giáo án 11 tiếng anh bản mới full cả năm

Ex: this person has short black hair, a round face with a broad forehead, a small nose, thin lips and a small chin.. -Hand out 1: Put the adjectives & expressions into the right category

Period 1: Introduction and Revision

Teaching date:

Preparation date:

- Review all of the knowledge of grade 10

- Know how to study and learn English 11

Teaching aids: textbook, pictures, cassette, tape

2 Wh – questions

3 Gerund and to + infinitive:

T reviews the verbs that are followed by an infinitive and a gerund

Infinitive only

-Afford; Attempt; Appear; Aim; Assist; Agree;’ Arrange ; Beg;

Bribe ;Care; Choose; Decide; Demand; Deserve; Enable; Forbid; Fail;

Force Hesitate; Hop; Hurry; Happen; Hasten; Intend; Learn; Long;

Manage Neglect; Offer; Omit; Order;Plan; Promise; Pretend; Prepare;

Refuse Remind ;Resolve; ; Send; Struggle; Seek; Swear; Threaten;

Tend; Want ;Wait; Wish ;Warn; Urge; Undertake

- used to

Gerund only

-Admit Avoid Anticipate Appreciate Consider Continue Deny DelayDetest Enjoy Escape Excuse Finish Fancy Forgive Involve KeepLoathe Mean Mind Miss Practice Prefer Postpone Propose Recall ReportRecollect Resent Resist Risk Resume Save Suggest Understand…

-Verbs that are followed by prepositions

- Some idioms: have trouble/ difficulty…., It’s no use/ good……,There’s no point in…, be worth… , look forward to… , be used to/ beaccustomed to…., be busy……, do you mind/ would you mind…./ can’thelp/ can’t resist…., go + Ving….(sport activities)

Both: Begin Start Continue Stop Love Like Hate Remember Forget Try Regret Need

*Practice: (handout)

4 The + Adjective : the rich/ poor/ young/ old/ sick/ dead/ unemployed/

the injured/ homeless/ disabled… + V (pl)The + nationaltity : đặc biệt các quốc tịch tận cùng là: “sh”,

“ch”, “ese”: the English, the French, the Vietnamese + V(pl)

V Relative Clauses: who, which, that

VI Conditional sentence VII Reported speech (statements)

Groupwork

Pairwork

5 Passive Voice

6 Clause of Concession: Although, In spite of

7 Clause of Reason : Because, because of…

8 Attitudinal adjectives (Adjectives of attitude)

Jane’s job is boring Jane is bored with her job

George always talks about the same things He’s really boring

Boring – bored tiring - tired Satisfying - satisfied Interesting - interested Depressing - depressed shocking - shocked……

9 It is/ was not until … that…… : mai cho den… thi…

It was not until 1915 that the cinema really became an industry

10 a/ an/ the:

I had a sandwich and an apple for lunch

The sandwich wasn’t very good but the apple was nice

11 Comparison:

Pham Thanh

Period:2 Unit 1 : FRIENDSHIP

Lesson 1 READING Teaching date: August 25 th ,2012 Preparation date: August 24 th ,2012

Aim :By the end of the lesson, student will be able to :

- understand the passage about friendship

- Identify the main idea

- Guess the meaning in context

- Express their own ideas about friendship

Teaching aids: pictures, handouts

Lead in : “Friendship” is the topic of our lesson today.

Individual

Pre

-reading:

10 mins

I Discuss the picture and the poem in the text book:

-What are the girls and the boys doing in the picture ? ( one boy is playing the guitar, the other girls and boys are singing) -How do they feel ? Why do you know ?

(They seem very happy because I can see their smile) -What does the picture tell you ?

( Friendship is a nice thing that brings happiness to us)

*Ask Ss to read the poem & answer the question:

-“ What do you think of the friend in the poem ?”

( The friend in the poem is very dedicated & thoughtful

He/She is willing to help his/ her friend in any circumstances) -What are the qualities of friendship ?

II Vocabulary:

+ constancy(n) : tính kiên định Ex: Lan & Nam have known each other for 20 years Now they are still close friends

What quality of friendship do they have ? +trust (n) : confidence : sự tin tưởng

+sympathy (n) : the feeling of being sorry for sb, showing that you care about sb’s problems

+ rumour (n) : tin đồn +gossip (n) : chuyện ngồi lê đôi mách

III Read & Check:

-Tell Ss to listen to the tape& read by eyes then check if they have the same ideas

IV Gap - fill: (Task 1)

-Ask Ss to work in pairs, T moves around class to give help-Call on some Ss to read the answers aloud

Answer Key : 1 mutual 2 in capable of 3 unselfish

4 acquantance/ friend 5 give and take

6 loyal to 7 suspicious

Individual

Pair work

V Main ideas (task 2) B

VI Go through the reading text and find:

a) the reason why a selfish person can’t have a true friendship

b) Qualities which can spoil a true friendship

Expected answer:

A Because friendship is……….can not last long

b Changeable, suspicious, talkative

Post-reading

9 mins

Discussion : “ Why do we need to have friends ?”

Or : What quality of friendship is the most important

to you ? why ?-Ask Ss share the ideas One secretary from each group takes notes the group’s ideas

-Feedback: Call a representative of each group to report their ideas in front of the class

-Give comments on their presentations

Period:3 Unit 1 : FRIENDSHIP

Lesson 2 READING Teaching date: August 27 th ,2012 Preparation date: August 25 th ,2012

Aim :By the end of the lesson, student will be able to :

- understand the passage about friendship

- Identify the main idea

- Guess the meaning in context

- Express their own ideas about friendship

Teaching aids: pictures, handouts

Game: Guessing words

-teacher give the two representatives of each word, they have to describe it so that the other members can read the word out The team can find out the word first gets one mark The group whose more marksWin the game

Key words: acquaintaince, constancy, gossip, rumour

II What qualities of a friend are mentioned in the reading text ?Expected answer: unselfishness, constancy, loyalty, trust, sympathy

individual

While-reading III.Use the correct form of the word in brackets to fit each gap:(handout)

Key: 1 sympathetic, 2 unselfish, 3 incapable,

Pairwork

10 mins 2 Ask Ss to do a small quiz(handout) 3 give the key and get feedback. Pairwork

Homework Do the exercises in the workbook.

Poster: Matching the word with its definition in B:

A B

1 lasting/ lifelong a something that you do as a hobby

2 pursuit b existing or continuing a long while

4 changeable d a feeling of great sadness because st very bad has happened

5 concerned(with) e become different easily

Handout: Use the correct form of the word in brackets to fit each gap:

1.She was so……and understanding.When I told her my problems, I immediately felt better afterwards (sympathy)

2 He is an …… man He always helps people without thinking of any benefit (self)

3 The children seem to be ……….of working quietly by themselves (capable)

4 It is said that the weather in England is ……… (change)

5 Children find endless ………in playing with water (please)

Handout: Use the correct form of the word in brackets to fit each gap:

1.She was so……and understanding.When I told her my problems, I immediately felt better afterwards (sympathy)

2 He is an …… man He always helps people without thinking of any benefit (self)

3 The children seem to be ……….of working quietly by themselves (capable)

4 It is said that the weather in England is ……… (change)

5 Children find endless ………in playing with water (please)

Handout: Use the correct form of the word in brackets to fit each gap:

1.She was so……and understanding.When I told her my problems, I immediately felt better afterwards (sympathy)

2 He is an …… man He always helps people without thinking of any benefit (self)

3 The children seem to be ……….of working quietly by themselves (capable)

4 It is said that the weather in England is ……… (change)

5 Children find endless ………in playing with water (please)

Handout: Use the correct form of the word in brackets to fit each gap:

1.She was so……and understanding.When I told her my problems, I immediately felt better afterwards (sympathy)

2 He is an …… man He always helps people without thinking of any benefit (self)

Pham Thanh

3 The children seem to be ……….of working quietly by themselves (capable)

4 It is said that the weather in England is ……… (change)

5 Children find endless ………in playing with water (please)

Worksheet:

Pham Thanh

Period: 4 Unit 1 : FRIENDSHIP

Lesson 3 Speaking Teaching date:

Preparation date:

Aim : By the end of the lesson, student will be able to :

o describe physical characteristics

o Discuss personalities

o Talk about a famous / close friend

Teaching aids: pictures, handouts,

- Do you have close friends ?

What is he/ she like ? -What does he / she look like ?

II.Describing people’s appearance:

-Ask Ss to look at the picture at page 15, one S describe one of the four people and the other has to guess which person his partner is talking about

Ex: this person has short black hair, a round face with a broad forehead,

a small nose, thin lips and a small chin

This person is about 16 years old, may be short-sighted, wearing a pair of glasses; quite good-looking

-Call some pair to act out in front of the class

* What about your close friend ?

Can you give a short description

-Call 2 Ss

* Which of the qualities at page 16 does he / she have ?

What qualities do you admire in your best friend ?

* Now, talk about your famous friend.

Pair work

Activity 3

12 mins

III Task 3 : Role play

-Ask Ss to play the role of a journalist and an interviewee whose friend has won the first prize in math

-Before students start, ask them to agree upon the basic profile of thefriend

-At lower level , T can deliver hand out 2:

Answer the following questions by matching the answers to the questions

1 How long is Salwa’s hair?

2 What does Samy look like?

3 How tall is Ahmed?

4 How much does Ahmed weigh?

5 What colour is Marwa’s hair?

a she has curly brown hair

1 What’s his/ her name ?

2 Where and when was he born ?

3 What’s he /she like ?

4 What does he / she look like ?

5 What are his /her hobbies ?

6 What made him/ her successful in Math ?

7

Pham Thanh

-Hand out 1: Put the adjectives & expressions into the right category:

Tall, medium , well-built , short-sighted, blond hair, short, long big,

crew-cut, brown, grey, heart-shaped, wear a ribbon, bald,

oval, round, large, crooked, turned-up, flat,

no chin, pointed chin , double chin, thin, full broad,

high, white, pale, suntanned, beautiful handsome

pretty good-looking plain, blue,

with high cheekbones, wear one’s hair in a bun/ a plait,pony tail

shoulder-length, dark conplexion, greasy skin

be about years old be in his/her (late) teens in his/her (early) twenties Height

Tall, medium , well-built , short-sighted, blond hair, short, long big,

crew-cut, brown, grey, heart-shaped, wear a ribbon, bald,

oval, round, large, crooked, turned-up, flat,

no chin, pointed chin , double chin, thin, full broad,

high, white, pale, suntanned, beautiful handsome

pretty good-looking plain, blue,

with high cheekbones, wear one’s hair in a bun/ a plait,pony tail

shoulder-length, dark conplexion, greasy skin

be about years old be in his/her (late) teens in his/her (early) twenties build

Tall, medium , well-built , short-sighted, blond hair, short, long big,

crew-cut, brown, grey, heart-shaped, wear a ribbon, bald,

oval, round, large, crooked, turned-up, flat,

no chin, pointed chin , double chin, thin, full broad,

high, white, pale, suntanned, beautiful handsome

pretty good-looking plain, blue,

with high cheekbones, wear one’s hair in a bun/ a plait,pony tail

shoulder-length, dark conplexion, greasy skin

be about years old be in his/her (late) teens in his/her (early) twenties face

Tall, medium , well-built , short-sighted, blond hair, short, long big,

crew-cut, brown, grey, heart-shaped, wear a ribbon, bald,

oval, round, large, crooked, turned-up, flat,

no chin, pointed chin , double chin, thin, full broad,

high, white, pale, suntanned, beautiful handsome

pretty good-looking plain, blue,

with high cheekbones, wear one’s hair in a bun/ a plait,pony tail

shoulder-length, dark conplexion, greasy skin

be about years old be in his/her (late) teens in his/her (early) twenties chin

Tall, medium , well-built , short-sighted, blond hair, short, long big,

crew-cut, brown, grey, heart-shaped, wear a ribbon, bald,

oval, round, large, crooked, turned-up, flat,

no chin, pointed chin , double chin, thin, full broad,

high, white, pale, suntanned, beautiful handsome

pretty good-looking plain, blue,

with high cheekbones, wear one’s hair in a bun/ a plait,pony tail

shoulder-length, dark conplexion, greasy skin

be about years old be in his/her (late) teens in his/her (early) twenties hair

Tall, medium , well-built , short-sighted, blond hair, short, long big,

crew-cut, brown, grey, heart-shaped, wear a ribbon, bald,

oval, round, large, crooked, turned-up, flat,

no chin, pointed chin , double chin, thin, full broad,

high, white, pale, suntanned, beautiful handsome

pretty good-looking plain, blue,

with high cheekbones, wear one’s hair in a bun/ a plait,pony tail

shoulder-length, dark conplexion, greasy skin

be about years old be in his/her (late) teens in his/her (early) twenties Eye

Pham Thanh

Tall, medium , well-built , short-sighted, blond hair, short, long big,

crew-cut, brown, grey, heart-shaped, wear a ribbon, bald,

oval, round, large, crooked, turned-up, flat,

no chin, pointed chin , double chin, thin, full broad,

high, white, pale, suntanned, beautiful handsome

pretty good-looking plain, blue,

with high cheekbones, wear one’s hair in a bun/ a plait,pony tail

shoulder-length, dark conplexion, greasy skin

be about years old be in his/her (late) teens in his/her (early) twenties nose

Tall, medium , well-built , short-sighted, blond hair, short, long big,

crew-cut, brown, grey, heart-shaped, wear a ribbon, bald,

oval, round, large, crooked, turned-up, flat,

no chin, pointed chin , double chin, thin, full broad,

high, white, pale, suntanned, beautiful handsome

pretty good-looking plain, blue,

with high cheekbones, wear one’s hair in a bun/ a plait,pony tail

shoulder-length, dark conplexion, greasy skin

be about years old be in his/her (late) teens in his/her (early) twenties Age

Tall, medium , well-built , short-sighted, blond hair, short, long big,

crew-cut, brown, grey, heart-shaped, wear a ribbon, bald,

oval, round, large, crooked, turned-up, flat,

no chin, pointed chin , double chin, thin, full broad,

high, white, pale, suntanned, beautiful handsome

pretty good-looking plain, blue,

with high cheekbones, wear one’s hair in a bun/ a plait,pony tail

shoulder-length, dark conplexion, greasy skin

be about years old be in his/her (late) teens in his/her (early) twenties

General

appearance

Tall, medium , well-built , short-sighted, blond hair, short, long big,

crew-cut, brown, grey, heart-shaped, wear a ribbon, bald,

oval, round, large, crooked, turned-up, flat,

no chin, pointed chin , double chin, thin, full broad,

high, white, pale, suntanned, beautiful handsome

pretty good-looking plain, blue,

with high cheekbones, wear one’s hair in a bun/ a plait,pony tail

shoulder-length, dark conplexion, greasy skin

be about years old be in his/her (late) teens in his/her (early) twenties Forehead

Tall, medium , well-built , short-sighted, blond hair, short, long big,

crew-cut, brown, grey, heart-shaped, wear a ribbon, bald,

oval, round, large, crooked, turned-up, flat,

no chin, pointed chin , double chin, thin, full broad,

high, white, pale, suntanned, beautiful handsome

pretty good-looking plain, blue,

with high cheekbones, wear one’s hair in a bun/ a plait,pony tail

shoulder-length, dark conplexion, greasy skin

be about years old be in his/her (late) teens in his/her (early) twenties Skin

Tall, medium , well-built , short-sighted, blond hair, short, long big,

crew-cut, brown, grey, heart-shaped, wear a ribbon, bald,

oval, round, large, crooked, turned-up, flat,

no chin, pointed chin , double chin, thin, full broad,

high, white, pale, suntanned, beautiful handsome

pretty good-looking plain, blue,

with high cheekbones, wear one’s hair in a bun/ a plait,pony tail

Pham Thanh

shoulder-length, dark conplexion, greasy skin

be about years old be in his/her (late) teens in his/her (early) twenties Lips

Period:5 Unit 1 FRIENDSHIP

Lesson 4 Listening Teaching date:

Preparation date:

Aim : By the end of the lesson, students will be able to:

- identify specific details

-Divide the class into 2 groups

-Let Ss listen to 5 pieces of popular songs relating to friendship(ex:

Season in the sun, You are my sunshine, Ngồi lại bên nhau, Mong ước

kỷ niệm xưa, Những người bạn bên tôi)

-The group that can name the right songs wins the game

Lead in: (Questions at page 17)

Today, you’ll hear Lan and Long talk about their best friends

A person who can make you laugh easily is a person who has

+ have in common:

+ rough time = difficult time + apartment building :

II.Task 1: True or False statements:

-Have Ss to read the statements, underline the key words( 1 shared, NCT residental area, Hanoi

2 two-days, )

-Ask Ss to make a guess

- Let Ss listen to the CD, twice-Get feedback

Expected answers:

Talk A: 1 F(they used to live ) 3.T 5.T

2 F(It is what people think)

4 F (Lan went to DS first and then called Ha so

Ha rode on her motorbike to DS to meet Lan)

6 F (They have been best friend ) Talk B: 1.F (They met in college)

2.F (Minh was a guitarist)

3 T ; 4 T ; 5 T

III.Task 1 : Taking note:

Pair work

-Ask Ss to try to fill in the table with the things they remember from the previous times of listening.

-Play the tape once

-Get Ss to work in pair and check their answers

-Get feedback

Post-listening

8mins

IV Consolidation: Take turns to talk about how Ha has been Lan’s

best friend and how Minh has been Long’s bestfriends

*Interviewing:

-Have Ss interview their partners about their best friendCues: - who/ your best friend ?

- How long / you/ know/ him/her ?

- How / you /meet?

- What qualities/ you / admire in / your friend ?

- What/ you / remember/ the first time you met him/her ?

Pairwork

Homework:

2 mins Prepare the next part

Pham Thanh

Period 6 Unit 1 FRIENDSHIP

Lesson 5 Writing Teaching date:

Preparation date:

Aim : By the end of the lesson, students will be able to :

- describe a friend of theirs

- talk about their friends

Teaching aids: handouts, charts

Game: Name Poem:

-Ask Ss to use his/her partner’s name to write an acrostic poem.He/ SheHas to use the adjs beginning with the letters of the name to discribe his/her friend’s personality or appearance

-Call on some Ss to write their poems on the board

Model: Tien is my friend Thang is my friend

Talented Tall and thin Intelligent Helpful to everyone Easy-going Active in class Nice Neat and tidy Generous in giving help

*Option:

Guessing game:

-T introduces the game: one S goes to the board and teacher 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 S is Ask Ss to ask about the appearance, personality, or clothes

Ex: Is the person a girl?/ Is she tall ? / Is she

Lead in : These adjs can help you to write a description of a person

Our lesson today is to write a description of a friend of your

-her habit

-Get feed back

II Some usefull expressions:

-to be in her/his early/middle/late fifties-has got a

-In character, is like

- wear her/his hair in a ponytail/ bun

- her hair is medium length/ shoulder length

-her hair sits just below her shoulders.

-She is a kind of person who is

-He/ She is fairly short/ in medium height / pretty tall

She is the same height as

She is pretty tall with her black hair

While-writing

20 mins

III Writing a description:

-Ask students to write a short passage about a friend of theirs

-Move round to control and give help with vocabulary

Post-

writing Peer correction:-Ask Ss to work in groups of 5, deliver each group 5 pieces of writings

And tell them to read and correct their friends’ writing

-Tell each group to choose the best piece of writing-Call a student from each group to read their group’s best writing and ask ss to give comments

Homework Learn by heart the descriptive adjectives.

-Prepare for the next lesson

Handout:

Of all my friends, I like Emily the best She is my classmate and lives near my house

She has a fair complexion, thick brown hair which she wears in a ponytail and dark brown eyes.She has a kind face and when you meet her, the first thing you notice is her smile Her face is oval and she is attractive She is the sort of person you can always go to if you have problem

She likes reading and gardening, and she often goes for long walk over the hills She is a very active person Either she is making something or mending something, or doing something to entertain herself She is extremely generous, but not very tolerant with people who do not agree with her That’s what I do not like from her but most of the time I feel happy being beside her

Handout:

Of all my friends, I like Emily the best She is my classmate and lives near my house

She has a fair complexion, thick brown hair which she wears in a ponytail and dark brown eyes.She has a kind face and when you meet her, the first thing you notice is her smile Her face is oval and she is attractive She is the sort of person you can always go to if you have problem

She likes reading and gardening, and she often goes for long walk over the hills She is a very active person Either she is making something or mending something, or doing something to entertain herself She is extremely generous, but not very tolerant with people who do not agree with her That’s what I do not like from her but most of the time I feel happy being beside her

Handout:

Of all my friends, I like Emily the best She is my classmate and lives near my house

She has a fair complexion, thick brown hair which she wears in a ponytail and dark brown eyes.She has a kind face and when you meet her, the first thing you notice is her smile Her face is oval and she is attractive She is the sort of person you can always go to if you have problem

She likes reading and gardening, and she often goes for long walk over the hills She is a very active person Either she is making something or mending something, or doing something to entertain herself She is extremely generous, but not very tolerant with people who do not agree with her That’s what I do not like from her but most of the time I feel happy being beside her

Pham Thanh

Of all my friends, I like Emily the best She is my classmate and lives near my house

She has a fair complexion, thick brown hair which she wears in a ponytail and dark brown eyes.She has a kind face and when you meet her, the first thing you notice is her smile Her face is oval and she is attractive She is the sort of person you can always go to if you have problem

She likes reading and gardening, and she often goes for long walk over the hills She is a very active person Either she is making something or mending something, or doing something to entertain herself She is extremely generous, but not very tolerant with people who do not agree with her That’s what I do not like from her but most of the time I feel happy being beside her

Period 7 Unit 1 FRIENDSHIP

LANGUAGE FOCUS

Aim :By the end of the lesson, students will be able to :

- distinguish the two phonemic sounds / dʒ / and / t∫ /

- use the verbs followed by To- infinitive and infinitive without To

Teaching aids: pictures handouts

Procedure

Timing

Warm up

5 mins -Divide the class into group A and B; Ss close their books- Write the phonemic sounds / dʒ / and / t∫ / on the board.

-Ask Ss in each group to write on the board as many words containingThese sounds as possible

-Set the time limited in one minute-The group with more correct words wins the game

Ex: / dʒ / / t∫ /

Manage teacher

Option: Tongue twister:

The chaplain chose chili with cheese and chocolate chip cheesecake

The jolly gentleman was jubilant when he won a journey to Jamaica

1 Listen and repeat:

-Read aloud the words that Ss have written on the board , ask Ss to listen

-Read the words again and ask Ss to repeat-Ask Ss to practice reading the words in the textbook

2 Practice reading aloud these sentences:

- Read the given sentences ,Ask Ss to read after-Call on some Ss to read aloud

-Pick out the words belonging to sound 1 / / or sound 2 / / inEach sentences

3 Listen and decide if the word belonging to

sound 1 / / or sound 2 / / age, each, itch, magic, tragic, chew, jeans, match, joke

T-whole class

-Ask Ss to read the sentences and remark the underlined words : She is studying English to go to the USA T-whole

The film makes her cryExpected answer: to go – to infinitive; to –preposition;

cry- infinitive without to

1.To infinitive:

+ is used to indicate the purpose or intention of an action:

Ex: He was doing this to make me more relaxed

+ as the subject of a verb: To know how to drive is useful

(more usual: It is useful to know how to drive )+ as an object of a verb.: She likes to dance

+ after nouns, pronouns as a modifier to replace a relative clause:

I have a lot of work (which I have) to do+ in idiomatic expressions:

Too + adj (for someone) + to infinitiveEx: The tea is too hot for me to drink Adj + enough + to infinitiveEx: Jack is cleve enough to solve this problem

+ We can use to infinitive as an adverb to modify an adjective:

I’m sorry the hear the new

* Exercise 1 –page 20: Re-ordering

2 Infinitive without to:

+ is used after verbs: let (= allow) and make (= force, cause) Let/ make + object + infinitive without to

Ex: Will you let me use your camera ?+ is used after some perceptive verb such as : see, hear, smell, feel,Watch, observe, notice, when we see, hear, … the whole action frombeginning to end

Ex: I saw him change the wheel (I saw the whole action ) ≠ I see him passing my house everyday

* Exercise 2- page 21: Sentence transformation

3 Further practice: Put the verbs into the correct form:(hand out )

2 It is delightful (hear)………… the sound of the sea

3 The dog wants something (eat)………

4 I saw him (run)…… the mile in four minutes

5 Everybody wishes (enjoy)……… life

6 He is too ill (do)……… any work

7 I’m not afraid (speak)………the truth

8 He went to Paris (perfect)………his knowledge of French

Pham Thanh

9 ( find)………fault is easy

10 It is delightful (hear)………… the sound of the sea

11 The dog wants something (eat)………

12 I saw him (run)…… the mile in four minutes

13 Everybody wishes (enjoy)……… life

14 He is too ill (do)……… any work

15 I’m not afraid (speak)………the truth

16 He went to Paris (perfect)………his knowledge of French

Period 8 Unit 2 PERSONAL EXPERIENCES

Lesson 1: READING Teaching date:

Preparation date:

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

o scan read for specific information

o Understand the text and express their ideas about past experiences

Teaching aids: pictures, charts, handouts.

Game: Middle Riddle (hand out)

-Deliver handout with10 pictures on-Put Ss to work in group of 4 or 5-Ss identify each picture In the space beneath each picture, Ss write the middle letter of each word When finished, the Middle Riddle willReveal a word

-The group who first finds out the word wins

-Check Ss’ understanding of the instructionsKey word: Experience

Lead in: What is “ experience” ?

(an event or activity that affects you in someway)Have you ever been in an embarrassing situation ?

What did you do then ?Today, our reading lesson is about the embarrassing experience of a girl on the bus

-embarrassing(adj): - idol (n) (situation)

- make a fuss about st: become angry or excited about st and complain-glance (v): (at st/sb) : (miming) -sneaky (adj): vụng trộm, lén lút

* Checking : Gap-fill (hang on a chart)(task 1) Use the correct form of those words in the sentences

T- whole class

While-reading

20 mins

III Reading and Re- ordering:

-Play the tape while ss read the text and put the pictures of the events

in the order they happened in the story-Call on some ss to give the answer -Check with the class

Pairwork

Expected answer:

1 picture d, 2 pict b, 3 pict c, 4.pict f, 5 pict e, 6 pict a

IV Questions and answers:

-Read the questions and explain new words if necessary-Call Ss to answer the questions - Make corrections if necessaryExpected answer:

Homework Learn by heart the new words, ……

Lesson 2 SPEAKING Teaching date:

Preparation date:

Aim :By the end of the lesson, Students will be able to talk about their past experiences and

how they affected their life

Teaching aids: textbooks ;pictures ; handouts

How do the people in the photos feel?

-Show some pictures and ask Ss to use the right adjective to describe : happy, excited, angry, bored, frightend,

-Ask Ss:+ Have you had some personal experiences ? + How do you feel when you are lost in a big city ? + How do you feel if you fail your exam ?

-Lead in : Today, we will talk about past experiences and how they affect

your life

*Option:

Game: Mime your past

-Divide the class into two groups A and B-T briefly mimes an incident from the past in class; stop after each action;

write the vocabulary generated by the mime on the board; ask Ss in each group to say what you did; each correct answer earns one point; the group with more points wins

Ex: + One morning, I got up late.It was half past six, and school began at seven.It was raining heavily

+ I quickly washed , brushed my teeth, dressed, jumped on my motorbike and drove to school

+ I went straight into the class and greeted the Ss

+ After two or three minutes, the Ss began laughing

+ I couldn’t understand why

+ Suddenly, I looked down and realized I had put on one brown shoe and one yellow shoe!

- Lead in : That is one of the memorable past experiences

in my teaching I often feel ashamed when thinking of it

Today,

Groupwork

Pham Thanh

5mins

- Match things you might have done or experienced in box A and how the experience might have affected you in box B

Ex:-How do you feel when you meet a famous film star ?

- I makes me love my country more and I feel very excited

Activity 2:

5mins

II Eliciting and introducing useful structures:

-Ask Ss: + What do you say to ask about someone’s experience that mighthave affected them ?

Expected answers:

- Have you ever ?

-When did it happen ?

- What were you thinking and feeling when it happened?

- How did the experience affect you ?

Individual

Activity 3:

15mins

III Re-ordering (task 2, p.25)

-put the lines of the dialogue in the correct order

-Go around to control and give help if necessary

-Call on some Ss to give the answers-Give feedback

*Role-play drilling:

-Hang on a chart with the dialogue

-Ask Ss to practice speaking the dialogue-Put the chart away

-Call on some Ss to act out the dialogue in front of the class(without looking at the chart or book)

-Call on some pairs to act out their dialogues in the front of the class

-Make corrections on pronunciation, stress and intonation

Groupwork

Homework:

1min Ask Ss to prepare for Listening lesson.

Pham Thanh

Pham Thanh

Pham Thanh

Period10 Unit 2 PERSONAL EXPERIENCES

Lesson3 Listening Teaching date:

Preparation date:

Aim : By the end of the lesson, students will be able to :

- listen for specific information

- understand the passage

Teaching aids: CD, handout, picture Timing

Warm up

5 mins Quiz: What am I ? “When I eat, I live but when I drink, I die What am I?”

Expected answer: You are fire

- Look at the picture at page 27 and describe

Lead in : Have you ever seen a fire ?

-What will you do if you see/ there is a fire ? -The listening lesson today is about the fire happening to Christina’s family 13 years ago

II Task 1 :Listen and tick (page 27)

-Read the instruction, explain new words, ask Ss to guess the answers-Play the CD, twice

-get feedback

successful….)

2 The fire happened three years ago F.(thirteen….)

3 The fire started in the bedroom F (in the

kitchen )

4 When the fire started, Christina

5 Her mother came and rescued her T (she

carried……)

III.Task 2: Gap –fill: (task 2, p.28)

-Tell Ss to read through the passage and guess the word in each gap

-Ask SS to listen to the recordings and fill in the gaps

-Go around to control and give help if needed-Give feedback

Expected answer:

1 small 2 everything 3 family 4 replaced 5 took 6 appreciate

Individual

Pham Thanh

IV Questions and answers:

-Ask Ss to answer the questions:

1 What’s Christina’s job ?

2 When did her most unforgettable experience happen ?

3 What was she doing then ?

4 Did the fire take many things from her ?

5 What did she realize after the fire ?

Post-

listening

10 mins

Agreeing or Disagreeing ?

“Family is more important than thing”

-Call some groups to report their group’s ideas

Period11 Unit 2 PERSONAL EXPERIENCES

Lesson4 Writing Teaching date:

Preparation date:

Aim : By the end of the lesson, students will be able to

- write a personal letter

- tell their memorable past experiences

Teaching aids: handouts, pictures

Describing the picture: In Deep Water

Show the picture to Ss and ask them to describe it using the cues given:

-It/ a hot/ day-The man/ stop/ a small deserted beach-He / not have/ swimming- trunks

- There / be/ no people / in sight

- The man / take off / all clothes/ swim out to the sea/ and relax in water-When / he/ look back/ a coach arrived

-There / be/ a lot of people/ stand on the sand

Lead in: - have you ever been in such a situation ?

- What did you do then ?

- Do you want to share it with your classmate ?Today, we learn how to write a personal letter telling about a past experience

Groupwork

Pre-writing

10 mins

I Activity 1: Chart Completion: (hand out)

-Ask Ss to read the letter then complete the chartName of the experience

When it happenWhere it happenHow it happenWho was involvedHow the experience affected the writerExpected answer:

1 the frightening experience

2 last night

3 the writer was walking along an empty street late at night

4 the lion………upon her

5 the lion

6 she was frightened

II Activity 2: Fill in the chart with your own experience.

-Call some Ss to give answer in front of the class

Individual

While-writing

20 mins

III Writing a letter:

-Ask Ss to write a letter to a friend of theirs…

-Go around to control and give help with vocabulary Individual

Post- -Choose one writing and ask a student to write on the board

Pham Thanh

Last night I had a scary dream.I was walking along an empty street late at night Suddenly a lion

appreared at the end of the street He ran toward me with his big mouth open and sharp teeth He roaredAnd jumped on me I screamed loudly and awoke I’m still frightened now By the way, how are you ?

Do you still havea nightmare as before ? I think we have similar problem now Write to me as soon as possible

Last night I had a scary dream.I was walking along an empty street late at night Suddenly a lion

appreared at the end of the street He ran toward me with his big mouth open and sharp teeth He roaredAnd jumped on me I screamed loudly and awoke I’m still frightened now By the way, how are you ?

Do you still havea nightmare as before ? I think we have similar problem now Write to me as soon as possible

Last night I had a scary dream.I was walking along an empty street late at night Suddenly a lion

appreared at the end of the street He ran toward me with his big mouth open and sharp teeth He roaredAnd jumped on me I screamed loudly and awoke I’m still frightened now By the way, how are you ?

Do you still havea nightmare as before ? I think we have similar problem now Write to me as soon as possible

Last night I had a scary dream.I was walking along an empty street late at night Suddenly a lion

appreared at the end of the street He ran toward me with his big mouth open and sharp teeth He roaredAnd jumped on me I screamed loudly and awoke I’m still frightened now By the way, how are you ?

Do you still havea nightmare as before ? I think we have similar problem now Write to me as soon as possible

Your friend,

Daisy

Period 12 Unit 2 PERSONAL EXPERIENCES

Language focus Teaching date:

Preparation date:

Aim :By the end of the lesson, students will be able to :

- revise Simple Past, Past perfect, Past Continous tenses and talk about the past

- Distinguish the sounds / m /, / n /, and / η /

Teaching aids: Chart

Game: Tongue Twisters:

Singing Sam sung song on the sinking sampan

-the student who can read the sentence 10 times quickly without Making a mistake will be the winner

-Ask ss to pick out the words containing the ending sounds /m/, / n/, / η /

-Introduce the sounds…

1 Listen and repeat:

-Read the words and ask ss to listen-Read the words, ask Ss to repeat the words-Make correction where needed

2 Recognizing sounds:

-Write the phonetic sounds on the board:

1 / m/ 2 / n/ 3./ η / -Ask ss to close their books

-Read the words and ask ss to say the number 1, 2 or 3 corresponding

To the sound

3 Practice the sentences:

-Ask ss to work in pairs to practice reading the sentences

-Call on some ss to read aloud

1 I started school at the age of 6.

2 They were walking the dog in the park.

3 they were walking when it begun to rain.

4 By the time I got to the cinema last Sunday, the film had been shown for 40 minutes

1 *From the above sentences , T elicits from Ss the tenses used : + We use simple past to talk about actions and situations in the past;

but the present simple can be used instead to tell a story happening in the past to make the events more dramatic and lively

+We use past continous to talk about something which was in

progress at a past time The action or situation had started but it had

Groupwork

Pham Thanh

not finished

At that timeEx: At 8 o’clock last night, I was watching TV

+We often use the past continous and simple past together in a

sentence

(1) Past progressive + WHEN + Past simpleWHEN + past simple + past progressive Or: Expressing an action happening when another action happened in the past

(2) WHILE + Past progressive + Past progressive Past progressive + WHILE + Past progressive Or: Expressing two actions happening at the same time in the past

+We use past perfect to talk about st which had happened before the time we are thinking about

WHEN / BEFORE + Past simple + Past perfect Past simple + AFTER + Past perfect

Or: Expressing an action happened before another in the past

The Fifteen- Minute Test

I.Pick out the word whose underlined part is pronounced differently from that of

the other words:

II.Complete the sentences by putting the verbs in brackets into the simple past or the past

continuous:

1 It (snow)……… when I (leave)……….home this morning

2 He (talk)………on the phone when I (arrive)………

3 I nearly had an accident this morning A car (come)……… towards me, but

I (move)………quicky out of the way

III.Rewrite each sentences, beginning as shown, so that the meaning stays the same:

1 Jack left the office before I arrived

When I ………

2 During lunch, someone rang the bell

While I………

3 I haven’t been to the dentist for six months

The last time………

4 She has studied Japanese for 5 years

She………

5.This pen is too expensive for me to buy

This pen ………

The Fifteen- Minute Test

I.Pick out the word whose underlined part is pronounced differently from that of

the other words:

II Complete the sentences by putting the verbs in brackets into the simple past or the past

Perfect:

1 I (not watch)……….the film because I (see)………it before

2 After I (finish)……….work, I (watch)………TV

3.When I got home, I (switch)……….on the answerphone

Several people (leave)……… messages for me

III.Rewrite each sentences, beginning as shown, so that the meaning stays the same:

1 He did all his work and then he went home

After………

2.Mai bought a new motorbike, but first he saved enough money

Pham Thanh

Period 13 UNIT 3: A PARTY

Lesson 1: READING Teaching date:

Preparation date

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

o scan read for specific information

o identify and correct false information

Teaching aids: handouts, pictures

Timing

Warm up:

5 mins

Game: On what occasion?

-Divide the class into two groups-Stick eight pictures on the board

-Ask Ss to identify the holidays and celebrations in the USA & write them on the board

-The group with more correct words is the winner

Key: 1.Christmas, 2 Thanksgiving, 3 New Year’s

4 Independence Day 5 Birthday 6 Labour Day

7 Picnic 8 WeddingLead in : -What do people often do on these accasions?

( People often eat, drink, sing, and dance They often have parties)The lesson today is the reading text about parties and how people celebrate them

Groupwork

Pre-reading:

10 mins

I Questions and answers(p.32)

- Call on some Ss to give the answers

- Give commentsExpected answer:

1 The people in the picture 1 are friends and in p2 belong to a family

2 They are having a birthday party & a golden wedding anniversary

II Vocabulary:

- celebrate (v): to do ST enjoyable because of a special occasion or to mark someone’s success: làm lễ kỉ niệm

- anniversary /,æni'vз:sзri/(n) ngày kỷ niệm; lễ kỷ niệm

- blow out(v) (miming+ synonym): to put out a flame-Joke (v-n) /dЗouk/: nói đùa; lời nói đùa, câu nói đùa

- milestone /'mailstoun/(n) cột kilômét cọc

▪ (nghĩa bóng) sự kiện quan trọng, mốc lịch sử, giai đoạn quan trọng (trong đời ai)

60th ( diamond anniversary)

IV.Read and tick(task 1, p.34):

-Ask Ss to work in pair to read the text and decide-Call on some Ss to give the answers

- Give feedback on what Ss have

V Reconizing the wrong words (task 2, p.34)

-Ask Ss to read the text again

- Ask Ss to close their books and underline the wrong word in each sentence and provide the correct one

-Call on some Ss to give the answers-Make corrections if necessary

2 Do your parents celebrate their wedding anniversaries ?

3 Are you going to celebrate your wedding anniversaries

In the future? Why or why not ?

- Call on some pairs to act out in front of the class

Period:14 Unit 3 : A PARTY

Leson 2: SPEAKING Teaching date:

Preparation date

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

o talk about parties

o know how to plan parties

Teaching aids: pictures,

- Stick pictures of different kinds of parties on the board

- Divide the class into groups of four or five

-Give each group a card

-Ask Ss to match the pictures with their names:

Farewell party/ garden party/ house-warming party/ birthday party/

wedding party/ New Year’s party

- Ask Ss to write the answers on the card and hold up when they have finished

-The group who finish first wins the game

II Questions and answers:

-Ask Ss to ask & answer about the party they have been to, Using the questions in task 1, p.35 as help

- Call on some pairs to act out in front of the class

-Make corrections on pronunciation, stress and intonation

Activity 3 IV Discussion

-Ask Ss to discuss the following question:

“What do you think of when you want to plan a party ?”

Groupwork

17 mins

-Go round to control and give help

- Call on some Ss to report their group’s ideas

Expected answers:

- Choose a place to hold the party(at home or away ?)

- Set the number of guests (who to invite) -Determine how much you can spend (budget) -Decide food and drink you want to serve at the party -Send invitation cards (give the time, date, address, direction, your phone number for RSVPs)

-Plan plenty of short games -Have extra treats (someone unexpected might show up ) Note: RSVP = please reply

Activity 4:

10 mins

Discussion:

-Put Ss to work in groups to discuss the following question:

“In your opinion, what is your ideal party ?”

-Call on some groups’ representatives to speak out their ideas in front