Chú ý:Đây là bản xem thử online, xin hãy chọn download miễn phí bên dưới để xem bản đẹp dạng .doc

                                                                                       Ng­êi so¹n: Giang L­¬ng Hïng

The first term of grade 11

 

The 1st period

Date: 29/ 7/ 2008

Grade 11

Theme: Guiding how to learn and to do English tests

Time: 45 minutes

 

I. Objectives:

1. Educational aim: Students know about English book in grade 11

2. Knowledge:

Student know: - How to learn English in grade 11

- How to do English tests

- How to use student’s book and workbook

3. Skill : - Reading

- Speaking

- Listening

- Writing

- Doing English tests

 

II. Teaching aids: Student’s book, student’s workbook, dictionary, some test papers, etc.

III. Procedure:

 

Teacher’s activities

Students’ activities

Notes

Warm-up :(7 minutes)

- 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:

reading : 25%

listening: 25%

writing: 25%

language focus: 25%

3. Guiding other books and tape, disc, etc.

 

Homework: 3 minutes

- 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

 

 

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

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

The 2nd period

Date: 1/ 8

                                        Unit 1: friendship                                 

Grade 11

Theme: Friendship

Unit 1

Reading 

Time: 45 minutes

 

I. Objectives:

1. Educational aim: Students should know what a friendship is, 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 expression 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, note books, chalks board, etc.

IV. Procedure:

 

Teacher’s activities

Students’ activities

Notes

Warm-up: (5 minutes)

- Ask students the questions:

  - Have you got many friends?

  - Who is your best frriend?

  - 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.

- 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.

- Let them work in pairs.

 

Key: B

 

 

 

 

Task 3: (6 minutes)

- Ask students to scan the passage and answer the questions:

- Let them work in pairs.

- 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? ’’

- Let them work in pairs.

- 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

 

- Listen to the teacher and answer the questions:

- Yes, I have.

- A is my best friend.

- We usualy come to the library sometimes play foot ball…

 

- Listen to the teacher and open the book – Unit 1, part A: reading.

 

 

- Look at the picture in the book, listen to the teacher, read the poem then ask and answer the question, work in pairs:

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

B: I think….

 

 

- Listen to the teacher.

 

 

 

 

- 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.

 

 

- Listen to the teacher.

- 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

 

 

- Listen to the teacher.

- 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

 

 

 

 

 

 

 

 

 

 

 

The 3rd Period

Date 3/8

Grade 11

Theme: Friendship

Unit 1

Speaking

Time: 45 minutes

 

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.

IV. Procedure:

 

Teacher’s activities

Students’ activities

Notes

Warm-up: (5 minutes)

- Ask students to keep book close

- Ask students to discribe some students  in the class.

- Call some sdtudents to stand to talk to the class.

- Introduce, listen and repair mistakes for students.

(We learn Unit 1, part- speaking)

Pre-speaking : (12 minutes)

Task 1

-         Ask students to look at the people in the book and discribe their physical characteristics.

-         Let them work in pairs.

-         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

+ 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 C- Listening and do homework

 

- Keep books close.

- Listen to the teacher.

- Try to discribe some one in the class.

- The students who are called stand to discribe a friend to the class.

 

 

 

 

- Try to repeat from memory

- Try to discribe the people in the book:

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

+ The girl is ………

 

- Play roles.

 

 

-Present their performance.

 

 

- 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 .

 

 

 

- The students are called stand up and tell loudly

 

 

 

 

 

 

 

 

 

 

- Listen to the teacher

- Write down the homework

 

The 4th period

Date : 5/8

Grade 11

Theme: Friendship

Unit 1

Listening

Time: 45 minutes

 

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 about given questions in order to answer.

II. Method: Intergrated, mainly communicative

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

IV. Procedure:

 

Teacher’s activities

Students’ activities

Notes

Warm-up: (5 minutes)

- 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 ask and answer 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:

- 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)

-Have students 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

-Emphasize “ you will hear Lan & Long talk about their best friends_Ha & Minh. Listen to their talks and do the tasks below”.

-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

Homework: (3 minutes)

- Ask students to rewrite their answers of tasks 2 in their notebooks at home

- Remember them to prepare Part- Writing at home

 

- 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.

 

 

 

 

 

 

 

 

- 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

 

 

 

-Elicited students raise their hands to interpret.

 

 

 

 

 

-Students take notes during listening.

-Other students watch and give comments.

 

-Students work in pairs.

 

 

 

 

 

 

-Listen to the teacher and write down homework

 

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

 

Lan’s talk : 1f, 2f, 3t, 4f, 5t, 6f                      Long’s talk : 1f, 2f, 3t, 4t, 5t,

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

The 5th period

Date: 6/8

Grade 11

Theme: Friendship

Unit 1

Writing

Time 45 minutes

 

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  someone’s personalities.

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

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

3. Skills: Writing a passage.

II. Method: Intergrated, mainly communicative

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

IV. Procedure:

 

Teacher’s activities

Students’ activities

Notes

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 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 has students write a passage to describe a friend they like.

A Sample

Hoa  has been my best friend since many years.She is quite 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 white. 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

 

Homework: (2 minutes)

- Ask students to do part writing 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 teacher

and 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.

 

 

 

- Listen to the teacher and write down homework

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

The 6th period

Date: 7/8

Grade 11

Theme: Friendship

Unit 1

Language Focus

Time: 45 minutes

 

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: * The Infinitive with to or without to.

- New words: Words related to pronunciation /dʒ / - /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:

 

Teacher’s activities

Students’ activities

Notes

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 : / dʒ /- / 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 : / dʒ / - / 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

- Let them work in pairs

- 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 mistakes

 

 

 

 

 

 

 

 

 

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

 

 

 

 

- 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 tohear 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

The 7th period

Date : 11/8

Grade 11

Theme: PERSONAL EXPERIENCES

Unit 2

Reading 

Time: 45 minutes

 

I. Objectives:

1. Educational aim:

- 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.

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

3. Skills:  

- Guessing meaning in context.

- Passage comprehension.

II. Method: Intergrated, mainly communicative

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

IV. Procedures:

 

Teacher’s activities

Students’ activities

Notes

Warm-up: (4 minutes)

- 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

1. embarrass(v)

  - embarrassed(adj)

  - embarrassing(adj)

  - embarrassment(n)

 

2. idol (n)

 

3. glance(n/v)

- glance at sb/sth

4. Be busy doing sth

    Be busy with sth

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) banknote

EX

Do you want the money in the notes or coins?

- The Beatles were the pop idols of the 60s.

 

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 happen in the story.

- Ask students to work individually then work 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

- 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

 

- Listen to the teacher.

- 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

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

- Do Task 1 in pairs

_Take notes

Key:

  1. glanced
  2. makes a fuss
  3. embarrassing
  4. idols
  5. sneaky

 

- Do task 2 in pairs

- Take notes

Key:

1.d     2.b     3.f    

4.e     5. a    6.c

 

 

- Read the questions silently and answer them in groups

 

- Give the answers

 

 

 

 

 

- Take notes

 

 

 

 

 

 

 

 

 

 

 

- Discuss in groups

 

 

- Report before class

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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

 

 

 

 

 

 

 

 

 

 

 

The 8th period

Date: 6/9

Grade 11

Theme: PERSONAL EXPERIENCES

Unit 2

Speaking

Time: 45 minutes

 

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.  

II. Method: Intergrated, mainly communicative

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

IV. Procedures:

Teacher’s activities

Student’s activities

Notes

Warm-up:

- Have you ever spoken English to you friends ( teachers, foreigners…) ?

- How did you feel when you spoke English to them?

 

Pre-reading: (8 minutes)

- Gives students some new words in Task 1

- Reads the new words

 

 

 

Task 1:

- Asks students to do Task 1 in pairs

- Gives feedback

 

 

 

 

 

While-speaking:

Task 2:

- Asks students to do task 2 in pairs

- Asks 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?

- Asks students to do Task 3 in pairs

- Asks some pairs to perform their dialogues in front of the class.

- Corrects common mistakes and give remarks

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Homework: (2 minutes)

- Asks students to write a paragraph to tell their own experience in the past

- Asks students to prepare Listening

 

 

 

 

- Answer freely

 

 

 

 

 

  1. Confidence
  2. Attitude
  3. Native English speaker
  4. Appreciate

- Explains the meanings

 

+ Structure:

Present Perfect ( Past simple)

Have you ever………?

Key:

1. D        2. E        3. B

4.F          5. A       6. C

 

- Work in pairs

Key:

1. B   2. E   3. H       4. A

5. E    6. G    7. C       8. F

 

 

 

- Listen to the teacher

- Answer freely

 

 

 

 

- Work in pairs

Key:

1.

A. Have you ever feeled an exam?

- Yes, I have.

B. How did it happen?

- I didn’t study well enough for exam.

C. When did it happen?

- Last year.

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

- I felt disappointed/ sad/ depressed.

2.

A. Have you ever traveled to other parts of the country?

- Yes, I have.

B. When did you travel?

- In 2002.

C. How did it affect you?

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

3.

A. Have you ever talked to a famous pop star?

- Yes, I have.

B. Where did you meet him/ her ?

- At a party

C. How did it affect you?

- It was interesting to talk to famous pop stars.

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

 

- Write down

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

The 9th period

Date : 8/ 9

Grade 11

Theme: Personal Experiences

         Unit 2

          Listening

Time: 45 minutes

 

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: Use past simple

- New words: Words related to memorable experiences

3. Skills: Listening for specific information and comprehension questions

II. Method: Intergrated, mainly communicative

III. Teaching aid: Pictures, chalk, cassette tape

IV. Procedures:

 

Teacher’s activities

Students’ activities

Notes

Warm-up : (2 minutes)

- Have you ever seen a fire ?

- Where did it happen?

- Was it frightening?

Pre-listening : (8 minutes)

- Asks students to look at the picture in the book and ask them some questions

+ What is happening?

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

+ What is she doing?

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

- Asks students to repeat the provided words and explain the words if necessary

 

While-listening: (24 minutes)

Task 1:

- Asks students to read Task 1 silently

- Ask students to listen to the tape (twice).

- Asks students to do Task 1 individually.

- Reads the sentences again to help weak students:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Task 2:

- Asks students to read Task 2 silently and listen to the tape again.

- Asks two students to write the answers on the board

- Gives feedback

 

 

After-listening: (10 minutes)

- Asks students to work in groups to discuss the importance of family

- Goes 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

- Gives comments and corrects mistakes

- Gives marks

 

Homework: (2 minutes)

- Asks students to write a paragraph about the importance of family

- Asks students to prepare part Writing at home

 

- 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

- 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 do task 2

Key:

1.grow           2.small

3. everything  4. realize

5. family        6. replaced

7. took            8. family

 

- Work in groups

 

 

 

 

 

 

- Present ideas in front of the class

- Listen to the teacher and correct mistakes

 

 

 

- Write down

 

 

The 10th period

Date : 9/ 9

Grade 11

Theme: Personal Experiences

         Unit 2

          Writing

Time: 45 minutes

 

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 apersonal letter

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

II. Method: Interagrated, mainly communicative

III. Teaching aids: Chalk, textbook

IV. Procedures:

 

Teacher’s activities

Students’ activities

Notes

Warm-up : (4 minutes)

- Can you write a short letter in English?

- Is it interesting?

- To day I want you to write a letter about your past experience in English.

 

Pre-writing: (10 minutes)

- Has students give some of their past experiences? (being seriously ill, failing an exam; talking to a famous pop star,… etc)

 

While-writing: (10 minutes)

- Gives students some guidance:

1. When it happened:

( It happened …years ago/in …./ when I was …years old.)

2. Where it happened:

( 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

 

Post-writing: (20 minutes)

- Asks students to write a passage about the most memorable past experience.

- Goes round to provide help

- Corrects common mistakes

 

Homework: (2 minutes)

- Do the writing part, Unit 2, workbook

- Asks students to prepare part Language Focus at home

 

- Answer the questions

 

 

 

 

 

 

 

 

- Gives their own past experiences

 

 

 

 

- Listen to the teacher and copy down

 

 

 

 

 

 

 

 

 

 

 

 

 

- Work in groups to discuss

 

 

 

 

- Work individually and correct mistakes

 

 

 

 

 

- Write down

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

The 11th period

Date : 11/ 9

Grade 11

Theme: Personal Experiences

Unit 2

Language Focus

Time: 45 minutes

 

I. Objectives:

1. Educational aim: 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

II. Method: Intergrated, mainly communicative

III. Teaching aids: textbooks, cassette tape

IV. Procedures:

 

Teacher’s activities

Students’ activities

Notes

I. Pronunciation:

- Writes 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.

+Pre

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

+While

- Asks students to read the sentences

+Post

- Practises reading the sentences

 

II. Grammar:

+Warm- up

We’ve already learn the present simple tense, the past simle tense, the past progressive tense. Now we are going to review TENSE REVISION

- The present tense use to tell a story that happened in the past makes it more interesting and vivid

+Pre

-Asks students to remember the use of these tenses

+While

Task 1:

- Asks students to do exercise 1 in pairs

- Corrects the exercise and explain the use of the tenses

 

 

 

 

 

 

Task 2:

- Asks students to do exercise 2

- Gives feedback

 

 

 

 

 

Exercise 3:

- Asks students to do exercise 3 individually

- Explains the difference between the simple past and the past perfect.

- Corrects the exerciseand explain the use of the tenses

 

 

+Post

- Consolidate the use of tense

 

Homework: (2 minutes)

- Practise reading the sentences

- Write exercise 2,3 in the notebook

- Prepare in Unit 3 part A reading in advance

 

- Listen to the teacher and bear in mind

 

 

 

 

 

 

 

 

- Repeat in chorus then individually

 

 

- Read the sentences

 

 

 

 

 

- Listen to the teacher and review tenses

 

 

 

 

 

 

- Retell the use of these tenses and bear in mind

 

 

 

- Work in pairs

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

 

- Do the task

Key:

1. broke / was playing

2. wrote / was

3. was working/ broke

4. stared / were walking

5. told / were having

 

- Do the task 3

 

- Listen to the teacher

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

The 12th period

Date : 12/ 9

Grade 11

Theme: A party

Unit 3

Reading 

Time: 45 minutes

 

I. Objectives:

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

 - 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:

- General knowledge: students know how to celebrate some celebrations

- New words: Words to celebrations and festivals

3. Skills: Reading for general or specific information

II. Method: Intergrated, mainly communicative

III. Teaching aids: Some photos of celebrations in the world

IV. Procedures:

 

Teacher’s activities

Students’ activities

Notes

Pre-reading: (5 minutes)

- Asks students to look at the first picture in the book and ask them some questions:

  • Are they having a party ?
  • What party is it ?

-Asks 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)

- Asks students to listen to the tape

- Asks students to read the passage silently

- Explains some difficult words

New words:

1. celebrate (v)

celebration (n)

2. joke (v/n)

Ex: Don’t believe me . I’m only joking.

3. anniversary (n)

+silver anniversary / silver wedding / silver jubilee : 25th wedding anniversary.

+ golden anniversary / golden wedding / golden jubilee: 50th wedding anniversary.

+diamond anniversary / diamond wedding / diamond jubilee: 60th wedding aniversary.

 

Task 1:

- Asks students to do Task 1 in pairs

- Gives feedback

 

 

Task 2

- Asks students to do task 2 in pairs

- Gives feedback

 

 

 

 

 

 

 

Post-reading: (13 minutes)

- Asks students to talk about their birthday party. ( work in groups)(place, time, guest, foods, drinks, activities)

- Calls some students to give their answers

- Corrects mistakes and gives marks

 

Homework (2 minutes)

1. Do the tasks again in notebooks.

2. Prepare :   Part B – Speaking.

 

 

- Look at the first picture and answer the questions

 

 

- Look at the second picture and answer the questions

 

 

 

 

 

 

 

- Listen to the teacher

 

 

 

 

 

- Listen to the tape and correct pronunciation

- Pay attention to some new words

 

- Listen to the teacher and copy down

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

- Work in pairs

Key:

1&2 (Both) 3&6(Birthday)   4&5 (Anniversary)

- Work in pairs

Key:

  1. eighth(seventh)
  2. brings(eats)
  3. food(presents)
  4. anniversaries(age)
  5. months(year)
  6. 5th (50th)
  7. silver (golden)

 

- Work in groups to talk about their birthday party

- Give answers

 

 

 

 

- Copy down

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

The 13th period

Date : 13/ 9

Grade 11

Theme: A Party

Unit 3

           Speaking

Time: 45 minutes

 

I. Objectives:

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

- 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

II. Method: Integrated, mainly communicative

III. Teaching aids: Photos of some parties

IV. Procedures:

 

Teacher’s activities

Students’ activities

Notes

Pre-speaking: (8 minutes)

Do you like parties ?

Do you like quiet or noisy parties ?

Shows 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

-Asks students to do Task 2 in pairs

-Asks 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:

- Asks students to do Task 3 in groups, using the simple past tense to report the past events.

- Gives some suggestions.

- Asks some students to perform before class.

- Corrects common mistakes and give remarks.

 

 

 

 

 

 

Homework: (2 minutes)

- Write down task 3 in the notebooks.

Prepare part C (Listening)

 

- Answer the questions freely

 

 

 

 

 

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

 

 

 

 

 

 

 

 

 

 

 

 

 

 

- Work in pairs

A: 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

 

The 14th period

Date : 15/ 9

Grade 11

Theme: A Party

Unit 3

          Listening

Time: 45 minutes

 

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

2. Knowledge:

- 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

II. Method: Intergrated, mainly communicative

III. Teaching aids: Some pictures of birthday parties

IV. Procedures:

 

Teacher’s activities

Students’ activities

Notes

Warm-up: (5 minutes)

- Asks 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 :

1. gathering

2. restaurant

3. birthday cake

4. prizes

5. slices

6. icing

7. decorated

8. clapped

 

While-listening: (20 minutes)

- Asks students to read Task 1 silently

- Asks students to listen to the passage (twice)

Task 1

- Asks students to work in pairs to do the task

- Corrects mistakes and gives feedback

 

 

 

 

 

 

 

 

 

 

 

 

 

Task 2

- Asks students to read the questions in Task 2 silently.

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

- Asks some students to write the answers on the board.

- Gives 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 ?)

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

- Corrects mistakes and give feedback

 

Homework: (2 minutes)

- Practise  listening at home

- Write down Task 2

- Prepare Part D - Writing 

 

 

- 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)

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.

 

- Work in groups

 

 

 

 

 

 

 

 

 

 

 

- Listen to their friends and correct mistakes

 

 

 

- Write down

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

The 15th period

Date : 16/ 9

Grade 11

Theme: A Party

Unit 3

Writing

Time: 45 minutes

 

I. Objectives:

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

 - 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

II. Method: Intergrated, mainly communicative

III. Teaching aids:

IV. Procedures:

 

Teacher’s activities

Students’ activities

Notes

Pre-writing: (8 minutes)

Task 1

- Asks  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:

- Asks students to do task 2 in pairs

- Corrects mistakes and gives feedback

 

 

 

 

 

Task 3

- Asks students to do task 3 in groups

- Gives them some guidelines

1.Reason for the party:

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

2.Where:

  Home / restaurant

3.When :

  What day?

  What time?

4.Number of guess:10 / 20 / 30

5.Which activities:

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

6.Foods and drinks served:

(soft drinks ,mineral water ,…/chicken soup , green salad, steeak, fired chiken, fish, beef, hamburger ,biscuits…)

Post-writing: (15 minutes)

- Asks some students to write their letters on the board.

- Goes round the class to help students

- Corrects common mistakes and give remarks.

 

Homework: (2 minutes)

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

- Prepare in advance Part E (Language Focus

 

 

- Answer the question freely

- Give answers:

*birthday, wedding anniversaries, New Year’s Eve

*dress/ skirt/ shirt/ trousers/ suit/…

*gift/ flowers/ champagne/

- Listen to the teacher

 

 

 

 

 

 

- Work in pairs

Key:

1.   at my house

2.   to come

3.   refreshments

4.   to cook

5.   winners

6.   by Monday

 

- Work in groups

 

- Listen to the teacher and bear in mind, copy down

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

- Work independently

 

- Give their results

- Correct their writing

 

 

 

 

- Listen to the teacher and copy down

 

 

 

 

 

 

 

 

 

 

 

 

 

The 16th period

Date : 18/ 9

Grade 11

Theme: A Party

Unit 3

Language Focus

Time: 45 minutes

 

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

II. Method: Intergrated, mainly communicative

III. Teaching aids: textbook

IV. Procedures:

 

Teacher’s activities

Students’ activities

Notes

I. Pronunciation: (14 minutes)

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

- Gives 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- The Gerund:

- Asks students to put the words in correct order to make the two sentences:

Ex1 : the book / time/ return / she / on / to / failed / library / the.

Ex 2: work / mind / the / helping / would / me / with / you / ?

- In the lesson today you'll learn how to use the gerund and the infinitive.

 

Exercise 1

- Asks students to do exercise 1 in pairs

- Checks answers and gives feedback

- Notes:

* Some verbs followed by To inf :  mean, demand, seem, want, agree, expect, offer, hope, refuse,..

* Some verbs followed by V-ing dislike, risk, keep, appreciate, miss, mind, mention, enjoy,...

 

B.  Passive infinitive and gerund:

- to be + pp

- being + pp ( in context meaning)

- Ex:

I expected (invite)__to the party. (to be invited)

No one enjoys (laugh)_ at.

(being laughed)

Exercise 2:

- Asks students to do task 2 in pairs

- Checks the answers and gives feedback

 

 

 

 

Exercise 3:

- Asks students to do task 3 individually

- Lets students compare their answers with a partner

- Checks the answers and gives feedback

 

Homework: (1 minute)

- Do the exercises again in notebooks.

- Prepare : TEST YOURSELF A

 

 

- Listen to the teacher and write down

 

- Put the words in  the right columns

 

Ill 

/r/

/h/

library

run

help

Lisa

realize

holiday

 

 

 

- Put the words into correct orders

 

 

 

 

 

- Listen to the teacher

 

 

 

 

- Work in pairs

Key:

1.  to operate

2. having

3. getting

4. to tell

  1. practicing
  2. to see
  3. receiving
  4. getting

 

 

 

- Listen to the teacher and copy down

 

 

 

 

 

 

 

- Work in pairs

Key:

  1. B
  2. A
  3. B
  4. B
  5. A

 

- Work individually

Key:

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

 

- Listen to the teacher and write down

 

The 17th period

Date : 19/ 9

Grade 11

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:

 

Teacher’s activities

Students’ activities

Notes

Warm-up: (5 minutes)

- 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.

1, to see.

2, to be.

3, to phone.

4, pay.

5, to be met.

6, to be appointed.

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 class.

 

 

- Check their writings and help them correct the mistakes if they’ve made.

 

 

 

 

 

 

 

Homework (5 minutes)

- Ask students:

    + to study all the lessons again

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

 

 

- Greeting

- Answer teacher’s questions

 

 

 

 

 

 

- Look at the book and listen to the task

- understand the task

- Read the questions

- Listen to the tape

- Listen again and say the statements are true or false.

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

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

 

 

- Look at the textbook and listen to the teacher

 

 

- Work in groups to discuss about the passage

- Finish the task

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

- Write the answers on the board

- Listen to the teacher and correct the answers

 

- Listen to the teacher

- Work in groups

- Compare the results with the other groups

- Show the answers in front of the class.

- Observe the keys and correct their 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

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

The 18th 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

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

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

A tractor                        B attend                                  C policeman           D agree

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

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

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

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.

A to fish                                     B fishing                    C fishes                                    D to fishing

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

A much                                    B summer                   C but                                        D used

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

A row                           B cow                          C slow                                      D snow

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

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

      A             B             C              D

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

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

                                A              B                 C               D

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

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

40 How often did they play baseball ?

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

 

 

Unit 4: volunteer work

 

The 19th period

Date : 23/ 9

Grade 11

Theme: Volunteer Work

Unit 4

Reading 

Time: 45 minutes

 

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

II. Method: Intergrated, mainly communicative

III. Teaching aids: textbook, board, rasing questions

IV. Procedures:

 

Teacher’s activities

Students’ activities

Notes

Pre-reading: (5 minutes)

- Shows the picture of volunteer

work and ask questions :

  What is the old woman doing ?

  What does she do this work for?

- Checks the answers

- Gives 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.”

- Asks Ss what the saying implies.

-Checks the answer.

 

While-reading: (25 minutes)

- Supplies  Ss music and some more pictures  of  Volunteer Work.

- Asks Ss to match new words with

explanation.

1. Volunteer (n)

2. Orphanage (n)

3. Handicapped people

4. Disadvantaged people

- Checks their answers

Task 1

- Asks for filling the blanks .

- Gives the explanation of related

words.

- Corrects their mistakes.

 

 

 

 

 

Task 2

- Asks for students to read the text again silently.

- Asks Ss to choose thebest answer

- Checks their answers

Task 3:

- Asks Ss to discuss then answer

the questions in task 3 .

- Checks their answers.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Post-reading: (13 minutes)

- Asks Ss to discuss  then answer

the following questions.

  1.Why do people do volunteer

  work ?

  2. Have you ever joined any

  volunteer work before ?

- Asks sts to make a report  in 

front  of class .

- Corrects their mistakes.

 

Homework: (2 minutes)

- Asks students to review the text and prepare the new section: Part B-Speaking

 

- Look at the picture and answer questions freely

- Work in groups .

 

- Answer the questions

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

-Answer the question.

-Take notes.

-Identify the pictures.

 

 

- Work in groups

Answer:

1 - c

2 - d

3 - a

4 - b

 

 

 

 

-Individual  work

-Read all of these sentences in task 1 and fill in  each blank

Key:

1. Voluntary (adj)

2. Voluntarily (adv)

3. Volunteers (n)

4. Volunteers (v)

 

- Read the text again and do task 2

Key:

1-B, 2-A, 3-D, 4-B, 5-C

 

- Work in pairs

Key:

1.They usually visit hospitals, orphanages or homes for the ages.They read books to the people 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

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

The 20th period

Date : 23/ 9

Grade 11

Theme: Volunteer Work

Unit 4

Speaking

Time: 45 minutes

 

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

II. Method: Intergrated, mainly communicative

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

IV. Procedures:

 

Teacher’s activities

Students’ activities

Notes

Warm-up: (5 minutes)

- Asks students to look at the picture in their books and answer two questions:

1.What are these students doing?

2.Are they volunteers?

 

Pre-speaking: (8 minutes)

Task 1:

- Has students do Task 1 in pairs

- Asks students to give their answers

- Explains 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

- Corrects the mistakes

While-speaking: (20 minutes)

Task 2

- Has students do Task 2 in pairs

- Gives 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)

-                               - Has students perform the dialogue in front of class

- Corrects mistakes and gives comments

Post-speaking: (10 minutes)

Task 3:

- Has students do Task 3 in groups

- Gives some suggestions:

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

- Corrects common mistakes

 

Homework: (2 minutes)

- Review Part B carefully

- Prepare Part C – Listening

 

-         Answer freely

 

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

 

 

 

 

- Work in groups

 

- Listen to their friends

 

- Correct mistakes

 

 

 

- Listen to the teacher and write down

 

 

The 21st period

Date : 24/ 9

Grade 11

Theme: Volunteer Work

Unit 4

listening

Time: 45 minutes

 

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 

 - Comprehension questions

II. Method: Intergrated, mainly communicative

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

IV. Procedures:

 

Teacher’s activities

Students’ activities

Notes

Warm-up: (4 minutes)

- Asks students to make questions for the given answers.

  1.  Do you usually take part in volunteer work?
  2. What kind of volunteer work do you usually take part  in?

 

 

 

Pre-listening: (10 minutes)

- Asks students to complete the  questions  in “Before you listen”

- Asks students to listen and repeat the new words (pay attention to the pronunciation of these words)

- Has students carry out it

- Corrects mistakes

 

While-listening: (20 minutes)

Task 1

- Asks students to read Task 1 silently

- Introduces the passage: It is about May School in Ho Chi Minh city

- Asks students to listen to the tape twice and fill in the missing information

- Gives feedback and remarks.

 

Task 2

- Asks students to scan the given questions to set the contents of the conversations need listening.

- Plays the tape and asks students to listen and answer the questions.

- Asks students to write their answers on the blackboard.

- Has students listen to the tape again to check these answers and correct mistakes

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Post-listening: (10 minutes)

- Asks students to work in groups

- Asks students to retell the story.

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

- Gives remark and correct the mistakes

 

Homework: (1 minutes)

-     Listen to the tape again at home and do the exercises in the workbook.

-     Prepare part D: writing

 

- 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, ....

 

-     Pair works

-     Complete the questions

-     Give oral answers

-     Listen and repeat

 

 

 

 

 

 

- Listen to the tape and do task 1.

Key:

  1.   informal
  2.   30 street children
  3.   250 children (with special difficulties)
  4.   1998/ volunteers

 

 

-     Pair/ group works

-     Read the questions silently.

-     Listen to the tape

-     Answer the questions

Key:

  1. It provides classes for disadvantaged children in Ho Chi Minh city
  2. Dance, theater, singing and circus classes were set up in 1999.
  3. Because they need money to continue their English and Performance Arts classes.
  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 story

Discuss and perform in front of class

 

 

 

 

 

 

- Write down

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

The 22nd period

Date : 26/ 9

Grade 11

Theme: Volunteer Work

Unit 4

Writing

Time: 45 minutes

 

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

II. Method: Intergrated, mainly communicative

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

IV. Procedures:

 

Teacher’s activities

Students’ activities

Notes

Pre-writing: (7 minutes)

-  Asks 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:

Donor

Donate

Donation

Handicapped(picture)

fund

 

While-writing: (27 minutes)

Task 1

- Asks Ss to read the letter and underline the sentences that express the points:

*  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:

-  S + be + adjective+to+infinitive

-  To receive sth from sb/sth

-  Would like+ to infinitive

-  To hope +to infinitive+ for sth

Task 2

-  Three parts of a letter.(picture)

-  Asks Students to do task 2 ;

Give outline: 

*  ( the points in task 1)

 

Post-writing: (9 minutes)

- Correcting( 2 or 3 letters of sts)

  • Vocabulary
  • grammar

 

- Asks students to report  writing (task 1)

 

Homework: (2 minutes)

- Write the letter by themselves

- Prepare Part E : Language focus

 

 

- Answer freely

 

 

 

 

 

 

- Notice the words

 

 

 

 

 

 

 

 

 

- Do the task 1:

- 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”

-  “ I look …..faithfully”

 

 

- First :        the opening

- Second:    the body of the letter

- Third:       Conclusion/The closing

 

- Writing in pairs.

- Some students write their letters on the blackboard.

 

- Students rewrite the letter (task 1)

 

 

- Write down

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

The 23rd period

Date : 28/ 9

Grade 11

Theme: Volunteer Work

Unit 4

Language focus

Time: 45 minutes

 

I. Objectives:

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

 - distinguish the sounds /w/ and /j/

 - pronounce the words and sentences containing these sounds correctly

 - use gerunds, present participles, perfect gerunds and perfect participles appropriately

 

2. Knowledge:

- General knowledge: Students can understand perfect gerund and perfect  participle

- Language: Words related gerund and present participle

3. Skill: Pronounce the sound / w/ and /j / correctly

II. Method: Intergrated, mainly communicative

III. Teaching aids: Textbook, board, rasing questions

IV. Procedures:

 

Teacher’s activities

Students’ activities

Notes

Pronunciation: (15 minutes)

-     Has students listen and repeat the sounds /w/ and /j/

- Asks students to practice reading the sentences provided

-     We went for a walk in the woods near the railway.

-     We wore warm clothes and walked quickly to keep warm.

-     Excuse me. Did you use to live in New York?

-     Did you use to be a tutor at the university?

 

Grammar and vocabulary: (28 minutes)

A.   Gerund:

A gerund is the Verb – ing form.

Ex:

  1. There’s no point in waiting.
  2. I don’t mind cooking the meals.
  3. Reading French is easier than speaking it.

- The gerund can be used in the following ways:

   as subject of a sentence:

    Skiing can be dangerous.

   as complement of a verb:

    Her hobby is painting.

   after prepositions:

    He was accused of smuggling.

   After certain verbs (eg. admit, avoid, deny, dislike, enjoy, excuse + object, forgive + object, fancy/imagine, finish, keep, mind, ect.)

   In noun compounds:

    My school has a swimming pool.

 

B.    Present participle:

Form: Verb – ing

Ex:

  1. Can you smell something burning?
  2. We had to leave the tree lying there.
  3. He spent a fortune rebuilding that old house.

Use:

We can use the present participle

   to form the continuous tenses:

    I’m working right now.

   as an adjective:

    The play was boring.

   after a certain verbs:

After the basic verbs of sensation (see, hear, feel and smell) and after listen to, notice and watch, we can use object + participle:

  1. I heard the car stopping and saw him getting out.
  2. We watched the children playing.
  3. I saw him crossing the road.

 

find, catch, leave + object (person or thing)

  1. I found them picking apples. (They were picking apples when I arrived.)
  2. I caught them stealing my apples. (They were stealing my apples when I arrived.)
  3. I left them talking. (They were talking when I left.)

go and come

With these verbs we can use the participles of verbs of physical activity: dancing, riding, sailing, skiing, etc., also shopping.

Ex: Come dancing with me on Saturday.

       I’m going shopping.

spend and waste + object

I wasted a lot of time standing in queues.

be busy

She’s always busy cooking or cleaning.

 

Exercise 1

- Asks students to do exercise 1 in pairs

- Checks and gives correct answers

 

 

 

 

 

 

Exercise 2

 

 

 

 

 

 

 

 

Perfect gerund and perfect participle: having + past participle

Ex:

  1. I kept you waiting so long. I am sorry.

I am sorry for having kept you waiting   so long.

  1. After Jack had read the letter twice, he wrote a reply.

After having read the letter twice, Jack wrote a reply.

Exercise 3

- Asks students to do exercise 3

- Checks the answers and corrects

- Gives feedback

 

 

 

 

 

 

 

 

 

Homework: (2 minutes)

- Write down exercise 1, 2, 3

 

 

- Listen to the tape carefully

 

 

- Practise reading

 

 

 

 

 

 

 

 

 

 

 

 

- Asks students review and bear in mind

 

 

 

 

 

 

 

- Listen to the teacher and write down

 

 

 

 

- Give more examples

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

- Work in pairs

Key:

  1. parking
  2. hearing
  3. bending
  4. behaving
  5. meeting
  6. spending
  7. waiting

- Work individually

1. passing

  1. burning/rising
  2. reading
  3. lying
  4. shopping
  5. preparing
  6. trying

 

 

 

 

 

- Listen to the teacher and bear in mind, copy down

 

 

 

 

 

 

 

 

- Do exercise 3

Key:

  1. having deserted
  2. having failed
  3. having made
  4. having been
  5. having been
  6. having tied
  7. having read
  8. having taken

 

- Copy down

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

The 24th period   Correct the test

Date : 30/ 9

Grade 11

 

I. Objectives:

   After this correction students will be clearer about the test they have just done. And have to know how to try their best for the next test.

II. Method: Integrated, mainly communicative

III. Teaching aids: board, the test paper, key for the test

IV. Procedures:

 

Teacher’s activities

Students’ activities

Notes

Warm-up: (5 minutes)

- Greeting

- Ask students some questions on the previous test

- Tell the aim of the period: correct the test

 

I. Choose the best answer(15minutes)

- Repeat the questions

- Get student to read the test again carefully

- Call some students to read out their answers, and the others give remarks if it is correct or not

- Finally read the keys out aloud

 

  1. Read the passage and choose the best answer(15 minutes)

- Repeat the questions

- Show  the passage again several times

- Get students toread the passage again carefully

- Call some students to write their answers on the board, and the others give remarks if it is correct or not

- Finally read the keys out aloud

  1. Homework: (5 minutes)

- Prepare Unit 5: Part A – Reading

 

- Greeting

- Listen and understand the task

- Get ready for the lesson

 

 

 

 

- Look at their paper

- Compare the results with the others

- Get the correct answers from the keys

 

 

 

 

 

- Look at the writing again and compare it with the others

- Correct the wrong sentences base on the key

 

 

- Copy down

 

 

 

 

 

 

Unit 5: Illiteracy

 

The 25th period

Date: 01/ 10

Grade 11

Theme: Illiteracy

Unit 5

Reading 

Time: 45 minutes

 

I. Objectives:

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

 - develop such reading micro-skills as scanning for specific ideas, identifying main ideas, and identifying meaning in context.

 - use the information they have read to discuss illiteracy issues

2. Knowledge:

- General knowledge: Students learn about illiteracy

- New words: Words related to illiteracy

3. Skill : - Dictionary skills

  - Identifying main idea

  - Passage comprehension

II. Method: Intergrated mainly communicative

III. Teaching aids: Student’s book, pictures showing illiteracy

IV. Procedure:

 

Teacher’s activities

Students’ activities

Notes

Pre-reading: (5 minutes­)

- Asks sts to look at the picture

- Asks sts to answer the questions:

1. Where do you think the class is?

2. What do you think of the people in the class? Are they at the same age?

3. What do you think of the teacher?

4. What is this class different from the class?

 

While-reading: (25 minutes)

- Reads the reading text first

- Explains the new words to help the sts understand the text

New words:

  1. illiteracy (n)

to illiterate

  1. compaign (n)
  2. ethnic (a)
  3. to eradicate

* Task 1

- Asks students to read the text to find the Vietnamese equivalent to the following expressions.

- Gives feedback

 

 

 

* Task 2:

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

- Checks answers and gives feedback

 

Task 3:

- Asks sts to answer the following sentences:

- Corrects them

 

 

 

 

 

 

 

 

 

 

 

Post- reading: (13 minutes)

- Asks sts to answer the following questions

1. Are there any illiterate people in your neighborhood?

2. What do you think we should do to help them read and write?

Homework: (2 minutes)

- Asks students to learn by heart the new words

- Asks students to prepare part 2: speaking

 

 

- Answer freely

 

 

 

 

 

 

 

 

 

- Read the text silently

- Understand new words

- Copy down

 

 

 

 

 

 

- Do the task

Key:

1. Phæ cËp gi¸o dôc

2. Héi khuyÕn häc ViÖt Nam

3. Xo¸ mï ch÷

4. Kü thuËt canh t¸c

5. KÕ ho¹ch ho¸ gia ®×nh

 

-     Read the text and do task 2

 

 

Key: D

 

 

- Answer the questions

Keys:

  1. 94% of the population
  2. The campaign for illiteracy eradication
  3. 600 students in 2000 and 800 students in 2001
  4. They willingly/ voluntarily spent their vacations teaching ethnic minority illiterate people to read and write
  5. Illiteracy will soon be eradicated

 

- Work  in groups to answer the question

 

 

 

 

 

 

 

- Copy down

 

 

The 26th period

Date : 02/ 10

Grade 11

Theme: Illiteracy

Unit 5

        speaking

Time: 45 minutes

 

I. Objectives:

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

 - Talk about schooling and literacy related problems

 - Suggest solutions to these problems

2. Knowledge:

- General knowledge: Students learn about schooling and literacy problems

- New words: Words related to literacy

3. Skill: Talking about literacy problems and offering solutions

II. Method: Intergrated, mainly communicative

III. Teaching aids: textbooks, chalk

IV. Procedures:

 

Teacher’s activities

Students’ activities

Notes

Warm-up: (3 minutes)

- Asks students some questions.

1. How many students are there in a common class in vietnam ?

2. How many students are there in your class ?

3. Do you find it difficult to invest  your study in such a crowded class ?

 

Pre-speaking: (10 minutes)

- Says: “Today we will discuss some problems that many shools are facing and the solutions for these

Task 1:

- Some of these problems are listed in column A , please combine each problem in A with its appropriate solution(s) in column B in textbook (page59) .

- Has students sit in pairs and asks them to do  task 1.

 

 

 

While-speaking: (16 minutes)

Task 2:

- Before practising, teacher aks Sts to read the information in task 2 and

to use the suggestions in Task 1 as example .

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Post-speaking: (15 minutes)

Task 3:

- Listens to the students and observes them.

- Corrects the students’ mistakes.

- Asks students to work in groups of five

- Asks them to think of  three or four problems which their class

is experiencing , one student of each group will note down the information to report before class.

- Gives students time to think about the school problems they are experiencing

 

 

- Walks around the class and observes the students’ activities , offers ideas,  comments when students need help…

 

- Chooses one student of every group to talk before class

- Listens to the students and observes them.

- Corrects the students’ mistakes.

 

 

 

 

Homework: (1 minutes)

- Prepare the next lesson: Listening

 

 

- Listen to the teacher and answer the questions.

 

1.Over 45sts in a class

2. 45sts

- Students’answers may vary .

 

- Listen to the teacher

 

 

 

 

- Work in pairs

- Do the task individually, then in pairs they compare their answers.

Key: 1 b-g    2 a-e    3 d-f  

4 c       5 h-i-j       

 

 

 

- A good group of students is asked to demonstrate the example to make sure the whole class understand the task

- A: Many students can not buy all the required textbooks . What do you think we should do to help them ?

B: I think we should ask the school head-master to provide free textbooks for students from low-income families.

C: We should collect used textbooks for school libraries .

 

 

 

- Thinks of some problems , their solutions and then discuss them .

- Stuents can use the cues given in P.60,

or ask teacher for more information

- Some representatives report their results before class, the others give the comment

Suggestion:

1. Many classes are overcrowded .

2. School infrustructure is underdeveloped :

 

inadequate toilets and

washrooms …

3. Many schools have no playground equipment or extra activities

- Rewrite what students have disscussed in class.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

The 27th period

Date : 03/ 10

Grade 11

  Theme: Illiteracy

  Unit 5

Listening

Time: 45 minutes

 

I. Objectives:

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

 - Develop extensive listening skills

 - Use the information they have listened to for other communicative tasks

2. Knowledge:

- General knowledge:

- New words: Words related to literacy

3. Skill: - Extensive listening: multiple-choice questions

  - Comprehension questions

II. Method: Intergrated, mainly communicative

III. Teaching aids: Student’s book, tape, cassette player

IV. Procedures:

Teacher’s activities

Students’ activities

Notes

Pre-listening: (5 minutes)

- Shows a letter with a survey on it

- Asks guiding questions:

1. What do people do a survey for?

2. Have you ever done a survey?

3. Do you know where Perth is?

- Introduces some new words / explains them:

. effective ( a )

. maturity ( n )

  » mature ( a )

  » maturely ( adv )

. performance ( n )

. self- respect ( n )

. academic ( a )

. Perth ( n ) : Western of Australia

- Leads ss to read the new words

 

While-listening: (26 minutes)

Task 1:

- Leads ss to do Task 1

- Asks them to read it carefully ( they can guess to choose a, b, c, d )

- Has ss  listen the reading 2 times

- Asks some ss to read their answers

- Plays the cassette again

- Gives correct answers

 

Task 2:

- Asks ss to read the questions carefully

- Plays the tape 2 times

- Asks 2 ss to read their answers

- Checks again and gives correct answers

 

 

 

 

 

 

 

Post-listening: (12 minutes)

- Ask ss to discus 2 questions (textbook)

- Goes around and provides some new words if necessary

- Calls 2 ss to read their answers in front of the class

 

Homework: