giáo án tiếng anh 11 trọn bộ

hay, chi tiết

Trang 1

Date:…/…/…

Period: 01

REVISION

I Objectives:

1 Educational aim: By the end of the lesson, students will revise some grammatical points in English 11.

2 Knowledge: Conditional sentences, passive voice and comparision

II Content:

I Conditional Sentences (type 2, 3)

1 He didn't prepare for the exam, so he didn't get good job

If

2 We came home from because we ran out of money

If

3 I can't take much exercise because I don't have enough free time

If

2. The door was locked because I forgot the key at home

If

4 I took the job because I didn't know how difficult it was

If

6 He doesn’t know the answer so he doesn’t tell you

If

7 They are disappointed because their teacher doesn’t come

If

8 The weather was very bad so they didn’t go out last night

If

9 I don't know anything about machine so I can't fix the washing machine myself

If

10 We came to school late because we forgot the time

If

II Passive Voice: Turn into the passive voice:

1 They were cooking dinner in the kitchen → Dinner……… ………….

2 The students will finish the course by July → The course……….………… ……

3 They are repairing the streets this month → The streets………

4 My aunt makes a good cake →A good cake ………

5 A violent storm destroyed the fishing village →………

6 The lawyer made the decision.→ ………

7 Maria invited a lot of people to her party last night.→ ………

8 They have not used this machine for ages.→ ………

9 She has cleaned the floor.→ ……….………

10 Nobody has seen Tim since he left school in 1990.→………

III Comparatives and superlatives

1 My result is worse than yours  Your homework is _

2 A dictionary is more expensive than an English book An English book

3 My uncle is fatter than my father  My father _

4 Viet Nam isn’t as large as the USA  The USA

5 My friend doesn’t cook as well as my sister I _

6 Bob isn’t as handsome as Jack  Bob is

7 Ha Noi isn’t as big as Tokyo  Tokyo _

8 You look younger than Carol  Carol

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Student know: - How to learn English in grade 11

- How to do English tests

- How to use student’s book and workbook

- Introduce to students about the teacher

- Ask students about their names and English knowledge

etc

Guiding: 35 minutes

1 Guiding student’s book and workbook:

* Introduce to students how to use their book and

workbook

* Introduce to students how to learn reading, speaking,

listening, writing, language focus in their books and how

to do the exercises in their books

2 Guiding English tests in grade 11:

* Introduce to students about oral tests, 15 minute tests, 45

minute tests, etc and how to do them

* The tests in grade 11 include:

- Ask students to prepare textbook, notebooks and the things

for learning andprepare lesson reading - Unit 1

- Listen to the teacher

- Answer the teacher’s questions

- Put the student’s book and workbook

on the table

- Listen to the teacher and look through the books

- listen to the teacher and write down the things which will be prepared at home

Trang 3

Date: …./…/…

Period:…

UNIT 1: FRIENDSHIP Part 1: Reading

I Objectives:

1 Educational aim:

Students should know what a friendship is and know how to keep a friend long

2 Knowledge:

- General knowledge: Students know about how to make and to keep friends long

- Language: Sentences and expressions for describing qualities of true friendship

- New words: Words related to qualities of friendship

3 Skills:

Guessing meaning in context, scanning for specific information and passage comprehension

II Method: Integrated, mainly communicative.

III Teaching aids: Student’s books, chalks board, etc.

IV Procedure:

Warm-up: (5 minutes)

- Ask students the questions:

- Have you got many friends?

- Who is your best friend?

- What do your friends and you do in your free time?

- Let students understand more about activities and

qualities of friends, then say to students: Today we learn

Unit 1- part A: Reading

Before you read : (7 minutes)

- Ask students to look at the picture and read the poem in

their books

- Ask students to discuss then ask and answer the

question:

- What do you think of the friend in the poem?

- Let them work in pairs

- Listen to students and correct pronunciation and grammar if

necessary

- Show students to know about friends

While you read : (23 minutes)

- Ask students to look through the passage and read in

silence

- 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/phrase

- Let students work individual or in groups

- Listen to the teacher and answer the questions:

A: What do you think of the friend in the poem?B: I think…

- Listen to the teacher then read the passage

- Ask some new words if necessary

- Keep the book open

- Listen to the teacher then do task 1

- Ask the teacher if necessary

- work individual or in group

- Write down the true keys in the notebook

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- Help students if necessary.

Keys:

1-mutual; 2-incapable of; 3-unselfish;

4(1)-acquaintance; 4(2)-friend; 5-give-and-take; 6-loyal

to; 7-suspicious

Task 2: (4 minutes)

- Ask students look through the passage then try to

choose which of the choices A, B, C,or D most

adequately sums up the idias of the whole passage

Key: B

Task 3: (6 minutes)

- Ask students to scan the passage and answer the

questions:

- Walk round and help students

- Ask some students to stand up to ask and answer

eachother

- Walk round the classroom and correct mistakes

After you read : (8 minutes)

- Ask students to disuss the question:

“ Why do we need to have friends? ’’

- Ask them to report the results to the class

- Listen to students and correct mistakes

Home work: (2 minutes)

- Ask students to write a passage about their friendships

(80 words)

- Ask students to do Reading exercise of Unit 1 in

workbook and prepare Part B : Speaking at home

- Look through the passage again and try to choose the most adequately sums up the idia of the whole passage

- Practice with a partner then write the key down

in the note book

- Ask the teacher if necessary

- Listen to the teacher then ask and answer the questions in the book:

1/ The first quality for true friendship is unselfishness

2/ Changeable and uncertain people are incapable of …

3/ the third quality for friendship is loyalty…

4/ There must be mutual trust between friends because if not, people cannot feel safe when telling the other their most intimate secrets

5/ People can’t keep a friend long because they can’t keep a secret, either of their own or others.6/ The last quality for true friendship is sympathy It tells us that to be a true friend, you must sympathize with your friend Where there’s

no mutual sympathy between friends, there’s no true friendship

- Try to discuss the question

- The students who are called to stand up to report the result to the class loudly

- Listen to the teacher and write down homework

UNIT 1: FRIENDSHIP

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Part 2: Speaking

I Objectives:

1 Educational aim: Students should know how to discribe a person.

2 Knowledge:

- General knowledge: Students learn about physical characteristics and personalities of a person

- Language: Talking about people’s physical characteristics and personalities

- New words: words related to people’s physical characteristics and personalities

3 Skills: talking about people’s physical characteristics and personalities.

II Method: integrated, mainly communicative.

III Teaching aids: Student’s book and pictures showing friends, etc.

- Ask students to look at the people in the

book and discribe their physical

characteristics

- Introduce “Useful language” to the

students:

+ Height: tall, medium, short, …

+ Face: square, large, oval, …

+ Forehead: broad, high, …

+ Nose: straight, crooked, ….

+ Hair : Black, grey, ….

+ Appearance: handsome, beautiful,

good-looking, ….

While-speaking : (15 minutes)

Task 2

- Help students with some new words

- Ask sts to make questions and answer

questions with a partner, using the

information from the picture

- Let them work in groups

- Walk round and help them

- Ask some students to stand up to talk again

loudly

- Listen and correct mistakes

Post-speaking : (10 minutes)

Task 3

- Have students work in pairs

- Guide them to do the task

- Make sure that sts understand their roles

- Pay attention to the suggestions :

+ his / her name

+ date of birth

+ his / her physical characteristics

+ his / her hobbies

- Keep books close

- Try to discribe some one in the class

- Try to discribe the people in the book:

+ The boy is short He has a large face , …+ The girl is ………

- Work in groups of four

- List some personalities of a person

- State some reasons why they choose

- Discuss and say the reasons

- Report their results to the class and explain why they do like that

- Make pairs: one is a journalist , the other is an interviewee

- Listen carefully

- Practise in pairs

- Pay attention to the content :+ physical characteristics + personalities

+ reasons why the friends are famous

- Role play

- Perform their task

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+ his / her personalities (friendly,

humorous,quick-witted , good-natured ,

helpful , honest , pleasant , caring )

+ why he / she interests in Maths

+ how much time he / she spends on Maths

everyday

+ what makes him / her a good friend

+ what made him / her successful (studious ,

intelligent , keenly interested in Maths , eager

to learn , patient , calm )

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

- Call some pairs to report

- Walk round and help them

- Ask some students to stand up and tell

loudly

- Listen and correct mistakes

Homework: (3 minutes)

- Ask students to write a passage about their

daily routine (50 words)

- Ask students to prepare Part 3- Listening and

do homework

- The students are called stand up and tell loudly

- Write down the homework

UNIT1: FRIENDSHIP Part 3: Listening

I Objectives:

1 Educational aim: Students should know how to describe the best friend and how to keep the friendship.

2 Knowledge:

- General knowledge: Students learn how to keep friendship

- New words: Words related to friends and keeping friendship

3 Skills: - To practise listening comprehension skill.

- To distinguish true and false statements

- To take notes

II Method: Intergrated, mainly communicative.

III Teaching aids: Student’s book, tape and cassette player, chalks, notebooks…

IV Procedure:

- Ask students to close the books

- Ask students some questions about friendship:

• Who is your best friend?

What qualities & characteristics of your best friend do

you admire?

Before you listening: (7 minutes)

- Ask students to look at the part: Before listening

- Let them work in pairs asking and answering the

questions:

1 Who is your best friend?

2 How did you happen to meet him or her?

3 How long have you known each other?

4 What qualities do you admire in your best friend?

- Walk round, listen and help students

- Read loudly the words in the books

- Close the books

- Listen to the teacher and answer the questions

- Listen to the teacher then and answer the

questions in the book

- Work in pairs

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- Ask students to repeat loudly the words.

- Listen and check pronunciation

- Explain some new words & phrases:

Residential area, ring (n), ride/ rode/ ridden,

motorbike, happen to infinitive (v), introduce, ever

since, college, great sense of humour, favourite, interest

(n), plays (n), movies, a rough time

While-listening: (20 minutes)

- Ask students to read the true-false statement list and

questions in textbook silently for several minutes to

make sure that every student understands them (Task1,

2)

- Check again if students are able to understand main

requirements of the 2 tasks

-Turn on the cassette player twice

- Ask some students to do their tasks on the board

- Correct and give score

After-listening: (10 minutes)

-Have students ask & answer about the friendship

between Lan and Ha, Long and Minh (How & Where

they met, what they like about their friends

-Ask students to rewrite their answers completely

- Ask students to rewrite their answers of tasks 2 in their

notebooks at home

- Prepare for new lesson

- Look at the books

- Listen to the teacher and repeat the words

- Students repeat & take notes

- Repeat loudly the words and try to remember them

- Students read task1, 2 silently for gist

- Students take notes during listening

- Other students watch and give comments

- Students work in pairs

Key content

Where & how they met What they like about their friends

Lan - They used to live in the same

residetial area in Ha Noi

- Lan went on a holiday to Do Son &

Ha went there to visit her

- Ha is very friendly & helpful

- Ha is sociable She’s got many friends in

Do Son & she introduced Lan around

Long - They met in the college

- Minh played the guitar, Long was a

singer

- They worked together

- Minh has a sense of humour

- Minh likes to go to plays & movies

- Minh is a good listener

- Minh is friendly & helpful

UNIT1: FRIENDSHIP Part 4: Writing

I Objectives:

1 Educational aim: Students know how to wite a passage to describe a friend they like.

2 General knowledge: Students learn how to describe someone’s physical characteristics and personalities.

- Language: The simple present of verbs to describe a friend

- New words: Words related to to describe someone’s physical characteristics and personalities

3 Skills: Writing a passage.

II Method: Intergrated, mainly communicative.

III Teaching aids: Student’s book, notebook, chalks, board…

IV Procedure:

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Teacher’s activities Students’ activities Warm-up: (5 minutes)

- Ask students to keep book close

- Ask students some questions about their best friends

Pre-writing: (10 minutes)

- Teacher asks students to think about a friend they like

- Teacher raises a few guiding questions

1 What is your friend’s name?

2 How old is he / she?

3 Where and when did you meet each other?

- Teacher uses a picture to gives some key words to describe

someone’s physical characteristics ( height , hair , eyes , face ,

clothes…) and his / her personalities

( helpful , sincere…) and some necessary structures

While-writing: (18 minutes)

- Teacher gives a sample and asks students to write a passage to

describe a friend they like

Sample

Hoa has been my best friend since many years She is a lively

person She is fairly tall with a good fingure She‘s got a heart-

shaped face with a small sort of turned- up nose It is very

attractive She has got long black wavy hair and blue eyes with

very long eyelashes Her complexion is fair Her lips are very full

and she has got dimples in her checks Now she lives very far from

me, but we still keep contact through e- mail

- Let them work in groups

- Go round, check and help students

Post-writing: (10 minutes)

- Give suggestions and corrections

- Teacher asks students to read / write some students’passsages on

the board and Teacher gives comments

- Correct mistakes and mark

- Ask students to do the writing part of Unit 1 in the student’s

work book and preapare part Language Focus

- Keep book close

- Listen to the teacher and answer the questions

- Listen to the teacherand answer the questions:

1 My friend’s name is Hoa

2 She is 17 years old

3 We met each other at my cousin’s birthday party 4 years ago

- Students write a passage

- Students read / write some students’passsages on the board

UNIT 1: FRIENDSHIP Part 5: Language focus

I Objectives:

1 Educational aim: Students should know how to use Infinitive with to or without to to make sentences.

2 Knowledge:

- General knowledge: Students learn how to use Infinitve with to or without to

- Language: Bare-inf and to-inf

- New words: Words related to pronunciation / / - /t∫/

3 Skills: Writing sentences with infinitives with to or without to

II Method: Intergrated, mainly communicative

III Teaching aids: Student’s books, notebooks, chalks, board…

IV Procedure:

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Teacher’s activities Students’ activities Warm-up: (5 minutes)

- Ask students to keep book close

- Ask students to complete the sentence:

+ January is the …month of year.

+Children eating sweets.

- Ask students to speak the sentence loudly

- Let students to get their attention on pronunciation : / d /-/t∫/

- Introduce new lesson

Pronunciation: (8 minutes)

- Ask students to look at their books then introduce to them

* Listen and repeat :

- Read loudly then ask students to repeat

- Introduce : / d / - / t∫/

- Correct pronunciation for the students

* Practise these sentences

- Read the sentences loudly

- Ask students to repeat

- Correct pronunciation for students

Grammar and vocabulary:(4 minutes)

- Introduce exercises to the students

- Let students get their attention to focus on Infinitve with to

and Infinitive without to

Exercise 1: (13 minutes)

- Ask students to do Exercise 1

- Introduce how to do it

- Walk round, check and give mark

Exercise 2 (13 minutes)

- Introduce Exercise 2 to students and explain how to do it

- Ask students to do it

- Let them work individually

- Check, correct mistake

Homework : (2 minutes)

Ask students to do Part Language Focus and prepare part

Reading of Unit 2 at home

- Keep book close

- Listen to the teacher and complete the sentence:

- Jannuary is the first month of the year.

- Children like eating sweets.

- Open the books

- Look at : Listen and Repeat

- Repeat the words in chorus then individual

- Look at Practise the sentences

- Listen to the teacher then repeat in chorus then individual

- Listen to the teacher and do exercise 1

Keys:

1 Who wants some thing to eat?

2 I have some letters to write

3 I am delighted to hear the news

4 My mother has some shopping to do

- Listen to the teacher and do exercise 2

Keys:

1.The police watched them get out of the car

2 They let him write a letter to his wife

3 I heard them talk in the next room

4 The customs officer made him open the briefcase

- Listen to the teacher and write down

UNIT 2 : PERSONAL EXPERIENCES Part 1: Reading

I Objectives:

- Students understand the sequence of events in a story

2 Knowledge:

- General knowledge: Through this unit, students know how to wite about the sequence of events in a story

- Language: Sentences and expression for describing the sequence of events in a story

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- New words: Words related to sequence of events in a story

3 Skills:

- Guessing meaning in context

- Passage comprehension

III Teaching aids: Tape and cassette player, pictures, English textbook 11, hand-outs.

IV Procedures:

- Ask students about their personal experiences?

Before you read: (7minutes)

- Ask students to put the pictures in the book in the correct order

to make a story (work in pairs)

- Ask some students to give their answers

( teacher doesn’t need to give feedback)

- Key : d, b, f, e, a, c

- Let’s begin our lesson you’ll know the whole story

- Ask students to listen to the tape

While you read: (20minutes)

- Ask students to read the whole story

- Explain some difficult words and structures

EX: I’m sorry I can’t go with you now I am busy with my

homework/ I’m busy doing my homework

5 note (n)

Ex

Do you want the money in the notes or coins?

Task 1 : Fill each blank with one of the words in the box below

- Firsly, ask students to study individually then in pairs

- Walks arround the class, offer ideas and comments when

students need help

- Give suggesstions

Task 2

- Work in pairs, read the small talks again and put the pictures of

the events in the order they happened in the story

- Ask students to work individually => in pairs

- Walk round the class and comments when students need

Task 3 : Answer the questions in the book.

- Ask students to read all questions to understand the content

- Ask students to read the small talks again to answer the

questions

- Answer the questions

- Put the pictures in the book in the

correct order to make a story ( work in pairs)

- Give their answers

- Listen to the tape

- Read the story

- Listen, try to guess the meaning of the new words and take notes

- Read the questions silently and answer them in groups

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- Ask students to work with a partner

- Walks arround the class to help students whenever they need

Sggested answers:

1 She wished to have a red hat- a floppy cotton hat ( like the one

her star idol wore in her video clip)

2… so that she could buy the hat ( for herself.)

3 She saw a wad of dollar notes ( exactly like the one that her

father had given her)

4 Because she thought the boy had stolen her money / it was her

money

5 She bought the pretty hat of her dream

After you read: (12minutes)

- Ask students to discuss the questions in group:

1 How did the girl in the story feel when she discovered that the

money she had taken was not hers?

(embarrassed, sad, ashamed, unhappy, terrible, uncomfortable,

anxious, …)

2 What did the girl have to do (when she discovered that the

money she had taken was not hers )?

( put a notice on T.V or at school, get on the same bus on the

next day to look for him, do nothing, keep it a secret, tell her

father everything and ask him for advice,…)

- Ask some students to represent their talk in front of class

Homework : (2 minutes)

- Ask students to review part reading and do exercises in the

workbook and prepair part speaking

- Give the answers

- Take notes

- Discuss in groups

- Report before class

- Listen to the teacher and write down homework to do at home

UNIT 2: PERSONAL EXPERIENCES Part 2: Speaking

I Objectives:

1 Educational aim: Students can talk about their personal experiences

2 Knowledge:

- General knowledge: Through this unit, students can talk about their personal experiences

- Know how to talk again a problem happened

- Language: Students use sentences, words, phrases and expressions for talking about their personal experiences

3 Skills: Talking about past experiences and how they affected one’s life

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

IV Procedures:

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Present Perfect ( Past simple)

Have you ever………?

- Ask students to do task 2 in pairs

- Ask them to give answers

Post-speaking:

Task 3:

- Gives students useful structures

+ Have you ever………….?

+ How did it happen ?

+ When/ Where did it happen?

+ How did the experience affect you? How did you feel?

- Ask students to do Task 3 in pairs

- Ask some pairs to perform their dialogues in front of the

B How did it happen?

- I didn’t study well enough for the exam

C When did it happen?

- Last year

D How did you feel/ How did it affect you ?

- I felt disappointed/ sad/ depressed

C How did it affect you?

- It makes me love our country more./ I learned more about different places in our country

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- Ask students to write a paragraph to tell their own

experience in the past

- Ask students to prepare Listening part

- It was interesting to talk to famous pop stars

- It changed my attitude to/ towards/ famous pop stars

- Write down

UNIT 2: PERSONAL EXPERIENCES Part 3: Listening

I Objectives:

1 Educational aim: By the end of this lesson, students will be able to develop such listening micro-skills as

listening for specific information and taking notes while listening

2 Knowledge:

- General knowledge: Students learn about memorable experiences and the importance of family

- Language: past simple

- New words: Words related to memorable experiences

3 Skills: Listening for specific information and comprehension questions

III Teaching aid: Pictures, textbook, cassette tape.

IV Procedures:

Warm-up : (2 minutes)

- Have you ever seen a fire ?

- Where did it happen?

( The house is burning./ The house is on fire./… )

+ What is she doing?

( She’s talking a little girl out of the burning house )

- Ask students to repeat the provided words and explain the

words if necessary

While -listening: (24 minutes)

Task 1:

- Ask Ss to read Task 1 silently

- Ask ssto listen to the tape (twice)

- Ask ss to do Task 1 individually

- Read the sentences again to help weak students:

- Answer freely

- Look at the picture and answer the questions

- Read the task and do it

- Listen to the tape carefully

Key:

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

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- Ask ss to work in groups to discuss the importance of family.

- Go around to provide help if needed

- Gives suggestion: Family is more important than things

because it cannot be replaced… It gives you love, support…

- Calls each group to speak

- Give comments and corrects mistakes

- Give marks

- Ask ss to write a paragraph about the importance of family

- Ask ss to prepare the Writing part at home

- Practise reading the sentences

1 We talk to Christina, a successful business woman

2 My most unforgettable experience happened 13 years ago

3 The fire started in the kitchen where I forgot to turn off the gas stove

4 I was sleeping when I was suddenly woke up by terrible heat

5 I heard my mother’s voice calling my name

- Read the task and listen to the tape then

- Present ideas in front of the class

- Listen to the teacher and correct mistakes

- Write down

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UNIT 2: PERSONAL EXPERIENCES Part 4: Writing

I Objectives:

1 Educational aim: By the end of this lesson, students will be able to write a personal letter telling about a past

experience, using the structures and vocabulary that they have learned in previous lessons

2 Knowledge:

- General knowledge: Students learn about the organization of content of a form

- Language: Words used in a form of writing a personal letter

3 Skills: Writing a personal letter to describe a past experience

II Method: Interagrated, mainly communicative

III Teaching aids: Chalk, textbook

IV Procedures:

- Ask students to give some of their past experiences? (being seriously ill,

failing an exam; talking to a famous pop star,… etc)

( in my house/ at school / in the street)

3 Who was involved:

( your family members/ your friends/ your relatives,….)

4 How it affected you:

( it changed outlook life / it make me more careful/ it gave me more

confidence in …./ it taught me the lesson/…)

- Asks students to work in groups to tell their experiences to prepare for

their writing

- Ask students to write a passage about the most memorable past

experience

- Go round to provide help

- Correct common mistakes

A SAMPLE LETTER:

Dear Long,

How have you been doing? Have you got any plan for the coming school

break? Perhaps I will go to see my grandparents in the countryside I

haven’t seen them since my last school holiday.

Let me tell you about my last summer vacation at my grandparents’ It was

almost a year ago and was one of my most unforgettable experiences.

My grandparents live in a small village in Trung Khanh There is a large

river at the back of their house where I often go swimming every afternoon

One day when I was swimming with some of my friends, I suddenly caught

a cold I felt so dizzy and was too weak to continue swimming, so I started

to sink I thought I was going to drown but I couldn’t call out for help

- Give their own past experiences

- Listen to the teacher and copy dow

- Work in groups to discuss

- Work individually and correct mistakes

- Write down

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because I was too tired and terrified Luckily, one of my friends saw that

and shouted for help Immediately, another friend who swims the best

among us swam towards me and tried to pull me up Then other friends

swam towards us to help him push me in My ljfe was finally saved.

Now recalling the moment I thought I was going to die, I understand how

precious life is This event definitely taught me to appreciate my life.

What about you? Have you got any unforgettable holiday that you would

like to share with me?

See you soon.

Nam

- Do the writing part, Unit 2, workbook

- Asks students to prepare part Language Focus at home

UNIT 2: PERSONAL EXPERIENCES Part 5: Language focus

I Objectives:

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

- distinguish the sounds / m /, / n /, / η /

- pronounce the words and sentences containing these sounds correctly

- distinguish the uses of different verb tenses: present simple for indicating the past, past simple, past continuous and past perfect

- use these verb tenses to solve communicative tasks

2 Knowledge:

- General knowledge: Students learn 3 sounds and review some tenses

- New words: Words related to 3 sounds and 3 tenses

3 Skills:

- Pronunciation: / m /- / n /- / η /

- Grammar: Tense revision: the past simple, past progressive and past perfect

III Teaching aids: textbooks, cassette tape

IV Procedures:

I Pronunciation:

- Write some sentences on the board and ask some students to read them aloud

- Underlines the sounds /m/ /n / / η /

Ex:

- We like singing mery songs on New Year’s Day

- They live in a nice small house

- Ask students to look at their books, listen and repeat the words in the colums

- Ask students to read the sentences

- Practises reading the sentences

II Grammar:

+ Warm- up

TENSE REVISION

1 The present tense use to tell a story that happened in the past makes it more

interesting and vivid

- Listen to the teacher and do the task

- Repeat in chorus then individually

- Read the sentences

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Exercise 1:

Key:

1 lives- 2 invites- 3 sets

4 gets-5 waves 6 promises

7 carries -8 contains -9 has baked

10 is -11 is shining

12 are singing -13 is

2 THE PAST SIMPLE

Form: S + V- ED/ irregular V

Use:

a Completed Action in the Past

Use the Simple Past to express the idea that an action started and finished at a specific

time in the past Sometimes, the speaker may not actually mention the specific time,

but they do have one specific time in mind

Ex:

• I saw a movie yesterday.

• I didn't see a play yesterday.

• Last year, I traveled to Japan.

• Last year, I didn't travel to Korea.

• Did you have dinner last night?

• She washed her car.

• He didn't wash his car.

b A Series of Completed Actions

We use the Simple Past to list a series of completed actions in the past These actions

happen 1st, 2nd, 3rd, 4th, and so on

Ex:

• I finished work, walked to the beach, and found a nice place to swim.

• He arrived from the airport at 8:00, checked into the hotel at 9:00, and met

the others at 10:00

• Did you add flour, pour in the milk, and then add the eggs?

c Duration in Past

- Do the task

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The Simple Past can be used with a duration which starts and stops in the past A

duration is a longer action often indicated by expressions such as: for two years, for

five minutes, all day, all year, etc

Ex:

• I lived in Brazil for two years.

• Shauna studied Japanese for five years.

• They sat at the beach all day.

• They did not stay at the party the entire time

• We talked on the phone for thirty minutes.

• A: How long did you wait for them?

B: We waited for one hour.

d Habits in the Past

The Simple Past can also be used to describe a habit which stopped in the past It can

have the same meaning as "used to." To make it clear that we are talking about a

habit, we often add expressions such as: always, often, usually, never, when I was a

child, when I was younger, etc

Ex:

• I studied French when I was a child.

• He played the violin.

• He didn't play the piano

• Did you play a musical instrument when you were a kid?

• She worked at the movie theater after school.

• They never went to school, they always skipped class.

e Past Facts or Generalizations

The Simple Past can also be used to describe past facts or generalizations which are

no longer true As in USE d above, this use of the Simple Past is quite similar to the

expression "used to."

Ex:

• She was shy as a child, but now she is very outgoing.

• He didn't like tomatoes before

• Did you live in Texas when you were a kid?

• People paid much more to make cell phone calls in the past.

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2 PAST PROGRESSIVE

Form: [was/were + present participle]

Ex:

• You were studying when she called.

• Were you studying when she called?

• You were not studying when she called

Use:

a Interrupted Action in the Past

Use the Past Continuous to indicate that a longer action in the past was interrupted

The interruption is usually a shorter action in the Simple Past Remember this can be a

real interruption or just an interruption in time

Ex:

• I was watching TV when she called.

• When the phone rang, she was writing a letter.

• While we were having the picnic, it started to rain.

• What were you doing when the earthquake started?

• I was listening to my iPod, so I didn't hear the fire alarm

• You were not listening to me when I told you to turn the oven off.

b Specific Time as an Interruption

In USE a, described above, the Past Continuous is interrupted by a shorter action in

the Simple Past However, you can also use a specific time as an interruption

Ex:

• Last night at 6 PM, I was eating dinner.

• At midnight, we were still driving through the desert.

• Yesterday at this time, I was sitting at my desk at work

IMPORTANT

In the Simple Past, a specific time is used to show when an action began or finished

In the Past Continuous, a specific time only interrupts the action

Ex:

• Last night at 6 PM, I ate dinner.

I STARTED EATING AT 6 PM.

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• Last night at 6 PM, I was eating dinner.

I STARTED EARLIER; AND AT 6 PM, I WAS IN THE PROCESS OF EATING DINNER.

c Parallel Actions

When you use the Past Continuous with two actions in the same sentence, it expresses

the idea that both actions were happening at the same time The actions are parallel

Ex:

• I was studying while he was making dinner.

• While Ellen was reading, Tim was watching television.

• Were you listening while he was talking?

• I wasn't paying attention while I was writing the letter, so I made several

mistakes

• What were you doing while you were waiting?

• Thomas wasn't working, and I wasn't working either

• They were eating dinner, discussing their plans, and having a good time.

d Atmosphere

In English, we often use a series of parallel actions to describe the atmosphere at a

particular time in the past

Ex:

• 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.

e Repetition and Irritation with "Always"

The Past Continuous with words such as "always" or "constantly" expresses the idea

that something irritating or shocking often happened in the past The concept is very

similar to the expression "used to" but with negative emotion Remember to put the

words "always" or "constantly" between "be" and "verb+ing."

Ex:

• She was always coming to class late.

• He was constantly talking He annoyed everyone.

• I didn't like them because they were always complaining.

While vs When

Clauses are groups of words which have meaning, but are often not complete

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sentences Some clauses begin with the word "when" such as "when she called" or

"when it bit me." Other clauses begin with "while" such as "while she was sleeping"

and "while he was surfing." When you talk about things in the past, "when" is most

often followed by the verb tense Simple Past, whereas "while" is usually followed by

Past Continuous "While" expresses the idea of "during that time." Study the examples

below They have similar meanings, but they emphasize different parts of the

sentence

Ex:

• I was studying when she called.

• While I was studying, she called.

Task 2:

- Ask students to do exercise 2

- Give feedback

Task 3

- Ask students to do exercise 3 individually

- Explain the difference between the simple past and the past perfect

- Correct the exercise and explain the use of the tenses

Consolidation: the use of tenses

- Practise reading the sentences

- Write exercise 2,3 in the notebook

- Prepare in Unit 3 part A reading in advance

Key:

1 broke / was playing

2 wrote / was

3 was working/

broke

4 stared / were walking

5 told / were having

- Do the task 3

Key:

1 had eaten / arrived

2 found / had taken

3 got / had closed

4 got / had left

5 got / had arrived

- Write down

UNIT 3: A PARTY

I Objectives:

- develop such reading micro-skills as scanning for specific ideas, and identifying and correcting false statements

- use the information they have read to discuss celebrations in their culture

2 Knowledge:

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- General knowledge: students know how to celebrate some celebrations

- New words: Words to celebrations and festivals

3 Skills: Reading for general or specific information

III Teaching aids: Some photos of celebrations in the world

- Ask students to look at the second picture and ask some questions:

• Are they friends ?

• What are they celebrating ?

• How old are the people in the picture ?

• How do they feel ?

• How long have they been married?

* The lesson today gives us some information about birthday and wedding

anniversaries in the US

While-reading: (25 minutes)

- Ask students to listen to the tape

- Ask students to read the passage silently

- Explain some difficult words

- Listen to the tape and correct pronunciation

- Pay attention to some new words

- Listen to the teacher and copy down

- Work in pairs

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- Ask students to talk about their birthday party ( work in groups)(place, time,

guest, foods, drinks, activities)

- Call some students to give their answers

- Correct mistakes and gives marks

Homework (2 minutes)

1 Do the tasks again in notebooks

2 Prepare : Part 2 – Speaking

- Work in groups to talk about their birthday party

- Give answers

- Copy down

UNIT 3: A PARTY Part 2: Speaking

I Objectives:

- use appropriate language to talk about parties and negotiate how to plan them

- use appropriate language to invite people to come to parties

2 Knowledge:

- General knowledge: Students know how to plan parties

- Languuage: Words related to parties

3 Skills: Talking about parties

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II Method: Integrated, mainly communicative

III Teaching aids: Photos of some parties

IV Procedures:

Pre-speaking: (8 minutes)

Do you like parties ?

Do you like quiet or noisy parties ?

 Show the picture in the textbook and ask:

Are they having a party ?

What does ‘party-goer’ mean ?

While-speaking: (25 minutes)

Task 1

Are you the perfect party-goer ?

1 Which kind of parties do you prefer ?

- big / small / noisy / quiet parties

- parties with dancing and games

2 You find yourself standing with a complete stranger at a party

What would you do ?

- talk about yourself / the weather

-try to get him or her talk about himself or herself

3 at a party, what would you tend to drink ?

- beer / soft drinks / mineral water

Task 2

- Ask some pairs to perform their talk before class

* Where (home-cosy, not expensive, not spend a lot of time to

prepare, not have to clean up…

* What time

* How many guests

* What to eat / drink (soft drinks, mineral water…./ ckicken soup,

green salad, steak, fired chicken, fish, beef, hamburger, cake…)

* What to wear (dress, jeans, shirts, T-shirt, pullover, skirt…)

* Which activities (singing, playing games, taking photographs, give

gifts…

Post-speaking: (10 minutes)

Task 3:

- Ask students to do Task 3 in groups, using the simple past tense to

report the past events

- Give some suggestions

- Ask some students to perform before class

- Correct common mistakes and give remarks

- Write down task 3 in the notebooks

- Answer the questions freely

- Listen to the teacher’s guidance and do task 1

- Work in pairsA: I am wondering where I should hold my birthday party ?

B: Why don’t you have your birthday party at home ? It’s cosy and not very expensive

A: I don’t know if it’s suitable to begin at 5 pm ?

B:

• Why don’t you…

• You ought to…

• You should…

• I think you should…

• You’d better…

• If I were you I would…

- Work in groups to do task 3

Suggestion:

- The party was held at…

- It started at……and ended at…

- There were about……….people

- He / She served us…

- We took part in some activities such as…

- We were all tired but happy

- Copy down

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- Prepare part C (Listening)

UNIT 3: A PARTY Part 3: Listening

- General knowledge: Students know how to plan a birthday party

- New words: Words related to birthday party

3 Skills: - Deciding on True or False statements

- Comprehension questions

III Teaching aids: Some pictures of birthday parties

IV Procedures:

- Ask students some questions :

- Do you often hold your birthday party ?

• Where do you often hold your birthday party ?

• When do you like to organize your birthday party, in the

morning or in the evening ?

Pre-listening: (8 minutes)

- Asks students to repeat the provided words

Listen and repeat :

- Ask students to read Task 1 silently

- Ask students to listen to the passage (twice)

Task 1

- Ask students to work in pairs to do the task

- Correct mistakes and gives feedback

- Answer the questions freely

- Repeat words in chorus then individually

- Correct pronunciation themselves

- Listen to the passage and correct pronunciation

- Work in pairs

Key:

1 F (Mai’s birthday party was held

at home in the afternoon.)

2 F (About twenty guests were at

the birthday party)

3 F (The birthday cake was cut at about four thirty).

4 T (The birthday party lasted about three hours).(from three to

six)

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Task 2

- Ask students to read the questions in Task 2 silently

- Ask them to listen to the passage again and do Task 2 in groups

- Ask some students to write the answers on the board

- Give feedback

Post-reading: (10 minutes)

- Asks students to talk about Mai’s birthday party

(-Teacher can ask some questions, if necessary :

• Where did Mai hold the birthday party ?

• How many people were invited to the party ?

• What time did the party start and end ?

• What did Mai’s mother serve the guests at the party ?)

- Ask some students to retell Mai’s birthday party before class

- Correct mistakes and give feedback

- Practise listening at home

- Write down Task 2

- Prepare Part D - Writing

5 F ( Only the writer stayed after

the party to tidy up the mess.)

- Read task 2 silently

- Work in groups

Key:

1 She was 16 years old.

2 She didn’t like having the party at

a restaurant because it is noisy and expensive.

3 She served them soft drinks and biscuits.

4 It was brought out at about four thirty.

5 It was beautifully decorated with pink and white icing

6 They clapped their hands eagerly and sang “Happy birthday”.

7 It finished at about six in the evening.

I Objectives:

- define the format and structure of an informal letter of invitation

- write an informal letter of invitation

2 Knowledge:

- General knowledge: Students learn to write an informal letter

- Language: Words used in writing an informal letter

3 Skills: Writing an informal letter of invitation

III Teaching aids:

IV Procedures:

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Teacher’s activities Students’ activities Pre-writing: (8 minutes)

Task 1

- Ask students to answer the questions:

1 On what occasions are parties held?

2 What kind of clothes do they often wear at a party?

3 What kind of presents do people often bring to a party?

* If you want your friends or relatives to come to your party, you must

send a letter of invitation Let’s begin our lesson.

While-writing: (20 minutes)

Task 2:

- Correct mistakes and gives feedback

Task 3

- Askstudents to do task 3 in groups

- Give them some guidelines

1 Reason for the party:

(birthday party/New Year’s Eve party/ wedding party)

Eating and drinking / singing /dancing/ playing games/ watching films

6 Foods and drinks served:

(soft drinks ,mineral water ,…/chicken soup , green salad, steak, fired

chiken, fish, beef, hamburger, biscuits…)

- Ask some students to write their letters on the board

- Go round the class to help students

- Correct common mistakes and give remarks

How are things gettting on with you? I am fine here

- Answer the question freely

- Give answers:

anniversaries, New Year’s Eve

2 dress/ skirt/ shirt/ trousers/ suit/…

3 gift/ flowers/ champagne/

- Give their results

- Correct their writing

- Listen to the teacher and copy down

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Since your family moved to Ipoh, things are not the same here I really

enjoyed the things we did together

Anyhow, the holidays are about to begin Would you like to come over

to my house for a short stay? We could spend some time on the beach

again, swimming, catching crabs, etc My parents say that they will be

glad to see you

Do let me know whether you can make it or not

I look forward to your reply

Your friend,

Jack

- Write down the letter, pay attention to some structures and prepositions

- Prepare in advance Part E (Language Focus

UNIT 3: A PARTY Part 5: Language focus

I Objectives:

1 Educational aim: By the end of the lesson, students will be able to:

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

- pronounce the words and sentences containing these sounds correctly

- distinguish the uses of infinitive and gerund in active and passive voices

- use these structures to solve communicative tasks

2 Knowledge:

- General knowledge: Students learn to pronounce 3 sounds and grammar

3 Skill: fluency in pronunciating 3 sounds and use of infinitive and gerund in passive

III Teaching aids: textbook

IV Procedures:

I Pronunciation: (14 minutes)

The pronunciation of / l /, / r / and / h /

- Give students 6 words and ask them to put the words to the right columns / l / /r /

and / h / : holiday, library, run, help, Lisa, realize.

 Today we are going to learn the pronunciation of the sounds /l/ , /r/ and / h / Now

look at your book, listen and repeat the sounds

II Grammar: (30 minutes)

A Gerund and infinitive

1 after preposition: at, in, on,

about, at…

1 after adjective:

Ex: The exercise is easy to do

- Listen to the teacher and write down

- Put the words in the right columns

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Ex: I’m interested in learning

English

* Note: busy + V-ing

2 the subject of the sentence:

Ex: Learning English is

interesting

2 to express purpose:

Ex: She is saving money to travel

I have some letters to write

3 after some verbs:

enjoy, void, admit, appreciate,

mind, finish, practice, suggest,

postpone, consider, hate, , like,

love, deny, detes, keep, miss,

imagine, mention, risk, delay…

3 after some verbs:

Agree , appear, afford, ask, demand, expect, hesitate, intend, invite, want, wish, hope, promise, decide, tell, refuse, learn, fail, plan, manage, pretend, remind, persuade, encourage, force, order, urge (thúc giục), seem, tend, threaten

4 after some phrasals: cant’

help (không thể không), can’t

bear / can’t stand (không thể

chịu được), be used to, get used

to, look forward to, it’s no use /

it’s no good (không có ích lợi

gì), be busy, be worth (đáng giá)

4 In some structures:

* It takes / took + O + thời gian + to-inf

* S + V + adj / adv + enough + to-inf

* S + find / think / believe + it + adj + to-inf

* S + V + too + adj / adv + to-inf Note:

- allow / permit/ advise / recommend + O + to-inf

Ex: She allowed me to use her pen.

- allow / permit / advise / recommend + ing

V-Ex: She didn’t allow smoking in her room.

- be allowed / permitted + to-inf

Ex: I was allowed to go out with my friends

last night

+ remember / forget / regret +

V-ing: nhớ / quên/ nuối tiếc

việc đã xảy ra rồi (trong quá

khứ)

Ex: I remember meeting you

some where but I can’t know

Ex: Remember to send her some flowers

because today is her birthday

+ stop + to-inf: dừng … để … + try + to-inf: cố gắng

+ need + to-inf: cần (chủ động)

B Passive infinitive and gerund:

S + like/ hate/ enjoy…+ BEING +PP

Ex: My dog hates being washed

S+ hope/ expect + TO BE + PP Ex: She expected to be chosen as a

monitor

Exercise 2:

- Check the answers and gives feedbac

Exercise 3:

- Ask students to do task 3 individually

- Let students compare their answers with a partner

- Check the answers and gives feedback

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Homework: (1 minute)

Give the correct form of the verb.

1 I can't afford (pay) for a new car

2 He is so impatient that he can't wait (speak)

3 Speech class will give you practice (speak) in front of people

4 I expect (finish) this by three o'clock

5 They are preparing (eat) dinner

6 Bernadette dislikes (cook)

7 They refuse (take) money from their wives

8 I want (quit) the baseball team

9 Doctors recommend (drink) lots of water after exercising

10 Pete just decided (look) for a job

11 They seemed (enjoy) the play

12 Harry detests (write) long papers

13 John can't afford (buy) a new car

14 My parents suggested (wait) two weeks before I made my final

decision

15 Sarah expected (win) the competition

16 They demanded (be) seated

17 Martha considered (call) her ex-boyfriend

18 Billy promised (eat) all of his spinach

19 Louise finished (run) at 6:00

20 They pretended (enjoy) the music

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Date:…/…/… Class:… Period:….

TEST YOURSELF A

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: 1, 2 and 3

- 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, 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:

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

- Improve their knowledge through the test yourself

II Method: Integrated, mainly communicative

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

IV Procedures:

- Greeting

- Ask students something about the test yourself A

* 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 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:

III Grammar(2.5 points) (8 minutes)

- Present the task:

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

b/ Give the correct form of verbs

- Greeting

- Answer teacher’s questions

- Look at the book and listen to the task

- understand the task

- Read the questions

- Listen again and say the statements are true or false

- Listen and discuss in groups to find the correct answers:

- Finish the task

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

- Write the answers on the board

- Listen to the teacher and correct the answers

- Work in groups

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Let students finish each of of the following sentences in such a way

that it has the same meaning as the original sentence

IV Writing (7 minutes)

- Present the task:

- Call the students to read the suggested sentences in front of the

+ to study all the lessons again

+ to get ready for the 45 minute-test in the next period

- Compare the results with the other groups

- Show the answers in front of the class

- Observe the keys and correct their anwres

- Students work in groups and practise writing about the some one’s birthday party

- Two students go to the board and write

- Give the writings by reading aloud

- Read the letter carefully

- In groups or in pairs, write her a letter

- Compare the results with the other groups

- Correct mistakes

- Study all the lessons again

- Get the knowledge ready for the coming test

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The 18 th period

Date : 21/ 9

Grade 11

English written test

Class: 11 time: 45 minutes

I Choose the best answer

1.If you are invited fo someone’s house , you are their ………

A guest B patient C family D classmate

2 I passed the………… without any difficulty

A term B course C exam D lesson

3 The teacher is standing up She………make a speech

A is going to B goes to C will go to D is

4 Which book………you……….when I phoned you last night

A did / read B would / read C were / reading D will / read

5 Don’t worry Everything will be ready ………

A for two hours B after 2 hours C in two hours D during two hours

6 Nga didn’t need much ……… for her cakes

A sugar B sugars C egg D eggs

7 I’m still hungry I’ve just eaten only ………food

A a little B little C a lot D much

8 We usually have physical ……….on Fridaay

A lesson B schooling C educating D educate

9 My family has great love ………cats

A much B many C few D a few

10 Our teacher gave us many……….to do in the summer holidays

A homework B home work C exercise D exercises

11 Mary was waiting………… a queue when she saw her old roommate, Anne

A in B at C on D for

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12 They……… studying in their classroom at 9 o’clock yesterday morning.

A are B were C is D was

13 Choose one word that has the underlined part pronounced differently from the others

A detective B policeman C fireman D dentist

A tractor B attend C policeman D agree

A breakfast B lake C strange D gate

16 Choose the one word or phrase that must be changed in order for the sentence to be correct

The football match has just begun You were a bit little late

A B C D

When your father comes back from London , I would tell him the whole truth

A B C D

18………takes care of animals

A detective B police C zookeeper D nurse

19 He is……….some flowers in his left hand

A holding B picking C moving D playing

20 You need to go to the doctor if you feel ………

A sick B happy C pain D illnees

21 Mum,we’ve run out of milk I………to go out and buy some

A should B have C had better D must

22 We always have ………… homework to do at night

A much B many C few D a few

23 I have got only………… little time for my home work

A a B one C some D much

24 I have afew ……… for holidays

A week B weeks C week’s D weekes

25 He used to ………pictrure stories wren he was young

A read B reading C to read D will read

26 Maths and English used to be my favourite…………at high school

A courses B lessons C skills D subjects

27.We ………….a lot of time preparing for the house –warming party

A spend B spent C take D took

28 ………….everybody sleeping when we came home last night ?

A Was B Were C Is D Are

29 I was feeding the cats………the phone rang

A while B when C untill D since

30.Every Sunday afternoon , he and his friend go………by a small stream in the woods

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A to fish B fishing C fishes D to fishing

A much B summer C but D used

A row B cow C slow D snow

By the way , are you usually free in Monday evening?

A B C D

If your daughter don’t study hader , she will fail the exam

A B C D

Every student were listening to the professor when a stranger entered the classroom

A B C D

II Read the passage and choose the best answer

My best friend at high school was David Smith He used to sit next to me in all classes

He was a hardworking student while I was very lazy I never took notes during the lesson s ,

and he always lent me his notebooks when exams came ,David not only studied very well

but he was also good at sports He could play football , baseball ,and table tennis very well

Baseball was the most popular sport in my school at that time We used to play football

every day after class He and I always played in the same team and we often won

At weekens , me often went fishing together.David left the town for a far away city

when we was in the eleventh form He gave me his telephone number but I lost it ,

so we couldn’t stay in touch I have never seen him since then

36 What does the passage primarily talk about

A The author’ best friend at high school

B The differences between the author and his best friend

C The most popular sports at the author’school

D What the author was like at high school

37 What is true about David?

A He learned well but he was bad at sports

B He both leaned and played sports well

C He played sports well but he was not good at learning

D He didn’t play sports because he learned too much

38 David could play all of the following sports well except

A Football B Baseball C Table tennis D Basketball

39 Why couldn’t they stay in touch ?

A Because David left the town

B Because David ‘new house was too far from the author’house

C Because the author didn’t want to keep contac

D Because the author lost David’s contact number

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40 How often did they play baseball ?

A After every class B Once aweek C At weekends D Every week

UNIT 4: VOLUNTEER WORK Part 1: Reading

I Objectives:

1 Educational aim: By the end of the lesson, students will be able to:

- develop such reading micro-skills as scanning for specific ideas and skimming for general information

- use the information they have read to discuss the topic

2 Knowledge:

- General knowledge: Students know the information about volunteer work

- Language: words related to voluteer work

3 Skill: - Work formation

- Extensive reading: multiple-choice questions

- Passage comprehension

III Teaching aids: textbook, board, rasing questions

IV Procedures:

Pre-reading: (5 minutes)

- Show the picture of volunteer work and ask questions :

+ What is the old woman doing ?

+ What does she do this work for?

- Check the answers

- Give Ss the following saying :

“ If you me a fish,

I will eat today

If you teach me to fish

I will eat my whole life long.”

- Ask Ss what the saying implies

- Check the answer

- Ask for filling the blanks

- Give the explanation of related

words

- Correct their mistakes

- Look at the picture and answer questions freely

- Work in groups

- Read and guess the meaning of the saying in their text book

- Answer the question

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Task 2

- Ask for students to read the text again silently

- Ask Ss to choose thebest answer

- Check their answers

Task 3:

- Asks Ss to discuss then answer

the questions in task 3

- Check their answers

Post-reading: (13 minutes)

- Ask Ss to discuss then answer

the following questions

1 Why do people do volunteer

work ?

2 Have you ever joined any

volunteer work before ?

- Ask sts to make a report in

front of class

- Correct their mistakes

- Ask students to review the text and prepare the new

section: Part 2- Speaking

or listen to their problems

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

3 During summer vacations, they volunteer to work in remote or mountainous area to provide education for children or medical services for local people

- Work in groups to answer the questions

- Present answers in front of the class

- Correct mistakes

- Copy down

UNIT 4: VOLUNTEER WORK Part 2: Speaking

I Objectives:

1 Educational aim: By the end of the lesson, students will be able to talk about different kinds of activities

related to volunteer work

2 Knowledge:

- General knowledge: Students know how to talk about volunteer work

- Words: Words related to volunteer work

3 Skill: - Identifying types of volunteer work

- Asking and answering questions about volunteer work

- Talking about volunteer work

III Teaching aids: textbook, board, raising questions, hand-outs

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1 What are these students doing?

2 Are they volunteers?

Pre-speaking: (8 minutes)

Task 1:

- Ask students to give their answers

- Explain some activities of volunteer work

• Helping people in the remote or mountainous areas

• Giving care and comfort to the poor and sick

• Providing education for disadvantaged children

• Joining in the Green Saturday Movement

- Correct the mistakes

While-speaking: (20 minutes)

Task 2

- Give some suggestions:

• Providing minority children with literacy (teach them how

to read and write)

• Working in difficult or flooded areas (help them rebuilt houses, provide medical services, etc)

• Raising money to help the handicapped or starving children (put money in a piggy bank)

• Taking part in directing the traffic (stand at the crossroads during rush hour to help direct the traffic)

• Volunteering in homes for the elderly (clean up/ repair their houses, do the washing up, do some shopping, mow their lawns, take care of them, read books, etc)

- Ask students to perform the dialogue in front of class

- Correct mistakes and gives comments

Post-speaking: (10 minutes)

Task 3:

- Ask students to do Task 3 in groups

- Give some suggestions:

• What kind of volunteer work do you usually take part in?

• What do you think about it?

- Correct common mistakes

- Review Part 2 carefully

- Prepare Part 3 – Listening

1 They are helping an old man with the housework

2 Yes, they are

- Do Task 1 in pairs

- Give the answers

- Take notes

- Do the task in pairs

- Listen to the teacher’s guidance

- Perform in front of the class

UNIT 4: VOLUNTEER WORK Part 3: Listening

I Objectives:

1 Educational aim: By the end of this lesson, students will be able to develop such listening micro-skills as

intensive listening for specific information and taking notes while listening

2 Knowledge:

- General knowledge: Students can listen and understand about the volunteer work in Spring School

- Language: Words related to volunteer work

3 Skill: - Gap-filling

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- Comprehension questions

III Teaching aids: textbook, board, rasing questions, cassette tape

IV Procedures:

- Ask students to make questions for the given answers

part in volunteer work?

2 What kind of volunteer work

do you usually take part in?

Pre-listening: (10 minutes)

- Ask students to complete the questions in “Before you

listen”

- Ask students to listen and repeat the new words (pay

attention to the pronunciation of these words)

- Ask students to carry out it

- Correct mistakes

While-listening: (20 minutes)

Task 1

- Ask students to read Task 1 silently

- Introduce the passage: It is about May School in Ho Chi

- Ask students to scan the given questions to set the contents

of the conversations need listening

- Play the tape and asks students to listen and answer the

questions

- Ask students to write their answers on the blackboard

- Ask students to listen to the tape again to check these

answers and correct mistakes

Post-listening: (10 minutes)

- Ask students to work in groups

- Ask students to retell the story

- Answer freely

1 Yes, I am/ No, I am not

2 Helping disabled children how to read, write , taking part in directing the traffic, raising money to help people in the flooded areas,

- Listen to the tape and do task 1

- Pair/ group works

- Read the questions silently

4 They perform circus, theater, dance and singingat one of the largest hotels in Ho Chi Minh city

5 Because they can contact sponsors and help to expand the school activities

- Group works

- Retell the storyDiscuss and perform in front of class

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- Ask a representative of each group to talk in front of class

- Give remark and correct the mistakes

UNIT 4: VOLUNTEER WORK Part 4: Writing

I Objectives:

1 Educational aim: By the end of the lesson, students will be able to write a thank-you letter to a donor to

acknoledge the donor’s contribution

2 Knowledge:

- General knowledge: Students know how to write a thank-you letter

- Language: words related to a thank-you letter

3 Skill: Writing a formal letter expressing gratitude

III Teaching aids: textbook, board, rasing questions, hand-outs

IV Procedures:

- Ask Ss some questions about their situations:

1/ Have you ever received a donation? When? From whom?

2/ What did you do then?

3/ Did you write a letter for thanks?

- Some key words:

* The opening of the letter

* The donated amount

* The way the money is used

* The way the receipt is issued

* The gratitude to the donor

* The closing of the letter

Notice: Some sructures:

- Read and take notes:

- “Dear Sir /Madam”

- “I am very … some days ago”

- “The money will… students”

- “We will certainly…possiple”

- “I would like………company”

Tiêu đề	Giáo án tiếng Anh 11 trọn bộ
Trường học	Tran Quoc Tuan High School
Chuyên ngành	English
Thể loại	lesson plan
Năm xuất bản	2013

Định dạng
Số trang	179
Dung lượng	1,69 MB