GA 11 - 2011

T asks sts to work in pairs to read the poem in the textbook and answer the questions: 'What do you think of the friend in the poem?' T asks some sts to give their opinion.. T makes sur

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Unit 1- Friendship

1 Week 1: 22/8/2008 PERIOD 1: Reading

A Objectives: After the lesson

I General knowledge:

- Sts know about the qualities of true friendship

II Language: Sts recall and learn more about:

- The different part of speech of words

- Vocabulary on friendship

III Skills: Sts develop the following skills:

- Reading and guessing the meaning of new words from the text

- Reading and answering questions

- Reading and choosing the main idea of the text

- Discussing

B Anticipated problems:

- Sts forget too many words after a long summer holiday

- Sts have trouble with different part of speech of words

C Teaching aids:

- Textbook

D Procedures:

I Before you read:(12')

Aims: focus sts on the topic, revise and introduce the words

and phrases used to talk about friendship

1 T focuses sts on the picture in the textbook and asks sts the

following questions Sts ask and answer in groups

- Who are in the picture?

- What is the relationship between them?

- Why do they gather here?

- Do you have many friends?

- How many of them are close to you?

- Do you often gather like those in the picture?

T checks their work by eliciting the answer from sts

T asks sts to work in pairs to read the poem in the textbook

and answer the questions: 'What do you think of the friend in

the poem?'

T asks some sts to give their opinion

Sts look at the picture and then ask and answer

in groups

Some sts answer the questions

Sts read the poem in pairs and then answer the questions

Some sts give their opinion about the friend in the poem

2 T asks S to work in groups and find out different part of

speech of the following words:

- last (v) - selfish (adj)

- constant (adj) - capable (adj)

- loyal (adj) - pursue (v)

T elicits the answers and writes them on board

- (long) lasting (adj) - unselfish (adj)/ unselfishness(n)

- constancy(n) - incapable (adj)

- loyalty (n) - pursuit (n)

T introduces some new words

- quality (n) e.g.: The most important quality of a good

Sts discuss in groups

Sts give their answers

Sts copy the words on board

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teacher is patience.

- take up (v): to start a new hobby

- rumour (n, v): st that a lot of people are talking about

that is perhaps not true.

- sympathy(n): understanding one's feelings and

problems

T asks sts to read the words after T

T asks some sts to read the word again

Sts listen and repeat

Some individuals read the words aloud

II While you read:

1 Task 1(10')

Aims: sts practise scanning and guessing the meaning of

words and phrases in the context

T asks sts to read the texts and see how many qualities of

true friendship are mentioned and what they are

T checks sts' answer

T asks sts to scan the text again and underline the words/

phrases in the text that appear in the box in Task 1 T asks sts

to read the sentences that contains/ are before/ after the

words to guess the meaning of these words Then T asks

them to try to fill in the gaps with a suitable words/ phrases

Sts work in groups of three or four

T asks some sts to give their answer and correct it if they are

wrong

T checks sts’ understanding of the words

Key: 1 mutual 2 incapable of

3 unselfish 4 acquaintance / friend

5 give-and-take 6 loyal to

7 suspicious

Sts do silent reading to find out the number of qualities of true friendship

Sts give their answer

Sts read the text and do the task in groups

2 Task 2(5)

Aims: Sts practise reading for main idea by choosing from

options in the textbook.

T asks sts to have a look at the options in Task 2 and make

sure they understand these options T asks sts to find out the

differences between the options Sts works in pairs

T asks sts to read the text again and choose the option that

most adequately sums up the ideas of the whole passage Sts

Sts check their answer

3 Task 3:(10')

Aims: Sts practise reading for specific information by

answering questions in the textbook.

T asks S to read the questions carefully in pairs T makes

sure they understand the questions

T asks S to read the text carefully again and work in pairs to

answer the given questions Sts may need to underline the

clues that help them give their answers

T goes around to help sts

T asks some pairs to ask and answer the questions T correct

their mistakes (if any)

Sts read the questions

Sts read the text and do the task orally

Some pairs answer the questions in front of the class

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1 It is unselfishness It tells us that a person who is

concern only with his own interests and feelings cannot be a

true friend.

2 Because they take up an interest with enthusiasm

but they are soon tired of it and they feel the attraction of

some new object.

3 It is loyalty It tells us that the 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 Because if not, people cannot feel safe when telling

the other their most intimate secrets.

5 Because they cannot keep a secret either of their

own or of other.

6 It is sympathy It tells us that to be a true friend

you must sympathize with your friend Where there is no

mutual sympathy between friends, there is no true friendship.

III After you read:(7')

Aims: Sts practise discussing and talking about the

importance of friends.

T asks sts to work in groups of four and use the information

they get from the text and their own knowledge to discuss the

following question: 'Why do we need to have friends' T

encourages sts to use their own words

T may give sts some suggestions:

- share joy and sorrow

- help when one is in difficulty

- encourage sb to overcome difficulties

- set a good example

Work book: Reading part 1 & 2

Date:22/08/08-period 2 UNIT 1: SPEAKING

I Objectives:

1 Education aims: - Students can develop their speaking skill by talking about a famous friend.

2 Skills: - Describing physical characteristics

- Discussing personalities

- Role-playing: Talking about a famous friend

II Anticipated problems:

Sts may not have enough vocabulary to talk about the topic

III Teaching aids:

Textbook, chalk, board, pictures

IV Procedures:

1 Homework checking: ( 5 mins)

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- Ask one st to answer two questions concerning the

previous lesson:

+ Why do we need to have friends?

+ What are the conditions of true friendship?

- Ask others to give comments

- Listen and give remarks

2 Before you speak: ( 15 mins)

Aims: : focus sts on the topic and introduce the words

and phrases used in the tasks.

+ Task 1: Describing people's physical characteristics.

- Ask sts to look at four people in the picture and work

in pairs to describe thier physical characteristics

- Suggest some useful words/ expressions:

+ height: tall, short, medium,

+ face : square, large, oval, round

+ forehead: broad, high,

+ nose: straight, crooked, flat,

+ hair: black, grey, brown, blond,

+ appearance: handsome,beautiful, good-looking, pretty,

ugly,

- Ask sts to read the example and do the same.

- Let them work in pairs in 4 minutes

- Go around to observe sts working

- Ask some sts to present their answers in front of the

class

- Get feedback and give correct answers

+ Task 2: Discussing personalities.

- Ask sts to read through the personalities in task 2 and

explain new words if necessary

- Tell sts that they are going to work in groups to dicuss

and to number those personalities in order of importance

in friendship

- Ask sts to give reasons for their choice

- Go around to help sts and correct the mistakes

- Ask some sts to present their group's ideas

3.While you speak: ( 15 minutes )

Aims: Sts can talk about a famous freind.

+ Task 3: Role-play

- Tell sts that they are going to work in pairs One is a

journalist and one is an interviewee The journalist is

interviewing the interviewee about a friend of his/

herswho has just won the first international prize in

Mathematics

- Ask them to ask and answer questions based on the

- Listen to their friend and give remarks

- Listen to the T

- Take notes

- Work in pairs to describe the people in the picture

- Some pairs present

1 S1: Can you describe the woman in the picture?

S2: The woman is tall and slim She has got an oval face, a straight nose and brown hair She is a beautiful woman.

2 S1: Can you describe the boy in the picture?

S2: The boy is medium height He is short-sighted He has got a round face,

a broad forehead and dark hair he is handsome.

- Listen to the T

- Work in pairs to ask and answer

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suggestions in the textbook.

- Allow them to work in 10 minutes and move around to

conduct the activity

4 After you speak: (9 mins)

Aims: to check sts'work.

- Ask some pairs to make dialogues in front of the class

I: Yes, it's my pleasure.

J: What does he look like?

I: he is fat and short He has a square face and a broad forehead His eyes are small but bright.

J: I suppose he is intelligent.

I: Yes, he is very intelligent, very studious and very humorous I admire him a lot.

PERIOD 3 UNIT 1 LISTENING

A Objectives: After the lesson

I Education aim:

- Sts appreciate their friends

II Knowledge:

1 General knowledge:

- Sts know about some situations when people met and became best friends

2 Language: Sts recall and learn more about:

- The past simple/ present perfect tense

- Vocabulary on friendship

- Listening for specific information by marking True/False

- Listening for specific information by taking notes

- Speaking using notes

- Sts haven’t practised listening skill after a long summer holiday

- Sts have trouble listening to a new teacher

One st tells the whole class about a famous person

II Before you listen:(10')

Aims: focus sts on the topic and review/ introduce the words

and phrases used to describe some people's best friend.

1 T asks sts to work in pairs to ask and answer the questions

in the textbook

Sts listen to the T and ask and answer the questions Sts work in pairs:

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- Who is your best friend?

- How did you happen to meet him/her?

- How long have you known each other?

- What qualities do you admire in him/her

T moves around to help sts

T asks some pairs to present and gives remarks Some pairs stand up and present

2 T asks S to look at the words in the book and read after T /

the tape

- residential area (n): the area where there are only

houses.

- sense of humour (n): Being able to laugh and make

others laugh at funny things

- guitarist (n): the person who play the guitar

- rough (adj): difficult, unpleasant.

T read the words / plays the tape again and asks sts to repeat

T asks sts to read the words in pairs

T asks some sts to read the words again

Sts look at the words and read after

T /the tape

Sts copy the words and phrases

Sts read the words in pairs and correct each other’s mistakes

II While you listen:

Task 1(10')

Aims: Practice listening for specific information by deciding

if the given statements are true or false.

T introduces the situation: You are going to listen to two

talks about two people talking about their best friends and

how they met their friends

T asks sts to have a look at the statements and read them in

pairs T makes sure they understand the statements

T asks sts to listen to the tape/T twice and tick the box to

indicate if the statements are true or false T may underline

the words/ phrases that indicate false information

T asks sts to compare their answer in pairs

T checks sts’ answer

T plays the tape once again, stop the tape where necessary

and conduct the correction

Key: Lan's talk:

1 - F; 2 - F; 3 - T; 4 - F; 5 – T; 6 - F

Long's talk:

1 - F; 2 - F; 3 - T; 4 - T; 5 – T

Sts listen to their teacher

Sts work in pairs to read the statement

Sts listen and do the task

Sts compare their answersSts gives their answer

Sts check their answer say it aloud, and then correct their work if they have the wrong answer

Task 2(10')

Aims: Practice listening for specific information by taking

notes about how and where friends met and what they like

about each other.

T asks sts to work in groups and discuss the information they

need to fill in the table Sts can refer to the information in

task 1 Sts can note down the information

T asks sts to listen to the tape once or twice and take notes

T asks sts to compare their notes

T checks sts’ answer by playing the tape once again, stop the

tape where necessary and conduct the correction

How and where they What they like about

Sts compare their notes

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met their friendLan - They used to live in a

residential in Hanoi.

- Lan went on a

holiday to Doson and

Ha went there to visit

her.

- Ha is very friendly and helpful.

- Ha is sociable She's got many friends in Doson and she introduced Lan around Long - They met in college.

- Minh played the

guitar and Long was a

- Minh is a good listener.

- Minh is friendly and helpful

IV After you listen:(9')

Aims: Sts practise talking about how the people in the

situations have become good friends

T asks sts to work in pairs and use the information the get

from Task 1 and 2 to talk about how Minh has been Long's

best friend and Ha has been Lan's best friend

T moves round to check the activities and to make sure that

sts are working effectively

T asks one or two sts to present in front of the whole class

T checks and gives remarks

Sts practise talking in pairs

One/ two sts present

IV Homework:(1')

Write a short paragraph about how you met your best friend

Date: 27/09/08 –period 4 UNIT1: WRITING

I Objectives:

1 Education Aims: - Students can write the first draft about a friend's personalities.

2 Skills: - Writing about a friend's personalities

- Students may lack ideas as well as vocabulary to write

III Teaching Aids: - board, textbook, chalk.

IV Procedures:

Teacher's activities Students' activities

1 Warm-up:( 5 mins)

- Ask sts some questions to lead to the topic

1 Did you enjoy your weekend?

2 What did you do at the weekend?

3 ( ask one st) Who did you go to the cinema with?

4 Can you decribe your friend?

- Introduce the topic of the lesson

2 Before you write:( 20 mins)

- Aims: to help sts to have vocabulary and ideas for

the writing task.

a First, create a vocabulary game for sts to play so

that they can revise the meanings of some verbs they

- Answer T's questions:

1 Yes.

2 I went swimming/ I went shopping/ I slept/ I went to the cinema / etc.

3 I went there with my friend.

4 He's tall and handsome He is very sociable and humorous

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have already learned.

- Divide the class into two large groups and then ask

them to work in smaller groups of three or four to

match each adjective with its illustration in two

handouts

- Sts in Group 1 deal with Handout 1, and sts in

Group 2 deal with Handout 2

- Ask sts to say "BINGO" if they complete the task

first and give them prizes

- Move around to conduct the activity

- Check sts'work and give remarks

- Collect handouts

b Ask sts to think of a friend of his/hers and some

notes about this friend including:

+ his/her name, age

+ where and when you met him/ her.

+ three of his/ her personalities ( sts should provide

facts/ examples to support these ideas).

- Allow sts to do in 5 minutes and go round to help

them if necessary

- Ask 2 sts to write their outlines on the board

- Check and correct mistakes if necessary

- Help them to rearrange their ideas in a logical way

3 While you write:( 10 mins)

- Aims: Sts write the first draft.

- Ask sts to write a paragraph of about 80 words,

basing on the outline they have just finished

- Let sts write in 10 minutes

4 After you write:( 9 mins)

Aims: to get feedback and check sts' work.

- Get feedback by asking two sts to write their

paragraphs on the board

- Ask some other sts to give remarks

- Check and give the correct answer

- If there is enough time, T can have sts exchange

their writing among sts within a group so that they

can check their friend's work and give remarks

5 Homework: ( 1min)

- Part D (page 10 - workbook)

- Listen to the teacher carefully

- Work in groups to match

- The first groups completing the task say

"BINGO"

- Report the answers

+ Handout 1: 1- b, 2- e, 3- d, 4- a, 5- c + Handout 2: 1- d, 2- c, 3- e, 4- b, 5- a

- Listen to the teacher

- Brainstorm and write some notes about one of their friends

- Two sts write on the board

+ Quick-witted: he is always the first st

to have answers to teachers' questions

+ Self-confident: He can stand in front of the whole class and talk naturally.

+ Boastful: He is always saying that his family is rich and that his parents will buy him whatever he wants, but that's not true

Date: 05/09/08 -period 5 UNIT1: LANGUAGE FOCUS

I Objectives:

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1 Education Aims: - Students know how to pronounce the sound /d ʒ/ and /t ʃ/ correctly.

- Students revise to-infinitive and bare infinitive

2 Skills: + Speaking: - Work in pairs to discuss the exercises

+ Reading: - Read words and sentences aloud

- Read the sentences silently to do the exercises

- These two sounds are difficult to pronounce

III Teaching aids: - board, chalk, textbook.

IV Procedures:

1 Homework checking: ( 5mins)

- Ask one st to read the paragraph they wrote at home

aloud

- Ask another st to give remarks

- Check and give a mark

2 Pronunciation:( 10 mins)

- Aims: to introduce two sounds /dʒ/ and /t ʃ/ and help

sts to practise these sounds.

a Write two sounds on the board and pronounce

them clearly twice, then ask sts to repeat

- Tell sts how to pronounce these sounds accurately

/d ʒ/ : a voiced sound

/t ʃ/ : a voiceless sound

- Ask them to look at the textbook, listen and repeat

- Then ask sts to work in pairs to read the words

again so that they can check for each other

- Move around to help

- Ask two sts to read again and give remarks

b Ask sts to look at sentences in page 19 in the book.

- Ask them to work in pairs to read the sentences and

then find out the words containing sound /d ʒ/ and

sound /t ʃ/

- Ask them to work in 2 minutes

- Ask one st to report and other sts to give remarks

- Check and give the correct answers

- Ask some sts to read these sentences aloud

3 Grammar: ( 29 mins)

Aims: to revise to-infinitive and bare infinitive and

have sts do Ex1 and EX2.

a to-infinitive:

- Recall the uses of to-infinitive by giving some

examples:

e.g.: - I will give you a form to fill in.

- The tea is too hot to drink.

- I was glad to receive your letter.

- Ask sts to tell the T the uses of to-infinitive in these

sentences

- One st reads his/her writing aloud in front

of the whole class

- Give remarks

- Write down two sounds

- Listen to the teacher and repeat

- Look at the book , listen and repeat

/d ʒ/ /t ʃ/

jam children joke changeable January cheese

- Read these words in pairs and check for their partners

- Look at the book and work in pairs

- Answers:

/d ʒ/ /tʃ/

just picture village child bridge change .

- Read the sentences

- Read the examples and tell the whole class their ideas

+ Uses:

- After a noun to modify it

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- Ask sts to give examples.

- Ask them to do exercise 1

+ Exercise 1:

- Ask sts to look at Ex1 and to do the task

individually and then compare their answers with

other sts

- Move round to conduct the activity

- Ask some sts to report

b Bare infinitive:

- Introduce a structure with bare infinitive.

S + V+ O + bare infinitive.

- Give some examples:

e.g.: - I saw him arrive home late.

- We made Peter wait outside.

+ Exercise 2:

- Ask sts to do Ex 2 individually and then share the

answers with their friends

- Move round to help if necessary

- Ask two sts to write their answers on the board

- Check and give remarks

1 Who wants something to eat?

2 I have some letters to write.

3 I am/was delighted to hear the news.

4 My mother has some shopping to do.

.

- Listen and correct their work if necessary.

- Listen to the T and take note

- Two sts write their answers on the board:

1 The police watched them get out of the car.

2 They let him write a letter to his wife.

3 I heard them talk in the next room.

4 The customs officer made him open the briefcase.

.

Unit 2 -Personal experiences

PERIOD 1: Reading PERIOD 6 4/9/08

A Objectives: After the lesson,

- Sts know about a girl's most embarrassing experience

- The past simple tense

- Vocabulary to show one's feeling

- Reading and guessing the meaning of new words from the text

- Reading and ordering given pictures in the correct order

- Reading and answering questions

- Discussing

- The pictures in the textbook are a bit illogical

- The lesson is too long

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and phrases used to talk about a past experience

1 T introduces the passage about a girl's most embarrassing

experience

T focuses sts on the pictures in the textbook and asks sts to

describe the pictures Sts ask and answer in groups T may

give some suggested questions

- What is the relationship between the people in the

picture?

- Where are they?

- What happens in each picture?

- How do the people in the picture feel?

T asks sts to work in pairs to order the given pictures in the

correct order

T asks some groups to give their answer

Sts look at the pictures and describe them

Sts work in pairs and do the task

Some give their answer

2 T introduces some new words

- a wad of (phr) a quantity of money/ paper folded

together.

- point (v): (miming)

- imitate (v): a monkey is good at imitating

- floppy (adj): soft and flexible

Sts listen to their T

2 Task 2(5)

Aims: Sts practise reading for main idea by arranging the

given pictures in the textbook in the correct order.

T asks sts to read the text quickly to see if they have

arranged the pictures correctly T asks sts to underline the

clues that help them to do the task Sts work in groups

T asks groups to compare their answer

T checks sts' answer

Key: d-b-f –e-a-c

(T may ask sts to look at the pictures and retell the event in

each picture)

Sts read the text in silent and discuss

in groups to put the picture in the correct order

Groups compare their answer

1 Task 1(10')

Aims: sts practise scanning and guessing the meaning of

words and phrases in the context

T asks sts to scan the text again and underline the words/

phrases in the text that appear in the box in Task 1 T asks sts

to read the sentences that contains/ are before/ after the

words to guess the meaning of these words Then T asks

them to try to fill in the gaps with a suitable words/ phrases

Sts work in groups of three or four

wrong

T checks sts’ understanding of the words

Key: 1 glanced 2 making a fuss

Sts read the text and do the task in groups

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3 embarrassing 4 idols

5 sneaky

3 Task 3:(10')

Aims: Sts practise reading for specific information by

answering questions in the textbook.

T asks S to read the questions carefully in pairs T makes

sure they understand the questions

answer the given questions Sts may need to underline the

clues that help them give their answers

T asks some pairs to ask and answer the questions T correct

their mistakes (if any)

Key:

1 A red floppy cotton hat.

2 To buy the hat for herself.

3 A wad of dollar notes exactly like the ones her

father had given her.

4 She didn't like to make a fuss.

5 She bought the hat with it.

Sts read the questions

Some pairs answer the questions in front of the class

Aims: Sts practise discussing and talking about the

importance of friends.

T asks sts to work in groups of four to discuss the following

question: 'What do you think the girl had to do to after she

discovered that the money she had taken from the boy's bag

was not hers?' T encourages sts to use their imagination

T asks the representative of some groups to present in front

1 Education aims: - Students can develop their speaking skill by talking about a past experience.

2 Skills: - Discussing in pair about past experiences and how they one's life

Textbook, chalk, board, pictures

IV Procedures:

1 Homework checkimg: ( 5 mins)

- Ask one st to retell the story of the previous lesson in

their own words

- Ask others to give comments

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Aims: : focus sts on the topic and introduce the words

and phrases used in the tasks.

+ Task 1: Matching.

- Explain the enquirement of the task clearly

- Introduce some new words:

+ app'reciate (v): know how important sth is.

+ 'attitude (to sb/sth) (n): the way people think/ feel

about sb/sth.

- Read each of these words twice and ask sts to listen

and repeat

- Ask sts to read these words again in pairs and check

for each other

- Ask some sts to read again

- Ask sts to work in pairs to match the things in box A

with corresponding effects in box B

- Move round to check the activity and to help if

necessary

- Ask some pairs to answer

+ Task 2: Rearrange a dialogue.

- Introduce the situation and ask sts to read through the

sentences

- Ask them to rearrange the sentences into a meaningful

dialogue

- Ask sts to share their answer with a partner and then

practise the dialogue

- Ask two pairs to report

Aims: Sts can talk about one of their past experiences.

+ Task 3: Making dialogues

- Ask sts to underline some questions in task 2 which is

used to ask about past experiences

- Introduce some useful structures:

+ Have you ever ?

+ How did it happen?

+ When did it happen?

+ How did the experience affect you?

- Ask sts to look again at the topics in Task 1 as a

suggestion and then work in pairs to make similar

+ How did you meet her?

+ What did you talk about?

+ How did the experience affect you?

- Listen to the T

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dialogues to the dialogue in Task 2.

- Allow them to work in 10 minutes and move around to

conduct the activity

- Ask some pairs to make dialogues in front of the class

5 Homework: (1 mins)

- Write down what they have discussed

- Work in pairs to think of a topic or to choose one topic in Task 1, and then make a dialogue

PERIOD 8 UNIT 2: Listening

A Objectives: After the lesson:

I Education aim:

- Sts can learn from a past experience

II Knowledge:

- Sts know about a person's most unforgettable experience

- The past tenses

- Vocabulary on narrating past events

- Spoken language

- Listening for specific information by filling in the gaps

- Discussing

- The listening text is long

- Sts have trouble listening to a teacher reading aloud a dialogue

One st tells the whole class about a famous person

T asks others to give comments

T listens and gives remarks

Sts listen to their friend and give remarks

and phrases used to describe some people's best friend.

1 T asks sts to work in pairs to look at the picture in the

textbook and say what is happening in the picture T may

- What and who can you see in the picture?

- What are the people doing?

- What is happening to the house?

- Have you ever seen a fire with your own eyes?

T asks some pairs to present and gives remarks

Sts listen to the T and ask and answer the questions Sts work in pairs:

Some pairs stand up and present

2 T asks S to look at the words in the book and read after T / Sts look at the words and read after

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the tape.

- memorable (adj): worth remembering.

- replace (v): to take the place of something

- embrace (v): (demonstrate)

- protect (v): keep st/sb safe from harm/ injury.

- burn down(v): be destroyed by fire

- burn (v): the injury caused by fire

- appriciate(v) to know the good qualities of sb/st

- rescue (v): save sb from danger

T /the tape

Task 1(10')

T introduces the situation: You are going to listen to an

interview about the most unforgettable experience in a

busineeswoman's life

pairs T makes sure they understand the statements

Key: 1 - T; 2 - F; 3 - F; 4 - F; 5 – T.

Sts check their answer say it aloud, and then correct their work if they have the wrong answer

Task 2(10')

Aims: Practice listening for specific information by filling in

each gap with one suitable word.

T asks sts to work in pairs and read the summary of Cristina

Sts discuss part of speech and the meaning of the necessary

words with each other and try to fill in the gap

T asks sts to listen to the second part of the dialogue once or

twice and fill in the gaps

T asks sts to compare their answers

T checks sts’ answer by playing the tape/ read the dialogue

once again, stop where necessary and conduct the correction

Key :

1- small 2- everything 3- family

4- replaced 5- took 6- appriciate

Sts compare their answers

Aims: Sts practise talking about the importance of family

T asks sts to work in group and use the information the get

from Task 1 and 2 and their own knowledge to discuss

Christina's thought: 'Family is more important than things'.

Sts practise talking in pairs

Trang 17

1 Education Aims: - Students can write the first draft of a personal letter about a past experience.

2 Skills: - Writing about a past experience

IV Procedures:

1 Homework checking:( 5 mins)

- Ask one st to present his/her opinions about

Christina's thought in "After you listen"

- Ask another st to give comments

the writing task.

a First, introduce the topic of the writing task.

" You are going to write a letter to your pen friend

telling him/her about one of your most memorable

past experiences"

- Tell sts that there are several types of experiences,

and ask them to do a small exercise about types of

experiences

b Brainstorming and outlining:

- Ask sts to think of their experiences and choose the

most memorable one to write about

- Remind sts that their letter should include the

following main points:

+ when / where it happened.

+ how it happened

+ who was involved

+ how the experience affected you.

- Ask sts to think and to make an outline of the letter ,

basing on the above main points

- Move around to help if necessary

- Ask sts to exchange their outline with their partners

- Check some outlines and give remarks

- Ask sts to write a letter to their pen friends, basing

on the outline they have just finished

- One st presents his/her opinions

- Listen to their friend

- Another st give remarks

- Look at the table and match

- Share their answer with their friends and then report

1 - b ; 2 - d ; 3 - e ; 4 - a ; 5 - c

- Think of a topic

- Write an outline, basing on those main points

Trang 18

- Suggest some ways to open a letter to a pen friend:

Dear ,

Thank you for the letter you sent me last week

I'm sorry that I haven't written to you for a long

time

- Ask two sts to write on the board

- Ask some other sts to give remarks on the letters on

the board

- Write the final draft

- Share their ideas with their partners

- Listen to the T and correct anything necessary

- Do the writing task

- Sample:

" Dear Alan, I'm sorry that I haven't written to you for

a long time How are you? Is everything all right?

I have experienced a really hard time since I failed the English exam two months ago It was the last exam I had to pass to attend a two-year-course in Singapore

PERIOD 10

Date: 20/09/08 UNIT 2: LANGUAGE FOCUS

I Objectives:

1 Education Aims: - Students know how to pronounce the sound /m/,/n/ and /ŋ/correctly

- Students revise some verb tenses

- Sts may forget the forms and the uses of these tenses

III Teaching aids: - board, chalk, textbook.

IV Procedures:

A fifteen-minute Test.

- Aims: to introduce three sounds /m/, /n/ and /ŋ/ and

help sts to practise these sounds.

a Write three sounds on the board and pronounce

of the whole class

- Give remarks

Trang 19

again so that they can check for each other.

then find out the words containing sound /m/,

sound /n/ and sound /ŋ/

Aims: to revise some present tenses and some past

tenses and have sts do Ex1, Ex2 and EX3.

a Revising some present tenses:

- Tell sts that present tenses can be used to retell a

story happening in the past to make the story more

immediate and more vivid

- Ask sts to do exercise 1

+ Exercise 1:

other sts

b Revising some past tenses

- Give some examples:

e.g.: - I met an Englishman in THD Street last week.

- They were playing games when their father

- Ask sts to give examples

/m/ /n/ /ŋ/

may nose wrong

make nine running summer money bringing .

- Answers:

/m/ /n/ /ŋ/

morning Avenue meeting remember Northend King meeting afternoon singing

- Read the examples and tell the whole class their ideas

+ The past simple:

Form: (+) S + V-ed/ V(irregular) (-) S + did not + V (?) Did + S + V ? Use: an event/ activity happened at one particular time in the past.

+ The past progressive:

Form: (+) S + was/were + V-ing

(-) S + was/ were + not + V-ing (?) Was/ Were + S + V-ing ? Use: An event/ activity was in progress at a particular time in the past.

+ The past perfect:

Form: (+) S + had + P II .

(-) S + had + not + P II .

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+ Exercise 2:

- As the time is limited, ask sts to do 4 sentences only

- Ask some sts to report their answers

+ Exercise 3:

- Ask sts to do Ex3 individually and then share the

- As the time is limited, ask sts to do 4 sentences only

- Do the task and then some sts report

1 broke/ was playing 2 wrote/ was

3 was working/ broke

4 started/ were walking

1 had eaten/ arrived

2 found/ had taken

3 got/ had closed

4 got/ had left

PERIOD 11- Week 4:1/10/08 - Unit 3- Party-READING

- Sts know about what people do at parties

- The present simple tense

- Vocabulary to describe parties

- Scanning for specific information to crossing in the boxes

- Reading for specific information and correcting statements

- Discussing

- The lesson is too long

- Vietnamese culture is different from Western culture

C Teaching aids:

- Textbook

D Procedures:

and phrases used to talk about parties

1 T introduces the passage about some kinds of parties

T focuses sts on the pictures in the textbook and asks sts to

describe the pictures Sts ask and answer in groups T may

- What happens in each picture?

– What are they doing?

- What is the relationship between the people in the

picture?

- How do the people in the picture feel?

Sts look at the pictures and describe them

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T asks some groups to give their answer

2 T elicits some vocabulary from sts by asking them to work

in groups to find words and phrases on parties T may give

some suggestions: Kinds /Purposes / Places /People /Food

and drinks/Activities

T checks sts' work and write the words on boards

Kinds of party: birthday party/ farewell party/ aniversary

party/ house warming party, Christmas party

Purposes of party: to celebrate one's birthday, wedding day,

to say good bye to sb, introduce one's new house,

Places of party: indoors/ outdoors/ at home / at a

restaurant

People at the party: family members, realtives, friends,

colleagues

Food and drinks: soda, mineral water, wine, whisky, beer,

cake, candy, fruit, chicken, beef

Activities at party: dancing, singing, chatting, eating,

drinking, playing games,

Sts listen to their T, work in groups to write down the words

1 Task 1(10')

Aims: Sts practise scanning for specific information by

crossing in the right box.

T asks sts to look at the table in task 1, read through the

options to see if they understand the table

T asks sts to scan the text and crossing in the appropriate box

to show what people do at parties Sts may underline the

words/ phrases in the text that help them to give their answer

Sts work in pairs

T asks sts to exchange their answers

Sts have a look at the table

Sts read the text and do the task in pairs

Sts exchange their answersSts give their answer

3 Task 2:(10')

Aims: Sts practise reading for specific information by find

out one wrong word in each statement given and then

correct it.

T asks S to read the statements carefully in pairs T makes

sure they understand the statements

find the wrong word in each statement and underline it Sts

Sts read the sentences

Trang 22

may need to underline the clues that help them give their

answers

T asks some pairs to give their answers T correct their

mistakes (if any)

Aims: Sts practise discussing and talking about where to

hold theirbirthday party.

T asks sts to work in groups of four to discuss the following

question: 'Were do you prefer to celebrate your birthday

party, at home or in the restaurant? Why?'

T may give some suggestions: cost, distance, numder/ kinds

of guests, decoration, preparation, atmosphere

T asks the representative of some groups to present in front

of the class

Sts work in groups to talk about where

to celebrate their birthday party

Some sts present

IV Homework:(1')

Write a short paragraph (80 words) about what they

did on their last birthday

Work book: Reading part 1 & 2

2 Skills: - Discussing in pairs and in groups about parties and how to plan parties

Textbook, chalk, board

IV Procedures:

1 Warm-up: (3 mins)

- Ask sts some questions to lead to the topic

Aims: : to elicit some questions and ask sts to work in

pairs to ask and answer about a party they have been to.

+ Task 1:

- Ask sts to think of a party they have been to and

- Listen to the T and answer the questions

- Think of a party and choose from the list the things they want to talk about

Trang 23

choose from the list the things they want to talk about.

- Ask sts to read the questions carefully and put a tick on

the question they choose

- Move around to help sts if necessary

+ Task 2: Talking about parties.

- Ask sts to work in pairs to ask and answer about a

party basing on the questions in task 1

- Encourage sts to create new questions

- Allow them to work in 5 minutes

- Ask some pairs to report

Aims: Sts can talk about how to plan parties.

+ Task 3:

- Ask sts to imagine that they are going to organise a

party and ask them what to do to prepare for it

- Ask some sts to report their ideas

- Add some more ideas

- Ask sts to work in groups of four or five to discuss

how to organize the best party basing on the above

suggestions

+ Task 4:

- Ask the representative of each group to report in front

of the whole class

- Remind sts that they should try to convince their

- Read the questions carefully and put a tick on the quetion they choose

- Work in pairs to ask and answer about

a party they have been to

- Some sts report

- Listen to the T and say out their ideas

S1: Fix the date and time.

S2: Decide who to invite.

S3: How much to pay for the party?

S4: Prepare the menu (food and drink).

- Work in goups to discuss

- Some sts present in front of the class

- Try to make their parties interesting

- Listen to the T carefully

PERIOD 13 UNIT 3: Listening

- Sts know about a girl's birthday party

- The past tenses

- Vocabulary on narrating a party

- Listening for specific information by answering questions

Trang 24

One st tells the whole class about preparation for a party

T asks others to give comments

T listens and gives remarks

Sts listen to their friend and give remarks

and phrases used to talk about parties.

1 T asks sts to work in pairs to discuss the questions in the

textbook The pictures in the textbook might give them some

suggestions

T asks some pairs to give their answers and remarks

Sts listen to the T and ask and answer the questions Sts work in pairs

Some pairs stand up and present

2 T introduces some new words

- turn (v):e.g I will turn 30 on my next birthday.

- gather (v): to come together in one place

- clap one's hands (v): (demonstrate)

- help onself to st(v):to serve omeself with food/drinks

- icing (n): the cream layer on the cake

T asks S to look at the words in the book and read after T /

the tape

Sts look at the words and read after

T /the tape

Task 1(10')

T introduces the situation: You are going to listen to a talk

about a birthday party

pairs T makes sure they understand the statements T asks

sts to pay attention to the key word in each statement

Sts check their answer say it aloud,

Trang 25

Key: 1 - F; 2 - F; 3 - F; 4 - T; 5 – F. and then correct their work if they

have the wrong answer

Task 2(10')

Aims: Practice listening for specific information by

answeing questions.

T asks sts to work in pairs and read questions given inthe

textbook T makes sure they understand the questions Sts

discuss the information needed to answer the questions with

each other and try to answer them

T asks sts to listen to the talk once or twice and answer the

questions Sts are advised to note down necessary

information

T asks sts to compare their answers

T checks sts’ answer by playing the tape/ read the dialogue

Key :

1- She was 16

2- Because it is noisy and expensive

3- Soft drinks and biscuits

4- At about 4:30

5- It was beautifully decorated with pink and white icing

with 16 colourful candle in the middle

6- they clapped their hands eagerly and sang 'Happy

birthday'

7- At about 6 in the evening.

Sts read the questions and discuss in pairs

Sts compare their answers

Aims: Sts practise talking about the paty

T asks sts to work in group and use the information they get

from Task 1 and 2 to talk about the party

T may give some suggestions:Whose birthday, how old,

time, place, number of guests, activities, feelings

T checks and gives remarks

Sts practise talking in groups

One/ two sts present

1 Education Aims: - Students can write the first draft of a letter of invitation.

2 Skills: - Writing a letter of invitation

IV Procedures:

- Ask one st to talk about Mai's birthday party - One st presents his/her ideas

Trang 26

the writing task.

+ Task 1:

- Ask sts to work in pairs to ask and answer the

questions in this part

- Move round and see whether sts need help

- Ask some sts to present their ideas

+ Task 2:

- Ask sts to read the letter of invitation that An Duc

wrote to Minh Hanh and then complete the letter with

the words/phrases in the box

- Ask them to work individually and then share their

ideas with their partners

- Ask sts some questions concerning with the letter

- Ask some sts to answer basing on the letter

+ Task 3:

- Ask sts to imagine that they are going to hold a

party They want to invite their classmates to the

party Write a letter of invitation to them

- Ask sts to write the outline first by answering the

questions included in this part

- Move around to help if necessary

- Check some outlines and give remarks

- Ask sts to write a letter of invitation to their friends,

basing on the outline they have just finished

- Suggest that sts refer to the sample letter to write

- Work in pairs to ask and answer

- Some pairs report

S1: On what occasions are parties held? S2: They can be held on someone's birthday, at somebody's wedding anniversary, on New Year's Eve, etc.

S1: What kind of clothes do people often wear at a party?

S2: They often wear dresses, skirts, shirts or jeans.

T-S1: What kind of presents do people often bring to a party?

S2: a bunch of flowers, a shirt, a clock, a hat, etc.

- Read the letter and then fill in each blank with the words/phrases in the box

- Exchange their ideas with their friends

Trang 27

the board

- Write the final draft

- Sample:

" Dear Thao Huong,

I am having a birthday party at my house

at 7.30 p.m on 10 th October Would you like to come?

Most of our classmates have been invited , too There will be lots of refreshments such as beer, coke and so on My mother and I are going to cook some special foods "

Period 15.

Date: 04/10/08 UNIT3: LANGUAGE FOCUS

I Objectives:

1 Education Aims: - Students know how to pronounce the sound /l/,/r/ and /h/correctly

- Students revise infinitive and gerund - active and passive form

II Teaching aids: - board, chalk, textbook.

III Procedures:

- Ask one st to read the letter they wrote at home

aloud

- Aims: to introduce three sounds /l/, /r/ and /h/ and

help sts to practise these sounds.

a Write three sounds on the board and pronounce

then find out the words containing sound /l/, sound

/r/ and sound /h/

of the whole class

- Give remarks

/l/ /r/ /h/

lunch pretty hit

lovely Europe house lemonade parent holiday jelly really hospital .

- Answers:

/l/ /r/ /h/

hello really hello Allen pretty Harry lunch librarian horrible

Trang 28

- Ask one st to report and other sts to give remarks.

Aims: to revise infinitive and gerund - the active and

passive form and have sts do Ex1 and EX2.

a Revising some patterns with infinitive and gerund

+ Pattern 1: S + V + to-infinitive

Vs: agree, decide, demand, fail, hope, mean, refuse,

pretend, start, volunteer.

e.g: The boy decided to tell the truth.

+ Pattern 2: S + V + V-ing

Vs: admit, advise, delay, consider, forget, propose,

risk, like, dislike, keep.

e.g: She keeps saying about her achievements, which

annoys other people.

- Ask sts to give some more examples

- Ask sts to do exercise 1

+ Exercise 1:

other sts

b Introduce some passive patterns with infinitive

and gerund.

+ Pattern 1: Active: S + V + to- infinitive + O

Passive: S + V + to be + PII(+ by O)

+Pattern 2: Active: S + V + V-ing + O

Passive: S + V + being + PII ( + by O)

- Ask sts to give more examples

+ Exercise 2:

5 Homework ( 1 min)

- Ex 3 ( P 41) and Part B( page 20 - workbook)

- Listen carefully and take note

- Give more examples

Trang 29

2.To take some photograghs of the family.

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

4.Because he was interested in the toys

-Then T corrects it

1.to see 2.to be 3.to phone 4.pay

5.to be met 6.to be appointed

5.Writing(18’)

IV-Home work(2’)

-Ask Ss to write about their birthday party

Period 17- LESSON PLAN –TEST 11.

+Kỹ năng giao tiếp là mục tiêu của quá trình dạy học, kiến thức ngôn ngữ là phơng tiện để hình thành

và phát triển các kĩ năng giao tiếp

+Nội dung dạy học đợc lựa chọn và trình bày theo hệ thống chủ điểm…

+Để hình thành và phát triển các kĩ năng nghe, nói, đọc, viết thông qua luyện tập các kiến thức ngôn ngữ nh:Ngữ âm, từ vựng, ngữ pháp.Vởy:

Giáo viên tổ chức và hớng dẫn học sinh tham gia tích cực vào quá trình học tập thông qua các hoạt cá nhân,theo căp,nhóm.Học sinh là chủ thể của hoạt động học tập.Học sinh cần có ý thức trong hoạt động trên lớp và tự học

B.Giới thiệu cách kiểm tra

-Nội dung kiểm tra qua 2 phơng thức:Thờng xuyên và định kì

Trang 30

-Đánh giá kết quả học tập của học sinh thông qua 4 kĩ năng:Nghe, nói, đọc, viết và kiến thức ngôn ngữ (ngữ âm, từ vựng, ngữ pháp) theo tỉ lệ:Nghe 20%, đọc 20%, nói 20%, viết 20% và kiến thức ngôn ngữ 20%.

(Time allowed:45 minutes)

PERIOD19 UNIT4-VOLUNTEER WORK

Period 1: Reading

I Objectives:

- Sts know about volunteer work in the USA

- The present simple tense

- Vocabulary on volunteer work

3 Skills: Sts develop the following skills:

- Scanning for specific information to do multiple-choice questions

- Reading for specific information and answering the questions

- Discussing

Ss may need help with the discussion task

- Textbook

IV Procedures:

1 Before you read: (14 minutes)

Aims: focus sts on the topic, revise and introduce the

words and phrases used to talk about volunteer work.

- Ask Ss to look at the pictures in the textbook and

asks sts some questions:

+ What is the old man doing?

+ What does this mean by” Little moments Big

Magic”?

- give some suggested questions:

+ The old man is teaching the boy to read.

- Look at the pictures and answer the questions

Trang 31

+ It means that your little contribution and help may

lead to significant results/ may greatly change a

person’s life.

- Ask Ss to work in pairs to read the short poem on

the page 46 and answer the question and discuss its

meaning

- Call on some Ss to present their opinion

- Give comments and suggested answers:

The saying means that if you help somebody by

giving them some money, it ‘s just a temporary

solution It’s better to instruct them how to make

money legally by teaching them necessary working

skills.

- Elicit some vocabulary from Ss some new words

and explain them:

+ volunteer ( v): to do smth tù nguyÖn lµm g×

+ volunteer (n ): t×nh nguyÖn viªn

+ voluntary ( adj ): done willingly: t×nh nguyÖn

+ voluntarily ( adv )

+ the aged = the old

+ participate in (v) = take part in

+ remote = far away

- Ask sts to read the words after T

- Ask some sts to read the word again

2 While you read :

Task 1: (7 minutes)

Aims: Sts practise scanning for specific information

by filling each blank with an appropriate form of the

word “volunteer”.

-Ask Ss to read through the sentences in task 1

carefully and identify the part of speech of the words

- Ask Ss to do ex individually and exchange their

answers with others Ss

- Call on some Ss to give the answers in front of the

Aims: Sts practice reading for specific information by

choosing the best answers from A, B, C, D

- Ask S to read the statements carefully in pairs T

makes sure they understand the statements

- Ask S to read the text carefully and work in pairs

– Ask S to underline the clues that help them give

their answers

- Some sts answer the questions

- Listen to their T, work in groups to discuss the meaning of the poem

- Some Ss present in front of the class

- Copy the words on board

- Practice reading the new words

- Listen and repeat

- Some individuals read the words aloud

- Read the sentences and do the task

- Read the text and do the task in pairs

- Exchange their answers

- Give their answer

Trang 32

- Go around to help sts.

- Ask some pairs to give their answers T correct their

mistakes (if any)

Answers:

1 A 2 D 3 B

4 D 5 B

Task 3:( 10 minutes )

Aims: Sts practice reading for specific information

by answering the questions

- Ask S to read the questions carefully and underline

the key words in each questions

- Ask S to work individually , then discuss their

answers with a partner

- Call on some ss to write the answers on board

- Feedback and give correct answers:

1 They read books to the people there, play games

with them or listen to their problems.

2 They give care and comfort to them and help them

to over come their difficulties.

3 They volunteer to work in remote or mountainous

areas.

3 After you read: (10 minutes)

Aims: Sts practice discussing and talking about the

volunteer work

- Ask Ss to work in groups of four to discuss the

following question: Why do people do volunteer

work?

- Ask S to work in groups to discuss the above

question

- Go around to help sts

- Ask the representative of some groups to present in

front of the class

- Read the text and do the task orally

- Some S give their answers in front of the class

- Work in pairs to answer the questions

- Some pairs present in front of the class

- Work in groups to talk about the volunteer work

2 Skills: - Discussing in pairs and in groups about activities in volunteer work

Textbook, chalk, board

Trang 33

IV Procedures:

1 Homework checking: (5 mins)

- Ask one sts to talk about volunteer work in the USA

and answer the question: " Why do people do volunteer

work?"

- Ask other sts to listen and give remarks

- Give comments

Aims: : to focus sts on the topic and to introduce some

new words.

+ Task 1:

- Ask sts to read the activities given and decide which

are volunteer work

- Ask them to discuss in pairs

- Move around to help sts if necessary

- Listen and check

+ Introduce some new words to prepare vocabulary for

speaking activities

+di'rect ( the traffic) (v): control (the traffic)

+ inter'section (n - count-)): a place where roads or

other lines meet or cross.

- Read the words again and asks sts to repeat.

- Ask sts to read the words in pairs

- Ask some sts to read the words again

Aims: Sts can talk about their volunteer work.

+ Task 2: Making a dialogue.

- Ask sts to work in pairs to read the model dialogue

- Ask two pairs to read aloud

- Ask them to read the information in the table and then

work in pairs again to make similar dialogues to the

model

- Ask some pairs to report

+ Task 3:

- Ask sts to work in groups and take turns to talk about a

- Read the activities

- Discuss in pairs

- Report:

- Listen to the T

- Copy the words and phrases

Listen and repeat

- Read the words in pairs and correct each other’s mistakes

- Work in pairs to read the dialogue

- Some pairs stand up to read the dialogue aloud

- Study the table and make similar dialogues in pairs

- Some pairs report:

S1: What kind of voluteer work are you participating in?

S2: We are helping old and sick people S1: What exactly are you doing?

S2: We are listening to their problems, cleaning up their houses, doing their shopping and cooking meals for them S1: Do you enjoy the work?

Trang 34

kind of volunteer work to help people.

- Suggest some more ideas by giving some questions:

+ When do you do volunteer work?

+ How often do you do it?

+ Task 4:

- Ask the representative of each group to report in front

of the whole class

- Ask sts try to make their report more interesting by

using additional ideas and different structures

- Listen to them and then give remarks for each group's

report

5 Homework: (1 mins)

S2: Yes, I like helping people and I want

to ease their life.

.

- Listen to the T and say out their ideas

- Work in goups to discuss

- Some sts present in front of the class

- Try to make their reports interesting

- Listen to the T carefully

PERIOD 21

UNIT 4-Period 3: Listening

I Objectives:

1 General knowledge: - Sts know about Spring School in Ho Chi Minh City

2 Language: Sts recall and learn more about: - The present tense

- Vocabulary on volunteer words

3 Skills: Sts develop the following skills:

- Listening for specific information by filling in the missing words

- Listening for specific information by answering questions

- Discussing

-Ss may not have sufficient vocabulary to talk about the topic

- tape, cassette, textbook

IV Procedures:

1 Homework checking: (5mins)

- One st tells the whole class about the volunteer work they

have done

2 Before you listen: (10mins)

and phrases used to talk about parties.

- Ask Ss to work in pairs to answer the questions in the

- One St goes to the board

Trang 35

- Move around to help sts

- Ask some pairs to give their answers

-Introduce some new words

+ fund- raising activities: hoạt động gây quĩ

+ informal school: trờng học không chính thống

+ co-operate (v ): work togetherhợp tác

+ co- ordinate (v ): phối hợp

+ sponsor (n ): nhà tài trợ

+ disadvantaged children: trẻ em thiệt thòi

- Read the words / plays the tape again and ask sts to repeat

- Ask Ss to read the words in pairs

- Ask S to look at the words in the book and read after T /

the tape

3 While you listen:

Task 1: (10 mins)

Aims: Practice listening for specific information by filling in

the missing information.

- Introduce the situation: You are going to listen to a

passage about Spring school, a special school in Ho Chi

Minh City

- Ask Ss to have a look at the statements and read them in

pairs and makes sure they understand the statements - Ask

sts to pay attention to the key word in each statement

- Ask Ss to listen to the tape/T twice and tick the box to

- Ask Ss to compare their answer in pairs

- Check sts’ answer

- Play the tape once again, stop the tape where necessary and

conduct the correction

- Ask Ss to work in pairs and read questions given in the

textbook and makes sure they understand the questions Sts

discuss the information needed to answer the questions with

each other and try to answer them

- Ask sts to listen to the talk once or twice and answer the

questions Sts are advised to note down necessary

information

- Ask Ss to compare their answers

- Listen to the T and ask and answer the questions

-Work in pairs

- Some pairs stand up and present

- Listen and repeat

- Some individuals read the words aloud

- Look at the words and read after

T /the tape

- Listen to their teacher

- Work in pairs to read the statement

- Listen and do the task

- Compare their answers

- Give the answers

- Check their answer say it aloud, and then correct their work if they have the wrong answer

- Read the questions and discuss in pairs

- Listen and do the task

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- Check sts’ answer by playing the tape/ read the dialogue

Suggested answers :

1- It provides classes to disadvantaged children in Ho

Chi Minh City.

2- Dance, theatre, singing and folk music classes were set

up in 1999.

3- Because they need money to continue their English

and Performance Arts classes.

4- They dance, sing, sing and play music at one of the

largest hotels in Ho Chi Minh City.

5- Because they need help to contact sponsors and

expand the school activities.

4 After you listen: (9 mins)

Aims: Sts practice talking about Spring School

- Ask Ss to work in group and use the suggestions to talk

about Spring School

- Goes round to check the activities and to make sure that sts

are working effectively

- Ask one or two sts to present in front of the whole class

5 Homework: (1 min)

Write a short paragraph about Spring School

- Compare their answers

- Check their answer

- Practice talking in groups

- One/ two sts present

PERIOD 22

Date: 19/10/08 UNIT 4: WRITING

I Objectives:

1 Education Aims: - Students can write the first draft of a formal letter expressing gratitude.

2 Skills: - Writing a letter expressing gratitude

IV Procedures:

- Ask one st to tell the story about Spring School

the writing task.

+ Task 1:

- Introduce some new words:

+ 'grateful for (sth that sb has given you or done for

you) (adj): you have wish to thank them.

+ g'ratitude (n): the state of feeling grateful

- One st presents his/her ideas

- Listen to the T

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+ re'ceipt (n-count): a piece of paper to prove that sb

has received money or goods from sb.

+ co'operate with sb (v): work with them or help

them for a particular purpose.

coope'ration (n)

- Read the words again and asks sts to repeat.

- Ask sts to read the words in pairs

- Ask sts to study the letter and underline the

sentences that express the points listed in the

textbook

- Move round and see whether sts need help

- Ask sts to share their ideas with their friends

- Ask some sts to present their ideas

+ Task 2:

- Ask sts to imagine that they have just received a

donation of one million dong from one of the local

organizations to build your school library

- Ask them to write a letter to acknowledge the

receipt of the donation and express their attitude

- Ask sts to write a letter expressing gratitude, basing

on the outline they have just finished

- Suggest that sts refer to the sample letter to write

the board

Listen and repeat

- Read the letter and do the task

- Work in 4 minutes and then compare their answers with their friends

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

- Listen to the T

- Write an outline, basing on those main points

- Sample:

" 26 Hong Quang Street, Hai Duong City

27 th October, 2007 Dear Sir/Madam,

I am very happy to have received a

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1 Education Aims: - Students know how to pronounce the sound /w/ and /j/correctly.

- Students learn about: - Gerund and present participle

- Perfect gerund and perfect participle

II Teaching aids: - board, chalk, textbook.

III Procedures:

- Ask one st to read the letter they wrote at home

aloud

- Aims: to introduce two sounds /w/and /j/ and help

sts to practise these sounds.

a Write two sounds on the board and pronounce

then find out the words containing sound /w/ and

sound /j/

Aims: to teach sts how to use " Gerund and present

participle", "Perfect gerund and perfect participle"

and have sts do Ex1, EX2and EX3.

a Gerund and Present participle.

+ Gerund:

e.g: Playing tennis is fun.

S

We enjoy playing tennis.

of the whole class

- Give remarks

/w/ /j/

we yes west yellow wine young wheel years .

- Answers:

/w/ / j/

went York walk University railway yesterday

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O ( after the verb " enjoy")

- Ask some sts to give more examples

e.g: I heard some surprising news.

adj

I saw him walking in the park.

C O

Opening her eyes, the baby began to cry.

A ( = when she opened her eyes )

- Ask some sts to give mor e examples

b Perfect gerund and Perfect participle.

+ Perfect gerund: is used as the O of a sentence

e.g: She admitted having stolen my wallet.

O

+ Perfect participle: is used with adverbial meaning

e.g: Having taken off his shoes, Ray walked into the

- Ask sts to look at Ex1 and to do the first four

sentences individually and then compare their

answers with other sts

+ Exercise 2:

- Ask sts to do Ex 2 individually but because of the

time limit, ask them to do the first four sentences

only

- Then ask them to share the answers with their

friends

+ Exercise 3:

- Ask sts to do Ex 3 individually but because of the

time limit, ask them to do the first three sentences

only

- Then ask them to share the answers with their

friends

5 Homework ( 1 min)

- The rest of the three execises and Part B( page 28 -

workbook)

- Give some examples

- Listen carefully and take note

- Give more examples

- Listen and take notes

- Give some examples

- Do exercise 1 individually

- Some sts report

1 listening 2 bending

3 behaving 4 meeting .

1 buring , rising

2 reading

3 lying

4 shopping

- Read the task and then do it

- Share their answers with their friends

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Period 24-TEST-CORRECTION.

I.Objective.

-Check the mistakes Ss have made

II.Procedure.

-T gives out Ss’ papers and then corrects their mistakes

Period:25 Unit 5: ILLITERACY

I The objective:

- Students can read and understand about “Universalisation of primary Education” and

“Illiteracy Eradication” in Vietnam

- By the end of the lesson, students will be able to use the new words through speaking

- ethnic minority (n) (explanation)

- voluntarily (adv) à (synonym)

- to decrease (v) à (antonym)

2.Going through the pictures:

*Questions:

a Who comes to attend this class?

b Where are they?

c What are they doing?

d What kind of textbook are they learning?

e Is this class held in the day time/ the evening? Why?

3.Find the Vietnamese equivalent to the following

expressions:

- Feedback: Nought and crosses (3 lucky numbers)

àAnswers:

1.Pho cap giao duc tieu hoc

2.Vung mien nui xa xoi

3.Xoa mu chu

4.Ky thuat canh tac

5.Ke hoach hoa gia dình

II.While-reading:

1.Which of the choices A, B, C, D most adequately sums

up the whole passage?

(task 2)

- Answer: D (the fight against illiteracy)

2.Answer the questions (task 3)

- Instruct the game

- Follow the steps to present new words

- Give the questions-Run through

- Feedback

- Correct if necessary

- Ask sts to read the text

- Get sts to read the text again

- Work in pairs

- Guess the new words

- Read

- Copy

- The whole class

-Think and answer

- Work in group

- Give the Vietnamese meaning

- Open their books

- Read and choose the best answer

- Answer the questions

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