Guiding student’s book and workbook: * Introduce to students how to use their book and workbook * Introduce to students how to learn reading, speaking, listening, writing, language focus
Trang 1ThÞ Thuû
Giáo án môn Tiếng anh lớp 11
Trang 2The first term of grade 11
Student know: - How to learn English in grade 11
- How to do English tests
- How to use student’s book and workbook
3 Skill : - Reading
- Speaking
- Listening
- Writing
- Doing English tests
II Teaching aids: Student’s book, student’s workbook,
dictionary, some test papers, etc
- Ask students about their
names and English knowledge
etc
Guiding: 35 minutes
1 Guiding student’s book and
workbook:
* Introduce to students how to
use their book and workbook
* Introduce to students how to
learn reading, speaking,
listening, writing, language
focus in their books and how to
- Listen to theteacher
- Answer theteacher’s questions
- put the student’sbook and workbook
on the table
- listen to theteacher and lookthrough the books
Trang 3ThÞ Thuû
do the exercises in their books
2 Guiding English tests in
grade 11:
* Introduce to students about
oral tests, 15 minute tests, 45
minute tests, etc and how to
- Ask students to prepare
textbook, notebooks and the
things for learning andprepare
lesson reading - Unit 1
- Listen to theteacher
- listen to theteacher and writedown the thingswhich will beprepared at home
Trang 41 Educational aim: Students should know what a friendship is,
know how to keep a friend long
2 Knowledge:
- General knowledge: Students know about how to make and to
keep friends long
- Language: Sentences and expression for describing qualities oftrue friendship
- New words: Words related to qualities of friendship
3 Skills: Guessing meaning in context, scanning for specific
information and passage comprehension
II Method: Integrated, mainly communicative.
III Teaching aids: Student’s books, note books, chalks board,
etc
IV Procedure:
Warm-up: (5 minutes)
- Ask students the questions:
- Have you got many friends? - Listen to the teacherand answer the
Trang 5ThÞ Thuû
- Who is your best frriend?
- What do your friends and you
do in your free time?
- Let students understand
more about activities and
qualities of friends, then say to
students: Today we learn Unit
1- part A: Reading
Before you read : (7
minutes)
- Ask students to look at the
picture and read the poem in
their books
- Ask students to discuss then
ask and answer the question:
- What do you think of the
friend in the poem?
-Let them work in pairs
- Listen to students and correct
pronunciation and grammar if
- Ask students to look through
the passage and read in
silence
- Help students read the
passage
- Explain pronunciation and
meaning of new words which
appear in the passage
Task 1 : (3 minutes)
- Ask students to fill each
blank with a suitable
questions:
- Yes, I have
- A is my best friend
- We usualy come tothe library sometimesplay foot ball…
- Listen to the teacherand open the book –Unit 1, part A:
reading
- Look at the picture inthe book, listen to theteacher, read thepoem then ask andanswer the question,work in pairs:
A: What do you think
of the friend in thepoem?
B: I think…
- Listen to theteacher
- Listen to the teacherthen read thepassage
- Ask some new words
if necessary
- Keep the book open
- Listen to the teacherthen do task 1
- Ask the teacher ifnecessary
Trang 6- Ask students look through
the passage then try to choose
which of the choices A, B, C,or
D most adequately sums up
the ideals of the whole
passage
- Let them work in pairs
Key: B
Task 3: (6 minutes)
- Ask students to scan the
passage and answer the
questions:
- Let them work in pairs
- Walk round and help
students
- Ask some students to stand
up to ask and answer each
other
- Walk round the classroom
and correct mistakes
- work individual or ingroup
- Write down the truekeys in the notebook
- Listen to theteacher
- Look through thepassage again and try
to choose the mostadequately sums upthe ideals of thewhole passage
- Practice with apartner then write thekey down in the notebook
- Ask the teacher ifnecessary
- Listen to the teacherthen ask and answerthe questions in thebook:
1/ The first quality fortrue friendship isunselfishness
2/Changeable anduncertain people areincapable of …
3/ the third quality forfriendship is loyalty…
4 There must bemutual trust betweenfriends because if not,people cannot feelsafe when telling theother their mostintimate secrets
5 People can’t keep
a friend long becausethey can’t keep a
Trang 7- Let them work in pairs.
- Ask them to report the
results to the class
- Listen to students and
correct mistakes
Home work: (2 minutes)
- Ask students to write a
friendships (80 words)
- Ask students to do Reading
exercise of Unit 1 in workbook
and prepare Part B : Speaking
no mutual sympathy
there’s no truefriendship
- Listen to theteacher
- Try to discuss thequestion
- The students whoare called to stand up
to report the result tothe class loudly
- Listen to the teacherand write downhomework
Trang 8II Method: integrated, mainly communicative.
III Teaching aids: Student’s book and pictures showing
- Ask students to describe
some students in the class
- Call some students to stand
to talk to the class
- Introduce, listen and repair
mistakes for students
(We learn Unit 1,
part-speaking)
Pre-speaking : (12
minutes)
Task 1
- Ask students to look at
the people in the book
- Keep books close
- Listen to theteacher
- Try to describesome one in theclass
- The students whoare called stand todescribe a friend tothe class
- Try to repeat from
Trang 9- Ask sts to make questions
and answer questions with a
partner, using the information
from the picture
- Let them work in groups
- Walk round and help them
- Ask some students to stand
up to talk again loudly
- Listen and correct mistakes
Post-speaking : (10
minutes)
Task 3
- Have students work in pairs
- Guide them to do the task
- Make sure that sts
understand their roles
- Pay attention to the
+ The boy is short
He has a large face ,
…+ The girl is ………
- Play roles
performance
- Work in groups offour
- List somepersonalities of aperson
- State somereasons why theychoose
- Discuss and saythe reasons
- Report their results
to the class andexplain why they dolike that
- Make pairs : one is
a journalist , theother is aninterviewee
- Listen carefully
- Practise in pairs
- Pay attention tothe content :
characteristics + personalities+ reasons why the
Trang 10+ his / her physical
characteristics
+ his / her hobbies
+ his / her personalities
( friendly , humorous ,
+ 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
- Walk round and help them
- Ask some students to stand
up and tell loudly
- Listen and correct mistakes
Homework: (3 minutes)
- Ask students to write a
passage about their daily
routine (50 words)
friends are famous
- Role play
- Perform their task
- The students arecalled stand up andtell loudly
- Listen to theteacher
- Write down thehomework
Trang 11ThÞ Thuû
1 Educational aim: Students should know how to describe the
best friend and how to keep the friendship
2 Knowledge:
- General knowledge: Students learn how to keep friendship
- New words: Words related to friends and keeping friendship
3 Skills: - To practise listening comprehension skill.
- To distinguish true and false statements
- To take notes about given questions in order to
answer
II Method: Intergrated, mainly communicative
III Teaching aids: Student’s book, tape and cassette player,
Who is your best friend?
characteristics of your best
friend do you admire?
Before you listening: (7
minutes)
- Ask students to look at the
part: Before listening
- Let them work in pairs ask
and answer the questions:
1 Who is your best friend?
2 How did you happen to
meet him or her?
3 How long have you known
each other?
4 What qualities do you
admire in your best friend?
- Walk round, listen and help
students
- Read loudly the words in the
books:
- Ask students to repeat loudly
- Close the books
- Listen to theteacher and answerthe questions
- Listen to theteacher thenand answer thequestions inthe book
- Work in pairs
- Look at the books
- Listen to theteacher and repeatthe words
-Students repeat &
Trang 12Residential area, ring (n),
ride/ rode/ ridden, motorbike,
happen to infinitive (v),
introduce, ever since, college,
great sense of humour,
favourite, interest (n), plays
(n), movies, a rough time
While-listening: (20
minutes)
-Have students read the
true-false statement list and
questions in textbook silently
for several minutes to make
sure that every student
understands them (Task1, 2)
-Check again if students are
able to understand main
requirements of the 2 tasks
-Emphasize “ you will hear Lan
& Long talk about their best
friends Ha & Minh Listen to
their talks and do the tasks
below”
-Turn on the cassette player
twice
-Ask some students to do their
tasks on the board
-Correct and give score
After-listening: (10
minutes)
-Have students ask & answer
about the friendship between
Lan and Ha, Long and Minh
(How & Where they met, what
they like about their friends
-Ask students to rewrite their
answers completely
take notes
- Repeat loudly thewords and try toremember them
task1, 2 silently forgist
-Elicited studentsraise their hands tointerpret
listening
-Other studentswatch and givecomments
-Students work inpairs
-Listen to theteacher and writedown homework
Trang 13ThÞ Thuû
Homework: (3 minutes)
- Ask students to rewrite their
answers of tasks 2 in their
notebooks at home
- Remember them to prepare
Part- Writing at home
Key content
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 gotmany friends in Do Son & sheintroduced Lan around
Lon
g -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 & helpfulLan’s talk : 1f, 2f, 3t, 4f, 5t, 6f Long’s talk : 1f, 2f,3t, 4t, 5t,
Trang 141 Educational aim: Students know how to write a passage to
describe a friend they like
2 General knowledge: Students learn how to describe
someone’s physical characteristics and someone’s personalities
- Language: The simple present of verbs to describe a friend
- New words: Words related to to describe someone’s physicalcharacteristics and someone’s personalities
3 Skills: Writing a passage.
II Method: Intergrated, mainly communicative
III Teaching aids: Student’s book, notebook, chalks, board…
IV Procedure:
Trang 15- Ask students some questions
about their best friends
Pre-writing: (10 minutes)
- 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
While-writing: (18 minutes)
-Teacher gives a sample and
has students write a passage
to describe a friend they like
A Sample
Hoa has been my best friend
since many years She is quite
a lively person She is fairly tall
with a good fingure 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
- Keep book close
- Listen to theteacher and answerthe questions
- Listen to theteacher
and answer thequestions:
1 My friend’s name
is Hoa
2 She is 17 yearsold
3 We met eachother at my cousin’sbirthday party 4years ago
-Students write a passage
Trang 16from me , but we still keep
contact through e- mail
- Let them work in groups
- Go round, check and help
students
Post-writing: (10 minutes)
- Give suggestions and
corrections
-Teacher asks students to read / write
some students’ passages on the board
and Teacher gives comments
- Correct mistakes and mark
Homework: (2 minutes)
- Ask students to do part
writing of Unit 1 in the
student’s work book and
prepare part Language Focus
-Students read / write some students’ passages
on the board
- Listen to theteacher and writedown homework
Trang 17ThÞ Thuû
Time: 45 minutes
I Objectives:
1 Educational aim: Students should know how to use Infinitive
with to or without to to make sentences
2 Knowledge:
- General knowledge: Students learn how to use infinitive with to
or without to
- Language: * The Infinitive with to or without to
- New words: Words related to pronunciation /dʒ / - /t∫/
3 Skills: Writing sentences with infinitives with to or without to
II Method: Integrated, mainly communicative
III Teaching aids: Student’s books, notebooks, chalks, board…
- Children eating sweets.
- Ask students to speak the
- Ask students to look at their
books then introduce to them
*Listen and repeat :
- Read loudly then ask students
to repeat
- Introduce : / dʒ / - / t∫/
- Correct pronunciation for the
students
* Practice these sentences
- Keep book close
- Repeat the words
in chorus thenindividual
- Look at Practicethe sentences
Trang 18- Read the sentences loudly
- Ask students to repeat
- Correct pronunciation for
- Let students get their
attention to focus on Infinitive
with to and Infinitive without
to
Exercise 1: (13 minutes)
- Ask students to do Exercise 1
- Introduce how to do it
- Let them work in pairs
- Walk round, check and give
- Let them work individually
- Check, correct mistakes
- Listen to theteacher then repeat
in chorus thenindividual
- Listen to theteacher
- Listen to theteacher and doexercise 1
Keys:
1 Who wants something to eat?
2 I have someletters to write
3 I am delighted tohear the news
4 My mother hassome shopping todo
- Listen to theteacher and doexercise 2
Keys:
watched them getout of the car
2 They let him write
a letter to his wife
3 I heard them talk
in the next room
4 The customsofficer made himopen the briefcase
Trang 19
ThÞ Thuû
Homework : (2 minutes)
Ask students to do Part
Language Focus and prepare
part Reading of Unit 2 at home
- Listen to theteacher and writedown
Unit 2 : PERSONAL EXPERIENCES
II Method: Integrate , mainly communicative
III Teaching aids: Tape and cassette player, pictures, English
- Answer thequestions
Trang 20- Ask students to put the
pictures in the book in the
correct order to make a story
- Let’s begin our lesson you’ll
know the whole story
- Ask students to listen to the
EX: I’m sorry I can’t go with
you now I am busy with my
homework I’m busy doing my
Task 1 : Fill each blank with
- Put the pictures in
the book in thecorrect order tomake a story
( work in pairs)
- Give their answers
- Listen to the tape
- Read the story
- Listen, try toguess the meaning
of the new wordsand take notes
- Do Task 1 in pairs_Take notes
Key:
Trang 21ThÞ Thuû
one of the words in the box
below
- Firstly, ask students to study
individually then in pairs
- Walks around the class, offer
ideas and comments when
students need help
- Give suggestions
Task 2
- Work in pairs, read the small
talks again and put the
pictures of the events in the
order they happen in the story
- Ask students to work
individually then work in pairs
- Walk round the class and
comments when students need
Task 3 : Answer the questions
in the book
- Ask students to read all
questions to understand the
content
- Ask students to read the
small talks again to answer the
questions
- Ask students to work with a
partner
- Walks around the class to
help students whenever they
need
Suggested answers:
1 She wished to have a red
hat-a floppy cotton hat ( like
the one her star idol wore in
her video clip)
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
- Read thequestions silentlyand answer them ingroups
- Give the answers
- Take notes
- Discuss in groups
- Report before class
Trang 22was her money.
5 She bought the pretty hat of
her dream
After you read: (12minutes)
-Ask students to discuss the
questions in group:
1 How did the girl in the story
feel when she discovered that
the money she had taken was
not hers?
(embarrassed, sad, ashamed,
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
Homework : (2 minutes)
- Ask students to review part
reading and do exercises in the
workbook and prepare part
speaking
- Listen to theteacher and writedown homework to
do at home
The 8 th period
Trang 23- General knowledge: Through this unit, students can talk about
their personal experiences
- Know how to talk again a problem happened
- Language: Students use sentences, words, phrases and
expressions for talking about their personal experiences
3 Skills: Talking about past experiences and how they affected
one’s life
II Method: Integrated, mainly communicative
III Teaching aids: Pictures, English textbook 11, chalks, board,
hand-outs
IV Procedures:
Teacher’s activities Student’s activities Notes
Warm-up:
- Have you ever spoken English to
you friends ( teachers, foreigners…) ?
- How did you feel when you spoke
Trang 24Task 2:
- Asks students to do task 2 in pairs
- Asks them to give answers
Post-speaking:
Task 3:
- Gives students useful structures
+ Have you ever………….?
+ How did it happen ?
+ When/ Where did it happen?
+ How did the experience affect you?
How did you feel?
- Asks students to do Task 3 in pairs
- Asks some pairs to perform their
dialogues in front of the class
- Corrects common mistakes and give
B How did it happen?
- I didn’t study well enough for exam
C When did it happen?
- Last year
D How did you feel/
How did it affect you ?
- I felt disappointed/ sad/
depressed
2
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 make me love our country more./ I learned more about different places in our country
3
Trang 25ThÞ Thuû
Homework: (2 minutes)
- Asks students to write a
paragraph to tell their own
experience in the past
- Asks students to prepare
Listening
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
to famous pop stars
- It changed my attitude to/ towards/ famous pop stars
- Write down
Trang 261 Educational aim: By the end of this lesson, students will be
able to develop such listening micro-skills aslistening for specific information and takingnotes while listening
2 Knowledge:
- General knowledge: Students learn about memorable
experiences and the importance of family
- Language: Use past simple
- New words: Words related to memorable experiences
3 Skills: Listening for specific information and comprehension
questions
II Method: Integrated, mainly communicative
III Teaching aid: Pictures, chalk, cassette tape
IV Procedures:
Teacher’s activities Students’ activities Notes
Warm-up : (2 minutes)
- Have you ever seen a fire ?
- Where did it happen?
- Was it frightening?
Pre-listening : (8 minutes)
- Asks students to look at the picture in
the book and ask them some questions
Trang 27ThÞ Thuû
on fire./… )
+ What is she doing?
( She’s talking a little girl out of the
burning house )
- Asks students to repeat the provided
words and explain the words if
necessary
While-listening: (24
minutes)
Task 1:
- Asks students to read Task 1 silently
- Ask students to listen to the tape
- Asks students to read Task 2 silently
and listen to the tape again
- Asks two students to write the
answers on the board
- Gives feedback
After-listening: (10
minutes)
- Asks students to work in
- Read the task and
1 We talk to Christina, a successful business woman
2 My most unforgettable experience happened 13 years ago
3 The fire started in the kitchen where I forgot toturn off the gas stove
4 I was sleeping when I was suddenly woke up byterrible heat
5 I heard my mother’s voice calling my name
- Read the task andlisten to the tapethen do task 2
Key:
1.grow 2.small
3 everything 4 realize
5 family 6 replaced
Trang 28groups to discuss the
importance of family
- Goes around to provide help
if needed
- Gives suggestion: Family is
more important than things
because it cannot be
replaced… It gives you love,
support…
- Calls each group to speak
- Gives comments and corrects
mistakes
- Gives marks
Homework: (2 minutes)
- Asks students to write a
- Listen to theteacher and correctmistakes
1 Educational aim: By the end of this lesson, students will be
able to write a personal letter telling about apast experience, using the structures andvocabulary that they have learned in previouslessons
2 Knowledge:
- General knowledge: Students learn about the organization ofcontent of a form
- Language: Words used in a form of writing a personal letter
3 Skills: Writing a personal letter to describe a past experience
II Method: Integrated, mainly communicative
III Teaching aids: Chalk, textbook
IV Procedures:
Trang 29- To day I want you to write a letter
about your past experience in
English
Pre-writing: (10 minutes)
- Has students give some of their past
experiences? (being seriously ill,
failing an exam; talking to a famous
pop star,… etc)
While-writing: (10
minutes)
- Gives students some guidance:
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/…)
- Asks students to work in
groups to tell their
experiences to prepare for
their writing
Post-writing: (20 minutes)
- Asks students to write a passage
about the most memorable past
experience
- Goes round to provide help
- Answer thequestions
- Gives their ownpast experiences
- Listen to theteacher and copydown
- Work in groups todiscuss
- Work individuallyand correct mistakes
Trang 30- Corrects common mistakes
Homework: (2 minutes)
- Do the writing part, Unit 2,
workbook
- Asks students to prepare part
Language Focus at home - Write down
Trang 31- use these verb tenses to solve communicativetasks
II Method: Integrated, mainly communicative
III Teaching aids: textbooks, cassette tape
IV Procedures:
Teacher’s activities Students’ activities Notes
I Pronunciation:
- Writes some sentences on the board
and ask some students to read them
- Asks students to look at their books,
listen and repeat the words in the
We’ve already learn the present simple
tense, the past simple tense, the past
progressive tense Now we are going to
- Listen to theteacher and bear inmind
- Repeat in chorusthen individually
- Read the sentences
- Listen to the
Trang 32review TENSE REVISION
- The present tense use to tell a story
that happened in the past makes it more
interesting and vivid
- Asks students to do exercise 1 in pairs
- Corrects the exercise and explain the
use of the tenses
- Explains the difference between the
simple past and the past perfect
- Corrects the exercise and explain the
use of the tenses
+Post
- Consolidate the use of tense
Homework: (2 minutes)
- Practice reading the sentences
- Write exercise 2,3 in the notebook
- Prepare in Unit 3 part A reading in
3 was working/ broke
4 stared / were walking
5 told / were having
- Do the task 3
- Listen to theteacher
Key:
1 had eaten / arrived
2 found / had taken
3 got / had closed
4 got / had left
Trang 33ThÞ Thuû
5 got / had arrived
- Write down
Unit 3: A Party
Trang 34- use the information they have read to discusscelebrations in their culture
2 Knowledge:
- General knowledge: students know how to celebrate somecelebrations
- New words: Words to celebrations and festivals
3 Skills: Reading for general or specific information
II Method: Integrated, mainly communicative
III Teaching aids: Some photos of celebrations in the world
IV Procedures:
Teacher’s activities Students’ activities Notes
Pre-reading: (5 minutes)
- Asks students to look at the first picture
in the book and ask them some
questions:
Are they having a party ?
What party is it ?
-Asks 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
- Look at the firstpicture and answerthe questions
- Look at thesecond picture and
questions
Trang 35ThÞ Thuû
anniversaries in the US
While-reading: (25 minutes)
- Asks students to listen to the tape
- Asks students to read the passage
+silver anniversary / silver wedding /
silver jubilee : 25th wedding
anniversary
+ golden anniversary / golden
wedding / golden jubilee: 50th
wedding anniversary
+diamond anniversary / diamond
wedding / diamond jubilee: 60th
- Asks students to talk about their
birthday party ( work in groups)(place,
time, guest, foods, drinks, activities)
- Listen to theteacher
- Listen to the tape
pronunciation
- Pay attention tosome new words
- Listen to theteacher and copydown
- Work in pairs
Key:
1&2 (Both) 3&6(Birthday) 4&5 (Anniversary)
Trang 36- Calls some students to give
their answers
- Corrects mistakes and gives
marks
Homework (2 minutes)
1 Do the tasks again in notebooks
2 Prepare : Part B – Speaking
6 5th (50th)
7 silver (golden)
- Work in groups to talkabout their birthdayparty
- Give answers
- Copy down
Trang 37- General knowledge: Students know how to plan parties
- Langugage: Words related to parties
3 Skills: Talking about parties
II Method: Integrated, mainly communicative
III Teaching aids: Photos of some parties
IV Procedures:
Teacher’s activities Students’
activities Notes
Pre-speaking: (8 minutes)
Do you like parties ?
Do you like quiet or noisy parties ?
Shows the picture in the textbook
and ask:
- Answer thequestions freely
Trang 38Are they having a party ?
What does ‘party-goer’ mean ?
While-speaking: (25
minutes)
Task 1
Are you the perfect party-goer ?
1 Which kind of parties do you
prefer ?
-big / small / noisy / quiet parties
-parties with dancing and games
2 You find yourself standing with a
complete stranger at a party What
would you do ?
-talk about yourself / the weather
-try to get him or her talk about himself
-Asks students to do Task 2 in pairs
-Asks some pairs to perform their talk
before class
*Where (home-cosy, not expensive, not
spend 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…
- Listen to theteacher’s
guidance and dotask 1
- Work in pairsA: I am wondering where I 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
Trang 39ThÞ Thuû
Post-speaking: (10 minutes)
Task 3:
- Asks students to do Task 3 in groups,
using the simple past tense to report the
past events
- Gives some suggestions
- Asks some students to perform before
class
- Corrects common mistakes and give
remarks
Homework: (2 minutes)
- Write down task 3 in the notebooks
- Prepare part C (Listening)
better…
If I were you
I would…
- Work in groups to do task 3
-He / She served us…
-We took part in someactivities such as…
-We were all tired but happy
1 Educational aim: By the end of this lesson, students will be
able to develop such listening micro-skills asintensive listening for specific information
2 Knowledge:
- General knowledge: Students know how to plan a birthdayparty
- New words: Words related to birthday party
3 Skills: - Deciding on True or False statements
- Comprehension questions
II Method: Integrated, mainly communicative
III Teaching aids: Some pictures of birthday parties
IV Procedures:
Trang 40Teacher’s activities Students’ activities Notes
Warm-up: (5 minutes)
- Asks students some questions :
- Do you often hold your birthday
party ?
Where do you often hold your
birthday party ?
When do you like to organize
your birthday party, in the
morning or in the evening ?
- Asks students to read Task 1 silently
- Asks students to listen to the passage
- Listen to thepassage and correctpronunciation
2 F (About twenty guests
were at the birthday party)
3 F (The birthday cake