GIÁO ÁN TA 11 CƠ BẢN

Summarise the main pointsAssign homework Whole class Individual workGroup workWhole class Individual workPair workWhole class Whole classPair work I.Objectives: By the end of the lesson

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Date:20/8/09

Period 1: revision and introduction

I.o bjectives : 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.m aterials :English book 10,11

III:a nticipated problems :

Ss may forget the knowledges of english book 10

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

-There are 16 units -some units last 6 periods

-test your self :do at home -there are 16 topics

Summarise the main pointsAssign homework

WholeclassIndividual

Wholeclass

Individual work

Wholeclass

Date:21/8/09

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 forgeneral information,and guessing meaning in context

-use the information they have read to discuss the topic

II.Mareials: Textbook,handouts

III a nticipated problems :

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Ss may need help with the discussion task,so T sdould be ready to help them.

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

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 alasting 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

-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

Whole classIndividual work and pair work

Pair workGroup work

Whole class

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Describe the physical characteristics and personalities of their friends,using

appropriate adjectives.II.Mareials: Textbook,handouts

Ss may not have enough vocabulary to talk about the topic,so T should be ready to

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

Group work

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-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 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

Whole classPair work

Whole classGroup work

Whole class

Date:25/8/09

c listening

Develop such listening micro-skills as intensive listening for specific

information and taking notes while listening.II.Mareials: Textbook,cassette tapes,handouts

Ss may not be familiar with the note-taking task,so T should provide them some tips to deal with the task

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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

-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

Whole class

Individual workGroup workWhole class

Individual workPair workWhole class

Write about a friend,real or imaginary, using the words and expression

that they have learnt in previous lesson

III a nticipated problems : Ss may not have sufficient vocabulary to write about the

topic,so T should be ready to assist them

IV.Procedure:

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Stage/Time Procedure Interaction

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

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 helpfeedback on Ss’ writing

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

-Collects some writing for quick feedbackSummarise the main points

Assign homework

Group work

Whole class

Individual workPair workWhole classWhole class

Date:31/8/09

E language focus

-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.

Ss may find it difficult to pronounce the two sounds,so T should prepare a lot of practice

-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

Whole classIndividual workPair work

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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.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

Summarise the main points of the lesson

Assign homework

Group workWhole class

Whole class

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Date:01/9/09

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

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 conpinethe 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

10.north ,south ,west and …… EastKey word : experience

Asking : 1.what is experience ?

It means: event or activity that affects us in some wayHave 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

Group work

Whole class

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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 answersDiscussion :

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 shyness ?

go around to control and give help if necessary call on some ss to report a bout their groups 'discussiongive feed back and comments on what ss have

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

Pair work

Pair workGroup work

Individual work

Date:07/9/09Period 8 Unit 2 : personal experiences th

b : speaking

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- 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 whentalking about the past

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 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 cAsk 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 ?

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 commentsAsk ss to work in pairs

Pair work

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Make corrections on pronunciation ,stress and intonation Asign home work

Pair work

Whole class

Period 9 Date:08/09/09th

Unit 2: personal experiences

c : listening

- 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

- 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

Groupwork

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The group giving the correct answer first wins

The answer : a fire

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

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 ?

Individual work

Pair work

Whole class

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- 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

6

Present

5

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 waiterand 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 yourexperiences with your friend ?To day we will learn how towrite 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 )

3 The story ( the experience )

4 Closing 5.Signature

Speaking :

Ask ss to work in pair to talk about their past experiences orthe most embarassing moment of their based on the mainpoints:

Whole class

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Call on some ss to tell their story Give comments

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

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

Individual work

Whole class

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Date 14/9/2009

Period 11 Unit 2 :personal experiences

e : language focus

- distinguish the sound /m/ ,/n/, and /

- revise simple past,past perfect , past continuous tenses and talk about the past

II Materials : text book ,chart

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

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

Individu

al work,pai

r work and whole class

Individu

al work,pai

Individu

al work,pai

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2

Do Exercise 3

Summarise the main points

Assign homework Do Exercise 3 at home.

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

4 I postponed (make)……… a decision till it was too late (do)…… anything

5 I regret (inform)……….you that your application has been refused

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

Date:15/9/2009Period 1 2

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.

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complete various learning tasks.

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:

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.

Individua l.

Whole class.

Group work

Group work or Individua l

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Date:21/9/2009Period 13

Unit 3: A party

B Speaking

- 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

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

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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 hasbeen 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 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

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

Whole class

Individual/ Group work

Pairs work

Group work

Individual work

Whole class

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Date:22/9/09

Period 14 Unit 3: A party

C: Listening

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

II Materials: Textbook, , handout, cassette tapes

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

T devide the class into groups of 6 and introduces the game:

the groups should generate as many words related to birthdayand birthday parties as possible in five minutes

Suggested words: cake, candle, cards, candy, flowers

T gets Ss to close their books and shows them the pictureswhich in thebook, then asks them to guess what they aregoing to listen about T gives feedback and gets them to opentheir books

T gets ss to work in pairs to answer the questions on page36

T calls some Ss to answer the questions and explain theirreasons

T checks with the class

Pre- teaching vocabulary:

T guige ss to pronouce the words on page 36 correctly Tplay the tape or model first and then asks Ss to repeat afterthe tape or after the teacher in chorus and individually

T presents or elicits the meanings of these words from the

Group work

& whole class

Pairs work

& whole class

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or False in the appropriate box.

Before Ss listen and do the task, T gets them to read throughthe statements to understand them and underline key words

For example, the keywords in the first statement are “ athome”, and “ evening”

T checks with the whole class and asks them to guess whatthe party might have been like (there was a birthday cake,theparty lasted some hours .)

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

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

Individual, pairs work

& whole class

& whole classGroup work

& whole classWhole class

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Date:23/9/09

Period 15 Unit 3: A party

D: Writing

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

- Write an informal letter of invitation

II Materials: Textbook, handout

Ss may not have sufficient vocabulary to write a detailed letter of invitation, so T should

be ready to help them

- 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.

7 See you!

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

9 Mai

10 I think Nam and Lien are coming , too.

11 We’ll have “Pho” and some other special dishes.

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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

- 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

- 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 &

& whole classIndividual

& pair workWhole class

Whole class

Date:26/9/09

Period16 : A party

E: Language Focus

- Distinguish the sound / l /, / r /, and / h/

- Pronounce the words and sentences containing these the sounds correcttly

- Distinguish the uses of infinitive and gerund in active and passive voices

- Use these structures to solve communicative tasks

II Materials: Textbook, handout

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

* 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 providescorrective feedback

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

* 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 tomark A,B,C or D in piece of paper When the time up T

Iidividual, pairs work & whole class

Individual, pairswork & whole class

Group work/ whole class

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- 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

Date:27/9/09

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

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

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

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?

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-what did you do there?

-How did you enjoy it?

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

Period18th: Date:28/9/09

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

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.

A forget B unforget C forgettable D unforgettable

11 He often ……… to school late.

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

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

Reading comprehension

I believe that (21)…… has had embarrassing experiences in their life I had one not so long ago and I (22)

…….it was the most embarrassing experience that I have ever had It (23)………to me in a winter vacation I joined

a 4-day winter camp with my friends Denise and Peter We all lived far away from the place,so in order to arrive on time at 8 o’clock, we had to leave at 7:20 The sun was shining, flowers were blooming and bird were singing It was a beautiful day!

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:

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

Sentence building.[to infinitive]

36 Our teacher tell / us / practise English.

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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

Date:6/10/2009

Period20: unit 4: volunteer work

A reading

- develop such reading micro-skills as scanning for specificideas,skimming for general information

-use the information they have read to discuss the topic

Ss may need help with the discussion task,so T sdould be ready to help them

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?

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

Whole classIndividual work and pair work

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-Feedback and give the correct answers.

Instruction:you are required to work in pairs to discussthe 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

Whole classIndividual work and pair workPair work

Talk bout different kinds of activities related to volunteer work

II.Mareials: Textbook,handouts,pictures

Ss may not have enough vocabulary to talk about the topic,so T should be ready to

Competition game-Describing the pictures.

-T divides the class into small groups.Then give each 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

-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

Group work

Individual work and pair work

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-Before Ss do the task,T may ask Ss to read throughthe example in the book.T encourages Ss to usetransition signals such as also,besides,moreover,etc….?

To make their talk more coherent

- Now Ss work in groups to talk about one activitytheir partner takes part in

-T goes around to observe and collect typical errors

-Calls on some Ss to talk about the activity they takepart in

-Feedback

Whole class

Date:12/10/2009

Period 22: unit 4: volunteer work

c listening

Develop such listening micro-skills as intensive listening for specificinformation and taking notes while listening

II.Mareials: Textbook,cassette tapes,handouts

Ss may not be familiar with the note-taking task,so T should provide them some tips to deal with the task

IV.Procedure:

Warm up

5

Competition game-slap the board

-the aim of this activity is to help Ss revise thevocabulary 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 fromthe team runs to the board as a representative.T gives avietnamese translation for one of the words on theboard.The first team to hit the correct word gets thepoint.The representative changes,ready for the nextword….?

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

Group work

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-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

-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

-Get Ss to work in pairs and check their answers

-Call on some Ss to give the 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 finalcomment

Pair work

Whole class

Individual workWhole class

Individual workPair work

Whole class

Date:13/10/09

d writing

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

III a nticipated problems : Ss may not have sufficient vocabulary to write about the

topic,so T should be ready to assist them

IV.Procedure:

Warm up

7

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 formalletters in English.The quiz consists of several incomplete

Group work

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statements.Ss work in groups to complete these statements

as quickly as possible.The group with the quickest andmost 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 TASK1individually.When they finish,Ss exchange their answerswith other Ss

-T checks Ss’answers by asking some Ss to read theiranswers out loud

Writing

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

Whole class

Individual work

Pair workWhole class

Whole class

Date:14/10/09

E language focus

-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

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

-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

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-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 comparetheir answers with another student

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.

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

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 comparetheir answers with another student

Summarise the main points of the lesson

Assign homework

Whole class

Date:19/10/09

Period 25th : Unit 5: ILLITERACY

A: Reading

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

- Identify the main idea of the reading passage

- Extract detailed information through reading comprehension

II Materials:

Textbooks

III Anticipated problems:

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- Students may not know some phrases relating to illiteracy such as Universalisation ofPrimary Education ; The Vietnam Society of Learning Promotion; illiteracy eradication

IV Procedure:

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 holdingthe 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

2 The Vietnam Society of Learning Promotion

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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 answerbout questions in Task 3

Individual Pairwork

Date: 20/10/08 Period 26th Unit 5: ILLITERACY

B: Speaking

- Talk about illiteracy problems and school or class problems

- Offer solutions to overcome the above mentioned problems

II Materials:

Textbook, a word puzzle

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 thegiven problems

IV Procedure

I Warm

How to help illiterate people?

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up - Ask students to do the word puzzle in groups Ask them to

find 5 meaningful words

Keys: school; problem; regulation; cheat; tutoring

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

- 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

Individual Teacher – led

Groupwork

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old desks leaking roof

- Ask each group to choose two or three problems and discusssolutions they can offer to overcome these problems

- Extract detailed information about the listening text of school survey in Perth,Australia

II Materials:

- Textbook, tape, cassette player

Students may not know how a survey is!

IV Procedure

n 1.Warm

2Pre - -Set the scene: You are going to listen about the results of a

school survey carried out in Perth, Western Australia The

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Teacher-listening 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

- 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

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-PairworkWhole class

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school decision making.

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 therepresentative of each group to report their peers’ ideas Tchecks if other groups would have the same or different ideas

- Listen and take notes of their errors T provides correctivefeedback after that

Describe information from table/ transfer information from table into text

II Materials:

- Textbook, tickets

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

IV Procedure

1.

Warmer

- Prepare a set of tickets:

- Draw this table on the board

- Divide the class into two teams Ask students from each team to

Groupwork

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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,

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

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

1 What does the table describe?

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

3 How did it increase from 2004 – 2007 in the Lowlands?

4 How did the rate increase from 1998 – 2007 in theMidlands?

5 Did the rate increase or decline in the Highlands from1998-2004? How?

3

While-writing

TASK 3:

- Tell them that they are going to describe the trends of literacy

rates in Sunshine from 1998 to 2007 But before writing a

paragraph, ask them to complete the following sentences by

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