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Discussing the picture and poem -T asks the whole class to look at thepicture on page 12 and asks themsome questions: - T asks Ss to work in pairs to read theshort poem on page 13 and an

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lWeek 1 The teaching date: 17.08.2010 Period 1 The planning date: 14.08.2010

The simple present , simple past , present perfect and past perfect

I Aim:By the end of this lesson, Ss can understand and use some tenses: the present simple, the, the simple

past and the present perfect

.II Presentation

1 The present simple:

a) form: With “ normal V”:

(+) S + V1/ Vs/es; (-) S + don’t/ doesn’t; (?)Do/ does + S+ V1?

Ex: She likes swimming.

With “ to be” : (+) S + am/ is / are; (-) S+ am, is, are +not; (?) Is/ are +S….

Ex: We are students

b) Usage: The present simple is used to talk

-about a permanent situation :He lives in Japan

-something is always true: water boils at 100 degrees Celsius

-about something that regularly.happens: She leaves for school at 8 o’clock

- The present simple can be used with:+ always, usually, often, sometimes, never, seldom…

+ every Monday/ day/ week/ month/ year…

+ twice a week/ month…

2 The simple past:

a) form: With “ normal V”: (+): S + V2/ Ved; (-) S+ didn’t+V1; (?) Did+ S+ V1?

Ex: She went to visit her grand parents last month.

With “ to be”: (+): S + was/ were; (-) S+ was/were; (?) Was/were + S… ?

b) Usage: The simple past is used to talk

- about an action that took place in the past:Ex: I didn’t read the letter

It can be used with + last night/ Monday/ week/ month…

+ 2 months/ years … ago

+ in 2000, 1999…

- about a state that continued for some time, but that is now finished: Ex: He worked there for ten years

- about an action that happened regularly in the past: Ex: I often played tennis with her

3.The present perfect :

a) Form: Have / has + P P ( V3/ed)

b) Usage: to talk about an action which happened in the past, lasts to the present and maybe contiues in

the future Or to talk about an action which has just completed

Some averbs or adverb phrase can used with the present perfec: “ so far, up till now , up to the present , never, ever , before, since , for, how long , recently, lately , already, yet.”

Ex: I have met many people since I came here

We have been here for two weeks.

4 Past perfect:

a form: +S + had + P2… - S+ had not + P2….? Had+ S + P2……?

Note: had= ’d, had not= hadn’t

b Usage 1/ To tallk about an action that happened before another action or a time point in the past -Adverbs or adverb phrase : Before, as soon as, after, when, by time, by the time, by 2000

Ex:1/ By 2005 I had taken 50 photos.

2/ When I arrived at the station, the train had left for 15 minutes

3/ He died after he had been ill for a long time

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Week 1 Teaching date : 18 08.2010 Period :3 Planning date : 14.08.2010

Unit 1 : FRIENDSHIP Lesson 1 : READING

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

- understand the passage about friendship

- identify the main idea

- guess the meaning in context

- express their own ideas about friendship

II Method: - Communicative approach

III Skills : Integrated skills ( Especially reading skill)

IV Teaching aids: Text books, pictures ,chalk, …

Sts do in individual then discuss to thenext

T asks sts to answerOthers remark and correct

Discussing the picture and poem

-T asks the whole class to look at thepicture on page 12 and asks themsome questions:

- T asks Ss to work in pairs to read theshort poem on page 13 and answer thequestion: “ What do you think of thefriend the friend in the poem?”

- T calls on some Ss to answer thequestion T may give some commentsand her suggestion: The friend in thepoem is very dedicated andthoughtful He/ she is willing to helphis/ her friend in any circumstances

Pre-teaching Vocabulary:

-Elicit the new words by askingquestions, using the techniquessuggested above

- Read a new word three times Sslisten and repeat after the teacher

- Call on some Ss to repeat the word

- Ask Ss to give the Vietnamese

A _ in need is a _ indeed.

+ How do they feel?

+ What does the picture tell you?

1.lasting (adj) (explanation):

2 constant ['kɔnstənt](adj): (explanation):

 constancy (n):

3 rumour ['ru:mə] (n):(definition):

4 gossip ['gɔsip] (n): (definition):

5 trust [trʌst] (n): (synonymy)= belief

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you read

19’

equivalent if necessary

Setting the scene:

-T introduces the scene: You are going

to read a passage about the qualities of

a long lasting friendship While you

are reading, do the tasks in the

textbook

-Task1.

- Then T instructs Ss to read the

passage quickly and stop at the lines

that contains these words to guess

their meanings ( except for the word

‘friend’ as this word is familiar with

Ss)

- Ss should read through the sentences

provided in the task to identify the

part of the word to fill in each blank

- T asks Ss to work individually to do

the task

- T goes around to help Ss when

necessary

- T asks Ss to exchange their answer

with other students

- T asks Ss for their answers and tells

them to explain their choices

- T gives feedback and correct

answers

Task2

-T gets Ss do the task individually and

then find a peer to compare their

answer with T might want to give

them some time to re-read the

passage

-T instructs Ss to do this task with

some strategies to find the main idea

of the passage

- T calls on some Ss to give their

answer and asks other Ss to stay

whether they agree or disagree

- T gives feedback and the correct

answer

Task3

-T asks Ss how to do this task if they

don’t remember, T may instruct them

some strategies to do the task:

-Sts do the exercise in individual then

discuss in pair

- T calls on some Ss to write their

6 sorrow ['sɔrou](n): ( synonymy)= grief.

7 pursuit [pə'sju:t]

(n)( synonymy)= hobby=pastime

TASK 1: Fill each blank with one of the

words in the box

Task 2 (5’): Instruction: You are to read the

passage again and decide which of the choices A, B, C or D most adequately

Expected Answer: B

Task3 : Instruction: Ss are required to answer

the six questions in the book

Expected answer

1 The first quality for true friendship isunselfishness It tells us/ me that a personwho is concerned only with his/ her owninterests and feelings can’t be a truefriendship.( paragraph 2)

2 Because they take up an interest withenthusiasm, but they are soon tired of it, andthey feel the attraction of some new object.( line 2-3 paragraph 3)

3 The third quality for true friendship isloyalty It tells us/ me that two friends must

be loyal to each other, and they must knoweach other so well that there can be nosuspicions between them.( line 1-3, paragraph4)

4 Because if not people can’t feel safe whentelling the their other secrets

5 Because they can’t keep a secret, either oftheir own or of others (line 3-4, paragraph5)

6 The last quality is sympathy It tells us/ methat to be a true friend one must sympathizewith his or her friend Where there is nomutual sympathy between friends, there is nomutual sympathy between friends, there is nofriendship ( last paragraph)

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- T gives feedback and correct answer.

-T asks Ss to work in pairs to discussthe question in the book

- T goes around to help Ss whennecessary

- After their finish, T asks every twopairs to share ideas

- T calls on some Ss to report theirideas to the class

Prepare the next period

Instruction: You are required to work in

pairs to discuss the questions in the text book:

“ Why do we need to have friends?” The report the results of your discussion to the class

Prepare part B- Speaking

16.08.2010

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Week : 2 Teaching date : 24.08.2010

Period : 4 Planning date : 21.08.2010

Unit 1 : (cont )- Speaking

I.Aims : By the end of the lesson students will be able to describe the physical characteristics and

personalities of their friends, using appropriate adjective

III Skills : Integrated skills ( Especially speaking skill)

IV Teaching aids: Text books, pictures ,chalks, …

V Teaching stages :

Warm- up

6’

T gives two pictures of famous person

T gives some words that Ss can use todo

Sts work in group

T helps them

T checks the answer

* Stick the right words on some pieces ofpaper to the picture to describe them

T asks some representatives to givetheir answers

T asks others to remark and corrects

T introduces the lesson

Handout :Match the right questions to the

right answers :

1 What is shelike ?

2 What does shelook like ?

3 How is she ?

a She is fine

b Tall andbeautiful

c Pretty andeasygoing

Sugested answer :

1.b 2 c 3 aDescribing physical characteristics andpersonality of a person

-T may ask Ss to provide someadjectives/ expressions used to describepeople appearance T can also explainthe words if necessary

Sts work in group

T goes around and helps them ifnecessary

T checks in front of class

T makes model conversation with a stSts practice speaking in pair

T goes around to check and helps them

Eyes : green, blue, brown, grayPants : flar , baggy

Appearance : plain, attractive, well-dressed,casually- dressed

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14’ T calls on some Ss to present their

answers in front of the class

T gives feedback

Task 2 :

T asks Ss to do in pairs (one asks and

other answers) to describe their friends

by using some useful expressions

T can explain some useful expressions

T goes around to help them if

Age : young, middle age, elderly, old,

Task 2 : Useful expression :

T : What does he look like ?

S : Tall and good-looking

After you

speak

8’

T explains the situation

Sts work in group to make questions or

facts about a famous friend based on

the suggestions in the textbook

T is around and helps them

T check in front of class

T asks Ss to read the words( page 17)

T makes example with a student

Sts practice speaking in pair

T goes around and helps them

T concentrates some common errors or

difficult problems in front of the class

5 Why is he so interested in math ?

6 How long does it take him to study math ?How much time does he spend on matheveryday?

7 What made him so successful ?

B Model :

A Hello, I’m Tan, a journalist for Hoa HocTro magazine

B : Hi : I’m Nam Nice to meet you

A I hear you are Minh’s closest friend.Could you give me some information aboutMinh ?

B Sure No problem

A: Has Minh just won the first internationalprice in mathermatics ?

B: Yes, That’s right He did a good job and

we are so proud of him

A: So he has to work very hard on thissubject? How much time does he spend on iteveryday ?

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B: I’m not sure but he studies it nearly everynight Math is his favorite subject.

A: Do you know why ?B: He always says it is so useful andinteresting Both his parents aremathermatics teachers

A: Oh, I see … Thank for giving me time.Bye

B: You’re welcome Bye

T summarizes the main points

T asks Ss to practice the dialogue ofdescribing a person at home again

T asks sts to prepare for the nextperiod

Write a short paragraph about the famousfriend you have just talked about

Prepare “ listening”

Week : 2 Teaching date : 25.08.2010 Period : 5 Planning date : 21.08.2010 Unit 1 : ( cont) : LISTENING

I Aims : By the end of the lesson students will be able to :

- understand about the activities of a labourers

- Hear and give the number in the pictures

- hear and take notes

III Skills : Integrated skills ( Especially listening skill)

IV Teaching aids: Pictures, a tape/CD , handouts

T calls on some Ss to answer

T remarks and corrects anymistakes if necessary

T leads into the new lesson

Questions :

1 Who is your best friend ?

2 How did you have to meet him or her ?

3 How long have you know each other?

4 What qualities do you admire in your bestfriend?

Suggested answers: Qualities that we admire in

our best are: caring, supportive, helpful, honest,good-nature, quick-witted, humorous, friendly

Ss to repeat in chorus andindividually

- T elicicts / teaches some of thesewords or/ and those taken from the

Vocabulary:

Apartment building (n)(translation):

Guitarist(n) (picture) sense of humor( n) (explanation)rough time (n) (synonym)= difficult timegive sb a ring= phone sb

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listening passage.

- T may get Ss to make sentenceswith the words and gives correctivefeedback

-Sts open the book and read “ listenand repeat” and write down

Sts hear the first time

T checks if sts have the answersSts hear the second time

T checksSts hear the third time, T pauses therecord at the right answer

T gives situationSts read the requirementSts hear the first time

T checks if sts have the answersSts hear the second time

T checksSts hear the third time, T pauses therecord at the right answer

TASK 1 Words :

Living quarter, to have things in common, tohelp someone out of difficulties

HanoiLan went on aholiday to DoSon and Ha wentthere to help her

Ha is very

helpful

Ha’s sociable .She’s got manyfriends in Do Son

introduced Lanaround

Minh They met in

college

Minh played theguitar

Long was asinger

They workedtogether

Minh has a sense

of humour

Minh likes to gofor plays andmovies

Minh is a goodlistener

Minh is frienlyand helpful

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Unit 1 ( cont ): WRITING

I Aims : By the end of the lesson students will be able to write about a friend, real or imaginary, using the

words and expressions that they have learnt in previous lessons

III Skills : Integrated skills ( Especially writing skill)

IV Teaching aids: Text books, pictures ,chalks, …

- T asks the student todescribe the person so thatother people can guessexactly who is the personthat he is describing?

-The student may describe:

He/ she is a girl/ boy

He/ she is tall / short

-T goes around to helpthem

19 years old), a middle-aged woman/ man, 20 years old,plain, good looking, beautiful, handsome

Build

OverweightSlim, fat

Face

Round,square,oval

Personalities

Open-hearted,sincere, sociable, helpful, intelligent, patient, calm

Age

in her/his lateteen ( 18,

19 yearsold), amiddle-agedwoman/9

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man, 20years old

General appearance: plain, good looking, beautiful,

Sts practice writing ingroup

T checks and helps

Models :

To be in her / early/ middle/ late fifties

She has got a ………

In character , she is like her father …………

Unit 1 ( cont ): LANGUAGE FOCUS

I Aims : By the end of the lesson , the students can :

- distinguish between the two phonetic sound / t∫/ and /dʒ/

- pronounce the words and sentences containing these sounds correctly

- use some structures containing infinitives with and without to appropriately

III Skills : Integrated skills ( Especially skills)

IV Teaching aids : textbook , handout, CD player.

23.08.2010

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- T calls on some Ss to answer.

- T gives feedback and correct answer

- T asks Ss to read the common sounds: / t∫/ and /dʒ/ that the words containing

-T lets sts read the sound/ t∫/ and /dʒ/ / twice

T lets sts repeat the sentence

T leads the lesson

Arrangement:

The/ changed/ in the church/ the picture/ ofthe village/ children

Expected answer: The children changed the

picture in the church of the village

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T plays the tape ( or reads ) one for sts

to hear the words containing thesewords containing these two sounds

The T plays the tape ( or reads) againand this time asks Ss to repeat after thetape (or T)

Pronouncing the words containing the sound.

T reads the words in each column all atonce

T reads the words again and asks Ss torepeat them

T asks Ss to practice pronouncing thewords in pairs T goes aroundproviding help

T asks Ss to pronounce the words andgives correction if necessary

Pronouncing sentences containing the sounds

T reads the sentences and ask Ss tounderline the words with the soundsand write / t∫/ and /dʒ/ under them

T asks Ss to practice pronouncing thewords in pairs T goes aroundproviding help

T asks Ss to read the sentences andgives feed back

Practice reading aloud these sentences.

1 Just outside the village, there’s a bridge

2 Jane always enjoys George’s joke

3 Two jeeps went over the edge of the bridge

4 Which picture do you think the child wants

to change?

5 Mix the mushrooms, chilli and cheese

6 Do you like French salad and fish andchips?

T asks Ss to comment on the use o to+

infinitive in these examples T reviewsthe form and use of to+ infinitives inthese examples

b)Exercise 1

- T asks Ss to do exercise 1 individually

-Ss have to write sentence by sentence

by using the words given

-T asks them to compare answer withtheir partners Sts discuss and checktheir classmate’s

1 To infinitive:

a) Presentation

- What do you get up early every morningfor?

- I get up early to walk.

- Oh, I like to walk ,too But I have a lot of work to do.

- But today the weather is too bad for me to walk

1 “To- inf “ is used :

* to indicate the purpose :

Ex: I get up early to walk

* as a modifier to replace a relative clause

Ex: I have a lot of work to do ( which I have

to do)

* as an object of a verb

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- T calls on some Ss to go to the board

to write down their answers

-Others remark and correct-T checks their answer

2 Infinitive without to( bare infinitive)

a) Presentation

-T calls on some Ss to give out some verbs that are followed by bare infinitives

b)Exercise2

- T asks Ss to do exercise 2 in pairs Sshave to write sentence by sentence by using the words given

-T asks them to compare answer withtheir partners Sts discuss and checktheir classmate’s

- T calls on some Ss to go to the board

to write down their answers

-Others remark and correct-T checks their answer

Ex: I like to walk.

1.who wants something to eat?

2.I have some letters to write.

3.I am ( was ) delightful to hear the news.

4.My mother has some shopping to do.

5.you always have too much to talk about.

6.It’s lovely to see you again.

7.It is (was) too cold to go out.

8.I am (was ) happy to know that you have passed the exam.

2 bare inf is used : a) Presentatio

* let/ make + O + bare-inf

Ex: They make me feel disappointed.

1 The police watched them get out of the car.

2 They let him write a letter to his wife.

3 I heared them talk in the next room.

4 the custom officer made him open the briefcase.

5 The boy saw the cat jump through the window.

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

7 I felt the animal move toward me.

8 do you think her parents will let him go for a picnic?

Wrapping

and home

word

3’

T summarize the main points

T asks sts do the exercise at home

Handout Pick out the inf in the following sentences and describe the function of each

1To find fault is easy.

2.It is delightful to hear the sound of the see 3.The dog wants something to eat.

4.I saw him run the mile in four minutes.

5.Everybody wishes to enjoy life.

6.He is too ill to do any work.

7.I am not afraid to speak the truth.

8.He went to Paris to perfect his knowledge of French.

Prepare Unit 2 ( reading)

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Week : 3 Teaching date :01.09.2010

Unit 2 : PERSONAL EXPERIENCES

Lesson 1 : READING

I Aims : By the end of the lesson , students can :

- scan read for specific information

- understand the text and express their ideas about past experiences

IV Teaching aids : textbook , handout, CD player

T leads in the lesson:

It is one of your experiencesToday our reading lesson isabout the embarrassingexperience of a girl on a bus

- Have you ever been in an embrassing situation?

- What did you do then?

.-Ss’ answers:

Before you

read

7’

Activity 1: - T gets Ss to work

in groups and try to make sense

of the pictures on page 22 Then

T gets them to put the pictures

in the order that they think ismost appropriate

- T calls on some student topresent their ideas but shouldnot correct them

Activity 2 Pre-teaching vocabulary.

Activity 1:

Ss’ answers:

Activity 2

Pre-teaching vocabulary.:

1 make a fuss about sth: (definition)

2 sneaky (a) (translation):

Sts open the book

T lets sts listen the textSts listen and read silently

T asks sts to do task1 inindividual

Sts discuss in pair after finishreading

T calls on SS to give theiranswers

T gives the feed back andcorrect answer

Task2

Sts work in pair

T calls on a student to give andexplain his/ her answer

Sts answer loudlyOthers remark and correct

TASK 1 :

Read the text in silence and use the words or phrases in the box which appear in the passage

to fill the blanks in the sentences.

Expected answer : 1 glanced, 2 making a fuss,

3 embrassing, 4 idols, 5 sneaky

TASK 2 :

Read the text again and put the pictures of the event above in the order they happened in the story ( text book page 24 )

Expected answer :

1 D 2 B 3.F 4.E 5.A 6.C

TASK 3 :

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T remarks and gives the correctanswer.

Task3:

T checks if Ss can answer thecomprehension questions intask3 without having to read thepassage again T gets them toread the questions carefully andgives them some tips to do the

T asks sts some questions tomake sure that they understandthe text

Sts answer

T remarks and corrects

Answer the questions Questions :

1 What did the girl wish to have when she was ingrade 9?

2 Who gave her money on her birthday ?

3 Why did she decide to take the money from theboy’s bag?

4 What did she do with the money?

5 What did she discover when she came back ?

4 She bought the pretty hat of her dream

5 She discovered her money on the table

After you

read

12’

Sts work in group

T asks sts some question in book

T guides the sts to discuss toanswer the question

T gives some notes

T asks some sts to give theirown answer

Notes :

- put up a notice on the school board

- get on the same bus the next day andlook for the boy to return the money tohim

Unit 2 : (cont): SPEAKING

- identify structures that are used to talk about past experiences and their influences on one’s life, i.e.present perfect and past simple, structure with “ Make”

- use the structure to talk about their personal experiences and how they affect their life

IV Teaching aids : Text book, black board, pictures

V Stages of teaching:

Review T asks sts to answer some questions Questions:

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5’ Sts answer

Others remark and correct

T checks

Lead-in: To day, we will continue

the topic of personal experiences by talking about past experiences and how they affect your life

- We move to part B: Speaking

1 What did the girl wish to have when she was in grade 9?

2 Who gave her money on her birthday ?

3 Why did she decide to take the money from the boy’s bag?

4 What did she do with the money?

5 What did she discover when she came back ?

4 She bought the pretty hat of her dream

5 She discovered her money on the table

in box B

Call some Ss to give their answers

Sts work in pair

T explains the wordsSts answer

T corrects

T asks Ss to base on the ideas in column A to answer fully

TASK 1

Match the things you might have done

or experienced in column A and theireffects on your life in column B

1 Seaking English

to a native Englishspeaker

2 being seriously ill

3 traveling to otherparts of the country

4 failing an exam

5 talking to afamous pop star

a makes you loveyour country more

b teaches you alesson and makesyou work harder

c makes youappreciate yourhealth more

d makes you feelmore interested inlearning English

e changes yourattitude to pop stars

Expected answer :1.d 2.c 3.a 4.b 5.e

A:How do you feel when you meet a famous film star?

B: It makes me excited

While you

speak

25’

Task2: T gives situation

St work in pair, discuss and arange the sentences in right order

Task3

T gives situationSts work in pair to talk about theirexperiences

Sts can base on the notes in task 1

Task2: A student is talking to her friends

about one of her past experiences and how itaffected her The lines in their conversationare jumbled Put them in the correct orderthen practise the dialogue

1.b 2.d 3.h 4.a 5.g 6.c 7.c 8.f

Form of questions

- Have you ever ……?

- How did it happen?

- How did the experience affect you?

Task3

Underline the structures used to talk aboutpast experiences in the dialogue in task 2, then

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T goes around and helps them if they have difficulties.

T calls on a pairs to perform in front

Unit 2 : ( Conti ) LISTENING

I Aims : By the end of the lesson, students are able to :

- listen for specific information

- understand the passage

IV Teaching aids : Text book, black board, pictures

T remarks and gives marks

Sts do by themselves

Warm-up

5’

Game: Guessing things:

-T divides the class into twogroups A and B and ask Ss toguess what it is

- Read aloud some facts about thething one by one

-The group giving the correctanswer first wins

Questions :

1 What is it ?+ It destroys buildings, houses and forests.+ It can kill people

+ I gives out a lot of smoke

+ You need water to put it out

Expected answer: A fire Before you T asks sts to do the exercise in Look at the picture and say what is happening

17

31.08.2010

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8’

book ( page 27)Sts work in group

1 What do you see in the picture ?

2 Who are they?

3 Where are they?

4 What are they doing ?

1 I see a fire

2 They are a fireman, a woman and agirl

3 They are beside the house on fire

4 They are running out of the fire

While you

listen

19’

T gives situation

T lets sts read the given sentences

T lets sts listen the first time

T checks if sts can have anyanswer

Sts listen the second time

T checksSts listen the third time

T lets sts hear the answer to makesure they understand the paragraph

T gives situation

T lets sts read the given sentences

T lets sts listen the first time

T checks if sts can have anyanswer

Sts listen the second time

T checksSts listen the third time

T lets sts hear the answer to makesure they understand the paragraph

T calls some sts to express theirideas

Others listen and contribute ideas

Christina says that family is more important than anythings else Do you agree or disagree with her?

I Aims : By the end of the lesson students will be able to :

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-write a paragraph to describe a friend.

IV Teaching stages :

T write on the board

T lead to the new lesson

* FRIEND

Expand this word into a sentence

Ex : I like a friend

Expected answer :St1 :I like a friend who is friendly

St 2 : I like a friend who is friendly and helpful

- the person character

- the person appearance

- like and dislike

- her habit

* Passage :

Of all my relatives, I like Aunt Emely thebest She’s my mother’s youngest sister She hasnever married and lives alone in a small villagenear Berth She’s in her late fifties, but she’squite young in spirit She has a fair complexion,thick brown hairwhich she wears in a bun anddark brown eyes She has a kind face and whenyou meet her ,the first thing you notice is hersmile Her face is a little wrinkled now, but Ithink she is still attractive She is the sort ofperson you can always go to if you have aproblem

She like reading and gardening, and she stillgoes for long walk over the hills, she’s a veryactive person Either she is making something ormending something , or doing something toentertain herself She’s extremely generous, butnot very tolerant with people who don’t agreewith hwer I hope I’m as contented as she iswhen I ‘m at her age

2 The person’s appearance : in her late fifties,has a fair complexion, thick brown hair which19

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she wears in a bun ,dark brown eyes, has a kindface, her face is a little wrinkled now but stillattractive

3 Like and dislike: likes reading and gardening,going for long walk over the hills

4 Her habit : making something or mendingsomething , or doing something to entertainherself

T helps and can gives somemodels to make it easy for sts towrite

Sts practice writing in group

T checks and helps

Models :

To be in her / early/ middle/ late fifties

She has got a ………

In character , she is like her father …………She has ………

Sts correct their friends’ witing

T asks sts to read the best writing

Week :4 Teaching date : 08.09.2010

Unit 2 : PERSONAL EXPERIENCES

Lesson 4 : WRITING

- write a personal letter

- tell their memorable past experiences

IV Teaching aids : handouts , pictures, text book

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-It / a hot day.

- The man / stop/ a small deserted beach

- he / not have / swimming clothes

- There / be / no people/ in sight

- The man / take off / all clothes/ swim out tothe sea/ and relax in the water

- When / he/ look back/ a coach arrived

- There / be / a lot of people / stand on thesand

It was a very hot day The man stopped at asmall deserted beach He didn’t haveswimming clothes with him but it was early inthe morning, there were no people in sight.The man took off all his clothes and swam out

to the sea and relaxed in the water When helooked back at the beach, a coach had arrivedand there were a lot of people standing on thesand to have a picnic

- Have you ever been in such a situation?

- What did you do then ?

- Do you want to share it with your classmate?Today we are going to learn how to write apersonal letter telling about a pastexperiences

2 Date ( when it happen)

3 The story( the experience)

4 Closing

5 SignatureSts do by themselves

While you

write

15’

Sts-sts

T asks sts to do the exercise

T goes around to control and givehelp with vocabulary

When sts finish , T collect sts’

writings to mark at home

T gives feedback and comments

Sts’ tasks

Homework

1’ T asks sts to prepare for the nextperiod Write a letter to a riend to tell about you ownexperiences

Prepare “language focus”

Week : 4 Teaching date : 08.09.2010 Period : 12 Planning date : 04.09.2010

21

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Unit 2 : ( Cont ) Lesson 5 : LANGUAGE FOCUS

- revise Simple past, past perfect and past continuous tenses and talk about the past

- distinguish the sound /m/ ,/n/ ,/ η/

III Skills : Integrated skills

IV Teaching aids : charts, text books, black board, chalks.

T asks sts to work in pair topractise reading the sentences

T calls some sts to read aloud

1 Listen and repeat:

/m/ : may, make , summer , home, small/n/ : nose , nine , money, seven, snow/ / : wrong, running, bringing, sing, morning

2 recognize sound:

Mountain(1), mother(1), next(2), banana(2),knife(2), king(3), sing(3),

3 Practice the sentences

1 Good morning I want an apartment incentral London

2 We have an inexpensive apartment inNorthend Avenue

3 I remember meeting him on a nice summerafternoon

4 Mr King is singing next door

5 He’s holding a string in his fingers

6 He loves spending his holidays in his smallsummer house

Grammar:

33’ 1.The present tenses: T explains the requirement

T pays attention to sts thepresent tenses can be used tomake the stories in past moreactive

.Grammar:

1 The present tenses:

Exercise 1 page 30 Expected answer :

1 invites 2 sets 3 gets 4 waves

5 promises 6 carries 7 contains 8 has baked

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Exercise 1

Sts work in individuals thendiscuss to their partners

T check in front of class

T consolidate the use of simplepast and past continuous tenses

2 Simple past and Past continuous

T asks sts to use the simple pastand past continuous tenses togive the correct form of theverbs in brackets

Sts work in individuals thendiscuss in pair

Sts wrok in individuals thendiscuss in pair

T corrects

9 is 10 is shining 11 are singing 12 is

2 The simple past:

- form: With “ normal V”: (+): S + V2/ Ved; (-) S+ didn’t+V1; (?) Did+ S+ V1?

Ex: She went to visit her grand parents last month With “ to be”: (+): S + was/ were; (-) S+ was/were; (?) Was/were + S… ?

- Usage: The simple past is used to talk

- about an action that took place in the past:Ex: I didn’t read the letter.

It can be used with + last night/ Monday/ week/ month…/ 2 months/ years … ago/ in 2000, 1999…

- about an action that happened regularly in the past: Ex: I often played tennis with her.

3.The past continous:

- Form: (+) S+ was/were +Ving; (-) S+ was/ were+ not +Ving; (?) Was/were + S+ Ving?

- Usage :Past continous is used to talk about: - an action that was in progress at a particular time in the past;;

it can be used with at …o’clock/ this time/ at that time/ moment+ past time:

Ex: At this time last night, we were watching TV

- an action that was already in progress(past

continous) when somethingelse happened( simple past); it can be used with : when, while,as

Ex: When I was walking in the park, I met Tom Exercise 2 page 30

1 broke, was playing

2 wrote, was

3 was working, broke

4 started, were walking

5 told , were having

6 didn’t listen, was thinking

7 phoned , didn’t answer, were doing

8 wasn’t wearing , didn’t notice, was driving

4 Past perfect:

- form: (+)S + had +V3/ed…

(-) S+ had not + V3/ed , (?)Had+ S + V3/ed?

-Note: had= ’d, had not= hadn’t

-Usage 1/ To tallk about an action that happened

before another action or a time point in the past.

-Adverbs or adverb phrase : Before, as soon as,

after, when, by time, by the time, by 2000 Eg: He died after he had been ill for a long time.

5 Exercise 3 page 31 Expected answer :

1 had eaten, arrived 5 got, had arrived

2 found, had taken 6 paid, had phoned

3 got , had closed 7.went ,said, hadn’t arrived

4 got , had left 8 had looked , asked , cost

Homework

2’ T asks sts to prepare for the nextperiod

- Review what you have leant Prepare “ Part A- Reading Unit3”

23

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06.09.2010

Week : 5 Teaching date : 13.09.2010 Period : 13 Planning date :11.09.2010

Unit 3 : ( Continue) : Reading

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

- identify and correct false information

III Skills : Integrated skills ( specially: reading skill)

IV Teaching aids: pictures, handouts

The group with more correctwords is the winner

Lead-in: - What do people often

do on these occasions?

Pre-teaching vocabulary

-T explains some words-T asks sts to work in groups -Sts discuss and fill in the blankswith the correct word

-T asks sts to read the sentences-T corrects

-Ask Ss to work in pairs to look

at the pictures in their textbooks,asking and answering thequestions

-Call on some Ss to give theanswers

-Give comments

Game: On what occasion?

Key: 1 Christmas, 2 Thanksgiving, 3 New

Year’s, 4 Independence Day,

5 Birthday, 6 Labour Day,

7 Picnic, 8 wedding

Expected answer

People often eat, drink, sing, and dance They often have parties The lesson today is the reading text about parties and how people celebrate them.

Pre-teaching vocabulary:

1 blow out (v) to put out a flame

2 celebrate (v) to do something enjoyablebecause of a special occasion or to marksomeone’s success: làm lễ kỷ niệm

3 anniversary (n)

My birthday is on December 29th I’mcelebrating the fortieth of my birthdaythis year

Checking: Gap-fill

1 We celebrated our 20th wedding

in Florence

2 She the candles on the cake

3 Tim has passed his exams We are going

to

Questions and answers:

1 What is the relationship between thepeople in the pictures?

The people in the picture 1 are friends and in the picture 2 belong to a family.

Christmas

Thanksgiving

ngng

New Year’s Independence Day

Birthday

Labour Day

Picnic

wedding

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Call on some Ss to give theanswers.

Give feedback on what Ss have

Call on some Ss to give theanswers

Make corrections if necessary Ask Ss to work in pairs, one is

an interview and the other is aninterviewee

Ask Ss to talk about thecelebration of birthday orwedding anniversaries, using thefollowing questions

Call on some pairs to act in front

of the class

Give comments

T asks sts to prepare for nextperiod

2 What are they celebrating?

The children in picture 1 are celebrating a birthday party and the people in picture 2 are celebrating a golden wedding anniversary

Read and tick (task 1) Expected answers:

I Aims: By the end of the lesson, students will be able to talk about parties , talk about parties

and know how to plan parties

III Skills : Integrated skills (especially speaking).

25

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-SS answer the questions-T leads to new lesson

Lead -in

Have you ever been invited to one of these parties?

How was it organized?

In our speaking lesson today,

we talk about parties and how

to plan them

-Ask Ss to give the Vietnamesemeaning of the words / phrases-Ask Ss to work in pairs to askanswer the questions about theparty they have been to, usingthe questions in task 1, p35 ashelp

-Call on some pairs to act infront of the class

-Make corrections onpronunciation, stress andintonation

-Ask Ss to work in groups offour or five to discuss thefollowing question

-Go round to control and givehelp

-Call on some Ss to report theirgroups’ ideas

-Tell Ss to think of a party theyare going to plan

-Elicit some useful languageused to ask for information ormaking suggestions

-Ask Ss to work in pairs tomake plans for the party

-Move around the class to givehelp

-Invite some pairs to presenttheir conversation in front theclass

Questions:

1 Do you like the parties? Why?

2 Have you ever been to a party?

3.Whose party was it?

Questions and answers (task 2)

+ Whose party was it?

+ When and where was it held?

+ What did you do there?

+ What sort of food and drink did you have?+ How did you enjoy it?

Activity 1: Discussion

“What do you think of when you want to plan aparty?”

Suggested answers:

These are the first steps in planning a party:

- Choose a place to hold the party (at home or away?)

- Set the number of guests (who to invite)

- Determine how much you can spend (budget)

- Decide food and drink you want to serve at the party.

- Send invitation cards (Give the time, date, address, derections, your phone number for RSVPs)

- Plan plenty of short games

- Have extra treats (someone unexpected might show up)

Note: RSVP = Please reply

Activity 2: Role-play.

+ We are planning a party Let’s talk about what each of us will do to prepare for it.

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Call on some groups’

representatives to speak outtheir ideas in front of the class

Make corrections and givecomments

T asks sts to prepare for nextperiod

+ Let’s have a discussion about our party next Saturday.

+ Why don’t we have a surprise party?

+ Why don’t we hire the ground floor of a bar and we could get the band in?

+ Why don’t we make our own food?

+ Shall we have some music?

+ How about ? + That’s a nice idea.

Unit 3 : ( Conti_): Listening

- decide on the true or false statements of the passage

- Understand the passage

III Skills : Integrated skills ( specially: listening skill)

IV Teaching aids: pictures, a tape / CD, handout

Assign one representative from eachgroup to take turns to choose a card

at randomThe other students in each group try

to guess the word

One correct word earns one pointThe group with more points wins

Lead-in: - What do you think of

when you read these words?

In today’s listening lesson, you’lllisten to a passage about Mai’sbirthday party

He / She has to draw the word he / she sees

on the card He / She must not write, speak

or whisper He / She just gestures or minesthe word

1 clap (v) (miming)

2 decorate (v) (picture and example)

The children decorate the Christmas tree

with colorful electric lights

27

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- T elicicts / teaches some of thesewords or/ and those taken from thelistening passage.

- T may get Ss to make sentenceswith the words and gives correctivefeedback

-Sts open the book and read “ listenand repeat” and write down

T gets Ss to exchange their answerswith their friends

T calls on Some Ss to answer andexplain and correct False statements

Describe Mai’s birthday party,

-Ask Ss to work in groups of four orfive to describe Mai’s birthday party,-Ss work in group and speak

-Go around to give help if necessary-Call on some Ss to talk about Mai’sbirthday party in front of the classMake corrections and givecomments

Ask Ss to prepare for the next lesson

3 icing (n) (picture and definition) : asweet mixture of sugar, water, milk andbutter or egg White that is used to cover ordecorate cakes: lớp kem phủ trên mặtbánh

4 slice (n) realia)+ Bring along some slices of bread,lemon and show to Ss

Checking: Slap the board

+ When would you like to organize yourbirthday party, during the day or in theevening?

+ What foods and drinks are often served

1.She was 16 years old

2 Because it is noisy and expensive

3 She served them soft drinks and biscuits

at the beginning of the party

4 The birthday cake was brought out atabout four thirty

5 It was beautiful decorated with pink andwhite icing

6 They clapped their hands eagerly andsang “Happy Birthday”

7 About six in the evening

Describe Mai’s birthday party,

-Write a short passage to describe Mai’sbirthday party

- Prepare part D: Writing

13.09.2010

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Week :6 Teaching date : 20.09.2010 Period :16 Planning date : 18.09.2010 Unit 3 : ( Cont_): Writing

I Aims: By the end of the lesson, students will be able to write an informal letter of invitation.

III Skills : Integrated skills ( specially: writing skill)

Lead-in: Today, you will learnhow to write an informal letter ofinvitation to invite a person to aparty

Task 2

-Ask Ss to work in pairs to readthe letter of invitation andcomplete it with thw words orphrases given

-Call on some Ss to give theanswers

-Go over the answers with theclass

-Have Ss work in groups of fourTell them to put the headings intothe correct order of format of aletter of invitation

Elicit the useful statements used inwriting a letter of invitation fromSs

a A request for confirmation

b The announcement and a general invitation

c A friendly reason for invitation

d The precise arrangement suggested

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-Ask Ss to write an informal letter

of invitation to invite theirclassmates to their birthday party

Go around to control and givehelp

-Ask Ss to exchange their writingsand correct the mistake

-Go around the class to check what

Ss are doing

-Give feedback and comments

-T chooses one letter and reads it

to the class

-Then T elicits corrective feedbackfrom the class and give finalcomments afterwards

-T should draw Ss’attention to theformat of the letter, theorganization of ideas and languageuse

-T summarizes the main points ofthe lesson

-T asks Ss to do homework

-T asks sts to prepare for nextperiod

Activity 3: Eliciting

Ask Ss: What do you say to invite or persuade

a friend of yours to come to your party?

Expected answers:

+ Why don’t you join us?

+ Do you feel like joining us?

+ Would you like to come with me?

+ How about going to the party tonight?

+ I’d very much like you to join us?

-Write it Yourself

-Activity 1: Peer Correction Activity 2: T comments and gives feedback Suggested writing

Dear Nam, It’ll be my birthday next Saturday I’d like

to invite you to come to the party, which will

be at my house probably at 4 p.m Can you come to join us?

Hope to see you then.

Best wishes,

Lan -Rewrite at home

-Prepare “ language focus”

Week :6 Teaching date : 20.09.2010 Period :17 Planning date : 18.09.2010

Unit 3 : ( Cont_) : Language focus

- distinguish the phonetic sound / l / , / tomorrow / , / h/

- understand the use of the Infinitive, Gerund and Passive infinitive

- use some verbs or phrases followed by the Infinitive or Gerund in sentences

II Teaching aids: handouts, posters

III Teaching stages :

of paper

Game: BINGO

house / holiday / library / lemonade / hospital / husband / ready / really / restaurant / like / lovely / lunch

Pronunciations: / l / , / r / and / h /

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Ask Ss to give some more wordshaving the same initial sounds asthe words on the posters.

Introduce the sounds : Listen and repeat

Read aloud the words and have

Ss listenRead again and ask Ss to repeatCall on some Ss to read andmake corrections if necessary

Practice reading aloud these sentences.

Ask Ss to work in pairs topractice reading the sentences

Go around to give helpCall on some Ss to readGive comments

Grammar 1.To ininitive and Gerund:

a) To ininitive:

Ask Ss to give the verbs / verbalphrases followed by To-infinitive

Have Ss give the form and usage

Go around to controlCall on some Ss to give theanswers:

2 Passive infinitive and passive gerund:

a) Passive infinitive:

-Presentation

T gives the examples and

structures of passive infinitive.

Exercise 2:

Put Ss into pairs to choose thecorrect answer

Call on some Ss to give the

Activity 1: Listen and repeat

/l/ /r/ /h/

lunch pretty hitlovely Europe houselemonade parent holidayjelly really hospitalglass restaurant husbandsalad library helicopter

Activity 2: Practice 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, 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 Hellen’s house.

6 Helen and her husband will have to spend their holiday in hospital.

Expected answers) would like / be able /

demand / seem / want / agree / invite / decide / hope / expect / offer / manage / refuse / mean (intend)/ tell

Form: Verb + to – infinitive Usage: To add information to what is

expressed in certain verbs

Form: Verb + V + ing (gerund) Usage: To add information to what is

expected in certain verbs

Activity 1: Sentence completion (exercise 1) Expected answers:

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(2’)

answersMake corrects if needed

b) passive gerund.

-Presentation: T gives the

examples and structures of

passive infinitive.

-Exercise3:

Have Ss to do the exercises 3 onpage 41 in their texkbooksCall on some Ss to give theanswers

Make corrects if needed

T asks sts to prepare for next period

Usage: To add information to what is

Exercise 2 Multiple choice: Expected answers:

Usage: To add information to what is

Exercise3: Expected answers

1 D 2 C 3 B 4 B 5.CLearn grammar by heart

Prepare test yourself A

TEST YOURSELF A

I Aims Studentsa can use what they learn to do the exercises

II Teaching aids : casette player, books

-T asks sts to do it as a forty-five minute test

- Sts aren’t permited to open the books or use others

- T goes around and observes them

( Listening : + T lets sts listen three times)

- After they finish, T reads the answer and sts check their answer then correct

* Expected answer :

I Listening : ( 0.5 ms for each right answer )

II Reading : ( 0.5 ms for each right answer )

1 Because they had been childless for 10 years after they were married

2 To take some photographs of the happy family

3 The boy was dressed in a smart , brand,new outfit and looked ike a little prince

4 Because he was interested in the toys

5 he felt that it was delightful and looked forward to the next day to have the films developed

III Pronunciation and grammar: ( 0.25 ms for each right answer )

a Pronunciation

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1 nine 2 Hour 3 matching d jam

b

1.to see 2 to be 3 to phone 4 pay 5 to be met 6 to be appointed

IV Writing: ( content : 1m, correct word and sentence : 1m , Structure : 0.5m)

I Aims : - Students can do the test exactly and fluently by using what they learnt

- Teacher can check sts’ understading about unit 1 and 2

II Form : Multiple choice

Period :20 Planning date : 25.09.2010

CORRECT TEST 45’

I Aims : -Students can check their result of the test

- Teacher can check sts’ understanding about the lesson

Trang 34

36 D 37 A 38 A 39 D 40 C

* Homework:

- Prepare Unit 4: ( reading)

Week : 7 Teaching date : 28.09.2010 Period :21 Planning date : 25.09.2010

Unit 4 : VOLUNTEER WORK

LESSON 1 : Reading

- understand volunteer work

IV Teaching: charts, pictures, CD player

V Teaching stages

Trang 35

to report their ideas

T comments and corrects if necessary

Ss continue aswering the question

T leads to the new lesson: In our lesson today, you will know about volunteer work in the USA

1.Explaining the saying:

-Let Ss to work in groups four to read thesaying and explain what it means

Go around to control and gives helpCall on some groups to report their ideas

We can express the saying in anotherway like this:

“Give a man a fish and you feel him for aday teach a man to fish and you feed him

a lifetime”

Pre-teaching vocabulary:

T expalins the words

Activity 1 (Task1): Filling in the gap…

T elicits different parts of speech of the words “volunteer”on the board

T instructs Ss to read through the sentences provided in the task to identify the part of speech to fill in each blank

T asks Ss to work invidually to do the task and exchange their answers with other students

T asks Ss for their answers and give the correct answers

T asks Ss how to do this task If they don’t remember, T may instruct them some strategies to do the task

T asks Ss to work invidually to do the task, then discuss their answers with theirpeers

Picture 3: These people are helping theAIDS patient

Lead-in: - These people are doing the

work without being paid for it What doyou call this kind of work?

(Expected answer): VOLUNTEERWORK

Expected answers: If someone gives you

something to eat, you will not feel hungry anymore but this won’t last long If someone gives you an opportunity to work or teaches you how to work, you will earn own living for a long time

6 handicapped (a) người tàn tật

7 remote (a) synonym) = “far away”?

Activity 1: ( Task1) ): Filling in the gap…

3 The gave care and comfort to them andhelp them overcome their difficulties

35

27.09.2010

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Week : 8 Teaching date : 04.10.2010 Period :22 Planning date : 02.10.2010 Unit 4 : (Continue) : Speaking

I Aims : Sts can identify types of volunteer work and talk about volunteer work

IV Teaching aids : chart, picture

One correct answer gets onepoint If they can guess the word

in vertical column They get fivepoints

The group with more ponits wins

Lead-in

- Do you want to be a volunteer?

- -Have you ever done volunteer work?

Today we will talk about types of volunteer work

1 You often your friends to a party.

2 The Greek God of Love is

3 The first day of May is _

4 The winter of a book , a play

5 A national song is an _

6 “My Heart Will Go On” is the theme song in the film _

7 Manchester United id the richest football

8 The moon moves round the _

9 My father joined in the war.

The shared word in vertical column: VOLUNTEER

-Ask sts to read the activities anddecide which of them arevolunteer work

Call on some sts to give theanswer

The rest of the class givecomments

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Work with a student to give amodel

Call on some pairs to act out theconversations

pronunciation, intonation andgrammar

Activity 1 : Role – play ( task 2 page 50)

Dialogue in page 50 textbook

B: Yes, I enjoy the work very much because I

like helping people.

- Collecting old clothes

- Collecting old textbooks and toys

Homework

1’ T asks sts to prepare for nextperiod Do exercise 3 in page 31, 32 sts’ textbookPrepare lesson 3 “ listening”

Week : 8 Teaching date : 04.10.2010 Period :23 Planning date : 02.10.2010 Unit 4 : (Continue) : Listening

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

- listen for specific information

- know more about volunteer work

IV Teaching –aids: pictures, handouts, CD player

IV Teaching stages :

Warm-up

( 5’)

Divide the class into two teams A andB

Hang on two posters on the board

Stick pieces of paper with differentshapes and colors on each poster

Ask Ss in each team to combine pieces

of paper with the same shape or colortogether

The team who first finishes wins

Game: Finding One’s Other Half

37

supporting

donations money

the elderly

the poor helping making raising charities

Trang 38

Lead-in : ( point at the posters) These

activities are volunteer work In today’slesson, you will listen to a passage toknow more about volunteer work

Disussing the questions :

-T asks Ss to read through the questionsand choices on page 51 and makes sure

Ss understand all them

-T asks Ss to discuss the questions inpairs

-T calls some Ss to report on their partner’s answers.

Pre- teaching vocabulary :

-Before eliciting / Pre-teaching the newwords, T helps Ss to pronounce thewords given in the book T may readaloud first or play the tape and ask Ss torepeat in chorus and invidually

- T elicits/ teaches some of these wordsand chose taken from the listeningpassage

Keys: supporting charities / raising money

/ helping the poor / helping the elderly /making donations

Pre- teaching vocabulary :

Play the tape and ask Ss to listen and fill

in the missing informationLet Ss listen again if necessarycall on some Ss to give the answers

Make corrections when needed

Let Ss listen to the passage again andfind the answers to the questions

Ask them to compare the answer inpairs

4 At one of the largest hotels in HCMC

Go around the class to give help wherenecessary

Call on some Ss to report in front of theclass

Ask Ss to prepare for next period

Speaking

The aim of Spring SchoolThe number of children living andstudying at the school or attending classes.The activities the children at the schooltake part in

The kinds of volunteers that SpringSchool requires

Summarize the story about Spring SchoolPrepare lesson 3 “ listening”

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Unit 4 : VOLUNTEER WORK

LESSON 4 : Writing

I Aims : Sts can write a formal letter expressing gratitude

II Teaching aids: chart, black board

Warm – up

2’ Ask sts to work out the anagram ofthe following word

Lead – in

Elicit the answers from sts : - When

do you say “ thanks”?

In today’s lesson, you’ll learn how

to write a formal letter to expressgratitude or thanks

Game : Jumbled Word

STANHK

Key : THANKS Expected answer :

- When someone gives you a present

- When someone does you a favor

- When someone helps you with something

Pre –writing

13’

T explains some wordsRub out the word and leave theVietnamese meaning on the boardPoint at each Vietnamese equivelentand have sts say the English wordAsk sts to write the English wordsagain

Put sts to work in pairs to read thetwo letters and decide which isformal and which is informal

Ask sts to say the reason of theiranswer

Call on some sts to give their ideasGive feedback

Hang on a chart with parts of athank-you letter arranged in thewrong order

Ask sts to work in pairs to put theminto a logical order of a letter

Call some sts to give the answersCheck with the class

Pre –teaching vocabulary:

- amount (n) = a sum of money

- donation (n) vật tặng, sự đóng góp

- issue (v) phát hànhChecking : ROR

Activity 1 : reading and Identifying Expected answer :

- Letter 1 is informal :

+ Short and incomplete sentences ( Whydon’t you come to Tokyo instead ? / Thanksagain for the present )

+ Informal expression , shortened forms( Lots of love / I’ve / you’ll )

+ Informal greeting ( My dear Ann)

- Letter 2 is formal:

+ Complete sentences, full forms ( I am backagain/ I have never had … / I shall neverforget )

+ Formal expressions ( I would like to offer

… / yours sincerely )+ Formal greeting ( Dear Mr.Smith)

Activity 2 : Re-ordering

a An offer to pay and a renewal of thanks

b A personal remark about the usefulness ofthe gift or present

c An acknowledgement and thanks

d Closing

e A fuller expression of gratitude

1 c 2 e 3 b 4 a 5 d39

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While –

writing

16’

Ask sts to read the situation in task 2

on page 53 and then write a letter tothank for the donation

Go around to control and give helpCollect sts’ writings when they havefinished

Week : 9 Teaching date :11.10.2010

Unit 4 : VOLUNTEER WORK Lesson 5 : Language focus

I Aims : Sts can practice pronunciation and distinguish the sound /w/ and /j/ and understand the use of

gerund or present participle

III Skills : Integrated skills

II Teaching aids :textbooks, chalks, blackboard, cassette player.

Warm –up

2’

Bring along a yardstick and awhistle to show to sts and askthem what the things areRead the words aloudAsk sts to give the initialconsonant sounds of thewords

Introduce the sounds / w/

- T reads words in each

Pronunciation:

1 Activity 1 : Listen and repeat

/w/ : /j /

we yes,west yellow

wheel yearswet use

04.10.2010

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