Giáo án tiếng anh 11 cả năm

Teaching date:.../09/2007READING Objectives: By the end of the lesson, Ss will be able to: - learn some vocabulary about personal experiences - understand the passage - to use the vocabu

Trang 1

Writing date:

READING

 Objectives: By the end of the lesson, Ss will be able to guess meaning in context

 Lexical items: unselfishness, constancy, be loyal to, sympathy, enthusiasm, suspicion

 Skills: Reading, Speaking

 Teaching aids: textbook, pictures

-Ask Ss to give the adjectives describing

features of a good friend

Generoussincere

*Lead-in: I know that we have a lot of friends in

our lives Today, we’ll know more about

friendship through reading the text

*Teaching vocabulary(12’)

1 unselfishness (n) -> (example)

2 constancy (n.) -> (translation): su kien dinh

3 be loyal to = be faithful to

4 sympathy (n.) -> (definition): the feeling of

being sorry for sb, showing that you care about

Ex: The news is greeted with enthusiasm

 What does “enthusiasm” mean inVietnamese?

->What’s the noun of “ suspicious”?

*Checking vocabulary: What & Where (3’)

II WHILE-READING: (15’)

Task 1: (3’aTask 2: (4’) Finding the main idea

of the whole passage (Task 2, p.14)

+Ask Ss to work in groups of 4 or 5

Task 3: (8’) Answering the questions (Task 3,

p.15)

Read the passage quickly & tick the words

in Warmer appearing in the passage+ Expected answer: B Conditions of thetrue friendship

*Expected answer:

friend

Trang 2

+Divide class into 2 groups A & B

+Group A answer the first questions, group B

answers the rest (Pair work)

+Closed pairs- Open pairs

+ when you are in need

IV HOME WORK (2’) -Do Task 1, p.14

-Prepare Period 3 – Speaking

SPEAKING

* Objectives: By the end of the lesson, Ss will be able to describe physical characteristics, usingadjectives

* Lexical items: crooked, hospitable, generous, quick-witted

* Skills: speaking, listening

* Teaching aids: pictures, role cards

PROCEDURE

I PRE-SPEAKING:

* Warm-up:

Matching the adjectives from the box with the

parts of the body they can be used to describe

Trang 3

1 crooked (adj.): (picture)

2 hospitable (adj.): welcoming gueSs/

visitors friendly

3 generous (adj.): (translation)

4 quick-witted (adj.): intelligent

In groups of 4, Ss discuss and choose thecharacteristics they think the mostimportant, and give their reasons

III POST-SPEAKING: Interview

 Make role cards and deliver to students (see

textbook)

 Before students start, ask them to agree upon

the basic profile of the friend

- his/ her name

- date of birth

- his/ her physical characteristics

- his/ her hobbies

- his/ her personalities

Pair work:

 Ss can use suggestions given to askand answer, using the following cuecards

 - why he/ she is interested in Math

- how much time he/ she spends on Math

- what makes him/ her a good friend

- what made him/ her successful

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

* Lexical items: sense of humor

* Skills: listening, writing & speaking

* Teaching aids: tape scripts, handouts & cassette player

Trang 4

- sense of humor: -> (photo of Mr Bean)

->He has good sense of humor

*True/ False prediction:

-Deliver handouts

-A Student in group A will describe somephysical characteristics of a student inhis/her group

-Group B has to guess who the student is

- In pairs, Ss predict if the followingsentences are true or false (See Task 1,p.18)

II WHILE- LISTENING (20’)

Task 1: True/False statements (8’)

-Ask Ss to listen to the tape twice & check their

exercises in prediction activity

-T’s feedback

Task 2: Fill in the table (12’)

-Deliver handouts (See textbook, p.18)

-T’s feedback

-Keys:

*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 6.T

Ss to listen the tape again to find out theinformation & fill in the table

How and where they met What they like about their friends

Lan - They used to live in the

same residential area inHanoi

- Lan went on a holiday to

Do Son and Ha went there

to visit her

- Ha’s very friendly and helpful

- Ha’s sociable She’s got manyfriends in Do Son and sheintroduced Lan around

Long - They met in college

- Minh played the guitar,Long was a singer

- They worked together

- Minh has a sense of humor

- Minh likes to go to plays andmovies

- Minh is a good listener

- Minh is friendly and helpful

IV POST-LISTENING.(11’) Ss talk to each other about their best friends

+ how & where they met

+ what they like about their friends

V HOMEWORK.(2’) - Write a short passage about your best

friend

Teaching date: /09/2007

Trang 5

PERIOD 4 UNIT 1 FRIENDSHIP

WRITING

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

+ make an outline of the ideas to describe a friend

+ write a paragraph describing a friend’s characters with supporting details foreach character

In 2 groups, Ss in turn choose numbers

& match the adjective under thenumber with a suitable example (on achart) describing emotions and actions

as ideas development for that adj

a My mother gets up at 6 every dayand never stops working until dinner-time

b Minh never wants to share anythingwith us Whenever I ask him for help,the only answer I get is “Why do Ihave to do it for you?”

c It’s nice to be around with Tam forhis polite and friendly manner

d He’s very close to us Though he’sour teacher, he treats us almost like hisfriends

e I like working with Lan She alwaystries her best to finish her part of thework

f She is a lively person who engages

in almost all the community activities

g I love spending time with Linh andseeing her broad smiles

h My friend spends a lot of timelearning She is one of the beststudents in our class

i Trust him He doesn’t say more thanwhat he has thought or done

Personalities

-Ss work in pairs

-For column one, think of the possibleplaces and situations in which you mayhave met your best friend Write down

as many of them as possible

-For column 2, think of the most

Trang 6

LANGUAGE FOCUS

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

+ pronounce the two sounds /dz/ & /t…/ correctly

+know how to use to-infinitive or bare infinitive

*Lexical items:

*Skills: Speaking, listening& writing

*Teaching aids: Handouts, textbook

- good-natured-quick-witted

III WHILE-WRITING

1 Making outline (10’)

-While Ss are writing, T goes around the class to

see how well Ss work and whether they need some

-While Ss are writing, T goes round to see if

anyone needs help

-For column 3, think of thepersonalities of your friend that youlike most about him/her

-Ss to make an outline of a paragraphdescribing a friend, use the informationthey’ve just discussed in brainstormingactivity

-Divide class into 2 groups A & B

-SS write on the board as many words havingthe sounds /d…/ & /t…/ as possible in 3minutes

I’mhappy…you

Trang 7

-T reads the words & Ss repeat them in

chorus

-Call some Ss to pronounce the words

-T reads sentence S (See textbook) & Ss

underline the words containing the sounds

/t…/ & /d…/

-T’s feedback

-T reads sentence by sentence & Ss repeat

-T corrects if there’re some mistakes

II GRAMMAR

1 Infinitive with “to” (10’)

-T shows some books and ask:

-> What do you read books for?

->Expected answer:

* We read books to get information.

-Use pictures of two happy faces & ask Ss to

complete the sentence

T: Who can complete the boy’s sentence?

S: I’m happy to meet you

* Practice:

- Ask Ss to put the words in the correct order

to make complete sentences with infinitive

with to

- Ss work individually

- Have some Ss write their sentences on the

board

- The other Ss correct the mistakes

2 Infinitive without to: (10’)

- Ss to match the words in column A with those

in B to make meaningful sentences

their ten bicycles

- Ss to give the form of the sentences above

Verb + Object + bare-infinitive

- Ss to give some other verbs which can beused the same way as “see”, “ hear”, and

“make”

- Expected answers: watch, let, feel, notice

-Ss To rewrite sentences, using the words inbrackets.(textbook, p.21)

- Ss to exchange the exercise and correct them.-In pairs, each student tells his/her partner thefirst time she/he met his/her closet friend

Ex: - I was glad to meet her

- I thought she was a veryinteresting person to make friend with

Trang 8

READING

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

- learn some vocabulary about personal experiences

- understand the passage

- to use the vocabulary to tell about their own personal experiencesLexical items: idol (n); glance (v); sneaky (adj); embarrassing (adj); make a fuss (exp)

Skills: reading, speaking, listening, writing

Teaching aids: pictures, handouts, textbook

PROCEDURE

I PRE-READING:

1 Warm up: (pair work) (5’)

- T: prepares /sticks 6 pictures on the B.B

- lead-in: Have you involved in the situation in

which you don’t know what to do?

2 Teaching voc: (10)

- idol (n): (example): thần tượng

Ex: Who’s your favorite singer

Hong Nhung

Hong Nhung is your idol

-glance (v) (miming): liếc mắt

- sneaky (a) (situation): lén lút

 What would you do if you couldn’t do your

test?

Copy

 What’s your attitude?

Be afraid of the T and look sneaky

- embarrassing (adj) (synonym ) = confusing

(adj): bối rối

- make a fuss (exp) (over/about) (explanation):

làm ầm ĩ

S.o complains noisily about s.t she/he

doesn’t like

3 Checking voc: (handout) (3’)

Ss to discuss what’s happening in eachpicture and then asks Ss to predict the order

1 Activity 1 (5’) (group work) Put the

pictures of the events (on the board) in the

order that they happen in the story.(correct

the prediction in warmer )

-Ss read the passage silently in 3 mins.Keys: 1.d – 2.b – 3.f – 4 e – 5.a - 6.c

Activity 2 Multiple choice (5’)

1 The writer’s most embarrassing experience

happened when she was

A a teacher

Individuals

V HOMEWORK (3’) -Ss to write some sentences about their friends,

using infinitive with/ without to.

Trang 9

B a junior high schoolstudent

C a senior schoolstudent

2 She wished to have a like the one

of her pop idol

A a red dress

B a red floppy cotton hat

C a pair of red shoes

3 She bought it with the money

A her father gave her

B she picked on the street

C She took from a school boy’s bag

3 Activity 3 (Task 3/ p 24) Comprehension

questions (pair work )

-Ss read the passage again and answer the

following questions

1 Why did her father give her some money on

her birthday?

2 What did she see in the boy’s bag?

3 Why did she decide to take the money from

the boy’s bag without saying anything about it?

III POST-READING: (7’)

Discuss the question: What would you do if you

were the writer?

IV RESERVED-ACTIVITY:

Keys:

1 So that she could buy the hat for herself

2 A wad of dollar notes exactly like theones her father had given her before

3 Because she didn’t like to make a fuss

(Group work )Expected answers: - say nothing / keep as

a secret

-try meet the boy and give the money back

Ss tell about their embarrassingexperiences

V HOMEWORK: (3’) - Prepare for speaking

-Write about their own experiences

*Lexical items: native speaker; affect (v); turtle (n)

*Skills: speaking; listening; writing; reading

*Teaching aids: textbooks; pictures; handouts

PROCEDURE

I PRE-SPEAKING

1 Warm-up: (5ms) Hangman

Teacher asks Ss to think of a word containing

10 letters, you can guess 2 letters first:

Trang 10

- native speaker (n) (situation) người bản xứ

Ex: Mary comes from England

She speaks English as a native speaker

- (to) affect (v) (example) ảnh hưởng

Ex: Smoking is harmful to our health It means

smoking ……….badly our health

→ affects

- turtle (n) (picture) con rùa

4 Checking vocabulary: (3ms) R.O.R

Teacher calls some pairs to perform the

dialogue in front of the class

Teacher sticks a poster with the completed

dialogue

Teacher asks Ss to pay attention to the tense of

the verb <Simple past >

Key answers:

1_d; 2_c; 3_ a; 4_ b; 5_ e

Ss put the conversation in the correct order

by numbering the expressions (Task 2,textbook, P.26 )

Key answers: 1_b; 2_ d; 3_ h; 4_ a;5_ e; 6_ g; 7_ c; 8_ f

Ss to pay attention to the questions:

Have you ever …… ?

How did it happen?

When did it happen?

How did the experience affect you?

III POST- SPEAKING: (13ms)

Ask Ss to use the questions above to talk about

their own past experiences, using the cues in

* Objective: By the end of the lesson, Ss can learn some vocabulary about a fire

* Lexical items: memorable (a), scream (v), gas stove (n) escape (v), terrified (a),

replace (v), embrace (v), protect (v)

* Teaching aids: picture, cassette, chart, handouts

PROCEDURE

I PRE - LISTENING:

Warm - up: (5’) (group work): Describing

the picture (p27 - textbook)

Lead - in (2’)

- Have you involved in or seen a fire?

- What did you do then?

- How did you feel?

Trang 11

- Terrified (a) sợ hãi (example)

Most people feel terrified when they see

- Replace (v) (mining): thay thế

- Gas stove (n) (drawing)

- Embrace (v) (picture): ôm

- Escape (v) (example): thoát ra ngoài

The prisoner ran away after escaping from

1 protect 2 embraced 3 memorable 4

terrified 5 screamed 6 replace

7 gas stove 8 escape

II WHILE – LISTENING

Keys:

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

Ask Ss to put the sentences in right

order to make a completer story

Keys:

1 small 2 everything 3 family

4 replaced 5 took 6 appreciate

while jogging

2 The child ……….her mother tightlybecause of fear

3 April 30th1975 is a ……….day ofVietnamese people

4 I feel …whenever I stay at home alone

5 The fans …….with excitement when theysaw their idols

6 Robots can …….people in some work

7 Remember to turn off the …… right aftercooking

8 They were trying to ……….from a burninghouse

1 Activity 1 (5’) (Pair work) (task 1 P27)

4 When the fire started, Christina was reading

2 Activity 2 (5’) (Group work) Teacherprepares 6 piece of paper on which there are 6sentences as follow

-b Her most unforgettable experiencehappened 13 years ago

-d Her house burned down-a The fire started in the kitchen because sheforgot to turn off the gas stove

-c She heard her mother’s voice calling hername

-f She rushed to her mother and her mothercarried her out

-e She got away without even a minor burn

3 Activity 3 (5’) Individual (Task 3 textbookP28)

III POST - LISTENING (5’) (textbook

P28) Discussion

Christina says that family is more important

Trang 12

than things Do you agree or disagree with

her? Why? Exchange your ideas with a

A2 Lexical items: - Words/Phrases used to write about a past experience:

embarrassing/embarrassed, frightening /frightened, funny,unforgettable, memorable; appreciate; outlook on life…

A3 Structures: I’m writing to tell you about my most memorable …; This made

me more careful…; This changes my outlook on life; etc

A4 Method: Integrated, Communicative approach

A5 Teaching aids: Posters, pictures, handouts, transparency sheets/A4 paper,

whiteboard markers, overhead projector

B PROCEDURE

WARM-UP (3 mn)

Look at the pictures or listen to the situations and

answer the questions

T either shows 2 pictures of ‘a man attacked by a

dog’ and of ‘a man slipped & fallen in the street’ or

gives 2 situations and asks some questions:

1 What’s the matter with the man in the 1stpicture?

2 How did this affect him?

3 How about the 2ndpicture?

4 According to you, how did he feel when there were

a lot of people in the street?

PRE-WRITING (15 mn)

Act.(7mn) Listen to the teacher’s past experience

and do a multiple-choice task

T tells Ss her/his past experience.

‘I’ve had a lot of experiences in my life My

unforgettable experience was just 2 months ago,

when my family spent a summer holiday in Hue city.

We stayed at a big hotel with 7 floors for three days.

My son, a quick and naughty boy likes taking the lift

so we decided to choose a room on the top floor On

the last afternoon of our stay, while I and my

husband were both talking to each other and stepping

into the lift, my son was putting his left hand into one

of the two slots of the lift I really lost my temper

then Immediately, I grabbed his hand and tried to

Ss: Observe the pictures on board orlisten to the situations given

Ss’ answers:

1 He was attacked/bitten by a dog

2 This made him frightened

3 He was slipped

4 He felt embarrassed

Group work (groups of 4)Ss: Observe the pictures of the taskprovided and make group discussionbefore listening

Ss’ answers:

1 b

2 d

Trang 13

draw it out of the slot, but I couldn’t The boy was

more and more crying, and I began crying My

husband, who prevented me from doing like that, was

very calm He managed to draw his hand out of the

slot At that time, I felt relieved and hugged my son

because I had thought of the worst thing that would

happen to him Luckily, he wasn’t seriously injured.

This experience made me frightened and pay more

attention to my naughty son Especially, I find that we

should be calm when solving any problems.’

TASK: Listen to my past experience and then tick

the right pictures related to the story

T has Ss in volunteer groups to give feedback

Act 2 (8m) Write Outline

T asks some questions concerned with the task and

shows a poster with the main points of a past

experience at the same time.

on sheet /paper by using the outlinewritten

Ss work in pairs

Ss check the main points of a pastexperience, find out some mistakes inspelling/grammar, and then givecomments on the samples on board

1 Where the experience happened: at a hotel,…

2 When it happened: 2 months ago, when I was on

holiday,…

3 How it happened: (various details)

4 Who was involved:

5 How it affected you: It made me

embarrassed/frightened…; It changes my outlook on

Trang 14

 Skill: speaking, listening, writing, reading.

 Teaching aids: textbooks, handouts, poster

 PROCEDURE

T has Ss give some kinds of experiences (such as a

funny experience, frightening experience, an

embarrassing experience.) before their own outline.

T has 2 Ss write their own outline of the main points

(shown on poster) on board.

T get Ss to say some sentences beginning a letter

(I’m writing to tell you about my unforgettable

experience; I want to tell you my…)

WHILE-WRITING (15mn)

Write a personal letter about your past experience

T has Ss do their writing and give help when

necessary.

POST-WRITING (12 mn)

- Self-correction

- T has Ss exchange their written work and correct

some common mistakes.

- T-Ss correction

T either has 2 Ss write their own work on board

or chooses 2 finished sheets and makes correction by

using an overhead projector.

- T’s evaluation

T gives marks and comments on Ss’ written work.

HOMEWORK: Prepare Language focus

- Review the usage of past tenses

- Write 3,4 sentences with the tenses

Trang 15

Teacher ‘s activities Students’ activities

 WARM - UP AND LEAD - IN: (5’)

Game: T prepares 15 cards containing 15

words and asks Ss to put into correct columns

T asks Ss to underline the words containing 3

consonants above and read the sentences

4 Mr King is singing next door

5 He’s holding a string in his fingers

6 He loves spending his holidays in his small

summer house

III PRODUCTION (5’)

T divides class into 2 groups ands asks Ss to

choose the number and give the word

containing the consonant

B GRAMMAR (23’): Present simple

indicating past time.

I PRESENTATION (7’)

T feedbacks and explains: Present Simple also

indicates past time

Keys:

1 invites 2 sets 3 gets

4 waves 5 promises 6 carries

7 contains 8 has baked 9 is

10 is shining 11 are singing12 is

II PRACTICE: (8’)

Multiple Choice

One fine day, we (1 decide) _ to go

into a jungle We (2 start) _ preparing

for the trip at six in the morning, and (3

_ off to visit her The little girl (3.get) ready, (4 wave) _goodbye to her mother and (5 promise) to be careful On her arm she (6.carry) _ a basket which (7

contain) _a cake her mother (8.bake) specially It (9 be) _ a lovely spring morning, the sun(10 shine) _ and the birds (11.sing) , happy that the winter (12.be) _ over

1.a to decide b decides

c deciding d decide2.a have started b had started

c start d was starting3.a leave b leaves

c leaving d to leave

Trang 16

LANGUAGE FOCUS (2)

 Objectives: By the end of the lesson, Ss will be able to use the past simple, past

progressive and past perfect correctly

 Skills: writing, speaking, listening, reading

 Teaching aids: textbook, handouts, chart, pictures, etc

leave) _ with two elephants carrying

our luggage It’s a hot day but all of us (4

wear) shoes and trousers to protect us

from snakes In the jungle, there is a lot of

wildlife but we (5 try) to find big

cats, especially tigers We (6 climb) _

into the elephants’ backs to get better view,

but it’s unusual to find tigers in the afternoon

because they (7 sleep) in the heat

of the day Then, in the distance, we (8 see)

a tiger and everyone of us (9 keep)

quiet We (10 creep)

nearer and (11 find) a dead dear,

still breathing This is the tiger’ lunch!

Suddenly we (12 start) _ to feel very

frightened

5.a is trying b try

c has tried d was trying6.a to climb b climbing

7.a sleep b have slept

c had slept d was sleeping8.a seeb seen c seeing d to see9.a has kept b is keeping

c are keeping d keep10.a to creep b creped

11.a have found b find

c had found d will find12.a starting b starts

c to start d start

III PRODUCTION: (8’) T asks Ss to tell a story that they know (using

present simple)

IV HOMEWORK (2’) Write down the story into your notebook

-Find 5 words for each consonants /m/; /n/; / /

Trang 17

2/ Last night, while I watched T V, my

mother was reading a newspaper

3/ When I arrived, the lecture had already

started

4/ He went out with his friends after he

finished his homework

3/ was working - broke

4/ started - were walking

5/ told - were having

6/ didn’t listen - was thinking

7/ phoned - didn’t answer - were (you) doing

8/ had looked - asked - cost

2/ Activity 2: 8’

Exercise 3 / p.31 textbook

Keys: 1/ had eaten - arrived

2/ found - had taken

3/ got - had closed

4/ got - had left

5/ got - had arrived

6/ paid - had phoned

7/ went - said - hadn’t arrived

8/ had looked - asked - cost

III/ PRODUCTION: 12’

Sentence building

- T uses pictures or cards:

1/ Play football - do homework

2/ Cook the meal - watch T.V

3/ Go shopping - do housework

4/ Have dinner - go to the cinema

- Ss to make sentences, using the three

(1) Past progressive + WHEN + Pastsimple

WHEN + past simple + pastprogressive

*Expressing an action happeningwhen another action happened in thepast

(2) WHILE + Past progressive + Pastprogressive

Past progressive + WHILE + Pastprogressive

*Expressing two actions happening

at the same time in the past

(3) WHEN / BEFORE + Past simple +Past perfect

Past simple + AFTER + Past perfect

*Expressing an action happened beforeanother in the past

pair work

Individual

Group work

Trang 18

structures above.

IV/ HOMEWORK: 2’ T asks Ss to make 6 sentences, using the

three structures above

READING

 Read for gist

 Study some new words relating to the topic: Party

T elicits some information relating to a

party from the Ss

- Have you ever been to a party?  Expected

answer: Yes

- Do you enjoy going to a party?  Expected

answer: Yes

- Could you tell me some kinds of party you

have been invited to?

Lead – in:

T introduces the lesson:

“Today we will learn about some kinds

of parties that people are celebrating”

I Pre-reading: (10 minutes)

 Pre-teaching vocabulary:

1 blow out (v) thổi tắt

(Miming: T asks the Ss to look at him or her T

does the action of blowing out the candles then

asks the Ss:

“What I have done?”Expected answer:

blow out the candles)

RUB OUT AND REMEMBER

I While reading: (20 minutes)

Trang 19

 T checks and gives feedbacks.

 T delivers the hand-outs (taken fromthe textbook, p.34)

 T checks and gives feedbacks

4 wedding anniversary party

7 birthday partyPAIR WORK

III Post-reading (9 minutes)

PREPARE YOUR BIRTHDAY PARTYTime to start

Place to celebrate your birthday party in a park, at home, at a restaurant, at a coffee

shop…

Foods and drinks Playing games, singing, dancing, taking photos, …Interesting activities

DISCUSSION

- T asks Ss to work in groups of 5

- T asks Ss to discuss the reasons why they

prefer to celebrate their birthday party at home / in

the restaurant

T checks and gives feedbacks.

II Homework (1 minutes)

Write-it-up:

Write a short paragraph (about 70 

100 words) about the preparation foryour birthday party Using theinformation given in the chart above

Trang 20

PERIOD 14 UNIT 3: A PARTY

SPEAKING

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

+ Talk about the party they have been to+ Tell how they organize a party

Skills: speaking, writing

Teaching aids: Textbooks, hand-outs

- T asks each group to choose a representative

to come to the board

- T asks Ss to find some words related to the

topic PARTY then write their words on the

board

- T checks the Ss' answers

The group that has more correct words will be

the winner

Lead-in:

T introduces the lesson: " Today, you will learn to talk about the parties you've been to and how to organize a party."

II Pre-speaking: (10 mins)

 Activity: Task 1

T asks them to write their answers on apiece of paper

T reminds them to use The Past Tense

T calls some Ss to stand up and talkabout their answers

III While-speaking: (20 mins)

Activity 1: Task 2

T asks them to tell their friends about the

Ss to clap their hands

Ss read the list of questions on p 35

Ss choose from the list 5 or 6 questions toanswer

Ss to work in pairs

Trang 21

party they've been to

T asks them to use the information in the

previous activities

T goes around to check and offers help if

necessary

T calls some Ss to stand up and tell about the

party they have been to

T gives feedbacks

Activity 2: Task 3

PARTY-ORGANIZER'S COMPETITION

II Post-speaking: (10 mins)

- T asks the Ss to work in pairs

T gives some cues

BIRTHDAY PARTY

Game: Hide and Seek, Beauty Contest, etc

GueSs: Interesting friends and

famous singers

Foods and Drinks: coke, fruit juice,

cake, biscuits, etc

- T asks Ss to plan an interesting party (using

the cues) then tell their friends to invite them

to come to that party

- T calls some Ss to stand up and talk about

their parties

- T checks and gives feedbacks

- Ss to discuss in their groups

IV/ HOMEWORK: 2’ T asks Ss to make 6 sentences, using the three

Trang 22

+ Listen for gist.

+ Listen to get some specific information to answer the questions

Lexical items: words related to a party / parties

T elicits some information related to parties

from the Ss by asking the following

questions:

- When do you like to organize your birthday

party, during the day or in the evening?

- What foods and drinks are often served at

your birthday party? What act …

II Pre-listening: (10 mins)

Checking vocabulary: WHAT AND WHERE

III While _listening: (20 mins)

 Activity 1: Task 1

 T delivers handouts (taken

from the textbook, p.37) T call some

Ss to stand up and give their answers

 T plays the tape again to check

with the whole class

- Ss to work in pairs and discuss theiranswers

Trang 23

A noisy and expensive B quiet and cheap

C noisy and cheap D quiet and comfortable

3 What did Mai’s mother serve the gueSs at the beginning of the party?

A ice-cream and biscuits B soft drinks and biscuits

C coffee and cake D fruits and milk

4 What time was the birthday cake brought out?

A 6.30 a.m B 5.00 p.m C 4.30 a.m D 4.30 p.m

5 It was beautifully decorated with

A pink and white icing B brown and yellow icing

C green and white icing D black and yellow icing

6 What did all the gueSs do while Mai was cutting the cake?

A they danced and sang B they played the Bingo game

C they took photos D they clapped their hands and sang

7 What time did the birthday party finish?

A 6.30 a.m 6.00 p.m C 6.30 p.m D 6.00 a.m

IV Post listening: (9 mins)

T asks them to talk about Mai’s

birthday party

T asks the secretary to take notes

Homework: (1 min)

- Ss to work in group of 6

- Ss choose a secretary and a presenter

Write a short paragraph about Mai’s birthdayparty (5070 words)

Trang 24

WRITING

 Write a letter of invitation

Lexical items: Words / phrases used in letters of invitation

Structures: Would you like to…?

Skills: Writing

Teaching aids: Hand-outs, posters

PROCEDURE

Teacher ‘s activities

T devides the class into 2 groups: Apple and Orange

T asks each group to choose a representative to come

to the board

T asks Ss to find words related to LETTER

I Lead – in:

- T introduces the lesson:

“One of the kinds of letter we will study today is

letter of invitation“

II Pre-writing: (10 mins)

Vocabulary teaching:

-refreshments (n) -serve (v) -take place

- T elicits some information from the Ss:

Would you like to go to the cinema with me?

- Structure:

1 I often bring a lot of ….when I go on a picnic

2 What … to be … at the party?

3 The 2002 World Cup … in Korea and Japan

III While writing: (20 minutes)

Activity 1: Task 2

- T asks the Ss to work in pairs

- T asks them to complete the letter in the textbook

- T calls Ss to give their answers

- T checks and gives feedbacks

Activity 2: Task 3

T asks the Ss to find the answers for the questions in

the textbook

Activity 3:

-T asks Ss to work in groups again

III Post-writing (9 minutes)

T calls the Ss to stick their poster on the board

5 Fast food and fruits will be served

V Home work (1 minutes) T asks Ss to rewrite the letter of

invitation in their notebooks

Would you like to …

Trang 25

E LANGUAGE FOCUS

A Aims: After the lesson, students will be able to:

- distinguish the sounds /l/ - /r/ - /h/

- know about infinitive and gerund

- apply to do the exercises

- T uses pictures of a plate of salad, a restaurant, and a

house to lead to pronunciation

II Pronunciation:

1 Activity 1: Listen and repeat

2 Activity 2: Practise reading aloud these sentences

1 Hello, Mr Allen You’re early for lunch It’s only eleven

o’clock

2 I’d like a plate of salad, a glass of lemonade, a slice of

melon and some jelly, please

3 Laura is a really pretty librarian in the public library

4 Her parents own a restaurant in a country in central

Europe

5 Hello, Harry Have you heard the news? There’s been a

horrible accident A helicopter has hit Helen’s house

6 Helen and her husband will have to spend their holiday

get l

eat and drink

blow out the candles

- I hope to receive many presents on my birthday

- We enjoy singing birthday song

II Verbs followed by V-ing and To-inf

+ V (To-inf)

1 Verbs followed by To-inf

V + (O) + To-inf

- decide, expect, try, attempt, tend, ask, want, refuse,

- T asks Ss to repeat the words

- T asks Ss to read the sentences

- T gives a situation and asks Sssome questions to lead to thegrammar point

- T presentsBirthday Party

Trang 26

desire, wish, order, require, demand, fail, advise,

hesitate

- would like / love, agree, be willing, hope, tend

-intend

Ex: - I expect to meet him tomorrow

- She fails to solve this problem

- Don’t hesitate to contact me when you ‘re here

Other structures: - It + (be) + adj + to-inf

- S + V + too … + to-inf

- S + V + … enough … + to-inf

2 Verbs followed by V-ing

V + (O) + V-ing

- avoid - mind - appreciate

- deny - delay / postpone - miss

- consider - dislike/ hate / detest - finish

- keep - enjoy - practise

* Expressions:

- look forward to - be worth

- There ‘s no point in - be busy

- It ‘s no good / use - be / get used to

- can’t help / bear / stand - be accustomed to

Ex: - I deny having stolen money

- The book ‘s worth reading

* Adj phrase with preposition + V-ing

III Exercise 1:

1 Most passengers dislike _ to sit in small,

uncomfortable seats on long flights.(have)

2 I must drive more carefully I can’t risk

another speeding ticket (get)

3 Did Dick mean _ Sue about the party, or did

it slip out accidentally?(tell)

4 You must keep on the computer until you

understand how to use all of the programs (practise)

5 The judge demanded _ the original document,

not the photocopy (see)

IV Homework:

- Prepare Language Focus (cont)

- T has Ss do the exercise

- T gives correction andcomments

Key:

1 having, 2 getting, 3 to tell, 4.practising, 5 to see

E LANGUAGE FOCUS (cont)

A Aims: After the lesson, students will be able to:

- know about passive infinitive and gerund

- apply to do the exercises

Trang 27

1 Ms Thompson is always willing to help, but she doesn’t

want at home unless there is an emergency

2 Jack got into trouble when he refused his briefcase for

the customs officer

A opening B being opened C to open D to be opened

3 Barbara didn’t mention about her progress report at

work, but I’m sure she is

A concerning B being concerned C to concern D to be

concerned

4 You’d better save some money for a rainy day You can’t

count on by your parents every time you get into financial

difficulty

A rescuing B being rescued C to rescue D to be rescued

5 Please forgive me I didn’t mean you

A upsetting B being upset C to upset D to be upset

C MORE EXERCISES

I Choose the best word / phrase/ sentence

1 Would you mind the door? (open)

2 You should give up or you’ll die of cancer (smoke)

3 The teacher told his pupils in class (not talk)

4 The driver stopped a coffee because he felt

sleepy (have)

5 Have you ever considered a pharmacist?

(become)

6 Peter advised me again (try)

7 Avoid such a mistake again (make)

8 My father wanted me a pilot (be)

9 Mr Thomas doesn’t allow while he is explaining the

lesson (talk)

- T presents the usage ofpassive infinitive or gerund

- T has Ss do the exercise

Key:

1 B, 2 A, 3 B, 4 B, 5 A

- T asks Ss to do the exercise

Key:

1 D, 2 C, 3 B, 4.B, 5 C

- T gives comments andcorrection

Key:

1 opening, 2 smoking, 3 not

to talk, 4 to have, 5

becoming, 6 to try, 7 making,

8 to be, 9 talking, 10 to pay,

Trang 28

Reading

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

- Scan read for specific information

- Skin read for general ideas

- Work in pairs/groups effectively

- Get to know about volunteer work

Lexical items: Voluntary/volunteer/mow/ handicapped/ remote

Skills: Reading (main), speaking

Teaching aids: Handouts, picture

PROCEDURE

Teacher ‘s activities Students’ activities

I WARMER: (5’)

- Divide the class into 2 groups

- Each group will take turns to answer the

Questions:

1.What do you call the person who curesdiseases for animals? (vet)

10 Do you have any money for this book? (pay)

11 I don’t know why he avoided me (meet)

12 He enjoyed breakfast with us (have)

II Write each pair sentences using the words in brackets

1 “Yes, I did drive too fast through the town”, she said

(admitted)

2 “I’ll lend you some money, if you like”, he said to me

(offered)

3 “I’ll haven’t smoked for three years”, she said (stopped)

4 I think it would be a good idea to take the train (suggest)

5 My neighbor said he would call the police (threatened)

III Complete the second sentences so that they mean the same

as the first ones

1 They didn’t allow me to park here

They didn’t let ………

2 It’s not a good idea to travel during the rush hour

It’s better to avoid …………

3 I can’t force you to do this if you don’t want to

I can’t make ………

4 My father said I could use his car

My father allow………

5 Tell me tomorrow that I have to pay them

Will you remind

Homework:

- Prepare Test Yourself A

11 meeting, 12 having

Key:

1 She admitted driving toofast through the town, 2 Heoffered to lend me somemoney, 3 She stoppedsmoking three years ago, 4.Isuggest taking the train, 5 Myneighbor threatened call thepolice

Key:

1…… me park here,2…….traveling during therush hour,

3….you do this if you don’twant to,

4… me to use his car,5… me to pay themtomorrow

Trang 29

questions prepared before hand by the

teacher

- If they give the correct answer they will

get 1 mark The group with more marks

wins the game

Leading: Can you tell me some volunteer

work in our school?

II NEW LESSON

Teacher says: In our lesson today, we’ll read

about the volunteer work PRE-READING

 Teaching vocabulary

1 Volunteer (n) (v) (picture + explanation)

These people are doing volunteerwork They are volunteers

Teacher: Can “volunteer” be averb?

Students: Yes

2 Voluntary (adj) (context situation:

Synonym)

In her spare time, she does the work without

being paid for it?

In her spare time, she does work (voluntary)

3 Remote (adj) (synonym)

What is the synonym of “far away”?

4 Wow (v) (picture +example)

Show the picture of a mower and ask students to

fill in the gap with one word in the following

III WHILE –READING (17’)

Activity 1: Multiple choice (task 2, P.48)

- Put students into pairs

- In pairs, ask them to choose the best

answer from A, B, C or D for each of the

sentence

- Call on some Students to give the

answers

- Make corrections

Activity 2: Questions and answers (task 3, P49)

2.Tell me the name of the fruit which isround, sweet, rather big? (orange)

3 Which animal lives in the forest and eatsthe carrots? (rabbit)

4.Fill in the missing words

a .or West, home is best5.What is the antonym of “full”? (empty)

6 What do you call the money we give tothe children on Tet Holidays? (luckymoney)

7 What is a popular kind of drink in Japan,China and Vietnam? (tea)

8.What is up when it rains? (umbrella)What do you call the home of the birds(nest)

Expected answers:

- Help the disabled

- Help the people suffering badly inwars or natural disasters

Show a picture of the handicapped and elicitthe word

 Checking vocabulary: Gap fill

1 When she retired, she did a lotof service for the Red Cross

2 He continued to the lawn and didroutine chores

3 She needs some to clean up thekitchen

4 We have visited many villagesin areas

5 I’m going to work two days a weekteaching kids to fish

KEYS: 1 Voluntary 2 mow 3

volunteers 4 remote 5 handicapped

Expected answers: 1.A, 2.D 3.B 4.D, 5.B

Trang 30

Have students work in pairs to ask and answer

the questions

Call some students to give the answer and write

on the board

IV POST – READING: Discussion

- Have students work in groups of for or

five, discussing the following questions:

1 What kind of volunteer work do you

2 They give care and comfort to themand help them to overcome theirdifficulties

3 During summer vacations, theyvolunteer to work in remote ormountainous areas to provideeducation for children

IV HOMEWORK: Write a short paragraph about volunteer

work at your school/hometown

SPEAKING

 Objectives: By the end of the lesson, Students will be able to

-Identify types of volunteer work

-talk about volunteer work

-work in groups /pairs effectively

 Lexical items: invalid/ martyr/ intersection

 Skills: Speaking

 Teaching aids: Handouts, charts

PROCEDURE

I WARMER:(5') Game: Word Grid

-Hang on a chart with all the words in their

rows and cover each row with a piece of paper

-Divide the class into 2 groups

-Ask each group to choose the numbered row in

turns, read the explanation for the word in that

row and say what the word is

-Uncover the piece of paper of each row when

Ss have the correct answer

-One point for one correct answer If they can

guess the word in vertical column, they will get

3 points and the game stops

RED CROSS

R What animal do cats eat? (rat)

E What planet are we living on?(Earth)

D What do you call a person whotakes care of the teeth? (Dentist)

C What do we use to drink tea?(Cup)

R What is the antonym of “wrong”?(Right)

O What is Iraq famous for? (Oil)

Trang 31

Lead in: -Have you ever worked for the Red

Cross Association?

- What kind of volunteer work do people work

in the Red Cross Association?

In our lesson today, we are going to speak

about such volunteer work

II PRE- SPEAKING: (8’)

1 *Teaching vocabulary: Invalid(n) (picture +

Situation man He has to be confined to a

wheel-chair and he needs other people to take care of

him He is an

2 Martyr (n) (Situation + Translation)

3 Ex: Do you know Nguyen Van Troi? He

devoted himself to the revolutionary cause and

he was killed by the enemy He is considered as

a

4 Intersection (n) (picture )

III WHILE _SPEAKING:

*Activity 1(task 1, p.49)

Teacher: Hang this chart

Teacher gives feedback

Teacher shows the chart of the conversation on

page 50 on the board Teacher reads the

conversation aloud

- Teacher gives feedback

- IV POST- SPEAKING

Teacher divides the class into groups of four or

five, asking them to discuss volunteer work that

they usually do to help people

- Teacher collects the mistakesmade by student/

Teacher gives feedback

S What do we wash our hair with?(Shampoo)

S What is the most popular sport inthe world? (Soccer)

Expected answers: -Yes/ NoThey help the poor, or those suffering fromnatural disasters

-Taking part in an excursion-Helping people in remote or mountainousareas

-Giving care and comfort to the poor and thesick

-Participating in an English speaking club.-Providing education for disadvantagedchildren

Joining the Green Saturday Movement.Students go to the board to stick the smilingfaces next to volunteer work and sad faces tothe activities which are not volunteer work

PairsSubstitution:

Instruction: You are going to walk in pairs tomake similar conversation, using the

activities from the table

Trang 32

3 Father/ used/ help/ people/ mountainousareas.



LISTENING

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

- listen for specific information

- know more about volunteer work

- work in pairs/ groups actively

- discuss

Lexical items: co-operate, fundraising, sponsor, annually

Skills: listening (main), speaking

Teaching aids: CD player, poster, handouts

PROCEDURE

I Warm-up: (5 mins) Game: Finding one’s

other half

- Divide the class into 2 teams A and B

- Hang on 2 posters on the board

-Stick pieces of paper on each poster

- Ss in each team combine pieces of paper toform meaning full phrases

-The team who finishes first wins

*Lead-in: (point at the posters) These activities

are volunteer work

In today’s listening section, you listen to a

passage to know more about volunteer work

II Pre- listening:

*pre-teaching vocabulary:

1, co-operate (v) (example)

Ex: I work with him and help him for a

particular purpose I………… with him

2, fundraising (n)(definition+ translation): the

activity of collecting money to support a charity

or an organization: hoat dong gay quy

3, sponsor (n) (situation)

*Key: supporting charities/ raising money/helping the poor/ helping the elderly/making donations

Trang 33

+ Hue Brewery Company paid all the expenses

for the Festival held in 2006

This company was the……… of the

Festival

4, annually (adv) (synonym)

What is the synonym of yearly?

*Checking vocabulary: Slap the board

III WHILE- LISTENING: (20 mins)

*Activity 1: Gap- fill (task 1,p 51)

- Ply the tape and ask Ss to listen and fill in the

missing information

- Let Ss listen again if necessary

- Call some Ss to give the answers

*Activity 2: Error Recognition

- Deliver handouts

- Have Ss listen and underline an error in each

sentence and correct it

- Call some Ss to give the answers

1 Spring School provides classes for

disadvantaged children in Ho Chi Minh

City

2 Dance, theatre, singing and circus classes

was set up a year later

3 Spring School requires volunteers helping

organize their fundraising dinner

4 This is an exciting night in where

children perform circus, theatre, dance and

singing

5 More schools like Spring School will soon be

finding in other city in Vietnam

*Activity 3: Questions and Answers (task 2 p

51)

- Have the Ss listen to the passage again and

find the answers to the questions

- Ask them to compare the answers in pairs

- Give the feedback

IV POST-LISTENING: (14 mins)

Speaking

- Ask Ss to work in pairs to talk about

Spring School, using the following

suggestions:

+ The aim of Spring School

+ The number of children living and studying

at the school or the classes

+ The activities the children at the school

take part in

+ The kinds of volunteers that Spring School

requires

- Go round to give help where necessary

- Call on some Ss to report in front of the class

4 At one of the largest hotels in Ho ChiMinh City

5 To contact sponsors and help toexpand the school activities

Spring School

Trang 34

Skills: writing (main), reading

Teaching aids: charts, reality

PROCEDURE

I WARM-UP: (3 mins) Game (Jumbled word)

Lead- in: (2mins)

Elicit the answers from Ss: -When do you say

“thanks”?

In today’s lesson, you’ll learn how to write a

formal letter to express gratitude or thanks

PRE-TEACHING VOCABULARY:

Amount (n): (Synonym)

+What is the synonym of “a sum of money”

1 Donation (n): (translation)

2 Ask Ss: What do you call a person who

donates something? (donor)

3 Issue (v): (realia + situation)

*Activity 1: Read and Underline (5 mins)

- Have Ss work in pairs to read the letter and

underline the sentence that express the points

given (task 1, p.52)

- Call on some Ss to read aloud the sentences

- Give feedback

*Activity 2: Identifying ideas(5 mins)

- Hang on a chart with parts of a thank- you

letter arranged in the wrong order

a An offer to pay and a renewal of thanks

b A personal remark about the usefulness of the

gift or present

c An acknowledgement and thanks

d Closing

e A fuller expression of gratitude

- Call some SS to give the answers

- Check with the class

Activity 3: Write a thank-you letter (15 mins)

(Task 2, page 53)

- Elicit some useful expressions used to express

gratitude or thanks from Ss

II POST-WRITING: (8 mins)

- Choose one writing and ask a student to write

it on the board

- Ask the whole class to correct the mistakes

- Give comments

III HOMEWORK: (2 mins)

Ss work out the anagram the followingword: STANHK

Key: THANKSExpected answers:

+ When someone gives you a present

+When someone does you a favor

+When someone helps you with something.Suggested answers:

 The opening of the letter: Dear Sir orMadam

 The amount that is donated: I am verryhappy to receive a donation of $500 fromyour company some days ago

 How the money is used: the money willhelp us to repair the old school building andbuild a new block of flats for thehandicapped students

 How the receipt is issued: We willcertainly issue a receipt as soon as possible

The gratitude to the donor: I would like toexpress our thanks for the donation fromyour company

The closing of the letter: I look forward tohearing from you soon

Yours faithfully,Expected answers:

1.An acknowledgement and thanks 2.A fuller expression of gratitude 3.A personal remark about the usefulness

of the gift or present 4.An offer to pay and a renewal of thanks 5.Closing

Expected answers:

- Thank you very much indeed for …

- Many thanks to you for …

- It is kind / good of you to help …

- On behalf of … I’m writing to thank youfor…

- I would like to express my thanks to youfor …

- I would like to offer my sincerest

Trang 35

LANGUAGE FOCUS (1)

▪ Objectives: By the end of the lesson, SS will be able to

- know how to use gerund / present participle of the verbs

- do all the tasks in the course book / set by teacher correctly

- work in pairs/groups effectively

▪ Lexical items:

- furious (adj) diary (n), modernize (v), be ashamed of (exp)

▪ Skills: Reading and writing

▪ Teaching aids: Handouts, chart

Lead in and presentation (8)

Do you like playing soccer, boys?

- after preposition (of, with, about, in )

- After some verbs (V*: mind, enjoy,

admit )

T hangs the picture of a boy seeing some

boys playing football

What did the boy do?

(He saw some boys playing football.)

T writes: He saw some boys playing

football

T explains: Playing is present participle of the

verb

Run through the words

To help you do the following exercises, I'll

help you with some new words

Key word: Soccer

(Yes)(Because it's interesting)

Preposition + gerundV* + gerund

Checking: Decide if the followingunderlined words are gerund or presentparticiple

1 He is interested in playingfootball.(gerund)

2 She wasted a lot of time collectingold books.(pp)

3.I have no intention of moving toYork.(gerund)

Lan is going fishing this afternoon.(pp)

Trang 36

- toe (n):

(picture)furious (adj)(synonym)

What's another word for "very angry"?

prevent s.o from doing st: (translation)

T: prepare 7 pictures beforehand

1 picture of a boy preparing his lessons

2 picture of a woman going shopping

3 lucky number

4 picture of of a man collecting old books

5 picture of some boys playing badminton

6 .picture of a girl looking forward to a letter

from her friend

7 picture of a woman asking a man not to smoke

picture of a girl seeing a boy running past her

house

Divide the class into 2 groups: gerund

group and PP group

T: Declare the winner

IV HOMEWORK: (2’)

Định dạng
Số trang	145
Dung lượng	4,1 MB