english 11

True or False -have Ss read the text B individually to get general information then do the task b -let Ss read all of the sentences carefully then find the information in the text to dec

Introduction and test 15’

A.OBJECTIVES:

By the end of the lesson, students will:

- Know how to study English 11

- Do the test well

B TEACHING AIDS:

textbook, pictures, cassette, tape

C PROCEDURE:

Method: mainly communicative

Teacher’s activities Students’ activities

I Introduction

-introduce the content of the book

Including six topics

6.The world around us

-> six topics are divided into sixteen units

The design of each unit in textbook:

1.Unit: express the theme

2.Reading:developing reading skill

3.Speaking:developing speaking skill

4.Listening:developing listenning skill

5.Writing:developing writing skill

6.Language focus:learning grammar and

pronounciation

-After 2 unit , you have one period for test

yourself.It helps you test yourself about what

you’ve learnt

III-Test:

1-check frequence knowledge for the previous

lesson

2-Fifteen minutes test (3 times)

3-One period test (3 times )

4-Semester test (Once for each semester)

-The new point in learning E 11

-Communicative method /approach

-Task - based method /teaching

-The book is designed with 4 skills

-Students listen to T’s explanation about six topics

-Listen and take notes in their notebooks

-Listen and take notes in their notebooks

Work in pair and make a smallconversation with a friend

-Commplete and various tests

- Learner - centered approach

-Results:

-T asks Ss to work in pairs and make

acquainted with a friend by using suggested

questions:

1.What’s your name?

2.How old are you?

3.Where do you live?

4.Where do you study?

5.What subjects do you study at school?

6.What’s your favourite subject?Why do you

like it?

7.What do you often do in your free-time?

8.What do you want to be in the future?

II.test 15’

-give Ss a piece of paper

Test 15’

Full name:……… Class: 11…

Choose the best answer

1 Quang La high school…….in 2006

A found B was founded C founded D founding

2 …… he was lazy, he got high marks

3 “What are the……… like?” “- They are reserved and formal.”

4 Ho Chi Minh City is…………Hanoi

5 Hanoi has…….lakes than Ho Chi Minh City

6 Nam is…………as Hung

7 I prefer Ho Chi Minh City…….Hanoi because it is more exciting and moderner

8 Tokyo, …….is the capital of Japan, is very modern.

9 “…….do you study?” “- At Quang La high school.”

10 You look tired You …… go to bed early

Choose the word whose underline part had different pronunciation from others

Unit 1: Friendship

Lesson 1: Reading (1)

A.OBJECTIVES:

By the end of the lesson, students will:

- have some knowledge of the qualities of friendship

-be able to make responses in making acquaintance

-be able to scan for information about friendship

B TEACHING AIDS: textbook, pictures, cassette, tape

C PROCEDURE:

Method: mainly communicative

Teacher’s activities Students’ activities I Warm-up

-Show some pictures of T’s old friends and

telling SS about T’s experience of making

friends

a This is an old photo of my classmates This

is my best friend His name is Thành.

b Do you have any friends? c How many

SS are expected to answer

b Yes, I have

c I have … friends

d …… is my best friend

Ss’ answers

friends do you have?

d Who is your best friend?

-ask Ss to look at the picture in the book and

answer questions

?what can you see in the picture?

What are they doing?

What do you think about their relationship?

II.Before you read

-let Ss work in pairs and share their old school

photos to ask and answer questions base on the

book

1 who is it?

2.what’s his/her name?

3.where is he/she now?

4.when did you last see him/her?

5.what was she like?

6.have you still contacted him/her? Why? Why

not?

-go round and provide help

-call on some pairs to present their answers in

front of the class

Be finished: be no longer able to continue

doing something or have no further prospect of

success or development

Thick and thin: good and bad times

Loser: one who is incompetent or unable to

succeed

Cheat off: copy somebody’s paper in an

examination, a test chép bài của ai

Detention: a form of punishment for school

students’ in which they are made to stay in

class at a break or at school after normal hours

Nasty: lacking in courtesy, unpleasant

Smelly: having smell

Break up: come to an end

To confide: to have confidence

Depression: sadness

Pick: gather

Common (interests): belonging to or shared by

two or more individual or things or by all

Pairs work

Answers

Take notes and repeat

Repeat in chorus

members of a group

- to pack up: cất dọn

- to get in touch: tiếp xúc

- to laugh at s.o.: cười nhạo

- to break into tears: òa khóc

- to stand beside s.o through thick

and thin: đứng bên cạnh

- the biggest loser: người bằng lòng thất bại

- to end up in detention: bị phạt cấm túc

- bring / have effect on sth.: có ảnh hưởng đến

- guarantee: vật bảo đảm / bảo lãnh

- psychological problem: vấn đề tâm lý

- to evolve with time: phát triển theo thời gian

- to stick together through good and bad times:

gắn bó

nhau dù sướng hay khổ

- depression: nỗi u sầu

- anxiety: sự lo lắng

-read aloud these words and ask Ss to repeat

-call on some Ss to read

-check up

III.while you read

Reading the text

-introduce general information about text A

a) Have SS scan for the information about a

good friend in grades 8, 9, 10 to fill the table

- T goes around to help Ss when necessary.

- T asks Ss to exchange their answers with

other Ss.

- T asks Ss for their answers and tells them to

explain their choices.

- T gives the correct answers:

HOMEWORK

- Study the new words

-prepare for the next lesson

Read form skimming information

Exchange their answers

1 eighth grade:

c pack up toys and old stuff;

empathize with you in badtimes

2 ninth grade:

b in ninth grade , a good friend

is someone who is on your sidethrough good and bad times

3 tenth grade:

a in tenth grade a good friendlets you copy his/her paper in

an exam

Unit 1: Friendship Lesson 2: Reading (2)

A.OBJECTIVES:

By the end of the lesson, students will:

- have some knowledge of the qualities of friendship

-be able to make responses in making acquaintance

-be able to scan for information about friendship

B TEACHING AIDS: textbook, pictures, cassette, tape

C PROCEDURE:

Method: mainly communicative

Teacher’s activities Students’ activities

I Warm up

-check the old lesson

-ask two Ss to write new words which learned

last period

-feedback and give marks

II.while you read

Introduce general information about the text B

b.) True or False

-have Ss read the text B individually to get

general information then do the task b

-let Ss read all of the sentences carefully then

find the information in the text to decide

whether they true or false

-ask Ss exchange their answers

-call on some Ss to read their answers

-give correct answers

c.)Gap filling group work

-ask Ss to work in group to complete the

sentences

-Have SS share their work before doing

corrections

-Call on some SS to read the sentences aloud

-Call on some SS to translate the sentences

into Vietnamese if necessary

-check correct answers

III post Reading

d.) pairs work

-ask Ss to work in pairs to discuss these

questions

1 What is your own idea of a good friend?

Write the words

Read individually and do the task

group workshare their answers

KEY TO EXERCISE C

1 burst into tears 2 detention

3 guarantee 4 Convince

5 evolvePair work

KEY TO EXERCISE D

Help SS to begin with “In my opinion, a good

friend is some one who …”

2 "A friend in need is a friend indeed."

Explain the proverb

Have SS begin with “This proverb means …

-call on some pairs to present their answers in

front of the class

-check up

Home work

-do the task again

-prepare new lesson

-learn by heart new words

1 In my opinion a good friend

is someone who understands me and is always beside me through good and bad times.

2 A friend in need is a friend indeed.

This proverb means a friend who helps us when we are in trouble is a true friend while others can disappear when trouble arises (=happens).

Unit 1: Friendship Lesson 3: Listening

A.OBJECTIVES:

By the end of the lesson, students will:

to be able to make choice of the suitable descriptive adjectives

to be able to scan for information about people’s characteristics

B TEACHING AIDS: textbook, pictures, cassette, tape

C PROCEDURE:

Method: mainly communicative Teacher’s activities Students’ activities

I Warm-up

Call on two teams come up and write down on the

board as many descriptive adjectives as they can

remember The team that writes the most will be

the winner.

II Pre-Listening

1 Introduction Teacher focuses SS’ attention

on the subject of the listening lesson with these

questions:

a Have you thought about yourself?

SS are expected to answer

b Yes, I have.

c I am …

d ………

b What are you like?

c Which adjectives do you think will best

describe your appearance and

(sensible and realistic)

Skinny: gầy nhom

Relaxed: thư thái, thoải

mái

Sensitive: nhạy cảmDynamic: năng động

(forceful, and having a lot of energy)

Punctual: đúng giờConservative: bảo thủSociable: dễ thân thiệnSympathetic: thông cảm, đồng cảm

(showing that you understand and care about their

problems)

Indifferent: thờ ơ, bàng quan

-Ask Ss to list five words best describe them

-let SS exchange their answers

Call on some pairs to read aloud their answers

Lead to the new lesson

III.While Listening

Exercise b)

- Have SS listen and check the suitable descriptive

adjectives.

- Introduce the content of the listening lesson:

Jack, Sinh’s pen pal, wrote to tell him about

how and when Jack made acquanitance with

Mai Trân, a Vietnamese girl who is living in

Sacramento, the USA.

- T: Define some new words: [T  SS]

indifferent: thờ ơ, bàng quan

e casually dressed: ăn mặc giản dị

- T: Have SS listen and check the adjectives.

Define these words and take note

List the words Exchange their answers Read their answers

-check up correct answers

Exercise c) Have SS answer the questions.

- Have SS listen again and pause for 2 minutes for

SS to prepare their answers

- Have SS read aloud their answers (or write down

on the board)

- T gives feedback and makes corrections if any

IV.Post-Listening

Exercise d) [groupwork]

- Have SS work in pairs, discussing what their

decision would be if any one of them were Jack,

and have him/her explain the reason

- Give hints of the content of the letter and have

them discuss, focusing on the detail in Mai Trần’s

invitation

Defining New Words: [T  SS]

ethnic: dân tộc thiểu số - costume: y phục – rosy

plump face: mặt bụ bẫm hồng hào – dimples: lúm

đồng tiền – taste: thị hiếu – curious: tò mò

Roleplay

- Have SS discuss in the group of four, one

member of it will play the role of Jack and make

decision and give the reason for it.

-check mistakes

Home work

-learn by heart all new words

-prepare new lesson

KEY TO EXERCISE C

1 He met her on the occasion

of his cousin’s birthday

2 She is going to travel back

to Vietnam this summer

I would like to try some real Vietnamese foods and drinks, etc.

2 If I were Jack, I wouldn't accept the invitation because this summer I have

to take an important examination (/I have to attend one of the important events in my family, my sister's wedding/etc.)

Unit 1: Friendship Lesson 4: Speaking

A.OBJECTIVES:

By the end of the lesson, students will:

to be able to make responses in making acquaintance

B TEACHING AIDS: textbook, pictures, cassette, tape

C PROCEDURE:

Method: mainly communicative Teacher’s activities Students’ activities

I Warm-up

Call on two teams come up and write down on

the board as many descriptive adjectives as

they can remember.The team that writes the

most will be the winner.

- How do you do I’m … Nice to meet you.

2 Checking if you know someone

- Well, I don’t think we’ve met My name’s

…

- Haven’t I seen you at …?

- Excuse me You are a friend of … ’s,

aren’t you?

3 Making offers.

- How about …

- Can I get you something to drink?

- Could I get you a drink?

- Would you like something to drink?

(formal)

4 Commenting on the situation

Listen and take note

Define these words

- It’s a great party, isn’t it?

- It’s so hot today, isn’t it?

- The music is (sounds) great / too bad /

terrific /

too loud, isn’t it (doesn’t it)?

- That man looks athletic, doesn’t he?

- The hostess looks younger than her age,

doesn’t she?

etc.

2 Defining New Words:

Teacher asks SS to define these words.

Exercise a)

Have SS work in pairs, look at the pictures and

discuss the words in the baloons

- Read the words and check the squares

- Call on some SS to read their options, others

to comment and T gives feedback

1 T SS: You are going to complete two

dialogues between Sinh and Susan

Guess where the first dialogue takes place and

who is the first to start it

What are the speakers talking about?

How about the second dialogue?

Where does it take place?

What are the speakers talking about?

Who is the first to start the dialogue?

2 T calls on some SS to read their work aloud,

others to comment and T gives feed back.

3 Role play [S 1  S 2 ]

III While Speaking:

Exercise b) Role play

- One student plays as Smith / Jack and another

plays as Susan / Mai

- Have SS in pairs reverse the role

- Others comment on the pronunciation

- T corrects SS’ pronunciation, and intonation

after each dialogue and has others go on with

the other

KEY TO EXERCISE A

- Hi! My name’s …

- Hello! Have we met before?

- It’s a great party, isn’t it?

- Hi! You look familiar Have you been in

Grape County School?

- Haven’t I seen you at Alice’s party?

- You’re from Malaysia, aren’t you?

Read their workRole play

IV Post-Speaking Homework

Exercise c) Act out a party situation in which

you meet many young people that you haven’t

known before.

-ask Ss to work in group to make a dialogue to

make friends

-go round the class

-call on some groups to present their work in

front of the class

-check up and give marks

Unit 1: Friendship Lesson 5: Writing

A.OBJECTIVES:

By the end of the lesson, students will:

- be able to describe a friend

- be able to write a narrative

B TEACHING AIDS: textbook, pictures, cassette, tape

C PROCEDURE:

Method: mainly communicative

Teacher’s activities Students’ activities

I Warm up

Game: Memory check

- Hang a poster with descriptive adjectives on

the board

- Tell SS to look at the words for a few

seconds, and try to remember them

- Put the poster away and ask SS to write down

as many words they can remember as possible

The student with the most words listed wins the

game

- These are the adjectives:

tall beautiful kind smart timid

handsome short pretty thin black

-write as many adjectives as possible

-write them on the boardTake note

curly long shy straight slim

- Ask the student how s/he can remember so

many words

- Tell SS if they put things under some

classifications, it's easier to remember them

- Ask SS to put the adjectives under three

headings of Hair / Face, Build and Opinion

Expected answers:

Hair / Face Build Opinion

long / black tall / slim beautiful /

pretty

curly / straight short / thin kind /

smart

Transition: - We use these kinds of adjective to

describe people You will need to use them in

writing a narrative about a friend of yours,

which is the focus of today's lesson

- Write down on the board: Unit 1

Writing a Narrative

II pre –writing

Teaching Vocabulary

- Elicit the meanings of new words from SS or

give explanations yourself

vicious / 'vijbs / (a.) = acting with evil

intentions; spiteful

(xấu xa; nham hiểm)

imbecile / 'imbasi:l; US -si / (n.) = stupid or

silly person; fool

kẻ ngốc, người khờ khạo)

smart / smart / (a.) - clever; intelligent

criticize / 'kritisaiz / (v.) = point out the faults

of sb/sth

(chỉ trích, phê bình)

confess / kan'fes / (v.) = admit (thú nhận)

giggle / 'gigl / (v.) - laugh lightly in a nervous

or silly way

(cười rúc trích)

- Read the words one by one and ask SS to

repeat

Checking Vocabulary: ROR

- Rub out one or some of the words and ask SS

to read them all again

- Continue until no word is left on, the board

Do as direct

Read and repeat in chorus

Read passage and fill in each gap with a suitable word

CompareAnswer1.tall 2.slim 3.short 4.appeance

5 controlled 6.smart 7

Vicious

8 shy 9 Timid 10.imbecile

11 imbecile 12 Imbecile 13.terrified

Pairs wordsAnswers1.I met…2.it was…3.she looked… 4.during 5.after…

6.she was…7.furthermore…

Activity 1: Gap-filling (Task a d.20)

- Ask SS to read the passage and fill in each

gap with a suitable word

from the box

- When they have finished, tell SS to work with

a partner and compare

answers

- Call on some SS to read their completed

sentences and check with the class

Activity 2: Re-ordering (Task b, pp 20-21)

- Ask SS to work in pairs, reading the sentences

and putting them in the logical order of a

narrative

- Call on SS to read the sentences in the order

they arrange and check with

the class

Activity 3: Questions and Answers

- Make questions about the narrative in Task b,

and ask SS to find answers to the questions

a When and where did the writer meet Trang?

b.What was she like?

c What did they have in common?

d.How do they keep in touch?

- Elicit from SS and then generalize what they

should include in a

narrative about a friend Followings are some

suggested ideas:

How, when or where you met your friend

What he / she was like (appearance, fashion,

behavior, )

Your first impression of him/her (what you

particularly liked or

disliked about him / her)

How you both got along

Your feelings/opinions about him / her

Linking words: however, furthermore, because,

They were both interested in chess.)

through e-mails)Write a narrative individually

AnswersWhen I was a students, I had a summer job in an expensive restaurant in Glassgow One day

we were expecting forty members of a football team for lunch I was given the job of peeling potatoes I thought I wasmanaging quite well with my

III.While-writing

- Ask SS to write a short narrative about a

friend of theirs based on the

ideas suggested and the samples in Task a and

Ask SS to work in groups of 5, deliver each

group 5 pieces of writings and tell them to read

and correct their friends' narratives

- Tell each group to choose the best piece of

writing, and the most special story

- Go around to control and give help if

necessary

- Call a student from each group to read their

group's best writing, and ask SS to give

comments

- If time allows, ask the groups to talk about

their special story

- Give feedback and comments

Home work

Ask SS to underline all the adjs used to

describe Trang in Task b

small knife until the owner appeared to see how I was getting on She was amazed that

I was using a knife and asked why I wasn’t using the potato peeler I had no idea what a potato peeler was so she led me into a small room behind the main kitchen There, on the table, was a small machine like the rubbish bins some people have in their bathrooms she explain as if to a small child that

I had to put the potatoes in, close the lid and press the button When she came back tenminutes later, I told her I

thought I was quicker to do it byhand She asked what I meant “ well, they aren’t ready yet” I replied You can imagine how I felt when she lifted the lid and took out the potatoes the size of peas The potatoes peeler was not automatic

Unit 1: Friendship Lesson 6: Language focus (p1)A.OBJECTIVES:

By the end of the lesson, students will:

-be able to use descriptive adjectives

-be able to use different verb from in a narrative

B TEACHING AIDS: textbook, pictures, cassette, tape

C PROCEDURE:

Method: mainly communicative

Teacher’s activities Students’ activities

representative from each group goes to the

board

- Show the groups the pictures of the

class’s 2 new friends (Appendix), one after

the other The SS describe the person the

4 students draw them on the board

- Tell SS to compare the drawings with the

picture and choose the best ones The

group that has the best description wins the

game

- Ask the 4 studens :

- What helps you draw such picture ?

(Expected : The description from

friends )

- What exactly in the description that

help you draw ?

(Expected : the adjectives / words

like tall, thin, long hair,…)

Transition : - Yes , we use adjectives to

say what sth or sb is like , that’s why these

are called descriptive adjectives Today

we will learn more about descriptive

- Elicit from SS the kinds, order and

position of descriptive adjs

Descriptive adjs or adjs of quality include

those of size , shape, age, type, colour ,

material, origin , purpose and opinion (or

general description)

The normal order of descriptive

adjectives is: OPSHACOM

(Opinion, Size/Shape, Age, Colour, Origin

and Material) + type + Purpose

.The position of descriptive adjs are:

attributive (before the noun) and

predicative (after a verb such as

be ,become, get, seem, feel, look, …)

Example:

-true friendship/fair play/responsible and

honest girl

Lan is both sociable and kind/ she looked

tired/ you seem hungry

Activity 1: Underlining the adjectives

(Task a, p.21)

- Tell SS to read the sentences and

underline the adjectives

- Go over the answers with the class

-check

Activity 2: Gap-filling (Task b, p.22)

- Help SS with the meanings of some new

words

persistent/(a.) = continuing without

interruption (dai dẵng )

bushy / (n.) = covered with bushes (rậm

rạp)

percing / (a.) = (of sounds) penetrating

(the thé ; đinh tai)

phobia / (v.) = extreme dislike or fear of

sth

(sự ám ảnh , sợ hãi một cach vô

lý)

- Tell SS to read and complete the passage

using the words given

- Go over the answers with the class

Activity3: Jumbled Sentences (Task c,

p.22)

- Read the example and ask SS to pay

attention to the position of the adjs

- Ask SS to rearange the words to make

meaningful sentences and then compare

with a partner

- Call SS to read their sentences and check

with the class

Homework

-learn a gain the lesson

-prepare for grammar

Answers1true, fair 2.best, responsible, honest

3 develop, excellent 4.best 5.sociable, kind 6.prosperous 7.kind, prosperous, long 8.smart, quick, fast, apposite

IndividualsAnswers1.Young 2.afraid of,3,unforgettable4.wooden 5.bushy 6.poisonous 7 Poor 8

Long loud piercing 9 persistent

Do the exercise and then compareAnswers

2.he has made many fatal mistakes

so far3.my son has an ugly large yellow submarine

4.she has bought a collapsible blue silk umbrella

5 having approached the village, wesaw a lot of ragged screaming

children

Unit 1: Friendship Lesson 7: Language focus (p2)

A.OBJECTIVES:

By the end of the lesson, students will:

-be able to use descriptive adjectives

-be able to use different verb from in a narrative

B TEACHING AIDS: textbook, pictures, cassette, tape

C PROCEDURE:

Method: mainly communicative

Verb Form Review

- Elicit from SS to compare these tenses

(Expected: past simple, past continuous, and

past perfect)

- Ask SS to compare these tenses

(Expected:The past simple is used for the

actions in the story, to tell us what happened

next The past continuous is used for sth

around a past time or together with the past

simple when a shorter action comes in the

middle of a longer one )

- Tell SS to read the passage, put the verbs in

the correct forms and then compare answers

with a partner

- Go over the answers with the class

Linking Words (p.23)

- Give SS a handout with the linking words in

column A and the meanings in column B

Then ask them to match the linking words

with their suitable meanings

the one or the other

Go over the answers with the class

Came 13.fell 14 Was told 15

Was burned 16 Have kept 17

Has gottenPairs work

Take note

Do exerciseCompareAnswers1.he packed his suitcase and wentout to the minibus

2.does it mean he’s going to recover or stay unconscious?

and = also; then, following this (used to

connect words of the same part of speech,

phrases and clauses)

but = on the contrary ; in spite of this (used

to connect contrasting ideas)

either … or … = the one or the orther (used

to connect words or phrases of the same part

of speech: pronoun, noun phrase, verb phrase,

adj or adv phrase)

neither … nor … = not the one or the other

(can be used to connect words or phrases of

the same part of speech: pronoun, noun

phrase, verb phrase, adj or adv phrase)

- Ask SS to read the sentence halves, match

one in A with one in B and then use a suitable

word in the box to connect them

- Tell SS to compare answers in groups,

giving reasons for their choice

- Go over the answers with the class

Home work

Talking about Yourself

-Tell SS to work in pairs, talking about their

likes and dislikes, and then report to the class

about themselves using linking words

- Talk to one student and give a model

T: I like pop music What about you,

Unit 2: Personal experience Lesson 1: Reading(p1)

A.OBJECTIVES:

By the end of the lesson, students will:

-be able to talk about senses

- be able to use the suitable adjectives to express their opinions

B TEACHING AIDS: textbook, pictures, cassette, tape

C PROCEDURE:

Method: mainly communicative

Teacher’s activities Students’ activities

I Warm-up

-Ask Ss to work in group and answer

questions

- How many senses do you have?

- How can you hear sounds / see things /

smell things?

-feedback and introduce the topic of the

lesson

II.Before You read

a.Points to the pictures of the ear, nose,

tongue, and skin

-have Ss to work in pairs, look at the

pictures and name parts of the body

-call on some Ss to read the parts aloud in

front of the class

-Ask Ss to tell the function of each named

part by asking them questions such as:

What does the nose do?

What do we use our nose for?

-Ask Ss to give the equivalent senses

-call on some Ss to present their answers in

front of the class

Exercise b)

Have SS work in group and read the

sentences and fill the blank spaces with the

Ss answer

Answers 1.hearing (thinh giac) 2.sight (thi giac) 3.smell ( khuu giac)

4 taste (vi giac)

5 touch (xuc giac) Group work

KEY

1 touch 2 smell 3 sight

4 hearing 5 TastePair work

nouns of senses then share with their

partner(s)

Ask some SS to read the results and

comments

c the most embarrassing moment

-explain quickly the definitions of

embarrassment

Embarrassment is an unpleasant motioned

state experienced because of having a

socially or professionally unacceptable act

or condition witnessed by or revealed to

others

-have Ss work in pairs, Ask and answer the

questions: have you ever felt embarrassed?

What was your most embarrassing

moment?

-go round the class and provide help if

necessary

-call on some pair to present their answers

in front of the class

-feedback

Vocabulary

Nervous (a) worried and anxious

Catch one’s eyes: (v) to get someone’s

attention

In vain (adv) unsuccessful or useless ( vo

ich)

Retreat into one’s shell (v) to become shyer

and avoid talking to other people (e de,

khep kin)

Inept (a) not suitable or fit ( lac long)

Slip away (v) to disappear

Draw attention to (v) to make people notice

( lam moi nguoi chu y)

Nervousness (n) the state of being anxious

Inadequate (a) not able, not confident

enough, to deal with a situation ( khong the

thich nghi day du duoc)

Shy (a) nervous or embarrassed about

meeting and speaking to other people 9

nhut ntat)

Dispirited (a) having no hope or

enthusiasm ( mat tinh than, chan nan

to come to mind : hiện ra trong trí / đầu

-read aloud these words and ask Ss to

repeat after the T

Answers1.have you ever felt embarrassed?

Yes, I have for several times

2 what was your most embarrassing moment?

I was when I mistook a neighbor for

my mother

Take note Repeat

Read the text silently

Read the sentences

Do the task

-call on some Ss to read

-feedback

III.while-reading

Reading text

Set the scene

In our daily life, it’s unavoidable that we

encounter embarrassing moments Some

people can overcome such situations, but

some cannot In pur today’s lessons, we

will learn how a boy feels as facing a

difficult situation

-Ask Ss to read the text silently

Task a: True or False

-have Ss read through all the sentences and

have a good guesses of the answers before

reading

-ask Ss to read the text again and do the

task

-call on some Ss to read their answers

-feedback and give correct answers

Home work

-learn by heart all the new words

-prepare for next lesson

4 F (he was unable to overcomehis shyness.)

5 T

Unit 2: Personal experience Lesson 1: Reading(p2)

A.OBJECTIVES:

By the end of the lesson, students will:

be able to talk about senses

be able to use the suitable adjectives to express their opinions

B TEACHING AIDS: textbook, pictures, cassette, tape

Keys: sad , happy, excited , bored , frightened,

upset, confused, etc

Ask some question to lead in the reading:

a).If you got bad marks, how would you

-have Ss read the text again and do the task

Let SS scan from “He arrived at … to

himself.”

to get information: 2 details related to the

sight and one to hearing

-ask SS to write down the details

-Make corrections after calling on some SS to

read aloud the results

Task c finding information

Introduces the purpose of the exercise and has

SS scan for the information of the writer’s

feelings

Have SS focus on:

1 During the party he felt…

2 After the party he felt…

- Have SS share their work before making

-ask Ss to work in group of 4 and discuss the

SS do the exercise individuallythen share with others

- SS give comments when calledon

KEY to exrcise b)

Two pieces of information related to the senses of sight:

1 He saw many people talking

merrily and there was a pause in the conversation as he passed by.

2 … found the room full of

people he did not know.

One piece of information related

to the sense of hearing:

- When he heard someone ask

hinm his name.

SS: Do the exercise individually then share with others in group

- SS: Read aloud their results for others to give comments and make corrections

1.during the party he felt embarrassed and nervous among others, inept in the conservation2.after the party he felt hard to make friends, inadequate in feeling compared to others, shy, dispirited, sad

Group works

Feelings

advice to the writer in order to overcome such

an experience

-go round the class and provide necessary

vocabulary for discussion

-give suggested advice

He should:

Go out and join more social gatherings of our

age such as participating in a youth club,

playing a certain sport, attending more

parties….

Ignore what people think about him and be

more confident in conversations

Take it easy when making mistakes or doing

something for the first time

Make more friends in reality or online so that

he can socialize more………

Home work

-learn new words again

-prepare for new lesson

present

Unit 2: Personal experience

Lesson 2: Listening

A.OBJECTIVES:

By the end of the lesson, students will:

- to be able to make choice of the suitable options

- to be able to scan for information about people’s experiences

-ask Ss to Fill the blank with the suitable word:

- When you are frightened, your face will become

……

- When you are angry, your face may be ………

- When you are embarrassed, your words may

………

-call on some Ss to answer

-check

II.Pre-listening

Introduction Teacher focuses SS’ attention on the

SS are expected to fill the gaps with the suitable words

pale / red / failtake note

subject of the listening lesson with these questions:

Provide some adjectives for SS to practise

- Call on some SS to read aloud the sentences

-give correct answers

III While- listening

Exercise b True or False

-have Ss read through all the sentences and have a

good guesses of the answers to the statements

-tell Ss to listen to the first part of the listening and

do the task individually

-play the tape several times if necessary

-ask Ss to exchange their answers

-call on some Ss to give their answers to the class

-play the tape again and check exercise in front of the

class

-give correct answers

Exercise C checking the right box

-let Ss read through the words

-note Ss to listen for gist

-play the tape again to check their answers

-call on some Ss to present their answers in front of

the class

-check

IV post listening

Story reproduction

-divide Ss in class into groups of four and ask them

to retell the story in their own way, using the

following questions for getting information

1 what kind of experience did the speaker have?

2.when did it happen?

3.who was cycling beside him on the way to the

club?

4 what was his duty on the day’s meeting?

5.what did he realize on the way to the club?

6.what did he decide to do?

7.where did he put his bicycle?

Pair workdefine

1 F (it happened on Sunday.)

2 T

3 F (He went into a bookstore to buy the book which he was assigned to report on but he left it at home.)

4 T 5 T

Read throughAnswers

4 embarrassing

6 careless

Group workRetell the storyThe story happened one Saturday morning The write was cycling beside his friend on the way to the club where he had an oral presentation

8.what was the embarrassing experience?

-call on some groups to reproduce the story

New Words: [T  SS]

- extremely ashamed: vô cùng hổ thẹn

- winessing the sight: chứng kiến cảnh tượng

- to laugh at: cười nhạo

- the counter: quầy hàng

- fortunately: may mắn thay

- absent-minded: vô ý, đãng trí

Feedback

HOMEWORK

- Learn the new words by heart

Suddenly, he realized that

he had left home the book

he needed to give the report He stopped by a bookshop to buy it It was when he was ridng away that he realized he had taken someone else’s bicycle He felt so ashamed and embarrassed because of his

carelessness and mindedness

absent-Unit 2: Personal experience

Lesson 3: Speaking

A.OBJECTIVES:

By the end of the lesson, students will:

-to be able to talk about the activities with the senses

- to be able to use the verbs of the senses

-ask Ss to work in group and make a list of

words describing parts of the body playing

function of five senses

- body

-call on some Ss to present their answers

-feedback

II pre-speaking

Teacher introduces the theme of the lesson:

- We’re going talk about the activities of the

Group work

AnswersNose-smellingEar- hearingSkin- feelingEye- sightMouth- taste

senses Look at the pictures and guesses what

can these animals and the man can do with

their senses

a.)matching

-have Ss work individually, look at the

pictures and guess what each picture is about

Ask SS to work in pairs, match the pictures

with the suitable incomplete sentences that

follow to make meaningful sentences

-call on some Ss to present their answers in

font of the class

-feedback

III while speaking

-dialog build

-ask Ss to work in pairs asking and answering

about senses following the example:

A: what do you think dogs are good at?

B: well, I guess they are good at smelling in

order to search for something

-go round the class to provide help

-call on some pairs to practice

-feedback and give correct pronunciation

IV post speaking

Group work

-let Ss work in pairs, asking and answering

about the five senses

-ask Ss to practice talking about the five

senses as the following examples

A: what I can do with your eyes?

B: I can see people, things, animals, colors,

and so on

A: who can’t see what you can?

B: well, the blind, I think

-call on some pairs to present their answers

-give feedback and marks

Unit 2: Personal experience

Lesson 4: Writing

A.OBJECTIVES:

By the end of the lesson, students will:

- to write a personal letter

- to describe a past experience

B TEACHING AIDS:

textbook, pictures, cassette, tape

C PROCEDURE:

Method: mainly communicative

Teacher’s activities Students’ activities I.Warm-up [5 mn]

T has SS ask and answer:

- What can you do with your…? [ear / eyes /

mouth / tongue / nose…]

-feedback

II pre writing

Exercise a)

• introducs the aim of the lesson:

We are going to read a letter telling about

one of Nam’s embarrassing experiences.

• elicits the meanings of the words in the

box

• have SS work in pairs, filling the gaps with

the words given

• have SS share their work in pairs

• call on some SS to read aloud their fillings

• call on others to give remarks then give

feedback

III.While writing

Exercise b)

• introduce the aim of the drill:

SS write a letter telling one of their

Now I still feel hot in my face and ashamed of having done it You know, this morning I went to the market with my mom We had bought some meat and vegetables for the family before going to a

-correct mistake of grammar

IV.Post-writing

• choose some letters and

• Have the writer copy it down onto the

board

• make corrections and has the writer read

aloud his / her letter

HOMEWORK

- Copy the finished letter onto notebooks.

- Write a leeter to tell about SS’s happy

had been A loud scream sounded.

A naked woman appeared in the

dressing room instead of my mom

It was my fault My mom was in the next room Oh, dear, such a terrible mistake! Have you had an experience like that? I’m sure not because you are always careful and not absent-minded like me!

Remember to write when you have time! Send my regards to ourmutual friends

With love, Hoa

Unit 2: Personal experience Lesson 5: Language focus (p1)

A.OBJECTIVES:

By the end of the lesson, students will:

-be able to use verbs of the senses

- be able to use modal perfect to talk about the past

Teacher’s activities Students’ activities

I Warm up

Game: Lucky symbol

- Write the words eyes, ears, nose, tongue,

hands / skin and a lucky symbol ( ) on

small pieces of paper, fold them up and put

them in a hat

- Tell SS to work in 3 groups

- A representative from each group will take

turns to pick up a piece of paper, and read

the word The students from the other

groups will make 3 questions for this group

For one suitable answer, the group scores 1

point The lucky symbol will earn the group

2 points The group with more points will

win the game

The questions used for each word are:

- What can you do with your (eyes) ?

- Who can't do this? / Who can't (see what

you see) ?

- What animals are good at (seeing) ?

- When the game is over, elicit from SS the

verbs used for the senses

Transition: - Todav we will practise using

sense verbs to talk about the activities of the

senses

II Word study

-Elicit from SS sentences with the sense

verbs

- Write down on the board three sentences

and ask SS to distinguish the verbs used

a I can smell something burning

b This flower smells good

c It smells like orange

- Tells SS that there are two groups of verbs:

transitive followed by an object, and

intransitive or linking verbs

sound (nghe có vẻ) feel (sờ thấy)

Group workAnswer : see; smell; taste;

touch; hear;

ListenTake note

- In sentence a, smell is atransitive verb, with something

as an object

- In sentences b and c, smell is

an intransitive verb followed by

an adjective or a prepositionalphrase with like

Pairs workanswers2.earsA: what do you do with yourears?

touch (sờ)

Notes: - These linking verbs and most of

these transitive verbs are not used in the

present continuous

Activity 1 Talking about the senses (Task

a v 31)

- Tell .SS to work in pairs and make

questions and answers about the senses,

based on the words given

- Go around to monitor and note down error

for correction later

- Call on some pairs (close and open pairs) to

act out their conversations

- Give feedback and comments

Activity 2 Answering the quiz (Task b,

p.31)

- Ask SS to answer the questions in Task b

and then with a partner ask and answer the

questions

- Call on some pairs to act our their

exchanges and go over the answers with the

Rewrite the sentences as shown, using sense

verbs The first one has been done as an

example.

0 I like the smell of this perfume It's good

 This perfume smells good to me

B: I hear with my ears, I cannothear sounds

3.skinA:what do you do with yourskin?

B: I feel pressure with my skin4.tongue

A: what do you do with yourtongue?

B: I talk with my tongue andtaste delicious dishes

5 noseA: what do you do with yournose?

B: I smell the fragrance offlowers with my nose

Pairs workAnswers1.smelling and hearing2.he/ she uses fingers to touchdots on a sheet of paper

3.he/she uses his/her tongue totaste the dishes he/she hascooked

4.no, he/she can’t, becausehe/she cannot hear

5.no, because he/she cannot seeTake note

Do the task individually

Answers