giao an 11 co ban HKI- new

T: skims the 6 questions, shows ps how to do this task T: does 1st question as model reads it, finds the key words in the passage, marks the place and finds the answers T: asks ps to do

Saturday, September1st 2007

Unit 1: FRIENDSHIP

Order period: 01 § 1 Reading

A Aims:

- Ps can use information they have read to discuss the topic

- Help them develop their reading micro – skills as scanning for specific ideas, skimming for general imformation, and guessing meaning context

B Materials:

- T: Textbook, handouts, colour chalks, lesson plan

- Ps: Textbooks, pens, pencils, notebooks, exercisebooks

a – What are the girls and boys doing in the picture?

b – How do they feel?

c – What does the picture tell you?

° Suggested answers:

a – One boy is playing the guitar, the other girls and boy are

singing

b –They seem very happy because I can see their smile

c – The picture tells me that friends can happily do many

things together/ Friendship brings happiness to us

II Pre – reading: Discusing the poem:

° Questions: What do you think of the friend in the poem?

° Suggested answers:

- The friend in the poem is very dedicated and thoughtful

- He/she is willing to help his/her friend in any arcumstances

III While – reading

° Vocabulary:

Lasting (adj) bền vững, lâu dài

Tobe concerned with quan tâm tới

Constant (adj) thường xuyên, khg thay đổi

Constancy (n) sự không thay đổi

Rumour (n) tin đồn

Gossip (n) chuyện tầm phào

Trust (n) sự tin tưởng

Sorrow (n) đau khổ

Purruit (n) sự theo đuổi, niềm đam

mê

* Task 1: Fill each blank with one of the words in the box.

1 mutual

2 incapable of

T: asks the whole class to look at

the picture on page 12 and asks them some questions

Ps: look at the picture in their

textbooks and try to get the correct answers

T: asks the whole class to read the

poem on page 13 and asks them to answer the question:

Ps: read the poem.

T: gives some suggested words:

friendly, dedicated, thoughtful

Ps: try to get the answers quickly T: reads and writes the new words

on the board

Ps: coppy down.

T: conducts repetition chorally Ps: repeat.

T:writes the words on the broad

then intructs ps to read the passage quickly and stop at the lines that contain the words to guess their meaning

Ps: guess the meaning of the words

based on the contexts in the sentences

T: checks that ps understand the

words correctly or provides the vietnames, instructsps to give some strategies to do task 1

3 unselfish

4 acquaintance/friend

5 give – and – take

6 loyal to

7 suspisious

* Task 2: Which of the choices A, B, C, or D most adeoquately sums up the ideas of the whole passage? A A friend in need is a friend indeed B Conditions of true friendship C Features of a good friend D Friends and acquaintances IV Post – reading: * Task 3: Answer the questions 1 The first quality for true friendship is unselfishness It tell us / me that a person who is concerned only with his / her own interests and feelings cannot be a true friend.(paragraph 2) 2 Because they take up an interest with enthusiasm, but they are soon tired of it, and they feel the attraction of some new object (line 2-3, paragraph 3) 3 The third quality for true friendship is loyalty It tell 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 (line 1-3, paragraph 4) 4 Because if not people cannot feel safe when telling the other their secrets.( line 1-3, paragraph 5) 5 Because they cannot keep a secret, either of their own or of others’.(line 3-4, paragraph 5) 6 The last quatily is sympathy It tell us / me that to be a true friend one must sympathise with his / her friend Where there is no mutual sympathy between friends, there is no true friendship Ps: work in pairs ,read though each sentence provided in the task to identify the given words to fill in each blank T:goes around to hepl ps when necessary T: asks to ps exchange their answers with other groups, tells ps to expain their choices and gives the correct answers T: searches through the list of main ideas provided in the task then read the text carefully and try to summa- rize it Ps: do the task individually T: calls on some ps to give their ans wers, asks other ps to say whether they agree or disagree T: skims the 6 questions, shows ps how to do this task T: does 1st question as model (reads it, finds the key words in the passage, marks the place and finds the answers) T: asks ps to do the task indi vidually T: calls on some ps to write their answers on the board, then gives the correct answers S4: Homework: Answer the questions, using the suggested phrases: 1 Why do we need to have friends? ( Trust felings / share interests/ sorrows….) 2 Can you be a good friend? 3 Which of the qualities mentioned in the reading text do you have? 4 Which don’t you have? S5: Comments: Saturday, September 2nd 2007 Unit 1 FRIENDSHIP Order period 02 § 2: Speaking A Aims: - By the and of the lesson, Ps will be able to describe the physical characteristics and personalities of their friend, using appropriate adjectives

- Help Ps in their speaking.

B Materials:

- T: Textbook, handouts, colour chaks, lesson plan

- Ps: Textbooks, pens, pencils, notebooks, exercisebooks………

I Warm – up: Match the adjs from the box with the parts of the

body they can be used to describe ( some of the words can be used

more than once)

A

Short /Tall Broad Straight Heart-shape

Oval Turn-up Round Snub

Large Wide Shortish Wrinkled

Crooked Flat Glossy Pointed

Medium Square Wavy Fat

B Parts of the

body

Adjs

Face Square, round, oval, heart-shaped

Nose Crooked(khoàm), flat(tẹt), hooked(két),

turn-up(hếch), snub(hếch và ngắn), pointed(nhọn)Hair Curly(xoăn), long, shoulder-length, wavy(gợn

sóng), short, glossy(bóng), traight, dyed(nhuộm), sleek(mượt)

Forehead Wrinkled(có nếp nhăn), wide, high

Height Tall, short, medium

I Pre – speaking:

* Task1: describing physical characterictics / appearance

1 The boy is about 16 years old He may be short –sighted

because he’s a wearring a pair of glasses He has short black hair, a

round face with a broad forehead, a small nose, thin lips and a

small chin He’s quite good-looking

2.The girl is about 14 She’s also wearing a pair of glasses She

has shoulder-length black hair She has an oval face with a straight

nose, full lips and a pointed chin She’s quite pretty

3.The man is in his forties He’s tall and well-built He has short

brown hair and a square face with a broad forehead, small eyes, a

crooked nose and thin lips He’s quite good-looking

4.The woman is in her twenties She’s quite tall and slim She

has long curly brown hair and an oval face with big eyes, a traight

nose, heart-shaped lips and a small chin She’s very beautiful

II While – speaking:

T: divides the class into 5 groups

then distributes the handout A and B

to ps to do in their own groups

Ps: work in group, match the adjs

from the box with the parts of the body

T: hangs a big coppy of the handout

B on the board, calls 1 p in each group to go to the board and fill in the column

G1 – Face G4 – foreheadG2 – Nose G5 – HeightG3 – Hair

Which group has many correct adis will be the winner

T: gives feedback and key by

hanging other coppy.(C)

Ps: take note

T: reads the useful words, asks ps to

look at the pictures in their textbooks (p15) and use the above adjs and the useful words to

*Task 2: Describing personalities(tả chính xác)

1 Vocabulary:

caring: chu đáo hospitable: hiếu khách

modest: khiêm tốn sincere: chân thành

understanding: thông cảm generous: rộng lượng

honest: tốt bụng pleasant: dễ chịu

2 Suggusted answers:

- My group thinks that being earing is the most

important because when friends care about each other, they will

know when to share happiness …… with their friend ………

- Being helpful Task 3: Role – play: Tall about a famous friend 1 Vocabulary: Humorous (adj) Quick - witted = intelligent (adj) Good – natured = kind (adj) Studious = hardworking (adj) 2 Questions: a What his / her name? b When was he / she born? c What does he / she look like? d What are his / her hobbies? e What is he / she like?

IV Post – speaking: summerises the main points of the interview by using the above answers: His name is ……… he was born in the ……… he’s tall / short He’s a square face and a broad forehead His hobbies are playing fooball He oftEn goes swimming in his free time …………

describe them Ps: work in pairs, describe the people in the picture T:gives an example then calls on 4 ps to present their answers describes T:gives feedback and suggested answers T: introduces the adjs provided in the textbook,conducts repetition chora-l ly, asks if ps understand these adjs or not T gives suggested answers: a his name is ………

b he was born in/on ………

c he looks like ………

d his hobbies are ………

e he likes ………

………

T: divides the class into groups of 10

with a leader

Ps: discuss, the leader takes notes of the ideas

T: calls on the best pupil to report

the result of their discussion

T:gives feedback and final

comments

S4: Homework:

Practise reading all the words that are used to describe people’s physical characteristies and

personalities

S5: Comments:

Saturday, September 8th 2007

Order period 03 § 3: Listening

A Aims:

- Listen for specific information and taking notes while listening

- Help Ps in their listening micro – skill

B Materials:

- T: Textbook, handouts, colour chaks, lesson plan

- Ps: Textbooks, pens, pencils, notebooks, exercisebooks………

C Teaching steps:

- S1: Classroom procedure

- S2: Old lesson : describe a person, using the cues below

Hight: medium Face: square Nose: straight

Age: 26 Appearance: good-looking Job: worker

- S3: New lesson : Unit1 – Lesson 3

I.Warm – up:

1 He is kind, willing to help sb

2 He makes sb feel relaxed

3 He spends a lot of time studying or reading

4 He is able to wait sb for a long time

II Pre – listening:

* Talking about your best friend

1 Who is your best friend?

2 How did you happen to met him/her?

3 How long have you known aech other?

4 What qualities do you admire in your best friend?

* Pre – teaching vocabulary

- go through a rough time

III While – listening

Listen to the lasks and then do the tasks that follow:

* Task 1: Listen and decide whether the statements are true (T) or

false (F):

Lan’s Talk

- T writes the 4 adjs on the

board, then reads the given sentences aloud

- Ps keep quiet, listen to

teacher and choose the suitable adjs

- T gives the correct answer:

- T calls on some ps to give

their answer and comments on the answers Then gets ps to guess what they are going to listen about

- T helps ps pronounce the

words given in the book by conducting repetition in chorus

1 Ha and Lan shared an apartment in Nguyen Cong Tru Resdential

Area in hanoi

2 Lan thinks that Haiphong people are unfriendly

3 Lan spent two days in Do Son

4 Ha took Lan to Do Son on her motorbike

5 Ha introduces Lan to a number of her friends there

6 Ha and Lan have become friends since Lan’s trip to Do Son

Long’s Talk

1 Minh and Long have been friends since school

2 Long was a guitarist

3 Long loves Minh’s sence of humour

4 They have a lot of things in common

5 Minh always helped Long out of difficulties

Answers:

- Lan’s Talk: 1F, 2F, 3T, 4F, 5T, 6F

- Long’s Talk: 1F, 2F, 3T, 4T, 5T

* Task 2:

How are where they met What they like about their friends

Lan

………

………

………

………

………

………

………

………

Long ………

………

………

………

………

………

………

………

IV Post-listening:

-How Ha / Minh has been Lan’s / Long’s best friend ?

- T asks ps to do the task, using

some strategies:

.1 st, ps read through the statements to understand words

.2 nd, ps listen to the tape and pay attention to the key words

.3 rd, ps decide whether the statement are true or false base on what they can hear

-T plays the tape onse for ps to

do the task, then asks for their answers and writes them on the board

-T plays the tape the second

time for ps to check their answers

-T checks ps’answers by

calling on some ps and asks ps

to explain their answers

- Tgives correct answers

- Ps work in pairs, answer the

question

- T goes around and offers

help

4 Homework : Learn all the new words

prepare for next period

5 Comments :

Sunday, September 9th 2007

- T: Textbook, handouts, colour chalks, lesson plan

- Ps: Textbooks, pens, pencils, notebook, exercisebooks………

C Teaching steps:

- S1: Classroom procedure

- S2 : Old lesson: Write 5 word that are used to describe people’s physical and give 5 examples

- S3: New lesson : Unit1 – Lesson 4

I.Warm-up

1 My sister has got a straight / flat / snub / pointed nose

2 Her face is square / round / oval / heart-shaped

3 She has short black hair / long dyed hair / shoulder-length hair

4 She is tall / short / medium

5 She is fat / thin / slim / overweight

6 She is hospitable / generous / honest / tudious / intelligent

II Pre-writing:

1 The three main parts:

* General information about their friend

* His / Her physical characteristics his / her personalities

- Height : tall / short / medium

- Hair : short / long / shoulder-length

- Face : square / round / oval / heart-shaped

- Eyes : big / small / black

- Nose : straight / flat / snub / pointed

- Helpful

- Sincere

- Studious

* What ps like about the friend

- To have the same hobbies: to enjoy learning English, reading books

- To have a great sense of humour

- To be a very good listener / constant friend

- To study hard

T asks ps to traslate some

sentences into English

Ps work in pairs, traslate the

Viet-namese sentences into English

T gets ps to read theguidelines

silently

Ps read theguidelines silently and

work out what they are required to write about

T introduces the three main parts

of the writing

Ps take notes.

T provides words , phrases ,

sentnces to help pupils in their writing

Ps pay attention and take notes.

T reviews the privious structures.

2 The verb tenses:

* The simple past: S + was + adj + n / S + V2/ed

* The simple present : S + is + adj + n / S + Vinf/ (e) s

III While-writing:

My friend’s name is……… She is about ……….years

old She lives in / at ……… with her parents……….We

became friends ……….years ago when we studied together

She is of medium height ………She has ………

hair She is quite slim ………

She ha s a ……… face with a……… nose, a………

chin and ……… eyes

What I like about her is that she has the same hobbies with me We

both like ……… We enjoy learning ……… She is very

helpful and modest She always gives a helping hand whenever being

asked I hope that our frienship will continue

IV Post-writing:

To collect and correct ps’ writing’s mistakes and errors

Ps coppy down the structures.

T gets ps to write about their

T asks ps to exchange their

writing with another p for peer correction

Ps exchange their writing

T goes around collects mistakes

and errors , then collects some writing for quick feedback

T corrects some typical errors.

4 Homework : Review all the new words that are used to describe people’s physical characteristies and

personalities, rewrite the writing

Prepare for next period

5 Comments :

Monday, September 10th 2007

Unit 1 FRIENDSHIP

Order period 05 § 5: Language focus

A Aims:

- By the end of the lesson, Ps will be able to distinguish the sounds / dz / and / t /

- Help ps in their pronoucing the words and sentences containing these sounds correctly

B Materials:

- T: Textbook, colour chalks, lesson plan…

- Ps: Textbook, pens, pencils, notebook, exercisebooks………

C Teaching steps:

- S1: Classroom procedure

- S2: Old lesson : Look at A, describe him / her

- S3: New lesson : Unit1 – Lesson 2

1 Who something eat want ?

-> Who wants something to eat?

2 Letter I write some have

-> I have some letter to write

T models the two sounds / dz / and /

t / for a few times and explain the differences in producing them, then asks ps to read the two sounds and the words in each column again

Ps reads the two sounds / dz / and

/ t / and the words in each column again

T asks some ps pronoun the words

and gives correction if neccesary

Ps practise reading the 2 sounds/

words / sentences

T introduces the grammar: To

infinitive / bare infinitive by gving many examples then asks ps to draw out the rules and the structures

Ps listen to the instructions, draw out

the rules and the structures then coppy down the lessons

T asks ps to read the examples and

the sentences given in exercise 1 , then put the words in the correct order tomake sentences, using the main verb in the present simple and making the other an infinitive without to

Ps read the examples and the

sentences given in exercise 1 , then put the words in the correct order

-> I’m happy to know that you have passed the exams.

-> Do you think her parents will let her go on a picnic ?

tomake sentences, using the main verb in the present simple and making the other an infinitive without to

T asks ps to read the examples and

the sentences given in exercise 2 , then rewrite the sentences, using the

words given in brackets

Ps read the examples and the

sentences given in exercise 2 ,then rewrite the sentences, using the words given in brackets

T calls on some psto write their

answers on the board and corrects them

4 Homework: Learn the structures by heart

Prepare for next period

5 Comments:

Saturday, September 22 nd 2007

Unit 2 : PERSONAL EXPERIENCES

Order period: 06 § 1 Reading

A Aims:

- Ps can use information they have read to discuss the story

- Help them develop their reading micro – skills as scanning for specific ideas, skimming for general imformation, and guessing meaning context

B Materials:

- T: Textbook, colour chalks, lesson plan

- Ps: Textbooks, pens, pencils, notebooks, exercisebooks………

CONTENT ACTIVITIES I Warm – up An embarrassing story in Vietnamese II Pre – reading: Discusing the pictures: ° Questions: - What can you see in picture a/ d/ e ? - What do you think may be relationship between the girl and the man? - What do you see on the table? - Whose money do you think it is ? ° Suggested answers: - I can see a man and a girl

- I think they are father and daughter - I see a wad of dollar notes

III While – reading * Vocabulary: embarrassing (adj) a sloppy cotton hat (n) pop star idol (n) glance at (v)

sneaky look (n) imagine (v)

make a fuss (v)

decide (v)

* Task 1: Fill each blank with one of the words in the box. 1 glanced

2 making a fuss

3 embarrassing

4 idols

5 sneaky

* Task 2: Rearrange the fictures:

1- picture d 3- picture f 5- picture a

2- picture b 4- picture e 6- picture c

* Task 3: Answer the questions:

1 What did the girl wish to have when she was in grade 9?

à She wished to have a sloppy cotton hat

2

à He gave he rsome money onher birthday so that she could

buy he rhat of her dream for her self

3

àShe saw a wad of dollar notes that look exactly like hers

4

àBecause she didn’t want to make a fuss

5

àShe bought the hat of her dream

IV Post-reading: Discuss the question: What do you think the girl

had to do after she discovered that the money she had taken from

T tells an story embarrassing story in

Vietnamese

Ps listen to teacher.

T asks the whole class to look at the

picture on page 22 and asks them some questions

Ps look at the pictures in their

textbooks and try to get the correct answers

T writes the words on the broad then

aks them to give their meaning

Ps write the words then give their

meaning

T conducts repetition chorally.

Ps repeat chorally.

T intructs ps to read the passage

quickly

Ps read the passage quickly

T asks ps to do task 1

Ps read the given sentences ,guess

their meaning based on the contexts

in the sentences, then fill each blank with one of the words in the box

T: searches through the main ideas

of the passage,then asks ps to rearrange the fictures

Ps: do the task individually Ps: work in pairs ,read though each

questions provided in task 3 to answer the questions

T:goes around to hepl ps when

necessary

T: skims the 5 questions, shows ps

how to do this task

T: does 1st question as model (reads

it, finds the key words in the

the boy’s bag was not hers?

1 Perhaps she could

2 She might want to

3 I guess she could

passage, marks the place and finds the answers)

Ps continue to do the task

T calls on some ps to give their ans-

wers, ask them to explain their choices, asks other ps to say whether they agree or disagree then give the correct answers

S4: Homework:

Read the story again , try to translate it into Vietnamese

Prepare for next period. -

S5: Comments:

Sunday, September 23 rd 2007

Unit 2 : PERSONAL EXPERIENCES

Order period 07 § 2: Speaking

A Aims:

- By the and of the lesson,ps will be able to identify structures that are used to talk about past

experiences - Help ps use these structures to talk about a past experience

B Materials:

- T: Textbook, colour chaks, lesson plan

- Ps: Textbooks, pens, pencils, notebooks, exercisebooks………

C Teaching steps:

- S1: Classroom procedure

- S2: Old lesson : Read the first paragraph, then answer the question :

When did her embarrassing experience happen ?

What did the girl wish to have when she was in grade 9?

Was her idol a pop star ?

What do you think the girl had to do after she discovered that the money she hadtaken from the boy’s bag was not hers?

- S3: New lesson : Unit2 – Lesson 2

I Pre-speaking:

1 Speaking English to a native English speaker

- Have you ever spoken E to a native speaker?

- Yes, I talked to an E girl last summer

- How did you meet her?

- I was walking along Trang Tien Street when an

English girl

came up to me and asked me the way to Hoan Kiem Lake I told

her , then we started talking about the lake

- What did you talk about?

- Everything about the lake

- How did experience affected you?

- Well, it makes me more interested in learning E

* Task 3:

- Have you ever been seriously ill/ travelled to other parts of

the country/ failed an exam ?

- How did it happen?

- When did it happen?

- How did the experience affect you?

IV Post – speaking: Your most embarrassing experience

it individually

Ps read the task , do it individually.

T calls on a p to read out his/ her

answers

P reads out his/ her answers.

T checks with the class and give

T introduces task 2 and get ps to

put the lines in the conversation in the correct order then practise the dialogue

Ps: work in group, put the lines in

the conversation in the correct order then practise the dialogue

T calls on a pair to read out their

answers

Ps read out his/ her answers.

T checks with the class and give

corrective feedback

T introduces task 3 and get ps to do

it in group

Ps work in group , do task 3

T goes around to check and offer

help then calls on some pairs to perform their conversation in frot of the class

T elicits feedback from the class and

give final comments

S4: Homework:

Practise speaking all the dialouges that are used to talk about past experience

Prepare for next period

S5: Comments:

Sunday, September 23 rd 2007

Unit 2 : PERSONAL EXPERIENCES

Order period 08 § 3: Listening

A Aims:

- Listen for specific information ,deciding T/ F statements and filling the gaps while listening

- Help ps improve their listening skill

B Materials:

- T: Textbook, colour chalks, lesson plan

- Ps: Textbooks, pens, pencils, notebooks, exercisebooks………

C Teaching steps:

- S1: Classroom procedure

- S2: Old lesson : Tell about your most embarrassing experience, by answering the following questions: Have you ever been ?

How did it happen?

When did it happen?

How did the experience affect you?

- S3: New lesson : Unit2 – Lesson 3

I Warm – up:

Tell the story about the fire in DD market

II Pre – listening:

* Discussing the picture:

1 What can you see in the picture?

2.What is happening?

3 Who are these people?

* Pre – teaching vocabulary

III While – listening

* Task 1: Listen to the interview and decide whether the

statements are true (T) or false (F):

1 Christina is a business woman

2 The fire happened 3 years ago

3 The fire started in the bedroom

4 When the fire started, Christina was reading a book

5 Her mother came and rescued her

- Ps keep quiet, listen to teacher

- T asks ps to discuss the qs in

pairs

- Ps work in pairs

- T calls on some ps to give their

answer and comments on the answers Then gets ps to guess what they are going to listen about

- T helps ps pronounce the words

given in the book by conducting repetition in chorus

- T asks ps to do the tasks , using

some strategies:

.1 st, ps read through the setences to understand words

C: Well, my most unforgetable experience happened 13 years

ago, when my house burned down

I………

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

stove

I ………

C: I wassleeping when I was suddenly woken up by terrified heat

I opened my eyes to find myself surrounded by wall of fire

I………

C: I was terrified Then I heard my mother’s voice calling my

name I rushed to her She carried me out…………

I ……….

C: ……….Although I lost many things in the fire, the

experrience helped me grow up

I………

C: 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 I owned But I slowly

began to realise that I didn’t really need my old things I just needed

my family After all, you can get new clothes anytime, but a family

can never be replaced.

IV Post-listening: Christina says that family is more important than

things Do you agree or disagree with her? Giving your opinions

-T plays the tape onse for ps to do

the task, then asks for their answers and writes them on the board

-T plays the tape the second time

for ps to check their answers

-T checks ps’answers by calling

on some ps and asks ps to explain their answers

- T gives correct answers

- Ps work in pairs, answer the

questions

- T goes around and offers help

4 Homework : Learn all the new words

Prepare for next period

5 Comments :

Monday, September 24 th 2007

Unit 2 : PERSONAL EXPERIENCES

Order period 09 § 4: Writing

- T: Textbook, colour chalks, lesson plan

- Ps: Textbooks, pens, pencils, notebooks, exercisebooks………

C Teaching steps:

- S1: Classroom procedure

- S2 : Old lesson: Do you think that family is more important than things? Giving your opinions

- S3: New lesson : Unit 2 – Lesson 4

I.Warm-up;

1.Have you ever written a letter in English?

2.Do you know how many parts a personal letter normally have?

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?

2 The verb tenses:

* The simple past: S + was + adj + n / S + V2/ed

* The past continuous: S + was / were + Ving

* The past perfect: S + had + V3/ed

III While-writing:

DD, September 20th 2007

Dear…………

I’m writing to you about………

Let me tell you about ……… my past embarrassing / unhappy /

funniest experience which still imprinted deeply on my mind

On that day………

T asks ps some questions, leads in

the new lesson

Ps answer them.

T gets ps to read the guidelines

silently

Ps read the guidelines silently

and work out what they are required to write about

T calls on some ps to answer and

elicits more ideas from the class

Ps pay attention.

T introduces the 5 parts of a

personal letter normally have

Ps take notes.

T provides words , phrases ,

sentnces to help pupils in their writing

Ps pay attention and take notes.

T reviews the previous structures

that can be used in their writing

Ps coppy down the structures.

T gets ps to write their letter in 15

minutes

One day ……… ……… I thought I

Stop for now./ Write to me soon

See you soon

Your old classmate

…………

IV Post-writing:

To collect and correct ps’ writings’mistakes and errors

Ps write their letter in 15 minutes.

T goes around to observe an offer

help

T asks ps to exchange their

writing with another p for peer correction

Ps exchange their writing

T goes around collects mistakes

and errors , then collects some writing for quick feedback

T corrects some typical errors.

4 Homework : Review all the new words , the 5 main parts of a personal letter normally have and the

structures:

* The simple past: S + was + adj + n / S + V2/ed

* The past continuous: S + was / were + Ving

* The past perfect: S + had + V3/ed

Prepare for next period

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Friday, September 28 th 2007

Unit 2 : PERSONAL EXPERIENCES

Order period 10 § 5: Language focus

A Aims:

- By the end of the lesson, Ps will be able to distinguish the sounds / m / / n / and / n /

- Help ps in their pronoucing the words and sentences containing these sounds correctly

B Materials:

- T: Textbook, colour chalks, lesson plan…

- Ps: Textbooks, pens, pencils, notebooks, exercisebooks………

C Teaching steps:

- S1: Classroom procedure

- S2: Old lesson : How many parts a personal letter normally have? What are they?

Write the structure of the past continuous tense

- S3: New lesson : Unit 2 – Lesson 5

I Pronunciation:

/ m / / n / / n /

may nose wrong

make nice running

small snow morning

T models the three sounds / m / / n /

and / n / for a few times and explain the differences in producing them, then asks ps to read the two sounds and the words in each column again

Ps reads the two sounds / dz / and

/ t / and the words in each column again

T asks some ps pronoun the words

and gives correction if neccesary

Ps practise reading the 2 sounds/

words / sentences

T introduces the grammar: To

infinitive / bare infinitive by gving many examples then asks ps to draw out the rules and the structures

Ps listen to the instructions, draw out

the rules and the structures then coppy down the lessons

T asks ps to read the examples and

Was / Wer e + S + Ving ?

3 The past perfect tense * Affirmative: S + had + V3/ed

* Negative: S + had + not + V3/ed

* Interrogative: Had + S + V3/ed ?

III Exercises: * Exercise 1: ……….(0) lives……….(1) invites ……… (2) sets………(3)

gets……….(4)waves……… (5) promises…….………… (6) carries ……… (7) cotains …,………(8) has baked……… …… (9)

is……….(10) is shining………(11) are singing ……….(12) is * Exercise 2: 1 He broke his arm when he was playing football 2 Julia wrote her first novel when she was 15 years old 3 I was working on the computer ………broke………

4 When it started torain………were walking ………

5 He told us about his ……… were having………

6 Sorry, I did not listen ……….was thinking………

7 I phoned you last night………did not answer……… were you doing… ?

8 Mary did not wear……….…….did not notice……… ….was driving…………

* Exercise 3: 1 They had eaten……….…arrived………

2 When I found ……… had taken ………

3 By the time … got ……… had closed………

4 When they got to the station ………had left ………

5 By the time you got the letter ……….had arrived ………

6 The pollice paid no attention……….had phoned………

7 I went to the post ………… …………said……….….had not arrived…….……

8 When I had looked at the new dress………asked……… cost the sentences given in exercise 1 , then put the words in the correct order to make sentences, using the main verb in the present simple and making the other an infinitive without to Ps read the examples and the sentences given in exercise 1 , then put the words in the correct order to make sentences, using the main verb in the present simple and making the other an infinitive without to T asks ps to read the examples and the sentences given in exercise 2 , then rewrite the sentences, using the words given in brackets Ps read the examples and the sentences given in exercise 2 ,then rewrite the sentences, using the words given in brackets T calls on some ps to write their answers on the board and corrects them 4 Homework: Learn the structures by heart Prepare for next period 5 Comments:

Saturday, September 29 th 2007

Order period 11 + 12 TEST & CORRECTION

A Aims:

- Review the privious lesson.

- Help ps review their lessons

B Content & keys :

I - Read the passage and decide whether the statements are true ( T ) or false ( F ) :

When I was a student, I had a summer job in an expensive restaurant One day we were expecting forty members of a football team for lunch I was given the job of peeling tomatoes I thoungt

I was managing quite well with my small knife until the owner appeared to see how I was getting on She was amazed that I was using a knife and asked why I wasn’t using the potato peeler I had no idea what a potato peeler was ,so she led me into a small room behind the main kitchen There, on the table, was a small machine like the rubbish bins some people have in their bathrooms She explained as if to a small child that I had to put the potatoes in, close the lid a press the button When she came back ten minutes later, I told her I thought it was quicker to do it by hand She asked what I meant “Well, they aren’t ready yet,” I replied You can imagine how I felt when she lifted the lid and took out the potatoes the size of peas The potato peeler was not automatic

………T……… 1 The story happened in summer

………T… … 2 The football team members would have potato for lunch

………T……… 3 At first, the author peeled potatoes with a knife

………T……… 4 The owner of the restaurant explained how to use the potato peeler very carefully

………F…… 5 The potato peeler could stop when the potatoes were ready

* Class 11T2 : Please write the title of the passage in three or four words:

My most embarrassing experience

II- Use the correct forms of the verbs in brackets:

6.He ( pay ) no attention to her complaint because she ( phone ) him so many times before

7 She ( write ) many books since she ( leave ) school

has writen left

8 What you ( do ) at the moment? – I ( write ) a letter

What are you doing ? am writing

9 The room ( be ) too dark It needs ( paint ) a lighter shade

10 Do you think the company will make him ( pay ) some extra money?

pay

11 It’s lovely ( see ) you again I ( not, see ) you for ages

to see haven’t seen

12 “Tom began driving 2 years ago” means:

Tom has been a driver for 2 years / Tom has driven for 2 years

13 Rewrite this sentence with the same meaning : “I’m sorry I was rude to you yesterday.”

I apologize for being rude / having been rude / my rudeness to you yesterday

14 He ( tell ) us about his marriage when we ( have ) afternoon tea

told were having

III- Choose the best answer from A, B, C or D:

15 Tom and Paul have known each other for a long time They are close friends

16 Henry’s _ has made him very popular among his friends

A selfishmen B impoliteness C unhappiness D generosity

17 Mai, who is my intimate friend, has just left the country

A lovely B close C humourous D reliable

18 The most important thing of a true friendship is _

19 The homeless children were left in the trust of an unselfish woman

A being paid attend B being controlled C being taken care of D being treated

20 All of us extremely admire her courage and constancy

* Choose one word whose underlined part pronounced differently:

21 A pleasure B friendship C residential D unsefishness

* Pick out the word that has the stress parttern different from that of the other words:

* Choose the underlined part among A,B,C or D that needs correcting:

27 Will Mr Hurphy to come here any minute ? – Yes, he will

- Ps can use information they have read to discuss celebration in their culture

- Help them develop their reading micro – skills as scanning for specific ideas, identifying and correcting false statement

B Materials:

- T: Textbook, colour chalks, lesson plan

- Ps: Textbooks, pens, pencils, notebooks, exercisebooks………

1 Do you know what birthday cake means ?

2 Have you ever given a birthday party ?

3 What do you have to prepare for it ?

………

II Pre – reading: Discusing the pictures:

° Questions:

- What is the relationship between the people in the pictures?

- What are they celebrating?

° Suggested answers :

- The people in picture 1 might belong to a family

- I think the people in picture 2 belong to a family

- The people in the first picture are celebrating a birthday

- The people in the second picture are celebrating a wedding

WEDDIND ANNIVERSAR

Y PARTY

1 People sing a song

2 People eat cake

3 People receive cards and gifts

4 // joke about their age

5 // remember their wedding

6 // go out for dinner

7 // blow out candles

T asks the whole class some

questions about a party

Ps listen to teacher and answer the

questions

T introduces the pictures, asks ps to answer the questions in their textbooks

Ps look at the pictures in their

textbooks and try to get the correct answers

T writes the words on the board then

aks them to give their meanings

Ps write the words then give their

Ps read the given sentences ,guess

their meaning based on the contexts

in the sentences, then do task 1 individually

T searches through the main ideas of

the passage,then asks ps to do task 2

* Task 2:

1 Lisa’s family and friends are at her eightt birthday party

2 Everyone makes cake and ice cream at the birthday party

3 Lisaopen birthday cards and food from her family and friends

4 Many American over the age of 30 don’t like to talk about their

anniversaries

5 Fifteen months ago, Rosa and Luis got married

6 People call the 5th wedding anniversary the “golden

anniversary”

7 Rosa and Luis are happy to be together for their silver

anniversary

IV Post-reading: Answer the following questions:

1 Where do you prefer to celebrate your birthday, at home or in

the restaurant? Why/

2 Do your parents celebrate their wedding anniversaries?

3 Are you going to celebrate your wedding anniversaries in the

future? Why ( not ) ?

Ps work in pairs ,read though each

sentence provided in task 2 to line the wrong word and provide the correct one

under-T goes around to hepl ps when

necessary

T skims the 5 questions in

post-reading, shows ps how to do this task

Ps work in group ,continue to do the

task

T calls on some ps to give their ans-

wers, ask them to explain their choices, asks other ps to say whether they agree or disagree then gives the correct answers

S4: Homework:

Read the story ain , try to translate it into Vietnamese

Prepare for next period. -

- By the and of the lesson,ps will be able to identify structures that are used to talk about a party

- Help ps use these structures to tell their partner about the party

B Materials:

- T: Textbook, colour chaks, lesson plan

- Ps: Textbooks, pens, pencils, notebooks, exercisebooks

C Teaching steps:

- S1: Classroom procedure

- S2: Old lesson : Read passage A (page 33 ), then answer the questions :

How old is Lisa?

What does she do when people finish singing ?

Do her friends give her presents?

Do many Americans over the age of 30 hate to talk about their age?

- S3: New lesson : Unit 3 – Lesson 2

CONTENT ACTIVITIES

I Warm-up:

1 Do you like giving parties ?

2 Have you ever been to a party ?

4 Whose party was it ? / Where ?

Last Sunday, I went to ………birthday A lot of ps

were invited I brought ……… for her The party was

organized at home / restaurant We had cake, ………, ………

………We sang,……… and ……… The party

lasted …… hours ………We left her house at

T asks follow-up questions then

leads ps to the topic

Ps listen and answer the questions.

T introduces task 1 and goes over

the questions with the class ( explains new words if necessary )

Ps read the task ,do it individually.

Ps need to choose the details they

want to talk about and plan their stories

T goes around the class to check and

offers help

T put ps in pairs and gets them to tell

each other about the parties they have been to ,

Ps work in pairs, to tell each other

about the parties they have been to, based on the outlines they have made for task 1 ,

In the mean time, T goes around the class to check and offers help, thencalls on some pairs to perform their conversations in front of the class

7 Entertainment

8 Food and drink

IV Post – speaking:

Tell the rest of the class about your party

Ps perform their conversations in

front of the class

T elicits feedback from the class

and gives final comments

T introduces task 3 and asks if have

ever planned a party with s.o else ps

to do it in group

Ps work in group , do task 3

T goes around to check + offer help

then calls on some pairs to perform their parties in front of the class

T elicits feedback from the class and

give final comments

S4: Homework:

Practise speaking all the tasks

Prepare for next period

S5: Comments:

Sunday, October 7 th 2007

Unit 3 : A PARTY

Order period 15 § 3 Listening

A Aims:

- Listen for specific information ,deciding T/ F statements and answering the questions while listening

- Help ps improve their listening skill

B Materials:

- T: Textbook, colour chalks, lesson plan

- Ps: Textbooks, pens, pencils, notebooks, exercisebooks………

C Teaching steps:

- S1: Classroom procedure

- S2: Old lesson : Tell about the party you have been to

- S3: New lesson : Unit 3 – Lesson 3

II Pre – listening:

* Answering the questions:

1 When do you like to organize your birthday party, during the

day or in the evening?

2.What food and drink are often served at your birthday party?

3 What activities do you often have at your birthday party?

* Pre – teaching vocabulary

III While – listening

* Task 1: Listen to the interview and decide whether the

statements are true (T) or false (F):

- T devides the class into group of

ten and intrduces the game: The group should generate as many words related to birthday (parties)

as possible in 5 ms

Ps generate as many words

related to birthday ( parties ) as possible leads ps to the topic

T devides the board into as many

sections as the number of group is

T call on the representative of

each group to come to the board and write their list when time is up

Ps come to the board and write

their list

T gets the whole class to count:

each correct word gets 1 point

T asks ps to discuss the qs in pairs.

Ps work in pairs discuss the qs

T calls on some ps to give their

answers and comments on the

1 Mai’s birthday party was held at home in the evening.

2 Over twenty guests were at the birthday party

3 The birthday cake was cut at the beginning of the party

4 The birthday party lasted about three hours

5 All friends stayed after the party to tidy up the mess

* Task 2:Answer the questions:

1 How old was Mai?

2.Why didn’t she like having her party at the restaurant?

3.What did Mai’s mother serve ?

4.What time was the birthday cake brought out?

5 What was the birthday cake like ?

6 What did all the guests do ?

7 What time did the birthday party finish ?

III Post-listening:

Take turn to talk about Mai’s birthday party

* Tape script:

Mai is my neighbour She turned 16 recently and her parents held

a birthday party for her I was one of those invited

The party began at about 3 in the afternoon Therewere about 20

of us gathering in Mai’s house She didn’t like having the party at a

restaurant because it is noisy and expensive We gave present to M

and she happily opened them It must really be exciting to receive all

those presents Afteer that M’s mother served us soft drinks and

biscuits We then listened to music and played cards The winners

were given frizes At about 4:30 M’s mother brought out the birthday

cake It was beautifully decorated with pink and white icing Sixteen

colourful candles sat in the middle of the cake.We all clapped our

hands eagerly and sang “Happy birthday” as she blew out the candles

and cut the cake We helped ourselves to slices of the dilicious cake

and sang all the song that we knew

Finally, at about six in the evening the party came to an end We

were all tired but happy The parents of other children came to

collect them by motor bikes I helped M and her mother clean up the

mess we had made After that I walk home, which was only three

door away

answers Then gets ps to guess what they are going to listen about

- T helps ps pronounce the words

given in the book by conducting repetition in chorus

- T asks ps to do the tasks , using

-T read the tape script one for ps

to do the task, then asks for their answers and writes them on the board

-T reads the second time for ps to

check their answers

-T checks ps’answers by calling

on some ps and asks ps to explain their answers / corrects them

4 Homework : Learn all the new words

Prepare for next period

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