giao an moi theo dinh huong phat trien nang luc hoc sinh mon tieng Anh lop 11 hoc ki I

Unit 1: FriendshipA. Reading (P.1)The 2nd periodPreDate: Teaching at:ClassPeriodTeaching dateAbsent studentsNotes11 A11 BI. Objectives:1. Knowledge, skills and attitude: Knowledge: Students should know what a friendship is, know how to keep a friend long. Skills: Guessing meaning in context, scanning for specific information and passage comprehension. Attitude: + To help students get started for unit 1 with topic “Friendship”. + To provide students some motivation.2. Developing efficiency: Thinking, brainstorming Work in pairs, groups Communication Cooperation Self – studying Self – management Problem – solving3. Method: Integrated, mainly communicative.II. Preparation of Teacher and Students:1. Teacher: Teaching aids, text book, lesson plan.2. Students: textbook, notebook,..III. Procedure:A. Class organization: 1 minuteB. Warm – up activity: 5 minutes Ask students the questions: + Have you got many friends? + Who is your best frriend? + What do your friends and you do in your free time? Let students understand more about activities and qualities of friends, then say to students: Today we learn Unit 1 part A: Reading.C. New lesson:ContentTeacher’s activitiesStudents’ activitiesI. Before you read: (12’) Look at the picture and read the poem in the textbook. Answer the T’s question. + What do you think of the friend in the poem? Ask students to look at the picture and read the poem in their books. Ask students to discuss then ask and answer the question: Let them work in pairs. Listen to students and correct pronunciation and grammar if necessary. T may give some comments and her suggestion: The friend in the poem is very dedicated and thoughtful. He she is willing to help his her friend in any circumstances. Show students to know about friends. Look at the picture in the book, listen to the teacher, read the poem then ask and answer the question, work in pairs:A: What do you think of the friend in the poem?B: I think…. Listen to the teacher.II. While you read: (26’) Read the passage in silence. Take note the vocabulary. Lasting (adj) = lifelong (adj) : existing or continuing a long while (bền vững, lâu dài ) To be concerned with : quan tâm tới ai Constant (adj): happening all the time or repeatedly, that doesn’t change (thường xuyên, không thay đổi) Constancy (n): sự không thay đổi Rumour (n): piece of information, or a story, that people talk about, but that may not be true ( tin đồn) Gossip (n): informal talk or stories about other people’s private lives, that may be unkind or not true (chuyện tầm phào) Trust (n): the belief that SOSTH is good, sincere, honest, etc... and will not try to harm or trick you (sự tin tưởng) Sorrow (n): a feeling of great sadness because something very bad has happened (sự đau khổ) Pursuit (n): something that you give your time and energy to, that you do as a hobby (sự theo đuổi, đam mê) Ask students to look through the passage and read in silence. Help students read the passage. Explain pronunciation and meaning of new words which appear in the passage.Pre teaching Vocabulary Note : T should only teach the words which do not appear in Task 1 . Ask sts read new words in chorus Call some sts read them in front of the class Based on new words, skimming and scanning the passage. Help sts understand the passage Listen to the teacher then read the passage. Ask some new words if necessary. Ask sts copy the new words Listen and repeat Read new words in chorus Stand up and read in front of the class Scanning and skimming the passage.D. Homework: (1’) Ask students to read passage about their friendships Ask students to prepare the exercise at home.IV. Draw up experience:…………………………………………………………………………………………………………………………………………………………………………Unit 1: FriendshipA. Reading (P.2)The 3rd periodPreDate: Teaching at:ClassPeriodTeaching dateAbsent studentsNotes11 A11 BI. Objectives:1. Knowledge, skills and attitude: Knowledge: Students should know what a friendship is, know how to keep a friend long. Skills: Guessing meaning in context, scanning for specific information and passage comprehension. Attitude: + To help students get started for unit 1 with topic “Friendship”. + To provide students some motivation.2. Developing efficiency: Thinking, brainstorming Work in pairs, groups Communication Cooperation Self – studying Self – management Problem – solving3. Method: Integrated, mainly communicative.II. Preparation of Teacher and Students:1. Teacher: Teaching aids, text book, lesson plan.2. Students: textbook, notebook,..III. Procedure:A. Class organization: 1 minuteB. Check the old lesson: 5 minutes T calls 2 sts go to black board to write the new words Call the others give the comment T checks and give the marks.C. New lesson: 28 minutesContentTeacher’s activitiesStudents’ activities Read the passage again and do all the tasks in text book. Task 1: Fill each blank with a suitable wordphrase:Keys: 1mutual; 2incapable of; 3unselfish;4(1)acquaintance; 4(2)friend; 5giveandtake; 6loyal to; 7suspicious. Ask sts read the passage again Task 1 : Ask students to fill each blank with a suitable wordphrase. Let students work individual or in groups. Help students if necessary. Read the passage again Keep the book open. Listen to the teacher then do task 1. Ask the teacher if necessary. work individual or in group. Write down the true keys in the notebook. Task 2: Choose which of choice A, B, C or D most adequately sums up the ideas of the whole passage. Key: BTask 2: Ask students look through the passage then try to choose which of the choices A, B, C, or D most adequately sums up the ideas of the whole passage. Let them work in pairs. Listen to the teacher. Look through the passage again and try to choose the most adequately sums up the idea of the whole passage. Practice with a partner then write the key down in the note book. Ask the teacher if necessary. Task 3: Answer the questions. Answer key:1 The first quality for true friendship is unselfishness..2Changeable and uncertain people are incapable of …3 the third quality for friendship is loyalty… 4. There must be mutual trust between friends because if not, people cannot feel safe when telling the other their most intimate secrets.5. People can’t keep a friend long because they can’t keep a secret, either of their own or others.6. The last quality for true friendship is sympathy. It tells us that to be a true friend, you must sympathize with your friend. Where there’s no mutual sympathy between friends, there’s no true friendshipTask 3: Ask students to scan the passage and answer the questions: Let them work in pairs. Walk round and help students. Ask some students to stand up to ask and answer each other. Walk round the classroom and correct mistakes. Listen to the teacher then ask and answer the questions in the book. Stand up to answer the questions.D. Practising activities: 10 minutes After you read: Discuss the questions.Questions:1. Why do we need to have close friends?2. What quality of friendship is the most important to you? Why? Cues:•share interest, feelings, sorrow and happiness•help us out of difficulties•empathize with you in bad times•confide in himher Suggested answers:1. We need to have friends because friends are the people we can trust and share our interests, feelings, sorrows and happiness with, and who completely sympathize with us2. In my opinion, loyalty is the most important because those are easily influenced by rumors can never be good friends.After you read : Ask students to discuss the questions: 1. Why do we need to have close friends?2. What quality of friendship is the most important to you? Why? Let them work in pairs. Ask them to report the results to the class Listen to students and correct mistakes. Listen to the teacher. Try to discuss the question. The students who are called to stand up to report the result to the class loudly. E. Homework: (1’) Ask students to write a passage about their friendships (80 words) Ask students to do Reading exercise of Unit 1 in workbook and prepare Part B : Speaking at home IV. Draw up experience:…………………………………………………………………………………………………………………………………………………………………………Unit 1: FriendshipB. SpeakingThe 4th periodPreDate: Teaching at:ClassPeriodTeaching dateAbsent studentsNotes11 A11 BI. Objectives:1. Knowledge, skills and attitude: Knowledge: Students learn about physical characteristics and personalities of a person and words related to people’s physical characteristics and personalities. Skill: talking about people’s physical characteristics and personalities. Attitude: + To help students get started. + To provide students some motivation.2. Developing efficiency: Thinking, brainstorming Work in pairs, groups Speaking,.. Communication Cooperation Self – studying Creativeness Self – management Language using3. Method: Integrated, mainly communicativeII. Preparation of Teacher and Students:1. Teacher: Teaching aids, text book, lesson plan.2. Students: text book, note book, ...III. Procedure:A. Class organization: 1 minuteB. Warm – up activity: 5 minutes Ask students to keep book close Ask students to describe some students in the class. Call some students stand up to talk to the class. Introduce, listen and repair mistakes for students.(We learn Unit 1, part B speaking)C. New lesson:ContentTeacher’s activitiesStudents’ activitiesI. Pre – speaking: 14 minutesTask 1: Look at the pictures in the text book and describe their physical characateristics+ Height: tall, medium, short, …+ Face: square, large, oval, …+ Forehead: broad, high, …+ Nose: straight, crooked, ….+ Hair : Black, grey, ….+ Appearance: handsome, beautiful, goodlooking, …. Suggested answers:1. The boy is about 16 years old. He may be shortsighted because he is wearing a pair of glasses. He has short black hair, a round face with a broad forehead, a small nose. He’s quite goodlooking.2. The girl is about 14. She also wears a pair of glasses. She has shoulderlength black hair. She has an oval face with a straight nose. She’s rather pretty.3. The man is in his forties. He is tall and wellbuilt. He has short brown hair and a square face with a broad forehead, small eyes, a crooked nose. He is quite goodlooking.4. The woman is in her twenties. She’s quite tall. She has long curly brown hair and an oval face with a broad forehead, big eyes, a straight nose. She is very beautiful.Task 1 Ask students to look at the people in the book and discribe their physical characteristics. Let them work in pairs. Introduce “Useful language” to the students. Try to repeat from memory Try to describe the people in the book:+ The boy is short . He has a large face , …+ The girl is ……… Play roles. Present their performance.II. While – speaking: 12 minutesTask 2: Discuss and number the following personalities in order of importance in friendship.sincere square modest handsome understanding crooked goodlooking caring generous beautiful Whilespeaking : Task 2 Help students with some new words. Ask sts to make questions and answer questions with a partner, using the information from the picture. Let them work in groups Walk round and help them Ask some students to stand up to talk again loudly Listen and correct mistakes Work in groups of four . List some personalities of a person. State some reasons why they choose. Discuss and say the reasons. Report their results to the class and explain why they do like that..D. Practising activity: 12 minutesPostspeaking : Task 3 Have students work in pairs. Guide them to do the task. Make sure that sts understand their roles Pay attention to the suggestions:+ his her name + date of birth + his her physical characteristics + his her hobbies + his her personalities ( friendly , humorous , quickwitted , goodnatured , helpful , honest , pleasant , caring )+ why he she interests in Maths+ how much time he she spends on Maths everyday + what makes him her a good friend+ what made him her successful ( studious , intelligent , keenly interested in Maths , eager to learn , patient , calm )+ what he she does in his her free time Call some pairs to report. Walk round and help them Ask some students to stand up and tell loudly Listen and correct mistakesE. Homework: (1’) Ask students to write a passage about their daily routine (50 words) Ask students to prepare Part C Listening and do homework IV. Draw up experience:…………………………………………………………………………………………………………………………………………………………………………Unit 1: FriendshipC. ListeningThe 5th periodPreDate: Teaching at:

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1 Knowledge, skills and attitude:

- Knowledge: Students should know what a friendship is, know how to keep a friend long.

- Skills: Guessing meaning in context, scanning for specific information and passage

comprehension

- Attitude: + To help students get started for unit 1 with topic “Friendship”.

+ To provide students some motivation

3 Method: Integrated, mainly communicative.

II Preparation of Teacher and Students:

1 Teacher: Teaching aids, text book, lesson plan.

2 Students: textbook, notebook,

III Procedure:

A Class organization: 1 minute

B Warm – up activity: 5 minutes

- Ask students the questions:

+ Have you got many friends?

+ Who is your best frriend?

+ What do your friends and you do in your free time?

- Let students understand more about activities and qualities of friends, then say to students:Today we learn Unit 1- part A: Reading

C New lesson:

Content Teacher’s activities Students’ activities

I Before you read: (12’) - Ask students to look at - Look at the picture in

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- Look at the picture and read

the poem in the textbook

- Answer the T’s question

+ What do you think of the

friend in the poem?

the picture and read thepoem in their books

- Ask students to discussthen ask and answer thequestion:

-Let them work in pairs

- Listen to students andcorrect pronunciation andgrammar if necessary

- T may give somecomments and hersuggestion: The friend inthe poem is very dedicatedand thoughtful He / she iswilling to help his / her

of the friend in thepoem?

B: I think…

- Listen to the teacher

II While you read: (26’)

- Read the passage in silence

- Take note the vocabulary

- Lasting (adj) = lifelong

(adj) : existing or continuing

a long while (bền vững, lâu

dài )

- To be concerned with :

quan tâm tới ai

- Constant (adj): happening

all the time or repeatedly,

that doesn’t change (thường

xuyên, không thay đổi)

- Constancy (n): sự không

thay đổi

- Rumour (n): piece of

information, or a story, that

people talk about, but that

may not be true ( tin đồn)

- Gossip (n): informal talk or

stories about other people’s

private lives, that may be

- Ask students to lookthrough the passage andread in silence

- Help students read thepassage

- Explain pronunciation andmeaning of new wordswhich appear in thepassage

Vocabulary Note : T should only teach

the words which do notappear in Task 1

- Listen to the teacherthen read the passage

- Ask some new words

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unkind or not true (chuyện

tầm phào)

- Trust (n): the belief that

SO/STH is good, sincere,

honest, etc and will not try

to harm or trick you (sự tin

tưởng)

- Sorrow (n): a feeling of

great sadness because

something very bad has

happened (sự đau khổ)

- Pursuit (n): something that

you give your time and

energy to, that you do as a

hobby (sự theo đuổi, đam

mê)

- Ask sts read new words

in chorus

- Call some sts read them

in front of the class

- Based on new words, skimming and scanning the passage

- Help sts understand the passage

- Read new words inchorus

- Stand up and read infront of the class

- Scanning andskimming the passage

D Homework: (1’)

- Ask students to read passage about their friendships

- Ask students to prepare the exercise at home

IV Draw up experience:

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11 B

I Objectives:

- Knowledge: Students should know what a friendship is, know how to keep a friend long.

- Skills: Guessing meaning in context, scanning for specific information and passage

comprehension

3 Method: Integrated, mainly communicative.

2 Students: textbook, notebook,

III Procedure:

B Check the old lesson: 5 minutes

- T calls 2 sts go to black board to write the new words

- Call the others give the comment

- T checks and give the marks

C New lesson: 28 minutes

- Read the passage again and

do all the tasks in text book

* Task 1: Fill each blank

with a suitable word/phrase:

- Let students workindividual or in groups

- Help students ifnecessary

- Read the passageagain

- Keep the book open

- Listen to the teacherthen do task 1

- Ask the teacher ifnecessary

- work individual or ingroup

- Write down the truekeys in the notebook

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* Task 2: Choose which of

choice A, B, C or D most

adequately sums up the ideas

of the whole passage

Key: B

Task 2:

- Ask students lookthrough the passage thentry to choose which of thechoices A, B, C, or D mostadequately sums up theideas of the wholepassage

- Let them work in pairs

- Listen to the teacher

- Look through thepassage again and try tochoose the mostadequately sums up theidea of the wholepassage

- Practice with a partnerthen write the key down

in the note book

- Ask the teacher ifnecessary

* Task 3: Answer the

questions

- Answer key:

1/ The first quality for true

friendship is unselfishness

2/Changeable and uncertain

people are incapable of …

3/ the third quality for

friendship is loyalty…

4 There must be mutual

trust between friends

because if not, people cannot

feel safe when telling the

other their most intimate

secrets

5 People can’t keep a friend

long because they can’t keep

a secret, either of their own

or others

6 The last quality for true

friendship is sympathy It

tells us that to be a true

friend, you must sympathize

with your friend Where

there’s no mutual sympathy

between friends, there’s no

true friendship

Task 3:

- Ask students to scan thepassage and answer thequestions:

- Walk round and helpstudents

- Ask some students tostand up to ask and answereach other

- Walk round theclassroom and correctmistakes

- Listen to the teacherthen ask and answer thequestions in the book

- Stand up to answer thequestions

D Practising activities: 10 minutes

* After you read: After you read : - Listen to the teacher

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- Discuss the questions.

Questions:

1 Why do we need to have

close friends?

2 What quality of friendship

is the most important to you?

Why?

Cues:

 share interest, feelings,

sorrow and happiness

1 We need to have friends

because friends are the

people we can trust and

share our interests, feelings,

sorrows and happiness with,

and who completely

sympathize with us

2 In my opinion, loyalty is

the most important because

those are easily influenced

by rumors can never be good

friends.

- Ask students to discussthe questions:

1 Why do we need to have close friends?

2 What quality of friendship is the most important to you? Why?

- Ask them to report theresults to the class

- Listen to students andcorrect mistakes

- Try to discuss thequestion

- The students who arecalled to stand up toreport the result to theclass loudly

E Homework: (1’)

- Ask students to write a passage about their friendships (80 words)

- Ask students to do Reading exercise of Unit 1 in workbook and prepare Part B : Speaking

at home IV Draw up experience:

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Class Period Teaching date Absent students Notes

11 A

11 B

I Objectives:

- Knowledge: Students learn about physical characteristics and personalities of a person and

words related to people’s physical characteristics and personalities

- Skill: talking about people’s physical characteristics and personalities.

- Attitude: + To help students get started.

3 Method: Integrated, mainly communicative

2 Students: text book, note book,

III Procedure:

- Ask students to keep book close

- Ask students to describe some students in the class

- Call some students stand up to talk to the class

- Introduce, listen and repair mistakes for students

(We learn Unit 1, part B- speaking)

C New lesson:

I Pre – speaking: 14 minutes

Task 1: Look at the pictures

in the text book and describe

their physical characateristics

+ Height: tall, medium, short,

- Try to repeat frommemory

- Try to describe thepeople in the book:

+ The boy is short He

Trang 8

+ Forehead: broad, high, …

+ Nose: straight, crooked, ….

+ Hair : Black, grey, ….

+ Appearance: handsome,

beautiful, good-looking, ….

Suggested answers:

1 The boy is about 16 years

old He may be short-sighted

because he is wearing a pair of

glasses He has short black

hair, a round face with a broad

forehead, a small nose He’s

quite good-looking

2 The girl is about 14 She

also wears a pair of glasses

She has shoulder-length black

hair She has an oval face with

a straight nose She’s rather

pretty

3 The man is in his forties He

is tall and well-built He has

short brown hair and a square

face with a broad forehead,

small eyes, a crooked nose He

is quite good-looking

4 The woman is in her

twenties She’s quite tall She

has long curly brown hair and

an oval face with a broad

forehead, big eyes, a straight

nose She is very beautiful

Task 2: Discuss and number

the following personalities in

- Help students withsome new words

- Ask sts to makequestions and answerquestions with a partner,using the informationfrom the picture

- Let them work ingroups

- Work in groups offour

- List somepersonalities of aperson

- State some reasonswhy they choose

- Discuss and say thereasons

- Report their results to

Trang 9

- Listen and correctmistakes

the class and explainwhy they do like that

D Practising activity: 12 minutes

Post-speaking :

Task 3

- Have students work in pairs

- Guide them to do the task

- Make sure that sts understand their roles

- Pay attention to the suggestions:

+ his / her name

+ date of birth

+ his / her physical characteristics

+ his / her hobbies

+ his / her personalities ( friendly , humorous , quick-witted , good-natured , helpful ,honest , pleasant , caring )

+ why he / she interests in Maths

+ how much time he / she spends on Maths everyday

+ what makes him / her a good friend

+ what made him / her successful ( studious , intelligent , keenly interested in Maths , eager

to learn , patient , calm )

+ what he / she does in his / her free time

- Call some pairs to report

- Walk round and help them

- Ask some students to stand up and tell loudly

- Listen and correct mistakes

- Ask students to write a passage about their daily routine (50 words)

- Ask students to prepare Part C- Listening and do homework

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- Knowledge: Students should know how to describe the best friend and how to keep the

friendship

- Skills: - To practice listening comprehension skill.

- To distinguish true and false statements

- To take notes about given questions in order to answer

III Procedure:

- Check the vocabulary to describe physical characteristic and personalities

C Warm – up activity: 4 minutes

- Ask students to close the books

- Ask students some questions about friendship:

+ Who is your best friend?

+ What qualities & characteristics of your best friend do you admire?

D New lesson:

activities

I Before you listen: 8 minutes

Ask and answer the questions:

1 Who is your best friend?

2 How did you happen to meet him

Before you listen:

- Ask students to look atthe part: Before listening

- Listen to theteacher then andanswer the

Trang 11

or her?

3 How long have you known each

other?

4 What qualities do you admire in

your best friend?

2 How did you happen

to meet him or her?

3 How long have youknown each other?

4 What qualities do youadmire in your bestfriend?

- Walk round, listen andhelp students

- Read loudly the words

questions in thebook

- Work in pairs

- Look at thebooks

- Listen to theteacher and

-Students work

in pairs

II While-listening: 19 minutes

Task 1: Listen and dicide whether

the state ments are true of false

understands them (Task1,

-Students readtask1, 2 silentlyfor gist

-Elicitedstudents raise

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4 F (Lan went to Do Son first and

then called Ha, so Ha rode on her

motorbike to Do Son to meet Lan)

5 T

6 F (They have been best friends

since Lan’s trip to Do Son)

Long’s talk

1 F( They met in college)

2 F ( Minh was a guitarist)

3 T 4 T 5 T

2 Task 2: Listen again and note

down the ideas in the table below.

11A5: Listen and complete the

Lan - They used

- Ha’s sociable

She’s got many friends

in Do Son and she introduced Lan around.

- Minh likes

to go to plays and movies

- Minh is a good listener

- Minh is friendly and helpful

2)-Check again if studentsare able to understandmain requirements of the

2 tasks-Emphasize “ you willhear Lan & Long talkabout their bestfriends_Ha & Minh

Listen to their talks and

do the tasks below”

-Turn on the cassetteplayer twice

-Ask some students to dotheir tasks on the board

-Correct and give score

their hands tointerpret

-Students takenotes duringlistening

-Other studentswatch and givecomments

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E Practising activity: 8 minutes

III Post listening: Talk about your best friend.

Use the cues below:

- Your friend’s name

- How long have you known each other

- Where and when did you meet

- Your friend’s personalities

My best friend is ……….I happened to meet him when……….in the street At that time I

got a traffic accident and ……… He is very kind to me that is the thing I like him best.

F Homework: (1’)

- Ask students to rewrite their answers of tasks 2 in their notebooks at home

- Remember them to prepare Part- Writing at home

- Knowledge: Students learn how to write a paragraph to describe someone’s physical

characteristics and someone’s personalities

- Skill: Writing a paragraph.

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- Self – studying

- Creativeness

- Self – management

- Language using

III Procedure:

- Call 2 sts to describe their best friend (physical characteristic and personality)

- Ask students some questions about their best friends

D New lesson:

I PRE-WRITING: 7 minutes

Task 1: Read the following

passage, then answer the

questions

My best friend is Hoang I first

meet him when we played for

the school football team And

he’s also my neighbour He will

be seventeen on his next

birthday He’s living at 124

Nguyen Hue Street his parents

He’s tall and well-built He has

got a square face, black curly

hair, brown eyes and dark skin

We have been good friends

since we were little boys And

we have a lot in common For

example we both like rock and

we’re crazy about soccer We

play soccer whenever possible!

We also like fast food and

computers games We both are

humorous and sociable

However, there’s something

different between us I work

hard at school because I want to

Pre-writing:

Comprehension questions

- T asks Ss to complete the invitation letters by using expressions in Task 1

- Ss work in pairs to do Task 1

- T asks Ss to write the answers on the board andchecks them with Ss

- Ss write the answers onthe board

- T does correction

-Students write a passage

Trang 15

go to university, but he’s a bit

lazy His dream is to be a rocker,

not a white-collar worker

*Answer the questions.

a What is the writer’s friend’s

name?

b How old is he?

c Where does he live?

d When did the writer meet his

friend?

e What are his physical

characteristics?

f What are his personalities?

g What does the writer like

about him?

Read the passage about Lan’s

friend and answer the

questions below

Lan’s best friend is Hoa They

became friends when they

attended high school in 2005

Lan is 17 years old and Hoa is

16 years old Hoa lives with her

family in a small house in Binh

Hoa Ward Hoa is tall She has

got an oval face, a straight nose,

and a black-long hair She is

very friendly and helpful Lan

likes Hoa because she always

helps the others without thinking

about her benefit.

 Who is Lan’s best friend?

 How old is she?

 How did Lan happen to

 What qualities does Lan

admire in her best friend?

Answer key:

-Students read / writesome

students’passsages onthe board

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1 Hoa

2 18 years old

3 At school

4 She has got an oval face, a

straight nose, and a black-long

hair

5 Friendly and helpful

6 She always helps the others

II WHILE-WRITING: 21

minutes

Task 2: Base on the passage

above write a passage about

your best friend using cues

The outline for describing a

friend:

- General information about their

friend

+ Who is he/she?

+ How old is he/she?

+ Where does he/she live?

+ Where/ When did you meet

at the first time? (at a party/ at a

football match / at English club/

in school extra-activities)

- His/ her physical

characteristics and personalities:

 face: square, large, oval

 forehead: broad, narrow,

high, short…

 nose: straight, crooked…

 hair: black, grey, wavy,

curly…

 appearance: handsome,

beautiful…

- What Ss like about the friend

Notes: Tense: + simple present

Sentence Building Group work

- T gets ss to work in

groups in which each

group write a paragraph.

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tense; simple past tense ( past

habit); used to…

Ex: My friend is……….I met

her at…………

 Write about a friend, real

or imaginary, using the

prompts below:

My friend / name/ Nam He/

sixteen/ old Now/ he / live/ his

parents/ a small house/ the

suburbs / Ho Chi Minh City, /

ten kilometres/ the city centre

We / friends when I/ attend this

school / 2004

He/ height/ hair He/

forehead / eyes He/ always

/well-groomed/ his family/

poor Nam/ very helpful/

modest When I / into trouble,

especially, he always/ a helping

hand This/ the reason/ everyone

in my class/ in the whole school

like/ play/ him

III POST-WRITING:

Exhibition and Correction

Sample writing:

My best friend is Hien

She is 24 years old She lives in

Thoai Son I first met her when I

first came to AG university Hien

is beautiful She is average

height She has long black hair,

and a little square face with

black eyes, a straight nose She

likes wearing Jeans and T-shirt

or sweater She likes to listen to

music and go out with friends

Hien has a good sense of humor

Everyone wants to talk to her

whenever they meet her

Besides, she is very helpful She

Correction Pair work

- T asks Ss to work in pairs to share and compare their works

- Ss check partner’s writing

- T corrects and gives feedback

- Work in pairs

- share and compare the work

Trang 18

is ready to help me whenever I

have difficulties That is the

thing I admire her best I hope

that we will be friends forever

1 Knowledge, skill and attitude:

- Knowledge: Students should know how to use Infinitive with to or without to to make

sentences

- Skill: Writing sentences with infinitives with to or without to

Trang 19

- Language using

III Procedure:

- Call 2 sts write their writing on the board

- T checks and gives mark

- Ask students to complete the sentence:

- January is the …month of year.

- Children eating sweets.

- Ask students to speak the sentence loudly

- Let students to get their attention on pronunciation: / dʒ /- / t∫/

- Introduce new lesson

4 Which picture do you think the

child wants to change?

5 Mix the mushrooms, chili and

- T models and asks Ss

to repeat

- Ss practice the words with T’s model One S reads three words

- T models each sentence and Ss repeat

- T asks Ss to underline the words that have the sounds

Individually

- T asks ss to compare the answer in pairs

- T gives feed back

- Listen and repeat

- Work individually

to underline thewords that have thesounds

- Compare theanswer with partner

Trang 20

6 Do you like French salad and

fish and chips?

II GRAMMAR: 19 minutes

 Infinitive with To (V- TO)

Ex: Why do you study English?

→ I study English to

communicate with foreigners.

=> Infinitive with To: is used to

express a purpose or placed after

an adjective

- As object of some verbs: agree,

arrange, begin, care, choose, ask,

come, continue, decide, want, need,

promise, try, seem, start…

- Answer for the structure “What

…for?” and “Why…?”

- After adjectives: pleased, happy,

lucky, hard, easy, difficult,

- After “too…to, enough…to, in

order to, so as to”

- After structure “S + V + O + to

inf” (verbs: ask, advise, …)

2 Infinitive without To (V-

TO)

- After modal verbs: will, can,

could, should, had better…

- make, let, have

- see, feel, watch, hear, notice, find,

observe, perceive (point at the

completion of the action)

- Sau các động từ khiếm khuyết:

can, could, may, might,

- T explains more clearly

- Ss listen and takenotes

Sentence building

- T runs through asks Ss

to do the task individually in 6ms

- Listen and take note

- Work individually

- Present in front of the class

Trang 21

Practice 1:

Exercise 1: Rewrite the sentences,

using the words given

Ex: - She/ have/ a/ train/ catch.

She has a train to catch.

1 Who/ want/ eat/ something?

2 I/ have / some letters/ write

3 I/ delighted/ hear the news

4 My mother / have / some

shopping/ do

5 You/ always/ have/ too much/

talk about

6 It/ be/ lovely/ see/ you/ again

7 It/ be/ too/ cold/ go/ out

8 I/ be/ happy/ know/ that/ you/

have/ passed/ the exams

Answer keys:

1 Who wants to eat something?

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 is too cold to go out.

8 I am happy to know that you

have passed the exams

Exercise 2: (page 21) Rewrite the

sentences, using the words given

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

- Ss follow instruction

- T calls some Ss to present their answers

- Ss stand up and say out their answers

- T corrects and gives feedback

- Ss take note

- T elicits the instruction, does the first sentence as model

- T asks Ss to work individually, then compare the answers with their friends

Trang 22

make him pay some extra money?

7 I felt the animal move toward

me

8 Do you think her parents will let

her go for a picnic?

E Practising activities: 8 minutes

Complete the sentences with the correct form of the verb in brackets.

1 I didn’t have enough time (finish) my work yesterday

2 He refused ( allow) her ( think) for herself

3 I was relieved (find out) that I had passed the exam

4 She made her son (wash) the windows before he could go outside (play) with his friends

5 She lets her children (stay) up very late

6 We had nothing (do) except look at the cinema posters

7 We both heard him (say) that he was leaving

8 It made him angry (wait) for people who were late

9 I couldn’t understand what the passage said, so I had my friend (translate) it for me

10 It’s important ( start) the meeting on time

D Homework: (1’)

- Ask students to do Part Language Focus and prepare part Reading of Unit 2 at home

- Knowledge: Through this unit, students know how to write about the sequence of events in

a story, sentences and expression for describing the sequence of events in a story and wordsrelated to sequence of events in a story

- Skill: - Guessing meaning in context.

Trang 23

- Passage comprehension.

III Procedure:

- Call 1 st check the theory of To- infinitive and bare infinitive

- Check the exercise in part E Practise exercise of Unit 1: Part E Language focus

- Ask students about their personal experiences?

- Put the pictures in the book

in the correct order to make a

story

- Key : d, b, f, e, a, c

Before you read:

- Ask students to put thepictures in the book in thecorrect order to make astory (work in pairs)

- Ask some students to givetheir answers

( teacher doesn’t need togive feedback)

- Let’s begin our lessonyou’ll know the wholestory

- Ask students to listen tothe tape

- Put the pictures in

the book in thecorrect order tomake a story.( work in pairs)

- Give theiranswers

- Listen to the tape

II While you read: 20

minutes While you read: - Ask students to read the - Read the story

Trang 24

- Some difficult words and

EX: I’m sorry I can’t go with

you now I am busy with my

homework I’m busy doing

Task 3 : Answer the

questions in the book

Suggested answers:

1 She wished to have a red

hat-a floppy cotton hat ( like

the one her star idol wore in

her video clip)

2… so that she could buy the

hat ( for herself.)

whole story

- Explain some difficultwords and structures

Task 1 : Fill each blank

with one of the words in thebox below

- Firsly, ask students tostudy individually then inpairs

- Walks arround the class,offer ideas and commentswhen students need help

- Give suggesstions

Task 2 ( Đã l ồng v ào before you read) Task 3 : Answer the

questions in the book

- Ask students to read allquestions to understand thecontent

- Ask students to read thesmall talks again to answerthe questions

- Ask students to work with

a partner

- Listen, try toguess the meaning

of the new wordsand take notes

- Do Task 1 inpairs

- Take notes

- Read thequestions silentlyand answer them ingroups

- Give the answers

Trang 25

3 She saw a wad of dollar

notes ( exactly like the one

that her father had given her)

4 Because she thought the

boy had stolen her money / it

was her money

5 She bought the pretty hat of

her dream

- Walks around the class tohelp students whenever they

-Ask students to discuss the questions in group and represent their talk in front of class

1 How did the girl in the story feel when she discovered that the money she had taken was

not hers?

(embarrassed, sad, ashamed, unhappy, terrible, uncomfortable, anxious, …)

2 What did the girl have to do (when she discovered that the money she had taken was not

- Knowledge: Through this unit, students can talk about their personal experiences.

- Skill: Talking about past experiences and how they affected one’s life

2 Developing efficiency:

Trang 26

3 Method: Intergrated, mainly communicative

III Procedure:

- Call 2 sts write new word on the board

- Have you ever spoken English to your friends ( teachers, foreigners…) ?

- How did you feel when you spoke English to them?

D New lesson:

activities

I PRE-SPEAKING: 4 minutes

1 Pre teach vocabulary

- to appreciate /ə'pri:ʃieit/ (v) : đánh giá

cao, trân trọng

- attitude /'ætitju:d/ (n) : thái độ

- fail the exam pass the exam : thi rớt

- native speaker : người bản xứ

*Note: Use Simple Past to talk about

II WHILE-SPEAKING: 16 minutes

Task 1 Match the things you might

have done or experienced in box A with

how the experience might have affected

- Gives feedback

- Work in pairs

- Do the task 1

- Take note

Trang 27

make somebody + adjective

Ex: The noise makes him tired.

2 infinitive with ‘to’ or ‘-ing’(gerund)

are used as a subject.

Ex: “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’’

Task 2: A student is talking to her

friend about one of her past

experiences and how it affected her

The lines in their conversation are

jumbled Put the statements in the

correct order, then practise the

* Have you ever …?

* How did it happen?

* When did it happen?

* How did the experience affect you?

Task 2:

- Asks students to dotask 2 in pairs

- Asks them to give answers

- Ask sts take note the structures

- Work in pairs

- Do the task 2

- Listen to theteacher

- Answer freely

- Take note

Make the similar dialogue, using the structures above and some suggestions below, then practise the dialogue.

- Experience: talking to a famous pop star.

- Time : two years ago

- Place: at your friend’s birthday party

- What you talked about: his songs

Trang 28

- How the experience affected you : change your attitude

Suggested dialogue:

A: Have you ever talked to a famous pop star?

B: Yes, I did two years ago

A: How did you talk to him?

B: Well, I went to my friend’s birthday party and met him

A: What did you talk about?

B: Well, about his songs

A: How did the experience affect you?

B: It changed my attitude to pop stars

F Applied activity: 8 minutes

Task 3 Choose one of the following situation in Task 1/ page 26 to make similar dialogue,

using the structures and the ideas in Task 1, then practise them.

1 travelling to other parts of the country

2 being seriously ill

3 failing an exam

Sample 1:

A: Have you ever traveled to other parts of the country?

B: Yes, I did last summer

A: Where did you travel?

B: An Giang and Can Tho

A: How did you travel?

B: Well, by coach and by boat

B: It made me love my country more

Sample 2:

A: Have you ever been seriously ill?

B: Yes, I was badly ill last year

A: How did you become so ill?

B: I was caught in the rain in a winter afternoon

A: How did that happen?

B: Well, I went for a picnic and didn’t bring my rain coat with me

B: It made me appreciate my health more

Sample 3:

A: Have you ever failed an exam?

B: Yes, I did once

A: What exam did you fail?

B: I failed in an entrance exam to high school

A: Why did you fail the exam?

B: Well, I didn’t study very well for it

B: It taught me the lesson and made me work harder

Trang 29

G Homework: (1’)

- Asks students to write a paragraph to tell their own experience in the past

- Asks students to prepare Listening

- Knowledge: Students learn about memorable experiences and the importance of family

- Skill: Listening for specific information and comprehension questions

III Procedure:

- Call 2 sts choose one of these topics to talk about:

1 travelling to other parts of the country

Trang 30

2 being seriously ill

3 failing an exam

- Have you ever seen a fire ?

- Where did it happen?

- Look at the picture in the

book and answer the

questions

+ What is happening?

( The house is burning./

The house is on fire./… )

+ What is she doing?

( She’s talking a little girl

out of the burning house

Pre-listening :

- Asks students to look at the picture in the book andask them some questions

- Asks students to repeat the provided words and explain the words if necessary

- Look at the picture andanswer the questions

3 The fire started in the

kitchen where I forgot to

turn off the gas stove

4 I was sleeping when I

was suddenly woke up by

terrible heat

5 I heard my mother’s

voice calling my name

Task 2: Filling missing

Task 2:

- Asks students to read Task 2 silently and listen

to the tape again

- Asks two students to

- Read the task and do it

- Listen to the tapecarefully

- Read the task and listen

to the tape then do task 2

- Work in groups

Trang 31

- Asks students to work in groups to discuss the importance of family

- Goes around to provide help if needed

- Gives suggestion: Family is more important than things because it cannot be replaced… It

gives you love, support…

- Calls each group to speak

- Gives comments and corrects mistakes

- Gives marks

F Applied activity: 7 minutes

* Choose the best answer

1 What is Christina’s job?

A a businesswoman B a teacher C a lawyer D a nurse

2 Why did her house catch fire?

A Her mother forgot to turn off the gas stove

B She forgot to turn off the gas stove

C The gas stove was leaked out D She overslept

3 Who rescued her?

A her mother B a fireman C her sister

D she run out her house before fire became bigger

4 How did she feel when she found herself surrounded by walls of fire

A frightened B terrified C embarrassing D worried

5 Before the fire, she was

A prissy B friendly C lovely D selfish

Key: 1.a 2.b 3.a 4.b 5.d

G Homework: (1’)

- Asks students to write a paragraph about the importance of family

- Asks students to prepare part D Writing at home

Trang 32

Class Period Teaching date Absent students Notes

11 A

11 B

I Objectives:

- Knowledge: students will be able to write a personal letter telling about a past experience,

using the structures and vocabulary that they have learned in previouslessons

- Skill: Writing a personal letter to describe a past experience

III Procedure:

Answer the questions: How many parts are there in a letter?

* Letters:

Thot Not district,

Can Tho city

September 11th, 2016

Dear Helen,

Last night, I had a terrified dream I was walking along an empty street late at night Suddenly, a lion appeared at the end of the street He ran toward me with his big mouth openand sharp teeth He roared and jumped upon me I screamed loudly and awoke I’m still frightened now By the way, how are you? Do you still have a night mare as before? I think

we have similar problems now Write to me as soon as possible

Your friend,

Mai

Expected answers: Address, Heading, Body, Closing and Signature.

Trang 33

C New lesson:

activities Students’ activities

II PRE-WRITING: 8 minutes

 Complete the chart below:

happened The lion ran towardsthe writer with big

mouth open and sharp teeth He roared and jumped upon her

How the

experience

affected the

writer

She was frightened

Steps in a personal letter about a past

experience:

 When it happened

 Where it happened

 How it happened

 Who was involved

 How the experience affected you

Useful language:

+ Dùng thì simple past để kể về sự việc và

past continuous để kể về hoàn cảnh xảy ra

của sự việc

+ Form of the letter: greeting/ body/

preclosing/ closing (with all my love,

yours sincerely)/ Signature

2 Complete the chart below: Talk

about your past experiences or the most

- Ss work in their groups read their answers

- T checks and gives the correct ones

- T asks Ss to tell about their past experience to fill inthe table

- Ss do it in 2 minutes

- T givesfeedbacks

- Gives their ownpast experiences

- Listen to theteacher and copydown

- Tell about thepast experience

- Fill in the table

Trang 34

experience

affected you

III WHILE-WRITING: 16 minutes

Write a letter to your pen friend telling

him/her about one of your most

memorable past experiences

* Some useful cues:

- When it happened: two years ago / in

1990/ when I was in grade 10/ last week/

when I was young…

- Where it happened: in my house /at

school / in the hospital/

on the streets / in a holiday resort/ at my

friend’ birthday party

- Who was involved: my family members,

my friends, my relative…

- How it happened:

+ hurry forget taking the gift with me

+ be careless take other’s bag

+ shout a man crashing me the man/ my

Maths teacher

- How the experience affected you:

+ feel embarrassed at that time teach me

a lesson that I must be very careful and

well –prepared

+ feel ashamed make me more careful

to do something

+ feel worried help me more generous;

respect others, especially the older

- T asks Ss to write

a letter to their friend

- Ss write a letter to tell their friend about the most memorable experience

- T goes around the class to control and give help with vocabulary

- Ss share their writing with their partners when finishing,T: calls on some Ss

to act out their writing corrects

- Write a letter to a friend to tell about the most

memorable experience

- Compare with partners

- Act out the writing

* Peer correction

- T choose one writing to correct

- Ss write his/ her writing on the board

- T corrects and feedbacks

- T writes some common mistakes on the board

Trang 35

and put the present on the corner of the desk The time for the party was coming, so I gotdressed and hurried to Mai's house On getting there, I saw some of my friends standing atthe door giving Mai cards, flowers, and gifts I didn't notice that I hadn't brought the presentwith me When Mai called me, I realized that I forgot one big thing "Oh, my god I don'ttake my gift with me What should I do?" Some of my friends looked at me with a littlesurprise, so I felt very embarrassed and couldn't say anything Finally, I tried to keep calmand told her that I had forgotten the present at home and I would send her later You know Ihave never been in a situation like that You can imagine how I felt at that time.

Since then I have learned that I must be very careful and well-prepared before going to aparty

Your friend,

F Homework: (1’)

- Do the writing part, Unit 2, workbook

- Asks students to prepare part Language Focus at home

- Knowledge: By the end of this lesson, students will be able to:

- distinguish the sounds / m /, / n /, / η /

- pronounce the words and sentences containing these sounds correctly

- distinguish the uses of different verb tenses: present simple forindicating the past, past simple, past continuous and past perfect

- use these verb tenses to solve communicative tasks

- Skill: - Pronunciation: / m /- / n /- / η /

- Grammar: Tense revision: the past simple, past progressive and past perfect

2 Developing efficiency:

Trang 36

III Procedure:

- T gives the instruction and ask sts play the game

Kim’s game

Seven Summer

Sing Home Small

Wrong Morning

Lead in: Unit 2: Personal experiences (Language Focus)

- Listen to T

- Listen and repeat

- Practise the words

- Stand up and

Trang 37

- When “n” follows “m” in the

same syllable, it’s usually NOT

pronounced

Ex: column, autumn,

solemn

- “ng” or “ngue” at the end of the

words are always pronounced /

ŋ /

Ex: sing, tongue, walking.

- The letter “n” before “g” or “k”

1 Good morning I want an

apartment in central London

2 We have an expensive

apartment in Northend Avenue

3 I remember meeting him on a

nice summer afternoon

4 Mr King is singing next door

5 He’s holding a string in his

fingers

6 He loves spending his holidays

in his small summer house

- T models each sentence and Ss repeat

- T asks Ss to underline the words that have the sounds

Individually

- T asks ss to compare the answer in pairs

- T gives feed back

read loundly

- Listen and repeat

- Work individually

- Underline the words that have the sounds

A Present simple tense:

1 Ex: Nam and Phong live with

their parents Nam works for a

big company Phong is a student

He does his exercises everyday.

Form:

- I, You, We, They + Vo

- T gives the example, then elicits the form and usage of “ infinitive with to”

- T explains more clearly

- Ss listen and take notes

- Listen and take note

Trang 38

- He, She, It + V-s/es

To Be: am / is / are

Use: We sometimes use the

present simple tense to tell a story

happened in the past

2 Practice: Use the correct

present tense forms of the verbs

in brackets:

The story is about a girl called

Little Red Riding Hood who

(0.live) lives with her mother

Little Red Riding Hood’s

grandmother (1 invite)

_her to her

cottage, so one fine day she (2

set) _off to visit her The

little girl (3 get) _ ready,

(4.wave) goodbye to her

mother and (5 promise) _to

be careful On her arm she (6

carry) _ a basket which (7

contain) _a cake her

mother (8 bake) _specially

It (9.be) _ a lovely spring

morning, the sun (10.shine)

and the birds (11 sing)

, happy that the winter

- Ss write the answer on the board

- T gives feedback

- Work in pairs to

do Ex 1

- Write the answer on the board

- Listen to T

- Learn by heart the theory and review the exercises

- Prepare : Language focus (cont)

Trang 39

- Knowledge: By the end of this lesson, students will be able to:

- distinguish the sounds / m /, / n /, / η /

- pronounce the words and sentences containing these sounds correctly

- distinguish the uses of different verb tenses: present simple forindicating the past, past simple, past continuous and past perfect

- use these verb tenses to solve communicative tasks

- Skills: - Pronunciation: / m /- / n /- / η /

- Grammar: Tense revision: the past simple, past progressive and past perfect

3 Method: Intergrated, mainly communicative

III Procedure:

- Ask sts rewrite the form of present simple tense on the board

C New lesson:

Trang 40

B Past simple, past progressive

& past perfect tense:

1 Ex: a Last night, while I was

doing the exercises, the phone

rang.

b After I had done the

exercises, I went to bed.

a The Past simple expresses an

action that happened and

completed at a point of time in

the past.

b The Past progressive expresses

an action happening in the past

when another action happened

2 Practice: Give the correct

tense of the verbs:

Complete the sentences by

putting the verbs into the past

simple or past progressive.

1 He _ his arm when he

_ football (break, play)

2 Julia her first novel when

she 19 years old (write, be)

3 I on the computer when

the fire out (work, break)

4 When it _ to rain, they

_ through the forest (start,

- Ss share the answers with their partner

- T calls some Ss to givethe answers

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