Giáo án 11 (hay)

- Students listen twice and practising reading the poem in pairs - Teacher notice students the intonation and how to read exclaimatorily - Teacher guides students to new lesson Teacher

BINH DUONG PROVINCE

TAN UYEN DISTRICT HUYNH VAN NGHE HIGH SCHOOL

UNIT1: FRIENDSHIP

OBJECTIVES

1 Skills

• Reading:

- Practising reading poem after the cassette or after the teacher

- Reading and guessing the meaning of words based on the context of the sentence

- Reading and choose the correct answer

- Reading and answering the questions related to the content of the reading

• Speaking:

- Describing the characteristics and appearance of someone

- Talking the personalities of someone

- Interviewing a famous person

• Listening:

- Listening and choosing the true / false information

- Listening and taking notes the main ideas of the reading depending on the instruction

• Grammar and vocabulary:

- How to use “ infinitive with to” and “ infinitive without to” correctly

in common statements

TEACHING AIDS

- Cassette and tape

- Pictures in text book and other teaching aids

UNIT 1: FRIENDSHIP LESSON 1: READING

OBJECTIVES

- Pupil can comprehend the reading about friendship.

- Pupil can understand and use new vocabulary through speaking, asking

and answeing activities.

Teacher’s and students’ activities

Time Warmer

- Teacher asks students to volunteer to answer before class

- Teacher reads the poem ( or turns on the tape recorder)

- Students listen twice and practising reading the poem (in pairs)

- Teacher notice students the intonation and how to read exclaimatorily

- Teacher guides students to new lesson ( Teacher prepares students handout filling in the blank to introduce new words

in the text more easily)

- Teacher asks students read the text silently and do the tasks as directed

3m

5m

30m

Task 2

Task 3

- Students choose the correct answer to fill in the blank

- Teacher teaches difficult words to help students to do the task better

- Teacher asks students to read the text again

- Students discuss with each other and choose the correct answer

Answer:

B (Conditions of true friend ship)

- Teacher asks students to ask and answer the questions related to the text

- Students work in pair

- Teacher goes around to help someone in difficulty

Answer:

1 The first quality for true friendship is unselfishness It tells us / me that a person who is concerned only with his own interests and feeling can not be a true friend

2 Changeable and uncertain people are incapaple of true friendship because they take up interest with enthusiasm, but 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 / me that the two friends must be loyal to each other, and they must know each other so well that there can be no suspicions between them

5 Talkative peole can’t keep a friend long because they cannot keep a secret, either or their own or of the others.

6 The last quality for true friendship is sympathy It tells us / me that to be a true friend you must sympathize with your friend Where there is no mutual sympathy between friends, there is no true friendship

- Students discuss “ Why do we need to have friends?” in group

- Teacher focuss on some common mistakes and difficult problems

- Write down the answers of the questions on page 15

- Do the exercise in Task 1 about using words – Page 14

5m

2m

UNIT 1: FRIENDSHIP

LESSON2: SPEAKING OBJECTIVES

- Pupils know how to describe the characteristics and appearance of

Task 1 - Teacher asks students to observe carefully four people in

the picture, describing their physical characteristics

- Students work in pair

- Teacher can guides students… “ OK, look at the picture -

3m10m

- Teacher asks students to dicuss and number th efollowing personalities in order of importance in friendship.

- Students work in group

- Teacher asks each group to report their result to the class and explain why they arrange in such order ( Note : There

is no need to have unchangeable answer; Students may arrange in suitable order in case they can explain their reason.)

- Teacher asks students to practise interviewing skill

- Teacher gives role-play for each pupil, instructing each role to think and base on the following suggestions to ask and answer questions

- Students work in pair Teacher goes around to help students who are in difficulty

- Teacher asks two or three pairs to report their interview before class

- Practising speaking these task again at home

- Prepare for the listening part for the next period

- Pupils listen and choose the true / false information

- Pupils listen and take notes the main ideas of the reading depending on the instruction

Teacher’s and students’ activities Time

- Students close their books

- Teacher guide pupils to the new lesson by asking them some questions about themselves

- Students work in pair

- Teacher asks students to open their books and read the part LISTEN AND REPEAT

- Teacher asks students to read aloud the words given to make sure they pronounce exactly and understand their meaning

Task 1

- Teacher gives instrutions “ You will hear Lan and Long talk about their best friends Ha and Minh Listen to their talk and do the task that follow.” and explaine

* Going through the statements

* Going through the vocabulary in task 1

- Teacher gives students 1 or 2 minutes to read the staements to make sure that they understand them

- Teacher explains some more new words if required

- Teacher turns on the tape recorder, asking students to listen carefully (Teacher lets students listen the second time

in case students don’t hear clearly yet)

- Students listen and decide whether the statements are true

answer the following questions: - How and where did they meet? - What do they like about their friends?

Answer key:

How and where they

meet What they like about their friendsLan - They used to live in

the same residential area in Ha Noi

- Lan went on a

holiday to Do Son and Ha went there

Long - They met in college

- Minh played the

guitar, Long was a singer

- Minh is a good lostener

- Minh is friendly and helpful

Tapescript

Lan’s talk

My best friend is Ha We’ve been friend for a long time

We used to live in Nguyen Cong Tru Residential Area in

Ha Noi.her family moved to Haiphong im 1985 it is said that Haiphong people are cold, but Ha is really, really

friendly I first started to get to know her when I was going

on a two-day trip to Do Son last year and I didn’t know

anybody there I gave ha a ring and she was so friendly, she said, “ Oh, I’ll come to visit you.” So she rode on her

motorbike to Do Son and twenty minutes later she was

there She stayed with me for two days She happened to know a lot of people there, so she introduced me around,

We like to go to plays and movies together But when we are going through a rough time, he’s really a good friend, and he’s a good listener, and he is always help me through.

- Students work in pair, practising speaking about how Ha and Minh become Lan’s and Long’s good friends

- Teacher goes around to help students in case they are in difficulty

- Listening again at home

- Prepare writing part for the next period

UNIT 1: FRIENDSHIP

LESSON 4: WRITING OBJECTIVES

- Pupil know how to descibe about a friend (appearance and

personalities ) from the given facts

Teacher’s and students’ activities Time

- Students find ideas, then arrange in logical order.

- Students practise writing based on the ideas they have already reorganized

- Students read again his/ her writing carefully, checking errors of spelling and grammar before ending writing

Teacher asks students to start to write Teacher goes round

to help them if necessary

Teacher choose any of the students to write their task on the blackboard while the others also write their task below

to correct before class

5m

25m10m

• Grammar and vocabulary:

- How to use “ infinitive with to” and “ infinitive without to” correctly

in common statements

Teacher’s and students’ activities Time

Warmer (include oral test) 6m

Exercise 2

PRONUNCIATION

• Listen and repeat

- Teacher reads all the words twice, noticing students the difference between the voiced /dz/ and voiceless /ts/ sound

- Teacher reads each word aloud and clearly in listen and repeat again so that students repeat

- Teacher asks some students to repeat, correcting their pronunciation if neccesary

• Practise reading aloud these sentences

- Teacher reads these statements twice, students listens

- Students practise reading these statements in individual then in pair

- Teacher goes around to help them when necessary

- Teacher asks students find words that have consonants /dz/ and /ts/ in the statements

GRAMMAR

- Students practise in pair, discussing to put the words

in the correct order to make sentences

- Teacher explains the meaning and the usage of To- infinitive

Answer:

1 Who wants something to eat?

2 I have some letters to write

3 I am/ was 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’s / was too cold to go out

8 I am happy to know that you have passed th exams

7m

15m

15m

k

- Students work in pair

- Students rewrite the sentences, using the correct form

of the infinitive without to

- Teacher explains the meaning and usage of infinitive without to ( Infinitive without to can be used after some causative verbs: make, let and used after some

perceptive verbs: hear, see, watch…

Answer:

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 briefcase

5 The boy saw the cat jump through the window

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

7 I felt the animal move toward me

8 Do you think her parents will let her go for a pinic?

- Write down the answers in their notebooks

- Prepare the reading part for the next period

• Listening

- Listen and understand the exchange of the story in the past about a

famous person and its influence on him

• writing

- Write letters about one of our past experiences in the past

2 Language knowledge

* Pronunciation: Pronounce correctly some consonants /m/, /n/, / / in

single words and in statements

* Grammar and vocabulary:

- Simple present is used to tell the past experiences

- Review some past tenses: simple past, past continuous and past

perfect

TEACHING AIDS

* Tape recorder and tapes

• Pictures in text book and some visual aids

UNIT 2 : PERSONAL EXPERIENCES

LESSON1: READING

OBJECTIVES

- Pupils comprehend the story and guess the meaning of the words and

phrases through the context

Teacher’s and students’ activities Time

- Teacher can help them by asking some questions:

* Who do you think they are?

* Where are they?

* What are they doing?

- Teacher asks students to read the text silently, try to understand the content of the reading text

- Teacher explains some difficult words to help students comprehend the text more easily

- Students do the tasks as directed

- Students work in individual

- Teacher asks students to read the text again, then the sentences and find the required words related to the reading text

- Teacher divides students into groups to compare the answers after they finish their task

- Teacher gives correction before class, noticing students the word forms

Answer key:

1 glanced 2 making a fuss 3 embarrassing 4 idols

5 sneaky

- Teacher asks students to read the text silently again

- Students put the pictures of the events in the order they happened in the story

- Teacher divides students into groups to compare the result In case the answers of these groups are the same , teacher asks them to retell each of the events If the answers are different, teacher asks them to discuss again

to have the right answers

- The whole class check the answer and write the answer key on the blackboard

After you

read

Homewor

k

- Students answer the questions

1 A red floppy cotton hat

2 so that she could buy the hat for herself./ 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 like to make a fuss

5 She bought the hat with it

- Teacher guides students to say their opinions about the story

- Students work in group One member in each group write down all the opinions in their group, then report the

general ideas

- Teacher can give instructions: put up a notice at the school board/ get on the same bus the next day and look for the boy to return money to him/ do nothing/ keep it a secret/ tell her father and ask him for advice,…

- Students learn the new vocabulary by heart and make sentence with them

- Students retell the story in the reading text and give their opinions about it

- Students work in pair.

- Teacher goes around to help students if they find the words or the structure in the box difficult

- Asking about past experiences: Have you ever…

- Asking about the details of that experience: How did it happen…

- Asking the affect of that experience: How did the experience affect you…

• How to use the past continuous to tell the situation of the experience and the simple past to tell the

- Teacher goes around to give help, listen carefully, write all common mistakes, then corect before class

Homework - Teacher asks one or two groups to report their task before class when they finish it

- Teacher collect students’ errors and correct them before class by giving proper examples

- Practising these task again at home

- Prepare listening part for the next period

10m

UNIT 2 : PERSONAL EXPERIENCES

LESSON 3: LISTENING

OBJECTIVES

- Listen and understand the exchange of the story in the past about a

famous person and its influence on him

Teacher’s and students’ activities Warmer

( include oral test)

- Teacher guide students to the new lesson by asking the whole class to look at the picture and answer the question:

What’s happening in the picture?

- Students talk freely

- Teacher reads all the given words, students pereat

- Teacher explains the meaning and usage of these words again if necessary

-Students are asked to listened to get the information to do the tasks below:

- Teacher introduces the situation of the listening

- Students read all the sentence quickly

7m

8m

10m

- Students write the answer on the blackboard (in pair)

- Students read the passage quickly, try to guess what words in the blank

- Teacher lets students listen to the tape and the write the words in the blank

- Students discuss and compare the result in group

Teacher observes and helps them if necessary, letting them listen again in case they ask

- Teacher asks each group to write the result on the blackboard, give marks for the group that finishes first

- Teacher explains the word “ things” meant “ materials

or properties”

- Teacher can instruct them : Family is more important than things because it can’t be replaced / it gives you love, support, …

Listen the listening text again at home

Prepare writing part for the next period

Unforgetable experiences

Interviewer: This is Radio 3 In our “ Unforgetable

10m

8m

Experiences” programme tonight we talk to Christina, a successful business woman Hello Christina, welcome to our programme.

Chistina: Hello and thank you It’s nice being with you tonight

Interviewer: Christina, could you tell our audience about the most memorable experience in your life?

Christina: Well, my most unforgetable experience

happened thirteen years ago, when my house burned down

Interviewer: Really? How did it happen?

Christina: The fire started in the kitchen where I forgot to turn off the gas stove

Interviewer: What were you doing at tthat time?

Christina: I was sleeping when I was suddenly woken up

by terrible heat I open my eyes to find myself surrounded

by walls of fire

Interviewer: That’s terrible! How did you escape?

Christna: I was terrified Then I heard my mother’s voice calling my name I rushed to her She carried me out Luckily I got away without even a minor burn

Interviewer: Not many people are so lucky Did the fire affect you in any way?

Christina: Oh, yes Yes,very much, in fact Although I lost many things in the fire, the experience helped me to grow up

Interviewer: What do you mean?

Christina: Well before the fire, I was selfish I always complained to my mother about how small my room was,

or how few clothes I had Then the fire came and

destroyed everything we owned But I slowly began to realize that I really needed my old things I just needed

my family After all You can get new clothes any time, but a family can never be replaced

Interviewer: I see, so the fire took many things from you,

but it gave you something, too.

Christina: Exactly It taught me to appreciate my family more than things

UNIT 2 : PERSONAL EXPERIENCES

- Students join ideas, arrange in logical order

- Students practise rewriting based on the ideas they have already reorganized

- Students read again his/ her writing carefully, checking errors of spelling and grammar before ending writing

Teacher asks students to start to write Teacher goes round

to help them if necessary

Teacher choose any of the students to write their task on the blackboard while the others also write their task below

to correct before class

3m5m

25m10m

UNIT 2 : PERSONAL EXPERIENCES

LESSON 5: LANGUAGE FOCUS

OBJECTIVES

• Pronunciation:

- Pronouncing correctly three consonants /m/ /n/ and /n/ in single words and statements

• Grammar and vocabulary:

1 Present simple indicating past time

2 Tense revision: the past simple, past progressive and past perfect

Teacher’s and students’ activities Time

Warmer

Exercise1

(include oral test)

PRONUNCIATION

• Listen and repeat

- Teacher reads all the words twice, noticing students the difference between the voiced /dz/ and voiceless /ts/ sound

- Teacher reads each word aloud and clearly in listen and repeat again so that students repeat

- Teacher asks some students to repeat, correcting their pronunciation if neccesary

• Practise reading aloud these sentences

- Teacher reads these statements twice, students listens

- Students practise reading these statements in individual then in pair

- Teacher goes around to help them when necessary

- Teacher asks students find words that have consonants /m/ /n/ and /n/ in the statements

GRAMMAR

- Students practise in pair, discussing to put the correct

6m7m

15m

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 you doing

8 was not wearing/ didn’t notice/ was drivimg

1 had eaten/ arrived

2 found/ had taken

3 got/ had closed

4 got/ had left

5 got/ had arrived

6 paid/ had phoned

7 went/ said/ hadn’t arrived

8 had looked/ asked/ cost

- Write down the answers in their notebooks

- Prepare the reading part for the next period

15m

2m

THE FIRST PERIOD TESTTHE ELEVENTH FORMTIME ALLOWED: 45’

I/ Choose the word which has the underlined part pronounced differently

from the rest.

1 a happy b husband c have d hour

2 a childless b watching c machine d choose

3 a war b work c world d.whom

4 a.bring b every c remember d party

5 a village b dangerous c gossip d passenger

II/ Choose a,b,c or d that bests completes each underlined sentence:

substitudes the underlined part; or has a close meaning to the original one.

6 They lit the ……… and began to sing “ Happy Birthday”

a presents b toys c candles d flowers

7 When the candles were blown …… , the room was in dark

8 You need to be more……… if you want to become a novelist

a imagine b imagination c imaginative d imaginatively

9 She looked so great …………her new dress

10 The new law forces industries to be more………with natural resources

carefully

11 The exam is coming so the teachers made their students……… a lot

a study b to study c studying d studied

12 ………friend in need is ……… friend indeed

a The/ the b A/ a c No art./ no art d No art./ the

13 He is not good… Maths He is incapable………calculating

a at/ of b on/ for c for/ of d with/ in

14 Daisy is so ………… She only cares about herself, not about other

people

a helpful b talkative c loyal d selfish

15.She find it difficult to get…………with new friends

a acquainted b acquaint c acquaintance d

acquaintanting

16 My friends often shows her ……….whenever I have troubles

a sympathetic b sympathize c sympathy d sympathetically

17 If you ………to contact me sometime next week I …………at the Sheration

in San Francisco

a will need/ stay b need/ will stay

c will need/ will stay d have needed/ is going to stay

18 When he … off the plane, I ……….for him for half an hour

a gets/ will wait b got/ had been waiting

c had got/ was waiting d has got/ will be waiting

19 We did not have …… the essay so we asked the teacher for a delay

a time enough for writing

b time enough to write

c enough time for writing

d enough time to write

20 Man is engaged in a ………struggle with Nature

a constant b constanly c constancy d inconstantly

21 Those villagers are very ………….to visitors

a hospitable b hospitally c hospital d hospitalities

22 …… friendship is……….two-side affair

a The/a b A/ an c A/ the d No article/ a

23 The children…… they can not keep silent

a seem to be so excited that

b seem being so excited that

c seem to be very excited that

d seem being very excited that

24 He has only one……… in life – To become rich

a secret b quality c feeling d aim

25 After …… dinner, he went out for a walk

a a has had b having c have had d has

26 His knowledge …… since he got the habit of reading

a develops b developed c has developed d have developed

27 Do this work … one

a wearing fashionable clothes b doing things carefully

c acting in a secret or deceptive wayd doing things carelessly

30.The life boat was launched at once to rescue the four fishermen

a quickly b carefully c immediately d.excitedly

31 Do it … the way that I have ever told you

32 Look! Mary is …… a beautiful new dress She looks so pretty in the dress

a bringing b carrying c putting on d wearing

33 The police let him…….after they had asked him some questions

a to leave b leave c leaving d left

34 he/ wavy/ brown eyes

a He has got wavy hair and brown eyes

b He has got a wavy hair and brown eyes

c He has a wavy hair with brown eyes

d He is wavy hair and brown eyes

35 Those tourists were ……their journey

a enough tired to continue b too tired to continue

c very tired that they could not continue d too tired for

continuing

III/ Read the passage carefully and choose the correct answer.

If you are invited to an American friend’s home for dinner, remember these general rules for polite behaviour First of all, arrive approximately

on time but not early Americans expect promptness It will be all right to

be 10 or 15 minutes late, but not 45 minutes late When you are invited to someone’s home for meal, it is polite to bring a small gift Flowers and candy are always appropriate If you have something attractive made in

your country, your host or hostess will certainly enjoy receiving that gift What will you do if you are served some food that you can not eat or you

do not like? Do not make a fuss about it Simply eat what you canand hope that no one noticed it Be sure to complement the cook on the food that you are enjoying Do not leave immediately after dinner, but do not over-stay your welcome, either The next day, call or write a thank- you note to say how much you enjoyed the evening

36 If you are invited to American friend’s home,………….

a punctuality is appreciated

b you should go late a bit

c politeness is not necessary

d you should be late at least 45 minutes

37 When you come to someone’s house for dinner,………

a do not care about gifts

b bring a lot of gifts

c bring some flowers, candy or something made in your native country

d you should never offer any gift

38 If there is some food that you cannot eat,………

a make a fuss about it

b do not makwe a fuss about it

c ask the host to cook you another dish

d do not eat anything

39 Which sentence is NOT true?

a You should not compliment the cook on the food

b you should not overstay

c You should not make someone notice that you do not like the food

d you should not leave immediately after dinner

40 The next day, ………

a you shouldn’t say thank- you

b remember to thank to host for the dinner

c say nothing to the host

d invite the host to your house

THE FIRST PERIOD TESTTHE ELEVENTH FORM

TIME ALLOWED: 45’’

I/ Choose the word which has the underlined part pronounced differently

from the rest.

1 a childless b watching c machine d choose

2 a village b dangerous c gossip d passenger

3 a.bring b every c remember d party

4 a war b work c world d.whom

5 a happy b husband c have d hour

II/ Choose a,b,c or d that bests completes each underlined sentence:

substitudes the underlined part; or has a close meaning to the original one.

6 Do this work … one

a wearing fashionable clothes b doing things carefully

c acting in a secret or deceptive wayd doing things carelessly

9.The life boat was launched at once to rescue the four fishermen

a quickly b carefully c immediately d.excitedly

10 They lit the ……… and began to sing “ Happy Birthday”

a presents b toys c candles d flowers

11 The new law forces industries to be more………with natural resources

carefully

12 The exam is coming so the teachers made their students……… a lot

a study b to study c studying d studied

13.………friend in need is ……… friend indeed

a The/ the b A/ a c No art./ no art d No art./ the

14 He is not good… maths He is incapable………calculating

a at/ of b on/ for c for/ of d with/ in

15 Daisy is so ………… She only cares about herself, not about other

people

a helpful b selfish c loyal d talkative

16.She find it difficult to get…………with new friends

a acquaint b acquaintanting c acquaintanced d acquainted

17 My friends often shows her ……….whenever I have troubles

a sympathy b sympathize c sympathetic d sympathetically

18 If you ………to contact me sometime next week I …………at the Sheration

in San Francisco

a will need/ stay b need/ will stay

c will need/ will stay d have needed/ is going to stay

19 When the candles were blown …… , the room was in dark

a out b of c at d in

20 You need to be more……… if you want to become a novelist

a imagine b imagination c imaginative d

a bringing b carrying c putting on d wearing

23 The police let him…….after they had asked him some questions

a to leave b leave c leaving d left

24 When he … off the plane, I ……….for him for half an hour

a gets/ will wait b got/ had been waiting

c had got/ was waiting d has got/ will be waiting

25.…… friendship is……….two-side affair

a The/a b A/ an c A/ the d No article/ a

26 The children…… they can not keep silent

e seem to be so excited that

f seem being so excited that

g seem to be very excited that

h seem being very excited that

27 He has only one……… in life – To become rich

a secret b quality c feeling d aim

28 We did not have …… the essay so we asked the teacher for a delay

e time enough for writing

f time enough to write

g enough time for writing

h enough time to write

29 Man is engaged in a ………struggle with Nature

a constant b constanly c constancy d inconstantly

30 Those villagers are very ………….to visitors

a hospitable b hospitally c hospitalities d hospitalities

31 After …… dinner, he went out for a walk

a a has had b having c have had d has

32 His knowledge …… since he got the habit of reading

a develops b developed c has developed d have developed

33 Do it … the way that I have ever told you

34 he/ wavy/ brown eyes

a He has got wavy hair and brown eyes

b He has got a wavy hair and brown eyes

c He has a wavy hair with brown eyes

d He is wavy hair and brown eyes

35 Those tourists were ……their journey

a enough tired to continue b too tired to continue

c very tired that they could not continue d too tired for

continuing

III/ Read the passage carefully and choose the correct answer.

If you are invited to an American friend’s home for dinner, remember these general rules for polite behaviour First of all, arrive approximately

on time but not early Americans expect promptness It will be all right to

be 10 or 15 minutes late, but not 45 minutes late When you are invited to someone’s home for meal, it is polite to bring a small gift Flowers and candy are always appropriate If you have something attractive made in your country, your host or hostess will certainly enjoy receiving that gift What will you do if you are served some food that you can not eat or you

do not like? Do not make a fuss about it Simply eat what you canand

hope that no one noticed it Be sure to complement the cook on the food that you are enjoying Do not leave immediately after dinner, but do not over-stay your welcome, either The next day, call or write a thank- you note to say how much you enjoyed the evening.

36 If you are invited to American friend’s home,………….

a politeness is not necessary

b you should go late a bit

c you should be late at least 45 minutes

d punctuality is appreciated

37 When you come to someone’s house for dinner,………

a bring a lot of gifts

b bring some flowers, candy or something made in your native country

c you should never offer any gift

d do not care about gifts

38 If there is some food that you cannot eat,………

a ask the host to cook you another dish

b make a fuss about it

c do not make a fuss about it

d do not eat anything

39 Which sentence is NOT true?

a You should not make someone notice that you do not like the food

b You should not compliment the cook on the food

c you should not overstay

d you should not leave immediately after dinner

40 The next day, ………

a say nothing to the host

b you shouldn’t say thank- you

c remember to thank to host for the dinner

d invite the host to your house

- read to get the information from the reading text and correct the wrong information in the sentence.

- Compare, relate the information in the reading text to the personal

experience and to the one aroud

2 Speaking

- Ask and give recommendation about the way to celebrate a birthday

- Tell a party that a student has recently take part in

3 Listening

- Hear about a birthday party and choose the true – false sentences

- Listen and answer the questions

- Sumarize the listening text through speaking and listening

4 Writing

- Understand the content and structure of a letter of invitation

- Write a letter of invitation

II/ Language knowledge

1 Pronunciation: Pronounce correctly three consonants / l/, /r/, /h/ in

single words and statements

2 Grammar and vocabulary:

- Use correctly To- Infinitive and Gerund, Passive of To- infinitive in

statements and passage

TEACHING AIDS

* Tape recorder and tapes

* Pictures in text book and some visual aids

- Pupils ompare, relate the information in the reading text to the

personal experience and to the one aroud

Teacher’s and students’ activities Time

2 What are they celebrating?

- Students work in pair

- Pupil open their books and read after the cassette

- Teacher asks students to read the text silently, try to understand the content of the reading text

- Teacher explains some difficult words to help students comprehend the text more easily

- Students do the tasks as directed

- Teacher reads the instruction: decide which of the activities below take place at a birthday party or at a wedding anniversary party or at both Put the tick in the right box

- Teacher asks students to read the text again, then the sentences an

- Students work in individual

- Teacher divides students into groups to compare the answers after they finish their task

- Teacher gives correction before class

After you

read

Homework

sentences, there is ONE word which is not true according

to the reading passage Underline the wrong word and provide the correct one

- Teacher asks students to read the text silently again to find the wrong words and correct them

- Students work in individual and discuss in pairs

- The individual writes the answer key on the blackboard

- Teacher gives correction before class

2 Do your parents celebrate their wedding anniversaries?

3 Are you going to celebrate your weddinganniversaries

in the future? Why (not)?

- Students work in group

- Students learn the new vocabulary by heart and make sentence with them

- Write down the activities take place in a birthday party and an anniversary

UNIT 3: A PARTYLESSON 2: SPEAKINGOBJECTIVES

1 Aims : By the end of the lesson, sts will be able to:

- Talk about the party that they have been to

- Asking and making suggestions about how to organize a birthday party

2 Teaching aids: Charts, pictures

1 Method: Communicative approach

2 Procedures :

Stages/

Warm-up

5’ Questions:1 Do you like parties?

2 Have you ever been to any party?

- Whose party was it?

- What was the occasion?

- Did you take the gift for the host?

- Who did you go with?

- Where was the party?

- Were there any decorations?

- Were there a lot of people there?

- Did you know most of the people there?

- What sort of food and drink did you have?

- What was the music like?

- Did you dance?

- Did you meet anybody nice there?

- What time did it finish?

- Did you stay to the end?

- T asks sts to read the questions, thinking proper answers for themselves and choose the things they want to talk about

- T calls on some sts to give the answer The rest of the class give comments

- food and drink

T asks sts to work in pairs, telling their partner about the party, using the results in Task 1

- T asks sts to work in groups, discussing how to organize the best party for the competition, using the suggestions given

T calls on some representatives

to give their performance

The rest of the class give comments

**********************

UNIT 3: A PARTYLESSON 3: LISTENINGOBJECTIVES

1.Aims: By the end of the lesson, sts will be able to:

- Listen for specific information

- Know more about volunteer work

2 Teaching aids: casstette

3 Method: Communicative approach

4 Procedure:

- Teacher writes 6 words on the board.

- Sts read and point out which word does not “ belong” to the othersPre-

1 informal

2 30 street children

3 250 children ( with difficulties

4 1998

5 volunteers, JuneTask 2:

1 It provides classes to disadvantaged children in

Ho Chi Minh City

2 Dance, Theatre, singing and folk music 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 one of the largest hotels in HCM City

5 They are needed because the school needs help to organise the dinner held

_ T plays the tape and asks sts

to listen and fill in the missing information

Let students listen to the passage again and find the answers

The activities the children at the school take part in

The kinds of volunteers that Sring School requires

- T asks sts to work in pair to tell about Spring School, using the following suggestions

- T goes round the class to give help where necessary

- T calls on some sts to report before class

Homework

1’ T ask sts to sumarize the story about Spring School

UNIT 3: A PARTYLESSON 4: WRITINGOBJECTIVES

1 Aims: By the end of the lesson, students will be able to write a

formal letter expressing gratitude

2 Teaching aids: Charts

3 Method: Communicative approach

- T asks sts to make words beginning with letterD

- T writes the letter D on the blackboard and asks sts

to make as many words beginning with D as they can

Pre-writing

10’ Teaching vocabulary:- Amount(n): a sum of money

- Issue(v):

- assistance(n)

- How the receipt is issued: We will certainly issue a receipt as soon as possiple.

- The gratitude to the donor: I would like to express our thanks for the donation from your

company

- The closing of the letter: I look forward to hearing from you soon Yours faithfully

- Sts underline the sentences that express the following points

- T asks pupils to write down in their notebook, choose one of them to write on the blacboard

- T goes around to control and give help

- T asks the whole class to correct the mistakes the task on the blacboard

Homework

2’ - T asks sts to write a letter of thank for a birthday

present

UNIT 3: A PARTYLESSON 5: LANGUAGE FOCUS

OBJECTIVES

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

- distinguish between the sound /l/ /r/ and /h/ and pronounce precisely

- understand the usage between gerund and infinitive in active and passive

2 Teaching aids: charts, textbooks

3 Method: communicative approach

• Pronunciation/l/ /r/ /h/

Lunch pretty hitLovely Europe houseLemonade parent holidayJelly really hospitalGlass restaurant husbandSalad library helicopter

* GrammarEg:

1 having taken

Activities

- T reads the words: “ lunch,really, hit” aloud

- T asks sts to give initial consonant sounds of the words , then introduce the sounds /l/, /r/,/h/

- T reads the sounds and the words, then asks sts to repeat

- T makes correction

if needed

- T gives some examples using Gerund, Present participle, Perfect gerund and Perfect present participle

- By the end of the lesson, students will be able to read for specific

information and understand volunteer work

2 TEACHING AIDS: charts, pictures

3 METHOD: communicative approach

up - What are the people in the picture doing?

- Picture1: She is helping an orphan to

do it or without getting paid for it

 voluntary (a)