giao an anh 11 cb

- Let students read task and match the verbs in column A with the noun phrases in column B - Explain some new words if they do not know -Let students work in pairs set in the task - G[r]

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The second term of grade 11

Unit 9: THE post officeThe 51 st period

Reading

Time: 45 minutes

I Objectives:

1 Educational aim: Students can read and know about Post Office and the different

services and make questions and answer them well

2 Knowledge:

- General knowledge: By the end of the students will be able to know about the services

- Language:

- New words: Words and phrases related to the post office

3 Skills: Reading for general or specific information.

II Methods: Integrated, mainly communicative.

III Teaching aids: Some photos of famous post office and some information about them.

IV Procedures:

Warm-up: (2 minutes): A game: HANGMAN

- Ask ss to work in 2 team and find out the word

_ _ _ _ _ _ _ _ _ _

- Introduce the new lesson:

Pre-reading: (5 minutes)

- - Let students work in pairs in 2 minutes to

answer the questions

1 How far is it from your home to the nearest post

office?

2 Have you ever been there?

3 How often do you go to the post office?

4 What services do you think the post office offer?

(Cue: look at the pictures)

Press Distribution

Phone Calls and Faxes

Express Money Transfer

Mail and Parcel Service

5 What services have you ever used?

- Call some pairs to ask and answer in class

- Listen and answer the questions

1, 2 kilometers

2, Yes I have

- Ask and answer

- Listen and take notes if necessary

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- Pronounce and ask ss to repeat in chorus

- Call some ss to read vocabulary individually

A an advertisement C summary of a novel

B a short story D an article

- Let students read the instruction silently and

then ask ss to answer: What shall we do now?

- Check the word meaning in the given choices

- Let students work in pairs to do task1

Some cues: it is an advertisement, so the words

about Thanh Ba post office have positive

meaning

- Get feedback:

+ call students to speak out their answers and

give the key

+ check the italicised words’ meaning in

Vietnamese

Task 2

- Play the CD once and then call some ss to read

the passage while the rest read silently

- Let students do the task in pairs in 10’

- Call on some pairs to ask and answer in class

- Correct if necessary

- Ask ss to write the answers into their notebooks

Task 3

- Let students work pairs and underline the key

words in the statements and guess where they

can find information in the passage

- Listen and repeat

- Guess the words’ meaning

- Read the passage silently

- Work in pairs and answer the questions

- Play roles

Keys:

1, advanced technology and a spaciousand pleasant front office (lines1-2-paragraph1)

2, Mail and parcel service, express moneytransfer, phone calls and faxes, pressdistribution

3, air mail, surface mail, and EMS mail

4, For someone to receive a phone call

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- Ask students to do the task individually and

then check their answers with a partner

- Call on some students to give and explain their

- Go around to check and help if necessary

- Call on some students to talk and give feedback

4, the money will be sent to your relatives

in less than 24 hours

- Work in groups and discuss thequestions

- Present in class

The 52 nd period

Speaking

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Time: 45 minutes

I Objectives:

1 Educational aim: Students should know how to ask and answer about the different postal

and telecommunication services

2 Knowledge:

- General knowledge: Ask and answer about postal and telecommunication services ;making

requests

- Language:

- New words : Words to speak about postal and telecommunication services

3 Skills: expressing opinions.

III Teaching aids: Photos of some famous postal and telecommunication, textbook ,

1, Have you ever heard someone make a request

in English? What did they say?

2, Have you ever made a request in Vietnamese?

What did you say?

3, Did you observe any differences in the way

requests are made in English and Vietnamese ?

Pre-speaking: (10 minutes)

Task 1

- Ask students to play roles with the dialogue in

2’

- Ask students to answer the question in task1

- Call some pairs to play roles in class

- Remind students of some polite requests:

+ Make permission: Excuse me!

+ Offer to help: What can I do for you? – Can/

Could/ May I help you?

+ Give sth to sb: Here you are

+ Reply a thank: You are welcome

+ Where does the conversation take place?

+ What roles are in the dialogue?

+ What service is required?

- Ask students to work in pairs in 10 minutes and

make a dialogue together based on the

information given in the task and some polite

expressions in Task 1

- Close the books

- Work in pairs and discuss and find outthe answer of each question

- Work in pairs

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- Let students act out the dialogue together firstly

in close pairs and then in open pairs

- Listen and correct if necessary

- Give marks if they do it well

Post-speaking: (10 minutes)

Task 3

- Ask students to work in groups and choose one

of the two given topic, then make similar

dialogues as required in Task 3 in 5 minutes

- Go around listening to some groups and help

them if needed

- Ask some pairs to stand in front of the class

and act out

- Give comments and give marks if they do it

well

- Play roles

Keys:

A : Good morning, sir May I help you?

B : Yes, I would like to have a telephoneline installed at home please?

A : Certainly, sir Where do you live?

-Work and discuss in groups in 5 minutes

- Play roles

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The 53 rd period

Listening

Time: 45 minutes

I Objectives:

1 Educational aim: Students should know how to ask and say about the development of

Vietnam’s telephone system over the past few years

2 Knowledge:

- General knowledge: Students know about some information about the development ofVietnam’s telephone system

- Language:

- New words: Words related to Vietnam’s telephone system

3 Skills: Listening for general or specific information

II Method: Integrated, mainly communicative

III Teaching aids: Some pictures of Vietnam’s telephone system or some real information

about them

IV Procedures:

Warm-up: (4 minutes)

- Give some photos and ask some questions

What do all the pictures tell about?

Pre-listening: (8 minutes)

- Let students ask and answer in pairs the

questions in the textbooks

- Explain some vocabulary in the listening

passage

Vocabulary

Commune(n)/communal(a) communal growth

Rural (a) rural network

Capacity (n)

Subscriber (n) digit subscriber ; telephone

subscriber

Upgrade (v)

- Pronounce and let students repeat

- Call 2 students to read the words

While-listening: (20 minutes)

Task 1

- Let students read some sentences given and

guess the keys in 2 minutes

- Pronounce the numbers and ask students to

repeat

- Play the CD twice or three times

- Check their listening

+ call 2 students to write their answers on the

board while the rest check in pairs

+ play the CD and check in class

A cell phone

- Ask and answer

- Listen and take notes

- Read in chorus

- Some students read themselves

- Read silently the sentences and guessthe keys

- Listen and repeat

- Listen and do the task

- 2 students write their answers on theboard while the rest check in pairs

- Listen and correct the answer

Keys:

1, B (Vietnam ranks the second)

2, D (It is among the 30 countries in the

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Task 2

- Let students read quickly the questions,

underline the key words, and guess the

answers in pairs

- Play the CD once or twice

- Check their listening

+ call 2 students to write their answers on the

board while the rest check in pairs

+ play the CD and check in class

- Play the CD and correct their listening

Post-listening: (10 minutes)

- Ask students to work in groups of 4 in 5

minutes and summarise the main ideas of the

listening passage using the cues below

- Go around and help if necessary

- Call some groups to present in class and ask

the rest to give comments

- Read and underline the key words

1 which countries/ highest growth/telephone subscribers

2 how many/ early 1990s

3 how/ fixed telephone numbers/changed/ 1996

4 when/ change/ mobile phonenumbers

5 how many communal post offices

- Listen and answer

- 2 students write their answers on theboard while the rest check in pairs

- Listen and correct the answer

4, in 2001

5 6,014

- Work in groups and talk about themain ideas of the development inVietnam’s telecommunication

- Present

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- Language: Words used in writing about the topic.

3 Skills: Writing a letter to express satisfaction or dissatisfaction.

III Teaching aids: Some cues, textbook ….

IV Procedures:

- Deliver the papers with some information

about Thanh Ba post office, and ask students

to use their memory and complete the table

- Announce the winner

- Introduce the topic of the lesson,

Pre-writing: (10 minutes)

Task1

- Ask students to open their books and read

task 1 silently

- Ask ss to work in groups in 5 minutes and

discuss the things below as requested by

completing the above table with their own

opinions and comments

THANH BA POST OFFICE

Advertisement In

reality Comment Opening

hour

7 am Equipment Advanced

Security

Staff Well-trained,

thoughtful, courteous Prices of competitive

- Work in groups and complete

Opening hour 7 a.m Equipment Advanced Security secure Staff Well-trained, thoughtful,

courteous Prices of services Competitive, cheap Delivery of letters The shortest time Delivery of newspapers Early in the morning

- Listen to the teacher and read the task1

- Work in groups and talk about the thingsthey like and dislike about Thanh Ba postoffice and complete the table

Advertisement In

reality Comment Opening

hour

7 a.m Equipment Advanced Security

Staff Well-trained,

thoughtful, courteous

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Delivery of

letters

The shortest time

Delivery of

newspapers

Early in the morning

- Check the answers with the whole class

While-writing: (25 minutes)

Task 2

- Let students read quickly the requirement

in task 2, then answer some questions

+ Is the letter formal or informal?

+ From whom to whom?

+ What kind of letter is it?

- Introduce the structure of the letter they are

going to write

1, Address and Date

2, Greeting

3,Opening : Introduce who you are ; say the

purpose of your letter

4,first paragraph : say about what you like

about the service

5, Second paragraph : say about what you

don’t like about the service ; make

suggestions if possible

6,Closure : thank the recipient for their

attention; good bye

- Call 2 students to write their letters on the

board while the rest write into their own

notebooks

- Ask students to give comments on the

writing on the board

Post-writing: (5 minutes)

- Ask students to summarise the structure of

the letter they have written

- Call on some students to read loudly their

writing

- Give feedback and correct typical errors

Prices of services

competitive Delivery of

letters

The shortest time

Delivery of newspapers

Early in the morning

- Read the requirement and answer

+ Formal+ From the customer, I, to the Director ofThanh Ba post office

+ a letter to express satisfaction or dissatisfaction (a letter of complaint)

- Answer and take notes

- 2 students write on the board and the restwork individually

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3 Skill: fluency in pronouncing /sp/ -/st/and /sk/ and use of “relative clauses.

III Teaching aids: Some words related to /st/-/sp/ and /sk/

IV Procedures:

I Pronunciation: (15 minutes)

- Close the books!

a Introduce two syllables /st/ -/sp/and /sk/

- Play the CD and let students practise

pronouncing these words in chorus twice

- Call some students to read the word aloud

b Practise these sentences

- Ask students to listen to the CD and read

after it

- Let students read aloud the sentences and

try to pronounce syllable /sp/ -/st/or /sk/

correctly

- Listen and check for pronunciation

II Grammar: (20 minutes)

-Write on the board some examples

containing both defining and non-defining

relative clauses

-Ask students to explain the differences

among them –

Exercise 1

- Ask students to do exercise themselves

then discuss in groups

-Introduce how to do it

-let them work in pairs

-Walk around and check and give mark

-Key:

1, a burglar is someone who breaks into the

- Listen and repeat following the teacher

- Work in pairs and read aloud these wordsthen choose which words have sound /sp/ andwhich have sound /sk/-/st/

- Listen and repeat

- Read in silent first

- Some read aloud

- Work in pairs to find the syllable st/ -/sp/or/sk/ in the words in these sentences:

- Read silently and give the opinion-Listen and discuss

- Students work in pairs and give thedifferences among them

- Some students give some examples

- Do the exercise themselves

- Each student of each group gives correctanswers

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-house to steal things

2,a customer is someone who buys

something from to steal

3, a shop-lifter is someone who steals from

a shop

4, a coward is someone who is not brave

5, a tenant is someone who pays rent to live

in a house or flat

Exercise 2

-ask students to read exercise 2

-Get students to review when to use

whom(when the noun to be modified is the

object of the main verb in the relative

clause), who ,whose

- Then do the exercise2

-Call on some students go to board and

write down their answers

- Listen and remark

Exercise 3

- Let students read the exercise3 and do it

individually

- Get students to distinguish the difference

between “that” and ‘which”

- Let students write the sentences with a

-Get students complete other sentences in

the same way

-call on some students to write their answers

1,the man who answered the pone told me youwere away

2,the waitress who served us was veryimpolite and impatient

3,the building that /which was destroyed in thefire has now been rebuilt’4, the people whowere arrested have now been released

5, the bus that/ which goes to the airport runsevery half an hour

-listen and do the exercise 4-compare with the partner

-Listen and copy

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The 56 th period

test YOURSELF C

Time: 45 minutes

I Objectives:

1 Educational aim: - According to the TEST students can revise all the language

skills and grammatical points which they have studied and used in the three units: 7, 8and 9

- Students can improve their techniques of doing the simple tests

2 Knowledge: After this lesson, students will be able to:

- Check themselves their skills in reading, speaking, listening, and writing

- Improve their knowledge through the test yourself

- Language: Students can improve their techniques of doing the simple tests

3 Skill: After this lesson, students will be able to:

II Methods: Integrated, mainly communicative

III Teaching aids: Textbook, board, hand-outs, cassette tape and player.

* Have you prepared it at home?

* Have you got any difficulties?

Test yourself

I Listening(2.5 points) (10 minutes)

- Ask students to read all the sentences first

- Ask students to listen to the CD twice

speak out the statements are true or false

- Ask students to listen in the third time, the

work in groups to compare and discuss the

answers with each others to find the correct

answers

II Reading (2.5 points) (10 minutes)

- Present the task:

- Ask pupils to work in groups to compare

the answers they have already done to find

the correct ones

- Give the correct answers to the class:

- Greeting

- Answer teacher’s questions

- Look at the book and listen to the task

- understand the task

- Read the questions

- Listen to the tape

- Listen again and say the statements are true

or false

- Listen and discuss in groups to find thecorrect answers:

1.g, 2.b, 3.e, 4.f, 5.d, 6.j, 7.h, 8.k, 9.c, 10.a, 11.i

- Look at the textbook and listen to the teacher

- Work in groups to discuss about the passage

- Finish the task

- Compare their results with the other groups,and then with the keys

- Write the answers on the boardKeys:

1 They gather before midnight and select 12 grapes from a large bunch

2 Because the 12 grapes are symbols of the

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III Grammar(2.5 points) (8 minutes)

- Present the task:

IV Writing (7 minutes)

- Present the task:

- Call the students to read the suggested

sentences in front of the class

- Check their writings and help them correct

the mistakes if they’ve made

12 months of the year

3 In Iran

4 It lasts for 13 days

They read from the Koran, then all embrace each other and say, “May you live 100 years

- Listen to the teacher and correct the answersa/ Ask students to listen and put a tick in theright box

Keys:

a/

1 glean, 2 fry, 3 thrive, 4 overthrow

b/ Join the sentences, using who or which

1 Earth is a planet which can support life

2 The book is about a girl who runs awayfrom home

3 A dictionary is a book which gives youthe meaning of words

c 1.b, 2.c, 3.a

- Listen to the teacher

- Work in groups

- Compare the results with the other groups

- Show the answers in front of the class

- Observe the keys and correct their answers

- Students work in groups and practise writing

- Two students go to the board and write

- Give the writings by reading aloud

- Read the writing carefully

- In groups or in pairs

- Correct mistakes

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Unit 10: nature in dangerThe 57 th period

- General knowledge: Students know about how we have destroyed our environment and affected

other species and do to save endangered animals

- Language: students could know about environmental destruction and conservation

- New words: Words related to nature in danger

3 Skills: Guessing meaning in context, scanning for specific information and passage

comprehension

III Teaching aids: Student’s book and pictures showing some picture about some cites in

the world, etc

IV Procedure:

- Ask students to look at the pictures and

answer the questions :

1, What animals can you see in these pictures?

2, Where do these animal often live?

3, What would happen if their habitats were

destroyed?

- Let students understand more about

nature in danger, today we learn Unit

10-part A: Reading

Before you read : (7 minutes)

- Ask students to look at the pictures and

match the names of the pictures in their

books to work in pairs

- Ask and answer questions about

endangered species

- Listen to students and correct pronunciation

and grammar if necessary

While you read : (23 minutes)

Vocabulary

- Help students read the passage

- Explain pronunciation and meaning of new

words which appear in the passage

Task 1 : (3 minutes)

- Ask students to fill each blank with a

suitable word

- Let students work individual or in groups

- Open the book

- Give the answers

1 a tiger ,an elephant , a bear , a lion

2, they often live in the forests ,zoos orNational parks

3 If their habitats were destroyed, animal swould die, the environment would be polluted.Nature would be in danger

- Listen to the teacher and open the book –Unit 10, part A: reading

- Look at the book, listen to the teacher and work

in pairs:

- Look at the picture

- Answer the questions

- Listen to the teacher then read the passages

- Ask some new words if necessary

- Listen to the teacher then do task 1

- Ask the teacher if necessary

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- Help students if necessary

- Get feedback

Task2: (4 minutes)

- Ask students to look through the passage

and read in silence, then decide the best

sums up each paragraph

-Go around and help if necessary

-call on some students to answer

-Give feedback

Task 3: (6 minutes)

- Ask students to answer the following

questions

- Ask students look through the passages

then try to answer the questions in right

way

- Let them work in pairs

(the answers in the passage)

After you read : (8 minutes)

- Ask students to close their books

- Ask them to find out why some animals

have become extinct

-Call on the groups to tell and explain their

choice

- Listen to students and correct mistakes

- work individual or in group

- Write down in the notebook

Keys : 1c,2a,3a ,4 c

- Try to answer the questions

- Practice with a partner then write them down

in the note books

- Discuss and give reason why

- The students who are called to stand up totalk loudly are intelligent ones

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Speaking

Time: 45 minutes

I Objectives:

1 Educational aim: Students should know how to talk about nature in danger and measures

for protecting endangered nature

2 Knowledge:

- General knowledge: Students could talk about endangered nature and ways to protect it

- Language: asking for and giving information

- New words: words related to nature in danger

3 Skills: State their preferences and explain the reasons

II Method: integrated, mainly communicative

III Teaching aids: pictures

IV Procedure:

-Ask students some questions

1, Why do we call some animals such as

tiger, bears, and elephants endangered

animals?

2, What should we do to protect and save

them??

- Tell students to understand more

(We learn Unit 10, part- speaking)

Pre-speaking : (12 minutes)

Task 1

- Ask students to put some reason why

nature is threatened in the order of

importance

While-speaking : (15 minutes)

Task 2

- Ask students to work in pairs to read

through the task and match the problems in

task 1 with appropriate solutions in task 2

- Let them work in groups

- Walk round and help them

- Ask some students to stand up to talk

2, As a students you should stop eating andkilling wild animals

- Look at student’s book

- Listen and do the task

- Work in pairsA: in your opinion Which reason is the mostimportant?

B :I think burning the forest is the mostimportant because animals and plants will die,which cause the air polluted

-Listen to the teacher

- Do task 2 in groups

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-Ask students to tell about the city they

prefer and give reasons

-Let them work in groups

- Ask some students to stand up and tell

loudly

-Go around and help

-Call on some students report their

preferences and explain their choice

- Listen and correct mistakes

- Close the books

- Do task 3-Work in group and discuss

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- General knowledge: Students learn more about the national parks

- New words: Words related to the topic

3 Skills: - Listening for specific information

- deciding on true or false statements

III Teaching aids: Student’s book, picture showing the Statue of Liberty

IV Procedure:

Teacher’s activities Students’ activities

- Ask students to close the books

- Give a picture of national parks and ask

some question about it

1.what can you see in the picture

2 Do you know where it is located?

3 What does it look like?

- If you want to know more details,

we will go to Unit 10- part Listening

- Walk round, listen and help students

- Listen and check pronunciation

Task 1

- Ask students to look through the

sentences in task 1

- Ask students to listen to the typescript

carefully and decide the correct answers

- Ask students to give reasons for their

answers

Key: 1.T- 2T- 3F- 4T- 5.T

Task2

-Ask students to look at the task 2 and

answer the questions

-Let students listen again more time and

answer

-Call on some students to give answers

- Close the books

- Work in groups

- Listen to the teacher and answer thequestion:

- Listen to the teacher and open textbooks

- Look at the books

- Work in pairs

- Give correct answer

-Key 1,Cuc Phuong national Park, Cat Ba National

Park, Bach ma, Phong Nha, Cat Tien

- Keep book open-Listen to the teacher

- Read the sentences in task 1 and try tounderstand them

- Listen to the typescript and choose thecorrect answers

-Listen to the teacher and do the task2-Listen again and give correct answers

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After-listening: (10 minutes)

- Ask students to open the books

- Ask them to summarise the listening text

based on their notes

- Walk round and help students

- Ask some students to stand up and retell

the national parks in the USA to the class

4,rare animals and trees should be protected,fires causes by careless people should belimited, pollution from visitors’ vehiclesshould be decreased and money should beraised for the parks’ staff and maintenance oftheir resources

-Listen and discuss

- The students who are called stand up andretell about the Statue of Liberty in front of theclass:

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Writing

Time 45 minutes

I Objectives:

1 Educational aim: Students could describe a national park

2 General knowledge: Students learn how to write a describing a location

- Language: The simple present of verbs and the connectors often used in a narrative

- New words: Words related to national park

3 Skills: Describe a national park

III Teaching aids: Student’s book, notebook,

IV Procedure:

- Ask students to keep book close

- Ask students some following questions:

1 Have you ever been to a national park?

2 What is it famous for?

3 How did you feel when you visited it?

- Check and explain them to the class:

- Ask student to read the task

- Explain some new words

again and answer the questions

-get them brainstorm what they like to

include in their description of a national

park

- Walk around, check and help students

Help students if necessary

(the answers in the passage)

Task 2

- Ask students to do task 2

- Ask them to use the prompts to build up a

passage about the a national park in

Vietnam they know well

- Let students work individually

- Give suggestions and corrections

- Ask students to read another’s narrative

- Ask some students to read loudly their

narratives

- Correct mistakes and mark

- Keep book close

- Listen to the teacher and answer thequestions

1 Yes, I have Hanoi

3.- It is very interesting

- Listen to the teacherand open the books

- Read the passage

Suggested cues: where/ how big/ what

(geographical )

- Listen to the teacher-Work individually

- Finish the narrative

- Read a narrative of one classmate

- Some students read loudly their products

in front of the class

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Homework: (2 minutes)

- Ask students to redo part writing of Unit

10 in the student’s work book and prepare

part Language Focus

- Listen to the teacher and write downhomework

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- General knowledge: Students learn how to use of the relative pronouns with prepositions

- Language: * Non-defining vs defining relative clauses

- New words: Words related to pronunciation /sl/-/sn/-/sm/-/sw/

3 Skills: Writing a passage about national parks

III Teaching aids: Student’s book, pictures

*Listen and repeat :

- Read loudly then ask students to repeat

- Introduce : /sl/-/sn/-/sm/-/sw/

- Correct pronunciation for the students

* Practise these sentences

- Read the sentences loudly

- Ask students to repeat

- Correct pronunciation for students

Grammar and vocabulary:(34 minutes)

- Revise some knowledge to the students

Non-defining vs defining relative clause

- Let students read the example in the

textbook and then present the form and

meaning and use of Non-defining vs

defining relative clause

For example: Hanoi, which is the capital city

of Vietnam, is located on the Red river

- Ask students give some examples related

relative clauses

Exercise 1: (8 minutes)

- Ask students to read the instruction of

Exercise 1 and paraphrase how to do it

- Let them work in pairs in 2 minutes

- Walk round and help

- check and give mark

Exercise 2 (8 minutes)

- Open the books

- Look at : Listen and Repeat

- Repeat the words in chorus then individual

- Listen to the teacher then repeat in chorusthen individual

- Listen to the teacher and copy down

-Give some examples about relative clauses-

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- Introduce Exercise 2 to students and explain

how to do it

- Ask students to do it

- Let them work individually

- Check, correct mistake

Exercise 3

-Get students to review when to use whom,

who, which and that

-ask students to complete the exercises

individually and then find a peer to compare

their answers

-Check the answer with the whole class and

give correct answer

Homework : (2 minutes)

Ask students to do Part Language Focus and

prepare part Reading of Unit 11 at home

1,whom/that 2, which ,3,who ,4,whom 5,which /that 6, which 7,who 8,whom

- Listen to the teacher and write down

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Unit 11: sources of energy

The 62 nd period

Reading

Time: 45 minutes

I Objectives:

1 Educational aim: students should know about the advantages and disadvantages of

different sources of energy

2 Knowledge:

- General knowledge: By the end of the lesson, students will be able to understand more

about the different sources of energy

- Language:

- New words: Words related to sources of energy

3 Skills: Guessing meaning in context, and passage comprehension

III Teaching aids: Textbook, some photos of sources of energy

IV Procedure:

- Ask students close the book

- Ask students complete the sentences:

1 We use -to cook

2 We use -to run machines, cars ,

motorbikes

- Lead in : today we are learn about sources

of energy

Before you read : (7 minutes)

- Ask students work in pairs and look at

two pictures on the book and discuss the

questions

-Ask students to give the answers

- Listen to students and correct pronunciation

and grammar if necessary

While you read : (23 minutes)

and read in silence

- Help students read the passage

- Explain pronunciation and meaning of new

words which appear in the passage

-Ask students to read loudly the difficult

words in chorus

Task 1 :

- Ask students to do task 1

- Let students work individual or in groups

- Listen to the teacher and answer thequestions

- Listen to the teacher and open the book –Unit11, part A: reading

- Look at the book, listen to the teacher and work

in pairs:

- Discuss and give correct answers

- Ask some new words if necessary

- Keep the book open

- Listen to the teacher then do task 1

- work individual or in group

- Write down in the notebook

Keys:

1.released 2.alternative 3.energy

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Task 2:

-Ask students to read the text a second time

and located the key words in the passage

-Gets students to check their answers with

-Ask students to read the passage again

then answer the questions

- Ask students to answer the following

questions

- Ask students look through the passages

then try to answer the questions in right

way

Post-reading : (8 minutes)

- Ask students to work in groups to

complete the summary of the reading

passage by filling each blank with a

suitable word from the box

-Go around to help the groups when

necessary

-Call on some groups to answer the

question

Home work: (2 minutes)

- Ask students to do Reading exercise of

Unit 11 in workbook and prepare Part B :

Speaking at home

4.limited 5.exhausted

- Try to answer the questions

- Compare with the partner’s answers

-Listen the teacher and answer the questions

- Listen to the teacher-Discuss and complete the summary of thereading passage by filling each blank with asuitable word from the box

Keys:

1,energy 2, one, 3,fuels 4, limited5,alternative,6,sources7.unlimited8,

environment

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The 63 rd period

Speaking

Time: 45 minutes

I Objectives:

1 Educational aim: Students should know how to talk about the advantages and

disadvantages of using alternative sources of energy

2 Knowledge:

- General knowledge: Students could talk about the advantages and disadvantages of usingalternative sources of energy in the future

- Language:

- New words: words related to the topic

3 Skills: talking about the talk about the advantages and disadvantages of using alternative

sources of energy

II Methods: integrated, mainly communicative

III Teaching aids: pictures, textbook

IV Procedure:

- Show students the following picture and

ask them questions

1 Which sources of energy is the most

popular in our country?

2 Is it limited or unlimited? What should

we do to be sure that we can continue to

use it in the future?

- We learn Unit 11, part- speaking

Pre-speaking : (12 minutes)

Task 1

- Ask students to read about the advantages

and disadvantages of using alternative

sources of energy

- Let them work in pairs to order the

advantages and disadvantages of using

alternative sources of energy

-Call on some students to give their answer

While-speaking : (15 minutes)

Task 2

- Ask students to list the advantages and

disadvantages of using alternative sources

of energy in the task 2

-Useful expressions :

I think that………

Why do you think/believe so?

It is

-However, - Keep books close

- Look at the pictures and Answer thequestions

-Do the task 1 in pairs-Work in pairs and order the causes ,explaintheir order

- Work in groups

- The students are called stand up and tellloudly

- Look at student’s book

- work in pairs to list the advantages anddisadvantages of using alternative sources ofenergy

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- Ask some students to stand up to talk

again loudly

Post-speaking : (10 minutes)

Task 3

- Ask students to close books

- Ask students to tell the advantages and

disadvantages sources of energy in the

future ,using the ideas in task 2

- Ask some students to stand up and tell

-Listen to the teacher

-Look at the task 2 and the advantages anddisadvantages sources of energy in thefuture ,using

B: Why do you think so?

A: Because it’s available , unlimited and easy

to useC: But it’s expensive and we can only have it

at a specific time of the year

- Write down the homework

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3 Skills: - Comprehension questions

- Listening and deciding on choosing the best answer

III Teaching aids: Student’s book, pictures

IV Procedure:

Teacher’s activities Students’ activities

- Ask students to close the books

- Ask students to pick out the odd one from

the following words and explain why

The air, the sun , the land , the ocean , the

house

-Suggested: the house : the other words can

be sources of energy

What kind of energy can be taken from

each of these recourses?

- If you want to know more details about

them we will go to Unit 11- part Listening

- Walk round, listen and help students

- Read loudly the words:

- Ask students to repeat loudly the words

- Listen and check pronunciation

Task 1

- Ask students to read and explain 5

statements in task 1

- Explain some words or phrases which

students can’t understand

- Ask students to listen to the tape twice

and do task 1

-Ask 2 students to give their answer on the

- Close the books

- Listen to the teacher and Answer the questions

- the air -wind power

- the sun -solar energy

- the land -geothermal heat

- the ocean -water power

-Listen to the teacher and look at the beforeyou listen

-Answer the question 1,for heating and cooling the houses, forcooking, for running electronic appliancessuch as washing machines, fridges…

-read individually and then read in chorus

- Look at the books

- Read the statements in task independently

- listen to the tape carefully and do the task-Keys:1C , 2C 3D ,4A ,5B

- Keep book open

- Look at the questions and ask teacher somenew words if necessary

- Listen to the typescript and do the task 2

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- Ask students to listen to the typescript

again and write the missing words

- Ask students to give reasons for their

- Ask students to open the books

- Ask them to summarize the main ideas of

the listening passage

- Ask some students to stand up and retell

their opinion to the class

- Ask students to summarize the main

points of the passage

- Remember them to prepare Part- Writing

at home

- Keep book open and listen to the teacher-The students who are called stand up and talk their idea the listening passage

Listen to the teacher and write down

homework

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Writing

Time 45 minutes

I Objectives:

1 Educational aim: Students should write descriptions information, from a chart

2 General knowledge: Students learn how to write descriptions of a chart

- Language: students should interpret and compare date described in chart form and write areport of the data analysis

3 Skills: Writing descriptions of pie charts

III Teaching aids: Student’s book, notebook,

IV Procedure:

Teacher’s activities Students’ activities

-give them handout with a table of

information

-ask them to work in pair to transfer the

table into a pie chart

- Check and explain them to the class:

In order to understand them we learn part

Writing

Task1

- Ask student to read the hand out with a

description of a pie chart and discuss the

organization and other characteristics of the

description

- Explain some new words

- answer the questions

1, how many parts are there in the

description? What are they?

2, what does the first part tell you?

3.what language items should you pay

attention to in the second part/underline

them

4 What does the last part tell you?

- Walk around, check and help students

Task 2

- Ask students to work in pair to analyze

the chart using the following questions

- Keep book close

- Listen to the teacher and to transfer thetable into a pie chart

Read the prompts

- Work in groups and answer the questions

-Useful language:

1 parts(introduction, body and conclusion)

2 language use : +make up lessthan percent

+the most+ adj, the second most +adj

3 The chart shows that………

Make up the largest/ smallest/ proportion/amount contribute the larges……

Key: 1 117 2.coal 3.smallest

-Work in pairs and analyze the chart-Give answer

-then work individually to write the description of the chart, using thesentences given in the book to begin theirdescription

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+what does the chart show?

+what is the general trend of the chart?

+which consumption has the largest energy

Which comes second?

+which consumption has the smallest?

+where does most of the world

consumption?

- Let students work individually to write

the description of the pie chart, using the

sentences given in the book to begin their

description

- Give suggestions and corrections

- Ask students to read their profile

- Ask some students to read loudly their

description

- Correct mistakes and mark

- Ask students to do task 3 and part writing

of Unit 11 in the student’s work book and

prepare part Language Focus

Listen to the teacher

- Finish the profile

- Some students read loudly their products

- Listen to the teacher and write downhomework

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Language Focus

Time: 45 minutes

I Objectives:

1 Educational aim: Students can distinguish the clusters /sr/ -/spl/- / spr/ and pronounce the

words and dialogue containing these clusters correctly

2 Knowledge:

- General knowledge: By the end of this lesson, students will be able to use relative clauses

replaced by participles and to infinitives correctly andappropriately

- New words: Words related to pronunciation /sr/ -/spl/- / spr/

3 Skills: -Pronounce the sounds /sr/ -/spl/- / spr/

III Teaching aids: Student’s book, pictures, hand outs

*Listen and repeat :

- Read loudly then ask students to repeat

- Introduce : /sr/ -/spl/- / spr/

- Correct pronunciation for the students

* Practise these sentences

- Read the sentences loudly

- Ask students to repeat

- Correct pronunciation for students

Grammar:(34 minutes)

relative clauses replaced by participles

-write some sentences on the board a

+ the man who spoke to John is my brother

-the man speaking to John is my brother

+ the sport games, which were held in India in

1851,were the first Asian Games

- the sport games held in India in 1851 was the first

Asian Games

+Yuri Gagarin was the first man who flew into space

- Yuri Gagarin was the first man to fly into space

-Ask students to comment on the use of relative

clauses replaced by participles

Active -Ving phrase

Passive -Ved/Vpp phrase

-The first/the last+ to infinitives phrase

-Help students to use of them

-Ask some students give some similar examples

- Introduce exercises to the students

- Open the books

- Look at : Listen and Repeat

- Repeat the words in chorus thenindividual

- Look at Practise the sentences

- Listen to the teacher then repeat inchorus then individual

-write down their notebook-give answers :

The same in meanings and different instructures

-give some examplesListen and write down

- Listen to the teacher and do exercise 1

Key:

1,… playing…A

2, … coming …

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- Ask students to do Exercise 1

- Introduce how to do it

- Walk round, check and give mark

Exercise 2 (8 minutes)

how to do it

- Check, correct mistakes

how to do it

- Check, correct mistakes , give reasons and

mark

Homework : (2 minutes)

Ask students to do Part Language Focus and

prepare Test your self D

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test YOURSELF D

Time: 45 minutes

I Objectives:

1 Educational aim: - According to the TEST students can revise all the language

skills and grammatical points which they have studied and used in the two units: 10and 11

- Students can improve their techniques of doing the simple tests

2 Knowledge: After this lesson, students will be able to:

- Language: Students can improve their techniques of doing the simple tests

3 Skill: After this lesson, students will be able to:

III Teaching aids: Textbook, board, hand-outs, cassette tape and player.

* Have you prepared it at home?

* Have you got any difficulties?

Test yourself

I Listening(2.5 points) (10 minutes)

- Ask students to read all the sentences first

- Ask students to listen to the tape once

- Ask students to listen again and complete

the sentences

- Ask students to listen in the third time, the

work in groups to compare and discuss the

answers with each others to find the correct

answers

- Keys: In the teacher’s book

II Reading (2.5 points) (10 minutes)

- Present the task:

- Ask pupils to work in groups to answers

the questions

- Give the correct answers to the class:

- Keys: In the teacher’s book

- Greeting

- Answer teacher’s questions

- Look at the book and listen to the task

- understand the task

- Read the questions

- Listen to the tape

- Listen again and say the right sentences

- Listen and discuss in groups to find thecorrect answers:

- Look at the textbook and listen to the teacher

- Work in groups to discuss about the passage

- Finish the task

- Compare their results with the other groups

- Write the answers on the board

- Listen to the teacher and correct the answers

- Work in groups

- Show the answers in front of the class

- Observe the keys and correct their answers

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III Grammar(2.5 points) (8 minutes)

- Present the task:

a/ Ask students to listen and put a tick in the

right box.

- Keys: 1 sneeze, 2 smash, 3 shrimp,

4 spread

b/ Give the correct form of verbs.

- Keys: 1 living, 2 ringing, 3 to

leave,

4 to drink, 5 invited, 6 to blown

IV Writing (7 minutes)

- Present the task:

- Call the students to read the suggested

sentences in front of the class

- Check their writings and help them

correct the mistakes if they’ve made

Homework (5 minutes)

- Ask students:

+ to study all the lessons again

+ to get ready for the 45 minute-test in

the next period

- Students work in groups and practise writing

- Two students go to the board and write

- Give the writings by reading aloud

- Read the writing carefully

- In groups or in pairs

- Correct mistakes

- Study all the lessons again

- Get the knowledge ready for the coming test

Trang 36

Unit 12: the Asian games The 69 th period

- General knowledge: - Through this unit, students know the history of the Asian Games

- New words: Words related to the Asian Games

3 Skills: Reading for identifying the main idea and specific information

III Teaching aids: Real objects, pictures, English textbook 11, hand-outs

IV Procedures:

Warm-up: (4 minutes) A game

- Divide the class into 2 teams: One team

speaks out the name of a country in Asia

and the other the name of a sport beginning

with A LETTER

- Make an example

- Start the game

- Play in teamsPossible answers:

Vietnam Volleyball

Turkey/ Tennis

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Today, we’ll study a lesson about the Asian

Games: Unit 12- Reading

- Ask students to look at the picture and

discuss the three questions in pairs

- Go around to offer help

- Call on some students to present their

answers and give comments from other

1,every four years

2, the number of participating countries hasincreased tremendously since the first games n

1951 only 11 countries participated in the firstAsian games, In 2002 the games attractednearly 10000 participants from 44 countries

3, Vietnam seems to do well in bodybuilding,billiard, karatedo and wushu

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It is an occasion when + a Clause

The number of # a number of

-Let students read and copy in their

notebooks

While-reading: (20 minutes)

You are going to read about the Asian

games

-Make the class read the small talks, to scan

the details and do the tasks

1 Task 1 :

-Ask students to read a passage about Asian

games

and then underline those words which

match with the definitions on the right

column in the task 1

- Firstly, ask students to study individually

then in pairs

- Walks around the class, offer ideas and

comments when students need help

-Call on some students to explain their

answer in front of the class

- Give suggestions

Task 2

- Work in pairs, read the small talks again

and answer these questions

- Ask students to work individually then

- Ask students to read all questions to

answer the questions in task 3

- Look at the picture and guess the words andwrite down if necessary, then read in chorus

- Listen to the teacher and copy if necessary

-Read the passage and underline new words-Try to guess the meanings of the words-Listen to their friends’ answers

-Listen to the teacher and correct

-Keys:1,facilities 2,aquatic 3, enthusiasm 4,

effort 5, advancing 6, appreciated

-Read passage again-Work individually

1 the purpose is to develop interculturalknowledge and friendship within Asia

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- Ask students to work with a partner

- Walks around the class to help students

whenever they need

-Give correct answer

(the answer is in the passage)

Post-reading: (12 minutes)

- Let students work in groups to talk about sports

in which Vietnamese athletes have won

gold medals at the Asian Games

- Has students work in groups and discuss

- Walk around the class, listen to student’s

discussions and offer suggestions when

-Ask students summarize the passage at

home and prepare the next lesson

-Copy down on the notebooks

- General knowledge: - Through this unit, students can ask and answer about the Asian

Games and sports

- Language: Ask and answer questions about the Asian Games and sports

3 Skills: Fluency in expressing opinion and expressions about the Asian Games and sports

in Vietnam

III Teaching aids: Pictures, English textbook 11, hand-outs

IV Procedures:

Warm-up:(6 unites)

- Ask students close the book and arrange

these jumbled words to make the complete

questions by putting the words given in

the right orders

- 1, were, the, where, Asian, held, games,

1 When and where were the 14th- AsianGames held?

2 How many countries took part in thegames?

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Task 1:

-Ask students to read the dialogue and ask them

what points are mentioned in the dialogue

- Ask student to work individually then work in

-Ask students to look at the pictures and talk

turns to talk about the sports results of the

Vietnamese athletes at 14 Asian games ,using the

information from the table below

- Ask students to work individually then in pairs

- Walk around the class to help student when

necessary

- Check and give suggestions

- Ask student to practice it with a partner

- Corrects students’ pronunciation if necessary

Post-reading: (13 minutes):

- Ask students to talk about the Asian games and

sports in which Vietnamese athletes took part in

-Give the meaning of some words when

- Check and give suggestions

- Ask students to practice this conversation

- Correct their pronunciation when necessary

- Give comments

- Homework(2 minutes):

- Write about the Asian games their like

and prepare the next lesson

- read individually and then work

-Some groups present their answer infront of the class

-Answer : 1,in bodybuilding, the Vietnameseathletes won one gold medal and onebronze medal

…………

- Do the task -Compare the answer with the partners

- Work in groups-Ask the teacher if necessary -Some groups present their answer infront of the class

-copy in their notebooks

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