giáo án tiếng anh lớp 11 Unit 3

Date : 20/09/2010
Period :

14 Unit: THE 45 MINUTE TEST
Lesson : 1-2

I. Aim : By the end of the lesson, the Ss will be able to :
- Distinguish the sounds /t / and /d /; /m/ and /n/; / /
- Consolidate what Ss have just learnt
II. Language content :
Grammar :
- Infinitive with to or without to
- Tense revision : the past simple, past progressive and past perfect
- Present simple indicating past time
Vocabulary : Unit 1 - 2
III. Techniques :
IV.Teaching aids :
V. Procedure:
T’s and Ss’ activities

Content
Teacher :
The content of the 45-minute test (35 sentences )
• Having the prepared Test 45’ in hand
• Checking the attendance of the Ss
Preposition
• Ask Ss to hand their documents in in front of the I.
II.
Words & phrases
class.
’

III.
Grammar & structure
• T sends each student a Test 45
IV. Reading
• T controls their activities
V.
Listening
• T does not walk around the class too much.
VI. Stress & Pronunciation
• T collects the sheets of paper & the Test 45’ after
45mn.
Students :
Prepare the sheet of paper which is used to do the
Test 45’ and other accepted necessary things for
the Test 45’
Homework :
Comment :
- Review Unit 9-11
Ss do the test in oder.
-----------------------------------------


Date : 20/09/2010
Period : 13

Unit 3 A PARTY
Lesson : Reading
I. Aim: By the end of the lesson, students will be able to:
Scan read for specific information
Understand the text and express their ideas about past experiences

II. Language Contents:
Grammar: tense review: Past simple, Past progressive and Past perfect
Present simple indicating past time
Vocabulary: Words/phrases used to express personal / embarrasing experences,…
III. Techniques: Intergrated, mainly communicative.
IV. Teaching Aids: Some hand-outs with the questions, picture, charts
V. Procedure
T’s and Ss’ activities
T gives Ss an exercise and asks them to do that
helps Ss remember the new words the main
ideas of the text.
Ss do it themselves in pairs.
T walks around to control their activities.
T asks Ss show them on the board/ their
papersheet / by speaking.
T gives his ideas about Ss’task and marks

Content
Lead – in questions :
1.
2.
3.
4.
5.
6.

What is a birthday party ?
What do people often do in a birthday party ?
Who celebrates birthdays in the United State?
What is an anniversary party ?

What do people often do in a birthday party ?
What do you need to have a party ?

T gives Ss exercises (a and b) and asks them to
do that helps Ss remember the new words the
main ideas of the text and practise speaking
skill.
Ss do them themselves in pairs.
T walks around to control their activities.

Consolidation :

T asks Ss show them on the board/ their
papersheet / by speaking.

1. Summarize the main ideas of the text
2. Where do you prefer to celebrate your
birthday, at home or in the restaurant ? Why ?
3. Do your parents celebrate their wedding
anniversaries in the future ? Why (not) ?

T gives his ideas about Ss’task and marks.
T asks Ss to summarize the main ideas of the
text and present their opinions about the party
in pairs / groups.
Ss work in pairs / groups to do the request of T.
Ss present their tasks in front of the class by
reading or showing on the screen.
Comment :
T pays attention to some bad Ss.

Homework :
- Summarize the main s ideas of the text
- Learn the new words & phrases by heart
- Practise reading the text
- Prepare speaking : Talking a party you have
been to

Me too.


-------------------------------------------


Unit
THE CORRECTING 45 - MINUTE TEST
Lesson : 1 - 2
Class : 11A1,2,3 ; 11C3,5

Date : 1 /10/07
Period : 16

I. Aim : By the end of the lesson, the Ss will be able to :
- Distinguish the sounds /t / and /d /; /m/ and /n/; / /
- Consolidate what Ss have just learnt
II. Language content :
Grammar :
- Infinitive with to or without to
- Tense revision : the past simple, past progressive and past perfect
- Present simple indicating past time

Vocabulary : Unit 1 - 2
III. Techniques :
IV.Teaching aids :
V. Procedure:
T’s and Ss’ activities
Teacher :
• T sends each student a sheet of paper & the Test
• T gives Ss the answers and explains how to do
them correctly.
• T answers any questions of Ss (If so).
• T reminds Ss some main points in the Units Ss
have just learnt.
Students :
• Finding out the mistakes of their Tasks
• Make the question to T (if so)
• Correct the mistakes which they made
• Take notes from T (if necessary)

Comment :
T asks Ss to prepare the lesson more carefully
before doing the test.

Content
The answer of the 45-minute Test (No 002)
1. A
2. C
3. D
4. A
5. B
6. A

7. B
8. D
9. A
10. B
11. B
12. D
26a.business woman
26b.
27a.
27b.
28a.
28b.
29.
30.
31.
32.
33.
34.
35.
Homework :
- Prepare Speaking

13. B
14. D
15. A
16. D
17. D
18. C
19. C
20. D

21. B
22. A
23. A
24. B

25. A


Unit 3
A PARTY
Date : 20/9/2010
Lesson : Speaking
Period : 14
I. Aim: - By the end of the lesson, student will be able to talk about their personal experiences and
how they affect their life
II. Language Contents:
Grammar: tense review: Past simple, Past progressive and Past perfect
Present simple indicating past time
Vocabulary: Words/phrases used to express personal / embarrasing experences,…
III. Techniques: Intergrated, mainly communicative.
IV. Teaching Aids: Some hand-outs with the questions.
V. Procedure
T’s and Ss’ activities
T checks Ss lesson by asking and answering the

Content
I.Checking the old lesson :

T’s questions or Summarize the main ideas of
the text in front of the class.

1.
2.
3.
4.
5.
6.

T asks Ss to answer T’s questions in pairs /
groups

II Lead – in questions
1. What kind of a party do you want to talk
about ?
2. What do you need to have that party ?

’

T walks around to control the class

Ss present their task in front of the calss.

T gives Ss some suggested answers

T provides Ss with some materials for their
spoken topic.
Comment :

What is a birthday party ?
What do people often do in a birthday party ?

Who celebrates birthdays in the United State?
What is an anniversary party ?
What do people often do in a birthday party ?
What do you need to have a party ?

Suggested answer :
1. It’s birthay party / anniversary / the death of
the ceremony …..
2. We have to prepare some things :
3. Organiser : Lan, Minh, the host / hostess
4. On occasion : Spring,…, holiday, picnic….
5. Guests : friends, relatives, boss, teacher,
lover, .
6. Date & Time : start and finish
7. Decorations : flowers, coloured lights, green
trees, balloons
8. Place : at home, restaurant, on the beach, on
the mountain, in the country / city……
9. Dress : formal or informal : suit, skirt, jeans,
T-shirt, dress
10. Bugdget :
11. Food & drink : soup, salad, stew,meat, fry,
pizza, bread, hot-dog,mango, mineral
water,fruit juice, coke, coca, coffee, milk,
beer, …..
12. Entertainment / Games / Music / Dance

Homework
- Practise speaking about a party
- Prepare Listening

---------------------------------

Me too.


Unit 3
Lesson : Listening

A PARTY

T’s and Ss’ activities
T gives Ss exercises (a and b) and asks them to
do that helps Ss remember the new words the
main ideas of the text and practise speaking
skill.

Date : 2/10/07
Period : 18

Content
I.Checking the old lesson :
a. Questions :
1. What is a birthday party ?
2. What do people often do in a birthday party ?
3. Who celebrates birthdays in the United State?
4. What is an anniversary party ?
Ss do them themselves in pairs.
5. What do people often do in a birthday party ?
6. What do you need to have a party ?
T walks around to control their activities.

b. Make a conversation to talk about a party you
have been to in pairs.
T asks Ss show them on the board/ their
Tapescript :
papersheet / by speaking.
Mai is my neighbor. She turns 16 recently and
her parents held a birthday party for her. I was
one of those invited.
T gives his ideas about Ss’task and marks.
The party began at about three in the afternoon.
There were about twenty of us gathering in
Mai’s house. She didn’t like having the party at
restaurant because it is noisy and expensive.
T asks Ss to listen to the tape record and fill in
We gave presents to Mai and she happily opened
the space with the words or phrases they hear.
them. It must really be exciting to receive all
those presents. After that Mai’s mother serverd
us soft drinks abd buscuits. We then listen to
music and payed cards. The winners were given
prizes . At about four thirty Mai’s mother
brought out the birthday cake. It was beautifully
Ss listen to the tape record and do the task.
decorated with pink and white icing. Sixteen
colourful candles sat in the middle of the cake.
We all clapped our hands eagerly and sand
“Happy Birthday” as she blew out the candles
and and cut the cat. We helped ourselves to
slices of the delicious cake and sang all the
songs that we knew.

Finally at about six in the evening the party
came to the end. We were all tired but happy.
The parents of other children came to collect
them by motorbikes. I helped Mai and her
mother clear up the mess we had made. After
that I walked home, which was only three doors
Comment :
away.
T plays the tape more times at some difficult
Homework :
words.
- Practise listening
- Prepare writing : Writing a lettere of
invitation
-----------------------------------------


Unit 3
Lesson : Writing

A PARTY

Date : 2/10/07
Period : 19

T’s and Ss’ activities
Content
T asks Ss to listen to the tape recorder and fill
I. Checking the old lesson :
into the blank the missing words or phrases.

Tapescript :
T plays the tape recorder
Mai is my neighbor. She turns 16 recently and
Ss do it themselves.
her parents (1)…..a birthday party for her. I was
T gives Ss his ideas and marks.
one of those invited.
T asks Ss to discuss the questions in The party began at about three in the afternoon.
pairs/groups
There were about twenty of us gathering in
Ss do it themselves in pairs/groups.
Mai’s house. She didn’t like having the party at
(2)……because it is noisy and (3)…...
T walks around the class to control their We gave presents to Mai and she happily opened
activities and provides help if necessary.
them. It must really be exciting to (4)….all those
Ss present their work in front of the class.
presents. After that Mai’s mother (5)….us soft
drinks abd buscuits. We then listen to music and
T gives his ideas about Ss’ task/work and played cards. The winners were given prizes . At
corrects their task/work
if they make about four thirty Mai’s mother brought out the(6)
mistakes and gives suggested answers if …... It was beautifully (7)….with pink and white
necessary.
icing. Sixteen colourful candles sat in the middle
T elicits or pre – teaches some now words that of the cake. We all (8) ….our hands eagerly and
appear in the text or in the table.
sand “Happy Birthday” as she blew out the
candles and and cut the cat. We helped ourselves
Ss write them down on their notebooks

to slices of the (9)…..cake and sang all the songs
that we knew.
T asks Ss to read the through the paragraph in Finally at about six in the evening the party
the task 1 and tell what a descriptive came to the end. We were all tired but happy.
paragraph is about.
The parents of other children came to (10)…
Ss do it themselves in pairs/groups.
them by motorbikes. I helped Mai and her
mother clean up the mess we had made. After
T asks Ss “which is the topic sentence ?
that I walked home, which was only three doors
away.
Ss answer the Ts questions.
Key :
1.held
2.restaurant
3.expensive
T gives Ss the answer. It is the first sentence in 4.receive
5.serverd
6.birthday cake
which the writer provides the name of the 7.decorated 8.clapped
9.delicious
animal he/she is going to write about and its 10.collect
most remarkable feature. The other sentences Warm up
describe the animal in details.
T asks Ss to work in pairs / groups to complete Task 1 :
the table with the information in the
paragraph.
On that occasions are oarties held ?
What kind of clothes do people often wear at the

Ss do it themselves in pairs/groups.
party ?
What kind of presents do people often bring to a
T has Ss exchange their answer with other party ?
pair/group.
Task 2
T walks around the class to control their 1. at my home
2. to come 3. refreshments
activities and provides help if necessary.
4. to cook
5.winners
6.by Monday
Ss present their work in front of the class.
T gives his ideas about Ss’ task/work and
corrects their task/work
if they make Task3 :
mistakes and gives suggested answers if What are you going to organise ?


necessary.

Where and when do you intend to organise the
party ?
Notes : T gives Task 2 more time than Task 1 to How many people do you plan to invite and who
be able to finish Task 2 on time.
are they ?
T : you are going to write a paragraph that What activities will take place at the party ?
describes the facts and figures of the dolphin What food and drink will be served at the party
provided in the table.
First, T asks Ss to write the topic sentence for

paraggraph.
T checks their topic sentences and provides
provides feedback.
T asks Ss to finish the paragraph : remind them
to refer to the model paragraph in Task 1.
If Ss find it difficult, T may ask Ss to write
sentence by sentence and combine them later.
T walks around the class to control their
activities and provides help if necessary.
T asks Ss to exchange their paragraph with
another Student for peer correction.
T walks around and collects mistakes and errors.
T collects the writing for quick feedback.
T gives his ideas about Ss’ task/work and
corrects their task/work
if they make
mistakes.
Homework :
- Preactise writing
Comment
- Prepare Language focus
----------------------------


Unit 3
Lesson : Language focus

FRIENDSHIP

Date : 9/10/07

Period : 20

I. Aim : By the end of the lesson, the Ss will be able to :
- Distinguish the sound / l / , / r / and / h /
- Pronounce the words and sentences containing these sounds correctly
- Use the grammar points : active form of Infinitive, Gerund and passive form of Infinitive,
Gerund
II. Language content :
Grammar :
- Distinguish the sounds /g/ and /k/.
- Use the grammar points : active form of Infinitive, Gerund and passive form of Infinitive,
Gerund
Vocabulary :
III. Techniques :
- Deductive method
- Inductive method
- Communicative appproach
IV.Teaching aids :Textbooks, handout, subboard (Unit 3).
V. Procedure:
T’s and Ss’ activities
T models the three sounds twice or the times
T pronounces the sounds and asks Ss to repeat
Ss practise pronouncing the sounds individually
and individually.
T gives feedback.
T reads the words in each column all at once
T reads the words once again, each time with a
word in each column to help Ss distinguish the
differences between the sounds in the words.
T reads the words and asks Ss to repeat them

T asks Ss to practise pronouncing the words in
pairs.
T walks around the class to control their activities
and provides help if necessary.
T asks Ss to pronounce the words.
T gives correction if necessary
T reads the sentences and asks Ss to underline the
words with the sounds and write / l /, / r / and /
h / under them.
T asks Ss to practise pronouncing the sentences in
pairs.
T walks around the class to control their activities
and provides help if necessary.
T asks Ss to read the sentences.
T gives feedback.
T asks a student to go to the board and write down
the form ( as they have learnt in the speaking
lesson)
T calls on some Ss to tell the class about the
meaning and use of the third conditional. If Ss
forget, T can do a quick revision

Content
Warm up
1. Pronunciation
* Listen and repeat
/l/
/r/
/h/
Luch

pretty
hit
Lovely
Europe
house
Lemonade
parent
holiday
Jelly
really
hospital
Glass
restaurant
husband
Salad
library
helicopter
* Practise reading aloud these sentences
1. Hello, Mr. Allen. You’re early for lunch. It’s
only eleven o’clock.
2. I’d like a plate of salad, a glass of lemonade, a
slice of melon and some jelly, please.
3. Laura is a really pretty librarian in the public
library.
4. Her parentes own a restaurant in a country in
central Europe.
5. Hello, Harry. Have you heard the news ?
There’s been a horrible accident. A helicopter
has hit Helen’s house.
6. Helen and her husband will have to spend their

holiday in hospital.
2. Grammar Points: Infinitive and Gerund
Form
V(B.I)
V(to inf)

Active
do
to do

Passive
be done
to be done


T asks Ss to do Exercise 1 and 2 in pairs / groups.
Ss do it themselves in pairs/groups.
T walks around the class to control their activities
and provides help if necessary.
T asks Ss to compare their answers with another
student/ pair / group.
Ss present their work / task in front of the class.
T gives his ideas about Ss’ task/work and corrects
their task/work if they make mistakes and gives
suggested answers if necessary.
T asks Ss to do exercise 3 in pairs / groups
Ss have to use the information given to make
sentences
Ss do it themselves in pairs/groups.
T asks them to compare answers with another

pair / group.
T walks around the class to control their activities
and provides help if necessary.
Ss present their work / task in front of the class.
T gives his ideas about Ss’ task/work and corrects
their task/work if they make mistakes and gives
suggested answers if necessary.
T gives Ss an exercise to consolidate their
konwledge at class
Comment :
T should distinguish clearly between “active” and
“passive” of Infinitive and Greund in use and gives
Ss more chance to practise.

V- ing

doing

Ex 1 : Infinitive & Gerund
Key
1. having
2. getting
4. practising
5. to see
Ex 2 : Passive Infinitive
Key :
1. B
2. B
3. B

being done

3. to tell

4. B

5. B

Ex 3 : Passive Infinitive and Gerund
Key :
1.D
2. D
3. B
4. B
5. ?
* Consolidation
1. She lets her car …………(repair)
2. She lets him ………….. (repair)
3. She is afraid of ………….(bite) by a dog
4. He hates ……………(call) as a stupid boy.
5. The teacher made me …….(do) this homework.
6. The teacher made this homework . ……….(do)
last night.
7. He avoids …….(punish) by his father.
8. He avoids …….(punish) his father.
Homework
Do the Exercises again
Do the Exercises of T
1. She lets her car …………(repair)
2. She lets him ………….. (repair)

3. She is afraid of ………….(bite) by a dog
4. He hates ……………(call) as a stupid boy.
5. The teacher made me …….(do) this homework.
6. The teacher made this homework . ………(do)
last night.
7. He avoids …….(punish) by his father.
8. He avoids …….(punish) his father.


Unit
Lesson : Reading
Class : 11A1, A2, A3, C3, C5

Date : / / 07
Period :

I. Aim : By the end of the lesson, the Ss will be able to :
- Distinguish the sounds /f/ and /v/
- Pronounce the words and sentences containing these sounds correctly.
- Use attitudinal adjectives to describe films or to express their opinion about particular films
- Use structure “It was not until……that….” and articles “a/an/the” appropriately
II. Language content :
Grammar :
- Use the grammatical structure “It was not until…..that……..” and cinema vocabulary
- Use attitudinal adjectives to describe films or to express their opinion about particular films
- Distinguish the consonants / f / and / v /
Vocabulary :
III. Techniques :
- Guessing the meaning of words based on contexts
- Scanning reading for specific information about national park

- Skimming reading
IV.Teaching aids :Textbooks, handout, subboard.
V. Procedure:
T’s and Ss’ activities
T asks Ss some questions relating to the topic –
music
Ss work in pairs and answer T’s questions
T gives his idea about Ss’ answers
Then T leads Ss in the lesson
T asks Ss to look at the pictures of the bands on
page 124 and tell the class anything they know
about these bands.

T asks Ss to discuss the questions in the textbook
in pairs / groups.

T walks around the class to control their activities
and provides help if necessary.

Ss present their work / task in front of the class.
Note : T should only teaches the words which do
not appear in task 1.

Content


T elicites or teaches some vocabulary items :

T : You are going to read three passages about
three national parks. While you are reading, do the

tasks in the textbook.
T : You are required to find the word in the
passage that can match with the definition given in
task 1.

T asks Ss to read through the passages silently.
Ss do it themselves individually
T elicits or teaches some new words :

T asks Ss to work in pairs to discuss the two
questions in the book using the information in
paragraph A and B.

T walks around the class to control their activities
and provides help if necessary.

Ss present their work in front of the class.

T gives his ideas about Ss’ task/work and corrects
their task/work if they make mistakes and gives
suggested answers if necessary.

T : task 1. you are required to show your
agreement or disagreement by ticking the right
box. Then share your ideas with a partner.


Before Ss do the Task, T elicits or introduces some
structures Ss can use to ask for someone’opinions,
to give their opinions, and show their agreement or

disagreement politely :
Comment :
T notes some difficult words, some bad Ss


Unit
Lesson : Listening
Class : 11A1, A2, A3, C3, C5

Date : / / 07
Period :

I. Aim : By the end of the lesson, the Ss will be able to :
- Develop such listening micro – skills as intensive listening for specific information and taking
notes while listening.
II. Language content :
Grammar :
- Distinguish the sounds /g/ and /k/.
- Use structures with “will” to talk about unplanned future intentions. To make predictions or
offers.
- Use structure “going to” to talk about definite future plans
Vocabulary :
III. Techniques :
- Listen for specific information
- Listen for gist
- Patchwork listening
- Code – matching
- Inferential listening
- Jigsaw listening
- Dictogloss

- Information – transfer listening activities
IV.Teaching aids :Textbooks, handout, tape and cassette player (Unit 14).
V. Procedure:
T’s and Ss’ activities
T asks Ss to look at the table on P.136 and goes
over the points together with the whole class by
asking questions such as :
T then sets the scene : “You are going to listen to
some information about Pelé”.
T then asks Ss to look at the pisture Task 1 and
predict the content of the conversation. T should
elicit by asking questions like
T elicits the meanings of these words from Ss and
correct if necessary.
T then plays the tape, asking Ss to listen to how the
words are pronounced and repeat after the tape
T tells Ss that they are ging to listening to the ttape
and verify their prediction.
T plays the tape once for Ss to listen.
T calls a S to answer thequestion in the textbook
and explain his / her answer.
T gives his ideas about Ss’ task/work and corrects
his/her task/work if she / he makes mistakes
and gives suggested answers if necessary.
T writes the answer on the board and check with
the whole class if they are correct. Assure Ss

Content

that they are going to listen again.
T introduces the task to Ss :
Before playing the tape, T asks Ss to look through
the calendar. Then T asks Ss to check their
answers with a partner.
Ss present their work / task in front of the class. ( if
Ss are not able to complete their task, T should
play the tape again and pause at different
points.)
T gives his ideas about Ss’ task/work and corrects
their task/work if they make mistakes and gives
suggested answers if necessary.
Finally, T wants to let Ss listen again and write
down the useful expressions such as :
T asks the whole class what day Lan and Huong
can meet.
Ss answer T’s question and explain it.
T lets Ss have some minutes to talk about Lan and
Huong’s plans for the next week in pairs /
groups.
Ss do it themselves in pairs/groups.
T walks around the class to control their activities
and provides help if necessary.
Ss present their work / task in front of the class.
T gives his ideas about Ss’ task/work and corrects
their task/work if they make mistakes and gives
suggested answers if necessary.
Comment :
T notes some difficult words and some bad Ss

Unit
Lesson : Writing
Class : 11A1, A2, A3, C3, C5

Date : / /07
Period :

I. Aim : By the end of the lesson, the Ss will be able to :
- Write a short announcement about a sport event.
II. Language content :
Grammar :
- Distinguish the sounds /g/ and /k/.
- Use structures with “will” to talk about unplanned future intentions. To make predictions or
offers.
- Use structure “going to” to talk about definite future plans
Vocabulary :
III. Techniques :
- Grammartical skills, Expressive and stylistic skills, Rhetorical skills, Organization skills
- Jigsaw sentences, Gapped passages, Pure close, Sentence combine
- Oral preparation, Key word essay, Story completion
- Peer correction, Spot check, Pairwork / Groupwork
IV.Teaching aids :Textbooks, handout, subboard(Unit 14).
V. Procedure:
T’s and Ss’ activities
T asks Ss some information of the stadium “My
Dinh”
Ss answer the questions of T
T leads Ss to the new lesson.
T: Today we search for some information of this

film.
T introduces the task and draw this table of
summary on the board.
T asks Ss to read the text about the stadium “My
Dinh” individually for 5ms and then answer the
questions to complete the table.
Ss do it themselves in pairs/groups.
T walks around the class to control their activities
and provides help if necessary.
Ss present their work / task in front of the class.
T gives his ideas about Ss’ task/work and corrects
their task/work if they make mistakes and gives
suggested answers if necessary.

Content


T : Do you know which kind of the paragraph was
written ?
Ss : It is deductive paragraph.( the topic sentence is
the first sentence.)
T introduces the task to Ss.
T lets Ss 10ms to do the task in pairs / groups.
Ss do it themselves in pairs/groups.
T asks Ss to exchange their paragraph with a
partner and check the paragraph for each other
in pairs / groups.
T walks around the class to control their activities
and provides help if necessary.
Ss present their work / task in front of the class.

Other Ss correct their friends’ errors.
T gives his ideas about Ss’ task/work and corrects
their task/work if they make mistakes and gives
suggested answers if necessary.
Comment :
T focuses on the skill of writing of an
announcement.


Unit
Lesson : Language focus
Class : 11A1, A2, A3, C3, C5

Date : / /07
Period :

I. Aim : By the end of the lesson, the Ss will be able to :
- Distinguish the sound /k/ and /g/
- Pronounce the words and sentences containing these sounds correctly
- Use the structures with “will” to talk about unplanned future intentions, to make predictions or
offers
- Use the structures “be going to” to talk about definite future plans.
II. Language content :
Grammar :
- Distinguish the sounds /g/ and /k/.
- Use structures with “will” to talk about unplanned future intentions. To make predictions or
offers.
- Use structure “going to” to talk about definite future plans
Vocabulary :
III. Techniques :

- Deductive method
- Inductive method
- Communicative appproach
IV.Teaching aids :Textbooks, handout, subboard(Unit 14).
V. Procedure:
T’s and Ss’ activities
T models the three sounds twice or the times
T pronounces the sounds and asks Ss to repeat
Ss practise pronouncing the sounds individually
and individually.
T gives feedback.
T reads the words in each column all at once
T reads the words once again, each time with a
word in each column to help Ss distinguish the
differences between the sounds in the words.
T reads the words and asks Ss to repeat them
T asks Ss to practise pronouncing the words in
pairs.
T walks around the class to control their activities
and provides help if necessary.
T asks Ss to pronounce the words.
T gives correction if necessary
T reads the sentences and asks Ss to underline the
words with the sounds and write / l /, / r / and /
h / under them.
T asks Ss to practise pronouncing the sentences in
pairs.
T walks around the class to control their activities
and provides help if necessary.
T asks Ss to read the sentences.

T gives feedback.
T asks a student to go to the board and write down
the form ( as they have learnt in the speaking
lesson)
T calls on some Ss to tell the class about the

Content


meaning and use of the third conditional. If Ss
forget, T can do a quick revision
T asks Ss to do Exercise 1 and 2 in pairs / groups.
Ss do it themselves in pairs/groups.
T walks around the class to control their activities
and provides help if necessary.
T asks Ss to compare their answers with another
student/ pair / group.
Ss present their work / task in front of the class.
T gives his ideas about Ss’ task/work and corrects
their task/work if they make mistakes and gives
suggested answers if necessary.
T asks Ss to do exercise 3 in pairs / groups
Ss have to use the information given to make
sentences
Ss do it themselves in pairs/groups.
T asks them to compare answers with another
pair / group.
T walks around the class to control their activities
and provides help if necessary.
Ss present their work / task in front of the class.

T gives his ideas about Ss’ task/work and corrects
their task/work if they make mistakes and gives
suggested answers if necessary.
T gives Ss an exercise to consolidate their
konwledge at class
Comment :
T should distinguish clearly between “active” and
“passive” of Infinitive and Greund in use and gives
Ss more chance to practise.


Unit
Lesson :
Class : 11A1, A2, A3, C3, C5

THE 45 MINUTE TEST

Date : /
Period :

/07

I. Aim : By the end of the lesson, the Ss will be able to :
- Distinguish the sounds /g/ and /k/; /f/ and /v/; / s / and / z /
- Use to Inf to express purposes and make Wh – questions appropriately
- Use the grammatical structure “It was not until…..that……..” and cinema vocabulary
- Use attitudinal adjectives to describe films or to express their opinion about particular films
- Use structures with “will” to talk about unplanned future intentions. To make predictions or
offers.
- Use structure “going to” to talk about definite future plans

II. Language content :
Grammar :
- Use to Inf to express purposes and make Wh – questions appropriately
- Use the grammatical structure “It was not until…..that……..” and cinema vocabulary
- Use attitudinal adjectives to describe films or to express their opinion about particular films
- Use structures with “will” to talk about unplanned future intentions. To make predictions or
offers.
- Use structure “going to” to talk about definite future plans

Vocabulary : Unit 12 - 14
III. Techniques :
IV.Teaching aids :
V. Proceture:
T’s and Ss’ activities

Content
Teacher :
The content of the 45-minute test (35 sentences )
• Having the prepared Test 45’ in hand
• Checking the attendance of the Ss
• Ask Ss to hand their documents in in front of the VII. Preposition
VIII. Words & phrases
class.
’
IX. Grammar & structure
• T sends each student a Test 45
X.
Reading
• T controls their activities

XI. Listening
• T does not walk around the class too much.
XII. Stress & Pronunciation
’
• T collects the sheets of paper & the Test 45 after
45mn.
Students :
Prepare the sheet of paper which is used to do the
Test 45’ and other accepted necessary things for
the Test 45’
Homework :
Comment :
- Review Unit 9-11
Ss do the test in oder.


Unit
THE CORRECTING 45 - MINUTE TEST
Lesson :
Class : 11A1, A2, A3, C3, C5

Date : /
Period :

/07

I. Aim : By the end of the lesson, the Ss will be able to :
- Distinguish the sounds /g/ and /k/; /f/ and /v/; / s / and / z /
- Use to Inf to express purposes and make Wh – questions appropriately
- Use the grammatical structure “It was not until…..that……..” and cinema vocabulary

- Use attitudinal adjectives to describe films or to express their opinion about particular films
- Use structures with “will” to talk about unplanned future intentions. To make predictions or
offers.
- Use structure “going to” to talk about definite future plans
II. Language content :
Grammar :
- Use to Inf to express purposes and make Wh – questions appropriately
- Use the grammatical structure “It was not until…..that……..” and cinema vocabulary
- Use attitudinal adjectives to describe films or to express their opinion about particular films
- Use structures with “will” to talk about unplanned future intentions. To make predictions or
offers.
- Use structure “going to” to talk about definite future plans
Vocabulary : Unit 12 - 14
III. Techniques :
IV.Teaching aids :
V. Proceture:
T’s and Ss’ activities
Teacher :
• T sends each student a sheet of paper & the Test
• T gives Ss the answers and explains how to do
them correctly.
• T answers any questions of Ss (If so).
• T reminds Ss some main points in the Units Ss
have just learnt.
Students :
• Finding out the mistakes of their Tasks
• Make the question to T (if so)
• Correct the mistakes which they made
• Take notes from T (if necessary)
Comment :

T asks Ss to prepare the lesson more carefully
before doing the test.

Content
The answer of the 45-minute Test (No 002)
26. A
27. C
28. D
29. A
30. B
31. A
32. B
33. D
34. A
35. B
36. B
37. D
Homework :
- Prepare Speaking

38. B
39. D
40. A
41. D
42. D
43. C
44. C
45. D
46. B
47. A

48. A
49. B

50. A
51. D
52. A
53. A
54. C
55. B
56. A
57. B
58. C
59. D
60. C


Unit
Lesson : Speaking
Class : 11A1, A2, A3, C3, C5

Date : / /07
Period :

I. Aim : By the end of the lesson, the Ss will be able to :
- Develop such reading micro – skills as scanning for specific ideas and guessing meaning in
context.
- Use the information they have read to talk about New York City.
II. Language content :
Grammar :
- Distinguish the sounds /θ/ and /đ/.

- Distinguish non-defining and defining relative clauses with “which” and use them correctly to
connect sentences when speaking and writing.
Vocabulary :
III. Techniques :
- Discussing the topic in pairs / groups.
- Elicitation techniques
- Inferential questions
- Getting Ss to imagine
V.Teaching aids :Textbooks, handout, subboard (Unit
).
V. Procedure:
T’s and Ss’ activities
Films categorization
T gives Ss the table of the type of the films without
the name of the type of the films and then asks Ss
to find out the film which is in that type of the
film in pairs / groups.
Ss do it themselves in pairs/groups.
T walks around the class to control their activities
and provides help if necessary.
Ss present their work / task in front of the class.
T gives his ideas about Ss’ task/work and corrects
their task/work if they make mistakes and gives
suggested answers if necessary.
T can also asks Ss if they have seen these films and
if the know the Vietnamese translations of the
titles. Then T introduces the lesson.

T asks Ss to study the table on p.134 and tick the
boxes that suit their preferences for a particular

type of films.
Ss do it themselves in pairs/groups.
T walks around the class to control their activities

Content


and provides help if necessary.
Ss present their work / task in front of the class.
T gives his ideas about Ss’ task/work and corrects
their task/work if they make mistakes and gives
suggested answers if necessary.
T gets Ss to brainstorm all the adjectivea that can
be used to describbe films :
T introduces Ss the structure which is used to
expess one’s opinion about sth or so.
T elicits the expressions of agreement and
disagreement :
Then T asks Ss to do the task in pairs / groups
Ss do it themselves in pairs/groups.
T walks around the class to control their activities
and provides help if necessary.
Ss present their work / task in front of the class.
T gives his ideas about Ss’ task/work and corrects
their task/work if they make mistakes and gives
suggested answers if necessary.
T introduces Ss the structure, which is used to talk
about one’s preferences.
T calls on Ss to read the model conversation in the
textbook.

T correct Ss’ intonation and pronunciation if
necessary.
T asks Ss to work in pairs and find out about their
partner’s preference for a particular type of films,
basing them on the model conversation.
T walks around the class to control their activities
and provides help if necessary.
Ss present their work / task in front of the class.
T gives his ideas about Ss’ task/work and corrects
their task/work if they make mistakes and gives
suggested answers if necessary.
T asks Ss to ask and answer the questions about a
film that they have seen, using the suggestion
given in the textbook in pairs / groups.
Ss do it themselves in pairs/groups.
T walks around the class to control their activities
and provides help if necessary.
Ss present their work / task in front of the class.
T gives his ideas about Ss’ task/work and corrects
their task/work if they make mistakes and gives
suggested answers if necessary.
Comment :
T pays attention to the pronunciation, intonation,
stress of the Ss.


Date : / /07
Period :
Unit TEST YOURSELF
Class : 11A1, A2, A3, C3, C5

I. Aim : Review some main points by practising 4 skills : Listening, Speaking, Reading and
Writing :
- use conditional sentences type 3 to express regrets
- “should” , conditional sentences – type II
- distinguish the sounds /t/ and /d/ ; /b/ and /p/ ; /iә /, /eә/ and / ә/
- pronounce the words and sentences containing these sound correctly
II. Language content :
Grammar :
- Pronouncing the consonants / t / and / d / ; /b/ and /p/
- Use the passive voice appropriately.
- Pronouncing the vowels /iә /, /eә/ and / ә/
- “should” , conditional sentences – type II
- use conditional sentences type 3 to express regrets
Vocabulary :
III. Techniques :
IV.Teaching aids :Textbooks, handout, subboard
V. Proceture:
T’s and Ss’ activities
I. Listening (10ms)
T guides Ss how to listen to the listening lesson
+ the 1st time : Ss listen to the whole lesson to get
the general knowledge of the content of the lesson.
+ the 2nd and 3rt time : Ss listen to the lesson to do
the tasks and check them.
T provides Ss with some new words and guid them
how to pronounce them.

T asks Ss to read the questions carefully before
listening.
Ss do the tasks themselves in pairs/groups.

Ss present their work / task in front of the class.
T gives his ideas about Ss’ task/work and corrects
their task/work if they make mistakes and gives
suggested answers if necessary.
T can let Ss listen to the lesson again if necessary

Content
I. Listening
New words :
Tapescript
The suggested answers :
II. Reading
Keys :
III. Grammar
Keys :
IV. Writing :
The suggested answers :
Homework :
Review unit 9,10,11
Prepare Test 45ms


II. Reading :
T asks Ss to read the request carefully.
Ss do the tasks themselves in pairs/groups.
Ss present their work / task in front of the class.
T gives his ideas about Ss’ task/work and corrects
their task/work if they make mistakes and gives
suggested answers if necessary.

T asks Ss to read the request carefully.
Ss do the tasks themselves in pairs/groups.
Ss present their work / task in front of the class.
T gives his ideas about Ss’ task/work and corrects
their task/work if they make mistakes and gives
suggested answers if necessary.
T asks Ss to read the request carefully.
Ss do the tasks themselves in pairs/groups.
Ss present their work / task in front of the class.
T gives his ideas about Ss’ task/work and corrects
their task/work if they make mistakes and gives
suggested answers if necessary.
Comment :