Giao an tu chon tieng anh 11

New lesson: Teacher’s activities Content and Students’activities Activity 1:20 Exercise 1: choose the best answer - T: Give handout or write on the boach - T: Guide them to do exercises.[r]

TiÕt PPCT: 01 Reading and Speaking

FRIENDSHIP

Ngµy so¹n : 26 /08/ 2012

I Obbjectives : By the end of the lesson Ss will be able to :

II Teaching Aids : lesson plan , handout , pictures

III Procedure :

Arrangemen

Warm up & Before you read

T asks Ss to giv some words related to friendship

WHILE YOU READ

Read the texts and do the tasks that follow:

A Joan is an American eleventh grader The following are

his opinions on “friendship ” during his school years

- In 8 th grade, your idea of a good friend was the person

who helped you pack up your stuffed animals and old soccer stuff, but did’t laugh at you when you were finished and broke out in tears.

- In 9 th grade, your idea of a good friend was the person

who stood bedides you though thick and thin and no matter even though you were the biggest loser ever.

- In the tenth grade, your idea of a good friend was the

person who let you cheat off them during a Math test Even though , you both ended up in detention every day

for two months.

B

Having a best friend to confide in can bring a possitive

effect on your emotional health An evening out with the

closest friend may be the best guarantee of a good time In

fact , our best friend can prevent us from developing serious

psychological problems such as depression and anxiety.

Best friendship evoles with time – we can not go out and

pick out best friend We become friends with people wh

share common interests at school or though hobbies , for

example.

Best friendship have usually known each other for years

and stuck together through good or bad times If you don’t

have one ,perhaps you are being too distant from people,or

focusing too much on your work.

Task 1 : Match the grades with the options

Grades

1 8th a.Let you copy his /her paper in

an exam

2 9th b be on your side through good

and bad times

3 10th c pack up toys and old stuff ;

empathize with you in bad times

Answres : 1 c 2 b 3 a

Task 2 : Put T or F Then correct the false sentences.

1.A close friend shares joy and sadness with us

2.Close friends don’t need to share common interests

3.We can go out and choose agood friend easily

4.We often have satisfaction being with a close friend

5.An unsocialble person may not have a close friend

1 T 2 F 3 F 4 T 5 T

Task 3; Complete the sentences Use words from the

texts

1.Being scolded by his mother , the child…

2.Those students were sent to the ………room for

their cheating at the exam

3.Lack of interest is a ……of failure

4.He tried to… his parents that he had not taken oart

in a motorbike race

5 To… means to develop gradually

ANSWERS : 1 burst in to tears 2 detention

3.guarantee 4 convince 5 evole

AFTER YOU READ

Work in pairs Discuss the answers to these questions

1 What is your own idea of a good friend?

2 “A friend in need is a friend in need”

Explain the proverb

— If necessary, T reviews the forms, meanings and uses of the

present simple, present perfect, and present continuous.

I Present simple

+ Form:

/ bare root for I, you, we, they + verb + s / es for he, she, it

+ Meaning: present time

E.g.: He needs you right now.

Do you have your passport with you?

ii Present continuous

+ Form: am / is I are + V—ing

+ Meaning: Present time

E.g.: Are you sleeping?

III Present Perfect.

E.g.: I have had a cold for two weeks.

Mary has loved chocolate since she was a little girl.

— T emphasises that we can use all these present tenses in telling stories (which are often concerned with past events) to make the stories more interesting.

— If T sees that Ss have already mastered the forms, meanings, and uses of these verb tenses, T can skip the presentation stage to save time, and go straight to the practice stage.

15’

IV The simple past tense:

— If necessary, T reviews the forms, the past simple and past continuous, meanings, and uses of Past simple

+ Form: V + ed or irregular verbs

+ Meaning: Past time

Eg.: Isaw a horror film last night He didn ‘I was!, his car

E.g.: 1-Ie arrived from the airport at 8 00, checked into the hotel at 9:00, and met the others at 10.00.

E.g.: I lived in Brazil for 2 years

E.g.: They never went to school They always skipped their classes E.g.: She was shy as a child, but now she is very outgoing.

v Past continuous Tense

+ Form: Was / were + V-ing

+ Meaning: Past time

E.g.: I was watching TV when she called Last at 6 PM, I was eating dinner

E.g.: I was studying while he was making dinner

E.g.: When I walked into the office, several people were busily typing, some were talking on the phones, the boss was yelling directions, and customers were waiting to be helped One customer was yelling at a secretary and waving his hands Others were complaining to each other about the bad service.

5’

Vi The past perfect tense

— If necessary, T reviews the form, meaning and use of the past perfect and compares it with other past tenses

+ Form: Had + Past Participle

+ Meaning: Past time

E.g.: I had never seen such a beautiful beach before I went to Hanoi V With Non-Continuous Verbs and some non- continuous uses of Mixed Verbs, we use the Past Perfect to show that something started in the past and continued up until another action in the past.

E.g.: We had had that car for ten years before it broke down.

— If T sees that Ss have already mastered the form, meaning, and uses of this verb tense, T can skip the presentation stage to save time, and go

straight to the practice stage.

T summerise the main point of the lesson

Do at home

v.The self evaluation aftr class

………

………

………

………

………

………

Period:16 witing

Prepare:5/12/2011 Date of teaching;10/12/2011 Write a letter of invitation and response I.Obbjectives : By the end of the lesson Ss will be able to : write a letter of invitation and the response II.Teaching Aids : lesson plan , handout , pictures III.Methode: writting IV.Procedure : 1.Organization 2.Check old lesson 3.New lesson IV Time Steps Work Arrangement 15’ Warm up and before you write -T shows the letter of invitation in Tieng Anh 11 at page 38 then asks Ss to tell the parts of the letter and the sentences following with those Suggesred answers: 1.The heading (place and time) : 67, Ngoc Ha Steet Hanoi , Viet Nam 2.The greeting : Dear Minh Hanh 3.The body (the statement of invitation, reason of invitation, venue , date and time, some more detailed information) I am going to have a New year Ever Party at my house at 7 pm , on 31 st ,December Would you like to come?

4 The closing and ending (request for reply, social

statement) : Please let me know

Love

5 The signature

-T asks Ss some qustions like :

What is Minh Hanh going to do? Is she going to

write a letter to anwer An Duc ?

If she accept / refuse to come , what will she write in

her letter?

Whole Class

- T asks Ss to make a list of phrases used to express

the interest for the invitation / regret for not

attending to the event:

20’ While you writeT tells Ss the format of a letter of refusal and a letter

of accectance:

1 The format of a letter of acceptance:

- The heading

- Opening the letter

- Thank for the invitation

- Showing interest in the event and accepting

- Saying how and when you are coming

- Closing and ending the letter

2 The format of a letter of refusal

- The heading

- Opening

- Thank for the invitation

- Express regret for not attending the event ( refusing

the invitation)

- Give reasons for your refusal

- Some social statements

- Closing and ending

Whole class

& Groups work

- T divides class in to 3 groups and asks them to

do the tasks one write a letter of invitation , other wites a letter of acceptance, and the rest writes a letter of refusal

- T goes around to watch Ss, and give them a need if necessery

T collects three letters from the groups an correct

correction

T summerises the main point of the lesson

T asks Ss to write similar letters at home Do at home

v.The self evaluation aftr class

………

………

………

………

………

Priod:17 grammar

Prepare:12/12/2011 infinitives

Date of teaching:17/12/2011

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

- understand the term “infinitive”

- use it exactly in some kinds of exercises

II Materials:

- textbook, chalk and board

- Handouts

III Anticipated problems:

- some Ss may have difficulty in understanding and using “infinitive”

5’ Warmer : Game: Variant

- Divide the class into 2 teams (A & B)

- Give a verb and ask them to give all the variants

of this verb as quickly as possible

- The team give the answers fastest and have more

correct words will win

Teams

20’ Presentation : Introduction:

The Infinitive is a base form of a verb Infinitives

usually occur with the marker to but they can occur

without the marker to the infinitive with to is called

‘to-infinitive’ The infinitive without to is known as the

bare-infinitive.

1 To-infinitive

- Give some common verbs which are usually

followed by a to-infinitiveafford decide intend pretend

want

agree expect manage promise

appear fail offer refuse

ask hope plan seem

- Give some examples

- Give some verbs are followed by a (pro)noun and

then a to-infinitiveadvise expect order teach

would like

allow force permit tell

ask invite remind want

encourage need require warn

2 Bare-infinitives

- Use after the modal auxiliaries

- After ‘let’ and ‘make’

- After some perceptive verbs:

feel hear listen to look at

To have + P II

Eg: The heavy rain seems to have stopped

10’ - Divide the class groups of 4

- Give each small group a hand out and ask Ss to do

the task

Practice

Insert to where necessary before the infinitive in ‘ ’

brackets:

1 He made me (do) it all over again

2 She can (sing) very well

3 He’ll be able (swim) very soon

4 It’s easy (be) wise after the event

5 Do you (wish) (make) a complaint?

6 It’s better (travel) hopeful than arrive

7 He was made (sign) a paper admitting his guilt

8 I advise him (ask) the bus conductor (tell) him

where (get) off

9 It’s better (be) sure than sorry

10.I saw the plane (crash) into the hill and burst into

flames

- Go over the answers with the class

T-SsGroups

15’

Production & Home-work

Sentence Transformation

Rewrite these sentences with the words given You ll ’

need to change some words

1 Why did he make that remark? It was very rude

T summerises the main point of the lesson

T asks Ss to write similar letters at home Do at home

v.The self evaluation aftr class

………

………

………

………

………

………

Period:18 grammar

Prepare:19/12/2011

Date of teaching;24/12/2011 gerunds

Ngµy so¹n : 25/09/ 2008

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

- understand the term “gerund”

- know how to use it correctly in exercises

II Materials:

- Lesson plan, chalk and board

- handouts and cards

III Anticipated problems:

- Ss may mistake gerund and present participles

IV.Procedure:

1.Organization

2.Check old lesson

3.New lesson

Arrangement

7-8’ Warmer : Game: Pelmanism

- Stick on the board 5 cards with verbs and 5 cards with their gerunds, numbered

- Ask Ss to work into 2 teams (A and B)

- Tell the teams to take turns to choose the numbers which have the gerund suits with the verb, the team scores 1 point If not, the cards will be turned face down again Ss continue until all the cards are turned down

- The team that has more points will win

- Declare the winner

Teams

15-20’

Presentation : Introduction:

Gerund is the -ing form“ ” of the verb, function as a noun

A gerund is used in the same way as a noun, i.e., as a

subject or as an object of verbs or prepositions

- Give sentences then ask Ss to deduce the

function of “gerund” in sentences

1 Playing tennis is not expensive in England

2 What I have to do now is writing a letter to her

3 I’m afraid of going out alone in the dark

4 I enjoy walking in the countryside

5 It’s a worrying problem

Expected answers:

1 as the subject of a sentence.

Whole class

2 as complement.

3 after prepositions.

4 after certain verbs: appreciate, avoid, consider,

delay, deny, discuss, enjoy, finish, forget, keep, like, mention, prevent, postpone, quit, remember, stop, suggest of a verb, can t stand, can t bear ’ ’ …

5 as an adjective

 there are many cases we can use either infinitive or

gerund after the main verb depending on the context the interlocutors are in, or whatever the speakers

want to convey: attempt, begin, cease, commence,

continue, hate, intend, like, love, omit, remember, start, stop, try

 We do not use the ing form after the progressive

forms of begin, cease, continue, start, e.g: We are beginning to realize how good our teacher

are

- Ditinguish some structure:

 like to V like V-ing

 remember to V remember V-ing

 stop to V stop V-ing

 try to V try V-ing

- Give each student a handout

- Ask them to do the task

- Call on one student to do it on the board

- Give feedback and answers

Practice

Put the verbs in brackets into the gerund

1 He gave up (smoke)

2 Stop (argue) and start (work)

3 After (read) this article you’ll give up (smoke)

4 He’s thinking of (leave) his job and (go) to America

5 He lost no time in (get) down to work

6 They don’t allow (smoke) here

7 (Lie) on this beach is much more pleasant than (sit )

in the office

8 I hear him (come) into the hall

9 The girl (stand) over there is Alice

10.I often go (fish) in my free time

- Ask Ss to do the task

- Compare the answers with a partner

Pairs wok

- Go over the answers with the class

Expected answers:

1 to arrange 2 swimming 3 to be

4 to force, to do 5 driving, riding 6 doing

7 to stop, talking 8 help, get 9 seeing,

working

10 to borrow 11 processing 12 watch,

rehearsing

13 destroying 14 playing 15 to

help, prepare

T summerises the main point of the lesson

v.The self evaluation aftr class

………

………

………

………

………

Period:19 Prepare:26/12/2011 Speaking

Date of teaching:30/12/2011 Volunteer work I.Obbjectives : By the end of the lesson Ss will be able to : talk about volunteer activities II.Teaching Aids : lesson plan , handout , pictures III.Procedure : 1.Organization 2.Check old lesson 3.New lesson Time Steps Work Arrangement 5’ I Warm up T asks Ss to match the pictures with the works

A B

Whole class

C D

C D

Matching number 1,2,3,4 with picture A, B, C or D

1.Teaching the children to read

2 They are volunteers

3 Working the garden

4 Teaching disabled chidren

? Do you think that the volunteers who help to bring

happiness to others?

- Set the scene: High school and college students in the

Unit States often spend many hours as volunteers and

how the work’s volunteers is we study the reading.

6’ Task 1 : Work in group Discuss the main

characterics of volunteer work

You take part in these activities t to help other people

Groups work

10’

Task 2 : Work in group make a list of activities that

considered as volunteer work

handicapped children — Teaching the children to read and write

— Listening to their problems

— Playing games with them

— Taking them to places of interest

Taking care of war invalids

and the families of martyrs

— Listening to their problems

— Cleaning up their houses,

— Doing their shopping

— Cooking meals Taking part in directing the

Groups work

Task 3 :

Instruction: You are going to make conversations based on the Pairs work

— frequency of doing the work

— length of time spent for the

work

— your friend s feeling when’

doing the work

Example :

A : what kind of volunteer work are you taking in?

B: I am helping people in mountainous areas

A: What exactly are you doing?

B: I am teaching the children to read and write and

giving them money

A: How often do you take part in ?

B: I often do my volunteer work on summer holidays

A: Do you spent all your summer holiday doing

volunteer work?

B: I often spend a month

A: How do you feel about the work?

B: I enjoy the work very much

A : Why ?

B: BecauseI love helping people

-T asks Ss to work in pairs to make a simmilar

conversation

T summerises the main point of the lesson

T asks Ss to write some things about volunteer work Do at home

I Objectives: By the end of the lesson, Ss will be able to know how to write a ‘thank-you’

letter

II Materials:

- Lesson plan, chalk and board

- posters

III Anticipated problems:

- Some Ss may have difficulty in writing

6-8’ Warmer Game: Making a list

- Divide the class into 2 teams

- Give a limit of time in 5 minutes

- Ask groups to make a list of the expressions about gratitude

- The group has more expressions will win

Teams

10;

Before you write

T gives Ss the format and the language tips of a

- Stating the usefulness of the service/ gift / work

- Expressing gratitude / thanks again

- Writing a social note

We find very useful

- Thank you again for

While you write

T asks Ss write a thank-you letter following the

format and the tips

T goes around to watch them and give their a help

if necessary

Suggested letter:

Ha noij October, 10 th ,2008 Dear Nga.

I am writing to thank you for what you have

done to our school during your stay in this

remote village We appreciate your precious

help.

The clssrooms now look clean and tidy Thanks’

to this , our children can study in those spacious

classrooms with convinient facilities.

Once again, we are extremely thankful for your

special help and care.

Individualwork

We wish you good health and great success

We are looking forward to seeing you soon

Sinnerely Yours Nguyen Phu Hung

5’ Before you writeT collects some papers to tell in front of the class

T tells the typical mistakes if Ss meet Whple class

T summerises the main point of the lesson

T asks Ss to write a thank-you letter Do at home

v.The self evaluation after class

………

………

………

………

………

vice principal professional professional head ……… ………

……… ………

……… ………

……… ………

……… ………

Period:20 Prepare:26/12/2011 Date of teaching;31/12/2011

THE PASSIVE VOICE (1)

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

- know how to change from active sentence to passive sentence.

- practise the passive sentences in some tenses.

II Materials:

- textbook, chalk and board.

- Handouts.

III Anticipated problems:

- Some students may have difficulty in changing from active sentences to passive sentences.

IV Procedure:

1.Organization

2.Check old lesson

3.New lesson

Stages &

Tme

arrangement Warmer

2’ Jumbled words- Give 2 jumbled words.

 SEAPVSI (Expected: PASSIVE)

 STACVI (Expected: ACTIVE)

- Call 2 Ss to go to the board to find the correct words.

- Other Ss do it themselves.

Transition: - Yes, we have 2 ways to express our ideas: active voice

or passive voice Today, we will learn about the passive voice.

will + be + P II By + Object Eg: A new road will be widened this year.

had + been + P II By + Object Eg: The door had been locked before they went out.

2 The By prepositional phrase is included only if it is

T-Ss

Subject Be (Tense) + PII By + Object

important to know the performer of the action.

3 The By prepositional phrase must be omitted when it has common meaning ( people, them, everyone … )

Practice

2o’

Completing the sentences (Exercise 1, p 31)

- Ask Ss to do the exercise individuals.

- After finishing, compare with a partner.

- Ask 1 student do it on the board.

- Go over the answer with the class.

Expected answers:

1 are caused 2 is … called 3 are used 4 are taught

5 are woken 6 Am … invited 7 is played 8 is eaten

9 is made 10 is spoken

Pairs

Productin

10’ Changing into passive voice- Give each student a handout.

- Ask them do the task.

- Go around for help if necessary.

- Go over the answers with the class.

Change these sentences into passive voice Use By … if necessary.

1 Shakespeare wrote ‘Hamlet’

2 They have arrested her for shoplifting.

3 They are repairing your car now.

4 People in Chile speak Spanish.

5 Has anybody asked Peter?

6 My mother made this ring.

7 Electricity drives this car.

8 Somebody will tell you where to go.

9 A drunken motorist knocked her down.

10 Liverpool beat Manchester 3 – 0 yesterday.

Expected answers:

1 Hamlet was written by Shakespeare.

2 She has been arrested for shoplifting.

3 Your car is being repaired now.

4 Spanish is spoken in Chile.

5 Has Peter been asked?

6 This ring was made by my mother.

7 This car is driven by electricity.

8 You will be told where to go.

9 She was knocked down by a drunken motorist.

10 Manchester were beaten 3 – 0 by Liverpool yesterday.

Individuals

Homewok

3’ Exercises- Do all the exercises in the textbook Individuals

v.The self evaluation after class

………

………

………

………

………

period:21 Prepare; 9 / 1 / 2012

Date : 14/1/2012

Grade 11

THE PASSIVE VOICE (2)

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

- change the passive verbs with 2 objects.

- use the passive with modal verbs.

- use the passive with to-infinitives.

- know how to use some special structures in passive voice

II Materials:

- textbook, chalk and board.

- Handouts

III Anticipated problems:

- Some Ss may have difficulty in distinguishing the received and affected objects.

- Stick on the board 5 cards with verbs and

5 cards with their passive voice.

- Ask Ss to work into 2 teams (A and B)

- Tell the teams to take turns to choose the numbers which have the passive suits with the verb, the team scores 1 point If not, the cards will be turned face down again Ss continue until all the cards are turned down.

- The team that has more points will win.

- Declare the winner.

Eg: The headmaster gave Long a prize

S V O Recv O Aff

- Such verbs as these can have 2 possible passive structures When the speaker / writer wants to focus on the received Obj., they make it the subject of the passive.

Eg: Long was given a prize by the headmaster.

- When the speaker / writer wants to focus

on the affected Obj., they make it the subject of the passive clause.

Eg: A prize was given to Long by the headmaster.

Common verbs with 2 objects:

Bring, buy, cost, give, leave, lend, make, offer, owe, pass, pay, play, promise, read, refuse, send, show, take, tell, wish, write.

Presentation 1: The passive with modal verbs

Production Sentence Transformation

- Give each student a handout.

- Ask them do the task.

- Go around for help.

- Go over the answers with the class.

Rewrite these sentences which do not change the meaning to the 1 st one:

1 My father bought me a bike in my birthday.

Presentation A Get / Have something done

- The meaning of passive in English can also be expressed by the structure get / have + noun group + P II which is known

as get / have something done The structure get something done is mainly used in informal spoken English.

Structure:

a Get + somebody + to do something

 Get something done

Eg: We get them to repair our car.

 We get our car repaired.

b Have + somebody + do something

 Have something done

Eg: They have me clean the house.

 They have the house cleaned.

B It is said …

- Sometimes we use ‘It’ with the passive verb: It + be + P II to express our caution about the fact.

S 1 + Verb (tense1) + (that) + S 2 + Verb (tense2 )

+ …

T-Ss

 It + be (tense1) + P II + that + S 2 + Verb

(tense 2) + …

 S 2 + be (tense1) + P II + to-V 2 … ( tense1 = tense 2 )

 S 2 + be (tense1) + P II + to have + P II … ( tense1

tense

 S 2 + be (tense1) + P II + to be + V-ing … (tense2

in progressive) Eg: People said that he won 3 gold medals in the Games.

 It was said that he won 3 gold medals in the Games.

 He was said to win 3 gold medals in the Games.

v.The self evaluation after class

………

………

………

………

………

………

The 2 nd period:22 Prepare; 30 / 1 / 2012

Date : 4/2/2012

Grade 11

PARTICIPLES

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

- know how to use present and past participles

- distinguish gerund and present participle

II Materials:

- textbook, chalk and board

- handouts

III Anticipated problems:

- Ss may have difficulty in distinguishing present participle and gerund

IV Procedure:

1.Organization

2.Check old lesson

3.New lesson

Warmer Recognition

- Give Ss a handout of 2 sentences

- Ask them to name the underlined words in each sentence

- Give comments Handout

1 I’m teaching English now

2 I’ve taught here for 10 years

Expected answers:

1 Present participle

2 Past participle

Individuals T-Ss

Presentation Introduction

The English participles have 2 forms: the –ing form, which is called Present Participle, and the –ed form, which is called Past Participle Both forms are derived from verbs

T-Ss

1 Form :

 Present Participle: V-ing

 Past Participle: V-ed / V3rd column in

- as adjectives

We love the sight of running water

- as a verbWalking in the park, I saw a bird building a net

- after verbs of perception such as see, look at, hear, feel, smell, notice, observe, watch, listen to, …

 Past Participles are used:

- in Perfect Tenses

He had moved to London before

we met each other again

- In Passive VoiceEnglish is spoken all over the world

- in Reduced Relative ClausesThe room swept carefully is for him

- It is necessary when there is an interval of time between 2 actions

- It is also used when 1st action covered a period of time

9 burning – burning10.touching

Production Combining Sentences

- Give Ss a handout and ask them do the task

- Change their answers to a partner and peer-correct

- Go over the answers with the whole class

Join each of the following pairs of sentences,

using an appropriate participle (present, past

4 The animal removed all the traces of his crime He left the building

7 He had spent all his money He decided

to go home and ask his father for a job

9 She didn’t want to hear the story again

She had heard it all before

v.The self evaluation after class

THE PAST SIMPLE AND THE PAST PROGRESSIVE,

I.Aim: By the end of the lesson, Students will be able to review and use the past tenses.

II.Teaching aids: lesson plan, handouts, blackboards.

- Affirmative: S + V2/ed… S + was/were ……

- Negative: S + did + not + V … S + was/were + not …

- Interrogative: Did + S + V … ? Was/Were + S … ?

2 Use

a Diễn tả một hành động xảy ra trong quá khứ xác

định rõ thời gian (yesterday, ago, last…… , in the past, in 1990)

Ex: - My father bought this house 10 years ago.

- Mr Nam worked here in 1999.

b Diễn tả một loạt các hành động xảy ra liên tiếp

trong quá khứ.

Ex: - Last night, I had dinner, did my homework, watched TV and went

to bed

- When she came here in 1990, she worked as a teacher.

II THE PAST PROGRESSIVE TENSE

1 Form

- Affirmative: S + was/were + V-ing…

- Negative: S + was/were + not + V-ing …

- Interrogative: Was/Were + S + V-ing … ?

2 Use

a Diễn tả một hành động xảy ra ở một thời điểm

trong quá khứ.

Ex: They were playing chess at 4 o’clock yesterday.

b Diễn tả một hành động đang xảy ra có một hành

động khác xen vào trong quá khứ (when, while, as) Hành

động đang xảy ra dùng thì Past Progressive, hành động xen

vào ra dùng thì Past Simple.

Ex: - I was studying my lessons when he came.

- We saw him while we were walking along the street.

* EXERCISE

Choose the best answer to complete each sentence.

1) You your new hat when I you

yesterday.

A were wearing/ had metB wore/ had met

C wore/ was meeting D were wearing/ met 2) As I the glass, it suddenly into two pieces.

A cut/ broke B was cutting/ broke

C cut/ was breaking D.was cutting/ had broken 3) A burglar into the house while we television.

- Review the form, the use

of the past simple and past

progressive.

oo

- Get Ss to do the exercise

- Ask Ss to choose the best answer to complete each sentence.

A broke/ were watching B broke/ watched

C had broken/ watched D broke/ had watched 4) It was midnight Outside it very hard.

A rains B rainedC had rained D was raining

* EXERCISE

Put the verbs in parentheses into the correct tense.

1) While Diana (watch) her favourite TV

programme, there (be) a power cut.

2) Who (drive) the car at the time of the accident?

3) I (do) some shopping yesterday, when I

(see) your friend.

4) What you (do) when I (come)

to your office yesterday?

- Ask Ss to put the verbs in parentheses

I.Aim: By the end of the lesson, Students will be able to scan for specific information about party.

- To help them improve reading skill.

II.Teaching aids: Textbook, blackboard, poster…

III.Anticipated problems:

- Ss may have difficulty in reading and answering questions

IV.Procedure:

Read the passage and choose one correct answer for each

question.

PREPARING A DINNER PARTY

Giving a dinner party is a wonderful way of entertain people.

You can also make new friends and give others the chance to get

to know each other better.

It needs planning, though First, make a guest list, with

different kinds of people and a mixture of women and men.

Don’t invite couples because they aren’t so much fun.

When you know who can come, find out what they like to eat

and drink Note down any who are vegetarians, or who can’t eat

or drink certain things for religious seasons.

Then plan their menu Include a first course, a choice of

main courses and a dessert, plus lots of people’s favourite drinks.

The next thing to do is the shopping Make sure buy more

than enough of everything, and that someone can help you carry

it!

On the day, start cooking early Give people appetizers like

Greek mezze or Spanish tapas, so they don’t get hungry if they

have to wait Serve the delicious meal, sit down with your quests

and have a good time – you’ve earned it!

1) Which of the following is NOT mentioned as the purpose of

giving a dinner party?

A to entertain people B to make new friends.

C to get people to know more about their host and hostess.

D to help people to know each other better.

- Get Ss to read the passage and

do the Multiple Exercise

1 C to get people to know more about their

hostess.

2 A husbands and wives.

3 B a supper

2) when giving a dinner party, you should NOT

invite

A husbands and wives B those who are

vegetarians C both women and men

D those who can’t eat or drink certain things.

3) The menu should include these EXCEPT

A a first course B a supper C a dessert D main

courses

4) According to the passage, starters should be

served

A because the guests want to have a good time together

B because the guests like eating them

C because the guests want to eat them while having to wait

D because the guests may be hungry while having to wait

5) What should you do while the guests are having their evening

meal?

A Stand beside the guests without doing anything

B Sit down with the guests and have a good time.

C Sit down with the guests to show your politeness

D Only serve the guests with the food.

4 D because the guests may

be hungry while having

to wait

5 B Sit down with the guests and have a good time.

DEFINING AND NON - DEFINING RELATIVE CLAUSES

I.Aim: Review two grammar points: defining relative clauses & non defining relative clauses

II.Teaching aids: textbook, posters

III Anticipated problems:

Ss may mistake : defining relative clauses & non defining relative clauses

1 Defining relative clause (Mệnh đề QH xác định và MĐ QH

không xác định): Who, Whom, Which, That, Whose/of which.

Vật Which/That Which/That Whose/of which

Ex: I don’t like people who/that talk a lot.

2 Non-defining relative clause (MĐ QH không xác định)): Who,

Whom, Which

heọ coự: this/that/these/those/my/her/his …

- Tửứ quan heọ laứ teõn rieõng hoaởc danh tửứ rieõng.

Danh tửứ ủửựng

Vaọt/ẹoọng vaọt Which Which Whose/of which

Ex: My father, who is fifty years old, is a goldsmith.

[trong caõu naứy, neỏu boỷ ủi meọnh ủeà who is fifty years old,

thỡ caõu vaón roừ nghúa, khoõng aỷnh hửụỷng ủeỏn nghúa cuỷa caõu

vỡ My father ủaừ roừ nghúa ro i] à

* EXERCISE: Circle the best answer for each sentence.

1) I cannot tell you all I heard

A which B that C as D because

2) I can answer the question you say is very difficult.

A which B whom C who D whose

3) This is Mr Jones, invention has helped hundreds of deaf people.

A which B that C whose D whom

4) This school is only for children first language is not English.

A who B whose C which D that

5) Tom, sits next to me, is from Canada.

A that B whom C who D whose

6) The reason I left is I was bored.

A why B that C day D what

7) The building whose walls are made of glass is the place I work.

A which B where C that D what

8) With our senses, we perceive everything .

A is around us B that is around us

C whom is around us D whose is around us

9) The volunteers, enthusiasm was obvious, finished the work quickly.

A who B whom C whose D that

10) Many scientists have claimed that like music are often good at

mathematics.

A children B children who C children whom D whose children

11) Do you remember the time we first visited London.

A which B when C that D on that

12) My friend, I visited lask week, is taking a holiday soon.

A that B whom C which D whose

13) The doctor re examining a patient was taken to hospital last night.

A which B who C whom D whose

* Put in a relative pronoun who, which, where, whose , or that

14) The house _ I lived as a child has been pulled down now.

15) Stop him He’s the man _ stole my wallet.

16) There are many people _ lives have been spoiled by that

factory.

17) Is that the button _ you pressed?

18) Could everybody _ luggage has got please stay here?

19) The man _ I saw last week said something totally different.

20) They have invented television set is a small as a watch.

21) My grandmother, _ was an extraordinary woman, I lived to

introduces

examples &

Ss to read them & then

distinguish the

differences between defining relative clauses and non-

defining relative clauses T explains T reminds

forget the comma before non defining relative clause

- Ask Ss to circle the best

answer for each

sentence.

who, which, where, whose, or that

v.The self evaluation aftr class

DESCRIBING INFORMTION FROM A CHART

I.Aim: By the end of the lesson, students will be able to read the information from thechart and write a description from a chart

II.Teaching aids: hand outs, posters

III Teaching aids: Textbook, the black board…

I WARM UP: Questions

1 Are you interested in the energy

consumption in your family? Your

country?

2 Do you know how much energy your

country consume in a year?

Lead in: To know how to read and write

a chard of energy consumption, we will

study the lesson today.

II PRE-WRITING:

* Hang the chart on the board and

explain the information in the chart

- Based on the chard in the textbook

on page 130 Ss write a description of

1

* Activity 1:

The total energy consumption in 2005

was over 140 million tons/under 160

million tons Nuclear and

Hydroelectricity made up the largest

amount of this figure There was nearly

as much petroleum used as coal which

only made up the smaller proportion of

the total about 41 million tons.

- Move around to give help

- When Ss have finished, ask them to exchange their writings, comparing and giving corrections.

- Have SS work in pairs to describe the chart, using similar function of language.

- Ask Ss to compare the amount of energy consumption in the two years

Teaching of date; 08/03/2012

Period: 27

I.Aim: By the end of the lesson, Students will be able to review and use the

tenses, pronunciation of “-s/es” ending

II.Teaching aids: lesson plan, handouts, paper, blackboard.

Review some grammar structures

activities

10

The pronunciation of the ending s“ ”

The basic rule:

a “s” is pronounced /z/ after voiced sounds (except

-gets ss to putthe verbs in

-put theverbs in

THE TENSES &

10

10

z, , )

E.g: bags, kids, days…

b “s” is pronounced /s/ after voiceless sounds (except

s, , ) )0))))

E.g: bats, kits, dates…

c “s” is pronounced /IZ/ after z, s, , , , )

E.g: washes, kisses, oranges…

I Write /s/, /z/ or /iz/ to show how the –s ending is

pronounced :

churches

II Choose the best answer among A, B, C or D to

complete each sentence

1 How long ago Susan?

A have you been seeing B you saw

C did you see D would you see

2 On the first of next month, he ……… in prison for

five years

A will have B will be being C will have been

D has had

3 "Did Susan have a chance to get in touch with you?"

"Oh, yes, she me up last night."

A has called B called C had called D

the correctending

pronunciations

-asks ss tochoose thecorrect tenses

-Has Ss findthe errors andcorrect them

the rightcolumn/s/, /z/,/iz/

4 Every evening since last Christmas, I my dog

out for a walk in the park

had taken

5 He for a job for some weeks before he

found one

C would have been looking D had been looking

6 This is the first time I the experiment on

plant breeding

did

7 Listen! The telephone

A ring B rings C is ringing

IV Rewrite the following sentences without changing

their original meanings.

1 He has done this business for 20 years

A.He started doing this business for 20 years.

B He has started doing this business for 20 years.

C.He started doing this business 20 years ago.

D.He started doing this business for 20 years ago.

2 John has played football for 10 years

A John began to play football 10 years ago

B John began to playing football 10 years ago

C John has been played football for 10 years

D John began playing football for 10 years ago

3 I first started to play the guitar when I was sixteen

A I have played the guitar when I was sixteen

B I have been playing the guitar since I was sixteen

C I have started the guitar when I was sixteen

D I have started the guitar since I was sixteen

4 We have been cooking for the party for four hours

A We didn’t start cooking for the party until four

B We started cooking for the party four hours ago

C We have four cooks for the party

D We have been starting to cook for the party for four

hours

5 Six years ago we started writing to each other

A We’ve been writing to each other for six years

B We’ve been writing to each other since six years

C We’ve used to write to each other for six years

D We used to write to each other for six years

IV.Homework: Review tenses

V/The self evaluation after class

Period: 28 READING- PRONUNCIATION .

I.Aim: By the end of the lesson, Students will be able to read and do some

exercises about the related topic

II.Teaching aids: lesson plan, handouts, paper, blackboard.

Review some grammar structures

activities

Ss’ activities

25 I Read the passage carefully and then choose the best

answer.

Mrs Brown had a small garden behind her house,

and in the spring she planted some vegetables in it She

looked after them very carefully, and when the summer

came, they looked very nice

One morning, her son ran into the kitchen and

shouted, “Mother, mother! Come quickly! Our

neighbour’s ducks are eating our vegetables! ”

Mrs Brown ran out, but it was too late! All the vegetables

were finished Mrs Brown cried, and her neighbour was

very sorry, but that was the end of the vegetables

Then a few days before Christmas, the neighbour

brought Mrs Brown a parcel In it was a beautiful, fat

duck, and on it was a piece of paper with the words

“Enjoy your vegetables!”

1 Mrs Brown began to plant vegetables in the garden

………

A in front of her house B behind her neighbour’s house

C behind her house D behind the pond

2 Her vegetables looked very nice ………

A about three months later B when the spring came

C when Christmas came D one morning

3 The vegetables ……… one morning

A were sold to the neighbour

B were picked by Mrs Brown’s son

-delivers handout to Ss

-gets feedback

-read the passage and choosethe correct answer to the

C were dried by the summer

D were eaten by the neighbour’s ducks

D when her son wanted to eat the vegetables

5 There was ……….in the parcel

A a duck B a nice duck and a note

C a duck and some vegetables D only a piece of paper

II Read the passage and choose the part (A, B, C or D)

that best fits each numbered blank.

“My home is in the air – I do an enormous amount

of traveling It is a fast life and full of work, but I like it

and that is the only way (1) ………… me Everything is tiring

– music, traveling – but what can I do? I am not (2) …………

to complaining It is hard to imagine now that I will ever

be very long in one place My home town is on the

Caspian Sea There is sea, wind, sun and too many

tourists and hotels I have my own flat with four or five

rooms, but I am seldom there If I am there for a day or

two I prefer to (3) ………… with my mother and

grandmother They live in a small house, (4) ………… it is

very comfortable and my mother cooks for me I like

good, simple food

I have no wife, no brothers or sisters and my father

died when I was seven He was an engineer and I don’t

(5) ………… him very well He liked music very much and

wanted me to become a musician.”

Choose the whose bold part is pronounced differently from that of others

6.A7.D8.D9.C10.A

III.PHONETICS:

1: A- desks B- maps C- plants D- chairs

2: A- crops B- farmers C- vehicles D- fields

3: A- books B- hats C- stamps D- clubs

4: A- horses B- chooses C- roses D- rises

5: A-grapes B- roofs C- hats D- chairs

6 A decided B stopped C washed D laughed

7 A summers B exams C countries D houses

8 A hopes B takes C tastes D arrives

9 A worked B forced C caused D matched

10 A chairs B hats C grapes D roofs

1 A.reserved B.locked C.forced D.touched

D.style

4 A character B mechanic C Chemistry D parachute

5 A cooked B watched C washed D decided

6 A scary B category C vacancy D apply

7 A remember B recommend C relate D reduce

8 A challenge B chance C achievement D scholarship

9 A roofs B chairs C grapes D hats

I.Aim: By the end of the lesson, Students will be able to do some exercises, write their

family rules about the related topic

II.Teaching aids: lesson plan, handouts, paper, blackboard.

III.Method:

IV Procedure:

1 Organization

2 Check up

3 Newlesson

*Teacher introduces ;

Review some grammar structures

activities activities Ss’

10

10

I Rewrite the second sentence beginning with the words given, so

that it means the same as the first.

1 When I was small, my parents didn’t have enough money to buy

me lots of new clothes

When I was small, my parents couldn’t afford ………

………

2 They would never let me forget to do my homework

They always reminded

………

3 They always refused to allow me to bring friends home

They never let ……… ………

4 They told me to come home at ten o’clock every night

They made ……… ………

5 My parents hope that I will be like them

My parents would like ………

………

Keys:

1 When I was small, my parents couldn’t afford to buy me lots of

new clothes.

2 They always reminded to do my homework.

3 They never let bring friends home.

4 They made come home at ten o’clock every night.

5 My parents would like me to be like them.

II Read and complete the following text with words and phrases from

the box

truth taped arguing

behave family rules respect

Every home should have its own set of (1) ………… Family rules

simplify explanations, clarify expectations, and create a safe

environment for family, children and their friends My mom has

her own list of family rules (2) ……… to the refrigerator These

rules have served our family well over the years My mom has also

made it clear to us that the family rules follow us wherever we go

These are not just rules for us to follow at our house They are

family rules They represent our family wherever we go, and my

-gets Ss

to rewritethe

sentences

-gets Ss

to choosethe correct words to complete the

- complele the

sentenceswith the words at the begining

1 family rules

2 taped

3 behave

4 truth

25 parents expect us to (3) ……… accordingly

Here is my mom’s list

1 Tell the (4) ………

2 Treat each other with (5) ………., without yelling, hitting, kicking,

or name-calling

3 No (6) ……… with parents We want and value your input and

ideas, but arguing means you have made your points more than

once

III Write a letter to tell a friend about how to use the family

television You can begin your letter with:

Every home has its own family rules about how to use the

5 respect

6

arguing

-write and compare with eachother

V/The self evaluation after class

THE TENSES & “-ed” ENDINGS

I.Aim: By the end of the lesson, Students will be able to review and use the tenses,

pronunciation of “-ed” endings

II.Teaching aids: lesson plan, handouts, paper, blackboard.

Review some grammar structures

The pronunciation of the ending ed“ ”

The basic rule:

a verbs ending with “ed” are pronounced / d / after

voiced sounds (except / d / )

E.g: rained, arrived, explained…

b verbs ending with “ed” are pronounced / t / after

voiceless sounds (except / t /)

E.g: walked, jumped, missed…

c verbs ending with “ed” are pronounced / Id /

after / t / and / d /

E.g: wanted, needed, mended, started…

I Write /t/ , /d/ or /id/ to show how the – ed ending

is pronounced:

5 prepared 6 watched 7 helped 8 asked

9 looked 10 tolerated 11 needed 12

collected

13 stopped 14 laughed 15 talked 16 wanted

17 demanded 18 rented 19 agreed 20

II Choose the best answer among A, B, C or D to

complete each sentence

1 Vietnam ……… rice to other countries

A exporting B exports C export D to

export

2 We were trying a new kind of dye ………

A when the accident happened C when the

accident happens

B while the accident happening D while the

accident is happen

3 I have not heard from him since we

A last meetB have last met C last met D met last

4 This is the first time I here

A am B have been C was

D be

5 I know that he in this factory at this moment

-gets ss to putthe verbs inthe correctending

pronunciations

-asks ss tochoose thecorrect tenses

-Has Ss findthe errors andcorrect them

-put theverbs inthe rightcolumn/t/, /d/, /id/

A works B has worked C is working

7 Peter in Paris when I saw him last

A was working B is working

C has worked D has been working

III Choose the underlined word or phrase that needs

drink a public bar

3 The country air are fresh, moreover, it is not

children have to travel into the town

5 Jim was having dinner at a restaurant when Henry

was coming in

A B C

D

IV Rewrite the following sentences without changing

their original meanings.

1 This is the first time she has ever eaten sushi

A She has ever eaten sushi before

B She has never eaten sushi before.

C Never she has eaten sushi before

-gets SS tochoose thesentences thatbest rewritethe originalsentences