Giáo án tiếng anh 11 cơ bản cả năm chuẩn in dùng luôn theo chương trình mới

- T gives the correct answers: Task 2 Instruction: You are to read the passage again and dicide which of the choices A,B,C or D most adequately sums up the ideas of the whole passage.. H

Preparing of date:………

Teaching of date class

in date class Total of sts

11a4 11a5

Period : 4 Unit 1: FRIENDSHIP

Lesson 1 : Reading

I Objectives

By the end of the lesson, Ss will be able to:

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

- Use the information they have read to discuss the t opic.

II Teaching aids

Textbook, handouts

III Language content

1.Knowledge: + Vocabulary :enthusiasm,constant…

+ Grammar : past simple, past progressive…

2 Skills : devolop reading

IV.Teaching methods: p.p.p,communicative….

- T prepares a handout with a network

of the word “Friendship”

- T divides the class into 8 groups and gives

each group a handout T asks Ss to complete

the network The winner will be the group

completing the network in the shortest period

of time

Discussing the picture and poem

- T ask the whole class to look at the picture

on page 12 an ask them some question :

+ What are the girls and boy doing in the

picture ?

+ How do they feel ?

+ What does the picture tell you ?

- T ask Ss o work in pair to read the short

poem on page 13 and answer the question :

“What do you think of friend in the poem ?”

- T calls on some Ss to answer the question

T may give some comments and her

suggestion : The friend in the poem is very

dedicated and thoughtful He / she is willing

to help his / her friend in any circumstances

Pre- teaching Vocabulary

Note : T should only teach the words which

do not appear in Task 1

Lasting (adj) = lifelong (adj) : bền vững , lâu

dài)

To be concerned with : quan tâm tới ai , cái

gì

Constant (adj):thờng xuyên, không thay đổi

Constancy (n): sự không thay đổi

+ The picture tells me that friendscan happily do many things together / Friedship is a nice thing that bringshppiness to us

Friendship

Pursuit (n): sù theo ®uæi, ®am mª

- If there is some time left, T may ask some

Ss to make sentences with the above words

to check their understanding

6’

5’

WHILE YOU READ Setting the scene

You are going to read a passage about the

qualities of a long lasting friendship While

you are reading, do the tasks in the textbook.

Task 1 Instruction: Fill each blank with one of the

words in the box

- T writes these words on the

board:Acquaintance, incapable of, mutual,

unselfish, give and take, friend, loyal to,

suspicious

- Then T instructs Ss to read the passage

quickly and stop at the lines that contain

these words to guess their meanings (except

for the word “friend” as this word is familiar

with Ss)

- Ss guess the meaning of the words based on

the contexts in the sentences

- T checks that Ss understand the words

correctly T can check Ss’ understanding by

asking them to provide the Vietnamese

equivalents to the words

- Next, T instructs Ss to use some strategies

to do Task 1:

- T asks Ss to work individually to do the

task

- T goes around to help Ss when necessary.

- T asks Ss to exchange their answers with

other Ss.

- T asks Ss for their answers and tells them

to explain their choices.

- T gives the correct answers:

Task 2 Instruction: You are to read the passage

again and dicide which of the choices A,B,C

or D most adequately sums up the ideas of

the whole passage

- T gets Ss do the task individually and then

find a peer to compare their answer with T

might want to give them some time to

re-read the passage

- T might also want to give Ss some

strategies to find the main idea of the

passage:

-T calls on some Ss to give their answers

and asks other Ss to say whether they agree

7 suspicious

4 acquaintance/friend

Answer : B

Task 3 Instruction: You are required to answer the

six questions in the book

- T asks Ss how to do this task If they do not

remember, T may instructthem to use some strategies to do the task:

+ First, skim the six questions to

understand them As Ss do this they:

+ Go back to the first question and

locate the information for the question by

finding the key words in the passage and

mark the place

+ Read the part carefully to find the

answer Ss can use their own words

+ Continue with the rest of the

questions

- T asks Ss to work individually to do the

task, then discuss their answers with their

peers

- T calls on some Ss to write their answers on

the board and ask then to explain their

choices

- T gives the correct answers:

1 The first quality for true friendship is

unselfishness It tells us/me that a person

who is concerned only with his/her own

interests and feelings can’t be a true friend.

(paragraph 2)

2 Because they take up an interest with

enthusiasm, but they are soon tired of it, and

they feel the attraction of some new object.

(line 2-3, paragraph 3)

3 The third quality for true friendship is

loyalty It tells us/me that the 2 friends must

be loyal to each other, and they must know

each other so well that there can can be no

suspicions between them (line 1-3,

paragraph 4)

4 Because if not people cannot feel sae

when telling the other their secrets (line 1-3

, paragraph 5 )

5 Because they cannot keep a secret , eithr

of their own or of others’ (line 3-4 ,

Paragraph 5 )

6 The last quality is sympathy It tell us /

me that to be a true friend one must

sympathise with his / her friend one Where

there is no mutual sympathy between friends

there is no true friendsship (last

paragraph )

* underline the key words Forinstance, in question 1 Ss canunderline what, first quality,friendship,

* decide what information they need

to find in the text *look for questions words like

“why” which indicates Ss should readfor specific thing like a reason

10’ Instruction: You are required to work in AFTER YOU READ

pairs to discuss the question in the textbook

Pair work , group work, & wholeclass

- T asks Ss to work in pairs to discuss the

question in the book

- T goes around to help Ss when necessary

- When all pairs have finished, T asks every

2 pairs to share ideas

- T calls on some Ss to report their ideas to

the class

- T gives feedback

2’

Consolidation and homework

T summarizes the main points of the lesson

- T asks Ss to learn by heart all of the new

words and do the extra exercise as

homework

Whole class

Preparing of date:………

Teaching of date class

in date class Total of sts

11a4 11a5

Period : 5 UNIT 1 : FRIENDSHIP

III Anticipated problems

Ss may not have enough vocabulary to talk about the topic, so T should be ready

Competition game - Word search

- T divides the class into small groups of 3 – 4 Ss Then T

distributes the following puzzle handout for Ss to do in

their own groups Which group finishes first and has all

the correct answers will be the winner

- A variant of this activity: T draws or prepares 2 big

copies of the word search and hangs them on the board T

calls 2 pairs of Ss to go to the board and ask them find all

the adjectives as quickly as possible The pair with the

quickest and most correct answers will be the winner

The adjectives in the box below are hidden in the puzzle

Find them as quickly as possible

12’ Instruction: You are going to look at the picture of 4 TASK 1

people on page 15 and describe them in pairs

- Before letting Ss do the task, T asks them to read Usefullanguage on page 16 T may ask If Ss know the meanings

of the adjectives provided

- T elicits or teaches some words:

Forehead (n): (T points at his/her forehead) tr¸n

Crooked (adj): an adjective you can use to describe one’snose ( mòi kho»m)

-T may ask Ss to provide some adjectives/expressions used

to describe people’s appearance She may also give Ss a

handout of these adjectives and expressions.

Describing people’s appearance

Height Tall, medium, short

Build Slim, plump ( bụ bẫm, đầy đặn),

overweight/obese (béo phì), Thin, muscular(vạm vỡ), athletic, stocky(thấp chắc nịch), well-built(lực l- ỡng), of medium/average/normal build.

Hair Normal order of activities used to

describe one’s hair: length, style and colour

+ length: long, short, length(ngang vai)

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

crew-+ colour: black, grey, red, brown Others: a fringe(mái), a bun (búi tóc), plait(s) (đuôi sam)( to wear one’s hair

in a bun/a plait/plaits), receding(sói, tóc hớt ra sau), bald

Face Oval, round, large, square, skinny,

chubby(phúng phính), long, with high cheek-bones(gò má cao)

Nose Straight, crooked, turned up(hếch), big,

small, flat(tẹt)

chin(hai cằm), no chin

Forehead Broad, high

Skin White, pale, suntanned(rám nắng),

oriental, dark, brown, coffee-coloured, black, a smooth complexion, pale complexion(da tái)/ dark complexion, clear skin, greasy skin(da nhờn)

General

Appearance Beautiful, handsome, pretty, good- looking, plain(bình thờng)

Age She was in her late teens (18, 19 tuổi)/

he was in his early twenties (21-23 tuổi)/she was about thirsty years old/his twelve-year-old son/a middle- aged woman/a man in his sixties(khoảng 60 tuổi)

- T asks Ss to work in pairs to describe the people in thepicture, and then calls on some Ss to present their answers

- T gives feedback

Suggested answers:

1 The boy is about 16 years old He may sighted because he’ a wearing a pair of glasses He has short black hair, a round face with a broad

short-forehead, a small nose, thin lips, and a small chin.

He’ quite good-looking.

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

glasses She has shoulder-length black hair, and she’ wearing a ribbon She has an oval face with a straight nos, full lips and a pointed chin She’ quite pretty.

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

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

has long curly hair and an oval face with a broad

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

a small chin She’ very beautiful

10’

Task 2 Instruction: You are going to discuss and number the

personalities in order of importance in friendship and then

report the results

- Before Ss do the task, T asks them to look at the list of

adjectives provided in the book T asks if Ss understand

these adjectives or not

- T can elicit or explain some adjectives quickly:

Caring(adj): kind and helpful and showing that you care

about other people (chu đáo)

Hospitable(adj): please to welcome guests; generous and

Understanding(adj): showing sympathy for other people’

problems and being willing to forgive them when they do

sth wrong(thông cảm)

-T divides the class into groups of 6 with a group leader

They discuss and the leader will take notes of the ideas,

and then one representative will report the result to the

whole class T reminds Ss that they have to explain their

choice as well

- T goes round to offer help when Ss discuss

- T calls on some Ss to report the results of their

discussion Ss’ answer may be: My group thinks that

being caring is the most important in friendship because

when friends care about each other, they will know when

Whole class &group work

to share happiness or difficulty with their friend

- T elicits feedback from the class and gives final

comments

Task 3

Instruction: Imagine that you have a friend who has just

won the first prize in Mathematics A journalist is going to

interview you about your friend Act out the interview in

pairs.

- Before Ss perform the interview in pairs, T gets Ss have a

look at their roles on page 16 and the suggestions on page

17

- T may elicit the questions they may ask, foe example:

+ 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 ?

- T may also make clear the meanings of some adjectives:

Quick-witted (adj): able to think quickly; intelligent

(thông minh, nhanh trí)

Good-natured (adj): kind, friendly and patient when

dealing with people (tốt bụng,đôn hậu)

- Tasks Ss to work in pairs to perform the interview in 7

minutes and goes around to offer help

- T calls on some pairs to perform the interview

- T elicits feedbac

k from the class and gives final comments

Whole class &pair work

2’

WRAPPING

- T summarises the main points of the lesson

- T asks Ss to do the extra exercise as homework

Whole class

Preparing of date: ………

Teaching of date Period in

11a4 11a5

PERIOD : 6 UNIT 1: FRIENDSHIP

Textbook, cassette tapes, handouts.

III Anticipated problems

Ss may not be familiar with the note-taking task, so T should provide them some tips to deal with the task

IV Procedure

Time Steps Work

arrangement

Competition game - Crossword

- The aim of this activity is to help Ss revise the vocabulary items Ss

learnt in the previous lesson

- T divides the class into small groups of 3 – 4 Ss Then distributes the

following crossword handout for Ss to do in their own groups Which

group finishes first and has all the correct answers will be the winner

8 able to wait for a long time or accept annoying

behaviour or difficulties without becoming angry

9 always telling the truth, and never stealing or cheating

Groupwork

10’ Before you listen

Talking about your best friend

- T asks Ss to discuss the questions on page 17 in pairs

- T calls on some Ss to give their answers and comments on the

answers

- T gets Ss to guess what they are going to listen about

Vocabulary pre-teaching

- Before eliciting / Pre-teaching the new words, T helps Ss to pronounce

the words given in the book T may read aloud first or play the tape and

ask Ss to repeat in chorus and individually

- T elicits/teaches some of these words or/ and those taken from the

listening passage:

Apartment building: toµ nhµ cã nhiÒu c¨n hé

Sence of humour: khiÕu hµi híc

Give SO a ring: phone SO

Go through a rough time: tr¶i qua thêi kú khã kh¨n

- T may get Ss to make sentences with the words and givescorrective feedback

WHILE YOU LISTEN

TASK 1

Instruction: You are going to listen to Lan and Long talk about their

best friends Listen and decide whether the statements are true or false.

Put a tick in the appropriate box.

- Before Ss listen and do the task, T instructs them to use some

strategies:

+ First, read through the statements to understand them and underline

key words For example, the key words in the first statement are:

shared, Nguyen Cong Tru, Residential Area, Hanoi

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

+ Decide whether the statements are true or false

Whole class

10’ based on what thay can hear

- T plays the tape once for Ss to do the task

- T ask for Ss’ answers and writes them on the board

- T plays the tape the second time for Ss to check their answers

- T asks Ss to work in groups of 4 to compare their answers

- T checks Ss’ answers by calling on some Ss and asks Ss to explain

their answers If many Ss cannot answer the questions, T plays the tape

one or two more times and pause at the answers for them to catch

- T gives the correct answers:

+ Lan’s talk:

1 F (they used to live in the same building there)

2 F(It is what people think)

Individualwork,groupwork & wholeclass

1 F (they met in college)

2 F (Minh was a guitarist)

3 T

4 T

5 T

TASK2

Instruction: You are going to listen to the tape again and fill the table

in the book with notes.

Before Ss listen to the tape again to do the task, T may ask them to try

to fill the table with the things they remember from the previous times

of listening

- T plays the tape again for Ss to compete their notes T might also want

to remind Ss that while listening they need to focus on the informationindicated in the table and write the answers down in note forms, not fullsentences

- After playing the tape, T gets Ss to work in pairs and check theiranswers

- T calls on some Ss to give the answers T provides correct answers ifnecessary If many Ss cannot complete the task, T might want to let Sslisten one more time and pause at the answers for them to catch

Suggested answers:

How and where did they meet What do they like about their friends ?

Lan - They used to live in the

same apartment building

in Hanoi.

- Lan went on a holiday in

Do Son and Ha went there

to help her.

- Ha’s very friendly and helpful

- Ha’s sociable .She’s got many friends in Do Son and she introduced Lan around.

Long - They met in college.

- Ming played the guitar, and 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.

Tapescript: ( in T’s book)

Talk A Lan

My best friend is Ha We ‘ve been friends for a long time We used to live in Nguyen Cong Tru Residential Area in Hanoi Her family moved

to Hai Phong in 1985 It is said that Hai Phong people are cold but Ha

is really, really friendly I first started to get to know her when I was going on a two day trip to Do Son last year and I didn’t know anybody there I gave Ha a ring and she was so friendly, she said, ‘Oh, I’ll come

to visit you.’ So she rode on her motorbike to Do Son and 20 minutes later she was there She stayed with me for 2 days She happened to know a lot of people there,so she introduced me around and we’ve been

best friends ever since.

Talk B Long

My best friend is Minh We met in college And I was there singing ans

Minh was a guitarist So we worked together a lot But we also became

friends Minh has a great sense of humour, he’s very, very funny, and

that’s one of my favourite things about him And over the years, we

have been through good times and bad times with each other, and

that’s one of the things I like best about him And we have a lot of the

same interests We like to go to plays and movies together But when

we’re going through a rough time , he’s really a good friend, and he’s a

very good listener, and he always helped me through.

- T gets Ss to work in pairs to talk about how Ha has been Lan’s best

friend and how Minh has been Long’s best friend

- T goes around to offer help and correct Ss’s mistakes

- T calls on some pairs to present their answers

-T elicits feedback from the class and gives final comments

Whole class &pair work

- T summarises the main points of the lesson

- T asks Ss to learn by heart all new words and do the extra exercises as

homework

Whole class

Preparing of date: ………

in date class Total of sts

11a4 11a5 PERIOD : 7 UNIT 1: FRIENDSHIP

lesson 4 : Writing

I Objectives

By the end of the lesson , Ss will be able to :

Write about a friend, real or irmaginary , using the words and expresions that they

have learned in previous lessons

II Materials

Textbook , handout

III Anticipated problems :

Ss may not have sufficient vocabulary to write about the topic , so T should be

ready to assist them

IV Procedure :

arranngement

- T introduces the game : one student goes to the board and

T give him / her a piece with the name of a student in the

class Other Ss 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 ?

+ Is she tall ?

+ Is she short - sighted ?

+ Is she friendly ?

- The game can continue until time is up

- T sets the scene : You are going to write about a friend ,

real or imaginary , using the provided guidelines T gets Ss

to read the task and the guidelines silently and work out

what they are required to write about In general , Ss’

writing should include three parts : (1) general information

about their friend,(2) his / her physical charateristics and

personalities, and(3) what Ss like about the friend

Whole class

- T elicits the verb tenses that may be useful when Ss want

to write about when and where they met their friend In this

case , Ss may us the simple past tense and past continuous in

their writing If needed , T may revise the uses of these

tenses T make clear that :

+ While the past simple is used to talk about an event that

happened and finished in the past , the past continuous is

used to talk about an event that was happening at a specific

past time We often use the past continuous together whith

the past simple The past continuous indicates a longer ‘

background’ action or situation ; th simple past refers to a

shorter action or situation that happened in the middle or

interruppted it

- T may also elicit / revise the adjectives and expressions Ss

can use to describe their friends appearance and

personalities

- T get Ss prepare an outline for their writing and exchange

it with their peer

- T goes around to offer help and gives corrective feedback

- T gets Ss to write about their friend in 15 minutes

- T goes around to observe and offer help

Sample writing :

Probably my best friend is one of my classmates Her

name ic Mai We have known each other sine we were 8

years old , and we have studied together since then .

However , we became best friends when we were at grade 6

At that time I was very bad at English , and it was her who

helper me improve my English Now Mai lives with their

parents in Hai Ba Trung street

If I were to describe how she looks , I would say the very

pretty She has short black hair , brown almond- shaped

eyes , a small nose and a small pointed chin She is not

very tall but not short either and she is quite slim She

doesn’t like to dress up so I usually see her wearing jeans

and T - shirt or sweater She has very nice presonality an a

wonderful sense of humor , but she can also get a little

depressed from time to time I can always count on her to

be honest and to give me the best advice

What I like about Mai is that she has the same hobbies

whith me We both enjoy music , playing the guitar and

singing We like going to the cinema but some times can’t

agree on which movie to see Wtatever we’re doing , it’s

always fun to be with her In addition , since I am better in

Individual work

math and science and she is better in English and

languages , we can always help each other if me get

confused about a difficult homework assignment We are

lucky that we complement each other so well and that we

get along so well I hope that our friendship will continue

and be just as strong after we graduate from high school

We would like to study at the same university

- T as Ss to exchange their writing with another student for

peer correction

- T goes around and collects mistakes and errors

- T collects some writings for quick feedback

- T writes Ss typical errors on the board and elicits self and

peer correction T provides correction only when Ss are not

able to able to correct the errors

- Finally , T provides general comments on the writings

Pair work andwhole class

- T summarises the main points of the lesson

- For homework, T asks Ss to improve their writing, taking

into consideration their friePPnds’ and T’s suggestions and

correction and do the extra exercise

Whole class

Preparing of date: ………

Teaching of date Period

in date class Total of sts

11a4 11A5

Period : 8 uNIT 1: FRIENDSHIP

lesson 5 : Language focus

I Objectives

By the end of the lesson, Ss will be able to:

- Distinguish the sounds ? /dz/ and /tS/.

- Pronounce the words and sentences containing these sounds correctly.

-Use some structures containing infinitives with and without to appropriately.

II Materials

Textbook, handouts.

III Anticipated problems

Ss may find it difficult to pronounce the 2 sounds, so T should prepare a lot of

practice.

IV Procedure

Pronouncing the 2 sounds separately

- T models the 2 sounds / dЗ / and / t∫ / for a few times and explains the

differences in producing them

+ The phonetic sound / dЗ / is a voiced palatal

Voiced = vocal cords vibrate while making this sound palatal = put your

Whole class,individualwork & pair work

tongue behind your top teeth, push air as you drop your tongue away from

the roof of your mouth

+ The phonetic sound / t∫ / is an unvoiced fricative palatal Unvoiced =

vocal cords do not vibrate while making this sound Fricative palatal =

touch your tongue to the back of your upper teeth and pull your tongue

away as you push air out of your mouth

- T palys the tape( or reads) once for SS to hear the words containing these

2 sounds Then T plays the tape (or reads) again and this time asks Ss to

repeat after the tape (or T)

Pronouncing words containing the sounds

- T reads the words in each column all at once

- T read the words once again, each time with a word in each column to

help distinguish the differences between the sounds in the words

- T reads the words and asks Ss to repeat them

- T asks to practise pronouncing the words in pairs

- T goes around providing help

- T asks some Ss to pronounce the words and gives correction if necessary

Practising sentences containing the target sounds

- T reads the sentences and asks Ss underline the words with the sounds

and write

/ dЗ / and / t∫ / under them

- T asks Ss providing the sentences in pairs

- T goes around to provide help

- T asks some Ss to read the sentences and gives feedback

1 To- infinitive

a Presentation

- T writes some sentences on the board and underline the to- infinitive:

+ I have letters to write

+ Does he get anything to eat ?

+ There is plenty to do ?

- T asks Ss to comment on the use of to-infinitives in these examples T

reviews the form and use of to-infinitives in the examples T may give Ss

the following handout

In the examples above the infinitives are used to replace relative clauses

1 The infinitive can be placed after nouns/pronouns to show how

they can be used or what is to be done with them.

+ I have letters to write = I have letters that I must write

+ Does he get anything to eat ? = Does he get anything that he can eat ?

Similarly with to-infinitives + preposition:

Someome to talk to cushions to sit on a table to write on a tool to open it

with a case to keep my records in

2 Use of passive to-infinitive

+ There is plenty to do =

a plenty of things we can do

b plenty of work we must do

In the there + be + noun/pronoun + to-infinitive construction, when there

is an idea of duty, as in (b) above, a passive to-infinitive is possible:

There is a lot to be done But the active to-infinitive is more usual

- T continues writing some other sentences on the board:

+ I’m sorry to trouble you

+ It is easy to please that customer

Whole class, individualwork & pair work

+ The pie is too hot to eat.

- T asks some Ss to comment on the examples T might explain to Ss that

we can put to-infinitive after adjectives The form is: adj + to-infinitive;

adj + too/enough + to-infinitive (too before an adj means excessively;

enough after an adj means to the necessary degree)

- T asks some Ss to give some similar examples

b) Practise

Exercise 1

- T asks Ss to do Exercise 1 individually and then compare their answerswith another student

- T calls on some Ss to read out their answers

- T gives correct answers:

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 about.

6 It is 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

2 Infinitive without to (bare infinitive)

a) Presentation

- T calls on some Ss to give out some verbs that are followed by bareinfinitives

- T may make clear that:

+ We can use a noun or pronoun object + bare infinitive after verbs of

- T asks them to compare answers with another pair

- T calls on some Ss to go to the board to write their answers

- T asks other Ss to feedback and give correct answers:

1 The police watched them get out of thr 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 to me.

8 Do you think her parents will let her go on a picnic.

Production: Story telling

- T prepares a handout with 6 pictures in the right order T asks Ss towork in groups of 5 to tell the story about the crow in the pictures T getsacross to Ss that they shouls use as many sentences with to-infinitivesand bare-infinitives as possible The group which produces the mostlogical story with the most appropriate sentences using to-infinitives andbare-infinitives will be the winner

- T calls on some groups to tell their story and elicits feedback from the

class

- T gives final comments and provides correction if necessary

Suggested story

A wise crow

A crow hadn’t had anything to drink for a long time One day she saw a

pitcher There was a little water in the pitcher, but it was too low for her

to reach What was she to do ? She tried to break the pitcher with her

beak, and then to overturn it on the ground, but it was too hard and

heavy to do Then she thought of a plan She picked up a number of little

stones and dropped them one by one into the pitcher In this way the

water was soon raised high enough for her to easily reach.

3’

WRAPPING

- T summarises the main points of the lesson

- For homework, Ss review the points that have been coverd in the lesson

and do the extra exercise

Whole class

Preparing of date: ………

Teaching of date Period

in date class Total of sts

11a4 11A5

Period : 9 UNIT 2 : PERSONAL EXPERIENCE

lessn 1: reading

I Objectives

By the end of the lesson, Ss will be able to:

- Develop such reading micro-skills as scanning for specific ideas, identifying the sequence of events and guessing meaning in context.

- Use the information they have read to discuss the story.

II Materials

Textbook, handouts.

III Anticipated problems

Ss may need help with the discussion task, so T should be ready to help them.

IV Procedure

arrangement

Vocabulary crossword puzzle

- T divides the class into small groups 0f 3 – 4 Ss Then

T distributes the following crossword puzzle handouts

for Ss to do in their own groups Which group finishes

first and has all the correct answers will be the winner

Crossword

1 My dad works in a factory where he produces

cars and tractors He’s and

2 An is something that protects you from rain

5 This is a beautiful song I like both the music and

the

6 Tran Hung Dao is a national He saved the

Vietnamese people from Chinese invaders.

7 He wom several chess championships at a young

age Actually, he was the the country’s youngest

8 In her glorious singing career Celine Dion has

earned various music awards She is the most Canadian singer.

9 Only a little boy saw the car hit and run He was

the only of the accident.

10 Washington DC is the city of the United

States.

11.My flat is quite : it’s located right in Hoan

Kiem District, the city centre.

12 My mother always .me to go ahead and

- T explians the word “embarrassing” and introduces the

topic: An embarrassing situation

- T gets Ss to work in pairs and try to make sense of the

pictures on page 22 Then T gets them to put the pictures

in the order that they think is most appropriate

- T calls on some pairs to present their ideas but should

not correct them If Ss have difficulty talking about the

pictures, T may elicit their answers by asking questions

and giving prompts

E.g: What can you see in 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

girl’s telling about her most embarrassing situation

Then you do the tasks that follow

1 T may write the given words and phrases on the board(i.e making a fuss, sneaky, glanced, embarrassing,idols) and asks Ss to go back to the passage to locateand read around these words so that they can guess theirmeanings For example The words “idol” found in line

3 may refer to “someone you admire and adore” Ss canunderstand this meaning thanks to the words “pop star”and the idea that the girl wants to look like this person

- T might want to check that Ss understand all thesewords correctly by calling on some Ss to tell themeaning of the words in Vietnamese

- Then T asks Ss to go back to the task and study thegiven sentences Ss need to guess which part of speechthey might deal with in each case For example , forsentence 1 they might need to supply a verb in past tense

or for sentence 2 they might need to supply a verb inpresent continuous, etc

- Now Ss use both their knowledge of the word in thebox and their guess – work with the given sentences tomatch them correctly

- T chck the anwers with the whole class

22 again, this time based on the information in the text

- T calls on a student to give and explain his/her answer

- T gives corrective feedback

Answer: 1 Picture d 2 Picture b 3 Picture f 4.

Picutre e 5 Picture a 6 Picture c

TASK 3

- T ckecks if student can answer the comprehensionquestions in Task 3 without having to read the passageagain If Ss cannot, T gets them to read the questionscarefully and gives them some tips to do the task.:

+ First, Ss should skim the five questions to understandthem As Ss do this they:

* underline the key words to decide what informationthey nedd to find in the text

* look for questions words like “why” which indicates

Ss should read for specific thingmlike a reason

+ Then they should go back to the passage and locatethe key words in the passage

+ Them they should read around the key wordscarefully to find the answer

- T gets Ss to check their answers with a peer

- T calls on some Ss to write their answers on the boardand ask them to explain their choices

- T gives the correct answers:

Answer:

1 A floppy cotton hat (lines 2-3, paragraph 1)

2 To buy a floppy cotton hat (lines 1-2, paragraph

3 A wad of dollar notes that look exactly like those

her father had given her (lines 2-3, paragraph 3)

4 She thought that was her own money and the boy

had stolen it from her She wanted to take it back without making a fuss )lines 3-6, paragraph 3)

5 She bought the hat of her dream (line 1,

paragraph 4)

- T introduces the task: Ss work in small groups of 3 or 4

and discuss the questions

- T teaches some structures that can be used for giving

suggestions E.g “perhaps she could”, “she might want

to .” and some adjectives that express feelings, e.g

“embarrassed”,“ashamed”,“confused”,“sad”, “unhappy”,

“uncomfortable”, “uneasy”, etc.

-T goes around to check and offer help

-T calls on the groups to tell and explain their choice

-T gives corrective feedback

Suggested answers:

1 She might feel embarrassed and guilty/ashamed

because that was not her money.

2 Perhaps the girl could place a notice on a local

newspaper to apologize the boy and contact him

to give him the money back/ Perhaps the girl might want to her father the truth and ask him for help/Perhaps the girl could come to the police station, tell the police the truth and ask them for help/ May be the girl could get on the same bus the next day and look for the boy to return him the money, etc.

Group work &whole class

-T summarises the main points of the lesson

-For homework, T asks Ss to learn by heart the new

vocabulary and make sentences with them

Preparing of date: ………

in date class Total of sts

11a4 11A5 PERIOD : 10 UNIT 2: PERSONAL EXPERIENCE

Lesson 2: Speaking

I Objectives

By the end of the lesson, Ss will be able to:

- Identify structure that are used to talk about past experiences and their influences on one’s life, i.e present perfect and past simple, structure with ‘Make’.

-Use these structures to talk about a past experience and how it affects their life.

II Materials

Textbook, handouts.

III Anticipated problems

Ss may have problem using present perfect and past simple when talking about the past.

IV Procedure

Time Steps Work

arrangement

10’

10’

10’

-Have you ever - Game

This is game for student to practise making “Have you

ever ” questions , and responding to them To prepare for

it , at home T cuts out and shuffles the given “Tell th Truth ”

or “Tell a lie” cards

- T first divides the class into groups of 3-4 Then T places

the cards in one pile at the centre of the table

- T models “Have you ever ” + past participle for Ss as well

as ways to respond to “Have you ever ” questions

E g

Have you ever sung in public ?

Yes , I have or No , I haven’t

If the answer is “Yes ” , no might ask a follow-up questions ,

using the past simple , e.g When was it ? Where did you

sing ? etc

- Now T introduces the game : Within their group the first

student starts and asks anyone else in his / her groudp a

“Have you ever questions ” The student who is asked the

questions should draw a card from the pile of “Tell a Lie ”

card and answer according to the card The rest of the

student are allowed to ask 3 more follow- up questions to try

and determine if the person answering is telling the truth or

lying After 3 questions are up , the student answering will

show his / her card for the group to see if it’s a “Tell the

truth ” or “tell a lie ” card The groud continues to play until

everyone is asked

Tell the truth Tell a lie

Tell the truth Tell a lie

Tell the truth Tell a lie

Tell the truth Tell a lie

Tell the truth Tell a lie

Tell the truth Tell a lie

Tell the truth Tell a lie

TASK 1

T introduces the task and gets Ss to do it individually , then

copare the answers with a peer

- T calls on a student to read out his / her answers

- T checks with the class and gives corrective feedback

- T intriduces or elicits the structures “Make some body do

something ” or “ Make somebody + Adjective ”

- T writes the structures on the board and elicits their

meaning and uses

- T gets Ss to make sentences with the strutures or ald more

options to Column B

Note : T should make it clear to Ss that when a verb is used

as a subject , it should take the form of either an infinnitive

with “to ” or – ing gerund

E g “to speak English to a native speaker makes you more

interested in learning English ” or “Speaking English to a

native speaker makes you more interested in learning

English ”

Individualwork , pair work

& whole class

Answers :

1 d 2.c 3 a 4 d 5 e

TASK 2

- T introduces the task : Ss are going to work individuallyon

the sequence of the conversation and then find a peer to

compare theur answers with

- T call on a student to read out his / her answers

- T checks with the class and gives corrective feedback

- T draws Ss’ attention to the questions asked in the

conversation and help them to review the use of present

perfect and past simple when talking about a past experience

and its present effeccts

Present perfect : used with “ever ” to ask about a past

experience

E.g: “Have you ever been to Egypt ?”

Past simple: used when one keeps asking about that

experience

E.g: When did you go there ? Who did you go with ? Did

you enjoy your visit to Egypt ? etc

- T gets Ss to ask him/her questions using present perfect

with “ever” and past simple

-T checks that Ss asks correct questions and gives corrective

feedback

-Then T gets Ss to read the sample conversation in closed

and open pairs

Answers: 3 h 4 a 5 e 6 g 7 c

8 f

- T introduces the task: Ss are going to ask and answer

questions about their past experiences, using the suggested

questions on page 26

- T gets Ss to work in pairs to have a conversation In the

meantime, T goes around to check and offer help

- T calls on some pairs to perform their conversations in

front of the class

- T elicits feedback from the class and gives final comments

Pair work &whole class

- T summarises the main points of the lesson

- For homework, Ss write a paragraph about a past event that

has had an influence on him/her

Whole class

Preparing of date: ………

in date class Total of sts

11a4 11A5

PERIOD : 11 UNIT 2 : PERSONAL EXPERIENCE

LESSON 3 : Listening

I Objectives

By the end of the lesson, Ss will be able to develop such listening micro-skills as listening for specific information and taking notes while listening.

II Materials

Textbook, cassette tapes, handouts.

III Anticipated problems

Ss may not have sufficient vocabulary to talk about the topic, so T should be ready to assist them Ss may not also be familiar with the note-taking task so T should provide them some tips to deal with the task.

- T divides the class into small groups of 3 - 4

students Then T distributes the following handouts

for Ss to do the matching task in their own groups

Which group finishes first and has all the correct

answers will be the winner

- T might want to get Ss to translate the given words

into Vietnamese to check Ss’ understanding of the

words

Match the words in Column A with their definitions

in Column B

1 Fire fighter a A metal stairway

outside to help peopleget out of a buiding onfire

2 Fire alarm b A pipe that draws

water for putting out afire

3 Fire door c A person who fights

fires

4 Fire escape d What comes out of a

fires

5 Fire hydrant E A fine – resistant

door that can be closed

to stop the speard of thefire

6 Fire extinguisher f A large truck that

carries firefighters andequipment to the site of

a fire

7 Smoke g A tube that contains

Group work & wholeclass

special chemicals forputting out a fire

8 Fire truck h A bell that tells you a

fire has started

Answer :

1 c 2 h 3 e 4 a 5 b 6 g

7 c 8 f

- T gets Ss to work in pairs to describe the picture on

page 27 of the textbook

- T calls on some Ss to describe the picture If Ss

have difficulty doing this task, T may want to elicit

answers from the whole class by asking questions

like “What can you see in the picture ?” “What is

happening ?”, “Who are these people ?” etc T gives

comments on their answers

- T gets Ss to guess what they are going to listen

- Before teaching these words, T helps Ss to

pronounce them correctly T may want to play the

tape or model first and then ask Ss to repeat after the

tape or after him/her in chorus and individually

- T presents or elicits the meanings of these words

from the class

- T gets Ss to make sentences with some important

words, e.g: memorable, scream, protect etc

- T gives corrective feedback

Pair work and wholework

Task 1

Instruction: You are going to listen to a girl telling

about her most unforgetable experience Listen and

answer True or False questions Put a tick in the

appropriate box.

Individual work,pairwork and whole class

- Before Ss listen and do the task, T gets them to readthrough the statements to understand them andunderline key words For example, the key words inthe first statements are “Christina” andbusinesswoman”.

- T checks with the whole class and asks them toguess what the unforgetable experience the girl isgoing to tell might be(a fire)

- T plays the tape (or reads the tapescript) once for Ss

to listen and do the rask

- Then T gets Ss to find a partner to check theiranswers with

-T checks the answers with thw whole class If many

Ss can not answer the questions, T palys the one ortwo more times and pauses at the answers for them tocatch

Answers: 1 T 2 F (13 years old) 4 F(in the

kitchen) 4 F (she was sleeping) 5 T

TASK 2

Instruction: You are going to listen to the story

again and fill the gap with the information you hear.

- T checks if Ss can do the task without listening onemore time If they can’t , T plays the tape again Butbefore doing it, T asks Ss to study the text carefullyfor the missing information they need to fill andguess the answers T might also want to remind Ssthat while listening they need to focus on thisinformation and write the answers down in noteforms, not full sentences

- After playing the tape, T gets Ss to give theanswers T provides correct answers if necessary Ifmany Ss can’t complete the task , T might want to let

Ss listen one more time and pause at the answers firthem to catch

Answers: 1 small 2 everything 3 family 4.

replaced 5 took

6 appreciate

Tapescript: (In T’s book)

Interviewer: This is Radio 3 Inour “Unforgetable

Experiences” programmme tonight we talk to Christina, a successfulbusinesswoman Hello

Christina, welcome to our programme.

Christina: Hello and thank you ! It’s nice being with

you tonight.

Interviewer: Christina, could you tell our audience

about the most memorable experience in your life ?

Christina: Well, my most unforgetable experience

happened 13 years ago, when my house burned

down.

Interviewer: Really ? How did it happen ?

Christina: The fire started in the kitchen where I

forgot to turn off the gas stove.

Interviewer: What were you doing at that time ?

Christina: I was sleeping when I was suddenly woken

up by terrible heat.I opened my eyes to find myself

surrounded by wall of fire.

Interviewer: That’s terrible How did you escape ?

Christina: I was terrified Then I heard my mother’s

voice calling my name I rushed to her She carried

me out Luckily, I got away without even a minor

burn.

Interviewer: Not many people are so lucky Did the

fire affect you in any way ?

Christina: Oh, yes Yes, very much, in fact Although

I lost many things in the fire, the experience helped

me to grow up.

Interviewer: What do you mean ?

Christina: Well, before the fire I was selfish I always

complained to my mother about how small my room

was, or how few clothes I had Then the fire came

and destroyed everything we owned But I slowly

began to realise that I didn’t really need my old

things I just needed my family After all, you van get

new clothes anytime, but a family can never be

replaced.

- Before getting Ss to discuss, T teaches them some

useful expressions of asking for and giving opinions

E.g:

Asking for opinions

What do you think about ?

What’s your opinion about ?

What’s your feeling about ?

What’s your point of view about ?

Group work & wholeclass

How do you feel about ?

Do you have any opinions about ?

Expressing

opinions

Expressing agreements

Expressing disagreements

That’s right,and

Well, may be,but

That might betrue, but

Well, my feeling

is that

Well,Idon’t think

so I think

- T gives examples and gets Ss to do some practice

with these structures

- Now T divides the class into small groups of 3 or 4

and gets them to discuss the question in the textbook

T might want to appoint a group leader for eacg

group This person will monitor thr discussion, note

down friend’s ideas and appoint a representative to

present the outcome of their discussion to the class

- T goes around to check and offer help

- After checking that all the groups have finished, T

calls on the representative of each group to report

their peer’s ideas T checks if other groups would

have the same or different ideas

- T listens and takes note of their errors T provides

corrective feedback after that

- T summarises the main points of the lesson

- For homework, Ss write a summary of the story

they listened in class

Whole class

Preparing of date: ………

in date class Total of sts

11a4 11A5

LESSON 4: Writing

I Objectives

By the end of the lesson, Ss will be able to write a personal letter telling about a past experience , using the structures and vocabulary that they have learned in previous lessons.

II Materials

Textbook, handouts.

III Anticipated problems

Ss may not have sufficient vocabulary to write about the topic, so T should be ready to help them.

V Procedure

A quiz about writing personal letters

(To remind Ss of the rules of writing personal letters in

English)

- T asks Ss if they have ever written a personal letter in

English and then announces the Quiz game and the rule

For example: “I’m going to divide the class into 2 big

groups Then I’m going to read out some questions

about the rules of writing personal letters in English You

need to give your responses as quickly as possible For

each question, if your answer is quicker and correct, you

get one point for your group Then we will add up the

points for each group Which one has more points will be

the winner”

- T divides the class into 2 big groups: A and B

- T reads out the questions and leads the game

The Quiz

1 How many parts does a personal letter normally

have ?

2 What are these parts ?

3 What do we normally write in the Salutation ?

4 What do we normally write in the Closing ?

5 Where do we normally sign the letter ?

- T gets Ss to add up the points for each group and

announces the winner

Answers:

1 5 parts

2 The Heading, the Salutation (Greeting), the Body,

the Closing and the Signature

3 We normally write “Dear” or “Hello/Hi” etc.

Whole class

plus the name of the person we are writing to and

a comma at the end.

4 We normally write something like “Sincerely”,

“yours”, “Love”,”Cheer”, “Best wishes”, “See you soon” etc and after that we put a comma.

5 Our signature normally goes under the Closing.

- T sets the scene: You are going to write a friendly letter

to a pen friend telling him/her about one of your most

memorable past experiences

- T gets Ss to read the task silently and work out what

they are required to write about

- T calls on a student to answer and elicits more ideas

from the class T might want to draw a network of ideas

on the board for Ss to follow:

- T elicits the verb tenses that can be used for describing

a past event (past simple, past perfect, past continuous)

If necessary, T reviews the uses of these tenses

E.g: + The past simple is used to talk about an event that

happened and finished in the past

+ The past continuous is used to talk about an event

that was in progress around a specific past time We

often use the past continuous together with the past

simple The past continuous refers to a longer

‘background’ action or situation; the simple past refers to

a shorter action or situation that happened in the middle

or interrupted it

+ The past perfect is used to talk about an event that

had happened before another event that happened in the

Individual work,pair work & whole class

Most unforgettable experience

What happened?

Where it happened?

How it happened?

How it affectedyou ?

Who was involved?

When it happened?

- T gives examples and checks that Ss understand the use

of these tenses

- T gets Ss to plan their stories according to the questions

on the board, then compare and check with a peer

E.g: A sample outline:

What happened ? I nearly drowned

Who was involved

I learned that life is so important

- T goes around to check and offer help

- T collects some outlines and provides corrective

feedback T provides relevant vocabulary and structures

if necessary

- Now T gets Ss to write their own letters in 10 minutes

- T then asks Ss to get in pairs, exchange their letters and

correct each other

- T goes around to offer help

A sample letter:

Hanoi

25 September 2007

Dear Peter,

How have you been doing ? Have you got any

plan for the 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 kilometres southeast of Hanoi There is a large

river at the back of their house where I often do

Individual work

& pair work

swimming every afternoon when I spend my vacation

with them.One day when I was swimming with some

of my friends, I suddenly 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 because I was too tired and terrified.

Luckily, one of my friends saw that and shouted for

help Immediately, another friend who swim the best

among us swam towards me and tried to pull me up

Then other 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 appreciate my life What about you ? Have you got

any uforgettable holiday that you would like to share

withme ?

See you soon

Nam

- T chooses one letter and reads it to the class

- Then T elicits corrective feedback from the class and

gives final comments afterwards T should draw Ss’

attention to the format of the letter, the organising of

ideas and language use (especially verb tenses)

Whole class

- T summarises the main points of the lesson

- For homework, T asks Ss to revise their letters

according to their peer’s suggestions and submit for

making in the next lesson

Whole class

Preparing of date: ………

in date class Total of sts

11a4 11A5 PERIOD : 13 UNIT 2: PERSONAL EXPERIENCE

lesson 5: Language focus

I Objectives

By the end of the lesson, Ss will be able to:

- Distinguish the sounds / m /, / n / and / ŋ /.

- 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 ver tenses to solve communicative tasks.

II Materials

Textbook, handouts.

III Anticipated problems

Ss might have difficulty distinguishing and using different ver tenses correctly.

Therefore, T should be ready to assist them.

- T models the 3 sounds / m / n / and / ŋ / for a few time and

explains the differences in producing them (i.e When

producing / m /, Ss close their lips; when producing / n / Ss’

tongues touch the roof of their mouths; when producing / ŋ /

their tongues touch their soft palates For all 3 sounds, the air

goes through the nose)

- T plays the tape ( or reads) once for Ss to hear the words

containing these 2 sounds Then T plays the tape (or reads) again

and this time asks Ss to repeat after the tape (or T)

- T asks Ss to read the words in each column out loud in chorus

for a few more times Then T calls on some Ss to read the words

out loud T listens and corrects if Ss pronounce the target words

incorrectly If many Ss do not pronounce the words correctly, T

may want to get them to repeat after the tape (or himself) again

in chorus and then individually

Practising sentences containing the target sounds

- T asks Ss to work in pairs and take turn to read aloud the given

sentences (p.29, Practise these sentences)

- T goes around to listen and takes notes of the typical errors

- T calls on some Ss to read the sentences again and provides

corrective feedback

Individual work,pair work & wholeclass

Exercise 1

a) Presentation

- If necessary, T receives the forms, meanings and uses of the

present simple, present perfect, and present continuous

Present simple

+ Form:

* bare root for I, you we they

* verb + s/es for he, she, it

Individualwork,pair work &whole class

+ Meaning: present time

+ Use:

* Use the Simple present to express the idea that an action isrepeated or usual The action can be a habit, a hobby, a dailyevent, a scheduled event or something that often happens It canalso be something a person often forgets or usually doesn’t do.E.g: The train leaves every morning at 8 a.m

The train doesn’t leave at 9 a.m

When does the train usually leave ?

* Speakers sometimes use the Simple present to express theidea that an action is happening or is not happening now Thiscan only be done with Non-Continuous Verbs and certain MixedVerbs

E.g: He needs you right now

Do you have your passport with you ?

Present continuous

+ Form: am/is/are + V-ing

+ Meaning: Present time

+ Use:

* Use the Present Continuous with Normal Verbs tp expressthe idea that something is happening now, at this time It can also

be used to show that something is not happening now

E.g: Are you sleeping ?

Present perfect

+ Form: have/has + Past Participle

+ Meaning: Present

+ Use:

* We use the Present Perfect to say that an action happened

at an unspecified time before now The exact time is notimportant So we can use the Present Perfect to describe ourexperience It is like saying, “I have the experience of ” Wecan also use this tense to say that we have never had a certainexperience The Present Perfect is NOT used to describe aspecific event

E.g: I have seen that movie 20 times.

I think I have met him once before.

* With Non-Continuous Verbs and non-continuous uses ofMixed Verbs we use the Present Perfect to show that somethingstarted in the past and has continued up until now “For 5minutes” , “For 2 weeks” , and “since Tuesday” are all durationswhich can be used with the Present Perfect

E.g: I have had a cold for 2 weeks

Mary has loved chocolate since she was a little girl

Note: * You CANNOT use the Present Perfect with specific

time expressions such as: yesterday, one year ago, last week,

when I was a child, when I lived in Japan, at that moment, that

day, one day, etc We CAN use the Present Perfect with

unspecific expressions such as: ever, never, once, many times,

several times, before, so far, already, yet, etc

- T emphasises that we can use all these present tenses in telling

stories (which are often concerned with past events) to make the

stories more interesting

- If T sees that Ss have already mastered the forms, meanings,

and uses of these verb tenses, T can skip the presentation stage to

save time, and go straight to the practice stage

b) Practice

- T gets Ss to do Exercise 1 individually and then find a partner

to check their answers with

- T checks with the whole class and provides corrective

feedback

Answer: 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

a) Presentation

- If necessary, T reviews the forms, meanings, and uses of the

past simple and past continuous

Past simple

+ Form: V + ed or irregular verbs

+ Meaning: Past time

+ Use:

* Use the Simple Past to express the idea that an actionstarted and finished at a specific time in the past Sometimes,the speaker may not actually mention the specific time, butthey do have one specific time in mind

E.g: I saw a horror film last night

He didn’t wash his car

* We use the Simple Past to list a series of completed actions

in the past These actons happen to the following order: 1 st, 2nd,

3rd 4th, and so on

E.g: He arrived from the airport at 8:00, checked into the hotel at

9:00 , and met the others at 10:00

9 The Simple Past can be used with a duration which starts and

stops in the past Duration is a longer action often indicated by

Individualwork,pair work &whole class

expressions such as : for two years , for five minutes, all day, allyear, etc

E.g: I live in Brazil for years

10 The Simple Past can also be used to describe a habit whichstopped in the past It can have the same meaning as “used to ”

To make it clear that we are talking about a habit, we often addexpressions such as: always , often, usually, never, when I was achid, when I was youger etc

E.g : They never went to school They always skipped theirclasses

11 The Simple Past can also be used to describe past facts orgeneralizations which are no longer true As in USE 4 above ,this use of the Simple Past is quite similar to the expression

“used to ”

E g : She was shy as a child , but now she is very outgoing

Past continuous :

+ Form : Was / were + V-ing

+ Meaning : Past time

+ Use :

* Use the past Continuous to indicate that a longer actoin in thepast was interrupted The interrupted is a shorter action in theSimple Past or a specific time Remember this can be a realinterruption or just an interruption in time

E g : I was watching TV when she called

Last at 6 PM , I was eating dinner

* When you usethe Past Continuous with two actions in the samesentence, it expresses the idea that both actions were happening

in the same time The actions are parallel

E.g: I was studying while he was making dinner.

* In English, we often use a series of parallel actions to describethe atmosphere at a particular time in the past

E.g: When I walked into the office, several people were busilytyping, some were talking on the phones, the boss was yellingdirections, and customers were waiting to be helped Onecustomer was yelling at a secretary and waving his hands Otherswere complaining to each other about the bad service

- If T sees that Ss have already mastered the forms, meanings,and uses of these verb tenses, T can skip the presentation stage tosave time, and go straight to the practice stage

b) Practice

- T gets Ss to do Exercise 2 individually and then find a partner

to check their answers with

- T checks the answers with the whole class and providescorrective feedback.

+ Form: Had + Past Participle

+ Meaning: Past time

+ Use:

* The Past Perfect expresses the idea that something occurredbefore another action expressed in the Past Simple It can alsoshow that something happened before a specific time in the past.E.g: I had never seen such a beautiful beach before I went toHanoi

* With Non-Continuous Verbs and some non-continuous uses

of Mixed Verbs, we use the Past Perfect to show that somethingstarted in the past and continued up until another action in thepast

E.g: We had had that car for 10 years before it broke down

- If T sees that Ss have already mastered the form, meaning, anduses of this verb tense, T can skip the presentation stage to savetime, and go straight to the practice stage

b) Practice

- T gets Ss to do Exercise 3 individually and then find a partner

to check their answers with

- T checks the answers with the whole class and providescorrective feedback

10’ Communicative practice for all 6 verb tenses covered in the

lesson (production stage)

- T divides the class into small groups of 4 Then T introduces

the task “A Celebrity interview”: “Now you are going to work ingroups of 4 Two of you will act as a celebrity and his/hermanager The other 2 will act as reporters for a local paper.Discuss among yourself which celebrity you would like to actand interview The celebrity and the manager then will prepare ashort biography for the celebrity, including some outstandingpast and present events, based on the questions in the worksheet.The reporters will work out the interview questions that theywant to ask about the celebrity, They can use the questions in theworksheet as guidelines After 5 minutes you are going to do theinterview in your own group”.

- T distributes the worksheets to Ss Then T guides how tointerview questions ans answer them and reminds Ss to use thecorrect verb tenses

- T gets Ss to work in groups, then goes around and offers help

- After checking that Ss have finished, T calls on a group toperform their interview again in front of the class and elicitsfeedback from the class

- T gives final comments and provides correction if necessary.Worksheet for the celebrity

Name:

Job:

Born: when ? where ?

Childhood and schooling

First debut:

Greatest achievements:

Present projects:

Worksheet for the reporters:

Born: when ? where ?

Childhood and schooling:

First debut:

Greatest achievements:

Present projects:

Model questions:

Where were you born ? When were you born ?

Where did you grow up ? What school did you go to ?

When did you first play in a movie ? What was your first role ?/What was your first album ? What have been your greatestachievements so far ?

What project are you working on now ?

Etc

2’ WRAPPING

- T summarises the main points of the lesson

- For homework, Ss review the uses of different verb tenses that

have been covered in the lesson

Period : 14 UNIT 3: A PARTY

Lesson1: READING

I Objectives

By the end of the lesson, Ss will be able to:

- Develop such reading-micro skills scanning for specific ideas, and identifying and correcting false statements.

- Use the information they have read to discuss celebrations in their culture.

II Materials

Textbook, handouts.

III Anticipated problems

Ss may need to be provided vocabulary related to celebrations and festivals so that they can complete various learning task.

- T divides the class into small groups of 3-4 Ss Then T

distributes the following handouts for Ss to do the

matching task in their own groups Which group finished

it first and has all the correct answers will be the winner

- T might want to get Ss to tell if there are similar

celebrations and events in Vietnamese culture to check

Ss’ understanding of the new words

- T might also give some details about these celebrations

Matching the celebrations with the correct imagines

below:

Group work andwhole class

Christmas Easter Graduation Halloween

About the celebrations:

- T celebrate Christmas day Western families often buy

Christmas trees, which are often real or plastic pine trees

and decorate them with ornaments and gift boxes

- On Halloween night children often dress in costumes

and go door-to-door to collect sweets and fruits Houses

are decorated with lights or candles

- Picture d shows a wedding horseshoe It is the symbol of

good fortune and ability to have many children So on

weddind days many weatern brides carry a replica of a

horseshoe for good luck

- Picture c shows Easter eggs It’s a custom to eat eggs on

this day because eggs are symbol of life Today people

often eat chocolate eggs instead of real eggs

- Thanksgiving is the celebration that exists only in

America.On this day people pray to God and eat roasted

turkey

- On Valentine’s day people often send cards and buy

chocolates for the ones they love

- Mother’s day is the celebration that honors mothers On

this daypeople often send cards and gifts to their mothers

to show how they love and appreciate their mothers

- T gets Ss to work in pairs and try to make sense of the

pictures on page 32 Then T gets them to answer the

Pair work & wholeclass