Full Lesson Plan 11.doc

Teaching date:.../09/2009PERIOD 6: UNIT 2: PERSONAL EXPERIENCES READING Objectives: By the end of the lesson, Ss will be able to: - learn some vocabulary about personal experiences - und

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PERIOD 1 UNIT 1 : FRIENDSHIP

• Objectives: By the end of the lesson, Ss will be able to guess meaning in context

• Lexical items: unselfishness, constancy, be loyal to, sympathy, enthusiasm, suspicion

• Skills: Reading, Speaking

• Teaching aids: textbook, pictures

-Ask Ss to give the adjectives describing

features of a good friend

Generous

sincere

*Lead-in: I know that we have a lot of friends in

our lives Today, we’ll know more about

friendship through reading the text

*Teaching vocabulary(12’)

1 unselfishness (n) -> (example)

2 constancy (n.) -> (translation): su kien dinh

3 be loyal to = be faithful to

4 sympathy (n.) -> (definition): the feeling of

being sorry for sb, showing that you care about

What characteristics can you say about him?

Ex: The news is greeted with enthusiasm

 What does “enthusiasm” mean in Vietnamese?

->What’s the noun of “ suspicious”?

*Checking vocabulary: What & Where (3’)

II WHILE-READING: (15’)

Task 1: (3’aTask 2: (4’) Finding the main idea

of the whole passage (Task 2, p.14)

+Ask Ss to work in groups of 4 or 5

Task 3: (8’) Answering the questions (Task 3,

p.15)

+Divide class into 2 groups A & B

Read the passage quickly & tick the words

in Warmer appearing in the passage+ Expected answer: B Conditions of the true friendship

*Expected answer:

1… 2 … 3 … 4 …….5 …

friend

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+Group A answer the first questions, group B

answers the rest (Pair work)

+Closed pairs- Open pairs

-Prepare Period 3 – Speaking

SPEAKING

* Objectives: By the end of the lesson, Ss will be able to describe physical characteristics, using adjectives

* Lexical items: crooked, hospitable, generous, quick-witted

* Skills: speaking, listening

* Teaching aids: pictures, role cards

PROCEDURE

Teacher ‘s activities Students’ activities

I PRE-SPEAKING:

* Warm-up:

Matching the adjectives from the box with the

parts of the body they can be used to describe

shoulder-length

Dyed

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Parts of the body AdjectivesFace

1 crooked (adj.): (picture)

2 hospitable (adj.): welcoming gueSs/

visitors friendly

3 generous (adj.): (translation)

4 quick-witted (adj.): intelligent

In groups of 4, Ss discuss and choose the characteristics they think the most important, and give their reasons

III POST-SPEAKING: Interview

• Make role cards and deliver to students (see

textbook)

• Before students start, ask them to agree upon

the basic profile of the friend

- his/ her name

- date of birth

- his/ her physical characteristics

- his/ her hobbies

- his/ her personalities

Pair work:

• Ss can use suggestions given to ask and answer, using the following cue cards

• - why he/ she is interested in Math

- how much time he/ she spends on Math

- what makes him/ her a good friend

- what made him/ her successful

- what he/ she does in his/ her free time

IV HOMEWORK (2’)

LISTENING

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* Objectives: By the end of the lesson, Ss will understand the content of the lesson and be able

to decide on true or false statements & listen and take notes

* Lexical items: sense of humor

* Skills: listening, writing & speaking

* Teaching aids: tape scripts, handouts & cassette player

- sense of humor: -> (photo of Mr Bean)

->He has good sense of humor

*True/ False prediction:

-Deliver handouts

-A Student in group A will describe some physical characteristics of a student in his/her group

-Group B has to guess who the student is

- In pairs, Ss predict if the following sentences are true or false (See Task 1, p.18)

II WHILE- LISTENING (20’)

Task 1: True/False statements (8’)

-Ask Ss to listen to the tape twice & check their

exercises in prediction activity

-T’s feedback

Task 2: Fill in the table (12’)

-Deliver handouts (See textbook, p.18)

-T’s feedback

-Keys:

*Lan’s talk: 1.F 2.F 3.T 4.F

5.T 6.F-*Long’s talk: 1.F 2.F 3.T 4.T

5.T 6.T

Ss to listen the tape again to find out the information & fill in the table

How and where they met What they like about their friends

Lan - They used to live in the

same residential area in Hanoi

- Lan went on a holiday to

Do Son and Ha went there

to visit her

- Ha’s very friendly and helpful

- Ha’s sociable She’s got many friends in Do Son and she introduced Lan around

Long - They met in college

- Minh played the guitar, Long was a singer

- They worked together

- Minh has a sense of humor

- Minh likes to go to plays and movies

- Minh is a good listener

- Minh is friendly and helpful

+ how & where they met

+ what they like about their friends

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V HOMEWORK.(2’) - Write a short passage about your best

friend

Teaching date: /09/2009

*Objectives: By the end of the lesson, Ss will be able to:

+ make an outline of the ideas to describe a friend+ write a paragraph describing a friend’s characters with supporting details for each character

*Skills: Writing

*Teaching aids: textbook, posters

PROCEDURE

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Truong THPT – DTNT Tan Ky Lesson plan of English 11

Phan Van Duong

In 2 groups, Ss in turn choose numbers

& match the adjective under the number with a suitable example (on a chart) describing emotions and actions

as ideas development for that adj

a My mother gets up at 6 every day and never stops working until dinner-time

b Minh never wants to share anything with us Whenever I ask him for help, the only answer I get is “Why do I have to do it for you?”

c It’s nice to be around with Tam for his polite and friendly manner

d He’s very close to us Though he’s our teacher, he treats us almost like his friends

e I like working with Lan She always tries her best to finish her part of the work

f She is a lively person who engages

in almost all the community activities

g I love spending time with Linh and seeing her broad smiles

h My friend spends a lot of time learning She is one of the best students

- good-natured-quick-witted

III WHILE-WRITING

1 Making outline (10’)

-While Ss are writing, T goes around the class to

see how well Ss work and whether they need some

as many of them as possible

-For column 2, think of the most outstanding physical characteristics of your friend and write them down in this column

-For column 3, think of the personalities of your friend that you like most about him/her

-Ss to make an outline of a paragraph describing a friend, use the information they’ve just discussed in brainstorming activity

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LANGUAGE FOCUS

*Objectives: By the end of the lesson, Ss will be able to:

+ pronounce the two sounds /dz/ & /t…/ correctly

+know how to use to-infinitive or bare infinitive

*Lexical items:

*Skills: Speaking, listening& writing

*Teaching aids: Handouts, textbook

PROCEDURE

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Phan Van Duong

-Divide class into 2 groups A & B

*Practice:

-T reads the words & Ss repeat them in

chorus

-Call some Ss to pronounce the words

-T reads sentence S (See textbook) & Ss

underline the words containing the sounds

/t…/ & /d…/

-T’s feedback

-T reads sentence by sentence & Ss repeat

-T corrects if there’re some mistakes

II GRAMMAR

1 Infinitive with “to” (10’)

-T shows some books and ask:

-> What do you read books for?

->Expected answer:

* We read books to get information

-Use pictures of two happy faces & ask Ss to

complete the sentence

T: Who can complete the boy’s sentence?

S: I’m happy to meet you

* Practice:

- Ask Ss to put the words in the correct order

to make complete sentences with infinitive

with to

- Ss work individually

- Have some Ss write their sentences on the

board

- The other Ss correct the mistakes

2 Infinitive without to: (10’)

church

…

- Ss to give the form:

Noun/pron + to-infinitive Adjective

- Ss to match the words in column A with those

in B to make meaningful sentences

- Ss to give the form of the sentences above

Verb + Object + bare-infinitive

- Ss to give some other verbs which can be used the same way as “see”, “ hear”, and

“make”

- Expected answers: watch, let, feel, notice

-Ss To rewrite sentences, using the words in brackets.(textbook, p.21)

- Ss to exchange the exercise and correct them.-In pairs, each student tells his/her partner the first time she/he met his/her closet friend

Ex: - I was glad to meet her

- I thought she was a very interesting person to make friend with

V HOMEWORK (3’) -Ss to write some sentences about their friends,

8I’m happy…

you

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PERIOD 6: UNIT 2: PERSONAL EXPERIENCES

READING

Objectives: By the end of the lesson, Ss will be able to:

- learn some vocabulary about personal experiences

- understand the passage

- to use the vocabulary to tell about their own personal experiencesLexical items: idol (n); glance (v); sneaky (adj); embarrassing (adj); make a fuss (exp)

Skills: reading, speaking, listening, writing

Teaching aids: pictures, handouts, textbook

PROCEDURE

I PRE-READING:

1 Warm up: (pair work) (5’)

- T: prepares /sticks 6 pictures on the B.B

- lead-in: Have you involved in the situation in

which you don’t know what to do?

2 Teaching voc: (10)

- idol (n): (example): thần tượng

Ex: Who’s your favorite singer

Hong Nhung

Hong Nhung is your idol

-glance (v) (miming): liếc mắt

- sneaky (a) (situation): lén lút

 What would you do if you couldn’t do your

test?

Copy

 What’s your attitude?

Be afraid of the T and look sneaky

- embarrassing (adj) (synonym ) = confusing

(adj): bối rối

- make a fuss (exp) (over/about) (explanation):

làm ầm ĩ

S.o complains noisily about s.t she/he

doesn’t like

3 Checking voc: (handout) (3’)

Ss to discuss what’s happening in each picture and then asks Ss to predict the order

1 Activity 1 (5’) (group work) Put the

pictures of the events (on the board) in the

order that they happen in the story.(correct

the prediction in warmer )

-Ss read the passage silently in 3 mins

Keys: 1.d – 2.b – 3.f – 4 e – 5.a - 6.c

Activity 2 Multiple choice (5’)

1 The writer’s most embarrassing experience

happened when she was

A a teacher

B a junior high school student

Individuals

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C a senior school student.

2 She wished to have a like the one

of her pop idol

A a red dress

B a red floppy cotton hat

C a pair of red shoes

3 She bought it with the money

A her father gave her

B she picked on the street

C She took from a school boy’s bag

3 Activity 3 (Task 3/ p 24) Comprehension

questions (pair work )

-Ss read the passage again and answer the

following questions

1 Why did her father give her some money on

her birthday?

2 What did she see in the boy’s bag?

3 Why did she decide to take the money from

the boy’s bag without saying anything about it?

III POST-READING: (7’)

Discuss the question: What would you do if you

were the writer?

IV RESERVED-ACTIVITY:

Keys:

1 So that she could buy the hat for herself

2 A wad of dollar notes exactly like the ones her father had given her before

3 Because she didn’t like to make a fuss

(Group work ) Expected answers: - say nothing / keep as

a secret

-try meet the boy and give the money back

Ss tell about their embarrassing experiences

-Write about their own experiences

*Lexical items: native speaker; affect (v); turtle (n)

*Skills: speaking; listening; writing; reading

*Teaching aids: textbooks; pictures; handouts

PROCEDURE

I PRE-SPEAKING

1 Warm-up: (5ms) Hangman

Teacher asks Ss to think of a word containing

10 letters, you can guess 2 letters first:

- native speaker (n) (situation) người bản xứ

Key words: EXPERIENCE

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Ex: Mary comes from England.

She speaks English as a native speaker

- (to) affect (v) (example) ảnh hưởng

Ex: Smoking is harmful to our health It means

smoking ……….badly our health

→ affects

- turtle (n) (picture) con rùa

4 Checking vocabulary: (3ms) R.O.R

Teacher calls some pairs to perform the

dialogue in front of the class

Teacher sticks a poster with the completed

dialogue

Teacher asks Ss to pay attention to the tense of

the verb <Simple past >

Key answers:

1_d; 2_c; 3_ a; 4_ b; 5_ e

Ss put the conversation in the correct order

by numbering the expressions (Task 2, textbook, P.26 )

Key answers: 1_b; 2_ d; 3_ h; 4_ a; 5_ e; 6_ g; 7_ c; 8_ f

Ss to pay attention to the questions:

Have you ever …… ?

How did it happen?

When did it happen?

How did the experience affect you?

III POST- SPEAKING: (13ms)

Ask Ss to use the questions above to talk about

their own past experiences, using the cues in

* Objective: By the end of the lesson, Ss can learn some vocabulary about a fire

* Lexical items: memorable (a), scream (v), gas stove (n) escape (v), terrified (a),

replace (v), embrace (v), protect (v)

* Teaching aids: picture, cassette, chart, handouts

PROCEDURE

I PRE - LISTENING:

 Warm - up: (5’) (group work): Describing

the picture (p27 - textbook)

 Lead - in (2’)

- Have you involved in or seen a fire?

- What did you do then?

- How did you feel?

 Vocabulary (10’):

- memorable (a) = unforgettable (a)

(synonym): đáng ghi nhớ

- Terrified (a) sợ hãi (example)

Ss look at the picture and say what is happening in it

 Checking vocabulary (5’) (individual) Gap

- filling

1 A good pair of shoes will ……… your feet while jogging

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Most people feel terrified when they see

- Replace (v) (mining): thay thế

- Gas stove (n) (drawing)

- Embrace (v) (picture): ôm

- Escape (v) (example): thoát ra ngoài

The prisoner ran away after escaping from

1 protect 2 embraced 3 memorable 4

terrified 5 screamed 6 replace

7 gas stove 8 escape

II WHILE – LISTENING

Keys:

1 T 2.F 3 F 4 F 5.T

Ask Ss to put the sentences in right

order to make a completer story

Keys:

1 small 2 everything 3 family

4 replaced 5 took 6 appreciate

2 The child ……….her mother tightly because of fear

3 April 30th 1975 is a ……….day of Vietnamese people

4 I feel …whenever I stay at home alone

5 The fans …….with excitement when they saw their idols

6 Robots can …….people in some work

7 Remember to turn off the …… right after cooking

8 They were trying to ……….from a burning house

1 Activity 1 (5’) (Pair work) (task 1 P27)

-b Her most unforgettable experience happened 13 years ago

-d Her house burned down-a The fire started in the kitchen because she forgot to turn off the gas stove

-c She heard her mother’s voice calling her name

-f She rushed to her mother and her mother

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carried her out.

-e She got away without even a minor burn

3 Activity 3 (5’) Individual (Task 3 textbook P28)

III POST - LISTENING (5’) (textbook

P28) Discussion

Christina says that family is more important

than things Do you agree or disagree with

her? Why? Exchange your ideas with a

A2 Lexical items: - Words/Phrases used to write about a past experience:

embarrassing/embarrassed, frightening /frightened, funny, unforgettable, memorable; appreciate; outlook on life…

A3 Structures: I’m writing to tell you about my most memorable …; This made me

more careful…; This changes my outlook on life; etc

A4 Method: Integrated, Communicative approach

A5 Teaching aids: Posters, pictures, handouts, transparency sheets/A4 paper,

whiteboard markers, overhead projector

B PROCEDURE

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Phan Van Duong

Look at the pictures or listen to the situations and

answer the questions

T either shows 2 pictures of ‘a man attacked by a

dog’ and of ‘a man slipped & fallen in the street’ or

gives 2 situations and asks some questions:

1 What’s the matter with the man in the 1st picture?

2 How did this affect him?

3 How about the 2nd picture?

4 According to you, how did he feel when there were

a lot of people in the street?

PRE-WRITING (15 mn)

Act.(7mn) Listen to the teacher’s past experience

and do a multiple-choice task

T tells Ss her/his past experience.

‘I’ve had a lot of experiences in my life My

unforgettable experience was just 2 months ago,

when my family spent a summer holiday in Hue city.

We stayed at a big hotel with 7 floors for three days

My son, a quick and naughty boy likes taking the lift

so we decided to choose a room on the top floor On

the last afternoon of our stay, while I and my

husband were both talking to each other and

stepping into the lift, my son was putting his left hand

into one of the two slots of the lift I really lost my

temper then Immediately, I grabbed his hand and

tried to draw it out of the slot, but I couldn’t The boy

was more and more crying, and I began crying My

husband, who prevented me from doing like that, was

very calm He managed to draw his hand out of the

slot At that time, I felt relieved and hugged my son

because I had thought of the worst thing that would

happen to him Luckily, he wasn’t seriously injured.

This experience made me frightened and pay more

attention to my naughty son Especially, I find that

we should be calm when solving any problems.’

TASK: Listen to my past experience and then tick

the right pictures related to the story

1 He was attacked/bitten by a dog

2 This made him frightened

3 He was slipped

4 He felt embarrassed

Group work (groups of 4)Ss: Observe the pictures of the task provided and make group discussion before listening

on sheet /paper by using the outline written

14

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• Skill: speaking, listening, writing, reading

• Teaching aids: textbooks, handouts, poster

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Phan Van Duong

Game: T prepares 15 cards containing 15

words and asks Ss to put into correct columns

T asks Ss to underline the words containing 3

consonants above and read the sentences

4 Mr King is singing next door

5 He’s holding a string in his fingers

6 He loves spending his holidays in his small

summer house

III PRODUCTION (5’)

T divides class into 2 groups ands asks Ss to

choose the number and give the word

containing the consonant

B GRAMMAR (23’): Present simple

indicating past time

I PRESENTATION (7’)

T feedbacks and explains: Present Simple also

indicates past time

Keys:

1 invites 2 sets 3 gets

4 waves 5 promises 6 carries

7 contains 8 has baked 9 is

10 is shining 11 are singing12 is

II PRACTICE: (8’)

Multiple Choice

One fine day, we (1 decide) _ to go

into a jungle We (2 start) _ preparing

for the trip at six in the morning, and (3 leave)

_ with two elephants carrying our

luggage It’s a hot day but all of us (4 wear)

shoes and trousers to protect us from

snakes In the jungle, there is a lot of wildlife

but we (5 try) to find big cats,

especially tigers We (6 climb) _ into

the elephants’ backs to get better view, but it’s

unusual to find tigers in the afternoon because

they (7 sleep) in the heat of the day

_ off to visit her The little girl (3 get) ready, (4 wave) _ goodbye to her mother and (5 promise) to be careful On her arm she (6 carry) _ a basket which (7

contain) _a cake her mother (8 bake) specially It (9 be) _ a lovely spring morning, the sun (10 shine) _ and the birds (11 sing) , happy that the winter (12 be) _ over

1 a to decid b decides c deciding d decide

2 a have started b had started

c start d was starting3.a leave b leaves

c leaving d to leave4.a wears b wear c

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LANGUAGE FOCUS (2)

• Objectives: By the end of the lesson, Ss will be able to use the past simple, past

progressive and past perfect correctly

• Skills: writing, speaking, listening, reading

• Teaching aids: textbook, handouts, chart, pictures, etc

2/ Last night, while I watched T V, my

mother was reading a newspaper

3/ When I arrived, the lecture had already

started

4/ He went out with his friends after he

finished his homework

3/ was working - broke

4/ started - were walking

5/ told - were having

6/ didn’t listen - was thinking

7/ phoned - didn’t answer - were (you) doing

(1) Past progressive + WHEN + Past simple

WHEN + past simple + past progressive

*Expressing an action happening when another action happened in the past

(2) WHILE + Past progressive + Past progressive

Past progressive + WHILE + Past progressive

*Expressing two actions happening

at the same time in the past

(3) WHEN / BEFORE + Past simple + Past perfect

Past simple + AFTER + Past perfect

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8/ had looked - asked - cost.

2/ Activity 2: 8’

Exercise 3 / p.31 textbook

Keys: 1/ had eaten - arrived

2/ found - had taken

3/ got - had closed

4/ got - had left

5/ got - had arrived

6/ paid - had phoned

7/ went - said - hadn’t arrived

8/ had looked - asked - cost

III/ PRODUCTION: 12’

Sentence building

- T uses pictures or cards:

1/ Play football - do homework

2/ Cook the meal - watch T.V

3/ Go shopping - do housework

4/ Have dinner - go to the cinema

- Ss to make sentences, using the three

three structures above

READING

 Read for gist

 Study some new words relating to the topic: Party

T elicits some information relating to a

party from the Ss

- Have you ever been to a party?  Expected

answer: Yes

- Do you enjoy going to a party?  Expected

answer: Yes

- Could you tell me some kinds of party you

have been invited to?

Lead – in:

T introduces the lesson:

“Today we will learn about some kinds

of parties that people are celebrating”

 Expected answer:

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I Pre-reading: (10 minutes)

 Pre-teaching vocabulary:

1 blow out (v) thổi tắt

(Miming: T asks the Ss to look at him or her T

does the action of blowing out the candles

then asks the Ss:

“What I have done?”  Expected answer:

blow out the candles)

RUB OUT AND REMEMBER

I While reading: (20 minutes)

 T checks and gives feedbacks

 Ss to work in pairs and read the text again

Ss ask and answer then tick () in the right box

 T delivers the hand-outs (taken from the textbook, p.34)

T checks and gives feedbacks

4 wedding anniversary party

7 birthday partyPAIR WORK

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III Post-reading (9 minutes)

PREPARE YOUR BIRTHDAY PARTYTime to start

Place to celebrate your birthday party in a park, at home, at a restaurant, at a coffee

shop…

Interesting activities

DISCUSSION

- T asks Ss to work in groups of 5

- T asks Ss to discuss the reasons why they

prefer to celebrate their birthday party at home / in

the restaurant

T checks and gives feedbacks.

Write-it-up:

Write a short paragraph (about 70 

100 words) about the preparation for your birthday party Using the information given in the chart above

SPEAKING

Objectives: By the end of the lesson, Students will be able to:

+ Talk about the party they have been to+ Tell how they organize a party

Skills: speaking, writing

Teaching aids: Textbooks, hand-outs

T asks each group to choose a representative

to come to the board

T asks Ss to find some words related to the

topic PARTY then write their words on the

board

Ss to clap their hands

Ss read the list of questions on p 35

Ss choose from the list 5 or 6 questions to answer

Ss to work in pairs

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T checks the Ss' answers

The group that has more correct words will be

the winner

Lead-in:

T introduces the lesson: " Today, you

will learn to talk about the parties you've

been to and how to organize a party."

II Pre-speaking: (10 mins)

• Activity : Task 1

T asks them to write their answers on a

piece of paper

T reminds them to use The Past Tense

T calls some Ss to stand up and talk

about their answers

III While-speaking: (20 mins)

Activity 1: Task 2

T asks them to tell their friends about the

party they've been to

T asks them to use the information in the

previous activities

T goes around to check and offers help if

necessary

T calls some Ss to stand up and tell about the

party they have been to

T gives feedbacks

Activity 2: Task 3

PARTY-ORGANIZER'S COMPETITION

II Post-speaking: (10 mins)

- T asks the Ss to work in pairs

T gives some cues

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- T asks Ss to plan an interesting party (using

the cues) then tell their friends to invite them

to come to that party

- T calls some Ss to stand up and talk about

their parties

- T checks and gives feedbacks

- Ss to discuss in their groups

structures above

LISTENING

Objectives: By the end of the lesson, Students will be able to:

+ Listen for gist

+ Listen to get some specific information to answer the questions

Lexical items: words related to a party / parties

T elicits some information related to parties

from the Ss by asking the following

questions:

- When do you like to organize your birthday

party, during the day or in the evening?

- What foods and drinks are often served at

- Ss work individually to read through the hand-outs

- Ss listen to the tape once and try to decide if the statements are True (T) or False (F)

- Ss to work in pairs and discuss their answers

BIRTHDAY PARTY

Game: Hide and Seek, Beauty Contest, etc

GueSs: Interesting friends and famous

singers

Foods and Drinks: coke, fruit juice,

cake, biscuits, etc

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your birthday party? What act …

II Pre-listening: (10 mins)

Checking vocabulary: WHAT AND WHERE

III While _listening: (20 mins)

• Activity 1 : Task 1

• T delivers handouts (taken

from the textbook, p.37) T call some

Ss to stand up and give their answers

• T plays the tape again to check

with the whole class

2 Why didn’t she like having her party at a restaurant?

A noisy and expensive B quiet and cheap

C noisy and cheap D quiet and comfortable

3 What did Mai’s mother serve the gueSs at the beginning of the party?

A ice-cream and biscuits B soft drinks and biscuits

C coffee and cake D fruits and milk

4 What time was the birthday cake brought out?

A 6.30 a.m B 5.00 p.m C 4.30 a.m D 4.30 p.m

5 It was beautifully decorated with

A pink and white icing B brown and yellow icing

C green and white icing D black and yellow icing

6 What did all the gueSs do while Mai was cutting the cake?

A they danced and sang B they played the Bingo game

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C they took photos D they clapped their hands and sang

7 What time did the birthday party finish?

A 6.30 a.m 6.00 p.m C 6.30 p.m D 6.00 a.m

IV Post listening: (9 mins)

T asks them to talk about Mai’s

birthday party

T asks the secretary to take notes

Homework: (1 min)

- Ss to work in group of 6

- Ss choose a secretary and a presenter

Write a short paragraph about Mai’s birthday party (5070 words)

WRITING

 Write a letter of invitation

Lexical items: Words / phrases used in letters of invitation

Structures: Would you like to…?

Skills: Writing

Teaching aids: Hand-outs, posters

PROCEDURE

Teacher ‘s activities

T devides the class into 2 groups: Apple and Orange

T asks each group to choose a representative to come

to the board

T asks Ss to find words related to LETTER

I Lead – in:

- T introduces the lesson:

“One of the kinds of letter we will study today is

letter of invitation“

II Pre-writing: (10 mins)

Vocabulary teaching:

-refreshments (n) -serve (v) -take place

- T elicits some information from the Ss:

Would you like to go to the cinema with me?

- Structure:

1 I often bring a lot of ….when I go on a picnic

2 What … to be … at the party?

3 The 2002 World Cup … in Korea and Japan

III While writing: (20 minutes)

Activity 1: Task 2

- T asks the Ss to work in pairs

- T asks them to complete the letter in the textbook

- T calls Ss to give their answers

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- T checks and gives feedbacks.

Activity 2: Task 3

T asks the Ss to find the answers for the questions in

the textbook

Activity 3:

-T asks Ss to work in groups again

III Post-writing (9 minutes)

T calls the Ss to stick their poster on the board

Bingo, ect

5 Fast food and fruits will be served

invitation in their notebooks

E LANGUAGE FOCUS

A Aims: After the lesson, students will be able to:

- distinguish the sounds /l/ - /r/ - /h/

- know about infinitive and gerund

- apply to do the exercises

- T uses pictures of a plate of salad, a restaurant, and a

house to lead to pronunciation

II Pronunciation:

1 Activity 1: Listen and repeat

2 Activity 2: Practise reading aloud these sentences

1 Hello, Mr Allen You’re early for lunch It’s only eleven

o’clock

2 I’d like a plate of salad, a glass of lemonade, a slice of

melon and some jelly, please

3 Laura is a really pretty librarian in the public library

4 Her parents own a restaurant in a country in central

Europe

5 Hello, Harry Have you heard the news? There’s been a

horrible accident A helicopter has hit Helen’s house

6 Helen and her husband will have to spend their holiday

- T asks Ss to repeat the words

- T asks Ss to read the sentences

- T gives a situation and asks Ss some questions to lead to the grammar point

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eat and drink

blow out the candles

- I hope to receive many presents on my birthday

- We enjoy singing birthday song

II Verbs followed by V-ing and To-inf

Verb + (O) + V-ing

+ V (To-inf)

1 Verbs followed by To-inf

V + (O) + To-inf

- decide, expect, try, attempt, tend, ask, want, refuse,

desire, wish, order, require, demand, fail, advise,

hesitate

- would like / love, agree, be willing, hope, tend -

intend

Ex: - I expect to meet him tomorrow

- She fails to solve this problem

- Don’t hesitate to contact me when you ‘re here

Other structures: - It + (be) + adj + to-inf

- S + V + too … + to-inf

- S + V + … enough … + to-inf

2 Verbs followed by V-ing

V + (O) + V-ing

- avoid - mind - appreciate

- deny - delay / postpone - miss

- consider - dislike/ hate / detest - finish

- keep - enjoy - practise

* Expressions:

- look forward to - be worth

- There ‘s no point in - be busy

- It ‘s no good / use - be / get used to

- can’t help / bear / stand - be accustomed to

Ex: - I deny having stolen money

- The book ‘s worth reading

* Adj phrase with preposition + V-ing

III Exercise 1:

1 Most passengers dislike _ to sit in small,

uncomfortable seats on long flights.(have)

2 I must drive more carefully I can’t risk

another speeding ticket (get)

3 Did Dick mean _ Sue about the party, or did

it slip out accidentally?(tell)

4 You must keep on the computer until you

understand how to use all of the programs (practise)

5 The judge demanded _ the original document,

not the photocopy (see)

IV Homework:

- Prepare Language Focus (cont)

- T presents

- T has Ss do the exercise

- T gives correction and comments

Key:

1 having, 2 getting, 3 to tell, 4 practising, 5 to see

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E LANGUAGE FOCUS (cont)

A Aims: After the lesson, students will be able to:

- know about passive infinitive and gerund

- apply to do the exercises

B Teaching aids:

- Textbook

C Procedure:

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Phan Van Duong

1 Ms Thompson is always willing to help, but she doesn’t

want at home unless there is an emergency

2 Jack got into trouble when he refused his briefcase for

the customs officer

A opening B being opened C to open D to be opened

3 Barbara didn’t mention about her progress report at

work, but I’m sure she is

A concerning B being concerned C to concern D to be

concerned

4 You’d better save some money for a rainy day You can’t

count on by your parents every time you get into financial

difficulty

A rescuing B being rescued C to rescue D to be rescued

5 Please forgive me I didn’t mean you

A upsetting B being upset C to upset D to be upset

C MORE EXERCISES

I Choose the best word / phrase/ sentence

1 Would you mind the door? (open)

2 You should give up or you’ll die of cancer (smoke)

3 The teacher told his pupils in class (not talk)

4 The driver stopped a coffee because he felt

sleepy (have)

5 Have you ever considered a pharmacist?

(become)

6 Peter advised me again (try)

7 Avoid such a mistake again (make)

8 My father wanted me a pilot (be)

9 Mr Thomas doesn’t allow while he is explaining the

lesson (talk)

10 Do you have any money for this book? (pay)

11 I don’t know why he avoided me (meet)

12 He enjoyed breakfast with us (have)

II Write each pair sentences using the words in brackets

- T presents the usage of passive infinitive or gerund

- T has Ss do the exercise

Key:

1 B, 2 A, 3 B, 4 B, 5 A

- T asks Ss to do the exercise

Key:

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

- T gives comments and correction

Key:

1 opening, 2 smoking, 3 not

to talk, 4 to have, 5

becoming, 6 to try, 7 making,

8 to be, 9 talking, 10 to pay,

11 meeting, 12 having

- T gives comments and 28

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READING

Objectives: By the end of the lesson, students will be able to

- Scan read for specific information

- Skin read for general ideas

- Work in pairs/groups effectively

- Get to know about volunteer work

Lexical items: Voluntary/volunteer/mow/ handicapped/ remote

Skills: Reading (main), speaking

Teaching aids: Handouts, picture

PROCEDURE

I WARMER: (5’)

- Divide the class into 2 groups

- Each group will take turns to answer the

questions prepared before hand by the

teacher

- If they give the correct answer they will

get 1 mark The group with more marks

wins the game

Leading: Can you tell me some volunteer

work in our school?

II NEW LESSON

Teacher says: In our lesson today, we’ll read

about the volunteer work PRE-READING

• Teaching vocabulary

1 Volunteer (n) (v) (picture + explanation)

These people are doing volunteer work They are volunteers

Teacher: Can “volunteer” be a verb?

Students: Yes

2 Voluntary (adj) (context situation:

Synonym)

In her spare time, she does the work without

being paid for it?

In her spare time, she does work (voluntary)

3 Remote (adj) (synonym)

4.Fill in the missing words

a .or West, home is best5.What is the antonym of “full”? (empty)

6 What do you call the money we give to the children on Tet Holidays? (lucky money)

7 What is a popular kind of drink in Japan, China and Vietnam? (tea)

8.What is up when it rains? (umbrella)What do you call the home of the birds (nest)Expected answers:

- Help the disabled

- Help the people suffering badly in wars or natural disasters

Show a picture of the handicapped and elicit the word

• Checking vocabulary: Gap fill

1 When she retired, she did a lot

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What is the synonym of “far away”?

4 Wow (v) (picture +example)

Show the picture of a mower and ask students to

fill in the gap with one word in the following

sentence:

“ This machine is used to

lawn/

5 Handicapped (adj ) (picture + translation)

III WHILE –READING (17’)

Activity 1: Multiple choice (task 2, P.48)

- Put students into pairs

- In pairs, ask them to choose the best

answer from A, B, C or D for each of the

sentence

- Call on some Students to give the

answers

- Make corrections

Activity 2: Questions and answers (task 3, P49)

Have students work in pairs to ask and answer

the questions

Call some students to give the answer and write

on the board

IV POST – READING: Discussion

- Have students work in groups of for or

five, discussing the following questions:

1 What kind of volunteer work do you

usually do at school?

What do you usually do in each kind of

volunteer work?

of service for the Red Cross

2 He continued to the lawn and did routine chores

3 She needs some to clean up the kitchen

4 We have visited many villages in areas

5 I’m going to work two days a week teaching kids to fish

KEYS: 1 Voluntary 2 mow 3

volunteers 4 remote 5 handicapped

Expected answers: 1.A, 2.D 3.B 4.D, 5.B

Expected answers:

1 They read books to the people there, play games with them and listen to their problem

2 They give care and comfort to them and help them to overcome their difficulties

3 During summer vacations, they volunteer to work in remote or mountainous areas to provide education for children

work at your school/hometown

SPEAKING

 Objectives: By the end of the lesson, Students will be able to

-Identify types of volunteer work

-talk about volunteer work

-work in groups /pairs effectively

 Lexical items: invalid/ martyr/ intersection

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 Skills: Speaking

 Teaching aids: Handouts, charts

PROCEDURE

I WARMER:(5') Game: Word Grid

-Hang on a chart with all the words in their rows

and cover each row with a piece of paper

-Divide the class into 2 groups

-Ask each group to choose the numbered row in

turns, read the explanation for the word in that

row and say what the word is

-Uncover the piece of paper of each row when

Ss have the correct answer

-One point for one correct answer If they can

guess the word in vertical column, they will get 3

points and the game stops

RED CROSS

Lead in: -Have you ever worked for the Red

Cross Association?

- What kind of volunteer work do people work in

the Red Cross Association?

→In our lesson today, we are going to speak

about such volunteer work

II PRE- SPEAKING: (8’)

1 *Teaching vocabulary: Invalid(n) (picture +

Situation man He has to be confined to a wheel-

chair and he needs other people to take care of

him He is an

2 Martyr (n) (Situation + Translation)

3 Ex: Do you know Nguyen Van Troi? He

devoted himself to the revolutionary cause and

he was killed by the enemy He is considered as

a

4 Intersection (n) (picture )

III WHILE _SPEAKING:

*Activity 1(task 1, p.49)

Teacher: Hang this chart

Teacher gives feedback

R What animal do cats eat? (rat)

E What planet are we living on? (Earth)

D What do you call a person who takes care of the teeth? (Dentist)

C What do we use to drink tea? (Cup)

R What is the antonym of “wrong”? (Right)

O What is Iraq famous for? (Oil)

S What do we wash our hair with? (Shampoo)

S What is the most popular sport in the world? (Soccer)

Expected answers: -Yes/ NoThey help the poor, or those suffering from natural disasters

excursion

or mountainous areas

to the poor and the sick

speaking club

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Teacher shows the chart of the conversation on

page 50 on the board Teacher reads the

conversation aloud

IV POST- SPEAKING

Teacher divides the class into groups of four or

five, asking them to discuss volunteer work that

they usually do to help people

- Teacher collects the mistakes made by student/

Teacher gives feedback

disadvantaged children

Joining the Green Saturday Movement

Students go to the board to stick the smiling faces next to volunteer work and sad faces to the activities which are not volunteer work

PairsSubstitution:

Instruction: You are going to walk in pairs to make similar conversation, using the

activities from the table

Objectives: By the end of the lesson, the students will be able to:

- listen for specific information

- know more about volunteer work

- work in pairs/ groups actively

- discuss

Lexical items: co-operate, fundraising, sponsor, annually

Skills: listening (main), speaking

Teaching aids: CD player, poster, handouts

PROCEDURE

I Warm-up: (5 mins) Game: Finding one’s

other half

- Divide the class into 2 teams A and B

- Hang on 2 posters on the board

-Stick pieces of paper on each poster

- Ss in each team combine pieces of paper to form meaning full phrases

-The team who finishes first wins

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*Lead-in: (point at the posters) These activities

are volunteer work

In today’s listening section, you listen to a

passage to know more about volunteer work

II Pre- listening:

*pre-teaching vocabulary:

1, co-operate (v) (example)

Ex: I work with him and help him for a

particular purpose I………… with him

2, fundraising (n)(definition+ translation): the

activity of collecting money to support a charity

or an organization: hoat dong gay quy

3, sponsor (n) (situation)

+ Hue Brewery Company paid all the expenses

for the Festival held in 2006

This company was the……… of the

Festival

4, annually (adv) (synonym)

What is the synonym of yearly?

*Checking vocabulary: Slap the board

III WHILE- LISTENING: (20 mins)

*Activity 1: Gap- fill (task 1,p 51)

- Ply the tape and ask Ss to listen and fill in the

missing information

- Let Ss listen again if necessary

- Call some Ss to give the answers

*Activity 2: Error Recognition

- Deliver handouts

- Have Ss listen and underline an error in each

sentence and correct it

- Call some Ss to give the answers

1 Spring School provides classes for

disadvantaged children in Ho Chi Minh City

2 Dance, theatre, singing and circus classes

was set up a year later

3 Spring School requires volunteers helping

organize their fundraising dinner

4 This is an exciting night in where children

perform circus, theatre, dance and singing

5 More schools like Spring School will soon be

finding in other city in Vietnam

*Activity 3: Questions and Answers (task 2 p

*Key: supporting charities/ raising money/ helping the poor/ helping the elderly/ making donations

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- Have the Ss listen to the passage again and find

the answers to the questions

- Ask them to compare the answers in pairs

- Give the feedback

IV POST-LISTENING: (14 mins)

Speaking

- Ask Ss to work in pairs to talk about

Spring School, using the following

suggestions:

+ The aim of Spring School

+ The number of children living and studying

at the school or the classes

+ The activities the children at the school take

part in

+ The kinds of volunteers that Spring School

requires

- Go round to give help where necessary

- Call on some Ss to report in front of the class

were set up in 1999

3 Because they need money to continue their English and Performance Arts classes

4 At one of the largest hotels in Ho Chi Minh City

5 To contact sponsors and help to expand the school activities

Skills: writing (main), reading

Teaching aids: charts, reality

PROCEDURE

I WARM-UP: (3 mins) Game (Jumbled word)

Lead- in: (2mins)

Elicit the answers from Ss: -When do you say

“thanks”?

In today’s lesson, you’ll learn how to write a

formal letter to express gratitude or thanks

PRE-TEACHING VOCABULARY:

Amount (n): (Synonym)

+What is the synonym of “a sum of money”

1 Donation (n): (translation)

2 Ask Ss: What do you call a person who

donates something? (donor)

3 Issue (v): (realia + situation)

*Activity 1: Read and Underline (5 mins)

- Have Ss work in pairs to read the letter and

underline the sentence that express the points

given (task 1, p.52)

- Call on some Ss to read aloud the sentences

- Give feedback

*Activity 2: Identifying ideas(5 mins)

Ss work out the anagram the following word: STANHK

Key: THANKSExpected answers:

+ When someone gives you a present

+When someone does you a favor

+When someone helps you with something.Suggested answers:

The opening of the letter: Dear Sir or Madam

The amount that is donated: I am verry happy to receive a donation of $500 from your company some days ago

How the money is used: the money will help us to repair the old school building and build a new block of flats for the handicapped students

How the receipt is issued: We will certainly issue a receipt as soon as possible

The gratitude to the donor: I would like to

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- Hang on a chart with parts of a thank- you

letter arranged in the wrong order

a An offer to pay and a renewal of thanks

b A personal remark about the usefulness of

the gift or present

c An acknowledgement and thanks

d Closing

e A fuller expression of gratitude

- Call some SS to give the answers

- Check with the class

Activity 3: Write a thank-you letter (15 mins)

(Task 2, page 53)

- Elicit some useful expressions used to express

gratitude or thanks from Ss

II POST-WRITING: (8 mins)

- Choose one writing and ask a student to write

it on the board

- Ask the whole class to correct the mistakes

- Give comments

III HOMEWORK: (2 mins)

express our thanks for the donation from your company

The closing of the letter: I look forward to hearing from you soon

Yours faithfully,Expected answers:

1 An acknowledgement and thanks

2 A fuller expression of gratitude

3 A personal remark about the usefulness of the gift or present

4 An offer to pay and a renewal of thanks

5 Closing

Expected answers:

- Thank you very much indeed for …

- Many thanks to you for …

- It is kind / good of you to help …

- On behalf of … I’m writing to thank you for…

- I would like to express my thanks to you for …

- I would like to offer my sincerest

LANGUAGE FOCUS (1)

▪ Objectives: By the end of the lesson, SS will be able to

- know how to use gerund / present participle of the verbs

- do all the tasks in the course book / set by teacher correctly

- work in pairs/groups effectively

▪ Lexical items:

- furious (adj) diary (n), modernize (v), be ashamed of (exp)

▪ Skills: Reading and writing

▪ Teaching aids: Handouts, chart

Lead in and presentation (8)

Do you like playing soccer, boys?

Why?

T writes: They find that playing football is

interesting

T asks: Pay attention to the word playing Is

Key word: Soccer

(Yes)(Because it's interesting)

Trang 36

it an infinitive or a gerund?

(gerund)

T revises some cases in which gerund is

used:

- after preposition (of, with, about, in )

- After some verbs (V*: mind, enjoy,

admit )

T hangs the picture of a boy seeing some

boys playing football

What did the boy do?

(He saw some boys playing football.)

T writes: He saw some boys playing

football

T explains: Playing is present participle of the

verb

Run through the words

To help you do the following exercises, I'll

help you with some new words

(picture)furious (adj) (synonym)

What's another word for "very angry"?

prevent s.o from doing st: (translation)

T: prepare 7 pictures beforehand

picture of a boy preparing his lessons

picture of a woman going shopping

lucky number

picture of of a man collecting old books

picture of some boys playing badminton

.picture of a girl looking forward to a letter

from her friend

picture of a woman asking a man not to smoke

picture of a girl seeing a boy running past her

Preposition + gerundV* + gerund

Checking: Decide if the following underlined words are gerund or present participle

1 He is interested in playing football

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