Giáo án tiếng anh theo chương trình chuẩn lớp 11 (sách cũ)

Assess the performance  invites Ps to give comments on other’s performance  comments on Ps’ performance  comment on other’s performance -Result + handwriting -The working style of the

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PERIOD 01

Introduction – Revision

Nguyen Thi Minh Duc

A Objectives

1 Knowledge : By the end of the lesson, Ps will be able to

 Know how to learn English 11 effectively

 Have some supporting sources

I Class organization: (1 minute)

II New lesson

1.Warm up:

Introduces herself to the students

Asks some students to introduce themselves: What’s

your name?

Do you like English?

Do you find English easy or difficult?

Which is the easiest, the most difficult? reading, speaking, listening,

or writing?

Why do you learn English?

How long have you learned English?

Are you good or bad at English?

2.The textbook English 11

1 Guiding student’s book and workbook:

* Introduce to students how to use their book and workbook

* Introduce to students how to learn reading, speaking, listening,

writing, language focus in their books and how to do the exercises in

their books

2 Guiding English tests in grade 11:

* Introduce to students about oral tests, 15 minute tests, 45 minute

tests, etc and how to do them

* The tests in grade 11include:

*Text - book English 11

*Work - book English

- Answer the teacher’s questions

- Listen and take notes in theirnotebooks

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* Participate in all activities

* Keep the discipline

4 Students’ assessment (5mins)

What do you find your English?

Very good Excellent:

I Put the verbs in brackets into correct tense

1 Mr Winston (go) to the dentist every six months

2 The boys (study) their lessons every afternoon

3 She often (get) up early but yesterday she (get) up late

4 Peter (want) (read) books after dinner

5 What time you (get) up this morning?

6 My father (watch) every football match on TV He (like) football very much

7 David (come) from America He (come) to London 2 months ago

8 My mother always (go) to work by bicycle but yesterday she (go) on foot

9 We (visit) our grandparents once a year

10 They have a car but they (not /use) very often

11 Be quiet ! The pupils (learn)

12 Look ! The boy (run) to catch the bus

13 Where's Linda ? -She (do) shopping at the moment

14 The Browns (go) to the cinema now

15 Where you (put) this new bookcase?

16 Listen ! They (sing) an English song

17 She (cook) some food in the kitchen at the moment She always (cook) in the morning

18 Listen ! Someone (knock) the door

19 What you (do) this evening?

20 Peter (go) on holiday next month.

21 I (see) the doctor this afternoon

22 She (go) out with friends to night

23.They (move) to the new house next week

24 Richard (have) lunch at twelve o'clock

25 Kate (phone) her mother soon

26 I (just /finish) my homework

27 I (not / meet) my sister for a long time

28 I (see) Mary a few days ago

29 She says that she (just /see ) her uncle

30 They (not /meet) their friends yet

II Choose the best answer:

1 I - this film twice

2 After - her performance, she invited the audience to ask questions

A she finishes B finished C finishing D she will finish

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4 The train - when we got to the station

A just left B just leaves C has just left D had just left

5 As soon as Martina saw the fire, she - the fire department

A was telephoning B telephoned C had telephoned D has telephoned

6 Before Jennifer won the lottery, she - any kind of contest

A hasn’t entered B doesn’t enter C wasn’t entering D hadn’t entered

7 Every time Parkas sees a movie made in India, he - homesick

8 Since I left Venezuela six years ago, I - to visit friends and family several times

A return B will have returned C am returning D have returned

9 Yesterday while I was attending a sales meeting, Mathew - on the company annual report A.was working B had been working C has worked D works

10 When my parents - for a visit tomorrow, they will see our new baby for the first time A willarrive B arrived C arrive D will have arrived

11 The last time I - in Athens, the weather was hot and humid

A had been B was C am D will have been

12 After the race -, the celebration began

A had been won B is won C will be won D has been won

13 Andy - out of the restaurant when he - Jenny

A came/saw B is coming /saw C came/was seeing D was coming/had seen

14 While he was washing his car, Mr Brown - a small dint in the rear fender

A has discovered B was discovering C is discovering D discovered

15 Linda has lost her passport again It’s the second time this -

A has happened B happens C happened D had happened

16 At this time tomorrow, we - our final exam

A will have taking B will be taken C would take D will be taking

17 The baby - Don’t make so much noise

18 Peter said he - a test the following day

19 It is not so hot today as it - yesterday

20 - a party next Saturday We have sent out the invitation

A we had B we have C we’ll have D we have had

21 I’m very tired - over four hundred miles to day

A I drive B I’ve driven C I’m driving D I’ve been driving

22 I’m busy at the moment - on the computer

A I work B I’m worked C I’m working D I worked

23 Our friends - meet us at the airport tonight

24 I will tell Anna all the news when - her

25 Don’t worry, I - here to help you

26 When I entered the room, everyone -

A has been dancing B was dancing C had danced D danced

27 Before the invention of the steamboat there - no way to cross the ocean

28 He said that he - his homework since 7 o’clock

29 Tom said everything - ready when the match -

A will be/starts B would be/started C is/started D will be/started

30 How long - able to drive? - Since 1990

Follow –up:

………

……….………

……… ………

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Period: 03 UNIT 1: FRIENDSHIP

1 Knowledge: By the end of the lesson, Ps will be able to

- Read the passage about “Friendship” and do reading comprehension tasks

- Use the information they have read to discuss related topic

- Help Ps to know about qualities of lasting friendship

- To encourage Ss work in pairs and groups

4 Competences

- Develop collaborative, problem-solving and communicative competences

B Preparation

1 Teacher:

- Teaching aids: Lesson plan, text book, pieces of paper with words

- Teaching method: Communicative language teaching

2 Students: Read Unit 1 at home

C Anticipated problems

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

D Procedures

I Class organization (1 minute)

II New lesson (38 minutes)

ACTIVITY 1: Competition game - Network

 Listen to the teacher

 Answer T’s questions if called Distrube the task among all group members and

be ready for the task

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

handout

- T asks Ss to complete the network with some nouns

related the word “friendship” The winner will be the

group completing the network in the shortest period of

time

2 Completing task

- Observes and gives help if necessary - Do the task in groups

3 Report the result

 Asks Ps to exchange their papers to mark

- 10 points for a correct answer

4 Assess the performance

 Invites Ps to give comments on other’s

performance

 Comments on Ps’ performance

 comment on other’s performance

-Result + handwriting -The working style of the group

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- T ask the whole class to look at the picture on page

12 an ask them some question :

+ What are the girls and boy doing in the picture?

+ How do they feel?

+ What does the picture tell you?

- T ask Ss to work in pair to read the short poem on

page 13 and answer the question: “What do you think

of friend in the poem ?”

- Ss work in pair to answer the questions

T calls on some Ss to answer the question T

may give some comments and her suggestion:

The friend in the poem is very dedicated and

thoughtful He / she is willing to help his / her

friend in any circumstances

Suggested answers :

+ One boy is playing the guitar, and the other girls and boysare singing

+ They seem very happy because I can see their smile

+ The picture tells me that friends can happily do manythings together / Friendship is a nice thing that bringshappiness to us

 Invites Ps to give comments on

other’s performance

 Lead-in:

Now you are going to read a passage about

the qualities of a long lasting friendship

While you are reading, find what qualities of

lasting friendship are mentioned in the

reading text.

-Result -The working style of the group

 Divide Ps into groups of 4

 Asks Ps to read the rule in slide

 Checks the rule

(?) What to do now?

(?) How much time?

(2) Who mark your group?

(3) How many points for a correct answer?

 Form new groups

 Read the rule in slide

 Answer T’s questions if called

 Expected answer:

- We have to read the statements and fill each blank with one

of the words in the box

- Each of us has to write the answer on the given space.

- discuss the answers among group member

- The secretary in the group has to write the best ideas on the biggest part in the middle of the poster

- We have to exchange the answer to mark Group 1  Group 2 Group 3  Group 4

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Group 5  Group 6 Group 7  Group 8

- 10 points for a correct answer

 Draw their small tables or boxes in front of them so that a student has one part on the poster There is the biggest odd part in the middle of the poster

 Observes and gives help if necessary  Each member has to write the answer on the given space

 discuss the answers among group members

 The secretary in the group has to write the best ideas on the biggest part in the middle of the poster

 Ask Ps to exchange their papers to

 invites Ps to give comments on

 comments on Ps’ performance

- T gets Ss do the task individually and then

find a peer to compare their answer with

T might want to give them some time to

re-read the passage

- Listen to the teacher carefully and do the task individually and in pair

- Observes and gives help if necessary

- T might also want to give Ss some

strategies to find the main idea of the

passage

- Do the task individually and then find a peer to compare their answer with

- T calls on some Ss to give their answers and

asks other Ss to say whether they

agree or disagree

*Keys:

B

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- T gives feedback and the correct answer

 listen to T’s comment

III Consolidation (2’)

- Asks Ps some questions

-What have you learned today?

-What have you gained today?

- Answer T’s questions

- Expected answer

- We have learned about qualities of lasting friendship and do such reading comprehension exercises as scanning for specific ideas, skimming for general information, and guessing meaning in context gap- filling

- Our group work skill and interpersonal skill are developed

IV Homework (2’)

 Asks Ps to study the lesson again and

prepare for the next lesson (Unit 1- B

1 Knowledge: By the end of the lesson, Ps will be able to describe the physical characteristics and

personalities of their friends, using appropriate adjectives

2 Skill:

- To help Ss develop their skill of describing the appearance and personality

3 Attitudes

- Help Ps to know about qualities of lasting friendship

4 Competences

B Preparation

1 Teacher:

- Teaching aids: Lesson plan, text book, pieces of paper with words

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D Procedures

II Check – up (5 minutes) - Some Ss go to the board to – write down new words

- make a list of some qualities for a true friendship

ACTIVITY 1: Warm – up: Competition game - Word search

- T divides the class into small groups of 4 Ss

Then T distributes the following puzzle

handout for Ss to do in their own groups

Which group finishes first and has all the

correct answers will be the winner

- Read the rule in slide

- Choose the secretary of the group

- Work in group in five minutes, find all the adjectives as quickly as possible

-The secretary note down all adjectives -Exchange the answer to mark

Group 1  Group 4Group 2  Group 5Group 3  Group 6

The pair with the quickest and most correct

answers will be the winner

The adjectives in the box below are hidden in

the puzzle Find them as quickly as possible

mark

Group 1  Group 4

Group 2  Group 5

Group 3  Group 6

 Give Ps the key (in slide)

 exchange the answer to markGroup 1  Group 4

Group 2  Group 5 Group 3  Group 6

ACTIVITY 2: Describing people’s appearance (task 1)

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Instruction: You are going to look at the

picture of 4 people on page 15 and describe

them in pairs

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

read Useful language on page 16 T may ask

If Ss know the meanings of the adjectives

provided

- T elicits or teaches some words:

Forehead (n): (T points at his/her forehead)

trán

Crooked (adj): an adjective you can use to

describe one’s nose ( mũi khoằm)

-T may ask Ss to provide some

adjectives/expressions used to describe

people’s appearance She may also give Ss a

handout of these adjectives and expressions

- Listen to T

- Take note

- T asks Ss to work in pairs to describe the

people in the picture, and then calls on some

Ss to present their answers

- Do the task in pair Suggested answers:

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

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

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

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

- Ask some pairs to practice in front of the

class

- Ss present in front of the class

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 Ask Ps to choose the pair Ps like most

by raising their hand

 Emphasize on questions used to ask

about family life

-Fluency Grammar -Pronunciation Lexical item

Instruction: You are going to discuss and number the

personalities in order of importance in friendship and then

report the results

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

adjectives provided in the book T asks if Ss understand

these adjectives or not

- T can elicit or explain some adjectives quickly:

Caring(adj): kind and helpful and showing that you care

about other people (chu đáo)

Hospitable(adj): please to welcome guests; generous and

Understanding(adj): showing sympathy for other people’

problems and being willing to forgive them when they do

sth wrong(thông cảm)

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

- Listen to T

- Answer T’s questions if called

- Note down the new words

- T goes round to offer help when Ss discuss

- T reminds Ss that they have to explain their choice as

well

Ss discuss and the leader will take notes of theideas, and then one representative will report the result to the whole class

- T calls on some Ss to report the results of their

discussion - Ss’ answer may be: My group thinks that -The answer will vary

being caring is the most important in friendship because when friends care about each other, they will know when to share happiness or difficulty with their friend …

- The others listens to them

 Ask Ps to choose the pair Ps like most by raising

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ACTIVITY 4: Interview your friends

Instruction: Imagine that you have a friend who

has just won the first prize in Mathematics A

journalist is going to interview you about your

friend Act out the interview in pairs.

- Listen to T’s rule

- Before Ss perform the interview in pairs, T gets

Ss have a look at their roles on page 16 and the

suggestions on page 17

- T may elicit the questions they may ask, for

example:

+ his /her physical characteristics: What does he/

she look like ?

+ his/her hobbies: What does he/she like doing

in his/her free time ?/ What are his/her

Quick-witted (adj): able to think quickly;

intelligent (thông minh, nhanh trí)

Good-natured (adj): kind, friendly and patient

when dealing with people (tốt bụng,đôn hậu)

- Goes around to offer help

The interview will vary

- Ss to work in pairs to perform the interview in

7 minutes

- T calls on some pairs to perform the interview  Some pupils present in front of the class

I’ve just had a talk with ……… His friend is

….

 The others listens to them

 Ask Ps to choose the pair Ps like most by

raising their hand

 invites Ps to give comments on other’s

performance

III Consolidation

 Asks Ps some questions

 Answer T’s questions

 Expected answer

- We have asked and answered questions about one’s physical characteristics and his/her personalities -Our group work skill and interpersonal skill are developed

IV Homework

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prepare for the next lesson (Unit 1- C

 Listen to two people talking about their best friends

II New lesson

ACTIVITY 1: Talking about your best friend

Time: 7 minutes

Procedure

1 Giving task

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T introduces the topic of the listening passage:

In this lesson, you’ll listen to people talk about

their best friends But now, please talk about

your best friends first Work in pairs, ask and

answer the questions in the textbook.

Vocabulary pre-teaching

- Before eliciting / Pre-teaching the new words,

T helps Ss to pronounce the words given in the

book T may read aloud first or play the tape and

ask Ss to repeat in chorus and individually

- T elicits/teaches some of these words or/ and

those taken from the listening passage:

+ Apartment building: toà nhà có nhiều căn

hộ

+ Sence of humour: khiếu hài hước

+ Give SO a ring: phone SO

+ Go through a rough time: trải qua thời kỳ

khó khăn

Work in pairs, ask and answer the questions about theirbest friends, using the questions in the textbook:

1 Who is your best friend?

2 How long have you known each other?

3 How did you happen to meet him / her?

Or: When did you first met him / her?

4.What qualities do you admire in your best friend?

Ss repeat in chorus and individually

- While Ss are working, T goes around to

observe and offer help when necessary

Some Ss give their answers and comments on the answers

- Call some pairs to ask and answer in front of

the class

Perform the dialogue in front of the class

performance

 Checks the rule

(?) What to do now?

(?) How much time?

Before Ss listen and do the task, T instructs

them to use some strategies:

+ First, read through the statements to

understand them and underline key words

- We have to read the statements and decide whether they are true of false

- The secretary in the group has to write the best ideas on the

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For example, the key words in the first

statement are: shared, Nguyen Cong Tru,

Residential Area, Hanoi

+ Listen to the tape and pay attention to the

key words

+ Decide whether the statements are true or

false

biggest part in the middle of the poster

- We have to exchange the answer to mark Group 1  Group 2 Group 3  Group 4 Group 5  Group 6 Group 7  Group 8

1 F (they used to live in the same building there)

2 F(It is what people think)

3 T

4 F (Lan went to Do Son first and then called Ha, so

Ha rode on her motorbike to Do Son to meet Lan)

5 T

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

+ Long’s talk:

1 F (they met in college)

2 F (Minh was a guitarist)

3 T

4 T

5 T

Instruction: You are going to listen to the

tape again and fill the table in the book with

notes.

- Before Ss listen to the tape again to do the

task, T may ask them to try to fill the table

with the things they remember from the

previous times of listening

- listen to the tape again and note down the idea in the given table

- compare the answer with your partner in one minutes to find the best answer

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- Play the tape again for Ss to do When they

have finished, tell them to compare the

answers with a friend

- After Ss have discussed the answers in

groups, T gives each group a sheet of A4

paper and then tell them to write down their

answers on that paper These pares will be

pasted on the board and the whole class will

have comments

- Read the requirement of the task and be sure how to do thiskind of exercise: Listen and take note the main informationonly, do not need to write full sentences

- Listen to the tape and do the task individually beforecomparing the answers with a friend

- Work in groups to discuss the answers and then write themdown on the A4 paper given by the teacher

- Paste the paper on the board for the whole class check and correct

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

pairs and check their answers

- T calls on some Ss to give the answers T

provides correct answers if necessary If many

Ss cannot complete the task, T might want to

let Ss listen one more time and pause at the

answers for them to catch

How / Where theymet

What they like abouttheir friends

LAN

- They used to live

in the same residential area in Hanoi

- Lan went on a holiday in Doson and Ha went there

LONG

- They met in college.

- Minh played the guitar, Long was a singer.

- They worked together.

- Minh has a sense of humor,

- Minh likes to go to plays and movies.

- Minh is a good listener.

- Minh is friendly and helpful.

1.

-Result -The working style

- Ask Ss to work in pairs, take turns to talk

about how Ha has been Lan’s best friend and

how Minh has been Long’s best friend

Work in group in 5 minutes

- Note down two different things about Andrea’s and Paul’s families on A1 paper

-After 5 minutes, each group choose 2 people stay in their group as presenters, the others will visit other groups

-Give comment after that

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- T goes around to observe and offer help

when necessary

- Note down two different things about Andrea’s and Paul’s families on A1 paper

- Call some Ss to perform their talk in

-Result + handwriting -The working style

 Expected answer

- We have listened to two people talking about their family and do listening comprehension such as True or False, Gap-filling

-Our group work skill and interpersonal skill are developed

IV Homework

prepare for the next lesson (Unit 1- D

 Write about doing household chores in their families

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 Develop collaborative, problem-solving and communicative competences

II New lesson

ACTIVITY 1: Warm-up: Guessing game

- T introduces the game : one student goes to the

board and T give him / her a piece with the name of

a student in the class Other Ss have to ask Yes /

No questions to find out who the student is Ss

should ask about the appearance, personalities, or

clothes

- The game can continue until time is up

- Ss have to ask Yes / No questions to find out who thestudent is Ss should ask about the appearance,personalities, or clothes

- Ss may ask questions such as :

+ Is the person a girl ? + Is she tall ?

+ Is she short - sighted ? + Is she friendly?

- Observes and gives help if necessary - Ss play game

 Ask Ps to report the result  The answer will vary

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

friend , real or imaginary , using the provided

guidelines T gets Ss to read the task and the

guidelines silently and work out what they are

required to write about In general , Ss’ writing

should include three parts : (1) general information

- Listen to the teacher

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characteristics and personalities, and(3) what Ss

like about the friend

- T elicits the verb tenses that may be useful when

Ss want to write about when and where they met

their friend In this case , Ss may us the simple past

tense and past continuous in their writing If

needed , T may revise the uses of these tenses

- T goes around to offer help and gives corrective

feedback

- Ss prepare an outline for their writing and exchange

it with their peer

- Ask Ps to exchange their papers to mark - Ss exchange the outline for their writing

performance

 Tell Ps the rule

- Work individually in 10 minute

- Write a paragraph about a friend,

real or imaginary

- Exchange your paper with your

partner, sitting next to you to mark

 Checks the rule

(?) What to do now?

- Listen to Ts’ rule

- Work individually in 10 minute

- Write a paragraph about a friend, real or imaginary

- Exchange your paper with your partner, sitting next to

you to mark

 Observes and gives help if necessary The answer will vary

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 Expected answer

- We have listened to two people talking about a friend, real

or imaginary -Our group work skill and interpersonal skill are developed

IV Homework

prepare for the next lesson (Unit 1- E

T - shirt or sweater She has very nice personality an a wonderful sense of humor, but she can also get a little depressed from time to time I can always count on her to be honest and to give me the best advice What I like about Mai is that she has the same hobbies with me We both enjoy music , playing the guitar and singing We like going to the cinema but sometimes can’t agree on which movie to see Whatever we’re doing , it’s always fun to be with her In addition, since I am better in math and science and she is better in English and languages, we can always help each other if me get confused about a difficult homework assignment We are lucky that we complement each other so well and that we get along so well I hope that our friendship will continue and be just as strong after we graduate from high school We would like to study at the same university

- Read the passage about an embarrassing moment and do reading comprehension tasks

- Use the information they have read to discuss related topic

- Help Ps to know how to deal with embarrassment

4 Competences

B Preparation

1 Teacher:

- Teaching aids: Lesson plan, text book, handouts

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D Procedures

ACTIVITY 1: Competition game: Middle Riddle

- T divides the class into 8 groups and gives

each group a handout

- T asks Ss to write the middle letter of each

word in the space beneath each picture When

finished, the middle Riddle will reveal a

word The group who first finds out the word

wins

 Listen to the teacher

 Answer T’s questions if calledDistribute the task among all group members and be readyfor the task

 Asks Ps to exchange their papers to

The key word: EXPERIENCE

 exchange the answer to mark Group 1  Group 3 Group 2  Group 4

Lead- in: what is “experience”? (an event or

activity that affects you in some ways)

- Have you ever been in an embarrassing

situation?

- What did you do then?

Today, our reading lesson is about the

embarrassing experience of a girl on the bus.

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ACTIVITY 2: Putting the pictures in the most appropriate order

- T ask the whole class to look at the six

pictures on page 22 an ask them some

question :

+ What can you see in picture A?

+ What do you think might be relationship

between the girl and the man?

+ What do you see on the table? Whose

money do you think it is?

- T asks Ss to work in pairs and try to make

sense of the pictures on page 22 Then T gets

them to put the pictures in the order that they

think is most appropriate

- Ss work in pair to answer the questions

T calls on some Ss to answer the question T

may give some comments and suggestion Suggested answers :+ I can see a man and a girl They look like father and

daughter+ I see some money on the table and I think it belongs to thegirl

 Lead-in:

You’re going to read a story in which a

girl’s telling about her most embarrassing

situation Then you do the tasks that follow.

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 Checks the rule

(?) What to do now?

(?) How much time?

- We have to read the statements and fill each blank with one

of the words in the box

- tells Ps to read over the reading and choose the best

answer for each question

2/ Completing task

∙ Observes and gives help if necessary

3/ Report the result

- asks any student to present the answer

- listen to the task

- read individually and do the task in pairs

- (each person) goes to present the answer

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4/ Assess the performance

- asks Ps to give comment on other Ps’work

- compares the answers and gives the comment

Possible answer:

1/ A2/ C3/ C4/ B

- give the comment

-work in group of 6 in five minutes

- each P reports 2 suggestions for the

girl in the story

-The secretary note down all the

 Checks the rule

(?) What to do now?

(?) How much time?

 Choose the secretary of the group

- We have to work in group of 6 in five minutes

- Each P reports 2 suggestions for the girl in the story -The secretary note down all the suggestions on A0 paper

-Exchange the answer to mark

Group 1  Group 4Group 2  Group 5Group 3  Group 6

mark

Group 1  Group 4

Group 2  Group 5

Group 3  Group 6

- Exchange the answer to mark

Group 1  Group 4Group 2  Group 5 Group 3  Group 6

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look for the boy to return him the money.

 Expected answer

- We have learned how to deal with embarrassment and

do such reading comprehension exercises as scanning for specific ideas, skimming for general information, and guessing meaning in context, gap-filling

prepare for the next lesson - Speaking

 Listen to T and take note

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…E… …N… …C…

…E…

ACTIVITY 4:

Choose the best answer for each question:

1 When the girl was in grade 9, she wished to have:

A a floppy cotton hat B a wad of dollar notes C her own bag

2 What did she see in the boy’s bag?

A a pretty hat B a CD player C a notes exactly like hers

3 She decided to take the money from the boy’s bag without saying a word because:

A She’s scared that everyone in the bus would see that

B She wanted to have more money to buy her dream hat

C She didn’t want to make a fuss

4 What did she do with the money?

A she bought a birthday cake B she bought a pretty hat of her dream

C she went to the shop to buy a CD of her pop star idol

1 Knowledge: By the end of the lesson, Ps will be able to talk about their personal experiences and how they

affect their life

- Teaching aids: Lesson plan, text book

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D Procedures

II Check – up (5 minutes) - Some Ss go to the board to – write down new words

ACTIVITY 1: Warm – up: Competition game – Mime your past

- T divides the class into 4 groups and asks

them to think of an incident from the past that

T can briefly mime in class Write the

vocabulary generated by the mime on the

board if necessary After each action, T asks

Ss in each group to say what T did

- Each correct answer earns one point The

group with more points wins

Example:

* One morning I got up late It was half past

six and school began at seven.

* I quickly washed, brushed my teeth,

dressed, jumped on my motorbike and drove

* I couldn’t understand why.

* Suddenly, I looked down and realized I had

put on own brown shoe and one yellow shoe!

- Listen the rule

- Choose the secretary of the group

- Work in group in five minutes

-The secretary note down all adjectives -Exchange the answer to mark

Group 1  Group 3Group 2  Group 4

- 10 points for a cor bn rect answer

The pair with the quickest and most correct

- Work in group in five minutes; find all the adjectives as quickly as possible

- The secretary in the group has to write the answer on A0 paper

mark

Group 1  Group 4

Group 2  Group 5

Group 3  Group 6

 exchange the answer to markGroup 1  Group 4

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ACTIVITY 2: Matching exercise (task 1)

Instruction: You are going to match the

things you might have done or experienced in

box A with how the experience might have

affected you in box B, then compare your

answer with a peer

- T introduces the structures:

make + O + V-inf.

make + O + Adj

 appreciate /əˈpriːʃieɪt/ (v):

 to change your attitude to Sb/St

- T should make it clear to Ss that when a

verb is used as a subject, it should take the

form of either an infinitive with “to” or –ing

gerund

- Listen to T

- Take note

- T asks Ss to work in pairs to match the

things in box A with how the experience

might have affected in box B, and then calls

on some Ss to present their answers

- Do the task in pair

Expected answer:

1.d 2.c 3.a 4.d 5.e

- Asks some Ss to present in front of the

 comments on Ps’ performance  comment on other’s performance

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Instruction: You are going to work individually on the

sequence of the conversation and then find a peer to

compare their answer with

- Notice some Ss about how to use past simple and

present perfect simple

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

experience: Have you ever been to England?

+ Past simple: used when one keeps asking about that

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

with? …

- After finishing, T gets Ss to read the sample

conversation in pairs

- Open dialogue:

A – Have you ever ………….?

B – Yes, ………… English girl …………

B – Well,……… more interested …………

- T calls on some pairs to practice the dialogue then give

marks

- Listen to T

- T goes round to offer help when Ss do the task

- T reminds Ss that they have to explain their choice as

well

Ss work individually on the sequence of the conversation and then find a peer to compare their answer with, and then one representative will report the result to the whole class

- T calls on some Ss to report the results Expected answer:

3.h 4.a 5.e 6.g 7.c 8.f

- The others listens to them

Instruction: You are going to ask and answer

questions about your past experiences, using the

suggestions on page 26

- Listen to T’s rule

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- Asks students to do task 3 in pairs

- Asks some pairs to perform their dialogues in

front of the class

- Gives students useful structures:

+ Have you ever ………….?

+ How did it happen?

+ When/Where did it happen?

+ How did the experience affect you?

+ How did you feel?

- Goes around to offer help

- Ss to work in pairs to perform their conversation in 7 minutes

- T calls on some pairs to perform their

B How did it happen?

- I didn’t study well enough for exam.

C When did it happen?

- Last year.

D How did you feel/ How did it affect you?

- I felt disappointed/ sad/ depressed.

C How did it affect you?

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

C How did it affect you?

- It was interesting to talk to famous pop stars.

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

 The others listens to them

 Ask Ps to choose the pair Ps like most by

raising their hand

performance

 Expected answer

- We have learnt some useful structures that are used to

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talk about past experiences and their influences in one’s life

IV Homework

prepare for the next lesson (Unit 1- C

 Listen to two a girl talking about her most unforgettable experience

II New lesson

ACTIVITY 1: A Matching Game

Time: 7 minutes

Procedure

1 Giving task

- T asks Ps to match the words in Column A

with their definitions in Column B (see

appendix)

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

and asks them to do the task in their own group

Which group finishes first and has all the correct

Work in group, match the words in Column A with theirdefinitions in Column B

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- Call some groups to report the answer in front

of the class

- report the answer in front of the class

1.c 2.h 3.e 4.a 5.b 7.c 6.g 8.f

performance

T introduces the topic of the listening passage:

In this lesson, you’ll listen to a girl telling about

her most unforgettable experience But now,

please describe the picture on page 27 of the

textbook first Work in pairs, ask and answer the

questions:

+ What can you see in the picture?

+ What is happening?

+ Who are these people?

+ Can you guess what we are going to listen

about?

Vocabulary pre-teaching

- Before eliciting / Pre-teaching the new words,

T helps Ss to pronounce the words given in the

book T may read aloud first or play the tape and

ask Ss to repeat in chorus and individually

- T elicits/teaches some of these words or/ and

those taken from the listening passage:

 memorable /ˈmemərəbl/ (adj): đáng

nhớ

 terrified /ˈterɪfaɪd/ (adj): kinh hoàng

 scream /skriːm/ (v): gào thét

 replace /rɪˈpleɪs/ (v): thay thế

 gas stove /ɡæs stəʊv/ (n):bếp ga

 unforgettable /ˌʌnfəˈɡetəbl/ (adj):

không thể quên được

 escape /ɪˈskeɪp/ (v): trốn thoát

 protect /prəˈtekt/ (v):bảo vệ

Work in pairs, ask and answer the questions about theirbest friends, using the questions in the textbook:

+ What can you see in the picture?

+ What is happening?

+ Who are these people?

+ Can you guess what we are going to listen about?

Ss repeat in chorus and individually

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- Call some pairs to ask and answer in front of

the class

+ I see a house burning and some people are running inpanic I also see some firemen climbing onto the roof ofthe house and a fire-truck parking over there

+ I guess we are going to listen about a house fire

performance

 Checks the rule

(?) What to do now?

(?) How much time?

Before Ss listen and do the task, T instructs

them to use some strategies:

+ First, read through the statements to

understand them and underline key words

For example, the key words in the first

statement are: businesswoman

+ Listen to the tape and pay attention to the

key words

+ Decide whether the statements are true or

false

- We have to read the statements and decide whether they are true of false

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8 F (in the kitchen)

9 F (she was sleeping)

10 T

- listen to the tape again and fill in the blanks

individually first

- compare the answer with your partner in one

minutes to find the best answer

 Checks the rule

(?) What to do now?

2/ Completing task

∙ Observes and gives help if necessary

3/ Report the result

- Calls on some Ps for their answer

- - checks the answer with other Ps

4/ Assess the performance

- invites Ps to give comments on other’s performance

- comments on Ps’ performance

- listen to the tape again and fill in the blanks individually first

- compare the answer with your partner in one minutes to find the best answer

- listen to the tape again and fill in the blanks individually first

- compare the answer with a partner in one minutes

to find the best answer

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- Asking for opinions:

+ What do you think about…?

+ What’s your opinion about…?

+ What’s your feeling about…?

+ What’s your point of view about…?

+ How do you feel about…?

+ Do you have any opinion about…?

Expressing

opinions

Expressing agreement

Expressing disagreement

That’s trueand…

That’s right,and…

Well, maybe,but…

That might betrue, but…

feeling isthat…

Well, I don’tthink so Ithink…

Work in group in 5 minutes

- Note down your own opinion about the importance

of family on A1 paper -After 5 minutes, each group choose 2 people stay in their group as presenters, the others will visit other groups

-Give comment after that

- Call some Ss to perform their talk in front

of the class

 Expected answer:

From my point of view, I agree with Christina that family is more important than things They teach us wisdom far beyond what we learn

in school Parents teach us right from wrong and how to forgive and forget What we learn at home can be more powerful than any other type

of learning

performance

-Result + handwriting -The working style

 Expected answer

- We have listened to a girl telling about her most unforgettable experience and do listening comprehension such as True or False, Gap-filling

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prepare for the next lesson (Unit 2- D

a A metal stair way outside to help people get out of a building on fire.

b A pipe that draws water for putting out a fire.

c A person who fights fires.

d What comes out of a fire.

e A fire-resistant door that can be closed to stop the spread of a fire.

f A large truck that carries firefighters and equipment to the side of a fire.

g A tube that contains special chemicals for putting out fire.

h A bell that tells you a fire has started.

II New lesson

ACTIVITY 1: Warm-up: Brain-storming

- T divides the class into 2 teams: A and B

- T introduces the game: You are going to talk

about your unforgettable past experience and the

others make questions about it Which team makes

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