Giáo án tiếng anh lớp 11 cả năm soạn theo tập huấn mới HK1 nhật hoàng minh

* Exercise 2 10m: Rewrite the sentences, using the words given in brackets: -asks students to work in pairs, discuss the answers using bare inf to write -asks some pairs to read it -cor

Date of planning: /

Date of teaching: /

Test for revision

I Choose the word whose underlined part is pronounced differently from that of the rest

(chọn một từ mà phần gạch dưới có cách phát âm khác với các từ còn lại)

II Choose the word whose stress is placed differently from that of the rest

(chọn một từ có vị trí dấu nhấn khác với các từ còn lại)

III Choose the best option to complete these following sentences

(chọn đáp án đúng nhất để hoàn thành những câu sau)

7. Nam,…… lives about three miles way, was my former friend

8. ………… the weather was bad, we decided to go camping

9. My father _this bicycle for 20 years

10. I got………envelop this morning, there was 100.000$ in…………envelop

11. My car, _is very large, uses too much gasoline

12. If he more slowly, he wouldn’t make so many mistakes

13. If you know English, you can communicate _people from the English-speaking world easily

14. John is really _ in learning French

A interested B disappointing C interesting D disappointed

15. I wish I had enough money a new bicycle

16. It was not until his father came home that the boy up the house

17. Germany was defeated by Brazil in the final Germany was the _

18. John practices singing every day I’m sure he………… the gold medal

19. I prefer love story films _detective ones

20. ……….did you spend your holiday?- For two days

21. If you……… this glass, you would have to pay for it

22. London is famous………… many things

23. Folk music is a …………music of a country

24. World cup is consider the most popular event in…………

A world B globe C the globe D the country

25. ………….are you learning English for?

26. I can’t believe it! My motorbike………last night

27. The glass window………

A has broken B has been broken C have broken D have been broken

28. - “ ” - “I like pop music.”

A Why do you like pop music? B Do you like pop music?

C Which do you prefer? D What kind of music do you like?

29. - “What do you think of love story films?” - “ _.”

A I don’t think so B I find them moving C I prefer love story films D That’s a good idea.

30. There is…… orange on…… table

A an/ the B a/ the C the/ the D.the/ a

IV choose the correct sentence which has the same meaning as the given one

(chọn câu gần nghĩa với câu đã cho)

31. Mary phoned me because she wanted to invite me to her party

A She invited me to her party B She invites me to her party

C She phoned me to invite me to her party. D She phoned me to her party

32. I didn't have an umbrella with me, so I got wet

A If I had had an umbrella, I wouldn't get wet B If I had had an umbrella, I wouldn't have got wet.

C If I had an umbrella, I wouldn't get wet D If I have an umbrella, I won't get wet

33. John isn’t intelligent He can’t solve that math test

A If John is intelligent, He can solve that math test

B If John isn’t intelligent, He can solve that math test

C If John were intelligent, he could solve that math test

D If John was intelligent, he could solve that math test

34. The football match didn’t start until the lights went on

A It is not until the lights go on that the football match starts

B It was not until the lights went on that the football match had started

C It was not until the lights went on that the football match started

D It was until the lights went on that the football match started

35. They took the sick man to the hospital

A The sick man was taken to the hospital. B The sick man is taken to the hospital

C The sick man had taken to the hospital D The sick man took to the hospital

36. The taxi driver was friendly He took me to the airport

A The taxi driver was friendly who took me to the airport

B The taxi driver was friendly whom he took me to the airport

C The taxi driver who was friendly took me to the airport

D The taxi driver who took me to the airport was friendly.

V Choose the underlined part that needs correcting (chọn phần gạch dưới cần phải sửa)

37. I am talking to a man whom works with my father

VI Read and then choose the correct option to complete each blank

(đọc và chọn từ đúng nhất để hoàn thành mỗi khoảng trống sau)

The Statue of Liberty, one of America’s most familiar images, is on [41] island in New York Harbour It is a symbol of freedom This is the statue of a woman [42] is wearing a loose robe and a crown on her head Her right hand holds a burning [43] and left hand holds a tablet with the date July 4,1776 on it The statue weighs 205 tons and is 46 m high It stands on a stone and concrete base The base and pedestal increase the height of the monument to 93 m The outside

is made [44] copper Inside, it has an iron frame The statue was [45] in 1884, and then transported to America in 1886 Tourist can visit the statue from 9.30 a.m to 5 p.m daily except Christmas Day.

45 A was completing B completes C had completed D completed

VII Read and then choose the best answer ( đọc bài đọc và chọn câu trả lời đúng nhất)

The FIFA World Cup, occasionally called the Football World Cup, but usually referred to simply as the World Cup The championship has been awarded every four years since the first tournament in 1930, except in 1942 and

1946 when it was not contested because of World War II.

During the 18 tournaments that have been held, seven nations have won the title Brazil is the only team to have played in every tournament and have won the World Cup a record five times Italy is the current champions and has won four titles, and Germany is next with three The other former champions are Uruguay, winners of the inaugural tournament, and Argentina, with two titles each, and England and France, with one title each.

The most recent World Cup was held in Germany in 2006 The next World Cup will be held in SouthAfrica, between 11 June and 11 July 2010, and the 2014 World Cup will be held in Brazil

46. When was the first World Cup held?

47. Which team had four titles?

48. Where will the 2014 World Cup be held?

49. In the past, in which years wasn’t the World Cup held?

• Objectives: By the end of the lesson, Ss will be able to guess meaning in context

• Lexical items: unselfishness, constancy, be loyal to, sympathy, enthusiasm, suspicion

• Skills: Reading, Speaking

• Teaching aids: textbook, pictures

Generuos sincere

Friend

*Lead-in: I know that we have a lot of friends in our lives Today, we’ll know more about friendship

through reading the text

*Teaching vocabulary(12’)

1.unselfishness (n) -> ( example)

Ex: He always helps people without thinking of his own benefit

 What characteristics can you say about him ?

2.constancy (n.) -> ( translation) : su kien dinh

3.be loyal to = be faithful to

4.sympathy (n.) -> (definition) : the feeling of being sorry for sb, showing that you care about sb’s

problems

5.enthusiasm (n.) -> ( example)

Ex: The news is greeted with enthusiasm

 What does “ enthusiasm” mean in Vietnamese?

6.suspicion(n.)

C: suspicious

->What’s the noun of “ suspicious” ?

*Checking vocabulary: What & Where ( 3’)

II.WHILE-READING: (15’)

TASK 1: ( 3mins) Fill each blank with one of the words in the box.

Task2: (4’) Finding the main idea of the whole passage (Task 2, p.14)

Ask STS to read the passage again and decide which of the choices A, B, C or D most adequately

+Ask Ss to work in groups of 4 or 5

+Expected answer : B Conditions of the true friendship

Task 3: (8’) Answering the questions ( Task 3, p.15)

+Divide class into 2 groups A & B

+Closed pairs- Open pairs.

- T gives feedback and correct answer

4 Because if not people can’t feel safe when telling the their other secrets

5 Because they can’t keep a secret, either of their own or of others (line 3-4, paragraph 5)

6 The last quality is sympathy It tells us/ me that to be a true friend one must sympathize with his or herfriend Where there is no mutual sympathy between friends, there is no mutual sympathy between friends,there is no friendship ( last paragraph)

III.POST-READING (8’)

*Discussing the question “ Why do we need to have friends ?”

+ In groups of 4, ask Ss to tell what a friend can do for you:

+in your studies+ when you are in need

* Lexical items: crooked, hospitable, generous, quick-witted

* Skills: speaking, listening

* Teaching aids: pictures, role cards

PROCEDURE

I PRE-SPEAKING(10mins):

* Warm-up:

Matching the adjectives from the box with the parts of the body they can be used to describe

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

Short Broad straight tallish sleek

1 crooked (adj.): (picture)

2 hospitable (adj.) : welcoming guests/ visitors friendly

3 generous (adj.): (translation)

4 quick-witted (adj.): intelligent

II WHILE-SPEAKING(20m):

Task1 :

Look at the the useful language and add two more words for each category :

Height : medium, height, rather short, too tall

Face : round, long – high cheek bones , a scar

Forehead : high, low

Nose : long, straight, flat, turned-up

Hair : long medium length , straight, curly, wavy, bald, thin

Eyes : green, blue, brown, gray

Pants : flar , baggy

Appearance : plain, attractive, well-dressed, casually- dressed

Mouth : heart-shaped, wide, generous, thin / full lips

Chin : pointed , firm, weak

Build : thin, slender, muscular, plump, heavily built, overweight, fat

Age : young, middle age, elderly, old,

-Sts do the exercise by using the “ useful language “ in page 16

-T may ask Ss to provide some adjectives/ expressions used to describe people appearance T can alsoexplain the words if necessary

Sts work in group

T goes around and helps them if necessary

Task 2 :

-In groups of 4, ask students to describe some people in the picture given by the teacher, using the words

T : Could you tell me something about your friend? What’s he like ?

S: Oh, he is very friendly He is the kind of person who is always willing to give help

T : What does he look like ?

S : Tall and good-looking

Task 3

• In groups of 4, Ss discuss and choose the characteristics they think the most important, and givetheir reasons

• Call some groups to report their results to the class

III POST-SPEAKING(15m): Interview (Pairwork:))

• Make role cards and deliver to students (see textbook)

• Before students start, ask them to agree upon the basic profile of the friend

• Ss can use suggestions given to ask and answer, using the following cue cards

- his/ her name

- date of birth

- his/ her physical characteristics

- his/ her hobbies

- his/ her personalities

- why he/ she is interested in Maths

- how much time he/ she spends on Maths

- what makes him/ her a good friend

- what made him/ her successful

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

A Making questions :

1 What’s his name ? / Could you tell me his name ?

2 What’s he like ? / What does he look like ? / Is he ?

3 what is his date of birth? When was he born ?

4 What’s his hobby?What does he do in his spare time ?

5 Why is he so interested in math ?

6 How long does it take him to study math ? How much time does he spend on math everyday?

7 What made him so successful ?

B Model :

A Hello, I’m Tan, a journalist for Hoa Hoc Tro magazine

B : Hi : I’m Nam Nice to meet you

A I hear you are Minh’s closest friend Could you give me some information about Minh ?

B Sure No problem

A: Has Minh just won the first international price in mathermatics ?

B: Yes, That’s right He did a good job and we are so proud of him

A: So he has to work very hard on this subject? How much time does he spend on it everyday ?

B: I’m not sure but he studies it nearly every night Math is his favorite subject

A: Do you know why ?

B: He always says it is so useful and interesting Both his parents are mathermatics teachers.

A: Oh, I see … Thank for giving me time Bye

B: You’re welcome Bye

-T explains the situation

-Sts work in group to make questions or facts about a famous friend based on the suggestions in thetextbook

-T is around and helps them

-T checks in front of class

-T asks Ss to read the words( page 17)

-T makes example with a student

-Sts practice speaking in pair

-T concentrates some common errors or difficult problems in front of the class

Home work (1min)

T asks sts to prepare for the next period

Write a short paragraph about the famous friend you have just talked about

* Lexical items : sense of humour

* Skills: listening , writing & speaking

* Teaching aids: tape scripts, handouts & cassette player

PROCEDURE I.PRE-LISTENING:(12’)

*Warm-up:

-Divide class into 2 groups A & B

-A Student in group A will describe some physical characteristics of a student in his/her group

-Group B has to guess who the student is

*Teaching vocabulary:

- sense of humour : -> ( photo of Mr Bean)

->He has good sense of humour

*True/ False prediction:

- In pairs, Ss predict if the following sentences are true or false ( See Task 1, p.18)

II.WHILE-LISTENG( 20’)

Task1: True/False statements (8’)

-Ask Ss to listen to the tape twice & check their exercises in prediction activity

-T’s feedback

-Keys:

*Lan’s talk: 1.F 2.F 3.T 4.F 5.T 6.F

-*Long’s talk: 1.F 2.F 3.T 4.T 5.T 6.T

Task 2: Fill in the table (12’)

-Deliver handouts ( See textbook, p.18)

-Ask Ss to listen the tape again to find out the information & fill in the table

-T’s feedback

How and where they met What they like about their friends Lan - They used to live in the same

residential area in Hanoi

- Lan went on a holiday to Do Son and Ha went there to visit her

- Ha’s very friendly and helpful

- Ha’s sociable She’s got many friends in Do Son and she introducedLan around

Long - They met in college

- Minh played the guitar, Longwas a singer

- They worked together

- Minh has a sense of humour

- Minh likes to go to plays and movies

- Minh is a good listener

- Minh is friendly and helpful

IV.POST-LISTENING.(11’)

-In pairs, Ss talk to each other about their best friends

+how & where they met

+what they like about their friends

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

+ make an outline of the ideas to describe a friend+ write a paragraph describing a friend’s characters with supporting details for each character

*Skills: Writing

*Teaching aids: textbook, posters

PROCEDURE I.WARM-UP:(6’) Noughts & crosses.

5 active 6 hardworking 7 studious 8 responsible

9.selfish

-In 2 groups, Ss in turn choose numbers & match the adjective under the number with a suitable example (on a chart) describing emotions and actions as ideas development for that adj

a My mother gets up at 6 every day and never stops working until dinner-time

b Minh never wants to share anything with us Whenever I ask him for help, the only answer I get is “ Why do I have to do it for you?”

c.It’s nice to be around with Tam for his polite and friendly manner

d He’s very close to us Though he’s our teacher, he treats us almost like his friends

e I like working with Lan She always tries her best to finish her part of the work

f She is a lively person who engages in almost all the community activities

g I love spending time with Linh and seeing her broad smiles

h My friend spends a lot of time learning She is one of the best students in our class

i Trust him He doesn’t say more than what he has thought or done

Key:

II.PRE-WRITING (6’)

*Brainstorming:

Where/ When first met Physical characteristics Personalities

-in school extra-activities -high forehead - good-natured

-at a football match -very tall -quick-witted

-In groups of 4, Ss write a paragraph about a friend on a poster

-While Ss are writing, T goes round to see if anyone needs help

V.POST-WRITING (7’)

-Ask 4 groups to show their posters on the board

-Ask Ss to give remark

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

+ pronounce the two sounds /dz/ & /t…/ correctly

+know how to use to-infinitive or bare infinitive

*Lexical items:

*Skills: Speaking, listening& writing

*Teaching aids: Handouts, textbook

PROCEDURE I.PRONUNCIATION (12’)

*Warm-up:

-Divide class into 2 groups A & B

-Ask them to write on the board as many words having the sounds /d…/ & /t…/ as possible in 3 minutes Group A Group B

-T reads the words & Ss repeat them in chorus -Call some Ss to pronounce the words

-T reads sentences (See textbook) & Ss underline the words containing the sounds /t…/ & /d…/

-T’s feedback -T reads sentence by sentence & Ss repeat

-T corrects if there’re some mistakes

II.GRAMMAR.

1.Infinitive with “to” (10’)

-T shows some books and ask:

-> What do you read books for ?

->Expected answer:* We read books to get information

-Use pictures of two happy faces & ask Ss to complete the sentence

T: Who can complete the boy’s sentence?

S: I’m happy to meet you.

- Ask Ss to give the form:

I’m happy………

you

- Have some Ss write their sentences on the board.

- The other Ss correct the mistakes

2 Infinitive without to: (10’)

- Ask Ss to match the words in column A with those in B to make meaningful sentences

A B

1 I saw a dog a sing a romantic song

2 I heard you b bite the crying boy

3 They made me c clean their ten bicycles

- Ask Ss to give the form of the sentences above

Verb + Object + bare-infinitive

- Ask Ss to give some other verbs which can be used the same way as “see”, “ hear”, and “make”

- Expected answers: watch,let, feel, notice

*Practice:

-Ask Ss To rewrite sentences, using the words in brackets.(textbook, p.21)

-Ask Ss to exchange the exercise and correct them

-T’s feedback

3.Free-practice: (10’)

-In pairs, each student tells his/her partner the first time she/he met his/her closet friend

Ex: - I was glad to meet her

- I thought she was a very interesting person to make friend with

-Pronunciation

-The difference between bare infinitive and To –Inf

II Teaching aids

E11, (colored) chalks,

III Steps of teaching

1 Greeting + checking attendance

I Presentation : Review ( 10mins)

Infinitive with TO and Infinitive without TO

1 Infinitive with TO :

+ is used to express a purpose Ex : I’m learning English to get a good job.

+ is used after adjectives Ex : I’m pleased to see you

+ is used after interrogative pronouns : what, who, where, how,

Ex : Tell me what to do

+ is used after indefinite pronouns : something, nothing, anybody,…

Ex : He has nothing to do

+ is used after some verbs : want, need, decide, refuse, offer, hope, fail, agree, tend, plan, arrange, learn, promise, afford, care, manage, attempt, Ex : I want to buy that house.

2 Infinitive without TO

+ is used after some verbs- : make, let ; and see, hear, watch, feel,… + Object

Ex : Nothing can make him cry

I saw the man get into the car

+ is used after modal verbs: will, shall, could, can , should, must, may,…

Ex: I must speak to -manager

You should go to bed early.

+ is used after : and, or, except, but, than, as, like… Ex: He cannot do anything but smile.

* Exercise 1( 7mins): Put the verbs in brackets in the correct form:

1 He expects (receive) _ her reply today

2 We hope (see) each other next summer

3 She promised (not be) there again

4 I want (see) the house where our president was born

5 He told me (try) _ (come) early

* Exercise 2( 10m): Rewrite the sentences, using the words given in brackets:

-asks students to work in pairs, discuss the answers using bare inf to write

-asks some pairs to read it

-corrects

1 They arrived home late (He saw)

2 She didn’t want to stay there for the weekend (They made her)

3 The teacher allowed me to stay at home to finish the assignment (The teacher let)

4 The boy ran away from the house (She noticed)

5 The policeman told the thief to empty his pockets (The policeman made)

Exercise 3 ( 10mins)Choose the underlined part among A, B, C or D that needs correcting.

1) I’d like to thank your brother for your help

5 Homework : - Learnt by heart the usage of bare INF and To- INF

- Prepare the next part: UNIT 2: READING

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

- learn some vocabulary about personal experiences

- comprehense the passage

- to use the vocabulary to tell about their own personal experiences

Teaching aids : pictures , handouts , textbook

PROCEDDURE I.PRE-READING: (15MINS)

1 Warm up: ( pairwork)

- T: prepares /sticks 6 pictures on the B.B and asks Ss to discuss what’s happening in each picture and then asks Ss to predict the order of 6 pictures

- lead-in : Have you involved in the situation in which you don’t know what to do ?

2 Teaching voc :

- idol (n) : ( example ) : thần tượng Ex: Who’s your favorite singer ? Hong Nhung is your idol

Hong Nhung -glance ( v) ( miming) : liếc mắt

- sneaky (a) ( situation) : lén lút  What would you do if you couldn’t do your test ?

Copy  What’s your attitude?

Be afraid of the T and look sneaky

- embarrassing ( adj) ( synonym ) = confusing (adj) : bối rối

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

S.o complains noisily about s.t she/he doesn’t like

3 Checking voc : ( handout)

Gap- filling ( Task 1 / p.24) ( individuals)Key : 1 glanced -2 making a fuss

3 embarrassing - 4 idol -5 sneaky

II WHILE-READING : (15MINS)

Activity 1 Answer the questions

-T checks if Ss can answer the comprehension questions in task3 without having to read the passage again

-T gets them to read the questions carefully and gives them some tips to do the task.

-T asks 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 asks sts some questions to make sure that they understand the text

Questions :

1 What did the girl wish to have when she was in grade 9?

2 Who gave her money on her birthday ?

3 Why did she decide to take the money from the boy’s bag?

4 What did she do with the money?

5 What did she discover when she came back ?

Expected answer :

1 She wished to have a floppy cotton hat

2 Her father

3 Because she thought that the boy had stolen her money

4 She bought the pretty hat of her dream

5 She discovered her money on the table

Activity 2 Multiple choice ( individuals)

1 The writer’s most embarrassing experience happened when she was

A a teacher

B a junior high school student

C a senior school student

2 She wished to have a like the one of her pop idol

A a red dress

B a red floppy cotton hat

C a pair of red shoes

3 She bought it with the money

D her father gave her

E she picked on the street

F She took from a school boy’s bag

III POST-READING : ( Groupwork ) (12)

Discuss the question : What would you do if you were the writer ?

Expected answers : - say nothing / keep as a secret

- try meet the boy and give the money back

IV RESERVED-ACTIVITY (2MINS):

Ss tell about their embarrassing experiences

V HOMEWORK : (1’)

- Prepare for speaking

-Write about their own experiences

Objectives: By the end of the lesson, Students will be able to talk about past experiences and how they

affected one’s life

Teaching aids: textbooks ; pictures ; handouts

_Teacher asks Ss : Have you ever had an interesting experience ?

.In which field?

3 Teaching vocabulary: (2ms)

_native speaker (n) (situation) người bản xứ

Ex: Mary comes from England She speaks English as a native speaker

_ (to) affect (v) (example) ảnh hưởng

_ turtle (n) (picture) con rùa

_Teacher calls some pairs to perform the dialogue in front of the class

_Teacher sticks a poster with the completed dialogue

_Teacher asks Ss to pay attention to the questions :

Have you ever …… ?

How did it happen ? When did it happen ? How did the experience affect you ?

_Teacher asks Ss to pay attention to the tense of the verb <Simple past >

III POST- SPEAKING : (13ms)

_Ask Ss to use the questions above to talk about their own past experiences , using the cues

* Objective: By the end of the lesson, Ss can learn some vocabulary about a fire

* Teaching aids: picture, cassette, chart, handouts

I PRE - LISTENING:

 Warm - up: (5’) (groupwork): Describing the picture (p27 - textbook)

Ss look at the picture and say what is happening in it

 Lead - in (2’)

- Have you involved in or seen a fire?

- What did you do then?

- How did you feel?

 Vocabulary (10’):

- memorable (a) = unforgettable (a) (synonym): đáng ghi nhớ

- Terrified (a) sợ hãi (example)

Most people feel terrified when they see snakes

- Scream (v): (explanation) la thất thanh, la hét

What do people often do when they see something terrible?

- Replace (v) (mining): thay thế

- Gas stove (n) (drawing)

- Embrace (v) (picture): ôm

- Escape (v) (example): thoát ra ngoài

The prisoner ran away after escaping from the prison

- Protect (v): (explanation)

What do we wear a helmet for? → to protect our head

 Checking vocabulary (5’) (individual) Gap - filling

1 A good pair of shoes will your feet while jogging

2 The child her mother tightly because of fear

3 April 30th 1975 is a day of Vietnamese people

4 I feel whenever I stay at home alone

5 The fans with excitement when they saw their idols

6 Robots can people in some work

7 Remember to turn off the right after cooking

8 They were trying to from a burning house

Keys:

II WHILE - LISTENING

1 Activity 1 (5’) (Pair work) (task 1 P27)

- The fire happened three years ago  True  False

- When the fire started, Christina was reading a book  True  False

Keys:

2 Activity 2 (5’) (Groupwork) Teacher prepares 6 piece of paper on which there are 6 sentences as follow.

Ask Ss to put the sentences in right order to make a completer story

b Her most unforgettable experience happened 13 years ago

d Her house burned down

a The fire started in the kitchen because she forgot to turn off the gas stove

c She heard her mother’s voice calling her name

f She rushed to her mother and her mother carried her out

e She got away without even a minor burn

Keys:

3 Activity 3 (5’) Individual (Task 3 textbook P28)

Keys:

1 small 2 everything 3 family 4 replaced 5 took 6 appreciate

III POST - LISTENING (5’) (textbook P28) Discussion

Christina says that family is more important than things Do you agree or disagree with her? Why? Exchange your ideas with a partner.

IV HOME - WORK (3’)

Write down your idea (Post - listening) in the notebook

• Objectives : By the end of the lesson, Ss will be able to write a letter to their pen friend telling

him/her about one of their most memorable experiences

• Teaching aids : textbooks, pictures, handouts, posters

PROCEDURE

I.PRE-READING

1 Warm-up : (5 min.)

- Ss work in groups of four

- T gives handouts and asks Ss to arrange the story in the correct order

A Luckily, my mother returned home from work and turned off the stove immediately

B One day, I was cooking the dinner for my family when the telephone rang I rushed tothe living room and answered the phone It was one of my close friends whom we hadn’tmet for a long time We talked, talked and talked for at least an hour I almost forgoteverything in the kitchen until I smelt something burning and saw some black smoke fromthe kitchen

C My most memorable experience happened thirteen years ago when I was still at highschool

D I really regretted about what I had done and began to realize that carelessness alwaysmakes troubles

E At that time, I was living with my parents in a small house in Minsota, a small State inU.S.A

KEY : 1-C , 2-E , 3-B , 4-A , 5-D

2 Lead-in : (2 min.)

- T : What’s the story about ?

- Ss : It’s about a memorable past experience

- T introduces the new lesson : “ Writing a personal letter about a past experience”

II.WHILE-READING

1 Act.1: (7 min.)

-T asks Ss to read the story again and then answer the following questions (pairwork)

1 When did the writer’s memorable experience happen ?

2 Where did the writer live ? How did it happen ?

3 Who was involved in the story ? How did it affect the writer ?-T elicits from Ss to give the main points to write a letter

• When it happened Where it happened How it happened

• Who was involved How the experience affected you

2 Act 2 : (15 min.)

-T asks Ss to write a letter to your pen friend telling him/her about one of your memorable pastexperience

-T goes around and gives a help

-T calls 2 Ss to write the letter on B.B

-T corrects mistakes

III POST-WRITING : (10 min.)

-Ss work in pairs Ask and answer about their partner’s story.

EX : When did it happen ?

IV HOMEWORK : (3 min.)

-Write down the letter into your notebooks



Date of planning: /

Date of teaching: /

Objectives:- By the end of the lesson, Ss will be able to pronounce /m/ - /n/ - /η/ and use present

simple indicating past time correctly

- Ss will be able to use the past simple, past progressive and past perfect correctly

Skill: speaking, listening, writing, reading

Teaching aids: textbooks, handouts, poster

PROCEDURE

• WARM - UP (5mins)

Game: T prepares 15 cards containing 15 words and asks Ss to put into correct columns

1 Good morning I want an apartment in central London

2 We have an inexpensive apartment in Northern Avenue

3 I remember meeting him on a nice summer afternoon

4 Mr King is singing next door

5 He’s holding a string in his fingers

6 He loves spending his holidays in his small summer house

B.GRAMMAR( 30mins)

I Present simple indicating past time

- T asks Ss to do exercise 1

- T feedbacks and explains: Present Simple also indicates past time

9.is 10.is shining 11.are singing 12.is

II Past Simple, Past progressive, Past Perfect

- T gives an exercise : RIGHT (R) or WRONG (w)

1/ I was making a cake when the light goes out

2/ Last night, while I watched T.V , my mother was reading a newspaper

3/ When I arrived , the lecture had already started

4/ He went out with his friends after he finished his homework

- T gives feedback - From the above sentences , T elicits from Ss 3 structures : …………WHEN ………

WHILE …………, …………

WHEN / BEFORE / AFTER ……… , ………

(1) Past progressive + WHEN + Past simple

WHEN + past simple + past progressive

*Expressing an action happening when another action happened in the past

(2) WHILE + Past progressive + Past progressive

Past progressive + WHILE + Past progressive

*Expressing two actions happening at the same time in the past

(3) WHEN / BEFORE + Past simple + Past perfect

Past simple + AFTER + Past perfect

*Expressing an action happened before another in the past

III PRACTICE :

1/ Activity 1 : ( pairwork)

Exercise 2 / p.30 textbook

Keys : 1/ broke - was playing

2/ wrote - was

3/ was working - broke

4/ started - were walking

5/ told - were having

6/ didn’t listen - was thinking

7/ phoned - didn’t answer - were (you) doing

8/ had looked - asked - cost

2/ Activity 2 : ( Individual )

Exercise 3 / p.31 textbook

Keys : 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 - hadn’t arrived

8/ had looked - asked - cost

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

 Read for gist.

 Study some new words relating to the topic: Party.

T elicits some information relating to a party from the Ss

 Have you ever been to a party ?  Expected answer : Yes.

 Do you enjoy going to a party?  Expected answer : Yes.

 Could you tell me some kinds of party you have been invited to?

T introduces the lesson :

“Today we will learn about some kinds of parties that people are celebrating”

II Pre-reading (10mins):

 Pre-teaching vocabulary:

1 blow out (v) thổi tắt ( miming: T asks the Ss to look at him or her.

T does the action of blowing out the candles then asks the Ss:

“What I have done ?”  Expected answer :blow out the candles )

2 couple (n) cặp, đôi (explanation : Mai loves Minh They ‘ve got married We call them a couple

So, how do you say "couple" in Vietnamese?  cặp, đôi)

3 anniversary (n) lễ kỉ niệm (explanation : + golden anniversary : đám cưới vàng

+ silver anniversary : đám cưới bạc

+ wedding anniversary : lễ kỉ niệm )

4 gift (n) : quà tặng

(synonym : What is the synonym of “present” ? )

5 milestone (n) : mốc thời gian

(translation : How do you say “mốc thời gian” in English? )

 Checking vocabulary :

RUB OUT AND REMEMBER

III While reading (20mins)

Activity 1 : Task 1 : PAIR WORK

Delivers the hand-outs (taken from the textbook, p.34 )

T asks Ss to work in pairs and read the text again

T asks Ss to ask and answer then tick () in the right box

T checks and gives feedbacks

o Answer keys :

1 birthday party

2 both

3 both

4 wedding anniversary party

5 wedding anniversary party

6 wedding anniversary party

7 birthday party

 Activity 2 : Task 2 : PAIR WORK

 T asks Ss to read the text again individually

 T asks Ss to work in pairs and do the exercise

 T reminds the Ss that there is only ONE wrong word

 T calls some Ss to stand up and give their answers

 T checks and gives feedbacks

o Answer keys :

1 Lisa’s family and friends are at her seventh birthday party.

2 Everyone eats cake and ice cream at the birthday party

3 Lisa opens birthday cards and presents from her family and friends

4 Many Americans over the age of 30 don’t like to talk about their age

5 Fifty years ago, Rosa and Luis got married

6 People call the 50 th wedding anniversary the “golden anniversary ”

7 Rosa and Luis are happy to be together for their golden anniversary

IV Post-reading (9mins)

PREPARE YOUR BIRTHDAY PARTY

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

shop…

Foods and drinks coke, cake, candies, milk, …

Interesting activities Playing games, singing, dancing , taking

photos, …

- T prepares a chart ,delivers handouts.

- T asks Ss to work in groups then discuss their choices

- T calls a representative of each group to present in front of the class

T monitors and gives encouragement

V Reserved activitie

DISCUSSION

- t asks Ss to work in groups of 5

- T asks Ss to discuss the reasons why they prefer to celebrate their birthday party at home / in the restaurant

- T asks each group to choose a presenter to tell the reasons to the whole class

- T checks and gives feedbacks

+ Talk about the party they have been to+ Tell how they organize a party

Skills : speaking, writing

Teaching aids: Textbooks, hand-outs

PROCEDURE

I Warmer: (5mins)

• Brainstorming:

T divides the class into 2 groups: Tom and Jerry

T asks each group to choose a representative to come to the board

T asks Ss to find some words related to the topic PARTY then write their words on the board

PART Y

flowers

guests

gifts

T checks the Ss' answers The group that has more correct words will be the winner

Lead-in:

T introduces the lesson:

" Today, you will learn to talk about the parties you've been to and how to organize a party."

I Pre_speaking: (10mins)

• Activity: Task 1

- T asks Ss to read the list of questions on p 35

- T asks Ss to choose from the list 5 or 6 questions to answer

- T asks them to write their answers on a piece of paper

- T reminds them to use The Past Tense

- T calls some Ss to stand up and talk about their answers

- T checks and gives feedbacks

Suggested answer:

- It was my brother's/ my friend's party

- It was his wedding/ her birthday

- I took a small gift for the host

- I went there with my close friends/ my family

- The party was held in the park/ in a restaurant

- The party was well decorated with flowers and candles

- There were a lot of people

- I knew some people there

- I had orange juice and a piece cake

Candles

- The music was gentle

- I didn't dance

- I met many nice people there

- The party finished at 9 pm

- I stayed to the end of the party

III While_speaking: (20mins)

• Activity 1: Task 2

- T asks the Ss to work in pairs

- T asks them to tell their friends about the party they've been to

- T asks them to use the information in the previous activities

- T goes around to check and offers help if necessary

- T calls some Ss to stand up and tell about the party they have been to

- T gives feedbacks

* Activity 2: Task 3

PARTY ORGANISER'S COMPETITION

- T divides the class into groups of 5

- T asks each group to choose a secretary and a presenter

- T asks each group to make a plan to organize a birthday party (based on the cues in the textbook)

- T asks the Ss to discuss in their groups

- T asks the Secretary to take notes

- T calls the Presenter to stand up and present their plans in front of the class

- T monitors the class and offers help if necessary

- The group which has a good organization will be the winner

II Post_speaking: (10mins)

- T asks the Ss to work in pairs

- T gives some cues

- T asks Ss to plan an interesting party ( using the cues) then tell their friends to invite them

to come to that party

- T calls some Ss to stand up and talk about their parties

- T checks and gives feedbacks

Date of planning: /

Date of teaching: /

UNIT 3: A PARTY

Period 15: Listening

*Aims: _ students can improve listening skills and presenting their own ideas about a birthday party.

*Teaching aids: _ textbook, posters, handouts.

*Procedure

I CHECK UP

- Talking about your birthday party

II WARM UP: Give the names for the following items:

BALLOONS Confetti Paper hats Cake

III.NEW LESSON

I Pre-listening (eliciting questions)(10mins)

-When would you like to organize your birthday party, during the day or in the evening?

- What food and drinks are often served?

- What activities do you often have at your birthday party?

Game: Hide and Seek, Beauty Contest, etc

Guests: Interesting friends and famous

singers

Foods and Drinks: coke, fruit juice,

cake, biscuits, etc

• Slice (n) Lát bánh

• Clap (v) Vỗ tay

• To be served with st: §uîc phôc vô mãn g×

• To be decorated with st: §îc trang trÝ b»ng…

II While-listening(20mins)

Task 1: True/ False statements

- Has Ss read all the sentences carefully

- Has Ss listen twice and asks them to decide whether the statements are (T) or (F)

- Checks

- Has Ss listen again and corrects

1 2 3 4 5

F F F T F

Task 2: Answering questions

- Has Ss read all the questions carefully

- Has listen again and asks them to answer the qnswer the questions

- Asks some Ss to answer the questions

- Has Ss listen once again and corrects

- Has Ss retell what they have heard about Mai’s party

1 She was 16 years old

2 Because it is noisy and expensive

3 She served them soft drinks and biscuits at the beginning of the party

4 The birthday cake was brought out at about 4.30

5 It was beautifully decorated with pink and white icing (and sixteen colourful candles 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

III Post-listening(9m)

- Taking turns to talk about Mai’s birthday party

Example:

A: How old was Mai on that day?

B: She was 16 on that day

A: Where was the party and What time?

B: The party was at her house and at about 3.00 in the afternoon

A: Why didn’t she like having a party at a restaurant?

B: Because it was noisy and expensive

A: What did you give her?

B: I gave her a present

A: What were you served at the beginning of the party?

B: We were served soft drinks and biscuits

A: What did you do while Mai was blowing the candles?

B: We sang “HAPPY BIRTHDAY!”

A: What time did it finish?

B: At about 6.00 in the evening

A: Were you happy?

B: We were tired but happy

IV.HOMEWORK(1m)

- Rewriting a short paragraph telling about Mai’s birthday party

- Prepare period 15(Writing)



Date of planning: /

Date of teaching: /

UNIT 3: A PARTY

Period 16: WRITING

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

 Write a letter of invitation

Lexical items : Words / phrases used in letters of invitation.

Structures: Would you like to…?

Teaching aids: Hand-outs, posters

PROCEDURE

I Warm up : (5 minutes)

 Brainstorming :

- T divides the class into 2 groups : Apple and Orange

- T asks each group to choose a representative to come to the board

- T asks Ss to find words related to LETTER

- The group that has more words will be the winner

 Lead – in :

- T introduces the lesson :

o Have you ever written a letter? Expected answer: Yes

o What kind of letter did you write? Expected answer: love letter

letter of invitation

- T says :

“One of the kinds of letter we will study today is letter of invitation“

II Pre-writing : (10 mins)

- T elicits some information from the Ss:

o Would you like to go to the cinema with me?

Would you like to …

- Meaning : lời mời.

 Vocabulary and structure checking :

- T delivers hand-outs

- T asks Ss to do the exercise in the hand-out

- T reminds Ss of changing the form of the words if necessary

1 I often bring a lot of when I go on a picnic

2 What to be _ at the party?

3 The 2002 World Cup _ in Korea and Japan

- T asks the Ss to work in pairs

- T asks them to complete the letter in the textbook

- T call Ss to give their answers

- T checks and gives feedbacks.

- T asks the Ss to work in group of 5

- T asks the Ss to find the answers for the questions in the textbook

- T calls some Ss to come to the board and write their answers

- T checks and gives feedbacks.

o Suggested answer:

1 I am going to organize a birthday party

2 I intend to organize the party in the park on July 25th

3 I will invite about 50 friends / classmates

4 I will organize some interesting games such as hide and seek, Bingo,

5 Fast food and fruits will be served.

 Activity 3 :

- T asks Ss to work in groups again

- T gives each group a poster

- T asks them to write a letter of invitation based on their answers for the questions and the model letter in the textbook

IV Post-writing (9 minutes)

- T calls the Ss to stick their poster on the board

- T asks the Ss to move around and read their friends’ works

- T calls some Ss to give their opinions

- T checks and gives feedbacks.

V Homework (1 minutes)

- T asks Ss to rewrite the letter of invitation in their notebooks

Date of planning: /

Date of teaching: /

UNIT 3: A PARTY

Period: 17 LANGUAGE FOCUS

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

 Distinguish the 3 sounds /l/, /r/, /h/ and pronoun them correctly

 Know some verbs followed by “gerund” or “infinitive”

Use the verbs followed by the passive infinitive or gerund correctly

Teaching aids: textbooks, poster

PROCEDURE

I Warm up: (5m)

- T writes 15 words on the board (chosen accidentally from the textbook)

- T asks each student to choose 5 words from the list then write them on a piece of paper

- T reads aloud 5 words

- The student who has the same words as the teacher will shout aloud “BINGO”

 Lead – in :

- T troduces the lesson :

“Now, the whole class, can you guess which sounds we are learning today?“

( Expected answers : /l/ , /r/ , /h/ )

II Pronunciation(10m)

 Presentation:

- T pronounces the 3 sounds one by one

- T reads again and asks the Ss to repeat

- T asks the Ss to listen to the words that contain the sounds

- T reads aloud the words in the textbook (column by column)

- T reads again slowly and asks the Ss to repeat

 Practice :

o Activity 1 : Word pronouncing

- T asks Ss to work in pairs to practice

- T calls some student to stand up and read aloud the words

- T checks and corrects the mistakes.

o Activity 2 : Sentence pronouncing

- T reads aloud the sentences in the textbooks

- T asks the Ss to listen and underline the words which have the sounds they’ve learnt

- T calls some Ss to give their answers

- T checks and gives feedbacks

III Grammar (30m)

1 Gerund and Infinitive

 Presentation

- T divides the class into 2 groups : GERUND and INFINITIVE

- T asks each group to choose a representative

- T asks them to write as many words as possible

- The group which has more correct words will be the winner

- T chooses 2 words from the 2 columns to give examples

 Ex : I enjoy reading books in my free time

She wants to buy a new dress.

- T elicits the form from the Ss

“Can you tell me the form of the verbs after ENJOY?”

Expected answers : gerund

“Can you tell me the form of the verbs after WANT?”

Expected answers : infinitive

Verb followed by GERUND Verb followed by INFINITIVE

 Practice: Exercise 1

- T delivers hand-out (taken from the textbook, p.40)

- T asks Ss to work in pairs and do the exercise

- T asks some Ss to stand up and gives their answers

- T checks and gives feedbacks

2.The passive gerund and infinitive - T writes some examples on the board

Mai didn’t want to go to the stadium She said that she was busy doing her homework so that her parents didn’t take her there

Mai avoided to the stadium (take)

1 Nam went to his friend’s house yesterday His little sister wanted to followed him He agreed

Nam agreed by his little sister (follow)

- T asks the Ss to fill in the blank, using the correct form of the verbs in brackets

- T calls some Ss to give their answers

- T checks and gives feedbacks

Mai avoided being taken to the stadium

Nam agreed to be followed by his little sister

o Form:

Passive gerund: AVOID + being + PP Passive infinitive: AGREE + to be + PP

o Use :

- Verbs followed by gerund then they will be followed by passive gerund

- Verbs followed by infinitive then they will be followed by passive infinitive

- T asks Ss to give more examples

* Practice

 Activity 1:

- T asks Ss to work in pairs to do Exercise 2 on page 40

- T runs through some vocabulary

- T calls some Ss to give their answers

- T checks and gives feedbacks

o Answer keys:

1.B2.A3.B4.B

5.A

 Activity 2:

- T runs through some vocabulary

- T reminds the grammar point:

Preposition + gerund

 Passive : Preposition + being + PP

 Ex: Instead of being excited about the good news, Tom seemed to be indifferent

- T asks Ss to do the exercise individually and then share the answers with their friends

- T calls some Ss to stand up and give their answers.

- T corrects and gives feedbacks

o Answer keys :

1.D 2.C 3.B 4.B 5.C

IV Homework

- Review the lesson.

- Prepare for the one period test.



Date of planning: /

Date of teaching: /

Period 18 TEST YOURSELF A

I Aims:

- to review 4 skills: listening, reading, writing, grammar

- to summarize the content they have learnt in 3 units

II Teaching aids:

- tape, cassette, work book, guide book……

III Teaching procedures

1 Greeting+ checking attendance

2 check up:

3 New lesson

I LISTENING(15m)

* key words:

- asks Ss to listen and answer the questions.

- asks Ss to read the questions before listening

- explains Ss some new words

sts-listen, -check the answer, -work in pairs and answer

1 A 2 D 3 B 4 D

II READING(10m)

1 Because they had been childless for ten years after they were married

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 films developed

III PRONOUNCIATION AND GRAMMAR(10m)

a Complete using the To- inf, bare- Inf, the perfect inf

* structure: TO+ HAVE + PP

1 hesitate+ To-V: do dự

2 why+ bare-inf: tại sao

3 would prefer+ To-V: ưa, thích hơn

4 pleasure+ To-V: thật vui

5 to be honest: nói thật tình

6 claim+ To-V: tuyên bố

7.must+ bare-inf

8 could have + pp: suy đoán(có thể làm gì)

9 fail to do st: không làm được gì

10 persuaded+ To –V: thuyết phục

a) Pronounciation:

1 nine2 hour 3 matching 4 jam

b) 1 to see 2.to be 3 to phone 4 pay 5 to be met 6 to be

appointed

IV WRITING(10m)

- write about your birthday party( or one of your friend’s), the following questions might help you (from the book)

-helps Ss to discuss the ideas to write about a birthday party

- asks Ss to work in groups of 4 and write to it

- corrects the mistakes

Date written: September 28th, 2011

I AIMS: - To assess students’ reading and writing skills

- To assess students’ knowledge of language (vocabulary, grammar, phonetics) from Unit

1 to Unit 3

II OBJECTIVES: check students’ abilities about language knowledge such as:

+ Words to describe friendship+ Words to express personal experiences+ Words to talk about parties

+ Past simple and past perfect+ Infinitive vs gerund, passive gerund+ Distinguishing the sounds /r/, /h/, and / t∫/, and stress on two syllable words

SỞ GD&ĐT THỪA THIÊN HUẾ KIỂM TRA 1 TIẾT SỐ 1 – NĂM HỌC 2016-2017

TRƯỜNG THPT NGUYỄN CHÍ THANH Môn: Tiếng Anh - Lớp: 11(CB)

ĐỀ CHÍNH THỨC Thời gian làm bài: 45 phút

MA TRẬN ĐỀ KIỂM TRA TEST 45 MINUTES- ENGLISH 11

5sts 1.25m 12.5%

4sts

1m 10%

4sts 1m 10%

3sts 0.75m 7.5%

16sts 4m 40%

Chủ đề 2

Speaking

Ask and answer about experiences, parties, appearances/characteristics(3sts-TN

0

0

3sts 0.75m 7.5%

0 0

3sts 0.75m7.5%

5%

1sts 0.25m

2.5%

5sts 1.25ms12.5%

Chủ đề 4

Writing

- Transformation sentences (3sts)

- Building sentences (1sts)

1st 0.5m

5%

3st 1.5m

1%

4sts 2ms 20%

5%

1st 0.25m

2.5%

8sts 2ms 20%

11sts 2.75ms 27.5

%

7sts 2ms 20%

6sts 2.25m 22.5%

36sts 10ms 100%

Chú thích:

a.Đề được thiết kế với tỉ lệ: 30% nhận biết, 27.5% thông hiếu và 20% vận dụng (1) và 22.5% vận dụng(2)

b.Cấu trúc bài: 5 phần

c.Số lượng câu hỏi: 36( 32cau TN va 4 cau TL)

SỞ GD&ĐT THỪA THIÊN HUẾ KIỂM TRA 1 TIẾT SỐ 1– NĂM HỌC 2016-2017

I Pronunciation-vocabulary-grammar (4.75ms)

Choose the word whose underlined part is pronounced different from that of the others.

Choose the word whose main stress pattern is not the same as that in the rest

3 A friendship B affect C loyal D present

4 He is my best friend He has a/an ………… face with a broad forehead

A pointed B high C square D humorous

5 We think that a/an ………… is a person one simply knows.

A friend B acquaintance C relative D colleague

6 I don’t like to make friends with people who often ……….

A do a fuss B make a fuss

C love their country D make their country

7 Peter is very shy He doesn’t dare to look at his girlfriends He just ………… at them

A makes B glances C screams D stares

8 The boy was permitted to watch cartoons on Sundays

The boy’s parents let ………

A to watch cartoons on Sundays B him to watch cartoons on Sunday

C him watched cartoons on Sundays D him watch cartoons on Sundays.

9 I’m sorry I can’t go to the cinema with you tonight I’m having something important ……… at home.

A do B to do C for doing D doing

10 Choose A,B,C or D which has the same meaning as the given one:

My teacher said I shouldn't say anything in the class.

A My teacher told me say anything in the class

B My teacher allowed me not to say anything in the class

C My teacher didn't let me say anything in the class

D My teacher advised me not to say anything in the class.

11 Andrew the test before so he it very easy.

C was doing/ found D did/ was founding

12 As I the glass, it suddenly into two pieces.

C cut/ was breaking D was cutting/ had broken

13 The goods ought two weeks ago.

14 Choose the underlined part among A, B, C or D that needs correcting.

He was terribly excited to ask to play for Manchester.

A B C D

15.Choose the underlined part among A, B, C or D that needs correcting.

She did not know where most of the people in the room are from.

A B C D

16.The man wanted to avoid on security cameras

A to see B seeing C to be seen D being seen

17 “Who do you invite to your birthday party?” _ “……….?”

A I often have my birthday party at home

B My birthday is on May 16th

C The party often lasts about 3 hours

D I only invite my relatives and close friends

18 Ngoc: “ Happy birthday! This is a small gift for you” Ba: -“……….”

A How beautiful it is! Thanks B What a small gift!

C Nice to meet you D How terrible!

19 - I have got a letter from Paul this morning.  “ _”

A I’m afraid not B That’s nice C He’s fine D Congratulations!

READING( 1.25ms)

Read the passage and choose the best answer for each blank.

MARIA’S HOMECOMING

When the bus (20) in a small square, Maria was reading her magazine and didn’t realize that shehad arrived at her destination “This is Santa Teresa,” Martin said “You’ve arrived home!” I suppose yourcousin will be (21) for us Come on I’ll carry the bags.” Maria thought, “All those years when I (22) in New York, I used to dream if this moment And now it’s real, I can’t believe it! Here I am, I’mreally standing in the square.” Santa Teresa was Maria’s birthplace, but she often left the town at the age

of six She had some (23) of the town, and some photos, but did she belong here still? She didn’tknow Nobody was waiting in the square Perhaps her cousin Pablo hadn’t received Maria’s letter “Whatare we going to do now?” asked Martin “There isn’t (24) a hotel here!”

20 A reached B got C stopped D came

21 A expecting B waiting C welcoming D receiving

22 A was living B have lived C live D am living

23 A recall B memories C thinking D remembering

24 A even B hardly C too D very

LISTENING( 2 ms)

1.Listen and fill in the gaps with missing words.

1.Mai: Which language did you (25)……… at the school when you were in Vietnam, Peter?

2 The boy: How long did it take Jim to prepare for releasing his(26)………….album?

3 Huy: Not really I believe they are great and(27)……only if used smartly and honest For example, a child will play with his(28)………all day instead of studying will make his parents sad and disappointed

2 Listen and complete the chart about the conversation

-saving energy not only in public places Linda

-turn off electric appliances when not using them (32)………

WRITING(2.0ms)

Complete the sentence from the words given

1.I/ have/ birthday party/ house/ 8 p.m/ November 19

………

Rewrite the following sentences, using the cues given:

2.The robber came from the back door.(I could feel)

* Aims: Students see their progress.

* Teaching aids: test paper

* Procedures

A Delivering test paper

B Correcting the test

KEYS:

WRITING(2.0ms)

Complete the sentence from the words given

1.I/ have/ birthday party/ house/ 8 p.m/ November 19

I am having a birthday party at my house at 8p.m om November 19

Rewrite the following sentences, using the cues given:

2.The robber came from the back door.(I could feel)

I could feel the robber come from the back door

3 After having lunch in this restaurant, he came home

Before he came home, he had lunch in this restaurant

4 It took her 2 hours to drive from London to Edinburgh

→ She spent 2 hours driving from London to Edinburgh

Listen and complete the chart about the conversation

-saving energy not only in public places Linda

-painting your walls with bright colors (30)Kenny………

-turn off electric appliances when not using them (32)Linda………

C Giving remarks

- some students prepare well for the test , they have good marks

- most of the students need to improve their writing skill, most of the students missed the writing part

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

- Scan read for specific information

- Skin read for general ideas

- Work in pairs/groups effectively

- Get to know about volunteer work

Teaching aids: Handouts, pictures

PROCEDURE

I WARM UP (8m)

- Divide the class into 2 groups

- Each group will take turns to answer the questions prepared before hand by the teacher

- If they give the correct answer they will get 1 mark The group with more marks wins the game

Questions:

1 What do you call the person who cures diseases for animals? (vet)

2 Tell me the name of the fruit which is round, sweet, rather big? (orange)

3 Which animal lives in the forest and eats the carrots? (rabbit)

4 Fill in the missing words

a or West, home is best

5 What is the antonym of “full”? (empty)

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

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

8 What is up when it rains? (umbrella)

9 What do you call the home of the birds (nest)

Treasure: Volunteer

Declare the winner

Leading: Can you tell me some volunteer work in our school?

Expected answers:

- Help the disabled

- Help the people suffering badly in wars or natural disasters

Teacher says: In our lesson today, we’ll read about the volunteer work

II.PRE-READING(10m)

• Teaching vocabulary

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

These people are doing volunteer work They are volunteersTeacher: Can “volunteer” be a verb?

Students: Yes

2 Voluntary (adj) (context situation: Synonym)

In her spare time, she does the work without being paid for it?

In her spare time, she does work (voluntary)

3 Remote (adj) (synonym)

What is the synonym of “far away”?

4 Wow (v) (picture +example)

Show the picture of a mower and ask students to fill in the gap with one word in the following sentence:

“ This machine is used to lawn/

5 Handicapped (adj) (picture + translation)

Show a picture of the handicapped and elicit the word

• Checking vocabulary Slap the board

III WHILE –READING (20M)

Activity 1: Multiple choice (task2, P.48)

- Put students into pairs

- In pairs, ask them to choose the best answer from A, B, C or D for each of the sentence

- Call on some Students to give the answers

- Make corrections

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

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

- Have students work in pairs to ask and answer the questions

- Call some students to give the answer and write on the board

- Check with the class

Expected answers:

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

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

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

Activity 3(Task1): Filling in the gap…

T elicits different parts of speech of the words “volunteer”on the board

T instructs Ss to read through the sentences provided in the task to identify the part of speech to fill in each blank

T asks Ss to work invidually to do the task and exchange their answers with other students

T asks Ss for their answers and give the

-tell about noun, verb, adv, adj of the word “volunteer “

-work in pairs, read the sentences carefully and complete it

-give answers and explains

-listen and take notes

IV POST – READING: Discussion(7m)

- Have students work in groups of for or five, discussing the following questions: