revision and introduction
Period 1:
I.objectives: by the end of the lesson ss will be able to:
-revise the language of english book 10.
-know the form of english book 11.
II.materials:English book 10,11.
III:anticipated problems:
Ss may forget the knowledges of english book 10.
IV.procedure:
Stage/Time
Presentation 1
Procedure
Revision.
Interaction
Wholeclass
Call some Ss to tell about the grammar of English 10.
-Tenses.
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Individual
-To-infinitive
-Gerund
-Reported speech
-passive voice
Let Ss to give out some examples
Wholeclass
feedback and recall them.
Presentation 2
Introduction.
Ask Ss some question about the English book 10 to introduce the
English book 11.
-How many units are there….?
-How many lessons are there in a unit?
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-How many periods are there in a unit?
Individual work
-Do you do Test your self at home or at class?
-How many topics are there in …..?
Introduce the English book 11 –new version.
-There are 16 units
-some units last 6 periods.
-test your self :do at home
-there are 16 topics.
Wrapping
Wholeclass
Summarise the main points
Assign homework
3
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Period 2:
unit 1:
A.
friendship
reading.
I.Objectives: By the end of the lesson Ss will be able to:
- develop such reading micro-skills as scanning for specific ideas,skimming for general
information,and guessing meaning in context.
-use the information they have read to discuss the topic.
II.Mareials: Textbook,handouts.
III. anticipated problems:
Ss may need help with the discussion task,so T sdould be ready to help them.
IV.Procedure:
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Stage/Time
Warm-up
Procedure
Competition game –network.
Interaction
Groupwork
T prepare a handout with a network of the word Friendship.
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Divides the class into 8 groups and give each group a handout and
ask them to complete.
Dicussing the picture and poem
Pre-reading
-T asks the whole class to look at the picture on page 12 and asks
Pair work
them some questions:
+ what are the girls and the boys doing?
+how do they feel?
+what does the picture tell you?
10
-T asks Ss to work in pairs to read the poem.
Pre-teaching vocabulary.
-provide some new words on the board.
Whole class
-Explain the meaning .
-Guide Ss to read
Setting the scene
While-reading
You are going to read the passage about the qualities of a lasting
friendship.While you are reading ,do the tasks in the book.
Whole class
Task 1.
Fill each blank with one of the words in the box.
-T writes these words on the board:
Individual work
and pair work.
-Then T instructs Ss to read the passage quickly and stop at the
lines that contain these words to guess their meanings.
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-T asks Ss to work individually to do the task.
-asks Ss to exchange their answers with others.
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-asks Ss for their answers and feed back
Task 2.
Decide which of the choices A,B,C or D most adequately sum up
the ideas of the whole passage.
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-T gets Ss do the task individually and then find a peer to compare
Whole class
their answer.
Individual work
-T calls on some Ss to give their answers and asks other to say
and pair work
whether they agree or disagree.
-Feedback and gives correct answer.
Task 3.
Answer the six questions in the book.
-T asks Ss how to do this task.
-asks Ss to do the task individually,then discuss the answer with
their friends.
-Calls on some Ss to answer.
6
-Feedback.
Intruction:you are required to work in pairs to discuss the question
Pair work
in the book.
-When the time run out,calls every two pairs to share ideas.
Post-reading
Group work
-Feedback.
-Summarise the main points
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-Assign homework
Whole class
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Wrapping
2
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Period 3:
unit 1:
friendship
Lesson b:
speaking
I.Objectives: By the end of the lesson Ss will be able to:
Describe the physical characteristics and personalities of their friends,using appropriate
adjectives.
II.Mareials: Textbook,handouts.
III. anticipated problems:
Ss may not have enough vocabulary to talk about the topic,so T should be ready to provide help.
IV.Procedure:
Stage/Time
Warm up
Procedure
Interaction
Competition game-Word search
-T divides the class into small groups.Then distributes the following
Group work
puzzle handout for Ss to do in their own groups.which group finishes
first and has all the correct answers will be the winner.
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Nghi Léc Upper secondery school
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H O N
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F
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Present
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Whole class
T
Pair work
A
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F
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Whole class
N
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Group work
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Practice
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Find out:beautiful,tall,sincere.generuos,humorous,
Caring,understanding,handsome.
Task 1.
Instruction:you are going to look at the picture of four people on
page 15 and describe them in pairs.
-Before letting Ss to do the task,asks them to read Useful language
Product
on page 16.
Whole class
-Teaches some words.
Pair work
-T asks Ss to work in pairs to describe the people in the picture,and
then calls on some Ss to present their answers.
-feedback.
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Task 2.
Instruction:you are going to discuss and number the personalities in
order of important in friendship and then report the results.
-Before Ss do the task,T asks Ss to look at the list of adjectives
provided in the book.
Wrapping
-T can elicit or explain some adjectives quickly.
Whole class
-Divides the class into group fo 6 with a group leader.They discuss
2
and the leader will take notes of the ideas and then one represent the
result to the whole class.
-Feedback.
Task 3.
Instruction:Imagine that you have a friend who has just won the first
prize in Mathematics.A journalist is going to interview you about
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your friend.
-Before Ss perform the interview in pairs,T gets Ss have a look at
their role on page 16 and the suggestions on page 17.
-T may elicit the questions they may ask.
-Asks them to work in pairs to perform the interview .
-Calls on some pairs to perform the interview.
-Feedback.
Summarise the main points
Assign homework.
........................................................................................................................................................................
Period 4:
unit 1:
friendship
c. listening
I.Objectives: By the end of the lesson Ss will be able to:
Develop such listening micro-skills as intensive listening for specific information and taking notes while
listening.
II.Mareials: Textbook,cassette tapes,handouts.
III. anticipated problems:
Ss may not be familiar with the note-taking task,so T should provide them some tips to deal with the
task.
IV.Procedure:
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Stage/Time
Warm up
Procedure
Competition game-crossword
Interaction
Group work
-the aim of this activity is to help Ss revise the vocabulary items Ss
learnt in the previous lesson.
7
-T divides the class into small groups.Then T distributes the
following crossword handout for Ss to do in their own
groups.Which group finish first and has all the correct answers will
be the winner.
Pre-listening
Talking about your best friend
-T asks Ss to discuss the question on page 17 in pairs.
Whole class
-Call some Ss to give their answers and comments on the answers.
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Vocabulary Pre-teaching
-Before Pre-teaching the new words,T helps Ss to pronounce the
words given in the book.
-Elicit some new words.
Task 1.
While-listening Instruction:you are going to listen to Lan and Long talk about their
best friends.Listen and decide whether the statements are true or
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false.
Individual work
-T plays the tape once for Ss to do the task.
Group work
-Asks for Ss’answers and writes them on the board.
Whole class
-Play the tape the second time for Ss to check their answer.
-Feedback and give the correct answers.
Task 2.
Instruction:you are going to listen to the tape again and fill the
Nghi Léc Upper secondery school
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table in the book with notes.
7
-Before Ss listen to the tape again,T may ask them to try to fill the
Individual work
table with the things they remember from the previous times for
Pair work
listening.
Whole class
-T play the tape again for Ss to compete their notes.
-Get Ss to work in pairs and check their answers.
-Call on some Ss to give the answers.
-Feedback and give correct answers.
-T gets Ss to work in pairs to talk about how Ha has been Lan’s
Post-listening
best friend and how Minh has been Long’s best friend.
Whole class
-Call on some pairs to present their answers.
Pair work
-Elicit feedback from the class and give final comment.
8
Summarise the main points
Assign homework
Whole class
Wrapping
3
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Period 5:
friendship
unit 1:
writing
d.
I.Objectives: By the end of the lesson Ss will be able to:
Write about a friend,real or imaginary, using the words and expression that they have learnt in previous
lesson.
II.Mareials: Textbook,handouts.
III. anticipated problems:
Ss may not have sufficient vocabulary to write about the topic,so T should be
ready to assist them.
IV.Procedure:
Stage/Time
Warm up
Procedure
Guessing game
Interaction
Group work
-T introduces the game:one student goes to the board and T gives
him/her a piece of paper with the name of a student in the
class.Other Ss have to ask Yes/No questions to find out who the
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student is.Ss should ask about the appearance,personalities,or
clothes…
-Ss may ask questions such as:
+Is the person a girl?
+Is she tall?
Present
T sets the sence:you are going to write about a friend,real or
imaginary,using …
T gets Ss to read the task and guidelines silently and work out what
athey are required to write about.In general,Ss’ writing should
Whole class
include three parts:general information abuot their friend,his/her
physical characteristics and personalities,what Ss like about the
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friend.
T elicits the verb tenses that may be useful when Ss want to write
13
about when and where they met their friends.
T may also elicit/revise the adjectives and expressions Ss can use to
describe their friend’s appearance and personalities.
Writing
-T gets Ss to write their friend in 15 minutes.
Practice
-T goes around to observe and offer help
feedback on Ss’ writing
15
-T asks Ss to exchange their writing with another student for peer
Individual
correction.
Product
8
-Collects some writing for quick feedback
work
Summarise the main points
Pair work
Assign homework
Whole class
Wrapping
Whole class
2
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Period 6:
friendship
unit 1:
E.
language focus
I.Objectives: By the end of the lesson Ss will be able to:
-Distinguish the sounds /d / and /t /.
-Pronounce the words and sentences containing these sounds correctly.
-Use some structures containing infinitives with and without to appropriately.
II.Mareials: Textbook,handouts.
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III. anticipated problems:
Ss may find it difficult to pronounce the two sounds,so T should prepare a lot of practice.
IV.Procedure:
Stage/Time
Presentation 1
Procedure
Pronunciation
Pronouncing the two sounds seperately
-T models the two sounds/d /and /t / for afew times and explains the
differences in producing them.
Interaction
Whole class
Individual
work
Pair work
-T plays the tape or read once for Ss to hear the words containing
these sounds.Then T plays the tape or read again and this time asks
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Ss to repeat.
Pronoucing words containing the sounds.
-T reads the words in each column all at once.
-T reads the words once again,each time with a word in each
column to help Ss distiguish the differences between the sounds in
the words.
-T asks Ss to practice pronouncing the words in pairs.
Presentation 2
Grammar
Whole class
1.To-infinitive
Individual
a,presentation
work
-T writes some sentences on the board and underline the to-
Pair work
infinitive:
+I have letters to write
+does he get anything to eat?
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15
-T asks Ss to comment on the use of to-infinitive in these
examples.T reviews the form and use of to-infinitive in the
examples.
b,practice.
Exercise 1.
-T asks Ss to do exercise 1 individually and then compare their
answers with another student.
-T calls on some Ss to read out their answers.
-Gives correct answers.
2.Infinitive without to.
a,presentation.
Group work
-T calls on some Ss to give out some verbs that they are followed b
Whole class
bare infinitives.
-T may clear that:
+We can use a noun or pronoun object+bare infinitive after verbs of
perception such as feel,hear,watch,see,notice,smell…The bare
infinitive generally refers to complete action.
15
+We use the bare infinitive after let and make:let sb do sth=allow
sb to do sth;make sb do sth=force sb to do sth.
b,Practice.
Exercise 2.
-T asks Ss to do exercise 2 in pairs.Ss have to rewrite the sentences
by using the words given.
-T asks them to compare answers with another pair.
-T calls on some Ss to go to the board to write their answers.
-Feedback and give correct answers.
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Summarise the main points of the lesson.
Assign homework
Wrapping
Whole class
3
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Unit 2 : personal experiences
Period 7.
a:
reading
I .Objective : By the end of the lesson ss will be able to :
- scan read specific information
- understand the text and express their ideas about past experiences
II. Materials : text book ,pictures ,charts ,hand out
III. Anticipated problems:
Ss may need help with the discussion task.
IV: Procedures:
Stage/Time
Warm up
Procedure
Game : jigsaw reading :
Interaction
Group work
Devide the class in 4 or 5 groups
Give each groupa hand out with a phrases of explaination on
Tell ss to read the phrases and find out the words then conpine the first
letter of all these words to form the key word
The first group find it will win the game
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Check ss 'understanding of instructions have ss start the game
These are the phrases on the hand out
1. the biggest land animal
Elephant
2. the short form of christmas
X- mas
3. the object we use to write with
7
Pen
4. part of our body that allows us to see thing .Eyes
5. the opposite of "wrong "
Right
6. another word of "sick "
ill
7. part of our body that allows us to hear
Ears
8. part of our body that allows us to smell
Nose
9. the word for while ,red ,blue ,yellow … Colours
10. north ,south ,west and ……..
East
Key word : experience
Asking : 1.what is experience ?
It means: event or activity that affects us in some way
Have you ever been in an embressing situation ?
What did you do then ?
Lead in new lesson : personal experience
prereading
Pre- teach vocabulary :
Provide some new words on the board.
Explain the meaning and guide Ss to read.
Whole class
Activity 1:Reading and re- ordering :(task 2 in the text book )
6
Ask ss to work in pair to read the story and put the pictures of the events
in the order they happened in the story
while
reading
Call on some ss to give the answers
Check with the class
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Feedback and give correct answers
Activity2 :question and answer : ( task 3 in the text book )
10
Ask ss to work in pairs to answer the questions .
Call some ss to write the answers on the board
Make correct if necessary
Pair work
Feedback and give correct answers
Discussion :
Put ss in to 4 or 5 groups
Ask them to express their opinions on the following questions;
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a. have you ever been in such a situation as the man's ?
Pair work
b. what have you done to grow out of /over come it ?
c. what do you think the man should to do over come his shyness ?
Group work
go around to control and give help if necessary
call on some ss to report a bout their groups 'discussion
Post
give feed back and comments on what ss have
reading
telling a gain the story about the girl in the text book
Individual
work
10
Wrapping
2
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Period 8th
Unit 2 : personal experiences
b:
speaking
I .Objective : By the end of the lesson ss will be able to :
- Talk about their personal experiences and how they affect their life
II. Materials : text book ,pictures ,charts ,hand out
III. Anticipated problems: Ss may have problem using present perfect and past simple when talking about
the past.
IV. Procedures:
Stage/Time
Warm up
Procedure
Telling the personal experience :
Interaction
Pair work
The first teacher tells ss a short story which makes her fell shy.After
that ask ss to tell their story .Teacher should guide Ss some story in
vietnamese
Go around and help Ss when they have difficulties
Example :
One morning ,I got up late .It was half past six and school began
at 7
I quickly washed ,brushed my teeth ,dressed and jumped on my
bycycle and drove to school
7
I went straight in to the class and greeted the students
After 2 or 3 minutes ,the Ss began laughing
I could'n understand why
Suddenly ,I looked down and realized I had put on one brown
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shoe and one yellow one
Lead in :that is one of the memorable past experience in my life.I often
fell ashamed when thinking of it .To day we will talk about past
experiences and how they affect your life .
Present
Pair work
Task 1 : Matching :
Ask ss to work in pairs to match things they might have done or
experienced in the box A and how experiences might have affected them
in box B
10
Call on some ss to give their answers
Feed back and give correct answer :
1d
2. e
3. b
4 .f
5. a 6. c
Ask ss : - what do you say to ask a bout some one' experience that might
have affected them ?
Expected answer :
Have you ever …………?
When did it happen ?
What were you thinking and felling when it happen ?
Practice
How did the experience affect you ?
Task 2 : ask ss to work in pairs to put the lines of the dialogue in the
Pair work
correct order
Go around to control and give help if necessary
13
Call on some ss to give the answer s
Feed back : b- d -g -h -a
Role- play drilling :
-
Hang a chart with a dialogue
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Product
-
Ask ss work in pairs to practice speaking the dialogue
-
Put the chart a way
-
Call on some ss to act out the dalogue in front of the class
-
Give comments
Ask ss to work in pairs
12
Ask them to make a similar dialogue based on the structures and
information in task 1 and task 2
Call on some pairs to act out their dialogues in front of the class
Pair work
Make corrections on pronunciation ,stress and intonation
wrapping
Asign home work
Whole class
2
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