GIAO AN 11 CO BAN

useful languages -Ask ss to describe -Control -Run through vocabulary -Give instructions Give ss a dialogue build -Ask them to make an interviewee -Go around for help if necessary -Call

UNIT 1 : FRIENDSHIP

A - READING

* Objective : By the end of the lesson, Ss will get to know more about friend are friendship

* Teaching aids : Textbook, lesson plan, pictures, posters

III While – reading :

* Task 1 : Fill in the blanks

Answer :

1 mutual 2 incapable 3 unselfish

4 acquaintance / friend 5 give and take

6 loyal to 7 suspicious

* Task 2 : Answer the questions (LN)

1 What is the first quality for true friendship and

what does it tell you ?

2 Why are changeable and uncertain people

incapable of true friendship?

3 What is the third quality for true friendship and

what does it tell you ?

4 Why must there be a mutual trust between

friends?

5 Why can’t people who talk too much keep a

friend long ?

6 What is the last quality for true friendship and

- Explain the game

- Divide class into 2 groups

- Start the game

- Control

- Ask Ss to make a sentence with these words

- Follow the steps for teaching voc

- Set on the board

- Ask Ss for the answer

- Get feedback and check

- Listen & answer

- Read the question

- Play the game qualities for friendship

Date: 5 / 9 / 2008 Period: 1 – 5

1 The first quality for friendship is unselfish It

tells me hat a man who is concerned only with

their own interests and feelings cannot be a true

friend

2 Because they take up an interest with

enthusiasm, but they are soon tired of it, and they

feel the attraction of some new object

3 The third quality for friendship is loyalty It

tells me that the two friends must be loyal to each

other, and they must know each other so well that

there can be no suspicious between them

4 Because if not people cannot feel safe when

telling the other their most intimate secrets

5 Because they cannot keep a secret, either their

own or those of others

6 The last quality for friendship is sympathy It

tells me that to be a true friend you must

sympathize with your friend Where there’s no

mutual sympathy between friends, there’s no true

friendship

* Task 3 : Choose the main idea

Answer : Conditions of true friendship

IV Post – reading :

To have a friendship we should /

UNIT 1 :FRIENDSHIP

SECTION B:SPEAKING

*AIM: Describe the physical characteristics of a person

*Objective: By the end of a lesson , ss will be able to talk about the physical characteristics of a

person

Skills: Main skill :Speaking

Sub skills: Listening , Reading ,Writing

2 Set the scene about face ,hair ,height ,forehead…

III While –speaking:

*Task 1:Look at the people below & describe their

physical characteristics (page 15)

-Stick the poster on the board

-Run through vocabulary -Give instructions -Control

-Follow the steps for teaching vocabulary

-Draw on the board -Ask ss to guess the physical

-Follow the teacher’s instructions

-Look at the board -Work individually

-Listen &answer -Copy

handsome sincere modest

straight short oval square

beautiful black pleasant

broad good-looking hospitable

10’

2’

*Useful language:

height: tall medium ,short…

face: square ,large ,oval …

forehead: broad ,high ,…

Nose: straight ,crooked …

Hair: black, grey… Appearance : handsome , beautiful ,good-looking… *Task 2:Number the following personalities in order of importance in friendship Report your result to the class IV Post –Speaking :Task 3: Role play *Dialogue build Journalist Interviewee Her / his name ?

Date of birth ?

?

His/ her personalities

? (friendly, honest , helpful……)

What made her successful

?

………

V Homework:

Learn the lesson

useful languages -Ask ss to describe -Control

-Run through vocabulary -Give instructions

Give ss a dialogue build

-Ask them to make

an interviewee -Go around for help

if necessary -Call each pair to report in front of the class

Summarize the main points -Give homework

-Work individually

-Listen & do the task

-Group work

Work in pairs

Listen& take note

caring generous

hospitable honest

modest helpful

sincere understanding pleasant

Prepare section c Listening

UNIT 1 : FRIENDSHIP

C - LISTENING

* Aim : Listening about LAN’s friendship and Long’s friendship

* Objective : By the end of the lesson, Ss will be able to listen the information about LAN’s friendship

and Long’s friendship

* Teaching aids : Textbook, lesson plan, cassette player, tape, poster

apartment building yêu thích

sense of humor xe gắn máy

guitarist toà nhà

favorite tình bạn

motorbike tính hài hước

around xung quanh

friendship người chơi guita

→ Introduction

II Pre- listening :

* Ask & answer the questions :

1 Who is your best friend ?

2 How did you happen to meet him or her ?

3 How long have you known each other ?

4 What qualities do you admire in your best

friend ?

III While – listening :

* Task 1 : Listen and decide T or F

1 _ Ha and Lan share an apartment in

Nguyen Cong Tru Residential Area in Hanoi

2 _ Lan think hat Hai Phong people are

unfriendly

3 _ Lan spent two days in Do Son

4 _ Ha took Lan to Do Son on her motorbike

5 _ Ha introduced Lan to a number of her

friends there

6 _ Ha and Lan have become friends since

Lan’s trip to Do Son

Key : 1-F, 2-F, 3-T, 4-F, 5-T, 6-F

* Task 2 : Listen and choose the answer

1 Minh and Long have been friends since _

A school B college C work D holiday

2 Long was a

A singer B guitarist

C worker D football player

3 Long loves Minh’s

A loyalty B sympathy

C enthusiasm D sense of humor

4 Minh and Long like to go to

A places and movies

- Show the poster

- Give clear instruction

- Model

- Ask Ss to match

- Check

- Read & ask Ss to repeat

- Show the questions

- Ask Ss to ask & answer

- Play the tape twice

- Divide class & ask them

to give the answer

- Play the tape & check

- Show he poster

- Give instructions

- Play the tape twice

- Ask Ss to give their answer

- Play the tape again &

- Listen & check

- Look at & read

- Listen

- Listen & choose

- Give the answer

- Listen & check

10’

10’

1’

C plays and football matches

D zoo and cinema

Key : 1-B, 2-A, 3-D, 4-B

* Task 3 : Listen and write

How and where they meet

What they like about their friend Lan

Long

IV Post – listening :

Take turns to talk about how Ha has been

Lan’s best friend and how Minh has been

Long’s best friend

V Homework :

- Prepare the next lesson : Writing

- Give instructions

- Give posters

- Play the tape twice

- Ask Ss to stick the posters on the board

- Check

- Ask Ss to practise speaking in pairs basing

on the information above

- Go around for help

UNIT 1 : FRIENDSHIP

D - WRIRING

* Aim: By the end of the lesson, students will be able to write a short paragraph about your friend

* Teaching aids: textbook, handouts, posters

* Use the following ideas to start writing:

1) Your friend’s name, age, sex, address

2) Describe her/him physical characteristics

3) Describe her/his personalities

4) Say what you like about her/him

- Ask Ss to give words

- Lead to the lesson

- Introduce words on board

- Give meanings

- Tick two lines on board

& ask Ss to match

- Give key on board

- Give word cues by handouts

- Run through the sentences

- Ask Ss to write

- Go around for help

- Call four Ss to present

- Listen & copy

- Look & work in pairs

- Copy down

- Follow teacher’s ideas

- Start writing

- Present writing on board

- Correct mistakes

personal information age appearance

address characteristics

1 V Homework: - Write a short paragraph about your father

- Prepare next lesson, Lang Focus

UNIT 1 : FRIENDSHIP

E LANGUAGE FOCUS

* Objective :

- Ss can distinguish and pronounce two sounds /ʤ/ & /ʧ/ in single words and sentence

- Ss can review infinitive, bare infinitive and use them

* Teaching aids : textbook, pictures

Show the Pictures on the blackboard:

+ chair, children, chewing gum

+ Jacket, Jean, July

Age, each, coach, college, chew, junk, jeans,

Joke, purchase, magic, tragic, butcher

2 Open their book (page 19) Listen and repeat

III.GRAMMAR AND VOCBULARY:

1 INFINITIVE:

-What do you study English for?

-What do you want to do after school?

-What do you do morning exercise for?

-What do you use phone for?

• After verbs : want, have, decide, buy, would

like, seem…….use “to Infinitive”

• Meaning :“To Infinitive” is used to express a

purpose

* Exercises 1:(page 20)

Key:

1 Who wants st 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

- Asks Ss to look at the pictures

- What do you call in English?

- Ask Ss to repeat to introduce 2 sounds /ʤ/

& /ʧ/

- Ask Ss to repeat

- Give Ss a handout to collect

- Asks Ss to listen and check

- Plays the cassette

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 am happy to know that you have pass the

exam

• Practise :based on prompts:

S1:who/ want/ talk with?

Giang: Where is Linh?

Tuan: I saw him go out 5 minutes ago

Giang: what is the matter with him?

Tuan: I heard him say to Nam he had a

headache He went to see the doctor

VERB: see, hear, feel, make, let, watch + V 0

* Exercise 2 : page 21

Key :

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 officers made him open the

briefcase

5 The boy saw the cat jump through the window

6 Do you think the company will make him pay

some extra money?

7 I felt the animal move toward me

8 Do you think her parents will let her go on a

picnic?

Practise :based on prompts

* S1:I /see/them/go out

- Call some pairs

- Give Ss a situation

“There are 4 people living in the house

They are close friends

They are Giang, Linh, Tuan, Nam However, Giang doesn’t know where Linh goes, and

he asks Tuan :

- Ask Ss to remark Gives some verbs followed bare infinitive

- Ask Ss to do exercises

on page 21

- Correct

- Ask Ss to practise in pairs based on prompts

- Encourage Ss to make situation to use the above verbs (feel, make, let…)

- Call some pairs to present

- Ask Ss to pay

- Practise in front of class

- Take notes

- Give their remark (after verb:see,hear use bare infinitive)

- Do exercises

- Take notes

- Work in pairs

- Present in front of class

- Take notes

2’

* S1:what about /trip / Dalat, Lan?

S2:I / be / afraid I can’t

S1:What / the problem / you?

S2:My friends/make/me/stay there/8 days

S1:But/my parents/ not let/me/stay there 8 days

S2:what a pity!

IV.HOMEWORK :

-learn their lesson

-prepare the new lesson

attention to using these Verbs

- Take notes

UNIT 2:PERSONAL EXPERIENCES

SECTION:READING

I.Objective:

*Knnowledge: After the lesson , Sts are going to improve their reading skill as well as way to guess

meaning of new words

*Skills: reading , speaking , listening

II.Method: Communicative approach

III.Teaching aids : pictures, posters, cards

embarrassing (adj) = confused (adj):

lúng túng,bối rối

to glance at: liếc nhìn

sneaky (adj): lén lút,vụng trộm

to make a fuss: làm ầm lên

*Suggested questions:

1.Who do you think they are?

2.Where are they?

3.What are they doing?

III.While-reading:

**TASK 1: Gap-filling

Answer key:

1.glanced 4.idols

2.making a fuss 5.sneaky

-Gets Sts to order the pictures,then guess what is happening with people in each picture

-Leads Sts to new lesson

-Follows the steps

-Reads twice as model

*Checking: Rub out and

remember

-Gives Sts some questions ,then gets them to work in pairs Ưguess details in a story they are going to read

-Asks Sts to read the story carefully,then do task 1

-Corrects

-Gets Sts to work in pairs to order the pictures about the story they’ve read

-Checks + corrects

-Listen -Work individually

-Present in front of class

-Silent reading

-Do task 1 (p.24)

-Compare the answers in pairs

-Write the words

on the board

-Translate into Vietnamese

3.embarrassing

**TASK 2: Ordering pictures

Answer key: d-b-f-e-a-c

**TASK 3:

Multiple choice + Lucky Stars

1.The girl wish to have when she

was in grade 9

a.a new schoolbag

b.a new shirt

c.a red floppy hat

d.a new bike

2.Her father gave her some money on her

birthday

a to buy the hat she liked

b to buy an ice-cream

c to travel

d to buy a new computer

3.She saw _ in the boy’s bag

a an interesting picture book

b a beautiful pen

c a mobile phone

d a wad of dollar notes like hers

4.She decided to take the money from the

boy’s bag without saying anything about it

because

a.she hated him

b.she didn’t want to make a fuss

c.she liked him

d.she didn’t want him to know

5.She bought for herself with the

money she took from the boy’s bag

a the hat b the shirt

c.the book d.the dictionary

Answer key:1c -2a -3d -4b -5a

IV.Post-reading:

*Suggested phrases:

-Divides Sts into 2 groups, asks them to play the game “Lucky stars” by answering the

questions in task 3

-Gives clear instruction:answer

5 questions with 1 lucky star

-Gives marks + corrects Ö tells which group is the winner

-In groups of four, asks Sts to find out the solution for the situation in the story using the prompts

8’

2’

the same bus the next day and look fer

the boy to return the money to him / keep

it as a secret / tell her father and ash him

for advice………

**HOMEWORK:

-Learn new words by heart

-Write a short paragraph to summarize

the story (about 100 words)

-GroupworkÖ discuss the way to solve this problem

-Each group presents

-Listen -Take notes

UNIT 2: PERSONAL EXPERIENCES

B- SPEAKING

I/ Objectives:

_ Aim(s): Students talk about past experiences and how they affected one’s life

_ Lexical items: words/ phrases talk about past experiences

_ Structures: useful structures used to talk about past experiences

II/ Method: Communicative approach

III/ Teaching aids: textbook, posters, pictures

Warm up: Question

How do the people in the photos feel?

_ happy/ angry/ frightened/ relaxed/ excited/ bored

B- SPEAKING

TASK 1:

Work in pairs Match the things you might have done

or experienced in box A with how the experience

might have affected you in box B (page 25)

→Answer key:

1d 2c 3a 4b 5e

TASK 2

Work in pairs A student is talking to her friend

about one of her past experiences and how it affected

her The lines in their conversation are

jumbled Put them in the correct order, then practise

the dialogue

→Answer key:

1b 2d 3h 4a 5e 6g 7c 8f

_ Hỏi về kinh nghiệm đã trải qua:

Have you ever …?

_ Hỏi vể chi tiết kinh nghiệm đó:

How did it happen?

_ Hỏi về tác động của kinh nghiệm đó:

How did the experience affect you?

TASK 3:

Work in pairs Underline the structures used to talk

about past experiences in the dialogue in Task 2,

then use the structures and the ideas in Task 1 to

make similar dialogues

Ask

Introduce the lesson

Ask sts to match A with B

Work in pairs Check

Pair work

Practise

1’

∗ Useful structures:

- Have you ever …?

- How did it happen?

- When did it happen?

- How did the experience affect you?

Unit 2: PERSONAL EXPERIENCE

LISTENING

Method: Communicative Approach

Objectives: - By the lesson ss understand family is more important than things

- They are no longer selfish

Teaching aids: Textbook, posters, tape, cassette player

Teaching procedures:

Time Stages and Content Teacher’s activities Students’ activities

I.Warm-up:

* Kim’s game

Some words: shout, help, telephone, water,

cry, selfish, gas, protect, unforgettable,

experience, rescue, fire, family, things,

- Embrace (v.) action and explain

- Protect (v.) explain or may be

translate

- Terrified: picture and translate

- Escape (v.) picture, explain or

translate

* Ordering words

+ When you see the fire, what do you do?

Arrange the correct order of the words

from the first to the end: help people to

rebuild their house, call the firemen, manage

to put out the fire, run to the place where

there is a fire, ask someone to help, escape,

scream

III While- listening:

+ Task 1: Christina is being interviewed

about the most unforgettable experience in

her life Listen to the interview, and then

decide whether the statement are true (T) or

- Ask ss look at the posters on the blackboard to answer the question

- Ask ss work in group

- don’t correct their answers

- Ask ss to read the instruction

- Run through the task

- Ask ss to predict

- Play the tape(1 or 2)

- Ask ss for answers

- Ask ss give the correct information of the false sentences

- Give feedback and

- Listen to the instruction of the teacher to play well

- Play the game

- Listen and repeat

- Read

- Copy

- Look at the board and answer the question

Task 2: Listen to the second part of the

dialogue and fill in the gaps in the summary

of Christina’s story below

Answerkey

1 small 2.everything 3.family

4.replaced 5.took 6 appreciate

IV Post- listening:

What do you think about the sentence:

“Family is more important than things”?

- Exchange your ideas with a partner

V Homework:

- Learn by heart the lesson

- Rewrite your opinion about the sentence:

“Family is more important than things”

- Prepare the lesson for the next period:

- Ask ss give answers

- Correct and give comments

- Ask ss work in pairs

Unit 2: PERSONAL EXPERIENCE

SECTION D: WRITING

Objective: Writing a personal letter describing a past experience

Method : Communicative approach

Teaching aids: textbook, poster

Steps

4’

15’

Warm up: Complete the following

sentences, using the adjectives in the box

1 He was very -when someone

stole his money

2 He was very -when his

father appeared on TV with the Prime Minister

3 He was very - when he saw

those big dogs running toward him

4 He was very -when he

heard that he got bad marks

→ introduce the new lesson: Writing an

embarrassing experience in our life

II Pre-writing

* Read the following letter and complete

the chart below

Dear Helen,

Last year I had a scary dream, I was

walking along an empty street late at night

Suddenly a lion appeared at the end of the

street He ran toward me with his big mouth

open and sharp teeth He roared and

jumped upon me I screamed loudly and

awoke I’m still frightened now By the

way, how are you? Do you still have a

nightmare as before? I think we have

similar problems now Write to me as soon

Ask ss to do the task

-run through Voc

Follow

Answer 1.The frightened experience 2.Last night

3 The writer was walking along an empty street late at

Proud , sad, angry,

-embarrassed / embarrassing (adj)

-a / an ….thing happened to me…

-I felt extremely …

-It was a really… experience

→ elicit: Tenses (past)

-who was involved

-how the experience affected you

III While - writing

Write a letter to tell your friends the most

embarrassing experience in the same way

IV Post-writing

V Homework

-rewrite your letters

-prepare the next part

-Explain some structures -elicit tenses & form

-ask sts to write a letter to tell their friends the most embarrassing experience

-go around to give sts some help

-ask 2 sts to write on the board

-correct sts’ mistakes

-give homework

4 The lion ran toward her with his big mouth open and sharp teeth He roared and jumped upon her

Listen and take notes

- write a letter to tell their friends the most embarrassing experience

-ask for help

- write on the board

-take notes

- take notes

E6

UNIT 3: A PARTY

¾ Aims: - To help ss scan for specific information about party, identify and correct false

information

- To help them improve reading skill

¾ Objective: - By the end of the lesson, ss can scan for specific information about party, identify

and correct false information as well as improve reading skill

¾ Teaching aids: Textbook, blackboard, poster…

** Warm – up: Pre – questions:

1 What is the relationship between the people in

the pictures?

2 What are they celebrating?

3 How do they look?

Answers:

1 The people in both pictures belong to a family

2 The people in picture 1 are celebrating a

birthday and the people in picture 2 are

celebrating the 50th wedding anniversaries

3 They are happy

I Pre – reading:

Pre – teach Vocabulary:

1 Anniversary (n): ngày kỉ niệm, lễ kỉ niệm

2 Celebrate (v): làm lễ kỉ niệm

3 Candle (n): ngọn nến

4 Milestone (n): sự kiện quan trọng, cột mốc quan

trọng

Checking: Rub out and remember

** Task 1: True / False Prediction

1 Lisa is celebrating her birthday

2 In the USA, only young people celebrate

birthday

3 Rosa and Luis are having a birthday party, too

4 In the USA, most married couples celebrate

wedding anniversaries every year

* Keys:

1 T 2 F 3 F 4 T

II While – Reading:

** Task 1: Decide which of the activities below

takes place at a birth party or at a wedding

anniversary party or both

* Keys:

1 Birthday party

2 Both

- Gets ss to look at the pictures

- Gives questions

- Gets ss to listen and answer

** Reads the words;

get ss to repeat and copy

- Monitors

- Listen and answer the questions

- Repeat and copy

- Predict and give answers

- Take notes

- Work in pairs

- Take notes

NGÀY SOẠN: 15 / 9 / 2008

12ms

10ms

4 Wedding anniversary party

5 Wedding anniversary party

6 Wedding anniversary party

7 Birthday party

** Task 2: Underline the wrong word and provide

the correct one

1 Where do you prefer to celebrate your birthday,

at home or in the restaurant? Why?

2 Do your parents celebrate their wedding

anniversaries?

3 Are you going to celebrate your weeding

anniversaries in the future? Why (not)?

** Homework:

- Learn Vocab

- Read the text again at home

- Prepare for new lesson: Speaking

- Lucky fruits game

- Play game in groups

- Take notes

- Groups’ work

- Speak out

UNIT 3: A PARTY

¾ Aims: - To help ss scan for specific information about party, identify and correct false

information

- To help them improve reading skill

¾ Objective: - By the end of the lesson, ss can scan for specific information about party, identify

and correct false information as well as improve reading skill

¾ Teaching aids: Textbook, blackboard, poster…

** Warm – up: Pre – questions:

1 What is the relationship between the people in

the pictures?

2 What are they celebrating?

3 How do they look?

Answers:

1 The people in both pictures belong to a family

2 The people in picture 1 are celebrating a

birthday and the people in picture 2 are

celebrating the 50th wedding anniversaries

3 They are happy

I Pre – reading:

Pre – teach Vocabulary:

1 Anniversary (n): ngày kỉ niệm, lễ kỉ niệm

2 Celebrate (v): làm lễ kỉ niệm

3 Candle (n): ngọn nến

4 Milestone (n): sự kiện quan trọng, cột mốc quan

trọng

Checking: Rub out and remember

** Task 1: True / False Prediction

1 Lisa is celebrating her birthday

2 In the USA, only young people celebrate

birthday

3 Rosa and Luis are having a birthday party, too

4 In the USA, most married couples celebrate

wedding anniversaries every year

* Keys:

1 T 2 F 3 F 4 T

II While – Reading:

** Task 1: Decide which of the activities below

takes place at a birth party or at a wedding

anniversary party or both

* Keys:

1 Birthday party

2 Both

- Gets ss to look at the pictures

- Gives questions

- Gets ss to listen and answer

** Reads the words;

get ss to repeat and copy

- Monitors

- Listen and answer the questions

- Repeat and copy

- Predict and give answers

- Take notes

- Work in pairs

- Take notes

12ms

10ms

3 Both

4 Wedding anniversary party

5 Wedding anniversary party

6 Wedding anniversary party

7 Birthday party

** Task 2: Underline the wrong word and provide

the correct one

1 Where do you prefer to celebrate your birthday,

at home or in the restaurant? Why?

2 Do your parents celebrate their wedding

anniversaries?

3 Are you going to celebrate your weeding

anniversaries in the future? Why (not)?

** Homework:

- Learn Vocab

- Read the text again at home

- Prepare for new lesson: Speaking

- Gets them to give answers

- Lucky fruits game

- Play game in groups

- Take notes

- Groups’ work

- Speak out

UNIT3: A PARTY

SECTION: SPEAKING

¾ Aims: - To help ss talk about parties and how to plan parties

- To help them improve speaking skill

¾ Objective: - By the end of the lesson, ss can talk about parties and how to plan parties as well

as improve speaking skill

¾ Teaching aids: Textbook, blackboard, poster…

I Pre – speaking:

Pre – teach Vocabulary::

1 Host (n): chủ nhà (nam)

→ Hostess (n): chủ nhà (nữ)

2 Decorate (v): trang hoàng, trang trí

→ Decoration (n): sự trang hoàng, sự trang trí

3 Budget (n): ngân sách

** Task 1:

¾ Do you often go to parties?

¾ When and where did it take place?

¾ How do you feel?

Talk about a party you have been to, using

the cues below

II While – speaking:

** Task 1:

** Task 2: Tell your partner about the party

** Given speaking:

S1: Have you ever been to a party?

S2: Yes I have just been in a party last

** Reads out the words;

gets ss to repeat and copy

- Gives questions andgets ss to answer

- Then gets them to do the task

- Gets ss to practice in pairs

- Listen and answer the questions

- Practise

- Present

10ms

8ms

**Task 3: You are going to take part in a

competition to organize the best party Decide

on the following cues for your party:

- Food and drink

III Post – speaking:

** Task 4: Tell the rest of the class about your

party Try to convince them to come

** Given speaking:

Hello every one! I am going to organize

a party to celebrate my birthday It will

take place on September 15th 2007

………

…

** Homework:

- Learn Vocab

- Practise speaking at home

- Prepare new lesson: Listening

- Gives feedback

- Gets ss to work in groups

What do a birthday party often have?

( flowers, candies, candles, birthday cake… )

II Pre- listening:

Pre teach vocabulary:

III While- listening:

Task 2: Listen and answer the following questions:

Keys:

1 She was 16 years old

2 Because it is noisy and expensive

3 She served them sorf drinks and biscuits at

the beginning of the party

4 The birthday cake was brought out at about

7 at about six in the evening

IV Post- listening:

Talk about Mai’s birthday party

- Ask students to work in group to answer

- Ask students to guess T or F (work

to listen and answer the following questions

- Play the tape 3 times

- Correct students mistakes

- Ask students to work in group to talk about Mai’s party

- Ask some students

to talk about Mai’s party in front of the class

- Correct students

- Answer

- Guess T or F Listen to the tape

- Check the result

- Work in pair

- Listen

- Practise these sentences

- Work in group

- Talk about Mai’s birthday

in front of the class

- Repeat

V Homework:

Learn by heart new words

Practise listening at home

- Ask students to do

at home

- Do at home

I Warm up:Magic hat

I N V I T A T I O N

II Pre writing

Task 1 -Questions:

1 On what occations are parties held?

2 What kind of clothes do people often wear at a

Task 3: Write a letter of invitation

III While writing:

- Asks ss to guess

- Asks ss to work

in group and answer

- Corrects ss’

mistakes

- Asks ss to work

in groups to do this exercise

- Corrects ss’

mistakes

- Runs through the questions

- Helps ss what they don’t understand

- Asks ss to work

in group to write a letter of invitation

- Goes around to help ss when it

- Do at home

- Correct their mistakes

- Ask students to

do at home

UNIT 3: A PARTY

LANGUAGE FOCUS

™ Aim(s):

o Pronunciations: /l/, /r/, /h/

o Infinitive and gerund

o Passive infinitive and gerund

™ Teaching aids: blackboard, textbook, posters …

™ Times: 45 ms

3ms **Warm – up: Order these words in correct column of

Husband, house, holiday

** Practice the words and sentences:

I Task 1:

™ Example:

• He wants to become a teacher

• They pratise speaking English every day

- Listen and answer

- Do the exercise

NGÀY SOẠN: 20 / 9 / 2008

want

S + agree + to be + V3ed hope

• Instead of being excited about the good news,

Tom seemed to be indifferent

- Do the exercise again

- Prepare TEST YOURSELF

- Get ss to do the exercise

- Correct

- Give example

- Elicit the form

- Get ss to do the exercise

- Correct

- Do the exercise

- Do the exercise

Unit 5: ILLITERACY

A: READING

I Aim :

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

“Illiteracy Eradication” in Vietnam

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

II.Teaching aids: Textbook, Chalk, Cards, Posters …

- ethnic minority (n) (explanation)

- voluntarily (adv) Ỉ (synonym)

- to decrease (v) Ỉ (antonym)

2.Going through the pictures:

*Questions:

a Who comes to attend this class?

b Where are they?

c What are they doing?

d What kind of textbook are they learning?

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

3.Find the Vietnamse equivalent to the following

expressions:

- Feedback: Nought and crosses (3 lucky numbers)

ỈAnswers:

1.Phổ cập giáo dục tiểu học

2.Vùng miền núi xa xôi

3.Xoá mù chữ

4.Kỹ thuật canh tác

5.Kế hoạch hoá gia đình

II.While-reading:

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

up the whole passage?

(task 2)

- Answer: D (the fight against illiteracy)

2.Answer the questions (task 3)

1 94% of the population

2 The campaign for illiteracy eradication

3 1400 – one thousand four hundred

- Instruct the game

- Follow the steps

to present new words

- Give the questions -Run through

- Feedback

- Correct if necessary

- Ask sts to read the text

- Get sts to read the text again

- Work in pairs

- Guess the new words

- Read

- Copy

- The whole class

-Think and answer

- Work in group

- Give the Vietnamese meaning

- Open their books

- Read and choose the best answer

- Answer the questions

20’

13’

4 They voluntarily spent their vacations teaching

ethnic minority illiterate people to read and write

5 Illiteracy will soon be eradicated

-Write the answer in their notebooks

-Prepare the next period

new words

- Present the questions

- Model

-sts: look at the poster

-listen carefully and play

a game 5’

2 Task 1(Exercise in the text book)

Match each problem in A with its

Talk about your school problems and

offer solutions Use the suggestions in

task

Discussion

Think about some school problems and

then give some solutions

Sts know what their teacher says

Sts work in pairs Sts do task 1 Sts correct the mistakes

Sts read model sentences with their teacher -work in groups

*Useful expressions

-Have you thought about ….?

-What can be done to solve this

problem?

-How about ….?/ what about …?

-It might be a good idea to …

T gives suggested useful expressions on the board

T explains some difficult words if neccessary

I think we should … T asks sts to tell problems

Sts can use suggested useful expression

sts can ask their teachers

if they don’t know some thing

-Tell some problems and

2 Give some advice for them

3 Give some bicycles

Model

1 Example: in the text book

Task 3

Think of three or four problems your

class is experiencing, Talk about them

and offer solutions You may use the

cues below

Suggested words

-make too much noise

-forget doing homework

Model

A: What do you think about our class

size? Over 50 students so it’s difficult

for teachers to help each of us

B.Yes, but we don’t have enough

teachers and classrooms

C.So what our school has to do is to

have more teachers and have more

T asks sts to continue to work in groups again

-T asks them to give problems and solutions in their class

-T gives them some words -T asks them to practise

T calls some groups to retell their ideas

T checks sts’ pronunciation

-sts pratise speaking and use the information of task 1, teacher’s giving -Sts re-speak in front of the class

Sts -work in groups again -think some ideas about problems and solutions

of their class

-practise speaking with suggested model sentences (conservation)

Sts go in front of the class and retell Sts correct the mistakes

3’ III Homework

Practise speaking more time at home Write the homework on the

board

Do it at home

UNIT 5 : ILLITERACY

PART C: LISTENING

AIM: Listenin for specific information

1 Basic knowledge: words & expression

2 Skill: listening skill

AIDS:1 Teacher: cassette, posters,textbook

2 Students: textbooks

PROCEDURE: stages & activities

Academic( adj) ( translation)

Self – respect( n) ( example)

Checking R & R

Before you listen ( p 60)

Ask & answer the questions:

1 Have you ever done a survey?

2 Do you know where Perth is?

III WHILE –LISTENING:

While you listen ( p 60 , 61)

Task 1:listen & choose the best option to complete the

Elicits Models Writes

Asks

Runs through Plays the tape

Checks

Elicits Runs through

Memorize

Go to the board & write down the words Answer Listen &

repeat

Listen Repeat Copy

Work in pairs

Listen & take notes

Work in pairs Listen to the tape the first time

Answer &

correct Listen

effective, self- respect, maturit, academic,Perth, weakness, performance, Western Australia

1 The survey took place in Perth

2 80 percent of the students

3 They think that they should be allowed to give

some input into school decision making

IV POST –LISTENING:

After you listen( p 61)

Assigns

Listen to the tape the second time Work in groups Correct

Listen Work in groups

Listen & take notes

UNIT 5 : ILLITERACY

WRITING

Aim: By the end of the lesson, sts can describe information in a table

Lexical items: words/ phrases used in illiteracy

Grammar: past & present tenses

Teaching aids: textbook, pictures, T's prompts

*Write a paragraph of about 100 words,

describing the information in the table

explaining clearly

- dividing class into 4 groups

- asking sts to write a para

- going around for help

- feedback ( asking sts to tick their posters on the board)