Giáo án tiếng anh 11 hay nhất

most unforgettable experience in her life - Gets sts to underline the key words in the statements - Plays the recording and get sts to listen to the first part From the beginning to mi

2 Skills: Explanation, asking and answering

3 Attitude : Notice the lesson

II Preparations :

1 Teacher: Exercises, handouts

2 Students: Knowledge

III Methods: explanation, discussion

IV Steps of teaching :

Teacher and students’ activities Content

- have sts revise V-ing

by giving example, then ask them to

give structure and the usage of V-ing

Eg4:- You should lock the door when

leaving your room.

Eg 5:

- I spent thirty minutes doing this

exercise.

- have sts revise to-V

by giving example, then ask them to

give structure and the usage of to-V

Eg 1:- To become a famous singer is her

dream.

E.g 2:

- What I like is to swim in the sea and

then to lie on the warm sand.

Eg 3: It was late, so we decided to take

- followed phrases: cant’ help (không thể không), can’t bear / can’t stand (không thể chịu được), be used to, get used to, look forward to, it’s no use / it’s no good (không

có ích lợi gì), be busy, be worth (đáng giá)

- followed prepositions: in, on, at, from, to, about

- followed conjunctions: after, before, when, while, since

a taxi home.

Eg 4: I’m pleased to see you.

Eg 5:

- It is interesting to study English

- I’m happy to receive your latter.

- I find it difficult to learn English

vocabulary.

- ask sts to work in pairs to practice

using V-ing or To-Verb

- go around and provide help if

necessary

- call Sts to give the answer on board

and give feedback

- Sts do exercises in pairs then give

- to show purpose

Practice

Choose the correct form of verb (v-ing or to-v) to complete these sentences:

1 Henry shouldn’t risk (to drive/driving) so fast.

2 He demands (to know/knowing) what is going on.

3 She is looking forward to (return/returning) to her country.

4 There is no excuse for (to leave/leaving) the room in this condition.

5 Gerald returned to his home after (to leave/leaving) the game.

Complete sentences by filling the blank with a V-ing or

a To-V

6 Could you please stop……… so much noise?

7 I enjoy ………to music.

8 I considered ……… for the job but in the end I decided against it.

9 Have you finished ………your hair yet?

10 If you walk into the road without looking, you risk………knocked down.

KEYS:

1 driving 2 to know 3 returning 4 leaving 5 leaving 6 making 7 listening 8 applying 9 Washing 10 being

4 Consolidation: revise the structures, usage and give examples for to verb, V-ing

5.Homework: Revise reported speech

III Methods: explanation, discussion

IV Steps of teaching :

1 Organization :

Class Teaching date Attendances Absentees

T: - have sts revise reported

speech with gerund by giving

example, then ask them to give

structure

- go around and make sure that

all students are doing their task

- provide help if necessary

Sts: give example on reported

speech with Ving and give its

structure

- write answer on the board

- listen to T feedback and

notedown

T: - have sts revise reported

I REPORTED SPEECH WITH GERUND 1.Apologize / apologise (to sb) for V-ing (xin lỗi việc gì)

Ex : “ Sorry, I made you disappointed”, the man said -> The man apologized for making me disappointed.

2.Accuse + sb + of V-ing (buộc tội ai về điều gì)

Ex : “ You have stolen my bike yesterday” the boy said to his friend.

-> The boy accused his friend of having stolen his bike the day before.

3.Admit (admitted) + V-ing : thừa nhận điều gì.

Ex : “ I told lie” , he said.

- He admitted telling lie.

4 Congratulate + sb + on V-ing (Chúc mừng ai việc gì).

Ex : “Congratulation ! You won the quiz show.” , my teacher said to me

- My teacher congratulated me on winning the quiz show

5.Deny + V-ing ( từ chối, phủ nhận điều gì)

Ex : “ I didn’t do that” , he said.

- He denied doing that.

6 Insist on + V-ing : (khăng khăng, cố nài làm việc gì)

Ex : “ I really need to meet you” , he said to her.

- He insisted on meeting her.

7.Look forward to V-ing (rất mong đợi làm việc gì

Ex : “ I feel like to go out with you tonight.” The boy said to his friend.

- The boy look forward to going out with his friend”

8.Prevent + sb + from V-ing = Stop + sb + from V-ing (ngăn cản ko cho ai làm gì)

Ex : “I won’t allow you to play games ” , mother said to the

boy.-> Mother prevented / stopped the boy from playing games.

9.Suggest + V-ing : Đề nghị làm gì Suggest that S + should + V (ng thể) + … : Đề nghị rằng ai đó nên làm gì.

Ex : “ Shall we go out for dinner ?” he said to us.

- He suggested going out for dinner./He suggested that we should

go out for dinner.

10.Thank + sb + for V-ing (cảm ơn ai về việc gì)

Ex : “ It’s very kind of you to show me the way” , the stranger said to the little girl.

- The stranger thanked the little girl for showing him the way.

11 complimented sb on Ving/st: khen ngợi ai điều gì

“I’ve passed my exam” – “Welldone”

My mom complimented me on having passed my exam.

12 congratulated sb on Ving: chúc mừng ai điều gì

speech with To-V by giving

example, then ask them to give

structure

- go around and make sure that

all students are doing their task

- provide help if necessary

Sts: give example on reported

speech with To-V and give its

structure

- write answer on the board

- listen to T feedback and

notedown

She congratulated me on having a new car.

II REPORTED SPEECH WITH TO-V

3 Pleaded with sb to V: nài nỉ ai làm gì

“Please Don’t drive so fast” she said to her boyfriend.

->She pleaded with her boyfriend not to drive so fast.

4 ask sb to V: yêu cầu ai làm gì

“Close your book” teacher said to the student -> Teacher asked the student to close his book.

5 told sb to V: bảo ai làm gì

The shopkeeper told me to sit there.

6 order sb to V: ra lệnh cho ai làm gì

“Give me your driver licence”

-> The police ordered me to give him my driver licence.

7 promised to V: hứa làm gì

He promised to send that letter.

8 reminded sb to V: nhắc nhở ai làm gì

“Don’t forget to bring the books back”

She reminded me to bring the books back.

4 Consolidation: revise the structures, usage and give examples for to verb, V-ing

5.Homework: Revise reported speech

Date of preparation :

Period 3 Unit 1 Friendship – A Reading

I Aims

1 Knowledge: Students will be able to read a passage of 240-270 words for general or specific

information about friendship

2 Skills: Use English a language of communication in the basic form reading

3 Attitude: Have good attitude toward friendship

II Preparations :

1 Teacher: pictures, overhead projector, CD player

2 Students: notebook, new words

III Methods: explanation, discussion, pair work, group work

IV Steps of teaching :

- Ask some questions:

- What are the people in the picture

I Before you read

* Vocabulary:

- Unselfish (a) : (example)

- Are they happy?

- Ask Ss to open the book and read the

poem about a friend

Transition: - In today’s reading, we’ll

get to know more about friend and

friendship.

Sts: - Look at the picture

- Answer the questions

- Read the poem and tell the meaning.

- Read out their sentences, others give

remarks

T: Ask Ss to open their book and read

the passage and do task t1 and 2 in

pairs

Sts: Do task 1 and 2 in pairs

- give the answer and listen to

feedback

T: - Ask sts to answer all the questions

in the book

1 What is the first quality for true

friendship and what does it tell you ?

2 Why are changeable and uncertain

people are inapable of true friendship?

3 What is the third quality for true

friendship and what does it tell you ?

4 Why are there must be a mutual

trust between friends?

5 Why can’t people who talk too

much keep a friend long ?

6.What is the last quality for true

friendshipand what does it tell you ?

T: Ask Ss to work in groups to discuss

II While you read

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

1 Good friendship should be based on mutual understanding.

2 The children seem to be incapable of working quietly by

themselves

3 He is an unselfish man He always helps people without

thinking of his own benefit.

4 An acquaintance is a person one simply knows, and a friend

is an person with whom one has a deeper relationships.

5 You can’t always insist on your own way – there has to be

some give and take.

6 Despite many changes in his life, he remained loyal to his

working principles.

7 He started to get suspicious when she told him that she had

been to Britain for many times.

2 Task 2 : The ideas of the whole passage

Key: B ( Conditions of true friendship

3.Task 3: Answer questions Suggested Answer:

Q1 The first quality for true friendship is unselfishness It tells

us that a man who is concerned only with their own interests and feelings cannot be a true friend.

Q2 Changeable and uncertain people are inapable of true friendship because they take up an interest with enthusiams, but they are soon tired of it, and they feelthe attraction of some new objects.

Q3 The third quality for true friendship is loyalty It tells us 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.

Q4 There must be a mutual trust between friends because if not, people cannot feel safe when telling the other his or her secrets.

Q5 Talkative people can not keep a friend long because they cannot keep a secret of their own or of their friends’.

Q6 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.

the question : “ Why do we need to

have friends?”

discuss the question :

“ Why do we need to have friends?”

III After you read

Suggested discuss:

St1: Do you think that friendship is an essential factor for life? St2: Of course The true friendship is a mysterious thing which can bring us boundless joy and saves us from distress or difficulties in life.

St3: It’s true Suppose when you feel depressed or sorrowful, you can tell them to your close friend, and he gives you some consolation or comfort.

4 Consolidation: Gives the main points of the lesson : Conditions of true friendship 5 Homework: - Ask students to learn by heart all the new words and summary the passage

Date of preparation :

Period 4 Unit 1 Friendship – B Speaking

I Aims

1 Knowledge: Students will be able to talk about physical characteristics and personalities; discuss

qualities for true friendship; talk about a close friend

2 Skills: Use English a language of communication in the basic form speaking

3 Attitude: Have good attitude toward friendship

II Preparations :

1 Teacher: pictures, overhead projector

2 Students: notebook, new words

III Methods: explanation, discussion, pair work, group work

IV Steps of teaching :

T: Give the handouts.

Match the adjective from the box with the

parts of the body

Sts: Get the handouts and work in pairs

Match the adjective from the box with the

parts of the body:

T: - Help them use those words in their own

sentences to describe one of their friends in

their class.

Elicit them by asking:

+ What does he / she look like?

+ What is / she like?

Short – broad – straight – tallish – crooked – pointed – oval – turn-up square – flat – large – wide – wrinkled – dyed – long - curly

Parts of the body Adjectives Face

Nose Hair Forehead Height

+ Is he / she tall?

Sts: Describe one of their friends.

Take part in the teacher’s work.

T: -Ask Ss to open their books and describe

the four persons in the textbook.

- Give them some useful expressions:

- He is of medium height.

- He has got a square face with blue eyes

- She wears her hair in a pony tail

- Her long hair hangs down to her

shoulder

T: - ask Sts work in pairs and play the role.

One is interviewing the interviewee about a

friend of his or hers who has just won the

first international prize in Maths One has a

friend whom he admire greatly She/He has

just won the first international prize in

Maths

- Help Sts with some sample sentences

T: Hello, I’m ……… I’m a journalist for …

T: I know you are …… ….friend Could you

give me some information about …… ?

- When was he born? / What’s he like?

- What’s his hobby? / What does he do in

his free time? / Why is he interested in

math? / how much time does he spend on

math?/ What made him so successful?, etc

…

T: Thanks for giving me time Bye

Sts: - Get feedback and remark

I Before you spẹak Task 1 Work in pair Look at the people below and

describe their physical characteristics

A: Can you describe the woman in the picture?

B: Sure She’s sort of tall She has long wavy hair with

an oval face.

A: What does the girl in the picture look like?

D: She’s of medium height She has straight short hair with glasses.

E: Can you describe the boy in the picture?

F: Well, he’s neither tall nor short He has short hair and

looks handsome with his glasses

II While you speak Task 2 Work in groups Discuss and number the

following personalities in order of importance in friendship Report your results to the class.

A: Which of these personalities do you think is the most important in friendship?

B: If you ask me, I think sincerity and honesty are of the most importance

C: What about generosity and modesty?

A: These personalities are the next in order of importance

B: In addition, as to me, a good friend must be caring and hospitable, too

C: Sure, and don’t you think a true friend must be understanding towards others?

A: What’s more, he should be helpful, that is he ought to help his friends in needy circumstances.

III After you speak Task 3 Role-play Talk about a famous friend

J: Hello, I’ve heard your best friend has just won an international prize in Mathematics.

Y: Yes J: Can I have his name?

Y: Sure His name’s Viet Ha J: Can you describe your friend?

Y: Well He’s kind of slim and of medium height He has

a high and broad forehead and bright eyes.

J: What’s he like?

Y: He’s friendly and helpful And specially he has a good sense of humour In class, he sometimes tells us funny jokes which make us laugh a lot.

J: Can you tell me something about his interest in Maths?

Y: Of course We’ve been in the same class since we were in Grade six He has a special taste in Maths We

often say he was born with the talent of Maths J: One more question What makes him popular in school?

Y: Well, he’s very friendly and helpful He’s willing to help friends who gets in trouble with Maths Never does

he refuse friends’ call for help.

J: Thanks a lot for your information Y: It’s my pleasure

4 Consolidation: : talk about physical characteristics and personalities

5 Homework: - Ask students to talk about a close friend

Date of preparation :

Period 5 Unit 1 Friendship – C Listening

I Aims

1 Knowledge: Students will be able to listen to a monologue or a dialogue of 150-180 words for

general or specific information about friendship.

2 Skills: Use English a language of communication in the basic form listening

3 Attitude: Have good attitude toward friendship

II Preparations :

1 Teacher: pictures, overhead projector, CD player

2 Students: notebook, new words

III Methods: explanation, discussion, pair work, group work

IV Steps of teaching :

T: - Divide class into 2 goups

- have sts listen description and decide

which picture they hear

- Check Ss’understanding of the

instructions and let them start the game.

Sts: listen and note down things

described in the pictures

T: get sts to work in pairs and answer the

questions:

1 Who is your best friend?

2 How did you happen to meet him or

her?

3 How long have you known each

Matching

1 apartment building picture 4

2 sense of humour picture 1

1 My best friend is Minh Ha

2 I met and knew him when I was transferred to this school two years ago.

3 We’ve known each other since then.

4 Oh What’s made me admire him most is his simple and modest lifestyle Although he’s the best student in our class, he’s very helpful and pleasant Nearly never do

I see him refuse friends’ call for help.

4 What qualities do you admire in your

best friend?

T: Set the scene to teach the Help Ss to

read those words

Sts: listen to the tape twice and repeat

aloud

T: Introduction “You will hear Lan and

Long talk about their best friends Listen

to their talks and then do the tasks that

follow.”

Sts:

Listen and do the task in pairs

Listen and discuss the answers

Listen again and give the answers

Go to the Bb to write down their

answers.

T: Have sts discuss to complete the table

then listen one more time to finish the

How and where Lan and Ha met?

What they like about their friends?

How and where Long and Minh met?

What they like about their friends?

T: Get sts to work in pair and take turns

- To share (situation)

- To introduce ( situation)

II.While you listen

1 Task 1 True/False statement Lan’s talk

1 Ha and Lan shared an apartment in nguyen Cong Tru Residential Area in Hanoi F (They used to live in Nguyen Cong Tru Residential Area in Hanoi)

2 Lan thinks that Haiphong people are unfriendly F(It is said that Haiphong people are cold)

3 Lan spent two days in Do Son T

4 Ha took Lan to Do Son on her motorbike F

5 Ha introduced Lan to a number of her friends there T

6 Ha and Lan have become friends since Lan’s trip to Do Son F (They’ve been friends for a long time)

Long’s talk

1 Minh abd Long have been friends since school F

2 Long was a guitarist F

3 Long loves Minh’s sense of humour T

4 They have a lot of things in common T

5 Minh always helped Long out of difficulties T

2 Task 2 Complete the table III After you listen

How / where they met Lan - They used to live in the same residential

area in Hanoi

- Lan went on a two-day trip to Do Son and Ha went there to help her

- Ha’s very friendly and helpful

- Ha’s sociable She’s got many friends in

Do Son and she introduced Lan around.

Long - They met in college

- Minh played the guitar and Long was a singer

- they worked together

- Minh has a sense of humour

- Minh likes to go to plays and movies

- Minh is a good listener

- Minh is friendly and helpful

- Retell the relationship between Lan and Ha, Long and Minh

to talk about how Ha has been L;an’s

best friend and how Minh has been

Long’s best friend

Sts: Work in groups.

Discuss opinions.

4 Consolidation: : Lan and Long’s best friend

5 Homework: Talk about how Ha has been Lan’s best friend and how Minh has been Long’s best

1 Knowledge: Students will be able to write about a friend within 120-130 words based on

suggested words cues or idea prompts

2 Skills: Use English a language of communication in the basic form writing

3 Attitude: Have good attitude toward friendship

II Preparations :

1 Teacher: textbook, sample sentences, sample writing

2 Students: notebook, new words

III Methods: explanation, discussion, pair work, group work

IV Steps of teaching :

Warm up: Game: Name Poem

T:- Ask each student to use his/her partner’s

name to write an acrostic poem He/she has to

use the adjectives beginning with the letters of

the name to describe his/her friends’s

personality or appearance.

- Call on some Ss to write their poems on the

board.

- Check with the class.

Sts:- Look and do as directed

Give the meaning

Check his friend’s writing

Come to the Bb

Open their books

Do as directed

T: Lead – in: These adjective can help you

write a description of a person Our lesson

today is to write a description of a friend of

yours.

Others give their opinions

Correct their mistakes

- Review some useful words

Sts: Review some useful words that helps

them to describe someone ( speaking lesson)

- Share their ideas and writing with friend

- make the outline

- Share their ideas and writing with his friend

T: Ask two students write their writing on the

Bb.

- Let Ss to remark before giving feedback.

- Correct the mistakes and give marks.

Example:

Tien is my friend.

Tallented Intelligent Easy-going Nice

Thang is my friend Tall and thin Helpful is everyone Active in class Neat and tidy Generous in giving help

I Before you write

Outline for writing + name, age Sex and home address, when and where you met him/her

Ex: Of all my classmates, I like to play with Hoa, who is also my good neighbor

+ physical charecteristics (height, hair, eyes, face, clothes…) and personalities (helpful, sincere ) Ex: If you first meet her, you’ll be impressed by her short hair, high nose and big brown eyes, which always shine I can read in them her most intimate feelings and intelligence Hoa has a strong tendency

to be sociable.

Parts of the body Adjectives

Nose Crooked, Straight Hair Straight, long, curly Forehead Short, broad

+ What I like most about him / her is

+ We have the same interest in

+ It is her / him who I can share

+ I first met him / her in ( when

II While you write

Sts: -Two students write the writing on the Bb

- Listen to the teacher to correct the writing

when I attended this school in 2000.

He’s of medium height with short balck hair He has

a high forehead and bright black eyes He’s always well-groomed although his family is poor In spite of

of being one of the one of the best students in school, Hieu is very helpful and modest He always gives a helping hand whenever being asked Personally, when I get into trouble, especially in Maths-his best subject-he’s always beside me at my call And this is the finest personality of his, which makes everyone in my class as well as in the whole school like him.

III After you write

Checking grammar and vocabulary mistakes

4 Consolidation:

How to write about a friend

5 Homework:

- Ask students to complete their writing

- Ask students to repare for new lesson: Language focus

Date of preparation :

Period 7 Unit 1 Friendship – E Language focus

I Aims

1 Knowledge: Grammar: - Infinitive with/without To

Vocabulary: - Words to describe physical characteristics, personalities and friendship

2 Skills: Explanation

3 Attitude: Notice the lesson

II Preparations :

1 Teacher: textbook, sample sentences, CD players

2 Students: notebook, new words

III Methods: explanation, discussion, pair work, group work

IV Steps of teaching :

Teacher and students’ activities Content

T: - show pictures of “Chair” & “Bridge”

I Pronunciation:

+ Listen and repeat

- Ask Ss to read those word and tell the

Sts: - listen to the sounds and repeat aloud

- Listen words and sentences and repeat

aloud

- Practice the dialogue and replace situation

if possible.

T: - Stick a sentence on the Bb

- Ask Ss to give more verb following the

bare infinitive if possible.

- Introduce the new lesson

- Write the structure on the Bb

Ss: practice the exercises given in the

textbook

- read out the answers

- Answer the teacher’s questions

- Draw out the structure

T: Ask Ss to do the given exercises in

+ Practise reading aloud

1 Just outside the village, there’s a bridge.

2 Jane always enjoys George’s jokes.

3 Two jeeps went over the edge of the bridge.

4 Which picture do you think the child wants to change?

5 Mix the mushrooms, chili and cheese.

6 Do you like French salad and fish and chips?

II Grammar

1 Infinitive without to S+ Perceptive verbs + Object + Bare inf

- see - hear - listen to

- watch - feel - smell - taste

- observe , notice Other verbs : let make , help

Ex:

A: Where is Nam?

B: I saw him go out a minute ago.

A: What wrong with him?

B: I heard him say that he is not well.

2 Infinitive with to Ex:

A: What do we go to school for?

B: We go to school to enrich our mind with knowledge.

*“To infinitive” is used in these sentences to express

a purpose.

Practice – Exercise

Exercise 1 Making sentences

1 Who wants something to eat?

2 I have some letter 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 lovely to see you again.

7 It is/was too cold to go out.

8 I am/was happy to know that you have passed the exam.

Sts: Do the exercise and compare with the

partner

Come to the Bb ad write down their answer.

Exercise 2 Rewrite sentences

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 the window.

6 Do you think the company will made 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

4 Consolidation:

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

5 Homework:

- Ask students to do all exercises in the book

- Ask students to repare for new lesson: Unit 2: Reading

Date of preparation :

Period 8 Unit 2 Personal experiences – A Reading

I Aims

1 Knowledge: Students will be able to read a passage of 240-270 words for general or specific

information about personal experiences

2 Skills: Use English a language of communication in the basic form reading

3 Attitude: Have good attitude toward embarrassing experiences

II Preparations :

1 Teacher: textbook, pictures, CD players

2 Students: notebook, new words

III Methods: explanation, discussion, pair work, group work

IV Steps of teaching :

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?

Sts: Discuss and find out the words

Fill in the blanks

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”.

T: - have sts listen to new words and repeat aloud

- Ask sts to read all the sentences and find out the

new wods to fill in the blank

Sts: - go to the board and write down answer

- Listen to the teacher to correct answers.

T: Ask Ss to open their book and listen to the

+ What did she see in the boy’s bag?

+ Why did she decide to take the money from the

boy’s bag without saying anything about it ?

+ What did she do with the money ?

Sts: - work in pairs to answer question

- act out in front of the class

Keys: sad , happy, excited , bored , frightened, upset, confused, etc

I Before you read

* Vocabulary:

- Embarrassing (a) : (situation) bối rối

- Extremely (adv) = very rất, cực kì

- To decide (example) quyết định

- To make a fuss (translation ) gây ầm ĩ

- To reply = answer ( synonym) đáp lại

- To imagine ( translation) tưởng tượng

- To imitate ( translation) bắt chước

* Task 1 Gap – fill

1 The girl was so shy that she didn’t look at him in the face She just at him and looked away.

2 She complains noisily about anything she doesn’t like She is the type of person who is always

3 Teenagers nowadays often have their own who they realy love and intimate in different ways.

4 I don’t like look for that man There is something about him.

- listen to T’s feedback

T: - Have Sts work in groups to discuss the

question “What do you think the girl had to do

after she discovered the money she had taken from

the boy’s bag was not hers?”

Sts: - work in groups to express their ideas

- present in front of the class

5 She bought the pretty hat of her dream.

III After you read:

Group discussion

A: What do you think the girl had to do after she discovered the money she had taken from the boy’s bag was not hers.

B: I guess she could do nothing else because the boy was a stranger

C: For me, one thing she could do was she should tell her father about the whole story and asked for advice

D: She should have bus driver find out the boy to give him the money back

4 Consolidation: : Read passage and study new words on personal experiences

5 Homework: - Ask students to learn by heart all new words

- Ask students to prepare for new lesson

Date of preparation :

Period 9 Unit 2 Personal experiences – B Speaking

I Aims

1 Knowledge: Students will be able to talk about past experiences and how they affected one’s life

2 Skills: Use English a language of communication in the basic form speaking

3 Attitude: Have good attitude toward embarrassing experiences

II Preparations :

1 Teacher: textbook, pictures, overhead projector

2 Students: notebook, new words

III Methods: explanation, discussion, pair work, group work

IV Steps of teaching :

T: “ That is the things you might have done

or experienced And now how they might

Pre-teach vocabulary:

Seriously : nghiêm trọng appreciate (v): đánh giá cao tầm quan trọng

have affected you.”

- Stick pieces of paper on the board:

- get sts to match them

Sts: - Match those things and get feedback

T: have sts do task 2 in groups of 4

Sts: Order the dialogue:

- Underline the structures:

+Have you ever …?

+How did it happen?

+When did it happen?

+How did the experience affect you?

- Sts practice aloud the dialogue in pairs

T: Ask Sts to use these structures and the

ideas in Task 1 to make similar dialogues.

- Go around helping.

*Note: Use Simple Past and Past Perfect to

talk about past experiences.

Useful structures:

+ Have you ever…

+ How did it happen?

+ When did it happen?

+ How did the experience affect you?

- Call some pairs to practice the dialogue.

- Listen and give remark

- Correct if necessary

Sts: - make similar dialogue in pairs

- act out the dialogue in front of the class

- listen to T’s feedback

attitude(n): thái độ

* suggested answer:

1b, 2d, 3h, 4a, 5e, 6g, 7c, 8f

I Before you speak

Task 2: Reorder the conversation

1b 2d 3h 4a 5e 6g 7c 8f

II While you speak

Task 2 Practise the dialogue A: Have you ever spoken English to a native speaker? B; Yex I talked to an English girl last summer.

A: How did you meet her?

B: I was walking along Trang Tien Street when an English girl came up to me and asked me the way to Goan Kiem Lake I told her then we started talking about the lake.

A: What did you talk about?

B: Everything about the lake: its name, te great turtles in

it, etc.

A: How did the experience affect you?

B: Well, it made me more interested in learning English.

III After you speak

Task 3 Work in pairs to make similar dialogues Sample 1:

A: Have you ever been serious ill?

B: yes, I’ve had a bad bronchitis And I had to be away from school for nearly a week.

A: When did it happen?

B: Last summer A: How did it happen?

B: One evening, when I left for the evening class, the sky was cloudy with black clouds in the sky My mother told me to take my raincoat but I didn’t.

A: Ao you got wet in the rain on the way home?

B: Right I got wet through and I got home in such a terrible state And that night I ran very high temperate Then I got serious ill.

A: How dod the experience affect you?

B: I missed some classes, and I learned a precious lesson: I should appreciate my health, and especially should take my parents’ advice

Sample 2:

C: Have you ever been to an other part of our country? D: Yes, I have had a short trip to Da Lat

C: When did you go there?

D: Last summer holidays C: What did you visit there?

D: I visited many beautiful and impressive sights such

as Valley of Love, verdant pine forest and Gougah and

Pongour Falls The Pongour area ranks one of the most beautiful landscapes in Vietnam The fall rushes down from forty meters high and the roar of its water can be heard as far as three kilometers away.

C: How long did you stay there?

D: Four days C: How did the trip affect you?

D: Well, it evoked a strong love of nature in me and the love for the country as well.

4 Consolidation: : make and practise dialogue on experiences

5 Homework: - Ask students to : talk about past experiences

- Ask students to prepare for new lesson: Listening

Date of preparation :

Period 10 Unit 2 Personal experiences – C Listening

I Aims

1 Knowledge: Students will be able to listen to a monologue or a dialogue of 150-180 words for

general or specific information personal experiences.

2 Skills: Use English a language of communication in the basic form listening

3 Attitude: Have good attitude toward embarrassing experiences

II Preparations :

1 Teacher: textbook, CD players

2 Students: notebook, new words

III Methods: explanation, discussion, pair work, group work

IV Steps of teaching :

-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?

- Leads to the lesson

T: Elicites the meaning of some new words

- Have sts listen to the words in the text

book and get sts to repeat

- Sticks a poster of true false statements on

the board after introducing the situation

( (Christina is being interviewed about the

Suggested answer:

In the picture, we see a house on fire The fire brigade are fighting to put out the fire and people are running away with the firemen’s help.

I Before you listen

Listen and repeat:

-Memorable (adj): đáng nhớ -Terrified (adj): kinh hoàng -Scream (v) : la hét

-Embrace (v): ôm -Escape(v): thoát

most unforgettable experience in her life )

- Gets sts to underline the key words in the

statements

- Plays the recording and get sts to listen to

the first part (From the beginning to minor

burn ) to check their prediction (two times)

Sts: - listen and find out the statement are

true or false

- Note down the answer and check with

partner

- Lisen to T’s feedback

T: - Asks the sts to recognize the part of

speech in the gaps in task 2

- plays the recording and gets sts to listen to

the second part of the dialogue (two times )

-Give feedback and plays the recording for

the 3rd time if necessary

Sts: Work in groups of four

- Discussion : Christina says that family

is important than things

- Do you agree or disagree with her? Why ?

T: - Call two groups to present in the front

- Give the corrections

-Appreciate (v): đánh giá cao

II.While you listen

1 Task 1 True/False statement

5 Her mother came and rescued her T

2 Task 2 Filling in the gap

Suggested answers (1) small (2) everything (3) family (4) replaced (5) took (6) appreciate

III.After you listen

Christina says that family is more important than things Do you agree or disagree with her? Why? Exchange your ideas with a partner.

T: Do you agree with Christina’s idea?

B: Sure It’s my idea, too T: Why do you say so?

B: According to you, what does “family” mean? T: Oh, it certainly refers to a thing nothing else can be comparable to.

B: That’s true Because material things can be bought or made up, but our parental love, in other words, the familial love is something that cannot

be found anywhere else outside the family.

T: I can’t agree more It’s true that how can we find our parents’ love and affection again when they have gone away forever?

B: So, we must appreciate and conserve it T: Yes, it’s really what each of us should impress deeply on our mind.

4 Consolidation:

Give the main point of the lesson: Listening a conversation on unforgettable experience and do

tasks

5 Homework:

- Ask students to, learn by heart new words and summarize the listening passge

- Ask students to prepare for new lesson: Writing

Date of preparation :

Period 11 Unit 2 Personal experiences – D Writing

I Aims

Knowledge: Students will be able to write a personal letter to describe a past experience within

120-130 words based on suggested word cues or idea prompts

2 Skills: Use English a language of communication in the basic form writing

3 Attitude: Have good attitude toward embarrassing experiences

II Preparations :

1 Teacher: textbook, handouts, sample writing

2 Students: notebook, new words

III Methods: explanation, discussion, pair work, group work

IV Steps of teaching :

Teacher and students’ activities Content

Warm-up: Describing the picture

T: - show a picture to sts and ask them to

describe it using the cues given

1 It/a hot day

2 The man/stop/a small deserted beach

3 He/not have/swimming-trunks

4 There/be/no people/in sight

5 The man/take off/all clothes/swim/ out

to the sea/and relax in the water

Lead-in:

Have you ever been in such a situation?

What did you do then?

Do you want to share it with your mates?

“Today, we are going to lean how to write

a personal letter telling a past experience”

T: - Show the quiz about writing personal

letter

1 How mant part does a personal letter

normally have ?

2.What are these parts ?

3.What do we normally write in the

salutation ?

4 What do we normally write in the

Closing ?

5.Where do we normally sign the letter ?

5 Our signature normally goes under the

Closing

Suggested answer:

It was a very hot day The man stopped at a small deserted beach He didn’t have swimming-trunks with him but it was early in the morning there were no people in sight The man took off all his clothes and swam out to the sea and relaxed in the water When he looked back at the beach, a coach had arrived and there were a lot of people standing on the sand to have

a picnic.

I.Before you write

Answers 1.Five parts 2.The Heading, the Salutation , the Body , the Closing, and the Signature

3 We normally write “ Dear ” or “ Hello ”

4 We normally write “ Sincerely ” “ Your”

- Set the scence

“Write a letter to your pen friend telling

him/her about one of your most memorable

past experiences.”

Ss: - write their own letter in 10 minutes.

T: - Go around to control and give help

with vocabulary.

- When Ss have finished, collect Ss’

writing to mark at home.

Peer correction

- Choose one writing and ask a student

- Ask the rest of the class to correct the

mistakes and give comments

- Give feedback and comments.

- Ask Ss to get in pairs, exchange their

letter and correct each other.

3 Closing – signature

II.While you write Sample writing

HCM city 24 May 2007 Dear Minh,

How have you been doing ? Have you got any plan for the coming school break ? Let me tell you about

my last summer vacation at my grandparents’ It was almoet a year ago and was one of my most unforgetable experiences.

My grandparents live a small village , which is about 70km southest of HCM city There is alarge river at the back their house where I often do swimming every afternoon when I spend my vacation with them.

One day when I was swimming with some of my friends I suddenly caught cold I felt so dizzy and was too weak to continue swimming,so I started to sink I thought I was going to drown but I couldn’t call out of because I was too tired and terrified Luckily, one of friends saw that and shouted for help Immediately, another friend who swims the best among us swam towards me and tried to pull me up me .Then other friends swam towards us to help him push me in My life was finally saved.

Now recalling the moment I thought I was going to die, I understand how precious my life This experience taught me to appreciate my life.

What about you ? Have you got any unforgettable holiday that you would like to share with me ?

See you soon Nam

III After you write

Peer correction

4 Consolidation: : Give the main point of the lesson : how to write a personal letter to describe a

past experience

5 Homework: - Ask students to write a personal letter

- Ask students to prepare for new lesson: Language focus

Date of preparation :

Period 12 Unit 2 Personal experiences – E Language focus

I Aims

1 Knowledge: Grammar: - Tense review: past simple, past progressive and past perfect; Present

tense indicating past time

Vocabulary: - Words to express personal/embarrassing experiences

2 Skills: Explanation

3 Attitude: Notice the lesson

II Preparations :

1 Teacher: textbook, handouts, sample sentences, CD player

2 Students: notebook, new words

III Methods: explanation, discussion, pair work, group work

IV Steps of teaching :

Teacher and students’ activities Content

T: -Aks sts to put the words into the correct

column.

make, nose, wrong, summer, money,

bringing

- Introduces how to pronounce /m/, n/, /ŋ/

*Poster (the words in the textbook)

Sts: -Pronounces the words with /m/,/n/,/ ŋ /

after tape

- Reads aloud the sentences

Presentation

T: -Elicits the model, the tense, and the use

-Elicits the models by using 2 pictures

-Elicits the tense and the use

-Elicits the model by using a picture

-Elicits the tense and the use

Sts: - listen and notedown

T: - Ask some Ss to work individually to do

I.Pronunciation

Listen and repeat

Suggested answers /m/ make, summer, home, small / n/ money, nose, nine, seven, snow /ŋ/ wrong, bringing, running, sing, morning

Practice reading aloud the sentences

1 Good morning, I want an apartment in central London.

2 We have an inexpensive apartment in Northend Avenue.

3 I remember meeting him on a nice summer afternoon.

4 Mr.King is singing next door.

5 He’s holding a string in his fingers.

6 He loves spending his holidays in his small summer house.

II Grammar

1 Past simple: S + Ved + O

- an activity that began and finished at a certain

(point of) time in the past or habit in the past.

2 Past progressive: S + was/were + Ving + O

- an activity that was happening at a certain time in the past

- an activity that began earlier and was in progress when another activity happened.

- two activities that were in progress at the same time.

Eg:- Some students were looking outside while the teacher was explaining the lesson.

3 Past perfect: S + had + PII + O The past perfect tense describes an activity:

- that happened before a certain(point of) time in the past.

- that happened before another activity in the past.

PRACTICE Exercise 1 Use the correct present tense forms of the verbs in the bracket in the story below.

1 invites 2 Sets 3 Gets 4 Waves 5 Promises 6 Carries 7 Contains 8 Has baked 9 Is 10 Is

- Have Ss use the correct tense forms of the

verbs in brackets in the story.

- Ask Ss to compare the answers

- Ask Ss to complete the sentences

Sts: - check answer with a partner and write

the answer on the board

- listen to T’s feedback

shining 11 Are singing 12 is

Exercise 2 Sentence completion

6 didn’t listen/was thinking

7 phoned/didn’t answer/ were you doing

8 wasn’t wearing/didn’t notice/was driving.

Exercise 3: Sentence completion Key

4 Consolidation: : Sound m/ / n/ /ŋ/ Tense revision

5 Homework: - learn by heart all forms of tenses; prepare for new lesson

Date of preparation :

Period 13 Unit 3 A party – A Reading

I Aims

1 Knowledge: Students will be able to read a passage of 240-270 words for general

or specific information about a party

2 Skills: Use English a language of communication in the basic form reading

3 Attitude: Have good attitude toward any kinds of party

II Preparations :

1 Teacher: textbook, handouts, pictures, overhead projector, CD player

2 Students: notebook, new words

III Methods: explanation, discussion, pair work, group work

IV Steps of teaching :

Teacher and students’ activities Content

Warm- up: Name pitures

- Have sts watch a clip on

celebrations and then ask them to

name the celebrations they see

Answer:

1 Birthday

2 wedding

3 Teacher’s day

- Student who names more correct

ones will be the winner and get ten

mark

T: - Have sts work in pairs to look

at the pictures and answer the

questions

1 What is the relationship between

the people in the picture?

2 What are they celebrating?

Sts: - work in pair to ask and

answer two questions

- listen to the words and repeat

aloud

- give the meaning of the words

(class 12a7 give the meaning of the

words in English and make

sentence

T: - Ask Ss to work in pairs to read

the text and decide which of the

activities take place at a birthday

party or at a wedding anniversary

party or at both, then put a tick in

the right column

Sts: - give the answers and get

feedback

T: - Ask Ss to work in pairs, reading

the text again

- Ask Ss to underline the wrong

word in each sentence and provide

the correct one

- Call on some Ss to give the

1 In picture one, the people are friends

In picture 2, the people belong to a family

2 The children in picture 1 are celebrating abirthday, and the people in picture 2 arecelebrating a golden wedding anniversary

II While you read Task 1 Tick activities

1 People sing a song

2 People eat cake

3 People receive cards and gifts from friends and relatives

4 People joke about their age

5 People remember their wedding day

6 People go out to dinner

7 People blow out candles, one for each year

Task 2 Wrong word and replacement

Expected answers:

1 Lisa’s family and friends are at her eighth

birthday party (eighth -> seventh)

2 Everyone makes cake and ice cream at the

birthday party (makes -> eats)

3 Lisa opens birthday cards and books from her

family and friend (food -> presents)

- make correction if necessary

Sts: - Work in pairs to underline the

wrong word in each sentence and

provide the correct one

- compare with other pairs

T: - Ask Ss to work in pairs, one is

an interviewer and the other is an

interviewee

- Ask Ss to talk about the

celebration of birthday of wedding

anniversaries, using the following

questions:

1 where do you prefer to celebrate

your birthday, at home or in the

restaurant?

2 Do you have parents celebrate

their wedding anniversaries?

3 Are you going to celebrate your

wedding anniversaries in the

future? Why or why not

Sts: some pairs to act out in front of

the class

- Listen to the teacher

4 Many Americans over the age of 30 don’tlike to talk about their anniversaries

(over the age of 30 -> over age 30)

5 Fifty months ago, Rosa and Luis got married

(months -> years)

6 People call the 5th wedding anniversary the

“golden anniversary” (5th -> 50 th )7.Rosa and Luis are happy to be together for

their silver anniversary (silver -> golden)

III After you read

Answering questions:

1 I prefer to celebrate my birthday party athome because it’s both cheaper and merrier.Moreover, everyone feels at ease and enjoys afamily atmosphere

2 No, most Vietnamese couples don’t have thehabit of having wedding anniversaries

3 I think I am, because it’s our happiest daywith a lot of unforgettable memories whichmark our important turning of our life

4 Consolidation: Read passage on celebration and do tasks

5 Homework: - Learn new words page 190 by heart

Date of preparation :

Period 14 Unit 3 A party – B Speaking

I Aims

1 Knowledge: Students will be able to talk about a party and how to plan a party

2 Skills: Use English a language of communication in the basic form speaking

3 Attitude: Have good attitude toward any kinds of party

II Preparations :

1 Teacher: textbook, handouts, sample talk, overhead projector, CD player

2 Students: notebook, new words

III Methods: explanation, discussion, pair work, group work

IV Steps of teaching :

3 New lesson:

Teacher and students’ activities Content

Warm up : Name 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:

party/birthday party/ wedding

party/ new year’s party

Lead – in:- Have you ever been

invited to one of these parties?

- How was it organized?

In our speaking lesson today, we

talk about parties and how to

plan them

- Ask Ss to work in pairs to ask

answer the questions about the

party to make a dialogue

+ whose party was it?

+ when and where was it held?

+ what did you do there?

+ What sort of food and drink

did you have?

+ How did you enjoy it?

Sts: work in pairs to act out the

dialogue

T: - Put Ss to work in groups of

four or five and ask them to

choose things to organise the

best party

- call on some group’

representatives to speak out their

ideas in front of the class

- Make corrections and give

Expected answer:

Picture 1 – farewell partyPicture 2 – garden partyPicture 3 – house warmingPicture 4 – wedding partyPicture 5 – New Year’s party

I Before you speak

Task 1-2 Make dialogue on a partyA: We were both at our classmate’s birthday twoweeks ago

B: All people in your class were invited?

A: Yes, nearly all We brought gifts for our friendand I gave him a couple of pens

B: Where was the party organised?

A: At home And there weren’t many decorations.B: Well Were there some colourful picures andobviously, the words “Happy birthday”?

A: Sure And we had cake, candy and soft drinksB: Did you play any music?

A: No, but we sang our favourite songsB: How long did the party last?

A: The party lasted about two hours, and westayed to the end of the party because the hostand we are close friends, and we enjoyed theparty very much

II While you speak Task 3 Decide on things for a party

+Date and time ( when do you organize…?

+ Place ( Where do you hold a party?)+ Who to invite ( How many people do youinvite ?

Sts: - give the ideas on the

organisation for the best party

- give the answers then get

feedback

T: - Have sts work individually

to tell the rest of the class about

their party and try to convince

Sts: - Work individually to make

a talk in front of the class

- get feedback

+ Formal or informal dress ( What kind ofclothes do you wear … ?)

III After you speak

Task 4 Tell your class about your partySample talk:

Teacher;s Day is coming, in nearly a fortnight.We’re going to have a party for our classteachers We think it’s also the intention of each

of us all, because it’s a good occasion for us toshow our gratitude to our teachers, who devotetheir life to us We’re absolutely certain thatnever can we all forget or neglect this noblehardship Ok?

We’re planning to organise the party right in ourclassroom the day before Teacher’s Day

We’re inviting all of our class teachers, and allthe members of our class should be present

Because it’s the day for our teachers, we think weshould wear formal dress We have to decorateour classroom This work will be done by somegirl classmates We’re having biscuits, candy,fruit and soft drinks About the entertainment,we;re singing our favorite songs in chorus andsome friends will sing some songs, too

The total estimated expenses are about fourhundred thousand dong, so each student will payabout 20 thousand dong

I expect everyone of our class is willing to takepart in this pary for the sake’s our gratitude to ourteachers

Many thanks for your collaboration in advance

4 Consolidation: talk about a party, how to plan a party

5 Homework: - Ask ss to talk about a party they have joined

- Ask students to prepare for new lesson

Date of preparation :

Period 15 Unit 3 A party – C Listening

I Aims

1 Knowledge: Students will be able to listen to a monologue or a dialogue of

150-180 words for general or specific information about a party

2 Skills: Use English a language of communication in the basic form listening

3 Attitude: Have good attitude toward any kinds of party

II Preparations :

1 Teacher: textbook, overhead projector, CD player

2 Students: notebook, new words

III Methods: explanation, discussion, pair work, group work

IV Steps of teaching :

-Divide the class into 2 groups

- Place a pack of cards on the desk,

face down

- Assign one representative from each

group to take turns to choose a card at

random

- He/she has to draw the word he/she

sees on the card He/she must not

write, speak or whisper He/she just

gestures or mimes the word

- The other students in each group try

to guess the word

- Once correct word earns one point

- The group with more point

Lead in: In today’s listening lesson,

you will listen to a passage about

Mai’s birthday party

T: - Have sts listen to the words and

repeat aloud after tape

- Ask Ss to read through the

statements in task 1

- Play the tape and ask Ss to listen and

decide whether the statements are true

(T) or False (F)

Sts: - Listen and decide the statement

are true or false then compare with

3 We usually sing our favorite songs andplay games

+ vocabulary:

1 Clap (v) (miming): Vỗ tay

2 Decorate (v) (picture + Example):Trang trí

3 icing (n) (picture + definition): : Lớpkem phủ trên mặt bánh

4 Slice (n) (realia): Mảnh, Miếng

II While you listen Task 1 True/False statement

4 The birthday party lasted about threehours T

1 How old was Mai?

2 Why didn’t she like having her

party at a restaurant?

3 What did Mai’s mother serve the

guests at the beginning of the party?

4 What time was the birthday cake

brought out?

5 What was the birthday cake like?

6 What did all the guests do while

Mai was cutting the cake?

7 What time did the birthday party

- Ask Ss to work in groups of four or

five to describe Mai’s birthday part,

using the pictures below as help

- Go around to give help if necessary

Sts: - give the answer on board and

get feedback

- work in groups of four or five

- talk about Mai’s birthday party in

front of the class

5 All the friends stayed after the party totidy up the mess F (only the writer)

Task 2 Answer questions

1 She was 16 years old

2 Because it is noisy and expensive

3 She served them soft drinks and biscuits

at the beginning of the party

4 The birthday cake was brought out atabout four thirty

5 It was beautifuly decorated with pinkand white icing

6 They clapped their hands eagerly andsang “Happy birthday”

7 About six in the eveningwork in groups of four or five to describeMai’s birthday part

some Ss to talk about Mai’s birthday party

in front of the class

III.After you listen Take turns to talk about Mai’s birthday party

A: We just were at Mai’s birthday party.B: It was her sixteenth birthday

C: And the party was held at her house atabout three pm because she doesn’t likehaving party at a restaurant

D: We gave her presentsA: At the party we were served with softdrinks, biscuits and cake, of course

B: We sang the usual song “Happybirthday” while Mai was blowing out thecandles and cutting the cake

C: We listened to music and played cards.D: The party ended at about six pm

A: We were all tired but happy

4 Consolidation: listen to Mai’s birthday party and do tasks

5 Homework: - write a short passage to describe Mai’s birthday party

Date of preparation :

Period 16 Unit 3 A party – D Writing

I Aims

1 Knowledge: Students will be able to write a letter of invitation to a party within

120-130 words based on suggested word cues or idea prompts

2 Skills: Use English a language of communication in the basic form writing

3 Attitude: Have good attitude toward any kinds of party

II Preparations :

1 Teacher: textbook, sample sentences, sample writing

2 Students: notebook, new words

III Methods: explanation, discussion, pair work, group work

IV Steps of teaching :

Teacher and students’ activities Content

Warm up: Guessing

- have sts guess the ten-letter word

Today, you will learn how to write an

informal letter of invitation to invite a

person to a party

T: Ask sts some questions

1 On what occasions are parties held?

2 What kind of clothes do people

often wear at a party?

3 What kind of presents do people

often bring to a party?

Sts:- give ideas and listen to feedback

T:- Ask Ss to work in pairs to read the

letter of invitation and complete it

with the words or phrases given

- Call on some Ss to give the answers

- Go over the answers with the class

- Remind Ss of some useful structures

Have Ss work in groups of four

- Tell them to put the headings into

the correct order of format of a letter

of invitation

Key: invitation

Writing a letter of invitation

I Before you write Task 1 Answering question

House-warming T-shirt

II While you write

Task 2 Complete the letter of invitationExpected answers:

1 At my house 2 to come 3.refreshments

4 To cook 5 winners 6 By Monday

a A request for confirmation

b The announcement and a general

invition

c A friendly reason for invitation

d The precise arrangement suggested

e Closing

- Ask Ss to write an informal letter of

invitation to invite their classmates to

their birthday party

Ask Ss to exchange their writings

and correct the mistakes

- Go around the class to check what

Ss are doing

- using the guidelines

1 What party are you going to

organise?

2 Where and when do you intend to

organise the party?

3 How many people do you plan to

invite and who are they?

4 What activities will take place at

- Listen to the teacher

I am having a… _… at _

on _

Would you like _…?

There will be lots of _

Please let me know

OUTLINE1.-b The announcement and a generalinvitation

2 –c A friendly reason for invitation

3 – d The precise arrangement suggested

4 – a A request for confirmation

5 – e ClosingSuggested writing:

III After you write Task 3 Writing a letter of invitation

Dear Nam,

It’ll be my birthday next Saturday I’d like

to invite you to come to the party, which will

be at my house probably at 4 p.m Can you come to join us?

Give me a call before Saturday.

Hope to see you then.

Dear classmates,

I am going to hold a party for my birthday party at my house at 5 p.m on March the fifteenth.

Will you come?

Most of the students in our class have been invited Besides usual foods and drinks, there’ll be a special food I myself am going

to cook.

So do say you’l come.

I’m looking forward to seeing you at my party.

Love, Lan

4 Consolidation: : Give the main point of the lesson: how to write a letter of

1 Knowledge: Students will be able to write a letter of invitation to a party within

120-130 words based on suggested word cues or idea prompts

2 Skills: Use English a language of communication in the basic form writing

3 Attitude: Have good attitude toward any kinds of party

II Preparations :

1 Teacher: textbook, sample sentences, CD player

2 Students: notebook, new words

III Methods: explanation, discussion, pair work, group work

IV Steps of teaching :

Teacher and students’ activities Content

T: - have sts listen to the tape and

read aloud the words

- call some ss to read aloud the words

- get sts listen to the tape and repeat

the sentences

Ss: - practice reading the sentences

- Repeat chorally, then practise in

* Practice the sentences

1 Hello, mr.Allen You’re early for lunch.It’s only eleven o’clock

2 I’d like a plate of salad, a glass oflemonade, a slice of melon and some jelly,please

3 Laura is a really pretty librarian in the

T: ask sts the usage of gerund and

to-infinitive

Sts: - Give some verbs/verbal phrases

followed by the Gerund

Expected answers) Enjoy /miss /risk /

appreciate /avoid /detest /dislike /it’s

no use /can’t help /postpone /mind /be

worth /mention /keep /count on /give

/decide/hope/ expect /offer /manage/

refuse /mean (intend) /tell

T: - Revise the function of gerund

and the usage of to-infinitive

- give example to make it clear

- ask sts to do exercise 1,2,3 then

compare with a partner

- call ss to write answers on the board

Ss: - do exercise individually then

compare with a partner

- write answer on board

- check with the whole class

- listen to teacher’s feedback

6 Helen and her husband will have to spendtheir holiday in hospital

II Grammar Gerund

Form: V-INGUsage: - subjectEg: Smoking is bad for health

- object of a verbEg: Do you enjoy speaking English to anative speaker?

- object of a prepositionEg: He thinks of looking for a new job

- subject complementEg: His interest is collecting old coins

- appositiveMary has to do her task, cleaning the rooms

in the house

To-infinitive

Followed such verbs as: decide, agree,disagree, determine, demand, be anxious, bedetermined

Eg: They agreed to ban impracticableprojects

Exercise 1 : Sentence completion

1 Most passengers dislike (have) to sit insmall, uncomfortable seats on long flights

2 I must drive more carefully I can’t risk(get) another speeding ticket

3 Did Dick mean (tell) Sue about the party,

or did it slip out accidentally?

4 You must keep (practise) on the computeruntil you understand how to use all of theprogrammes

5 The judge demanded (see) the originaldocument, not the photocopy

Expected answers:

1 having 2 Getting 3.to tell

4 Practicing 5 to see

Passive infinitive Exercise 2: Multiple choice

4 Consolidation: sound l/, /r/, /h/ and how to use to – V and Gerund

5 Homework: - Ask students to finish exercises in the book

- Ask students to prepare for new lesson

Date of preparation :

Period 18 TEST YOURSELF A

I Aims

Knowledge :Students practice skills through exercises

Listening about friendship; reading about a party; using infinitive and to-infinitive; writing about a birthday party

2 Skills: reading; speaking; listening; writing

3 Attitude: Notice the lesson

II Preparations :

1 Teacher: textbook, sample sentences, CD player

2 Students: notebook, new words

III Methods: explanation, discussion, pair work, group work

IV Steps of teaching :

Teacher and students’ activities Content

T:- ask sts to listen to the tape and

find missing information

I Listening

Listen and complete the sentences

1 They’ve known each other for _

Ss: - Listen twice and give the

answer

- listen to the feedback

T: have sts work individually to

read the passage about a birthday

party and then answer the

questions:

1 Why was the birthday party in

the passage not an ordinary

celebration?

2 What did the writer bring a

camera to the party for?

3 How was the birthday boy

dressed?

4 Why didn’t he enjoy the hugs or

kisses from the guests very much?

5 How did the writer feel about the

birthday party and what did he look

forward to after it?

Sts: - read the passage and answer

the question

- compare with a partner and

present answer

- listen to the feedback

T: - have sts listen to the tape and

tick the word they hear

2 They became friends because they _

3 They lost contact with each other when one

4A 19985C at James’ wedding

2 To take some photos of the happy family

3 The boy was dressed in a smart, brand-newoutfit and looked like a little prince

4 Because he was only interested in the toys

he had received

5 He felt it was a delightful and lookedforward to the next day to have the filmdeveloped

III Pronunciation and grammar

- let them listen twice to compare

Sts: - listen to the tape and note

down the word heard

- give the answer and listen to the

feedback

- give the correct form of the verbs

and write answer on the board

T: - have sts write about their

birthday party or one of their

friends’ and maybe use the

following suggestion

+ whose birthday party was it?

+ Where and when was it held?

+ What did you do there?

+ How did you enjoy it?

Sts: - complete writing individually

and peercorrect

a Listen and put a tick in the right box, paying attention to the pronunciation of the underlined part of the word

1 nine 2 Hour 3 Matching 4 jam

1 glean 2 Fry 3 thrive 4 Overthrow

b Complette the sentences using the right form of the infinitive in brackets

1 It’s a pleasure (see) you again after so long

2 (be) honest, I’ve never done this type ofwork before

3 She agreed (phone) them

4 I must (pay) the phone bill by tomorrow

5 They expected (meet) at the airport by theGeneral Director

6 John hoped (appoint) as headteacher of theschool

In 120 words, write about your birthday party

or one of your friends’

Sample writing:

Lan is one of my best friends We have manythings in common so we often meet and dothings together We live on the same street It’s

interesting that her birthday is also in June but

a week before mine so we often help eachother to celebrate it Last June we had a veryspecial birthday party We didn’t have it athome as usual but we had our birthdaycelebration at Sam Son beach during a two-weel holiday with our parents We spent themorning swimming and playing on the beach

We had seafood for lunch at the restaurant Inthe afternoon we went shopping around thearea and bought lots of souvenirs Though Idid not have many presents on my last yearbirthday, but I enjoyed it most of all

4 Consolidation: revise knowledge from unit 1-3 by doing exercise

5 Homework: - complete writing

1 Teacher: textbook, sample sentences, structures

2 Students: notebook, new words

III Methods: explanation, discussion, pair work, group work

IV Steps of teaching :

Teacher and students’ activities Content

T: - have sts revise the form and

usage of infinitive and gerund;

passive infinitive and gerund

- give example to make clear

Sts: revise knowledge on infinitive

and gerund; passive infinitive and

gerund

I Infinitive and Gerund

1 Infinitive Form : V( V and To – V )

Ex: To learn English is very

necessary

Ex :It is necessary to learn English

Ex: Smoking is bad for our health

Ex: He is very interested in learning

English.

Ex 1 : Put the verb in the form Ving

and study the verb that it follows.

please stop (make) so

much noise?

(smoke) while he was

working in the garden

enjoy (write) letter.

considering (take) a

trip to Europe next year

mind (wait) a few

minutes in the reception room?

6 They agreed (lend)

me some money

7 He refused (answer)

my questions

8 He promised (come)

back here

9 The thief threatened (kill)

us if we phoned the

police

10 She offered (help)

me to clean the house

Ex2:: Put the verb in the form Ving

and study the verb that it follows.

before 7 am

- Object of a verb

2 Gerund Form : V- ing

I don’t mind helping you.

II Passive infinitive and Gerund

I want you to go there

1. Passive infinitive : To be + VpIIEx: He agreed to be helped her

2. Passive Gerund : Being + VpII Ex: He likes being encouraged by his mother

III Tenses

1 The simple present tense

*Form : S + V/Vs/es +O

*Use – tell the truth and fact

The sun rises in the East

- express hobby and habit

Mary often goes to school by bicycle.

- give schedule

The train leaves at seven twenty-three tomorrow morning.

*Time expressions - Always, usually,

sometimes, often, normally, generally,occasionally, as a rule, never, rarely,

- Every: everyday, every morning, every

2 The past perfect tense

*Form: S + had + VpII + O

*Use : - show the action which happen before

another in past

*Time expressions

- By + (the past time): by 2003, by last year

- By the time + clause: by the time we gotthere, by the time you went to bad…

- Before, after, when, already

3. The past simple tense

*Form : S + V_ed + O

*Use – express habit in past

- action completed in past

Tom went to Paris last week.

2. The earth (circle)

the sun once every

365 days

3. In what year _ World

War II (break) out?

a new tractor

last month

5. Where (you go)

for your holiday last year?

6. We (go) _ to the

theatre last night

_ go to bed

before her mother does

8. They (finish )their homework

beore he (go) to bed

9. The sun (set)

10. went / had play

4 Consolidation: : Give the main point of the lesson : Infinitive and gerund, tenses

5 Homework: - Ask students to finish exercises

Date of preparation :

Period 20 Periodical test 1

I Aims

1 Knowledge :Check students’ knowledge

2 Skills: Reading and writing

3 Attitude: Notice the test

II Preprations :

1 Teacher: questions and keys

2 Students: pen

III Methods: work individually

IV Steps of teaching :

- deliver questions to Sts

4 Consolidation: comment on Sts’ performance

Collect students’s paper test

5 Homework: - prepare for new lesson: Unit 4 : Reading

Date of preparation :

Period 21 UNIT 4 VOLUNTEER WORK – A READING

I Aims

1.Knowledge: Students will be able to read a passage of 240-270 words for general

or specific information about volunteer work, study new words and do tasks

2 Skills: Use English a language of communication in the basic form reading

3 Attitude: Have good attitude toward volunteer work

II Preprations: - Teacher : Textbook, pictures, overhead projector

- Students: new words

III Method : Intergrated, mainly communication

IV Steps of teaching :

1 Organization :

Class Attendances Teaching date Absentees