Tải Giáo án Tiếng Anh 11 cả năm - Giáo án trọn bộ Tiếng Anh 11

Activity 2: Combine the sentences using the conjunctions above (task 1, p.161)(10’) -have SS do exercise 1 in the textbook, p.161 -call on SS representative of any group to write the a[r]

Writing date:

READING

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

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

 Skills: Reading, Speaking

 Teaching aids: textbook, pictures

-Ask Ss to give the adjectives describing

features of a good friend

Generous

sincere

*Lead-in: I know that we have a lot of friends in

our lives Today, we’ll know more about

friendship through reading the text

*Teaching vocabulary(12’)

1 unselfishness (n) -> (example)

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

3 be loyal to = be faithful to

4 sympathy (n.) -> (definition): the feeling of

being sorry for sb, showing that you care about

What characteristics can you say about him?

Ex: The news is greeted with enthusiasm

 What does “enthusiasm” mean in Vietnamese?

->What’s the noun of “ suspicious”?

*Checking vocabulary: What & Where (3’)

II WHILE-READING: (15’)

Task 1: (3’aTask 2: (4’) Finding the main idea

of the whole passage (Task 2, p.14)

+Ask Ss to work in groups of 4 or 5

Task 3: (8’) Answering the questions (Task 3,

p.15)

+Divide class into 2 groups A & B

+Group A answer the first questions, group B

answers the rest (Pair work)

Read the passage quickly & tick the words

in Warmer appearing in the passage+ Expected answer: B Conditions of the true friendship

*Expected answer:

1… 2 … 3 … 4 …….5 …

friend

+Closed pairs- Open pairs.

+ when you are in need

-Prepare Period 3 – Speaking

SPEAKING

* Objectives: By the end of the lesson, Ss will be able to describe physical characteristics, using adjectives

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

* Skills: speaking, listening

* Teaching aids: pictures, role cards

PROCEDURE

I PRE-SPEAKING:

* Warm-up:

Matching the adjectives from the box with the

parts of the body they can be used to describe

 Call Ss to fill in the words on the charts.

T’s feedback

* Teaching vocabulary

1 crooked (adj.): (picture)

2 hospitable (adj.): welcoming gueSs/

visitors friendly

3 generous (adj.): (translation)

4 quick-witted (adj.): intelligent

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

III POST-SPEAKING: Interview

 Make role cards and deliver to students (see

textbook)

 Before students start, ask them to agree upon

the basic profile of the friend

- his/ her name

- date of birth

- his/ her physical characteristics

- his/ her hobbies

- his/ her personalities

Pair work:

 Ss can use suggestions given to askand answer, using the following cuecards

 - why he/ she is interested in Math

- how much time he/ she spends on Math

- what makes him/ her a good friend

- what made him/ her successful

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

* Lexical items: sense of humor

* Skills: listening, writing & speaking

* Teaching aids: tape scripts, handouts & cassette player

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

->He has good sense of humor

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

-Group B has to guess who the student is

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

*True/ False prediction:

-Deliver handouts

p.18)

II WHILE- LISTENING (20’)

Task 1: True/False statements (8’)

-Ask Ss to listen to the tape twice & check their

exercises in prediction activity

-T’s feedback

Task 2: Fill in the table (12’)

-Deliver handouts (See textbook, p.18)

-T’s feedback

-Keys:

*Lan’s talk: 1.F 2.F 3.T 4.F

5.T 6.F-*Long’s talk: 1.F 2.F 3.T 4.T

5.T 6.T

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

How and where they met What they like about their friends

Lan - They used to live in the

same residential area in Hanoi

- Lan went on a holiday to

Do Son and Ha went there

to visit her

- Ha’s very friendly and helpful

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

Long - They met in college

- Minh played the guitar, Long was a singer

- They worked together

- Minh has a sense of humor

- Minh likes to go to plays and movies

- Minh is a good listener

- Minh is friendly and helpful

IV POST-LISTENING.(11’) Ss talk to each other about their best friends

+ how & where they met

+ what they like about their friends

V HOMEWORK.(2’) - Write a short passage about your best

friend

Teaching date: /09/2007

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

+ make an outline of the ideas to describe a friend

+ write a paragraph describing a friend’s characters with supporting details for each character

*Skills: Writing

*Teaching aids: textbook, posters

PROCEDURE

Teacher ‘s activities Students’ activities

I WARM-UP: (6’) Noughts & crosses.

1 friendly 2 cheerful

In 2 groups, Ss in turn choose numbers

& match the adjective under the number with a suitable example (on a chart) describing emotions and actions

Teaching date: /09/2007

LANGUAGE FOCUS

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

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

+know how to use to-infinitive or bare infinitive

*Lexical items:

*Skills: Speaking, listening& writing

*Teaching aids: Handouts, textbook

-Call some Ss to pronounce the words

-T reads sentence S (See textbook) & Ss

underline the words containing the sounds

/t…/ & /d…/

-T’s feedback

-T reads sentence by sentence & Ss repeat

-T corrects if there’re some mistakes

II GRAMMAR

1 Infinitive with “to” (10’)

-T shows some books and ask:

-> What do you read books for?

->Expected answer:

* We read books to get information

-Use pictures of two happy faces & ask Ss to

complete the sentence

T: Who can complete the boy’s sentence?

S: I’m happy to meet you

* Practice:

- Ask Ss to put the words in the correct order

-SS write on the board as many words having the sounds /d…/ & /t…/ as possible in 3 minutes

church

…

- Ss to give the form:

Noun/pron + to-infinitive Adjective

- Ss to match the words in column A with those

in B to make meaningful sentences

- Ss to give the form of the sentences above

Verb + Object + bare-infinitive

- Ss to give some other verbs which can be used the same way as “see”, “ hear”, and I’m happy…

you

to make complete sentences with infinitive

with to

- Ss work individually

- Have some Ss write their sentences on the

board

- The other Ss correct the mistakes

2 Infinitive without to: (10’)

*Practice:

-T’s feedback

3 Free-practice: (10’)

“make”

- Expected answers: watch, let, feel, notice

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

- Ss to exchange the exercise and correct them.-In pairs, each student tells his/her partner the first time she/he met his/her closet friend

Ex: - I was glad to meet her

- I thought she was a veryinteresting person to make friend with

V HOMEWORK (3’) -Ss to write some sentences about their friends,

using infinitive with/ without to.

Teaching date: /09/2007

PERIOD 6: UNIT 2: PERSONAL EXPERIENCES

READING

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

- learn some vocabulary about personal experiences

- understand the passage

- to use the vocabulary to tell about their own personal experiencesLexical items: idol (n); glance (v); sneaky (adj); embarrassing (adj); make a fuss (exp)

Skills: reading, speaking, listening, writing

Teaching aids: pictures, handouts, textbook

PROCEDURE

I PRE-READING:

1 Warm up: (pair work) (5’)

- T: prepares /sticks 6 pictures on the B.B

- lead-in: Have you involved in the situation in

which you don’t know what to do?

2 Teaching voc: (10)

- idol (n): (example): thần tượng

Ex: Who’s your favorite singer

Hong Nhung

Hong Nhung is your idol

-glance (v) (miming): liếc mắt

- sneaky (a) (situation): lén lút

 What would you do if you couldn’t do your

test?

Copy

 What’s your attitude?

Be afraid of the T and look sneaky

Ss to discuss what’s happening in eachpicture and then asks Ss to predict the order

of 6 pictures

- embarrassing (adj) (synonym ) = confusing

(adj): bối rối

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

làm ầm ĩ

S.o complains noisily about s.t she/he

doesn’t like

3 Checking voc: (handout) (3’)

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

3 embarrassing

4 idol -5.sneaky

II WHILE-READING:

1 Activity 1 (5’) (group work) Put the

pictures of the events (on the board) in the

order that they happen in the story.(correct

the prediction in warmer )

-Ss read the passage silently in 3 mins.Keys: 1.d – 2.b – 3.f – 4 e – 5.a - 6.c

Activity 2 Multiple choice (5’)

1 The writer’s most embarrassing experience

happened when she was

A a teacher

B a junior high school student

C a senior school student

2 She wished to have a like the one

of her pop idol

A a red dress

B a red floppy cotton hat

C a pair of red shoes

3 She bought it with the money

A her father gave her

B she picked on the street

C She took from a school boy’s bag

3 Activity 3 (Task 3/ p 24) Comprehension

questions (pair work )

-Ss read the passage again and answer the

following questions

1 Why did her father give her some money on

her birthday?

2 What did she see in the boy’s bag?

3 Why did she decide to take the money from

the boy’s bag without saying anything about it?

III POST-READING: (7’)

Discuss the question: What would you do if you

were the writer?

IV RESERVED-ACTIVITY:

Individuals

Keys:

1 So that she could buy the hat for herself

2 A wad of dollar notes exactly like the ones her father had given her before

3 Because she didn’t like to make a fuss

(Group work ) Expected answers: - say nothing / keep as

a secret

-try meet the boy and give the money back

Ss tell about their embarrassingexperiences

V HOMEWORK: (3’) - Prepare for speaking

-Write about their own experiences

*Lexical items: native speaker; affect (v); turtle (n)

*Skills: speaking; listening; writing; reading

*Teaching aids: textbooks; pictures; handouts

PROCEDURE

I PRE-SPEAKING

1 Warm-up: (5ms) Hangman

Teacher asks Ss to think of a word containing

10 letters, you can guess 2 letters first:

- native speaker (n) (situation) người bản xứ

Ex: Mary comes from England

She speaks English as a native speaker

- (to) affect (v) (example) ảnh hưởng

Ex: Smoking is harmful to our health It means

smoking ……….badly our health

→ affects

- turtle (n) (picture) con rùa

4 Checking vocabulary: (3ms) R.O.R

Key words: EXPERIENCE

Teacher calls some pairs to perform the

dialogue in front of the class

Teacher sticks a poster with the completed

dialogue

Teacher asks Ss to pay attention to the tense of

the verb <Simple past >

Key answers:

1_d; 2_c; 3_ a; 4_ b; 5_ e

Ss put the conversation in the correct order

by numbering the expressions (Task 2, textbook, P.26 )

Key answers: 1_b; 2_ d; 3_ h; 4_ a; 5_ e; 6_ g; 7_ c; 8_ f

Ss to pay attention to the questions:

Have you ever …… ?

How did it happen?

When did it happen?

How did the experience affect you?

III POST- SPEAKING: (13ms)

Ask Ss to use the questions above to talk about

their own past experiences, using the cues in

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

* Lexical items: memorable (a), scream (v), gas stove (n) escape (v), terrified (a), replace (v), embrace (v), protect (v)

* Teaching aids: picture, cassette, chart, handouts

PROCEDURE

I PRE - LISTENING:

 Warm - up: (5’) (group work): Describing

the picture (p27 - textbook)

 Lead - in (2’)

- Have you involved in or seen a fire?

- What did you do then?

- How did you feel?

 Vocabulary (10’):

- memorable (a) = unforgettable (a)

(synonym): đáng ghi nhớ

- Terrified (a) sợ hãi (example)

Most people feel terrified when they see

- Replace (v) (mining): thay thế

- Gas stove (n) (drawing)

- Embrace (v) (picture): ôm

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

The prisoner ran away after escaping from

1 protect 2 embraced 3 memorable 4

terrified 5 screamed 6 replace

7 gas stove 8 escape

II WHILE – LISTENING

Keys:

1 T 2.F 3 F 4 F 5.T

Ask Ss to put the sentences in right

order to make a completer story

4 I feel …whenever I stay at home alone

5 The fans …….with excitement when they saw their idols

6 Robots can …….people in some work

7 Remember to turn off the …… right after cooking

8 They were trying to ……….from a burning house

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

Keys:

1 small 2 everything 3 family

4 replaced 5 took 6 appreciate

-c She heard her mother’s voice calling her name

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

-e She got away without even a minor burn

3 Activity 3 (5’) Individual (Task 3 textbookP28)

III POST - LISTENING (5’) (textbook

P28) Discussion

Christina says that family is more important

than things Do you agree or disagree with

her? Why? Exchange your ideas with a

A2 Lexical items: - Words/Phrases used to write about a past experience:

embarrassing/embarrassed, frightening /frightened, funny,unforgettable, memorable; appreciate; outlook on life…

A3 Structures: I’m writing to tell you about my most memorable …; This made

me more careful…; This changes my outlook on life; etc

A4 Method: Integrated, Communicative approach

A5 Teaching aids: Posters, pictures, handouts, transparency sheets/A4 paper,

whiteboard markers, overhead projector

B PROCEDURE

Teacher ‘s activities Students’ activities

WARM-UP (3 mn)

Look at the pictures or listen to the situations and

answer the questions

T either shows 2 pictures of ‘a man attacked by a

dog’ and of ‘a man slipped & fallen in the street’ or

gives 2 situations and asks some questions:

1 What’s the matter with the man in the 1st picture?

2 How did this affect him?

3 How about the 2nd picture?

4 According to you, how did he feel when there were

a lot of people in the street?

PRE-WRITING (15 mn)

Ss: Observe the pictures on board orlisten to the situations given

Ss’ answers:

1 He was attacked/bitten by a dog

2 This made him frightened

3 He was slipped

4 He felt embarrassed

Group work (groups of 4)Ss: Observe the pictures of the taskprovided and make group discussion

1 Where the experience happened: at a hotel,…

2 When it happened: 2 months ago, when I was on

holiday,…

3 How it happened: (various details)

4 Who was involved:

5 How it affected you: It made me

embarrassed/frightened…; It changes my outlook on life…

 Skill: speaking, listening, writing, reading.

 Teaching aids: textbooks, handouts, poster

 PROCEDURE

 WARM - UP AND LEAD - IN: (5’)

Game: T prepares 15 cards containing 15

words and asks Ss to put into correct columns

T asks Ss to underline the words containing 3

consonants above and read the sentences

4 Mr King is singing next door

5 He’s holding a string in his fingers

6 He loves spending his holidays in his small

summer house

III PRODUCTION (5’)

T divides class into 2 groups ands asks Ss to

choose the number and give the word

containing the consonant

B GRAMMAR (23’): Present simple

indicating past time.

I PRESENTATION (7’)

T feedbacks and explains: Present Simple also

indicates past time

_ off to visit her The little girl (3 get) ready, (4 wave) _ goodbye to her mother and (5 promise) to be careful On her arm she (6 carry) _ a basket which (7

contain) _a cake her mother (8 bake) specially It (9 be) _ a lovely spring morning, the sun

Keys:

1 invites 2 sets 3 gets

4 waves 5 promises 6 carries

7 contains 8 has baked 9 is

10 is shining 11 are singing 12 is

II PRACTICE: (8’)

Multiple Choice

One fine day, we (1 decide) _ to go

into a jungle We (2 start) _ preparing

for the trip at six in the morning, and (3

leave) _ with two elephants carrying

our luggage It’s a hot day but all of us (4

wear) shoes and trousers to protect us

from snakes In the jungle, there is a lot of

wildlife but we (5 try) to find big

cats, especially tigers We (6 climb) _

into the elephants’ backs to get better view,

but it’s unusual to find tigers in the afternoon

because they (7 sleep) in the heat

of the day Then, in the distance, we (8 see)

a tiger and everyone of us (9 keep)

quiet We (10 creep)

nearer and (11 find) a dead dear,

still breathing This is the tiger’ lunch!

Suddenly we (12 start) _ to feel very

frightened

(10 shine) _ and the birds (11 sing) , happy that the winter (12 be) _ over

2.a have started b had started c

leaving d to leave

has tried d was trying

had slept d was sleeping

to see9.a has kept b is keeping c.are keeping d keep

creep d creeping

had found d will find

III PRODUCTION: (8’) T asks Ss to tell a story that they know (using

present simple)

IV HOMEWORK (2’) Write down the story into your notebook

-Find 5 words for each consonants /m/; /n/; / /

Teaching date: /09/2007

LANGUAGE FOCUS (2)

 Objectives: By the end of the lesson, Ss will be able to use the past simple, past

progressive and past perfect correctly

 Skills: writing, speaking, listening, reading

 Teaching aids: textbook, handouts, chart, pictures, etc

mother was reading a newspaper

3/ When I arrived, the lecture had already

started

4/ He went out with his friends after he

finished his homework

3/ was working - broke

4/ started - were walking

5/ told - were having

6/ didn’t listen - was thinking

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

8/ had looked - asked - cost

2/ Activity 2: 8’

Exercise 3 / p.31 textbook

Keys: 1/ had eaten - arrived

2/ found - had taken

3/ got - had closed

4/ got - had left

5/ got - had arrived

6/ paid - had phoned

7/ went - said - hadn’t arrived

8/ had looked - asked - cost

III/ PRODUCTION: 12’

Sentence building

- T uses pictures or cards:

1/ Play football - do homework

2/ Cook the meal - watch T.V

3/ Go shopping - do housework

4/ Have dinner - go to the cinema

- Ss to make sentences, using the three

(2) WHILE + Past progressive + Past progressive

Past progressive + WHILE + Past progressive

*Expressing two actions happening

at the same time in the past

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

Past simple + AFTER + Past perfect *Expressing an action happened beforeanother in the past

pair work

Individual

Group work

IV/ HOMEWORK: 2’ T asks Ss to make 6 sentences, using the

three structures above

Teaching date: /10/2007

READING

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

 Read for gist

 Study some new words relating to the topic: Party

T elicits some information relating to a

party from the Ss

- Have you ever been to a party?  Expected

answer: Yes

- Do you enjoy going to a party?  Expected

answer: Yes

- Could you tell me some kinds of party you

have been invited to?

Lead – in:

T introduces the lesson:

“Today we will learn about some kinds

of parties that people are celebrating”

I Pre-reading: (10 minutes)

 Pre-teaching vocabulary:

1 blow out (v) thổi tắt

(Miming: T asks the Ss to look at him or her T

does the action of blowing out the candles then

asks the Ss:

“What I have done?”  Expected answer: blow

out the candles)

RUB OUT AND REMEMBER

I While reading: (20 minutes)

4 wedding anniversary party

5 wedding anniversary party

6 wedding anniversary party

7 birthday partyPAIR WORK

 T checks and gives feedbacks o Answer keys:

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

2 Everyone eats cake and ice cream at the birthday party

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

4 Many Americans over the age of 30 don’tlike to talk about their age

5 Fifty years ago, Rosa and Luis got married

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

7 Rosa and Luis are happy to be togetherfor their golden anniversary

III Post-reading (9 minutes)

PREPARE YOUR BIRTHDAY PARTYTime to start

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

shop…

Interesting activities

DISCUSSION

- T asks Ss to work in groups of 5

- T asks Ss to discuss the reasons why they

prefer to celebrate their birthday party at home / in

the restaurant

T checks and gives feedbacks.

II Homework (1 minutes)

Write-it-up:

Write a short paragraph (about 70  100words) about the preparation for yourbirthday party Using the informationgiven in the chart above

Teaching date: /10/2007

SPEAKING

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

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

Skills: speaking, writing

Teaching aids: Textbooks, hand-outs

PROCEDURE

I Warmer: (5 mins)

 Brainstorming:

 T divides the class into 2 groups: Tom

and Jerry

T asks each group to choose a representative

to come to the board

T asks Ss to find some words related to the

topic PARTY then write their words on the

board

T checks the Ss' answers

The group that has more correct words will be

the winner

Lead-in:

T introduces the lesson: " Today, you will

learn to talk about the parties you've been

to and how to organize a party."

II Pre-speaking: (10 mins)

 Activity : Task 1

T asks them to write their answers on a

piece of paper

T reminds them to use The Past Tense

T calls some Ss to stand up and talk about

their answers

III While-speaking: (20 mins)

Activity 1: Task 2

T asks them to tell their friends about the

party they've been to

T asks them to use the information in the

previous activities

T goes around to check and offers help if

necessary

T calls some Ss to stand up and tell about the

party they have been to

T gives feedbacks

Activity 2: Task 3

Ss to clap their hands

Ss read the list of questions on p 35

Ss choose from the list 5 or 6 questions to answer

Ss to work in pairs

PARTY-ORGANIZER'S COMPETITION

II Post-speaking: (10 mins)

- T asks the Ss to work in pairs

T gives some cues

- T asks Ss to plan an interesting party (using

the cues) then tell their friends to invite them

to come to that party

- T calls some Ss to stand up and talk about

their parties

- T checks and gives feedbacks

- Ss to discuss in their groups

IV/ HOMEWORK: 2’ T asks Ss to make 6 sentences, using the three

structures above

Teaching date: /10/2007

LISTENING

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

+ Listen for gist

+ Listen to get some specific information to answer the questions

Lexical items: words related to a party / parties

Skills: listening

Teaching aids: hand-outs, tapes, cassette-player, pictures or real objects

PROCEDURE

I Warmer: (5 mins) - Ss work individually to read through

BIRTHDAY PARTY

Game: Hide and Seek, Beauty Contest, etc

GueSs: Interesting friends and famous

singers

Foods and Drinks: coke, fruit juice,

cake, biscuits, etc

T elicits some information related to parties

from the Ss by asking the following

questions:

- When do you like to organize your birthday

party, during the day or in the evening?

- What foods and drinks are often served at

your birthday party? What act …

II Pre-listening: (10 mins)

Checking vocabulary: WHAT AND WHERE

III While _listening: (20 mins)

 Activity 1 : Task 1

 T delivers handouts (taken

from the textbook, p.37) T call some

Ss to stand up and give their answers

 T plays the tape again to check

with the whole class

- Ss to work in pairs and discuss their answers

2 Why didn’t she like having her party at a restaurant?

A noisy and expensive B quiet and cheap

C noisy and cheap D quiet and comfortable

3 What did Mai’s mother serve the gueSs at the beginning of the party?

A ice-cream and biscuits B soft drinks and biscuits

C coffee and cake D fruits and milk

4 What time was the birthday cake brought out?

A 6.30 a.m B 5.00 p.m C 4.30 a.m D 4.30 p.m

5 It was beautifully decorated with

A pink and white icing B brown and yellow icing

C green and white icing D black and yellow icing

6 What did all the gueSs do while Mai was cutting the cake?

A they danced and sang B they played the Bingo game

C they took photos D they clapped their hands and sang

7 What time did the birthday party finish?

A 6.30 a.m 6.00 p.m C 6.30 p.m D 6.00 a.m

IV Post listening: (9 mins)

T asks them to talk about Mai’s

birthday party

T asks the secretary to take notes

Homework: (1 min)

- Ss to work in group of 6

- Ss choose a secretary and a presenter

Write a short paragraph about Mai’s birthday party (5070 words)

Teaching date: /10/2007

WRITING

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

 Write a letter of invitation

Lexical items: Words / phrases used in letters of invitation

Structures: Would you like to…?

Skills: Writing

Teaching aids: Hand-outs, posters

PROCEDURE

Teacher ‘s activities

T devides the class into 2 groups: Apple and Orange

T asks each group to choose a representative to come

to the board

T asks Ss to find words related to LETTER

I Lead – in:

- T introduces the lesson:

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

letter of invitation“

II Pre-writing: (10 mins)

Vocabulary teaching:

-refreshments (n) -serve (v) -take place

- T elicits some information from the Ss:

Would you like to go to the cinema with me?

 Form

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

2 What … to be … at the party?

3 The 2002 World Cup … in Korea and Japan

III While writing: (20 minutes)

Activity 1: Task 2

- T asks the Ss to work in pairs

- T asks them to complete the letter in the textbook

- T calls Ss to give their answers

- T checks and gives feedbacks

Activity 2: Task 3

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

the textbook

Activity 3:

-T asks Ss to work in groups again

III Post-writing (9 minutes)

T calls the Ss to stick their poster on the board

1 I am going to organize a birthdayparty

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

3 I will invite about 50 friends /classmates

4 I will organize some interestinggames such as hide and seek, Bingo,ect

5 Fast food and fruits will be served

V Home work (1 minutes) T asks Ss to rewrite the letter of

invitation in their notebooks

Teaching date: /10/2007

E LANGUAGE FOCUS

A Aims: After the lesson, students will be able to:

- distinguish the sounds /l/ - /r/ - /h/

- know about infinitive and gerund

- apply to do the exercises

- T uses pictures of a plate of salad, a restaurant, and a

house to lead to pronunciation

II Pronunciation:

1 Activity 1: Listen and repeat

2 Activity 2: 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 Hello, Harry Have you heard the news? There’s been a

horrible accident A helicopter has hit Helen’s house

6 Helen and her husband will have to spend their holiday

in hospital

III Grammar:

- T asks Ss to repeat the words

- T asks Ss to read the sentences

A INFINITIVE AND GERUND

eat and drink

blow out the candles

- I hope to receive many presents on my birthday

- We enjoy singing birthday song

II Verbs followed by V-ing and To-inf

Verb + (O) + V-ing

+ V (To-inf)

1 Verbs followed by To-inf

V + (O) + To-inf

- decide, expect, try, attempt, tend, ask, want, refuse,

desire, wish, order, require, demand, fail, advise,

hesitate

would like / love, agree, be willing, hope, tend

-intend

Ex: - I expect to meet him tomorrow

- She fails to solve this problem

- Don’t hesitate to contact me when you ‘re here

Other structures: - It + (be) + adj + to-inf

- S + V + too … + to-inf

- S + V + … enough … + to-inf

2 Verbs followed by V-ing

V + (O) + V-ing

- avoid - mind - appreciate

- deny - delay / postpone - miss

- consider - dislike/ hate / detest - finish

- keep - enjoy - practise

* Expressions:

- look forward to - be worth

- There ‘s no point in - be busy

- It ‘s no good / use - be / get used to

- can’t help / bear / stand - be accustomed to

Ex: - I deny having stolen money

- The book ‘s worth reading

* Adj phrase with preposition + V-ing

III Exercise 1:

1 Most passengers dislike _ to sit in small,

uncomfortable seats on long flights.(have)

2 I must drive more carefully I can’t risk

another speeding ticket (get)

3 Did Dick mean _ Sue about the party, or did

it slip out accidentally?(tell)

4 You must keep on the computer until you

understand how to use all of the programs (practise)

5 The judge demanded _ the original document,

- T gives a situation and asks Ss some questions to lead to the grammar point

- T presents

- T has Ss do the exercise

- T gives correction and comments

Birthday Party

not the photocopy (see)

E LANGUAGE FOCUS (cont)

A Aims: After the lesson, students will be able to:

- know about passive infinitive and gerund

- apply to do the exercises

1 Ms Thompson is always willing to help, but she doesn’t

want at home unless there is an emergency

2 Jack got into trouble when he refused his briefcase for

the customs officer

A opening B being opened C to open D to be opened

3 Barbara didn’t mention about her progress report at

work, but I’m sure she is

A concerning B being concerned C to concern D to be

concerned

4 You’d better save some money for a rainy day You can’t

count on by your parents every time you get into financial

difficulty

A rescuing B being rescued C to rescue D to be rescued

5 Please forgive me I didn’t mean you

A upsetting B being upset C to upset D to be upset

- T presents the usage of passive infinitive or gerund

- T has Ss do the exercise

- T gives correction and comments

Key:

1 B, 2 A, 3 B, 4 B, 5 A

- T asks Ss to do the exercise

- T gives correction and comments

Key:

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

C MORE EXERCISES

I Choose the best word / phrase/ sentence

1 Would you mind the door? (open)

2 You should give up or you’ll die of cancer (smoke)

3 The teacher told his pupils in class (not talk)

4 The driver stopped a coffee because he felt

sleepy (have)

5 Have you ever considered a pharmacist?

(become)

6 Peter advised me again (try)

7 Avoid such a mistake again (make)

8 My father wanted me a pilot (be)

9 Mr Thomas doesn’t allow while he is explaining the

lesson (talk)

10 Do you have any money for this book? (pay)

11 I don’t know why he avoided me (meet)

12 He enjoyed breakfast with us (have)

II Write each pair sentences using the words in brackets

1 “Yes, I did drive too fast through the town”, she said

(admitted)

2 “I’ll lend you some money, if you like”, he said to me

(offered)

3 “I’ll haven’t smoked for three years”, she said (stopped)

4 I think it would be a good idea to take the train (suggest)

5 My neighbor said he would call the police (threatened)

III Complete the second sentences so that they mean the same

as the first ones

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

I can’t make ………

4 My father said I could use his car

My father allow………

5 Tell me tomorrow that I have to pay them

Will you remind

Homework:

- Prepare Test Yourself A

- T asks Ss to do the exercise

- T gives comments and correction

Key:

1 opening, 2 smoking, 3 not

to talk, 4 to have, 5

becoming, 6 to try, 7 making,

8 to be, 9 talking, 10 to pay,

11 meeting, 12 having

- T asks Ss to do the exercise

- T gives comments and correction

Key:

1 She admitted driving toofast through the town, 2 Heoffered to lend me somemoney, 3 She stoppedsmoking three years ago, 4.Isuggest taking the train, 5 Myneighbor threatened call thepolice

- T asks Ss to do the exercise

- T gives comments and correction

Key:

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

Teaching date: /10/2007

Reading

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

- Scan read for specific information

- Skin read for general ideas

- Work in pairs/groups effectively

- Get to know about volunteer work

Lexical items: Voluntary/volunteer/mow/ handicapped/ remote

Skills: Reading (main), speaking

Teaching aids: Handouts, picture

PROCEDURE

I WARMER: (5’)

- Divide the class into 2 groups

- Each group will take turns to answer the

questions prepared before hand by the

teacher

- If they give the correct answer they will

get 1 mark The group with more marks

wins the game

Leading: Can you tell me some volunteer

work in our school?

II NEW LESSON

Teacher says: In our lesson today, we’ll read

about the volunteer work PRE-READING

 Teaching vocabulary

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

These people are doing volunteerwork They are volunteers

Teacher: Can “volunteer” be a verb?

Students: Yes

2 Voluntary (adj) (context situation:

Synonym)

In her spare time, she does the work without

being paid for it?

In her spare time, she does work (voluntary)

3 Remote (adj) (synonym)

What is the synonym of “far away”?

4 Wow (v) (picture +example)

Show the picture of a mower and ask students to

fill in the gap with one word in the following

III WHILE –READING (17’)

Activity 1: Multiple choice (task 2, P.48)

4.Fill in the missing words

a .or West, home is best5.What is the antonym of “full”? (empty)

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

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

8.What is up when it rains? (umbrella)What do you call the home of the birds (nest)

Expected answers:

- Help the disabled

- Help the people suffering badly in wars or natural disasters

Show a picture of the handicapped and elicit the word

 Checking vocabulary: Gap fill

1 When she retired, she did a lot of service for the Red Cross

2 He continued to the lawn and did routine chores

3 She needs some to clean up the kitchen

4 We have visited many villages in areas

5 I’m going to work two days a week teaching kids to fish

KEYS: 1 Voluntary 2 mow 3

volunteers 4 remote 5 handicapped

- Put students into pairs

- In pairs, ask them to choose the best answer

from A, B, C or D for each of the sentence

- Call on some Students to give the answers

- Make corrections

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

Have students work in pairs to ask and answer

the questions

Call some students to give the answer and write

on the board

IV POST – READING: Discussion

- Have students work in groups of for or

five, discussing the following questions:

1 What kind of volunteer work do you

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

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

IV HOMEWORK: Write a short paragraph about volunteer

work at your school/hometown

Teaching date: /10/2007

SPEAKING

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

-Identify types of volunteer work

-talk about volunteer work

-work in groups /pairs effectively

 Lexical items: invalid/ martyr/ intersection

 Skills: Speaking

 Teaching aids: Handouts, charts

PROCEDURE

I WARMER:(5') Game: Word Grid

-Hang on a chart with all the words in their

rows and cover each row with a piece of paper

-Divide the class into 2 groups

-Ask each group to choose the numbered row in

turns, read the explanation for the word in that

row and say what the word is

-Uncover the piece of paper of each row when

Ss have the correct answer

R What animal do cats eat? (rat)

E What planet are we living on? (Earth)

D What do you call a person who takes care of the teeth? (Dentist)

C What do we use to drink tea? (Cup)

-One point for one correct answer If they can

guess the word in vertical column, they will get

3 points and the game stops

RED CROSS

Lead in: -Have you ever worked for the Red

Cross Association?

- What kind of volunteer work do people work

in the Red Cross Association?

In our lesson today, we are going to speak

about such volunteer work

II PRE- SPEAKING: (8’)

1 *Teaching vocabulary: Invalid(n) (picture +

Situation man He has to be confined to a

wheel-chair and he needs other people to take care of

him He is an

2 Martyr (n) (Situation + Translation)

3 Ex: Do you know Nguyen Van Troi? He

devoted himself to the revolutionary cause and

he was killed by the enemy He is considered as

a

4 Intersection (n) (picture )

III WHILE _SPEAKING:

*Activity 1(task 1, p.49)

Teacher: Hang this chart

Teacher gives feedback

Teacher shows the chart of the conversation on

page 50 on the board Teacher reads the

conversation aloud

- Teacher gives feedback

IV POST- SPEAKING

Teacher divides the class into groups of four or

five, asking them to discuss volunteer work that

they usually do to help people

- Teacher collects the mistakes made by student/

Teacher gives feedback

R What is the antonym of “wrong”?(Right)

O What is Iraq famous for? (Oil)

S What do we wash our hair with? (Shampoo)

S What is the most popular sport in the world? (Soccer)

Expected answers: -Yes/ NoThey help the poor, or those suffering from natural disasters

- Taking part in an excursion

- Helping people in remote or mountainous areas

- Giving care and comfort to the poor and the sick

- Participating in an English speaking club

- Providing education for disadvantaged children

Joining the Green Saturday Movement.Students go to the board to stick the smiling faces next to volunteer work and sad faces tothe activities which are not volunteer work

PairsSubstitution:

Instruction: You are going to walk in pairs tomake similar conversation, using the

activities from the table

Group discussion

V Homework: 1 We/ usually/ take part/ social activity



2 Classmates/ interested/ help/ handicapped children/ neighborhood.

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

- listen for specific information

- know more about volunteer work

- work in pairs/ groups actively

- discuss

Lexical items: co-operate, fundraising, sponsor, annually

Skills: listening (main), speaking

Teaching aids: CD player, poster, handouts

PROCEDURE

I Warm-up: (5 mins) Game: Finding one’s

other half

- Divide the class into 2 teams A and B

- Hang on 2 posters on the board

-Stick pieces of paper on each poster

- Ss in each team combine pieces of paper toform meaning full phrases

-The team who finishes first wins

*Lead-in: (point at the posters) These activities

are volunteer work

In today’s listening section, you listen to a

passage to know more about volunteer work

II Pre- listening:

*pre-teaching vocabulary:

1, co-operate (v) (example)

Ex: I work with him and help him for a

particular purpose I………… with him

2, fundraising (n)(definition+ translation): the

activity of collecting money to support a charity

or an organization: hoat dong gay quy

3, sponsor (n) (situation)

*Key: supporting charities/ raising money/helping the poor/ helping the elderly/ makingdonations

+ Hue Brewery Company paid all the expenses

for the Festival held in 2006

This company was the……… of the

Festival

4, annually (adv) (synonym)

What is the synonym of yearly?

*Checking vocabulary: Slap the board

III WHILE- LISTENING: (20 mins)

*Activity 1: Gap- fill (task 1,p 51)

- Ply the tape and ask Ss to listen and fill in the

missing information

- Let Ss listen again if necessary

- Call some Ss to give the answers

*Activity 2: Error Recognition

- Deliver handouts

- Have Ss listen and underline an error in each

sentence and correct it

- Call some Ss to give the answers

1 Spring School provides classes for

disadvantaged children in Ho Chi Minh

City

2 Dance, theatre, singing and circus classes

was set up a year later

3 Spring School requires volunteers helping

organize their fundraising dinner

4 This is an exciting night in where

children perform circus, theatre, dance and

singing

5 More schools like Spring School will soon be

finding in other city in Vietnam

*Activity 3: Questions and Answers (task 2 p

51)

- Have the Ss listen to the passage again and

find the answers to the questions

- Ask them to compare the answers in pairs

- Give the feedback

IV POST-LISTENING: (14 mins)

Speaking

- Ask Ss to work in pairs to talk about

Spring School, using the following

suggestions:

+ The aim of Spring School

+ The number of children living and studying

at the school or the classes

+ The activities the children at the school

take part in

+ The kinds of volunteers that Spring School

requires

- Go round to give help where necessary

- Call on some Ss to report in front of the class

4 At one of the largest hotels in Ho ChiMinh City

5 To contact sponsors and help toexpand the school activities

V HOMEWORK: - Ask Ss to summarize the story about

Spring School

Teaching date: /10/2007

Period 22: Unit 4: VOLUNTEER WORK

WRITING

Objectives: By the end of the lesson, Ss will be able to write a formal letter expressing gratitude.Lexical items: amount, …

Skills: writing (main), reading

Teaching aids: charts, reality

PROCEDURE

I WARM-UP: (3 mins) Game (Jumbled word)

Lead- in: (2mins)

Elicit the answers from Ss: -When do you say

“thanks”?

In today’s lesson, you’ll learn how to write a

formal letter to express gratitude or thanks

PRE-TEACHING VOCABULARY:

Amount (n): (Synonym)

+What is the synonym of “a sum of money”

1 Donation (n): (translation)

2 Ask Ss: What do you call a person who

donates something? (donor)

3 Issue (v): (realia + situation)

*Activity 1: Read and Underline (5 mins)

- Have Ss work in pairs to read the letter and

underline the sentence that express the points

given (task 1, p.52)

- Call on some Ss to read aloud the sentences

- Give feedback

*Activity 2: Identifying ideas(5 mins)

- Hang on a chart with parts of a thank- you

letter arranged in the wrong order

a An offer to pay and a renewal of thanks

b A personal remark about the usefulness of

the gift or present

c An acknowledgement and thanks

d Closing

e A fuller expression of gratitude

- Call some SS to give the answers

- Check with the class

Activity 3: Write a thank-you letter (15 mins)

(Task 2, page 53)

- Elicit some useful expressions used to express

gratitude or thanks from Ss

II POST-WRITING: (8 mins)

- Choose one writing and ask a student to write

it on the board

- Ask the whole class to correct the mistakes

- Give comments

III HOMEWORK: (2 mins)

Ss work out the anagram the followingword: STANHK

Key: THANKSExpected answers:

+ When someone gives you a present

+When someone does you a favor

+When someone helps you with something.Suggested answers:

The opening of the letter: Dear Sir orMadam

The amount that is donated: I am verryhappy to receive a donation of $500 fromyour company some days ago

How the money is used: the money willhelp us to repair the old school building andbuild a new block of flats for thehandicapped students

How the receipt is issued: We will certainlyissue a receipt as soon as possible

The gratitude to the donor: I would like toexpress our thanks for the donation fromyour company

The closing of the letter: I look forward tohearing from you soon

Yours faithfully,Expected answers:

1 An acknowledgement and thanks

2 A fuller expression of gratitude

3 A personal remark about the usefulness of the gift or present

4 An offer to pay and a renewal of thanks

5 Closing

Expected answers:

- Thank you very much indeed for …

- Many thanks to you for …

- It is kind / good of you to help …

- On behalf of … I’m writing to thank youfor…

- I would like to express my thanks to youfor …

- I would like to offer my sincerest

Teaching date: /11/2007

LANGUAGE FOCUS (1)

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

- know how to use gerund / present participle of the verbs

- do all the tasks in the course book / set by teacher correctly

- work in pairs/groups effectively

▪ Lexical items:

- furious (adj) diary (n), modernize (v), be ashamed of (exp)

▪ Skills: Reading and writing

▪ Teaching aids: Handouts, chart

Lead in and presentation (8)

Do you like playing soccer, boys?

- after preposition (of, with, about, in )

- After some verbs (V*: mind, enjoy,

admit )

T hangs the picture of a boy seeing some

boys playing football

What did the boy do?

(He saw some boys playing football.)

T writes: He saw some boys playing

football

T explains: Playing is present participle of the

verb

Run through the words

To help you do the following exercises, I'll

help you with some new words

- toe (n):

(picture)furious (adj)

(synonym)

What's another word for "very angry"?

prevent s.o from doing st: (translation)

diary (n) (gap-fill)

Key word: Soccer

(Yes)(Because it's interesting)

Preposition + gerundV* + gerund

Checking: Decide if the following underlined words are gerund or presentparticiple

1 He is interested in playing football.(gerund)

2 She wasted a lot of time collecting old books.(pp)

3.I have no intention of moving to York.(gerund)

Lan is going fishing this afternoon.(pp)

I am very interested in seeing the program

T: prepare 7 pictures beforehand

picture of a boy preparing his lessons

picture of a woman going shopping

lucky number

picture of of a man collecting old books

picture of some boys playing badminton

.picture of a girl looking forward to a letter from

her friend

picture of a woman asking a man not to smoke

picture of a girl seeing a boy running past her

house

Divide the class into 2 groups: gerund

group and PP group

T: Declare the winner

IV HOMEWORK: (2’)

Suggested answers:

1.listening 2.bending 3 behaving 4.meeting 5 spending 6 waiting 7 starting

Suggested answers:

1 burning / rising 2 reading 3

lying 4 shopping 5 preparing 6

trying 7 modernizingEach group takes turns to choose a numberand make a sentence about the picture theysee The Gerund group has to use a gerund

in their sentence and the PP group has to use

a present participle in their sentence Theyearn one mark for each correct sentence Ifthey choose the lucky number, they have onemark without answering any questions Thegroup with more marks wins the game

Write 6 daily activities of your own, using gerund and PP Ex: I enjoy reading every night

-perfect gerund and perfect participle

*Skills: speaking, writing

* Teaching aids: handouts, charts

PROCEDURE

I WARMER: Game Lucky number

T: Divide the class into two groups

Each group will take turns to choose any

number on the chart

If they give the correct answer, they will

get one mark

If they give the wrong answer, another

group will have chance to answer it and

Ss: play the game

1 The sun sets in the ……

2 Can you tell me the antonym of “dry”?

continue

to choose another number The group

with more marks wins the game

Key: 1 west 2 wet 6 whale

4 yes 5 year 8 yesterday

T: Can you pronounce these words?

Ss: Yes/ No

T: Call some Ss to pronounce them

Today We study how to pronounce /w/ - /j/

II NEW LESSON:

A Pronunciation:

*Activity 1:

T: Read aloud the words in the textbook

T: Call some Ss to read the words again

Make correction if necessary

*Activity 3: Group work

T: Go around and help if necessary

B Grammar: perfect gerund and perfect

participle

1 Presentation:

* Example: Rewrite the following

sentences, beginning with the given words

a He was blamed He broke the window

He was blamed for………

b Because I had already read the book

several time, I didn’t borrow it

Having………

Explanation:

_Perfect gerund is the perfect form of the

gerund It is used to refer to a part action

_Perfect participle is the perfect form of the

present participle It is used when one action

happens before another action

2 Practice: (Task 3 p 55)

T: Call Ss to give the answer Make

correction if necessary

3 Production: Sentence building

a Take/ two/ these pills/ my daughter/ felt/

better

b He/ admit / steal/ my bike

c Finished/ her work/ she/go/ home

1 having made 2 Having been

3 having been 4 Having tied

5 Having read 6 having taken

Key:

a Taking two these pills, my daughter felt better

b He admitted having stolen my bike

c Having finished her work, she went home

IV HOMEWORK: (2’) Write 6 daily

activities of your own, using gerund

and PP

Ex: I enjoy reading every night.

* Warm – up: Guessing Game:

- T prepares a bag/ box with some objects: pen,

book, ruler, notebook, blackboard, chair,

table…

PRE - READING

1/Task 1: Question answering:

- What is it? + It's a pen / a ruler / a

blackboard

- What is it used for? + It's used for writing/

drawing …

- Do you have them?

- Why do you need them? + I'm a student I used

them for studying

2/Task 2: Picture describing:

* Suggested questions:

- Where do you think the class is?

- What do you think of the people in the class?

- Are they at the same age?

- What do you think of the teacher?

- Is this class different from your class?

* Suggested words/ phrases to answers:

- remote, mountainous areas

D The fight again illiteracy

- T divides Ss into 4 groups and chooses a leader

- The leader touches the thing in the bag (without seeing) and uses some words, phrases to describe it so that the others can guess what it is

- The winner is the group which has more answers than the others

- T shows real objects and makes questions

- Ss answer individually

-T leads Ss to task 2+ Textbook

- T shows the picture and asks Ss to describe

- T reads through the text once

- T calls some Ss to read the text paragraph

by paragraph

- Ss read the text in silent to do task 1 in textbook in pairs

- T asks Ss read the text again to do task 2

- Ss can discuss in groups of 4

- T calls some students to talk about their choice

- Ss do this task in pairs

- T plays the tape and asks Ss to pass the envelop around the class When T pauses the tape, st holding the envelop will open it and pick a question to answer

3/ Task 3: Answering the questions:

* Answer:

1 94% of the population.

2 The campaign for illiteracy eradication

3 600 students in 2000 and 800 students in

- prepare books, notebooks, pen, pencil…

- teach them how to write / read at night, every

- Ss in each big groups work in groups of 4

- After 5 minutes, T asks Ss to write their ideas on poster and tick them on the board

- T calls 2 group's leaders to present in front

of the class

Teaching date: /11/2007

SpeakingA/ AIMS: - To enable students to talk about literacy problem and offer solutions

- To improve the students’ speaking skill

B/ TEACHING-AIDS: posters, pictures, textbooks

C/ METHOD: Communicative approach

2 What do you think we should do to help

them read and write?

1 asking about literacy problem

2 asking for solutions

II New lesson:

1 Pre speaking: Matching

Suggested answers:

1.c 2.e 3.b 4.a 5.d

3 Set up c in a game

4 Collect d education for children

5 Provide e traffic regulations

Ac.2: Match each problem with its solutions

(Textbook p59)

Suggested answers

1.b-g 2.a-e 3.d-f 4.c 5.h-i-j

Ac 3: Useful expressions

* Asking for solutions: What do you think

we should do to

* Offering solutions: I think we should

2 While speaking: Talking about school

problems and offering solutions

3 Post speaking: Talking about class

? Problems carve on the tables/walls

play truant ? fights between A&B

Ac 2: Talking about

A: Talk about class problems

B: Offering solutions

Example:

A: Some students in our class are always go

to school late, which affects our study What

do you think we should do to put an end to

this?

B: I think we should tell this to our form

teacher so that he can have ways to deal

with this.

III Homework:

Write about the problems in studying

English that high school students have and

suggest an effective way to solve them

Pair work

T has Ss read the table given in the textbook (p.59) carefully and do the matching

Some Ss are asked to read the answers

Others listen and give comments

T shows Ss ways to ask for and offer solutions

Group work

T and 2 Ss act out the model then has st work in groups of three to talk about the problems and offer solutions

T has Ss think of some problems their class have besides the ones given in the textbook

Group work

Ss talk about the problems their class often have and try to think of some effective solutions to these problems

T goes round and offer some help

Teaching date: /11/2007

LISTENING

A Objective: Help students improve their listening skill and listening for gist.

B Method: Communicative approach

C Teaching aids: Textbooks, poster, tape

D Procedure:

I Check-up:

II Warm-up:

Game: Crossword puzzle

1.A public garden or an area in a town where

people go to walk, play, relax

2 The first meal of the day

3 An area of land and the buildings on it used for

growing crops of keeping animals

4.A thing to play with: especially for a child

5.A building made for people to live in, usually

for one family

III Pre-listening:

Task 1 Asks and answer the questions

1 Do you know where Perth is?

2 Have you ever done a survey?

Task 2: Listen and repeat

Effective Maturity Weaknesses

Performance Self-respect Academic

Perth Western Australia

IV While-listening:

Task 1: Multiple choice

-Teacher introduces the situation: Listen and

choose the best option to complete the following

sentences

-Teacher opens the tape twice

-Teacher lets students listen again with some

pauses and help them correct their answer

3 They think that they should be allowed to give

some in put into school decision making

V Post-listening: Discussion

-T asks students to discuss the question:

”Which do you think is more essential for better

leaning good teachers or good textbooks?”

Group work.T asks Ss to answer the question: ”What does this means?”

-T and students ’activities-T reads and asks students to repeat

Pair work-Teacher asks students to read the sentences and guess the answer

-Students listen to the tape and work in pairs

-Students listen again to correct their answer

to discuss in group, using the cues

-T goes around the to help Ss if necessary.-T has the representative of each group present their talk in front of the class The

A Aims: - Helping Ss know how to describe trends from a table

B Teaching aids: Textbooks, table, posters

C Procedure:

I Check-up:

What do you think your school should do to

help you learn better?

What do you expect from your teacher?

II New lesson: Writing: Describing trends

1 Before writing:

* T: Introducing some kinds of charts:

- Table / Bar chart / Circle (Pie) chart / Graph

* Task 1: Filling in the blank with a suitable

word from the box:

(2)Body b Overall trend

(3) Conclusion c A general statement (Title)

 Some useful words and expressions

- As shown in the bar chart

- It can be seen from the chart that

- There was a ADJ + NOUN

Possible answers:

- Provide modern facilities

- Give Ss more practical lessons

- Encourage Ss' creative ability

- Make Ss more active

- Make the lessons more interesting

T: Shows the pictures to illustrateSs: Name kinds of charts if possible

Read the passage and do task 1 as required

T: Asks Ss read the complete passage again

Ss: One reads, the others correct the mistakes if necessary

T: has Ss draw a table for the reading passage

T: From the model, has Ss underline the words or phrases

rise slightly

increase gradually from to

decrease steadily by %

decline sharply

fall /drop dramatically

- on the increase / decrease

- fluctuate (v)

- remain unchanged

* Conclusion: -In conclusion / In summary /

Task 2: Writing a paragraph of about 120

words, describing the information in the table:

Suggested answers:

The table describes the trend of literacy rates in

different parts of Sunshine country from 1994 to

2003

As can be seen from the data in the table, there

was a gradual rise in the number of literate people

in both the East and the West In 1994 the literacy

rate was 50% in the East and 70% in the West but

in 2003 it increased by 95 % and 85 %

respectively This shows that the number of

literate people in the East went up more sharply

than that in the West On the contrary, in the

South this rate declined steadily from 50% in

1994 to 30% in 2003

These data suggest that more plans for

education development should be made in these

areas of the country, especially in the South

III Homework:

T: has Ss write in groups,

T goes round to observe and give help if possible

T: has the representative of two groups write their writing on the chalkboard for the others to remark

do exercises in Workbook

Teaching date: /11/2007

PERIOD 30 UNIT 5: ILLITERACY

Language Focus

Objectives: Help Ss pronounce 4 consonants sounds /pl/,/bl/, /pr/, and / br/ correctly

Help Ss know reported speech with infinitives

Method: Communicative Approach

Teaching aids: textbook, objects, handouts, cassette tape

Procedure:

* Warm – up: Whispering Game:

- Black brown blouse and jeans.

- Please give me a precious ring

please black pride brown

- T divides Ss into 2 groups and each group chooses 7 Ss to play the game

- T whispers the sentences to the first st then he / she whisper them to the next st and does the same to the last one

- The last student writes what he/ she heard from his / her friends

The group having less mistakes will win

- T underlines the 4 words to introduce the