Giao an tieng anh lop 11

Editted by: Lª ThÞ Thuû

Giáo án môn Tiếng anh lớp 11

Lesson plans of grade 11 Nong Cong high school 1


The first term of grade 11

The 1 st period Date: Grade 11

Theme: Guiding how to learn and to do English testsTime: 45 minutes

I. Objectives:1. Educational aim: Students know about English book in grade 112. Knowledge:

Student know: - How to learn English in grade 11- How to do English tests- How to use student’s book and workbook

3. Skill : - Reading- Speaking- Listening- Writing- Doing English tests

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

III. Procedure:

Teacher’s activities Students’ activities NotesWarm-up :(7 minutes)- Introduce to students about the teacher- Ask students about their names and English knowledge etc.

Guiding: 35 minutes1. Guiding student’s book and workbook:* Introduce to students how to use their book and workbook* Introduce to students how to learn reading, speaking, listening, writing, language focus in their books and how to do the exercises in their books2. Guiding English tests in grade 11:

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

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

- listen to the teacher and look through the books



* Introduce to students about oral tests, 15 minute tests, 45 minute tests, etc. and how to do them* The tests in grade 11 include: reading : 25%listening: 25%writing: 25%language focus: 25%3. Guiding other books and tape, disc, etc.

Homework: 3 minutes- Ask students to prepare textbook, notebooks and the things for learning andprepare lesson reading - Unit 1

- Listen to the teacher

- listen to the teacher and write down the things which will be prepared at home



The 2 nd period Date:

Unit 1: friendship Grade 11

Theme: FriendshipUnit 1ReadingTime: 45 minutes

I. Objectives:1. Educational aim: Students should know what a friendship is, know how

to keep a friend long.2. Knowledge:- General knowledge: Students know about how to make and to keep friends

long.- Language: Sentences and expression for describing qualities of true friendship.- New words: Words related to qualities of friendship.3. Skills: Guessing meaning in context, scanning for specific information

and passage comprehension.II. Method: Integrated, mainly communicative.III. Teaching aids: Student’s books, note books, chalks board, etc.IV. Procedure:

Teacher’s activities Students’ activities NotesWarm-up: (5 minutes)- Ask students the questions: - Have you got many friends? - Who is your best frriend? - What do your friends and you do in your free time?

- Let students understand more about activities and qualities of

- Listen to the teacher and answer the questions: - Yes, I have. - A is my best friend. - We usualy come to the library sometimes play foot ball…



friends, then say to students: Today we learn Unit 1- part A: Reading.

Before you read : (7 minutes) - Ask students to look at the picture and read the poem in their books. - Ask students to discuss then ask and answer the question: - What do you think of the friend in the poem? -Let them work in pairs.- Listen to students and correct pronunciation and grammar if necessary.

-Show students to know about friends.

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

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

Task 1 : (3 minutes)- Ask students to fill each blank with a suitable word/phrase.- Let students work individual or in groups.- Help students if necessary.Keys: 1-mutual; 2-incapable of; 3-unselfish;4(1)-acquaintance; 4(2)-friend; 5-give-and-take; 6-loyal to; 7-suspicious.

Task 2: (4 minutes)- Ask students look through the

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

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

- Listen to the teacher.

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

- Keep the book open.- Listen to the teacher then do task 1.- Ask the teacher if necessary.- work individual or in group.- Write down the true keys in the notebook.

- Listen to the teacher.- Look through the passage again and try to choose the most adequately sums up the ideals of the whole passage.- Practice with a partner



passage then try to choose which of the choices A, B, C,or D most adequately sums up the ideals of the whole passage.- Let them work in pairs.

Key: B

Task 3: (6 minutes)- Ask students to scan the passage and answer the questions:- Let them work in pairs.- Walk round and help students. - Ask some students to stand up to ask and answer each other.- Walk round the classroom and correct mistakes.

After you read : (8 minutes)- Ask students to discuss the question: “ Why do we need to have friends?

then write the key down in the note book.- Ask the teacher if necessary.

- Listen to the teacher then ask and answer the questions in the book: 1/ The first quality for true friendship is unselfishness..2/Changeable and uncertain people are incapable of …3/ the third quality for friendship is loyalty… 4. There must be mutual trust between friends because if not, people cannot feel safe when telling the other their most intimate secrets.5. People can’t keep a friend long because they can’t keep a secret, either of their own or others.6. The last quality for true friendship is sympathy. It tells us that to be a true friend, you must sympathize with your friend. Where there’s no mutual sympathy between friends, there’s no true friendship

- Listen to the teacher.- Try to discuss the question.- The students who are called to stand up to report the result to the



’’- Let them work in pairs.- Ask them to report the results to the class. - Listen to students and correct mistakes.

Home work: (2 minutes)- Ask students to write a passage about their friendships (80 words)- Ask students to do Reading exercise of Unit 1 in workbook and prepare Part B : Speaking at home

class loudly.

- Listen to the teacher and write down homework

The 3 rd Period Date: Grade 11

Theme: FriendshipUnit 1SpeakingTime: 45 minutes

I. Objectives:1. Educational aim: Students should know how to discribe a person2. Knowledge: - General knowledge: Students learn about physical characteristics and personalities of a person.- Language: Talking about people’s physical characteristics and personalities.- New words: words related to people’s physical characteristics and personalities.3. Skills: talking about people’s physical characteristics and personalities.II. Method: integrated, mainly communicative.III. Teaching aids: Student’s book and pictures showing friends, etc.IV. Procedure:



Teacher’s activities Students’ activities NotesWarm-up: (5 minutes)- Ask students to keep book close- Ask students to describe some students in the class.- Call some students to stand to talk to the class.- Introduce, listen and repair mistakes for students.(We learn Unit 1, part- speaking)Pre-speaking : (12 minutes)Task 1

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

- Let them work in pairs.- Introduce “Useful language”

to the students:+ Height: tall, medium, short, …

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

+ Appearance: handsome, beautiful, good-looking, ….While-speaking : (15 minutes)Task 2- Help students with some new words.- Ask sts to make questions and answer questions with a partner, using the information from the picture .- Let them work in groups- Walk round and help them- Ask some students to stand up to talk again loudly- Listen and correct mistakesPost-speaking : (10 minutes)

- Keep books close.- Listen to the teacher.- Try to describe some one in the class.- The students who are called stand to describe a friend to the class.

- Try to repeat from memory- Try to describe the people in the book:+ The boy is short . He has a large face , …+ The girl is ………

- Play roles.

-Present their performance.

- Work in groups of four .- List some personalities of a person. - State some reasons why they choose . - Discuss and say the reasons .- Report their results to the class and explain why they do like that ..

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



Task 3- Have students work in pairs .- Guide them to do the task .- Make sure that sts understand their roles - Pay attention to the suggestions :+ his / her name + date of birth + his / her physical characteristics + his / her hobbies + his / her personalities ( friendly , humorous , quick-witted , good-natured , helpful , honest , pleasant , caring )+ why he / she interests in Maths+ how much time he / she spends on Maths everyday + what makes him / her a good friend+ what made him / her successful ( studious , intelligent , keenly interested in Maths , eager to learn , patient , calm )+ what he / she does in his / her free time - Call some pairs to report . - Walk round and help them- Ask some students to stand up and tell loudly- Listen and correct mistakesHomework: (3 minutes)- Ask students to write a passage about their daily routine (50 words)

an interviewee . - Listen carefully .

- Practise in pairs .- Pay attention to the content :+ physical characteristics + personalities+ reasons why the friends are famous

- Role play- Perform their task .

- The students are called stand up and tell loudly

- Listen to the teacher- Write down the homework

Date : Grade 11

Theme: FriendshipUnit 1ListeningTime: 45 minutes



I. Objectives:1. Educational aim: Students should know how to describe the best friend

and how to keep the friendship.2. Knowledge: - General knowledge: Students learn how to keep friendship.- New words: Words related to friends and keeping friendship.3. Skills: - To practise listening comprehension skill. - To distinguish true and false statements. - To take notes about given questions in order to answer.II. Method: Intergrated, mainly communicativeIII. Teaching aids: Student’s book, tape and cassette player, chalks,

notebooks…IV. Procedure:

Teacher’s activities Students’ activities NotesWarm-up: (5 minutes)- Ask students to close the books-Ask students some questions about friendship:

• Who is your best friend?What qualities & characteristics of your best friend do you admire?Before you listening: (7 minutes)- Ask students to look at the part: Before listening- Let them work in pairs ask and answer the questions:1. Who is your best friend?2. How did you happen to meet him or her?3. How long have you known each other?4. What qualities do you admire in your best friend?- Walk round, listen and help students

- Read loudly the words in the books:- Ask students to repeat loudly the words- Listen and check pronunciation

- Close the books- Listen to the teacher and answer the questions.

- Listen to the teacher then and answer the questions in the book.

- Work in pairs.

- Look at the books- Listen to the teacher and repeat the words. -Students repeat & take notes



-Explain some new words & phrases: Residential area, ring (n), ride/ rode/ ridden, motorbike, happen to infinitive (v), introduce, ever since, college, great sense of humour, favourite, interest (n), plays (n), movies, a rough time.While-listening: (20 minutes)-Have students read the true-false statement list and questions in textbook silently for several minutes to make sure that every student understands them (Task1, 2)-Check again if students are able to understand main requirements of the 2 tasks-Emphasize “ you will hear Lan & Long talk about their best friends Ha & Minh. Listen to their talks and do the tasks below”.-Turn on the cassette player twice.-Ask some students to do their tasks on the board.-Correct and give scoreAfter-listening: (10 minutes)-Have students ask & answer about the friendship between Lan and Ha, Long and Minh (How & Where they met, what they like about their friends.-Ask students to rewrite their answers completelyHomework: (3 minutes)- Ask students to rewrite their answers of tasks 2 in their notebooks at home- Remember them to prepare Part- Writing at home

- Repeat loudly the words and try to remember them

-Students read task1, 2 silently for gist

-Elicited students raise their hands to interpret.

-Students take notes during listening.-Other students watch and give comments.

-Students work in pairs.

-Listen to the teacher and write down homework

Key contentWhere & how they met What they like about their friends

Lan -They used to live in the same residential area in Ha Noi.

-Ha is very friendly & helpful.-Ha is sociable. She’s got many



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

friends in Do Son & she introduced Lan around.

Long

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

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

Lan’s talk : 1f, 2f, 3t, 4f, 5t, 6f Long’s talk : 1f, 2f, 3t, 4t, 5t,



The 5 th period Date: Grade 11

Theme: FriendshipUnit 1WritingTime 45 minutes

I. Objectives:1. Educational aim: Students know how to write a passage to describe a friend they like.2. General knowledge: Students learn how to describe someone’s physical characteristics and someone’s personalities.- Language: The simple present of verbs to describe a friend- New words: Words related to to describe someone’s physical characteristics and someone’s personalities.3. Skills: Writing a passage.II. Method: Intergrated, mainly communicativeIII. Teaching aids: Student’s book, notebook, chalks, board…IV. Procedure:

Teacher’s activities Students’ activities NotesWarm-up: (5 minutes)- Ask students to keep book close- Ask students some questions about their best friends.

Pre-writing: (10 minutes)- Teacher asks students to think about a friend they like.-Teacher raises a few guiding questions.1. What is your friend name?2. How old is he / she?3. Where and when did you meet each other?

- Keep book close- Listen to the teacher and answer the questions.

- Listen to the teacherand answer the questions:

1. My friend’s name is Hoa2. She is 17 years old.



-Teacher uses a picture to gives some key words to describe someone’s physical characteristics ( height , hair , eyes , face , clothes…) and his / her personalities ( helpful , sincere…) and some necessary structures.While-writing: (18 minutes) -Teacher gives a sample and has students write a passage to describe a friend they like.A Sample Hoa has been my best friend since many years. She is quite a lively person. She is fairly tall with a good fingure. She ‘s got a heart- shaped face with a small sort of turned- up nose. It is very attractive . She has got long , black wavy hair and blue eyes with very long eyelashes. Her complexion is white. Her lips are very full and she has got dimples in her checks. Now she lives very far from me , but we still keep contact through e- mail . - Let them work in groups- Go round, check and help students

Post-writing: (10 minutes)- Give suggestions and corrections-Teacher asks students to read / write some students’ passages on the board and Teacher gives comments.- Correct mistakes and mark

Homework: (2 minutes)- Ask students to do part writing of Unit 1 in the student’s work book and prepare part Language Focus

3. We met each other at my cousin’s birthday party 4 years ago .

-Students write a passage.

-Students read / write some students’ passages on the board.





Theme: FriendshipUnit 1Language FocusTime: 45 minutes

I. Objectives:1. Educational aim: Students should know how to use Infinitive with to or

without to to make sentences.2. Knowledge: - General knowledge: Students learn how to use infinitive with to or

without to. - Language: * The Infinitive with to or without to.

- New words: Words related to pronunciation /dʒ / - /t∫/. 3. Skills: Writing sentences with infinitives with to or without to. II. Method: Integrated, mainly communicativeIII. Teaching aids: Student’s books, notebooks, chalks, board…IV. Procedure:

Teacher’s activities Students’ activities NotesWarm-up: (5 minutes)- Ask students to keep book close- Ask students to complete the sentence: - January is the …month of ....year.

- Keep book close- Listen to the teacher and complete the sentence: - January is the first



- Children..... eating sweets.

- Ask students to speak the sentence loudly- Let students to get their attention

on pronunciation : / dʒ /- / t∫/- Introduce new lesson

Pronunciation: (8 minutes)- Ask students to look at their books then introduce to them*Listen and repeat : - Read loudly then ask students to repeat

- Introduce : / dʒ / - / t∫/- Correct pronunciation for the students* Practice these sentences- Read the sentences loudly- Ask students to repeat

- Correct pronunciation for students

Grammar and vocabulary:(4 minutes)- Introduce exercises to the students- Let students get their attention to focus on Infinitive with to and Infinitive without to.Exercise 1: (13 minutes)- Ask students to do Exercise 1- Introduce how to do it- Let them work in pairs - Walk round, check and give mark

Exercise 2 (13 minutes)- Introduce Exercise 2 to students

month of the year.-Children like eating sweets.

- Open the books- Look at : Listen and Repeat- Repeat the words in chorus then individual

- Look at Practice the sentences- Listen to the teacher then repeat in chorus then individual


- Listen to the teacher and do exercise 1.Keys: 1. Who wants some thing to eat?2. I have some letters to write.3. I am delighted to hear the news.4. My mother has some shopping to do................- Listen to the teacher and do exercise 2.Keys:1.The police watched



and explain how to do it- Ask students to do it- Let them work individually- Check, correct mistakes

Homework : (2 minutes)Ask students to do Part Language Focus and prepare part Reading of Unit 2 at home

them get out of the car.2. They let him write a letter to his wife.3. I heard them talk in the next room.4. The customs officer made him open the briefcase.................

- Listen to the teacher and write down

Unit 2 : PERSONAL EXPERIENCESThe 7 th period Date Grade 11

Theme: PERSONAL EXPERIENCESUnit 2ReadingTime: 45 minutes

I. Objectives:1. Educational aim: - Students understand the sequence of events in a story.2. Knowledge:- General knowledge: Through this unit, students know how to write about the sequence of events in a story.- Language: Sentences and expression for describing the sequence of events in a story.- New words: Words related to sequence of events in a story. 3. Skills: - Guessing meaning in context.



- Passage comprehension.II. Method: Integrate , mainly communicativeIII. Teaching aids: Tape and cassette player, pictures, English textbook 11, hand-outs.IV. Procedures:

Teacher’s activities Students’ activities NotesWarm-up: (4 minutes)- Ask students about their personal experiences?Before you read: (7minutes) - Ask students to put the pictures in the book in the correct order to make a story. (work in pairs)

- Ask some students to give their answers. ( teacher doesn’t need to give feedback)- key : d, b, f, e, a, c- Let’s begin our lesson you’ll know the whole story.- Ask students to listen to the tapeWhile you read: (20minutes)- Ask students to read the whole story- Explain some difficult words and structures1. embarrass(v) - embarrassed (adj) - embarrassing (adj) - embarrassment(n)

2. idol (n)

3. glance(n/v)- glance at sb/sth4. Be busy doing sth Be busy with sthEX: I’m sorry. I can’t go with you now. I am busy with my homework. I’m busy doing my homework. 5. note (n) banknoteEX

- Listen to the teacher.- Answer the questions.

- Put the pictures in the book in the correct order to make a story. ( work in pairs)- Give their answers

- Listen to the tape

- Read the story

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



Do you want the money in the notes or coins?- The Beatles were the pop idols of the 60s.

Task 1 : Fill each blank with one of the words in the box below. - Firstly, ask students to study individually then in pairs- Walks around the class, offer ideas and comments when students need help- Give suggestions

Task 2- Work in pairs, read the small talks again and put the pictures of the events in the order they happen in the story.- Ask students to work individually then work in pairs- Walk round the class and comments when students needTask 3 : Answer the questions in the book.- Ask students to read all questions to understand the content- Ask students to read the small talks again to answer the questions- Ask students to work with a partner- Walks around the class to help students whenever they need Suggested answers: 1. She wished to have a red hat-a floppy cotton hat ( like the one her star idol wore in her video clip)2…...so that she could buy the hat ( for herself.)3. She saw a wad of dollar notes ( exactly like the one that her father had given her).4. Because she thought the boy had stolen her money / it was her

- Do Task 1 in pairs_Take notesKey:

1. glanced2. makes a fuss3. embarrassing4. idols5. sneaky

- Do task 2 in pairs- Take notesKey: 1.d 2.b 3.f 4.e 5. a 6.c

- Read the questions silently and answer them in groups

- Give the answers

- Take notes



money.5. She bought the pretty hat of her dream.After you read: (12minutes)-Ask students to discuss the questions in group:1. How did the girl in the story feel when she discovered that the money she had taken was not hers?(embarrassed, sad, ashamed, unhappy, terrible, uncomfortable, anxious, …)2. What did the girl have to do (when she discovered that the money she had taken was not hers )? ( put a notice on T.V or at school, get on the same bus on the next day to look for him, do nothing, keep it a secret, tell her father everything and ask him for advice,…)- Ask some students to represent their talk in front of classHomework : (2 minutes)- Ask students to review part reading and do exercises in the workbook and prepare part speaking

- Discuss in groups

- Report before class

- Listen to the teacher and write down homework to do at home.




Theme: PERSONAL EXPERIENCESUnit 2SpeakingTime: 45 minutes

I. Objectives:1. Educational aim: Students can talk about their personal experiences2. Knowledge: - General knowledge: Through this unit, students can talk about their

personal experiences. - Know how to talk again a problem happened.- Language: Students use sentences, words, phrases and expressions for

talking about their personal experiences.3. Skills: Talking about past experiences and how they affected one’s

life. II. Method: Integrated, mainly communicativeIII. Teaching aids: Pictures, English textbook 11, chalks, board, hand-outsIV. Procedures:

Teacher’s activities Student’s activities NotesWarm-up:- Have you ever spoken English to you friends ( teachers, foreigners…) ?- How did you feel when you spoke English to them?

Pre-reading: (8 minutes)- Gives students some new words in Task 1- Reads the new words

Task 1: - Asks students to do Task 1 in pairs- Gives feedback

While-speaking:Task 2:- Asks students to do task 2 in pairs

- Answer freely

1. Confidence2. Attitude3. Native English

speaker4. Appreciate

- Explains the meanings

+ Structure: Present Perfect ( Past simple)Have you ever………?Key:1. D 2. E 3. B4.F 5. A 6. C

- Work in pairsKey:



- Asks them to give answers

Post-speaking:Task 3: - Gives students useful structures + Have you ever………….?+ How did it happen ?+ When/ Where did it happen?+ How did the experience affect you? How did you feel?- Asks students to do Task 3 in pairs- Asks some pairs to perform their dialogues in front of the class.- Corrects common mistakes and give remarks

1. B 2. E 3. H 4. A5. E 6. G 7. C 8. F

- Listen to the teacher- Answer freely

- Work in pairsKey:1. A. Have you ever felt an exam?- Yes, I have.B. How did it happen?- I didn’t study well enough for exam.C. When did it happen?- Last year.D. How did you feel/ How did it affect you ?- I felt disappointed/ sad/ depressed.2. A. Have you ever traveled to other parts of the country?- Yes, I have.B. When did you travel?- In 2002. C. How did it affect you?- It make me love our country more./ I learned more about different places in our country.3. A. Have you ever talked to a famous pop star?- Yes, I have.B. Where did you meet him/ her ?- At a party



Homework: (2 minutes)- Asks students to write a paragraph to tell their own experience in the past- Asks students to prepare Listening

C. How did it affect you?- It was interesting to talk to famous pop stars.- It changed my attitude to/ towards/ famous pop stars.

- Write down



The 9 th period Date : Grade 11

Theme: Personal Experiences Unit 2 Listening

Time: 45 minutes

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

develop such listening micro-skills as listening for specific information and taking notes while listening

2. Knowledge:- General knowledge: Students learn about memorable experiences and

the importance of family- Language: Use past simple - New words: Words related to memorable experiences3. Skills: Listening for specific information and comprehension questionsII. Method: Integrated, mainly communicativeIII. Teaching aid: Pictures, chalk, cassette tapeIV. Procedures:

Teacher’s activities Students’ activities NotesWarm-up : (2 minutes)- Have you ever seen a fire ?- Where did it happen?- Was it frightening?Pre-listening : (8 minutes)- Asks students to look at the picture in the book and ask them some questions+ What is happening?( The house is burning./ The house is on fire./…..)+ What is she doing?( She’s talking a little girl out of the burning house )- Asks students to repeat the provided words and explain the words if necessary

While-listening: (24 minutes)

- Answer freely

- Look at the picture and answer the questions



Task 1: - Asks students to read Task 1 silently - Ask students to listen to the tape (twice).- Asks students to do Task 1 individually.- Reads the sentences again to help weak students:

Task 2: - Asks students to read Task 2 silently and listen to the tape again.- Asks two students to write the answers on the board- Gives feedback

After-listening: (10 minutes)- Asks students to work in groups to discuss the importance of family- Goes around to provide help if needed- Gives suggestion: Family is more important than things because it cannot be replaced… It gives you love, support…- Calls each group to speak- Gives comments and corrects mistakes- Gives marks

Homework: (2 minutes)

- Read the task and do it- Listen to the tape carefullyKey:1.F 2. F 3. F 4.F 5.F- Practice reading the sentences1. We talk to Christina, a successful business woman2. My most unforgettable experience happened 13 years ago3. The fire started in the kitchen where I forgot to turn off the gas stove.4. I was sleeping when I was suddenly woke up by terrible heat.5. I heard my mother’s voice calling my name.

- Read the task and listen to the tape then do task 2Key:1.grow 2.small 3. everything 4. realize5. family 6. replaced7. took 8. family

- Work in groups

- Present ideas in front of the class



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

- Listen to the teacher and correct mistakes

- Write down


Theme: Personal Experiences Unit 2 Writing

Time: 45 minutes


write a personal letter telling about a past experience, using the structures and vocabulary that they have learned in previous lessons.

2. Knowledge:- General knowledge: Students learn about the organization of content of a form- Language: Words used in a form of writing a personal letter3. Skills: Writing a personal letter to describe a past experienceII. Method: Integrated, mainly communicativeIII. Teaching aids: Chalk, textbookIV. Procedures:

Teacher’s activities Students’ activities NotesWarm-up : (4 minutes)- Can you write a short letter in English?- Is it interesting?- To day I want you to write a letter about your past experience in English.

Pre-writing: (10 minutes)- Has students give some of their past experiences? (being seriously ill, failing an exam; talking to a famous pop star,… etc)

- Answer the questions

- Gives their own past experiences



While-writing: (10 minutes)- Gives students some guidance:1. When it happened:( It happened …years ago/in …./ when I was …years old.)2. Where it happened:( in my house/ at school / in the street)3. Who was involved:( your family members/ your friends/ your relatives,….)4. How it affected you: ( it changed outlook life / it make me more careful/ it gave me more confidence in …./ it taught me the lesson/…)- Asks students to work in groups to tell their experiences to prepare for their writing

Post-writing: (20 minutes)- Asks students to write a passage about the most memorable past experience.- Goes round to provide help- Corrects common mistakes

Homework: (2 minutes)- Do the writing part, Unit 2, workbook- Asks students to prepare part Language Focus at home

- Listen to the teacher and copy down

- Work in groups to discuss

- Work individually and correct mistakes

- Write down




Theme: Personal ExperiencesUnit 2Language FocusTime: 45 minutes

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

- distinguish the sounds / m /, / n /, / η /- pronounce the words and sentences containing these sounds correctly- distinguish the uses of different verb tenses: present simple for indicating the past, past simple, past continuous and past perfect- use these verb tenses to solve communicative tasks

2. Knowledge:- General knowledge: Students learn 3 sounds and review some tenses- New words: Words related to 3 sounds and 3 tenses3. Skills: - Pronunciation: / m /- / n /- / η /- Grammar: Tense revision: the past simple, past progressive and past perfectII. Method: Integrated, mainly communicativeIII. Teaching aids: textbooks, cassette tapeIV. Procedures:

Teacher’s activities Students’ activities NotesI. Pronunciation:- Writes some sentences on the board and ask some students to read them aloud

- Listen to the teacher and bear in mind



- Underlines the sounds /m/ /n / / η /Ex: - We like singing many songs on New Year’s Day.- They live in a nice small house.+Pre- Asks students to look at their books, listen and repeat the words in the colums+While- Asks students to read the sentences+Post- Practices reading the sentences

II. Grammar: +Warm- upWe’ve already learn the present simple

tense, the past simple tense, the past progressive tense. Now we are going to

review TENSE REVISION- The present tense use to tell a story that happened in the past makes it more interesting and vivid+Pre-Asks students to remember the use of these tenses+WhileTask 1:- Asks students to do exercise 1 in pairs- Corrects the exercise and explain the use of the tenses

Task 2:- Asks students to do exercise 2- Gives feedback

- Repeat in chorus then individually

- Read the sentences

- Listen to the teacher and review tenses

- Retell the use of these tenses and bear in mind

- Work in pairsKey:1. lives- 2. invites- 3. sets4. gets-5. waves 6. promises7 carries -8. contains -9. has baked 10. is -11. is shining 12. are singing -13. is

- Do the taskKey:1. broke / was playing2. wrote / was



Exercise 3:- Asks students to do exercise 3 individually- Explains the difference between the simple past and the past perfect.- Corrects the exercise and explain the use of the tenses

+Post- Consolidate the use of tense

Homework: (2 minutes)- Practice reading the sentences- Write exercise 2,3 in the notebook- Prepare in Unit 3 part A reading in advance

3. was working/ broke4. stared / were walking5. told / were having

- Do the task 3

- Listen to the teacherKey:1. had eaten / arrived2. found / had taken3. got / had closed4. got / had left5. got / had arrived

- Write down



Unit 3: A PartyThe 12 th period Date : Grade 11

Theme: A partyUnit 3ReadingTime: 45 minutes


- develop such reading micro-skills as scanning for specific ideas, and identifying and correcting false statements- use the information they have read to discuss celebrations in their culture

2. Knowledge:- General knowledge: students know how to celebrate some celebrations - New words: Words to celebrations and festivals3. Skills: Reading for general or specific informationII. Method: Integrated, mainly communicativeIII. Teaching aids: Some photos of celebrations in the worldIV. Procedures:

Teacher’s activities Students’ activities NotesPre-reading: (5 minutes)- Asks students to look at the first picture in the book and ask them some questions:

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

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

• Are they friends ?

- Look at the first picture and answer the questions

- Look at the second picture and answer the questions



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

picture ?• How do they feel ?• How long have they been

married?* The lesson today gives us some information about birthday and wedding anniversaries in the US.

While-reading: (25 minutes)- Asks students to listen to the tape- Asks students to read the passage silently- Explains some difficult words

New words:1. celebrate (v) celebration (n)2. joke (v/n)Ex: Don’t believe me . I’m only joking.3. anniversary (n)+silver anniversary / silver wedding / silver jubilee : 25th wedding anniversary.+ golden anniversary / golden wedding / golden jubilee: 50th wedding anniversary.+diamond anniversary / diamond wedding / diamond jubilee: 60th wedding anniversary.

Task 1:- Asks students to do Task 1 in pairs- Gives feedback

Task 2- Asks students to do task 2 in pairs- Gives feedback


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


- Work in pairsKey:1&2 (Both) 3&6(Birthday) 4&5 (Anniversary)- Work in pairsKey:1. eighth(seventh)2. brings(eats)



Post-reading: (13 minutes)- Asks students to talk about their birthday party. ( work in groups)(place, time, guest, foods, drinks, activities)- Calls some students to give their answers- Corrects mistakes and gives marks

Homework (2 minutes)1. Do the tasks again in notebooks.2. Prepare : Part B – Speaking.

3. food(presents)4. anniversaries(age)5. months(year)6. 5th (50th)7. silver (golden)

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

- Copy down




Theme: A PartyUnit 3

SpeakingTime: 45 minutes


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

- use appropriate language to invite people to come to parties2. Knowledge:- General knowledge: Students know how to plan parties- Langugage: Words related to parties3. Skills: Talking about partiesII. Method: Integrated, mainly communicativeIII. Teaching aids: Photos of some partiesIV. Procedures:

Teacher’s activities Students’ activities NotesPre-speaking: (8 minutes)Do you like parties ?Do you like quiet or noisy parties ? Shows the picture in the textbook and ask:Are they having a party ? What does ‘party-goer’ mean ?

- Answer the questions freely



While-speaking: (25 minutes)Task 1Are you the perfect party-goer ?1. Which kind of parties do you prefer ?-big / small / noisy / quiet parties-parties with dancing and games2. You find yourself standing with a complete stranger at a party. What would you do ?-talk about yourself / the weather.-try to get him or her talk about himself or herself3. at a party, what would you tend to drink ?-beer / soft drinks / mineral water

Task 2-Asks students to do Task 2 in pairs-Asks some pairs to perform their talk before class.

*Where (home-cosy, not expensive, not spend a lot of time to prepare, not have to clean up…*What time*How many guests*What to eat / drink (soft drinks, mineral water…./ chicken soup, green salad, steak, fired chicken, fish, beef, hamburger, cake…)*What to wear (dress, jeans, shirts, T-shirt, pullover, skirt…)*Which activities (singing, playing games, taking photographs, give gifts…

Post-speaking: (10 minutes)Task 3:

- Listen to the teacher’s guidance and do task 1

- Work in pairsA: I am wondering where I should hold my birthday party ?B: Why don’t you have your birthday party at home ? It’s cosy and not very expensive.A: I don’t know if it’s suitable to begin at 5 pm ?B:

• Why don’t you….

• You ought to…

• You should…

• I think you should…

• You’d better….

• If I were you I would…



- Asks students to do Task 3 in groups, using the simple past tense to report the past events.- Gives some suggestions.- Asks some students to perform before class.- Corrects common mistakes and give remarks.

Homework: (2 minutes)- Write down task 3 in the notebooks.- Prepare part C (Listening)

- Work in groups to do task 3Suggestion:-The party was held at….-It started at……and ended at…..-There were about……….people.-He / She served us….-We took part in some activities such as…..-We were all tired but happy.

- Copy down


Theme: A PartyUnit 3

ListeningTime: 45 minutes


develop such listening micro-skills as intensive listening for specific information

2. Knowledge:- General knowledge: Students know how to plan a birthday party- New words: Words related to birthday party3. Skills: - Deciding on True or False statements

- Comprehension questionsII. Method: Integrated, mainly communicativeIII. Teaching aids: Some pictures of birthday partiesIV. Procedures:

Teacher’s activities Students’ activities NotesWarm-up: (5 minutes)- Asks students some questions :

- Do you often hold your birthday party ?

• Where do you often hold your

- Answer the questions freely



birthday party ?• When do you like to organize

your birthday party, in the morning or in the evening ?

Pre-listening: (8 minutes)- Asks students to repeat the provided words Listen and repeat :1. gathering 2. restaurant3. birthday cake4. prizes5. slices6. icing7. decorated8. clapped

While-listening: (20 minutes)- Asks students to read Task 1 silently - Asks students to listen to the passage (twice)Task 1- Asks students to work in pairs to do the task- Corrects mistakes and gives feedback

Task 2- Asks students to read the questions in Task 2 silently.- Asks them to listen to the passage

- Repeat words in chorus then individually- Correct pronunciation themselves

- Listen to the passage and correct pronunciation

- Work in pairsKey:1. F (Mai’s birthday party was held at home in the afternoon.)2. F (About twenty guests were at the birthday party). 3. F (The birthday cake was cut at about four thirty).4. T (The birthday party lasted about three hours).(from three to six)5. F ( Only the writer stayed after the party to tidy up the mess.)- Read task 2 silently



again and do Task 2 in groups - Asks some students to write the answers on the board.- Gives feedback

Post-reading: (10 minutes)-Asks students to talk about Mai’s birthday party.(-Teacher can ask some questions, if necessary :•Where did Mai hold the birthday party ?•How many people were invited to the party ?•What time did the party start and end ?•What did Mai’s mother serve the guests at the party ?)- Asks some students to retell Mai’s birthday party before class- Corrects mistakes and give feedback

Homework: (2 minutes)- Practice listening at home- Write down Task 2 - Prepare Part D - Writing

- Work in groupsKey:1. She was 16 years old.2. She didn’t like having the party at a restaurant because it is noisy and expensive.3. She served them soft drinks and biscuits.4. It was brought out at about four thirty.5. It was beautifully decorated with pink and white icing 6. They clapped their hands eagerly and sang “Happy birthday”.7. It finished at about six in the evening.

- Work in groups

- Listen to their friends and correct mistakes

- Write down




Theme: A PartyUnit 3WritingTime: 45 minutes


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

2. Knowledge:- General knowledge: Students learn to write an informal letter- Language: Words used in writing an informal letter3. Skills: Writing an informal letter of invitationII. Method: Intergrated, mainly communicativeIII. Teaching aids: IV. Procedures:



Teacher’s activities Students’ activities Notes

- Answer the question freely- Give answers:*birthday, wedding anniversaries, New Year’s Eve*dress/ skirt/ shirt/ trousers/ suit/…*gift/ flowers/ champagne/- Listen to the teacher

- Work in pairsKey:1. at my house2. to come3. refreshments4. to cook5. winners6. by Monday

- Work in groups

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



- Work independently

- Give their results- Correct their writing



Theme: A PartyUnit 3Language FocusTime: 45 minutes

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

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

2. Knowledge:



- General knowledge: Students learn to pronounce 3 sounds and grammar3. Skill: fluency in pronunciation 3 sounds and use of infinitive and gerund

in passiveII. Method: Integrated, mainly communicativeIII. Teaching aids: textbookIV. Procedures:

Teacher’s activities Students’ activities NotesI. Pronunciation: (14 minutes)The pronunciation of / l /, / r / and / h /- Gives students 6 words and ask them to put the words to the right columns / l / /r / and / h / : holiday, library, run, help, Lisa, realize. Today we are going to learn the pronunciation of the sounds /l/ , /r/ and / h /. Now look at your book, listen and repeat the sounds.

II. Grammar: (30 minutes)A- The Gerund:- Asks students to put the words in correct order to make the two sentences:Ex1 : the book / time/ return / she / on / to / failed / library / the.Ex 2: work / mind / the / helping / would / me / with / you / ?

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

Exercise 1- Asks students to do exercise 1 in pairs- Checks answers and gives feedback- Notes:* Some verbs followed by To inf : mean, demand, seem, want, agree, expect, offer, hope, refuse,..* Some verbs followed by V-ing dislike, risk, keep, appreciate, miss, mind, mention, enjoy,...


- Put the words in the right columns

I l l / r / / h /library run helpLisa realiz

eholida

y

- Put the words into correct orders


- Work in pairsKey:

1. to operate

2. having 3. getting4. to tell

5. practicing6. to see7. receiving8. getting



B. Passive infinitive and gerund:

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

I expected (invite)______to the party. (to be invited)

No one enjoys (laugh)_ at.

(being laughed)Exercise 2:- Asks students to do task 2 in pairs- Checks the answers and gives feedback

Exercise 3:- Asks students to do task 3 individually- Lets students compare their answers with a partner- Checks the answers and gives feedback

Homework: (1 minute)- Do the exercises again in notebooks.- Prepare : TEST YOURSELF A


- Work in pairsKey:

1. B2. A3. B4. B5. A

- Work individuallyKey:

1. D2. C3. B4. B5. C



Test yourself A

I. Objectives:1. Educational aim: - According to the TEST students can revise all the language skills and grammatical points which they have studied and used in the three units: 1, 2 and 3.- Students can improve their techniques of doing the simple tests.

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



- Check themselves their skills in reading, speaking, listening, writing

- Improve their knowledge through the test yourself - Language: Students can improve their techniques of doing the simple tests

3. Skill: After this lesson, students will be able to:- Check themselves their skills in reading, speaking, listening,

writing- Improve their knowledge through the test yourself

II. Method: Integrated, mainly communicativeIII. Teaching aids: Textbook, board, hand-outs, cassette tape and player.IV. Procedures:

Teacher’s activities Students’ activities NotesWarm-up: (5 minutes)- Greeting- Ask students something about the test yourself A* Have you prepared it at home?* Have you got any difficulties?

Test yourself

I. Listening(2.5 points) (10 minutes)- Ask students to read all the sentences first- Ask students to listen to the tape once.- Ask students to listen again and speak out the statements are true or false .- Ask students to listen in the third time, the work in groups to compare and discuss the answers with each others to find the correct answers.

II. Reading (2.5 points) (10 minutes)- Present the task: - Ask pupils to work in groups to compare the answers they have

- Greeting- Answer teacher’s questions

- Look at the book and listen to the task- understand the task- Read the questions - Listen to the tape- Listen again and say the statements are true or false.- Listen and discuss in groups to find the correct answers:1-A, 2-D, 3-B, 4-D, 5-C.

- Look at the textbook and listen to the teacher



already done to find the correct ones.- Give the correct answers to the class:

III. Grammar(2.5 points) (8 minutes)- Present the task: a/ Ask students to listen and put a tick in the right box.b/ Give the correct form of verbs.1, to see.2, to be.3, to phone.4, pay.5, to be met.6, to be appointed. Let students finish each of of the following sentences in such a way that it has the same meaning as the original sentence.IV. Writing (7 minutes)- Present the task: - Call the students to read the suggested sentences in front of the class.

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

- Work in groups to discuss about the passage- Finish the task- Compare their results with the other groups, and then with the keys- Write the answers on the board- Listen to the teacher and correct the answers

- Listen to the teacher- Work in groups - Compare the results with the other groups- Show the answers in front of the class. - Observe the keys and correct their anwres.

- Students work in groups and practise writing about the some one’s birthday party.- Two students go to the board and write.- Give the writings by reading aloud.- Read the letter carefully- In groups or in pairs, write her a letter- Compare the results with the other groups- Correct mistakes



Homework (5 minutes)- Ask students: + to study all the lessons again + to get ready for the 45 minute-test in the next period

- Study all the lessons again- Get the knowledge ready for the coming test




English written test Class: 11 time: 45 minutes

I . Choose the best answer

1.If you are invited fo someone’s house , you are their ……………..

A guest B patient C family D classmate

2. I passed the…………..without any difficulty

A term B course C exam D lesson

3. The teacher is standing up .She…………………make a speech

A is going to B goes to C will go to D is

4. Which book……………you…………….when I phoned you last night

A did / read B would / read C were / reading D will / read

5. Don’t worry. Everything will be ready …………………

A for two hours B after 2 hours C in two hours D during two hours

6. Nga didn’t need much ……………..for her cakes

A sugar B sugars C egg D eggs

7. I’m still hungry .I’ve just eaten only ……………food

A a little B little C a lot D much

8. We usually have physical …………….on Friday

A lesson B schooling C educating D educate

9. My family has great love ……………cats

A much B many C few D a few

10. Our teacher gave us many…………….to do in the summer holidays.

A homework B home work C exercise D exercises

11. Mary was waiting…………..a queue when she saw her old roommate, Anne

A in B at C on D for

12. They………………..studying in their classroom at 9 o’clock yesterday morning.

A are B were C is D was

13. Choose one word that has the underlined part pronounced differently from the others

A detective B policeman C fireman D dentist




A tractor B attend C policeman D agree


A breakfast B lake C strange D gate

16. Choose the one word or phrase that must be changed in order for the sentence to be

correct

The football match has just begun .You were a bit little late

A B C D


correct

When your father comes back from London , I would tell him the whole

truth

A B C D

18………………takes care of animals

A detective B police C zookeeper D nurse

19. He is……………….some flowers in his left hand

A holding B picking C moving D playing

20. You need to go to the doctor if you feel ………………

A sick B happy C pain D illnees

21. Mum, we’ve run out of milk .I………………to go out and buy some.

A should B have C had better D must

22. We always have …………..homework to do at night

A much B many C few D a

few

23. I have got only…………..little time for my home work

A a B one C some D much

24. I have a few ……………..for holidays

A week B weeks C week’s D weekes

25. He used to ……………picture stories wren he was young

A read B reading C to read D will read

26. Maths and English used to be my favorite…………at high school

A courses B lessons C skills D

subjects

27.We ………….a lot of time preparing for the house –warming party.

A spend B spent C take D took

28. ………….everybody sleeping when we came home last night ?

A Was B Were C Is D Are

29. I was feeding the cats…………………the phone rang.

A while B when C untill D since



30.Every Sunday afternoon , he and his friend go……………by a small stream in the woods.

A to fish B fishing C fishes D to

fishing


A much B summer C but D used


A row B cow C slow D snow


correct

By the way , are you usually free in Monday evening?

A B C D


correct

If your daughter don’t study harder , she will fail the exam

A B C D

35 Choose the one word or phrase that must be changed in order for the sentence to be

correct

Every student were listening to the professor when a stranger entered the

classroom

A B C D

II Read the passage and choose the best answer

My best friend at high school was David Smith .He used to sit next to me in all classes .

He was a hardworking student while I was very lazy .I never took notes during the lesson s ,

and he always lent me his notebooks when exams came ,David not only studied very well

but he was also good at sports .He could play football , baseball ,and table tennis very well .

Baseball was the most popular sport in my school at that time .We used to play football

every day after class .He and I always played in the same team and we often won .

At weekens , me often went fishing together. David left the town for a far away city

when we was in the eleventh form .He gave me his telephone number but I lost it ,

so we couldn’t stay in touch . I have never seen him since then

36 What does the passage primarily talk about

A The author’ best friend at high school.

B The differences between the author and his best friend

C The most popular sports at the author’ school

D What the author was like at high school.

37 What is true about David?

A He learned well but he was bad at sports

B He both leaned and played sports well.

C He played sports well but he was not good at

learning



D He didn’t play sports because he learned too much

38 David could play all of the following sports well except

A Football B Baseball C Table tennis D Basketball

39 Why couldn’t they stay in touch ?

A Because David left the town

B Because David ‘new house was too far from the author’ house

C Because the author didn’t want to keep contact

D Because the author lost David’s contact number

40 How often did they play baseball ?

A After every class B Once a week C At weekends D Every week

Unit 4: volunteer work


Theme: Volunteer WorkUnit 4ReadingTime: 45 minutes


- develop such reading micro-skills as scanning for specific ideas and skimming for general information- use the information they have read to discuss the topic

2. Knowledge:- General knowledge: Students know the information about volunteer work- Language: words related to volunteer work3. Skill: - Work formation

- Extensive reading: multiple-choice questions- Passage comprehension

II. Method: Integrated, mainly communicativeIII. Teaching aids: textbook, board, raising questionsIV. Procedures:

Teacher’s activities Students’ activities NotesPre-reading: (5 minutes)- Shows the picture of volunteer work and ask questions :

- Look at the picture and answer questions



What is the old woman doing ? What does she do this work for?- Checks the answers- Gives Ss the following saying :“If you me a fish, I will eat today If you teach me to fish I will eat my whole life long.”- Asks Ss what the saying implies.-Checks the answer.

While-reading: (25 minutes)- Supplies Ss music and some more pictures of Volunteer Work.- Asks Ss to match new words withexplanation. 1. Volunteer (n) 2. Orphanage (n) 3. Handicapped people 4. Disadvantaged people- Checks their answersTask 1- Asks for filling the blanks .- Gives the explanation of relatedwords.- Corrects their mistakes.

Task 2- Asks for students to read the text again silently.- Asks Ss to choose the best answer- Checks their answersTask 3:- Asks Ss to discuss then answer the questions in task 3 .- Checks their answers.

freely- Work in groups .

- Answer the questions- Read and guess the meaning of the saying in their text book-Answer the question.-Take notes.-Identify the pictures.

- Work in groupsAnswer:1 - c 2 - d 3 - a 4 - b

-Individual work-Read all of these sentences in task 1 and fill in each blank Key:1. Voluntary (adj)2. Voluntarily (adv)3. Volunteers (n)4. Volunteers (v)

- Read the text again and do task 2Key:1-B, 2-A, 3-D, 4-B, 5-C

- Work in pairsKey:1.They usually visit hospitals, orphanages or homes for the ages. They read books to the people



Post-reading: (13 minutes)- Asks Ss to discuss then answer the following questions. 1.Why do people do volunteer work ? 2. Have you ever joined any volunteer work before ?- Asks sts to make a report in front of class .- Corrects their mistakes.

Homework: (2 minutes)- Asks students to review the text and prepare the new section: Part B-Speaking

or listen to their problems. 2.They help them to overcome the difficulties and give care and comfort to them . 3.During summer vacations, they volunteer to work in remote or mountainous area to provide education for children or medical services for local people.

- Work in groups to answer the questions

- Present answers in front of the class- Correct mistakes

- Copy down




Theme: Volunteer WorkUnit 4SpeakingTime: 45 minutes

I. Objectives:1. Educational aim: By the end of the lesson, students will be able to talk

about different kinds of activities related to volunteer work.

2. Knowledge:- General knowledge: Students know how to talk about volunteer work- Words: Words related to volunteer work3. Skill: - Identifying types of volunteer work

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

II. Method: Integrated, mainly communicativeIII. Teaching aids: textbook, board, raising questions, hand-outsIV. Procedures:




Warm-up: (5 minutes)- Asks students to look at the picture in their books and answer two questions:1.What are these students doing?2.Are they volunteers?

Pre-speaking: (8 minutes)Task 1:- Has students do Task 1 in pairs- Asks students to give their answers- Explains some activities of volunteer work

• Helping people in the remote or mountainous areas

• Giving care and comfort to the poor and sick

• Providing education for disadvantaged children

• Joining in the Green Saturday Movement

- Corrects the mistakesWhile-speaking: (20 minutes)Task 2- Has students do Task 2 in pairs- Gives some suggestions:

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

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

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

• Taking part in directing the traffic (stand at the

- Answer freely

1. They are helping an old man with the housework.2. Yes, they are.

- Do Task 1 in pairs- Give the answers- Take notes

- Do the task in pairs

- Listen to the teacher’s guidance



crossroads during rush hour to help direct the traffic)

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

- Has students perform the dialogue in front of class- Corrects mistakes and gives commentsPost-speaking: (10 minutes)Task 3:- Has students do Task 3 in groups- Gives some suggestions:

• What kind of volunteer work do you usually take part in?

• What do you think about it?- Corrects common mistakes

Homework: (2 minutes)- Review Part B carefully- Prepare Part C – Listening

- Perform in front of the class

- Work in groups

- Listen to their friends

- Correct mistakes


The 21 st period Date : Grade 11

Theme: Volunteer WorkUnit 4listeningTime: 45 minutes


develop such listening micro-skills as intensive listening for specific information and taking notes while listening.

2. Knowledge:



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

- Language: Words related to volunteer work3. Skill: - Gap-filling

- Comprehension questionsII. Method: Integrated, mainly communicativeIII. Teaching aids: textbook, board, raising questions, cassette tapeIV. Procedures:

Teacher’s activities Students’ activities NotesWarm-up: (4 minutes)- Asks students to make questions for the given answers.

1. Do you usually take part in volunteer work?

2. What kind of volunteer work do you usually take part in?

Pre-listening: (10 minutes)- Asks students to complete the questions in “Before you listen”- Asks students to listen and repeat the new words (pay attention to the pronunciation of these words)- Has students carry out it- Corrects mistakes

While-listening: (20 minutes)Task 1- Asks students to read Task 1 silently- Introduces the passage: It is about May School in Ho Chi Minh city- Asks students to listen to the tape twice and fill in the missing information- Gives feedback and remarks.

Task 2- Asks students to scan the given

- Answer freely

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

- Pair works- Complete the

questions- Give oral

answers- Listen and

repeat

- Listen to the tape and do task 1.Key: 1. informal2. 30 street children3. 250 children (with special difficulties)4. 1998/ volunteers



questions to set the contents of the conversations need listening.- Plays the tape and asks students to listen and answer the questions.- Asks students to write their answers on the blackboard.- Has students listen to the tape again to check these answers and correct mistakes

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

Homework: (1 minutes)- Listen to the tape again at home

and do the exercises in the workbook.

- Prepare part D: writing

- Pair/ group works- Read the questions

silently.- Listen to the tape- Answer the questionsKey:1. It provides classes

for disadvantaged children in Ho Chi Minh city

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

3. Because they need money to continue their English and Performance Arts classes.

4. They perform circus, theater, dance and singing at one of the largest hotels in Ho Chi Minh city.

5. Because they can contact sponsors and help to expand the school activities.

- Group works- Retell the storyDiscuss and perform in front of class

- Write down



The 22 nd period Date Grade 11

Theme: Volunteer WorkUnit 4WritingTime: 45 minutes

I. Objectives:1. Educational aim: By the end of the lesson, students will be able to write

a thank-you letter to a donor to acknoledge the donor’s contribution.

2. Knowledge:- General knowledge: Students know how to write a thank-you letter- Language: words related to a thank-you letter3. Skill: Writing a formal letter expressing gratitudeII. Method: Integrated, mainly communicativeIII. Teaching aids: textbook, board, raising questions, hand-outsIV. Procedures:

Teacher’s activities Students’ activities NotesPre-writing: (7 minutes)- Asks Ss some questions about their situations:1/ Have you ever received a

- Answer freely



donation? When? From whom?2/ What did you do then?3/ Did you write a letter for thanks?- Some key words:DonorDonateDonationHandicapped(picture)fund

While-writing: (27 minutes)Task 1- Asks Ss to read the letter and underline the sentences that express the points:* The opening of the letter* The donated amount* The way the money is used* The way the receipt is issued* The gratitude to the donor* The closing of the letterNotice: Some structures:- S + be + adjective +to+ infinitive- To receive sth from sb/ sth- Would like+ to infinitive- To hope +to infinitive+ for sthTask 2- Three parts of a letter.(picture)- Asks Students to do task 2 ;Give outline: * ( the points in task 1)

Post-writing: (9 minutes)- Correcting( 2 or 3 letters of sts)

• Vocabulary• grammar

- Asks students to report writing (task 1)

Homework: (2 minutes)- Write the letter by themselves - Prepare Part E : Language focus

- Notice the words

- Do the task 1:- Read and take notes:

- “Dear Sir /Madam”- “I am very …..some days ago”- “The money will…..students”- “We will certainly…possible”- “I would like………company”- “ I look …..faithfully”

- First : the opening- Second: the body of the letter- Third: Conclusion/The closing

- Writing in pairs.- Some students write their letters on the blackboard.

- Students rewrite the letter (task 1)

- Write down



The 23 rd period Date : Grade 11

Theme: Volunteer WorkUnit 4Language focusTime: 45 minutes

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

- distinguish the sounds /w/ and /j/- pronounce the words and sentences containing these sounds correctly- use gerunds, present participles, perfect gerunds and perfect participles appropriately

2. Knowledge:- General knowledge: Students can understand perfect gerund and

perfect participle- Language: Words related gerund and present participle3. Skill: Pronounce the sound / w/ and /j / correctlyII. Method: Integrated, mainly communicative



III. Teaching aids: Textbook, board, raising questionsIV. Procedures:

Teacher’s activities Students’ activities NotesPronunciation: (15 minutes)- Has students listen and

repeat the sounds /w/ and /j/- Asks students to practice reading the sentences provided- We went for a walk in the

woods near the railway.- We wore warm clothes

and walked quickly to keep warm.

- Excuse me. Did you use to live in New York?

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

Grammar and vocabulary: (28 minutes)A. Gerund: A gerund is the Verb – ing form.Ex:1. There’s no point in waiting.2. I don’t mind cooking the meals.3. Reading French is easier than

speaking it.- The gerund can be used in the following ways:∗ as subject of a sentence: Skiing can be dangerous.∗ as complement of a verb: Her hobby is painting.∗ after prepositions: He was accused of smuggling.∗ After certain verbs (eg.

admit, avoid, deny, dislike, enjoy, excuse + object, forgive + object, fancy/imagine, finish, keep, mind, ect.)

∗ In noun compounds: My school has a swimming pool.

- Listen to the tape carefully

- Practice reading

- Asks students review and bear in mind


- Give more examples



B. Present participle:Form: Verb – ingEx:1. Can you smell something

burning?2. We had to leave the tree lying

there.3. He spent a fortune rebuilding

that old house.Use:We can use the present participle∗ to form the continuous

tenses: I’m working right now.∗ as an adjective: The play was boring.∗ after a certain verbs: After the basic verbs of sensation (see, hear, feel and smell) and after listen to, notice and watch, we can use object + participle:1. I heard the car stopping and saw

him getting out.2. We watched the children

playing.3. I saw him crossing the road.

find, catch, leave + object (person or thing)1. I found them picking apples.

(They were picking apples when I arrived.)

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

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

go and comeWith these verbs we can use the participles of verbs of physical activity: dancing, riding, sailing, skiing, etc., also shopping.Ex: Come dancing with me on



Saturday. I’m going shopping.spend and waste + objectI wasted a lot of time standing in queues.be busyShe’s always busy cooking or cleaning.

Exercise 1- Asks students to do exercise 1 in pairs- Checks and gives correct answers

Exercise 2

Perfect gerund and perfect participle: having + past participleEx:a. I kept you waiting so long. I am

sorry. I am sorry for having kept you waiting so long.b. After Jack had read the letter

twice, he wrote a reply. After having read the letter twice, Jack wrote a reply.Exercise 3- Asks students to do exercise 3- Checks the answers and

- Work in pairsKey:

1. parking2. hearing3. bending4. behaving5. meeting6. spending7. waiting

- Work individually1. passing2. burning/rising3. reading4. lying5. shopping6. preparing7. trying

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

- Do exercise 3



corrects- Gives feedback

Homework: (2 minutes)- Write down exercise 1, 2, 3

Key:1. having deserted2. having failed3. having made4. having been5. having been6. having tied7. having read8. having taken

- Copy down

The 24 th period Correct the testDate : Grade 11

I. Objectives: After this correction students will be clearer about the test they have just done. And have to know how to try their best for the next test.II. Method: Integrated, mainly communicativeIII. Teaching aids: board, the test paper, key for the testIV. Procedures:

Teacher’s activities Students’ activities NotesWarm-up: (5 minutes)



- Greeting- Ask students some questions on the previous test- Tell the aim of the period: correct the test

I. Choose the best answer (15minutes) - Repeat the questions- Get student to read the test again carefully- Call some students to read out their answers, and the others give remarks if it is correct or not- Finally read the keys out aloud

II. Read the passage and choose the best answer (15 minutes)

- Repeat the questions- Show the passage again several times- Get students toread the passage again carefully- Call some students to write their answers on the board, and the others give remarks if it is correct or not- Finally read the keys out aloudIII. Homework : (5 minutes)- Prepare Unit 5: Part A – Reading

- Greeting- Listen and understand the task- Get ready for the lesson

- Look at their paper- Compare the results with the others- Get the correct answers from the keys

- Look at the writing again and compare it with the others- Correct the wrong sentences base on the key

- Copy down

Unit 5: Illiteracy


Theme: IlliteracyUnit 5ReadingTime: 45 minutes




- develop such reading micro-skills as scanning for specific ideas, identifying main ideas, and identifying meaning in context.- use the information they have read to discuss illiteracy issues

2. Knowledge: - General knowledge: Students learn about illiteracy- New words: Words related to illiteracy3. Skill : - Dictionary skills

- Identifying main idea- Passage comprehension

II. Method: Integrated mainly communicativeIII. Teaching aids: Student’s book, pictures showing illiteracyIV. Procedure:

Teacher’s activities Students’ activities NotesPre-reading: (5 minutes)- Asks sts to look at the picture- Asks sts to answer the questions:1. Where do you think the class is?2. What do you think of the people in the class? Are they at the same age?3. What do you think of the teacher?4. What is this class different from the class?

While-reading: (25 minutes)- Reads the reading text first- Explains the new words to help the sts understand the textNew words:

1. illiteracy (n) to illiterate2. compaign (n)3. ethnic (a) 4. to eradicate

* Task 1- Asks students to read the text to find the Vietnamese equivalent to the following expressions.- Gives feedback

- Answer freely

- Read the text silently- Understand new words- Copy down

- Do the taskKey:1. Phæ cËp gi¸o dôc2. Héi khuyÕn häc ViÖt



* Task 2:-T asks sts to read the text again to do task 2- Checks answers and gives feedback

Task 3:- Asks sts to answer the following sentences:- Corrects them

Post- reading: (13 minutes)- Asks sts to answer the following questions1. Are there any illiterate people in your neighborhood?2. What do you think we should do to help them read and write?Homework: (2 minutes)- Asks students to learn by heart the new words- Asks students to prepare part 2: speaking

Nam3. Xo¸ mï ch÷4. Kü thuËt canh t¸c5. KÕ ho¹ch ho¸ gia ®×nh

- Read the text and do task 2

Key: D

- Answer the questionsKeys:1. 94% of the population2. The campaign for

illiteracy eradication3. 600 students in 2000 and

800 students in 20014. They willingly/

voluntarily spent their vacations teaching ethnic minority illiterate people to read and write

5. Illiteracy will soon be eradicated

- Work in groups to answer the question

- Copy down


Theme: IlliteracyUnit 5

speakingTime: 45 minutes




- Talk about schooling and literacy related problems- Suggest solutions to these problems

2. Knowledge:- General knowledge: Students learn about schooling and literacy

problems- New words: Words related to literacy3. Skill: Talking about literacy problems and offering solutionsII. Method: Intergrated, mainly communicativeIII. Teaching aids: textbooks, chalkIV. Procedures:

Teacher’s activities Students’ activities NotesWarm-up: (3 minutes)- Asks students some questions.1. How many students are there in a common class in vietnam ? 2. How many students are there in your class ? 3. Do you find it difficult to invest your study in such a crowded class ?

Pre-speaking: (10 minutes)- Says: “Today we will discuss some problems that many schools are facing and the solutions for these”Task 1:- Some of these problems are listed in column A , please combine each problem in A with its appropriate solution(s) in column B in textbook (page59) . - Has students sit in pairs and asks them to do task 1.

While-speaking: (16 minutes)Task 2:- Before practicing, teacher asks Sts to read the information in task 2 and to use the suggestions in Task 1 as

- Listen to the teacher and answer the questions.

1.Over 45sts in a class2. 45sts- Students’ answers may vary .


- Work in pairs - Do the task individually, then in pairs they compare their answers.Key: 1 b-g 2 a-e 3 d-f 4 c 5 h-i-j

- A good group of students is asked to



example .

Post-speaking: (15 minutes)Task 3:- Listens to the students and observes them. - Corrects the students’ mistakes. - Asks students to work in groups of five - Asks them to think of three or four problems which their classis experiencing , one student of each group will note down the information to report before class.- Gives students time to think about the school problems they are experiencing

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

- Chooses one student of every group to talk before class - Listens to the students and observes them. - Corrects the students’ mistakes.

demonstrate the example to make sure the whole class understand the task- A: Many students can not buy all the required textbooks . What do you think we should do to help them ?B: I think we should ask the school head-master to provide free textbooks for students from low-income families.C: We should collect used textbooks for school libraries .

- Thinks of some problems , their solutions and then discuss them .- Stuents can use the cues given in P.60,or ask teacher for more information - Some representatives report their results before class, the others give the commentSuggestion:1. Many classes are overcrowded .2. School infrustructure is underdeveloped :

inadequate toilets and washrooms …3. Many schools have no playground



Homework: (1 minutes)- Prepare the next lesson: Listening

equipment or extra activities- Rewrite what students have discussed in class.


Theme: Illiteracy Unit 5





- Develop extensive listening skills- Use the information they have listened to for other communicative tasks

2. Knowledge:- General knowledge: - New words: Words related to literacy3. Skill: - Extensive listening: multiple-choice questions

- Comprehension questionsII. Method: Integrated, mainly communicativeIII. Teaching aids: Student’s book, tape, cassette playerIV. Procedures:

Teacher’s activities Students’ activities NotesPre-listening: (5 minutes)- Shows a letter with a survey on it- Asks guiding questions:1. What do people do a survey for?2. Have you ever done a survey?3. Do you know where Perth is?- Introduces some new words / explains them:. effective ( a ) . maturity ( n ) » mature ( a ) » maturely ( adv ). performance ( n ). self- respect ( n ). academic ( a ). Perth ( n ) : Western of Australia- Leads ss to read the new words

While-listening: (26 minutes)Task 1:- Leads ss to do Task 1- Asks them to read it carefully ( they can guess to choose a, b, c, d )- Has ss listen the reading 2 times- Asks some ss to read their answers - Plays the cassette again- Gives correct answers

- Listen and answer the questions

- Yes / No

- Write down

- Listen- Read Task 1- Listen and do Task 1 - A, B , C read - CorrectKey:1. D / 2. B / 3. B / 4. C



Task 2:- Asks ss to read the questions carefully- Plays the tape 2 times- Asks 2 ss to read their answers- Checks again and gives correct answers

Post-listening: (12 minutes)- Ask ss to discus 2 questions (textbook)- Goes around and provides some new words if necessary- Calls 2 ss to read their answers in front of the class

Homework: (2minutes)- Prepare part Writing at home

- Read- Listen

- CorrectKey:1. It took place in Perth2. 80 percent of the students3. They felt that they should be allowed to give some input into school decision making

- Discus

- A / B read

The 28 th period Date : 05/ 10



Grade 11 Theme: Illiteracy Unit 5WritingTime: 45 minutes


- Interpret information presented in tables- Identify language to be used for describing tables- Write descriptions of tables

2. Knowledge:- General knowledge: Students can know how to write a paragraph about

literacy rates in Sunshine country from 1998-2007- New words: Words related to literacy rate3. Skill: Describing information in a tableII. Method: Integrated, mainly communicativeIII. Teaching aids: Student’s book, chalk, boardIV. Procedures:

Teacher’s activities Students’ activities NotesPre-writing: (3 minutes)- Asks students some questions about (il)literacy.

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

2. Are there any illiterate people in your neighborhood?

3. What should we do to help them?

4. What will happen if more and more people become illterated?

While-writing: (10 minutes)Task 1:- Explains some difficult words:to decline: to decreasedramatic(a): unexpecteddramatically(adv)steady(a): developing graduallysteadily(adv)sharp(a): not gradualsharply(adv)- Has the class read the instruction and

- Answer questions freely in pairs

- Individual workKey:

1. varied2. rise3. declined4. different5. went up6. dramatically



do Task 1- Gives the answer key

Post-writing: (30 minutes)Task 2- Asks students to read the information in the table.- Gives instructions for Task 2- Asks students to work in groups to describe the information in the table by using Useful language.- Goes around the class and help students if necessary.- Asks some students to write some paragraph on the board to correct them. - Gives feedback.

Homework: (2 minutes)- Asks students to write a paragraph of about 100 words, describing the literacy rates in Vietnam.

- Read silently

- Work in groups

- Ask teacher difficult words if needed

- Report results in front of the class and correct themselves

- Copy down



The 29 th period Date : 07/ 10Grade 11

Theme: Illiteracy Unit 5 Language focusTime: 45 minutes


- distinguish the clusters /pl/, /bl/, /pr/, /br/ and pronounce the words and sentences containing them correctly.- understand reported speech with infinitives and use these structures to solve communicative tasks

2. Knowledge:- General knowledge: Students learn how to use reported speech with

infinitive - New words: Words related to pronunciation / pl / - / bl/ - /pr/- /br/3. Skill: - Pronunciation : /pl/ - /bl/ - /pr/ - /br/

- Grammar: reported speech with infinitive(s)II. Method: Integrated, mainly communicativeIII. Teaching aids: Student’s book, tape, cassette playerIV. Procedures:

Teacher’s activities Students’ activities NotesPronunciation: (10 minutes)- Asks students to listen to the tape once to help them distinguish the sounds.- Instructs the way to pronounce: + /pl/, /pr/ : Close your lips hard, push air forward in your mouth. Then open your lips quickly. + /bl/, /br/: Close your lips hard, push air forward in your mouth. Then use your voice to make /b/.-Asks them to listen to the tape and repeat in chorus.-Calls some students to repeat the words clearly.-Asks students to work in pairs and practise the sentences.-Introduces peer correction

- Listen to the tape and practice pronouncing

- Practice individually



Grammar: (33 minutes)- Reviews the meanings of some verbs that are usually used in this kind of reported speech

- Asks them to pay attention to the special case

Exercise 1:- Asks students to work individually and complete the second sentence so that it has a similar meaning to the first one using the words given.- Asks them to compare the answers with a friend.- Calls some students to go to the BB and write their answers down.- Corrects the answers

• Review:1. promise + to V:

tell s.b that you’ll definitely do or not do s.th

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

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

4. remind + O + to V: ask s.b to remember (or not to forget) to do s.th

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

*The special case:S+V+O: “If I were you, I would+V’…”S+V+O: “Why don’t you + V’…?”S+V+O: “You’d better +V’…” S+ advise + O+ to V’…

- Work individuallyKey:1. They promised to

come back again.2. The lifeguard

advised us not to swim too far from the shore.

3. John asked Peter to



Exercise 2:

(Make the same steps)

Homework: (2 minutes)- Asks students to do exercise in work book - Asks students to prepare Unit 6 at home

close the window.4. The teacher

encouraged Eric to join the football team.

5. John promised to give it to him the next day.

6. My mum wanted Lan to become a doctor.

7. My sister reminded me to lock the door before going to school.

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

Key:1. He advised me not

to drink too much beer.

2. She invited me to come and see her whenever I wanted.

3. John asked me not to smoke in his car.

4. He told Sue to give him her phone number.

5. He reminded me to give the book back to Joe.

6. He promised not to do it again.

7. He agreed to wait for me.

8. John asked her to lend him some money.

- Write down



Unit 6: Competitions

The 30 th period Date: 09/ 10Grade 11

Theme: CompetitionsUnit 6ReadingTime: 45 minutes


- Develop such reading micro-skills as scanning for specific ideas and identifying meaning in context- Use the information they have read to discuss the related topic

2. Knowledge: - General knowledge: Students get information about competitions- Language: Sentences and expression for competitions- New words: Words related to some competitions3. Skill : - Word meaning in context

- Passage comprehension- Scanning for specific information

II. Method: Integrated mainly communicativeIII. Teaching aids: Textbook, some photosIV. Procedure:

Teacher’s activities Students’ activities NotesWarm-up :(5 minutes)- Asks students to look at the photos in their books and match them with the words in the box.* Suggested answers : a. Quiz “ Road to Olympia”b. London Marathonc. Sao Mai Singing Contestd. Olympic Games

Pre-reading: (3 minutes)

- Give answer with photos



- Asks students some questions:a. Do you take part in the competitions like this?b. Do you hope to win a competition? If so, which competition would you like to win?c. Is winning the most important thing in a competition? Why / Why not?

While-reading: (28 minutes)- Asks students to read the text silently- Introduces some new words.New words:1. Recite (v): to say a passage, a poem aloud from memory.2.Poem (n) Poet (n) : a person who write poems Poetry (n)- Asks students to read the new words.- Asks students to read the text again and do Task 1.* Task 1: - Give feedback

* Task 2: - Asks students to read the passage again to answer the questions in the full form.- Asks students to write their answers on the board and correct them if necessary.- Gives feedback

- Answer the questions in pairs

- Take notes.- Read the new words aloud.- Read the text carefully.

- Do Task 1.

Suggested key:1. d 2. f 3.e 4.c5. b 6. a

Suggested key:1. The

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

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

3. The



- Asks students to copy down in their notebooks.Task 3:- Asks students to do task 3.- Asks representative of each group to give oral answers and write them on the board.- Gives feedback.

students’ Parents Society sponsored the competition.

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

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

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

- Copy down the answers in their notebooks.

Suggested key:1. in activity 5 ,

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

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

3. Group C lost the



Post- reading: (8 minutes)- Asks students to practice reciting the poem..- Gives remarks and correct mistakes.

Homework: (1 minute)- Write down the questions and the answers in the notebooks.- Learn the new words and questions by heart.- Prepare Part B - Speaking.

game. They just got 60 points.

- Copy down in their notebooks

- Recite the poem- Perform in front of the class

- Write down



The 31 st period Date: 11/ 10Grade 11

Theme: CompetitionsUnit 6SpeakingTime: 45 minutes


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

2. Knowledge: - General knowledge: Students understand some kinds of competitions- New words: Words related to competitions3. Skill : - Asking for and giving information about types of competitions

- Talking about a competition or contestII. Method: Integrated mainly communicativeIII. Teaching aids: Textbook, pictures, boardIV. Procedure:

Teacher’s activities Students’ activities NotesPre-speaking :(3 minutes)- Asks students some questions:1. Is population explosion a big problem to us nowadays?2. Should the government do something to solve this effectively?

While-speaking: (25 minutes)Task 1- Introduces Task 1 and give the meaning of some new words (If necessary)- Asks students to do Task 1 in pairs.

- Answer questions freely

- Listen to the teacher- Work in pairs: General Knowledge QuizArt Competition(Painting, drawing,



* Task 2: - Asks students to do Task 2 in pairs.- Asks some pairs to present their ideas in front of the class- Gives remarks

Post-speaking: (15 minutes)* Task 3: - Asks students to do Task 3 (Group work)- Asks students to perform their work in front of the class- Gives remarks

sculpture…)

- Work in pairsExample:A: What do you think of the General Knowledge Quiz?B: Oh, It’s great. It’s an opportunity to test your general knowledge.Some suggestions:- What do you think of the English competition? Oh, it’s great. It’s a good opportunity for us to practice English.- What do you think of the Athletics Meeting?

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

- What do you think of the Art competition? Oh, it’s wonderful. It’s a good chance for your creative activities.- What do you think of the Poetry Reading Comprehension? Oh, it’s boring. It makes you feel sleepy.

Some suggestions1. Where and when did you see or take part in it? (On TV / last year)2. What of competition or contest was it? (Sao Mai Television Singing Contest)3. Who won the



Homework: (2 minutes)- Review Part B carefully.- Prepare Part C – Listening.

competition / contest? (Kasim Hoang Vu)4. Did you enjoy it? Why / Why not? (Yes, I did because it was interesting / No, I didn’t because it was long.)

- Write down



The 32 nd period Date: 14/ 10Grade 11

Theme: CompetitionsUnit 6listeningTime: 45 minutes


- develop extensive listening skills- use the information they have listened to for other communicative tasks

2. Knowledge: - General knowledge: Students will understand marathon competition- New words: Words related to marathon competition3. Skill : - Deciding on True or False statements

- Comprehension questionsII. Method: Integrated mainly communicativeIII. Teaching aids: Textbook, cassette playerIV. Procedure:

Teacher’s activities Students’ activities NotesWarm-up :(3 minutes)- Asks students to look at the pictures in the textbook and answer the questions.1. What is the Boston Marathon?2. Who do you think can take part in the Boston race?

Pre-listening: (6 minutes)- Asks students to repeat the provided

words

- Answer freely

- Listen and repeat in chorus.1. race (n)



While-listening: (25 minutes)* Task 1: - Asks students to read Task 1 silently.- Asks students to listen to the cassette player (twice) and do Task 1.-Asks students to work in pairs to compare the answers.- Has students listen again to check the answers.- Gives feedback.

* Task 2: - Asks students to read the questions in Task 2 silently.- Asks them to listen to the cassette player again and do Task 2. (Teacher can read aloud the sentences containing the information if necessary)- Asks students to work in pairs and discuss the answers.- Asks some students to write the answers on the board.- Has students listen again to check the answers.- Gives feedback.

Post- listening: (10 minutes)

2. athletic (n) 3. formally (adv)4. clock (v)5. female (n)6. association (n)7. McDermott8. Kuscsik

- Read Task 1 silently.- Listen to the tape and decide whether the statements are True or False.- Work in pairs and discuss the answers.- Listen and check the answers.- Take notes.1.T 4. F2. T 5. T3. F 6. F

- Read Task 2 silently.- Listen to the tape and do Task 2- Work in pairs and discuss the answers.

- Listen and check the answersKey:1. (He came from) New York.2. (She became the first official female champion) in 1972.3. 8 (women started and finished the race in 1972)4. 6164 (runners joined the Boston Marathon in 1984)

- Work in groups.



- Asks students to work in groups and name some famous runners in Vietnam and say what is special about them.- Asks the representative of each group to speak in front of the class.- Gives remarks and correct mistakes.

Homework: (1 minutes)

- Perform in front of the class.

The 33 rd period Date: 16/ 10Grade 11

Theme: CompetitionsUnit 6WritingTime: 45 minutes


write a letter to reply to the request of information.2. Knowledge: - General knowledge: Students will know how to write a reply letter- New words: Words related to replying3. Skill : Writing a letter of replyII. Method: Integrated mainly communicativeIII. Teaching aids: Textbook, board markersIV. Procedure:

Teacher’s activities Students’ activities NotesPre-writing: (15 minutes)- Conducts a short discussion with the following question:

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

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

* Task 1: -Asks ss to spend 2 minutes reading the letter in the textbook on their own

- Discuss-Brainstorm any interesting ideas and share.

-Work alone.



to find out whether the letter is the one of enquiry or reply.-Confirms the kind of letter is an enquiry one.-Asks ss to work in group of four in 2 minutes to answer the question that follows: What does Thu Trang want to know about the English Speaking Competition?-Gets answers from all group.-Introduces the main lesson: “Our lesson today has the focus on how to reply to a letter of enquiry.”-Have ss work in group of 4 and put the following elements of a letter of reply in an appropriate order.

• The Start: Dear Mr, Ms (Mrs, Miss VERY

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

• Providing Requested Materials:

We are pleased to enclose ... Enclosed you will find ... We enclose ... Closing a Letter Hoping for

Future Business: We look forward to ... hearing from you / receiving your order / welcoming you to the competition.

• Providing Additional Information:

We would also like to inform you ...

Regarding your question about ...

In answer to your question (inquiry) about ...

• Thanking the Potential Competitor for His/Her Interest:

Thank you for your letter of ...

• A letter of enquiry-Work in group of 4.

• Number of participants

• Entry procedures (what to do to become a competitor)

• Venue• Date• Time• Phone number• Email

• The Start: Dear Mr, Ms (Mrs,

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

• Thanking the Potential Competitor for His/Her Interest:

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

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

• Providing Requested Materials:

We are pleased to



inquiring (asking for information) about ...

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

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

While-writing: (10 minutes)* Task 2: -Asks ss to work in group of 4.-Conducts a competition among all groups.-Announces the rule of the competition:

The competition has 2 rounds: Qualifying one & Defining one.

After the qualifying round, 4 groups will be selected.

Each group writes down their answer to the question from the teacher in 30 seconds.

enclose ... Enclosed you will

find ... We enclose ... • Providing

Additional Information:

We would also like to inform you ...

Regarding your question about ...

In answer to your question (inquiry) about ...

• Closing a Letter Hoping for Future Business:

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

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

-Follow the instructions.-Try to submit the answer for the qualifying round as soon as possible.Thank you for your inquiry of 12 September asking for the latest edition of our catalogue.-4 groups chosen take part in the defining



The best answer is the one that is written, based on the information in Task 2, correct and in full.

Only one best answer for each question is chosen out of the 4 ones.

-Give out the question for qualifying round.

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

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

Post- writing: (18 minutes)- Asks ss to write a letter to reply to Thu Trang’s letter in Task 1 in 5 minutes.- Reminds ss to use the language they have learnt and the information in Task 2. - Provides the information:Remember to place your address at the top of the letter followed by the address of the person you are writing to. The date can either be placed double spaced down or to the right.

round.-The others also do the task and help to give feedback.

- Write a letter of reply by themselves.

Kate John106 Tran Hung Dao Street Hoan Kiem DistrictHanoi, Vietnam

Thu Trang140 Kham Thien St, Dong Da DistrictHanoi, Vietnam

October 19, 2007

Dear Thu Trang,

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



- Asks ss to work in pairs and correct the writing.

Homework: (2 minutes)1. Write a letter to reply to the following letter.

Kenneth Beare2520 Visita AvenueOlympia, WA 98501

We are pleased to some details about the competition. The number of participants is limited – just 25. The competition is held on 25th November 2007. It taks place at 106 Tran Hung Dao Street, Hoan Kiem District, Hanoi. It starts at 8 p.m. Contestants should arrive at 7 p.m. for registration. For more information, please contact at the phone the phone number: (04) 9838188 and email: [email protected].

We look forward to welcoming you to the competition.

Yours sincerely,

Kate JohnSecrectary

- Work in pairs and exchange the writing to correct.

- Copy down


mailto:[email protected]

mailto:[email protected]


Jackson Brothers3487 23rd StreetNew York, NY 12009 September 12, 2000

To Whom It May Concern: With reference to your advertisement in yesterday's New York Times, could you please send me a copy of your latest catalogue. I would also like to know if it is possible to make purchases online. Yours faithfully (Signature)Kenneth BeareAdministrative DirectorEnglish Learners & Company

2. Prepare Unit 6: Part E: Language Focus.



The 34 th period Date: 18/ 10Grade 11

Theme: CompetitionsUnit 6Language focusTime: 45 minutes


- distinguish the clusters /tr/, /dr/, /tw/ and pronounce the words and sentences containing them correctly- understand reported speech with gerund and use these structures to solve communicative tasks

2. Knowledge: - General knowledge: Students understand reported speech with gerund- New words: Words related to /tr/, /dr/, /tw/3. Skill : - Pronunciation: /tr/, /dr/, /tw/

- Grammar: reported speech with gerundII. Method: Intergrated mainly communicativeIII. Teaching aids: Textbook, hand-outsIV. Procedure:

Teacher’s activities Students’ activities NotesPronunciation: (15 minutes)

I. Pronuciation:1. Warm up:

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

- Listen and repeat in chorus. - Listen carefully.



traffic drive twelvetroops dreadful twentytrousers drink twintropical dress twinkle

2. Practice:Have students read the sentences provided (textbook, page 68).

Grammar: (28 minutes) Reported speech with gerund Ex1: “It was very nice of you to help me. Thank you very much”, Tom said.

Tom thanked me for helping him.thankcongratulationaccusewarn prevent stop…

+ obj +

foronofagainst +v-ingfromfrom

Ex2 : “I’m sorry I’m late”. Peter apologised for being late.* apologised for / insit on / dream of…+ v-ing Ex3 : “ No, I didn’t borrow your dictionary!”.

Paul denied borrowing my dictionary.* deny/ suggest / admit / lok forward to / think of …+ v-ing mar: (25 minutes)

* Exercise 1: - Asks students to do exercise 1 in pairs- Checks answers and gives feedback

- Listen carefully.

- Take notes.

1. John congratulated us on passing our exams.

2. Mary apologised for nor phoning me ealier.

3. Peter insisted on driving Linda to the station.



* Exercise 2: - Asks students to do exercise 2 individually then in pairs- Checks answers and corrects

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

5. Bob has always dreamed of being rich.

6. I warned Ann against staying at the hotel near the airport.

7. Her mother prevented Jane from going out that night.

8. Paul denied borrowing my dictionary.

9. Miss White thanked Jack for visiting her.

- Work individually then in pairsKey:1. Tom insisted on

paying for the meal.

2. Mrs and Mr. Smith ooked forward to meeting their children.

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

4. The policeman stopped the customer (from) leaving the shop.

5. The thief admitted stealing Mrs. Brown’s car.

6. Ann suggested having a party the next Saturday.

7. John and his wife were thinking of buying the house.



Homework: (2 minutes)- Practice reading the sentences.- Write exercise 1,2 in notebook.- Prepare in advance Test yourself B

- Copy down

The 35 th period Date : 20/ 10/ 2008Grade 11

Test yourself B


2. Knowledge: After this lesson, students will be able to:- Check themselves their skills in reading, speaking, listening,


- Language: Students can improve their techniques of doing the simple tests



II. Method: Integrated, mainly communicativeIII. Teaching aids: Textbook, board, hand-outs, cassette tape and player.



IV. Procedures:

Teacher’s activities Students’ activities NotesWarm-up: (5 minutes)- Greeting- Ask students something about the test yourself B* Have you prepared it at home?* Have you got any difficulties?

Test yourself


II. Reading (2.5 points) (10 minutes)- Present the task: - Ask pupils to work in groups to compare the answers they have already done to find the correct ones.- Give the correct answers to the class:- Keys: 1D, 2B, 3B, 4C, 5C.


- Look at the book and listen to the task- understand the task- Read the questions - Listen to the tape- Listen again and say the statements are true or false.- Listen and discuss in groups to find the correct answers:1A, 2B, 3D, 4C, 5B.






III. Grammar(2.5 points) (8 minutes)- Present the task: a/ Ask students to listen and put a tick in the right box.

- Keys: a. 1. play, 2. drive, 3. twice, 4. proud.b/ Let students finish each of of the following sentences in such a way that it has the same meaning as the original sentence.- Keys: b. 1. taking, 2. to go, 3. smoking, 4. saying, 5. do, 6. going, 7. to make.

IV. Writing (7 minutes)- Present the task: - Call the students to read the suggested sentences in front of the class.



- Work in groups - Compare the results with the other groups- Show the answers in front of the class. - Observe the keys and correct their anwres.

- Students work in groups and practise writing. - Two students go to the board and write.- Give the writings by reading aloud.- Read the writing carefully.- In groups or in pairs. - Compare the results with the other groups- Correct mistakes




The 36 th period Date : 22/ 10/ 2008Grade 11



English written test Class: 11 time: 45 minutes

Name……………………………………

Class…………………………………..

I. Put each verb in brackets in a suitable form.(2.5point)

1. Nick ( lie) down on the glass for a while, next to some tourists who ( feed )(1)…………….. the ducks on the pound.

2. Sorry, I (not answer)(2) ………………the phone . I ( have)(3)……………a shower.

3. Last night she spent hours on her homework but she( can not)(4)……………..do it although the teacher ( explain)(50)………………carefully in class .

4. It is easy (see)(6) …………….animals in the road in daylight but sometimes at night it is difficult(avoid)(7)…………..(hit)…………….

5. I caught him (climb)(8)………………over my wall. I asked him (explain) (9)………….but he refused (say)(10)…………anything,

II. Rewrite the following sentences so that the meaning of them don’t change.(3.point)1. She crossed the road . I saw her.->I saw her………………………………………………….2. I knew that he was poor. I offered( de nghi) to pay his fare-> Knowing that ……………………………………………3. He was foolish. He left the firm.-> He was …………………………………………………..4. The film was boring. I didn’t watch it-> The film ……………………………………………………..5. He found no one at home .He left the house in a bad temper( tuc gian)th-> Finding ……………………………………………………………6. My son has a lot of books that he can read. -> My son has…………………………………………………..



III. Read the passage and then answer the questions that follow.(2 point) Last Monday morning , Mrs. Brown was in her bedroom getting ready to go to work when suddenly she saw a mouse, so she creamed and jumped up on a chair because she was frightened( so hai). Then she had a good idea. She jumble up and ran downstairs to get her cat, Tiger. At first she couldn’t find him anywhere, but finally she found him under the kitchen table. Quickly, she grabbed him under her arm and run back upstairs, Mrs Brown hurried into the bedroom and put Tiger on the floor> Then she got up on the chair again. Unfortunately, Tiger was scared too( ho¶ng sî), so he leapt onto her shoulder. That a coward (nhót nh¸t)!1. What happened to Mrs. Brown last Monday?…………………………………………………………….2. What did she name her cat?…………………………………………………………………3. What did her cat do when she got up on the chair again?………………………………………………………………….4. What do you think of her Tiger?IV. Make complete sentences using the cues below.1. It/ kind/ you/ help me……………………………………………..2. The friendship/one/ most/ important things……………………………………………………………3. boy/ happier/ if / he/ have /another child/ play with …………………………………………………………..4. my/personal experience/ robbing/ beautiful pen l my friend…………………………………………………………….5. I/ sorry /disappoint you / but / I / not let/ have/ any more money/ till/

end / month.……………………………………………………………………….



Unit 7 : World PopulationThe 37 th period Date : 25/ 10/ 2008Grade 11

Theme: World PopulationUnit 7ReadingTime: 45 minutes

I. Objectives:1. Educational aim: students should know about world population2. Knowledge:- General knowledge: By the end of the lesson ,students will be able to

understand more about the world population- Language: - New words: Words related to world population3. Skills: Guessing meaning in context, and passage comprehensionII. Method: Integrated, mainly communicativeIII. Teaching aids: Textbook, some photos of music IV. Procedure:

Teacher’s activities Students’ activities NotesWarm-up: (5 minutes)- Ask students close the book-Ask students to answers some questions:1. Are all the people in the same

family?2. Is it good to have many

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

-Lead in : today we are learn about world population

Before you read : (7 minutes)- Ask students work in pairs and look at two pictures on the book

- Listen to the teacher and answer the questions

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

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



and discuss the questions- Go around and help if necessary -Ask students to give the answers- Listen to students and correct pronunciation and grammar if necessary While you read : (23 minutes)- Ask students to look through the passage and read in silence- Help students read the passage- Explain pronunciation and meaning of new words which appear in the passage-Ask students to read loudly the difficult words in chorusTask 1 : - Ask students to do task 1- Let students work individual or in groups- Help students if necessaryKeys: 1.Although 2.method 3.increases4.resources 5.sfigures 6.limit 7.international 8,controlTask 2: -Ask students to read the passage again then answer the questions- Ask students to answer the following questions- Ask students look through the passages then try to answer the questions in right way- Let them work in pairs- Help students if necessary(the answers in the passage)

_discuss and give correct answers

- Listen to the teacher- Ask some new words if necessary- Keep the book open

- Listen to the teacher then do task 1- Ask the teacher if necessary- work individual or in group- Write down in the notebook

Listen to the teacher- Try to answer the questionsKeys :1.the population of the world in 10,000BC was 10 million. In1750 it was 6225 million; in 1850 it was 1300million ,in1950 it was 2510 million....(paragraph 1)2,by the year 2015 the population of the world is expected to be over 7 billion (last line,paragraph1)3,some scientists say it can ,but others say it can’t (line2-4,paragraph2)4. no, they don’t5,because they know of



After you read : (8 minutes)- Ask students to work in groups to discuss find out five world largest countries i population. say where they are and which is the richest and which is the poorest country-Go around to help the groups when necessary-Call on some groups to answer the question- Listen to students and correct mistakes

Home work: (2 minutes)- Ask students to do Reading exercise of Unit 7 in workbook and prepare Part B : Speaking at home

no safe way to have fewer children( line4-5,paragraph3)

- Listen to the teacher-Discuss and find out five world largest countries in population - The students who are called to stand up to talk loudly are intelligent ones




The 38 th Period Date: 27/ 10/ 2008 Grade 11

Theme: World populationUnit 7SpeakingTime: 45 minutes

I. Objectives:1. Educational aim: Students should know how to talk about problems of overpopulation and offering solutions2. Knowledge: - General knowledge: Students could identify causes to population explosion and facing overpopulated countries- Language: - New words: words related to the topic3. Skills: talking about the causes of population explosion ,problems of population booms and solutions to these problemsII. Method: integrated, mainly communicativeIII. Teaching aids: pictures ,textbookIV. Procedure:

Teacher’s activities Students’ activities NotesWarm-up: (5 minutes)- Ask students to keep book close- Show students the following

- Keep books close- Listen to the teacher



picture and ask them two questions1.what can you see in the picture?2.What does the picture tell you?- We learn Unit 7, part- speakingPre-speaking : (12 minutes)Task 1- Ask students to read through the causes - Let them work in pairs to order the causes and explain their order-Call on some students to give their answer in front of the class- Listen to students and correct mistakes While-speaking : (15 minutes)Task 2- Ask students to to list the problem facing poor and overpopulated countries in the task 2- Let them work in groups- Walk round and help them- Ask some students to stand up to talk again loudly- Listen and correct mistakes

Task3 -ask students to read the task3 and find out the solutions to the problems of overpopulation-ask them work in pairs to do the task-Go around to offer help-Call on some students to present their group’s ideas-Give feedback

- Answer the question1

-Do the task 1 in pairs-Work in pairs and order the causes ,explain their order

- Look at student’s book- Listen to the teacher- work in pairs to list the problems of poor and overpopulated countries_Suggested answer+poor living condition+low living standard+not enough/expensive food+lack/shortage of schools/hospitals/teachers/doctors/nurses+illiteracy+social evils+unemployment

-Look at the task 3 and find out the solution to the problems of overpopulation-suggested answers:+raise an awareness of the problems of overpopulation+use birth control methods



Post-speaking : (10 minutes)Task 4- Ask students to close books- Ask students to tell the problems and offer solutions using the results of task 2 and task3- Walk round and help them- Let them work in groups- Ask some students to stand up and tell loudly- Listen and correct mistakesHomework: (3 minutes)- Ask students to do part B in the workbooks- Ask students to prepare Part C- Listening and do homework

+carry out population education program/family planning program+raise the people’s living standard....................

- Close the books- Listen to the teacher- Do task 4- Work in groups- The students are called stand up and tell loudly



Theme: World PopulationUnit 7ListeningTime: 45 minutes

I. Objectives:1. Educational aim: Students should know to talk about the world

population2. Knowledge: - General knowledge: By the end of the lesson Students will be able to develop such listening micro-skill as listening for specific information- New words: Words related to the topic3. Skills: - Comprehension questions - Listening and deciding on choosing the best answerII. Method: Integrated, mainly communicative



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

Teacher’s activities Students’ activities NotesWarm-up: (5 minutes)- Ask students to close the books- Ask students to number the following issues from 1to 6 to describe your concern about them. The first one will show that this issue is what you concern the most and so on....housing.Medical care.AIDS.Illiteracy.Population.Overpopulation- If you want to know more details about them. we will go to Unit 7- part ListeningPre-listening: (7 minutes)- Ask students to look at the part: Before listening- Let them work in pairs and make questions- Walk round, listen and help students

- Read loudly the words: - Ask students to repeat loudly the words- Listen and check pronunciationWhile-listening: (20 minutes)Task 1- Ask students to read and explain 5 statements in task 1- Explain some words or phrases

- Close the books- Listen to the teacher and number the following issues from 1to 6 to describe your concern about them

-Listen to the teacher and look at the before you listen-Answer the question 1,yes our world is overpopulated because it has more than 6 billion people 2.Asia has the largest population with China the most populated country in the world and India the second-read individually and then read in chorus

- Look at the books- Listen to the teacher - Read the statements in task independently - listen to the tape carefully and do the task



which students can’t understand- Ask students to listen to the tape twice and do task 1-Ask 2 students to give their answer on the board- Correct the answers then explain themTask 2- Ask students to look through the questions in task 2- Ask students to listen to the typescript again and answer them- Ask students to give reasons for their answersKey: 1.over 7 billion2,the population growth rates in some parts 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 schools ,illiteracy, and poor living conditions5,there are 4 solutionsAfter-listening: (10 minutes)- Ask students to open the books- Ask them to summarize the main ideas of the listening passage -some cues :world population today/main cause of population explosion/problems caused by population explosion/ solutions to the problems- Let them work in pairs- Walk round and help students- Ask some students to stand up and retell their opinion to the class- Listen and correct mistakes

Homework: (3 minutes)- Ask students to summarize the min points of the passage- Remember them to prepare Part- Writing at home

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

- Keep book open

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

- Listen to the typescript and do the task 2

- Keep book open and listen to the teacher -The students who are called stand up and talk their idea the listening passage

-




The 40 th period DateGrade 11

Theme: World PopulationUnit 7WritingTime 45 minutes



I. Objectives:1. Educational aim: Students should write descriptions of pie charts 2. General knowledge: Students learn how to write a descriptions of a

chart- Language: students should interpret statistics on population from a chart- New words: Words related to the topic 3. Skills: Writing descriptions of pie chartsII. Method: Integrated, mainly communicativeIII. Teaching aids: Student’s book, notebook, IV. Procedure:

Teacher’s activities Students’ activities NotesWarm-up: (5 minutes)- Ask students to keep book close-give them handout with a table of information-ask them to work in pair to transfer the table into a pie chart

- Check and explain them to the class: In order to understand them we learn part Writing

Pre-writing: (10 minutes)- Ask student to read the hand out with a description of a pie chart and discuss the organization and other characteristics of the description- Explain some new words- answer the questions1, how many parts are there in the description? what are they?2,what does the first part tell you?3.what language items should you pay attention to in the second part/underline them4.what does the last part tell you?

- Let them work in groups- Walk around, check and help students

- Keep book close- Listen to the teacher and to transfer the table into a pie chart

Read the prompts- Ask the teacher if necessary - Work in groups and answer the questionsKey: 1.3 parts(introduction, body and conclusion)2. language use : +make up less than...percent+the most+ adj, the second most +adj....................



While-writing: (18 minutes)Task 2- Ask students to work in pair to analyze the chart using the following questions+what does the pie chart show?+what is the general trend of the chart?+which region has the largest population? Which comes second?+which region has the smallest population?+where does most of the world population live ?

- Let students work individually to write the description of the pie chart, using the sentences given in the book to begin their description- Walk round and help studentsPost-writing: (10 minutes)- Give suggestions and corrections- Ask students to read their profile- Ask some students to read loudly their description

- Correct mistakes and markHomework: (2 minutes)- Ask students to do part writing of Unit 7 in the student’s work book and prepare part Language Focus

-Work in pairs and analyze the chart-Give answer

-then work individually to write the description of the pie chart, using the sentences given in the book to begin their description

Listen to the teacher- Finish the profile- Some students read loudly their products in front of the class




The 41 st period Date: Grade 11

Theme: World PopulationUnit 7Language FocusTime: 45 minutes

I. Objectives:1. Educational aim: Students can distinguish the clusters /kl/ -/gl/- /kr/ -/gr/

-/kw/ and pronounce the words and dialogue containing these clusters correctly

2. Knowledge: - General knowledge: By the end of this lesson, students will be able to

use conditional sentences (types1,2 and 3) and conditional sentences in reported speech appropriately

- New words: Words related to pronunciation /kl, gl, kr , gr , kw /3. Skills: -Pronounce the sounds: /kl, gl, kr , gr , kw /II. Method: Intergrated, mainly communicativeIII. Teaching aids: Student’s book, pictures ,hand outsIV. Procedure:

Teacher’s activities Students’ activities NotesPronunciation: (10 minutes)- Ask students to look at their books then introduce to them*Listen and repeat : - Read loudly then ask students to repeat- Introduce : / kl, gl, kr , gr , kw /- Correct pronunciation for the students* Practise these sentences- Read the sentences loudly- Ask students to repeat


Grammar:(34 minutes)-“conditional types 1 ,2 and 3”


- Look at Practise the sentences- Listen to the teacher then repeat in chorus then individual




-write some sentences on the board a+ If it doesn’t rain ,I will come to see you+If it didn’t rain, I would come to see you-Ask students to comment on the use of conditional types in these examples-Help students to use of them-Ask some students give some similar examples- Introduce exercises to the studentsExercise 1: (15 minutes)- Ask students to do Exercise 1- Introduce how to do it- Let them work in pairs - Walk round, check and give markExercise 2 (8 minutes)- Introduce Exercise 2 to students and explain how to do it- Ask students to do it- Let them work individually

- Check, correct mistakes

Exercise 3: (11 minutes)- write some conditional sentences in reported speech on board and ask students to comment on the changes of the verbs, pronouns and adverbs of time and places-“If I had a permit , I could get a job’ he saidHe said that if he had a permit , he could get a job- Introduce Exercise 3 to students and explain how to do it- Ask students to do it- Let them work individually- Walk round and help them- Check, correct mistakes , give reasons and mark

-write down their notebook

-give some examples

- Listen to the teacher and do exercise 1Key: 1,would drive 2,could 3, is 4, will take 5,closed 6, will come

- Listen to the teacher and do exercise 2-Keys :1,had been told 2,had realized 3, wouldn’t have been 4, would have bought 5, had studied

- Listen to the teacher - Write down -Take note quickly

-Do the exercise 3Key: 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 if it didn’t rain they would go out with me4,the man asked the woman what she would do if she were a



Homework : (2 minutes)Ask students to do Part Language Focus and prepare to correct the second test.

billionaire5, the man said to me if I had asked him he would have lent me his motorbike.....................................


The 42 nd period Date : Grade 11 Theme: Correct the test


Teacher’s activities Students’ activities NotesWarm-up: (5 minutes)- Greeting- Ask students some questions on the previous test- Tell the aim of the period: correct the test

I. Put each verb in brackets in a suitable form.(2.point ): (8 minutes) - Repeat the questions- Get students to read the passage again carefully- Call some students to read out their answers, and the others give remarks if it is correct or not.- Finally read the keys out aloudII. Rewrite the following sentences so that the meaning of them don’t change.(3.point) : (8 minutes) - Repeat the questions


- Look at their paper- Compare the resutls with the others- Get the correct answers from the keys



- Get student to read the test again carefully- Call some students to read out their answers, and the others give remarks if it is correct or not- Finally read the keys out aloudIII. Read the passage and then answer the questions that follow.(3 point) : (10 minutes) - Repeat the questions- Show the passage again several times- Get students toread the passage again carefully- Call some students to write their answers on the board, and the others give remarks if it is correct or not- Finally read the keys out aloudIV. Make complete sentences using the cues below.(2. point) : (9 minutes)- Repeat the questions- Get student to read the test again carefully- Call some students to read out their answers, and the others give remarks if it is correct or not- Finally read the keys out aloudHomework: (5 minutes)Prepare Unit 8: celebrations




- Prepare Unit 8: celebrations



Unit 8: celebrationsThe 43 rd period Date : Grade 11

Theme: CelebrationsUnit 8ReadingTime: 45 minutes

I. Objectives:1. Educational aim: Students should know more about the celebration of Tet and other festivals’ activities2. Knowledge:- General knowledge: - Through this unit, students know the history of tet and some kinds of celebration- New words: Words related to celebration3. Skills: Reading for identifying the main idea and specific informationII. Method: Integrated, mainly communicativeIII. Teaching aids: Real objects, pictures, English textbook 11, hand-outsIV. Procedures:

Teacher’s activities Students’ activities NotesWarm-up: (4 minutes)- Let students to listen to the song and ask some questions:a. What is the title of the song?b.When do people often sing it?c.What is it about?

- Look at the picture- Answer the questionsa. Happy New Yearb. to welcome the New Year/it is often sung



-There are many things about Tet that we want to say. Today, we’ll study a new lesson Unit 8- Reading

Pre-reading: (7 minutes)- Ask students to look at the picture and discuss the three questions in pairs-Go around to offer help-Call on some students to present their answers and give comments from other students-Give feedback

- Let students work in pairs to tell which of the activities in the book they enjoy most at Tet

- Call on some students to present their answer and other students comment

-Ask students to read through the passage and find some new words+positive comments +candied fruit+spread (v): to extend over a place+Lunar New Year-Let students read and copy in their

on the last days of the old year and the at the beginning of the New yearc. Feeling about the old year and the New Year

- Listen to the teacher look at the picture and answer the questions-The answers are various1,It is spring and it should be Tet holiday because we can se the apricot blossom and a kumquat tree full of ripe fruits2,the people in the picture may be a family. the grandmother is giving her niece and nephew some lucky money. The girl, the boy and their parents may be wishing their grandparents good health and happiness

-work in pair and discuss these activities they enjoy most doing in the Tet

-Read individually

-Listen to the teacher and write down -Read in chorus



notebooksWhile-reading: (20 minutes)You are going to read about the Tet holiday in Vietnam-Make the class read the small talks, to scan the details and do the tasks

1. Task 1 : -Ask students to read a passage about Tet holiday, and then underline those words which match with the definitions on the right column in the task 1- Firstly, ask students to study individually then in pairs- Walks around the class, offer ideas and comments when students need help-Call on some students to explain their answer in front of the class- Give suggestions

Task 2- Work in pairs, read the small talks again and answer these questions- Ask students to work individually then work in pairs- Walk round the class and comments when students need-Check the answer in front of the class as a whole -Give correct answers

Task 3 :

- Ask students to read all questions

-Listen to the teacher

-Read the passage and underline new words-Try to guess the meanings of the words-Listen to their friends’ answers-Listen to the teacher and correct-Keys:1,träng ®¹i, hoµnh tr¸ng2,biÓu ng÷, b¨ng r«n 3,t¸o dÇm ®êng 4,thuéc vÒ n«ng nghiÖp 5,cÇu nguyÖn 6,niÒm vui thÝch, sù n« nøc-Read passage again-Work individuallyKeys1F( it fall between 19thJanuary and20thFebuary)2,F( it’s just for agrarian people)3.T4,F( according to the passage, lucky number tends to be given to children)5T6,T

-Work individually


TeachersHeadmasterHeadmistress

StudentsClassmasterFriendsClose – friendsFriendship

SubjectsGeographyChemistryEnglish

SportsFrotballJogging

Problems at schoolLive farFrom schoolStudents cheat in exams


to answer the questions in task 3- Ask students to work with a partner- Walks around the class to help students whenever they need-Give correct answer(the answer is in the passage)

Post-reading: (12 minutes)- Let students work in groups to talk about their last Tet holiday ,using the following main points- Has students work in groups and discuss- Walk around the class, listen to student’s discussions and offer suggestions when necessary- Give comments- Call on some students to speak and give them feedbackHomework : (2 minutes)-Ask students summarize the passage at home and prepare the next lesson

-Read carefully and give the answer

-Work in group and discuss

-two students present in front of the class

-Copy down on the notebooks


Theme: CelebrationsUnit 8SpeakingTime: 45 minutes

I. Objectives:1. Educational aim: Students could talk about the celebrations of Tet and other festivals’ activities2. Knowledge:- General knowledge: - Through this unit, students can express their

opinions about Tet holiday in Vietnam

- Language: Ask and answer questions about the Tet holiday in Vietnam3. Skills: Fluency in expressing opinion and expressions about

celebrations in Vietnam



II. Method: Integrated, mainly communicativeIII. Teaching aids: Pictures, English textbook 11, hand-outsIV. Procedures:

Teacher’s activities Student’s activities NotesWarm-up:(6 munites)

- Ask students close the book and find words that go with “ttraditional” in groups

Today, we will practice speaking about Tet holiday in Vietnam

Pre-reading: (5 minutes)Task 1:-Ask students to read the dialogue and ask them what points are mentioned in the dialogue- Ask student to work individually then work in groups-call on some pairs to act out the dialogue - Give suggestionsWhile –speaking :(24 minutes)Task 2: -Ask students to look at the three pictures and work out the name of eachholiday - Ask students to work individually then in pairs- Walk around the class to help student when necessary- Check and give suggestions- Ask student to practice it with a partner- Corrects students’ pronunciation if necessaryPost-reading: (13 minutes)Task 3: - Ask students to read all words in the task 3-Give the meaning of some words when necessary- Ask students to work individually

- Listen to the teacher-Find out the words -Suggested answer: food, flowers clothes ,games , costumes

- read individually and then work in pairs

- listen to the friend and give comments

-Listen to the teacher -Answer : 1,picture 1: Mid-Autumn2,Picture 2: thanksgiving3, picture3 :Valentine’s Day-1cC ,2aA ,3bB

- Do the task 3-Compare the answer with the partners



then work in pairs- Walk around the class to help students when necessary- Check and give suggestions- Ask students to practice this conversation- Correct their pronunciation when necessary- Give comments

- Homework(2 minutes): - Write about the tet holiday

their like and prepare the next lesson

- Work in groups-Ask the teacher if necessary -Some groups present their answer in front of the class

-copy in their notebooks


Theme: Celebrations Unit 8


I. Objectives:1. Educational aim: Students should know more about the New Year celebration in Japan.2. Knowledge:- General knowledge: Students listen for the main idea and comprehension questions.- Language:



- New words: Words related to new year.3. Skills: Listening for gist and for specific information.II. Method: Integrated, mainly communicative.III. Teaching aid: Pictures ,text book. IV. Procedures:

Teacher’s activities Students’ activities NotesWarm-up : (4 minutes)

- Ask the students question :- What is special about the

New Year holiday in Japan?- Can you guess what

Japanese do on these days? - Lead in: we are going to

listen to the talking about how the New Year celebrated in Japan

Pre-listening : (6 minutes)- Let students work in pairs to guess which of the activities the Japanese often do on their New year’s Day-Call on some students to give their answers and write them on the boards

-Introduce some new words from the listening passage

While-listening: (24 minutes)Task 1: -Ask students to listen to conversations- Listen to each pair- Let students listen for three times-Check the answer in front of the class as a whole-tick in the right column that best reflect their answer- Go around and remarkTask 2:- Ask students to listen again and answer the questions- Let students read the questions

- Listen and answer

-listen to the teacher

- Work in pairs and each pair works in role


- Look at the picture in the book and guess before listening

-Listen carefully

- Work individually

- Give corrects

-Listen to the dialogues and then work in groups and give their answers-keys :



first and quickly- work in pairs- Let students listen again 3 times and ask them to discuss in groups to answer the questions- Listen to each group and remark

After-listening: (10 minutes)- Have students sit in groups and compare the following aspects of the Vietnamese New year with those of the Japanese one- Go around and help if necessary-Call on some students tell the class again -Give commentsHomework: (2 minutes)

- Ask students to do exercise in workbook

- Prepare the next lesson

1,Because they want to get rid of the old year and welcome the new year2,from TV or the radio3,Kimonos or special dress4,No, New year is mostly celebrates among family only

- work in group and discuss

- each group presents their answers

- Listen and copy in their notebooks


Theme: Celebrations Unit 8

WritingTime: 45 minutes



I. Objectives:1. Educational aim: Students know how to describing a celebration.2. Knowledge:- General knowledge: Students can write a passage describing a celebration.- Language: -New words : Words related to celebration.3. Skills: Describing a celebration.II. Method: Intergraded, mainly communicative.III. Teaching aids: Some models, hand outs ,pictures.IV. Procedures:

Teacher’s activities Students’ activities NotesWarm-up : (4 minutes)-Ask some questions:1.Have you ever taken part in one of the popular celebrations in Vietnam?2. What Do you know about it?Lead in : To know more about the popular celebration we will learn the new lesson: WritingPre-writing: (10 minutes)- Let students read the passage of the - Explain some new words if they do not know-Let students work in pairs and write an outline for their description using the main points set in the task- Go around to help students to answer the task-Check the answers with the whole class

While-writing: (20 minutes)Task 2_Ask students to gather and organizing ideas for their paragraph

- Observe and work in pairs to answer- Answer the question

-Listen and do the task

- suggested answers :

- the description includes 6 main points:

+ name of the festival +purpose +time+main activities /what people do in the festival+foods eaten+people’s feeling about the festival




-Let students write their paragraph for 10 minutes-Ask students to exchange their paragraph with a partner-Go around helping and collecting typical errorsPost-writing: (10 minutes- Let students write on the board or in the papers- Go around and remark - Ask 2 or 3 students who may be good at English to write on the board

– Give general comments and remark

Homework: (2 minutes)- Describing a celebration they have seen and prepare the next lesson

-Write their paragraph down

-Compare with the partners

- Some students read aloud the form of someone- Listen and check themselves

- One student of one group reads aloud the paragraph- Discuss and correct mistakes themselves

- Listen and copy




Theme: Celebrations Unit 8Language FocusTime: 45 minutes

I. Objectives:1. Educational aim: Students know how to distinguish the clusters /fl/

and /fr/ and/ θr/ in a word or a sentences.2. Knowledge:- General knowledge: Students can Use pronouns :one(s), someone, no one ,anyone, everyone appropriately.- Language:- New words: Words related to holiday and celebrations.3. Skills:

- Pronunciation: fl/ - /fr/ and/ θr/- Grammar:- pronouns :one(s), someone, no one ,anyone, everyone.

-Vocabulary about holidays and celebrations.II. Method: Integrated, mainly communicative.III. Teaching aids: TextbookIV. Procedures:


I. Pronunciation(10 minutes)

-Model the two sounds /fr/ -/fl/ -/ θr / for a few time-Pronounce the sounds and ask students to repeat-Ask students to practice pronouncing the sounds in chorus and individually-Give feedback+Practice these sentences-Read all the sentences and ask students to underline the words with the sounds and write /fl/

- /θr/-/fr/-/under them-Ask students to practice the


- Read aloud in chorus first ,then read individually

-Underline the words with the sounds and

write /fr/-/fl/-/ θr/

-Work in pair

-Listen to their friends’



sentences in pair-Go around and help- Let students read the sentences and work in groups- Listen and remark each groupII. Grammar: (34 minutes) Exercise1:-Ask students to comment on the use of :one(s), someone, no one ,anyone, everyone using the sentences on the board-Ask students to read it quickly -Explain the use of them +someone=somebody: used with a singular verb in an affirmative statements or a question when speaker expects the “yes” answer+no one :takes a singular affirmative verb..................................................-let students do excerise1 individually and then compare their answers with another students-Go around and help-Check the answer the class as a whole

Exercise 2-Ask students read the sentences through-Explain new words if any-Call on some students to go to the board and write the answers-Give a feedback

reading

- listen to the teacher and comment

- Listen and copy

- Take note quickly

-Do the task1

-Work individually-Compare with the partners-Answer: 1.anyone ,2someone ,3,anyone ,4someone, 5, no one ,6,everyone 7, no one

-Listen to the teacher and do exercise 2-Keys: 1, of he three bags, I like the blue one2, Mai is making a fruit cake, Huong is making one ,too3,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 one..................................



Exercise3-ask students how to do this exercise -let students work in pair to finish the exercise and compare with the person sitting next to them- Listen to students and help them to do it-call on some students to give the answer and give feedback- Keys : 1,traditional 2, grand 3,gifts ,4 celebrating 5,polite 6, good luck ,7excitementHomework: (2 minutes)- Let them do exercises in Workbook-Prepare the next lesson

-Do the exercise3

- Some students write on the board and others check and correct mistakes

- Listen and copy



The 48 th period Date : Grade 11 REVIEW

I. Objectives: By the end of the lesson, Ss will able to:- know how to use infinitive (base form or full form)- know how to use gerund.

II. Materials:- chalk and board.- handouts.

III. Anticipated problems:- Some Ss are still confused about infinitives and gerund.

IV. Procedure:Stages Procedure Interaction

sTime

Warmer Giving the forms of verbs- T gives out some verbs.- Ask Ss to give the forms of

verbs.- Compare with your partner.

Pairs 8’

Presentation

1.To infinitive- T writes some sentences on

the board and underlines the to-infinitive.

+ I have letters to write.+ Does he get anything to eat?+There’s plenty to do

- T asks Ss to comment on the use of to-infinitives in these examples.

T-Ss 16’



- T reviews the form and use of to-infinitives.

1. In the examples above the infinitives are used to replace relative clauses.1. The infinitive can be placed after

nouns/ pronouns to show how they can be used or what is to be done with them.

+ I have letters to write = I have letters that I must write+ Does he get anything to eat? = Does he get anything that he can eat? 2. Infinitive without to (bare infinitive )a. §éng tõ dïng sau c¸c ®éng tõ h×nh th¸i (can, could ,may ,might, will, would ,shall, should….)eg: She can sing very beautifully. She may be late.b. Make and let.C¸c ®éng tõ cã cÊu tróc ®éng tõ +bæ ng÷+®éng tõ nguyªn mÉu kh«ng ‘’to”Eg: The cold weather made me feel depressed. They made me do it.c. §éng tõ nguyªn mÉu kh«ng ‘’to’’còng ®îc dïng trong c©u mÖnh lÖnh ë d¹ng kh¼ng ®Þnh.Eg: Go to the blackboard! Stay at home! Smile!d. We can use a noun or pronoun object+ bare infinitive after verbs of perceptions such as feel, hear, watch, see, notice, observe, perceive, smell 3. Gerund

- Ask Ss to give some verbs /verbal phrases followed by the Gerund

Expected answers: enjoy /miss /risk /appreciate /avoid /detest /dislike /It’s no use /can’t help /postpone / mind /be worth /mention



/keep /count on /give up …Checking:

- Ask Ss to give form and usage of these verbs

Form: Verb +V +ing = gerund Usage: To add information to what is expressed in certain verbs

Practice Choose the best answer in A, B, C or D:1. After … for 3 hours we stopped … other … with us. A. to walk - to let - to catch up B. to walk - letting - catching up C. walking - to let - catch up D. walking - letting - catching up2. I can’t help … . I caught a cold yesterday from … in a draught. A. sneezing - to sit B. to sneeze – sitting C. sneezing - sitting D. to sneeze - to sit 3. He surprised us all by … away without … “ Good bye”. A. going - to say B. to go - to say C. going - saying D. to go - saying 4. Do stop … .I’m trying … a letter. A. to talk - to finish B. talking – finishing C. to talk - finishing D. talking - to finish 5. If you go on … your dog … cars, he’ll end by … run over. A. letting- to chase- being B. letting- chase- being C. to let- to chase- being D. letting- to chase- to be6. I suggest … the hospitals before … the police … for him. A. telephoning- asking- phoning B. to telephone- asking- looking C. to telephone- to ask- to look D. telephoning- asking- to look7. By … enormous wages he is

T-Ss 10’



persuading men … their present job and … for him. A. offering- to leave- work B. offering- to leave- working C. to offer- to leave- working D. offering- leaving- to work8. At first, I enjoyed … to him but after a while I got tired of … the same story again and again. A. to listen- hearing B. to listen- to hear C. listening- hearing D. listening- to hear9. … on this beach is much more pleasant than … in the office. A. to lie- sitting B. lying- sitting C. to lie- to sit D. lying- to sit10. She has gone … in a neighbouring town. A. shopping B. to shop C. to shopping D. for shopping

Production Summarize about infinitive and gerund T-Ss 10’’Home-work Prepare about participles Individuals 1’

The 49 th period Date Grade 11

REVIEW

I. Objectives: By the end of the lesson, Ss will able to:- distinguish gerund and present participle- use perfect gerund and perfect participle.


III. Anticipated problems:- Some Ss are still confused about present participle and gerund.


sTime



Warmer What do you call it?- Give some sentences with –ing

form of verb.- Ask Ss to give their name (if

necessary)- Give feedback and correction

Teams 5’

Presentation

1. Gerund - If necessary T reviews the form

and uses of gerunds. To save time T may give Ss the handout below:

A gerunds is a noun made from a verb by adding ‘-ing’. The gerund always has the same function as a noun (although it looks like a verb), so it can be used:+ as the subject of the sentence:. Reading helps you learn English. + as the complement of the verb ‘to be’:. Her favorite hobby is reading.+ after prepositions. The gerunds must be used when a verb comes after a preposition:. She is good at learning English. . They’re keen on windsurfing.This is also true of certain expressions ending in a preposition , e.g. in spite of , there’s no point in …. There’s no point in typing the assignment. . In spite of missing the train, we arrived on time. + after a number of ‘phrasal verbs’ which are composed of a verb + preposition / adverbExample:To look forward to ,to give up ,to be for / against, to take to, to put off ,to keep on:. I look forward to hearing from you soon. (at the end of a letter). He kept on asking for a discount + in compound nouns Example:

20’



. a driving lesson , a swimming pool, bird-watching, train-spotting It is clear that the meaning is that of a noun, not of a continuous verb.Example:. The pool is not swimming; it is a pool for swimming in. + after the expressions:can’t help , can’t stand ,it’s no use /good , and adjective worth:. I can’t stand being stuck in traffic jams.. It’s no use /good trying to persuade him.. It might be worth changing the title of the book.2. Present participle

- If necessary T reviews the from and uses of present participles .To save time T may give Ss the following handout:

The present participle of most verbs has the form V+ing and is used in the following ways :+ as part of the continuous form of a verbExample:. I am working.. She was dancing.+ after verbs of movement /position in the pattern: verb + present participle Example:. My mother used to go shopping everyday.. He came running towards me. This construction is particularly useful with the verb ‘to go’ ,such as go diving, go fishing ,go swimming …+ After verbs of perception in the pattern:

verb +object + present participleExample:. I heard someone playing the guitar. . I can smell something burning!



NOTE: There is a difference in meaning when such a sentence contains a bare-infinitive rather than a participle. The infinitive refers to a complete action, but the participle refers to an incomplete action, or part of an action. Compare:. I heard Mai playing the piano. (=she had started before I heard her, and probably went on afterwards). I heard Mai play the piano .(=I heard her complete performance)+ as an adjective Example:. It was an interesting film. . It’s a bit worrying when the police stop you. + with the verbs spend and waste, in the pattern:

verb + time /money expression + present participle

Example:. I spend two hours a day traveling to work. . Don’t waste time playing computer games!. They’ve spend $ 4,000 buying that watch.+ with the verbs catch and find, in the pattern:

verb +object + present participleWith catch , the participle always refers to an action which causes annoyance or anger:. If I catch you stealing my apples again, I’ll tell your parents. This is not the case with find, which is unemotional:. We found our dog lying in the bathroom.. They found their mother sitting in the garden. + to replace a sentence or part of a



sentence- When two actions occur at the

same time, and are done by the same person or thing, we can use a present participle to describe one of them:

. He sang to himself. He walked down the road. (= Singing to himself, he walked down the road.)

- When one action follows very quickly after another done by the same person or thing ,we can express the first action with a present participle:

. He put on his coat and left the house (= Putting on his coat, he left the house.)

- The present participle can be used instead of a phrase starting as, since ,because , and it explains the cause or reason for an action:

. Feeling tired, he went to bed early (=because he felt tired…). Knowing that she likes roses, he gave her a bunch of red roses on her birthday.

Practice Giving their name- Give some sentences.- Ask Ss to distinguish which is

gerund and which is present participle.

Sentences:1. I object to him having made

private calls on the office phone.2. Having been his own boss for

such a long time, he found it hard to accept orders from another.

3. They denied having been there.4. Having tied one red of the rope to

his bed, he threw the other end out of the window.

5. Having read the instruction, he snatched up the fire extinguisher.

Pairs 9’



6. The children admitted having taken the money.

Expected answers:- Gerund: 1, 3, 6- Present Participle: 2, 4, 5

Production Make some sentences with gerund and present participle.

Pairs 10’

Home-work Prepare reported speech. Individuals 1’

The 50 th and 51 st period Date : Grade 11

REVIEW

I. Objectives: By the end of the lesson, Ss will able to:- revise about reported speech.- use it with infinitive or gerund.


III. Anticipated problems:- Some Ss have difficulty in reported speech.


sTime

Warmer What type of sentences- Give out some sentences.- Ask Ss to give out the type of

sentences.Sentences:

1. “I’m a teacher”2. He said he was a teacher.3. They told me to work hard.4. She insisted on seeing me.

Pairs 5’

Presentation

Reported speech with infinitive- Ask 2 Ss (A &B) to come to the board. T

says to A: “Close the window, please” and to B: “Sing a short song”. After A &B performed the actions, T asks the whole class: Why did A close the

T-Ss 28’



window? Why did B sing a song?- Write the model sentences on the

board:“Close the window, please” the teacher said to A => The teacher asked A to close the window.

- Then continue“Sing a short song”. The teacher said to B. => The teacher told B to sing a short song.

- Ask Ss to look at the examples to elicit the structures.

S + told + O + to-infinitive asked promised advised encouraged warned wanted reminded invited ………

Reported speech with gerund.- Give some examples:

1. A: It’s so hot today. B: Let’s go to Thuan An beach.

He suggested going to Thuan An beach.2. “I’m sorry. I’m late”

She apologized for being late.3. A: Thank you. It was nice to help me. B: My pleasure.

She thanked him for helping her.Questions:

1. Are the sentences above direct or indirect speech?

2. What is the structure?3. Do you know any other verb of reporting

followed by a gerund?Expected answer : Structures:a. V + V-ingadmit, deny, suggest …b. V + prep + V-ing



apologize for, complain about, confess to, insist on, object to, dream of, think of …c. V + O + prep + V-ingaccuse … of, blame … for, congratulate … on, criticize … for, warn … about / against, praise … for, thank … for, prevent … fromUsage: in reported speech.

- Run through the meaning of the verbs / phrasal verbs given.

- Ask Ss to make some more examples with the structures given

Practice Change these sentences into reported speech:1). "I'm sorry I have to leave so early", he said.

He ……………………………………………………..

2). "Don't forget to return the book to the library", he said.

He ……………………………………………………..

3). John said, "You'd better not lend them any money, Daisy."

John ……………………………………………………

4). "Please don't tell anybody what happened.” Ann said to me.

Ann ……………………………………………………..

5). "Why don't we visit the National Gallery?" She

…………………………………………………..

6). "Stay in bed for a few days", the doctor said to me.

The doctor …………………………………………..

7). "You mustn't go out at night", our parents said.

Our parents ………………………………………….

20’



Production Making sentences- Make some reported sentences

Pairs 20’

Home-work Prepare conditional sentences Individuals 2’

The 52 nd and 53 rd period Date : Grade 11

REVIEWLesson plans of grade 11 Nong Cong high school 141


I. Objectives: By the end of the lesson, Ss will able to:- distinguish types of conditional sentences.- use them correctly.

II. Materials: - chalk and board.- handouts.

III. Anticipated problems:- Ss have difficulty in distinguishing types of conditional sentences.


sTime

Warmer Game: Matching- Divide the class into 2 teams, A

and B.- Team A make “If-clause”- Team B make main clause.- Combine one of A with one of B

to make conditional sentences.

Teams 8’

Presentation

Lead-in - T makes an example: If I were a queen, I would go round the worldOr T makes a half of sentence, example: If I were a queen ...).T asks: + What is the kind of this sentence? + How many types of conditional sentences are there?Example:

1. If you need a ride to the airport, I’ll be happy to take you.

2. If he had known the meeting, he would have come there.

Revision* Conditional sentences

Type I: Future possible.If clause Main clause

Present tense Future tense Type II: Present unreal If clause Main clause

Simple past tense(Subjunctive)

Present conditional

(would + bare

T-Ss 32’



infinitive) Type III: Past unrealIf clause Main clause

Past perfect tense

Perfect conditional

(would have + p.p)Conditional in reported speech- T makes some examples:1. “If you work hard, you’ll pass the exam”, the teacher said

The teacher said that if I worked hard, I would pass the exam

2. He said to her, “You would be punished if you came late”

He said to her that she would be punished if she came late.

3. They said, “He wouldn’t have been in prison if he hadn’t stolen the car”

They said that he wouldn’t have been in prison if he hadn’t stolen the car.

- Ask Ss ti give the comment. (Expected: + Type 1: change the tense. + Type 2 + 3: not change the tenses.)

Practice Choose the best answer in A, B, C or D:1. If I … time, I’ll help you.a. have b. had c. had had d. will have2. If you are right, I … wrong.a. am b. will be c. would be d. would have been3. If I … you, I … do that.a. am/ will b. were/ will c. were/ would d. had been/ would4. If I was offered the job, I think I … it.a. take b. will take c. would take d. would have been5. If I had known you were in hospital, I … to see you.a. will go b. would go c. went d. would have gone6. If I …, I would have said hello.a. had seen b. saw c. see

Pairs 20’



d. would seeKey: 1a, 2a, 3c, 4c, 5d, 6a

Production Making sentences- Make some conditional sentences

in reported speech.

Pairs 20’

Home work Prepare Non-definite pronouns. Individuals 2’



The 54 th period Date : Grade 11 Theme: Correct the test of the first term



I. Put each verb in brackets in a suitable form.(2.point ): (8 minutes) - Repeat the questions- Get students to read the passage again carefully- Call some students to read out their answers, and the others give remarks if it is correct or not.- Finally read the keys out aloudII. Rewrite the following sentences so that the meaning of them don’t change.(3.point) : (8 minutes) - Repeat the questions- Get student to read the test again carefully



- Look at their paper



- Call some students to read out their answers, and the others give remarks if it is correct or not- Finally read the keys out aloudIII. Read the passage and then answer the questions that follow.(3 point) : (10 minutes) - Repeat the questions- Show the passage again several times- Get students toread the passage again carefully- Call some students to write their answers on the board, and the others give remarks if it is correct or not- Finally read the keys out aloudIV. Make complete sentences using the cues below.(2. point) : (9 minutes)- Repeat the questions- Get student to read the test again carefully- Call some students to read out their answers, and the others give remarks if it is correct or not- Finally read the keys out aloudHomework: (5 minutes)Prepare Unit 9: the post office

- Compare the results with the others- Get the correct answers from the keys



- Prepare Unit 9: the post office



The second term of grade 11

Unit 9: THE post officeThe 55 th period Date Grade 11

Theme: The Post OfficeUnit 9ReadingTime: 45 minutes

I. Objectives:1. Educational aim: Students can read and know about Post Office and

the different services and make questions and answer them well.

2. Knowledge:- General knowledge: By the end of the students will be able to know about the services. - Language:- New words: Words to the post office. 3. Skills: Reading for general or specific information.II. Method: Integrated, mainly communicative.III. Teaching aids: Some photos of famous post office and some information about them.IV. Procedures:




- ask some questions1.How far is it from your home to the nearest post office?2.Have you ever been there?3.How often do you go to the post office?4. what services do you think the post office offer?- Recheck and introduce the new lesson: Pre-reading: (7 minutes)- Ask students to look at the pictures in the book -Let students work in pairs to answer the questions - Let each student stand and speak their opinions- Go around and help them if necessary

While-reading: (20 minutes)Task 1- Let students open the book and read silently while teacher reads aloud and correctly- Ask students to read themselves and write down some information- Let students work in pairs to do the task1Task 2- Let students read all sentences and explain some new words if necessary-Ask students to read again and stop at the lines that contains these words to guess the meaning-Let students do the task individually-Call on some students to answer and explain their answers- Listen and correct if needed

- Listen and try to answer the questions1, 2 kilometers 2,yes I have..........

- Listen to the teacher and then discuss in their groups- Some students stand up and answer in roles...

- Read quickly and give some sentences in the text which are in A- Predict the meaning of words- work in pairs-Keys : 1c ,2b .3d .4c.

- Work in pairs and answer the questions-Work individually-Key:1,advanced technology and a spacious and pleasant front office (lines1-2-paragraph1)2,Mail and parcel service, express money transfer, phone calls and faxes, press distribution3,air mail , surface



Task 3- Let students work in pairs-Read the passage again and guess where in the passage they can find information, using their knowledge of the passage -Ask students to do the task individually and then check their answers with a friend-Call on some students to give and explain their answers-Give corrective feedback-Keys : 1, Open daily 7-9 p .m2,competitive rate for parcels of under 15 kg 3.EMS mail will be delivered in the shortest time possible4, the money will be sent to your relatives in less than 24 hoursPost-reading: (10 minutes)-Ask students to close their books and practise discussing the questions- Let students give opinions- Go around to check ,help and take note of students typical errors-Call on some students to talk and give feedbackHomework (4 minutes)- Reread the passage and summary the main point (about 75 words) -Prepare the next lesson

mail ,and EMS mail4,For someone to receive a phone call 5, subscribe

- Read quickly and find information to compare with their partners

- Work in pairs, then one reads the sentence and the other corrects it

- Work in groups and discuss which sentences go with the word given-Work in small groups of 3 or 4 and take turn to talk about Thanh Ba post office

- Listen and copy




Theme: The Post OfficeUnit 9Speaking: Time: 45 minutes

I. Objectives:1. Educational aim: Students should know how to ask and answer about

the different postal and telecommunication services.2. Knowledge:- General knowledge: Ask and answer about postal and

telecommunication services ;making requests.- Language: -New words : Words to speak about postal and telecommunication services3. Skills: expressing opinions.



II. Method: Integrated, mainly communicative.III. Teaching aids: Photos of some famous postal and telecommunication,

textbook , .....IV. Procedures:

Teacher’s activities Students’ activities NotesWarm-up: (3 minutes)- Ask students to close the book and discuss these questions:1,Have you ever heard someone make a request in English? What did they say?2, Have you ever heard someone make a request in Vietnamese? What did they say?3,Did you observe any differences in the way requests are made in English and Vietnamese ?Pre-speaking: (8 minutes)Task1- Ask students to look the pictures in the task 1 and do the task1

- Go around and listen to themWhile-speaking: (20 minutes)Task 2- Let students open the books and look at the task2 -Explain the task and new words- Ask students to work in pair and write the dialogue together based on the information given in the task-let students act out the dialogue together firstly in close pairs and then in open pairs- Listen and correct

Post-speaking: (10 minutes)Task 3- Ask students to talk again- Ask one group to do the task as a

- Close the books- Work in pairs and discuss and find out the answer of each question

- Read these words and work in groups

- Work in groups with some cues given below- Other groups go on practicing speaking

- Practice interviewing as a dialogue- Others listen and write down some information they get-keys: A : Good morning, sir. May I help you?B : Yes ,I would like to have a telephone line installed at home please?A : Certainly, sir. Where do you live?....................................



model- Go around listening to some groups and help them if needed- Ask some pairs to stand in front of the class and practise speaking- Listen to each group and correct or give mark if they do it wellHomework: (2-4 minutes)- Let students to do exercises in workbook-Ask students to prepare the next lesson

-Work and discuss in groups and one of this group asks and one of other answer

-work in pairs and practise speaking

- Listen and write down in their notebooks


Theme: The Post OfficeUnit 9ListeningTime: 45 minutes

I. Objectives:



1. Educational aim: Students should know how to ask and say about the development of Vietnam’s telephone system over the past few years

2. Knowledge:- General knowledge: Students know about some information about the development of Vietnam’s telephone system- Language: - New words: Words related to Vietnam’s telephone system3. Skills: Listening for general or specific informationII. Method: Integrated, mainly communicativeIII. Teaching aids: Some pictures of Vietnam’s telephone system or some

real information about themIV. Procedures:

Teacher’s activities Students’ activities NotesWarm-up: (4 minutes)- Give some photos and ask some questions1. Which is the quickest , a phone call, a fax , an e-mail or a letter?-Ask students go to board and matching some pictures with the name of telephone.....Pre-listening: (8 minutes)- Let students open the books and ask and answer the questions-“ Do you think more and more people are using cell phone in Vietnam nowadays? Why?- Let students read some words they’ll listen then- Listen and check

While-listening: (20 minutes)Task 1- Let students read some sentences given and explain some new words if necessary- Read or let students listen first - Let students listen the second time- Check their listening- - Observe the class and listen to each group’s feedbacks

- Observe the pictures and give some information about them1, a phone call- Work in pairs and match the name of each picture

-Listen and answer the questionBecause it become cheaper and come in a wider variety of colors and styles- Read in chorus- Some students read themselves:

- Read silently the sentences given before listening- Listen the first time- No, we haven’t- Listen the second time and begin doing the task- Listen the third time and choose the best



- Give more information if students wonder or not clear_Keys:1b(Vietnam ranks the second)2,D ( It is among the 30 countries in the world)3,C ( in 1996, Vietnam began upgrading its fixed telephone )4,D ( at present, 93% of communes across Vietnam telephone networks)5,C ( the change of the international telephone system)Task 2- Before listening, let students read quickly some sentences they’ll listen and guess some answers that will be in the conversation- Let students listen the first time: Who can guess some words?- Let students listen the second time- Let student listen the last time and let them work in groups to speak out- Listen and correct their listening

Post-reading: (10 minutes)- Ask students to summarise the main ideas of the listening passage using the following points -go around and help students- - Listen to each group and correct mistakes if they’ve done

answer

- Each group asks and explains why they choose by some information they’ve listened- Work in groups and answer the questions-Keys :1,China has the best growth in telephone numbers2,in the early 1990s, there were only 140,000 telephones in Vietnam3,in the 1996, the fixed telephone numbers were changed from 6 to 7 digits in Hanoi and ho Chi Minh city as well as 5 to 6 digits in other provinces

- Work in groups and each group talk about the main ideas of the development in Vietnam’s telecommunication- Write in groups and



Homework: (2- 4 minutes)- Ask students to write a short passage about football player they like

ask someone to speak out their writing- Other groups listen and copy some information and give some questions

-Listen and take note their books




Theme: The Post OfficeUnit 9WritingTime: 45 minutes

I. Objectives:1. Educational aim: Students should know how to write a letter to express

satisfaction or dissatisfaction.2. Knowledge:- General knowledge: Students learn to write a formal letter to express

their evaluation of a service.- Language: Words used in writing about the topic.3. Skills: Writing a letter to express satisfaction or dissatisfaction.II. Method: Integrated, mainly communicative.III. Teaching aids: Some cues, textbook ….IV. Procedures:

Teacher’s activities Students’ activities NotesWarm-up: (4 minutes)- Ask students to close the books- Give the papers with some different announcements and match with the correct titles -then introduce the topic of the lesson, Pre-writing: (8 minutes)Task1- Ask students to open their books- Get students to read task1 silently and answer the questions that follow-Ask students to talk about things that they like and don’t like about the services at Thanh Ba post office or a post office they know-Then check the answers with the whole classWhile-writing: (18 minutes)Task 2- Let students read quickly taks 2

- Work in pairs and matching- Some students do matching on the board

-Listen to the teacher and read the task1 and talk about the things they like and dislike about a post office they know




- Explain some new words if necessary:- Ask some other groups to write a letter using some cues below -Introduce the structure of the letter they are going to write1,Opening : Introduce who you are ; say the purpose of your letter2,first paragraph : say about what you like about the service3, Second paragraph : say about what you don’t like about the service ; make suggestions if possible4,Closure : thank the recipient for their time and attention ;good bye-Go around and help if necessaryPost-writing: (13 minutes)

- Ask students to read another’s letter

-Call on some students to read loudly their writing-Give feedback and correct typical errors

Homework: (2 minutes)- Write a letter about something they like-Prepare the next lesson

- Read silently

- Read those words and copy-Listen and take note quickly-Work individually

- Practise writing in groups

- Each member of groups reads aloud his/ her writing- Other group appreciate and correct mistakes each other

- Listen and copy




Theme: The Post OfficeUnit 9Language FocusTime: 45 minutes

I. Objectives:1. Educational aim: Students should pronunciate /sp/ -/st/and /sk/

correctly and differ the use of “relative clauses’’.2. Knowledge:- General knowledge: Students should use defining relative clauses and non-defining relatives clauses.- Language: 3. Skill: fluency in pronunciating /sp/ -/st/and /sk/ and use of “relative clauses.II. Method: Integrated, mainly communicative.III.Teaching aids: Some words related to /st/-/sp/ and /sk/. IV. Procedures:


I. Pronunciation: (15 minutes)- Close the books!a. Introduce two syllables /st/ -/sp/and /sk/- Let students practise pronunciating these words:Speak speech ,stop, best ,text ,ask ,disk, dusk, skill ,school......

- Listen and correct the syllables students read

Practise these sentences

- Listen and repeat following the teacher- Work in pairs and read aloud these words then choose which words have sound /sp/ and which have sound /sk/-/st/- Read in silent first- Some of each groups



b. Let students read aloud the words given and try to pronunciate syllable /sp/ -/st/or /sk/ correctly- Listen and check for pronunciation- Ask students to listen and read after these sentences

II. Grammar: (20 minutes)-Write on the board some examples containing both defining and non-defining relative clauses-Ask students to explain the differences among them –

Exercise 1- Ask students to do exercise themselves then discuss in groups-Introduce how to do it-let them work in pairs-Walk around and check and give mark-Key: 1, a burglar is someone who breaks into the house to steal things2,a customer is someone who buys something from to steal3, a shop-lifter is someone who steals from a shop4, a coward is someone who is not brave5, a tenant is someone who pays rent to live in a house or flatExercise 2-ask students to read the exercise 2-Get students to review when to use whom(when the noun to be modified is the object of the main verb in the relative clause), who ,whose - Then do the exercise2 -Call on some students go to board and write down their answers- Listen and remark

read aloud

- Read after teacher and work in groups to find the syllable st/ -/sp/or /sk/ in the word in these sentences:- Read silently and give the opinion

-Listen and discuss

- Students work in pairs and give the differences among them - Some students give some examples

- Do the exercise themselves- Each student of each group gives correct answers

-

-Work in groups and give the correct answers-Do the exercise 2 individually-Keys: 1, who ,2 whose ,3,whom/who 4, whose , 5, whom/ who



Exercise 3- Let students read the

exercise3 and do it individually

- Get students to distinguish the difference between “that” and ‘which”

- Let students write the sentences with a peer

- Check with the whole class

Exercise 4-Ask students to read the exercise 4 and do it individually-Get students complete other sentences in the same way -call on some students to write their answers on the blackboard -Give feedback from the classHomework: (5 minutes)- Ask students to revise the use relative clauses- Practise doing exercise in the Workbook

-Do the exercise3 and then compare with the partners’ answer- Listen and write down-Keys : 1,the man who answered the pone told me you were away2,the waitress who served us was very impolite and impatient3,the building that /which was destroyed in the fire has now been rebuilt’4, the people who were arrested have now been released5, the bus that/ which goes to the airport runs every half an hour

-listen and do the exercise 4

-compare with the partner

-Listen and copy



test YOURSELF C The 60 th period Date : Grade 11

Theme: test YOURSELF CTime: 45 minutes










Teacher’s activities Students’ activities NotesWarm-up: (5 minutes)- Greeting- Ask students something about the test yourself C* Have you prepared it at home?* Have you got any difficulties?

Test yourself


II. Reading (2.5 points) (10 minutes)- Present the task: - Ask pupils to work in groups to compare the answers they have already done to find the correct ones.- Give the correct answers to the class:- Keys:

1. They gather before midnight and select 12 grapes from a large bunch.

2. Because the 12 grapes are symbols of the 12 months of the year.

3. In Iran.4. It lasts for 13 days.

They read from the Koran, then all


- Look at the book and listen to the task- understand the task- Read the questions - Listen to the tape- Listen again and say the statements are true or false.- Listen and discuss in groups to find the correct answers:1.g, 2.b, 3.e, 4.f, 5.d, 6.j, 7.h, 8.k, 9.c, 10.a, 11.i





embrace each other and say, “May you live 100 years

III. Grammar(2.5 points) (8 minutes)- Present the task: a/ Ask students to listen and put a tick in the right box.- Keys: 1. glean, 2. fry, 3. thrive, 4. overthrow. b/ Join the sentences, using who or which

1. Earth is a planet which can support life.

2. The book is about a girl who runs away from home.

3. A dictionary is a book which gives you the meaning of words.

c. 1.b, 2.c, 3.a.



Homework (5 minutes)- Ask students: + to study all the lessons again + to prepare Unit 10: nature in danger, Part A. Reading

- Listen to the teacher- Work in groups - Compare the results with the other groups- Show the answers in front of the class. - Observe the keys and correct their answers.


- Study all the lessons again- Write down homework to prepare at home



Unit 10 : nature in danger


Theme: Nature in Danger Unit 10ReadingTime: 45 minutes

I. Objectives:1. Educational aim: Students should know how to talk about nature in

danger2. Knowledge:



- General knowledge: Students know about how we have destroyed our environment and affected other species and do to save endangered animals

- Language: students could know about environmental destruction and conservation- New words: Words related to nature in danger3. Skills: Guessing meaning in context, scanning for specific information

and passage comprehensionII. Method: Integrated, mainly communicativeIII. Teaching aids: Student’s book and pictures showing some picture about some cites in the world, etc.IV. Procedure:

Teacher’s activities Students’ activities NotesWarm-up: (5 minutes)- Ask students to look at the pictures and answer the questions :1, What animals can you see in these pictures?2, where do these animal often live?3,What would happen if their habitats were destroyed?- Let students understand more about nature in danger, today we learn Unit 10- part A: Reading

Before you read : (7 minutes)- Ask students to look at the pictures and match the names of the pictures in their books to work in pairs- Ask and answer questions about endangered species- Listen to students and correct pronunciation and grammar if necessary

While you read : (23 minutes)

- Open the book- Listen to the teacher - Give the answers1. a tiger ,an elephant , a bear , a lion2, they often live in the forests ,zoos or National parks3. if their habitats were destroyed ,animal s would die, the environment would be polluted. Nature would be in danger- Listen to the teacher and open the book – Unit 10, part A: reading


- Look at the picture- Answer the questions



- Ask students to look through the passage and read in silence- Help students read the passage- Explain pronunciation and meaning of new words which appear in the passageTask 1 : (3 minutes)- Ask students to fill each blank with a suitable word- Let students work individual or in groups- Help students if necessaryKeys: 1extinct; 2protect; 3decrease; 4lpollutants ;5endangered 6, interferences

Task2: (4 minutes)-Ask students read the passage again and decide the best sums up each paragraph-Go around and help if necessary-call on some students to answer-Give feedbackTask 3: (6 minutes)- Ask students to answer the following questions- Ask students look through the passages then try to answer the questions in right way- Let them work in pairs- Help students if necessary(the answers in the passage)

After you read : (8 minutes)- Ask students to close their books- Ask them to find out why some animals have become extinct-Call on the groups to tell and explain their choice- Listen to students and correct mistakes

Home work: (2 minutes)

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

- Keep the book open- Listen to the teacher then do task 1- Ask the teacher if necessary- work individual or in group- Write down in the notebook

- Listen to the teacher-Do the task individually-Compare the answer with the partner’s answer-Keys : 1c,2a,3a ,4 c

- Try to answer the questions- Practice with a partner then write them down in the note books- Ask the teacher if necessary

- Listen to the teacher-Discuss and give reason why .- The students who are called to stand up to talk loudly are intelligent ones




- Ask students to write a passage about environment (80 words)- Ask students to do Reading exercise of Unit 10 in workbook and prepare Part B : Speaking at home

and write down homework

The 62 nd Period Date: Grade 11

Theme: Nature in Danger

Unit 10




I. Objectives:1. Educational aim: Students should know how to talk about nature in danger and measures for protecting endangered nature2. Knowledge: - General knowledge: Students could talk about endangered nature and ways to protect it - Language: asking for and giving information - New words: words related to nature in danger3. Skills: State their preferences and explain the reasonsII. Method: integrated, mainly communicativeIII. Teaching aids: pictures IV. Procedure:

Teacher’s activities Students’ activities NotesWarm-up: (5 minutes)- Ask students to keep book close-Ask students some questions 1,Why do we call some animalss such as tiger, bears, elephants endangered animals ?2, What should we do to protect and save them??- Tell students to understand more.(We learn Unit 10, part- speaking)

Pre-speaking : (12 minutes)Task 1- Ask students to put some reason why nature is threatened in the order of importance- Let them work in pairs- Listen to students and correct mistakes

- Keep books close- Listen to the teacher- Answer the question:1. because they are hunted or killed in large number that they are in danger of becoming extinct2, As a students you should stop eating and killing wild animals

- Look at student’s book-Listen and do the task-Work in pairsA : in your opinion which the reason is the most important?B :I think burning the forest is the most important because animals and plants will



While-speaking : (15 minutes)Task 2- Ask students to work in pairs to read through the task and match the problems in task 1 with appropriate solutions in task 2- Let them work in groups- Walk round and help them- Ask some students to stand up to talk again loudly- Listen and correct mistakes

- Post-speaking : (10 minutes)Task3-Ask students to tell about the city they prefer and give reasons-Let them work in groups- Ask some students to stand up and tell loudly -Go around and help -Call on some students report their preferences and explain their choice- Listen and correct mistakes

Homework: (3 minutes)- Ask students to do exercises in workbook- Ask students to prepare Part C- Listening and do homework

die, which cause the air polluted................

-Listen to the teacher - Do task 2 in groups.......

- Close the books- Listen to the teacher- Do task 3-Work in group and discuss

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






Unit 10ListeningTime: 45 minutes

I. Objectives:1. Educational aim: Students should know about the national parks in

USA 2. Knowledge: - General knowledge: Students learn more about the national parks- New words: Words related to the topic3. Skills: - Listening for specific information - deciding on true or false statements II. Method: Integrated, mainly communicative III. Teaching aids: Student’s book, picture showing the Statue of LibertyIV. Procedure:

Teacher’s activities Students’ activities NotesWarm-up: (5 minutes)- Ask students to close the books- Give a picture of national parks and ask some question about it1.what can you see in the picture2.Do you know where it is located ?3.What does it look like?........

- If you want to know more details, we will go to Unit 10- part Listening

Pre-listening: (7 minutes)- Ask students to look at the part: Before listening- Let them work in pairs and answer questions- Walk round, listen and help students

- Close the books- Listen to the teacher- Work in groups- Listen to the teacher and answer the question:

- Listen to the teacher and open textbooks

- Look at the books- Work in pairs- Give correct answer-Key1,Cuc Phuong national Park, Cat Ba National Park,Bach ma ,Phong



- Listen and check pronunciation

While-listening: (20 minutes)Task 1- Ask students to look through the sentences in task 1- Ask students to listen to the typescript carefully and decide the correct answers- Ask students to give reasons for their answersKey: 1.T- 2T- 3F- 4T- 5.T

Task2-Ask students to look at the task 2 and answer the questions-Let students listen again more time and answer -Call on some students to give answers

After-listening: (10 minutes)- Ask students to open the books- Ask them to summarise the listening text based on their notes- Let them work in pairs- Walk round and help students

Nha, Cat Tien...

- Keep book open-Listen to the teacher- Read the sentences in task 1 and try to understand them- Listen to the typescript and choose the correct answers

-Listen to the teacher and do the task2-Listen again and give correct answers-Keys :1, 522,millions of people visit national parks every year3,rare animals are killed or hunted for fur, skin or other parts.......4,rare animals and treees should be protected, fires causes by careless people should be limited, pollution from visitors’ vehicles should be decreased and money should be raised for the parks’ staff and maintenance of their resources

-Listen and discuss- The students who are called stand up and retell about the Statue of Liberty in front of the class:



- Ask some students to stand up and retell the national parks in the USA to the class- Listen and correct mistakes

Homework: (3 minutes)- Ask students to write a story about a national park they liked- Remember them to prepare Part- Writing at home






Unit 10WritingTime 45 minutes

I. Objectives:1. Educational aim: Students could describe a national park2. General knowledge: Students learn how to write a describing a location- Language: The simple present of verbs and the connectors often used in a narrative- New words: Words related to national park3. Skills: Describe a national parkII. Method: Integrated, mainly communicativeIII. Teaching aids: Student’s book, notebook, IV. Procedure:

Teacher’s activities Students’ activities NotesWarm-up: (5 minutes)- Ask students to keep book close- Ask students some following questions:1. Have you ever been to national park?2. What is it famous for? 3. How did you feel when you visited it?- Check and explain them to the class:Pre-writing: (10 minutes)- Ask student to read the task

- Keep book close- Listen to the teacher and answer the questions1. Yes, I have .Hanoi23.- It is very interesting

- Listen to the teacherand open the books- Read the passage



- Explain some new words- Ask students to look through the passage again and answer the questions-get them brainstorm what they like to include in their description of a national park- Let them work in groups- Walk around, check and help students-- Help students if necessary(the answers in the passage)While-writing: (18 minutes)Task 2- Ask students to do task 2- Ask them to use the prompts to build up a passage about the a national park in Vietnam they know well- Let students work individually- Walk round and help studentsPost-writing: (10 minutes)- Give suggestions and corrections- Ask students to read another’s narrative- Ask some students to read loudly their narratives- Correct mistakes and mark

Homework: (2 minutes)- Ask students to redo part writing of Unit 10 in the student’s work book and prepare part Language Focus

- Ask the teacher if necessary- suggested : where/ how big/what(geographical...)


-Work individually

- Listen to the teacher- Finish the narrative- Read a narrative of one classmate- Some students read loudly their products in front of the class






Unit 10Language FocusTime: 45 minutes

I. Objectives:1. Educational aim: Students should distinguish the sound

/sl/-/sn/-/sm/-/sw/ 2. Knowledge: - General knowledge: Students learn how to use of the relative pronouns

with prepositions- Language: * Non-defining vs defining relative clauses- New words: Words related to pronunciation /sl/-/sn/-/sm/-/sw/ 3. Skills: Writing a passage about national parksII. Method: Integrated, mainly communicativeIII. Teaching aids: Student’s book, pictures IV. Procedure:

Teacher’s activities Students’ activities NotesPronunciation: (10 minutes)- Ask students to look at their - Listen to the teacher



books then introduce to them*Listen and repeat : - Read loudly then ask students to repeat- Introduce : /sl/-/sn/-/sm/-/sw/ - Correct pronunciation for the students* Practise these sentences- Read the sentences loudly- Ask students to repeat


Grammar and vocabulary:(34 minutes)- Introduce exercises to the studentsExercise 1: (8 minutes)Non-defining vs defining relative clause-Let students read the example in the textbook and then present the form and meaning and use of Non-defining vs defining relative clauseFor example: Hanoi, which is he capital city of Vietnam, is located on the Red river-Ask students give some examples related relative clauses- Ask students to do Exercise 1- Introduce how to do it- Let them work in pairs - Walk round, check and give mark

Exercise 2 (8 minutes)- Introduce Exercise 2 to students and explain how to do it- Ask students to do it- Let them work individually- Check, correct mistake





-Give some examples about relative clauses-Do the exercise 1

-Compare with the partners’ answers-Key :1 whom 2, which 3, whom ,4 who ,5 which ,6 whom ,7 ,which ,

- Listen to the teacher and do exercise 2-Keys:1,the man to whom I talked yesterday was very kind2, the man about whom I told you works in hospital3,the woman about whom I am telling you teaches me English4,the movie about



Exercise 3-Get students to review when to use whom, who, which and that-ask students to complete the exercises individually and then find a peer to compare their answers-Check the answer with the whole class and give correct answer

Homework : (2 minutes)Ask students to do Part Language Focus and prepare part Reading of Unit 11 at home

which they are talking is fantastic5,the picture at which she was looking was beautiful6,I’ll give you the dress to which you should write

-Listen and do the exercise 3 individually-Compare their answers with a partner-Keys:1,whom/that 2, which ,3,who ,4,whom 5, which ./that 6, which 7,who 8,whom


Unit 11 : sources of energy


Theme: Sources of EnergyUnit 11ReadingTime: 45 minutes

I. Objectives:1. Educational aim: students should know about the advantages and

disadvantages of different sources of energy 2. Knowledge:- General knowledge: By the end of the lesson, students will be able to

understand more about the different sources of energy



- Language: - New words: Words related to sources of energy3. Skills: Guessing meaning in context, and passage comprehensionII. Method: Integrated, mainly communicativeIII. Teaching aids: Textbook, some photos of sources of energyIV. Procedure:

Teacher’s activities Students’ activities NotesWarm-up: (5 minutes)- Ask students close the book-Ask students complete the sentences:3. We use ----------to cook4. We use ---------to run machines,

cars , motorbikes

-Lead in : today we are learn about sources of energy

Before you read : (7 minutes)- Ask students work in pairs and look at two pictures on the book and discuss the questions- Go around and help if necessary -Ask students to give the answers- Listen to students and correct pronunciation and grammar if necessary While you read : (23 minutes)- Ask students to look through the passage and read in silence- Help students read the passage- Explain pronunciation and meaning of new words which appear in the passage-Ask students to read loudly the difficult words in chorusTask 1 : - Ask students to do task 1- Let students work individual or in groups- Help students if necessaryKeys: 1.released 2.alternative 3.energy

- Listen to the teacher and answer the questions

- Listen to the teacher and open the book – Unit11, part A: reading


_discuss and give correct answers

- Listen to the teacher- Ask some new words if necessary- Keep the book open

- Listen to the teacher then do task 1- Ask the teacher if necessary- work individual or in group- Write down in the



4.limited 5.exhausted

Task 2: -Ask students to read the text a second time and located the key words in the passage-Gets students to check their answer with a peer-Call on students to answer and write them on the board -Check the answers with the whole classTask 3: -Ask students to read the passage again then answer the questions- Ask students to answer the following questions- Ask students look through the passages then try to answer the questions in right way- Let them work in pairs- Help students if necessary

After you read : (8 minutes)- Ask students to work in groups to complete the summary of the reading passage by filling each blank with a suitable word from the box-Go around to help the groups when necessary-Call on some groups to answer the question- Listen to students and correct mistakes

notebook

Listen to the teacher- Try to answer the

questions

-Compare with the partner’s answers

-Listen the teacher and answer the questions-Keys :1. Fossil fuels ( oil, coal , and natural gas) (line1,paraghaph1)2, 6 sources : fossil fuels, nuclear power, solar energy, water power, wind power, geothermal heat .Sun energy has the most potential because it is plentiful and infinite.At the same time , it is clean and safe to use

- Listen to the teacher-Discuss and complete the summary of the reading passage by filling each blank with a suitable word from the box - The students who are called to stand up to talk loudly are intelligent ones-Keys: 1,energy 2, one, 3,fuels 4, limited 5, alternative, 6,sources 7.unlimited



Home work: (2 minutes)- Ask students to do Reading exercise of Unit 11 in workbook and prepare Part B : Speaking at home

8,environment


The 67 th Period Date: Grade 11

Theme: Sources of Energy



Unit 11SpeakingTime: 45 minutes

I. Objectives:1. Educational aim: Students should know how to talk about the advantages and disadvantages of using alternative sources of energy2. Knowledge: - General knowledge: Students could talk about the advantages and disadvantages of using alternative sources of energy in the future

- Language: - New words: words related to the topic3. Skills: talking about the talk about the advantages and disadvantages of using alternative sources of energyII. Method: integrated, mainly communicativeIII. Teaching aids: pictures ,textbookIV. Procedure:

Teacher’s activities Students’ activities NotesWarm-up: (5 minutes)- Ask students to keep book close- Show students the following picture and ask them questions1.Which sources of energy is the most popular in our country?2.Is it limited or unlimited ? What should we do to be sure that we can continue to use it in the future?

-. We learn Unit 11, part- speaking

Pre-speaking : (12 minutes)Task 1- Ask students to read about the advantages and disadvantages of using alternative sources of energy- Let them work in pairs to order the advantages and disadvantages of using alternative sources of energy-Call on some students to give their answer in front of the class- Listen to students and correct

- Keep books close- Listen to the teacher- Look at the pictures and Answer the questions

-Do the task 1 in pairs-Work in pairs and order the causes ,explain their order

- Work in groups- The students are called stand up and tell loudly



mistakes While-speaking : (15 minutes)Task 2- Ask students to list the advantages and disadvantages of using alternative sources of energy in the task 2-Useful expressions :I think that……………Why do you think/believe so?It is ----------However,---------- Let them work in groups- Walk round and help them- Ask some students to stand up to talk again loudly- Listen and correct mistakes Post-speaking : (10 minutes)Task 3- Ask students to close books- Ask students to tell the advantages and disadvantages sources of energy in the future ,using the ideas in task 2 - Walk round and help them- Let them work in groups- Ask some students to stand up and tell loudly- Listen and correct mistakes

Homework: (3 minutes)- Ask students to do part B in the workbooks- Ask students to prepare Part C- Listening and do homework

- Look at student’s book- Listen to the teacher- work in pairs to list the advantages and disadvantages of using alternative sources of energy -Listen to the teacher

-Look at the task 2 and the advantages and disadvantages sources of energy in the future ,using - Work in groups- The students are called stand up and tell loudlythe ideas in task 2-suggested answers:+A : I think that more people will use the solar energyB: Why do you think so?A: Because it’s available , unlimited and easy to useC: But it’s expensive and we can only have it at a specific time of the year....................





Theme: Sources of EnergyUnit 11ListeningTime: 45 minutes

I. Objectives:1. Educational aim: Students should know to talk about different kinds of

energy2. Knowledge: - General knowledge: By the end of the lesson Students will be able to develop such listening micro-skill as listening for specific information- New words: Words related to the topic3. Skills: - Comprehension questions - Listening and deciding on choosing the best answerII. Method: Integrated, mainly communicativeIII. Teaching aids: Student’s book, pictures IV. Procedure:

Teacher’s activities Students’ activities NotesWarm-up: (5 minutes)- Ask students to close the books- Ask students to pick out the odd one from the following words and explain whyThe air, the sun , the land , the ocean , the house-Suggested: the house : the other words can be sources of energyWhat kind of energy can be taken from each of these recourses?- If you want to know more details about them. we will go to Unit 11- part ListeningPre-listening: (7 minutes)- Ask students to look at the part:

- Close the books- Listen to the teacher and Answer the questions

- the air------wind power

- the sun---------solar energy

- the land-----------geothermal heat

- the ocean------water power




Before listening- Let them work in pairs and make questions- Walk round, listen and help students

- Read loudly the words: - Ask students to repeat loudly the words- Listen and check pronunciationWhile-listening: (20 minutes)Task 1- Ask students to read and explain 5 statements in task 1- Explain some words or phrases which students can’t understand- Ask students to listen to the tape twice and do task 1-Ask 2 students to give their answer on the board- Correct the answers then explain themTask 2- Ask students to look through the questions in task 2- Ask students to listen to the typescript again and write the missing words- Ask students to give reasons for their answersKey: 1,unlimited 2, may 3, gases 4, amounts

After-listening: (10 minutes)- Ask students to open the books- Ask them to summarize the main ideas of the listening passage - Let them work in pairs- Walk round and help students

and look at the before you listen-Answer the question 1,for heating and cooling the houses, for cooking, for running electronic appliances such as washing machines, fridges….

-read individually and then read in chorus

- Look at the books- Listen to the teacher - Read the statements in task independently - listen to the tape carefully and do the task-Keys:1C , 2C .3D ,4A ,5B

- Keep book open

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

- Listen to the typescript and do the task 2

- Keep book open and listen to the teacher -The students who are



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

Homework: (3 minutes)- Ask students to summarize the main points of the passage- Remember them to prepare Part- Writing at home

called stand up and talk their idea the listening passage

--Listen to the teacher and write down homework


Theme: Sources of EnergyUnit 11WritingTime 45 minutes

I. Objectives:1. Educational aim: Students should write descriptions information, from A chart 2. General knowledge: Students learn how to write descriptions of a chart- Language: students should interpret and compare date described in chart form and write A report of the data analysis- New words: Words related to the topic 3. Skills: Writing descriptions of pie chartsII. Method: Integrated, mainly communicativeIII. Teaching aids: Student’s book, notebook, IV. Procedure:

Teacher’s activities Students’ activities NotesWarm-up: (5 minutes)- Ask students to keep book close-give them handout with a table of information-ask them to work in pair to transfer the table into a pie chart

- Check and explain them to the class: In order to understand them we

- Keep book close- Listen to the teacher and to transfer the table into a pie chart



learn part Writing

Pre-writing: (10 minutes)Task1- Ask student to read the hand out with a description of a pie chart and discuss the organization and other characteristics of the description- Explain some new words- answer the questions1, how many parts are there in the description? what are they?2,what does the first part tell you?3.what language items should you pay attention to in the second part/underline them4.what does the last part tell you?

- Let them work in groups- Walk around, check and help students

While-writing: (18 minutes)Task 2- Ask students to work in pair to analyze the chart using the following questions+what does the chart show?+what is the general trend of the chart?+which consumption has the largest energy Which comes second?+which consumption has the smallest?+where does most of the world consumption ?- Let students work individually to write the description of the pie chart, using the sentences given in the book to begin their description

Read the prompts- Ask the teacher if necessary - Work in groups and answer the questions-Useful language:1. parts(introduction, body and conclusion)2. language use : +make up less than...percent+the most+ adj, the second most +adj3.the chart shows that………Make up the largest/ smallest/ proportion/ amount contribute the larges……Key:1. 117 2.coal 3.smallest

-Work in pairs and analyze the chart-Give answer

-then work individually to write the description of the chart, using the sentences given in the book to begin their description

Listen to the teacher- Finish the profile



- Walk round and help studentsPost-writing: (10 minutes)- Give suggestions and corrections- Ask students to read their profile- Ask some students to read loudly their description

- Correct mistakes and markHomework: (2 minutes)- Ask students to do task 3 and part writing of Unit 11 in the student’s work book and prepare part Language Focus

- Some students read loudly their products in front of the class



Theme: Sources of EnergyUnit 11Language FocusTime: 45 minutes

I. Objectives:1. Educational aim: Students can distinguish the clusters /sr/ -/spl/- / spr/

and pronounce the words and dialogue containing these clusters correctly

2. Knowledge: - General knowledge: By the end of this lesson, students will be able to

use relative clauses replaced by participles and to infinitives correctly and appropriately

- New words: Words related to pronunciation /sr/ -/spl/- / spr/3. Skills: -Pronounce the sounds /sr/ -/spl/- / spr/II. Method: Integrated, mainly communicativeIII. Teaching aids: Student’s book, pictures ,hand outsIV. Procedure:



Teacher’s activities Students’ activities NotesPronunciation: (10 minutes)- Ask students to look at their books then introduce to them*Listen and repeat : - Read loudly then ask students to repeat- Introduce : /sr/ -/spl/- / spr/- Correct pronunciation for the students* Practise these sentences- Read the sentences loudly- Ask students to repeat


Grammar:(34 minutes)relative clauses replaced by participles-write some sentences on the board a+ the man who spoke to John is my brother-the man speaking to John is my brother+ the sport games, which were held in India in 1851,were the first Asian Games- the sport games held in India in 1851 was the first Asian Games+Yuri Gagarin was the first man who flew into space- Yuri Gagarin was the first man to fly into space-Ask students to comment on the use of relative clauses replaced by participlesActive--------Ving phrasePassive-----------Ved/Vpp phrase-The first/the last+ to infinitives phrase-Help students to use of them-Ask some students give some similar examples




-write down their notebook-give answers :The same in meanings and different in structures

-give some examples

Listen and write down

- Listen to the teacher and do exercise 1Key: 1,…..playing…A2,…coming….3….researching….4…..surrounding….5…overlooking…



- Introduce exercises to the studentsExercise 1: (15 minutes)- Ask students to do Exercise 1- Introduce how to do it- Let them work in pairs - Walk round, check and give mark

Exercise 2 (8 minutes)- Introduce Exercise 2 to students and explain how to do it- Ask students to do it- Let them work individually

- Check, correct mistakes

Exercise 3: (11 minutes)- Introduce Exercise 3 to students and explain how to do it- Ask students to do it- Let them work individually- Walk round and help them- Check, correct mistakes , give reasons and mark

Homework : (2 minutes)Ask students to do Part Language Focus and prepare Test your self D

- Listen to the teacher and do exercise 2-Keys :1,….presented….2….built….3…..published….4…..conducted…5….sponsored……

- Listen to the teacher -Do the exercise 3Key: 1….to reach….2, ….to leave….3…..to see…4,…to B killed…5,…to catch…..


test YOURSELF D The 71 st period Date : Grade 11

Theme: test YOURSELF DTime: 45 minutes

I. Objectives:1. Educational aim: - According to the TEST students can revise all the language skills and grammatical points which they have studied and used in the two units: 10 and 11.- Students can improve their techniques of doing the simple tests.

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




- Improve their knowledge through the test yourself - Language: Students can improve their techniques of doing the simple tests




Teacher’s activities Students’ activities NotesWarm-up: (5 minutes)- Greeting- Ask students something about the test yourself D* Have you prepared it at home?* Have you got any difficulties?

Test yourself

I. Listening(2.5 points) (10 minutes)- Ask students to read all the sentences first- Ask students to listen to the tape once.- Ask students to listen again and complete the sentences .- Ask students to listen in the third time, the work in groups to compare and discuss the answers with each others to find the correct answers.- Keys: In the teacher’s book.

II. Reading (2.5 points) (10 minutes)- Present the task: - Ask pupils to work in groups to answers the questions.- Give the correct answers to the class:


- Look at the book and listen to the task- understand the task- Read the questions - Listen to the tape- Listen again and say the right sentences.- Listen and discuss in groups to find the correct answers:

- Look at the textbook and listen to the teacher- Work in groups to discuss about the passage- Finish the task



- Keys: In the teacher’s book


- Keys: 1. sneeze, 2. smash, 3. shrimp,

4. spread.b/ Give the correct form of verbs.

- Keys: 1. living, 2. ringing, 3. to leave,

4. to drink, 5. invited, 6. to blown.




- Compare their results with the other groups. - Write the answers on the board.- Listen to the teacher and correct the answers.




The 72 nd period



Date : Grade 11

Së Gi¸o Dôc §µo T¹o THANH HOA The Second-term 45-minute Test 11th Form (Time allowance: 45 minutes)

I. Choose one word whose underlined part is pronounced differently by circling A, B, C or D:1, A. slang B. small C. snack D. swagger2, A. crown B. snowy C. swallow D. slowly3, A. swing B. sweat C. answer D. swan4, A. should B. only C. happily D. living5,A research B. reserve C. present D. because

II. Circle A, B, C or D as your best choice to complete each sentence6,------------------- is A. kind of energy formed from the remains of dead plants and animalsA. geothermal heat B. fossil fuel C. nuclear power D. solar energy7, Using the Express Mail Service, you can have the--------------of your letter delivery guaranteedA. punctuation B. punctual C. punctuate D. punctuality8, The boy --------went to the hospital to ask for doctor’s helpA. whose sick sister B, whose sister sickedC. who his sister is sick D. whose sister was sick 9, ------------is A. person who studies the natural relationships between the air, land , water , animals, and plantA. A doctor B. A therapist C. An ecologist D. A. teacher10, The sun, water and the wind are other----------sources of energyA. renewable B. reused C. alternative D. exhausted11,The switch,-------is on the back, is offA. that B. where C. which D. whose12, She is the writer who------------------A. I saw on TV B. I saw her on TV C. is her I saw on TV D. saw on TV13, People ---------to smoke have to leave the buildingA. wanted B. wanting C. wants D. to be wanted14, I know the man who------thereA. lives B. live C. living D. to live15, I think China will be the next country----------the Olympic GamesA. to host B. will host C. host D. hosted16.The town ---------we are living is noisy and crowedA. in which B. which C. at which D. where17, The year--------we came to live here was 1975A. when B. which C. that D. in the time18, The teacher -----------house is next to mine died this morningA. who B. whom C. whose D. which19, ………….present, most of our energy comes from fossil fuelsA. in B. at C. on D. during20, Grass for animals is a --------------resourceA. renewable B. nonrenewable C. limited D. clean


Editted by: Lª ThÞ Thuû21, John was the last student------the roomA. leaving B. to leave C. is leaving D. left22, The success of A. shared holiday depends on ---------------you share it withA. that B. who C. whom D. whose23, Many national parks are --------danger of being destroyedA. at B. in C. by D. of 24, If you -----------me about the problem, I ---------youA. had told/ would help B. told / would have helpC. would tell/ helped D. had told / would have helped25, can you remembered the girl---------------you the way?A. showing B. showed C. to show D. show26, The novel-------------by Patrick is A. best-sellerA. writing B. written C. writen D. wrote27, People ----------------the world love watching TVA. all over B. from around C. in D. on 28, I thought those figures were correct. -----------, I have recently heard they were notA. although B. despite C. even if D. However29, An increasing number of people now go on ------------------to EgyptA. visit B. rest C. trip D. excursion30, Water power gives energy ------------pollutionA. with B. without C. and D. includingIII. Circle A, B, C or D to find a mistake in the four underlined parts of each sentence31, The person sits (A. )next to me (B)is someone (C)I’ve never met (D)him32, Tom said to me (A)that if he had been (B)in my position (C), he would act differently(D)33, There are several (A)pens on the (B)table; the black one (C)is Mikes, and the green two (D)are yours34, Hanoi Post Office, that (A)is in the (B)city centre, provides (C)a lot of services (D)35, More people are protesting(A) against (B)the killing animals (C)for (D)fur and skinIV, Choose the item among A. B. C. or D. that best answer the questions about the passage:

Today , going to the beach is not as simple as it used to be. Our shorelines are becoming an environmentalist’s nightmare- and a threat to swimmers, too. How can you decide if a beach is clean? One place to look for help is the local heath department of a coastal community. it often monitors chemical and bacterial levels in water which are usually undetectable to the naked eye. Also, consider the amount and type of beach debris. Although there is no evidence linking debris with water pollution that could harm humans, thousands of marine animals die every year after eating or becoming tangled in plastic six-pack containers, fishnet, and other synthetic matter. Plastics on the beach mean you may find dead marine life in the waterNote : debris = mảnh vỡ36, What is the topic of this passage?A. beaches B. water pollutionC. dead marine life D. deciding if A. beach is clean37, What is the main idea of this passage?A. The country’s shores are in environmental dangerB. Beach debris is harmful to marine lifeC. There are two ways to decide if a beach is cleanD. The local health department monitors a community’s beaches38, Which of the following would be the best title for the passage?A. Beach debris : A Swimmer’s Hazard B. A. Day at the BeachC. Cleaning Our Beaches D. Caution! Damagers at the Beach


Editted by: Lª ThÞ Thuû39, The main purpose of this passage is to-----------------------A. give an account of the danger of beach debris to marine animalsB. publicize the condition of beaches todayC. present suggestions for determining the condition of the beachD. suggest methods of detecting bacterial levels in the water40, The audience for this passage would most likely be----------------------A. health department officials B. microbiologists C. environmentalists D. potential beach-goers

Unit 12: the Asian gamesThe 73 rd period Date : Grade 11

Theme: The Asian GamesUnit 12ReadingTime: 45 minutes

I. Objectives:1. Educational aim: Students should know more about the Asian Game s2. Knowledge:- General knowledge: - Through this unit, students know the history of the Asian Games - New words: Words related to the Asian Games3. Skills: Reading for identifying the main idea and specific informationII. Method: Integrated, mainly communicativeIII. Teaching aids: Real objects, pictures, English textbook 11, hand-outsIV. Procedures:

Teacher’s activities Students’ activities NotesWarm-up: (4 minutes)- Let students to look at some pictures about sportsa. What sports do you see in the picture?B .Which one do you like to play ?why ?c .in which sporting events are these sports competed?-There are many things about Asian Games that we want to say. Today, we’ll study a new lesson Unit 12- Reading

Pre-reading: (7 minutes)

- Look at the picture- Answer the questionsa. they are : volleyball. Table tennis, rugby, hockey , tennis,,,,,,,b. I like to play….because it makes me healthyc. in Sea Games and Asian Games

- Listen to the teacher look at the picture and



- Ask students to look at the picture and discuss the three questions in pairs-Go around to offer help-Call on some students to present their answers and give comments from other students-Give feedback

-Ask students to read through the passage and find some new words+intercultural (A) : between cultures +multi- sport event+solidarity (n)+promote (v)-Let students read and copy in their notebooksWhile-reading: (20 minutes)You are going to read about the Asian games-Make the class read the small talks, to scan the details and do the tasks

2. Task 1 : -Ask students to read a passage about Asian games and then underline those words which match with the definitions on the right column in the task 1- Firstly, ask students to study individually then in pairs- Walks around the class, offer

answer the questions-The answers are various1,every four years 2,the number of participating countries has increased tremendously since the first games. n 1951 only 11 countries participated in the first Asian games, In 2002 the games attracted nearly 10000 participants from 44 countries3, Vietnam seem to do well in bodybuilding, billiard. Karate do and wushu

-Read individually

-Listen to the teacher and write down -Read in chorus


-Read the passage and underline new words-Try to guess the meanings of the words-Listen to their friends’ answers


TeachersHeadmasterHeadmistress

StudentsClassmasterFriendsClose – friendsFriendship

SubjectsGeographyChemistryEnglish

SportsFrotballJogging

Problems at schoolLive farFrom schoolStudents cheat in exams


ideas and comments when students need help-Call on some students to explain their answer in front of the class- Give suggestions

Task 2- Work in pairs, read the small talks again and answer these questions- Ask students to work individually then work in pairs- Walk round the class and comments when students need-Check the answer in front of the class as a whole -Give correct answers

Task 3 :

- Ask students to read all questions to answer the questions in task 3- Ask students to work with a partner- Walks around the class to help students whenever they need-Give correct answer(the answer is in the passage)

Post-reading: (12 minutes)- Let students work in groups to talk about sports in which Vietnamese athletes have won gold medals at the Asian Games- Has students work in groups and discuss- Walk around the class, listen to student’s discussions and offer suggestions when necessary

-Listen to the teacher and correct-Keys:1,facilities 2,aquatic 3, enthusiasm 4, effort 5, advancing 6, appreciated

-Read passage again-Work individuallyKeys1 19512,the second Asian games in Manila, the Philippines3.19584,squash, rugby. Fencing and mountain biking5.2002

-Work individually-Read carefully and give the answer1. the purpose is to develop intercultural knowledge and friendship within Asia2.9,9193. body building, billiard and women’s karate do

-Work in group and discuss

-two students present in front of the class



- Give comments- Call on some students to speak and give them feedbackHomework : (2 minutes)-Ask students summarize the passage at home and prepare the next lesson

-Copy down on the notebooks


Theme: The Asian GamesUnit 12SpeakingTime: 45 minutes

I. Objectives:1. Educational aim: Students could talk about sports results2. Knowledge:- General knowledge: - Through this unit, students can ask and answer

about the Asian Games and sports

- Language: Ask and answer questions about the Asian Games and sports

3. Skills: Fluency in expressing opinion and expressions about the Asian Games and sports in Vietnam

II. Method: Integrated, mainly communicativeIII. Teaching aids: Pictures, English textbook 11, hand-outsIV. Procedures:

Teacher’s activities Student’s activities NotesWarm-up:(6 munites)



- Ask students close the book and arrange these jumbled words to make the complete questions by putting the words given in the right orders

- 1, were, the ,where, Asian, held, games, when, and ,14th- ?

- 2. countries , in hw , the part, many , took .Games ?

-

Today, we will practice speaking about the Asian Games

Pre-reading: (5 minutes)Task 1:-Ask students to read the dialogue and ask them what points are mentioned in the dialogue- Ask student to work individually then work in groups-call on some pairs to act out the dialogue - Give suggestionsWhile –speaking :(24 minutes)Task 2: -Ask students to look at the pictures and talk turns to talk about the sports results of the Vietnamese athletes at 14 asian games ,using the information from the table below- Ask students to work individually then in pairs- Walk around the class to help student when necessary- Check and give suggestions- Ask student to practice it with a partner- Corrects students’ pronunciation if necessary

- Listen to the teacher-Find out the words -Suggested answer: 1. when and where were the 14th- Asian Games held?2.How many countries took part in the games?

- read individually and then work in pairs

- listen to the friend and give comments

-Listen to the teacher Compare the answer with the partnersAsk the teacher if necessary -Some groups present their answer in front of the class

-Answer : 1,in bodybuilding, the Vietnamese athletes won one gold medal and one bronze medal………….

- Do the task



Post-reading: (13 minutes): - Ask students to talk about the Asian games and sports in which Vietnamese athletes took part in-Give the meaning of some words when necessary- Ask students to work individually then work in pairs- Walk around the class to help students when necessary- Check and give suggestions- Ask students to practice this conversation- Correct their pronunciation when necessary- Give comments

- Homework(2 minutes): - Write about the Asian games

their like and prepare the next lesson

-Compare the answer with the partners- Work in groups-Ask the teacher if necessary -Some groups present their answer in front of the class

-copy in their notebooks


Theme: The Asian Games Unit 12ListeningTime: 45 minutes

I. Objectives:1. Educational aim: Students should know more about the sports and sportsmen2. Knowledge:- General knowledge: Students listen for the main idea and comprehension questions- Language:- New words: Words related to the sports and sportsmen3. Skills: Listening for gist and for specific informationII. Method: Integrated, mainly communicative



III. Teaching aid: Pictures ,text book IV. Procedures:

Teacher’s activities Students’ activities NotesWarm-up : (4 minutes)

- Ask the students question :- Name some gymnastics you

know or see?- What do you call A person

who display in gymnastics? - Lead in: we are going to

listen to the talking about the Asian games

Pre-listening : (6 minutes)- Let students work in pairs to look at the pictures and answer the questions-Call on some students to give their answers and write them on the boards


While-listening: (24 minutes)Task 1: -Ask students to listen to conversations- Listen to each pair- Let students listen for three times-Check the answer in front of the class as a whole-tick in the right column that best reflect their answer- Go around and remarkTask 2:- Ask students to listen again and answer the questions- Let students read the questions

- Listen and answer

-listen to the teacher

- Work in pairs and each pair works in role


- Picture 1: swimming, picture 2: high jump .picture 3: long jump, picture 4: gymnastics

- Look at the picture in the book and guess before listening

-Listen carefully

- Work individually

- Give corrects1c 2 A .3 A ,4 B .5 D

-Listen to the dialogues and then work in groups and give their answers



first and quickly- work in pairs- Let students listen again 3 times and ask them to discuss in groups to answer the questions- Listen to each group and remark

After-listening: (10 minutes)- Have students sit in groups and talk about A famous athlete you know- Go around and help if necessary-Call on some students tell the class again -Give commentsHomework: (2 minutes)

- Ask students to do exercise in workbook

- Prepare the next lesson

-keys :1,10.152,63,24,high jump5,disappointed

- work in group and discuss

- each group presents their answers

- Listen and copy in their notebooks


Theme: The Asian Games Unit 12WritingTime: 45 minutes

I. Objectives:



1. Educational aim: Students know how to describing the preparations for the coming Asian Games2. Knowledge: - General knowledge: Students can write a passage describing the preparations for the coming Asian Games- Language: -New words : Words related to topic3. Skills: Describing a the preparations for the coming Asian GamesII. Method: Intergraded, mainly communicativeIII. Teaching aids: Some models, hand outs ,picturesIV. Procedures:

Teacher’s activities Students’ activities NotesWarm-up : (4 minutes)-Ask students to arrange the jumble word?Build, upgrade, widen, equip. advertise, recruit, hold Lead in : To know more about them we will learn the new lesson: WritingPre-writing: (10 minutes)- Let students read task and match the verbs in column A with the noun phrases in column B - Explain some new words if they do not know-Let students work in pairs set in the task- Go around to help students to answer the task-Check the answers with the whole classWhile-writing: (20 minutes)Task 2_Ask students to gather and organizing ideas for their paragraph

-Let students write their paragraph for 10 minutes-Ask students to exchange their paragraph with a partner-Go around helping and collecting

- Observe and work in pairs to answer- arrange the jumble word

-Listen and do the task

- suggested answers :

i+ B2+D ,3+A,4+e.5+g, 6+C, 7+g


-Write their paragraph down

-Compare with the



typical errorsPost-writing: (10 minutes)- Let students write on the board or in the papers- Go around and remark - Ask 2 or 3 students who may be good at English to write on the board

– Give general comments and remark

Homework: (2 minutes)- Describing a celebration they have seen and prepare the next lesson

partners

- Some students read aloud the form of someone- Listen and check themselves

- One student of one group reads aloud the paragraph- Discuss and correct mistakes themselves

- Listen and copy

The 77 th period Date :



Grade 11 Theme: The Asian GamesUnit 12Language FocusTime: 45 minutes

I. Objectives:1. Educational aim: Students know how to distinguish the clusters /str/

and /skr/ and/ skw/ in a word or a sentences2. Knowledge:- General knowledge: Students can Use relative clauses and equivalent types of clauses with out relative pronouns appropriately- Language:- New words: Words related to the topic3. Skills: - Pronunciation: str/ , /skr/ and/ skw/- Grammar:- relative clauses ( revision)

- Omission of relative pronounsII. Method: Integrated, mainly communicativeIII. Teaching aids: TextbookIV. Procedures:


I. Pronunciation(10 minutes) -Model the two sounds / str/ and /skr/ and/ skw//for a few time-Pronounce the sounds and ask students to repeat -Ask students to practice pronouncing the sounds in chorus and individually-Give feedback+Practice these sentences-Read all the sentences and ask students to underline the words with the sounds and write / str/ and /skr/ and/ skw/ under them-Ask students to practice the sentences in pair-Go around and help- Let students read the sentences and work in groups- Listen and remark each group


- Read aloud in chorus first ,then read individually

-Underline the words with the sounds and write / str/ and /skr/ and/ skw/-Work in pair

-Listen to their friends’ reading



II. Grammar: (34 minutes) Exercise1:-Ask students to comment on the use of relative clauses and write them on the board -Ask students to read it quickly -Explain the use of them -let students do excerise1 individually and then compare their answers with another students-Go around and help-Check the answer the class as a whole

Exercise 2-Ask students read the sentences through-Explain new words if any-Call on some students to go to the board and write the answers-Give a feedback

Exercise3-ask students how to do this exercise -let students work in pair to finish the exercise and compare with the person sitting next to them- Listen to students and help them to do it-call on some students to give the answer and give feedback- Keys : 1 ,yes (we are going to see)2, no (relative pronoun function as subject )3,yes 4, yes 5,yes 6, yes

- listen to the teacher and comment- Listen and copy

- Take note quickly-Do the Exercise1:-Work individually-Compare with the partners-Answer: 1, you lost 2, he invited to the birthday party3, John told4, I bought yesterday5, we met this morning6, we had for lunch

-Listen to the teacher and do exercise 2-Keys: 1, I work with2, we went to3,we are living in 4,they were talking about5.he applied for6,I slept in

-Do the exercise3

- Some students write on the board and others check and correct mistakes

- Listen and copy



Homework : (2 minutes)- Let them do exercises in Workbook-Prepare the next lesson

The 78 th period Date : Grade 11 Theme: Correct the test



I. Choose one word whose underlined part is pronounced differently by circling A, B, C or D: .(1.25points ): (5 minutes) - Repeat the questions- Get students to read the passage again carefully- Call some students to read out their answers, and the others give remarks if it is correct or not.- Finally read the keys out aloudII. Circle A, B, C or D as your best choice to complete each sentence (6.25points) : (15 minutes)- Repeat the questions- Get student to read the test again carefully- Call some students to read out their answers, and the others give



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



remarks if it is correct or not- Finally read the keys out aloudIII. Circle A, B, C or D to find a mistake in the four underlined parts of each sentence.(1.25 points) : (5 minutes) - Repeat the questions- Show the passage again several times- Get students toread the passage again carefully- Call some students to write their answers on the board, and the others give remarks if it is correct or not- Finally read the keys out aloudIV. Choose the item among A. B. C. or D. that best answer the questions about the passage: (1.25 points) : (10 minutes )- Repeat the questions- Get student to read the test again carefully- Call some students to read out their answers, and the others give remarks if it is correct or not- Finally read the keys out aloudHomework: (5 minutes)Ask students to prepare Unit 13: hobbies at home

answers from the keys



- Prepare Unit 13: hobbies at home



Unit 13: hobbiesThe 79 th period Date :.Grade 11

Theme: HobbiesUnit 13ReadingTime: 45 minutes

I. Objectives:1. Educational aim: Students can read and know about the hobbies and

make questions and answer them well2. Knowledge:- General knowledge: By the end of the students will be able to know about the topic- Language:- New words: Words to hobbies 3. Skills: Reading for general or specific informationII. Method: Integrated, mainly communicativeIII. Teaching aids: Some photos and some information about themIV. Procedures:

Teacher’s activities Students’ activities NotesWarm-up: (4 minutes)- ask students to watch the video and write down what these people in the clip are doing1.when do people do these kinds of thing?2.do they help to make more money?3.what is your way of spending your free time?

- Listen and try to answer the questions..........



4. what do you call things you do in free time ?- Recheck and introduce the new lesson: Pre-reading: (7 minutes)- Ask students to look at the pictures in the book -Let students work in pairs to say which you like to do in your free time- Let each student stand and speak their opinions- Go around and help them if necessary

While-reading: (20 minutes)Task 1- Let students open the book and read silently while teacher reads aloud and correctly- Ask students to read themselves and write down some information- Let students work in pairs to do the task1

Task 2- Let students read all sentences and explain some new words if necessarA

-Ask students to read again and stop at the lines that contains these words to guess the meaning

-Let students do the task individually

-Call on some students to answer and explain their answers

- Listen and correct if needed

- Listen to the teacher and then discuss in their groups- Some students stand up and answer in roles...

- Read quickly and give some sentences in the text which are in A- Predict the meaning of words- work in pairs-Keys :.1, tµi hoa 2, ®Öm ®µn 3, khiªm nhêng 4, say mª ,5, ®· bÞ bá ®I 6,®am mª 7, lµm cho bËn rén

- Work in pairs and answer the questions-Work individually-Key:1, playing the guitar2,No, he isn’t3,because he is an accomplished guitarist and he is good at accompanying people singing with his guitar4, it is keeping fish5, he bought some from the shop and collected some from



-

Post-reading: (10 minutes)-Ask students to close their books and practise discussing the their hobbies: - Let students give opinions- Go around to check ,help and take note of students typical errors-Call on some students to talk and give feedback

Homework (4 minutes)- Reread the passage and summary the main point (about 75 words) -Prepare the next lesson

the rice field near his house6,he is not an avid stamp collector7, 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 others of if no one wants them he simply throws them away

- Read quickly and find information to compare with their partners

-Work in small groups of 3 or 4 and take turn to talk about their hobbies:

- Listen and copy




Theme: HobbiesUnit 13Speaking: Time: 45 minutes

I. Objectives:1. Educational aim: Students should know how to ask and answer about their hobbies:

2. Knowledge:- General knowledge: Ask and answer about their hobbies and collections- Language: -New words : Words to speak about hobbies and collections3. Skills: expressing opinionsII. Method: Integrated, mainly communicativeIII. Teaching aids: Photos, textbook , .....IV. Procedures:


- Ask students to close the - Close the books



book and give the verbs that go with STAMPS

- To collect,to keep, to get, to buy, yo throw, to classify……….

Pre-speaking: (8 minutes)Task1- Ask students to say which of the following you would like /not like to do and why in the task 1 - Go around and listen to them

While-speaking: (20 minutes)Task 2- Let students open the books and look at the task2 -Explain the task and new words- Ask students to work in pair and write the dialogue together based on the information given in the task-let students act out the dialogue together firstly in close pairs and then in open pairs- Listen and correct

Post-speaking: (10 minutes)Task 3- Ask students to talk again- Ask one group to do the task as a model- Go around listening to some groups and help them if needed- Ask some pairs to stand in front of the class and practise speaking- Listen to each group and correct or give mark if they do it wellHomework: (2-4 minutes)- Let students to do exercises in workbook-Ask students to prepare the next lesson

- - Work in pairs and discuss and find out the verbs that go with STAMPS

- Read these words and work in groups- Work in groups with some cues given below- Other groups go on practicing speaking

- Practice interviewing as a dialogue- Others listen and write down some information they get

-Work and discuss in groups and one of this group asks and one of other answer

-work in pairs and practise speaking

- Listen and write down in their notebooks




Theme: HobbiesUnit 13ListeningTime: 45 minutes

I. Objectives:1. Educational aim: Students should know how to ask and say about the

hobbies2. Knowledge:- General knowledge: Students know about some information about the

hobbies - Language: - New words: Words related to hobbies3. Skills: Listening for general or specific information



II. Method: Integrated, mainly communicativeIII. Teaching aids: Some pictures or some real information about themIV. Procedures:


- ask students to make as many sentences as possible with the words provided: stamps – fish- book- swimming

Pre-listening: (8 minutes)- Let students open the books and write down three benefits from reading books

- Let students read some words they’ll listen then


- Listen and check

While-listening: (20 minutes)Task 1- Let students read some sentences given and explain some new words if necessary- Read or let students listen first - Let students listen the second time- Check their listening- - Observe the class and listen to each group’s feedbacks- Give more information if students wonder or not clear_Keys:

- listen to the teacher and give some information about them1, I like stamps / I have A lot of stamps 2. we usually have fish for meals /what kind s of fish would you like to eat?………..

-Listen and answer the question-three benefits :-help to widen our knowledge-give us valuable-make our life better- Read in chorus- Some students read themselves:

- Read silently the sentences given before listening- Listen the first time- No, we haven’t- Listen the second time and begin doing the task- Listen the third time and choose the best answer



1T, 2F ,3F ,4F, 5T ,6T,7T,8FTask 2- Before listening, let students read quickly some sentences they’ll listen and guess some answers that will be in the conversation- Let students listen the first time: Who can guess some words?- Let students listen the second time- Let student listen the last time and let them work in groups to speak out- Listen and correct their listenin

Post-reading: (10 minutes)- Ask students to talk about the disadvantages of over-reading-go around and help students- - Listen to each group and correct mistakes if they’ve done-suggested:+ near-sighted+weak body(not move too much)+not having enough time for studying

Homework: (2- 4 minutes)- Ask students to write a short passage about football player they like

- Each group asks and explains why they choose by some information they’ve listened- Work in groups and and write the missing words -Keys :1,wonderful2,disease3,jungle 4, certainly 5, ignorantly

- Work in groups and each group talk about the disadvantages of over-reading- Write in groups and ask someone to speak out their opinion- Other groups listen and copy some information and give some questions

-Listen and take note their books

The 82 nd period Date Grade 11

Theme: HobbiesUnit 13WritingTime: 45 minutes



I. Objectives:1. Educational aim: Students should know how to write about A collection2. Knowledge:- General knowledge: Students learn to write about A collection- Language: Words used in writing about the topic3. Skills: Writing about A collectionII. Method: Integrated, mainly communicativeIII. Teaching aids: Some cues, textbookIV. Procedures:

Teacher’s activities Students’ activities NotesWarm-up: (4 minutes)- Ask students to close the books- ask them to find words going with collect -then introduce the topic of the lesson, Pre-writing: (8 minutes)- Ask students to open their books- Get students to read task1 silently and answer the questions that follow-Ask students to talk about things that they like about collections using :+name if your collection+how you collect them+how you keep them+how you classify them+your plan for the future-Then check the answers with the whole classWhile-writing: (18 minutes)- Let students read quickly task- Explain some new words if necessary:- Ask some other groups to write A collection a using some cues below -Introduce the structure of the collection they are going to writeName , when , how, why, your plan for the future -Go around and help if necessary

- Work in pairs and find out - Some students write down on the board

-Listen to the teacher and Talk about collections- Listen to the teacher

- Read silently

- Read those words and copy-Listen and take note quickly

-Work individually

- Practise writing in groups



Post-writing: (13 minutes)- Ask students to read

another’s letter -Call on some students to read loudly their writing-Give feedback and correct typical errors

Homework: (2 minutes)- Write a letter about something they like-Prepare the next lesson

- Each member of groups reads aloud his/ her writing- Other group appreciate and correct mistakes each other

- Listen and copy




Theme: HobbiesUnit 13Language FocusTime: 45 minutes

I. Objectives:

1. Educational aim: Students should pronunciate /pt/ -/bd/and /ps/-/bz/ correctly

2. Knowledge:- General knowledge: Students should use Cleft sentences: Subject focus, Object focus , Adverbial focus- Language:

3. Skill: fluency in pronunciating pt/ -/bd/and /ps/-/bz/ / and use of Cleft sentences: II. Method: Integrated, mainly communicative

III. Teaching aids: Some words related to pt/ -/bd/and /ps/-/bz/ /IV. Procedures:


I. Pronunciation: (15 minutes)- Close the books!a. Introduce syllables pt/

-/bd/and /

ps/-/bz/ /

- Let students practise pronunciating these words:Speak speech ,stop, best ,text ,ask ,disk, dusk, skill ,school......

- Listen and correct the syllables students read

Practise these sentencesb. Let students read aloud the words given and try to pronunciate syllable /pt/ -/bd/or /ps/-/bz/ correctly

- Listen and repeat following the teacher- Work in pairs and read aloud these words then choose which words have sound /pt and which have

sound / ps/-/bz/ - Read in silent first- Some of each groups read aloud

- Read after teacher and work in groups to find the syllable /pt / -bd/ps/bz/ in the word



- Listen and check for pronunciation- Ask students to listen and read after these sentences

II. Grammar: (20 minutes)-Write on the board some examples containing cleft sentences with different focus1, the boy visited his uncle last month+Subject focus : it was the boy who visited his uncle last month +Object focus : it was his uncle that the boy visited last month+Adverbial focus : it was last month that the boy visited his uncle-Ask students to explain the differences among them -cleft constructions : It + be + focus +clauseExercise 1- Ask students to do exercise themselves then discuss in groups-Introduce how to do it-let them work in pairs-Walk around and check and give mark-Key: 1,it was the boy visited his uncle last month2, It was my mother who bought me A present on my birthday3, it was Huong and Sandra who sang together at the party4, it was Nam ‘s father who got angry with him5, it was the boys who played football all the day6, it was the girl who received A letter for her friend yesterday

Exercise 2-ask students to read the exercise 2

in these sentences:- Read silently and give the opinion

-Listen and discuss

- Students work in pairs and give the differences among them - Some students give some examples

- Do the exercise themselves- Each student of each group gives correct answers

-

-Work in groups and give the correct answers-Do the exercise 2 individually



- Then do the exercise2 -Call on some students go to board and write down their answers- Listen and remark

Exercise 3- Let students read the

exercise3 and do it individually

- Let students write the sentences with a peer

-Get students complete other sentences in the same way -call on some students to write their answers on the blackboard

- Check with the whole class

-Keys: 1,It is English that the man is learning 2.it was the book that the woman gave him3, it was the postcard that she sent her friends4, it was the book that Hoa borrowed from Long5,it was his grandfather who the little boy greeted in A strange language 6, it was the policeman who the pedestrian asked A lit of questions7, it was the stranger who the dog barked at

-Do the exercise3 and then compare with the partners’ answer- Listen and write down-Keys : 1,it was in the garden that the boy hit the dog2,it was for tea that she made some cakes3,it was for him that his father repaired the bicycle4, it was for him that his fat her repaired the bicycle 5.it was on his birthday that she presented him A book6, it was in Britain that he met his wife 7, it was from the shop she bought that present



Homework: (5 minutes)- Ask students to revise the use relative clauses- Practise doing exercise in the Workbook

8, it was at 8.00 A.m that the meeting started

-Listen and copy

Unit 14:Recreation

The 84 th period Date : Grade 11 Theme: Recreation Unit 14

Reading Time: 45 minutes


- develop such reading micro-skills as scanning for specific ideas, skimming for general information, and guessing meaning in context- Use the information they have read to discuss the topic

2. Knowledge:- General knowledge: Students should understand how some leisure

activities and why recreation and entertainment are important

- Language: Sentences and expression for expressing topic- New words: Words related to the recreation3. Skills: Guessing meaning in context, understanding and using new

words by speaking, asking and answeringII. Method: Integrated, mainly communicativeIII. Teaching aids: Student’s book, textbook, handoutsIV. Procedure:

Teacher’s activities Students’ activities NotesT: What do you often do in your free time?

Sts’ answers may vary.Examples:

nt which gives them pleasure.



T: Well, what you have mentioned are leisure activities or forms of entertainment or recreation.

1. Teacher asks students to look at the pictures on page 154 and to answer the questions: - What is she doing?- What are they

doing?

2. T asks sts to answer the questions: - Which of the following leisure activities do you think Vietnamese people often do in their spare time?

- How about British people?3. T pre-teaches key

words: - snooker- pool and darts (using - rugby pictures)- cricket- bricklaying- stock market decision- glass engravingT reads or plays the recording of the reading passage.T has sts do Task 1.Task 1

S1: I listen to music.S2: I play sports.S3: I watch TV.S4: I read books.S5: I go shopping. etc.

1She is playing the guitar.1. They are having a

party.2. They are watching

T.V.3. They are swimming.4. They are playing

football.

Sts work in pairs and put a tick () in the right box.Sts’ answers may vary.

Sts writes these words down.

Sts listen to T or to the



T conducts the correction.

Task 2.T conducts the correction.

T asks sts to discuss the question: Which of the British leisure activities mentioned in the passage are also popular in Vietnam? Which are not?

T has 4 groups write their answer on the board.T gives comments.

T assigns homework.

POSTREADING(10mn)T conducts the correction.

T asks sts to discuss the question: Which of the British leisure activities mentioned in the passage are also popular in Vietnam? Which are not?

T has 4 groups write their answer on the board.T gives comments.T assigns homework.

recording (looking at the passage).Sts circle the correct answer.Answers1. A2. B 3. B4. A5. B6. A

Sts read the passage again and answer the questions. (work in pairs)Answers1. Because without them people will become dull / bored.2. Football and rugby in winter, and cricket and athletics in summer.3. Walking and swimming.4. Because this is a new kind of entertainment which gives them pleasure.

Sts work in groups.



Homework (1mn)Homework: - Learn the vocabulary. - Prepare B. Speaking


Theme: recreationUnit 14SpeakingTime: 45 minutes

I. Objectives:1. Educational aim: By the end of the lesson, students will be able to Express agreements and disagreements about entertainment activities.

Stating the reasons for the agreements and disagreements. 2. Knowledge: - General knowledge: students will be able to Express agreements and disagreements about entertainment activities.- Language: making a conversation of a famous person- New words: words related to the topic3. Skills: Speaking to Express agreements and disagreements about entertainment activities. II. Method: integrated, mainly communicativeIII. Teaching aids: textbook, picture of the parts of the body IV. Procedure:

Teacher’s activities Students’ activities NotesWarmer(3’) Hang-man gameAsk sts to guess a word by using hang-man game:A G R E E M E N T1 2 3 4 5 6 7 8 9

Guess the word (the whole class)



Before you speak(5’) Scrambled words:Have sts arrange the words in correct order to make meaningful sentences:1) idea / I / good/ don’t / that’s / a / think.2) agree / I / you / with / quite- Give feedback.Suggested answers:1) I don’t think that’s a good idea.2) I quite agree with you.- Ask sts what is the meaning of these two expressions and when to use them

While speaking(25’)

After speaking (10’)

Work in pairs to arrange the words in correct order to make meaningful sentences.

-Answer T’s question Task 1:

- Have sts arrange the sentences in task 1 into two groups: A (Agreement) & D (Disagreement).- check sts’ answers.Suggested answers:A: 1, 3, 4, 6, 7D: 2, 5Have sts read these expressions aloud individually.

Task 2: - T demonstrates the conversation with one st.- Ask sts to practice the conversation in task 2 about a two-day camping holiday in groups of 3.- Check sts performance.- Have sts underline the expressions of agreement and disagreement.

Task 3: (groupwork)- Ask sts to continue the discussion by using the reasons suggested in task 3 and expressions of agreement and disagreement.- Go around and help students if necessary.

Task 4: (groupwork)



HOMEWORK : (2’)

- Call on some sts to report their discussion in front of the class.- Give feedback.- Have other sts comment on their performance regarding to content and pronunciation.

Write a paragraph of 50 words to describe your camping holiday.Prepare Part C – Listening.

-


Theme: RecreationUnit 14ListeningTime: 45 minutes



2. Knowledge:- General knowledge: Listening to pieces of conversation to get information about the leisure activities on their summer holiday.- New words: Words related to words related to going camping 3. Skills: Listening for specific information and comprehension questionsII. Method: Intergrated, mainly communicativeIII. Teaching aid: Pictures, chalk, cassette tapeIV. Procedures:

Teacher’s activities Students’ activities NotesWarm- up(2 mn)- Have Sts give some entertainment activities.

- T asks Sts some guiding questions.

- Give the activities

- Sts answer the Qs



1/ “What do you often do on your summer holiday.2/ Where do you often go?

Pre- listening(3 mn)

T has Sts look at the picture 1 and 2 and answer the Qs.

1/ Who are they?2/ Where are they?3/ What are they doing?

T reads some new words and asks Sts to repeat . T gives Sts the meaning of some new words .While - listening(30 mn)

Task 1T has Sts read the

sentences, listen and decide whether the statements are true or false.

T asks Sts to listen to three American students talking about their summer holiday (twice).T has Sts write down the answers.T can ask Sts : “ Why do you think it’s true or false?”.

T’s feedback

Task 2T has Sts listen again

- Look at the pictures (work in pairs)

Answer the QsPicture 1

1/ They are student2/ They are in the country side3/ They are going for a picnic

Picture 21/ They are tourists2/ They are in a town3/ They are going sightseeing- Listen carefully - Read the new words after teacher- Take notes

- Read the sentences.(in individual)

- Listen and answer .

- Write down the answers.-Explain !

- Correct .

Suggested answers1/ T 2/ T3/ F. He used to 4/ T5/ F. She doesn’t want to live in nature and she doesn’t enjoy it because of the solitude of the wilderness.6/ T

-Read the Qs carefully.

-Write down the answers.-Correct.Suggested answers1. Riding their dirk bike in the desert, taking showers in waterfalls



and answer the Qs (twice)T asks Sts to read the

Qs before listening T has Sts write down

the answersT’s feedback

Post – listening(8 mn)T has Sts list three advantages of having a camping holiday.Homework(2 mn)-Write about your camping holiday-Prepare part D : Writing

and swimming in lakes and rivers.2. In sleeping bags or tents.3. Because more and people are coming to these places and leave trash in the forest and take rocks and plants with them.4. He think nature is also important in the world.5. 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.

- Discuss (in pairs / groups)

-Write about your camping holiday-Prepare part D : Writing




Theme: recreationUnit 14WritingTime: 45 minutes


write Students can write about a camping holiday 2. Knowledge:- General knowledge: Students learn how to organize the camping holiday - Language: Words used in a form of writing the camping holiday3. Skills: Writing the camping holidayII. Method: Interagrated, mainly communicativeIII. Teaching aids: Chalk, textbookIV. Procedures:

Teacher’s activities Students’ activities NotesWarm up

Ask students some questions:

Answer-Yes, we have.-Last year,…….



1/Have you ever gone camping?2/When and where?3/ What did you do on camping holiday?Today we practice writing about camping holiday

PRE- WRITING

Ask students to look at the pictures in the textbook and answer the questions1/ Which school is it?2/Where are they going?3/ What are they doing then?WHILE- WRITINGTASK 1:Last weekend, ,class 11A2 went to Ba Vi for camping holiday.Below are some of their activities during their two –day holiday. Match them with the correct pictures.Suggested answera.2 d.6 g.1b.3 e.9 h.7c.4 f.5 i.8Ask students to answer the questions:1/ When and where dit the students in class 11A2 go campimg?2/ What time did the bus leave the school?3/ What did they do first?4/ What did they do after putting up the umbrella tent?5/ What time did they leave the campsite?Correct them

POST- WRITINGTASK 2:Imagine you are one of the students in class 11A2. Write a

-Cooking, playing games, playing football…

-Vo Thi Sau School-Go camping

Suggested answera.2 d.6 g.1b.3 e.9 h.7c.4 f.5 i.8

Answer the questions and write on the board



passage about your class s camping holiday, using the information in Task 1 and the questions givenAsk one group to write the passage on the board and correct itHOMEWORK :tells students to coplete the writing at home prepare for the next period (Language focus

Work in group Write on the board

Do homework


Theme: recreation Unit 14Language FocusTime: 45 minutes


- distinguish the sounds / ts / _ / dz / _ / t∫t/ / dzd//- pronounce the words and sentences containing these sounds correctly

- distinguish the uses of conjunctions : both….. and , not only ……. but also .either ……..or , neither …..nor

- use these verb tenses to solve communicative tasks2. Knowledge:- General knowledge: Students learn 4 sounds and review some tenses- New words: Words related to 4 sounds and conjunctions :3. Skills: - Pronunciation: /ts/- /dz/- /t∫t/ - /dzd/



- Grammar: Tense revision: the past simple, past progressive and past perfectII. Method: Intergrated, mainly communicativeIII. Teaching aids: textbooks, cassette tapeIV. Procedures:

Teacher’s activities Students’ activities NotesWarm up(4’)Write some words on the board, show students how to pronounce /ts/, / dz/ , /t∫t / , / dzd / sound such as : needs , watched , arranged , sweets , friends , washed , rents, managed . sends , Then introduce 4 sounds that we are going to study today 1.Pronunciation(6’)Explain the way to pronounce these sounds /ts/ sits , eats , meets /dz/ reads , friends , kids / t∫t/ marched , washed , brighted ,raged , managed reached / dzd/ brighted ,raged ad first. read slowly @ Ask sts to read the sentences and pick up the words containing those four sounds : ask some students to reread these sentencesGrammar(32’)• The conjunctions : Both ….and , either … or , neither …. Nor Give the situation then explain :

Group work , ( 4 groups)

listen ( 1’) listen and repeat ( 2’’) whole the class ( books opened )

work in pairs then individual Follow the instructions of the teacher,



Ex: Ann was late . Tom was late _ Both Ann and Tom were late Ex : She did not write and she did not phoned _ She neither wrote nor phoned Ask sts to do exercise 1 /160 Exercise1: Combine the sentences using : both …and , neither .. nor , either .. or Walk around to check and help Correct the sentences done on the board Page 161 / students’ bookAsk sts to give the conclusion about the verbs followed by both …and , neither / either ….nor /or

* Both + S1 and S 2 + V ( plural ) * Either + S1 + or + S2 + V ( S2) Neither nor

Exercise 2: Change the sentences into cleft sentences in the passive Give the situation and ask :Minh : where is Lan , Dad ?Dad : Maybe she is in the kitchen Minh : What is she doing , there ?Dad: She is helping her mother prepare dinner

Work in pairs, discuss and do the exercise 1 on page 160. Then

Do on the board ( individual ) Respond

Follow the instructions of the teacher, make the sentence

Work in pairs, discuss and do the exercise 2 on page 162. Then

Do exercise on the board ( individual ) respond



_ It is her mother who is being helped prepare dinner .Ask sts what we call this sentence This is Cleft sentence in the passive Then ask sts to do exercise 2 / 162Walk around to check and help Correct the sentences done on the board Ask sts to show the structure It is / was + S + that / who + be +PPHOMEWORK (1ms) _ Redo the exercise _ Prepare Test yourself E

Do homework

test YOURSELF E The 89 th period Date : Grade 11

Theme: test YOURSELF ETime: 45 minutes

I. Objectives:1. Educational aim: - According to the TEST students can revise all the language skills and grammatical points which they have studied and used in the three units: 12, 13 and14.- Students can improve their techniques of doing the simple tests.




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




- Improve their knowledge through the test yourselfII. Method: Integrated, mainly communicativeIII. Teaching aids: Textbook, board, hand-outs, cassette tape and player.IV. Procedures:

Teacher’s activities Students’ activities NotesWarm-up: (5 minutes)- Greeting- Ask students something about the test yourself E* Have you prepared it at home?* Have you got any difficulties?

Test yourself

I. Listening(2.5 points) (10 minutes)- Ask students to read all the sentences first- Ask students to listen to the tape once.- Ask students to listen again and complete the sentences .- Ask students to listen in the third time, the work in groups to compare and discuss the answers with each others to find the correct answers.- Keys: In the teacher’s book.

II. Reading (2.5 points) (10 minutes)- Present the task: - Ask pupils to work in groups to answers the questions.- Give the correct answers to the class:- Keys: In the teacher’s book


- Look at the book and listen to the task- understand the task- Read the questions - Listen to the tape- Listen again and say the right sentences.- Listen and discuss in groups to find the correct answers:

- Look at the textbook and listen to the teacher- Work in groups to discuss about the passage- Finish the task- Compare their results with the other groups. - Write the answers on the board.- Listen to the teacher and correct the answers.




- Keys: 1. street, 2. squeeze, - 3. meets, 4. managed.

b/ Give the correct form of verbs.- Keys: 1. who, 2. that, 3. (that),4. who, 5. who, 6. (that).








SỞ GD VÀ ĐT THÁI BÌNH ĐỀ KIỂM TRA SỐ 4 TRƯỜNG THPT NGUYỄN TRÃI MÔN: TIẾNG ANH - LỚP 11

.......... …….. Thời gian làm bài 45 phút



Part I: Choose the word whose underlined part is pronounced differently from the rest in each group. Mark your choice on the answer sheet. (1.25points).1/. A. athlete, B. thoughtful, C. thin, D. their.2/. A. smell, B. smile, C. enthusiasm, D. small.3/. A. nicest, B. largest, C. hottest, D. best.4/. A. laughed, B. organized, C. caused, D. raised. 5/. A. scatter, B. species, C. serious, D. result.

Part II: Choose from the four options given (mark A, B, C or D) one best answer to complete each sentence. Mark your choice on the answer sheet.(3.75 points).6/. An orphan is a child …………. parents are dead. A. Whose, B. who, C. whom, D. which.7/. Thai Binh is the province ……………………… . A. in which I was born, B. which I was born, C. where I was born in, D. that I was born.8/. My brother takes better photographs than ………….. A. my, B. I make, C. me take, D. me.9/. The house ………. we are living in is not in good condition. A. where , B. who, C. Ø, D. in that.10/. Mr Ba shouldn’t have told lies …….. his wife ……… his job. A. with/ on, B. for/ of, C. to/ about, D. on/ with.11/. You will become ill ……… you stop working too hard. A. untill, B. when, C. if, D. unless. 12/. I don’t agree with ……… you have just said. A. what, B. where, C. who, D. which.13/. The man ……… at the blackboard is our teacher. A. stood, B. stands, C. standing, D. to stand.14/. Minh was the last one ……… the classroom yesterday. A. to leave, B. leaving, C. left, D. leaves.15/. He is the boy ……… I went to school. A. with which, B. with whom, C. to which, D. to whom.16/. The novel …. over 100 years ago is still relevant to day. A. written, B. write, C. writing, D. to write.17/. People ……… in London are called Londoners. A. live, B. living, C. lived, D. be lived.18/. The film was ………. boring ……… long. A. either/ or, B. both/ and, C. neither/ and, D. either/ nor.19/. Nam …….. smokes ……… drinks. A. neither/ nor, B. neither/ or, C. either/ and, D. also/ and.20/. ...............playing professional basketball, she also enjoys tennis.

A. Moreover, B. Apart, C. Beside, D. Together. Part III:



* Read the passage and choose the best answer A, B, C, or D for the following sentences. Mark your choice on the answer sheet. (1.25 points). Good evening. It’s 10.15 and it’s time for “The Asian Games Report”. It’s the 3rd day of the Games. Well, today’s most important event was the women’s 200-metre freestyle. The Japanese, Yuko was first and got the gold medal. She made a new world record time of 1 minnute 58 seconds. The Japanese athletes won two gold medals yesterday, and three the day before, so in the first three days they’ve won six gold medals. ... Here we’re in the Gymnasium. Lily, the Chinese gymnast, has just finished her display. She’s got an average of 9.5 points. That’s the best score today! Lily’s won the gold medal! ... And this is Lee Bong-ju coming from Korea. This the second time he competed in the long jump at the Asian Games. Last time he jumped 8.5 metres. Today he’s won a gold medal for men’s long jump. He jumped 8.9 metres. ... Now we’re waiting for the last high jumper, Vichai coming from Thailand. The bar is at 2.30 metres and... it seems too high for him. Vichai has just jumped! ....Ooh! He’s crashed into the bar! He’s landing. The bar has fallen too. He’s getting up and walking away. But he’s very disappointed.

21/. Yuko won the gold medal in women’s swimming. She set a new world record time of .......................................... A. 200 seconds B. 1 minute 38 seconds C. 1 minute 58 seconds D. 1 minute 48 seconds22/. Lily got an average of .................... points in her gymnastics event. A. 9.5 B. 5.9 C. 15 D. 523/. Lee Bong-ju Jumped .................... and he won the goldmedal in men’s long jump. A. 8.5 m B. 8.9 m C. 9.8 m D. 18 m24/. The bar that Vichai had to jump over was at ........................ . A. 3.2 m B. 2.3 m C. 2.0 m D. 2.5 m25/. Which of the following sports events was NOT mentioned in the report? A. swimming B. gymnastics C. weightlifting D. long and high jumps * Read the passage again then choose the correct answer to answer the following questions by marking the corresponding letter: A, B, C, or D. Mark your choice on the answer sheet. (1.25 points).26/. What time was “The Asian Games Report” programme? A. It was at 15.10. B. It was at 7.15. C. It was at 2.30. D. It was at 10.15.



27/. How many gold medals have the Japanese athletes won in the first three days? A. They have won five gold medals. B. They have won six gold medals. C. They have won three gold medals. D. They won six gold medals.28/. How many times has Lee Bong-ju competed in the long jump? A. He has competed in the long jump 3 times. B. He competed in the long jump 2 times. C. He has competed in the long jump 2 times. D. He has competed in the long jump 4 times.29/. What was the last sports event mentioned in the report? A. Long jump was the last sports event mentioned in the report. B. Gymnastics was the last sports event mentioned in the report. C. Swimming was the last sports event mentioned in the report. D. High jump was the last sports event mentioned in the report.30/. How was Vichai after he finished his performance? A. He was very happy. B. He was happy. C. He was very glad. D. He was very disappointed. Part IV: The sentences in italics below are cues. Make sentences expressing an imaginary situation by choosing from the altermatives A, B, C and D the one best way to make a meaningful sentence. Identify your answer by marking the corresponding letter A, B, C or D. Mark your choice on the answer sheet. (1.25 points).31/.The/ we/ England/ boy/ going/ be/ who/ see/ from/ to/ be/.A. The boy who we is going to see are from England.B. The boy who we are going see is from England.C. The boy who we are going to see is from England.D. The boy who we are go to see is from England.32/. Nam/ be/ hobby/ young/ start/ when/ his/ he/.A. Nam started his hobby when he is young.B. Nam will tart his hobby when he is young.C. Nam started his hobby when he was young.D. Nam start his hobby when he is young.33/. Water/ land/ on/ be/ by/ vegetable/ held/ the/ can/ planting.A. Water can be held on the land by planting vegetation.B. Water hold on the land by planting vegetation.C. Water can hold on the land by planting vegetation.D. Water holds on the land by planting vegetation.34/. book/ they/ it/ be/ the/ me/ yesterday/ that/ give.A. It was the book that they gave me yesterday.B. It was the book that they give me yesterday.C. It was the book that they given me yesterday. D. It is the book that they give me yesterday.35/. if/ go camping/ we/ bring/ lot/ equipment/ supplies/ us/.



A. If we will go camping, we have to bring a lot of equipment and supplies with us.B. If we go camping, we will have to bring a lot of equipment and supplies with us.C. If we go camping, we will have bring a lot of equipment and supplies with us.D. If we go camping, we would have bring a lot of equipment and supplies with us. Part V:Complete the second sentence so that it has a similar meaning to the first, using the given words. Identify your answer by marking the corresponding letter A, B, C or D. Mark your choice on the answer sheet. (1.25 points).36/. My brother loves going to the mountains. So do I.- Both ………………………………………………………………………A/. Both my brother and I love go to the mountains.B/. Both my brother and I love going to the mountains. C/. Both my brother nor I love going to the mountains.D/. Both my brother and I love to going to the mountains.37/. We learn at Nguyen trai school that was built in 1965.- We learn …………………………………………………………………A/. We learn at Nguyen Trai school which built in 1965.B/. We learn at Nguyen Trai school has been built in 1965.C/. We learn at Nguyen Trai school where built in 1965.D/. We learn at Nguyen Trai school built in 1965.38/. You can call me to day or you can call me tomorrow, whenever you want.- You can ……………..……………………………………………………A/. You can call me either today nor tomorrow (whenever you want).B/. You can call me either today or tomorrow (whenever you want).C/. You can call me neither today or tomorrow (whenever you want).D/. You can call me either today and tomorrow (whenever you want).39/. The dog that chases our cat belongs to those people.- Those are the ………………………………………………………………A/. Those are the people who dog chases our cat.B/. Those are the people which dog chases our cat.C/. Those are the people whose the dog chases our cat.D/. Those are the people whose dog chases our cat.40/. I lent you a book. It was written by a friend of mine. She lives in England.- The book I ………………………………………………………………..A/. The book I lent you was written by a friend of mine who live in England.B/. The book I lent you was written by a friend of mine who lives in England.C/. The book I lent you was written by a friend of mine lives in England.



D/. The book I lent you was written by a friend of my who lives in England.

Unit 15: space conquestThe 91st periodDate : Grade 11

Theme: space conquest Unit 15

Reading



Time: 45 minutes


- develop such reading micro-skills as scanning for specific ideas, and identifying and correcting false statements- use the information they have read to discuss celebrations in their culture

2. Knowledge:

- General knowledge: sts can have a general idea of the lesson as well as enrich their knowledge in the field of space and spacecraft; how human conquered the space.- New words: words/ phrases related to space and spacecraft 3. Skills: Reading for general or specific informationII. Method: Intergrated, mainly communicativeIII. Teaching aids: Some photos of celebrations in the worldIV. Procedures:

Teacher’s activities Students’ activities NotesWarmer

(Teacher prepares a picture of a plane, a spacecraft and an astronaut) T asks students to

look at the pictures and answer the questions:

- What can you see in each picture?

- What do you call a person who flies a plane/ a spaceship?

- Which job do you prefer, a pilot or an astronaut? Why?

( Based on sts’ answer, teacher leads in the new lesson)

- Pre- ReadingActivity 1: -Ask sts to match the

Discuss in pairs and answer the teacher’s questions

Suggested answers:

- It’s a plane/ a spacecraft/ an astronaut.

- A person who flies a plane is called a pilot, and a person who flies a spacecraft is called an astronaut.

-

Answer orally(Order of the pictures from left to right: Neil



names with the pictures in the textbook. (page 166)1. Pham Tuan2. Neil Armstrong3. Yuri Alekseyevich GagarinActivity 2:- Have sts work in pairs, answers the questions in the textbook based on the names of people in activity 1.- Check sts’ answer and supply the correct information if necessary.

Activity 3: - Teacher introduces some new wordsorbit (n)weightlessness (n)enormous (a)uncertainty (n)temperature (n)occur (v)- T has sts practise reading the new words While-Reading

T plays the cassette

Task 1:- Give instructions for task 1.- Ask sts to read the passage silently to finish task 1.- Check orally & correct if necessary.

Armstrong, Yuri Alekseyevich Gagarin, Pham Tuan)

Answers to the questions in textbook:

1. Yuri Alekseyevich Gagarin

2. Neil Armstrong and Buzz Aldrin

3. Pham Tuan

- Listen and take notes

Sts open books, listen to the text and read in silence.- Read aloud their answers.Suggested answers:Paragraph 1: B the lift offParagraph 2: D A view on EarthParagraph 3: E UncertaintiesParagraph 4: C CongratulationsParagraph 5: A The tragic accident

Read silently and then



Task 2:- Ask sts to read the passage again to answer the question in pairs.- Teacher walks around to give help if necessary.- Check sts’ answers by asking some pairs of sts give the questions and answers

Post-ReadingAsk sts to work in groups, complete the summary of the reading passage by putting the words/ phrases in the box into the blanks- Teacher walks around to give help if necessary

work in pairs.Give answers and take notes.Suggested answers:

1. He was 27 then.2. He was in space for

108 minutes.3. They were what

would happen to a human being in space or how the body would react to the extreme changes in temperature or how the mind would deal with the psychological tension.

4. It was more than 17 000 miles per hour.

5. Because he died in a plane crash on a routine training flight in March 1968.

6. After his death, his hometown of Gzhatsk was renamed Gagarin, and the Cosmonaut Training Center at Star City, Russia, was given the name of this national hero.

1. in space Work in

groups and do the task.

Give answers Suggested answers:

2. cosmonaut3. lasted4. success5. gravity6. view7. impossible



- Check sts’ answers and give bonus to the winners.

HOMEWORK:

- Learn the new words

- Read the passage again

- Prepare Part B: Speaking

8. named after

Learn the new words

Read the passage againPrepare Part B: Speaking



The 92 nd Period Date: Grade 11



I. Objectives:1. Educational aim: By the end of the lesson, students will be able to talk about possible of events.

- _talk about historical events on the space conquest.

2. Knowledge: - General knowledge: Students know how to talk about possible of events. talk about historical events on the space conquest - Language: making a conversation of a famous person New words: Words/phrases relate to the process of launching its first manned apace craft into space. 3. Skills: Speaking to describe appearancesII. Method: integrated, mainly communicativeIII. Teaching aids: textbook, picture of the parts of the body IV. Procedure:

Teacher’s activities Students’ activities NotesWarn Up(5’)

close the book_give some picture of famous astronaut _ask sts some questions and answerQuestion 1.Who Are They?2.What Are They?3What Are their nationalities?*Ask sts rearrange 6 picture with is namePict 1:He’s Pham Tuan_VietNamese astronaut2.He’s Yuri Gagarin

ListenAnswer

Pict 1:He’s Pham Tuan_VietNamese astronaut2.He’s Yuri Gagarin Russian astronaut 3.Buzz Aldrin_American Astronaut.4.Yang Liwei_Chinese Austronaut5.John Glenn_An



Russian astronaut 3.Buzz Aldrin_American Astronaut.4.Yang Liwei_Chinese Austronaut5.John Glenn_An American Astronaut6..Valentina_Tereshkova

Pre Speaking(8’)(task 1)

Now we study “Speaking of Space conquest “._Has sts work in pair, read the following piece of news, then ask and answer question(task 1)._give some new words :.manned, spacecraft..launch(v).milestone,_Has sts made questions with when, what, how old, how important, how many.

While speaking (22’)_Has sts talk about the important events in space exploration_walks around the class, offer ideas and comments when sts need help._set model with studentsEx:(1)T: when did Russia

American Astronaut6..Valentina_Tereshkova_

Listen and repeatWork in pair Ex:S1:When did China laugh first manned spacecraft into space?S2:On October 15/2003S1:what is the name of china’s first manned spacecraft?S2:It’s SjemZjouS1:What is the name of the astronaut?S2;His name’s Yang LiuriS1:How old was he when he flow into space?S2:38 years old.S1:How important was the successful flight to China S2:Make a milestone in China’s space project

1.S: on October 4,1957

2.S: sputnik



launching its artificial satellite?T: What is the name of Russia’s first artificial.

T How important?

Post speaking (8’)

Has some students come form of the class and talk about the important event in the space conquest.

Homework (2’)

Prepare “ listening”_ Rewrite “the important event in the space conquest.”

3.S: mask the beginning of space age.

individual

Prepare “ listening”_ Rewrite “the important event in the space conquest.”








2. Knowledge:- General knowledge: To help Ss practice listening about the 1st human moon landing.

- To relate the content with real life.- Language: Use past simple - New words: Words related to memorable experiences3. Skills: Listening for specific information and comprehension questionsII. Method: Intergrated, mainly communicativeIII. Teaching aid: Pictures, chalk, cassette tapeIV. Procedures:

Teacher’s activities Students’ activities Notes* * Warm- upWarm- up::

Have students close theirHave students close their books then ask somebooks then ask some questions to lead inquestions to lead in

1.1. Name the 1Name the 1stst men men to land on the to land on the moon.moon.

2.2. His nationality.His nationality.3.3. WhenWhen

* Before you listen

- Have students work in pairs to match the picture with the caption.

- Close their book.- Close their book.- Answer the questions in- Answer the questions in group.group.1. Neil Armstrong &1. Neil Armstrong & Buzz Aldrin.Buzz Aldrin.

2. American.2. American.3. 20 July 19893. 20 July 1989

- Work in pairs.- Share as.1d – 2a – 3c – 4e – 5b- Practice reading.- Take notes



- Have students read a loud the words correct.- Supply the stress (or pronunciation) and the meaning* While you listen:

Task 1- Explain the situation.- Have students read through the statements quickly.- Supply the meaning of some words (in need).- Play the tape thrice, for the last time, have a pause after each sentence.- Play the tape again (in need) to confirm the answer.

Task 2- Ask students have a look at the questions.- Have students listen to the tape again for 3 times (with a pause

* After you listen:

- Have students work in group to discuss the questions.- Go round the class to help students (In need).- Call some students to give answer

. - Listen.- Read the statements.

- Take notes.

- Listen twice.- Give answer after 3rd times1F – 2F – 3F – 4F – 5T

- Listen again.

- Read the questions.- Listen to the tape.- Work in groups to give answers.- Share answers & take notes.1. NASA’s Apollo Program.2. On 16 July 1969.3. Controlling the oxygen

- Work in groups.- Ask some difficult words.

- Share answer & take notes.1. Some reason:- adventure- find out another life outside the earth.- precious material.- other place for human beings.2. The three things are:- camera.



HomeworkPrepare Unit 15 – Language focusise answer

- water / food.- tent.Prepare Unit 15 – Language focusise answer



WritingTime: 45 minutes

I. Objectives: 1. Educational aim: By the end of this lesson, Students can get to

know the content and structure of one’s person biography. Students can write the biography of one identified person, based on the

given information.2. Knowledge:

- General knowledge: Students learn about the content and structure of a biography of a person.

- Language: The Simple Past Tense and Simple Present Tense 3. Skills: Writing a biography II. Method: Interagrated, mainly communicativeIII. Teaching aids: Chalk, textbookIV. Procedures:

Teacher’s activities Students’ activities NotesWarm up(3 minutes)

Show a short video clip /picture about Neil Armstrong and ask students some questions about him:

- Who is he?- What does he do?- Is he Russian or American?- When did he walk on the moon?

Pre -writing (12

work in groups of four

suggested answers:

- He is Neil Armstrong

- He is an astronaut

- He is American

- In 1969



minutes)-Divide sts into four groups, ask one from each group to the board to write down information we need to write one’s biography. Others in the same group can help by shouting the needed words or phrases.- Give feedback and marks to the group with correct information.- Choose five words/phrases and explain the meanings (if necessary): career, place of birth, date of birth, quote,Whilewriting(20minutes)Task 1: -Ask sts to read the information about Neil Armstrong, the first human to set foot on the moon, then put each of the headings in the box in the appropriate blank.- Show some pictures relating to the career of Neil Armstrong: NASA, the moon, space shuttle, United States Navy.- Explain the meaning of some difficult words: resign, appoint, vice chairman, committee, investigate, disaster, leap)

TASK 2- Teacher divides students into groups of four. - asks sts to write a

Work in groups- Brainstorming for needed words/phrases to write one’s biography- Suggested answers: job, address, hometown, career, place of birth, date of birth, quote, marital status, family, education…

-Work individually, then check with their partners.-Take notes on difficult words.

- Suggested answers:1. Birth2. Place of Birth3. Known as4. Career5. Quote

- Students works in groups and write the biography on a piece of paper card- Suggested answers: Neil Armstrong is an American astronaut. He is known as the first person to walk on the moon. He was born on August 5th, 1930 in Wapakoneta in



biography of Neil Armstrong from the information given in task 1- Ask sts to pay attention to these points:+ prepositions: at-on-in-from-to-with+articles: a-an-the+ words/phrases used to write biography: be known as- work as- resign from- + Simple past tense+Simple present tense- move around to supervise and give help when necessaryPost writing (10 minutes)

- ask sts to exchange their paper card to correct- ask one group to show their biography on the board.- Give comment and correct in front of other students, ask them to pay attention to some basic grammatical mistakes

HomeworkAsk sts to write their own biography

Ohio. From 1949 to 1952, he worked as a pilot in the United States Navy. Armstrong received his B.S from Purdue University in 1955. He joined the NASA astronaut program in 1962. Neil Armstrong became the first human to step on the moon’s surface on July 20th, 1969. He was joined by Buzz Aldrin forty minutes later. Armstrong and Aldrin spent two and a haft hour on the moon’s surface. Armstrong received his M.S from the University of Southern California. He resigned from NASA a year later and from 1971 to 1979, he taught at the University of Cincinnati. In 1986 Armstrong was appointed vice chairman of the committee that investigated the Challenger shuttle disaster. He is also well-known for what he said when he stepped on the moon’s surface:” That’s one small step for man, one giant leap for mankind”

- Students pick out the mistakes then correct them.- show their biography on the board



write their own biography



Language FocusTime: 45 minutes


- Distinguish the sounds /nt /, /nd/ /nθ /, /ns/ and /nz/- Pronounce the words and sentences containing these sounds correctly- how to use could/be able to and tag questions

2. Knowledge: - General knowledge: Students know how to distinguish sounds nt /,

/nd/ /nθ /, /ns/ and /nz/and use some structures with or without “to” infinitive

- New words: Words related to pronunciation nt /, /nd/ /nθ /, /ns/ and /nz/

3. Skills: : Pronounce the sound nt /, /nd/ /nθ /, /ns/ and /nz/ correctlyII. Method: Intergrated, mainly communicativeIII. Teaching aids: Student’s book, textbookIV. Procedure:

Teacher’s activities Students’ activities NotesPronunciation: (15 minutes)- Has students listen

and repeat the sounds nt /,

/nd/ /nθ /, /ns/ and /nz - Asks students to practice reading the sentences provided

- Listen to the tape carefully

- Practise reading



Grammar and vocabulary: (28 minut Could, was/were able to 1.1. Could: Ex1: My grandfather was very clever. He could speak five languages. Ex2: We were totally free. We could do whatever we wanted. 1.2. Was/were able to: Ex: A girl fell into the river, but fortunately we were able to rescue her. COULD NOT or WAS/WERE NOT ABLE TO. Ex: My father couldn’t swim. (=My father wasn’t able to swim.) COULD :kh¶ n¨ng nãi chungWAS/WERE ABLE TO ;kh¶ n¨ng cô thÓ

2) Tag questions Ex1: You are a student, aren’t you? Ex2: The film wasn’t very interesting, was it? Ex3: Mary does a lot of homework every day, doesn’t she? Ex4: John didn’t go to school yesterday, did he? Ex5: We have seen this film twice, haven’t we? Ex5: They can swim very fast, can’t they? Exercise 1- Asks students to do exercise 1 in pairs- Checks and gives

- Work in pairsKey:Exercise 1 1. couldn’t/ wasn’t able to 4. was able to



correct answers

Exercise 2

- Asks students to do exercise 2 in pairs- Checks and gives correct answers

Exercise 3- Asks students to do exercise 3 in pairs- Checks and gives correct answers

Homework: (2 minutes)- Write down exercise 1, 2, 3- Prepare to repair test 45 minutes

2. was able to 5. could/ was able to 3. could/ was able to 6. couldn’t/ wasn’t able to

Exercise 2 1. It’s (very) expensive, isn’t it? 2. The film was great, wasn’t it? 3. She has/ She has got/ She’s got a lovely voice, doesn’t she? Or She has a lovely voice, doesn’t she? 4. It doesn’t look very good, doesn’t it? 5. You’ve had your hair cut, haven’t you?

Exercise 3

1. doesn’t she 4. didn’t we 6. can’t you 2. haven’t you 5. won’t we 7. mustn’t it 3. wasn’t it

- Write down exercise 1, 2, 3- Prepare to repair test 45 minutes



The 96 th period Date : Grade 11 Theme: Correct the test



I. Choose one word whose underlined part is pronounced differently by circling A, B, C or D: .(1.25points ): (5 minutes) - Repeat the questions




- Get students to read the passage again carefully- Call some students to read out their answers, and the others give remarks if it is correct or not.- Finally read the keys out aloud

II. Choose from the four options given (mark A, B, C or D) one best answer to complete each sentence. Mark your choice on the answer sheet.(3.75 points). (10 minutes) - Repeat the questions- Get student to read the test again carefully- Call some students to read out their answers, and the others give remarks if it is correct or not- Finally read the keys out aloudIII . Read the passage and choose the best answer A, B, C, or D for the following sentences. Mark your choice on the answer sheet. (1.25 po ints). Read the passage again then choose the correct answer to answer the following questions by marking the corresponding letter: A, B, C, or D. Mark your choice on the answer sheet. (1.25 po ints). (10 minutes) - Repeat the questions- Show the passage again several times- Get students toread the passage again carefully- Call some students to write their answers on the board, and the others give remarks if it is correct or not- Finally read the keys out aloudIV. The sentences in italics below are cues. Make sentences expressing an imaginary situation by choosing from the altermatives A, B, C and D the one best way to make a meaningful sentence. Identify your answer by marking the corresponding letter A, B, C or D. Mark your choice on the answer sheet. (1.25 po ints ) : (10 minutes )







- Repeat the questions- Get student to read the test again carefully- Call some students to read out their answers, and the others give remarks if it is correct or not- Finally read the keys out aloudHomework: (5 minutes)

Ask students to prepare UNIT 16: THE WONDER OF THE WORLD

Part A. READING

- Prepare UNIT 16: THE WONDER OF THE

WORLDPart A. READING

UNIT 16: THE WONDER OF THE WORLD


Theme: THE WONDER OF THE WORLD Unit 16

ReadingTime: 45 minutes


- develop such reading micro-skills as scanning for specific ideas, skimming for general information, and guessing meaning in context



- Use the information they have read to discuss the topic2. Knowledge:- General knowledge: reading to find the sentences that show facts and the ones

that describe opinions- Language: Sentences and expression for expressing topic- New words: Words related to topic3. Skills: Guessing meaning in context, understanding and using new

words by speaking, asking and answeringII. Method: Integrated, mainly communicativeIII. Teaching aids: Student’s book, textbook, handoutsIV. Procedure:

Teacher’s activities Students’ activities NotesWarm- up(3’)

Get students to look at the pictures in the book and to answer some questions.+What are they? +Where are they?+When were they built?+Why were they built?+How were they built?+Who built them?- Lead students to the

topic of the reading: The wonders of the world.

Pre- reading(10’)Present key words and structures in different ways .+wonder(n)-> wonderful (a)+pyramid (n)+pharaoh (n)+tomb (n)+burial chamber +surpass (v)+spiral ramp+weight arm +proceed (v)+enclose (v)

- Look at the pictures and discuss

-Listen and pay attention to the teacher.Brainstorm to give ideas about the meanings of the words, listen and note down



+The great Pyramid Is believed to have+It has been suggested that….

Introduce the content of the reading and ask students to read through the text silently to get general comprehension(teacher goes around the class to help students if necessary

While- reading(20’)

. Task 1 -Explain the way to do task 1.

-Ask students to read the text again to locate the new words given and know their meanings in context, then fill them in the blanks.-Let some students give their answers together with reasons and correct them.b. Task 2 -Require students to read through the questions in the book to understand them

Make students silently read the text again to answer the questions-Get students to work in pairs to practice asking and answering the questions orally.-Ask some students to give their answers and

- Listen and read

- Fill in each blank with a suitable word from the box.1. unknown 2.wonder3. ramp 4. chamber5. mysterious 6. spiral-Some give answers, some give remarks and the others listen.

-Read and make sure to understand the questions.

-Scan the story and answer the questions.-Do as they were told

-Give feedback, listen, discuss, and take notes.

- Listen



other students to remark these answers. Finally teacher corrects them

Post- reading(10’)c. Task 3.-Instruct students to do task 3-Require students to do task 3-Teacher correct students’ answer.-Ask students to look at the examples and explain them. -Get students to work in groups to find the sentences that show facts and the ones that describe opinions.-Call the representative of each group to report the result to the class and give feedback.Home work-Require students to write a paragraph (100 words) about what they have just discussed.

-Scan the text and say what the words given in the book refer to-Listen and take notes.

.

- Do as asked.

-Some report and the others listen and give remarks.-Listen and note down

write a paragraph (100 words) about what they have just discussed.


Theme: THE WONDER OF THE WORLD

Unit 16SpeakingTime: 45 minutes

I. Objectives:1. Educational aim: By the end of the lesson, Students should give their explanation of an event or introduce a cultural heritage site. 2. Knowledge:



- General knowledge: learn about the historical or cultural events - Language: making a conversation of a famous person- New words: Sentences and expressions for making suggestions about events 3. Skills: Speaking Fluency in expressing opinions and makingsuggestions about events II. Method: integrated, mainly communicativeIII. Teaching aids: textbook, picture IV. Procedure:

Teacher’s activities Students’ activities Notes*warm up:

T pepare a handout with some atatements about the wonders of the world .and asl Ss to give the name

Before you speak

T introduce some wonders of the world

While you speakTask 1:T itroduces the task and goes over the sentences with the class.T explains some words if necessary.Ask Ss to do the task in pairs.T goes aroungd the class to offer helpCall on some Ss to present their answers and asks others commentT gives his definitions+A fact is something that can be proven to be true ,to exist,or to have happened by evidence+An opinion is the view

-Sts’ answers : 1.The great Pyramid2.Colosseum3.Taj mahal

Listen to the teacher and do the taskGive answer

Facts:sentence 2,3,4Opinion:sentence 1,5,6,7



somebody takes about an issue ,especially when it is based solely on personal judgment.Task 2;Put Ss in pairs and gets them to tell each other about some facts and opinions of the Great Pyramid of Giza based on the information in task 2.T goes around to chck and offer helpCall on some pairs to preform in front of the classgive feedback.Task 3:T introduce the task and ask Ss to work in group to discusspossible answers to give questionsAsk them to read the useful language and the examples on page 182.T goes round and offer helpAsk Ss to present their opinions and other groups to share theirHome work :Prepare part C;listening

Work in pairs and do task 2Give the answers

Work in pairs and do task 3Give the answers

Prepare part C;listening

The 99 th period



Date : Grade 11

Theme: THE WONDER OF THE WORLD Unit 16ListeningTime: 45 minutes


- Develop listening skills as intensive listening for specific information- Taking notes while listening

2. Knowledge: - General knowledge: Students know how to do T/F statements and listen

for specific information- New words: Words related to describing Great Wall of China

3. Skills: Listening for specific informationII. Method: Intergrated, mainly communicativeIII. Teaching aids: Student’s book, tape and cassette playerIV. Procedure:

Teacher’s activities Students’ activities NotesWarm up(3’)- T shows some pictures of the wonders of the world and ask sts to talk about name , location of these wonders

Pre-listening(10’)-Ask sts to look at the picture and answer the questions1. What can you see in the picture ?2. Where do you think it is ?3. When do you think it was built?-Introduce to sts that they will listen to a passage about the Great Wall of China-Pre-teach some new words+ man –made wonder+ magnificence and significance+ World Heritage+ UNESCO

Listen and talk

- Look at the picture and answer the questions-The Great Wall -In China-During the Ming Dynasty

-Listen and take notes



+Ming Dynasty+ ancient+ stone roadway+ Beijing

While-listening(20’)Task 1-Explain task1 and ask sts to read sentences in Task 1 carefully-Play the tape twice and ask sts to do the task

-Ask sts to exchange their answers with their friends-Give feedback1.the moon; 2. 1987; .3.the Ming Dynasty; 4.200; 5. 200B.C; 6. 6,000km; 7. 11 metres; 8. stonesTask 2-Explain task 2 and ask sts to read the questions carefully-Play the tape twice and ask sts to do the task

-Ask sts to exchange their answers with their friends-Play the tape one more time and ask sts to check the answers-Call one st asks and the other answers loudly-Give feedback1. The ancient Chinese started to build the Great Wall in 1368.2. Five provinces3. Because it can be seen from the moon4. The part in the northwest of Beijing is the best choice for visit because it is still in its original state

Post-listening(10’)Divide sts into group of 4 and ask sts to tell their partners why

-Read the sentences carefully

-Listen to the tape and fill in the missing information-Compare their answers with a partner

-Read the questions -Listen to the tape and answer the questions-Compare their answers with a partner-Listen again and check the answer-Ask and answer the question

-Do as directed



the Great Wall is considered one of the greatest wonders in the world and how it was built-Call some sts to present their talks to the whole class -Give remarks

Homework(2’) -Write a short passage about the Great Wall

-Present their ideas to the class-Listen

Write a short passage about the Great Wall




Theme: THE WONDER OF THE WORLD Unit 16WritingTime 45 minutes


- Write about a friend by using the words they’ve learnt in previous lesson

- Make a layout for a writing2. General knowledge: Sts learn about the way to describe a place.- New words: Ajectives and verb forms often used in desription of a historical place. 3. Skills: Writing a paragraph about a friendII. Method: Intergrated, mainly communicativeIII. Teaching aids: Student’s book, textbook, hand-outsIV. Procedure:

Teacher’s activities Students’ activities Noteswarm up: (7)

T: answer T’s questions: 1.do you know Nha trang2. How is it ? 3. What is it famous for

Before you write:(10’)T sets the scene :you are going to write a report on a visit to the Ponagar Cham Towers in Nha Trang.T gets Ss to read the given information on page 184 and answer the questions1.How many parts are there in the report?

Sts do the task : Suggested answers : 1. yes…………. 2. It is small town ……… 3. It is famous for a big church…,Cham towers,Bamboo Island…. - Sts sit in pairs,

1.The report has 3 parts:brief



2.what kind of information is included in each part/T calls on some Ss to answer

While you write(17)T gets Ss to read the given information again and write their reports in 15 minutesT goes around to offer help.

After you write(8’)T asks Ss to exchange their writing with another students for peer correction.T goes around and collects mistake and errorsT provide correction

Home work (3’)Asks Ss to revise their reports according to their peer’s sugeestions and submit for making in the next lesson

introduction,details,and summary of the visit.2.The introduction includes the general information about the place.In the details part ,we describe the special features of the place in detailIn the last part ,we wrire how long our visit last and our feelings about the trip

Practise writing

Take note

revise their reports according to their peer’s sugeestions and submit for making in the next lesson




Theme: THE WONDER OF THE WORLDUnit 16Language FocusTime: 45 minutes


- Students practise how to pronounce of 4 ending sounds /ft/, /vd/, /fs/ and /vz/ .

- Students learn how to use the structures with verb of reporting: 1. It is said that …………. 2. He is said …………….. 3. People say that ……….

2. Knowledge:- General knowledge: Students learn 3 sounds and review some tenses- New words: Words related to 3 sounds and 3 tenses3. Skills:

- Pronunciation: ending sounds /ft/, /vd/, /fs/ and /vz/ .

- Grammar: 1. It is said that …………. 2. He is said ……………..

3. People say that ………. II. Method: Intergrated, mainly communicativeIII. Teaching aids: textbooks, cassette tapeIV. Procedures:

Teacher’s activities Students’ activities NotesWarm-up - T uses some pictures and asks Ss:Look at the pictures and tell what they are.

Ss close their booksSs look and answer:1.gift 3. roofs2.saved 4. scarves



P.1 P.2 P.3 P.4

- T has Ss read the words and guess what ending sounds they are going to learn today.- T introduces the new lesson.PronunciationPresentation- T reads the sounds loudly.

PracticeTask 1- T introduces and asks Ss to practise reading the words containing these sounds. /ft/ /vd/ /fs/ /vz/ Gift arrived coughs behaves Lift loved laughs loves Soft moved roofs arrives- T has Ss do exercises. T gives handouts for Ss.Handout: Listen carefully and make a cross (x) at the sound you hear

/ft/ /vd/ /fs/ /vz/1.2.3.4.5.6.7.8.

- T reads aloud the words: 1. left 6. loved 2. photographs 7. thieves 3. caves 8. spacecraft

(expected)

Ss write the sounds on the board./ft/, /vd/, / fs/ and / vz/ (expected)

Ss listen and repeat

Ss listen and repeat.

Ss listen and decide if the words belonging to what sounds.

Answers:/ft/ /vd/ /fs/ /vz/

1. x2. x3. x4. x5. x6. x7. x8. x



4. proved 9. coughs 5. knives 10. swift- T checks in front of class.- T conducts the correction.ProductionTask 2- T has Ss practise reading these sentences and pick out the words containing these sounds.1. They are not on the roofs now. They’ve been moved to the ground. Use the lift. I’ll ring to say you’ve arrived.2. I think he’s improved. Still coughs but laughs a lot, of course.3. We have plenty of laughs. We miss him when he leaves.4. He loves a nurse. Her name’s Soft. He wants me to bring her this gift.5. He brought me a gift when he arrived.- T conducts the correction.

- T gives an example on the boardGrammar and VocabularyPresentationRewrite this sentence beginning with the word provided.Eg: It is said that this house was built 100 years ago. This house……………………………- T asks one student to answer the sentence on the board .- - T corrects the mistakes and

explainsExercise 1:- T has Ss do exercise 1 ( page 185).

Ss read the sentences carefully and give answers to

ex.1.Ss give answers individually and then check in pairs.Answers:1. Many people are said to



- T walks around the class, offers ideas and comments when Ss need help.- Then T calls some Ss to give their answers on the board.- T conducts the correction and explains.

• If the verbs of the main clause and the subordinate clause are same tenses, use To-inf.

• If the verbs of the main clause and the subordinate clause are different tenses (for example,M.C in present and S.C in past or perfect tenses), use To have + PP

Exercise 2: Setting situation :

Eg: People believe that 13 is an unlucky number. 13 is believed to be an unlucky number.

T has Ss do exercise 2 (page 186- T walks around the class, offers ideas and comments when Ss need help.- Then T calls some Ss to give their answers on the board.- T conducts the correction and explains.- After practising two exercises, T asks Ss to summarize how to change the structures with verb of reporting.- T’s comments.More Exercise: Rewrite the following sentences:1. They say that John is the brightest student in class.

be homeless after the floods.2. The prison is thought to have escaped by climbing…3. He is believed to have driven through the town at…4. Two people are reported to have been seriously injured…5. Three men are said to have been arrested after …6. The strike is expected to begin tomorrow.7. He is said to speak English very well.(expected)

Ss give answers individually and then check in pairs.Answers:1. He is thought to eat …2. The wanted man is believed to be living in New York.3. He is known to be very rich.4. The film is supposed to be ..5. Many people are thought to have been killed …6. About a million puppies are thought to be born each year.7. The factories are said to be..8. Those dogs are said to be…Summary 1. S + V that S + V + O



It is said…………………… John is said …………………2. They think that he has died a natural death. It is thought ………………… He is thought ……………………3.They declared that she won the competition. It was declared …………………… She was declared ………………T calls some Ss to give their answers on the board. T conducts the correction.- Homework Do exercises in the work book

It is +PP that S +V + O 2. S + be PP + to-inf. S+be PP + to have PP.

Ss do them.

Ss take note.

Do exercises in the work book



test YOURSELF FThe 102 nd period Date : Grade 11

Theme: test YOURSELF F Time: 45 minutes

I. Objectives:1. Educational aim: - According to the TEST students can revise all the language skills and grammatical points which they have studied and used in the two units: 15 and16.- Students can improve their techniques of doing the simple tests.







Teacher’s activities Students’ activities NotesWarm-up: (5 minutes)- Greeting - Greeting



- Ask students something about the test yourself F* Have you prepared it at home?* Have you got any difficulties?

Test yourselfI. Listening(2.5 points) (10 minutes)- Ask students to read all the sentences first- Ask students to listen to the tape once.- Ask students to listen again and complete the sentences .- Ask students to listen in the third time, the work in groups to compare and discuss the answers with each others to find the correct answers.- Keys: In the teacher’s book.

II. Reading (2.5 points) (10 minutes)- Present the task: - Ask pupils to work in groups to answers the questions.- Give the correct answers to the class:- Keys: In the teacher’s book


- Keys: 1. rent, 2. tenth, - 3. lives, 4. loves.

b/ Give the correct form of verbs.Keys: 1. isn’t it, 2. didn’t he c/ Rewrite the sentences …..

- Answer teacher’s questions

- Look at the book and listen to the task- understand the task- Read the questions - Listen to the tape- Listen again and say the right sentences.- Listen and discuss in groups to find the correct answers:- Keys: 1. T, 2. F, 3. F, 4. T, 5. T.

- Look at the textbook and listen to the teacher- Work in groups to discuss about the passage- Finish the task- Compare their results with the other groups. - Write the answers on the board.- Listen to the teacher and correct the answers.

- Listen to the teacher- Work in groups - Compare the results with the other groups- Show the answers in front of the class. - Observe the keys and correct their



1/ Jane is thought to be rich.2/ She is said to have won a special prize.3/ He is said to know five foreign languages.4/ The thief is thought to have got in through the kitchen windown.IV. Writing (7 minutes)- Present the task: - Call the students to read the suggested sentences in front of the class.


Homework (5 minutes)- Ask students: + to study all the lessons again + to get ready to review all the units of grade 11

answers.


Study all the lessons again- Get ready to review all the units of grade 11


Giao an tieng anh lop 11

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