unit 1 friendship english 11 141 unit 1 friendship lesson 1 reading period 1st i aims help ss understand the passage about friendship identify the main idea guess the meaning in context express their

Work in individual to read the passage once and explain some new words before listening Works in pairs to compare the answer.. The answer: 1..[r]

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English 11 1

-UNIT 1: FRIENDSHIP Lesson 1: Reading Period: 1 st

I/ AIMS: Help Ss

- Understand the passage about friendship

- Identify the main idea

- Guess the meaning in context

- Express their own ideas about friendship

II/ OJECTIVES:By the end of the lesson , students will be able to :

- Develop such reading micro- skill as scanning fr specific ideas , skimming for general information , and guessing meaning in context

- Use the information they have read to discuss the topic

III/ LEXICAL ITEMS:Vocabulary

IV/ TEACHING AIDS: Textbook, pictures, handouts.

Discussing the picture :

- What are the girls and boys doing in picture?

- How do they feel?

- What does the pictue tell you?

Suggested answers:

- One boy is playing the guitar , and the other girls and boys

are singing

- They seem very happy because I can see their smile

- The picture tells me that friends can happily do many things

together / Friendship is a nice thinf that brings happiness to

Suggestion : The friend in the poem is very dedicated and

thoughtful He/ She is willing to help his / her friend in any

circumtances

Hand out:

- Do you have a lot of friends?

- How many close friends do you have?

-Whatdo you think are the qualities of friendship?

VOCABULARY:

_ acquaintance /o’kweitons/ (n): a person that you know but

who is not a close friend

_ incapable of = impossible

- unselfishness [,ʌn'selfi∫nis] (n) :

 unselfish ( adj) # selfish ( adj)

- two- side affair: vđ hai mặt

- give – and – take: cho & nhận

- constancy ['kɔnstənsi] (n) :the quality of staying the same & not

changing.

Asks the whole class to look at the picture on page 12 and asks them some questions

Asks Ss to read the short poem on page 13 and answer the

question

Calls on some Ss to ansewr the question

Pair work

Listen

Repeat

Write out

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- enthusiasm [in'θju:ziỉzm]ju:ziỉzm] (n) : sự nhiệt tình

- loyalty ['lɔiəlti] (n) :lòng trung thành

 loyal(adj) to :trung thành với

- suspicion [sə'spi∫n] (n) :sự nghi ngờ

suspicious (adj)

- rumour ['ru:mə] (n): tin đồn

- gossip ['gɔsip] (n): chuyện nhảm nhí

- trust [trʌst] (n): lòng tin

- mutual ['mju:tjuəl](adj) : lẫn nhau

- sympathy ['simpəθju:ziỉzm]i] (n): sự thông cảm

- pursuit [pə'sju:t](n): cái mưu cầu

TASK2: Which of the choices A, B, C, or D most adequately

sums up the ideas of the whole passage?

Answer: B Conditions of true frienfship

TASK3:Answer the questions.

1 The first quality for true friendship is unselfishness It tells

us/ me that a person who is concerned only with his own

interests and feelings cannot be a true friend

2 Changeable and uncertain people are incapable of true

friendship because they take up an interest with enthusiasm,

but they are soon tired of it, and they feelthe attraction of

some new object

3 The third quality for tru friendship is loyalty It tells us/ me

that the two friends must be loyal to each other, and they

must know each other so well that there can be no suspicions

between them

4 There must be a mutual trust between friends because if

not, people cannot feel safe when telling the other their most

intimate secrets

5 Talkative people can’t keep a friend long because they

cannot keep a secret, either of their won or of others’

6 The last quality for true friendship is sympathy It tells us/

me that to be a true friend you must sympathize with your

friend Where there’s no mutual sympathy between friends,

there’s no true friendship

3 Post reading:

Discuss the question: “ Why do we need to have friends?”

Then report the results of discussion to the class

 We need to have friends b/c they are the people we can

trust & share our interests , feelings, sorrows, and hapiness

Writes the words on theboard

Instructs Ss to read the passage quiskly to guess their meaning

Gives Ss sometime to re-read the passage

Calls on Ss to answerAsks Ss how to do this task

Calls on some Ss to write their answer on the board and ask them

to explain their choices

Give the correct answers

Asks Ss to discuss the question in the bookGoes around to help Ss

Asks every two pairs to

Work individuallyExchange their answers

Answer and explain their choices

Individual two pair work

Pair work

Skim the six questions to understand them.Read the part carefully to find the answer.Discuss the answers with their peers

Work in pairsReport the results

to the class

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English 11 3

-2’

with & who completely sympathize with us…

C/ HOMEWORK:

Write about yourself:

_ Can you be a good friend?

_ Which of the qualities mentioned in the reading text do you

have? Which don’t you have?

share ideasCalls on Ss to report their ideas to the classGives feedback

VI/ SELF- EVALUATION

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UNIT 1: FRIENDSHIP Lesson 2: Speaking Period: 2 nd

I/ AIMS: Help Ss.

_ Describe physical characteristics

_ Discuss personalities

_ Talk about a famous/ close friend

II/ OJECTIVES: By the end of the lesson , students will be able to :

Describe the physical characteristics and personalities of their friends, using appropriate adjectives

V/ PROCEDURE:

A WARM UP: Slap the board

1 nose: straight, crooked

2 hair: blond, long, wavy

3 face: oval, large, round

4 forehead: broad, hight

The first member to slap at the correct part of the body gets

1 mark After 1 minute, the group with more marks wins the

game

B NEW LESSON :

1 Pre- speaking : VOCABULARY

_ height (chiều cao): tall, medium, short

_ build( cơ thể): slim, plump( bụ bẫm, đầy đặn), oerweight,

bese( béo phì), thin, muscular( vạm vỡ), athletic, stocky

(thấp và chắc nịch), well-built( lực lưỡng)

_ hair: + length: long, short, shoulder- length

+ style: straight, wavy, curly, crew cut( đầu cua)

+ colour: black, grey, red, brown

+ others: a fringe( mái), a bun, a plait(s)(đuôi sam),

receding, bald( hói)

_ face: oval, round, large, square, skinny, chubby( phúng

phính), long, with hight checkbones

_ eye: small, big, black, brown, blue

_ nose: straight, crooked, turned-up, big, small, flat( tẹt)

_ chin: pointed chin( nhọn), double chin, no chin

_ lips: thin, full, narrow, heart- shaped

_ forehead: broad, hight

_ skin: white, pale, suntanned,oriental, dark, brown, coffee-

coloured, black

_ a smooth compexion/ pale complexion, dark complexion,

clear skin, greasy skin ( da nhờn)

_ general appearance: beautiful, handsome, pretty, good-

looking, plain(bình thường)

_ age: She was in her late teen( 18, 19 tuổi)/ he was in his

early twenties( 21, 23) , she was about thirty years old/ his

twevle-year- old son/ a middle- aged woman/ a man in his

Divide the class into two groups

Read some ads

Elicits, teaches words

Four representative

s of each groups go to the BBSlap the correct part ofthe work they hear

Read useful language on

page 16Give the meaning of these adjectives

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1 The boy is about 16 years old He may be shortsighted b/c

he’s a wearing a pair of glasses He has short blach hair, a

round face with a broad forehead, a small nose, thin lips and

a small chin He’s quite good- looking

2 The girl is about 14 She’s also wearing a pair of glasses

She has shoulder- length black hair, and she’s wearing a

ribbon She has an oval face with a straight nose, full lips

and pointed chin She’s quite pretty

3 The man is in his forties He’s 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’s quite good-

looking

4 The woman is in her twenties She’s quite tall and slim

She has long curly brown and an oval face with a broad

forehead, big eyes, a straight nose, heart- shaped lips and a

small chin She’s very beautiful

TASK 2: Discuss & number the following personalities in

oder of importance in friendship Report your results to the

class.

VOCABULARY

_ caring(adj.): kind, helpful and showing that you care about

other people.( chu đáo)

_ hospitable(adj): hiếu khách

_ sincere( adj): chân thành

_ understanding( adj): thông cảm, thông hiểu

Suggestion: My groups thinks that being caring is the most

important in friendship b/c when friends care about each

other , they will know when to share happiness or difficulty

with their friend…

3 After speaking:

TASK 3: Role- play: Talk about a famous friend

VOCABULARY

_ quick- witted(adj): thông minh, nhanh trí

_ good- natured(adj): tốt bụng, đôn hậu

 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 hobbies?

 his/ her personalities: How is he/ she? Is he/ she

friendly? …

Suggestion:

A: What’s his name? _ B: He is Nam

Asks Ss to describe the people in the picture

Calls on some SS

to present their answers

Give feedback

Asks SS to look atthe list of

adjectives provided in the book

Elicitsor explain some adjs quickly

Divides the class into groups to discuss

Goes around to offer help

Calls on some Ss

to report the results

Gets the Ss have

a look at their roles on p 16 and the suggestions

on p.17Elicits the questions they may ask

Work in pairsPresent their answers to theclass

Understand these adjectives.Work groups.Give the results to the class

Work in pairs.Perform the interview

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A: When was he born? _B: In 1990

A: Can you describe him a little bit?

_B: He’s thin and tall With a bright face, a broad forehead

and thick glasses, he looks very intelligent

A: what about his personalities? What makes him a good

friend?

_B: He’s friendly, and helpful What I like most about him

is that he is he is very humourous

A: What does he do in his free time?

_B: He likes playing pingpong He says that this sport

relieves him of stress

A: Why nis he interest in Maths?

_B: He often tells me that he can see lots a magic things in

this subject

A: How much time does he spend on Maths every day?

_B: He can study Maths days anmd nights

A: What do you think is the main reason for his success?

_B: I think that is precisely b/c he is studious, patient and

eager to learn anything related to Maths

A: Thank you very much for your answers

_B: You are wellcome

C/ HOMEWORK:

Write about the friend you have just talked about

Makes clear the meanings of someadjectives

Asks Ss to perform the interview in 7 minutes

Goes around to offer help

Calls on some pairs to perform the interview.Elicits feedback from the class andgives final

comments

VI/ SELF- EVALUATION:

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English 11 7

-UNIT 1: FRIENDSHIP Lesson 3: Listening Period: 3 rd I/ Aim(s): Helps Ss

_ Identify specific details

_Takes notes

II/ Objectstive(s): By the end of the lesson, students will be able to :

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

III/ Lexical items:

_ Vocabulary

_ Structures

IV/ Teaching aids: Textbook, cassette player, handout.

V/ Procedures:

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English 11 8

-VI/ Self- evaluation:

5’

10

15

8’

_ Who is your best friend?

_ How did you meet him/ her?

_ How long have you known each other?

_ What qualities do you admire in your best friend?

B.NEW LESSON:

1.Pre- listening:

Vocabulary:

_ apartment builđing (n): tòa nhà có nhiều căn hộ

_ sense of humour: khiếu hài hước

_ give sb a ring: phone sb

_ go through a rough time: trải qua thời kỳ khó khăn

2 While speaking:

TASK 1:Listen and decide whether the statements are

True(T) or False(F)

Instructs Ss to use somr strategies:

_ First, read throught the statements to understand them,

underline key words

_ Listen to the tape and pay attention to the key words

_ Decide whether the statements are true or false based

on what they can hear

Lan _ They used to

live in the same residential area

in ha noi

_Lan went on a holiday to do Sonand Ha went there to visit her

_ Ha’s very friendly and helpful

_ Ha’s sociable She’s got many friends in DoSon and she

introduced lan around

Long _ They met in

college

_ Minh played the guitar, Long was a singer

_ They worked together

_ Minh has a sense of humour

_ Minh likes to go to plays and movies

_ minh is a good listener

_ Minh is friendly and helpful

3 After you listen:

Take turns to talk about how Ha has been Lan’sbest

opinions

Calls some pairs to report to the class

Teaches new words

Reads aloud firstGets Ss to make sentenceswith the words and gives corrective feedback

Plays the tape once for Ss to do the task

Asks for Ss’answers and writes them on the board

Plays the tape the second time for the

Ss to check their answers.Checks and corrects Ss’ answers

by calling on some Ssand asks Ss to

explain their answer

If many Ss cannot answer the questions,plays the tape one or two more times and pauses at the answer for them to catch

Plays the tape again for Ss to do the task

Checks their answers

Calls on some Ss to give the answers andelicits feedback from other St

Gets Ss to talk about how Ha has been

ListenRepeat in chorusIndividually

IndividuallyPairs work

Give the answersWork in groups and compare the answers

IndividuallyComplete their notesPairs workGive the answersWork in groups

Pairs work

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English 11 9

-UNIT 1: FRIENDSHIP Lesson 4:Writing Period: 4 th

I/ AIMS: Help Ss

_ Describe a friend of theirs

_ Talk about their friends

_ Write about a friend, real or imaginary, using the words and the expressions that they have learned in previous lessons

III/ LEXICAL ITEMS:words, expressions.

IV/ TEACHING AIDS: Textbook, handouts charts.

A/ WAMR UP: Guessing game

One student goes to the board and T gives him/ her a

piece of paper 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, …

Ss may ask questions such as:

_ Is the person a girl?

1.Pre- writing: Categorizing.

Tall short dark long round blue flat fair smooth thin high

pointed open- hearted sincere largew slim sociable

weather- beaten fat overweight thick oval helpful

Put the adjectives under the following.

Hair:short, long, thick Nose: hight, flat, pointed

Eyes: round, blue, dark,

Personality: open- heart,

sincere, sociable, helpful

Face: round, thin, oval

Write about a friend , real or imaginary, following these

guilines

_ give your friend’s name, age, sex and home address,

when and where you met him/ her

_ describe his/ her physical characteristics( height, hair,

eyes, face, clothes, …) and his/ her personalities( helpful,

Hangs on a chart with descriptive adjectives on theboard

Asks Ss to put the Adjs Under the following headings

Gives feedback

on what Ss have

Gets Ss to read the task and the guidelines silently and workout what they arerequire to write about

Elicits the verb tenses

Gets Ss to write about their friend

Work in groups

Work in groupsWrite the answers

Whole class

Prepare an outline for the

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3’

Of all my classmates, I like to play with Hoa, who is also

my good neighbor If you first meet her, you’ll be

impressed by her short hair, hight nose and big brown

eyes, which always shine I can read in them her most

intimate feelings and intelligence Hoa has a strong

tendency to be sociable She is willing to help me

overcome difficulties in my study and my daily work as

well I hope our friendship will last forever

3 Post- writing:

Peer correction

C/ HOMEWORK:

_ Learn by heart the descriptive adjectives.

_ Prepare for the next lesson

Move around to control and give help with voc

When the Ss have finished, collects Ss’

writing

Delivers each group pieces of writings and tellsthem to read and choose the best piece of writing

Calls a St to readtheir group best writing and givescomments

Gives feedback

writing and exchange it with their peerWhole class

Work in groups

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English 11 11

-UNIT 1: FRIENDSHIP Lesson 5:Language focus Period: 5 th

I/ AIMS: Help Ss

_ Distinguish between the two phonemic sounds / dz/ and /ts/

_ Use the verbs followed by To-infinitive and infinitive without To

_ Distinguish two sound

_ Pronounce the words and sentences containing these sounds correctly

_ Use some structures containing infinitives with and without To appropriately

III/ LEXICAL ITEMS:Two sounds; structures.

Group A and group B

Write the phonetic sounds /d /and /t / on the board

Ss in each group to write on the board as many as words

containing these sounds as possible

Time limited: 1 minute

The group with more correct words wins the game

Ex: jam, joke, gentle, giant, edge, bridge, …

 Notes: “di”, “du”

Ex: soldier, educate

+ Nouns / pronouns + To Inf

Ex: I have letters to write.

+ Adjective + To- inf

( pleased, surprised, hard, important, impossible,…)

Ex: His explainations were difficult to understand.

+ Verb + To- infinitive

( decide, try, manage, want, hope, promise, choose, forget,

need, help, …)

Ex: How did you manage to get this part- time job?

Asks Ss in each group write the words containing the sounds

Reads aloud the words that containsthe sounds

Reads the words again and asks Ss

to repeat

Asks Ss to practise reading the words

in the text book

Asks Ss to practise reading the

sentences

Calls on some Ss toread aloud

Gives examples

Explains

Asks some Ss to comment on the examples

Groups work

Listen and repeat

Whole class.ChorolIndividual

Pairs work

Whole class

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5’

2’

+ Who, what, where, how…+ To inf

Ex: Can you tell me how to do this?

Show me what to do.

+ Something, Nothing,…+ To inf

Ex: I’ve got nothing to do.

b Infinitive without To:

+ Make/ Let + Inf.(without To)

Ex: Nothing can make him cry.

+ See, watch, hear, feel,…+ Inf (withoutTo)

I saw the man get into the car.

2 Practice:

Exercise 1:

1.Who wants something to eat?

2 I have some letters to write

3 I am/ was delighted to hear the news

4 My mother has some shopping to do

5 You always have too much to talk asbout

6 It’s lovely to see you again

7 It’s/ was too cold to go out

8 I’m happy to know that you have passed the exams

Exercise 2:

1 The police watched them get out of the car

2 They let him write a letter to his wife

3 I heard them talk in the next room

4 The customs officer made him open the briefcase

5 The boy saw the cat jump through the window

6 Do you think the company will make him pay some

extra money?

7 I felt the animal move toward me

8 Do you think her parents will let her go for a picnic?

3 Production:

Give some extra examples

C/ HOMEWORK:

Pick out the inf In the following sentences and describe

the function of each

1.It is delightful to hear the sound of the sea

2 The dog wants something to eat

3 I saw him run the mile in four minutes

4 Everybody wishes to enjoy life

5 He went to Paris to perfect his knowledge of French

D/ Self – evaluation:

Calls on some Ss togive out some verbs that are followed by bare inf

Asks ss to do Ex1

individually and then compare their answers with other student

Calls on some ss toread out their answers

Gives correct answers

Asks Ss to do Ex2

in pairs Calls on some ss to write their answers on the board.Gives correct answers

Asks Ss to give more example about the structure

Groups work.Give the answers

Whole class IndividuallyCompare the answers

Pairs work.Compare these answers

UNIT 2: PERSONAL EXPERIENCES Lesson 1: Reading Period: 6 th

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English 11 13

-I/ AIMS: Help Ss

_ Scan read for specific information

_ Understand the text and express their ideas about past experiences

_ Develop such reading micro- skill as scanning fr specific ideas , identifying the sequence events and guessing meaning in context

_ Use the information they have read to discuss the story

Discribing the pictures

_ What can you see in the picture A?

_ What do you think might be relationship between the girl

and the man? Why?

_ What do you see on the table? Whose money do you

_ make a fuss about something: become angry or excited

about sth and complain

_ sneaky( adj): vụng trộm, lén lút

_ glance (v) at sth/ sb (miming)

_ idol( n): ; thần tượng

Checking: Gap- fill ( hang on a chart)

1 The girl was so shy that she didn’t look at him in the

face She just ……… at him and look awaỳ

2.She complains noisily about anything she doesn’t like

She is the typeof person who is always………

3 Teenagers nowadays often have their own ………… who

they really love and intimate in different ways

4 I don’t like the look of that man There is something ……

about him

2.While reading:

TASK1:The words/ phrases in the box all appear in the

passage Use them to fill the blanks in the sentences.

1 glanced 4 idols

2 making a fuss 5 sneaky

3 embarrasing

TASK2: Put the pictures of the events ( on page 22) in the

order they happened in the story.

1 Picture d 2 Picture b 3 Picture f

4 Picture e 5 Picture a 6 Picture c

TASK3:Answer the questions.

Gets Ss to make sense

of the pictures on the page 22

Calls on some Ss to present their ideasbut should not correct them

Teaches new words, elicits words/ phrases inthe context

Checks that ss ubnderstand all the words correctly

Calls on some Ssto tell the meaning of the words in Vnese

Callson a St to put the pictures in order and explain

Listen

Repeat

Write down.Chorol

IndividuallyPairs work

Read the passage silently

Give the meaningsof the words

Individual

Groups work

Pairs work

Trang 14

2’

1 A red floppy cotton hat

2 So that she could buy the hat for herself./ To buy the hat

for herself

3 a wad of dollar notes exactly like the ones her father had

given her before

4 Because she didn’t like to make a fuss

5 She bought the hat with it

3 Post reading:

Discuss the question: “What do you think the girl had to do

after she discovered that the money she had taken from the

boy’s bag was not hers?”

Suggested:

_ put up a notice at the school board

_ get on the same bus the next day and look for the boy to

return the money to him

_ do nothing

_ keep it a secret

_ tell her father and ask him for advice,…

 I think the girl would put up a notice at the school board

 In my opinion, the girl should get on the same bus the

next day and look for the boy to return the money to him

 As for me, I would tell my father and ask him for advice

if I were her

C/ HOMEWORK:

_ Learn by heart the new words

_ Retell the story in text book

Goes around to check and offer help

Calls on the group to tell and explain their choice

Gives corrective feedback

Summarises the main points of the lesson

Groups work

Whole class

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English 11 15

-UNIT 2: PERSONAL EXPERIENCES Lesson 2: Speaking Period: 7 th

I/ AIMS: Help Ss.

_ Talk about their personal experiences and how they affect their life

_ Identify structures that are used to talk about past experiences and their influences on one’s life _ Use these structures to talk about a past experience and how it affects their life

III/ LEXICAL ITEMS:Vocabulary, structures.

IV/ TEACHING AIDS: Textbook, handouts.

V/ PROCEDURE:

A WARM UP: My situation

My most embarrassing experience happened when I had

just left university I had just stared teaching (1) …… A

Liverpool secondary school One morning, my clock didn’t

(2)………… I had forgotten to wind it up I woke up at half

past eight and school (3)……… at nine I quickly washed,

shaved, dressed, jumped into my car and drove (4)…………

work When I arrived, the pupils had already been in class

I didn’t go to the staffroom but(5)……… straight into class

After 2 or 3 minutes, the (6)……… began laughing and I

couldn’t know why! Suddently, I (7)………… down and

understood I had (8)……… on one black shoes and one

brown shoes

Answer: (1).at; (2).ring; (3).began,started; (4).to; (5)

walked; (6).class, students; (7).looked; (8).put

B NEW LESSON :

1 Pre- speaking : VOCABULARY

_ appreciate(v):đánh giá cao, xem trọng

_ attitude to:thái độ đối với ai

STRUCTURE

Make sb do sth/ Make sb + Adjective

TASK 1: Match the things you minght have done or

experienced in box A with how the experience might have

affected you in box B.

Suggested answer:

TASK 2: A student is talking to her friend about one of her

past experiences and how it affected her The lines in their

conversation are jumbled Put them in the correct order,

then practise the dialogue.

Elicits, teaches words

Writes str on board, elicits theirmeaning and uses

Introduces the task

Calls on Ss to read out the answers

Corrects

Introduces the task

Calls on Ss to read out the answers

Corrects

Work in groups

Whole class

Individual, whole class

Work in pairs

Trang 16

3 After speaking:

TASK 3: Talk about past experiences in the dialogue in

Task 2 , then used the structures and the ideas in Task 1 to

make similar dialogues.

Suggestion:

C/ HOMEWORK:

Prepare for listening lesson

Hangs a chart with the dialogue

Asks Ss to practise speaking the dialogue Put the chart away

Calls on Ss to act out the dia In front of the class Gives comments

Work in pairsPresent their answers to theclass

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English 11 17

-UNIT 2: PERSONAL EXPERIENCES Lesson 3: Listening Period: 8 th I/ Aim(s): Helps Ss

_ Listen for specific information

_ Understand the passage

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

_ Vocabulary

_ Structures

V/ Procedures:

Trang 18

A.WARM UP: Guessing thing: What is it?

_ It destroys buildings, houses and forests

_ It can kill people

_ It gives out a lot of smoke

_ You need water to put it out

underline key words

Answer:

TASK 2: Listen again and fill in the gaps in the

summery of Christina’s story below

Answer:

1 small 2 everything

3 family 4 replaced

5 took 6 appreciate

Family is more important than things b/c it can’t be

replaced It gives you mutual love, support and sincere

understanding it brings the individual place and

happiness

Nothing is more precious than the sweet moment when

every member of the family finds themselves among

their dear ones, taking a good meal and getting through

a peaceful night

C/ HOMEWORK:

_ Summarises the main points of the lesson

_ Learn by heart the new words

Divides the class intotwo groups A and B Asks Ss to guess guess what it is

Helps Ss to pronounce them correctly

Teaches new words

Model firstElicits the meanings

Gets Ss to make sentences with some important words and gives corrective feedback

Checks their answers

Calls on some Ss to give the answers andelicits feedback from other St

Groups work

IndividuallyPairs workGive the answersWork in groups and compare the answers

IndividuallyComplete their notesPairs workGive the answersWork in groups

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English 11 19

-VI/ SELF- EVALUATION:

Trang 20

UNIT 2: PERSONAL EXPERIENCES Lesson 4:Writing Period: 9 th

I/ AIMS: Help Ss

_ Write a personal letter

_ Tell their memorable past experiences

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

III/ LEXICAL ITEMS:Words, expressions.

A/ WAMR UP: Hand out.

Complete the sentences , using the adjectives in the box

proud (1), jealous (2), embarrassed (3), angry (4), sad

(5), frightened (6)

1.He was very ……… when his father appeared on TV with

the Prime Minister

2 He was very ……… when his best friend went out with

the girl he really like

3 He was very ……… when he sent her a birthday present

on the wrong day

4 He was very ……… when someone stole his money

5 He was very ……… when he heart that his aunt died

6 He was very ……… when he saw those big dogs running

toward him

B/ NEW LESSON:

1.Pre- writing: A sample outline.

What happened? I nearly drowned

When it happened? A year ago, my last summer

vacationWhere it happened? A river near my grandparents’

house

How it happened? When I was swimming , I

suddently caught a cold, I felt dizzy and I was too weak to swim

Who was involved? Some of my friends were also

swimming at the time, one tried

Hangs on a chart

on the board

Gives exampleAsks Ss to plan their stories according to the question on the board, then compare and check with a peer

Goes around to check and offerhelpGives feedback

on what Ss have

Gets Ss to read the task and the guidelines silently and workout what they are

Work in groups

Whole class

Prepare an outline for the writing and exchange it with their peerWhole class

Work in groups

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English 11 21

-5’

3’

coming school break? Perhaps I will go to see my

grandparents in the countryside I haven’t seen them since

my last school holiday

Let me tell you about my last summer vacation at my

grandparents’ It was almost a year ago and was one of

my most unforgettable experiences

My grandparents live in a small village, which is about 70

kms southeast of HN There’s a large river at the back of

their house where I often do swimming every afternoon

when I spend my vacation with them

One day when I was swimming with some of my friends, I

suddently caught a cold I felt so dizzy and was too weak

to continue swimming, so I started to sink I thought I was

going to drown but I couldn’t call out for help b/c I was

too tired to and terrified Luckily , one of my friends saw

that and shouted for help Immediately, another friend

who swims the best among us swam towards me and tried

to pull me up Then orther friends swam towards us to

help him push me in My life was finally saved

Now recalling the moment I thought I was going to die , I

understand how precious life is This event definitely

taught me to appreaciate my life

What about you? Have you got any unforgettable holiday

that you would like to share with me?

See you soon

Nam

3 Post- writing:

Peer correction

C/ HOMEWORK:

Revise their letters according to their peer’s suggestions

and submit for making in the next lesson

require to write about

Elicits the verb tenses

Gets Ss to write about their experiencesMove around to control and give help with voc.When the Ss have finished, collects Ss’ writing

Delivers each group pieces of writings and tellsthem to read and choose the best piece of writing.Calls a St to readtheir best writingand gives

comments.Gives feedback

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UNIT 2: PERSONAL EXPERIENCES Lesson 5:Language focus Period: 10 th

I/ AIMS: Help Ss

_ Revise Simple Past, Past Perfect and Past Continuous tenses and talk about the past

_ distinguish the sounds /m/, /n/ and / /

_ Distinguish the sounds /m/, /n/ and / /

_ Distinguish the udes of different verb tenses:present simple for indicating the past, past simple, past continuous and past perfect

_ Use these verb tenses to sovle communicative tasks

III/ LEXICAL ITEMS:The sounds; structures.

Write words in the correct column of the table

Nest, King, Mummy, knife, angel, banana, mountain

Ex: Notebook, name, sunny, thin,…

 Notes: /n/ không được phát âm khi theo sau « m » trong

cùng một âm tiết

Ex: column, autumn, solumn, hymn,……

* Meaning: present time.

* Form: I/ We/ You/ They + V(inf.) without To.

He/ She/ It + V-s/es

* Use: to express the idea that an action is repeated or

usual The action can be a habit, a hobby, a daily event, a

scheduled event or something that often happens It can

also be something a person often forgets or usually does

not do

Ex: The train leaves every morning at 8 am

b Past simple:

* Meaning: Past time

Asks Ss in each group write the words containing the sounds into the right colmn

to repeat

in the text book

sentences

Gives examples

Explains

Groups work

Listen and repeat

Whole class

ChorolIndividual

Pairs work

Whole class

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Ex: Mozart, the famous composer, died at the age of 35.

They bought this house two years ago

c Past progressive:

* Meaning: to express the action happening in the past.

* Form: S + was/ were + V-ing.

Ex: When Bill arrived, we were having dinner

d Past perfect:

* Meaning: to express the action finished before other

action or time in the past

* Form: S + had + V-ed/ V3

Ex: I phoned carrol at 7 am., but she had left her home

2 Practice:

Exercise 1:

1.invites 2 sets 3 gets 4 waves

5 promises 6 carries 7 contains 8 has baked

9 is 10.is shining 11 are singing 12 is

Exercise 2:

1 borke/ was playing 2 wrote/ was

3 was working/ broke 4 started/ were walking

5 told/ were having 6 didn’t listen/ was thinking

7 phoned/ didn’t answer/ were (you) doing

8 was not wearing/ didn’t notice/ was driving

Exercise 3:

1 had eaten/ arrived 2.found/ had taken

3 got/ had closed 4 got had left

5 got/ had arrived 6 paid/ had phoned

7 went/ said/ hadn’t arrived 8 had looked/ asked/ cost

Asks Ss to do Ex2

in pairs Calls on some ss to write their answers on the board.Gives correct answers

Asks Ss to Ex 3

Individual workWhole class

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Period: 11th: test for 45’; Period 12th: Correct test

Grade: 11

TEST FOR 45’

Read the passage and decided whether the statements are True or False.

When I was young I argued with my brothers and sisters all time I used to share most of my toys with my brother, but he specialised in keeping them for himself When I asked him for anything he simply used to refuse to give

it to me, and then I became very angry with him Our sisters blamed everything on us when our parents accused us of quarelling all the time My brother and I got annoyed about this, but only succeeded in making matters worse Our parents didn’t approve of our quarelling so much, and insisted on not taking sides They either laughed about it , or told

us to forgive each other for everything Soon we became good at getting on well with each other

1…… When young, the author always got on well with his brother and sisters

2 …….His brother never shared anything with him

3 …….His sisters always took sides with him

4 …….His parents disapproved of hic quarelling with his brother and sisters

5 …….His parents showed them how to get on well with each other

Choose the word with the different pronunciation of the underlined part.

Find the word that has different stress pattern from others.

10 A embarrass B extremely C experience D excellent

Choose the word A, B, C, or D that best completes each sentence.

11 Unless mutual sympathy ……… between friends, friendship is impossible

12 My father never sleeps in the afternoon……… he is very tired

13 My favourite holiday is Thanksgiving when my family ……… to share food andd watch football

14 Carol always wants ……… by everyone she meets

A being admired B be admired C to being admired D to be admired

15 Last summer we ……… to travel overland through Australia

16 I met Jane in our first year at hight school It was the start of a lifelong ………

17 Don’t be ……… by whispers, rumours or gossips Trust your friends

A concerned B suspicious C influenced D uncertain

18 The 25th wedding anniversary is called the ……… anniversary

19 In general, parents still play a significant role vin arranging ………

20 I dislike ……… by my friends

A deceiving B.to bedeceived C being deceived D to deceive

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English 11 25

-21 Why don’t you let your son ……… camping with his classmates?

22 Rosemary ……… to agree with us now

A is appearing B appears C appeared D appear

23 Eric ……… a flat yet, so he’s still living with his parents

A.is fiding B didn’t find C found D hasn’t found

24 I wasn’t thirsty because I ………… some milk

A drunk B had just drunk C just drank D have just drunk

25 Water ……… at 100 degree Celsius

26 I’m sorry I ……… to do my homework yesterday

A am forgetting B have forgotten C forget D forgot

27 The film ……… when we arrived at the cinema

28 After having a bath, he ……… his supper

Fill each gap in the sentence with the correct form of the word in brackets.

29 The two companies are in …… with each other.( compete)

30 The players are all have …… in their manager ( cofide)

31 We had a good time at my friend’s ……… last Sunday ( birth)

Complete the sentences with the correct form, Gerund or To- infinity.

32 She decided ( give up)…… smoking when she becam prenant 

33 The president doesn’t mind ( attack)…… by the press 

34 The farmers enjoy ( drink)……… tea after every meal 

Rearrange the clues to make a letter of invitation.

35 I look forward to your reply

36 Since your family moved to Ipoh, things are not the same here I really enjoyed the things we did together

37 How are things getting on with you? I’m fine here

38 Anyhow, the holidays are about to begin Would you like to come over to my house for a short stay? We could spend some time on the beach again , swimming, catching crabs, etc My parents say that they will be glad to see you

39 Dear Jessy,

40 Do let me know whether you can make it or not

Trang 26

UNIT 3: A PARTY Lesson 1: Reading Period: 13 th

I/ AIMS: Help Ss

_ Identify and correct fasle information

_ Develop such reading micro- skill as scanning fr specific ideas , identifying the sequence events and guessing meaning in context

_ Use the information they have read to discuss celebration in their culture

Discribing the pictures:

_ Can you tell me what party in Vietnamese?

_ Look at the picture and tell me whatit meansin this situation?

_ On what occasion do people usually give/ hold a party?

Sugessted answer:

 on someone birthday

 at Christmas

 before saying goodbye to someone ( a farewell party)

 when people move into / in a new house( a house warming

party)

 on someone’s wedding anniversary

B NEW LESSON :

1 Pre- reading :

Handout: Write the names of things yiu need for a birthday party.

Sugessted answer: candles, flowers, a birthday cake, toys, cards,

presents/ gifts

Questions:

1.What do you often need for a birthday party?

2 What do you often need for an anniversary party?

Handout:Match the verbs on the left with the words on the right

1 tell a the candles

2 say b Happy anniversary

3 sing c a birthday song

4 eat d flowers

5 blow out e someone a joke

6 receive f some cake

7 open g a gift/ a present

Answer:1.e; 2.b; 3.c; 4.f; 5.a; 6.d; 7.g

2.While reading:

Read the test in silence and answer the question:

What do these numbers in the text refer to?

30 25 50

Gets Ss to make sense of the pictures on the page 32

Calls on some Ss

to present their ideas but should not correct themGives handout

Asks Ss work in pairs

Goes around to offer for help

Gives handout Asks Ss work in groups

CorrectsGives comments

Gets Ss to read the text, then findout the

information that related to the question

Pair work & whole class

Ss answer the questions

IndividuallyExchange with their partnerPairs work

Give the answer to the class

Trang 27

Answer: _ 30: Many Americans over the age of 30 don’t like to

talk about their age.( par.2)

_ 25: People call the 25th is the silver anniversary ( last par.)

_ 50: People call the 50th is the golden anniversary ( last par.)

TASK1:Decide which of the actvities below takes place at a

birthday party or at a wedding anniversary party or at both

Answer: 1 birthday party

2 both

3 both

4 wedding anniversary party

7 birthday party

TASK2: In each of the following sentences, there is ONE word

which is not true according to the reading passage Underline the

wrong word and provide the correct one.

3 Post reading:Answer the following questions.

1.Where do you prefer to celebrate your birthday, at home or in

the restaurant? Why?

2 Do your parents celebrat their wedding anniversaries?

3 Are you going to celebrate your wedding anniversaries in the

future?

Suggested:

1.I prefer to celebrate my birthday at home b/c I will have my

parents, my sister and lots of my friends comfortably attend my

party in a cosy atmosphere Besides, it will save my parents a lot

of money if I have a party at home

2  Yes, they celebrate their wedding anniversaries every year

Normally, my father buys my mother a big fresh rose and my

mother cooks an especially delicious meal for the whole family

In the evening , we sit together and my parents tell us about the

time when they fell in love and gave birth to us

3  I think I willcelebrate my wedding anniversaries in the

future b/c they are the milestones that mark the progress in our

relationship Additionally, they will remind us of sweet memories

and inspire us in our presentlife, which is very necessary and

advisable for married couples

C/ HOMEWORK:

Calls on some Ss give the answers

to the class

Gives comments

Gets Ss to read the text again and tick in the right collumn

Corrects

Gets Ss to read the sentences carefully Scan the text again to find a correct answer

Corrects

Gets Ss to discussthe questions Calls on Ss to give the answers

to the class

Pairs work

Groups work

Individually.Whole classGive the answers

Work in groups

UNIT 3: A PARTY

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Lesson 2: Speaking Period: 14 th I/ Aim(s): Helps ss

_ To talk about parties

_ To plan parties

_ Talk about parties

_ Know how to plan parties

III/ Lexical items: _ Vocabulary:

_ Structures: Use some sentences to talk about parties

IV/ Teaching aids: Textbook, pictures , cards

Talking about a party

_ Whose party was it? _ Where was it?

_ On what occasion? _ Was it fun?

B / NEW LESSON:

1 Pre- speaking:

Supposed you have been to a party and now you want

to tell your friends about it What do you want to tell them?

Who? Who gave the party?

What? What exactly was it about/ A family

gathering? A socialparty? etc

Where? Where did it take place? Was it a nice

place?

When? When did it take place? What time did it

start and end?

Why? On what occasion was the party held? Why

was it held? For whom? etc

How? How was it organized? How did it go? What

activities did you do there? Did you have a good time? How were the people like? Whatabout music? What about food and drinks?

etc _ to enjoy oneself

_ to kick up one’s heels( to have a really good time)

_ house warming party

_ graduation

_ give a party

_to bring your own drinks

_ to bring a plate( to bring food to share with others)

_ soft drink

_ finger food

Task 1:Think of a party you have been to Choose from the

list the things you want to talk about.

Asks follow – up questions

Elicites Ss’ ideas

& write on the board

Teaches necessary language for talking about parties

Whole class

Individual work

Trang 29

- decorations [dekə'rei∫n]: sự trang hoààng

Task 2: Tell your partner about the party.

Task 3:You are going to take part in a competition to

organise the best party Decide on the following:

- when? ( date & time)

- where? ( home? Restaurant?)

- dressing codes (formal? Informal?costumes?)

- who to invite?(family?relatives?friends?classmates?)

- decorations: (colored light bulbs?flowers?)

-entertainment?(dance?music?games?)

-budget?(yhow much to spend?how much to contribute?)

- food and drinks?(cook our own or order? vegetarian

foods?)

.3 Post – speaking:

Task 4:Tell the rest of the class about your party Try to

convince them to come.

+Plan to do something; intend to do something, expect to

do something

Ex: We’re planning to have a famous students’ music band

play in our party

We’re expecting 200 people to come and have fun with us

+ Expression for inviting an persuading:

Would you like to come…?

We would love to have you…

We welcome your presence…

Please do come…

It’s our pleasure to invite you…

You don’t know what you’ll miss out of if you don’t come

C/ HOMEWORK: Write a paragraph about a party

Introduces the task , goes over the

Qs with the class

Goes around , check

Based on the outlineIntroduces the task Elicits things they consider when planning a party

Gets Ss to their task

Elicits what they have to do

Calls on Ss to give their answers to the class

Gives comments

Choose the detailsthey want to talk about the partyTake notes while doing so

Pairs workGroups work

Groups work

Trang 30

UNIT 3: A PARTY Lesson 3: Listening Period: 15 th I/ Aim(s): Helps Ss

_ Decide on the true or false statements of the passage

_ Understand the passage

Develop such listening micro-skills as intensive listening for specific information

_ Vocabulary

_ Structures

V/ Procedures:

Trang 31

The groups should generate as many words related to

birthday and birthday parties as possible in 5 minutes

Which group has more correct words wins the game

Sugessted words: age, balloon, birthday, blow out, cake,

candle, cards, candy, cookies, chocolate, conffeti,

decorations, gift,/ present, icing, flowers, fun, party,

_ icing(n): a sweet mixture of sugar, water, milk and

butter or egg white that is used to cover or decorate

cakes

_ slice (n):

Discuss: _ When would you like to organize your

birthday party, during the day or in the evening?

_ What foods and drinks are often have at the party?

_ What activities do you often have at the party?

2 While listening:

TASK 1:Listen and decide whether the statements are

True(T) or False(F)

underline key words

1 She was 16 years old

2 Because it is noisy and expensive

3 She served them soft drinks and biscuits at the

beginning of the party

4 the birthday cake was brought out at about four thirty

5 It was beutifully decorated with pink and white

icing( and 16 colourful candles sat in the middle of the

cake)

6 They clapped their hands eagerly and sang “ Happy

Birthday”

7 At about six in the evening

Takes turns to talk about Mai’s birthday party

CARD A

_ Place where the party

was held?

CARD B_ It was held at Mai’s place

_ It lasted about 3 hours

Divides the class intosmall groups

Asks Ss to find the words related

Teaches new words

Model firstElicits the meanings

Asks Ss to discuss following questions

Gets Ss to make sentences with some important words and gives corrective feedback

Groups work

Work in groupsIndividuallyPairs workGive the answersWork in groups and compare the answers

IndividuallyComplete their notesPairs workGive the answersWork in groupsGive the answers to the class

Wor in groups

Trang 32

Trang 33

English 11 33

-UNIT 3: A PARTY Lesson 4:Writing Period:16 th

I/ AIMS: Help Ss

_ Write an informal letter of invitation

_ Define the format and structure of an informal letter of invitation

_ Write an informal letter of invitation

III/ LEXICAL ITEMS:Words, expressions.

V/ PROCEDURE:

7’

15’

A/ WAMR UP: The jumbled letter.

1.This is my address : 150 Au Co Road

2 It’s a beautiful house and it looks over the West Lake

and the Water Park

3 Dear Patricia,

4 Guess what! I’ve just moved to a new house in Tay Do

District

5 Woulk you like to come?

6 Please let me know your answer as soon as possible

7 See you

8 My parents are giving a house – warming party

Saturday evening, around 6:30 pm

9 Hoa

10 I think Chris and Kim are coming, too

11 We’ll have “ Pho” and some other special dishes

B/ NEW LESSON:

1.Pre- writing:

_ The event ( what you invite your friends to)

_ The place

_ the time and date

_ The invitation itself ( would you like to come?)

TASK 1: Ask ans answer the following questions

Occasions for

giving party birthday, graduation, wedding anniversary, moving to a new house,

family gathering, Christmas, New Year,etc…

Presents give Anything can do: books, CDs, flowers,

scarves, ties, paperweights, pens, bags, hats, ect Sometimes people might want

to bring wine as a gift

TASK 2: Complete the letter of invitation below with the

words/ phrases in the box.

Introduces the game

Gets Ss to rearrange the jumbled letter

The group wins

is the first

Gets Ss to work out the content oftheir letters by answering the questions

Gets Ss to read the letter and

Work in groups

Whole class.Prepare an outline for the writing and exchange it with their peerWhole class

Trang 34

10’

3’

_ refreshment:

1 at my house 2 to come 3 refreshments

4 to cook 5 winners 6 by Monday

2.While writing:

TASK 3: Write a letter of invitation to invite your

classmates to your party.

A sample letter:

Dear Nam,

It’ll be my birthday next Saturday I’d like to invite you to

come to the party, which will be at my house probably at 4

pm Can you come to joinus?

Give me a call before Saturday

Hope to see you then

Revise their letters according to their peer’s suggestions

and submit for making in the next lesson

complte it

Calls on Ss to give the answers

Asks Ss to exchange their writings and correct the mistakes

Gives feedback and comments

Work in groups

Trang 35

English 11 35

-UNIT 3: A PARTY Lesson 5: Language focus Period: 17 th

I/ AIMS: Help Ss

_ Distinguish the phonemic sounds /l/, /r / and / h /

_ Understad the use of the Infinitive, Gerundand Passive infinitive

_ Use some verbs or phrases followed by the Infinitive or gerund in sentences

_ Distinguish the sounds /l/, /r / and / h /

_ Distinguish the udes of Infinitive and Gerund in active and passive voices

_ Use these structures to sovle communicative tasks

III/ LEXICAL ITEMS:The sounds; structures.

A/ WARM UP: Game: Bingo.

_ Hangss on a posters with the following words:

House/ holiday/ library/ lemonade/ hospital/ husband/

ready/ really/ resturant/ like/ lovely/ lunch

_ Read the words aloud for the Ss to cross out

_ Asks Ss say BINGO if they have cross out all the 5 words

they have chosen

Ex : Hi, hand, hight, …

 Notes : /h/ không phát âm trong các trường hợp sau

_ Form: Verb + To inf

_ Verbs/ verbal phrases followed by To- inf.: would like,

be able, demand, seem, want, agree, invite, decide, hope,

expect, offer, manage, refuse, mean, tell

_ Ex: He seems to be a famous person

* Gerund:

_ Meaning: To add information to what is expressed in

certain verbs

_ Form: Verb + V-ing

Divide the class into small groups

to repeat

in the text book

sentences

Gives examples

Explains

Groups work

Listen and repeat

Whole class.ChorolIndividual

Pairs work

Whole class

Trang 36

7’

4’

_ Verbs/ verbal phrases followed by the Gerund: enjoy,

miss, risk, appreciate, avoid, detest, dislike, It’s no use…,

can’t help, postpone, mind, be worth, mention, keep, count

on, give up,

_ Ex: My father gives up smoking

b Passive infinitive and Gerund.

* Passive infinitive:

_ I don’t want anyone to disturb me (active)

 I don’t want to be disturbed ( passive)

* Passive Gerund.

_ He enjoys people admiring him ( active)

 He enjoys being admired ( passive)

Asks Ss to do Ex2

in pairs Calls on some ss to give Gives correct answers

Asks Ss to Ex 3

Individual workWhole class

Trang 37

English 11 37

I/ LISTENING:

Trang 38

1 2 3 4 5

Trang 39

English 11 1

-II/ READING:

1 B/c they had been chidless for 10 years after they were married

2 To take some photographs of the happy family

3 The boy was dressed in a smart, brand-new outfit and looked like a little prince

4 b/c he was interested in the toys

5 He felt that it was delightful and looked forward to the next day to have the films developed

III/ PRONUNCIATION AND GRAMMAR:

1 Pronunciation: 1 nine; 2 hour; 3 matching; 4 jam

2 Gammar: 1- to see; 2- To be; 3- to phone; 4- pay; 5- to be met; 6- to be appointed

IV/ WRITING.

Lan is one of my best friend We have many things in common so we often meet and do things together We live on the saame street It’s interesting that her birthday is also in June but a week before mine so we often help each other tocelebrate it Last June we had a very special birthday party We didn’t have it at home as usual but we had our

birthday celebration at Sam Son beach during a two- week holiday with uor parents We spent the morning swimmingand playing on the beach We had seafood for lunch at the restaurant In the afternoon we went shopping around the area and bought lots of souvernirs Though I did not have many presentson my last year birthday, but I enjoyed it most of all

Trang 40

UNIT 4: VOLUNTEER WORK Lesson 1: Reading Period: 19 th

I/ AIMS: Help Ss

_ Understand volunteer work

_ Develop such reading micro- skill as scanning fr specific ideas and skimming for general information

_ Use the information they have read to discuss the topic

Reading between the lines:

“If you give me a fish,

I will eat today

If you teach me to fish,

I will eat my whole life long.”

Sugessted answer:

If SO gives you Sth to eat, you will not feel hungry anymore but

this won’t last long If SO gives you an opportunity to work or

teaches you how to work, you will earn your own living for a long

time

The pictures.

Questions:

_ What is the old woman doing in the picture?

 She teaching the boy to read

_ What does this mean by “ Little Moments big Magic”?

 The phrase means that your little contribution and help may

lead to significant results/ may greatly change a person’s life

_ What does the picture tell you?

 The picture tell me that everybody, no matter what they are

young or old , can do volunteer work

Asks the whole class

to look at the saying

on page 46 and discuss it

Calls on some Ss to present their ideas but should not correct themAsks Ss work in pairsGoes around to offer for help

Teaches new words

Elicits

ModelCalls on some Ss to repeat

Gives comments

Pair work & whole class

Ss discuss the saying

Whole class.Listen

Repeat

Chorus

Individually

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