unit 10.lop11

ANTICIPATED PROBLEM : - Ss might have difficulty distinguishing and using infinitives and gerunds.. After playing the tape, T gets Ss to work in pairs and check their answers.. Task 2Ge

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- Use the information they have read to discuss the topic.

- Read and try to guess the meanings of words and expressions

- The simple present

- Mutual pronoun “each other”

II TEACHING AIDS: cassette player, tape, chalks, pictures, handouts, charts, real objects

if possible

III ANTICIPATED PROBLEM :

- Ss might have difficulty reading and trying to guess the meanings of words and expressions Therefore, T should be ready to assist them

game-T prepares a hanhout with a network of the word

“Friendship”

- Play the cassette

- Ask students to pay attention to the intonation

- Teacher goes around for

-Listen once or twice-Discuss the answers to the questions

-Model the discussion in front of the class

Group work

Pairwork

Friendship p

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Pre-teaching Vocabulary

Lasting(a): lifelongConstant(a): happening all the time

 constancy(n)Rumour (n) piece of information that people talk about

Gossip (n) informal talk that may be unkind or not true

Trust(n): the belef that is honest

While-Readin

g

(26’)

- Introduce three tasks

-Have students read the whole passage (once or twice) and do the tasks

- Compare the result and correct mistakes

- Keys:

1 mutual 2 incapable of

3 unselfish 4

acquaintance/ friend

5 give-and-take 6 loyal to

7 suspicious-Key: B

-Suggested keys:

1 The first quality for true friendship is unselfishness It tells me / us that a person who is concerned only with his own interests and feelings cannot be a true friend

2 Changeable and uncertain people are incapable of true friendship because they take

up an interest with enthusiasm, they are soon

individual/ pairs

work

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Pair-tired of it, and they feel the attraction of some new object.

3 The third quality for true friendship is loyalty It tells

us that two friends must be loyal to each other, and they must know each other so well that there can be no suspicions between them

4 There must be mutual trust between friends because if not, people cannot feel safe when telling the other their most intimate secrets

5 Talkative people can’t keep a friend long because they can’t keep a secret, either of their own or others

6 The last quality for true friendship is sympathy It tells us that to be a true friend, you must sympathize with your friend Where there’s no mutual sympathy between friends, there’s no true friendship

Post

reading

(10’)

- Teacher asks a general

question, “Why do we need true friendship?”

Students give their opinionsDiscussion

work

- Study new words

- Do the tasks in the notebooks

- Prepare Speaking

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Vocabulary: a handout of the adjectives and expressions

II TEACHING AIDS: chalks, pictures, handouts, charts, real objects if possible

III TEACHING METHOD: communicative approach

IV ANTICIPATED PROBLEM :

- Ss might have difficulty distinguishing and using infinitives and gerunds Therefore, T should be ready to assist them

- Ask some questions:

1/Do you concern about your outlook?

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1 How many people are there in the picture?

2 Can you guess how old they are?

- Explain the useful language (page 16):

* height : tall , medium , short …

* face : square , large , oval

…

* forehead : broad , high …

* nose : straight , crooked

…

* hair : black , grey …

* appearance : handsome , beautiful , good-looking …

- “ Now let‘s start with the physical description of each person , using the guided + question: Can you describe the _ in the picture? “

+ answer: The is height He / she has

face, and a _ nose

His / her hair is _ His / her appearance is

- Help sts with some new words

- Ask sts to make questions and answer questions with a partner, using the

information from the picture

- Explain some words of

- Look and answer questions :

- Listen and take notes

+ The boy is short He has

a large face , …+ The girl is ………

- Play roles

- Present their performance

- Work in groups of four

individual/ pairs

Individual

work

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Pair-personalities on page 16.

- Guide them to discuss and decide which personalities are important to a person and in friendship

- Let sts number the following personalities in order of importance in friendship

caring , hospitable , modest , sincere , generous , honest , helpful ,

understanding , pleasant

- Pay attention that there’re

no answer keys for this task

- List some personalities of

- Have sts work in pairs

- Guide them to do the task

- Make sure that sts understand their roles

- Pay attention to the suggestions :

+ his / her name + date of birth + his / her physical characteristics + his / her hobbies + his / her personalities ( friendly , humorous , quick-witted , good-natured , helpful , honest , pleasant , caring )

+ why he / she interests in Maths

+ how much time he / she spends on Maths everyday + what makes him / her a good friend

+ what made him / her successful ( studious , intelligent , keenly interested in Maths , eager to learn , patient , calm )

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

- Call some pairs to report

- Make pairs: one is a journalist, the other is an interviewee

+ reasons why the friends are famous

- Role play

- Perform their task

Pairwork

work

- Learn by heart some new words

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- Prepare part C: Listening

II TEACHING AIDS: cassette player, tape, chalks, pictures, handouts.

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-Ask students some more questions:

• How do you meet your best friend?

• How long have you known your best friend (him or her)?

-Give sb a ring: phone sb

- Go through a rough time: trải qua thời kỳ khó khăn

Ss may ask questions such as:

+ Is the person a girl?

Work-Individual

Individual

true-Play the tape once for Ss to do the task

Ask Ss to work in groups of 4

to compare their answers

Give the correct answers

-Students read task1 silently for gist

-Elicited students raise their hands to interpret

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Task 2

Play the tape again for Ss to complete their notes

After playing the tape, T gets

Ss to work in pairs and check their answers

Provide correct answers if necessary

-Students take notes during listening

-Other students watch and give comments

Individual / Pairwork

T goes around to offer help and collect Ss’ mistakes

T calls on some pairs to present their answers

T elicits feedback from the class and give final comments

Whole class & pair work

V WRAPPING UP (2’)

T summarizes the main points of the lesson

T asks Ss to learn by heart all new words and do the extra exercise as homework

T asks Ss to prepare Writing

Key content: ( Task 2)

Where & how they met What they like about their friendsLan -They used to live in the same

residential area in Ha Noi

-Lan went on a holiday to Do Son & Ha went there to visit her

-Ha is very friendly & helpful

-Ha is sociable She’s got many friends in

Do Son & she introduced Lan around

Long -They met in the college

-Minh played the guitar, Long was a singer

-They worked together

-Minh has a sense of humour

-Minh likes to go to plays & movies.-Minh is a good listener

-Minh is friendly & helpful

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Vocabulary: Revise the adjectives and expressions Ss can use to describe their friend’s appearance and personalities

II TEACHING AIDS: textbook, handouts.

Ask Ss to write down the adjectives that describe the appearance and

personalities

- Teacher asks students to think about a friend they like

-Teacher raises a few guiding questions

1 What is your friend name?

2 How old is he / she?

3 Where and when did you meet each other?

-Teacher uses a picture to gives some key words to describe someone’s physical characteristics ( height , hair , eyes , face , clothes…) and his / her personalities (helpful, sincere…) and some necessary structures

 Personalities:

caring, hospitable, modest, sincere, generous, honest, helpful,

understanding, pleasant, friendly, humouruos, quick-witted, good-natured, studious, patient, calm

 Appearance: tall,

short, thin, fat, good-looking, beautiful, handsome, slim…

Students ‘answers

1 My friend’s name is Hoa

2 She is 17 years old

3 We met each other at my cousin’s birthday party 4 years ago

to describe a friend they like

Students write a passage

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A Sample

Hoa has been my best friend since many years She is quite a lively person She is fairly tall with a good finger

She’s got a heart- shaped face with a small sort of turned- up nose It is very attractive She has got long, black wavy hair and blue eyes with very long eyelashes Her complexion is white Her lips are very full and she has got dimples in her checks Now she lives very far from me, but we still keep contact through e- mail

-Students read / write some students’passsages on the board

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Date:……… Class :………

Language Focus

I.AIMS OF THE LESSON:

- Distinguish the sounds / dz / and / t∫/

- Pronounce the words and sentences containing these sounds correctly

- Use some structures containing infinitives with and without to appropriately

- Require some students

to read these words and correct mistakes

- Read the sentences in

the part “Practise reading these sentences” as a model

- Let students repeat after the teacher

- Get students to practise reading these sentences while teacher goes around to give help

- Call some sts to read them aloud

- Listen and try to find out the difference in

pronouncing /dz/ and /ts/

- Read the two vowels

- Repeat the words

- Pronounce the words

- Listen and try to remember the way to read the sentences

- Repeat

- Practise reading sentences

Chorus

individual

Chorus

Individual

Grammar

Presen

tation

 infinitive with to

- Use a picture and ask:

- Look at the picture and answer the question

Whole class

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Call out some Ss to read out their answers.

Give correct answers

- Ask students to do Exercise 2 (page 21)

- Correct the mistakes

- Give some pictures, or situation, some words (if necessary) and ask Ss to make sentences

4 The teacher explained

us how to do the exercises

- Listen and take notes

Ex: I have some letters to write

Ex: There is plenty to do

Ex: I’m sorry to trouble you

Ex: The pie is too hot to eat

- Do exercises Suggested answers

1 Who wants something

7 It’s too cold to go out

8 I’m happy to know that you have passed the exams

5 The boy saw the cat jump through the window

6 Do you think the company will make him pay some extra money?

Individual

Whole class

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- Or ask Ss to fill the correct form of the verbs:

1 She encouraged me (try) again

2 They forbade her (leave) the house

3 I heard him (lock) the door

4 These glasses will enable you (see) in the dark

5 He made me (move) the car

7 I felt the animal move towards me

8 Do you think her parents will let her go on a picnic?

I AIMS OF THE LESSON:

- Develop such reading micro-skill as scanning for specific ideas, identifying the

sequence of events and guessing meaning in context

-Use the information they have read to discuss the story

if possible

1 When did it happen?

2 Where did it happen?

Individual

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Pre-Reading

(5’)

3 Who was involved?

4 How did it happen?

5 How did affect you?

Get Ss to work in pairs and try to make sense of the pictures on pages 22 Then T gets them to put the pictures

in the order that they think is most appropriate

T elicits their answers by asking questions and giving prompts

1 What can you see in the picture A?

2 What do you see on the table?

3 Whose money do you think it is? Why?

Pre-teaching Vocabulary

1 embarrass (v) = make sb confused or ashamed

- embarrassed(adj)

- embarrassing(adj)

- embarrassment(n)

2 experience(n) = event or situation that affects sb in some way

3 idol(n) = someone greatly loved or admired

4 glance (n/v) = look at somebody quickly

8 sneak (adj)Play the cassette and ask Ss

homework

Ex: Do you want the money in the notes or coins?

Pairwork

Whole class

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Task 2

Get Ss to read the text silently again and then with

a peer work out the sequence

of the pictures given on page

- Ask representative of each group to give oral answers and write them on the board

2… so that she could buy the hat (for herself.)

3 She saw a wad of dollar notes (exactly like the one that her father had given her)

4 Because she thought the boy had stolen her money / it was her money

5 She bought the pretty hat of her dream

Individual& pair work

(embarrassed, sad, ashamed, unhappy, terrible, uncomfortable, anxious, …)

2 What did the girl have to

do (when she discovered that the money she had taken was

not hers )?

( put a notice on T.V or at

school, get on the same bus

on the next day to look for him, do nothing, keep it a secret, tell her father everything and ask him for advice,…)

- Ask some students to

represent their talk in front

of class

- Discuss in groups

- Report before class

work

- Write down the questions and the answers in the notebooks

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- Study new words.

- Do the tasks in the notebooks

Grammars: - present perfect and past simple

- structure with “make”

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“Have you ever” Game

T divides the class into groups of 3-4 Then T models “Have you ever” + PP” for Ss as well as ways to respond to “Have you ever”

questions

- Have you ever seen ghosts?

- Have you ever been to Da Lat?

- Have you ever sung in public?

- Have you ever spoken English to you friends (teachers, foreigners…)?

- How did you feel when you spoke English to them?

Task 1

T introduces the task and gets Ss to do it individually, then compare the answers with a peer

T calls on a student to read his answers

T introduces the structureMake + sb + V

Ex: He made me work hard

Ex: Don’t make her sad

Individual

Individual/ pair work

“ever” to talk about a past

experience

Past simple: used when one

keeps asking about that experience

Ex: Have you ever been to

Ha Noi?

Ex: When did you go there?

Who did you go with?

Did you enjoy your visit in Ha Noi?

Whole class

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Ask Ss to work individually

on the sequence of the conversation and then find a peer to compare their answers with

Check with the class and give corrective feedback

+ Have you ever………….?

+ How did it happen?

+ When/ Where did it happen?

+ How did the experience affect you? / How did you feel?

Get Ss to ask and answer questions about their experiences, using the suggested questions on page 26

T goes around to check and offer help

T calls on some pairs to perform their conversation in front of the class

T elicits feedback from the class and gives final comments

B How did it happen?

- I didn’t study well enough for exam

C When did it happen?

A Have you ever traveled

to other parts of the country?

- Yes, I have

B When did you travel?

- In 2002

C How did it affect you?

- It made me love our country more / I learned more about different places in our country

3

A Have you ever talked

to a famous pop star?

- Yes, I have

B Where did you meet him/ her?

- At a party

C How did it affect you?

- It was interesting to talk

Pairwork

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Whole work

- Write a paragraph about a past event that has had an influence on you

- Learn by heart some new words

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- Help students improve their listening skill.

- Help them understand the conversation and do Task 1,2

2 Language focus :

Vocabulary: memorable, scream, gas stove, escape, terrified, replaced, embraced, protected

IV PROCEDURE:

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c A person who fights fires

d A bell that tells you a fire has started

T gets Ss to work in pairs to describe the picture on page

+ Who are these people?

+ What is she doing?

( She’s talking a little girl out of the burning house )

Pre-teaching vocabulary -memory(n) the faculty of

Match the words in Column A with their definitions in Column B

- Give theirs answers

- Listen and repeat in chorus

Ex: They escaped the search of the enemy

Group work

Pair work

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T summarises the main points of the lesson

Ss write a summary of the story they listened in class

T asks Ss to learn by heart all new words and do the extra exercise as homework

T asks Ss to prepare Writing

UNIT TWO:PERSONAL EXPERIENCES

Writing

I OBJECTIVES:

Write a personal letter telling about a past experience, using the structures and

vocabulary that they have learned in previous lessons

IV PROCEDURE:

STA

GES

TEACHER’S ACTIVITIES

STUDENTS’

ACTIVITIES

NO TES War

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2 What are they?

3 What do we usually write

( being seriously ill, failing

an exam; talking to a famous pop star,… etc

Answers

1 5 parts

2 The Heading The greeting, the Body, the Closing and the Signature

3 “Dear”, “Hello”, “Hi”… + the name of the person we are writing to and a coma at the end

4 “Sincerely”, “Yours”,

“Love”, “Cheers”, “Best wishes”…and after that we put a coma

5 under the Closing

1 When it happened:

(It happened …years ago/in

… /when I was …years old.)

2 Where it happened:

( in my house/ at school / in the street)

3 Who was involved: (your family members/ your friends/ your relatives, ….)

4 How it affected you:

(it changed outlook life /

it make me more careful/

it gave me more confidence in …./ it taught me the lesson/…)

T collects some outlines and provides corrective

feedback.T provides relevant and structures if necessary

Write a passage about the most memorable past experience

Individual

T draws Ss’ attention to the format of the letter, the

Correct the mistakes Who

le class

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organisation of ideas and language use.

- T summarises the main points of the lesson

- T asks Ss to revise their letters according to their peer’s suggestions

-Prepare Language Focus

UNIT TWO: PERSONAL EXPERIENCES

Language Focus

I OBJECTIVES:

- Distinguish the sounds / m /, / n /, / η /

- Pronounce the words and sentences containing these sounds correctly

- Distinguish the uses of different verb tenses: present simple for indicating the past, past simple, past continuous and past perfect

- Use these verb tenses to solve communicative tasks

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T plays the tape once for Ss

to hear the words containing these two sounds

T plays the tape again and asks Ss to repeat after the tape

T asks Ss to work in pairs and take turn to read aloud the given sentences

T goes around to listen and takes notes of the typical errors

T calls on some Ss to read the sentences again and provides corrective feedback

Listen to the tape

Repeat after the tape

Work in pair to practise reading the sentences

Individual/ pair work

I, you, we, they + V(bare)

He, she, it + V+s/es

Use:

Use the Simple present to express the idea that an action is repeated or usual

The action can be a habit, a hobby, daily event, a scheduled event or something that often happens It can also be something a person often forgets or usually does not do

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occasionally, seldom, rarely,

never, ever, every, once,

twice

Present continuous:

Form: am, is are + Ving

Use:

Use the Present continuous

with Normal Verbs to

express the idea that

something is happening now,

at this moment It can also

be used to show that

something is not happening

unspecified time before now

- Something started in the

past and has continued up

until now

- An action happened in the

past but its result is in the

present

An action has not happened

yet

just, for since, so far, up

to now, never, ever, already,

many times, several times,

before, yet, not… yet

Past simple

Form: V + ed or irregular

verbs

Use: - an action started and

finished at a specific time in

the past

- a series of completed

actions in the past

- a duration which starts

and stops in the past

- a habit which stopped

Ex: I have had a

cold for two weeks

Ex: I met him

yesterday

Ex: He got up,

washed his face and

then he had breakfast Ex: I lived in Ha Noi

for 5 years

Ex: I often went

fishing when I was young

Ex: She was shy as a

child, but now she is very outgoing

Ex: He was sleeping

when I came

Ex: He was reading

a book while she was

cooking.

Ex: I had finished

Individua

l / pair work/ whole class

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past was interrupted.

- the idea that both actions were happening at the same time

Past perfect Form: had + PP Use: the idea that something

occurred before another action expressed in the past simple

Exercise 1

T gets Ss to do Exercise 1 individually and then find a partner to check their answers with

T checks with the whole class and provides corrective feedback

Exercise 2

T asks Ss to do Exercise 2 individually and then find a partner to check their answers with

Exercise 3

T distributes the worksheets

to Ss Then T guides how to ask interview questions and answer them and reminds Ss

my work before I went shopping yesterday

Answers:

1 invites 2 sets

3 gets 4 waves 5

promises 6 carries

7 contains

8 has baked 9 is

10 is shining 11 are singing 12 isAnswers:

1 broke / was playing

2 wrote / was

3 was working / broke

4 stared / were walking

5 told / were having

6 didn’t listen / was thinking

7 phoned / didn’t answer / were doing

8 didn’t wear / didn’t notice / was drivingAnswers:

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 / had not arrived

8 had looked / asked / cost

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to use the correct verb tenses.

T gives final comments and provides correction if necessary

I AIMS OF THE LESSON:

- Develop such reading micro-skill as scanning for specific ideas, and identifying and correcting false statements

-Use the information they have read to discuss celebrations in their culture

if possible

Christmas Easter Halloween

Wedding Birthday Valentine’s Day Thanksgiving

cc

Group work

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Ask students to look at the first picture in the book and ask them some questions:

• Are they having a party?

• What party is it?

-Ask students to look at the second picture and ask some questions:

• Are they friends?

• What are they celebrating?

• How old are the people in the picture?

• How do they feel?

• How long have they been married?

• The lesson today gives us some information about birthday and wedding anniversaries in the US

Pre-teaching vocabulary

mark(v): đánh dấumilestone(n): an important event or stage in one’s lifelasting(a): continuing a long time

golden(a): made of goldgolden anniversary:

celebration of the 50th wedding anniversarydiamond anniversary:

celebration of the 60th wedding anniversary

- Look at the first picture and give answers

• Yes, they are

• It is a birthday party

• No, they aren’t

A golden wedding anniversary

Individual / Pairwork

Whole class

While-Reading Task 1T gets Ss to read the passage Read the passage silently and do Task 1 Individual

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(24’) silently and do Task 1.

T reads around the words carefully to find the answer

T gets Ss to check their answers with a peer

T calls on some Ss to write their answers on the board and ask them to explain their choices

T checks the answers with the whole class

Task 2

T checks if Ss can identify and correct the wrong information in Task 2 after their first reading of the passage

T gets ss to check their answers with a friend

T calls on some Ss to present and explain their answers T gives feedback and correct answers

Correct the mistakes

T calls on the groups to tell and explain their choice

T gives corrective feedback

work

3 People receive cards and gifts from friends

and relatives



5 People remember their wedding days 

7 People blow out candles, one for each

year



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Date:……… Class :………

UNIT THREE: A PARTY

Speaking

I.OBJECTIVES:

Use appropriate language to talk about parties and negotiate how to plan them

II TEACHING AIDS: textbook

IV PROCEDURE:

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Talking about a party

T asks Ss some questions about parties

 Do you like parties?

 Have you ever been to a party?

 Whose party was it?

 On what occasion was the party held?

 When did it take place?

What time did it start and end?

 How were foods and drinks?

 Was it fun?

TASK 1:

T introduces the task and goes over the questions with the class

T gets Ss to do the task individually T encourages

Ss to take notes while doing so

T goes around the class to check and offer help

Work in group to answer the questions

 snack, pizza, chips, soft drinks

 Yes, it was

Do the task individually

Group work

Individual

-talk about yourself / the weather

-try to get him or her talk about himself or herself

3 At a party, what would you tend to drink?

-beer / soft drinks / mineral water

Task 3

-Ask students to do Task 3

in pairs-Ask some pairs to perform their talk before class

A: I am wondering where I

Work in pairs and tell each other about the parties they have been to, based on the outlines they have made for the Task 1

Do the practise with the expressions

Ss will negotiate in order

to come up with a plan for their parties

Pair work

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should hold my birthday party.

B: Why don’t you have your birthday party at home? It’s cosy and not very expensive

A: I don’t know if it’s suitable to begin at 5 pm?

B:

• Why don’t you…

• You ought to…

• You should…

• I think you should…

• You’d better…

• If I were you I would…

*Where (home-cosy, not expensive, not spending a lot

of time to prepare, not have

to clean up…

*What time

*How many guests

*What to eat / drink (soft drinks, mineral water…/

chicken soup, green salad, steak, fired chicken, fish, beef, hamburger, cake…)

*What to wear (dress, jeans, shirts, T-shirt, pullover, skirt…)

*Which activities (singing, playing games, taking photographs, give gifts…

*Ask students to do Task 4

in groups, using the simple past tense to report the past events

*Give some suggestions

*Ask some students to perform before class

-The party was held at…

-It started at……and ended at…

-There were about……….people

-He / She served us…

-We took part in some activities such as…

-We were all tired but happy

Tell the rest of the class about their party

Group work

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* Correct common mistakes and give remarks.

V HOMEWORK (2)

- Write a paragraph about a party you have been to,

Unit 3: A party

B: Listening

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

-Develop such listening micro-skills as intentive listening for specific information and take notes while listening

II Materials: Textbook, , handout, cassette tapes

III Anticipated problems:

- Ss may not have sufficient vocab to talk about the topic , so T should be ready to assist them

Suggested words: cake, candle, cards, candy, flowers

T gets Ss to close their books and shows them the pictures which in thebook, then asks them to guess what they are going to listen about T gives feedback and gets them to open their books.

T gets ss to work in pairs to answer the questions on page 36.

T calls some Ss to answer the questions and explain their reasons.

T checks with the class.

Pre- teaching vocabulary:

T guige ss to pronouce the words on page 36 correctly T play the tape or model first and then asks Ss to repeat after the tape or after the teacher in

Group work & whole class

Pairs work & whole class

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chorus and individually.

T presents or elicits the meanings of these words from the class.

Task 1:

Instruction: You are going to listen to a girl telling about a birthday party that she has been to Listen and put a tick True or False in the appropriate box.

Before Ss listen and do the task, T gets them to read through the statements to understand them and underline key words For example, the keywords in the first statement are “ at home”, and “ evening”.

T checks with the whole class and asks them to guess what the party might have been like (there was a birthday cake,the party lasted some hours .)

T plays the tape ( or read the tapecript) once for Ss to listen and do the task

Then T gets Ss to find a partner to check their answers with

T checks the answers with the whole class If many Ss cannot answer the questions, T plays the tape one or two more time s and pauses at the answers for them to catch

Then T plays the tape again for Ss to listen to and answer the questions

T gets Ss to check their answers with a partner Then T checks with the whole class

Asks Ss to work in groups to take turns to talk about Mai’s birthday party

Goes around the class to give help if necessary

T summaries the main points of the lesson

For homework, Ss write a paragraph about their own birthday parties

Individu

al, pairs work & whole class

Individu

al, pairs work & whole class

Whole

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class

Unit 3: A party

D: Writing

- Define the format and structure of an informal letter of invitation

- Write an informal letter of invitation

II Materials: Textbook, handout

Ss may not have sufficient vocabulary to write a detailed letter of invitation, so T should be ready to help them

IV Procedure:

Stages/

Interact ion Warm

- In their groups Ss discuss to complete the task The winner will be the group which has the quickest and correct answer

- After the game, T might want to get Ss to read the complete letter again & elicits the features of an informal invitation letter T might want to tell Ss that an invitationletter normally includes:

+ The event( what you invite your friends to): a wedding party, a birthday party, etc

+ The place: restaurant, at home .etc

+ The time & date:

+ The invitation itself (Would you like to come?How about etc)

* The jumbled letter

1 This is my address: 142A Nguyen Du Road.

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5 Would you like to come?

6 Please let me know your answer as soon as possible.

7 See you!

8 My parents are giving a house - warming party this Sunday everning, around 6.30 p m.

9 Mai

10 I think Nam and Lien are coming , too.

11 We’ll have “Pho” and some other special dishes.

T gives feedback.

Key: 3- 4 - 2 - 8 - 11 - 5 - 10 - 1 - 6 - 7 - 9

* Preparing Ss to write

Task 1

- T sets the scene: you are going to write a friend letter

to invite your classmate to aparty that you hold

- T gets Ss to work out the content of their letters by answering the question in the Task 1

- T calls on some Ss to answer the questions and elicitsmore ideas from the class T writes them on the board

- Informal: anything can do: jeans , T- shirt, skirts…

+ Presents to give: anything can do as flowers, books, CDs, hats etc

Eg: What is the purpose of the first sentence?

What about the second sentence? Etc

Individ ual & whole class

Individ ual, pairs work &

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10

Task 3

-T gets to read Task 3 and work out the questions.Ss should note down the answers in their notebooks In the mean time, T goes around to check & offer help

- Then T gets Ss to write their letters in 10 minutes , based on the outlines they have produced

- Next,T asks Ss toget in pairs, exchange their letters &

correct each other

-T goes around to offer help

- T chooses one letter & read it to the class Then T correct the mistakes & gives final comments

afterwards.T should draw Ss’ attention to the format of the letter, the organisation of ideas & language use

- T summaries main point of the lesson & prepare next lesson

whole class

Individ ual & pair work

Unit 3: A party

E: Language Focus

- Distinguish the sound / l /, / r /, and / h/

- Pronounce the words and sentences containing these the sounds correcttly

- Distinguish the uses of infinitive and gerund in active and passive voices

- Use these structures to solve communicative tasks

II Materials: Textbook, handout.

IV Procedure:

Stages/

Interac tion

to repeat after the tape (or T ).

* Practising sentences containing the target sounds

- T asks to work in pairs and take turn to read aloud the given sentences(p.39, practise these sentences)

Iidividua

l, pairs work & whole class

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