Giáo án English 11 (NC) - HK1

- Check with the class and note down on the board ss' opinions - Tell ss to read Text B and decided if the statements are true or false.. - Call s student from each group to read their g

GI¸O ¸N GI¶NG D¹Y

TiÕng Anh 11 N©ng cao ( Grade 11 Advance )

****************************************8Preparing Date:

II Skills: Skill-based (reading)

III Key vocabulary

- confide in - through thick and thin - guarantee - stick

- evolve - break out into tear - detention - cheat

IV Key structure

- A good friend is a person who helps you do homework

- A good friend always stands beside you even though you are a loser

V Materials

- Textbook, pictures/ Drawings

- Chalk and board

Game: Treasure Hunt.

- Divide the class into two groups

- Stick 6 pictures of things (or draw the things) on the

board

- Tell ss to find out the treasure, the word of the day

by combining the first letters in the names of these

things (Do not give them the names)

- The first group to find it will win the game

- Check ss' understanding of instructions

- Give an example like this: a picture of a Car, of an

Apple, and of a Tree, the word in this case is "cat"

- Have ss start the game

These are the pictures:  the word of the day is "

FRIEND"

Words: flower, ring, ice-cream, eye, nurse, dog.

- Declare the winner

- Ask ss: - Do you have friends?

- What is a good friend like, according

to you?

- Note down some key points

Transition: - In today's reading, we'll get to know

more about friends and friendships

- Write down on the board:

Unit 1 Friendship

Teaching Vocabulary

- Elicit meanings from ss or give explanations

yourself

 break out into tears (phr.v) = begin to cry

 Though thick and thin(idm) = in spite of all the difficulties (trong bÊt cø hoµn c¶nh nµo)

 Cheat / tʃi:t/ (v) = act dishonestly; copy sb's work in a test

 Detention / di'tenʃn/ (n) = punishment of being kept at school after it has closed (h×nh ph¹t giam ë trêng sau giê häc

 Confide /kn'faid/ in sb (v) = trust sb enough

- To raise ss'

interest and tolead to the topic

- To engage

ss, and let

ss expresstheir opinions

- To provide ss' with some language

to help them understan

d the text

- To help

GroupsT- class

T- class

T- class

- Pictures

or drawings

- Chalk

&board

- Chalk

&board

to tell a secret to him/ her (tâm sự, thổ lộ)

 Guarantee /g rənti:/ (n) = sự bảo đảm

 Evolve / i'volv/ (v) = develop naturally and gradually

 Stick together (v) = remain friendly and loyal

to one another (gắn bó)

- Give some practice on pronunciation (Read - ss

repeat)

Checking Vocabulary: Gap - filling

- Give ss handouts and ask them to work in pairs,

completing the sentences, using the words just

learned

1 A good friend remains loyal to you

2 Blue skies are not a of continuing fine weather

3 Being scolded by his mother, the child

4 Those students were sent to the room for their cheating on the exam

5 Like friendship, trust with time

6 Ann thinks there's no one in the class she can

- Check with the class

Activity 1: Reading and Matching

- Ask ss to read Text A and then match the grades

with John's opinions on what a good friend is

- Call on ss to say what John thought of a good friend

in each grade

- Go over the answers with the class

Activity 2: True - False Statements (Task b, p16)

- Ask ss to read the statement about close friends in

Task b (p.16) and say if they are true or false, i.e, SS

agree or disagree with them

- Check with the class and note down on the board ss'

opinions

- Tell ss to read Text B and decided if the statements

are true or false

- Ask ss to work with a partner and compare answers

- Call on ss to read the statements and say their

choice

- Go over the answers with the class

- Tell ss to compare the ideas in the text and ss'

opinions

Answers:

1 T

2 F (According to the text, we become friends with

those who share common interests)

3 F (We can not go out and pick a good friend)

4 T

5 T

Activity 3: Main ideas

- Write down on the board three phrases about the

main ideas of the paragraphs in Text B and one extra

phrase

a possible reasons for not having a best friend

b what to do to have a best friend

c how best friendship develops

d the benefits of a best friend/ what a best friend can do to us

- Ask ss to skim the text again and match the

paragraphs with their suitable main ideas

- When they have finished, tell ss to compare

enrich ss knowledg

e of vocab

- To see if

ss have learned the wordsand knowhow to usthem in a new context

-

To develop ss' skimmingskills

- To give some personaliz

ed task to engage ss

- to provide some practice

on scanning skill

- To provide practice

on skimmingfor general

T- class

Pairs

Individuals

T - class

Individuals

pairs

T - class

answers with a partner

- Go over the answers with the class

Expected answers:

Par.1 - d Par.2 - c Par.3 - a

Discussion

- Ask ss to work in groups of 4 or 5, expressing their

opinions on the following questions:

a Close friends don't need to share common interests Agree or disagree? Give reasons

b What is your own idea of a good friend?

c How do you understand the proverb "A friend

in need is a friend indeed?"

- Go around to control and give help if necessary

- Call ss to report about their groups' ideas

- Give feedback and comments on what ss have

Writing Sentence Building

Give ss handouts, and ask them to make sentences

using the cues

1 your ideas/ good friend/ different/ different grades

2 best friend/ someone/ you can confide

3 best friends/ usually stick together/ thick/

- To provide sswith some freepractice and to have them express themselve

s and share ideas

- To give more practice

at home about the content ofthe text

Individuals

VII Skills: Skill-based (listening, speaking)

VIII Key vocabulary

- sociable - sensitive - indifferent;

IX Key structures

- She looks athletic with her hair cut short and casual clothes

- It was her rosy plump face that attracted me at the first look

Game: 'Five little things'

- Ask ss to work in groups of four

- Tell ss to listen to instructions and write down 5

things as required on a piece of paper

- The group that finishes first and gets all correct will

get 1 point

- The group that has more points will win the game

- Check ss' understanding of instructions and have

them start the game

These are the suggested instructions:

1 Write down 5 places where you often meet with your close friend

2 Write down 5 things you often share with yourclose friend

3 Write down 5 qualities you need in a good friend

4 Write down 5 adjectives describing appearance

5 Write down 5 adjectives describing character

or personality

Expected answers:

1 home, school, park, cinema, evening class,

2 notes, cake, homework, school things, joy, sadness,

3 honesty, loyalty, unselfishness, helpfulness, good-heartedness,

4 tall, short, good-looking, beautiful, dressed, stout,

well-5 reserved, out-going, sociable, studious, practical, sympathetic,

- Read ss' items and check with the class after each

question

- Declare the winner

Transition: - We use a lot of nouns and adjectives to

talk about friends

Today we will listen to a letter from Jack, writing

about his new friend

-Write down on the board:

Unit 1 Friendship - Listening Teaching Vocabulary

- Use pictures and explanations to present some new

words

+ sociable / səu əbl/ (a) ʃ = friendly, outgoing

+ conservative/ / (a) = opposed to great change (b¶o

thñ)

+ sensitive/sensətiv / (a) = easily offended; easily

hurt( nh¹y c¶m)

+ skinny / 'skini/ (a) = very very thin (gÇy tr¬ x¬ng)

+ stout / staut/ (a) = rather fat

+ indifferent / in'difr nt/ (a) + having no interest (thê

1 very thin (Expected: skinny)

2 having no interest (Expected: indifferent)

3 friendly, outgoing (Expected: sociable)

4 easily offended (Expected: sensitive)

5 rather fat (Expected: stout)

6 opposes to great change (Expected:

conservative)

- Checking with the class

Describing yourself (Task a, p.17)

- Ask ss to read the list of adjectives and stick (⋎) the

- To create interest, review adjective

s and nouns and introduc

e the topic

- To provide

ss with some vocab

To help them understa

nd the listeningtext

- To see

if ss have learned the words

- To engage

Group

T - class

- Sheets of paper

- Chalk &

board

- Chalk &

board

words that describe them and add more adjectives that

are true for them

- Call on one student or two to read their list that

describes themselves

Activity 1: Listen and tick (⋎)

(Task b, p.17)

- Tell ss they are going to listen to a letter from Jack,

writing about his new Vietnamese friend, Mai

- Ask ss to listen and tick ( ⋎) what is true about her.

- Let ss listen for the second time if necessary

- Go over the answers with the class

Activity 2: Listen and take notes

- Ask ss to listen again and note down the noun

phrases used to describe Mai's appearance

- Call on ss to read their notes and check with the

class

Expected answers:

- her rosy plump face, - two dimples (on her cheeks),

- short hair, and - casual clothes

Activity 3: Questions and answers

- Tell ss to listen again and answer the questions

1 On what occasion did Jack meet Mai Tran?

2 How old are Jack and Sinh?

3 What do Mai, Jack and Sinh have in common?

4 Where is Mai going this summer?

5 Will Jack go with Mai there?

- Go over the answers with the class

Expected answers:

1 Jack met Mai Tran at his cousin's party

2 They are 17 - the same age as Mai

3 They all have the same taste in information technology and music

4 She's going to visit/ travel back to Viet Nam

5 Maybe He hasn't decided yet

Speaking: Role play (handouts).

- Pair of ss as A and B and tell A to play the role of

Jack and B the role of Sinh Ss imagine they are

having a conversation on the phone

- Give each student a role card (Appendix) and ask

them to make a conversation based on the ideas

suggested

- Move around to control and give help if necessary

- If time allows, have 1 or 2 pairs to act out their

conversations in front of the class

- Ask for ss' comment and then give feedback

Vocabulary review

- Tell ss to learn the new words and make some

sentences with them, describing a certain person

ss with some personalized task

&

prepare them forthe next task

- To givepractice

in listeningfor details

- To challeng

e ss withsome note taking

- To check ss comprehension

- To integratesome speaking

; role play is fun

- To enrich ss' knowled

ge of vocab

ss - ss

T-class

Individuals

Individuals

Individuals

T - class

Pairs

T - class

Individuals

Unit one: Friendship

Period 4: Speaking

XI Aims

- By the end of the lesson, the students are able to introduce themselves

- By the end of the lesson, the students know how to make friends with someone new

XII Skills: Skill-based (speaking, listening)

XIII Key vocabulary

- tasty

- cousin

XIV Key structure

- I don't think we've met My name's Alice

- It's nice weather, isn't it?

XV Materials

Game: Word grip.

- Prepare a poster of a word grid with 11 rows (You

can prepare a poster with all the words in their rows

and cover each row with a piece of paper When SS

get it right, you jujst need to uncover that row)

(Appendix 1)

- Ask SS to work in two groups

- Tell ss to take turns to choose a numbered row

- Read the explanation for the word in that row, and

the group try to say what the word is If the group get

it right, they score 1 point If they get it wrong, the

other group have a chance to say the word and score

the point

- After 6 rows have been revealed, the groups are

allowed to guess the word in the column If they get

it right, they win 5 points

- The group that have more points will win the game

- Check SS' understanding of instructions and have

them start the game

- Keep a running total of points for each group on the

board

- Declare the winner

Transition: - How do you make friends with people?

Today we will focus on making friends at parties and

public places

- Write down on the board:

Unit 1 Speaking - Making Friends

Eliciting and Introducing Useful Language

- Ask SS: What do you do/ say to make friends with

someone new?

- Note SS' ideas on the board

- Tell SS to read the expressions in Task a (P.18) and

tick ( ) the ones that they can use to start a

conversation

Expected answers: 2, 3, 4, 5, 6, 7 and 8

- Give comments and then introduce to SS some

ways to start a conversation with someone

1 Introducing yourself

Hello, my name's / Hi, I'm from

My name's , by the way

How do you do? I'm Nice to meet you

2 Checking if you know someone

I don't think we've met My name's

Haven't I seen you at ?

You're a friend of , aren't you?

- To create ss' interest and tointroduce the topic

- To makesure SS know what theyare going

to do

To lead tothe lesson

To challenge

SS to generate key structures

- To introduce the language

to facilitate speaking activities later

GroupsT- class

Would you like some thing to drink/ to eat?

How about trying ?Could I get you a drink?

4 Commenting on the situation

It's a great party, isn't it?

The music sounds great, doesn't it?

It's nice weather, isn't it?

- Tell SS they can use the expressions in 3 or 4 either

to start a conversation and make friends with

someone new or to maintain a conversation

- Read the expressions one by one and ask SS to

repeat

Activity 1: Completing & Practicing the Dialogues

(Task b, pp 18 - 19)

- Ask ss to complete the dialogue Task b, (pp 18 -

19) and then compare answers with a partner

- Checking with the class by calling 2 pairs to act out

the conversations

Expected answers:

1 I'm 2 Try/ Have

3 It's good/ It tastes good

4 isn't it/ doesn't it

5 Would you like / Could I get you

Activity 2: Role Play

- Prepare sets of 4 personal information cards

(Appendix 2)

- Ask ss to work in groups of four

- Go round to control and give help if necessary

- Call on some ss to the front of the class to act out

the conversations

- Give comments

Listening: Questions and Answers

Ask SS to listen to two conversations and answers the

questions

Conversation 1:

Michael: Hi My name's Michael Parker

Jennifer: I'm Jennifer YangMichael: It's nice to meet you, Jennifer

Jennifer: Nice to meet you, too

Michael: I'm sorry What's your last name again?

Jennifer: It's Yang

a Who are they? (Expected: They are Michael and Jennifer)

b What are they doing? ? (Expected: They are introducing themselves)

Conversation 2:

Jennifer: Steven? This is your book

Steven: Oh, it's my math book! You're in my

- to provide

SS with some model

- To provide some freepractice

- To give some consolidation

Listening

as an integratedskill

T- class

T- classIndividuals

pairs

Groups

T - class

Individuals

5

Homew

ork (1')

conversation? (Expected: 3)

b Has Jennifer known the boys before?

(Expected: No, They are getting to know each other)

c What about Steven and David? (Expected:

Yes, They've known each other before)

d What do they all have in common?

(Expected: They study in the same math class)

Reviewing the language

- Ask SS to review the expressions used to start a

g to do at home

T - class

Individuals

- By the end of the lesson, the students are able to describe a friend

- By the end of the lesson, the students are able to write a narrative

XVII Skills : Skill-based (writing)

XVIII Key vocabulary

XIX Key structures

- He had a way of criticizing you that made people laugh at you

- He was the same age with us but very tall with black hair cut very short

Game: Memory check.

- Hang a poster with descriptive adjective on the board

- Tell SS to look at the words for a few seconds, and try to

remember them

- Put the poster away and ask SS to write down as many

words they can remember as possible The student with the

most words listed wins the game

- These are the adjectives:

tall beautiful kind smart timid

handsome short pretty thin black

curly long shy straight slim

- Ask the student how s/he can remember so many words

- Tell SS if they put things under some classifications, it's

easier to remember them

- Ask SS to put the adjectives under three heading of Hair/

Face, Build and Opinion

- To create interest and to introduce the language point

To focus

SS on key features

IndividualsT-class

- Poster

- Sheets of paper

Hair/Face Build Opinion

Long/black tall/slim beautiful/pretty

Curly/straight short/thin kind/handsome

Timid/shy/smart

Transition: - We use these kinds of adjective to describe

people You will the focus of today's lesson

- Write down on the board: Unit 1 Writing a Narrative

Teaching Vocabulary

- Elicit the meanings of new words from SS or give

explanations yourself

* Vicious/ 'vi əʃ s/ (a.)=acting with evil intentions; spiteful

(xÊu xa; nham hiÓm )

* imbecile /'imbəsi:l ; US -sl /(n.)= stupid or silly person;

fool (kÎ ngèc; ngêi khê kh¹o)

* smart /sma:t/ (a.)=clever; intelligent

* criticize /'kritisaiz/ (v.)=point out the faults of sb/sth

(chØ trÝch, phª b×nh ai)

* confess /kən'fes/ (v.)=admit (thó nhËn)

* giggle /'gigl/ (v.)=laugh lightly in a nervous or silly way

(cêi róc rÝch)

- Read the words one by one and ask SS to repeat

Checking Vocabulary: ROR

- Rub out one or some of the words and ask SS to read

them all again

- Continue until no word is left on the board

Activity 1: Gap - filling (Task a, p.20)

- Ask SS to read the passage and fill in each gap with a

suitable word from the box

- When they have finished, tell SS to work with a partner

and compare answers

- Call on some SS to read their completed sentences and

check with the class

(Refer to SGV for the answers)

Activity 2: Re- ordering (Task b, p.20-21)

- Ask SS to work in pairs, reading the sentences and

putting them in the logical order of a narrative

- Call on SS to read the sentences in the order they arrange

and check with the class

(Refer to SGV for the answers)

Activity 3: Question and answers

- Make questions about the narrative in Task b, and ask SS

to find answers to the questions

a When and where did the writer meet Trang?

(Expected: At his cousin's birthday party, two yearsago)

b What was she like? (Expected: She had a cheerful face and 2 dimples; she looked athletic in jeans and

e Elicit from SS and then generalize what they should

include in a narrative about a friend Followings are some

suggested ideas:

 How, when or where you met your friend

 What he/ she was like (appearance, fashion,behavior )

 Your first impression of him / her (what you particularly liked or disliked about him/

her)

 How you both got along

 Your feelings/ opinion about him/ her

Write a narrative (Task c, p.21)

- To introduce the topic

- To help enrich SS' knowledge

of vocab

and help them understandthe text

- To give some pronunciati

on practice

- To see if

SS have learned thewords

- To familiarize

SS with theform of a narrative

To raise SS' awareness

of events

To provide

SS with some ideasabout what

a narrative about a friend is like

To focus

SS on what

to include

in such a narrative

- To have

SS practicewriting

Pairs

SS - SST-class

T-class

Individuals

- Chalk & board

- Text book

- Chalk

&board

- Text book

- Chalk

&board

- Chalk

&board

- Ask SS to write a short narrative about a friend of theirs

based on the ideas suggested and the samples in Task a

and b

- Go around to control and give help if necessary

- When they have finished, collect SS' writings

Peer correction

- Ask SS to work in groups of 5, deliver each group 5

pieces of writing and tell them to read and correct their

friends' narratives

- Tell each group to choose the best piece of writing, and

the most special story

- Go around to control and give help if necessary

- Call s student from each group to read their group's best

writing, and ask SS to give comments

- If time allows, ask the groups to talk bout their special

- Something

to do at home

T-classIndividualsGroupsss- ss

Individuals

- Text book

- Text book

- Sheets of paper

- Text book

- By the end of the lesson, the students are able to use descriptive adjectives

- By the end of the lesson, the students are able to use different verb forms in a narrative

- By the end of the lesson, the students are able to use and, but, either, or, and neither.

XXIII Type of lesson :

- Grammar- based (verb forms, linking words)

XXIV Key vocabulary

- descriptive adjectives - thunder

XXV Key structures

- I thought we would miss the train but we had to wait for it for half an hour

- Neither the boy nor his parents were wrong

XXVI Anticipated problems

- Some students may be too shy to share ideas with others

Game: Listen and draw - Our new friends.

- Tell SS to work in 4 group; one representative from each

group goes to the board

- Show the groups the pictures of the class's 2 new friends

(Appendix), one after the other The SS describe the

- To create interest and to introduce the

Groups - Chalk &

board

persons and the 4 students draw them on the board.

- Tell SS to compare the drawings with the pictures and

choose the best ones The group that has the best

descriptions wins the game

- Ask the 4 students:

- What helps you draw such pictures?

(Expected: The description from friends)

- What exactly in the description that helps you draw?

(Expected: the adjective/ words like tall, thing, long hair, )

Transition: - Yes, we use adjectives to say what sth or sb is

like, that's why these are called descriptive adjectives

Today we will learn more about descriptive adjectives

- Write down on the board: Unit 1 language Focus

Descriptive adjectives.

- Elicit from SS the kinds, order and position of descriptive

adjs

Descriptive adjs or adjs of quality include those of size,

shape, age, type, color, material, origin, purpose and

opinion ( or general description)

* The normal order of descriptive adjectives is:

OPSHACOM

(Opinion, size/ Shape, Age, Color, Origin and Material)

+type +Purpose

* The positions of descriptive adjs are: attributive (before

the noun) and predicative (after a verb such as be, become,

get, seem, feel Look, )

Activity 1: Underlining the adjectives (Task a, p.21)

- Tell SS to read the sentences and underline the adjectives

- Go over the answers with the class

Activity 2: Gap- filling (Task b, p.22)

- Help SS with the meanings of some new words

 persistent / pə'sistənt/ (a.)= continuing without

interruption (dai d¼ng)

 bushy /'bƱ∫i/ (n.)= covered with bushes (rËm r¹p)

 piercing /'fiəsiη/ (a.)= (of sounds) penetrating (the thÐ; ®inh tai)

- Tell SS to read and complete the passage using the words

given

Go over the answers with the class

Activity 3: Jumbled Sentences (Task c, p.22)

- Read the example and ask SS to pay attention to the

position of the adjs

- Ask SS to rearrange the words to make meaningful

sentences and then compare with a partner

- Call SS to read their sentences and check with the class

Verb Form Review(pp.22- 23)

- Elicit from SS the tenses used in a narrative (Expected:

past simple, past continuous, and past perfect)

-Ask SS to compare these tenses (Expected: The past

simple is used for the actions in the story, to tell us what

happened next The past continuous is use for sth around a

past time or together with the past simple when a shorter

action comes in the middle of a longer one.)

- Tell SS to read the passage, put the verbs in the correct

forms and then compare answers with a partner

- Go over the answers with the class

Linking Words (p 23)

- Give SS a handout with the linking words in column A

and the meanings in column B Then ask them to match

the linking words with their suitable meanings

- To help SS

understandhow descriptiveadjs are used

- For SS to recognizekey vocab

- To help

SS understandthe text

- To give a more difficult task

- More practice with word order

- To review the tenses used

in a narrative

- For SS to practice, share and learn

- To help

SS understand

T-SS

T-class

T-class

Individuals T-classIndividuals

T-class

IndividualsPairsT-classT-classIndividuals

Pairs

Individuals

- Chalk & board

- Chalk & board

-textbook

-textbook

- Chalk & board

-textbook

-textbook

- Chalk & board

3.either or c also, then; following this

4 neither nor d the one or the other

- Go over the answers with the class

Expected answers:

 and = also; then following this (used to connect

words of the same part of speech, phrases and clauses

 but = on the contrary; on spite of this ( used to

connect contrasting ideas)

 either or = the one or the other ( used to

connect words or phrases of the same part of speech: pronoun, noun phrase, adj or adv phrase)

 neither nor = not the one or the other (can be

used to connect words or phrases of the same part

of speech: pronoun, noun phrase, adj or adv

phrase)

- Ask SS to read the sentence halves, match one in A with

one in B and then use a suitable word in the box to connect

them

- Tell SS to compare answers in groups, giving reasons for

their choice

- Go over the answers with the class

Talking about Yourself

- Tell S to work in pairs, talking about their likes and

dislikes, and then report to the class about themselves

using linking words

- Talking to one student and give a model

T: I like pop music What about you, Lam?

S: Me Too

T: I don't like dangerous sports

S: I do It's exciting (I don't either) ect

- Make model report:

1 Lam and I like pop music

2 Lam likes dangerous sports but I don't (Neither Lam nor I like dangerous sports).

- Check SS' understanding of instructions and let them do

the task

- Call on SS to report about their pairs

- Give feedback and comments

Sentence Building

Give SS handouts and ask them to make meaningful

sentences from the cues given

1 This/ exciting/ new/ game.

2 atmosphere/ this hotel/ very friendly/ staff/ very

helpful

3 We/ can/ go/ cinema/ or/ stay/home.

4 Anne/ have/ terrible headache/ she still / go/ work.

5 Neither/ you/ your classmates/ wrong/ this matter.

Expected answers:

1 This is an exciting new game

2 The atmosphere at this hotel is very friendly and

the staff are very helpful

3 We can either go to the cinema or stay at home.

4 Ann had a terrible headache but she still went to

- For SS to practice using the linking words in a controlled way

-To personalizethe task and engageSS

- To make sure SS know whatthey are expected

to do

- To give

SS mare practice at home to review what they have learnt

IndividualsGroupsT-class

T-classPairsT-class

SS - SS

Individuals

Handouts-textbook

-textbook

- Chalk & board

-Handouts

Lesson Plan Grade 11 Advance

Preparing Date:

Period: 9- 10

Unit two: Personal Experience

Period 1-2: Reading

- in vain - inept - inadequate - dispirited

- retreat - slip away - grow out of

XXXI Key structures

- He kept quiet and retreated into his shell

- Many shy people have managed to grow out of it

Game: Jigsaw Reading.

- Arrange the class in four or five groups

- Give each group a handout with phrases of

explanation on

- Tell ss to read the phrases and find out the words,

then combine the first letters of all these words to

form the key word

- The first group to find it will win the game

- Check ss' understanding of instructions

- Have ss start the game

These are the phrases on the handout:

1 The biggest land mammal Elephant

2 The short form of Christmas X-mas

3 The object we use to write with Pen

4 Part of our body that allows us to see things

Eyes

5 The opposite of 'wrong' Right

6 Another word for 'sick' Ill

7 Part of our body that allows us to hear

10 North, South, West and East

- Declare the winner

- Ask ss: - What is 'Experience' (Expected: 'event or

activity that affects us in some way; knowledge

gained from seeing or doing things',/ or sth similar)

- Have you ever been in embarrassing situations?

- What was it? What did you do then?

Transition: - Unit 2 focuses on Personal Experience

The reading today is about a man's unpleasant

experience at a party

- Write down on the board:

Unit 2 Personal Experience - Reading

interest and tolead to the topic

- To engage

ss, and let

ss expresstheir opinions

- To provide ss' with some language

GroupsT- class

without being noticed (chuồn, lẻn đi).

 inadequate /in' dikwət/ (a) = not sufficiently able or confident; not good enough (thiếu tự tin, không đủ khả năng)

 grow out of /grəu/ (v) = (become too old for sth and) stop doing it; overcome (khắc phục

Checking Vocabulary: Slap the board

- Divide the class into two groups, A and B

- Ask each group to choose 3 students to stand in a

line in the front

- Write the words and phrases just learned on the

board at random

- Tell Ss you are going to read the explanations or

Vietnamese equivalents of the words They are going

to listen and then slap the correct word on the board

With one correct word, the group receives 1 point

The group with more points will win the game

- Keep a running total of points for each group on the

board

- Declare the winner

Activity 1: Guiding question

- Ask ss to read the text quickly and find the answer

to the question: ' What was embarrassing about the

man?'

- Call on ss to give answers and check with the class

Expected answers: He didn't know what to do and

how to behave among other people

Activity 2: True - False Statements (Task a, p26)

- Ask ss to read the text and the statements about the

man and say if they are true and false

- Ask SS to work with a partner and compare and

compare answers

- Call on ss to read the statements and say their

choice

- Go over the answers with the class

Activity 3: Reading and listing (Task b, p 26)

- Ask SS to read the first paragraph and list three

pieces of information related to the senses of sight

and hearing

- Go over the answers with the class

Activity 4: Questions and answers

- Tell SS to read the text again and answer the

following questions

1 Why was he nervous at the party?

2 Did he find anyone he knew there?

3 What did he think of himself?

4 How did he feel after the party?

5 What kind of person do you think he is?

- When they have finished, tell SS to compare

answers with a partner

- Call on some pairs to ask and answer and check

with the class

d the text

- To help enrich ss knowledg

e of vocab

- To check SS' knowledg

e of new vocab

-

To give

SS interest and a purpose

in reading

- To develop scanning skill

- To have

Ss practice reading and understanding between the lines

- To have

SS share and learn

T- classGroups

T- class

Individuals

Pairs

SS - SS

T - classIndividuals

- Put SS into groups of 4 or 5

- Ask ss to express their opinions on the following

- Go around to control and give help if necessary

- Call ss to report about their groups' discussion

- Give feedback and comments on what ss have

Writing

- Tell ss to write a short paragraph about what the

man should do in order to overcome his shyness

- To engage ss

in some personaliz

ed task

- To practice writing based on the discussion

Groups

SS - SS

T - classIndividuals

- By the end of the lesson, the students are able to listening for specific details

- By the end of the lesson, the students are able to listen and understand the

message

XXXIV Skills: Skill-based (listening, speaking)

XXXV Key vocabulary

- absent-mindedness - counter - laugh at

XXXVI Key structures

- It was the most embarrassing experience that I have ever had

- Everything seemed so nice until I noticed that I had left

Game: 'Join the dots'

- Give SS a handout each with the picture of a cat and

a mouse and some words on (Appendix 1a)

- Tell ss you are going to read 11 explanation for

some of the words on the handout one by one; some

of the words may be repeated As they listen, find the

word and join the dot for that word with that of the

next word, and so on

- Check ss' understanding of instructions and let them

start the game

- When you have finish reading and SS finished

joining, ask SS what the cat is doing

- If SS get all correct with the joining, a complete

picture is revealed and they can find the answer

(Appendix 1b)

Expected answers: The cat is to catch the mouse

with a trap

Transition: - We've just reviewed some language

describing a man's unpleasant experience at a party

Today we will listen to another person's embarrassing

experience

-Write down on the board:

Unit 2 Personal Experience - Listening Teaching Vocabulary

- Use pictures and explanations to present some new

words

+ ashamed / ə' eimd/ (a) ʃ = feeling embarrassment

because of one's own action( xÊu hæ; hæ thÑn)

- Tell ss to read the gapped sentences in Task a, and

complete them with a suitable word in the box

- Go over the answers with the class

Activity 1: True - False Statements

(Task b, p.27)

- Tell ss they are going to listen to a man's story, read

the statements and decide if they are true or false

- Let ss listen again if necessary

- Tell SS to compare answers with a partner

- Go over the answers with the class; then let SS listen

again and check

Activity 2: Listen and tick (⋎ ) (Task c, p.27)

- Ask ss to listen again and tick the adjectives that

describe the student and his experience in the story

- Call on ss to give their answers

- Have SS listen again and check with the class

Activity 3: Ordering the pictures

- Arrange SS into 5 or 6 groups

- Give each group a set of 4 pictures (A - D)

- Tell ss to listen again and put the pictures in the

correct order of events as in the story

- Have SS listen again and do the task

- Tell the groups to show their answers and check

Expected answers:

- To review the vocab

learned

in the previous lesson in

an interesti

ng way

- To lead

to the new lesson

- To help

SS understa

nd the text better

- To provide some pronunciation practice

- To check vocab innew context

- To have SS practice listeningfor specific details

- To practice listeningcomprehension

- To practice listeningfor general ideas

-

Individuals

T - class

T- class

T- class

T- classIndividualsT-classIndividualsPairs

IndividualsT-classGroups

Individ

- Handouts

Speaking: Retelling the story

- Ask Ss to work in their groups again

- Tell them to retell the story based on the pictures

- Go round to control and check

- Call on some SS to retell the story to the class

- Ask for ss' comment

- Give feedback and comments on what SS have

Writing Sentence Building

- Tell SS to meaningful sentences using the words

given

5 Because/ absent-mindedness/ student/mistake/

someone else/ bike

6 When he/ realize it/ he / feel / extremely ashamed / himself

d skill

- To check SS' understanding of the story

- Some grammarpractice based onthe story

uals

Groups

SS - SS

T - class

Individuals

Individuals

- By the end of the lesson, the students are able to name the senses in English

- By the end of the lesson, the students are able to talk about the activities with

XLI Key structure

- A smoke sensor discovers fire in a room

- What do you think dogs are good at?

XLII Materials

- Textbook, - Chalk and board

- Stick on the board 5 picture cards of the body parts

(eye, ear, nose, mouth / tongue, and hand/skin) (1-5)

and five cards with (Appendix 1)

- Ask SS to work in two groups, A and B

- Tell the groups to take turns to choose a numbered

- To create ss' interest and tointroduce the

- Pictures

- Cards

picture and a phrase, if they match, that is, the phrase

expresses a function done by that part of body, e.g

'eyes' and 'colorful flowers', the group scores 1 point

If not, the picture and phrase will be turned face

down again Ss continue until every picture and card

are turned over

- The group that has more points will win the game

- Check SS' understanding of instructions and have

them start the game

- Keep a running total of points for each group on the

board

- Declare the winner

- Ask SS: From the activity, can you guess the topic

of the lesson today?

(Expected: The senses (and their activities))

What are the senses?

(Expected: sight, hearing, smell, taste, and

touch)

Transition: - That's right Today we will talk about

the activities with these different senses

- Write down on the board:

Unit 2 Speaking

Matching pictures with activities (Task a, p.28 -

29)

- Ask SS to read the phrases in Task a and match

them with the pictures

- Tell SS to compare answers in pairs and then go

over the answers with the whole class

- Ask Ss what 'differentiate' means (Expected:

'distinguish')

Activity 1: Talking about activities with the senses

(Task b, p 29)

- Tell SS to work in pairs, ask and answer about the

things and people mentioned in Task a and their

ability

- Go around to monitor and note down errors if any

for correction later

- Encourage SS to talk about other animals or thing

that have a good sense of any Or you may want to

list a few for SS to talk about (For example: cats,

owls, )

- Call on some close and open pairs to act out their

conversations

Activity 2: 'Spin the top'

- Prepare 5 or 6 five-sided cards with the words eyes,

ears, nose, tongue, and hand on each side

(Appendix 2)

- Ask ss to work in 5 or 6 groups

- Give each group a card and a pointes pencil (or

something similar)

- Tell Ss to pierce the pencil through the middle of

the card

- In turn, each student in the groups spins the top and

makes a sentence about what they do with the sense

corresponding to the picture where it lands For the

second round, SS talk about the animals or things

that are very good at the senses

- Demonstrate by spinning the top and make a

sentence to show SS what they are expected to do

For example, the top lands at the nose, the sentence

can be: ' I can smell food, fragrance of flowers, etc.',

for the second round, it can be: ' Dogs are good at

smelling'

- Have SS start the activity

-Go around to monitor and note down errors if any

for correction later

lesson

- To makesure SS know what theyare going

to do

- To engage SSand to introduce the topic

- To give

SS an ideawhat is typical of these things

- To practice talking about the senses

- To provide

SS with free practice

-

To give a model

- Chalk

&board

- Chalk

&boardTextbook

Textbook

- Personal Experience

- Cards

- Chalk

&board

- Give feedback and comments.

Listening and Recognizing

- Ask SS to work in two groups, A and B, listen to your sentences and name the sense implied in each sentence

- If the group can't get it right, the other group take the turn and score points if they get it right

- Keep a running total of points for each group on theboard

- Declare the winner and then give feedback and comment

The sentences used in the activity are:

1 I don't like the fragrance of this flower

2 This juice is a bit too sour for me

3 This table feels tough

4 The house is small but very nice

5 We love classic music

6 Do you like sweet soup?

7 It's so quiet in here

8 The water is too cold to drink

Sentence Making

- Ask SS to make a few sentences about the activities

with the senses

- To give some consolidation

Listening

-as an integratedskill

- To give more practice

- By the end of the lesson, the students are able to write a personal letter

- By the end of the lesson, the students are able to describe a past experience

XLIV Skills : Skill-based (writing)

XLV Key vocabulary

- commencement - mutual

XLVI Key structures

- I felt extremely embarrassed and confused

- Looking forward to hearing from you again

XLVII Anticipated problems

- Some students may be too shy to express themselves even in writing

XLVIII Materials

- chalk and board - Sheets of paper

Game: Guess what?

- Show a picture of a person sitting in a restaurant with a

bowl of soup in front, and a waiter at his side

- Ask SS to read the exchange between the man and the

waiter and guess what the man's response is/ what the

season is

Expected answers:

'Because I haven't got a spoon!'

- To create interest and to introduce the topic

Individuals

- Pictures

- Elicit experiences from SS: 'This is something happening

in a restaurant Have you ever had any embarrassing

experiences in a restaurant?'

- Note down SS' ideas

Transition: - Nam had an embarrassing experience at a

restaurant and he wrote to tell his friend about it Do you

want to share your experience with your friend? Today we

will learn how to write a letter telling friends about a past

experience

- Write down on the board:

Unit 2 Writing a Personal Letter Describing a Past

Experience

Activity 1: Gap - filling (Task a, p.30)

- Ask SS to complete the letter using the words given

- Move around to control and give help if necessary

- Get SS to compare answers in pairs and then do over the

answers

Activity 2:Teaching Vocabulary

- Arrange Ss to work in pairs and give each pair a handout

- Tell SS to read the words in column A and match them

with their explanations in column B

- Go over the answers with the class

The handout looks like this:

A B

1 mutual a unable to think clearly

2 commencement b meeting

3 host c having the same specified

relationship to each other

4 confused d person who receives and

entertains people as guests

5 gathering e beginning

Expected answers: 1 c 2 e 3 d 4 a 5 b

Activity 3: Question and answers

- Ask SS to read the passage again and find answers to the

questions

1 What made him feel embarrassed?

2 Why did it happen to him?

3 Where did it happen?

4 When did it happen him ?

5 Who helped him solve the problem at last?

- Tell SS to compare answers in small groups and then go

over the answer with the class

Expected answers:

1 He couldn't find his money when to pay the bill

2 Because he had put the money in the pocket of anther pair of pants

3 In a restaurant (where he held a reunion dinner)

4 Last weekend

5 His sister

Activity 4 Re-arranging

- Write down on the board the steps of a personal letter

describing a past experience in a random order as follows:

a Opening/ Greeting

b The story/ experience to be shared (what, why, when, where, who)

c Date

d Closing and ending

e General information (about self or/ and friends)

- Ask SS to put the steps in a logical order of such a letter

- Tell SS to compare answers in pairs and then go over the

s SS with aletter describing

a past experience

- To help enrich SS' knowledge

of vocab

and help them understandthe text

- To provide SS with some ideas aboutwhat to include in the story

- For SS to share and learn

- To give

SS a general format of the letter

T-classT-class

T-classIndividualsPairs

PairsT-class

T-classIndividuals

Pairs

T-class

Pairs

- Chalk & board

- Chalk

&boardText book

- Handouts

- Chalk

&board

- Text book

- Text book

Chalk

- Ask SS to write a letter to a friend, telling him/ her about

their most embarrassing based on the format given and the

sample in Task a (p 30)

- Go around to control and give help if necessary

- When they have finished, collect SS' writings to mark at

home

Peer correction

- Read a piece of SS writings and ask SS to give comments

relating the format (steps), the language use, and the story

- Give feedback and comments

Reviewing vocabulary

- Ask SS to review all the new words learned

- To have

SS practicewriting

- To give

SS a chance to correct oneother and learn from one another

- Something

to do at home

IndividualsT-class

SS- SS

Individuals

&board

- Chalk

&board

- Text book

Sheets of paper

- Text book

Lesson Plan

Preparing Date:

Period: 15

Unit two: Personal Experience

Period 7: Language Focus

XLIX Aims

- By the end of the lesson, the students are able to use verbs of the senses

- By the end of the lesson, the students are able to use modal perfect to talk aboutthe past

- By the end of the lesson, the students are able to use different verb forms

L Type of lesson :

- Grammar- based (sense verbs, modal perfect, verb forms,)

LI Key vocabulary

- sense verbs: see, hear, … - wander

LII Key structures

- You could have left it at home

- It must have rained last night

LIII Anticipated problems

- Some students may be too shy to express themselves

Game: Lucky symbol.

- Write the words eyes, ears, nose, tongue, hands/ skin and

a lucky symbol () on small pieces of paper, fold them up

- To arouseinterest and to

Groups - Pieces of

paper

- A hat/

and put them in a hat.

- Tell SS to work in groups

- A representative from each group will take turns to pick

up a piece of paper, and read the word The students from

the other groups will make 3 questions for this group For

one suitable answer, the group scores 1 point The lucky

symbol will earn the group 2 points The group with more

points will win the game

The questions used for each word are:

 What can you do with your … eyes) ?( …?

 Who can't do this?/ Who can't…? (See what you see) …? ?

 What animals are good at…? (seeing) …? ?

- When the game is over, elicit from SS the verbs used for

the senses

Expected: see; smell ; taste; touch ; hear;

Transition: - Today we will practice using sense verbs to

talk about the activities of the senses

- Write down on the board:

Unit 2 Language Focus Sense Verbs

- Elicit from SS sentences with the sense verbs

- Write down on the board three sentences and ask SS to

distinguish the verbs used

a I can smell something burning

b This flower smells good

c It smells like oranges

Expected:

- In sentence a, smell is a transitive verb, with something as an object.

- In sentence b and c, smell is a intransitive verb

followed by an adjective or a prepositional phrase

with like

- Tell SS that there are two groups of verbs: transitivefollowed by an object, and intransitive or linking verbs

Senses Transitive

verbs

Intransitive/ Linking verbs.

HearTouch

LookTasteSmell+ Adj./ like + NSound

feel

Notes: - These liking verbs and most of these transitive

verbs are not used in the present continuous

Activity 1: Talking about the senses (Task a, p.31)

- Tell SS to work in pairs and make questions and answers

about the senses, based on the words given

- Go around to monitor and note down error for correction

later

- Call on some pairs (close and open pairs) to act out their

conversations

- Give feedback and comments

Activity 2: Answering the quiz (Task b, p.31)

- Ask SS to answer the questions in Task b and then with a

partner ask and answer the questions

- Call on some pairs to act our their exchanges and go over

the answers with the class

- To lead

to the lesson

- To help

SS distinguishthe

different structures

of the verbs

- For SS to generalize the form and use of the verbs

- To practice using the sense verbs

- More practice with sense verbs

- To provide further practice with sense verbs in the written

T-SS

T-class

T-classT-class

T-class

T-classPairsT-class

SS -SSPairs

IndividualsT-class

box

- Chalk & board

- Chalk & board

- Chalk & board

- textbook

- Chalk & board

- Chalk & board-textbook

-textbook

Handouts

first one has been done as an example.

0 I like the smell of this perfume It's good

 This … perfume smells good to me …?

1 I don't like the bitter taste of this coffee

1 This coffee tastes bitter to me.

2 That water still feels hot, so don't touch it.

3 This music sounds terrible to him.

4 Joe looked happy.

5 This dish smells good but it tastes horrible.

Modal Perfect: Modal + have + Past Participle

- Write some sentences on the board Using key structures

1 Jane didn't answer when I called last night She

might have gone out.

2 Look! The ground is so wet It must have rained

last night

3 Ann came home very late last night She could have walked.

4 It's your fault You should have told your parents

about the accident

- Tell SS to pay attention to the second sentences, and ask

them questions

a Did Jane go out last night?

( Expected: Maybe, but I'm not sure.)

b Did it rain last night? ( Expected: I'm sure itdid./ It probably rained.)

c Did Ann walk home last night?

( Expected: Very likely, but I'm not sure.)

d Was it necessary to tell your parents about it? Did you do it? ( Expected: Yes, it was necessary to do it, but you didn't.)

- Elicit the tense, form, use and time these sentences

indicate

Expected:

*Tense: Modal perfect.

*Form: Modal + have + Past Participle.

* Use: To indicate uncertainty/ a past possibility (could/

may/ might + perfective: có thể … đã… ), to make a

deduction/ logical conclusion in the past (must +

perfective: ắt hẳn, chắc là … ), or to make a criticism, to

indicate an obligation that was supposed to occur in the

past (should + perfective: lẽ ra … nên)

Activity 1: Transformation (Task p.32)

- Ask SS to rewrite the sentences as shown to talk about

past possibilities

- Tell SS to compare answers with a partner and then go

over the answers with the class

Activity 2: True or False?

- Give out handouts with sentences and explanations

- Tell SS to read the sentences and the explanations for

each and decide if the explanations are true or false

according to the information given

- Ask SS to compare answers in small groups and then go

over the answers with the class

The handout:

Read the sentences and decide if the explanation are True

or False Write T or F The first one has been done as an

example.

form

-To personalizethe task and engageSS

- To make sure SS know whatthey are expected

to do

- To introduce another language point

Tell elicit and focus SS' attention

on meaning&

use the modal perfect

For SS to practice making deductions

- To check SS'

understanding of meaning and use of the

IndividualsGroups

T-class

T-class

SS - SS

IndividualsPairs

T - classIndividualsGroups

T - class

-textbook

-textbook

- Chalk & board

Textbook

(7 -8')

4

Homew

ork (1')

0 Lucy could have taken the bus to work yesterday

a F Lucy took the bus to work yesterday

b T Perhaps Lucy took the bus to work yesterday

1 You shouldn't have eaten so much

a … You didn't eat too much and that was necessary

b … You ate too much and that was not good

2 The cause of the fire could have been a burning

cigarette

a … The fire was possibly caused by a burning cigarette

b … The fire was caused by a burning cigarette

3 John did very well on the exam He must have studied

hard

a … John probably studied hard

b … I'm sure John studied hard

4 Dave can't have been at the cinema He was with me last

night

a … Dave was at the cinema last night

b … I'm sure Dave was not at the cinema last night

5 Why is Tom so late? He might have lost his way

a … Tom is late because he has lost his way

b … Perhaps Tom has lost his wayExpected answers: 1 a F, b T ; 2 a T, b F

3 a T, b T ; 4 a F, b T ; 5 a F, b T

Verb Form Review (Task a & b p.32- 33)

- Elicit from SS the tense used to express a habitual action

(Expected: present simple)

- Ask SS to complete the texts with the correct tense &

form of the verbs

- Tell SS to compare answers with a partner and then go

over the answers

- To review different tenses used

T - classIndividualsPairs

Individuals

-Handouts

-Handouts

or Chalk &board

Period:16 KiÓm tra 1 tiÕt ( giÊy ph« t« kÌm theo)

Lesson Plan Grade 11 Advance

- By the end of the lesson, the students are able to scan reading for specific

information

- By the end of the lesson, the students are able to talk about table manners

LVI Skills: Skill-based (reading, speaking, writing)

LVII Key vocabulary

- interaction - congenial - cutlery

- etiquette - refrain from - acceptable/ unacceptable

LVIII Key structures

- Finger are not be used except in the case of bread and other similar foods

- Chew with your mouth closed, and do not talk while chewing

LIX Materials

Game: Tunnel ball.

- Divide the class in three groups

- Arrange the groups in column facing the board

- Give the student at the front of each column a board

marker or a piece of chalk

- Stand at the back of the columns and ask the

students at the back of each column to turn and face

you

- Hold up a paper or flash card with a word, e.g

KNIVES

- The student at the back of the columns whispers the

word to the next student in the column who must

pass the word on to the next student The next

student in the column passes the word on to the

student in front of them and so on, until the student

at the front writes up the word on the board

- The game continues in this way until all of the

words have been passed down and written up

- A ward points for the correct words written up by

each group

- Ask ss: - What is 'Experience' (Expected: 'event or

activity that affects us in some way; knowledge

gained from seeing or doing things',/ or sth similar)

- The group with the most correct words wins the

game

Words on flashcards:

0 KNIVES 1 FORKS 2, SPOONS

3 MEAL 4.TABLE 5 MOUTH 6.EAT

7 OBSERVE 8 ACCEPTABLE

9 UNACCEPTABLE 10 FOODS

- Have SS look at these words and predict what the

reading text is about

Transition: - In today's reading, we'll get to know

more about table manners

- Write down on the board:

Unit 3 Parties - Reading

society or culture Table manner: behavior that is considered correct while you are having a meal at a table with others ( phÐp t¾c ¨n uèng )

- To raise ss'

interest and tolead to the topic

- To make

it fun to learn

- To enable SS

to anticipatethe reading text

- To facilitate SS' understanding of the reading text

T- class

Groups

T-T- class

T- class

- Chalk/ board marker & board

- Cards

- Chalk/ board marker & board

- Chalk

&board

 congenial / slip ə'wei/ (a) = pleasant because

it suits your character: (dÔ chÞu) Congenial working environment

 refrain /ri'frein/ (v) = (from sth or doing st) = stop yourself from doing sth, esp sth that youwant to do.(k×m chÕ l¹i, cè nhÞn)

- Draw students' attention to the pronunciation of

these words

- Have students repeat the words presented, and then

call on some to pronounce the words

Checking Vocabulary: Gap-filling

- Give each student a copy of the task below

Complete each sentence with one of the words

you have learnt.

1 It is bad … … To talk with your mouth full

2 Please … … from smoking

3 The purpose of a party is to bring together a group of people in a … … atmosphere

4 They were filled with anger because such behavior was totally … … in the drawer

5 After my mother has finished washing the dishes, she often put the … … In the drawer

6 As soon as we arrived, they gave is useful advice on … …

7 When you come to our country, there are some Vietnamese table manners that you should … …

- Ask SS to fill each gap with one of the words they

have learnt

- Set a time limit of 5 minutes

- After SS have finished, call on some to give the

answers one by one

- Invite class opinions and make any necessary

corrections

Expected answers: 1 manners 2 refrain 3

congenial 4 unacceptable 5 cutlery

6 etiquette 7 observe

Activity 1: Table completion

- Ask ss to read the text and complete the table

(Task a, textbook, p.36)

- Call on ss to give answers

- Ask SS to write up the answers on the board

- Go over the answers with the class

Activity 2: Practice the "Do's"& "Don'ts"

- Ask ss to take out the realia they prepared

beforehand (A plate, a folk, a spoon, a bread knife, a

napkin, a tea cup, a teaspoon, and a soup bowl)

- Put SS into pairs

- Students, in pairs, take turns demonstrating the

table manners listed in the text

- Invite class opinions and give feedback

Activity 3: Finding References & words meaning

- Ask SS to individually do task b, & task c,

- To enable SS

to pronounc

e the words correctly

-

To reinforce the newlypresented words &

enable SS

to use them in contexts

- For SS

to review what theyhave learnt

- To develop SS' scanning skills

- To check SS' understanding of the tablemanners

T- class

Individuals

Individuals

Individuals

Student A: A British guest

Student b: A Vietnamese host

- Ask pairs to make comparisons between British

and Vietnamese table manners

- Put an example of the task

A: We are supposed to chew with the mouth closed

Are you, too?

B: Yes, it is good manners to do so But it is not good

to talk while chewing

A: Yes, it is the same as our table manners

B: …

- Monitor the class unobtrusively

- Invite some demonstrations and give feedback

Writing

- Ask SS to write a passage about Vietnamese table

manners

& make itfun to read

- To honeSS' skills

in lookingfor reference

s and words in contexts

- To enhance speaking skill and review what SS have learnt

-Integratewriting skill

T - classPairs

T - SS

Pairs

Individuals

Realiaand text book

- Realiaand text book

Textbook

-Textbook

& any other relevant materials

- By the end of the lesson, the students will know more about birthday

celebrations in the world

- By the end of the lesson, the students are able to listen and pick up specific

details

LXI Skills: Skill-based (listening, reading & speaking)

LXII Key vocabulary

- random - accompany - plan

LXIII Key structures

- A traditional cake is often served with candles that are to be blown …

- If birthdays were perfectly random in their distribution across the year, …

Then there would be a birthday celebration every 0,005 second

LXIV Materials

- Textbook - Chalk and board - scarves

Stage/

-

Game: 'Touch and describe'

- Arrange the class into two groups

- Assign two group representatives

- Set up a time limit of 3 minutes

- Blindfold each representative

- Give each team a set of realia in a visible box (The

number of objects varies, depending on the class size.)

- Let the representative choose an object randomly,

one at a time and describe it to the group members

- The group members will take turns to name the

object and write the word up on the board

- Play continues until the time is up for each team

- Go over the answers with the whole class

- A ward a point for each correct word

- The group which scores more points wins

Set A

A wrapped gift, an orange, a candle, a pen, a clock, a

sweet, a bowl, a spoon, a coke, a hat.

Set B

A knife, grapes, a plate, a toy telephone, a CD, a

glass, a handkerchief, a ruler, a flower vase, a book.

- Elicit what words from above are associates with a

Transition: - In today's listening section, we'll learn

more about birthday celebrations in the world, esp in

the USA

-Write down on the board:

Unit 3 Parties - Listening Teaching Vocabulary

- Pre-teach the words below through explanations

 honor / 'onə(r)/ (v) = show respect for sth ( ca ngợi)

 buffet /'bufei/ (n) = a meal at which people serve themselves from a table and then stand

or sit somewhere else to eat ( tiệc đứng)

 savory / 'seivəri / (a) = having a taste that is salty, not sweet ( có vị mặn ) savories (n.pl) (món ăn mặn, không ngọt)

 consist / kən'sist / (v.) = be formed from the things or people mentioned (bao gồm, gồm có)

 accompany / 'əkmpəni /sth (v.) = happen or appear with sth else (có mặt hoặc xảy ra cùng với cái gì)

 random/ rndm/ (a) done, chosen, etc without

sb thinking or deciding in advance what is going to happen (ngẫu nhiên)

 plan (v) / pln/ sth = make detailed arrangements for sth you want to do (lập kế hoạch cho cái gì)

Checking Vocabulary(Task a, p.27)

- Give each student a copy of the exercise below

Listen and number the correct word in the order

of meanings you hear.

RandomConsistSavories

PlanBuffetHonorSavory

- Read aloud the following explanations

- To motivate

SS &

make learning fun

- For SS

to completeand learn

- To interest

SS in thecoming lesson

- To facilitateSS' understanding of the recording

- To enrich SS' vocab

- To reinforcethe newly presente

Set of realia

& two scarves

1 happen or appear with sth else

2 show respect for sth

3 make detailed arrangements for sth you want

to do

4 done, chosen, etc without sb thinking or deciding in advance what is going to happen

5 having a taste that is salty, not sweet

6 food with a salty taste, not a sweet one, often served at a party etc

7 a meal at which people serve themselves from

a table and then stand or sit somewhere else to eat

8 be formed from the things or people mentioned

- Have SS listen and number the correct words in

order they hear

- Put an example of the task on the board

- Call on two SS to write up the answers on the board

- Go over the answers with the whole class

Expected answers:

1 accompany 2 honor 3 plan 4 random

5 savory 6 savories 7 buffet 8 consist

Activity 1: True - False Statements

(Task b, textbook , p.38)

- Ask SS to read through the statements and keep in

mind which information the y need to look for

- Have SS listen to the first recording and decide

whether each statement is True (T) or False (F)

- Call on SS to give the answers and elicit explanations

for their choices

- Invite class opinions and give feedback

- Ask SS to listen to the recording again and check the

answers

Activity 2: Wh - questions (Task c, p.38)

- Have SS read through the questions and decide

which information they need to look for

- Have SS listen to the second recording and answers

the two questions

- Assign two SS to write the answers on the board

- Invite class opinions

- Have SS listen again and check the answers.

Activity 3: Gap - filling

- Give each student a copy of the task below

Listen and complete each phrase or sentence with

an adjective that you hear.

- Call on SS to give the answers

- Go over the answers with the class

Expected answers:

1 traditional 2 secret

3 current 4 happy

Reading & Speaking: Information - gap.

- Put SS into pairs Student A is given a text on

birthday celebrations in some place(s) and student B

its gapped version (Appendix)

- Within pairs, SS ask each other questions to fill in

the gaps

- In turn student B is given a different text and student

A its gapped version

d words

& check SS' understanding of these words

- To home SS'listeningskills as well

- To enable

SS to listen fordetails

- To check SS' listeningscanningskill

- To check SS' note taking skill &

raise their awarene

ss of some adjective

s used inthe recordin

g -To

T - class

T - class

Individuals

Individuals

Individuals

Individuals

- CD,

CD player,Textbook

- CD,

CD player,

- Pairs continue in the same way.

- The teacher moves around the class and intervenes

only where necessary

- Call on some pairs to present their performances in

front of the class

- Invite class opinions and give feedback

Writing Sentence Building

- Ask SS to write about one of the birthday parties

they attended or held

enhance integrate

d skills and help

SS learn more about birthday celebrations in other parts of the world

- To personali

ze the task

Pairs

Individuals

Textbook

Cards

Any other relevant materials

- By the end of the lesson, the students are able to discuss a plan for a party

- By the end of the lesson, the students are able to assign responsibilities

LXVI Skills: Skill-based (speaking, listening)

LXVII Key vocabulary

LXVIII Key structure

- How about entertainment?

- I'll be a chef Minh will serve the foods and drinks

LXIX Materials

- Textbook, - Chalk and board - Posters

- Handouts - Pictures - Cards/ Invitation cards

Game: Word wheel

- Put SS into groups of four

- Set a time limit of 5 minutes

- Within groups, SS fill the wheel, using the clues

Each five-letter word start at the edge of the wheel

and ends in the center All the words end in the same

letter Y (as shown-see Appendix)

- After SS have filled the wheel, they are supposed to

find the key word, which can fit in all of the spaces

below

1 A farewell … … 2 A birthday …

3 A garden …

- Monitor the class unobtrusively

- As the time up, get the groups to hand in their word

wheel and the key word

- To arouse interest and lead into the lesson

T- classGroups

Groups

Handouts

- Go over the answers with the whole class

- A ward one point for each correct word in the word

wheel and three points for the key word

- The first group to get all the words correct wins

Expected answers:

1 Every 2 Reply 3 Worry 4 Daily 5 Party 6

Dirty 7 Mummy 8 Noisy 9 Sorry

 Party a farewell party;

a birthday party; a garden party

Transition: In today's speaking section we're going to

learn how to plan a party

- Write down on the board:

Unit 3 Parties Speaking

- Invite SS' answers to the following questions

a Have you ever held a party?

b When was it? On which occasion?

c How many guests did you invite?

d What kind of meal was it?

e What did you do during the party? Was there anyone to help you run the party? What did they do?

Teaching some vocabulary

 farewell / feə'wel/ (n) = the act of saying good bye to sb (lời tạm biệt)

 a sit-down meal (tiệc ngồi) # buffet (tiệc đứng)

 serve/ sЗ:v/ = give sb food or drink, for example at a restaurant or during ameal (phục vụ)

Modeling

- Give each student a copy of the task below

Read the dialogue and check (⋎) all that apply

1 Party: birthday farewell

2 Number of guests invited: 12 24

3 Kind of meal: a buffet a sit-down meal

4 Entertainment: music games

a video show

5 Duty:

a Welcoming guests: Quy Linh

b Cooking: Hoa Quy Linh

- Put SS into groups of three

- Ask sb to read the dialogue in the textbook (p.39, A

is replaced with Linh, and B with Quy.) and check

(⋎) the correct information.

- Put an example o the exercise

- Call on SS to speak out the answers

- Invite class opinions and give feedback

Expected answers:

1 farewell 2 12 3 a sit-down meal

4 music-a video show 5.a Linh b Hoa & Quy

c Mai & Minh d Nam

Activity 1: Drilling

- Put SS into pairs (Student A = Linh; Student B =

Quy, and vice versa)

- Within pairs, SS practice the dialogue

- Assign some pairs to role play the dialogue in front

of the whole class

- Make corrections in terms of intonation,

pronunciation and grammar

For SS to play and learn together

- To help

SS anticipatethe lesson

- To help

SS anticipatethe lesson

- To give

an example conversation

- To enable SS

to read for specific information

-

To prepare

SS for questions

to addresswhen planning

Handouts

Activity 2: Situation-based role-playing

- Set the situation: Tell SS that they are to plan their

coming birthday party

- Elicit kinds of information to be included in their

Will + verb (bare infinitive)

Take care of, be in charge of, and be responsible

for.

- Also remind SS of such filling expression as:

Well, Hmm, Let me see, Ok, All right, Well, I

mean

- Within pairs, SS plan their coming birthday party

- The teacher monitors the class unobtrusively

- After all the pairs have finished their discussion,

invite some presentations in front of the class

- Elicit class opinions and give feedback

Writing & Speaking

- Give each student an invitation card (realia)

(Invitation cards available at bookshops)

- Ask SS to imagine they were to celebrate their next

birthdays

- Get SS to complete their invitation cards ( They are

supposed to choose and invite one of their

classmates)

- Get SS to stand up and give the card to the invited

person in the class

- Ask SS how many invitation cards they have got

- Declare the most invited and the least invited

Language preparation

- Ask SS to think of some language used to refuse or

accept an invitation and write it down onto their

notebook

- To help

SS internaliz

e the language used

- To give

SS a chance to use the language

in a new context

- To help facilitate the task

- To enhance integratedskills &

help SS see how the language

is put in reality

- To help prepare for the next lesson

Pairs

T - SS

Individuals

Pairs

Individuals Cards

- Any relevant materials

SS can find

- By the end of the lesson, the students are able to write a letter of acceptance or refusal

LXXI Skills : Skill-based (writing)

LXXII Key vocabulary

LXXIII Key structures

- I am very happy to accept your king\d invitation

- I am afraid I can't come because

LXXIV Anticipated problems

- Some students may be too shy to express themselves even in writing

LXXV Materials

- Textbook - Handouts; Pictures/ Drawing/ Porters

- Chalk and board - Sheets of paper, cards

Game: Flashing the Picture and Guessing

- Flashing the picture of a happy-looking person very

quickly and ask SS to say what they see in the picture

- If necessary, make questions (e.g What about hum?,

How does he feel?) to elicit from SS the sentence: He's

happy/ He looks happy)

- Ask SS to guess why he is happy

- Show the picture so that SS can have the answer

Expected answer: "Because he has receives a letter"

- Read the content of the letter and ask SS what kind of

letter it is

Dear Lam,

I'm going to the Modern Dance this Saturday Would

you like to join me? The performance starts at 8.00 p m

at the Central Theatre Please let me know if you can

join me.

With love,

Nam

Expected: A letter of invitation

Transition: - Lam has received a letter of invitation What

is he going to do? (Expected : To write a letter of reply/ of

acceptance or refusal) And today we will learn how to

write a letter of invitation and of reply

- Write down on the board:

Unit 3 Writing a Letter of Invitation and of Reply

Activity 1: Eliciting the target language

- Ask SS these questions, one by one, to elicit the language

used:

1 What do you say when you invite someone to do something?

2 What do you say when you accept an invitation?

3 What do you say when you refuse an invitation?

- Note down SS' ideas on the board and then check with the

class

Activity 2:Classifying: Invitation, Acceptance or

Refusal?

- Divide SS into small groups Each group is given a poster

with phrases on and set of faces: neutral (yellow), smiling

(pink) and sad (blue)

- Ask SS to stick a neutral face next to an invitation phrase,

a smiling face next to an acceptance and a sad face next to

a refusal one

- Tell SS to stick the poster on the board when they have

finished The first group to finish with all correct answers

will win the game

- Demonstrate using the phrases on the board and then

have SS start

- Go over the answers and show a poster with the phrases

- To arouseSS'

curiosity and interest and to introduce the topic

- To engage SSand challenge them with the target language

- To provide SS with some language

- Chalk

&board

PortersCards

- Ask SS to read the three letters in Task a, and say what

kind of letter each one is

- Ask SS to give reasons for their choice

Activity 4 Re-arranging and Matching

Format of a letter of invitation

- Arrange SS to work in small groups, give each group a

handout and tell them to put the headings into the correct

order of a format of a letter of invitation

f Reason for event (what)

g Closing and ending

7 a Reason for event

8 f Venue, date & time

9 e Invitation

10 d Request for a reply

11 b Closing and ending

- Go over the answers with the class.

Format of a letter of Acceptance or Refusal

- Ask SS to work in groups again

- Give each group a set of cards with parts of a letter of

reply on, and another set with the headings

- Tell S to match the parts of the letter with their suitable

headings, and then put the heading in the proper order of a

letter of reply

- Check with the whole class and introduce the normal

format of a letter of acceptance or refusal

Write a letter

- Put SS into pairs A, B and C

- Tell pairs A to write a letter of invitation based on the

situation given in Task c, p.42 (you may want to give

them a certain place and time to make it consistent in all

letters, e.g 'on Saturday next week, at your hose, at 7 pm' )

- Tell pairs B to write a letter of reply, accepting the

invitation

- Tell pairs C to write a letter of reply, refusing the

invitation

- Go around to control and give help if necessary

- When they have finished, collect SS' writings to mark at

home

Activity 1 Peer correction

- Ask three students from different pairs A, B, C to write

their letters on the board

- Ask SS to read the letters and give correction or

improvement if necessary

- Give feedback and comments

Activity 2 Listening and Recognizing (Optional)

- Read some more letters, one by one, ask SS to listen and

recognize whether they are invitation, acceptance or

refusal.

- Ask SS what helps them know which is which to see if

they can recognize the target language used

Identifying

- Ask SS to do Task b, p.41, identifying the parts of the

letters

- For SS to recognize the functions

of the letters

- To review the format of aletter of invitation

- To provide SS with the format of aletter of reply and facilitate them with some sample

- To have

SS practicewriting a reply letter

- For SS to correct oneother and learn from one another

- To check

SS recognition

of the language used

- Something

to do at

Individuals

T - class

Individuals

Chalk

-&board

Chalk

-&board

Lesson Plan

Preparing Date:

Period: 24

Unit three: Parties

Period 7: Language Focus

LXXVI Aims

- By the end of the lesson, the students are able to form and use compound nouns

- By the end of the lesson, the students are able to use correct verb forms

LXXVII Type of lesson :

- Grammar- based ( verb forms, compound nouns.)

LXXVIII Key vocabulary

- compound nouns - justify

- resist - rehearse

LXXIX Key structures

- A station from which trains leave / A cup for holding tea

- Everyone seems to have a good time

Game: Saying 'what it means'.

- Arrange the class into groups of four students

- Place a pack of cards face up in the middle of each group

- In turn each student in the group gives the meaning of the

word on the card face up on the top of the pack Then the

top card is put at the bottom of the pack, and the new card

is defined as before

- Monitor the groups and note down errors for correction at

the end

Word cards: (can be in any order)

1 Shoe shop 9 Paper bag

2 Milk chocolate 10 Street lights

3 Book case 11 Bread knife

4 Chocolate milk 12 road accident

5 Tennis ball 13 income tax

6 History book 14 vegetable garden

7 Guest house 15 tooth paste

8 MilkmanExpected answers:

1 Shop that sells shoes

2 Chocolate made with milk

3 Piece of furniture for books

4 Milk flavored with chocolate

5 Ball used to play tennis

6 book about history

7 house for guests

8 ( especially in Britain) someone who delivers milk

to customers each morning

- Word cards

9 bag made of paper

10 lights in the Street

11 knife used for cutting bread

12 accident that happens on the road

13 tax that you pay on your income

14 garden where vegetables are grown

15 paste for cleaning teeth

- Refer to these correct combinations, and tell SS that these

are compound nouns

Transition: - Today we will get to learn more about

compound nouns and other grammar points

- Write down on the board:

Unit 3 Language Focus Compound Nouns

- Elicit the form from SS

FORM

- Draw SS' attention to the following points:

* The first noun is normally singular but the meaning is

often plural

A bookshop is a shop where you can buy books

An apple tree is a tree that has/ produces apples

* The two nouns are often written as separate words, but

we sometimes use a hyphen (-), or we write them as a

single word

A tea break At the tea-table A large teapot

* There are no exact rules about whether we join the two

words or not If you are unsure, it is usually safest to write

two separate words

Use: To mean one thing/ person/ idea.

* The first nouns is like an adjective-it tells us what kind

of thing/ person/ idea, etc For example:

A tennis ball = a ball used to play tennis

A taxi driver = a person who drives a taxi

Income tax = tax that you pay on your income

* Sometimes the first noun tells us which thing etc is

meant

garage roof = The roof of the garage

sea temperature = the temperature of the sea

Activity 1: Writing compound nouns (Task a, p.42)

- Have SS do task a, textbook, p.42

- Call on SS to speak out the answers

- Invite class opinions and give feedback

Activity 2: Match-up (Task b, p.42)

- Have SS match up a noun in column A with one in

column B form a compound noun (textbook, p.42)

- Call on SS to write the answer on the board

- Go over the answers with the whole class

Activity 3: Sentence completion

- Ask SS to complete each of the sentences below with an

appropriate combination of two words from the box

(handouts)

weather list milk books seat

shopping forecast man history belt

1 ' Have you watched the on TV today?' ' Yes, it says there will be a heavy storm at about tentonight, doesn't it?

2 The man was fined for exceeding the speed limit

Moreover, he wasn't wearing the

3 A is a list that you make of all the things youneed to buy when you go shopping

4 My father is very interested in history He reads two a month

5 We run out of milk Has the arrived yet?

- Call on SS to speak out the answers

- Elicit class opinions and give feedback

T-class

SS -SSPairs

T-SS

- Chalk & board

- Chalk & board

- Chalk & board

- textbook

- Chalk & board

Handouts

N + N = Compound noun

Review of verb forms: base/ to-base/ V-ing

- Organize the class into teams of three

- Read out one of the verbs below

Manage, resist, let, seem, avoid, need, want, remind, tell,

decide, promise, enjoy, mind, stand, encourage, force,

invite, practice, finish, make, get, delay, postpone, agree,

afford, admit, consider, threaten, fail, arrange.

- Each team has ten seconds to sound out 'to infinitive',

'base' , 'V-ing'

- Go to each group in turn and award a point for a correct

response On each new round, the teacher starts with a

different team

- Do not give the correct forms when incorrect responses

are offered but simply shout 'No' If the group fails to give

the correct response, the turn passes to the next group

- Keep a running total of points for each group on the

board

- After the game has finished, the teacher writes these

categories on the board:

Base form To-base form V- ing

- Assign SS to write up some corresponding verbs that can

remember from the previous game

- Go over the answers with the whole class

Expected answers:

* Base form: let, make, have, modal verbs + V (base

form).

* To-base form: Verb + O + To-base form: Tell, remind,

force, enable, teach, order, warn, invite, persuade, expect,

ask, want, beg, would like, would love, would hate, would

prefer

* Verb + To-base form: Manage, offer, decide, hope,

deserve, attempt, promise, agree, plan, aim, threaten,

refuse, arrange, learn, forget, fail, seem, appear, tend,

pretend, claim

* V- ing form: delay, avoid, consider, miss, finish,

involve, practice, postpone/delay, imagine, admit, deny,

stop, suggest, (recommend, advise, allow/ permit,

encourage)

Activity 1: Choosing the correct verb form (Task b

p.43)

- Ask SS to do task b (Textbook p.43)

- Call on SS to speak out the answers and then write them

up on the board

- Elicit class opinions and give feedback

Activity 2: Choosing the correct verb form (Task c p.44)

- Put SS into pairs and have SS do task c (Textbook p.44)

- Call on SS to speak out the answers

- Elicit class opinions and give feedback

Activity 3: Transformations

- Ask SS to complete the second sentences so that they

mean the same as the first ones

0 I can do what I cant want and you can't stop me

You can't stop me doing what I want

1 They didn't allow me to park here They

didn't let

2 It's not a good idea to travel during the rush hour

It's better to avoid

3 I can't force you to do this if you don't want to

Pairs

T - classIndividuals

- A copy

of verbs for T

- A copy

of verbs for T

- Chalk & board

- Chalk & board

- Textbook

-textbook

4 Home

work

(1')

5 Tell me tomorrow that I have to pay them.

Will you remind

- Call on SS to write the answers on the board and check

Expected answers:

1 me park here

2 traveling during the rush hour

3 you do this if you don't want to.

4 me to use his car.

5 me to pay them tomorrow.

Food labels-Handouts

or Chalk &board

Lesson Plan Grade 11 Advance

Preparing Date:

Period: 25 - 26

Unit four: Volunteer work & Literacy programs

Period 1-2: Reading LXXXII Aims

- By the end of the lesson, the students are able to scan reading for specific information

- By the end of the lesson, the students are able to talk about volunteer work

LXXXIII Skills: Skill-based (reading, speaking)

LXXXIV Key vocabulary

- volunteer - first-hand - remedial

LXXXV Key structures

- Our main task was to teach beginners how to read and write

- Every morning we conducted remedial courses for weak schoolboys

- Helping the community enables us to develop our interpersonal skills

Game: Word search.

- Give each student a copy of the task below

Complete the puzzle below What is the missing word going down?

1

- To motivate

SS and lead into the topic

T- classGroups

- handouts

1 Living, not dead

2 This is the place where ships arrive and depart

3 If parents smoke, they are setting their children a very bad

4 Something that is quite funny is

5 If you are in hospital, this person will look after you day and night

6 My parents eat what I like

7 Something that costs a lot of money is

8 A very dry place where there is little rain

9 A train that travels under the streets in bib cities

- Put SS into groups of four

- Set a time limit of 5 minutes

- Ask SS to complete the puzzle using the clues

provided, and find out the missing word going

down

- As the time is up, get groups to hand in their

results

- A ward a point for each correct word and five

points for the missing word going down

- The group with the points will be the winner the

game

Expected answers: 1 Alike 2 Port 3

Example 4 Amusing 5 Nurse

6 Let 7 Expensive 8 Desert 9

Underground

The missing word going down: Volunteer

- Elicit the answers to the following questions from

SS

 What does it mean by 'volunteer'?

 Have you ever done volunteer work?

 What kind of volunteer work have you done?

 Why do you want to be a volunteer?

Transition: - In today's reading section, we'll learn

about the activities that the student volunteers at

Hiep Phuoc village, Nha Be District, HCM city did

and the benefits they gained from doing so

- Write down on the board:

Unit 4 Volunteer work & Literacy programs

- Reading Teaching Vocabulary

- Teach the following words via elicitation and

explanations

 volunteer (n) / volən'tiə(r)/ = person who offers to do sth without being forced to (t×nh nguyÖn viªn)

volunteer (v)voluntary (a)voluntarily(adv) = willingly, without being force

 first - hand (adj.)(only before noun) = obtained or experience yourself (trùc tiÕp, m¾t thÊy tai nghe)

 remedial / ri'mi:diəl / (a) = connected with school students who are slower at learning than others.(dµnh cho häc sinh yÕu kÐm)

- For groups to complete and learn

- To help enrich SS vocabulary

- To create an exciting learning environment

- To enable SS

to anticipatethe reading text

- To facilitate SS' understanding of the reading text

- Chalk

&board

Chalk

&board

 conduct /kən'dʌkt/ (v) = organize and/ or do

a particular activity (thực hiện)

 hardship / ha:dsip/ (n) = a situation that is difficult and unpleasant because you do not have enought money, food, clothes, etc (sự

khó khăn, sự khốn khó) Congenial working environment

 benefit /'benifit/ (v) = be useful to sb or improve their life in someway (nhận đợc lợi hay lợi ích từ việc gì)

 interpersonal / intə'pЗ:sənl / (a) = connected with relationships between people

 literacy /'litərəsi/ (n) = the ability to read andwrite # illiteracy (khả năng đọc, viết, sự biết chữ) # (sự mù chữ)

- Give SS some oral practice on the pronunciation of

these words

Checking Vocabulary

- Ask SS to choose either a or b to complete the

sentences below

- Give each student a copy of the task below

Choose a or b to complete each of the sentences

below.

8 Being a volunteer has enabled me to develop

my skills and discover my own talents

14 The boy had to go to a class because

he was very bad at mathematics

a weak b remedial

15 They're going to a survey on the students' favorite subjects

a conduct b make

16 As the students did volunteer work, they had

a good opportunity to gain

experience

a first-hand b second-hand

- Call on SS to speak out the answers

- Invite class opinions and make any necessary

- Have SS scan the text and check ( ⋎ ) the activities

done by the student volunteers at Hiep Phuoc village

- After a time limit of 5 minutes, call on some SS to

give the answers

- Invite class opinions and make corrections write

necessary

Activity 2: Listing

- Put SS into pairs and get them to read the last

- To enlarge SS' vocabular

y as well

-

To reinforce the newlypresented words &

enable SS

to use them in contexts

- For SS

to review the words

in terms

of form and meaning

- To develop SS' scanning skills

- To check SS' ability to read for certain details

T- class

T-SS

Individuals

Individuals

Individuals