giáo án tiếng anh 11 toàn tập

giáo án tiếng anh 11 toàn tập

UNIT ONE: FRIENDSHIP

- Use the information they have read to discuss the topic

- Read and try to guess the meanings of words and expressions

- The simple present

- Mutual pronoun “each other”

II TEACHING AIDS: cassette player, tape, chalks, pictures, handouts, charts, real objects if possible

- Play the cassette

- Ask students to pay attention to the intonation

- Teacher goes around for helps

Pre-teaching Vocabulary

Lasting(a): lifelongConstant(a): happening all the time

 constancy(n)Rumour (n) piece of information that people talk about

Gossip (n) informal talk that may

be unkind or not true

Trust(n): the belef that is honest

-Listen once or twice-Discuss the answers to the questions

-Model the discussion in front of the class

Group work

Pairwork

Friendship

p

While-Reading

(26’)

- Introduce three tasks

-Have students read the whole passage (once or twice) and do the tasks

- Compare the result and correct mistakes

* TASK 3:

-Have students discuss questions

-Observe class and help students

- Teacher goes around for any helps

2 Changeable and uncertain people are incapable of true friendship because they take up an interest with enthusiasm, they are soon tired of it, and they feel the attraction of some new object

3 The third quality for true friendship is loyalty It tells us that two friends must be loyal to each other, and they must know each other so well that there can be no suspicions between them

4 There must be mutual trust between friends because if not, people cannot feel safe when telling the other their most intimate secrets

5 Talkative people can’t keep a friend long because they can’t keep a secret, either of their own

or others

6 The last quality for true friendship is sympathy It tells us

individual/ pairs

Pair-work

Pair-work

that to be a true friend, you must sympathize with your friend

Where there’s no mutual sympathy between friends, there’s no true friendship

Post

reading

(10’)

- Teacher asks a general question,

“Why do we need true friendship?”

Students give their opinionsDiscussion

work

- Study new words

- Do the tasks in the notebooks

Vocabulary: a handout of the adjectives and expressions

II TEACHING AIDS: chalks, pictures, handouts, charts, real objects if possible

- Ask some questions:

1/Do you concern about your outlook?

2/ Is it important to you?

- Lead sts to the main content

- Present some new words

1 How many people are there in

- Look and answer questions :

1 There are 4

* height : tall , medium , short …

* face : square , large , oval …

* forehead : broad , high …

* nose : straight , crooked …

* hair : black , grey …

* appearance : handsome , beautiful , good-looking …

- “ Now let‘s start with the physical description of each person , using the guided

+ question: Can you describe the _ in the picture? “

+ answer: The is height He / she has face, and a _

nose His / her hair is _ His / her appearance is

- Help sts with some new words

- Ask sts to make questions and answer questions with a partner, using the information from the picture

- Ask sts to perform

- Correct sts’mistakes and pronunciation

 Task 2

- Divide class into four groups

- Explain some words of personalities on page 16

- Guide them to discuss and decide which personalities are important

to a person and in friendship

- Let sts number the following personalities in order of importance in friendship

caring , hospitable , modest , sincere , generous , honest , helpful , understanding , pleasant

- Pay attention that there’re no answer keys for this task

2 - The boy is 20

- The girl is 16

- The man is 42

- The woman is 28

- Listen and take notes

+ The boy is short He has a large face , …

+ The girl is ………

- Play roles

- Present their performance

- Work in groups of four

- List some personalities of a person

- State some reasons why they choose

- Discuss and say the reasons

- Report their results to the class and explain why they do like that

…

individual/ pairs

Individual

Pair-work

Post - Have sts work in pairs - Make pairs: one is a journalist, Pairwork

(10’)

- Guide them to do the task

- Make sure that sts understand their roles

- Pay attention to the suggestions :+ his / her name

+ date of birth + his / her physical characteristics + his / her hobbies

+ his / her personalities ( friendly , humorous , quick-witted , good-natured , helpful , honest , pleasant , caring )

+ why he / she interests in Maths+ how much time he / she spends

on Maths everyday + what makes him / her a good friend

+ what made him / her successful ( studious , intelligent , keenly interested in Maths , eager to learn , patient , calm )

+ what he / she does in his / her free time

- Call some pairs to report

the other is an interviewee

- Listen carefully

- Practise in pairs

- Pay attention to the content :+ physical characteristics + personalities

+ reasons why the friends are famous

- Role play

- Perform their task

work

- Learn by heart some new words

- Prepare part C: Listening

II TEACHING AIDS: cassette player, tape, chalks, pictures, handouts

IV PROCEDURE:

STAGES TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES NOTES Warm-

Other Ss have to ask Yes / No questions to find out who the student is Ss should ask about the appearance, personalities, or clothes

-Ask students some more questions:

• How do you meet your best friend?

• How long have you known your best friend (him or her)?

Ss may ask questions such as:

+ Is the person a girl?

+ Is she tall?

+ Is she short-sighted?

Is she friendly?

-The pointed students answer

-Students repeat & take notes

group

Play the tape once for Ss to do the task

Ask Ss to work in groups of 4 to compare their answers

Give the correct answers

Provide correct answers if necessary

-Students read task1 silently for gist

-Elicited students raise their hands

-Other students watch and give comments

Individual / Pairwork

T goes around to offer help and collect Ss’ mistakes

T calls on some pairs to present their answers

T elicits feedback from the class and give final comments

Whole class &

pair work

T summarizes the main points of the lesson

T asks Ss to learn by heart all new words and do the extra exercise as homework

T asks Ss to prepare Writing

Key content: ( Task 2)

Where & how they met What they like about their friends

Lan -They used to live in the same

residential area in Ha Noi

-Lan went on a holiday to Do Son &

Ha went there to visit her

-Ha is very friendly & helpful

-Ha is sociable She’s got many friends in Do Son

& she introduced Lan around

Long -They met in the college

-Minh played the guitar, Long was a

singer

-They worked together

-Minh has a sense of humour

-Minh likes to go to plays & movies

-Minh is a good listener

-Minh is friendly & helpful

II TEACHING AIDS: textbook, handouts

 Personalities: caring,

hospitable, modest, sincere, generous, honest, helpful, understanding, pleasant, friendly, humorous, quick-witted, good-natured,

Pre-writing

(8’) - Teacher asks students to think about a friend they like

-Teacher raises a few guiding questions

1 What is your friend name?

2 How old is he / she?

3 Where and when did you meet each other?

-Teacher uses a picture to gives some key words to describe someone’s physical characteristics ( height , hair , eyes , face ,

clothes…) and his / her personalities

(helpful, sincere…) and some necessary structures

studious, patient, calm

 Appearance: tall, short,

thin, fat, good-looking, beautiful, handsome, slim…

Students ‘answers

1 My friend’s name is Hoa

2 She is 17 years old

3 We met each other at my cousin’s birthday party 4 years ago

A Sample

Hoa has been my best friend since many years She is quite a lively person She is fairly tall with a good finger She’s got a heart- shaped face with a small sort of turned- up nose It is very attractive She has got long, black wavy hair and blue eyes with very long eyelashes Her complexion is white Her lips are very full and she has got dimples in her checks

Now she lives very far from me, but we still keep contact through e- mail

Students write a passage

-Students read / write some students’passsages on the board

UNIT ONE: FRIENDSHIP Language Focus

I.AIMS OF THE LESSON:

- Distinguish the sounds / dz / and / t∫/

- Pronounce the words and sentences containing these sounds correctly

- Use some structures containing infinitives with and without to appropriately

II TEACHING AIDS: textbook, handouts

- Read the words in the part

“Listen and repeat” clearly for students to repeat

- Require some students to read these words and correct mistakes

- Read the sentences in the part

“Practise reading these sentences” as a model

- Let students repeat after the teacher

- Get students to practise reading these sentences while teacher goes around to give help

- Call some sts to read them aloud

- Listen and try to find out the difference in pronouncing /dz/

and /ts/

- Read the two vowels

- Repeat the words

- Pronounce the words

- Listen and try to remember the way to read the sentences

- Listen and take notes

Ex: I have some letters to writeEx: There is plenty to do

Ex: I’m sorry to trouble you

Whole class

Individual

Call out some Ss to read out their answers.

Give correct answers

 infinitive without to

- Introduce and explain how to use the following , verbs: see, hear, watch, feel, let, make

- Ask students to do Exercise

2 (page 21)

- Correct the mistakes

- Give some pictures, or situation, some words (if necessary) and ask Ss to make sentences

Examples:

1 Her mother asks her to take

a raincoat

2 I see a cat fall down the tree

3 We made him surprised

4 The teacher explained us how to do the exercises

- Or ask Ss to fill the correct form of the verbs:

1 She encouraged me (try) again

2 They forbade her (leave) the house

3 I heard him (lock) the door

4 These glasses will enable you (see) in the dark

5 He made me (move) the car

Ex: The pie is too hot to eat

- Do exercises Suggested answers

1 Who wants something to eat?

2 I have some letters to write

3 I’m delighted to hear the news

4 My mother has some shopping to do

5 You always have too much to talk about

6 It’s lovely to see you again

7 It’s too cold to go out

8 I’m happy to know that you have passed the exams

7 I felt the animal move towards me

8 Do you think her parents will let her go on a picnic?

Individual

Whole class

- Learn by heart the rules

- Do exercises

- Prepare Unit 2

UNIT TWO:PERSONAL EXPERIENCES

Reading

I AIMS OF THE LESSON:

- Develop such reading micro-skill as scanning for specific ideas, identifying the sequence of events and guessing meaning in context

-Use the information they have read to discuss the story

II TEACHING AIDS: cassette player, tape, chalks, pictures, handouts, charts, real objects if possible

1 When did it happen?

2 Where did it happen?

3 Who was involved?

4 How did it happen?

5 How did affect you?

Get Ss to work in pairs and try to make sense of the pictures on pages 22 Then T gets them to put the pictures in the order that they think is most appropriate

T elicits their answers by asking questions and giving prompts

1 What can you see in the picture A?

2 What do you see on the table?

3 Whose money do you think it is? Why?

Pre-teaching Vocabulary

1 embarrass (v) = make sb confused or ashamed

- embarrassed(adj)

- embarrassing(adj)

- embarrassment(n)

2 experience(n) = event or situation that affects sb in some way

3 idol(n) = someone greatly loved

7 make a fuss = make an important thing important or more important

Call on a student to give and explain his / her answer

Give corrective feedback

Task 3

-Ask students to read the questions

in task 3 and answer them in groups

- Ask representative of each group

to give oral answers and write them on the board

3 She saw a wad of dollar notes (exactly like the one that her father had given her)

4 Because she thought the boy had stolen her money / it was her money

5 She bought the pretty hat of her dream

Individual work & whole class

Individual

& pair work

(embarrassed, sad, ashamed, unhappy, terrible,

uncomfortable, anxious, …)

2 What did the girl have to do (when she discovered that the money she had taken was not

hers )?

( put a notice on T.V or at

school, get on the same bus on

Group-work

the next day to look for him, do nothing, keep it a secret, tell her father everything and ask him for advice,…)

- Ask some students to represent

their talk in front of class

- Report before class

- Write down the questions and the answers in the notebooks

- Study new words

- Do the tasks in the notebooks

Grammars: - present perfect and past simple

- structure with “make”

II TEACHING AIDS: textbook, handouts

“Have you ever” Game

T divides the class into groups of 3-4 Then T models “Have you ever” + PP” for Ss as well as ways

to respond to “Have you ever”

questions

- Have you ever seen ghosts?

- Have you ever been to Da Lat?

- Have you ever sung in public?

- Have you ever spoken English to you friends (teachers,

foreigners…)?

- How did you feel when you spoke English to them?

Task 1

T introduces the task and gets Ss

to do it individually, then compare the answers with a peer

T calls on a student to read his answers

- Give answers

Match the things you might have done or experienced in box A with how the experience might have affected you in box B

Group work

Individual

Individual/ pair work

T introduces the structureMake + sb + V

Make + sb + adj

T gives the feedback

Ex: He made me work hard

Ex: Don’t make her sad

to talk about a past experience

Past simple: used when one keeps

asking about that experience

Ask Ss to work individually on the sequence of the conversation and then find a peer to compare their answers with

Check with the class and give corrective feedback

Ex: Have you ever been to Ha Noi?

Ex: When did you go there?

Who did you go with?

Did you enjoy your visit in Ha Noi?

Suggested answers:

3 h 4 a 5 e 6 g

7 c 8 f

Whole class

+ How did it happen?

+ When/ Where did it happen?

+ How did the experience affect you? / How did you feel?

Get Ss to ask and answer questions about their experiences, using the suggested questions on page 26

T goes around to check and offer help

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

T elicits feedback from the class and gives final comments

Suggested conversations:

1

A Have you ever failed an exam?

- Yes, I have

B How did it happen?

- I didn’t study well enough for exam

C When did it happen?

C How did it affect you?

- It made me love our country more / I learned more about different places in our country

3

Pairwork

C How did it affect you?

- It was interesting to talk to famous pop stars

- It changed my attitude to/

towards/ famous pop stars

Whole work

- Write a paragraph about a past event that has had an influence on you

- Learn by heart some new words

- Prepare part C: Listening

UNIT TWO: PERSONAL EXPERIENCES

- Help students improve their listening skill

- Help them understand the conversation and do Task 1,2

2 Language focus :

Vocabulary: memorable, scream, gas stove, escape, terrified, replaced, embraced, protected

II TEACHING AID s : cassette player, tape, chalks, pictures, handouts

IV PROCEDURE:

STAGES TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES NOTES Warm-

a What comes out of a fire

b A fire-resistant door that can be closed to stop the spread of a fire

c A person who fights fires

d A bell that tells you a fire has started

T gets Ss to work in pairs to describe the picture on page 27 of the textbook

+ What can you see in the picture?

+ What is happening?

(The house is burning / The house

is on fire /… )+ Who are these people?

+ What is she doing?

( She’s talking a little girl out of the burning house )

Pre-teaching vocabulary -memory(n) the faculty of the

mind

 memorable(a) worthy to be remembered

Match the words in Column A with their definitions in Column B

- Give theirs answers

- Listen and repeat in chorus

Ex: They escaped the search of the enemy

Group work

2 My most unforgettable

- Read Task 1

- Listen to the tape and decide whether the statements are true or false

V WRAPPING UP (2’)

T summarises the main points of the lesson

Ss write a summary of the story they listened in class

T asks Ss to learn by heart all new words and do the extra exercise as homework

T asks Ss to prepare Writing

UNIT TWO:PERSONAL EXPERIENCES

Writing

I OBJECTIVES:

Write a personal letter telling about a past experience, using the structures and vocabulary that they have learned in previous lessons

II TEACHING AIDS: textbook, handouts

2 What are they?

3 What do we usually write in the greeting?

4 What do we usually write in the Closing?

5 Where do we sign the letter?

- Have students give some of their past experiences?( being seriously ill, failing an exam; talking to a famous pop star,… etc

to and a coma at the end

4 “Sincerely”, “Yours”, “Love”,

“Cheers”, “Best wishes”…and after that we put a coma

5 under the Closing

Whole class

1 When it happened:

Write a passage about the most memorable past experience Individual

(It happened …years ago/in …

/when I was …years old.)

4 How it affected you:

(it changed outlook life / it make me more careful/ it gave

me more confidence in …./ it taught me the lesson/…)

T goes around to check and offer help

T collects some outlines and provides corrective feedback.T provides relevant and structures if necessary

to the format of the letter, the organisation of ideas and language use

class

- T summarises the main points of the lesson

- T asks Ss to revise their letters according to their peer’s suggestions

-Prepare Language Focus

UNIT TWO: PERSONAL EXPERIENCES

Language Focus

I OBJECTIVES:

- Distinguish the sounds / m /, / n /, / η /

- Pronounce the words and sentences containing these sounds correctly

- Distinguish the uses of different verb tenses: present simple for indicating the past, past simple, past continuous and past perfect

- Use these verb tenses to solve communicative tasks

II TEACHING AIDS: textbook, handouts

IV PROCEDURE:

STAGES TEACHER’S ACTIVITIES STUDENTS’

ACTIVITIES NOTES Pronunciation Distinguishing sounds Individual/ pair

(10’) T models the three sounds / m /, /

n /, / η / for a few times and

explains the differences in producing them

T plays the tape once for Ss to hear the words containing these two sounds

T plays the tape again and asks Ss

to repeat after the tape

T asks Ss to work in pairs and take turn to read aloud the given

Listen to the tape

Repeat after the tape

Work in pair to practise reading the sentences

I, you, we, they + V(bare)

He, she, it + V+s/es

Use:

Use the Simple present to express the idea that an action is repeated

or usual The action can be a habit,

a hobby, daily event, a scheduled event or something that often happens It can also be something

a person often forgets or usually does not do

Adverbs of frequency:

always, usually, often, sometimes, frequently, occasionally, seldom, rarely, never, ever, every, once, twice

at this moment It can also be used

to show that something is not happening now

Adverbs:now, at the moment,

- Something started in the past and

Ex: They often go to

Controlled practice

(12’)

has continued up until now

- An action happened in the past but its result is in the present

An action has not happened yet

just, for since, so far, up to now, never, ever, already, many times, several times, before, yet, not… yet

Past simple Form: V + ed or irregular verbs Use: - an action started and

finished at a specific time in the past

- a series of completed actions in the past

- a duration which starts and stops in the past

- a habit which stopped in the past

- past facts or generalizations which are no longer true

Past continuous Form: was / were + V-ing Use: - a longer action in the past

was interrupted

- the idea that both actions were happening at the same time

Past perfect Form: had + PP Use: the idea that something

occurred before another action expressed in the past simple

Exercise 1

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

T checks with the whole class and provides corrective feedback

Exercise 2

T asks Ss to do Exercise 2 individually and then find a partner to check their answers with

Ex: I have had a cold for

two weeks

Ex: I met him yesterday.

Ex: He got up, washed his face and then he had

breakfast

Ex: I lived in Ha Noi for 5

years

Ex: I often went fishing

when I was young

Ex: She was shy as a child,

but now she is very outgoing

Ex: He was sleeping when

I came

Ex: He was reading a book while she was

cooking.

Ex: I had finished my

work before I went shopping yesterday

1 broke / was playing

2 wrote / was

3 was working / broke

4 stared / were walking

5 told / were having

Individual / pair work/ whole class

Free practice

(10’)

Exercise 3

T distributes the worksheets to Ss

Then T guides how to ask interview questions and answer them and reminds Ss to use the correct verb tenses

T gives final comments and provides correction if necessary

6 didn’t listen / was thinking

7 phoned / didn’t answer / were doing

8 didn’t wear / didn’t notice / was drivingAnswers:

1 had eaten / arrived

2 found / had taken

3 got / had closed

4 got / had left

5 got / had arrived

6 paid / had phoned

7 went / said / had not arrived

8 had looked / asked / cost

- review the uses of different verb tenses that have been covered in the lesson

- prepare Unit 3

UNIT THREE: A PARTY

Reading

I AIMS OF THE LESSON:

- Develop such reading micro-skill as scanning for specific ideas, and identifying and correcting false statements

-Use the information they have read to discuss celebrations in their culture

II TEACHING AIDS: cassette player, tape, chalks, pictures, handouts, charts, real objects if possible

III TEACHING METHOD: communicative approach

Ask students to look at the first picture in the book and ask them some questions:

• Are they having a party?

• What party is it?

-Ask students to look at the second picture and ask some questions:

• Are they friends?

• What are they celebrating?

• How old are the people in the picture?

• How do they feel?

• How long have they been married?

• The lesson today gives us some information about birthday and wedding anniversaries in the US

Pre-teaching vocabulary

mark(v): đánh dấumilestone(n): an important event

or stage in one’s lifelasting(a): continuing a long timegolden(a): made of gold

golden anniversary: celebration of the 50th wedding anniversarydiamond anniversary: celebration

of the 60th wedding anniversary

- Look at the first picture and give answers

• Yes, they are

• It is a birthday party

• No, they aren’t

A golden wedding anniversary

Individual / Pairwork

Whole class

T reads around the words carefully

to find the answer

T gets Ss to check their answers with a peer

T calls on some Ss to write their answers on the board and ask them

to explain their choices

T checks the answers with the whole class

Task 2

T checks if Ss can identify and correct the wrong information in Task 2 after their first reading of the passage

T gets ss to check their answers with a friend

T calls on some Ss to present and explain their answers T gives feedback and correct answers

Read the passage silently and do Task 1

Correct the mistakes

Post

reading

(10’)

Ask Ss to work in small groups of

3 or 4 and discuss the questions

T goes around to check and offer help

T calls on the groups to tell and explain their choice

T gives corrective feedback

work

3 People receive cards and gifts from friends and

relatives



7 People blow out candles, one for each year 

Speaking

I.OBJECTIVES:

Use appropriate language to talk about parties and negotiate how to plan them

IV PROCEDURE:

STAGES TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES NOTES Warm-

up(5’)

Talking about a party

T asks Ss some questions about parties

 Do you like parties?

 Have you ever been to a party?

 Whose party was it?

 On what occasion was the party held?

 When did it take place? What time did it start and end?

 How were foods and drinks?

Work in group to answer the questions

T goes around the class to check and offer help.

Do the task individually Individual

While-Speaking

(20’)

TASK 2:

Are you the perfect party-goer?

1 Which kind of parties do you prefer?

-big / small / noisy / quiet parties-parties with dancing and games

2 You find yourself standing with

a complete stranger at a party

What would you do?

-talk about yourself / the weather

-try to get him or her talk about himself or herself

3 At a party, what would you tend to drink?

-beer / soft drinks / mineral water

A: I don’t know if it’s suitable to begin at 5 pm?

B:

• Why don’t you…

• You ought to…

• You should…

• I think you should…

• You’d better…

• If I were you I would…

*Where (home-cosy, not expensive, not spending a lot of time to prepare, not have to clean up…

*What time

*How many guests

*What to eat / drink (soft drinks, mineral water…/ chicken soup, green salad, steak, fired chicken, fish, beef, hamburger, cake…)

*What to wear (dress, jeans, shirts, T-shirt, pullover, skirt…)

Work in pairs and tell each other about the parties they have been

to, based on the outlines they have made for the Task 1

Do the practise with the expressions

Ss will negotiate in order to come

up with a plan for their parties

Pair work

Pair work

*Which activities (singing, playing games, taking photographs, give gifts…

*Give some suggestions

*Ask some students to perform before class

-The party was held at…

-It started at……and ended at…

-There were about……….people

-He / She served us…

-We took part in some activities such as…

-We were all tired but happy

* Correct common mistakes and give remarks

Tell the rest of the class about their

- Write a paragraph about a party you have been to,

- Prepare part C: Listening

UNIT THREE: A PARTY

LISTENING

I AIMS OF THE LESSON:

- Develop such listening micro-skill as intensive listening for specific information

II TEACHING AIDS: cassette player, handouts, handouts

Post

reading

(10’)

work

III Teaching aids :

Pictures, chalks, cassette

IV Teaching Procedures :

-Check the answers-Give Ss the following saying :

“If you me a fish,

I will eat today

If you teach me to fish

I will eat my whole life long.”

-Ask Ss what the saying implies

-Check the answer

-Supply Ss music and some more pictures

1 - c

2 - d

3 - a

4 - bTASK 1: (5’)-Ask for filling the blanks -Give the explanation of related

-Work in groups

-Answer the questions

-Read and guess the meaning

of the saying in their text book

-Answer the question.-Take notes

-Identify the pictures

task 1 and fill in each blank

TASK 2: (8’)-Ask for sts to read the text again silently.

-Ask sts to choose the best answer -Check their answers

1-B, 2-A, 3-D, 4-B, 5-C-Give feedback

TASK 3: (7’)-Ask Ss to discuss then answer the questions in task 3 -Check their answers

1.They usually visit hospitals, orphanages or homes for the ages They read books to thepeople or listen to their problems 2.They help them to overcome the difficulties and give care and comfort to them

3.During summer vacations, they volunteer to work in remote or mountainous area to provide education for children or medical services for local people

-Ask Ss to discuss then answer the following questions

1.Why do people do volunteer work ?

2 Have you ever joined any volunteer work before ?-Ask sts to make a report in front of class

-Correct their mistakes

-Ask sts to Review the text Prepare the new section of unit4 Part B-Speaking

-Take notes -Pair-work -Read the text again silently

-Choose the best answer

-Take notes

-Group- work-Read all of the questions in

task 3 and then answer them

-Group- work-Discuss the questions -Answer the questions

-Report in front of class

-Take notes

Unit 4:

VOLUNTEER WORK

Part B: Speaking

Objectives:

Talking about types of volunteer work

Asking and answering questions about volunteer work

Ask students to look at the picture in

their books and answer two questions:

What are these students doing?

Are they volunteers?

TASK 1

Have students do Task 1 in pairs

Ask students to give their answers

Explain some activities of volunteer

Have students do Task 2 in pairs

Give some suggestions:

Providing minority children with

literacy (teach them how to read and

write)

Working in difficult or flooded areas

(help them rebuilt houses, provide

medical services, etc)

Raising money to help the handicapped

or starving children (put money in a

piggy bank)

Taking part in directing the traffic (stand

at the crossroads during rush hour to

help direct the traffic)

Volunteering in homes for the elderly

(clean up/ repair their houses, do the

washing up, do some shopping, mow

their lawns, take care of them, read

books, etc)

- Have students perform the dialogue in

front of class

Answer the questions:

They are helping an old man with the housework

Yes, they are

- Do Task 1 in pairsGive the answersTake notes

Do Task 2 in pairsTake notes

Post –

Speaking

(8’)

TASK 3

Have students do Task 3 in groups

Give some suggestions:

What kind of volunteer work do you

usually take part in?

What do you think about it?

- Correct common mistakes

- Perform in front of class

Review Part B carefully

Prepare Part C – Listening

Unit 4 VOLUNTEER WORK

C.LISTENING

I Aims of the lesson :

At the end of the Ss will be able to:

+ Listen and answer questions relating to volunteer work of one high school in Vietnam.+ Improve listening skill by using pictures and exercises

+ Summarize the story through some cues

Skills : Listening, Speaking and Writing

II Teaching aids & Approach :

+ Teaching aids : Textbook, walk-man, , songs, pictures

+ Approach : Communicative approach

III Teaching procedures :

Greeting & attention check :

Review of the previous lesson :

Check lesson

Presentation of the new lesson :

Communicative

approach

1 T shows any pieces

of song and asks Sts

to guess the name and

the composer of the

“Mua He Xanh” song  volunteer work

BEFORE YOU LISTEN : (5’)

How often do you support charities?

What’s the best way of raising money to support charities?

Which of these kinds of volunteer work do you prefer?

** New words :

- Sts work in groups

- The leader of each group will listen to and give the most exactly and quickly answer

- pairs work

* The teacher

presents the new

words on the board

* Ask Sts to listen &

repeat the new words

(pay attention to the

the sentence meaning

and guess the missing

information

* T plays the tape

several times if

necessary

* Call some Ss to read

aloud their answers

* Call some pairs talk

aloud in front of class

Task 2 : Answer the questionsAnswers :

It provides classes to disadvantaged children in HCMC

Dance, theater, singing and circus classes were set up

in 1999Because they need money to continue their English and Performance Arts classes

Because they need help to organize their fundraising dinner held annually in June

AFTER YOU LISTEN :Summarize the story about Spring School, using the following suggestions :

Some cues :The aim of Spring SchoolThe number of children who live and study at the school or attend classes

The activities the children at the school tale part in The kinds of volunteers that Spring School requiresDiagram :

- whole class

- Whole classSts listen to the tape twice to

do the task 1 Then, listen again to check information

- Individual work

- Whole classSts listen to the tape again to answer the questions

- Individual work ( give the answer on BB)

- Pair work Sts fill information in diagram

- Model the discussion in front of the class

Volunteers Helping organize fundraising

dinner held annually in June

Stages/Time Teacher’s activities Students’ activities

2/ What did you do then?

Did you write a letter for thanks?

- Some key words:

Donor(n)Donate(v)Donation(n)Handicapped(picture)(a)Fund(n)

1/ Task 1:

Ask Sts to read the letter and underline the sentences that express the points:

* The opening of the letter

* The donated amount

* The way the money is used

* The way the receipt is issued

* The gratitude to the donor

* The closing of the letterNotice: Some structures:

- S + be + adjective +to +infinitive

- To receive sth from sb / sth

- Would like+ to infinitive

- To hope +to infinitive + for sth2/ Task 2

- Three parts of a letter.(picture)

- Ask Sts to do task 2 ;Give outline:

* ( the points in task 1) 3/ Correcting( 2 or 3 letters of sts)Vocabulary

grammarReport writing ( task 1)

Answer the questions

Notice the words

Do the task 1:

Read and take notes:

- “Dear Sir /Madam”

- “I am very … some days ago”

- “The money will… students”

- “We will certainly…possible”

- “I would like………company”

- “ I look … faithfully”

First : the openingSecond: the body of the letterThird: Conclusion/The closing

Write the letter by themselves

Prepare Part E : Language focus

Unit 4: VOLUNTEER WORK

Gerund and present participle

Perfect gerund and perfect participle

There’s no point in waiting.

I don’t mind cooking the meals.

Reading French is easier than

Gerund and present participle:

- Give some examples:

Listen and repeatPractice in chorus

Listen and take notes

He was accused of smuggling.

After certain verbs (eg admit, avoid,

deny, dislike, enjoy, excuse + object,

forgive + object, fancy/imagine,

finish, keep, mind, ect.)

Can you smell something burning?

We had to leave the tree lying there.

He spent a fortune rebuilding that old

house

Use:

We can use the present participle

to form the continuous tenses:

I’m working right now

as an adjective:

The play was boring

after a certain verbs:

After the basic verbs of sensation (see,

hear, feel and smell) and after listen

to, notice and watch, we can use

object + participle:

I heard the car stopping and saw him

getting out.

We watched the children playing.

I saw him crossing the road.

find, catch, leave + object (person or

thing)

I found them picking apples (They

were picking apples when I arrived.)

I caught them stealing my apples

(They were stealing my apples when I

arrived.)

I left them talking (They were talking

when I left.)

go and come

With these verbs we can use the

participles of verbs of physical

activity: dancing, riding, sailing,

skiing, etc., also shopping.

Ex: Come dancing with me on

Saturday

I’m going shopping.

spend and waste + object

I wasted a lot of time standing in

queues

be busy

Have students do exercises 1, Correct and give feedback

She’s always busy cooking or

Perfect gerund and perfect participle:

having + past participle

Ex:

I kept you waiting so long I am sorry.

 I am sorry for having kept you

waiting so long.

After Jack had read the letter twice,

he wrote a reply.

 After having read the letter twice,

Jack wrote a reply.

Give some examples

- Have students do exercise 3Give feedback

Do exercise 1, 2

Listen and take notes

Do exercise 3Listen and take notes

Homework:

Write down exercise 1, 2, 3

Prepare Unit 5: Part A - Reading

Unit 5: ILLITERACY

Part 1: Reading

I/ Objectives:

- Help sts understand the fight against illiteracy

II/ Methods:

- Communicative approach

III/ Teaching aids:

- Chalk, textbook, handout, pictures,

-T asks sts to look at the picture

-T asks sts to answer the questions:

1 Where do you think the class is?

2 What do you think of the people in the

class? Are they at the same age?

3 What do you think of the teacher?

4 What is this class different from the

class?

-Sts answer the questions chorally

While -

reading

- T reads the reading text first

- T explains the new words to help the sts

understand the text

- T asks sts to read the text to find the

Vietnamese equivalent to the following

1 Phổ cập giáo dục tiểu hoc

2 Hội khuyến học VN

3 Xóa mù chữ

4 Kĩ thuật canh tác

5 Kế hoạch hóa gia đình

600 students in 2000 and 800 students in 2001

They willingly/ voluntarily spent their vacations teaching ethnic minority illiterate people to read and write

illiteracy will soon be eradicatedPost-

1 Are there any illiterate people in your

neighborhood?

2 What do you think we should do to help

them read and write?

 Homework

- T asks sts to learn by heart the new words

- T asks sts to prepare part 2: speaking