Cấu tạo của pittong

Formation of behaviour : After studying this period, students will know how to talk about volunteer work.. General knowledge: After studying this period, students will talk about differ[r]

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Week: 01 Period: 01

Date: 11th, August, 2010

HƯỚNG DẪN HỌC - KIỂM TRA

I/ OBJECTIVES:

1 Formation of behaviour: After studying this period, students will aware of learning English

2 Knowledge:

a General knowledge: After studying this period, students will get to know English 11: what to learn and how to learn it

b Language knowledge:

- How to learn English in grade 11 - How to English tests

- How to use student’s book and workbook

Skills: - Reading - Speaking - Listening - Writing

- Doing English tests

4.Teaching method: communicative approach

II/ PREPARATION:

1.Teacher: Lesson plan, textbook, handouts, porters, pictures,…

2.Students: books, pictures,…

III/ TIME: 45 minutes

IV/ PROCEDURES: 1 Class order:

- Greetings

- Checking the attendance Checking up:

New lesson:

Teacher’s activities Ss’activities Contents Supplements

- introduces to students about personal information - asks students about their names and English knowledge etc

- introduces the subject and English book 11

-introduces to students how to learn reading,

speaking, listening,

-listen to the teacher

- Ss: answer the teacher’s questions

-listen and look at

- remember

Warm-up: Personal information

Hello, I’m……

2

3 1.Giới thiệu môn học Tiếng Anh và sách Tiếng Anh 11:

- Sách giáo khoa Tiếng Anh 11 tiếp tục phát huy quan điểm phương pháp dạy học thể sách giáo khoa Tiếng Anh 6, 7, 10

- Cả kỹ ngơn ngữ: Nghe, nói, đọc, viết dạy theo tiết riêng

-Sau đơn vị học có phần Test yourself để kiểm tra kiến thức học sinh

- Chương trình Tiếng Anh 11 gồm 16 học, tập trung vào chủ điểm:

 You and Me / Personal information  Education

 People and Places

 Community

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writing, language focus in their books and how to the exercises in their books

-introduces to students about oral tests, 15 minute tests, 45 minute tests, etc and how to them

- gives exercices and asks Ss to

- calls some Ss to - corrects

-listen carefully and take notes

- work in pairs - gives the answers -listen and correct

 The world around us

2. Cách học: * Rèn luyện kỹ năng:

- Nghe (listening) - Nói (Speaking) - Đọc (Reading) - Viết (Writing)

* Học nhà

- Học từ vựng - Đọc lại

- Học cấu trúc ngôn ngữ ( vở, SGK)

- Làm tập

3.Kiểm tra đánh giá

* The tests in grade 11 include: Reading : 25%

Listening: 25% Writing: 25%

Language focus: 25%

- Kiểm tra miệng ( hàng ngày )

- Kiểm tra 15 phút (viết-3 / học kì) - Kiểm tra 45 phút (viết-2 bài/ học kì ) - Kiểm tra học kỳ ( / 1học kỳ )

Exercise: Write the sentences, putting the verbs in brackets with the suitable tenses (handout)

1 If the train’s late, we (walk) will walk

2 She (call) you if she (have) time has time

3 If we (have) money, we would buy a car had

4 We (help) you if we knew would help

5 if you (go) to the party, you’d meet lots of people went

6 If he had a car, he (not have) to wait for the bus everymorning wouldn’t have If you’d been a bit more careful, you (not cut) yourself wouldn’t have cut

8 He ( not go) to school for days Has not gone

9 you (tell) me about your class? Can you tell

10 I (miss) you so much miss

Homework : : - Prepare textbook, notebooks and the things for learning - Prepare for a Test

* Experience:

Week: 01

Period: 02

Date: 11th, August, 2010 KIỂM TRA CHẤT LƯỢNG

I/ OBJECTIVES:

1 Formation of behaviour: After studying this period, students will check their knowledge

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a General knowledge: After studying this period, students will master their knowledge of English 10

b Language knowledge: b.1 Vocabulary: English 10

b.2 Grammar: English 10

b.3 Pronunciation: English 10

Skills: doing the exercises

1.Teacher: Lesson plan, tests,…

2.Students: pens, rulers,….to the Test

IV/ Contents of the Test

Homework : :- Prepare textbook, notebooks and the things for learning - Prepare the reading part - Unit

* Experience:

I/

OBJECTIVES:

1 Formation of behaviour: After studying this period, students will know how to keep a friend long

2 Knowledge:

a General knowledge: After studying this period, students will: -read and guess the meaning in context connect friend ship

Week: 01 Period: 03

Date: 11th, August, 2010 UNIT1: FRIENDSHIP

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-summary the main ideas of the reading

-read and answer the questions about the content of the reading

b.1 Vocabulary: Words related to qualities of friendship

b.2 Grammar: Sentences and expression for describing qualities of true friendship

b.3 Pronunciation:

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

4.Teaching method: Integrated, mainly communicative approach

1.Teacher: Lesson plan, texbook, cassette player, pictures,…

- Greetings

3 New lesson:

- explains the game - After the game, T leads Ss to the topic of the unit - shows the picture and asks Ss some questions - gives feedback

- asks Ss to read the poem and answer the last question

- gives feedback & leads Ss to the topic of lesson - asks Ss to task - goes around the class to give help

- corrects and guides Ss to read these words

- runs through task and asks Ss to choose the best main idea of the passage - corrects

- runs through task and asks Ss to read the passage carefully & answer the questions

- goes around the class to give help

- guides Ss to play the

- work in groups

- look at the picture and answer the questions independently

- discuss in pairs & answer the question

- work in groups of four - Ss compare their answers

- report the results to the class

- listen and repeat in chorus – individually - work in pairs, scan the passage & choose the answer

- report the result to the class

- work in pairs

- compare their answers

* Warm up: Shark attack (5’) F R I E N D S H I P

READING *.Pre – Reading: (10’) (picture)

* Questions:

+ Do you think they are friends? + Are they sharing happiness?

+ Do you think they also share sadness in their lives?

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

* Task 1: (6’) mutual (adj) incapable (adj) unselfish (adj) acquaintance (n) give and take loyal to (adj) suspicious (adj) * While – reading:

* Task 2: (15’)

(B) Condition of true friendship * Task 3: (7’)

LUCKY NUMBERS - Questions:

- Lucky numbers: - Potluck:2

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game

- corrects and gives marks

-asks Ss to discuss the question

- T gives feedback

- work in groups

- choose the numbers and answer the questions

- work in pairs - present to the class

interests and feelings cannot be true friend

Changeable and uncertain people are incapable of true friendship because they take up an interest withenthusiasm, but they are soon tired of it, and they feel the actraction of some new object The third quality for true friendship is loyalty It tells me that the true friends must be loyal to each other, and they must know each other so well that there can be no suspicions between them

There must be a mutual trust between friends because if not people cannot feel safe when telling the other their most intimate secrets

Talkative people can’t keep a friend long because they cannot keep a secret, either of their own or of others

The last quality for true friendship is sympathy It tells me 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

3* Post-Reading: Discussion (A1)

Why we need to have friends?What is a true friendship based on?”

Cues: We need someone

to share our happiness or sorrows with to talk to

to work with

to go to school with Homework : (2’)

- write a paragraph, answering the question “ Why we need to have friends?” - prepare for: Speaking

* Experience:

I/

OBJECTIVES:

1 Formation of behaviour: After studying this period, students will know how to describe a person

2 Knowledge:

a General knowledge: After studying this period, students will describe the physical characteristics and personalities of their friends,using appropriate adjectives

b.1 Vocabulary: words related to people’s physical characteristics and personalities

b.2 Grammar: Sentences and expression for describing qualities of true friendship

Skills: talking about people’s physical characteristics and personalities

Week: 02 Period: 04

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1.Teacher: Lesson plan, texbook, pictures,…

- Greetings

- Checking the attendance

Checking up: -read the 1,2 paragraphs - Some words from the lesson 3 New lesson:

- asks Ss to the matching

-corrects, explains the meaning and guildes Ss to read

- leads Ss to the topic of the lesson

- shows the picture and asks Ss to describe two people in the picture - goes around the class to give help

- gives feedback - asks Ss to discuss and number the following personalities in order of importance in friendship - gives feedback

- sets the scene: You are interviewing the

interviewee about a friend of his or hers who has just won the first national prize in Mathematics

- goes around the class to help Ss

- gives feedback on Ss, presentation

- work in pairs

- compare their answers - report the results to the class

- listen and repeat

- work in groups of four - report the results to the class

- play roles and talk about a famous friend

- present to the class

.* Warm-up: Matching (5’) A B

1 face a tall, short, medium nose b square, large,oval hair c broad, high forehead d straight, crooked height e black, grey

6 appearance f handsome,beautiful good- looking

Speaking:

*Pre- speaking: (12’) Task 1:

(picture)

* He/ She is He’s/ She’s got His/ Her hair * He’s/ She’s with and

Example:

T: Can you describe the man in the picture?

Ss: The man is short He has got a square face, a crooked nose…………

*While-speaking: (15’) Task 2:

* He’s always willing to give money to his friends or help them He’s a very man

* She never tells lies She’s a very person

* He’s very good at Maths, but he never talks about that He’s a person

* Minh is always cheerful and often tells jokes, which makes us like to be with him all the time He is a very boy

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* Post-speaking (10’) Task 3: Role – play 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 is interested in Maths  How much time he / she spends on

Maths every day

(A1)

What make him / her a good friend  What make him / her successful

(studious, intelligent, keenly interested in Matthematics, eager to learn, patient, calm )

What he / she does in his / her free time

Homework : (2’)

- write a short paragraph (about 50 words) about their famous friend - prepare for: Listening

* Experience:

I/

OBJECTIVES:

1 Formation of behaviour: After studying this period, students will how to keep friendship

2 Knowledge:

a General knowledge: After studying this period, students will: - To practise listening comprehension skill

- To distinguish true and false statements

- To take notes about given questions in order to answer

b Language knowledge: b.1 Vocabulary: b.2 Grammar: b.3 Pronunciation: Skills: listening

Week: 02 Period: 05

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- Greetings

- Checking the attendance Checking up: speaking tasks 3 New lesson:

- guides Ss to play the game

- After the game, T guides Ss to read these words and explains the meaning - asks Ss these questions and tells them to ask and answer these questions again

- leads Ss to the topic of the lesson

- sets the scene:

You will hear Lan and Long talk about their best friends Listen to their talks and then the tasks that follow

- runs through task and asks Ss to guess the answers

- writes what Ss guess on the board

- plays the tape ( times or more )

- corrects

- T sets the scene

- T runs through task and then plays the tape again (2 times or more) and asks Ss to note down the ideas in the table

- T corrects

- work in groups

- listen and repeat

- read the statements and guess the answers - listen and check their answers

- Ss work individually  Ss take notes

- Ss work in groups of to write complete sentences - Ss write their answers on the board

*Warm – up: Kim’s game (5’) apartment building around sense of humour funny guitarist friendly favourite college motorbike help

Listening:

*Pre listening: (10’) Who is your best friend?

How did you happen to meet him or her?

How long have you known each other?

What qualities you admire in your best friends?

* Vocabulary teaching: - apartment building: (n) - guitarist: (n)

- motorbike: (n) - sense of humour: (n) - favourite: (a)

- around: (adv) *While – listening:

* Task1: (8’) Lan’s talk:

1 F T T F T F Long’s talk:

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- T asks Ss to take turns to talk about how Ha has been Lan’s best friend and how Minh has been Long’s best friend

- T gives feedback

- Ss work in pairs

- Ss present to the class

How/ where they

met What they like about their friends

L a n

- They used to live in the same residential area in Ha Noi

- Lan went on a holiday to Do Son and Ha went there to help her

- Ha’s very friendly and helpful - Ha knew may people in Do Son and she introduced Lan around

L o n g

- They met in college

- Minh played the guitar, Long was a singer

- Minh has a sense of fumour

- Minh is a good listener

- Minh is friendly and helpful

* Post – listening: (7’)

- write a short paragraph about Lan’s and Long’s best friends - their homework and prepare for: Writing

* Experience:

I/

OBJECTIVES:

1 Formation of behaviour: After studying this period, students will learn about a friend real or imaginary

2 Knowledge:

a General knowledge: After studying this period, students will write about a friend, real or imaginary, using the words and expressions that they have learned in previous lessons

b.1 Vocabulary: - Connectors in writing a friend, words related to the topic

b.2 Grammar: - Simple present tense, connectors

Skills: using guidelines in the textbook and write about a friend

1.Teacher: Lesson plan, texbook, pictures, ruler, chalk, whiteboard markers…

- Greetings

- Checking the attendance Checking up: listening tasks 3 New lesson:

Week: 02 Period: 06

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- explains the game

- After the game,T leads Ss to the topic of the lesson

- asks Ss to work in groups of three to fill in the table

- supplies Ss with the useful language and guides Ss how to use these to complete their writings

- divides the class into groups

- goes around the class to help students if neccessary - guides Ss how to correct the mistakes

- chooses or writings to correct and give marks

- work in groups

- work in groups of three - share their ideas

- listen and copy down

- work in groups

- complete their writings by using the guidelines and the useful language

- exchange their writings to correct the mistakes

I Warm - up:

Noughts and Crosses (5’)

hospitable honest round face caring sense of humour friendly large forehead good – natured pleasant

II New lesson:

1. Pre – writing: (12’) * Brainstorming:

1 where/ when first met

2.physiccal

Characteristics Personalities

- at a footbal l match …

- very tall …

- good - natured …

* Useful language:

- We first met when… - We first met at…

- What I like most about him/ her is…

- One of my favourite things about him/ her is his/ her…

- We have a lot is common - We’ve been through good times

and bad times

- It is him/ her who can share my joys and sorrous with

2 While – writing: (16’)

* Guidelines:

+ Give your friend’s name, when and where you met him or her + Describe his/ her physical characteristics and personalities + Say what you like about him or her

Handout

A My best friend is Five years ago, we first met each other at of my school She will be seventeen on her next birthday Now, he is living at with her family

She is quite tall and well- built She has got a round face, hair and dark skin She is usually dressed in jeans, T- shirt and sandals

We have a lot in common For example, we are both open, humorous and interested in Actually, she has many qualities of a true friend, among which I like her the best

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bad times together I expect that our friendship

B My best friend is Mai ago, we first met each other at the English- Speaking Club of my school She will be on her next birthday Now, he is living at 120 Dong Da street with

She is quite She has got a round face, long black hair and dark skin She is usually dressed in

We have a lot in common For example, we are both and interested in Korean films Actually, she has many qualities of a true friend, among which I like her honesty and unselfishness the best

We have been through

together I expect that our friendship will last forever

3 Post – writing: Correction (10’)

- rewrite the paragraph about a friend - prepare for Language Focus

* Experience:

I/

OBJECTIVES:

1 Formation of behaviour: After studying this period, students will how to use infinitive with to or without to

2 Knowledge:

a General knowledge: After studying this period, students will: - Distinguish the sounds /dʒ / - /t∫/

- Pronounce the words and sentences containing these sounds correctly - Use some structures containing infinitives with and without to appropriately

b.1 Vocabulary: words related lesson

b.2 Grammar: Infinitive with and without to

b.3 Pronunciation: Skills: listening

- Greetings

- Checking the attendance Checking up: the previous lesson 3 New lesson:

Week: 03 Period: 07

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- explains the game

- After the game, T asks Ss to listen and repeat - guides Ss to

pronounce / /dʒ / - /t∫/

- models

- gives feedback

- gives examples and explains the usage

- guides Ss to exercise 1,

- corrects

- work individually

- listen and repeat in chorus

- practise reading individually

- Some Ss are called to read aloud these sentences

- work in groups - compare their answers - report the results to the class

* Warm up: Bingo (5’) jam children joke changeable January cheese dangerous mutual passenger church village which

* New lesson:

Pronunciation: /dʒ / - /t∫/ (6’) * Practise reading aloud these sentences

Grammar: Examples:

1 There is a lot of homework to He saw them arrive home late

* Infinitive with To: used to express a purpose

* Infinitive without To: used after the verbs: make, let, see, hear, watch, feel… Exercise 1:

1 Who wants something to eat? I have some letters to write I am delighted to hear the news My mother has some shopping to You always have too much to talk about

6 It’s lovely to see you again It’s too cold to go out

8 I am happy to know that you have passed the exams

Exercise 2:

The police watched them get out of the car

2 They let him write a letter to his wife I heard them talk in the next room The customs officer made him open the briefcase

5 The boy saw the cat jump through the window

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

7 I felt the animal move toward me Do you think her parents will let her go for a picnic?

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1 I’ve decided (buy)…… …….a new apartment

2 What time you expect (arrive) …… in Chicago?

3 That T-shirt makes you (look) …… younger

4 Let me (post) …… that letter for you

5 It’s important for students (do) ……their homework

6 I promise you your order will (send) …… today

7 She went to the post office (buy) …… some stamps

8.He isn’t tall enough (reach) …… the top sheft

Homework : (2’) - the exercises

- prepare for unit 2: Reading

* Experience:

I/

OBJECTIVES:

1 Formation of behaviour: After studying this period, students will understand the information about the most embarrassing experience

2 Knowledge:

a General knowledge: After studying this period, students will:

- Check themselves their skills in reading, speaking, listening, writing - Improve their knowledge through the test yourself

b Language knowledge: b.1 Vocabulary:

b.2 Grammar: Key points from Lesson to Lesson

Skills: reading for gist and for specific information

1.Teacher: Lesson plan, texbook, cassette player, pictures, posters, …

- Greetings

Checking up: 1, we must try (help) him 2, May I (help) you? 3 New lesson:

- asks Ss to fill in the network

- work in pairs

* Warm – up: Network (8’)

Week: 03 Period: 08

Date: 25th, August, 2010 UNIT2: PERSONAL EXPERIENCES

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- gathers the ideas and asks Ss some questions to lead Ss to the topic of the

unit : “Personal

experiences”

- asks Ss to look at the picture and guess what is happening in each of them - gives feedback and leads Ss to the topic of the lesson

- sets the scene - asks Ss to Task - goes around the class to help Ss if necessary - corrects and guides Ss to read these words

- asks Ss to read the text and put the pictures of the events in the order they happened

- corrects

- listen and answer the teacher’s questions

- look at the picture and answer the question

- work in groups of three - compare their answers - report the results to the class

- listen and repeat

- work in pairs

- scan the passage and task

Question: How would you feel if you made a stupid mistake?

*.New lesson:

Pre – Reading: (10’) * Question :

What is happening in each picture ?

* Task 1: (20’)

glanced: liếc nhanh, nhìn qua making a fuss: làm ầm ỉ lên embarrassing (adj): lúng túng idol(s) (n) : thần tượng

5 sneaky (adj): vụng trộm, lút

A B

1) Embarrassing 2) Glance 3) Idol 4) Make a fuss 5) Sneaky

Feedback:

1 e a 3.c b d While reading:

* Task 2: (10’)

1) pic.d 2) pic.b 3) pic f

4) pic.e 5) pic a 6) pic c

* Telling about a story by using these pictures (A1)

The gilr………

- their homework

- prepare for: reading (task 3)

* Experience:

a) Take a quick look

b) Complain about sth especially sth that isn’t important

c) A person or thing that is greatly liked or admired

d) Doing or acting in a secret way

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I/

OBJECTIVES:

1 Formation of behaviour: After studying this period, students will understand the sequence of events in a story

2 Knowledge:

a General knowledge: After studying this period, students will: - Reading for specific information

- Guessing meaning in context

- Understanding the sequence of events in a story

b.1 Vocabulary: Words related to sequence of events in a story

b.2 Grammar: Sentences and expression for describing the sequence of events in a story

b.3 Pronunciation: Skills: reading

- Greetings

- Checking the attendance Checking up: checking vocabularies 3 New lesson:

- asks students to talk about the girl’s problem to elicit “personal

experiences”

- runs through task and asks Ss to read the text again and answer the questions

- look at the picture on the screen and guess what's happening to the girl

- work in groups of - Ss read the passage again and answer the questions - compare their answers - work in groups

- choose the numbers and

Warm up : (5’)

-Look at the picture and answer the questions:

- How does the girl look ? - What's happening to her ?

* Task 3: (18’) Lucky numbers : Questions : Potluck :

1 A red floppy cotton hat

2 So that she could buy the hat for

Week: 03 Period: 09

Date: 25th, August, 2010 UNIT2: PERSONAL EXPERIENCES

Section: READING (cont…)

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- divides the class into groups (A & B) to play the game “Lucky numbers” - corrects and gives marks

- asks Ss to discuss the questions

- gives feedback

- asks Ss to

- corrects mistakes when necessary

answer the questions

- work in groups

- discuss, then report to the class

- tell the story again by using their own words - groups present their talks in front of the class

herself

3 A wad of dollar notes exacthy like the ones her father had give her before Because she didn’t like to make a fuss

5 She bought the hat with it

3 Post – reading : Discussion (12’) How did the girl in the story feel when she discovered that the money she had taken from the boy’s bag was not hers?

2 What you think the girl had to after she discovered that the money she had taken from the boy’s bag was not hers?

Tell the story again through the pictures (A1)

some cues :

+ Do nothing + Keep it as a secret

+ Put up a notice at the school board + Get on the same bus and look for the boy to return the money to him

+ Tell her father and ask him for advice

Homework : (2’) - the exercises

- prepare for unit 2: SPEAKING

* Experience:

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Bàn Tân Định, ngày ….tháng….năm 2010

Duyệt BGH

I/

OBJECTIVES:

1 Formation of behaviour: After studying this period, students will talk about their personal experiences

2 Knowledge:

a General knowledge: After studying this period, students will talk about their personal experiences and how

the experiences affected them

b.2 Grammar: sentences, words, phrases and expressions for talking about their personal experiences

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

- Greetings

- Checking the attendance Checking up: Checking vocabularies 3 New lesson:

- asks Ss to the matching

- corrects

- asks Ss these questions - gives feedback and leads Ss to the topic of the lesson

- asks Ss to match A and B

- work in groups of - Ss compare their answers

- listen and answer the teacher’s questions

- work in pairs

*Warm – up: Matching (5’) A

( pictures)

B a happy b angry c bored d frightened

P1 b P2 a P3 c P4 d Questions:

1 Have you had some personal experiences?

2 How you feel when you meet a famous film star?

3 How you feel if you fail your exam?

Week: 04 Period: 10

Date: 2nd, September, 2010 UNIT2: PERSONAL EXPERIENCES

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- goes around the class to help Ss if neccessary - gives feedback

- has Ss put the sentences in the conversation in the correct order

- corrects

- asks Ss to practise the conversation

- has Ss underline the structures used to talk about the past experiences - corrects and then asks Ss to practise talking about their past experiences, using the structures and the ideas in task to make similar conversations - goes around the class to help Ss if necessary - gives feedback on Ss’ presentation

- work in groups of - compare their answers and then report the results to the class

- practise in pairs - Some Ss are called to read aloud the

conversation - work in pairs

- work in pairs

- present their conversation to the class

* New lesson: SPEAKING

1 Task 1: Matching (poster) (7’) 1d 2c 3a 4b 5e

2 Task 2: Ordering (8’)

A: Have you ever spoken English to a native speaker?

B: Yes, I talked to an English girl last summer

A: How did you meet her?

B: I was walking along Trang Tien street when an English girl came up to me and asked me the way to Hoan Kiem Lake I told her, then we started talking about the lake

A: What did you tald about?

B: Everything about the lake: its name, the great tuitles in it, etc

A: How did the experience affect you? B: Well, it made me more interested in learing English

3 Task 3 : (17’) Useful structures ( poster ) - Have you ever ……….? - How did it happen ? - When did it happen ?

- How did the experience affect you ? Suggested model :

A : Have you ever been to the USA? B : Yes, I went there last month A : Who did you with? B : My parents and my sister A : What did you there?

B : We visited many interesting places such as the Golden Gate bridge, The Statue of Liberty and talked to many native American A : How did you feel?

B : I was very excited

A : It’s very interesting I’ll go to the USA someday

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-write a paragraph about their past experiences

* Experience:

I/

OBJECTIVES:

1 Formation of behaviour: After studying this period, students will learn about memorable experiences and the importance of family

2 Knowledge:

a General knowledge: After studying this period, students will develop such listening micro-skills as listening for specific information and taking notes while listening

b.1 Vocabulary: Words related to memorable experiences

b.2 Grammar: Use past simple

Skills: Listening for specific information and comprehension questions

- Greetings

Checking up: Make similar dialogues using the ideas in task1, 3 New lesson:

guides Ss to play the game

- After the game , T guides Ss to read these words and then explains the

meanings

- shows the picture and asks Ss these questions

- gives feedback and then leads Ss to the topic of the lesson

- sets the scene : Christina is being interwiewed about the most unforgetable

- work in groups

- listen , repeat and copy down

- look at the picture and answer the questions

I Warm- up : Kim’s game (5’) memorable

scream gas stove escape terrified replaced embraced protected minor appreciate II New lesson :

Pre- listening : (7’) * Questions:

1 What can you see in the picture ? Who are they ?

3 Where are they? What are they doing ? While- listening : * Task : (10’) Week: 04

Period: 11

(20)

experience in her life Listen to the interwiew and then decide whether the statements are true or false

- plays the tape (twice or more )

- corrects - sets the scene

- runs through task and then plays the tape again ( twice or more )

- corrects

- asks Ss to discuss the question

- gives feedback

- read the statements and guess the answers

- listen and check their answers

- compare their answers ( in pairs )

- listen to the tape again and fill in the missing information

- work in groups - present to the class

1.T

2 F ( thirty years ago )

3 F ( the fire started in the kitchen) F ( Christina was slepping ) T

* Task 2 : (13’) small

2 everything family 4.replaced 5.took appreciate

4 Post- listening : Discussion (8’) Rearrange the events of story in the right order

1 Luckily, I got away without even a minor burn

2 I was sleeping when I was suddenly woken up by terrible heat

3 The five started in the ketchen where I forgot to turn off the gas store

4 My most unforgettable experience happened thirteen years ago when my house burned down

5 I opened my eyes to find myself surrounded by walls of fire

6 I heard my mother’s voice calling my name I rushed to her and she carried me out

7 Although I lost many things in the fire, the experience helped me to grow up

4 – – – – – – 7

*Christina says that family is more important than things Do you agree or disagree with her ? Why ?

(A1): GIVE THE REASONS

Homework : (2’) - their homework - prepare for: Writing

- write a short paragraph about what they have just discussed

* Experience:

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I/

OBJECTIVES:

1 Formation of behaviour: After studying this period, students will learn about the organization of content of a form

2 Knowledge:

a General knowledge: After studying this period, students will write a personal letter telling about a past experience, using the structures and vocabulary that they have learned in previous lessons

b.1 Vocabulary:Words used in a form of writing a personal letter

b.2 Grammar: Structures : I’m writing to tell you about my most memorable …; This made me more careful…; This changes my outlook on life; etc

Skills: Writing a personal letter to describe a past experience

- Greetings

- Checking the attendance Checking up: some vocabularies 3 New lesson:

- asks Ss to fill in the blanks with suitable words

- corrects and asks Ss some questions to lead Ss to the topic of the lesson

- asks Ss to read the letter carefully and complete the chart

- corrects and then tells Ss how to write a letter about past experience

- underlines the verbs and

- work in pairs

- compare their answers - Ss report the results to the class

- work in pairs

I Warm- up: Gap-fill (5’)

embarassed , angry , sad, frightened He was very sad …when he

heard that his aunt died

2 He was very …frightened when he saw those big dogs running toward him

3 He was very …embarssed…when he sent her a birthday present on the wrong day

4.He was very…angry when someone stole his money

Question: When did you last feel sad / angry frightened / embarassed ? II New lesson :

1 Pre-Writing : * Task 1 : (10’) Dear Helen,

Last night I had a scary dream I was walking along an empty street late last night Suddenly a lion appeared at the end of the street He ran toward me with his big mouth open and sharp teeth He roared and jumped upon me I sreamed loudly and awoke I’m still frightened now By the way, how are Week: 04

Period: 12

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asks Ss to use the past simple in their writings

- asks Ss to fill in the table some information about their past experiences

- divides the class into groups

- asks Ss to write a letter about their past

experience, using the information above

- guides Ss how to correct the mistakes

- chooses or letters to correct and give marks

- work individually and then exchange their ideas

- work in groups

- exchange their letters to correct the mistakes - look at the blackboard and give feedback

you ? Do you still have a nightmare as before

? I think we have similar problems now Write to me as soon as possible. Your friend ,

Daisy

Name of experience ( ) When it happened ( ) Where it happened ( )

How it happened ( )

How the experience

affected the writer ( ) * Task 2 : (9’)

Name of experience When it happened Where it happened How it happened How the experience affected the writer

2.While-writing : (12’)

3.Post-writing : Correction (7’) I’ve had a lot of experiences in my life My unforgettable experience was just months ago, when my family spent a summer holiday in Hue city.

We stayed at a big hotel with floors for three days My son, a quick and naughty boy likes taking the lift so we decided to choose a room on the top floor On the last afternoon of our stay, while I and my husband were both talking to each other and stepping into the lift, my son was putting his left hand into one of the two slots of the lift I really lost my temper then. Immediately, I grabbed his hand and tried to draw it out of the slot, but I couldn’t The boy was more and more crying, and I began crying. My husband, who prevented me from doing like that, was very calm He managed to draw his hand out of the slot At that time, I felt relieved and hugged my son because I had thought of the worst thing that would happen to him Luckily, he wasn’t seriously injured.

This experience made me frightened and pay more attention to my naughty son Especially, I find that we should be calm when solving any problems

- their homework

- prepare for : Language Focus - rewrite the letter

* Experience:

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I/

OBJECTIVES:

1 Formation of behaviour: After studying this period, students will learn sounds and review some tenses

2 Knowledge:

a General knowledge: After studying this period, students will: - distinguish the sounds / m /, / n /, /ŋ/

- pronounce the words and sentences containing these sounds correctly

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

- use these verb tenses to solve communicative tasks

b.2 Grammar: Tense revision: the past simple, past progressive and past perfect

b.3 Pronunciation: / m /, / n /, /ŋ/

Skills: listening

- Greetings

Checking up: Asking Ss to tell about their experiences 3 New lesson:

- explains the game

- After the game , T asks Ss to listen and repeat - guides Ss to

pronounce /m/, /n/, /m/ - models

- gives feedback

- asks Ss to underline the verbs in each sentence and and asks them what tenses they are

- gives feedback and revises the tenses

- work in groups

- listen and repeat

- practise reading individually

- read aloud the sentences

- read the examples and give their answers - listen and copy down

I.Warm – up : Bingo (5’)

may nose wrong make nine running summer money bringing home seven sing small snow morning II New lesson :

1.Pronunciation : /m/, /n/, /ŋ/(6’) * Practise reading aloud these sentences.

Grammar : (10’) Examples:

1 He goes for a walk every night Tom is working now

They haven’t finished their work yet

We were having lunch when we heard the news

Week: 05 Period: 13

Date: 9th, September, 2010 UNIT2: PERSONAL EXPERIENCES

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- runs through exercise and asks Ss to it

- corrects

- runs through exercise and

- asks Ss to supply the correct verb tenses

- divides the class into groups and guides them to play the game “Lucky numbers”

- work in groups of four - compare their answers - report the results to the class

- work individually and compare their answers

- work in groups

When the police arrived, the car had gone.

Exercise 1 : (10’) 1.invites contains sets has baked 3.gets 9.is

4.waves 10 is shining 5.promises 11 are singing carries 12.is

Exercise , 3: Lucky numbers (12’) Questions : 16

Lucky numbers: Potluck :

Exercise 2 broke / was playing wrote / was

3 was working / broke started / wre walking told / were having

6 didn’t listen / was thinking phoned / didn’t answer / were

(you ) doing

8 was not wearing / didn’t notice / was driving

Exercise 3 had eaten / arrived found / had taken got / had closed got / had left got / had arrived paid / had phoned

7 went / said / hadn’t arrived had looked / asked / cost

Put the verbs in brackets into the correct form: (A1)

1.It is easy (fool) ………… by his lies 2.Martha doesn’t like to have her picture taken She avoids (photograph) ………… 3.I appreciate (invite) ………… to your home

4.Let’s not risk (catch) ……… In a traffic jam

Homework : (2’) - their homework

* Experience:

I/

OBJECTIVES:

1 Formation of behaviour: After studying this period, students will know how to celebrate some celebrations

Week: 05 Period: 14

Date: 9th, September, 2010 UNIT3: A PARTY

(25)

2 Knowledge:

- develop such reading micro-skills as scanning for specific ideas, and identifying and correcting false statements

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

b.1 Vocabulary:Words to celebrations and festivals

b.2 Grammar: b.3 Pronunciation:

Skills: Reading for general or specific information

- Greetings

- Checking the attendance Checking up: some new words 3 New lesson:

- After the game, T leads Ss to the topic of the unit “ A Party”

- shows the picture and asks Ss these questions - gives feedback and then leads Ss to the topic of the lesson

- introduces new words - writes on the board & asks Ss to listen and repeat after the teacher

- runs through task & asks Ss to it

- gives feedback

- sets the scene: In each of the following sentences, there is one word which is not true according the reading passage Underline the wrong word & provide the correct one

- runs through task and

- work in groups

- listen and repeat

- work in pairs

- Ss report the results to the class

I Warm-up: Flower game (5’)

P A R T Y

II New lesson:

1 Pre-reading : (5’) (picture)

Questions:

1 What is the relationship between the people in the picture ?

2 What are they celebrating ?

* Pre-teach vocabulary: - celebrate ( v )

- wedding ( n ) - anniversary ( n )

2 While-reading: * Task 1: (10’) Birthday: 1, 2, 3, Wedding : 2, 3, 4, 5,

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asks Ss to it

- corrects

- asks Ss to answer these questions with books closed

- gives feedback

- work in pairs - read the passage carefully and find out the wrong words

- compare their answers -report the results to the class

3.food  presents 4.anniversaries  age 5.years  months 6.5th  50th 7.silver  golden

3 Post-reading: (6’) Questions:

1.Where you prefer to celebrate your birthday , at home or in the restaurant ? Why?

2.Do your parents celebrate their wedding anniversaries?

3 Are you going to celebrate your wedding anniversaries in the future ? Why( not )?

* A1: tell the reasons to want to that

- write a short paragraph about a party they have just participated in - their homework

- prepare for: Speaking

* Experience:

I/

OBJECTIVES:

1 Formation of behaviour: After studying this period, students will know how to plan parties

2 Knowledge:

- use appropriate language to talk about parties and negotiate how to plan them - use appropriate language to invite people to come to parties

b.1 Vocabulary: Words related to parties

Week: 05 Period: 15

(27)

Skills: Talking about parties

1.Teacher: Lesson plan, texbook, pictures of some parties,…

- Greetings

- Checking the attendance Checking up: new words 3 New lesson:

- asks Ss to look at the pictures and answer the questions

- gives feedback and leads Ss to the topic of the lesson

- asks Ss these questions - gives feedback and leads Ss to task

- asks Ss to tell their partner about the party they have been to

- gives feedback

- sets the scene: You are going to take part in a competition to organise the best party Decide on the following

- explains some new words and guides Ss to make the questions with the prompts

-asks Ss to tell the rest of

- look at the pictures and answer the questions

- answer the questions individually

- work in pairs - Ss rely on the questions in task

- work in groups

- decide what they have to and then talk about their parties, using these

prompts

I Warm-up: (5’) (pictures)

* Questions :

1 What party is it ? What are they doing? How they dress?

4 According to you, to celebrate a party, what you have to prepare ?

II New lesson: 1.Task 1: (10’)

a Whose party was it ? b.What was the occasion ?

c Did you take a gift for the host? d Who did you go with?

e Where were the party?

f.Were there a lot of people there? g.Were there any decoration?

h.What sort of food and drink did you have?

i Did you dance?

j.Did you meet anybody nice there? k.What time did it finish?

l Did you stay to the end? 2.Task2: (10’)

3 Task 3: (8’) Prompts:

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the class about their party and try to convince them to come

- gives feedback

 date and time (when you organize ….?)

 who to invite (How many people …?)

 place(where you organise…?)  formal or informal dress

 decorations ( How you decorate….?)

 entertainment (what activities ?)  food and drink (what food and

drink …?) Task 4: (10’)

- write a short paragraph about a party they are going to celebrate - their homework

- prepare for: Listening

* Experience:

Bàn Tân Định, ngày ….tháng….năm 2010 Duyệt BGH

I/

OBJECTIVES:

1 Formation of behaviour: After studying this period, students will know how to plan a birthday party

2 Knowledge:

a General knowledge: After studying this period, students will develop such listening micro-skills as intensive listening for specific information

b.1 Vocabulary: Words related to birthday party

b.2 Grammar: b.3 Pronunciation: Skills: listening:

- Deciding on True or False statements - Comprehension questions

II/ PREPARATION: Week: 06

Period: 16

(29)

1.Teacher: Lesson plan, texbook, cassette player, pictures of birthday parties,…

- Greetings

Checking up: ask and answer the dialogue (speaking tasks) 3 New lesson:

- After the game, T asks Ss to listen and repeat - explains some new words

- plays the tape (twice or three times)

- corrects

- runs through task and asks Ss to guess the answers based on the previous listening - writes what Ss guess on the board

- plays the tape again ( twice or more)

- work individually

- listen and repeat

- look at the picture and answer the questions individually and then ask and answer the questions in pairs

- read the statements quickly and guess the answers

- read the questions and guess the answers - listen again and check their answers

- compare their answers -write the answers on the board

- work in groups of four

I Warm-up: Bingo (5’)

gathering , restaurant , prizes , birthday cake , decorated , icing , slices, clapped

II New lesson: Pre-listening: (7’) (picture) * Questions:

1 Have you ever organise your birthday party ?

2 When would you like to organise your birthday party , during the day or in the evening ?

3 What foods and drinks are often served at your birthday party ? What activities you often

have at your birthday party ?

2 While-listening:

* Task 1: (10’)

1.F ( about three in the afternoon) 2.F (about twenty of us gathering in Mai’s house)

3.F( at about 4:30 p.m) T (at about six o’clock)

5 F (only Mai, her mother and the writer)

(30)

- corrects

- asks Ss to take turn to talk about Mai’s birthday party

- gives feedback

- present to the class She was 16 years old Because it’s noisy and

expensive

3 She served them soft drinks and biscuits at the beginning of the party

4 The birthday cake was brought out at about four thirty

5 It was beautifully decorated with pink and white icing

6 They clapped their hands eagerly and sang “ Happy birthday” At about six in the evening Post-listening:Correction (7’) * Cues:

- Mai’s age - beginning time - finishing time - place

- activities (A1) - foods and drinks

- write a short paragraph about Mai’s birthday party - their homework

- prepare lesson 4: Writing

* Experience:

I/

OBJECTIVES:

1 Formation of behaviour: After studying this period, students will learn to write an informal letter

2 Knowledge:

- define the format and structure of an informal letter of invitation - write an informal letter of invitation

b.1 Vocabulary: Words used in writing an informal letter

Skills: Writing an informal letter of invitation

- Greetings

Week: 06 Period: 17

(31)

Checking up: new words from the part listening 3 New lesson:

- After the game, T asks Ss some questions to lead Ss to the topic of the lesson

- runs through task and asks Ss to complete the letter of invitation with the words / phrases in the box

- corrects

- asks Ss these questions so that Ss can know what they have to write in their letters of invitation

- sets the scene: You are going to hold a party You want to invite your

classmates to the party Write a letter of

invitation,using these guidelines

- goes around the class to give help if necessary - guides Ss how to correct the mistakes

- chooses or writings to correct and give marks

- work in groups

- answer the questions individually

- work in pairs

- read the letter and fill in the blanks

- answer in chorus

- work in groups of

I Warm-up : Wordsquare (5’)

I S C O M E C P

A N U U I P L A

H D V P Y Y O R

O F B I J K T T

U G Q B T Y H Y

S O L L V E E W

E F R I E N D S

P R E S E N T D

* Questions:

1 On what occations are party held ? 2.What kind of clothes often wear at a party?

3 What kind of presents people often bring to a party?

To invite your friends to your party, what you do?

II New lesson:

1 Pre-writing: (12’) * Task 2:

1 at my house to come refreshments to cook winners

6 by Monday * Questions :

1 What kinds of party is Duc going to have?

2 Where and when is he going to organise it?

3 Who have been invited to his party? What food and drinks will be served at the party?

5 What activities will take place at the party?

2 While- writing: (16’) * Guidelines:

- What party are you going to organise?

- Where and when you intend to organise the party?

- How many people you plan to invite and who are they?

- What activities will take place at the party?

- What food and drink will be served at the party?

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- exchange their writings to corrects the mistakes

Hanoi, October 10th , 2007 Dear Susan,

Sorry I haven’t written for so long, but I’ve been very busy with the new job

I’m writing to tell you that my English speaking club is giving a buffet at the following address: 81 Tran Hung Dao St, Hanoi on Sunday, December 23th from 3p.m to 5p.m

We’d like to welcome the three American guest speakers

Bring along some of your friends who can speak English if you want to

Please let me know if you can join us Affectionately,

Mary Homework : (2’)

- rewrite the letter of invitation - their homework

- prepare for: Language Focus

* Experience:

I/

OBJECTIVES:

1 Formation of behaviour: After studying this period, students will learn to pronounce sounds and grammar

2 Knowledge:

a General knowledge: After studying this period, students will: - distinguish the sounds /l/, /r/ and /h/

- pronounce the words and sentences containing these sounds correctly - distinguish the uses of infinitive and gerund in active and passive voices - use these structures to solve communicative tasks

b.2 Grammar: infinitive and gerund in active and passive voices

b.3 Pronunciation: /l/, /r/ and /h/

Skills: fluency in pronunciating sounds and use of infinitive and gerund in passive

- Greetings

- Checking the attendance Checking up: students’ letter

3 New lesson: Week: 06

Period: 18

(33)

- After the game, T asks Ss to listen and repeat

- guides Ss to pronounce / l / , / r / ,

/ h / - models

- calls some Ss to read aloud these sentences - gives feedback

- gives examples and then explains the usage

- runs through exercise and asks Ss to it - goes around the class to give help

- corrects

- work in groups

- listen and repeat

- listen and then practise reading these sentences individually

- work in pairs

I Warm-up : Bingo (5’) lunch pretty hit lovely Europe house lemonade parent holiday jelley really hospital glass restaurant husband salad library helicopter

II New lesson:

Pronunciation: / l / , / r / , / h / (6’) * Practise reading aloud these

sentences

2 Grammar:

a Infinitive and Gerund(10’) Examples :

1 He refused to lend me his car I appreciate hearing from them * Verbs followed by Infinitives:

- agree - ask - decide - demand - expect - fail - fail - hope - need - prepare - promise - seem - want - wish ……… * Verbs followed by Gerund: - appreciate - avoid - risk - enjoy - finish - can’t help - keep - mention - practise - suggest ………

b Passive infinitive and gerund Examples :

1 I didn’t expect to be invited to his party

2.I appreciated being invited to his party

Exercise 1: (9’) having

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- runs through exercise & and asks Ss to these exercises

- divides the class into groups to play the game “ Lucky number”

- compare their answers

- work in groups

Exercise & Exercise 3: (13’) Lucky numbers:

- Questions : 10 - Lucky numbers : - Potluck :

Exercise 2: B

2 A B B A Exercise 3: D 2.C B B C

- their homework

- prepare for:Test yourself A

* Experience:

I/

OBJECTIVES:

1 Formation of behaviour: After studying this period, students will review all key points from Lesson to Lesson

2 Knowledge:

Skills: listening-speaking- reading- writing

- Greetings

3 New lesson:

- Greetings

- Asks Ss something about the test yourself A

- Asks Ss to read all the

- Greetings -Answer

- Look at the book and listen to the task

Warm-up: (5 minutes)

* Have you prepared it at home? * Have you got any difficulties?

Test yourself Week: 07

Period: 19

(35)

sentences first

- Asks Ss to listen to the tape once

- Asks Ss to listen again and speak out the statements are true or false

- Asks Ss to listen in the third time, the work in groups to compare and discuss the answers with each others to find the correct answers

- Present the task:

- Asks Ss to work in groups to compare the answers they have already done to find the correct ones

- Give the correct answers to the class:

- Presents the task

- Asks Ss to listen and put a tick in the right box -Gives the correct form of verbs

-Let Ss finish each of the following sentences in such a way that it has the same meaning as the original sentence

- Presents the task

- Calls the students to read the suggested sentences in front of the class

- understand the task - Read the questions - Listen to the tape

- Listen again and say the statements are true or false - Listen and discuss in groups to find the correct answers:

- Look at the textbook and listen to the teacher

- Work in groups to discuss about the passage - Finish the task

- Compare their results with the other groups, and then with the keys

- Write the answers on the board

- Listen to the teacher and correct the answers

- Listen to the teacher - Work in groups

- Compare the results with the other groups

- Show the answers in front of the class

- Observe the keys and correct their answers

- Students work in groups and practise writing about the some one’s birthday party

- Two students go to the board and write

- Give the writings by reading aloud

- Read the letter carefully - In groups or in pairs, write her a letter

- Compare the results with the other groups

- Correct mistakes

I Listening(2.5 points) (10 minutes) Keys:

1-A, 2-D, 3-B, 4-D, 5-C

II Reading (2.5 points) (10 minutes)

1.Because they had been childless for 10 years after they were married

2.To take some photographs of the happy family

3.The boys were dressed in a smart , brand new outfit and looked like a little prince

4.Because he was interested in the toys 5.He felt that it was delightful and looked forward to the next day to have the films developed

III Grammar(2.5 points) (8 minutes) a.

b. 1, to see. 2, to be. 3, to phone. 4, pay. 5, to be met. 6, to be appointed. IV Writing (7 minutes) Suggested writing:

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- Checks their writings and help them correct the mistakes if they’ve made

often meet and things together We live on the same street It’s interesting that her birthday is also in June but a week before mine so we often help each other to celebrate it Last June we had a very special birthday parties We didn’t have it at home as usual but we had our birthday celebrations at Sam Son beach during a two-week holiday with our parents We spent the morning

swimming and playing on the beach We had seafood for lunch at the restaurant In the afternoon we went shopping around the area and bought lots of souvenirs Though I did not have many presents on my last year birthday, but I enjoyed it most of all

Homework : + study all the lessons again

+ prepare for the 45 minute-test in the next period

* Experience:

I/

OBJECTIVES:

1 Formation of behaviour: After studying this period, students will review all key points from Lesson to Lesson

2 Knowledge:

b.3 Pronunciation: Skills: listening

IV/ CONTENTS OF THE TEST

MA TRẬN ĐỀ KIỂM TRA

CONTENTS NHẬN BIẾT THÔNG HIỂU VẬN DỤNG TỔNG

I PRONUNCIATION 1 0.5 0.5 2

II READING 1 0.5 1.5

III LANGUAGE FOCUS 10 18

Week: 07 Period: 20

Date: 22nd, August, 2010 ENGLISH TEST

(37)

2.5 1.5 0.5 4.5

IV WRITING 0.5 0.5 1 2

TỔNG 19

5 11

6

2 36

10 Homework :

* Experience:

I/

OBJECTIVES:

1 Formation of behaviour:After studying this period, students will know the information about volunteer work

2 Knowledge:

- develop such reading micro-skills as scanning for specific ideas and skimming for general information - use the information they have read to discuss the topic

b.1 Vocabulary: words related to volunteer work

b.2 Grammar: b.3 Pronunciation: Skills: - Work formation

- Extensive reading: multiple-choice questions - Passage comprehension

- Greetings

3 New lesson:

- Shows the picture and asks Ss some questions - Gives feedback and then leads Ss to the topic of the unit : VOLUNTEER WORK

- Asks Ss to read the saying and explain it

- Ss look at the picture and answer the questions in chorus

* Warm-up : (5’)

( picture) * Questions: Who are they ? Where are they ? What are they doing ?

Week: 07 Period: 21

Date: 22nd, August, 2010 UNIT4: VOLUNTEER WORK

(38)

- Gives feedback and leads Ss to the topic of the lesson

- Runs through task and asks Ss to complete the sentences

- Goes around the class to give help

- Corrects and guides Ss to read these words

- Runs through task and then asks Ss to it

- Goes around the class to give help if necessary - Gives feedback

- Runs through task and asks Ss to read the passage again & answer the questions

-Corrects

- Asks Ss to discuss the question

- Gives feedback - Asks Ss to read the passage again and redo the tasks

- Ss work in groups of - Ss present to the class

- Ss work in pairs - Ss report the results to the class

- Ss listen and repeat - Ss work in pairs

- Ss read the passage and choose the best answers - Ss report the results to the class

- Ss read the passage again and answer the questions individually

- Ss compare their answers

- Ss write the answers on the board

- Ss discuss in groups - Ss report their discussion to the class

- Ss redo the tasks - Ss prepare lesson 2: Speaking

Reading

1 Pre-reading : (5’) “If you give me a fish, I will eat today

If you teach me to fish,

I will eat my whole life long.”

* Task 1: (7’) voluntary ( adj ) voluntarily ( adv ) volunteers ( n ) volunteer ( v )

2 While- reading : * Task 2 : (8’) A

2 D B D B

* Task 3: (12’)

1 They read books to the people in these places , sometimes they just visit them , play games with them or listen to their problems

2 They give care and comfort to them and help them to overcome their difficulties

3 During summer vacation , they volunteer to work in remote or

mountainous areas to provide education for children (A1)

3 Post- reading: Discussion (6’)

Why people volunteer work ? -(A1) Have you ever joined any volunteer work before ?

-What did you do?

* Experience:

(39)

I/

OBJECTIVES:

1 Formation of behaviour: After studying this period, students will know how to talk about volunteer work

2 Knowledge:

a General knowledge: After studying this period, students will talk about different kinds of activities related to volunteer work

b.1 Vocabulary: Words related to volunteer work

b.2 Grammar: b.3 Pronunciation: Skills: speaking

(- Identifying types of volunteer work

- Asking and answering questions about volunteer work - Talking about volunteer work.)

1.Teacher: Lesson plan, texbook, hand-outs, pictures,…

- Greetings

Checking up: some words: charity, co-operate, remote, handicap, co-ordinate… (reading tasks) 3 New lesson:

- asks Ss to fill in the network

- give feedback and leads Ss to the topic of the lesson

- work in pairs

- exchange their ideas - report the results to the class

* Warm-up :Networks

Volunteer work

Speaking

* Pre-speaking: (8’)

* While-speaking: (20’)

Week: 08 Period: 22

Date: 28th, August, 2010 UNIT4: VOLUNTEER WORK

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- runs through task and asks Ss to practise the dialogue

- models

- gives feedback

- asks Ss to make similar conversations,using the activities in the box - goes around the class to give help

- gives feedback

- asks Ss to talk about a kind of volunteer work their friends and they usually to help people - models

- goes around the class to gives help

- gives feedback

- asks Ss to write a short paragraph about volunteer work they usually to help people

- practise in pairs - read aloud the dialogue

- work in pairs

- read aloud their conversations

- work in groups

- practise talking about volunteer work

Task 2: Example:

A : What kind of volunteer work are you participating in ?

B : We’re helping people in mountainous areas

A : What exactly are you doing ? B : We’re teaching the children to read and write

A : Do you enjoy the work ? B : Yes I like helping people

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

2 Dance , theatre , singing and folk music classes were set up in 1999 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

5 Because they need help to organise their fundraising dinner held annually in June

*Post-speaking: (10’) Task 3 :

Example :

 What kind of volunteer work you usually take part in?  What you think about it? (A1) Cues :

 The aim of Spring School

 The number of children who live and stidy at the school or attend classes

 The activities the children at the school take part in

The kinds of volunteers that Spring

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

Homework :

- their homework - prepare for : Listening

* Experience:

(41)

I/

OBJECTIVES:

1 Formation of behaviour: After studying this period, students will listen and understand about the volunteer work in Spring School

2 Knowledge:

a General knowledge: After studying this period, students will develop such listening micro-skills as intensive listening for specific information and taking notes while listening

b.1 Vocabulary: Words related to volunteer work

b.2 Grammar: b.3 Pronunciation: Skills: listening

- Greetings

Checking up: tell some kinds of volunteer work (speaking tasks) 3 New lesson:

- After the game , T guides Ss to read these words and then explains the meaning

- write what Ss guess on the board

- plays the tape twice or more

- work individually

- listen and repeat

- read the sentences and guess the answers

* Warm-up : Bingo

Spring School , co-ordinate ,

co-operate , fund-raising , disadvantaged children , Organisation for Educational Develpoment

Listening

* Pre-listening : (picture) * Questions:

1 Have you ever supported charities ? How often you support charities ? What’s the best way of raising money to support charities ?

4 Which kinds of volunteer work you prefer ?

* While-listening : * Task 1 :

1 informal

2 30 street children 250 children 1998

Week: 08 Period: 23

Date: 28th, August, 2010 UNIT4: VOLUNTEER WORK

(42)

- corrects

- runs through task & asks Ss to listen to the tape again and answer the questions

- plays the tape again twice or more

- corrects

- asks Ss to summarize the story about Spring School, using the cues

- gives feedback

- read the questions and guess the answers based on the previous listening - listen again and check their answers

- Ss compare their answers

- work in groups

- take turns to summarize the story

5 volunteers , June

* Task 2 :

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

2 Dance , theatre , singing and folk music classes were set up in 1999 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

5 Because they need help to organise their fundraising dinner held annually in June

* Post-listening: A1 Cues :

 The aim of Spring School

 The number of children who live and stidy at the school or attend classes

 The activities the children at the school take part in

 The kinds of volunteers that Spring School requires

Homework :

- write a paragraph about Spring School - prepare for : Listening

* Experience:

(43)

I/

OBJECTIVES:

1 Formation of behaviour: After studying this period, students will correct their mistakes & master the knowledge

2 Knowledge:

a General knowledge: After studying this period, students will be clearer about the test they have just done And have to know how to try their best for the next test

b.1 Vocabulary: words were learnt

b.2 Grammar: unit 1-

b.3 Pronunciation: unit 1-

Skills: doing the exercises

1.Teacher: Lesson plan, Tests,…

2.Students: books, …

- Greetings

3 New lesson:

- Greets

- asks students some questions on the previous test

- tells the aim of the period: correct the test

- asks Ss to

- gives the correct answers

- has Ss read the passage and

- explains how to choose the best answers

- gives the correct answers

- greet

- listen and understand the task

- get ready for the lesson

- give their answers by pronounce these sounds - notice them

- read it and give the answers

- listen and notice

- give the reasons: Grammar points or Vocabulary

Warm-up: (5’)

ENGLISH TEST

I PRONUNCIATION (10’) A (5’)

1 d c d d

B (5’)

5 a c d b

II READING (7’)

9 a 10 c 11 b 12 c 13 a 14 d

III GRAMMAR & VOCABULARY (18’)

A.

15 c 16 c

Week: 08 Period: 24

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by asking Ss why to choose it

- has Ss to find out mistakes from these sentences

- helps Ss to write the full sentences by using the Grammar points

- corrects some common mistakes

- find out

- tell the way how to

- lsten and take notes

17 c 18 d 19 d 20 d 21 d 22 a 23 c 24 c 25 c 26.c

B.

27 D 28 B 29 B 30 C 31 B 32 B

IV WRITING (10’)

33 She can't stand being kept waiting for such a long time

34 By working day and night they succeeded in finishing the project in time 35 We regret to tell you that your request for a tax refund has been rejected

36.I've seen that fIlm for three times and I'm going to see it again next week

Homework : (2’) - master the knowledge

- see all grammar points and vocabulary - prepare for: writing

* Experience: