giao an tieng anh lop 11ban co ban tu bai 1-16

Group work 12' TASK 1 Instruction: You are going to look at the picture of four people on page 15 and describe them in pairs.. Time Stepsarrangement 10' AFTER YOU READ — T introduces the

N¨m häc 2008-2009

Unit 1: Friendship

TiÕt PPCT : 02 Period 1: READING Ngµy so¹n:25/08/2008

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 topic

II Teaching aids

Textbook, handouts

III Anticipated problems

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

IV Procedure

Work arrange ment

Competition game - Network

- T prepares a handout with a network of the word "Friendship"

Groupwork

— T divides the class into 8 groups and gives each group a handout T asks Ss to complete

the network

Discussing the picture and poem

— T asks the whole class to look at the picture on page 12 and asks them some questions:

+ What are the girls and boy doing in the picture?

+ How do they feel?

+ What does the picture tell you?

Suggested answers:

+ One boy is playing the guitar, and the other girls and boys are singing

+ They seem very happy because I can see their smile

+ The picture tells me that friends can happily do many things together / Friendship is a

nice thing that brings happiness to us

Pre-teaching Vocabulary

Note: T should only teach the words which do not appear in Task 1

Lasting (adj) = lifelong (adj,): existing or continuing a long while

Friendship

Time Steps arrange

ment

trick you

Sorrow (n) a feeling of great sadness because sth very bad has happened

Pursuit (n) something that you give your time and energy to, that you do as a hobby

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 For example,

to guess the meaning of unselfish Ss may realize that this word is the noun of unselfishness

in line 5 Therefore, they may guess the meaning of unselfish first Ss can pay attention to

the prefix un - and such phrases as concerned only, his own interest and feelings in the

following sentence

— 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:

- Continue with the rest of the sentences

— 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:

1 mutual 5 give-and-take 2 incapable of 6 loyal to

3 unselfish 7 suspicious 4 acquaintance /friend

Wholeclass,individualwork &pairwork

5' TASK 2

Instruction: You are to read the passage again and decide 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 or

disagree

— T gives feedback and the correct answer:

Answer: B

Wholeclass,individualwork &pairwork

6' 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 instruct them to use some

strategies to do the task:

+ First, skim the six questions to understand them As Ss do this they:

— 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 cannot 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 tell us / me that the two friends must be

loyal to each other, and they must know each other so well that there can be no suspicions

between them (line 1—3, paragraph 4)

4 Because if not people cannot feel safe when telling the other their secrets (line 1 —3,

paragraph 5)

5 Because they cannot keep a secret, either of their own or of others (line 3 —4, paragraph

5)

6 The last quality is sympathy It tells us / me that to be a true friend one must sympathise

with his / her friend Where there is no mutual sympathy between friends, there is no true

friendship (last paragraph)

Wholeclass,individualwork &pairwork

N¨m häc 2008-2009

Work arrange ment

10' AFTER YOU READ

Instruction: You are required to work in pairs to

discuss the question in the textbook

— 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 two pairs

to share ideas

— T calls on some Ss to report their ideas to the class

— T gives feedback

Pair work,groupwork &wholeclass

2' WRAPPING UP

— T summarises 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

Wholeclass

Unit 1 : Friendship

TiÕt PPCT : 03

Period 2: SPEAKING Ngµy so¹n:28/08/2008

I Objectives

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

Describe the physical characteristics and personalities of their friends, using

appropriate adjectives

II Materials

Textbook, handouts

III Anticipated problems:

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

Competition game — Word Search

— T divides the class into small groups of 3 — 4 students 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 two big copies of the word search and

hangs them on the board T calls two 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

Group work

12' TASK 1

Instruction: You are going to look at the picture of four people on page 15 and describe

them in pairs

— Before letting Ss do the task, T asks them to read Useful language on page 16 T may

ask if Ss know the meanings of the adjectives provided

— T elicits or teaches some words:

Whole class

& pair work

Describing people’s appearance

Height tall, medium, short

Time Steps

arrangement

Build slim, plump (bụ bẫm, đầy đặn), overweight (béo phì), obese (béo

phì), thin (gầy), muscular (vạm vỡ), athletic, stocky (thấp và chắcnịch), well-built (lực lợng), of medium I average I normal buildHair Normal order of adjectives used to describe one’s hair length, style

and colour+ length: long, short, shoulder-length (ngang vai)+ style: straight, wavy, curly, crew-cut (đầu cua)

± colour: black, grey, red, brown Others: a fringe (mái), a bun (búitóc), plait(s) (đuôi sam) (to wear one’s hair in a bun / a plait / plaits),receding (sợi tóc hớt ra sau), bald

Face oval, round, large, square, skinny, chubby (phúng phính), long, with

high cheekbones (gì má cao)Eye small, big, black, brown, blue

Nose straight, crooked (khoằm), turned-up (hếch),big, small, flat (tẹt)

Chin pointed chin (cằm nhọn) double chin (hai cằm), no chin

Lips thin, full, narrow, heart-shaped

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 (women), handsome (men), pretty (women / girls), good-looking (men and women), 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 thirty years old / his twevle-year-oldson / a middle-aged woman / a man in his sixties (khoảng 60 tuổi)10' — T asks Ss to work in pairs to describe the people in the picture, 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 be shortsighted because he’s a 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 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 well-built He has short brown hair and a square

face with a broad forehead, small eyes, a crooked nose and thin lips He ‘s quite

good-looking

4 The woman is in her twenties She’s quite tall and slim She has long curly brown hair

and an oval face with broad forehead, big eyes, a straight nose, heart-shaped lips and a

small chin She’s very beautiful

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 (ad]): kind, helpful and showing that you care about other people

Hospitable (ad]): pleased to welcome guests; generous and friendly to visitors

Modest (adj2: not talking much about your own abilities or possessions

Sincere (ad]): saying only what you really think or feel

Understanding (ad]): showing sympathy for other people’s problems and being willing to

forgive them when they do sth wrong

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

Whole class

& groupwork

N¨m häc 2008-2009

arrangement

— 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 to share happiness or dfJIculty

with their friend

— T elicits feedback from the class and gives final comments

13' 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, for 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

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

— T asks 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 feedback from the class and gives final comments

Whole class

& pair work

- T summarises the main points of the lesson

- T asks Ss to do the extra exercise as homework

Whole class

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

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

II Materials

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 withthe task

IV Procedure

arrangement

7' WARM - UP

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 students Then T 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

4 showing kindness; making you feel

relaxed and as though you are among

7 spending a lot of time studying or reading

6 pleased to welcome guests; generous and friendly to visitors

8 able to wait for a long time or accept annoying behaviour or without becoming angry

9 always telling the truth, and never stealing or cheating

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:

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 gives corrective feedback

Whole class

10' 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 (v’ 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

Individualwork, groupwork &whole class

N¨m häc 2008-2009

arrangement

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

+ Decide whether the statements are true or false based on what they can hear

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

T asks 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 pauses 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)

1 F (they met in college)

2 F (Minh was a guitarist)

3.T

4.T

5.T

7' TASK 2

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 information indicated in the table and write the

answers down in note forms, not full sentences

— After playing the tape, T gets Ss to work in pairs and check their answers

— T calls on some Ss to give the answers T provides correct answers if necessary If many

Ss cannot complete the task, T might want to let Ss listen one more time and pause at the

answers for them to catch

Suggested answers:

Individualwork, pairwork &whole class

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

friends?

Lan — They used to live in the same

apartment building in Ha Noi — Ha’s very friendlyand helpflul.

— Ha’s sociable She’s

— Lan went on a holiday in Do Son and

Ha went there to help her got many friends inDo Son and she introduced Lan

around

Long — They met in college

— Minh played the guitar, and Long was

a singer

— They worked together

— Minh has a sense of humour

— Minh likes to go to plays andmovies

— Minh is a good listener

— Minh is friendly and ‘helpful

8' AFTER YOU LISTEN

— 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 collect Ss’ mistakes

— T calls on some pairs to present their answers

— T elicits feedback from the class and gives final comments

Whole class

& pair work

3' WRAPPING UP

— T summarises the main points of the lesson

— T asks Ss to learn by heart all new words and do the extra exercise as homework

Whole class

Unit 1: Friendship

TiÕt PPCT : 05

Period 4: WRITING Ngµy so¹n: 03/09/2008

I 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

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 assist

— T introduces the game: one student goes to the board

and T gives him / her a piece of paper with the name of a student in the class Other Ss

have to ask Yes / No

questions to find out who the student is Ss should ask

about the appearance, personalities, or clothes

— Ss may ask questions such as:

+ Is the person a girl?

— 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 characteristics and

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

Whole class

N¨m häc 2008-2009

arrangement

— 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 use the simple past tense and past

continuous in their writing If needed, T may revise the uses of these tenses T makes

clear that:

+ While the past simple i 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 with the past simple The past

continuous indicates a longer ‘background’ action or situation; the simple past refers to a

shorter action or situation that happened in the middle or interrupted it

— T may also elicit / revise the adjectives and expressions Ss can use to describe their

friend’s appearance and personalities

— T gets Ss prepare an outline for their writing and

exchange it with their peer

— T goes around to offer help and gives corrective

feedback

15' WRITING

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

— T goes around to observe and offer help

Sample writing:

Individualwork

Probably my best friend is one of my classmates Her name is Mai We have known

each other since 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 helped me improve my English Now Mai lives with

their parents in Hai Ba

Trungstreet

If I were to describe how she looks, I would say she is 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 a T—shirt or sweater She has a very nice personality and 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 with me We both enjoy music,

playing the guitar and singing We like going to the cinema but sometimes can’t agree

on which movie to see Whatever we’re doing, it’s always fun to be with her In

addition, since I am better in math and science and she is better in English and

languages, we can always help each other if we get confused about a dfJIcult

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

8' FEEDBACK ON SS’ WRITINGS

— T asks 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 correct the errors

— Finally, T provides general comments on the writings

Pair work &whole class

2' WRAPPING UP

— T summarises the main points of the lesson

— For homework, T asks Ss to improve their writing, taking into consideration their

friends’ and T’s suggestions and correction and do the extra exercise

Whole class

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

— Distinguish the sounds / d3 / and / tI I

— Pronounce the words and sentences containing these sounds correctly

— Use some structures containing infmitives with and without to appropriately

II Materials

Textbook, handouts

III Anticipated problems

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

IV Procedure

arrangement

12' PRONUNCIATION

Pronouncing the two sounds separately

— T models the two sounds / d3 / and / tJ / for a few times and explains the differences in

producing them

+ The phonetic sound / dj/ 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 ofyour mouth

+ The phonetic sound/ti / 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 plays the tape (or reads) once for Ss to hear the words containing these two sounds

Then T plays the tape (or reads) again and this time asks Ss to repeat after the tape (orT)

Pronouncing words containing the sounds

— T reads the words in each column all at once

— 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 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 / d3 /

and / tf / under them

— T asks Ss providing the sentences in pairs

— T goes around to providing help

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

Wholeclass,individualwork & pairwork

1 To-infinitive

a) Presentation

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

+ Ihave 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 anc( use of

to-infinitives in the examples T may give Ss the following handout

Wholeclass,individualwork & pairwork

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:

someone to talk to cushions to sit on a table to write on a tool to open it with a case to

(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

+ 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

infinitives after adjectives The form is: adj + infinitive; adj + too / enough+

to-infinitive (too before an adjective means excessively; enough after an adjective means to

the necessary degree)

— T asks some Ss to give some similar examples

b) Practice

Exercise 1

— T asks Ss to do Exercise 1 individually and then compare their answers with 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 1 am / was delighted to hest 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 / was too cold to go out

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

10' 2 Infinitive without to (bare infinitive)

a) Presentation

— T calls on some Ss to give out some verbs that are followed by bare infinitives,

— T may make clear that:

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

as feel, hear, watch, see, notice, observe, perceive, smell The bare infinitive generally

refers to the complete action

+ We use the bare infinitive after let and make: let sb do sth = allow sb to do sth, make

— 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 gives correct Answers:

1 The police watched them get out of the car

2 They let him write a letter to his wife

3 I heard them talk in the next room

4 The customs officer made him open the briefcase

5 The boy saw the cat jump through the window

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

7 Ifelt the animal move towards me

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

Production: Story telling

— T prepares a handout with six pictures in the right order

T asks Ss to work in groups of 5 to tell the story about the crow in the pictures T gets

across to Ss that they should use as many sentences with to-infinitives and bare

infinitives as possible The group which produces the most logical story with the most

Group work

& wholeclass

Time Steps

arrangement

appropriate sentences using toinfinitives and bare 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 had not 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 UP

— T summarises the main points of the lesson

— For homework, Ss review the points that covered in the lesson and do the extra

exercise

Whole class

Unit 2PERSONAL EXPERIENCES

Period 1: READING Ngµy so¹n : 06/09/2008

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 of 3 — 4 students 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 an _

2 An is something that protects you from rain or sun

3 He saved 5 people in the fire He’s such a _ person

4 We have a big _ for our cars and a lovely garden at home

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 won several chess championships at a young age Actually, he was the country’s

Group work

& wholeclass

N¨m häc 2008-2009

arrangement

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 realise my dreams

— T explains the word “embarrassing” and introduces the topic: An embarrassing

situation

5' BEFORE YOU READ

— 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

Pair work &whole class

WHILE YOU READ

Set the scene: You are going to read a story in which a girl’s telling about her most

embarrassing situation Then you do the tasks that follow

8'

TASK 1

— T gets Ss to read the passage silently and then do Task 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 locate and read around these words so that they can

guess their meanings For example, the words “idol” found in line 3 may refer to

“someone you admire and adore” Ss can understand this meaning thanks to the words

“pop star” and the idea that the girl wants to look like this person

— Now Ss use both their knowledge of the words in the box and their guess-work with

the given sentences to match them correctly

— T checks the answers with the whole class

Answers:

1 glanced 3 embarrassing 5 sneaky 2 making afuss 4 idols

Individualwork &whole class

5'

TASK 2

— T gets Ss to read the text silently again and then with a peer work out the sequence of

the pictures given on page

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

Answers:

1 Picture d 2 Picture b 3 Picturef

4 Picture e 5 Picture a 6 Picture c

Individualwork, pairwork &whole class

10'

TASK 3

— T checks if Ss can answer the comprehension questions in Task 3 without having to

read the passage again If Ss cannot, T gets them to read the questions carefully and

gives them some tips to do the task:

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

• underline the key words to decide what information they need to find in the text

• look for questions words like “why” which indicates Ss should read for specific thing

like a reason

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

+ Then they should read around the key words carefully 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 board and 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 afloppy cotton hat (lines 1 —2, paragraph 2)

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)

Individualwork, pairwork &whole class

Time Steps

arrangement

10'

AFTER YOU READ

— 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 / Maybe the girl could get on the same bus the

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

Group work

& wholeclass

2'

WRAPPING UP

—T summarises the main points of the lesson

— For homework T asks Ss to learn by heart vocabulary and make sentences with them

the new

Unit 2PERSONAL EXPERIENCES

Period 2: SPEAKING Ngµy so¹n : 09/09/2008

I Objectives

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

— Identify structures that are used to talk about past experiences and their influences on one’slife, 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

“Have you ever” Game

This is a game for students 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 the

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”, one might ask a follow-up question, using the past simple, e.g

When was it? Where did you sing? etc

— Now T introduces the game: Within their groups the first student starts and asks

anyone else in his I her group a “Have you ever question.” The student who is asked the

question should draw a card from the pile of “Tell the Truth” or “Tell a Lie” cards and

answer according to the card The rest of the students are allowed to ask 3 more

follow-up questions to try and determine if the person answering is telling the truth or lying

Group work

N¨m häc 2008-2009

arrangement

After 3 questions are up, the student answering will show his I her card for the group to

see if it’s a “Tell the truth” or “Tell a lie” card The group continues to play until

everyone is asked

10'

TASK 1

— T introduces the task and gets Ss to do it individually, then compare 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 introduces or elicits the structures “Make somebody 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 structures or add 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 infinitive 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”

Answers:

1 d 3 a 5 e 2 c 4 d

Individual work,pair work &whole class

10'

TASK 2

— T introduces the task: Ss are going to work individually on the sequence of the

conversation and then find a peer to compare their answers with

— T calls 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 helps them to

review the use of present perfect and past simple when talking about a past

experience and its present effects 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 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 conversatipn in closed and open pairs

Answers:

3.h 4.a 5.e 6.g 7.c 8.f

Individualwork, pairwork &whole class

12'

TASK3

— T introduces the task: Ss ar& going 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

& wholeclass

3'

WRAPPING UP

— 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 I her

Whole class

Unit 2PERSONAL EXPERIENCES

Period 3: LISTENING Ngµy so¹n : 11/09/2008

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 noteswhile 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 assistthem Ss may not also be familiar with the note-taking task so T should provide them some tips todeal with the task

IV Procedure

arrangement

5'

WARM - UP: A matching game

(To teach vocabulary related to fires and lead Ss to the topic)

— 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

Group work

& wholeclass

Match the words in Column A with their definitions in Column B

I Fire fighter a A metal stairway outside to help people get out of a

building on fire

2 Fire alarm b A pipe that draws water for putting out a fire

3 Fire door c A person who fights fires

4 Fire escape d What comes out of a fire

5 Fire hydrant e A fire-resistant door that can be closed to stop the

BEFORE YOU LISTEN

— T gets 27 of the Ss to work in pairs to describe the picture textbook on page Pair work

& wholeclass

— T gets Ss to guess what they are going to listen about Pre-teaching vocabulary

memorable (a): terrified (a): scream (v): shout very loudly replace (v): gas stove (n) bp

ga embrace (v): ôm escape (v): protect (v):

— 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 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

— Before Ss listen and do the task, T gets them’ to read through the statements to

understand them and underline key words For example, the key words in the first

statement are “Christina” and “businesswoman”

— T checks with the whole class and asks them to guess what the unforgettable

experience the girl is going to tell might be (afire)

— T plays the tape (or reads the tapescript) once for Ss to listen and do the task

— Then T gets Ss to find a partner to check their answers with

— T checks the answers with the whole class If many Ss cannot answer the questions, T

plays the tape one or two more times and pauses at the answers for them to catch

Answer:

1 T 2.F (13 years ago)

3 F (in the kitchen) 4 F (she was sleeping) 5.T

pair work &whole class

10'

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 one more time If they cannot, T plays

the tape again But before doing it, T asks Ss to study the text carefully for the missing

information they need to fill and guess the answers T might also want to remind Ss that

while listening they need to focus on this information and write the answers down in

note forms, not full sentences

— After playing the tape, T gets Ss to work in pairs and check their answers

— T calls on some Ss to give the answers T provides correct answers if necessary If

many Ss cannot complete the task, T might want to let Ss listen one more time and pause

at the answers for them to catch

Answer:

1 small 2 everything 3 family

4 replaced 5 took 6 appreciate

Individual work,pair work &whole class

7'

AFTER YOU LISTEN

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

expressions of asking for and giving opinions E.g.:

Group work

&wholeclass

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 opinions about ?

Expressing opinions Expressing agreements Expressing

That’s right, and

Well, maybe, but Thatmight be true, but

Well, my feeling is that

Well, I don’t think so Ithink

— T gives examples and gets Ss to do these structures.some practice with

— 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 each group This

person will monitor the discussion, note down friends’ 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 peers’ 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

3'

WRAPPING UP

— T summarises the main point of the lesson

— For homework, Ss write a summary of the story they listened in class

Whole class

Unit 2PERSONAL EXPERIENCES

Unit 2PERSONAL EXPERIENCES

Period 4: WRITING

Ngµy so¹n : 13/09/2008

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 vocabularythat 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 helpthem

— 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

Whole class

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 5parts

2 The Heading, the Salutation (Greeting), the Body, the Closing and the Signature

3 We normally write “Dear” or “Hello / Hi” etc plus the name of the person we are

writing to and a coma at the end

4 We normally write something like “Sincerely”, “Yours“, “Love”, “Cheers”, “Best

wishes”, “See you soon” etc and after that we put a comma

5 Our signature normally goes under the Closing

12'

PREPARING SS TO WRITE

— T sets the scene: You are going to write a friendly letter to a pen friend telling him or

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:

Individualwork, pairwork &whole class

N¨m häc 2008-2009

arrangement

— 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

specflc 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 past

— 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

When it happened? A year ago, my last summer vacation

Where it happened? A river near my andparents’ho use

How it happened? When Iwas swimming, Isuddenly caught a cold, Ifelt

dizzy and I was too weak to swimWho was involved? Some of my friends were also swimming at that time, one

tried to save meHow it affected you? I learned that flfe 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

17'

WRITING

— 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:

Individualwork & pairworkHanoi 15May2007

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 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 ljfe was finally

Time Steps

arrangement

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 unforgettable holiday that you would like to share

— 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 S& attention to the format of the letter, the organisation of ideas and

language use (especially verb tenses)

Whole class

3'

WRAPPING UP

— 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 marking in the next lesson

Whole class

Unit 2PERSONAL EXPERIENCES

Period 5: LANGUAGE FOCUS Ngµy so¹n : 15/09/2008

I Objectives

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

— Distinguish the sounds / m 1, / n / and /11/

— Pronounce the words and sentences containing these sounds correctly

— Distinguish the uses of different verb tenses: present simple for indicating the past, pastsimple, past continuous and past perfect

Use these verb tenses to solve communicative tasks

II Materials

Textbook, handouts

III .Anticipated problem

Ss might have difficulty distinguishing and using different verb tenses correctly Therefore, Tshould be ready to assist them

— T models the three sounds / m / n / and / i / for a few times 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 / l / their

tongues touch their soft palates For all three sounds, the air goes through the nose)

— T plays the tape (or reads) for Ss to hear the words containing these two sounds Then

T plays the tape (or reads) again and this time asks Ss to repeat after the tape (orT)

— 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

Individualwork, pairwork &whole class

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

/ bare root for I, you, we, they + verb + s / es for he, she, it

+ Meaning: present time

E.g.: He needs you right now

Do you have your passport with you?

Present continuous

+ Form: am / is I are + V—ing

+ Meaning: Present time

E.g.: Are you sleeping?

E.g.: I have had a cold for two 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

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

whole class

9'

Exercise 2

a) Presentation

— If necessary, T reviews the forms, the past simple and past continuous, meanings, and

uses of Past simple

+ Form: V + ed or irregular verbs

+ Meaning: Past time

Eg.: Isaw a horror film last night He didn ‘I was!, his car

E.g.: 1-Ie arrived from the airport at 8 00, checked into the hotel at 9:00, and met the

others at 10.00

E.g.: I lived in Brazil for 2 years

E.g.: They never went to school They always skipped their classes

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

Past continuous

+ Form: Was / were + V-ing

+ Meaning: Past time

E.g.: I was watching TV when she called Last at 6 PM, I was eating dinner

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

E.g.: When I walked into the office, several people were busily typing, some were

talking on the phones, the boss was yelling directions, and customers were waiting to be

helped One customer was yelling at a secretary and waving his hands Others were

complaining to each other about the bad service

b) Practice

— T gets Ss to do Exercise 2 individually and then find a partner to check their answers

Individualwork, pairwork &whole class

1 broke / was playing 2 wrote / was

3 was working / broke 4 started / were walking

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

7 phoned / didn’t answer / 8.didn’t wear / didn’t notice /

were doing was driving

+ Form: Had + Past Participle

+ Meaning: Past time

E.g.: I had never seen such a beautiful beach before I went to Hanoi V With Non-Continuous

Verbs and some non- continuous uses of Mixed Verbs, we use the Past Perfect to show that

something started in the past and continued up until another action in the past

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

— If T sees that Ss have already mastered the form, meaning, and uses of this verb tense, T can

skip the presentation stage to save time, 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 provides corrective feedback

Answer:

1 had eaten / arrived 2 found / had taken

3 got / had closed 4 got / had left

5 got / had arrived 6 paid/ had phoned

7 went / said / had not arrived 8 had looked / asked / cost

Individualwork, pairwork &whole class

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 in groups of 4 Two of you will act as a celebrity and his / her

manager The other two will act as reporters for a local paper.— T distributes the worksheets to Ss

Then T guides how to ask interview questions and answer them and reminds Ss to use the correct

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 to perform their interview again in front

of the class and elicits feedback from the class

— T gives final comments and provides correction if necessary Works heet for the celebrity

Group work

& wholeclass

Name:

Job:

Born: when? where?

Childhood and schooling:

First debut:

Greatest achievements:

Present projects:

Works sheet 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 greatest achievements so far?

-What project are you working on now? Etc

2'

WRAPPING UP

— 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

Whole class

N¨m häc 2008-2009

Unit 3: A PARTYTiÕt PPCT : 12

Period 1: READING Ngµy so¹n : 15/09/2008

I Objectives

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

— Develop such reading micro-skills as scanning for specific ideas, and identif’ing andcorrecting 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 cancomplete various learning tasks

IV Procedure

arrangement

7'

WARM - UP: A matching game

(To teach vocabulary related to celebrations and festivals)

Show some pictures

Group work

& wholeclassMatching the celebrations the correet images below:

Christmas Easter Graduation

Halloween Thanksgiving Mother’s Day

Wedding Valentine’s Day Birthday

8'

BEFORE YOU READ

— 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 questions on this page

Suggested answers:

1 The people in the first picture might belong to a family The young woman and the

young man might be the parents and the three kids might be their children

2 The people in the first picture are celebrating a birthday (the little girl is blowing out

the candles) And the people in the second picture are celebrating a wedding anniversary

(the words on the wall read ,,50th anniversary)

Pre-teaching vocabulary:

mark (v):

milestone: an important event or stage in one’s life

lasting (a): continuing a long time

golden (a) made of gold

golden anniversary / jubilee: celebration of the 50th wedding anniversary

silver anniversary /jubilee: celebration of the 25th wedding anniversary

diamond anniversary / jubilee: celebration of the 60th wedding anniversary

— Before teaching these words, T helps Ss to pronounce them correctly T may

want to model first and then ask Ss to repeat after him / her

Pair work

&whole class

WHILE YOU READ

Set the scene: You are going to read about how American people celebrate birthdays

and wedding anniversaries Then you do the tasks that follow.

7'

TASK 1: Put a tick (V) in the right box.

- T gets Ss to read the passage silently and then do Task 1

Time Steps

arrangement

work &whole class

3 People receive cards and gis from friends and

5 People remember their wedding days

7 People blow out candles, one for each year  

10'

TASK 2: Underline the wrong word and provide the correct one.

Answer:

1 eighth —> sevenths (line 1, paragraph 1, part A)

2 makes —> eats (line 2, paragraph 3, part A)

3 foods —> presents (line 3, paragraph 3, part A)

4 anniversaries —> ages (line 4, paragraph 4, part A)

5 months —> years (line 2, paragraph 1, part B)

6 5’” —> 50th (line 2, paragraph 3, part B)

7 silver —> golden (line 5, paragraph 3, part B)

Individualwork &whole class

10'

AFTER YOU READ

— T introduces the task: Ss work in small groups of 3 or 4 and discuss the questions

T teaches structures that can be used for giving comprison and contrast E.g “In the US,

people but in Vietnam, people “, “Americans while Vietnamese ‘“Americans

In contrast, Vietnamese “, etc

— T goes around to check and offer help

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

— T gives corrective feedback

Group work

& wholeclass

3'

WRAPPING UP

— T summarises the main points of the lesson

— For homework T asks Ss to write a paragraph about how Vietnamese people celebrate

their birthdays or wedding anniversaries, based on the text they read in class

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

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

— Use appropriate language to invite people to come to parties

II Materials

Textbook

III Anticipated problems

Ss may have little experience negotiating in English, so T should be ready to provide themwith appropriate language to do so

IV Procedure

Who? Who gave the party?

What? What exactly was it about? A family gathering? A social parry? etc

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

When? When did it take place? What time did it start and end?

Why? On what occasion was the party held? Why was it held? For whom?

etc

How? How was it organized? How did it go? What activities did you do

there? Did you have a good time? How were the people like? What about misic? What about foods and drinks? etc

— T teaches necessary language for talking about parties

E.g.: a birthday / housewarming party to kick up one heels (to have a really good time)

7'

TASK1

— T introduces the task and goes over the questions with the class T explains new words

if necessary

— T gets Ss to do the task individually Ss need to choose the details they want to talk

about and plan their stories T encourages Ss to take notes while doing so

— T goes around the class to check and offer help

Individual work

7'

TASK2

— T puts Ss in pairs and gets them to tell each other about the parties they have

been to, based on the outlines they have made for Task 1

** Given speaking:

S1: Have you ever been to a party?

S2: Yes I have just been in a party last Sunday.

S1: Whose party was it?

S2: It was my cousin’s.

.

………

— 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

& wholeclass

12'

TASK 3

— T introduces the task and asks if Ss have ever planned a party with someone else

T elicits things they consider when planning a party T may want to ask Ss tolook at Task 3 for the answers and while pooling their ideas, T write them on theboard:

o Budget.: How much you are going to spend

o Date and time: when and what time

o Who to invite.

o Formal or informal dress.

o Decorations.

o Entertainment (music, game ) …

o Food and drink.

—

Group work &whole class

— T elicits or teaches necessary vocabulary items like those in the above boxes

— T elicits or teachers useful expressions for negotiating, i.e asking for and giving

opinions, expressing agreements and disagreements, suggesting and stating preferences

E.g.:

Time Steps

arrangement

What do you think bout ?

What’s your opinion bout ?

How do you feel about ?

Do you have any opinions about ?

I think so, too

That’s frue, and

That’s right, and

Well, maybe, but

That might be true, but

Well, my feeling is that

Well, I don’t think so I think

Would it bea good idea jf ?

Perhaps I would prefer

I’d rather

Maybe (pizzas) could be a better choicewould go for (ordering food)

— T gives examples and gets Ss to do some practice with these expressions

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

will negotiate in order to come up with a plan for their parties

— T goes around to check and offer help While doing so, T listens and takes note of their

errors T provides corrective feedback when necessary

10'

TASK 4

— After checking that all the groups have finished Task 3, T introduces Task 4: Ss

informing of their coming parties and inviting people to come

Tell the rest of the class about your party Try to convince them to come.

** Given speaking:

Hello every one! I am going to organize a party to celebrate my birthday It

will take place on September 20th 2008

………

…

Group work

& wholeclass

2'

WRAPPING UP

- T summarises the main points of the lesson

— For homework, Ss write a paragraph about a party they

have been to

Whole class

Unit 3: A PARTYTiÕt PPCT : 14

Period 3: LISTENING

Ngµy so¹n : 20/09/2008

I Objectives

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

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

II Materials

Textbook, cassette tapes, handouts

III Anticipated problems

Students may not have sufficient vocabulary to talk about the topic, so T should be ready toassist them

IV Procedure

age, balloon, birthday, blow out, cake, candle, cards, candy, cookies, chocolate, confetti,

decorations, gfi / present, icing, flowers, fun, party, song, etc

Group work

& wholeclass7'

BEFORE YOU LISTEN

— T gets Ss to cover their books and shows them the pictures in the book, then asks them

to guess what they are going to listen about T gives feedback and gets them to open

their books

— T gets Ss to work in pairs to answer the questions on page 36

— T calls on some Ss to answer the questions and explain their reasons

— T checks with the class

10'

WHILE YOU LISTEN

TASK 1

Instruction: You are going to listen to a girl telling about a birthday party that she has

been to Listen and answer

True or False questions Put a tick (V) in the appropriate box.

— Before Ss listen and do the task, T gets them to read through the statements to

understand them and underline key words For example, the key words in the first

statement are “at home” and “evening”

Answers:

1 F (the party began at about 3 in the afternoon)

2 F (over 20)

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)

Individualwork, pairwork &whole class

2 Because it’s noisy and expensive

3 Soft drink and biscuits

Mai and her mother clean up the mess we had made After that I walked home, which

was only 3 doors away

Individualwork, pair work

&whole class

8'

AFTER YOU LISTEN

— T puts Ss in pairs and introduces the task: “Supposed

that Mai is your common friend Yesterday was her

birthday but one of you couldn’t come Now you ask the other person about Mai’s

party”

— T distributes the following handouts for Ss to do the role play T reminds them to use

the correct verb tense In the mean time, T goes around to check and offer help

— After checking that all Ss have finished, T calls on some pairs to perform the role play

in front of the class T elicits feedback from the class and gives final comments

Pair work

& wholeclass

CARD A

Ask your friend about Mai’s birthday Ask about:

— Place where the party was held

— When it began and ended

— Who came

— What you did there

Add more questions as you

like

CARD BTell your friend about Mai’s birthday party Use the following information:

— It was held at Mai’s place

— It lasted about 3 hours(3 — 6 p.m.)

— About 20 guests came

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

— T summarises the main points of the lesson.

— For homework, Ss write a paragraph about their own

birthday parties

Whole class

Unit 3: A PARTYTiÕt PPCT : 15

Period 4: WRITING

Ngµy so¹n : 22/09/2008

I Objectives

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

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

— Write an informal letter of invitation

II Materials

Textbook, handouts

III Anticipated problems

Ss may not have sufficient vocabulary to write a detailed letter of invitation, so T should beready to help them

arrangement

7'

WARM - UP

Competition game

+ The place: myparents’place, my school, etc

+ The time and date: 2.30p.m., May 20, 2007, etc

+ the invitation itself (Would you like to come? How

about ? etc.)

The jumbled letter

Group work

& wholeclass

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 Patricia,

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 Saturday evening, around 6:30

p.m

9 Hoa

10 1 think Chris and Kim are coming, too

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

Answer:

Dear Patricia,

Guess what! I’ve just moved to a new house in Tay Ho District It’s a beautiful house

and it looks over the West Lake and the Water Park My parents are giving a

house-warming party this Saturday evening, around 6:30 p.m We’ll have “Pho” and some

other special dishes Would you like to come? I think Chris and Kim are coming, too

This is my address: 150A Au Co Road Please let me know your answer as soon as

a new house, family gathering, Christmas, New Year, etc

Dressing codes Formal: dresses, high-heel shoes for women; suits and

Presents give to anything can do: books, CDs, flowers, scarves, ties,

paperweights, pens, bags, hats, etc Sometimes people might want to bring wine as a gift

TASK2

Answer:

1 at my house 2 to come 3 refreshments

4 to cook 5 winners 6 by Monday

T gives the form of the letter of invitation:

+, The heading : Sender s address & date’

+,The greeting: dear …, How are you? , How are you?

+,The reason for giving the party or the name of the party

+, Place and time : where, when and what time …, How are you?

+, Th invitation statement: Would you like to come?

+,The guests

+, The activities, the food and drinks …, How are you?

+,The closing: Please let me know …, How are you? , love …, How are you? …, How are you?

+,The signature.

Individual, pairwork &whole class

20'

WRITING

— T gets Ss to read TASK 3 and work out the questions Ss should note down the answers

in their notebooks In the meantime, T goes around to check and offer help

— Now T gets Ss to write their letters in 10 minutes, based on the outlines they have

produced

— T then asks Ss to get in pairs, exchange their letters and correct each other

— T goes around to offer help

A sample letter:

Individual work

& pairwork

Hanoi ,September,22th, 2008 Dear Ha,

As the school year is coming to an end, I m giving a farewell party for people to meet’

up before they go away for holiday Would you like to come? It will be at my place at

7p.m this coming Sunday I intend to invite about 10 people, so it will be a small

gathering and hopefully, people can socialize more easily I will order some pizzas

and buy snacks and fruit However, you might want to bring some drinks to be

shared There will be dancing and karaoke competition So, there ll be a lot offun ’

Please let me know f you are keen by Saturday Just leave me a message on the

phone if you can t catch me at home.’

See you.

Long

5'

FEEDBACK ON SS’ WRITING

— T chooses one letter and reads it to the class

— Then T elicits corrective feedback from the class an gives final comments afterwards

T should draw S& attention to the format of the letter, the organisation of

ideas and language use

Whole class

3'

WRAPPING UP

— 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 marking in the next lesson

Whole class

Unit 3: A PARTYTiÕt PPCT : 16

Period 5: LANGUAGE FOCUS

Ngµy so¹n : 27/09/2008

I Objectives

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

— Distinguish the sounds / 1/, / r / and / h I

— Pronounce the words and sentences containing these sounds correctly

— Distinguish the uses of infinitive and gerund in active and passive voices

II Materials

Textbook, handouts

III Anticipated problem:

Ss might have difficulty distinguishing and using infinitives and gerunds Therefore, T should

be ready to assist them

— T models the three sounds / 1 I, / r / and / h / for a few times and explains the

differences in producing them (e.g when producing / r / Ss curl the tongues more

backward than when they produce I 1 I; when producing / h / they move their vocal folds

from wide apart to close together)

— T asks Ss to work in pairs and take turn to read aloud the given sentences (p 39,

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,pair work &whole class

begin, start, continue stop, love, like, hate remember, forget regret,try

Note: T should point out which verbs have different meanings when are used with an

infinitive or a gerund E.g stop, hate, love, regret etc

* Passive infinitive: to be + Past Participle

* Passive gerund: being + Past Participle

+ Use: to emphasise the action / event rather than the agent

Individualwork, pairwork &whole class

COMMUNICATIVE PRACTICE(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 in groups of 4

Two of you will act as a celebrity and his / her manager The other two will act as

reporters for a local paper Discuss among yourselves which celebrity you would like to

act and interview The celebrity and the manager then will prepare some background

information about the celebrity, based on the questions in the worksheet The reporters

will work Out the interview questions that they want to ask about the celebrity They can

use the questions in the worksheet as guidelines After 5 minutes you are going to do the

interview in your own groups”

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

— After checking that Ss have finished, T calls on a group to perform their interview

again in front of the class and elicits feedback from the class

— T gives final comments and provides correction if necessary

Worksheet for the celebrity

Group work

& wholeclass

Name:

LikesDislikesFuture plan

Worksheet for the reporters

LikesDislikesFuture plan

Model questions:

What do you like / love doing? What do you hate doing? What do plan to do in the

future?

What award do you hope to achieve in this year’s competition?

What do you think you need to do to achieve your objectives / make your dream come

true?

3'

WRAPPING UP

— T summarises the main points of the lesson

— For homework, Ss review the uses of different tenses that have been covered in the

lesson

Whole class

II Reading : Read the passege then answer the quetions

1 Because these people had been childless for 10 years after they were married and were so thrilled

to finally have a child (lines 3 — 5, paragraph 1)

2 To take somphotographs of the happy family (lines 1 — 2, paragraph 2)

3 The boy was dressed in a smart, brand-new outfit and looked like a little prince (lines 1 — 3,paragraph 3)

4 Because he was interested in the toys (lines 6 — 8, paragraph 3)

5 He felt that it was delightful and looked forward to the next day to have the film developed.(lines 1 — 3, paragraph 4)

III Pronunciation and Grammar

a) Pronunciation:

1 nine 2 hour 3 matching 4 jam

Tapescript:

Listen and put a tick () in the right box, paying attention to the pronunciation

of the underlined part of the word

b) 1 to see 3 to phone 5 to be met

2 To be 4 pay 6 to be appointed

IV Writing

Write about your birthday party or one of your friend s ’ ( about 120 words).

Suggested questions:

- Whose the birthday party was it?

-Where and when was it held?

-What did you do there?

-How did you enjoy it?

_How did you feel?

Last Saturday was my 17’ birthday My parents helped me to hold a birthday parry at home I invited a lotoffriends and we had a great time

The party began at 7p.m We had pizzas and some special dishes that my mom cooked Then mom brought out abeautjful cake, decorated with fruit and 17 colorful candles in the middle As I blew out the candles, my friendsand family sang the “Happy birthday” song They clapped their hands happily as I couk blow out all the candles at

a go Then mom cut the cake and we had it, together with cheesecake, fruit juice, and fruit salad Dad playedguitar and sang me a beautiful song My friends also sang along and danced

The parry ended at 8:30 because some of my friends live in the suburb and they needed to catch the 8:45 bus.Some others who live nearby stayed to help me clean up the room I felt very happy because the party went verywell and we had a wonderful time together

N¨m häc 2008-2009

Unit 4 VOLUNTEER WORK TiÕt PPCT : 19

Period 1: READING (TiÕt I) Ngµy so¹n :04/10/2008

I Objectives

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

— Develop such reading micro-skills as scanning for specific ideas and skimming for generalinformation

— Use the information they have read to discuss the topic

II Materials

Textbook

III Anticipated problems

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

Competition game — Hangman

— T divides the class into 2 big groups and draws each of them a gallows on the board

Group work

Team A Team B

— T leads the game, and in this lesson, the secret word is “volunteer” T draws the same

number of dashes as the number of letters in this word For this word, T would need 9

dashes like this:

— The activity will lead to the lesson naturally

10'

BEFORE YOU READ

Discussing the picture and saying

Suggested answers:

Volunteer: Ss may have understood the meaning of the word in the previous activity, so

T may introduce its related words quickly:

+ to volunteer to do sth / volunteer for sth:

+ volunteer (n):

+ voluntary (adj): done willingly, not because you are forced doing a job without

wanting to be paid for it

+ voluntarily (adv)

Orphanage (n): a place where children without parents live

To overcome:

E.g.: She’s overcome the bad habit of talking loudly in public

To participate in = to take part in/ to suffer sth:

Remote =far away

— If there is some time left, T may ask some Ss to make sentences with the above words

to check their understanding

Pair work

& wholeclass

12'

WHILE YOU READ

Setting the scene

You are going to read a passage about volunteer work

While you are reading, do the tasks in the textbook

TASK 1

Instruction: Fill each blank with one part of speech of the word “volunteer”

— T elicits different parts of speech of the word ‘volunteer” and writes these words on the

board:

volunteer (v, n), voluntary(adj), voluntarily(adv)

Wholeclass,individualwork & pairwork

15'

TASK 2

Instruction: You are to read the passage and choose the best answer from A, B, C or D

Time Steps

arrangement

— T asks Ss how to do this task If they do not remember, T may instruct them to use

some strategies to do the task:

+ First, skim the five sentences to understand them As Ss

do this they underline the key words For instance, in sentence 1 Ss can underline

volunteers, help, sick or old, homes

+ Next, Ss read the four choices given to choose the most

suitable one

— T gives feedback and the correct answers:

individualwork & pairwork

3'

WRAPPING UP

— T summarises the main points of the lesson

— T asks Ss to learn by heart all of the new words and do the extra activity as homework

Whole class

Unit 4 VOLUNTEER WORK

TiÕt PPCT : 20

Period 1: READING (TiÕt 2) Ngµy so¹n : 06/10/2008

I Objectives

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

— Develop such reading micro-skills as scanning for specific ideas and skimming for generalinformation

— Use the information they have read to discuss the topic

II Materials

Textbook

III Anticipated problems

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

Deliver the handouts and ask Sts to tell what volunteers in the text do and what

THE ACTIVITIES Volunteers

usually do Volunteers don’t do -clean up the house of the sick

- mow the lawns.

- do the shopping

-tell the old the stories.

- take the old to baseball games

- provide education for children

Group work

Instruction: You are required to answer the three questions in the book,

+ First, skim the three questions to understand them As Ss do this they:

1 They read books to the people there, play games with them or listen to their problems

12'

AFTER YOU READ•

Instruction: You are required to work in pairs to discuss the question in the textbook

— 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 two pairs to share ideas

— T calls on some Ss to report their ideas to the class

— T gives feedback

Pair work,group work

& wholeclass

Choose the best answer A, B, C or D to complete the following sentences

1 Jack had a narrow escape He was almost hit by a car He barely avoided

(hit) _ by the speeding automobile

2 She wants (tell) _ about her problems

a telling b to tell c to have told d being told

3 The fire (happen) _ 3 years ago

happened

4 They (eat) _ everything by the time I (arrive) _ at the party

a was eating/ arrived b had eaten/ arrived

c ate/ arrive d was eating/ have arrived

5 By the time you (get) to the station, the train (left)

a got/ left b gets/ leaves c had got/ left d got/ had left

6 When I looked at the new dress for half an hour, I (ask) how much it cost

7 We do not think much _people who readily believe rumours and gossip

about their friends

8 She has a train (catch)

9 He saw them (arrive) home late

a arrived b arriving c arrive d had arrive

10 When they finish singing, he blows _ the candles on the cake

Time Steps

arrangement

— T asks Ss to learn by heart all of the new words and do the extra activity as homework

Unit 4 VOLUNTEER WORK

TiÕt PPCT : 21

Period 2: SPEAKING Ngµy so¹n : 06/10/2008

I Objectives

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

Talk about different kinds of activities related to volunteer work

II Materials

Textbook, pictures, handouts

III Anticipated problems

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

Competition game Describing the pictures—

— T divides the class into small groups of 3 — 4 students and gives each group a set of

pictures Ss are required to describe the activity in each picture in one sentence only

Which group finishes first and has the most correct and meaningful sentences will be the

winner

Suggested answers:

1 The student is teaching the poor children

2 The students are taking part in directing the traffic

3 The medical students are examining the old people

4 The students are taking care of the disadvantaged children

5 The students are taking part in a Blood Donation activity

6 The students are collecting the rubbish

7 The students are helping the soldiers to build the road

8.The Ss sre helping the examinees during the University exam period

1 The activities which are not volunteer work: taking

part in an excursion and participating in an English

speaking club.

+ Reason: You take part in these activities for yourself

not to help other people.

2 Some other volunteer activities: taking part in

Whole class

& pair work

N¨m häc 2008-2009

arrangement

environmental conservation activities, donating blood,

directing traffic, guiding foreign sports teams around

when they go to Vietnam to compete

15'

TASK 2

Instruction: You are going to make conversations based on the given suggestions

— Before Ss do the task, T asks them to read the model conversation on page 50 Then Ss

read the list of volunteer activities and the exact things related to them

— T can elicit or explain some words quickly:

War invalid: /Martyr:

— frequency of doing the work

— length of time spent for the

work

— your friend s feeling when’

doing the work

children — Teaching the children to read and write

— Listening to their problems

— Playing games with them

— Taking them to places of interest Taking care of war invalids and the

families of martyrs

— Listening to their problems

— Cleaning up their houses,

— Doing their shopping

— Cooking meals Taking part in directing the traffic — Directing vehicles at the intersections

— Helping old people and young children to cross the road

Whole class

& pair work

12'

TASK 3

Instruction: Now you work in groups to talk about a kind of volunteer work your partner

in the previous task do to help other people

— Before Ss do the task, T may ask Ss to read through the example in the book T

encourages Ss to use transition signals such as also, besides, moreover, etc to make their

talk more coherent

Whole class

& groupwork

— T goes around to observe and collect typical errors

— T calls on some Ss to talk about the activity they take part in

- T elicits feedback from the class and gives final comments After that, T writes the

errors she has collected on the board to elicit correction from Ss and offers correction if

necessary

Example : We usually take part in helping people in mountainous areas We teach

the children to read and write We enjoy the work very much because we like

helping people.

WRAPPING

Time Steps

arrangement

3' — T sum marises the main points of the lesson

— T asks Ss to do the EXTRA EXERCISE as homework

Whole class

N¨m häc 2008-2009

Unit 4 VOLUNTEER WORK

Ngµy so¹n : 11/10/2008

I Objectives

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

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

II Materials

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 dealwith the task

Competition game — Slap the board

— The aim of this activity is to help Ss revise the vocabulary items Ss learnt in previous

— T asks Ss to read through the questions and choices on page 51 and makes sure Ss

understand all them

— T asks Ss to discuss the questions in pairs

- T calls on some Ss to report on their partner’s answers

Vocabulary Pre-teaching

Fund-raising activities:

Donation (n) sth that is given to a charity, especially a sum of money

Informal school: trêng häc kh«ng chÝnh thèng

Organization for Educational Development: tæ chøc ph¸t triÓn gi¸o dôc

Co-operate (v): work together (hîp t¸c) Disadvantaged children: trÎ em thiÖt thßi

Co-ordinate (v): phèi hîp

Sponsor (n)

— T may get Ss to make sentences with the words and give corrective feedback

— T sets the scene: Now you are going to listen to a passage about Spring School, a

special school in Ho Chi Minh City

Whole class,individual work

& pairwork

10'

WHILE YOU LISTEN

TASK 1

Instruction: You are going to listen to the passage and

fill in the missing information in each sentence

— Before Ss listen and do the task, T instructs Ss how to do this kind of exercise:

+ Firstly, Ss have to read the sentences carefully As they do this they should:

• underline the key words

• try to work out what they are going to hear

• decide what they need to listen out for

+ After that, Ss listen to the tape and take notes of the answers Ss should make sure that

their sentences are grammatically correct

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

— T asks 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 If many Ss cannot complete the sentences,

T plays the tape one or two more times and pauses at the answers for them to catch

— T gives the correct answers:

1 informal 2 30 street children 3 250 children 4 1998 5 Volunteers/ June

Individualwork, groupwork &whole class

9'

TASK 2

Instruction: You are going to listen to the tape again and answer the questions.

Suggested answers:

1 It provides classes to disadvantaged children in Ho Chi Minh City.

2 Dance, theatre, singing and circus classes were set up in 1999.

3 Because they need money to continue their English and Performance Arts classes.

4 They dance, sing and play music at one of the largest hotels in Ho Chi Minh City.

Individualwork, pairwork &whole class