Giao An 11 AVan Toan Tap (Hay)

Teacher: Nguyen Bich Lien
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P1_ The first term of grade 11

Date: 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 students book and workbook 3. Skill: - Reading - Speaking - Listening - Writing - Doing English tests II. Teaching aids: Students book, students workbook, dictionary, some test papers, etc. III. Procedure: 1. Organization: Class Teaching date Attendances Absentees
2. Check old lesson: None 3. New lesson: Time/ stages Warm-up : (7 minutes) Teachers activities Students activities Warm-up : - Introduce to students about the - Listen to the teacher teacher - Answer the teachers - Ask students about their names and questions English knowledge etc. Guiding: 35 minutes 1. Guiding students 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 - put the students book and workbook on the table - listen to the teacher and look through the books
Guiding: 35 minutes
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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% - Listen to the teacher language focus: 25% 3. Guiding other books and tape, disc, etc. 4. Consolidation: T summarises the main points. V. Homework: 3 minutes - Ask students to prepare textbook, notebooks and the things for learning andprepare lesson reading - Unit 1. **************************************************************** Date:
Unit 1: Friendship P2_Reading

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: Students books, note books, chalks board, etc. IV. Procedure: 1. Organization: Class Teaching date Attendances Absentees
2. Check old lesson: Call one or two sts to come to the board and ask them to write down the form of the simple present tense and the simple past tense. The others make up 4 examples using the 2 tenses.
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3. New lesson: Time/ stages Warm-up: (5 minutes) Teachers activities Students activities Warm-up: (5 minutes) - Ask students the questions: - Listen to the teacher - Have you got many friends? and answer the questions: - Who is your best frriend? - Yes, I have. - What do your friends and you do in - A is my best friend. your free time? - We usualy come to the library sometimes play foot ball - Let students understand more about activities and qualities of friends, - Listen to the teacher then say to students: Today we learn and open the book Unit Unit 1- part A: Reading. 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. - Listen to the teacher - Help students read the passage. then read the passage. - Ask some new words if - Explain pronunciation and meaning of necessary. new words which appear in the passage. - Keep the book open. Task 1 : (3 minutes) - Listen to the teacher - Ask students to fill each blank with then do task 1. a suitable word/phrase. - Ask the teacher if - Let students work individual or in necessary. groups. - work individual or in - Help students if necessary. group. Keys: - Write down the true 1-mutual; 2-incapable of; 3-unselfish; keys in the notebook. 4(1)-acquaintance; 4(2)-friend; 5give-and-take; 6-loyal to; 7- 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.
Before reading (7 minutes)
While reading: (23minute)
Task 1 : (3 minutes)
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Task 2: (4 minutes)
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
- 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.
Task 3: (6 minutes)
After reading (8 minutes)
- Listen to the teacher then ask and answer the questions in the book: Task 3: (6 minutes) 1/ The first quality for - Ask students to scan the passage true friendship is and answer the questions: unselfishness.. - Let them work in pairs. 2/Changeable and - Walk round and help students. uncertain people are - Ask some students to stand up to incapable of ask and answer eachother. 3/ the third quality for - Walk round the classroom and friendship is loyalty correct mistakes. 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 cant keep a friend long because they cant 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 theres no mutual sympathy between After you read : (8 minutes) friends, theres no true - Ask students to disuss the question: friendship Why do we need to have friends? - Let them work in pairs. - Ask them to report the results to the - Listen to the teacher. class. - Try to discuss the - Listen to students and correct question. mistakes. - The students who are
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called to stand up to report the result to the class loudly. - Listen to the teacher and write down homework 4. Consolidation: T summarizes the main points V. 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 **************************************************************** Date:
Unit 1: Friendship P3_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 peoples physical characteristics and personalities. - New words: words related to peoples physical characteristics and personalities. 3. Skills: talking about peoples physical characteristics and personalities. II. Method: integrated, mainly communicative. III. Teaching aids: Students book and pictures showing friends, etc. IV. Procedure: 1. Organization: Class Teaching date Attendances Absentees
2. Check old lesson: Call one or two sts to come to the board and ask them to talk about Mr Vys and his wifes activities again then check-up and give marks.
3. New lesson:
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Time/ stages Warm-up: (5 minutes)
Teachers activities 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) PrePre-speaking : (12 minutes) speaking Task 1 (12 minutes) - Ask students to look at the Task 1 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, . While+ Appearance: handsome, speaking : beautiful, good-looking, . (15 While-speaking : (15 minutes) minutes) Task 2 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 Post- Ask some students to stand up to speaking: talk again loudly (10 minutes) - Listen and correct mistakes Task 3 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 :
Students activities - 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 performance. their
- 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
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+ his / her name + date of birth + his / her physical characteristics + his / her hobbies + his / her personalities ( friendly , humorous , quick-witted , goodnatured , 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
+ personalities + reasons why the friends are famous - Role play - Perform their task .
- The students are called stand up and tell loudly
4. Consolidation: T summarizes the main points V. 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 ***************************************************************** Date:
Unit 1: Friendship P4_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 about given questions in order to answer. II. Method: Intergrated, mainly communicative III. Teaching aids: Students book, tape and cassette player, chalks, notebooks
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IV. Procedure: 1. Organization: Class Teaching date Attendances Absentees
2. Check old lesson: - Call one or two sts to come to the board and describe a friend in their class - Check up and give the feedback. 3. New lesson: Time/ stages Warm-up: (5 minutes) Teachers activities Students activities Warm-up: (5 minutes) - Ask students to close the books - Close the books -Ask students some questions about - Listen to the teacher friendship: and answer the questions. Who is your best friend? What qualities & characteristics of your best friend do you admire? Before you listening: (7 minutes) - Listen to the - Ask students to look at the part: teacher then and Before listening answer the - Let them work in pairs ask and questions in the answer the questions: book. 1. Who is your best friend? - Work in pairs. 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 - Look at the books - Listen to the teacher and repeat the words. -Students repeat & take notes
Before listening: (7 minutes)
While-
-Explain some new words & phrases: Residential area, ring (n), ride/ - Repeat loudly the words rode/ ridden, motorbike, happen to and try to remember them infinitive (v), introduce, ever since, college, great sense of humour,
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listening: (20 minutes)
Afterlistening: (10 minutes)
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
-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
4. Consolidation: T summarize the main points V. 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 Key content: Where & how they met 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. Long -They met in the college. -Minh played the guitar, Long was a singer. -They worked together. Lans talk : 1f, 2f, 3t, 4f, 5t, 6f Date: What they like about their friends -Ha is very friendly & helpful. -Ha is sociable. Shes got many friends in Do Son & she introduced Lan around. -Minh has a sense of humour. -Minh likes to go to plays & movies. -Minh is a good listener. -Minh is friendly & helpful Longs talk : 1f, 2f, 3t, 4t, 5t,
Unit 1: Friendship
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P5_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 someones physical characteristics and someones personalities. - Language: The simple present of verbs to describe a friend - New words: Words related to to describe someones physical characteristics and someones personalities. 3. Skills: Writing a passage. II. Method: Intergrated, mainly communicative III. Teaching aids: Students book, notebook, chalks, board IV. Procedure: 1. Organization: Class Teaching date Attendances Absentees
2. Check old lesson: - Call one or two sts to come to the board and ask them to write some words to describe people. - Check up and give the feedback. 3. New lesson: Time/ stages Warm-up: (5 minutes) Teachers activities Students activities Warm-up: (5 minutes) - Ask students to keep book close - Keep book close - Ask students some questions about - Listen to the teacher their best friends. and answer the questions. 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 someones physical characteristics ( height , hair , eyes , face , clothes) and his / her personalities - Listen to the teacher and answer the questions: 1. My friends name is Hoa 2. She is 17 years old. 3. We met each other at my cousins birthday party 4 years ago .
Pre-writing: (10 minutes)
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Whilewriting: (18 minutes)
Postwriting: (10 minutes) Post-writing: (10 minutes) - Give suggestions and corrections -Students read / write -Teacher asks students to read / write some studentspasssages some studentspasssages on the board on the board. and Teacher gives comments. - Correct mistakes and mark
( 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. -Students write a passage. 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
4. Consolidation: T summarizes the main points V. Homework: (2 minutes) - Ask students to do part writing of Unit 1 in the students work book and preapare part Language Focus
Date:
Unit 1: Friendship P6_Language focus
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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 /d / - /t/. 3. Skills: Writing sentences with infinitives with to or without to. II. Method: Intergrated, mainly communicative III. Teaching aids: Students books, notebooks, chalks, board IV. Procedure: 1. Organization: Class Teaching date Attendances Absentees
2. Check old lesson: - Call one or two sts to come to the board and ask them how to write a narrative; tenses of verb, connectors - Check up and give the feedback. 3. New lesson: Time/ stages Warm-up: (5 minutes) Teachers 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. Students activities
- Keep book close - Listen to the teacher and complete the sentence: - Jannuary is the first month of the year. - Ask students to speak the sentence -Children like eating loudly sweets. - 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/
Pronunciati on: (8 minutes)
- Open the books - Look at : Listen and Repeat - Repeat the words in chorus then individual
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- 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) Exercise 1: (13 minutes) 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
- Look at Practise the sentences - Listen to the teacher then repeat in chorus then individual
- Listen to the teacher
Exercise 2 (13 minutes)
- 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 Exercise 2 (13 minutes) shopping to do. - Introduce Exercise 2 to students and ............... explain how to do it - Listen to the teacher - Ask students to do it and do exercise 2. - Let them work individually Keys: - Check, correct mistakes 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. ................
4. Consolidation: T summarizes the main points V. Homework : (2 minutes) Ask students to do Part Language Focus and prepare part Reading of Unit 2 at home. Date:
Unit 2: PERSONAL EXPERIENCES P7_READING
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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: 1. Organization: Class Teaching date Attendances Absentees
2. Check old lesson: Call one or two sts to come to the board and ask them to write down 5 sentences using V(inf) and to Inf. 3. New lesson: Time/ stages Warm-up: (4 minutes) Teachers activities Warm-up: (4 minutes) - Ask students about their personal experiences? Before you Before you read: (7minutes) read: - Ask students to put the pictures in (7minutes) the book in the correct order to make a story. (work in pairs) Students activities - Listen to the teacher. - Answer the questions.
While read:
- Put the pictures in the book in the correct order to make a story. ( work in pairs) - Ask some students to give their - Give their answers answers. ( teacher doesnt need to give feedback) - key : d, b, f, e, a, c - Listen to the tape - Lets begin our lesson youll know the whole story. you - Ask students to listen to the tape While you read: (20minutes)
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(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: Im sorry. I cant go with you now. I am busy with my homework. Im 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.
- Read the story
- Listen, try to guess the meaning of the new words and take notes
Task 1 :
Task 2:
Task 1 : Fill each blank with one of - Do Task 1 in pairs the words in the box below. _Take notes - Firsly, ask students to study Key: individually then in pairs 1. glanced - Walks arround the class, offer ideas 2. makes a fuss and comments when students need 3. embarrassing help 4. idols - Give suggesstions 5. sneaky 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 - 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
Task 3:
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- Walks arround the class to help students whenever they need - Take notes 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 After you (exactly like the one that her father read: had given her). (12minutes) 4. Because she thought the boy had stolen her money / it was her money. 5. She bought the pretty hat of her - Discuss in groups dream. After you read: (12minutes) -Ask students to discuss the questions - Report before class 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 4. Consolidation: T summarizes the main points V. Homework : (2 minutes) - Ask students to review part reading and do exercises in the workbook and prepair part speaking
Date: Unit 2: PERSONAL EXPERIENCES P8_SPEAKING
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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 ones life. II. Method: Intergrated, mainly communicative III. Teaching aids: Pictures, English textbook 11, chalks, board, hand-outs IV. Procedures: 1. Organization: Class Teaching date Attendances Absentees
2. Check old lesson: Call one or two sts to come to the board and ask them to write some new words and make two sentences using V(inf) then check-up and give marks. 3. New lesson: Time/ stages Warm-up: Teachers activities Warm-up: - Have you ever spoken English to you friends ( teachers, foreigners) ? - How did you feel when you spoke English to them? Students activities - Answer freely
Pre-reading: (8 minutes) Pre-reading: (8 minutes) - Gives students some new words in Task 1 - Reads the new words Task 1: Task 1: - Asks students to do Task 1 in pairs - Gives feedback
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
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Whilespeaking: Task 2:
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
- Work in pairs Key: 1. B 2. E 3. H 5. E 6. G 7. C
4. A 8. F
Postspeaking: Task 3:
- 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 didnt 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
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C. How did it affect you? - It was interesting to talk to famous pop stars. - It changed my attitude to/ towards/ famous pop stars.
4. Consolidation: T summarizes the main points V. Homework: (2 minutes) - Asks students to write a paragraph to tell their own experience in the past - Asks students to prepare Listening **************************************************************** Date:
Unit 2: PERSONAL EXPERIENCES P9_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: 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: 1. Organization: Class Teaching date Attendances Absentees
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2. Check old lesson: - Call one or two sts to come to the board and talk about their past experience and how it affects to them. - Check up and give the feedback. 3. New lesson: Time/ stages Warm-up : (2 minutes) Teachers activities Students activities Warm-up : (2 minutes) - Have you ever seen a fire ? - Answer freely - Where did it happen? - Was it frightening? Pre-listening Pre-listening : (8 minutes) : (8 minutes) - Asks students to look at the picture in the book and ask them some - Look at the picture and questions answer the questions + What is happening? ( The house is burning./ The house is on fire./..) + What is she doing? ( Shes talking a little girl out of the burning house ) - Asks students to repeat the provided words and explain the words if Whilenecessary listening: (24 minutes) While-listening: (24 minutes) Task 1: Task 1: - Asks students to read Task 1 silently - Read the task and do it - Ask students to listen to the tape - Listen to the tape (twice). carefully - Asks students to do Task 1 Key: individually. 1.F 2. F 3. F 4.F 5.F - Reads the sentences again to help - Practise reading the weak students: 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 Task 2: terrible heat. 5. I heard my mothers
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voice calling my name. 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 - 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
4. Consolidation: T summarises the main points V. Homework: (2 minutes) - Asks students to write a paragraph about the importance of family - Asks students to prepare part Writing at home.
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Date:
Unit 2: PERSONAL EXPERIENCES P10_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 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: 1. Organization: Class Teaching date Attendances Absentees
2. Check old lesson: - Call one or two sts to come to the board and ask them to write five sentences using V(inf) with or without "TO". - Check up and give the feedback. 3. New lesson: Time/ stages Warm-up : (4 minutes) Teachers activities 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. Students activities - Answer the questions
Pre-writing: (10 minutes) - Has students give some of their past experiences? (being seriously ill, - Gives their own past failing an exam; talking to a famous experiences pop star, etc)
WhileWhile-writing: (10 minutes) writing: (10 - Gives students some guidance: minutes) 1. When it happened:
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( It happened years ago/in ./ and copy down 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 - Work in groups to their writing discuss Post-writing: (20 minutes) Post- Asks students to write a passage writing: (20 about the most memorable past minutes) experience. - Goes round to provide help - Corrects common mistakes
- Work individually and correct mistakes
4. Consolidation: T summarises the main points V. Homework: (2 minutes) - Do the writing part, Unit 2, workbook - Asks students to prepare part Language Focus at home **************************************************************** Date:
Unit 2: PERSONAL EXPERIENCES P11_LANGUAGE FOCUS

I. Objectives: 1. Educational aim: By the end of this lesson, students will be able to: - distinguish the sounds / m /, / n /, / / - 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
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- New words: Words related to 3 sounds and 3 tenses 3. Skills: - Pronunciation: / m /- / n /- / / - Grammar: Tense revision: the past simple, past progressive and past perfect II. Method: Intergrated, mainly communicative III. Teaching aids: textbooks, cassette tape IV. Procedures: 1. Organization: Class Teaching date Attendances Absentees
2. Check old lesson: None 3. New lesson: Time/ stages I.Pronunciation Teachers activities I. Pronunciation: - Writes some sentences on the board and ask some students to read them aloud - Underlines the sounds /m/ /n / / / Ex: - We like singing mery songs on New Years 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 Students activities - Listen to the teacher and bear in mind
+Pre
- Repeat in chorus then individually - Read the sentences
+While +Post II. Grammar: +Warm- up
+Pre
II. Grammar: +Warm- up Weve already learn the present simple tense, the past simle tense, the - Listen to the teacher past progressive tense. Now we are and review tenses 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
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+While Task 1:
of these tenses +While Task 1: - Asks students to do exercise 1 in pairs - Corrects the exercise and explain the use of the tenses
- Retell the use of these tenses and bear in mind
Task 2: Task 2: - Asks students to do exercise 2 - Gives feedback
- 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
Exercise 3:
+Post
Exercise 3: - Asks students to do exercise 3 individually - Explains the difference between the - Do the task 3 simple past and the past perfect. - Corrects the exerciseand explain the - Listen to the teacher use of the tenses Key: 1. had eaten / arrived 2. found / had taken +Post 3. got / had closed - Consolidate the use of tense 4. got / had left 5. got / had arrived
4. Consolidation: T summarizes the main points V. Homework: (2 minutes) - Practise reading the sentences - Write exercise 2,3 in the notebook - Prepare in Unit 3 part A reading in advance
Date:
Unit 3: A party
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P12_Reading
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: 1. Organization: Class Teaching date Attendances Absentees
2. Check old lesson: Call one or two sts to come to the board and ask them to write down the form of the simple present tense and the simple past tense. 3. New lesson: Time/ stages Teachers activities Pre-reading: Pre-reading: (5 minutes) (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. WhileStudents activities - Look at the first picture and answer the questions - Look at the second picture and answer the questions
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reading: (25 minutes)
Task 1:
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: Dont believe me . Im 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
- Listen to the tape and correct pronunciation - Pay attention to some new words - Listen to the teacher and copy down
Task 1: Task 2 - Asks students to do task 2 in pairs - Gives feedback
Postreading: (13 minutes) Post-reading: (13 minutes) - Asks students to talk about their - Work in groups to talk birthday party. ( work in groups) about their birthday party (place, time, guest, foods, drinks, - Give answers activities) - Calls some students to give their answers - Corrects mistakes and gives marks. - Copy down 4. Consolidation: T summarizes the main points V. Homework (2 minutes)
- 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)
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1. Do the tasks again in notebooks. 2. Prepare : Part B Speaking. **************************************************************** Date:
Unit 3: A party P13_SPEAKING

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: 1. Organization: Class Teaching date Attendances Absentees
2. Check old lesson: Call one or two sts to come to the board and ask them to fill in the blank: 1. In our country , to .. wedding ., we often have flowers,cards, 2. In the .., people often sing the song happy birthday to you. 3. When their wedding is 50th , they celebrate Then check-up and give marks. 3. New lesson: Time/ stages Prespeaking: (8 minutes) Teachers activities 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) Students activities - Answer the questions freely
While-
- Listen to the teachers guidance and do task 1
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speaking: (25 minutes) Task 1:
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:
- Work in pairs A: I am wondering Task 2 where I should hold my -Asks students to do Task 2 in pairs birthday party ? -Asks some pairs to perform their B: Why dont you have talk before class. your birthday party at *Where (home-cosy, not expensive, home ? Its cosy and not not spend a lot of time to prepare, not very expensive. have to clean up A: I dont know if its *What time suitable to begin at 5 *How many guests pm ? *What to eat / drink (soft drinks, B: mineral water./ ckicken soup, Why dont green salad, steak, fired chicken, fish, you. beef, hamburger, cake) You ought *What to wear (dress, jeans, shirts, to T-shirt, pullover, skirt) You should *Which activities (singing, playing I think you games, taking photographs, give should gifts Youd better. If I were you I would - Work in groups to do task 3 Suggestion: -The party was held at. -It started atand ended at.. -There were about.people. -He / She served us.
Postspeaking: (10 minutes) Task 3:
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.
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- Corrects common mistakes and give remarks.
-We took part in some activities such as.. -We were all tired but happy. - Copy down
4. Consolidation: T summarizes the main points V. Homework: (2 minutes) - Write down task 3 in the notebooks. - Prepare part C (Listening) **************************************************************** Date:
Unit 3: A party P14_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 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: 1. Organization: Class Teaching date Attendances Absentees
2. Check old lesson: - Call one or two sts to come to the board and talk about a party they joined. - Check up and give the feedback.
3. New lesson:
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Teachers activities 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
Students activities - Answer the questions freely
Prelistening: (8 minutes) Listen and repeat :
- Repeat words in chorus then individually - Correct pronunciation themselves
Whilelistening: (20 minutes) Task 1
- Listen to the passage and correct pronunciation - Work in pairs Key: 1. F (Mais 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
Task 2 Task 2
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- 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
Postreading: (10 minutes) Post-reading: (10 minutes) -Asks students to talk about Mais 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 Mais mother serve the guests at the party ?) - Asks some students to retell Mais birthday party before class - Corrects mistakes and give feedback 4. Consolidation: T summarizes the main points. V. Homework: (2 minutes) - Practise listening at home - Write down Task 2 - Prepare Part D - Writing Date:
- Work in groups Key: 1. She was 16 years old. 2. She didnt 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
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Unit 3: A party P15_WRITING

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: 1. Organization: Class Teaching date Attendances Absentees
2. Check old lesson: - Call one or two sts to come to the board and ask them talk about the musician they like best. - Check up and give the feedback. 3. New lesson: Time/ stages Pre-writing: (8 minutes) Task 1: Teachers activities 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? Students activities
- Answer the question freely - Give answers: *birthday, wedding anniversaries, New Years Eve *dress/ skirt/ shirt/ trousers/ suit/ *gift/ flowers/ *If you want your friends or relatives champagne/ to come to your party, you must send - Listen to the teacher a letter of invitation. Lets begin our lesson.
WhileWhile-writing: (20 minutes) writing: (20 Task 2:
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minutes) Task 2:
- Asks students to do task 2 in pairs - Work in pairs - Corrects mistakes and gives Key: feedback 1. at my house 2. to come 3. refreshments 4. to cook 5. winners 6. by Monday Task 3: Task 3 - Asks students to do task 3 in groups - Work in groups - Gives them some guidelines 1. Reason for the party: - Listen to the teacher (birthday party/New Years Eve and bear in mind, copy party/ wedding party) down 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, Postfired chiken, fish, beef, hamburger writing: (15 ,biscuits) minutes) Post-writing: (15 minutes) - Work independently - Asks some students to write their letters on the board. - Give their results - Goes round the class to help - Correct their writing students - Corrects common mistakes and give remarks. 4. Consolidation: T summarizes the main points V. Homework: (2 minutes) - Write down the letter, pay attention to some structures and prepositions - Prepare in advance Part E (Language Focus)
Date:
Unit 3: A party
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P16_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 II. Method: Intergrated, mainly communicative III. Teaching aids: textbook IV. Procedures: 1. Organization: Class Teaching date Attendances Absentees
2. Check old lesson: - Call one or two sts to come to the board and ask them to do the exercise: Use the correct form of the verb in the bracket 1. He has planned (go). to London with his mother. 2. Tom decided (leave) early. 3. The police allow him.. (come in) 4. I got Mary(let) me borrow her car at the weekend. 5. Jack offered (take) . care of my garden while I was out of town. 6. You make me (feel) .good. You let me(go out). 7. They arenot old enough ..(get) married. - Check up and give the feedback. 3. New lesson: Time/ stages Teachers activities Students activities I.Pronunciat I. Pronunciation: (14 minutes) ion: (14 The pronunciation of / l /, / r / and / - Listen to the teacher minutes) h/ and write down - Gives students 6 words and ask them to put the words to the right - Put the words in the columns / l / /r / and / h / : holiday, right columns library, run, help, Lisa, realize. Ill /r/ /h/ Today we are going to learn the library run help pronunciation of the sounds /l/ , /r/ Lisa realize holiday and / h /. Now look at your book, listen and repeat the sounds.
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II.Grammar : (30 minutes) AThe Gerund:
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,...
- Put the words into correct orders
Exercise 1:
- Work in pairs Key: 1. to operate 2. having 3. getting 4. to tell 5. practicing 6. to see 7. receiving 8. getting
B. Passive infinitive and gerund: - to be + pp B. Passive - being + pp ( in context meaning) infinitive - Listen to the teacher - Ex: and gerund: and copy down 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 Exercise 2: - Checks the answers and gives feedback - Work in pairs Key: 1. B 2. A 3. B Exercise 3: 4. B - Asks students to do task 3 5. A Exercise 3: individually - Lets students compare their - Work individually answers with a partner Key: - Checks the answers and gives 1. D feedback 2. C
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3. B 4. B 5. C 4. Consolidation: T summarizes the main points V. Homework: (1 minute) - Do the exercises again in notebooks. - Prepare : TEST YOURSELF A **************************************************************** Date :
P17 _ 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: 1. Organization: Class Teaching date Attendances Absentees
2. Check old lesson: - Call one or two sts to come to the board and ask them to do the exercise: Use the correct form of the verb in the bracket: 1. When I told John the news, he seemed to be surprised.(surprise). 2. The children agreed to be divided(divide) equally.
3. I expected to be invited.(invite) to the party but
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I wasnt. 4. Mr Tailor offered to be driven..(drive) us to the station. 5. The student hope to be included..(include) in many of the schools social activities. - Check up and give the feedback. 3. New lesson: Time/ stages Warm-up: (5 minutes) Teachers activities Students activities Warm-up: (5 minutes) - Greeting - Greeting - Ask students something about the Answer teachers test yourself A questions * 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. - 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.
Test yourself: I.Listening (2.5 points) (10 minutes)
II. Reading (2.5 points) (10 minutes)
II. Reading (2.5 points) 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:
- Look at the textbook (10 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
III. Grammar
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(2.5 points) (8 minutes)
IV. Writing (7 minutes)
- Listen to the teacher - Work in groups III. Grammar (2.5 points) (8 - Compare the results minutes) with the other groups - Present the task: - Show the answers in a/ Ask students to listen and put a front of the class. tick in the right box. - Observe the keys and b/ Give the correct form of verbs. correct their anwres. 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 - Students work in groups that it has the same meaning as the and practise writing original sentence. about the some ones IV. Writing (7 minutes) birthday party. - Present the task: - Two students go to the - Call the students to read the board and write. suggested sentences in front of the - Give the writings by class. reading aloud. - Read the letter carefully - In groups or in pairs, - Check their writings and help them write her a letter correct the mistakes if theyve made. - Compare the results with the other groups - Correct mistakes
4. Consolidation: T summarizes the main points. V. Homework: (5 minutes) - Ask students: + to study all the lessons again + to get ready for the 45 minute-test in the next period
Date:
P18 _ Written test number 1
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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. 2. Knowledge: After this lesson, students will be able to: - Language: Students can improve their techniques of doing the simple tests 3. Skill: After this lesson, students will be able to: - Improve their knowledge through the test. II. Method: Integrated, mainly communicative III. Teaching aids: Written test. IV. Procedures: 1. Organization: Class Teaching date Attendances Absentees
2. Check old lesson: None 3. New lesson: _ T gives written test. _ Sts do the test in 45 mins. 4. Consolidation: T summarizes the main points. V. Homework: (1 minute) - Ask students to prepare for the next lesson.
Date:
Unit 4: Volunteer work P19_READING
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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: 1. Organization: Class Teaching date Attendances Absentees
2. Check old lesson: Call one or two sts to come to the board and ask them to do some exercises: Use the correct form of the verb in the bracket: 1.It is pleasant (wake) up and .(hear) the rain (beat) . on the window. 2.The banks robbers (make) the casier (show). how (open) the safe. 3.While she (sleep), she felt something (move).. on her face. - Check up and give the feedback. 3. New lesson: Time/ stages Teachers activities Pre-reading: Pre-reading: (5 minutes) (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. Students activities - 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.
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-Checks the answer. WhileWhile-reading: (25 minutes) reading: (25 - Supplies Ss music and some more minutes) 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 Task 1: - Asks for filling the blanks . - Gives the explanation of related words. - Corrects their mistakes. - 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
Task 2:
Task 3:
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)
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- Asks Ss to discuss then answer Postthe following questions. reading: (13 1.Why do people do volunteer minutes) work ? 2. Have you ever joined any volunteer work before ? - Asks sts to make a report in front of class . - Corrects their mistakes.
- Present answers in front of the class - Correct mistakes
4. Consolidation: T summarizes the main points V. Homework: (2 minutes) - Asks students to review the text and prepare the new section: Part B-Speaking ***************************************************************** Date:
Unit 4: Volunteer work P20_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 II. Method: Intergrated, mainly communicative III. Teaching aids: textbook, board, rasing questions, hand-outs IV. Procedures: 1. Organization: Class Teaching date Attendances Absentees
2. Check old lesson: Call one or two sts to come to the board and ask them to do the exercise: 1. He (sit).. on the bank fishing when he ..(see) a mans hat (float) .. down the river. 2. He tried (make) me (believe) that he was my stepbrother. 3. Would you ( like /join) our party?
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4.When the old lady (get)off the bus, she found out that the purse (keep) her money (steal).. Check-up and give marks. 3. New lesson: Time/ stages Warm-up: (5 minutes) Teachers activities 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? Students activities Answer freely
1. They are helping an old man with the housework. 2. Yes, they are.
PrePre-speaking: (8 minutes) speaking: (8 Task 1: minutes) - Has students do Task 1 in pairs Task 1: - 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 While- Has students do Task 2 in pairs speaking: - Gives some suggestions: (20 minutes) Providing minority children Task 2 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
- Do Task 1 in pairs - Give the answers - Take notes
- Do the task in pairs - Listen to the teachers guidance
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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) - Perform in front of the Task 3: class - 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? - Work in groups - Corrects common mistakes - Listen to their friends - Correct mistakes
4. Consolidation: T summarizes the main points V. Homework: (2 minutes) - Review Part B carefully - Prepare Part C Listening **************************************************************** Date:
Unit 4: Volunteer work P21_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 - Comprehension questions II. Method: Intergrated, mainly communicative III. Teaching aids: textbook, board, rasing questions, cassette tape
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IV. Procedures: 1. Organization: Class Teaching date Attendances Absentees
2. Check old lesson: - Call one or two sts to come to the board and talk about some activities which the volunteers do - Check up and give the feedback. 3. New lesson: Time/ stages Warm-up: (4 minutes) Teachers activities 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? Students activities - 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
Prelistening: (10 minutes)
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:
- Listen to the tape and do task 1. Key: informal 30 street children 3. 250 children (with special difficulties)
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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
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.
Postlistening: (10 minutes)
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 - Group works - Gives remark and correct the - Retell the story mistakes Discuss and perform in front of class -
4. Consolidation: T summarizes the main points V. Homework: (1 minutes) - Listen to the tape again at home and do the exercises in the workbook. Prepare part D: writing
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Date:
P22 _ Correct written test number 1

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: 1. Organization: Class Teaching date Attendances Absentees
2. Check old lesson: None 3. New lesson: Time/ stages Warm-up: (5 minutes) Teachers activities 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 (15 minutes): - 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 Students activities - Greeting - Listen and understand the task - Get ready for the lesson
Lead-in:
- Look at their paper - Compare the results with the others - Get the correct answers from the keys
II. 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 - Look at the writing again and compare it with the others - Correct the wrong sentences base on the key
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give remarks if it is correct or not - Finally read the keys out aloud 4. Consolidation: T summarizes the main points. V. Homework: (5 minutes) - Prepare Unit 5: Part A Reading ***************************************************************** Date:
Unit 4: Volunteer work P23_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 acknowledge the donors 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: 1. Organization: Class Teaching date Attendances Absentees
2. Check old lesson: - Call one or two sts to come to the board and ask them talk about some kinds of the letter they have studied ( expected answers: complain, request, invitation) and ask the the parts in a letter. - Check up and give the feedback. 3. New lesson: Time/ stages Pre-writing: (7 minutes) Teachers activities 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? Students activities - Answer freely
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3/ Did you write a letter for thanks? - Some key words: Donor - Notice the words Donate Donation Handicapped(picture) fund While-writing: (27 minutes) WhileTask 1: writing: (27 - Asks Ss to read the letter and minutes) underline the sentences that express Task 1: 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) Task 2: - 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)
- 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)
Postwriting: (9 minutes)
4. Consolidation: T summarizes the main points V. Homework: (2 minutes) - Write the letter by themselves - Prepare Part E : Language focus
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Date:
Unit 4: Volunteer work P23_Language focus

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: 1. Organization: Class Teaching date Attendances Absentees
2. Check old lesson: - Call one or two sts to come to the board and ask them how to write a narrative; tenses of verb, connectors - Check up and give the feedback. 3. New lesson: Time/ stages Teachers activities Students activities Pronunciati Pronunciation: (15 minutes) on: (15 Has students listen and - Listen to the tape minutes) repeat the sounds /w/ and /j/ carefully - Asks students to practice reading the sentences provided We went for a walk in the - Practise reading 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
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Grammar and vocabulary: (28 minutes) A. Gerun d:
B. Presen t participle:
minutes) A. Gerund: A gerund is the Verb ing form. Ex: 1. Theres no point in waiting. 2. I dont 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: Im 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.
- Asks students review and bear in mind
- Listen to the teacher and write down
- Give more examples
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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. Im going shopping. spend and waste + object I wasted a lot of time standing in queues. be busy Shes 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: a. I kept you waiting so long. I am sorry. I am sorry for having kept you waiting so long. b. 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 - Work in pairs Key: 1. parking 2. hearing 3. bending 4. behaving 5. meeting 6. spending 7. waiting - Work individually 1. passing 2. burning/rising 3. reading 4. lying 5. shopping 6. preparing 7. trying - Listen to the teacher and bear in mind, copy down - Do exercise 3 Key: 1. having deserted
Exercise 1:
Exercise 2:
Exercise 3:
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2. 3. 4. 5. 6. 7. 8. 4. Consolidation: T summarizes the main points V. Homework: (2 minutes) - Write down exercise 1, 2, 3
having failed having made having been having been having tied having read having taken
***************************************************************** Date:
Unit 5: Illiteracy P25_READING

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: Students book, pictures showing illiteracy IV. Procedure: 1. Organization: Class Teaching date Attendances Absentees
2. Check old lesson: - Call one or two sts to come to the board and ask them to do the exercise: Use the correct forms of the words in the brackets: 1. Sue said that it was (embarrass) to have so many people congratulate her. 2. We wish them every ..(happy) in their new life.
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3. There were wild street..(celebrate) when Vietnam won the Cup. 4. Does your sister expect (offer). a new job? Check-up, give the feedback and then give marks 3. New lesson: Time/ stages Teachers activities Pre-reading: Pre-reading: (5 minutes) (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? WhileWhile-reading: (25 minutes) reading: - Reads the reading text first (25 minutes) - Explains the new words to help the sts understand the text New words: 1. illiteracy (n) to illiterate 2. compaign (n) 3. ethnic (a) 4. to eradicate * Task 1: * Task 1: - Asks students to read the text to find the Vietnamese equivalent to the following expressions. - Gives feedback * Task 2: * Task 2: -T asks sts to read the text again to do task 2 - Checks answers and gives feedback * Task 3: Task 3: - Asks sts to answer the following sentences: - Corrects them Students activities - Answer freely
- Read the text silently - Understand new words - Copy down
- Do the task Key: 1. Ph cp gio dc 2. Hi khuyn hc Vit Nam 3. Xo m ch 4. K thut canh tc 5. K hoch 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
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ethnic minority illiterate people to read and write 5. Illiteracy will soon be PostPost- reading: (13 minutes) eradicated reading: - Asks sts to answer the following - Work in groups to (13 minutes) questions answer the question 1. Are there any illiterate people in your neighborhood? 2. What do you think we should do - Copy down to help them read and write? 4. Consolidation: T summarizes the main points V. Homework: (2 minutes) - Asks students to learn by heart the new words - Asks students to prepare part 2: speaking ***************************************************************** Date:
Unit 5: Illiteracy P26_SPEAKING

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: 1. Organization: Class Teaching date Attendances Absentees
2. Check old lesson: Call one or two sts to come to the board and ask them to complete the following sentences using the cues: (2ms) 1. He/ want/ give/ present/ her birthday party. 2. Men/ interested/ work/in /field. 3. Student/ask/ teacher/ explain/exercise/ yesterday. 4. It/ necessary/ learn/ English/ find/ job.
5. What/kind/ activity/ you/ volunteer?
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Then check-up and give marks. 3. New lesson: Time/ stages Warm-up: (3 minutes) Teachers activities 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 . Students activities - Listen to the teacher and answer the questions. 1.Over 45sts in a class 2. 45sts - Studentsanswers may vary. - Listen to the teacher
Prespeaking: (10 minutes) Task 1:
Whilespeaking: (16 minutes) Task 2:
- 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 .
Postspeaking: (15 minutes)
Post-speaking: (15 minutes) - Thinks of some Task 3: problems , their solutions - Listens to the students and observes and then discuss them .
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Task 3:
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. 4. Consolidation: T summarizes the main points V. Homework: (1 minutes) - Prepare the next lesson: Listening
- 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
***************************************************************** Date:
Unit 5: Illiteracy P27_LISTENING

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: Students book, tape, cassette player III. Procedures: 1. Organization: Class Teaching date Attendances Absentees
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2. Check old lesson: - Call one or two sts to come to the board and do the exercises: Use the correct form of the word in the bracket: 1. We couldnt help (laugh)when he told us what had happened. 2. Ive always been quite..(ambition) I want to make a successful thing of my life. 3. Do you think Janet enjoy ( play) the piano 4. The students have already gone. Yes, the teacher let them ....(leave) early. 5. Tonys boss doesnt want him.. (have) a habit of using the office phone for personal calls. - Check up and give the feedback. 3. New lesson: Time/ stages Teachers activities PrePre-listening: (5 minutes) listening: (5 - Shows a letter with a survey on it minutes) - 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 WhileWhile-listening: (26 minutes) listening: Task 1: (26 minutes) - Leads ss to do Task 1 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: Task 2: - Asks ss to read the questions Students activities - Listen and answer the questions - Yes / No - Write down
- Listen - Read Task 1 - Listen and do Task 1 - A, B , C read - Correct Key: 1. D / 2. B / 3. B / 4. C - Read - Listen
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carefully - Plays the tape 2 times - Asks 2 ss to read their answers - Checks again and gives correct answers
- Correct Key: 1. It took place in Perth 2. 80 percent of the students 3. They felt that they should be allowed to give some input into school decision making
Post-listening: (12 minutes) - Ask ss to discus 2 questions - Discus (textbook) - Goes around and provides some new words if necessary - A / B read - Calls 2 ss to read their answers in front of the class 4. Consolidation: T summarizes the main points. V. Homework: (2minutes) - Prepare part Writing at home **************************************************************** Date:
Unit 5: Illiteracy P28_WRITING

I. Objectives: 1. Educational aim: By the end of the lesson, students will be able to: - Interpret information presented in tables - Identify language to be used for describing tables - Write descriptions of tables 2. Knowledge: - General knowledge: Students can know how to write a paragraph about literacy rates in Sunshine country from 1998-2007 - New words: Words related to literacy rate 3. Skill: Describing information in a table II. Method: Intergrated, mainly communicative III. Teaching aids: Students book, chalk, board IV. Procedures: 1. Organization: Class Teaching date Attendances Absentees
2. Check old lesson: - Call one or two sts to come to the board and ask them talk about the effective learning.
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- Check up and give the feedback. 3. New lesson: Time/ stages Pre-writing: (3 minutes) Teachers activities Pre-writing: (3 minutes) - Asks students some questions about (il)literacy. 1. Whats the rate of literacy in Vietnam now? 2. Are there any illiterate people in your neighborhood? 3. What should we do to help them? 4. What will happen if more and more people become illterate? WhileWhile-writing: (10 minutes) writing: (10 Task 1: minutes) - Explains some difficult words: Task 1: to decline: to decrease dramatic(a): unexpected dramatically(adv) steady(a): developing gradually steadily(adv) sharp(a): not gradual sharply(adv) - Has the class read the instruction and do Task 1 - Gives the answer key PostPost-writing: (30 minutes) writing: (30 Task 2: minutes) - Asks students to read the Task 2 information in the table. - Gives instructions for Task 2 - Asks students to work in groups to describe the information in the table by using Useful language. - Goes around the class and help students if necessary. - Asks some students to write some paragraph on the board to correct them. - Gives feedback. 4. Consolidation: T summarizes the main points. Students activities - Answer questions freely in pairs
- Individual work Key: 1. varied 2. rise 3. declined 4. different 5. went up 6. dramatically
- Read silently - Work in groups - Ask teacher difficult words if needed - Report results in front of the class and correct themselves.
V. Homework: (2 minutes) - Asks students to write a paragraph of about 100 words, describing the literacy rates in Vietnam. ****************************************************************
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Date:
Unit 5: Illiteracy P29_LANGUAGE FOCUS

I. Objectives: 1. Educational aim: By the end of this lesson, students will be able to: - distinguish the clusters /pl/, /bl/, /pr/, /br/ and pronounce the words and sentences containing them correctly. - understand reported speech with infinitives and use these structures to solve communicative tasks 2. Knowledge: - General knowledge: Students learn how to use reported speech with infinitive - New words: Words related to pronunciation / pl / - / bl/ - /pr/- /br/ 3. Skill: - Pronunciation : /pl/ - /bl/ - /pr/ - /br/ - Grammar: reported speech with infinitive(s) II. Method: Intergrated, mainly communicative III. Teaching aids: Students book, tape, cassette player IV. Procedures: 1. Organization: Class Teaching date Attendances Absentees
2. Check old lesson: - Call one or two sts to come to the board and ask them how to write a narrative; tenses of verb, connectors - Check up and give the feedback. 3. New lesson: Time/ stages Teachers activities Pronunciati Pronunciation: (10 minutes) on: (10 - Asks students to listen to the tape minutes) once to help them distinguish the sounds. - Instructs the way to pronounce: + /pl/, /pr/ : Close your lips hard, push air forward in your mouth. Then open your lips quickly. + /bl/, /br/: Close your lips hard, push air forward in your mouth. Then use your voice to make /b/. -Asks them to listen to the tape and repeat in chorus. -Calls some students to repeat the Students activities - Listen to the tape and practise pronouncing
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Grammar: (33 minutes)
words clearly. -Asks students to work in pairs and practise the sentences. -Introduces peer correction Grammar: (33 minutes) - Reviews the meanings of some verbs that are usually used in this kind of reported speech
- Practise individually
- Asks them to pay attention to the special case
Exercise 1: - Asks students to work individually - Work individually and complete the second sentence so Key: that it has a similar meaning to the 1. They promised to first one using the words given. come back again. - Asks them to compare the answers 2. The lifeguard advised with a friend. us not to swim too far - Calls some students to go to the BB from the shore. and write their answers down. 3. John asked Peter to - Corrects the answers close the window. 4. The teacher encouraged Eric to join the football team. 5. John promised to give it to him the next day. 6. My mum wanted Lan
Review: 1. promise + to V: tell s.b that youll definitely do or not do s.th 2. advise + O + to V:tell s.b what they should do 3. encourage + O + to V: persuade s.b to do s.th that you think is good 4. remind + O + to V: ask s.b to remember (or not to forget) to do s.th 5. warn + O + to V: tell s.b to do or not to do s.th in order to avoid danger *The special case: S+V+O: If I were you, I would+V S+V+O: Why dont you + V? S+V+O: Youd better +V S+ advise + O+ to V
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Exercise 2: (Make the same steps)
to become a doctor. 7. My sister reminded me to lock the door before going to school. 8. His boss advised him to go home and rest for a while. Key: 1. He advised me not to drink too much beer. 2. She invited me to come and see her whenever I wanted. 3. John asked me not to smoke in his car. 4. He told Sue to give him her phone number. 5. He reminded me to give the book back to Joe. 6. He promised not to do it again. 7. He agreed to wait for me. 8. John asked her to lend him some money. - Write down.
4. Consolidation: T summarizes the main points. V. Homework: (2 minutes) - Asks students to do exercise in work book. - Asks students to prepare Unit 6 at home.
Date:
Unit 6: Competitions
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P30_Reading
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 meaning in context. - Use the information they have read to discuss the related topic. 2. Knowledge: - General knowledge: Students get information about competitions - Language: Sentences and expression for competitions - New words: Words related to some competitions 3. Skill: - Word meaning in context - Passage comprehension - Scanning for specific information II. Method: Intergrated mainly communicative III. Teaching aids: Textbook, some photos IV. Procedure: 1. Organization: Class Teaching date Attendances Absentees
2. Check old lesson: Sts go to the board and do some exercises about understand reported speech with infinitives. 3. New lesson: Time/ stages Teachers activities Warm-up : Warm-up :(5 minutes) (5 minutes) - Asks students to look at the photos in their books and match them with the words in the box. * Suggested answers : a. Quiz Road to Olympia b. London Marathon c. Sao Mai Singing Contest d. Olympic Games Pre-reading: Pre-reading: (3 minutes) (3 minutes) - Asks students some questions: a. Do you take part in the competitions like this? b. Do you hope to win a competition? If so, which competition would you like to win? c. Is winning the most important thing in a competition? Why / Why Students activities - Give answer with photos
- Answer the questions in pairs
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not? WhileWhile-reading: (28 minutes) reading: (28 - Asks students to read the text minutes) silently - Introduces some new words. New words: 1. Recite (v): to say a passage, a poem aloud from memory. 2.Poem (n) Poet (n) : a person who write poems Poetry (n) - Asks students to read the new words. - Asks students to read the text again and do Task 1. Task 1: * Task 1: - Give feedback Task 2: * Task 2: - Asks students to read the passage again to answer the questions in the full form. - Asks students to write their answers on the board and correct them if necessary. - Gives feedback
- Take notes. - Read the new words aloud. - Read the text carefully.
- Do Task 1. Suggested key: 1. d 2. f 3.e 5. b 6. a 4.c
Suggested key: 1. The representatives of the three classes of (the speakers) school took part in the annual final English Competition last Saturday. 2. It aims was to stimulate the spirit of learning English among students. 3. The students Parents Society sponsored the competition. 4. They had to compete five activities in all. On competition of each activity, they had to answer the questions in worksheet within two minutes. 5. They had to observe and score the students
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performance. The group that got the highest score would be the winner. 6. The winner would be awarded a set of CDs for studying English and an Oxford - Asks students to copy down in their Advanced Learners notebooks. Dictionary. Task 3: Task 3: - Copy down the answers - Asks students to do task 3. in their notebooks. - Asks representative of each group Suggested key: to give oral answers and write them 1. in activity 5 , Hung on the board. was unable to - Gives feedback. recite the last sentence of the poem / complete the poem. ( because he couldnt remember the last sentence). 2. Having achieved the highest score, Group B became the winner of the competition. 3. Group C lost the game. They just got 60 points. PostPost- reading: (8 minutes) - Copy down in their reading: (8 - Asks students to practice reciting notebooks minutes) the poem.. - Recite the poem - Gives remarks and correct - Perform in front of the mistakes. class - Write down. 4. Consolidation: T summarizes the main points. V. Homework: (1 minute) - Write down the questions and the answers in the notebooks. - Learn the new words and questions by heart. - Prepare Part B - Speaking.
Date:
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Unit 6: Competitions P31_Speaking

I. Objectives: 1. Educational aim: By the end of this lesson, students will be able to: - ask for and give information about types of competitions. - talk about a competition or contest. 2. Knowledge: - General knowledge: Students understand some kinds of competitions - New words: Words related to competitions 3. Skill: - Asking for and giving information about types of competitions - Talking about a competition or contest II. Method: Intergrated mainly communicative III. Teaching aids: Textbook, pictures, board IV. Procedure: 1. Organization: Class Teaching date Attendances Absentees
2. Check old lesson: Sts read the text again and try to translate intoVietnamses. T check some notebooks. 3. New lesson: Time/ stages Teachers activities Students activities - Answer questions freely
PrePre-speaking :(3 minutes) speaking :(3 - Asks students some questions: minutes) 1. Is population explosion a big problem to us nowadays? 2. Should the government do something to solve this effectively? WhileWhile-speaking: (25 minutes) speaking: (25 minutes) * Task 1: - Introduces Task 1 and give the Task 1: meaning of some new words (If necessary) - Asks students to do Task 1 in pairs. Task 2:
- Listen to the teacher - Work in pairs: General Knowledge Quiz Art Competition (Painting, drawing, sculpture)
* Task 2: - Asks students to do Task 2 in - Work in pairs pairs. Example: - Asks some pairs to present their A: What do you think of
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ideas in front of the class - Gives remarks
Post-speaking: (15 minutes) * Task 3: - Asks students to do Task 3 (Group work) - Asks students to perform their work in front of the class - Gives remarks
the General Knowledge Quiz? B: Oh, Its great. Its an opportunity to test your general knowledge. Some suggestions: - What do you think of the English competition? Oh, its great. Its a good opportunity for us to practice English. - What do you think of the Athletics Meeting? Oh, its exciting. Its a good chance for physical training. You will look athletic and healthy. - What do you think of the Art competition? Oh, its wonderful. Its a good chance for your creative activities. - What do you think of the Poetry Reading Comprehension? Oh, its boring. It makes you feel sleepy. Some suggestions 1. Where and when did you see or take part in it? (On TV / last year) 2. What of competition or contest was it? (Sao Mai Television Singing Contest) 3. Who won the competition / contest? (Kasim Hoang Vu) 4. Did you enjoy it? Why / Why not? (Yes, I did because it was interesting / No, I didnt because it was long.) - Write down
4. Consolidation: T summarizes the main points.
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V. Homework: (2 minutes) - Review Part B carefully. - Prepare Part C Listening. ***************************************************************** Date:
Unit 6: Competitions P32_Listening

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: Students will understand marathon competition - New words: Words related to marathon competition 3. Skill: - Deciding on True or False statements - Comprehension questions II. Method: Intergrated mainly communicative III. Teaching aids: Textbook, casette player IV. Procedure: 1. Organization: Class Teaching date Attendances Absentees
2. Check old lesson: Asks some Sts to go the board and talk freely about their favorite competitions on TV or they have attended. 3. New lesson: Time/ stages Teachers activities Students activities Warm-up : Warm-up :(3 minutes) (3 minutes) - Asks students to look at the - Answer freely pictures in the textbook and answer the questions. 1. What is the Boston Marathon? 2. Who do you think can take part in the Boston race? Pre-listening: (6 minutes) Pre- Asks students to repeat the listening: (6 provided words - Listen and repeat in minutes) chorus. 1. race (n) 2. athletic (n)
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Whilelistening: (25 minutes) Task 1:
While-listening: (25 minutes) * Task 1: - Asks students to read Task 1 silently. - Asks students to listen to the cassette player (twice) and do Task 1. -Asks students to work in pairs to compare the answers. - Has students listen again to check the answers. - Gives feedback.
3. formally (adv) 4. clock (v) 5. female (n) 6. association (n) 7. McDermott 8. Kuscsik - Read Task 1 silently. - Listen to the tape and decide whether the statements are True or False. - Work in pairs and discuss the answers. - Listen and check the answers. - Take notes. 1.T 4. F 2. T 5. T 3. F 6. F - Read Task 2 silently. - Listen to the tape and do Task 2 - Work in pairs and discuss the answers. - Listen and check the answers Key: 1. (He came from) New York. 2. (She became the first official female champion) in 1972. 3. 8 (women started and finished the race in 1972) 4. 6164 (runners joined the Boston Marathon in 1984) - Work in groups. - Perform in front of the class.
Task 2:
* Task 2: - Asks students to read the questions in Task 2 silently. - Asks them to listen to the cassette player again and do Task 2. (Teacher can read aloud the sentences containing the information if necessary) - Asks students to work in pairs and discuss the answers. - Asks some students to write the answers on the board. - Has students listen again to check the answers. - Gives feedback.
Post- listening: (10 minutes) - Asks students to work in groups and name some famous runners in Vietnam and say what is special about them. - Asks the representative of each group to speak in front of the class.
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- Gives remarks and correct mistakes. 4. Consolidation: T summarizes the main points. V. Homework: (1 minute) - Review Part C carefully. - Prepare Part D Writing. ***************************************************************** Date:
Unit 6: Competitions P33_Writing

I. Objectives: 1. Educational aim: By the end of this lesson, students will be able to write a letter to reply to the request of information. 2. Knowledge: - General knowledge: Students will know how to write a reply letter - New words: Words related to replying 3. Skill: Writing a letter of reply II. Method: Intergrated mainly communicative III. Teaching aids: Textbook, board markers IV. Procedure: 1. Organization: Class Teaching date Attendances Absentees
2. Check old lesson: Asks Sts to sum up the main points of the listening text in their own words. 3. New lesson: Time/ stages Pre-writing: (15 minutes) Teachers activities Pre-writing: (15 minutes) - Conducts a short dicussion with the following question: If you organise an english speaking competition, what will you do to attract potential competitors? - Collects ideas from every group. - Tries to elicit the idea of carefully responding to letters of enquiry from potential competitors. * Task 1: Students activities - Discuss -Brainstorm interesting ideas share.
any and
Task 1:
-Work alone.
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-Asks ss to spend 2 minutes reading the letter in the textbook on their own to find out whether the letter is the one of enquiry or reply. -Confirms the kind of letter is an enquiry one. -Asks ss to work in group of four in 2 minutes to anwer the question that follows: What does Thu Trang want to know about the English Speaking Competition? -Gets answers from all group. -Introduces the main lesson: Our lesson today has the focus on how to reply to a letter of enquiry. -Have ss work in group of 4 and put the following elements of a letter of reply in an appropriate order. The Start: Dear Mr, Ms (Mrs, Miss VERY IMPORTANT use Ms for women unless asked to use Mrs or Miss) Providing Requested Materials: We are pleased to enclose ... Enclosed you will find ... We enclose ... Closing a Letter Hoping for Future Business: We look forward to ... hearing from you / receiving your order / welcoming you to the competition. Providing Additional Information: We would also like to inform you ... Regarding your question about ... In answer to your question (inquiry) about ... Thanking the Potential Competitor for His/Her Interest: Thank you for your letter of ... inquiring (asking for information) about ...
A letter of enquiry -Work in group of 4. Number of participants Entry procedures (what to do to become a competitor) Venue Date Time Phone number Email
The Start: Dear Mr, Ms (Mrs, Miss VERY IMPORTANT use Ms for women unless asked to use Mrs or Miss) Thanking the Potential Competitor for His/Her Interest: Thank you for your letter of ... inquiring (asking for information) about ... We would like to thank you for your letter of ... inquiring (asking for information) about ... Providing Requested Materials: We are pleased to enclose ... Enclosed you will find ... We enclose ... Providing
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Additional Information: We would also like to inform you ... Regarding your question about ... In answer to your question (inquiry) about ... Closing a Letter Hoping for Future Business: We look forward to ... hearing from you / receiving your order / welcoming you to the competition. Signature: Yours sincerely (remember use 'Yours faithfully' when you don't know the name of the person you are writing and 'Yours sincerely' when Whileyou do.) writing: (10 While-writing: (10 minutes) -Follow the instructions. minutes) * Task 2: -Try to submit the answer Task 2: -Asks ss to work in group of 4. for the qualifying round as -Conducts a competition among all soon as possible. groups. Thank you for your -Announces the rule of the inquiry of 12 September competition: asking for the latest The competition has 2 rounds: edition of our catalogue. Qualifying one & Defining -4 groups chosen take part one. in the defining round. After the qualifying round, 4 -The others also do the groups will be selected. task and help to give Each group writes down their feedback. - Write a letter of answer to the question from reply by the teacher in 30 seconds. themselves. The best anwer is the one that Kate John is written, based on the 106 Tran Hung Dao information in Task 2, correct Street Hoan Kiem and in full. District Only one best answer for each Hanoi, Vietnam question is chosen out of the 4 ones. Thu Trang -Give out the question for qualifying 140 Kham Thien St, We would like to thank you for your letter of ... inquiring (asking for information) about ... Signature: Yours sincerely (remember use 'Yours faithfully' when you don't know the name of the person you are writing and 'Yours sincerely' when you do.)
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round. Put the words in the correct order to make a meaningful sentence. latest for edition your of 12 PostSeptember asking the of our thank writing: (18 inquiry you catalogue for. minutes) Post- writing: (18 minutes) - Asks ss to write a letter to reply to Thu Trangs letter in Task 1 in 5 minutes. - Reminds ss to use the language they have learnt and the information in Task 2. - Provides the information: Remember to place your address at the top of the letter followed by the address of the person you are writing to. The date can either be placed double spaced down or to the right.
Dong Da District Hanoi, Vietnam
October 19, 2007 Dear Thu Trang, Thank you for your inquiry of 17 October asking for the information about the English Speaking Competition on our Language Centres website. We are pleased to some details about the competition. The number of participants is limited just 25. The competition is held on 25th November 2007. It taks place at 106 Tran Hung Dao Street, Hoan Kiem District, Hanoi. It starts at 8 p.m. Contestants should arrive at 7 p.m. for registration. For more information, please contact at the phone the phone number: (04) 9838188 and email: Englishclub06@yaho o.com. We look forward to welcoming you to the competition. Yours sincerely, Kate John Secrectary - Work in pairs and exchange the writing to correct. - Copy down
- Asks ss to work in pairs and correct
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the writing. 4. Consolidation: T summarizes the main points. V. Homework: (1 minute) 1. Write a letter to reply to the following letter. Kenneth Beare 2520 Visita Avenue Olympia, WA 98501 Jackson Brothers 3487 23rd Street New York, NY 12009 September 12, 2000 To Whom It May Concern: With reference to your advertisement in yesterday's New York Times, could you please send me a copy of your latest catalogue. I would also like to know if it is possible to make purchases online. Yours faithfully (Signature) Kenneth Beare Administrative Director English Learners & Company 2. Prepare Unit 6: Part E: Language Focus. ***************************************************************** Date:
Unit 6: Competitions P34_Language focus

I. Objectives: 1. Educational aim: By the end of this lesson, students will be able to: - distinguish the clusters /tr/, /dr/, /tw/ and pronounce the words and sentences containing them correctly - understand reported speech with gerund and use these structures to solve communicative tasks 2. Knowledge: - General knowledge: Students understand reported speech with gerund - New words: Words related to /tr/, /dr/, /tw/ 3. Skill: - Pronunciation: /tr/, /dr/, /tw/ - Grammar: reported speech with gerund II. Method: Intergrated mainly communicative III. Teaching aids: Textbook, hand-outs IV. Procedure:
1. Organization:
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Class
Teaching date
Attendances
Absentees
2. Check old lesson: Calls on some Sts to write homework on the board and then check as the whole class. 3. New lesson: Time/ stages Teachers activities Students activities
Pronunciati Pronunciation: (15 minutes) on: (15 I. Pronuciation: minutes) 1. Warm up: 1. Warm up: Have students listen and repeat the - Listen and repeat in sounds: /tr/ ; /dr/ ; /tw/ chorus. /tr/ /dr/ /tw/ - Listen carefully. traffic drive twelve troops dreadful twenty trousers drink twin tropical dress twinkle 2. Practice: 2. Practice: Have students read the sentences provided (textbook, page 68). Grammar: Grammar: (28 minutes) (28 minutes) 1. Reported speech with gerund: 1. Reported Ex1: It was very nice of you speech with to help me. Thank you very much, - Listen carefully. gerund: Tom said. Tom thanked me for helping him. - Take notes. thank for congratulatio on n of accuse + obj against warn + +v-ing prevent from stop from Ex2 : Im sorry Im late. Peter apologised for being late. * apologised for / insit on / dream of+ v-ing Ex3 : No, I didnt borrow your dictionary!.
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2. Grammar: (25 minutes) Exercise 1:
Paul denied borrowing my dictionary. * deny/ suggest / admit / lok forward to / think of + v-ing 2. Grammar: (25 minutes) * Exercise 1: - Asks students to do exercise 1 in pairs - Checks answers and gives feedback 1. John congratulated us on passing our exams. 2. Mary apologised for nor phoning me ealier. 3. Peter insisted on driving Linda to the station. 4. The teacher accused the boy for not paying attention to what he had said. 5. Bob has always dreamed of being rich. 6. I warned Ann against staying at the hotel near the airport. 7. Her mother prevented Jane from going out that night. 8. Paul denied borrowing my dictionary. 9. Miss White thanked Jack for visiting her. * Exercise 2: - Asks students to do exercise 2 - Work individually then in pairs individually then in pairs Key: - Checks answers and corrects Tom insisted on paying for the meal. Mrs and Mr. Smith ooked forward to meeting their children. The boy denied breaking the windows house. The policeman stopped the customer (from) leaving the shop. The thief admitted stealing Mrs. Browns car. Ann suggested having a party the next Saturday.
Exercise 2:
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John and his wife were thinking of buying the house. - Copy down
4. Consolidation: T summarizes the main points. V. Homework: (2 minutes) - Practice reading the sentences. - Write exercise 1,2 in notebook. - Prepare in advance Test yourself B ***************************************************************** Date:
P35_ Test yourself B

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: 4, 5 and 6. - 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: 1. Organization: Class Teaching date Attendances Absentees
2. Check old lesson: during the lesson. 3. New lesson:
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Teachers activities
Students activities - Greeting Answer questions
Warm-up: (5 minutes) - Greeting - Ask students something about the test yourself B * Have you prepared it at home? * Have you got any difficulties? I. Listening I. Listening(2.5 points) (10 (2.5 points) minutes) (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 II. Reading (2.5 points) (10 (2.5 points) minutes) (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: - Keys: 1D, 2B, 3B, 4C, 5C.
teachers
- 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: 1A, 2B, 3D, 4C, 5B. - 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 III. III. Grammar(2.5 points) (8 - Work in groups Grammar minutes) - Compare the results with (2.5 points) - Present the task: the other groups (8 minutes) a/ Ask students to listen and put a - Show the answers in front tick in the right box. of the class. - Observe the keys and - Keys: correct their anwres. a. 1. play, 2. drive, 3. twice, 4.
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proud. b/ Let students finish each of of the following sentences in such a way that it has the same meaning as the original sentence. - Keys: b. 1. taking, 2. to go, 3. smoking, 4. saying, 5. do, 6. going, 7. to make. IV. Writing IV. Writing (7 minutes) (7 minutes) - Present the task: - Call the students to read the suggested sentences in front of the class. -
- Students work in groups and practise writing. - Two students go to the board and write. - Give the writings by reading aloud. Read the writing Check their writings and help carefully. them correct the mistakes if - In groups or in pairs. theyve made. - Compare the results with the other groups - Correct mistakes - Study all the lessons again - Get the knowledge ready for the coming test.
4. Consolidation: T summarizes the main points. V. Homework: (5 minutes) - Ask students: + to study all the lessons again. + to get ready for the 45 minute-test in the next period.
Date:
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P36 _ Written test number 2

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: 4, 5 and 6. 2. Knowledge: After this lesson, students will be able to: - Language: Students can improve their techniques of doing the simple tests. 3. Skill: After this lesson, students will be able to: - Improve their knowledge through the test. II. Method: Integrated, mainly communicative III. Teaching aids: Written test. IV. Procedures: 1. Organization: Class Teaching date Attendances Absentees
Date:
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Unit 7: World population P37_Reading (Part 1)

I. Objectives: 1. Educational aim: students should know about world population. 2. Knowledge: - General knowledge: By the end of the lesson, students will be able to understand more about the world population - Language: - New words: Words related to world population. 3. Skills: Guessing meaning in context, and passage comprehension II. Method: Integrated, mainly communicative III. Teaching aids: Textbook, some photos of population. IV. Procedure: 1. Organization: Class Teaching date Attendances Absentees
2. Check old lesson: during the lesson. 3. New lesson: Time/ stages Warm-up: (5 minutes) Teachers activities Warm-up: (5 minutes) - Ask students close the book -Ask students to answers some questions: 1. Are all the people in the same family? 2. Is it good to have many children? 3 .What will happen if every family have a lot of children? -Lead in : today we are learn about world population Before you read: (7 minutes) - Ask students work in pairs and look at two pictures on the book and discuss the questions - Go around and help if necessary -Ask students to give the answers - Listen to students and correct pronunciation and grammar if Students activities - Listen to the teacher and answer the questions
Lead-in: I. Before you read: (7 minutes)
- Listen to the teacher and open the book Unit7, part A: reading - Look at the book, listen to the teacher and work in pairs: _discuss and give correct answers
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II. While you read: (23 minutes)
necessary 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 -Ask students to read loudly the 1. Task 1: difficult words in chorus Task 1: - Ask students to do task 1 - Let students work individual or in groups - Help students if necessary. Keys: 1. Although 2. method 3. increases 4. resources 5. sfigures 6. limit 7. international 8. control. 4. Consolidation: T summarizes the main points. V. Homework: (2 minutes) - Ask students to do Reading exercise of Unit 7 Reading (part 2).
- Listen to the teacher - 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 in the notebook.
in workbook and prepare
***************************************************************** Date:
Unit 7: World population P38_Reading (Part 2)

I. Objectives: 1. Educational aim: students should know about world population. 2. Knowledge: - General knowledge: By the end of the lesson, students will be able to understand more about the world population - Language: - New words: Words related to world population. 3. Skills: Guessing meaning in context, and passage comprehension II. Method: Integrated, mainly communicative III. Teaching aids: Textbook, some photos of population. IV. Procedure:
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1. Organization: Class Teaching date Attendances Absentees
2. Check old lesson: during the lesson. 3. New lesson: Time/ stages II. While you read: (23 minutes) 2. Task 2: Teachers activities Task 2: -Ask students to read the passage again then answer the questions - Ask students to answer the following questions - Ask students look through the passages then try to answer the questions in right way - Let them work in pairs - Help students if necessary (the answers in the passage) After you read: (8 minutes) - Ask students to work in groups to discuss find out five world largest countries i population. say where they are and which is the richest and which is the poorest country -Go around to help the groups when necessary -Call on some groups to answer the question - Listen to students and correct mistakes. Students activities - Listen to the teacher then do task 1 - Ask the teacher if necessary - work individual or in group - Write down in the notebook
III. After you read: (8 minutes)
Listen to the teacher - Try to answer the questions Keys: 1.the population of the world in 10,000BC was 10 million. In1750 it was 6225 million; in 1850 it was 1300million ,in1950 it was 2510 million.... (paragraph 1) 2. By the year 2015 the population of the world is expected to be over 7 billion (last line, paragraph 1) 3. Some scientists say it can, but others say it cant (line 2-4, paragraph 2). 4. No, they dont. 5. Because they know of no safe way to have fewer children (line4-5,
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paragraph 3). - Listen to the teacher -Discuss and find out five world largest countries in population - The students who are called to stand up to talk loudly are intelligent ones 4. Consolidation: T summarizes the main points. V. Homework: (2 minutes) - Ask students to do Reading exercise of Unit 7 in workbook and prepare P39: Unit 7/ Speaking. ***************************************************************** Date:
Unit 7: World population P39_Speaking

I. Objectives: 1. Educational aim: Students should know how to talk about problems of overpopulation and offering solutions. 2. Knowledge: - General knowledge: Students could identify causes to population explosion and facing overpopulated countries. - Language: - New words: words related to the topic 3. Skills: talking about the causes of population explosion, problems of population booms and solutions to these problems II. Method: integrated, mainly communicative. III. Teaching aids: pictures, textbook. IV. Procedure: 1. Organization: Class Teaching date Attendances Absentees
2. Check old lesson: T asks sts to write new words on the board. Some Sts read the text and try to understand it in Vietnamese.
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3. New lesson: Time/ stages Warm-up: (5 minutes) Teachers activities Warm-up: (5 minutes) - Ask students to keep book close - Show students the following picture and ask them two questions 1.what can you see in the picture? 2.What does the picture tell you? - We learn Unit 7, part- speaking Pre-speaking: (12 minutes) Task 1: - Ask students to read through the causes - Let them work in pairs to order the causes and explain their order -Call on some students to give their answer in front of the class - Listen to students and correct mistakes While-speaking: (15 minutes) Task 2: - Ask students to to list the problem facing poor and overpopulated countries in the task 2 - Let them work in groups - Walk round and help them - Ask some students to stand up to talk again loudly - Listen and correct mistakes Students activities - Keep books close - Listen to the teacher - Answer the question 1
I. Prespeaking: (12 minutes) 1. Task 1:
-Do the task 1 in pairs -Work in pairs and order the causes, explain their order
II. Whilespeaking: (15 minutes) 2. Task 2:
- Look at students book - Listen to the teacher - work in pairs to list the problems of poor and overpopulated countries _ Suggested answer + poor living condition + low living standard + not enough/ expensive food +lack/ shortage of schools/ hospitals/teachers/doctors/ nurses... + illiteracy + social evils + unemployment -Look at the task 3 and find out the solution to the problems of overpopulation -suggested answers: +raise an awareness of the problems of overpopulation +use birth control methods +carry out population education program/family
3. Task 3:
Task 3: -ask students to read the task3 and find out the solutions to the problems of overpopulation -ask them work in pairs to do the task -Go around to offer help -Call on some students to present their groups ideas -Give feedback
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planning program +raise the peoples living standard .................... III. PostPost-speaking: (10 minutes) - Close the books speaking: Task 4: - Listen to the teacher (10 minutes) - Ask students to close books - Do task 4 4. Task 4: - Ask students to tell the problems - Work in groups and offer solutions using the results - The students are called of task 2 and task3 stand up and tell loudly. - Walk round and help them - Let them work in groups - Ask some students to stand up and tell loudly - Listen and correct mistakes 4. Consolidation: T summarizes the main points. V. Homework: (3 minutes) - Ask students to do part B in the workbooks - Ask students to prepare Part C- Listening and do homework ***************************************************************** Date:
Unit 7: World population P40_Listening

I. Objectives: 1. Educational aim: Students should know to talk about the world population 2. Knowledge: - General knowledge: By the end of the lesson Students will be able to develop such listening micro-skill as listening for specific information - New words: Words related to the topic 3. Skills: - Comprehension questions - Listening and deciding on choosing the best answer II. Method: Integrated, mainly communicative III. Teaching aids: Students book, pictures IV. Procedure: 1. Organization: Class Teaching date Attendances Absentees
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2. Check old lesson: Let sts talk freely about what they've known about the problems of overpopulation and offer their own solutions. 3. New lesson: Time/ stages Warm-up: (5 minutes) Teachers activities Warm-up: (5 minutes) - Ask students to close the books - Ask students to number the following issues from 1to 6 to describe your concern about them. The first one will show that this issue is what you concern the most and so on... .housing . Medical care . AIDS . Illiteracy . Population . Overpopulation - If you want to know more details about them. we will go to Unit 7part Listening Pre-listening: (7 minutes) - Ask students to look at the part: Before listening - Let them work in pairs and make questions - Walk round, listen and help students Students activities - Close the books - Listen to the teacher and number the following issues from 1to 6 to describe your concern about them
I. Prelistening: (7 minutes)
II. Whilelistening: (20 minutes) 1. Task 1:
- Read loudly the words: - Ask students to repeat loudly the words - Listen and check pronunciation While-listening: (20 minutes) Task 1: - Ask students to read and explain 5 statements in task 1 - Explain some words or phrases which students cant understand - Ask students to listen to the tape twice and do task 1
- Listen to the teacher and look at the before you listen - Answer the question 1. Yes, our world is overpopulated because it has more than 6 billion people 2. Asia has the largest population with China the most populated country in the world and India the second - Read individually and then read in chorus - Look at the books - Listen to the teacher - Read the statements in task independently - listen to the tape carefully and do the task - Keys:1A, 2D, 3C, 4D, 5A, 6C.
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-Ask 2 students to give their answer on the board - Correct the answers then explain them 2. Task 2: Task 2: - Ask students to look through the - Keep book open questions in task 2 - Ask students to listen to the - Look at the questions and typescript again and answer them ask teacher some new - Ask students to give reasons for words if necessary their answers Key: 1. over 7 billion - Listen to the typescript 2. the population growth rates in and do the task 2 some parts of the world are not the same 3. the reason is the improvement of public health services and medical care 4. they are shortage of foods ,lack of hospitals and schools ,illiteracy, and poor living conditions 5. there are 4 solutions III. AfterAfter-listening: (10 minutes) listening: - Ask students to open the books - Keep book open and (10 minutes) - Ask them to summarize the main listen to the teacher ideas of the listening passage - some cues : world population - The students who are today/ main cause of population called stand up and talk explosion/ problems caused by their idea the listening population explosion/ solutions to passage the problems. - Let them work in pairs - Walk round and help students - Ask some students to stand up and retell their opinion to the class - Listen and correct mistakes 4. Consolidation: T summarizes the main points. V. Homework: (3 minutes) - Ask students to summarize the main points of the passage. - Remember them to prepare Part- Writing at home.
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Date:
P41 _ Correct written test number 2

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: 1. Organization: Class Teaching date Attendances Absentees
2. Check old lesson: None 3. New lesson: Time/ stages Warm-up: (5 minutes) Teachers activities 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 (15 minutes): - 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 II. 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 Students activities - Greeting - Listen and understand the task - Get ready for the lesson
Lead-in:
- Look at the writing again and compare it with the others - Correct the wrong sentences base on the key
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give remarks if it is correct or not - Finally read the keys out aloud 4. Consolidation: T summarizes the main points. V. Homework: (5 minutes) - Prepare Unit 7: Part D Writing ***************************************************************** Date:
Unit 7: World population P42_Writing

I. Objectives: 1. Educational aim: Students should write descriptions of pie charts. 2. General knowledge: Students learn how to write a descriptions of a chart - Language: students should interpret statistics on population from a chart - New words: Words related to the topic 3. Skills: Writing descriptions of pie charts II. Method: Integrated, mainly communicative III. Teaching aids: Students book, notebook, IV. Procedure: 1. Organization: Class Teaching date Attendances Absentees
2. Check old lesson: During the new lesson. 3. New lesson: Time/ stages Warm-up: (5 minutes) Teachers activities Warm-up: (5 minutes) - Ask students to keep book close. - give them handout with a table of information. - ask them to work in pair to transfer the table into a pie chart. - Check and explain them to the class: In order to understand them we learn part Writing. Students activities - Keep book close. - Listen to the teacher and to transfer the table into a pie chart.
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I. Prewriting: (10 minutes)
Pre-writing: (10 minutes) - Ask student to read the hand out with a description of a pie chart and Read the prompts discuss the organization and other - Ask the teacher if characteristics of the description necessary - Explain some new words - Work in groups and - Answer the questions answer the questions 1. how many parts are there in the Key: description? what are they? 1. 3 parts (introduction, 2. what does the first part tell you? body and conclusion). 3. what language items should you 2. language use : + make up pay attention to in the second less than ... percent. part/underline them + the most + adj, the second 4. What does the last part tell you? most + adj. - Let them work in groups. .................... - Walk around, check and help students. II. WhileWhile-writing: (18 minutes) writing: (18 - Ask students to work in pair to minutes) analyze the chart using the following questions. + what does the pie chart show? + what is the general trend of the - Work in pairs and chart? analyze the chart + which region has the largest - Give answer population? Which comes second? + which region has the smallest population? + where does most of the world population live? - Let students work individually to - then work individually to write the description of the pie chart, write the description of the using the sentences given in the book pie chart, using the to begin their description sentences given in the book - Walk round and help students. to begin their description. III. PostPost-writing: (10 minutes) writing: (10 - Give suggestions and corrections. Listen to the teacher: minutes) - Ask students to read their profile. - Finish the profile. - Ask some students to read loudly - Some students read loudly their description. their products in front of - Correct mistakes and mark. the class. 4. Consolidation: T summarizes the main points. V. Homework: (2 minutes) - Ask students to do part writing of Unit 7 in the students work book and prepare part Language Focus.
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Date:
Unit 7: World population P43_Language focus

I. Objectives: 1. Educational aim: Students can distinguish the clusters /kl/ -/gl/- /kr/ -/gr/ -/kw/ and pronounce the words and dialogue containing these clusters correctly. 2. Knowledge: - General knowledge: By the end of this lesson, students will be able to use conditional sentences (types1, 2 and 3) and conditional sentences in reported speech appropriately. - New words: Words related to pronunciation /kl, gl, kr, gr, kw/. 3. Skills: - Pronounce the sounds: /kl, gl, kr, gr, kw / II. Method: Intergrated, mainly communicative III. Teaching aids: Students book, pictures, hand outs. IV. Procedure: 1. Organization: Class Teaching date Attendances Absentees
2. Check old lesson: Each Sts stand up and read aloud their written works at home. Teacher gives feedback and marks. 3. New lesson: Time/ stages I. Pronunciati on: (10 minutes) Teachers activities Pronunciation: (10 minutes) - Ask students to look at their books then introduce to them. * Listen and repeat: - Read loudly then ask students to repeat. - Introduce: / kl, gl, kr , gr , kw/ - Correct pronunciation for the students * Practise these sentences: - Read the sentences loudly - Ask students to repeat - Correct pronunciation for students Grammar: (34 minutes) - conditional types 1, 2 and 3 - write some sentences on the board a Students activities - 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
II. Grammar: (34 minutes)
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+ If it doesnt rain, I will come to see you + If it didnt rain, I would come to see you - Ask students to comment on the use of conditional types in these examples - Help students to use of them - Ask some students give some similar examples - Introduce exercises to the students Exercise 1: (15 minutes) Exercise 1: - Ask students to do Exercise 1 (15 minutes) - Introduce how to do it - Let them work in pairs - Walk round, check and give mark Exercise 2: (8 minutes) Exercise 2: - Introduce Exercise 2 to students (8 minutes) and explain how to do it. - Ask students to do it. - Let them work individually. - Check, correct mistakes. Exercise 3: (11 minutes) Exercise 3: - write some conditional sentences in (11 minutes) reported speech on board and ask students to comment on the changes of the verbs, pronouns and adverbs of time and places -If I had a permit , I could get a job he said He said that if he had a permit , he could get a job - Introduce Exercise 3 to students and explain how to do it - Ask students to do it - Let them work individually - Walk round and help them - Check, correct mistakes, give reasons and mark
- write notebook
down
their
- give some examples
- Listen to the teacher and do exercise 1. - Key: 1, would drive 2,could 3, is 4, will take 5, closed 6, will come - Listen to the teacher and do exercise 2. - Keys: 1, had been told 2, had realized 3, wouldnt have been 4, would have bought 5, had studied. - Listen to the teacher - Write down - Take note quickly
-Do the exercise 3 Key: 1, the man said to her that he would come to see her if he had time 2, he asked her what she would say if someone stepped on her feet 3, they said to me if it didnt rain they would go out with me 4, the man asked the woman what she would do if she were a billionaire 5, the man said to me if I had asked him he would have lent me his motorbike
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4. Consolidation: T summarizes the main points. V. Homework: (2 minutes) Ask students to do Part Language Focus and prepare to correct the second test. ***************************************************************** Date:
Unit 8: Celebrations P44_Reading

I. Objectives: 1. Educational aim: Students should know more about the celebration of Tet and other festivals activities 2. Knowledge: - General knowledge: Through this unit, students know the history of tet and some kinds of celebration. - New words: Words related to celebration. 3. Skills: Reading for identifying the main idea and specific information. II. Method: Integrated, mainly communicative. III. Teaching aids: Real objects, pictures, English textbook 11, hand-outs. IV. Procedures: 1. Organization: Class Teaching date Attendances Absentees
2. Check old lesson: Give the correct form of the verbs: 1. If Caroline and Sue (prepare) the salad, Phil (decorate) the house. 2. If you (send) this letter now, she (receive) it tomorrow. 3. If Sue (cut) the onions for the salad, Caroline (peel) the mushrooms. 4. If I (do) this test, I (improve) my English. 5. Jane (hover) the sitting room if Aaron and if somebody Tim (move) _______the furniture. 3. New lesson: Time/ stages Warm-up: (4 minutes) Teachers activities Students activities
Warm-up: (4 minutes) - Let students to listen to the song - Look at the picture and ask some questions: - Answer the questions
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a. What is the title of the song? b. When do people often sing it? c. What is it about? -There are many things about Tet that we want to say. Today, well study a new lesson Unit 8- Reading I. Before you read: (7 minutes) Pre-reading: (7 minutes) - Ask students to look at the picture and discuss the three questions in pairs - Go around to offer help - Call on some students to present their answers and give comments from other students - Give feedback
a. Happy New Year b. To welcome the New Year/it is often sung on the last days of the old year and the at the beginning of the New year c. Feeling about the old year and the New Year - Listen to the teacher look at the picture and answer the questions - The answers are various 1, It is spring and it should be Tet holiday because we can se the apricot blossom and a kumquat tree full of ripe fruits 2, The people in the picture may be a family. the grandmother is giving her niece and nephew some lucky money. The girl, the boy and their parents may be wishing their grandparents good health and happiness - Work in pair and discuss these activities they enjoy most doing in the Tet
Let students work in pairs to tell which of the activities in the book they enjoy most at Tet - Call on some students to present their answer and other students comment -Ask students to read through the passage and find some new words + positive comments - Read individually + candied fruit + spread (v): to extend over a place - Listen to the teacher and + Lunar New Year - Let students read and copy in their write down - Read in chorus notebooks. II. While While-reading: (20 minutes) you read: You are going to read about the Tet (20 minutes) holiday in Vietnam -Make the class read the small talks, to scan the details and do the tasks Students Subjects Problems at 1. Task 1: Teachers Task 1: Sports 1. Classmaster Geograp school
Headmast er Headmistr ess Friends Close friends hy Chemist ry Frotbal l Joggin g Live far From school Students cheat in
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- Ask students to read a passage about Tet holiday, and then underline those words which match with the definitions on the right column in the task 1 - Firstly, ask students to study individually then in pairs - Walks around the class, offer ideas and comments when students need help - Call on some students to explain their answer in front of the class - Give suggestions
- Listen to the teacher - Read the passage and underline new words - Try to guess the meanings of the words - Listen to their friends answers - Listen to the teacher and correct - Keys: 1, trng i, honh trng 2, biu ng, bng rn 3, to dm ng 4, thuc v nng nghip 5, cu nguyn 6, nim vui thch, s n nc - Read passage again - Work individually - Keys: 1, F (it fall between 19th January and 20th Febuary) 2, F (its just for agrarian people) 3, T 4, F (according to the passage, lucky number tends to be given to children) 5, T 6, T - Work individually - Read carefully and give the answer
2. Task 2:
Task 2: - Work in pairs, read the small talks again and answer these questions - Ask students to work individually then work in pairs - Walk round the class and comments when students need - Check the answer in front of the class as a whole - Give correct answers
3. Task 3:
III. After you read: (12 minutes)
Task 3 : - Ask students to read all questions to answer the questions in task 3 - Ask students to work with a partner - Walks around the class to help students whenever they need - Give correct answer (the answer is in the passage) Post-reading: (12 minutes) - Let students work in groups to talk about their last Tet holiday, using the following main points - Has students work in groups and discuss - Walk around the class, listen to - Work in group and students discussions and offer discuss suggestions when necessary - Give comments - Call on some students to speak and give them feedback - Two students present in
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front of the class
4. Consolidation: T summarizes the main points. V. Homework: (2 minutes) - Ask students summarize the passage at home and prepare the next lesson. ***************************************************************** Date:
Unit 8: Celebrations P45_Speaking

I. Objectives: 1. Educational aim: Students could talk about the celebrations of Tet and other festivals activities. 2. Knowledge: - General knowledge: - Through this unit, students can express their opinions about Tet holiday in Vietnam. - Language: Ask and answer questions about the Tet holiday in Vietnam. 3. Skills: Fluency in expressing opinion and expressions about celebrations in Vietnam. II. Method: Integrated, mainly communicative III. Teaching aids: Pictures, English textbook 11, hand-outs IV. Procedures: 1. Organization: Class Teaching date Attendances Absentees
2. Check old lesson: Some Sts go to the board and write down the new words. Some read the text aloud and translate. 3. New lesson: Time/ stages Warm-up: (6 minutes) Teachers activities Students activities Warm-up: (6 minutes) - Ask students close the book - Listen to the teacher and find words that go with - Find out the words - Suggested answer: food, traditional in groups flowers clothes, games, Today, we will practice speaking costumes
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about Tet holiday in Vietnam PrePre-speaking: (5 minutes) speaking: (5 Task 1: minutes) - Ask students to read the dialogue 1. Task 1: and ask them what points are read individually mentioned in the dialogue and then work in pairs - Ask student to work individually listen to the friend then work in groups and give comments - call on some pairs to act out the dialogue - Give suggestions While While speaking: (24 minutes) speaking: Task 2: - Listen to the teacher (24 minutes) - Ask students to look at the three - Answer: 2. Task 2: pictures and work out the name of 1, Picture 1: Mid-Autumn eachholiday 2, Picture 2: thanksgiving - Ask students to work individually 3, Picture3: Valentines then in pairs Day - Walk around the class to help -1 c C , 2 a A , 3 b B student when necessary - Check and give suggestions - Ask student to practice it with a partner - Corrects students pronunciation if necessary. PostPost-reading: (13 minutes) reading: (13 Task 3: - Do task 3 minutes) - Ask students to read all words in - Compare the answer 3. Task 3: the task 3 with the partners -Give the meaning of some words - Work in groups when necessary - Ask the teacher if - Ask students to work individually necessary then work in pairs - Some groups present - Walk around the class to help their answer in front of students when necessary the class - Check and give suggestions - Ask students to practice this conversation - Correct their pronunciation when necessary - Give comments. 4. Consolidation: T summarizes the main points. V. Homework: (2 minutes) - Write about the tet holiday they like and prepare the next lesson.
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Date:
Unit 8: Celebrations P46_Listening

I. Objectives: 1. Educational aim: Students should know more about the New Year celebration in Japan. 2. Knowledge: - General knowledge: Students listen for the main idea and comprehension questions. - Language: - New words: Words related to new year. 3. Skills: Listening for gist and for specific information. II. Method: Integrated, mainly communicative. III. Teaching aid: Pictures, text book. IV. Procedures: 1. Organization: Class Teaching date Attendances Absentees
2. Check old lesson: Speak freely about the tet holiday they like. 3. New lesson: Time/ stages Warm-up: (4 minutes) Teachers activities Students activities - Listen and answer -listen to the teacher
Warm-up: (4 minutes) - Ask the students question : - What is special about the New Year holiday in Japan? - Can you guess what Japanese do on these days? - Lead in: we are going to listen to the talking about how the New Year celebrated in Japan I. Before Pre-listening: (6 minutes) you listen: (6 - Let students work in pairs to guess minutes) which of the activities the Japanese often do on their New years Day - Call on some students to give their
- Work in pairs and each pair works in role Listen to the teacher
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answers and write them on the Look at the picture boards in the book and guess before listening - Introduce some new words from the listening passage II. While While-listening: (24 minutes) you listen: Task 1: (24 minutes) - Ask students to listen to - Listen carefully 1. Task 1: conversations - Listen to each pair - Work individually - Let students listen for three times - Check the answer in front of the - Give corrects class as a whole - Tick in the right column that best reflect their answer - Go around and remark 2. Task 2: Task 2: - Ask students to listen again and - Listen to the dialogues answer the questions and then work in groups - Let students read the questions first and give their answers and quickly- work in pairs - keys : - Let students listen again 3 times 1, Because they want to and ask them to discuss in groups to get rid of the old year and answer the questions welcome the new year - Listen to each group and remark 2, From TV or the radio 3, Kimonos or special dress 4, No, New year is mostly celebrates among family III. After After-listening: (10 minutes) only you listen: - Have students sit in groups and work in group and (10 minutes) compare the following aspects of the discuss Vietnamese New year with those of each group the Japanese one presents their answers - Go around and help if necessary - Call on some students tell the class again - Give comments 4. Consolidation: T summarizes the main points. V. Homework: (2 minutes) - Ask students to do exercise in workbook. - Prepare the next lesson.
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Date:
Unit 8: Celebrations P47_Writing

I. Objectives: 1. Educational aim: Students know how to describing a celebration. 2. Knowledge: - General knowledge: Students can write a passage describing a celebration. - Language: -New words: Words related to celebration. 3. Skills: Describing a celebration. II. Method: Intergraded, mainly communicative. III. Teaching aids: Some models, hand outs ,pictures. IV. Procedures: 1. Organization: Class Teaching date Attendances Absentees
2. Check old lesson: Sts work in groups of 4 and give the differences betwwen Vietnamese New year with those of the Japanese one. 3. New lesson: Time/ stages Warm-up: (4 minutes) Teachers activities Warm-up: (4 minutes) - Ask some questions: 1. Have you ever taken part in one of the popular celebrations in Vietnam? 2. What Do you know about it? Lead in: To know more about the popular celebration we will learn the new lesson: Writing Pre-writing: (10 minutes) - Let students read the passage of the - Explain some new words if they do not know - Let students work in pairs and write an outline for their description using the main points set in the task Students activities - Observe and work in pairs to answer - Answer the question
- Listen and do the task suggested answers : the description includes 6 main points:
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- Go around to help students to answer the task - Check the answers with the whole class
+ name of the festival + purpose + time + main activities / what people do in the festival + foods eaten + peoples feeling about the festival.
WhileWhile-writing: (20 minutes) writing: (20 minutes) _ Ask students to gather and - Listen to the teacher organizing ideas for their paragraph - Let students write their paragraph for 10 minutes - Ask students to exchange their paragraph with a partner - Go around helping and collecting typical errors PostPost-writing: (10 minutes) writing: (10 - Let students write on the board or minutes) in the papers - Go around and remark - Ask 2 or 3 students who may be good at English to write on the board Give remark general comments - Write their paragraph down - Compare partners with the
- Some students read aloud the form of someone - Listen and check themselves
- One student of one and group reads aloud the paragraph - Discuss and correct mistakes themselves
4. Consolidation: T summarizes the main points. V. Homework: (2 minutes) - Describing a celebration they have seen and prepare the next lesson.
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Date:
Unit 8: Celebrations P48_Language focus

I. Objectives: 1. Educational aim: Students know how to distinguish the clusters /fl/ and /fr/ and/ r/ in a word or a sentences. 2. Knowledge: - General knowledge: Students can Use pronouns: one(s), someone, no one, anyone, everyone appropriately. - Language: - New words: Words related to holiday and celebrations. 3. Skills: - Pronunciation: fl/ - /fr/ and/ r/ - Grammar: - pronouns: one(s), someone, no one ,anyone, everyone. -Vocabulary about holidays and celebrations. II. Method: Integrated, mainly communicative. III. Teaching aids: Textbook IV. Procedures: 1. Organization: Class Teaching date Attendances Absentees
2. Check old lesson: Speak freely about a celebration they have seen. 3. New lesson: Time/ stages Teachers activities Students activities
I. I. Pronunciation: (10 minutes) Pronunciation - Model the two sounds /fr/ - /fl/ : (10 minutes) /r/ for a few time - Pronounce the sounds and ask students to repeat - Ask students to practice pronouncing the sounds in chorus and individually - Give feedback + Practice these sentences: - Read all the sentences and ask
- Listen to the teacher - Read aloud in chorus first, then read individually
- Underline the words
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students to underline the words with the sounds and write /fl/ - /r/ - /fr/ under them - Ask students to practice the sentences in pair. - Go around and help - Let students read the sentences and work in groups II. Grammar: - Listen and remark each group (34 minutes) II. Grammar: (34 minutes) 1. Exercise 1: Exercise 1: - Ask students to comment on the use of: one(s), someone, no one, anyone, everyone using the sentences on the board - Ask students to read it quickly - Explain the use of them + someone = somebody: used with a singular verb in an affirmative statements or a question when speaker expects the yes answer + no one: takes a singular affirmative verb ................ - Let students do excerise1 individually and then compare their answers with another students. - Go around and help. - Check the answer the class as a whole.
with the sounds write /fr/ -/fl/ - / r/ - Work in pair
and
- Listen to their friends reading
- Listen to the teacher and comment
- Listen and copy - Take note quickly
- Do the task 1 -Work individually -Compare with the partners - Answer: 1. anyone, 2. someone, 3. anyone, 4. someone, 5. no one, 6. everyone, 7. no one. - Listen to the teacher and do exercise 2 - Keys: 1, of he three bags, I like the blue one 2, Mai is making a fruit cake, Huong is making one, too 3, I like reading books, especially the ones about the natural world 4, I dont have a computer, and my father doesnt want me to have one ..................................
2. Exercise 2:
Exercise 2: - Ask students read the sentences through - Explain new words if any - Call on some students to go to the board and write the answers - Give a feedback
3. Exercise 3:
Exercise 3:
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- Ask students how to do this exercise - Let students work in pair to finish the exercise and compare with the person sitting next to them - Listen to students and help them to do it - Call on some students to give the answer and give feedback - Keys: 1, traditional 2, grand 3, gifts 4, celebrating 5, polite 6, good luck 7, excitement 4. Consolidation: T summarizes the main points. V. Homework: (2 minutes) - Let them do exercises in Workbook - Prepare the next lesson
- Do the exercise 3 - Some students write on the board and others check and correct mistakes
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Date:
P49_Revision (1)
I. Objectives: 1. Educational aim: Review all grammar that Stsve learnt from U1 - U8. 2. Knowledge: By the end of the lesson, Ss will able to: - know how to use infinitive (base form or full form) - know how to use gerund. - distinguish gerund and present participle - use perfect gerund and perfect participle. 3. Skills: Practise doing exercises. II. Method: Integrated, mainly communicative. III. Teaching aids: Textbook IV. Procedures: 1. Organization: Class Teaching date Attendances Absentees
2. Check old lesson: Choose the best answer in A, B, C or D: 1. After for 3 hours we stopped other with us. A. to walk - to let - to catch up B. to walk - letting - catching up C. walking - to let - catch up D. walking - letting - catching up 2. I cant help . I caught a cold yesterday from in a draught. A. sneezing - to sit B. to sneeze sitting C. sneezing - sitting D. to sneeze - to sit 3. He surprised us all by away without Good bye. A. going - to say B. to go - to say C. going - saying D. to go - saying 4. Do stop .Im trying a letter. A. to talk - to finish B. talking finishing C. to talk - finishing D. talking - to finish 5. If you go on your dog cars, hell end by run over. A. letting- to chase- being B. letting- chase- being C. to let- to chase- being D. letting- to chase- to be Keys: 1. C, 2. C, 3. C, 4. D, 5. B. 3. New lesson:
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Time/ stages I. Warm up:
Teachers activities Giving the forms of verbs: - T gives out some verbs. - Ask Ss to give the forms of verbs follow them. - Compare with your partner. 1. To infinitive: - T writes some sentences on the board and underlines to-infinitive. + I have letters to write. + Does he get anything to eat? + Theres plenty to do - T asks Ss to comment on the use of to-infinitives in these examples. - T reviews the form and use of toinfinitives.
Students activities - try + to V & try + V-ing - seem + to V - like + V-ing - enjoy + V-ing - promise + to V ..
II. Presentation: 1. To infinitive:
In the examples above the infinitives are used to replace relative clauses. 2. The infinitive can be placed after nouns/ pronouns to show how they can be used or what is to be done with them. + I have letters to write = I have letters that I must write + Does he get anything to eat? = Does he get anything that he can eat?
2. Infinitive without to: (bare 2. Infinitive infinitive) without to: a. ng t dng sau cc ng (bare infinitive) t hnh thi (can, could ,may ,might, will, would, shall, should.) eg: She can sing very beautifully. She may be late. b. Make and let. c. ng t c cu trc ng t +b ng+ng t nguyn mu khng to Eg: The cold weather made me feel depressed. They made me do it. d. ng t nguyn mu khng tocng c dng trong cu mnh lnh dng khng nh.
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Eg: Go to the blackboard! Stay at home! Smile! e. We can use a noun or pronoun object+ bare infinitive after verbs of perceptions such as feel, hear, watch, 3. Gerund: see, notice, observe, perceive, smell 3. Gerund: - Ask Ss to give some verbs /verbal phrases followed by the Gerund. Checking: - Ask Ss to give form and usage of these verbs Form: Verb +V +ing = gerund Usage: To add information to what is expressed in certain verbs III. Practice: Choose the best answer in A, B, C or D: 1. I suggest the hospitals before the police for him. A. telephoning- asking- phoning B. to telephone- asking- looking C. to telephone- to ask- to look D. telephoning- asking- to look 2. By enormous wages he is persuading men their present job and for him. A. offering- to leave- work B. offering- to leave- working C. to offer- to leave- working D. offering- leaving- to work 3. At first, I enjoyed to him but after a while I got tired of the same story again and again. A. to listen- hearing B. to listen- to hear C. listening- hearing D. listening- to hear 4. on this beach is much more pleasant than in the office. A. to lie- sitting B. lying- sitting C. to lie- to sit D. lying- to sit 5. She has gone in a neighbouring town. A. shopping B. to shop C. to shopping D. for shopping 4. Consolidation: T summarizes the main points.
Expected answers: enjoy /miss /risk /appreciate /avoid /detest /dislike /Its no use /cant help / postpone / mind /be worth /mention /keep /count on /give up - Sts do the exercises in pairs. - Then compare the answers with their friends. - Expected answer: 1. D 2. A 3. C 4. B 5. A
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V. Homework: (2 minutes) - Let them do exercises in Workbook. - Prepare the next lesson.
Date:
P50_Revision (2)
I. Objectives: 1. Educational aim: Review all grammar that Stsve learnt from U1 - U8. 2. Knowledge: By the end of the lesson, Ss will able to: - revise about reported speech. - use it with infinitive or gerund. - distinguish types of conditional sentences. - use them correctly. 3. Skills: Practise doing exercises. II. Method: Integrated, mainly communicative. III. Teaching aids: Textbook IV. Procedures: 1. Organization: Class Teaching date Attendances Absentees
2. Check old lesson: Choose the best answer in A, B, C or D: 1. If I time, Ill help you. a. have b. had c. had had d. will have 2. If you are right, I wrong. a. am b. will be c. would be d. would have been 3. If I you, I do that. a. am/ will b. were/ will c. were/ would d. had been/ would 4. If I was offered the job, I think I it. a. take b. will take c. would take d. would have been 5. If I had known you were in hospital, I to see you. a. will go b. would go c. went d. would have gone 6. If I , I would have said hello. a. had seen b. saw c. see d. would see Key: 1a, 2a, 3c, 4c, 5d, 6a 3. New lesson: Time/Stages Teachers activites Students activities
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What type of sentences - Give out some sentences. - Ask Ss to give out the type of sentences. Sentences: 1. Im a teacher 2. He said he was a teacher. 3. They told me to work hard. 4. She insisted on seeing me. II. Presentation 1. Reported speech with infinitive: 1. Reported - Ask 2 Ss (A &B) to come to speech with the board. T says to A: Close infinitive: the window, please and to B: Sing a short song. After A & B performed the actions, T asks the whole class: Why did A close the window? Why did B sing a song? - Write the model sentences on the board: Close the window, please the teacher said to A => The teacher asked A to close the window. - Then continue Sing a short song. The teacher said to B. => The teacher told B to sing a short song. - Ask Ss to look at the examples to elicit the structures.
I. Warmer:
Pair work - Study carefully the sentences and answer: Theyre direct speech and indirect speech.
Role play: T: Close the window, please! (says to A). T: Sing a short song, please! (says to B).
2. Reported 2. Reported speech with gerund: speech with - Give some examples: gerund: 1. A: Its so hot today. B: Lets go to Thuan An beach. He suggested going to Thuan An beach. 2. Im sorry. Im late She apologized for being late. 3. A: Thank you. It was nice to help me.
S + told + O + to V asked promised advised encouraged warned wanted reminded invited
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B: My pleasure. She thanked him for helping her. Questions: 1.Are the sentences above direct or indirect speech? 2.What is the structure? 3.Do you know any other verb of reporting followed by a gerund?
III. Practice:
Run through the meaning of the verbs / phrasal verbs given. - Ask Ss to make some more examples with the structures given Change these sentences into reported speech: 1). "I'm sorry I have to leave so early", he said. He 2). "Don't forget to return the book to the library", he said. He 3). John said, "You'd better not lend them any money, Daisy." John 4). "Please don't tell anybody what happened. Ann said to me. Ann 5). "Why don't we visit the National Gallery?" She
Expected answer: Structures: a. V + V-ing admit, deny, suggest b. V + prep + V-ing apologize for, complain about, confess to, insist on, object to, dream of, think of c. V + O + prep + V-ing accuse of, blame for, congratulate on, criticize for, warn about / against, praise for, thank for, prevent from Usage: in reported speech. Answer: 1. He apologised for leaving so early. 2. He reminded me to return the book to the library. 3. John advised Daisy not to lend them any money. 4. Ann begged me not to tell anybody what happened. 5. She suggested visiting the National Gallery. 6. The doctor advised me to stay in bed for a few days. 7. Our parents asked us not to go out at night.
6). "Stay in bed for a few days", the doctor said to me. The doctor 7). "You mustn't go out at night", our parents said. Our parents 4. Consolidation:
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T summarizes the main points. V. Homework: (2 minutes) - Let them do exercises in Workbook. - Prepare the next lesson.
Date:
P51 _The first term written test

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 first term from U1 to U8. 2. Knowledge: After this lesson, students will be able to: - Language: Students can improve their techniques of doing the simple tests. 3. Skill: After this lesson, students will be able to: - Improve their knowledge through the test. II. Method: Integrated, mainly communicative III. Teaching aids: Written test. IV. Procedures: 1. Organization: Class Teaching date Attendances Absentees
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Date:
P52 _ Correct the first term written test

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: 1. Organization: Class Teaching date Attendances Absentees
2. Check old lesson: None 3. New lesson: Time/ stages Warm-up: (5 minutes) Teachers activities 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 word which has the underlined part pronounced differently from the others (5 minutes): - Gets student to read each word 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. Students activities - Greeting - Listen and understand the task - Get ready for the lesson
Lead-in:
- Look at their paper. - Compare the results with the others. - Get the correct answers from the keys.
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II. Choose the best answer (15 minutes): - 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. - Asks them to review some structures: + conditional sentences. + To infinitive and gerund follow some verbs and structures: cant stand + V-ing, would like + to-V, decide + to-V, III. Choose the word or phrase A, B, C, D that best fits the blank space in the following passage. Tet holiday - Asks St to read the passage again very carefully. - Guide them try to guest the meaning of some words that they dont know, or which part of speech fits the blanks. IV. Rewrite the following sentences: - Asks some good Sts go to the board and write down their sentences. The others compare with their friends. - T review the structures if necessary. V. Give the correct verb forms: - Asks St to review the usage of conditional sentences and infinitive(s) and gerund with reported speech. 4. Consolidation: T summarizes the main points. V. Homework: (5 minutes) - Prepare the next lesson for the second term.
- Look at the writing again and compare it with the others. - Correct the wrong sentences base on the key.
- Look through the passage again. - Listen to the teachers suggestions and try to redo the exercise.
- All the class compare the answers with some good Sts and try to find out why they made mistakes.
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The second term of grade 11

Date:
Unit 9: The post office P53_Reading

I. Objectives: 1. Educational aim: Students can read and know about Post Office and the different services and make questions and answer them well. 2. Knowledge: - General knowledge: By the end of the students will be able to know about the services. - Language: - New words: Words to the post office. 3. Skills: Reading for identifying the main idea and specific information. II. Method: Integrated, mainly communicative. III. Teaching aids: Some photos of famous post office and some information about them. IV. Procedures: 1. Organization: Class Teaching date Attendances Absentees
2. Check old lesson: During the new lessons process. 3. New lesson: Time/ Stages Teachers activities I. Warm-up: Warm-up: (4 minutes) (4 minutes) - Asks some questions: 1. How far is it from your home to the nearest post office? 2. Have you ever been there? 3. How often do you go to the post Students activities - Listen and try to answer the questions: 1, 2 kilometers. 2, Yes, I have. ..........
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II. Prereading: (7 minutes)
III. Whilereading: (20 minutes) 1. Task 1:
2. Task
2:
office? 4. What services do you think the post office offer? - Recheck and introduce the new lesson: Pre-reading: (7 minutes) - Ask students to look at the pictures in the book. - Let students work in pairs to answer the questions. - Let each student stand and speak their opinions - Go around and help them if necessary. While-reading: (20 minutes) Task 1: - Let students open the book and read silently while teacher reads aloud and correctly. - Ask students to read themselves and write down some information. - Let students work in pairs to do the task 1. Task 2: - Let students read all sentences and explain some new words if necessary. - Ask students to read again and stop at the lines that contains these words to guess the meaning. - Let students do the task individually. - Call on some students to answer and explain their answers. - Listen and correct if needed.
- Listen to the teacher and then discuss in their groups. - Some students stand up and answer in roles...
- Read quickly and give some sentences in the text which are in A. - Predict the meaning of words. - Work in pairs. - Keys : 1c ,2b .3d .4c. - Work individually and answer the questions. - Key: 1, advanced technology and a spacious and pleasant front office (lines1-2-paragraph1). 2, Mail and parcel service, express money transfer, phone calls and faxes, press distribution. 3, air mail, surface mail, and EMS mail. 4, For someone to receive a phone call. 5, subscribe. - Read quickly and find information to compare with their partners. - Work in pairs, then one reads the sentence and the other corrects it. - Keys : 1, Open daily 7-9 p .m 2, competitive rate for
3. Task 3:
Task 3: - Let students work in pairs. - Read the passage again and guess where in the passage they can find information, using their knowledge of the passage. - Ask students to do the task individually and then check their answers with a friend.
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- Call on some students to give and parcels of under 15 kg explain their answers. 3. EMS mail will be - Give corrective feedback. delivered in the shortest time possible 4, the money will be sent to your relatives in less than 24 hours Post-reading: (10 minutes) - Work in groups and - Ask students to close their books discuss which sentences IV. Postand practise discussing the questions go with the word given reading: (10 - Let students give opinions - Work in small groups of minutes) - Go around to check ,help and take 4 and take turn to talk note of students typical errors about Thanh Ba post - Call on some students to talk and office. give feedback. 4. Consolidation: T summarizes the main points. V. Homework: (4 minutes) - Reread the passage and summary the main point (about 75 words) - Prepare the next lesson. ***************************************************************** Date:
Unit 9: The post office P54_Speaking

I. Objectives: 1. Educational aim: Students should know how to ask and answer about the different postal and telecommunication services. 2. Knowledge: - General knowledge: Ask and answer about postal and telecommunication services ;making requests. - Language: -New words: Words to speak about postal and telecommunication services 3. Skills: expressing opinions. II. Method: Integrated, mainly communicative. III. Teaching aids: Photos of some famous postal and telecommunication, textbook , ..... IV. Procedures: 1. Organization: Class Teaching date Attendances Absentees
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2. Check old lesson: Some Sts go to the board and summarize the main point of the text of the previous lesson. 3. New lesson: Time/ Stages Teachers activities Students activities - Close the books - Work in pairs and discuss and find out the answer of each question
I. Warm-up: Warm-up: (3 minutes) (3 minutes) - Ask students to close the book and discuss these questions: 1, Have you ever heard someone make a request in English? What did they say? 2, Have you ever heard someone make a request in Vietnamese? What did they say? 3, Did you observe any differences in the way requests are made in English and Vietnamese? II. PrePre-speaking: (8 minutes) speaking: (8 Task1: minutes) - Ask students to look the pictures in Task1: the task 1 and do the task1. - Go around and listen to them. III. Whilespeaking: (20 minutes) Task 2: While-speaking: (20 minutes) Task 2: - Let students open the books and look at the task2 - Explain the task and new words - Ask students to work in pair and write the dialogue together based on the information given in the task - Let students act out the dialogue together firstly in close pairs and then in open pairs - Listen and correct
- Read these words and work in groups. - Work in groups with some cues given below. - Other groups go on practicing speaking. - Practice interviewing as a dialogue - Others listen and write down some information they get - keys: A: Good morning, sir. May I help you? B: Yes, I would like to have a telephone line installed at home please? A: Certainly, sir. Where do you live? ....................................
IV. Postspeaking: (10 minutes) Task 3:
Post-speaking: (10 minutes) Task 3: - Ask students to talk again - Work and discuss in - Ask one group to do the task as a groups and one of this model group asks and one of
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- Go around listening to some groups other answer. and help them if needed - Ask some pairs to stand in front of - Work in pairs and the class and practise speaking practise speaking. - Listen to each group and correct or give mark if they do it well. 4. Consolidation: T summarizes the main points. V. Homework: (4 minutes) - Let students to do exercises in workbook. - Ask students to prepare the next lesson. Date:
Unit 9: The post office P55_Listening

I. Objectives: 1. Educational aim: Students should know how to ask and say about the development of Vietnams telephone system over the past few years 2. Knowledge: - General knowledge: Students know about some information about the development of Vietnams telephone system - Language: - New words: Words related to Vietnams telephone system 3. Skills: Listening for general or specific information II. Method: Integrated, mainly communicative III. Teaching aids: Some pictures of Vietnams telephone system or some real information about them. IV. Procedures: 1. Organization: Class Teaching date Attendances Absentees
2. Check old lesson: Ask some Sts to give some real information about Vietnams telephone system. 3. New lesson: Time/ Stages Teachers activities Students activities I. Warm-up: Warm-up: (4 minutes) (4 minutes) - Give some photos and ask some - Observe the pictures and questions: give some information
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II. Prelistening: (8 minutes)
1. Which is the quickest , a phone call, a fax , an e-mail or a letter? -Ask students go to board and matching some pictures with the name of telephone..... Pre-listening: (8 minutes) - Let students open the books and ask and answer the questions - Do you think more and more people are using cell phone in Vietnam nowadays? Why? - Let students read some words theyll listen then - Listen and check While-listening: (20 minutes) Task 1: - Let students read some sentences given and explain some new words if necessary - Read or let students listen first - Let students listen the second time - Check their listening - Observe the class and listen to each groups feedbacks - Give more information if students wonder or not clear _ Keys: 1, b (Vietnam ranks the second) 2, D (It is among the 30 countries in the world) 3, C (in 1996, Vietnam began upgrading its fixed telephone) 4, D (at present, 93% of communes across Vietnam telephone networks) 5, C (the change of the international telephone system) Task 2: - Before listening, let students read quickly some sentences theyll listen and guess some answers that will be in the conversation - Let students listen the first time: Who can guess some words? - Let students listen the second time - Let student listen the last time and let them work in groups to speak out - Listen and correct their listening
about them: 1, a phone call - Work in pairs and match the name of each picture -Listen and answer the question Because it become cheaper and come in a wider variety of colors and styles - Read in chorus - Some students read themselves:
III. Whilelistening: (20 minutes) Task 1:
- Read silently the sentences given before listening - Listen the first time - No, we havent - Listen the second time and begin doing the task - Listen the third time and choose the best answer
Task 2:
- Each group asks and explains why they choose by some information theyve listened. - Work in groups and answer the questions - Keys : 1, China has the best growth in telephone numbers 2, in the early 1990s,
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there were only 140,000 telephones in Vietnam 3, in the 1996, the fixed telephone numbers were changed from 6 to 7 digits in Hanoi and ho Chi Minh city as well as 5 to 6 digits in other provinces. - Work in groups and IV. PostPost-reading: (10 minutes) each group talk about the reading: (10 - Ask students to summarise the main ideas of the minutes) main ideas of the listening passage development in Vietnams using the following points telecommunication. - go around and help students - Write in groups and ask - Listen to each group and correct someone to speak out mistakes if theyve done their writing. - Other groups listen and copy some information and give some questions. 4. Consolidation: T summarizes the main points. V. Homework: (4 minutes) - Ask students to write a short passage about football player they like.
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Date Unit 9 The post office Period 56- Writting

I. Objectives: 1. Educational aim: Students should know how to write a letter to express satisfaction or dissatisfaction. 2. Knowledge: - General knowledge: Students learn to write a formal letter to express their evaluation of a service. - Language: Words used in writing about the topic. 3. Skills: Writing a letter to express satisfaction or dissatisfaction. II. Method: Integrated, mainly communicative. III. Teaching aids: Some cues, textbook . IV. Procedures: 1. Organization: Class 11A1 11A2 11A3 11C 2. Check old lesson: S1 writes vocabulary S2 does task 2 again 3. New lesson: Stages/ time Warm-up (4 minutes) Teachers activities Warm-up: (4 minutes) - Ask students to close the books - Give the papers with some different announcements and match with the correct titles -then introduce the topic of the lesson, Pre Pre-writing: (8 minutes) Students activities - Work in pairs and matching - Some students do matching on the board Teaching date Attendances Absentees
II.
I.
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writing (8 minutes)
Task1 - Ask students to open their books - Get students to read task1 silently and answer the questions that follow -Ask students to talk about things that they like and dont like about the services at Thanh Ba post office or a post office they know -Then check the answers with the whole class While-writing: (18 minutes) II.While Task 2 writing: - Let students read quickly taks 2 (18 minutes) - Explain some new words if necessary: - Ask some other groups to write a letter using some cues below -Introduce the structure of the letter they are going to write 1,Opening : Introduce who you are ; say the purpose of your letter 2,first paragraph : say about what you like about the service 3, Second paragraph : say about what you dont like about the service ; make suggestions if possible 4,Closure : thank the recipient for their time and attention ;good bye -Go around and help if necessary Post-writing: (13 minutes) III.Postwriting: - Ask students to read anothers (13 minutes) letter -Call on some students to read loudly their writing -Give feedback and correct typical errors
-Listen to the teacher and read the task1 and talk about the things they like and dislike about a post office they know
- Listen to the teacher - Read silently - Read those words and copy -Listen and take note quickly -Work individually - Practise groups writing in
- Each member of groups reads aloud his/ her writing - Other group appreciate and correct mistakes each other
4. Consolidation: T summarises the mains points 5. Homework - Write a letter about something they like -Prepare the next lesson
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Date
Unit 9: The post office Period 57: Language focus

I. Objectives: 1. Educational aim: Students should pronunciate /sp/ -/st/and /sk/ correctly and differ the use of relative clauses. 2. Knowledge: - General knowledge: Students should use defining relative clauses and nondefining relatives clauses. - Language: 3. Skill: fluency in pronunciating /sp/ -/st/and /sk/ and use of relative clauses. II. Method: Integrated, mainly communicative. III.Teaching aids: Some words related to /st/-/sp/ and /sk/. IV. Procedures: 1. Organization: Class Teaching date Attendances Absentees
2. Check old lesson: - Call one or two sts to come to the board and ask them how to write a narrative; tenses of verb, connectors - Check up and give the feedback. 3. New lesson: Stages/ time Teachers activities I. Pronunciation I. Pronunciation: (15 minutes) : (15 minutes) - Close the books! a. Introduce two syllables /st/ -/sp/and /sk/ - Let students practise pronunciating these words: Speak speech ,stop, best ,text ,ask ,disk, Students activities
Listen and repeat following the teacher - Work in pairs and read aloud these words then
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dusk, skill ,school...... choose which words have - Listen and correct the syllables sound /sp/ and which have sound /sk/-/st/ students read - Read in silent first - Some of each groups read Practise these sentences b. Let students read aloud the words given aloud and try to pronunciate syllable /sp/ - Read after teacher and -/st/or /sk/ correctly work in groups to find the - Listen and check for pronunciation - Ask students to listen and read after syllable st/ -/sp/or /sk/ in the word in these sentences: these sentences - Read silently and give the II. Grammar: II. Grammar: (20 minutes) opinion (20 minutes) -Write on the board some examples containing both defining and non-defining -Listen and discuss relative clauses -Ask students to explain the differences - Students work in pairs and give the differences among among them them - Some students give some examples Exercise 1 - Ask students to do exercise themselves then discuss in groups Do the exercise -Introduce how to do it themselves -let them work in pairs - Each student of each -Walk around and check and give mark group gives correct answers -Key: 1, a burglar is someone who breaks into the house to steal things 2,a customer is someone who buys something from to steal 3, a shop-lifter is someone who steals from a shop 4, a coward is someone who is not brave 5, a tenant is someone who pays rent to live in a house or flat Exercise 2 -ask students to read the exercise 2 -Get students to review when to use whom(when the noun to be modified is the -Work in groups and give object of the main verb in the relative the correct answers -Do the exercise 2 clause), who ,whose individually - Then do the exercise2 -Call on some students go to board and -Keys: 1, who ,2 whose ,3, whom/who, 4 whose, write down their answers 5, whom/ who - Listen and remark Exercise 3 - Let students read the exercise3 and -Do the exercise3 and then do it individually
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Get students to distinguish the compare with the partners difference between that and answer - Listen and write down which -Keys : 1,the man who answered Let students write the sentences the pone told me you were away with a peer 2,the waitress who served us was very impolite and impatient 3,the building that /which Check with the whole class was destroyed in the fire has now been rebuilt4, the people who were arrested have now been released 5, the bus that/ which goes to the airport runs every half an hour
Exercise 4 -Ask students to read the exercise 4 and -listen and do the exercise 4 do it individually -Get students complete other sentences in -compare with the partner the same way -call on some students to write their answers on the blackboard -Give feedback from the class -Listen and copy 4. Consolidation T summarizes the mains points 5. Homework: (5 minutes) - Ask students to revise the use relative clauses - Practise doing exercise in the Workbook
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Date
Period 58
Test yourself C
I. Objectives: 1. Educational aim: - According to the TEST students can revise all the language skills and grammatical points which they have studied and used in the three units: 7, 8 and 9. - Students can improve their techniques of doing the simple tests. 2. Knowledge: After this lesson, students will be able to: - Check themselves their skills in reading, speaking, listening, 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: 1. Organization: Class 11 A1 11A2 11A3 11C 2. Check old lesson: None 3. New lesson: Stages/ time Warm-up: (5 minutes) Teachers activities Students activities Warm-up: (5 minutes) - Greeting - Greeting - Ask students something about the test Answer teachers yourself C questions * Have you prepared it at home? Teaching date Attendances Absentees
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* Have you got any difficulties? Test yourself Test yourself - 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.g, 2.b, 3.e, 4.f, 5.d, 6.j, 7.h, 8.k, 9.c, 10.a, 11.i - Look at the textbook and listen to the teacher - Work in groups to discuss about the passage - Finish the task - Compare their results with the other groups, and then with the keys - Write the answers on the 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 answers.
I. Listening(2.5 points) (10 minutes) I. Listening - Ask students to read all the sentences (2.5 points) first (10 minutes) - 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) II. Reading - Present the task: (2.5 points) - Ask pupils to work in groups to compare (10 the answers they have already done to find minutes) the correct ones. - Give the correct answers to the class: - Keys: 1. They gather before midnight and select 12 grapes from a large bunch. 2. Because the 12 grapes are symbols of the 12 months of the year. 3. In Iran. 4. It lasts for 13 days. They read from the Koran, then all embrace each other and say, May you live 100 years III. Grammar(2.5 points) (8 minutes) - Present the task: a/ Ask students to listen and put a tick in the right box. - Keys: 1. glean, 2. fry, 3. thrive, 4. overthrow. b/ Join the sentences, using who or which 1. Earth is a planet which can support life. 2. The book is about a girl who runs away from home. 3. A dictionary is a book which gives you the meaning of words. c. 1.b, 2.c, 3.a. IV. Writing (7 minutes)
III. Grammar (2.5 points) (8 minutes)
- Students work in groups
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- Present the task: and practise writing. - Call the students to read the suggested - Two students go to the sentences in front of the class. board and write. - Give the writings by reading aloud. - Check their writings and help them Read the writing correct the mistakes if theyve carefully. made. - In groups or in pairs. - Compare the results with the other groups - Correct mistakes
4. Consolidation T summarizes the mains points 5. Homework (5 minutes) - Ask students: + to study all the lessons again + to prepare Unit 10: nature in danger, Part A.
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Date:
Unit 10 : Nature in danger Period 59: Reading

I. Objectives: 1. Educational aim: Students should know how to talk about nature in danger 2. Knowledge: - General knowledge: Students know about how we have destroyed our environment and affected other species and do to save endangered animals - Language: students could know about environmental destruction and conservation - New words: Words related to nature in danger 3. Skills: Guessing meaning in context, scanning for specific information and passage comprehension II. Method: Integrated, mainly communicative III. Teaching aids: Students book and pictures showing some picture about some cites in the world, etc. IV. Procedure: 1. Organization: Class 11A1 11A2 11A3 11C 2. Check old lesson: Call one or two sts to come to the board and ask them to write down the form of the simple present tense and the simple past tense. 3. New lesson: Notes Warm-up: (5 minutes) Teachers activities Students activities Warm-up: (5 minutes) - Ask students to look at the pictures and - Open the book Teaching date Attendances Absentees
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answer the questions : 1, What animals can you see in these pictures? 2, where do these animal often live? 3,What would happen if their habitats were destroyed? - Let students understand more about nature in danger, today we learn Unit 10part A: Reading
- Listen to the teacher - Give the answers 1. a tiger ,an elephant , a bear , a lion 2, they often live in the forests ,zoos or National parks 3. if their habitats were destroyed ,animal s would die, the environment would be polluted. Nature would be in danger - Listen to the teacher and open the book Unit 10, part A: reading - Look at the book, listen to the teacher and work in pairs: - Look at the picture - Answer the questions
Before you read : (7 minutes)
Before you read : (7 minutes) - Ask students to look at the pictures and match the names of the pictures in their books to work in pairs - Ask and answer questions about endangered species - Listen to students and correct pronunciation and grammar if necessary
While you While you read : (23 minutes) read : - Ask students to look through the (23 minutes) passage and read in silence - Help students read the passage - Explain pronunciation and meaning of new words which appear in the passage Task 1 : Task 1 : (3 minutes) (3 minutes) - Ask students to fill each blank with a suitable word - Let students work individual or in groups - Help students if necessary Keys: 1extinct; 2protect; 3decrease; 4lpollutants ;5endangered 6, interferences Task2: (4 minutes)
- Listen to the teacher then read the passages - 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 in the notebook
Task 3:
- Listen to the teacher -Do the task individually Task2: (4 minutes) -Compare the answer with the -Ask students read the passage again and partners answer decide the best sums up each paragraph -Keys : 1c,2a,3a ,4 c -Go around and help if necessary -call on some students to answer -Give feedback - Try to answer the questions Task 3: (6 minutes) - Practice with a partner then
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(6 minutes)
- Ask students to answer the following questions - Ask students look through the passages then try to answer the questions in right way - Let them work in pairs - Help students if necessary (the answers in the passage)
write them down in the note books - Ask the teacher if necessary
Task 3: (6 minutes)
- Listen to the teacher -Discuss and give reason why . After you read : (8 minutes) - The students who are called - Ask students to close their books to stand up to talk loudly are - Ask them to find out why some animals intelligent ones have become extinct -Call on the groups to tell and explain their choice - Listen to students and correct mistakes
4. Consolidation T summarizes the main points 5. Home work: (2 minutes) - Ask students to write a passage about environment (80 words) - Ask students to do Reading exercise of Unit 10 in workbook and prepare Part B : Speaking at home
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Date:
Unit 10 : Nature in danger Period 60: Speaking

I. Objectives: 1. Educational aim: Students should know how to talk about nature in danger and measures for protecting endangered nature 2. Knowledge: - General knowledge: Students could talk about endangered nature and ways to protect it - Language: asking for and giving information - New words: words related to nature in danger 3. Skills: State their preferences and explain the reasons II. Method: integrated, mainly communicative III. Teaching aids: pictures IV. Procedure: 1. Organization: Class 11A1 11A2 11A3 11C 2. Check old lesson: S1 writes new words S2 reads the passage S3 translates the passage 3. New lesson: Stages/time Warm-up: (5 minutes) Teachers activities Students activities Warm-up: (5 minutes) - Ask students to keep book close - Keep books close -Ask students some questions - Listen to the teacher 1,Why do we call some animalss such as - Answer the question: Teaching date Attendances Absentees
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tiger, bears, elephants endangered animals ? 2, What should we do to protect and save them?? - Tell students to understand more. (We learn Unit 10, part- speaking) Prespeaking : Pre-speaking : (12 minutes) (12 minutes) Task 1 Task 1 - Ask students to put some reason why nature is threatened in the order of importance - Let them work in pairs - Listen to students and correct mistakes
1. because they are hunted or killed in large number that they are in danger of becoming extinct 2, As a students you should stop eating and killing wild animals
- Look at students book -Listen and do the task -Work in pairs A : in your opinion which the reason is the most important? B :I think burning the forest is the most important because animals and plants will die, which cause the air polluted ................
Whilespeaking : (15 minutes) Task 2
While-speaking : (15 minutes) Task 2 -Listen to the teacher - Ask students to work in pairs to read - Do task 2 in groups through the task and match the problems ....... in task 1 with appropriate solutions in task 2 - Let them work in groups - Walk round and help them - Ask some students to stand up to talk again loudly - Listen and correct mistakes - Post-speaking : (10 minutes) Task3 -Ask students to tell about the city they prefer and give reasons -Let them work in groups - Ask some students to stand up and tell loudly -Go around and help -Call on some students report their preferences and explain their choice - Listen and correct mistakes Homework: (3 minutes) - Close the books - Listen to the teacher - Do task 3 -Work in group discuss
Postspeaking : (10 minutes) Task3
and
- The students who are called to stand up to talk loudly are intelligent ones
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- Ask students to do exercises in - Listen to the teacher workbook - Write down the homework - Ask students to prepare Part CListening and do homework 4. Consolidation T summarizes the main points 5. Homework: (3 minutes) - Ask students to do exercises in workbook - Ask students to prepare Part C- Listening and do homework Date:
Unit 10 : Nature in danger Period 61: Listening

I. Objectives: 1. Educational aim: Students should know about the national parks in USA 2. Knowledge: - General knowledge: Students learn more about the national parks - New words: Words related to the topic 3. Skills: - Listening for specific information - deciding on true or false statements II. Method: Integrated, mainly communicative III. Teaching aids: Students book, picture showing the Statue of Liberty IV. Procedure: 1. Organization: Class 11A1 11A2 11A3 11C 2. Check old lesson: While teaching 3. New lesson: Stages/ Time Warm-up: (5 minutes) Teachers activities Warm-up: (5 minutes) - Ask students to close the books - Give a picture of national parks and ask some question about it 1.what can you see in the picture 2.Do you know where it is located ? 3.What does it look like? Students activities - Close the books - Listen to the teacher - Work in groups - Listen to the teacher and answer the question: Teaching date Attendances Absentees
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........ - Listen to the teacher and open - If you want to know more textbooks details, we will go to Unit 10- part Listening Pre-listening: (7 minutes) Pre-listening: (7 minutes) - Ask students to look at the part: Before listening - Let them work in pairs and answer questions - Walk round, listen and help students - Listen and check pronunciation While-listening: (20 minutes) Task 1 - Ask students to look through the sentences in task 1 - Ask students to listen to the typescript carefully and decide the correct answers - Ask students to give reasons for their answers Key: 1.T- 2T- 3F- 4T- 5.T - Keep book open -Listen to the teacher - Read the sentences in task 1 and try to understand them - Listen to the typescript and choose the correct answers - Look at the books - Work in pairs - Give correct answer -Key 1,Cuc Phuong national Park, Cat Ba National Park,Bach ma ,Phong Nha, Cat Tien...
Task2
-Listen to the teacher and do the task2 -Listen again and give correct answers -Keys : Task2 -Ask students to look at the task 2 1, 52 2,millions of people visit national and answer the questions -Let students listen again more parks every year 3,rare animals are killed or hunted time and answer -Call on some students to give for fur, skin or other parts....... 4,rare animals and treees should be answers protected, fires causes by careless people should be limited, pollution from visitors vehicles should be decreased and money should be raised for the parks staff and maintenance of their resources After-listening: (10 minutes) - Ask students to open the books - Ask them to summarise the -Listen and discuss listening text based on their notes - The students who are called stand up and retell about the Statue of - Let them work in pairs Liberty in front of the class: - Walk round and help students - Ask some students to stand up and retell the national parks in the USA to the class
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- Listen and correct mistakes 4. Consolidation T summarizes the main points 5. Homework: (3 minutes) - Ask students to write a story about a national park they liked - Remember them to prepare Part- Writing at home
Date:
Unit 10 : Nature in danger Period 62: Speaking

I. Objectives: 1. Educational aim: Students could describe a national park 2. General knowledge: Students learn how to write a describing a location - Language: The simple present of verbs and the connectors often used in a narrative - New words: Words related to national park 3. Skills: Describe a national park II. Method: Integrated, mainly communicative III. Teaching aids: Students book, notebook, IV. Procedure: 1. Organization: Class 11A1 11A2 11A3 11C 2. Check old lesson: Oral test 3. New lesson: Notes Warm-up: (5 minutes) Teachers activities Warm-up: (5 minutes) - Ask students to keep book close - Ask students some following questions: 1. Have you ever been to national park? 2. What is it famous for? 3. How did you feel when you visited it? - Check and explain them to the class: Students activities - Keep book close - Listen to the teacher and answer the questions 1. Yes, I have .Hanoi 2 3.- It is very interesting Teaching date Attendances Absentees
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Whilewriting: (18 minutes) Task 2
Post-writing: (10 minutes)
Pre-writing: (10 minutes) Task 1 - Ask student to read the task - Explain some new words - Ask students to look through the passage again and answer the questions -get them brainstorm what they like to include in their description of a national park - Let them work in groups - Walk around, check and help students -- Help students if necessary (the answers in the passage) While-writing: (18 minutes) Task 2 - Ask students to do task 2 - Ask them to use the prompts to build up a passage about the a national park in Vietnam they know well - Let students work individually - Walk round and help students Post-writing: (10 minutes) - Give suggestions and corrections - Ask students to read anothers narrative - Ask some students to read loudly their narratives - Correct mistakes and mark
- Listen to the teacher and open the books - Read the passage - Ask the teacher if necessary - suggested : where/ how big/what(geographical...)
- Listen to the teacher -Work individually - Listen to the teacher - Finish the narrative - Read a narrative of one classmate - Some students read loudly their products in front of the class
4. Consolidation T summarizes the main points 5. Homework: (2 minutes) - Ask students to redo part writing of Unit 10 in the students work book and prepare part Language Focus
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Date:
Unit 10 : Nature in danger Period 63 : Language focus

I. Objectives: 1. Educational aim: Students should distinguish the sound /sl/-/sn/-/sm/-/sw/ 2. Knowledge: - General knowledge: Students learn how to use of the relative pronouns with prepositions - Language: * Non-defining vs defining relative clauses - New words: Words related to pronunciation /sl/-/sn/-/sm/-/sw/ 3. Skills: Writing a passage about national parks II. Method: Integrated, mainly communicative III. Teaching aids: Students book, pictures IV. Procedure: 1. Organization: Class 11A1 11A2 11A3 11C 2. Check old lesson: - Call one or two sts to come to the board and ask them how to write a narrative; tenses of verb, connectors - Check up and give the feedback. 3. New lesson: Stages/ time Teachers activities Students activities Pronunciatio Pronunciation: (10 minutes) n: (10 - Ask students to look at their books - Listen to the teacher minutes) then introduce to them - Open the books *Listen and repeat : - Look at : Listen and Repeat Teaching date Attendances Absentees
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*Listen and repeat :
- Read loudly then ask students to repeat - Introduce : /sl/-/sn/-/sm/-/sw/ - Correct pronunciation for the students * Practise these sentences * Practise - Read the sentences loudly these - Ask students to repeat sentences - Correct pronunciation for students Grammar and vocabulary:(34 minutes) - Introduce exercises to the students Exercise 1: (8 minutes) Non-defining vs defining relative Grammar and clause vocabulary: -Let students read the example in the (34 minutes) textbook and then present the form and Exercise 1: meaning and use of Non-defining vs (8 minutes) defining relative clause Non-defining For example: Hanoi, which is he capital vs defining city of Vietnam, is located on the Red relative river clause -Ask students give some examples related relative clauses - Ask students to do Exercise 1 - Introduce how to do it - Let them work in pairs - Walk round, check and give mark
- 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 copy down -Give some examples about relative clauses -Do the exercise 1 -Compare with the partners answers -Key : 1 whom 2, which 3, whom ,4 who ,5 which ,6 whom ,7 ,which ,
Exercise 2 (8 minutes) - Introduce Exercise 2 to students and explain how to do it - Listen to the teacher and do - Ask students to do it exercise 2 - Let them work individually -Keys: - Check, correct mistake 1,the man to whom I talked yesterday was very kind 2, the man about whom I told you works in hospital 3,the woman about whom I am telling you teaches me English 4,the movie about which they are talking is fantastic 5,the picture at which she was looking was beautiful 6,Ill give you the dress to Exercise 3 which you should write -Get students to review when to use -Listen and do the exercise 3 whom, who, which and that individually -ask students to complete the exercises -Compare their answers with a individually and then find a peer to partner
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compare their answers -Keys: -Check the answer with the whole class 1,whom/that 2, which ,3,who , and give correct answer 4,whom 5, which ./that 6, which 7,who 8,whom
4. Consolidation T summarizes the main points 5. Homework : (2 minutes) Ask students to do Part Language Focus and prepare part Reading of Unit 11 at home Date
Unit 11 : Sources of energy Period 64: Reading

I. Objectives: 1. Educational aim: students should know about the advantages and disadvantages of different sources of energy 2. Knowledge: - General knowledge: By the end of the lesson, students will be able to understand more about the different sources of energy - Language: - New words: Words related to sources of energy 3. Skills: Guessing meaning in context, and passage comprehension II. Method: Integrated, mainly communicative III. Teaching aids: Textbook, some photos of sources of energy IV. Procedure: 1. Organization: Class 11A1 11A2 11A3 11C 2. Check old lesson: Call one or two sts to come to the board and ask them to write down the form of the simple present tense and the simple past tense. 3. New lesson: Stages/ time Warm-up: (5 minutes) Teachers activities Warm-up: (5 minutes) - Ask students close the book Students activities - Listen to the teacher and Teaching date Attendances Absentees
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-Ask students complete the sentences: 3. We use ----------to cook 4. We use ---------to run machines, cars , motorbikes -Lead in : today we are learn about sources of energy Before you read : (7 minutes) - Ask students work in pairs and look at two pictures on the book and discuss the questions - Go around and help if necessary -Ask students to give the answers - Listen to students and correct pronunciation and grammar if necessary 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 -Ask students to read loudly the difficult words in chorus Task 1 : - Ask students to do task 1 - Let students work individual or in groups - Help students if necessary Keys: 1.released 2.alternative 3.energy 4.limited 5.exhausted
answer the questions
Before you read : (7 minutes)
- Listen to the teacher and open the book Unit11, part A: reading - Look at the book, listen to the teacher and work in pairs: _discuss and give answers correct
While you read : (23 minutes)
- Listen to the teacher - 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 in the notebook
Listen to the teacher Task 2: - Try to answer the -Ask students to read the text a second questions time and located the key words in the passage -Gets students to check their answer -Compare with the partners with a peer answers -Call on students to answer and write them on the board -Check the answers with the whole class -Listen the teacher and Task 3: answer the questions -Ask students to read the passage again -Keys : then answer the questions 1. Fossil fuels ( oil, coal , and - Ask students to answer the following natural gas) questions (line1,paraghaph1) - Ask students look through the 2, 6 sources : fossil fuels, passages then try to answer the nuclear power, solar energy,
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questions in right way - Let them work in pairs - Help students if necessary
water power, wind power, geothermal heat .Sun energy has the most potential because it is plentiful and infinite.At the same time , it is clean and safe to use - Listen to the teacher -Discuss and complete the summary of the reading passage by filling each blank with a suitable word from the box - The students who are called to stand up to talk loudly are intelligent ones -Keys: 1,energy 2, one, 3,fuels 4, limited 5, alternative, 6,sources 7.unlimited 8,environment
After read : minutes)
you After you read : (8 minutes) (8 - Ask students to work in groups to complete the summary of the reading passage by filling each blank with a suitable word from the box -Go around to help the groups when necessary -Call on some groups to answer the question - Listen to students and correct mistakes
4. Consolidation T summarizes the main points 5. Home work: (2 minutes) - Ask students to do Reading exercise of Unit 11 in workbook and prepare Part B : Speaking at home
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Date
Unit 11 : Sources of energy Period 65: Speaking

I. Objectives: 1. Educational aim: Students should know how to talk about the advantages and disadvantages of using alternative sources of energy 2. Knowledge: - General knowledge: Students could talk about the advantages and disadvantages of using alternative sources of energy in the future - Language: - New words: words related to the topic 3. Skills: talking about the talk about the advantages and disadvantages of using alternative sources of energy II. Method: integrated, mainly communicative III. Teaching aids: pictures ,textbook IV. Procedure: 1. Organization: Class 11A1 11A2 11A3 11C 2. Check old lesson: S1 writes vocabulary S2 reads the passage S3 does task 3 3. New lesson: Stages/ time Teachers activities Students activities Teaching date Attendances Absentees
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Warm-up: (5 minutes)
Warm-up: (5 minutes) - Ask students to keep book close - Show students the following picture and ask them questions 1.Which sources of energy is the most popular in our country? 2.Is it limited or unlimited ? What should we do to be sure that we can continue to use it in the future? -. We learn Unit 11,part- speaking
- Keep books close - Listen to the teacher - Look at the pictures and Answer the questions
Pre-speaking Pre-speaking : (12 minutes) : (12 minutes) Task 1 Task 1 - Ask students to read about the advantages and disadvantages of using alternative sources of energy - Let them work in pairs to order the advantages and disadvantages of using alternative sources of energy -Call on some students to give Whiletheir answer in front of the class speaking : - Listen to students and correct (15 minutes) mistakes Task 2 While-speaking : (15 minutes) Task 2 - Ask students to list the advantages and disadvantages of using alternative sources of energy in the task 2 -Useful expressions : I think that Why do you think/believe so? It is ----------However,--------- Let them work in groups - Walk round and help them Post- Ask some students to stand up to speaking : talk again loudly (10 minutes) - Listen and correct mistakes Task 3 Post-speaking : (10 minutes) Task 3 - Ask students to close books - Ask students to tell the advantages and disadvantages sources of energy in the future ,using the ideas in task 2
-Do the task 1 in pairs -Work in pairs and order the causes ,explain their order - Work in groups - The students are called stand up and tell loudly
- Look at students book - Listen to the teacher - work in pairs to list the advantages and disadvantages of using alternative sources of energy -Listen to the teacher
-Look at the task 2 and the advantages and disadvantages sources of energy in the future ,using - Work in groups - The students are called stand up and tell loudly the ideas in task 2 -suggested answers: +A : I think that more people will use the solar energy B: Why do you think so? A: Because its available ,
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- Walk round and help them unlimited and easy to use - Let them work in groups C: But its expensive and we can - Ask some students to stand up only have it at a specific time of and tell loudly the year - Listen and correct mistakes .................... 4. Consolidation T summarizes the main points 5. Homework: (3 minutes) - Ask students to do part B in the workbooks - Ask students to prepare Part C- Listening and do homework Date
Unit 11 : Sources of energy Period 66: Listening

I. Objectives: 1. Educational aim: Students should know to talk about different kinds of energy 2. Knowledge: - General knowledge: By the end of the lesson Students will be able to develop such listening micro-skill as listening for specific information - New words: Words related to the topic 3. Skills: - Comprehension questions - Listening and deciding on choosing the best answer II. Method: Integrated, mainly communicative III. Teaching aids: Students book, pictures IV. Procedure: 1. Organization: Class Teaching date Attendances Absentees
2. Check old lesson: Oral test 3. New lesson: Stages/time Warm-up: (5 minutes) Teachers activities Students activities Warm-up: (5 minutes) - Ask students to close the books - Close the books - Ask students to pick out the odd one - Listen to the teacher and from the following words and explain Answer the questions
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Pre-listening: (7 minutes)
why The air, the sun , the land , the ocean , the house -Suggested: the house : the other words can be sources of energy What kind of energy can be taken from each of these recourses? - If you want to know more details about them. we will go to Unit 11- part Listening Pre-listening: (7 minutes) - Ask students to look at the part: Before listening - Let them work in pairs and make questions - Walk round, listen and help students
the air------wind power the sun---------solar energy the land----------geothermal heat the ocean------water power
-Listen to the teacher and look at the before you listen -Answer the question 1,for heating and cooling the houses, for cooking, for running electronic appliances such as washing machines, fridges. -read individually and then read in chorus - Look at the books - Listen to the teacher - Read the statements in task independently - listen to the tape carefully and do the task -Keys:1C , 2C .3D ,4A , 5B
- Read loudly the words: - Ask students to repeat loudly the words - Listen and check pronunciation While-listening: (20 minutes) Task 1 - Ask students to read and explain 5 statements in task 1 - Explain some words or phrases which students cant understand - Ask students to listen to the tape twice and do task 1 -Ask 2 students to give their answer on the board - Correct the answers then explain them Task 2 - Ask students to look through the questions in task 2 - Ask students to listen to the typescript again and write the missing words - Ask students to give reasons for their answers Key: 1,unlimited 2, may 3, gases 4, amounts
- Keep book open - Look at the questions and ask teacher some new words if necessary - Listen to the typescript and do the task 2
After-listening: (10 minutes) - Ask students to open the books - Ask them to summarize the main ideas of the listening passage - Keep book open and listen
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- Let them work in pairs - Walk round and help students - Ask some students to stand up and retell their opinion to the class - Listen and correct mistakes 4. Consolidation T summarizes the main points 5. Homework: (3 minutes) - Ask students to summarize the main points of the passage - Remember them to prepare Part- Writing at home Date
to the teacher -The students who are called stand up and talk their idea the listening passage
Unit 11 : Sources of energy Period 67: Writing

I. Objectives: 1. Educational aim: Students should write descriptions information, from A chart 2. General knowledge: Students learn how to write descriptions of a chart - Language: students should interpret and compare date described in chart form and write A report of the data analysis - New words: Words related to the topic 3. Skills: Writing descriptions of pie charts II. Method: Integrated, mainly communicative III. Teaching aids: Students book, notebook, IV. Procedure: 1. Organization: Class 11A1 11A2 11A3 11C 2. Check old lesson: While teaching 3. New lesson: Stages/Time Warm-up: (5 minutes) Teachers activities Students activities Warm-up: (5 minutes) - Ask students to keep book close - Keep book close -give them handout with a table of - Listen to the teacher and information to transfer the table into a Teaching date Attendances Absentees
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-ask them to work in pair to transfer the pie chart table into a pie chart - Check and explain them to the class: In order to understand them we learn part Writing Pre-writing: (10 minutes) Task1 Pre-writing: (10 minutes) Task1 - Ask student to read the hand out with a description of a pie chart and discuss the organization and other characteristics of the description - Explain some new words - answer the questions 1, how many parts are there in the description? what are they? 2,what does the first part tell you? 3.what language items should you pay attention to in the second part/underline them 4.what does the last part tell you? - Let them work in groups - Walk around, check and help students Read the prompts - Ask the teacher if necessary - Work in groups and answer the questions -Useful language: 1. parts(introduction, body and conclusion) 2. language use : +make up less than...percent +the most+ adj, the second most +adj 3.the chart shows that Make up the largest/ smallest/ proportion/ amount contribute the larges Key:1. 117 2.coal 3.smallest
While-writing: While-writing: (18 minutes) (18 minutes) Task 2 Task 2 - Ask students to work in pair to analyze the chart using the following questions +what does the chart show? +what is the general trend of the chart? +which consumption has the largest energy Which comes second? +which consumption has the smallest? +where does most of the world consumption ? - Let students work individually to write the description of the pie chart, using the sentences given in the book to begin their description - Walk round and help students Post-writing: Post-writing: (10 minutes) (10 minutes) - Give suggestions and corrections - Ask students to read their profile - Ask some students to read loudly their description
-Work in pairs and analyze the chart -Give answer -then work individually to write the description of the chart, using the sentences given in the book to begin their description
Listen to the teacher - Finish the profile - Some students read loudly
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- Correct mistakes and mark
their products in front of the class
4. Consolidation T summarizes the main points 5. Homework: (2 minutes) Ask students to do task 3 and part writing of Unit 11 in the students work book and prepare part Language Focus
Date
Unit 11 : Sources of energy

Period 68: Language focus
I. Objectives: 1. Educational aim: Students can distinguish the clusters /sr/ -/spl/- / spr/ and pronounce the words and dialogue containing these clusters correctly 2. Knowledge: - General knowledge: By the end of this lesson, students will be able to use relative clauses replaced by participles and to infinitives correctly and appropriately - New words: Words related to pronunciation /sr/ -/spl/- / spr/ 3. Skills: -Pronounce the sounds /sr/ -/spl/- / spr/ II. Method: Integrated, mainly communicative III. Teaching aids: Students book, pictures ,hand outs IV. Procedure: 1. Organization: Class 11A1 11A2 11A3 11C 2. Check old lesson: While teaching 3. New lesson: Stages/ Time Teachers activities Students activities Pronunciation: Pronunciation: (10 minutes) (10 minutes) - Ask students to look at their books then - Open the books introduce to them - Look at : Listen and *Listen and *Listen and repeat : Repeat Teaching date Attendances Absentees
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repeat :
- Read loudly then ask students to repeat - Introduce : /sr/ -/spl/- / spr/ - Correct pronunciation for the students *Practise these * Practise these sentences sentences - Read the sentences loudly - Ask students to repeat - Correct pronunciation for students Grammar: (34 minutes) Grammar:(34 minutes) relative clauses replaced by participles -write some sentences on the board a + the man who spoke to John is my brother -the man speaking to John is my brother + the sport games, which were held in India in 1851,were the first Asian Games - the sport games held in India in 1851 was the first Asian Games +Yuri Gagarin was the first man who flew into space - Yuri Gagarin was the first man to fly into space -Ask students to comment on the use of relative clauses replaced by participles Active--------Ving phrase Passive-----------Ved/Vpp phrase -The first/the last+ to infinitives phrase -Help students to use of them -Ask some students give some similar examples - Introduce exercises to the students Exercise 1: (15 minutes) - Ask students to do Exercise 1 - Introduce how to do it - Let them work in pairs - Walk round, check and give mark
- 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 -write down their notebook -give answers : The same in meanings and different in structures -give some examples Listen and write down
- Listen to the teacher and do exercise 1 Key: 1,..playingA 2,coming. 3.researching. 4..surrounding. 5overlooking
Exercise 2 (8 minutes) - Introduce Exercise 2 to students and - Listen to the teacher and explain how to do it do exercise 2 - Ask students to do it -Keys : - Let them work individually 1,.presented. 2.built. - Check, correct mistakes 3..published. 4..conducted 5.sponsored Exercise 3: (11 minutes) - Listen to the teacher - Introduce Exercise 3 to students and -Do the exercise 3
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explain how to do it Key: - Ask students to do it 1.to reach. - Let them work individually 2, .to leave. - Walk round and help them 3..to see - Check, correct mistakes , give reasons 4,to B killed and mark 5,to catch.. 4. Consolidation T summarizes the main points 5. Homework : (2 minutes) Ask students to do Part Language Focus and prepare Test your self D
Date Period 69
Test yourself D
I. Objectives: 1. Educational aim: - According to the TEST students can revise all the language skills and grammatical points which they have studied and used in the two units: 10 and 11. - 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: 1. Organization: Class 11A1 11A2 11A3 11C 2. Check old lesson: While teaching 3. New lesson: Stages /Time Warm-up: (5 minutes) Teachers activities Warm-up: (5 minutes) - Greeting Students activities - Greeting Teaching date Attendances Absentees
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Test yourself I. Listening (2.5 points) (10 minutes)
- Ask students something about the test yourself D * Have you prepared it at home? * Have you got any difficulties? Test yourself I. Listening(2.5 points) (10 minutes) - Ask students to read all the sentences first - Ask students to listen to the tape once. - Ask students to listen again and complete the sentences . - Ask students to listen in the third time, the work in groups to compare and discuss the answers with each others to find the correct answers. - Keys: In the teachers book.
- Answer teachers questions
- Look at the book and listen to the task - understand the task - Read the questions - Listen to the tape - Listen again and say the right sentences. - Listen and discuss in groups to find the correct answers:
II.Reading (2.5 points) (10 minutes)
- Look at the textbook and listen to the teacher - Work in groups to discuss II. Reading (2.5 points) about the passage (10 minutes) - Finish the task - Present the task: - Compare their results with the - Ask pupils to work in groups to other groups. answers the questions. - Write the answers on the - Give the correct answers to the board. class: - Listen to the teacher and - Keys: In the teachers book correct the answers. III. Grammar(2.5 points) (8 minutes) - Present the task: a/ Ask students to listen and put a tick in the right box. - Keys: 1. sneeze, 2. smash, 3. shrimp, 4. spread. b/ Give the correct form of verbs. - Keys: 1. living, 2. ringing, 3. to leave, 4. to drink, 5. invited, 6. to blown. - Listen to the teacher - Work in groups - Compare the results with the other groups - Show the answers in front of the class. - Observe the keys and correct their answers.
- Students work in groups and practise writing. IV. Writing (7 minutes) - Two students go to the board - Present the task: - Call the students to read the and write. suggested sentences in front of the - Give the writings by reading aloud. class. - Read the writing carefully. - In groups or in pairs.
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- Check their writings and help - Compare the results with the
them correct the mistakes if other groups - Correct mistakes theyve made.
4. Consolidation T summarizes the main points 5. Homework (5 minutes) - Ask students: + to study all the lessons again + to get ready for the 45 minute-test in the next period
Date
Period 70
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: 4, 5 and 6. 2. Knowledge: After this lesson, students will be able to: - Language: Students can improve their techniques of doing the simple tests. 3. Skill: After this lesson, students will be able to: - Improve their knowledge through the test. II. Method: Integrated, mainly communicative III. Teaching aids: Written test. IV. Procedures: 1. Organization: Class Teaching date Attendances Absentees
2. Check old lesson: None 3. New lesson: _ T gives written test.

_ Sts do the test in 45 mins.
S GD & T Ph Th Tr ng THPT V Th Lang
Written test 3
Name:..................................................... Class:..................................................... Mark:
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I. PRONUNCIATION Choose the word that has the underlined part pronounced differently from that of the others. 1. a. facsimile b. transfer c. spacious d. fax 2. a. ready b. friend c. telephone d. speedy 3. a. feature b. species c. weather d. decrease 4. a. survive b. prohibit c. fertilizer d. environment 5. a. heat b. great c. release d. reach II. LANGUAGE FOCUS Choose the word or phrase -a, b, c or d- that best completes the sentence or substitutes for the underlined word or phrase. 6. We are proud of our .. staff, who are always friendly and efficient. a. well-done b. well-appointed c. well-behaved d. well-trained 7. The hotel staff are always friendly and courteous. a. efficient b. polite c. helpful d. perfect 8. The health of our children is being by exhaust fumes. a. danger b. endanger c. dangerous d. endangered 9. The society was set up to endangered species from extinction. a. prevent b. distinguish c. preserve d. survive 10. The amount of solar energy that reaches the earth depends .. the atmosphere. a. to b. in c. on d. with 11. The natural environment consists .. all natural resources. a. in b. of c. to d. on 12. My mother enjoys hill walking. a. who is in her seventies b. , that is in her seventies c. , which is in her seventies d. , who is in her seventies 13. Mark Twain is an author I like best. a. his books b. that books c. the book of whom d. whose books 14. Pioneers, .. in isolated areas of the United States, were almost totally self-sufficient. a. who living b. living c. lived d. that Iived 15. Completed in 1756, Nassau Hall is the oldest building now on the campus of Princeton University. a. standing b. it stands c. has stood d. stood 16. Lady Astor was the first woman . her seat in Parliament. a. take b. to take c. taking d. who takes 17. Walkers can unwittingly damage the fragile environment . a. that the birds live b. where the birds live in c. which live the birds d. in which the birds live 18. Wild animals ...... in their natural habitat will have a better and longer life than those which are kept in protected areas. a. live b. to live c. living d. lived 19. The computer, the memory capacity has just been upgraded, is among the latest generations.
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a. that b. whose c. of which d. which of 20. There are over 2,000 varieties of snake, .. are harmless to humans. a. mostly they b. most of them c. most of which d. which most III. Writing Comebine the sentences, using relative pronouns. 21. This is the woman. Hung gave a rose to her yesterday. .................................................................................................................................. 22. Nam is my close friend. I go to school with him everyday. .................................................................................................................................. 23. John is staying with me. He comes from England. .................................................................................................................................. 24. I went to the girlds party. She was very happy. .................................................................................................................................. 25. A friend met me at the airport. He carried my suitcase. .................................................................................................................................. IV. READING Read the text below and decide which answer- a, b, c or d - best fits each space. The threat to the environment. Nowadays people are more aware that wildlife all over the world is in danger. Many (26).................... of animals are threatened, and could easily become (27) ................ if we do not make an effort to (28)................ them. There aremany reasons for this. In some cases, animals are (29)......................... for their fur or for their bodies. Some birds, such as parrots, are caught (30)......................, and sold as pet. For many animals and birds, the problem is that their habitat the (31)...................... where they live is disappearing. More ..................(32) is used for farms, for houses or industries, and there are fewer open (33).................... than there once were. Farmers use powerful chemicals to hekp them grow better crops, but these chemicals pollute the environment and (34) ................... wildlife. The most successful animals on earth- human beings- will soon be the only ones (35)..................... unless we can solve the problem. 26. a. marks b. more c. species d. forms 27. a. disappeared b. vanished c. empty d. extinct 28. a. harm b. safe c. protect d. serve 29. a. hunted b. chased c. game d. extinct 30. a. lively b. alive c. for live d. for living 31. a. spot b. point c. place d. site 32. a. earth b. land c. soil d. area 33. a. spaces b. air c. up d. parts 34. a. spoil b. harm c. wound d. wrong 35. a. survived b. over c. missing d. left V. Choose the best answer among A, B, C or D 36. I received a letter this morning. It really upset me. a. I received a letter this morning really upset me.
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b. I received a letter this morning which really upset me. c. I received a letter this morning in which really upset me. d. I received a letter this morning of which really upset me. 37. It was a great summer. I will never forget that summer. a. It was a great summer that Ill never forget. b. It was a great summer Ill never forget that. c. It was a great summer of which Ill never forget. d. It was a great summer of that Ill never forget. 38. Hong is going to tell us about the terrible storm. She is from Vinh city. a. Hong, who is from Vinh city, is going to tell us about a terrible storm. b. Hong, whom is from Vinh city, is going to tell us about a terrible storm. c. Hong who is from Vinh city, is going to tell us about a terrible storm. d. Hong, that is from Vinh city, is going to tell us about a terrible storm. 39. Peoples carelessness can cause forest fires. They are dangerous. a. Peoples carelessness can cause forest fires are dangerous. b. Peoples carelessness can cause forest fires which is dangerous. c. Peoples carelessness can cause forest fires that is dangerous. d. Peoples carelessness can cause forest fires which are dangerous. 40. John Smith is a farmer. I bought his land a. John Smith, whose land I bought, is a farmer. b. John Smith, who is a farmer bought his land. c. John Smith, whom I bought his land, is a farmer. d. John Smith, which land I bought, is a farmer. 4. Consolidation: T summarizes the main points. V. Homework: (1 minute) - Ask students to prepare for the next lesson.
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Date
Unit 12: The Asian games

Period 71: Reading
I. Objectives: 1. Educational aim: Students should know more about the Asian Game s 2. Knowledge: - General knowledge: - Through this unit, students know the history of the Asian Games - New words: Words related to the Asian Games 3. Skills: Reading for identifying the main idea and specific information II. Method: Integrated, mainly communicative III. Teaching aids: Real objects, pictures, English textbook 11, hand-outs IV. Procedures: 1. Organization: Class 11A1 11A2 11A3 11C 2. Check old lesson: None 3. New lesson: Stages/ Time Warm-up: (4 minutes) Teachers activities Students activities Warm-up: (4 minutes) - Let students to look at some - Look at the picture Teaching date Attendances Absentees
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pictures about sports a. What sports do you see in the picture? B .Which one do you like to play ? why ? c .in which sporting events are these sports competed? -There are many things about Asian Games that we want to say. Today, well study a new lesson Unit 12Reading Pre-reading: (7 minutes) Pre-reading: (7 minutes) - Ask students to look at the picture and discuss the three questions in pairs -Go around to offer help -Call on some students to present their answers and give comments from other students -Give feedback
- Answer the questions a. they are : volleyball. Table tennis, rugby, hockey , tennis,,,,,,, b. I like to play.because it makes me healthy c. in Sea Games and Asian Games - Listen to the teacher look at the picture and answer the questions -The answers are various 1,every four years 2,the number of participating countries has increased tremendously since the first games. n 1951 only 11 countries participated in the first Asian games, In 2002 the games attracted nearly 10000 participants from 44 countries 3, Vietnam seem to do well in bodybuilding, billiard. Karate do and wushu -Read individually -Listen to the teacher and write down -Read in chorus
-Ask students to read through the passage and find some new words +intercultural (A) : between cultures +multi- sport event +solidarity (n) +promote (v) -Let students read and copy in their notebooks While-reading: While-reading: (20 minutes) (20 minutes) You are going to read about the Asian games -Make the class read the small talks, to scan the details and do the tasks 2. Task 1 : -Ask students to read aSubjects passage Students Teachers about Asian games Classmaster Geograp Headmast and Friends then underline those words hy er Close Chemist which match with the definitions Headmistr friends on the right column in the ry 1 task ess Friendship English - Firstly, ask students to study
-Listen to the teacher -Read the passage and underline new words -Try to guess the meanings of Problems at theSports words school Frotbal -Listen to their Live faranswers friends l -Listen to the teacher and From school Joggin correct Students cheat in g exams -Keys:1,facilities 2,aquatic 3,
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individually then in pairs - Walks around the class, offer ideas and comments when students need help -Call on some students to explain their answer in front of the class - Give suggestions
enthusiasm 4, effort advancing 6, appreciated
5,
Task 2 - Work in pairs, read the small talks again and answer these questions - Ask students to work individually then work in pairs - Walk round the class and comments when students need -Check the answer in front of the class as a whole -Work individually -Give correct answers -Read carefully and give the Task 3 : answer 1. the purpose is to develop - Ask students to read all questions intercultural knowledge and to answer the questions in task 3 friendship within Asia - Ask students to work with a 2.9,919 partner 3. body building, billiard and - Walks around the class to help womens karate do students whenever they need -Give correct answer -Work in group and discuss (the answer is in the passage) Post-reading: (12 minutes) Post-reading: (12 minutes) -two students present in front - Let students work in groups to talk of the class about sports in which Vietnamese athletes have won gold medals at the Asian Games - Has students work in groups and discuss - Walk around the class, listen to students discussions and offer suggestions when necessary - Give comments - Call on some students to speak and give them feedback
-Read passage again -Work individually Keys 1 1951 2,the second Asian games in Manila, the Philippines 3.1958 4,squash, rugby. Fencing and mountain biking 5.2002
4. Consolidation T summarizes the main points 5. Homework : (2 minutes)
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-Ask students summarize the passage at home and prepare the next lesson
Date
Unit 12: The Asian Games Period 72: Speaking

I. Objectives: 1. Educational aim: Students could talk about sports results 2. Knowledge: - General knowledge: - Through this unit, students can ask and answer about the Asian Games and sports - Language: Ask and answer questions about the Asian Games and sports 3. Skills: Fluency in expressing opinion and expressions about the Asian Games and sports in Vietnam II. Method: Integrated, mainly communicative III. Teaching aids: Pictures, English textbook 11, hand-outs IV. Procedures: 1. Organization: Class 11A1 11A2 11A3 11C 2. Check old lesson: S1 writes vocabulary S2 does task3 S3 read the passage 3. New lesson: Teaching date Attendances Absentees
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Stages/ Time Warm-up: (6 munites)
Teachers activities Warm-up:(6 munites) - Ask students close the book and arrange these jumbled words to make the complete questions by putting the words given in the right orders - 1, were, the ,where, Asian, held, games, when, and ,14th- ? - 2. countries , in hw , the part, many , took .Games ? Today, we will practice speaking about the Asian Games
Students activities - Listen to the teacher -Find out the words -Suggested answer: 1. when and where were the 14th- Asian Games held? 2.How many countries took part in the games?
Pre-reading: (5 minutes)
Pre-reading: (5 minutes) Task 1: -Ask students to read the dialogue and ask them what points are mentioned in the dialogue - Ask student to work individually then work in groups -call on some pairs to act out the dialogue - Give suggestions While While speaking :(24 minutes) speaking : Task 2: (24 minutes) -Ask students to look at the pictures and talk turns to talk about the sports results of the Vietnamese athletes at 14 asian games ,using the information from the table below - Ask students to work individually then in pairs - Walk around the class to help student when necessary - Check and give suggestions - Ask student to practice it with a partner - Corrects students pronunciation if necessary Post-reading: (13 minutes): Post-reading: (13 minutes): - Ask students to talk about the Asian games and sports in which Vietnamese athletes took part in -Give the meaning of some words when necessary - Ask students to work individually then work in pairs
read individually and then work in pairs listen to the friend and give comments
-Listen to the teacher Compare the answer with the partners Ask the teacher if necessary -Some groups present their answer in front of the class -Answer : 1,in bodybuilding, the Vietnamese athletes won one gold medal and one bronze medal . - Do the task -Compare the answer with the partners - Work in groups -Ask the teacher if necessary -Some groups present their answer in front of the class
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- Walk around the class to help students when necessary - Check and give suggestions - Ask students to practice this conversation - Correct their pronunciation when -copy in their notebooks necessary - Give comments 4. Consolidation T summarizes the main points 5. Homework(2 minutes): Write about the Asian games their like and prepare the next lesson
Date
Unit 12: The Asian Games Period 73: Listening

I. Objectives: 1. Educational aim: Students should know more about the sports and sportsmen 2. Knowledge: - General knowledge: Students listen for the main idea and comprehension questions - Language: - New words: Words related to the sports and sportsmen 3. Skills: Listening for gist and for specific information II. Method: Integrated, mainly communicative III. Teaching aid: Pictures ,text book IV. Procedures: 1. Organization: Class 11A1 11A2 11A3 11C 2. Check old lesson: While teaching 3. New lesson: Stages/ Time Teachers activities Students activities Teaching date Attendances Absentees
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Warm-up : (4 minutes)
Warm-up : (4 minutes) Ask the students question : - Listen and answer Name some gymnastics you know or see? What do you call A person who display in gymnastics? -listen to the teacher Lead in: we are going to listen to the talking about the Asian games Pre-listening : Pre-listening : (6 minutes) (6 minutes) - Let students work in pairs to look at the pictures and answer the questions -Call on some students to give their - Work in pairs and each answers and write them on the boards pair works in role Listen to the teacher -Introduce some new words from the Picture 1: swimming, listening passage picture 2: high jump .picture 3: long jump, picture 4: gymnastics Look at the picture in the book and guess before listening Whilelistening: (24 minutes) While-listening: (24 minutes) Task 1: -Ask students to listen to conversations - Listen to each pair - Let students listen for three times -Check the answer in front of the class as a whole -tick in the right column that best reflect their answer - Go around and remark Task 2: - Ask students to listen again and answer the questions - Let students read the questions first and quickly- work in pairs - Let students listen again 3 times and ask them to discuss in groups to answer the questions - Listen to each group and remark -Listen carefully - Work individually - Give corrects 1c 2 A .3 A ,4 B .5 D
-Listen to the dialogues and then work in groups and give their answers -keys : 1,10.15 2,6 3,2 4,high jump 5,disappointed work in group and discuss each group presents their answers
After-listening: After-listening: (10 minutes) (10 minutes) - Have students sit in groups and talk about A famous athlete you know - Go around and help if necessary -Call on some students tell the class again -Give comments 4. Consolidation
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T summarizes the main points 5. Homework: (2 minutes) Ask students to do exercise in workbook Prepare the next lesson
Date
Period 74

S GD & T Ph Th Tr ng THPT V Th Lang
Written test 3
Name:..................................................... Class:.....................................................
I. PRONUNCIATION
Mark:
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Choose the word that has the underlined part pronounced differently from that of the others. 1. a. facsimile b. transfer c. spacious d. fax 2. a. ready b. friend c. telephone d. speedy 3. a. feature b. species c. weather d. decrease 4. a. survive b. prohibit c. fertilizer d. environment 5. a. heat b. great c. release d. reach II. LANGUAGE FOCUS Choose the word or phrase -a, b, c or d- that best completes the sentence or substitutes for the underlined word or phrase. 6. We are proud of our .. staff, who are always friendly and efficient. a. well-done b. well-appointed c. well-behaved d. well-trained 7. The hotel staff are always friendly and courteous. a. efficient b. polite c. helpful d. perfect 8. The health of our children is being by exhaust fumes. a. danger b. endanger c. dangerous d. endangered 9. The society was set up to endangered species from extinction. a. prevent b. distinguish c. preserve d. survive 10. The amount of solar energy that reaches the earth depends .. the atmosphere. a. to b. in c. on d. with 11. The natural environment consists .. all natural resources. a. in b. of c. to d. on 12. My mother enjoys hill walking. a. who is in her seventies b. , that is in her seventies c. , which is in her seventies d. , who is in her seventies 13. Mark Twain is an author I like best. a. his books b. that books c. the book of whom d. whose books 14. Pioneers, .. in isolated areas of the United States, were almost totally self-sufficient. a. who living b. living c. lived d. that Iived 15. Completed in 1756, Nassau Hall is the oldest building now on the campus of Princeton University. a. standing b. it stands c. has stood d. stood 16. Lady Astor was the first woman . her seat in Parliament. a. take b. to take c. taking d. who takes 17. Walkers can unwittingly damage the fragile environment . a. that the birds live b. where the birds live in c. which live the birds d. in which the birds live 18. Wild animals ...... in their natural habitat will have a better and longer life than those which are kept in protected areas. a. live b. to live c. living d. lived 19. The computer, the memory capacity has just been upgraded, is among the latest generations. a. that b. whose c. of which d. which of
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20. There are over 2,000 varieties of snake, .. are harmless to humans. a. mostly they b. most of them c. most of which d. which most III. Writing Comebine the sentences, using relative pronouns. 21. This is the woman. Hung gave a rose to her yesterday. .................................................................................................................................. 22. Nam is my close friend. I go to school with him everyday. .................................................................................................................................. 23. John is staying with me. He comes from England. .................................................................................................................................. 24. I went to the girlds party. She was very happy. .................................................................................................................................. 25. A friend met me at the airport. He carried my suitcase. .................................................................................................................................. IV. READING Read the text below and decide which answer- a, b, c or d - best fits each space. The threat to the environment. Nowadays people are more aware that wildlife all over the world is in danger. Many (26).................... of animals are threatened, and could easily become (27) ................ if we do not make an effort to (28)................ them. There aremany reasons for this. In some cases, animals are (29)......................... for their fur or for their bodies. Some birds, such as parrots, are caught (30)......................, and sold as pet. For many animals and birds, the problem is that their habitat the (31)...................... where they live is disappearing. More ..................(32) is used for farms, for houses or industries, and there are fewer open (33).................... than there once were. Farmers use powerful chemicals to hekp them grow better crops, but these chemicals pollute the environment and (34) ................... wildlife. The most successful animals on earth- human beings- will soon be the only ones (35)..................... unless we can solve the problem. 26. a. marks b. more c. species d. forms 27. a. disappeared b. vanished c. empty d. extinct 28. a. harm b. safe c. protect d. serve 29. a. hunted b. chased c. game d. extinct 30. a. lively b. alive c. for live d. for living 31. a. spot b. point c. place d. site 32. a. earth b. land c. soil d. area 33. a. spaces b. air c. up d. parts 34. a. spoil b. harm c. wound d. wrong 35. a. survived b. over c. missing d. left V. Choose the best answer among A, B, C or D 36. I received a letter this morning. It really upset me. e. I received a letter this morning really upset me. f. I received a letter this morning which really upset me.
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g. I received a letter this morning in which really upset me. h. I received a letter this morning of which really upset me. 37. It was a great summer. I will never forget that summer. e. It was a great summer that Ill never forget. f. It was a great summer Ill never forget that. g. It was a great summer of which Ill never forget. h. It was a great summer of that Ill never forget. 38. Hong is going to tell us about the terrible storm. She is from Vinh city. e. Hong, who is from Vinh city, is going to tell us about a terrible storm. f. Hong, whom is from Vinh city, is going to tell us about a terrible storm. g. Hong who is from Vinh city, is going to tell us about a terrible storm. h. Hong, that is from Vinh city, is going to tell us about a terrible storm. 39. Peoples carelessness can cause forest fires. They are dangerous. e. Peoples carelessness can cause forest fires are dangerous. f. Peoples carelessness can cause forest fires which is dangerous. g. Peoples carelessness can cause forest fires that is dangerous. h. Peoples carelessness can cause forest fires which are dangerous. 40. John Smith is a farmer. I bought his land a. John Smith, whose land I bought, is a farmer. b. John Smith, who is a farmer bought his land. c. John Smith, whom I bought his land, is a farmer. d. John Smith, which land I bought, is a farmer. 4. Consolidation: T summarizes the main points. V. Homework: (1 minute) - Ask students to prepare for the next lesson.
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Unit 12: The Asian Games Period 75: Writing

I. Objectives: 1. Educational aim: Students know how to describing the preparations for the coming Asian Games 2. Knowledge: - General knowledge: Students can write a passage describing the preparations for the coming Asian Games - Language: -New words : Words related to topic 3. Skills: Describing a the preparations for the coming Asian Games II. Method: Intergraded, mainly communicative III. Teaching aids: Some models, hand outs ,pictures IV. Procedures: 1. Organization: Class 11A1 11A2 11A3 11C 2. Check old lesson: While teaching 3. New lesson: Teaching date Attendances Absentees
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Time/ stages Warm-up : (4 minutes)
While-writing: (20 minutes) Task 2
Teachers activities Warm-up : (4 minutes) -Ask students to arrange the jumble word? Build, upgrade, widen, equip. advertise, recruit, hold Lead in : To know more about them we will learn the new lesson: Writing Pre-writing: (10 minutes) - Let students read task and match the verbs in column A with the noun phrases in column B - Explain some new words if they do not know -Let students work in pairs set in the task - Go around to help students to answer the task -Check the answers with the whole class While-writing: (20 minutes) Task 2 _Ask students to gather and organizing ideas for their paragraph -Let students write their paragraph for 10 minutes -Ask students to exchange their paragraph with a partner -Go around helping and collecting typical errors Post-writing: (10 minutes) - Let students write on the board or in the papers - Go around and remark - Ask 2 or 3 students who may be good at English to write on the board Give general comments and remark
Students activities - Observe and work in pairs to answer - arrange the jumble word
-Listen and do the task 5. suggested answers : 1B, 2D, 3A, 4E, 5G, 6C, 7G
- Listen to the teacher -Write their paragraph down -Compare with the partners - Some students read aloud the form of someone Listen and check themselves - One student of one group reads aloud the paragraph - Discuss and correct mistakes themselves - Listen and copy
4. Consolidation T summarizes the main points 5. Homework: (2 minutes)
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- Describing a celebration they have seen and prepare the next lesson
Date
Unit 12: The Asian Games Period 76: Language focus

I. Objectives: 1. Educational aim: Students know how to distinguish the clusters /str/ and /skr/ and/ skw/ in a word or a sentences 2. Knowledge: - General knowledge: Students can Use relative clauses and equivalent types of clauses with out relative pronouns appropriately - Language: - New words: Words related to the topic 3. Skills: - Pronunciation: str/ , /skr/ and/ skw/ - Grammar: - relative clauses ( revision) - Omission of relative pronouns II. Method: Integrated, mainly communicative III. Teaching aids: Textbook IV. Procedures: 1. Organization: Class Teaching date Attendances Absentees
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2. Check old lesson: While teaching 3. New lesson: Stages/ time Teachers activities I. Pronunciatio I. Pronunciation(10 minutes) n(10 minutes) -Model the two sounds / str/ and /skr/ and/ skw//for a few time -Pronounce the sounds and ask students to repeat -Ask students to practice pronouncing the sounds in chorus +Practice and individually these -Give feedback sentences +Practice these sentences -Read all the sentences and ask students to underline the words with the sounds and write / str/ and /skr/ and/ skw/ under them -Ask students to practice the sentences in pair -Go around and help - Let students read the sentences II. Grammar: and work in groups (34 minutes) - Listen and remark each group Exercise1: II. Grammar: (34 minutes) Exercise1: -Ask students to comment on the use of relative clauses and write them on the board -Ask students to read it quickly -Explain the use of them -let students do excerise1 individually and then compare their answers with another students -Go around and help -Check the answer the class as a whole Exercise 2 Exercise 2 -Ask students read the sentences through -Explain new words if any -Call on some students to go to the board and write the answers -Give a feedback Students activities -Listen to the teacher - Read aloud in chorus first ,then read individually
-Underline the words with the sounds and write / str/ and /skr/ and/ skw/ -Work in pair -Listen to their friends reading
- listen to the teacher and comment - Listen and copy - Take note quickly -Do the Exercise1: -Work individually -Compare with the partners -Answer: 1, you lost 2, he invited to the birthday party 3, John told 4, I bought yesterday 5, we met this morning 6, we had for lunch -Listen to the teacher and do exercise 2 -Keys: 1, I work with 2, we went to 3,we are living in 4,they were talking about 5.he applied for
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6,I slept in Exercise3 -ask students how to do this exercise -let students work in pair to finish the exercise and compare with the person sitting next to them - Listen to students and help them to do it -call on some students to give the answer and give feedback 4. Consolidation T summarizes the main points Homework: (2 minutes) - Let them do exercises in Workbook -Prepare the next lesson Date -Do the exercise3 - Some students write on the board and others check and correct mistakes -Keys: 1 ,yes (we are going to see) 2, no (relative pronoun function as subject ) 3,yes 4, yes 5,yes 6, yes
Unit 13: Hobbies Period 77: Reading

I. Objectives: 1. Educational aim: Students can read and know about the hobbies and make questions and answer them well 2. Knowledge: - General knowledge: By the end of the students will be able to know about the topic - Language: - New words: Words to hobbies 3. Skills: Reading for general or specific information II. Method: Integrated, mainly communicative III. Teaching aids: Some photos and some information about them IV. Procedures: 1. Organization: Class Teaching date Attendances Absentees
2. Check old lesson: While teaching
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3. New lesson: Stage/ time Warm-up: (4 minutes) Teachers activities Warm-up: (4 minutes) - ask students to watch the video and write down what these people in the clip are doing 1.when do people do these kinds of thing? 2.do they help to make more money? 3.what is your way of spending your free time? 4. what do you call things you do in free time ? - Recheck and introduce the new lesson: Pre-reading: (7 minutes) - Ask students to look at the pictures in the book -Let students work in pairs to say which you like to do in your free time - Let each student stand and speak their opinions - Go around and help them if necessary While-reading: (20 minutes) Task 1 - Let students open the book and read silently while teacher reads aloud and correctly - Ask students to read themselves and write down some information - Let students work in pairs to do the task1 Students activities - Listen and try to answer the questions .......... - Listen to the teacher and then discuss in their groups - Some students stand up and answer in roles...
Pre-reading: (7 minutes)
- Read quickly and give some sentences in the text which are in A - Predict the meaning of words - work in pairs
Whilereading: (20 minutes) Task 1
-Keys :.
1, ti hoa 2, m n 3, khim nhng 4, say m ,5, b b I 6,am m 7, lm cho bn rn
Task 2
Task 2 - Let students read all sentences and - Work in pairs and answer the explain some new words if necessary questions -Work individually -Ask students to read again and stop -Key: at the lines that contains these words 1, playing the guitar to guess the meaning 2,No, he isnt 3,because he is an accomplished -Let students do the task individually guitarist and he is good at
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Postreading: (10 minutes)
-Call on some students to answer and accompanying people singing with explain their answers his guitar 4, it is keeping fish - Listen and correct if needed 5, he bought some from the shop and collected some from the rice field near his house 6,he is not an avid stamp collector 7, he collects them from discarded envelops his relatives and friends give him 8,local stamps 9.he keeps the less common ones inside A small album .the common ones he usually gives away to others of if no one wants them he simply throws them away Post-reading: (10 minutes) -Ask students to close their books and practise discussing the their - Read quickly and find hobbies: information to compare with their - Let students give opinions partners - Go around to check ,help and take note of students typical errors -Work in small groups of 3 or 4 -Call on some students to talk and and take turn to talk about their give feedback hobbies: - Listen and copy
4. Consolidation T summarizes the main points Homework (4 minutes) - Reread the passage and summary the main point (about 75 words) -Prepare the next lesson
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Unit 13: Hobbies Period 78: Speaking

I. Objectives: 1. Educational aim: Students should know how to ask and answer about their hobbies: 2. Knowledge: - General knowledge: Ask and answer about their hobbies and collections - Language: -New words : Words to speak about hobbies and collections 3. Skills: expressing opinions II. Method: Integrated, mainly communicative III. Teaching aids: Photos, textbook , ..... IV. Procedures: 1. Organization: Class Teaching date Attendances Absentees
2. Check old lesson: S1 writes vocabulary
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S2,3 reads the text 3. New lesson: Time/ stage Warm-up: (3 minutes) Teachers activities Students activities Warm-up: (3 minutes) Ask students to close the book and - Close the books give the verbs that go with - Work in pairs and discuss STAMPS and find out the verbs that go To collect,to keep, to get, to buy, yo with STAMPS throw, to classify. - Read these words and work in Pre-speaking: (8 minutes) groups Task1 - Work in groups with some - Ask students to say which of the cues given below following you would like /not like to - Other groups go on practicing do and why in the task 1 speaking - Go around and listen to them While-speaking: (20 minutes) Task 2 - Let students open the books and look at the task2 -Explain the task and new words - Ask students to work in pair and write the dialogue together based on the information given in the task -let students act out the dialogue together firstly in close pairs and then in open pairs - Listen and correct Post-speaking: (10 minutes) Task 3 - Ask students to talk again - Ask one group to do the task as a model - Go around listening to some groups and help them if needed - Ask some pairs to stand in front of the class and practise speaking - Listen to each group and correct or give mark if they do it well - Practice interviewing as a dialogue - Others listen and write down some information they get
Pre-speaking: (8 minutes) Task1
Whilespeaking: (20 minutes)
-Work and discuss in groups and one of this group asks and one of other answer -work in pairs and practise speaking
Post-speaking: (10 minutes) Task 3
- Listen and write down in their notebooks
4. Consolidation T summarizes the main points 5. Homework: (2-4 minutes) - Let students to do exercises in workbook -Ask students to prepare the next lesson
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Date:
Unit 13: Hobbies Period 79: Listening

I. Objectives: 1. Educational aim: Students should know how to ask and say about the hobbies 2. Knowledge: - General knowledge: Students know about some information about the hobbies - Language: - New words: Words related to hobbies 3. Skills: Listening for general or specific information II. Method: Integrated, mainly communicative III. Teaching aids: Some pictures or some real information about them IV. Procedures: 1. Organization: Class Teaching date Attendances Absentees
2. Check old lesson: While teaching 3. New lesson:
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Stages/ Time Warm-up: (4 minutes)
Pre-listening: (8 minutes)
Teachers activities Students activities Warm-up: (4 minutes) ask students to make as many - listen to the teacher and give sentences as possible with the some information about them words provided: stamps fishbook- swimming 1, I like stamps / I have A lot of stamps 2. we usually have fish for meals /what kind s of fish would you like to eat? .. Pre-listening: (8 minutes) - Let students open the books and -Listen and answer the question write down three benefits from -three benefits :-help to widen our reading books knowledge -give us valuable - Let students read some words -make our life better theyll listen then - Read in chorus - Some students read themselves: -Introduce some new words from the listening passage - Listen and check While-listening: (20 minutes) Task 1 - Let students read some sentences given and explain some new words if necessary - Read or let students listen first - Let students listen the second time - Check their listening - - Observe the class and listen to each groups feedbacks - Give more information if students wonder or not clear _Keys: 1T, 2F ,3F ,4F, 5T ,6T,7T,8F Task 2 - Before listening, let students read quickly some sentences theyll listen and guess some answers that will be in the conversation - Let students listen the first time: Who can guess some words? - Let students listen the second time - Let student listen the last time and let them work in groups to
While-listening: (20 minutes) Task 1
- Read silently the sentences given before listening - Listen the first time - No, we havent - Listen the second time and begin doing the task - Listen the third time and choose the best answer
Task 2
- Each group asks and explains why they choose by some information theyve listened - Work in groups and and write the missing words -Keys : 1,wonderful 2,disease 3,jungle 4, certainly 5, ignorantly - Work in groups and each group talk about the disadvantages of over-reading - Write in groups and ask
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Post-reading: (10 minutes)
speak out - Listen and correct their listenin Post-reading: (10 minutes) - Ask students to talk about the disadvantages of over-reading -go around and help students - - Listen to each group and correct mistakes if theyve done -suggested: + near-sighted +weak body(not move too much) +not having enough time for studying
someone to speak out their opinion - Other groups listen and copy some information and give some questions
-Listen and take note their books
4. Consolidation T summarizes the main points 5. Homework: (2- 4 minutes) - Ask students to write a short passage about football player they like Date
Unit 13: Hobbies Period 80: Writing

I. Objectives: 1. Educational aim: Students should know how to write about A collection 2. Knowledge: - General knowledge: Students learn to write about A collection - Language: Words used in writing about the topic 3. Skills: Writing about A collection II. Method: Integrated, mainly communicative III. Teaching aids: Some cues, textbook IV. Procedures: 1. Organization: Class Teaching date Attendances Absentees
2. Check old lesson: While teaching 3. New lesson: Stages/ Time Teachers activities Students activities
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Warm-up: (4 minutes)
Whilewriting: (18 minutes)
Warm-up: (4 minutes) - Ask students to close the books - ask them to find words going with collect -then introduce the topic of the lesson, Pre-writing: (8 minutes) - Ask students to open their books - Get students to read task1 silently and answer the questions that follow -Ask students to talk about things that they like about collections using : +name if your collection +how you collect them +how you keep them +how you classify them +your plan for the future -Then check the answers with the whole class While-writing: (18 minutes) - Let students read quickly task - Explain some new words if necessary: - Ask some other groups to write A collection a using some cues below -Introduce the structure of the collection they are going to write Name , when , how, why, your plan for the future -Go around and help if necessary Post-writing: (13 minutes) 6. Ask students to read anothers letter -Call on some students to read loudly their writing -Give feedback and correct typical errors
- Work in pairs and find out - Some students write down on the board
-Listen to the teacher and Talk about collections - Listen to the teacher - Read silently - Read those words and copy -Listen and take note quickly
-Work individually - Practise writing in groups
- Each member of groups reads aloud his/ her writing - Other group appreciate and correct mistakes each other
4. Consolidation T summarizes the main points 5. Homework: (2 minutes) - Write a letter about something they like -Prepare the next lesson
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Date
Unit 13: Hobbies Period 81: Language focus

I. Objectives: 1. Educational aim: Students should pronunciate /pt/ -/bd/and /ps/-/bz/ correctly 2. Knowledge: - General knowledge: Students should use Cleft sentences: Subject focus, Object focus , Adverbial focus - Language: 3. Skill: fluency in pronunciating pt/ -/bd/and /ps/-/bz/ / and use of Cleft sentences: II. Method: Integrated, mainly communicative III. Teaching aids: Some words related to pt/ -/bd/and /ps/-/bz/ / IV. Procedures: 1. Organization: Class Teaching date Attendances Absentees
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Stages/ Time I. Pronunciation: (15 minutes)
Teachers activities I. Pronunciation: (15 minutes) - Close the books! a. Introduce syllables pt/ -/bd/an d /ps/-/bz //
Students activities
- Listen and repeat following the teacher - Work in pairs and read aloud these words then choose which words have sound /pt and which have sound / ps/-/bz/ - Read in silent first - Let students practise - Some of each groups read aloud pronunciating these words: Speak speech ,stop, best - Read after teacher and work in ,text ,ask ,disk, dusk, skill groups to find the syllable /pt / ,school...... -bd/ps/bz/ in the word in these Listen and correct the syllables sentences: students read - Read silently and give the opinion Practise these sentences b. Let students read aloud the words given and try to pronunciate syllable /pt/ -/bd/or /ps/-/bz/ correctly - Listen and check for II. Grammar: pronunciation (20 minutes) - Ask students to listen and read after these sentences II. Grammar: (20 minutes) -Write on the board some examples containing cleft sentences with different focus 1, the boy visited his uncle last month +Subject focus : it was the boy who visited his uncle last month +Object focus : it was his uncle that the boy visited last month +Adverbial focus : it was last month that the boy visited his uncle -Ask students to explain the differences among them -cleft constructions :
-Listen and discuss - Students work in pairs and give the differences among them - Some students give some examples
- Do the exercise themselves - Each student of each group gives correct answers -Key: 1,it was the boy visited his uncle last month 2, It was my mother who bought me A present on my birthday 3, it was Huong and Sandra who sang together at the party 4, it was Nam s father who got angry with him
Exercise 1
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Exercise 2
It + be + focus 5, it was the boys who played football +clause all the day Exercise 1 6, it was the girl who received A letter - Ask students to do exercise for her friend yesterday themselves then discuss in groups -Work in groups and give the correct -Introduce how to do it answers -let them work in pairs -Do the exercise 2 individually -Walk around and check and -Keys: give mark 1,It is English that the man is learning 2.it was the book that the woman gave him 3, it was the postcard that she sent her friends Exercise 2 4, it was the book that Hoa borrowed -ask students to read the from Long exercise 2 5,it was his grandfather who the little - Then do the exercise2 boy greeted in A strange language -Call on some students go to 6, it was the policeman who the board and write down their pedestrian asked A lit of questions answers 7, it was the stranger who the dog - Listen and remark barked at -Do the exercise3 and then compare with the partners answer - Listen and write down -Keys : 1,it was in the garden that the boy hit the dog 2,it was for tea that she made some cakes 3,it was for him that his father repaired the bicycle 4, it was for him that his fat her repaired the bicycle 5.it was on his birthday that she presented him A book 6, it was in Britain that he met his wife 7, it was from the shop she bought that present 8, it was at 8.00 A.m that the meeting started
Exercise 3 Let students read the exercise3 and do it individually Let students write the sentences with a peer -Get students complete other sentences in the same way -call on some students to write their answers on the blackboard Check with the whole class
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4. Consolidation T summarizes the main points 5. Homework: (5 minutes) - Ask students to revise the use relative clauses - Practise doing exercise in the Workbook
Unit 14:Recreation Period 82: Peading

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, skimming for general information, and guessing meaning in context - Use the information they have read to discuss the topic 2. Knowledge: - General knowledge: Students should understand how some leisure activities and why recreation and entertainment are important - Language: Sentences and expression for expressing topic - New words: Words related to the recreation 3. Skills: Guessing meaning in context, understanding and using new words by speaking, asking and answering II. Method: Integrated, mainly communicative III. Teaching aids: Students book, textbook, handouts IV. Procedure: 1. Organization: Class Teaching date Attendances Absentees
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2. Check old lesson: S1 does ex1 S2 does ex2 S3 does ex3 3. New lesson: Stages/ Time Warm up Teachers activities Warm up T: What do you often do in your free time? T: Well, what you have mentioned are leisure activities or forms of entertainment or recreation. 1. Teacher asks students to look at the pictures on page 154 and to answer the questions: - What is she doing? - What are they doing? 2. T asks sts to answer the questions: - Which of the following leisure activities do you think Vietnamese people often do in their spare time? - How about British people? Pre- Reading T pre-teaches key words: - snooker - pool and darts (using - rugby pictures) - cricket - bricklaying - stock market decision - glass engraving T reads or plays the recording of the reading passage. T has sts do Task 1. Task 1 T conducts the correction. Students activities Sts answers may vary. Examples: S1: I listen to music. S2: I play sports. S3: I watch TV. S4: I read books. S5: I go shopping. etc. 1She is playing the guitar. 1. They are having a party. 2. They are watching T.V. 3. They are swimming. 4. They are playing football. Sts work in pairs and put a tick () in the right box. Sts answers may vary.
Pre- Reading
Sts writes these words down. Sts listen to T or to the recording (looking at the passage). Sts circle the correct answer. Answers 1. A 2. B 3. B 4. A5. B 6. A
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Task 2. T conducts the correction.
Sts read the passage again and answer the questions. (work in T asks sts to discuss the question: pairs) Which of the British leisure Answers activities mentioned in the passage 1. Because without them people are also popular in Vietnam? Which will become dull / bored. are not? 2. Football and rugby in winter, and cricket and athletics in T has 4 groups write their answer on summer. the board. 3. Walking and swimming. T gives comments. 4. Because this is a new kind of entertainment which gives them T assigns homework. pleasure. POSTREADING POST-READING(10mn) T conducts the correction. Sts work in groups. T asks sts to discuss the question: Which of the British leisure activities mentioned in the passage are also popular in Vietnam? Which are not? T has 4 groups write their answer on the board. T gives comments. T assigns homework 4. Consolidation T summarizes the main points 5. Homework: - Learn the vocabulary. - Prepare B. Speaking
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Date
Unit 14: Recreation Lesson 83: speaking

I. Objectives: 1. Educational aim: By the end of the lesson, students will be able to Express agreements and disagreements about entertainment activities. Stating the reasons for the agreements and disagreements. 2. Knowledge: - General knowledge: students will be able to Express agreements and disagreements about entertainment activities. - Language: making a conversation of a famous person - New words: words related to the topic 3. Skills: Speaking to Express agreements and disagreements about entertainment activities. II. Method: integrated, mainly communicative III. Teaching aids: textbook, picture of the parts of the body IV. Procedure: 1. Organization: Class Teaching date Attendances Absentees
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2. Check old lesson: S1 writes vocabulary S2,3 read the text 3. New lesson: Stages/ Time Warmer(3) Teachers activities Students activities Warmer(3) Hang-man game Guess the word (the whole Ask sts to guess a word by using hang- class) man game: AGREEMENT 1 2 3456 7 8 9 Before you speak(5) Scrambled words: Have sts arrange the words in correct order to make meaningful sentences: 1) idea / I / good/ dont / thats / a / think. 2) agree / I / you / with / quite - Give feedback. Suggested answers: 1) I dont think thats a good idea. 2) I quite agree with you. - Ask sts what is the meaning of these two expressions and when to use them While speaking(25) Task 1: - Have sts arrange the sentences in task 1 into two groups: A (Agreement) & D (Disagreement). - check sts answers. Task 2: - T demonstrates the conversation with one st. - Ask sts to practice the conversation in task 2 about a two-day camping holiday in groups of 3. Work in pairs to arrange the words in correct order to make meaningful sentences.
Before you speak(5)
While speaking(25)
-Answer Ts question Suggested answers: A: 1, 3, 4, 6, 7 D: 2, 5 Have sts read these expressions aloud individually. - Check sts performance. - Have sts underline the expressions of agreement and disagreement.
Write a paragraph of 50 words to describe your camping Task 3: (groupwork) - Ask sts to continue the discussion by holiday. using the reasons suggested in task 3 Prepare Part C Listening.
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and expressions of agreement and disagreement. - Go around and help students if necessary. After speaking (10)
Task 4: (groupwork)
- Call on some sts to report their discussion in front of the class. - Give feedback. - Have other sts comment on their performance regarding to content and pronunciation. 4. Consolidation T summarizes the main points 5. Homework Do all the task again and prepare new lesson.
Date
Unit 14: Recreation Period 84: 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: Listening to pieces of conversation to get information about the leisure activities on their summer holiday. - New words: Words related to words related to going camping 3. Skills: Listening for specific information and comprehension questions II. Method: Intergrated, mainly communicative III. Teaching aid: Pictures, chalk, cassette tape IV. Procedures: 1. Organization: Class Teaching date Attendances Absentees
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2. Check old lesson: While teaching 3. New lesson: Stages/ Time Warm- up (2 mn) Teachers activities Warm- up (2 mn) - Have Sts give some entertainment activities. - T asks Sts some guiding questions. 1/ What do you often do on your summer holiday. 2/ Where do you often go? Pre- listening(3 mn) T has Sts look at the picture 1 and 2 and answer the Qs. 1/ Who are they? 2/ Where are they? 3/ What are they doing? Students activities - Give the activities - Sts answer the Qs
- Look at the pictures (work in pairs) Answer the Qs Picture 1 1/ They are student 2/ They are in the country side 3/ They are going for a picnic Picture 2 1/ They are tourists 2/ They are in a town 3/ They are going sightseeing - Listen carefully - Read the new words after teacher - Take notes - Read the sentences.(in individual) - Listen and answer . - Write down the answers. -Explain ! - Correct . Suggested answers 1/ T 2/ T 3/ F. He used to 4/ T 5/ F. She doesnt want to live in nature and she doesnt enjoy it
Pre- listening (3 mn)
T reads some new words and asks Sts to repeat . T gives Sts the meaning of some While listening new words . (30 mn) While - listening(30 mn) Task 1 T has Sts read the sentences, listen and decide whether the statements are true or false. T asks Sts to listen to three American students talking about their summer holiday (twice). T has Sts write down the answers. T can ask Sts : Why do you think its true or false?. Ts feedback
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Task 2 T has Sts listen again and answer the Qs (twice) T asks Sts to read the Qs before listening T has Sts write down the answers Ts feedback
because of the solitude of the wilderness. 6/ T -Read the Qs carefully. -Write down the answers. -Correct. Suggested answers 1. Riding their dirk bike in the desert, taking showers in waterfalls and swimming in lakes and rivers. 2. In sleeping bags or tents. 3. Because more and people are coming to these places and leave trash in the forest and take rocks and plants with them. 4. He think nature is also important in the world. 5. In cities 6. Because she cant put up an umbrella tent in the wind or make a fire in the rain or carry a heavy backpack. - Discuss (in pairs / groups)
Post listening (8 mn)
Post listening(8 mn) T has Sts list three advantages of having a camping holiday.
4. Consolidation T summarizes the main points 5. Homework (2 mn) -Write about your camping holiday -Prepare part D : Writing
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Date
Unit 14: Recreation Period 85: Writing

I. Objectives: 1. Educational aim: By the end of this lesson, students will be able to write Students can write about a camping holiday 2. Knowledge: - General knowledge: Students learn how to organize the camping holiday - Language: Words used in a form of writing the camping holiday 3. Skills: Writing the camping holiday II. Method: Interagrated, mainly communicative III. Teaching aids: Chalk, textbook IV. Procedures: 1. Organization: Class Teaching date Attendances Absentees
2. Check old lesson:
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S1 writes vocabulary S2 ,3 does task 2 All the class answer teachers questions 3. New lesson: Stages/ Time Warm up Teachers activities Warm up Ask students some questions: 1/Have you ever gone camping? 2/When and where? 3/ What did you do on camping holiday? Today we practice writing about camping holiday PRE- WRITING PRE- WRITING Ask students to look at the pictures in the textbook and answer the questions 1/ Which school is it? 2/Where are they going? 3/ What are they doing then? WHILE- WRITING TASK 1:Last weekend, ,class 11A2 went to Ba Vi for camping holiday.Below are some of their activities during their two day holiday. Match them with the correct pictures. Suggested answer a.2 d.6 g.1 b.3 e.9 h.7 c.4 f.5 i.8 Ask students to answer the questions: 1/ When and where dit the students in class 11A2 go campimg? 2/ What time did the bus leave the school? 3/ What did they do first? 4/ What did they do after putting up the umbrella tent? 5/ What time did they leave the campsite? Correct them Students activities Answer -Yes, we have. -Last year,. -Cooking, playing games, playing football
-Vo Thi Sau School -Go camping
WHILEWRITING
Suggested answer a.2 d.6 b.3 e.9 c.4 f.5
g.1 h.7 i.8
Answer the questions and write on the board
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POSTWRITING
POST- WRITING TASK 2: Imagine you are one of the students in class 11A2. Write a passage about your class s camping holiday, using the information in Task 1 and the questions given Ask one group to write the passage on the board and correct it
Work in group Write on the board
Do homework 4. Consolidation T summarizes the main points 5. Homework tells students to coplete the writing at home prepare for the next period (Language focus
Date
Unit 14: Recreation Lesson 86: Language focus

I. Objectives: 1. Educational aim: By the end of this lesson, students will be able to: - distinguish the sounds / ts / _ / dz / _ / tt/ / dzd// - pronounce the words and sentences containing these sounds correctly - distinguish the uses of conjunctions : both.. and , not only . but also .either ..or , neither ..nor - use these verb tenses to solve communicative tasks 2. Knowledge: - General knowledge: Students learn 4 sounds and review some tenses - New words: Words related to 4 sounds and conjunctions : 3. Skills: - Pronunciation: /ts/- /dz/- /tt/ - /dzd/ - Grammar: Tense revision: the past simple, past progressive and past perfect II. Method: Intergrated, mainly communicative III. Teaching aids: textbooks, cassette tape IV. Procedures: 1. Organization: Class Teaching date Attendances Absentees
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Stages/ Time Warm up(4)
Teachers activities Warm up(4) Write some words on the board, show students how to pronounce /ts/, / dz/ , /tt / , / dzd / sound such as : needs , watched , arranged , sweets , friends , washed , rents, managed . sends , Then introduce 4 sounds that we are going to study today 1.Pronunciation(6) Explain the way to pronounce these sounds /ts/ sits , eats , meets /dz/ reads , friends , kids / tt/ marched , washed , brighted ,raged , managed reached / dzd/ brighted ,raged ad first. read slowly @ Ask sts to read the sentences and pick up the words containing those four sounds : ask some students to reread these
Students activities Group work , ( 4 groups)
listen ( 1) listen and repeat ( 2) whole the class ( books opened )
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Grammar(32)
sentences Grammar(32) The conjunctions : Both .and , either or , neither . Nor Give the situation then explain : Ex: Ann was late . Tom was late _ Both Ann and Tom were late Ex : She did not write and she did not phoned _ She neither wrote nor phoned Ask sts to do exercise 1 /160 Exercise1: Combine the sentences using : both and , neither .. nor , either .. or Walk around to check and help Correct the sentences done on the board Page 161 / students book Ask sts to give the conclusion about the verbs followed by both and , neither / either .nor /or * Both + S1 and S 2 + V ( plural ) * Either + S1 + or + S2 + V ( S2) Neither nor Exercise 2: Change the sentences into cleft sentences in the passive Give the situation and ask : Minh : where is Lan , Dad ? Dad : Maybe she is in the kitchen Minh : What is she doing , there ? Dad: She is helping her mother prepare dinner _ It is her mother who is being helped prepare dinner . Ask sts what we call this sentence This is Cleft sentence in the passive Then ask sts to do exercise 2 / 162 Walk around to check and help Correct the sentences done on the board Ask sts to show the structure It is / was + S + that / who + be +PP
work in pairs then individual Follow the instructions of the teacher,
Work in pairs, discuss and do the exercise 1 on page 160. Then Do on the board ( individual ) Respond
Follow the instructions of the teacher, make the sentence Work in pairs, discuss and do the exercise 2 on page 162. Then Do exercise on the board ( individual ) respond
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4. Consolidation T summarizes the main points 5. HOMEWORK (1ms) _ Redo the exercise _ Prepare Test yourself E
Period 87
test YOURSELF E
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: 12, 13 and14. - 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:
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- 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: 1. Organization: Class Teaching date Attendances Absentees
2. Check old lesson: While teaching 3. New lesson: Stages/ Time Warm-up: (5 minutes) Teachers activities Students activities Warm-up: (5 minutes) - Greeting - Greeting - Ask students something about - Answer teachers questions the test yourself E * Have you prepared it at home? * Have you got any difficulties? Test yourself I. Listening (2.5 points) (10 minutes) I. Listening(2.5 points) (10 minutes) - Ask students to read all the sentences first - Ask students to listen to the tape once. - Ask students to listen again and complete the sentences . - Ask students to listen in the third time, the work in groups to compare and discuss the answers with each others to find the correct answers. - Keys: In the teachers book. - Look at the book and listen to the task - understand the task - Read the questions - Listen to the tape - Listen again and say the right sentences. - Listen and discuss in groups to find the correct answers:
- Look at the textbook and listen to the teacher - Work in groups to discuss II. Reading II. Reading (2.5 points) about the passage (2.5 points) (10 minutes) - Finish the task (10 minutes) - Present the task: - Compare their results with the - Ask pupils to work in groups to other groups.
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answers the questions. - Write the answers on the board. - Give the correct answers to the - Listen to the teacher and correct class: the answers. - Keys: In the teachers book - Listen to the teacher - Work in groups - Compare the results with the other groups - Show the answers in front of the class. - Observe the keys and correct their answers.
III. Grammar(2.5 points) (8 minutes) - Present the task: a/ Ask students to listen and put a tick in the right box. 7. Keys: 1. street, 2. squeeze, 8. 3. meets, 4. managed. b/ Give the correct form of verbs. 9. Keys: 1. who, 2. that, 3. (that), 4. who, 5. who, 6. (that).
- Students work in groups and practise writing. - Two students go to the board and write. - Give the writings by reading IV. Writing (7 minutes) aloud. - Present the task: - Read the writing carefully. - Call the students to read the - In groups or in pairs. suggested sentences in front of the - Compare the results with the class. other groups - Correct mistakes Check their writings and help them correct the - Study all the lessons again mistakes if theyve made. - Get the knowledge ready for the coming test
4. Consolidation T summarizes the main points 5. Homework (5 minutes) - Ask students: + to study all the lessons again + to get ready for the 45 minute-test in the next period
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. 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: 4, 5 and 6. 2. Knowledge: After this lesson, students will be able to: - Language: Students can improve their techniques of doing the simple tests. 3. Skill: After this lesson, students will be able to: - Improve their knowledge through the test. II. Method: Integrated, mainly communicative III. Teaching aids: Written test. IV. Procedures: 1. Organization: Class Teaching date Attendances Absentees
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So GD & DT Phu Tho Truong THPT Vu The Lang
Written test 4
.......... .. Thi gian lm bi 45 pht Part I: Choose the word whose underlined part is pronounced differently from the rest in each group. Mark your choice on the answer sheet. (1.25points). 1/. A. athlete, B. thoughtful, C. thin, D. their. 2/. A. smell, B. smile, C. enthusiasm, D. small. 3/. A. nicest, B. largest, C. hottest, D. best. 4/. A. laughed, B. organized, C. caused, D. raised. 5/. A. scatter, B. species, C. serious, D. result. Part II: Choose from the four options given (mark A, B, C or D) one best answer to complete each sentence. Mark your choice on the answer sheet. (3.75 points). 6/. An orphan is a child . parents are dead. A. Whose, B. who, C. whom, D. which. 7/. Thai Binh is the province . A. in which I was born, B. which I was born, C. where I was born in, D. that I was born. 8/. My brother takes better photographs than .. A. my, B. I make, C. me take, D. me. 9/. The house . we are living in is not in good condition. A. where , B. who, C. , D. in that. 10/. Mr Ba shouldnt have told lies .. his wife his job. A. with/ on, B. for/ of, C. to/ about, D. on/ with. 11/. You will become ill you stop working too hard. A. untill, B. when, C. if, D. unless. 12/. I dont agree with you have just said. A. what, B. where, C. who, D. which. 13/. The man at the blackboard is our teacher. A. stood, B. stands, C. standing, D. to stand. 14/. Minh was the last one the classroom yesterday. A. to leave, B. leaving, C. left, D. leaves. 15/. He is the boy I went to school. A. with which, B. with whom, C. to which, D. to whom.
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16/. The novel . over 100 years ago is still relevant to day. A. written, B. write, C. writing, D. to write. 17/. People in London are called Londoners. A. live, B. living, C. lived, D. be lived. 18/. The film was . boring long. A. either/ or, B. both/ and, C. neither/ and, D. either/ nor. 19/. Nam .. smokes drinks. A. neither/ nor, B. neither/ or, C. either/ and, D. also/ and. 20/. ...............playing professional basketball, she also enjoys tennis. A. Moreover, B. Apart, C. Beside, D. Together. Part III: * Read the passage and choose the best answer A, B, C, or D for the following sentences. Mark your choice on the answer sheet. (1.25 points). Good evening. Its 10.15 and its time for The Asian Games Report. Its the 3rd day of the Games. Well, todays most important event was the womens 200metre freestyle. The Japanese, Yuko was first and got the gold medal. She made a new world record time of 1 minnute 58 seconds. The Japanese athletes won two gold medals yesterday, and three the day before, so in the first three days theyve won six gold medals. ... Here were in the Gymnasium. Lily, the Chinese gymnast, has just finished her display. Shes got an average of 9.5 points. Thats the best score today! Lilys won the gold medal! ... And this is Lee Bong-ju coming from Korea. This the second time he competed in the long jump at the Asian Games. Last time he jumped 8.5 metres. Today hes won a gold medal for mens long jump. He jumped 8.9 metres. ... Now were waiting for the last high jumper, Vichai coming from Thailand. The bar is at 2.30 metres and... it seems too high for him. Vichai has just jumped! ....Ooh! Hes crashed into the bar! Hes landing. The bar has fallen too. Hes getting up and walking away. But hes very disappointed. 21/. Yuko won the gold medal in womens swimming. She set a new world record time of .......................................... A. 200 seconds B. 1 minute 38 seconds C. 1 minute 58 seconds D. 1 minute 48 seconds 22/. Lily got an average of .................... points in her gymnastics event. A. 9.5 B. 5.9 C. 15 D. 5 23/. Lee Bong-ju Jumped .................... and he won the goldmedal in mens long jump. A. 8.5 m B. 8.9 m C. 9.8 m D. 18 m 24/. The bar that Vichai had to jump over was at ........................ . A. 3.2 m B. 2.3 m C. 2.0 m D. 2.5 m 25/. Which of the following sports events was NOT mentioned in the report? A. swimming B. gymnastics C. weightlifting D. long and high jumps * Read the passage again then choose the correct answer to answer the following questions by marking the corresponding letter: A, B, C, or D. Mark your choice on the answer sheet. (1.25 points). 26/. What time was The Asian Games Report programme? A. It was at 15.10. B. It was at 7.15. C. It was at 2.30. D. It was at 10.15.
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27/. How many gold medals have the Japanese athletes won in the first three days? A. They have won five gold medals. B. They have won six gold medals. C. They have won three gold medals. D. They won six gold medals. 28/. How many times has Lee Bong-ju competed in the long jump? A. He has competed in the long jump 3 times. B. He competed in the long jump 2 times. C. He has competed in the long jump 2 times. D. He has competed in the long jump 4 times. 29/. What was the last sports event mentioned in the report? A. Long jump was the last sports event mentioned in the report. B. Gymnastics was the last sports event mentioned in the report. C. Swimming was the last sports event mentioned in the report. D. High jump was the last sports event mentioned in the report. 30/. How was Vichai after he finished his performance? A. He was very happy. B. He was happy. C. He was very glad. D. He was very disappointed. Part IV: The sentences in italics below are cues. Make sentences expressing an imaginary situation by choosing from the altermatives A, B, C and D the one best way to make a meaningful sentence. Identify your answer by marking the corresponding letter A, B, C or D. Mark your choice on the answer sheet. (1.25 points). 31/.The/ we/ England/ boy/ going/ be/ who/ see/ from/ to/ be/. A. The boy who we is going to see are from England. B. The boy who we are going see is from England. C. The boy who we are going to see is from England. D. The boy who we are go to see is from England. 32/. Nam/ be/ hobby/ young/ start/ when/ his/ he/. A. Nam started his hobby when he is young. B. Nam will tart his hobby when he is young. C. Nam started his hobby when he was young. D. Nam start his hobby when he is young. 33/. Water/ land/ on/ be/ by/ vegetable/ held/ the/ can/ planting. A. Water can be held on the land by planting vegetation. B. Water hold on the land by planting vegetation. C. Water can hold on the land by planting vegetation. D. Water holds on the land by planting vegetation. 34/. book/ they/ it/ be/ the/ me/ yesterday/ that/ give. A. It was the book that they gave me yesterday. B. It was the book that they give me yesterday. C. It was the book that they given me yesterday. D. It is the book that they give me yesterday. 35/. if/ go camping/ we/ bring/ lot/ equipment/ supplies/ us/. A. If we will go camping, we have to bring a lot of equipment and supplies with us. B. If we go camping, we will have to bring a lot of equipment and supplies with us. C. If we go camping, we will have bring a lot of equipment and supplies with us.
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D. If we go camping, we would have bring a lot of equipment and supplies with us. Part V:Complete the second sentence so that it has a similar meaning to the first, using the given words. Identify your answer by marking the corresponding letter A, B, C or D. Mark your choice on the answer sheet. (1.25 points). 36/. My brother loves going to the mountains. So do I. - Both A/. Both my brother and I love go to the mountains. B/. Both my brother and I love going to the mountains. C/. Both my brother nor I love going to the mountains. D/. Both my brother and I love to going to the mountains. 37/. We learn at Nguyen trai school that was built in 1965. - We learn A/. We learn at Nguyen Trai school which built in 1965. B/. We learn at Nguyen Trai school has been built in 1965. C/. We learn at Nguyen Trai school where built in 1965. D/. We learn at Nguyen Trai school built in 1965. 38/. You can call me to day or you can call me tomorrow, whenever you want. - You can .. A/. You can call me either today nor tomorrow (whenever you want). B/. You can call me either today or tomorrow (whenever you want). C/. You can call me neither today or tomorrow (whenever you want). D/. You can call me either today and tomorrow (whenever you want). 39/. The dog that chases our cat belongs to those people. - Those are the A/. Those are the people who dog chases our cat. B/. Those are the people which dog chases our cat. C/. Those are the people whose the dog chases our cat. D/. Those are the people whose dog chases our cat. 40/. I lent you a book. It was written by a friend of mine. She lives in England. - The book I .. A/. The book I lent you was written by a friend of mine who live in England. B/. The book I lent you was written by a friend of mine who lives in England. C/. The book I lent you was written by a friend of mine lives in England. D/. The book I lent you was written by a friend of my who lives in England Date
Unit 15: Space conquest Period: 89: Reading

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:
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- General knowledge: sts can have a general idea of the lesson as well as enrich their knowledge in the field of space and spacecraft; how human conquered the space. - New words: words/ phrases related to space and spacecraft 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: 1. Organization: Class Teaching date Attendances Absentees
2. Check old lesson: None 3. New lesson: Stages/ Time Warmer Teachers activities Warmer (Teacher prepares a picture of a plane, a spacecraft and an astronaut) T asks students to look at the pictures and answer the questions: - What can you see in each picture? - What do you call a person who flies a plane/ a spaceship? - Which job do you prefer, a pilot or an astronaut? Why? ( Based on sts answer, teacher leads in the new lesson) Pre- Reading Activity 1: -Ask sts to match the names with the pictures in the textbook. (page 166) 1. Pham Tuan Students activities Discuss in pairs and answer the teachers questions Suggested answers: - Its a plane/ a spacecraft/ an astronaut. - A person who flies a plane is called a pilot, and a person who flies a spacecraft is called an astronaut. -
Pre- Reading
Answer orally (Order of the pictures from left to right: Neil Armstrong, Yuri Alekseyevich Gagarin, Pham Tuan)
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2. Neil Armstrong 3. Yuri Alekseyevich Gagarin Answers to the questions in textbook: Activity 2: 1. Yuri Alekseyevich Gagarin - Have sts work in pairs, 2. Neil Armstrong and Buzz answers the questions in the Aldrin textbook based on the names 3. Pham Tuan of people in activity 1. - Check sts answer and - Listen and take notes supply the correct information if necessary. Activity 3: - Teacher introduces some new words orbit (n) weightlessness (n) While-Reading enormous (a) uncertainty (n) temperature (n) occur (v) - T has sts practise reading the new words While-Reading T plays the cassette Task 1: - Give instructions for task 1. - Ask sts to read the passage silently to finish task 1. - Check orally & correct if necessary.
Sts open books, listen to the text and read in silence. - Read aloud their answers.
Suggested answers: Paragraph 1: B the lift off Paragraph 2: D A view on Earth Paragraph 3: E Uncertainties Paragraph 4: C Congratulations Paragraph 5: A The tragic accident Read silently and then work in pairs. Give answers and take notes. Suggested answers:
Task 2: - Ask sts to read the passage again to answer the question in pairs. - Teacher walks around to give help if necessary. - Check sts answers by asking some pairs of sts give the questions and answers
1. He was 27 then. 2. He was in space for 108 minutes. 3. They were what would happen to a human being in space or how the body would react to the extreme changes in temperature or how the mind would deal with the psychological tension. 4. It was more than 17 000 miles per hour. 5. Because he died in a plane crash on a routine training flight in March 1968.
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6. After his death, his hometown of Gzhatsk was renamed Gagarin, and the Cosmonaut Training Center at Star City, Russia, was given the name of this national hero. 1. in space Work in groups and do the task. Give answers Suggested answers: 2. cosmonaut 3. lasted 4. success 5. gravity 6. view 7. impossible 8. named after
Post-Reading Ask sts to work in groups, complete the summary of the reading passage by putting the words/ phrases in the box into the blanks - Teacher walks around to give help if necessary - Check sts answers and give bonus to the winners. 4. Consolidation T summarizes the main points 5. HOMEWORK: - Learn the new words - Read the passage again - Prepare Part B: Speaking Date
Unit 15: Space Conquest Period 90: Speaking

I. Objectives: 1. Educational aim: By the end of the lesson, students will be able to talk about possible of events. - _talk about historical events on the space conquest. 2. Knowledge: - General knowledge: Students know how to talk about possible of events. talk about historical events on the space conquest
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- Language: making a conversation of a famous person New words: Words/phrases relate to the process of launching its first manned apace craft into space. 3. Skills: Speaking to describe appearances II. Method: integrated, mainly communicative III. Teaching aids: textbook, picture of the parts of the body IV. Procedure: 1. Organization: Class Teaching date Attendances Absentees
2. Check old lesson: S1 writes new word S2 does task2 S3,4 read the text 3. New lesson: Stages/ Time Warn Up(5) Teachers activities Warn Up(5) close the book _give some picture of famous astronaut _ask sts some questions and answer Question 1.Who Are They? 2.What Are They? 3What Are their nationalities? *Ask sts rearrange 6 picture with is name Pict 1:Hes Pham Tuan_VietNamese astronaut 2.Hes Yuri Gagarin Russian astronaut 3.Buzz Aldrin_American Astronaut. 4.Yang Liwei_Chinese Austronaut 5.John Glenn_An American Astronaut 6..Valentina_Tereshkova Pre Speaking(8) Pre Speaking(8)(task 1) Students activities Listen Answer
Pict 1:Hes Pham Tuan_VietNamese astronaut 2.Hes Yuri Gagarin Russian astronaut 3.Buzz Aldrin_American Astronaut. 4.Yang Liwei_Chinese Austronaut 5.John Glenn_An American Astronaut 6..Valentina_Tereshkova _
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(task 1) Now we study Speaking of Space conquest . _Has sts work in pair, read the following piece of news, then ask and answer question(task 1). _give some new words : .manned, spacecraft. .launch(v) .milestone, _Has sts made questions with when, what, how old, how important, how many. Listen and repeat Work in pair Ex: S1:When did China laugh first manned spacecraft into space? S2:On October 15/2003 S1:what is the name of chinas first manned spacecraft? S2:Its SjemZjou S1:What is the name of the astronaut? S2;His names Yang Liuri S1:How old was he when he flow into space? S2:38 years old. S1:How important was the successful flight to China S2:Make a milestone in Chinas space project
While speaking (22)
While speaking (22) _ Has sts talk about the important events in space exploration _walks around the class, offer ideas and comments when sts need help. _set model with students Ex: (1)T: when did Russia launching its artificial satellite? T: What is the name of Russias first artificial. T How important?
1.S: on October 4,1957 2.S: sputnik 3.S: mask the beginning of space age.
Post speaking (8) Post speaking (8) Has some students come form of the class and talk about the important event in the space conquest. 4. Consolidation T summarizes the main points 5. Homework (2) individual
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Prepare listening _ Rewrite the important event in the space conquest.
Date
Unit 15: Space Conquest Period 91: 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: To help Ss practice listening about the 1st human moon landing. - To relate the content with real life. - Language: Use past simple
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- 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: 1. Organization: Class Teaching date Attendances Absentees
2. Check old lesson: Oral test 3. New lesson: Stages/ Time * Warm- up: Teachers activities * Warm- up: Students activities - Close their book. - Answer the questions in Have students close their books then group. ask some questions to lead in 1. Neil Armstrong & Buzz st Aldrin. 1. Name the 1 men to land on the moon. 2. American. 2. His nationality. 3. 20 July 1989 3. When * Before you listen - Work in pairs. - Share as. - Have students work in pairs to 1d 2a 3c 4e 5b match the picture with the caption. - Practice reading. - Have students read a loud the - Take notes words correct. - Supply the stress (or pronunciation) and the meaning * While you listen: Task 1 . - Listen. - Explain the situation. - Read the statements. - Have students read through the statements quickly. - Supply the meaning of some words - Take notes. (in need). - Listen twice. - Play the tape thrice, for the last - Give answer after 3rd times time, have a pause after each 1F 2F 3F 4F 5T sentence. - Play the tape again (in need) to confirm the answer.
* Before you listen
* While you listen:
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Task 2 - Ask students have a look at the questions. - Have students listen to the tape again for 3 times (with a pause
- Listen again. - Read the questions. - Listen to the tape. - Work in groups to give answers. - Share answers & take notes. 1. NASAs Apollo Program. 2. On 16 July 1969. 3. Controlling the oxygen
* After you listen:
* After you listen: - Have students work in group to discuss the questions. - Go round the class to help students (In need). - Call some students to give answer - Work in groups. - Ask some difficult words. - Share answer & take notes. 1. Some reason: - adventure - find out another life outside the earth. - precious material. - other place for human beings. 2. The three things are: - camera. - water / food. - tent.
4. Consolidation T summarizes the main points 5. Homework Do all the tasks again Prepare new lesson Period 92
Correct the test
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2. Check old lesson: While teaching 3. New lesson: Stages/ Time Warm-up: (5 minutes) Teachers activities Students activities Warm-up: (5 minutes) - Greeting - Greeting - Ask students some questions on the - Listen and understand the previous test task - Tell the aim of the period: correct the - Get ready for the lesson test I. Choose one word whose underlined part is pronounced differently by circling A, B, C or D:.(1.25points): (5 minutes) - Repeat the questions - Get students to read the passage 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 II. Choose from the four options given (mark A, B, C or D) one best answer to complete each sentence. Mark your choice on the answer sheet.(3.75 points). (10 minutes) - 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 III. Read the passage and choose the best answer A, B, C, or D for the following sentences. Mark your choice on the answer sheet. (1.25 points). Read the passage again then choose the correct answer to answer the following questions by marking the corresponding letter: A, B, C, or D. Mark your choice on the answer sheet. (1.25 points). (10
- Look at their paper - Compare the resutls 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
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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 IV. The sentences in italics below are cues. Make sentences expressing an imaginary situation by choosing from the altermatives A, B, C and D the one best way to make a meaningful sentence. Identify your answer by marking the corresponding letter A, B, C or D. Mark your choice on the answer sheet. (1.25 points): (10 minutes) - 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 4. Consolidation - T summarizes the main points 5. Homework: (5 minutes) - Prepare new lesson
- Prepare UNIT 16: THE WONDER OF THE WORLD Part A. READING
Date
Unit 15: Space conquest Period 93: Writing

I. Objectives: 1. Educational aim: By the end of this lesson, Students can get to know the content and structure of ones person biography. Students can write the biography of one identified person, based on the given information. 2. Knowledge: - General knowledge: Students learn about the content and structure of a biography of a person.
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- Language: The Simple Past Tense and Simple Present Tense 3. Skills: Writing a biography II. Method: Interagrated, mainly communicative III. Teaching aids: Chalk, textbook IV. Procedures: 1. Organization: Class Teaching date Attendances Absentees
2. Check old lesson: While teaching 3. New lesson: Stages/ Time Warm up (3 minutes) Teachers activities Warm up(3 minutes) Show a short video clip /picture about Neil Armstrong and ask students some questions about him: - Who is he? - What does he do? - Is he Russian or American? - When did he walk on the moon? Pre -writing (12 minutes) -Divide sts into four groups, ask one from each group to the board to write down information we need to write ones biography. Others in the same group can help by shouting the needed words or phrases. - Give feedback and marks to the group with correct information. - Choose five words/phrases and explain the meanings (if necessary): career, place of birth, date of birth, quote, While writing(20minutes) Task 1: Students activities work in groups of four suggested answers: He is Neil Armstrong He is an astronaut He is American In 1969
Pre writing (12 minutes)
Work in groups - Brainstorming for needed words/phrases to write ones biography - Suggested answers: job, address, hometown, career, place of birth, date of birth, quote, marital status, family, education
While writing (20minutes) Task 1:
-Work individually, then check
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-Ask sts to read the information about Neil Armstrong, the first human to set foot on the moon, then put each of the headings in the box in the appropriate blank. - Show some pictures relating to the career of Neil Armstrong: NASA, the moon, space shuttle, United States Navy. - Explain the meaning of some difficult words: resign, appoint, vice chairman, committee, investigate, disaster, leap) TASK 2 - Teacher divides students into groups of four. - asks sts to write a biography of Neil Armstrong from the information given in task 1 - Ask sts to pay attention to these points: + prepositions: at-on-in-from-towith +articles: a-an-the + words/phrases used to write biography: be known as- work as- resign from+ Simple past tense +Simple present tense - move around to supervise and give help when necessary Post writing (10 minutes) - ask sts to exchange their paper card to correct - ask one group to show their biography on the board. - Give comment and correct in front of other students, ask them to pay attention to some basic grammatical mistakes
with their partners. -Take notes on difficult words. - Suggested answers: 1. Birth 2. Place of Birth 3. Known as 4. Career 5. Quote
Post writing (10 minutes)
- Students works in groups and write the biography on a piece of paper card - Suggested answers: Neil Armstrong is an American astronaut. He is known as the first person to walk on the moon. He was born on August 5th, 1930 in Wapakoneta in Ohio. From 1949 to 1952, he worked as a pilot in the United States Navy. Armstrong received his B.S from Purdue University in 1955. He joined the NASA astronaut program in 1962. Neil Armstrong became the first human to step on the moons surface on July 20th, 1969. He was joined by Buzz Aldrin forty minutes later. Armstrong and Aldrin spent two and a haft hour on the moons surface. Armstrong received his M.S from the University of Southern California. He resigned from NASA a year later and from 1971 to 1979, he taught at the University of Cincinnati. In 1986 Armstrong was appointed vice chairman of the committee that investigated the Challenger shuttle disaster. He is also wellknown for what he said when he stepped on the moons surface: Thats one small step for man,
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one giant leap for mankind - Students pick out the mistakes then correct them. - show their biography on the board 4. Consolidation -T summarizes the main points 5. Homework Ask sts to write their own biography
Date
Unit 15 : Space Conquest Period 94 : Language focus

I. Objectives: 1. Educational aim: By the end of the lesson, students will be able to: - Distinguish the sounds /nt /, /nd/ /n /, /ns/ and /nz/ - Pronounce the words and sentences containing these sounds correctly - how to use could/be able to and tag questions 2. Knowledge:
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- General knowledge: Students know how to distinguish sounds nt /, /nd/ /n /, /ns/ and /nz/and use some structures with or without to infinitive - New words: Words related to pronunciation nt /, /nd/ /n /, /ns/ and /nz/ 3. Skills: : Pronounce the sound nt /, /nd/ /n /, /ns/ and /nz/ correctly II. Method: Intergrated, mainly communicative III. Teaching aids: Students book, textbook IV. Procedure: 1. Organization: Class Teaching date Attendances Absentees
2. Check old lesson: While teaching 3. New lesson: Stages/ Time Pronunciation: (15 minutes) Teachers activities Students activities Pronunciation: (15 minutes) - Listen to the tape carefully Has students listen and repeat the sounds nt /, /nd/ /n /, - Practise reading /ns/ and /nz - Asks students to practice reading the sentences provided Grammar and vocabulary: (28 minutes) Could, was/were able to 1.1. Could: Ex1: My grandfather was very clever. He could speak five languages. Ex2: We were totally free. We could do whatever we wanted. 1.2. Was/were able to: Ex: A girl fell into the river, but fortunately we were able to rescue her. COULD NOT or WAS/WERE NOT ABLE TO. Ex: My father couldnt swim. (=My father wasnt able to swim.)
COULD :kh nng ni chung WAS/WERE ABLE TO ;kh nng
Grammar and vocabulary: (28 minutes )
Teacher: Nguyen Bich Lien c th
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2) Tag questions Ex1: You are a student, arent you? Ex2: The film wasnt very interesting, was it? Ex3: Mary does a lot of homework every day, doesnt she? Ex4: John didnt go to school yesterday, did he? Ex5: We have seen this film twice, havent we? Ex5: They can swim very fast, cant they? Exercise 1 - Asks students to do exercise 1 in pairs - Checks and gives correct answers
Exercise 2
- Asks students to do exercise 2 in pairs Exercise 2 - Checks and gives correct answers 1. Its (very) expensive, isnt it? 2. The film was great, wasnt it? 3. She has/ She has got/ Shes got a lovely voice, doesnt she? Or She has a lovely voice, doesnt she? 4. It doesnt look very good, doesnt it? 5. Youve had your hair cut, havent you? Exercise 3 Exercise 3 - Asks students to do exercise 3 in 1. doesnt she 4. didnt we 6. pairs cant you - Checks and gives correct answers 2. havent you 5. wont we 7. mustnt it 3. wasnt it 4. Consolidation
- Work in pairs Key: Exercise 1 1. couldnt/ wasnt able to 4. was able to 2. was able to 5. could/ was able to 3. could/ was able to 6. couldnt/ wasnt able to
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- T summarizes the main points 5. Homework: (2 minutes) - Write down exercise 1, 2, 3 - Prepare to repair test 45 minutes
UNIT 16: THE WONDER OF THE WORLD The 97th period Date : 18/ 4/ 2009 Grade 11 Theme: THE WONDER OF THE WORLD Unit 16
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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, skimming for general information, and guessing meaning in context - Use the information they have read to discuss the topic 2. Knowledge: - General knowledge: reading to find the sentences that show facts and the ones that describe opinions - Language: Sentences and expression for expressing topic - New words: Words related to topic 3. Skills: Guessing meaning in context, understanding and using new words by speaking, asking and answering II. Method: Integrated, mainly communicative III. Teaching aids: Students book, textbook, handouts IV. Procedure: 1. Organization: Class Teaching date Attendances Absentees
2. Check old lesson: While teaching 3. New lesson: Teachers activities Warm- up(3) Get students to look at the pictures in the book and to answer some questions. +What are they? +Where are they? +When were they built? +Why were they built? +How were they built? +Who built them? - Lead students to the topic of the reading: The wonders of the world. Students activities - Look at the pictures and discuss Notes
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Pre- reading(10) Present key words and structures in different ways . +wonder(n) -> wonderful (a) +pyramid (n) +pharaoh (n) +tomb (n) +burial chamber +surpass (v) +spiral ramp +weight arm +proceed (v) +enclose (v) +The great Pyramid Is believed to have +It has been suggested that. Introduce the content of the reading and ask students to read through the text silently to get general comprehension (teacher goes around the class to help students if necessary While- reading(20) . Task 1 -Explain the way to do task 1. -Ask students to read the text again to locate the new words given and know their meanings in context, then fill them in the blanks. -Let some students give their answers together with reasons and correct them. b. Task 2 -Require students to read through the questions in
-Listen and pay attention to the teacher. Brainstorm to give ideas about the meanings of the words, listen and note down
Listen and read
- Fill in each blank with a suitable word from the box. 1. unknown 2.wonder 3. ramp 4. chamber 5. mysterious 6. spiral -Some give answers, some give remarks and the others listen.
-Read and make sure to
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the book to understand them Make students silently read the text again to answer the questions -Get students to work in pairs to practice asking and answering the questions orally. -Ask some students to give their answers and other students to remark these answers. Finally teacher corrects them Post- reading(10) c. Task 3. -Instruct students to do task 3 -Require students to do task 3 -Teacher correct students answer. -Ask students to look at the examples and explain them. -Get students to work in groups to find the sentences that show facts and the ones that describe opinions. -Call the representative of each group to report the result to the class and give feedback. Home work -Require students to write a paragraph (100 words) about what they have just discussed.
understand the questions. -Scan the story and answer the questions. -Do as they were told -Give feedback, listen, discuss, and take notes.
- Listen -Scan the text and say what the words given in the book refer to -Listen and take notes. .
Do as asked.
-Some report and the others listen and give remarks. -Listen and note down
write a paragraph (100 words) about what they have just discussed.
The 98th Period Date: 21/ 4/ 2009 Grade 11 Theme: THE WONDER OF THE WORLD Unit 16
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Speaking Time: 45 minutes I. Objectives: 1. Educational aim: By the end of the lesson, Students should give their explanation of an event or introduce a cultural heritage site. 2. Knowledge: - General knowledge: learn about the historical or cultural events - Language: making a conversation of a famous person - New words: Sentences and expressions for making suggestions about events 3. Skills: Speaking Fluency in expressing opinions and makingsuggestions about events II. Method: integrated, mainly communicative III. Teaching aids: textbook, picture IV. Procedure: 1. Organization: Class Teaching date Attendances Absentees
2. Check old lesson: While teaching 3. New lesson: Teachers activities *warm up: T pepare a handout with some atatements about the wonders of the world .and asl Ss to give the name Before you speak T introduce some wonders of the world While you speak Task 1: T itroduces the task and goes over the sentences Listen to the teacher and Students activities -Sts answers : 1.The great Pyramid 2.Colosseum 3.Taj mahal Notes
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with the class.T explains some words if necessary. Ask Ss to do the task in pairs.T goes aroungd the class to offer help Call on some Ss to present their answers and asks others comment T gives his definitions +A fact is something that can be proven to be true ,to exist,or to have happened by evidence +An opinion is the view somebody takes about an issue ,especially when it is based solely on personal judgment. Task 2; Put Ss in pairs and gets them to tell each other about some facts and opinions of the Great Pyramid of Giza based on the information in task 2. T goes around to chck and offer help Call on some pairs to preform in front of the classgive feedback. Task 3: T introduce the task and ask Ss to work in group to discusspossible answers to give questions Ask them to read the useful language and the examples on page 182. T goes round and offer help Ask Ss to present their opinions and other groups to share their Home work : Prepare part C;listening
do the task Give answer Facts:sentence 2,3,4 Opinion:sentence 1,5,6,7
Work in pairs and do task 2 Give the answers
Work in pairs and do task 3 Give the answers
Prepare part C;listening
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The 99th period Date : 22/ 4/ 2009 Grade 11 Theme: THE WONDER OF THE WORLD Unit 16 Listening Time: 45 minutes I. Objectives: 1. Educational aim: By the end of this lesson, students will be able to: - Develop listening skills as intensive listening for specific information - Taking notes while listening 2. Knowledge: - General knowledge: Students know how to do T/F statements and listen for specific information - New words: Words related to describing Great Wall of China 3. Skills: Listening for specific information II. Method: Intergrated, mainly communicative III. Teaching aids: Students book, tape and cassette player IV. Procedure: 1. Organization: Class Teaching date Attendances Absentees
2. Check old lesson: While teaching 3. New lesson: Teachers activities Warm up(3) - T shows some pictures of the wonders of the world and ask sts to talk about name , location of these wonders Pre-listening(10) -Ask sts to look at the picture and answer the questions 1. What can you see in the Students activities Listen and talk Notes
- Look at the picture and
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picture ? 2. Where do you think it is ? 3. When do you think it was built? -Introduce to sts that they will listen to a passage about the Great Wall of China -Pre-teach some new words + man made wonder + magnificence and significance + World Heritage + UNESCO +Ming Dynasty + ancient + stone roadway + Beijing While-listening(20) Task 1 -Explain task1 and ask sts to read sentences in Task 1 carefully -Play the tape twice and ask sts to do the task -Ask sts to exchange their answers with their friends -Give feedback 1.the moon; 2. 1987; .3.the Ming Dynasty; 4.200; 5. 200B.C; 6. 6,000km; 7. 11 metres; 8. stones Task 2 -Explain task 2 and ask sts to read the questions carefully -Play the tape twice and ask sts to do the task
answer the questions -The Great Wall -In China -During the Ming Dynasty -Listen and take notes
-Read the sentences carefully -Listen to the tape and fill in the missing information -Compare their answers with a partner
-Read the questions -Listen to the tape and answer the questions -Compare their answers -Ask sts to exchange their with a partner answers with their friends -Listen again and check -Play the tape one more time and the answer ask sts to check the answers -Ask and answer the -Call one st asks and the other question answers loudly -Give feedback 1. The ancient Chinese started to build the Great Wall in 1368. 2. Five provinces 3. Because it can be seen from the moon
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4. The part in the northwest of Beijing is the best choice for visit because it is still in its original state Post-listening(10) Divide sts into group of 4 and ask sts to tell their partners why the Great Wall is considered one of the greatest wonders in the world and how it was built -Call some sts to present their talks to the whole class -Give remarks Homework(2) -Write a short passage about the Great Wall
-Do as directed
-Present their ideas to the class -Listen Write a short passage about the Great Wall
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The 100th period Date: 23/ 4/ 2009 Grade 11 Theme: THE WONDER OF THE WORLD Unit 16 Writing Time 45 minutes I. Objectives: 1. Educational aim: By the end of the lesson, students will be able to: - Write about a friend by using the words theyve learnt in previous lesson - Make a layout for a writing 2. General knowledge: Sts learn about the way to describe a place. - New words: Ajectives and verb forms often used in desription of a historical place. 3. Skills: Writing a paragraph about a friend II. Method: Intergrated, mainly communicative III. Teaching aids: Students book, textbook, hand-outs IV. Procedure: 1. Organization: Class Teaching date Attendances Absentees
2. Check old lesson: While teaching 3. New lesson: Teachers activities warm up: (7) T: answer Ts questions: 1.do you know Nha trang 2. How is it ? 3. What is it famous for Students activities Sts do the task : Suggested answers : 1. yes. 2. It is small town 3. It is famous for a big church,Cham towers,Bamboo Island. - Sts sit in pairs, Notes
Before you write:(10)
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T sets the scene :you are going to write a report on a visit to the Ponagar Cham Towers in Nha Trang. T gets Ss to read the given information on page 184 and answer the questions 1.How many parts are there in the report? 2.what kind of information is included in each part/ T calls on some Ss to answer
1.The report has 3 parts:brief introduction,details,and summary of the visit. 2.The introduction includes the general information about the place. In the details part ,we describe the special features of the place in detail In the last part ,we wrire how long our visit last and our feelings about the trip Practise writing
While you write(17) T gets Ss to read the given information again and write their reports in 15 minutes T goes around to offer help. After you write(8) Take note T asks Ss to exchange their writing with another students for peer correction. T goes around and collects mistake and errors revise their reports T provide correction according to their peers sugeestions and submit for Home work (3) making in the next lesson Asks Ss to revise their reports according to their peers sugeestions and submit for making in the next lesson
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The 101st period Date : 24/ 4/ 2009 Grade 11 Theme: THE WONDER OF THE WORLD Unit 16 Language Focus Time: 45 minutes I. Objectives: 1. Educational aim: By the end of this lesson, students will be able to: - Students practise how to pronounce of 4 ending sounds /ft/, /vd/, /fs/ and /vz/ . - Students learn how to use the structures with verb of reporting: 1. It is said that . 2. He is said .. 3. People say that . 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: ending sounds /ft/, /vd/, /fs/ and /vz/ . 1. It is said that . 2. He is said .. 3. People say that . II. Method: Intergrated, mainly communicative III. Teaching aids: textbooks, cassette tape IV. Procedures: 1. Organization: Class Teaching date Attendances Absentees - Grammar:
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2. Check old lesson: While teaching 3. New lesson: Teachers activities Warm-up - T uses some pictures and asks Ss: Look at the pictures and tell what they are. P.1 P.2 P.3 P.4 Students activities Ss close their books Ss look and answer: 1.gift 3. roofs 2.saved 4. scarves (expected) Notes
Ss write the sounds on the board. /ft/, /vd/, / fs/ and / vz/ - T has Ss read the words and guess what ending sounds they are going to (expected) learn today. - T introduces the new lesson. Pronunciation Ss listen and repeat Presentation - T reads the sounds loudly. Practice Task 1 - T introduces and asks Ss to practise reading the words containing these sounds. /ft/ /vd/ /fs/ /vz/ Gift arrived coughs behaves Lift loved laughs loves Soft moved roofs arrives - T has Ss do exercises. T gives handouts for Ss. Handout: Listen carefully and make a cross (x) at the sound you hear /ft/ /vd/ /fs/ /vz/ 1. 2. 3. 4. 5. 6.
Ss listen and repeat.
Ss listen and decide if the words belonging to what sounds. Answers: /ft/ /vd/ 1. x 2. 3. 4. x 5. 6. x
/fs/ x
/vz/
x x
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7. 8. - T reads aloud the words: 1. left 6. loved 2. photographs 7. thieves 3. caves 8. spacecraft 4. proved 9. coughs 5. knives 10. swift - T checks in front of class. - T conducts the correction. Production Task 2 - T has Ss practise reading these sentences and pick out the words containing these sounds. 1. They are not on the roofs now. Theyve been moved to the ground. Use the lift. Ill ring to say youve arrived. 2. I think hes improved. Still coughs but laughs a lot, of course. 3. We have plenty of laughs. We miss him when he leaves. 4. He loves a nurse. Her names Soft. He wants me to bring her this gift. 5. He brought me a gift when he arrived. - T conducts the correction.
7. 8. x
- T gives an example on the board Grammar and Vocabulary Presentation Rewrite this sentence beginning with the word provided. Eg: It is said that this house was built Ss read the sentences 100 years ago. carefully and give answers to This house - T asks one student to answer the sentence on the board . - - T corrects the mistakes and explains Exercise 1: - T has Ss do exercise 1 ( page 185). ex.1. Ss give answers
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- T walks around the class, offers ideas and comments when Ss need help. - Then T calls some Ss to give their answers on the board. - T conducts the correction and explains.
If the verbs of the main
clause and the subordinate clause are same tenses, use To-inf. If the verbs of the main clause and the subordinate clause are different tenses (for example,M.C in present and S.C in past or perfect tenses), use To have + PP Exercise 2: Setting situation: Eg: People believe that 13 is an unlucky number. 13 is believed to be an unlucky number. T has Ss do exercise 2 (page 186 - T walks around the class, offers ideas and comments when Ss need help. - Then T calls some Ss to give their answers on the board. - T conducts the correction and explains. - After practising two exercises, T asks Ss to summarize how to change the structures with verb of reporting. - Ts comments. More Exercise: Rewrite the following sentences: 1. They say that John is the brightest student in class. It is said John is said 2. They think that he has died a natural death. It is thought
individually and then check in pairs. Answers: 1. Many people are said to be homeless after the floods. 2. The prison is thought to have escaped by climbing 3. He is believed to have driven through the town at 4. Two people are reported to have been seriously injured 5. Three men are said to have been arrested after 6. The strike is expected to begin tomorrow. 7. He is said to speak English very well. (expected)
Ss give answers individually and then check in pairs. Answers: 1. He is thought to eat 2. The wanted man is believed to be living in New York. 3. He is known to be very rich. 4. The film is supposed to be .. 5. Many people are thought to have been killed 6. About a million puppies are thought to be born each year. 7. The factories are said to be.. 8. Those dogs are said to be Summary
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He is thought 1. S + V that S + V + O 3.They declared that she won the It is +PP that S +V + O competition. 2. S + be PP + to-inf. It was declared S+be PP + to have PP. She was declared Ss do them. T calls some Ss to give their answers on the board. T conducts the correction. - Homework Do exercises in the work book Ss take note.
Do exercises in the work book
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test YOURSELF F The 102 period Date : 25/ 4/ 2009 Grade 11 Theme: test YOURSELF F Time: 45 minutes I. Objectives: 1. Educational aim: - According to the TEST students can revise all the language skills and grammatical points which they have studied and used in the two units: 15 and16. - 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: 1. Organization:
nd
Class
Teaching date
Attendances
Absentees
2. Check old lesson: While teaching 3. New lesson: Teachers activities Students activities Notes Warm-up: (5 minutes) - Greeting - Greeting - Ask students something about the test Answer teachers yourself F questions * 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 - Look at the book and first listen to the task
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- Ask students to listen to the tape once. - Ask students to listen again and complete the sentences . - Ask students to listen in the third time, the work in groups to compare and discuss the answers with each others to find the correct answers. - Keys: In the teachers book. II. Reading (2.5 points) (10 minutes) - Present the task: - Ask pupils to work in groups to answers the questions. - Give the correct answers to the class: - Keys: In the teachers book
- understand the task - Read the questions - Listen to the tape - Listen again and say the right sentences. - Listen and discuss in groups to find the correct answers: - Keys: 1. T, 2. F, 3. F, 4. T, 5. T. - Look at the textbook and listen to the teacher - Work in groups to discuss about the passage - Finish the task - Compare their results with the other groups. - Write the answers on the board. - Listen to the teacher and correct the answers.
III. Grammar(2.5 points) (8 minutes) - Present the task: a/ Ask students to listen and put a tick in the right box. 10. Keys: 1. rent, 2. tenth, 11. 3. lives, 4. loves. b/ Give the correct form of verbs. Keys: 1. isnt it, 2. didnt he c/ Rewrite the sentences .. 1/ Jane is thought to be rich. 2/ She is said to have won a special prize. 3/ He is said to know five foreign languages. 4/ The thief is thought to have got in through the kitchen windown. IV. Writing (7 minutes) - Present the task: - Call the students to read the suggested sentences in front of the class.
- Listen to the teacher - Work in groups - Compare the results with the other groups - Show the answers in front of the class. - Observe the keys and correct their answers.
- Students work in groups and practise writing. - Check their writings and help them - Two students go to the correct the mistakes if theyve board and write. - Give the writings by made. reading aloud. Read the writing carefully. - In groups or in pairs. Homework (5 minutes)
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- Ask students: - Compare the results with + to study all the lessons again the other groups + to get ready to review all the units of - Correct mistakes grade 11 Study all the lessons again - Get ready to review all the units of grade 11

Giao An 11 AVan Toan Tap (Hay)

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Teacher: Nguyen Bich Lien

P1_ The first term of grade 11

Teacher: Nguyen Bich Lien

Unit 1: Friendship P2_Reading

Teacher: Nguyen Bich Lien

Before reading (7 minutes)

While reading: (23minute)

Teacher: Nguyen Bich Lien

After reading (8 minutes)

Teacher: Nguyen Bich Lien

Unit 1: Friendship P3_Speaking

Teacher: Nguyen Bich Lien

Time/ stages Warm-up: (5 minutes)

Teacher: Nguyen Bich Lien

- The students are called stand up and tell loudly

Unit 1: Friendship P4_Listening

Teacher: Nguyen Bich Lien

IV. Procedure: 1. Organization: Class Teaching date Attendances Absentees

Before listening: (7 minutes)

Teacher: Nguyen Bich Lien

listening: (20 minutes)

Afterlistening: (10 minutes)

-Students read task1, 2 silently for gist

-Elicited students raise their hands to interpret.

-Listen to the teacher and write down homework

Teacher: Nguyen Bich Lien

Pre-writing: (10 minutes)

Teacher: Nguyen Bich Lien

Whilewriting: (18 minutes)

Unit 1: Friendship P6_Language focus

Teacher: Nguyen Bich Lien

Pronunciati on: (8 minutes)

Teacher: Nguyen Bich Lien

- Listen to the teacher

Exercise 2 (13 minutes)

Unit 2: PERSONAL EXPERIENCES P7_READING

Teacher: Nguyen Bich Lien

Teacher: Nguyen Bich Lien

- Read the story

Teacher: Nguyen Bich Lien

Date: Unit 2: PERSONAL EXPERIENCES P8_SPEAKING

Teacher: Nguyen Bich Lien

Teacher: Nguyen Bich Lien

- Work in pairs Key: 1. B 2. E 3. H 5. E 6. G 7. C

- Listen to the teacher - Answer freely

Teacher: Nguyen Bich Lien

Unit 2: PERSONAL EXPERIENCES P9_LISTENING

Teacher: Nguyen Bich Lien

Teacher: Nguyen Bich Lien

Afterlistening: (10 minutes)

Teacher: Nguyen Bich Lien

Unit 2: PERSONAL EXPERIENCES P10_WRITING

Pre-writing: (10 minutes)

- Listen to the teacher

Teacher: Nguyen Bich Lien

- Work individually and correct mistakes

Unit 2: PERSONAL EXPERIENCES P11_LANGUAGE FOCUS

Teacher: Nguyen Bich Lien

- Repeat in chorus then individually - Read the sentences

+While +Post II. Grammar: +Warm- up

Teacher: Nguyen Bich Lien

- Retell the use of these tenses and bear in mind