GIAO AN ENGLISH 11

- Let them work in groups- Walk round and help them - Ask some students to stand up to talk again loudly - Listen and correct mistakes Post-speaking : 10 minutes Task 3 - Have students w

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Date: 8/11/2014

Period : 1 Unit 1: friendship

LESSON 1 : READING

I Objectives:

1 Educational aim: Students should know what a friendship is, know how to

keep a friend long

2 Knowledge:

- General knowledge: Students know about how to make and to keep friends long

- Language: Sentences and expression for describing qualities of true friendship

- New words: Words related to qualities of friendship

3 Skills: Guessing meaning in context, scanning for specific information and

passage comprehension

II Method: Integrated, mainly communicative.

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

IV Procedure:

Teacher’s activities Students’ activities Notes

Warm-up: (5 minutes)

- 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?

- Let students understand more about

activities and qualities of friends, then

say to students: Today we learn Unit

1-part A: Reading

Before you read : (7 minutes)

- Ask students to look at the picture

and read the poem in their books

- Ask students to discuss then ask and

answer the question:

- What do you think of the friend in

the poem?

-Let them work in pairs

- Listen to students and correct

pronunciation and grammar if necessary

-Show students to know about friends

While you read : (23 minutes)

- Ask students to look through the

passage and read in silence

- Help students read the passage

- Explain pronunciation and meaning of

new words which appear in the passage

- Listen to the teacher andopen the book – Unit 1,part A: reading

- Look at the picture in thebook, listen to the teacher,read the poem then ask andanswer the question, work inpairs:

A: What do you think ofthe friend in the poem?

B: I think…

- Listen to the teacher

- Listen to the teacher thenread the passage

- Ask some new words ifnecessary

- Keep the book open

- Listen to the teacher then

do task 1

- Ask the teacher if

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- Help students if necessary.

Keys:

1-mutual; 2-incapable of; 3-unselfish;

4(1)-acquaintance; 4(2)-friend;

5-give-and-take; 6-loyal to; 7-suspicious

Task 2: (4 minutes)

- Ask students look through the

passage then try to choose which of the

choices A, B, C,or D most adequately

sums up the ideals of the whole

passage

- Let them work in pairs

Key: B

Task 3: (6 minutes)

- Ask students to scan the passage and

answer the questions:

- Walk round and help students

- Ask some students to stand up to ask

and answer each other

- Walk round the classroom and

correct mistakes

After you read : (8 minutes)

- Ask students to discuss the question:

“ Why do we need to have friends? ’’

- Ask them to report the results to the

- Write down the true keys

in the notebook

- Look through the passageagain and try to choose themost adequately sums upthe ideals of the wholepassage

- Practice with a partnerthen write the key down inthe note book

- Ask the teacher ifnecessary

- Listen to the teacher thenask and answer thequestions in the book: 1/ The first quality for truefriendship is unselfishness 2/Changeable and uncertainpeople are incapable of …3/ the third quality forfriendship is loyalty…

4 There must be mutualtrust between friendsbecause if not, peoplecannot feel safe whentelling the other their mostintimate secrets

5 People can’t keep afriend long because theycan’t keep a secret, either

of their own or others

6 The last quality for truefriendship is sympathy Ittells us that to be a true

sympathize with yourfriend Where there’s nomutual sympathy betweenfriends, there’s no truefriendship

- Try to discuss thequestion

- The students who arecalled to stand up to reportthe result to the classloudly

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Home work: (2 minutes)

- Ask students to write a passage about

their friendships (80 words)

- Ask students to do Reading exercise

of Unit 1 in workbook and prepare Part

- Language: Talking about people’s physical characteristics and personalities

- New words: words related to people’s physical characteristics and personalities

3 Skills: talking about people’s physical characteristics and personalities

II Method: integrated, mainly communicative.

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

IV Procedure:

- Ask students to keep book close

- Ask students to describe some

students in the class

- Call some students to stand to talk to

- Ask students to look at the

people in the book and describe

their physical characteristics

- 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, ….

While-speaking : (15 minutes)

Task 2

- Help students with some new words

- Ask sts to make questions and answer

questions with a partner, using the

information from the picture

- Keep books close

- Try to describe someone in the class

- The students who arecalled stand to describe afriend to the class

- Try to repeat frommemory

- Try to describe thepeople in the book:

+ The boy is short Hehas a large face , …

+ The girl is ………

- Play roles

performance

- Work in groups of four

- List some personalities

of a person

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- Let them work in groups

- Walk round and help them

- Ask some students to stand up to talk

again loudly

- Listen and correct mistakes

Post-speaking : (10 minutes)

Task 3

- Have students work in pairs

- Guide them to do the task

- Make sure that sts understand their

roles

- Pay attention to the suggestions :

+ his / her name

+ date of birth

+ his / her physical characteristics

+ his / her hobbies

+ his / her personalities ( friendly ,

humorous , quick-witted ,

good-natured , helpful , honest , pleasant ,

caring )

+ why he / she interests in Maths

+ how much time he / she spends on

Maths everyday

+ what makes him / her a good friend

+ what made him / her successful

( studious , intelligent , keenly

interested in Maths , eager to learn ,

patient , calm )

+ what he / she does in his / her free

time

- Call some pairs to report

- Walk round and help them

- Ask some students to stand up and

tell loudly

- Listen and correct mistakes

Homework: (3 minutes)

- Ask students to write a passage about

their daily routine (50 words)

- State some reasons whythey choose

- Discuss and say thereasons

- Report their results tothe class and explain whythey do like that

- Make pairs : one is ajournalist , the other is aninterviewee

+ reasons why the friendsare famous

- Role play

- Perform their task

- The students are calledstand up and tell loudly

- Write down the homework

1 Educational aim: Students should know how to describe the best friend and

how to keep the friendship

2 Knowledge:

- General knowledge: Students learn how to keep friendship

- New words: Words related to friends and keeping friendship

3 Skills: - To practise listening comprehension skill

- To distinguish true and false statements

- To take notes about given questions in order to answer

II Method: Intergrated, mainly communicative

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

IV Procedure:

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Teacher s activities’ Students activities’ Notes

- Ask students to close the books

-Ask students some questions about

friendship:

• Who is your best friend?

What qualities & characteristics of

your best friend do you admire?

Before you listening: (7 minutes)

- Ask students to look at the part:

Before listening

- Let them work in pairs ask and

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?

- Walk round, listen and help students

- Read loudly the words in the books:

- Ask students to repeat loudly the words

- Listen and check pronunciation

-Explain some new words & phrases:

Residential area, ring (n), ride/ rode/

ridden, motorbike, happen to infinitive

(v), introduce, ever since, college,

great sense of humour, favourite,

interest (n), plays (n), movies, a rough

time

While-listening: (20 minutes)

-Have students read the true-false

statement list and questions in

textbook silently for several minutes to

make sure that every student

understands them (Task1, 2)

-Check again if students are able to

understand main requirements of the 2

tasks

-Emphasize “ you will hear Lan &

Long talk about their best friends Ha

& Minh Listen to their talks and do

the tasks below”

-Turn on the cassette player twice

-Ask some students to do their tasks on

the board

-Correct and give score

After-listening: (10 minutes)

-Have students ask & answer about the

friendship between Lan and Ha, Long

and Minh (How & Where they met,

what they like about their friends

-Ask students to rewrite their answers

- Close the books

- Listen to the teacher andanswer the questions

- Listen to theteacher then and

questions in thebook

- Work in pairs

- Look at the books

- Listen to the teacher andrepeat the words

-Students repeat & takenotes

- Repeat loudly the wordsand try to remember them

-Students read task1, 2silently for gist

-Elicited students raisetheir hands to interpret

-Students take notesduring listening

-Other students watchand give comments

-Students work in pairs

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- Ask students to rewrite their answers

of tasks 2 in their notebooks at home

- Remember them to prepare

residential area in Ha Noi

-Lan went on a holiday to Do

Son & Ha went there to visit her

-Ha is very friendly & helpful

-Ha is sociable She’s got manyfriends in Do Son & she introducedLan around

Long -They met in the college

-Minh played the guitar, Long

was a singer

-They worked together

-Minh has a sense of humour

-Minh likes to go to plays & movies.-Minh is a good listener

-Minh is friendly & helpfulLan’s talk : 1f, 2f, 3t, 4f, 5t, 6f Long’s talk : 1f, 2f, 3t, 4t, 5t,

- Language: The simple present of verbs to describe a friend

- New words: Words related to to describe someone’s physical characteristics andsomeone’s personalities

3 Skills: Writing a passage

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

IV Procedure:

- Ask students some questions about

their best friends

Pre-writing: (10 minutes)

- Teacher asks students to think about a

friend 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 each

other?

-Teacher uses a picture to gives some

key words to describe someone’s

physical characteristics ( height , hair ,

eyes , face , clothes…) and his / her

personalities

- Keep book close

- Listen to the teacher andanswer the questions

- Listen to the teacherand answer the questions:

1 My friend’s name isHoa

2 She is 17 years old

3 We met each other at

my cousin’s birthdayparty 4 years ago

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( helpful , sincere…) and some

necessary structures

While-writing: (18 minutes)

-Teacher gives a sample and has

students write a passage to describe a

friend they like

A Sample

Hoa has been my best friend since

many years She is quite a lively

person She is fairly tall with a good

fingure She ‘s got a heart- shaped face

with a small sort of turned- up nose It

is very attractive She has got long ,

black wavy hair and blue eyes with

very long eyelashes Her complexion

is white Her lips are very full and she

has got dimples in her checks Now

she lives very far from me , but we still

keep contact through e- mail

- Let them work in groups

- Go round, check and help students

Post-writing: (10 minutes)

- Give suggestions and corrections

-Teacher asks students to read / write

some students’ passages on the board

and Teacher gives comments

- Correct mistakes and mark

- Ask students to do part writing of

Unit 1 in the student’s work book and

prepare part Language Focus

-Students write a passage

-Students read / write some students’ passages

1 Educational aim: Students should know how to use Infinitive with to or

without to to make sentences

2 Knowledge:

- General knowledge: Students learn how to use infinitive with to or without to

- Language: * The Infinitive with to or without to

- New words: Words related to pronunciation /dʒ / - /t∫/

3 Skills: Writing sentences with infinitives with to or without to

II Method: Integrated, mainly communicative

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

IV Procedure:

- Ask students to complete the - Keep book close- Listen to the teacher and

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sentence:

- January is the …month of year.

- Children eating sweets.

- Ask students to speak the sentence

- Ask students to look at their books

then introduce to them

*Listen and repeat :

- Read loudly then ask students to repeat

- Introduce : / dʒ / - / t∫/

- Correct pronunciation for the students

* Practice these sentences

- Read the sentences loudly

- Ask students to repeat

- Correct pronunciation for students

Grammar and vocabulary:(4 minutes)

- Introduce exercises to the students

- Let students get their attention to

focus on Infinitive with to and

Infinitive without to

Exercise 1: (13 minutes)

- Ask students to do Exercise 1

- Introduce how to do it

- Walk round, check and give mark

Exercise 2 (13 minutes)

- Introduce Exercise 2 to students and

explain how to do it

- Ask students to do it

- Let them work individually

- Check, correct mistakes

complete the sentence:

- January is the first month of the year.

-Children like eating sweets.

- Open the books

- Look at : Listen andRepeat

- Repeat the words inchorus then individual

- Look at Practice thesentences

- Listen to the teacherthen repeat in chorus thenindividual

- Listen to the teacher and

4 My mother has someshopping to do

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Homework : (2 minutes)

Ask students to do Part Language

Focus and prepare part Reading of

Unit 2 at home

- Listen to the teacher andwrite down

Period : 6 Unit 2 : PERSONAL EXPERIENCES

Date :15/11/2014 LESSON 1 :READING

II Method: Integrate , mainly communicative

III Teaching aids: Tape and cassette player, pictures, English textbook 11,

Before you read: (7minutes)

- Ask students to put the pictures in the

book in the correct order to make a

story (work in pairs)

- Ask some students to give their

answers

( teacher doesn’t need to give feedback)

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

- Let’s begin our lesson you’ll know

the whole story

- Ask students to listen to the tape

While you read: (20minutes)

- Ask students to read the whole story

- Explain some difficult words and

- Answer the questions

- Put the pictures in the

book in the correct order

to make a story ( work inpairs)

- Give their answers

- Listen to the tape

- Read the story

- Listen, try to guess themeaning of the newwords and take notes

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Be busy with sth

EX: I’m sorry I can’t go with you now

I am busy with my homework I’m

busy doing my homework

Task 1 : Fill each blank with one of the

words in the box below

- Firstly, ask students to study

individually then in pairs

- Walks around the class, offer ideas

and comments when students need help

- Give suggestions

Task 2

- Work in pairs, read the small talks

again and put the pictures of the events

in the order they happen in the story

- Ask students to work individually

then work in pairs

- Walk round the class and comments

when students need

Task 3 : Answer the questions in the

book

- Ask students to read all questions to

understand the content

- Ask students to read the small talks

again to answer the questions

- Ask students to work with a partner

- Walks around the class to help

students whenever they need

Suggested answers:

1 She wished to have a red hat-a floppy

cotton hat ( like the one her star idol

wore in her video clip)

2… so that she could buy the hat ( for

herself.)

3 She saw a wad of dollar notes

( exactly like the one that her father had

given her)

4 Because she thought the boy had

stolen her money / it was her money

5 She bought the pretty hat of her

dream

After you read: (12minutes)

-Ask students to discuss the questions

in group:

1 How did the girl in the story feel

when she discovered that the money

she had taken was not hers?

(embarrassed, sad, ashamed, unhappy,

terrible, uncomfortable, anxious, …)

- Do Task 1 in pairs_Take notes

- Read the questionssilently and answer them

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2 What did the girl have to do (when

she discovered that the money she had

taken was not hers )?

( put a notice on T.V or at school, get

on the same bus on the next day to look

for him, do nothing, keep it a secret,

tell her father everything and ask him

for advice,…)

- Ask some students to represent their

talk in front of class

Homework : (2 minutes)

- Ask students to review part reading

and do exercises in the workbook and

prepare part speaking - Listen to the teacher

and write downhomework to do at home

Date :22/11/2014 LESSON 2 :SPEAKING

- Know how to talk again a problem happened

- Language: Students use sentences, words, phrases and expressions for talking

about their personal experiences

3 Skills: Talking about past experiences and how they affected one’s life

II Method: Integrated, mainly communicative

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

- Asks students to do task 2 in pairs

- Asks them to give answers

Post-speaking: ( 10 ms )

1 Confidence

2 Attitude

3 Native English speaker

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Task 3:

- Gives students useful structures

+ Have you ever………….?

+ How did it happen ?

+ When/ Where did it happen?

+ How did the experience affect you?

How did you feel?

- Asks students to do Task 3 in pairs

- Asks some pairs to perform their

dialogues in front of the class

- Corrects common mistakes and give

B How did it happen?

- I didn’t study well enough for exam

C When did it happen?

- 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

3

A Have you ever talked

to a famous pop star?

- Yes, I have

B Where did you meet him/ her ?

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Homework: (1 ms)

- Asks students to write a paragraph to

tell their own experience in the past

- Asks students to prepare Listening

- At a party

C How did it affect you?

- It was interesting to talk

to famous pop stars

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

- Write down

THE 15-MINUTE TEST

*Choose the word with underlined part pronounced differently from the rest.

1.A.wheel B.steel C.steal D.greet

*Choose the word whose main stress is placed differently from the others.

2.A.railway B.sandwich C.amount D.question

*Choose the best answer among( A,B,C, OR D) that best completes each sentence.

3.Big Brothers is………

A.the name of a club B.a home the children C.the name of a film D.an organisation for boys who no longer have fathers

4 twice,he didn't want to try again

A.had failing B.having failed C.fail D.to fail

5

A.do not know B.had known C.knew D.know

6.People are aware …………the problem of population

A.of B.about C.with D.at

7.Does the earth have enough…………to support many people?

A.resources B.raising animals C.living-standards D.methods

8.My friend asked me what would I do if I were a millionaire

Period : 8 Unit 2 : PERSONAL EXPERIENCES

Date : 22/11/2014 LESSON 3 :LISTENING

I Objectives:

1 Educational aim: By the end of this lesson, students will be able to develop

such listening micro-skills as listening for specificinformation and taking notes while listening

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2 Knowledge:

- General knowledge: Students learn about memorable experiences and the

importance of family

- Language: Use past simple

- New words: Words related to memorable experiences

3 Skills: Listening for specific information and comprehension questions

III Teaching aid: Pictures, chalk, cassette tape

IV Procedures:

Warm-up : (2 minutes)

- Have you ever seen a fire ?

- Where did it happen?

- Was it frightening?

Pre-listening : (8 minutes)

- Asks students to look at the picture in

the book and ask them some questions

+ What is happening?

( The house is burning./ The house is

on fire./… )

+ What is she doing?

( She’s talking a little girl out of the

burning house )

- Asks students to repeat the provided

words and explain the words if

necessary

While-listening: (24 minutes)

Task 1:

- Asks students to read Task 1 silently

- Ask students to listen to the tape

- Read the task and do it

- Listen to the tapecarefully

2 My most unforgettable experience happened 13 years ago

3 The fire started in the kitchen where I forgot toturn off the gas stove

4 I was sleeping when I was suddenly woke up byterrible heat

5 I heard my mother’s voice calling my name

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Task 2:

and listen to the tape again

- Asks two students to write the

answers on the board

- Gives feedback

After-listening: (10 minutes)

- Asks students to work in groups to

discuss the importance of family

- Goes around to provide help if

needed

- Gives suggestion: Family is more

important than things because it

cannot be replaced… It gives you love,

support…

- Calls each group to speak

- Gives comments and corrects

mistakes

- Gives marks

- Asks students to write a paragraph

about the importance of family

- Asks students to prepare part Writing

at home

- Read the task and listen

to the tape then do task 2

Date : 22/11/2014 LESSON 4 :WRITING

I Objectives:

1 Educational aim: By the end of this lesson, students will be able to write a

personal letter telling about a past experience, using thestructures and vocabulary that they have learned inprevious lessons

2 Knowledge:

- General knowledge: Students learn about the organization of content of a form

- Language: Words used in a form of writing a personal letter

3 Skills: Writing a personal letter to describe a past experience

III Teaching aids: Chalk, textbook

- To day I want you to write a letter

about your past experience in

English

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Pre-writing: (10 minutes)

- Has students give some of their past

experiences? (being seriously ill,

failing an exam; talking to a famous

pop star,… etc)

While-writing: (10 minutes)

- Gives students some guidance:

1 When it happened:

( It happened …years ago/in …./

when I was …years old.)

2 Where it happened:

( in my house/ at school / in the

street)

3 Who was involved:

( your family members/ your friends/

your relatives,….)

4 How it affected you:

( it changed outlook life / it make me

more careful/ it gave me more

confidence in …./ it taught me the

lesson/…)

- Asks students to work in groups to

tell their experiences to prepare for

their writing

Post-writing: (20 minutes)

- Asks students to write a passage

about the most memorable past

experience

- Goes round to provide help

- Corrects common mistakes

- Do the writing part, Unit 2, workbook

- Asks students to prepare part

Language Focus at home

- Gives their own pastexperiences

- Listen to the teacher andcopy down

- Work in groups todiscuss

- Work individually andcorrect mistakes

- Write down

Period : 10 Unit 2 : PERSONAL EXPERIENCES

Date : 29/11/2014 LESSON 5 : LANGUAGE FOCUS

I Objectives:

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

- distinguish the sounds / m /, / n /, / η /

- pronounce the words and sentences containing these soundscorrectly

- distinguish the uses of different verb tenses: present simplefor indicating the past, past simple, past continuous and pastperfect

- use these verb tenses to solve communicative tasks

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2 Knowledge:

- General knowledge: Students learn 3 sounds and review some tenses

- New words: Words related to 3 sounds and 3 tenses

3 Skills:

- Pronunciation: / m /- / n /- / η /

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

III Teaching aids: textbooks, cassette tape

IV Procedures:

I Pronunciation: ( 10 ms )

- Writes some sentences on the board

and ask some students to read them

- Asks students to look at their books,

listen and repeat the words in the

We’ve already learn the present simple

tense, the past simple tense, the past

progressive tense Now we are going to

review TENSE REVISION

- The present tense use to tell a story

that happened in the past makes it more

interesting and vivid

- Asks students to do exercise 1 in pairs

- Corrects the exercise and explain the

use of the tenses

- Listen to the teacher andbear in mind

- Repeat in chorus thenindividually

- Read the sentences

- Listen to the teacher andreview tenses

- Retell the use of thesetenses and bear in mind

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- Explains the difference between the

simple past and the past perfect

- Corrects the exercise and explain the

use of the tenses

+Post

- Consolidate the use of tense

- Practice reading the sentences

- Write exercise 2,3 in the notebook

- Prepare in Unit 3 part A reading in

advance

Key:

1 broke / was playing

2 wrote / was

3 was working/ broke

4 stared / were walking

5 told / were having

- Do the task 3

Key:

1 had eaten / arrived

2 found / had taken

3 got / had closed

4 got / had left

5 got / had arrived

- Write down

Period : 11 Unit 3: PartIES

Date : 29/11/2014 LESSON 1: READING

I Objectives:

- develop such reading micro-skills as scanning for specificideas, and identifying and correcting false statements

- use the information they have read to discuss celebrations

in their culture

2 Knowledge:

- General knowledge: students know how to celebrate some celebrations

- New words: Words to celebrations and festivals

3 Skills: Reading for general or specific information

III Teaching aids: Some photos of celebrations in the world

IV Procedures:

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Pre-reading: (5 minutes)

- Asks students to look at the first picture

in the book and ask them some

questions:

• Are they having a party ?

• What party is it ?

-Asks students to look at the second

picture and ask some questions:

• Are they friends ?

• What are they celebrating ?

• How old are the people in the

picture ?

• How do they feel ?

• How long have they been

married?

* The lesson today gives us some

information about birthday and wedding

anniversaries in the US

While-reading: (25 minutes)

- Asks students to listen to the tape

- Asks students to read the passage

+silver anniversary / silver wedding /

silver jubilee : 25th wedding

anniversary

+ golden anniversary / golden

wedding / golden jubilee: 50th

wedding anniversary

+diamond anniversary / diamond

wedding / diamond jubilee: 60th

- Look at the secondpicture and answer thequestions

- Listen to the tape andcorrect pronunciation

- Pay attention to somenew words

- Listen to the teacherand copy down

- Work in pairs

Key:

1&2 (Both) 3&6(Birthday) 4&5 (Anniversary)

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Task 2

- Gives feedback

Post-reading: (13 minutes)

- Asks students to talk about their

birthday party ( work in groups)(place,

time, guest, foods, drinks, activities)

- Calls some students to give their

answers

- Corrects mistakes and gives marks

Homework (2 minutes)

1 Do the tasks again in notebooks

2 Prepare : Part B – Speaking

- Give answers

- Copy down

Date : 29/11/2014 LESSON 2: SPEAKING

I Objectives:

- use appropriate language to talk about parties and negotiate how to planthem

- use appropriate language to invite people to come to parties

2 Knowledge:

- General knowledge: Students know how to plan parties

- Langugage: Words related to parties

3 Skills: Talking about parties

III Teaching aids: Photos of some parties

IV Procedures:

Pre-speaking: (8 minutes)

Do you like parties ?

Do you like quiet or noisy parties ?

 Shows the picture in the textbook

and ask:

Are they having a party ?

What does ‘party-goer’ mean ?

While-speaking: (25 minutes)

Task 1

Are you the perfect party-goer ?

1 Which kind of parties do you

prefer ?

- Answer the questionsfreely

- Listen to theteacher’s guidance and

do task 1

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-big / small / noisy / quiet parties

-parties with dancing and games

2 You find yourself standing with a

complete stranger at a party What

would you do ?

-talk about yourself / the weather

-try to get him or her talk about himself

-Asks students to do Task 2 in pairs

-Asks some pairs to perform their talk

before class

*Where (home-cosy, not expensive, not

spend a lot of time to prepare, not have

to clean up…

*What time

*How many guests

*What to eat / drink (soft drinks,

mineral water…./ chicken soup, green

salad, steak, fired chicken, fish, beef,

hamburger, cake…)

*What to wear (dress, jeans, shirts,

T-shirt, pullover, skirt…)

*Which activities (singing, playing

games, taking photographs, give gifts…

Post-speaking: (10 minutes)

Task 3:

- Asks students to do Task 3 in groups,

using the simple past tense to report the

past events

- Gives some suggestions

- Asks some students to perform before

class

- Corrects common mistakes and give

remarks

- 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 not very expensive

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

pm ?B:

• Why don’t you…

• You ought to…

• You should…

• I think you should…

• You’d better…

• If I were you

I would…

- Work in groups to do task 3

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- Write down task 3 in the notebooks

- Prepare part C (Listening)

activities such as…

-We were all tired but happy

- Copy down

Date :6/12/2014 LESSON 3: LISTENING

I Objectives:

such listening micro-skills as intensive listening forspecific information

2 Knowledge:

- General knowledge: Students know how to plan a birthday party

- New words: Words related to birthday party

3 Skills: - Deciding on True or False statements

- Comprehension questions

III Teaching aids: Some pictures of birthday parties

IV Procedures:

- Asks students some questions :

- Do you often hold your birthday

party ?

• Where do you often hold your

birthday party ?

• When do you like to organize

your birthday party, in the

morning or in the evening ?

- Listen to the passageand correct pronunciation

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- Asks students to listen to the passage

- Asks them to listen to the passage

again and do Task 2 in groups

- Asks some students to write the

answers on the board

hours).(from three to six)

5 F ( Only the writer

stayed after the party to tidy up the mess.)

- Read task 2 silently

- Work in groups

Key:

1 She was 16 years old.

2 She didn’t like having the party at a restaurant because it is noisy and expensive.

3 She served them soft drinks and biscuits.

4 It was brought out at about four thirty.

5 It was beautifully decorated with pink and white icing

6 They clapped their hands eagerly and sang

“Happy birthday”.

7 It finished at about six

in the evening.

- Work in groups

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•What time did the party start and

end ?

•What did Mai’s mother serve the

guests at the party ?)

- Asks some students to retell Mai’s

birthday party before class

- Corrects mistakes and give feedback

- Practice listening at home

- Write down Task 2

- Prepare Part D - Writing

- Listen to their friendsand correct mistakes

- Write down

Date : 6/12/2014 LESSON 4: WRITING

I Objectives:

- define the format and structure of an informal letter ofinvitation

- write an informal letter of invitation

2 Knowledge:

- General knowledge: Students learn to write an informal letter

- Language: Words used in writing an informal letter

3 Skills: Writing an informal letter of invitation

III Teaching aids:

IV Procedures:

I.Warm-up/Lead-in: 2 ms

- Gives the words and asks Ss to

arrange into the right order

Would/ like/ you/ the cinema/ to/ go/

me/ with?

II.Pre-Writing: 10 ms

Task 1 : Work in pairs Ask and answer

the following questions

- Asks students to work in pairs and do

the task

- Calls some Ss to give the answer

- Gives the correct answer

Task 2 : complete the letter of

invitation below with the words/

phrases in the box

- Asks Ss to work individually and do

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III.While-writing:20 ms

Task 3 : You are going to hold a party.

You want to invite your classmates to

the party Write a letter of invitation,

following these guidelines

…what party are you going to

organise?

…where and when do you intend to

organise the party?

…How many people do you plan to

invite and who are they?

…What activities will take place at the

party?

…What food and drink will be served at

the party?

- Has Ss to work individually to answer

the questions and combine them into a

- Gives the feedback

- Asks some students to read their

writing loudly to all students in the

class to hear

-Summarizes the main points

V.HOMEWORK: 2 ms

Asks the students to:

+ learn by heart the new words

+ prepare the language focus part

-Answer the questions andthen write a letter ofinvitation

- Work individually to answer the questions and combine

…what party are you going

to organise?

…where and when do you intend to organise the party?

…How many people do you plan to invite and who are they?

…What activities will take place at the party?

…What food and drink will

be served at the party?

-Suggested writingDear Lan,

I am having a bithday party

at my house at 7 p.m onApril 24th Would you like

Please let me know byThursday whether you cancome

LovePaul

Date : 6/12/2014 LESSON 5: LANGUAGE FOCUS

I Objectives:

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

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

- pronounce the words and sentences containing thesesounds correctly

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- distinguish the uses of infinitive and gerund in active andpassive voices

- use these structures to solve communicative tasks

2 Knowledge:

- General knowledge: Students learn to pronounce 3 sounds and grammar

3 Skill: fluency in pronunciation 3 sounds and use of infinitive and gerund in

passive

III Teaching aids: textbook

IV Procedures:

I Pronunciation: (14 minutes)

The pronunciation of / l /, / r / and / h /

- Gives students 6 words and ask them

to put the words to the right columns /

l / /r / and / h / : holiday, library, run,

help, Lisa, realize.

 Today we are going to learn the

pronunciation of the sounds /l/ , /r/

and / h / Now look at your book, listen

and repeat the sounds

II Grammar: (30 minutes)

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

* 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:

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- being + pp ( in context meaning)

- Checks the answers and gives

- Do the exercises again in notebooks

- Prepare : TEST YOURSELF A

in the three units: 1, 2 and 3

- Students can improve their techniques of doing the simple tests

2 Knowledge: After this lesson, students will be able to:

- Check themselves their skills in reading, speaking, listening, writing

- Improve their knowledge through the test yourself

- Language: Students can improve their techniques of doing the simple tests

3 Skill: After this lesson, students will be able to:

- Check themselves their skills in reading, speaking, listening, writing

- Improve their knowledge through the test yourself

III Teaching aids: Textbook, board, hand-outs, cassette tape and player.

* Have you prepared it at home?

* Have you got any difficulties?

Test yourself

- Greeting

- Answer teacher’squestions

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I Listening(2.5 points) (10 minutes)

- Ask students to read all the sentences

first

- Ask students to listen to the tape once

- Ask students to listen again and speak

out the statements are true or false

- Ask students to listen in the third

time, the work in groups to compare

and discuss the answers with each

others to find the correct answers

II Reading (2.5 points) (10 minutes)

- Present the task:

- Ask pupils to work in groups to

compare the answers they have already

done to find the correct ones

- Give the correct answers to the class:

III Grammar(2.5 points) (8 minutes)

- Present the task:

a/ Ask students to listen and put a tick

in the right box

b/ Give the correct form of verbs

Let students finish each of of the

following sentences in such a way that

it has the same meaning as the original

sentence

IV Writing (7 minutes)

- Present the task:

- Call the students to read the suggested

sentences in front of the class

- Check their writings and help them

correct the mistakes if they’ve made

- Look at the book andlisten to the task

- understand the task

- Read the questions

- Listen again and say thestatements are true orfalse

- Listen and discuss ingroups to find the correctanswers:

1-A, 2-D, 3-B, 4-D, 5-C

- Look at the textbookand listen to the teacher

- Work in groups todiscuss about the passage

- Finish the task

- Compare their resultswith the other groups, andthen with the keys

- Write the answers onthe board

- Listen to the teacher andcorrect the answers

- Two students go to theboard and write

- Give the writings byreading aloud

- Read the letter carefully

- In groups or in pairs,write her a letter

- Compare the results

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Homework (5 minutes)

- Ask students:

+ to study all the lessons again

+ to get ready for the 45 minute-test

in the next period

with the other groups

I Choose the best answer

1.If you are invited to someone’s house , you are their ………

A guest B patient C family D classmate

2 I passed the………… without any difficulty

A term B course C exam D lesson3.Nam ……….to find a knife when he was working yesterday

A.want B.wants C.wanted D.wanting4.My father ………….3 cigars everyday

A.smoke B.smokes C.smoked D.smoking5.They have done their homework …………

A.for a week B.in a week C during a week D.while a week6.We ………that building before she came here

A.had built B have built C has build D has builting

7 I’m still hungry I’ve just eaten only ………food

A a little B little C a lot D much

8 We usually have physical ……….on Friday

A lesson B schooling C educating D educate

9 My family has great love ………cats

A much B many C few D a few

10 Our teacher gave us many……….to do in the summer holidays

A homework B home work C exercise D exercises

11 Mary was waiting………… a queue when she saw her old roommate, Anne

A in B at C on D for

12 They……… studying in their classroom at 9 o’clock yesterday morning

A are B were C is D was

* Choose one word that has the underlined part pronounced differently from the others

13.A detective B policeman C fireman D dentist

14 A tractor B attend C policeman D agree

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15 A breakfast B lake C strange D gate

* Choose the one word or phrase that must be changed in order for the sentence to be correct

16.The football match has just begun .You were a bit littlelate

A B C D

17 When your father comes back from London , I would tell him the wholetruth

A B C D18………takes care of animals

A.detective B.police C.zookeeper D.nurse

19 He is……….some flowers in his left hand

A holding B .picking C .moving D.playing

20 You need to go to the doctor if you feel ………

A.sick B.happy C.pain D illnees

21 Mum, we’ve run out of milk I………to go out and buy some

A should B have C had better

D must

22.Big Brothers is………

A.the name of a club B.a home the children C.the name of a filmD.an organisation for boys who no longer have fathers

23.People are aware …………the problem of population

A.of B.about C.with D.at

24.Does the earth have enough…………to support many people?

A.resources B.raising animals C.living-standards D.methods

25 He used to ………picture stories wren he was young

A read B reading C to read D will read

26 Maths and English used to be my favorite…………at high school

A.courses B.lessons C.skills D.subjects27.We ………….a lot of time preparing for the house –warming party

A.spend B.spent C.take D.took

28 ………….everybody sleeping when we came home last night ?

A.Was B.Were C.Is D.Are

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29 I was feeding the cats………the phone rang.

A.while B.when C.untill D.since

30.Every Sunday afternoon , he and his friend go………by a small stream inthe woods

A.fish B.fishing C.fishes D.to fishing

* Choose one word that has the underlined part pronounced differently from the others

31.A.luck B.struggle C.unit D.ugly32.A.row B.cow C.slow D.snow

33 By the way , are you usually free in Monday evening?

II Read the passage and choose the best answer

My best friend at high school was David Smith He used to sit next to me

in all classes He was a hard-working student while I was very lazy I never tooknotes during the lessons , and he always lent me his notebooks when exams came,David not only studied very well ,but he was also good at sports He could playfootball , baseball ,and table tennis very well Baseball was the most popular sport

in my school at that time We used to play football everyday after class He and Ialways played in the same team and we often won At weekends , I often wentfishing together David left the town for a far away city when we was in theeleventh form He gave me his telephone number but I lost it ,so we couldn’t stay

in touch I have never seen him since then

36 What does the passage primarily talk about ?

A.The author’ best friend at high school

B.The differences between the author and his best friend

C.The most popular sports at the author’ school

D.What was the author like at high school?

37.What is true about David?

A.He learned well but he was bad at sports

B.He both learned and played sports well

C.He played sports well but he was not good atlearning

D.He didn’t play sports because he learned too much

38.David could play all of the following sports well except

A.Football B.Baseball C.Table tennis D.Basketball

39 Why couldn’t they stay in touch ?

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A.Because David left the town

B.Because David‘s new house was too far from the author’ house

C.Because the author didn’t want to keep contact

D.Because the author lost David’s phone number

40.How often did they play baseball ?

A.After every class B.Once a week C.At weekends D.Every week

THE KEYS

Period : 18 Unit 4: volunteer work

Date : 13/12/2014 LESSON 1: READING

I Objectives:

- develop such reading micro-skills as scanning for specificideas and skimming for general information

- use the information they have read to discuss the topic

2 Knowledge:

- General knowledge: Students know the information about volunteer work

- Language: words related to volunteer work

3 Skill: - Work formation

- Extensive reading: multiple-choice questions

- Passage comprehension

III Teaching aids: textbook, board, raising questions

IV Procedures:

Pre-reading: (5 minutes)

- Shows the picture of volunteer

work and ask questions :

What is the old woman doing ?

What does she do this work for?

- Checks the answers

- Gives Ss the following saying :

“If you me a fish,

I will eat today

If you teach me to fish

I will eat my whole life long.”

- Asks Ss what the saying implies

-Checks the answer

- Look at the pictureand answer questionsfreely

- Work in groups

- Read and guess the meaning of the saying

in their text book-Answer the question

-Take notes

-Identify the pictures

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While-reading: (25 minutes)

- Supplies Ss music and some more

pictures of Volunteer Work

- Asks Ss to match new words with

- Asks for filling the blanks

- Gives the explanation of related

- Asks Ss to choose the best answer

- Checks their answers

Task 3:

- Asks Ss to discuss then answer

the questions in task 3

1.Why do people do volunteer

work ?

2 Have you ever joined any

volunteer work before ?

- Asks sts to make a report in

2.They help them to overcome the

difficulties and give care and comfort to them

3.During summer vacations, they volunteer to work in remote or mountainous area to provide

education for children

or medical services for local people

- Work in groups toanswer the questions

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- Corrects their mistakes.

- Asks students to review the text and

prepare the new section: Part A-

pronunciation

- Present answers infront of the class

- Correct mistakes

- Copy down

Date : 20/12/2014 LESSON : READING + PRONUNCIATION

I Objectives:

- develop such reading micro-skills as scanning for specificideas, skimming for general information, and answer thequestions

- use the information they have read to discuss the topic -practice 2 souds /w/, and /j /

2 Knowledge:

- General knowledge: Students know the information about volunteer work

- Language: words related to volunteer work

3 Skill: - Work formation

- Extensive reading: Answer the questions

- Passage comprehension

III Teaching aids: textbook, board, raising questions

IV Procedures:

Pronunciation: (15 minutes)

- Has students listen and repeat

the sounds /w/ and /j/

- Asks students to practice reading the

sentences provided

- We went for a walk in the

woods near the railway

- We wore warm clothes and

walked quickly to keep warm

- Excuse me Did you use to live

in New York?

- Did you use to be a tutor at the

university?

Task 3: (15 ms )

the questions in task 3

They read books to the people or listen to their problems

2.They help them to overcome the

difficulties and give care and comfort to

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1.Why do people do volunteer

work ?

2 Have you ever joined any

volunteer work before ?

- Asks sts to make a report in

front of class

- Corrects their mistakes

- Asks students to review the text and

prepare the new section: Part B

them 3.During summer vacations, they volunteer to work in remote or mountainous area to provide

education for children

or medical services for local people

- Work in groups toanswer the questions

- Present answers infront of the class

- Correct mistakes

- Copy down

Period : 20 Unit 4: volunteer work

Date : 20/12/2014 LESSON : SPEAKING

I Objectives:

1 Educational aim: By the end of the lesson, students will be able to talk about

different kinds of activities related to volunteer work

2 Knowledge:

- General knowledge: Students know how to talk about volunteer work

- Words: Words related to volunteer work

3 Skill: - Identifying types of volunteer work

- Asking and answering questions about volunteer work

- Talking about volunteer work

III Teaching aids: textbook, board, raising questions, hand-outs

IV Procedures:

- Asks students to look at the

picture in their books and answer

two questions:

1.What are these students doing?

2.Are they volunteers?

Pre-speaking: (8 minutes)

Task 1:

- Has students do Task 1 in pairs

- Asks students to give their

2 Yes, they are

- Practice reading

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•Helping people in the remote

or mountainous areas

•Giving care and comfort to

the poor and sick

•Providing education for

- Has students do Task 2 in pairs

- Gives some suggestions:

• Providing minority children

with literacy (teach them

how to read and write)

• Working in difficult or

flooded areas (help them

rebuilt houses, provide

medical services, etc)

• Raising money to help the

handicapped or starving

children (put money in a

piggy bank)

• Taking part in directing the

traffic (stand at the

crossroads during rush

hour to help direct the

traffic)

• Volunteering in homes for

the elderly (clean up/

repair their houses, do the

washing up, do some

shopping, mow their

lawns, take care of them,

read books, etc)

- Has students perform the

dialogue in front of class

- Corrects mistakes and gives

comments

Post-speaking: (10 minutes)

Task 3:

- Has students do Task 3 in groups

- Gives some suggestions:

• What kind of volunteer work

do you usually take part in?

- Do Task 1 in pairs

- Give the answers

- Take notes

- Do the task in pairs

- Listen to the teacher’sguidance

- Perform in front of theclass

- Work in groups

- Listen to their friends

- Correct mistakes

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• What do you think about it?

- Corrects common mistakes

- Review Part B carefully

- Prepare Part C – Listening

- Listen to the teacher andwrite down

Date : 20/12/2014 LESSON 3: LISTENING

I Objectives:

such listening micro-skills as intensive listening forspecific information and taking notes while listening

2 Knowledge:

- General knowledge: Students can listen and understand about the volunteer

work in Spring School

- Language: Words related to volunteer work

3 Skill: - Gap-filling

- Comprehension questions

III Teaching aids: textbook, board, raising questions, cassette tape

IV Procedures:

- Asks students to make questions

for the given answers

you usually take part in

volunteer work?

kind of volunteer work do

you usually take part in?

Pre-listening: (10 minutes)

- Asks students to complete the

questions in “Before you listen”

- Asks students to listen and repeat

the new words (pay attention to the

pronunciation of these words)

- Has students carry out it

2.Helping disabledchildren how to read,write , taking part indirecting the traffic, raisingmoney to help people inthe flooded areas,

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- Introduces the passage: It is about

May School in Ho Chi Minh city

- Asks students to listen to the tape

twice and fill in the missing

information

- Gives feedback and remarks

Task 2

- Asks students to scan the given

questions to set the contents of the

conversations need listening

- Plays the tape and asks students to

listen and answer the questions

- Asks students to write their

answers on the blackboard

- Has students listen to the tape

again to check these answers and

correct mistakes

Post-listening: (10 minutes)

- Asks students to work in groups

- Asks students to retell the story

- Asks a representative of each

group to talk in front of class

- Gives remark and correct the

mistakes

- Listen to the tape again at home

and do the exercises in the

4 1998/ volunteers

- Pair/ group works

- Read the questionssilently

Key:

1 It provides classesfor disadvantagedchildren in Ho ChiMinh city

2 Dance, theater,singing and circusclasses were set up in1999

3 Because they needmoney to continue their

Performance Artsclasses

4 They perform circus,theater, dance andsinging at one of thelargest hotels in Ho ChiMinh city

5 Because they cancontact sponsors andhelp to expand theschool activities

- Group works

- Retell the storyDiscuss and perform infront of class

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- Write down

Period : 22 Unit 4: volunteer work

Date : 27/12/2014 LESSON 5: LANGUAGE FOCUS

I Objectives:

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

- distinguish the sounds /w/ and /j/

- pronounce the words and sentences containing thesesounds correctly

- use gerunds, present participles, perfect gerunds andperfect participles appropriately

2 Knowledge:

- General knowledge: Students can understand perfect gerund and perfect

participle

- Language: Words related gerund and present participle

3 Skill: Pronounce the sound / w/ and /j / correctly

III Teaching aids: Textbook, board, raising questions

IV Procedures:

Pronunciation: (15 minutes)

- Has students listen and

repeat the sounds /w/ and /j/

- Asks students to practice reading

the sentences provided

- We went for a walk in the

woods near the railway

- We wore warm clothes

and walked quickly to keep

warm

- Excuse me Did you use to

live in New York?

- Did you use to be a tutor at

1 There’s no point in waiting.

2 I don’t mind cooking the meals.

3 Reading French is easier than

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- The gerund can be used in the

He was accused of smuggling

∗ After certain verbs (eg.

admit, avoid, deny, dislike,

enjoy, excuse + object, forgive

+ object, fancy/imagine, finish,

keep, mind, ect.)

3 He spent a fortune rebuilding

that old house

Use:

We can use the present participle

tenses:

I’m working right now

The play was boring

After the basic verbs of sensation

(see, hear, feel and smell) and after

listen to, notice and watch, we can

use object + participle:

1 I heard the car stopping and saw

him getting out.

2 We watched the children

playing.

3 I saw him crossing the road.

find, catch, leave + object (person

- Give more examples

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