Giáo án tiếng anh lớp 11 cơ bản full

WRITING  Objectives: By the end of the lesson, Ss will be able to: - Write about a friend, real or imaginary, using the words and expressions that they have learnt in previous lesson..

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Date: 20/8/2014

Period: 1

ORIENTATION: GOALS AND PURPOSES

 Objectives: By the end of the lesson:

- Students know how to learn English 11, how the book is organized

- Students know how to do English tests

 Teaching aids: Student’s book, student’s workbook, dictionary, Guideline for teaching English

 Method: Communicative approach.

 Procedure:

I Stabilization:

- Greeting the class

- Checking the students’ attendance

II Check up:

- Ask Ss to answer some questions about their

summer holidays

III Warm up:

- Introduce to students about the teacher

- Ask students about their names and English

knowledge etc

IV Guiding:

1 Guiding student’s book and workbook:

* Introduce to students how to use their book and

workbook

2 Guiding English tests in grade 11:

* Introduce to students about tests

- Check frequency knowledge for the previous

lesson (Oral tests)

- Fifteen minutes test (3 times)

- One period test (2 times)

- Semester test (Once for each semester)

* The tests in grade 11 include:

Reading: 25%, Listening: 25%

Writing: 25%, Language focus: 25%

How to do tests: Learn new words frequently, do

exercises in workbook

3 Guiding other books and tape, disc, etc

V Consolidation and Homework:

- Retell what you’ve learnt and what you will

prepare for this semester

- Ask students to prepare textbook, notebooks and

the things for learning

- Prepare the next lesson

- Greeting the T

- Answer

- 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 and write down the things which will be prepared at home

  

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Date:

Period:

ORIENTATION: LANGUAGE LEARNING

 Objectives: By the end of the lesson:

- Students know how to learn English skills: Reading, Speaking, Listening, Writing …

- Students know how to practice those skills

 Teaching aids: Student’s book, student’s workbook.

 Procedure:

II Check up:

- No checking

III Warm up:

- Introduce to students each skill

IV Guiding:

* Introduce to students how to practice reading,

speaking, listening, writing, language focus and

how to master learning English

1/ How to learn READING and vocabulary

•Read something every day

Children's books, simplified readers (Penguin),

newspapers, magazines, Internet sites, novels …

•Read what interests you

Remember that you learn better when you are

having fun

•Read at the appropriate level

You want to learn new vocabulary, but you also

want to understand what you are reading If you

are looking up every word, the reading is too

difficult

•Review Who, What, Where, When, Why for

each story you read

You can do this for almost any type of reading

Who is it about? What happened? Why did it

happen? Where did it take place? When did it

take place? This is very useful when you have no

comprehension questions to answer You can

write or speak your answers

•Record vocabulary in a personal dictionary

oKeep this notebook separate from other work

oRecord vocabulary in alphabetical order (an

English address book works well because it has

letters of the alphabet)

oRecord the part of speech (sometimes there is

more than one)

oWrite a sample sentence for yourself (don't use

the one from the dictionary)

2/ How to learn SPEAKING and

pronunciation

•Talk to yourself

Talk about anything and everything Do it in the

privacy of your own home If you can't do this at

- Greeting the T

- Answer

- Put the student’s book and workbook on the table

- Listen to the teacher and look through the books

- Take notePractice reading all the passages in the textbook

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first, try reading out loud until you feel

comfortable hearing your own voice in English

•Record your own voice

This might feel very uncomfortable, but it will

help you find your weak pronunciation points

Listen to yourself a few days later Which sounds

do you have difficulty hearing?

•Participate in class

•Learn common idioms

•Understand the sounds that your language

doesn't have

For example, many languages don't have the "r"

sound These sounds require extra practice

•Recognize that teachers are trained to

understand you

When you get out into the real world, average

people will have a more difficult time

understanding you unless you practise speaking

slowly and with proper pronunciation

•Practise minimal pairs

•Study word and sentence stress

•Practice tongue twisters

3/ How to learn LISTENING

•Listen to the radio

Don't always have a pen in hand Sometimes it

helps to just listen

•Use Internet listening resources

4/ How to learn WRITING and spelling

•Keep a diary/journal

Don't always pay attention to grammar

Free-writing can be very useful It can show you that

writing is fun Have fun with the language

•Write emails in English

Stay in contact with teachers or other students

•Rewrite your local news in English

This is another exercise that can be done on a

daily basis Remember that regular activities are

the best ones

•Learn important spelling rules

Remember, you won't always have a dictionary or

a spell-checker handy, especially when you are

writing a test Even native English speakers need

to review the spelling rules from time to time

5/ Improve Your Grammar

Good grammar prevents ambiguity By contrast,

bad grammar confuses your reader, slows their

reading, and shows your ignorance, which can

Practice listening to an English song

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lose you respect, influence, and credibility.

•Make sure you at least know the parts of speech,

such as nouns, verbs, and adjectives Find fun

ways to learn the parts of speech

•Know the difference between the active voice

and passive voice Using the active voice is one of

the best ways to give power to your writing.

•Also, learn the basics of punctuation, especially

when to use a comma

V Consolidation and Homework:

- Retell what you’ve learnt

- Prepare lesson Reading - Unit 1

Present some grammar points they’ve learnt from English 10

- Take note   

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Date: 23/8/2014

Period: 2

UNIT 1: FRIENDSHIP

A READING

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

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

- Use the information they have learnt to discuss the topic

 Teaching aids: Textbook, handouts, pictures concerning to the topic …

 Procedure:

II Check up:

- No checking

III Warm up: Network

- T repairs a handout with network of the word “a

good friend”, sts list some qualities of a good

friend

- T divides the class into 8 groups and gives each

group a handout T asks Ss to complete the net

work The winner will be the group completing

the network in the shortest period of time

IV Before you read: Discussing the picture and

poem

- T asks the whole class to look at the picture on

page 12 and asks them some questions:

1 What are girls and boys doing in the picture?

2 How do they feel?

3 What does the picture tell you?

- T ask Ss to work in pairs to read the short poem

on the page13 and answer the question:

{ What do you think of the friend in the

poem?

- T calls on some Ss to answer the questions

- T may give some comments and the

suggestions

Pre- teaching vocabulary

• lasting (a) = lifelong

- Suggestion: The friend in the poem is very

dedicated and thoughtful He/ She is willing to help his/her friend in any circumstances.

Dedicated /ˈdedɪkeɪtɪd/ (a): tận tâm, tận lực

Thoughtful /ˈθɔːtfl/ (a): chu đáo, quan tâm

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• be concerned with sb/ st

• constancy /ˈkɒnstənsi/ (n):

→ constant (a)

• rumour /ˈruːmə(r)/ (n):

• gossip /ˈɡɒsɪp/ (n): information talk or stories

about other people’s private lives that may be

unkind or not true

• incapable of /ɪnˈkeɪpəbl/ (a):

- T asks Ss to make some sentences with above

words to check their understanding

- Some Ss practice reading the vocabulary

V While you read:

Setting the scene:

- You are going to read a passage about the

qualities of a long lasting friendship While you

reading, do the task in the textbook

Task 1

- T asks the Ss to read the words in the box then

fill each blank with one of them individually

- Ask Ss to read the passage quickly and stop the

lines that contain these words to guess their

meaning

- T goes around to help them when necessary

- T asks Ss for their answers and tells them to

explain their choices

Task 2

- T asks Ss to read the passage again and decide

which of the choices A, B, C or D most

adequately sum up the ideas of the whole 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 the answer and asks

other Ss to say whether they agree or disagree

Task 3

- Ask Ss to answers the questions in task 3.

- T asks Ss to do the task individually, then

discuss their answers with their partner

- T calls some Ss to write their answers on the

board and ask them to explain their choices

• quan tâm tới ai, cái gì

- Individual work & pair work

- Ss guess the meaning of the word base on the context in the sentences

2 Because they take up and interest with enthusiasm, but they are soon tired of it and they feel the attraction of some new object.

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VI After you read:

- Ask Ss to work in pairs to discuss the question

in the text book

- T goes around to help the Ss when necessary

- When all pairs have finished, T asks every two

pairs to share ideas

- T calls on some Ss to report their ideas to the

class

Extra exercise: Choose the best answer

1.Most of the undeveloped countries need a lot of

3 Suddenly she recognized the of

the situation that made her laugh

8 The children seem to be totally

of working quietly by themselves

A unable B impossible

3 The third quality for true friendship is loyalty

It tells us that the two friends must be loyal to each other, and they must know each other so well that there can be no suspicions between them.

4 Because if not people can’t feel safe when telling the other their secret.

5 Because they cannot keep a secret, either of their own or of others’

6 The last quality is sympathy It tells us that to

be a true friend one must sympathize with his/her friend Where there is no mutual sympathy between friends, there is no true friendship.

- Pair work

Suggested answers:

The friendship is very important to our life A true friend can helps us when we are sorrow and when we have difficulty We can share ideas, feeling, likes, joys, pleasures, aims … to each other Sometimes only true friends can understand, sympathize us so we feel safe to tell him/her our secrets Friendship brings us happiness We happily do many things together

So we can’t live without friendship.

- Take note

- Do exercise

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C incapable D not able

VII Consolidation and Homework:

- Summarize the main points of the text.

- Learn by heart all of new words and structures

and give examples

- Whole class

  

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Date: 23/8/2014

Period: 3

B SPEAKING

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

- make a dialogue talking about a famous person

 Teaching aids: Textbook, pictures showing friends, etc.

 Method: Communicative approach.

 Procedure:

II Check up:

- Call some Sts go to the board and write down

some vocabularies which they learnt in the last

lesson

III Warm up: Game “Take them home”

- T divides the class into 4 groups

- T gives each group a poster and 20 cards then

gives the rule of the game

Poster:

Cards:

- T asks:

+ Which other words are used for

- Ss work in groups, take turns to choose the cards then stick them in the right categories

- Ss can organize the words into four different categories as follows:

FACE: square, oval, roundHAIR: curly, wavy, dyed, sleek, shoulder-

length, long, short, fair, straight, greyNOSE: straight, flat, turn up, pointed

HEIGHT: tall, short, medium

Sleek: bong mượt

- Ss’ answers+ Forehead: broad, high,

+ Appearance: handsome, beautiful, looking, well-built,

good-+ Lips: full, thin,

tall square shoulder-length

HEIGH

T

NOSE

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describing physical characteristics?

IV Before you speak

Activity 1: Describing people

(Task 1, textbook, p.15)

- Introduce “Useful language” to the students:

+ Height: tall, medium, short …

+ Build: slim, thin, well-built …

+ Face: square, large, oval, round, long …

+ Forehead: broad, high …

+ Eye: small, big, black, blue, brown …

+ Nose: straight, crooked, big, small, flat …

+ Chin: pointed chin (cằm nhọn), double chin

(cằm chẻ) …

+ Lips: thin, full, heart-shaped …

+ Skin: white, pale, suntanned, dark, brown,

greasy skin …

+ Hair: Black, grey, red, brown …

(shoulder-length straight/curly black)

+ Appearance: handsome, beautiful, good-looking

…

- T asks students to work in pairs, do Task 1-

textbook on page 15

- T asks Ss to listen to their friends’

descriptions and decide who he/ she is

Activity 2: Vocabulary

- T sets situations and asks Ss to fill in the

blanks

* He’s always willing to give money to his

friends or help them He’s a very

man

* She never tells lies She’s a

very person

* He’s very good at Maths, but he never

talks about that He’s a person

* Minh is always cheerful and often tells

jokes, which makes us like to be with him all

the time He is a very boy

*

V While you speak

Activity 3: Describing personalities

* He’s/ She’s with and

- Ss do the teacher’s request

generoushonestmodest pleasant

Whole class use handouts to describe

1 The boy is about 16 He is short-sighted because he’s wearing a pair of glasses He has short black hair, a round face with a broad forehead, a small nose, thin lips and a small chin He’s quite good-looking.

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

of glasses She has shoulder-length black hair, and she’s wearing a ribbon (cài tóc) She has an oval face with a straight nose, full lips and a pointed chin She’s quite pretty.

3 The man is in his forties He’s tall and built He has short brown hair and a square face with a broad head, small eyes, a crooked nose and

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well-VI.After you speak

Activity 4: Role - play:

Talk about a famous friend

(Task 3, page 16)

- T helps Ss review some questions about

physical characteristics, personalities, hobbies,

1/ What’s his/ her

name?

2/ How old is he/ she?

3/ What does he/ she

look like?

4/ What is he/ she

like?

5/ What does he/ she

usually do in her / his

free time?

6/ What are her

hobbies?

7/ What subjects does

he/ she like best?

8/ How much time

does he/ she spend on

 He/ she usually

in her free time

 They are

She likes best

She spends about

on everyday

- T selects some pairs at random and has them

play roles in front of the class

VII: Consolidation and Homework:

- Ask students to write a passage description

about physical characteristics of their best friend

- Ask students to prepare Part C - Listening

and practice speaking at homework

thin lips He’s quite good-looking.

4 The woman is her twenties She’s quite tall and slim She has long curly brown hair and an oval face with a broad forehead, big eyes, a straight nose, heart-shaped lips and a small chin She’s very beautiful.

- Ss work in groups, discuss and number the personalities in order of importance in friendship

- Each group’s representative will report their

results to the class and explain orally why (Ss’

answers may be different.) Ex: My group thinks that being caring is the most important in friendship because when friends care about each other, they will know when to share happiness or difficulty with their friends

- Ss make questions, using the suggestions

(textbook, page 17).

Model:

A: What is your best friend’s name?

B: Her name’s Lan.

A: How old is she?

B: She is 16 years old.

A: What does she look like?

B: She is beautiful She is tall She has big eyes and long black hair.

A: What is she like?

B: She is helpful and studious.

A: What does she usually do in her free time? B: She usually reads books in her free time.

A: What are her hobbies?

B: They are reading and swimming.

A: What subject does she like best?

B: She likes Maths best.

A: How much time does she spend on Maths everyday?

B: About an hour a day.

- Ss work in pairs: Journalist & Interviewee

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Date: 27/8/2014

Period: 4

C LISTENING

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

 Teaching aids: Textbook, handouts, cassette tapes …

 Procedure:

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II Check up:

- Call on some Sts to make pairs: one is a

journalist, the other is an interviewee to talk about

a famous friend

III Warm up: Matching (Song)

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

Then T distributes the following handouts for

students to match the English words in A with the

V equivalents in B Which group finishes first and

has all the correct answers will be the winner

IV 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 answer and

comments on the answer

- T gets Ss what they are going to listen about

Vocabulary pre –teaching

- 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

- Eliciting some of these word and those taken

from the listening passage: STRESS

apartment building:

sense of humour:

give sb a ring = phone sb

go through a rough time:

- T may get Ss to make sentences with the words

and give corrective feedback

V While you listen: MORE EXERCISE

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,

- tòa nhà chung cư

- khiếu hài hước

- gọi điện cho ai

- vượt qua thời kì khó khăn

- Pay attention

13

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Tapescript :

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 Ha Noi Her family moved to Hai Phong in 1985 It is said that Hai Phong people are cold but Ha is 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 twenty minutes later she was there She stayed with me for two 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 and Minh was a guitarist So she worked together a lot, but we also became friends Minh has a great sense of humor, he’s 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 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

Date: 30/8/2014

Period: 5

D WRITING

- Write about a friend, real or imaginary, using the words and expressions that they have learnt in previous lesson

 Teaching aids: Textbook, handouts …

 Procedure:

II Check up:

- No checking

III Warm up: Name Poem

T asks each student to use his/her name to write

an acrostic poem He/she has to use the adjectives

beginning with the letters of the name to describe

his/her friend’s personality or appearance

T calls on some ss to write their poems on the

board

Check with the lass

IV Before you write:

Task 1 :Categorizing

- Hang on a chart with descriptive adjectives on

the board :

Tall short dark long round blue fair

smooth thin high large slim oval

sincere helpful fat thick sociable

caring straight medium broad honest

pleasant open-hearted flat handsome beautiful

- Ask Ss to work in groups of 4 to put the

Humorous/HelpfulUnselfish

Open-heartedNeat

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adjectives under the following heading:

Personality Forehead Appearance

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

friend, real or imaginary, using the provided

guidelines

Task 2: Useful expressions and outline

-Writing about a friend , real or imaginary, using

the period guidelines

-Instruct three parts to write and give some

suggestions :

* General information about friends: name, age,

sex and home address, when and where you met

him/her

*Their physical characteristics and personalities

* What pupils like about their friend

Some useful structure

S+ has … face/ hair…

S to be….

V While you write:

- T gets Ss to write about their friend in 15

minutes

- T goes around to observe and to offer help with a

simple outline:

+ His/her name

+ His/ her age

+ When and where you met him or her

+ His/ her physical characteristics

+His/ her personalities

+ Why you like him/ her

VI After you write:

- T asks Ss to exchange their writing with other Ss

for 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 correct the

errors Finally, T provides general comments on

Short, long, thick Round, blue, dark, large, Slim, fat

Face

Round, thin, oval

Forehead

Broad, high Appearance

Handsome, beautiful

- Pay attention

Example: My best friend’s name is Hoa She has a

round face with a rather flat nose She has short hair and a fair complexion Her eyes are large and she has a pleasant smile She is a very attractive person.

- Individual workSample writing:

My best friend’s name is “Sao Mai”, which means “Morning Star” in English She is the same age with me, and we have known each other since

we were in grade 4

If I was to describe how she looks, I would say she is very pretty She is not very tall and quite slim She has a round face with long black hair, big eyes and regular white teeth That’s why many people say that her smile can brighten up even the cloudiest day.

She has a very nice personality and a wonderful sense of humour She is also very intelligent and studious.

The first thing I like about Mai is that she shares the same interests with me We both enjoy listening to music and collecting stamps In addition, she is very good at Maths and she helps

me a lot with difficult exercises However, perhaps the best thing like about her is her kindness Whenever I have a problem, she always encourages me or gives me helpful advice I hope that our friendship will last forever.

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the writings.

- Ask Ss to improve their writing, taking into

consideration their best friends’ and T’s

suggestions and corrections

- Ask them to prepare the next period - Language

- Distinguish the sound /dʒ / and /t∫/.

- Pronounce the words and sentences containing these sounds correctly

- Use some structures containing infinitives with and without to appropriately

 Procedure:

II Check up:

- Check some Sts’ writing.

III Warm-up:

Chair / traffic jam

- Ask students to keep book close

- Ask students to complete the sentence:

a. is the first month of the year.

b _ like eating sweets.

- Ask students to speak the sentence loudly

With a high level class- book- closed

T divides the class into 2 groups A and B, writes

the phonemic sound/dʒ/ - /t∫/ on the board and

asks ss to write as many words containing these

sounds as possible, sets the time limited for 1

minute The group with more correct words wins

- Keep book close

- Listen to the T and complete the sentence:

- January is the first month of the year.

- Children like eating sweets.

- Listen attentively

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- Pronouncing the two sounds separately.

- T models the two sound /dʒ/ and /t∫/ for few

times and explains the differences in producing

them

/dʒ/: is a voiced palatal

Voiced = vocal cords vibrate while making this

sound

Palatal = put your tongue behind your top teeth,

push air as you drop your tongue away from the

roof of your mouth

/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

your push air out of your mouth

- T plays the tape once for Ss to hear the words

containing these two sounds Then T plays the tape

again and this time asks Ss to repeat after the tape

Pronouncing words containing the sounds

- T reads the words in each column all at once

/dʒ/: jam, joke, January, dangerous, passenger,

village

/t∫/: children, changeable, cheese, mutual, church,

which

- T reads the words once again, each time with a

word in each column to help Ss distinguish the

differences between the sounds in the words

- T reads the words and asks Ss to repeat them

- T asks Ss to practice pronouncing the words in

pairs

- T goes around providing help

- T asks some Ss to pronounce the words and give

correction if necessary

Practicing sentences containing the target

sounds

- T reads the sentences and asks Ss underline the

words with the sound and write /dʒ/ and /t∫/ under

them

- T asks Ss to provide the sentences in pairs

- T goes around providing help

- T asks some Ss to read the sentences and gives

feedback

- Signal: /dʒ/: ge, j

- /t∫/: ch, tu

Extra exercise: Pick out the word whose

underlined part is pronounced differently from

that of the other words.

1 A change B children C machine D church

2 A guitarist B passenger C generous D village

3 A mutual B chip C question D quality

4 A architect B arch C church D cheese

V Grammar and Vocabulary:

1 To infinitive

- T writes some sentences on the board and

Âm vòm miệng hữu thanh Dây âm thanh rung lên khi phát âm

- Listen and take note

Âm vòm miệng phụ âm xát

Âm vô thanh: dây thanh âm không rung lên khi phát âm

- Repeat after the tape

- /dʒæm/, /dʒəʊk/, /ˈdʒænjuəri/, /ˈdeɪndʒərəs/, /

ˈpæsɪndʒə(r)/, /ˈvɪlɪd ʒ/

- /'t∫ildrən/, /'t∫eindʒəbl/, /t∫i:z/, /'mju:t∫uəl/, / tʃɜːtʃ/, /wɪtʃ/

- Practice reading the sentences which contain 2 sounds

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underline the to + infinitive

+ I have letters to write to my friends

+ I have some homework to do

+ Does he get anything to eat?

+ Have you got anything to say?

- T asks Ss to comment on the use of to +

infinitives in these examples T reviews the form

and use of to – infinities in the example

- 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 …

+ I have some homework to do = I have some

homework that I must do

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

anything that he can eat?

*To-infinitive: (Agree, allow,arrange, ask,

attempt, care, choose, claim, come, continue,

decide, determine,demand, expect, fail, fear,have,

help, hope, intend, learn, long, manage, mean,

plan, pretend, prepare, promise, propose, seem,

tend, want,wish, would like, ….what, how, where

… , refuse, be going, be willing, be able,

permit… )

- to indicate the purpose or intention of an

action

Ex : He was doing this to make me more relaxed.

- as the subject of a verb, it is more usual to

begin the sentence with "It".

Ex : To know how to drive is useful ( It is useful

to know how to drive)

- as an object of a verb

Ex : She likes to dance

They decided to build a new school.

- after nouns / pronouns as a modifier to replace

a relative clause

Ex : I have a lot of work to do ( which I have to

do)

- in idiomatic expressions :

Ex : The tea is too hot for me to drink

Jack is clever enough to solve this problem.

- as an adverd to modify an adjective

Ex : I am sorry to hear the news.

NOTE :

- verb + to- infinitive

- verb + question word + to- infinitive

- verb + object + to- infinitive

-too+adjective/ adverb ( for somebody) + to-

I pleased to see you

Ex: The water is too hot to drink

He’s old enough to go to school

- Individual work

1 Who wants something to eat.

2 I have some letters to write.

3 I am delighted to hear the news.

4 My mother has some shopping to do.

5 You always have too much to talk about.

6 It’s lovely to see you again.

7 It’s too cold to go out.

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

Ex: Nothing can make him cry

I see her cook dinner (completed action)

Notice : I see her cooking dinner (I see she’s

cooking dinner)

- Pair work and then individual work

1 The police watched them get out of the car.

2 They let him write a letter to his wife.

3 I heard them talk in the next room.

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Exercise 1

- Ask Ss to do exercise 1 individually and then

compare their answers with another student

- T calls on some Ss to read aloud their answers

- T gives the correct answers

2 Infinitive without to

- Modal verb: can, will, may, shall, must…

- After “make, let”+ object + bare infinitive

- After verbs of perception such as: feel, hear,

watch, see, notice, observe, smell + object + bare

infinitive

- Ask Ss to give some examples

- Listen and ask the other to comment

Practice

Exercise 2

- T asks Ss to do exercise 2 in pairs Ss have to

rewrite the sentences by using the words given

- T asks them to compare answers with another

VI Free - Practice: Join these pairs of sentences.

1 She crossed the road I saw her

2 They sang a song I heard them

3 He locked the door I observed him

4 She drove off I saw her

5 He was foolish He left the firm

6 A pavement artist drew a portrait in crayons I

watch him

7 We can’t refuse their invitation It would look

rude

8 I met you again I was happy

9 The film was boring I didn’t watch it

10 The woman is old She can’t drive a car

- Learn by heart all the knowledge they’ve learnt

and practice them again at home

- Prepare the next lesson: Unit 2 - Reading

4 The customs officer made him open the briefcase.

5 The boy saw the cat jump though the window.

6 Do you think the company will make him pay some extra money?

7 I felt the animal move towards me.

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

- Whole class

1 I saw her cross the road.

2 I heard them sing a song.

3 I observed him lock the door.

4 I saw her drive off.

5 He was foolish to leave the firm.

6 I watched a pavement artist draw a portrait in crayons.

7 It would look rude to refuse their invitation.

8 I was happy to meet you again.

9 The film was not interesting enough for me to watch.

10 The woman is too old to drive a car.

Expected answer:

1 I saw her cross the road

2 I heard them sing a song

3 I observed him lock the door

4 I saw her drive off…

  

Trang 20

Date: 3/9/2014

Period: 7

UNIT 2: PERSONAL EXPERIENCES

A READING

- Develop such reading skills as scanning for details, specific ideas, skimming for general information, and guessing meaning in context, identifying the sequence of events

- Use the information they have learnt to discuss the story

 Teaching aids: Textbook, handouts, CD …

 Procedure:

II Check up:

- T calls on some Sts to give the cases which we

use “Infinitive with to” and to give an example.

III Warm-up: chatting

T asks Ss some questions and asks Ss to answer:

- When was your last birthday?

- What did you do on that day?

- How did you feel on that day?

- What did your parents offer you?

Alternative warm up: Middle Riddle

PEN- TAXIS- APPLE- KEY- ARM- KNIFE-

BED- ONE- ICE- TEN

Lead-in: What is “ experience”?

Have you ever been in an embarrassing situation?

What did you do then?

In today lesson, our reading lesson is about the

embarrassing experience of a girl on the bus

IV Before you read:

- T introduce the pictures:

The six pictures describe the events in a story

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They’re not in chronological order Can you

describe what’s happening in each of the picture?

- T suggests for the Ss by asking some questions:

+ What do you see in the 1st picture?

+ What do you think might be relationship

between the girl and the man?

+ What do you see on the table?

Set the scene: You are going to read a story in

which a girl’s telling about her most embarrassing

- T asks Ss to go back to the passage to locate and

read around these words

- T checks that Ss understand all these words

correctly by calling on some Ss to tell the

meaning of the word in Vietnamese

- Then T asks Ss to go back to the task and study

the given sentences

- T asks them to fill the blank with the words/

phrases in the box

- T checks the answer with whole class

Task 2 (Omit)

Task 3

- T checks if Ss can answer the comprehensions

in task 3 without having to read the passage again

If Ss can’t, T gets them to read the questions

carefully and gives them some tips to do the task

- T gets Ss to check their answer with their

partners

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

board and asks them to explain their choices

- May be they are family members

- Read passage again

- Review the meanings of this word

1 She wished to have a red floppy cotton hat

2 Because he knew that she wanted to buy that hat.

3 She saw a wad of dollar notes exactly like the ones her father had given her.

4 Because she didn’t like to make a fuss.

5 She bought the hat of her dream with the money.

- Group work

1 She felt surprised / embarrassed.

2 Because the money she took from the boy’s bag was not hers.

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- Ask Ss to look at the last picture (c) and give

suggestions:

+ How did the girl in the picture feel?

+ Why did she feel that way?

+ What did she do after that?

- T calls on the group to tell and explain their

choice

- Then T asks Ss to summarize the main points of

the lesson

- T summarizes the main points of the lesson

again

- Ask Sts to learn by heart the new words and

make sentences with them at home

- Prepare the next lesson: Unit 2 - Speaking

3 Perhaps the girl might want to tell 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.

- Identify structures that are used to talk about past experiences and their influences on one’s life

- Practice the present perfect and past simple, structures with “make”

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

 Teaching aids: Textbook, chalk, board …

 Procedure:

II Check up:

- T calls on some Sts to read the text again and to

answer some questions

III Warm-up: “Have you ever… Game

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

models “Have you ever” + PP” for Ss as well as

ways to respond to “Have you ever” questions

- Have you ever seen ghosts?

- Have you ever been to Da Lat?

- Have you ever sung in public?

- Have you ever failed the exam?

- Have you ever got a bad mark?

- Have you ever spoken English to your friends

Trang 23

individually then compare the answer with a

partner

- Call on some Ss to read out his/her answers

- T checks with the class and gives feedback

- T introduces the structures:

make Sb do St

make Sb + Adj

• appreciate /əˈpriːʃieɪt/ (v):

• to change your attitude to Sb/St

V While you speak:

Task 2

- T introduces the task and asks Ss to work

individually then compare the answer with a

partner

- Notice some Ss about how to use past simple

and present perfect simple

+ Present perfect: used with “ever” to ask about

past experience: Have you ever been to England?

+ Past simple: used when one keeps asking about

that experience: When did you go there? Who did

you go with? …

- After finishing T gets Ss to read the sample

conversation in pairs

- Open dialogue:

A – Have you ever ………….?

B – Yes, ………… English girl …………

A – How ………… meet ………….?

B – ………… walking along ………… asked

the way ………… started talking …………

A – What ………… talk ………….?

B – Everything ………… name, …………

turtles …………

A – How ………… affect ………….?

B – Well, ………… more interested …………

- T calls on some pairs to practice the dialogue

then give marks

VI After you speak:

Task 3

- Gives students useful structures:

+ 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 remarks

3 a

4 b

5 e

Ex: The flu made me stay at home

The flu makes me tired

• coi trọng, đánh giá cao

• thay đổi thái độ của bạn đối với ai hoặc điều gì đó

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.

Trang 24

- Learn by heart dialogues and practice them

again at home

- Prepare the next lesson: Unit 2 - Listening

C How did it affect you?

- It makes me love our country more/ I learned more about different places in our country.

C How did it affect you?

- It was interesting to talk to famous pop stars.

- It changed my attitude to/ towards famous pop stars.

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

 Procedure:

II Check up:

- T calls on some Sts to talk about their past experiences.

a A metal stair way outside to help

people get out of a building on fire.

b A pipe that draws water for putting

out a fire.

c A person who fights fires.

d What comes out of a fire.

e A fire-resistant door that can be closed

to stop the spread of a fire.

f A large truck that carries firefighters

and equipment to the side of a fire.

g A tube that contains special chemicals

for putting out fire.

h A bell that tells you a fire has started.

Trang 25

- Ask Ss to describe what is happening in the picture on

page 27

+ What can you see in the picture?

+ What is happening?

+ Who are these people?

+ What is this woman doing?

……

Vocabulary:

• memorable /ˈmemərəbl/ (adj):

• terrified /ˈterɪfaɪd/ (adj):

- T asks Ss to practice the vocabulary in chorus T helps

Ss to pronounce them correctly

V While you listen:

Task 1

- Ask Ss to read the statements to understand them

-T plays the tapes once for Ss to listen and do the task

- Check the answer with the whole class

- T can play the tape again and pauses at the answers for

them to catch

Task 2

- Ask Ss to study the text carefully for the missing

information they need to fill and guess the answers

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

check their answers

- Call on some Ss to give the answers

VI After you listen:

- Before getting Ss to discuss, T teaches them some useful

expression of asking for and giving opinions:

- 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…?

+ How do you feel about…?

+ Do you have any opinion about…?

That’s true and…

That’s right,

Well, maybe, but…

That might be true, but…

Well, my feeling is

- A fire.

- A house is burning and fire-fighters are trying to put out fire.

- They are fire-fighters.

- She is caring her daughter out of the fire.

3 F (in the kitchen)

4 F(she was sleeping)

Trang 26

From my point

of view…

Well, I don’t think so I think…

- Give some suggestions by asking some questions:

+ Why does Christina think family is more important than

things?

+ Where do you get love/care from, your family or things?

+ Can we buy new clothes?

+ Can you get new parents or brothers or sisters?

- Prepare for writing lesson

- T summarizes main points of the lesson

- Asks students to write a short paragraph about the

+ From family.

+ Yes, we can.

+ No, we can’t.

- Write down   

Date: 10/9/2014

Period: 10

D WRITING

- Write a personal letter telling about a past experience, using the structures and vocabulary that they

have learnt in previous lessons

 Teaching aids: Textbook, chalk, board …

 Procedure:

II Check up:

- T calls on some Sts to check their vocabularies.

III Warm-up: Brain-storming

- T asks Ss to tell about their unforgettable past

experiences and the others make questions to ask

- Which team makes more questions is the

winner

IV Before you write:

- T gets Ss to read the task

- Call on a St to answer and to elicit more ideas

about “most unforgettable experience”

OUTLINE

1 Heading: Address + Date of letter

2 Greeting: - Dear Lan,

- Hello / Hi Lan,

3 Body:

+ What happened?

+ When did it happen?

+ Where did it happen?

- A year ago, my last summer vacation.

- A river near my grandparent’s house.

Trang 27

+ How did it happen?

+ Who was involved?

+ How did it affect you?

4 Closing:

- Sincerely, Yours, Love, Best wishes, See you

soon …

5 Signature

* Notes: Simple past, Past continuous, Past

perfect can be used for describing a past event

- T gets Ss to plan their stories according to the

questions

V While you write:

- T gets Ss to write their own letters in 10

minutes

Some paragraphs of the letters can be jumped so

that students can rearrange them to make a

complete letter

- Then T asks Ss to work in pairs, exchange their

letters and correct each other

- T goes around the class to offer help

VI After you write:

- T chooses one letter and reads it to the class

- T elicits corrective feedback from the class and

gives final comments afterwards

- Asks students to practice writing at home

- Prepare the next lesson: Unit 2 – Language

focus

- When I was swimming, I suddenly caught a cold,

I felt dizzy and I was too weak to swim.

- Some of my friends were also swimming at that time, one tried to save me.

- I learned that life is so important./ It changed

my outlook on life./ It taught me a lesson …

- Individual work and pair work

Sample writing:

Hanoi 15 May 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 kilometers southeast of Hanoi There is a large river at the back of their house where I often do swimming every afternoon when I spend my vacation with them.

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

Trang 28

Date: 13/9/2014

Period: 11

E LANGUAGE FOCUS

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

- Distinguish the uses of different verb tenses: present simple for indicating the past, past simple, past progressive and past perfect

- Use these verb tenses to solve communicate task

 Procedure:

II Check up:

- T checks some Sts’ writing

III Warm-up: Money, nose, song

Underline the most suitable verb form in each sentences:

a While Tom watched/was watching TV, there was a

power cut

b Who drove/was driving the car at the time of the

accident?

c By the time she got back, he had gone/went home

d David had eaten/ate Chinese food before, so he knew

what to order

e I did/was doing some shopping yesterday when I saw

your friend

f Laura missed the party because no one was telling/had

told her about it

Trang 29

IV Pronunciation:

- /m/: close the lips when pronouncing

- /n/: Ss’ tongues touch the roof of their mouth

- /ŋ/: their tongues touch their soft palates

For all three sounds, the air goes through the nose.

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

chorus for a few more times Then call on some Ss to read

the words out loud

- In order to help Ss identify these sounds T writes some

sentences to check their understanding

1 I’ll call them/then.

2 He ran/rang twice.

3 That bun/bum is delicious /di'li∫əs/

4 We got some/sun at the beach.

- Practicing sentences containing the target sounds:

- Ask Ss to work in pairs and take turn to read aloud the

given sentences

- T calls some Ss to read the sentences and provides

corrective feedback

Extra exercise: Pick out the word whose underlined part is

pronounced differently from that of the other words.

1 A change B hungry C stronger D single

2 A name B news C drink D nose

3 A happen B finger C thankful D tongue

4 A name B need C nine D sing

5 A complainB experience C interested

We use the simple present tense to express the idea that an

action is repeated or usual The action can be a habit, a

hobby, a daily event, a scheduled event or something that

often happens It can also be something a person often

forgets or usually does not do

+ Form: (+) I, You, We, They + bare infinitive

He, She, It + V(s/es)

(-) S + don’t/doesn’t + V-infinitive

(?) Do/does + S + V-infi?

* We can use the present simple tense in telling stories

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

stories more interesting.

Adverbs: …

- Present progressive

+ The usage:

We use the Present Continuous with Normal Verbs to

express the idea that something is happening now, at this

very moment It can also be used to show that something is

- Practicing pronunciation

- Do extra exerciseKey:

1A2C3A4D5D

Example: The sun rises in the EastNow the sun is shining

- Take notes and give examples

- Give examples & take notes

Trang 30

not happening now.

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

partner to check the answer with

- T checks with the whole class and provides corrective

We use Past Continuous to talk about something which

was in progress at a past time

The action or situation had started but it had not

finished-at thfinished-at time

+ Form: (+) S + was/were + V- ing

(-) S + was/were + not + V- ing

(?) Was/were + S + V- ing?

Adverbs: at six, nine o'clock, during, while, when

b Practice

Exercise 2

feedback

3 Review the Past perfect

a Presentation

+ The usage:

- The past perfect expresses the idea that something

occurred before another action expressed in the past

simple It can also show that something happened before a

specific time in the past

- Past perfect also to show that something started in the

past and continued up until another action in the past

+ Form: (+) S + had + Past participle

(-) S + hadn’t + Past participle

(?) Had + S + Past participle?

Adverbs: After/ because PP, SP

Before, as, when, by the time SP, PP

b Practice

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

- Take notes and give examplesExample: She went to HCMC last Sunday

- Individual & pair work

6 didn’t listen/was thinking

7 phoned/didn’t answer/were doing

8 didn’t wear/didn’t notice/was driving

- Give examples and take notes

Ex: - I had never seen such a beautiful

Trang 31

Exercise 3

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

to check their answer with

- T checks the answers with whole class and provides

corrective feedback

Note: Hai hành động xảy ra trong quá khứ:

Trước: QKHT Sau: QKĐ

Đang: QKTD, Xen vào: QKĐ

While, When (time): QKTD, QKD

VI Free – Practice:

Choose the best answer.

1 After we _ our work, we _ for lunch

A having finish/ went B have finished/ went

C had finished/ went D having finish/ going

2 Before cars _, people _ horses and bicycles

A were discovered/ had used

B discovering/ use

C is discovered/ using

D have been discovered / have been using

3 When we _ there, people _ calmly

A got/ are waiting B got/ were waiting

C got/ waited D get/ wait

4 While I _ in the street, I saw my old friend

- Asks students to review the forms and the usages of these

tenses

- Ask Sts do more exercise at home

It broke down

1 had eaten/arrived 2 found/had taken

3 got/had closed 4 got/had left

5 got/had arrived 6 paid/had phoned

Trang 32

Date: 13/9/2014

Period: 12

E LANGUAGE FOCUS (cont.)

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

- Distinguish the uses of different verb tenses: present simple for indicating the past, past simple, past progressive and past perfect

- Use these verb tenses to solve communicate task

 Procedure:

b Practice

Exercise 1

We use Past Continuous to talk about something which

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

- Take notes and give examplesExample: She went to HCMC last Sunday

Trang 33

was in progress at a past time.

The action or situation had started but it had not

finished-at thfinished-at time

+ Form: (+) S + was/were + V- ing

(-) S + was/were + not + V- ing

(?) Was/were + S + V- ing?

Adverbs: at six, nine o'clock, during, while, when

b Practice

Exercise 2

feedback

3 Review the Past perfect

a Presentation

+ The usage:

- The past perfect expresses the idea that something

occurred before another action expressed in the past

simple It can also show that something happened before a

specific time in the past

- Past perfect also to show that something started in the

past and continued up until another action in the past

+ Form: (+) S + had + Past participle

(-) S + hadn’t + Past participle

(?) Had + S + Past participle?

Adverbs: After/ because PP, SP

Before, as, when, by the time SP, PP

b Practice

Exercise 3

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

to check their answer with

- T checks the answers with whole class and provides

corrective feedback

Note: Hai hành động xảy ra trong quá khứ:

Trước: QKHT Sau: QKĐ

Đang: QKTD, Xen vào: QKĐ

While, When (time): QKTD, QKD

VI Free – Practice:

Choose the best answer.

5 After we _ our work, we _ for lunch

A having finish/ went B have finished/ went

C had finished/ went D having finish/ going

6 Before cars _, people _ horses and bicycles

A were discovered/ had used

B discovering/ use

C is discovered/ using

D have been discovered / have been using

7 When we _ there, people _ calmly

A got/ are waiting B got/ were waiting

C got/ waited D get/ wait

8 While I _ in the street, I saw my old friend

6 didn’t listen/was thinking

7 phoned/didn’t answer/were doing

8 didn’t wear/didn’t notice/was driving

- Give examples and take notes

Ex: - I had never seen such a beautiful

1 had eaten/arrived 2 found/had taken

3 got/had closed 4 got/had left

5 got/had arrived 6 paid/had phoned

Trang 34

- Asks students to review the forms and the usages of these

tenses

- Ask Sts do more exercise at home

- Whole class   

Date: 17/9/2014

Period: 13

UNIT 3: A PARTY

A READING

- Develop such reading skills as scanning for specific ideas, and identifying and correcting false statement

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

 Teaching aids: Textbook, handouts, pictures about special celebrations …

 Procedure:

II Check up:

- T calls on some Sts to talk about the forms and

the usages of past simple and past perfect

III Warm-up: Brain-storming (REAL

OBJECTS)

- T asks Sts to give the name of some celebrations

in VN also in the world

IV Before you read:

- Ask Ss to work in pairs and ask them to look at

the pictures in text book and answer the

- Pair work

1 The people in the 1 st picture might belong to a family The young man might be the parents and three kids might be their children.

- In the 2 nd picture: The people might belong to a family, too The old lady & man might be parents

Trang 35

2 What are they celebrating?

Pre-teaching vocabulary STRESS

- T helps Ss to pronounce them correctly

- You are going to read about how American

people celebrate birthdays and wedding

anniversaries Then do the tasks below:

Task 1

- T gets Ss to read the passage silently and do the

task 1

- Call on some Ss to write the answer on the

board and ask them to explain their choices

1 People sing a song

2 People eat cakes

3 People receive cards and gifts from friends and

relatives

4 People joke about their ages

5 People remember their wedding days

6 People go out to dinner

7 People blow out candles, one for each year

Task 2

- T gets Ss to read through all the 7 sentences in

task 2 Then ask them to read the text again and

locate these words

- Ask Ss to check their answer with a friend

- Call on some Ss to present and explain their

answers

- Give feedback and correct answers

- Ask Ss work in small group of 3 or 4 and

discuss the questions

- T goes around to check and to offer help

- Call on the groups to tell and explain their

choice

- Give the correct feedback

The woman and the man who are sitting in front might be their son and daughter in law The boy and the girl might be their grandchildren.

2 The people in the 1 st picture are celebrating a birthday In the 2 nd picture people are celebrating

a wedding anniversary.

- Write down Vocabulary{ thổi nến

{ đánh dấu{ sự kiện quan trọng, mốc lịch sử{ bền vững, lâu dài

Trang 36

- T summarizes main points of the lesson.

- Asks students to learn by heart new words

- Write a paragraph about how Vietnamese people

celebrate their birthday or wedding anniversaries,

base on the text they read in class

- Prepare the next lesson: Unit 3 - Speaking

- Use appropriate language to talk about parties and negotiate how to plan them

- Use appropriate language to invite people to come to parties

 Procedure:

II Check up:

- Check vocabulary.

III Warm-up: Brain-storming

Talking about the party

Yesterday I went to a party Please ask some

questions to gets as much information about the

party as you can.

- T teaches necessary language for talking about

Who gave the party?

What was it about?

Where/ When did it take place?

How was it organized? How did it go?

What activities did you do there?

Did you have good time?

How were the people like?

What about music? What about food and drinks?

- Take notes

Trang 37

A family/ social gathering

To have/ throw/ organize/ hold/ celebrate/ give a

party

To celebrate one’s birthday/ wedding

anniversary/ graduation

To join oneself

To have fun/ a good time

Gifts: flowers, souvenirs, a bottle of wine,

chocolate …

Decorations: balloons, flowers, lamps, pictures

…

Food and drinks: starters, main courses, deserts,

cakes, ice-cream, sweets, soft drink …

Music: pop music, jazz, classical music …

IV Before you speak:

Task 1

- Get Ss to do the task individually

- T encourages Ss to take notes while doing so

- Go around the class to check and offer help

V While you speaking:

Task 2

- Put Ss in pairs and tell them to tell each other

about the party they have been to, base on the

outlines they have made in task 1

- Call on some pair to perform their conversations

in front of the class

Task 3

- T gives suggestions by writing on the board:

Planning a party

- Where (home or restaurant)

- When (date & time)

- Who to invite (family, relatives, classmates,

teacher, friends)

- Dressing code (former, informer, costumes)

- Entertainment (dance, music, games)

- Decorations (colored light, bulbs, flowers)

- Food and drink (cook our own or order)

- Budget (How much to spend? How much to

contribute?)

- T asks Ss to give some expression for asking for

and giving opinions, expressing agreements and

disagreement, suggesting and starting preferences

- T gives some examples and gets Ss to do some

practice with these expressions

- Divide the class into small group of 3 or 4 and

get them to do task 3

- T goes around to check and to offer help

- Individual work

- Ss choose the details they want to talk about and plan their stories

- Pair workA: I am wondering where I should hold my birthday party?

B: Why don’t you have your birthday party at home? It’s cozy and not very expensive

A: I don’t know if it’s suitable to begin at 5 pm?B: …

- Discuss in group

Asking for opinions

What do you think about …?

What’s your opinion about …?

How do you feel about …?

Do you have any opinion about …?

Giving opinions

I think we should …/ I feel …

In my opinion, …I’m thinking about … (ordering some pizza)Expressing

agreement Expressing disagreement

I agree

I think so, tooThat’s true, and …That’s right, and …

Well, maybe, but …That might be true, but …

Well, my feeling is that

Trang 38

Task 4

- T teaches expressions for inviting and

persuading:

Would you like to come …?

We would love to have you …

Please do come …

It’s our pleasure to invite you …

You don’t know what you’ll miss out on if you

don’t come.

- T gets Ss do some practice with these structures

Ask some group to report about the parties that

they’ve planned

- T asks Ss to write a paragraph about a party they

have been to

- Prepare the next lesson: Unit 3 - Listening

Well, I don’t think

so

Suggesting:

May be we could… What about …? Perhaps we can … Should we …? Let’s …

Why don’t we…? It would be a good idea if… How about …?

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

 Procedure:

II Check up:

- T calls on some Sts to talk about parties and negotiate

how to plan them

III Warm-up: Look and remember…

Have Ss rearrange the activities taking place in a

birthday party in a suitable order in their own ideas

+ play games

+ have foods and drinks

+ give gifts

+ eat slices of birthday cake

+ blow out the candles

+ sing the birthday song

+ cut the cake

+ decorate the party room

_ Collect Ss’ ideas and lead in the new lesson

- T gets Ss in pairs to answer the questions and explain

Suggested words:

- Pair work

phần thưởng

Trang 39

Listen and repeat

to gather restaurant prize

birthday cake to decorate icing

slice to clap hands

- T helps Ss to pronounce the words on page 36

correctly

- T presents the meanings of these word from the class

V While you listen: EXERCISE

Task 1

- Get Ss to read through the statements to understand

them and underline key words

- Play the tape once for Ss to listen and do the task

- Check the answer with the whole class

- Play the tapes one or two more times and pauses at

the answer for them to catch if Ss can’t answer the

questions

Task 2

- Ask Ss to read all questions in task 2

- T plays the tape again for Ss to listen and answer the

questions

- T gets Ss to check their answer with a partner Then

T checks with whole class

- Play the tape again and pause at difficult points if

many Ss can’t complete the task

Task 2 can be changed into Multiple choice Exercise

1 How old was Mai?

A.6 B.16 C.60 D.26

2 Why didn’t she like having her party at a restaurant?

A noisy and expensive B quiet and cheap

C noisy and cheap D quiet and

comfortable

3 What did Mai’s mother serve the gueSs at the

beginning of the party?

A ice-cream and biscuits B soft drinks and

biscuits

C coffee and cake D fruits and milk

4 What time was the birthday cake brought out?

A 6.30 a.m B 5.00 p.m C 4.30 a.m D 4.30

p.m

5 It was beautifully decorated with

A pink and white icing B brown and yellow

3 F (at 4:30 they cut the cake)

4 T (the party ended at about 6)

5 F (other kids left, only one stayed to help)

- Individual work and pair work

- Listen and note down the answers

1 16

2 Because it’s noisy and expensive.

3 soft drink and biscuits

4 At about 4:30

5 It was beautiful and decorated with white and pink icing and 16 colorful candles in the middle.

6 They clapped their hands eagerly and sang “Happy birthday”

7 at about 6

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a.m

VI After you listen:

- Put Ss in pairs and do the task.

- T distributes the following handout for Ss to do the

role play

- After they’ve finished, T calls on some pairs to

perform the role play in front of the class

- Asks students to learn by heart new words

- Write a paragraph about your own birthday parties

- Prepare the next lesson: Unit 3 - Writing

- Pair work

Card A

Ask your friend about Mai’s birthday

- Place where the party was held

- When it began and ended

- Who came

- What you did there

Card B

Tell your friend about Mai’s birthday party

- It was held at Mai’s place

- It lasted about 3 hours (3-6pm)

- About 20 guests came

- Mai opened gifts, you played chess, then Mai cut cake

- Whole class   

Date: 24/9/2014

Period: 16

UNIT 3: A PARTY

D WRITING

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

- Write an informal letter of invitation

 Procedure:

II Check up:

- No checking.

III Warm-up: Jumbled letter

1 This is my address: 150A Au Co Road

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

Lake and the Water Park

3 Dear Linda,

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

Tay Ho District

5 Would you like to come?

6 Please let me know your answer as soon as

possible

7 See you

8 My parents are giving a house-warming party

this evening around 6:30 P.M

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