- Practising sentences containing the target sounds - Asks Ss to work in pairs and take turn to read aloud the given sentences.. - T calls some Ss to read the sentences and provides corr[r]
Trang 1II PROCEDURES:
Content:
A Giới thiệu chơng trình Tiếng anh 11:
- Gồm 16 đơn vị bài học (Unit) và 4 bài ôn tập (Consolidation)
- Mỗi bài học đợc biên soạn theo 1 chủ đề nhất định đợc chia làm 5 phần , mỗi phần là 1 kỹ năng ( đọc, nghe, nói, viết và language focus)
Tóm lại : Để học tập có kết quả mỗi h/s sinh cần phát huy tính tích cực, tính
chủ động, tự giác trong hoạt động học tập , không trông chờ ỷ nại Giáo viên chỉ
đóng vai trò là ngời tổ chức hoạt động, hớng dẫn, giảI đáp thắc mắc, giúp đỡ khi h/sgặp khó khăn
Part A: Reading
I Objectives: By the end of the lesson, Ss will be able to:
- Develop such reading skill as scanning for details, specific ideas, skimming forgeneral information, and guessing meaning in context
- Use the information they have learnt to discuss the topic
Trang 2II Teaching aids:
- Textbook, handouts, pictures concerning to the topic,
III Anticipated problems:
- Ss may need help with discussion task so T should be ready to help them
- Ss may have difficulty in reading some difficult words such as: Sympathy,
loyalty, suspicion, enthusiasm ,
- T may not have enough time to teach
IV Procedure:
Teacher s activities’s activities Students activities’s activities
1 Check the attendance
2 Warm up
Network
T repairs a hand out with network of the word
“friendship”
T divides the class into 8 groups and gives each
group a hand out T asks Ss to complete the net work
The winner will be the group completing the network
in the shortest period of time
A Before you read
- Discussing the picture and poem
- T asks the whole class to look at the picture on page
12 and asks them some questions:
1 What are girls and boys doing in the picture?
2 How do they feel?
3 What does the picture tell you?
- T ask Ss to work in pairs to read the short poem on
the page13 and answer the question:
What do you think of the friend in the poem?
- T calls on some Ss to answer the questions T may
give some comments and the suggestions:
The friend in the poem is very dedicated and
thoughtful He/She is willing to help his/her friend in
any circumstances
Pre- teaching vocabulary
- Lasting (a) = lifelong
- Be concerned with sb/st
- Constancy (n) constant (a)
- Rumour (n) ['ru:mə]
- Gossip (n): information talk or stories about other
people’s activitiess private lives that may be unkind or not true
- Suggested answers:
Honest, unselfish, constant, loyal,mutual trust, sympathetic,patient,
- Pair work
- Suggested answers
1 One boy is playing guitar, andthe other girls and boys are singing
2 They seem very happy because
we can see their smile
3 The picture tells us that friendscan happily do many thingstogether or friendship is a beautifulthing that brings happiness to us.Dedicated (a) tận tâm, tận lựcThoughtful (a) chu đáo, quan tâmCircumstance (n) hoàn cảnh, tìnhhuống
lâu dài, bền vữngquan tâm tới ai, cái gì
tính kiên địnhtin đồn chuyện ngồi lê đôi mách,chuyện tầm phào
Trang 3- Pursuit (n)
- Sympathy (n) ['simpəθi], sympathetic (a)
[,simpə'θetik/
- Sorrow (n) / 'sɔrou/= sadness
- T asks Ss to make some Ss to make sentences with
above words to check their understanding
- Have Ss practice reading the vocabulary
B While you read
Setting the scence
You are going to read a passage about the qualities of
a long lasting friendship While you reading, do the
task in the textbook
Task1
- T asks the Ss to read the words in the box then fill
each blank with one of them
- Ask Ss to read the passage quickly and stop the
lines that contain these words to guess their meaning
- T asks Ss to work individually to do the task
- T goes around to help them when necessary
- T asks Ss to exchange their answers with the other
Ss
- T asks Ss for their answers and tell then to explain
their choices
Task 2
- T asks Ss to read the passage again and decide
which of the choices A, B, C, or D most adequately
sum up the ideas of the whole passage
- T gets Ss do the task individually
- T might also want to give Ss some strategies to find
the main idea of the passage
- T calls on some Ss to give the answer and asks other
Ss to say whether they agree or disagree
Task 3
- Ask Ss to answers the questions in task3
- T asks Ss to do the task individually to do the task,
then discuss their answers with their partne.r
- T calls some Ss to write their answers on the board
and ask them to explain their choices
Correct answers:
1 The first quality for true friendship is
unselfishness It tells us that a person who is
concerned only with his/her own interest and feelings
can’s activitiest be a true friend
2 Because they take up and interest with enthusiasm,
but they are soon tired of it and they feel the
attraction of some new object
3 The third quality for true friendship is loyalty It
tells us that the two friends must be loyal to each
other, and they must know each other so well that
thông cảm, đồng cảmnỗi buồn
- Do as T‘s requests
- Whole class
- Individual work & pair work
- Ss guess the meaning of the wordbase on the context in thesentences
- Individual work and pair work
- Pay attention then give remark
- Correct themselves their mistakes
Trang 4there can be no suspicions between them.
4 Because if not people can’s activitiest feel safe when telling
the other their secret
5 Because they cannot keep a secret, either of their
own or of others’s activities
6 The last quality is sympathy It tells us that to be a
true friend one must sympathise with his/her friend
Where there is no mutual sympathy between friends,
there is no true friendship
C After you read
- Ask Ss to work in pairs to discuss the question in
the text book
- T goes around to help the Ss when necessary
- When all pairs have finished, T asks every two pairs
So we can’s activitiest live without friendship
I Objectives: By the end of the lesson Ss will be able to
- Describe the physical characteristics and personalities of their friends, using
appropriate adjectives
II Teaching aids:
Textbook, handouts, pictures about some famous people,
III Anticipated problems:
Ss may not have enough vocabulary to talk about the topic, so T should be ready to
provide help
IV Procedure:
Teacher s activities’s activities Students activities’s activities
1 Check the attendance
- Ask 1 S to read aloud the title and explain
Instruction: You are going to look at the picture of 4
people on page 15 and describe them in pairs
- Do as teacher’s activitiess request
- Pair work
Trang 5- Before letting Ss do the task, T asks them to read
useful language on page 16
- T may explains some word if Ss don’s activitiest know the
meaning of the adjectives provided
Forehead (n) / 'fɔ:hed/: T points at his/her forehead
Crooked (a) / 'krukid/
- T may ask Ss to provide some adjective/expressions
used to describe people’s activitiesSs appearance She may also
give Ss handout of these adjectives and expressions:
Height : tall, short, medium
Build : slim (mảnh khảnh), plump (bụ bẫm, đầy
đặn), overweight, thin Muscular / 'mʌskjulə/ (vạm
vỡ), stocky (thấp và chắc), well-built (lực lỡng)
Hair:
- length: long, short, shoulder- length
- style: straight , wavy, curly, crew-cut (đầu cua)
- color: black, grey, red, brown
Others: a fringe (mái), a bun (búi tóc), plait(s) / plổt/
đuôi sam
Face: oval, round, large, square, skinny/ ['skini](gầy
nhom, gầy trơ xơng), chubby (phúng phính), long,
with high cheekbones (gò má cao)
Eyes: small, big, black, brown, blue
Nose: straight, crooked, turned-up, big, small, flat
(tẹt)
Chin: pointed chin (cằm nhọn), double chin
Lips: thin, full, narrow, heart-shaped
Forehead: broad, high
Skin: white, pale /peil/ (tái, xanh xám), suntanned
(rám nắng), dark, brown, black
General appearance: beautiful, handsome, pretty,
good looking, plain (bình thờng)
T asks to work in pairs to describe the people in the
picture, and then calls on some Ss to present their
answer
T gives feedback
B Practice Task 2
- Ask Ss 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 book T asks if Ss
understand these adjectives or not
- T can elicit [i'lisit] (luận ra, gợi ra) or explain some
short-of glasses He has short black hair,
a round face with a broad forehead,
a small nose, thin lips and smallchin He quite good - looking
2 The girl is about 14 She’s activitiess alsowearing a pair of glasses She hasshoulder-length black hair, andshe’s activitiess wearing a ribbon (bờm tóc).She has an oval face with a straightnose, full lips and a pointed chin.She quite pretty
3 The man is in his forties He’s activitiesstall and well-buit He has shortbrown hair and a square face with abroad head, small eyes, a crookednose and thin lips He quite goodlooking
4 The woman is her twenties.She’s activitiess quite tall and slim She haslong curly brown hair and an ovalface with a broad forehead, bigeyes, a straight nose heart-shapedlips and a small chin She’s activitiess verybeautiful
- Whole class and group work
Chu đáoHiếu kháchKhiêm tốn
Trang 6- T divides the class into group of 6 with a group
leader They discuss and the leader will take notes of
the ideas, and then one representative will report the
result to the whole class T reminds Ss that they have
to explain their choice as well
- T goes round to offer help when Ss discuss
- T call on some Ss to report the result of their
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
- T asks Ss to look at their role on page 16 anf the
suggestions on page 17
- T may elicit the questions they may ask
- his /her hobbies: What does he/she like doing in
his/her freetime? what are his/her hobbies?
- his/her physical characteristics: what does he/ she
- T asks Ss to work in pairs to perform the interview
in 7 minutes and goes around to offer help
- T calls on some pairs to perform the interview
- T elicits feedback from the class and gives final
comments
4 Home work
- Write down a paragraph to describe your best friend
- Prepare the next period ”listening”
Ch©n thµnhTh«ng c¶m, th«ng hiÓu
- Pay attention
Nhanh trÝTèt bông
- Pair workWhole class
Period 4 Unit1: Friendship
Part C: Listening
I Objectives: By the end of the lesson Ss will be able to
- Develop such listening micro-skills as intensive listening for specific information
and taking notes while listening
II Teaching aids:
- Textbook, handouts, cassette tapes,…
III Anticipated problems:
- Ss may not be familiar with the note - taking task, so T should provide them some
tips to deal with the task
IV Procedure:
Trang 7Teacher s activities’s activities Students activities’s activities
1 Check the attendance
2 Warm up
Matching
The aim of this activities is to help Ss revise the
vocabulary items Ss learnt in the previous lesson
- T divides the class into small groups of 3-4
students
- Then T distributes the following crossword hand
out for Ss to do in their own groups Which group
finishes first and has all the correct answers will be
the winner
A B
1 good - natured a, Nhanh trí
2 friendly b, Hào phóng
3 quick - witted c, Hiếu khách
4 hospitable d, Hay giúp đỡ
A Before you listen
Talking about your best friend
- T asks Ss to discuss the questions on page 17 in
pairs
- T calls on some Ss to give their answer and
comments on the answer
- T gets Ss what they are going to listen about
Vocabulary pre – teaching
- Before 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
- elicits / teaches some of these word and those taken
from the listening passage
Apartment building:
Sense of humour:
Give sb a ring: phone sb
Go though a rough time:
- T may get Ss to make sentences with the words and
give corrective feedback
B While you listen Task 1
Instruction: You are going to listen to Lan and Long
talk about their best friends Listen and decide
whether the statements are True or False Put a tick
() in the appropriate box
Gọi điện cho aiTrải qua thời kỳ khó khăn
Pay attention
- Individual work & Group work
Lan s talk’s activities
Trang 8- 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: shared, Nguyen
Cong Tru, Residential Area, Hanoi,
+ Listen to the tape and pay attention to the key
words
+ Decide whether statements are true or false based
on what they can hear
- T plays the tape once for Ss to do the task
- T asks for Ss’s activitiesanswers and writes them on the
- T checks Ss’s activities answers by calling some Ss and asks
them to explain their answers
Task 2
Instruction: You are going to listen to the tape again
and fill the table in the book with notes
- T plays the tape again for Ss to complete their notes
- after playing the tape, T gets Ss to work in pair and
check their answers
- T calls on some Ss to give the answers T provides
correct answers if necessary If Ss cannot comple the
task, T might let Ss listen one more time and pause at
the answers for them to catch
Suggested answers:
How and where
did they meet? What do they like abouttheir friends?
Lan - They used to
live in the same
there to help her
- Ha’s activitiess very friendly and
helpful
- Ha’s activitiess sociable She’s activitiessgot many friends in DoSon and she introducedLan around
Lon
g - They met incollege
- Minh played the
guitar, and Long
- Minh is a goodlistener
- Minh is friendly andhelpful
C After you listen
- T asks Ss to work in pairs to talk about how Ha has
1 F (They used to live in the samebuiding there)
2 F (It is what people think)
3 T
4 (Lan went to Do Son first andthen called Ha, so Ha rode on hermortorbike to Do Son to meet Lan)
5 T
6 F (They have been best friendssince Lan’s activitiess trip to Do Son)
Long s talk’s activities
1 F (They met in college)
2 F (Minh was a guitarist)
Trang 9been Lan’s activitiess best friend and how Minh has been
Long’s activitiess best friend
- T goes around to offer help and correct Ss’s activities
mistakes
- T calls on some pairs to present their answers
- T elicits feedback from the class and give final
comments
4 Home work
- Ask Ss to learn by heart all new words and prepare
the next lesson “ writing”
Tapescript:
Lan s talk’s activities
My best friend is Ha We’s activitiesve been friends for a long time We used to lived inNguyen Cong Tru Residential Area in HN Her family moved to Hai Phong in1985
It is said that HP people are cold but Ha is really, really friendly I first started toget to know her when I was going on a two-day trip to Do Son last year and didn’s activitiestknow anybody there I gave Ha a ring and she was so friendly, she said “ Oh, I’s activitiesllcome to visit you” So she rode on her motorbike to Do Son and twenty minuteslater she was there She stayed with me for two days She happened to know a lot ofpeople there, so she introduced me around and we’s activitiesve been best friends ever since
Long s talk’s activities
My best friend is Minh We met in college And I was there singing and Minh was
a guitarist So we worked together a lot, but we also became friends Minh has agreat sense of humour, he’s activitiess very,very funny, and that’s activitiess of my favourite thingsabout him And over the years, we have been through good times and bad timeswith each other, and that’s activitiess one of the things I like best about him And we have alot of the same interests We like to go to plays and movies together But whenwe’s activitiesre going through a rough time, he’s activitiess really a good friend, and he’s activitiess a very goodlistener, and he always helped me though
Trang 10Period 5 Unit1: Friendship Part D: Writing
I Objectives: By the end of the lesson Ss will be able to:
- Write about a friend, real or imaginary, using the words and expressions that theyhave learnt in previous lesson
II Teaching aids:
- Textbook, handouts, …
III Anticipated problems:
- Ss may not have sufficient vocabulary to write about the topic, so T should beready to help them
IV Procedure:
Teacher s activities’s activities Students activities’s activities
1 Check the attendance
2 Warm up
Guessing game
T introduces the game: 1 student goes to the board
and T gives him or her a piece of paper with the
name of a student in the class Other Ss have to ask
Yes/No question to find out who students is Ss
should ask about the appearance, personalities, or
clothes
- The game can continue until the time is up
A Before writing
- 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’s activities writing should include 3 parts:
+ general information about about their friend
+ his/her physical characteristics and personalities
+ and 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 use the simple past tense
and past continuous in their writing
- T revises the use of the past tense and past
continuous tense
- T may also elicit the adjectives and expressions Ss
can use to describe their friend’s activitiess appearance and
personalities
- T gets Ss prepare an outline for their writing and
exchange it with their peer(partner)
- T goes around to offer help and gives corrective
feedback
B While writing
- T gets Ss to write about their friend in 15minutes
- Group work
Ss may ask questions such as:
Is the person a girl?
Trang 11- T goes around to observe and offer help
C Post writing
- T asks Ss to exchange their writing with another Ss
for correction
- T goes around and collects mistakes and errors
- T collects some writings for quick feedback
- T writes Ss’s activities typical errors on the board and elicits
self and peer correction T provides correction only
when Ss are not able to correct the errors
- Finally, T provides general comments on the
writings
4 Home work
- Ask Ss to improve their writing, taking into
consideration their best friends’s activities and T’s activitiess suggestions
I Objectives: By the end of the lesson Ss will be able to:
- Distinguish the sound /dʒ/ and /t∫/
- Pronounce the words and sentences containing these sounds correctly
- Use some structures containing infinitives with and without to appropriately
II Teaching aids:
- Textbook, handouts, …
III Anticipated problems:
- Ss may find it difficult to pronounce the two sounds, so T should prepare a lot of practice
Trang 12Hospitable Honest Around face
humour
FriendlyLarge Good-natured Pleasant
2 New lesson
A Pronunciation
- Pronouncing the two sounds separately
- T models the two sound /d ʒ/ and /t∫/ for few times
and explains the differences in producing them
- /d ʒ/: is a voiced palatal
Voiced = vocal cords vibrate while making this
sound
Palatal = put your tongue behind your top teeth, push
air as you drop your tongue away from the roof of
your mouth
- /t ∫/ is an unvoiced fricative palatal
Unvoiced - vocal cords do not vibrate while making
this sound
Fricative palatal = touch your tongue to the back of
your upper teeth and pull your tongue away as your
push air out of your mouth
- T plays the tape once for Ss to hear the works
containing these two sounds Then T plays the tape
again and this time asks Ss to repeat after the tape
Pronouncing words containing the sounds
- T reads the words in each column all at once
- /d ʒ/: jam, joke, January, dangerous, passenger,
village
- /t ∫/:children, changeable, cheese, mutual, church ,
which
- T reads the words once again, each time with a
word in each column to help Ss distinguish the
differences between the sounds in the words
- T reads the words and asks Ss to repeat them
- T asks Ss to practice pronouncing the words in
pairs
- T goes around providing help
- T asks some Ss to pronounce the words and give
correction if necessary
Practicing sentences containing the target sounds
- T reads the sentences and asks Ss underline the
words with the sound and write /dʒ/ and /t∫/ under
them
- T asks Ss to provide the sentences in pairs
- T goes around providing help
- T asks some Ss to read the sentences and gives
feedback
- Group work
- Listen attentively
- Tell the difference
©m vßm miÖng h÷u thanhD©y thanh ©m rung lªn khi ph¸t ©m
- Listen and take note
©m v« thanh: d©y thanh ©m kh«ngrung lªn khi ph¸t ©m
©m vßm miÖng phô ©m x¸t
- Repeat after the tape
dʒænjuəri/, /deindʒrəs/, /'pæsindʒə/, /vilidʒ/
- /'t∫ildrən/, /'t∫eindʒəbl/,/t∫i:z/, /'mju:tjuəl/, /t∫ə:t∫/, /wit∫/
- Practice reading
- Practice reading the sentenceswhich contain 2 sounds
- Pay attention
Trang 13B Grammar and Vocabulary
1 To infinitive
- T writes some sentences on the board and underline
the to+ infinitive
+ I have letters to write to my friends
+ I have some homework to do
+ Does he get anything to eat?
+ Have you got anything to say?
- T asks Ss to comment on the use of to + infinitives
in these examples T reviews the form and use of to
–infinities in the example
- The infinitive can be placed after nouns/pronouns to
show how they can be used or what is to be done
with them
+ I have letters to write = I have letters that I must
write
+ I have some homework to do = I have some
homework that I must do
+ Does he get anything to eat?= Does he get anything
that he can eat?
N/pro+to - infinitives
Ex: I need someone to take care of my children
to - infinitives + prepsitions
ex: I need someone to talk to my mother
Can I borrow your case to keep my records in?
Adj + to -infinitive
Too/ enough + to –infinitive
Practice
Exercise 1
- Ask Ss to do exercise1 individually and then
compare their answers with another student
- T calls on some Ss to read aloud their answers
- T gives the correct answers
2 Infinitive without to
- after “make, let”+object +bare infinitive
- after verbs of perception such as: feel, hear,
watch, see, notice, observe, smell+object +bare
infinitive
- Ask Ss to give some examples
- Listen and ask the other to comment
Practice
Exercise 2
- T asks Ss to do exercise 2 in pairs Ss have to
rewrite the sentences by using the words given
- T asks them to compare answers with another pairs
- Give their opinions
- In the examples above the infinitives are used to replace relative clauses
- Give more examles
- Take notes
I pleased to see you
Ex: The water is too hot to drink He’s activitiess old enoughto go toschool
Individual work
1 Who wants somethings to eat
2 I have some letters to write
3 I am delighted to hear the news
4 My mother has some shopping
to do
5 You always have too much totalk about
6 It’s activitiess lovely to see you again
7 It’s activitiess too cold to go out
8 I’s activitiesm happy to know that you havepassed the exams
Ex: Nothing can make him cry
I see her cook dinner(completed action)
Notice:I see her cooking dinner (I
see she’s activitiess cooking dinner)
- Pair work and then individualwork
1 The police watched them get out
1 I saw her cross the road
2 I heard them sing a song
Trang 14- T calls on some Ss to go to the board to write their
Join these pairs of sentences
1 she crossed the road I saw her
2 They sang a song I heard them
3 He looked the door I observed him
4 She drove off I saw her
5 He was foolish He left the firm
6 A pavement artist drew a portrait in crayons I
watch him
7 We can’s activitiest refuse their invitation It would look rude
8 I met you again I was happy
9 The film was boring I didn’s activitiest watch it
10 The woman is old She can’s activitiest drive a car
3 Homework
- Learn by heart all the knowledge they’s activitiesve learnt and
practice them again at home
- Prepare the next lesson:unit 2 : reading
3 I observed him lock the door
4 I saw her drive off
5 He was foolish to leave the firm
6 I watched a pavement artist draw
a portrait in crayons
7 It would look rude to refuse theirinvitation
8 I was happy to meet you again
9 The film was not interestingenough for me to watch
10 The woman is too old to drive acar
- Whole class
Trang 15Period 7
Unit 2: Personal experiences
Part A: Reading
I Objectives:
By the end of the lesson Ss will be able to:
- Develop such reading skills as scanning for details, specific ideas, skimming forgeneral information, and guessing meaning in context, identifying the sequence ofevents
- Use the information they have learnt to discuss the story
II Teaching aids:
- Textbook, handouts, cassette,…
III Anticipated problems:
- Ss may need help with discussion task, so T should be ready to help them
IV Procedure:
Teacher s activities’s activities Students activities’s activities
1 Check the attendance
2 Warm up
Ask Ss some questions and ask Ss to answer
- When was your last birthday?
- What did you do on that day?
- How did you feel on that day?
- What did your parents offer you?
3 New lesson
A Before you read
- T introduce the pictures:
The six pictures describe the events in a story
They’s activitiesre not in chronological order Can you describe
what’s activitiess happening in each of the picture
- T suggests for the Ss by asking some questions:
+ What do you see in the 1st picture?
+ What do you think might be relationship between
the girl and the man?
+ What do you see on the table?
Vocabulary
Floppy cotton hat
Wad of dollar notes
B While you read Set the scene: you are going to read a story in which
a girl’s activitiess telling about her most embarrassing situation
Mò v¶i mÒmTËp tiÒn
- Pay attention
- Read the passage in silently
- Guess the meaning of the wordsg©y ån µo, Çm Ü
Trang 16Glanced (a)
Embarassing (a)
Idol (n)
- T asks Ss to go back to the passage to locate and
read around these words
- T checks that Ss understand all these words
correctly by calling on some Ss to tell the meaning of
the word in Vietnameses
- Then T asks Ss to go back to the task and study the
- T checks if Ss can answer the comprehesions in
task3 without having to read the passage again If Ss
can not, T gets them to read the questions carefully
and gives them some tips to do the task
- T gets Ss to check their answer with a peer
- T calls on some Ss to write their answers on the
board and asks them to explain their choices
C After you read
- Ask Ss to look at the last picture(c) and give
suggestions
+ How did the girl in the picture feel?
+ Why did she feel that way?
+ What did she do after that?
- T calls on the group to tell and explain their choice
- Then T asks Ss to summarise the main points of the
lesson
4 Homework
- Summarises the main points of the lesson again
- Learn by heart the new words and make sentences
with them
lÐn lót
to look quickly at st/sbmaking you feel nervous, ashamed,
or stupid: lóng tóng, xÊu hæsomeone you admire and adore
- Individual work then pair work
1 A floppy cotton hat
2 to buy the hat for herself
3 A wad of dollar notes thatlooked like the ones her father hadgiven
4 Because she didn’s activitiest like to make
2 Perhaps the girl might want totell her father the truth and ask himfor help Perhaps the girl couldcome to the police station, tell thepolice the truth and ask them forhelp
May be the girl could get on thesame bus the next day and look forthe boy to return him the money
- Whole class
Trang 17Period 8
Unit 2: Personal experiences Part B: Speaking
I Objectives:
By the end of the lesson Ss will be able to:
- Identify structures that are used to talk about past experiences and theirinfluences on one’s activitiess life
- Practice the present perfect and past simple, structures with “Make”
- Use these structures to talk about a past experience and how it affects their life
II Teaching aids:
- Textbook, handouts, …
III Anticipated problems:
- Ss may have problem using present perfect and past simple when talking about the past
IV Procedure:
Trang 18Teacher s activities’s activities Students activities’s activities
1 Check the attendance
2 Warm up
Ask Ss some questions about their experiences
- Have you ever sung in the public?
+ When did you sing in the public?
+ How did you feel ?
+ How did the experience affect you?
- Have you ever failed the exam ?
- Have you ever got a bad mark?
3 New lesson
Task 1
- T introduces the task and gets Ss to do it
individually then compare the answer with a partner
- Calls on some Ss to read out his/her answers
- T checks with the class and gives feedback
- T introduces the structures:
Make sb do smt/make sb + Adj
Ex: The flu makes me stay at home/ The flu makes
me tired
Task 2
- T introduces the task and ask Ss to work
individually then compare the answer with a partner
- Notice Ss some 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
- T introduces the task: using suggested questions on
page 26 to ask and answer the questions about their
past experiences
- Whole class
- Answer the questionsYes, I have
On Teacher’s activitiess Day
I was all in a tremble (run)Since then I haven’s activitiest been afaid ofsinging in the pubic
- Individual work and pair work
1 d 2 c 3 a 4.b 5.eAppreciate (v): Coi trọng, đánh giácao
To change your attitude to sb/st(Thay đổi tháI độ của bạn đối với
ai hoặc điều gì đó)-Give more examples
- Whole class
- Take notes1.b 2.d 3.h 4.a 5.e 6.g 7.c
- Pair work
- Close the book and practice theopen dialogue
- Pair workEx: “ be seriously ill”
- What (what disease did you get)
- When (when did you fall)
- How (How did you get ill)
- go to hospital (Did you have togoto )
- How (How did the experienceaffect you?)
Trang 19- T calls on some pairs to perform their conversations
in front of the class
4 Home work
- Learn by heart the dialogue
Period 9 Unit 2: Personal experiences Part C: Listening
I Objectives:
By the end of the lesson Ss will be able to:
-Develop such listening skills as listening for specific information and taking noteswhile listening
II Teaching aids:
- Textbook, handouts,cassette tape …
III Anticipated problems:
- Ss may not have sufficient vocabulary to talk about the topic, so T should
be ready to assit them Ss may not also be familiar with the note-taking task so Tshould provide them some tips to deal with the task
IV Procedure:
Teacher s activities’s activities Students activities’s activities
1 Check the attendance
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 afire
f A large truck that carries
Trang 207 Smoke
8 Fire struck
firefghters and equipment to theside of a fire
g A tube that contains special
chemicals for putting out fire
h A bell that tells you a fire has
started
3 New lesson
A Before you listen
- Asks Ss to describe what is happening in the picture
on page 27
+ What can you see in the picture?
+ What is happening?
+ Who are these people?
+ What is this woman doing?
……
Vocabulary
1 Memorable (a) 5 Gas stove (n)
2 Terrified (a) 6 Embrace (v)
3 Scream (v) 7 Escape (v)
4 Replace (v) 8 Protect (v)
- Ask Ss to practice the vocabulary in chorus T
helps Ss to pronounce them correctly
B While you listen Task 1
- Asks Ss to read the statements to understand them
- T plays the tapes once for Ss to listen and do the
task
- Checks the answer with the whole class
- T can play the tape again and pauses at the answers
for them to catch
Task 2
- Asks Ss to study the text carefully for the missing
information they need to fill and guess the answers
- After playing the tape, T gets Ss to work in pairs
and check their answers
- Calls on some Ss to give the answers
C After you listen
- Before getting Ss to discuss, T teaches them some
useful expression of asking for and giving opinions:
-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…?
- Whole class
- A fire
- A house is burning and fighters are trying to put out fire
fire They are firefire fighters
- She is carring her daughter out ofthe fire
3 F (in the kitchen)
4 F (she was sleeping)
5 T
- Individual work and pair work
1 small 3 family 5 took
2 everything 4 replaced 6.appreciate
- Group work
- Take notes
Trang 21opinions
Expressingagreement
Expressingdisagreement
That’s trueand…
That’s right,and…
Well, may be,but…
That might be true,but…
Well, my feeling isthat
Well, I don’t think
so I think
- Give some suggestions by asking some questions:
+ Why does Christina think family is more important
than things?
+ Where do you get love/care from, Your family or
things?
+ Can we buy new clothes?
+ Can you get new parents or brothers or sisters?
4 Homework
- Do the exercises in unit 2 in the workbook
- Prepare for writing lesson
- Giving opinion
Because she has realized that sheneeds her family Things can bereplaced, but family can’s activitiest
From familyYes, we can
No, we can’s activitiest
- Whole class
Tapescript
Interviewer: This is Radio 3 In our “Unforgettable Experiences” programme
tonight we talk to Christina, a successful businesswoman Hello Christina, welcome
to our program
Christina: Hello and thank you! It’s activitiess nice being with you tonight
Interviewer: Christina, could you tell our audience about the most memorable
experience in your life?
Christina: Well, my most unforgettable experience happened thirteen years
ago, when my house burned down
Christina: The fire started in the kitchen where I forgot to turn off the gas
stove
Interviewer: What were you doing at that time?
Christina: I was sleeping when I was suddenly woken up by terrible heat I
opened my eyes to find out myself surrounded by walls of fire
Interviewer: That’s activitiess terrible How did you escape?
Christina: I was terrified Then I heard my mother’s activitiess voice calling my name I
rushed to her She carried me out Luckily, I got away without even a minor burn
Interviewer: Not many people are so lucky Did the fire affect you in any way ?
Christina: Oh,yes Yes, very much, in fact Although I lost many things in the
fire, the experience helped me grow up
Interviewer: What do you mean?
Christina: Well, before the fire I was selfish I always complained to my
mother about how small my room was or how few clothes I had Then the fire
came and destroyed everything owned But I slowly began to realized that I didn’s activitiest
Trang 22really need my old things I just needed my family After all, you can get newclothes anytime, but a family can never be replaced
Interviewer: I see, so the fire took many things from you, but it gave you
something too
Christina: Exactly, It taught me to appreciate my family more than things
Period 10 Unit 2: Personal experiences
Part E: Writing
I Objectives:
By the end of the lesson Ss will be able to:
- Write a personal letter telling about a past experience, using the structures andvocabulary that they have learnt in previous lessons
II Teaching aids:
- Textbook, handouts, …
III Anticipated problems:
- Ss may not have enough vocabulary to write about the topic, so T should
be ready to help them
IV Procedure:
Teacher s activities’s activities Students activities’s activities
1 Check the attendance
2 Warm up
- Whole class
- Group work
Trang 23Brain - storming
- T asks Ss to tell about their unforgettable past
experiences and the others make questions to ask
- Which team makes more questions is the winner
A Preparing to write
- T gets Ss to read the task
- Calls on a S to answer and elicits more ideas most
+ Who was involved?
+ How it affected you?
- T gets Ss to plan their stories according to the
questions
Writing
- T gets Ss to write their own letters in 10 minutes
- Then T asks Ss to work in pairs, exchange their
letters and correct each other
- T goes around the class to offer help
Feed back on Ss writing ’s activities
- T chooses one letter and reads it to the class
- T elicits corrective feedback from the class and
gives final comments afterwards
3 Homework
- Do exercise in work book
- Prepare the next lesson
- Some of my friends were alsoswimming at that time, one tried tosave me
- I learned that life is so important
- Individual work and pair work
- Whole class
Trang 24Period 11
Unit 2: Personal experiences Part D: Language focus
I Objectives:
By the end of the lesson Ss will be able to:
- Distinguish the sounds /m /, /n / and / η /
- Pronounce the words and sentences containing these sound correctly
- Distinguish the uses of different verb tenses: present simple for indicating thepast, past simple, past continuous and past perfect
- Use these verb tenses to solve communicate task
II Teaching aids:
- Textbook, handouts, …
III Anticipated problems:
- Ss might have difficulty distinguish and using different verb tenses correctly.Therefore, T should be ready to assist them
IV Procedure:
Teacher s activities’s activities Students activities’s activities
1 Check the attendance
c By the time she got back, he had gone/went home
d David had eaten/ate Chinese food before, so he
knew what to order
Trang 25e I did/ was doing some shopping yesterday when I
saw your friend
f Laura missed the party because no one was telling/
had told her about it
Pronunciation
- /m / : close the lips when pronouncing
- /n / : Ss’s activities tongues touch the roof of their mouth
- / η /: their tongues touch their soft palates
For all three sounds, the air goes through the nose
- T asks Ss to read the words in each column out loud
in chorus for a few more times Then call on some Ss
to read the words out loud
- In order to help Ss identify these sounds T writes
some sentences to check their understanding
1 I’s activitiesll call them/then
2 He ran/rang twice
3 That bun/bum is delicious /di'li∫əs/
4 We got some/sun at the beach
- Practising sentences containing the target sounds
- Asks Ss to work in pairs and take turn to read aloud
the given sentences
- T calls some Ss to read the sentences and provides
+ Form: (+) I, You, We, They + bare infinitive
He, She, It + V(s,es)
(-) S + don’s activitiest/doesn’s activitiest+ V-infinitive
+ The use: we use present perfect to express an action
happened at unspecified time before now The exact
time is not important It is not used to describe a
specific event So we can use the present perfect to
describle our experience
+ Form: (+) S + have/ has + Past participle
(-) S + have/ has + not + Past participle
(?) Have/ has + S + Past participle?
b Practice
- T gets Ss to do exercise 1 individually and then find
a partner to check the answer with
- T checks with the whole class and provides
- Give examples & take notes
- Give examples & take notes
- Individual work & pair work
1 invites 2 sets 3 gets
4 waves 5 promises 6
Trang 26+ Form: (+) S + V-ed or irregular verbs
(-) S + didn’s activitiest V-infi
(?) Did + S + V- infi?
Past continous
+ The use
+ Form: (+) S + was/ were + V- ing
(-) S + was/ were + not + V- ing
(?) Was/ were + S + V- ing?
b Practice
- T gets Ss to do exercise 1 individually and then find
a partner to check the answer with
- T checks with the whole class and provides
corrective feedback
Exercise 3
a Presentation: Past perfect
+ The use:
- The past perfect expresses the idea that something
occurred before another action expressed in the past
simple It can also show that something happened
before a specific time in the past
- Past perfect also to show that something started in
the past and continued up until another action in the
past
+Form: : (+) S + had + Past participle
(-) S + hadn’s activitiest + Past participle
(?) Had + S + Past participle?
- T gets Ss to do exercise 3 individually then find a
partner to check their answer with
- T checks the answers with whole class and provides
- Take notes and give example
- Individual & pair work
1 broke/ was playing
2 wrote/ was
3 was working/broke
4 started/ were walking
5 told/ were having
6 didn’s activitiest listen/ was thinking
7 phoned/ didn’s activitiest answer/weredoing
8 didn’s activitiest wear/ didn’s activitiest notice/ wasdriving
- Give example and take notesEx: I had never seen such abeautiful beach before
Ex: I had used that car for tenyears before it broke out
Or After I had used .years, Itbroke down
………
…………
Period 12 Review Unit 1 and Unit 2 Complete each of the sentences with the appropriate word from the box
Make changes if necessary.
Trang 27embarrass personal idol excite imagine
memory embrace sneak fuss experience
1 A lot of teenagers make Bi Rain their
2 The task needs the skills of a suitably engineer
3 She smiled to hide her slight
4 I prefer Pizza to hamburgers
5 The romantic evening cruise will be a experience
6 They left quietly, without
7 I have a suspicion that she knows more than she's telling us
8 They were locked in a passionate on the station platform
9 Don't get the children too
10.I haven't got a picture of this so you'll just have to use your
Complete the passage with the correct verb form.
(1) _ (you/ ever/ be) in a cable car? Well I have Last February, I (2) (go) on a ski strip to Switzerland What a trip! The first morning, I (3) (get) into a cable car I (4) (want) to go to the top of themountain and (5) (ski).The cable car (6) (start) up themountain I (7) (look) down, and it was so beautiful Then there (8) _(be) terrible noise Suddenly the car (9) _ (stop) It (10) (not move), and there was quiet everywhere
It was cold, and it (11) _ (begin) to get dark and snow I (12) (be) alone for one hour, two hours I thought, "They (13) (forgot) me!"
At last the car started back down the mountain It went very fast "Sorry" a mansaid when 1 (l4) (climb) out of the car "We (15) (never/ have)this problem before Please, try again tomorrow." "He (16) (joke)," Ithought "I (17) (have) enough of cable car for a lifetime."
Cross out any improbable answers.
1 I ve u’s activities nderstood/ I understand biology a lot better now that we've got a new
teacher
2 I went/ had gone to see a Formular One race last week, but I admit/ I’s activitiesm
admitting that I don't know much about cars
3 Do you find/ Have you found it difficult to concentrate on your work with this
music on?
4 We ll do/ We do’s activities our best to get the computer repaired by next week, but we won't guarantee/ we don't guarantee it.
5 I've just started/ I just started to learn how to drive Now I'm knowing/ I k now
how difficult it is
6 She says that she wasn't in the kitchen when the bottle was smashed / smashed , but I refuse/ I'm refusing to believe her.
7 I'm certainly agreeing/ I certainly agree with you that people shouldn't drink
and drive
8 I know the company made/ has made a loss this year, But I won't apologize/ I don't apologize for that
Trang 289 It's very difficult for us to get jobs here, so we're considering/ we consider
emigrating to Canada
10.Since I has won / won the lottery, my telephone didn't stop/ hasn t stopped’s activities
ringing People phone / are phoning to ask how I spend / I'm going to spend the
14.I have gone / went to a concert yesterday in the Town Hall In the middle of it, while the orchestra played/ was playing a man suddenly was standing/ stood on his seat and starting / started to conduct them
15.This man plays/ is playing golf when a kangaroo bounds / is bounding up to him, grabs / grabing his club and hits / hitting his ball about half a mile
Complete the sentence using these pair of verbs Use the past simple or past progressive
come - show; get - go; break - ski; live - spend; look- see; look - slip; start - check in; add - taste; go off - light; not listen - explain; push - run; write - drive; shut - start; come - put; take - place
1 The smoke alarm when he a cigarette under neath it
2 Just as I into the bath all the light off
3 When I in Paris, I three hours a day traveling to and from work
4 She more salt to the soup, and then it much better
5 Helen her leg while she in Switzerland
6 When the taxi I my suitcase on the back seat
7 A friendly American couple chatting to him as he at the hotel reception
8 I bumped into Mary last week She a lot better than when I last
her
9 It was an amazing coincidence Just as I to Anne, she to myhouse to come and see me
10.I the windows as soon as it to rain
11.My boss _ into the office just as I everyone my holiday photos.12.He _ the cake out of the oven and it carefully on the table13.When his mother _ in the other direction Steve away quietly.14.She open the door and into the room
15.I can't remember how to answer this question I must confess that I _ while the teacher it to us
Trang 29Complete these sentences using the verb given Use the past simple or the past perfect.
1 As Geoff was introduced to Mrs Snape, he (realize) that he (meet) her before
2 During the previous week, I (go) to the gym every morning
3 By the time I _ (get) back to the bathroom, the bath (overflow)
4 The boy told me that he (lose) his train ticket and (not/ know) how he would get home
5 I was just about to leave when I (remember) my briefcase
6 She _ (walk) into the station only to find that the train _ (leave)
7 At the conference, scientists reported that they (find) a cure for
Malaria
8 On my last visit to Wixton I (find) that the village (not change) much
9 In a surprise move, the Prime Minister (resign) last night
10.Jane didn't want any dinner She (eat) already
11.When she _ (come) into the hall, everyone _ (start) cheering.12.After they (eat) all the food, they (pick) up their bags and left
13.I thought I would get to the restaurant first, but Jim _ (arrive) before me.14.By the time I (get) to the party, most people (go) home.15.As soon as I _ (turn) the ignition key, the engine (catch) fire
Choose the correct answer.
1 After Jessica her degree, she intends to work in her father's company
a will finish b finishes c finished d is finishing
2 As you your car at the moment, can I borrow it?
a don't use b didn't use c aren't using d haven't used
3 When she saw a snake at her feet, she
a screamed b was screaming c had screamed d screams
4 When he realised that I at him, he away
a looked - was turning b was looking - turned
c was looking - was turning d looked - turned
5 I _ the new Harry Potter book now, so you can borrow my copy if you like
a finish b am finishing c have finished d had finished
6 I was sure that I him before
7 Before I started the car, all of the passengers their seat belts
a will buckle b had buckled c was buckling d have buckled
8 The minute I got the news about Sue I my parents
a phoned b was phoning c had phoned d have phoned
9 A lot since I last you
c has happened - saw d has happened - have seen
Trang 3010.Your eyes are red - ?
11.A small stone struck the windshield while we _ down the gravel road
a drive b were driving c had driven d had been driving
12.In the next few year, thousands of speed cameras on major roads.
13.After she hospital, she had a long holiday
14. for a long time before you got a job?
a Were you looking b Have you looked
c Have you been looking d Had you looked
15.The film _ by the time we to the cinema
a already began - got b have already begun - got
c had already begun - got d already began - had got
Write a second sentence so that it has similar meaning to the first Use the word or words in brackets.
1 I started working in this hotel six months ago (worked)
Complete each of these sentences with a suitable preposition.
1 She had a quick glance _ the newspaper as she gulped down her coffee
2 She got the bus and sit next an old man
3 If you don't like the scarf, you can take it to the shop
4 She showed her new toy her friends
5 How much did you pay your new car?
Trang 316 He pointed _ the dog when it ran them.
7 Are you interested practicing speaking English?
8 You should have more confidence your own abilities
9 The fire started in the kitchen because she forgot to turn the light .10.My parents gave me a bicycle my birthday
Write the complete sentences, using the words given.
I Objectives:
By the end of the lesson Ss will be able to:
- Develop such reading skills as scanning for specific ideas, and identifying andcorrecting false statement
- Use the information they have read to discuss celebrations in their culture
II Teaching aids:
- Textbook, handouts, cassette tapes …
III Anticipated problems:
Trang 32- Ss may need tobe provided vocabulary to celebrations and festivals so that they
can complete various learning task
IV Procedure:
Teacher s activities’s activities Students activities’s activities
1 Check the attendance
2 Warm up
Matching the celebrations with the correct images
Christmas Easter Graduation
Halloween Thanksgiving Mother’s activitiess Day
Wedding Valentine’s activitiess Day Birthday
a b c d
f
h i
3 New lesson
A Before you read
- Asks Ss to work in pairs and ask them to look the
pictures in text book and and answer the questions:
1 What is the relationship between the people in the
pictures?
2 What are they celebrating?
Pre- teaching vocabulary
- Mark (v):
- Milestone: an important event or state in one’s activitiess life
- Lasting (a)
- Golden (a) made of gold
- Golden anniversary/jubilee /'dʒu:bili:/: celebration
of the 50th wedding anniversary /,ổni'və:səri /
- Silver anniversary: celebration of the 25th wedding
You are going to read about how American people
celebrate birthdays and wedding anniversaries Then
do the tasks below
- In the 2nd picture : the peoplemight belong to a family, too Theold lady & man might be parents.The woman and the man who aresitting in front might be their sonand daughter in law The boy andthe girl might be theirgrandchildren
2 The people in the 1st picture arecelebrating a birthday In the 2nd
picture people are celebrating awedding anniversary
- Whole class
đánh dấu
sự kiện quan trọng, mốc lịch sử,giai đoạn quan trọng
bền vững, lâu dài
- Take notes and give examples
- Practice reading the new words
Trang 33Task 1 (7m)
- T gets Ss to read the passage silently and do the
task1
- Call on some Ss to write the answer on the board
and ask them to explain their choices
1 People sing a song
2 People eat cakes
3 People receive cards and gifts from friends and
relatives
4 People joke about about their ages
5 People remember their wedding days
6 People go out to dinner
7 People blow out candles, one for each year
Task 2
- T gets Ss to read through all the 7 sentences in
task2 Then ask them to read the text again and locate
these words
- Asks Ss to check their answer with a friend
- Calls on some Ss to present and explain their
answers
- Gives feedback and correct answers
C After you read
-Ask Ss work in small group of 3 or 4 and discuss the
questions
- T goes around to check and offer help
- Calls on the groups to tell and explain their choice
- Gives the correct feedback
4 Home work
- Learn by heart new words and summarise the main
point of the lesson
- Write a paragraph about how Vietnamese people
celebrate their birthday or wedding anniversaries,
base on the text they read in class
- Pay attention
- Individual work
Birthday wedding
Trang 34Period 14
Unit 3: A party Part B: Speaking
I Objectives:
By the end of the lesson Ss will be able to:
- Use appropriate language to talk about parties and negotiate how to plan them
- Use appropriate language to invite people to come to parties
II Teaching aids:
- Textbook, handouts, …
III Anticipated problems:
- Ss may have little experience negotiating in English, so T should be ready to
provide them with appropriate language to do so
IV Procedure:
Teacher s activities’s activities Students activities’s activities
1 Check the attendance
2 Warm up
Talking about the party
Yesterday I went to a party Please ask some
questions to gets as much information about the party
+ To have fun/a good time
+ Gifts: flowers, souvenirs, a bottle of wine,
chocolate
+ Decorations: balloons, flowers, lamps, pictures
+ Food and drinks: starters, main courses, deserts,
cakes, ice-cream,sweets, soft drink,…
+ Music: pop music, jazz, classical music,…
- Whole class
Who gave the party?
What was it about?
Where /when did it take place?How was it organized? How did itgo?
What activities did you do there?Did you have good time?
How were the people like?
What about music? What aboutfood and drinks?
- Take notes
Trang 35Task 1
- Gets Ss to do the task individually
- T encourages Ss to take notes while doing so
- Goes around the class to check and offer help
Task 2
- Puts Ss in pairs and tell them to tell each other
about the party they have been to, base on the
outlines they have made in task1
- Calls on some pair to perform their conversations in
front of the class
Task3
- T gives suggestions by writing on the board
Planning a party
- Where (home or restaurant)
- When (date & time)
- Who to invite(family, relatives, classmates,
teacher, friends)
- dressing code (former, informer, costumes)
- entertainment (dance, music, games)
- decorations (colored light, bulbs, flowers)
- food and drink (cook our own or order)
- budget (how much to spend? how much to
contribute?)
- T asks Ss to give some expression for asking for
and giving opinions, expressing agreements and
disagreement, suggesting and starting preferences
- T gives some examples and gets Ss to do some
practice with these expressions
- Divides the class into small group of 3 or 4 and get
Would you like to come…… ?
We would love to have you………
Please do come…
It’s our pleasure to invite you………
You don’t know what you’ll miss out on if you don’t
come
- T gets Ss do some practice with these structures
Ask some group to report about the parties that
Asking for opinions
What do you think about….?
What’s your opinion about……?How do you feel about…….?
Do you have any opinionabout… ?
Expressingdisagreement
I agree
I think so, tooThat’s true,and
That’s right,and
Well, may be,but……
That might betrue, but…
feeling is that Well, I don’tthink so
Trang 36- Whole class
Period 15
Unit 3: A party Part C: Listening
I Objectives:
By the end of the lesson Ss will be able to:
- Develop such listening micro-skills as intensive listening for specific information
II Teaching aids:
- Textbook, handouts, cassette tapes,…
III Anticipated problems:
Trang 37- Ss may not have sufficient vocabulary to talk about the topic,so they should be
ready to assist them
IV Procedure:
Teacher s activities’s activities Students activities’s activities
1 Check the attendance
2 Warm
- T divides the class into group of 10 and introdures
the game: The groups should generate as many word
related to birthdays and birthday parties as possible
- After finishing T calls on the representative of
each group to come to the board and write their list
Then T gets the whole class to count Each correct
word gets one point Which group has more points
with the game
A Before you listen
- T gets Ss in pairs to answer the questions and
explain their reasons
Listen and repeat
To gather restaurant prize
Birthdaycake to decorate icing
Slice to clap hands
- T helps Ss to pronounce the words on page 36
- Gets Ss to read through the statements to
understand them and underline key words
- Plays the tape once for Ss to listen and do the task
- Checks the answer with the whole class
- Plays the tapes one or two more times and pauses
at the answer for them to catch if Ss can’s activitiest answer the
questions
Task 2
- Asks Ss to read all questions in task2
- T plays the tape again for Ss to listen and answer
the questions
- T gets Ss to check their answer with a partner
Then T checks with whole class
- Plays the tape again and pause at difficult points if
many Ss can not complete the task
C After you listen
- Puts Ss in pairs and do the task
- T distributes the following handout for Ss to do the
role play
- After they’s activitiesve finished, T calls on some pairs to
perform the role play in front of the class
- Whole class
- Group workSuggested words:
Age, balloon, birthday, blow out,cake, candle, cards, candy,cookies, chocolate, confetti (hoagiấy), decoration, gift/present,icing, flower, fun, party, song
- Pair work PhÇn thëngKem phñ trªn b¸nh ga t«
3 F (at 4:30 they cut the cake)
4 T (the party ended at about 6)
5 F (other kids left, only onestayed to help)
- Individual work and pair work
- Listen and note down the answers
1 16
2 Because it’s activitiess noisy and expensive
3 soft drink and biscuits
4 At about 4:30
5 It was beautiful and decoratedwith white and pink icing and 16colorful candles in the middle
6 They clapped their handseagerly and sang” Happybirthday”
- place where the party was held
- when it began and ended
- who came
Trang 383 Home work
- Write a paragraph about their own birthday parties
- what you did there
Card B
Tell your friend about Mai’s activitiessbirthday party
- It was held at Mai’s activitiess place
- It lasted about 3 hours(3-6pm)
- About 20 guests came
- Mai opened gifts, you playedchess, then Mai cut cake
- Whole class
Tapescript:
Mai is my neighbour She turned 16 recently and her parents held a birthday
party for her I was one of those envited
The party began at about 3 in the afternoon There were about 20 of us
gathering in Mai’s activitiess house She didn’s activitiest like having the party at a restaurant because it
is noisy and expensive
We gave presents to Mai and she happily opened them It must really be exciting to
receive all those presents After that Mai’s activitiess mother served us soft drink and biscuits
We then listened to music and played cards The winners were given prizes At
about 4:30 Mai’s activitiess mother brought out the birthday cake It was beautifully
decorated with pink and white icing 16 colorful candles sat in the middle of the
cake We all clapped our hands eagerly and sang “ Happy birthday” as she blew out
the candles and cut the cake We helped ourselves to slices of the delicious cake
and sang all the songs that we knew
Finally, at about 6 in the evening the party came to an end We all tired but
happy The parents of other children came to collect them by motorbikes I helped
Mai and her mother clean up the mess we had made After that I walked home,
which was only 3 doors away
Trang 39Period 16
Unit 3: A party Part D: Writing
I Objectives:
By the end of the lesson Ss will be able to:
- Define the format and structure of an informal letter of invitation
- Write an informal letter of invitation
II Teaching aids:
- Textbook, handouts,…
III Anticipated problems:
- Ss may not have enough vocabulary to write a detailed letter of invitation
so T should be ready to help them
IV Procedure:
Teacher s activities’s activities Students activities’s activities
1 Check the attendance
2 Warm up
Jumbled letter
1 This is my address: 150A Au Co Road
2 It’s activitiess a beautiful house and it looks over the West
Lake and the Water Park
3 Dear Linda,
4 Guess what!I’s activitiesve just moved to a new house in Tay
Ho District
5 Would you like to come?
6 Please let me know your answer as soon as
10 I think Chris and Kim are coming, too
11 We’s activitiesll have”Pho” and some other special dishes
A Before you write
- Pair work
1 Occasions for giving parties:Birthday, graduation, weddinganniversary, moving to a new
Trang 40task 1
- Call on some Ss to answer the questions and elicits
more ideas from the class T writes them on the
board
Task 2
- T gets Ss to do the task individually and then
compare their answers with a partner
- T calls on some Ss to give the answers and write
them on the board
B While writing
- Get Ss to read task 3 and work out the questions
- T gives some suggestions for Ss to write:
+ Party: birthday party, farewell party, house
warming party…
+ Where: at home, in a restaurant, outdoor,……
+ When: during the day, in the evening………
+ Guests: friends, classmates, relatives…….
+ Activities: singing, playing games……
+ Foods and Drinks: cakes, wine, beer, soft drinks,
fruits, fruits juice………
- Get Ss to write their letters in 10 minutes, based on
the outlines they have produced
- Ask Ss to get in pairs, exchange their letters and
correct each other
- T goes around and offer help
C After you
Feedback on Ss writing’s activities
- T chooses one letter and reads it to the class
- Then T elicits correctives feedback from the class
and gives final comments afterwards
Home work
- Ask Ss to write a letter to invite their friend to their
birthday party
Christmas, New year
2 Dressing codes:
Formal: dresses, high - heel shoesfor women, suits and ties for menInformal: jeans, T-shirt, skirts…
3 Presents to give: Books, CDs,flowers, ties, pens, bags, hats…
Dear Lan,
As the school year is coming to anend, I’s activitiesm giving a farewell partyfor people to meet up before goingaway for holiday Would you like
to come? It will be at my place at7p.m next Sunday I intend toinvite about 10 people, so it will be
a small gathering and hopefully,people can socialize more easily Iwill be oder some pizzas and buysnacks and fruit However, youmight want to bring some drinks to
be shared There will be dancingand karaoke competion So, therewill be a lot of fun
Please let me know if you are keen
by Saturday Just leave me amessage on the phone if you can’s activitiestcatch me at home
See you Long
- Whole class
Period 17 Unit 3: A party Part E: Language focus
I Objectives: