GIÁO án ANH 11 cơ bản cả năm mới NHẤT

Teaching aids: Student’s book, tape and cassette player, chalks, notebooks… - Write down all their vocabulary on the board .-Ask students some questionsabout friendship: - Introduce new

Date of preparation: 17thAugust,2014

Period: 1

Guiding to learn and test

I Objectives:

- To introduce the textbook- English 11

- To introduce the way of testing

- To set up some class regulations

- To give a fifteen- minute test

II Methods: communicative approach

III Teaching aids: Student’s book, student’s workbook, some test papers, etc.

IV Procedure:

1 Organization : (1min)

Class Attendances Teaching date Absentees

2 Check old lesson : No checking

+ People and places

- Sixteen units

b The Structure of the book: - There are sixteenunits In each unit , there are five main parts:

+ Reading + Speaking+ Listening + Writing+ Language focus: - Pronunciation -Grammar and

vocabulary.

c How to learn English well

- Learn new words by heart

- Learn everywhere & every time when you are free

- Study the new lesson & prepare it cafully beforeyou go to the class

- Listen to theteacher and takenotes

- Listen to theteacher and takenotes

5.I wish that I (know) how to mend this shirt.

II Complete the second setence so that it has a similar meaning to the first one.

1.Tom always walk to school

Tom always goes

2 When did you start your course?

How long have

3 It took me two hours to do my homework

I spent my homework

4 He didn’t become a famous film director until

he was 55

It was not

III Choose the best answer

1.The TV program I watched last night was so

that I turned it off

( boring/ bored/ excited/ exciting)

2 it is getting dark, we will not wait for himany longer

( Unless/ While/ Since/ Although)

3 His doctor advised him

( to give/giving) ( to smoke/ smoking).

4.My uncle drank a lot of beer, made him fat

( that/which/ that’s why/ it)

5 She is going to finish her home work, ?

(is she/ will she/doesn’t she/ isn’t she)

5 knew

Ex2:

1 to school on foot2 you started your course?

3 two hours doing

4 until he was 55 that he became a famous film director

Ex3:

1.boring

2 Since

3 to give- smoking4.which

5 isn’t she

4 Consolidation (1’): Summarize the main points of the lesson

5 Homework (1’): Ask students to prepare next lesson: Unit 1-Reading

Date of preparation: 17thAugust,2014

Period: 2

Unit 1: Friendship

Lesson 1: Reading

I Objectives:

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

- Understand the passage aboutfriendship

- Express their own ideas about friendship

- Identify the main idea and guess the meaning in context

II Methods: Integrated, mainly communicative.

III Teaching aids: Student’s books, note books, chalks board, etc.

- Ask students the questions:

- Have you got many friends?

- Who is your best friend?

- What do your friends and you do

in your free time?

- Introduce new lesson

Before reading:

- Ask students to look at thepicture and read the poem in theirbooks

- Ask students to discuss then askand answer the question:

- What do you think of the friend

in the poem?

- Listen to students and correctpronunciation if necessary

-New words.

-acquaintance (n) : nguoi quen

- give- and- take: moi quan he chonhan

- incapable of: bat tai

- unselfish (adj): ko ich ky

While reading : 1 Task 1: Give Ss the hand-

- Listen to the teacher and answerthe questions:

- Yes, I have

- A is my best friend

- We usually come to the librarysometimes play foot ball

- Look at the picture in the book, listen

to the teacher, read the poem then askand answer the question, work in pairs:A: What do you think of the friend

in the poem?

B: I think

- Listen to the teacher

Listen and repeat

- Listen to the teacher then read thepassage

- Ask some new words if necessary

- Listen to the teacher

Class Attendances Teaching date Absentees

2 Task 2: Choose best answer

- Ask students look through thepassage then try to choose which

of the choices A, B, C or D mostadequately sums up the ideas ofthe whole passage

Key: B ( Conditions of truefriendship)

3.Task: Answer the questions

- Ask students to scan the passageand answer the questions:

- Let them work in pairs

- Walk round and help students

- Ask some students to stand up toask and answer each other

- Walk round the classroom andcorrect mistakes

- Let them work in pairs

- Ask them to report the results tothe class

- Listen to students and correctmistakes

- Look through the passage againand do the task

- Practice with a partner then writethe key down in the note book

- Listen to the teacher then ask andanswer the questions in the book: 1/ The first quality for truefriendship is unselfishness

2/Changeable and uncertain peopleare incapable of

3/ the third quality for friendship isloyalty

4 There must be mutual trustbetween friends because if not,people cannot feel safe when tellingthe other their most intimate secrets

5 People can’t keep a friend longbecause they can’t keep a secret,either of their own or others

6 The last quality for truefriendship is sympathy It tells usthat to be a true friend, you mustsympathize with your friend Wherethere’s no mutual sympathybetween friends, there’s no truefriendship

- Try to discuss the question

- The students who are called tostand up to report the result to theclass loudly

4 Consolidation(1’): Gives the main points of the lesson : Conditions of true friendship

5 Homework(1’): - Ask students to learn by heart all the new words and summary the

passage

- Ask students to prepare for next lesson: Speaking

Date of preparation: 17thAugust,2014

Period 3:

Unit 1: Friendship Lesson 2: Speaking

I Objectives:

By the end of the lesson, Sts will be able to: Describe the physical characteristics andpersonalities of their friends, using appropriate adjectives

II Methods: integrated, mainly communicative.

III Teaching aids: Student’s book and pictures showing friends, etc.

- Call some sdtudents to stand

to talk to the class

- Introduce, listen and repairmistakes for students

Before speaking : Task 1

- Ask students to look at thepeople in the book anddiscribe their physicalcharacteristics

- Let them work in pairs

-Introduce “Useful language”

to the students:

+ Height: tall, medium, short, + Face: square, large, oval, + Forehead: broad, high, … + Nose: straight, crooked, ….

+ Hair : Black, grey, ….

+ Appearance: handsome,

beautiful, good-looking, ….

- Keep books close

- Listen to the teacher

- Try to discribe some one in the class

- The students who are called stand todiscribe a friend to the class

- Try to repeat from memory

- Try to discribe the people in the book:+ The boy is short He has a large face , + The girl is

- Play roles

-Present their performance

-Rearrange the adjectives in order of importance of friendship

Class Attendances Teaching date Absentees

- Ask Ss to rearrange the adjectives in order of importance of friendship and tell the reasons of their choice.

After speaking:

3 Task 3:

- Set the scene and ask Ss to work in groups to make questions or facts about a famous friend based on the suggestions in the textbook before doing the task

T: Hello, I’m ……… I’m

a journalist for …

T: I know you are ……

….friend Could you give

me some information about …… ?

- When was he born? / What’s he like?

- What’s his hobby? / What does he do in his free time? / / how much time does he spend on math?/ What made him sosuccessful?, etc …

T: Thanks for giving me time Bye

Practice asking and answering + Close pairs

+ Open pairs

T: Hello, I’m ……… I’m a journalist for

…

T: I know you are …… ….friend Could you give me some information about …… ?

- When was he born? / What’s he like?

- What’s his hobby? / What does he do

in his free time? / Why is he interested

in math? / how much time does he spend

on math?/ What made him so successful?, etc …

T: Thanks for giving me time Bye

4 Consolidation(1’): : talk about physical characteristics and personalities

5 Homework(1’): - Ask students to talk about a close friend

- Ask students to prepare for new lesson: Listening

Date of preparation:22rdAugust, 2014

Period 4:

Unit 1: Friendship Lesson 3: Listening

I Objectives:

By the end of the lesson, Sts will be able to develop such listening micro-skills asintensive listening for specific information and take notes while listening

II Methods: Intergrated, mainly communicative

III Teaching aids: Student’s book, tape and cassette player, chalks, notebooks…

- Write down all their vocabulary

on the board -Ask students some questionsabout friendship:

- Introduce new lesson

Before listening: (7 minutes)

- Ask students to look at the part:

Before listening

- Let them work in pairs ask andanswer the questions:

1 Who is your best friend?

2 How did you happen to meethim or her?

3 How long have you known eachother?

4 What qualities do you admire inyour best friend?

- Walk round, listen and helpstudents

- Read loudly the words in thebooks:

- Close the books

- Listen to the teacher and answer thequestions

* Expected answers: caring, supportive,

helpful, honest, good- nature, witted, humorous, friendly

quick Listen to the teacher then and answerthe questions in the book

- Work in pairs

- Look at the books

- Listen to the teacher and repeat thewords

-Students repeat & take notes

- Repeat loudly the words and try toremember them

Class Attendances Teaching date Absentees

-Have students read the true-falsestatement list and questions intextbook silently for severalminutes to make sure that everystudent understands them (Task1)-Turn on the cassette player twice.

-Ask some students to do theirtasks on the board

-Correct and give score

2 Task 2: Gap filling( for advanced Ss)

- Set the scene and ex0.plain

- Tell Ss the way of doing this exercise

- Have them listen twice

- Let Ss listen to the tape one moreand ask them to give the answers

After listening: (6 minutes)

-Have students ask & answerabout the friendship between Lanand Ha, Long and Minh (How &

Where they met, what they likeabout their friends

-Ask students to rewrite theiranswers completely

-Students read task1, 2 silently for gist-Elicited students raise their hands tointerpret

*keys: 1 F 2 F 3 T

4 F 5 T 6 F

-Students work in pairs

- Listen and note down the ideas in thetable

Keys:

1 How and when did they meet?-Lan : -they used to live in the sameapartment building in Hanoi

- Lan went on a holiday toDoSon and Ha went there to help her.-Long: -they met in college

-Minh played the guitar Long was asinger

- They worked together

2 What do they like about their friend?-Lan: -He’s very friendly and helpful -Ha’s sociable She’s got manyfriends in DoSon and she introduced lanaround

-Long: Minh has a sense of humor, likes

to go to playsand movies, is a goodlistener, is friendly and helpful

4 Consolidation(1min): : Lan and Long’s best friend

5 Homework(1min): - Ask students to talk about how Ha has been Lan’s best friend and

how Minh has been Long’s best friend

- Ask students to prepare for new lesson:Writing

Date of preparation: 22rdAugust,2014

Period 5:

Unit 1: Friendship

Lesson 4: Writing

I Objectives:

By the end of the lesson, Sts will be able to write about a friend, real or imaginary, using the words and expressions they have learnt in previous lessons

II Methods: Intergrated, mainly communicative

III Teaching aids: Student’s book, notebook, chalks, board.

IV Procedure:

1 Organization (1min):

Class Attendances Teaching date Absentees

2 Check old lesson(5mins) : talk about Ha and Long’s best friends

- Ask students to keep book close

- Ask students some questions about theirbest friends

Before writing:

- Teacher asks students to think about afriend they like

-Teacher raises a few guiding questions

1 What is your friend name?

2 How old is he / she?

3 Where and when did you meet eachother?

-Teacher uses a picture to gives some keywords to describe someone’s physicalcharacteristics ( height , hair , eyes , face ,clothe.) and his / her personalities

( helpful , sincere) and some necessarystructures

- Gets sts to work in groups to makeoutlines

Eg:

When &

where

Physical characteristic

Personalitie s

- Keep book close

- Listen to the teacher and answerthe questions

- Listen to the teacherand answer the questions:

1 My friend’s name is Hoa

2 She is 17 years old

3 We met each other at mycousin’s birthday party 4 yearsago

- Make outlines

- at a football match.

forehead

- very tall

- long black sleek hair

good natured

- witted

quick-While writing:

-Teacher gives a sample and has studentswrite a passage to describe a friend theylike

- Let them work in groups

- Go round, check and help students

After writing:

- Give suggestions and corrections-Teacher asks students to read / write some students’passsages on the board andTeacher gives comments

- Correct mistakes and mark

-Students write a passage

* A Sample

Hoa has been my best friendsince many years She is quite alively person She is fairly tallwith a good fingure She ‘s got aheart- shaped face with a smallsort of turned- up nose It is veryattractive She has got long ,black wavy hair and blue eyeswith very long eyelashes Hercomplexion is white Her lips arevery full and she has got dimples

in her checks Now she lives veryfar from me , but we still keepcontact through e- mail

-Students read / write some students’passsages on the board

4 Consolidation(1min): : How to write about a friend ?

5 Homework(1min): - Ask students to write about one of his or her friend

- Ask students to prepare for new lesson: Language focus

Date of preparation: 22rd August, 2014

Period 6:

Unit 1: Friendship Lesson 5: Language focus

I Objectives:

By the end of the lesson, Sts will be able to:

- Distinguish the sounds / / and / /

- Pronounce the words and sentences containing these sounds correctly

- Use some structures containing infinitive with to or without to appropriately.

II Methods: Intergrated, mainly communicative

III Teaching aids: Student’s books, notebooks, chalks, board…

IV Procedure:

1 Organization (1min):

Class Attendances Teaching date Absentees

2 Check old lesson :(5mins) write about one of your friend

P1: church P4: organgeP2: watch P5: bridgeP3: chicken P6: village

- Introduce new lesson

Pronunciation:

- Ask students to look at theirbooks then introduce to them

*Listen and repeat :

- Read loudly then ask students torepeat

- Introduce : / d / - / t∫/

- Correct pronunciation for thestudents

* Practise these sentences

- Read the sentences loudly

- Ask students to repeat

- Correct pronunciation forstudents

Grammar and vocabulary:

* Infinitive with to

- Keep book close

- Listen to the teacher reads

- SS listen and repeat

- Open the books

- Look at : Listen and Repeat

- Repeat the words in chorus thenindividual

- Look at Practise the sentences

- Listen to the teacher then repeat

in chorus then individual

* Verb + to inf.

agree, offer, decide, appear,

forget, refuse, attempt, plan,

seem, learn, promise,

manage, arrange, pretend,

dare, threaten, fail, hope,

afford, tend

* Verb + object + to inf

want, ask, expect, help,

mean (= intend), would like,

would prefer, tell, remind,

force, enable, persuade,

order, warn, invite, teach,

get (= persuade)

- * Infinitive without to.

- sau cac dong tu khuyet thieu:

can, could, may, must, will,

shall…

- sau dong tu chi giac quan :

feel, hear, see, watch… hoac

sau cac dong tu make, let

- sau cac dong tu nhu : had

better, would rather, sooner

- Ask Ss to give more verb

following the bare infinitive if

possible

- Introduce the new lesson

- Write the structure on the Bb

S+ Perceptive verbs +

Object + Bare inf

- see - hear - listen to

- watch - feel - smell -

- Have Ss practice the exercises

- Listen to the teacher

-Listen to the teacher and doexercise 1

Keys:

given in the textbook

- Ask Ss to read out theanswers

- Give them a chance to practicethe structures by using modeldialogue:

A: Where is Nam?

B: I saw him go out a minuteago

A: What wrong with him?

B: I heard him say that he isnot well

2 Task 2

Set the scene to teach the inf”

“To-What do we go to school for?

What do you earn Englishfor?

* We go to school to enrichour mind with

knowledge

*“To infinitive” is used in these sentences to express a purpose

- Ask Ss to do the given exercises in textbook

Give feedback

1 Who wants some thing to eat?

2 I have some letters to write

3 I am delighted to hear the news.4.Mymother has some shopping todo

5 You always have too much totalk about

- Listen to the teacher and doexercise 2

4 I heard them talk in the room

5 I left the animal move towardme

4 Consolidation(1min): : How to use infinitive with “to” and infinitive without “to”

5 Homework(1min): - Ask students to do all exercises in the book

- Ask students to prepare for new lesson: Unit 2: Reading

Date of preparation: 28th August, 2014

Period 7:

Unit 2: Personal Experiences Lesson 1: Reading

I Objectives:

By the end of this lesson, Students will able to:

- Express their opinions about personal experience.

- Read for gist and for specific information

- Develop such reading micro-skills as scanning for specific ideas, identifying the sequence of events and guessing meaning in context

- Use the information they have read to discuss the story

II Methods: Intergrated, mainly communicative

III Teaching aids: Tape and cassette player, pictures, English textbook 11, hand-outs.

IV Procedures:

1 Organization :

Class Attendances Teaching date Absentees

2 Check old lesson(5mins) : Do exercises

3 New lesson :

-Game: middle riddle

- Give some pictures and ask

ss to match with words

P1 pen, taxi, apple, key,knife, tree, one, ice, bed

-Deliver handouts with 10pictures on

- Put ss to work in group

- In groups, ss identify eachpicture In the space beneatheach picture, ss ,write themiddle letter of each word

The group who first finds outthe word wins

Before reading: (5minutes)

- Ask studentsto put thepictures in the book in thecorrect order to make a story

* Newwords:

- making a fuss: lam am I ,

om som

- glance (v): liec nhin

- ambarrassing (a): nguongngung, lung tung

- idol (n): than tuong

While reading: (15minutes) Task 1 : Fill each blank with

one of the words in the boxbelow

- Firsly, ask students to studyindividually then in pairs

- Walks arround the class,offer ideas and commentswhen students need help

- Give suggesstions

Task 3: Answer the questions

- Ask Ss to read the questions

carefully and underline the key words to do the task-Ask Ss to give answers and correct

- Listen to the teacher

- Answer the questions

- Put the pictures and match ( work in

groups)

- Give their answers

Keys: Experience

- Read the story

- Listen, try to guess the meaning ofthe new words and take notes

2… so that she could buy the hat(for herself.)

3 She saw a wad of dollar notes

Consolidation:(1min) : Give the main point of the lesson : translate the passage

5 Homework(1min): - Ask students to learn by heart all new words, read and translate the

pasage into Vietnamese , finish tasks

- Ask students to prepare for new lesson

Date of preparation: 28th August, 2014

Period 8:

Unit 2: Personal Experiences Lesson 2: Speaking

I Objectives:

By the end of this lesson, Students will able to:

- Know how to practice speaking skill

- Speak for gist and for specific information

-Identify structures that are used to talk about past experiences and their influences

on one’s life, i.e present perfect and past simple, structure with “Make”

-Use these structures to talk about a past experience and how it affects their life

II Methods: Intergrated, mainly communicative

III Teaching aids: Pictures, English textbook 11, chalks, board, hand-outs

IV Procedures:

1 Organization :

Class Attendances Teaching date Absentees

2 Check old lesson(5mins) : Write new words, read and translate the pasage into

- How did you feel when you spoke English to them?

Before speaking: (8 minutes)

- Gives students some new words in Task 1

- Reads the new words

1.Task 1: Matching phrases

- Asks students to do Task 1

Task 3: Making dialogues

- Gives students useful structures

+ Have you ever………….?

+ How did it happen ?+ When/ Where did it happen?

+ How did the experience affect you? How did you feel?

- Asks students to do Task 3

in pairs

- Asks some pairs to perform their dialogues in front of the class

- Corrects common mistakes and give remarks

+ Structure:

Present Perfect ( Past simple)

Have you ever………?

Key:

1 D 2 E 3 B4.F 5 A 6 C

B How did it happen?

- I didn’t study well enough for exam

C When did it happen?

- Last year

D How did you feel/ How did it affect you ?

- I felt disappointed/ sad/ depressed

2 A Have you ever traveled to other parts of the country?

- Yes, I have

B When did you travel?

- In 2002

C How did it affect you?

- It make me love our country more./ I learned more about different places in our country

C How did it affect you?

- It was interesting to talk to famous popstars

- It changed my attitude to/ towards/ famous pop stars

4 Consolidatio(1min): : Give the main point of the lesson : talk about past experiences

5 Homework(1min): - Ask students to : talk about past experiences

- Ask students to prepare for new lesson: Listening

Date of preparation: 28th August, 2014

Period 9:

Unit 2: Personal Experiences Lesson 3: Listening

I Objectives:

By the end of this lesson, Students will able to:

- Understand more about the personal experiences and practice listening skill.

- Listening for gist and for specific information

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

and taking notes while listening

II Methods: Intergrated, mainly communicative

III Teaching aid: Pictures, chalk, cassette tape

IV Procedures:

1 Organization :

Class Attendances Teaching date Absentees

2 Check old lesson(5mins): talk about past experiences ?

-Asks sts to close books

- Shows the picture of a fire and ask some sts to describe it

- Ask some questions:

+What do you see in the picture?

+ Who do you see in the picture?

+ How do the girls look?

+ Have you ever seen a fire?

- Leads to the lesson

I Before listening

*vocabulary Elicites the meaning of some new words

-Memorable (adj)-Terrified (adj)-Scream (v)

II.While you listen

1 Task 1

- Plays the recording and get sts tolisten to the first part (From the beginning to minor burn ) to checktheir prediction (two times)

- Give feedback and play for recording for the third time

2 Task 2

-Ask Ss to open book and do the task

- Asks the sts to recognize the part

of speech in the gaps -plays the recording and gets sts tolisten to the second part of the dialogue (two times )

-Give feedback and plays the recording for the 3 rd time

III.After listening

-Discussion : Christina says that family is important than things -Do you agree or disagree with her? Why ?

- Call two groups to present in the front

-Give the corrections

-Listen , check and write their answers

on board again Suggested answers (1) T (2) F (3) F (4) F (5) TCheck and take notes

-Listen , fill in the blanks and write their words on board

Suggested answers (1) small (2) everything (3) family (4) replaced (5) took (6) appreciate

Work in groups of four

-present in the front -Listen

4 Consolidation(1min): : Give the main point of the lesson : new words, listening passage

5 Homework(1min): - Ask students to learn by heart new words and summarize the

listening passge

- Ask students to prepare for new lesson: Writng

Date of preparation: 6th Sept, 2014

Period 10:

Unit 2: Personal Experiences

Lesson 4: Writing

I Objectives:

By the end of this lesson, Students will able to:

- Know how to practice writing skill, how to write a narrative and can write anarrative about one of their friends, real or imaginary, using the words and expressions thatthey have learned in previous lessons

- Write for gist and for specific information.

II Methods: Interagrated, mainly communicative

III Teaching aids: Chalk, textbook

IV Procedures:

1 Organization :

Class Attendances Teaching date Absentees

2 Check old lesson(5mins): summarize the listening passge

Before writing: (10 minutes)

- Has students give some of their past experiences? (being seriously ill, failing an exam;

talking to a famous pop star,

… etc)

- Today we learn how to write

a personal letter telling about

a past experience

- Gives students some guidance:

1 When it happened:

( It happened …years ago/in

…./ when I was …years old.)

- Answer the questions

- Gives their own past experiences

- Listen to the teacher and copy down

- Do the task

Sample writing

HCM city 24 May 2007 Dear Minh,

How have you been doing ? Have you got any plan for the coming school break ? Let me tell you about my last summer vacation at my grandparents’ It was almoet a year ago and was one of my most unforgetable experiences

3 Who was involved:

( your family members/ your friends/ your relatives,….)

4 How it affected you:

( it changed outlook life / itmake me more careful/ it gave

me more confidence in …./ ittaught me the lesson/…)

- Asks students to work ingroups to tell their experiences

to prepare for their writing

While-writing: (17 minutes)

- writing a letter -Ask ss to write a letter to afriend of theirs, telling him/

her about one of their mostmemorable experience

-Go around to control andgive help with vocabulary

Post-writing: (5 minutes)

Peer correction

- Corrects common mistakes

My grandparents live a small village , which is about 70km southest of HCM city There is alarge river at the back theirhouse where I often do swimming every afternoon when I spend my vacation with them

One day when I was swimming with some of my friends I suddenly caught cold I felt so dizzy and was too weak to continue swimming,so I started to sink I thought I was going to drown but I

couldn’t call out of because I was too tired and terrified Luckily, one of friends saw that and shouted for help

Immediately, another friend who swims the best among us swam towards me and tried to pull me up me Then other

friends swam towards us to help him push me in My life was finally saved

Now recalling the moment I thought I wasgoing to die, I understand how precious

my life This experience taught me to appreciate my life

What about you ? Have you got any unforgettable holiday that you would like

to share with me ? See you soon Nam

- Work individually and correct mistakes

4 Consolidation(1min) : Give the main point of the lesson : how to write a personal letter

to describe a past experience

5 Homework(1min): - Ask students to write a personal letter

- Ask students to prepare for new lesson: Language focus

Date of preparation: 6th Sept, 2014

Period 11:

Unit 2: Personal Experiences

Lesson 5: Language focus

I Objectives:

By the end of this lesson, Students will able to:

- Know how to pronounce the sounds /m/, /n/ and /η/ and distinguish these sounds

- Pronounce the words and sentences containing these sounds correctly

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

- Use the verb tenses to solve communicative tasks

II Methods: Intergrated, mainly communicative

III Teaching aids: textbooks, cassette tape

IV Procedue:

1 Organization :

Class Attendances Teaching date Absentees

2 Check old lesson(5mins): write a personal letter to describe a past experience

The winner will be the group completing the task in the shortest period of time

*Listen and repeat

- Model three sounds /m/, /n/ and /η/

for a few times and explains the differences in producing them

-Play the disc once for Ss to hear the words containing these two sounds, then play the disc again and this time asks Ss to repeat after the tape

*Practise reading aloud these sentences:

-Read the words in each column all atonce

-Read the words once again, each time with a words in each column to help Ss distinguish the differences between the sounds in the words

-Read the words and ask Ss to repeat them

-Listen to teacher and work in groups

-Discuss and complete

-Listen to teacher and understandhow to read three sounds

-Discuss in groups and write on note book carefully

-Do as required:

-Go around providing help.

-Ask some Ss to pronounce the wordsand gives correction if necessary

I Grammar

*Ask Ss to remember and give the forms, usage, spelling of the past simple tense, the past continuous tense, the past perfect tense:

-Remind the forms, usage, spelling of the past simple tense, the past

continuous tense, the past perfect tense

a Present simple:

* Meaning: present time.

* Form: I/ We/ You/ They + V(inf.)

without To

He/ She/ It + V-s/es

* Use: to express the idea that an

action is repeated or usual The actioncan be a habit, a hobby, a daily event,

a scheduled event or something that often happens It can also be

something a person often forgets or usually does not do

Ex: The train leaves every morning at

8 am

b Past simple:

* Meaning: Past time

* Form: S + V-ed/ V2

* Use:to express the action in the past

( yesterday, last…, …ago, …)Ex: Mozart, the famous composer, died at the age of 35

c Past progressive:

* Meaning: to express the action

happening in the past

* Form: S + was/ were + V-ing.

Ex: When Bill arrived, we were having dinner

d Past perfect:

* Meaning: to express the action

finished before other action or time in

-Listen and write on note book carefully

-Do as required

Take notes

the past.

* Form: S + had + V-ed/ V3

Ex: I phoned carrol at 7 am., but she had left

II Practice

*Exercise 1: (p.30)Use the correct

present tense forms of the verbs to complete the sentences

-Get Ss to do Ex.1 individually

-Check with the whole class and provides corrective feedback

*Exercise 2: (p.30-31) Use the

correct past simple or past progressive tense of the verbs to complete the sentences

-Ask Ss to work in pairs to do the task

- Call on some pairs to answer-Check with the whole class and provides corrective feedback

*Exercise 3: (p.31) Use the correct

past simple or past perfect tense of the verbs to complete the sentences-Get Ss to do Ex.3 individually and then find a partner to check their answers with

-Check with the whole class and provides corrective feedback

8, has baked 9, is 10, is shining

11, are singing 12, is

-Do as required

Expected answers:

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

-Do as required

Expected answers

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

4 Consolidation(1min) : Give the main point of the lesson : past simple, past progressive

and past perfect; Present tense indicating past time

5 Homework(1min): - Ask students to do exercises, learn by heart all forms of tenses

- Ask students to prepare for new lesson

Date of preparation: 6th Sept, 2014

Period 12:

Unit 3: A party

Lesson 1: Reading (P1)

I Objectives:

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

- Develop such reading micro-skills as scanning for specific ideas, and

identifying and correcting false statements

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

II Methods: Intergrated, mainly communicative

III Teaching aids: Some photos of celebrations in the world

IV Procedures:

1 Organization (1min ):

Class Attendances Teaching date Absentees

2 Check old lesson(5mins): Do exercises on language focus part

Guessing game: Which celebration?

- Delivers sts a handout of celebrations and ask them guess which celebrations are.1.On this day, people decorate real

or plastic pine trees with ornaments or gift boxes

2.At the night of this day, children often dress in costumes and go door-to-door

to collect sweets and fruits Houses are decorated with pumpkins which are carved into scary faces and decorated with lights or candles.

3.A celebration which exists only in America On this day people pray to God and eat roasted turkey.

4.A celebration for lovers On this day people often send cards cnd buy chocolates for the ones they love.

5.It is a day to honor mothers On this day, people often send cards and gift to their mothers to show how they love and appreciate their mothers

6.It celebrates the day when someone was born.

7.It is a special day for two lovers On this day they pray to live together and share everything with each other during the rest of their life.

- Gets sts to work in pairs and try tomake sense of the pictures on page 32;

then answer the qs on this page

- Calls some sts to answer the qs

- Elicits some words from their

reading

(17 mins)

answers:

+ to blow out the candles

+ to mark the milestone + present(n)= gift (n) : + present(v) : to give sth to sb + to give sth for his/ her birthday + Sliver /Golden /Diamond anniversary

- Helps sts pronounce these wordscorrectly

- Asks sts to make some examples withthe words

* Task 1 : Matching

- Ask Ss to work in pairs to read the text and decide which of the activities take place at a birthday party or at a wedding anniversary party or at both, then put a tick in the right column

- Call on some Ss to give the answers

- give feedback on what Ss have

- Corrects with the whole class

celebrating a birthday.

- The people in the picture 2 belong to a family, they are celebrating a golden

5 Homework(1min):Ask students learn by heart new words and summarize the passage

- Ask students to prepare for new lesson: Reading (p2)

Date of preparation: 14th Sept, 2014

Period 13:

Unit 3: A party

Lesson 1: Reading (P2)

I Objectives:

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

- Develop such reading micro-skills as scanning for specific ideas, and

identifying and correcting false statements

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

II Methods: Intergrated, mainly communicative

III Teaching aids: Some photos of celebrations in the world

IV Procedures:

1 Organization(1 min) :

Class Attendances Teaching date Absentees

2 Check old lesson(5mins): Ss write new words

- Stick eights on the board

- Ask Ss in each group to identify the holiday and celebrations in the USA and write them on board

- The groups with more correct words isthe winner

Lead – in: - What do people often do

- Goes around to offer help

- Calls some pairs to present

- Gives corrective feedback - Present infront of the class

I prefer to celebrate my

birthday at home b/c I will have my parents, my sister and lots of my friends comfortably attend my party

in a cozy atmosphere

Besides, it will save my parents a lot of money if I have a party at home.

4 Consolidation((1 min) the main point of the lesson : new words, summarize the passage

about a party

5 Homework(1min):Ask students learn by heart new words and summarize the passage

- Ask students to prepare for new lesson: Unit 3- Speaking

Date of preparation:

Period 14: Unit 3: A PARTY Lesson 2: Speaking

I Objectives:

By the end of the lesson, Sts will be able to:

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

- Use appropriate language to invite people to come to parties

II Teaching methods: Integrated, mainly communicative

III Teaching aids: Textbook.

IV Procedure:

1 Class organization: (1min)

2 Oral check (4mins): Call ss to write new words and summarize the reading

3 New lesson

* Chatting:- Asks some questions :

- Have you ever been to a party? /- Whose party was it?/ -What was the occasion/? - Where was the party?/ - Who did you go with?/-Did you take a gift for the hostess?/ - What sort of food and drinks did they have

=> So when you want to tell your friends

about the party you have been to, what do you want to tell them?

- Elicits sts'ideas and writes on the board or

Task 1 Choose from the list the things you want to talk about

Introduces the task and goes over the qswith the class

- Gets sts to do task 1 individually

- Encourage sts to take notes (making theoutline)

- Goes around to offer help

Task 2:Tell your partner about the party

- Asks sts to work in pairs to tell each otherabout the parties they have been to

- Goes around to offer help

- Calls some to present before the class

- Elicits the feedback from the class andgives the final comments

Task 3: You are going to take part in a competition to organize the best party

Decide on the cues

- Asks Ss: What do you prepare for a

party?

- Elicits sts' ideas

-Answer T’s questions

- Individual-work & whole class

- Individual-work

* Suggested:

+ Gifts: flowers, souvenirs, a bottle of wine, chocolate,

+ Decoration: balloons, flowers, lamps, pictures,

+ Food & drink: starters, main courses, desserts, cakes, ice- cream, sweets,

+ Music: pop music, jazz, classical music,

- Work in pairsA: I am wondering where I should hold my birthday party ?

B: Why don’t you have your birthday party at home ? It’s cosy and notvery expensive

A: I don’t know if it’s suitable to begin at 5 pm

?B:

+Why don’t you….+You ought to…

Entertainmen t? (dance?

music?

Budget?

( how much to spend/

vegetarian

Decorations?

(coloredlight bulbs?

flowers?)

Where?

(home orrestaurant

Task 4

(7 mins) Task 4: Tell the rest of the class about

your party Try to convince them to come

- Elicits or teaches necessary vocabularyitems, useful expressions and tenses

- Asks sts to work in group to do task

- Goes around to check and offer help

- Calls some sts to report about the partiesthat they have planned

- Asks other groups to give comments

- Corrects some errors and gives correctivefeedback

- Do the task in groups

- Present answers

4 Consolidation:( 1 min) - Summarise the main points of the lesson

5 Homework: (1 min)

- Learn new words and phrases by heart & make sentences with them

- Prepare for the next lesson: Listening

Date of preparation:

Period 15 : Unit 3: A PARTY Lesson 3: Listening

I Objectives:

By the end of the lesson, Sts will be able to:

- Understand more about celebrations in their culture and practice listening skill

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

II Teaching method: Integrated, mainly communicative

III Teaching aids : Textbook, cassette, disc

IV Procedure:

1 Class organization: (1min)

2 Oral check: (5mins.)Call 2 ss to talk about the party they have been to

- When time is up, calls the winner toread out all the words and the wholeclass count and check.

* Answering the questions:

- Gets sts to cover their book and

shows them the pictures on page 36,then asks them to guess what they aregoing to listen about

- Gets sts to work in pairs to answer

the qs on the book

- Calls some to answer and explaintheir reasons

+ icing (n) + to clap hands (,v) + to gather (v)

- Helps sts pronounce these wordscorrectly

Task 1: True or False

- Introduces briefly what they are

going to listen about and do the tasks

- Asks sts to read the task 1 carefully

to understand the statements, thenunderline the key words

- Plays the disc twice

- Lets sts exchange their answers with

a partner

- Asks sts to give their answers.

- Corrects with whole class ( playsthe disc again and pauses at theanswers)

Task 2 Answering questions:

- Asks sts to read all the questions intask 2 and answer them withoutlistening again

- Plays the tape again for sts to listenand complete their answers

- Checks with the whole class

Role-play:

- "Supposed that Mai is your commonfriend Yesterday was her birthdaybut one of you couldn't come Nowyou ask the other person about Mai's

+ birthday gift/ present/ card/ cake/ party

- Answer the qs on the book

- Pronounce the new words

- Pair-work

- Do the task

+ Keys: 1.F 2.F 3 F 4.T 5 F

Individual-work & whole class

* Keys:

1.She was 16 years old

2 Because it is noisy andexpensive

3 She served them soft drinksand biscuits at the beginning ofthe party

4 The birthday cake was broughtout at about four thirty

5 It was beautifully decoratedwith pink and white icing and 16colourful candles sat in themiddle of the cake

6 They clapped their handseagerly and sang “ Happybirthday”

7 It finished at about six in the

party" ( Asks sts to close their books)

- Distributes the following handoutsfor sts to do the role play

- Mai openedgifts, you playedcards, then Maicut cake, etc

- Ask sts to summarize the listening

- Ask sts to write a letter of invitation about their party in order to prepare for the next

By the end of the lesson, Sts will be able to:

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

- Write an informal letter of invitation

II Teaching methods: Integrated, mainly communicative

III Teaching aids: Textbook, sample writing

IV Procedure:

1 Class organization: (1min)

2 Oral check: (4mins.) Call 2 ss to summarize the listening passage

3 New lesson :

Stages/time Teacher's activities Ss' activities

- Asks some questions to lead sts

to the topic and task

- Have you ever given a party?

- On what occasion?

- Did you invite many people?

-How did you invite them?

Task1: Answering the questions:

- Introduces the task

- Gets sts to work out the contents

of their letters by answering the questions in Task 1.

- Calls some to answer thequestions and elicits more ideasfrom class

Task 2: Filling in the gaps:

- Gets sts to do the task 2individually and then comparetheir answers with a peer

- Calls some to give their answers

- Helps sts analyse the letter torevise the format of a personal/

informal letter and some structureswhich are used for invitation

Task 3: Writing a letter of invitation:

- Gets sts to write their letters in

15 minutes based on their outlines

- Asks sts to work in pairs,exchange their letters and correcteach other

- Goes around to offer help

- Chooses one letter and reads it tothe class

- Elicits corrective feedback fromthe class and gives final commentsafterwards

Individual-work &whole class

- Answer T’s questions

- Give answers:

1 birthday, wedding anniversaries, New Year’s Eve

2.dress/ skirt/ shirt/ trousers/ suit/…

3 gift/ flowers/ champagne/

- Work individually to do the task

Since your family moved to Hai Phong, things are not the same here I really enjoyed the things we did together.

Anyhow, the holidays are about to begin Would you like to come over

to my house for a short stay? We could spend some time on Lo river again, swimming, catching crabs, ect My parents say that they will be glad to see you.

Do let me know whether you can make it or not.

I look forward to your reply.

5 Homework (1min):

- Asks sts to complete their writing in their note books

- Prepare for the next lesson: Language focus

Date of preparation: 22nd Sept, 2014

Period 17: Unit 3: A PARTY Lesson 5: Language focus

I Objectives:

By the end of the lesson, Sts will be able to:

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

- Know the uses of infinitive and gerund in active

- Use these structures to solve communicative tasks

II Teaching methods: Integrated, mainly communicative

III Teaching aids: Textbook, cassette player, disc.

IV Procedure:

1 Class organization: (1min)

2 Oral check (5mins): Check up during new lesson

columns / l / /r / and / h / : holiday,

library, run, help, Lisa, realize.

 Today we are going to learn the pronunciation of the sounds /l/ , /r/

and / h / Now look at your book, listen and repeat the sounds

II Grammar & Practise A- The Gerund:

- Asks students to put the words in correct order to make the two sentences:

Ex1 : the book / time/ return / she / on /

to / failed / library / the.

Ex 2: work / mind / the / helping / would / me / with / you / ?

- In the lesson today you'll learn how to use the gerund and the infinitive

*Exercise 1

- Asks students to do exercise 1 in

- Listen to the teacher and writedown

- Put the words in the right columns

- Checks answers and gives feedback

- Notes:

* Some verbs followed by To inf :

mean, demand, seem, want, agree, expect, offer, hope, refuse,

* Some verbs followed by V-ing

dislike, risk, keep, appreciate, miss, mind, mention, enjoy,

B Passive infinitive and gerund:

4 Consolidation( 1min): Give the main point of the lesson :

how to use to – V and Gerund ?

5 Homework (1min): - Ask students to finish exercises in the book

- Ask students to prepare for new lesson

Date of preparation: 22nd,Sept,2014

Period 18: Test yourself A

II Teaching method: Integrated, mainly communicative

III Teaching aids : Textbook, cassette player, disc

IV Procedure:

1 Class organization: (1min)

2 Oral check: Checking during the new lesson.

- Introduces the listening

- Explains some phrases:

+ To live next door: sèng c¹nh nhµ+ To keep in touch: gi÷ liªn l¹c

+ To lose contact ( with sb): mÊt liªn l¹c (víi ai)

- Asks Ss to read these questions ansguess the topic of the listening

- Plays ( or reads) the tape scripttwice

- Asks Ss to complete the exercise &

then exchange their results with theirpartners

- Goes around to offer help

- Calls some Ss to give the answersbefore the class

- Checks with the whole class andprovides corrective feedback

- Asks Ss to read the passage about the party and then answer the questions

- Explains some words:

+ Thrilled (adj): v« cïng sung síng

+ virtually (adv) : hÇu nh tuyÖt väng

+declared (v) : tuyªn bè

+ keep grinning : cêi toe toÐt

+ Brand- new : míi toanh

- Calls some Ss to give their answers before the class while others write on the board

- Listen & copy down

- Read these questions carefully and prepare for the listening

- Individual, pair- workKey:

- Corrects and gives the key:

1 Because they had been childless for ten years after they were married.

2 To take some photographs of the family.

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

4 Because he was interested in the toys.

5 He feft that it was delightful

of the word.

- Calls on some Ss to give the answerbefore the class , then others commenton

- Corrects & gives feed back

b) Grammar.

- Asks Ss to complete the sentences,using the right form ( base, full, orpassive) of the infinitive

-Calls on some Ss to give the answerbefore the class , then others commenton

- Corrects & gives feed back

- Asks Ss to write about their birthdayparty ( or one of their friends’s) about

120 words, using these questionsgiven

- Asks some to give their handwritings before the class

- Checks with the whole class andprovides sample writing

Lan is one of my best friends We have many things in common so we often meet and do things together We live on the same street It’s interesting that her birthday is also in June but a week before mine so we often help each other to celebrate it Last Jun we had a very special birthday party We didn’t have it at home as usual but we had our birthday celebrate at Sam Son beach during a two- week holiday with our parents We spent the morning swimming and playing on the beach We had seafood for lunch

at the restaurant In the afternoon we went shopping around the area and

and looked forward to the next day to have the films developed.

Individual, Pair- work &

Whole classKey:

1.nine 2 hour 3

matching 4 jam

Individualwork

- Check and copy down

- Key:

1.to see 2 To be 3

to phone 4 pay

5 to be met 6 to be appointed

- Individual, Pair- work

- Whole class

bought lots of souvenirs Though I did not have many presents on my last year birthday, but I enjoyed it most of all.

4 Consolidation (1min)

- Summarises the main points of the lesson

5 Homework (1min)

- Asks Ss to redo the Test yourself A & redo all of exercises from unit 1 to unit 3

- Prepare for the next lesson: Written test 1- Time : 45 minutes

Date of preparation: 22nd ,Sept, 2014

Period 19: Written test

I Objectives:

- Check Ss’ knowledge after having taught 3 units (1 to 3) & adjust T’s method of teaching to suit Ss’ levels

- Help Ss consolidate & systematize the knowledge they have learned

II Method: integrated skills

III Teaching aids: question and its key

IV Procedure:

1 Class organization:

Class Date Attendance Absentees

- Prepare next period

Date of preparation: 06th , Oct,2014

Period 20 Unit 4: Volunteer work.

Lesson 1: Reading (1st)

I Objectives :

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

- 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

II Teaching methods: Integrated, mainly communicative.

III Teaching aids: - Text book, cassette player, disc

IV Teaching procedures

1 Class organization: (1min)