giao an 11 hoc ky 1

- Ask Ss to work individually to do the task - Calls on some Ss to write their answers on the board and ask them to explain their choices - Gives the correct answer See teacher’s book on

LESSON 1: READING

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

- Develop such reading micro – skills as scanning for specific ideas, skimning for generalinformation, and guessing meaning in context;

- Use the information they have read to discuss the topic

2 Teaching aids Textbook, handouts

3 Anticipated problems: Ss may need help with the discussion task, so T should be ready

- Complete the sentence by filling the gaps with the suitable words A

A in need is a _ indeed

→ Answer: … friend … friend …

Before you read.

a Discussing the picture and poem

- T asks the whole class to look at the picture on page 12 and asks some

questions about it

Pair work & wholeclass

15’

WHILE YOU READ

1 Task 1: Fill in each blank with a suitable word/phrase

- Ss guess the meaning of the words based on the contexts

- Read the sentences cafully to understand the meaning roughly Then

choose the most suitable one to fill in the blank

- Asks Ss for their answers and tells them to explain their choices

1 mutual 3 unselfish 5 give-and-take

Whole class,individual, work apair work

2 incapable of4 acquaitance/friend 6 loyal to 7 suspicious

2 Task 2:

- Asks Ss to do the task individually then compare with a partner

- Calls on some Ss to give their answers and asks other Ss to say whether

they agree/disagree

- gives feedback and the correct answer

* Answer: B

3 Task 3: Answer the questions

- Asks Ss to do the task, decide what information they need to fill in the

text, then underline the key words

- Ask Ss to work individually to do the task

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

explain their choices

- Gives the correct answer

(See teacher’s book on page 18)

- Asks Ss to work in pair to discuss the question in the book

- Goes around to help Ss when necessary

- When finishing, asks every two pairs to share ideas

- Call on some Ss to report their ideas to the class

LESSON 2: SPEAKING

1 Objective: By the end of the lesson:

-Ss will be able to describe the physical characteristies and personalities of their friends,using appropriate adjectives

2 Materials: Textbook, handouts.

3 Anticipated problems: Ss may not have enough voc to talk about the topic, so T

should be ready to provide help

- Gives Ss a picture and makes question Who can give me a short

description about her/him?

- Answer: She/He is of medium height

She wears her hair in ponytailShe has got an aval face with dark brown eyes

- Give Ss a handout of these adjectives and expressions

- Asks Ss to work inpairs to describe the people in the picture, and then

calls on some Ss to present their answers

- Gives feedback

Ex: 1 The boy is about 16 He may be short-sighted because he’s

wearing a pair of glasses He has short black hair, a round face with a broad

forehead, a small nose, thin lips and a small chine He’s quite good-looking

2 The girl …

3 The man …

4 The woman …

2 Task 2:

- Enplains some adjectives quickly

- caring (adj): kind, helpful (chu đáo)

- hospitable (adj): generous and friendly (hiếu khách)

+ Divides the class into groups of 6 with a group leader They discuss and

the leader will take notes of the ideas

- goes around to offer help when Ss discuss

- Calls on some Ss to report the results of their discussion

- Ss’answer may be: “My group thinks that being caring in the most

important in friedship because when friends care about each other, they’ll

Work anangementwhole class

Whole class andpair work

Whole class andgroup work

Whole class andpair work

know when to share happiness or difficulty with their friend …”

3 Task 3:

- Explains the phrases and makes questions, for example

+ what’s his name / could you tell me his name?

+ what is his date of birth / when was he born?

+ what’s he like (tính cách) / Is he friendly?

+ what are his hobbies? What does he like doing in his freetime?

+ what does he look like (diện mạo) …

- Explain some adjectives:

- quick – witted (adj): nhanh trí

- good – natured (adj) kind, friendly and patient: tốt bụng

- Asks Ss to work in pairs to perform the interview in 7ms and goes around

LESSON 3: LISTENING

1 Objective: Ss will be able to: Develop such listening micro – skills as intensive listening

for special inf and taking notes while listening

2 Materials: Textbook, cassette tapes, handouts

3 Anticipated problems: Ss may not be familiar with the note-taking task, so T should

provide them some tips to deal with the task

4 Procedure:

Talk about best friend

1 who is your best friend ?

2 How did you meet him/her?

3 How long have you known each other?

4 What qualities do you admire in your best friend?

Work anangement

Individual workand whole class

a Vocabulary pre-teach

- aportment building: toà nhà có nhi ều căn hộ

- sense of humour: khiếu hài hư ớc

- give sb a ring: phone s.b

- go through a rough time: trải qua thời kỳ khó khăn

Whole class

10’

WHILE YOU LISTEN

1 Task 1:

- Listen to the tape and pay attention to the key words

- Dedide whether the statements are true/false

- Asks Ss to work in groups of 4 to compare their answers

- Calls on Ss to answer and explain their answers

- Gives the correct answer:

a Lan’s talk:

1 F (They used to live in the same building there)

2 F (It’s what people think)

3 T

4 F (Lan went to DoSon first, then called H, so Ha rode on her motordike

to Do Son to meet Lan)

5 T

6 F (They have been best friends since Lan’s trip to Do Son

b Long’s talk

Individual work,group work andwhole class

1 F (they met in college)

2 F (Minh was a guitarist)

3 T 4 T 5 T

2 Task 2:

- Plays the tape again for Ss to compare their notes

- After listening, gets Ss to work in pairs and check their answers

- Calls on Ss to give the answers, corrects answers

How and where did they meet What do they like about their friends?

- Ha’s very friendly andhelpful

- Ha’s sociable She’s gotmany friends in Do Son andshe introduced Lan around

Long

- They met in collage

- Minh played the guitar, andLong was a singer

- Thay worked together

- Minh has a sense of humour

- Minh likes to go to plays andmovies

- Minh’s a good listener

- Minh is friendly and helpful

Individual work,group work andwhole class

5

AFTER YOU LISTEN

- Gets Ss to work in pair to talk about how Ha has been Lan’s best fried and

Minh has been Long’s best friend

- Goes around to offer help and collect Ss’s mistakes

- Calls on some pairs to present their answers

LESSON 4: WRITING

1 Objective: Ss will be able to: write about a friend, read or imaginary, using the words

and expcessions that they have learned in previos lessons

2 Materials: Textbook, handouts

3 Anticipated problems: Ss may not have sufficient voc to write about the topic, so T

should be ready to assist them

4 Procedure:

- Friend

- Asks Ss to expand it by adding the beginning or the ending of what’s

already written to make a meaning full sentence

- Answers: S1 I like a friend

S2 I like a friend who’s friendly

S3 I like a friend who’s friendly and helpful

S4 …

Work arrangement

- group work

9’

PREPARING SOMETHING TO WRITE

- Ss’ writing should include three parts:

(1) general inf about their friend

(2) his/her physical characteristics and personalisties

(3) what Ss like about the friend

Example:

(1) She is ……, she lives near ……, she has never married, lives alone

……

(2) – quite young in spirit, extremely generous, a very active person ……

- in her late twenties, thick brown hair, dark brown eyes, has a kind smiling

gace, …

(3) friendly, good natured, caring ……

- T gives the adjectives/ expressions to Ss, so they can describe their

friend’s appearance/ personalities

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

peer

- Goes around to offer help and gives corrective feedback

Whole class

- Gets Ss to write about their friend in 15 minutes

- Goes around to observe and offer help

Suggested:

Individual work

Of all my friends, I like Thu the best She’s my classmate and we have been

friends for a long time We met one day while she looking for a book I

needed in the school library

She has a nice face and when you meet her the first thing you notice are her

beautiful dank eyes

She’s S.O I like because she’s clever and she has a good serve of humour

We also have something in common because we both like reading novels

and watching films

I hope that we will be friends forever

10’ - Asks Ss to exchange their writing with another student for peer correctionFEEDBACK ON SS’ WRITINGS

- Goes around and collects mistaked and errors

- Collects some writings for quick feedback

- Provides general comments on the writings

Notes for checking:

+ Content: Which’s the interesting / boring port? Are there enough details?

Are there any sentences which you don’t understand?

+ Organization: Is it coherent? Are you sure there’s a topic sentence for

each paragraph? Are there any sentences out of place?

+ Grammar / spelling: Do any problems about grammar or spelling exist?

Pair work andwhole class

- Summarises the main points of the lessons

- Assigns homework

Whole class

LESSON 5: LANGUAGE FOCUS

1 Objective: Ss will be able to: distinguish the sounds /dʒ/ & /t∫/

- pronounce the words and sentences containing these sounds correctly

- use some structures containing infinitive with and without “to” appropriatedly

2 Materials: Textbook, handouts

3 Anticipated problems: Ss may find it difficult to pronounce the 2 sounds, so T should

prepare a lot of prance

4 Procedure:

10’

PRONUNCIATION

a/ Pronouncing the two seunds separatyly

- Models the 2 sounds /dʒ/ & /t∫/ for a few times and explains the

differences in producing them

+ The phonetic sound /dʒ/ is a voiced palatal

+ The phonetic sound /t∫/ is an unvoiced friactive palatal

b/ Pronouncing words containing the sounds

- Reads the words in each column all at once

- Reads and asks Ss to repeat

- Asks Ss to practice pronouncing the words in pairs

- Goes around providing help

c/ Practising sentences containing the target sounds

- Asks Ss to practise the sentences in pairs

- Goes around to providing help

- Asks some Ss to read the sentences and give feedback

Work arrangementWhole class,individiual workand pair work

10’

GRAMMAR

1/ To – inf: Presentation

- Asks Ss to comment on the use of to + inf in these examples

(I have letters to write / There is plenty to do)

- Continues writing some other sentences on the board

I’m sorry to trouble you

It’s easy to please that customer

The pie is too hot to eat

- To inf after adjectives

→ adj + to_inf; adj + too / enough + to + inf

- Asks some Ss to give some similar example

b/ Practice

Exercise 1 Asks Ss to do Ex 1 individually and then compare their answers

with another student

- Calls on some Ss to read out their answers

individual work andpair work

- Gives correct answers (on page 22 of Teacher’s book)

2/ Infinitive without to (bare infinitive)

- Asks Ss to do Exercise 2 in pairs

- Asks them to compare anwers with another pair

- Asks some Ss to write their anwers on the board

- feedback and gives correct answers

1 The police watched them get out of the car

2 They let him write a letter to his wife

3 I heard them talk in the next room

4 The customs officer made him open the brigcase

5 The boy saw the cat jump through the window

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

7 I felt the animal move towards me

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

Group work andwhole class

- Summarises the main points of the lessons

- For homework, Ss review the points that have been covered in the lesson

and do the extra exercise

Whole class

LESSON 1: READING – PERSONAL EXPERIENCES

1 Objective: Ss will be to develop such reading micro-skill as scanning for specific ideas,

identifying the sequence of events and guessing meaning in context, using the information theyhave read to discuss the story

2 Materials: Textbook, handouts

3 Anticipated problems: Ss may need help with discussion task – T helps

4 Procedure:

Asks some questions:

1 Would you feet embassassed or upset if you forgot your mother’s

birthday or your father’s birthday?

2 If you made a stupid mistake, how would you feet?

3 Is there any one/thing that you’ve very moud of?

Word anagementWhole class

5’

BEFORE YOU READ

- Asks Ss to work in pairs and try to make sense of the pictures on page 22

Then gets them to put the pictures in the order that they think is most

appropriate

- Calls on some pairs to present their idias

Pair work andwhole class

22’

WHILE YOU READ

1 Task 1:

- Asks Ss to read the passage silently

- Explains some words by telling the meaning of the words in VietNamese

- Asks Ss to do task 1 then checks the answers with the whole class

- Answers: 1 glanced 3 embarrassing 5 sneaky

2 making a fass 4 idols

2 Task 2:

- Asks Ss to do task 2 and explain his/her answer

- give corrective feedbacke

- Answer: 1 picture 1 3 f 5 a

3 Task 3:

- First, Ss should skim the 5 questions to understant them

- Then, they should go back to the passage and locate the key words in the

passage

- After that, they should read around the key words carefully to find the

answer

- Gets Ss to check their answers with a peer

- Calls on some Ss to write their answer answers on the board and ask them

to explain their choices

Pair work andwhole class

Individual work,pair work or wholeclass

Individual work,pair work andwhole class

- Gives the correct answers.

1 A floppy cotton hat

2 To buy a floppy cotton hat

3 A ward of dollar notes look exactly like those her father had give her

4 She thought that was her own money and the boy had stolen it from her

She wanted to take it back without making a fass

5 She bought the hat of her dream

12’

AFTER YOU READ

- Asks Ss to work in groups of 3 or 4 and discuss the questions

- Some structures that can be used for giving suggestions

Eg: embrarrassed / ashamed / confused / sad / unhappy / uneasy /

uncomfortable

- Goes around to check and offer help

- Calls on the groups to tell the explain their choice

- Gives corrective feedback

Group work andwhole class

- Summarises the main points of the lesson

- Assigns homework

Whole class

LESSON 2: SPEAKING

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

on one’s life;

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

2 Materials: Textbook, handouts

3 Anticipated problems: Ss may have prblem using present perfect and past simple when talking

about the past

4 Procedure:

5’

WARM-UP

Gives some pictures (photocopy) and adjective to students in class, and asks: How do

the people in the photos feel?

+ Adjectives: hapy, angry, frightened, ralaxed, excited, bored …

Then asks: 1 Have you had some persenal experiences ?

2 How do you feel when you meet a famous filon star?

3 How do you feel if you fail your exam / get bad marks / grades?

Individual work

7’

1 Task 1:

- Introduces the taks and gets Ss todo it individual,

- Introduces the stranctures:

Make S.O do S.th Make S.O + Adjective Note: We can take the form of either an Infinitive with “to” or _ing gerungd.

Ex: To speak English to a native speaker makes you unterested in learning English.

Speaking English to a native speaker makes you more interested in learning English.

- Suggested Anwers: 1 d 2 c 3 a 4 d 5 e

Individual work, pair work and whole class

15’

2 Task 2:

- Asks Ss to work individually then compare with their friends

- Drows Ss’s attention to the questions asked in the present perfect / past simple when

talking about a past experience and its present effects.

+ Present perfect: Have you ever been to Egupt?

+ Simple past: When did you go there?

Who did you go with?

Did you enjoy your visit to Egypt?

- Asks Ss to practise speaking the dialogue.

Individual work, pair work and whole class

15’

3 Task 3:

- Hỏi về kinh nghiệm đã trải qua: Have you ever?

- Hỏi về chi tiết của kinh nghiệm đó: How did it happen?

When did it happen?

- Asks Ss to work in pairs to have a conversation

- Calls on some pair to perform their coversations in front of the class.

- feedbacks and gives final comments.

Pair work and whole class

3’

WRAPPING UP

- Summarises the main points of the lesson

- For homework, Ss write a paragraph about a past event thas has had an influence on

him/her

Whole class

Period 8 – Unit 2

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

- Develop such listening micro-skill as listening for specific information and takingnotes while listening

2 Materials: Textbook, cassette tapes, handouts

3 Anticipated problems: Ss may not have sufficient VOC to talk about the topic so T

should be ready to assist them Ss may not able be familian with the note-taking task to T shouldprovide them some tips to deal with the task

2 How do you feel when you see a fire?

3 What would you do if you saw a fire?

Whole class

7’

BEFORE YOU LISTEN

- Asks Ss to describe the picture on page 27 of the textbook by questioning:

+ What can you see in the picture?

+ What is happening?

+ Who are these people?

New words:

- memorable (adj): đáng nhớ

- terrified (adj): Sợ hãi

- scream (v): shout very loudly

- Helps Ss pronounce these words correctly

- Presents the meaning of these word from the class

Pair work andwhole class

25’

WHILE YOU LISTEN

1 Task 1: True or False

- Gest Ss to read through the statement to understand them and underline

key words (christina / business woman)

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

- Gets Ss to find a partner to check their answers with

Individual work,pair work andwhole class

1 T 2 F (13 years a go) 3 F (in the kitchen)

4 F (She was sleeping not reading) 5 T

2 Task 2: Gap filling

- Asks Ss to do Task 2 individually without listening one more time If they

cannot, plays the tape again

- Read the passage carefully for the missing information they need to fill

and guess the answer

- After that, tells Ss to work in pairs and check their answers

- Calls on someone to give the answers

- Provides the correct answers if necessary

Answer:

1 small 2 everything 3 family

4 replaced 5 took 6 appreciate

7’

AFTER YOU LISTEN

Before gettings Ss to discuss, Teaches Ss some useful expressions of asking

for and give opinion Example:

a Asking for opinions: What’s your feeling about …?

Do you have any opinion about …?

+ I think / I agree / well, maybe, but …

I believe … / that’s true, and … / I don’t think so, I …

→ Family is more important than anything else because it can’t be replaced

/ it gives me love, support …

Group work andwhole class

Period 9 – Unit 2

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

- Write a personal letter telling about a past experience, using the structures andVOC that they have learned in previous lessons

2 Materials: Textbook, handouts

3 Anticipated problems: Ss may not have sufficient VOC to write about the topic so,

Teacher should be ready to help them

4 Procedure:

5’

WARM-UP

- Delivers handout: Completing sentences, using adjectives in the box:

Proud, frightened, angry, sad, embarrassed, jealous

1 He was very …… when his mother appeared on TV with his teacher

2 He was very …… when his best friend went out with the girl he really

liked

3 He was very …… when he sent her a birthday present on the wrong day

4 She was very …… when someone stole her money

5 She was very …… when she heard that his aunt died

6 He was very …… when he saw those big dogs running touward him

* Key words: 1 proud 2 jealous 3 embarrassed

4 angry 5 sad 6 frightened

Then ask When did you last feel angry /surprised /upset/jealous ?

Whole class

about

- Draw a network of ideas on the board

- Explains cleanly the verb tenses that can be used for deseribing a past event

(simple past, past perfect, past continuous) Reviewing the uses of these tenses

if necesssary

+ The past simple is used to …

+ The past continuous is used to …

+ The past perfect is used to …

- Gets Ss to plan their stories according to the questions on the board

A saimple outline

What happened ? I nearly drowned

When it happened ? A year ago, my last summer vacation

Where it happened ? A river near my grandparents’house

How it happened ? When I was swimming, I suddently caught a cold, Ifelt dizzy and I was too weak to swim

Who was involved ? Some of my friends were also swimming at thattime, one tried to save me.

How it affected you ? I learned that life is so important

Individual work,pair work andwhole class

Individual work

20’

WRITING

- Gets Ss to write their own letters in 10ms

- Then work in pair, exchange their letters and correct each other

- Goes around and offers help

Individual workand pair work

7’

FEEDBACK ON SS’ WRITING

- Chooses one letter and reads it to the class

- Feedbacks and gives final comments offerwards

- Draws Ss’ attention to the format of the letter

the organication of ideas and language use

 

Five parts in a (verb tenses)

personal letter

(Heading, salutation (Greeting)

Body closing and sigorature)

3’

WRAPPING UP

- Summarises the main points of the lesson

Mos unforgettable experience

Where it happened

How it happened

How it affected you

Who was involved

When it happened

What happened

Period 10 – Unit 2

1 Objective: - Distinguish the sounds /m/, /n/ and /ŋ/

- prodounce the words and sentences containing these sounds correctly

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

- use these verb tenses to solve communicative tasks

2 Materials: Textbook, handouts

3 Anticipated problems: Ss might have difficulty distionguishing and using different

verb tenses correctly There fore, T should be ready to assist them

+ When “n” follows “m” in the same syllable it’s usually Not pronounced

(column, autumn, solemn)

+ “ng / ngue” at the end of the words are always pronounced /ŋ/ (sing,

tongue, walking)

+ The letter “n” before “g” or “k” is pronounced /ŋ/ (kings, hungry, thank,

think)

- Practicing sentences comtaining the target sounds

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

+ Goes around to listen and takes notes of the typical errors then corrects it

Whole class,individiual work andpair work

10’

GRAMMAR A/ Presentation:

1/ Present simple: Express the idea that an action is repeated or usual The

action can be a habit, a hobby a daily event, ascheduled event or something

that after happens

Ex: The train leaves every morning at 8am

The train doesn’t leave at 9 amWhen does the train usually leave?

2/ Present continuous:

- Express the idea that something is happening now, at this very moment

Are you sleeping?

3/ Present perfect:

- To say that an action happened at an unspecified home before now The

exact time is not important So we can use the present perfect to describe

our experience

individual work andpair work

I think I have met him once before

B/ Practice:

1 Task 1: Asks Ss to do Ex 1 individually and then find a partner to check

their answers with

- Checks with the whole class and provides corrective feedback

Answer:

1 invites 2 sets 3 gets 4 waves

5 promises 6 carries 7 contains 8 has baked

9 is 10 is shining 11 are singing 12 is

2 Task 2: Exercise 2

1 Simple past: S + Ved / V2

I saw a horror film last night

He didn’t wash his car

2 Past continuous: S + Was/were + V-ing

I was watching TV when she called

Last at 6 pm, I was eating dinner

I was studying while he was waking dinner

* Practice:

- Gets Ss to do Ex 2 individually and then find a partner to check their

answers with

- Answer:

1 broke / was playing 2 wrote / was 3 was working / broke

4 started / were walking 5 told / were having

6 didn’t listen / was thinking 7 phoned / didn’t answer/were doing

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

3 Task 3: Exercise 3

a) Presentation: S + had + past participle

I had never seen such a beautiful beach before I went to HaNoi

We had had that car for 10 years before it broke down

b) Practice:

- Asks Ss to do it individually and then find a partner to check their

answers with

- Checks the answer with whole class and provides corrective feedback

1 had eaten / arrived 2 found / had taken 3 got / had closed

4 got / had left 5 got / had arrived 6 pair / had phoned

7 went / said / hadn’t arrived 8 had cooked / asked / cost

Individual work andpair work

Individual work andpair work

3’

WRAPPING UP

- Summarises the main points of the lessons

- For homework, Ss review the usecof different verb tense that have been

covered in the lesson

Whole class

Period 11: TEST IN 45 MINUTES

- Hướng dẫn nội dung kiểm tra 45 phút - Bài số 1

+ Đơn vị bài học: Unit 1 and Unit 2

+ Từ vựng và cấu trúc câu: Chuẩn bị toàn bộ

- Writing about a friend

(describing physical characteristics / discussing personalities)

* Unit 2: Personal experiences

- Present simple indicating past time

- Tense revision: past simple

Past progressive Past perfect.

- Talking about past experiences and how they affected one’s life

- Writing a personal letter to describe a past experience.

LESSON 1: READING – A PARTY

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

- Develop such reading micro-skill as scanning for special ideas, and identifying andcorrecting false statements

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

2 Materials: Textbook, handouts

3 Anticipated problems: Ss may need to be provided VOC related to celebration and

festivals so that they can complete various learning tasks

4 Procedure:

3’

WARM-UP

Give Handout to Ss: Rearrange the following celebrations in the right order:

a/ Gold anniversary b Diamond anniversaryc/ Ruby anniversary d Silver anniversary

- Goes around and checks

- Explains and gives answer: d → c → a → b

+ Silver anniversary = silver wedding: the 25th anniversary of a wedding

+ Ruby … = ruby wedding: 40th …

+ Gold … = Gold wedding: the 50th …

+ Diamond …= Diamond wedding: the 60th …

Pair work

12’

BEFORE YOU READ

- Gets Ss to work in pair and try to make sense of the pictures on page 32

- Calls on some Ss to answer the questions

- Checks with the class

+ Suggested answers:

1 The people are members in a family

2 They are celebrating / a birthday party

A gold wedding

* New words:

- mark (v): đánh dấu

- milestone: an important event or stage in one’s life

- lasting (adj) continuing a long time

- golden (adj) made of gold

- blow out (v): thổi nến

- celebrate (v): làm lễ kỷ niệm

- Presents the meanings and pronounce these words

- Asks Ss to listen and repeat carefully

Pair work andwhole class

1 Task 1:

- Tells Ss to read the passage silently and then do Task 1 First, Ss should

skim the seven statements to understand them Then, should go back to the

Pair work andwhole class

passage and locate the key words in it

- Find out the correct answers

- Checks the answers with the whole class

Answer:

Birthday Wedding

3 People receive cards and gifts from

4 People joke about their ages 

5 People remember their wedding days 

7 People blow out candles, one for

2 Task 2:

Instructs Ss to go back to the passage and locate the words

Example: In sentence 1, these might be:

Lisa’s family and friends – eighth birthday

2 make eakes and ice-creams – birthday

- Tells Ss to check their anser with a friend

- Present and explains their answers

Answer:

1 eighth → seventh 2 makes → eats

3 foods → presents 4 anniverary → ages

5 months → years 6 5th → 50th 7 silver → golden

Individual work,pair work andwhole class

Individual work,pair work andwhole class

7’

AFTER YOU READ

- Asks Ss to work in small groups of 3 or 4 and discuss the questions

- Gives comparison and contrast

Ex: + In the US, people … put in VietNam, people …

+ Americans … while VietNamese …

+ Americans … in contrast, VietNamese …

- Goes around to check and offers help

- Gives corrective feedback

Group work andwhole class

3’ - Summarises the main points of the lessonWRAPPING UP

- Assigns homework: “Write a paragraph about how VietNamese people

celebrate their birthdays / wedding anniversaries”

Whole class

LESSON 2: SPEAKING

1 Objective: Ss will be able to:

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

- Use appropriate language to invite people to come to parties

2 Materials: Textbook, handouts

3 Anticipated problems: Ss may have little experience negotiating in English, so T should be

ready to provide them with appropriate language to do so

- Asks Ss to work in groups: Gap filling

- Discuss and apply more more words for each categozy

- Suggested answers:

+ Decoration: flowers, balloons, coloured lights …

+ Activities: singing, playing games, dancing

+ Clothes: formal / informal, T-shirt-skirt, chess suit, pull, Jeans …

+ Special food / drink: dot-dog, humburgers, pizzas, coke, fruit juice, mineral

- Tells Ss to work in pairs and tell each other about the parties they have been to,

based on the outlines they have made for Task 1

- Goes around to check and offers help

- Calls on some pains to perform their conversations in ……

- Feedbacks / gives final comments

Individualwork

Activities dancing…

Clothes dress …

Special food and drink milk…

Deceration colouted lights …

12’

3 Task 3:

- Introduces the task 3

- Asks Ss to practice making questions for above items

+ butget: How much do you spend for your party

+ date a time: When do you organize your party?

+ who to invite: Who have been invited to your party?

+ place: Where do you organize your party?

+ formal / Informal dress: What kind of clothes do you wear at the party?

+ decorations: How do you decorate your party?

+ entertainment: What activities will take place?

+ food and drink: What foods and drinks will be serverd?

Ex: P1: Tell me about your party

P2: We’re having a Halloween partyP1: When are you going to have the party?

P2: At 7p.m on October 31st

P1: How many people do you plan to invite?

P2: About 30 people

……

- Divides class into small groups of 3 or 4 and asks them to do Task 3, then goes

around to check and offer help

- Takes note of Ss’ errors and corrects them

4 Task 4:

- Tell the rest of the class out your party Try to convince them to come

- Provides some verb tenses and structures Ss might want to use when informing

about their coming parties

Future tense: - going to

- plan to do s.th

- intend to do s.th

- expect to do s.th

Ex:

- We’re planning to have a famous student’s music band play in our party /

We’re expecting 200 people to come and have fun with us …

Model:

We’re having a Halloween party at 7 pm on October 31st Would you like to

come? We have also invite our English teacher – Ms Hong When coming to our

party, you can dress up as witches, ghosts or monsters There will be lots of food

and drink that you like such as pizzas, hamburgers, coke, fruit juice Of course,

there will be dancing and some exciting fames with interesting prizes for the

winners

Group workand wholeclass

3’

WRAPPING UP

- Summarises the main points

- For homework: write a paragraph about a party they have been to

Whole class

LESSON 3: LISTENING

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

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

2 Materials: Textbook, cassette tapes, handouts

3 Anticipated problems: Ss may not have sufficient about VOC to talk about the topic, so

T should be ready to assist them

- Which group has more correct words will win the game

- Suggested answers: age, ballon, birthday, blow out, cake, candle, counds,

candy cookies, chocolate, confeth, gift / present, icing, flowers,fun, party,

song, decoration …

Group work andwhole class

5’

BEFORE YOU LISTEN

- Asks Ss to cover their books and look at the pictures in the book: guess

what they are going to listen about

- Tells Ss to open their books and work in pairs to answer the questions on

- Helps Ss to pronounce these words

- Presents the meanings of them from the class

Pair work andwhole class

15’

WHILE YOU LISTEN

1 Task 1: True or False

- Tells Ss to read through the statement to understand them and underline

key words

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

- Checks their answers with a partner

- Plays the tape one or two more times and pauses at the answers for them

to eatch

Answers:

1 F (the party began at about 3 in the afternoon

2 F (not over 20, about 20 people)

3 F (at 4:30 they cut the cake)

Individual work,pair work andwhole class

4 T (the party ended at about 6)

5 F (other kid left, only the writer stayed to help Mai and her mother)

2 Task 2:

- Encourages Ss to answer the questions without listening again If they

cannot, plays the tape for them to listen again

- Plays the tape again for them to answer the questions (only write down the

main points)

- Gets Ss to check their answers with a partner

(should play the tape again and pause at difficult correct words)

Answer:

1 16 2 Because it’s noisy and expensive

3 Soft drink and biscuits 4 At about 4:30

5 It was beautiful decorated with while and pink icing and 16colourful candles in the middle

6 They clapped their hands eagerly and sang “Happy birthday”

7 At about 6 o’clock

7’

AFTER YOU LISTEN

Introduces the task: Supposed that Mai is your common friend, yesterday

was her birthday but one of you couldn’t come Now you ask the other

pesson about Mai’s party

Card A

- place where the party was held

- who it began and end

- who came

- what you did there …

- Add more question as you like

Card B

- It was held at Mai’s place

- It lasted about 3 hours

- About 20 guests came

- Mai opened gifts, you play chess,then Mai out cake

- Add more information as you like

Group work andwhole class

3’

WRAPPING UP

- Summarises the main points of the lesson

- Assigns homework: “Write a paragraph about their own birthday parties”

Whole class

LESSON 4: WRITING

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

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

- Write an informal letter of invitation

2 Materials: Textbook, handouts

3 Anticipated problems: Ss may have sufficient VOC to write a detailed letter of

invitation so Teacher should be ready to help them

4 Procedure:

7’

10’

WARM-UP – Competition game

- Prepares hanouts of a jumbled letter

- Ss are going to re-order the sentences into a letter of invitation

Note: An invitation letter normally indudes (the event, the place, the home

and date, the information itself)

The jumbled letter

1 This is my address 150A AuCo Road

2 It’s a beautiful house and look over the West lake and the Water Park

3 Dear Patricia

4 Guess what I’ve just moved to a new house in Tay Ho District

5 Would you like to come?

6 Please let me know your answer as soon as possible

7 See you

8 My parents are giving a house – warming party this Saturday evening,

anound 6:30 p.m

9 Hoa

10 I think Chris and Kim are coming, too

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

Answer:

3 – 4 – 2 – 8 – 11 – 5 – 10 – 1 – 6 – 7 – 9

1 Task 1: Answer the questions:

- Gets Ss to work out the content of their letters by answering the questions

- Calls on some Ss to answer, then writes them on board

1) Occasion for giving ponties: birthday, graduation, wedding anniversary,

moving to a new house, family gathering, new year, valentine’s day …

2) Dressing codes:

+ Formal: dresses, high-heel shoes for ladiy, suit for men

+ Informal: anything can do T-shirt, jeans, T-shirt, skirts …

3) Present / gift to give:

+ anything can do: books, CDs, flowers, ties, paperweights, pens, bags,

hats or wine

2 Task 2: Complete the letter of invitation

Whole class

- Do it individually then compare with a partner

- Calls on some Ss to answer then write them on board

Answer: 1 at my house 4 to cook

2 to come 5 winners

3 refreshments 6 by Monday

3 Task 3: Writing

- Asks Ss to work out the question

- Gets Ss to write letter in 10 minutes based on the outlines they have

produced

- Asks Ss to get in pairs, exchange their letter → correct

- Goes arould to offer help

DucLinhDecember 19, 2007Dear Hoa

As the school year is coming to an end I’m giving farewell party for my

beloved friends Would you like to come? It will be at my place at 6 p.m

this coming Saturday I intend to invite about 10 people, so it will be a

middle gathering and hopefully, people can socialize more easily I’will

make some pizzas, buy snacks, fruit and seafood However you might want

to bring some drunks to be shared There will be dancing and karaoke

competition So, there’ll be a lot of fun

Please let me know if you are keen by Thursday Just leave me amessage on the phone if you can’t catch me at home

See you

Nga10’

FEEDBACK ON SS’WRITING

- Choose 1 letter and uads it to the class

- Gives final comments afterwards

- Draw Ss’ attention to format of the letter, the orgocnisation of ideas and

language use

Whole class

3’

WRAPPING UP

- Summarises the main points of the lesson

- For homework: “Revise your letters according to your peer’s suggestions”

Whole class

LESSON 5: LANGUAGE FOCUS

1 Objective: - Distinguish the sounds /l/, /r/ and /h/

- pronounce the words/sentences containing these sounds correctly

- Distinguish the uses of inf / gerund in active / passive voices

- use these structures to solve communicative tasks

2 Materials: Textbook, handouts

3 Anticipated problems: Ss might have difficulty distionguishing and using infinitives

and gerund There fore, T should be ready to assist them

- Models the 3 sounds /l/, /r/ and /h/ for a few times and explain the

differences in producing them

- Plays the tape once for Ss to hear the words

- Plays the tape again, asks Ss to listen and repeat

b Practicing sentences containing the target sounds

- Asks Ss to work in pairs to read aloud the given sentences

- Goes around to listen and takes notes of typical errors

- Calls on some Ss to read the sentences again and provides corrective

feedback

Individual work,pair work and wholeclass

12’

GRAMMAR

1 Exercise 1

a Presentation:

- Reviews the verbs that are followed by an infinitive, a gerund or both

+ Infinitive: agree, arrange, ask, choose, decide demand, deserve, expect,

fail, hesitate, hope, intend learn, manage, offer, plan, refuse, seem, wait

+ Gerund: adonit, avoid, deney, postpone, finish, enjoy keep, verbs that are

followed by prepositions

+ Both: begin, start, continue, stop, love, like, hate, remember, forget,

regret, try

Ex: She stopped smoking

She stopped to smoke a cigarette

b Practice:

- Gets Ss to do Exercise 1 individualy and then find a partner to check their

answers with

- Checks with the whole class and provide corrective feedback

Answer: 1 having 2 getting 3 to tell

Individual work,pair work and wholeclass

10’

4 practicing 5 to see

2 Exercise 2:

a Presentation: Reviews the forms of passive infinitive and gerund and

emphasises their uses

- Form: Passive infinitive: To be + Past participle

Passive gerund: Being + Past participle

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

Individual work,pair work and wholeclass

3’

WRAPPING UP

- Summarises the main points of the lessons

- For homework, Ss review the uses of different verb tense that have been

covered in the lesson

Whole class

I Listening (2.5 points)

II Reading (2.5 points)

1 New words:

- ordinary (adj): bình thường

- childless (adj): Không có con

- thrill (v): vui mừng

- virtually (adv): hầu nh ư không, sự thực

- prominently (adv): một cách nổi bậc

- finger print (n): dấu vân tay

- wrap (v): gói, bọc, bao

- declare (v): tuyên bố

- to be chessed: được mặc

- brand-new outfit (n): ăn mặc bảnh bao

- grin (v): cười toe toét, nhe răng cười

- hug (v): ôm

- delightful (adj)

2 Answer the questions:

1 Because they had been childless for 10 years after they were married

2 To take some photographs of the happy family

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

4 Because he was interested in the toys

5 He felt that it was delightful and looked forward to the next day to have the films developed

III Pronunciation and Grammar:

a Pronunciation:

1 nice 2 hour 3 matching 4 jamTapescrip: Listen and put a tick (v) in the right box, paying attention to the pronunciation of theunderlined part of the word

b Complete the sentences:

1 to see 2 to be 3 to phone 4 pay 5 to be met 6 to be appointed

IV Writing (2.5 points)

In 120 words, write about your birthday party (or one of your friend’s) The following questions mighthelp you

- Whose birthday party was it?

- Where and when was it hold?

- What did you do there?

- How did you enjoy it?

The party ended at 8:30 because some of my friends live in the suburb and they needed to cake the8:45 bus Some other who live nearby stayed to help me clean up the room I felt very party because the partywent very well and we had a wondeful time togerther

Period 19 – Unit 4

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

- Develop such reading micro-skill as scanning for special ideas skimming for generalinformation

- Use the information they have read to discuss the topic

2 Materials: Textbook

3 Anticipated problems: Ss may need help with the discussion task, so teacher should be

ready to help them

4 Procedure:

5’

WARM-UP

Gives Ss some pictures about volunteer works and asks:

1 Who are they?

2 Where are they?

3 What are they doing?

- Asks Ss to discuss, then answer

1 They’re college / high school students / office workers

2 They are giving classes to children / repairing roads / hoses / giving

medical services

Then asks Ss: Do they get paid for their work?

→ No, they’re doing Sth without having any kinds of payment

Whole class

10’

BEFORE YOU READ

- Asks Ss to look at their books and answer the question

1 What’s the old woman doing in the picture?

2 What does this mean by “Little Moments Big Magic”?

3 What does the picture tell you?

- Suggested answer:

1 She is teaching the boy to read

2 The phrase means that your little contribution and help may a lead to

significant result / may greatly change a person’s life

3 It tells us that everybody, no matter what they are young or old, can do

volunteer work

New words:

- to voluntary to do sth: tình nguyện

- volunteer (n): người tình nguyện

- voluntary (adj) → voluntarily (adv)

- The aged = the old (người già, người cao tuổi)

- orphanage (n) a place where children without parents → orphan (v) trẻ mồ côi

- to overcome (v): vượt qua

- to participate in = to take part in: tham gia

- to suffer s.th: chịu đựng

Pair work andwhole class

WHILE YOU READ

1 Task 1: Fill each blank with one part of speech of the word “volunteer”

- Write these words on the board:

Volunteer (n) (v), voluntary, voluntarily

- Instrusts Ss to read through the sentences provided in the task to identify

the part of speech of the word to fill in each blank

- Asks them to do task 1 individually and exchange their answers with

others

- Asks Ss to give correct ansers:

1 voluntary 2 voluntarily

3 volunteers 4 volunteered

2 Task 2: Multiple choice

First, asks Ss to skim the 5 sentences to understand them

Next, Ss read the 4 choices given to choose the most suitable one

- Then asks them to work individually, then discuss their answers

- Gives feedback and the correct answers:

1 A 2 D 3 B 4 D 5 A

3 Task 3: Answer the questions

- Asks Ss to skim the three questions to understand them then: underline the

key words

- Read the part carefully to find the answer, Ss can use their own words

- Asks them to work individually then discuss their questions with their

peers

- Calls on some Ss to write their answer on the board and ask them to

explain their choices

- The correct answers

1 They read books to the people there, play games with them or lesten to

7’

AFTER YOU READ

- Asks Ss to work in pairs to discuss the questions in book

- Goes around to help Ss when necessary

- Sharing ideas after some Ss have finished

- Calls on some Ss to report their ideas to the class

- Gives feedback

Pair work, groupwork and wholeclass

3’

WRAPPING UP

- Summarises the main points of the lesson

- Asks Ss to learn by heart all of the new words and do the extra activity as

homework

Whole class

Period 20 – Unit 4

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

- Task about different kinds of activities related to volunteer work

2 Materials: Textbook, pictures, handouts

3 Anticipated problems: Ss may not have enough vocabulary to talk about the topic, so T should be ready

WARM-UP: Describing the pictures

- Devides Ss into small groups of 3 or 4 then gives each group a set of pictures: Describe

the activity in each picture in 1 sentence only (8 pictures)

- Suggested answers:

Example: Picture 1: The student is teaching the poor children

Picture 2: The students are taking part in directing the traffic

Picture 3: The Madical students are examining the old people picture 4 …

1 Task 1: Decide which of the following activities are voluntary work.

- Asks Ss to work in pair to do Task 1

- Gives reasons.

- Calls on some Ss to give their answers

+ 1 and 4: are not volunteer work Because you take part in these two activities for

yourself, not to help other people.

2 Task 2: Practising the diologue:

* New words:

War invalid: thương binh

Martyr: liệt sĩ

Intersection: đường giao nhau, ngã 3, 4, 5, 6

- Gets across to Ss that one activity in first column can go with several activities in the

+ 1 a-b 2 e-g, f 3 a, c, d, h 4 d-e-f-g 5 i-j

- Can design a handout for this activity to help Ss talk more naturally and to lead to the next task, Ss

may choose one or more activities to talk about, and they change the role after one activity

After Ss have finished, calls on some pair to actout their conversation.

- Feedback from the class and gives final comments

3 Task 3:

- Asks Ss to read through the example in the book.

- Asks Ss to work in groups to talk about one activity their partner take part in.

Ex: Mai usually takes part in directing the traffic She directs vehicles at the intersection.

Besides she helps old people and young children to cross the road She enjoys the work

very much because she likes helping people.

- Goes around to observe and collect typical errors.

- Calls on some Ss to talk about the activity they take part in

- Feedbacks from the class and gives final comments.

Individual work

Group work and whole class 5’

WRAPPING UP

- Summarises the main points of the lesson

- Asks Ss to do the Extra Exercise as homework.

Whole class

LESSON 3: LISTENING

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

- Develop such listening micro-skill as intensive listening for specific informationand taking notes while listening

2 Materials: Textbook, cassette tapes, handouts

3 Anticipated problems: Ss may not be familiar with the note – taking task so teacher

should provide them some tips to deal with the task

4 Procedure:

3’

WARM-UP – Odd one out

- Writes 6 words on the board Asks Ss to read and point out which word

doesn’t “belong” to the others

- Charity, budget, project, donation, fundraising, candles

Answer: Candles:

- The other words relating to volunteer work

Group work andwhole class

7’

BEFORE YOU LISTEN

a Discussing the questions:

- Asks Ss to do it in pairs: read through them and choices on page 51; then

calls on some Ss to choose

b Vocabulary pre – teaching:

- Fund – raising activities: Các hoạt động gây quỹ

- Donation (n) Sth that is given to charity, especially a sum of money

- Informal school: Trường không chính thức

- Organization for Educationd Development: Tổ chức phát triển giáo dục

- sponsor (n): nhà tài trợ, mạnh thường quân

WHILE YOU LISTEN

1 Task 1: Gap filling

- Firstly, Ss have to read the sentences carefully

- Then, Ss listen to tape and take notes of the answers

- Plays the tape once for Ss to do the task

- Asks Ss to answer and writes them on the board

- Asks them to compare their answer with other groups

- Checking Ss’s answer by calling on some Ss

- Gives the correct answers:

1 informal 2 30 street children 3 250 children

4 1998 5 volunteers / June

Individual work,pair work andwhole class

2 Task 2: Questions and answers

- Plays the tape again for Ss to do the task while listening, Ss need to focus

on the key words in each question

- Plays once more and asks Ss to work in pairs and check their answers

- Calls on some Ss to give the answers and feedback from other students

+ Suggested answers:

1 It provides classes to disadvantaged children in HCM City

2 Dance, theatre,singing and cirous classes were set up in 1999

3 Because they need money to continue their English and performance

Arts classes

4 They dance, sing and play music at me of the langust hotels in HCM

5 Because they need help to contact sponsors and expand the school

activities

Individual work,pair work andwhole class

7’

AFTER YOU LISTEN

- Gets Ss to work in groups to summarise the story about Spring School,

using the suggestions

- Goes around to offer help and correct Ss’ mistakes

- Calls on some Ss to present their summary

- Gives final comment after feedbacking from the class

Group work andwhole class

3’

WRAPPING UP

- Summarises the main points of the lesson

- Asks Ss to learn by heart all new words and do the Extra exercise at

homework

Whole class

LESSON 4: WRITING

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

- Write a thank-you letter to a donor to acknowledge the donor’s contibution

2 Materials: Textbook, handouts

3 Anticipated problems: Ss may not have sufficient vocabulary to write about the topic,

so T should be ready to assist them

4 Procedure:

3’

WARM-UP

Asks Ss to work in groups: Making words beginning with the letter D

→ do, did, does, dig, dumb, dog, door, deaf, donation …

+ pay attention to “donation” → word form

Donation (n) → donorDonate (v)

Whole class

7’

PREPARING SS TO WRITE

- Asks Ss to read the letter again and do Task 1 individually Then exchange

their answer with others

- Do Task 1 by asking some Ss to read their answers out loud Then T gives

the correct answers

+ The opening of the letter: Sentence 1

+ The donated amount: Sentence 2

+ The way the money is used: Sentence 3

+ The way the recept is used: Sentence 4

+ The gratitude to the Nonor: Sentence 5

+ The closing of the letter: Sentence6+Sentence7

Whole class,individual work andpair work

25’

WRITING

- Asks Ss to read the instruction carefully

- Gets Ss to write the letter in 15 ms

- Goes around to observe and offer help

On behalp of New Furture school, I would like to thank you for your

generous donation of VND 1 million Your contribution will make it

possible for us to build our school library A good library can help the

students very much in their studying We will issue a receipt as soon as

possible

One again thank you very much for your kindness We hope to receive

more assistance and cooperation from your company in the future

I look forward to hearing from you soon

- Asks Ss to exchange their writing with another student for peer correction

- Goes around and collects mistakes and errors

- Collects some writings for quick feedback

- Writes Ss’ typical errors on the board and correct them

- Finally, movides general comments on the letter

For exaple:

+ On behalf of ……, I would like to thank you for your donation of $ ……

your contribution makes it possible for us to ……

+ As a result of your gift, we’ll be able to continue the care for the new

orphans we have taken in since the tsunami tragedy (tai họa sóng thần)

Pair work andwhole class

3’

WRAPPING UP

- Summarises the main points of the lesson

- For homework: Asks Ss to improve their writing, taking into consideration

their friends’ and teacher’s suggestions and correction and do the extra

exercise

Whole class

LESSON 5: LANGUAGE FOCUS

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

- Pronounce the words/sentences containing these sounds correctly

- Distinguish the sound /w/ and /j/

- Use gerunds, present participles perfect perunds, and perfect participles appropriately

2 Materials: Textbook, handouts

3 Anticipated problems: Ss may it difficult to differentiate between gerunds and present

parriciples, so T should be ready to explain

4 Procedure:

10’

PRONUNCIATION

1/ Pronouncing the 2 sounds separately

- Models the 2 sounds: /w/ and /j/ for a few times and explains the differences in

producing them.

- Plays the tape once for Ss to hear the words containing these 2 sounds Then

plays the tape again and asks S to repeat.

Ex: youngster, went, yard, used, yarn, won, misverse, were, yam, you.

Went, won, were Younger, yard, used, yarn,universe, yam, you2/ Practicing sentences containing the target sounds:

- Underline the words with the sounds and write / w / and / j / under them.

- Asks Ss to practice the sentences in pairs

- Goes around to provide help

- Asks Ss to read the sentences and gives feedback

Individual work,pair work and wholeclass

10’

10’

GRAMMAR

1 Gerund: It can be used:

- As the subject of the sentence:

Reading helps you learn English

- As the compliment of the verb “to be”

Her faourite hobby is reading

- After prepostions:

She is good at learning English

And: There’s no point in typing the assignment

In spite of missing the train, we arrived on time.

- After phoasal verbs (verb + prep/adv)

To look forward to, to give up, to be for / against, to take to, to put off, to keep on

He kept on asking for a discount

- in compound nown: a driving lesson, a swimming pool, bird-watching, train spotting.

- After the expression: can’t bear, can’t stand, it is not good / no use / to be worth …

1 listening 2 bendin 3 behaving

4 meeting 5 spending 6 waiting 7 starting 2/ Present participle:

- As part of the continuous form of a verb.

+ I am working / She was dancing

- After verbs of movemnt/position in the pattern: Verb + present participle

+ My mother used to go shopping everyday

+ He came running to ward me.

- After verbs of perception (cảm quan) in the pattern:

Verb + object + present participle + I heard S.O playing the guitar

+ I can smell S.th burning.

- As an adjective:

+ It was an interesting film

+ It’s a bit worrying when the police stop you.

- with the verbs “spend / waste”

“verb + time / money + P.P

I spend 2 hours a day travelling to work

Don’t waste time playing computer games

They’ve spent $ 4.000 buying that watch

- With the verbs “catch/find”

“verb + object + Po.P”

If I catch you stealing my apples again I’ll tell your parents

I found our dog lying in the livingrom

They found their mother sitting in the garden

- To replace a sentence or part of a sentence:

He sang to himself He walked down the road

→ singing to himself He walked down the road.

b- Practice:

- Asks Ss to do EX 2 in pairs

- Asks them to compare answers with another pair

- Feedbacks and gives correct answers:

1 burning / rising 2 reading 3 lying

4 shopping 5 preparing 6 trying 7 modernizing.

3 Perfect gerung and perfect participle

1 Perfect gerund (Danh động từ hoàn thành)

Form: having + P.P (having seen / having worked)

2 Perfect participle (Phân từ hoàn thành)

Form: having + P.P (having done, having read…) User: The perfect Gurung can be used instead of the present form of the gerund

when we are refering to a past action.

The perfect participle can be used instead of the present participle when one action is immediately followed by another with the same subject.

b- Practice: Exercise 3:

- Asks Ss to do it individually and then compare with another one.

- Calls on some Ss to read out their answers

- Checks and gives correct answers:

1 having 2 Having been 3 having been

4 Having tired 5 Having read 6 having taken

Individual work,pair work and wholeclass

Individual work,pair work and wholeclass

3’

WRAPPING UP

- Summarises the main points of the lessons

- For homework, Ss review the points that have been covered in the lesson and do

the extra exercise

Whole class