GIÁO ÁN TIẾNG ANH LỚP 11 (CƠ BẢN)

GIÁO ÁN TIẾNG ANH LỚP 11 (CƠ BẢN)GIÁO ÁN TIẾNG ANH LỚP 11 (CƠ BẢN)GIÁO ÁN TIẾNG ANH LỚP 11 (CƠ BẢN)GIÁO ÁN TIẾNG ANH LỚP 11 (CƠ BẢN)GIÁO ÁN TIẾNG ANH LỚP 11 (CƠ BẢN)GIÁO ÁN TIẾNG ANH LỚP 11 (CƠ BẢN)GIÁO ÁN TIẾNG ANH LỚP 11 (CƠ BẢN)GIÁO ÁN TIẾNG ANH LỚP 11 (CƠ BẢN)GIÁO ÁN TIẾNG ANH LỚP 11 (CƠ BẢN)GIÁO ÁN TIẾNG ANH LỚP 11 (CƠ BẢN)

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Date: 20/8/2014

Period: 1

ORIENTATION: GOALS AND

PURPOSES

 Objectives: By the end of the lesson:

- Students know how to learn English

11, how the book is organized

- Students know how to do English tests

 Teaching aids: Student’s book, student’s

workbook, dictionary, Guideline for teaching

- Greeting the class

- Checking the students’ attendance

II Check up:

- Ask Ss to answer some questions about their

summer holidays

III Warm up:

- Introduce to students about the teacher

- Ask students about their names and English

knowledge etc

IV Guiding:

1 Guiding student’s book and workbook:

* Introduce to students how to use their book and

workbook

2 Guiding English tests in grade 11:

* Introduce to students about tests

- Check frequency knowledge for the previous

lesson (Oral tests)

- Fifteen minutes test (3 times)

- One period test (2 times)

- Semester test (Once for each semester)

* The tests in grade 11 include:

Reading: 25%, Listening: 25%

Writing: 25%, Language focus: 25%

How to do tests: Learn new words frequently, do

exercises in workbook

3 Guiding other books and tape, disc, etc

V Consolidation and Homework:

- Retell what you’ve learnt and what you will prepare for this semester

- Ask students to prepare textbook, notebooks and the things for learning

- Prepare the next lesson

 Objectives: By the end of the lesson:

- Students know how to learn English skills:

Reading, Speaking, Listening, Writing …

- Students know how to practice those skills

 Teaching aids: Student’s book, student’s

II Check up:

- No checking III Warm up:

- Introduce to students each skill

IV Guiding:

* Introduce to students how to practice reading, speaking, listening, writing, language focus and how to master learning English

1/ How to learn READING and vocabulary

• Read something every day

Children's books, simplified readers (Penguin), newspapers, magazines, Internet sites, novels …

• Read what interests you

Remember that you learn better when you are having fun

• Read at the appropriate level

You want to learn new vocabulary, but you also

- Greeting the T

- Answer

- Listen to the teacher

- Put the student’s book and workbook on the table

- Listen to the teacher and look through the books

- Take notePractice reading all the passages in the textbook

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want to understand what you are reading If you

are looking up every word, the reading is too

difficult

•Review Who, What, Where, When, Why for

each story you read

You can do this for almost any type of reading

Who is it about? What happened? Why did it

happen? Where did it take place? When did it

take place? This is very useful when you have no

comprehension questions to answer You can

write or speak your answers

•Record vocabulary in a personal dictionary

oKeep this notebook separate from other work

oRecord vocabulary in alphabetical order (an

English address book works well because it has

letters of the alphabet)

oRecord the part of speech (sometimes there is

more than one)

oWrite a sample sentence for yourself (don't use

the one from the dictionary)

2/ How to learn SPEAKING and

pronunciation

•Talk to yourself

Talk about anything and everything Do it in the

privacy of your own home If you can't do this at

first, try reading out loud until you feel

comfortable hearing your own voice in English

•Record your own voice

This might feel very uncomfortable, but it will

help you find your weak pronunciation points

Listen to yourself a few days later Which sounds

do you have difficulty hearing?

•Participate in class

•Learn common idioms

•Understand the sounds that your language

doesn't have

For example, many languages don't have the "r"

sound These sounds require extra practice

•Recognize that teachers are trained to

understand you

When you get out into the real world, average

people will have a more difficult time

understanding you unless you practise speaking

slowly and with proper pronunciation

•Practise minimal pairs

•Study word and sentence stress

•Practice tongue twisters

3/ How to learn LISTENING

• Listen to the radio

Don't always have a pen in hand Sometimes it helps to just listen

Free-• Write emails in English

Stay in contact with teachers or other students

• Rewrite your local news in English

This is another exercise that can be done on a daily basis Remember that regular activities are the best ones

• Learn important spelling rules

Remember, you won't always have a dictionary or

a spell-checker handy, especially when you are writing a test Even native English speakers need

to review the spelling rules from time to time

5/ Improve Your Grammar

Good grammar prevents ambiguity By contrast,

bad grammar confuses your reader, slows their reading, and shows your ignorance, which can lose you respect, influence, and credibility.

• Make sure you at least know the parts of speech,

such as nouns, verbs, and adjectives Find fun

ways to learn the parts of speech

• Know the difference between the active voice and passive voice Using the active voice is one of

the best ways to give power to your writing.

• Also, learn the basics of punctuation, especially when to use a comma

- Retell what you’ve learnt

- Prepare lesson Reading - Unit 1

Practice listening to an English song

- Listen to the teacher

Present some grammar points they’ve learnt from English 10

- Take note   

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

 Teaching aids: Textbook, handouts, pictures

concerning to the topic …

 Method: Communicative approach.

 Procedure:

Teacher’s activities

I Stabilization:

II Check up:

- No checking III Warm up: Network

- T repairs a handout with network of the word “a good friend”, sts list some qualities of a good friend

- T divides the class into 8 groups and gives each group a handout T asks Ss to complete the net work The winner will be the group completing the network in the shortest period of time

IV Before you read: Discussing the picture and

poem

- T asks the whole class to look at the picture on page 12 and asks them some questions:

1 What are girls and boys doing in the picture?

2 How do they feel?

3 What does the picture tell you?

- T ask Ss to work in pairs to read the short poem

on the page13 and answer the question:

{ What do you think of the friend in the poem?

- T calls on some Ss to answer the questions

- Suggestion:

dedicated and thoughtful He/ She is willing to help his/her friend in any circumstances.

A good friend

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- T may give some comments and the

suggestions

Pre- teaching vocabulary

• lasting (a) = lifelong

• be concerned with sb/ st

• constancy /ˈkɒnstənsi/ (n):

→ constant (a)

• rumour /ˈruːmə(r)/ (n):

• gossip /ˈɡɒsɪp/ (n): information talk or stories

about other people’s private lives that may be

unkind or not true

• incapable of /ɪnˈkeɪpəbl/ (a):

- T asks Ss to make some sentences with above

words to check their understanding

- Some Ss practice reading the vocabulary

V While you read:

Setting the scene:

- You are going to read a passage about the

qualities of a long lasting friendship While you

reading, do the task in the textbook

Task 1

- T asks the Ss to read the words in the box then

fill each blank with one of them individually

- Ask Ss to read the passage quickly and stop the

lines that contain these words to guess their

meaning

- T goes around to help them when necessary

- T asks Ss for their answers and tells them to

explain their choices

Dedicated /Thoughtful /Circumstance /huống

- Individual work & pair work

- Ss guess the meaning of the word base on the context in the sentences

- T asks Ss to read the passage again and decide

which of the choices A, B, C or D most adequately sum up the ideas of the whole passage

- T might also want to give Ss some strategies to find the main idea of the passage

- T calls on some Ss to give the answer and asks other Ss to say whether they agree or disagree

Task 3

- Ask Ss to answers the questions in task 3.

- T asks Ss to do the task individually, then discuss their answers with their partner

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

VI After you read:

- Ask Ss to work in pairs to discuss the question

in the text book

- T goes around to help the Ss when necessary

- When all pairs have finished, T asks every two pairs to share ideas

- T calls on some Ss to report their ideas to the class

Extra exercise: Choose the best answer

1.Most of the undeveloped countries need a lot of aid

2 Because they take up and interest with enthusiasm, but they are soon tired of it and they feel the attraction of some new object.

3 The third quality for true friendship is loyalty

It tells us that 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 can’t feel safe when telling the other their secret.

5 Because they cannot keep a secret, either of their own or of others’

6 The last quality is sympathy It tells us that to

be a true friend one must sympathize with his/her friend Where there is no mutual sympathy between friends, there is no true friendship.

- Pair work

Suggested answers:

The friendship is very important to our life A true friend can helps us when we are sorrow and when we have difficulty We can share ideas, feeling, likes, joys, pleasures, aims … to each other Sometimes only true friends can understand, sympathize us so we feel safe to tell him/her our secrets Friendship brings us happiness We happily do many things together

So we can’t live without friendship.

- Take note

- Do exercise

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2 He is too to lend me his bicycle.

A selfish B enthusiastic

C helpful D pleasant

3 Suddenly she recognized the of

the situation that made her laugh

8 The children seem to be totally

of working quietly by themselves

A unable B impossible

C incapable D not able

VII Consolidation and Homework:

- Summarize the main points of the text.

- Learn by heart all of new words and structures

and give examples

  

Date: 23/8/2014 Period: 3

- make a dialogue talking about a famous person

 Teaching aids: Textbook, pictures showing

friends, etc

 Method: Communicative approach.

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 Procedure:

II Check up:

- Call some Sts go to the board and write down

some vocabularies which they learnt in the last

lesson

III Warm up: Game “Take them home”

- T divides the class into 4 groups

- T gives each group a poster and 20 cards then

gives the rule of the game

Poster:

Cards:

- T asks:

+ Which other words are used for

describing physical characteristics?

IV Before you speak

Activity 1: Describing people

(Task 1, textbook, p.15)

- Introduce “Useful language” to the students:

+ Height: tall, medium, short … + Build: slim, thin, well-built … + Face: square, large, oval, round, long … + Forehead: broad, high …

+ Eye: small, big, black, blue, brown … + Nose: straight, crooked, big, small, flat … + Chin: pointed chin (cằm nhọn), double chin

(cằm chẻ) …

+ Lips: thin, full, heart-shaped … + Skin: white, pale, suntanned, dark, brown,

greasy skin …

+ Hair: Black, grey, red, brown …

(shoulder-length straight/curly black)

+ Appearance: handsome, beautiful, good-looking

…

- T asks students to work in pairs, do Task 1- textbook on page 15

- T asks Ss to listen to their friends’

descriptions and decide who he/ she is

*

V While you speak

Activity 3: Describing personalities

(Task 2, textbook, p.16)

- T asks Ss to work in groups, do Task 1- textbook, page 15

* He’s/ She’s with and

- Ss do the teacher’s request

generoushonestmodest pleasant

Whole class use handouts to describe

1 The boy is about 16 He is short-sighted because he’s wearing a pair of glasses He has short black hair, a round face with a broad forehead, a small nose, thin lips and a small chin He’s quite good-looking.

2 The girl is about 14 She’s also wearing a pair

of glasses She has shoulder-length black hair, and she’s wearing a ribbon (cài tóc) She has an oval face with a straight nose, full lips and a

tall square shoulder-length

oval wavy medium

curly round straight

dyed grey pointed

flat sleek broad

short large turn-up

HEIGH

T

NOSE

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VI.After you speak

Activity 4: Role - play:

Talk about a famous friend

(Task 3, page 16)

- T helps Ss review some questions about

physical characteristics, personalities, hobbies,

Journalist Interviewee

1/ What’s his/ her

name?

2/ How old is he/ she?

3/ What does he/ she

look like?

4/ What is he/ she

like?

5/ What does he/ she

usually do in her / his

free time?

6/ What are her

hobbies?

7/ What subjects does

he/ she like best?

8/ How much time

does he/ she spend on

 He/ she usually

in her free time

 They are

She likes best

She spends about

on everyday

- T selects some pairs at random and has them

play roles in front of the class

VII: Consolidation and Homework:

- Ask students to write a passage description

about physical characteristics of their best friend

- Ask students to prepare Part C - Listening

and practice speaking at homework

Date: 27/8/2014 Period: 4

 Teaching aids: Textbook, handouts, cassette

tapes …

 Procedure:

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GIÁO ÁN TI ẾNG ANH LỚP 11 (CƠ BẢN)

http://123doc.org/trang-ca-nhan-165450-nguyen-van-chuyen.htm

II Check up:

- Call on some Sts to make pairs: one is a

journalist, the other is an interviewee to talk about

a famous friend

III Warm up: Matching (Song)

- T divides the class into small groups of 3-4 Sts

Then T distributes the following handouts for

students to match the English words in A with the

V equivalents in B Which group finishes first and

has all the correct answers will be the winner

IV Before you listen:

Talking about your best friend

- T asks Ss to discuss the questions on page 17 in

pairs

- T calls on some Ss to give their answer and

comments on the answer

- T gets Ss what they are going to listen about

Vocabulary pre –teaching

- T helps Ss to pronounce the words given in the

book T may read aloud first or play the tape and

ask Ss to repeat in chorus and individually

- Eliciting some of these word and those taken

from the listening passage: STRESS

apartment building:

sense of humour:

give sb a ring = phone sb

go through a rough time:

- T may get Ss to make sentences with the words

and give corrective feedback

V While you listen: MORE EXERCISE

Task 1

Instruction: You are going to listen to Lan and

Long talk about their best friends Listen and

decide whether the statements are True or False

Put a tick () in the appropriate box

Before Ss listen and do the task, T instructs them

to use some strategies:

- tòa nhà chung cư

- khiếu hài hước

- gọi điện cho ai

- vượt qua thời kì khó khăn

- Pay attention

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Tapescript :

Talk A Lan

My best friend is Ha We’ve been friends for a

long time We used to live in Nguyen Cong Tru

Residential Area in Ha Noi Her family moved to

Hai Phong in 1985 It is said that Hai Phong

people are cold but Ha is really friendly I first

started to get to know her when I was going on a

two-day trip to Do Son last year and I didn’t

know anybody there I gave Ha a ring and she was

so friendly, she said, “Oh, I’ll come to visit you ”

So she rode on her motorbike to Do Son and

twenty minutes later she was there She stayed

with me for two days She happened to know a lot

of people there, so she introduced me around and

we’ve been best friends ever since

Talk B Long

My best friend is Minh We met in college And I

was there singing and Minh was a guitarist So

she worked together a lot, but we also became

friends Minh has a great sense of humor, he’s

very funny, and that’s one of my favourite things

about him And over the years, we have been

through good times and bad times with each other,

and that’s one of the things I like best about him

And we have a lot of the same interests We like

to go plays and movies together But when we’re

going through a rough time, he’s really a good

friend, and he’s a very good listener, and he

always helped me through

- Write about a friend, real or imaginary, using the

words and expressions that they have learnt in

previous lesson

 Teaching aids: Textbook, handouts …

 Procedure:

II Check up:

- No checking III Warm up: Name Poem

T asks each student to use his/her name to write

an acrostic poem He/she has to use the adjectives beginning with the letters of the name to describe his/her friend’s personality or appearance

T calls on some ss to write their poems on the board

Check with the lass

IV Before you write:

- Ask Ss to work in groups of 4 to put the adjectives under the following heading:

Personality Forehead Appearance

- T sets the scene: You are going to write about a friend, real or imaginary, using the provided guidelines

Task 2: Useful expressions and outline

-Writing about a friend , real or imaginary, using the period guidelines

-Instruct three parts to write and give some suggestions :

* General information about friends: name, age, sex and home address, when and where you met him/her

Face

Round, thin, oval

Personality

Open-hearted, sincere, caring, pleasant, helpful,sociable

- Pay attention

Example:

round face with a rather flat nose She has short hair and a fair complexion Her eyes are large and she has a pleasant smile She is a very attractive person.

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*Their physical characteristics and personalities

* What pupils like about their friend

Some useful structure

S+ has … face/ hair…

S to be….

V While you write:

- T gets Ss to write about their friend in 15

minutes

- T goes around to observe and to offer help with a

simple outline:

+ His/her name

+ His/ her age

+ When and where you met him or her

+ His/ her physical characteristics

+His/ her personalities

+ Why you like him/ her

VI After you write:

- T asks Ss to exchange their writing with other Ss

for correction

- T goes around and collects mistakes and errors

- T collects some writings for quick feedback

- T writes Ss’ typical errors on the board and

elicits self and peer correction T provides

correction only when Ss are not able to correct the

errors Finally, T provides general comments on

the writings

- Ask Ss to improve their writing, taking into

consideration their best friends’ and T’s

suggestions and corrections

- Ask them to prepare the next period - Language

focus

  

Date: 30/8/2014 Period: 6

UNIT 1: FRIENDSHIP

E LANGUAGE FOCUS

 Objectives: By the end of the lesson, Ss will be

able to:

- Distinguish the sound /dʒ / and /t∫/.

- Pronounce the words and sentences containing these sounds correctly

- Use some structures containing infinitives with and without to appropriately

 Procedure:

II Check up:

- Check some Sts’ writing.

III Warm-up:

Chair / traffic jam

- Ask students to keep book close

- Ask students to complete the sentence:

a. is the first month of the year.

b _ like eating sweets.

- Ask students to speak the sentence loudly

With a high level class- book- closed

T divides the class into 2 groups A and B, writes

the phonemic sound/dʒ/ - /t∫/ on the board and

asks ss to write as many words containing these sounds as possible, sets the time limited for 1 minute The group with more correct words wins the game

- Let students to get their attention on

pronunciation: /dʒ/ - /t∫/.

- Introduce new lesson

IV Pronunciation:

- Pronouncing the two sounds separately

- T models the two sound /dʒ/ and /t∫/ for few

times and explains the differences in producing them

- Answer

- Do T’s requests

- Keep book close

- Listen to the T and complete the sentence:

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/dʒ/: is a voiced palatal

Voiced = vocal cords vibrate while making this

sound

Palatal = put your tongue behind your top teeth,

push air as you drop your tongue away from the

roof of your mouth

/t∫/ is an unvoiced fricative palatal

Unvoiced - vocal cords do not vibrate while

making this sound

Fricative palatal = touch your tongue to the back

of your upper teeth and pull your tongue away as

your push air out of your mouth

- T plays the tape once for Ss to hear the words

containing these two sounds Then T plays the tape

again and this time asks Ss to repeat after the tape

Pronouncing words containing the sounds

- T reads the words in each column all at once

/dʒ/: jam, joke, January, dangerous, passenger,

village

/t∫/: children, changeable, cheese, mutual, church,

which

- T reads the words once again, each time with a

word in each column to help Ss distinguish the

differences between the sounds in the words

- T reads the words and asks Ss to repeat them

- T asks Ss to practice pronouncing the words in

pairs

- T goes around providing help

- T asks some Ss to pronounce the words and give

correction if necessary

Practicing sentences containing the target

sounds

- T reads the sentences and asks Ss underline the

words with the sound and write /dʒ/ and /t∫/ under

them

- T asks Ss to provide the sentences in pairs

- T goes around providing help

- T asks some Ss to read the sentences and gives

feedback

- Signal: /dʒ/: ge, j

- /t∫/: ch, tu

Extra exercise: Pick out the word whose

underlined part is pronounced differently from

that of the other words.

1 A change B children C machine D church

2 A guitarist B passenger C generous D village

3 A mutual B chip C question D quality

4 A architect B arch C church D cheese

V Grammar and Vocabulary:

1 To infinitive

- T writes some sentences on the board and

underline the to + infinitive

+ I have letters to write to my friends

+ I have some homework to do

+ Does he get anything to eat?

+ Have you got anything to say?

- T asks Ss to comment on the use of to + infinitives in these examples T reviews the form and use of to – infinities in the example

- The infinitive can be placed after nouns/pronouns

to show how they can be used or what is to be done with them

+ I have letters to write = I have letters that I must write …

+ I have some homework to do = I have some homework that I must do

+ Does he get anything to eat? = Does he get anything that he can eat?

*To-infinitive: (Agree, allow,arrange, ask,

attempt, care, choose, claim, come, continue, decide, determine,demand, expect, fail, fear,have, help, hope, intend, learn, long, manage, mean, plan, pretend, prepare, promise, propose, seem, tend, want,wish, would like, ….what, how, where

… , refuse, be going, be willing, be able, permit… )

- to indicate the purpose or intention of an action

Ex : He was doing this to make me more relaxed.

- as the subject of a verb, it is more usual to

begin the sentence with "It".

Ex : To know how to drive is useful ( It is useful

to know how to drive)

- as an object of a verb

Ex : She likes to dance

They decided to build a new school.

- after nouns / pronouns as a modifier to replace

- In the examples above

to replace relative clauses

- Take notes

I pleased to see you

Ex: The water is too hot to drink

He’s old enough to go to school

- Individual work

1 Who wants something to eat.

2 I have some letters to write.

3 I am delighted to hear the news.

4 My mother has some shopping to do.

5 You always have too much to talk about.

6 It’s lovely to see you again.

7 It’s too cold to go out.

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

Ex: Nothing can make him

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Ex : I am sorry to hear the news.

NOTE :

- verb + to- infinitive

- verb + question word + to- infinitive

- verb + object + to- infinitive

-too+adjective/ adverb ( for somebody) + to-

- Ask Ss to do exercise 1 individually and then

compare their answers with another student

- T calls on some Ss to read aloud their answers

- T gives the correct answers

2 Infinitive without to

- Modal verb: can, will, may, shall, must…

- After “make, let”+ object + bare infinitive

- After verbs of perception such as: feel, hear,

watch, see, notice, observe, smell + object + bare

infinitive

- Ask Ss to give some examples

- Listen and ask the other to comment

Practice

Exercise 2

- T asks Ss to do exercise 2 in pairs Ss have to

rewrite the sentences by using the words given

- T asks them to compare answers with another

VI Free - Practice: Join these pairs of sentences.

1 She crossed the road I saw her

2 They sang a song I heard them

3 He locked the door I observed him

4 She drove off I saw her

5 He was foolish He left the firm

6 A pavement artist drew a portrait in crayons I watch him

7 We can’t refuse their invitation It would look rude

8 I met you again I was happy

9 The film was boring I didn’t watch it

10 The woman is old She can’t drive a car

- Learn by heart all the knowledge they’ve learnt and practice them again at home

- Prepare the next lesson: Unit 2 - Reading

  

Date: 3/9/2014 Period: 7

UNIT 2: PERSONAL

EXPERIENCES

A READING

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able to:

- Develop such reading skills as scanning for

details, specific ideas, skimming for general

information, and guessing meaning in context,

identifying the sequence of events

- Use the information they have learnt to discuss the

story

 Teaching aids: Textbook, handouts, CD …

 Procedure:

II Check up:

- T calls on some Sts to give the cases which we

use “Infinitive with to” and to give an example.

III Warm-up: chatting

T asks Ss some questions and asks Ss to answer:

- When was your last birthday?

- What did you do on that day?

- How did you feel on that day?

- What did your parents offer you?

Alternative warm up: Middle Riddle

PEN- TAXIS- APPLE- KEY- ARM- KNIFE-

BED- ONE- ICE- TEN

Lead-in: What is “ experience”?

Have you ever been in an embarrassing situation?

What did you do then?

In today lesson, our reading lesson is about the

embarrassing experience of a girl on the bus

IV Before you read:

- T introduce the pictures:

The six pictures describe the events in a story

They’re not in chronological order Can you

describe what’s happening in each of the picture?

- T suggests for the Ss by asking some questions:

+ What do you see in the 1st picture?

+ What do you think might be relationship

between the girl and the man?

+ What do you see on the table?

Set the scene: You are going to read a story in

which a girl’s telling about her most embarrassing situation

Task 1

- T writes the given words and phrases on the board:

to make a fuss sneaky (adj) glanced (at) embarrassing (adj) idol (n)

- T asks Ss to go back to the passage to locate and read around these words

- T checks that Ss understand all these words correctly by calling on some Ss to tell the meaning of the word in Vietnamese

- Then T asks Ss to go back to the task and study the given sentences

- T asks them to fill the blank with the words/

phrases in the box

- T checks the answer with whole class

Task 2 (Omit) Task 3

- T checks if Ss can answer the comprehensions

in task 3 without having to read the passage again

If Ss can’t, T gets them to read the questions carefully and gives them some tips to do the task

- T gets Ss to check their answer with their partners

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

- Ask Ss to look at the last picture (c) and give suggestions:

+ How did the girl in the picture feel?

+ Why did she feel that way?

•

- Pay attention

- Read passage again

- Review the meanings of this word

1 She wished to have a red floppy cotton hat

2 Because he knew that she wanted to buy that hat.

3 She saw a wad of dollar notes exactly like the ones her father had given her.

4 Because she didn’t like to make a fuss.

5 She bought the hat of her dream with the money.

- Group work

1 She felt surprised / embarrassed.

2 Because the money she took from the boy’s bag was not hers.

3 Perhaps the girl might want to tell her father the truth and ask him for help

Perhaps the girl could come to the police station,

Trang 14

+ What did she do after that?

- T calls on the group to tell and explain their

choice

- Then T asks Ss to summarize the main points of

the lesson

- T summarizes the main points of the lesson

again

- Ask Sts to learn by heart the new words and

make sentences with them at home

- Prepare the next lesson: Unit 2 - Speaking

- Identify structures that are used to talk about past

experiences and their influences on one’s life

- Practice the present perfect and past simple,

structures with “make”

- Use these structures to talk about a past experience

and how it affects their life

 Teaching aids: Textbook, chalk, board …

 Procedure:

II Check up:

- T calls on some Sts to read the text again and to

answer some questions

III Warm-up: “Have you ever… Game

T divides the class into groups of 3-4 Then T

models “Have you ever” + PP” for Ss as well as

ways to respond to “Have you ever” questions

- Have you ever seen ghosts?

- Have you ever been to Da Lat?

- Have you ever sung in public?

- Have you ever failed the exam?

- Have you ever got a bad mark?

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

- How did you feel when you …

- Call on some Ss to read out his/her answers

- T checks with the class and gives feedback

- T introduces the structures:

make Sb do St make Sb + Adj

• appreciate /əˈpriːʃieɪt/ (v):

• to change your attitude to Sb/St

V While you speak:

Task 2

- T introduces the task and asks Ss to work individually then compare the answer with a partner

- Notice some Ss about how to use past simple and present perfect simple

+ Present perfect: used with “ever” to ask about past experience: Have you ever been to England?

+ Past simple: used when one keeps asking about that experience: When did you go there? Who did you go with? …

- After finishing T gets Ss to read the sample conversation in pairs

- Open dialogue:

A – Have you ever ………….?

B – Yes, ………… English girl …………

Ex: The flu made me stay at home

The flu makes me tired

Trang 15

B – Well, ………… more interested ………….

- T calls on some pairs to practice the dialogue

then give marks

VI After you speak:

Task 3

- Gives students useful structures:

+ Have you ever ………….?

+ How did it happen?

+ When/Where did it happen?

+ How did the experience affect you?

+ How did you feel?

- Asks students to do task 3 in pairs

- Asks some pairs to perform their dialogues in

front of the class

- Corrects common mistakes and give remarks

- Learn by heart dialogues and practice them

II Check up:

- T calls on some Sts to talk about their past experiences III Warm-up:

extinguisher

7 Smoke

8 Fire struck

a A metal stair way outside to help

people get out of a building on fire.

b A pipe that draws water for putting

out a fire.

c A person who fights fires.

d What comes out of a fire.

e A fire-resistant door that can be closed

to stop the spread of a fire.

f A large truck that carries firefighters

and equipment to the side of a fire.

g A tube that contains special chemicals

for putting out fire.

h A bell that tells you a fire has started.

- Ask Ss to describe what is happening in the picture on page 27

+ What can you see in the picture?

+ What is happening?

+ Who are these people?

+ What is this woman doing?

……

Vocabulary:

• memorable /ˈmemərəbl/ (adj):

• terrified /ˈterɪfaɪd/ (adj):

• scream /skriːm/ (v):

Trang 16

- T asks Ss to practice the vocabulary in chorus T helps

Ss to pronounce them correctly

V While you listen:

Task 1

- Ask Ss to read the statements to understand them

-T plays the tapes once for Ss to listen and do the task

- Check the answer with the whole class

- T can play the tape again and pauses at the answers for

them to catch

Task 2

- Ask Ss to study the text carefully for the missing

information they need to fill and guess the answers

- After playing the tape, T gets Ss to work in pairs and

check their answers

- Call on some Ss to give the answers

VI After you listen:

- Before getting Ss to discuss, T teaches them some useful

expression of asking for and giving opinions:

- Asking for opinions:

+ What do you think about…?

+ What’s your opinion about…?

+ What’s your feeling about…?

+ What’s your point of view about…?

+ How do you feel about…?

+ Do you have any opinion about…?

Expressing

opinions

Expressing agreement

Expressing disagreement

That’s true and…

That’s right, and…

Well, maybe, but…

That might be true, but…

Well, my feeling is that…

Well, I don’t think so I think…

- Give some suggestions by asking some questions:

+ Why does Christina think family is more important than things?

+ Where do you get love/care from, your family or things?

+ Can we buy new clothes?

+ Can you get new parents or brothers or sisters?

- Prepare for writing lesson

- T summarizes main points of the lesson

- Asks students to write a short paragraph about the importance of family

- Prepare the next lesson: Unit 2 - Writing

  

Date: 10/9/2014 Period: 10

- Write a personal letter telling about a past

experience, using the structures and vocabulary that they have learnt in previous lessons

 Teaching aids: Textbook, chalk, board …

 Procedure:

II Check up:

- T calls on some Sts to check their vocabularies.

III Warm-up: Brain-storming

- T asks Ss to tell about their unforgettable past experiences and the others make questions to ask

- Which team makes more questions is the winner

- T gets Ss to read the task

- Call on a St to answer and to elicit more ideas about “most unforgettable experience”

Trang 17

1 Heading: Address + Date of letter

2 Greeting: - Dear Lan,

- Hello / Hi Lan,

3 Body:

+ What happened?

+ When did it happen?

+ Where did it happen?

+ How did it happen?

+ Who was involved?

+ How did it affect you?

4 Closing:

- Sincerely, Yours, Love, Best wishes, See you

soon …

5 Signature

* Notes: Simple past, Past continuous, Past

perfect can be used for describing a past event

- T gets Ss to plan their stories according to the

questions

- T gets Ss to write their own letters in 10

minutes

Some paragraphs of the letters can be jumped so

that students can rearrange them to make a

complete letter

- Then T asks Ss to work in pairs, exchange their

letters and correct each other

- T goes around the class to offer help

- T chooses one letter and reads it to the class

- T elicits corrective feedback from the class and

gives final comments afterwards

- Asks students to practice writing at home

- Prepare the next lesson: Unit 2 – Language focus

See you soon.

Nam

- Listen and write down   

Date: 13/9/2014 Period: 11

Trang 18

- Pronounce the words and sentences containing

these sounds correctly

- Distinguish the uses of different verb tenses:

present simple for indicating the past, past simple,

past progressive and past perfect

- Use these verb tenses to solve communicate task

II Check up:

- T checks some Sts’ writing

III Warm-up: Money, nose, song

Underline the most suitable verb form in each sentences:

a While Tom watched/was watching TV, there was a

power cut

b Who drove/was driving the car at the time of the

accident?

c By the time she got back, he had gone/went home

d David had eaten/ate Chinese food before, so he knew

what to order

e I did/was doing some shopping yesterday when I saw

your friend

f Laura missed the party because no one was telling/had

told her about it

- /m/: close the lips when pronouncing

- /n/: Ss’ tongues touch the roof of their mouth

- /ŋ/: their tongues touch their soft palates

For all three sounds, the air goes through the nose.

- T asks Ss to read the words in each column out loud in

chorus for a few more times Then call on some Ss to read

the words out loud

- In order to help Ss identify these sounds T writes some

sentences to check their understanding

1 I’ll call them/then.

2 He ran/rang twice.

3 That bun/bum is delicious /di'li∫əs/

4 We got some/sun at the beach.

- Practicing sentences containing the target sounds:

- Ask Ss to work in pairs and take turn to read aloud the given sentences

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

Extra exercise: Pick out the word whose underlined part is

pronounced differently from that of the other words.

1 A change B hungry C stronger D single

2 A name B news C drink D nose

3 A happen B finger C thankful D tongue

4 A name B need C nine D sing

5 A complainB experience C interested

+ Form: (+) I, You, We, They + bare infinitive

He, She, It + V(s/es) (-) S + don’t/doesn’t + V-infinitive (?) Do/does + S + V-infi?

* We can use the present simple tense in telling stories

(which are often concerned with past events) to make the stories more interesting.

+ Form: (+) S + be + V-ing (-) S + be + not + V-ing (?) Be + S + V-ing?

b Practice Exercise 1

- T gets Ss to do exercise 1 individually and then find a partner to check the answer with

- T checks with the whole class and provides corrective

Trang 19

We use Past Continuous to talk about something which

was in progress at a past time

The action or situation had started but it had not

finished-at thfinished-at time

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

(-) S + was/were + not + V- ing

(?) Was/were + S + V- ing?

Adverbs: at six, nine o'clock, during, while, when

b Practice

Exercise 2

- T gets Ss to do exercise 2 individually and then find a

partner to check the answer with

- T checks with the whole class and provides corrective

feedback

3 Review the Past perfect

a Presentation

+ The usage:

- The past perfect expresses the idea that something

occurred before another action expressed in the past

simple It can also show that something happened before a

specific time in the past

- Past perfect also to show that something started in the

past and continued up until another action in the past

+ Form: (+) S + had + Past participle

(-) S + hadn’t + Past participle

(?) Had + S + Past participle?

Adverbs: After/ because PP, SP

Before, as, when, by the time SP, PP

b Practice

Exercise 3

- T gets Ss to do exercise 3 individually then find a partner

to check their answer with

- T checks the answers with whole class and provides corrective feedback

Note: Hai hành động xảy ra trong quá khứ:

Trước: QKHT Sau: QKĐ Đang: QKTD, Xen vào: QKĐ While, When (time): QKTD, QKD

VI Free – Practice:

Choose the best answer.

1 After we _ our work, we _ for lunch

A having finish/ went B have finished/ went

C had finished/ went D having finish/ going

2 Before cars _, people _ horses and bicycles

A were discovered/ had used

B discovering/ use

C is discovered/ using

D have been discovered / have been using

3 When we _ there, people _ calmly

A got/ are waiting B got/ were waiting

C got/ waited D get/ wait

4 While I _ in the street, I saw my old friend

A was walking B am walking

C walk D walked

- Asks students to review the forms and the usages of these tenses

- Ask Sts do more exercise at home

  

Trang 20

Date: 13/9/2014

Period: 12

UNIT 2: PERSONAL

EXPERIENCES

E LANGUAGE FOCUS (cont.)

able to:

- Distinguish the sounds /m/, /n/ and /ŋ/

- Distinguish the uses of different verb tenses:

present simple for indicating the past, past simple,

past progressive and past perfect

- Use these verb tenses to solve communicate task

- T checks with the whole class and provides corrective feedback

2 Review the past simple and past progressive

We use Past Continuous to talk about something which

was in progress at a past time

The action or situation had started but it had not

finished-at thfinished-at time

+ Form: (+) S + was/were + V- ing (-) S + was/were + not + V- ing (?) Was/were + S + V- ing?

Adverbs: at six, nine o'clock, during, while, when

b Practice Exercise 2

- T checks with the whole class and provides corrective feedback

3 Review the Past perfect

a Presentation

+ The usage:

- The past perfect expresses the idea that something occurred before another action expressed in the past simple It can also show that something happened before a specific time in the past

- Past perfect also to show that something started in the past and continued up until another action in the past

+ Form: (+) S + had + Past participle (-) S + hadn’t + Past participle (?) Had + S + Past participle?

Adverbs: After/ because PP, SP

Trang 21

Before, as, when, by the time SP, PP

b Practice

Exercise 3

- T gets Ss to do exercise 3 individually then find a partner

to check their answer with

- T checks the answers with whole class and provides

corrective feedback

Note: Hai hành động xảy ra trong quá khứ:

Trước: QKHT Sau: QKĐ

Đang: QKTD, Xen vào: QKĐ

While, When (time): QKTD, QKD

VI Free – Practice:

5 After we _ our work, we _ for lunch

A having finish/ went B have finished/ went

C had finished/ went D having finish/ going

6 Before cars _, people _ horses and bicycles

A were discovered/ had used

B discovering/ use

C is discovered/ using

D have been discovered / have been using

7 When we _ there, people _ calmly

A got/ are waiting B got/ were waiting

C got/ waited D get/ wait

8 While I _ in the street, I saw my old friend

A was walking B am walking

C walk D walked

- Asks students to review the forms and the usages of these

tenses

- Ask Sts do more exercise at home

  

Date: 17/9/2014 Period: 13

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

 Teaching aids: Textbook, handouts, pictures

about special celebrations …

 Procedure:

II Check up:

- T calls on some Sts to talk about the forms and

the usages of past simple and past perfect

III Warm-up: Brain-storming (REAL OBJECTS)

- T asks Sts to give the name of some celebrations

in VN also in the world

- Ask Ss to work in pairs and ask them to look at the pictures in text book and answer the questions:

1 What is the relationship between the people in the pictures?

- Pair work

1 The people in the 1

family The young man might be the parents and three kids might be their children.

- In the 2 family, too The old lady & man might be parents The woman and the man who are sitting in front might be their son and daughter in law The boy and the girl might be their grandchildren.

2 The people in the 1 birthday In the 2

Trang 22

Pre-teaching vocabulary STRESS

- T helps Ss to pronounce them correctly

- You are going to read about how American

people celebrate birthdays and wedding

anniversaries Then do the tasks below:

Task 1

- T gets Ss to read the passage silently and do the

task 1

- Call on some Ss to write the answer on the

board and ask them to explain their choices

1 People sing a song

2 People eat cakes

3 People receive cards and gifts from friends and

relatives

4 People joke about their ages

5 People remember their wedding days

6 People go out to dinner

7 People blow out candles, one for each year

Task 2

- T gets Ss to read through all the 7 sentences in

task 2 Then ask them to read the text again and

locate these words

- Ask Ss to check their answer with a friend

- Call on some Ss to present and explain their

answers

- Give feedback and correct answers

- Ask Ss work in small group of 3 or 4 and

discuss the questions

- T goes around to check and to offer help

- Call on the groups to tell and explain their

choice

- Give the correct feedback

- Asks students to learn by heart new words

- Write a paragraph about how Vietnamese people celebrate their birthday or wedding anniversaries, base on the text they read in class

- Prepare the next lesson: Unit 3 - Speaking

- Take note

  

Date: 20/9/2014 Period: 14

 Procedure:

II Check up:

- Check vocabulary.

- Answer

- Do T’s requests

Trang 23

III Warm-up: Brain-storming

Talking about the party

Yesterday I went to a party Please ask some

questions to gets as much information about the

party as you can.

- T teaches necessary language for talking about

parties:

A birthday/ housewarming party

A family/ social gathering

To have/ throw/ organize/ hold/ celebrate/ give a

party

To celebrate one’s birthday/ wedding

anniversary/ graduation

To join oneself

To have fun/ a good time

Gifts: flowers, souvenirs, a bottle of wine,

chocolate …

Decorations: balloons, flowers, lamps, pictures

…

Food and drinks: starters, main courses, deserts,

cakes, ice-cream, sweets, soft drink …

Music: pop music, jazz, classical music …

IV Before you speak:

Task 1

- Get Ss to do the task individually

- T encourages Ss to take notes while doing so

- Go around the class to check and offer help

V While you speaking:

Task 2

- Put Ss in pairs and tell them to tell each other

about the party they have been to, base on the

outlines they have made in task 1

- Call on some pair to perform their conversations

in front of the class

Task 3

- T gives suggestions by writing on the board:

Planning a party

- Where (home or restaurant)

- When (date & time)

- Who to invite (family, relatives, classmates,

teacher, friends)

- Dressing code (former, informer, costumes)

- Entertainment (dance, music, games)

- Decorations (colored light, bulbs, flowers)

- Food and drink (cook our own or order)

- Budget (How much to spend? How much to contribute?)

- T asks Ss to give some expression for asking for and giving opinions, expressing agreements and disagreement, suggesting and starting preferences

- T gives some examples and gets Ss to do some practice with these expressions

- Divide the class into small group of 3 or 4 and get them to do task 3

- T goes around to check and to offer help

Task 4

- T teaches expressions for inviting and persuading:

Would you like to come …?

We would love to have you … Please do come …

It’s our pleasure to invite you … You don’t know what you’ll miss out on if you don’t come.

- T gets Ss do some practice with these structuresAsk some group to report about the parties that they’ve planned

- T asks Ss to write a paragraph about a party they have been to

- Prepare the next lesson: Unit 3 - Listening

Asking for opinions

What do you think about …?

What’s your opinion about …?

How do you feel about …?

Do you have any opinion about …?

Giving opinions

I think we should …/ I feel …

In my opinion, …I’m thinking about … (ordering some pizza)Expressing

agreement

I agree

I think so, tooThat’s true, and …That’s right, and …

Suggesting:

May be we could… What about …? Perhaps we can … Should we …? Let’s …

Why don’t we…? It would be a good idea if… How about …?

- Group work

- Whole class

  

Date: 20/9/2014

Trang 24

- Develop such listening micro-skills as intensive

listening for specific information

II Check up:

- T calls on some Sts to talk about parties and negotiate

how to plan them

III Warm-up: Look and remember…

Have Ss rearrange the activities taking place in a

birthday party in a suitable order in their own ideas

+ play games

+ have foods and drinks

+ give gifts

+ eat slices of birthday cake

+ blow out the candles

+ sing the birthday song

+ cut the cake

+ decorate the party room

_ Collect Ss’ ideas and lead in the new lesson

- T gets Ss in pairs to answer the questions and explain

their reasons

Listen and repeat

to gather restaurant prize

birthday cake to decorate icing

slice to clap hands

- T helps Ss to pronounce the words on page 36

correctly

- T presents the meanings of these word from the class

V While you listen: EXERCISE

Task 1

- Get Ss to read through the statements to understand

them and underline key words

- Play the tape once for Ss to listen and do the task

- Check the answer with the whole class

- Play the tapes one or two more times and pauses at the answer for them to catch if Ss can’t answer the questions

Task 2

- Ask Ss to read all questions in task 2

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

- T gets Ss to check their answer with a partner Then

T checks with whole class

- Play the tape again and pause at difficult points if many Ss can’t complete the task

Task 2 can be changed into Multiple choice Exercise

1 How old was Mai?

A.6 B.16 C.60 D.26

2 Why didn’t she like having her party at a restaurant?

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

- Put Ss in pairs and do the task.

- T distributes the following handout for Ss to do the

3 F (at 4:30 they cut the cake)

4 T (the party ended at about 6)

5 F (other kids left, only one stayed to help)

- Individual work and pair work

- Listen and note down the answers

1 16

2 Because it’s noisy and expensive.

3 soft drink and biscuits

4 At about 4:30

5 It was beautiful and decorated with white and pink icing and 16 colorful candles in the middle.

6 They clapped their hands eagerly and sang “Happy birthday”

7 at about 6

Trang 25

role play

- After they’ve finished, T calls on some pairs to

perform the role play in front of the class

- Asks students to learn by heart new words

- Write a paragraph about your own birthday parties

- Prepare the next lesson: Unit 3 - Writing

- Write an informal letter of invitation

 Procedure:

II Check up:

- No checking.

III Warm-up: Jumbled letter

1 This is my address: 150A Au Co Road

2 It’s a beautiful house and it looks over the West

Lake and the Water Park

3 Dear Linda,

4 Guess what! I’ve just moved to a new house in

Tay Ho District

5 Would you like to come?

6 Please let me know your answer as soon as

10 I think Chris and Kim are coming, too

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

- Get Ss to read task 3 and work out the questions

- T gives some suggestions for Ss to write:

+ Party: birthday party, farewell party, house-

warming party …

+ Where: at home, in a restaurant, outdoor … + When: during the day, in the evening … + Guests: friends, classmates, relatives … + Activities: singing, playing games … + Foods and Drinks: cakes, wine, beer, soft

drinks, fruits, fruits juice …

- Get Ss to write their letters in 10 minutes, based

on the outlines they have produced

- Ask Ss to get in pairs, exchange their letters and correct each other

- T goes around and offer help

- Pair work

Suggested answer:

1 Occasions for giving parties: birthday, graduation, wedding anniversary, moving to a new house, family gathering, Christmas, New Year …

2 Dressing codes:

Formal: dresses, high-heel shoes for women, suits and ties for men …

Informal: jeans, T-shirt, skirts …

3 Presents to give: books, CDs, flowers, ties, pens, bags, hats …

I intend to invite about 10 people, so it will be a small gathering and hopefully, people can socialize more easily I will be order some pizzas and buy snacks and fruit However, you might want to bring some drinks to be shared There will be dancing and karaoke competition So, there will be a lot of fun.

Please let me know if you are keen by Saturday Just leave me a message on the phone if you can’t catch me at home.

Trang 26

Feedback on Ss’ writing

- T chooses one letter and reads it to the class

- Then T elicits correctives feedback from the

class and gives final comments afterwards

- Ask Ss to write a letter to invite your friends to

your birthday party at home

- Prepare the next lesson: Unit 3 – Language

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

- Distinguish the uses of infinitive and gerund in

active and passive voices

- Use these structures to solve communicative task

 Procedure:

II Check up:

- Checking some Sts’ writing.

III Pronunciation:

Warm-up:

- Gives students 6 words and ask them to put the

words to the right columns /l/, /r/ and /h/: holiday,

library, run, help, Lisa, realize.

→Today we are going to learn the pronunciation

of the sounds /l/, /r/ and /h/

Practice sentences containing the target sounds:

- Ask Ss to work in pairs and take turn to read aloud the given sentences

- Call on some Ss to read the sentences again and provides corrective feedback

IV Grammar:

Warm-up:

- Asks students to put the words in correct order

to make the two sentences:

Ex 1: the book/ time/ return/ she/ on/ to/ failed/ library/

+ Follow some certain verbs

+ Follow prepositions, idiomsInfinitive:

- Pair work and individual work

Trang 27

• be delighted to/be willing to/ be eager to/ be

glad to …

• It’s adj + to … : Thật là khi làm gì đó

• S + be + adj + to V: Ai đó cảm thấy như thế

nào khi làm gì

(Danh, động, tính)

+ Adj + too/enough + to – infinitive

+ have Sb/St to do: Ai đó có cái gì đó phải làm

Relative clause

- Review the verbs that are followed by an

infinitive, a gerund, and both

+ Infinitive

only

+ Gerund only

V + prep

begin stop start continue love likehate rememberforget regret try prefer

b Practice

- T gets Ss to do Exercise 1 individually then find

a partner to check their answers with

2 Passive Infinitive and Gerund:

a Presentation

- Review the forms of passive infinitive and

gerund

Form:

Passive infinitive: to be + Past Participle

Passive gerund: being + Past Participle

Use: to emphasize the action/event rather than the

VI Consolidation and Homework:

- For homework, ask Ss to review the uses of Infinitive and Gerund; Passive Infinitive and Gerund that have been covered in the lesson

- Prepare the next lesson: Test yourself A

- improve their techniques of doing the simple tests

- Answer

Trang 28

II Check up:

- T calls on some Sts to recall the usages of

Infinitive and Gerund; Passive Infinitive and

Gerund

III Warm-up:

- Ask students something about the test yourself

A

{Have you prepared it at home?

{Have you got any difficulties?

IV New lesson:

A Listening

- Ask Ss to read the sentences before listening

- Ask Ss to complete the sentences after the 1st

listening & then check the answer again after the

2nd & the 3rd listening

- Listen and give the feedback

C Pronunciation and Grammar

Pronunciation

- Ask Ss to listen and put a tick in the right box

- T reads the words for Ss to put a tick

Grammar

- Revise Ss the grammar about active infinitive

and gerund and passive infinitive and gerund

- Ask Ss do exercise then call some Ss to go to the

board

- Correct their mistakes

D Writing

- Ask Ss to write about their birthday party (or

one of their friends’)

+ Whose birthday party was it?

+ Where and when was it held?

+ What did you do there?

+ How did you enjoy it?

- After they have finished T picks up some Ss’

writing and find common mistakes then asks Ss to correct

- Ask Ss to revise and prepare a 45-minute written test

mom brought out a beautiful cake, decorated with fruit and 17 colorful candles in the middle As I blew out the candles, my friends and family sang the “Happy birthday” song They clapped their hands happily as I could blow out all the candles

at a go Then mom cut the cake and we had it, together with cheesecake, fruit juice, and fruit salad Dad played guitar and sang me a beautiful song My friend also sang along and danced The party ended at 8:30 because some of my friends live in the suburb and they needed to catch the 8:45 bus Some others who live nearby stayed

to help me clean up the room I felt very happy because the party went very well and we had a wonderful time together

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- help students to revise knowledge from unit 1 to 3.

- improve their techniques of doing the simple tests

 Teaching aids: Textbook, handouts, chalks,

II Check up:

- Asking 2 students to recall some grammar points that they have

learnt before

III Warm up: Answering Questions

{Have you prepared it at home?

{Have you got any difficulties?

IV New lesson:

Revise the main language knowledge:

1 Vocabulary in 3 Reading lessons

2 Pronunciation of /dʒ / and /t∫/; /m/, /n/ and /ŋ/; /l/, /r/ and /h/

3 Grammar:

- Infinitive with to and Infinitive without to.

- Present simple indicating past time

- Tense revision: past simple, past progressive and past perfect

- Infinitive and gerund

- Passive infinitive and gerund

- T presents some kinds of exercises:

A Choose the word whose underlined part is pronounced

differently from that of the other words.

1) A money B month C monitor D m

2) A mutual B picture C question D quali

3) A teacher B chemical C church D

B Choose the word that has stress pattern different from that of

the other words.

4) A embrace B floppy C experience D embarrass

5) A rumour B affair C suspicious D attraction

C Circle the best answer for each sentence.

6) This girl was disliked by the rest of the class

A unselfish B helpful C generous D sneaky

7) In “Everyone has a number of acquaintances, but no one has

many friends” acquaintances mean

A People whom you know well and whom you like a lot

B People that you have met but do not know well

C People who work in the same company

D People with whom you share a room for a period of time

8) He was sure that the boy was a because he had stolen her money

A student B thief C doctor D journalist 9) A good marriage is based on

A secret B loyalty C trust D A & B

10) I've never fallen in such a (n) situation before

A confused B confusing C excited D embarrassing

11) The first quality for true friendship is

A unselfish B unselfishness

C selfishness D selfish 12) A person or thing that is loved and admired very much is the

A fan B idea C idol D ideal

13) Friendship lives by , and no friendship can last long which is all give on one side and all take on the other

A benefit B enthusiasm C give and take D change

14) I'm sorry for making such a about the noise

A emphasis B fuss C trace D mark 15) A way of asking people to your party is to send

A invitations B gifts C money D warnings16) When we afternoon tea he us about his marriage

A were having / told B were having / telling

C was having / told D were having / had told 17) My close friend this city 9 years ago

A had left B leaving C left D leave 18) The children were eager their parents

A saw B to see C see D seeing 19) By the time I into town, the shops

A did / was closing B got / had closed

C did / had closed D was closing / closed20) He said he visit me, but he me yet

A will / is not visiting B would / had not visit

C will / does not visit D will / has not visited 21) My mother has some shopping

A did B do C doing D to do

22) They let their children up late at weekends

A to stay B staying C stay D stayed 23) He refused her for herself

A allow / to think B to allow / to think

C allowing / thinking D to allow / think 24) We are planning several historical sites in Moscow

A to visit B visit C visiting D visited

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25) “Where are the other students?” – “I saw them in the

yard.”

A to play B to playing C play D to played

26) Children often receive presents from their parents at Christmas.

A candles B candies C cards D gifts

27) We always celebrate our wedding with dinner in an

expensive restaurant every year

A party B ring C cake D anniversary

28) Your is the anniversary of the date on which you were

born

A wedding B birthday C party D congratulation

29) The snow kept falling and the workmen grew tired of trying

the roads clear

A keeping B to keep C to be kept D being kept

30) He offered me the money I didn't like taking it but I had

no alternative

A to lend B to be lent C lending D being lent

31) Try to avoid being late He hates waiting

A being kept B to be kept C keeping D A and B

32) I don't appreciate when I am speaking

A to be interrupted B interrupting

C being interrupted D to interrupt

33) Do you remember seats for the theatre tomorrow?

A to be booked B booking C to book D B and C

34) When I told Tim the news, he seemed

A to be surprised B surprised C being surprised D to surprise

35) 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

D Choose the underlined part among A, B, C or D that needs

- What you have learnt in Unit 1, 2 and 3

- Review all grammatical points and vocabulary

- Prepare ONE PERIOD TEST 1

  

Date:

Week 08

Period 20 th

THE FIRST 45-MIN TEST

 Objectives: To evaluate Sts’ understanding that

they’ve learnt in Unit 1, 2, 3

 Method: Well-observed without cheating.

 Teaching aids: T copies tests for all Sts

 Procedures:

Present the test here

  

Preparation date: /10/2015 Teaching date: /10/2015 Period: 21 st

TEST CORRECTION 1

 Objectives: The Sts can evaluate their

knowledge that they’ve learnt in Unit 1, 2, 3

 Method: Integrated, mainly communicative.

 Teaching aids: Textbook, exercise book.

 Procedures:

- Teacher gives some comments before correcting

in front of class

∗ Consolidation and Homework:

- Summarize the main points.

- Revise the forms and uses by heart

- The whole class listens to T’s comments and remembers

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- Prepare next lesson.

- Develop such reading micro-skills as scanning for

specific ideas and skimming for general

information

- Use the information they have read to discuss the

topic

 Teaching aids: Textbook, chalks, board …

 Procedure:

II Check up:

- T calls on some Sts to recall the usages of

Infinitive and Gerund; Passive Infinitive and

Gerund

III Warm up: (SONG: TÌNH NGUYỆN)

-T prepares handouts with network of the word

“Volunteer”

- - -

- Group work

Suggest answer:

{{{{

- Ask Ss to look the picture on page 46 and ask them some Qs:

+ What is the old woman doing in the picture?

+ What does this mean by “Little Moments Big Magic”?

+What does the picture tell you?

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

- Ask some Ss to give their opinions

Pre-teaching vocabulary OXFORD

volunteer (n), (v) /,vɒlən’tɪə(r)/: (người) tình nguyện

→ voluntarily (adv) /‘vɒləntrəli/: tự nguyện, tình nguyện

→ voluntary (a) /’vɒləntri/: tự nguyện, tình nguyện

take care of (exp): trông nom, chăm sócorphanage (n) /’ɔ:fənɪdʒ/: trại mồ côihomes for the aged (n): viện dưỡng lãohomes of sick or old people: nhà những người lớn tuổi hoặc ốm đau

clean up (v): dọn dẹpmow (v): cắt (cỏ)lawn (n): bãi cỏvoluntary organization: tổ chức tình nguyện

“Big Brothers”: anh cảdisadvantaged (a) : bị thiệt thòi, thua thiệt

handicapped (a) : tàn tật, tật nguyềnovercome (v): vượt qua, khắc phục

- Whole class

Suggest answer:

- She is teaching the boy to read.

- It means that your little contribution and help may lead to significant results/ may greatly change a person’s life.

- It tells me that everybody, no matter what they are young or old, can do volunteer work.

- The saying means that if you help somebody by giving 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.

- Whole class

- Give examples

He volunteers to teach the poor children.

I want to participate in play the game.

He overcame the bad habit of smoking during the meals.

- Speak out

Volunteer work

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remote or mountainous areas: vùng xa hoặc vùng

núi

provide education : dạy học

place of interest: địa điểm tham quan

- Ask Ss to make sentences with above words to

check their understanding

- Ask Ss to practice reading vocabulary

- Listen and check their pronunciation

Task 1

- T asks Ss to work individually to do the task and

exchange their answers with other Ss

- T asks Ss for their answers and gives the correct

Task 2

- Ask Ss to read the statements to understand

them

- Ask Ss to work individually to do the task, then

discuss their answers with their partners

- Call on some Ss to give their answers and asks

other Ss to say whether they agree or disagree

Task 3

- Ask Ss to read the questions before reading the

text carefully again to find the answers

- Call on some Ss to write their answers on the

board and ask them to explain their choices

- Ask Ss to work in pairs to discuss the questions

in the book

- Go around to help Ss when necessary

- When all pairs have finished T asks every two

pairs to share ideas

- Call on some Ss to report their ideas to the class

- Ask Ss to learn by heart all new words

- Prepare next part – Unit 4: Speaking

 Procedure:

II Check up:

- Checking Sts’ vocabularies.

III Warm up: Slap the board

- Write words on the board:

Volunteer, voluntary, voluntarily, trại trẻ mồ côi, the aged, vượt qua, chịu đựng, remote, tham gia, handicapped, disadvantaged

- Call on some 2 group Ss T reads aloud the word

on the board Which team slaps the right word fast will be the winner

IV Before you speak:

- T can elicit or explain some words quickly

- T requires Ss to match each activity on the left with corresponding activities on the right

1 The activities are not volunteer work:

Taking part in an excursion and participating in

an English speaking club.

2 Some volunteer activities: taking part in environmental conservation activities, donating blood, directing traffic, guiding foreign sports teams around when they go to Viet Nam to compete.

- Whole class and pair work+ war invalid [

+ martyr (n) [+ intersection: đường giao nhau, ngã 3, ngã tư+ direct the traffic: hướng dẫn giao thông

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- Playing games with them

- Taking them to places

of interestTaking care of

invalids and the

families of

martyrs

- Listening to their problems

- Clean up their houses

- Doing their shopping

- Cooking meals Taking part in

- Ask Ss to use the suggestions to make similar

dialogues

- After they have finished T calls on some pairs to

act out their conversation

- T elicits feedback from the class and gives final

comments

VI After you speak:

Task 3

- Ask Ss to work in group to talk about a kind of

volunteer work their friends and they usually do

to help people

- Ask Ss to read through the example in the book

before practicing talking about one activity their

partner takes part in

- Call on some Ss to talk about the activities they

take part in

comments

Models:

A: What kind of volunteer work are you participating in?

B: We are taking part in directing the traffic.

A: What exactly are you doing?

B: We are directing vehicles at the intersections.

A: Do you enjoy the work?

B: Yes, I like helping people.

Ex:

She directs vehicles at the intersections Besides, she helps old people and young children to cross the road She enjoys the work very much because she likes helping people.

- Learn by heart the new words

- Prepare the next period “Listening”

- Whole class

  

Preparation date: /10/2015 Teaching date: /10/2015 Period: 24 th

UNIT 4: VOLUNTEER WORK

 Teaching aids: Textbook, chalks, board,

II Check up:

- Ask Sts to go the board and talk about a kind of volunteer work their friends and they usually do

to help people

III Warm up:

Competition game - Slap the board

War, invalid, martyr, intersection, the aged, orphanage, remote, suffer

- Ask Ss to read through the questions and choices on page 51 and makes sure Ss understand all them

- Ask Ss to discuss the questions in pairs

- Call on some Ss to report on their partner’s answers

Vocabulary Pre - teaching

1 support (v) : ủng hộ

2 charity (n) : hội từ thiện

3 from time to time: thỉnh thoảng

4 raise money: quyên tiền

5 donation (n): đồ quyên góp cho tổ chức từ thiện

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7 fund-raising activity: hoạt động gây quỹ

8 elderly (a): có tuổi, cao tuổi

9 organisation for educational development:

V While you listen: EXERCISE

Task 1

Set the scene: Now you are going to listen to a

passage about Spring School, a special school in

HCM City

- Ask Ss to read the sentences in task 1 then listen

and fill the missing information

- Play the tape once for Ss to do the task

- Ask for Ss’ answers and write them on the

board

- Play the tape the second time for Ss to check

their answers

Task 2

- Ask Ss to read the questions in task 2 before

listening to the tape again

- Play the tape again for Ss to do the task

- Get Ss to work in pairs and check their answers

- Call on some Ss to give the answers and elicit

feedback from other Ss If many Ss can’t

complete the task, T might want to let Ss listen

one more time and pause at the answers for them

to catch

- T gets Ss to work in groups to summarize the

story about Spring School, using the suggestions

Each group member has to take notes of the

discussion

- T goes around to offer help and to collect Ss’

mistakes

- Call on some Ss to present their summary

comments

- Ask Ss to learn by heart all new words

- Prepare next lesson “Writing”

 Procedure:

II Check up:

- Ask Sts to go the board and talk about a kind of volunteer work their friends and they usually do

Trang 35

Quiz - a formal letter

1 You write your address in …… of the letter

2 The address of the receiver should be written on

…… starting below our address

3 We can write …… on the right or the left on

the line after the address you are writing to

4 When the letter starts Dear Sir/Madam, you end

- Ask Ss to read the sample letter on page 52 and

discuss the purpose(s) of the letter in pairs

- Call on some Ss to give the answers

- Ask Ss to read the letter again and do task 1

individually

- T checks Ss’ answer by asking some Ss to read

their answer out loud

- Elicit corrective feedback from other Ss and give

the correct answers when necessary

Task 2

- Before Ss write the letter, T asks them to read the

instruction carefully

- T gets Ss to write the letter in 15 minutes

- Go around to observe and to offer help

- Go around and collect mistakes and errors

- Collect some writings for quick feedback

- Write Ss’ typical errors on the board and elicits self and peer correction

- Finally, T provides general comments on the letter

- Ask Ss to improve their writing, taking into consideration their friends

- Prepare next lesson “Language focus”

- Whole class

  

Preparation date: /10/2015 Teaching date: /10/2015 Period: 26 th

E LANGUAGE FOCUS

able to:

- Distinguish the sound /w/ and /j/

- Pronounce the words and sentences containing these sounds correctly

- Use gerunds, present participle, perfect gerunds and perfect participles appropriately

 Procedure:

II Check up:

- Checking some Sts’ writing

III Warm up:

- Bring along a yardstick and whistle to show Sts

and ask them what the things are

Pronouncing the two sounds separately /w/: is a voiced labial-velar approximant It is

articulated with the back part of the tongue raised

toward the soft palate and the lips rounded.

/j/: is a voiced palatal approximant It is

Trang 36

articulated with the middle or back part of the

tongue raised against the hard palate

- T plays the tape (or reads) once for Ss to hear

the words containing these two sounds Then T

plays the tape (or reads) again and this time asks

Ss to repeat after the tape (or T)

Pronouncing words containing the sounds

- T asks Ss to practice pronouncing the words in

pairs

- T asks some Ss to pronounce the words and

gives correction if necessary

Practicing sentences containing the target

sounds

- T reads the sentences and asks Ss underline the

words with the sounds and write /w/ and /j/ under

a as a subject of the sentences

b as the complement of the verb “to be”

c after prepositions

d after a number of “phrase verb” which are

composed of a verb + preposition/adverb

to look forward to, to give up, to be for/against, to

take to, to put off, to keep on …

e in compound nouns:

a driving lesson, a swimming pool, bird- watching

f after the expressions:

can’t stand/ help, it’s no good/ use, it’s worth …

Practice

Exercise 1

- T asks Ss to do exercise 1 individually and then

compare their answers with another student

- T calls on some Ss to read out their answers

- T elicits peer correction and gives correct

a as part of the continuous form of a verb

b after verbs of movement/position in the pattern:

verb + present participle

f catch/find + object + present participle

g to replace a sentence or part of a sentence or

part of a sentence

XEM SÁCH CHỊ THẮM

Practice Exercise 2

- Ask Ss to do exercise 2 in pairs

- Ask them to compare answers with another pair

- Call on some Ss to go to the board to write their answers

- Ask the other Ss to feedback and give correct answers

3 Perfect gerund and perfect participle Presentation (2 dòng)

a Perfect gerund

Form: having + PP

Use:

- It can be used instead of the present form of the

gerund when we are referring to a past action

Ex : He was accused of deserting his ship = he

was accused of having deserted his ship.

- It also is used to emphasize completion in both the past and the future

Ex: The retired teacher recalled having taught.

(Phân từ hoàn thành có thể được dùng thay cho hiện tại phân từ trong câu có hai hành động xảy

ra liên tiếp nhau cùng một chủ ngữ)

+ The perfect participle emphasizes the first action is complete before the second one starts

(Phân từ hoàn thành còn nhấn mạnh hành động thứ nhất hoàn thành trước khi hành động thứ hai bắt đầu)

+ The perfect participle is necessary when there is

an interval (khoảng thời gian) of time between the two actions

- I heard someone

I can smell something

- It was an It’s a bit

- I spend 2 hours Don’t waste time

- If I catch you your parents

- We found our dog

- Singing

- Pair work

Suggested answers

1 burning/rising 2 reading 3 lying

4 shopping 5 preparing 6 trying

7 modernizing

- Nó được dùng để thay thế hình thức hiện tại của danh động từ khi chúng ta đề cập đến một hành động trong quá khứ.

- Nó còn dùng để nhấn mạnh sự hoàn thành của hành động ở cả quá khứ và tương lai.

Ex: Switching off the light, we went to bed= Having switched off the light, we went to bed

Ex: She bought a bike and cycled home

Having bought a bike, she cycled home

Ex: Having failed twice, he didn’t want to try again

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(Nhất thiết phải dùng phân từ hoàn thành khi có

một khoảng thời gian giữa hai hành động)

+ It is also used when the first action covered a

period of time

(Nó được dùng khi hành động đầu tiên kéo dài

trong một khoảng thời gian)

Ex: Having been ill for a long time, he

appreciated his health more.

Practice

Exercise 3

- T asks Ss t to do exercise 3 individually and

then compare their answers with another student

- T calls on some Ss to read out their answers

- T elicits peer correction and gives correct

answer if necessary

VI Free-Practice:

1) The girl behind you is naughty

A is standing B standing

C stood D stands

2) for twelve hours, I felt marvelous

A Having slept B Have slept

C Having been slept D Have been slept

3) By the time their baby arrives, the Johnson

hope decorating the new nursery

A having finishedB to have finished

C having been finished D to have been finished

- Ask Ss to learn by heart all points that have been

covered in the lesson and give more examples

- Prepare next lesson “Reading – Unit 6”

  

SỞ GIÁO DỤC VÀ ĐÀO TẠO GIA LAI

TRƯỜNG THPT LÊ HỒNG PHONG

Môn:

Thời gian làm bài:

Name:

A PHONETIC

I Choose the word whose underlined part is

pronounced differently from that of the other

D succeed

B VOCABULARY AND GRAMMAR Choose the best answer to complete each sentence (6ms)

5) Each nation has many people who voluntarily

take care others

A deserting B having deserting C having

deserted D deserted8) Touch your toes without your knees

A bending B bend C bends

D To bend9) The new law allows school districts to spend more money on less children

A make B to make C making

D made12) She smelt something

A burned B burning C to burn

D burns13) They spend much time their homework

A doing B do

C making D make14) I would like to express my thanks the donation from your company

A to B on C for

D of15) The school requires to help organize their fund-raising dinner

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