Tải Giáo án Tiếng Anh lớp 11 ban Cơ bản - Giáo án cả năm môn Tiếng Anh lớp 11

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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 Procedure Interaction

Presentation 1

Presentation 2

Revision.

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

-To-infinitive
-Gerund

-Reported speech
-passive voice

Let Ss to give out some examples
feedback and recall them.

Introduction.

Ask Ss some question about the English book 10 to
introduce the English book 11.

-How many units are there….?

-How many lessons are there in a unit?
-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.

Wholeclass

Individual

Wholeclass

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Wrapping

-There are 16 units

-some units last 6 periods.
-test your self :do at home
-there are 16 topics.

Summarise the main points
Assign homework

Wholeclass

...
...

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 Procedure Interaction

Warm-up

Competition game –network.

T prepare a handout with a network of the word
Friendship.

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

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Pre-reading

While-reading

Dicussing the picture and poem

-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?

+what does the picture tell you?

-T asks Ss to work in pairs to read the poem.
Pre-teaching vocabulary.

-provide some new words on the board.
-Explain the meaning .

-Guide Ss to read
Setting the scene

You are going to read the passage about the qualities of a
lasting friendship.While you are reading ,do the tasks in
the book.

Task 1.

Fill each blank with one of the words in the box.
-T writes these words on the board:

-Then T instructs Ss to read the passage quickly and
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
sum up the ideas of the whole passage.

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

Pair work

Whole class

Individual work
and pair work.

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Post-reading

Wrapping

compare their answer.

-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
answer with their friends.

-Calls on some Ss to answer.
-Feedback.

Intruction:you are required to work in pairs to discuss the
question in the book.

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

-Feedback.

-Summarise the main points
-Assign homework

Pair work
Group work

Whole class

...
...

Period 3: unit 1: friendship

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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 Procedure Interaction

Warm up

Present

Competition game-Word search

-T divides the class into small groups.Then distributes the
following puzzle handout for Ss to do in their own

groups.which group finishes first and has all the correct
answers will be the winner.

H O N E S T S I G N
S A D

U I U H R N O I N
U B O C

M T N G G F T E R U
E G A

O U H D E A N H B T
A E R

R T A L L D M E D I
U M I

O O N G R A B H O L
T N N

U N D E R S T A N D
I N G

S H S I N C E R E S

Group work

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Practice

Product

F M U

S M O U G E N E R O
U S O

R I M F A U D A A R
L I D

E E E U U N O U H
R H M H

I A M A S A U L R B
L M A

N E C U N T E N S E
D M S

Find out:beautiful,tall,sincere.generuos,humorous,

Caring,understanding,handsome.

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

Task 2.

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

-Before Ss do the task,T asks Ss to look at the list of

Pair work

Whole class

Group work

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Wrapping

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

-Feedback.
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.

Whole class

...
...

Period 4: unit 1: friendship

c. listening

I.Objectives: By the end of the lesson Ss will be able to:

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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 Procedure Interaction

Warm up

Pre-listening

While-listening

Competition game-crossword

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

-T divides the class into small groups.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.

Talking about your best friend

-T asks Ss to discuss the question on page 17 in pairs.
-Call some Ss to give their answers and comments on the
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.
Task 1.

Instruction:you are going to listen to Lan and Long talk
about their best friends.Listen and decide whether the
statements are true or false.

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

Group work

Whole class

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Post-listening

Wrapping

-Asks for Ss’answers and writes them on the board.
-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
fill the table in the book with notes.

-Before Ss listen to the tape again,T may ask them to try
to fill the table with the things they remember from the
previous times for listening.

-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.

-T gets Ss to work in pairs to talk about how Ha has been
Lan’s best friend and how Minh has been Long’s best
friend.

-Call on some pairs to present their answers.

-Elicit feedback from the class and give final comment.

Summarise the main points
Assign homework

Individual work
Pair work

Whole class

Whole class
Pair work

Whole class

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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 Procedure Interaction

Warm up

Present

Guessing game

-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
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?

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’
writing should include three parts:general information
abuot their friend,his/her physical characteristics and
personalities,what Ss like about the friend.

Group work

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Practice

Product
8

Wrapping
2

T elicits the verb tenses that may be useful when Ss want
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

-T gets Ss to write their friend in 15 minutes.
-T goes around to observe and offer help
feedback on Ss’ writing

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

-Collects some writing for quick feedback
Summarise the main points

Assign homework

Individual
work

Pair work

Whole class

...
...

Period 6: unit 1: friendship
E. 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:

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Stage/Time Procedure Interaction
Presentation 1

Presentation 2

Pronunciation

Pronouncing the two sounds seperately

-T models the two sounds/d /and /t / for afew times and
explains the differences in producing them.

-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.

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
1.To-infinitive
a,presentation

-T writes some sentences on the board and underline the
to-infinitive:

+I have letters to write

+does he get anything to eat?

-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.

b,practice.
Exercise 1.

-T asks Ss to do exercise 1 individually and then compare
their answers with another student.

Whole class
Individual
work
Pair work

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Wrapping

-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
followed b bare infinitives.

-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.
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

Group work
Whole class

Whole class

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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 Interaction
Warm up

Game : jigsaw reading :

Devide the class in 4 or 5 groups

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 Elephant
2. the short form of christmas X- mas
3. the object we use to write with Pen
4. part of our body that allows us to see thing .Eyes
5. the opposite of "wrong " Right
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

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pre-
reading

while
reading

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- teach vocabulary :

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

Activity 1:Reading and re- ordering :(task 2 in the text book )
Ask ss to work in pair to read the story and put the pictures of
the events in the order they happened in the story

Call on some ss to give the answers
Check with the class

Feedback and give correct answers

Activity2 :question and answer : ( task 3 in the text book )
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 :

Put ss in to 4 or 5 groups

Ask them to express their opinions on the following
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 ?
c. what do you think the man should to do over come his

Whole
class

Pair work

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Post
reading

Wrapping

shyness ?

go around to control and give help if necessary

call on some ss to report a bout their groups 'discussion
give feed back and comments on what ss have

telling a gain the story about the girl in the text book

Group
work

Individual
work

Period 8th<sub> Unit 2 : personal experiences </sub>
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 Interaction
Warm up Telling the personal experience :

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

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Present

Practice

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

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

Task 1 : Matching :

Ask ss to work in pairs to match things they might have done
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 :

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

Ask ss : - what do you say to ask a bout some one' experience
that might have affected them ?

Expected answer :

 Have you ever …………?
 When did it happen ?

 What were you thinking and felling when it happen ?

 How did the experience affect you ?

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Product

wrapping

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
Role- play drilling :

- Hang a chart with a dialogue

- Ask ss work in pairs to practice speaking the dialogue
- Put the chart a way

- Call on some ss to act out the dalogue in front of the
class

- Give comments

Ask ss to work in pairs

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

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

Make corrections on pronunciation ,stress and intonation
Asign home work

Pair work

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Period 9th<sub> </sub>
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 Procedure Interaction
warm up

Game :guessing thing :
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 :
 it destroy buidings ,houses and forests
 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 :

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Pre-
listening

while

listenning :

Have you ever seen a fire ?

What will you do if there is a fire ?

The lesson to day is about the fire happening to Christina
's family 13 years a go .

Pre- teaching vocabulary:

1. Memorable (adj) =unforgetable
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)

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
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:

1 T 2. F 3. F 4. F 5.T
Task 2 :gap - filling

Tell to read throught the passage and guess the word in
each gap

Ask ss to listen to the recordings and fill in the gaps
Go around to control and give help if needed

Give feed back
Suggested answer:

Whole class

Individual
work

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post
listening

Wrapping
2

1. small 2. everything 3. family 4. replaced
5 .took 6. appreciate

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

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
things

ask ss to retell the story

Pair work

Whole class

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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 Procedure Interaction
Warm up

Present

Game : guess what ?

- Show a picture of a person sitting in a restaurant with a bowl
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 in
the rastaurant "?

- Note down Ss' ideas
- Transition :

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
1 .greeting

2. Date (when it happen )

Whole
class

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practice

Product

3. The story ( the experience )
4. Closing

5.Signature
Speaking :

Ask ss to work in pair to talk about their past experiences or
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

Write a letter :

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

Go a round to control and give help with vocabulary

When ss have finished , collect ss' writings to mark at home

Peer correction :

Choose ne writing and ask a student to write on the board
Ask the rest of the class to correct their mistakes and give
comments.

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wrapping

Give feed back and comments

Complete these sentences :
1. it /a hot day

2. the man /stop / a small deserted beach

3. he /not have / swimming trunk s
4. there be /no /people /in sight

5. the man /take off /all closes /swim out

Whole
class

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 /

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II. Materials : text book ,chart .

III. Anticipated problems: ss forget all knowledges that they have learnt
IV: Procedures:

Stage/Time Procedure Interacti
on
TEST 15’

Presentation 1

presentation 2

Test 15’

Pronunciation :

Listen and repeat :

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

Recognizing the sound

- write the phonetic sounds on the board
1. /m / 2 ./ n / 3./ /ŋ

- Ask ss to cose their book

- read the words and ask ss to say the number 1,2 or 3
corresponding to the sound

Practice the sentences:

Ask ss to work in pairs to practice reading the sentences
Call on some ss to read aloud

Grammar.
Exercise 1.
a.Presentation.

-T reviews the forms,meaning and uses of the present
simple,present perfect and present continuous.

b.Practice.

Individu
al work

Whole
class

Individu
al

work,pai
r work
and
whole
class

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wrapping

-T gets Ss to do exercise 1 individually and then find a
partner to check their answers with.

-t checks with the whole class and gives the answer.
Exercise 2.

a.presentation.

-T reviews the forms,meanings and the uses of the past
simple and past continuous.

b.Practice.

- T gets Ss to do exercise 2 individually and then find a
partner to check their answers with.

-t checks with the whole class and gives the answer.
Exercise 3.

a.Presentation.

-T reviews the forms,meanings and the uses of the past
perfect and compares it with other past tenses.

b.practice.
Do Exercise 3

Summarise the main points

Assign homework. Do Exercise 3 at home.

work,pai
r work
and
whole
class

Individu
al

work,pai
r work
and
whole
class

whole
class

TEST 15 minutes
Cho dạng đúng của động từ trong ngoặc.

1. After a brief interruption, the professor continued (lecture)………….
2. We mustn’t risk (be)…………. late for the concert.

3. I couldn’t help (overhear)……… what you said.

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6. They have invited us (visit)………..their house.
7. It’s no worth (live)………… without meat.

8. It’s no good (cry)………..

9. They have a lot of trouble (set)………..down.
10. She tried (put)………….some salt into the lemonade.
11. Stop (talk)…………..nonsense.

12. She postponed (write)…………a reply.

13. He spent his whose life (study)………..sea animals.
14. He couldn’t help (see)………….that it was bargain.
15. He denied (make)……….. false money.

16. I shall always remember (meet)…………..you for the first time in England.

17. Remember (do)…………..these English exercises before going out with your friends.
18. She’s always forgetting (give)………….back the money she borrowed from me.
19. I shall never forget (meet)………the King once last summer.

20. Every forty-five minutes I stop work (drink)…………..a cup of tea.
Period 12

Unit 3: A party
A. Reading
I. Objectives: By the end of the lesson, Ss will be able to:

- Guess meaning in context.

- Scan for specific information.

- Use the information they have read to discuss the related topic.
II. Materials: Textbook, pictures, handout.

III. Anticipated problems:

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IV. Procedure:
Stages/

Time

<b>Procedure</b> Interacti

on
Warm up

Pre -
reading

While
reading

T gives some gifts & cards and asks Ss :

1. What are they? - They are gifts and cards
2. When do they usuallu use them?

Or: What do people usually use them for?

- People usually use them to give their relative on
birthday or anniversary etc.

T asks some questions:

1. Have you ever taken part a birthday or an anniversary party?
2. What did they do on birthday or anniversary?

3. What did people prepare for the party?

Lead in: To day you will “ take part” a birthday and an
anniversary by reading the passage.

T gives two pictures in the text and guides Ss to guess : Which
picture is a birthday and Which one is an anniversary?

Before teaching T gives out some key words.
T helps Ss to pronounce them correctly.

T may want to model first and then ask Ss to repeat.

T presents or elicits the meanings of these words from the class.
Set the scene: You are going to read about how American people
celebrate birthday and wedding anniversary. Then you do the
tasks that follow.

Task 1:

Whole
class.

Individu
al.

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Post
reading

8
Wrapping
2

T gets Ss to read the passage silently and then do task 1

Devide Ss into two groups to discuss. Then call two Ss to write
their group answer on the board and compare. ( May be devide Ss
in to small groups, each group one statement).

T give feedback.
Task 2:

T checks if Ss can identify and correct the wrong information

after their first reading of the passage. If they can’t, T can simply
the sentences using multiple choice.

1. Lisa’s family and friends are at her eight birthday party.
A B C D

2. Everyone makes cake and ice cream at the birthday party.
A B C D

3. Lisa opens birthday cards and food from her family & friends.
A B C D

4. Many American over the age of 30 don’t like to talk about
their anniversaries. A B C
D

5. Fifty months ago , Rosa and Luis got maried .
A B C D

6. People call the 5th<sub> wedding anniversary the “golden </sub>
anniversary.”

A B C D
7. Rosa and Luis are h appy to be together for their silver
anniversary

Group
work

Group

work or
Individu
al

Pair
work

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A B C D

Asks Ss to work in pairs to answer the questions in the book.
Feedback.

Summarise the main points
Assign homework

class

Period 13

Unit 3: A party
B. Speaking
I. Objectives: By the end of the lesson, Ss will be able to:

- Use appropriare language to talk about party and negotiate how to plan them.
- Use appropriate language to invite people tocome to party.

II. Materials: Textbook, , handout.
III. Anticipated problems:

- Ss may have little experience negotiating in English , so T should be ready to provide
them with appropriate language to do so.

IV. Procedure:

Stages <b><sub>Procedure</sub></b> Interaction

Warm up <b><sub>T asks the Ss if they like parties and have they ever been to</sub></b>
<b>a party ? If Ss say yes ,T asks follow- up questions like:</b>

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Present

practice

Whose party was it ?
What was the occasion?
Where was it?

Was it fun?. . . etc

T helps Ss to answer the questions by providing them

appropriate vocab and expresstions ( if no Ss have been to a
party ,T may get them to ask him/ her about a party he/she has

been to.

Then T sets the scene : “ Supposed you have been to a party
and now you want to tell your friends about it. What do you
want to tell them”.

T introduces the task and goes over the questions with the
class. T explains new words if necessary.

T gets Ss to do the task individual or group . Ss needs to
choose the details they want to talk about and plan their
stories. T encourages ss to take notes while doing so.
T goes aroud the class to check and offer help.
Task 2

T puts ss in pairs and get them to tell each other about the
parties they have been to, based on the outlines they have
made for task 1.

In the meantime, T goes to check and offer help.

T calls on some pairs to perform their conversations in front
of the class.

Whole class

Individual/
Group work

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Product

Wrapping
2

Task 3.

Asks Ss to work in groups to do the task:you are going to take
part in a competition to organize the best party.decide on the
following :budget,date and time,who to invite…

Feedback and gives suggested answers.
Task 4.

Asks Ss to tell the rest of the class about your party.
Try to convince them to talk as much as possible.
Correct the mistakes if necessary.

T summaries the main points of the lesson.

T asks ss to write a paragraph about a party they have been to.

Group work

Individual

work

Whole class

...
...

Period 14 Unit 3: A party

C: Listening
I. Objectives: By the end of the lesson, Ss will be able to:

-Develop such listening micro-skills as intentive listening for specific information and take
notes while listening

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- Ss may not have sufficient vocab to talk about the topic , so T should be ready to assist
them.

IV. Procedure:

Stages/ Time <b><sub>Procedure</sub></b> Interaction

Warm up

Pre -
listening

While -
listening

<b> T devide the class into groups of 6 and introduces the</b>

<b>game: the groups should generate as many words related</b>

<b>to birthday and birthday parties as possible in five</b>

<b>minutes.</b>

<b> Suggested words: cake, candle, cards, candy, flowers. . . .</b>

<b> T gets Ss to close their books and shows them the</b>

<b>pictures which in thebook, then asks them to guess what</b>

<b>they are going to listen about. T gives feedback and gets</b>

<b>them to open their books.</b>

<b> T gets ss to work in pairs to answer the questions on</b>

<b> T calls some Ss to answer the questions and explain their</b>

<b>reasons.</b>

<b> T checks with the class.</b>

<b>Pre- teaching vocabulary: </b>

<b> T guige ss to pronouce the words on page 36 correctly. T</b>

<b>play the tape or model first and then asks Ss to repeat</b>

Group work
& whole
class

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Post -
listening

<b>after the tape or after the teacher in chorus and</b>

<b>individually.</b>

<b> T presents or elicits the meanings of these words from</b>

<b>the class.</b>

<b> Instruction: You are going to listen to a girl telling about</b>

<b>a birthday party that she has been to. Listen and put a</b>

<b>tick True or False in the appropriate box.</b>

<b> Before Ss listen and do the task, T gets them to read</b>

<b>through the statements to understand them and</b>

<b>underline key words. For example, the keywords in the</b>

<b>first statement are “ at home”, and “ evening”.</b>

<b> T checks with the whole class and asks them to guess</b>

<b>what the party might have been like (there was a</b>

<b>birthday cake,the party lasted some hours. . .)</b>

T plays the tape ( or read the tapecript) once for Ss to listen
and do the task.

Then T gets Ss to find a partner to check their answers with.
T checks the answers with the whole class. If many Ss
cannot answer the questions, T plays the tape one or two
more time s and pauses at the answers for them to catch.
Task 2.

Individual,
pairs work
& whole
class

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7
Wrappin
2

Instruction: You are going to listen to the story again and
answer comprehension questions.

T checks if Ss can answer the questions in Task 2 without
listening again . If they cannot, T play the tape for them to
listen again but before doing this,

Then T plays the tape again for Ss to listen to and answer the
questions.

T gets Ss to check their answers with a partner. Then T
checks with the whole class.

Asks Ss to work in groups to take turns to talk about Mai’s
birthday party.

Goes around the class to give help if necessary.
T summaries the main points of the lesson.

For homework, Ss write a paragraph about their own
birthday parties.

pairs work
& whole
class

Group work
& whole
class

Whole class

Period15 Unit 3: A party

D: Writing

I. Objectives: By the end of the lesson, Ss will be able to:

- Define the format and structure of an informal letter of invitation.
- Write an informal letter of invitation.

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Ss may not have sufficient vocabulary to write a detailed letter of invitation, so T should
be ready to help them.

IV. Procedure:
Stages/ Time

<b>Procedure</b> Interaction

Warm up

<b>Competition game</b>

- T prepares handdouts of a jumbled letter in advance and
divides the class into groups of 4. Then T distributes the
handouts & introduces the task: Ss are going to re-order the
sentences into a letter of invitation.

- In their groups Ss discuss to complete the task. The winner
will be the group which has the quickest and correct answer.
- After the game, T might want to get Ss to read the complete
letter again & elicits the features of an informal invitation letter.
T might want to tell Ss that an invitationletter normally

includes:

+ The event( what you invite your friends to): a wedding party,
a birthday party, etc.

+ The place: restaurant, at home. . .etc.
+ The time & date:

+ The invitation itself (Would you like to come?How
about . . .etc).

* The jumbled letter

1. This is my address: 142A Nguyen Du Road.

2. It’s a beautiful house and it is near Ho Chi Minh square.
3. Dear Lan,

4. Guess what! I’ve just moved to a new house in Vinh city.
5. Would you like to come?

6. Please let me know your answer as soon as possible.

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Present

7. See you!

8. My parents are giving a house - warming party this Sunday
everning, around 6.30 p m.

10. I think Nam and Lien are coming , too.

11. We’ll have “Pho” and some other special dishes.
T gives feedback.

Key: 3- 4 - 2 - 8 - 11 - 5 - 10 - 1 - 6 - 7 - 9
* Preparing Ss to write.

Task 1

- T sets the scene: you are going to write a friend letter to invite
your classmate to aparty that you hold.

- T gets Ss to work out the content of their letters by answering
the question in the Task 1.

- T calls on some Ss to answer the questions and elicitsmore
ideas from the class. T writes them on the board.

Eg:

+ Occasions for giving the party: birthday, moving to a new
house, family gathering, Chrimas. . .etc

+ Dressing codes: - Formal: dresses , high- heel shoes for
women, suits & ties for men.

- Informal: anything can do: jeans , T- shirt, skirts…
+ Presents to give: anything can do as flowers, books, CDs,
hats. . . etc.

Task 2

- T gets Ss to do the task individually & then compare their
answer with a peer.

- T calls on Ss to give the answers & write them on the board.

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Practice

Product

Wrapping
2

- T helps Ss to revise the format of a personal / informal letter
by analyzing the letter that they have just completed for Task 2.
T might also want to get Ss to analyze the letter further by
asking questions about its organization and languege.
Eg: What is the purpose of the first sentence?

What about the second sentence? Etc
Task 3

-T gets to read Task 3 and work out the questions.Ss should note
down the answers in their notebooks. In the mean time, T goes
around to check & offer help.

- Then T gets Ss to write their letters in 10 minutes , based on
the outlines they have produced.

- Next,T asks Ss toget in pairs, exchange their letters & correct
each other.

-T goes around to offer help.

- T chooses one letter & read it to the class. Then T correct the
mistakes & gives final comments afterwards.T should draw Ss’
attention to the format of the letter, the organisation of ideas &
language use.

- T summaries main point of the lesson & prepare next lesson.

Individual,
pairs work
& whole
class

Individual
& pair
work
Whole
class

Whole
class
Date:26/9/09

Period16 : A party

E: Language Focus
I. Objectives: By the end of the lesson, Ss will be able to:
- Distinguish the sound / l /, / r /, and / h/ .

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- Distinguish the uses of infinitive and gerund in active and passive voices.
- Use these structures to solve communicative tasks.

II. Materials: Textbook, handout.
III. Anticipated problems:

- Ss might have difficulty distinguishing and using infinitives and gerunds. Therefore, T
should be ready to assist them.

IV. Procedure:

Stages/ Tme Procedure Interaction

Presentation
1

Presentation
2

<b>I. Pronounciation.</b>

Distinguishing sounds .

- T models the three sounds / l/, / r/ and / h/ for a few
times.

- T plays the tape ( or reads) once for Ss to hear the
words containing these three sounds. Then T plays the
tape (or read) a gain & this time asks Ss to repeat after
the tape (or T ).

* Practising sentences containing the target sounds.
- T asks to work in pairs and take turn to read aloud the
given sentences(p.39, practise these sentences).

-T goes around to listen and takes notes of the typical
errors.

T calls some Ss to read the sentences again and provides
corrective feedback.

II. Grammar
1. Exercise 1
a. Presentation:

T asks S to repeat the verbs that are followed by an

Iidividual, pairs
work & whole
class

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infinitive, a gerund,and both. If Ss can’t remember, T
should review some verbs.

Eg:

+ Infinitive only: agree, arrange, ask, choose, decide,
hope, plan,intend. . . . etc.

+ Gerund only: admit, avoid, enjoy, keep, deny. …
,verbs that are followed by preposition: succeed (in),
think ( about), dream ( of), look forwards ( to). . .etc.
+ Both: begin, start, continue, stop, love, remember . . .
- T should point out which verbs have different

meanings when are used with an infinitive or a gerund.
Eg:stop, hate, remember . . .etc.

b. Practice:

- T gets Ss to do Exercise 1 individually and then find a
partner to check their answers with.

-T checks with the whole class and provides corrective
feedback.

Exercise 2
a. Presentation:

- If necessary, T reviews the forms of passive infinitive
and gerund and emphasises their uses.

+ Form:

* Passive infinitive: to be + Past Participle
* Passive gerund: being + Past Participle

+ Use: to emphasise the action / event than the agent.
b. Practice

- T gets Ss to do Exercise 2 in groups of 6 and asks Ss to

class

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Wrapping

mark A,B,C or D in piece of paper . When the time up T
asks groups raise their key.

- feedback and T gives the correct answers.
Exercise 3

-T guides Ss the way to do exercise 3 the same Exercies
2

- Feedback and gives the correct answers

-T summaries the main point of the lesson.

- For homework, Ss review the uses of different verb
tenses that have been covered in the lesson.

Whole class

...
...

Period 17: test yourself a

I.Objectives: By the end of the lesson Ss will be able to know how to do a test
II.Mareials: tape,cassette,book

III. anticipated problems:

Ss may need help with the exercises,so T should be ready to help them.
IV.Procedure:

I.Listening:-T play the tape twice

- Let Ss to do the exercise in the book.
- Check their answers

- Feedback and give the correct answer.
II.Reading:

-T maybe give out some new words of the passage.

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-Check their answers.

-Feedback and give the correct answers.
III.Pronunciation and grammar:

A.Pronunciation.

-play the tape and ask Ss to tick in the right box.
-check the answers.

-Feedback and give the correct answer.
B.Grammar.

-Complete the sentences,using the right form of the infinitive.
-Let Ss do the exercise.

-Check their answers.

-Feedback and give the correct answer.

IV.Writing: Ask Ss to write about their birthday party following the questions
Below.

-whose birthday party was it?
-Where and when was it held?
-what did you do there?

-How did you enjoy it?

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Period18th:

FULL NAME:………... English test: 45 minutes mã
đề:301

CLASS:……… Grade : 11

Vocabulary and Grammar

1. One boy …………the guitar, and the other girls and boys are singing.

A. is playing B. playing C. play D. played.

2. The first quality for the true friendship is………...

A. selfish B. unselfish C. selfishness D. unselfishness
3. After all, she can get new clothes anytime, but a family can never ………..
A. be replaced. B. replaced. C being replaced. D. replace

4.It is too cold ……..out

A. go B. went C. to go D. going

5.My most ……..experience happened a few years ago.

A. embarrass B. embarrassment C. embarrassing D. embarrasses
6.I decided to take my money back without……a word.

A. say B. to say C. says D. saying

7.The children seem to be incapable……working quietly by themselves.

A. in B. on C. of D . with
8.He is a(n) …..man.He always help people without thinking of his own benefit.

A . selfish B. selfishness C. unselfish D. unselfishness
9.Does he get anything ………?

A. eat B. eating C. to eat D. eats

10. Christina is being interviewed about the most ….experience in her life.She will always
remember it.

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A. go B. goes C. is going D. went
12. She……….in the sitting-room now.

A. read B. reads C. is reading D. to read
13. What were you doing when I……you?

A. phone B. phoned C. have phoned D. had phoned
14. He drives very… ……..

A. care. B. careful C. carefully D. carelessness.
15. She has a sense of …………She often makes us laugh.

A. humour B. humourous C. honest D. friendly
16. We ………to some coutries in Asia recently.

A. are B. were C. had been D. have been
17. They………..an interesting film last night.

A. watch B. watched C. have watched D. were watching
18. I ……….on the computer when the fire broke out.

A. was working B. worked C. have worked D. work
19. Before I went to school, I ……….my house.

A. swept B. have swept C. was sweeping D. had swept.
20. Our parents are going to celebrate their 25th ………in Dalat.

A. golden anniversary. B. special anniversary. C. silvel anniversary. D. memorable
anniversary.

Reading comprehension

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Everything seemed so nice (24)……….. I noticed that i forgot to wear my nylons.
The (25)……..at the camp were such that ladies needed to wear nylons. So I asked Denise
to drive me to a (26)……….store. She parked her car in front of the store and I ran in to
buy a pair of nylons. When I got out of the store, I ran toward the car parked in front and
got inside. Suddenly, I found it was not Denise’s car and the driver was (27)……….by me.

I felt so embarrassed at that time. I kept apologizing and ran with (28)……….and
blush on my face to Denise’s car. And you know what? My friends had seen th whole (29)
.came to pass from the rear view mirror and they were laughing all the energy of
………

their (30)……… .

21. A. Someone B. Everyone C. One D. No one

22. A. inferred B. proved C. thought D. agreed

23. A. came B. happened C. brought D. attracted

24. A. when B. as soon as C. before D. until

25. A. rules B. laws C. instructions D. requirements

26. A. book B. food C. newspaper D. convennience

27. A. shocked B. threatened C. terrified D. hit

28. A. surprise B. regret C. shame D. fear

29. A. thing B. ordeal C. story D. problem

30. A. eyes B. mouths C. lips D. hearts

Pronunciation:

31. A. many B. open C. money D. ink

32. A. together B. party C. American D. partnership

33. A. honour B. exhaust C. ghost D. hero

34. A. education B. graduate C. produce D. procedure

35. A. duty B. adult C. candle D. individual

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36. Our teacher tell / us / practise English.

...
………

...

37. His uncle advise / him / study hard.

………
...

………

38. Their parents allow /them / stay out late.

………
...

………

39. His friend persuade / him study chemistry.

………
...

………

40. The local Youth Volunteer troop invite / us / attend / meeting

………
………

THE END.
Period:19th Correcting the test

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

a d a c C D c C c d b C b B a D B a d C

21 22 23 24 25 26 27 28 29 30

Everyon
e

Though
t

Happene

d Until

Rule
s

Convennien
ce

Shock
ed

Sham
e

Story Heart
s

31 32 33 34 35

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36. Our teacher told us to practise English.
37. His uncle advised him to study hard.

38. Their parents allowed them to stay out late.
39. His friend persuaded him to study chemistry.

40. The local Youth Volunteer troop invited us to attend the meeting

...
...

Period20: unit 4: volunteer work
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.

-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 Procedure Interaction

Warm-up

Pre-reading

Competition game –crossword.

T prepare a big paper that contain a crossword.

Ask Ss to work in groups to complete and find out the
key word. volunteer

Teacher lead in.

Dicussing the picture and saying.

-T asks the whole class to look at the picture on page
46 and asks them some questions:

+ what is the old woman doing in the picture?

+What does this mean by”Little Moment Big Magic?
+what does the picture tell you?

Groupwork

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While-reading

Pre-teaching vocabulary.

-provide some new words on the board.
-Explain the meaning .

-Guide Ss to read
Setting the scene

You are going to read a passage about volunteer
work.While you are reading,do the tasks in the book.
Task 1.

Fill each blank with one part of speech of the word
“volunteer”.

-T elicits different parts of speech of the word
“volunteer” and writes these words on the board.
-Then T instructs Ss to read through the sentences
provided in the task to identify the part of speech of
the word to fill in each blank.

-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.

Instruction:choose the best answer from A,B,C or D
for each of the following sentences.

-T asks SS how to do this task.

-Asks Ss to work individually to do the task,then
discuss their answers with their peers.

-Feedback.
Task 3.

Intruction:you are required to answer the three
question in the book.

Whole class

Individual work
and pair work.

Whole class
Individual work
and pair work

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Post-reading

Wrapping

-T asks Ss to work individually to do the task,then
discuss their answers with their peers.

-Feedback and give the correct answers.

Instruction:you are required to work in pairs to discuss
the question in the book.

-Asks Ss to work in pairs to discuss the question.
-T goes aroundto help if necessary.

-Calls some pairs to report their ideas to the class.
-Gives feedback.

-Summarise the main points
-Assign homework

and pair work

Pair work

Whole class

Period 21: unit 4: volunteer work

b. speaking

I.Objectives: By the end of the lesson Ss will be able to:

Talk bout different kinds of activities related to volunteer work.
II.Mareials: Textbook,handouts,pictures.

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 Procedure Interaction

Warm up Competition game-Describing the pictures.

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Present

Practice

Product

group a set of pictures.Ss are requires to describe the
activity in each picture in one sentence only.Which
group finishes first and has the most correct and
meaningful sentences will be the winner.

Task 1.

Instruction:you are required to decide which of
following activities are volunteer work.

-Ss also explain why a certain activity is not
volunteer work

-Calls some Ss to give their answers and asks for
comments from other Ss.

-T elicits other volunteer activities from Ss.
Task 2.

Instruction:you are going to make conversations
based on the given suggestions.

-Before Ss do the task,T asks Ss to read the model
conversation on page 50.Then Ss read the list of
volunteer activities and the exact things related to
them.

-T can elicit or explain some words quickly.
-T gets across to Ss that one activity in the first
column can go with several activities in the second
column.

-After Ss have finished T calls on some pairs to act
out their conversation.

-T elicits feedback from the class and gives final
comments.

Task 3.

Individual work
and pair work.

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Wrapping

Instruction:Now you work in groups to talk about a
kind of volunteer work your partner in the previous
task do to help other people.

-Before Ss do the task,T may ask Ss to read through
the example in the book.T encourages Ss to use
transition signals such as also,besides,moreover,etc…
To make their talk more coherent.

- Now Ss work in groups to talk about one activity
their partner takes part in.

-T goes around to observe and collect typical errors.
-Calls on some Ss to talk about the activity they take
part in.

-Feedback.

Summarise the main points
Assign homework.

Whole class

Group work

Whole class

...

Period 22: unit 4: volunteer work
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 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:

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Warm up

Pre-listening

While-listening

Competition game-slap the board

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

-T puts the vocabulary items on the board in any order.
-Calls on some Ss to form 2 teams and one person from
the team runs to the board as a representative.T gives a
vietnamese translation for one of the words on the
board.The first team to hit the correct word gets the
point.The representative changes,ready for the next
word….

-After 3 minutes ,the team with more points will be the
winner.

Discussing the questions

-T asks Ss to read through the questions and choices on
page 51 and makes sure Ss understand all them.

-T asks Ss to discuss the questions in pairs.

-Call on some Ss to report on their partner’s 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.
Task 1.

Instruction:you are going to listen to the passage and
fill in the missing information in each sentence.
-T plays the tape once for Ss to do the task.

-Asks for Ss’answers and writes them on the board.
-Play the tape the second time for Ss to check their
answer.

Group work

Pair work

Whole class

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Post-listening

Wrapping

-Feedback and give the correct answers.
Task 2.

Instruction:you are going to listen to the tape again and
answer the questions.

-Before Ss listen to the tape again,T may ask them to
try to answer the questions with the things they
remember from the previous times of listening
-T play the tape again for Ss to do the task..
-Get Ss to work in pairs and check their answers.
-Call on some Ss to give the answers.

-Feedback and give correct answers.

-T gets Ss to work in groups to summerise the story
about Spring school,using the suggestions.Each group
member has to take notes of the discussion

-T goes around to offer help and collect the mistakes.
-Call on some pairs to present their summary.

-Elicit feedback from the class and give final comment.
Summarise the main points

Assign homework

Individual work
Pair work

Whole class

Whole class
Group work

Whole class

...
...

Period 23: unit 4: volunteer work

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I.Objectives: By the end of the lesson Ss will be able to:

Write a thank-you letter to a donor to acknowledge the donor’s contribution
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 Procedure Interaction

Warm up

Present

Practice

Quiz-A formal letter

(To remind Ss of some rules of writing formal letters in
English).

-T prepare a handout with a quiz about writing formal
letters in English.The quiz consists of several incomplete
statements.Ss work in groups to complete these statements
as quickly as possible.The group with the quickest and
most correct answers will be the winner.

Preparing to write

-T asks Ss to read the sample letter on page 52 and discuss
the purpose of the letter in pairs.

-T calls on some Ss to give the answer.T gets across to Ss
that(1) the sample letter is written to thank a donor for
donating money;(2)thank-you letters nto donors.

-T asks Ss to read the letter again and do the TASK1
individually.When they finish,Ss exchange their answers
with other Ss.

-T checks Ss’answers by asking some Ss to read their

answers out loud.

-Feedback and give the correct answer.
Writing

-Before Ss write the letter ,T asks them to read the

Group work

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Product
8

Wrapping
2

instruction carefully.

-T gets Ss to write the letter in 15 minutes.
-T goes around to observe and offer help
feedback on Ss’ writing

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

-Collects some writing for quick feedback

-Finally,T provides general comments on the letter.
Summarise the main points

Assign homework

Individual
work

Pair work
Whole class

Whole class

...
...

Period 24: unit 4: volunteer work
E. language focus
I.Objectives: By the end of the lesson Ss will be able to:
-Distinguish the sounds /w / and /j /.

-Pronounce the words and sentences containing these sounds correctly.
-Use gerund,present participles,perfect gerund and perfect participles
appropriately.

II.Mareials: Textbook,handouts.
III. anticipated problems:

Ss may find it difficult to differentiate between gerunds and present participles,so T
should be ready to explain.

IV.Procedure:

Stage/Time Procedure Interaction

Presentation 1 Pronunciation

Pronouncing the two sounds seperately

-T models the two sounds/w /and /j / for afew times and

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Presentation 2

explains the differences in producing them.

-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.

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

1.Gerund.
a,presentation

-If necessary T reviews the form and uses of gerund.
To save time T may give Ss the handout that contain the
form and the uses of gerund.

b,practice.
Exercise 1.

-T asks Ss to do exercise 1 individually and then compare
their answers with another student.

-T calls on some Ss to read out their answers.
-Gives correct answers.

2.present participles.
a,presentation.

-If necessary T reviews the form and uses of present
participles.To save time T may give Ss the handout that
contain the form and the uses of present participles.
b,Practice.

Pair work

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Wrapping

Exercise 2.

-T asks Ss to do exercise 2 in pairs.

-T asks them to compare answers with another pairs.
-T calls on some Ss to go to the board to write their
answers.

-Feedback and give correct answers.
3.perfect gerund and perfect participles.
a.presentation.

-If necessary T reviews the form and uses of perfect gerund
and perfect participles.To save time T may give Ss the
handout that contains the form and the uses of perfect
gerund and perfect participles.

b.practice.

-T asks Ss to do exercise 1 individually and then compare
their answers with another student.

-T calls on some Ss to read out their answers.
-Gives correct answers.

Summarise the main points of the lesson.
Assign homework

Whole class
Individual
work
Pair work

Whole class

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- Identify the main idea of the reading passage.

- Extract detailed information through reading comprehension
II. Materials:

Textbooks

III. Anticipated problems:

- Students may not know some phrases relating to illiteracy such as Universalisation of
Primary Education ; The Vietnam Society of Learning Promotion; illiteracy eradication
IV. Procedure:

Stages Procedure Interaction

I Lead-in - Teacher holds the book upside down and ask these question?
1. What am I doing? ( reading)

2. Can I read ? Why not? (No, because they are holding
the book upside down)

Lead-in sentence: Some people can not read because they
don’t know how to read and they have not learnt how to read.
They are illiterate. The topic of the unit: ILLITERACY

T-S

Pre –reading

- Ask students to work in pairs looking at the picture and
talking about the cues on page 56

- When feedback to their work, pre teach the following words
and phrases: remote; mountainous area; ethnic minority;
eradication..

( using the picture on page 56 to elicit the words)

Pairwork

T-S

3

While-reading

TASK 1:

- Ask students to look at Task 1 and do it while reading the
passage

Option 1: If students are good enough, keep Task 1 as in the
textbook.

Option 2: If students are not very good, design a matching

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exercise – Teacher writes down 5 phrases in Vietnamese on
BB and ask students to match with English expressions in
Task 1, page 57.

1. Universalisation of
Primary Education

2. The Vietnam Society of
Learning Promotion

3. illiteracy eradication

4. farming techniques
5. family planning

A. Xoá mù chữ
B. Kü thuËt canh t¸c

C. Hội khuyến học Việt
Nam C. Kế hoạc hố
gia đình

E. Phỉ cËp gi¸o dơc tiÓu
häc

Keys: 1. E 2. C 3. A 4. B 5. C

- Ask students to do Task 2 on page 58
Key: D

TASK 3:

Option 1: If students are good enough, get them to ask and
answer the questions in Task 3 in pairs

- After feedback, ask students to work in pairs ask and answer
bout questions in Task 3

Groupwork

Individual

Pairwork
3.

Post –
reading

- Ask students to work in groups to brainstorm around the
following question:

What do you think we should do to help illiterate people read
and write?

Organise evening classes

Groupwork

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Provide free books
- Feedback to plenary

- Ask students to use the cues above to talk.

T-S

Individual

Home-work

- Ask students to write a paragraph about how to help
illiteracy people using the cues in post –reading.

Teacher -
led

<b>Period 26th Unit 5: ILLITERACY</b>

B: Speaking
I. Objectives: By the end of the lesson, Ss will be able to:

- Talk about illiteracy problems and school or class problems
- Offer solutions to overcome the above mentioned problems
II. Materials:

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Students might not have enough vocabulary to talk about school or education problems.
They may not also be confident enough to discuss the ways of offering solutions to the
given problems

IV. Procedure

Stages Procedure Interaction

I Warm

up <sub>- Ask students to do the word puzzle in groups. Ask them to </sub>
find 5 meaningful words

A C R H S N G F H

B D E E C E I A E

O E G H H S E C O

H T U T O R I N G

P H L U O A F D X

T T A I L F N E P

D B T H L C U A Q

U S I P T H O U W

P R O B L E M P A

O Z N O W A K T S

E V Z I Q T N K P

Keys: school; problem; regulation; cheat; tutoring

(If students are not very good, give them the initial letters of
these 5 words)

Groupwork

2
Pre –
speaking

TASK 1:

- Ask students to do Task 1 on page 59 (matching)

If teachers have time and energy, they can prepare 5 pictures
relating to 5 problems in column A and ask students to match
pictures with problems. When they finish, ask them to use
solutions in column B to match with problems in column A.
Keys: in Teachers’ book

- Pre-teach vocab: regulation; low-income

Groupwork

3

While-speaking

TASK 2:

- Ask students to read the example in Task 2 and teacher elicit
the structures used for asking advice and offering solutions

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Asking advice: What do you think we should ……..or What

should we do to help…?

Offering solutions: I think we should …….or they should ….
- Divide the class into 5 groups. Each group will be given one
problem from column A. Ask them to use the above structures
to offer solutions to their problems.

- Feedback to plenary

TASK 3:

- Ask students to work in groups to brainstorm problems
relating to their class

talkative students
class size

old desks leaking roof
- Ask each group to choose two or three problems and discuss
solutions they can offer to overcome these problems

- Feedback to plenary

Groupwork

3.
Post –
speaking

- Ask students to write a letter to their friends talking about

problems of their class.

Homework

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<b>Period 27th<sub> : Unit 5: ILLITERACY </sub></b>

C: Listening
I. Objectives: By the end of the lesson, Ss will be able to:

- Extract detailed information about the listening text of school survey in Perth, Australia.
II. Materials:

- Textbook, tape, cassette player
III. Anticipated problems:

Students may not know how a survey is!

<i><b>IV. Procedure</b></i>

Stages Procedure Interaction

1.Warm
up

- Ask students to do a survey or do the task called “Find

someone who…………” then help students know the notion of
a survey and tell them they are going to study about “survey”
today.

Groupwor
k

2Pre
-listening

-Set the scene: You are going to listen about the results of a
school survey carried out in Perth, Western Australia. The school
asked its students what makes an effective school.

Pre-teaching vocabulary

- Help students to pronounce the words in their book correctly. T
may want to play the tape or model first and then ask Ss to repeat
after the tape or after him/ her in chorus and individually.

- Elicit the meanings of these words from the class.
- Check the meaning with a gap-filled exercise

Teacher-led

3

While-listening

Task 1

- Get students to read the questions carefully and work out what
information they need to concentrate on while listening. Then T
checks with the whole class.

- Get students to read the options in each question carefully and

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underline the words that make them different. T checks with the
whole class (e.g. in question 1 these are “express attitudes”,
“deliver speech”, “exchange ideas”, “give opinions”; in question
2 they are “develop styles”, “set goals”, “develop strategies”,
“consult teachers”, etc.)

-Ask students to guess the answer to each question and then tells
them they need to listen attentively to check if their guesses are
confirmed.

- Play the tape (or reads the tapescript) once for Ss to listen and
do the task.

-Then get them to find a partner to check their answers with.
-Check the answers with the whole class. If many Ss cannot
answer the questions, T plays the tape one or two more times and
pauses at the answers for them to catch.

Keys: 1. D 2. B 3.B 4.C
Task 2

- Ask students whether they can answer the questions in Task 2

without listening again. If they cannot, T plays the tape for them
to listen again but before doing this, T should encourage Ss to
read through all the questions, identify the information they need
to look for in each question (by finding the key words and the
question word, e.g. “what’, “where’, “when”, “how”, etc.) and if
possible, predict the answers.

-Then play the tape again for students to listen and answer the
questions.

-Get students to check their answers with a partner. Then check
with the whole class. T should play the tape again and pause at
difficult points if many Ss cannot complete the task.

Teacher-led

Pairwork

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Keys:

1. In Perth, Western Australia
2. 80%

3. They felt that they should be allowed to have a say in the school decision making.
3.

Post –
listening

- Before getting students to discuss, remind them of some useful
expressions for asking for and giving opinions.

- Divide the class into small groups of 3 or 4 and gets them to
discuss the question in the textbook. T might want to appoint a
group leader for each group. This person will monitor the
discussion, note down friends’ ideas and appoint a representative
to present the outcome of their discussion to the class.

- Go around to check and offer help.

-After checking that all the groups have finished, T calls on the
representative of each group to report their peers’ ideas. T checks
if other groups would have the same or different ideas.

- Listen and take notes of their errors. T provides corrective
feedback after that.

Homework

- Wrap up the contents of the lesson and provide them homework

<b>Period 28th : Unit 5: ILLITERACY </b>

D: Writing

I. Objectives: By the end of the lesson, Ss will be able to:

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- Textbook, tickets
III. Anticipated problems:

- Students might not know how to transfer information from a table into a text. They
also may not know phrases used to describe information from a table.

<i><b>IV. Procedure</b></i>

Stages Procedure Interaction

Warmer

- Prepare a set of tickets:

- Draw this table on the board

- Divide the class into two teams. Ask students from each team to
go to the board and pick up the tickets and put them into correct
column with given symbols

- Feedback to the whole.

(If teachers are good at mining, you can you your arms to express

This is much more funny and you also can teach adverbs: sharly,
slightly, gradually …………..)

Groupwork

Pre – <i><b>TASK 1</b></i>

- Ask students to have a look at the words from the box on page

go up go down drop

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writing 61 and ask them whether there are any new words. If yes, explain
the meanings. Suggested words: dramatically; varied

- Tell them that they are going to read a text about literacy rate in
Fancy and ask them to use them to use the words from the box to
fill in the spaces in the text.

- Ask them then to work in pairs to exchange their works
- Feedback to plenary

- Then ask them to look at the text a gain and answer the
following questions in pairs

Remind students the ways to use on the contrary, while,
dramatically, steadily, sharply

TASK 2:

- Get students to look at the table of Literacy rates in Sunshine

country from 1998 – 2007.

- Ask them some questions orally to help them get some
information.

1. What does the table describe?

2. How did the rate increase from 1998 -2004 in the
Lowlands?

3. How did it increase from 2004 – 2007 in the Lowlands?
4. How did the rate increase from 1998 – 2007 in the

Midlands?

5. Did the rate increase or decline in the Highlands from
1998-2004? How?

Individual

Pairwork

Wholeclass

Pairwork

Individual

T-S

3

While-writing

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<span class='text_page_counter'>(68)</span><div class='page_container' data-page=68>

paragraph, ask them to complete the following sentences by
matching two parts from column A and B

- Now ask them to look at the table again and in groups write a
paragraph beginning like this

The table describes the trends of literacy rates in Sunshine
country from 1998 to 2007………..
3.

Post –
writing

- Ask groups to read their paragraphs and ask other groups to
provide comments. During the presentation, T should take notes
of good things and errors for feedback afterwards.

Wrap –
up

- Consolidate the ways we use to describe information from a
table into a text.

- Assign homework

Period 29th<sub>: Unit 5: ILLITERACY </sub>
E: Language Focus

I. Objectives: By the end of the lesson, Ss will be able to:

- Distinguish the clusters /pl/, /bl/, /pr/, /br/ and pronounce the words and sentences
containing them correctly

- Understand reported speech with infinitive(s) and use these structures to do
communicative tasks

II. Materials:

Textbook, handouts
III. Anticipated problems:

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<i><b>IV. Procedure</b></i>

Stages

<i> Procedure</i> <i><b><sub>Interactio</sub></b></i>

1. Warm

up <b>Jumbled words</b>

- Ask Ss to arrange the words into a meaningful sentence.
prepare/bring/please/to/blue pens/the/ posters / small/to/class.
Key: Please bring blue pens to the class to prepare posters
- Ask Ss to read aloud the sentence and pay attention to the
underlined words to lead into the lesson.

<i><b>Individual</b></i>

1.Pronunci
ation

Distinguishing sounds

- Model the three clusters /pl/, /bl/, /pr/, /br/ for a few times and
explains how to produce them.

- Play the tape (or reads) once for Ss to hear the words
containing these clusters. Then T plays the tape (or reads) again
and this time asks Ss to repeat after the tape (or T).

- Ask Ss to read the words in each column out loud in chorus
for a few more times. Then T calls on some Ss to read the words
out loud. T listens and corrects if Ss pronounce the target words
incorrectly. If many Ss do not pronounce the words correctly, T
may want to get them to repeat after the tape (or himself) again
in chorus and then individually.

Practising sentences containing the target sounds

- Ask Ss to work in pairs and take turn to read aloud the given
sentences (p. 63, Practise these sentences).

- Go around to listen and takes notes of the typical errors

- Call on some Ss to read the sentences again and provides

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corrective feedback.
2.

Grammar

a- Presentation:

- Asks 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 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.
b. Practice:

Exercise 1:

- Ask Ss do exercise 1 in pairs.
- Provide feedback

Keys:

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 close the window.

4. The teacher encouraged Eric to join the football team.
5. John promised to give it to him tomorrow.

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 have a rest for a while.
(If students are good enough, ask them to look at the model
sentence

T and Ss

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<span class='text_page_counter'>(71)</span><div class='page_container' data-page=71>

- “ Keep quite.” The teacher said to us
- The teacher told us to keep quite.

Then work with them the question 1 as demonstration. After
that ask them to do the same with the rest.

When they finish, ask them to have a look at sentences they
have written and ask them whether they work out the

grammatical structure hidden behind this exercise. They may
come with your expected answer)

Pairwork

Exercise 2:

- Divide the class into groups of 4.

- Give each group 4 direct sentences and 4 reported verbs
(taken from the text book)

- Ask them to match the sentences with the verbs.
- Feedback to the whole.

- Ask them to write reported sentences
- Feedback

- Groups swap the direct sentences

- Each group reads out their direct sentences, other groups have
to read out the corresponding reported sentences.

Groupwork

Communicative practice (production stage)
- Divide the class into groups

- Give each group a different picture of people talking(their
speech is written out on the pictures)-Ss have to report what the
people in the pictures are talking-Feedback

Groupwork

3.Wrap-up

-T summarises the main points of the lesson.

-For homework T asks Ss to revise reported speech with
infinitives and do exercises in the workbook.

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<b>...</b>

<b> </b>

<b> Period 30th Unit 6: Competition</b>

<b> A: Reading </b>

I. Objectives: By the end of the lesson, Ss will be able to:

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

Use the information they have read to discuss the related topic.
II. Materials:

Textbook

III. Anticipated problems:

Ss may need to be provided appropriate linguistic resources so that they can complete
various learning tasks.

IV. Procedure:

Stages Procedure Interaction

1.Warm-up

- Get Ss to work in pairs, matching the 4 given
competitions with the correct pictures on page 66.

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- Check the answer with the whole class.

-T might want to get Ss to tell which of these
competitions they like most and why. T gets Ss to name

some other competitions that they know or have ever
participated in and elicits their comments on the events.

2.Pre-reading - Introduce the topic of the lesson and get Ss to work in
pairs and answer the questions on page 67.

- Call on some Ss to answer the questions. T should ask
Ss to give reasons for their answers. T helps Ss to express
their ideas.

- Elicit comments from the class and asks Ss to guess
what they are going to read about.

Pair work &
whole class

3.While-reading

Set the scene: You are going to read about a school’s
competition. Then you do the tasks that follow.

Task 1

- Get Ss to read the passage silently and then do Task 1. T
may want to remind Ss of the strategies for guessing the
meaning of new words. For example, Ss should look for
the instances of the new words in the text and read
around them. Ss use the context in which the words occur
and their knowledge of word formation to understand the

meanings. E.g. the word “representative” found in line 1
may refer to “someone who represents a group”. Ss can
understand this meaning thanks to the phrase “the
representatives of three classes” and their knowledge that
‘representative’ derives from “represent”.

- Check the answers with the whole class.

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- T might want to check that Ss understand all these
words correctly by calling on some Ss to tell the meaning
of the words in Vietnamese.

Task 2

- Check if Ss can answer the comprehension questions in
Task 2 without having to read the passage again. If Ss
cannot, T gets them to read the questions carefully.

- Get Ss to check their answers with a peer

- Call on some Ss to read aloud their answers and ask
them to explain their choices.

- Provide the correct answers:
Task 3

- Check if Ss can answer the comprehension questions in
Task 3 without having to read the passage again. If Ss
cannot, T gets them to read the questions carefully.
- Get Ss to check their answers with a peer

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

- Give the correct answers:

Individual
work, pair
work &
whole class

Individual,
pair work &
whole class

Post-reading

-Read the poem aloud once or twice and gets Ss to repeat
each line after him/ her. T should draw Ss’ attention to
the rhythm and intonation when reciting the poem.

- Let Ss practise reciting the poem in their own groups. T
goes around and offers help.

-Call on different groups to read the poem and asks the
class to decide who the best performers are.

- Call on different groups to read their translations to the

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class.

5. Wrap up -T summarises the main points of the lesson

-For homework, Ss write a paragraph to explain whether
and why they would agree or disagree with the statement
that “It is not important whether we win or lose a
competition. The important thing is our participation in it
and the enjoyment we have from it”.

Whole class

...
...

<b> </b> <b> </b>
<b>Period 31st Unit 6: Competitions</b>

B: Speaking

I. Objectives: By the end of the lesson, Ss will be able to:

Ask for and give information about types of competitions
Talk about a competition or contest

II. Materials:

Textbook, handouts
III. Anticipated problems:

Ss may have limited linguistic resources for discussion, so T should be ready to
assist them.

IV. Procedure:

Stages Procedures Interaction

1.Warm up - Prepare pictures of the 3 famous TV game shows “Who
wants to be a millionaire?”, “1 vs. 100” and talent show
“Pop Idol”.

- Show the pictures to Ss and gets them to say the names of
the games in Vietnamese.

- Elicit what Ss know about these games and if there are

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similar ones in Vietnam.

- Introduce the topic of the lesson: Talking about
competitions and contests.

2.Pre-speaking

Task 1

- Introduce the task and gets Ss to do it individually and
then compare their answers with a peer. T should
encourage Ss to guess the meanings of the new words, if

any.

- Explain or elicits the meanings of the new words. T
might also want to get Ss to name some contests under
each category. E.g. General knowledge quiz includes
“H nh trình v n hố”, “Ai l tri u phú?”, etc. Singingà ă à ệ
contests include “Sao Mai”, “Sao Mai i m h n”, etc.đ ể ẹ
- Call on different pairs to report their answers. T should
encourage Ss to explain why they like or dislike a game/
contest. T helps Ss to express their ideas when necessary.

Individual
work, pair
work &
whole class

3.While-speaking

Task 2

- Introduce the task and calls on one or two pairs of Ss to
read aloud the sample dialogue. T corrects errors, if any.
- Go over the table of useful expressions on page 69 and
explains new words to Ss when necessary. T might also
want to elicit the structures that are used for asking for and
giving opinions about contests. T might want to write these
structures on the board and gets Ss to do some practice
before putting them in groups and do the task. E.g.

Asking for opinions:

What do you think about ...?

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What’s your opinion about ...?
How do you feel about ...?
Do you like ...?

Giving opinions:

I think ... is/ are good/ fun/ great/ wonderful/ perfect/
extremely interesting/ stimulating/ hilarious/ amusing
I think ... is/ are boring/ silly/ dull

- Put Ss into pairs and gets them to make similar
conversations to the sample dialogue, using the structures
and vocabulary they have learned.

- Go around to check and offer help.

-After checking that Ss have finished the task, T calls on
different pairs to perform their conversations.

- Elicit comments from the class and provides feedback.

Post - speaking

Task 3

- Put Ss into groups of 3-4. T tells each group to choose a
famous TV game/ talent show or competition/ contest and
work out details about it. They should not let other groups
know what game/ contest it is.

- Go around to offer help.

-After Ss have finished, T calls on each group to come to
the front. The whole class will ask questions about the
game/ contest and guess what game/ contest it is.

Group work
& whole class

Wrap-up - Summarise the main point of the lesson.

-For homework, Ss write a paragraph about a game show/
contest they like, using Task 3 as guiding questions.

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...
...

<b>Period 32nd Unit 6: Competitions</b>

<b> C : Listening </b>

I. Objectives: By the end of the lesson, Ss will be able to:
Develop extensive listening skills

Use the information they have listened to for other communicative tasks
II. Materials:

Textbook, cassette tapes, handouts
III. Anticipated problems:

Ss may not have sufficient vocabulary to talk about the topic, so T should be ready to
assist them.

IV. Procedure:

Stages Procedure Interactio

n
1.Warm-up Jumbled words

(To teach vocabulary and leads Ss to the topic)
- Divide the class into groups of 3 or 4

- Give each group one card containing 10 words whose letters
are jumbled and asks Ss to rearrange the letters to make good
words. The group which finishes the task first with the most
correct words will be the winner.

Group
work

Pre-listening - Use the picture in the textbook to introduce the topic of the

lesson. E.g. T might want to ask Ss questions like “What do
you see in the picture?”, “What event is it?”, “Where do you

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think the Boston Marathon might take place?”, “Who can
participate in it?”

- Listens and help Ss express their ideas. T might want to give
very brief information about the game, like it is one of the
oldest races in the US and held every year in mid April.
Listen and repeat

- Help Ss to pronounce the words in their book correctly. T
may want to play the tape or model first and then ask Ss to
repeat after the tape or after him/ her in chorus and
individually. T corrects errors, if any.

- Check that Ss know the meaning of these words.

- Ask Ss to make sentences with some important words, e.g.
race, athletic, association, etc.

3.While
listening

Task 1

Instruction: You are going to listen about the Boston
Marathon. Listen and answer True or False questions. Put a
tick (() in the appropriate box.

- Before Ss listen and do the task, get them to read through the
statements to understand them and underline key words. For
example, the key words in the first statement are “every year”
and “USA”, etc.

- Play the tape (or reads the tapescript) once for Ss to listen
and do the task.

- Check the answers with the whole class. If many Ss cannot
answer the questions, T plays the tape one or two more times
and pauses at the answers for them to catch.

Task 2

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- Play the tape again for Ss to listen and answer the questions.
While Ss are listening, T should encourage them to note down
the answers. T should remind Ss to write down only the main
points in note forms but not full sentences.

- Get Ss to check their answers with a partner. Then T checks
with the whole class. T should play the tape again and pause
at difficult points if many Ss cannot complete the task.

Answer:

1. New York 2. In 1972 3. 8 4. 6164

Individual
work, pair
work &

whole
class
4.

Post-listening - Introduce the task: Ss talk about a famous Vietnamese
runner or sportsman/ sportswoman that they like.

- Put Ss in small groups of 3 or 4. Each group will prepare a
short biography of a famous Vietnamese runner (or
sportsman/ sportswoman) that they like but they should not let
other groups know who this person is. -After checking that all
the groups have finished, T calls on the representative of each
group to talk about their favourite sportsman/ sportswoman,
without telling the class the name of this person. Other groups
will try to guess who this person is.

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

Group
work

5.Wrap- up -T summarises the main point of the lesson.

-For homework, Ss learn by heart new words and make
sentences with them.

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<b>Period 33rd Unit 6: Competitions</b>
D: Writing

I. Objectives: By the end of the lesson, Ss will be able to:

Write a letter to reply to the request of information.
II. Materials:

Textbook, handouts
III. Anticipated problems:

Ss may have little experience writing such letter type, so T should be ready to
help them.

IV. Procedure:

Stages Procedure

<b>Interactio</b>

<b>n </b>

1.Warm up A hang-man game

- Divide the class into 2 big groups and draws each of them a
gallows on the board.

Team A Team B

- Explain to Ss that they are going to play a “Hangman” game

which has to do with the names of Vietnam’s popular TV
game/ talent shows and contests. The rule is each time T gives
a secret word and the groups will take turn to guess it by

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telling what letters they think there are in this word. If Ss
choose a letter that appears one or more times in the secret
word, the letters and their positions will be revealed and Ss
can keep on guessing the next letter. On the other hand, if Ss
guess a letter that is not in the secret word, then a piece of the
man being hanged will be added to the gallows and they will
lose their turn to the other group. Ss will get one point for
each secret word they can guess correctly and get a minus
point for each complete hangman they have got. When the
game is over, T will count how many points each group has
collected and the group with more points will win the game.

2.Pre-writing

Preparing Ss to write
Task 1

- Ask Ss if they want to participate in a competition/ contest,
what information about the competition/ contest they would
like to know and would look for. T writes the answers on the
board.

- Then get Ss to read the letter in Task 1 individually. T asks
Ss to identify who wrote the letter, for what purpose, what
information she requested and compare their answers with the

ideas on the board.

Individual
work &
whole class

3.While-writing

- Get Ss to read the requirements of Task 2 and work out with
a peer what they need to include in the reply letter and what
kind of language (formal? informal?) they need to use.

- Check the answers with the class and gives feedback. If
necessary, T reminds Ss of the format and language of a

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formal letter (e.g. it normally includes the sender’s address, it
begins with “Dear ...,”, not “Hello/ Hi” and is closed with
“Yours sincerely/ faithfully/ truly,”, or “Best/ kind/ warm
regards”, not “Bye” or “Cheers” .

- Now get Ss to write their own letters in 10 minutes.

- Then ask Ss to get in pairs, exchange their letters and correct
each other.

- Go around to offer help.

Post-writing

Feedback on Ss’ writing

- Choose one or two letters and reads it/ them to the class.
- Then elicit corrective feedback from the class and gives
final comments afterwards. T should draw Ss’ attention to the
format of the letter, the organisation of ideas and language
use.

Whole class

Wrap-up -T summarises the main points of the lesson

-For homework, T asks Ss to revise their letters according to
their peer’s suggestions and submit for marking in the next
lesson.

Whole class

<b>Period 34th Unit 6: Competitions</b>

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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

II. Materials:

Textbook, handouts
III. Anticipated problem:

Ss might have difficulty with the clusters because they don’t exist in Vietnamese.
IV. Procedure:

Stages Procedure

<i><b>Interaction</b></i>
Pronunciati

Distinguishing sounds

- Model the three clusters /tr/, /dr/, /tw/ for a few times and
explains how to produce them. E.g.: When producing /tr/, Ss
should produce /t/ first and then quickly switch to /r/, and so
on.

- Play the tape (or reads) once for Ss to hear the words
containing these clusters. Then T plays the tape (or reads)
again and this time asks Ss to repeat after the tape (or T).
- Ask Ss to read the words in each column out loud in chorus
for a few more times. Then T calls on some Ss to read the

words out loud. T listens and corrects if Ss pronounce the
target words incorrectly. If many Ss do not pronounce the
words correctly, T may want to get them to repeat after the
tape (or himself) again in chorus and then individually.

Practising sentences containing the target sounds

- Ask Ss to work in pairs and take turn to read aloud the
given sentences (p. 73, Practise these sentences).

- Go around to listen and takes notes of the typical errors

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- Call on some Ss to read the sentences again and provides
corrective feedback.

Grammar

a. Presentation

- If necessary, T reviews reported speech with gerund

+ Form: Verb + (OBJECT) + Preposition + (NOT) V-ing (*)
+ Meaning and use: We usually use a gerund structure to
report thanking, apologies, accusations, and so on. We don’t
use “say” in this structure.

E.g.: I apologised the teacher for submitting my assignment
late. We thank you for having helped us generously.

Note:

-Some verbs do not need a preposition, e.g. stop, deny,
admit, suggest, and so on.

-T might want to remind Ss that time and place references
often have to change in reported speech.

b. Practice
Exercise 1:

- Get Ss to do Exercise 1 individually and then find a partner
to check their answers with.

- Check with the whole class and provides corrective
feedback.

Individual
work, pair
work &
whole class

Exercise 2:

- Get Ss to do Exercise 2 individually and then find a
partner to check their answers with.

- Check with the whole class and provides corrective
feedback.

Individual
work, pair
work &
whole class

3.Wrap- up -T summarises the main points of the lesson.

-For homework T asks Ss to revise reported speech with

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infinitives and do exercises in the workbook.

Period 35TH<sub> Test yourself b</sub>

I.Objectives: By the end of the lesson Ss will be able to know how to do a test
II.Mareials: tape,cassette,book

III. anticipated problems:

Ss may need help with the exercises,so T should be ready to help them.
IV.Procedure:

I.Listening:-T play the tape twice

- Let Ss to do the exercise in the book.
- Check their answers

- Feedback and give the correct answer.
II.Reading:

-T maybe give out some new words of the passage.

-Ask Ss to read the passage and answer the questions in the book.
-Check their answers.

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III.Pronunciation and grammar:
A.Pronunciation.

-play the tape and ask Ss to tick in the right box.
-check the answers.

-Feedback and give the correct answer.
B.Grammar.

-Complete the sentences,using the right form of the infinitive.
-Let Ss do the exercise.

-Check their answers.

-Feedback and give the correct answer.

IV.Writing: Ask Ss to write about their birthday party following the questions
Below.

-whose birthday party was it?
-Where and when was it held?
-what did you do there?

-How did you enjoy it?

If the time is not enough,let Ss do at home.

...
...

Period 38TH :
Unit 7: world population

Lesson 1 : reading
I : Objectives : By the end of the lesson ,ss will be able to :
- gues the meaning of words based on contexts

- scan for specific information
II. Materials : Text book ,hand outs

III. Anticipated problems: ss may need to be provided vocabulary related to the topic so
that they can complete various learning tasks

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Stages Procedures Interaction
Warm - up

pre- reading

Game : Hang man :Have ss to guess a word correcponding to 10
adashes

Hinds : it is problem that India , China ,Vietnam ...have to

solve

P O P U L A T I O N
Divide the class in to 2 teams

- one student from each team suggest a letter in turn
- if the letter appears in the word ,the teacher write it in
- if the chosen letter is not in the word , the teacher starts the
contruct gallows for that team .One line is added for each wrong
choice

-Each team has its own gallows

-Each team can also make a guess 2 4

at the word but only when it is that
team’s turn .A wrong guess means
more line in the gallows. A correct

guess finishes the game 1 7 8

- if the team win by completing 6
on guessing a word correctly member

Of the team takes over as the 9 10

Hang man

3
Lead - in :

Questions :

1. What does “ population” mean ?
2. What is the population of Viet Nam ?

Team work

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while
reading

3. Do you think it is larger or small ?

4. What is the world population nowdays ?

Have ss to look at picture 2 in the text book and descibe them
Get ss to answer the questions

Go over the answers with the class

Introduce : today we are going discover the world population
through the time

Pre -teaching vocabulary
1. B.C ( before chrismast )
2. A.D ( Anno domini )

3. Antonym = opposite
4. Available : (n)

5. Decrease (v) = decline

Checking :Rub out the words and leave the Vietnamese
meaning ,synonym or explaination on the board

Point and each explaination or synonym and have ss to speak out
the E word

Task 1:

Ask ss to fill in each blank with a suitable word
Ask ss to refer to the text for difficult words
Move around to give help

Go over the answer with the students
Expected answer :

1 although 2 method 3. increase
4.resouces 5. figures 6. limit 7.
intonational

8. control

Task 2 :Questions and answering : ask ss to work in pairs to

Whole class

Individual
work

Pair work

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Post reading

wrapping
1

answer the questions

Call on some ss to read the answers in front of the class
Check with the class

<b>_ students to work in pairs to </b>

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questions, others give comments on the
answers and give supported ideas if possible.
_ asks some of them to give the answers,
others give comments.

_ asks students if they need more
information which can help them to organize
their ideas.

_ asks students to write the draft of the
writing first.

_ asks students to exchange their writing
with their partners’ then correct the
mistakes themselves.

_ walks around to help students if possible.

_ asks students to take their own drafts back
then write the complete writing in their
notebooks.

_ explains or correct some common
mistakes if necessary.

_ asks students to copy the correction of
some common mistakes and perfect their
own writing with the accurate structures and
vocabulary.

_ can give the sample writing if having
enough time.

<b>Task 2</b>

_ read the requirement of the task carefully.
_ listen to the explanation of the requirement
of the task.

_ can copy the suggested talk presented by
their teacher.

_ do the exercise orally.

_ ask their teacher if having any difficulties.

_ give comments on their friends’ talks.

Useful language:
1. build

2. upgrade

3. widen
4. equip
5. propagate
6. advertise
7. recruite
8. hold

_ some students give their answers.
_ some others give comments.

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_ asks students to copy the sample writing
then compare with their own writing if
necessary.

paragraph.

_ can ask their friends or their teacher
to supply some ideas they do not know
if necessary.

_ start to write the draft of the writing
first.

_ exchange their writing with their
partners’ then correct the mistakes
themselves.

_ ask the teacher for help if having any
difficulty in correcting the mistake
themselves.

_ take their own drafts back then write
the complete writing in their notebooks.
_ listen to the teacher’s explanation or
his correction on the blackboard.

_ copy the correction of some common
mistakes and perfect their own writing
with the accurate structures and
vocabulary.

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<b> 4. CONSOLIDATION:</b>

_ Students work in groups, talking about other events the Vietnamese athletes

won at the 22

nd

<sub> SEA Games if they know.</sub>

ﾧ...

<i><b>Period 76: </b></i>
<i><b>UNIT 12 </b></i><b>:</b>

<b> </b>

<b>THE ASIAN GAMES</b>

<b>C. LISTENING</b>
<b> I. TEACHING AIMS:</b>

_ To practise students’ speaking and listening skills.

_ To help students to guess the meaning of some words and do the task given in order
to understand the listening about a sports report.

<b>II. TEACHING AIDS:</b>

_ Textbooks, pictures, colour chalks, hand-outs, tape, cassette player...

<b>III. TEACHING STAGES: </b>

<b>1. GREETING AND CHECKING ATTENDANCE:</b>

_ Teacher greets the class and checks if anyone is absent.

<b> 2. PREVIOUS LESSON: </b>

_ Talk about the endangered animals.

<b> 3. NEW LESSON:</b>

<i><b>TEACHER S ACTIVITIES</b></i>’ <i><b> STUDENTS ACTIVITIES</b></i>’
_ asks students to work in pairs, ask and answer

the questions given.

_ asks some students to answer the questions
given.

_ notices students that they can use the
information in their speaking lesson.

_ presents some new words.

_ gives the brief meaning of the words using
various techniques.

A. Before you listen
Guiding questions:

1. What are these sports?

2. Have you ever watched the sports
like these on television?

3. Which sport(s) do you like best?
Why?

_ some students answer the questions
given.

_ some students answer and others give
comments.

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_ helps students pronounce the words correctly.

_ asks students to read the task 1 carefully then
ask their teacher if cannot understand nay
difficult words.

_ plays the tape then ask students to do task 1.
_ asks some students to give the answers then
correct their answers if necessary.

_ give the suggested answers.
Suggested answers:

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

_ asks students to copy the right answers.
_ asks students to read the task 2 carefully and
try to guess the answers if possible then compare
with their friends’.

_ asks students to do task 2 in pairs orally.
_ asks some students to give the answers.
_ can ask students to give the evidence to
illustrate their answers.

_ corrects the students’ answers.

_ gives the right answers to them if possible.

1. coming live
2. freestyle
3. gymnastics
4. Lee Bong-Ju
5. land

6. bar
7. gymnast
8. Vichai

B. While you listen
Task 1

_ read the task 1 carefully then ask their
teacher if cannot understand any difficult
words.

_ listen to the tape once or twice then do
the task 1 themselves.

_ compare their answers with their
friends’.

_ Some do the task orally, others give
comments on the answers.

_ listen to the teacher’s explanation and
take notes of the suggested answers.

Task 2

_ work in pairs discuss the requirement
of the task carefully.

_ try to guess the answers if possible
then compare with their friends’.

_ listen to the tape once or twice then do
the task themselves.

_ Some give the answers, others give
comments.

_ can give the evidence to illustrate their
ideas if possible.

_ notice the right answers and copy them
if possible.

<b> 4. CONSOLIDATION:</b>

_ Students work in groups and name some of the Vietnamese famous athletes they
know. (For example, soccer/ swimming/ running/ shooting/ billiards/ karatedo, etc.)

<b> 5. HOMEWORK:</b>

_ Learn the vocabulary listed by heart.

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<b>Period: 77 Date: 12/3/2008</b>

<i><b>UNIT 12 :</b></i>

<b> </b>

<b>THE ASIAN GAMES </b>

<b>D. WRITING</b>

<b> I. TEACHING AIMS:</b>

...
...ﾧ

<b>Period 79: Date: 10/3/2009</b>

UNIT 13 <b>HOBBIES</b>

<b>A</b> <b>READING</b>

I. Aims:

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- Passage comprehension
II. Teaching aids:

- Textbook, dictionary, tape, cassette
- Pictures

III. Teaching procedures:
A. Revision

B. Checking the previous lesson.
C. New lesson.

Teacher’ activities Students’ activities

<b>*Before you read</b>
<b>Notes:</b>

+Playing chess
+Fishing

+Collecting stamps
+ swimming

+ collecting fishing

- explains the meaning of some words &
phrases

* While you read
+ Key words:

- Be good at + V-ing
- Keeping fishes
- Glass fish tank
- Collect(v)
- Collection(n)
- Throw away (v)

- Work individually: look at the pictures

- Work in pairs: Guess the pictures and
answer the questions on the text book.

- explain the meaning of some words &
phrases

- Explain the meaning of the words

- work in individually

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<b>Task 1: the words below all appear in </b>
<b>the passage. Use a dictionary to explain</b>
<b>their meaning. Then translate them </b>

<b>into Vietnamese.</b>

- asks ss to use a dictionary to explain
their meaning. Then translate them
into Vietnamese

- calls ss to talk the meaning of the
words

- asks ss to check with their partner.
- Corrects them

<b>Task 2: Answer the questions</b>

-asks students to work in pairs, ask and
answer the questions

- asks students to read and translate the
sentences into Vietnamese

- moves round to help students if
necessary

- asks students to answers
- corrects the mistakes
<b>Answers:( sgv)</b>

<b>*After you read</b>

<b>Work in pairs. Discuss the question </b>“

<b>Which hobby do you prefer, playing </b>
<b>the guitar or keeping fished?”</b>

blank with a suitable word.

<b>- Use a dictionary to explain their meaning. </b>
Then translate them into Vietnamese

- explain the meaning of the words.
- give the same meanings

- check with their partner
- write down the blackboard
- correct them

-work in pairs, ask and answer the questions
- read and give the meanings

- practice the questions

- check the answer with a partner

- work in pair , ask and answer the questions
in front of the class

- listen and take notes

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<b>Period 80 UNIT: 13 </b>
<b>B: SPEAKING</b>

I. Aims:

- Talking about a preferred hobby.
- Talking about collections

II. Teaching aids:

Text book, work book, guide book.
Methods: discussion pair works:
III. Teaching previous lesson.

A. Revision,

B. Checking the previous lesson.
C. New lesson.

Teacher’s activities Students’ activities

<b>Task 1: work in pairs . saying which of </b>
<b>the hobbies you would like, not like to </b>
<b>do and why?</b>

(some reasons on the textbook page 107)

- Correct their answer

(pay attention to their pronunciation)
- The leader of each pair reads the result
Listen and remark

<b>Task 2: Work in pairs , two friends are </b>
<b>talking about their collection of books</b>

<b>Task 3: Talk about problems </b>

- Work in pairs

- saying which of the hobbies you would
like, not like to do and why?

(Reading without looking at their books
if they can)

- Work in pairs put the reasons in order
of importance

- Work in pairs

+ Read the measures for protecting
endangered nature

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<b>interfering with our nature and </b>
<b>measures to protect it.</b>

- Asks ss to work in groups

- Discuss the problems depend on the
information in task 1 & 2

- The leader of each group reads their

results

<b>Homework: </b>

- Prepare the next part: “Listening”

that example
+ Work out

- Work in groups

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<b>Period 81 : </b>
<b>UNIT 13: HOBBIES </b>

<b>C</b> <b>LISTENING</b>

I. Aims:

- Listen carefully and deciding true or false statements about the content of the listening
Gap filling

<b>II/ Teaching aids:</b>
- Teacher’s book.
- Typescript
- Cassette, tape

<b>III. Teaching produces</b>
A. Revision.

B. Checking the previous lesson

C. New lesson.

Teacher’s activities Students’ activities

<b>* Before you listen</b>

Asks and answer the questions
(sgk)

- Explains the meaning

* Listen and repeat

- magazines - continually

- profitably - otherwise - available
- gigatic - ignorantly - bygone
<b>* While you listen</b>

<b>Task 1: listen and choose the best </b>
<b>answer A, B, C, D for the sentences</b>
<b>Answers:</b>

- Work in pairs

- Read the questions carefully and answer
them

- Read the words clearly
- Explain the meaning

- Repeat the words

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- Reads and repeat the words clearly
- Explains the meaning

- Asks ss to read the statement carefully
- Reads the typescript

- Requires ss to listen to the typescript
twice

- Ask ss to choose A,B,C,D for the
sentences

<b>Task 2: Listen again and write the </b>
<b>missing words.</b>

- Reads and repeat the words clearly
- Explains the meaning

- Explains the meaning

- Asks ss to read the statement carefully
- Reads the typescript

- Requires ss to listen to the typescript
twice

- Asks ss to write the missing words
they’ll hear.

- Asks ss to check with their patners
Answers: (sgk)

* After you listen: work groups

- talk about the disadvantages of
over-reading( reading too much)

- Correct

- Read the words clearly
- Explain the meaning
- Repeat the words

- Read the statement carefully
- Listen to the typescript twice
- Choose the best answer
- Answer their choices

- Correct and give the answers

- Read each sentence carefully
- Listen the typescripts again
- Answer the questions
- Read the answers
- Correct

- Listen again & check
- Read the words aloud
- Repeat the words

- Explain the meaning of the words.
- listen again and fill in each blank a

suitable word

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<b>D. Homework:</b>

- Prepare the next part “WRITINNG”

- Read the answers
- Correct

- work groups

<b>Period 82: Unit 13</b>

<b>D</b> <b>WRITING</b>

I. Aims:

- Writing about a collection

II/. Teaching ands: Text book, workbook, guidebook
Chart

III/ Teaching procedures

A. Revision.

B. Checking the previous lesson.
C. New lesson.

Teacher’s activities Students’ activities

<b>Write about your collection,real or </b>
<b>imaginary, following these </b>

<b>guidelines.</b>

- Asks ss to look at the Reading,
listening, speaking again carefully
- Calls ss to read each part

<b>- Asks ss to real or imaginary , </b>
following these guidelines
- Name of your collection

- Look at the Reading, listening, speaking again
carefully

- Read each part again
- answer each question
- answer

- Correct

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- How you collect them

- How you keep them
- Your plan for the future

- When you started your collection
- How you classify them

- Why you collection them
- Corrects

- asks ss to work in groups at 15’
- calls ss to write down the

blackboard
- Repairs
<b>Homework</b>

- Read some writing & give remark.
- Prepare the next part: Language
Focus.

- use another structures to describe their
collection.

- work in groups at 15’

- to write down the blackboard
- repairs

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Period 83 UNIT 13: HOBBIES
E: LANGUAGE FOCUS

I.Aims: to get Ss to

- hepl students hoe to pronounce the ending”S”
- Help students write:

+ cleft sentences in the passive
+ some conjunctions

II. Teaching aids:

- Textbook, workbook, pictures, cassette, (colored) chalks
III. Teaching procedures

1. Greeting+ checking attendance
2. Check up:

3. New lesson:

Time T.S ACTIVITIES SS. ACTIVITIES

5’

I.PRONUNCIATION
/ts/, /dz/, /t/, /br/

1. listen and repeat
- reads the model sounds
- asks Ss to listen and repeat
- asks some Ss to repeat

2. practice reading the dialogue
- reads the models

- asks Ss to wo - asks Ss to work in pairs, practice
reading the dialogue

- corrects the mistakes
II. GRAMMAR
Cleft sentences in the active

a.ex1: It was the dog that was hit in

- write some pronunciation

- listen

- listen and repeat

- note the different among these
pronounce

- practice

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10’

the garden

Ex2: It was Christina who was given
lots of flowers by fans.

b.Structure:

It is / was + S + who/ that + be + PP

EXERCISE 1
- asks Ss to read the sentences
carefully

- asks Ss to combine the sentences
using conjuntions.

- asks Ss to work in pairs and
complete the sentences

- asks Ss to check the answers with a
partner.

- asks Ss to give answers
- corrects the mistakes

EXERCISE 2

- asks Ss to read the example in the
book.

- explains the example and asks Ss to

do exercise

- asks Ss to work in pairs and check
the answers

- asks Ss to give answers
- corrects the mistakes

CONSOLIDATION

- asks Ss to repeat some main points
HOME WORK

- look at example
- do example

- asks Ss to give the structure
- listen to explain

- write the structure
- write some notes

- read

- work in pairs and combine

- check the answers

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5’

- learnt by heart the lesson
- do exercise in workbook
- prepare the - prepare the next part:

- read the example

- listen and do exercise

- work in pairs and check the
answers

- give answers

- listen

- take notes
- repeat

- listen

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Period 84 UNIT14: RECREATIONS
A: READING
I.Aims: to get Ss to

- hepl Ss to know and guess the meaning in context
- understand the passage comprehension

II. Teaching aids:

- Textbook, workbook, pictures, cassette, (colored) chalks

III. Steps of teaching

1. Greeting+ checking attendance
2. Check up: Use a cleft sentence

Nam’s father got angry with him.
It was ………….

3. New lesson:

Time T’S ACTIVITIES SS’ ACTIVITIES

5’

10’

BEFORE YOU READ
- asks Ss to work in pairs, look at the
picture and answer the questions:
* What + be + S+ doing?”

WHILE YOU READ
* key words

- recreations: activities done for
enjoyment

- leisure: activities: nhửng hđ lúc
nhàn rổi

- spare time: free time: tg raûnh rỗi
- outdoors(adv)>< indoors

- by far: by a great amout( rất nhie u, à
rất rõ)

-look at the picture and answers

- write some new words

- listen

- repeat

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10’

7’

Ex: It is quicker by far to go by train
- past time= hobby

- pursuit(n): the action of going after
- on offer = available

- apart from = except for
TASK1

- asks Ss to read the passage in silence

and do the task that follow

- asks Ss to read the words/ phrases in
italics in the sentences all appear in the
passage and circle the correct answer.
- asks Ss to work in pairs and check the
answers

- asks Ss to give answers
- corrects the mistakes

TASK 2

- asks Ss to read the passage again and
answer the questions

- asks Ss to read and understand the
questions

- asks ss to answers

-asks Ss to work in pairs and give
answers

correct the mistakes

AFTER YOU READ

- asks Ss to work in groups of 4, and
answer the question

- give example

- read the passage in silence

- read the words/phrases

- correct the answers

- work in pairs and check the
answer

- give answers

- listen and take notes

- read the passage
- read the questions

- answer the questions

- work in pairs and check the
answers

- give answers

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3’

- are all the British leisure activities
mentioned in the passage also popular

in Vietnam?

HOME WORK

- asks Ss to learnt by heart the lesson
- read the passage again

- prepare the next part: SPEAKING

- listen and take notes

- work in groups of 4 and answer
the questions

- discuss

listen
take notes

Period 85 UNIT 14: RECREATIONS
B: SPEAKING
I.Aims: to get Ss to

- express agreements and disagreements
- help Ss to state the reasons

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- Textbook, workbook, pictures, cassette, (colorer) chalks
III. Teaching procedures

1. Greeting+ checking attendance

2. Check up: some words:

3. New lesson:

Time T’S ACTIVITIES SS’ ACTIVITIES

5’

15’

TASK 1

- expressing agreement and disagreement
* key words:

- agree: agreement(n)
- disagree: disagreement(n)

- asks Ss to read and give the meanings
the information in the book

-asks Ss to put A(agreement) and
D( disagreement)

- asks Ss to work in pairs and read the
expression

- asks Ss to give answers

-corrects

TASK 2

- asks Ss work in pairs and discuss
whether they should go on a camping
holiday.

- asks ss to work in pairs the
conversation.

- gives mark

TASK 3
* some notes:

- get close to: ga n gũi vớià

- read and give the meanings

- put A and D

- check the answers
- give answers
- take notes

- work in pairs and discuss

- practice the conversation

- listen and take notes

- write some words

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10’

- supplies: đo trang bịà

- asks Ss to work in groups of 4, continue
the discussion. Express agreement or
disagreement using the reasons from the
book.

- corrects their mistakes

TASK 4

- asks Ss to report their discussion to the
class and explain the reasons

- asks some groups talk about in front of
the class

- gives mark

HOMEWORK

- asks Ss to learnt by heart the lesson
- prepare the next part: LISTENING

- listen

- look at the task 2 again and do task 3
- Express agreement or disagreement
- listen

- take notes

- report the discussion

- some groups talk about their
conversation and explain
- listen

- take notes

- listen

- write some notes

Period 86 UNIT 14: RECREATIONS
C: LISTENING
I. Aims: to get Ss to

- listen for specific information

- help student to decide T or F statements
- comprehension questions

II. Teaching aids:

- Textbook, workbook, pictures, cassette, (colored) chalks
III. Teaching procedures

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2. Check up: talk about your class agreements and disagreements
3. New lesson:

Time T’S ACTIVITIES SS’ ACTIVITIES

10’

BEFORE YOU LISTEN

- asks Ss to work in pairs, ask and answer
the questions:

1. What are those people?
2. What are they doing?
* listen and repeat

some words from the book
- solitude(a): sự cô lập
- desert(n): sa mạc

- umbrella tent: le u hình dùà
- backpack: ba loâ

- to offer: cung cấp, đem đến
- humid(a): ẩm

- models the words
- asks Ss to repeat them

- asks Ss to give the meanings of the
words and phrases

- corrects

WHILE YOU LISTEN
TASK 1

- asks Ss to read and understand the
meanings of the sentences in task 1
- asks Ss to listen the tape script and
decide T or F.

- asks Ss to work in pairs and check the
answers

- work in pairs and answers

- write some words

- listen

-repeat

- give the meanings

- take notes

- read the sentences carefully

- give the meanings

- listen and decide T or F

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10’

- asks Ss to give answers

- asks Ss to listen again and corrects
TASK 2

- asks Ss to read the questions carefully
before listening

- asks Ss to listen the passage and answer
the questions

-asks Ss to work in pairs and check the
answers

- asks Ss to give answers

- reads the passage again and corrects the
mistakes from the students

- asks some pairs to practice
- corrects them

AFTER YOU LISTEN

- asks ss to work in groups of 4 and
discuss the questions from the book
- goes round to help the Ss

- asks some groups to talk about
- explains and gives some ideas.
HOME WORK

-asks Ss to learnt by heart the lessson
- prepare the next part: WRITING

the answers
- give answers

- listen again and take notes

- read the questions
- listen carefully

- check the answers with a
partner

- give answers

- listen again and take notes

- practice

- work in groups of 4 and
discuss

- talk about

- listen

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- listen

- take notes

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Period 87 UNIT 14: RECREATIONS
D. WRITING

I.Aims: to get Ss to

- retell about a holiday’s activities.
II. Teaching aids:

- Textbook, workbook, pictures, cassette, (colored) chalks
III. Teaching procedures

1. Greeting+ checking attendance

2. Check up: some words in part listening
3. New lesson:

Time T’S ACTIVITIES SS’ ACTIVITIES

10’

20’

TASK 1

- asks Ss to work in pairs, look at the
pictures and match them with the
activities during two- day holiday

- asks Ss to read and give the meanings
of the activities.

- macth them

- asks Ss to give answers
- corrects

TASK 2

- asks Ss to work in pairs, write a
passage about your class’s camping
holiday, using the information in task 1.
- helps them if it is necessary.

- asks Ss to write it.

- Ss check the answer with a partner
- asks a student to write the paragraph

- work in pairs, look at the pictures and
match them with the activities during
two- day holiday

- read and give the meaning of the
activities

-listen to explain
- take notes

- work in pairs, write a passage about
your class’s camping holiday, using the
information in task 1.

- discuss and write to it

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on the board

- corrects the mistakes.

CONSOLIDATION
-write a model passage

HOME WORK
- learnt by heart the lesson

- prepare the next part: LANGUAGE
FOCUS

- listen
- take notes

- write

- listen and take notes

</div>

Tải Giáo án Tiếng Anh lớp 11 ban Cơ bản - Giáo án cả năm môn Tiếng Anh lớp 11

<b>...</b>

<b>...</b>

<b> </b>

<b> Period 30th Unit 6: Competition</b>

<b> A: Reading </b>

<b>Interactio</b>

<b>n </b>

<b>_ students to work in pairs to </b>

<b>Task 2</b>

<b> 4. CONSOLIDATION:</b>

_ Students work in groups, talking about other events the Vietnamese athletes

won at the 22

nd

<sub> SEA Games if they know.</sub>

<b> </b>

<b>Period: 77 Date: 12/3/2008</b>

<i><b>UNIT 12 :</b></i>

<b> </b>

<b>THE ASIAN GAMES </b>

<b>D. WRITING</b>

<b> I. TEACHING AIMS:</b>

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