LESSON PLAN GRADE 11

VIET ANH INTERNATIONAL SCHOOL Writing date: Period 21: UNIT 4: VOLUNTEER WORK LISTENING Objectives: By the end of the lesson, the students will be able to: - listen for specific informat[r]

Writing date:

READING

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

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

suspicion

 Skills: Reading, Speaking

 Teaching aids: textbook, pictures

-Ask Ss to give the adjectives describing

features of a good friend

Generous

sincere

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

friends in our lives Today, we’ll know

more about friendship through reading the

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

of being sorry for sb, showing that you care

->What’s the noun of “ suspicious”?

*Checking vocabulary: What & Where(3’)

II WHILE-READING: (15’)

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

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

Read the passage quickly & tick the words in Warmer appearing in the passage

+Ask Ss to work in groups of 4 or 5.

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

3, p.15)

+Divide class into 2 groups A & B

+Group A answer the first questions, group

B answers the rest (Pair work)

+Closed pairs- Open pairs

III POST-READING (8’) *Discussing the question “Why do we

need to have friends?”

+ In groups of 4, ask Ss to tell what a friend can do for you:

+ in your studies+ when you are in need

IV HOME WORK (2’) -Do Task 1, p.14

-Prepare Period 3 – Speaking

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

* Skills: speaking, listening

* Teaching aids: pictures, role cards

PROCEDURE

Teacher ‘s activities Students’ activities

I PRE-SPEAKING:

* Warm-up:

Matching the adjectives from the box with the

parts of the body they can be used to describe

1 crooked (adj.): (picture)

2 hospitable (adj.): welcoming guess/

visitors friendly

3 generous (adj.): (translation)

4 quick-witted (adj.): intelligent

II WHILE-SPEAKING:

Task 1: (Using the chart in the warm-up

In groups of 4, ask students to describesome people in the picture given by the

activity )

Task 2:

Call some groups to report their results to

the class

teacher, using the words in the chart

In groups of 4, Ss discuss and choosethe characteristics they think the mostimportant, and give their reasons

III POST-SPEAKING: Interview

 Make role cards and deliver to students

(see textbook)

 Before students start, ask them to agree

upon the basic profile of the friend

- his/ her name

- date of birth

- his/ her physical characteristics

- his/ her hobbies

- his/ her personalities

Pair work:

 Ss can use suggestions given to askand answer, using the followingcue cards

 - why he/ she is interested in Math

- how much time he/ she spends onMath

- what makes him/ her a good friend

- what made him/ her successful

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

IV HOMEWORK (2’)

* Lexical items: sense of humor

* Skills: listening, writing & speaking

* Teaching aids: tape scripts, handouts & cassette player

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

->He has good sense of humor

*True/ False prediction:

-Deliver handouts

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

-Group B has to guess who the student is

- In pairs, Ss predict if the following sentences are true or false (See Task 1, p.18)

II WHILE- LISTENING (20’)

Task 1: True/False statements (8’)

-Ask Ss to listen to the tape twice & check

their exercises in prediction activity

-T’s feedback

Task 2: Fill in the table (12’)

-Deliver handouts (See textbook, p.18)

-T’s feedback

-Keys:

*Lan’s talk: 1.F 2.F 3.T 4.F

5.T 6.F-*Long’s talk: 1.F 2.F 3.T

4.T 5.T 6.T

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

How and where they met What they like about their friends

Lan - They used to live in the

same residential area in Hanoi

- Lan went on a holiday to

Do Son and Ha went there

to visit her

- Ha’s very friendly and helpful

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

Long - They met in college

- Minh played the guitar, Long was a singer

- They worked together

- Minh has a sense of humor

- Minh likes to go to plays and movies

- Minh is a good listener

- Minh is friendly and helpful

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

friends+ how & where they met.

+ what they like about their friends

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

friend

Writing date:

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

+ make an outline of the ideas to describe a friend+ write a paragraph describing a friend’s characters with supporting details for each character

a My mother gets up at 6 every day and never stops working until dinner-time

b Minh never wants to share anything with us Whenever I ask him for help, the only answer I get is

“Why do I have to do it for you?”

c It’s nice to be around with Tam forhis polite and friendly manner

d He’s very close to us Though he’sour teacher, he treats us almost like his friends

e I like working with Lan She always tries her best to finish her part

of the work

f She is a lively person who engages

in almost all the community activities

g I love spending time with Linh andseeing her broad smiles

h My friend spends a lot of time learning She is one of the best students in our class

i Trust him He doesn’t say morethan what he has thought or done

- good-natured-quick-witted

III WHILE-WRITING

1 Making outline (10’)

-While Ss are writing, T goes around the

class to see how well Ss work and whether

they need some help

-Ask 2 groups to write their outlines on the

-While Ss are writing, T goes round to see if

anyone needs help

-Ss to make an outline of a paragraphdescribing a friend, use the

information they’ve just discussed in brainstorming activity

-Ss work in groups of 4

-Ss to give remark

-Ask Ss to write the paragraph into their notebooks

Writing date:

LANGUAGE FOCUS

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

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

+know how to use to-infinitive or bare infinitive

*Lexical items:

*Skills: Speaking, listening& writing

*Teaching aids: Handouts, textbook

-Call some Ss to pronounce the words

-T reads sentence S (See textbook) & Ss

underline the words containing the

1 Infinitive with “to” (10’)

-T shows some books and ask:

-> What do you read books for?

->Expected answer:

* We read books to get information

-Use pictures of two happy faces & ask

Ss to complete the sentence

T: Who can complete the boy’s sentence?

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

in 3 minutes

Group A Group B/d…/ /t…/ /d…/ /t…/

Jam Children

chair

orange church…

- Ss to give the form:

Noun/pron + to-infinitive Adjective

- Ss to match the words in column A with those in B to make meaningful sentences

S: I’m happy to meet you.

* Practice:

- Ask Ss to put the words in the correct

order to make complete sentences with

infinitive with to

- Ss work individually

- Have some Ss write their sentences on

the board

- The other Ss correct the mistakes

2 Infinitive without to: (10’)

*Practice:

-T’s feedback

3 Free-practice: (10’)

Verb + Object + bare-infinitive

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

“make”

- Expected answers: watch, let, feel, notice

-Ss To rewrite sentences, using the words

Ex: - I was glad to meet her

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

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

friends, using infinitive with/ without to.

Writing date:

PERIOD 6: UNIT 2: PERSONAL EXPERIENCES

READING

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

- learn some vocabulary about personal experiences

- understand the passage

- to use the vocabulary to tell about their own personal experiences

Lexical items: idol (n); glance (v); sneaky (adj); embarrassing (adj); make a fuss (exp)Skills: reading, speaking, listening, writing

Teaching aids: pictures, handouts, textbook

PROCEDURE

Teacher ‘s activities Students’ activities

I PRE-READING:

1 Warm up: (pair work) (5’)

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

- lead-in: Have you involved in the

situation in which you don’t know what to

do?

2 Teaching voc: (10)

- idol (n): (example): thần tượng

Ex: Who’s your favorite singer

Hong Nhung

Hong Nhung is your idol

-glance (v) (miming): liếc mắt

- sneaky (a) (situation): lén lút

 What would you do if you couldn’t do

your test?

Copy

 What’s your attitude?

Be afraid of the T and look sneaky

- embarrassing (adj) (synonym ) =

confusing (adj): bối rối

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

(explanation): làm ầm ĩ

S.o complains noisily about s.t

she/he doesn’t like

3 Checking voc: (handout) (3’)

Ss to discuss what’s happening in eachpicture and then asks Ss to predict theorder of 6 pictures

Gap- filling (Task 1 / p.24) (individuals)

Key: 1 glanced 2 making a fuss

3 embarrassing

4 idol -5.sneaky

II WHILE-READING:

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

pictures of the events (on the board) in

the order that they happen in the story

(correct the prediction in warmer )

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

Activity 2 Multiple choice (5’)

1 The writer’s most embarrassing

experience happened when she was

A a teacher

B a junior high school

Individuals

C a senior school student

2 She wished to have a like the

one of her pop idol

A a red dress

B a red floppy cotton hat

C a pair of red shoes

3 She bought it with the money

A her father gave her

B she picked on the street

C She took from a school boy’s bag

3 Activity 3 (Task 3/ p 24)

Comprehension questions (pair work )

-Ss read the passage again and answer the

following questions

1 Why did her father give her some money

on her birthday?

2 What did she see in the boy’s bag?

3 Why did she decide to take the money

from the boy’s bag without saying anything

about it?

III POST-READING: (7’)

Discuss the question: What would you do if

you were the writer?

V HOMEWORK: (3’) - Prepare for speaking

-Write about their own experiences

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

*Skills: speaking; listening; writing; reading

*Teaching aids: textbooks; pictures; handouts

PROCEDURE

Teacher ‘s activities Students’ activities

I PRE-SPEAKING

1 Warm-up: (5ms) Hangman

Teacher asks Ss to think of a word

containing 10 letters, you can guess 2

Ex: Mary comes from England

She speaks English as a native speaker

- (to) affect (v) (example) ảnh hưởng

Ex: Smoking is harmful to our health It

means smoking ……….badly our health

→ affects

- turtle (n) (picture) con rùa

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

Key words: EXPERIENCE

Teacher calls some pairs to perform the

dialogue in front of the class

Teacher sticks a poster with the completed

dialogue

Teacher asks Ss to pay attention to the tense

of the verb <Simple past >

Key answers:

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

Ss put the conversation in the correct order by numbering the expressions (Task 2, textbook, P.26 )

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

Ss to pay attention to the questions: Have you ever …… ?

How did it happen?

When did it happen?

How did the experience affect you?

III POST- SPEAKING: (13ms)

Ask Ss to use the questions above to talk

about their own past experiences, using the

cues in task 1

IV HOMEWORK: (2ms) exerciseWrite down your own dialogue in the

Writing date:

PERIOD 8 UNIT 2: PERSONAL EXPERIENCES

LISTENING

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

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

* Teaching aids: picture, cassette, chart, handouts

PROCEDURE

Teacher ‘s activities Students’ activities

I PRE - LISTENING:

 Warm - up: (5’) (group work):

Describing the picture (p27 - textbook)

 Lead - in (2’)

- Have you involved in or seen a fire?

- What did you do then?

- How did you feel?

 Vocabulary (10’):

- memorable (a) = unforgettable (a)

(synonym): đáng ghi nhớ

- Terrified (a) sợ hãi (example)

Most people feel terrified when they see

- Replace (v) (mining): thay thế

- Gas stove (n) (drawing)

- Embrace (v) (picture): ôm

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

The prisoner ran away after escaping from

the prison

- Protect (v): (explanation)

What do we wear a helmet for?  to

protect our head

Keys:

1 protect 2 embraced 3 memorable 4

terrified 5 screamed 6 replace

7 gas stove 8 escape

Ss look at the picture and say what is happening in it

 Checking vocabulary (5’) (individual) Gap - filling

1 A good pair of shoes will ……… your feet while jogging

2 The child ……….her mother tightly because of fear

3 April 30th 1975 is a ……….day of Vietnamese people

4 I feel …whenever I stay at home alone

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

6 Robots can …….people in some work

7 Remember to turn off the …… right after cooking

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

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

II WHILE – LISTENING

Keys:

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

Ask Ss to put the sentences in right

order to make a completer story

Keys:

Keys:

1 small 2 everything 3 family

4 replaced 5 took 6 appreciate

-b Her most unforgettable experience happened 13 years ago

-d Her house burned down-a The fire started in the kitchen because she forgot to turn off the gas stove

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

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

-e She got away without even a minor burn

3 Activity 3 (5’) Individual (Task 3textbook P28)

III POST - LISTENING (5’) (textbook

P28) Discussion

Christina says that family is more

important than things Do you agree or

disagree with her? Why? Exchange your

ideas with a partner

IV HOME - WORK (3’) Write down your idea (Post - listening) in

the notebook

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

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

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

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

A4 Method: Integrated, Communicative approach

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

whiteboard markers, overhead projector

B PROCEDURE

Teacher ‘s activities Students’ activities

WARM-UP (3 mn)

Look at the pictures or listen to the situations and

answer the questions

T either shows 2 pictures of ‘a man attacked by

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

street’ or gives 2 situations and asks some

questions:

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

picture?

2 How did this affect him?

3 How about the 2nd picture?

4 According to you, how did he feel when there

were a lot of people in the street?

PRE-WRITING (15 mn)

Act.(7mn) Listen to the teacher’s past experience

and do a multiple-choice task

T tells Ss her/his past experience.

‘I’ve had a lot of experiences in my life My

unforgettable experience was just 2 months ago,

when my family spent a summer holiday in Hue

city.

We stayed at a big hotel with 7 floors for three

days My son, a quick and naughty boy likes

taking the lift so we decided to choose a room on

the top floor On the last afternoon of our stay,

while I and my husband were both talking to

each other and stepping into the lift, my son was

putting his left hand into one of the two slots of

the lift I really lost my temper then Immediately,

I grabbed his hand and tried to draw it out of the

slot, but I couldn’t The boy was more and more

Ss: Observe the pictures on board

or listen to the situations givenSs’ answers:

1 He was attacked/bitten by a dog

2 This made him frightened

3 He was slipped

4 He felt embarrassed

Group work (groups of 4)Ss: Observe the pictures of thetask provided and make groupdiscussion before listening

crying, and I began crying My husband, who

prevented me from doing like that, was very

calm He managed to draw his hand out of the

slot At that time, I felt relieved and hugged my

son because I had thought of the worst thing that

would happen to him Luckily, he wasn’t

seriously injured.

This experience made me frightened and pay

more attention to my naughty son Especially, I

find that we should be calm when solving any

problems.’

TASK: Listen to my past experience and then

tick the right pictures related to the story

T has Ss in volunteer groups to give feedback

Act 2 (8m) Write Outline

T asks some questions concerned with the task

and shows a poster with the main points of a past

experience at the same time.

T has Ss give some kinds of experiences (such as

a funny experience, frightening experience, an

embarrassing experience.) before their own

outline.

T has 2 Ss write their own outline of the main

points (shown on poster) on board.

T get Ss to say some sentences beginning a letter

(I’m writing to tell you about my unforgettable

experience; I want to tell you my…)

WHILE-WRITING (15mn)

Write a personal letter about your past experience

T has Ss do their writing and give help when

necessary.

POST-WRITING (12 mn)

Self-correction

T has Ss exchange their written work and

correct some common mistakes.

T-Ss correction

T either has 2 Ss write their own work on board

- Review the usage of past tenses-Write 3,4 sentences with the tenses

or chooses 2 finished sheets and makes

correction by using an overhead projector.

 Skill: speaking, listening, writing, reading

 Teaching aids: textbooks, handouts, poster

 PROCEDURE

Teacher ‘s activities Students’ activities

 WARM - UP AND LEAD - IN: (5’)

Game: T prepares 15 cards containing 15

words and asks Ss to put into correct

T asks Ss to underline the words

containing 3 consonants above and read

the sentences loudly (individual)

1 Good morning I want an apartment in

4 Mr King is singing next door

5 He’s holding a string in his fingers

6 He loves spending his holidays in his

small summer house

III PRODUCTION (5’)

T divides class into 2 groups ands asks Ss

to choose the number and give the word

containing the consonant

B GRAMMAR (23’): Present simple

indicating past time

I PRESENTATION (7’)

T feedbacks and explains: Present Simple

also indicates past time

grandmother (1 invite) _ her to her cottage, so one fine day she (2 set) _ off to visit her The little girl (3 get) ready, (4 wave) _ goodbye to her mother and (5.promise) to be careful On herarm she (6 carry) _ a basket which (7 contain) _a cake her mother (8 bake) specially It (9 be) _ a lovely spring

Keys:

1 invites 2 sets 3 gets

4 waves 5 promises 6 carries

7 contains 8 has baked 9 is

10 is shining 11 are singing 12 is

II PRACTICE: (8’)

Multiple Choice

One fine day, we (1 decide) _ to

go into a jungle We (2 start) _

preparing for the trip at six in the morning,

and (3 leave) _ with two elephants

carrying our luggage It’s a hot day but all

of us (4 wear) shoes and trousers

to protect us from snakes In the jungle,

there is a lot of wildlife but we (5 try)

to find big cats, especially

tigers We (6 climb) _ into the

elephants’ backs to get better view, but it’s

unusual to find tigers in the afternoon

because they (7 sleep) in the

heat of the day Then, in the distance, we

(8 see) a tiger and everyone of

us (9 keep) quiet We (10

creep) nearer and (11 find)

a dead dear, still breathing This

is the tiger’ lunch! Suddenly we (12 start)

_ to feel very frightened

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

1.a to decide b decides

c deciding d decide2.a have started b had started

c start d was starting3.a leave b leaves

c leaving d to leave4.a wears b wear

c wearing d weared5.a is trying b try

c has tried d was trying6.a to climb b climbing

c climb d climbs7.a sleep b have slept

c had slept d was sleeping

8.a see b seen c seeing

d to see9.a has kept b is keeping

c are keeping d keep10.a to creep b creped

c creep d creeping11.a have found b find

c had found d will find12.a starting b starts

c to start d start

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

(using present simple)

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

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

 Skills: writing, speaking, listening, reading.

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

2/ Last night, while I watched T V, my

mother was reading a newspaper

3/ When I arrived, the lecture had

already started

4/ He went out with his friends after he

finished his homework

3/ was working - broke

4/ started - were walking

5/ told - were having

6/ didn’t listen - was thinking

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

doing

8/ had looked - asked - cost

2/ Activity 2: 8’

Exercise 3 / p.31 textbook

Keys: 1/ had eaten - arrived

2/ found - had taken

3/ got - had closed

4/ got - had left

5/ got - had arrived

6/ paid - had phoned

(1) Past progressive + WHEN + Past simple

WHEN + past simple + past progressive

*Expressing an action happening when another action happened in the past

(2) WHILE + Past progressive + Past progressive

Past progressive + WHILE + Pastprogressive

*Expressing two actions happening at the same time in the past

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

Past simple + AFTER + Past perfect

*Expressing an action happenedbefore another in the past

pair work

7/ went - said - hadn’t arrived

8/ had looked - asked - cost

III/ PRODUCTION: 12’

Sentence building

- T uses pictures or cards:

1/ Play football - do homework

2/ Cook the meal - watch T.V

3/ Go shopping - do housework

4/ Have dinner - go to the cinema

- Ss to make sentences, using the three

structures above

Individual

Group work

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

three structures above

Writing date:

READING

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

 Read for gist

 Study some new words relating to the topic: Party

T elicits some information relating to

a party from the Ss

- Have you ever been to a party? 

Expected answer: Yes

- Do you enjoy going to a party? 

Expected answer: Yes

- Could you tell me some kinds of party you

have been invited to?

Lead – in:

T introduces the lesson:

“Today we will learn about some

kinds of parties that people are

celebrating”

I Pre-reading: (10 minutes)

 Pre-teaching vocabulary:

1 blow out (v) thổi tắt

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

her T does the action of blowing out the

candles then asks the Ss:

“What I have done?”  Expected answer:

blow out the candles)

RUB OUT AND REMEMBER

I While reading: (20 minutes)

Activity 1: Task 1:

 Expected answer:

 Ss to work in pairs and read the text again

Ss ask and answer then tick ()

in the right box

 T delivers the hand-outs (taken from the textbook, p.34)

T checks and gives feedbacks

PAIR WORK

 T reminds the Ss that there is only

ONE wrong word

 T calls some Ss to stand up and give

4 wedding anniversary party

5 wedding anniversary party

6 wedding anniversary party

7 birthday partyPAIR WORK

III Post-reading (9 minutes)

PREPARE YOUR BIRTHDAY PARTYTime to start

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

shop…

Number of gueSs coke, cake, candies, milk, …

Foods and drinks Playing games, singing, dancing, taking

photos, … Interesting activities

DISCUSSION

- T asks Ss to work in groups of 5

- T asks Ss to discuss the reasons why

they prefer to celebrate their birthday party at

home / in the restaurant

T checks and gives feedbacks.

II Homework (1 minutes)

Write-it-up:

Write a short paragraph (about 70 

100 words) about the preparation foryour birthday party Using theinformation given in the chart above

Writing date:

SPEAKING

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

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

Skills: speaking, writing

Teaching aids: Textbooks, hand-outs

PROCEDURE

Teacher ‘s activities Students’ activities

I Warmer: (5 mins)

 Brainstorming:

 T divides the class into 2 groups:

Tom and Jerry

T asks each group to choose a

representative to come to the board

T asks Ss to find some words related to

the topic PARTY then write their words

on the board

T checks the Ss' answers

The group that has more correct words will

be the winner

Lead-in:

T introduces the lesson: " Today,

you will learn to talk about the parties

you've been to and how to organize a

T reminds them to use The Past Tense

T calls some Ss to stand up and talk

about their answers

III While-speaking: (20 mins)

Ss to clap their hands

Ss read the list of questions on p 35

Ss choose from the list 5 or 6 questions toanswer

Ss to work in pairs

T asks them to tell their friends about the

party they've been to

T asks them to use the information in the

previous activities

T goes around to check and offers help if

necessary

T calls some Ss to stand up and tell about

the party they have been to

T gives feedbacks

Activity 2: Task 3

PARTY-ORGANIZER'S

COMPETITION

II Post-speaking: (10 mins)

- T asks the Ss to work in

pairs

T gives some cues

- T asks Ss to plan an interesting party

(using the cues) then tell their friends to

invite them to come to that party

- T calls some Ss to stand up and talk

about their parties

- T checks and gives feedbacks

- Ss to discuss in their groups

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

three structures above

Writing date:

LISTENING

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

+ Listen for gist

+ Listen to get some specific information to answer the questions

Lexical items: words related to a party / parties

T elicits some information related to

parties from the Ss by asking the

following questions:

- When do you like to organize your

birthday party, during the day or in the

evening?

- What foods and drinks are often served at

your birthday party? What act …

II Pre-listening: (10 mins)

 T delivers handouts (taken from the

textbook, p.37) T call some Ss to stand up

and give their answers

 T plays the tape again to check

with the whole class

 T gives feedbacks

- Ss work individually to read through the hand-outs

- Ss listen to the tape once and try

to decide if the statements are True (T) orFalse (F)

- Ss to work in pairs and discuss their answers

- Answer keys:

Activity 2: Task 2

MULTIPLE CHOICES

1 How old was Mai?

A.6 B.16 C.60 D.26

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

A noisy and expensive B quiet and cheap

C noisy and cheap D quiet and comfortable

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

A ice-cream and biscuits B soft drinks and biscuits

C coffee and cake D fruits and milk

4 What time was the birthday cake brought out?

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

5 It was beautifully decorated with

A pink and white icing B brown and yellow icing

C green and white icing D black and yellow icing

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

A they danced and sang B they played the Bingo game

C they took photos D they clapped their hands and sang

7 What time did the birthday party finish?

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

IV Post listening: (9 mins)

T asks them to talk about Mai’s

birthday party

T asks the secretary to take notes

Homework: (1 min)

- Ss to work in group of 6

- Ss choose a secretary and a presenter

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

Writing date:

WRITING

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

 Write a letter of invitation

Lexical items: Words / phrases used in letters of invitation

Structures: Would you like to…?

T asks each group to choose a representative to

come to the board

T asks Ss to find words related to LETTER

I Lead – in:

-T introduces the lesson:

“One of the kinds of letter we will study today

is letter of invitation“

II Pre-writing: (10 mins)

Vocabulary teaching:

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

-T elicits some information from the Ss:

Would you like to go to the cinema with me?

-Structure:

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

2 What … to be … at the party?

3 The 2002 World Cup … in Korea and Japan

III While writing: (20 minutes)

Activity 1: Task 2

-T asks the Ss to work in pairs

-T asks them to complete the letter in the

textbook

-T calls Ss to give their answers

-T checks and gives feedbacks

Activity 2: Task 3

T asks the Ss to find the answers for the

questions in the textbook

Activity 3:

-T asks Ss to work in groups again

III Post-writing (9 minutes)

T calls the Ss to stick their poster on the board

5 Fast food and fruits will be served

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

invitation in their notebooks

Writing date:

PERIOD 17 UNIT 3: A PARTY

E LANGUAGE FOCUS

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

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

- know about infinitive and gerund

- apply to do the exercises

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

house to lead to pronunciation

II Pronunciation:

1 Activity 1: Listen and repeat

2 Activity 2: Practise reading aloud these sentences

1 Hello, Mr Allen You’re early for lunch It’s only

eleven o’clock

2 I’d like a plate of salad, a glass of lemonade, a slice

of melon and some jelly, please

3 Laura is a really pretty librarian in the public

library

4 Her parents own a restaurant in a country in central

Europe

5 Hello, Harry Have you heard the news? There’s

been a horrible accident A helicopter has hit Helen’s

eat and drink

blow out the candles

- I hope to receive many presents on my birthday

- We enjoy singing birthday song

II Verbs followed by V-ing and To-inf

Verb + (O) + V-ing

- T gives a situation and asks

Ss some questions to lead to the grammar point

+ V (To-inf)

1 Verbs followed by To-inf

V + (O) + To-inf

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

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

hesitate

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

- intend

Ex: - I expect to meet him tomorrow

- She fails to solve this problem

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

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

- S + V + too … + to-inf

- S + V + … enough … + to-inf

2 Verbs followed by V-ing

V + (O) + V-ing

- avoid - mind - appreciate

- deny - delay / postpone - miss

- consider - dislike/ hate / detest - finish

- keep - enjoy - practise

* Expressions:

- look forward to - be worth

- There ‘s no point in - be busy

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

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

Ex: - I deny having stolen money

- The book ‘s worth reading

* Adj phrase with preposition + V-ing

III Exercise 1:

1 Most passengers dislike _ to sit in

small, uncomfortable seats on long flights.(have)

2 I must drive more carefully I can’t risk

another speeding ticket (get)

3 Did Dick mean _ Sue about the party,

or did it slip out accidentally?(tell)

4 You must keep on the computer until

you understand how to use all of the programs

(practise)

5 The judge demanded _ the original

document, not the photocopy (see)

IV Homework:

- Prepare Language Focus (cont)

- T presents

- T has Ss do the exercise

- T gives correction and comments

Key:

1 having, 2 getting, 3 to tell,

4 practising, 5 to see

Writing date:

E LANGUAGE FOCUS (cont)

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

- know about passive infinitive and gerund

- apply to do the exercises

B Teaching aids:

- Textbook

C Procedure:

LESSON PLAN ENGLISH 11 – SCHOOL YEAR: 2011-2012 Page 34

1 Ms Thompson is always willing to help, but she

doesn’t want at home unless there is an emergency

2 Jack got into trouble when he refused his briefcase

for the customs officer

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

3 Barbara didn’t mention about her progress report

at work, but I’m sure she is

A concerning B being concerned C to concern D to be

concerned

4 You’d better save some money for a rainy day You

can’t count on by your parents every time you get

into financial difficulty

A rescuing B being rescued C to rescue D to be

rescued

5 Please forgive me I didn’t mean you

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

C MORE EXERCISES

I Choose the best word / phrase/ sentence

1 Would you mind the door? (open)

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

(smoke)

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

4 The driver stopped a coffee because he felt

sleepy (have)

5 Have you ever considered a pharmacist?

(become)

6 Peter advised me again (try)

7 Avoid such a mistake again (make)

8 My father wanted me a pilot (be)

9 Mr Thomas doesn’t allow while he is explaining

the lesson (talk)

- T presents the usage of passive infinitive or gerund

- T has Ss do the exercise

- T gives correction and comments

Key:

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

- T asks Ss to do the exercise

- T gives correction and comments

Key:

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

- T asks Ss to do the exercise

- T gives comments and correction

Key:

1 opening, 2 smoking, 3 not to talk, 4 to have, 5 becoming, 6 to try, 7 making, 8 to be, 9 talking,

Writing date:

Reading

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

- Scan read for specific information

- Skin read for general ideas

- Work in pairs/groups effectively

- Get to know about volunteer work

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

Skills: Reading (main), speaking

Teaching aids: Handouts, picture

PROCEDURE

I WARMER: (5’)

- Divide the class into 2 groups

- Each group will take turns to answer the

questions prepared before hand by the

teacher

- If they give the correct answer they will

get 1 mark The group with more marks

wins the game

Leading: Can you tell me some volunteer

work in our school?

II NEW LESSON

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

about the volunteer work PRE-READING

 Teaching vocabulary

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

These people are doing volunteer work They are volunteers

Teacher: Can “volunteer” be a verb?

Students: Yes

2 Voluntary (adj) (context situation:

Synonym)

In her spare time, she does the work without

being paid for it?

In her spare time, she does work (voluntary)

3 Remote (adj) (synonym)

4.Fill in the missing words

a .or West, home is best5.What is the antonym of “full”? (empty)6.What do you call the money we give to the children on Tet Holidays? (lucky money)7.What is a popular kind of drink in Japan, China and Vietnam? (tea)

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

- Help the disabled

- Help the people suffering badly in wars

or natural disasters

Show a picture of the handicapped and elicit the word

 Checking vocabulary: Gap fill

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

What is the synonym of “far away”?

4 Wow (v) (picture +example)

Show the picture of a mower and ask students to

fill in the gap with one word in the following

sentence:

“ This machine is used to

lawn/

5 Handicapped (adj ) (picture + translation)

III WHILE –READING (17’)

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

- Put students into pairs

- In pairs, ask them to choose the best

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

sentence

- Call on some Students to give the answers

- Make corrections

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

Have students work in pairs to ask and answer

the questions

Call some students to give the answer and write

on the board

IV POST – READING: Discussion

- Have students work in groups of for or

five, discussing the following questions:

1 What kind of volunteer work do you

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

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

IV HOMEWORK: Write a short paragraph about volunteer

work at your school/hometown

Writing date:

SPEAKING

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

-Identify types of volunteer work

-talk about volunteer work

-work in groups /pairs effectively

 Lexical items: invalid/ martyr/ intersection

 Skills: Speaking

 Teaching aids: Handouts, charts

PROCEDURE

I WARMER:(5') Game: Word Grid

-Hang on a chart with all the words in their rows

and cover each row with a piece of paper

-Divide the class into 2 groups

-Ask each group to choose the numbered row in

turns, read the explanation for the word in that

row and say what the word is

-Uncover the piece of paper of each row when

Ss have the correct answer

-One point for one correct answer If they can

guess the word in vertical column, they will get 3

points and the game stops

RED CROSS

Lead in: -Have you ever worked for the Red

Cross Association?

- What kind of volunteer work do people work in

the Red Cross Association?

In our lesson today, we are going to speak

about such volunteer work

II PRE- SPEAKING: (8’)

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

Situation man He has to be confined to a wheel-

chair and he needs other people to take care of

him He is an

2 Martyr (n) (Situation + Translation)

3 Ex: Do you know Nguyen Van Troi? He

devoted himself to the revolutionary cause and

he was killed by the enemy He is considered as

a

4 Intersection (n) (picture )

R What animal do cats eat? (rat)

E What planet are we living on? (Earth)

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

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

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

O What is Iraq famous for? (Oil)

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

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

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

III WHILE _SPEAKING:

*Activity 1(task 1, p.49)

Teacher: Hang this chart

Teacher gives feedback

Teacher shows the chart of the conversation on

page 50 on the board Teacher reads the

conversation aloud

- Teacher gives feedback

IV POST- SPEAKING

Teacher divides the class into groups of four or

five, asking them to discuss volunteer work that

they usually do to help people

- Teacher collects the mistakes

made by student/

Teacher gives feedback

- Taking part in an excursion

- Helping people in remote or mountainous areas

- Giving care and comfort to the poor and the sick

- Participating in an English speaking club

- Providing education for disadvantaged children

Joining the Green Saturday Movement

Students go to the board to stick the smiling faces next to volunteer work and sad faces to the activities which are not volunteer work

PairsSubstitution:

Instruction: You are going to walk in pairs to make similar conversation, using the activitiesfrom the table

Writing date:

Period 21: UNIT 4: VOLUNTEER WORK

LISTENING

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

- listen for specific information

- know more about volunteer work

- work in pairs/ groups actively

- discuss

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

Skills: listening (main), speaking

Teaching aids: CD player, poster, handouts

PROCEDURE

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

other half

- Divide the class into 2 teams A and B

- Hang on 2 posters on the board

-Stick pieces of paper on each poster

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

-The team who finishes first wins

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

are volunteer work

In today’s listening section, you listen to a

passage to know more about volunteer work

II Pre- listening:

*pre-teaching vocabulary:

1, co-operate (v) (example)

Ex: I work with him and help him for a particular

purpose I………… with him

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

activity of collecting money to support a charity

or an organization: hoat dong gay quy

3, sponsor (n) (situation)

+ Hue Brewery Company paid all the expenses

for the Festival held in 2006

This company was the……… of the

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

4, annually (adv) (synonym)

What is the synonym of yearly?

*Checking vocabulary: Slap the board

III WHILE- LISTENING: (20 mins)

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

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

missing information

- Let Ss listen again if necessary

- Call some Ss to give the answers

*Activity 2: Error Recognition

- Deliver handouts

- Have Ss listen and underline an error in each

sentence and correct it

- Call some Ss to give the answers

1 Spring School provides classes for

disadvantaged children in Ho Chi Minh City

2 Dance, theatre, singing and circus classes

was set up a year later

3 Spring School requires volunteers helping

organize their fundraising dinner

4 This is an exciting night in where children

perform circus, theatre, dance and singing

5 More schools like Spring School will soon be

finding in other city in Vietnam

*Activity 3: Questions and Answers (task 2 p

51)

- Have the Ss listen to the passage again and find

the answers to the questions

- Ask them to compare the answers in pairs

- Give the feedback

IV POST-LISTENING: (14 mins)

Speaking

- Ask Ss to work in pairs to talk about Spring

School, using the following suggestions:

+ The aim of Spring School

+ The number of children living and studying

at the school or the classes

+ The activities the children at the school take

part in

+ The kinds of volunteers that Spring School

requires

- Go round to give help where necessary

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

4 At one of the largest hotels in Ho ChiMinh City

5 To contact sponsors and help to expandthe school activities

V HOMEWORK: - Ask Ss to summarize the story about Spring

School

Writing date: