2-Fifteen minutes test 3 times 3-One period test 2 times 4-Semester test Once for each semester -The new point in learning E 11 -Communicative method /approach -Task - based method /tea
Trang 1Week 1 - period 1 – Date : August 10 th 2008
INTRODUCTION A.OBJECTIVES:
By the end of the lesson, students will:
- Know how to learn English 11
- Do the test well
B TEACHING AIDS: textbook, pictures, cassette, tape
C PROCEDURE:
Method: mainly communicative
5.Nature and Environment
6.People and places
-> six topics are divided into sixteen units
-The design of each unit in textbook:
1.Unit: express the theme
2.Reading:developing reading skill
3.Speaking:developing speaking skill
4.Listening:developing listenning skill
5.Writing:developing writing skill
6.Language focus:learning grammar and pronounciation
-After 3 unit , you have one period for test yourself.It helps
you test yourself about what you’ve learnt
-Test:
1-check frequence knowledge for the previous lesson
2-Fifteen minutes test (3 times)
3-One period test (2 times )
4-Semester test (Once for each semester)
-The new point in learning E 11
-Communicative method /approach
-Task - based method /teaching
-The book is designed with 4 skills
-Commplete and various tests
- Learner - centered approach
-Results:
-T asks Ss to work in pairs and make acquainted with a
friend by using suggested questions:
1.What’s your name? 2.How old are you?
3.Where do you live? 4.Where do you study?
5.What subjects do you study at school?
6.What’s your favourite subject?Why do you like it?
7.What do you often do in your free-time?
8.What do you want to be in the future?
-Students listen to T’s explanation about six topics
-Listen and take notes in their notebooks
-Listen and take notes in their notebooks
Work in pair and make a small conversation with a friend
-Homework:
- Prepare Unit1, Reading
UNIT 1 : FRIENDSHIP
Trang 2PERIOD 2 : A READING
I AIMS OF THE LESSON:
1 Language skills:
Reading : By the end of the lesson, Students will be able to :
- Develop such reading micro-skills as scanning for specific ideas, skimming for general information, and guessing meaning in context
- Use the information they have read to discuss the topic
- Read and try to guess the meanings of words and expressions
- The simple present
- Mutual pronoun “each other”
II TEACHING AIDS: Cassette player, tape, chalks, pictures, handouts, charts, real objects if
Stick the picture in the textbook on the board
Ask some questions:
- What are the people in the picture doing?
- What is the boy doing? - Are they happy?
- In your opinion, what relationship are they?
- Play the cassette
- Ask students to pay attention to the intonation
- Teacher goes around for helps
Trang 3- Introduce three tasks.
-Have students read the whole passage (once
or twice) and do the tasks
* TASK 1:
-Guide students how to do this task
- Teacher goes around for any help
-Compare the results of the others and correct
mistakes
* TASK 2:
-Ask students to read the four sentences in the
textbook and choose the best answer
- Compare the result and correct mistakes
* TASK 3:
-Have students discuss questions
-Observe class and help students
- Teacher goes around for any helps
- Correct mistakes
-Read silently individually
- Choose the correct word in the box to completeeach sentence
1 The first quality for true friendship is unselfishness It tells me / us that a person who
is concerned only with his own interests and feelings cannot be a true friend
2 Changeable and uncertain people are incapable of true friendship because they take
up an interest with enthusiasm, they are soon tired of it, and they feel the attraction of some new object
3 The third quality for true friendship is loyalty
It tells us that two friends must be loyal to each other, and they must know each other so well that there can be no suspicions between them
4 There must be mutual trust between friends because if not, people cannot feel safe when telling the other their most intimate secrets
5 Talkative people can’t keep a friend long because they can’t keep a secret, either of their own or others
6 The last quality for true friendship is sympathy It tells us that to be a true friend, you must sympathize with your friend Where there’s
no mutual sympathy between friends, there’s no true friendship
POST READING (10’)
- Teacher asks a general question, “Why do we
need true friendship?”
Students give their opinionsDiscussion (group-work)
V HOMEWORK: (2’)
- Study new words
- Do the tasks in the notebooks
- Prepare Speaking
UNIT 1 : FRIENDSHIP
PERIOD 3 : B SPEAKING
Trang 4I AIMS OF THE LESSON:
Vocabulary: a handout of the adjectives and expressions
II TEACHING AIDS: Chalks, pictures, handouts, charts, real objects if possible
III TEACHING METHOD: Communicative approach
IV PROCEDURE:
WARM-UP (2’)
- Give Sts some pictures, then ask them to
describe the people in these pictures
- Ask some questions:
1/Do you concern about your outlook?
2/ Is it important to you?
PRE-SPEAKING (4’)
- Lead sts to the main content
- Present some new words
- Sts may speak in Vietnamese
- Students work in groups and describe
1 How many people are there in the picture?
2 Can you guess how old they are?
- Explain the useful language (page 16):
* height : tall , medium , short …
* face : square , large , oval …
* forehead : broad , high …
* nose : straight , crooked …
* hair : black , grey …
* appearance : handsome , beautiful ,
good-looking …
- “ Now let‘s start with the physical
description of each person , using the guided
+ question: Can you describe the _ in the
picture? “
+ answer: The is height He / she has
face, and a _ nose His / her hair is _
His / her appearance is
- Look and answer questions in pairs:
- Play roles
Trang 5- Help sts with some new words.
- Ask sts to make questions and answer
questions with a partner, using the information
from the picture
- Ask sts to perform
- Correct sts’mistakes and pronunciation
Task 2
- Divide class into four groups
- Explain some words of personalities on page
16
- Guide them to discuss and decide which
personalities are important to a person and in
friendship
- Let sts number the following personalities in
order of importance in friendship
caring , hospitable , modest , sincere ,
generous , honest , helpful , understanding ,
pleasant
- Pay attention that there’re no answer keys for
this task
- Present their performance
- Work in groups of four
- List some personalities of a person
- State some reasons why they choose
- Discuss and say the reasons
- Report their results to the class and explain why they do like that …
POST –SPEAKING (10’)
- Have sts 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
+ reasons why the friends are famous
- Role play
- Perform their task
V HOMEWORK:
- Learn by heart some new words
- Prepare part C: Listening
Handout: UNIT ONE – SPEAKING (Grade 11)
I Useful vocabulary
Trang 61: Height (chiều cao): medium height (cao trung bình), rather short (hơi thấp), too tall (rất cao) …
2 Face (khuôn mặt): round, square, diamond, oblong, triangular, oval, heart …
4 Forehead (trán): high (cao), low (thấp) …
5 Nose (mũi): long, short, straight (thẳng), flat (tẹt), turned-up (hếch), crooked (khoằm) …
6 Eyes (mắt): green, blue, brown, gray …
7 Appearance (diện mạo): plain (ngay thẳng, chất phát), attractive (cuốn hút), well-dressed (ăn mặc đẹp)
casually-dressed (mặc quần áo bình thường), handsome (đẹp trai), beautiful (đẹp), good-looking (dễ nhìn), pretty (xinh xắn), moustache (ria), beard (râu ở cằm và hai bên má) …
8 Mouth (miệng): heart-shaped (hình trái tim), wide (rộng), thin/ thick lips (môi mỏng/dày) …
9 Build (tướng mạo): thin (ốm), slender (mảnh mai), muscular (vạm vỡ), plump (béo), heavy built
(đô, lực lưỡng), overweight (béo phì), fat (béo, mũm mĩm)
10 Age (tuổi tác) young (trẻ), middle-aged (ở tuổi trung niên), elderly (lớn tuổi, cao tuổi), old
(già), in his early/mid/late fifties …
11 Characters (tính cách): easygoing (dễ chịu), friendly (thân thiện), hardworking (làm việc siêng năng),
honest (thật thà), intelligent (thông minh), kind (tử tế, tốt bụng), mature (trưởng thành), patient (kiên nhẫn), polite (lịch sự), sincere (chân thành), sympathetic (thông cảm), tolerant (biết tha thứ), trustworthy (đáng tin cậy), learned man (người hiểu biết), caring (chu đáo), helpful (hay giúp đỡ), pleasant (dễ chịu), modest (khiêm tốn), generous (rộng lượng), hospitable (mến khách, hiếu khách)
II Useful expression:
1 He is in his early / mid / late forties
2 He has got a square face with …
3 He is rather short … / he is of medium height …
4 She wears her hair long / in a bun / in a ponytail …
UNIT 1 : FRIENDSHIP
PERIOD 4 : C LISTENING
I AIMS OF THE LESSON:
1 Language skills :
Trang 7 Listening : - Develop such listening micro-skills as intensive listening for specific information and taking notes while listening.
2 Language focus :
Vocabulary: apartment building,sense of humour, give sb a ring, go through a rough time
II TEACHING AIDS: Cassette player, tape, chalks, pictures, handouts.
III TEACHING METHOD: Communicative approach
IV PROCEDURE:
WARM-UP ( 5’)
Guessing game
T introduces the game: one student goes to the
boarb and T gives him / her a piece of paper with
the name of a student in the class Other Ss have
to ask Yes / No questions to find out who the
student is Ss should ask about the appearance,
personalities, or clothes
PRE-LISTENING ( 6’)
-Ask students some more questions:
How do you meet your best friend?
How long have you known your best
friend (him or her)?
Vocabulary Pre-teaching
-Explain some new words & phrases:
-Apartment building: toà nhà có nhiều căn hộ
-Sense of humour: khiếu hài hước
-Give sb a ring: phone sb
- Go through a rough time: trải qua thời kỳ khó
khăn
Ss may ask questions such as:
+ Is the person a girl?
+ Is she tall?
+ Is she short-sighted?
+ Is she friendly?
-The pointed students answer
-Students repeat & take notes
WHILE- LISTENING ( 26’)
Task 1
-Have students read the true-false statement list
and questions in textbook silently for several
minutes to make sure that every student
understands them
Play the tape once for Ss to do the task
Ask Ss to work in groups of 4 to compare their
answers
Give the correct answers
Task 2
Play the tape again for Ss to complete their notes
After playing the tape, T gets Ss to work in pairs
and check their answers
Provide correct answers if necessary
-Students read task1 silently for gist
-Elicited students raise their hands to interpret
-Students take notes during listening
-Other students watch and give comments
Trang 8POST LISTENING ( 6’)
Get Ss to work in pairs to talk about how Ha has
been Lan’s best friend and how Minh has been
Long’s best friend
T goes around to offer help and collect Ss’
mistakes
T calls on some pairs to present their answers
T elicits feedback from the class and give final
do the extra exercise as homework
-T asks Ss to prepare Writing
Key content: ( Task 2)
Where & how they met What they like about their friends
Lan -They used to live in the same 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 many friends in
Do Son & she introduced Lan 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 & helpful
II TEACHING AIDS: textbook, handouts.
III TEACHING METHOD: communicative approach
Ask Ss to write down the adjectives that describe
the appearance and personalities
PRE-WRITING ( 8’)
- Teacher asks students to think about a friend
they like
-Teacher raises a few guiding questions
1 What is your friend name?
Personalities: caring, hospitable,
modest, sincere, generous, honest, helpful, understanding, pleasant, friendly, humouruos, quick-witted, good-natured, studious, patient, calm
Appearance: tall, short, thin, fat,
good-looking, beautiful, handsome, slim…
Students ‘answers
1 My friend’s name is Hoa
Trang 92 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
(helpful, sincere…) and some necessary
structures
2 She is 17 years old
3 We met each other at my cousin’s birthday party 4 years ago
WHILE-WRITING ( 20’)
-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 finger 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.
Students write a passage
POST WRITING (10’)
-Teacher asks students to read / write some
students’passsages on the board and Teacher
PERIOD 6 : E LANGUAGE FOCUS
I.AIMS OF THE LESSON:
- Distinguish the sounds / dƷ / and / t∫ /
- Pronounce the words and sentences containing these sounds correctly
- Use some structures containing infinitives with and without to appropriately
II TEACHING AIDS: textbook, handouts.
III TEACHING METHOD: communicative approach
IV PROCEDURE:
PRONUNCIATION (12’)
- Read / dƷ / and / t∫ / and distinguish them
- Get students to read / dƷ / and / t∫ / twice
- Read the words in the part “Listen and repeat”
clearly for students to repeat
- Listen and try to find out the difference in pronouncing / dƷ / and / t∫ /
- Read the two vowels
- Repeat the words
Trang 10- Require some students to read these words and
correct mistakes
- Read the sentences in the part “Practise reading
these sentences” as a model
- Let students repeat after the teacher
- Get students to practise reading these sentences
while teacher goes around to give help
- Call some sts to read them aloud
- Pronounce the words
- Listen and try to remember the way to readthe sentences
- Repeat
- Practise reading sentences
GRAMMAR (10’)
Set 4 examples and ask sts to supply the correct
verb forms in brackets
1 She is studying English (go) to the USA
2 It is useful (know) how to drive
3 The film makes her (cry)
4 I heard them (talk) in the next room
T corrects and asks sts when they use To
infinitive and infinitive without To.
Give the presentation of the language point:
+ … too … to / … enough to -inf
Ask sts to do exercise 1 in textbooks
Put the words in the correct order to make
sentences, writing the main verb in the present
simple and making the other an infinitive with
to.
Call some sts to write the answers on the board
T corrects
Give feedback
2 Infinitive without To:
-Based on example 3, 4 at the beginning
-Give the presentation of the language point:
+ We use bare infinitive after verbs make, let
Let / make + object + infinitive without TO
+ After some perceptive verbs such as: see, hear,
smell, feel, watch, observe …
-Ask sts to do exercise 2 /P21
-Rewrite the sentences, using the words given in
brackets
-Call some sts to write the answers on the board
Check with the class
HOMEWORK:
* Make questions for the responses:
Give the correct verb forms (individually)
1.Who wants something to eat 2.I have some letters to write 3.I am delighted to hear the news 4.My mother has some shopping to do.5.You always have too much to talk about.6.It’s lovely to see you again
7.It is was too cold to go out
Pairs work Answer key:
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 custom officer made him open the briefcase
5 The boy saw the cat jump through thewindow
Trang 111) I saw him sit in the park alone.
2) Nothing I think we have to eat out today
3) Too tired to go now
4) Why not? Let’s join them
5) Oh, he‘s old enough
- Learn the new words
- Do the exercises again in their notebooks
- Prepare for the unit 2
6 Do you think the company will make him pay some extra money ?
7 I felt the animal move toward me
8 Do you think her parents will let him
go for a picnic?
UNIT 2: PERSONAL EXPERIENCES
PERIOD 7 : READING
I AIMS OF THE LESSON:
- Develop such reading micro-skill as scanning for specific ideas, identifying the sequence of events and guessing meaning in context
-Use the information they have read to discuss the story
II TEACHING AIDS: Cassette player, tape, chalks, pictures, handouts, charts, real objects if
Keys: sad , happy, excited , bored , frightened,
upset, confused, etc
II.Before you read
- Ask pupils to work in pair, describe each picture
and then guess what is happening it
- Call some students to stand up and describe
each picture
-Ask some question to lead in the reading:
a).If you got bad marks, how would you feel?
b) If you made a mistake, how would you
feel?
Transition: - In today’s reading, we’ll get to know
about the things that have happened to you that
influence the way you think and behave It is
“Personal experiences”
- provide pupils with words and structures
Look at the chartDiscuss and find out the wordsFill in the blanks
- Look at the pictures and guess
Ex: In (d), a little girl is watching TV
On the screen, she sees a young girl wearing a beautiful hat
- Tell the class what they see in each picture
- take notes
Feeling sggs
Trang 128’’
10’
8’
appearing in the text
- embrace / imbreis / (v) ôm ấp
- embarrassing (adj)
ex: It was an embarrassing story
-idol (n) = someone greatly loved or admired
- floppy (a): mềm
- floppy disk: đĩa mềm
- glance at /glans / (v) : liếc nhanh
- make a fuss : làm ầm ĩ lên
- At once = immediately
- look great = linking verb + adj(õ tuyệt vời)
- sneaky /sniki / (adj) : vụng trộm
- Guide pupils to read the words twice in chorus
III While you read
1.Task 1
- ask students to read the text twice individually,
and then in pairs work out the answers for Task 1
- Call one to write answers on board and the rest
do orally
-Correct and explain if necessary
2.Task 2: Pupils read the text again and put the
pictures in correct order
-ask Ss read the text again and sequence the
events
-go around and provide help if necessary
-call on some Ss to read their answers
-give feedback
3.Task 3: answering questions
- Run through all the questions before asking Ss to
work in pairs
- Monitoring
- Give help if necessary
-Call 5 pairs saying aloud the questions and the
answers One writes down on board
-Give feedback
IV After you read
Ask Ss to work in groups to discuss the question :
“ What do you think the girl had to do after she
discovered that the money she had taken from
the boy’s bag was not hers?”
Elicit :
- Put up a notice on the school board
- Get on the same bus the next day and look foe the boy to return the money to him
Key: 1 glanced 2 making a fuss
1.she wished to have a red floppy cotton hat
2.to buy the hat for herself 3.A wad of dollar notes exactly like the ones her father had given her before
4.Because she didn’t want to make a fuss
5.She bought the hat with it
Translate all the questionsWork in pairs
Practice asking and answering + Close pairs
+ Open pairs
Work in groups of four
Trang 13- Ask her father for advice
Remarks
- Learn the new words
- Do the task three again in their notebooks
- Prepare for the speaking
Present their discussion
UNIT 2: PERSONAL EXPERIENCES
Grammars: - present perfect and past simple
- structure with “make”
II TEACHING AIDS: textbook, pictures, handouts.
III TEACHING METHOD: communicative approach
- Ask students to do Task 1 in pairs
-go round and provide help if necessary
-call on some Ss to read their answers
-check correct answers
II While speaking
2.Task 2: Ordering the dialogue:
-Introduce task 2 (p.25)
-Ask Ss to open their books and do the task
-Explain voc :
▪turtle (n) : (real object)
-Go around helping Sts
-Ask them to give answers
- Give answers
Take notesPairs work
-Say aloud their result
Correct: 1b, 2d, 3h, 4a, 5e, 6g, 7c, 8f
In pairs, practice the dialogue
Trang 143.Task 3: Dialogue building
-Ask pupils to underline the structures using to talk
about past experiences
-Use these structures and ideas in Task 1 to make
similar dialogues
-Go around helping
*Note: Use Simple Past and Past Perfect to talk
about past experiences
* Suggested dialogues :
1 A Have you ever feeled an exam?
- Yes, I have
B How did it happen?
- I didn’t study well enough for exam
C When did it happen?
- Last year
D How did you feel/ How did it affect you ?
- I felt disappointed/ sad/ depressed
2 A Have you ever traveled to other parts of the
country? - Yes, I have
B When did you travel? - In 2002
C How did it affect you?
- It make me love our country more./ I learned
more about different places in our country
3 A Have you ever talked to a famous pop star?
- Yes, I have
B Where did you meet him/ her ?
- 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
-Practise the dialogue again
-Prepare the next lesson
-Underline the structures:
+Have you ever …?
+How did it happen?
+When did it happen?
+How did the experience affect you-Work in pairs to make dialogue
Practise the dialogue as required.-Write down
UNIT 2: PERSONAL EXPERIENCES
- Help students improve their listening skill
- Help them understand the conversation and do Task 1,2
Trang 152 Language focus :
Vocabulary: memorable, scream, gas stove, escape, terrified, replaced, embraced, protected
II TEACHING AIDs: cassette player, tape, chalks, pictures, handouts.
III TEACHING METHOD: communicative approach
-Asks sts to close books
- Shows the picture of a fire and ask some sts to
describe it
- Ask some questions:
-What do you see in the picture?
-Who do you see in the picture?
-How do the girls look?
- have you ever seen a fire?
- Where did it happen?
- Was it frigtening?
- Leads to the lesson
II.While you listen
1.Pre-teach vocabulary
Elicites the meaning of some new words
-memory(n) the faculty of the mind
memorable(a) worthy to be remembered
memorize(v)
- scream(v) cry out with a shrill voice
- replace(v) place again
-Take things from sb
Reads aloud the words in the text book and get sts
to repeat
III.While you listen
True, False prediction ( task1- page 27 )
-Sticks a poster of true false statements on the
board after introducing the situation ( (Christina is
being interviewed about the most unforgettable
experience in her life )
- Gets sts to underline the key words in the
statements
1 Task 1
- Plays the recording and get sts to listen to the
first part (From the beginning to minor burn ) to
check their prediction (two times)
to escape
- Write down words
- Read after the teacher
- Listen and repeat in chorus
-Guess individually and write their prediction on board
-Listen , check and write their answers on board again
Suggested answers (1) T (2) F (3) F (4) F (5) TCheck and take notes
Trang 16-Ask Ss to open book and do the task
- Asks the sts to recognize the part of speech in
the gaps
-plays the recording and gets sts to listen to the
second part of the dialogue (two times )
- Ask two students to write the answers on the
board
- Give feedback
IV after you listen (Group work )
-Discussion : Christina says that family is
important than things
-Do you agree or disagree with her? Why ?
- Call two groups to present in the front
-Give the corrections
Homework
-Rewrite what you have discussed in class
-Prepare for the next lesson
Work in pairs-Listen , fill in the blanks and write their words on board
Suggested answers (1) small (2) everything (3) family (4) replaced (5) took (6) appreciate
Work in group of four -present in the front -Listen
Write homework
UNIT 2: PERSONAL EXPERIENCES
PERIOD 10 : WRITING
I OBJECTIVES:
Write a personal letter telling about a past experience,
using the structures and vocabulary that they have
learned in previous lessons
II TEACHING AIDS: textbook, handouts.
III TEACHING METHOD: communicative approach
IV PROCEDURE:
5’ I.WARM-UP
-ask Ss to answer some questions
- Can you write a short letter in English?
- Is it interesting?
- To day I want you to write a letter about
your past experience in English
-ask more questions related to personal letter
1 How many parts does a personal letter
normally have?
2 what are these parts?
3 what do we normally write in the
3.We normally write “ Dear or Hello/ hi” plus the name of the person we are writing
to and a coma at the end
4 we normally write something like “
Trang 17- Have students give some of their past
experiences?( being seriously ill, failing an
exam; talking to a famous pop star,… etc
- suggested questions
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/…)
III.While- writing
- Give students some guidance
-help Ss to recall the form and ways of
writing a letter
-Give Ss 20 minutes to write
-Go around to offer help when necessary
- Ask students to write a passage about the
most memorable past experience
- correct common mistakes
III post writing
-If time left, ask Ss to check the work in
pairs
-Give remarks and correct common
mistakes
HOMEWORK
Write the letter again, make changes if
necessary to make it a smooth writing piece
Prepare for new lesson
sincerely”, “ yours”, Love, cheers, best wishes, see you soon and after that we put acoma
5 our signature goes under the closing-give opinions
- Write the letter using the ideas being found
- Suggested answers:
When I was a students, I had a summer job
in an expensive restaurant in Glassgow Oneday we were expecting forty members of a football team for lunch I was given the job
of peeling potatoes I thought I was managing quite well with my small knife until the owner appeared to see how I was getting on She was amazed that I was using
a knife and asked why I wasn’t using the potato peeler I had no idea what a potato peeler was so she led me into a small room behind the main kitchen There, on the table, was a small machine like the rubbish bins some people have in their bathrooms she explain as if to a small child that I had
to put the potatoes in, close the lid and press the button When she came back ten minutes later, I told her I thought I was quicker to do it by hand She asked what I meant “ well, they aren’t ready yet” I replied You can imagine how I felt when she lifted the lid and took out the potatoes the size of peas The potatoes peeler was not automatic
Check
UNIT 2: PERSONAL EXPERIENCES
PERIOD 11 : LANGUAGE FOCUS
I OBJECTIVES:
- Distinguish the sounds / m /, / n /, / η /
- Pronounce the words and sentences containing these sounds correctly
- Distinguish the uses of different verb tenses: present simple for indicating the past, past simple, past continuous and past perfect
- Use these verb tenses to solve communicative tasks
II TEACHING AIDS: textbook, handouts.
III TEACHING METHOD: communicative approach
IV PROCEDURE:
Trang 18Time Teacher’s activities Students’ activities
Listen and repeat
-Introduces how to pronounce /m/, n/, /ŋ/
* Poster (the words in the textbook)
-Reads aloud the words
-Calls some sts to pronounce them
-Feedbacks
Practice reading aloud the sentences
Poster(statements in the textbook)
-Pronounces the words with /m/,/n/,/ng/
-Reads aloud the sentences
-Calls some sts to read aloud them
-Feedbacks
II Grammar
Introduction:We’ve already learn the present
simple tense, the past simle tense, the past
progressive tense Now we are going to review
them
-Ask students to remember the use of these
tenses
1.Present tense forms indicating past time
- asks Ss to repeat the structure of the present
tense
- Note: we can use the present tense to tell a
story happened in the past to make the story is
more interesting
Exercise 1 : use the correct present tense
forms of the verbs in brackets in the story :
- asks Ss to read the story in individual
- asks Ss to compare the answer with a
partner
- asks Ss to give answer
- corrects and gives feedback
2 Tense revision : past simple , past
continuous , past perfect :
a The simple past tense :
- asks Ss to give the usage and structure
- asks Ss to give example
b The Past progressive tense :
- asks Ss to repeat the forms
- asks Ss to give examples
c The past perfect tense
Work in pairs Suggested answers/m/ make, summer/ n/ money , nose /ŋ/ wrong bringing
-Listen carefully-Repeat chorally, then practise in pairs-Pronounce
-Listen Repeat chorally-Repeat chorally and then practise in pairs
-Read aloud-Listen
Review of present tense : read and do by individually compare the answer
give the answers listen and take notes
1.invites,2.sets;3.gets;4.waves;5.promises6.carries;7.contains;8.had baked;9.is10.is shining ;11.are singing;12.is
Usage : was / were Structure : S + V
Usage Structure S + had + V / p.p
Ex: when she came, he had gone out
- do exercise by individually
- work in pairs and compare the answers
- give answers
Trang 19-asks Ss to give the usage and structure.
- asks Ss to give example
Exercise 2 :
- asks Ss to do the exercise by individually
- gives Ss to work in pairs and compare the
answers
- asks Ss to give the answer
- asks other Ss to correct
- checks and corrects again and gives
feedback
Exercise 3
- asks Ss to read the sentences and do by
themselves
- asks Ss to work in pairs and check the
answers with a partner
- asks Ss to give answer other Ss correct
- corrects and gives feedback
Home work
Prepare for the next lesson
- correct
- take notes1.broke/was playing;2.wrote/was3.was working/broke;4.started/were walking ;5.told/were having;6.didn’t listen/was thinking;7.phoned/didn’t answer/were(you)doing;8.wasn’t wearing/didn’t notice/was driving
- read the sentences
5.got/had arrived ;6.paid/had phoned7.went/said/hadn’t arrived;
8.had looked/ asked/cost
UNIT 3: A PARTY
PERIOD 12 : READING
I AIMS OF THE LESSON:
- Develop such reading micro-skill as scanning for specific ideas, and identifying and correcting false statements
-Use the information they have read to discuss celebrations in their culture
II TEACHING AIDS: cassette player, tape, chalks, pictures, handouts, charts, real objects if
- Ask students to look at the first picture in the book
and ask them some questions:
Are they having a party ?
What party is it ?
-Ask 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
- Look at the first picture and give answers
Yes, they are
It is a birthday party
No, they aren’t
A golden wedding anniversary
