giao an tieng anh 11 nang cao

Activity 2: Listen and take notes - Ask Sts to listen again and note down the noun phrases used to describe Mai’s appearance - call on Sts to read their notes and check with the class..

Period 1: Revision and introduction

Preparing date: 17/8/2010

Teaching date :

I Objectives: by the end of the lesson ss will be able to:

-revise the language of English book 10

-know the form of English book 11

II Materials: English book 10, 11 (advanced)

III Anticipated problems:

Ss may forget the knowledge of English book 10

IV Procedure:

1 Greeting + checking attendance: 11A8

Introduction.

Ask Ss some question about the English book 10 to introduce theEnglish book 11

-How many units are there….?

-How many lessons are there in a unit?

-How many periods are there in a unit?

-How many topics are there in … ?

Introduce the English book 11 –new version

-There are 16 units-There are 16 topics

Summarize the main pointsAssign homework

Whole classIndividual

- By the end of the lesson, the students are able to scan reading for specific information.

- By the end of the lesson, the students are able to skim reading for general ideas

II Lexical items :

- detention - through thick and thin - guarantee - soccer stuff

- stuffed animal - break out into tears - cheat off

III Structures :

- A good friend is a person who helps you do homework

- A good friend always stands beside you even though you are a loser

IV Teaching aids:

- textbook - picture / drawings

Games: Treasure Hunt.

- Divide the class into two groups

- Stick 6 pictures of things (or draw the things) on the board

- Tell Sts to find out the treasure, the word of the day by combining the first letter in the names of these things

- The first group to find it will win the game

- Sts start the game

( These pictures are about Flower, Ring, cream, Eye, Nurse, Dog The word of the day

Ice-is FRIEND)

- Declare the winner

- Ask Sts : do you have friends?

What is a good friend like, according to you?

- Teacher leads in the new lesson: “ in today’sreading, we’ll get to know more about friends and friendship

- T writes down on the board

Stick pictures on theboard

The word of today : FRIEND

Period 2 : Unit 1 : Friendship

Pictures or drawing

Chalk and board

2

Pre-reading

(5’)

Teaching Vocabulary

- write new words on the bb

- elicit meanings from Sts or give explanations yourself

- leave some minutes for Sts to copy

- give some practice on pronunciation ( T reads – Sts repeat in chorally, then asks Sts to read individually.)

- Remind Sts of Relative Clause, how to use

- break out into tears(v) = begin to cry

- detention (n): hình phạt sau giờ học

A goof friend was

Chalk and board

the person who

helped you pack up

- Call on Sts to say what John thought of a good friend in each grade

- go over the answers with the class

Activity 2: Main ideas

- T writes down on the board three phrases about the main ideas of the paragraphs B and one extra phrase

- Ask Sts to skim the text again and match the paragraphs with their suitable main ideas

- When they have finished , tell Sts to compare answers with a partner

- Go over the answers with the class

b How best friendship develops

- check with the class

Activity 2 : writing: sentence building.

- Give Sts handouts , and ask them to make

sentences using the cues

- Sts do the task

- T correct them

1 A good friend remains loyal to you

……

2 Being scolded by his mother, the child

………

3 Those students were sent to the

…… Room for their cheating on theexam

Answers : 1

through thick and thin; 2 broke out into tears ; 3

3 best friend/ help you/ avoid/

depression/ anxiety

- Handouts

Handouts

- Ask Sts to learn new words by heart and review the today’s lesson.

- Prepare the new lessons for the next time

- By the end of the lesson, the students are able to scan reading for specific information

- By the end of the lesson, the students are able to skim reading for general ideas

II Lexical items :

- confide - emotional health - guarantee - prevent

III Structures :

- Our best friend can prevent us from developing serious psychological problems.

IV Teaching aids:

- textbook - picture / drawings

V Procedures :

Reviewing the previous lesson:

- T reads John’s opinions on a Good

friend:

a pack up toys and old stuff; empathize with you in bad times

b let you copy his / her paper in an exam

c be on you side through good and bad times

- Sts say the grade (eighth, ninth, or tenth) for each opinion

- T gives feedbacks

Transition : what do you think about above ideas? To know what is a best friend, today we’ll continue learning paragraph 2

- T write the lesson on the bb:

- Eighth grade

- Tenth grade

- Ninth grade

Period 3 : Unit 1 : Friendship – reading(p2)

Chalk and board

2 Pre- Teaching Vocabulary Chalk and

reading

(5’)

- write new words on the bb

- elicit meanings from Sts or give explanations yourself

- leave some minutes for Sts to copy

- give some practice on pronunciation ( T reads – Sts repeat in chorally, then asks Sts to read individually.)

- Remind Sts of how to use the verb :

prevent S.O / S.T from V-ing

- to confide:

- emotional (adj.)

- guarantee (n) :sự đảm bảo

- depression (n)

- anxiety (n) = worry

Anxious(adj.) = worried

- to pick = to collect

- to stick together : gắn bó

- to evolve = to develop

Our best friend can

prevent us from developing serious

psychological problems

- Check with the class and note down on the board Sts’ opinions

- Tell Sts to read Text B and decide if the statements are true or false

- go over the answers with the class

Activity 2: Main ideas

- T writes down on the board three phrasesabout the main ideas of the paragraphs B and one extra phrase

- Ask Sts to skim the text again and match the paragraphs with their suitable main ideas

- When they have finished , tell Sts to compare answers with a partner

- Go over the answers with the class

b How best friendship develops

gap Give Sts handouts and ask them to work

in pairs, completing the sentences, using the words just learned

- check with the class

1 Blue skies are not

a …… of continuing fine weather

2 Like friendship, trust … with time

3 Ann thinks

- Handouts

Activity 2 : writing: sentence building.

- Give Sts handouts , and ask them to

make sentences using the cues

1 best friends / someone / you can confide

2 your ideas/ good friend/ different/

- Ask Sts to learn new words by heart and review the today’s lesson

- Prepare the new lessons for the next time

- By the end of the lesson, the students are able to listen and pick up specific details.

- By the end of the lesson, the students are able to listen and understand general ideas

II Lexical items :

- social - sensitive - indifferent

- conservative - skinny - stout

III Structures :

- she looks athletic with her hair cut short and casual clothes.

- it was her rosy plump face … That attracted me at the first look

IV Teaching aids:

V. Procedures :

3 New lesson

State/time Teacher’s and students’ activities Blackboard Materials

1 warm-up Games: “ Five little things”

(4’) - Ask Sts to work in group of 4

- Tell Sts to listen to instructions and write down 5 things as required on a piece of paper

- The group that finishes first and gets all correct will get one point

- The group that has more points will win the game

- Check Sts’ understanding of instructions and have them start the game

Transition: we use a lot of nouns and adjectives to talk about friends

Today we will listen to a letter from Jack, writing about his new friend

- write down on the board :

These are the suggested instructions:

1 write down 5 places where you often meet with your close friend

2 write down 5 things you often share with your close friend

3 write down 5 qualities you need in a good friend

Unit 1 : Listening

Friendship sheets of paper

2 Pre-

listening

(5’)

Teaching new words:

- use pictures and explanations to

present some new words

- Read the words one by one and ask Sts to repeat

Describing yourself (Task a, p17)

- Ask Sts to read the list of adjectives and tick the words that describe them and add more adjectives that are true for them

- Call on one student or two read theirlist that describes themselves

+ sociable (a.) : friendly,+ conservative (a) :bao thu+ sensitive (a) : nhay cam+ skinny (a) : very very thin+ stout (a) : rather fat+ indifferent (a) : having notest

Task a:

Students’ answers

Chalk and board

- Ask Sts to listen and tick what is true bout her

- Let Sts listen for the second time if necessary

- Go over the answers with the class

Activity 2: Listen and take notes

- Ask Sts to listen again and note

down the noun phrases used to describe Mai’s appearance

- call on Sts to read their notes and check with the class

Listen and take notes

Expected answers: - her rosy plump face , - two dimples ( on her cheeks), - short hair, - casual clothes

Textbook and CD player

CD player and chalk + bb

4

Post-listening

(15’)

Speaking : Role play ( Handouts)

- pair of Sts as A and B and tell A to play the role of Jack an B the role of Sinh Sts imagine they are having a conversation on the phone

- give each student a role card and ask them to make a conversation based on the ideas suggested

- Move around to control and give help if necessary

- If time allows, have 1 or 2 pairs to act out their conversations in front of the class

- Ask for Sts’ comments and then give feedback

Card 1- Jack and card 2 – Sinh are delivered out Sts

- By the end of the lesson, the students are able to introduce themselves.

- By the end of the lesson, the students know how to make friends with someone new

II Lexical items and structures:

- tasty

- cousin

-I don’t think we’ve met My name’s Alice

- It’ nice weather , isn’t it?

III Teaching aids:

IV Procedures :

1 Greeting + checking attendance 11A8

2 Checking-up: Describe a friend

-Poster

( Appendix1 )

- Ask Sts to work in group

- Tell SS to take turns to choose a numbered row

-Read the explanation for the word inthat row , and the group try to say what the word is If the group get it right, they score 1 point If they get itwrong, the other group have the chance to say the word and score the point

-After 6 rows have been revealed , the groups are allowed to guess the word in the column If they get it right , they win 5 points

- The group that has more points will win the game

- Check Sts’ understanding of instructions and have them start the game

-Keep a running total of points for each group on the boar

-Declare the winner

Transition How do you make friendswith people? Today we will focus on making friend at parties and in public places

-Write down on the board :

Unit 1 : Speaking – Making Friends

-Note SS’ ideas on the board

-Tell Ss to read the expressions in task a ( p.18) and tick the ones that they can you to start a conversation

-give comments and then introduce

to Ss some ways to start a conversation with someone

2.Checking if you know someone

+I don’t think we’ve met

Chalk and board

-Tell SS they can use the expression

in 3 and 4 either to start a conversation and make friends with someone new or to maintain a conversation

-Read the expressions one by and ask

SS to repeat

to drink/ to eat ?+How about trying ….?

4 Commenting on the situation

+It’s a great party, isn’t it?

+The music sounds great, doesn’t it?

Activity 2: Role- play

- Prepare sets of 4 personal

information cards ( Appendix2 )

- Ask SS to work in groups of 4

-Give each group a sets of 4 card and

tell SS they are now the person described on the card and they are at

a multi- school party

-Go around to control and give help

3.It’s good / It tastes good4.Iss’t it/ doesn’t it…

5 would you like…/ could Iget you …

cards

4

Post-Speaking

(15’)

Listening: Question and answer

- Ask SS to listen to tow conversations and answers the question

- Note SS ‘ ideas on the board

-Tell Ss to read the expressions in task a (p.18) and Tick

- Declare the winner and then give feedback and comments

Jennifer: nice to meet you, too

Michael: I’m sorry What’s your last

a Who are they?

b What are they doing?

Handouts

name again?

Jennifer: It’ Yang

Conversations2:

Jennifer: Steven? This is your book

Steven: Oh, it’s my math book!

Thanks You’re in my class, right?

Jennifer: Yes, I am I’m Jennifer Yang

Steven: It’s nice to meet you David ,this is Jennifer She’s in our math class

David : Hi, Jennifer

Jennifer: Hi, David Nice to meet you

-Go over the answers with the class

a How many people are there in the conversation?

b Has Jennifer known the boys before?

c What about Steven and David?

d What do they all have in common?

- By the end of the lesson, the students are able to describe a friend.

- By the end of the lesson, the students are able to write a narrative

II Lexical items :

- vicious - imbecile - confess

- smart - criticize - giggle

III Structures :

- He had a way of criticizing you that made people laugh at you

- He was the same age with us but very tall with black hair cut very short

IV Teaching aids:

- chalk and board

Games: memory check

- Hang a poster with descriptive adjectives on the board

- Tell Sts to look at the words for a few seconds, and try to remember them

- Put the poster away and ask Sts to

These are adjectives :Tall beautiful kind smart timid handsome

Short pretty thinBlack curly long Shy straight slim

- s

write down as many words they can remember as possible The St with themost words listed wins the game.

- Ask the Sts how she/he can remember so many words

- Tell Sts if they put things under some classifications, it’s easier to remember them

Transition: we use these kinds of adjective to describe people You willneed to use them in writing a

narrative about a friend of yours, which is the focus of today’s lesson

- write down on the board :

Unit 1 : writing

Friendship-2 Pre-

writing

(10’)

Teaching new words:

- use pictures and explanations to

present some new words

- Read the words one by one and ask Sts to repeat

Activity 1: Gap-filling (Task a, p20)

- Ask Sts to read the passage and fill

in each gap with suitable word from the box

- When they have finished, tell Sts to word with a partner and compare answers

- Call on some Sts to read their completed sentences and check with the class

Activity 2: Re-ordering (Task b, p

20-21)

- Ask Sts to work in pair, reading the sentences and putting them in the logical order of a narrative

- Call on Sts to read the sentences in the order they arrange and check with the class

- vicious (a) xau xa

textbook

3

while-writing

(15’)

Writing a narrative ( Task c , p21)

- Ask Sts to write a short narrative about a friend of theirs based on the ideas suggested and the samples in Task a and b

- Go around to control and give help

Textbook

- Ask Sts to work in group of 5,

deliver each group 5 pieces of writings and tell them to read and correct their friends’ narratives

- Tell each group to choose the best piece of writing, and the most special story

- Go around to control and give help

- Give feedback and comments

Card 1- Jack and card 2 – Sinh are delivered out Sts

Handouts+ sheets of paper

5

Homework

(1’)

Recognizing

Ask Sts to underline all the adjectives

4 Consolidation: review the adjectives used to describe a person

5 Homework: rewrite the narrative about a friend

I Greeting + checking attendance 11A8

II Checking-up: check sts’ homework

III New lesson

Stages Teacher’s and students’ activities Black board (content)

4 She has …hair

5 She always wears a white shirt and

….jeans

6 My … friend comes from Korea

7 He’s very … of his family’s background because his father is the president of a big company

8 Most of my friends are… They like toorganize weekly gatherings

9 Don’t talk about that She’s very……

- calls one st to do the exercise on board

- T corrects

- asks ss to give comment on:

+ the order of adjectives+ the use of adjectives

- T gives feedback and leads in the lesson

2 Limiting adjectives (possessive

+ demonstrative)

Usage:

Adjective + noun (eg: good friend, beautiful girl, high building…)

Be+ adjective (eg: She is very kind; The questions are difficult.)

Verbs+ adjective(seem, become, look, appear, get…)

Eg: The situation seems serious.

Practice (10’) a part a (p 21, textbook)

T asks ss to do the task individually then compare their answers in pairs

Call ss to read aloud each sentence and their answer

T gives feedback

b part b (p.22, textbook)

T asks ss to do the task individually and then compare their answers in pairs

T calls 2 ss to do the task on board

T asks for ss’ remark on the 2 ss’doing

7 kind, prosperous, long

8 smart, quick, fast, opposite

The order of adjectives

Asks: in English there are noun phrases which have more than one adjectives Do you know how to put those adjectives in their right orders?

Ss discuss in groups and give answers

T feedbacks and explains while ss listen toand take notes

The order of adjectives Opinion+ size +quality+

age+shape+color+participle form+ origin+ material+type+ purpose

Eg: an old wooden table, a Vietnamese chemical company, some excellent public facilities…

This order can be changed:

- short adj> long adj

- old/young +person

Practice 2

(10’) Part c (p 22, textbook)T asks ss to do the task individually and

then compare their answers in pairs

T calls 2 ss to do the task on board

T asks for ss’ remark on the 2 ss’doing

5 Having approached the village,

we saw a lot of ragged screamingchildren

IV Consolidation: Summarizes the main points

V Homework: Exercises in workbook part Language focus

- By the end of the lesson, the students are able to distinguish past simple, past perfect and present perfect

- Students use linking words in communicating tasks

B Teaching aid:

Textbook, grammar book, handouts, board, chalks

C Procedure:

I Greeting + checking attendance 11A8

II Checking-up: check sts’ homework

III New lesson

Stages Teacher’s and students’ activities Blackboard (content)

Presentation 1

(10’) T reviews the forms, meanings, anduses of Past simple and past perfect

T asks ss to give axamples

Past simple:

E.g.: I lived in Brazil for 2 yearsE.g.: They never went to school Theyalways skipped their classes

E.g.: She was shy as a child, but nowshe is very outgoing

-T emphasises that we can use allpresent tenses in telling stories (whichare often concerned with past events)

to make the stories more interesting

E.g.: 1-Ie arrived from the airport at 8.

00, checked into the hotel at 9:00, and met the others at 10.00.

E.g.: We had had that car for tenyears before it broke down

T calls 2 ss to do the task on board

T asks for ss’ remark on the 2 ss’doing

T give feedback

1 remember 5 was

2 did not have 6 were

3 had 7 used to have

4 went 8 used to climb

9 could see 14 was told

10 were biting 15 was burned

11 blew 16 have kept

12.came 17 has got13.fell

Presentation 2

(5’)

T has ss work in pairs to review the use and meaning of some linking words

T calls some ss to presentAsks others give remark

T gives feedback

1-and-e2-0r-c3- but- d4- either-b5-neither-a

IV Consolidation: Summarizes the main points

V Homework: Exercises in workbook part Language focus

Unit 2: Personal experience

Period 9: Reading (1)

Date of preparing: 31/8/2010

I Aims :

- By the end of the lesson, the students are able to scan reading for specific information

- By the end of the lesson, the students are able to skim reading for general ideas

II Lexical items and structures:

1 Lexical items

- in vain - merrily - retreat

- inept - slip away

2 Structures

- He kept quiet and retreated into his shell

- Many shy people have managed to grow out of it

III Teaching aids:

- textbook - picture / drawings

IV- Procedures :

1 Organization:

Class Teaching date Attendance Absentees

2 Checking up: exercise 1, 2 (workbook, Language focus, Unit 1)

Games: Jigsaw Reading.

- Arrange the class in four or five groups

- Give each group a handout with phrases of explanation on

- Tell Sts to read the phrases and find out the words, then combine thefirst letters of all these words to formthe key word

- The first group to find it will win the game

- Sts start the game

- Declare the winner

- Ask Sts : - What is Experience?

- Have you ever been in embarrassing situations?

- What was it? What did you do then?

Transition: Unit 2 focuses on personal experience The reading today is about a man’s unpleasant experience at a party

- Write down on the board :

These are the phrases on the handout:

1 The biggest land mammal

2 The short form of Christmas

3 The object we use to write with

4 Part of our body that allows us to see things

5 The opposite of

“wrong”

6 Another word for “sick”

7 Part of our body that allows us to hear

8 Part of our body that allows us to smell

9 The word for white, red, blue, yellow, ect

10 North, South, West, and

Handouts

Chalk and board

2

Pre-reading

(5’)

Teaching Vocabulary

- write new words on the bb

- elicit meanings from Sts or give explanations yourself

- leave some minutes for Sts to copy

- give some practice on pronunciation ( T reads – Sts repeat

in chorally, then asks Sts to read individually.)

- in vain : with no result

- inept (a.):unskillful (vụng về)

- Slip away : lẻn đi

- retreat into one’s shell (idm) become more shy, reserved

- retreat(v) : thu mình lại

- He kept quiet and

Chalk and small board

Activity 1 Guiding question

- Ask Sts to read Text quickly and find the answer to the question:

- Call on Sts to give answers and check with the class

- go over the answers with the class

Activity 2: true – false statements ( task a, p26)

- T asks Sts to read the text and the statements about the man and say if they are true or false

- Ask Sts to work with a partner and compare answers

- Call on Sts to read the statements and say their choice

- Go over the answer with the class

Activity 3 : Reading and listing (Task b p26)

- Ask Sts to read the first paragraph and list three pieces of information related to the senses of sight and hearing

- go over the answers with the class

Activity 1: Discussion

- put Sts into group of 4 or 5

- ask them to express their opinions

on the following question :

- go around to control and give help

retreated into his shell

- Many shy people have

managed to grow out of it Guiding question :

- What was embarrassing about the man?

- Expected answer: He

didn’t know what to do and how to behave among other people

- He saw many people

talking merrily and there was a pause in the conservation as he passed by

- … Found the room full

of people he did not know

Sight: when he heard

someone asked him his name …

Discussion :

a Have you ever been in such a situation as the man’s?

b What have you done to grow out of it?

c what do you think the man should do to overcome his shyness?

Handouts

Book and notebook

4 Consolidation: Summarizes the main points

5 Homework: new words read and translate the first paragraph

Unit 2: Personal experience

Period 10: Reading (2)

Preparing date: 31/8/2010

I Aims:

- By the end of the lesson, the students are able to scan reading for specific information

- By the end of the lesson, the students are able to skim reading for general ideas

II Lexical items and structure

- inadequate - dispirited - grow out of - train

- How hard it was to make friend…

III Teaching aids:

- textbook - picture / drawings

IV Procedures:

1 Organization:

Class Teaching date Attendance Absentees

2 Checking up: New words read and translate the first paragraph

Checking vocabulary: slap the board

- Divide the class into two groups, A and B

- Ask each group to choose 3 students to stand in a line in the front

- Write the words and phrases learned onthe board at random

- Tell Sts : I am going to read the explanations or Vietnamese equivalents

of the words you are going to listen and then slap the correct word on the board

With one correct word, the group receives 1 point The group with more points will win the game

- keep a running total of points for each group on the board

- declare the winner

Transition: Those are the words in the

first paragraph telling about the writer’s

feeling at the first party, and what is his

feeling after that party? To know about

that , today we continue studying the

paragraph 2

- Write down on the board :

Period 8 : Unit 2 : Personal

Experience – Reading (P2) Chalk and board

- write new words on the bb

- elicit meanings from Sts or give explanations yourself

- leave some minutes for Sts to copy

- give some practice on pronunciation ( Treads – Sts repeat in chorally, then asks Sts to read individually.)

- write the model of grammar points and guild simply how to form an use

Activity 1 Guiding question

- Ask Sts to read Text quickly and find the answer to the question:

- Call on Sts to give answers and check with the class

- go over the answers with the class

Activity 2: true – false statements ( task a, p26)

- T asks Sts to read the text and the statements about the man and say if they are true or false

- Ask Sts to work with a partner and compare answers

- Call on Sts to read the statements and say their choice

- Go over the answer with the class

Activity 3 : Reading and listing (Task b

p26)

- Ask Sts to read the second paragraph and pick out the information which expresses the writer’s feelings during andafter the party

- go over the answers with the class

Activity 1: Questions and answer

- Tell Sts to read the text again and answer the following questions to review the main idea of the lesson

- when Sts have finished, tell Sts to compare answers with a partner

- call on some pairs to ask and answer and check with the class

- to appear : to be present

To Disappear : slip away

- image(n) : past thoughts

- inadequate (a.) not confident

- to grout out of : overcome

- dispirited (a.): bored, depressed

- How hard it was to make

- During and after the party,

he felt nervous, embarrassed, shy, inadequate

Handouts

Book and notebook

4 Consolidation: Summarizes the main points

5 Homework: new words, read and translate the 2nd paragraph

Unit 2: Personal experience

Period 11: Listening

Preparing date: 1/9/2010

I Aims:

- By the end of the lesson, the students are able to listen and pick up specific details.

- By the end of the lesson, the students are able to listen and understand general ideas

II Lexical items and structures

- ashamed - search - witness

- absent-mindedness - counter - laugh at

-It was the most embarrassing experience that I have ever had.

-Everything seemed so nice until I noticed that I had left…

III Teaching aids:

IV.Procedures:

1 Organization:

Class Teaching date Attendance Absentees

2 Checking up: New words read and translate the 2nd paragraph

3 New lesson

State/time Teacher’s and students’ activities Blackboard Materials

1 warm-up

(4’) Games: “Join the dots”- Give SS handout each with the

pictures of a cat and a mouse and some words on

( Appendix 1a)

- Tell Sts are you going to read 11 explanations for some of the words on the handout one by one ; some of the words may be repeated As they listen ,find the word and join the dot for that word with that of the next word, and so on

- Check Sts’ understanding of instructions and have them start the game

- When you have finished reading and

SS finished joining, ask SS what the cat is doing

-If SS get all correct with the joining, acomplete picture is revealed and they

Expected Answer: The cat is trying to catch the mouse with a trap

- sheets of paper

can find answer ( Appendix 1b)

Transition:

-We‘ve just reviewed some language describing a man’s unpleasant experience at the party Today we will listen to another person’s embarrassingexperience

- write down on the board :

Unit 2 : Personal Experience-Listening

2 Pre-

listening

(5’)

Teaching new words:

- use pictures and explanations to

present some new words+ ashamed ( x ấu h ổ, h ổ th ẹn)+ absent- mindedness (n) = forgetfulness

+witness+laugh at sb

- Read the words one by one and ask Sts to repeat

Describing yourself (Task a, p27)

- Ask Sts to read the list of adjectives and tick the words that describe them and add more adjectives that are true for them

- Call on one student or two read their list that describes themselves

+ sociable (a.) : friendly,+ conservative (a) :bao thu

+ sensitive (a) : nhay cam+ skinny (a) : very very thin

+ stout (a) : rather fat+ indifferent (a) : having

no test

Task a:

Students’ answers

Chalk and board

- Tell Sts they are going to listen to a man’s story, read the statements and decide if they are true or false

- Let Sts listen for the second time if necessary

-Tell SS to compare answers with a partner

- Go over the answers with the class;

then let SS listen again and check

Activity 2: Listen and take notes

(task c, p.27)

- Ask Sts to listen again and tick the

adjectives that describe the student andhis experience in the story

- call on Sts to read their answer

- Have SS listen again and check with the class

Activity 3: Ordering the pictures

-Arrange SS into 5 or 6 groups

Listen and take notes

Expected answers: - her rosy plump face , - two dimples ( on her cheeks),

- short hair, - casual clothes

Textbook and CD player

CD player and chalk +bb

- Give each group a set of 4 pictures ( A-D)

( Appendix 2)

-Tell SS to listen again and put the pictures in the correct order of events

as the story

-Have SS listen again and do the task

-Tell the groups to show their answer and check

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

4

Post-listening

(15’)

Speaking : Retelling the story

- Ask SS to work in their groups again

- Tell them to retell the story based on the pictures

-Go around to control and check

- Call on some SS to retell the story to the class

- Ask for Sts’ comments-Give feedback and comments on what

SS have

Card 1- Jack and card 2 – Sinh are delivered out Sts

Handouts

4 Consolidation: T summarizes the main points

5 Homework:

Writing: sentence Building

-Tell Sts to meaningful sentences using the word given

1 Because/ absent-mindedness/student/ mistake/ someone else /bike

2 When he / realize it / he /feel /extremely ashamed / himself

Expected answers:

1.Because of his absent-mindedness, the student mistook someone else’s bike

2 When he realized it, he felt extremely ashamed of himself

Unit 2: Personal experience

Period 12: Speaking

Preparing date: 1/9/2010

I Aims:

- By the end of the lesson, the students are able to name the senses in English.

- By the end of the lesson, the students are able to talk about the activities with the senses

II Lexical items and structures

- the senses

- differentiate

- A smoke sensor discovers fire in a room.

- What do you think dogs are good at?

III Teaching aids:

IV Procedure:

1 Organization:

Class Teaching date Attendance Absentees

2 Checking up: homework

the body parts ( eye, ear, nose, mouth /tongue, and hand /skin ) (1-

5 )and five cards with phrases related

to the senses (a-e ), face down

( Appendix1 )

- Ask Sts to work in group , A and B

- Tell the group to take turns to choose a numbered picture and a phrase, if they match, that is , the phrase expresses a function done by that part of body, e g “eyes” and colorful flowers”, the group scores 1 point If not, the picture and phrase will be turned face down again SS continue until every picture and card are turned over

- The group that has more points will win the game

- Check Sts’ understanding of instructions and have them start the game

-Keep a running total of points for each group on the boar

-Declare the winner

-Ask SS: From the activity ,can you guess the topic of the lesson today?

Transition:- That ‘s right Today we will talk about the activities with these different senses

-Write down on the board :

Expected: The senses ( and their activities)

What are the senses?

Expected: Sight, hearing, smell, taste, and touch

Unit 2 : Speaking

- sheets of paper

- Ask Sts to read the phrases in Task

a and match them with the pictures

- Tell SS to compare answers in pairs and then go over the answers with thewhole class

-Check if SS know what a smoke sensor is Give explanations

-Ask SS what ‘ differentiate’ means

Expected: ‘distinguish’

Chalk and board

- Go around to monitor and note down errors if any for correction later

-Encourage SS to talk about other animals or things that have a good sense of any Or you may want to list

a few for SS to talk about (For example: cats , owls,…)

-Call on some close and open pairs toact out their conversations

Activity 2: ‘Spin the top’

- Prepare 5 or 6 five – sided cards

with the words eyes , ear, nose, tongue, and hand on each side

( Appendix2 )

- Ask SS to work in 5 0r 6 groups

-Give each group a card and a pointedpencil ( or something similar)

-Tell SS to pierce the pencil thought the middle of the card

-In turn , each student in the groups spins the top and makes a sentence about what they do with the sense corresponding to the picture where it lands For the second round, SS talk about the animals or things that are very good at the senses

-Demonstrate by spinning the top andmake a sentence to so SS what they are expected to do For example , the top lands at the nose ,the sentence can

be ‘ I can smell food , fragrance of flowers ,etc.’ for the second round, it can be :’Dogs are good at smelling.’

Textbook

Personal experience

cards

-have SS start the activity.

-Go around to monitor and note downerrors if any for correction later

-Give feedback and comments

4

Post-Speaking

(15’)

Listening and recognsing:

- Ask SS to work in two groups , A and B , listen to your sentences and name the sense implied in each sentence

- if the group can’t get it right , the other group take the turn and score points if they get it right

- Keep the running total of points for each group on the board

- Declare the winner and then give feedback and comments

The sentences used in the activity are:

1.I don’t like the fragrance

of this flower 2.This juice is a bit too sour for me

3.this table feels tough

4.The house is small but very nice

5.We love classic music

6.Do you like sweet soup?

7.It’s so quiet in here

8.The water is too cold to swim

Handouts

4 Consolidation: Summarizes the main points

5 Homework:

- Ask Sts to make a few sentences about activities with the senses

Unit 2: Personal experience

Period 13: Writing

Preparing date: 1/9/2010

I Aims:

- By the end of the lesson, the students are able to write a personal letter.

- By the end of the lesson, the students are able to describe a past experience

II Lexical items and structures

- commencement - mutual

- confused - host

- I felt extremely embarrassed and confused

- Looking forward to hearing from you again

III Teaching aids:

- chalk and board

IV Procedures:

1 Organization:

Class Teaching date Attendance Absentees

2 Checking up: homework

3 New lesson

Sentence Making

State/time Teacher’s and students’ activities Blackboard Materials

1

warm-up &

lead-in

(7’)

Games: Guess what?

- Show a picture of a person sitting in a restaurant with a bowl of soup in front, and a waiter at his side

- Ask the Sts to read the exchange between the man and the waiter and guesswhat the man’s response is / what the reason is

- elicit experiences from Sts : “ this is something happening in a restaurant

Have you ever had any embarrassing experiences in a restaurant?”

- Note down Sts’ ideas

Transition: Nam had an embarrassing

experience at a restaurant and he wrote to tell his friend about it Do you want to share your experience with your friend?

Today we will learn how to write a letter telling friends about a past experience

- write down on the board :

Expected answer: Because I haven’t got a spoon!

Unit 2 : Writing a Personal Letter Describing a Past Experience

- picture (in the textbook)

2 Pre-

writing

(10’)

Teaching new words:

- use pictures and explanations to present

some new words

- Read the words one by one and ask Sts

to repeat

Re-arranging

- Write down on the board the steps of a personal letter about a past experience in arandom order as follows:

- Asks Sts to put the steps in a logical order of such a letter

- Tell Sts to compare answers in pairs and

then go over the answers

- T gives the feedback : c – a – e – b – d

- mutual (a): lẫn nhau

- abroad (a) : in foreign country

- dish(n) : food

- host (n) : người chủ

- social (a) :có tính xã giao

a Opening / greeting

b the story / experience to

be shared ( what, why, when, where, who)

c date

d closing and ending

e general information ( about self or/and friends.)

Expected answers:

1 funny 2 luckily 3

host 4 muatua 5 together

6 dish 7 abroad 8.thanks

9 happened 10 carefully

11 embarrassed 12 luckily

13 terrified

Chalk andboard

textbook

- Go around to control and give help with vocabulary.

- When they have finished, collect Sts’

writings to mark at home

- Read a piece of Sts writings and ask Sts

to give comments relating the format (steps), the language use, and the story

- Give feedback and comments

sheets of paper

4 Consolidation: Summarizes the main points

5 Homework:

Ask Sts to review all the new words learned; exercises in workbook (writing, Unit 2)

Unit 2: Personal experience

Period 14: Language focus 1-Word study

Preparing date: 2/9/2010

I Aims:

- By the end of the lesson, the students are able to use verbs of the senses.

II Lexical items and structures

- sense verbs : see, hear, … - wander

- chef - nostalgic

- you could have left it at home

- It must have rained last night

III Teaching aids:

- chalk and board

IV Procedures:

1 Organization:

Class Teaching date Attendance Absentees

2 Checking up: homework

3 New lesson

State/time Teacher’s and students’ activities Blackboard Materials

1 warm-up

(4’)

Games: Lucky symbol

- Write the words eyes, ears, nose, tongue, hands, / skin and a lucky symbol on small pieces of paper, fold them up and put them in a hat

- Tell Sts to work in 3 groups

- a representative from each group will take turns to pick up a piece of paper, and read the word The students from the other groups will make 3 questions for this group Forone suitable answer, the group scores 1 point The lucky symbol will the group 2 points The group with more points will win the game

- when the game is over, elicit from Sts the verbs used for the senses

Transition: Today we will practice using sense verbs to talk about the activities of the senses

- write down on the board :

The questions used for each word are:

- What can you do with your

… (eyes)… ?

- Who can’t do this?

- What animals are good at

- T gives feedbacks

- Tells Sts that there are two groups

of verbs : Transitive followed by an object, and intransitive or linking verbs

- T makes notices : these linking verbs and most of these transitive verbs are not used in the present continuous

Activity 1: Talking about the senses (task a, p31) (10’)

- Tell Sts to work in pair and make questions and answers about the senses, based on the words give

- Go around to monitor and note down error for correction later

- Call on some pair ( close and open

a I can smell something burning

b This flower smells good

c Its smells like arrange

Senses Trans V Intrans V

Sight see lookTaste taste tasteSmell smell smellHearing hear soundTouch touch feel

2 ………

- textbook

- Chalk andboard

- chalk & board

- Textbook

- chalk & board

pairs) to act out their conversations

- Give feedback and comments

Activity 2 : Answering the quiz

( Task b, p31)

- Ask Sts to answer the questions in task b and then with a partner ask and answer the questions

- Call on some pairs to act our their exchanges and go over the answers with the class

1 this coffee tastes bitter to me

2 that water still feels hot, so …

3 the music sounds terrible to him

The Expected answers:

1 Dogs are good at smelling

2 He uses fingers to touch raised dot on a sheet of paper

3 He uses his tongue to taste the dishes he has cooked

4 No, he can’t bc he cannot hear

Rewrite the sentences as shown, using sense verbs.

Example: I like the smell of this perfume It’s good

This perfume smells good

3 He thinks the music is terrible

Unit 2: Personal experience

Period 15: Language focus 2-Grammar

Preparing date: 2/9/2010

I Aims:

- By the end of the lesson, the students are able to use verbs of the senses.

II Lexical items and Structures:

- sense verbs : see, hear, … - wander

- chef - nostalgic

- you could have left it at home

- It must have rained last night

III.Teaching aids:

- chalk and board

IV Procedures:

1 Organization:

Class Teaching date Attendance Absentees

2 Checking up: homework

3 New lesson

State/time Teacher’s and students’ activities Blackboard Materials

1 warm-up

(4’) Explaining : - T gives a picture of a student doing

his homework , and says:

+ He is a student, so he must do his homework

- T gives another picture of a student sleeping in the class, an says:

+ He must have stayed up late last night

- T asks Sts to distinguish meanings ofthe above two sentences After Sts’

answering, T leads in the new lesson:

To know exactly differences between the above two sentences, today we willstudy how to use them

- T writes down on the board :

+ He is a student, so he

must do his homework

+ He must have stayed up

late last night

Unit 2: Language Focus – Grammar.

-Pictures

- chalk and board

1 Did Jane go out last night?

2 Did it rain last night?

3 Did Anne walk home last night?

- Elicit the tense, form , use and time these sentences indicate

1 Jane didn’t answer when I called last night

She might have gone out

2 Look! The ground is so

wet It must have rained last night

3 Anne came home very

late last night She could have walked

+ Tense : modal perfect + Form : Modal + have +

The suggested answer:

1 she might have had unexpected business

2 you could have left it at school

3 She could have burned her cooking again

4 He might have gone out

- textbook

- Chalk andboard

- chalk & board

- Textbook

- handouts

Activity 2: True or false?

- give out handouts with sentences and

explanations

- Tell Ss to read the sentences and the explanations for each an decide if the explanations are true or false

according to the information given

- Ask Sts to compare answers in small groups and then go over the answers with the class

Activity 3: Verb From Review ( Task

b… you ate too much andthat was not good

2 The cause of the fire was possibly caused by a burning cigarette

a… The fire was possibly caused by a burning cigarette

b… The fire was caused

by a burning cigarette

The suggested answers:

a) 1 was 2 used 3 loved

4 grow 5 listened 6

chirp 7 used 8 fly 9

play 10 rode 11 used

12 watched

b) 1 am living 2 stop seeing 3 grow 4 fly 5

see 6 pass 7 travel 8

stop 9 sing 10 play 11

sound 12 talk 13 chat

14 watch 15 catch 16

feel

- chalk & board

4 Consolidation: Summarizes the main points

5 Homework: exercises in workbook

Sentence completion

Complete each sentence so that contains the words given in bold

1 You’re completely soaked! You …… (Should / umbrella)

2 I’ve lost my bag I ……… (must/ train)

3 Jim did badly in the test He …… ( should / harder)

4 Tom looks tired He …… (might/ all night)

Period 16: 45-MINUTE TEST 1

 Vocabulary items related to friendship and personal experiences

 Verb forms and tenses

 Adjectives and sense verbs

 Modal perfect

- Skills: Pronunciation (listening), writing and reading skills

II Preparation:

- Teacher: test questions

- Ss: papers, drafts, pens …

45-MINUTE TEST 1 (ADVANCED)

I Choose one word whose underlined part is pronounced differently:

1 A passage B massage C carriage D voyage

2 A changeable B church C chemist D cheque

3 A honest B helpful C hero D humor

4 A climber B bomber C comber D combine

5 A native B autumn C know D money

II Choose one word whose stress pattern is different:

1 A acquaintance B enthusiasm C loyalty D incapable

2 A rumor B concern C affair D believe

3 A replaced B protected C contained D noticed

4 A carefully B experience C business D terrified

5 A selfish B complaint C country D ready

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

1 You can believe him I don’t think he’s capable ……… telling lies

2 Parents seem to have no control ……… their children these days

3 A good clock always keeps ………….time

A accurate B serious C certain D true

4 We can ………… the difficulty without too much effort

A get off B get away C get over D get in

5 The worker who …………to help us didn’t know our address

A was sent B sent C is sent D sends

6 What ……… you leave the party so early?

7 When I first …… him 6 years ago, he ……… as a director for three years already

A met/ worked B met/ had been working

C met/ work D met/ has worked

8 All of her sons joined the army when the war broke………

9 She quickly ………at her notes again before entering the examination room

A saw B glanced C observed D watched

10 You should …………more attention to this new type of exercise

A make B take C pay D concentrate

11 She is busy ………… for her new flat

A shop B shopping C to shop D shopped

12 Last Sunday, when they ………… an exciting football match on T.V, the electricity ………out

A were watching/ was going B watched/ went

C watched/ went D were watching/ went

13 Mr Ralph ……… math before he …………to literature

A had taught/ had changed B was teaching/ changed

C taught/ was changing D had taught/ changed

14 She ……….him until he introduced his name

A didn’t realize B hasn’t realized

C doesn’t realize D hadn’t realized

15 This bottle ………….two litters of fresh milk

A contains B consists C makes D comprises

IV Circle the underlined part that is not correct:

1 They divorced because they had been argued every day

As they were leaving, he offered the girl a ride home She said, “Yes, please! You can take me to my mother.” She directed him to a cemetery, where she placed the rose on a freshly dug grave The man returned to the flower shop, canceled the wire order, picked up a bouquet and drove the two hundred miles to his mother’s house.

1 How did the man order the flowers?

A By wire B By email

C By letter D By telephone

2 Why was the girl crying?

A She missed her mother

B She did not have enough money to buy a rose

C She lost her money

D She wanted to change another rose

3 How was the girl’s mother?

A She was living in the cemetery

B She looked after the cemetery

C She was dead

D She was visiting the cemetery

4 Why did the man change his mind? Because………

A the flower shop could not deliver the flowers on time

B his mother’s home was near there

C he was moved by the girl’s love for her mother

D the flower shop ran out of flowers

5 The best title for this story is ………

A The flower shop B A man and a little

C Flowers for mother D A dead mother

VI Rewrite the following sentences:

1 They might have been the only ones to complete the task

 Perhaps they ………

2 They needn’t have brought so may warm clothes

 They didn’t ………

3 Bill could ask his parents to buy him a sport car, but he didn’t

 Bill could have………

4 She’s got an extremely beautiful Chinese dress which is very long and made of silk

 She’s got ……….dress

5 Their car is new, large, luxurious and colorful

 They have a………car

6 I haven’t seen that man here before

 This is ………

7 She couldn’t get to work because of the heavy snow

 The heavy snow………

8 Nobody can deny that she has a beautiful voice

IV (1p- 0.2p/1 right answer)

V (1p- 0.2p/1 right answer)

VI (3pts- 0.3p/1 right answer)

1 Perhaps they were the only ones to complete the task

2 They didn’t need to bring so many warm clothes

3 Bill could have asked his parents to buy him a sport car

4 She’s got an extremely beautiful long Chinese silk dress

5 They have a luxurious large new colorful car

6 This is the first time I have seen this man here

7. The heavy snow stopped (prevented) her from getting to work

8 It can’t be denied that she has a beautiful voice

9 You needn’t (don’t need to) finish the job by Saturday

10 I’d rather you didn’t tell him

Period17: CORRECTING THE WRITTEN TEST

Date of preparing: 15/ 9/ 2010

I Objectives:

- Help Ss realise their mistakes in order to restudy and improve themselves

- Improve Ss' skills: both language skills and test-doing skill

II Preparation: Students' papers, test-question papers, keys for test questions

III Procedure:

1 Organization:

Class Teaching date Attendance Absentees

2 Checking-up: None

3 New lesson: Correcting the test

Stages and content Teacher's activities Ss' activities

Exercises in test question

papers (from I to VII)

Keys for each exercise

For each exercise:

- asks ss to discuss their choices/ answers in groups

- asks ss to present their answers/ choices

- asks ss to explain for their choices/ answers

- checks / corrects Ss' anwers/ choices

III (3pts- 0.2p/1 right answer)

VI (3pts- 0.3p/1 right answer)

1 Perhaps they were the only ones to complete the task

2 They didn’t need to bring so many warm clothes

3 Bill could have asked his parents to buy him a sport car

4 She’s got an extremely beautiful long Chinese silk dress

5 They have a luxurious large new colorful car

6 This is the first time I have seen this man here

7 The heavy snow stopped (prevented) her from getting to work

8 It can’t be denied that she has a beautiful voice

9 You needn’t (don’t need to) finish the job by Saturday

10 I’d rather you didn’t tell him

4 Consolidation: Summarize the main points

5 Homework: prepare for the next lesson: Unit 3-Reading

Unit 3: Parties Period 18: Reading (1)

Preparing date: 16/9/2010

I Aims:

- By the end of the lesson, the students are able to scan reading for specific information

- By the end of the lesson, the students are able to skim reading for general ideas

II Lexical items and structures:

- interaction - congenial - cutlery - etiquette

- refrain from - acceptable

- Fingers are not to be used except in the case of bread and other similar foods.

- Chew with your mouth closed and, do not talk while chewing.

III Teaching aids:

- textbook - picture / drawings

State/time Teacher’s and students’ activities Blackboard Materials

1

Warm-up &

lead-in

(3’)

Game: Tunnel ball

- Divide the class into three groups

- Arrange the group in columns facing the board

- Give the student at the front of each column a board marker of a piece of chalk

- Stand at the back of the columns and ask

Ss at the back of each column to turn and face you

- Hold up a paper or flash card with a word, e.g KNIFE

- The St at the back of each column whispers the word to the next St in the column who must pass the word on to the next St the next St passes the word on to the student in front of them and so on, until the student at the front writes up the word on the board

- The game continues in this way until all

of the words have been passed down and written up

- Award points for the correct words written up by each group

- the group with the most correct words wins the game

Stick 6 pictures of things (or draw the things) on the board

- Tell Sts to find out the treasure, the word

of the day by combining the first letter in the names of these things

- The first group to find it will win the game

- Have Ss look these words and predict what the reading text is about

Transition: In today’s reading, we’ll get toknow more about table manners

- write down on the board :

2

Pre-reading

(5’)

Teaching Vocabulary

- write new words on the bb

- elicit meanings from Sts or give explanations yourself

- leave some minutes for Sts to copy

- give some practice on pronunciation ( T reads – Sts repeat in chorally, then asks Sts to read individually.)

- etiquette (n) = manner : phep xa giao

- acceptable (a): co the chap nhan duoc

- observe (v) : tuan theo

- cutlery (n) : knives + forks + spoons used for eating

- congenial (a) : de chiu

- refrain (v): kiem che-

Chalk andboard

3 while -

reading

Activity 1: answer the questions :

- T ask Ss to read the text and find the

Answer the questions :

1 what is a party?

Chalk + book +