Giáo án 11 đầy đủ

* Lexical items: crooked, hospitable, generous, quick-witted * Skills: speaking, listening * Teaching aids: pictures, role cards PROCEDURE Teacher ‘s activities Students’ activities I..

Teaching date: /09/2007

READING

 Objectives: By the end of the lesson, Ss will be able to guess meaning in context

 Lexical items: unselfishness, constancy, be loyal to, sympathy, enthusiasm,

suspicion

 Skills: Reading, Speaking

 Teaching aids: textbook, pictures

-Ask Ss to give the adjectives describing

features of a good friend

Generous

sincere

*Lead-in: I know that we have a lot of

friends in our lives Today, we’ll know more

about friendship through reading the text

4 sympathy (n.) -> (definition): the feeling

of being sorry for sb, showing that you care

->What’s the noun of “ suspicious”?

*Checking vocabulary: What & Where(3’)

II WHILE-READING: (15’)

Task 1: (3’)

Task 2: (4’) Finding the main idea of the

Read the passage quickly & tick the words in Warmer appearing in the passage

friend

whole passage (Task 2, p.14)

+Ask Ss to work in groups of 4 or 5

Task 3: (8’) Answering the questions (Task

3, p.15)

+Divide class into 2 groups A & B

+Group A answer the first questions, group

B answers the rest (Pair work)

+Closed pairs- Open pairs

III POST-READING (8’) *Discussing the question “Why do we

need to have friends?”

+ In groups of 4, ask Ss to tell what a friend can do for you:

+ in your studies+ when you are in need

IV HOME WORK (2’) -Do Task 1, p.14

-Prepare Period 3 – Speaking

* Lexical items: crooked, hospitable, generous, quick-witted

* Skills: speaking, listening

* Teaching aids: pictures, role cards

PROCEDURE

Teacher ‘s activities Students’ activities

I PRE-SPEAKING:

* Warm-up:

Matching the adjectives from the box with the

parts of the body they can be used to describe

shoulder-length

1 crooked (adj.): (picture)

2 hospitable (adj.): welcoming gueSs/

visitors friendly

3 generous (adj.): (translation)

4 quick-witted (adj.): intelligent

In groups of 4, Ss discuss and choosethe characteristics they think the mostimportant, and give their reasons

III POST-SPEAKING: Interview

 Make role cards and deliver to students

(see textbook)

 Before students start, ask them to agree

upon the basic profile of the friend

- his/ her name

- date of birth

- his/ her physical characteristics

- his/ her hobbies

- his/ her personalities

Pair work:

 Ss can use suggestions given to askand answer, using the following cuecards

 - why he/ she is interested in Math

- how much time he/ she spends onMath

- what makes him/ her a good friend

- what made him/ her successful

- what he/ she does in his/ her free time

IV HOMEWORK (2’)

Teaching date: /09/2007

* Objectives: By the end of the lesson, Ss will understand the content of the lesson and be able to decide on true or false statements & listen and take notes

* Lexical items: sense of humor

* Skills: listening, writing & speaking

* Teaching aids: tape scripts, handouts & cassette player

- sense of humor: -> (photo of Mr Bean)

->He has good sense of humor

*True/ False prediction:

-Deliver handouts

-A Student in group A will describe some physical characteristics of a student in his/her group

-Group B has to guess who the student is

- In pairs, Ss predict if the following sentences are true or false (See Task 1, p.18)

II WHILE- LISTENING (20’)

Task 1: True/False statements (8’)

-Ask Ss to listen to the tape twice & check

their exercises in prediction activity

-T’s feedback

Task 2: Fill in the table (12’)

-Deliver handouts (See textbook, p.18)

-T’s feedback

-Keys:

*Lan’s talk: 1.F 2.F 3.T 4.F

5.T 6.F-*Long’s talk: 1.F 2.F 3.T

4.T 5.T 6.T

Ss to listen the tape again to find out theinformation & fill in the table

How and where they met What they like about their friends

Lan - They used to live in the

same residential area in Hanoi

- Lan went on a holiday to

Do Son and Ha went there to visit her

- Ha’s very friendly and helpful

- Ha’s sociable She’s got many friends in Do Son and she introduced Lan around

Long - They met in college

- Minh played the guitar, Long was a singer

- They worked together

- Minh has a sense of humor

- Minh likes to go to plays and movies

- Minh is a good listener

- Minh is friendly and helpful

IV POST-LISTENING.(11’) Ss talk to each other about their best

friends

+ how & where they met.

+ what they like about their friends

V HOMEWORK.(2’) - Write a short passage about your best

friend

Teaching date: /09/2007

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

+ make an outline of the ideas to describe a friend+ write a paragraph describing a friend’s characters with supporting details for each character

a My mother gets up at 6 every dayand never stops working until dinner-time

b Minh never wants to share anything with us Whenever I ask him for help, the only answer I get

is “Why do I have to do it for you?”

c It’s nice to be around with Tam for his polite and friendly manner

d He’s very close to us Though he’s our teacher, he treats us almost like his friends

e I like working with Lan She always tries her best to finish her part of the work

f She is a lively person who engages in almost all the community activities

g I love spending time with Linh

and seeing her broad smiles.

h My friend spends a lot of time learning She is one of the best students in our class

i Trust him He doesn’t say morethan what he has thought or done

- good-natured-quick-witted

III WHILE-WRITING

1 Making outline (10’)

-While Ss are writing, T goes around the class

to see how well Ss work and whether they need

-While Ss are writing, T goes round to see if

anyone needs help

-Ss to make an outline of a paragraph describing a friend, use the information they’ve just discussed in brainstorming activity.-Ss work in groups of 4

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

+ pronounce the two sounds /dz/ & /t…/ correctly

+know how to use to-infinitive or bare infinitive

*Lexical items:

*Skills: Speaking, listening& writing

*Teaching aids: Handouts, textbook

-Call some Ss to pronounce the words

-T reads sentence S (See textbook) & Ss

underline the words containing the

1 Infinitive with “to” (10’)

-T shows some books and ask:

-> What do you read books for?

->Expected answer:

* We read books to get information

-Use pictures of two happy faces & ask

Ss to complete the sentence

T: Who can complete the boy’s sentence?

S: I’m happy to meet you

Jam Children

chair

orange church…

- Ss to give the form:

Noun/pron + to-infinitive Adjective

- Ss to match the words in column A with those in B to make meaningful sentences

Verb + Object + bare-infinitive

- Ss to give some other verbs which can be used the same way as “see”, “ hear”, and I’m happy…

you

- Ask Ss to put the words in the correct

order to make complete sentences with

infinitive with to

- Ss work individually

- Have some Ss write their sentences on

the board

- The other Ss correct the mistakes

2 Infinitive without to: (10’)

*Practice:

-T’s feedback

3 Free-practice: (10’)

“make”

- Expected answers: watch, let, feel, notice

-Ss To rewrite sentences, using the words

Ex: - I was glad to meet her

- I thought she was a veryinteresting person to make friend with

V HOMEWORK (3’) -Ss to write some sentences about their

friends, using infinitive with/ without to.

Teaching date: /09/2007

PERIOD 6: UNIT 2: PERSONAL EXPERIENCES

READING

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

- learn some vocabulary about personal experiences

- understand the passage

- to use the vocabulary to tell about their own personal experiences

Lexical items: idol (n); glance (v); sneaky (adj); embarrassing (adj); make a fuss (exp)Skills: reading, speaking, listening, writing

Teaching aids: pictures, handouts, textbook

PROCEDURE

Teacher ‘s activities Students’ activities

I PRE-READING:

1 Warm up: (pair work) (5’)

- T: prepares /sticks 6 pictures on the B.B

- lead-in: Have you involved in the

situation in which you don’t know what to

do?

2 Teaching voc: (10)

- idol (n): (example): thần tượng

Ex: Who’s your favorite singer

Hong Nhung

Ss to discuss what’s happening in eachpicture and then asks Ss to predict theorder of 6 pictures

Hong Nhung is your idol.

-glance (v) (miming): liếc mắt

- sneaky (a) (situation): lén lút

 What would you do if you couldn’t do

your test?

Copy

 What’s your attitude?

Be afraid of the T and look sneaky

- embarrassing (adj) (synonym ) =

confusing (adj): bối rối

- make a fuss (exp) (over/about)

(explanation): làm ầm ĩ

S.o complains noisily about s.t she/

he doesn’t like

3 Checking voc: (handout) (3’)

Gap- filling (Task 1 / p.24) (individuals)

Key: 1 glanced 2 making a fuss

3 embarrassing

4 idol -5.sneaky

II WHILE-READING:

1 Activity 1 (5’) (group work) Put the

pictures of the events (on the board) in

the order that they happen in the story

(correct the prediction in warmer )

-Ss read the passage silently in 3 mins.Keys: 1.d – 2.b – 3.f – 4 e – 5.a - 6.c

Activity 2 Multiple choice (5’)

1 The writer’s most embarrassing

experience happened when she was

A a teacher

B a junior high school student

C a senior school student

2 She wished to have a like the

one of her pop idol

A a red dress

B a red floppy cotton hat

C a pair of red shoes

3 She bought it with the money

A her father gave her

B she picked on the street

C She took from a school boy’s bag

3 Activity 3 (Task 3/ p 24)

Comprehension questions (pair work )

-Ss read the passage again and answer the

following questions

1 Why did her father give her some money

on her birthday?

2 What did she see in the boy’s bag?

3 Why did she decide to take the money

from the boy’s bag without saying anything

III POST-READING: (7’)

Discuss the question: What would you do if

you were the writer?

IV RESERVED-ACTIVITY:

(Group work ) Expected answers: - say nothing / keep

V HOMEWORK: (3’) - Prepare for speaking

-Write about their own experiences

*Lexical items: native speaker; affect (v); turtle (n)

*Skills: speaking; listening; writing; reading

*Teaching aids: textbooks; pictures; handouts

PROCEDURE

Teacher ‘s activities Students’ activities

I PRE-SPEAKING

1 Warm-up: (5ms) Hangman

Teacher asks Ss to think of a word

containing 10 letters, you can guess 2

Ex: Mary comes from England

She speaks English as a native speaker

- (to) affect (v) (example) ảnh hưởng

Ex: Smoking is harmful to our health It

means smoking ……….badly our health

→ affects

- turtle (n) (picture) con rùa

4 Checking vocabulary: (3ms) R.O.R

Key words: EXPERIENCE

Key answers: 1_b; 2_ d; 3_ h; 4_ a;

Teacher calls some pairs to perform the

dialogue in front of the class

Teacher sticks a poster with the completed

dialogue

Teacher asks Ss to pay attention to the tense

of the verb <Simple past >

5_ e; 6_ g; 7_ c; 8_ f

Ss to pay attention to the questions: Have you ever …… ?

How did it happen?

When did it happen?

How did the experience affect you?

III POST- SPEAKING: (13ms)

Ask Ss to use the questions above to talk

about their own past experiences, using the

* Objective: By the end of the lesson, Ss can learn some vocabulary about a fire

* Lexical items: memorable (a), scream (v), gas stove (n) escape (v), terrified (a), replace (v), embrace (v), protect (v)

* Teaching aids: picture, cassette, chart, handouts

PROCEDURE

Teacher ‘s activities Students’ activities

I PRE - LISTENING:

 Warm - up: (5’) (group work):

Describing the picture (p27 - textbook)

 Lead - in (2’)

- Have you involved in or seen a fire?

- What did you do then?

- How did you feel?

 Vocabulary (10’):

- memorable (a) = unforgettable (a)

(synonym): đáng ghi nhớ

- Terrified (a) sợ hãi (example)

Most people feel terrified when they see

- Replace (v) (mining): thay thế

- Gas stove (n) (drawing)

Ss look at the picture and say what is happening in it

 Checking vocabulary (5’) (individual) Gap - filling

1 A good pair of shoes will ……… your feet while jogging

2 The child ……….her mother tightly because of fear

3 April 30th 1975 is a ……….day of Vietnamese people

4 I feel …whenever I stay at home alone

5 The fans …….with excitement when they saw their idols

6 Robots can …….people in some work

- Embrace (v) (picture): ôm

- Escape (v) (example): thoát ra ngoài

The prisoner ran away after escaping from

the prison

- Protect (v): (explanation)

What do we wear a helmet for?  to

protect our head

Keys:

1 protect 2 embraced 3 memorable 4

terrified 5 screamed 6 replace

7 gas stove 8 escape

II WHILE – LISTENING

Keys:

1 T 2.F 3 F 4 F 5.T

Ask Ss to put the sentences in right

order to make a completer story

Keys:

Keys:

1 small 2 everything 3 family

4 replaced 5 took 6 appreciate

7 Remember to turn off the …… right after cooking

8 They were trying to ……….from a burning house

1 Activity 1 (5’) (Pair work) (task 1 P27)

-b Her most unforgettable experience happened 13 years ago

-d Her house burned down-a The fire started in the kitchen because she forgot to turn off the gas stove

-c She heard her mother’s voice calling her name

-f She rushed to her mother and her mother carried her out

-e She got away without even a minor burn

3 Activity 3 (5’) Individual (Task 3textbook P28)

III POST - LISTENING (5’) (textbook

P28) Discussion

Christina says that family is more

important than things Do you agree or

disagree with her? Why? Exchange your

ideas with a partner.

IV HOME - WORK (3’) Write down your idea (Post - listening) in

A2 Lexical items: - Words/Phrases used to write about a past experience:

embarrassing/embarrassed, frightening /frightened, funny,unforgettable, memorable; appreciate; outlook on life…

A3 Structures: I’m writing to tell you about my most memorable …; This

made me more careful…; This changes my outlook on life;etc

A4 Method: Integrated, Communicative approach

A5 Teaching aids: Posters, pictures, handouts, transparency sheets/A4 paper,

whiteboard markers, overhead projector

B PROCEDURE

Teacher ‘s activities Students’ activities

WARM-UP (3 mn)

Look at the pictures or listen to the situations and

answer the questions

T either shows 2 pictures of ‘a man attacked by

a dog’ and of ‘a man slipped & fallen in the

street’ or gives 2 situations and asks some

questions:

1 What’s the matter with the man in the 1st

picture?

2 How did this affect him?

3 How about the 2nd picture?

4 According to you, how did he feel when there

were a lot of people in the street?

PRE-WRITING (15 mn)

Act.(7mn) Listen to the teacher’s past experience

and do a multiple-choice task

T tells Ss her/his past experience.

‘I’ve had a lot of experiences in my life My

unforgettable experience was just 2 months ago,

when my family spent a summer holiday in Hue

city.

We stayed at a big hotel with 7 floors for three

days My son, a quick and naughty boy likes

taking the lift so we decided to choose a room on

Ss: Observe the pictures on board

or listen to the situations givenSs’ answers:

1 He was attacked/bitten by a dog

2 This made him frightened

3 He was slipped

4 He felt embarrassed

Group work (groups of 4)Ss: Observe the pictures of the taskprovided and make groupdiscussion before listening

Ss’ answers:

1 b

the top floor On the last afternoon of our stay,

while I and my husband were both talking to

each other and stepping into the lift, my son was

putting his left hand into one of the two slots of

the lift I really lost my temper then Immediately,

I grabbed his hand and tried to draw it out of the

slot, but I couldn’t The boy was more and more

crying, and I began crying My husband, who

prevented me from doing like that, was very

calm He managed to draw his hand out of the

slot At that time, I felt relieved and hugged my

son because I had thought of the worst thing that

would happen to him Luckily, he wasn’t

seriously injured.

This experience made me frightened and pay

more attention to my naughty son Especially, I

find that we should be calm when solving any

problems.’

TASK: Listen to my past experience and then

tick the right pictures related to the story

T has Ss in volunteer groups to give feedback

Act 2 (8m) Write Outline

T asks some questions concerned with the task

and shows a poster with the main points of a past

experience at the same time.

T has Ss give some kinds of experiences (such as

a funny experience, frightening experience, an

embarrassing experience.) before their own

outline.

T has 2 Ss write their own outline of the main

points (shown on poster) on board.

T get Ss to say some sentences beginning a letter

(I’m writing to tell you about my unforgettable

experience; I want to tell you my…)

WHILE-WRITING (15mn)

Write a personal letter about your past experience

T has Ss do their writing and give help when

necessary.

POST-WRITING (12 mn)

Self-correction

T has Ss exchange their written work and

correct some common mistakes.

T-Ss correction

T either has 2 Ss write their own work on board

or chooses 2 finished sheets and makes

correction by using an overhead projector.

T’s evaluation

T gives marks and comments on Ss’ written

work.

HOMEWORK: Prepare Language focus

- Review the usage of past

tenses

- Write 3,4 sentences with the

tenses

1 Where the experience happened: at a hotel,…

2 When it happened: 2 months ago, when I was on

holiday,…

3 How it happened: (various details)

4 Who was involved:

5 How it affected you: It made me

embarrassed/frightened…; It changes my outlook on

life…

 Skill: speaking, listening, writing, reading

 Teaching aids: textbooks, handouts, poster

 PROCEDURE

Teacher ‘s activities Students’ activities

 WARM - UP AND LEAD - IN: (5’)

Game: T prepares 15 cards containing 15

words and asks Ss to put into correct

T asks Ss to underline the words

containing 3 consonants above and read

the sentences loudly (individual)

1 Good morning I want an apartment in

4 Mr King is singing next door

5 He’s holding a string in his fingers

6 He loves spending his holidays in his

small summer house

III PRODUCTION (5’)

T divides class into 2 groups ands asks Ss

to choose the number and give the word

containing the consonant

B GRAMMAR (23’): Present simple

indicating past time

I PRESENTATION (7’)

grandmother (1 invite) _ her to her cottage, so one fine day she (2 set) _ off to visit her The little girl (3 get) ready, (4 wave) _ goodbye to her mother and (5 promise) to be careful On herarm she (6 carry) _ a basket which (7 contain) _a cake her

T feedbacks and explains: Present Simple

also indicates past time

Keys:

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

II PRACTICE: (8’)

Multiple Choice

One fine day, we (1 decide) _ to

go into a jungle We (2 start) _

preparing for the trip at six in the morning,

and (3 leave) _ with two elephants

carrying our luggage It’s a hot day but all

of us (4 wear) shoes and trousers

to protect us from snakes In the jungle,

there is a lot of wildlife but we (5 try)

to find big cats, especially

tigers We (6 climb) _ into the

elephants’ backs to get better view, but it’s

unusual to find tigers in the afternoon

because they (7 sleep) in the

heat of the day Then, in the distance, we

(8 see) a tiger and everyone of

us (9 keep) quiet We (10

creep) nearer and (11 find)

a dead dear, still breathing This

is the tiger’ lunch! Suddenly we (12 start)

_ to feel very frightened

mother (8 bake) specially It (9 be) _ a lovely spring

morning, the sun (10 shine) _ and the birds (11 sing) , happy that the winter (12 be) _ over

1.a to decide b decides

c deciding d decide2.a have started b had started

c start d was starting3.a leave b leaves

c leaving d to leave4.a wears b wear

c wearing d weared5.a is trying b try

c has tried d was trying6.a to climb b climbing

c climb d climbs7.a sleep b have slept

c had slept d was sleeping

8.a see b seen c seeing

d to see9.a has kept b is keeping

c are keeping d keep10.a to creep b creped

c creep d creeping11.a have found b find

c had found d will find12.a starting b starts

c to start d start

III PRODUCTION: (8’) T asks Ss to tell a story that they know

(using present simple)

IV HOMEWORK (2’) Write down the story into your notebook

-Find 5 words for each consonants /m/; /n/; / /

 Skills: writing, speaking, listening, reading.

 Teaching aids: textbook, handouts, chart, pictures, etc

2/ Last night, while I watched T V, my

mother was reading a newspaper

3/ When I arrived, the lecture had

already started

4/ He went out with his friends after he

finished his homework

3/ was working - broke

4/ started - were walking

5/ told - were having

6/ didn’t listen - was thinking

7/ phoned - didn’t answer - were (you)

doing

8/ had looked - asked - cost

2/ Activity 2: 8’

Exercise 3 / p.31 textbook

Keys: 1/ had eaten - arrived

2/ found - had taken

3/ got - had closed

4/ got - had left

5/ got - had arrived

6/ paid - had phoned

7/ went - said - hadn’t arrived

8/ had looked - asked - cost

(2) WHILE + Past progressive + Past progressive

Past progressive + WHILE + Pastprogressive

*Expressing two actions happening at the same time in the past

(3) WHEN / BEFORE + Past simple + Past perfect

Past simple + AFTER + Past perfect

*Expressing an action happenedbefore another in the past

pair work

Individual

- T uses pictures or cards:

1/ Play football - do homework

2/ Cook the meal - watch T.V

3/ Go shopping - do housework

4/ Have dinner - go to the cinema

- Ss to make sentences, using the three

structures above

Group work

IV/ HOMEWORK: 2’ T asks Ss to make 6 sentences, using the

three structures above

Teaching date: /10/2007

READING

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

 Read for gist

 Study some new words relating to the topic: Party

T elicits some information relating to a

party from the Ss

- Have you ever been to a party? 

Expected answer: Yes

- Do you enjoy going to a party? 

Expected answer: Yes

- Could you tell me some kinds of party you

have been invited to?

Lead – in:

T introduces the lesson:

“Today we will learn about some

kinds of parties that people are

celebrating”

I Pre-reading: (10 minutes)

 Pre-teaching vocabulary:

1 blow out (v) thổi tắt

(Miming: T asks the Ss to look at him or

her T does the action of blowing out the

candles then asks the Ss:

“What I have done?”  Expected answer:

blow out the candles)

2 couple (n)

 Expected answer:

 Ss to work in pairs and read the text again

Ss ask and answer then tick ()

in the right box

RUB OUT AND REMEMBER.

I While reading: (20 minutes)

 T reminds the Ss that there is only

ONE wrong word

 T calls some Ss to stand up and give

their answers

 T checks and gives feedbacks

 T delivers the hand-outs (taken from the textbook, p.34)

T checks and gives feedbacks

4 wedding anniversary party

5 wedding anniversary party

6 wedding anniversary party

7 birthday partyPAIR WORK

III Post-reading (9 minutes)

PREPARE YOUR BIRTHDAY PARTYTime to start

Place to celebrate your birthday party in a park, at home, at a restaurant, at a coffee

shop…

Number of gueSs coke, cake, candies, milk, …

Foods and drinks Playing games, singing, dancing, taking

photos, … Interesting activities

DISCUSSION

- T asks Ss to work in groups of 5.

- T asks Ss to discuss the reasons why

they prefer to celebrate their birthday party at

home / in the restaurant

T checks and gives feedbacks.

II Homework (1 minutes)

Write-it-up:

Write a short paragraph (about 70 

100 words) about the preparation foryour birthday party Using theinformation given in the chart above

Teaching date: /10/2007

SPEAKING

Objectives: By the end of the lesson, Students will be able to:

+ Talk about the party they have been to+ Tell how they organize a party

Skills: speaking, writing

Teaching aids: Textbooks, hand-outs

PROCEDURE

Teacher ‘s activities Students’ activities

I Warmer: (5 mins)

 Brainstorming:

 T divides the class into 2 groups:

Tom and Jerry

T asks each group to choose a

representative to come to the board

T asks Ss to find some words related to

the topic PARTY then write their words

on the board

T checks the Ss' answers

The group that has more correct words will

be the winner

Lead-in:

T introduces the lesson: " Today,

you will learn to talk about the parties

you've been to and how to organize a

party."

Ss to clap their hands

Ss read the list of questions on p 35

Ss choose from the list 5 or 6 questions toanswer

Ss to work in pairs

II Pre-speaking: (10 mins)

 Activity : Task 1

T asks them to write their answers on

a piece of paper

T reminds them to use The Past Tense

T calls some Ss to stand up and talk

about their answers

III While-speaking: (20 mins)

Activity 1: Task 2

T asks them to tell their friends about the

party they've been to

T asks them to use the information in the

previous activities

T goes around to check and offers help if

necessary

T calls some Ss to stand up and tell about

the party they have been to

T gives feedbacks

Activity 2: Task 3

PARTY-ORGANIZER'S COMPETITION

II Post-speaking: (10 mins)

- T asks the Ss to work in pairs

T gives some cues

- T asks Ss to plan an interesting party - Ss to discuss in their groups

BIRTHDAY PARTY

Game: Hide and Seek, Beauty Contest, etc

GueSs: Interesting friends and famous

singers

Foods and Drinks: coke, fruit juice,

cake, biscuits, etc

(using the cues) then tell their friends to

invite them to come to that party

- T calls some Ss to stand up and talk

about their parties

- T checks and gives feedbacks

IV/ HOMEWORK: 2’ T asks Ss to make 6 sentences, using the

three structures above

Teaching date: /10/2007

LISTENING

Objectives: By the end of the lesson, Students will be able to:

+ Listen for gist

+ Listen to get some specific information to answer the questions

Lexical items: words related to a party / parties

T elicits some information related to

parties from the Ss by asking the

following questions:

- When do you like to organize your

birthday party, during the day or in the

evening?

- What foods and drinks are often served at

your birthday party? What act …

II Pre-listening: (10 mins)

- Ss listen to the tape once and try

to decide if the statements are True (T) orFalse (F)

- Ss to work in pairs and discuss their answers

- Answer keys:

III While _listening: (20 mins)

 Activity 1 : Task 1

 T delivers handouts (taken

from the textbook, p.37) T call

some Ss to stand up and give their

answers

 T plays the tape again to

check with the whole class

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

A noisy and expensive B quiet and cheap

C noisy and cheap D quiet and comfortable

3 What did Mai’s mother serve the gueSs at the beginning of the party?

A ice-cream and biscuits B soft drinks and biscuits

C coffee and cake D fruits and milk

4 What time was the birthday cake brought out?

A 6.30 a.m B 5.00 p.m C 4.30 a.m D 4.30 p.m

5 It was beautifully decorated with

A pink and white icing B brown and yellow icing

C green and white icing D black and yellow icing

6 What did all the gueSs do while Mai was cutting the cake?

A they danced and sang B they played the Bingo game

C they took photos D they clapped their hands and sang

7 What time did the birthday party finish?

A 6.30 a.m 6.00 p.m C 6.30 p.m D 6.00 a.m

IV Post listening: (9 mins)

T asks them to talk about Mai’s

birthday party

- Ss to work in group of 6

- Ss choose a secretary and a presenter

T asks the secretary to take notes.

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

 Write a letter of invitation

Lexical items: Words / phrases used in letters of invitation

Structures: Would you like to…?

T asks each group to choose a representative to

come to the board

T asks Ss to find words related to LETTER

I Lead – in:

-T introduces the lesson:

“One of the kinds of letter we will study today

is letter of invitation“

II Pre-writing: (10 mins)

Vocabulary teaching:

-refreshments (n) -serve (v) -take place

-T elicits some information from the Ss:

Would you like to go to the cinema with me?

-Structure:

1 I often bring a lot of ….when I go on a picnic

2 What … to be … at the party?

3 The 2002 World Cup … in Korea and Japan

III While writing: (20 minutes)

Activity 1: Task 2

-T asks the Ss to work in pairs

-T asks them to complete the letter in the

textbook

-T calls Ss to give their answers

-T checks and gives feedbacks

Activity 2: Task 3

T asks the Ss to find the answers for the

questions in the textbook

5 Fast food and fruits will be served

Would you like to …

Activity 3:

-T asks Ss to work in groups again

III Post-writing (9 minutes)

T calls the Ss to stick their poster on the board

V Home work (1 minutes) T asks Ss to rewrite the letter of

invitation in their notebooks

Teaching date: /10/2007

E LANGUAGE FOCUS

A Aims: After the lesson, students will be able to:

- distinguish the sounds /l/ - /r/ - /h/

- know about infinitive and gerund

- apply to do the exercises

- T uses pictures of a plate of salad, a restaurant, and a

house to lead to pronunciation

II Pronunciation:

1 Activity 1: Listen and repeat

2 Activity 2: Practise reading aloud these sentences

1 Hello, Mr Allen You’re early for lunch It’s only

eleven o’clock

2 I’d like a plate of salad, a glass of lemonade, a slice

of melon and some jelly, please

3 Laura is a really pretty librarian in the public

library

4 Her parents own a restaurant in a country in central

Europe

5 Hello, Harry Have you heard the news? There’s

been a horrible accident A helicopter has hit Helen’s

- T gives a situation and asks

Ss some questions to lead to the grammar point

26

get l

eat and drink

blow out the candles

- I hope to receive many presents on my birthday

- We enjoy singing birthday song

II Verbs followed by V-ing and To-inf

Verb + (O) + V-ing

+ V (To-inf)

1 Verbs followed by To-inf

V + (O) + To-inf

- decide, expect, try, attempt, tend, ask, want, refuse,

desire, wish, order, require, demand, fail, advise,

hesitate

- would like / love, agree, be willing, hope, tend

- intend

Ex: - I expect to meet him tomorrow

- She fails to solve this problem

- Don’t hesitate to contact me when you ‘re here

Other structures: - It + (be) + adj + to-inf

- S + V + too … + to-inf

- S + V + … enough … + to-inf

2 Verbs followed by V-ing

V + (O) + V-ing

- avoid - mind - appreciate

- deny - delay / postpone - miss

- consider - dislike/ hate / detest - finish

- keep - enjoy - practise

* Expressions:

- look forward to - be worth

- There ‘s no point in - be busy

- It ‘s no good / use - be / get used to

- can’t help / bear / stand - be accustomed to

Ex: - I deny having stolen money

- The book ‘s worth reading

* Adj phrase with preposition + V-ing

III Exercise 1:

1 Most passengers dislike _ to sit in

small, uncomfortable seats on long flights.(have)

2 I must drive more carefully I can’t risk

another speeding ticket (get)

3 Did Dick mean _ Sue about the party,

or did it slip out accidentally?(tell)

4 You must keep on the computer until

you understand how to use all of the programs

- T presents

- T has Ss do the exercise

- T gives correction and

5 The judge demanded _ the original

document, not the photocopy (see)

E LANGUAGE FOCUS (cont)

A Aims: After the lesson, students will be able to:

- know about passive infinitive and gerund

- apply to do the exercises

1 Ms Thompson is always willing to help, but she

doesn’t want at home unless there is an emergency

2 Jack got into trouble when he refused his briefcase

for the customs officer

A opening B being opened C to open D to be opened

3 Barbara didn’t mention about her progress report

at work, but I’m sure she is

A concerning B being concerned C to concern D to be

- T presents the usage of passive infinitive or gerund

- T has Ss do the exercise

- T gives correction and comments

Key:

1 B, 2 A, 3 B, 4 B, 5 A

- T asks Ss to do the exercise

- T gives correction and comments

Key:

1 D, 2 C, 3 B, 4.B, 5 C

4 You’d better save some money for a rainy day You

can’t count on by your parents every time you get

into financial difficulty

A rescuing B being rescued C to rescue D to be

rescued

5 Please forgive me I didn’t mean you

A upsetting B being upset C to upset D to be upset

C MORE EXERCISES

I Choose the best word / phrase/ sentence

1 Would you mind the door? (open)

2 You should give up or you’ll die of cancer

(smoke)

3 The teacher told his pupils in class (not talk)

4 The driver stopped a coffee because he felt

sleepy (have)

5 Have you ever considered a pharmacist?

(become)

6 Peter advised me again (try)

7 Avoid such a mistake again (make)

8 My father wanted me a pilot (be)

9 Mr Thomas doesn’t allow while he is explaining

the lesson (talk)

10 Do you have any money for this book? (pay)

11 I don’t know why he avoided me (meet)

12 He enjoyed breakfast with us (have)

II Write each pair sentences using the words in

III Complete the second sentences so that they mean the

same as the first ones

1 They didn’t allow me to park here

They didn’t let ………

2 It’s not a good idea to travel during the rush hour

- T asks Ss to do the exercise

- T gives comments and correction

Key:

1 opening, 2 smoking, 3 not to talk, 4 to have, 5 becoming, 6 to try, 7

making, 8 to be, 9 talking,

10 to pay, 11 meeting, 12 having

- T asks Ss to do the exercise

- T gives comments and correction

Key:

1 She admitted driving toofast through the town, 2 Heoffered to lend me somemoney, 3 She stoppedsmoking three years ago, 4.Isuggest taking the train, 5

My neighbor threatened callthe police

- T asks Ss to do the exercise

- T gives comments and correction

Key:

It’s better to avoid …………

3 I can’t force you to do this if you don’t want to

I can’t make ………

4 My father said I could use his car

My father allow………

5 Tell me tomorrow that I have to pay them

Will you remind

Homework:

- Prepare Test Yourself A

1…… me park here, 2…….traveling during the rush hour,

3….you do this if you don’t want to,

4… me to use his car, 5… me to pay them tomorrow

Teaching date: /10/2007

Reading

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

- Scan read for specific information

- Skin read for general ideas

- Work in pairs/groups effectively

- Get to know about volunteer work

Lexical items: Voluntary/volunteer/mow/ handicapped/ remote

Skills: Reading (main), speaking

Teaching aids: Handouts, picture

PROCEDURE

Teacher ‘s activities Students’ activities

I WARMER: (5’)

- Divide the class into 2 groups

- Each group will take turns to answer

the questions prepared before hand by

the teacher

- If they give the correct answer they

will get 1 mark The group with more

marks wins the game

Leading: Can you tell me some volunteer

work in our school?

II NEW LESSON

Teacher says: In our lesson today, we’ll read

about the volunteer work PRE-READING

4.Fill in the missing words

a .or West, home is best5.What is the antonym of “full”? (empty)6.What do you call the money we give tothe children on Tet Holidays? (lucky money)

7.What is a popular kind of drink in Japan, China and Vietnam? (tea)8.What is up when it rains? (umbrella)What do you call the home of the birds (nest)

volunteer work They are volunteers

Teacher: Can “volunteer” be a verb?

Students: Yes

2 Voluntary (adj) (context situation:

Synonym)

In her spare time, she does the work without

being paid for it?

In her spare time, she does work

(voluntary)

3 Remote (adj) (synonym)

What is the synonym of “far away”?

4 Wow (v) (picture +example)

Show the picture of a mower and ask

students to fill in the gap with one word in

the following sentence:

“ This machine is used to

lawn/

5 Handicapped (adj ) (picture +

translation)

III WHILE –READING (17’)

Activity 1: Multiple choice (task 2, P.48)

- Put students into pairs

- In pairs, ask them to choose the best

answer from A, B, C or D for each of the

Have students work in pairs to ask and

answer the questions

Call some students to give the answer and

write on the board

IV POST – READING: Discussion

- Have students work in groups of for

or five, discussing the following

- Help the disabled

- Help the people suffering badly in wars or natural disasters

Show a picture of the handicapped and elicit the word

 Checking vocabulary: Gap fill

1 When she retired, she did a lot of service for the Red Cross

2 He continued to the lawn and did routine chores

3 She needs some to clean up the kitchen

4 We have visited many villages in areas

5 I’m going to work two days a week teaching kids to fishKEYS: 1 Voluntary 2 mow 3

volunteers 4 remote 5 handicapped

Expected answers: 1.A, 2.D 3.B 4.D, 5.B

Expected answers:

1 They read books to the people there, play games with them and listen to their problem

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

3 During summer vacations, they volunteer to work in remote or mountainous areas to provide

volunteer work? education for children

IV HOMEWORK: Write a short paragraph about

volunteer work at your school/hometown

Teaching date: /10/2007

SPEAKING

 Objectives: By the end of the lesson, Students will be able to

-Identify types of volunteer work

-talk about volunteer work

-work in groups /pairs effectively

 Lexical items: invalid/ martyr/ intersection

 Skills: Speaking

 Teaching aids: Handouts, charts

PROCEDURE

Teacher ‘s activities Students’ activities

I WARMER:(5') Game: Word Grid

-Hang on a chart with all the words in their

rows and cover each row with a piece of

paper

-Divide the class into 2 groups

-Ask each group to choose the numbered

row in turns, read the explanation for the

word in that row and say what the word is

-Uncover the piece of paper of each row

when Ss have the correct answer

-One point for one correct answer If they

can guess the word in vertical column, they

will get 3 points and the game stops

RED CROSS

Lead in: -Have you ever worked for the Red

Cross Association?

- What kind of volunteer work do people

work in the Red Cross Association?

In our lesson today, we are going to speak

about such volunteer work

II PRE- SPEAKING: (8’)

1 *Teaching vocabulary: Invalid(n) (picture

+ Situation man He has to be confined to a

R What animal do cats eat? (rat)

E What planet are we living on? (Earth)

D What do you call a person whotakes care of the teeth?

O What is Iraq famous for? (Oil)

S What do we wash our hair with? (Shampoo)

S What is the most popular sport

in the world? (Soccer)

Expected answers: -Yes/ NoThey help the poor, or those suffering from natural disasters

wheel- chair and he needs other people to

take care of him He is an

2 Martyr (n) (Situation + Translation)

3 Ex: Do you know Nguyen Van Troi? He

devoted himself to the revolutionary cause

and he was killed by the enemy He is

considered as a

4 Intersection (n) (picture )

III WHILE _SPEAKING:

*Activity 1(task 1, p.49)

Teacher: Hang this chart

Teacher gives feedback

Teacher shows the chart of the conversation

on page 50 on the board Teacher reads the

conversation aloud

- Teacher gives feedback

IV POST- SPEAKING

Teacher divides the class into groups of four

or five, asking them to discuss volunteer

work that they usually do to help people

- Teacher collects the mistakes made by student/

Teacher gives feedback

- Taking part in an excursion

- Helping people in remote or mountainous areas

- Giving care and comfort to the poor and the sick

- Participating in an English speaking club

- Providing education for disadvantaged children

Joining the Green Saturday Movement.Students go to the board to stick the smiling faces next to volunteer work and sad faces to the activities which are not volunteer work

PairsSubstitution:

Instruction: You are going to walk in pairs to make similar conversation, using the activities from the table

Group discussion

V Homework: 1 We/ usually/ take part/ social activity



2 Classmates/ interested/ help/

handicapped children/ neighborhood

Period 21: UNIT 4: VOLUNTEER WORK

LISTENING

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

- listen for specific information

- know more about volunteer work

- work in pairs/ groups actively

- discuss

Lexical items: co-operate, fundraising, sponsor, annually

Skills: listening (main), speaking

Teaching aids: CD player, poster, handouts

PROCEDURE

Teacher ‘s activities Students’ activities

I Warm-up: (5 mins) Game: Finding one’s

other half

- Divide the class into 2 teams A and B

- Hang on 2 posters on the board

-Stick pieces of paper on each poster

- Ss in each team combine pieces ofpaper to form meaning full phrases

-The team who finishes first wins

*Lead-in: (point at the posters) These

activities are volunteer work

In today’s listening section, you listen to a

passage to know more about volunteer work

II Pre- listening:

*pre-teaching vocabulary:

1, co-operate (v) (example)

Ex: I work with him and help him for a

particular purpose I………… with him

2, fundraising (n)(definition+ translation):

the activity of collecting money to support a

charity or an organization: hoat dong gay

quy

3, sponsor (n) (situation)

+ Hue Brewery Company paid all the

expenses for the Festival held in 2006

This company was the……… of the

*Key: supporting charities/ raisingmoney/ helping the poor/ helping theelderly/ making donations

4, annually (adv) (synonym)

What is the synonym of yearly?

*Checking vocabulary: Slap the board

III WHILE- LISTENING: (20 mins)

*Activity 1: Gap- fill (task 1,p 51)

- Ply the tape and ask Ss to listen and fill in

the missing information

- Let Ss listen again if necessary

- Call some Ss to give the answers

*Activity 2: Error Recognition

- Deliver handouts

- Have Ss listen and underline an error in

each sentence and correct it

- Call some Ss to give the answers

1 Spring School provides classes for

disadvantaged children in Ho Chi Minh

City

2 Dance, theatre, singing and circus

classes was set up a year later

3 Spring School requires volunteers

helping organize their fundraising

dinner

4 This is an exciting night in where

children perform circus, theatre, dance

and singing

5 More schools like Spring School will soon

be finding in other city in Vietnam

*Activity 3: Questions and Answers (task 2

p 51)

- Have the Ss listen to the passage again and

find the answers to the questions

- Ask them to compare the answers in pairs

- Give the feedback

IV POST-LISTENING: (14 mins)

Speaking

- Ask Ss to work in pairs to talk about

Spring School, using the following

suggestions:

+ The aim of Spring School

+ The number of children living and

studying at the school or the classes

+ The activities the children at the school

take part in

+ The kinds of volunteers that Spring

School requires

- Go round to give help where necessary

- Call on some Ss to report in front of the

class

Expected answers:

1 informal 2 30 street children 3 250children 4 1998 5 volunteers/February

2 2 Dance, theatre, singing andcircus were set up in 1999

3 Because they need money tocontinue their English andPerformance Arts classes

4 At one of the largest hotels in HoChi Minh City

5 To contact sponsors and help toexpand the school activities

V HOMEWORK: - Ask Ss to summarize the story about

Lexical items: amount, …

Skills: writing (main), reading

Teaching aids: charts, reality

PROCEDURE

Teacher ‘s activities Students’ activities

I WARM-UP: (3 mins) Game (Jumbled

word)

Lead- in: (2mins)

Elicit the answers from Ss: -When do you

say “thanks”?

In today’s lesson, you’ll learn how to write

a formal letter to express gratitude or

2 Ask Ss: What do you call a person

who donates something? (donor)

3 Issue (v): (realia + situation)

*Activity 1: Read and Underline (5 mins)

- Have Ss work in pairs to read the letter

and underline the sentence that express the

points given (task 1, p.52)

- Call on some Ss to read aloud the

sentences

- Give feedback

*Activity 2: Identifying ideas(5 mins)

- Hang on a chart with parts of a thank- you

letter arranged in the wrong order

a An offer to pay and a renewal of thanks

b A personal remark about the usefulness

of the gift or present

c An acknowledgement and thanks

d Closing

e A fuller expression of gratitude

- Call some SS to give the answers

- Check with the class

Activity 3: Write a thank-you letter (15

Ss work out the anagram the followingword: STANHK

Key: THANKSExpected answers:

+ When someone gives you a present.+When someone does you a favor

+When someone helps you withsomething

How the money is used: the moneywill help us to repair the old schoolbuilding and build a new block of flatsfor the handicapped students

How the receipt is issued: We willcertainly issue a receipt as soon aspossible

The gratitude to the donor: I would like

to express our thanks for the donationfrom your company

The closing of the letter: I look forward

to hearing from you soon

Yours faithfully,Expected answers:

1 An acknowledgement and thanks

2 A fuller expression of gratitude

3 A personal remark about the usefulness of the gift or present

4 An offer to pay and a renewal of thanks

mins) (Task 2, page 53)

- Elicit some useful expressions used to

express gratitude or thanks from Ss

II POST-WRITING: (8 mins)

- Choose one writing and ask a student to

write it on the board

- Ask the whole class to correct the

- Thank you very much indeed for …

- Many thanks to you for …

- It is kind / good of you to help …

- On behalf of … I’m writing to thankyou for…

- I would like to express my thanks toyou for …

- I would like to offer my sincerest

Teaching date: /11/2007

LANGUAGE FOCUS (1)

▪ Objectives: By the end of the lesson, SS will be able to

- know how to use gerund / present participle of the verbs

- do all the tasks in the course book / set by teacher correctly

- work in pairs/groups effectively

▪ Lexical items:

- furious (adj) diary (n), modernize (v), be ashamed of (exp)

▪ Skills: Reading and writing

▪ Teaching aids: Handouts, chart

Lead in and presentation (8)

Do you like playing soccer, boys?

Why?

T writes: They find that playing football

is interesting

T asks: Pay attention to the word

playing Is it an infinitive or a gerund?

(gerund)

T revises some cases in which gerund is

used:

- after preposition (of, with, about, in )

- After some verbs (V*: mind, enjoy,

admit )

Key word: Soccer

(Yes)(Because it's interesting)

Preposition + gerundV* + gerund

Checking: Decide if the following

T hangs the picture of a boy seeing some

boys playing football

What did the boy do?

(He saw some boys playing football.)

T writes: He saw some boys playing

football

T explains: Playing is present participle of

the verb

Run through the words

To help you do the following exercises,

I'll help you with some new words

(picture)furious (adj)

(synonym)What's another word for "very angry"?

prevent s.o from doing st: (translation)

diary (n) (gap-fill)

I am very interested in seeing the

program "Vang Anh's "

* Checking vocabulary: Rub out and

T: prepare 7 pictures beforehand

picture of a boy preparing his lessons

picture of a woman going shopping

lucky number

picture of of a man collecting old books

picture of some boys playing badminton

.picture of a girl looking forward to a letter

from her friend

picture of a woman asking a man not to

smoke

picture of a girl seeing a boy running past

her house

Divide the class into 2 groups: gerund

group and PP group

underlined words are gerund or present participle

1 He is interested in playing football.(gerund)

2 She wasted a lot of time collecting old books.(pp)3.I have no intention of moving to York.(gerund)

Lan is going fishing this afternoon.(pp)

1 burning / rising 2 reading 3

lying 4 shopping 5 preparing 6.trying 7 modernizing

Each group takes turns to choose anumber and make a sentence about thepicture they see The Gerund group has

to use a gerund in their sentence and the

PP group has to use a present participle

in their sentence They earn one mark foreach correct sentence If they choose thelucky number, they have one markwithout answering any questions Thegroup with more marks wins the game

* Expected answers:

1 The boy is absorbed in preparing his lesson / I saw the boy preparing his lesson

2 The woman went shopping this

T: Declare the winner

-perfect gerund and perfect participle

*Skills: speaking, writing

* Teaching aids: handouts, charts

PROCEDURE

Teacher ‘s activities Students’ activities

I WARMER: Game Lucky number

T: Divide the class into two groups

Each group will take turns to choose

any number on the chart

If they give the correct answer, they

will get one mark

If they give the wrong answer,

another group will have chance to

answer it and continue

to choose another number The group

with more marks wins the game

Key: 1 west 2 wet 6 whale

4 yes 5 year 8 yesterday

T: Can you pronounce these words?

Ss: Yes/ No

T: Call some Ss to pronounce them

Today We study how to pronounce /w/

T: Call some Ss to read the words again

Make correction if necessary

*Activity 2:

T: Read aloud the sentences in the

textbook

Ss: play the game

1 The sun sets in the ……

2 Can you tell me the antonym of

T: Call some student to read again

Make correction if necessary

*Activity 3: Group work

T: Go around and help if necessary

B Grammar: perfect gerund and perfect

participle

1 Presentation:

* Example: Rewrite the following

sentences, beginning with the given

words

a He was blamed He broke the

window

He was blamed for………

b Because I had already read the book

several time, I didn’t borrow it

Having………

Explanation:

_Perfect gerund is the perfect form of

the gerund It is used to refer to a part

action

_Perfect participle is the perfect form of

the present participle It is used when

one action happens before another

action

2 Practice: (Task 3 p 55)

T: Call Ss to give the answer Make

correction if necessary

3 Production: Sentence building

a Take/ two/ these pills/ my daughter/

felt/ better

b He/ admit / steal/ my bike

c Finished/ her work/ she/go/ home

1 having made 2 Having been

3 having been 4 Having tied

5 Having read 6 having taken

Key:

a Taking two these pills, my daughter felt better

b He admitted having stolen my bike

c Having finished her work, she went home

IV HOMEWORK: (2’) Write 6

daily activities of your own, using

Method: Communicative Approach

Teaching aids: textbook, objects, pictures