Date of writing: September 12 th 2007 Lesson 1: To infinitive or infinitives Class Absent students 11A2 P . Yen (P) 11A6 O I Objectives: By the end of the lesson, ss will be better at using to infinitives and infinitives. II. Teaching aids: Handouts III: Teaching method : Integrated/ mainly communicative IV Procedure: Task 1: Chossing the best option. - Ask ss to do the tak individually 1 The teacher advised him…………harder so that he can………the coming exam easily. a. to study/ to pass b. study/ pass c. to study/ pass d. study/ to pass 2. Peter said that he saw Mary…………that beautiful vase. a. to break b. breaking c. break d. broken 3. I’m sorry I can’t go to the cinema with you tonight. I’m having something important ……… a. do b. to do c. for doing d. doing 4. Would you like…………now? A. to go b. going c. go d. went 5. The students are well- prepared…………the final exam. a. to taking b. taking c. to take d. take - Let ss to find a partner to check the answer with. - call on some ss to give their answers and get comments from others. - Feedback and give correct answers. 1. to study/ pass 2. break 3. to do 4. to go 5.to take Task 2: mistake identifying and correcting - Ask ss to do the tak individually. 1. She noticed him to leave the party without saying goodbye. 2. I made Steven to wait outside for half an hour. 3. I think we should let her to try again. 4. Peter was too tired finishing the last lap of the race. 5. This is the ideal place build our own house. - Let ss to chech their answers with a partner. - Call on some students to give their answers and ask others to give their comments. - Feedback and give correct answers 1. to leave leave ( notice sb /st + infinitive) 2. to wait wait ( make sb + infinitive) 3. to try try ( let sb + infinitive) 4. finishing to finish ( too + adj/ adv + to infinitive) 5. build to build (reduced clause of relative) 1 Task 3: sentences writing - Ask ss to do the task in groups of 3 or 4. 1. There / be / a lot of / food/ eat. 2. My parents/ always encourage/ me/ work hard/ school. 3. What/ be / mostinteresting place / visit / your city? 4. You / hear / him / go out? - Call on some representatives to write their sentences on the board. - Get comments from others . - Feedback and give correct answers. 1. There is a lot of food to eat. 2. My parents always encourage me to work hard at school. 3. What is the most interesting place to visit in your city? 4. Did you hear him go out? *) Evaluation: SS can do the tasks quite well. Date of writing: September 17 th 2007 Lesson 2: Reading Class Absent students 11A2 11A6 I.Objectives: By the end of the lesson, ss will be better at reading skill by finding synonyms , gap filling and choosing the best answers. II: Teaching aids: Hand-outs. III: Method : Intergrated and mainly communicative. IV Procedure: -Ask ss to read the following test and do the tasks below individually. About twenty years ago, I was a naughty boy and a little bossy. I thought I was a boss among my friends . I fought with other boys almost every day and sometimes I fought with my elder sister. I was five or six years old when I saw Superman on TV for the first time. It seemed he could do everything , so he became my idol . I really wanted to become a superman. Finnally I made up my mind to be a superman . So I called up all my friends and said in front of my house :” Is there anybody that can jump from that second floor? “ A silence flew through my friends. I said “ All right, all of you are like chickens, but I can do it”. They said” Are you sure?” I said “ Sure! And if I do it , I’ll get all the marbles that you have, but if I fail, you’ll get all my marbles. Good deal?” They said, “ OK”. So I went up to the second floor with the superman costume, stood at the edge of the floor for a few seconds, and took a deep breath. I felt cold because I was 2 almost naked . But what a brave boy! I jumped with my armsextended like Superman. During the flight, though it was just a second, I could see every eye of my friends get wider. “ CRASH!” I fell down on the ground . And I was knocked out for just a moment. When I opened my eyes slowly , I could see my mom’s nose. I had to go to the hospital with my mom because a part of my tongue was cut in the crash. But I got the marbles later and I became the leader in my group of friends. Task 1: Finding the words or phrases in the test that have the same meaning as the given ones. - Ask ss to do the task individually and then let them exchange their work with a partner for checking. Paragraph 2: 1. decided : 2. gathered : 3. do you agree? Paragraph 3: 4. clothes : 5.opened out : Paragraph 3: 6. Unconscious: - Call on some ss to give their answers and then give feedback and correct answers 1. made up my mind 4. costume 2. called up 5. extended 3. Good deal? 6. knocked out Task 2: Completing the sentences. - Ask ss to do the task individually. 1. The writer used to be a………………… boy. 2. He saw his…………superman on TV 3. He decided to prove that he was a brave boy by………… from…………… 4. But he hit the ground and…………………. 5. He had to go to the hospital because his………….was injured in the accident. 6. However, finally, he………….from his friends and became their leader. - call on some ss to give their answers and then give correct answers as a whole class. 1.naughty- bossy 4. was knocked out 2. idol 5. tongue 3. jumping- second floor 6. got the marbles Task 3: Choosing the best answers. - Ask ss to work in groups of 3 or 4 to do the task. 1. What is the best title for the passage? a. I was a superman b. I wanted to be a superman c. An embarrassing moment. d. The stupid boss 2. How old do you think the writer is? 3 a. 10-15 b. 15- 20 c. 25-30 d. 35-40 3. When his friends couldn’t jump from the second floor, he thought………… a. they were cowards who were always afraid. b. they were stupid c. they were wise and intelligent d. they were not superman 4. The writer falsely assumed that………… A. he could be the leader of his friends. b. he were a superman and could fly c. he would win the marbles d. he would wear the superman costume 5. When he was flying, how did his friends probably feel? a. sad and worried b. cheerful and eager c. excited and worried d. all are correct - call on some ss to give their answers - Feedback and give corrections 1. b 2. c 3. a 4. b 5. c *) Homework: Ask ss to read the test again and summarise it. *) Evaluation: Suitable exercises ------------------------------------------------------------------------------------------------------------- Date of writing: September 24 th 2007 Lesson3 : Writing a personal letter (Unit 2) Class Absent students 11A2 Trang (P) , V.Anh, Tuyen, N. Yen, Xuan 11A6 Lam I.Objectives: By the end of the lesson, ss will be better at writing a story about past experiences II: Teaching aids: Hand-outs. III: Method : Intergrated and mainly communicative. IV Procedure: 1. Pre-writing: - Ask ss to work individually to rearrange the sentences to make a meaningful story of Mr Ba, talking about his past experience. 1. One morning I overslept 2. I had to walk to school every day. 3. I used to live in a village and my house was very far from school. 4. After that , I was never late for school again. 5. I hurriedly went to school. 6. Being very tired, I forgot my lesson. 7. But I was fifteen minutes late 4 8. As a result, the teacher asked me to write one hundred of times the sentences “ I must not be late for school.” And “ I must know my lesson well” 9. Unfortunately, the teacher asked me to recite the history lesson. Ask ss to exchange their work with a partner to check the answers with. - Call on some ss to give their answers. - Feedback and give the correct answers. 2.While- writing: -Instruct how to write about past experience. +When it happened + Where it happened + How it happened + Who was involved + How it affect you. - Let ss write individually- Then let them find a partner to check their writings. - Go round to observe and collect typical errors. 3.Post writing: - collect some writing and ask ss to give their comments on them. - Feedback and give correction. 4.Homework: Ask ss to write the letter after being corrected. *) Evaluation: Many ss find it difficult to write because they are shor of vocabulary and structures ------------------------------------------------------------------------------------------------------------- Date of writing: October 1 2007 Lesson4 : Listening and speaking`(Unit 3) Class Absent students 11A2 11A6 I.Objectives: By the end of the lesson, ss will be better at listening and speaking by doing asking and answering the questions. II: Teaching aids: Hand-outs. III: Method : Intergrated and mainly communicative. IV Procedure: A.Listening - Ask ss to listen to the following conversation and fill in the gaps with information they hear. Ninh and Hoa are friends. Hoa is phoning Ninh to invite him to a party. Listen and fill in the missing word(s) in Ninh’s notes. + Hoa’s party : on her son’s (1) ………….birthday 5 + Time: (2)……….pm, Saturday + Place: a (3)…………restaurant on the (4)…………… of Le Loi and Le Lai Streets + People invited: close (5)…………….only - Call on some ss to give their answers and give feedback and coreect answers. 1. 6th 4. corner 2. 6.30 5. friends 3. family - Ask them to remark on the items concerned in the tapescript B. Speaking: You have made a plan to give a party on your coming birthday.Now you talk to your parents about the plan and ask them for support. Use the cues given. + Date of time: Friday evening, from 7.00 p.m to 10 p.m. + Who to invite: about 10 classmates & some best friends at the junior secondary + Place: sitting room and the front yard of your house + Decoration: red and blue ballons and flowers. + Food and drink: cake, fruit, orange juice, lemonade , coke + Entertainment: listening to music, singing + Budget: need 100,000VND for everything - Ask ss to work in groups of 3 or 4 to speak and then call on some representatives to report in front of the class. - Get comments from others. - Feedback and give corrections if necessary. C. Homework: Write down your plan of a party. *) Evaluation: Many ss are good at listening skill but very few are good at speaking because they don’t know how to express their ideas in English. Tapescript1: Ninh: -Hello. 934722. Hoa: - Hello, Ninh. This is Hoa. Ninh: - Hello Hoa. How are you? Hoa: - Fine, thanks. Ninh, this Saturday is my son’s 6 th birthday. My wife and I are going to give a small party. Would you like to come? Ninh: -Thanks, Hoa. I’d love to. Time does fly. So your son is turning six this Saturday. When and wherer is the party? Hoa: - There’s a family restaurant called Bien Hoa. It’s on the corner of Le Lai and Le Loi Streets.Could you come at 6.30 p.m? Ninh: - All right. 6.30 p.m. Saturday evening, Bien Hoa restaurant. Do you invite many people? Hoa: - No, not many. Just a few close friends and my son, my wife and I. My wife isn’t keen on big parties, you know. 6 Ninh: - Neither am I. I’ll come. See you then. Bye. Hoa: - See you. Bye. ----------------------------------------------------------------------------------------------------------- Date of writing: October 8th 2007 Lesson5 : Language focus.( Unit 3) Class Absent students 11A2 11A6 I.Objectives: By the end of the lesson, ss will be better at using infinitive and gerundin active and pasive sentences II: Teaching aids: Hand-outs. III: Method : Intergrated and mainly communicative. IV Procedure: Task 1:Choosing the most siutable answer. - ask ss to work in group of 3 or 4 to do the task. 1. The tin opener seemed ( to design / to be designing / to be designed / being designed) for left- handed people. 2. I narrowly avoided ( running / to run / to be run / being run) down by the bus as it came round the corner. 3. He denied( paying / being paid / to be paid / to pay) any money by his company. 4. The children enjoy( to be taken / being taken / to take / taking) to the zoo. 5. On her birthday, the girl is looking forward (to be given / to give / to being given / to be giving) a gift. 6. – What do you think of the book? - Oh, excellent. It’s worth ( reading / to read / being read / to be read) - Get ss to find a partner to check the answers with and then call on some ss to give their answers and give their explanation. - Feedback and give correct answers. 1. to be designed 4. being taken 2. being run 5. to being given 3. being paid 6. reading Task 2: Finding errors - Ask ss to work in pairs to do the task. 1. The teacher suggested to watch more films to improve our listening skill. 2. He promised taking us to the restaurant to celebrate his birthday. 3. I had been taught to be played chess by the time I was four. 7 4. I now regret to buy the car. It broke down just two days later 5. Zoe always stops buying cotton candy on her way to school. 6. Would you mind being helped me to cook the dinner. - Call on some ss to give their answers and explanation - Feedback and give correct answers. 1. to work - > working ( Suggest Ving) 2. taking - > to take ( promise to infinitive) 3. be played -> play ( active) 4. to buy -> buying (regret- past action) 5. buying -> to buy ( purpose) 6. being helped -> helping ( active) Task 3: Rewriting sentences. - Ask ss to work individually to do the task. 1. I don’t like cheating in the exam. ( hate) 2. I find doing homework all right. ( not mind) 3. “ Why don’t we go out for a drink?”she said. ( suggested) 4. “ You should speak English with your friends every day, Nga” the teacher said. ( advised) - Let ss to exchange their work with a partner. - Call on some ss to give their answers and then give feedback 1. I hate cheating in the exam 2. I don’t mind doing homework 3. She suggested going out for a drink. 4. The teacher advised Nga to speak English with her friends every day. *) Homework: Ask ss to revise the use of infinitive and regund in active and pasive sentences V.Evaluation: Well done practice Date of writing: October 15th 2007 Lesson6: Reading ( Unit 4) Class Absent students 11A2 11A6 I.Objectives: By the end of the lesson, ss will be better at reading skill by doing exercises II: Teaching aids: Hand-outs. III: Method : Intergrated and mainly communicative. IV Procedure: Task 1: True (T )/ False (F) or no information(NI) 8 - Ask ss to read the passage and do the task individually. 1. Lots of people need help after a natural disaster. 2. Volunteering only changes the lives of those who receive the help. 3. If you don’t have enough money, you can save your time to help people. 4. High school students in America need to join some volunteer work if they want to graduate. 5. you must not choose who to help. 6. Working in a shelter only benefits the animals 7. Young people can also help with political matters. 8. A volunteer job can satisfy more than one interest. - Go round to observe and provide help if necessary. - Let ss exchange their work with a partner to check the answers. - Call on some ss to give their answers and give feedback. 1.T 2. F 3. T 4. T 5.F 6. F 7.T 8.T Task 2: Choosing the best answers. - Ask ss to read the passage again and do the task. 1. What is the main idea of the passage? a. Money can’t be used to do volunteering b. Different ways of volunteering c. Old people need the greatest help from us d. The advantages of volunteering 2. What is the nearest equivalent of the word isolated in the passage? a. alone b. detached c. sick d. sad 3. What is the diference between volunteering and school? a. Voluntering is compulsory for everyone. b. Volunteering does not allow you to choose who you will devote your time to. c. School make the choice for you about subjects whereas volunteering allows you to choose what you really like to do. d. Volunteering and school are quite alike. 4. All the things are mentioned in the passage as different possibilities of volunteering except: a. working at a local animal shelter. B. cooking meals for the homeless. c. helping with a campaign d. tidying the park. 5. What if someone loves more than one possibility? a. They must choose what they like best. b. They must do what they are best qualified for. c. They can choose some volunteer jobs that can combine all their interests. d. They must visit a a local children’s hospital. - Go round to provide help if necessary. Call on some ss to give their answers - Feedbeack and give correct answers. 1. b 2. a 3. c 4. b 5. c *) Homework: Read the passage again and traslate it into Viet namese 9 V. Evaluation: Well- done practice Reading passage: You have seen news report about people who need assistance after a natural disaster or animals in need. Maybe you’ve walked past people who are living on the streets. Or perhaps you’ve watched TV programs about how lonely and isolated older people can get. So what can you do about any of those things, you ask? The answer: You can volunteer. Volunteering gives you an opportunity to change people’s lives including your own. If you are feeling frustrated or overwhelmed by the news of disaster, volunteering to help can be a great way to cope. If you’d like to support a cause but can’t afford to donate money, you can donate you time instead. Helping others in need is such an important part of the American way of live that may high school require their students to spend a certain number of hours voluntering in order to graduate. So how do you go about it? Find What’s Right for You Volunteering isn’t like school: Instead of having the choices made for you about where to go and what subjects to learn, you get to pick. You can choose what really interests you and who (or what) is more deserving of your time. If you like animals, help out at a local shelter. Most shelters depend on volunteers to keep the cats and dogs happy and well exercised.( And when you are walking rescued dogs, it’s not just the pooches that get a workout- you benefit too!) If you think you may be interested in politics, volunteering to help with a campaign is a great way to find out how things work in the inside. Even if you are too young to vote, you can make a difference by helping on a political campaign – Whether it’s for the president of the United States or your own mayjor. If you have a friend or relative who has or had problem ( like cancer , HIV, or diabetes, for example), you might be inspired to donate your time to help an organization that raises money for research , delivers meals , or offers other help to people with the illness. If you like children, there are tons os volunteering opportunities – from being a Big Brother or Big Sister to helping out in an after – school sports program. You also can : •Serve food at a homeless shelter • Volunteer to spend time at a retirement community • Help out at your church synagogue •Take part in a park cleanup day The posibilities are endless! And if you have more than one thing you love, you can combine the two: For example, if you love kids and are great at arts and crafts, visit your local children’s hospital and offer to lead art activities for young parents. 10 [...]... November 12 th 2007 Lesson 11 : Reading ( Unit 6) Class 11 A2 11 A6 Absent students I.Objectives: By the end of the lesson, ss will be better at reading by doing exercises II: Teaching aids: Hand-outs III: Method : Intergrated and mainly communicative IV Procedure: Task 1: Deciding whether the statements are true or false - Ask ss to read through the passage and do the task, istructing them how to do 1 Beauty... to give their opinion on beauty contests V Evaluation: Many ss can do task 1, 2 quite well but they have difficulty in expressing their opinion on beauty contests Date of writing: November 19 th 2007 17 Lesson 12 : Listening and speaking( Unit 6) Class Absent students 11 A2 11 A6 I.Objectives: By the end of the lesson, ss will be better at listening... doing some sentences in task 1 -Date of writing: December 7th 2007 Lesson 15 : Writing ( Unit 7) Class 11 A2 11 A6 Absent students I.Objectives: By the end of the lesson, ss will be better at writing skill by doing exercises II: Teaching aids: Hand-outs III: Method : Intergrated and mainly communicative IV Procedure: 21 Task 1: Studying the table - Ask... Lesson 14 : Reading ( Unit 7) Class 11 A2 11 A6 Absent students I.Objectives: By the end of the lesson, ss will be better at reading skill by doing exercises II: Teaching aids: Hand-outs III: Method : Intergrated and mainly communicative IV Procedure: Task 1: True(T) / false(F) or no information(NI) statements - Ask ss to read the passage and then do the task individually , instructing them how to do 1 The... unlike trends gradual 13 Similar considerable slightly dropped Literacy rates in Moonlight country from 19 95- 2006 Total Male Female 19 95 65% 66% 65% 19 99 68% 70% 60% 2003 87% 88% 86% 2006 96% 95% 97% This table describes the (1) ……….of literacy rates in Moonlight country from 19 95 to 2006 The total rate rose (2)…………… between 19 95 and 19 99, but then increased sharply between 19 99 and 2003 From 2003... their writing after being corrected V Evaluation: 14 Very few ss can do the tasks quite well – some do OK but many can’t do because they are very bad at organizing their rwriting and short of vocabulary They are accustomed to espress their ideas in Viet namese Date of writing: November 8th 2007 Lesson 10 : Language focus ( Unit 5) Class Absent students 11 A2 11 A6 I.Objectives: By the end of the lesson, ss... ss can do the tasks quite well Date of writing: November 1st 2007 Lesson8: Speaking and listening ( Unit 5) Class Absent students 11 A2 11 A6 I.Objectives: By the end of the lesson, ss will be better at speakingand listening skills by doing exercises II: Teaching aids: Hand-outs III: Method : Intergrated and mainly communicative IV Procedure: Task 1: Listening and gap filling - Ask ss to listen to a report... 2007 Lesson 9: writing ( Unit 5) Class 11 A2 11 A6 Absent students I.Objectives: By the end of the lesson, ss will be better at writing a description of a table II: Teaching aids: Hand-outs III: Method : Intergrated and mainly communicative IV Procedure: Task 1: Filling the gaps with one suitable word - Ask ss to work individually to fill each numbered space with 1 suitable word from the given box to... Date of writing: November 22nd 2007 Lesson 13 : Writing( Unit 6) Class 11 A2 11 A6 Absent students I.Objectives: By the end of the lesson, ss will be better at writing a formal letter to reply a letter asking for information about a competition II: Teaching aids: Hand-outs III: Method : Intergrated and mainly communicative IV Procedure: Task 1: Discussion -Ask ss to work in pairs to discuss what... students 11 A2 11 A6 I.Objectives: By the end of the lesson, ss will be better at using gerund and participle in simple and perfect forms II: Teaching aids: Hand-outs III: Method : Intergrated and mainly communicative IV Procedure: Task 1: Putting the correct word forms - Ask ss to work individually to put the verbs in brackets into the perfect regund, perfect participle, gerund or present participle 1 Martin . should be changed Date of writing: November 12 th 2007 Lesson 11 : Reading ( Unit 6) Class Absent students 11 A2 11 A6 I.Objectives: By the end of the lesson,. ------------------------------------------------------------------------------------------------------------- Date of writing: November 19 th 2007 17 Lesson 12 : Listening and speaking( Unit 6) Class Absent students 11 A2 11 A6 I.Objectives: By the end of the