and how to do them * The tests in grade 11 include: - Ask students to prepare textbook, notebooks and the things for learning andprepare lesson reading - Unit 1 - Listen to the teacher -
Trang 1Giáo án môn Tiếng anh lớp 11
Trang 2The first term of grade 11
Student know: - How to learn English in grade 11
- How to do English tests
- How to use student’s book and workbook
3 Skill : - Reading
- Speaking
- Listening
Trang 3- Writing
- Doing English tests
II Teaching aids: Student’s book, student’s workbook, dictionary, some
test papers, etc
III Procedure:
Teacher s activities’ Students activities’ Notes
Warm-up :(7 minutes)
- Introduce to students about the teacher
- Ask students about their names and
English knowledge etc
Guiding: 35 minutes
1 Guiding student’s book and workbook:
* Introduce to students how to use their
book and workbook
* Introduce to students how to learn
reading, speaking, listening, writing,
language focus in their books and how
to do the exercises in their books
2 Guiding English tests in grade 11:
* Introduce to students about oral tests,
15 minute tests, 45 minute tests, etc
and how to do them
* The tests in grade 11 include:
- Ask students to prepare textbook,
notebooks and the things for learning
andprepare lesson reading - Unit 1
- Listen to the teacher
- Answer the teacher’s questions
- put the student’s book and workbook on the table
- listen to the teacher and look through the books
- Listen to the teacher
- listen to the teacher and write down the things which will be prepared at home
Trang 41 Educational aim: Students should know what a friendship is, know how to
keep a friend long
2 Knowledge:
- General knowledge: Students know about how to make and to keep friends long
- Language: Sentences and expression for describing qualities of true friendship
Trang 5- New words: Words related to qualities of friendship.
3 Skills: Guessing meaning in context, scanning for specific information and
passage comprehension
II Method: Integrated, mainly communicative.
III Teaching aids: Student’s books, note books, chalks board, etc.
IV Procedure:
Warm-up: (5 minutes)
- Ask students the questions:
- Have you got many friends?
- Who is your best frriend?
- What do your friends and you do in
your free time?
- Let students understand more about
activities and qualities of friends, then
say to students: Today we learn Unit 1-
part A: Reading
Before you read : (7 minutes)
- Ask students to look at the picture
and read the poem in their books
- Ask students to discuss then ask and
answer the question:
- What do you think of the friend in
the poem?
-Let them work in pairs
- Listen to students and correct
pronunciation and grammar if necessary
-Show students to know about friends
While you read : (23 minutes)
- Ask students to look through the
passage and read in silence
- Help students read the passage
- Explain pronunciation and meaning of
new words which appear in the passage
- Listen to the teacher and open the book – Unit 1, part A: reading
- Look at the picture in the book, listen to the teacher, read the poem then ask and answer the question, work in pairs:
A: What do you think of the friend in the poem?
B: I think …
- Listen to the teacher
- Listen to the teacher then read the passage
- Ask some new words if necessary
- Keep the book open
- Listen to the teacher then
Trang 6- Let students work individual or in
groups
- Help students if necessary
Keys:
1-mutual; 2-incapable of; 3-unselfish;
4(1)-acquaintance; 4(2)-friend;
5-give-and-take; 6-loyal to; 7-suspicious
Task 2: (4 minutes)
- Ask students look through the
passage then try to choose which of the
choices A, B, C,or D most adequately
sums up the idias of the whole
passage
- Let them work in pairs
Key: B
Task 3: (6 minutes)
- Ask students to scan the passage and
answer the questions:
- Let them work in pairs
- Walk round and help students
- Ask some students to stand up to ask
and answer eachother
- Walk round the classroom and
- Write down the true keys
in the notebook
- Listen to the teacher
- Look through the passage again and try to choose the most adequately sums up the idia of the whole passage
- Practice with a partner then write the key down in the note book
- Ask the teacher if necessary
- Listen to the teacher then ask and answer the questions in the book:
1/ The first quality for true friendship is unselfishness
2/Changeable and uncertain people are incapable of …3/ the third quality for friendship is loyalty…
4 There must be mutual trust between friends because if not, people cannot feel safe when telling the other their most intimate secrets
5 People can’t keep a friend long because they can’t keep a secret, either
of their own or others
6 The last quality for true friendship is sympathy It tells us that to be a true friend, you must sympathize with your friend Where there’s no
Trang 7After you read : (8 minutes)
- Ask students to disuss the question:
“ Why do we need to have friends? ’’
- Let them work in pairs
- Ask them to report the results to the
class
- Listen to students and correct
mistakes
Home work: (2 minutes)
- Ask students to write a passage about
their friendships (80 words)
- Ask students to do Reading exercise
of Unit 1 in workbook and prepare Part
B : Speaking at home
mutual sympathy between friends, there’s no true friendship
- Listen to the teacher
- Try to discuss the question
- The students who are called to stand up to report the result to the class loudly
- Listen to the teacher and write down homework
Trang 8- New words: words related to people’s physical characteristics and personalities.
3 Skills: talking about people’s physical characteristics and personalities
II Method: integrated, mainly communicative.
III Teaching aids: Student’s book and pictures showing friends, etc.
IV Procedure:
Teacher s activities’ Students activities’ Notes
Warm-up: (5 minutes)
- Ask students to keep book close
- Ask students to discribe some
students in the class
- Call some sdtudents to stand to talk
- Ask students to look at the
people in the book and discribe
their physical characteristics
- Let them work in pairs
- Introduce Useful language “ ” to
the students:
+ Height: tall, medium, short,
…
+ Face: square, large, oval, …
+ Forehead: broad, high, …
+ Nose: straight, crooked, …
+ Hair : Black, grey, …
+ Appearance: handsome,
beautiful, good-looking, …
While-speaking : (15 minutes)
Task 2
- Help students with some new words
- Ask sts to make questions and
answer questions with a partner, using
the information from the picture
- Let them work in groups
- Walk round and help them
- Ask some students to stand up to talk
again loudly
- Listen and correct mistakes
Post-speaking : (10 minutes)
Task 3
- Keep books close
- Listen to the teacher
- Try to discribe some one in the class
- The students who are called stand to discribe a friend to the class
- Try to repeat from memory
- Try to discribe the people in the book:
+ The boy is short He has a large face , …
+ The girl is ………
- Play roles
performance
- Work in groups of four
- List some personalities
- Make pairs : one is a
Trang 9- Have students work in pairs
- Guide them to do the task
- Make sure that sts understand their
roles
- Pay attention to the suggestions :
+ his / her name
+ date of birth
+ his / her physical characteristics
+ his / her hobbies
+ his / her personalities ( friendly ,
humorous , quick-witted ,
good-natured , helpful , honest , pleasant ,
caring )
+ why he / she interests in Maths
+ how much time he / she spends on
Maths everyday
+ what makes him / her a good friend
+ what made him / her successful
( studious , intelligent , keenly
interested in Maths , eager to learn ,
patient , calm )
+ what he / she does in his / her free
time
- Call some pairs to report
- Walk round and help them
- Ask some students to stand up and
tell loudly
- Listen and correct mistakes
Homework: (3 minutes)
- Ask students to write a passage about
their daily routine (50 words)
- Ask students to prepare Part C-
Listening and do homework
journalist , the other is an interviewee
+ reasons why the friends are famous
- Role play
- Perform their task
- The students are called stand up and tell loudly
- Listen to the teacher
- Write down the homework
1 Educational aim: Students should know how to describe the best friend and
how to keep the friendship
2 Knowledge:
Trang 10- General knowledge: Students learn how to keep friendship.
- New words: Words related to friends and keeping friendship
3 Skills: - To practise listening comprehension skill
- To distinguish true and false statements
- To take notes about given questions in order to answer
II Method: Intergrated, mainly communicative
III Teaching aids: Student’s book, tape and cassette player, chalks, notebooks…
IV Procedure:
Teacher s activities’ Students activities’ Notes
Warm-up: (5 minutes)
- Ask students to close the books
-Ask students some questions about
friendship:
• Who is your best friend?
What qualities & characteristics of
your best friend do you admire?
Before you listening: (7 minutes)
- Ask students to look at the part:
Before listening
- Let them work in pairs ask and
answer the questions:
1 Who is your best friend?
2 How did you happen to meet him or
her?
3 How long have you known each
other?
4 What qualities do you admire in
your best friend?
- Walk round, listen and help students
- Read loudly the words in the books:
- Ask students to repeat loudly the words
- Listen and check pronunciation
-Explain some new words & phrases:
Residential area, ring (n), ride/ rode/
ridden, motorbike, happen to infinitive
(v), introduce, ever since, college,
great sense of humour, favourite,
interest (n), plays (n), movies, a rough
time
While-listening: (20 minutes)
-Have students read the true-false
statement list and questions in
- Close the books
- Listen to the teacher and answer the questions
- Listen to the teacher then and
questions in the book
- Work in pairs
- Look at the books
- Listen to the teacher and repeat the words
-Students repeat & take notes
- Repeat loudly the words and try to remember them
-Students read task1, 2 silently for gist
Trang 11textbook silently for several minutes to
make sure that every student
understands them (Task1, 2)
-Check again if students are able to
understand main requirements of the 2
tasks
-Emphasize “ you will hear Lan &
Long talk about their best friends_Ha
& Minh Listen to their talks and do
the tasks below”
-Turn on the cassette player twice
-Ask some students to do their tasks on
the board
-Correct and give score
After-listening: (10 minutes)
-Have students ask & answer about the
friendship between Lan and Ha, Long
and Minh (How & Where they met,
what they like about their friends
-Ask students to rewrite their answers
completely
Homework: (3 minutes)
- Ask students to rewrite their answers
of tasks 2 in their notebooks at home
- Remember them to prepare Part-
-Students work in pairs
-Listen to the teacher and write down homework
Key content
Where & how they met What they like about their friendsLan -They used to live in the same
residetial area in Ha Noi
-Lan went on a holiday to Do
Son & Ha went there to visit her
-Ha is very friendly & helpful
-Ha is sociable She’s got many friends in Do Son & she introduced Lan around
Long -They met in the college
-Minh played the guitar, Long
was a singer
-They worked together
-Minh has a sense of humour
-Minh likes to go to plays & movies.-Minh is a good listener
-Minh is friendly & helpfulLan’s talk : 1f, 2f, 3t, 4f, 5t, 6f Long’s talk : 1f, 2f, 3t, 4t, 5t,
Trang 132 General knowledge: Students learn how to describe someone’s physical characteristics and someone’s personalities.
- Language: The simple present of verbs to describe a friend
- New words: Words related to to describe someone’s physical characteristics and someone’s personalities
3 Skills: Writing a passage
II Method: Intergrated, mainly communicative
III Teaching aids: Student’s book, notebook, chalks, board…
IV Procedure:
Teacher s activities’ Students activities’ Notes
Warm-up: (5 minutes)
- Ask students to keep book close
- Ask students some questions about
their best friends
Pre-writing: (10 minutes)
- Teacher asks students to think about
a friend they like
-Teacher raises a few guiding
questions
1 What is your friend name?
2 How old is he / she?
3 Where and when did you meet each
other?
-Teacher uses a picture to gives some
key words to describe someone’s
physical characteristics ( height , hair ,
eyes , face , clothes ) and his / her…
personalities
( helpful , sincere ) and some…
necessary structures
While-writing: (18 minutes)
-Teacher gives a sample and has
students write a passage to describe a
friend they like
A Sample
Hoa has been my best friend since
many years.She is quite a lively
person She is fairly tall with a good
fingure.She ‘s got a heart- shaped face
with a small sort of turned- up nose It
is very attractive She has got long ,
black wavy hair and blue eyes with
very long eyelashes.Her complexion is
- Keep book close
- Listen to the teacher and answer the questions
- Listen to the teacherand answer the questions:
1 My friend’s name is Hoa
2 She is 17 years old
3 We met each other at
my cousin’s birthday party 4 years ago
-Students write a passage
Trang 14white Her lips are very full and she
has got dimples in her checks Now
she lives very far from me , but we still
keep contact through e- mail
- Let them work in groups
- Go round, check and help students
Post-writing: (10 minutes)
- Give suggestions and corrections
-Teacher asks students to read / write
some students’passsages on the board
and Teacher gives comments
- Correct mistakes and mark
Homework: (2 minutes)
- Ask students to do part writing of
Unit 1 in the student’s work book and
preapare part Language Focus
-Students read / write some students’passsages
Trang 151 Educational aim: Students should know how to use Infinitive with to or
without to to make sentences
2 Knowledge:
- General knowledge: Students learn how to use Infinitve with to or without to
- Language: * The Infinitive with to or without to
- New words: Words related to pronunciation /dʒ / - /t∫/
3 Skills: Writing sentences with infinitives with to or without to
II Method: Intergrated, mainly communicative
III Teaching aids: Student’s books, notebooks, chalks, board…
IV Procedure:
Teacher s activities’ Students activities’ Notes
Warm-up: (5 minutes)
- Ask students to keep book close
- Ask students to complete the
sentence:
- January is the month of year.…
- Children eating sweets.
- Ask students to speak the sentence
- Ask students to look at their books
then introduce to them
*Listen and repeat :
- Read loudly then ask students to repeat
- Introduce : / dʒ / - / t∫/
- Correct pronunciation for the students
* Practise these sentences
- Read the sentences loudly
- Ask students to repeat
- Correct pronunciation for students
Grammar and vocabulary:(4 minutes)
- Introduce exercises to the students
- Let students get their attention to
focus on Infinitve with to and
Infinitive without to
- Keep book close
- Listen to the teacher and complete the sentence:
- Jannuary is the first month of the year.
-Children like eating sweets.
- Open the books
- Look at : Listen and Repeat
- Repeat the words in chorus then individual
- Look at Practise the sentences
- Listen to the teacher then repeat in chorus then individual
- Listen to the teacher
Trang 16Exercise 1: (13 minutes)
- Ask students to do Exercise 1
- Introduce how to do it
- Let them work in pairs
- Walk round, check and give mark
Exercise 2 (13 minutes)
- Introduce Exercise 2 to students and
explain how to do it
- Ask students to do it
- Let them work individually
- Check, correct mistakes
Homework : (2 minutes)
Ask students to do Part Language
Focus and prepare part Reading of
4 My mother has some shopping to do
Trang 17II Method: Intergrated, mainly communicative
III Teaching aids: Tape and cassette player, pictures, English textbook 11,
Before you read: (7minutes)
- Ask students to put the pictures in the
book in the correct order to make a
story (work in pairs)
- Ask some students to give their
answers
( teacher doesn’t need to give feedback)
- key : d, b, f, e, a, c
- Let’s begin our lesson you’ll know
the whole story
- Ask students to listen to the tape
While you read: (20minutes)
- Ask students to read the whole story
- Explain some difficult words and
- Listen to the teacher
- Answer the questions
- Put the pictures in the
book in the correct order
to make a story ( work
in pairs)
- Give their answers
- Listen to the tape
- Read the story
- Listen, try to guess the meaning of the new words and take notes
Trang 183 glance(n/v)
- glance at sb/sth
4 Be busy doing sth
Be busy with sth
EX: I’m sorry I can’t go with you now
I am busy with my homework I’m
busy doing my homework
Task 1 : Fill each blank with one of the
words in the box below
- Firsly, ask students to study
individually then in pairs
- Walks arround the class, offer ideas
and comments when students need help
- Give suggesstions
Task 2
- Work in pairs, read the small talks
again and put the pictures of the events
in the order they happen in the story
- Ask students to work individually
then work in pairs
- Walk round the class and comments
when students need
Task 3 : Answer the questions in the
book
- Ask students to read all questions to
understand the content
- Ask students to read the small talks
again to answer the questions
- Ask students to work with a partner
- Walks arround the class to help
students whenever they need
Sggested answers:
1 She wished to have a red hat-a floppy
cotton hat ( like the one her star idol
wore in her video clip)
2 so that she could buy the hat ( for…
herself.)
3 She saw a wad of dollar notes
- Do Task 1 in pairs_Take notes
- Read the questions silently and answer them
in groups
- Give the answers
- Take notes
Trang 19( exactly like the one that her father had
given her)
4 Because she thought the boy had
stolen her money / it was her money
5 She bought the pretty hat of her
dream
After you read: (12minutes)
-Ask students to discuss the questions
in group:
1 How did the girl in the story feel
when she discovered that the money
she had taken was not hers?
(embarrassed, sad, ashamed, unhappy,
terrible, uncomfortable, anxious, )…
2 What did the girl have to do (when
she discovered that the money she had
taken was not hers )?
( put a notice on T.V or at school, get
on the same bus on the next day to look
for him, do nothing, keep it a secret,
tell her father everything and ask him
for advice, )…
- Ask some students to represent their
talk in front of class
Homework : (2 minutes)
- Ask students to review part reading
and do exercises in the workbook and
prepair part speaking
- Discuss in groups
- Report before class
- Listen to the teacher and write down homework to do at home
Trang 20- Know how to talk again a problem happened.
- Language: Students use sentences, words, phrases and expressions for talking
about their personal experiences
3 Skills: Talking about past experiences and how they affected one’s life
II Method: Intergrated, mainly communicative
III Teaching aids: Pictures, English textbook 11, chalks, board, hand-outs
IV Procedures:
Teacher s activities’ Student s activities’ Notes
Warm-up:
- Have you ever spoken English to
you friends ( teachers, foreigners…) ?
- How did you feel when you spoke
- Asks students to do task 2 in pairs
- Asks them to give answers
Trang 21+ Have you ever………….?
+ How did it happen ?
+ When/ Where did it happen?
+ How did the experience affect you?
How did you feel?
- Asks students to do Task 3 in pairs
- Asks some pairs to perform their
dialogues in front of the class
- Corrects common mistakes and give
B How did it happen?
- I didn’t study well enough for exam
C When did it happen?
- Last year
D How did you feel/
How did it affect you ?
- I felt disappointed/ sad/
depressed
2
A Have you ever traveled to other parts of the country?
- Yes, I have
B When did you travel?
- In 2002
C How did it affect you?
- It make me love our country more./ I learned more about different places in our country
3
A Have you ever talked
to a famous pop star?
- Yes, I have
B Where did you meet him/ her ?
- At a party
C How did it affect you?
- It was interesting to talk
to famous pop stars
- It changed my attitude to/ towards/ famous pop stars
Trang 22Homework: (2 minutes)
- Asks students to write a paragraph to
tell their own experience in the past
- Asks students to prepare Listening
- Write down
Trang 231 Educational aim: By the end of this lesson, students will be able to develop
such listening micro-skills as listening for specific information and taking notes while listening
2 Knowledge:
- General knowledge: Students learn about memorable experiences and the
importance of family
- Language: Use past simple
- New words: Words related to memorable experiences
3 Skills: Listening for specific information and comprehension questions
II Method: Intergrated, mainly communicative
III Teaching aid: Pictures, chalk, cassette tape
IV Procedures:
Teacher s activities’ Students activities’ Notes
Warm-up : (2 minutes)
- Have you ever seen a fire ?
- Where did it happen?
- Was it frightening?
Pre-listening : (8 minutes)
- Asks students to look at the picture in
the book and ask them some questions
+ What is happening?
( The house is burning./ The house is
on fire./… )
+ What is she doing?
( She’s talking a little girl out of the
burning house )
- Asks students to repeat the provided
words and explain the words if
necessary
While-listening: (24 minutes)
Task 1:
- Asks students to read Task 1 silently
- Ask students to listen to the tape
Trang 24- Asks students to read Task 2 silently
and listen to the tape again
- Asks two students to write the
answers on the board
- Gives feedback
After-listening: (10 minutes)
- Asks students to work in groups to
discuss the importance of family
- Goes around to provide help if
needed
- Gives suggestion: Family is more
important than things because it
cannot be replaced… It gives you
love, support…
- Calls each group to speak
- Gives comments and corrects
mistakes
- Gives marks
Homework: (2 minutes)
- Asks students to write a paragraph
about the importance of family
- Asks students to prepare part Writing
- Listen to the tape carefully
2 My most unforgettable experience happened 13 years ago
3 The fire started in the kitchen where I forgot to turn off the gas stove
4 I was sleeping when I was suddenly woke up by terrible heat
5 I heard my mother’s voice calling my name
- Read the task and listen
to the tape then do task 2
Trang 251 Educational aim: By the end of this lesson, students will be able to write a
personal letter telling about a past experience, using the structures and vocabulary that they have learned in previous lessons
2 Knowledge:
- General knowledge: Students learn about the organization of content of a form
- Language: Words used in a form of writing apersonal letter
3 Skills: Writing a personal letter to describe a past experience
II Method: Interagrated, mainly communicative
III Teaching aids: Chalk, textbook
- To day I want you to write a letter
about your past experience in
English
Pre-writing: (10 minutes)
- Has students give some of their past
experiences? (being seriously ill,
failing an exam; talking to a famous
pop star,… etc)
While-writing: (10 minutes)
- Gives students some guidance:
1 When it happened:
( It happened …years ago/in …./
when I was …years old.)
2 Where it happened:
- Answer the questions
- Gives their own past experiences
- Listen to the teacher and copy down
Trang 26( in my house/ at school / in the
street)
3 Who was involved:
( your family members/ your friends/
your relatives,….)
4 How it affected you:
( it changed outlook life / it make me
more careful/ it gave me more
confidence in …./ it taught me the
lesson/…)
- Asks students to work in groups to
tell their experiences to prepare for
their writing
Post-writing: (20 minutes)
- Asks students to write a passage
about the most memorable past
experience
- Goes round to provide help
- Corrects common mistakes
Homework: (2 minutes)
- Do the writing part, Unit 2, workbook
- Asks students to prepare part
Language Focus at home
- Work in groups to discuss
- Work individually and correct mistakes
- Write down
Trang 271 Educational aim: By the end of this lesson, students will be able to:
- distinguish the sounds / m /, / n /, / η /
- pronounce the words and sentences containing these sounds correctly
- distinguish the uses of different verb tenses: present simple for indicating the past, past simple, past continuous and past perfect
- use these verb tenses to solve communicative tasks
2 Knowledge:
- General knowledge: Students learn 3 sounds and review some tenses
- New words: Words related to 3 sounds and 3 tenses
3 Skills:
- Pronunciation: / m /- / n /- / η /
- Grammar: Tense revision: the past simple, past progressive and past perfect
II Method: Intergrated, mainly communicative
III Teaching aids: textbooks, cassette tape
IV Procedures:
Teacher s activities’ Students activities’ Notes
I Pronunciation:
- Writes some sentences on the board
and ask some students to read them
- Asks students to look at their books,
listen and repeat the words in the
- Listen to the teacher and bear in mind
- Repeat in chorus then individually
Trang 28We’ve already learn the present simple
tense, the past simle tense, the past
progressive tense Now we are going to
review TENSE REVISION
- The present tense use to tell a story
that happened in the past makes it more
interesting and vivid
- Asks students to do exercise 1 in pairs
- Corrects the exercise and explain the
use of the tenses
- Explains the difference between the
simple past and the past perfect
- Corrects the exerciseand explain the
use of the tenses
- Read the sentences
- Listen to the teacher and review tenses
- Retell the use of these tenses and bear in mind
3 was working/ broke
4 stared / were walking
5 told / were having
- Do the task 3
- Listen to the teacher
Key:
1 had eaten / arrived
2 found / had taken
Trang 29- Consolidate the use of tense
Homework: (2 minutes)
- Practise reading the sentences
- Write exercise 2,3 in the notebook
- Prepare in Unit 3 part A reading in
advance
3 got / had closed
4 got / had left
5 got / had arrived
- Write down
Trang 301 Educational aim: By the end of this lesson, students will be able to:
- develop such reading micro-skills as scanning for specific ideas, and identifying and correcting false statements
- use the information they have read to discuss celebrations
in their culture
2 Knowledge:
- General knowledge: students know how to celebrate some celebrations
- New words: Words to celebrations and festivals
3 Skills: Reading for general or specific information
II Method: Intergrated, mainly communicative
III Teaching aids: Some photos of celebrations in the world
IV Procedures:
Teacher s activities’ Students activities’ Notes
Pre-reading: (5 minutes)
- Asks students to look at the first picture
in the book and ask them some
questions:
• Are they having a party ?
• What party is it ?
-Asks students to look at the second
picture and ask some questions:
• Are they friends ?
• What are they celebrating ?
• How old are the people in the
picture ?
• How do they feel ?
- Look at the first picture and answer the questions
- Look at the second picture and answer the questions
Trang 31• How long have they been
married?
* The lesson today gives us some
information about birthday and wedding
anniversaries in the US
While-reading: (25 minutes)
- Asks students to listen to the tape
- Asks students to read the passage
+silver anniversary / silver wedding /
silver jubilee : 25th wedding
anniversary
+ golden anniversary / golden
wedding / golden jubilee: 50th
wedding anniversary
+diamond anniversary / diamond
wedding / diamond jubilee: 60th
- Listen to the teacher
- Listen to the tape and correct pronunciation
- Pay attention to some new words
- Listen to the teacher and copy down
- Work in pairs
Key:
1&2 (Both) 3&6(Birthday) 4&5 (Anniversary)
Trang 32- Asks students to talk about their
birthday party ( work in groups)(place,
time, guest, foods, drinks, activities)
- Calls some students to give their
answers
- Corrects mistakes and gives marks
Homework (2 minutes)
1 Do the tasks again in notebooks
2 Prepare : Part B – Speaking
- Work in groups to talk about their birthday party
- Give answers
- Copy down
Trang 331 Educational aim: By the end of this lesson, students will be able to:
- use appropriate language to talk about parties and negotiate how to plan them
- use appropriate language to invite people to come to parties
2 Knowledge:
- General knowledge: Students know how to plan parties
- Languuage: Words related to parties
3 Skills: Talking about parties
II Method: Integrated, mainly communicative
III Teaching aids: Photos of some parties
IV Procedures:
Teacher s activities’ Students activities’ Notes
Pre-speaking: (8 minutes)
Do you like parties ?
Do you like quiet or noisy parties ?
Shows the picture in the textbook
and ask:
Are they having a party ?
What does ‘party-goer’ mean ?
While-speaking: (25 minutes)
Task 1
Are you the perfect party-goer ?
1 Which kind of parties do you
prefer ?
-big / small / noisy / quiet parties
-parties with dancing and games
- Answer the questions freely
- Listen to the teacher’s guidance and
do task 1
Trang 342 You find yourself standing with a
complete stranger at a party What
would you do ?
-talk about yourself / the weather
-try to get him or her talk about himself
-Asks students to do Task 2 in pairs
-Asks some pairs to perform their talk
before class
*Where (home-cosy, not expensive, not
spend a lot of time to prepare, not have
to clean up…
*What time
*How many guests
*What to eat / drink (soft drinks,
mineral water…./ ckicken soup, green
salad, steak, fired chicken, fish, beef,
hamburger, cake…)
*What to wear (dress, jeans, shirts,
T-shirt, pullover, skirt…)
*Which activities (singing, playing
games, taking photographs, give gifts…
Post-speaking: (10 minutes)
Task 3:
- Asks students to do Task 3 in groups,
using the simple past tense to report the
past events
- Gives some suggestions
- Asks some students to perform before
class
- Corrects common mistakes and give
remarks
- Work in pairsA: I am wondering where I should hold
my birthday party ?B: Why don’t you have your birthday party at home ? It’s cosy and not very expensive
A: I don’t know if it’s suitable to begin at 5
pm ?B:
• Why don’t you…
• You ought to…
should…
• I think you should…
• You’d better…
• If I were you
I would…
- Work in groups to do task 3
Trang 35Homework: (2 minutes)
- Write down task 3 in the notebooks
- Prepare part C (Listening)
about……….people
-He / She served us…
-We took part in some activities such as…
-We were all tired but happy
1 Educational aim: By the end of this lesson, students will be able to develop
such listening micro-skills as intensive listening for specific information
2 Knowledge:
- General knowledge: Students know how to plan a birthday party
- New words: Words related to birthday party
3 Skills: - Deciding on True or False statements
- Comprehension questions
II Method: Intergrated, mainly communicative
III Teaching aids: Some pictures of birthday parties
IV Procedures:
Teacher s activities’ Students activities’ Notes
Warm-up: (5 minutes)
- Asks students some questions :
- Do you often hold your birthday
party ?
• Where do you often hold your
birthday party ?
• When do you like to organize
your birthday party, in the
morning or in the evening ?
Pre-listening: (8 minutes)
- Asks students to repeat the provided
- Answer the questions freely
- Repeat words in chorus
Trang 36- Asks students to read Task 1 silently
- Asks students to listen to the passage
- Asks them to listen to the passage
again and do Task 2 in groups
- Asks some students to write the
answers on the board
- Gives feedback
then individually
- Correct pronunciation themselves
- Listen to the passage and correct pronunciation
4 T (The birthday party lasted about three hours).(from three to six)
5 F ( Only the writer
stayed after the party to tidy up the mess.)
- Read task 2 silently
- Work in groups
Key:
1 She was 16 years old.
2 She didn’t like having the party at a restaurant because it is noisy and expensive.
3 She served them soft drinks and biscuits.
Trang 37•What did Mai’s mother serve the
guests at the party ?)
- Asks some students to retell Mai’s
birthday party before class
- Corrects mistakes and give feedback
Homework: (2 minutes)
- Practise listening at home
- Write down Task 2
- Prepare Part D - Writing
4 It was brought out at about four thirty.
5 It was beautifully decorated with pink and white icing
6 They clapped their hands eagerly and sang
Trang 381 Educational aim: By the end of this lesson, students will be able to:
- define the format and structure of an informal letter of invitation
- write an informal letter of invitation
2 Knowledge:
- General knowledge: Students learn to write an informal letter
- Language: Words used in writing an informal letter
3 Skills: Writing an informal letter of invitation
II Method: Intergrated, mainly communicative
III Teaching aids:
1.On what occasions are parties held?
2.What kind of clothes do they often
wear at a party?
3.What kind of presents do people
often bring to a party?
*If you want your friends or relatives
- Answer the question freely
- Give answers:
*birthday, wedding anniversaries, New Year’s Eve
*dress/ skirt/ shirt/
trousers/ suit/…
*gift/ flowers/ champagne/
- Listen to the teacher
Trang 39to come to your party, you must send a
letter of invitation Let’s begin our
lesson.
While-writing: (20 minutes)
Task 2:
- Asks students to do task 2 in pairs
- Corrects mistakes and gives feedback
Task 3
- Asks students to do task 3 in groups
- Gives them some guidelines
1.Reason for the party:
(birthday party/New Year’s Eve party/
Eating and drinking /singing/dancing/
playing games/ watching films
6.Foods and drinks served:
(soft drinks ,mineral water ,…/chicken
soup , green salad, steeak, fired
chiken, fish, beef, hamburger
,biscuits…)
Post-writing: (15 minutes)
- Asks some students to write their
letters on the board
- Goes round the class to help students
- Corrects common mistakes and give
remarks
Homework: (2 minutes)
- Write down the letter, pay attention to
some structures and prepositions
- Prepare in advance Part E (Language
- Give their results
- Correct their writing
- Listen to the teacher and copy down
Trang 401 Educational aim: By the end of the lesson, students will be able to:
- distinguish the sounds /l/, /r/ and /h/
- pronounce the words and sentences containing these sounds correctly
- distinguish the uses of infinitive and gerund in active and passive voices
- use these structures to solve communicative tasks
2 Knowledge:
- General knowledge: Students learn to pronounce 3 sounds and grammar
3 Skill: fluency in pronunciating 3 sounds and use of infinitive and gerund in
passive
II Method: Intergrated, mainly communicative
III Teaching aids: textbook
IV Procedures:
Teacher s activities’ Students activities’ Notes
I Pronunciation: (14 minutes)
The pronunciation of / l /, / r / and / h /
- Gives students 6 words and ask them
to put the words to the right columns /
l / /r / and / h / : holiday, library, run,
help, Lisa, realize.
- Listen to the teacher and write down
- Put the words in the right columns