Bài giảng anh văn 2

FICT, TNUWEEK 1: UNIT 1: LOOKS Overview Page 1-2 Lexis: Description; looks like; clothes Matching descriptions to photos of people Categorizing words to describe appearance Describing

FACULTY OF INFORMATION AND COMMUNICATION TECHNOLOGY

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LESSON PLANS FOR GENERAL ENGLISH 2

THAI NGUYEN, 2010

FICT, TNU

WEEK 1:

UNIT 1: LOOKS Overview

Page 1-2 Lexis: Description;

look(s) like; clothes

Matching descriptions to photos of people Categorizing words to describe appearance Describing people in the class

Using look(s) like to talk about people's appearance

Identifying clothes items in a photo Studying plural forms of clothes words

Page 2 Pronunciation:

numbers Lexis: verb collocations

Listening to conversations and identifying the correct numbers

Choosing the correct verbs to talk about clothes

Page 3

The Oscars

Listening skills:

listening for specific details

Listening to a description of people arriving for the Oscar ceremony and identifying mistakes in

1 Students work in pairs, read the information and label the photos

Key: a-2 (Will); b-9 (Belen); c-6 (Simon); d-8 (Jem); e-10 (Sue); f-5(Albert); g-4(Gus); 1(Carla); i-7(Zainab); j-3(Nancy) 2 &3: Categoring

h-Hair length Hair

brown blond grey dark fair

highlights red black

blue dark brown brown green

a gold chain

a moustache earrings glasses

a beard

a tattoo

very pretty

a lovely smile very sweet very beautiful very handsome he's good looking

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Words we use for women and men: all except a moustache, a beard, pretty, beautiful and handsome

Words we use for men only: a moustache, a beard, handsome

Words we use for women only: pretty, beautiful

4 Activity: One student describes people in the class without saying their name and the rest

of the class guess their identity

Lexis: look(s) like (1.2.3.4)

Look is used to describe the way someone looks, e.g: happy, sad, friendly, etc Look like is used to say that one person resembles another (often a family member)

Structure: Look + adj ; Look like + Noun

Key: a, a father and his son: Albert and Jem (They've got the same smile)

b, a father and his daughter: Simon and Nancy (They've got the same mouth)

c, a mother and her son: Sue and Will (Will looks like Sue)

d, a mother and her daughter : Belen and Carla ( They've got the same nose)

e, a brother and sister: Gus and Zainab (They've got the same dark eyes)

Lexis: Clothes and accessories (1)

Key: In the photo: shoes , shirts, trousers, jackets, suits, ties, belts, rings

Not in the photo: trainers, boots, socks, underpants, coats, tops, T-shirts, tracksuits, jeans, sweaters, hats, sunglasses

Listen to the interview and underline the correct number (2)

Key: a-350; b-200; c-150; d-125

Lexis: verb collocations

Key: a, get dressed

Listening 1 Listen and correct mistake in each photo

Key: Penelope Jones is wearing a blue dress NOT a red one

Melanie Matthews is wearing a very short dress NOT a long one

Kerry Fisher is wearing a white suit NOT a green one

Bobby Finn's partner is wearing a long dress NOT a short one

2 Match A and B

Key: a, I'm waiting for the big stars (Ross white)

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b, She's wearing a beautiful blue dress (Penelope Jones)

c, She's getting out of her car (Melanie Matthews)

d, She's waving to her fans (Kerry Fisher)

e, He's holding her hands (Bobby Finn)

Close Up

Grammar: The present continuous tense

Use: to talk about activities in progress now

Form: (+) S + am/is/are + V-ing e.g She is reading books in her room now

(-) S + am/is/are + not + V-ing e.g They are not eating anything now (+) Am/is/are + S + V-ing? e.g Are you studying English now?

Time expressions: now, at the moment, right now, at present

Other: Look! Listen! Watch! Be quite!

Extra Activities:

- Miming and guessing activities

1 eating ice-creams

2 listening to music

3 playing the violin

4 combing the hair

5 ironing the clothes

6 cleaning the floor

- Describe a person you like

- Exercise:

Put the verb in brackets into Present Simple or Present continuous

Caller: Good morning, (be) Mr Green there?

Man: No, he (not/be)here He (work) at the moment He usually (work) until

4 p.m

Caller: What about Mrs Green? Where (be) she?

Man: She (do) the shopping She always (do) the shopping on Thursday afternoons Caller: Where (be) the children?

Man: They (play) football They always (play) football after school

Caller: How (you/know) all this? Who are you?

Man: I (be) the burglar!

Discussing students' own dream list page 5,6

reality TV

lexis: TV programmes Listening to extracts from TV programmes

and identifying the genre

Close up (be) going to; want to;

hope to; would like to

Discussing wishes for the future

Reading and listening to an interview with the winner of a reality show talking about her plans for the future

Correcting and discussing good intentions sentences

Reordering sentences Making up sentences using pictures Page 7

DETAILS

1 Reading and listening

Key: a, A dream list - a list of things she wanted in her life

b, pictures of the things she wanted in her life

2 Match the photo with Glenna's list

Key: 1d 2b 3a 4c 5g 6f 7e

3 &4: Listen to more of Glenna's story and then mark the sentence True or False

Key: a True

b False She met him on the free way

c False Every Monday

d True

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e True

f False They went to St John's island in the Caribbean

g True

h False One year after

i False She got her dream job

5 Students create their own dream list Reality TV

Reality TV is the fairly recent phenomenon of making TV programmes with ordinary people (and occasionally celebrities) One kind of programme involves people taking part

in contests in which they spend long periods of time in a house or some other setting where cameras monitor their every movement day and night members of the public then vote every day or every week for one contestant to be removed until only one is left, the winner These programmes are very cheap to make for the TV companies and have proved very popular, particularly as a source of material for tabloid press

1 Lexis: TV programmes

Key: 1 A game show 7 A documentary 6 A chat show

4 The news 5 A soap opera 2 The weather

3 A sport progamme 8 Reality TV

2 Students discuss which types of TV Programme they like and hate

3 Grammar: (be) going to

Use: It is used to talk about future plans and future intentions

e.g I'm going to have a big party for all my friends

We aren't going to stay for a long time

Are you going to visit your parents this weekend?

1 Read and listen to an interview Use the phrase in the box to complete the conversation Key:

2 I'm going to 6 are you going to 10 I'm going to

3 are you going to 7 I'm definitely not going to 11 I'm going to

4 I'm going to 8 are you going to

2 Listen and check the answer

3 Re-write the sentences with the word in the correct place

Key: a I'm going to do more exercise

b I'm going to save money

c I'm going to spend more time with my family

d I'm going to book holidays earlier

e I'm going to arrive late for appointments

Close up: Want to, Would like to, Hope to

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You use these structures (Want to, Would like to, Hope to) to talk about dreams or desires for the future

e.g We want to visit India next year

One day, I'd like to climb Mount Fuiji in Japan

My sister hopes to continue her studies in the USA

1 Re-write the sentences so that they make sense

Key: a I want to travel around the world

b I don't want to get married

c I'd like to have lots of children

d I wouldn't like to be famous

e I hope to retire before I'm fifty

2,3 Activity: Work in groups of three Choose five pictures and tell your partner how they represent your dreams

Song "I have a dream" by ABBA

Although Abba are a group from the late 1970s, their music is still popular, and there have been revivals, tribute groups and musicals based on their songs

Fans of Abba could log on to their official website: www.abbasite.com for news,

biographies, photos and sound clips

1 Read and listen to the song

2 Complete the sentences with the words from the song

d tale e believe f something

3 Students work individually to decide which sentences in Exercise 2 are true for them They then compare with a partner

Extra activity:

- Talk about your future plans or your dream

- Talk about your favourite TV programme

- Exercise: Reorder the words to make complete sentences

1 travel around the world / I / One day / to / hope

2 want / you / go / Where / do / to ?

3 I / to / 'd/ South America / visit / like

4 Spanish / to / i / learn / 'm / going

5 on your own/ you / travel / want / Do / to ?

6 going / I / with a friend / 'm / go / to

7 going / I / 'm / to / to / school / university / go / after

8 I / a few years / the / hope / in / live / USA/ to/ for

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WEEK 3: DISCUSSION

- Do all the exercises in Workbook part (unit 1 &2)

- Students' presentation

+ Describe a person you like

+ Your dream or your future plans

+ Your favourite TV programme

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WEEK 4:

UNIT 3: THINGS Overview

Section Aims Students

Page 8

Lost property

Reading skills:

reading for gist

Matching words and pictures Reading and discussing a short article about losing things

Listening to a phone conversation between a woman and a lost property

Page 9

Close up

Comparative and superlative adjectives

Comparison structures

Listening to the schwa/ә/ in the comparative form of

some short adjectives

Making comparative and superlative forms of some adjectives

Completing sentences with the correct form of the adjectives

Reading article about a dress that belonged to Marilyn Monroe Guessing the answers to the questions Reading the article to check

Saying the big numbers

Listening and matching the items of clothing

Discussing the most valuable thing sts own

DETAILS

Reading and listening

1 Students work in pairs, match pictures a-j with the word in the box

Key: a-a wedding ring; b-an address book; c-a glove; d-keys; e-a TV remote; f-a handbag;

g-a pet (snake); h-money; i-a mobile phone

2 Students work in pairs, discussing the top three things people are most likely to lose

Key: The top three things are money, keys and TV remote

3 Students work in pairs, reading the article for the three things people are least likely to

lose

Key: car, passport, laptop

4 Students work in small groups and discuss the questions and give their own answers

Close up:

Comparatives

1 Students work in pairs to form the comparative adjectives

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Slim - slimmer

3 Students complete sentences

c More relaxed / relaxed f more expensive / expensive

d Bigger / big

Superlatives:

busy – busier than – the busiest cheap – cheaper than – the cheapest

famous – more famous than – the most famous far – farther than – the farthest

good – better than – the best modern – more modern than – the most modern popular – more popular than – the most popular ugly – uglier than – the ugliest

Reading: The most valuable things in the world

5 1,150,000

Lexis: Big numbers

Listen and match the items with the numbers

Key: a bikini - 1 9 4, 4 5 9 ; a watch - 1, 9 18, 387 ; a pair of jeans - 2 5, 000; a film

costume - 3 2 4, 1 8 8; some pop star clothing - 6 6, 112; a boxing robe - 1 5 7, 9 4 7

Extra Activities:

- Discussing: What is the most you usually pay for:

a) a pair of trainers; b) a pair of jeans; c) a formal dress or pair of trousers; d) a jacket or a coat; e) a pair of shoes?

- Talking about things you’d like

- Exercise:

Put in the correct adjective forms

1 Fill in the comparison with as as

1 John is (tall) ……… Glen

2 You are (crazy) ……… my sister

3 Your mobile phone is (not / trendy) ……… mine

4 Matrix II was (not / interesting) ……… Matrix I

5 I can do (many / press-ups) ……… you

2 Fill in the correct form of the words in brackets (comparative or superlative)

1 My house is (big) ……… than yours

2 This is the (interesting) ……….book I have ever read

3 Non-smokers usually live (long) ……….than smokers

4 Which is the (dangerous) ……….animal in the world?

5 A holiday by the sea is (good) ……….than a holiday in the mountains

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WEEK 5:

UNIT 4: ENERGY Overview

Section Aims Students

Naming five other styles of dance

Listening to the /٨/ sound and sorting the odd sound

out

Page 12

Lexis

Lexis: frequency expressions

Underlining the correct collocation for these actions Page 13

I’m too tired

Close up

Listening skill

Too / enough / should

Listening to and matching the top ten excuses for not

doing exercise with the pictures (a-j)

Listening to conversation between Danny and Louise for Louise’s excuses for not doing exercise

Making up conversations

Completing these sentences with too or enough

Putting the words in the correct order to make the sentences with should / shouldn't

Making true sentences using should / shouldn’t

DETAILS

Reading: Joaquin Cortes: body and soul

1 Students read about Joaquin Cortes, a famous Spanish flamenco dancer and then

complete the headings in the article

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Students rewrite the sentences so that they are correct according to the article

b) He practices for more than five hours a day

c) He sees his family as often as possible

d) He eats three times a day

e) He travels all the time

f) He buys new shoes every month

2 Students name five other styles of dance and discuss their favourite with a partner Examples: disco, break, waltz, tango, cha cha…

e) Shoulder f) Shouldn’t

Lexis: frequency expressions

1 Put the expressions (A-J) in the box in order of frequency on the line

Key: (B) every ten years / (D) every year / (F) twice a year / (H) every four months / (A) once a month / (E) every two weeks / (I) twice a week / (J) four times a week / (G) once a day / (C) three times a day

2 Students ask and answer questions

3 Students read the interview and write questions

Key: How often do you run?

How often do you have a day off?

How often do you do a workout at the gym?

How often do you have a sports massage?

How often do you go on holiday?

g) Shoulder

Listening: I’m too tired

1 Match the top ten excuses for not doing exercise with the pictures (a-j)

Key: 1 – c; 2 – j; 3 – a; 4 – e; 5 – h; 6 – g; 7 – I; 8 – d; 9 – f; 10 – b

2 Listen to conversation between Danny and Louise Tick( v) the excuses in 1 that Louise uses for not doing things

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Key: 1, 3, 6, 7, 9, 10

Close up: Problems & advice

Too & enough: use too & enough to state problems

Use too before adjectives and too many / much before nouns

Use enough after adjectives and before nouns

Should & shouldn’t: use should and shouldn't to give advice

S + should/shouldn’t + V-infinitive

1 Complete these sentences with too or enough

Key:

a) Too b) Too c) Enough

d) Enough e) Enough

Students work with a partner and find the true sentences for their partner

Put the words in the correct order to make the sentences with should / shouldn't Key:

f) He should eat more fruit

g) She should buy a new one

h) He should change his job

i) She shouldn’t stay up sp late

j) He should drink more water

4 Students change the names in 3 to make true sentences about people they know

Extra activities

- Students divide themselves into 4 groups, two create problems and two give advice

- Exercise

Fill in the blanks as appropriate, using too, enough, too much or too many

a I think I have drunk for tonight If I drank more, I wouldn’t be able to drive later on

b She’s eighteen, so she’s (old) order a beer

c The generation gap between us is (strong)

break/ be broken We’re like chalk and cheese

d You smoke You should smoke less

e We can’t eat all this butter in a week! There’s

f These earrings are (ugly)! I will never wear them!

g She can’t be the main character in Beauty and the Beast: She’s (ugly)!

h We can’t fight back There are them We must wait for

the reinforcements They’re due to arrive soon

i There’s an outbreak of cholera, and we don’t have _ (means) stop it

j They have cut off the power: I don’t have (light) finish

reading this book