- Ask students to do part writing of Unit 1 in the student’s work book and preapare part Language Focus.. -Students write a passage3[r]
(1)The first term of grade 11 The 1st period
Date: 29/7 Grade 11
Theme: Guiding how to learn and to English tests Time: 45 minutes
I Objectives:
1 Educational aim: Students know about English book in grade 11 Knowledge:
Student know: - How to learn English in grade 11 - How to English tests
- How to use student’s book and workbook Skill : - Reading
- Speaking - Listening - Writing
- Doing English tests
II Teaching aids: Student’s book, student’s workbook, dictionary, some test papers, etc
III Procedure:
Teacher s activities’ Students activities’ Notes Warm-up :(7 minutes)
- Introduce to students about the teacher - Ask students about their names and English knowledge etc
Guiding: 35 minutes
1 Guiding student’s book and workbook: * Introduce to students how to use their book and workbook
* Introduce to students how to learn reading, speaking, listening, writing, language focus in their books and how to the exercises in their books
2 Guiding English tests in grade 11: * Introduce to students about oral tests, 15 minute tests, 45 minute tests, etc and how to them
* The tests in grade 11 include: reading : 25%
listening: 25% writing: 25%
language focus: 25%
3 Guiding other books and tape, disc, etc Homework: minutes
- Listen to the teacher - Answer the teacher’s questions
- put the student’s book and workbook on the table
- listen to the teacher and look through the books
(2)- Ask students to prepare textbook, notebooks and the things for learning andprepare lesson reading - Unit
- listen to the teacher and write down the things which will be prepared at home
The 2nd period Date: 1/8
Unit 1: friendship Grade 11
Theme: Friendship Unit
Reading
(3)1 Educational aim: Students should know what a friendship is, know how to keep a friend long
2 Knowledge:
- General knowledge: Students know about how to make and to keep friends long
- Language: Sentences and expression for describing qualities of true friendship
- New words: Words related to qualities of friendship
3 Skills: Guessing meaning in context, scanning for specific information and passage comprehension
II Method: Integrated, mainly communicative.
III Teaching aids: Student’s books, note books, chalks board, etc. IV Procedure:
Teacher s activities’ Students activities’ Notes
Warm-up: (5 minutes) - Ask students the questions: - Have you got many friends? - Who is your best frriend?
- What your friends and you in your free time?
- Let students understand more about activities and qualities of friends, then say to students: Today we learn Unit 1-part A: Reading
Before you read : (7 minutes)
- Ask students to look at the picture and read the poem in their books - Ask students to discuss then ask and answer the question:
- What you think of the friend in the poem?
-Let them work in pairs
- Listen to students and correct pronunciation and grammar if necessary -Show students to know about friends While you read : (23 minutes)
- Ask students to look through the passage and read in silence
- Help students read the passage
- Explain pronunciation and meaning of new words which appear in the passage Task : (3 minutes)
- Listen to the teacher and answer the questions:
- Yes, I have
- A is my best friend - We usualy come to the library sometimes play foot ball…
- Listen to the teacher and open the book – Unit 1, part A: reading
- Look at the picture in the book, listen to the teacher, read the poem then ask and answer the question, work in pairs:
A: What you think of the friend in the poem?
B: I think…
- Listen to the teacher
- Listen to the teacher then read the passage
(4)- Ask students to fill each blank with a suitable word/phrase
- Let students work individual or in groups
- Help students if necessary Keys:
1-mutual; 2-incapable of; 3-unselfish; 4(1)-acquaintance; 4(2)-friend; 5-give-and-take; 6-loyal to; 7-suspicious Task 2: (4 minutes)
- Ask students look through the passage then try to choose which of the choices A, B, C,or D most adequately sums up the idias of the whole passage - Let them work in pairs
Key: B
Task 3: (6 minutes)
- Ask students to scan the passage and answer the questions:
- Let them work in pairs
- Walk round and help students
- Ask some students to stand up to ask and answer eachother
- Walk round the classroom and correct mistakes
- Keep the book open
- Listen to the teacher then task
- Ask the teacher if necessary
- work individual or in group
- Write down the true keys in the notebook
- Listen to the teacher - Look through the passage again and try to choose the most adequately sums up the idia of the whole passage
- Practice with a partner then write the key down in the note book
- Ask the teacher if necessary
- Listen to the teacher then ask and answer the questions in the book: 1/ The first quality for true friendship is unselfishness 2/Changeable and uncertain people are incapable of … 3/ the third quality for friendship is loyalty… 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
(5)After you read : (8 minutes)
- Ask students to disuss the question: “ Why we need to have friends? ’’ - Let them work in pairs
- Ask them to report the results to the class
- Listen to students and correct mistakes
Home work: (2 minutes)
- Ask students to write a passage about their friendships (80 words)
- Ask students to Reading exercise of Unit in workbook and prepare Part B : Speaking at home
friendship
- Listen to the teacher - Try to discuss the question
- The students who are called to stand up to report the result to the class loudly
- Listen to the teacher and write down homework
The 3rd Period Date 3/8
Grade 11
Theme: Friendship Unit
Speaking Time: 45 minutes I Objectives:
1 Educational aim: Students should know how to discribe a person Knowledge:
- General knowledge: Students learn about physical characteristics and personalities of a person
- Language: Talking about people’s physical characteristics and personalities - New words: words related to people’s physical characteristics and personalities
3 Skills: talking about people’s physical characteristics and personalities II Method: integrated, mainly communicative.
III Teaching aids: Student’s book and pictures showing friends, etc. IV Procedure:
Teacher s activities’ Students activities’ Notes Warm-up: (5 minutes)
- Ask students to keep book close - Ask students to discribe some students in the class
(6)- Call some sdtudents to stand to talk to the class
- Introduce, listen and repair mistakes for students
(We learn Unit 1, part- speaking) Pre-speaking : (12 minutes) 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:
+ Height: tall, medium, short,
…
+ Face: square, large, oval, … + Forehead: broad, high, … + Nose: straight, crooked, …. + Hair : Black, grey, ….
+ Appearance: handsome, beautiful, good-looking, ….
While-speaking : (15 minutes) Task 2
- Help students with some new words - Ask sts to make questions and answer questions with a partner, using the information from the picture
- Let them work in groups - Walk round and help them
- Ask some students to stand up to talk again loudly
- Listen and correct mistakes Post-speaking : (10 minutes) Task 3
- Have students work in pairs - Guide them to 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
in the class
- The students who are called stand to discribe a friend to the class
- Try to repeat from memory
- Try to discribe the people in the book:
+ The boy is short He has a large face , …
+ The girl is ……… - Play roles
-Present their
performance
- 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 like that
- Make pairs : one is a journalist , the other is an interviewee
- Listen carefully - Practise in pairs
- Pay attention to the content :
+ physical characteristics + personalities
+ reasons why the friends are famous
- Role play
(7)+ what makes him / her a good friend + what made him / her successful ( studious , intelligent , keenly interested in Maths , eager to learn , patient , calm )
+ what he / she does in his / her free time
- Call some pairs to report - Walk round and help them
- Ask some students to stand up and tell loudly
- Listen and correct mistakes Homework: (3 minutes)
- Ask students to write a passage about their daily routine (50 words)
- Ask students to prepare Part C-Listening and homework
- The students are called stand up and tell loudly
- Listen to the teacher - Write down the homework The 4th period
Date : 5/8 Grade 11
Theme: Friendship Unit
Listening
Time: 45 minutes I Objectives:
1 Educational aim: Students should know how to describe the best friend and how to keep the friendship
2 Knowledge:
- General knowledge: Students learn how to keep friendship - New words: Words related to friends and keeping friendship Skills: - To practise listening comprehension skill
- To distinguish true and false statements
- To take notes about given questions in order to answer II Method: Intergrated, mainly communicative
III Teaching aids: Student’s book, tape and cassette player, chalks, notebooks…
IV Procedure:
Teacher s activities’ Students activities’ Notes Warm-up: (5 minutes)
- Ask students to close the books
-Ask students some questions about friendship:
Who is your best friend?
What qualities & characteristics of your best friend you admire?
Before you listening: (7 minutes) - Ask students to look at the part: Before listening
- Close the books
- Listen to the teacher and answer the questions
(8)- Let them work in pairs ask and answer the questions:
1 Who is your best friend?
2 How did you happen to meet him or her?
3 How long have you known each other?
4 What qualities you admire in your best friend?
- Walk round, listen and help students - Read loudly the words in the books: - Ask students to repeat loudly the words - Listen and check pronunciation -Explain some new words & phrases: Residential area, ring (n), ride/ rode/ ridden, motorbike, happen to infinitive (v), introduce, ever since, college, great sense of humour, favourite, interest (n), plays (n), movies, a rough time
While-listening: (20 minutes)
-Have students read the true-false statement list and questions in textbook silently for several minutes to make sure that every student understands them (Task1, 2)
-Check again if students are able to understand main requirements of the tasks
-Emphasize “ you will hear Lan & Long talk about their best friends_Ha & Minh Listen to their talks and the tasks below”
-Turn on the cassette player twice -Ask some students to their tasks on the board
-Correct and give score
After-listening: (10 minutes)
-Have students ask & answer about the friendship between Lan and Ha, Long and Minh (How & Where they met, what they like about their friends -Ask students to rewrite their answers completely
Homework: (3 minutes)
- Ask students to rewrite their answers of tasks in their notebooks at home - Remember them to prepare
Part-answer the
questions in the book
- Work in pairs
- Look at the books
- Listen to the teacher and repeat the words
-Students repeat & take notes
- Repeat loudly the words and try to remember them
-Students read task1, silently for gist
-Elicited students raise their hands to interpret
-Students take notes during listening
-Other students watch and give comments
-Students work in pairs
(9)Writing at home Key content
Where & how they met What they like about their friends Lan -They used to live in the same
residetial area in Ha Noi
-Lan went on a holiday to Do Son & Ha went there to visit her
-Ha is very friendly & helpful -Ha is sociable She’s got many friends in Do Son & she introduced Lan around
Long -They met in the college
-Minh played the guitar, Long was a singer
-They worked together
-Minh has a sense of humour
-Minh likes to go to plays & movies
(10)The 5th period Date: 6/8 Grade 11
Theme: Friendship Unit
Writing
Time 45 minutes I Objectives:
1 Educational aim: Students know how to wite a passage to describe a friend they like
2 General knowledge: Students learn how to describe someone’s physical characteristics and someone’s personalities
- Language: The simple present of verbs to describe a friend
- New words: Words related to to describe someone’s physical characteristics and someone’s personalities
3 Skills: Writing a passage
II Method: Intergrated, mainly communicative
III Teaching aids: Student’s book, notebook, chalks, board… IV Procedure:
Teacher s activities’ Students activities’ Notes Warm-up: (5 minutes)
- Ask students to keep book close - Ask students some questions about their best friends
Pre-writing: (10 minutes)
- Teacher asks students to think about a friend they like
-Teacher raises a few guiding questions
1 What is your friend name? How old is he / she?
3 Where and when did you meet each other?
-Teacher uses a picture to gives some key words to describe someone’s physical characteristics ( height , hair , eyes , face , clothes…) and his / her personalities
( helpful , sincere…) and some
- Keep book close
- Listen to the teacher and answer the questions - Listen to the teacher and answer the questions: My friend’s name is Hoa
(11)necessary structures
While-writing: (18 minutes)
-Teacher gives a sample and has students write a passage to describe a friend they like
A Sample
Hoa has been my best friend since many years.She is quite a lively person She is fairly tall with a good fingure.She ‘s got a heart- shaped face with a small sort of turned- up nose It is very attractive She has got long , black wavy hair and blue eyes with very long eyelashes.Her complexion is white Her lips are very full and she has got dimples in her checks Now she lives very far from me , but we still keep contact through e- mail
- Let them work in groups
- Go round, check and help students Post-writing: (10 minutes)
- Give suggestions and corrections -Teacher asks students to read / write some students’passsages on the board and Teacher gives comments
- Correct mistakes and mark Homework: (2 minutes)
- Ask students to part writing of Unit in the student’s work book and preapare part Language Focus
-Students write a passage
-Students read / write some students’passsages on the board
(12)The 6th period Date: 7/8 Grade 11
Theme: Friendship Unit
Language Focus Time: 45 minutes I Objectives:
1 Educational aim: Students should know how to use Infinitive with to or without to to make sentences
2 Knowledge:
- General knowledge: Students learn how to use Infinitve with to or without to
- Language: * The Infinitive with to or without to
- New words: Words related to pronunciation /dʒ / - /t∫/
3 Skills: Writing sentences with infinitives with to or without to II Method: Intergrated, mainly communicative
III Teaching aids: Student’s books, notebooks, chalks, board… IV Procedure:
Teacher s activities’ Students activities’ Notes Warm-up: (5 minutes)
- Ask students to keep book close - Ask students to complete the sentence:
- January is the …month of year. - Children eating sweets.
- Ask students to speak the sentence loudly
- Let students to get their attention on pronunciation : / dʒ /- / t∫/
- Introduce new lesson
Pronunciation: (8 minutes)
- Ask students to look at their books then introduce to them
*Listen and repeat :
- Read loudly then ask students to repeat - Introduce : / dʒ / - / t∫/
- Correct pronunciation for the students * Practise these sentences
- Read the sentences loudly - Ask students to repeat
- Correct pronunciation for students
- Keep book close
- Listen to the teacher and complete the sentence: - Jannuary is the first month of the year.
-Children like eating sweets.
- Open the books
- Look at : Listen and Repeat
- Repeat the words in chorus then individual - Look at Practise the sentences
(13)Grammar and vocabulary:(4 minutes) - Introduce exercises to the students - Let students get their attention to focus on Infinitve with to and Infinitive without to
Exercise 1: (13 minutes) - Ask students to Exercise - Introduce how to it
- Let them work in pairs
- Walk round, check and give mark
Exercise (13 minutes)
- Introduce Exercise to students and explain how to it
- Ask students to it
- Let them work individually - Check, correct mistakes
Homework : (2 minutes)
Ask students to Part Language Focus and prepare part Reading of Unit at home
- Listen to the teacher
- Listen to the teacher and exercise
Keys:
1 Who wants some thing to eat?
2 I have some letters to write
3 I am delighted tohear the news
4 My mother has some shopping to
- Listen to the teacher and exercise
Keys:
1.The police watched them get out of the car 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
- Listen to the teacher and write down
Unit : PERSONAL EXPERIENCES The 7th period
Date : 11/8 Grade 11
Theme: PERSONAL EXPERIENCES Unit
Reading
(14)I Objectives:
1 Educational aim:
- Students understand the sequence of events in a story Knowledge:
- General knowledge: Through this unit, students know how to wite about the sequence of events in a story
- Language: Sentences and expression for describing the sequence of events in a story
- New words: Words related to sequence of events in a story Skills:
- Guessing meaning in context - Passage comprehension
II Method: Intergrated, mainly communicative
III Teaching aids: Tape and cassette player, pictures, English textbook 11, hand-outs
IV Procedures:
Teacher s activities’ Students activities’ Notes Warm-up: (4 minutes)
- Ask students about their personal experiences?
Before you read: (7minutes)
- Ask students to put the pictures in the book in the correct order to make a story (work in pairs)
- Ask some students to give their answers
( teacher doesn’t need to give feedback) - key : d, b, f, e, a, c
- Let’s begin our lesson you’ll know the whole story
- Ask students to listen to the tape While you read: (20minutes)
- Ask students to read the whole story - Explain some difficult words and structures
1 embarrass(v) - embarrassed(adj) - embarrassing(adj) - embarrassment(n) idol (n)
3 glance(n/v) - glance at sb/sth Be busy doing sth Be busy with sth
EX: I’m sorry I can’t go with you now
- Listen to the teacher - Answer the questions - Put the pictures in the book in the correct order to make a story ( work in pairs)
- Give their answers
- Listen to the tape
- Read the story
(15)I am busy with my homework I’m busy doing my homework
5 note (n) banknote EX
Do you want the money in the notes or coins?
- The Beatles were the pop idols of the 60s
Task : Fill each blank with one of the words in the box below
- Firsly, ask students to study individually then in pairs
- Walks arround the class, offer ideas and comments when students need help - Give suggesstions
Task 2
- Work in pairs, read the small talks again and put the pictures of the events in the order they happen in the story - Ask students to work individually then work in pairs
- Walk round the class and comments when students need
Task : Answer the questions in the book
- Ask students to read all questions to understand the content
- Ask students to read the small talks again to answer the questions
- Ask students to work with a partner - Walks arround the class to help students whenever they need
Sggested answers:
1 She wished to have a red hat-a floppy cotton hat ( like the one her star idol wore in her video clip)
2… so that she could buy the hat ( for herself.)
3 She saw a wad of dollar notes ( exactly like the one that her father had given her)
4 Because she thought the boy had stolen her money / it was her money She bought the pretty hat of her dream
After you read: (12minutes)
-Ask students to discuss the questions in group:
- Do Task in pairs _Take notes
Key:
1 glanced makes a fuss embarrassing idols
5 sneaky - Do task in pairs - Take notes
Key:
1.d 2.b 3.f 4.e a 6.c
- Read the questions silently and answer them in groups
- Give the answers
- Take notes
(16)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, …) What did the girl have to (when she discovered that the money she had taken was not hers )?
( put a notice on T.V or at school, get on the same bus on the next day to look for him, nothing, keep it a secret, tell her father everything and ask him for advice,…)
- Ask some students to represent their talk in front of class
Homework : (2 minutes)
- Ask students to review part reading and exercises in the workbook and prepair part speaking
- Report before class
- Listen to the teacher
and write down
homework to at home
The 8th period Date: 6/9 Grade 11
Theme: PERSONAL EXPERIENCES Unit
Speaking Time: 45 minutes I Objectives:
1 Educational aim: Students can talk about their personal experiences Knowledge:
- General knowledge: Through this unit, students can talk about their personal experiences
- Know how to talk again a problem happened
- Language: Students use sentences, words, phrases and expressions for talking about their personal experiences
3 Skills: Talking about past experiences and how they affected one’s life II Method: Intergrated, mainly communicative
(17)IV Procedures:
Teacher s activities’ Student s activities’ Notes Warm-up:
- Have you ever spoken English to you friends ( teachers, foreigners…) ? - How did you feel when you spoke English to them?
Pre-reading: (8 minutes)
- Gives students some new words in Task
- Reads the new words
Task 1:
- Asks students to Task in pairs - Gives feedback
While-speaking: Task 2:
- Asks students to task in pairs - Asks them to give answers
Post-speaking: Task 3:
- Gives students useful structures + Have you ever………….? + How did it happen ?
+ When/ Where did it happen?
+ How did the experience affect you? How did you feel?
- Asks students to Task in pairs - Asks some pairs to perform their dialogues in front of the class
- Corrects common mistakes and give remarks
- Answer freely
1 Confidence Attitude
3 Native English speaker
4 Appreciate
- Explains the meanings + Structure:
Present Perfect ( Past simple)
Have you ever………? Key:
1 D E B 4.F A C - Work in pairs
Key:
1 B E H A E G C F
- Listen to the teacher - Answer freely
- Work in pairs Key:
1
A Have you ever feeled an exam?
- Yes, I have
(18)Homework: (2 minutes)
- Asks students to write a paragraph to tell their own experience in the past - Asks students to prepare Listening
- I didn’t study well enough for exam
C When did it happen? - Last year
D How did you feel/ How did it affect you ? - I felt disappointed/ sad/ depressed
2
A Have you ever
traveled to other parts of the country?
- Yes, I have
B When did you travel? - In 2002
C How did it affect you? - It make me love our country more./ I learned more about different places in our country
A Have you ever talked to a famous pop star? - Yes, I have
B Where did you meet him/ her ?
- At a party
C How did it affect you? - It was interesting to talk to famous pop stars - It changed my attitude to/ towards/ famous pop stars
(19)The 9th period Date : 8/ Grade 11
Theme: Personal Experiences Unit
Listening Time: 45 minutes I Objectives:
1 Educational aim: By the end of this lesson, students will be able to develop such listening micro-skills as listening for specific information and taking notes while listening Knowledge:
- General knowledge: Students learn about memorable experiences and the importance of family
- Language: Use past simple
- New words: Words related to memorable experiences
3 Skills: Listening for specific information and comprehension questions II Method: Intergrated, mainly communicative
III Teaching aid: Pictures, chalk, cassette tape IV Procedures:
(20)- Have you ever seen a fire ? - Where did it happen? - Was it frightening?
Pre-listening : (8 minutes)
- Asks students to look at the picture in the book and ask them some questions + What is happening?
( The house is burning./ The house is on fire./… )
+ What is she doing?
( She’s talking a little girl out of the burning house )
- Asks students to repeat the provided words and explain the words if
necessary
While-listening: (24 minutes) Task 1:
- Asks students to read Task silently - Ask students to listen to the tape (twice)
- Asks students to Task individually
- Reads the sentences again to help weak students:
Task 2:
- Asks students to read Task silently and listen to the tape again
- Asks two students to write the
- Answer freely
- Look at the picture and answer the questions
- Read the task and it - Listen to the tape carefully
Key:
1.F F F 4.F 5.F - Practise reading the sentences
1 We talk to Christina, a successful business woman
2 My most unforgettable experience happened 13 years ago
3 The fire started in the kitchen where I forgot to turn off the gas stove I was sleeping when I was suddenly woke up by terrible heat
5 I heard my mother’s voice calling my name - Read the task and listen to the tape then task Key:
(21)answers on the board - Gives feedback
After-listening: (10 minutes)
- Asks students to work in groups to discuss the importance of family
- Goes around to provide help if needed
- Gives suggestion: Family is more important than things because it cannot be replaced… It gives you love, support…
- Calls each group to speak
- Gives comments and corrects mistakes
- Gives marks
Homework: (2 minutes)
- Asks students to write a paragraph about the importance of family
- Asks students to prepare part Writing at home
3 everything realize family replaced took family - Work in groups
- Present ideas in front of the class
- Listen to the teacher and correct mistakes
- Write down
The 10 periodth Date : 9/ Grade 11
Theme: Personal Experiences Unit
Writing
Time: 45 minutes I Objectives:
1 Educational aim: By the end of this lesson, students will be able to write a personal letter telling about a past experience, using the structures and vocabulary that they have learned in previous lessons
2 Knowledge:
- General knowledge: Students learn about the organization of content of a form
- Language: Words used in a form of writing apersonal letter Skills: Writing a personal letter to describe a past experience II Method: Interagrated, mainly communicative
III Teaching aids: Chalk, textbook IV Procedures:
(22)- Can you write a short letter in English?
- Is it interesting?
- To day I want you to write a letter about your past experience in
English
Pre-writing: (10 minutes)
- Has students give some of their past experiences? (being seriously ill, failing an exam; talking to a famous pop star,… etc)
While-writing: (10 minutes) - Gives students some guidance: When it happened:
( It happened …years ago/in …./ when I was …years old.)
2 Where it happened:
( in my house/ at school / in the street)
3 Who was involved:
( your family members/ your friends/ your relatives,….)
4 How it affected you:
( it changed outlook life / it make me more careful/ it gave me more confidence in …./ it taught me the lesson/…)
- Asks students to work in groups to tell their experiences to prepare for their writing
Post-writing: (20 minutes)
- Asks students to write a passage about the most memorable past experience
- Goes round to provide help - Corrects common mistakes Homework: (2 minutes)
- Do the writing part, Unit 2, workbook
- Answer the questions
- Gives their own past experiences
- Listen to the teacher and copy down
- Work in groups to discuss
- Work individually and correct mistakes
(23)- Asks students to prepare part Language Focus at home
The 11 periodth Date : 11/ Grade 11
Theme: Personal Experiences Unit
Language Focus Time: 45 minutes I Objectives:
1 Educational aim: By the end of this lesson, students will be able to: - distinguish the sounds / m /, / n /, / η /
- pronounce the words and sentences containing these sounds correctly
- distinguish the uses of different verb tenses: present simple for indicating the past, past simple, past continuous and past perfect
- use these verb tenses to solve communicative tasks Knowledge:
- General knowledge: Students learn sounds and review some tenses - New words: Words related to sounds and tenses
3 Skills:
- Pronunciation: / m /- / n /- / η /
- Grammar: Tense revision: the past simple, past progressive and past perfect II Method: Intergrated, mainly communicative
(24)IV Procedures:
Teacher s activities’ Students activities’ Notes I Pronunciation:
- Writes some sentences on the board and ask some students to read them aloud
- Underlines the sounds /m/ /n / / η / Ex:
- We like singing mery songs on New Year’s Day
- They live in a nice small house +Pre
- Asks students to look at their books, listen and repeat the words in the colums
+While
- Asks students to read the sentences +Post
- Practises reading the sentences II Grammar:
+Warm- up
We’ve already learn the present simple tense, the past simle tense, the past progressive tense Now we are going to
review TENSE REVISION - The present tense use to tell a story that happened in the past makes it more interesting and vivid
+Pre
-Asks students to remember the use of these tenses
+While Task 1:
- Asks students to exercise in pairs - Corrects the exercise and explain the use of the tenses
- Listen to the teacher and bear in mind
- Repeat in chorus then individually
- Read the sentences
- Listen to the teacher and review tenses
- Retell the use of these tenses and bear in mind
- Work in pairs Key:
1 lives- invites- sets gets-5 waves promises
7 carries -8 contains -9 has baked
10 is -11 is shining 12 are singing -13 is - Do the task
Key:
(25)Task 2:
- Asks students to exercise - Gives feedback
Exercise 3:
- Asks students to exercise individually
- Explains the difference between the simple past and the past perfect
- Corrects the exerciseand explain the use of the tenses
+Post
- Consolidate the use of tense Homework: (2 minutes)
- Practise reading the sentences - Write exercise 2,3 in the notebook - Prepare in Unit part A reading in advance
2 wrote / was
3 was working/ broke stared / were walking told / were having - Do the task
- Listen to the teacher Key:
1 had eaten / arrived found / had taken got / had closed got / had left got / had arrived
(26)