Giáo án Tiếng Anh Lớp 11 (Thí điểm) - Tiết 1 đến 25 - Năm học 2014-2015

Nội dung text: Giáo án Tiếng Anh Lớp 11 (Thí điểm) - Tiết 1 đến 25 - Năm học 2014-2015

1. Date of preparation: 20/8/2016 Date of signing: 22/8/2016 Period 1: INTRODUCTION I. Objectives By the end of the lesson, students will be able to: - get an overview of the English book grade 11 in general: themes, units - know about tests: oral test, fifteen - minute tests, periodical tests, first term test - have a sense of responsibility toward learning the subject II. Teaching method: Communicative III. Teaching aids - CDs & CD player, board, chalks, textbook and notebook. IV. Procedure 1. Class organization: Date Period Class Attendance Absentees/Notes __ / __ / __ . / . 2. Previous lesson check: No 3. New lesson: T’s and Ss’Activities Knowledge Warm-up * Game: Lucky Number 1. Lucky Number -T divides the whole class into two groups and 2. How many girls are there in your class? plays the game. 3. Do you know what your English - The leader of each group chooses a number for teacher’s name is? their own group and does the following 4. Lucky Number requirement in each question. If the answer is 5. What do you prepare for this semester? correct, they will get 10 marks. 6. Do you like studying English? Why or - T leads Ss in the lesson. Why not? 7. How do you learn English well? 8. Do you speak English fluently? I. Topics and units: - Ask Ss to look through the book then tell class 1. The generation gap how many units it has. 2. Relationships - Introduce some more information about the 3. Becoming independent topics. (Including five topics in each term) 4. Caring for those in need - There are 8 periods in each unit. They are 5. Being part of ASEAN Getting Started, Language, Reading, Speaking, + 2 reviews Listening, Writing, Culture and communication and Looking Back II. Tests: 1- Previous lesson check. III. Requirements for study preparation 2- Fifteen minutes tests (3) - Each S has books (student book and work book), 3- Periodical tests (2) CDs and notebook. 4- First term test - Prepare for the lesson before class. -Listen to the teacher attentively and take part in the lesson actively and creatively. - Take part in the activities that the teacher requires such as pair work, group work GA 11 THÍ ĐIỂM 1
2. - Do all exercises at home, learn new words and structures 4. Consolidation: - Summarize the main points: Getting to know the content of English 11, tests, . 5. Homework: - prepare for the next lesson: Unit 1- Getting started o0o GA 11 THÍ ĐIỂM 2
3. Date of preparation: 20/8/2016 Date of signing: 22/8/2016 Period 2: Unit 1: THE GENERATION GAP Part 1: Getting started I. Objectives By the end of the lesson, students will be able to: 1. Knowledge - get to know the topic, vocabulary about the generation gap and family rules, two gramatical points: should, ought to to give opinions and advice, and must and have to to express obligation 2. Skill - develop listening, spesking, reading skills 3. Attitude - have responsible attitude towards family rules II. Teaching method: Communicative III. Teaching aids - CDs & CD player, board, chalks, textbook and notebook. IV. Procedure 1. Class organization: Date Period Class Attendance Absentees/Notes __ / __ / __ 11A4 . / . 2. Previous lesson check: No 3. New lesson: T’s and Ss’Activities Knowledge Warm-up .Tell Ss that these differences can be in the choice of music, clothing, values, lifestyles, ways of shopping (directly from shopping centres or online), or communication Ask Ss questions about the picture: This is a photo of a big family. Who are the people in the photo? Is this type of family popular in your community? Elicit answers from Ss Activity 1: Listen and read: Tell Ss that they are going to listen to a conversation between two friends, Sam and Ann. Let Ss guess what Sam and Ann are talking about` - T plays the recording and asks Ss to listen and pay attention to the text to understand the content. - Ss listen and read along silently. Activity 2: Decide whether the sentences - T asks Ss to read the passage again and get are true, false or not given information to do Task 2 in pairs. 1. F - Ask students to compare the answers with a 2. F partner. 3. T - Ask some students to read the answers. 4. F - Checks and gives the correct answers: 5. T GA 11 THÍ ĐIỂM 3
4. Activity 3: Complete the definitions: - Tell Ss this activity focuses on compound nouns. Key • Ask them to complete the definitions, using the 1. A nuclear family 2. Childcare highlighted compound nouns in the conversation. 3. A generation gap 4. Table manners • Ask Ss to check answers in pairs. 5. A viewpoint 6. An extended • Check Ss’answers. k ___ family Activity 4: Find the compound nouns Ask Ss to read the conversation again to find grandparents, grandma, grandpa, seven other compound nouns. grandmother, hairstyle, housework, • Allow Ss to use a dictionary to look up the footsteps meanings of the compound nouns. Tell Ss to compare their answers in pairs / groups. Then check answers as a class Activity 5: Find verbs • Ask Ss to read the conversation again to find Opinion and advice: should, ought to verbs expressing duty, obligation, advice. Duty and obligation: must, have to Tell Ss to compare their answers in pairs / groups. Lack of obligation: not have to, not need to Then check answers as a class Activity 6: Ask and answer - ask Ss to work in pairs, practise asking and 1. I’m a part of a nuclear/extended family. answering the questions given using the ideas 2. I learn a lot of skills from my from the conversation and Ss’ own ideas grandparents. 4. Consolidation: - Summarize the main points: Getting to know the topic, the vocabulary items related and modals. 5. Homework: - practice the conversation, asking and answering questions. - prepare for the next lesson o0o GA 11 THÍ ĐIỂM 4
5. Date of preparation: 20/8/2016 Date of signing: 22/8/2016 Period 3: Unit 1: THE GENERATION GAP Part 2: Language I. Objectives By the end of the lesson, students will be able to gain: 1. Knowledge • use words and phrases related to the generation gap and family rules • identify and pronounce strong and weak forms of words in connected speech • use modals to give opinions and advice: should, ought to • use must and have to to express obligation 2. Skill - listening, reading 3. Attitude - have responsible attitude towards family rules II. Teaching method: Communicative III. Teaching aids - CDs & CD player, board, chalks, textbook and notebook. IV. Procedure 1. Class organization: Date Period Class Attendance Absentees/Notes __ / __ / __ 11A4 . / . 2. Previous lesson check: - act out the dialogue activity 1 3. New lesson: T’s and Ss’Activities Knowledge I. Vocabulary: Compound nouns Activity 1: Draw Ss' attention to the four compounds written Example: as one word: household, hairstyles, a 'greenhouse: a place for growing schoolchildren, footsteps. plants (compound noun) A compound noun is a noun that is made up of a 'green 'house: a house painted green two or more words. (free word combination) Each compound noun acts as a single unit and can be modified by adjectives and other nouns. Key: 1 -g 2-h 3-i 4-f In compound nouns, the stress usually falls on the first word. This helps us to distinguish between 5-c 6-b 7-a 8-d 9-e compound nouns and free word combinations. Activity 2: Complete the questions - T asks Ss to read the conversation again and get Key 1. hairstyle / table manners information to do Task 2 individually. 2. generation gap - Ss elicit more chores to add to the list. 3. nuclear family - Ask Ss to compare the answers with a partner. 4. junk food - Ask some students to read the answers. 5. schoolchildren - Feedback II. Pronunciation: • Play the recording for Ss to listen and repeat. Activity 1: Listen and repeat: GA 11 THÍ ĐIỂM 5
6. • Ask Ss to pay attention to the stressed words with the stress mark before the stressed syllable. • Play the recording again for Ss to listen, pausing after each sentence. Have Ss work in pairs to find out the parts of speech of the words which are stressed in these sentences. Ask Ss to study the Do you know ? box for more information about words that normally receive stress in connected speech - T plays the recording and asks Ss to listen then Activity 2: Listen and check circle the word they hear. 1. strong, weak - T asks Ss to work individually and then check 2. weak, strong answers as a class 3. weak, strong - ask pairs of Ss to role-play the questions and answers in front of the class III. Grammar: Tell Ss that this activity focuses on the use of should /shouldn't, ought to/ought not to, must/mustn't, have to/don't have to. • Ask Ss to underline the correct words to Activity 1: Underline the correct words complete the sentences, and pay attention to the 1. should meaning of the sentences in order to choose the 2. ought right word. 3. must • Have Ss work individually first, then ask them 4. have to to compare their answers in pairs. 5. must not • Check Ss'answers. Activity 2: Rewrite the sentences Have Ss do this exercise individually. Monitor the Key activity and help them, if necessary. 2. You mustn't use your mobile phone in • Check Ss' answers by asking individual Ss to the examination room. take turns to read aloud the sentences, and then 3. I don't have to type my essay. write them on the board. 4. You should tell the truth to your family. 5. Young people must plan their future career carefully. 4. Consolidation: - Summarize the main points: compound nouns, stressed and unstressed words in sentences, modal verbs: have to, ought to. 5. Homework: - complete the exs, do exs in workbook. - prepare for the next lesson o0o GA 11 THÍ ĐIỂM 6
7. Date of preparation: 20/8/2016 Date of signing: 22/8/2016 Period 4: Unit 1: THE GENERATION GAP Part 3: Reading I. Objectives By the end of the lesson, students will be able to gain: 1. Knowledge information about the generation gap, souces of conflicts between parents and children 2. Skill reading for specific information 3. Attitude - have responsible attitude towards family rules II. Teaching method: Communicative III. Teaching aids - board, chalks, textbook and notebook. IV. Procedure 1. Class organization: Date Period Class Attendance Absentees/Notes __ / __ / __ 11A4 . / . 2. Previous lesson check: - write 10 compound nouns 3. New lesson: T’s and Ss’Activities Knowledge Activity 1: Give predictions - Ask the question ‘Where do you think family conflicts come from?’ - T asks Ss work in groups, look at the picture and answer the question. - T asks Ss to call out the answers to question 1 freely. • Ask Ss to tick the conflicts (a-g) and then compare their choices with their partner's. • Ask some Ss to share their opinions with the whole class. * Checking Activity 2: Read and check Ask Ss to skim the text and compare their b, c, d, e, f predictions in 1. Check Ss' answers, and ask them to give the clues from the reading text which helped them to work out the answers Activity 3: Match the words with • Ask Ss to match the highlighted words in the definitions text with the definitions given. Key • Tell Ss to go back to the reading text to locate 1. afford the highlighted words and study the context 2. impose surrounding the words to work out their 3. brand name meaning. Then match them with the definitions. 4. norms GA 11 THÍ ĐIỂM 7
8. • Have Ss work individually, then check their 5. conflicts answers in pairs or groups. • Check the answers again as a class. Activity 4: Answer the questions - Put Ss in groups of three; ask them to read the 1. Because they strongly believe they questions first to make sure they understand what know what is best for their children. information they need in order to answer the 2. They want to be more independent, questions. It may help if Ss can understand the key create their own opinions, and make words in the questions. their own decisions. - Ask Ss to read the text again, and locate the part 3. They are worried because these of the text where they can get the answer to each clothes may break rules and norms of of the questions before they discuss the answers. society, or distract them from - Check Ss’ answer by inviting a representative schoolwork. form each group to give the answer to one of the 4. They want their children to spend questions. If the Ss’ answer is incorrect, don’t give their time in a more useful way. the right one at once, but try to elicit it from other 5. No. Some of them try to impose their Ss. choices of university or career on their children. Activity 5: Discuss with a partner -have Ss work in pairs and take turns to share their problems, and give opinions or advice -ask some Ss to report the results of their discussion 4. Consolidation: - Summarize the main points: sources of conflicts. 5. Homework: - practice the conversation, asking and answering questions. - prepare for the next lesson o0o GA 11 THÍ ĐIỂM 8
9. Date of preparation: 25/8/2016 Date of signing: 29/8/2016 Period 5: Unit 1: THE GENERATION GAP Part 4: Speaking I. Objectives By the end of the lesson, students will be able to gain: 1. Knowledge conflicts between teenagers and parents 2. Skill speaking: talking about parent-child relationship problems and offering advice on how to solve them 3. Attitude - have responsible attitude towards family rules II. Teaching method: Communicative III. Teaching aids - board, chalks, textbook and notebook. IV. Procedure 1. Class organization: Date Period Class Attendance Absentees/Notes __ / __ / __ 11A4 . / . 2. Previous lesson check: - activity 4, 5 3. New lesson: T’s and Ss’Activities Knowledge * Checking - T asks Ss to do the brainstorming cooking washing up Household chores sweeping Doing the laundry Who do the work and the feelings List three household chores you like and dislike Discuss the reasons Give comments and lead in the lesson 1. Activity 1 This activity focuses on conflicts between 1. B teenagers and their parents. 2. C • Ask Ss to read about three situations facing 3. A teenagers, and then match them with the problems a, b, or c in the box. • Walk around and help Ss, if necessary. GA 11 THÍ ĐIỂM 9
10. • Have Ss compare their answers. Check Ss' answers. • Ask Ss to further discuss if they have ever experienced these situations, and how they felt. They may give advice or express their opinions. 2. Activity 2 .This activity focuses on the ideas and useful language that Ss can use in 3 when they talk about their problems with parents. Key Students'answers • Ask Ss to read the list of things teenagers and their parents complain about. • Have them tick the complaints that they hear in their families. • Encourage Ss to add some more complaints if they can. • Help Ss with any new language they may need to express their ideas. 3. Activity 3 focuses on speaking about conflicts between teenagers and parents, and giving opinions and advice to solve the problems. • Ask Ss to work in pairs and take turns to tell their partner what they or their siblings and their parents often complain about, and then practise giving advice on how to solve the problem. • Encourage Ss to use the structures listed in Helpful expressions. • Walk around and help Ss, if necessary. Ask some pairs to role-play their conversation, and give feedback - Ask Ss to consolidate the main contents. - Give feedback. 4. Consolidation: - Summarize the main points: parent-child relationship problems and advice on how to solve them. 5. Homework: - practice the tasks. - prepare for the next lesson o0o GA 11 THÍ ĐIỂM 10
11. Date of preparation: 25/8/2016 Date of signing: 29/8/2016 Period 6: Unit 1: THE GENERATION GAP Part 5: Listening I. Objectives By the end of the lesson, students will be able to gain: 1. Knowledge information about the roles of family members 2. Skill - listening for details and for general ideas. 3. Attitude - have responsible attitude towards family rules II. Teaching method: Communicative III. Teaching aids - CD & CD player, board, chalks, textbook and notebook. IV. Procedure 1. Class organization: Date Period Class Attendance Absentees/Notes __ / __ / __ 11A4 . / . 2. Previous lesson check: - activity 3 3. New lesson: T’s and Ss’Activities Knowledge 1. Activity 1 Tell Ss that this activity focuses on listening for Key Students’answers general ideas. • Tell Ss that they are going to listen to two teenagers, Tom and Linda, discussing their conflicts with their parents. Ask Ss to circle what they think the speakers will mention in their conversation. 2. Activity 2 Ask Ss to look at the sentences in task 2 skinny (adj) This activity focuses on new vocabulary items. top (n) • Tell Ss to match the words with their stare at (v) definitions. These words will be heard in the balance (v) conversation. • Have Ss compare their answers. Check their answers. • If you think your class might not be able to understand the conversation, pre-teach additional words. 3. Activity 3 • Tell Ss that they are going to listen to the conversation between Tom and Linda and l. F decide whether the statements are true (T) or 2. F false (F). 3.T • Have Ss make guesses first. Encourage all 4.T GA 11 THÍ ĐIỂM 11
12. possible answers and explanations. Write their 5.T guesses on the board so they can see if the guesses are correct later. • Play the recording for Ss to listen. • Check Ss' answers. Activity 4 • This activity focuses on listening for specific 1. C information and inference (Question 3). 2. A • Tell Ss that they are going to listen to the 3. B conversation again, and do a multiple choice 4. C exercise. 5. B 4. Consolidation: - Summarize the main points: roles of family members. 5. Homework: - summarise the listening text. - prepare for the next lesson o0o GA 11 THÍ ĐIỂM 12
13. Date of preparation: 25/8/2016 Date of signing: 29/8/2016 Period 7: Unit 1: THE GENERATION GAP Part 6: Writing I. Objectives By the end of the lesson, students will be able to gain: 1. Knowledge words and structures related to family rules 2. Skill writing about family rules 3. Attitude - have responsible attitude towards family rules II. Teaching method: Communicative III. Teaching aids - board, chalks, textbook and notebook. IV. Procedure 1. Class organization: Date Period Class Attendance Absentees/Notes __ / __ / __ 11A4 . / . 2. Previous lesson check: - summarise the listening dialogue between Tom and Linda 3. New lesson: T’s and Ss’Activities Knowledge 1. Activity 1 • Ask Ss to read the family rules provided. Suggested answers • Have Ss complete the sentences and think 1. My parents don't let me stay out late at the about the rules in their families. They may weekend. add more rules if they can. 2. They make me keep my room tidy. 3. They tell me to take my studies seriously. 4. They warn me not to smoke or take drugs. 5. They want me to have good table manners. 6. I am not allowed to stay overnight at my friends'house. 7. They forbid me to swear or spit on the floor. 2. Activity 2 • Ask Ss to choose the three most important rules that their parents often apply in their family, and then give the reasons in the space provided. • Tell Ss to read and analyse the example so that they know what they are expected to do. Help Ss to express their ideas, if necessary Ask Ss to read the text. In pairs complete the chore chart. Call some of them to tell class. - Ss present in class. GA 11 THÍ ĐIỂM 13
14. 3. Activity 3 Ask Ss to complete a letter about family rules. Suggested answer • Explain that they can use the ideas provided Pham NgocThach, Dong Da, Ha Noi, Viet Nam previously to write the letter. February, 10'\ 2016 • Have Ss exchange their letters for peer Dear Lauren, checking. Walk around and help Ss, if I'm very happy to know that you'll be staying with my necessary. family for two months. We live in a four-bedroom flat • Collect Ss' letters to give further feedback. on the 15lh floor. You will have your own bedroom during your stay here. You asked me about our family rules. There are three important ones that we must follow. One important rule in my family is that every member of the family has to keep his or her room tidy. My brother and I have to make our beds every morning, and clean the floor and windows twice a week. Another important rule is that my brother and I must be home before 10 p.m. My parents are very strict and believe that setting a curfew will help us to become responsible, and stay safe and healthy. The third important rule is that we mustn't invite friends to stay overnight. This is not only our family rule, but also the rule for all people living in the building. If you have any questions, please let me know. We will try our best to make you feel comfortable during your stay with us. I hope you will enjoy your time in Viet Nam. Looking forward to meeting you. Best wishes, Ha 4. Consolidation: - Summarize the main points: write a letter to a teen to inform him/her about the rules in your family. 5. Homework: - revise the writing. - prepare for the next lesson o0o GA 11 THÍ ĐIỂM 14
15. Date of preparation: 25/8/2016 Date of signing: 29/8/2016 Period 8: Unit 1: THE GENERATION GAP Part 7: Communication and culture I. Objectives By the end of the lesson, students will be able to gain: 1. Knowledge information about the return of the extended families in the UK and the USA 2. Skill - further speaking practice related to the unit topic. - practise asking and answering the questions 3. Attitude - have responsible attitude towards family rules II. Teaching method: Communicative III. Teaching aids - board, chalks, textbook and notebook. IV. Procedure 1. Class organization: Date Period Class Attendance Absentees/Notes __ / __ / __ 11A4 . / . 2. Previous lesson check: - check Ss’ writing 3. New lesson: T’s and Ss’Activities Knowledge 1. Communication: Discussion about the family rules • Ask Ss to work in groups to practise asking and Students'answers answering the questions. (Suggested answers for question 2) • Have Ss take notes of their partners' answers, Living in an extended family: and help them to express their ideas, if Advantages: have more support necessary. from other family members, Disadvantages: there are a lot of conflicts between different generations, 2. Culture: Ask Ss to read the text carefully and highlight any -The number of multi-generational words they may not know. Explain their meaning households with three or four generations or have Ss look up the words in a dictionary. living under the same roof • Encourage Ss to compare their guesses about -Unemployment, part-time work and low- the reasons for the return of the extended paid jobs have become more common. The families in the UK and the USA with the ones cost of housing has become higher. The provided in the text. pressures of childcare and elderly care have • Have Ss answer the questions, and compare become heavier. their answers. -The disadvantages are the lack of space, • Check answers as a class. independence and privacy, and the daily conflicts -They can develop relationships with adults GA 11 THÍ ĐIỂM 15
16. other than their parents. -Old people can become more active when interacting with the younger generations 4. Consolidation: - Summarize the main points: the return of the extended families in the UK and the USA. 5. Homework: - learn the structures and vocabulary. - prepare for the next lesson o0o GA 11 THÍ ĐIỂM 16
17. Date of preparation: 25/8/2016 Date of signing: 29/8/2016 Period 9: Unit 1: THE GENERATION GAP Part 8: Looking back I. Objectives By the end of the lesson, students will be able to gain: 1. Knowledge Review of unit 1: - strong and weak forms of words in connected speech. - vocabulary items related to the topic - the use of should/shouldn't and ought to/oughtn't to for giving opinions and advice. 2. Skill speaking 3. Attitude - have responsible attitude towards family rules - enhance attitude towards the subject II. Teaching method: Communicative III. Teaching aids - CD & CD player, board, chalks, textbook and notebook. IV. Procedure 1. Class organization: Date Period Class Attendance Absentees/Notes __ / __ / __ 11A4 . / . 2. Previous lesson check: - activity 2 (page 15) 3. New lesson: T’s and Ss’Activities Knowledge I. Pronunciation: 1. Activity 1 Ask Ss to identify the stressed words and put a stress mark before the stressed syllables. • Have them listen and check answers. • Ask several Ss to read the sentences aloud. Praise Ss who try to stress the correct words, and reduce the unstressed vowels. 2. Activity 2 This activity focuses on the stressed words in short exchanges. • Ask Ss to identify the stressed words and put a stress mark before their stressed syllables. • Have them compare their answers with a partner, and then listen and check. • Ask Ss to practise reading the exchanges in pairs. II. Vocabulary 1. Activity 1 • Have Ss read the instructions and do this 1. nuclear family activity individually. Then ask them to 2. generation gap GA 11 THÍ ĐIỂM 17
18. compare their answers in pairs. 3. homestay 4. Conflicts 5. curfew 2. Activity 2 • Ask Ss to make compound nouns with family. Single-parent family • Ss can use a dictionary, if necessary. Then they Family doctor compare their answers in pairs or groups. Family tree Family name Extended family Nuclear family Family rules III. Grammar: Activity 1: • Ask Ss to complete the sentences with should, Key: shouldn't, ought or oughtn't. 1- ought to • Have Ss do the task individually first, and then 2- should not, ought to compare their answers. 3- should not • Check answers as a class. 4- oughtn’t to, should Activity 2: • Ask Ss to complete the sentences with must / 1- have to/has to mustn't or have to/has to and don't have to 2- mustn't /doesn't have to. 3- must • Have Ss do the task individually first, and then 4- don't have to compare their answers. • Check answers as a class. 4. Consolidation: - Summarize the main points: review of unit 1. 5. Homework: - complete the project. - prepare for the next lesson PROJECT • Tell Ss that this project aims at providing additional speaking practice and helps Ss to consolidate the language they have learnt throughout the unit. • Ask Ss to work in groups of 6 to 8. Each group will interview 15 teenagers, aged 15-17, living in their area, and take notes of their answers. Ss can use the suggested questions. • Ss report their group's findings to the whole class. Encourage Ss to ask additional questions related to the report o0o GA 11 THÍ ĐIỂM 18
19. Date of preparation: 31/8/2016 Date of signing: 06/9/2016 Period 10: Unit 2: RELATIONSHIPS Part 1: Getting started I. Objectives By the end of the lesson, students will be able to gain: 1. Knowledge Getting to know the topic, some vocabulary related to relationships, and two grammar points: linking verbs and cleft sentences. 2. Skill Listening, reading 3. Attitude - being aware of teenage relationship problems II. Teaching method: Integrated, mainly communicative III. Teaching aids - CD & CD player, board, chalks, textbook and notebook. IV. Procedure 1. Class organization: Date Period Class Attendance Absentees/Notes __ / __ / __ 11A4 . / . 2. Previous lesson check: - talk about the generation gap in your family 3. New lesson: T’s and Ss’Activities Knowledge Activity 1: Ask Ss to look at the picture and guess what the Suggested answers two people's relationship is and what they are They are grandmother and granddaughter. talking or thinking about. The grandmother is telling her Tell Ss that they are going to listen to a granddaughter to focus on schoolwork, conversation between a student and her while the girl is thinking about romantic grandmother. relationships. Play the recording. Ss listen and read the conversation silently Activity 2: Ss read the statements about the conversation 1. T (‘oh, one of my and decide whether they are true, false or not classmates’) given. 2. F (Mai tells her grandmother they're just friends and Nam is not her boyfriend.) 3. T (* there's no real friendship between a boy and a girl.’) 4. T (Mai's grandmother went to a single-sex school.) 5.NG 6. T (Mai tells her grandmother that Have Ss work in pairs. Ask them to read the all her classmates are very kind, GA 11 THÍ ĐIỂM 19
20. conversation again, and find the verbs that come caring and sympathetic.) before the words in the list. This activity helps Activity 3: Ss to discover the use of linking verbs with 1. get involved adjectives. 2. feel bored 3. are very kind, caring and sympathetic sounds good 4. Consolidation: - Summarize the main points: Getting to know the topic, some vocabulary related to relationships, and two grammar points: linking verbs and cleft sentences 5. Homework: - practice the tasks. - prepare for the next lesson o0o GA 11 THÍ ĐIỂM 20
21. Date of preparation: 31/8/2016 Date of signing: 06/9/2016 Period 11: Unit 2: RELATIONSHIPS Part 2: Language I. Objectives By the end of the lesson, students will be able to gain: 1. Knowledge - Vocabulary related to relationships, Linking verbs and Cleft sentences, contracted forms of nouns/ pronouns 2. Skill Listening, reading, writing 3. Attitude - being aware of teenage relationship problems II. Teaching method: Integrated, mainly communicative III. Teaching aids - CD & CD player, board, chalks, textbook and notebook. IV. Procedure 1. Class organization: Date Period Class Attendance Absentees/Notes __ / __ / __ 11A4 . / . 2. Previous lesson check: - act out the dialogue 3. New lesson: T’s and Ss’Activities Knowledge I. Vocabulary: Activity 1 - Ask Ss to match the words or phrases with Key their meanings. 1. have got a date 2. break up 3. romantic relationship 4. argument 5. sympathetic 6. lend an ear 7. be in a relationship 8. be reconciled Activity 2 - Ask Ss to pay attention to the context in 1. lend an ear, broke up which the words or phrases in 1 can be used. 2. reconciled When using a verb or a noun, Ss need to 3. romantic relationship consider its suitable form (tense of verbs; 4. in a relationship, arguments singular or plural form of nouns). 5. have got a date 6. sympathetic II. Pronunciation Activity 1 - contracted forms in casual speech. Ask Ss to + shouldn't - should not find the shortened forms of verbs and +you're - you are negative words (‘not’) and write their full +we're - we are forms in the space provided. +It's - It is +there's - there is +don't - do not +he's - he is +you'll - you will GA 11 THÍ ĐIỂM 21
22. +Didn't - Did not +I'm-I am Activity 2 - Ask Ss to listen and underline the contractions 1. will, I'll or the full forms in the exchanges. Explain 2. am some of the rules for contracted forms. 3. He is, he's Check answers as a class. 4. we are, didn't Notes a. Noun / pronoun, etc. + verbs - The short form 's(=is/has) can be used after nouns, pronouns, question words, here and there. The short forms'd (= had/would), 'll and 're are usually used after pronouns, some question words, short nouns, and there. - Full forms are used at the end of a clause (e.g. Yes, he is.) or when the speaker wants to emphasise some information, hence the primary stress on the full form (e.g. He HAS done it, not WILL do it.). b. Verbs + not - There are two possible contractions for negative expressions, e.g. She's not /She isn't Negative contractions can be used at the end of a clause, e.g. No, they haven't Play the recording for Ss to repeat chorally and individually III. Grammar Linking verbs Explain to Ss that linking verbs are used to describe or identify the subjects of the verbs. Activity 1 An adjective or a noun can follow a linking 1. sounds 2. grow/get verb, but the focus of the lesson is on the use 3. stay 4. getting of linking verbs with adjectives. 5 seem 6. look • First, have Ss choose a suitable verb for each sentence from the word box, and then ask them to use the correct form of the verb to complete the sentence. Activity 2 Ask Ss to read the sentences carefully and 1. unhappy 2 warmly identify the linking verbs. 3. suddenly 4. excited • Explain to them that some verbs (appear, look, 5. angry 6. annoyed taste, smell, sound, and feel) can refer to an 7. awful 8. quickly action (= action verbs) and be followed by an adverb. Cleft sentences with It is / was that Activity 3 1. It was her sad story that made me cry. Explain to Ss that cleft structures are used to 2. It is you who are to blame for the damage. / emphasise a particular part of a sentence. It's you that is to blame for the damage. It is is used when the main verb is in the 3. It's hiking in the forest that we really enjoy. present tense, and It was is used when the 4. It's your parents that / who you should GA 11 THÍ ĐIỂM 22
23. main verb is in the past tense. really speak to when you have problems. • Ask Ss to put the underlined part (= the focus) 5. It's his dishonesty that I dislike the most. in each sentence after It is/was 6. It's Jim that / who Lana is in a relationship with. 7. It was at the age of 20 that he became successful as a famous writer. 8. It was in a nice coffee shop that they had their first date. Activity 4 2. No. It was a smartphone that he gave me Have Ss practise asking and answering the for my birthday questions in pairs. Tell them not to emphasise 3. No. It's in Tokyo that I'm going to spend any of the words in the questions. Encourage the holiday with my family them to stress the words in focus in the answers 4. No. It's a lawyer that I want to become 5. No. It's his brother that / who earns 10,000 dollars a month 6. No. No. It's my friend that / who can speak three languages fluently 7. It's Ha that / who is in love with Phong. 8. No. It's at 8 a.m. (tomorrow) that we have a meeting 4. Consolidation: - Summarize the main points: Vocabulary related to relationships, Linking verbs and Cleft sentences, contracted forms of nouns/ pronouns 5. Homework: - practice the tasks. - prepare for the next lesson o0o GA 11 THÍ ĐIỂM 23
24. Date of preparation: 08/9/2016 Date of signing: 12/9/2016 Period 12: Unit 2: RELATIONSHIPS Part 3: Reading I. Objectives By the end of the lesson, students will be able to gain: 1. Knowledge Understanding a text about teenage relationship problems in an advice column and where people could seek advice when they have problems. 2. Skill Reading (skimming, scanning) 3. Attitude - being aware of teenage relationship problems II. Teaching method: Integrated, mainly communicative III. Teaching aids - board, chalks, textbook and notebook. IV. Procedure 1. Class organization: Date Period Class Attendance Absentees/Notes __ / __ / __ 11A4 . / . 2. Previous lesson check: - activity 1,2 (p21) 3. New lesson: T’s and Ss’Activities Knowledge Activity 1: - Ask Ss to look at the people in the three pictures, Suggested answers paying attention to their body language. Have Ss Picture a. The teacher is returning students' work in pairs and guess what is happening to these papers. The boy is depressed because of his people or how they are feeling. poor grades. Picture b. Their relationship is breaking up. Picture c. They're having an argument Activity 2: -Tell Ss that they are going to read an advice Key column in a newspaper including readers'questions b (Van Ha: My friend betrayed my trust.) and a counsellor's replies. c (Quang Nam: I don't have friends • Ask Ss to read the questions and replies quickly and find the main ideas. Have Ss choose the best summary of each reader's problem Notes The part of a newspaper or magazine in which a counsellor gives advice to the readers who have sent letters about their personal problems is usually called an agony column. In British English, the person who gives advice is called an agony aunt or agony uncle. GA 11 THÍ ĐIỂM 24
25. Activity 3: Have 5s read the five definitions in this part. Ask 1. be on good terms with someone them to find the words or expressions in the text to 2. take the initiative match with these definitions. 3. trust Have Ss work in pairs and practise asking and 4. engage in (a conversation) answering questions 5. drop out (of school) Activity 4 - ask Ss to read the text again and find the answers 1. They are close friends. to the questions 2. Ha told Hoa about her depression and her - Have Ss work in pairs to exchange their answers intention to drop out of school. - ask Ss to give answers orally 3. Because Hoa promised to keep Ha’s - check with the whole class story secret, but then she told their teacher about it. 4. No. She tries to explain why Hoa told the teacher about Ha's problem, and advises Ha to talk to Hoa again. 5. He thinks he is short and fat, and girls don't find him attractive. 6. Because Nam does not have a good relationship with the girls in his class. 7. The counsellor advises Nam to focus on his studies, become an excellent student and learn how to start a friendly conversation with his classmates. Activity 5 Have Ss discuss with a partner. Ask them some If you were Ha or Nam, would you feel guiding questions before they start their pleased with the counsellor's advice? discussion If you were the counsellor, what else would you tell them? 4. Consolidation: - Summarize the main points: • Ask Ss: What have you learnt today? What can you do now? • Elicit answers: / can understand a text about teenage relationship problems in an advice column. I know where people could seek advice when they have problems. 5. Homework: - practice the tasks. - prepare for the next lesson o0o GA 11 THÍ ĐIỂM 25
26. Date of preparation: 18/9/2016 Date of signing: 19/9/2016 Period 13: Unit 2: RELATIONSHIPS Part 4: Speaking I. Objectives By the end of the lesson, students will be able to gain: 1. Knowledge More information related to relationships, personal problems. 2. Skill Speaking: talking about personal problems; asking for and giving advice 3. Attitude - being aware of teenage relationship problems II. Teaching method: Integrated, mainly communicative III. Teaching aids - board, chalks, textbook and notebook. IV. Procedure 1. Class organization: Date Period Class Attendance Absentees/Notes __ / __ / __ 11A4 . / . 2. Previous lesson check: - Activity 4 3. New lesson: T’s and Ss’Activities Knowledge Activity 1: Ask Ss to read the conversation quickly to get the 1. b 2. e main idea.Then they read it again and match the 3. d 4. a sentences (a-f) with the gaps (1-5) in the 5. f 6. c conversation. Activity 2: Have Ss identify the main ideas in the She was chosen to take part in the conversation. Ask them to answer the questions English Public Speaking Contest in Da Nang, but her parents don't allow her to go there.They are worried because she has never been away from home. Van advises Chi to ask their teacher to persuade Chi's parents Activity 3+4 Ask Ss to practise the conversation in pairs. What's the problem? Have Ss work in pairs, choose one topic and make What should I do? a similar conversation. have an idea Ask them to use the expressions when talking about problems, asking for advice and giving advice: Activity 5: Ask Ss to work in pairs or groups. Have them take GA 11 THÍ ĐIỂM 26
27. turns talking about the problems that they have had at school or at home (e.g. conflicts or misunderstandings between them and their friends, siblings, parents, or teachers), and what they did to deal with the problems. 4. Consolidation: - Summarize the main points: talking about personal problems; asking for and giving advice 5. Homework: - practice the tasks. - prepare for the next lesson o0o GA 11 THÍ ĐIỂM 27
28. Date of preparation: 18/9/2016 Date of signing: 19/9/2016 Period 14: Unit 2: RELATIONSHIPS Part 5: Listening I. Objectives By the end of the lesson, students will be able to gain: 1. Knowledge listening to a talk show for specific information about relationships. 2. Skill Listening, speaking 3. Attitude - being aware of teenage relationship problems II. Teaching method: Integrated, mainly communicative III. Teaching aids - CD & CD player, board, chalks, textbook and notebook. IV. Procedure 1. Class organization: Date Period Class Attendance Absentees/Notes __ / __ / __ 11A4 . / . 2. Previous lesson check: - talk about the problems that you have had at school or at home (e.g. conflicts or misunderstandings between them and their friends, siblings, parents, or teachers), and what you did to deal with the problems. 3. New lesson: T’s and Ss’Activities Knowledge Activity 1: Have Ss discuss the questions in Activity 1 with a Suggested answers partner. Ask Ss some other guiding questions: Do - Yes, because my parents are sympathetic. you usually tell your problems or secrets to your They can give me some advice. parents? Are they willing to lend an ear? If you - No, because my parents are very strict and have a boyfriend or girlfriend, will you tell your unsympathetic. parents about it? Activity 2: Ask Ss to listen to a talk show for specific details 1. C and choose the best option to complete each 2. B statement. If Ss cannot find the answer, stop the 3. C recording after the sentence containing the 4.A information for the answer. Ask Ss to compare their answers with a partner. Activity 3: Activity 3 focuses on listening for more specific 1. The talk show is about how teenagers information. Ask Ss to read the questions before and their parents deal with problems. listening, and underline the key words in each 2. They need to learn to form safe and question. healthy relationships with other people Example: (friends, parents, teachers and Q1: main topic romantic partners). Q2: teenagers, prepare for becoming adults Q3: 3. Parents should offer a shoulder for what, parents do, children experience break-ups their children to cry on and listen to GA 11 THÍ ĐIỂM 28
29. Q4: parents, strongly oppose, romantic them. relationships 4. No. Because their strong opposition • Play the recording without pausing. Ask Ss to will make their children stop talking listen, write down the answers, and then discuss about their answers in pairs. Activity 4: Ask Ss some questions before they start the Suggested answer discussion. A person should start a romantic What is the purpose of a romantic relationship? relationship when he / she is at an age or Do people start a relationship just for fun or for stage in life when he / she is mature a possible marriage? enough, and is ready for a possible • Tell Ss that the answers to these questions will marriage. For this reason, the ‘right’ age help them to decide on the "right' age for a can be different from person to person. romantic relationship. 4. Consolidation: - Summarize the main points: develop listening skill (for specific information) and get more information about relationships. 5. Homework: - summarize the listening text. - prepare for the next lesson o0o GA 11 THÍ ĐIỂM 29
30. Date of preparation: 18/9/2016 Date of signing: 19/9/2016 Period 15: Unit 2: RELATIONSHIPS Part 6: Writing I. Objectives By the end of the lesson, students will be able to gain: 1. Knowledge teenagers' relationship problems with parents or friends. 2. Skill Writing 3. Attitude - being aware of teenage relationship problems II. Teaching method: Integrated, mainly communicative III. Teaching aids - board, chalks, textbook and notebook. IV. Procedure 1. Class organization: Date Period Class Attendance Absentees/Notes __ / __ / __ 11A4 . / . 2. Previous lesson check: - activity 4 3. New lesson: T’s and Ss’Activities Knowledge - Lead in: Inform the class of the lesson objectives Activity 1: Explain to Ss that people now tend to write about 1. upset recent events or any topics of interest and post 2. shocked their stories on the Internet (through social 3. influence networking sites or online forums). 4. different • Ask Ss to read through the posting and complete 5. talented it with the words in the box. 6. appearances Activity 2: The focus of this activity is on the different parts g 2. of the story posted to the teen forum. Ask Ss to c 3. read through the list (a-g) and put the parts in the f 4. order they appear in the online posting in 1. d 5. e 6. a 7. Activity 3: .Explain to Ss that there are three topics for them to choose from. These topics are about teenagers' relationship problems with parents or friends. Encourage Ss to add more details when they write the story. • Ask Ss to write their drafts individually, and then exchange their writing with a partner for peer GA 11 THÍ ĐIỂM 30
31. feedback. Encourage Ss to make revisions, if necessary. • Collect some of Ss’ final drafts and give comments. Activity 4: This activity is optional. Have Ss do it in class if there is enough time or let them do it at home. Collect Ss'drafts in the next lesson for further comments and grading 4. Consolidation: - Summarize the main points: write about teenagers' relationship problems with parents or friends 5. Homework: - revise the writing. - prepare for the next lesson o0o GA 11 THÍ ĐIỂM 31
32. Date of preparation: 21/9/2016 Date of signing: 26/9/2016 Period 16: Unit 2: RELATIONSHIPS Part 7: Communication & Culture I. Objectives By the end of the lesson, students will be able to gain: 1. Knowledge - understanding about online friendship: the advantages and disadvantages of having online friends, and about the different ways of dating around the world 2. Skill Listening, reading, speaking 3. Attitude - being aware of teenage relationship problems II. Teaching method: Integrated, mainly communicative III. Teaching aids - CD & CD player, board, chalks, textbook and notebook. IV. Procedure 1. Class organization: Date Period Class Attendance Absentees/Notes __ / __ / __ 11A4 . / . 2. Previous lesson check: - check Ss’ online posting. 3. New lesson: T’s and Ss’Activities Knowledge I. Communication: 1. Activity 1: This activity provides further listening practice. 1. Hung can have more knowledge of Explain to Ss that when different cultures and lifestyles people use the Internet, they have a lot of because his online friends come from opportunities to make online different places around the world. friends from around the world. 2. He can contact his friends whenever • Have Ss read the questions and underline the he wants, as long as they are online. key words before listening. 3. Because he doesn't have to spend • Play the recording once or twice depending on money on dinners, parties or cinema Ss' level. tickets. • Ask Ss to work with a partner to compare their 4. The most important benefit of having answers. Check answers as online friends is that he can end a a class. relationship quickly. 5. Sometimes he doesn't know for sure who these friends really are, as they may not use their real names. Have Ss work in groups and discuss the 2. Activity 2: questions. • Ask the representatives of some groups to report their groups' opinions to the rest of the class. II. Culture: Have Ss read the text about dating in some 1. Activity 1: GA 11 THÍ ĐIỂM 32
33. countries and write the information below the Example: pictures. In Picture a: A woman is typing on a • Ask them to look at the pictures carefully to computer. The roses indicate that find out what the people in the pictures are she is probably on a dating site and doing. someone has sent her a love message. In Picture b: People are talking in pairs. They want to know more about their partners. In Picture c: A group of young people are probably going camping or hiking. Key a. online dating/US b. speed dating / Singapore c. group dating / Europe and Australia Ask Ss to read the text again to decide whether 2. Activity 2: the statements are true, false, or not given. 1. T • Have Ss compare their answers with a partner. 2. F 3. T 4,5. NG 6. F Have Ss discuss the question in pairs. After their 3. Activity 3: discussion, ask some pairs to report their opinions Suggested answer to the class. Group dating is very popular in Viet Nam, especially among young people. Speed dating is not popular as there are no companies that provide that kind of service. Online dating services can be found on the Internet, but they are not very popular as many people think online dating is not safe. 4. Consolidation: - Summarize the main points: . improve listening, speaking and reading skills. . learn about the advantages and disadvantages of having online friends, and about the different ways of dating around the world 5. Homework: - practice the tasks. - prepare for the next lesson o0o GA 11 THÍ ĐIỂM 33
34. Date of preparation: 22/9/2016 Date of signing: 26/9/2016 Period 17: Unit 2: RELATIONSHIPS Part 8: Looking back I. Objectives By the end of the lesson, students will be able to gain: 1. Knowledge - reviewing pronunciation, vocabulary, and grammar 2. Skill Listening, writing 3. Attitude - being aware of teenage relationship problems II. Teaching method: Integrated, mainly communicative III. Teaching aids - CD & CD player, board, chalks, textbook and notebook. IV. Procedure 1. Class organization: Date Period Class Attendance Absentees/Notes __ / __ / __ 11A4 . / . 2. Previous lesson check: - activity 2 (p26.) 3. New lesson: T’s and Ss’Activities Knowledge Pronunciation: Help Ss to review the pronunciation rules for 1. is contracted and full forms. Have 5s underline 2. am, will, have the words which could be contracted in the 3. would, cannot, is exchanges, and then work with a partner to 4. is, will not, do not compare their answers. Play the recording. Have Ss listen and check their answers Vocabulary: 1. dating • The six words and phrases in the box are the 2. lend an ear ones most frequently used in the unit. Have Ss 3. romantic relationships write them in the blanks, making changes to 4. meet face to face the verb forms, if necessary. 5. broke up 6. be in a relationship Grammar: 1. Activity 1: This activity aims to help Ss to make questions 1. How did Peter feel when his with linking verbs. This is the first step before Ss girlfriend broke up with him? answer these questions, using adjectives after the 2. How will I look if I cut my hair linking verbs. short? 3. How did you feel when you lost the game? 4. How did Martin's voice sound in the live show on TV last night? 5. How does your soup taste? GA 11 THÍ ĐIỂM 34
35. 6. How would you feel if you had no friends? 2. Activity 2: Have Ss write their answers in the gaps, using the Suggested answers given adjectives. Then ask Ss to practise in pairs. 1. He felt depressed. One student asks questions and the other gives 2. You'll look attractive. answers. 3.1 felt disappointed. 1. His voice sounded awful. 2. It tastes great. 3. I'd feel lonely. 3. Activity 3: Activity 3 focuses on cleft sentences. Draw Ss' 1) f It was me that started arguing with attention to the verb tense of be (is/was) after It Jim. and the focus in the first part of each sentence. 2) d It's travelling around the world that This will help them to choose the right answer. has helped me to learn about other cultures. 3) a It's on Friday that Sue usually visits her grandmother. 4) g It’s his attitude towards others that really upsets me. 5) b It's John that is always telling lies. 6) c It was my old friend that I got the news from. 7) e It was in Paris that I started my first romantic relationship. 4. Consolidation: - Summarize the main points: the contracted forms of verbs and negative words, linking verbs, cleft structures 5. Homework: - practice the tasks. - prepare for the next lesson o0o Project: 1 - For this project, Ss vote for the best story for a storytelling contest organised by the school, • First, ask Ss to think about the questions in the Student's Book and take notes. They can do this individually. • Then have them discuss their notes in groups, and get some feedback from the group members. • Next, have Ss work individually to write their stories. Ask them to think about the following ideas when they draft their stories: * setting (where it happened) * characters (who was involved; what their personalities were) * structure or planning (introduction, incidents or events, conflicts, solutions) * moral lesson of the story (Examples: Don't tell lies to your friends or parents; don't run away from problems; be ready to help people in need.) • Finally, ask Ss to practise telling their stories in groups. 2 Each group chooses the best story which meets the two criteria (content and storyteller's performance). • The best storyteller of each group tells his / her story in front of the class. GA 11 THÍ ĐIỂM 35
36. Date of preparation: 23/9/2016 Date of signing: 26/9/2016 Period 18: PERIODICAL TEST 1    I. OBJECTIVES: By the end of the lesson, Ss will be able to: ➢ Check the language and skills that they have learnt in the units 1,2 ➢ practise their examining skills ➢ have positive attitude toward self-study and self-evaluation II. METHOD: Observation and evaluation III. TEACHING AIDS: photocopied test papers IV. PROCEDURE: 1. Class organization: Date Period Class Attendance Absentees/Notes __ / __ / __ 11A4 . / . 2. Previous lesson check: - Check Ss’ preparation for doing the test - Remind Ss to obey the test rules 3. New lesson: - Matrix - Questions - Answer 4. Consolidation: - Give general comments on Ss’attitude during the test - Summarize the main points tested: main points of unit 1+2 5. Homework: - revise some key points - prepare for unit 3- Getting started ✰✰✰ ❧ ✍•✍ ❧ ✰✰✰ GA 11 THÍ ĐIỂM 36
37. Date of preparation: 29/9/2016 Date of signing: 03/10/2016 Period 19: Unit 3: BECOMING INDEPENDENT Part 1: Getting started I. Objectives By the end of the lesson, students will be able to gain: 1. Knowledge - getting to know the topic of becoming independent, the vocabulary related to being independent, and the grammar points of the unit: to-infinitives after cetain nouns and adjectives. 2. Skill Listening, reading, speaking 3. Attitude - be raised an awareness of being independent. II. Teaching method: Integrated, mainly communicative III. Teaching aids - CD & CD player, board, chalks, textbook and notebook. IV. Procedure 1. Class organization: Date Period Class Attendance Absentees/Notes __ / __ / __ 11A4 . / . 2. Previous lesson check: No 3. New lesson: T’s and Ss’Activities Knowledge Warm-up - shows Ss some pictures and ask Ss to answer * Questions: the questions 1. What words come up to your mind when you think of an independent person? Ss Look at the pictures and answer the 2. Does an independent person often ask for questions. help when doing things? 3. Can she do things for herself? T elicits answers from students, encourages different interpretations Lead in: These people are doing the work without being paid for it. What do you call this kind of work? (Expected answer): BECOMING INDEPENDENT In our lesson today, you will know about volunteer activities 1. Listen and read - asks Ss to guess what the conversation might -Topic: an independent person be about by reading the title “An independent - Vocabulary: reliable, determined, person” confident, - T asks Ss some questions about the - Grammar: To- V conversation: “What are Mai and Lan talking about?” - Ss can guess the content of the conversation GA 11 THÍ ĐIỂM 37
38. - play the recording. - listen and read the conversation at the same time. - ask Ss to underline vocabulary related or the grammar points which appear in the dialogue. 2. Answer the questions: * Expected answers: - lets Ss read the questions first, then read the 1. Because Minh doesn’t rely on other people conversation again to answer the questions for help and isn’t influenced by other’ Ss work in pairs to practice asking and people’s opinions answering the questions 2. Because he always completes his tasks on time, and never needs to be reminded about - Ss report their answers assignments and other schoolwork. - check if they have any difficulty in 3. He tried hard and spent the whole night an understanding the conversation. a hard Maths problem when most student in - refer the conversation to get clues for their the class had given up. answers 4. He always tries to find solutions to his - check Ss’ answers and encourage Ss to give problem and seldom needs help from others. their opinions to answer the question 6 5. Responsible, reliable, self-reliant, decisive, determined, well-informed and confident 6. Ss’ own answers 3. Match each word with their definitions - ask students to look through the task then work 1. d individually to finish the task 2. e - work individually to finish the task 3. b - ask them to work in pairs to compare and 4. c check their answers 5. f - call some students to give the answers then 6. a give the correct answers 4. Find the sentences with To-infinitive after certain adjectives and nouns in the conversation and write down them in the spaces below 1. It’s good to have a friend you can rely on. - tell Ss to take a quick look at the conversation 2. Evan our Maths teacher was very surprised to find the sentences with To-infinitive after to read his answer. certain adjectives and nouns, underline them 3. His parents must be really pleased to have and then write down such a son. - Ss work in pairs 4. But he still has time to read, 5. It’s interesting to talk to him. - Check their answers and give the feedback. 6. I really admire his ability to make decisions so quickly. 7. You’re lucky to have a close friend like him. 4. Consolidation: - Summarize the main points: getting to know the topic of becoming independent, the vocabulary related and the grammar point to-infinitive 5. Homework: - practice the tasks. - prepare for the next lesson o0o GA 11 THÍ ĐIỂM 38
39. Date of preparation: 29/9/2016 Date of signing: 03/10/2016 Period 20: Unit 3: BECOMING INDEPENDENT Part 2: Language I. Objectives By the end of the lesson, students will be able to gain: 1. Knowledge - vocabulary related to the topic, suffixes to form adjectives - linking between a consonant and a vowel - To-infinitives after adjectives and nouns 2. Skill Listening, reading, writing 3. Attitude - be raised an awareness of being independent. II. Teaching method: Integrated, mainly communicative III. Teaching aids - CD & CD player, board, chalks, textbook and notebook. IV. Procedure 1. Class organization: Date Period Class Attendance Absentees/Notes __ / __ / __ 11A4 . / . 2. Previous lesson check: - act out the dialogue. 3. New lesson: T’s and Ss’Activities Knowledge Warm-up: T asks Ss to look at the pictures and write down adjectives to describe them - Ss give the adjectives (if they can’t, T give some letters to help them find out Adj. easily) - T leads into the new lesson. T explains to Ss what they are supposed to do I: Vocabulary * Activity 1: Complete the table with words that have the same roots as the adj. in the Ss can use dictionaries to look up words to first column. complete the table Adjective Noun Adverb T can point out the use of suffixes such as – 1 reliable reliability reliably ity, -ce, -ness, -tion as a word formation strategy 2 confident confidence confidently Ss speak out 3 independent independence independently 4 self-reliant self-reliance T writes the corresponding word form on the 5 decisive decisiveness decisively board 6 determined determination determinedly 7 responsible responsibility responsibly * Activity 2: Complete the sentences with - T asks Ss to work individually first some of words from 1 GA 11 THÍ ĐIỂM 39
40. - Ss work individually 1. reliable - T lets Ss work in pairs or groups to compare 2. confidence their answers 3. well-informed - Ss work in pairs or groups to compare their 4. responsible answers 5. self-reliance - T calls some representatives to speak out their 6. decisively answers and explain them if T asks 7. independence - T gives feedback II: Pronunciation (linking between a consonant and a vowel) T shows the pictures and has Ss read aloud the Do you like it? sentence Ss read aloud T elicits - Linking between a consonant and a vowel T introduces how to link between a consonant is a very important feature of English as it and a vowel helps preserve rhythm and makes the spoken T plays the recording for Ss to listen language sound natural. T plays the recording again with pauses for Ss * Activity 1: Listen and repeat the to repeat each sentence following sentences, paying attention to the Ss listen and repeat the sentences linking between the words. Ss study The Yellow stick note - Linking can occur when a word ends in a T asks Ss to work in pairs and take turns reading consonant and the following word starts with the sentences in rows a vowel. The consonant sound is linked with - Ss practice the sentences a few times. the vowel sound. - T invites some Ss to read the words and * Activity 2 : Listen and link ( )the corrects their pronunciation consonant sounds and the vowel sounds. Then practice reading the sentences. - T reminds Ss of To-infinitives after nouns/ III. Grammar: adjectives * Activity 1: To-infinitives after nouns/ - T asks Ss to pay attention to sentences with adjectives TO- INFINITVE in GETTING STARTED 1. Form: S + linking V + N/ Adj. + TO- infinitive 2. Uses: - Ss write down and discuss how to TO- infitive We can use the to- infinitive after certain adj. used in these sentences. to give a reason for the adj. - T gives feedback. Eg: I’m happy to meet you again. * Note: We can use the to- infinitive after with IT and - Ss make some examples of their own. certain adj. to make a comment or judgment. - T gives explanations and provides help when It + linking V + Adj. + TO- infinitive necessary. Eg: It is interesting to talk to him. (IT is the formal subject while the infinitive phrase is the real subject of sentence. Eg: Talking to him is interesting 1. It’s good to have a friend you can rely on. GA 11 THÍ ĐIỂM 40
41. (It + linking V + Adj. + TO- infinitive) 2. Even our Maths teacher was very surprised to read his answer. (S + linking V + Adj. + TO- infinitive) 3. But he still have time to read .( S + linking V + N + TO- infinitive) - Ss rewrite the sentences * Activity 2: To-infinitives after adjectives - T asks Ss to work in pairs to check their 1. The little boy was afraid to jump into the pool. answers 2. She is proud to be the leader of the group. - T gives feedback and highlights TO- infinitive 3. The students were excited to hear that they had won the competition. 4. My mother was very surprised to hear that I - T lets Ss do the exercise individually would take part in the storytelling contest. - Ss work by themselves 5. I’m sorry to disturb you. - T observes and helps them if necessary. * Activity 3: To-infinitives after Noun 1. It’s unreasonable to expect that everybody will - T asks Ss to take turns reading the sentences understand. aloud and then write them on the board. 2. It’s impossible to guess what will happen . - Ss read and write the sentences 3. It’s easy to learn some simple sentences in English such as How are you? or Thank you. - T gives comments. 3. His decision to take part in the contest surprised all of us. - T ask Ss to look at examples and do the 4. It’s necessary to take a map with you when exercise individually traveling in a foreign country. - Ss work by themselves 5. It’s possible for you to finish the project on - T observes and helps them if necessary. your own. - T asks Ss to take turns reading the sentences * Note: We can use the to- infinitive after aloud and then write them on the board. certain abstract nouns to say what action they - Ss read and write the sentences relate to. NOUN+ TO- infinitive - T elicits Ss’ answers about rules Eg: Your dream to become a teacher will - Ss study the rules given in the yellow box and come true. give examples * Activity 4: To-infinitives after Noun - T explains the rules if necessary 1. You are not ill so there’s no need to stay in bed. - T lets Ss do the exercise individually 2. My teacher has the ability to make - Ss work by themselves complicated things easy to understand. - T observes and helps them if necessary. 3. His decision to take part in the contest - T asks Ss to take turns reading the sentences surprised all of us. aloud and then write them on the board. 4. I couldn’t get permission to go to the party. - Ss read and write the sentences 5. I didn’t know about their plan to go to Nha Trang for the summer holidays. 4. Consolidation: - Summarize the main points: - vocabulary related to the topic, suffixes to form adjectives - linking between a consonant and a vowel - To-infinitives after adjectives and nouns 5. Homework: - complete the tasks. - prepare for the next lesson GA 11 THÍ ĐIỂM 41
42. Date of preparation: 29/9/2016 Date of signing: 03/10/2016 Period 21: Unit 3: BECOMING INDEPENDENT Part 3: Reading I. Objectives By the end of the lesson, students will be able to gain: 1. Knowledge - time-management skills 2. Skill Reading: scanning, skimming 3. Attitude - be aware of the importance of time-management skills II. Teaching method: Integrated, mainly communicative III. Teaching aids - board, chalks, textbook and notebook. IV. Procedure 1. Class organization: Date Period Class Attendance Absentees/Notes __ / __ / __ 11A4 . / . 2. Previous lesson check: - activity 3,4. 3. New lesson: T’s and Ss’Activities Knowledge Warm up Chatting - T plays a video about time-management and ask Ss some questions to set the topic of reading? - Ss give their answers - T encourages Ss to give different viewpoints - T introduces the title of the reading text Have Ss work with a partner * Activity 1: Group-work * Activity 2: Read the text and select the - Ss read the text quickly and choose the statement statement that expresses its main idea. they think it’s the main idea of the text - T goes around the class to help Ss with some * key: D difficult if necessary - T asks Ss compare with the others. - T doesn’t give feedback * Activity 3: Read the statements. Decide - T asks Ss to read through the passage, check if if they are true, false or not given the statements are true, false or no given, referring 1. NG to the text if necessary. - T asks them to underline the key words in the 2. F (However, the ability to be an statements and relevant words/ phrases in the text independent person does not develop - Ss read the text and underline the key words in naturally.) GA 11 THÍ ĐIỂM 42
43. the statements and relevant words/ phrases in the 3. F ( . You need a number of life skill to text stop relying on your parents and older - Ss work individually to do the task, then discuss siblings.) their answers with their partners - T calls on some Ss to give their answers and asks 4. T them to give clues from the reading text 5. T - T gives feedback * Activity 4: Read the text again. Answer - T asks Ss to do this exercise individually, then the questions. compare with a partner + ask them to scan the text to find answers to the 1. With good time-management skills, you questions. don’t feel very stressed when exam + let them highlight the keys words both in the dates are approaching; you can act more questions and in the text. independently and responsibly, get + let them take turns asking and answering in better grades at school and have more pairs.- Ss do this task, then discuss their answers time for family and friends. with their partners 2. Write the things you will have to do on a - T checks Ss’ answers and give further planner or an app on your mobile explanation if necessary device, and put time limits on them. - T asks Ss to look back at the text to locate the 3. So you can check them later. highlighted words 4. Decide what is important to you and give - Ss try to guess the meaning of each of the it the most of your time or add it to the highlighted words, based on the context top of your list. - Some representatives read aloud their answers 5. Once routines are developed, they take - T checks Ss’ answers less time to do. Group-work * Activity 5: Work in groups. - T has Ss work in groups of 4 to note down the - Making plans time-management skills mentioned in the text - Prioritizing activities. - Ss express giving opinions that they know - Developing routines - Ss take turns speaking - T joins some group and reminds Ss to take turns speaking - T asks some representatives from groups to perform in front of the whole class. - Feedback by listening to each other. 4. Consolidation: - Summarize the main points: . Reading for general information and specific ideas about time-management skills. 5. Homework: - practice the tasks. - prepare for the next lesson o0o GA 11 THÍ ĐIỂM 43
44. Date of preparation: 05/10/2016 Date of signing: 10/10/2016 Period 22: Unit 3: BECOMING INDEPENDENT Part 4: Speaking I. Objectives By the end of the lesson, students will be able to gain: 1. Knowledge - the skills teens need to develop in order to become independent and the reason why those skills are necessary 2. Skill Speaking 3. Attitude - be educated to raise their awareness of becoming independent II. Teaching method: Integrated, mainly communicative III. Teaching aids - board, chalks, textbook and notebook. IV. Procedure 1. Class organization: Date Period Class Attendance Absentees/Notes __ / __ / __ 11A4 . / . 2. Previous lesson check: - activity 4. 3. New lesson: T’s and Ss’Activities Knowledge Warm –up: Brainstorming - T shows Sts the pictures and asks Ss how to manage their time? - Ss look at the pictures and give their own answers - T asks Ss if these skills are useful - Ss comment Lead in: These people are doing the work without being paid for it. In our lesson today, you will talk about local community development. * Activity 1: The table below presents the - T asks Ss to work in pairs to look at the table and skills teens need to develop in order to discuss and match the skills with the appropriate become independent and the reason why reasons those skills are necessary. - Ss discuss and match 1. d - T goes around and help Ss when and where 2. f necessary 3. e - Ss compare their answers with the others in 4. a groups 5. g - T calls on some Ss to give their answers by 6. b GA 11 THÍ ĐIỂM 44
45. reading aloud these activities and the reasons why 7. c they are important - T checks Ss answers * Activity 2: Lan and Minh are talking about what they think are the most - T asks Ss to read the conversation. important skills they need in order to - Ss read and use the words in the box to fill in the become independent. Use the words in blanks individually first. the box to complete their conversation. - T has Ss work in pairs to role-play the Then practice it in pairs conversation. 1. loneliness. - Ss work in pairs and role-play 2. decisions 3. Interpersonal communication 4. communicate * Activity 3: Work in groups. Look again - T asks Ss to look at Activity 1 and decide on the at the activities in 1. Discuss and three most urgent / important skills for them to in decide on the three most urgent / order to become independent and the reason why important things to do in your local those skills are necessary. area and explain why. (page 42) Ss make a similar conversation as the one in 2 Useful phrases: - T asks Ss to practice using Useful phrases in speaking - Our top/ first priority is / The most - Ss support reasons based on their own urgent / important things to do is experience. - T joins some pairs and help Ss when and where - The second priority is / The second necessary urgent / important things to do is - T asks some pairs to practice speaking their - We consider . To be a priority dialogues in front of the class. - Feedback by listening to each other. - We think is a priority task - . take/have priority over . - T asks some pairs to present their conversation - Some pairs perform their decisions in front of the whole class - Other Ss in the class may raise questions to ask the presenter for further explanation - T asks the class to vote for the pair with the most interesting ideas. - The pair having the most votes will be awarded by the teacher 4. Consolidation: - Summarize the main points: . Talk about the skills teens need to develop in order to become independent and the reason why those skills are necessary 5. Homework: - practice the tasks. - prepare for the next lesson o0o GA 11 THÍ ĐIỂM 45
46. Date of preparation: 06/10/2016 Date of signing: 10/10/2016 Period 23: TEST CORRECTION    I. OBJECTIVES: By the end of the lesson, Ss will be able to: - Identify and correct some common mistakes. - Assess their knowledge. - Enhance attitude towards self-study and self-evaluation. II. METHOD: Integrated III. TEACHING AIDS: marked test papers IV. PROCEDURE: 1. Class organization: Date Period Class Attendance Absentees/Notes . __ / __ / __ 11A4 . / . 2. Previous lesson check: - Activity 4 3. New lesson: - return the test papers with mark to Ss - ask Ss to check their test papers and correct each sentence. - Note structures, expressions and grammar - call for Ss’ marks 4. Consolidation: - Summarize the main points of the lesson: Main points tested. 5. Homework: - Prepare for the next lesson: Unit 3-Listening GA 11 THÍ ĐIỂM 46
47. Date of preparation: 05/9/2016 Date of signing: 10/10/2016 Period 24: Unit 3: BECOMING INDEPENDENT Part 5: Listening I. Objectives By the end of the lesson, students will be able to gain: 1. Knowledge - listen to a radio show of three grade 11 students for specific information. 2. Skill Improve Listening skill 3. Attitude - be educated to be aware of how some parents help their children to become independent. II. Teaching method: Integrated, mainly communicative III. Teaching aids - CD & CD player, board, chalks, textbook and notebook. IV. Procedure 1. Class organization: Date Period Class Attendance Absentees/Notes __ / __ / __ 11A4 . / . 2. Previous lesson check: - No. 3. New lesson: T’s and Ss’Activities Knowledge * Activity 1: Look at the photo and answer T tells the requirements of the task. the questions: - What are the people in the photo doing? T asks the Ss to work in pairs. - Do you think the boy needs his father’s help to learn to ride a bicycle independently? Ss answer the questions and explain why T introduces the title of listening: How parents help you become independent Listen to check prediction * Activity 2:. Listen to an interview on Life - T plays the recording and let Ss do the exercise Skills., the most popular radio show for - Ss listen to the tape one more time and match teens and parents, and match the the statements with the speakers. statements with the speakers. - T calls on Ss to check their answers. 1. Long: b, f 2. Tuan: a, d - Ss give clues for their answers 3. Minh: c, e * Activity 3: Listen again and answer the Listen for detailed information questions - T asks Ss to read the questions carefully to GA 11 THÍ ĐIỂM 47
48. make sure that they understand what is asked in 1. They didn’t let him to do any household each questions. chores and drove him to school until he - T has them underline the key words if finished Grade 9. necessary. 2. To voice (speak out) his opinion. - T plays the recordings once or twice. 3. They focus on teaching him about - Ss listen then compare the answer with their responsibility. partners. 4. If he does his responsibilities well, they - T invites representative from pairs to present give him a reward. the answer to each question to the class. 5. To do chores and follow a set routine. - T gives feedback and corrects if necessary. 6. He can make his own choices about these items. * Activity 4: Work in groups. Tell your - T has Ss work in groups of 4 to tell your group group members whether you were brought members whether you were brought up in the up in the same way as Long, Tuan or same way as Long, Tuan or Ming. Minh. If Ss meet some difficulties finding ideas, T should help them with guided pictures - T asks some representatives from groups to practice speaking in front of the class. 4. Consolidation: - Summarize the main points: . improve listening skill and remember how parents help you become independent 5. Homework: - practice the tasks. - prepare for the next lesson o0o GA 11 THÍ ĐIỂM 48
49. Date of preparation: 15/10/2016 Date of signing: 17/10/2016 Period 25: Unit 3: BECOMING INDEPENDENT Part 6: Writing I. Objectives By the end of the lesson, students will be able to gain: 1. Knowledge - useful language used in writing a letter requesting information - know that tone is very important in writing 2. Skill Writing, reading 3. Attitude - awareness of being independent II. Teaching method: Integrated, mainly communicative III. Teaching aids - board, chalks, textbook and notebook. IV. Procedure 1. Class organization: Date Period Class Attendance Absentees/Notes __ / __ / __ 11A4 . / . 2. Previous lesson check: - activity 4. T’s and Ss’Activities Knowledge - T asks Ss to list some kinds of letter Thank you confirmation invitation Letter - Ss list job request application - T elicits Ss’ answers and introduces the new lesson Activity 1: * Expected answers: 1. Courses that teach the skills people need to - T has Ss look at the advertisement for life become independent. skills course in Teenage Magazine answer the questions. 2. Those who want to be independent /live on their own successfully. - Ss read the advertisement and read aloud their answers 3. The skills to overcome the feeling of loneliness. - T elicits vocabulary using explanations and examples. 4. A discount on the tuition fee. GA 11 THÍ ĐIỂM 49
50. - T lets Ss repeat the new words in chorus, 5. Write to Ms Angela Brown individual. - Check Ss’ vocabulary using the technique * Activity 2: Denise is interested in the life Letter template skills courses. Below is her letter asking for further information, but the parts are - T asks Ss to read the letter and find out the jumped-up. Put them in the right order right order letter according to the template. - Ss read and discuss with their partner 1. d 2. a 3. f - T checks Ss’ answer and inform this is a 4. b 5. e 6. c sample letter * Activity 3: Match each problem and identify its sign - T asks Ss to read the problems and identify 1. c, d their signs one by one 2. a, e - Ss read and find signal words by themselves 3. b, f - T lets Ss compare with their groups - Ss share and compare their answers with their friends * Activity 4: Imagine that you have one of - T checks Ss’ answer by asking Ss to read their the problems above. Write a letter similar answer aloud and correct wrong answers if there to the one in 2 to Ms Brown for advice on a are any suitable course and get further information about: - T makes sure that Ss know why they write the - course duration letter - lecturer/ trainer - T explains to Ss that now they should pretend that they have one of the problems, and need to - starting date take a course to overcome their problem - certificate - Ss read the sample letter again and write a letter asking for further information about the course they need to take. - T asks Ss to have peer correction. - T chooses some writings to correct them in front of the class. - T makes a list of Ss’ common mistakes in their writings 4. Consolidation: - Summarize the main points: . improve writing skills. . Know how to write a letter enqiuring about a training course. 5. Homework: - practice the tasks. - prepare for the next lesson o0o GA 11 THÍ ĐIỂM 50
51. Date of preparation: 15/10/2016 Date of signing: 17/10/2016 Period 26: Unit 3: BECOMING INDEPENDENT Part 7: Communication and culture I. Objectives By the end of the lesson, students will be able to gain: 1. Knowledge - discussion about a father’s words to his son to work out what it means to be independent - some information about American vs Vietnamese ways of raising children. 2. Skill Listening, reading, speaking 3. Attitude - remember what their parents have done to help them to become independent II. Teaching method: Integrated, mainly communicative III. Teaching aids - board, chalks, textbook and notebook. IV. Procedure 1. Class organization: Date Period Class Attendance Absentees/Notes __ / __ / __ 11A4 . / . 2. Previous lesson check: - check Ss’ writing. 3. New lesson: T’s and Ss’Activities Knowledge Warm-up * General questions: T asks Ss some questions to set the scene Have you ever listened to your father’s words? Ss answer If yes, what did you do? T elicits Ss’ answers and introduces the new lesson T writes : What it means to be independent Ss speak their minds T helps Ss understand this saying COMMUNICATION * Activity 1: Discuss the extract and prepare a short talk expressing your group’s opinion - T elicits vocabulary using explanations about it. Vocabulary Ss read “A father tells his son” - gotta: have got to Group discussion - gonna: going to - Ss work in groups discuss 3 questions 1. What kind of person does the father want his son to grow up to be? GA 11 THÍ ĐIỂM 51
52. - T calls some groups to ask them to perform in 2. What’ does the father mean by saying: you front of the whole class got a dream, you gotta protect it. And you want - Other Ss can raise questions for the something, go get it? Do you agree with him? performers Why or why not? - T gives comment 3. What’ your dream? How do you protect it and make sure it will come true one day? CULTURE: - T asks Ss to look at the pictures and raise the question “ Are there any differences between American Vietnamese thee ways American and Vietnamese parents raise their children? - Ss answer T’s question - T elicits Ss’ knowledge about American vs Vietnamese ways of raising children. - T tells Ss to read two passages about how * Activity 1: Read two passages about how American and Vietnamese parents raise their American and Vietnamese parents raise their children and answer the questions children and answer the questions - Ss read the questions first to find out key 1. To teach their children to live independent. words in these questions 2. To protect their children and to provide them with a happy and wealthy childhood. - Ss read the passages on their own, find 3. They make them do things such as washing, information to answer questions cleaning and cooking for themselves from the time they are very small. - T asks Ss to compare with their partner 4. No. Vietnamese parents seldom ask for their children’s opinions before making family choices. - T checks Ss’ answers 5. They show respect for them and let them voice their opinions on family issues. 6. After they get married. 4. Consolidation: - Summarize the main points: . improve listening, speaking and reading skills. . learn about the differences between the ways American and Vietnamese parents raise their children and help them to become independent. 5. Homework: - practice the tasks. - prepare for the next lesson o0o GA 11 THÍ ĐIỂM 52
53. Date of preparation: 15/10/2016 Date of signing: 17/10/2016 Period 27: Unit 3: BECOMING INDEPENDENT Part 8: Looking back I. Objectives By the end of the lesson, students will be able to gain: 1. Knowledge - review of unit 3 2. Skill Listening, reading, writing 3. Attitude - being aware of the need to become independent II. Teaching method: Integrated, mainly communicative III. Teaching aids - CD & CD player, board, chalks, textbook and notebook. IV. Procedure 1. Class organization: Date Period Class Attendance Absentees/Notes __ / __ / __ 11A4 . / . 2. Previous lesson check: - activity 2: talk about the differences between the ways American and Vietnamese parents raise their children and help them to become independent 3. New lesson: T’s and Ss’Activities Knowledge Warm-up: "Hello" - T plays a piece of song and asks Ss to take I've been alone with you notes the words that link the final consonants and Inside my mind initial vowels. And in my dreams I've kissed your lips - The winner is the person who has the most A thousand times words in class I sometimes see you Pass outside my door - T gives presents for the winner Hello! Is it me you're looking for? - T leads into the new lesson. I can see it in your eyes I can see it in your smile You're all I've ever wanted And my arms are open wide 'cause you know just what to say And you know just what to do And I want to tell you so much I love you I. Pronunciation - T lets Ss practice reading sentences * Activity 1: Listen and repeat these - Ss say the words linking the final consonants sentences and initial vowels. 1. He’s a teacher of English in an urban - T checks Ss’ pronunciation and helps Ss say school. these sentences correctly 2. My brother is well-informed about local GA 11 THÍ ĐIỂM 53
54. - T plays the recording for Ss to listen to the issues. sentences and repeat 3. Most Americans use some forms of - Ss listen and do the exercise, then cross check discipline for their children with their friends - T checks Ss’ answers * Activity 2: Read the paragraph below and link the final consonants and initial T asks Ss to read the paragraph below and link vowels. the final consonants and initial vowels. Being independent is being able to take care - Ss read and link of yourself, and not having to rely on - T checks Ss’ pronunciation and helps Ss read anyone else. That is what many young correctly people strive for. However, the ability to live - T plays the recording for Ss to listen to the independent does not develop naturally: you sentences and check their answers need a number of life skills to stop relying on your parents and older siblings. - Ss do this activity individually. Then compare II. Vocabulary their answers with a partner. Choose the words from the box to complete the following sentences - T calls on Ss to give answers. 1. confident 2. well-informed - Ss go to the board and write their answers. 3. determined 4. decision 5. decisiveness - T asks Ss to explain their answers if necessary 6. responsibly and gives feedback 7. Reliability 8. independent III. Grammar - T lets Ss remember how to combine the * Activity 1: Combine the sentences, using sentences, using To- infinitive To- infinitive 1. Denis was happy to receive a letter from - T asks Ss to combine the sentences his mother. 2. Ann was so lucky to pass the exam. - Ss do this exercise individually. Then compare 3. It’s impossible to learn a foreign language their answers with a partner. in one day 4. The students are very keen to take part in - T asks Ss to write their answers on the board the Green Day activities. 5. It’s necessary for you to develop habits that will keep your body healthy and clean. - T has other Ss comment 6. We are relieved to hear that Helen is - T checks Ss’ answers on the board feeling better now. 7. It’s difficult to guess what will happen.\ T asks Ss to rewrite the sentences using the 8. It’s important to learn how to cope with nouns in brackets and To- infinitives without loneliness. changing the meaning of the sentences 10. Dave was very surprised to receive a birthday gift from an old friend. - Ss do this exercise individually. Then compare * Activity 2: Rewrite the sentences using their answers with a partner. the nouns in brackets and To- infinitives without changing the meaning of the - T asks Ss to write their answers on the board sentences 1. Their goal to win the first prize seems unrealistic. GA 11 THÍ ĐIỂM 54
55. - T has other Ss comment 2. Nobody knew about his dream to become a doctor. 3. Her failure to obey the school rules upset - T checks Ss’ answers on the board and gives her parents very much. explanation if necessary 4. Tania’s ability to speak three foreign language is amazing. 5. Tom’s attempt to persuade his parents to allow him to join the club failed. 6. He made an effort to overcome any difficulties by himself. 4. Consolidation: - Summarize the main points: . Review of unit 3: pronunciation, vocabulary and grammar 5. Homework: - practice the tasks. - prepare for the next lesson o0o Extra-exercise: Rewrite sentences, using It’s + adj./ noun + Key to-infinitive 1. Guessing what will happen is difficult. 1. It's difficult for me to guess what will happen. 2. Knowing when a rat will get loose is hard. 2. It's hard to know when a rat will get loose. 3. Doing this project in 24 hours is impossible. 3. It's impossible for us to do this project in 24 4. Taking a break twice a day is important hours 5. Working on your own project is possible. 4. It's important to take a break twice a day. 6. Being here is exciting 5. It's possible for you to work on your own 7. Getting cold in the laboratory is likely. project. 8. Putting on your lab coat is a good idea. 6. It's exciting for us to be here. 9. Having you here is a pleasure. 7. It's likely for it to get cold in the laboratory. 10. Working in this lab is an honor. It's a good idea to put on your lab coat. It's a pleasure for us to have you here. It's an honor for us to work in this lab. ___ GA 11 THÍ ĐIỂM 55
56. Date of preparation: 21/10/2016 Date of signing: 24/10/2016 Period 28+29: REVIEW 1 I. Objectives By the end of the lesson, students will be able to:revise the language and skills they have learnt in units 1-3. 1. Knowledge + Vocabulary: Words / phrases related to topics “The generation gap”, “Relationships”, and “Becoming independent" + Pronunciation: strong and weak forms of words in connected speech; linking. + Grammar: Modal verbs, Linking verbs, Cleft sentences, and To infinitive. 2. Skills Listening, reading, speaking, writing 3. Attitude - have responsible attitude towards their study and life. II. Teaching method: Integrated, mainly communicative III. Teaching aids - CD & CD player, board, chalks, textbook and notebook. IV. Procedure 1. Class organization: Date Period Class Attendance Absentees/Notes __ / __ / __ 11A4 . / . 2. Previous lesson check: - during the new lesson. 3. New lesson: T’s and Ss’Activities Knowledge LANGUAGE Vocabulary 1. Form compound nouns with the words in Activity 1. the box. Then complete the sentences using 1. housework the correct ones. 2. childcare - Ask Ss to do this activity individually, and 3. viewpoint then compare their answers with a partner. 4. grandparents Check answers as a class and write the correct 5. girlfriend ones on the board. Activity 2. 2. Complete the sentences with correct words 1. relationship from the box. 2. an argument - Have Ss do this activity individually. Then ask 3. reconciled a student to write his / her answers on the board. 4. independent Check the answers with the whole class. 5. self-reliant Pronunciation Activity 3. 3. Listen and link the final consonants 1. Kate is a teacher of English and initial vowels in the sentences. in an upper secondary Then read them aloud. school. - Play the recording and have Ss do this activity 2. Look at these pictures and answer my GA 11 THÍ ĐIỂM 56
57. individually, and then compare their answers questions in English. with a partner. Write the sentences on the board. 3. Tom used to live in his parents'house, Then ask Ss to practise reading the sentences but he's moved into a new flat with aloud. some friends 4. Can I have a cup of apple tea? 5. Don't forget to turn off the lights 4. Complete these sentences with should/ when you leave after the party. shouldn't/ought to/ought not to/must/ Grammar mustn't/have to/has to. Activity 4. - Elicit the form and use of the modals: should/ 1. should / ought to shouldn't/ought to/ought not to/must/mustn't/ 2. shouldn't / ought not to have to/has to. 3. must / have to - Ask a volunteer to do the activity on the board 4. mustn't while the rest of the class works on it 5. must / has to individually. - Check Ss'answers, and ask Ss to provide explanations for their choice of modals if necessary. Activity 5. 5. Rewrite the following sentences to 1. It was in Greece that the first Olympic emphasise the underlined parts using It Games were held. is/was that. 2. It was Nam who / that won the first - Elicit the form and use of the sentence prize in the English speaking contest. structure It is / was that. . . . 3. It's a chocolate cake that I am making - Have Ss do this activity individually, and then for my best friend's birthday party. compare their answers with a partner. 4. It was in 1759 that Scotland's most - Ask a student to write his / her sentences on famous poet Robert Burns was born. the board. Check the answers with the whole 5. It's working on a computer that gives class. me headache. Activity 6. 6. Write new sentences with a similar 1. Our school is quite easy to find. meaning. Use the to-infinitive after the 2. The paragraph is difficult to translate. adjective. 3. I am delighted to work for the school - Elicit the use of the to-infinitive. library. - Ask Ss to do this activity individually, and 4. She was very surprised to see him at the then compare their answers with a partner. party. - Write the correct answers on the board. 5. I was sorry to hear that your grandma was ill. SKILLS Reading 1 and 2. Read and complete the text with the Activity 1. words from the box, then answer the questions. 1. decisions 2. hopefully 3. unemployment 4. advantage Ask Ss to complete Activities 1 and 2 5. straight 6. qualifications individually and compare their answers with a 7. possibility 8. practical partner. Then give the correct answers and any Activity 2. explanations if necessary. 1. Around the age of seventeen. 2. There is more unemployment. 3. Getting a job more easily. 4. There are many opportunities for GA 11 THÍ ĐIỂM 57
58. training. Speaking 3. Work with your partner. Make a conversation Activity 3. about your friend's problem and give them Your friend's problem: advice. Use your own ideas or the suggestions - getting bad exam results below. Your advice: - Ask Ss to work with a partner to make a - spend less time surfing the Internet for conversation about a friend's problem. One pleasure student explains the problem while the other - spend more time searching information asks questions and offers advice. Ss may use for assignments their own ideas or the suggestions. - work harder - Encourage Ss to swap roles and role-play the - ask a teacher for extra tuition conversation again. 4. Listen to recording about relationship problem between parents and teenage children. Decide Listening whether the following statements are true (T) or false Activity 4. (F) according to the speaker. 1. T - Play the recording once for Ss to listen and 2. F choose their answers. 3. T - Play the recording again pausing at 4. F appropriate places and highlighting the clues in 5. T the listening text, so Ss can check their answers. Then give the correct answers, for Writing weaker Ss. Sample letter: - Play the recording several times pausing after Dear Ms Smith, sentences to check Ss’ comprehension. I saw your advertisement about the 5. Read the advertisements and choose one of the language courses on your website. I am language schools you want to attend to improve interested in learning English, and I am your English. writing to enquire about the English - Ask Ss to read the two advertisements and courses at your centre. choose one of the language schools they would I can read and write in English, but I can't like to attend to improve their English. speak the language very well. If necessary, 6. Write a letter requesting more information I about I can complete an oral test. I want to the language courses. You can ask about the starting improve my pronunciation, and hope to be date, course duration, teachers experience, fees and able to practise my English with native course certificate. speakers. - Ask Ss to write a letter requesting more I would also like to have more information information about the language courses. Ss may about the starting date, course duration, write their drafts first in class, swap them with a teachers' experience, fees and course partner for peer review, and write their final certificate. version at home. I look forward to hearing from you. Yours sincerely, Thu Trang 4. Consolidation: - Summarize the main points: revise the language and skills they have learnt in units 1-3. 5. Homework: - practice the tasks. - prepare for the next lesson o0o GA 11 THÍ ĐIỂM 58
59. Date of preparation: 21/10/2016 Date of signing: 24/10/2016 Period 30: UNIT 4: CARING FOR THOSE IN NEED Part 1: Getting started I. Objectives By the end of the lesson, students will be able to: 1. Knowledge - Get to know the topic: vocabulary about people with disabilities; the past simple and the present. (Lexical items: disability, blind, deaf, dumb, get around, integrate, campaign, charity, donate. 2. Skills Listening, reading o Scanning for specific information to answer questions o Identifying the meaning of words depending on the context 3. Attitude - have responsible attitude towards helping people with disabilities. II. Teaching method: Integrated, mainly communicative III. Teaching aids - CD & CD player, board, chalks, textbook and notebook. IV. Procedure 1. Class organization: Date Period Class Attendance Absentees/Notes __ / __ / __ 11A4 . / . 2. Previous lesson check: - during the new lesson. 3. New lesson: T’s and Ss’Activities Knowledge Lead-in: T: Inform the class of the lesson objectives Introduce the topic by asking Ss to talk about the photos of people with disabilities. Then elicit more ideas from Ss’ background knowledge. Encourage Ss to talk about disabled people’s achievements. Tell them to include respect for disabled people and donation to charities in their discussion. Ss: Listen and answer Talk about disabled people’s achievements; include respect for disabled people and donation to charities in the discussion. 1. Activity 1: T: Ask Ss questions about the illustration: Who do you see in the picture? Tell Ss that that are going to listen to a What are they doing? conversation in a school library between three What do you think they are going to do with friends: Mai, Kevin and Maria. the gift? Let Ss predict what these friends will be talking GA 11 THÍ ĐIỂM 59
60. about. Encourage and accept all types of predictions from Ss. Play the recording. Ask Ss to listen and read the conversation at the same time. Ss: Answer the questions: Listen Predict what these friends will be talking about. Listen and read the conversation at the same time. 2. Activity 2: T: Asks Ss to work first individually, and then 1. T in pairs to decide whether the statements are 2. F True(T) or False(F), or not given(NG). ss can 3. NG provide their answers. They may refer back to 4. T the conversation to get the necessary 5. NG information. Checks sts’s answers and give explanation. Ss: Work in pairs to practice asking and answering the questions Give explanation Read the question and example and think of their own answer to the question. Work individually first, then with a partner. Give answers 3. Activity 3: Have sts read the question and example. Ask Ss’ answers may vary them to think of their own answer to the question. Sts work individually first, then with a partner. Elicit some answers and writes the best ones on the board. Give feedback and discuss any points. 4. Consolidation: - Summarize the main points: Get to know the topic: vocabulary about people with disabilities; the past simple and the present. 5. Homework: - practice the tasks. - prepare for the next lesson o0o GA 11 THÍ ĐIỂM 60