Giao an tieng anh 11hoc ky I

giao an tieng anh lop 11, hoc ky 1. Giao an chia lam 2 cot: hoat dong giao vien va hoat dong hoc sinh. Giao an duoc chinh sua hop ly. noi dung khop voi chuan kien thuc ky nang. Co 2 tiet dau soan chi tiet. Cac tiet on tap co bai tap day du

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Week: 01

Preparing date: August 16th, 2014

Teaching date: August 18th, 2014

Class: 11C3, 11C4, 11C7

Period: 01

ORIENTATION

Lesson: Goals and Purposes

1 Aims and Objectives:

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

- Know about English book in grade 11

- Know how to learn English in grade 11

- Know how to do English tests

- Know how to use students’ book

2 Skills: Integrated skills

3 Method: Integrated, mainly communicative

4 Teaching aids: blackboard, chalks and textbook.

5 Procedure:

I Warm-up and lead-in: (8 minutes)

- Introduces to Ss about the teacher

- Asks Ss about their names and English

knowledge

- Gives feedback and leads to the new lesson

II Guiding: (25 minutes)

1 Guiding Student’s book: (15 minutes)

- Introduces to Ss how to use their book

+ There are 6 themes:

6 People and places

+ Six topics are divided into sixteen units

+ In each unit, there are 5 parts: Reading,

Speaking, Listening, Writing and Language

Focus After 3 units, you have one period for test

yourself It helps you test yourself about what

you’ve learnt

- Introduces to Ss how to learn reading,

speaking, listening, writing and language focus

in textbook and how to do the exercises in their

book

2 Guiding English tests in grade 11:

(10 minutes)

- Introduces to Ss about oral tests, 15 minute

test, 45 minute test and how to use them

+ Fifteen-minute test (3 times/ semester)

+ Forty-five -minute test (2 times/ semester)

+ Semester test (Once for each semester)

- The tests in grade 11 include:

+Reading: 25%

- Listen to the teacher

- Answer the teacher’s questions

- Put the textbook on the table

- Listen to the teacher and look through the books

- Listen

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+Listening: 25%

+Writing: 25%

+Language focus: 25%

3 Guiding other books and tapes

III Production: (10 minutes)

- Asks Ss to work in pairs and talk about their

summer/ holiday

- Gives feedback

IV Consolidation and homework:

(2 minutes)

- Summarises the main points of the lesson

- Asks Ss to prepare the textbook and notebooks

- Work in pair and make a small conversation with a friend

Class: 11C3, 11C4, 11C7

Period: 02

ORIENTATION

Lesson: Language Learning

By the end of the lesson, students will be able to get to know the grammatical points and vocabulary in themes

4 Teaching aids: blackboard, chalks and handout.

5 Procedure:

- Asks Ss some questions related to the textbook

and the tests

II Guiding: (25 minutes)

- Introduces to Ss the grammatical points and

vocabulary in the themes

1 You and me

+ Grammar: tenses, infinitive with/ without to,

perfect infinitive, passive infinitive, passive

infinitive and gerund, infinitive and gerund

+ Vocabulary: Words to describe physical

characteristics, personalities and friendship,

words to express personal experiences and words

to talk about parties

2 Education

+ Grammar: Gerund and present participle,

perfect gerund and perfect participle, reported

speech with gerund

- Answer the teacher’s questions

- Listen to the teacher and look through the books

- Take notes

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+ Vocabulary: Words to talk about volunteer

work and words to talk about competitions

3 Community

+ Grammar: conditional sentences, conditional

in reported speech, pronouns: one(s), someone,

anyone, no one, everyone, defining and

non-defining relative clauses

+ Vocabulary: words to talk about population

problems, words to describe the celebration of

Tet in Vietnam and other festival’s activities,

words about post office and telecommunication

services

4 Nature

+ Grammar: relative clauses with prepositions,

relative clauses replaced by participles and to

infinitives

+ Vocabulary: words to talk about endangered

nature and words to talk about sources of energy

5 Recreation

+ Grammar: Relative clauses, omission of

relative pronouns, cleft sentences and cleft

sentences in the passive

+ Vocabulary: words to talk about Asian Games

and hobbies

6 People and places

+ Grammar: could/ be able to, tag questions, It is

said that…, People say that…

+ Vocabulary: Words to talk about the space

conquest and wonders of the word

III Production: (10 minutes)

- Asks Ss to work in pairs and talk about their

friends

- Gives feedback

(2 minutes)

- Asks Ss to prepare the textbook and notebooks

- Work in pair and make a small conversation with a friend

- Listen

- Listen and take notes

Self-evaluation: ……….

……….Week: 01

Teaching date: August 21st, 2014

Class: 11C3, 11C4, 11C7

Period: 03

UNIT 1: FRIENDSHIP

Part A: Reading

a Education objectives: Students will be able to know about the qualities of true friendship.

b Knowledge objectives:

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- Students will be able to develop such reading micro-skills as scanning for specific ideas and

skimming general information

- Students will be able to use the information they have read to discuss the topic

c Language: acquaintance, mutual, give-and-take, loyal to, suspicious, lasting, constancy

3 Method: Communicative Approach

5 Procedure:

- Has Ss rearrange the following words into the

II Pre-reading: (10 minutes)

- Has Ss work in pairs to read the short poem on

page 13 and answer the question: “What do you

think of the friend in the poem?”

- Calls on some Ss to answer the question

III While-reading: (23 minutes)

1 Task 1: Gap-filling (5 minutes)

- Has Ss read through the sentences in the book

and identify the part of speech of the word to fill

in each blank

- Has Ss do the task individually

- Calls on some Ss to give their answers

1 Be a person that your friend can trust

2 Pay attention to what your friend thinks and feels

3 Hold a true friend with both your hands

- Listen

- Listen and repeat

- Read through the sentences in the book and identify the part of speech of the word to fill in each blank

- Do the task individually

- Gives their answers

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to summarise it.

- Has students decide which of the choices A, B,

C or D most adequately sums up the ideas of the

whole passage

- Gives feedback

3 Task 3: Answering the questions

(13 minutes)

- Lets students read the questions in the book

and underline the key words

- Has students read the passage and find out the

answers in pairs

- Calls on some pairs to give their answers

- Gives feedback

IV Post-reading: (5 minutes)

- Asks Ss to discuss the question in the book in

groups

- Goes around and helps students

- Calls on some Ss to give their ideas

- Gives feedback

V Consolidation and homework:

(2 minutes)

- Asks Ss to learn new words and prepare the

- Reads the questions

- Read the passage and do the task in pairs

- Give their answers

Expected answers:

1 The first quality for true friendship is unselfishness

It tells me/ us that a person who is concerned only with his own interests and feelings cannot be a true friend

2 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 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

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Class: 11C3, 11C4, 11C7

Period: 04

Part B: Speaking

a Education objectives: Students will be able to know about the friendship.

b Knowledge: Students will be able to describe the physical characteristics and personalities of their

friends, using appropriate adjectives

c Language: words related to physical characteristics and personalities

5 Procedure:

- Has Ss look at the pictures and answer the

following questions

1 How many people are there in the picture?

2 Can you guess the age for each of them?

II Pre-speaking: (3 minutes)

- Has Ss list words/phrases related to physical

characteristics and personalities

- Helps Ss if necessary

III While-speaking: (27 minutes)

1 Task 1: (8 minutes)

- Has Ss read “Useful language” on page 16

- Teaches some new words:

- Has Ss look at the list of adjectives in the book

- Explains some adjectives quickly

- Look at the pictures and answer the questions

1 They are four people

2 The man is about 36

The girl is about 17…

1 The boy may be short-sighted because he’s wearing

a pair of glasses He has got short black hair and a round face He is quite good-looking

2 The girl has got an oval face with a straight nose, full lip and a pointed chin She’s quite pretty

3 The man is tall and well-built He has got short brown hair and square face with a broad forehead and small eyes

4 The woman’s quite tall and slim She has got long curly brown hair and an oval face with big eyes She’s beautiful

- Listen

- Do as told

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+caring (adj)

+sincere (adj)

+hospitable (adj)

+understanding (adj)

- Has Ss work in groups, discuss and number the

personalities in order of importance

- Calls on some Ss to report the result to the

class

- Gives feedback

- Has Ss have a look at their roles on page 16

and suggestions on page 17

- Explains some words

+quick-witted (adj)

+good-natured (adj)

- Has Ss work in pairs to perform the interview

- Calls on some pairs to perform the interview in

front of the class

- Gives feedback

IV Post-speaking: (5 minutes)

- Has Ss play the game “Guess the words” in

groups

- Has the representative of each group go the

front and explain words in the paper for his

group to guess

- Gives feedback

(2 minutes)

1 Who is your famous friend?

2 When was he/she born?

3 Can you tell me her physical characteristics?

4 What are her/his personalities?

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Class: 11C3, 11C4, 11C7

Period: 05

Part C: Listening

a Education objectives: Students will be able to appreciate their friends.

b Knowledge: Students will be able to develop such listening micro-skills as intensive listening for

specific information and taking notes while listening

c Language: Vocabulary: apartment building, sense of humour, give s.o a ring, go through a

rough time

4 Teaching aids: blackboard, chalks, cassette, tape and textbook.

5 Procedure:

- Reads some sentences describing people and has

Ss choose a suitable word for his/her personalities

1 Mary is ready to help you

2 Tom is willing to give money to his friend

3 Paula always tells the truth and never cheats

4 Daily likes to welcome guests and is friendly to

visitors

II Pre-listening: (8 minutes)

- Has Ss answer the questions in the book in pairs

- Gives feedback

- Pre- teaches some new words:

+ apartment building (n)

+ sense of humour

+ give s.o a ring

+ go through a rough time

- Reads the above words out loud and has students

repeat

III While-listening: (22 minutes)

- Has Ss read through the statements in the book

- Has Ss listen to the tape and decide whether the

statements are true or false

- Listen and give their answer

1 My best friend is Hung

2 I met him when we were students of high school

3 I have known each other for 8 years

4 He is generous and helpful

- Listen

- Listen and repeat

- Read through the statements in the book

- Listen and do Task 1

*Lan’s talk:

1 F (They used to live in the same building there)

2 F (It is what people think)

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- Gives feedback.

- Has Ss listen to the first talk again and write in

the missing words

My best…(1)……is Ha We’ve been friends for a

long time We used to live in Nguyen Cong Tru

Residential Area in Hanoi Her family moved to

Hai Phong in……(2)…… It is said that Hai Phong

people are…(3)… but Ha is really, really…(4)…

I first started to get to know her when I was going

on a two-day trip to Do Son………(5)

- Calls on some Ss to write down their answers on

the board

- Gives feedback

IV Post-listening: (5 minutes)

- Asks Ss to talk about how Ha has been Lan’s best

friend and how Minh has been Long’s best friend

in pairs

- Gives feedback

(2 minutes)

- Asks Ss to learn new words and prepare the new

lesson

3 T

4 F (Lan went to Do Son first and then called Ha, so

Ha rode on her motorbike to Do Son to meet Lan)

*Long’s talk:

1 F (They meet in college)

2 F (Minh was a guitarist)

3 T

4 T

5 T

- Listen

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Class: 11C3, 11C4, 11C7

Period: 06

Part D: Writing

a Education objectives: Students will be able to appreciate their friends.

b Knowledge: Students will be able to write about a friend, real or imaginary, using the words and

expressions that they have found in previous lessons

c Language: Words related to describing people

5 Procedure:

- Introduces the game: one student goes to the

board and teacher 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?/ Is she short-sighted?

+Is she friendly?

- Gives feedback and leads to the lesson

II Pre-writing: (12 minutes)

- Sets the scene: You are going to write about a

friend, real or imaginary, using the provided

guidelines

- Has Ss read the following passage describing a

friend, analyze it and give the outline

Example: My best friend is Ha, a 15-year-old

girl She is my classmate and lives near my

house I first met her in the school library 3

years ago She is very beautiful with an oval

face, big eyes and a straight nose She is a

helpful and quick-witted girl; in fact, she always

helps everyone What I like about Ha is that she

has the same hobbies with me We both like

music and singing I hope that we will be friends

forever.

III While-writing: (13 minutes)

- Gets Ss to write about their friend in 13

minutes

- Goes around and helps Ss

IV Post-writing: (10 minutes)

- Listen to the teacher and play the game

- When and where you met him or her

- Describe his/ her physical characteristics:

* appearance: beautiful, handsome, good-looking…

* hair: long, straight, curly, black…

* nose: straight, crooked…

* face: round, oval, square…

- Describe his/ her personalities : helpful, sincere, quick-witted, modest, generous,

caring,

- Say what you like about him or her

- Write about their friend

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- Calls on some Ss to write down their writing on

the board

- Gives feedback

(2 minutes)

- Asks Ss to learn the lesson and prepare the new

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Preparing date: August 31st, 2014

Teaching date: September 3rd, 2014

Class: 11C3, 11C4, 11C7

Period: 07

Part E: Language Focus

a Education objective: Students will be able to use infinitives with and without “to” in communication.

b Knowledge:

- Students will be able to pronounce the sounds /ʤ/ and /ʧ/ correctly

- Students will be able to pronounce the words and sentences containing the target sounds

- Students will be able to use some structures containing infinitives with and without “to”

appropriately

c Language: Infinitives with and without “to”

5 Procedure:

- Divides the class into 2 groups

- Has each representative of each group goes the

front and explains words in the paper for the rest

to guess

II Pronunciation: (10 minutes)

1 Pre-practice: (3 minutes)

- Demonstrates the sounds /ʤ/ and /ʧ/ by

pronouncing them clearly and slowly

- Explains how to pronounce these sounds

+/ʤ/: put your tongue behind your top teeth,

push air as you drop your tongue away from the

roof of your mouth

+/ʧ/: touch your tongue to the back of your

upper teeth and pull your tongue away as you

push air out of your mouth

- Asks students to pronounce the sounds several

times

2 Practice: (5 minutes)

a Practice reading words:

- Reads the words containing these sounds in the

book and asks Ss to repeat after the teacher

- Calls on some students to read the words out

loud

- Gives feedback

b Practice reading sentences:

- Asks Ss to practise reading the sentences in the

- Listen to the teacher carefully

- Pronounce the sounds

- Listen and repeat after the teacher

- Read the words out loud

- Listen

- Practise reading the sentences in the book in pairs

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- Calls on some Ss to read the sentences.

- Gives feedback

3 Production: (2 minutes)

- Asks Ss to make sentences with some words

containing the target sounds

- Gives feedback if necessary

III Grammar: (26 minutes)

1 Infinitive with “to”: (13 minutes)

a Pre-practice:

- Writes some sentences on the board and

underline the to-infinitive

+I have letters to write

+It is interesting to learn English

+We can’t force you to stay here

+I want to make friend with Lan

- Has Ss comment on the use of “to-inf” in the

examples

b Practice:

*Exercise 1:

- Has Ss do Exercise 1 individually

- Gives feedback

c Production:

- Has Ss make sentences with “to-inf”

2 Infinitives without “to”: (13 minutes)

a Pre-practice:

- Gives some examples

+You should stay at home

+I stay her get off the bus

- Has Ss comment on the use of “infinitives

+ “to-inf” can be placed after adjectives

1 S + V + too + adj / adv + to-infinitive 2 It +

V + adj + to-infinitive

3 S + V + adj + to-infinitive+ “to-inf” can be used as objects of a verb (want, ask, hope, plan, seem, agree…)

+ “to-inf” can be placed after “V+O”

(force, advise, allow, permit, recommend )

- Do the exercise

Expected answer:

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

- Listen and correct

- Make sentences

- Take notes

- Do as told

+ “bare-inf” is placed after modals

+ “bare-inf” is placed after “S+V+O”

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b Practice:

*Exercise 2:

- Has Ss do the exercise in pairs

- Calls on some Ss to write their answers on the

- Calls on some Ss to read their sentences

- Gives feedback

(2 minutes)

- Asks students to learn the lesson and prepare

the new lesson

(Verbs: feel, hear, watch, see, notice, smell, let, make)

- Do the exercise in pairs

1 The police watched them get out of the car

2 They let him write a letter to his wife

3 I heard them talk in the next room

4 The customs officer made him open the briefcase.]

5 The boy saw the cat jump through the window

6 Do you think the company will make him pay some extra money?

7 I felt the animal move towards me

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

- Make sentences in pairs

Preparing date: September 2nd, 2014

Teaching date: September 4th, 2014

Class: 11C3, 11C4, 11C7

Period: 08

Unit 2: PERSONAL EXPERIENCES

Part A: Reading

a Education objectives: Students will be able to know about a girl's most embarrassing experience.

b Knowledge:

- Students will be able to develop such reading micro-skills as scanning for specific ideas, identifying the sequence of events and guessing meaning in context

- Students will be able to use the information they have read to discuss the story

c Language: Vocabulary: embarrassing, floppy, idol, glance at, sneaky, make a fuss

5 Procedure:

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Teacher’s activities Students’ activities

- Asks Ss some questions:

1 Have you had or heard an embarrassing

experience?

2 When did it happen?

3 Where did it happen?

4 How did you feel about that?

- Asks Ss to work in pairs, look at the pictures

in the book and guess what’s happening in

- Has Ss read the sentences in the book and

work out what part of speech is needed in each

blank

- Has Ss do the task individually

- Gives feedback

2 Task 3: Answer the questions

(10 minutes)

- Lets students read the questions in the book

- Has students read the passage and find out

the answers in groups

- Answer the questions

1 Yes, I have

2 It happened when I was a grade 10 student

3 It happened on the bus

- Listen and repeat

- Do as told

1 glanced 2 making a fuss

3 embarrassing 4 idols

5 sneaky -Listen

- Reads the questions and underline the key words

- Read the passage and do the task in groups

1 She wished to have a red hat-a floppy cotton hat

2 Her father gave her some money on her birthday to buy a floppy cotton hat

3 She saw a wad of dollar notes that looks exactly like those that her father had given her

4 Because she thought that it was her own money and the boy had stolen it from her She wanted to take it back without making a fuss

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- Gives feedback.

- Asks Ss to work in groups of 4 and discuss

the question in the book

- Gives feedback

(2 minutes)

Preparing date: September 2nd, 2014

Class: 11C3, 11C4, 11C7

Period: 09

Unit 2: PERSONAL EXPERIENCES

a Knowledge objectives: By the end of the lesson, Students will be able to:

- Students will be able to identify structures that are used to talk about past experiences

- Students will be able to use these structures to talk about a past experience and how it affects their life

b Language: Words related to past experiences

4 Teaching aids: blackboard, chalks, a picture and textbook.

5 Procedure:

- Sticks a picture of the fire and asks Ss some

questions

1 What is the picture about?

2 What was the cause of the fire?

3 What was the effect of the fire?

*Task 1:

- Introduces the task and get Ss to match the

experiences in box A with their effects in box B

- Look at the picture and answer the questions

1 It is about a fire

2 The cause was forgetting to turn off gas stoves

3 The effect was that the house was burned

- Listen and do the task individually

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- Calls on some Ss to read out their answers

- Gives feedback and introduces the structures

+ make s.o do sth

+make s.o + adj

- Has Ss work in pairs and put the lines in the

conversation in the correct order

- Calls on some pairs to practice the dialogue

- Gives feedback

- Has Ss work in pairs and make a dialogue,

using the structures, ideas in Task 1 and 2 and

useful structures in Task 3

- Calls on some pairs to perform their

conversation in front of the class

- Gives feedback

- Has Ss make sentences with the structures they

have learnt in Task 1

-Goes around and helps Ss

-Calls on some Ss to read their sentences

-Gives feedback

(2 minutes)

- Make a dialogue in pairs

- Perform their conversation in front of the class

Preparing date: September 8th, 2014

Class: 11C3, 11C4, 11C7

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Period: 10

UNIT 2: PERSONAL EXPERIENCES

a Education objective: Students will be able to learn from a past experience.

b Knowledge: Students will be able to develop such listening micro-skills as listening for specific

information and taking notes while listening

c Language: Vocabulary: memorable, terrified, scream, replace, embrace, escape, protect

4 Teaching aids: blackboard, chalks, cassette and textbook.

5 Procedure:

- Has Ss look at the picture in the book and

answer the question

“What’s happening in the picture?”

-Pre- teaches some new words:

1 Task 1: True or False (12 minutes)

- Asks Ss to read the statements in the book

carefully and underline the key word

- Asks Ss to listen to the tape and do the task

- Gives feedback

- Has Ss study the text in the book carefully and

guess the answers

- Has Ss listen to the tape again and fill in the

gaps in the summary

- Look at the picture and answer the question

“It is the fire.”

- Listen carefully

- Listen and repeat

- Read the statements carefully

- Listen and do the task

1 T

2 F (13 years old)

3 F (in the kitchen)

4 F (She was sleeping)

5 T

- Listen

- Do as told

1 small 4 replaced

2 everything 5 took

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- Gives feedback.

- Asks Ss to work in groups and discuss an

experience of their group

- Suggests some ideas

+What was the experience?

+When did it happen?

+Where did it happen?

+What were its effects?

- Calls on some Ss to present their experience

- Gives feedback

(2 minutes)

Class: 11C3, 11C4, 11C7

Period: 11

Part D: Writing

a Education objective: Students will be able to learn from a past experience.

b Knowledge: Students will be able to write a personal letter telling about a past experience, using the

structures and vocabulary that they learned in the previous lesson

c Language: Words related to past experiences

5 Procedure:

- Asks Ss some questions to remind Ss of the

rule of writing a letter

1 How many parts does a letter normally have?

2 What are these parts?

3 What do we normally write in Salutation?

4 What do we normally write in Closing?

- Listen and give their answers

4 We normally write something like “Sincerely”,

“Yours”, “Love”, “Best wishes”, “See you soon” and

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5 Where do we normally sign the letter?

- Sets the scene: You are going to write a

friendly letter to a pen friend telling him or her

about one of your most memorable past

experiences

- Has Ss read the task silently and work out what

they are required to write about

- Elicits the verb tenses that can be used for

describing a past event (past simple, past perfect

and past continuous)

- Gets Ss to make an outline with a peer

III While-writing: (15 minutes)

- Has Ss base on their outline and write their

own letter in 15 minutes

- Calls on some Ss to write their letter on the

board

- Gives feedback

(2 minutes)

lesson

after that we put a comma

5 Our signature normally goes under the Closing

- Read the task

- Listen

- Make an outline in pairs

- Write their letter

- Write their letter on the board

Dear Lan,How have you been doing? Have you got any plan for the coming school break? Perhaps I will go to see my grandparents I haven’t seen them since my last schoolholiday

Let me tell you about my last summer vacation at my grandparents’ It is one of my most unforgettable experiences

My grandparents live in a small village where there is

a large river I often go swimming there every afternoon when I spend my vacation with them

One day when I was swimming with some of my friends, I suddenly caught a cold I felt so dizzy and was too weak to continue swimming, so I started to sink I thought I had only minutes to live Luckily, my friends saw that and saved me

This event definitely taught me to appreciate my life What’s about you? Have you got any unforgettable holiday that you would like to share with me

See you soon, Hoa

- Listen

Self-evaluation: ………

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Week: 04

Class: 11C3, 11C4, 11C7

Period: 12

a Education objective: Students will be able to use these verb tenses to solve communicative tasks.

b Knowledge: Students will be able to:

- Pronounce the sounds /m/, /n/ and /η/ correctly

- Pronounce the words and sentences containing the target sounds

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

c Language: The present simple, past simple, past continuous and past perfect

5 Procedure:

- Divides the class into 2 groups

- Has each representative of each group goes the

front and explains words in the paper for the rest

to guess

1 Pre-practice:

- Demonstrates the sounds /m/, /n/ and /η/ by

times

2 Practice:

- Listen

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book in pairs

- Calls on some Ss to read the sentences

- Gives feedback

3 Production:

1 Present simple indicating past time:

+It’s used to express a repeated action, habit,

scheduled event and truth

+We can use the present simple in telling stories

to make the stories more interesting

b Practice:

*Exercise 1:

- Gives feedback

c Production:

- Has Ss work in groups and tell a story, real or

imaginary, using the present simple

2 The past simple, past progressing and past

did +not + V(bare-inf)

- Read the sentences

1 invites 2 sets 3 gets

4 waves 5 promises 6 carries

7 contains 8 has baked 9 is

10 is shining 11 are singing 12 is

- Tell a story in groups

- Take notes

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(?) Was/Were + S…?

Did + S + V(bare-inf)…?

+Use: It’s used to express the action that started

and finished in the past

*The past continuous:

+Form:

(+) S + was/were + V-ing + O

(-) S + was/were + not + V-ing + O

(?) Was/Were + S + V-ing?

+Use: It’s used to indicate that a longer action in

the past was interrupted The interruption is

usually a shorter action in the simple past

*The past perfect:

+Form:

(+) S + had + V(ed/III)

(-) S + had + not + V(ed/III)

(?) Had + S + V(ed/III)?

+Use: It expresses the idea that something

occurred before another action expressed in the

past simple It can also show that something

happened before a specific time in the past

b Practice:

*Exercise 2:

- Calls on some Ss to write their answers on the

board

- Gives feedback

*Exercise 3:

- Gives feedback

c Production:

- Has Ss work in pairs and practice asking and

answering questions, using the above tenses

E.g.: I saw a horror film last night

E.g.: I was watching TV when she called

E.g.: I had never seen such a beautiful beach before I went to Hanoi

1 broke / was playing

2 wrote / was

3 was working / broke

4 stared / were walking

5 told / were having

6 didn’t listen / was thinking

7 phoned / didn’t answer / were doing

8 didn’t wear / didn’t notice / was driving

- Do Exercise 3

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

- Work in pairs

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(2 minutes)

the new lesson

Self-evaluation: ………

………

Week: 05

Class: 11C3, 11C4, 11C7

Period: 13

UNIT 3: A PARTY

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Part A: Reading

a Education objective: Students will be able to know about what people do at parties.

- Develop their reading skills by answering questions and doing true or false exercise

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

c Language: Vocabulary: blow out, celebrate, celebration, celebrated, anniversary, silver anniversary,

golden anniversary, mark, milestone

4 Teaching aids: blackboard, chalks, pictures and textbook.

5 Procedure:

- Shows Ss some pictures of celebrations and

has Ss guess the name of the celebrations

-Gives feedback and leads to the lesson

- Asks Ss to look at the pictures in the book

and answer the questions on page 32 in pairs

1 Task 1: Answer the questions

(12 minutes)

- Has Ss read the passage and answer the

following questions in pairs

1 Whose birthday is it?

- Look at the pictures and guess the name of the celebrations

+Picture 1: Birthday+Picture 2: Christmas+Picture 3: Valentine’s Day+Picture 4: Wedding

- Answer the questions in pairs

1 The people in both pictures belong to a family

2 The people in picture 1 are celebrating a birthday and the people in picture 2 are celebrating a golden wedding anniversary

- Listen

- Listen and repeat

- Read the passage and answer the questions in pairs

1 It is Lisa’s birthday

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2 When does Lisa blow out the candles on the

cake?

3 What do Lisa’s family and friends give her

for her birthday?

4 What kind of party are Rosa and Luis

having?

5 What do husbands and wives often give to

each other on their wedding anniversaries?

6 Why are the 25th and the 50th wedding

anniversaries?

- Gives feedback

2 Task 2: True/False (10 minutes)

- Has Ss read the following statements, read

the passage again and decide whether they are

true or false

1 Lisa’s family and friends are at her eighth

birthday party

2 Lisa opens birthday cards and books from

her family and friends

3 Fifty months ago, Rosa and Luis got

married

4 People call the 5th wedding anniversary the

“golden anniversary”

5 Rosa and Luis are happy to be together for

their silver anniversaries

- Calls on some Ss to write down their answers

on the board

- Gives feedback

- Asks Ss to work in pairs and answer the

questions on page 35

- Calls on some Ss to present their ideas

- Gives feedback

(2 minutes)

new lesson

2 She blows out the candles when everyone finishes singing “Happy Birthday”

3 They give her toys and clothes for her birthday

4 They are having a wedding anniversary party

5 They often give flowers or gifts to each other

6 Because these anniversaries marks the milestones of ahappy and lasting relationship between married couples

3 F (Fifty years ago, Rosa and Luis got married.)

4 F (People call the 50th anniversary the “golden anniversary”.)

5 F (Rosa and Luis are happy to be together for their golden anniversary.)

Class: 11C3, 11C4, 11C7

Period: 14

UNIT 3: A PARTY

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a Education objective: Students will be able to talk about parties

- Use the required language and knowledge to talk about parties and negotiate how to plan them

- Use appropriate language to invite people to come to parties

c Language: Vocabulary related to parties

5 Procedure:

- Asks Ss to list words related to a party

*Task 1

- Introduces the task and goes over the questions

with the class

- Gets Ss to do the task individually

- Encourages Ss to take notes while doing so

- Goes around the class to check and offers help

- Gives feedback

- Has Ss work in pairs and tell each other about

the parties they have been to, based on the

outlines they have made for Task 1

- Calls on some pairs to perform their

conversations in front of the class

- Gives feedback

- Introduces the task and asks Ss to negotiate

how to plan a party in groups of 4

- Elicits things Ss consider when planning a

+Food and drinks

+birthday+gifts+food and drink+music

+restaurant+friends+a potluck dinner (dinner to which people bring food

to be shared)

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+Budget

- Has Ss negotiate in groups to organize the best

party

*Task 4:

- Asks Ss to do Task 4 in groups, using the

simple past tense to report the past events

- Give some suggestions

+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

- Asks some Ss to perform in front of the class

- Gives feedback

(2 minutes)

Class: 11C3, 11C4, 11C7

Period: 15

UNIT 3: A PARTY

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a Education objective: Students will be able to know about a girl's birthday party.

- Develop such listening micro-skills as listening for specific and detailed information.

- Learn some words related to a party

c Language: Vocabulary: gather, icing, clap, slice, decorate, tidy up

5 Procedure:

- Has Ss play the game “BINGO”

+Has Ss work in groups of 4

+Gives each group a card in which there are 4

words related to a party

+When the teacher reads one word, each group

will cross out that word if they have

+The first group crossing out all the words will

say BINGO and become the winner

- Writes down all the words on the board

- Has Ss look at the pictures in the book and

guess what they are going to listen about

- Has Ss answer the questions on page 36 in

1 Task 1: True or False (10 minutes)

- Asks Ss to read the statements in the book

carefully and underline the key word

- Asks Ss to listen to the tape and do the task

- Gives feedback

- Listen to the rule of the game carefully

- Take the cards

- Listen and do as told

- Do as told

Expected answer: a birthday party

- Answer the questions

- Listen

- Listen and repeat

- Read the statements carefully

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2 Task 2: Answering the questions

(12 minutes)

- Has Ss read through the questions in the book

- Plays the tape again for Ss to do the task

- Gives feedback

- Asks Ss to work in groups of 4 and take turns

to talk about Mai’s birthday party as follows

+Place where the party held

+When it began and ended

+How many guests…

new lesson

- Read through the questions

1 She was 16 years old

2 Because it is noisy and expensive

3 Soft drink and biscuits

4 At about 4:30

5 It was beautifully decorated with pink and white icing and 16 colorful candles sat in the middle of the cake

6 They clapped their hands eagerly and sang “Happy birthday”

7 It finished at about six in the evening

Teaching date: September 22nd, 2014

Class: 11C3, 11C4, 11C7

Period: 16

Unit 3: A PARTY

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Part D: Writing

a Education objective: Students will be able to use the genre of writing to solve their communication in

the life

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

- Write an informal letter of invitation

c Language: Structures of the invitation

5 Procedure:

- Prepares 8 handouts with some sentences in a

jumbled order

a Hope to see you then

b We would like to invite you to the wedding

c Mary and I are getting married soon after we

return to Melbourne on June 20th

d Dear John,

e Best wishes, Alex

f It will be at my parents’ house in Parkville,

probably at 2.30 p.m., and there will be a party

afterwards, starting at about 8 p.m

- Has Ss work in groups and rearrange the above

sentences into the correct order of a letter

- Has Ss work in pairs and practice asking and

answering the questions in the book

- Gives feedback

- Has Ss do the task individually and then

compare their answers with their friends

- Work in pairs and do the task

Trang 32

-Has Ss read the complete letters in Lead-in and

Task 2 and elicit the features of an informal

+I would like to invite you to…?

- Has Ss answer the questions in Task 3 first

- Has Ss write an invitation letter

- Calls on some Ss to write their letter on the

board

- Gives feedback

(2 minutes)

lesson

- Do as told

*Format of an informal invitation letter:

Dear….,+The event+The place+The time and place+The invitation+The activities+The food and drinkLove/Best wishes

………

- Do as told

- Write the letter

- Write their letter

Dear Ha,

As the school year is coming to an end, I’m giving a farewell party for people to meet up before they go away for holiday Would you like to come? It will be

at my place at 7 p.m this Sunday I intend to invite about 10 people, order some pizzas and buy fruits There will be dancing and karaoke competition

Please let me know whether you can come

Love,Hanh

Class: 11C3, 11C4, 11C7

Period: 17

Unit 3: A PARTY

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a Education objective: Students will be able to use the structures they have learned in communication.

- Pronounce the sounds /l/, /r/ and /h/ correctly

- Pronounce the words and sentences containing the target sounds

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

c Language: Structures: infinitive, gerund, passive infinitive and passive gerund

5 Procedure:

- Has Ss play the game “Find out the

destination”

+Draws the following table on the board

+Tells the class the starting point “lunch” and

asks Ss to find out the way to the destination

1 Pre-practice:

- Demonstrates the sounds /l/, /r/ and /h/ by

times

2 Practice:

loud

- Gives feedback

b Practice reading sentences:

book in pairs

- Calls on some Ss to read the sentences

- Gives feedback

3 Production:

1 Infinitive and gerund: (15 minutes)

- Listen to the rule of the game

- Find out the way to the destination

Lunchloveleavelowlook

- Listen

- Read the sentences

- Listen

- Make sentences in groups

1 He loves his mother

2 My parents are doctors

3 He has just bought a house

- Listen

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a Pre-practice:

- Gives the examples

E.g.:1.The doctor was forced to operate

immediately to save the patient’s life

2 She enjoys teaching

- Asks Ss what the form of verbs underlined is

- Gives feedback

- Teaches Ss the verbs which can be only

followed by to-infinitive and gerund

Infinitive: agree, ask, choose, demand, expect,

mean, hope, plan, offer, refuse…

Gerund: avoid, admit, enjoy, keep, mind, deny,

risk, dislike…

b Practice:

* Exercise 1:

- Gives feedback

* Exercise 2:

- Gives feedback

c Production:

- Has Ss make sentences with passive infinitive

and gerund in groups

2 Instead of being excited about the good news,

Tom seemed to be indifferent

- From the example, give the form and uses of

passive infinitive and gerund

+Form:

Passive infinitive: to be + past participle

Passive gerund: being + past participle

+Uses: to emphasize the action/event rather than

Trang 35

*Exercise 3:

- Gives feedback

c Production:

- Has Ss make sentences with passive infinitive

and gerund in groups

- Gives feedback

(2 minutes)

the new lesson

1 D 4 B

2 C 5 A

3 B

- Make sentences in groups

Class: 11C3, 11C4, 11C7

Period: 18

TEST YOURSELF A

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

- Review some grammatical points they had learnt and do the related exercises

- Practice listening, reading and writing skills

b Language: - Tenses

- Infinitive and Gerund

5 Procedure:

- Asks Ss the questions

1 Have you ever held your birthday party?

2 When and where did you hold your birthday

Trang 36

- Gives feedback and leads to the new lesson.

II Listening: (10 minutes)

- Pre-teaches some words:

+keep in touch (v) = contact (v)

+pub (n)

- Has Ss listen to the passage and complete the

sentences in the book

- Gives feedback

III Reading: (10 minutes)

- Pre-teaches some new words:

+ordinary (adj)

+childless (adj)

+brand-new outfit

+grime (v)

- Has Ss read the passage and answer the

questions in the book

- Has Ss listen and put a tick in the right box

-Gives feedback

b Grammar:

- Has Ss complete the sentences in the book,

using the correct form of the verbs in the box

- Gives feedback

2 To take some photographs of the happy family

3 The boy was dressed in a smart, brand-new outfit and looked like a little prince

4 Because he was interested in the toys

5 He felt that it was delightful and looked forward to the next day to have the film developed

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- Has Ss write a paragraph about their birthday

party, using the following questions

1 Whose birthday party was it?

2 When and where was it held?

3 What did you do there?

4 How did you enjoy it?

- Has Ss exchange their writing and correct each

other

- Gives feedback

VI Consolidation and homework:

(2 minutes)

- Asks students to review the lesson

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a Knowledge: Students will be able to:

- Review vocabulary, pronunciation and grammar from unit 1 to unit 3

- Do the related exercises

b Language: - Vocabulary from unit 1 to unit 3.

- Grammatical points from unit 1 to unit 3

4 Teaching aids: blackboard and chalks.

5 Procedure:

- Has Ss give the grammatical points they had learnt

from unit 1 to unit 3

II Pre-practice: (10 minutes)

- Has Ss review the form and use of the above

3 Infinitive and gerund

4 Tenses: the present simple, past simple, past continuous and the past perfect

- Do as told

1 To-infinitive and bare-infinitive:

+ “to-inf” can be placed after nouns/pronouns toshow how they can be used

+ “to-inf” can be placed after adjectives

+ “to-inf” can be used as objects of a verb (want, ask, hope, plan, seem, agree…)+ “to-inf” can be placed after “V+O”

(force, advise, allow, permit, recommend )+ “bare-inf” is placed after modals

+ “bare-inf” is placed after “V+O”

(feel, hear, watch, see, notice, smell, let, make)

2 Infinitive and Gerund:

Infinitive Agree, ask, choose, demand, expect, mean, hope, plan, offer, refuse…

Gerund Avoid, admit, enjoy, keep, mind, deny, risk, dislike…

3 Passive infinitive and gerund

+Form:

Passive infinitive: to be + past participlePassive gerund: being + past participle+Uses: to emphasize the action/event rather than the agent

Do/Does + S + V(bare-inf)…?

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III Practice: (23 minutes)

1 Exercise 1: Choose the word whose underlined part

is pronounced differently from the others.

1.a.dangerous b.gorilla c.village d.age

2.a.church b.change c.machine d.match

3.a.finger b.money c.indoor d.morning

4.a heard b.gerund c.parent d fresh

5 a.humble b.honest c.handsome d.homeless

2 Exercise 2: Choose the best answer

1 On a birthday, people usually make a wish and

blow the candles

A.out B.on C.in D A, B&C

2 Lisa and Luis are having a party.

A.holding B going to C.attending D A, B&C

3 The boy glanced me and turned away

4 She complains noisily about anything She is

always a fuss

A.doing B making C.having D.A & C

5 Now, I’d like to tell you my most memorable

+Use: It’s used to indicate that a longer action

in the past was interrupted The interruption is usually a shorter action in the simple past

*The past perfect:

+Form:

(+) S + had + V(ed/III)(-) S + had + not + V(ed/III)(?) Had + S + V(ed/III)?

+Use: It expresses the idea that something occurred before another action expressed in the past simple It can also show that something happened before a specific time in the past

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A.forgettable B.unforgettable

6 You must keep on the computer

A.practised B practicing C.to practice D practice

7 Sorry I didn’t mean (hurt) you

A hurt B hurting C had hurt D to hurt

8 The judge demanded (see) the original

document

9 I my homework in every evening

10 She (teach) English She is an

English teacher

11 We ……… dinner when they came

C.had just finished D.just had finished

12 He his leg when he football

A.breaks / playing B.broke / played

C.broke / was play D.broke / was playing

13 By the time I………at the party,

they everything

A.arrive/had eaten B.arrived/ ate

C.arrived / had eaten D arrived / had ate

14 (you watch) TV last night?

A.You watched B.did you watched C.do

15 She (sleep) when you phoned That

was why she didn’t answer

A.slept B.sleeping C.was sleep D was sleeping

16 The teacher makes his students hard

A.to study B.studying C.studies D.study

17 The tea is too hot (drink)

A drink B to drink C drinking D drinks

18 It’s important before speaking

A.thinks B.thought C.to think D.think

3 Exercise 3: Choose the underlined word or phrase

in each sentence that needs correcting.

1 When I got to the car park, I realised that I lost

4 Exercise 4: Rewrite the following sentences

without changing their meaning

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