PERSONAL EXPERIENCES READING Objectives: By the end of the lesson, Ss will be able to: - learn some vocabulary about personal experiences - understand the passage - to use the vocabulary[r]
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Writing date:
READING
suspicion
PROCEDURE
Teacher 's activities Students’ activities
I PRE-READING
*Warm-up (5’)
Brainstorming
-Ask Ss to give the adjectives describing
features of a good friend
Generous sincere
*Lead-in: I know that we have a lot of
friends in our lives Today, we’ll know more
about friendship through reading the text
*Teaching vocabulary(12’)
1 unselfishness (n) -> (example)
2 constancy (n.) -> (translation): su kien
dinh
3 be loyal to = be faithful to
4 sympathy (n.) -> (definition): the feeling
of being sorry for sb, showing that you care
about sb’s problems
5 enthusiasm (n.) -> (example)
6 suspicion (n.)
A: friendly
Ex: He always helps people without thinking of his own benefit
What characteristics can you say about him?
Ex: The news is greeted with enthusiasm
What does “enthusiasm” mean in Vietnamese?
->What’s the noun of “ suspicious”?
*Checking vocabulary: What & Where (3’)
II WHILE-READING: (15’)
Task 1: (3’aTask 2: (4’) Finding the main
Read the passage quickly & tick the words in Warmer appearing in the friend
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+Ask Ss to work in groups of 4 or 5
Task 3: (8’) Answering the questions (Task
3, p.15)
+Divide class into 2 groups A & B
+Group A answer the first questions, group
B answers the rest (Pair work)
+Closed pairs- Open pairs
+ T’s feedback
passage + Expected answer: B Conditions of the true friendship
*Expected answer:
1… 2 … 3 … 4 …….5 …
III POST-READING (8’) *Discussing the question “Why do we
need to have friends?”
+ In groups of 4, ask Ss to tell what a friend can do for you:
+ in your studies + when you are in need
IV HOME WORK (2’) -Do Task 1, p.14
-Prepare Period 3 – Speaking
SPEAKING
* Objectives: By the end of the lesson, Ss will be able to describe physical characteristics, using adjectives
* Lexical items: crooked, hospitable, generous, quick-witted
* Skills: speaking, listening
* Teaching aids: pictures, role cards
PROCEDURE
Teacher ‘s activities Students’ activities
I PRE-SPEAKING:
* Warm-up:
Matching the adjectives from the box with the
parts of the body they can be used to describe
shoulder-length
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Dyed
Face
Nose
Hair
Forehead
Height
Call Ss to fill in the words on the
charts
T’s feedback
* Teaching vocabulary
1 crooked (adj.): (picture)
2 hospitable (adj.): welcoming gueSs/
visitors friendly
3 generous (adj.): (translation)
4 quick-witted (adj.): intelligent
II WHILE-SPEAKING:
Task 1: (Using the chart in the warm-up
activity )
Task 2:
Call some groups to report their results to
the class
In groups of 4, ask students to describe some people in the picture given by the teacher, using the words in the chart
In groups of 4, Ss discuss and choose the characteristics they think the most important, and give their reasons
III POST-SPEAKING: Interview
Make role cards and deliver to students
(see textbook)
Before students start, ask them to agree
upon the basic profile of the friend
- his/ her name
- date of birth
- his/ her physical characteristics
- his/ her hobbies
- his/ her personalities
Pair work:
Ss can use suggestions given to ask and answer, using the following cue cards
- why he/ she is interested in Math
- how much time he/ she spends on Math
- what makes him/ her a good friend
- what made him/ her successful
- what he/ she does in his/ her free time
IV HOMEWORK (2’)
Trang 4Date of preparing; 22/08/2010
LISTENING
* Objectives: By the end of the lesson, Ss will understand the content of the lesson and be able to decide on true or false statements & listen and take notes
* Lexical items: sense of humor
* Skills: listening, writing & speaking
* Teaching aids: tape scripts, handouts & cassette player
PROCEDURE
Teacher ‘s activities Students’ activities
I PRE-LISTENING:(12’)
*Warm-up:
-Divide class into 2 groups A & B
*Teaching vocabulary:
- sense of humor: -> (photo of Mr Bean)
->He has good sense of humor
*True/ False prediction:
-Deliver handouts
-A Student in group A will describe some physical characteristics of a student in his/her group
-Group B has to guess who the student is
- In pairs, Ss predict if the following sentences are true or false (See Task 1, p.18)
II WHILE- LISTENING (20’)
Task 1: True/False statements (8’)
-Ask Ss to listen to the tape twice & check
their exercises in prediction activity
-T’s feedback
Task 2: Fill in the table (12’)
-Deliver handouts (See textbook, p.18)
-T’s feedback
-Keys:
Ss to listen the tape again to find out the information & fill in the table
How and where they met What they like about their friends
same residential area in Hanoi
- Lan went on a holiday to
Do Son and Ha went there to visit her
- Ha’s very friendly and helpful
- Ha’s sociable She’s got many friends in Do Son and she introduced Lan around
- 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
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- Minh is friendly and helpful
IV POST-LISTENING.(11’) Ss talk to each other about their best
friends + how & where they met
+ what they like about their friends
V HOMEWORK.(2’) - Write a short passage about your best
friend
Date of preparing; 22/08/2010
Teaching date:25/08/2010
*Objectives: By the end of the lesson, Ss will be able to:
+ make an outline of the ideas to describe a friend + write a paragraph describing a friend’s characters with supporting details for each character
*Teaching aids: textbook, posters
PROCEDURE
Teacher ‘s activities Students’ activities
I WARM-UP: (6’)
Noughts & crosses
9 selfish
In 2 groups, Ss in turn choose numbers & match the adjective under the number with a suitable example (on a chart) describing emotions and actions as ideas development for that adj
a My mother gets up at 6 every day and never stops working until dinner-time
b Minh never wants to share anything with us Whenever I ask him for help, the only answer I get
is “Why do I have to do it for you?”
c It’s nice to be around with Tam for his polite and friendly manner
d He’s very close to us Though he’s our teacher, he treats us almost like his friends
Trang 6e I like working with Lan She always tries her best to finish her part of the work
f She is a lively person who engages in almost all the community activities
g I love spending time with Linh and seeing her broad smiles
h My friend spends a lot of time learning She is one of the best students in our class
i Trust him He doesn’t say more than what he has thought or done
II PRE-WRITING (6’)
*Brainstorming:
Where/
When first
met
Physical
-in school
extra-activities
-at a
football
match
-high forehead -very tall
- good-natured -quick-witted
III WHILE-WRITING
1 Making outline (10’)
-While Ss are writing, T goes around the class
to see how well Ss work and whether they need
some help
-Ask 2 groups to write their outlines on the
board
-T’s feedback
2 Writing (15’)
-In groups of 4, Ss write a paragraph about a
friend on a poster
-While Ss are writing, T goes round to see if
anyone needs help
VI POST-WRITING (7’)
-Ask 4 groups to show their posters on the
board
-T’s feedback
-Ss work in pairs -For column one, think of the possible places and situations in which you may have met your best friend Write down as many of them
as possible
-For column 2, think of the most outstanding physical characteristics
of your friend and write them down
in this column
-For column 3, think of the personalities of your friend that you like most about him/her
-Ss to make an outline of a paragraph describing a friend, use the information they’ve just discussed in brainstorming activity -Ss work in groups of 4
-Ss to give remark
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Date of preparing; 22/08/2010
Teaching date:27/08/2010
LANGUAGE FOCUS
*Objectives: By the end of the lesson, Ss will be able to:
+ pronounce the two sounds /dz/ & /t…/ correctly
+know how to use to-infinitive or bare infinitive
*Lexical items:
*Skills: Speaking, listening& writing
*Teaching aids: Handouts, textbook
PROCEDURE
V HOMEWORK (1’) -Ask Ss to write the paragraph into
their notebooks
I PRONUNCIATION (12’)
*Warm-up:
-Divide class into 2 groups A & B
*Practice:
-T reads the words & Ss repeat them in
chorus
-Call some Ss to pronounce the words
-T reads sentence S (See textbook) & Ss
underline the words containing the
sounds /t…/ & /d…/
-T’s feedback
-T reads sentence by sentence & Ss
repeat
-T corrects if there’re some mistakes
II GRAMMAR
1 Infinitive with “to” (10’)
-T shows some books and ask:
-> What do you read books for?
->Expected answer:
-SS write on the board as many words having the sounds /d…/ & /t…/ as possible
in 3 minutes
Group A Group B
Jam Children
chair
- Ss to give the form:
Noun/pron + to-infinitive Adjective
- Ss to match the words in column A with those in B to make meaningful sentences
A B
romantic song
the crying boy I’m
happy…you
Trang 8Date of preparing; /09/2010
Teaching date: /09/2010
PERIOD 7: UNIT 2: PERSONAL EXPERIENCES
READING
Objectives: By the end of the lesson, Ss will be able to:
- learn some vocabulary about personal experiences
- understand the passage
- to use the vocabulary to tell about their own personal experiences
Lexical items: idol (n); glance (v); sneaky (adj); embarrassing (adj); make a fuss (exp) Skills: reading, speaking, listening, writing
Teaching aids: pictures, handouts, textbook
PROCEDURE
I PRE-READING:
1 Warm up: (pair work) (5’)
Ss to discuss what’s happening in each picture and then asks Ss to predict the
* We read books to get information
-Use pictures of two happy faces & ask
Ss to complete the sentence
T: Who can complete the boy’s sentence?
S: I’m happy to meet you
* Practice:
- Ask Ss to put the words in the correct
order to make complete sentences with
infinitive with to
- Ss work individually
- Have some Ss write their sentences on
the board
- The other Ss correct the mistakes
2 Infinitive without to: (10’)
*Practice:
-T’s feedback
3 Free-practice: (10’)
their ten bicycles
- Ss to give the form of the sentences above
Verb + Object + bare-infinitive
- Ss to give some other verbs which can be used the same way as “see”, “ hear”, and
“make”
- Expected answers: watch, let, feel, notice
-Ss To rewrite sentences, using the words
in brackets.(textbook, p.21)
- Ss to exchange the exercise and correct them
-In pairs, each student tells his/her partner the first time she/he met his/her closet friend
Ex: - I was glad to meet her
- I thought she was a very interesting person to make friend with
friends, using infinitive with/ without to.
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- T: prepares /sticks 6 pictures on the B.B
- lead-in: Have you involved in the
situation in which you don’t know what to
do?
2 Teaching voc: (10)
- idol (n): (example): thần tượng
Ex: Who’s your favorite singer
Hong Nhung
Hong Nhung is your idol
-glance (v) (miming): liếc mắt
- sneaky (a) (situation): lén lút
What would you do if you couldn’t do
your test?
Copy
What’s your attitude?
Be afraid of the T and look sneaky
- embarrassing (adj) (synonym ) =
confusing (adj): bối rối
- make a fuss (exp) (over/about)
(explanation): làm ầm ĩ
S.o complains noisily about s.t
she/he doesn’t like
3 Checking voc: (handout) (3’)
order of 6 pictures
Gap- filling (Task 1 / p.24) (individuals)
Key: 1 glanced 2 making a fuss
3 embarrassing
4 idol -5.sneaky
II WHILE-READING:
1 Activity 1 (5’) (group work) Put the
pictures of the events (on the board) in
the order that they happen in the
story.(correct the prediction in warmer )
-Ss read the passage silently in 3 mins Keys: 1.d – 2.b – 3.f – 4 e – 5.a - 6.c
Activity 2 Multiple choice (5’)
1 The writer’s most embarrassing
experience happened when she was
A a teacher
B a junior high school student
C a senior school student
2 She wished to have a like the
one of her pop idol
A a red dress
B a red floppy cotton hat
C a pair of red shoes
3 She bought it with the money
A her father gave her
B she picked on the street
C She took from a school boy’s bag
3 Activity 3 (Task 3/ p 24)
Individuals
Keys:
1 So that she could buy the hat for herself
Trang 10Comprehension questions (pair work )
-Ss read the passage again and answer the
following questions
1 Why did her father give her some money
on her birthday?
2 What did she see in the boy’s bag?
3 Why did she decide to take the money
from the boy’s bag without saying anything
about it?
III POST-READING: (7’)
Discuss the question: What would you do if
you were the writer?
IV RESERVED-ACTIVITY:
2 A wad of dollar notes exactly like the ones her father had given her before
3 Because she didn’t like to make a fuss
(Group work ) Expected answers: - say nothing / keep
as a secret
-try meet the boy and give the money back
Ss tell about their embarrassing experiences
V HOMEWORK: (3’) - Prepare for speaking
-Write about their own experiences
Date of preparing ;03/09/2010
Date of teaching;08/09/2010
Speaking
*Objectives: By the end of the lesson, Students will be able to talk about past experiences and how they affected one’s life
*Lexical items: native speaker; affect (v); turtle (n)
*Skills: speaking; listening; writing; reading
*Teaching aids: textbooks; pictures; handouts
PROCEDURE
I PRE-SPEAKING
1 Warm-up: (5ms) Hangman
Teacher asks Ss to think of a word
containing 10 letters, you can guess 2
letters first:
2 Lead-in: (2ms)
_ asks Teacher Ss: Have you ever had an
interesting experience?
3 Teaching vocabulary: (2ms)
- native speaker (n) (situation) người bản
xứ
Ex: Mary comes from England
She speaks English as a native speaker
- (to) affect (v) (example) ảnh hưởng
Ex: Smoking is harmful to our health It
means smoking ……….badly our health
Key words: EXPERIENCE
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→ affects
- turtle (n) (picture) con rùa
4 Checking vocabulary: (3ms) R.O.R
II WHILE-SPEAKING: (15 ms)
1 Activity 1: (5 ms) (Task 1, textbook,
P.25)
2 Activity 2: (10 ms)
Teacher asks Ss to practice the dialogue in
pairs
Teacher calls some pairs to perform the
dialogue in front of the class
Teacher sticks a poster with the completed
dialogue
Teacher asks Ss to pay attention to the tense
of the verb <Simple past >
Key answers:
Ss put the conversation in the correct order by numbering the expressions (Task 2, textbook, P.26 )
Ss to pay attention to the questions: Have you ever …… ?
How did it happen?
When did it happen?
How did the experience affect you?
III POST- SPEAKING: (13ms)
Ask Ss to use the questions above to talk
about their own past experiences, using the
cues in task 1
IV HOMEWORK: (2ms)
Write down your own dialogue in the exercise
Date of preparing:.03/09/2010
Date of teaching ;09/09/2010
LISTENING
* Objective: By the end of the lesson, Ss can learn some vocabulary about a fire
* Lexical items: memorable (a), scream (v), gas stove (n) escape (v), terrified (a), replace (v), embrace (v), protect (v)
* Teaching aids: picture, cassette, chart, handouts
PROCEDURE
I PRE - LISTENING:
Warm - up: (5’) (group work):
Describing the picture (p27 - textbook)
Lead - in (2’)
- Have you involved in or seen a fire?
- What did you do then?
- How did you feel?
Vocabulary (10’):
- memorable (a) = unforgettable (a)
(synonym): đáng ghi nhớ
- Terrified (a) sợ hãi (example)
Ss look at the picture and say what is happening in it
Checking vocabulary (5’) (individual) Gap - filling
1 A good pair of shoes will ……… your