giao an 11 chuan

- Let them work in groups - Walk round and help them - Ask some students to stand up to talk again loudly - Listen and correct mistakes Post-speaking : 10 minutes Task 3 - Have students

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P1_ The first term of grade 11

Student know: - How to learn English in grade 11

- How to do English tests

- How to use student’s book and workbook

3 Skill: - Reading

- Speaking

- Listening

- Writing

- Doing English tests

II Teaching aids: Student’s book, student’s workbook, dictionary, some test

papers, etc

III Procedure:

1 Organization:

2 Check old lesson: None

to do the exercises in their books

2 Guiding English tests in grade 11:

* Introduce to students about oral

- Listen to the teacher

- Answer the teacher’s questions

- put the student’s book and workbook on the table

- listen to the teacher and look through the books

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tests, 15 minute tests, 45 minute tests, etc and how to do them

* The tests in grade 11 include:

I Objectives:

1 Educational aim: Students should know what a friendship is, know how to

keep a friend long

2 Knowledge:

- General knowledge: Students know about how to make and to keep friends long

- Language: Sentences and expression for describing qualities of true friendship

- New words: Words related to qualities of friendship

3 Skills: Guessing meaning in context, scanning for specific information and

passage comprehension

II Method: Integrated, mainly communicative.

III Teaching aids: Student’s books, note books, chalks board, etc.

IV Procedure:

1 Organization:

2 Check old lesson: Call one or two sts to come to the board and ask them to

write down the form of the simple present tense and the simple past tense

The others make up 4 examples using the 2 tenses

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- Ask students the questions:

- Have you got many friends?

- Who is your best frriend?

- What do your friends and you do in your free time?

- Let students understand more about activities and qualities of friends, then say to students: Today we learn Unit 1- part A: Reading

Before you read : (7 minutes)

- Ask students to look at the picture and read the poem in their books

- Ask students to discuss then ask and answer the question:

- What do you think of the friend in the poem?

-Let them work in pairs

- Listen to students and correct pronunciation and grammar if necessary

-Show students to know about friends

While you read : (23 minutes)

- Ask students to look through the passage and read in silence

- Help students read the passage

- Explain pronunciation and meaning of new words which appear in the passage

5 Listen to the teacher and answer the questions:

- Yes, I have

- A is my best friend

- We usualy come to the library sometimes play foot ball…

- Listen to the teacher and open the book – Unit 1, part A: reading

- Look at the picture in the book, listen to the teacher, read the poem then ask and answer the question, work

in pairs:

A: What do you think of the friend in the poem?B: I think…

- Listen to the teacher then read the passage

- Ask some new words if necessary

- Keep the book open

- Listen to the teacher then do task 1

- Ask the teacher if necessary

- work individual or in group

- Write down the true keys in the notebook

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- Let them work in pairs.

Key: B

Task 3: (6 minutes)

- Ask students to scan the passage and answer the questions:

- Let them work in pairs

- Walk round and help students

- Ask some students to stand up to ask and answer eachother

- Walk round the classroom and correct mistakes

After you read : (8 minutes)

- Ask students to disuss the question:

“ Why do we need to have friends? ’’

- Ask them to report the results to the class

- Listen to students and correct mistakes

- Look through the passage again and try to choose the most adequately sums up the idia of the whole passage

- Practice with a partner then write the key down

in the note book

- Ask the teacher if necessary

- Listen to the teacher then ask and answer the questions in the book: 1/ The first quality for true friendship is unselfishness

5 People can’t keep a friend long because they can’t keep a secret, either

of their own or others

6 The last quality for true friendship is sympathy It tells us that to be a true friend, you must sympathize with your friend Where there’s no mutual sympathy between friends, there’s no true friendship

- Try to discuss the question

- The students who are called to stand up to

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report the result to the class loudly

- Listen to the teacher and write down homework

4 Consolidation:

T summarizes the main points

V Home work: (2 minutes)

- Ask students to write a passage about their friendships (80 words)

- Ask students to do Reading exercise of Unit 1 in workbook and prepare Part B : Speaking at home

****************************************************************

Date:

Unit 1: Friendship P3_Speaking

- Language: Talking about people’s physical characteristics and personalities

- New words: words related to people’s physical characteristics and personalities

3 Skills: talking about people’s physical characteristics and personalities.

II Method: integrated, mainly communicative.

IV Procedure:

1 Organization:

2 Check old lesson:

Call one or two sts to come to the board and ask them to talk about Mr Vy’s and his wife’s activities again then check-up and give marks

3 New lesson:

Time/ stages Teacher’s activities Students’ activities

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- Ask students to keep book close

- Ask students to discribe some students in the class

- Call some sdtudents to stand to talk

- Ask students to look at the people in the book and discribe their physical characteristics

- Introduce “Useful language”

to the students:

+ Height: tall, medium, short,

… + Face: square, large, oval,

… + Forehead: broad, high, … + Nose: straight, crooked, ….

+ Hair : Black, grey, ….

+ Appearance: handsome, beautiful, good-looking, ….

While-speaking : (15 minutes) Task 2

- Help students with some new words

- Ask sts to make questions and answer questions with a partner, using the information from the picture

- Let them work in groups

- Walk round and help them

- Ask some students to stand up to talk again loudly

- Listen and correct mistakes

Post-speaking : (10 minutes) Task 3

- Have students work in pairs

- Guide them to do the task

- Make sure that sts understand their roles

- Pay attention to the suggestions :+ his / her name

+ date of birth + his / her physical characteristics + his / her hobbies

+ his / her personalities ( friendly ,

- Keep books close

- Try to discribe some one

in the class

- The students who are called stand to discribe a friend to the class

- Try to repeat from memory

- Try to discribe the people in the book:

+ The boy is short He has a large face , …

+ The girl is ………

- Play roles

performance

- Work in groups of four

- List some personalities

- Make pairs : one is a journalist , the other is an interviewee

+ reasons why the friends

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humorous , quick-witted , natured , helpful , honest , pleasant , caring )

good-+ why he / she interests in Maths+ how much time he / she spends on Maths everyday

+ what makes him / her a good friend+ what made him / her successful ( studious , intelligent , keenly interested in Maths , eager to learn , patient , calm )

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

- Call some pairs to report

- Walk round and help them

- Ask some students to stand up and tell loudly

- Listen and correct mistakes

are famous

- Role play

- Perform their task

- The students are called stand up and tell loudly

V Homework: (3 minutes)

- Ask students to write a passage about their daily routine (50 words)

- Ask students to prepare Part C- Listening and do homework

*****************************************************************

Date:

Unit 1: Friendship P4_Listening

I Objectives:

how to keep the friendship

2 Knowledge:

- General knowledge: Students learn how to keep friendship

- New words: Words related to friends and keeping friendship

3 Skills: - To practise listening comprehension skill.

- To distinguish true and false statements

- To take notes about given questions in order to answer

III Teaching aids: Student’s book, tape and cassette player, chalks, notebooks…

IV Procedure:

1 Organization:

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- Call one or two sts to come to the board and describe a friend in their class

- Check up and give the feedback

• Who is your best friend?

What qualities & characteristics of your best friend do you admire?

Before you listening: (7 minutes)

- Ask students to look at the part:

Before listening

- Let them work in pairs ask and answer the questions:

1 Who is your best friend?

2 How did you happen to meet him or her?

3 How long have you known each other?

4 What qualities do you admire in your best friend?

- Walk round, listen and help students

- Read loudly the words in the books:

- Ask students to repeat loudly the words

- Listen and check pronunciation

-Explain some new words & phrases:

Residential area, ring (n), ride/

rode/ ridden, motorbike, happen to infinitive (v), introduce, ever since, college, great sense of humour, favourite, interest (n), plays (n), movies, a rough time

While-listening: (20 minutes)

-Have students read the true-false statement list and questions in textbook silently for several minutes

- Close the books

- Listen to the teacher and answer the questions

- Listen to the teacher then and

questions in the book

- Work in pairs

- Look at the books

- Listen to the teacher and repeat the words

-Students repeat & take notes

- Repeat loudly the words and try to remember them

-Students read task1, 2 silently for gist

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-Emphasize “ you will hear Lan &

Long talk about their best friends_Ha

& Minh Listen to their talks and do the tasks below”

-Turn on the cassette player twice

-Ask some students to do their tasks

-Ask students to rewrite their answers completely

-Elicited students raise their hands to interpret

-Students take notes during listening

-Other students watch and give comments

-Students work in pairs

-Listen to the teacher and write down homework

T summarize the main points

- Ask students to rewrite their answers of tasks 2 in their notebooks at home

- Remember them to prepare Part- Writing at home

Key content:

Where & how they met What they like about their friendsLan -They used to live in the same

residetial area in Ha Noi

-Lan went on a holiday to Do Son

& Ha went there to visit her

-Ha is very friendly & helpful

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

Long -They met in the college

-Minh played the guitar, Long was

a singer

-They worked together

-Minh has a sense of humour

-Minh likes to go to plays & movies.-Minh is a good listener

-Minh is friendly & helpfulLan’s talk : 1f, 2f, 3t, 4f, 5t, 6f Long’s talk : 1f, 2f, 3t, 4t, 5t,

Date:

Unit 1: Friendship P5_Writing

I Objectives:

1 Educational aim: Students know how to wite a passage to describe a friend

they like

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2 General knowledge: Students learn how to describe someone’s physical

characteristics and someone’s personalities

- Language: The simple present of verbs to describe a friend

- New words: Words related to to describe someone’s physical characteristics and someone’s personalities

3 Skills: Writing a passage.

II Method: Intergrated, mainly communicative

III Teaching aids: Student’s book, notebook, chalks, board…

IV Procedure:

1 Organization:

- Call one or two sts to come to the board and ask them to write some words

- Ask students some questions about their best friends

Pre-writing: (10 minutes)

- Teacher asks students to think about

a friend they like

-Teacher raises a few guiding questions

1 What is your friend name?

2 How old is he / she?

3 Where and when did you meet each other?

-Teacher uses a picture to gives some key words to describe someone’s physical characteristics ( height , hair , eyes , face , clothes…) and his / her personalities

( helpful , sincere…) and some necessary structures

While-writing: (18 minutes)

-Teacher gives a sample and has students write a passage to describe a

- Keep book close

- Listen to the teacher and answer the questions

- Listen to the teacherand answer the questions:

1 My friend’s name is Hoa

2 She is 17 years old

3 We met each other at

my cousin’s birthday party 4 years ago

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is very attractive She has got long , black wavy hair and blue eyes with very long eyelashes.Her complexion

is white Her lips are very full and she has got dimples in her checks Now she lives very far from me , but we still keep contact through e- mail

- Let them work in groups

- Go round, check and help students

Post-writing: (10 minutes)

- Give suggestions and corrections-Teacher asks students to read / write some students’passsages on the board and Teacher gives comments

- Correct mistakes and mark

-Students write a passage

-Students read / write some students’passsages

I Objectives:

1 Educational aim: Students should know how to use Infinitive with to or

without to to make sentences

2 Knowledge:

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- General knowledge: Students learn how to use Infinitve with to or without to

- Language: * The Infinitive with to or without to

- New words: Words related to pronunciation /dʒ / - /t∫/

3 Skills: Writing sentences with infinitives with to or without to

III Teaching aids: Student’s books, notebooks, chalks, board…

IV Procedure:

1 Organization:

- Call one or two sts to come to the board and ask them how to write a narrative; tenses of verb, connectors…

- Ask students to complete the sentence:

- January is the …month of year.

- Children eating sweets.

- Ask students to speak the sentence loudly

- Let students to get their attention on pronunciation : / dʒ /- / t∫/

- Introduce new lesson

Pronunciation: (8 minutes)

- Ask students to look at their books then introduce to them

*Listen and repeat :

- Read loudly then ask students to repeat

- Introduce : / dʒ / - / t∫/

- Correct pronunciation for the students

* Practise these sentences

- Read the sentences loudly

- Ask students to repeat

- Correct pronunciation for students

- Keep book close

- Listen to the teacher and complete the sentence:

- Jannuary is the first month of the year.

-Children like eating sweets.

- Open the books

- Look at : Listen and Repeat

- Repeat the words in chorus then individual

- Look at Practise the sentences

- Listen to the teacher then repeat in chorus then

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Grammar and vocabulary:(4 minutes)

- Introduce exercises to the students

- Let students get their attention to focus on Infinitve with to and Infinitive without to

Exercise 1: (13 minutes)

- Ask students to do Exercise 1

- Introduce how to do it

- Walk round, check and give mark

Exercise 2 (13 minutes)

- Introduce Exercise 2 to students and explain how to do it

- Ask students to do it

- Let them work individually

- Check, correct mistakes

individual

- Listen to the teacher and

4 My mother has some shopping to do

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- General knowledge: Through this unit, students know how to wite about the sequence of events in a story.

- Language: Sentences and expression for describing the sequence of events in a story

- New words: Words related to sequence of events in a story

3 Skills:

- Guessing meaning in context

- Passage comprehension

III Teaching aids: Tape and cassette player, pictures, English textbook 11,

hand-outs

IV Procedures:

1 Organization:

Call one or two sts to come to the board and ask them to write down 5 sentences using V(inf) and to Inf

Before you read: (7minutes)

- Ask students to put the pictures in the book in the correct order to make

a story (work in pairs)

- Ask some students to give their answers

( teacher doesn’t need to give feedback)

- key : d, b, f, e, a, c

- Let’s begin our lesson you’ll know the whole story

- Ask students to listen to the tape

While you read: (20minutes)

- Ask students to read the whole story

- Explain some difficult words and structures

1 embarrass(v)

- embarrassed(adj)

- Answer the questions

- Put the pictures in the

book in the correct order

to make a story ( work in pairs)

- Give their answers

- Listen to the tape

- Read the story

- Listen, try to guess the

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I’m busy doing my homework

Task 1 : Fill each blank with one of

the words in the box below

- Firsly, ask students to study individually then in pairs

- Walks arround the class, offer ideas and comments when students need help

- Give suggesstions

Task 2

- Work in pairs, read the small talks again and put the pictures of the events in the order they happen in the story

- Ask students to work individually then work in pairs

- Walk round the class and comments when students need

Task 3 : Answer the questions in the

- Ask students to work with a partner

- Walks arround the class to help students whenever they need

- Read the questions silently and answer them

in groups

- Give the answers

- Take notes

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3 She saw a wad of dollar notes (exactly like the one that her father had given her).

4 Because she thought the boy had stolen her money / it was her money

5 She bought the pretty hat of her dream

After you read: (12minutes)

-Ask students to discuss the questions

in group:

1 How did the girl in the story feel when she discovered that the money she had taken was not hers?

(embarrassed, sad, ashamed, unhappy, terrible, uncomfortable, anxious, …)

2 What did the girl have to do (when she discovered that the money she had

taken was not hers )?

(put a notice on T.V or at school, get

on the same bus on the next day to look for him, do nothing, keep it a secret, tell her father everything and ask him for advice,…)

- Ask some students to represent their

talk in front of class

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- Know how to talk again a problem happened.

- Language: Students use sentences, words, phrases and expressions for talking

about their personal experiences

3 Skills: Talking about past experiences and how they affected one’s life

III Teaching aids: Pictures, English textbook 11, chalks, board, hand-outs

IV Procedures:

1 Organization:

Call one or two sts to come to the board and ask them to write some new words and make two sentences using V(inf) then check-up and give marks

- Asks students to do task 2 in pairs

- Asks them to give answers

- Answer freely

1 Confidence

2 Attitude

3 Native English speaker

- Work in pairs

Key:

1 B 2 E 3 H 4 A

5 E 6 G 7 C 8 F

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+ How did the experience affect you?

How did you feel?

- Asks students to do Task 3 in pairs

- Asks some pairs to perform their dialogues in front of the class

- Corrects common mistakes and give remarks

B How did it happen?

- I didn’t study well enough for exam

C When did it happen?

A Have you ever traveled

to other parts of the country?

- Yes, I have

B When did you travel?

- In 2002

C How did it affect you?

- It make me love our country more./ I learned more about different places in our country

3

A Have you ever talked

to a famous pop star?

- Yes, I have

B Where did you meet him/ her ?

- At a party

C How did it affect you?

- It was interesting to talk

to famous pop stars

- It changed my attitude to/ towards/ famous pop stars

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- Asks students to write a paragraph to tell their own experience in the past

- Asks students to prepare Listening

1 Educational aim: By the end of this lesson, students will be able to develop

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

2 Knowledge:

- General knowledge: Students learn about memorable experiences and the

importance of family

- Language: Use past simple

- New words: Words related to memorable experiences

3 Skills: Listening for specific information and comprehension questions

III Teaching aid: Pictures, chalk, cassette tape

IV Procedures:

1 Organization:

- Call one or two sts to come to the board and talk about their past experience and how it affects to them

- Have you ever seen a fire ?

- Where did it happen?

- Was it frightening?

Pre-listening : (8 minutes)

- Asks students to look at the picture

in the book and ask them some questions

- Answer freely

- Look at the picture and answer the questions

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( She’s talking a little girl out of the burning house )

- Asks students to repeat the provided words and explain the words if

necessary

While-listening: (24 minutes) Task 1:

- Asks students to read Task 1 silently

- Ask students to listen to the tape (twice)

- Asks students to do Task 1 individually

- Reads the sentences again to help weak students:

- Read the task and do it

- Listen to the tape carefully

2 My most unforgettable experience happened 13 years ago

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

4 I was sleeping when I was suddenly woke up by terrible heat

5 I heard my mother’s voice calling my name

- Read the task and listen

to the tape then do task 2

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love, support…

- Calls each group to speak

- Gives comments and corrects mistakes

- Asks students to write a paragraph about the importance of family

- Asks students to prepare part Writing at home

Date:

Unit 2: PERSONAL EXPERIENCES

P10_WRITING

I Objectives:

1 Educational aim: By the end of this lesson, students will be able to write a

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

2 Knowledge:

- General knowledge: Students learn about the organization of content of a form

- Language: Words used in a form of writing apersonal letter

3 Skills: Writing a personal letter to describe a past experience

II Method: Interagrated, mainly communicative

III Teaching aids: Chalk, textbook

IV Procedures:

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1 Organization:

- Call one or two sts to come to the board and ask them to write five

sentences using V(inf) with or without "TO"

While-writing: (10 minutes)

- Gives students some guidance:

1 When it happened:

( It happened …years ago/in …./

when I was …years old.)

2 Where it happened:

( in my house/ at school / in the street)

3 Who was involved:

( your family members/ your friends/

your relatives,….)

4 How it affected you:

( it changed outlook life / it make me more careful/ it gave me more confidence in …./ it taught me the lesson/…)

- Asks students to work in groups to tell their experiences to prepare for their writing

- Answer the questions

- Gives their own past experiences

- Listen to the teacher and copy down

- Work in groups to discuss

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- Goes round to provide help

- Corrects common mistakes - Work individually and

correct mistakes

T summarises the main points

- Do the writing part, Unit 2, workbook

- Asks students to prepare part Language Focus at home

1 Educational aim: By the end of this lesson, students will be able to:

- distinguish the sounds / m /, / n /, / η /

- pronounce the words and sentences containing these sounds correctly

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

- use these verb tenses to solve communicative tasks

2 Knowledge:

- General knowledge: Students learn 3 sounds and review some tenses

- New words: Words related to 3 sounds and 3 tenses

3 Skills:

- Pronunciation: / m /- / n /- / η /

- Grammar: Tense revision: the past simple, past progressive and past perfect

III Teaching aids: textbooks, cassette tape

IV Procedures:

1 Organization:

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- Underlines the sounds /m/ /n / / η /Ex:

- We like singing mery songs on New Year’s Day

- They live in a nice small house

+Pre

- Asks students to look at their books, listen and repeat the words in the colums

- The present tense use to tell a story that happened in the past makes it more interesting and vivid

+Pre

-Asks students to remember the use of these tenses

+While Task 1:

- Asks students to do exercise 1 in pairs

- Corrects the exercise and explain the use of the tenses

- Listen to the teacher and bear in mind

- Repeat in chorus then individually

- Read the sentences

- Listen to the teacher and review tenses

- Retell the use of these tenses and bear in mind

- Work in pairs

Key:

1 lives- 2 invites- 3 sets

4 gets-5 waves 6 promises

7 carries -8 contains -9 has baked

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3 was working/ broke

4 stared / were walking

5 told / were having

- Do the task 3

Key:

1 had eaten / arrived

2 found / had taken

3 got / had closed

4 got / had left

5 got / had arrived

- Practise reading the sentences

- Write exercise 2,3 in the notebook

- Prepare in Unit 3 part A reading in advance

Date:

Unit 3: A party P12_Reading

I Objectives:

- develop such reading micro-skills as scanning for specific ideas, and identifying and correcting false statements

- use the information they have read to discuss celebrations

in their culture

2 Knowledge:

- General knowledge: students know how to celebrate some celebrations

- New words: Words to celebrations and festivals

3 Skills: Reading for general or specific information

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III Teaching aids: Some photos of celebrations in the world

IV Procedures:

1 Organization:

Call one or two sts to come to the board and ask them to write down the form of the simple present tense and the simple past tense

• Are they having a party ?

• What party is it ?-Asks students to look at the second picture and ask some questions:

• Are they friends ?

• What are they celebrating ?

• How old are the people in the picture ?

• How do they feel ?

• How long have they been married?

* The lesson today gives us some information about birthday and wedding anniversaries in the US

While-reading: (25 minutes)

- Asks students to listen to the tape

- Asks students to read the passage silently

- Explains some difficult words

New words:

1 celebrate (v)

 celebration (n)

2 joke (v/n)Ex: Don’t believe me I’m only joking

- Listen to the tape and correct pronunciation

- Pay attention to some new words

- Listen to the teacher and copy down

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+ golden anniversary / golden wedding / golden jubilee: 50thwedding anniversary.

+diamond anniversary / diamond wedding / diamond jubilee: 60thwedding aniversary

- Calls some students to give their answers

- Corrects mistakes and gives marks

- Work in pairs

Key:

1&2 (Both) 3&6(Birthday) 4&5 (Anniversary)

1 Do the tasks again in notebooks

2 Prepare : Part B – Speaking

****************************************************************

Date:

Unit 3: A party P13_SPEAKING

I Objectives:

- use appropriate language to talk about parties and negotiate how to plan them

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- use appropriate language to invite people to come to parties

2 Knowledge:

- General knowledge: Students know how to plan parties

- Languuage: Words related to parties

3 Skills: Talking about parties

II Method: Integrated, mainly communicative

III Teaching aids: Photos of some parties

IV Procedures:

1 Organization:

Call one or two sts to come to the board and ask them to fill in the blank:

1 In our country , to …… wedding …………., we often have flowers,cards,

…

2 In the ………… , people often sing the song “happy birthday to you

3 When their wedding is 50th , they celebrate ………

Then check-up and give marks

Do you like parties ?

Do you like quiet or noisy parties ?

 Shows the picture in the textbook

and ask:

Are they having a party ?

What does ‘party-goer’ mean ?

While-speaking: (25 minutes) Task 1

Are you the perfect party-goer ?

1 Which kind of parties do you prefer ?

-big / small / noisy / quiet parties-parties with dancing and games

2 You find yourself standing with a complete stranger at a party What would you do ?

-talk about yourself / the weather

-try to get him or her talk about himself or herself

3 at a party, what would you tend to

- Answer the questions freely

- Listen to the teacher’s guidance and do task 1

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Task 2

-Asks students to do Task 2 in pairs-Asks some pairs to perform their talk before class

*Where (home-cosy, not expensive, not spend a lot of time to prepare, not have to clean up…

*What time

*How many guests

*What to eat / drink (soft drinks, mineral water…./ ckicken soup, green salad, steak, fired chicken, fish, beef, hamburger, cake…)

*What to wear (dress, jeans, shirts, shirt, pullover, skirt…)

T-*Which activities (singing, playing games, taking photographs, give gifts…

Post-speaking: (10 minutes) Task 3:

- Asks students to do Task 3 in groups, using the simple past tense to report the past events

- Gives some suggestions

- Asks some students to perform before class

- Work in pairsA: I am wondering where

I should hold my birthday party ?B: Why don’t you have your birthday party at home ? It’s cosy and not very expensive

A: I don’t know if it’s suitable to begin at 5

pm ?B:

• Why don’t you…

• You ought to…

• You should…

• I think you should…

• You’d better…

• If I were you I would…

- Work in groups to do task 3

Suggestion:

-The party was held at….-It started at……and ended at…

-There were about……….people.-He / She served us….-We took part in some activities such as… -We were all tired but happy

- Copy down

- Write down task 3 in the notebooks

- Prepare part C (Listening)

****************************************************************

Date:

Unit 3: A party

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I Objectives:

1 Educational aim: By the end of this lesson, students will be able to develop

such listening micro-skills as intensive listening for specific information

2 Knowledge:

- General knowledge: Students know how to plan a birthday party

- New words: Words related to birthday party

- Comprehension questions

III Teaching aids: Some pictures of birthday parties

IV Procedures:

1 Organization:

- Call one or two sts to come to the board and talk about a party they joined

- Asks students some questions :

- Do you often hold your birthday party ?

• Where do you often hold your birthday party ?

• When do you like to organize your birthday party, in the morning or in the evening ?

Pre-listening: (8 minutes)

- Asks students to repeat the provided words

Listen and repeat :

- Answer the questions freely

- Repeat words in chorus then individually

- Correct pronunciation

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- Asks students to read Task 1 silently

- Asks students to listen to the passage (twice)

2 F (About twenty guests

were at the birthday party)

3 F (The birthday cake was cut at about four thirty).

4 T (The birthday party lasted about three hours).(from three to six)

5 F ( Only the writer

stayed after the party to tidy up the mess.)

- Read task 2 silently

- Work in groups

Key:

1 She was 16 years old.

2 She didn’t like having the party at a restaurant because it is noisy and expensive.

3 She served them soft drinks and biscuits.

4 It was brought out at about four thirty.

5 It was beautifully decorated with pink and white icing

6 They clapped their

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- Corrects mistakes and give feedback

hands eagerly and sang

- Practise listening at home

- Write down Task 2

- Prepare Part D - Writing

Date:

Unit 3: A party P15_WRITING

I Objectives:

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

- write an informal letter of invitation

2 Knowledge:

- General knowledge: Students learn to write an informal letter

- Language: Words used in writing an informal letter

3 Skills: Writing an informal letter of invitation

III Teaching aids:

IV Procedures:

1 Organization:

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- Call one or two sts to come to the board and ask them talk about the

musician they like best

- Asks students to answer the questions:

1.On what occasions are parties held?

2.What kind of clothes do they often wear at a party?

3.What kind of presents do people often bring to a party?

*If you want your friends or relatives

to come to your party, you must send

a letter of invitation Let’s begin our lesson.

While-writing: (20 minutes) Task 2:

- Corrects mistakes and gives feedback

Task 3

- Asks students to do task 3 in groups

- Gives them some guidelines

1 Reason for the party:

(birthday party/New Year’s Eve party/ wedding party)

*dress/ skirt/ shirt/

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Eating and drinking /singing/dancing/

playing games/ watching films

6 Foods and drinks served:

(soft drinks ,mineral water ,

…/chicken soup , green salad, steeak, fired chiken, fish, beef, hamburger ,biscuits…)

- Asks some students to write their letters on the board

- Goes round the class to help students

- Work independently

- Give their results

- Correct their writing

- Write down the letter, pay attention to some structures and prepositions

- Prepare in advance Part E (Language Focus)

Date:

Unit 3: A party P16_LANGUAGE FOCUS

I Objectives:

1 Educational aim: By the end of the lesson, students will be able to:

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

- pronounce the words and sentences containing these sounds correctly

- distinguish the uses of infinitive and gerund in active and passive voices

- use these structures to solve communicative tasks

2 Knowledge:

- General knowledge: Students learn to pronounce 3 sounds and grammar

3 Skill: fluency in pronunciating 3 sounds and use of infinitive and gerund in

passive

III Teaching aids: textbook

IV Procedures:

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1 Organization:

- Call one or two sts to come to the board and ask them to do the exercise:

Use the correct form of the verb in the bracket

1 He has planned (go)……… to London with his mother.

2 Tom decided (leave)……… early.

3 The police allow him……… (come in)

4 I got Mary………(let) me borrow her car at the weekend.

5 Jack offered (take) ……… care of my garden while I was out of town.

6 You make me (feel) ………….good You let me………(go out).

7 They arenot old enough ……… (get) married.

The pronunciation of / l /, / r / and / h /

- Gives students 6 words and ask them

to put the words to the right columns /

l / /r / and / h / : holiday, library, run, help, Lisa, realize.

 Today we are going to learn the pronunciation of the sounds /l/ , /r/ and / h / Now look at your book, listen and repeat the sounds

II Grammar: (30 minutes) A- The Gerund:

- Asks students to put the words in correct order to make the two sentences:

Ex1 : the book / time/ return / she / on / to

/ failed / library / the.

Ex 2: work / mind / the / helping / would /

me / with / you / ?

- In the lesson today you'll learn how

to use the gerund and the infinitive

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* Some verbs followed by To inf :

mean, demand, seem, want, agree, expect, offer, hope, refuse,

* Some verbs followed by V-ing

dislike, risk, keep, appreciate, miss, mind, mention, enjoy,

B Passive infinitive and gerund:

- to be + pp

- being + pp ( in context meaning)

- Ex:

I expected (invite) to the

party (to be invited)

No one enjoys (laugh) at

(being laughed)

Exercise 2:

- Checks the answers and gives feedback

- Do the exercises again in notebooks

- Prepare : TEST YOURSELF A

****************************************************************

Date :

P17 _ Test yourself A

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I Objectives:

1 Educational aim: - According to the TEST students can revise all the language

skills and grammatical points which they have studied and used in the three units:

1, 2 and 3

- Students can improve their techniques of doing the simple tests

2 Knowledge: After this lesson, students will be able to:

- Check themselves their skills in reading, speaking, listening, writing

- Improve their knowledge through the test yourself

- Language: Students can improve their techniques of doing the simple tests

3 Skill: After this lesson, students will be able to:

- Check themselves their skills in reading, speaking, listening, writing

- Improve their knowledge through the test yourself

III Teaching aids: Textbook, board, hand-outs, cassette tape and player.

IV Procedures:

1 Organization:

- Call one or two sts to come to the board and ask them to do the exercise:

Use the correct form of the verb in the bracket:

1 When I told John the news, he seemed to be

surprised……….(surprise).

2 The children agreed to be divided………(divide) equally.

3 I expected to be invited……….(invite) to the party but

I wasn’t

4 Mr Tailor offered to be driven……… (drive) us to the

station

5 The student hope to be included……… (include) in many of

the school’s social activities

3 New lesson:

Time/ stages Teacher’s activities Students’ activities

Warm-up:

(5 minutes) Warm-up: (5 minutes)- Greeting

- Ask students something about the test yourself A

* Have you prepared it at home?

* Have you got any difficulties?

- Greeting

- Answer teacher’s questions

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- Ask students to read all the sentences first

- Ask students to listen to the tape once

- Ask students to listen again and speak out the statements are true or false

- Ask students to listen in the third time, the work in groups to compare and discuss the answers with each others to find the correct answers

II Reading (2.5 points) (10 minutes)

- Present the task:

- Ask pupils to work in groups to compare the answers they have already done to find the correct ones

- Give the correct answers to the class:

III Grammar (2.5 points) (8 minutes)

- Present the task:

a/ Ask students to listen and put a tick

in the right box

b/ Give the correct form of verbs

- Look at the book and listen to the task

- understand the task

- Read the questions

- Listen to the tape

- Listen again and say the statements are true or false

- Listen and discuss in groups to find the correct answers:

1-A, 2-D, 3-B, 4-D, 5-C

- Look at the textbook and listen to the teacher

- Work in groups to discuss about the passage

- Finish the task

- Compare their results with the other groups, and then with the keys

- Write the answers on the board

- Listen to the teacher and correct the answers

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IV Writing (7 minutes)

- Present the task:

- Call the students to read the suggested sentences in front of the class

- Check their writings and help them correct the mistakes if they’ve made

the some one’s birthday party

- Two students go to the board and write

- Give the writings by reading aloud

- Read the letter carefully

- In groups or in pairs, write her a letter

- Compare the results with the other groups

+ to study all the lessons again

+ to get ready for the 45 minute-test in the next period

Date:

P18 _ Written test number 1

I Objectives:

1 Educational aim: - According to the TEST students can revise all the language

skills and grammatical points which they have studied and used in the three units:

1, 2 and 3

2 Knowledge: After this lesson, students will be able to:

- Language: Students can improve their techniques of doing the simple tests

3 Skill: After this lesson, students will be able to:

- Improve their knowledge through the test

III Teaching aids: Written test.

IV Procedures:

1 Organization:

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3 New lesson:

_ T gives written test

_ Sts do the test in 45 mins

1 Educational aim: By the end of the lesson, students will be able to:

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

- use the information they have read to discuss the topic

2 Knowledge:

- General knowledge: Students know the information about volunteer work

- Language: words related to voluteer work

- Extensive reading: multiple-choice questions

- Passage comprehension

III Teaching aids: textbook, board, rasing questions

IV Procedures:

1 Organization:

Tiêu đề	Guiding How to Learn and Do English Tests
Trường học	University of Education, Hanoi National University
Chuyên ngành	English
Thể loại	Giáo án
Năm xuất bản	2023
Thành phố	Hanoi

Định dạng
Số trang	239
Dung lượng	3,07 MB