GA AV 12 cả năm

By the end of the lesson, students will be able to understand the text, know some new vocabularies and have general knowledge of family relationship II.Teaching aids: English book, pictu

By the end of the lesson, students will be able to understand the text, know some new vocabularies and have general knowledge of family relationship

II.Teaching aids: English book, pictures a bout family, posters.

Step I: Warm – up:

Teacher shows a picture of his/ her family

+ Students ask questions about it

ex: Who is he? - he is my father

What does he do? - he is a doctor

+ Teacher leads to the topic: "home life"

Step II: Newlesson

I.Pre-reaking

* Teaching vocabulary

join hands: (v) work together

house hold chores: (n) house work

caring: (adj): quan t©m

mischievous: (adj): NghÞch ngîm

close – knit: (adj) having close relationship

II While - reading:

1 Task 1: Matching (poster)

Whole - class

Whole - class -T helps Ss to pronounce themcorrectly

-T may want to model first and then ask Ss to repeat after him/her

-T elicits the meaning of thesewords from the class

- T gets Ss to make sentences with these words

4 ’

7'

5'

- To ask sts to read through the text and match

B Mum and dad

c Authors self

D Members in thefamily

2 Task 2: True/ False statements (hand out )

a There are 6 people in the author's family

b In the author's family, both parents work

together to give their children a nice house and

a happy home

c His mother is a busy woman

d The author has just left school

e All the members in his family have a good

relationship to one another

* To give time to students to do

3 Task 3:

- Teacher asks students to answer the 3 first

questions in task 2 in textbook

- Then calls on some Ss to present their answers

- T gives feedback

pair - work1.D2.B3.C4.A

Group - worka.Fb.Tc.Td.Fe.T

pair - work 1.Very busy They have towork long hours andsometimes they have to work

at night

2.She is always the first one

to get up in the morning ytomake sure that her childrenleave home for school with

5’

10’

III Post – reading: Discuss in pairs

- Teacher asks each group to compare the

family described in the text with their own

family

- Let's students of each group to go to the board

and write down the answers one by one

3 The daughter helps with thehousehold chores: She washesthe dishes and takes out thegarbage…

- Asking and answering about house hold chores and family life

II.Teaching aids: English book, pictures a bout family, posters.

act

time

Step I : Warm– up: Questions and answers

- T give questions Sts Answer

1 How many people are there in your family?

2 What does your father do?

3 Who does the house hold chores? …

- T leads sts in new lesson

Step II : New lesson

I Pre - speaking

- T presents some new words

+ make a decision = decide ®

- T asks sts to read all the sentences care fully

- T gives ins tractions - tick the sentences that are true

to you and your family

- T models to make sure that all sts understand what to

do

- T lets sts work themselves in 2 minutes and then

class

Whole-Classwork

Individualwork

5’

5’

12

’

answer with their friends

- T calls on some sts to read the sentences that apply to

them

* Suggested answers

SA: In my family, only my father works

I of ten share my personal secrets with my father

SB: My responsibility in my family is to wash the

1 who works in your family?

2 Who does the house hold chores?

3 What's your responsibility in your

6 Who do you often talk to before

making an important decision?

- T asks sts to read through the questions

- T checks sts understanding by saying one key word

and calling one st to read aloud the full question

Pair work

15’

- T asks sts to go around the class and ask 2 other sts

these questions

-T reminds them that they have to write down their

friends' names and answer T can make models with a

student

- T goes around the class and help if necessary

- T calls some pain of sts to ask and answer in front of

the class and give feedback

*Post – speaking:

- T calls on some sts to look at their handouts and retell

the class about one of their friend's family life

* Suggested answers: I talked to Hoa only her father

works her mother is a house wife She does the house

I.Aims of the lesson

By the end of the lesson, students will be able to understand the conversation between Pauland Andrea and their family

II Teaching aids: Pictures about family, English books, cassette player

s activities

Time

Step I Warm up:

- Ask sts to listen to a song: "3 ng n n n lung linh"ọ ế

- Ask some questions:

1 What's the name of this song?

2 What's it about?

3 How's the family atmosphere in this song?

- Listen and check

- Lead in: Today we are listening to about the families.

The whole class

- reserv(n): de danh, du tru

- to spread out : trai ra

-rarely : hiem co, dac biet

- leftover : thuc an thua, nguoi con lai

2.Setting the sence

- Ask sts to look at the picture in the book (page 16) and

ask some questions:

1 What's happening in this picture?

2 How many people are there? Who are they?

3 How are they feeling? How do they look?

- lets sts repeatone by one, pay attention

to the stress syllables, givesthe meaning ofthe given words

Suggested answers:

1 A family is having a big meal

2 9 people

3 Very happy

10'

II While listening

Task 1: Listen to the conversation between Paul and Andrea

and decide whether the statements are true (T) or false (F)

- Let sts read and guess true/false

- Play the tape the first time, sts listen and decide T/F

- Lets sts listen the second time, sts give their answers

+ Peer correction and check

- Let sts listen the last time and stop at the answers for sts to

catch

Task 2: Listen again and note down two things that are

different about Paul's and Andrea's families

- Ask sts to listen one more - Check

2.The family often eat the meal

the mother cooks at home

2 The family often go out

to eat when they get together

Work in groups(group 1 + group 2)

Suggested answers:

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

The whole class

18'

III Post listening:

- Let sts work in groups and discuss the importance of family

in a person's life

- Give the example:

In my opinion, family is more important than things because

it can't be replaced/it gives you love, support

- Call on some presentatives

- Feed back

Step III: Summary

Work in groups(3 groups)

10'

Step IV Home work

Rewrite the content of the discuss above

2'

Date of plan: 28/7/2008

Date of teaching: 4/8/2008

Lesson 2 Period No 7:Writing I.Aims of the lesson

- By the end of the lesson, students are able to write about family rules.

II Teching aids: text book, handouts, blackboard

activities

time

StepI Warm – up:

Questions and answers

- Teacher asks some questions

Eg: - Do you often come home late?

- What happens if you come home late?

- Topic family rules

Step II Newlesson

I Pre- writting

- Teacher reviews some grammar structures

+ let/ allow/ permit: cho phep

+ be allowed to : duoc phep

+ have to : phai

- Teacher gives a paragraph about tim's family

rules in handouts

- Sts underline all sentences that you think can be

useful to write about family rules

- Teacher can give some more sentence structures

if necessary

II While - writing:

Task 1 Ask students to list the family rules of

all members in groups

During the school year, I am not allowed to

watch TV until I have finished my homework.

In my family, everybody has to do their share of-

the household chores

- Answer T'squestion

- Sts read the modelparagraph

- Underline somestructures

- Teacher's crrection

Task 2: Use the ideas you have discussed

above to write a paragraph about your family

Begin as follows

- Ask students to write on large papers

Every family has its own rules Mine has a few.

First,…

IV/ Post – writing:

- Each group stick their paper on the board

wall, sts go around, correct if necessary

- T checks and correct again

Step III.Summary

The manin points of the lesson

Step IV Homework:

- Write a paragraph about your own family

rules (50-70 wds)

* Evaluation

- Demonstrate theirpapers

By the and of the lesson, sts will le abb to:

- distinguish the differences in pronunciation of the - s ending sound

- revise the use of some tenses (post simple, past progressive, present perfect)

II.Teaching aids: small pieces of paper, posters

activities

Time

Step I Warm – up:

Step II Newlesson

A Pronunciation

- T picks some pieces of paper on which there are

some words ending in "s" (books, months, peas,

beds, bags, speaks, days, bats

- T asks sts to put these words in the correct column

/S/ /Z/

- T checks the answers with the class

- T leads in the new lesson

T: All the words end with "s", but the sound "s" is

pronounced differently Today, we'll learn about the

pronunciation of the ending "s"

* Presentation

-T demonstrates the ways to pronounce the sound "s"

& "z"

- T explain the pronunciation of the - s ending sound

+ S is pronounced /s/ when the word end with the

sounds /f/, /k/, /p/, /t,

+ - s is pronounced /z/ when the word end with other

sounds (example: /ƒ/, /tƒ/, /dg/, /s/, /z/,

* Practice

- T reads the words and asks them to repeat in chorus

and individually -> correction

the whole class

Individualwork

10’

5’

- T divides the class into 4 groups to practise reading

the sentences (group 1: sentence 1+2 g3: 3+4

T give 3 sentences and asks them to write the

correct form of the verbs in brackets

1/ I (go) to her party yesterday

2/ Laura(work) here for 5 years

3/ Peter(watch)TV when I came

- T corrects and asks sts to retell the / use of past

simple, past progressive present perfect

* Practice 1

Ex 1 (p.18)

- T asks sts to work in pairs and underline the

most suitable tense form

- T asks sts to read aloud the answers

- T corrects and gives feedback

2 Did youenjoy

3.He was4.Did you give/

saw

5 I didn’tlisten

6 Have youtwo met

7.did you meet

3’

7’

5’

- Each group will choose the lest answer for a

paragraph of the letter (G1: para 1, G2 : para 2, G3

: para 3)

- T checks with the whole class

* Production

T hangs a poster on which there is an exercise

find and correct the mistake in each following

sentence

1/ I have met Mary last week

2 Peter has watched an interesting film at 9 p.m

yesterday

3 Did you ever go to England>

4 Sorry, but I haven't listened to you

- T asks sts to do this exercise individually first

then in pairs

- T check with the whole class

StepIII Summary

The manin points of the lesson

Step IV Homework:

- Make 6 sentences using the verbs in 3 tenses

they've reviewed

Individualwork Pair work

* Suggestedanswers

3 Have youever

been ?

4 haven'tlistened ->

I.Aims of the unit:

After the lesson, students will be able to:

- students will be able to guessing meaning from context and Passage comprehension

.- listen for the understanding of passage about a wedding in Vietnam

.-listen for specifi- Filling in missing information

- Comprehension questions

- Improving listening skill

- the pronunciation of "ed" endings and Grammar: Review tenses

II.Teaching aids: handouts, textbook, cassette tapes

III. Teaching procedures:

Period No1: Reading

Period No2: Speaking

Period No3: Listening

Period No4: Writing

Period No5: Language focus

Date of plan: 4/8/2008

Date of teaching: 9/7/2008

Lesson 1:

Period No 09: Reading I.Aims of the lesson

By the end of the lesson, students will be able to guessing meaning from context andPassage comprehension

II.Teaching aids: English book, pictures a bout family, posters.

Step I Warm – up:

Discuss the question: Which of the

following factors is the most important for a

happy life? why?

love money parents'

- Contractual: (adj) mutual agreement

- to be supposed to = it's s.b's duty Vo +

Vo

- concerned (adj) = to be taken interest in

- reject (v) = protest against/ object to

- physical attractiveness = hấp dẫn

confiding = sự tin nhau

partnership of equals = bình đẳng lẫn

nhau

- trust built on love = xây dựng lòng tin

trong tình yêu

II While - reading:

Task 1 Matching: Match the words in

column A with correct meaning column B

- T reads

Ss repeat whole - individual

work individually Answers :

d having a duty to

do something

e tell someoneabout s.thing veryprivate

- peer correction

- T checks

Task 2 Read the passage again and

answer the questions (page 22)

- Call Ss to answer the qs in front of the

2 The young Americans aresuch more concerned than theyoung in deans and theChinese with physical

attractiveness when choosing

a wife or a husband

3 The Indian students agreethat a woman has to sacrificemore in a marriage than aman

4 The American wife trustsher husband to do the rightthing because he loves her notbecause he has to

5 The main finding of the survey

15’

III Post – reading:

- Discuss

Four key values in the survey which is

the most important? why

- Work in groups

- Ss answers

- T corrects

Step III Summary

The manin points of the lesson

Step IV Homework:

- List some differences between a

traditional (Vietnamese family and

a modern Vietnamese family?

* Evaluation

is that young are not as romantic

as their American counterparts

By the end of the lesson, students until be until be able to talk about similarities and

differences among cultures

II.Teaching aids: English book, pictures a bout family, posters.

Step.I Warm – up:

2 ……… a birthday party?

3 ……… a house warming?

4 They often bring ………… (flowers, soft

drink, food, alcohol…)

Step.II Newlesson

I Pre-speaking:

1 Task1 group discussion

- Helping ss to use: I think …/or It's not true

… to express their point of view on the

following ideas (page 22)

+ I think/feel/believe…

+ In my opinion…

+ I don't agree…

+ It' s not true…

Example: + I think it's a good idea to have…

+ That's not true In same

countries …

T's correction

II While - speaking:

Task 2 Discuss in pairs to find out the

corresponding features of Vietnamese

III Post – speaking:

Task3: Helping ss to use the features

discussed in task 2 to talk about the

similarities and differences between

Vietnamese and American cultures (page

24)

- There are differences and similarities

between Vietnamese and America cultures

In America, it's not polite to ask questions

about age, marriage and income, but in

Vietnam, it's acceptable

T gets more group leaders to present

T's correction

StepIII.Summary

The manin points of the lesson

Step IV Homework

- List some more similarities and

differences between Vietnamese and

Date of plan: 4/8/2008

Date of teaching: 12/8/2008

Lesson 3Period No 11: Listening I.Aims of the lesson

After the lesson, students will be able to:

.- listen for the understanding of passage about a wedding in Vietnam

.-listen for specifi- Filling in missing information

- Comprehension questions

- Improving listening skill

II Teaching aids:Textbook, cassette, handouts, tape.

StepI Warm – up

- Competition Game - Net work.

- Instruction: Find out words relating to the

key word "Wedding"

Wedding

- The group which write more words and

earlier will win the game

- Lead - in: The wedding ceremony

- Ask some more questions :

1 - Have you ever attended a wedding

ceremony?

2-What do the bride and the groom usually

do at the wedding ceremony?

+ To know more about it, today we listen to

a conservation about a wedding ceremony

in Vietnam.

Step II Newlesson

I Pre-listening:

- Instruction: Now, you open the book,

listen to the tape and read after it

- Play the tape for Ss to repeat

- Teaching vocab

+ altar(n): (picture): bµn thê

+ banquet(n): buæi yÕn tiÖc

+ blessing(n): lêi chóc phóc

- Checking: Rub out

II While - listening

- Work in groups

- Answers: + Bride;

Groom; Relatives' Banquet' Ring' Ancestor;

You are going to listen to a conservation

between two people, listen and fill in the

gaps with the missing words

- Collect the ideas on the board.

- Play the tape for the first time

- Ask Ss if they are clear, if not, play the tape

again

- Call on some Ss to present the answers in

front of the class

- Correct mistakes

Task 2:Answer the questions

- Give Ss handouts: There are five questions

and the answers put in the wrong order

There is one extra answer that they don't

need to use

- The answers:

a- After they pray and ask their ancestors'

permission to be married.

b- When the M.C introduces the groom, the

bride, the parents

d- They would pray asking their ancestors'

permission to be married

c- To go to the bride's house bringing a lots

of gifts wrapped in red papers

e- They stop by each table to say thank to

- Listen and correctthemselves

- Answers:

1 - Groom's parents

2-red paper 3- altar 4- at the wedding banquet

5- wedding cards money

- Answers:

1-c2-d3-a4-g5-e

- Play the tape for them to do the task.

- If a lot of Ss aren't able to do, play the tape

again and pause at the sentences they need

III Post – listening

Task 3: Discussion

- Set the scene: You are going to discuss the

questions in book: "What do family often do

to prepare for a wedding ceremony?"

- Go around and give help if necessary

- Pick out the groups; writings and seal on

the board

- Correct some usual errors

Step III Summary

Step IV Homework

- Do the exercises of listening in the work

2 The gifts are wrapped in

a green paper b red paper c news

paper

3 The wedding ceremony starts in front of

the

a altar b tray c talk

4 Food and drinks are served at the

- to be divided into 4groups to discuss thequestions

- Exchange their ideas tothe other in their groups

- Each group givesrepresentative to readaloud the writing

- Give feedback

12’

a party b restaurant c

wedding

5 The guests give the newly wedded

couples envelopes containing wedding cards

By the end of the lesson Ss will be able to do:

- Describing Vietnamese conical leafhat

- Developing sentences

II.Teching aids: Textbook, handouts

Step I Warm – up: Questions

- Give Conlcal Leaf Hat and ask Ss some

questions about it:

1- What is it ?

2- What is it made of?

3- What is it used for?

4- Do you know the shape of it?

- It is a symbol of Vietnamese girls or

women and culture Today, we'll focuson

how to write a description of the Conical

Leaf Hat, a symbol of Vietnamese culture

Step II Newlesson

I Pre- writting

Teaching vocabulary

+ Rim (real thing): vanh non

+ Rib (real thing): gong, suon non

+ Trap (real thing): day non

+ Palm leaf (real thing): la co

+ Trim (v): to diem

+ Atar oil(n): tinh dau

- Out line: Multiple choice (handout)

1- The … hat is used to protect people from

the sun or the rain

a- blue house b- rainy coat

c-conical hat

d- plastic paper

2- … are shaped into a conical form

a- The rims b- the cabs c- the boxes

3- It is used for preventingfrom weather

3- There are 16 or 18 … shaped into a

conical form

a- tables b- ribs c- leaves d- plastic

4- The form of the hat is covered with the

a- developed/ white b- covered/ red

c- made / using d- trimmed/ altar

II While – writing

Task 1: Discussion

- Show them to do the discussion

- Call on some Ss to present their answers

about the hat

- Collect all the sentences and write on the

board

Task 2: Writing

- Ask Ss to write the passage based on the

cues and the sentences given

-Give some connectors such as: But, So, At

last, finally …

- To cleverer Ss, ask them to develop the

sentences more interesting

- Ss works in groups to do the writing

- Ss exchange the wrting to the other

- Ss each group has a representative to speak

aloud his/her group's writing

There are 16 or 18 ribsshaped into a conicalform The diameter of thehat is about 40-45cm andits height is about 25-

20’

- Go around and provide help it necessary

- Collect Ss' writings on board

- Feedback

III Post - writing

- Correct some usual errors

- Ask Ss to rewrite a full writing

Step III.Summary

The manin points of the lesson

Step IV Homework

Do exercise of wrting in work book

* Evaluation

30cm The conical form isthen covered with palmleaves which are thensewn into all rims Finally,the hat is trimmed andpainted with coat of altaroil The Conical Leaf Hat

is used to protect peoplefrom the sun and the rain

It not only makes girls andwomen more charming butalso the symbol ofVietnam culture

By the end of the lesson Ss will be able to do:

- The pronunciation of "ed" endings and Grammar: Review tenses

II.Teaching aids: Textbook, handouts, tape

group for one representative, each chair

corresponds with one sound with "ed"

- Read aloud the sounds, if representative of

the group who sits the right place with the

right sound will win the game

Step II Newlesson

I Pronunciation:

+ Act 1: Elicit the pronunciation of "ed"

ending sound:

1- ed ending sound is pronounced /t/ when the

verbs end with the sounds /k/; /p/; /∫/; /t∫/;

/f/; /s/

2-ed ending sound is pronounced: /ed/

When the verbs end with the sounds: /t/' /d/

3- ed ending sound is pronounced: /d/

When the verbs end with the verbs with all

sounds except these in 1&2

+ Act2: Listen and repeat

- Play the tape for Ss to listen

- Correct mistakes

- Ask Ss to practice sentence by sentence

II Grammar: Revive of tense

Task 1: Complete the conservations with the

verbs provided

1- SEE

A: you the Titanic yet?

B; Yes, I have I it last night Why?

A: I it next Friday

2- DRINK

the game

- The word: rained;

started; phoned ; arrested;

jumped; missed; wanted;

arrived; helped

- The sounds: /t/; /d/; /id/

- Feedback the sounds inthe game

- /t/: jumped, helped,missed

- /d/: phoned, arrived,rained

-/id/: wanted, arrested,started

- Listen to the tape andrepeat in chorus

- Individually reading

- Repeat after the tape

- Read sentence bysentence independently

A: Who all the soda?

B: No me I any soda at all since last week

I water all week It's much healthier

3- Write

A: Susan a lot of books lately

B: she Wildest dream?

A: Yes, she did, She that one about 5

years ago

4- Cook

A; you for hours When are we eating

dinner?

B: I've just finished I something special

for you It's called "Ants on a tree"

A: Gross!

B: Actually, I it for many times before

It's just meatballs with rice noodles

- Go around and give help if necessary

- Call on some Ss to present their answers

in front of the class

- Ask: What tenses?

Task2: Choose the best answer for each

gap

- introduce : You are going to read a

passage about a photographer Read it

carefully and choose the best word for

each gap:

- Go around and give help

- Call on some Ss to present the answers

and explanation in front of the class

- Collect the mistakes

2- A: drank/ B: have not drunk/ A: drank

3-A: has written/ B: Did she write /A: wrote 4-A: have been cooking/

B: have cooked/

A: have cooked

- The Present perfecttense; The Futureintention; The Past tense

- Read the passagecarefully first then do inpairs

- Exchange their answers

to each other

- Answers:

1-C 2-A 3-C 4-A 5-C 6-A 7-C 8-A

7’

* Production: Game: Correct mistakes

- Show them the way to do

- The group which correct more sentence

with mistakes will the game

- The mistakes

1- Have watched -> Did watch

2- lived -> has lived

3- dies -> died

4- meet -> have never met

5- are -> have been

StepIII.Summary

Step IV Homework

- Do exercise 3 of language focus in work

book

- Work in two groups:

Group A will give somesentences in which eachsentence has a mistake

Group B finds out themistakes and correct them

Eg: 1- Have you watched the film on TV last night?

2- Ben lives in Manchester He lived there since he was born.

3- My grand father dies 20 years a go

4- I don't know Dick's wife I never meet her.

5- Where are you? Have you played badminton with Jane?

10’

3’

Date of plan: 18/8/2008

Date of teaching:22/8/2008

Unit 3: ways of socialising

I.Aims of the unit:

After the lesson, students will be able to:

- students will be able to guessing meaning from context and Passage comprehension

.- listen for the understanding of passage about a wedding in Vietnam

.-listen for specifi- Filling in missing information

- Comprehension questions

- Improving listening skill

- the pronunciation of "ed" endings and Grammar: Review tenses

II.Teaching aids: handouts, textbook, cassette tapes

III. Teaching procedures:

Period No1: Reading

Period No2: Speaking

Period No3: Listening

Period No4: Writing

Period No5: Language focus

Date of plan: 18/8/2008

Date of teaching: 22/8/2008

Lesson 1Period No 14: Reading I.Aims of the lesson

By the end of the lesson Sts will be able to guess the meaning in context understandthe passage about ways of socializing

II Teaching aids: text book, handouts.

Step I Warm – up

T comes into classroom, claps his/her hands

and ask

- What have I just done to draw your attention?

- What will you do if you want to draw the

teacher's attention?

-> Lead to the lesson

Step II Newlesson

- approach (v) : tiep can, den gan

-attention (n) : su chu y

- attract (v) : thu hut, loi cuon

- clap (v) : vo(tay)

- compliment (n) loi khen

-signal (n): dau hieu

2.Checking vocab: (using task 1 - page 32)

- T's correction

II While - reading

Task 2 (page 32): Group work

- Ask sts to read the text then decide which

of the options is the best tithe for the

passage

- sts answer

- T gives correction

Task 3 (page 32): Group work

- T feed back and give correction

III Post – reading: Discuss in pairs

- Ask sts to discuss the meaning of the

words "whistling, hand clapping " in

Vietnamese culture

- T's suggestion

Ask question: When? When do people/

Whistle? / clap hands?

- T's help and correct

Step III Summary

StepIV Homework

- Ask sts to find the different meaning of

some gestures nodding, shaking head,……

Whole - class

A

1.When we want toattract someone’sattention,we can useeither werbal or non-werbal communication2.Jumping up and downand wave as hard as youcan is considered to bebig, obvious non –verbal signals

3 If we want to attractthe waiter’s attention ,

we can wait until hepasses near us, catch hiseye, and nod slightly tolet him know we wouldlike him to come to our

5’

15’

7’

3’

table Or we can raiseour hand slightly to showthat we need assitance

4 If you are walkingacross the schoolyardand see your teacheropproaching, you use asmall friendly wave toattract his or herattention

Date of plan: 18/8/2008

Date of teaching: 23/8/2008

Lesson 2Period No 15: Speaking I.Aims of the lesson

By the end of the lesson Sts will be able practising giving and responding to compliments

in different situations

II Teaching aids: text book, handouts.

activities

time

Step I Warm – up

Teacher gives a situation

A: I've never seen such a beautiful bay!

B: Thank you very much: It's a present

? Can you guess what topic do we study today?

S's guess andanswer

5’

Today we study about giving and responding to

compliments in different situations

Step II Newlesson

Such a/an + N - such + Ns

Example: you are such a pretty girl

II While - speaking

Task 1 Practise reading these dialogues, paying attention

to how people give and respond to compliments in each

situation

Phil: You really have a beautiful blouse, Barbara, I've

never seen such a perfect thing an you

Barbara: Thank you, Phil That's a nice compliment

Peter: Your hairstyle is terrific, Cindy!

Cindy: Thanks, Peter I think I've finally found a style that

looks decent and is easy to handle

Tom: I thought your tennis game was a lot better today,

Tony

Tony: You've got to be kidding! I thought it was terrible

Task 2 Practise giving compliments to suit the responses,

use the cues below

Example

David……… (dress)

Kathy: I'm glad you like it I bought it at a shop near my

Ss listen andrepeat (whole

- individual) Make

sentences

sentence uswith thisstructure

- Ss readthese

house a few days ago

Guide: You look charming in this dress!

Task3 : Practise responding to the compliments below

Phil: You're a great dancer, Huong I wish I could do half

as well as you

You: Thank you, Phil I think I have to try better.

III Post – speaking

Task 4: Make dialogues to practise giving and

responding to compliments, using the cues below

- a nice pair of glasses

- a new and expensive watch

Step III Summary

Step IV Homework

- Make dialogues to practise giving and responding to

compliments

- comment

SS work inpairs

comment

- work inpairs

By the end of the lesson Sts will be able to listen to someone's talk and decide on true or false statements/ and fill in the gap

II Teaching aids : Textbook, cassette, tape

Step I Warm – up

- Questions and answers

- Are you on the phone?

- What's your phone number?

5’

- Who do you often phone?

- When? where? what/

(T may help ss to ask and answer among

students themselves)

Step II Newlesson

I.Pre-listening

1 Vocabulary

- marvellous (a): tuyet voi

- regulation (n): quy tac, noi quy

- maximum (n) : toi da

- installed (v): lap dat

- startling (v) : lam giat minh

- argument (n): su tranh cai

- shank (n) : thoi gian thu vi

2 setting the sence

- Ask ss to open their books, look at the

pictures and answer the questions (page 34)

Ex: S1: What are they doing?

a- talk on the phone too long

b- Call your friends at night

c- receive a call at dinner time

d- Call your friends when necessary

e- Say briefly when calling friends

T helps Ss to pronounce them correctly

-T may want to model first and then ask Ss to repeat after him/her-T elicits the meaning of these words from the class

- T gets Ss to make sentences with these words

Work in a partner

10’

Listen to Linda Cupple's talk and (Pair work)

decide whether the statements are True or false

- Ask ss to read all the sentences (1-6) then

helps ss to guess True/False sentences

- T plays tape (1st time) -> Checks ss' guess

- T plays tape (2nd time) -> T's correction

Task2 (p.35) Listen to part of Ms Lind

Cupple's talk again and fill in the gap (Group

work)

- Ask ss to read through the passage and helps

them to guess the missing words

- T plays tape (1st time) -> Check the first

III Post – listening

Discuss the following questions

- Does the phone cause argument?

- How long should it take you to talk on the

1.T2.F3.T4.F5.F6.T1.agree

Groupwork

16’

10’

Step III Summary

The manin points of the lesson

Step IV Homework

- What should you do/ shouldn't do when

you phone someone?

By the end of the lesson Sts will be able to buil sentences based on given words./ Re - order and given sentences to make a complete paragraph

II Teching aids : Textbook, handouts

b, to agrec

Groupwork

1-b2-a3-d

5’

d, to encourage T's correction

Step II: Newlesson

- T gets Ss to make sentences withthese

Groupwork

1 There are many ways to tellsome one goodbye, and most ofthem depend on the situation athand

2 However, there is one rulethat all situation, doseove, weseldom soy goodbye abruptly

3 In E it is necessary to prepare

a person for our departure

4.We lead into the farewell bysaying something pleasant andthoughtful like “I’ve reallyenjoyed talking to you”

5.We might also say something

10’

17’

- Divrde the class into groups of 4

- Ask Ss to put the sentences into

the correet order

- Write a paragraph

- Peer correction

- T gives help and feedback

III Post – writing

- T's correction

Step III.Summary

The manin points of the lesson

Step IV Homework

- Do exercise 2 again

* Evaluation

relating to the time like “Gosh,

I can’t believe how late it is Ireally must be going”

By the end of the lesson, sts will be able to get some rules of the stress in two - syllablewords and revise reported speech

IIteching aids: Text book, handouts

Step I Warm – up

- Odd one out (work in groups)

- t gives handouts and asks sts to read

the words and underline the word with a

different stress pattern from the others

a England discuss mistake signal

b forget custom tavern happy

Group work

5’

P1

P2