Giáo án Tiếng Anh 11 cơ bản

Period 1:

revision and introduction

I.objectives: by the end of the lesson ss will be able to:
-revise the language of english book 10.
-know the form of english book 11.
II.materials:English book 10,11.
III:anticipated problems:
Ss may forget the knowledges of english book 10.
IV.procedure:
Stage/Time
Presentation 1

Revision.

Procedure

Interaction
Wholeclass

Call some Ss to tell about the grammar of English 10.
-Tenses.
22

Individual

-To-infinitive
-Gerund
-Reported speech
-passive voice

Let Ss to give out some examples

Wholeclass

feedback and recall them.
Presentation 2
Introduction.
Ask Ss some question about the English book 10 to
introduce the English book 11.

20

-How many units are there….?

Individual

-How many lessons are there in a unit?

work

-How many periods are there in a unit?
-Do you do Test your self at home or at class?
-How many topics are there in …..?


Introduce the English book 11 –new version.
-There are 16 units
-some units last 6 periods.
-test your self :do at home
-there are 16 topics.

Wholeclass
Wrapping

Summarise the main points
Assign homework

3

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Period 2:

unit 1:

friendship

A.

reading.

I.Objectives: By the end of the lesson Ss will be able to:
- develop such reading micro-skills as scanning for specific ideas,skimming for
general information,and guessing meaning in context.
-use the information they have read to discuss the topic.
II.Mareials: Textbook,handouts.
III. anticipated problems:
Ss may need help with the discussion task,so T sdould be ready to help them.
IV.Procedure:

Stage/Time

Warm-up

Procedure
Competition game –network.

Interaction
Groupwork

T prepare a handout with a network of the word
6

Friendship.
Divides the class into 8 groups and give each group a
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handout and ask them to complete.
Pre-reading

Dicussing the picture and poem

Pair work

-T asks the whole class to look at the picture on page 12
and asks them some questions:
+ what are the girls and the boys doing?
+how do they feel?
10

+what does the picture tell you?
-T asks Ss to work in pairs to read the poem.
Pre-teaching vocabulary.

Whole class

-provide some new words on the board.
-Explain the meaning .
-Guide Ss to read
While-

Setting the scene

reading

You are going to read the passage about the qualities of a

Whole class

lasting friendship.While you are reading ,do the tasks in
the book.

Individual

Task 1.

work and pair

Fill each blank with one of the words in the box.

work.

-T writes these words on the board:
-Then T instructs Ss to read the passage quickly and
6

stop at the lines that contain these words to guess their
meanings.
-T asks Ss to work individually to do the task.
-asks Ss to exchange their answers with others.
-asks Ss for their answers and feed back
Task 2.
Decide which of the choices A,B,C or D most adequately

Whole class

sum up the ideas of the whole passage.

Individual

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5

-T gets Ss do the task individually and then find a peer to

work and pair

compare their answer.

work

-T calls on some Ss to give their answers and asks other
to say whether they agree or disagree.
-Feedback and gives correct answer.
Task 3.
Answer the six questions in the book.
-T asks Ss how to do this task.
-asks Ss to do the task individually,then discuss the
6

answer with their friends.
-Calls on some Ss to answer.
-Feedback.

Intruction:you are required to work in pairs to discuss the Pair work
Post-reading

question in the book.

Group work

-When the time run out,calls every two pairs to share
ideas.
10

-Feedback.

-Summarise the main points

Whole class

-Assign homework
Wrapping

2
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Period 3:

unit 1:

friendship

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Lesson b:

speaking

I.Objectives: By the end of the lesson Ss will be able to:
Describe the physical characteristics and personalities of their friends,using

appropriate adjectives.
II.Mareials: Textbook,handouts.
III. anticipated problems:
Ss may not have enough vocabulary to talk about the topic,so T should be ready to
provide help.
IV.Procedure:
Stage/Time
Warm up

Procedure
Competition game-Word search

Interaction

-T divides the class into small groups.Then distributes the

Group work

following puzzle handout for Ss to do in their own
groups.which group finishes first and has all the correct
8

answers will be the winner.
H O

U

N

I

E

U

S
S

A

H

R

U
M T

N

T

O U

H

E
A

R T

A

L

L
U

O O

N

G

U

N

D

E

E

I

O

M
A
N

S
N

I

N

C
T

E

R

U

N

H

B

T

E

D

I

H

O

L

A

N

D

R

D

R

N

A
A

R
T

Present

F
G

D

G

D

O

G
E

I

N

B

G

S

M
I
B
N
T
G

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S H

S

I

N

C

F
S

M O

U

M
G

R

I

M

F

E

I

E

A

E

M

10

C

U

N

H

M

A

S

A

L
U

Whole class

E

R

O

A

A

R

D

R

Practice
N E

D

I

U

S

O
U

L

E

Pair work

N

S
A

R

U

E

U
12

E

M

O

U

H

H
U

L

R

B

N

S

E

A

N T

E

D
M S

Find out:beautiful,tall,sincere.generuos,humorous,
Caring,understanding,handsome.

Whole class

Group work

Task 1.
Instruction:you are going to look at the picture of four
people on page 15 and describe them in pairs.
-Before letting Ss to do the task,asks them to read Useful
language on page 16.
-Teaches some words.
-T asks Ss to work in pairs to describe the people in the
Product

picture,and then calls on some Ss to present their answers.
-feedback.

Whole class
Pair work

Task 2.
Instruction:you are going to discuss and number the
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personalities in order of important in friendship and then
report the results.

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-Before Ss do the task,T asks Ss to look at the list of
adjectives provided in the book.
-T can elicit or explain some adjectives quickly.
-Divides the class into group fo 6 with a group
leader.They discuss and the leader will take notes of the
Wrapping

ideas and then one represent the result to the whole class.

Whole class

-Feedback.
2

Task 3.
Instruction:Imagine that you have a friend who has just
won the first prize in Mathematics.A journalist is going to
interview you about your friend.
-Before Ss perform the interview in pairs,T gets Ss have a
look at their role on page 16 and the suggestions on page
17.
-T may elicit the questions they may ask.
-Asks them to work in pairs to perform the interview .
-Calls on some pairs to perform the interview.
-Feedback.

Summarise the main points
Assign homework.
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Period 4:

unit 1:

friendship
c. listening

I.Objectives: By the end of the lesson Ss will be able to:
Develop such listening micro-skills as intensive listening for specific information and
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taking notes while listening.
II.Mareials: Textbook,cassette tapes,handouts.
III. anticipated problems:
Ss may not be familiar with the note-taking task,so T should provide them some tips to
deal with the task.
IV.Procedure:

Stage/Time
Warm up

Procedure
Competition game-crossword

Interaction
Group work

-the aim of this activity is to help Ss revise the
vocabulary items Ss learnt in the previous lesson.
7

-T divides the class into small groups.Then T distributes
the following crossword handout for Ss to do in their own
groups.Which group finish first and has all the correct
answers will be the winner.

Pre-listening

Talking about your best friend
-T asks Ss to discuss the question on page 17 in pairs.

Whole class

-Call some Ss to give their answers and comments on the
10

answers.
Vocabulary Pre-teaching
-Before Pre-teaching the new words,T helps Ss to
pronounce the words given in the book.
-Elicit some new words.

Whilelistening

Task 1.
Instruction:you are going to listen to Lan and Long talk
about their best friends.Listen and decide whether the

Individual

statements are true or false.

work

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10

-T plays the tape once for Ss to do the task.

Group work

-Asks for Ss’answers and writes them on the board.

Whole class

-Play the tape the second time for Ss to check their
answer.
-Feedback and give the correct answers.
Task 2.

Instruction:you are going to listen to the tape again and

7

fill the table in the book with notes.

Individual

-Before Ss listen to the tape again,T may ask them to try

work

to fill the table with the things they remember from the

Pair work

previous times for listening.

Whole class

-T play the tape again for Ss to compete their notes.
-Get Ss to work in pairs and check their answers.
-Call on some Ss to give the answers.
-Feedback and give correct answers.

Post-listening -T gets Ss to work in pairs to talk about how Ha has been

8

Lan’s best friend and how Minh has been Long’s best

Whole class

friend.

Pair work

-Call on some pairs to present their answers.
-Elicit feedback from the class and give final comment.

Summarise the main points
Wrapping

Whole class

Assign homework

3

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Period 5:

unit 1:

friendship

d.

writing

I.Objectives: By the end of the lesson Ss will be able to:
Write about a friend,real or imaginary, using the words and expression that they have learnt
in previous lesson.
II.Mareials: Textbook,handouts.
III. anticipated problems: Ss may not have sufficient vocabulary to write about the
topic,so T should be ready to assist them.
IV.Procedure:
Stage/Time
Warm up

Guessing game

Procedure

Interaction
Group work

-T introduces the game:one student goes to the board and T
gives him/her a piece of paper with the name of a student
in the class.Other Ss have to ask Yes/No questions to find
7

out who the student is.Ss should ask about the
appearance,personalities,or clothes…
-Ss may ask questions such as:
+Is the person a girl?

+Is she tall?

Present

T sets the sence:you are going to write about a friend,real
or imaginary,using …
T gets Ss to read the task and guidelines silently and work
out what athey are required to write about.In general,Ss’

Whole class

writing should include three parts:general information
abuot their friend,his/her physical characteristics and
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personalities,what Ss like about the friend.
T elicits the verb tenses that may be useful when Ss want
13

to write about when and where they met their friends.
T may also elicit/revise the adjectives and expressions Ss
can use to describe their friend’s appearance and
personalities.
Writing

Practice

-T gets Ss to write their friend in 15 minutes.
-T goes around to observe and offer help

15

feedback on Ss’ writing

Product
8

-T asks Ss to exchange their writing with another student

Individual

for peer correction.

work

-Collects some writing for quick feedback
Summarise the main points

Pair work
Whole class

Wrapping

Assign homework

2

Whole class

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Period 6:

unit 1:
E.

friendship
language focus

I.Objectives: By the end of the lesson Ss will be able to:
-Distinguish the sounds /d / and /t /.
-Pronounce the words and sentences containing these sounds correctly.
-Use some structures containing infinitives with and without to appropriately.
II.Mareials: Textbook,handouts.
III. anticipated problems:
Ss may find it difficult to pronounce the two sounds,so T should prepare a lot of practice.
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IV.Procedure:
Stage/Time
Presentation
1

Pronunciation

Procedure

Interaction
Whole class

Pronouncing the two sounds seperately

Individual

-T models the two sounds/d /and /t / for afew times and

work

explains the differences in producing them.

Pair work

-T plays the tape or read once for Ss to hear the words
containing these sounds.Then T plays the tape or read
again and this time asks Ss to repeat.
12

Pronoucing words containing the sounds.
-T reads the words in each column all at once.
-T reads the words once again,each time with a word in
each column to help Ss distiguish the differences between
the sounds in the words.
-T asks Ss to practice pronouncing the words in pairs.

Grammar

Presentation

1.To-infinitive

Whole class

2

a,presentation

Individual

-T writes some sentences on the board and underline the

work

to-infinitive:

Pair work

+I have letters to write
+does he get anything to eat?
-T asks Ss to comment on the use of to-infinitive in these
examples.T reviews the form and use of to-infinitive in the
examples.
15

b,practice.
Exercise 1.
-T asks Ss to do exercise 1 individually and then compare

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their answers with another student.
-T calls on some Ss to read out their answers.
-Gives correct answers.
2.Infinitive without to<bare infinitive>.
a,presentation.
-T calls on some Ss to give out some verbs that they are

Group work

followed b bare infinitives.

Whole class

-T may clear that:
+We can use a noun or pronoun object+bare infinitive
after verbs of perception such as
feel,hear,watch,see,notice,smell…The bare infinitive
generally refers to complete action.
+We use the bare infinitive after let and make:let sb do
sth=allow sb to do sth;make sb do sth=force sb to do sth.
15

b,Practice.
Exercise 2.
-T asks Ss to do exercise 2 in pairs.Ss have to rewrite the

sentences by using the words given.
-T asks them to compare answers with another pair.
-T calls on some Ss to go to the board to write their
answers.
-Feedback and give correct answers.

Summarise the main points of the lesson.
Assign homework
Whole class
Wrapping

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3
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Period 7.

Unit 2 : personal experiences
a:

reading

I .Objective : By the end of the lesson ss will be able to :
- scan read specific information
- understand the text and express their ideas about past experiences

II. Materials : text book ,pictures ,charts ,hand out
III. Anticipated problems:
Ss may need help with the discussion task.
IV: Procedures:

Stage/Time
Procedure
Warm up
Game : jigsaw reading :

Interaction
Group

Devide the class in 4 or 5 groups

work

Give each groupa hand out with a phrases of explaination on
Tell ss to read the phrases and find out the words then conpine
the first letter of all these words to form the key word
The first group find it will win the game
Check ss 'understanding of instructions have ss start the game
These are the phrases on the hand out
1. the biggest land animal
2. the short form of christmas
3. the object we use to write with
7

Elephant
X- mas

Pen

4. part of our body that allows us to see thing .Eyes
5. the opposite of "wrong "
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Right
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6. another word of "sick "

ill

7. part of our body that allows us to hear

Ears

8. part of our body that allows us to smell

Nose

9. the word for while ,red ,blue ,yellow … Colours
10.north ,south ,west and ……..

East

Key word : experience
Asking : 1.what is experience ?
It means: event or activity that affects us in some way

Have you ever been in an embressing situation ?
What did you do then ?
Lead in new lesson : personal experience
pre-

Pre- teach vocabulary :

reading

Provide some new words on the board.
Explain the meaning and guide Ss to read.

6

Activity 1:Reading and re- ordering :(task 2 in the text book )

Whole

Ask ss to work in pair to read the story and put the pictures of

class

the events in the order they happened in the story
while

Call on some ss to give the answers

reading

Check with the class

Feedback and give correct answers
Activity2 :question and answer : ( task 3 in the text book )

10

Ask ss to work in pairs to answer the questions .
Call some ss to write the answers on the board
Make correct if necessary
Feedback and give correct answers
Discussion :

Pair work

Put ss in to 4 or 5 groups
Ask them to express their opinions on the following
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10

questions;
a. have you ever been in such a situation as the man's ?
b. what have you done to grow out of /over come it ?

Pair work

c. what do you think the man should to do over come his
shyness ?

Group

Post

go around to control and give help if necessary

reading

call on some ss to report a bout their groups 'discussion

work

give feed back and comments on what ss have
10
telling a gain the story about the girl in the text book
Wrapping

Individual
work

2

Period 8th

Unit 2 : personal experiences
b:

speaking

I .Objective : By the end of the lesson ss will be able to :
- Talk about their personal experiences and how they affect their life
II. Materials : text book ,pictures ,charts ,hand out
III. Anticipated problems: Ss may have problem using present perfect and past simple when
talking about the past.
IV. Procedures:

Stage/Time

Procedure
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Interaction
16


Warm up

Telling the personal experience :

Pair work

The first teacher tells ss a short story which makes her fell
shy.After that ask ss to tell their story .Teacher should guide
Ss some story in vietnamese
Go around and help Ss when they have difficulties
Example :
• One morning ,I got up late .It was half past six and
school began at 7
• I quickly washed ,brushed my teeth ,dressed and

jumped on my bycycle and drove to school
7

• I went straight in to the class and greeted the students
• After 2 or 3 minutes ,the Ss began laughing
• I could'n understand why
• Suddenly ,I looked down and realized I had put on one
brown shoe and one yellow one
Lead in :that is one of the memorable past experience in my

Present

life.I often fell ashamed when thinking of it .To day we will
talk about past experiences and how they affect your life .
Pair work

Task 1 : Matching :
Ask ss to work in pairs to match things they might have done
10

or experienced in the box A and how experiences might have
affected them in box B
Call on some ss to give their answers
Feed back and give correct answer :
1d

2. e

3. b

4 .f

5. a

6. c

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Ask ss : - what do you say to ask a bout some one' experience
that might have affected them ?
Expected answer :
 Have you ever …………?
Practice

 When did it happen ?
 What were you thinking and felling when it happen ?
 How did the experience affect you ?

13

Pair work

Task 2 : ask ss to work in pairs to put the lines of the dialogue
in the correct order
Go around to control and give help if necessary
Call on some ss to give the answer s
Feed back : b- d -g -h -a

Product

Role- play drilling :
- Hang a chart with a dialogue
- Ask ss work in pairs to practice speaking the dialogue
- Put the chart a way

12

- Call on some ss to act out the dalogue in front of the
class
- Give comments
Ask ss to work in pairs

wrapping

Pair work

Ask them to make a similar dialogue based on the structures
and information in task 1 and task 2

2

Call on some pairs to act out their dialogues in front of the

Whole

class

class

Make corrections on pronunciation ,stress and intonation
Asign home work

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Period 9th
Unit 2: personal experiences
c:

listening

I .Objective : By the end of the lesson ss will be able to:
- listen for specific information.
- understand the passage.
II. Materials : text book ,pictures ,CD player ,hand out
III. Anticipated problems: Some ss at the back may have difficulty in listening to the CD
player.
IV: Procedures:
Stage/Time
warm up

Procedure
Game :guessing thing :

Interaction

Groupwork

What is it ?
- devide the class in to 2 groups A and B and ask ss
to guess what is it ?
- read aloud some facts about the thing one by one :
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• it destroy buidings ,houses and forests
7

• it can kill people
• it give out a lot of smoke
• you need water to put it out
The group giving the correct answer first wins
The answer :

a fire

Lead -in :
Have you ever seen a fire ?
What will you do if there is a fire ?
Prelistening

The lesson to day is about the fire happening to Christina
's family 13 years a go .
Pre- teaching vocabulary:

Whole class

1. Memorable (adj) =unforgetable
8

2. Scream(v) (action )
3. Gas stove (n) ( picture)
4. Appreciate (v): to recognize the good qualities of
some one or something
5. protect(v)

while
listenning :

10

ask ss to check all the words by making some sentences
for each situation
Task 1 : tell ss they are going to listen to interview about

Individual
work

the most unforgetable experience in Christina'life
Let 'ss to prepare in 3 mins
Ask ss to listen and tick what is true about her
Play the tape second times
Go over the answer with the class
Expected answer:

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1T

2. F

3. F

4. F

5.T

Task 2 :gap - filling

Individual

Tell to read throught the passage and guess the word in

work

each gap
Ask ss to listen to the recordings and fill in the gaps
10

Go around to control and give help if needed
Give feed back
Suggested answer:

post

1. small

2. everything

listening

5 .took

6. appreciate

3. family

4. replaced

Question and answer :
Ask ss to work in pairs
Tell ss to listen again and answer the questions
Call on ss to give the answers
Check with the class
8

Pair work

1. what is Christina' job ?
2. when did her most unforgettable experience
happen ?
3. what was she doing then ?

4. did the fire take many things from her ?
5. what did she realize after the fire ?
Suggested answer :
1. she is a bussiness woman
2. it happen 3 years a go
3. it started in the kitchen
4. yes, it is
5. she realize that the family was more important than
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things
Wrapping

ask ss to retell the story

2

Whole class

Period 10

Unit 2 : personal experiences
d:

writing

I .Objective : By the end of the lesson ss will be able to :

- write the personal letter
- tell their memorable past experience
II. Materials : text book ,pictures , hand out .
III. Anticipated problems: Some ss may be too shy to express themshelves even in writing
IV: Procedures:
Stage/Time
Warm up

Procedure

Interaction

Game : guess what ?

Whole

- Show a picture of a person sitting in a restaurant with a bowl

class

of soup in front ,and a waiter at his side
- Ask ss to read the exchange between the man and the waiter
and guess what the man 's response is /what the reason is ?
- Suggested answer : Because I haven't got a spoon
- Elicit experiences from ss " this is some thing happening in
a restaurant .Have you ever had an embarrassing experiences
6

in the rastaurant "?
- Note down Ss' ideas

- Transition :
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The man had an embarrassing experiences at a restaurant and
he wrote to tell his friend about it .Do you want to share your
experiences with your friend ?To day we will learn how to
write a personal letter telling friend about a past experiences

Eliciting : elicit the steps of a personal letter from ss

Present

1 .greeting

Whole

2. Date (when it happen )

class

3. The story ( the experience )
4. Closing
5.Signature
Speaking :
Ask ss to work in pair to talk about their past experiences or
5

the most embarassing moment of their based on the main
points:
• when it happened : two years a go /when I was in grade
10/when I was 10………
• where it happened :in my house /at school / in the street
….
• how was the experience affected you :it changed my
out look in life / it made me more careful a bout / it
made me appreciate ..more../I fetl ashame at a mere
thought of it ../it gave me more confidence in …/it
taught me a lesson …..
Call on some ss to tell their story
Give comments

practice

Write a letter :
Ask ss to write a letter to a friend of theirs ,telling him or her
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about one of their most memorable experiences

Individual

Go a round to control and give help with vocabulary

work

When ss have finished , collect ss' writings to mark at home
10
Peer correction :
Choose ne writing and ask a student to write on the board
Product

Ask the rest of the class to correct their mistakes and give
comments.
Give feed back and comments

7

wrapping

Complete these sentences :
1. it /a hot day

Whole

2. the man /stop / a small deserted beach

class

3. he /not have / swimming trunk s
4. there be /no /people /in sight
5. the man /take off /all closes /swim out

2

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Period 11

Unit 2 :personal experiences
e : language focus

I .Objective : By the end of the lesson ss will be able to :
- distinguish the sound /m/ ,/n/, and /
- revise simple past,past perfect , past continuous tenses and talk about the
past
II. Materials : text book ,chart .
III. Anticipated problems: ss forget all knowledges that they have learnt
IV: Procedures:
Stage/Time

Procedure

Interacti

TEST 15’

Test 15’

on
Individu

Presentation 1

Pronunciation :

al work

Listen and repeat :
- Read the words and ask ss to listen
7

- Read the words and ask ss to repeat
- Call some ss to read the words
- Make correction where needed

Recognizing the sound

Whole

- write the phonetic sounds on the board
1. /m /

2 ./ n /

class

3./ ŋ /

- Ask ss to cose their book
- read the words and ask ss to say the number 1,2 or 3

Individu

corresponding to the sound

al

Nghi Léc Upper secondery school

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