GIÁO ÁN ANH VĂN 11

- T asks Ss to do the task individually to do the task, then discuss their answers with their partne.r - T calls some Ss to write their answers on the board and ask them to explain their

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Lesson plan English 11 2009 - 2010

Unit1: Friendship Period1 Reading

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

- Develop such reading skill as scanning for details, specific ideas, skimming for general information, and guessing meaning in context

- Use the information they have learnt to discuss the topic

II Teaching aids:

- Textbook, handouts, pictures concerning to the topic,

III Anticipated problems:

- Ss may need help with discussion task so T should be ready to help them

- Ss may have difficulty in reading some difficult words such as: Sympathy, loyalty, suspicion, enthusiasm ,

- T may not have enough time to teach

IV Procedure:

1 Check the attendance

2 Warm up

Network

T repairs a hand out with network of the word “friendship”

T divides the class into 8 groups and gives each group a hand out T

asks Ss to complete the net work The winner will be the group

completing the network in the shortest period of time

A 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:

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

- T calls on some Ss to answer the questions T may give some

comments and the suggestions:

The friend in the poem is very dedicated and thoughtful He/She is

willing to help his/her friend in any circumstances

Pre- teaching vocabulary

- Lasting (a) = lifelong

- Be concerned with sb/st

- Constancy (n) constant (a)

- Rumour (n) ['ru:mə]

- Gossip (n): information talk or stories about other people’s private

lives that may be unkind or not true

- Incapable of / in'keipəbl/

- Suspicion (n) / sə'spi∫n/ suspicious (a)

- Pursuit (n)

- Sympathy (n) ['simpəθi], sympathetic (a) [,simpə'θetik/

- Sorrow (n) / 'sɔrou/= sadness

- T asks Ss to make some Ss to make sentences with above words to

check their understanding

- Have Ss practice reading the vocabulary

B While you read

- Group work

- Discuss about the qualities which friendship must have to complete the network

Dedicated (a) tận tâm, tận lực Thoughtful (a) chu đáo, quan tâm Circumstance (n) hoàn cảnh, tình huống lâu dài, bền vững

quan tâm tới ai, cái gì

tính kiên định tin đồn chuyện ngồi lê đôi mách, chuyện tầm phào

không đủ khả năng

sự nghi ngờ

sự nghiệp, sự theo đuổi, đam mê

sự thông cảm thông cảm, đồng cảm nỗi buồn

- Do as T‘s requests

Friendship

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Setting the scence

You are going to read a passage about the qualities of a long lasting

friendship While you reading, do the task in the textbook

Task1

- T asks the Ss to read the words in the box then fill each blank with

one of them

- Ask Ss to read the passage quickly and stop the lines that contain

these words to guess their meaning

- T asks Ss to work individually to do the task

- T goes around to help them when necessary

- T asks Ss to exchange their answers with the other Ss

- T asks Ss for their answers and tell then to explain their choices

Task 2

- 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 gets Ss do the task individually

- 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 task3

- T asks Ss to do the task individually to do the task, then discuss

their answers with their partne.r

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

to explain their choices

Correct answers:

1 The first quality for true friendship is unselfishness It tells us

that a person who is concerned only with his/her own interest and

feelings can’t be a true friend

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 sympathise with his/her friend Where there is no mutual

sympathy between friends, there is no true friendship

C 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

4 Homework

- Learn by heart all of new words and structures and give examples

- Summarise the main points of the text

- Whole class

- Individual work & pair work

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

1 mutual

2 incapable of

3 unselfish

4 acquaintance / friend

5 give -and - take

6 loyal to

7 suspicious

- Whole class read the text carefully

- Individual work Answer: B

- Individual work and pair work

- Pay attention then give remark

- Correct themselves their mistakes

- Pair work 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, sympathise 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

- Whole class

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………

Unit1: Friendship Period 2: Speaking I Objectives: By the end of the lesson Ss will be able to - Describe the physical characteristics and personalities of their friends, using appropriate adjectives II Teaching aids: Textbook, handouts, pictures about some famous people,

Ss may not have enough vocabulary to talk about the topic, so T should be ready to provide help

IV Procedure:

2 Warm up

- Ask Ss to describe one of their friend or their relatives

3 New lesson

A Presentation

Task 1

- Ask 1 S to read aloud the title and explain

Instruction: You are going to look at the picture of 4 people on page

15 and describe them in pairs

- Before letting Ss do the task, T asks them to read useful language

on page 16

- T may explains some word if Ss don’t know the meaning of the

adjectives provided

Forehead (n) / 'fɔ:hed/: T points at his/her forehead

Crooked (a) / 'krukid/

- T may ask Ss to provide some adjective/expressions used to

describe people’Ss appearance She may also give Ss handout of

these adjectives and expressions:

Height : tall, short, medium

Build : slim (mảnh khảnh), plump (bụ bẫm, đầy đặn),

overweight, thin Muscular / 'mʌskjulə/ (vạm vỡ), stocky (thấp và

chắc), well-built (lực l-ỡng)

Hair:

- length: long, short, shoulder- length

- style: straight , wavy, curly, crew-cut (đầu cua)

- color: black, grey, red, brown

Others: a fringe (mái), a bun (búi tóc), plait(s) / plổt/ đuôi sam

Face: oval, round, large, square, skinny/ ['skini](gầy nhom, gầy

trơ x-ơng), chubby (phúng phính), long, with high cheekbones (gò

má cao)

Eyes: small, big, black, brown, blue

Nose: straight, crooked, turned-up, big, small, flat (tẹt)

Chin: pointed chin (cằm nhọn), double chin

Lips: thin, full, narrow, heart-shaped

Forehead: broad, high

Skin: white, pale /peil/ (tái, xanh xám), suntanned (rám nắng), dark,

brown, black

General appearance: beautiful, handsome, pretty, good looking,

plain (bình th-ờng)

T asks to work in pairs to describe the people in the picture, and

then calls on some Ss to present their answer

T gives feedback

B Practice Task 2

- Do as teacher’s request

- Pair work

- Whole class Trán

Mũi khoằm

- Whole class use hangouts to describe

1 The boy is about 16 He is short-sighted because he’s wearing apair of glasses He has short black hair, a round face with a broad forehead, a small nose, thin lips and small chin He 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 (bờm tóc) She has an oval face with a straight nose, full lips and a pointed chin She quite pretty

3 The man is in his forties He’s tall and well-buit He has short brown hair and a square face with a broad head, small eyes, a crooked nose and thin lips He quite good looking

4 The woman is her twenties She’s quite tall and slim She has long curly brown hair and an oval face with a broad forehead, big eyes, a straight nose heart-shaped lips and a small chin She’s very beautiful

- Whole class and group work

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- Ask Ss to discuss and number the personalities in order of

importance in friendship and then report the results

- Before Ss do the task, T asks them to look at the list of adjectives

provided in book T asks if Ss understand these adjectives or not

- T can elicit [i'lisit] (luận ra, gợi ra) or explain some adjectives

quickly

Caring

Hospitable

Modest

Sincere, understanding

- T divides the class into group of 6 with a group leader They

discuss and the leader will take notes of the ideas, and then one

representative will report the result to the whole class T reminds Ss

that they have to explain their choice as well

- T goes round to offer help when Ss discuss

- T call on some Ss to report the result of their discussion

- T elicits feedback from the class and gives final comments

C Production Task 3

Instruction: Imagine that you have a friend who has just won the

first prize in Mathematics A journalist is going to interview you

about your friend Act out the interview in pairs

- T asks Ss to look at their role on page 16 anf the suggestions on

page 17

- T may elicit the questions they may ask

- his /her hobbies: What does he/she like doing in his/her freetime?

what are his/her hobbies?

- his/her physical characteristics: what does he/ she look like?

His/her personalities: How is he/she?Is she/he friendly ?

- T may also make clear the meaning of some adjectives Quick - witted Good - natured - T asks Ss to work in pairs to perform the interview in 7 minutes and goes around to offer help - T calls on some pairs to perform the interview - T elicits feedback from the class and gives final comments 4 Home work - Write down a paragraph to describe your best friend - Prepare the next period ”listening” Chu đáo Hiếu khách Khiêm tốn Chân thành Thông cảm, thông hiểu - Group work 1st group: My group thinks that being caring is the most important in friendship because when friends care about each other, they will know when to share happiness or difficulty with their friend - Pay attention Nhanh trí Tốt bụng - Pair work Whole class ………

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Unit1: Friendship Period 3 Listening

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

- Develop such listening micro-skills as intensive listening for specific information and taking notes while listening

- Textbook, handouts, cassette tapes,…

- Ss may not be familiar with the note - taking task, so T should provide them some tips to deal with the task

IV Procedure:

2 Warm up

Matching

The aim of this activities is to help Ss revise the vocabulary items

Ss learnt in the previous lesson

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

- Then T distributes the following crossword hand out for Ss to do

in their own groups Which group finishes first and has all the

correct answers will be the winner

A B

1 good - natured a, Nhanh trí

2 friendly b, Hào phóng

3 quick - witted c, Hiếu khách

4 hospitable d, Hay giúp đỡ

A 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

- Before teaching the new words, 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

- elicits / teaches some of these word and those taken from the

listening passage

Apartment building:

Sense of humour:

Give sb a ring: phone sb

Go though a rough time:

- T may get Ss to make sentences with the words and give

corrective feedback

- Whole class

Gọi điện cho ai Trải qua thời kỳ khó khăn

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B While you listen 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 (9) in the appropriate box

- Before Ss listen and do the task, T instructs them to use some

strategies

+ First, read through the statements to understand them and

underline key words For example, the key words in the first

statement are: shared, Nguyen Cong Tru, Residential Area,

Hanoi,

+ Listen to the tape and pay attention to the key words + Decide whether statements are true or false based on what they can hear - T plays the tape once for Ss to do the task - T asks for Ss’answers and writes them on the board - T plays the tape the second time for Ss to check their answers - T asks Ss to work in group 4 to compare their answers - T checks Ss’ answers by calling some Ss and asks them to explain their answers Task 2 Instruction: You are going to listen to the tape again and fill the table in the book with notes - T plays the tape again for Ss to complete their notes - after playing the tape, T gets Ss to work in pair and check their answers - T calls on some Ss to give the answers T provides correct answers if necessary If Ss cannot comple the task, T might let Ss listen one more time and pause at the answers for them to catch Suggested answers: How and where did they meet? What do they like about their friends? Lan - They used to live in the same apartment building in HN - Lan went on a holiday in Do Son and Ha went there to help her - Ha’s very friendly and helpful - Ha’s sociable She’s got many friends in Do Son and she introduced Lan around Long - They met in college - Minh played the guitar, and Long was a singer - They worked together - Minh has a sense of humour - Minh likes to go to plays and movies - Minh is a good listener - Minh is friendly and helpful C After you listen - T asks Ss to work in pairs to talk about how Ha has been Lan’s best friend and how Minh has been Long’s best friend - T goes around to offer help and correct Ss’ mistakes - T calls on some pairs to present their answers - T elicits feedback from the class and give final comments 4 Home work - Ask Ss to learn by heart all new words and prepare the next lesson “ writing” Pay attention - Individual work & Group work Lan’s talk 1 F (They used to live in the same buiding there) 2 F (It is what people think) 3 T 4 (Lan went to Do Son first and then called Ha, so Ha rode on her mortorbike to Do Son to meet Lan) 5 T 6 F (They have been best friends since Lan’s trip to Do Son) Long’s talk 1 F (They met in college) 2 F (Minh was a guitarist) 3 T 4 T 5 T - Whole class - Individual work and then pair work Listen to the tape carefully and fill the table in the book with note - Pair work - Whole class ………

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Tapescript:

Lan’s talk

My best friend is Ha We’ve been friends for a long time We used to lived in Nguyen Cong Tru Residential Area in HN Her family moved to Hai Phong in1985 It is said that HP people are cold but Ha is really, 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 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

Long’s talk

My best friend is Minh We met in college And I was there singing and Minh was a guitarist So we worked together a lot, but we also became friends Minh has a great sense of humour, he’s very,very funny, and that’s 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 to 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 though

Unit1: Friendship Period 4: Writing

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

- Write about a friend, real or imaginary, using the words and expressions that they have learnt in previous lesson

- Textbook, handouts, …

- Ss may not have sufficient vocabulary to write about the topic, so T should be ready to help them

IV Procedure:

2 Warm up

Guessing game

T introduces the game: 1 student goes to the board and T gives him

or her a piece of paper with the name of a student in the class Other

Ss have to ask Yes/No question to find out who students is Ss

should ask about the appearance, personalities, or clothes

- The game can continue until the time is up

A Before writing

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

imaginary, using the provided guidelines

- T gets Ss to read the task and the guidelines silently and work out

what they are required to write about In general, Ss’ writing should

include 3 parts:

+ general information about about their friend

+ his/her physical characteristics and personalities

+ and what Ss like about the friend

- T elicits the verb tenses that may be useful when Ss want to write

about when and where they met their friend In this case, Ss may

use the simple past tense and past continuous in their writing

- T revises the use of the past tense and past continuous tense

- T may also elicit the adjectives and expressions Ss can use to

describe their friend’s appearance and personalities

- T gets Ss prepare an outline for their writing and exchange it with

their peer(partner)

- T goes around to offer help and gives corrective feedback

B While writing

- T gets Ss to write about their friend in 15minutes

- T goes around to observe and offer help

C Post writing

- T asks Ss to exchange their writing with another Ss for correction

- T goes around and collects mistakes and errors

- Group work

Ss may ask questions such as:

Is the person a girl?

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- 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

4 Home work

- 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”

- Individual work

- Pair work and whole class

- Whole class

………

Unit1: Friendship Period 5: Language focus

- 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

- Ss may find it difficult to pronounce the two sounds, so T should prepare a lot of practice

IV Procedure:

1 Warm up

Noughts and Crosses

Hospitable Honest Around face

Caring Sense of humour Friendly

Large Good-natured Pleasant

2 New lesson

A Pronunciation

- Pronouncing the two sounds separately

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

the differences in producing them

- /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 works 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

- Group work

- Listen attentively

- Tell the difference

©m vßm miÖng h÷u thanh D©y thanh ©m rung lªn khi ph¸t ©m

- Listen and take note

©m v« thanh: d©y thanh ©m kh«ng rung lªn khi ph¸t ©m

©m vßm miÖng phô ©m x¸t

- Repeat after the tape

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- /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

B 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

ex: I need someone to talk to my mother

Can I borrow your case to keep my records in?

Adj + to -infinitive

Too/ enough + to –infinitive

Practice

Exercise 1

- Ask Ss to do exercise1 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

- 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

-/dʒæm/, /dʒouk/, /dʒænjuəri/, /deindʒrəs/, /'pæsindʒə/, /vilidʒ/

- /'t∫ildrən/, /'t∫eindʒəbl/, /t∫i:z/, /'mju:tjuəl/, /t∫ə:t∫/, /wit∫/

- Practice reading

- Practice reading the sentences which contain 2 sounds

- Pay attention

- Give their opinions

- In the examples above the infinitives are used to replace relative clauses

- Give more examles

- Take notes

I pleased to see you

Ex: The water is too hot to drink

He’s old enoughto go to school

Individual work

1 Who wants somethings 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 cry

I see her cook dinner (completed action)

Notice:I see her cooking dinner (I see she’s

cooking dinner)

- Pair work and then individual work

1 The police watched them get out of the car

2 They let him write a letter to his wife

3 I heard them talk in the next room

4 The customs officer made him open the briefcase

5 The boy saw the cat jump though the window

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

7 I felt the animal move towards me

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sentences by using the words given

- T asks them to compare answers with another pairs

- T calls on some Ss to go to the board to write their answers

- T asks other Ss to feedback and gives correct answers

Production

Extra exercise

Join these pairs of sentences

1 she crossed the road I saw her

2 They sang a song I heard them

3 He looked 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

3 Homework

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

again at home

- Prepare the next lesson:unit 2 : reading

8 Do you think her parents will let her go on

a picnic?

- Whole class

1 I saw her cross the road

2 I heard them sing a song

3 I observed him lock the door

4 I saw her drive off

5 He was foolish to leave the firm

6 I watched a pavement artist draw a portrait in crayons

7 It would look rude to refuse their invitation

8 I was happy to meet you again

9 The film was not interesting enough for

me to watch

10 The woman is too old to drive a car

- Whole class

………

Unit 2: Personal experiences

Period 1 Reading

I Objectives:

By the end of the lesson Ss will be 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

- Textbook, handouts, cassette,…

- Ss may need help with discussion task, so T should be ready to help them

IV Procedure:

2 Warm up

Ask Ss some questions and ask 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?

3 New lesson

- 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?

Vocabulary

Floppy cotton hat

- Whole class

- Answer the questions

Whole class

A man and a young girl May be they are family members It’s money

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Wad of dollar notes

B While you read Set the scene: you are going to read a story in which a girl’s telling

about her most embarrassing situation

Task 1

- T asks Ss to reads the passage silently and do the task1

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

To make a fuss

Sneaky (a)

Glanced (a)

Embarassing (a)

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 Vietnameses

- 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

- T asks Ss to read the text silently again and then with a peer work

out the sequence of the pictures given on page 22 again

- T calls on a student to give and explain his/ her answer

Task 3

- T checks if Ss can answer the comprehesions in task3 without

having to read the passage again If Ss can not, 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 a peer

- 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?

+ What did she do after that?

- T calls on the group to tell and explain their choice

- Then T asks Ss to summarise the main points of the lesson

4 Homework

- Summarises the main points of the lesson again

- Learn by heart the new words and make sentences with them

Mò v¶i mÒm TËp tiÒn

- Pay attention

- Read the passage in silently

- Guess the meaning of the words g©y ån µo, Çm Ü

lÐn lót

to look quickly at st/sb making you feel nervous, ashamed, or stupid: lóng tóng, xÊu hæ

someone you admire and adore

1 glanced

2 making a fuss

3 ambarassing

4 idols

5 sneaky

1 picture d 2 picture b

3 picture f 4 picture e

5 picture a

6 picture c

- Individual work then pair work

1 A floppy cotton hat

2 to buy the hat for herself

3 A wad of dollar notes that looked like the ones her father had given

4 Because she didn’t like to make a fuss

5 She bought the hat with it

- Group work

1 She felt surprised/ ambarassed

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

2 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, tell the police the truth and ask them for help May be the girl could get on the same bus the next day and look for the boy to return him the money

- Whole class

………

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………

Period 2 Speaking

I Objectives:

- 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

- Ss may have problem using present perfect and past simple when talking about the past

IV Procedure:

2 Warm up

Ask Ss some questions about their experiences

- Have you ever sung in the public?

+ When did you sing in the public?

+ How did you feel ?

+ How did the experience affect you?

- Have you ever failed the exam ?

- Have you ever got a bad mark?

3 New lesson

Task 1

- T introduces the task and gets Ss to do it individually then

compare the answer with a partner

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

- T checks with the class and gives feedback

- T introduces the structures:

Make sb do smt/make sb + Adj

Ex: The flu makes me stay at home/ The flu makes me tired

Task 2

- T introduces the task and ask Ss to work individually then

compare the answer with a partner

- Notice Ss some 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

- T introduces the task: using suggested questions on page 26 to ask

and answer the questions about their past experiences

- T calls on some pairs to perform their conversations in front of the

1 d 2 c 3 a 4.b 5.e Appreciate (v): Coi trọng, đánh giá cao

To change your attitude to sb/st (Thay đổi tháI độ của bạn đối với ai hoặc điều gì

đó) -Give more examples

- Whole class

- Take notes 1.b 2.d 3.h 4.a 5.e 6.g 7.c

- Pair work

- Close the book and practice the open dialogue

- Pair work Ex: “ be seriously ill”

- What (what disease did you get)

- When (when did you fall)

- How (How did you get ill)

- go to hospital (Did you have to goto )

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- How (How did the experience affect you?)

………

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Period 3 Listening

I Objectives:

-Develop such listening skills as listening for specific information and taking notes while listening

- Textbook, handouts,cassette tape …

- Ss may not have sufficient vocabulary to talk about the topic, so T should be ready to assit them Ss may not also be familiar with the note-taking task so T should provide them some tips to deal with the task

IV Procedure:

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 firefghters

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

3 New lesson

- Asks 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

1 Memorable (a) 5 Gas stove (n)

2 Terrified (a) 6 Embrace (v)

3 Scream (v) 7 Escape (v)

4 Replace (v) 8 Protect (v)

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

pronounce them correctly

B While you listen Task 1

- Asks Ss to read the statements to understand them

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

- Checks the answer with the whole class

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

catch

Task 2

- Asks 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

- Calls on some Ss to give the answers

C After you listen

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

- They are fire-fighters

- She is carring her daughter out of the fire

3 F (in the kitchen)

4 F (she was sleeping)

5 T

1 small 3 family 5 took

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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 I think… Personally,…

I believe……

I feel… In my opinion

From my point of view

I agree I think so, too That’s true and… That’s right, and… Well, may be, 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? 4 Homework - Do the exercises in unit 2 in the workbook - Prepare for writing lesson 2 everything 4 replaced 6 appreciate - Group work - Take notes - Giving opinion Because she has realized that she needs her family Things can be replaced, but family can’t From family Yes, we can No, we can’t - Whole class ………

………

Tapescript Interviewer: This is Radio 3 In our “Unforgettable Experiences” programme tonight we talk to

Christina, a successful businesswoman Hello Christina, welcome to our program

Christina: Hello and thank you! It’s nice being with you tonight Interviewer: Christina, could you tell our audience about the most memorable experience in your life? Christina: Well, my most unforgettable experience happened thirteen years ago, when my house burned down

Christina: The fire started in the kitchen where I forgot to turn off the gas stove

Interviewer: What were you doing at that time?

Christina: I was sleeping when I was suddenly woken up by terrible heat I opened my eyes

to find out myself surrounded by walls of fire

Interviewer: That’s terrible How did you escape?

Christina: I was terrified Then I heard my mother’s voice calling my name I rushed to her She

carried me out Luckily, I got away without even a minor burn

Interviewer: Not many people are so lucky Did the fire affect you in any way ?

Christina: Oh,yes Yes, very much, in fact Although I lost many things in the fire, the experience

helped me grow up

Interviewer: What do you mean?

Christina: Well, before the fire I was selfish I always complained to my mother about how small

my room was or how few clothes I had Then the fire came and destroyed everything

owned But I slowly began to realized that I didn’t really need my old things I just

needed my family After all, you can get new clothes anytime, but a family can never

Trang 16

be replaced

Interviewer: I see, so the fire took many things from you, but it gave you something too

Christina: Exactly, It taught me to appreciate my family more than things

Unit 2: Personal experiences Period 4 Writing I Objectives: By the end of the lesson Ss will be able to: - Write a personal letter telling about a past experience, using the structures and vocabulary that they have learnt in previous lessons II Teaching aids: - Textbook, handouts, … III Anticipated problems: - Ss may not have enough vocabulary to write about the topic, so T should be ready to help them IV Procedure: Teacher’s activities Students’ activities 1 Check the attendance 2 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 A Preparing to write - T gets Ss to read the task - Calls on a S to answer and elicits more ideas most unforgettable experience + What happened? + When it happened? + Where it happened? + How it happened? + Who was involved? + How it affected you? - T gets Ss to plan their stories according to the questions Writing - T gets Ss to write their own letters in 10 minutes - Then T asks Ss to work in pairs, exchange their letters and correct each other - T goes around the class to offer help Feed back on Ss’ writing - T chooses one letter and reads it to the class - T elicits corrective feedback from the class and gives final comments afterwards 3 Homework - Do exercise in work book - Prepare the next lesson - Whole class - Group work Past experiences: - Failing an exam - Getting a reward - Whole class - I nearly drowned - A year ago, my last summer vacation - A river near my grandparent’s house - When I was swimming, I suddenly caught a cold, I felt dizzy and I was too weak to swim - Some of my friends were also swimming at that time, one tried to save me - I learned that life is so important - Individual work and pair work - Whole class ………

………

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Unit 2: Personal experiences Period 5 Language focus

I Objectives:

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

- Pronounce the words and sentences containing these sound correctly

- Distinguish the uses of different verb tenses: present simple for indicating the past, past simple, past continuous and past perfect

- Use these verb tenses to solve communicate task

- Ss might have difficulty distinguish and using different verb tenses correctly Therefore, T should be ready

to assist them

IV Procedure:

2 Warm up

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

- /m / : close the lips when pronouncing

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

- / η /: 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

- Practising sentences containing the target sounds

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

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

He, She, It + V(s,es)

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+ The use: we use present perfect to express an action happened at

unspecified time before now The exact time is not important It is

not used to describe a specific event So we can use the present

perfect to describle our experience

+ Form: (+) S + have/ has + Past participle

(-) S + have/ has + not + Past participle

(?) Have/ has + S + Past participle?

b Practice

- 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 feedback

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

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

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

b Practice

- T gets Ss to do exercise 1 individually and then find a partner to

check the answer with

Exercise 3

a Presentation: Past perfect

+ The use:

- 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?

- 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

- Give examples & take notes

1 invites 2 sets 3 gets

4 waves 5 promises 6 carries

7 contains 8 has baked 9 is

10 is shining

11 are singing

12 is

- Whole class

- Take notes and give example

- Individual & pair work

1 broke/ was playing

2 wrote/ was

3 was working/broke

4 started/ were walking

5 told/ were having

6 didn’t listen/ was thinking

7 phoned/ didn’t answer/were doing

8 didn’t wear/ didn’t notice/ was driving

- Give example and take notes Ex: I had never seen such a beautiful beach before

Ex: I had used that car for ten years before it broke out

Or After I had used years, It broke down

- Give examples

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 Whole class

………

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………

Unit 3: A party Period 1: Reading I Objectives: By the end of the lesson Ss will be able to: - Develop such reading skills as scanning for specific ideas, and identifying and correcting false statement - Use the information they have read to discuss celebrations in their culture II Teaching aids: - Textbook, handouts, cassette tapes … III Anticipated problems: - Ss may need tobe provided vocabulary to celebrations and festivals so that they can complete various learning task IV Procedure: Teacher’s activities Students’ activities 1 Check the attendance 2 Warm up Matching the celebrations with the correct images Christmas Easter Graduation Halloween Thanksgiving Mother’s Day Wedding Valentine’s Day Birthday a b c d f h i

3 New lesson

- Asks Ss to work in pairs and ask them to look the pictures in text

book and and answer the questions:

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

2 What are they celebrating?

Pre- teaching vocabulary

- Mark (v):

- Milestone: an important event or state in one’s life

- Lasting (a)

- Golden (a) made of gold

- Golden anniversary/jubilee /'dʒu:bili:/: celebration of the 50th

wedding anniversary /,ổni'və:səri /

- Silver anniversary: celebration of the 25th wedding anniversary

- Whole class

Celebrations images

Christmas a

Thanksgiving d Valentine’s Day f

Birthday c

- Pair work 1.The people in the 1st picture might belong

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

- In the 2nd picture : the people might belong

to a 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 1st picture are celebrating a birthday In the 2nd picture people are celebrating a wedding anniversary

- Whole class

đánh dấu

sự kiện quan trọng, mốc lịch sử, giai đoạn quan trọng

bền vững, lâu dài

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- Diamond anniversary: celebration of the 60th wedding

anniversary

- T helps Ss to pronounce them correctly

B While reading

You are going to read about how American people celebrate

birthdays and wedding anniversaries Then do the tasks below

Task 1 (7m)

- T gets Ss to read the passage silently and do the task1

- 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 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 task2 Then ask

them to read the text again and locate these words

- Asks Ss to check their answer with a friend

- Calls on some Ss to present and explain their answers

- Gives feedback and correct answers

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

- T goes around to check and offer help

- Calls on the groups to tell and explain their choice

- Gives the correct feedback

4 Home work

- Learn by heart new words and summarise the main point of the

lesson

- Write a paragraph about how Vietnamese people celebrate their

birthday or wedding anniversaries, base on the text they read in

class

- Take notes and give examples

- Practice reading the new words

- Pay attention

- Individual work

Birthday wedding

9

9 9

9 Pair work 1 eight Æ sevenths 2 makes Æ eats

3 foods Æ presents 4 aniversaries Æ ages 5 months Æ years 6 5th Æ 50th 7 silver Æ golden - Group work - Whole class ………

………

Unit 3: A party Period 2: Speaking

I Objectives:

- Use appropriate language to talk about parties and negotiate how to plan them

- Use appropriate language to invite people to come to parties

- Ss may have little experience negotiating in English, so T should be ready to provide them with appropriate language to do so

IV Procedure:

2 Warm up

- Whole class

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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:

+ 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,…

Task 1

- Gets Ss to do the task individually

- T encourages Ss to take notes while doing so

- Goes around the class to check and offer help

Task 2

- Puts 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 task1

- Calls on some pair to perform their conversations in front of the

class

Task3

- 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

- T elicits or 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 structures

Ask some group to report about the parties that they’ve planned

3 Homework

Who gave the party?

What was it about?

Where /when did it take place?

How was it organized? How did it go? What activities did you do there?

Did you have good time?

How were the people like?

What about music? What about food and drinks?

Asking for opinions

What do you think about….?

What’s your opinion about……?

How do you feel about…….?

Do you have any opinion about… ?

I agree

I think so, too That’s true, and

That’s right, and

Well, may be, but……

That might be true, but…

Well, my feeling is that

Well, I don’t think so

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

- Decide which parties would be the most

Trang 22

- Ss write a paragraph about a party they have been to attractive and they would most love to come

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Unit 3: A party Period 3 Listening

I Objectives:

- Develop such listening micro-skills as intensive listening for specific information

- Textbook, handouts, cassette tapes,…

- Ss may not have sufficient vocabulary to talk about the topic,so they should be ready to assist them

IV Procedure:

2 Warm

- T divides the class into group of 10 and introdures the game:

The groups should generate as many word related to birthdays and

birthday parties as possible

- After finishing T calls on the representative of each group to

come to the board and write their list Then T gets the whole class

to count Each correct word gets one point Which group has more

points with the game

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

reasons

Listen and repeat

To gather restaurant prize

Birthdaycake 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

B While you listen

Task 1

- Gets Ss to read through the statements to understand them and

underline key words

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

- Checks the answer with the whole class

- Plays 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

- Asks Ss to read all questions in task2

- 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

- Plays the tape again and pause at difficult points if many Ss can

not complete the task

C After you listen

- Puts Ss in pairs and do the task

- T distributes the following handout for Ss to do the role play

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

play in front of the class

- Whole class

- Group work Suggested words:

Age, balloon, birthday, blow out, cake, candle, cards, candy, cookies, chocolate, confetti (hoa giấy), decoration, gift/present, icing, flower, fun, party, song

- Pair work PhÇn th-ëng Kem phñ trªn b¸nh ga t«

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)

- 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

- Pair work

Card A

Ask your friend about Mai’Ss birthday

- place where the party was held

- when it began and ended

- who came

- what you did there

Card B

Tell your friend about Mai’s birthday party

- It was held at Mai’s place

- It lasted about 3 hours(3-6pm)

- About 20 guests came

- Mai opened gifts, you played chess, then

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3 Home work

- Write a paragraph about their own birthday parties

Mai cut cake

Finally, at about 6 in the evening the party came to an end We all tired but happy The parents of other children came to collect them by motorbikes I helped Mai and her mother clean up the mess we had made After that I walked home, which was only 3 doors away

Unit 3: A party Period 4 : Writing

I Objectives:

- Define the format and structure of an informal letter of invitation

- Write an informal letter of invitation

- Textbook, handouts,…

- Ss may not have enough vocabulary to write a detailed letter of invitation so T should be ready to help them

IV Procedure:

2 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 possible

Trang 25

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

A Before you write

Task1

- Ask Ss to work in pairs to answer the questions in task 1

- Call on some Ss to answer the questions and elicits more ideas

from the class T writes them on the board

Task 2

- T gets Ss to do the task individually and then compare their

answers with a partner

- T calls on some Ss to give the answers and write them on the

board

B While writing

- 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

C After you

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

Home work

- Ask Ss to write a letter to invite their friend to their birthday party

- Pair work

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…

As the school year is coming to an end, I’m giving a farewell party for people to meet

up before going away for holiday Would you like to come? It will be at my place at 7p.m next Sunday I intend to invite about 10 people, so it will be a small gathering and hopefully, people can socialize more easily I will be oder some pizzas and buy snacks and fruit However, you might want to bring some drinks to be shared There will be dancing and karaoke competion 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

See you Long

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Unit 3: A party Period 5: Language focus

I Objectives:

- 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

- Ss might have difficulty distinguish and using infinitives and gerunds Therefore, T should be ready to assist them

/ h /: Ss move their vocal folds from wide apart to close together

Practice sentences containing the target sounds

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

Begin Stop start continue love

like hate remember forget

regret try prefer

b Practice

- T gets Ss to do Exercice 1 individually then find a partner to check

their answers with

Exercise 2

a Presentation

- Review the forms of passive infinitive and gerund

- Whole class

- Pair work and individual work

- Whole class take notes

- Give some examples

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Form: Passive infinitive: to be + Past Participle

Passive gerund : being + Past Participle

Use: to emphasise the action/event rather than the agent

b Practice

- T gets Ss to do exercise2 individually and then find a partner to

check their answer

Exercise 3

b Practice

- T gets Ss to do exercise2 individually and then find a partner to

check their answer

Wrapping up

- Summarises the main points of the lesson

- For homework, ask Ss to review the uses of different verbs tenses

that have been covered in the lesson

Ss can understand the content of the test

Ss can do the test well

II Procedure

2 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

- Correct

B Reading

- Ask Ss to read the passage and then answer the questions in

Reading

- Call some Ss to stand up and answer the questions

- 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

1 A 2 D 3 B 4.D 5 C

1 B these people had been childless for 10 years after they were married and were so thrilled to finally have a child

2 to take some photographs of the family

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

brand-4 B he was interested in the toys

5 He felt that it was delightful and looked forward to the next day to have the film develop

- Pay attention to the pronunciation of the underlined part of the word

1 nine 2 hour 3 matching 4.jam Individual work

1 to see 2 to be 3 to phone

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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

Extra exercises

Complete the following sentences

a He had a portrait painted as a birthday present………his daughter

b What do you want…………your next birthday?

c They got married 50 years ago, and today is their 50th……

d He will give her a diamond ring……… a present after living

together for 60 years

e It’s their silver anniversary In other words, they’ve been

married………25 years

f She has just over 30, but she’s married ……… 4 children

I’ll give a special gift……… my husband on his next birthday

I’ve known James for 25 years We first met when he moved to my town He went to a different school but

we became friends because he lived next door to me We’ve known each other since then, but we haven’t kept in touch all that time we lost contact with each other when I moved to Scotland in the 1970s for my job I didn’t go to James’ wedding but he came to mine And now? Well, I’ve been living here in Brighton since 1999 and these days I see James about once a week, usually in the park where I walk my dog, or in the pub for lunch with another friends that we’ve known for about the same length of time We haven’t been doing that for very long but it’s good to get all

of us together

Period:

REVISION

I OBJECTIVES: By the end of the lesson, students will:

- Review all of the knowledge

II TEACHING AIDS: Textbook, pictures, exercises

III PROCEDURE:

Method: mainly communicative

Greeting, introduce, get acquaintance with the students

A Revision

-Elicit all of the knowledge and language

1.Verbs tenses ( present simple, past simple, past progressive, past

perfect, present perfect)

I HIỆN TẠI ĐƠN (Simple Present):

Form; Subject + V(es,s)

Ex: - We come to school on time everyday

- My mother always gets up early

• rarely: ít khi • usually: thường thường

• sometimes: đôi khi • seldom: hiếm khi

- Take notes

- Listen to the teacher

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• never: khơng bao giờ • always: luơn luơn

• often: thường • occasionally: thỉnh thoảng

• hardly ever: hiếm khi • everyday: hàng ngày

• every week: hàng tuần

• every month: hàng tháng

Ex: - The Sun rises in the East

Ex: - Your sister speaks English well

II HIỆN TẠI TIẾP DIỄN (Present Continuous):

Form; Subject + am / is / are + V-ing

Ex: - The farmers are working in the fields now

- My mother is cooking in the kitchen at the moment

• now: bây giờ

• at the moment: vào lúc này

• at present: vào lúc này

• Look! Coi kìa

• Listen! Nghe kìa

• Hurry up! Nhanh lên

Ex: - Look! The boys are fighting

III HIỆN TẠI HỒN THÀNH (Present Perfect):

Form; Subject + Has / Have + V past participle

Ex: - He has lived in England before

- We have gone to Dalat several times

• already: rồi, đã rồi • several times: vài lần

• never: chưa bao giờ • never before:

• yet: chưa • ever: đã bao giờ

Ex: - So far he has had no trouble

- He has lived here for five years

• so far: cho đến nay • up to now: cho đến nay

• up to the present: cho đến lúc này • since then

• since: kể từ khi • for

• in / during the last + 1 khoảng thời gian

Ex: - He has smoked ten cigarettes today

• this week: tuần này

• this month: tháng này

• this term: học kỳ này

• this year: năm nay

Ex: - I have seen him lately

• just: vừa mới • recently

IV QUÁ KHỨ TIẾP DIỄN (Past continuous):

+ Form : Subject + Was / were + V-ing

+ Use :

* Use the past Continuous to indicate that a longer actoin in the past

was interrupted The interrupted is a shorter action in the Simple

Past or a specific time Remember this can be a real interruption or

just an interruption in time

E g : - I was watching TV when she called

- Last at 6 PM , I was eating dinner

* When you use the Past Continuous with two actions in the same

sentence, it expresses the idea that both actions were happening in

the same time The actions are parallel

E.g: I was studying while he was making dinner

V The Past perfect: (Thì quá khứ hoàn thành)

a Form:

Subject + had + V3,ed

Ex : When he got up this morning, my mother had already left

before, after, when

VI Home work:

- Give some examples on the board 1/ I usually go to school in the afternoon 2/ Lan often gets up early in the morning 3/ The earth moves around the sun

4/ I speak English very well

- Write them on their notebooks

- Take notes

- Give some examples on the board 1/ I am looking for the latest newspaper now

2/ They are watching a sport game show at the moment

- Take notes

- Give some examples on the board 1/ We have learnt English for 5 years

2/ Have you seen this movie before?

3/ She has just gone out

4/ I have already finished my homework

- Take notes

- Give some examples on the board 1/ I was studying my lessons when he came 2/ We saw him while we were walking along the street

3/ They were playing chess at 4 o’clock yesterday

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- Summarize this lesson

- Ask Ss to prepare the first test

- Prepare the first test

I/ Read the text and do the tasks below : (2.5 ms)

Chantal's parents didn't have much money, so they sent her to a state primary school when she was five She enjoyed her reading and writing lessons, but there were so many pupils in the class that the teacher found it difficult

to control them

When Chantal was eleven, her father got a better job, and decided to spend some money on her education

He sent her to an expensive private school, where the girl wore dark green uniforms and did two hours' homework every evening

Chantal liked her new school, and did well Because she studied hard, she passed all her exams, and went to university at eighteen She chose history course and was an excellent student In the end she decided to become a teacher, and returned to her old primary school to teach

Answer the questions

1 Why didn’t Chantal's parents send her to a state primary school?

2 What was an important event for Chantal when she was eleven?

3 What profession did she finally decide to choose?

Choose true or false

4 ………… Chantal didn’t like her reading and writing lessons

5 ………… She passed all her exams, and went to university at eighteen

II/ Rearrange the following sentences to make a conversation: (2.0ms)

A: What did yoy talk about?

B: Everything about the lake: its name, the great turtles in it, etc

C: Have you ever spoken English to a native speaker?

D: How did the experience affect you?

E: Yes I talked to an English girl last summer

F: How did you meet her?

G: I was walking along Trang Tien Street when an English girl came up to me and asked me the way to HoanKiem Lake I told her, then we started talking about the lake

H: Well, it made me more interested in learning English

III/ Use the correct form of the verbs in parentheses in the following sentences (3.0 ms)

1 Every day Nam goes to school at 6 a.m Yesterday he (go) to school at 6:30 a.m He was late ………

2 He often (have) breakfast at 7.30 in the morning ………

3 They want (travel) by air because it is much faster than other means of transport ………

4 Isaac Newton died on March 20, 1772 and (bury) in Westminster Abby ………

5 I’d like (have) a look at your new car ………

6 I (try) to learn English for years, but I haven’t succeeded yet ………

IV/ Make sentences based on given hints (2.5 ms)

1 Have / you / start / learn / English / yet?

2 We / already / study / the language / our school / since 1990

3 Elementary school / students / learn / English / since 1980

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I-Knowledge: Helping students to correct ONE PERIOD TEST 1

II-Skill: Reading, speaking, and writing skill

II PROCEDUCE:

I-Settlement: Greeting the class and checking students’ attendance

II-Checking: Sharing papers with Students

III- New lesson: Correcting ONE PERIOD TEST 1

III Teaching method: Communicative approach

I/ READING:

- Ask Ss to read the passage

- Ask Ss to answer the questions

1 Why didn’t Chantal's parents send her to a state primary

school?

2 What was an important event for Chantal when she was

eleven?

3 What profession did she finally decide to choose?

Choose true or false

4 ………… Chantal didn’t like her reading and writing

- Ask Ss to work in pairs

A: What did yoy talk about?

B: Everything about the lake: its name, the great turtles in it,

etc

C: Have you ever spoken English to a native speaker?

D: How did the experience affect you?

E: Yes I talked to an English girl last summer

F: How did you meet her?

G: I was walking along Trang Tien Street when an English

girl came up to me and asked me the way to HoanKiem Lake I

told her, then we started talking about the lake

H: Well, it made me more interested in learning English

- Correct mistakes

III/ Use the correct form of the verbs in parentheses in the

following sentences (3.0 ms)

- Ask Ss to do the exercise

- Ask Ss to work individually

1 Every day Nam goes to school at 6 a.m Yesterday he (go) to

school at 6:30 a.m He was late ………

2 He often (have) breakfast at 7.30 in the morning ………

- Read the passage

3/ In the end she decided to become a teacher

* Choose true or false

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3 They want (travel) by air because it is much faster than other

means of transport ………

4 Isaac Newton died on March 20, 1772 and (bury) in

Westminster Abby ………

5 I’d like (have) a look at your new car ………

6 I (try) to learn English for years, but I haven’t succeeded yet

- Correct mistakes

IV/ Make sentences based on given hints (2.5 ms)

- Ask Ss to do the exercise

- Ask Ss to work individually

1 Have / you / start / learn / English / yet?

2 We / already / study / the language / our school / since 1990

3 Elementary school / students / learn / English / since 1980

4 I / go / to England / 2000 / my parents

5 I / go / Wales / but / didn’t go / Scotland

- Correct mistakes

V Consolidation: - What have you learnt inUnit 1,2 and 3

VI Homework: - Ask Ss to review all grammtical points and

vocabularies - Prepare Unit 4 lesson 1: READING

4 buried

5 to have

6 have tried

- Work individually

- Write them on the board

1 Have you started to learn English yet?

2 We have already studied of the language our school since 1990

3 Elementary school the students have learned English since 1980

4 I went to England in 2000 with my parents

5 I went to Wales but didn’t go to Scotland

- Review all grammtical points and vocabularies - Prepare Unit 4 lesson 1: READING

- 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

- Ss may need help with the discussion task, so T should be ready to help them

IV Procedure:

Trang 33

- 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

Volunteer (n) [,vɔlən'tiə]

To volunteer to do st/for st

Voluntary (a) ['vɔləntri]

Voluntarily (adv) [vɔlənt(ə)rili]

The aged = the old

Orphanage (n) ['ɔ:fənidʒ]

To overcome

To participate in = to take part in

To suffer

Remote (a) = far away

Handicapped (a) ['hændikæpt]

Disadvantaged (a) [,disəd'vɑ:ntidʒd]

- Ask Ss to make sentences with above words to check their

understanding

- Ask Ss to practice reading vocabulary

- Listen and check their pronunciation

B While you read

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

Help the poor Teach poor children

- Whole clas

- 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 sbd 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 participated in play the game

- He overcame the bad habit of smoking during the meals

Individual work and pair work

1 They read books to the people there, play games with them or listen to their problems

2 They give care and comfort to them and help them to overcome their difficulties

3 They volunteer to work in remote or mountainous areas

Volunteerwork

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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

3 Wrapping up

- T sumarises the main points of the lesson

- Ask Ss to learn by heart all new words

- Talk about different kinds of activities related to volunteer work

- Ss may not have enough vocabulary to talk about the topic, so T should be ready to help them

IV Procedure:

2 Warm up

Slap the board

- Write words on the board:

Volunteer, voluntary, voluntarily, trại trẻ mồ côi, the aged, v-ợt qua,

chịu đựng, remote, tham gia, indicapped, disadvataged

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

Which team slaps the right word fast in the winner

Task 1

- Ask Ss to work in pairs to decide which of the activities in the

book are volunteer works

- Call some Ss to give their answers and asks for comments from

other students

Task 2

- Before Ss do the task, T asks them to read the model conversation

on page 50 Then Ss read the list of volunteer activities and the

exact things related to them

- Group work

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