Giái án Anh 11 NC

While you reading, do the task in the textbook Task1 6m T asks the Ss to read the words in the box then fill each blank with one of them Ask Ss to read the passage quickly and stop the l

Unit1: Friendship

Period1 Reading

I Objectives

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

- Develop such reading skill as scanning for details, specific ideas, skimming for general

information, and guessing meaning in context

- Use the information they have learnt to discuss the topic

II Teaching aids

Textbook, handouts, pictures concerning to the topic……

III Anticipated problems

Ss may need help with discussion task so T should be ready to help them

Ss may have difficulty in reading some difficult words such as:sympathy, loyalty,

T divides the class into 8 groups and gives each group a

hand out T asks Ss to complete the net work The

winner will be the group completing the network in the

shortest period of time

A Before you read(10m)

Discussing the picture and poem

T asks the whole class to look at the picture on page 12

and asks them some questions:

1 What are girls and boys doing in the picture?

2 How do they feel?

3.What does the picture tell you?

T ask Ss to work in pairs to read the short poem on the

page13 and answer the question:

What do you think of the friend in the poem

T calls on some Ss to answer the questions T may give

some comments and the suggestions:

The friend in the poem is very dedicated and thoughtful

He/She is willing to help his/her friend in any

Suggested answers:

Honest,unselfish,constant,loyal,mutual trust,sympathetic,patient …

Pair workSuggested answers

1 One boy is playing guitar, and the other girls and boys are singing

2 They seem very happy because we can see their smile

3 The picture tells us that friends can happily do many things together or friendship is a beautiful thing that brings happiness to us

Dedicated(a)tận tâm, tận lựcThoughtful(a)chu đáo, quan tâmCircumstance(n)hoàn cảnh, tình huống

Lâu dài, bền vữngQuan tâm tới ai, cái gì

tính kiên định

Friendship

Rumour(n) ['ru:mə]

Gossip(n): information talk or stories about other

people s private lives that may be unkind or not true ’

Incapable of/ in'keipəbl/

Suspicion(n)/sə'spi∫n/ suspicious(a)

Pursuit(n)

Sympathy(n) ['simpəθi], sympathetic(a)[,simpə'θetik/

Sorrow(n)/'sɔrou/= sadness

T asks Ss to make some Ss to make sentences with

above words to check their understanding

Have Ss practice reading the vocabulary

B While you read

Setting the scence

You are going to read a passage about the qualities of a

long lasting friendship While you reading, do the task in

the textbook

Task1 (6m)

T asks the Ss to read the words in the box then fill each

blank with one of them

Ask Ss to read the passage quickly and stop the lines

that contain these words to guess their meaning

T asks Ss to work individually to do the task

T goes around to help them when necessary

T asks Ss to exchange their answers with the other Ss

T asks Ss for their answers and tell then to explain their

choices

Task 2(5m)

T asks Ss to read the passage again and decide which

of the choices A,B,C,or D most adequately sum up the

ideas of the whole passage

T gets Ss do the task individually

T might also want to give Ss some strategies to find the

main idea of the passage

T calls on some Ss to give the answer and asks other Ss

to say whether they agree or disagree

Task 3(10m)

Ask Ss to answers the questions in task3

T asks Ss to do the task individually to do the task, then

discuss their answers with their partner

T calls some Ss to write their answers on the board and

ask them to explain their choices

Correct answers:

1 The first quality for true friendship is unselfishness It

tells us that a person who is concerned only with his/her

own interest and feelings can t be a true friend’

2 Because they take up and interest with enthusiasm,

but they are soon tired of it and they feel the attraction of

some new object

3 The third quality for true friendship is loyalty It tells us

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

4 Because if not people can t feel safe when ’

telling the other their secret

5 Because they cannot keep a secret, either of their

own or of others ’

tin đồnchuyện ngồi lê đôi mách, chuyện tầm phào

không đủ khả năng

sự nghi ngờ

sự nghiệp, sự theo đuổi, đam mê

sự thông cảmthông cảm, đồng cảmnỗi buồn

do as T s requests‘

whole class

individual work & pair work

Ss guess the meaning of the word base on the context in the sentences

Individual work and pair work

Pay attention then give remarkCorrect themselves their mistakes

6 The last quality is sympathy It tells us 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

C After you read(6m)

Ask Ss to work in pairs to discuss the question in the

text book

T goes around to help the Ss when necessary

When all pairs have finished, T asks every two pairs to

we are sorrow and when we have difficulty We can share ideas, feeling, likes,joys, pleasures,aims to each …other Sometimes only true friends can understand, sympathise us so we feel safe to tell him/her our secrets Friendship brings us happiness We happily do many things together.So

we can t live without friendship’

Whole class

Period 2: Speaking

I Objectives

By the end of the lesson Ss will be able to

Describe the physical characteristics and personalities of their friends, using appropriate adjectives

II Teaching aids

Textbook, handouts, pictures about some famous people…………

III Anticipated problems

Ss may not have enough vocabulary to talk about the topic, so T should be ready to provide help

Ask 1 S to read aloud the title and explain

Instruction: You are going to look at the picture of 4

people on page 15 and describe them in pairs

Do as teacher s request’

Pair work

Before letting Ss do the task, T ask them to read useful

language on page 16

T may explains some word if Ss don t know the ’

meaning of the adjectives provided

Forehead(n)/ 'fɔ:hed/: T points at his/her forehead

Crooked(a)/'krukid/

T may ask Ss to provide some adjective/expressions

used to describe people Ss appearance She may also ’

give Ss handout of these adjectives and expressions:

Height :tall,short, medium

Build : slim(mảnh khảnh), plump(bụ bẫm, đầy đặn),

overweight, thin.muscular/ 'mʌskjulə/(vạm vỡ),

stocky(thấp và chắc), well-built(lực lỡng)

Hair:

-length: long, short, shoulder- length

-style: straight , wavy, curly,crew-cut(đầu cua)

-color: black,grey, red, brown

Others: a fringe(mái), a bun(búi tóc), plait(s)/ plổt/đuôi

sam

Face: oval, round, large, square, skinny/['skini](gầy

nhom,gầy trơ xơng), chubby(phúng phính), long, with high

cheekbones(gò má cao)

Eyes: small, big, black, brown, blue

Nose: straight, crooked, turned-up(hếch), big, small,

flat(tẹt)

Chin: pointed chin(cằm nhọn),double chin

Lips: thin, full, narrow, heart-shaped

Forehead: broad, high

Skin:white,pale/peil/(tái, xanh xám), suntanned(rám

nắng),dark, brown, black

General appearance:beautiful, handsome,pretty,good

looking, plain(bình thờng)

T asks to work in pairs to describe the people in the

picture, and then calls on some Ss to present their

answer

T gives feedback

B Practice(10m) Task 2

Ask Ss to discuss and number the personalities in

order of importance in friendship and then report the

results

Before Ss do the task, T asks them to look at the list of

adjectives provided in book T asks if Ss understand

these adjectives or not

T can elicit[i'lisit](luận ra,gợi ra) or explain some

T divides the class into group of 6 with a group leader

They discuss and the leader will take notes of the

ideas, and then one representative will report the result

Whole classTrán

Mũi khoằmWhole class use hangouts to describe

1 The boy is about 16 He is sighted because he s wearing apair of ’glasses He has short black hair, a round face with a broad forehead, a small nose,thin lips and small chin He quite good-looking

short-2.The girl is about 14 She s also ’wearing a pair of glasses She has shoulder-length black hair, and she s ’wearing a ribbon(bờm tóc) She has an oval face with a straight nose, full lips and a pointed chin She quite pretty

3 The man is in his forties He s tall ’and well-buit He has short brown hair and a square face with a broad head, small eyes , a crooked nose and thin lips He quite good looking

4 The woman is her twenties She s ’quite tall and slim She has long curly brown hair and an oval face with a broad forehead, big eyes, a straight nose heart-shaped lips and a small chin She s very beautiful’

Whole class and group work

Chu đáoHiếu kháchKhiêm tốn Chân thànhThông cảm, thông hiểuGroup work

1st group: My group thinks that being caring is the most important in friendship because when friends care about eachother, they will know when

to share happiness or difficulty with their friend…

to the whole class T reminds Ss that they have to

explain their choice as well

T goes round to offer help when Ss discuss

T call on some Ss to report the result of their

Instruction: Imagine that you have a friend who has

just won the first prize in Mathematics A journalist is

going to interview you about your friend Act out the

interview in pairs

T asks Ss to look at their role on page 16 anf the

suggestions on page 17

T may elicit the questions they may ask

-his /her hobbies: What does he/she like doing in

his/her freetime?what are his/her hobbies

-his/her physical characteristics: what does he/ she

T asks Ss to work in pairs to perform the interview in 7

minutes and goes around to offer help

T call on some pairs to perform the interview

T elicits feedback from the class and gives final

comments

4 Home work(3m)

Write down a paragraph to describe your best friend

Prepare the next period listening” ”

Pay attention

Nhanh trÝTèt bông

Pair work

Whole class

Period 3 Listening

I Objectives

By the end of the lesson Ss will be able to

Develop such listening micro-skills as intensive listening for specific information and taking notes while listening

II Teaching aids

Textbook, handouts, cassette tapes…………

III Anticipated problems

Ss may not be familiar with the note-taking task,so T should provide them some tips to deal with the task

IV Procedure

teacher student

1 Check the attendance(2m)

2 Warm up(5m)

Matching

The aim of this activities is to help Ss revise the

vocabulary items Ss learnt in the previous lesson

T divides the class into small groups of 3-4 students

Then T distributes the following crossword hand out for

Ss to do in their own groups Which group finishes first

and has all the correct answers will be the winner

A Before you listen(10m)

Talking about your best friend

- T asks Ss to discuss the questions on page 17 in

pairs

- T calls on some Ss to give their answer and

comments on the answer

- T gets Ss what they are going to listen about

Vocabulary pre teaching–

- Before teaching the new words, T helps Ss to

pronounce the words given in the book T may read

aloud first or play the tape and ask Ss to repeat in

chorus and individually

- elicits/teaches some of these word and those taken

from the listening passage

Apartment building:

Sense of humour:

Give sb a ring: phone sb

Go though a rough time:

- T may get Ss to make sentences with the words and

give corrective feedback

B.While you listen Task 1(10m)

Instruction: You are going to listen to Lan and Long talk

about their best friends Listen and decide whether the

statements are True or False Put a tick() in the

appropriate box

Before Ss listen and do the task, T instructs them to use

some strategies

+ First, read through the statements to understand them

and underline key words For example, the key words in

the first statement are: shared, Nguyen Cong

Gäi ®iÖn cho aiTr¶i qua thêi kú khã kh¨n

Pay attention

Tru, Residential Area, Hanoi……

+ Listen to the tape and pay attention to the key words

+ Decide whether statements are true or false based on

what they can hear

- T plays the tape once for Ss to do the task

- T asks for Ss answers and writes them on the board’

- T plays the tape the second time for Ss to check

their answers

- T asks Ss to work in group 4 to compare their

answers

- T checks Ss answers by calling some Ss and asks ’

them to explain their answers

Task 2(7m)

Instruction: You are going to listen to the tape again and

fill the table in the book with notes

-T plays the tape again for Ss to complete their notes

- after playing the tape, T gets Ss to work in pair and

check their answers

- T calls on some Ss to give the answers T provides

correct answers if necessary If Ss cannot comple the

task, T might let Ss listen one more time and pause at

the answers for them to catch

Lan - They used to live in

the same apartment

building in HN

- Lan went on a holiday

in Do Son and Ha went

there to help her

- Ha s very friendly and ’helpful

- Ha Ss 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

C After you listen(8m)

- T asks Ss to work in pairs to talk about how Ha has

been Lan s best friend and how Minh has been Long s ’ ’

best friend

- T goes around to offer help and correct Ss mistakes’

- T calls on some pairs to present their answers

- T elicits feedback from the class and give final

comments

4 Home work (3m)

Ask Ss to learn by heart all new words and prepare the

next lesson writing“ ”

Individual work & Group work

5 T

6 F( They have been best friends since Lan s trip to Do Son)’

Long’s talk

1 F( They met in college)

2 F ( Minh was a guitarist)

3 T 4 T 5 TWhole class

Individual work and then pair work

Listen to the tape carefully and fill the table in the book with note

Pair work

Whole class

Tapescript:

Lan’s talk

My best friend is Ha We ve been friends for a long time We used to lived in Nguyen Cong Tru ’

Residential Area in HN Her family moved to Hai Phong in1985 It is said that HP people are cold but

Ha is really, really friendly I first started to get to know her when I was going on a two-day trip to Do Son last year and didn t know anybody there I gave Ha a ring and she was so friendly, she said ’ “

Oh, I ll come to visit you So she rode on her motorbike to Do Son and twenty minutes later she was’ ”there She stayed with me for two days She happened to know a lot of people there, so she

introduced me around and we ve been best friends ever since.’

Long’s talk

My best friend is Minh We met in college And I was there singing and Minh was a guitarist So we worked together a lot, but we also became friends Minh has a great sense of humour, he s very,very’funny, and that s of my favourite things about him And over the years, we have been through good ’times and bad times with each other, and that s one of the things I like best about him And we have ’

a lot of the same interests We like to go to plays and movies together But when we re going through ’

a rough time, he s really a good friend, and he s a very good listener, and he always helped me ’ ’though

Period 4: Writing

I Objectives

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

Write about a friend, real or imaginary, using the words and expressions that they have learnt in previous lesson

II Teaching aids

Textbook, handouts, …………

III Anticipated problems

Ss may not have sufficient vocabulary to write about the topic, so T should be ready to help them

T introduces the game: 1 student goes to the board

and T gives him or her a piece of paper with the name

of a student in the class Other Ss have to ask Yes/No

question to find out who students is Ss should ask

about the appearance, personalities, or clothes …

- The game can continue until the time is up

A Before writing(13m)

- T sets the scene: You are going to write about a

friend, real or imaginary, using the provided guidelines

- T gets Ss to read the task and the guidelines silently

and work out what they are required to write about In

general, Ss writing should include 3 parts:’

+ general information about about their friend

+ his/her physical characteristics and personalities

+ and what Ss like about the friend

T elicits the verb tenses that may be useful when Ss

want to write about when and where they met their

friend In this case, Ss may use the simple past tense

and past continuous in their writing

T revises the use of the past tense and past continuous

tense

T may also elicit the adjectives and expressions Ss can

Group work

Ss may ask questions such as:

Is the person a girl?

use to describe their friend s appearance and ’

personalities

T gets Ss prepare an outline for their writing and

exchange it with their peer(partner)\

T goes around to offer help and gives corrective

feedback

B While writing(15m)

T gets Ss to write about their friend in 15minutes

T goes around to observe and offer help

C Post writing(8m)

T ask Ss to exchange their writing with another Ss for

correction

T goes around and collects mistakes and errors

T collects some writings for quick feedback

T writes Ss typical errors on the board and elicits self ’

and peer correction T provides correction only when

Ss are not able to correct the errors

Finally, T provide general comments on the writings

4 Home work(2m)

Ask Ss to improve their writing, taking into

consideration their best friends and T s suggestions ’ ’

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

-Distinguish the sound /dʒ/ and /t∫/

- Pronounce the words and sentences containing these sounds correctly

- Use some structures containing infinitives with and without to appropriately

II Teaching aids

Textbook, handouts, …………

III Anticipated problems

Ss may find it difficult to pronounce the two sounds, so T should prepare a lot of practice

IV Procedure

1 Warm up(3m)

Noughts and Crosses

Caring Sense of humour Friendly

Group work

2 New lesson

A Pronunciation(10m)

-Pronouncing the two sounds separately

-T models the two sound /dʒ/ and /t∫/ for few times

and explains the differences in producing them

/dʒ/: is a voiced palatal

Voiced=vocal cords vibrate while making this sound

Palatal= put your tongue behind your top teeth, push

air as you drop your tongue away from the roof of

your mouth

/t∫/ is an unvoiced fricative palatal

Unvoiced- vocal cords do not vibrate while making

this sound

Fricative palatal = touch your tongue to the back of

your upper teeth and pull your tongue away as your

push air out of your mouth

T plays the tape once for Ss to hear

the works containing these two

sounds Then T plays the tape again

and this time asks Ss to repeat after

the tape

Pronouncing words containing the sounds

-T reads the words in each column all at once

/dʒ/:jam, joke, January, dangerous,passenger, village

/t∫/:children, changeable, cheese, mutual, church ,

which

-T reads the words once again, each time with a word

in each column to help Ss distinguish the differences

between the sounds in the words

- T reads the words and asks Ss to repeat them

- T asks Ss to practice pronouncing the words in pairs

-T goes around providing help

- T asks some Ss to pronounce the words and give

correction if necessary

Practicing sentences containing the target sounds

- T reads the sentences and asks Ss underline the

words with the sound and write /dʒ/ and /t∫/ under

them

- T asks Ss to provide the sentences in pairs

-T goes around providing help

- T asks some Ss to read the sentences and gives

feedback

B Grammar and Vocabulary

1 To infinitive (10m)

- T writes some sentences on the board and underline

the to+ infinitive

+ I have letters to write to my friends

+ I have some homework to do

+ Does he get anything to eat?

+ Have you got anything to say?

- T asks Ss to comment on the use of to + infinitives in

these examples T reviews the form and use of to –

-Listen attentively-Tell the difference

©m vßm miÖng h÷u thanhD©y thanh ©m rung lªn khi ph¸t ©mListen and take note

©m v« thanh: d©y thanh ©m kh«ng rung lªn khi ph¸t ©m

©m vßm miÖng phô ©m x¸t

Repeat after the tape

-/dʒæm/, / dʒouk/, /dʒænjuəri/, /deindʒrəs/, 'pæsindʒə/, /vilidʒ/

infinities in the example

- The infinitive can be placed after nouns/pronouns to

show how they can be used or what is to be done with

them

+ I have letters to write = I have letters that I must

write……

+ I have some homework to do= I have some

homework that I must do

+ Does he get anything to eat?= Does he get anything

that he can eat?

N/pro+to -infinitives

Ex: I need someone to take care of my children

to -infinitives + prepsitions

ex: I need someone to talk to my mother

Can I borrow your case to keep my records in?

Adj + to -infinitive

Too/ enough + to infinitive–

Practice

Exercise 1

Ask Ss to do exercise1 individually and then compare

their answers with another student

- T calls on some Ss to read aloud their answers

- T gives the correct answers

2 Infinitive without to(10m)

- after “make, let”+object +bare infinitive

- after verbs of perception such as: feel, hear, watch,

see, notice, observe, smell+object +bare infinitive

Ask Ss to give some examples

Listen and ask the other to comment

Practice

Exercise 2

-T asks Ss to do exercise 2 in pairs Ss have to

rewrite the sentences by using the words given

-T asks them to compare answers with another pairs

-T calls on some Ss to go to the board to write their

Join these pairs of sentences

1 she crossed the road I saw her

2 They sang a song I heard them

3 He looked the door I observed him

- In the examples above the infinitives are used to replace relative clauses

Give more examlesTake notes

1 Who wants somethings to eat

2 I have some letters to write

3 I am delighted to hear the news

4 My mother has some shopping to do

5 You always have too much to talk about

6 It s lovely to see you again’

7 It s too cold to go out’

8 I m happy to know that you have ’passed the exams

Ex:Nothing can make him cry

I see her cook dinner(completed action)

Notice:I see her cooking dinner(I see

she s cooking dinner)’Pair work and then individual work

1 The police watched them get out of the car

2 They let him write a letter to his wife

3 I heard them talk in the next room

4 The customs officer made him open the briefcase

5 The boy saw the cat jump though the window

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

7 I felt the animal move towards me

8 Do you think her parents will let her

go on a picnic?

Whole class

1 I saw her cross the road

2 I heard them sing a song

4 She drove off I saw her

5 He was foolish He left the firm

6 A pavement artist drew a portrait in crayons I

watch him

7 We can t refuse their invitation It would look rude’

8 I met you again I was happy

9 The film was boring I didn t watch it’

10 The woman is old She can t drive a car’

3 Homework(2m)

Learn by heart all the knowledge they ve learnt and ’

practice them again at home

Prepare the next lesson:unit 2 : reading

3 I observed him lock the door

4 I saw her drive off

5 He was foolish to leave the firm

6 I watched a pavement artist draw a portrait in crayons

7 It would look rude to refuse their invitation

8 I was happy to meet you again

9 The film was not interesting enough for me to watch

10 The woman is too old to drive a car

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

- Develop such reading skills as scanning for details, specific ideas, skimming for general information, and guessing meaning in context, identifying the sequence of events

- Use the information they have learnt to discuss the story

II Teaching aids

Textbook, handouts, cassette …………

III Anticipated problems

Ss may need help with discussion task, so T should be ready to help them

IV Procedure

1 Check the attendance(2m)

2 Warm up(5m)

Ask Ss some questions and ask Ss to answer

- when was your last birthday?

- What did you do on that day?

- How did you feel on that day?

- What did your parents offer you?

3 New lesson

A Before you read(5m)

-T introduce the pictures:

The six pictures describe the events in a story

They re not in chronological order Can you describe ’

what s happening in each of the picture’

- T suggests for the Ss by asking some questions:

+ What do you see in the 1st picture?

+ What do you think might be relationship between

the girl and the man?

+ What do you see on the table?

Wad of dollar notes

B While you read Set the scene: you are going to read a story in which

a girl s telling about her most embarrassing situation’

- T asks Ss to go back to the passage to locate and

read around these words

- T checks that Ss understand all these words

correctly by calling on some Ss to tell the meaning of

the word in Vietnameses

- Then T asks Ss to go back to the task and study the

- T asks Ss to read the text silently again and then

with a peer work out the sequence of the pictures

given on page 22 again

- T calls on a student to give and explain his/ her

answer

Task 3 (10m)

- T checks if Ss can answer the comprehesions in

task3 without having to read the passage again If Ss

can not, T gets them to read the questions carefully

and gives them some tips to do the task

- T gets Ss to check their answer with a peer

- T calls on some Ss to write their answers on the

board and asks them to explain their choices

C After you read(6m)

Ask Ss to look at the last picture(c) and give

suggestions

+ How did the girl in the picture feel?

+ Why did she feel that way?

+ What did she do after that?

- T calls on the group to tell and explain their choice

- Then T asks Ss to summarise the main points of the

lesson

TËp tiÒn

Pay attentionRead the passage in silentlyGuess the meaning of the wordsG©y ån µo, Çm Ü

lÐn lót

to look quickly at st/sbmaking you feel nervous, ashamed, or stupid: lóng tóng, xÊu hæ

someone you admire and adore

1 picture d 2 picture b

3 picture f 4 picture e

5 picture a

6 picture c

Individual work then pair work

1 A floppy cotton hat

2 to buy the hat for herself

3 A wad of dollar notes that looked like the ones her father had given

4 Because she didn t like to make a ’fuss

5 She bought the hat with itGroup work

1.She felt surprised/ ambarassedBecause the money she took from the boy s bag was not hers’

2 Perhaps the girl might want to tell her father the truth and ask him for help Perhaps the girl could come to the police station, tell the police the truth and ask them for help

May be the girl could get on the same bus the next day and look for the boy

to return him the moneyWhole class

4 Homework(2m)

Summarises the main points of the lesson again

Learn by heart the new words and make sentences

Period 2 Speaking

I Objectives

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

- Identify structures that are used to talk about past experiences and their influences on

one s life’

- Practice the present perfect and past simple, structures with Make“ ”

- Use these structures to talk about a past experience and how it affects their life

II Teaching aids

Textbook, handouts, …………

III Anticipated problems

Ss may have problem using present perfect and past simple when talking about the past

IV Procedure

Teacher Students

1 Check the attendance(2m)

2 Warm up(5m)

Ask Ss some questions about their experiences

- Have you ever sung in the public?

+ When did you sing in the public?

+ How did you feel ?

+ How did the experience affect you?

- Have you ever failed the exam ?

- Have you ever got a bad mark?

………

3 New lesson

Task 1(10m)

- T introduces the task and gets Ss to do it individually

then compare the answer with a partner

- Call on some Ss to read out his/her answers

- T checks with the class and gives feedback

- T introduces the structures:

Make sb do smt/make sb+Adj

Ex: The flu makes me stay at home/ The flu makes

me tired

Task 2(15m)

- T introduces the task and ask Ss to work individually

then compare the answer with a partner

-Notice Ss some about how to use past simple and

present perfect simple

+ Present perfect: used with ever to ask about past “ ”

experience:Have you ever been to England?

+Past simple: used when one keeps asking about that

experience: When did you go there?Who did you go

with?

- After finishing T gets Ss to read the sample

Whole classAnswer the questionsYes, I have

On Teacher s Day’

I was all in a tremble(run)Since then I haven t been afaid of ’singing in the pubic

………

Individual work and pair work

1 d 2 c 3 a 4.b 5.eAppreciate(v): Coi trọng, đánh giá cao

To change your attitude to sb/st( Thay

đổi tháI độ của bạn đối với ai hoặc

điều gì đó)-Give more examples

Whole class

Take notes1.b 2.d 3.h 4.a 5.e 6.g 7.cPair work

conversation in pairs

- 0pen dialogue:

A Have you ever– ………….?

B Yes,– ………… English girl……

A How– …….meet……… ?

B –……… walking along………asked the

way…….started talking……

A What– ………talk…….?

B Everythging– ……….name, …… turtles………

A How– ……affect………?

B Well,– ………more interested………

- Call some pair Ss to practice the D then give marks

Task 3(10)

- T introduces the task: using suggested questions on

page 26 to ask and answer the questions about their

past experiences

- T calls on some pairs to perform their conversations

in front of the class

4 Home work(3m)

Learn by heart the dialogue

Close the book and practice the open dialogue

Pair workEx: be seriously ill“ ”-what(what disease did you get)-when(when did you fall)

-how(How did you get ill)-go to hospital(Did you have to goto )

- how(How did the experience affect you?)

Period 3 Listening

I Objectives

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

Develop such listening skills as listening for specific information and taking notes while listening

II Teaching aids

Textbook, handouts,cassette tape …………

III Anticipated problems

Ss may not have sufficient vocabulary to talk about the topic, so T should be ready to assit them Ss may not also be familiar with the note-taking task so T should provide them some tips to deal with the task

a A metal stair way outside to

help people get out of a building

on fire

b A pipe that draws water for

putting out a fire

c A person who fights fires

d What comes out of a fire

e A fire-resistant door that can be

closed to stop the spread of a fire

f A large truck that carries

firefghters and equipment to the side of a fire

g A tube that contains special

chemicals for putting out fire

h A bell that tells you a fire has

started

3 New lesson

A Before you listen(10m)

-Ask Ss to describe what is happening in the picture

on page 27

+What can you see in the picture?

+What is happening?

+ Who are these people?

+ What is this woman doing?

- Ask Ss to practice the vocabulary in chorus T helps

Ss to pronounce them correctly

B While you listen Task 1(10m)

-Asks Ss to read the statements to understand them

-Tplays the tapes once for Ss to listen and do the task

- Check the answer with the whole class

- T can play the tape again and pauses at the

answers for them to catch

Whole class

Group workAnswer

1 c2.h3.e4.a5.b6.g7.d8.f

Whole class-A fire-A house is burning and fire- fighters are trying to put out fire

- They are fire-fighters

- She is carring her daughter out of the fire

1 đáng nhớ 5 bếp ga

2 sợ hãI 6 ôm

3 thét, gào 7 trốn thoát

4 thay thế 8 bảo vệPractice reading

Whole class Individual work

1 T 2 F(13 years ago) 3.F(in the kitchen) 4 F(she was sleeping) 5 T

Task 2(10m)

-Ask Ss to study the text carefully for the missing

information they need to fill and guess the answers

- After playing the tape, T gets Ss to work in pairs and

check their answers

- Call on some Ss to give the answers

C After you listen(6m)

-Before getting Ss to discuss, T teaches them some

useful expression of asking for and giving opinions:

-Asking for opinions:

+ What do you think about………?

+ What s your opinion about ?’ …

+ What s your feeling about’ ………?

+ What s your point of view about’ …….?

+ How do you feel about ?…

+ Do you have any opinion about ?…

That s right, ’and …

Well,may be, but…

That might be true, but …Well, my feeling

is that

Well, I don t ’think so I think

-Give some suggestions by asking some questions:

+Why does Christina think family is more important

than things?

+ Where do you get love/care from, Your family or

things?

+Can we buy new clothes?

+ Can you get new parents or brothers or sisters?

4 Homework(2m)

-Do the exercises in unit 2 in the workbook

-Prepare for writing lesson

Individual work and pair work1.small 3 family 5 took2.everything 4.replaced 6.appreciate

From familyYes, we can

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

Interviewer: Christina, could you tell our audience about the most memorable experience

in your life?

Christina: Well, my most unforgettable experience happened thirteen years ago, when my house

burned down

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

Interviewer: What were you doing at that time?

Christina: I was sleeping when I was suddenly woken up by terrible heat I opened my eyes

to find out myself surrounded by walls of fire

Interviewer: That s terrible How did you escape?’

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

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

Christina: Oh,yes Yes, very much, in fact Although I lost many things in the fire, the experience

helped me grow up

Interviewer: What do you mean?

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

my room was or how few clothes I had Then the fire came and destroyed everything owned But I slowly began to realized 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

Interviewer: I see, so the fire took many things from you, but it gave you something too.

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

Period 4 writing

I Objectives

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

Write a personal letter telling about a past experience, using the structures and vocabulary that they have learnt in previous lessons

II Teaching aids

Textbook, handouts, …………

III Anticipated problems

Ss may not have enough vocabulary to write about the topic, so T should be ready to help them

-T asks Ss to tell about their unforgettable past

experiences and the others make questions to ask

-Which team makes more questions is the winner

A Preparing to write(10m)

-T gets Ss to read the task

- Call on a S to answer and elicits more ideas

Most unforgettable experience

+what happened?

+ when it happened?

+Where it happened?

+ How it happened?

+who was involved?

+ How it affected you?

- T gets Ss to plan their stories according to the

questions

Writing(17m)

-T gets Ss to write their own letters in 10 minutes

-Then T asks Ss to work in pairs, exchange their

letters and correct each other

Whole classGroup workPast experiences:

-Failing an exam-Getting a reward

………

Whole class

-I nearly drowned-A year ago, my last summer vacation-A river near my grandparent s house’-When I was swimming, I suddenly caught a cold, I felt dizzy and I was too weak to swim

-Some of my friends were also swimming at that time, one tried to save me

-I learned that life is so important

Individual work and pair work

- T goes around the class to offer help

Feed back on Ss’ writing(6m)

-T chooses one letter and reads it to the class

- T elicits corrective feedback from the class and gives

final comments afterwards

3 Homework(2m)

Do exercise in work book

Prepare the next lesson

Whole class

Period 5 Language focus

I Objectives

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

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

Pronounce the words and sentences containing these sound correctly

Distinguish the uses of different verb tenses: present simple for indicating the past, past simple,past continuous and past perfect

Use these verb tenses to solve communicate task

II Teaching aids

Textbook, handouts, …………

III Anticipated problems

Ss might have difficulty distinguish and using different verb tenses correctly Therefore, T should be ready to assist them

c By the time she got back, he had gone/went home

d David had eaten/ate Chinese food before, so he

knew what to order

e I did/ was doing some shopping yesterday when I

saw your friend

f Laura missed the party because no one was telling/

had told her about it

Pronunciation(7m)

/m / : close the lips when pronouncing

/n / : Ss tongues touch the roof of their mouth’

/η /: their tongues touch their soft palates

For all three sounds, the air goes through the nose

- T asks Ss to read the words in each column out loud

in chorus for a few more times Then call on some Ss

to read the words out loud

- In order to help Ss identify these sounds T writes

some sentences to check their understanding

3 That bun/bum is delicious /di'li∫əs/

4 We got some/sun at the beach

- Practising sentences containing the target sounds

Ask Ss to work in pairs and take turn to read aloud

the given sentences

- T calls some Ss to read the sentences and provides

corrective feedback

Grammar Exercie1(10m) Review some tenses:

a Presentation

- Present simple

+ The use

+ Form:(+) I, You, We, They + bare infinitive

He, She, It + V(s,es)

( -) S+don t/doesn t+ V-infinitive’ ’

+ The use: we use present perfect to express an

action happened at unspecified time before now The

exact time is not important It is not used to describe a

specific event So we can use the present perfect to

describle our experience

+ Form:(+) S + have/ has + Past participle

(-) S + have/ has + not + Past participle

(?) Have/ has + S + Past participle?

b Practice

- T gets Ss to do exercise 1 individually and then find

a partner to check the answer with

- T checks with the whole class and provides

+ Form: (+) S + was/ were + V- ing

(-) S + was/ were + not + V- ing

(?) Was/ were + S + V- ing?

b Practice

- T gets Ss to do exercise 1 individually and then find

a partner to check the answer with

- T checks with the whole class and provides

corrective feedback

Practicing pronunciation

Take notes

Give examples

Give examples & take notes

Give examples & take notes

Individual work & pair work

1 invites 2 sets 3 gets 4 waves

5 promises 6 carries 7 contains

8 has baked 9 is 10 is shining

11 are singing 12 is

Whole class

Take notes and give example

Individual & pair work

1 broke/ was playing

2 wrote/ was

3 was working/broke4.started/ were walking5.told/ were having

Exercise 3(10m)

a Presentation: Past perfect

+ The use:

The past perfect expresses the idea that something

occurred before another action expressed in the past

simple It can also show that something happened

before a specific time in the past

Past perfect also to show that something started in

the past and continued up until another action in the

past

+Form: :(+) S + had + Past participle

(-) S + hadn t + Past participle’

(?) Had + S + Past participle?

- T gets Ss to do exercise 3 individually then find a

partner to check their answer with

- T checks the answers with whole class and provides

corrective feedback

3 Homework(1m)

Review unit 1,2 to prepare the 45munite test

6 didn t listen/ was thinking’

7 phoned/ didn t answer/were doing’

8 didn t wear/ didn t notice/ was driving’ ’

Give example and take notesEx: I had never seen such a beautiful beach before

Ex: I had used that car for ten years before it broke out

Or After I had used years, It broke …down

Give examples

1 had eaten/arrived 2 found/had taken

3 got/had closed 4 got/had left

5 got/had arrived 6 paid/had phoned

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

- Develop such reading skills as scanning for specific ideas, and identifying and correcting false statement

- Use the information they have read to discuss celebrations in their culture

II Teaching aids

Textbook, handouts, cassette tapes …………

III Anticipated problems

Ss may need tobe provided vocabulary to celebrations and festivals so that they can complete various learning task

IV Procedure

Teacher Students

1 Check the attendance(2m)

2 Warm up(5m)

Matching the celebrations with the correct images

Christmas Easter Graduation

Halloween Thanksgiving Mother s Day’

Wedding Valentine s Day Birthday’

a b c

f

h i

3 New lesson

A Before you read(8m)

Ask Ss to work in pairs and ask them to look the

pictures in text book and and answer the questions:

1 What is the relationship between the people in the

pictures?

2 What are they celebrating?

Pre- teaching vocabulary

-Mark(v):

-Milestone: an important event or state in one s life’

-Lasting(a)

-Golden(a)made of gold

-Golden anniversary/jubilee /'dʒu:bili:/: celebration of

the 50th wedding anniversary /,æni'və:səri /

-Silver anniversary: celebration of the 25th wedding

You are going to read about how American people

celebrate birthdays and wedding anniversaries Then

do the tasks below

Task 1(7m)

- T gets Ss to read the passage silently and do the

task1

Whole classd

to a family The young man might be the parents and three kids might be their children

- In the 2nd picture : the people might belong

to a family, too The old lady&man might be parents The woman and the man who are sitting in front might be their son and daughter in law The boy and the girl might

be their grandchildren

2 The people in the 1st picture are celebrating a birthday In the 2nd picture people are celebrating a wedding anniversary

- Call on some Ss to write the answer on the board

and ask them to explain their choices

1 People sing a song

2 People eat cakes

3 People receive cards and gifts from friends and

relatives

4 People joke about about their ages

5 People remember their wedding days

6 People go out to dinner

7 People blow out candles, one for each year

Task 2(10m)

- T gets Ss to read through all the 7 sentences in

task2 Then ask them to read the text again and

locate these words

- Ask Ss to check their answer with a friend

- Call on some Ss to present and explain their

answers

- Give feedback and correct answers

C After you read(10m)

-Ask Ss work in small group of 3 or 4 and discuss the

questions

- T goes around to check and offer help

- Call on the groups to tell and explain their choice

- Give the correct feedback

4 Home work(3m)

Learn by heart new words and summarise the main

point of the lesson

- Write a paragraph about how Vietnamese people

celebrate their birthday or wedding anniversaries,

base on the text they read in class

Take notes and give examplesPractice reading the new words

Pay attention

Individual work

Birthday wedding 

   

 

  

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

Use appropriate language to talk about parties and negotiate how to plan them

Use appropriate language to invite people to come to parties

II Teaching aids

Textbook, handouts, …………

III Anticipated problems

Ss may have little experience negotiating in English, so T should be ready to provide them with appropriate language to do so

IV Procedure

Teacher Students

1 Check the attendance(2m)

2 Warm up(7m)

Talking about the party

Yesterday I went to a party Please ask some

questions to gets as much information about the

party as you can

T teaches necessary language for talking about

To have fun/a good time

Gifts: flowers, souvenirs, a bottle of wine, chocolate

Decorations: balloons, flowers, lamps, pictures …

Food and drinks: starters, main courses, deserts,

cakes, ice-cream,sweets, soft drink………

Music: pop music, jazz, classical music……

Task 1(7m)

Get Ss to do the task individually

T encourages Ss to take notes while doing so

Go around the class to check and offer help

Task 2 (7m)

Put Ss in pairs and tell them to tell each other

about the party they have been to, base on the

outlines they have made in task1

Call on some pair to perform their conversations in

front of the class

Task3(10m)

T gives suggestions by writing on the board

Planning a party

- where(home or restaurant)

- when(date & time)

- who to invite(family, relatives,

classmates,teacher, friends)

- dressing code(former, informer, costumes)

- entertainment(dance,music, games)

- decorations(colored light, bulbs, flowers)

- food and drink(cook our own or order)

- budget( how much to spend?how much to

contribute?)

Whole class

Who gave the party?

What was it about?

Where /when did it take place?

How was it organized? How did it go?

What activities did you do there?

Did you have good time?

How were the people like?

What about music? What about food and drinks?

Asking for opinions

What do you think about ?…What s your opinion about’ ……?How do you feel about…….?

Do you have any opinion about ?…

Giving opinions

I think we should / I feel … …

In my opinion,……

T asks Ss to give some expression for asking for

and giving opinions, expressing agreements and

disagreement, suggesting and starting preferences

T gives some examples and gets Ss to do some

practice with these expressions

Divide the class into small group of 3 or 4 and get

Would you like to come…… ?

We would love to have you………

Please do come …

It Ss our pleasure to invite you’ ………

You don t know what you ll miss out on if you don t ’ ’ ’

come

T gets Ss do some practice with these structures

Ask some group to report about the parties that

Well, may be, but…….That might be true, but…Well, my feeling is that Well, I don t think so ’

Suggesting:

May be we could What about… ……?Perhaps we can……… Should we…….?Let s’ ………

Why don t we ? It would be a good idea if ’How about ?…

Group work

Decide which parties would be the most attractive and they would most love to come to

Whole class

Period 3 Listening

I Objectives

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

Develop such listening micro-skills as intensive listening for specific information

II Teaching aids

Textbook, handouts, cassette tapes …………

III Anticipated problems

Ss may not have sufficient vocabulary to talk about the topic,so they should be ready to assist them

IV Procedure

Teacher Students

1 Check the attendance(2m)

2 Warm up(5m)

-T divides the class into group of 10 and introdures the

game: The groups should generate as many word

related to birthdays and birthday parties as possible

- After finishing T calls on the representative of each

group to come to the board and write their list Then T

gets the whole class to count Each correct word gets

one point Which group has more points with the game

A.Before you listen(7m)

- T gets Ss in pairs to answer the questions and explain

their reasons

Listen and repeat

To gather restaurant /'restrɔnt/ prize

Birthdaycake to decorate icing

Slice to clap hands

- T helps Ss to pronounce the words on page 36

correctly

- T presents the meanings of these word from the class

B While you listen Task 1(10m)

- Get Ss to read through the statements to understand

them and underline key words

- Play the tape once for Ss to listen and do the task

- Check the answer with the whole class

- Play the tapes one or two more times and pauses at

the answer for them to catch if Ss can t answer the’

questions

Task 2(10m)

-Ask Ss to read all questions in task2

- T plays the tape again for Ss to listen and answer the

questions

- T gets Ss to check their answer with a partner Then T

checks with whole class

- Play the tape again and pause at difficult points if

many Ss can not complete the task

C After you listen(8m)

- Put Ss in pairs and do the task

- T distributes the following handout for Ss to do the role

play

- After they ve finished, T calls on some pairs to perform ’

the role play in front of the class

Whole class

Group workSuggested words:

Age, balloon, birthday, blow out, cake, candle, cards, candy, cookies, chocolate, confetti(hoa giấy), decoration, gift/present, icing, flower, fun, party, song …

Pair work

PhÇn thëngKem phñ trªn b¸nh ga t«

L¸t, miÕng

Whole classIndividual work

1 F(the party began at about 3 in the afternoon)

2 F(over 20)3.F( at 4:30 they cut the cake)

4 T( the party ended at about 6)

5 F( other kids left, only one stayed to help)

Individual work and pair workListen and note down the answers

1 16 7 at about 6

2 Because it s noisy and expensive’

3 soft drink and biscuits

4 At about 4:30

5 It was beautiful and decorated with white and pink icing and 16 colorful candles in the middle

6 They clapped their hands eagerly and sang Happy birthday” ”

Pair work

Card A

Ask your friend about Mai Ss birthday’

3 Home work(3m)

Write a paragraph about their own birthday parties

- place where the party was held

- when it began and ended

- It was held at Mai s place’

- It lasted about 3 hours(3-6pm)

- About 20 guests came

- Mai opened gifts, you played chess, then Mai cut cake

Finally, at about 6 in the evening the party came to an end We all tired but happy The parents of other children came to collect them by motorbikes I helped Mai and her mother clean up the mess

we had made After that I walked home, which was only 3 doors away

Period 4 : Writing

I Objectives

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

-Define the format and structure of an informal letter of invitation

- Write an informal letter of invitation

II Teaching aids

Textbook, handouts, …………

III Anticipated problems

Ss may not have enough vocabulary to write a detailed letter of invitation so T should be ready to help them

IV Procedure

Teacher Students

Warm up(7m) Jumbled letter

1 This is my address: 150A Au Co Road

2 It s a beautiful house and it looks over the West ’

Lake and the Water Park

3 Dear Linda,

4 Guess what!I ve just moved to a new house in Tay ’

Ho District

5 Would you like to come?

6.Please let me know your answer as soon as

10 I think Chris and Kim are coming, too

11 We ll have Pho and some other special dishes’ ” ”

A.Before you write Task1 (5m)

-Ask Ss to work in pairs to answer the questions in

task 1

-Call on some Ss to answer the questions and elicits

more ideas from the class T writes them on the board

Task 2(5m)

-T gets Ss to do the task individually and then

compare their answers with a partner

-T calls on some Ss to give the answers and write

them on the board

B.While writing(20m)

- Get Ss to read task 3 and work out the questions

- T gives some suggestions for Ss to write:

+ Party: birthday party, farewell party, house warming

party …

+Where: at home, in a restaurant, outdoor,……

+When: during the day, in the evening………

+ Guests: friends, classmates, relatives……

+ Activities: singing, playing games……

+ Foods and Drinks: cakes, wine, beer, soft drinks,

fruits, fruits juice………

-Get Ss to write their letters in 10 minutes, based on

the outlines they have produced

-Ask Ss to get in pairs, exchange their letters and

correct eachother

- T goes around and offer help

C After you write(6m)

Feedback on Ss’ writing

- T chooses one letter and reads it to the class

- Then T elicits correctives feedback from the class

and gives final comments afterwards

1 Occasions for giving parties:

Birthday, graduation, wedding anniversary, moving to a new house, family gathering, Christmas, New year

2 Dressing codes:

Formal: dresses, high-heel shoes for women,suits and ties for men

Informal: jeans, T-shirt, skirts …

3 Presents to give: Books, CDs, flowers, ties, pens, bags, hats …Individual work

As the school year is coming to an end, I m ’ giving a farewell party for people to meet up before going away for holiday Would you like

to come? It will be at my place at 7p.m next Sunday I intend to invite about 10 people, so

it will be a small gathering and hopefully, people can socialize more easily I will be oder some pizzas and buy snacks and fruit However, you might want to bring some drinks

to be shared There will be dancing and karaoke competion So, there will be a lot of fun

Please let me know if you are keen by Saturday Just leave me a message on the phone if you can t catch me at home ’ See you Long

Whole class

Ask Ss to write a letter to invite their friend to their

birthday party

Period 5 Language focus

I Objectives

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

Distinguish the sounds / l /, / r / and / h /

Pronounce the words and sentences containing these sounds correctly

Distinguish the uses of infinitive and gerund in active and passive voices

Use these structures to solve communicative task

II Teaching aids

Textbook, handouts, …………

III Anticipated problems

Ss might have difficulty distinguish and using infinitives and gerunds Therefore, T should be ready to assist them

Practice sentences containing the target sounds

- Ask Ss to work in pairs and take turn to read aloud

the given sentences

- Call on some Ss to read the sentences again and

provides corrective feedback

2 Grammar

Exercise 1(10m)

a Presentation

- Review the verbs that are followed by an infinitive, a

gerund, and both

+ infinitive only + gerund only + both

Begin stop, start continue love like hate rememberforget regret try prefer

b Practice

- T gets Ss to do Exercice 1 individually then find a

partner to check their answers with

Exercise 2(10m)

a Presentation

Review the forms of passive infinitive and gerund

Form: Passive infinitive: to be + Past Participle

Passive gerund : being + Past Participle

Use: to emphasise the action/event rather than the

agent

Whole class

Pair work and individual work

Whole class take notes

Give some examples

b Practice

- get Ss to do exercise2 individually and then find a

partner to check their answer

- Check with the whole class and provides corrective

feedback

Exercise 3(10m)

b.Practice

- get Ss to do exercise2 individually and then find a

partner to check their answer

- Check with the whole class and provides corrective

feedback

Wrapping up (5m)

Summarises the main points of the lesson

For homework, ask Ss to review the uses of different

verbs tenses that have been covered in the lesson

Individual work1.B 2 A 3 B 4 B 5 A

1 D 2 C 3 B 4 B 5 C

Whole class

Period 6 ,7 Test yourself A

I Aims:

Ss can understand the content of the test

Ss can do the test well

-Ask Ss to read the sentences before listening

-Ask Ss to complete the sentences after the 1st

listening & then check the answer again after the 2nd

& the 3rd listening

- Correct

B Reading(20m)

-Ask Ss to read the passage and then answer the

questions in Reading

-Call some Ss to stand up and answer the questions

-Listen and give the feedback

C Pronunciation and Grammar (20m)

Pronunciation

-Ask Ss to listen and put a tick in the right box

-T reads the words for Ss to put a tick

Grammar

- Revise Ss the grammar about active infinitive and

gerund and passive infinitive and gerund

-Ask Ss do exercise then call some Ss to go to the

2 to take some photographs of the family

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

4 B he was interested in the toys

5 He felt that it was delightful and looked forward to the next day to have the film develop

Pay attention to the pronunciation of the underlined part of the word

1 nine 2 hour 3 matching 4.jamIndividual work

1 to see 2 to be 3 to phone

4 pay 5 to be met

6 to be appointed

D.Writing (20m)

-Ask Ss to write about their birthday party (or one of

their friends )’

+ Whose birthday party was it?

+Where and when was it held?

+What did you do there?

+How did you enjoy it?

- After they have finished T picks up some Ss writing ’

and find common mistakes then asks Ss to correct

Extra exercises (15m)

Complete the following sentences

a He had a portrait painted as a birthday

present………his daughter

b What do you want…………your next birthday?

c They got married 50 years ago, and today is their

50th………

d He will give her a diamond ring……… a present

after living together for 60 years

e It s their silver anniversary In other words, they ve ’ ’

been married………25 years

f She has just over 30, but she s married ’ ……… 4

in the 1970s for my job I didn t go to James wedding but he came to mine And now? Well, I ve been’ ’ ’living here in Brighton since 1999 and these days I see James about once a week, usually in the park where I walk my dog, or in the pub for lunch with another friends that we ve known for about the same’length of time We haven t been doing that for very long but it s good to get all of us together’ ’

Unit 4: Volunteer work

Period 1: Reading

I Objectives

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

- Develop such reading micro-skills as scanning for specific ideas and skimming for general

information

- Use the information they have read to discuss the topic

II Teaching aids

Textbook, handouts, ………….

III Anticipated problems

Ss may need help with the discussion task, so T should be ready to help them

A.Before you read(10m)

-Ask Ss to look the picture on page 46 and ask them

some Qs

+What is the old woman doing in the picture?

+What does this mean by Little Moments Big “

Magic?”

+What does the picture tell you?

-Ask Ss to work in pairs to read the short poem

-Ask some Ss to give their opinions

Whole clas-She is teaching the boy to read-It means that your little contribution and help may lead to significant results/ may greatly change a person s life’

- It tells me that everybody, no matter what they are young or old, can do volunteer work

+ The saying means that if you help sbd by giving some money, it s just a ’temporary solution It s better to ’instruct them how to make money legally by teaching them necessary working skills

Whole class

Give examples-He volunteers to teach the poor children

-I want to participated in play the game

-He overcame the bad habit of Volunteerwork

To suffer

Remote(a)= far away

Handicapped(a) ['hændikæpt]

Disadvantaged(a) [,disəd'vɑ:ntidʒd]

-Ask Ss to make sentences with above words to

check their understanding

- Ask Ss to practice reading vocabulary

- Listen and check their pronunciation

B, While you read Task 1(5m)

- T asks Ss to work individually to do the task and

exchange their answers with other Ss

- T asks Ss for their answers and gives the correct

Task 2 (10m)

-Ask Ss to read the statements to understand them

- Ask Ss to work individually to do the task,then

discuss their answers with their partners

- Call on some Ss to give their answers and asks

other Ss to say whether they agree or disagree

Task 3(6m)

- Ask Ss to read the questions before reading the

text carefully again to find the answers

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

and ask them to explain their choices

C.After you read(5m)

- Ask Ss to work in pairs to discuss the questions in

the book

- Go around to help Ss when necessary

- When all pairs have finished T asks every two pairs

to share ideas

- Call on some Ss to report their ideas to the class

3 Wrapping up (2m)

- T sumarises the main points of the lesson

- Ask Ss to learn by heart all new words

smoking during the meals

Individual work and pair work

1 They read books to the people there, play games with them or listen

to their problems

2 They give care and comfort to them and help them to overcome their difficulties

3 They volunteer to work in remote or mountainous areas

Pair work

Whole class

Period 2: Speaking

I Objectives

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

Talk about different kinds of activities related to volunteer work

II Teaching aids

Textbook, handouts, …………

III Anticipated problems

Ss may not have enough vocabulary to talk about the topic, so T should be ready to help them

IV Procedure

Teacher Students

1 Check the attendance(2m)

2 Warm up(5m)

Slap the board

-Write words on the board:

Volunteer, voluntary, voluntarily, trại trẻ mồ côI, the

aged, vợt qua, chịu đựng, remote, tham gia,

indicapped, disadvataged

-Call on some 2 group Ss T reads aloud the word on

the board Which team slaps the right word fast in the

winner

Task 1(8m)

-Ask Ss to work in pairs to decide which of the

activities in the book are volunteer works

-Call some Ss to give their answers and asks for

comments from other students

Task 2(15m)

- Before Ss do the task, T asks them to read the

model conversation on page 50 Then Ss read the list

of volunteer activities and the exact things related to

them

- T can elicit or explain some words quickly

- T requires Ss to match each activities on the left with

corresponding activities on the right

- Cleaning up their houses

- Doing their shopping

- Cooking meals

- Teaching the children to read and write

- Listening to their problems

- Playing games with them

- Taking them to places of interestTaking care of

invalids and the

families of martyrs

- Listening to their problems

- Clean up their houses

- Doing their shopping

- Cooking meals Taking part in

directing the traffic

- Directing vehicles at the intersection

- Helping old people and young children to cross the road

- Ask Ss to use the suggestions to make similar

dialogues

-After they have finished T calls on some pairs to act

out their conversation

-T elicits feedback from the class and give final

participating in an English speaking club

2 some volunteer activities: taking part

in environmental conservation activities, donating blood, directing traffic, guiding foreign sports teams around when they

go to Viet Nam to compete

Whole class and pair work

+ War invalid ['invəli:d]: thơng binh+ Martyr(n) ['mɑ:tə] liệt sỹ

+ Intersection: đờng giao nhau, ngã ba, ngã t

+ direct the traffic:hớng dẫn giao thông+ vehicles ['viəkl; 'vi:hikl]: Xe cộ

Pair work

volunteer work their friends and they usually do to

help people

- Ask Ss to read through the example in the book

before practicing talking about one activity their

partner takes part in

- Call on some Ss to talk about the activities they take

part in

- T elicits feedback from the class and gives final

comments

3 Wrapping (3m)

- T summarises the main points of the lesson

- Learn by heart the new words

- Prepare the next period listening“ ”

Group work

Ex: Mai usually takes part in directing

the traffic She directs vehicles at the intersections Besides, she helps old people and young children to cross the road She enjoys the work very much because she likes helping people

Whole class

Period 3: Listening

I Objectives

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

Develop such listening micro-skills as intensive listening for specific information and taking notes while listening

II Teaching aids

Textbook, cassette tapes, handouts, …………

III Anticipated problems

Ss may not be familiar with the note-taking task so T should provide them some tips to deal with the task

IV Procedure

Teacher Students

1 Check the attendance(2m)

2 Warm up(5m)

Competition game- Slap the board

War invalid, martyr, intersection, the aged,

orphanage, remote, suffer

Before you listen(10m)

-Ask Ss to read through the questions and choices on

page 51 and makes sure Ss understand all them

-Ask Ss to discuss the questions in pairs

-Call on some Ss to report on their partner s answers’

Vocabulary Pre- teaching

Individual work

Whole classCác hoạt động gây quỹVật quyên góp, tiền quyên gópTrờng học không chính thống

Tổ choc phát triển Giáo dụcHợp tác

Set the scene: Now you are going to listen to a

passage about Spring School, a special school in

HCM City

- Ask Ss to read the sentences in task 1 then lisen

and fill the missing information

- Play the tape once for Ss to do the task

- Ask for Ss answers and write them on the board’

- Play the tape the second time for Ss to check their

answers

Task 2(9m)

- Ask Ss to read the questions in task 2 before

listening to the tape again

-Play the tape again for Ss to do the task

- Get Ss to work in pairs and check their answers

- Call on some Ss to give the answers and elicit

feedback from other Ss If many Ss can t complete the’

task, T might want to let Ss listen one more time and

pause at the answers for them to catch

After you listen(7m)

T gets Ss to work in groups to summarise the story

about Spring School, using the suggestions Each

group member has to take notes of the discussion

-T goes around to offer help and collect Ss mistakes’

- Call on some Ss to present their summary

- T elicits feedback from the class and gives final

2 Dance, theatre, singing and circus classes were set up in 1999

3 Because they need money to continue their English and Performance Art classes

4 They dance, sing and play music at one of the largest hotels in HCM City

5 B they need help to contact sponsors and expand the school activities

special difficulties from District 1 regularly attend classes

The Organisation for Education Development co-operated with Sping School to set up

English classes in 1998 Dance, theatre, singing and circus classes were set up a year later Children from these classes participate in fundraising perfomances They raise money to continue their English and Performance Arts classes.

Spring School requires volunteers to help organize their fundraising dinner held annually in June This is an exciting night in which children perform circus, theatre, dance, and singing at one of the largest hotels in HCM City They also need foreign volunteers to contact sponsors and help to expand the school activities Volunteers are required from February until July to help orgnise these events.

It is hoped that more schools like Sping School will soon be found in other cities in VN

Period 4 Writing

I Objectives

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

Write a thank- you letter to a donor to acknowledge the donor Ss contribution’

II Teaching aids

Textbook, handouts, …………

III Anticipated problems

Ss may not have sufficient vocabulary to write about the topic, so T should be ready to assist them

IV Procedure

Teacher Students

1 Check the attendance(2m)

2 Warm up(5m)

Quiz- a formal letter

1 You write your address in…… of the letter

2 The addresss of the receiver should be written

on……….starting below our address

3 We can write…….on the right or the left on the line

after the address you are writing to

4 When the letter starts Dear Sir/Madam, you end it

- Ask Ss to read the sample letter on page 52 and

discuss the purpose(s) of the letter in pairs

- Call on some Ss to give the answers

- Ask Ss to read the letter again and do task1

individually

- T checks Ss answer by asking some Ss to read ’

their answer out loud

- Elicit corrective feedback from other Ss and give

the correct answers when necessary

Writing Task 2(16m)

-Before Ss write the letter, T asks them to read the

instruction carefully

- T gets Ss to write the letter in 15 minutes

- Go around to observe and offer help

Feedback on Ss’ writings(7m)

-Ask Ss to exchange their writing with another student

for peer correction

- Go around and collect mistakes and errors

- Collect some writings for quick feedback

- Write Ss typical errors on the board and elicits self ’

and peer correction

- Finally, T provides general comments on the letter

donor /'dounə/: ngêi cho, ngêi tÆngIndividual work

- The opening of the letter: sentence 1

- The donated amount: sentence 1

- The way the money is used:sentence 2The way the receipt is issued: sentence 3-The gratitude on the donor:sentence 4-The closing of the letter:yours faithfully

Individual work

9 Chuong Duong Street

Hoan Kiem DistrictHanoi

30 May, 2007Dear Sir,

On behalf of New Future School, I would like

to thank you for your generous donation of VND 1 million Your contribution will make it possible for us to build our school library A good library can help the students very much

in their studying We will issue a receipt as soon as possible

Once again thank you very much for your kindness We hope to receive more assistance and cooperation from your company in the future

Wrapping up(2m)

- T summarises the main point of the lesson

- Ask Ss to improve their writing, taking into

consideration their friends

I look forward to hearing from you soon

Yours faithfully

Le Thi HoaPrincipal of New Future School

Whole class

Period 5: Language focus

I Objectives

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

Distinguish the sound /w/ and /j /

Pronounce the words and sentences containing these sounds correctly

Use gerunds, present participle, perfect gerunds and perfect participles appropriately

II Teaching aids

Textbook, handouts, …………

III Anticipated problems

Ss may find it difficult to differentiate between gerunds and present participles, so T should be ready

to explain

IV Procedure

Teacher Students

Pronunciation(10m)

Pronouncing the two sounds separately

/w/: is a voiced labial-velar a pproximant It is

articulated with the back part of the tongue raised

toward the soft palate and the lips rounded

/j /: is a voiced palatal approximant It is articulated

with the middle or back part of the tongue raised

agaist the hard palate

T plays the tape(or reads) once for Ss to hear the

words containing these two sounds Then T plays the

tape(or reads) again and this time asks Ss to repeat

after the tape(or T)

Pronouncing words containing the sounds

- T reads the words and asks Ss to repeat them

-T asks Ss to practice pronouncing the words in pairs

- T asks some Ss to pronounce the words and gives

correction if necessary

Practicing sentences containing the target sounds

- T reads the sentences and asks Ss underline the

words with the sounds and write / w/ and / j / under

them

- Ask Ss to practice the sentences in pairs

- ask some Ss to read the sentences and give

b as the complement of the verb tobe‘ ’

c after prepositions

d after a number of phrase verb which are “ ”

composed of a verb + preposition/ adverb

to look forward to, to give up, to be for/against, to take

to, to put off, to keep on …

e in compound nouns

a driving lesson, a swimming pool, bird- watching

f after the expressions:

can t stand/help, it s no good/use, it s worth’ ’ ’ …

B Practice

Exercise 1

- T asks Ss to do exercise1 individually and then

compare their answers with another student

- T calls on some Ss to read out their answers

- T elicits peer correction and gives correct answer if

necessary

2 Present participle(10m)

A Presentation

The present participle is used in the following ways:

a as part of the continuous form of a verb

b after verbs of movement/position in the pattern:

verb+present participle

c verb + object+present participle

d as an adject

e verb + time/money expression+present participle

ex: I spend 2 hours doing this exercise

Don t waste time playing computer games’

f Catch/find + object+ present participle

g to replace a sentence or part of a sentence or part

of a sentence

ex: Singing to himself, he walked down the road

B Practice

Exercise 2

- Ask Ss to do exercise 2 in pairs

- Ask them to compare answers with another pair

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

Use:- it can be used instead of the present form of the

gerund when we are referring to a past action

Ex: He was accused of deserting his ship= he was

accused of having deserted his ship

It also is used to emphasize completion in both the

past and the future

b Perfect participle

-form: having+P II

-use: + the Perfect participle can be used instead of

the present participle when one action is immediately

followed by another with the same subject

- Her favorite hobby is reading

- She is good at learning English

I look forward to hearing from you soon

- He kept on asking for a discount(giam gia)

I can t stand being stuck in traffic jams’

It s no use/good trying to persuade him’

1 listening 2 bending 3 behaving

4 meeting 5 spending 6 waiting

- He came running towards me

- I heard someone playing the guitar

I can smell something burning

- It was an interesting film

It s a bit worrying when the police stop you’

- ex: If I catch you stealing my apples again,

I ll tell your parents’

We found our dog lying in the bathroom

Pair work

1 burning/rising 2 reading 3 lying

4 shopping 5 preparing 6 trying

7 modernizing

Nó đc dùng để thay thế cho hình thức hiện tại của danh đt khi chúng ta đề cập đến một hành động trong qk

Nó còn dùng để nhấn mạnh sự hoàn thành of hành động ở cả qk và TL

ex:the retired teacher recalled having taught

Ex: Switching off the light, we went to bed= Having switched off the light, we went to bed

(Phân từ hoàn thành có thể đc dùng thay cho hiện tại

phân từ trong câu có 2 hành động xảy ra liên tiếp

nhau cùng một chủ ngữ)

+ The Perfect participle emphasizes the the first

action is complete before the second one starts

(Phân từ hoàn thành còn nhấn mạnh hành động thứ

nhất hoàn thành trớc khi hành động thứ hai bắt đầu)

+ The Perfect participle is necessary when there is an

interval( khoảng t/g) of time between the two actions

(Nhất thiết phải dùng phân từ hoàn thành khi có 1

khoảng t/g giữa 2 hành động)

+ It is also used when the first action covered a period

of time

(Nó đc dùng khi hành động đầu tiên kéo dài trong một

khoảng t/g) ex: Having been ill for a long time, He

appreciated his health more

B Practice

Exercise 3(6m)

T asks Ss t to do exercise 3 individually and then

compare their answers with another student

- T calls on some Ss to read out their answers

- T elicits peer correction and gives correct answer if

necessary

Wrapping up(2m)

- summarises the main point of the lesson

- Ask Ss to learn by heart all points that have been

covered in the lesson and give more examples

Ex: she bought a bike and cycled homeHaving bought a bike, she cycled home

Ex: Having failed twice, he didn t want to try ’again

Ex: he had been living there for such a long time that he didn t want to move to another ’town

Having lived there for such a long time that

he didn t want to move to another town’

Individual work

1 having made 2 having been 3.having been

4 having tied 5 having read 6.having taken

Whole class

Period 24 D.P:19/10/08