- T asks students to listen to the tape - Listen to the tape, do the task twice, decide whether the statements are true or false individually -T ask ss to give the answers - Give the ans[r]
(1)The 2nd period Date: 15/ 8/ 2010 Unit 1: FRIENDSHIP Lesson 1: READING I Objectives: Educational aim: By the end of the lesson, students know about - what a friendship is and how to keep a friend long - how to make and to keep friends long - sentences and expression for describing qualities of true friendship - New words: II Teaching skills: Guessing meaning in context, scanning for specific information and passage comprehension III Teaching aids: Student’s books, chalks, board, etc IV Lexical sentences: Words related to qualities of friendship IV Procedure: Teacher’s activities Students ‘ activities Aims I Warm-up: (5 minutes) - Listen to the T and answer the questions: - Ask ss the questions: - Have you got many friends? - Yes, I have - Who is your best friend? - A is my best friend - What your friends and you in your - We usually come to the library free time? sometimes play foot ball… - Let students understand more about - Listen to the teacher and open the activities and qualities of friends, then book – Unit 1, part A: reading say to students: Today we learn Unit 1part A: Reading II Before you read : ( ) Activity 1: Discuss the poem - Ask ss to look at the picture and read the poem in their books - Ask students to discuss in pair to ask and answer the question: Q: What you think of the friend in the poem? - Listen to ss and correct pronunciation and grammar if necessary Activity 2: Teaching vocabularies - Elicit some new words which appear in the passage and ask ss the meaning if they know New words: + acquaintance (n) + selfishness (n) # unselfishness (n) + constancy (n) + enthusiasm (n) - Look at the picture in the book, read the poem - Answer the question, work in pairs: A: What you think of the friend in the poem? B: I think… - Ask and answer the question, listen to the T’s correction - Listen to the T and give the meaning if they know, then take note Lop11.com (2) + loyalty (n) + suspicious (adj) + two-sided (adj) + give-and-take (n) + trust (n) + secret (n) + sympathy (n) - Explain pronunciation III While you read : (23 minutes) Task : (3’) Filling the blanks - Ask students to read seven sentences and explain vocabularies to help ss to understand the statement - Fill each blank with a suitable word/phrase, work individual - Ask ss to give the answers - Check and correct Keys: 1-mutual; 2-incapable of; 3-unselfish; 4(1)-acquaintance; 4(2)-friend; 5-giveand-take; 6-loyal to; 7-suspicious Task 2: (4’) the main idea of the passage - Ask ss to read the requirement and options - Help ss to understand the meaning of four options by explaining the new words if they don’t know - Ask students look through the passage then try to choose which of the choices A, B, C, or D most adequately sums up the ideas of the whole passage - Let them work in pairs - Ask ss to give the answers and explain - Comments and correct Key: B - Listen and pronounce - Listen to the teacher, write down the true keys in the notebook - Do task in pairs - Give the answers - Listen to the T - Read the requirement, ask the teacher if necessary - Listen to the T - Look through the passage again and try to choose the most adequately sums up the idea of the whole passage - Work with partner - Give the answer and explain - Listen to the T - Read the questions and listen to the Task 3: (6’)Answering the questions - Ask ss to read six questions on page T’s instruction 15 (textbook), elicit to help them understand that every question ask one quality of friendship, can miss question because it has the same answer with q4 - instruct ss to answer Q1: The first - Listen to the T quality for true friendship is unselfishness It tells us that a man who is concerned only with their own Lop11.com (3) interests and feelings cannot be true friend - Ask ss to work in group to scan the passage again and answer four rest questions - Walk round and help students - Ask some students to stand up to ask and answer each other - Feedback and correct mistakes IV After you read : (8’) - Tell ss: “in your opinion, which of the five qualities needed for a true friendship is the most important? And which is the least important? Please, put the qualities needed for a true friendship in the order of importance” - Ask ss to the task individually - Call some ss to go the board and write their answers but they don’t look at the book - Ask the class to compare their friends’ answers - Give feedback - Work in group to answer the questions in the book: - Ask the T’s help if necessary - Give the answers - Listen to the T - Suggested answers: 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 The last quality for true friendship is sympathy It tells us that to be a true friend, you must sympathize with your friend Where there’s no mutual sympathy between friends, there’s no true friendship - Listen to the T, the task individually - Some ss go to the board an d write the answers - Look at the board and compare - Listen to the teacher V Home work: (2 minutes) - Ask ss to learn by heart new words - Listen to the teacher and write -Ask students to Reading exercise of down homework Unit in workbook and prepare Part B : Speaking at home Lop11.com (4) The 3rd Period Date: 20/ 8/ 2011 Unit 1: FRIENDSHIP Lesson 2: Speaking I Objectives: By the end of the lesson, students should know how to describe a person and learn about physical characteristics and personalities of a person II Teaching Skills: talking about people’s physical characteristics and personalities III Teaching aids: Student’s book and pictures showing friends, etc IV Lexical items: words related to people’s physical characteristics and personalities IV Procedure: Teacher’s activities Students’ activities I Pre-speaking: (5 minutes) - T asks ss to close their book, write these exercises on the board - Close their books and look at the Short broad straight tallish crooked board pointed oval tall turn-up square Flat short large wide shortish Wrinkled glossy wavy dyed long Shoulder-length sleek Parts of body Face Nose Hair Forehead Height Keys: Parts of body Face Adjectives Adjectives Square, oval (trái xoan), round, heart-shaped Nose Crooked (khoằm), snub (hếch và ngắn), flat (tẹt), turn-up (hếch), pointed (nhọn) Hair Curly (xoăn),wavy (quăn có song), glossy (bóng), dyed (nhuộm), long, short, shoulder- length (ngang vai), straight, sleek (mượt mà) Forehead Wrinkled (có nếp nhăn), large, wide Height Tall, short, tallish (hơi cao), shortish (hơi lùn) - Ask ss to the following task in pair “ Match the adjectives from the box with parts - Listen to the T, the task in Lop11.com Notes (5) of the body they can be used to describe (some of the words can be used more than once) - Call on some ss to go to the board and fill in the table - Give feedback and correct their mistake, instruct them how to pronounce - T tells: these words are used for describing physical characteristics T leads in the new lesson: “Today, you’ll learn how to describe physical characteristics and personalities of a person” II While- speaking : (12 minutes) Task 1: Describing physical characteristics (appearance) - Ask Ss look at the people in the picture and describe their physical characteristics by using the words in part Warm-up - Let them work in pairs - Asks some pairs to practice their dialogues - Comments and corrects pair - Some ss who are called go to the board and give the answers - Listen and repeat - Listen to the T’ s introduction - Listen to the T - Work in pair and the task - Speak in front of class - Listen Task 2: Describing personalities - Have ss read all the adjectives of personalities - Read the adjectives of * Caring: kind, helpful, showing that you personalities care about other people: chu đáo, quan tâm - Give the meaning if they know * Hospitable: pleased to welcome guests, generous and friendly to visitors: mến khách * Modest: not talking much about your own abilities or personalities: khiêm tốn * Sincere: saying only what you really think or feel : chân thật, chân thành * Understanding: showing sympathy for other people’s problems and being willing to forgive them when they something wrong: hiểu biết, cảm thông - Elicit so that ss speak the meaning of vocabularies - Take note, listen and repeat - Write them on the board, instruct ss how to pronounce, ask them to listen and repeat - Has Ss discuss and number the personalities - Listen and the task in order of importance in friendship - Walks around the class and helps Ss if - Ask the T if they don’t know necessary - Asks some Ss to present their results and - Present the results explain - Comments - Listen III.Post-speaking : (10 minutes) Task 3: Role-play Lop11.com (6) - Have students work in pairs - Guide them to the task - Make sure that sts understand their roles - Ask ss to pay attention to the suggestions : + his / her name + date of birth + his / her physical characteristics + his / her hobbies + his / her personalities ( friendly , humorous , quick-witted , good-natured , helpful , honest , pleasant , caring ) + why he / she interests in Maths + how much time he / she spends on Maths everyday + what makes him / her a good friend + what made him / her successful ( studious , intelligent , keenly interested in Maths , eager to learn , patient , calm ) + what he / she does in his / her free time - Call some pairs to report - Walk round and help them - Ask some students to stand up and tell loudly - Listen and correct mistakes V Homework: (3 minutes) - Ask ss to practise reading all the words that are to describe people’s physical characteristics and personalities Then, use as many of them as possible to describe the person who has had the most influence on you - Ask students to prepare Part C- Listening and homework - Make pairs: one is a journalist, the other is an interviewee - Listen carefully and practice in pairs - Pay attention to the content : + physical characteristics + personalities + reasons why the friends are famous - Role play - The students are called stand up and tell loudly - Listen to the teacher - Write down the homework Lop11.com (7) Period: Date: 22/8/2011 UNIT 1: FRIENDSHIP Lesson 3: LISTENING I Objectives: Students should know how to describe the best friend and how to keep the friendship II Teaching Skills: - To practise listening comprehension skill - To distinguish true and false statements - To take notes about given questions in order to answer III Teaching aids: Student’s book, tape and cassette player, chalks, notebooks… IV Lexical items: Words related to friends and keeping friendship V Procedures: Teacher’s activities Students ‘activities Lop11.com (8) I Warm- up: - Ask ss to work in pairs Ask and answer the following questions: - 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 friend? - Call some pairs to speak in front of class - Give feedback II Pre- listening: Pre-teaching vocabulary: - Read loudly the words in the books: Residential area: khhu tập thể Guitarist: người chơi ghita Sense of humor: khiếu hài hước Favorite: ưa thích Around: khắp xung quanh - Ask students to repeat loudly the words, explain the meaning of the words - Ask some ss to read the words, listen and check pronunciation III.While-listening: - T introduces the topic of listening lesson: “In this lesson you’ll listen to people talk about their friends”, and the tasks Task 1: True/ False statements: Lan’s talk: - Ask ss to read the statements - Help ss to understand the meaning of them Share an apartment: chung hộ - Play the tape of Lan’s talk twice - Ask ss to compare the answer with their partner - Check the answers in front of class quickly Key: F F T F T F Long’s talk: - Ask ss to read the statements - Help ss to understand the meaning of them Have a lot in common: có nhiều điểm giống Help s.b out of difficulties: giúp đó vượt qua khó khăn - Play the tape of Long’s talk twice - Ask ss to compare the answer with their partner - Check the answers in front of class quickly Key: - Work in pair: ask and answer the questions - Some pairs ask and answer in front of class - Suggested answers: Qualities that we admire in our best are: caring, supportive, helpful, honest, good-nature, quick-witted, humorous, and friendly - Listen to the T - Repeat after the T, take note - Read the words - Read the statements understand the statements and - Listen to the tape and decide whether the statements or T/F - Compare with their friends - Give the answers and explain - Read the statements understand the statements and - Listen to the tape and decide whether the statements or T/F - Compare with their friends - Give the answers and explain Lop11.com (9) F F T T T Task 2: Noting down details - Instruct ss how to this task, tell them not to pay attention the important information when listening: when and where they met, personalities of friends - Play the tape again - Get Ss to work in pair and check their answers - Call some Ss to give their answers - Give feedback Key: How and where What they like they met about their friends Lan - Used to live in - Friendly and the same helpful Residential - Ha knew many people Area in Hanoi - Lan in Doson, and introduced Ha went to help Lan around Long - Met in college - A great sense of humour - Minh played guitar - Good listener - Long sang - Friendly , helpful IV Post- listening: - 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 V Homework: - Learn by heart the vocabulary - Prepare next period- unit 1: writing - Listen to the T’s instruction - Listen to the tape - Work in pair to check the answers - Give the answers - Listen to the T’s feedback - Work in pair to the task - Rewrite the answers - Listen and take note Lop11.com (10) The 5th period Date: 6/ 8/ 2010 UNIT 1: FRIENSHIP Lesson 4: WRITING I Objectives: By the end of the lesson, students know how - to write a passage to describe a friend they like - to describe someone’s physical characteristics and someone’s personalities II Teaching Skills: Writing a passage III Teaching aids: Student’s book, notebook, chalks, board… IV Lexical items: Words related to describe someone’s physical characteristics and someone’s personalities V.Procedure: Teacher’s activities Students’ activities I Warm-up: Noughts and crosses - T writes the table on the board - Look at the board, listen to the T’s hospitable honest Around face instruction caring Sense of friendly humor Large Goodpleasant forehead natured - Divide the class into groups : Noughts (O) and Crosses (X) to take part in the play - Play game game - The winner who is tells more words II Pre-writing: *Making an outline : - T instructs ss to use the given information - Listen and make an outline to make an outline Model outline: + For column one, think of the possible Where/ Physical Personalitie places and situations in which you may have When characteristi s met your best friend Write down as ma ny of first met cs them as possible + For column 2, think of the most -in - round face - goodoutstanding physical characteristics of your school natured -wide friend and write them down in this column extraforehead + For column 3, think of the personalities of activitie - high nose your friend that you like most about him/her s - short, - Ask Ss to make an outline of a paragraph -at a describing a friend, use the information football black hair they’ve just discussed in brainstorming -very tall match activity - While Ss are making an outline, T goes around the class to see how well Ss work and whether they need some help - Ask groups to write their outlines on the - Share the outline with class board Lop11.com (11) - Note: the past tenses are used to write -T’s feedback - Listen to the T III While-writing - In groups of 4, Ss write a paragraph about - Work in group of four to write a a friend on a poster -While Ss are writing, T goes round to see if paragraph about a friend Sample writing: anyone needs help Probably my best friend is Ha We first met each other years ago, in a football match between my school and his He is very tall He has a round face with wide forehead and a high nose His hair is short and black He is good - natured, he’s always willing to help me if I need I hope my friendship will last forever IV Post-writing - T asks Ss to exchange their writing with - Exchange their writing with another student another student for peer correction - T asks two students to read / write some - Students read / write some students’ students’ passages on the board and passages on the board - T gives comments Listen to the T - Correct mistakes and mark V.Homework: - Rewrite the passage about their friend, taking into consideration their classmate’s - Listen to the T and take note and T’s suggestions and correction - Prepare part Language Focus The 6th period Lop11.com (12) Date: 24/ 8/ 2011 UNIT 1: FRIENDSHIP Lesson 5: Language Focus I Objectives: By the end of the lesson, students should know how to use Infinitive with to or without to make sentences II.Teaching Skills: Writing sentences with infinitives with to or without to III.Teaching aids: Student’s books, notebooks, chalks, board… IV Lexical items: Words related to pronunciation /dʒ / - /t∫/ V Procedure: Teacher’s activities I Warm-up: Students’ activities Period: Date: 25/8/2011 Lop11.com (13) UNIT 2: PERSONAL EXPERIENCE Lesson 1: READING I Objectives: Through this unit, students know how to write about the sequence of events in a story and sentences and expression for describing the sequence of events in a story II Teaching Skills: - Guessing meaning in context - Passage comprehension III Teaching aids: Tape and cassette player, pictures, English textbook 11, hand-outs IV Lexical items: Words related to sequence of events in a story V Procedures: Teacher’s activities Students’ activities I Warm-up: - T asks some questions - Work individually and give answers Have you ever been in an embarrassing situation? What did you then? - Listen to the T - T leads in the lesson: It is one of your experiences Today our reading lesson is about the embarrassing experience of a girl on a bus II Pre- Read: (8’) Activity 1: - Asks Ss to look at the pictures on - Look at the pictures and guess page 22 and guess what is happening in each of them - Asks some Ss to present their ideas - Present their ideas - Comments - Listen to the T - Has Ss read the text - Read the story - Explains some new words - Listen, try to guess the meaning + embarassing (adj) : ngượng ngùng of the new words and take notes + floppy (adj) mềm + idol (n) thần tượng + glance at (v) liếc nhanh + sneaky (adj) vụng trộm + make a fuss (exp) làm ầm ĩ lên III.While- Read: Task 1: Fill each blank with one of the words in the box below - Asks ss to retell the meaning of the words/ phrases in the box - Asks ss to read five sentences in Task1, explain some new words to help them the statement - Has Ss complete the sentences with the words provided in the box, then compare the result with their partner - Retell the meaning - Read and ask the T if they have any new words - Work individually, then compare with their friends Lop11.com (14) - Ask ss to give the answer and translate the sentence - Checks and corrects the mistakes - Give the answers - Listen to the T Key: glanced makes a fuss embarrassing idols sneaky Task 3: Answer the questions in the book - Ask ss to read all questions to - Read all questions understand the content - Elicits ss to reply on the key words to - Listen to the T define the position of information in the passage - Asks ss to work individually to - Work individually, answer the answer the questions, encourage them questions to answer shortly - Asks ss to work in group to compare - Compare with their friends their answers and discuss if they don’t have the same result - Calls on the representative of every - Give the answers group to answer the questions - Gives feedback and corrects - Listen and take notes Suggested answers: a red floppy cotton hat 2… so that she could buy the hat for herself A wad of dollar notes that look like the one that her father had given her Because she didn’t like to make a fuss She bought the hat with it IV After you read: ( ) - Asks ss to look at the picture c on - Listen to the T, work in group to page 22 again, give some the task Suggest answers: questions and ask ss to work in group to discuss them: How did the girl in the picture feel? She felt surprised/ embarrassed Why did she feel that way? Because the money she took from the boy was not hers… V Homework : () - Ask students to learn by heart the new - Listen and take notes words and make sentences with them - Asks ss to prepare Part B: Speaking Period: Date: 27/8/2011 Lop11.com (15) UNIT 2: PERSONAL EXPERIENCES Lesson 2: SPEAKING I Objectives: Through this unit, students can - talk about their personal experiences and know how to talk again a problem happened - use sentences, words, phrases and expressions for talking about their personal experiences II Teaching Skills: Talking about past experiences and how they affected one’s life III Teaching aids: Pictures, English textbook 11, chalks, board, hand-outs IV Lexical items: words related to past experiences V Procedures: Teacher’s activities I Warm –up: - T asks ss to answer some questions about the old lesson: Students’ activities - Answer the questions: Expected answer : What did the girl wish to have when she She wished to have a floppy was in grade 9? cotton hat Who gave her money on her birthday? Her father Why did she decide to take the money Because she thought that the boy from the boy’s bag? had stolen her money What did she with the money? She bought the pretty hat of her What did she discover when she came dream back? She discovered her money on the - T gives feedback and correct - T lead in the new lesson: Today, we will table continue the topic of personal experiences - Listen to the T by talking about past experiences and how they affect your life - We move to part B: Speaking II Pre- speaking: Task 1: Matching - Work in pair and match the things - T asks Ss to work in pairs to match you might have done or experienced things they might have done or in column A and their effects on experienced in box A and how the your life in column B experience might have affected them in box B A B speaking a makes you love English to a native your country more English speaker b teaches you a being seriously lesson and makes ill you work harder traveling to c makes you other parts of the appreciate your country health more failing an d makes you feel exam more interested in Lop11.com (16) talking to a learning English famous pop star e changes your attitude to pop stars - Call some Ss to give their answers - T gives feedback and explains some words III.While- speaking: Task 2: Order and Practicing the dialogue - Ask ss to read the sentences of the dialogue quickly and check whether they understand all the words or not (ex: turtle: rùa) - Ask ss to work individually to put the lines in the correct order - Ask ss to give the answers - Checks - Give the answers - Listen to the T and correct Expected answer :1.d 2.c 4.b 5.e 3.a - Read the sentences to understand the content of them, ask the T if they have difficulties in any words - Work individually to the task - Give the answers Expected answer : 1.b 2.d 3.h 4.a 5.g 6.c 7.c 8.f - T ask ss a good student to practice the - Listen to the T and their friend dialogue firstly - Practice with their partner - Ask ss to work in pair to practice - T goes around, listen, help them to correct their pronunciation - Listen and take note: - T notices ss the use of past tense and Form of questions the form of questions can be used - Have you ever ……? - How did it happen? - How did the experience affect you? IV Post- speaking: Task 3: Making similar dialogues - Listen and take note - T gives ss useful structures : + Have you ever………? + How did it happen? + When did it happen? + How did the experience affect you? - Listen to the T’s instruction, - Ask ss use these structures and the ideas work in pairs in Task to make similar dialogues, work in pairs - Ask the T if they find out - T goes around and helps them if they difficulties have difficulties - Speak in front of class - T calls on a pairs to perform in front of the class - Listen to the T’s feedback - T comments and corrects the mistakes if necessary Key: A Have you ever felt an exam? - Yes, I have B How did it happen? - I didn’t study well enough for Lop11.com (17) exam C When did it happen? - Last year D How did you feel/ How did it affect you ? - I felt disappointed/ sad/ depressed 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 V Homework: - Learn by the dialogues in Task - Prepare part C Listening - Listen and take note Period: Lop11.com (18) Date: 30/8/2011 UNIT 2: PERSONAL EXPERIENCE Lesson 3: LISTENING I Objectives: 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 - learn about memorable experiences and the importance of family II Teaching Skills: Listening for specific information and comprehension questions III Teaching aid: Pictures, chalk, cassette tape IV Lexical items: Words related to memorable experiences V Procedures: Teacher’s activities I.Warm-up: Game: Guessing things -T divides the class into two groups A and B and asks Ss to guess what it is Questions : What is it ? - Read aloud some facts about the thing one by one + It destroys buildings, houses and forests + It can kill people + It gives out a lot of smoke + You need water to put it out - Listen to the ss’ answer and feedback - T leads in the lesson: Today, you will hear Christina talk about the most unforgettable experience in her life II.Pre- listening: Activity 1: Brainstorming - Ask ss to look at the picture on page 27 and answer the T’s questions: Can you see a fire? What’s burning? Can you see a woman? What’s she doing?/ What’s she carrying in her hands? Do you think they are from the burning house? How they look? Activity 2: Pre-teach vocabulary - Ask ss to listen and repeat, elicit so that ss guess the meaning memorable (a): đáng nhớ terrified (a): sợ hãi scream (v): shout very loudly replace (v): thay Students ‘activities - Listen to the T and guess what it is - The group giving the correct answer first wins Expected answer: A fire - Listen to the T - Look at the picture and answer the question freely Yes, I can A house Yes, I can Maybe her son Yes, I Terrified - Listen and repeat, try to guess the meaning, take note Lop11.com (19) gas stove (n): bếp ga embrace (v): ôm escape (v): trốn thoát protect (v): bảo vệ III.While-listening: Task 1: True/ False - T gives situation: Christina is being - Listen to the T interviewed about the most unforgettable experience in her life Today we will listen to the interview - T asks Ss read all the sentences - Read the statements carefully - T asks students to listen to the tape - Listen to the tape, the task (twice), decide whether the statements are true or false individually -T ask ss to give the answers - Give the answers -T ask ss to listen to the tape again to - Listen the tape again check the answers -T gives feedback and explain - Listen to the T’s correction Task 2: Filling in the gaps - T gives the situation: listen to the - Listen to the T second part of the dialogue and fill in the gaps in the summary of Christina’s story below - T ask ss to read the summary of - Read the summary and listen to Christina’s story once, explain some the T’s explanation, take note words to help them understand carefully + selfish (a): ích kỉ + complain (v): phàn nàn + destroy (v): phá hủy - T instructs ss to reply the idea of the - Listen to the T’s instruction and passage to guess the worm form of the guess words in the gaps : noun, verb, adjective, adverb… - T plays the tape, asks ss to listen and - Listen to the second part of the fill in the gaps dialogue, the task - T asks ss to work in pair, compare - Compare and discuss the result and discuss - T asks some ss to go to the board to - Write the answers write the answers - T checks - Listen to the T - T ask ss to listen again so that ss can - Listen again hear the answer to make sure they Expected answer : understand the paragraph small everything family replaced got appreciate Lop11.com (20) IV Post- listening: - Ask ss to read the passage in task - Read the passage and answer the to find out the information to answer the question question: Key: Because she has realized that she needs her family Things can be Why does Christina think family is more important than things? replaced, but family can’t - Asks ss to work in group to discuss - Work in group and discuss these questions: Where you care from, your family or things? Can you buy new clothes? Can you get new parents or brothers or sisters? - Calls some ss to present their - Present in front of class opinions in front of class - Feedback and give them mark if necessary V Homework: - Learn by heart new words - Listen and take note - Prepare for the writing lesson Lop11.com (21)