giao an 11 co ban - tu bai 1-14 - new

New lesson : Teacher’s and Ss’ activities The content of the lesson T: Ask Ss work in groups.. T: Ask Ss to work in pairs .Do task 1 in the textbook to guess the meaning of the words in

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Unit 1 : FRIENDSHIP

Period 01

READING

I Objectives

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

- understand the passage about friendship

- identify the main idea

- guess the meaning in context

- express their ideas about friendship

II Preparations :

1 Teacher : Textbook , lesson-plan , cassette.

2 Students : Textbook , schoolthings.

III Teaching steps :

1 Class order : greeting and checking attendance.

2 Old lesson : No

3 New lesson :

Teacher’s and Ss’ activities The content of the lesson

T: Ask Ss work in groups

Stick the pictures of 6 things on

the board Ask Ss to name them and

find out What the pictures talk by

collecting the first letters of each

name from the pictures

Ss: Work in groups and do following

the teacher’s requirement

 The group that can first

find out the word will be

the winner

T: Checking Ss’ understanding the

instruction

T: Ask Ss to answer some questions

Ss: Answer the questions

T: Introduce the lesson

T: Elicit some new words from Ss

Ask Ss to read the words in chorus

- Do you have a lot of friends ?

- How many close friends do you have ?

- What do you think are the quanlities of friendship ?

Pre-reading Pre-teach vocabulary

- constancy (n)

- trust (n)

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T: Tell Ss to read the text silently and

check if SS have the same ideas from

the ideas in the text

T: Ask Ss to work in pairs Do task 1

in the textbook to guess the meaning

of the words in the box

Ss: Do following the teacher’s

requirement

T: Move around class to give help

Call on some Ss to read the answers

aloud

T: Ask Ss to read the text again and

find the main idea

Call out their answers

T: Ask Ss to read through the

questions

Ask them to work in pairs In turn to

ask and answer the questions in task

3

requirement

T: Move around to give help

T: Call on some Ss to answer the

questions and write them on the

board

Ss: write the answers on the board

T: Give comments on Ss’ answers

- sympathy (n)While – ReadingActivity 1 : Read and check Ss’ answers

Activity 2 : Gap-fillAnswers :

B – conditions of true friendshipActivity 4 : Questions and answersSuggested answers :

1 The first quality for true friendship is unselfishness.It tell us that a man who is concerned only with their own interests and feelings can not be a true friend

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

3 The third quality for true friendship is loyalty It tells us that the two friends must

be loyal to each other, and they must knoweach other so well that there can be no suspicions between them

4 There must be a mutual trust between friends because if not, people cannot feel safe when telling the other his or her secrets

5 Talkative people can’t keep a friend long because they cannot keep a secret of their own or of their friends’

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T: Ask Ss to choose one of the topics

below to discuss in groups

Ss: Share ideas One secretary from

each group takes notes the group’s

ideas

T: Move around to give help if

necessary

Ask a representative of each group

reports their group’s ideas in front of

the class

Give comments on their presentations

6 The last quality for true friendship is sympathy It tells us that to be a true friendyou must sympathize with your

friend.Where there’s no mutual sympathy between friends there’s no true friendship.Post – Reading

DiscussionWhy do we need to have close friends ?

“ A friend in need is a friend in deed” What

do you think about this proverb ?What quanlity of friendship is the most important to you ? Why ?

4 Homework : Ask Ss to translate the poem You’ve got a friend into Vietnamese

5 Comments :

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Period 02

SPEAKING

I Objectives

- describe physical characteristics

- Discuss personalities

- Talk about a famous / close friend

Teacher : Textbook , lesson-plan, pictures.

Students : Textbook , schoolthings.

Class order : greeting and checking attendance.

Old lesson : Vocabulary and questions

New lesson :

Teacher’s and Ss’ activities The content of the lesson

T: Divide the class into groups of 4 or

5 Give each group one card containing

6 words whose letteres are jumbled

and ask Ss to rearrange the lettere to

make good words The group which

finish the task first with the most

correct words will be the winner

requirement

T: Elicit new words from Ss

then in individual

Correct Ss’ pronunciation

T: Ask Ss to work in pairs and look at

the pictures on page 15

Ask one S to try to describe one of

the four people in the pictures, the

other has to guess which person his

partner is talking about

Warm – up Jumbled Words

- nose : straight, crooked

- hair : blond, long, wavy

- Face: oval, large, round

- Forehead: broad, high

While-speakingActivity 1: Describing peopleA: Can you describe a person in the picture ?B: Yes, this person has a crooked nose and a square face He or she is good- looking, too.A: Oh, he must be the third person from the left

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requirement in pairs.

T: Ask S A to thinks of his close

friend and draws his face on face 1, S

B will ask S A about A’s close

friend’s appearance and S A has to

describe him/her B listens and draws

A’s friend on face 2

The Ss hace to compare the faces to

know if they are the same after three

minutes

requirement

T: Ask Ss to work in pairs, asking and

answering the following questions

about your partner’s close friend

T: Ask Ss to work in pairs to play the

role of a journalist and an

interviewee whose friend has won

the first international prize in maths

In conversation, Ss should mention

the following things

requirement

T: Have some pairs to act out in front

of the class

Correct their mistakes if necessary

B: You’re absolutely right

Activity 2 : Draw and compare

Face 1 Face 2Questions :

1 What’s his / her name ?

2 Where did you first meet him/her ?

3 How long have you known each other ?

4 What qualities do you admire in your best friend ?

Post-speaking

Questions Answers

1 What is his / her name ?

2 Where and when was he born ?

3 What does he/she look like ?

4 What are his/her hobbies ?

5 What made him/her successful

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Period 03

LISTENING

I Objectives

- Identify specific details

- Take notes

Teacher : Textbook , lesson-plan, pictures, cassette.

Old lesson : Ask Ss to talk about their close friend.

Let Ss take out a piece of paper

and copy down 5 characteristics

that they like best

Read out 5 characteristics that T

likes best Any Ss who have 3 or

more choices the same as the T

will shout “ Bingo” and they are

the winners

T: Elicit new words from Ss

then in individual

Correct Ss’ pronunciation

 Have Ss read and do

task 1 before listening

T: Have Ss listen to the tape and

check their answers

Let Ss listen for the second if

Warm-up Alternative : BingoExpected answers :

CaringSupportiveHelpfulHonestGood-natureQuick-wittedHumorousFriendly

Pre-listeningPre-teach vocabulary

Talk A : 1F 2F 3T 4F 5T 6F

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T: Ask Ss to listen again and note

the ideas in the table in task2 p.18

requirement

T: Call on some Ss to read their

notes

Ss: Read the notes

T: Give feedback and correct

answers

Talk B : 1F 2F 3T 4T 5T 6FActivity 2 : Multiple choice ( worksheet)

1 Ha’s family moved to Hai Phong in(a.1983 b.1995 c.1985)

2 People think that Hai Phong people are (a cordial b.friendly c.friend)

3 When Lan first went on a trip to Do Son, a.she rode to Ha’s house to meet her

b.she and her family came to Ha’s housec.Ha rode to Do Son right after Lan gave her a ring

4 Long is good at (a.painting b.singing c.playing guitar)

5 Minh is not only a good listener but also a helpful friend

Minh doesn’t really like to listen to Long’s problem but he always helps Long

Minh is a good listener, but he doesn’t alwayshelp Long

Keys: 1.c 2.b 3.c 4.b 5.aActivity 3 : Taking notes

How and where did they meet

What do they like about their

friends ?Lan They used to live in

the same apartment building in HaNoiLan went on a holiday to Do Son and Ha went there

to help her

Ha is very friendly and helpful

Ha is sociable She’s got many friends in Do Son and she introduced Lan around

Long They met in college

Minh played the guitar, Long was a singer

They worked together

Minh has a sense

of humourMinh likes to go to plays and moviesMinh is a good listener

Minh is friendly

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and helpful

T: Have Ss interview their partners

about their best friends

Ss: Interview the best friends

T: Move around to control and give

help if necessary

Call on some Ss to report what they

have known from their partners’

friend

requirement

T: Ask for Ss’ comments

Give comments on what Ss have

reported

Post-listeningSpeaking : InterviewingSuggested questions :

1 How long have you known your best friends ( or a good friend ) ?

2 How did you meet this friend ?

3 What do you remember about the first time you meet ?

4 Homework : Ask Ss to learn the new vocabulary and make some sentences with them.Ask them to write a short paragraph about their best friends based on the suggested questions in the post-listening

5 Comments :

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Period 04

WRITING

I Objectives

- Describe a friend of theirs

- Talk about their friends

Teacher : Textbook , lesson-plan, handouts

Old lesson : Ask Ss to talk about their close friend.

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

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

- Write an informal letter of invitation

II/ Materials

Textbook , handouts , extraboard

III/ Teaching steps

1 Class order : Greeting and checking attendance

2 Old lesson : Ask a st to go to the board and describe Mai’s birthday party.

3 New lesson : Unit 3 – lesson 4

Teacher’s and Ss’ activities The content of the lesson

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T: Divide the class into groups of

four or five.Deliver handouts with

sentences and phrasrs.Ask ss to read

and find the correct word to fill in

the numbered rows

requirement

T: Ask them to make three words

with the underlined letters

Ss: make three words

T: Correct Ss’ words

T: Introduce the lesson by asking Ss

some questions

Ss: Answer the questions and listen

to the teacher’s introduction

T: Set the scene

Ss: Listen to the teacher

T: Get Ss to work out the content of

their letters by answering the

questions in Task 1

Ss: Answer the questions

T: Call on some Ss to answer the

questions and elicit more ideas from

the class

T: Ask Ss to work in pairs to read the

letter of invitation and complete it

with the words or phrases given

Ss: Do following the teacher’ s

requirement

T: Call on some Ss to give the

answers.Go over the answers with

the class

T: Get Ss to read Task 3 and work

out the questions

 Warm-up : Can you find these three words ?

- How do you say to invite a friend of yours to the party?

Today , you will learn how to write an informal letter

of invitation to invite a person to a party

I’d like to invite you to come to the party It will be at

my house at probably 4 p.m I intend to invite about

10 people I will order a big

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Ss: Read Task 3 and work out the

questions

T: Go around to check and offer

help

T: Get Ss to write their letters in ten

minutes, based on the outlines they

have produced

Ss: Write the letter in 10 minutes

T: Ask Ss to get in pairs, exchange

their letters and correct each other

T: Go around to offer help

T: Ask Ss to combine the fragments

below to form a letter of invitation to

lunch

requirement

T: Correct Ss’ answer if necessary

cake, and buy candies,snacks and fruit.There will be dancing and karaoke competition So,there’ll be a lot

d Let me know if this is convenient for you

e I shall be in London for a couple of two days next week and I was wondering if you could have lunchwith me

f What about Friday , 16th February?

g If this would suit you , I suggest we meet in the bar of the International Hotel at 12.30

h Pierre

4 Homework: Ask Ss to revise their letters according to their peer’s suggestions and

submit for marking in the next lesson

Ask Ss to prepare for the next lesson : Unit 3-Lesson : Language Focus

5 Comments:

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By the end of the lesson.Ss will be able to :

- Distinguish the sounds /l/ , /r/ , /h/

- Pronounce the words and sentences containing these sounds correctly

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

- Use these structures to solve communicative tasks

II/ Materials

Textbook , handouts , extraboard

III/ Teaching steps:

1 Class order: Greeting and checking attendance.

2 Old lesson : Ask Ss to present how to write a letter of invitation.

3 New lesson :

T: Model the three sounds /l/, /r/ , /h/

for a few times and explains the

differences in producing them

T: Play the tape (or read) once for Ss

to hear the words containing these

three sounds.Then T plays ( or reads)

again and this time asks Ss to repeat

after the tape ( or T)

requirement

T: Ask Ss to read the words in each

column out loud in chorus for a few

more times.Then call on some Ss to

read the words out loud

Ss: Read the words in chorus then in

 Pronunciation

* Listen and repeat / l / / r / / h / lunch pretty hit lovely Europe house lemonade parent holiday jelly really hospital glass restaurant husband salad library helicopter

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T: Ask Ss to work in pairs and take

turn to read aloud the given

sentences

Ss: Work in pairs

T: Go around to listen and take notes

of the typical errors

Call on some Ss to read the

sentences again and provide

corrective feedback

Ss: Read the sentences again

T: Review the verbs that are

followed by an infinitive, a gerund,

and both

T: Get Ss to do exercise 1

individually and then find a partner

to check their answers with

requirement

T: Check with the whole class and

provide corrective feedback

T: Review the forms of passive

infinitive and gerund and emphasises

their uses

* Practise reading aloud these sentences

1 Hello, Mr Allen.You’re early for lunch.It’s only eleven o’clock

2 I’d like a plate of salad, a glass of lemonade, a slice of melon and some jelly, please

3 Laura is a really pretty librarian in the public library

4 Her parents own a restaurant in a country in central Europe

5 ………

* Infinitive and gerund

- Infinitive only: agree,arrange, ask,choose,decide,demand, deserve,expect,fail,hesitate,hope, intend, learn,manage,offer,plan, refuse,seem,wait

- Gerund only: admit,avoid,deny,enjoy,keep, verbs that are followed by prepositions

- Both: begin,start,continue, stop, love,like,hate,remember, forget,regret,try

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T: Ask Ss to do exercise 2

individually and then fine a partner

to check their answers with

requirement

T: Get Ss to do Exercise 3 in pairs

Ss: Work in pairs to complete the

sentences

rather than the agent

2 Students : studying and preparing the lesson at home.

III/ Content and keys :

I/ Chooose one word whose underlined part pronounced differently :

1 A heat B scream C meat D dead

2 A subject B just C put D discuss

3 A men B pen C women D send

4 A teacher B camera C together D term

II/ Pick out the word that has the stress parttern different from that of the other words.

1 A usually B afternoon C family D buffalo

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2 A announce B typical C harrow D alternate

3 A profession B semester C ambitious D background

4 A develop B exactly C determine D interest

III/ Choose the sest answer to complete the sentences.

1 There is so ……….on the road nowadays.

A many cars B many bikes C much traffic D many motorbikes

2 How many lessons do you ………….at school a day?

A read B write C have D do

3 Big C supermarket is always ……… with shoppers.

A crowd B crowded C crowding D to crowd

4 If two people speak the same language , they usually have ………… attitudes and opinions

A similarity B similar C similarly D different

5 I like ………… best because I enjoy working with numbers

A maths B literature C biology D geography

6 ………do you like learning best at school?

A How B Where C What D Why

7 Could you please stop ……… so much noise?

A make B to make C making D made

8 I tried ……… to him but he refused to listen

A explain B explaining C to explain D explained

9 John often goes to bed early and ………up late.

A gets B get C got D to get

10 He often has breakfast ……… 7.30 in the morning.

A at B in C on D with

11 After lunch I usually take………short rest.

A the B a C an D no article

12 I ………… to school late because the clock didn’t go off.

A went B go C had gone D woke up

13 Nam is very good at maths but he ……….at literature.

A is hopeful B is hopeless C is hope D is hoping

14 If you use the shower , try to avoid ……… water on the floor.

A splash B splashing C to splash D splashes

15 Why do you keep on ……….at me like that?

A look B to look C looking D looks

16 Come over here ! I ‘ d like you ………… this.

A see B seeing C to see D sees

17 During the break I often drink tea……… my friends.

A from B with C for D to

18 They usually spend two hours ……….TV after dinner.

A to watch B watching C watch D watches.

19 Mr.Hung is a farmer and he is very good at ……….

A ploughed B ploughs C to plough D ploughing

20 Although they have to work hard in the field , they still ……… .

A live very happily B live happy C will live happy D will live happily

21 She can ……… four foreign languages.

A say B speak C tell D talk

22 I am a……… I teach Literature at Dam Doi High school.

A doctor B student C teacher D worker

23 I love my family ……… .

A very much B very many C very lots D very a lot

23 Jim sometimes ……… at midnight.

A woke B wake C wakes up D woke up

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24 ………does she want to learn English ? Because it’s an international language.

A Where B How C What D Why

IV/ Use the correct form of the verb in brackets.

1.Alexander Graham Bell ( already , invent )……… the telephone by the time I was born.

2 He (leave )……… London 2 years ago and I ( not see )………him since then.

3 I ( go ) ……… on holiday twice a year.

V/ Read the passage and answer the questions below it

Amelia Earhart was a famous aeroplane pilot She was born in Atchison , Kansas in 1898 When she was

22 , she stopped her studies at Columbia University , New York , to learn to pilot a plane Flying lessons were expensive and she took several jobs to pay for them: once she worked as a lorry driver because the pay was good In 1932 she was the first woman to fly her own plan across the Atlantic , from

Newfoundland to Ireland.

1 Who was Amelia Earhart ?

2 When and where was she born ?

3 Why did she stop her studies at Columbia University ?

4 What did she do to pay for her flying lessons ?

Monday October 22th , 2007.

Period 19 :

Unit 4 : VOLUNTEER WORK

I/ Objectives

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

information.

II/ Preparations:

1 Teacher: Textbook, lesson-plan

2 Students : Textbook , schoolthings

Studying and preparing the lesson at home.

III/ Teaching steps :

2 Preview of the previous lesson: no

3 New lesson:

T: Show Ss some pictures and ask them question:

Ss: Answer the teacher’s question.

T: Lead-in : These people are doing the work

without being paid for it.What do you call this

kind of work ?

Ss: Listen to the teacher and answer the question.

T: Ask the whole class to look at the picture on

page 46 and ask them some questions

Ss: Answer the questions.

T: Ask Ss to work in pairs to read the short poem

on page 46 and answer the question and discuss

Warm-up :

What are the people in the pictures doing?

1 He is helping the blind children to read.

2 The Ss are helping the handicapped.

3 These people are helping the AIDS patient.

( Expected answer ) : VOLUNTEER WORK

I/ Before you read : Discussing the picture and saying :

read.

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its meaning.

Ss: Do following the teacher’s requirement

T: Call on some Ss to present their opinion.

Ss: Present the opinion.

T: Give some comments and her suggestion.

T: Elicit newwords from Ss Ask them to read

the words in chorus then in individual.

Ss: Do following the teacher’s requirement.

T: May ask some Ss to make sentences with the

above words to check their understanding

T: Set the scene:

Ss: Listen to the teacher.

contribution and help may lead to significant results/may greatly change a person’s life.

matter what they are young or old, can do volunteer work.

II/ While you read

“ You are going to read a passage about volunteer work.”

T: Elicit different parts of speech of the word “

volunteer” and write these words on the board.

Then T instructs Ss to read through the sentences

provided in the task to identify the part of the

word to fill in each blank.

T: Ask Ss to work individually to do the task and

exchange their answers with others.

Ss: Work individually and exchange their

answers with others.

T: Ask Ss for their answers ans give the correct.

T: Ask Ss how to do this task If they do not

remember ,T may instruct them to use some

strategies to do the task.

Ss: Listen to the teacher Locate the information

in each sentence in the text and read this part

carefully.Read the four choices given to choose

the most suitable one.

T: Ask Ss to work individually to do the task,then

discuss their answers with their partner.

Ss: Do following the teacher ‘s requirement.

T: Call on some Ss to give their answers and ask

other Ss to say whether they agree or disagree.

Ss: Give the answers.

T: Give feedback and the correct answers.

T: Instruct Ss to use some strategies to do the

task.

TASK 1 Answers

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T: Ask Ss to work individually to do the task,then

discuss their answers with their peers.

Ss: Do the task individually and discuss.

T: Call on some Ss to write their answers on the

board and ask them to explain their choices.

Ss: Write the answers on the board and explain.

T: Give the correct answers.

T: Ask Ss to work in pairs to discuss the

questions in the book.

Ss: Discuss the question.

T: Go around to help Ss when necessary Ask

every two pairs to share ideas.

Ss: Share the ideas.

T: Call on some Ss to report their ideasto the

class.

III/ After you read

Why do people do volunteer work ? Ss’ answers

4 Homework : Ask Ss to do exercises in the workbook and prepare for the next lesson

Unit 4 – Lesson : Speaking

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

Talk about different kinds of activities related to volunteer work.

II/ Preparations :

1 Teacher : Textbook , lesson-plan , pictures

2 Students : Textbook , schoolthings.

Studying and preparing the lesson at home

1 Class order: greeting and checking attendance.

2 Review of the previous lesson: Ask

Ss to answer the question: Why do people do volunteer work ?

Do you want to be a volunteer /

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Have you ever done volunteer work ?

3 New lesson :

Teacher ‘s and Ss ‘ activities The content of the lesson

T: Divide the class into small groups of 3- 4 Ss

and stick the pictures on the board.

Ask Ss to describe the activity in each picturein

one sentence only.

Ss: Do following the teacher’ s requirement.

Which group finishes first and has the most

correct and meaningful sentences will be the

winner.

T: Ask Ss to work in pairs to decide which of the

activities in the book are volunteer works.Ss

should also explain why a certain activities is not

volunteer work.

Ss: Do following the teacher’s requirement

T: Call some Ss to give their answers and asks

for comments from other Ss

T: Elicit other volunteer activities from Ss.

WARM- UP : Competition game – Describing the pictures

1 The St is teaching the poor children.

2 The Ss are taking part in directing the traffic.

3 The medical Ss are examing the old people.

4 The Ss are taking care of the disadvantaged children.

5 The Ss are taking part in a Blood Donation activity.

6 The Ss are collecting the rubbish.

TASK 1 :

Suggested answers

1 The activities which are not volunteer work : taking part in an excursion and participating in an English speaking club.

Reason: You take part in these activities for yourself , not to help other people.

2 Some other volunteer activities : taking part in environmental conversation activities , donating blood , directing traffic , guiding foreign sports teams around when they go to Vietnam to complete…

TASK 2 : Instruction : You are going to make conversations

based on the given suggestions.

T: Ask Ss to read the model conversation on page

50 Then Ss read the list of volunteer activities

and the exact things related to them.

T: Explain some words quickly.

T: Get across to Ss that one activity in the first

column can go with several activities in the

second column.

Require Ss to match each activity on the left with

corresponding activities on the right.

Ss: Match.

T: May design a handput for this activity to help

Ss talk more naturally and to lead to the next

task.

Suggested answers:

+ Helping people in mountainous areas.

+ Helping old or sick people

+ Helping disadvantaged or handicapped children.

+ Taking care of war invalids and the families of martyrs.

+ Taking part in directing the traffic.

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Ss: Choose one or two activities to talk about ,

and change the role after one activity.

T: call on some pairsto act out their conversation.

Elicit feedback from the class and gives final

comments.

T: Ask Ss to read through the example in the

book.EncourageSs to use transition signals such

as also , besides , moreover, ect To make their

talk more coherent.

Ss: Work in group to talk about one activity their

partner takes part in.

T: Call on some Ss to talk about the activity they

take part in.

Correct Ss’ talk if necessary.

“ Mai usually takes part in directing the traffic She directs vehicles at the intersections Besides , she helps old people and young children to cross the road She enjoys the work very much.”

3 Homework : Ask Ss to do exercises in the workbook and prepare for the next lesson.

By the end of the lesson , Ss will be able to develop such listening micro-skills as intensive listening for

specific information and taking notes while listening.

II/ Preparations :

1 Teacher: Textbook , lesson-plan , cassette,

2 Students : Textbook , schoolthings

Studying and preparing the lesson at home.

2 Review of the previous lesson : Ask Ss to talk about a kind of volunteer work they take part in.

3 New lesson :

Teacher ‘s and Ss ‘ activities The content of the lesson

T: Ask ss to go to the board and match the verbs

in column A with the words in column B.

Ss do following the teacher’s requirement.

T: Correct Ss ‘ answer if necessary.

T: Ask Ss to read through the questions and

choices on page 51 and makes sure Ss understand

all them.

Ss: Read through the questions and choices.

T: Ask Ss to discuss the questions in pairs.

Ss: Discuss the questions in pairs.

WARM – UP : Matching

Supporting money Helping charities Making the poor Raising donations Helping the elderly

BEFORE YOU LISTEN Discussing the questions

1 How often do you support charities ?

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

3 Which of these kinds of volunteer work do you

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T: Call on some Ss to report on their partner’s

answers.

T: Help Ss to pronounce the words given in the

book Read aloud first or play the tape and ask Ss

to repeat in chorus and individually.

Ss: Listen to the tape and repeat.

T: Teach some of these words and those taken

from the listening passage.

Ss: Listen to the teacher and repeat.

T: Correct Ss’ pronunciation if necessary.

T: Instruct Ss how to do the task 1

T: Play the tape once for Ss to do the task.

Ss: Ss: Listen to the tape

T: Ask for Ss’ answers and write them on the

board.

T: Play the tape the second time for Ss to check

their answers.

Ss: Check the answers.

T: Call on some Ss to present their answers Play

the tape one or two times and pauses at the

answers for them to catch.

T: Ask Ss to try to answer the questions with the

things they rememberfrom the previous time of

listening

Ss: Try to answer the questions.

T: Play the tape again for Ss to do the task in

pairs.

Ss: Listen to the tape again and check the answer.

T: Call on some Ss to give the answers and elicit

feedback from other Ss.

T: Get Ss to work in groups to summarise the

story about Spring School , using the suggestions

Ss: Summarise the story.

T: Call on some Ss to present their summary.

Ss: Present the summary.

T: Elicit feedback from the class and give final

Instruction : You are going to listen to the passage and

fill in the missing information in each sentence.

AFTER YOU LISTEN

school or attend classes.

in

requires.

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4 Homework : Ask Ss to learn by heart all new words and do the exercises in the workbook.p

1 Teacher: Textbook , lesson-plan , handouts…

2 Students : textbook , schoolthings …

2 Review of the previous lesson: Ask Ss to talk about Spring school

3 New lesson:

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T: Prepare handout with a quiz about

writing fomal letter in English The quiz

consists of several incomplete statements

Ss work in group to complete these

statements as quickly as possible

Ss: Work in group and complete the

statements.

T: Correct Ss’ answers The group with the

quickest and most correct answers will be

the winner.

T: Ask Ss to read the sample letter on page

52 and discuss the purpose of the letter in

pairs.

Ss: Read the letter and discuss.

T: Call on some Ss to give the answers

Ss: answers.

T: Ask Ss to read the letter again and do

TASK 1 individually When they finish , Ss

exchange their answer with another st.

Ss: read the letter again and do task 1.

T: T: Check Ss ‘ answers by asking some Ss

to read their answers out loud.

Ss: Do following the teacher ‘s requirement.

T: Elicit corrective feedback from other Ss

and give the correct answers when

necessary.

T: Can introduce some other expressions

that can be used in this kind of letter

T: Ask Ss to read the instruction carefully.

Get Ss to write the letter in 15 minutes.

Go around to observe and offer help.

Ss: Do following the teacher’ s requirement.

T: Ask Ss to exchange their writing

withanother St for peer correction.

Ss: Exchange the writing for correction.

WARM-UP Quiz-A formal letter

1 You write your address in the top left-hand corner of

the letter.

2 The address of the receiver should be written on the left

,starting below our address.

3 You can write the date on the right or the left on the line

after the address you are writing to.

4 When the letter starts Dear Dr Smith , you end it with

+ On behalf of …………., I would like to thank you for your

generous donation of $……….Your contribution makes it possible for us to………

+ Thank you very much for your generous donation of $

15 Tran Phu Street

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T: Write Ss ‘ typical errors on the board and

elicit self and peer correction Provide

correction only when Ss are not able to

correct the errors.

T: Collect some writing for quick feedback.

Provide general comments on the letter.

contribution will make it possible for us to build our school library.A good library can help the Ss very much in their studying We will issue a receipt as soon as possible.

Once again thank you very much for your kindness We hope to receive more assistance and cooperation from your company in the future.

I look forward to hearing from you soon.

Week 8 Sunday October 28 th , 2007.

Period 23 : Unit 4 – LANGUAGE FOCUS

I/ Objectives :

II/ Preparations

1 Teacher : textbook , lesson-plan.

2 Students: textbook , schoolthings.

1 Class order: greeting and checking attendance

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2 Review of the previous lesson: Ask Ss to present how to write a fomal letter.

3 New lesson.

T: Models the two sounds /w/ and /j/ for a

few times and explain the differences in

producing them.

Ss: Listen to the teacher carefully.

T: Read once for Ss to hear the words

containing these two sounds Then read

again and this time ask Ss to repeat

T: Read the sentences and ask Ss underline

the words with the sounds and write /w/

and /j/ under them.

Ask Ss to practice the sentences in pairs.

Ss: Listen to the teacher and practice in

pairs.

T: Ask some Ss to read the sentences and

give feedback.

T: Review the form and uses of gerunds.

T: Ask Ss to give example

Ss: Try to give example.

T: Ask Ss to do exercise 1 individually and

then compare their answers with another st.

PRONUNCIATION

 Listen and repeat

/w/ /j/

we yes west year wine yellow wheel use wet young whale York

 Practise reading aloud these sentences.

1 We went for a walk in the woods near the railway.

2 We wore warm clothes and walked quickly to keep warm.

3 At about twelve , we had veal sandwiches and sweet white wine , and we watched TV.

4 Excuse me Did you use to live in York?

5 Did you use to be a tutor at the university?

6 I raed about Hugh in the newspaper yesterday.

“- as the subject of the sentence:

Reading helps you learn English.

 as the complement of the verb “ to be”

Her favorite hobby is reading.

 after prepositions

She is good at reading English.

They are keen on windsurfing.

 After a number of “ phrasal verbs” which are composed of a verb + preposition / adverb.

To look forward to , to give up, to be for / against , to take to , to put off , to keep on

I look forward to hearing from you soon.

 in compound nouns

a driving lesson,a swimming pool, …

 after the expressions

can’t help, can’t stand, …

I can’t stand being stuck in traffic jams.

b Practice

Answers:

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Ss: do following the teacher ‘ requirement

T: Call on some Ss to read out their

T: Have Ss give examples

Ss: Compare the answers with other pair.

T: Call on some Ss to go to the board to

write their answers.Correct if necessary.

T: Introduce the form and uses of the

perfect gerund and perfect participle.

Ss: listen to the teacher ‘s introduction

She was dancing.

 after verbs of movement / position in the pattern : Verb + present participle.

My mother used to go shopping everyday.

He came running towards me.

 after verbs of perception in the pattern : verb + object + present participle.

I heard someone playing the guitar.

I can smell something burning.

 as an adjective

It was an interesting film.

It’s a bit worrying when the police stop you.

present participle.

I spend two hours a day travelling to work.

Don’t waste time playing computer games.

 with the verbs : catch and find : verb+ O + present participle.

We founfd our cat lying in the bathroom.

 to replace a sentence or a part of a sentence.

He put on his coat and left the house

Putting on his coat , he left the house.

b Practice

Exercise 2 : Answers: 1 Burning/rising 2 Reading

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T: Give Ss many example to explain how

to use perfect gerund and perfect participle

clearly.

Ss: Take notes

T: Ask Ss to do exercise3 individually and

then compare their answers with another

Ss: Read out the answers.

T: Correct Ss’ answers if necessary.

- The perfect gerund can be used instead of the present form of the gerund when we are referring to a past action EX: he was accused of deserting his ship = He was accused of having deserted his ship.

-The perfect gerund is used to emphasize completion in both the past and the future.

EX: The retired teacher recalled having taught.

 Perfect participle.

Form : having P.P Use:

- The perfect participle can be used instead of the present participle when one action is immediately followed by another with the same subject.

EX: Switching of the lights , we went to bed.

Having switched off the lights , we went to bed -The perfect participle emphasizes that the first action is complete before the second one starts.

EX: She bought a bike and cycled home Having bought

a bike , she cycled home.

-The perfect participle is , however , necessary when there is an interval of time between the two actions EX: Having failed twice, he didn’t want to try again

b Practice

Exercise 3 Answers:

1 having 2 Having been

3 having been 4 Having tied

5 Having read 6 having taken

4 Homework : Ask Ss to learn by heart all grammar notes and prepare for the forty-five-minute test.

5 Comments:

Sunday October 28 th , 2007 THE FORTY-FIVE MINUTE TEST

Name ……… Class 11C1

I.Choose one word whose underlined part pronounced differently:

1 A honest B honey C homeless D hospital

2 A mother B their C relative D theatre

3 A light B leather C folk D let

4 A window B sword C would D worry.

II Pick out the word that has the stress parttern different from that of the other words:

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5 A charity B brother C comfortable D university

6 A attendance B co-operation C performance D requirement

7 A restaurant B together C organization D gathering

8 A birthday B receive C relative D marriage

III Choose the best answer to complete the sentences.

9 My little boy is expecting ……… to his friend’s party.

A asking B being asked C to ask D to be asked

10 George always remembers …………in the garage so that the driveway is free for other cars.

A parking B being parked C to park C to be parked

11 ………… TV to the exclusion of all other activities is not a healthy habit for a growing child.

A To be watched B Watching C Being watched D Watch

12 Mr Jonh doesn’t mind ………….his customers discounts when they buy in large quantities.

A giving B being given C to give D to be given

13 My mother always uses delicious ………….for covering and decorating cakes.

A icing B ice C iceberg D ice-cream

14 The little girl is very ……… of singing and dancing.

A interested B enthusiastic C fond D sad

15 The old couple are talking happily because they are having their wedding……….

A A birthday B ceremony C anniversary D organization

16 You behaved like a child Don’t be ………

A childlike B childless C childishly D childish

17 He has just passed the exam with excellent marks He is going to………his great success.

A show B organize C.celebrate D hold

18 I only had time to ………….at the newspaper.

A look B stare C investigate D glance

19 The company volunteers ………fifty trucks to help the flooded areas.

A donate B lend C loan D sell

20 I thought the programme on wildlife is ………

A fascinated B fascinating C to fascinate D having fascinated

21 After he ………….his English course , he went to London to continue his study.

A will finish B had finished C has finished D would finished

22 They had made a lot of ………before the match started.

A prepare B preparations C preparated D preparator

23 English is an important language ………

A to master B for us to master C which we have to master D All are correct.

24 This ………boy was disliked by the rest of the class.

A lovely B interesting C sneaky D humourous.

25 Let’s watch television ……… playing cards.

A instead of B but C and D or

26 She is eighteen , so by law her father can not ………her marriage.

A avoid B defeat C prevent D fail

27 He ………….me not to take a lawyer to court with me.

A advised B suggested C threatened D insisted

28 A lot of young college and university students ……….helping poor people every summer.

A take part in B participate in C join in D all A , B , C.

29 In the United States , people of all ages ……….birthdays.

A organize B hold C celebrate D take part

30 The crowd at a football match are often ………

A excite B exciting C excited D being excited

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

IV Put the verbs in brackets in the correct tense

35 He (leave)………London 2 years ago and I (not,see)………him since then.

36 On arrival at home I (find)……….that she (just,go)……… just a few minutes before.

37 My brother (smoke)………20 cigarettes a day All the family (try)………… to stop him

smoking.

V Complete the passage by using the words given :

Challenging doing what abundant attract Contributing have invole or who

More and more young people are (38)……… voluntary work abroad.The wide variety of jobs and destinations (39)………is making it an increasingly attractive option for those (40)………… have just left school and have a year free before university Many choose to (41)………….these twelve months working in poor countries There they will earn little (42)………….no money , but they will be doing something useful-and enjoying the experience.

The work may (43)……… of helping local communities , for example by (44)……… to build new roads or provide water supplies to isolated rural villages Other projects may (45)

………… .more on conversation or environmental protection (46)……… kind of job it is , though , it is certain to be (47)……… and worthwhile , and an experience that will never be forgotten.

Goodluck to you !

Sunday October 28 th , 2007 Week 8+9 Period 8 +9

PERFECT GERUND AND PERFECT PARTICIPLE

I Objectives :

By the end of the lesson , Ss will be able to review how to use perfect gerund and perfect participle

by doing exercises.

II Preparations:

1 Teacher : Lesson-plan , exercises.

2 Students : Schoolthings , reviewing lesson at home.

III Teaching Steps :

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1 Class order : Greeting and checking attendance.

2 Review of the previous lesson : Tenses

3. New lesson:

Teacher’s and Ss’

activities

The content of the lesson

T: Review the form and uses of

perfect gerund.

T: Ask Ss to give some examples

requirement.

T: Correct Ss ‘ sentences if

necessary.

S: Take notes.

T: Ask Ss to review the form and

use of perfect participle.

Ss: Review

T: Explain the use of it by giving

exampls.

Ss: Take notes.

T: Ask Ss to complete the sentences

-by using the correct form of the

verbs.

Ss: Work in pairs

T: Ask Ss to compare their answers

with the other pair.

Ss: Compare the answers with

other.

T: Ask Ss to go to the board and

1 Perfect gerund :

-Form : having + P.P -Use :

The perfect gerund can be used instead of the present form of the gerund when we are referring to a past action.

EX: Finishing my homework , I went to bed.

Having finished my homework , I went to bed.

I approve of helping the poor.

I approve of having helped the poor.

2 Perfect participle :

-Form; having + P.P Use:

The perfect participle can be used instead of the present participle when one action is immediately followed by another with the same subject.

EX: She bought a bike and cycled home Having bought a bike , she cycled home.

The perfect participle is , however , necessary when there is an interval of time between the two actions.

EX: Having failed twice , he didn’t want to try again.

Exercise : Put the verbs in brackets into the correct forms : infinitive , gerund , or present participle.

1 She likes her children (go)…………to the dentist , but they always resist(go)………there.

2 Did nyou advise him (go)………to that university.

3 This book tells you how (win)………at games without actually (cheat)………… .

4 I’m not used to (drive)…………on the left.

5 Ask her (come)…………in Don’t keep her (stand)……… at

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complete the sentences.

Ss: Write the answers on the board.

6 I didn’t mean (offend)………… anyone.

7 Did you remember (give)………him the book?

8 They warned us (not,come)……… near the wire.

9 I could hear the bell (ring)…………, but nobody seemed (be)

……… coming to open the door.

10 Are you accustomed to (eat)……….this kind of food?

11 I don’t feel like (go)…………to the cinema now.

12 He made them (work)………hard during the course.

13 Would you like (meet)………… that scientist?

14 I can’t help (think)……… of my parents while I’m away from them.

15 After (spend)………… two days (argue)………….about whereto go for their holidays , they decided (not go)……… anywhere.

16 He is talking about (leave)………his job and (go)………… (live) ……….in the country.

17 He suggested (call)………… a meeting and (let)

………… the workers (decide)……….the matter themselves.

18 We suggested (sleep)………….in hotels but the children were anxious (camp)………… out.

19 They let us park motorcycles here but they won’t allow us (park)……….cars.

20 They don’t allow (smoke)…………in the auditorium ; they don’t want (risk)………(set)……… it on fire,but you can (smoke)……….in the foyerduring the interval.

4 Homework : Take notes and learn by heart.

5 Comments:

Signature (October 29 th , 2007 )

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identifying meaning in context

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1 Teacher : Textbook , lesson-plan , cassette player.

2 Students : Textbook , schoolthings , studying and preparing the lesson at home.

III Teaching steps

2 Review of the previous lesson : No

3 New lesson :

Teacher ‘ s and Ss’ activities The content of the lesson

T: Write the word “ILLITERACY” on the

board Divide the class into groups of 10

and introduce the game: The groups should

generate as many words related to this word

as possible in 5 minutes.

T: Call on the representative of each group

to come to the board and write their list

Then get the whole class to count Each

correct word gets one point Which group

has more points wins the game.

T: Get Ss to work in pairs and try to make

sence of the picture on page 56 , using the

given prompts.

Ss: Work in pairs.

T: Call on some Ss to describe the picture

T may elicit their answers by asking

questions

Ss: Describe the picture by answering the

questions.Give reasons for the answers.

T: Check with the class and ask Ss to guess

what they are going to read about.

T:Get Ss to read the passage silently and

then do the task 1 Write the given phrases

on the boardand ask ss to go back to the

passage to locate and read around these

phrase so that they can guess their

meanings.

WARM – UP Suggested answers:

Illiteracy rate , literacy rate , ethnic minority groups , poverty , mountainous areas , remote areas , reading and writing , eradicate / eliminate illiteracy , illiterate , volunteer teacher , drop out , primary education , compulsory education , low – income families …

PRE-READING

1.What can you see in the picture ? 2.Who is the teacher ?

3 What about the students ?

4 Where do you think the class is taking place ?

Suggested answers:

This is a class for ethnic minority children in a mountainous area Perhaps the class takes place in the morning because I can see the sunlight outside The children are listening very attentively to their teacher , who is wearing a soldier’s uniform Maybe he’s a border soldier and work as a volunteer teacher There is only one textbook for each desk It seems that this is a very poor area because the class is poorly equipped and the children are wearing old clothes.

WHILE-READING

Set the scene: You are going to read about education in

mountainous areas and do the reading tasks that follow.

Task 1 : Answers:

1 Pho cap giao duc tieu hoc.

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T: Check Ss’ understanding of the phrases

by calling on some Ss to tell their

equivalents in Vietnamese.

Ss: Tell the equivalents in vietnamese.

T: Check the answers with the whole class

and give corrective feedback.

T: Get Ss to read the task requirement and

do the task individually and then find a peer

to compare their answer with.

Ss: Read the text carefully and try to

summarizes it in the Ss’ own words.Search

through the list of main ideas provided in

the task to find the most suitable one.

T: Call on some Ss to give their answers

and ask other Ss to say whether they agree

or disagree.Give feedback and correct.

T: Check if Ss can answer the

comprehension questions in Task3 without

having to read the passage again

Ss: Try to answer the comprehension

questions.

T: Get Ss to check their answers on the

board and ask them to explain their choices.

T: Give the correct answers.

Ss: Take notes.

T: Ask Ss to work in groups of 4 or 5 and

discuss the questions “ How to help

illiterate people in the disadvantaged areas

to read and write ? “

Ss: Discuss in group.

T: Remind Ss of some structures and

vocabulary can be used.

2 Hoi khuyen hoc Viet Nam.

3 Xoa mu chu

4 Ky thuat canh tac.

5 Ke hoach hoa gia dinh.

Task 2 : Answer: D

( Option Ais too general ; Option B and C are too specific.)

Task 3 :

Answers

1 94% of the population ( line 1-paragraph 1 )

2 The campaign for illiteracy eradication ( lines

5 Illiteracy will soon be eradicated ( lines 5-7 , paragraph 4 )

POST-READING

Tiêu đề	Friendship
Trường học	University of Education
Chuyên ngành	English Language
Thể loại	Giáo án
Năm xuất bản	2023
Thành phố	Ho Chi Minh City

Định dạng
Số trang	148
Dung lượng	0,94 MB