due to the pollution from their vehicles4. – Rare animals and trees should be protected- Fires caused by careless people should be limited- Pollution from visitors vehicles should be decreased and many should be raised for the park’s staff and maintenance of their resourcesGroup work

Whole class

Period 4: WritingI. ObjectivesBy the end of the lesson Ss will be able to:Write a paragraph to describe the national parks base on provided information II. Teaching aidsTextbook, handouts, cassette tapes ………….III. Anticipated problemsSs may not have sufficient vocabulary to write about the topic, so T should be ready to assist themIV. Procedure Teacher Students

Warm up (7m)HandoutRead the passage carefully and fill in each blank with one suitable word or phraseCuc Phuong National Park is located 160 km()

Pair work1. south west 2. established3. rain forest 4. caves

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Lesson plan English 11

…..of Hanoi. It is the first of Vietnam’s nine national parks to be ()……and it contains over 200 km2 of(3)….. . Tourist go there to study butterflies, visit(4)……, hike mountains and look at (5)…….tree. According to scientists, there are about(6)……different species of flora and 450 species of (7)….. . Many visitors come to Cuc Phuong to see the work being done to protect(8)…..

Before you write(8m)Ask Ss to read the information of Cat Ba National Park Ask Ss some questions Cat Ba National Park1. Where is Cat Ba National Park located?2. What are the features of Cat Ba National Park?3. How large is it?4. What do you know about the animals and plants in Cat Ba National Park?5. What are some of historic features of the parks?Useful languageIt’s located in/on…………..It’s famouas for………It covers/contains…….Its total area is……………There are…….species of/kinds of/sorts of……We can find………Something is found in…………..

While you write(17m)Ask Ss to write a description about Cat Ba National Park, using the facts and figfuresGoes around the class and offer help Call some Ss to go to the board and write their writing Feedback writing(10m)- Ask Ss to correct the mistakes the writing on the board-Choose one description and reads it to class- Elicit corrective feedback from the class and give final comments afterwards

Wrapping up(3m)T summarises the main pointsFor homework, T asks Ss to improve their writing, taking in consideration their friends’ and T’Ss suggestions and correction and do the extra exercise

5. 1000 year old 6. 20007. fauna 8. endangered species

Individual work

Take notes

Cat Ba National Park, which was declared as a national park in 1986, is situated on Cat Ba Island, 120 km from Hanoi and 20 km east of Hai Phong.Cat Ba National Park is the only site in Vn endowed with both tropical forests and coastal waters with while sand beaches, abundant natural resources, beautiful landscapes and many kinds of rare animals and plants. It covers 15.200 ha, including 9,800 ha of oceanCat Ba National Park presevers approximately 300 species of fish, 40 kinds of animals, 150 different birds and 620 species of plantsThe stone tools and human bones found in the island’s limestone caves reveal that people inhabited there at least 6,000 years old.

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Lesson plan English 11

Period 5: Language focusI. ObjectivesBy the end of the lesson Ss will be able to:Practice reading correctly the clusters: /sl/, /sm/, /sn/ and /sw/Consolidate how to use relative pronouns with prepositionsII. Teaching aidsTextbook, handouts, ………….III. Anticipated problemsSs may find it difficult to pronounce the three clusters, so T should prepare a lot of practiceIV. Procedure Teacher Students Warm up(5m)Complete two sentences1. a/swims/lake/often/in/Snow/small2. loudly/can’t/he/that/the/sleep/snores/bady/so

Pronunciation(7m)Distinguishing the sounds- T models the four clusters/sl/, /sm/, /sn/ and /sw/ for a few times and explains how to produce them- Play the tape once for Ss to hear the wordsContaining these clusters. Then T plays the tape(or read) again and this time ask Ss to repeat after the tape (or T)- Ask Ss to read the words in each column out loud in chorus for a few times. Then T calls on some Ss to read the word out loud. T listens and corrects their pronunciationPracticing sentences containing the target sounds- Ask Ss to work in pairs and take turn to read aloud the dialougue- Call on some pairs to read the dialogue again and provides corrective feedback

Grammara. Presentation(7m)Relative pronouns with prepositionsT gives situation for Ss to rewrite it

Goup work1. Snow often swims in a small lake2. He snores so loudly that the baby can’t sleep

Whole class

Whole class, individual work and pair work

The man whom I talked to on the phone last night is living….

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Lesson plan English 11

Ex: The man is living near your house. I talked to him on the phone last night The man to whom I talked on the phone last night is living…Ask Ss to remark the differences in two answersNote: Giíi tõ trong M§QH thêng ®c ®Æt ë cuèi M§QH nhng trong v¨n viÕt hoÆc ®Ó diÔn ®¹t ý mét c¸ch trang träng, giíi tõ thêng ®Æt tríc ®¹i tõ qhGiíi tõ kh«ng ®øng tríc §TQH that and who- of which, of whom, of whose ®c dïng

sau c¸c tõ chØ sè lîng (all, both, many, most neither, none, some….) vµ d¹ng so sanh nhÊt

b. PracticeExercise 1(5m)- Ask Ss to do exercise 1 individually and

then compare their answer with another student

- Call on some Ss to read out their answerExercise 2(12m)- T asks Ss to do exercise 2 in pairs and

then compare answers with another pair- T calls on some Ss to go to the board

and to write their answerExercise 3(7m)- Ask Ss to do exercise 1 individually and

then compare their answer with another student

Call on some Ss to read out their answer Wrapping up (2m)Summarise the main points of the lesson

The room in which the young boy lived was untidy

Ex: Jane have three sisters, all of whom are married

1. whom 2. which 3. whom4. whom 5. which 6. who 7. which

1. The man to whom I talked yesterday was…2. The man about whom I told you works…3. The woman about whom Iam telling you teaches…..4. The movie about which they are talking is…5. The picture at which she was looking was..6. I’ll give you the address to which you …. 1. that 2. which 3. who 4. whom5. which/ that 6. which 7. who 8. whom

Whole class

Unit 11: Sources of energy Period 1 : ReadingI. ObjectivesBy 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- Understand the the importance of saving sources of energy in our lifeII. Teaching aidsTextbook, handouts, picture ………….III. Anticipated problemsSs may have limited linguistic resources for discussion, so T should be ready to assist themIV. Procedure

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Lesson plan English 11

Teacher Students Warm up(3m)Complete the sentences1. We use…….to cook2. we use…….to run machines, cars, motorbikes

Before you read(12m)1.What do you call the group of oil, coal, natural gas?2.What do you think about fossil fuels?3.What should we do to preserve them?4.What energy can replace fossil fuels?

So today we are going to learn about alternative sources of energy*Going through the pictures on page 124- What sources of energy is in each picture?

- What do you need energy for?

Vocabulary pre-teachHydroelectricity(n) [haidrouilek'trisiti] thuy điênFossil fuel ['fɔsl fjuəl] Reserve(v,n) [ri'zə:v] ( to reserve something for something / somebody) đê danh; dư trưExhausted(a) [ig'zɔ:stid] kiêt sưc, mêt lưTo exhaust [ig'zɔ:st]Relatively short time ['relətivli] tương đôiAlternative source [ɔ:l'tə:nətiv sɔ:s]Geothermal heat [,dʒi:ou'θə:məl hi:t]Windmill(n) ['winmil]To release [ri'li:s]Plentiful(a) ['plentifl]Infinite(a) ['infinit]Potential(a) [pə'ten∫l]T helps Ss to pronounce them correctlyTask 1(7m)Get Ss to read the passage silently and then do Task 1- Check the answers with the whole class- Check Ss’ understanding all these words correctly by calling on some Ss to tell the meaning of the words in VietnameseTask 2 (10m)- Ask Ss to read passage again and complete the table- Call on some Ss to write their answers on the board Task 3(5m)- Ask Ss skim the 2 questions to understand them- Ask them to read carefully the passage again - Then T gets Ss to check their answer with a partner

Group work1. oil, coal, wood, natural gas2. gas

-Fossil fuels-They are available but they are going to be -exhausted in the future- We should find new sources of energy which can replace them- They are geothermal heat, wind energy, water energy, nuclear power, solar energy

Picture 1: wind power 2: solar panels, solar energy 3: hydroelectric power station, dam- we need energy to live and work +To cook meals +To light, heat or cool the house + to run machines, cars, mortobikes…nhiªn liÖu ho¸ th¹ch sư dư trưHe reserves some money for later use Anh ta dư trư môt ít tiên đê dùng sau nay

lam can kiêt; (nghia bóng) lam kiêt sưctrong mét kho¶ng t/g t¬ng ®èi ng¾nnguån thay thÕ ®Þa nhiÖtcôi xay giótha, tha, phóng thíchcó sô phú; lương lơn; phong dôi daovô tân; vô van, không đêm đươctiêm năng; tiêm tangpractice reading vocabulary and give examples individual work1. released 2. alternative 3. energy4. limited 5. exhausted

Sources of energy

Advantage(s) Dis dvantage(s

Nuclear power unlimited dangerousSolar energy Plentiful, clean

infinitve, safePossible during the day time

Water power Clean &unlimited

expensive

Wind power Clean &unlimited

No wind no energy

Geothermal heat

avialable Possible in some places

Task 31. Our major source of energy come

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Lesson plan English 11

- Call on some Ss to read aloud their answer and ask them to explain their choices- Give the correct answers

After you read(7m)- Ask Ss to complete the summary of the

reading passage by filling each blank with a suitable word from the box

- Call on some Ss to stand up and speak out their answers

- Listen and give feedbackWrapping – up(3m)

- T summarises the main point of the lesson- Ask Ss to learn by heart the new words and make sentences from them.

from fossil fuels2. Five souces of energy are mentioned in the text. I think solar energy is the most potential

1. energy 3. fuels 5. alternative 7. unlimited2. one 4. limited 6. sources 8. environment

Whole class

Period 2 : Speaking I. ObjectivesBy the end of the lesson Ss will be able to:Talk about advantages amd disadvantages of energy sourcesII. Teaching aidsTextbook, handouts, ………….III. Anticipated problemsSs may have limited linguistic resources for discussion, so T should be ready to assist themIV. Procedure Teacher Students Warm up(7m)Handouts Look at the given pictures and write down the sources of energy+ Which source of energy is the most popular in our country?+ Is it limited or unlimited? What should we do to be sure that we can continue to use it in the future?Task 1(8m)Ask Ss to read the sentences in the box and tick if these facts are advantages or disadvantages-Nuclear reactor ['nju:kliə ri:'æktə] lò phan ưng hat nhân-radiation [,reidi'ei∫n] sư bưc xa, sư phát xa, phóng xaCall on some Ss to stand up and speak out their answers

Group work

Fossil fuels

It is limited so we should start using alternative sources of energy

Individual work1, 2,3,5,7- disadvantages4,6- advantages

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Lesson plan English 11

Task 2 (17m)Ask Ss to work in pairs to make short exchange about the advantages of using each alternative source of energy, using suggestions from task 1Useful expressionI think that………Why do you think/believe so?It is………..However,…………….Enormous(a) [i'nɔ:məs] to lơn, không lôRenewable(a) [ri'nju:əbl] có thê hôi phuc lai

Task 3(10m)Ask Ss to work in group to express your belief on the increasing use of alternative sources in the future, using the ideas from task 2ModelA: I think that more and more people will use the solar energyB: Why do you think so?C: But it’Ss expensive and we can only have it at a specific time of the yearA: I hope that the progress of science and technology will help overcome this proplemB: That’s right and then we don’t have to worry about the shortage of energyC: And our life will be more comfortable with cheap simple devices run on the solar energy

Wrapping up(3m)

T summarises the main points of the lessonFor homework T asks Ss to write about the advantages and disavantages of using solar energy as an alternative source of energy

ModelT: More and more people worry about the shortage of fossil fuelsS: That’Ss true and I think that wind power can be an alternative source of energyT: Why do you think so?S: Because our major source of energy is running out while the wind is abundant and unlimitedT: I know it is also clean and safe to the environment. However, it is not available when there is no wind

Group work

Whole class

Period 3: Listening I. ObjectivesBy the end of the lesson Ss will be able to:Develop such listening micro-skills as listening for specific information and listening for general infromationII. Teaching aidsTextbook, handouts, cassette ………….III. Anticipated problemsSs may not also be familiar with the note-taking task so T should provide them some tip to deal with the taskIV. Procedure Teacher Students Warm up(5m)Pick out the odd one from the following words and explain whyThe sun, the air, the land, the ocean, the house

Before you listen(7m)*Listen and repeat

Individual workThe house: the other words can be sources of energy

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Lesson plan English 11

Practice reading the words in “Listen and repeat”Ecologist(n) [i'kɔlədʒist] nha sinh thái hocFertilize(v) ['fə:tilaiz] lam cho phì nhiêu; lam cho mau mơ (đât)SourcesUnlimited (a)Renewable(a)Fossil fuels While you listenYou are going to hear a monologue ['mɔnəlɔg] kich

môt vai; đôc bach about the importance of some vital ['vaitl] (thuôc sư) sông natural resourcesTask 1(10m)- Before listening, ask Ss to read through the statements to understand them and underline keys words.- Play the tape once for Ss to listen and do the task- Check the answer with the whole class. If many Ss cannot answer, T plays the tape one or two more times and pauses at the answer for them to catchTask 2(12m)Ask Ss to work in pairs to read though the passage and guess the missing words- Play the tape once for Ss to listen and do the task- Check the answer with the whole class. If many Ss cannot answer, T plays the tape one or two more times and pauses at the answer for them to catch

After you listen(8m)Ask Ss to decide which group these souces of energy belong to- renewable or nonrenewable

Individual work and whole class

Give examples

Individual work

1. D 2. C 3. D 4.A 5. C

Pair work1. unlimited 2. atmosphere3. may 4. gases 5. amount

Group work

Period 4: WritingI. ObjectivesBy the end of the lesson Ss will be able to:Describe information from a chartII. Teaching aidsTextbook, handouts, ………….III. Anticipated problemsSs may not have sufficient vocabulary to write about the topic, so T should be ready to assist themIV. Procedure

Teacher StudentsWarm up(5m)

T asks Ss some questions1. what kind of energy is consumed the most in Vietnam?2. Which one ranks next?why?

In group think about the questions1.Petroleum

2.Coal 3. Nuclear and hydroelectricity

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Lesson plan English 11

Before you writeTask 1(7m)Ask Ss to interpret the information from a chart. Read and take the exact figure for each itemAsk Ss to work in group to do exerciseCall on some Ss from each group to speak out their answersListen and give feedbackTask 2(8m)Ask Ss to continue the description of the trends in energy consumption in the year 2005Call on some group to speak out their writingListen and give feedback

While you write

Task 3(15m)Ask Ss to work individually to describe the chart, using information from task 1,2Call on a S to write on the board

Feedback Ss’s writing(8m)Pick up some Ss’s writing and find the mistakes and write on the boardAsk Ss to correct the mistakes on the board

Wrapping up(3m)T summarises the main point of the lessonFor homework, T asks Ss to improve their writing, taking in consideration their friends’ and T’Ss suggestions and correction

because we need these sources in many factories

Work in group1. 117 million tons2. coal3. smallest

Work in group2005: nuclear and hydroelectricity 75 million tons Petroleum – 50 million tons Coal -45 million tons Total – 170 million tona

Individual workThe chart shows the energy consumption in the year 2005 in HighlandAs can be seen, the total energy consumption was 170 million tons. Nuclear and hydroelectricity made up the largest amount of this figure with 75 million tons. This was followed by the consumption of petroleum(50 million tons). Coal made up the smallest amount of energy consumption(45 million tons)

Whole class

Period 5: Language focus I. ObjectivesBy the end of the lesson Ss will be able to:-Distinguish the clusters /∫r/, /spl /, and /spr/-Pronoun the words and sentences containing these clusters correctly- Understand the uses of defining relative clauses replaced by participles and to infinitives and do exercise correctlyII. Teaching aidsTextbook, handouts, ………..III. Anticipated problemsSs may find it difficult to pronounce the three clusters, so T should prepare a lot of practiceIV. Procedure

Teacher Students Warm up(5m)

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Lesson plan English 11

Listen and write out the odd ones1. shred shrank splash shram2. shrine splice spline splay3. splint spring split spleeny4. shrimp sprint sprinkle spring5. sprain spray splendid spread

Pronunciation(7m)Distinguishing the sounds- T models the clusters/∫r/, /spl /, and /spr/ for a few times and explains how to produce them- Play the tape once for Ss to hear the wordsContaining these clusters. Then T plays the tape(or read) again and this time ask Ss to repeat after the tape (or T)- Ask Ss to read the words in each column out loud in chorus for a few times. Then T calls on some Ss to read the word out loud. T listens and corrects their pronunciationPracticing sentences containing the target sounds- Ask Ss to work in pairs and take turn to read aloud the sentences- Call on some pairs to read the sentences again and provides corrective feedback

Grammar1.Presentation(10m)1.1 . Relative clauses reduced by participlesa. Present participleex1: The students who attend this school have to wear uniform→ The students attending this school have to wear uniformEx2: The girl who is speaking to Nam is my sister→ The girl speaking to Nam is my sisterEx3: peole who hope to go on the tour→ People hoping to go on the tourEx4:Tom, who wanted to make a long trip, took her to the seaside→Tom wanting to make……, took her…..

Note: Relative Pronoun + V = V-ing Relative Pronoun + be + V-ing =

V-ing(The verb in the relative clause is in active form)b. Past participleex: The film which is shown at the cinema is really interesting→ The film shown at the cinema is really interesting

Individual work

Listen and write down the odd ones

Individual work,pair work, whole class

Pay attention and give examples- The bridge that connects the two villages is small→ the bridge connecting the two villages is small

Take notes:M§QH rót gän dïng hiÖn t¹i ph©n tõ khi V trong M§ ë th× tiÕp diÔn, hay V diÔn t¶ hµnh ®éng thêng xuyªn l©u dµi hay thãi quen(exaple 1,2)+ Khi V trong M§ diÔn t¶ sù mong íc: wish, desire [di'zaiə] mong muôn, ao ươc, want, hope(but not like)(ex3)+ trong M§QHKX§ cã nh÷ng ®t: know, think, believe, expect…(example 4)Tom, expecting to be paid the following week, offered to help me

Ex: I like reading the stories which are written by Nam Cao→ I like reading the stories written by Nam Cao

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Lesson plan English 11

Relative Pronoun + be + PII = PII

(The verb in the relative clause is in active form)1.2. Relative clauses reduced by To Infa. when the Relative Clause follows the first/second/third/../last only+N/pronoun or the superlative degree of Adjex: The last man who left the shop→ The last man to leave the shopEx: This is the first man who reaches the top of this mountain→This is the first man to reach the top of this mountainb. When the Relative Clause express something that must/can/or have to be doneex: He has a lot of homework that he must finish→ He has a lot of homework to finishEx:The children need a large playground which they can play in→ The children need a large playground to play in2. PracticeExercise 1(7m) Ask Ss to do exercise 1 individually and then compare their answers with another student. Then T calls on some Ss to read out their answersExercise 2 (7m) Ask Ss to do exercise 1 individually and then compare their answers with another student. Then T calls on some Ss go to the board and write on the boardAfter finishing and the rest Ss to correct if necessarylisten and give feedback 1. The idea presented in that books are interesting2. I come from a city located in the southern part of the country3. They live in a house built in 18904. The photographs published in the newspaper were extraordinary [iks'trɔ:dnri] [iks'trɔ:dnri] la thương; khác thương5. The experiment conducted at the University of Chicago was successful6. They work in a hospital sponsored by the government

Exercise 3(7m) Ask Ss to do exercise 1 individually and then compare their answers with another

Pay attention and give examples

He is the only one who understands me→ He is the only one to understand me

The first man who saw me was Tom→ The first to see me was Tom

Individual and pair work1. The boy playing the piano is Ben2. Do you know the woman coming toward us?3. The people waiting for the bus in the rain are getting wet4. The scientists researching the causes of cancer are making progress5. The fence surrounding our house is made of wood6. We have and apartment overlooking the park

Individual and pair work

Individual and pair work1. John was the last man to reach the top of the mountain2.The last person to leave the room must turn off the light

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Lesson plan English 11

student. Then T calls on some Ss go to the board and write on the boardAfter finishing and the rest Ss to correct if necessaryListen and give feedback 3. ProductionT asks Ss to make sentences with relative pronouns redured by participles and to Inf

Wrapping up(2m)Summarise the main pointGive home work

3. The first person to see is Mr. Smith4. This is the second person to be killed in that way5. The first person to catch the ball will be the winner

Whole class

Test yourself DI. Listening1. can’t live2. it rains3. planting vegetation [thưc vât, cây côi nói chung]4. hold back the water5. dry seasons II. Reading1. Air, water and soil are necessary to the survival of all living things2. Badlly polluted air can cause illness, and even death. Polluted water kills fish and other marine life. Pollution soil reduces the amount of land that is available for growing food3. Because much pollution is caused by things that benefit people. For example, exhaust from automobiles causes a large percentage of air pollution, but the automobile provides transportation for millions of people4. They would have to stop using many things that benefit them5. Governments can pass and enforce laws that require businesses and individuals to stop, or cut down on certain polluting activitiesIII. Pronunciation and grammara. Pronunciation1. sneeze 2. smash 3. shrimp 4. spreadb. Grammar1. living 2. ringing 3. to leave4. to drink 5. invited 6. blownIV. Writing We are trying to find solutions to environmental pollution problem. People should stop cutting trees for timber [gô xây dưng]. Instead, they should plant more trees and forests. They should reduce using cars and motorbikes that cause noise and air pollution. We should prevent farmers from using fertilizers and pesticides that damage the soil. People should not leave litter on the land and in the water. We should prohibit factories from dumping industrial waste into rivers and lakes. It is high time governments over the world had measures that require companies and individuals to stop or cut down on polluting activities.

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Unit 12: The asian games Period 1: ReadingI. ObjectivesBy 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 and summarise the content of the

text- understand the history and meaning of The Asian GamesII. Teaching aidsTextbook, handouts,pictures about sport games in Asian Games, cassette ………….III. Anticipated problemsSs may not also be familiar with the note-taking task so T should provide them some tip to deal with the taskIV. Procedure

Teacher Students Warm up(5m)Show some pictures about asian games and ask questions:

1. What sports do you see in the photos?2. Which one do you like to play?why?3. In which sporting events are these sports competed?

Before you read(7m)Ask Ss to open the book and look at the pictures in it and speak out what sport game it isAsk Ss to work in pair group to discus the questions in before you read

Vocabulary pre- teachIntercultural knowledgeMulti-sport eventFacilities(n) [fə'siliti] ( sô nhiêu) nhưng tiên nghiAquatic(n) [ə'kwætik]Wrestling(n) ['resliη]Squash(n) [skwɔ∫]Fencing(n)Billiards(n) ['biljədz]Appreciate(v)Enthusiasm(n) [in'θju:ziæzm]

While you read(20m)Choose the most suitable main idea for each

1. They are football, table tennis, high jumping, and bodybuilding2. I like to play…because it makes me healthy3. In Sea Games and Asian Games

Individual work- tennis, wushu, fencing, footballPair work- every four years- 44- karatedo, Body buildingsù hiÓu biÕt v¨n ho¸ lÉn nhausù kiÖn nhiÒu m«n thÓ thao

(thê duc,thê thao) chơi ơ dươi nươc (ví du bóng nươc...)môn đâu vâtbãng quÇnm«n ®Êu kiÕmbi dađánh giá đúng, đánh giá caosư hăng hái, sư nhiêt tình

1- B 2- C 3- A

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paraA. The spirit of the 14th Asian GamesB. The purpose of Asian GamesC. The five-decade history of the Asian GamesTask 1Ask Ss to work individually to complete the sentences using the word on the boxTask 2Scan the passage and complete the following tableAsk Ss to work individuallyCall on some Ss to go to the board and write their answersGive the feedbackTask 3Ask Ss to work in pairs to practice asking and answering the questionsCall on 2 Ss to write their answers on the boardGive feedback

Individual work1. facilities 2. aquatic 3. enthusiasm4. effort 5. advancing 6. appreciated

Individual work1. 19512. the 2nd Asian Games in Manila, the Philipines3. 19584. Squash, rugby, fencing and mountain biking5. 2002Pair work1. The purpose of the Asian Games is to develop intercultural knowledge and friendship within Asia2. 9,919 participants took part in the 14th Asian Games3. They won the gold medals in body building, billiard and women’s kararedo

Period 2: SpeakingI. ObjectivesBy the end of the lesson Ss will be able to:- Practice asking for and giving information about the Asian Games- Talk about sport resultsII. Teaching aidsTextbook, handouts, ………….III. Anticipated problemsSs may have difficulties with speaking ordinary numbers so T should help themIV. Procedure

Teacher Students Warm up(7m) Ask Ss to arrange these jumbled words to make the complete questions by putting the words given in the correct orders1. 14th, were, the, where, Asian, held, Games, when, and?2. countries, in, how, the, part, many, complete, how,the?3. were, at, Games,sports, many, completed,how,the?Call on 3 Ss to go to the board and write the questionsAsk other Ss to correct if necessaryAsk Ss to work in pairs to find the answersActivity 1(20m)T reviews how to read cardinal number and ordinal numberT gives Ss handouts to practice speaking

Pair work1. When and where were the 14th Asian Games held?In Busan, Korea2. How many countries took part in the Games?42 countries3. How many sports were completed at the Games?38 sports

Pair workA: When and where were the 1st Asian Games held?B: in 1951 in IndiaA: How many countries took part in the Games?

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Ask Ss to work in pairs to practice asking for and giving information about the Asian Games and talking about sport resultsT goes around and offer help if necessaryThen call on some pairs to stand up and practiceCorrect their mistakes if necessary

Handout A

Game

No

Host country

year Number of

countries

Number of sports

1 1951 62 Philipines 183 204 Indonesia 1962 135 176 Thailand 187 Iran 168 1978 259 India 2110 1986 27

Activitiy 2(15m)Ask Ss to take turns talking about the Asian Games and the sports results of the Vietnamese athlete at 14th Asian Games, using the information from the table in your booksAsk Ss to work in pairs to practice talking about sport resultsT goes around and offer help if necessaryThen call on some pairs to stand up and practiceCorrect their mistakes if necessary

Wrapping up(3m)Summarise the main pointGive home work, in 30 words write about athletes or sports you like best

B:11A: How many sports were competed at the Games?B: 6

Handout BGam

eNo

Host country

year Number of

countries

Number of

sports

1 India 112 195

48

3 Japan 204 196

213

5 Thailand

18

6 1970

13

7 1974

25

8 Thailand

19

9 1982

10 Korea 25

Pair workA: In which sport did Vietnamese athletes won medals?B: Body building, Billiards, Karatedo, Shooting, WushuA: How many medals did they win?B: 10A: In which sport did Vietnamese athletes win 2 gold and 1 bronze medals?B: Karatedo

Whole class

Period 3: ListeningI. ObjectivesBy the end of the lesson Ss will be able to:Develop such listening micro-skills as listening for specific information and listening for general infromationDo multiple-choice questions, comprehension questions exercises wellSummarise main ideasII. Teaching aidsTextbook, handouts, cassette ………….III. Anticipated problemsSs may not also be familiar with the note-taking task so T should provide them some tip to deal with the taskIV. Procedure

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Teacher Students

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Warm up(5m)1. Name some gymnastics you know or see?2. What do you call a person who displays in gymnastics?marathon Weightlifting swimming pole vaulting jumping

javeline

Before you listen(8m) Ask and answer the following questions:1. What are name of these sports? a. b.

c. d.

2. Have you ever watched sports like these on television?3. Which sport do you like best? Why?- Ask Ss to work in pairs to ask and answer the questions- Go around check and offer help- Call some pairs of Ss to stand up and practice asking and answering the questionsListen and repeatAsk Ss to listen and repeat the words phrases in textbookExplain how to read correctly and their meaing

While you listenTask 1(10m)- Get Ss to read the options in each sentene or question carefully - Play the tape once for Ss to listen and do the task- Get Ss to find a partner to check their answers with- If many Ss can’t answer the questions, T plays the tape one or two more times and pauses at the answers for them to catchThen check with whole classTask 2(14m)- Get Ss to read the questions in task 2 and answer

Group work

We call a person who displays in gymnastics a gymnast

Pair work a. long jumpb. high jumpc. gymnasticsd. weightliftinge. swimming

e.

Yes, I have

I like swimming because it make relax and healthy

Whole class

Indidividual and pair work

1. C 2. A 3. B4. B 5. D

Pair work and whole class

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Lesson plan English 11

Period 4: WritingI. ObjectivesBy the end of the lesson Ss will be able to:Describe the preparations for the coming Asian GamesII. Teaching aidsTextbook, handouts, ………….III. Anticipated problemsSs may have difficulties in writing and have mistakes so T should help themIV. Procedure

Teacher Students Warm up(7m)T asks Ss to work in groups and give each group some letters and asks Ss to arrange them into meaningful wordCall on some group to go to the board and write downGive the feedback

Before you writeHandoutActivity 1(5m)Ask Ss to match the verbs in column A with the noun phrases in column B

A B1. build a. the training areas2. upgrade b. one more National Stadium3. widen c. people to serve the Games4. equip d. the national Sports Centres5. advertise e. hotels with modern facilities6. recruit f. a competition to choose and official

song7. hold g. sports- places-dates and time

Activity 2(7m)Setting the sceneSuppose Vietnam is going to hold the Asian Games. What will we have to do to prepare for the Games?T gives some questions:1. what will your country do first?2. Why will we have to upgrade the National Sports Centres and stadiums?3. What about the training areas and the roads?4. What will we have to equit the hotels and guest houses with? What for?5. Which form of mass media will be used to advertise all the preparations for the Games?6. Who will you recruit to serve the Games?7. What competition will we have to hold?-Ask Ss to look at the suggestions in the book before writingCall on some Ss to stand up and answer the questionsListen and give feedback

Group work+SuggestionBuild, upgrade, winden, equip, advertise, recruit, hold

Group work1. b2. d3. a4. e5. g6. c7. f

1. We’ll have to build one more National Stadium and some sports buildings and car parks2. Because they are not in good condition3. We will widen the training areas the roads and the sports building4. We will have to equip all the hotels and guest houses with modern facilities- to welcome foreign athletes and visitors5. The radio and television will be used for advertising6. We should recruit university teachers and students with good English7. We should hold a competition to choose an official song for the coming Asian Games

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While you write(15m)Ask Ss to write a short para about 100-120 words to desribe the preparations for the Games

Useful languageConjunctions: First, next, then, finally Because, so, moreover…..Tense: simple present and futureAsk Ss to work in group to practice writing

Feedback on Ss’ writings(8m)-Ask Ss to exchange their writing with another student for peer correction- Go around and collect mistakes and errors- Collect some writings for quick feedback- Write Ss’ typical errors on the board and elicits self and peer correction- Finally, T provides general comments on the writings

Wrapping up(3m)

- T summarises the main points of the lesson- For homework, T asks Ss to improve their writing taking into consideration their friends’ and T’Ss suggestions and correction

Group work

Sample writing: To prepare for the coming Asian Games, we will have a lot of things to do. First of all, we will build one more National Stadium, some sports buildings and car parks. The National Sports Centres and local stadiums are not good condition so they need upgrading. And we will widen the training areas the roads and the sports buildings. Then we will have to equip all the hotels and guest houses with modern facilities to welcome foreign athletes and visitors. The hotels should also have special service for disable athletes. It is necessary to promote and advertise all the preparations for the Asian Games on the radio and television. Finally we need to recruit volunteers to serve the Games- These people should be university teachers and students with good English. One more important thing is that we will have to hold a competion to choose and official music for welcoming the Asian Games

Whole class

Period 5: Language focus

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I. ObjectivesBy the end of the lesson Ss will be able to:- Distinguish the clusters /str/, /skr/, and /skw/- Pronoun the words and sentences containing these clusters correctly- Be consolidated relative clauses do exercise correctly- understand about omission of relative pronounsII. Teaching aidsTextbook, handouts, cassette ………….III. Anticipated problems Ss may find it difficult to pronounce the three clusters, so T should prepare a lot of practiceIV. Procedure

Teacher StudentsWarm up (5m)

Handout:Listen carefull and make a cross (X) at the sound you hear

/str/ /skr/ /skw/12345678910

T reads aloud the words which have the clusters /str/, /skr/, and /skw/1. squire ['skwaiə] đia chu, điên chu2. scram [skræm] (tư lóng) cút nhanh!, xéo!3. squeak [skwi:k](v,n) rít lên4. straight [streit]5. scroll [skroul] Pronunciation(10m)Distinguishing the sounds- T models the clusters/str/, /skr/, and /skw/ for a few times and explains how to pronounce them- Play the tape once for Ss to hear the wordsContaining these clusters. Then T plays the tape(or read) again and this time ask Ss to repeat after the tape (or T)- Ask Ss to read the words in each column out loud in chorus for a few times. Then T calls on some Ss to read the word out loud. T listens and corrects their pronunciation

Practicing sentences containing the target sounds- Ask Ss to work in pairs and take turn to read aloud the sentences- Call on some pairs to read the sentences again and provides corrective feedback

Grammar

Pair work

/str/ /skr/ /skw/1 X2 X3 X4 X5 X6 X7 X8 X9 X10

X

6. strict [strikt]7. squeal [skwi:l](n,v) kêu ré lên, thét lên8. stress [stres]9. scrunch [skrʌnt∫](v) nghiên (răng)10. straw [strɔ:]

Pair work, individual work and whole class

S: Which man?

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1.Presentation(7m)Relative clauses(revision)Setting the sceneT: Do you know the man?T: The man whom you met in the street yesterday T: So the man you met yesterday is your cousinTr êng hîp bá §TQH khi nã lµ t©n ng÷ cña mét M§T gives some example for Ss to do+ The girl whom you saw on the bus yesterday is my sister+ The books that/which I bought yesterday is very interesting2. Practice Exercise 1(8m)Ask Ss to work individually and then ask them to read loudly before classListen and give feedback

Exercise 2(8m)Ask Ss to complete each of the following sentences, using a suitable sentence in the box to make a relative clause without a relative pronoun

-Ask Ss to work individually and then ask them to read loudly before class-Listen and give feedback

Exercise 3(5m)Ask Ss to tick the sentences in which the relative pronoun can be omittedAsk Ss to work individually then work in pairs to discussThen T calls on some Ss to stand up to answer T corrects if necessary Wrapping up(2m) T summarises the main points of the lessonGive homework, ask them to do exercises work book at pages 8

S: Oh, yes. He’s my cousin

The girl you saw on the bus…..siter The books I bought ……interesting

Individual work1. Have you found the bike you lost?2. Most classmates he invited to….3. The short stories John told were….4. The dictionary I bought yesterday is..5. I didn’t like the man we met this….6. The beef we had for lunch was……

1. I enjoy my job because I like the people I work with2. The dinner party we went to wasn’t very enjoyable3. The house we’re living in is not in good condition4. I wasn’t interested in the things they were talking about5. He didn’t get the job he applied for6. The bed I slept in was very modern

Suggested answerThe relative pronoun in sentence 1, 3, 5, 6 can be omitted

Whole class

Unit 13: Hobbies Period 1: ReadingI. ObjectivesBy the end of the lesson Ss will be able to:

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

- Use the information they have read to discuss the topicII. Teaching aidsTextbook, handouts, cassette ………….III. Anticipated problemsSs may have limited linguistic resources for discussion, so T should be ready to assist themIV. Procedure

Teacher Students

Warm up (8m)Match the word in column A to picture in column B

A B

____1. watching TV

a.

____2. swimming

b.

_3. climbing the moutain

C.

_4. listening to music

d.

__5. singing

e.

Before you read(6m)

Ask Ss to look at the pictures on page 146 and call out the names of the hobbies described in the pictures

Ask Ss which of these things they like to doing in their free time and why. If Ss do not like any hobbies in the pictures, they can talk about one of their hobbiesCall on some Ss to answer the questionWhat do you call things you do in your free time?

Introduces the topic of the lesson→ Hobby

While you read

Work in pairs

1. c2. e3. a4. b5. d

Picture 1:She is playing guitarPicture 2:He is going fishingPicture 3: He is swimming

→ Hobby

Individual work, pair work and whole class

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Set the sceneYou are going to read a passage about a person’s hobbies. Then do the task that followTask 1(10m)Ask Ss to do an exercise to find the meaning of the words or phrasesInstruction: the words/phrases in the box all appear in the passage. Use them to fill the blanks in the sentenes

1. I’ll forget about dieting today. I’m going to………eating whatever I like2. He’s is an………musician. All his songs are very popular3. I love all fictions by Sydney Sheldon. I’m an………collector of his works4. He doesn’t like a big house in the centre. His only dream is to have a……….little house on the outskirt (ngoai ô )5. I spend most of my free time looking after these puppies. They really………………….6. They don’t need the old radio anymore. It can be…….7. He mother loves ……her on the organ- T gets Ss to read the passage silently and then do task 1Accomplished(a) [ə'kɔmpli∫t] Discarded(a) [di,skɑ:did] To indulge in [in'dʌldʒ]Accompany(v) [ə'kʌmpəni] Modest(a) ['mɔdist] vưa phai, phai chăng Avid(a) ['ævid] khao khát, thèm khát, thèm thuông+ Keep me occupied ['ɒkjʊpaid]

Task 2(11m)- Ask Ss skim the 9 questions to understand them- Ask them to read carefully the passage again - Then T gets Ss to check their answer with a partner- Call on some Ss to read aloud their answer and ask them to explain their choices- Give the correct answers7. He collects them from discarded envelops his relatives and friends give him8. Local stamps9. He keeps the less common ones inside a small album. The common ones he usually gives away to other or if no one wants them he simply throws them away

After you read(8m)Ask Ss to work in pairs to ask and answer about their hobby

1. indulge in2. accomplished3. avid4. modest5. keep me occupied6. discarded7. accompanying

Tµi n¨ng, tµi hoaBá, lo¹i bá, vøt báHam mª, say mª ( to accompany somebody at / on something) đêm nhac cho ai

Lµm cho ai bËn rén

Invidual work, pair work and whole class1. The writer’s first hobby is playing guitar2. No, he doesn’t3. Because he’Ss an accomplish guitarist and he’s good at accompanying4. It is keeping fish5. He bought some from the shop and collected some from the rice field near his house6. He is not an avid stamp collector

Pair work

Whole class

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Accomplished discarded indulge inAccompanying modest avidKeep me occupied

114

Lesson plan English 11

Wrapping up(2m)T summarises the main points of the lessonAsk Ss to learn by heart all new words and give examles

Period 2: SpeakingI. ObjectivesBy the end of the lesson Ss will be able to:+ Ask and answer about a hobby+ Talk about collectionII. Teaching aidsTextbook, handoutsIII. Anticipated problemsSs may not have enough vocabulary to talk about the topic, so T should be ready to oprovide helpIV. Procedure

Teacher StudentsWarm up(8m)

Vocabulary revision- guessing game(vocabulary related to the topic”hobbies”)+ T writes a word/expression which describes a hobby. Other Ss from each group have to explain the word by using their actions, face expressions and sounds so that their representative can guess the wordTask 1(12m)“Find someone who…”- Get Ss to work in pairs. Which pair finishes the

task first will be the winner- Give Ss handouts- Ask the winner to report the results to the

whole class and calls on some other pairs to give out theirs

Handout ALike….. Name reason

Swimming Fishing Stamp-collectingMountain-climbingPlaying computer gamesReading booksWatching TVChatting with a friend on the phone

Task 2(10m)Ask Ss to work in pairs to practice the Dialogue between Lan and HuongTag(n) [tæg] nhãn (hang, giá)Stall(n) [stɔ:l] quây, ban bay hangTo classify: ['klæsifai] săp xêp cho có hê thông; phân loaiCategory(n) ['kætigəri] hang, loaiCall on some pairs to practice the dialogue in font of the class and gives feedback

Group work

Pair work

Hangout BDoesn’t like….. Nam

ereason

Swimming Fishing Stamp-collectingMountain-climbingPlaying computer gamesReading booksWatching TVChatting with a friend on the phone

Pair work

Eg: the books in the library are classified by/according to subject sách trong thư viên đươc phân loai theo chu đê

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Task 3(13m)Ask Ss to work in pairs to do the role play using the suggestions in task 3T goes around the class checking and offering helpCall some pairs to talk in front of the class T elcits feedback from the class and gives final comments

Wrapping(2m)

T summarises the main points of the lessonFor homework, Ss revise the things they have learnt and do the exercise in the work book

work in pairs to role play the dialogue

Whole class

Period 3: ListeningI. ObjectivesBy the end of the lesson Ss will be able to: - Develop their skill of listening for specific informationII. Teaching aidsTextbook, handouts, cassette ………….III. Anticipated problemsSs may not catch some information, so T should be ready to assist themIV. Procedure

Teacher StudentsWarm up(7m)

Make as many sentences as possible with the words provided

Stamps- fish- books –swimming Before you listen(8m)Brainstorming Get Ss to work in pair to brainstorm all the benefits of reading books in 3 minutesAfter 3 minutes T calls on the pair with the biggest number of benefits to give the answersAsk the other pairs to add more ideasPre- teaching vocabularyBygone(a) ['baigɔn]: past quá khư, qua rôiGigantic(a) [dʒai'gæntik]: very great(không lô)Ignorant(a) ['ignərənt]: stupid(ngu dôt; dôt nát) ignorance(n) to be ignorant/unconscious/unaware of smtTo be fed up with: ch¸n ngÊyTo cope with= to face with: ®èi phã ®¬ng ®Çu víiJungle ['dʒʌηgl](n): forest ['fɔrist] rưng nhiêt đơiProfitably(adv) ['prɔfittəbli] có lơi, có ích; thuân lơiAvailable(a) [ə'veiləbl] có thê kiêm đươc, có thê mua

đươc, săn có đê dùngOtherwise(adv) ['ʌđəwaiz] măt khác, vê măt khácContinually(adv) [kən'tinjuəli] liên tuc, không ngơt

While you listen

Group work1. I like stamps/ I have a lot of stamps…2. We usually have fish for meals/What kinds of fish would you like to eat…..3. I like reading book/ I read any kind of books…..4. We go swimming everyday/ Do you like swimming?

Pair work Books are help to widen our

knowledge Books give us valuable

experience Books are good sources of

information Books make our life better Books help us relax

Profitable(a),profitability(n) ['prɔfitə'biləti]

Otherwise(conj) nêu không thì...Ex:put the cap back on the bottle,

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Lesson plan English 11

Task 1(12m)Ask Ss to read through the statements to understand them and underline key wordsT plays the tape once for Ss to do the taskT asks for Ss’ answers and writes them on the boardT plays the tape the second time for Ss to check their answersT checks Ss’ answers by calling on some Ss and ask Ss to explain their answersTask 2(9m)T asks Ss to read through the passage with the things they remember from the previous time of listeningT plays the tape again for Ss to do the task.After playing the tape, T gets Ss to work in pairs and check their answersT calls on some Ss to give the answers and elicits feedback from other Ss.

After you listen(7m)Get Ss to work in groups of 4 to talk about the disadvantages of over-readingGo around checking and offering helpCall on the groups to present their ideas and other groups to add some more ideasT gives the feeback

Wrapping up(2m)T summarises the main points of the lessonFor homework, Ss revise the things they have learnt and do the exercise in the work book

otherwise the juice will spill đây cái năp chai lai, nêu không nươc ngot se đô ra- individual work, group work and whole class+1, 5, 6,6,7,8 are true2. F( His parents soon got fed up with having to read to him continually)3. F(He started with simple ABC books)4. F(Now he reads just about anything that is available

individual work, group work and whole class1. wonderful2. disease3. jungle4. certainly5. ignorantly

Group workSome disadvantages of over reading- becoming shortsighted- not having enough physical

exercise- lacking practical knowledge- becoming a bookworm

whole class

Period 4: WritingI. ObjectivesBy the end of the lesson Ss will be able to: Write about a collectionII. Teaching aidsTextbook, handouts, III. Anticipated problemsSs may not have sufficient vocabulary to write, so T should be ready to help themIV. Procedure

Teacher StudentsWarm up(7m)

Competion gameAsk Ss to make questions with”book collection”Suggestions1. Where to buy books2. How to collect books3. How to keep books4. How to classify books

Work in group of four1. from book shop, second-hand stall, parents, friends..2. buy the book when find it interesting3. keep them in a big bookself4.different categories: history,

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5. When started collecting6. Why to collect books7. Plan for the future

Preparing Ss to write(12m)With weaker Ss, T allows them to write about a book collection and stamp collection, using suggestions or outlinesT gets Ss to work in pairs to make an outline for their writing by answering the questions in warm up. They should discuss to choose the most appropritate detail to support the main ideas

Writing(15m)T gets Ss to write a paragraph about their collection in 15m, base on the outlines they have produced. Ss should arrange the ideas in a logical wayCall two Ss to go to the board to writeGo around offering help

Feedback on Ss’ writing(8m)- T asks Ss to exchange their writing with another student for peer correction- T goes around and collects mistakes and errors- T writes Ss’ typical errors on the board- T provides correction only when Ss are not able to correct the errors

Wrapping up(2m)T summarises the main pointsFor homework, T asks Ss to improve their writing, taking in consideration their friends’ and T’s suggestions and correction

people, science…5. at age of 126.broaden knowledge, know more about the world…7. continue to make the collection richer

Pair work and whole class

Individual workI’m very much interested in collecting books and have a book collection at home. I started collecting books when I was a 12 year-old student. I buy the book whenever I find them interesting. Near my house are several book shops, so when I have free time I go there to find books for my collection. Sometimes I also buy books in second-hand book stalls, and occasionally, my parents and friends give me some.Now I have a total about 100 books and I keep them all in a big bookshelf in my bedroom. I classify them into different categories: books about history, books about famous people, and books about science…I love collecting books because books helps me broaden my knowledge and know more about the world. Also, reading books train my patience

Period 5: Language focusI. ObjectivesBy the end of the lesson Ss will be able to:- Pronounce the clusters /pt/, /bd/, /ps/ and /bz/- Pronounce the words and sentences containing these clusters correctly- Use cleft sentences (subject focus, object focus and adverbial focus) correctly to do the

exercises and solve communicative taskII. Teaching aidsTextbook, handouts, ………….III. Anticipated problemsSs might have difficulty pronouncing. Therefore, T should be ready to assist themIV. Procedure

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Teacher StudentsPronunciation(8m)

Distinguish sounds- T models the /pt/, /bd/, /ps/ and /bz/ for few times and explains how to pronounce them- T gets Ss to read the words in each column out loud in chorus for a few more times. T listens and corrects if Ss pronounce the words incorrectlyPracticing sentences containing the target sounds-Ask Ss to work in pairs and take turn to read aloud the sentences- Go around to listen and take notes of the typical errors- Call on some Ss to read the sentences again and provides corrective feedback

Grammar A. Presentation(8m)Cleft sentences - T gives examples to explainThis boy visited his uncle last month S O Adv+ Subject focus: It was the boy who visited his uncle last month+ object focus: It was his uncle that the boy visited last month+ adverbial focus: It was last month that the boy visited his uncle- T calls on some Ss to comment on these

examples- T explain and ask Ss to do the following

sentence:David studied English at Oxford - Cleft constructions with the pattern It + be+ focus+ clause1. Subject focusIt is/was + S+ that/who +verb: chÝnh ai ®ã lµm c¸i g×2. Object focusIt is/was + O+ that/who(m)+ S +verb: chÝnh ai ®ã, mét c¸i g× ®ã mµ …3. Adverbial focusIt is/was + adverbial of place + that+ S+verb+…(chÝnh n¬i nµo ®ã ai ®ã/ mét c¸i g× ®ã lµm g×..)B.Practice Exercise 1(7m)- T asks Ss to do exercise 1 individually and

then compare their answers with another student

- T calls on some Ss to read out their

Individual work, pair work and whole Class

Individual work, pair work and whole Class

It was David who studied English at OxfordIt was English that David studied at OxfordIt was at Oxford that David studied E

It is my friend that helps me a lot

It is my cat that I love very much

It is in this hospital that I was born

Individual work, pair work and whole Class 1. It was the boy who visited his uncle last month2. It was my mother who bought me a present on my birthday

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answers- T elicits peer correction and gives correct

answers if necessary5. It was the boys who played football all day long6. It was the girl who received a letter for her friend yesterdayExercise 2(7m)- ask Ss to do exercise 2 individually and

then calls some Ss to write their answers on the board

- T elicits feedback from other Ss Correct answers1. It is E that the man is learning2. It was the book that the woman gave him3. It was the postcard that she sent her friend4. It was the book that Hoa borrowed from Long

Exercise 3(7m)- Ask Ss to do exercise 3 in pairs- Ask them to compare answer with another

pair- Call on some Ss to read aloud their

answers- Ask other Ss to feedback and gives

correct answersProduction(7m)

Noughts and crossesMy dog Their sister His wifeAt home In the library Her best

friendMy mother This Sunday Mai

- Ask Ss to work in pairs to make cleft sentences

- Call on some Ss to read out their sentences, and other Ss give comments

Wrapping up(2m)T summarises the main points of the lessonFor homework, Ss revise the things they have learnt and do the exercise in the work book

3. It was Huong and Sandra who sang together at the party4. It was Nam’s father who got angry with him

Individual work, and whole class

5. It was his grandfather who(m )the little boy greeted in a strange language6. It was the policeman who(m )the pedestrian asked a lot of questions7. It was the stranger who(m) the dog barked at

Pair work and whole class1. It was in the garden that the boy hit the dog2. It was for tea that she made some cakes3. It was for him that his father repaired the bicycle4. It was on his birthday that she presented him a book5. It was in Britain that he met his wife6. It was from the shop that she bought that present7. It was at 8:00 a.m that the meeting started

Whole class

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Unit 14: Recreation Period 1: ReadingI. ObjectivesBy the end of the lesson Ss will be able to:- Develop such reading micro-skills as guessing meaning of words in context and scanning

for specific ideas- Use information they have read to discuss the related topicII. Teaching aidsTextbook, handouts, ………….III. Anticipated problemsSs may need to be provided appropriate linguistic resources so that they can complete various learning tasks IV. Procedure

Teacher StudentsWarm up(8m)

Matching picures with leisure activities

a. b.

c. d.

1. singing 2. swimming 3. shopping 4. cooking5. watching TV 6. listening to music7. reading newspapers 8. playing chess

Before you read(8m)Ask Ss to look at the pictures in their text book and tell what they are doing- Then ask Ss to look at the activities

Group work

f.

g. h. 1- d 2- b 3-f 4- h 5- c6- a 7-g 8-e

Pair work1. She is playing guitar2. They are having a party3. They are playing rugby4. She is watching TV at home5. They are swimming

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written on the board and guess which of these leisure activities Bristish people often do in their free time

- T elicits the answers from the whole class and put a tick next to activities Ss think British people often do in their free time

Pre-teaching vocabularyRecreation(n) [,rekri'ei∫n]Dull(a) [dʌl]:slow to understand/learnPastime(n) ['pɑ:staim]: hobbyUndertake(v)Snooker(n) ['snu:kə]Pool(n) [pu:l]Dart(n) [dɑ:t]Sophisticated(a) [sə'fistikeitid]Engrave (v) [in'greiv]

While you readTask 1(10m)- Get the Ss to read the passage silently and do task 1- Ask Ss to work in pairs to exchange their answers- T checks answers with whole classTask 2(10m)Ask Ss how to do this task and ask them to read the questions and underline key words before anwering themAsk Ss to work individually to do the task, then discuss their answers with their peersCall on some Ss to give their answer and ask them to explain their choices. T elicits feedback from other Ss and give the correct answers

After you read(7m)- get Ss to work in pairs to discuss the

question- go around to observe and offer help- call on some pair to present their discuss- listen and give feedback

Wrapping (2m)T summarises the main points of the lessonAsk Ss to learn by heart all new words and give examles

sư nghi ngơi, sư giai trí, sư tiêu khiênchâm hiêu, tôi da, ngu đân, đân đôntrò tiêu khiên, trò giai trí, sư giai trínhân, đam nhân, đam tráchI can't undertake to do thattrò chơi bi-da(21 vien)trò chơi bi-da(16 vien) trò chơi ném phi tiêutinh vi, phưc tap, răc rôi; công phukhăc, trô, cham

individual work, pair work and whole class1. A 2. B 3. B 4. A 5. B 6. A

individual work, pair work and whole1. Because without them people will become dull/bored2. Football and rugby in winter and cricket and athletics in summer3. Walking and swimming4. B this is a new kind of entertainment which gives them pleasure

Pair work

Whole class

Period 2: SpeakingI. ObjectivesBy the end of the lesson Ss will be able to: - Express agreements and disagreements about entertainment activities and state the reasonsII. Teaching aidsTextbook, handouts,

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III. Anticipated problemsSs may not have enough vocabulary to talk about the topic, so T should be ready to provide helpIV. Procedure

Teacher StudentsWarm up(8m)

Lucky numberGet Ss to play the game lucky number with the words they had learntTask 1(10m)- Get Ss to work in pairs to read the

expression on page 157 and decide which expressions show agreement and which expressions show dis agreement

- T checks with whole class and gives correct

Task 2+3(13m) - Ask the whole class to read the D on page

157- Ask Ss to practice D in pairs- Call on some pairs to practice the D in

front of the class and give feedback- Then ask Ss work in groups to continue

the discussionTask 4(14m)- T calls on some representatives to report

their discussion to the whole class. - Ask Ss to present the reasons why their

group member agree or disagree about the camping trip and what their decision is

- T elicits feedback from the class and gives final comments

Wrapping up(2m)- T summarises the main point of the lesson- For homework, Ss learn by heart the

expressions and do exercises in workbook

Group work

Pair work and whole class 1. A 2. D 3. A 4.A5. D 6. A 7. A

Pair work, whole class, group workA: Let’s go campingB: Yes, let’s do that. Then we can enjoy spectacular sceneryC: Oh, that’s a good idea, but if we go camping we’ll have to bring a lot of equipment and supplies which are quite heavy

Pair work and whole class

Whole class

Period 3: ListeningI. ObjectivesBy 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 listeningII. Teaching aidsTextbook, handouts, cassette ………….III. Anticipated problemsSs may not catch some information, so T should be ready to assist themIV. Procedure

Teacher Students

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Warm up(8m)-T gets Ss to work in groups of 3 and then gives the following handout- Ss discuss in their group and put the leisure activities in the appropriate column. The group with the correct and quicket answer is the winner

Indoor Outdoorsummer

Outdoorwinter

All seasonoutdoor

- T asks the winner group to go to the board and write their answers. Other Ss observe and comments

- T checks and gives feedbackBefore you listen(8m)

- T gets Ss to work in pairs to describe the two pictures.+ Who are the people in the pictures?+ What are they doing?+ Where are they?+ What is the weather like?Pre-teaching vocabularyCampinground(n) area for campingDepressed(n) sadSolitude(n): state of being alone, remotenessSpectacular(a): impressive, dramatic

While you listenTask 1(10m)Before Ss listen to the task, T asks them to read through the statements to understand them well- Play the tape once for Ss to listen and do the task- Get Ss to find a partner to check their answers with

Group work

Indoor Outdoorsummer

Outdoorwinter

All seasonoutdoor

Playing vdeo games, Surfing the internet, watching TV, playing chess

Surfing, scuba diving, sunbathing

Skiing, snowboarding

Building sand castles, hiking, swimming, horse riding, having a picnic, bungee jumping, rolerblading, cycling, bird watching

Pair work and whole classThey are studentsThey are going for a camping holidayThey in the forest and in the cityThe weather is fine

C« ®¬n, c« ®éc, hiu qu¹nh®Ñp, kú vÜ

Individual work, pair work and whole class

1,2,4,6 – true3. F( He used to be there in summer)5. F( She doesn’t like it)

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Surfing, scuba diving, playing video games, skiing, sunbathing, surfing the internet, building sand castles, hiking, swimming, hose riding, having a picnic, bungee jumping, rollerblading, cycling, snowboardinf, bird watching, watching TV, playing chess.

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Lesson plan English 11

- If many Ss can’t answer the questions, T plays the tape one or two more times and pauses at the answers for them to catchThen check with whole classTask 2(10m)- Get Ss to read the questions in task 2 and answer the questions without listening again. If they can’t, T plays the tape for them to listen again- Get Ss to check their answers with a partner. Then check with whole class- Play the tape again and pause at difficult point if many Ss can’t complete the task- Call on some Ss to go to the board and write down their answers- T gives the feedback- Get Ss to read the options in each sentene or question carefully - Play the tape once for Ss to listen and do the task- Get Ss to find a partner to check their answers with- If many Ss can’t answer the questions, T plays the tape one or two more times and pauses at the answers for them to catchThen check with whole class

After you listen(7m)- T gets Ss to work in groups of 4 to

discuss what campers should do to protect the widerness

- T goes around to check and offer help- T calls on the groups to present their

ideas and other groups to add some more ideas

- T gives corrective feedback

Wrapping up(2m)

Summarise the main point of the lessonAsk Ss to learn by heart all new words and do exercises in workbook

Individual work, pair work and whole class

1. Riding their dirt bike in the desert, taking showers in waterfalls and swimming in lakes and rivers.2. In sleeping bags or tents3. Because more and more people are coming to these places and leave trash in the forests and take rocks and plants with them4. He thinks nature is also important in the world5. In cities6. Because she can’t put up an umbrella tent in the wind or make a fire in the rain or carry a heavy backpack

Group work and whole class

- They shouldn’t leave the trash in the place

- They shouldn’t cut trees or take plants home

- They shouldn’t throw dirty things into the lakes and treams

- Be careful with the fire- They shouldn’t take rocks or wild

amimals home

Period 4: WritingI. ObjectivesBy the end of the lesson Ss will be able to: - Describe a camping holidayII. Teaching aidsTextbook, handouts, ………….

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III. Anticipated problemsSs may not have sufficient vocabulary to write , so T should be ready to help themIV. Procedure

Teacher StudentsWarm up(8m)

Competition game- What should be prepared for a camping trip? Imagine that your class is going for a camping trip in Ao Vua, a place which is around 50 km from Hanoi and has many mountains , streams and waterfall.- Ask Ss to discuss in groups to work out

the things you should prepare before the camping trip. After 4 minutes, which group has the most suitable things will be the winner

Preparing Ss to writeTask 1(12m)Ask Ss to work in pairs to look at the pictures and activities given on page 159 and 160 of the book and match the activities with suitable pictures- Check the answers with the whole class- T asks Ss to work in group to brainstorm

the ideas for the description. Ss should also work out the structure of the writing

- Ss write one or two sentences about the time and place of the camping trip

+ Body: Ss describe the camping trip in details: the time they set up, what activities they did and the time they came back from the campground+ conclusion: Ss write bout their feeling of the trip Writing(15m)Get Ss to write their description in 15 minutes, based on the suggestions given in task 1- call two Ss to go to the board to write- goes around and offer help

Feetback on Ss’ writing(8m)- T asks Ss to exchange their writing with another student for peer correction- T goes around and collects mistakes and errors- T writes Ss’ typical errors on the board- T provides correction only when Ss are not able to correct the errors

Wrapping up(2m)

Group work- Things to bring: Food, drinks, tent, shovel ['∫ʌvl]cái xeng, flashlight, sleeping bag, blanket, whistle, mattress ['mætris] nêm,

đêm, ,compass, first aid kit bô dung cu sơ cưu, swimming suit, spare clothes, strong shoes, stove, cooker, guitar- Things to do:Hire a coach, hire the tent, buy necessary things, prepare some games and songs

Pair work, group work and whole class1. g 2. a 3. b 4. c 5. f 6. d 7. h 8. i 9. e

Last weekend our class went to Ba Vi for a two-day camping holiday. Our bus left the school very early, at 5 a.mon Saturday morning so that we could hame more time to play. When we arrived at the campground, we quickly put up the two big umbrella tents. After that some of us went around to watch wildlife in the forest. Some of our classmates who had been in the place before went swimming in the lake. At around ten a.m, we gatered near the tent and cooked our food over the open fire. After lunch, we had a short rest. At about 3 p.m, we went fishing in the hope that we could catch some fish for our dinner. Luckily, we caught 3 big fishes. We cooked and had dinner together happily. After that, we put up a big fire to prepare for the evening activities. We sang and danced around the camp fire. Ar 11 p.m we went to sleeping in the tents. The boys slept in the blue tent, and the girls stayed in the red one. We all slept soundly.The next morning we woke up early. After a light breakfast, we organized some games with funny and surprising prizes. After lunch, some of us went around the place while others took a nap in the tents. We got on the bus to

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T summarises the main pointsFor homework, T asks Ss to improve their writing, taking in consideration their friends’ and T’s suggestions and correction

leave to campsite at 4 p.m on Sunday afternoon The camping trip has had agreat impression on us. After the trip, our classmates seem to understand more about one another. We hope we can have another chance to go camping again

Period 5: Language focusI. ObjectivesBy the end of the lesson Ss will be able to:- Pronounce the clusters/ts/, /dz/, /t∫t/, /dʒd/- Pronounce the words and sentences containing these cluters correctly- Use both……..and, not only……..but also, ether……or, neither…nor and cleft sentences in

the passive correctly to do the exercises and solve communicative tasksII. Teaching aidsTextbook, handouts, ………….III. Anticipated problemsSs may have difficulty pronouncing the clusters. Therefore, T should be ready to assist themIV. Procedure

Teacher StudentsPronunciation(10m)

Distinguish sounds- T models the clusters/ts/, /dz/, /t∫t/, /dʒd/ for few times and explains how to pronounce them- T gets Ss to read the words in each column out loud in chorus for a few more times. T listens and corrects if Ss pronounce the words incorrectlyPracticing sentences containing the target sounds-Ask Ss to work in pairs and take turn to read aloud the sentences- Go around to listen and take notes of the typical errors- Call on some Ss to read the sentences again and provides corrective feedback

GrammarExercise 11. Presentation(10m)1.1 Both……and(võa…v÷a)

both+ adj+and + adjShe is both pretty and intelligent adj adj

both+ N and +NShe plays both table- tennis and badminton N N

both +V and +VThey both speak and laugh V V

both + adverbial phrase+ and + adverbial phrase

Individual work, pair work, and whole class

Pay attention and give examples

He is both singer and actor

Both my sister and brother are students

Not only the students but also the teacher is interested

Lan works hard both at home and at

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1.2 not only…..but alsoIt is not only cold but also wetShe not only plays badminton but also tennis1.3 either……..or: hoÆc …hoÆc( §îc dïng ®Ó nãi vÒ sù lùa chän gi÷a 2 kh¶ n¨ng(hoÆc ®«i khi nhiÒu h¬n 2)Ex: I don’t speak either Chinese or JapaneseYou can have either soup or fruit juiceHe didn’t either write or phoneNote: khi hai S ®c nèi b»ng either ….or , th× V chia theo S ®øng gÇn VEither he or I am wrong1.3 Neither….nor: kh«ng……mµ còng kh«ngI neither rich nor poorHe neither phoned nor wroteNote: khi hai S ®c nèi b»ng Neither ….nor , th× V chia theo S ®øng gÇn V2. Practice(8m)- T asks Ss to do exercise 1 individually and then compare their answers with another student- Call on some Ss to write their answers on the board- T elicits peer correction and gives correct answers if necessary8. Helen lost both her passport and her wallet at the airport9. …they are both clean and easy to part10. ……I either go to the ciname or stay at home and watch TVExercise 21. Presentation(7m) Cleft sentences in the passiveThe boy hit the dog in the garden→ It was the dog that was hit in the gardenThey gave Mai a book last week→ It was Mai who was given a book last week2. Practice(8m)- T asks Ss to do exercise 1 individually and then compare their answers with another student- Call on some Ss to write their answers on the board- T elicits peer correction and gives correct answers if necessary

Wrapping up(2m)

T summarises the main pointsFor homework, T asks Ss review the lesson, do the exercises in the workbook

work Adv adv

Note: khi hai S ®c nèi b»ng not only…….but also, thi ®t chia theo S ®øng gÇn ®tNot only my son but also my daughters are here

You can either come with me now or walk home

Neither he nor I am right Individual work, pair work, and whole class1. Both Jim and Carol are on holiday2. George neither smokes nor drink3. Neither Jim nor Carol has a car4. The film was both long and boring5. That man’s name is either Richard or Robert6. I’ve got neither time nor money to go on holiday7. We can leave either today or tomorrow

Pay attention and give more examples1. It was Christina who was given a lot of flower..2. It was the policeman wo was asked….3. It was his house that was talked…4. It was a bicycle that was bought…5. It was his home town that was described..6. It was the children who were frightened7. It was her classes that were broken8. It was my younger sister who was kissed..9. It was this story book that was given to…10. It is Tet that is celebrated as the ….

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Whole class

 

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