Giao an tieng anh 11

-Asking Ss to work individually then share the answers with a partner6. -Asking Ss to work individually then share the answers with a partner.. POST- SPEAKING: 13ms Asking Ss to use the

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UNIT 1:FRIENDSHIP Leson1:READING

• Objectives: By the end of the lesson, Ss will be able to read and understand the text about the friendship

• Teaching aids: pictures, posters

• Procedures:

Teacher 's activities Students’ activities

I WWRM-UP:(5ms)

Brainstorming-Asking Ss to give the adjectives describing

features of a good friend

-Asking Ss to work in groups

Generous

sincere

*Leading to the new lesson :I know that we

have a lot of friends in our lives Today, we’ll

know more about friendship through reading the

*Eliciting- Modeling- Checking M and Pro

Ex: He always helps people without thinking of

his own benefit What characteristics can you

say about him?

1 unselfishness (unc):tính không ích kỷ

How do you say ‘sự kiên định” in E?

2 constancy (unc):sự kiên định

Give me the synonym of “be faithful to”

3 be loyal to = be faithful to.

Ex: The news is greeted with enthusiasm What

does” enthusiasm” mean?

4 enthusiasm (unc):sự nhiệt tình.

5 sympathy (unc):the feeling of being sorry for

sb, showing that you care about sb’s problems

What is the noun of suspicious?

6 suspicion (unc):sự đa nghi.

*Checking voc: clap the board

2.Matching

-Listening and contributing to the lesson

-Repeating in chorus/ individual

-Giving meaning and stressed syllable of the words

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-Asking Ss to match the English words in

column A with the suitable Vietnamese

meaning in column B

-Asking Ss to work individually then share the

answers with a partner

-Calling on some Ss to give the answers

-Correcting

A B

1.trust a nỗi buồn

2 secret b qua lại

3 acquaintance c sự tin tưởng

4.rumour d sự theo đuổi

5.gossip e người quen

-Calling some Ss to give the answers

-Correcting

-Matching

-Working individually

-Sharing the answers with a partner

-Giving the answers

*Keys:

1-c 2-h 3-e 4-f 5-g 6-a 7-b 8-d

-Looking at the board and listening to the teacher’s instructions

-Filing in the blank

-Working in groups

-Giving the answers

Keys:

1 mutual 2.incapable 3 unselfish

4 acquaintance, friend 5 give-and-take

6 loyal to 7 suspicious

II WHILE-READING: (15’)

1.Task2:

-Asking Ss to read the passage and find the

main idea of the whole passage

-Asking Ss to work in groups of 4 or 5

-Calling on some Ss to give the answer

-Correcting

2.Task3:

-Asking Ss to read the passage and answer the

question

-Asking Ss to run through the questions

-Asking Ss to work individually

-Asking Ss to ask and answer the questions in

pairs

-Calling Ss to present in front of the class

-Giving feedback

4.There must be a mutual trust between friends

because if not people can’t feel safe when

telling the other their most intimate secrets.

-Reading the passage quickly and find the main idea of the passage

-Working in groups

-Giving the answer

+ Key: B Conditions of the true friendship.

-Reading the passage again and answering the questions

-Running through the questions

-Working individually-Working in pairs

-Presenting in front of the class

*keys:

1.unselfishness.It’s tell us that a man who is concerned only with his own interests and feelings can’t be a true friend.

2.Because they are take up an interest with

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5 Talkative people can’t keep a friend because

they can’t keep secret, either their own or those

of others.

6 Sympathy It tell us that to be a true friend

you must sympathize with your friend Where

there is no mutual sympathy between friends,

there is no true friendship.

enthusiasm, but they are soon tired of it, and they feel the attraction of some new object.

3.Loyalty It’s tell us that the two friends must be loyal each other, and they must know each other so well that there can be

no suspicions between them.

III POST-READING (8’)

-Asking Ss to discuss the question:”Why do we

need to have friends?”

-Going around to help Ss

-Calling on some Ss to present in front of the

+ in your studies+ when you are in need.-Presenting in front of the class

IV HOME WORK (2’)

_Asking Ss a short paragraph about their friend

and prepare Lesson 2: SPEAKING

-Listening

-Taking notes

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UNIT 2: PERSONAL EXPERIENCES

- Giving instructions:Have you involved in the

situation in which you don’t know what to do?

II PRE- READING:

1 Teaching voc: (10)

- idol (n): (example): thần tượng

Ex: Who’s your favorite singer

Hong Nhung

Hong Nhung is your idol

-glance (v) (miming): liếc mắt

- sneaky (a) (situation): lén lút

 What would you do if you couldn’t do your

test?

Copy

 What’s your attitude?

Be afraid of the T and look sneaky

- embarrassing (adj) (synonym ) = confusing

(adj): bối rối

- make a fuss (exp) (over/about) (explanation):

làm ầm ĩ

S.o complains noisily about s.t she/he

doesn’t like

* Checking voc: R.O.R

2-Sticking 6 pictures on the board

-Asking Ss to discuss what is happening in eacg

of them

-Asking Ss to work in pairs

Ss to discuss what’s happening in each picture and then asks Ss to predict the order

-Asking Ss to the answers and evidence

-Putting the pictures of the events (on the

board) in the order that they happen in the story

-Ss read the passage silently in 3 mins.Keys: 1.d – 2.b – 3.f – 4 e – 5.a - 6.c

2Task :Multiple choice

1 The writer’s most embarrassing experience

happened when she was

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B a junior high school student

C a senior school student.

2 She wished to have a like the one

of her pop idol.

A a red dress

B a red floppy cotton hat

C a pair of red shoes

3 She bought it with the money

A her father gave her

B she picked on the street

C She took from a school boy’s bag

3 (Task 3/ p 24) Comprehension questions

-Asking Ss to read the passage again and

answer the following questions

-Going around the class to help Ss

-Giving feedback

III POST-READING: (7’)

-Asking Ss to discuss the question: “What

would you do if you were the writer?”

-Asking some groups to present

-Giving feedback

Keys:

1 A floppy cotton hat.

2 To buy a floppy cotton hat.

3A wad of dollar notes that look exactly like those her father given her.

4 She thought that was her own money and the boy had stolen it from her.

5 She bought a hat of her dream.

-Asking Ss to write about their own experiences

and prepare: SPEAKING

-Listening

-Taking notes

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UNIT 2 PERSONAL EXPERIENCES

-Asking Ss to think of a word containing 10

letters, you can guess 2 letters first:

* Eliciting- Modelling- Checking M and Pro.

-a native speaker người bản xứ

Ex: Mary comes from England

She speaks English as a native speaker

- (to) affect :ảnh hưởng

Ex: Smoking is harmful to our health It means

smoking ……….badly our health

→ affects

Using a picture and asking Ss what’s this?

- a turtle (n) (picture) con rùa

* Checking voc: R.O.R

-Working in groups

Key words: EXPERIENCE

-Listening and contributing to the lesson.-Repeating in chorus/ individual

-Giving meaning and stressed syllable of the words

-Copying down

2 Task 1:

-Asking Ss to match the things they might have

done or experienced in box A with how the

experience might have effected them in box B

-Asking Ss to work individually then share the

-Calling on Ss to present

-Giving feedback

III WHILE- SPEAKING:

-Asking Ss to put the conversation in the

correct order

-Asking Ss to give the answers

-Correcting

-Asking Ss to practice the dialogue in pairs

-Calling on some pairs to perform the dialogue

in front of the class

-Sticking a poster with the completed dialogue

-Asking Ss to pay attention to the tense of the

verb <Simple past >

-Matching

-Working individually -Sharing the answers with a

-paying attention to the questions:

Have you ever …… ?

How did it happen?

When did it happen?

Week: 3

Period: 8

Date: 30/8/09

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How did the experience affect you?

III POST- SPEAKING: (13ms)

Asking Ss to use the questions above to talk

about their own past experiences, using the

cues in task 1

-Going around the class to help Ss

-Calling on some Ss to present

IV HOMEWORK: (2ms)

-Asking Ss their own dialogue in notebook

-Asking Ss to prepare LISTENING>

-Talking about their own past experiences.-Working in groups

-Presenting

-Listening

-Taking notes

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UNIT 2: PERSONAL EXPERIENCES

Lesson 4: LISTENING

* Objective: By the end of the lesson, Ss can listen and understand about a fire

* Teaching aids: picture, cassette, handouts

-Leading to the lesson:

- Have you involved in or seen a fire?

- What did you do then?

- How did you feel?

II PRE- LISTENING:

1 Pre- teach voc:

* Eliciting –Modelling- Checking M and Pro

Give me the synonym of ‘ unforgettable”

- memorable (a) = unforgettable (a) đáng ghi

nhớ

- Terrified (a) sợ hãi

Ex: Most people feel terrified when they see

snakes

- (to) scream la thất thanh, la hét

What do people often do when they see

something terrible?

Using picture What are they doing?

- (to) embrace : ôm

-(to) Protect : bao ve

What do we wear a helmet for? → to protect

our head

Keys:

1 protect 2 embraced 3 memorable 4

terrified 5 screamed 6 replace

7 gas stove 8 escape

II WHILE – LISTENING

-Looking at the picture and saying what is happening in it

4 I feel …whenever I stay at home alone

5 The fans …….with excitement when they saw their idols

6 Robots can …….people in some work

7 Remember to turn off the …… right after cooking

8 They were trying to ……….from a burning house

Week: 3

Period: 8

Date: 30/8/09

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1 Prediction (task 1)

-Asking S to guess whether the statements are

true or false

-Running through the sentences

-Asking Ss to work individually the share the

-Asking Ss to give the answers

III:WHILE-LISTENING:

1 Checking Task 1

-Asking Ss to listen to the tape and check

their answers

-Playing the tape twice

-Asking Ss to share the answers with the

friends

-Playing the tape again and correcting

Keys:

1 T 2.F 3 F 4 F 5.T

2 Task

-Preparing 6 piece of paper on which there

are 6sentences as follow

-2.a Her most unforgettable experience

happened 13 years ago.

-4.b Her house burned down

-7c The fire started in the kitchen because

she forgot to turn off the gas stove.

-3.d She heard her mother’s voice calling her

name

-6eShe rushed to her mother and her mother

carried her out.

-5 f She got away without even a minor burn

-Asking Ss to put the sentences in right order

to make a complete story

-Correcting

3 Task 2

-Asking Ss to listen the second part of the

dialogue and fill in the gaps in the summary

of Christina’s story

-Calling on Ss to give the answers

-Playing the tape again and Asking Ss to

Check their answers

-Correcting

-Listening to the teacher’s instructions

-Guessing

-Working individually -Sharing the answers with a partner

-Giving the answers

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-Listening to the tape.

-Filling in the gaps

-Working in pairs

-Giving the answers

Keys:

1 small 2 everything 3 family

4 replaced 5 took 6 appreciate

III POST - LISTENING (5’) (textbook

P28) Discussion

-Giving situation and giving instructions

-Going around to help Ss

-Calling on some Ss to presenting

-Giving feedback and comment

Christina says that family is more important

than things Do you agree or disagree with

her? Why? Exchange your ideas with a

partner

-Discussing

-Working in groups

-Presenting

IV HOME - WORK (3’)

-Asking Ss to write their idea ( post-

listening) in the notebook and prepare

WRITING

-Listening -Taking notes

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UNIT 2: PERSONAL EXPERIENCES Lesson 4: WRITING

* Objectives: By the end of the lesson Ss will be able to know the way to write a personal letter about past experience

*Teaching aids: Posters, pictures, handouts

*.Procedures

Week: 4

Period: 10

Date: 5/9/09

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Teacher ‘s activities Students’ activities

I.WARM-UP (3 ms)

-Asking Ss to look at the pictures or listen to the

situations and answer the questions

T either shows 2 pictures of ‘a man attacked by a

dog’ and of ‘a man slipped & fallen in the street’ or

gives 2 situations and asks some questions:

1 What’s the matter with the man in the 1st picture?

2 How did this affect him?

3 How about the 2nd picture?

4 According to you, how did he feel when there were

a lot of people in the street?

II.PRE-WRITING (15 ms)

1Task 1

-Asking Ss to listen to the teacher’s past experience

and do a multiple-choice task

-Telling Ss her/his past experience.

‘I’ve had a lot of experiences in my life My

unforgettable experience was just 2 months ago,

when my family spent a summer holiday in Hue city.

We stayed at a big hotel with 7 floors for three days

My son, a quick and naughty boy likes taking the lift

so we decided to choose a room on the top floor On

the last afternoon of our stay, while I and my

husband were both talking to each other and

stepping into the lift, my son was putting his left hand

into one of the two slots of the lift I really lost my

temper then Immediately, I grabbed his hand and

tried to draw it out of the slot, but I couldn’t The boy

was more and more crying, and I began crying My

husband, who prevented me from doing like that, was

very calm He managed to draw his hand out of the

slot At that time, I felt relieved and hugged my son

because I had thought of the worst thing that would

happen to him Luckily, he wasn’t seriously injured.

This experience made me frightened and pay more

attention to my naughty son Especially, I find that

we should be calm when solving any problems.’

TASK: Listen to my past experience and then tick

the right pictures related to the story

1 He was attacked/bitten by a dog.

2 This made him frightened.

1 Where the experience happened: at a hotel,…

2 When it happened: 2 months ago, when I was on

holiday,…

3 How it happened: (various details)

4 Who was involved:

5 How it affected you: It made me

embarrassed/frightened…; It changes my outlook on

life…

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Week: 4

Period: 11

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

- Pronounce /m/, n/, /ŋ/ correctly.

- Use the simple present, the past simple ,past progressive, and past perfect

correctly in particular situation in speaking or in writing

*Teaching aids: posters and pictures

*.Procedure

Teacher’s activities Students’ activities

A Pronunciation(15mn)

1 Activity1

-Asking Ss to put the words into the correct column

make, nose, wrong, summer, money, bringing

2 Activity 2

Listen and repeat

-Introducing how to pronounce /m/, n/, /ŋ/ (the

words in the textbook)

-Reading aloud the words

-Calling some Ss to pronounce them

Working in pairs Suggested answers

/m/ make, summer

/ n/ money , nose /ŋ/ wrong bringing

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-Giving feedback

Practice reading aloud the sentences

Poster(statements in the textbook)

-Asking Ss to pronounces the words with /m/,/n/,/ng/

-Reading aloud the sentences

-Calling some Ss to read aloud them

-Giving feedback

B Grammar (28ms)

1 Presentation(10mn)

a The simple present indicating past time

-Eliciting the model, the tense, and the use

b Past simple and past progressive

-Eliciting the models by using 2 pictures

-Eliciting the tense and the use

c .Past simple and past perfect

-Eliciting the model by using a picture

-Eliciting the tense and the use

2.Practice(20 mn)

-Asking Ss to take turn to do Ex1,2,3 in the textbook

-Giving feedback

Suggested answers-Model:

2 Past progressive: describe the situation that the

action happened in

C Homework (2ms)

-Asking Ss to do Ex 3,4,5 on page 15,16 in Exercise

Book and prepare UNIT 3: READING

-Listening carefully

-Repeating chorally, then practise in pairs

-Pronouncing -Listening

-Repeating chorally-Repeating chorally and then practise in pairs

-Reading aloud-Listening

-Answering

Suggested answers-Model: The story is about a girl called Little Red Riding Hood who lives with her mother

-Tense: simple present-Use: to tell about the story in the past to make the ideas in it more lively

-Answering

Suggested answers-Model: when the police arrived, the car had gone

Tense: past simple-past perfect-Use: past simple:(above) past perfect: the action happened

-Listening

-Taking notes.

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UNIT 3: A PARTY

READING

Objectives: By the end of the lesson, Ss will be able to read and understand the text about Party

Teaching aids: hand-outs.

- Have you ever been to a party?

- Do you enjoy going to a party?

- Could you tell me some kinds of parties you

have been invited to?

-Introducing the lesson:

“Today we will learn about some kinds

of parties that people are celebrating”

II PRE-READING: (10 minutes)

1.Pre-teach voc:

* Eliciting- Modelling- Checking M and Pro

1 blow out (v) thổi tắt

(Miming: T asks the Ss to look at him or her T

does the action of blowing out the candles

then asks the Ss:

-Listening to the teacher’s instructions.-Working individually

-> Expected answer: yes-> Expected answer: yes

-Listening and contributing to the lesson.-Repeating in chorus/ individual

- Giving the meaning and stressed syllable

of the words

Week: 4

Period: 12

Date: 6/9/09

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“What I have done?”  Expected answer:

blow out the candles)

2.a couple: đôi vợ chồng

3 anniversary (unc): lễ kỹ niệm

+ golden anniversary

+ silver anniversary

+ wedding anniversary

Give me the synonym of “present”

4.a gift = a present: món quà

5 milestone(unc): thời kỳ quan trọng

Checking vocabulary: R O R

2.Task 1:

-Sticking a poster on the board

-Asking Ss to read the table and decide which

of the activities takes place at a party or a

wedding anniversary party or at both

-Asking Ss to work individually then asking

them to share the answers with a partner

III WHILE-READING: (20 ms)

1 Checking task1 :

-Asking Ss to read the text and check their

guessing individually

- Asking Ss to work in pairs

-Correcting

2 Task 2:

-Asking Ss to read the text again and underline

the wrong word and provide the correct one

- Running through the sentences

-Reminding Ss that there is only ONE wrong

- giving the answers

-Reading the text and checking their guessing

-Working in pairs

-Giving the answers

o Answer keys:

1 birthday party 2 both

3 both 4 wedding anniversary party

5 wedding anniversary party

6 wedding anniversary party

7 birthday party

oo

o –Reading the text again , underlining the wrong word and correcting

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III POST- READING:(9 minutes)

PREPARE YOUR BIRTHDAY PARTYTime to start

Place to celebrate your birthday party in a park, at home, at a restaurant, at a coffee

shop…

Interesting activities

DISCUSSION

-Asking Ss to work in groups of 5

-Asking Ss to discuss the reasons why they prefer

to celebrate their birthday party at home / in the

-Asking Ss to write a short paragraph about the

preparation for your birthday party and prepare

SPEAKING,

.-Listening -Taking notes

SPEAKING

Objectives: By the end of the lesson, Students will be able to talk about the party they

have been to and tell how they organize a party

Teaching aids: posters

PROCEDURE

I WARM-UP: (5 mins)

• Brainstorming:

-Dividing the class into 2 groups

-Asking each group to choose a

representative to come to the board

-Asking Ss to find some words related to the

topic PARTY then write their words on the

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-Checking the Ss' answers.

The group that has more correct words will be

the winner

- Leading to the lesson: " Today, you will

learn to talk about the parties you've been to

and how to organize a party."

II PRE- SPEAKING:(10 mins)

1.Task 1

-Asking Ss to read the list of questions on

page 35 and choose from the list 5 or 6

questions to answer

- Asking Ss to write their answers

-Reminding them to use The Past Tense

-Calling on some Ss to stand up and talk

about their answers

-Giving feedback

III WHILE- SPEAKING: (20 mins)

1 Task 2

-Asking Ss to tell their friends about the

party they've been to

-Asking them to use the information in the

previous activities

-Going around to check and offering help if

necessary

-Calling on some Ss to stand up and tell

about the party they have been to

-Giving feedback

2.Task 3

PARTY-ORGANIZER'S COMPETITION

- Setting the situation and asking Ss to work

in groups to plan a party

- Monitoring

- Eliciting them by giving some questions:

åBudget ( how much do you spend for your party?

å Date and time ( when do you organize…?

åWho to invite ( How many people do you invite ?

å Place ( Where do you hold a party?)

å Formal or informal dress ( What kind of clothes do

you wear … ?)

-Listening to the teacher’s instructions.-Reading the list of questions on p 35-Choosing from the list 5 or 6 questions to answer

- Giving the answers

-Telling their friends about the party they’ve been to

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Week: 5

Period: 14

Date: 11/9/09

å Decorations ( How do you decorate your party?)

å Entertainment ( What activities will take place?)

å Food and drink ( What food and drink will be

served?)

V POST-SPEAKING: ( 8ms)

*Task4:

Asking Ss to tell the rest of the class about

their party and try to convince them to

come

-Giving feedback and remark.

-Telling the rest of the class about their party and convince them to come

-Presenting

IV/ HOMEWORK: 2’

-Asking Ss To write a short paragraph about

the party they will hold

-Asking them to prepare LISTENING

-Listening

-Taking notes

UNIT 3: A PARTY LISTENING

Objectives: By the end of the lesson, Students will be able to listen and understand the about Mai’s birthday party

Teaching aids: cassette-player, pictures or real objects

PROCEDURE

I WARM-UP:(5 mins)

-Eliciting some information related to parties from the

Ss by asking the following questions:

- When do you like to organize your birthday party,

during the day or in the evening?

- What foods and drinks are often served at your

-Listening to the teacher’s instructions-Answering the questions

-Working individual

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birthday party? What act …

II Pre-listening: (10 mins)

1.Pre-teach voc:

* Eliciting- Modelling- Checking M and Pro

What am I doing ?

1.(to) clap: vo tay

Using picture What’s this?

2.icing (unc): lop kem phu len mat banh

Using realia

3 Slice (n): mieng nho

On my birthday party, I decorate my party with

colourful lights , ballons,…

4 (to) decorate: trang tri

*Checking voc: R O R

2 Prediction (task1)

_Sticking a poster on the board

_Asking Ss to read the sentences and which the

sentences are true or false

-Running through the sentences

-Asking Ss to work individually the share the answers

with a partner

III.WHILE-LISTENING: (20 mins)

1.Cheching task 1

-Playing the tape to check with the whole class

-Asking Ss to share the answers with a partner

-Calling on Ss to give the answers

-Correcting

2.Task 2

-Giving Ss the handouts

-Asking Ss to listen the tape and choose the best

answer

-Asking them to work individually then share the

answers with the friends

-Listening and contributing to the lesson

-Repeating in chorus/ individual-Giving meaning and stressed syllable

of the words

-Copying down

-Looking at the poster and listening to the teacher’s instructions

-Reading the sentences

-Working individually then sharing the answers with a partner

-Giving the answers

.-Listening to the tape and check their guessing

-Working in pairs and discussing their answers

-Sharing with the friends

-Giving the answers –Correcting

* Keys:

1 B 2 A 3.B 4.C

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-Asking Ss to give the answers.

-Playing the tape again and Asking Ss to check

-Giving correct answers

5 A 6 D 7 B

MULTIPLE CHOICES

1 How old was Mai?

A.6 B.16 C.60 D.26

2 Why didn’t she like having her party at a restaurant?

A noisy and expensive B quiet and cheap

C noisy and cheap D quiet and comfortable

3 What did Mai’s mother serve the guests at the beginning of the party?

A ice-cream and biscuits B soft drinks and biscuits

C coffee and cake D fruits and milk

4 What time was the birthday cake brought out?

A 6.30 a.m B 5.00 p.m C 4.30 a.m D 4.30 p.m

5 It was beautifully decorated with

A pink and white icing B brown and yellow icing

C green and white icing D black and yellow icing

6 What did all the guests do while Mai was cutting the cake?

A they danced and sang B they played the Bingo game

C they took photos D they clapped their hands and sang

7 What time did the birthday party finish?

A 6.30 a.m B 6.00 p.m C 6.30 p.m D 6.00 a.m

IV POST- LISTENING: (9 mins)

-Asking Ss to talk about Mai’s birthday

party

-Asking Ss to work in groups of 6

-Asking the secretary to take notes

-Giving feedback

V HOMEWORK: (2mins)

-Asking Ss to write a short paragraph about

Mai ‘s birthday party and prepare

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-Taking notes.

UNIT 3: A PARTY Lesson :4 WRITING

Objectives: By the end of the lesson, Ss will be able to write a letter of invitation

Teaching aids: Hand-outs, posters

PROCEDURE

1 Warm up (5ms)

Handout:

-Giving Ss the handouts and giving giving instructions

Choose the correct beginning or ending for a letter of invitation:

1 Dear Jane,

Thank you for inviting me to your summer holiday

2 Dear Mary,

This is just a note to ask if you are free on next Sunday

-Getting the handouts and listening to the teacher’s-Working in groups

Week: 5

Period: 15

Date: 12/9/09

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3 Please let me know if you can come.

Best wishes,

4 We are looking forward to seeing you then

Best wishes,

-Asking Ss to open books and answering the questions in task 1

-Introducing the letter

IIPRE-WRITING:(15ms)

a Task 2:

-Asking Ss to read and tell the parts of speech of missing words

- Asking Ss to complete

-Asking Ss to work individually the share the answers with a

partner.-Calling on some Ss to give the answers

-Correcting

1 at my house 2 to come

3 refreshments 4 to cook

5 winners 6 by Monday

- Asking Ss to stick “heading, greeting, body, closing and

signature

-Calling on some Ss to give the answer

-Correcting

- Reminding Ss of some useful structures

I am having a… _… at _ on _

Would you like _…?

There will be lots of _

Please let me know

III WHILE-READING: (20ms)

c Task 3

-Running through all the questions before doing the task

-Asking Ss to answer

-Asking Ss to write a letter of invitation

-Monitoring and giving help

IV POST-WRITING:(5ms)

-Asking Ss to exchange their writing

-Asking two Ss to write their letters on the board

-Asking Ss to read the letters and correct

-Giving feedback

62 Pham Thai Buong Street

Vinh Long,Vietnam

Dear Lan,

I am going to hold a party for my birthday at my

house at 5 p.m, on March 15 th Will you come? Most

of the students in our class have been invited

Besides usual foods and drinks, there will be a

-Reading and telling the parts of speech of missing words

-Completing the letter.-Working individually.-Sharing with a partner.-Giving the answers

Reading and giving comment

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special food I myself am going to cook.

I am looking forward to seeing you at the party.

Your friend,

Mai

5 Homework:

-Asking Ss to write a letter of invitation

UNIT 3: A PARTY Lesson 5: LANGUAGE FOCUS

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

- distinguish the sounds /l/ - /r/ - /h/

- know about infinitive and gerund

* Teaching aids: posters,Pictures

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A Pronunciation(15ms)

Listen and repeat

-Introducing how to pronounce “ / l / , / r / & / h /”

-Reading aloud the words

-Calling some Ss to pronounce them

-Giving Feedback

Notes:

a).The letter /h/is silent when it follows “g, k, r” at the

beginning of the word and in the words “honest, hour,

rhinocer”

b).The letter /r/is silent if there is no vowel sound after it (

artist, organ, urgent…)

c) The letter /l/can be silent in the words “half, calm, talk,

could”

B Grammar (27ms)

( Review unit 2- grade 10 )

-Using a poster

-Asking Ss to underlined the verbs follow by gerund

-Asking Ss to give the answer

-Correcting

Enjoy, plan, decide, mind, refuse, agree,

mention, admit, ask , hope, mean, dislike,

suggest, demand, keep, want, risk, expect

Ex:- She decides to stay at home

- Asking Ss to fill in each blank with the correct form

-Asking Ss to work individually then share the answers with

a partner

-Correcting

Eliciting an example before doing exercise 2

Ex: He hates ………about his past ( ask)

Simple verb Active To see

seeing

Passive To be seen

Being seen

2 Exercise 2

-Asking Ss to use the correct form of the verbs

-Working in groups

-Giving the answers.-Copying down

-Filling in each blank with

the correct form

-Asking Ss to work individually

-Sharing the answer with a partner

-Giving the answers

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3 Exercise 3

-Asking Ss to use the correct form of the verbs

-Giving the answers.-Correcting

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Unit 4: VOLUNTEER WORK

Reading

Objectives: By the end of the lesson, students will be able to

- Scan read for specific information

- Skin read for general ideas

- Work in pairs/groups effectively

- Get to know about volunteer work

Lexical items: Voluntary/volunteer/mow/ handicapped/ remote

Skills: Reading (main), speaking

Teaching aids: Handouts, picture

PROCEDURE

I WARMER: (5’)

- Divide the class into 2 groups

- Each group will take turns to answer the

questions prepared before hand by the

teacher

- If they give the correct answer they will

get 1 mark The group with more marks

wins the game

Leading: Can you tell me some volunteer

work in our school?

II NEW LESSON

Teacher says: In our lesson today, we’ll read

about the volunteer work PRE-READING

• Teaching vocabulary

1 Volunteer (n) (v) (picture + explanation)

These people are doing volunteer work They are volunteers

Teacher: Can “volunteer” be a verb?

Students: Yes

2 Voluntary (adj) (context situation:

Synonym)

In her spare time, she does the work without

being paid for it?

In her spare time, she does work (voluntary)

3 Remote (adj) (synonym)

What is the synonym of “far away”?

4.Fill in the missing words

a .or West, home is best5.What is the antonym of “full”? (empty)

6 What do you call the money we give to the children on Tet Holidays? (lucky money)

7 What is a popular kind of drink in Japan, China and Vietnam? (tea)

8.What is up when it rains? (umbrella)What do you call the home of the birds (nest)

Expected answers:

- Help the disabled

- Help the people suffering badly in wars or natural disasters

Show a picture of the handicapped and elicit the word

• Checking vocabulary: Gap fill

1 When she retired, she did a lot

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4 Wow (v) (picture +example)

Show the picture of a mower and ask students to

fill in the gap with one word in the following

III WHILE –READING (17’)

Activity 1: Multiple choice (task 2, P.48)

- Put students into pairs

- In pairs, ask them to choose the best

answer from A, B, C or D for each of the

sentence

- Call on some Students to give the

answers

- Make corrections

Activity 2: Questions and answers (task 3, P49)

Have students work in pairs to ask and answer

the questions

Call some students to give the answer and write

on the board

IV POST – READING: Discussion

- Have students work in groups of for or

five, discussing the following questions:

1 What kind of volunteer work do you

usually do at school?

What do you usually do in each kind of

volunteer work?

of service for the Red Cross

2 He continued to the lawn and did routine chores

3 She needs some to clean up the kitchen

4 We have visited many villages in areas

5 I’m going to work two days a week teaching kids to fish

KEYS: 1 Voluntary 2 mow 3

volunteers 4 remote 5 handicapped

Expected answers: 1.A, 2.D 3.B 4.D, 5.B

Expected answers:

1 They read books to the people there, play games with them and listen to their problem

2 They give care and comfort to them and help them to overcome their difficulties

3 During summer vacations, they volunteer to work in remote or mountainous areas to provide education for children

work at your school/hometown

Teaching date: /10/2007

SPEAKING

 Objectives: By the end of the lesson, Students will be able to

-Identify types of volunteer work

-talk about volunteer work

-work in groups /pairs effectively

 Lexical items: invalid/ martyr/ intersection

 Skills: Speaking

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 Teaching aids: Handouts, charts

PROCEDURE

I WARMER:(5') Game: Word Grid

-Hang on a chart with all the words in their

rows and cover each row with a piece of paper

-Divide the class into 2 groups

-Ask each group to choose the numbered row in

turns, read the explanation for the word in that

row and say what the word is

-Uncover the piece of paper of each row when

Ss have the correct answer

-One point for one correct answer If they can

guess the word in vertical column, they will get

3 points and the game stops

RED CROSS

Lead in: -Have you ever worked for the Red

Cross Association?

- What kind of volunteer work do people work

in the Red Cross Association?

→In our lesson today, we are going to speak

about such volunteer work

II PRE- SPEAKING: (8’)

1 *Teaching vocabulary: Invalid(n) (picture +

Situation man He has to be confined to a wheel-

chair and he needs other people to take care of

him He is an

2 Martyr (n) (Situation + Translation)

3 Ex: Do you know Nguyen Van Troi? He

devoted himself to the revolutionary cause and

he was killed by the enemy He is considered as

a

4 Intersection (n) (picture )

III WHILE _SPEAKING:

*Activity 1(task 1, p.49)

Teacher: Hang this chart

Teacher gives feedback

Teacher shows the chart of the conversation on

page 50 on the board Teacher reads the

conversation aloud

R What animal do cats eat? (rat)

E What planet are we living on? (Earth)

D What do you call a person who takes care of the teeth? (Dentist)

C What do we use to drink tea? (Cup)

R What is the antonym of “wrong”? (Right)

O What is Iraq famous for? (Oil)

S What do we wash our hair with? (Shampoo)

S What is the most popular sport in the world? (Soccer)

Expected answers: -Yes/ NoThey help the poor, or those suffering from natural disasters

excursion

or mountainous areas

to the poor and the sick

English speaking club

disadvantaged children

Joining the Green Saturday Movement.Students go to the board to stick the smiling

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- Teacher gives feedback.

IV POST- SPEAKING

Teacher divides the class into groups of four or

five, asking them to discuss volunteer work that

they usually do to help people

- Teacher collects the mistakes made by student/

Teacher gives feedback

faces next to volunteer work and sad faces to the activities which are not volunteer work

PairsSubstitution:

Instruction: You are going to walk in pairs to make similar conversation, using the

activities from the table

Objectives: By the end of the lesson, the students will be able to:

- listen for specific information

- know more about volunteer work

- work in pairs/ groups actively

- discuss

Lexical items: co-operate, fundraising, sponsor, annually

Skills: listening (main), speaking

Teaching aids: CD player, poster, handouts

PROCEDURE

I Warm-up: (5 mins) Game: Finding one’s

other half

- Divide the class into 2 teams A and B

- Hang on 2 posters on the board

-Stick pieces of paper on each poster

- Ss in each team combine pieces of paper to form meaning full phrases

-The team who finishes first wins

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*Lead-in: (point at the posters) These activities

are volunteer work

In today’s listening section, you listen to a

passage to know more about volunteer work

II Pre- listening:

*pre-teaching vocabulary:

1, co-operate (v) (example)

Ex: I work with him and help him for a

particular purpose I………… with him

2, fundraising (n)(definition+ translation): the

activity of collecting money to support a charity

or an organization: hoat dong gay quy

3, sponsor (n) (situation)

+ Hue Brewery Company paid all the expenses

for the Festival held in 2006

This company was the……… of the

Festival

4, annually (adv) (synonym)

What is the synonym of yearly?

*Checking vocabulary: Slap the board

III WHILE- LISTENING: (20 mins)

*Activity 1: Gap- fill (task 1,p 51)

- Ply the tape and ask Ss to listen and fill in the

missing information

- Let Ss listen again if necessary

- Call some Ss to give the answers

*Activity 2: Error Recognition

- Deliver handouts

- Have Ss listen and underline an error in each

sentence and correct it

- Call some Ss to give the answers

1 Spring School provides classes for

disadvantaged children in Ho Chi Minh

City

2 Dance, theatre, singing and circus classes

was set up a year later

3 Spring School requires volunteers helping

organize their fundraising dinner

4 This is an exciting night in where

children perform circus, theatre, dance and

singing

5 More schools like Spring School will soon be

finding in other city in Vietnam

*Activity 3: Questions and Answers (task 2 p

51)

- Have the Ss listen to the passage again and

find the answers to the questions

- Ask them to compare the answers in pairs

- Give the feedback

IV POST-LISTENING: (14 mins)

Speaking

*Key: supporting charities/ raising money/ helping the poor/ helping the elderly/ making donations

4 At one of the largest hotels in Ho Chi Minh City

5 To contact sponsors and help to expand the school activities

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- Ask Ss to work in pairs to talk about

Spring School, using the following

suggestions:

+ The aim of Spring School

+ The number of children living and studying

at the school or the classes

+ The activities the children at the school

take part in

+ The kinds of volunteers that Spring School

requires

- Go round to give help where necessary

- Call on some Ss to report in front of the class

V HOMEWORK: - Ask Ss to summarize the story about

Skills: writing (main), reading

Teaching aids: charts, reality

PROCEDURE

I WARM-UP: (3 mins) Game (Jumbled word)

Lead- in: (2mins)

Elicit the answers from Ss: -When do you say

“thanks”?

In today’s lesson, you’ll learn how to write a

formal letter to express gratitude or thanks

PRE-TEACHING VOCABULARY:

Amount (n): (Synonym)

+What is the synonym of “a sum of money”

1 Donation (n): (translation)

2 Ask Ss: What do you call a person who

donates something? (donor)

3 Issue (v): (realia + situation)

*Activity 1: Read and Underline (5 mins)

- Have Ss work in pairs to read the letter and

underline the sentence that express the points

given (task 1, p.52)

- Call on some Ss to read aloud the sentences

- Give feedback

*Activity 2: Identifying ideas(5 mins)

- Hang on a chart with parts of a thank- you

letter arranged in the wrong order

a An offer to pay and a renewal of thanks

b A personal remark about the usefulness of

the gift or present

c An acknowledgement and thanks

d Closing

e A fuller expression of gratitude

- Call some SS to give the answers

Ss work out the anagram the following word: STANHK

Key: THANKSExpected answers:

+ When someone gives you a present

+When someone does you a favor

+When someone helps you with something.Suggested answers:

The opening of the letter: Dear Sir or Madam

The amount that is donated: I am verry happy to receive a donation of $500 from your company some days ago

How the money is used: the money will help us to repair the old school building and build a new block of flats for the handicapped students

How the receipt is issued: We will certainly issue a receipt as soon as possible

The gratitude to the donor: I would like to express our thanks for the donation from your company

The closing of the letter: I look forward to hearing from you soon

Yours faithfully,Expected answers:

1 An acknowledgement and thanks

2 A fuller expression of gratitude

3 A personal remark about the

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- Check with the class

Activity 3: Write a thank-you letter (15 mins)

(Task 2, page 53)

- Elicit some useful expressions used to express

gratitude or thanks from Ss

II POST-WRITING: (8 mins)

- Choose one writing and ask a student to write

it on the board

- Ask the whole class to correct the mistakes

- Give comments

III HOMEWORK: (2 mins)

usefulness of the gift or present

4 An offer to pay and a renewal of thanks

5 Closing

Expected answers:

- Thank you very much indeed for …

- Many thanks to you for …

- It is kind / good of you to help …

- On behalf of … I’m writing to thank you for…

- I would like to express my thanks to you for …

- I would like to offer my sincerest

LANGUAGE FOCUS (1)

▪ Objectives: By the end of the lesson, SS will be able to

- know how to use gerund / present participle of the verbs

- do all the tasks in the course book / set by teacher correctly

- work in pairs/groups effectively

▪ Lexical items:

- furious (adj) diary (n), modernize (v), be ashamed of (exp)

▪ Skills: Reading and writing

▪ Teaching aids: Handouts, chart

Lead in and presentation (8)

Do you like playing soccer, boys?

- after preposition (of, with, about, in )

- After some verbs (V*: mind, enjoy,

admit )

T hangs the picture of a boy seeing some

boys playing football

Key word: Soccer

(Yes)(Because it's interesting)

Preposition + gerundV* + gerund

Checking: Decide if the following underlined words are gerund or present participle

1 He is interested in playing football

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What did the boy do?

(He saw some boys playing football.)

T writes: He saw some boys playing

football

T explains: Playing is present participle of the

verb

Run through the words

To help you do the following exercises, I'll

help you with some new words

(picture)furious (adj) (synonym)

What's another word for "very angry"?

prevent s.o from doing st: (translation)

T: prepare 7 pictures beforehand

picture of a boy preparing his lessons

picture of a woman going shopping

lucky number

picture of of a man collecting old books

picture of some boys playing badminton

.picture of a girl looking forward to a letter

from her friend

picture of a woman asking a man not to smoke

picture of a girl seeing a boy running past her

house

Divide the class into 2 groups: gerund

group and PP group

T: Declare the winner

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