* TASK 2:-Ask students to read the four sentences in the textbook and choose the best answer - Compare the result and correct mistakes.. - Read the words in the part “Listen and repeat”
Trang 1UNIT ONE: FRIENDSHIP
- Use the information they have read to discuss the topic
- Read and try to guess the meanings of words and expressions
- The simple present
- Mutual pronoun “each other”
II TEACHING AIDS: cassette player, tape, chalks, pictures, handouts, charts, real objects if possible
III TEACHING METHOD: communicative approach
- Play the cassette
- Ask students to pay attention to the intonation
- Teacher goes around for helps
Pre-teaching Vocabulary
Lasting(a): lifelongConstant(a): happening all the time
constancy(n)Rumour (n) piece of information that people talk about
Gossip (n) informal talk that may be unkind or not true
Trust(n): the belef that is honest
-Listen once or twice-Discuss the answers to the questions
-Model the discussion in front of the class
- Introduce three tasks
-Have students read the whole passage (once or twice) and do the tasks
* TASK 1:
-Guide students how to do this task
- Teacher goes around for any help
-Compare the results of the others and correct mistakes
Trang 2* TASK 2:
-Ask students to read the four sentences
in the textbook and choose the best answer
- Compare the result and correct mistakes
* TASK 3:
-Have students discuss questions
-Observe class and help students
- Teacher goes around for any helps
-Suggested keys:
1 The first quality for true friendship is unselfishness It tells me / us that a person who is concerned only with his own interests and feelings cannot be a true friend
2 Changeable and uncertain people are incapable of true friendship because they take up an interest with enthusiasm, 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 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 There must be mutual trust between friends because if not, people cannot feel safe when telling the other their most intimate secrets
5 Talkative people can’t keep a friend long because they can’t keep a secret, either of their own or others
6 The last quality for true friendship is sympathy It tells us that to be a true friend, you must sympathize with your friend Where there’s no mutual sympathy between friends, there’s no true friendship
- Study new words
- Do the tasks in the notebooks
Trang 3- Discussing personalities
- Role-play: Talking about a famous friend
2 Language focus:
Vocabulary: a handout of the adjectives and expressions
II TEACHING AIDS: chalks, pictures, handouts, charts, real objects if possible
III TEACHING METHOD: communicative approach
- Ask some questions:
1/Do you concern about your outlook?
2/ Is it important to you?
- Lead sts to the main content
- Present some new words
2 Can you guess how old they are?
- Explain the useful language (page 16):
* height : tall , medium , short …
* face : square , large , oval …
* forehead : broad , high …
* nose : straight , crooked …
* hair : black , grey …
* appearance : handsome , beautiful , good-looking …
- “ Now let‘s start with the physical description of each person , using the guided
+ question: Can you describe the _
in the picture? “+ answer: The is height He / she has face, and a _ nose His / her hair is _ His / her appearance is
- Help sts with some new words
- Ask sts to make questions and answer questions with a partner, using the information from the picture
- Ask sts to perform
- Correct sts’mistakes and pronunciation
Task 2
- Divide class into four groups
- Explain some words of personalities on page 16
- Look and answer questions :
- Listen and take notes
+ The boy is short He has a large face ,
…
individual/ pairs
Individual
Pair-work
3
Trang 4- Guide them to discuss and decide which personalities are important to a person and in friendship.
- Let sts number the following personalities in order of importance in friendship
caring , hospitable , modest , sincere , generous , honest , helpful ,
- Present their performance
- Work in groups of four
- List some personalities of a person
- State some reasons why they choose
- Discuss and say the reasons
- Report their results to the class and explain why they do like that …
Post reading
(10’) - Have sts work in pairs.
- Guide them to do the task
- Make sure that sts understand their roles
- Pay attention to the suggestions :+ his / her name
+ date of birth + his / her physical characteristics + his / her hobbies
+ his / her personalities ( friendly , humorous , quick-witted , good-natured , helpful , honest , pleasant , caring )+ why he / she interests in Maths+ how much time he / she spends on Maths everyday
+ what makes him / her a good friend+ what made him / her successful ( studious , intelligent , keenly interested
in Maths , eager to learn , patient , calm )+ what he / she does in his / her free time
- Call some pairs to report
- Make pairs: one is a journalist, the other
+ reasons why the friends are famous
- Learn by heart some new words
- Prepare part C: Listening
UNIT ONE: FRIENDSHIP
Listening
I AIMS OF THE LESSON:
Trang 5II TEACHING AIDS: cassette player, tape, chalks, pictures, handouts.
III TEACHING METHOD: communicative approach
T introduces the game: one student goes
to the boarb and T gives him / her a piece
of paper with the name of a student in the class Other Ss have to ask Yes / No questions to find out who the student is
Ss should ask about the appearance, personalities, or clothes
-Ask students some more questions:
• How do you meet your best friend?
• How long have you known your best friend (him or her)?
Vocabulary Pre-teaching
-Explain some new words & phrases:
-Apartment building: toà nhà có nhiều căn hộ
-Sense of humour: khiếu hài hước-Give sb a ring: phone sb
- Go through a rough time: trải qua thời kỳ khó khăn
Ss may ask questions such as:
+ Is the person a girl?
+ Is she tall?
+ Is she short-sighted?
Is she friendly?
-The pointed students answer
-Students repeat & take notes
Play the tape once for Ss to do the task
Ask Ss to work in groups of 4 to compare their answers
Give the correct answers
Task 2
Play the tape again for Ss to complete their notes
After playing the tape, T gets Ss to work
in pairs and check their answers
Provide correct answers if necessary
-Students read task1 silently for gist
-Elicited students raise their hands to interpret
-Other students watch and give
5
Trang 6(6’) Ha has been Lan’s best friend and how Minh has been Long’s best friend
T goes around to offer help and collect Ss’
T summarizes the main points of the lesson
T asks Ss to learn by heart all new words and do the extra exercise as homework
T asks Ss to prepare Writing
Key content: ( Task 2)
Where & how they met What they like about their friends
Lan -They used to live in the same residential
area in Ha Noi
-Lan went on a holiday to Do Son & Ha
went there to visit her
-Ha is very friendly & helpful
-Ha is sociable She’s got many friends in Do Son & she introduced Lan around
Long -They met in the college
-Minh played the guitar, Long was a singer
-They worked together
-Minh has a sense of humour
-Minh likes to go to plays & movies
-Minh is a good listener
-Minh is friendly & helpful
UNIT ONE: FRIENDSHIP
II TEACHING AIDS: textbook, handouts.
III TEACHING METHOD: communicative approach
Appearance: tall, short, thin, fat,
good-looking, beautiful, handsome, slim…
Students ‘answers
1 My friend’s name is Hoa
2 She is 17 years old
3 We met each other at my cousin’s
Trang 7friend they like.
-Teacher raises a few guiding questions
1 What is your friend name?
2 How old is he / she?
3 Where and when did you meet each other?
-Teacher uses a picture to gives some key words to describe someone’s physical characteristics ( height , hair , eyes , face , clothes…) and his / her personalities (helpful, sincere…) and some necessary structures
birthday party 4 years ago
While-writing
(20’) -Teacher gives a sample and has students write a passage to describe a
friend they like
A Sample
Hoa has been my best friend since many years She is quite a lively person She is fairly tall with a good finger She’s got a heart- shaped face with a small sort of turned- up nose It is very attractive She has got long, black wavy hair and blue eyes with very long eyelashes Her complexion is white Her lips are very full and she has got dimples in her checks
Now she lives very far from me, but we still keep contact through e- mail
Students write a passage
Post writing
(10’) -Teacher asks students to read / write some students’passsages on the board
and Teacher gives comments
-Students read / write some students’passsages on the board
V WRAPPING UP (2’)
-Ask Ss to improve their writing, taking into consideration their friends’ and T’s suggestions and correction and do the extra exercise
-Prepare Language Focus
UNIT ONE: FRIENDSHIP
Language Focus I.AIMS OF THE LESSON:
- Distinguish the sounds / dz / 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 TEACHING METHOD: communicative approach
IV PROCEDURE:
Pronunciation
(12’) - Read /dz/ and /ts/ and distinguish them
- Get students to read /dz/ and /ts/
twice
- Listen and try to find out the difference in pronouncing /dz/ and /ts/
- Read the two vowels
- Repeat the words
Chorus
7
Trang 8- Read the words in the part “Listen and repeat” clearly for students to repeat.
- Require some students to read these words and correct mistakes
- Read the sentences in the part
“Practise reading these sentences”
- Call some sts to read them aloud
- Pronounce the words
- Listen and try to remember the way to read the sentences
- Repeat
- Practise reading sentences
individual
ChorusIndividual
Call out some Ss to read out their answers
Give correct answers
infinitive without to
- Introduce and explain how to use the following , verbs: see, hear, watch, feel, let, make
- Ask students to do Exercise 2 (page 21)
- Correct the mistakes
- Give some pictures, or situation, some words (if necessary) and ask
Ss to make sentencesExamples:
1 Her mother asks her to take a raincoat
2 I see a cat fall down the tree
3 We made him surprised
4 The teacher explained us how to
do the exercises
- Or ask Ss to fill the correct form of
- Look at the picture and answer the question
- Listen and take notes
Ex: I have some letters to writeEx: There is plenty to do
Ex: I’m sorry to trouble you
Ex: The pie is too hot to eat
- Do exercises Suggested answers
1 Who wants something to eat?
2 I have some letters to write
3 I’m 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
-Do exercise
1 The police watched them get out of the car
2 They let him write a letter to his wife
3 I heard them talk in the next room
4 The customs officer made him open the briefcase.]
5 The boy saw the cat jump through the window
6 Do you think the company will make him pay some extra money?
7 I felt the animal move towards me
8 Do you think her parents will let her
Whole class
Individual
Individual
Whole class
Trang 9the verbs:
1 She encouraged me (try) again
2 They forbade her (leave) the house
3 I heard him (lock) the door
4 These glasses will enable you (see) in the dark
5 He made me (move) the car
I AIMS OF THE LESSON:
- Develop such reading micro-skill as scanning for specific ideas, identifying the sequence of events and guessing meaning in context
-Use the information they have read to discuss the story
II TEACHING AIDS: cassette player, tape, chalks, pictures, handouts, charts, real objects if possible
III TEACHING METHOD: communicative approach
1 When did it happen?
2 Where did it happen?
3 Who was involved?
4 How did it happen?
5 How did affect you?
Get Ss to work in pairs and try to make sense of the pictures on pages 22 Then T gets them to put the pictures in the order that they think is most appropriate
T elicits their answers by asking questions and giving prompts
1 What can you see in the picture A?
2 What do you see on the table?
3 Whose money do you think it is? Why?
Trang 10- Be busy with something
6 note(n) : banknote
7 make a fuss = make an important thing important or more important
8 sneak (adj)Play the cassette and ask Ss to listen
Ex: I’m sorry I can’t go with you now I am busy with my homework I’m busy doing
Call on a student to give and explain his / her answer
Give corrective feedback
3 She saw a wad of dollar notes (exactly like the one that her father had given her)
4 Because she thought the boy had stolen her money / it was her money
5 She bought the pretty hat of her dream
Individual work & whole class
Individual& pair work
Post reading
(10’) -Ask students to discuss the questions in group:
1 How did the girl in the story feel when she discovered that the money she had taken was not hers?
(embarrassed, sad, ashamed, unhappy, terrible, uncomfortable, anxious, …)
2 What did the girl have to do (when she discovered that the money she had taken was not hers )?
( put a notice on T.V or at school, get
on the same bus on the next day to look for him, do nothing, keep it a secret, tell her father everything and ask him for advice,…)
- Ask some students to represent their talk
- Write down the questions and the answers in the notebooks
- Study new words
Trang 11- Do the tasks in the notebooks.
Grammars: - present perfect and past simple
- structure with “make”
II TEACHING AIDS: textbook, handouts.
III TEACHING METHOD: communicative approach
“Have you ever” Game
T divides the class into groups of 3-4
Then T models “Have you ever” + PP” for
Ss as well as ways to respond to “Have you ever” questions
- Have you ever seen ghosts?
- Have you ever been to Da Lat?
- Have you ever sung in public?
- Have you ever spoken English to you friends (teachers, foreigners…)?
- How did you feel when you spoke English to them?
Task 1
T introduces the task and gets Ss to do it individually, then compare the answers with a peer
T calls on a student to read his answers
T introduces the structureMake + sb + V
Ex: He made me work hardEx: Don’t make her sad
While-Speaking
(20’)
Task 2 Present perfect: used with “ever” to talk
about a past experience
Past simple: used when one keeps
asking about that experience
Ask Ss to work individually on the sequence of the conversation and then find a peer to compare their answers with
Ex: Have you ever been to Ha Noi?
Ex: When did you go there?
Who did you go with?
Did you enjoy your visit in Ha Noi?
Suggested answers:
Whole class
11
Trang 12Check with the class and give corrective feedback 3 h 4 a 5 e 6 g7 c 8 f
+ How did it happen?
+ When/ Where did it happen?
+ How did the experience affect you? / How did you feel?
Get Ss to ask and answer questions about their experiences, using the suggested questions on page 26
T goes around to check and offer help
T calls on some pairs to perform their conversation in front of the class
T elicits feedback from the class and gives final comments
T summarises the main points of the lesson
Suggested conversations:
1
A Have you ever failed an exam?
- Yes, I have
B How did it happen?
- I didn’t study well enough for exam
C When did it happen?
C How did it affect you?
- It made me love our country more / I learned more about different places in our country
C How did it affect you?
- It was interesting to talk to famous pop stars
- It changed my attitude to/ towards/
famous pop stars
Pairwork
Whole work
V HOMEWORK:
- Write a paragraph about a past event that has had an influence on you
- Learn by heart some new words
- Prepare part C: Listening
UNIT TWO: PERSONAL EXPERIENCES
Listening
I AIMS OF THE LESSON:
1 Language skills:
Trang 13• Listening :
- Develop such listening micro-skills as intensive listening for specific information and taking notes while listening
- Help students improve their listening skill
- Help them understand the conversation and do Task 1,2
2 Language focus :
Vocabulary: memorable, scream, gas stove, escape, terrified, replaced, embraced, protected
II TEACHING AIDs: cassette player, tape, chalks, pictures, handouts.
III TEACHING METHOD: communicative approach
IV PROCEDURE:
13
Trang 14STAGES TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES NOTES Warm-up(5’)
Pre-listening
(10’)
A matching Game Column A
a What comes out of a fire
b A fire-resitant door that can be closed to stop the spead of a fire
c A person who fights fires
d A bell that tells you a fire has started
T gets Ss to work in pairs to describe the picture on page 27 of the textbook
+ What can you see in the picture?
+ What is happening?
(The house is burning / The house is on fire /… )
+ Who are these people?
+ What is she doing?
( She’s talking a little girl out of the burning house )
Pre-teaching vocabulary -memory(n) the faculty of the mind
memorable(a) worthy to be remembered
memorize(v)
- scream(v) cry out with a shrill voice
- replace(v) place again
- embrace(v) fasten on-escape(v) avoid the notice of
- Give theirs answers
- Listen and repeat in chorus
Ex: They escaped the search of the enemy
- Ask students to read Task 1 silently
- Ask students to listen to the tape twice
- Ask students to do Task 1 individually
- Read the sentences again to help weak students:
1 We talk to Christina, a successful business woman
2 My most unforgettable experience happened 13 years ago
3 The fire started in the kitchen where I forgot to turn off the gas stove
4 I was sleeping, when I was suddenly woke up by terrible heat
5 I heard my mother’s voice calling my name
- Give answers and take notes
- Listen and do Task 2
14
Trang 15V WRAPPING UP (2’)
T summarises the main points of the lesson
Ss write a summary of the story they listened in class
T asks Ss to learn by heart all new words and do the extra exercise as homework
T asks Ss to prepare Writing
UNIT TWO: PERSONAL EXPERIENCES
Writing
I OBJECTIVES:
Write a personal letter telling about a past experience, using the structures and vocabulary that they
have learned in previous lessons
II TEACHING AIDS: textbook, handouts.
III TEACHING METHOD: communicative approach
A quiz about wrting personal letters
T divides the class into 2 big groups: A and B
T reads out the questions and leads the games
The Quiz
1 How many parts does a personal letter have?
2 What are they?
3 What do we usually write in the greeting?
4 What do we usually write in the Closing?
5 Where do we sign the letter?
- Have students give some of their past experiences?( being seriously ill, failing an exam; talking to a famous pop star,… etc
4 “Sincerely”, “Yours”, “Love”, “Cheers”,
“Best wishes”…and after that we put a coma
5 under the Closing
( in my house/ at school / in the street)
3 Who was involved: (your family members/ your friends/ your relatives, ….)
4 How it affected you:
(it changed outlook life / it make me more careful/ it gave me more confidence in …./ it taught me the lesson/…)
T goes around to check and offer help
T collects some outlines and provides corrective feedback.T provides relevant and structures if necessary
Write a passage about the most memorable past experience Individual
Post writing T chooses one letter and reads it to the Correct the mistakes Whole class
15
Trang 16(10’) class.
T elicits corrective feedback from the class and gives final comments afterwards T draws Ss’ attention to the format of the letter, the organisation of ideas and language use
V WRAPPING UP (2’)
- T summarises the main points of the lesson
- T asks Ss to revise their letters according to their peer’s suggestions
-Prepare Language Focus
UNIT TWO: PERSONAL EXPERIENCES Language Focus
I OBJECTIVES:
- Distinguish the sounds / m /, / n /, / η /
- Pronounce the words and sentences containing these sounds 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 communicative tasks
II TEACHING AIDS: textbook, handouts.
III TEACHING METHOD: communicative approach
IV PROCEDURE:
Pronunciation
(10’) Distinguishing soundsT models the three sounds / m /, / n /, /
η / for a few times and explains the
differences in producing them
T plays the tape once for Ss to hear the words containing these two sounds
T plays the tape again and asks Ss to repeat after the tape
T asks Ss to work in pairs and take turn to read aloud the given sentences
T goes around to listen and takes notes of the typical errors
T calls on some Ss to read the sentences again and provides corrective feedback
Listen to the tape
Repeat after the tape
Work in pair to practise reading the sentences
Individual/ pair work
Grammar
Presentation
(10’)
Present simple Form:
I, you, we, they + V(bare)
He, she, it + V+s/es
Adverbs of frequency: always, usually, often, sometimes, frequently, occasionally, seldom, rarely, never, ever,
Ex: They often go to school by bus
Ex: Mary watches TV every night
Whole class
Trang 17every, once, twice.
Present continuous:
Form: am, is are + Ving
Use:
Use the Present continuous with Normal
Verbs to express the idea that something
is happening now, at this moment It can
also be used to show that something is
not happening now
Adverbs: now, at the moment, at
present, presently…
Present perfect:
Form: Have / has + PP
Use:
- An action has just happened
- An action happened at an unspecified
time before now
- Something started in the past and has
continued up until now
- An action happened in the past but its
result is in the present
An action has not happened yet
just, for since, so far, up to now, never,
ever, already, many times, several times,
before, yet, not… yet
Past simple
Form: V + ed or irregular verbs
Use: - an action started and finished at a
specific time in the past
- a series of completed actions in
the past
- a duration which starts and stops
in the past
- a habit which stopped in the past
- past facts or generalizations which
are no longer true
Past continuous
Form: was / were + V-ing
Use: - a longer action in the past was
interrupted
- the idea that both actions were
happening at the same time
Past perfect
Form: had + PP
Use: the idea that something occurred
before another action expressed in the
past simple
Exercise 1
T gets Ss to do Exercise 1 individually
and then find a partner to check their
answers with
T checks with the whole class and
provides corrective feedback
Ex: I met him yesterday
Ex: He got up, washed his face and then he had breakfastEx: I lived in Ha Noi for 5 years
Ex: I often went fishing when I was young
Ex: She was shy as a child, but now she is very outgoing
Ex: He was sleeping when I came
Ex: He was reading a book while she was cooking
Ex: I had finished my work before I went shopping yesterday
17
Trang 18Controlled
practice (12’)
T asks Ss to do Exercise 2 individually and then find a partner to check their answers with
Exercise 3
T distributes the worksheets to Ss Then T guides how to ask interview questions and answer them and reminds Ss to use the correct verb tenses
T gives final comments and provides correction if necessary
contains
8 has baked 9 is
10 is shining 11 are singing
12 isAnswers:
1 broke / was playing
2 wrote / was
3 was working / broke
4 stared / were walking
5 told / were having
6 didn’t listen / was thinking
7 phoned / didn’t answer / were doing
8 didn’t wear / didn’t notice / was drivingAnswers:
1 had eaten / arrived
2 found / had taken
3 got / had closed
4 got / had left
5 got / had arrived
6 paid / had phoned
7 went / said / had not arrived
8 had looked / asked / cost
Trang 19I AIMS OF THE LESSON:
- Develop such reading micro-skill as scanning for specific ideas, and identifying and correcting false
statements
-Use the information they have read to discuss celebrations in their culture
II TEACHING AIDS: cassette player, tape, chalks, pictures, handouts, charts, real objects if possible
III TEACHING METHOD: communicative approach
cc
Group work
19
Trang 20Ask students to look at the first picture in the book and ask them some questions:
• Are they having a party?
• What party is it?
-Ask students to look at the second picture and ask some questions:
• Are they friends?
• What are they celebrating?
• How old are the people in the picture?
• How do they feel?
• How long have they been married?
• The lesson today gives us some information about birthday and wedding anniversaries in the US
Pre-teaching vocabulary
mark(v): đánh dấumilestone(n): an important event or stage
in one’s lifelasting(a): continuing a long timegolden(a): made of gold
golden anniversary: celebration of the 50th wedding anniversary
diamond anniversary: celebration of the
• No, they aren’t
A golden wedding anniversary
Individual / Pairwork
T calls on some Ss to write their answers
on the board and ask them to explain their choices
T checks the answers with the whole class
Task 2
T checks if Ss can identify and correct the wrong information in Task 2 after their first reading of the passage
T gets ss to check their answers with a friend
T calls on some Ss to present and explain their answers T gives feedback and correct answers
Read the passage silently and do Task 1
Correct the mistakes
Post reading
(10’) Ask Ss to work in small groups of 3 or 4 and discuss the questions
T goes around to check and offer help
T calls on the groups to tell and explain their choice
T gives corrective feedback
Group-work
V HOMEWORK: (2’)
Ask Ss to write a paragraph about how Vietnamese people celebrate their birthdays or wedding anniversaries,
based on the text they read in class
Trang 21Learn new words by heart.
Prepare Speaking
Task 1
Answers:
3 People receive cards and gifts from friends and relatives
UNIT THREE: A PARTY Speaking I.OBJECTIVES:
Use appropriate language to talk about parties and negotiate how to plan them
II TEACHING AIDS: textbook
III TEACHING METHOD: communicative approach
Talking about a party
T asks Ss some questions about parties
Do you like parties?
Have you ever been to a party?
Whose party was it?
On what occasion was the party held?
When did it take place? What time did
it start and end?
How were foods and drinks?
T goes around the class to check and offer help
Work in group to answer the questions
Are you the perfect party-goer?
1 Which kind of parties do you prefer?
-big / small / noisy / quiet parties-parties with dancing and games
2 You find yourself standing with a complete stranger at a party What would you do?
-talk about yourself / the weather
-try to get him or her talk about himself or herself
3 At a party, what would you tend to drink?
-beer / soft drinks / mineral water
Work in pairs and tell each other about the parties they have been to, based on the outlines they have made for the Task 1
Pair work
21
Trang 22Task 3
-Ask students to do Task 3 in pairs-Ask some pairs to perform their talk before class
A: I am wondering where I should hold
my birthday party
B: Why don’t you have your birthday party at home? It’s cosy and not very expensive
A: I don’t know if it’s suitable to begin at 5 pm?
B:
• Why don’t you…
• You ought to…
• You should…
• I think you should…
• You’d better…
• If I were you I would…
*Where (home-cosy, not expensive, not spending a lot of time to prepare, not have
to clean up…
*What time
*How many guests
*What to eat / drink (soft drinks, mineral water…/ chicken soup, green salad, steak, fired chicken, fish, beef, hamburger, cake…)
*What to wear (dress, jeans, shirts, shirt, pullover, skirt…)
T-*Which activities (singing, playing games, taking photographs, give gifts…
Do the practise with the expressions
Ss will negotiate in order to come up with
a plan for their parties
*Give some suggestions
*Ask some students to perform before class
-The party was held at…
-It started at……and ended at…
-There were about……….people
-He / She served us…
-We took part in some activities such as…
-We were all tired but happy
* Correct common mistakes and give remarks
Tell the rest of the class about their party Group work
V HOMEWORK (2)
- Write a paragraph about a party you have been to,
- Prepare part C: Listening
UNIT THREE: A PARTY
LISTENING
I AIMS OF THE LESSON:
- Develop such listening micro-skill as intensive listening for specific information
II TEACHING AIDS: cassette player, handouts, handouts.
Trang 23III TEACHING METHOD: communicative approach
III Teaching aids :
Pictures, chalks, cassette
IV Teaching Procedures :
-Check the answers-Give Ss the following saying :
“If you me a fish,
I will eat today
If you teach me to fish
I will eat my whole life long.”
-Ask Ss what the saying implies
-Check the answer
-Supply Ss music and some more pictures
of Volunteer Work
-Work in groups
-Answer the questions
-Read and guess the meaning
of the saying in their text book
-Answer the question
Trang 241 - c
2 - d
3 - a
4 - bTASK 1: (5’)-Ask for filling the blanks -Give the explanation of relatedwords
1 Voluntary (adj)
2 Voluntarily (adv)
3 Volunteers (n)
4 Volunteers (v)-Correct their mistakes
TASK 2: (8’)-Ask for sts to read the text again silently
-Ask sts to choose the best answer -Check their answers
1-B, 2-A, 3-D, 4-B, 5-C-Give feedbackTASK 3: (7’)-Ask Ss to discuss then answer the questions in task 3 -Check their answers
1.They usually visit hospitals, orphanages or homes for the ages They read books to thepeople or listen to their problems 2.They help them to overcome the difficulties and give care and comfort to them
3.During summer vacations, they volunteer to work
in remote or mountainous area to provide education for children or medical services for local people
-Ask Ss to discuss then answer the following questions
1.Why do people do volunteer
-Take notes
-Individual work-Read all of the sentences in task 1 and fill in each blank
-Take notes -Pair-work -Read the text again silently.-Choose the best answer
-Take notes
-Group- work-Read all of the questions in task 3 and then answer them
-Group- work-Discuss the questions -Answer the questions
-Report in front of class
-Take notes
Trang 25work ?
2 Have you ever joined any volunteer work before ?-Ask sts to make a report in front of class
-Correct their mistakes
-Ask sts to Review the text Prepare the new section of unit4 Part B-Speaking
Unit 4:
VOLUNTEER WORK
Part B: Speaking
Objectives:
Talking about types of volunteer work
Asking and answering questions about volunteer work
Ask students to look at the picture in their books
and answer two questions:
What are these students doing?
Are they volunteers?
TASK 1
Have students do Task 1 in pairs
Ask students to give their answers
Explain some activities of volunteer work
Helping people in the remote or mountainous
areas
Giving care and comfort to the poor and sick
Providing education for disadvantaged children
Joining in the Green Saturday Movement
Correct the mistakes
TASK 2
Have students do Task 2 in pairs
Give some suggestions:
Providing minority children with literacy (teach
them how to read and write)
Working in difficult or flooded areas (help them
rebuilt houses, provide medical services, etc)
Raising money to help the handicapped or
starving children (put money in a piggy bank)
Answer the questions:
They are helping an old man with the housework
Yes, they are
- Do Task 1 in pairsGive the answersTake notes
Do Task 2 in pairsTake notes
25
Trang 26Post –
Speaking
(8’)
Taking part in directing the traffic (stand at the
crossroads during rush hour to help direct the
traffic)
Volunteering in homes for the elderly (clean up/
repair their houses, do the washing up, do some
shopping, mow their lawns, take care of them,
read books, etc)
- Have students perform the dialogue in front of
class
TASK 3
Have students do Task 3 in groups
Give some suggestions:
What kind of volunteer work do you usually take
part in?
What do you think about it?
- Correct common mistakes
- Perform in front of class
- Work in groups
- Take notes
- Each group gives a short presentation
Homework:
Review Part B carefully
Prepare Part C – Listening
Trang 27Unit 4 VOLUNTEER WORK
C.LISTENING
I Aims of the lesson :
At the end of the Ss will be able to:
+ Listen and answer questions relating to volunteer work of one high school in Vietnam
+ Improve listening skill by using pictures and exercises
+ Summarize the story through some cues
Skills : Listening, Speaking and Writing
II Teaching aids & Approach :
+ Teaching aids : Textbook, walk-man, , songs, pictures
+ Approach : Communicative approach
III Teaching procedures :
Greeting & attention check :
Review of the previous lesson :
Check lesson
Presentation of the new lesson :
Communicative
approach
1 T shows any pieces of
song and asks Sts to
guess the name and the
composer of the songs
* T shows some pictures
related to Mua He Xanh
activities
2 The teacher asks
students some questions:
“Mua He Xanh” song volunteer work
BEFORE YOU LISTEN : (5’)How often do you support charities?
- Sts work in groups
- The leader of each group will listen to and give the most exactly and quickly answer
27
Trang 28* The teacher presents the
new words on the board
* Ask Sts to listen & repeat
the new words (pay
understand the sentence
meaning and guess the
missing information
* T plays the tape several
times if necessary
* Call some Ss to read
aloud their answers
* Correct mistakes
* Ask Sts to read silently in
order to understand the
questions and find the
answers
* Play the tape once again
* check their own answers
* Correct mistakes
* Call some pairs talk
aloud in front of class
* Correct their answers
and pronunciation
mistakes if necessary
What’s the best way of raising money to support charities?
Which of these kinds of volunteer work do you prefer?
Task 2 : Answer the questionsAnswers :
It provides classes to disadvantaged children in HCMCDance, theater, singing and circus classes were set up in 1999Because they need money to continue their English and Performance Arts classes
Because they need help to organize their fundraising dinner held annually in June
AFTER YOU LISTEN :Summarize the story about Spring School, using the following suggestions :
Some cues :The aim of Spring SchoolThe number of children who live and study at the school or attend classes
The activities the children at the school tale part in The kinds of volunteers that Spring School requiresDiagram :
- pairs work
- whole class
- Whole classSts listen to the tape twice to do the task 1 Then, listen again to check information
- Individual work
- Whole classSts listen to the tape again to answer the questions
- Individual work ( give the answer
on BB)
- Pair work Sts fill information
in diagram
- Model the discussion in front
Volunteers Helping organize fundraising
dinner held annually in June
Trang 29Pre-writing ( 7’) - Ask Ss some questions about their
situations:
1/ Have you ever received a donation?
When? From whom?
2/ What did you do then?
Did you write a letter for thanks?
Answer the questions
Trang 301/ Task 1:
Ask Sts to read the letter and underline the sentences that express the points:
* The opening of the letter
* The donated amount
* The way the money is used
* The way the receipt is issued
* The gratitude to the donor
* The closing of the letterNotice: Some structures:
- S + be + adjective +to +infinitive
- To receive sth from sb / sth
- Would like+ to infinitive
- To hope +to infinitive + for sth2/ Task 2
- Three parts of a letter.(picture)
- Ask Sts to do task 2 ;Give outline:
* ( the points in task 1) 3/ Correcting( 2 or 3 letters of sts)Vocabulary
grammarReport writing ( task 1)
Notice the words
Do the task 1:
Read and take notes:
- “Dear Sir /Madam”
- “I am very … some days ago”
- “The money will… students”
- “We will certainly…possible”
- “I would like………company”
- “ I look … faithfully”
First : the openingSecond: the body of the letterThird: Conclusion/The closingWriting in pairs
Some sts write their letters on the blackboard
Sts rewrite the letter ( task 1)
Homework:
Write the letter by themselves
Prepare Part E : Language focus
Gerund and present participle
Perfect gerund and perfect participle
Methods:
Trang 31There’s no point in waiting.
I don’t mind cooking the meals.
Reading French is easier than speaking it.
The gerund can be used in the following ways:
He was accused of smuggling
After certain verbs (eg admit, avoid, deny,
dislike, enjoy, excuse + object, forgive +
object, fancy/imagine, finish, keep, mind, ect.)
Can you smell something burning?
We had to leave the tree lying there.
He spent a fortune rebuilding that old house.
Use:
We can use the present participle
to form the continuous tenses:
I’m working right now
as an adjective:
The play was boring
after a certain verbs:
After the basic verbs of sensation (see, hear,
Pronunciation:
Warm-up:
Have students listen and repeat the sounds /w/ and /j/
Practice reading the sentences provided
We went for a walk in the woods near the railway
We wore warm clothes and walked quickly to keep warm
Excuse me Did you use to live in New York?
Did you use to be a tutor at the university?
Grammar:
Gerund and present participle:
- Give some examples:
Listen and repeatPractice in chorus
Listen and take notes
31
Trang 32feel and smell) and after listen to, notice and
watch, we can use object + participle:
I heard the car stopping and saw him getting
out
We watched the children playing.
I saw him crossing the road.
find, catch, leave + object (person or thing)
I found them picking apples (They were
picking apples when I arrived.)
I caught them stealing my apples (They were
stealing my apples when I arrived.)
I left them talking (They were talking when I
left.)
go and come
With these verbs we can use the participles of
verbs of physical activity: dancing, riding,
sailing, skiing, etc., also shopping.
Ex: Come dancing with me on Saturday.
I’m going shopping.
spend and waste + object
I wasted a lot of time standing in queues.
I kept you waiting so long I am sorry.
I am sorry for having kept you waiting so
Trang 33Write down exercise 1, 2, 3
Prepare Unit 5: Part A - Reading
III/ Teaching aids:
- Chalk, textbook, handout, pictures,
-T asks sts to look at the picture
-T asks sts to answer the questions:
1 Where do you think the class is?
2 What do you think of the people in the class? Are
they at the same age?
3 What do you think of the teacher?
4 What is this class different from the class?
-Sts answer the questions chorally
- T asks sts to read the text to find the Vietnamese
equivalent to the following expressions
Task 2:
-Sts read the text silently
- Sts do the task
Keys:
1 Phổ cập giáo dục tiểu hoc
2 Hội khuyến học VN
3 Xóa mù chữ
4 Kĩ thuật canh tác
5 Kế hoạch hóa gia đình
33
Trang 34-T asks sts to read the text again to do text 2
600 students in 2000 and 800 students in 2001
They willingly/ voluntarily spent their vacations teaching ethnic minority illiterate people to read and writeilliteracy will soon be eradicatedPost-
reading -T asks sts to answer the following questions1 Are there any illiterate people in your
- T asks sts to learn by heart the new words
- T asks sts to prepare part 2: speaking
Trang 35Stages Time Teacher’s activities Students’ activities
Warm-up 3ms Teacher asks students some
Some of these problems are listed
in column A , please combine each problem in A with its appropriate solution(s) in column B in textbook (page59)
Teacher has students sit in pairs and asks them to do task 1
Teacher corrects the students’
mistakes
1 b-g 2 a-e 3 d-f 4 c 5 h-i-j
T has sts work in groups of three
Before practising, teacher asks Sts
to read the information in task 2 and
to use the suggestions in Task 1 as example
A: Many students can not buy all the required textbooks What do you think
we should do to help them ? B: I think we should ask the school head-master to provide free textbooks for students from low-income families.
C: We should collect used textbooks for school libraries
Teacher listens to the students and observes them
Then teacher corrects the students’ mistakes
Teacher asks sts to work in groups
of five Ask them to think of three or four problems which their class is experiencing , one student of each group will note down the information to report before class
T also gives students time to think about the school problems they are experiencing
Teacher’s help is needed at this stage :
1 Many classes are overcrowded
2 School infrustructure is underdeveloped : inadequate toilets and washrooms …
3 Many schools have no playground equipment or extra activities
T walks around the class and
Students sit in groups
Students do the task individually, then in pairs they compare their answers
1… 2… 3…
4… 5…
Then they read out their answers
Class organization : Students sit
Sts can use the cues given in P.60,
or ask teacher for more information
35
Trang 36Unit 5: ILLITERACY
Part C: Listening
* Objectives :
Aim: Listening to pieces of the reading to get information to make a survey in English
Lexical items: Introducing some words / phrases that make up a survey
Teaching Aids: cassette, pictures, a message from a survey………
Skill: Listening for gist and for special information
* Method: Integrated, mainly communicative
- T shows a letter with a survey on it
- T asks guiding questions:
1 What do people do a survey for?
2 Have you ever done a survey?
3 Do you know where Perth is?
- T introduces some new words / explains them:
effective ( a ) maturity ( n ) » mature ( a ) » maturely ( adv ) performance ( n ) self- respect ( n ) academic ( a ) Perth ( n ) : Western of Australia
- T leads ss to read the new words Task 1 / 60
- T leads ss to do Task 1
- Asks them to read it carefully ( they can guess to choose
a, b, c, d )
- T has ss listen the reading 2 times
- Listen and answer the questions
Trang 37* Post- listening
( 12 minutes )
- T asks some ss to read their answers
- T plays the cassette again
- T gives correct answers:
1 D / 2 B / 3 B / 4 B Task 2 / 6`1
- T asks ss to read the questions carefully
- T plays the tape 2 times
- T asks 2 ss to read their answers
- T checks again and gives correct answers
1 It took place in Perth
2 80 percent of the students
3 They felt that they should be allowed to give some input into school decision making
- T ask ss to discus 2 questions ( textbook )
- T goes around and provides some new words if necessary
- T calls 2 ss to read their answers in front of the class
Unit 5: ILLITERACY
WRITING
I Objective:
Helping students to write a paragraph about literacy rates in Sunshine country from 1998-2007
II Teaching aids: textbook, chalk, table
Ask students some questions about (il)literacy
What’s the rate of literacy in Vietnam now?
Are there any illiterate people in your neighborhood?
What should we do to help them?
What will happen if more and more people become
Have the class read the instruction and do Task 1
- Give the answer key
TASK 2( 25’)
Ask students to read the information in the table
Give instructions for Task 2
Ask students to work in groups to describe the
information in the table by using Useful language
Pair work
Listen carefullyTake note
Individual work
Suggested answersvaried
risedeclineddifferentwent updramaticallyGroup work
37
Trang 38Post
writing
Go around the class and help students if necessary
Ask some students to write some paragraph on the
board to correct them
Give feedback
10’
Ask students to write a paragraph of about 100
words, describing the literacy rates in Vietnam
1 Pronunciation: Students can pronounce /pl/, /bl/, /pr/ and /br/ in words and sentences correctly
2 Grammar: Students will be able to report some special sayings such as invitations, requests, advice,
… using infinitives
III Teaching aids: Textbook, Cassette player and Tape, Handout
IV Procedure:
A Pronunciation -Ask students to listen to the tape once to
help them distinguish the sounds
- Instruct the way to pronounce:
+ /pl/, /pr/ : Close your lips hard, push air forward in your mouth Then open your lips quickly
+ /bl/, /br/: Close your lips hard, push air forward in your mouth Then use your voice
1.Presentation: -Review the meanings of some verbs that
are usually used in this kind of reported speech:
-Ask them to pay attention to the special case:
Review:
promise + to V: tell s.b that you’ll definitely
do or not do s.thadvise + O + to V: tell s.b what they should do
encourage + O + to V: persuade s.b to do s.th that you think is good
remind + O + to V: ask s.b to remember (or not to forget) to do s.th
warn + O + to V: tell s.b to do or not to do s.th in order to avoid danger
Trang 39-Correct the answers.
(Make the same steps)
-Ask them to do some more exercises (Handout)
The special case:
S+V+O: “If I were you, I would +V’…”S+V+O: “Why don’t you + V’…?”
S+V+O: “You’d better +V’…”
S+ advise + O+ to V’…
Key:
They promised to come back again
The lifeguard advised us not to swim too far from the shore
John asked Peter to close the window.The teacher encouraged Eric to join the football team
John promised to give it to him the next day
My mum wanted Lan to become a doctor
My sister reminded me to lock the door before going to school
His boss advised him to go home and rest for a while
Suggested answers:
He advised me not to drink too much beer.She invited me to come and see her whenever I wanted
John asked me not to smoke in his car
He told Sue to give him her phone number
He reminded me to give the book back to Joe
He promised not to do it again
He agreed to wait for me
John asked her to lend him some money
Unit Six
COMPETITIONS
Part A: READING
I AIMS OF THE LESSON :
- Help students understand the content of the lesson
- Help students understand the new words and use them in context
II METHODS AND TEACHING AIDS:
- Communicative Approach
- Textbook ( English 11 ), Pictures
- Computer, Projector…
III TEACHING PROCEDURES :
Trang 40T divide into 4 groups.
T asks representatives of the groups Go to the
blackboard to write the answers
Before you read
T asks the Students to look at the pictures
While – Reading (24ms).
T reads or plays the recording of the reading text
T asks st to do task 1:
T has the students task 2:
T selects some pairs at random to ask
and answer the questions before class
Key
The representatives of three classes of the
(writer’s) school took part in the annual final
English Competition last Saturday
Its aim was to stimulate the spirit of learning
English among students
The Student’s Parents Society sponsored the
competition
They had to complete five activities in all On
completion of each activity, they had to answer
the question in the worksheets within two
minutes
T has the students Task 3:
T asks the student to read the last paragraph of
the text and complete the sentences
Key:
In Activity 5, Hung was unable to recite/ complete
the poem (he could not remember the last
sentence)
Having achieved the highest score, Group B
became the winner of the competition
Group C lost the game because they just got 60
students listen to T or to the recording
St read the text and give answers to task 1Work in pairs