Lesson planunit 11E12

<span class='text_page_counter'>(1)</span>UNIT 11. BOOKS. PERIOD 66: LESSON A. READING *Objective: At the end of the lesson, Ss are expect to know more about the different ways and the importance of reading as well as improve their ability of guessing meaning from context and deciding on True/False statements. *Teaching Aids: Textbooks, posters… *Procedure: Time Contents Teacher’s &Ss’Activities -T divide the class into 2 big 5’ WARMER: (Jumbled Words) groups, then show the poster of 8 jumbled words and asks Ss to 1. VELNO  NOVEL reorder the letters to make 2. TICFION  FICTION meaningful ones. 3. SCECIEN  SCIENCE -After 2 minutes, T gets Ss to 4. PHYGRABIO  BIOGRAPHY take turns to write the words on 5. CEMANRO  ROMANCE the board. The group with 6. MICOC  COMIC more correct words will be the 7. CTRAF  CRAFT the winner. 8. LERTHRIL  THRILLER -T checks the words with Ss’ cooperation, then declares and congratulates the winner. *Introduce the lesson (Using the pictures on page 118) -Telicites the words by: 7’ PRE-READING: *Vocabulary: +Synonym -hard (adj) : khó +Mime hard (adv) : khó, vất vả, chăm chỉ +Translation hardly (adv) : hầu như không -T checks stress -(to) pick up : cầm lên -T consolidates the words by (to) pick s.o. up : đón, rước saying them in Vietnamese, -source (n) : nguồn then the Ss will give the English equivalents. *Open Discussion: 1. Do you often read books? 2. What kinds of books do you enjoy reading most/least? 3. How do you read books?  There are different ways of reading. WHILE-READING:. -T asks different Ss for each question.. -T shows the poster and asks Ss.

<span class='text_page_counter'>(2)</span> 10’. *Match the words in column A with the Vietnamese equivalent in to do the matching in pairs in 5 column B. minutes. -T have Ss give their answers A B on the board and asks them for 1. swallow a. đọc và suy nghĩ explanation 2. dip into b. nghiền ngẫm 3. taste c. đọc ngấu nghiến 4. digest d. đọc thử 5. chew e. đọc qua loa, lướt qua Keys: 1-c ; 2-e ; 3-d ; 4-a ; 5-b + (to) swallow + (to) dip into + (to) taste + (to) digest + (to) chew. 13’. : đọc ngấu nghiến (nuốt) : đọc qua loa, lướt qua (chấm vào) :đọc thử (nếm) :đọc và suy nghĩ (tiêu hóa) :nghiền ngẫm (nhai). ** Decide whether the following statements are true (T), false (F) or not mentioned (NM) in the reading passage. ___1. You can’t read different type of books in the same way. ___2. Books with good stories are often described as “hard-to-putdown” ___3. Many people only have time to read when they are travelling ___4. Television has replaced books altogether. ___5. Books can bring you all the information and stories with colour, picture and action. ___6. A book can be kept forever and read many times.. *For each word, T gives its original meaning. -T helps Ss to pronounce the words corectly. -T shows the poster, runs through the statements, then asks Ss to work in pairs in 10 minutes. -T asks some Ss to give the answer and explanation orally for each statement, then gives them the answer key.. Keys: 1-NM; 2-T; 3-NM; 4-F; 5-F; 6-T. 7’. 3’. POST-READING: *Discuss the following question: “Which do you prefer, watching TV or reading books? Why?. HOMEWORK: -Learn the vocabulary -Do the exercise of “after you read” (page 121) -Prepare the vocabulary for Speaking Lesson -Choose one short story to read.. UNIT 11. BOOKS. -T writes the answer on the board and have Ss discuss it in groups of 4 -T calls some Ss to present their groups’ ideas.

<span class='text_page_counter'>(3)</span> PERIOD 67: LESSON B. SPEAKING *Objective: At the end of the lesson, Ss are able to ask and answer about the reading habit as well as the the main characters in the book being read. *Teaching Aids: Textbooks, handouts, posters… *Procedure: Time 7’. Contents WARMER: (Jumbled Sentences) 1. you/ do/ reading/ books/ of/ kinds/ like/ what/ ?//  What kinds of books do you like reading? 2. you/ do/ books/ when/ usually/ read/ ?//  When do you usually read books? 3. you/ often/ do/ how/ books/ read?//  How do you often read books? 4. book/ are/ reading/ which/ you/ ?//  Which book are you reading? 5. the/ character/ who/ is/ main/ ?//  Who is the main character? 6. he/ like/ what/ is/ ?//  What is he like?. PRE-SPEAKING: *Match the questions with the apropriate answers.. 13’. Questions Answers 1.What kinds of books do you a. I read books whenever I like reading? have free time. 2.When do you usually read b. He is brave, witty and very books? kind to other people, c. I like reading all sorts of 3.How do you often read books – Short stories, books? science fiction, etc. d. I’m reading “The Chamber 4.Which book are you of Secret”, one of Harry reading ? Potte books. e. A young boy, Harry Potter, 5.Who is the main character? who is trained to be a wizard in wizard school. 6.What is he like? f. I often read through the. Teacher’s & Ss’activities -T divide the class into 2 big groups, then show the poster of 6 jumbled sentences and asks Ss to reorder the words to make meaningful ones. -After 2 minutes, T gets Ss to take turns to write the sentences on the board. The group with more correct sentences will be the the winner. -T checks the sentences with Ss’ cooperation, then declares and congratulates the winner. -T helps Ss to read the questions apprpriately. *Introduce the lesson (“What do we use these question for?”). -T delivers the handouts and asks Ss to do the matching in pairs in 5 minutes. -T have Ss give their answers on the board and asks them for explanation.

<span class='text_page_counter'>(4)</span> books quickly first.. Keys: 1-c; 2-e; 3-f; 4-d; 5-b; 6-a ** Practise reading the conversation using the question and -T reads and asks Ss to repeat the conversation sentence by answers above. sentence, then have them practise it in pairs.. 15’. 7’. 3’. -T gives instructions, then goes WHILE-SPEAKING: *Ask your friend about their reading habit and the book they are around to monitor the class, encourage the Ss to speak as reading or have read, using the questions above. well as offer help when necessary. -T calls some Ss to present their partner’s reading habit and the book (s)he is reading or has read.. POST-SPEAKING: *Report the results to the class.. HOMEWORK: -In pairs, continue to practise the conversation made in class. -Write a short paragraph about you reading habit and the book you are reading or have read. -Prepare the vocabulary (Listen and repeat-page 123) for Listening Lesson. UNIT 11. BOOKS. PERIOD 68: LESSON C. LISTENING.

<span class='text_page_counter'>(5)</span> *Objective: At the end of the lesson, Ss are able to understand the monologue about a book which has been read through multiple choice exercises and gap-filling. *Teaching Aids: Textbooks, handouts, posters… *Procedure: Time 5’. Contents WARMER: (Network) … Bambi. 101 Spotted Dogs. Stories/ Films about animals Wait and See. Mickey Mouse. Unit 11: BOOKS --Listening— 7’. 10’. PRE-LISTENING: *Listen and repeat. -incredible -wilderness -fascinating -unnoticed -journey -personality -survive -reunited. WHILE-LISTENING: *Circle the correct answer A, B or C. 1. The title of the book is ______. A. Canadian Wilderness B. The Incredible Journey C. Sheila Burnford 2. The book is about ______. A. a Canadian family B. three Canadian friends C. three animal friends. Teacher’s & Ss’activities -T divides class into 2 groups & draws the nets on 2 parts of the board.Then T controls the class playing network game. (The members of each group take turn to write out the Stories/ Films about animals. The group has more correct answers will be the winner) -T check the result with the whole class, then declares and gives congratulation on the winner *Introduce the lesson (“We will listen to another animal story”) -T asks Ss to open the books, page 123, then runs through the words by asks Ss to give Vietnamese meaning orally. -T helps Ss to pronounce the words correctly. *T introduce the listening text: ”Listen to the woman talking about the book that she has just read and do the task that follow”. -T asks Ss to do Task 1 on textbook, page 123. +Run through the questions +Read and ask Ss to repeat the question +Play the tape twice -Give feedback (Ss say their choice, then T plays the tape and pauses after the answers to check).

<span class='text_page_counter'>(6)</span> 3. Where does the Canadian family go? A. To visit a friend who lives 300 miles away. B. To England for a long journey. C. To the Canadian wilderness. 4. Why do the animals leave the friend’s house? A. They want to find their owners B. They want to know how to survivelife in the wilderness. C. They were not well-treated by the friends. 5. What is the central theme of the books? A. How the animals can survive life in the wilderness in order to get home. B. How to resolve an animal problem. C. How to take care of other people. Keys: 1-B; 2-C; 3-B; 4-A; 5-A. 15’. **Listen again and fill in the gaps in the passage. Each animal has a distinct personality, but they care for one another asmost as if they were a (1)_________. The most impressive of them is the old dog. The journey was the most difficult for him, but amazingly he found the (2)________ to make it. The author didn’t try to turn the animals into people, speaking and acting (3)_______. Instead, she was faithful to her charecters as animals ans showed us their (4)_______ through animal eyes. That made the books interesting and unbelivable. I would recommend the books to anyone who likes animals. I think that anyone who has ever had a (5)_______ or wanted one would enjoy it. Keys: 1. family 2. strength 3. humans 4. journey 5. pet POST-LISTENING: *Would you like to read the books? Why (not)?. 10’ 3’. --T asks Ss to do Task 1 on textbook, page 123.. -T has Ss discuss the question in groups of 4, then calls some Ss to present their groups’ ideas in front of the class.. HOMEWORK: *Read the book “Frankenstein by Mary Shelly , then answer the - T introduces the book, then asks Ss to read it and do the questions on textbook, page 125. task in groups of 6. UNIT 11. BOOKS. PERIOD 69: LESSON D. WRITING *Objective: At the end of the lesson, Ss are able to write a report on the books they have read..

<span class='text_page_counter'>(7)</span> *Teaching Aids: Textbooks, handouts, posters… *Procedure: Time Contents 7’ I. WARMER: (Guessing Words). 5’. 10’. Teacher’s & Ss’activities -T introduces the game -T uses pictures, drawings or realia to elicite the words “ruler, teacher, eraser, rain, The author pen, orange” The title Type of book -From the initial letters of the BOOK R E P O R words, Ss will reorder them to Your opinion T make a meaningful word. Main charecter Report The plot of the story *Introduce the lesson (use a book with the title of Frankenstein by Mary Shelly) -T asks Ss to open the books, II. PRE-WRITING: (Matching) * Below are questions you have to answer when writing a report page 125, then asks them to do on a book, but they are jumbled. Work with a partner. Put the task 1. questions under the correct headings. Questions to be answered: 1. What was your opinion of the book? 2. Where is the book set? 3. Would you recommend the book? 4. Who is the author? 5. What is the main theme of the story? 6. Who are the main charecters? 7. What is the title of the book? 8. What is the plot of the story? 9. What type of book is it? HEADINGS: -General introduction: ………………………… -Summary of the book’s content: ………………. -Conclusion: ……………………………………. Keys: HEADINGS: -General introduction: 7, 4, 9 -Give feedback -Summary of the book’s content: 2, 5, 6, 8 -Conclusion: 1, 3 **Answer the above questions about the book you have just read. -T asks Ss to give the answers Possiple answer: to the questions on their Questions Brief Answers groups’ posters, then has some 1.What is the title of the -Frankenstein good posters sticked on the book? board. 2.Who is the author? -Mary Shelly 3.What type of book is it?. -A horror story.

<span class='text_page_counter'>(8)</span> 4.Where is the book set? 5.What is the main theme of the story? 6.Who are the main charecters? 7.What is the plot of the story?. -Geneva -Life of Frankenstein, a monster -Frankenstein. -T gives coments on the posters -T delivers the handouts of possiple answers to each group. -A student from Geneva discovers the secret of life. He constructs a creature more like a monster. The monster feels lonely. It attacks and kills Frankenstein’s friend and his brother. Frankenstein determines to kill the monster; He is killed first by the monster, then it kills itself. 8.What was your opinion -interesting/ horrible of the book? 9.Would you recommend - Yes/ No the book?. 14’. 8’. 1’. III. WHILE-WRITING: (Write it up) *Write the report on the book “Frakenstein” base on the -T asks Ss to work in groups of 6 again to write the book report information on the handouts. on the posters. - T reminds Ss to combine the sentences on the plot of the story. - T goes around to give help when necessary. -T asks Ss to stick the posters IV. POST-WRITING: (Exhibition & Correction) on the board for the Ss to see, *Stick your reports on the board. then chooses the best report to give quick correction. V. HOMEWORK: *Finish the final draft of the book report on your exercise books. **Review the rhythm & Modals in the Passive Voice to prepare for Language Focus lesson. UNIT 11. BOOKS. PERIOD 70: LESSON E. LANGUAGE FOCUS *Objective: At the end of the lesson, Ss are able to understand the monologue about a book which has been read through multiple choice exercises and gap-filling. *Teaching Aids: Textbooks, handouts, posters….

<span class='text_page_counter'>(9)</span> *Procedure: Time 3’ WARMER: Check up the old lessons. 12’. 10’. Contents. PRONUNCIATION: (Rhythm) *Listen and practise reading the following sentences, paying attention to the stress syllables 1. Why did you behave like that? 2. Come for a swim. 3. I think it will be fine. 4. She’s gone for a walk in the park. 5. I wonder if he’ll ever come back. **Mark the primary stress over the main stress syllables, then practise reading the sentences. 1. Peter’s coming in a minute if he can. 2. Come and see us at our new appartment. 3. Where’s your new appartment? Is it in another district. 4. Why has he trying to embarrass me? 5. Probably he wanted you to notice him. GRAMMAR: (Modals in the Passive) I. Presentation: Ex: You should water the flower.  The flower should be watered. You shouldn’t put the flower in such sunny place.  The flower shouldn’t be put in such sunny place. *Form:. Teacher’s & Ss’activities -T just call some Ss to check the old lesson - Continue the lesson - T reviews the rhythm quickly, then asks Ss to open the books, page 126 and do the 2 tasks. -T read each sentence and asks Ss to repeat. -T calls some good Ss to read in front of the class. -T asks Ss to read the sentences and mark the primary stress. -T reads the sentence for the Ss to check their mark. -T asks Ss to practise in pairs & goes around to give help. -T elicites the 2 example from the Ss by using the pictures of 2 flowers. S + modal (not) + Vo + O … S + modal (not) + be + Ved3 + … + (by O). ** Some modals and the equivalents: - Can : be able to - May : be possiple to, be allowed to - Will/ Shall : be going to - Must : have to Ex: They are going to build a new house.  A new house is going to be built. *** Some verbs having passive forms as modals: - used to - be to. -T asks ss about the equivalents of modals and write them on the board. -T gives the sentence in active voice and asks Ss to turn it into the passive one. (Pay attention to the forms of “be/have”) -T offers Ss with some verbs.

<span class='text_page_counter'>(10)</span> - be certain to - be about to. 9’. 10’. 1’. - be sure to - be bound to. Ex: They used to use oil lamp.  Old lamp used to be used. II. Practice: *Rewrite the sentences in the passive. 1. You can buy toothpaste at the drug store.  Toothpaste can be bought at the drugstore. 2. You mustn’t use this machine after 5.30 p.m.  This machine mustn’t be used after 5.30 p.m. 3. They are certain to interview the applicants. The applicants are certain to be interviewed. 4. You have to do this exercise before class. This exercise has to be done before the class. 5. Nobody can solve the mystery.  The mystery cannot be solved. **Following is a conversation between two charecters in a science fiction about space travel. Complete it with the suitable passive form of the verbs in brackets. Naomi: Dr. Kay, I’d like to ask how meals (1. will/prepare)___ in the Space Station. _____ food (2. be going to /cook)_____ on board or taken in the form of tablets? Dr. Kay: Neither. Gourmet meals (3. will/pre-package)_____ on earth then they (4. can/warm up)_____ on board. Naomi: But the tourist will be from different parts of the world. How _____ food (5. should/choose)_____ to suits everyone’s taste? Dr. Kay: An international menu (6. have to/offer)_____. Food (7. could/select)_____ from food preference forms that tourists completed before the trip. And meals (8. ought to/make)____ as pleasant as possiple. HOMEWORK:-Do the rest of Exercise 1, page126, 127 -Prepare vocabulary for the reading lesson of unit 12- Water Sport. having passive forms as modals on the board -T gives the sentence in active voice and asks Ss to turn it into the passive one. (Pay attention to the forms of “be”) -T shows the poster and ask Ss to do the exercise inpairs in 5 minutes. -T calls 5 Ss to write their answer on the board, then checks the answers with the whole class.  Pay attention to some negative subject. -T asks Ss to do Exercise 2, page 127 Keys: 1. will be prepare 2. Is food going to be cooked..? 3. will be pre-packaged 4. can be warmed 5. should food be choosen…? 6. has to be offered 7. could be selected 8. ought to be made -Give feedback.

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