Have Ss work in pairs and take turn to use expressions above to make up answers to the questions on page 130.Go round the class and provide help when necessary... Call on some pairs to [r]
Trang 1tr ƯỜ ng THPT TR Ầ N PH Ú
gi¸o ¸n
tiÕng anh 11
N¨m häc: 2008- 2009
*************
TiÕt thø:
Ngµy so¹n: / /
Ngµy d¹y: / /
D¹y c¸c líp:
Unit 1: Friendship
Trang 2Lesson A: Reading
1 Aims:
By the end of this lesson sts will be able to:
- Develop reading skills: such as: scanning; skimming: guessing meaningsfrom context:
- Use information from the reading text to have discussion with friends
- T writes the diagram on the board
(possible answers; honest / gives and
takes / suspicious / frank / happy )
- T asks: Would you feel happy when you
work with your friends? à lead in
- Sts work in groups
- Give feedback
> Ss give their opinions
2 Before reading (10 mins).
1- Have sts discuss the picture and the
poem on page 12
2- Provide eliciting questions
+ What are the girls and a boy doing?
+ How do they feel?
+ What does the picture tell you?
- Explain new words
- Ask ss to read the poem at page 13 and
give their idea of a fried in the poem
- Work in pairs as directed:
- Give feedback:
* A boy is playing the guitar; the girls are singing
* They feel happy
* Friendship is a nice thing that bring us happiness
->dedicated; thoughtful; helpful
3 While you read (20 mins).
Activity 1:
Friendshi p
honest
Trang 3- Ask sts to look at the reading, play the
tape for sts to listen once
- Have sts read the text in silence
- Ask sts to do Task 1: Filling words:
mutual, incapable of, unselfish,
acquaintance / friend, give and take, loyal
to, suspicious
- Correct if necessary
Activity 2:
- Ask sts to read the text again and do Task
2
- T gives Correct Answer
Activity 3: comprehension checking
- Ask sts to do Task 3
- Correct sts’s activities answers if necessary
Keys:
1 unselfishness (paragraph 2)
2 Because they take up an interest with
enthusiasm (paragraph 3)
3 loyalty (paragraph 4)
4 Because if not, people cannot feel
safe when telling others their secrets
(paragraph 5)
5 Because they cannot keep their
secret (paragraph 5)
6 sympathy (the last paragraph)
- Look at the reading and listen
to the tape
- Read silently
- (in pairs) do Task 1
- Give feedback
- Do the task individually/ in pairs to choose the correct answers
- Work in groups, ask and answer the questions
- Give feedback
4 After you read (10 mn).
- Ask sts to discuss the questions on the
- Give out the answers
- Feedback
5 wrapping up.
1 T summaries the main point of the lesson
2 Ask ss to do extra exercise as for
Homework
_
TiÕt thø:
Ngµy so¹n: / /
Ngµy d¹y: / /
D¹y c¸c líp:
Unit 1: Friendship Lesson B: speaking A Objectives By the end of this lesson sts will be able to: - describe the physical characteristics and personalities of their friends Teaching aids
Trang 4Handouts,
B Procedures.
Warm-up (5 mins).
- T writes the 2 diagrams on the board SS
fill in the network
(possible answers; tall, short, handsome,
beautiful, medium )
(possible answers; honest / humorous /
sincere / frank / caring )
Activity 1: Describing the people's
appearance in the picture at page 15 T
gives ss the frame below:
1 Height: Tall/ short/ medium
Activity 2: Describing the people's
personality in the picture
- T gives some key words for description:
hospitable; modest; sincere;
understanding;
caring; general
Activity 3: Act out the interview in pairs:
Ask ss to look at their roles at page 16 and
- Sts work in groups
> Ss give their answers
Whole class and pair work
* SS in turns give thedescription of the boy; thenthe girl; the man and thewoman using the T's frame
Group work and pair work
pair work
person's appearance
tall
people's personalities
honest
Trang 5the suggestion at page 17
Suggested key words and questions:
+ Physical characteristics: What does he/
she look like?
+ Hobbies: What are his/ her hobbies?
What does he/ she like doing?
+ Personality: What he/ she like? friendly/
helpful
wrapping 1 T summaries the main point of the lesson 2 Ask ss to do extra exercise as for Homework C Conclusion T asks; What tense do you usually use to talk about personal experiences D Homework Tell about your memorable experience _ TiÕt thø:
Ngµy so¹n: / /
Ngµy d¹y: / /
D¹y c¸c líp:
Unit 1: Friendship Lesson C: listening A Objectives I Aims Ss practice listening comprehension and note taking on specific information II Teaching aids
Tape recorder, cassettes tapes, textbook
B Procedures
I Warm-up (3mn).
- T gives handouts to Ss to collect words of people's appearance and personalities
- Sts answer the questions from the teacher
II Pre-listening (10 mn).
* Activity 1 Talking about your best friend
Trang 6- T asks sts to work in pairs, look at the questions at page 17 and answer them
- SS gives feedback
* Activity 2.
- T reads aloud the words in the “Before you listen” on page 17 and asks sts
to repeat in chorus
- T explains some difficult words (eg; go though a rough time, give sb a
ring )
* - Ask ss to guess what they are going to listening about III While-listening (20 mn). * Task 1. - T introduces the situation of the tape script - T asks sts to read the questions in Task 1 - T plays the tape once ->- T checks sts’s activities comprehension - T plays the tape for the second time ->- T checks sts’s activities comprehension - T plays the tape for the third time (pause when necessary) - T gives feedback.: Lan's talk: 1 F 2 F 3.T 4 F 5 T 6 F Long's talk: 1 F 2 F 3 T 4.T 5 T 6.T * Task 2 (listen to the tape again) - T asks sts to get the answers from listening and fill in the gaps - T plays the tape for the 1st time and check sts’s activities answers for Lan's information - T plays the tape for the second time an checks sts’s activities comprehension for Long's information - (Sts may listen to the tape for the 3rd time if needed) - T corrects sts’s activities answers ( see T's book) IV Post-listening (7 mn). - T asks sts to work in groups (discuss the tasks in the book – page 18) - Some sts present their ideas in front of the class - T and other sts give comments C Consolidation (3 mn) Retell the talks from Lan and Long they've heard (excellent sts) D Homework (2 mn) Write a short passage (about 100 words) to summarize the talks _ TiÕt thø:
Ngµy so¹n: / /
Ngµy d¹y: / /
D¹y c¸c líp:
Unit 1: Friendship Lesson D: writing
A Objectives
1 Aims
Sts can write about a friend
2 Teaching aids:
Trang 72 Before writing. Task 1.
- T provides sts handouts (a description of a person)
- T asks sts to work in groups, read the handouts and asks the:
+ name; age; sex; home address;
+ appearance: height; hair; eyes; face; clothes
+ personality: good; helpful
- T introduces briefly the way of writing a description of a person > givesthe frame for writing
+ Tense; Present simple tenses
+ Adjectives: tall, beautiful, oval face
+ Frame: Introduction; body; conclusion
(What need to say in each paragraph)
3 Task 2: Ss' writing:
- T requires sts to use the frame given to describe a person they like
- T goes around to check
- T asks sts to read aloud their information
4 Post writing Task 3.
- T asks sts to write a letter describing a best friend (individually)
- T asks sts to work in pairs to correct their writing
- T asks sts to read aloud (2 sts) and asks other sts to comment
- T listens and gives ss remarks
3 Homework.
T asks sts to fulfill their task basing teacher and friends’s activities ideas and comment
TiÕt thø: Ngµy so¹n: / /
Trang 8Ngµy d¹y: / / D¹y c¸c líp:
Unit 1: Friendship
( Language focus) A
- Checking the pupils’s activities attendance
II Checking homework
Call one or two pupils to read their story about their school days
III New lesson:
arrangement
10 mn
Activity 1: Pronunciation of sounds / dZ/ and / t S/
1 T explains the differences between these two souds
2 T has ss practising these words and sentences
at page 19 with correct pronunciation
ss practise saying the words and sentences aloud: in chorus and individually
15mn
Activity 2 : Grammar
Presentation and Practice 1: To+ infinitive
1 review: to infinitive used after a noun:
I have a lot of homework to do.
Ask Ss to do task 1
2 have ss do Ex 1 aloud
3 T gives correction if necessary
Individualwork
15mn Activity 3 : Grammar
Presentation and Practice 1: infinitive( without to)
Trang 91 review: infinitive used after a noun/ a pronoun
with some verbs like: to see; to hear; to make; to
watch; to let; to feel:
I saw a man play football in the garden.
Ask Ss to do task 2
2 have ss do Ex 2 aloud
3 T gives correction if necessary
5 mn Activity 1: wrapping: - T gives the conclusion of using infinitive with and without to - T gives homework tasks to ss TiÕt thø:
Ngµy so¹n: / /
Ngµy d¹y: / /
D¹y c¸c líp:
Unit 2: personal experiences Lesson A: Reading A Objectives. 1 Aims: By the end of this lesson sts will be able to - guess the meaning of the words based on contexts - scan for specific information about personal experiences - use vocabulary items related to personal experiences 2 Lexical items. * Vocabulary: Words related to personal experiences (adjectives showing feeling; excited, happy, surprised, happy )
* Structures / grammar: The simple past tense
3 Teaching aids:
Pictures, radio and cassette
B Procedures
Teacher s activities’s activities Sts activities’s activities
1
Warm-up (3 mn).
- T writes the diagram on the board - Sts work in groups
- Give feedback
Feeling
excite d
Trang 10(possible answers; confused / upset /
surprised / frightened / sad …)
- T asks; Would you feel embarrassed or
upset if you went to class late? à lead in
- T explains the words “personal
experiences”; the things that have
happened to you that influence the way
you think and behave
2 Before you read (9 mn)
- Have sts work in pairs, look at the
pictures on page 2 and guess what is
happening in each of them
- Provide eliciting questions
+ Where are they?
+ What are they doing?
- Explain new words
+ floppy cotton hat
+ a wad of dollar notes
- Ask sts to look at the reading, play the
tape for sts to listen once
- Have sts read the text in silence
- Ask sts to do Task 3 on page 24
- Correct sts’s activities answer if necessary
- Look at the reading and listen
to the tape
- Read silently
- (in pairs) do Task 1
- Give feedback
- Do the task individually
- Work in groups, ask andanswer the questions (page 24)
- Give feedback
4 After you read (8 mn)
- Ask sts to 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?’s activities
- Give some cues
Put up a notice on the school board / get
- Work in groups
- Give out the answer
Trang 11on the same bus the next day and look for
the boy to return the money to him / do
nothing / keep it a secret / ask her father
for advice …
- Feedback
C Consolidation (3 mn)
T asks; 1) What tense is used to relate personal experiences?
2) What adjectives are used to express feelings in the reading? Can you make some sentences with them?
D Homework (1 mn)
Summarize by writing a short passage within 100 words
_
TiÕt thø:
Ngµy so¹n: / /
Ngµy d¹y: / /
D¹y c¸c líp:
Unit 2: personal experiences
Lesson B: speaking
A Objectives
I Aims.
Talking about personal experiences and its effect
II Lexical items.
Words related to personal experiences
III Structures or grammar
Past tenses
IV Teaching aids.
Handouts, pictures …
B Procedures.
I Warm-up
- T gives out some prepared pictures and some adjectives of feeling to
describe these pictures (angry, happy, excited, relaxed…)
- T asks sts to work in pairs to talk about the emotion of the people in the pictures
- Sts give feedback
- T corrects mistakes
- T gives some guiding questions
1) Have you ever had any personal experiences?
2) How do you feel when you meet a famous pop-star?
3) How do you feel if you fail the exam?
II Presentation.
Trang 12- T introduces the situation, vocabulary and structures;
Seriously (adv)
Appreciate (v)
Attitude (n)
Be interested in T gives examples for illustration Affect (v)
Make + O + V(bare infinitive)
Make + O + adjective
- T reads the words aloud and gets sts to repeat in chorus
III Practice.
1 Task 1.
- T delivers handouts and asks sts to work in pairs
- T observes and offers help if needed
- Sts peer correct
- T gives correct answers
- T asks questions in column A – Sts answer freely
2 Task 2.
- T introduces the situation, asks sts to work in pairs to rearrange the sentences into correct order of the dialogue
- Sts peer correct
- T asks sts to practice acting the dialogue
3 Task 3.
- Ss work in pairs to underline the structures used to talk about past experiences in the dialogue, then use the structures and the ideas in Task 1 to make similar dialogues
- T provides useful structures
* Have you ever……?
* How did it happen … ?
* When did it happen … ?
* How did the experience affect you? - T goes round the class to offer help - T calls on some pairs to present the dialogues in front of the class C Conclusion T asks; What tense do you usually use to talk about personal experiences D Homework Tell about your memorable experience _ TiÕt thø:
Ngµy so¹n: / /
Ngµy d¹y: / /
D¹y c¸c líp:
Unit 2: personal experiences
Lesson C: listening
A Objectives.
Trang 13I Aims
Practice listening comprehension of a dialogue about a personal experience
of a famous person and its impact on her
II Lexical items.
Words related to past experiences (memorable, scream, gas stove, escape,terrified, replace, embarrassed, protected)
III Structures/grammar
The past simple tense (past tenses)
IV Teaching aids
Tape recorder, pictures …
B Procedures.
I Warm-up (3mn).
- T gives out a prepared picture and ask sts some questions;
1) What is it?
2) How do you feel when you see a fire?
3) What would you do if you saw a fire?
- T introduces the situation of the tape script
- T asks sts to read the questions in Task 1
- T plays the tape once
- T checks sts’s activities comprehension
- T plays the tape for the second time
- T checks sts’s activities comprehension
- T plays the tape for the third time (pause when necessary)
- T gives feedback
* Task 2 (listen to the 2nd part of the text)
- T asks sts to guess the answers
- T plays the tape for the 1st time and check sts’s activities answers
- T plays the tape for the second time an checks sts’s activities comprehension
- (Sts may listen to the tape for the 3rd time if needed)
- T corrects sts’s activities answers
IV Post-listening (7 mn).
- T asks sts to work in groups (discuss the questions in the book – page 28)
- Some sts present their ideas in front of the class
- T and other sts comment
Trang 14TiÕt thø:
Ngµy so¹n: / /
Ngµy d¹y: / /
D¹y c¸c líp:
Unit 2: personal experiences
Lesson D: writing
A Objectives
1 Aims
Sts can write a personal letter about a past experience
2 Lexical items
Words and phrases related to express emotion and memorable experiences; the happiest / the funniest / the most embarrassing …
Structures; - Simple past tense, past continuous tense
3 Teaching aids:
Pictures or real objects related to the experiences
Handouts
B Procedures
1 Warm-up (5 mn).
- T asks sts some questions about sts’s activities pat experiences
Eg; What is your most memorable experience?
When / where did it happen?
2 Practice.
* Task 1.
- T provides sts handouts (a letter + a table)
- T asks sts to work in groups, read the letter and fill the information in the table
- T goes around to check
- T gives feedback
- T introduces briefly the way of writing a personal letter about a past experience
+ Tense; Past tenses
+ Informal language, emotional expressions
* Task 2.
- T requires sts to use the table given to fill their personal information
- T goes around to check
- T asks sts to read aloud their information
Trang 15* Task 3.
- T asks sts to write a letter (individually)
- T asks sts to work in pairs to correct their writing
- T asks sts to read aloud (2 sts) and asks other sts to comment
- T listens and comments
3 Homework
T asks sts to fulfill their task basing teacher and friends’s activities ideas and comment
TiÕt thø:
Ngµy so¹n: / /
Ngµy d¹y: / /
D¹y c¸c líp:
Unit 2: personal experience
( Language focus) A
Aim
Reviewing Past Tenses: simple; progress and perfect Tenses
B.
Objectives
By the end of the lesson , pupils distinguish :
- the use of the Past Tenses: simple; progress and perfect Tenses
- present tense used as in past events
C.
Materials
Textbooks , pictures, diagrams
D Procedure:
I Class organization
- Checking the pupils’s activities attendance
arrangement
10 mn
Activity 1: Pronunciation of nasal sounds / m/ ; / n/ and
/ Y /
3 T explains the differences between these three nasal sounds
4 T has ss practising these words and sentences
at page 29 with correct pronunciation
ss practise saying the words and sentences aloud: in chorus and individually
10mn
Activity 2 : Grammar
Presentation and Practice 1: present tenses used
as past meaning
1 review: present simple tense; present progressive;
and present perfect tenses: MEANING+ FORM+
USE
Ask Ss to do task 1
Individual work
Trang 16Key:
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
10mn Activity 3 : Grammar
Presentation and Practice 1: past simple tense Vs
past continuous tense
1 review: past simple tense; past progressive:
MEANING+ FORM+ USE
Ask Ss to do task 2
2 have ss do Ex 2 aloud
3 Key:
1 broke/ 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 doing 8 didn't
wear/ didn't notice / was driving
Individualwork
10mn Activity 3 : Grammar
Presentation and Practice 1: past perfect tense Vs
other past tenses
1 review: past perfect tense Vs other past tenses:
MEANING+ FORM+ USE
Ask Ss to do task 3
2 have ss do Ex 3 aloud
3 Key:
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/
had not arrived 8 had looked / asked / cost
Individualwork
5 mn Activity 1: wrapping:
- T gives the conclusion of using the past tenses
- T gives homework tasks to ss
Bµi kiÓm tra 15’Choose the word (marked A, B, C or D) whose underlined part is pronounceddifferently from the underlined parts of the others
Choose the best answer (marked A B C or D) to complete the following sentences.
3 My most experience happened a few years ago
A embarrassing B embarrass C embarrassed D embarrassment
4 When I got to the station, the train
Trang 175 While I ………, someone knocked at the door.
A had a bath B had had a bath C was having D have a bath
Read the following passage and answer the question from 6 to 10 by
choosing the best answer (marked A, B, C or D) after each question.
When I was a student, I had a summer job in an expensive restaurant inGlasgow One day we were expecting forty members of a football team forlunch I was given the job of peeling potatoes I thought I was managingquite well with my small knife until the owner appeared to see how I wasgetting on She was amazed that I was using a knife and asked why I wasn’s activitiestusing the potato peeler I had no idea what a potato peeler was so she led meinto a small room behind the main kitchen There, on the table, was a smallmachine like the rubbish bins some people have in their bathrooms
She explained as if to a small child that I had to put the potatoes I, closethe lid and press the button When she came back ten minutes later, I told her
I thought it was quicker to do by hand She asked what I meant “Well, theyaren’s activitiest ready yet,” I replied You can imagine how I felt when she lifted thelid and took out the potatoes the size of peas The potato peeler was notautomatic
6 When did the story happen in Glasgow?
7 How did the author peel potatoes at first?
A He peeled potatoes with a small
D He peeled potatoes with a bin
8 How did the owner feel when she saw how the student peeled potatoes atfirst?
9 The owner explained how to used the potato peeler
A Very quickly B Very carefully C Very
beautifully D.carelessly Very
10 The most suitable of the passage is
A A happy experience
C A boring experience B A horrible experienceD An embarrassing experience
The words in the following sentences are in the wrong order, rearrange them to make meaningful sentences by choosing the best answer (marked A,
B, C or D).
11 my keys / suddenly / that / had / forgotten / I / remembered / I
A I remembered that suddenly I had forgotten my keys
B My keys suddenly I remembered that I had forgotten
C I suddenly had remembered that I forgotten my keys
D I suddenly remembered that I had forgotten my keys
12 she / I / arrived / the / bus-stop / left / had / when / at
A When she left the bus-stop, I had arrived at
B When I arrived at the bus-stop, she had left
C When I arrived, she had left at the bus-stop
D When at the bus-stop she had left, I arrived
13 my child / my wife / cooking dinner / was / while / was / with / playing /the cat
A While was cooking dinner, my wife, my child was playing with the cat
Trang 18B My wife was cooking dinner while my child was playing with the cat.
C My wife, my child was cooking dinner while was playing with the cat
D While was my wife playing with the cat, my child was cooking dinner
Listen to the story and choose the best answer (marked) to questions 14 and 15.
14 What did Mary hear?
15 How did she feel when she heard this?
_
§¸p ¸n bµi kiÓm tra 15’
The listening passage.
Mary was busy sweeping the floor when she heard a little noise She stood and watched All at once, out popped a little white head Was it a mouse? No, the head was too large Was it a rabbit? No, the ears were too small Was it a squirrel? No, the body had a long smooth tail It might be a rat! Mary felt frightened Quickly she took her things and dashed out She locked the door Now she felt safe
TiÕt thø:
Ngµy so¹n: / /
Ngµy d¹y: / /
D¹y c¸c líp:
Unit 3 : A Party Lesson A : Reading I Aims : At the end of the lesson ss can be able to: -Read for specific information, identify and correct false information - Language contents: - Lexical item : anniversary, celebrate, childish, clap, cozy -Grammar: infinitive and gerund -Teaching aids: pictures, some real things, cassette & dish, book II Teaching procedure Warm up (5 minutes) Sub-aim: To remind Sts of the topic of the lesson 1 Class attendance:
Trang 192 Teacher and students sing the song Happy birth day“ ” in chorus.
3 Leading to the lesson
(1) Before you read.(7mn)
Sub-aim: Providing Sts vocabs and structures
Teacher’s activitiess activities Students activities-Ask students to work in pair
-Explain new words:
anniversary, celebrating, childish,
clap, cozy
-Lead to the practice
-Work in pair Look at the picturesand answer the questions
1 They belong to a family
2.P1 They are celebrating a birth day P2.T hey are celebrating a goldenwedding anniversary
-Read new words, take note
(2).While you read.(20mn)
Sub-aim: To help Sts reading comprehension the passage
*Brainstorming: T.ask Sts to work individual
T plays the dish while sts follow the reading passage in the book
Task 1: T asks Sts to work in pair Sts have to put a tick (v) in the right box
Birth day party Wedding anniversary
party
1 People sing a song
2 People eat cake
3 People receive cards and
gifts from friends and relatives
4 People joke about their age
5 People remember their
wedding
6 People go out to dinner
7 People blow out candles, one
for each year
VVV
VV
VVVV
T makes a comment (if necessary)
Task 2 :
- T asks Sts to read the passage again and work in pair
- T calls some Sts to answer the questions
(3) After you read.(5mn)
Sub-aim: To help Sts summary the passage and use it to do other exerciselike that
Teacher’s activitiess activities Students’s activities activities
- Ask sts to work in pair - Work in pair
Trang 20- Call sts to practise - Speak in front of the class.
(4).Comment.(3 mn)
sub-aim: Remind Sts of the common mistakes and errors
- T gives general comment the speaking
- T corrects students’s activities mistakes and errors
IV Consolidation.(5mn)
T calls 1 or 2 Sts telling the main idea of the passage in front of the class
V Homework (5mn)
Exercise 1 (T gives 10 MCQs about the reading passage)
Exercise 2 Write a short passage of about 50 words about your plan for your
birth day party.
TiÕt thø:
Ngµy so¹n: / /
Ngµy d¹y: / /
D¹y c¸c líp:
Unit 3 : A Party Lesson B : Speaking
I Aims: After the lesson, Ss will be able to:
- Talk about parties and how to plan parties
Language contents:
1 Lexical items: party – goer, entertainment, refreshments
2 Gram mar: Infinitive and gerund, passive infinitive
3 Teaching aids: pictures, some real things, books
II Teaching procedure (30mn)
Warm up.(7mn)
1 Checking class attendance
2 Games: Brainstorming
T divides the class into 2 groups and the 2 groups have to write words relating to party They take part in the competition for 3 minutes which group writes down more words than the other will be winner
Group 1: Invite, food, drink, candle
Group 2: Cake, flower, drink, music, sweets.
3 Leading to the lesson
1 Presentation.(10 mn) Sub- aim: Providing new words and structures + Party – goers (n) + Infinitive + Gerund
+ Entertainment (n) (like/love/enjoy/start + gerund)
+ Refreshments (n)
- Leading to the practice
2 Practice.(20mn)
Trang 21Sub – aim: Control practice: Talking about a party base on questions, suggestions
Task 1: Tell sts to answer the
questions individually
- Read the questions and answer them
- Tell sts to work in pair - Work in pair
Task 2:
- Tell pupils to work in pair - Work in pair Talking about the
party
- Call some sts to speak before the
class
- Talk about the party in front of the class
Task 3:
- Ask sts to work in group - Work in group Talk about
organizing the best party
- Call a representative of each group
to talk in front of the class
- Talk in front of the class
3 Production.(5mn)
Sub – aim: Free practice Sts talk about his/her party and invite his/her friends to come
Task 4
Teacher’s activitiess activities Students’s activities activities
- Divide the class into pairs and ask
Sts to work in pair
- Call some Sts to speak in front of
the class
- Work in pair Talk to his/her party and convince them to come
- Speak in front of the class
4 Comment.(5mn)
Sub – aim: Remind Sts of the common mistakes and errors
- T corrects the common students mistakes and errors
5 Consolidation & V Homework (5mn)
- T calls one or two sts talking in front of the class about their party and inviting people to come
- Exercise: You are going to have a birth day party Write a letter to invite your friends./
TiÕt thø:
Ngµy so¹n: / /
Ngµy d¹y: / /
D¹y c¸c líp:
Unit 3 : A Party Lesson c : listening
A Objectives
At the end of the lesson, Ss will be able to practice listening comprehension and note taking on specific information
II Teaching aids
Trang 22Tape recorder, cassette tapes, textbook
* Activity 1 Talking about your birth day party
- T asks sts to work in pairs, look at the questions at page 36 and answerthem
- T introduces the situation of the tape script
- T asks sts to read the questions in Task 1
- T plays the tape once or more ->- T checks sts’s activities comprehension
- T plays the tape for the second time. ->- T checks sts’s activities comprehension
- T plays the tape for the third time (pause when necessary)
- T gives feedback.:
1 F 2 F 3 F 4.T 5 F
* Task 2 (listen to the tape again)
- T asks sts to get the answers from listening
- T plays the tape for the second time an checks sts’s activities comprehension
- (Sts may listen to the tape for the 3rd time if needed)
- T corrects sts’s activities answers ( see T's book)
IV Post-listening (7 mn).
- T asks sts to work in groups (discuss the tasks in the book – page 37)
- Some sts present their ideas in front of the class
- T and other sts give comments
Trang 23TiÕt thø: Ngµy so¹n: / / Ngµy d¹y: / / D¹y c¸c líp:
Unit 3 : A Party Lesson d : writing
- T asks ss some questions about when and how to write a letter
- Gives ss a letter of a wedding invitation , asks them to read and then pointout that it's an informal letter
2 Before writing. Task 1.
- T provides sts handouts (an informal letter of invitation to a wedding)
- T asks sts to work in groups, read the handouts and find the:
+ date, the opening of the letter;
+ the body: occasion, dressing codes, present to give at the party
+ the closing of the letter: yours / best wishes and then signature
- T introduces briefly the way of writing an informal letter of invitation >gives the frame for writing
+ Tense: Present simple tenses; future with be going to / will
+ the sentence used for invitation: : Would you like to come?
+ The time, date, the place, and what you are going to do at the party + Frame: Introduction; body; conclusion
(What need to say in each paragraph)
3 Task 2: Ss' writing:
- T requires sts to use the frame given to write an informal letter ofinvitation they like
- T goes around to check
- T asks sts to read aloud their letters
4 Post writing Task 3.
- T asks sts to write another letter inviting someone to come to farewell party
at your house (individually)
- T asks sts to work in pairs to correct their writing
- T asks sts to read aloud (2 sts) and asks other sts to comment
- T listens and gives ss remarks
3 Homework.
T asks sts to fulfill their task basing on teacher and friends’s activities obove
TiÕt thø: Ngµy so¹n: / / Ngµy d¹y: / /
Trang 24D¹y c¸c líp:
Unit 3 : A Party
( Language focus) A
Aim
Reviewing the use of infinitive and gerund in active/ passive voice
B.
Objectives
By the end of the lesson , pupils distinguish the use of infinitive and
gerund in active/ passive voice
- Checking the pupils’s activities attendance
II Checking homework
Call one or two pupils to read their letters they wrote at home
III New lesson:
ss practise saying the words and sentences aloud: in chorus and individually
15mn
Activity 2 : Grammar
Presentation and Practice 1: The verbs used with
the form of infinitive and gerund and both
1 review: (see T's book)
Ask Ss to do task 1
2 have ss do Ex 1 aloud
3 T gives correction if necessary: 1 having
2 getting 3, to tell 4, practicing 5, to see
Individualwork
15mn Activity 3 : Grammar
Presentation and Practice 1: The verbs used with
the form of passive infinitive and passive gerund
(to be + PP/ being + PP )
1 review: give meaning, form, use of passive
infinitive and passive gerund
e.g: I have a lot of work to be done
I like being welcome at the party
Individualwork
Trang 25Ask Ss to do task 2
2 have ss do Ex 2 aloud
3 T gives correction if necessary
1 B 2 A 3 B 4 B 5.A
Activity 3 : Grammar
- have ss do Ex 2 aloud
- T gives correction if necessary
1 D 2 C 3 B 4 B 5.C
Individualwork
5 mn Activity 4: wrapping:
- T gives the conclusion of using infinitive and
gerund in active/ passive voice
- T gives homework tasks to ss
TiÕt thø:
Ngµy so¹n: / /
Ngµy d¹y: / / D¹y c¸c líp:
Unit 4 : volunteer work Lesson A : Reading
I Aims : At the end of the lesson ss can be able to:
- Read for specific information,
- Use the information they've read to discuss the topic
- Language contents:
- Lexical item : words about volunteer work
-Teaching aids: pictures, some real things, cassette & dish, book.
II Teaching procedure.
Warm up (5 minutes)
Sub-aim: To remind Sts of the topic of the lesson
1 Class attendance:
2 Teacher use the "hang man" game to lead to the word "VOLUNTEER"
3 Leading to the lesson
(1) Before you read.(7mn)
Sub-aim: Providing Sts vocabs and structures and topic prediction
Teacher’s activitiess activities Students activities-Ask students to work in groups
looking at the picture at page 46 to
answer the questions:
What is the old man doing?
What does the picture tell you:.
- Look at the pictures and answer thequestions
1 he's teaching the boy to read
2 the little contribution and help maychange a person's life
Trang 26-Explain new words:
to volunteer, the aged, to suffer, to
participate, remote, orphanage
-Lead to the practice
- Ask ss to do task 1: -> revise: the
forms of the word: volunteer by
filling in the gaps of the passage
1 voluntary 2 voluntarily
3 volunteers 4 volunteered
-Read new words, take note
ss work in pairs
(2).While you read.(20mn)
Have ss read the passage in 5 mins and do task 2: individually
1 A 2.D 3 B 4.D 5 B
Have ss read the passage in 5 mins and do task 3: in pairs
Key;
1 They read books to people, play games with them, listen to their problem
2 They give care and comfort to them- help them overcome difficulties
3 They volunteer to work in remote areas
(3) After you read
T asks Sts to work in pairs to discuss the questions in the text book
- T goes round the class to give helps if necessary
- T calls some pairs to to report their ideas to the class
- T gives feedback to ss
(4).Wrapping.(3 mn)
: Remind Sts of the common mistakes and errors
- T gives general comment the speaking
- T corrects students’s activities mistakes and errors
- T calls 1 or 2 Sts telling the main idea of the passage in front of theclass
V Homework (5mn)
Extra activity Exercise will be done at home
TiÕt thø: Ngµy so¹n: / / Ngµy d¹y: / / D¹y c¸c líp:
Unit 4 : volunteer work Lesson B : Speaking
I Aims: By the end of the lesson, Ss will be able to:
- Talk about different kinds of activities relating to volunteer work
Language contents:
Trang 271 Lexical items: words relating to volunteer work
2 Gram mar: resent continuous tense
3 Teaching aids: pictures, some real things, books
II Teaching procedure (30mn)
Warm up.(7mn)
1 Checking class attendance
2 Games: T gives each group of ss a picture ask the to work in goups andfind what is happening in each picture
1 The student is teaching the poor children.
2 The Ss are taking parts in directing the traffic
3 The medical student is examining the old people
4 SS are taking care of babies
5 The ss are taking parts in a blood Donation activity
6 the ss are collecting rubbish
7 Ss are helping soldiers to build the road
8 SS are helping examinees on the way to take university entrance examination
2 Practice.(20mn)
Task 1: Tell sts to decide which of
activities are volunteer work? Why?
- ss work in pairs then give the correct answers
- Getting feedback from ss and
correct them
- The answers can be varied but point
put ss that volunteer work must be
served the community / helping
- Ask sts to work in group to talk
more about the volunteer work they
should to take part in
- Work in groups
- Call a representative of each group
to talk in front of the class
- Remind Sts of the common
mistakes and errors
- Talk in front of the class
Trang 28- T corrects the common students
mistakes and errors
5 Consolidation & V Homework (5mn)
- T asks ss to write to talk more about the volunteer work they should to take part in
in their - Exercise books for homework
TiÕt thø: Ngµy so¹n: / / Ngµy d¹y: / / D¹y c¸c líp:
Unit 4 : volunteer work Lesson c : listening
A Objectives
By the end of the lesson, Ss will be able to practice listening comprehensionand note taking on specific information
II Teaching aids
Tape recorder, cassette tapes, textbook, handouts
B Procedures
I Warm-up (3mn).
- T gives words relating to volunteer work on the board Ask ss to play the
game "Slap the board""
The words given: war invalid, martyr, intersection, the aged, orphanage, remote, suffer
II Pre-listening (10 mn).
* Activity 1 Sts discuss the questions at page 51 then, call them to report before class.
- SS gives feedback T gives corrections to them
* Activity 2 Pre-teach new words:
Fund raising activities; Donation; sum of money; Informal school; Organization for Education Development.; co-operate ; disadvantaged; co- ordinate; Sponsor.
* Activity 3: set up the context : Ss are going to listen to the passage talking about Spring school- a special school in Ho chi Minh city.
* Activity 4: have ss do the prediction task
- Ask ss to guess what they are going to listening about
III While-listening (20 mn).
* Task 1.
- T introduces the situation of the tape script
Trang 29- T asks sts to read the questions in Task 1 to fill in the blanks for the givensentences.
- T plays the tape once or more ->- T checks sts’s activities comprehension
- T plays the tape for the second time. ->- T checks sts’s activities comprehension
- T plays the tape for the third time (pause when necessary)
- T gives feedback.:
6 informal 7 30 street children 8 250 chilren 9
1998 10 volunteers, June
* Task 2 (listen to the tape again)
- T asks sts to get the answers from listening
- T plays the tape for the second time an checks sts’s activities comprehension
- (Sts may listen to the tape for the 3rd time if needed)
- T corrects sts’s activities answers ( see the answers in T's book)
IV Post-listening (7 mn).
- T asks sts to work in groups : to summaries the story about the SpringSchool
- Some sts present their ideas in front of the class
- T and other sts give comments
Unit 4 : volunteer work Lesson d : writing
- T asks ss some questions about how to write a formal letter in English
- Gives ss a quiz to ss to do in groups (see key in T's book)
Trang 302 Before writing. Task 1.
- T provides sts handouts (a formal letter to thank someone)
- T asks sts to work in groups, read the handouts and find the:
+ date, the opening of the letter;
+ the body:
+ the closing of the letter: yours faithfully , then signature
- T introduces briefly the way of writing a formal letter to thank someone >gives the frame for writing
+ Tense: Present simple tenses; future with be going to / will
+ the sentence used : : Would you like ?
+ The time, date, the place, and what you are going to do
+ Frame: Introduction; body; conclusion
(What need to say in each paragraph)
3 Task 2: Ss' writing:
- T requires sts to use the frame given to write a formal letter to thanksomeone
- T goes around to check
- T asks sts to read aloud their letters
4 Post writing Task 3.: feed back on ss' writings
- T asks sts to write another letter inviting someone to thank someone for thepresent at the party (individually)
- T asks sts to work in pairs to correct their writing
- T asks sts to read aloud (2 sts) and asks other sts to comment
- T listens and gives ss remarks
3 Homework.
T asks sts to fulfill their task basing on teacher and friends’s activities above
- Do extra exercises as homework
TiÕt thø: Ngµy so¹n: / / Ngµy d¹y: / / D¹y c¸c líp:
Unit 4 : volunteer work
( Language focus) A
Aim
Reviewing the use of infinitive gerund and present participle ; perfect
gerunds and perfect participles.
B.
Objectives
By the end of the lesson , pupils distinguish the use of gerund and present
participle ; perfect gerunds and perfect participles appropriately.
Trang 31II Checking homework
Call one or two pupils to read their letters they wrote at home
III New lesson:
arrangement
10 mn
Activity 1: Pronunciation of sounds /wl/ and /j/
1 T explains the differences between these three sounds
2 T has ss practising these words and sentences with correct pronunciation ( if necessary, use tape recorder for practice)
ss practise saying the words and sentences aloud: in chorus and individually
15mn
Activity 2 : Grammar: Gerund
Presentation and Practice 1: The gerunds used - -
- as a subject of a sentence
- after a preposition
- in compound noun like: dinning room
1 review: (see T's book)
Ask Ss to do task 1
2 have ss do Ex 1 aloud
3 T gives correction if necessary: 1 hearing
2 bending 3, behaving 4, meeting 5,
spending 6, waiting 7 starting
Individualwork
15mn Activity 3 : Grammar; Present participle
Presentation and Practice 2: The verbs used :
- to form continuous tenses: be+ Ving
- in structure: see/ hear/ watch sb + Ving
- as an adjective-
-Ving time- clause
1 review: give meaning, form, use of present
participle
Ask Ss to do task 2
2 have ss do Ex 2 aloud
3 T gives correction if necessary
Activity 3 : Grammar: Perfect gerund and perfect participle
Presentation and Practice 3: The verbs used :
Individualwork
Trang 32having + PP/ > referring to the past actions
1 review: give meaning, form, use of perfect
participle
Ask Ss to do task 3
2 have ss do Ex 3 aloud
3 T gives correction if necessary
- T gives the conclusion of using gerund and present
participle ; perfect gerunds and perfect participles
appropriately.
- T gives extra homework tasks to ss
TiÕt thø: Ngµy so¹n: / / Ngµy d¹y: / / D¹y c¸c líp:
UNIT 5 ILLITERACY Lesson a: Reading
A Objectives
I Aims.
By the end of the lesson, students will be able to:
- Read to find the Vietnamese equivalent to the words or phrases ofthe topic: illiteracy
- Read to find the main idea of the text
- Read to take the detail information of the text
II Lexical items
Words or phrases relating to illiteracy and education
Trang 33- to take part in
Grammar: the past tense
IV Teaching aids needed: textbook, pictures
II Before you read (10mn)
- Ask Ss to look at the picture at the page No 56 and then work in pairs
to answer the questions written on the board
+ Where do you think the class is?
+ Are the students in the class at the same age?
+ What is this class different from your class?
III While you read (28 mn)
Have students read through the text once
- Call leader of each group to show their result
Task 2
- Have students read carefully the four options in this task
- Ask them to work in pairs to do this task
- Call some pairs to show their choice
- Correct their answer
Suggested answer: D
Task 3
- Ask Ss to read all the five questions and then translate them intoVietnamese
- Have Ss show the key words of these questions and underline
- Get Ss to read the text again and work in pairs to answer thequestions
Suggested answer:
1 94% of the population
2 The campaign for illiteracy eradication
Trang 343 600 in 2000 and 800 Ss in 2001.
4 They voluntarily spent their vacations teaching ethnic minorityilliterate people to read and write
5 illiteracy will soon be eradicate
IV After you read (3mn)
- Ask Ss to work in pairs to do this task
- Have Ss discuss freely about the question 2
V Homework (1mn)
Learn by heart the expressions in the task 1
TiÕt thø: Ngµy so¹n: / / Ngµy d¹y: / / D¹y c¸c líp:
UNIT 5: ILLITERACY LESSON B: SPEAKING
- Words: - Words concerning school subjects
- structures & grammar: - The present simple tense
- Students work in groups
- Students go to the board to fill
- Suggestion: problems ( school problem, class problem, individual problem)
2 Presentation:( 7 mins)
- Introduce briefly what sts are going to do in this lesson
- Ask sts about the verb tense to use in talking about the school
problems and offer solutions
- Remind sts of some rules of the present simple tense
- Help sts use structure: should do st
- Guide vocabs
3 Practice:( 33 mins)
Trang 35+ Task 1:
- Ask sts to open their books
- Introduce the requirement of the task
- Ask sts to look at the table in the textbook and read through it
- Ask sts work in pairs
- Suggest answer:
1 b-g 2 a-e 3 d-f 4 c 5 h-i-j
+ Task 2:
- Introduce the requirement of the task
- Ask sts to work in groups
- Suggest: see tast1
* Useful expressions:
- Have you thought about
- Why don’s activitiest you stop
- How about/What about
- Introduce the requirement of the task
- Ask sts to work in groups
- Call some sts speaking
Lesson c: Listening
A Objectives
I Aims
- Listen to a survey carried out in Perth, Australia
II Lexical items
- maturity, self-respect, academic
III Structures
- to give some input into
- to set realistic goals
Grammar: past simple tense, should do st
IV Teaching aids needed
- cassette, tape, textbook
B Procedures
I Warm up (3mn)
- Divide the class into 5 groups and ask them to discuss
Trang 36Question: What makes an effective school?
Suggestions:
+ Teachers:
+ Students:
+ Others: clubs, infrastructure
II Before you listen (10mn)
- Introduce the topic of the lesson, explain the word “survey”
- Ask Ss to answer quickly the two questions
- Read aloud the words and get Ss to listen and repeat
- Give the meaning of the words
III While you listen (25mn)
Task 1
- Have Ss pre- read the sentences in this task, explain the meaning ofthe words and phrases if necessary
- Have Ss guess the answer before listening
- Play the tape two times, ask some Ss to give their answers Otherslisten to and remark
- Play the tape the third time to confirm the answers
- Correct the answer
Task 2
- Get Ss to read the questions and answer them before listening again
- Correct the question 1
- Play the tape to answer the two questions
IV After you listen (6mn)
- Ask Ss to work in pairs to discuss the question
- Have some pairs present
V Homework (1mn)
Write sentences to answer the question in the part After youlisten
TiÕt thø: Ngµy so¹n: / / Ngµy d¹y: / / D¹y c¸c líp:
Trang 37Unit 5 : Illiteracy
Lesson D : Writing
Objectives : Aims : Students learn how to write a paragraph describing the information /
data in the table
Lexical items : words related to describing data : decrease , gradual ,
Teachers’s activities activities Students’s activities activities
Warm up( 3 minutes )
- provide the disordered words and ask students to arrange into a meaningful sentence :
number/ rise / in / there / male / was / of / and /
female / literate/ the / a/ who / both / were //
- lead to the new lesson
Pre-writing: (10 minutes )
task 1 :
- ask students to read the text
- explain the new words if necessary
- check before class
-ask a question for elicitation :
What should we write in a paragraph of
describing the data in the table ?
While –writing : ( 20 minutes )
Task 2:
- provide the situation and guide the way to
describe the table
- discuss the outline of a paragraph of describing
the data in the table as shown in the model in task
1
-encourage students to study the useful language /
phrases.: the table shows / describes …/ words in
page 62
-Look at the words carefully and work
in groups to find out the correct sentence
Suggested answer : There was a rise in the number of both males and females who were literate
-read the text carefully
-choose the right word to fill in each blank
- compare with their partner
- suggested answers :1 varied / 2 rise /
3 who / 4 number / 5 different /6 between / 7 dramatically / 8 for
- Students’s activities answers may vary suggested answers :
understanding the information in the table
finding some words of contrast , difference , rise , increase …
- read the data
- work in groups
- -study the useful phrases
- write the paragraph on board
a sample paragraph:
the table describes the trends of literacy rates in Sunshine country from
1998 to 2007
Trang 38Post – writing : ( 12 minutes )
- read some students’s activities paragraphs and give
of both males and females in the Lowlands with 50% in 1998 , 53% in
2002 and 56% in 2004 Then this rate went up sharply to reach 95% in 2007.Similarly , there was a steady rise from 70% in 1998 to 85% in 2007 for the number of literate males and females inthe Midlands
On the contrary , the literacy rate in theHighlands declined steadily In 1998 , 50% of the population was literate but this number decreased gradually over the next six years It was only 30% in 2007
This data may help the researchers make suitable plans for educational development in each area of the country
- Checking the pupils’s activities attendance
II Checking homework
Call one or two pupils to read their letters they wrote at home
III New lesson:
Trang 39Time Steps Work
ss practise saying the words and sentences aloud: in chorus and individually
15mn
Activity 2 : Grammar: Gerund
Presentation and Practice 1: The gerunds used - -
- as a subject of a sentence
- after a preposition
- in compound noun like: dinning room
1 review: (see T's book)
Ask Ss to do task 1
2 have ss do Ex 1 aloud
3 T gives correction if necessary: 1 hearing
2 bending 3, behaving 4, meeting 5,
spending 6, waiting 7 starting
Individualwork
15mn Activity 3 : Grammar; Present participle
Presentation and Practice 2: The verbs used :
- to form continuous tenses: be+ Ving
- in structure: see/ hear/ watch sb + Ving
- as an adjective-
-Ving time- clause
1 review: give meaning, form, use of present
participle
Ask Ss to do task 2
2 have ss do Ex 2 aloud
3 T gives correction if necessary
7 burning/ rising
8 reading
9 lying 10.shopping 11.preparing 12.trying
7 modernizing
Individualwork
Activity 3 : Grammar: Perfect gerund and perfect participle
Presentation and Practice 3: The verbs used :
having + PP/ > referring to the past actions
1 review: give meaning, form, use of perfect
participle
Ask Ss to do task 3
Individualwork
Trang 402 have ss do Ex 3 aloud.
3 T gives correction if necessary
7 having
8 having been
9 having been 10.having tied 11.having read 12.having taken
5 mn Activity 4: wrapping:
- T gives the conclusion of using gerund and present
participle ; perfect gerunds and perfect participles
appropriately.
- T gives extera homework tasks to ss
test UNIT 5 ILLITERACY
1 Pick out the word which has the underlined part pronounced differently from the rest.
2 Choose the word whose main stressed syllable is different from the rest.
A prescription B problem C bloody D blanket
3 Choose the most suitable word to complete the sentence below.
David’s activitiess school ……….is very bad this term
4 Choose the underlined word or phrase in the sentence below that needs correcting.
The teacher told us not to create much noise in class
A B C D
5 Choose the best answer to complete the sentence.
In Cambodia, 90 per cent of males can read and write, but only 24 per cent
of females are
A literate B illiterate C literacy D illiteracy
6 Choose the best answer to complete the sentence.
Vietnam has the highest …… for literate males with 96 per cent
7 Choose the best answer to put the sentence into reported speech.
“ I won t do it again’s activities ”
A Jane said not to do it again
B Jane said she wouldn’s activitiest do it again