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While you reading, do the task in the textbook Task1 6m T asks the Ss to read the words in the box then fill each blank with one of them Ask Ss to read the passage quickly and stop the l[r]
(1)Unit1: Friendship Period1 Reading I Objectives By the end of the lesson, Ss will be able to: - Develop such reading skill as scanning for details, specific ideas, skimming for general information, and guessing meaning in context - Use the information they have learnt to discuss the topic II Teaching aids Textbook, handouts, pictures concerning to the topic…… III Anticipated problems Ss may need help with discussion task so T should be ready to help them Ss may have difficulty in reading some difficult words such as:sympathy, loyalty, suspicion,enthusiasm ………… T may not have enough time to teach IV Procedure teacher students Check the attendance(2m) Warm up(4m) Group work Network T repairs a hangout with network of the word “friendship” Discuss about the qualities which friendship must have to complete the network Suggested answers: Friendship Honest,unselfish,constant,loyal,mutual trust,sympathetic,patient… T divides the class into groups and gives each group a hand out T asks Ss to complete the net work The winner will be the group completing the network in the shortest period of time A Before you read(10m) Discussing the picture and poem T asks the whole class to look at the picture on page 12 and asks them some questions: What are girls and boys doing in the picture? How they feel? 3.What does the picture tell you? T ask Ss to work in pairs to read the short poem on the page13 and answer the question: What you think of the friend in the poem T calls on some Ss to answer the questions T may give some comments and the suggestions: The friend in the poem is very dedicated and thoughtful He/She is willing to help his/her friend in any circumstances Pre- teaching vocabulary Lasting(a)= lifelong Be concerned with sb/st Constancy(n)constant(a) Rumour(n) ['ru:mə] Pair work Suggested answers One boy is playing guitar, and the other girls and boys are singing They seem very happy because we can see their smile The picture tells us that friends can happily many things together or friendship is a beautiful thing that brings happiness to us Dedicated(a)tËn t©m, tËn lùc Thoughtful(a)chu đáo, quan tâm Circumstance(n)hoµn c¶nh, t×nh huèng L©u dµi, bÒn v÷ng Quan t©m tíi ai, c¸i g× tính kiên định Lop11.com (2) Gossip(n): information talk or stories about other people’s private lives that may be unkind or not true Incapable of/ in'keipəbl/ Suspicion(n)/ sə'spi∫n/ suspicious(a) Pursuit(n) Sympathy(n) ['simpəθi], sympathetic(a)[,simpə'θetik/ Sorrow(n)/ 'sɑrou/= sadness T asks Ss to make some Ss to make sentences with above words to check their understanding Have Ss practice reading the vocabulary B While you read Setting the scence You are going to read a passage about the qualities of a long lasting friendship While you reading, the task in the textbook Task1 (6m) T asks the Ss to read the words in the box then fill each blank with one of them Ask Ss to read the passage quickly and stop the lines that contain these words to guess their meaning T asks Ss to work individually to the task T goes around to help them when necessary T asks Ss to exchange their answers with the other Ss T asks Ss for their answers and tell then to explain their choices Task 2(5m) T asks Ss to read the passage again and decide which of the choices A,B,C,or D most adequately sum up the ideas of the whole passage T gets Ss the task individually T might also want to give Ss some strategies to find the main idea of the passage T calls on some Ss to give the answer and asks other Ss to say whether they agree or disagree Task 3(10m) Ask Ss to answers the questions in task3 T asks Ss to the task individually to the task, then discuss their answers with their partner T calls some Ss to write their answers on the board and ask them to explain their choices Correct answers: The first quality for true friendship is unselfishness It tells us that a person who is concerned only with his/her own interest and feelings can’t be a true friend Because they take up and interest with enthusiasm, but they are soon tired of it and they feel the attraction of some new object The third quality for true friendship is loyalty It tells us that the two friends must be loyal to each other, and they must know each other so well that there can be no suspicions between them Because if not people can’t feel safe when telling the other their secret Because they cannot keep a secret, either of their own or of others’ The last quality is sympathy It tells us that to be a Lop11.com tin đồn chuyện ngồi lê đôi mách, chuyện tầm phµo không đủ khả sù nghi ngê sù nghiÖp, sù theo ®uæi, ®am mª sù th«ng c¶m thông cảm, đồng cảm nçi buån as T‘s requests whole class individual work & pair work Ss guess the meaning of the word base on the context in the sentences mutual incapable of unselfish acquaintance/ friend give -and -take loyal to suspicious Whole class read the text carefully Individual work Answer: B Individual work and pair work Pay attention then give remark Correct themselves their mistakes (3) true friend one must sympathise with his/her friend Where there is no mutual sympathy between friends, there is no true friendship C After you read(6m) Ask Ss to work in pairs to discuss the question in the text book T goes around to help the Ss when necessary When all pairs have finished, T asks every two pairs to share ideas T calls on some Ss to report their ideas to the class Homework(2m) Learn by heart all of new words and structures and give examples Summarise the main points of the text Pair work The friendship is very important to our life A true friend can helps us when we are sorrow and when we have difficulty We can share ideas, feeling, likes,joys, pleasures,aims ….to each other Sometimes only true friends can understand, sympathise us so we feel safe to tell him/her our secrets Friendship brings us happiness We happily many things together.So we can’t live without friendship Whole class Period 2: Speaking I Objectives By the end of the lesson Ss will be able to Describe the physical characteristics and personalities of their friends, using appropriate adjectives II Teaching aids Textbook, handouts, pictures about some famous people………… III Anticipated problems Ss may not have enough vocabulary to talk about the topic, so T should be ready to provide help IV Procedure teacher Check the attendance(2m) Warm up(5m) Ask Ss to describe one of their friend or their relatives New lesson A Presentation(10m) Task Ask S to read aloud the title and explain Instruction: You are going to look at the picture of people on page 15 and describe them in pairs Lop11.com students Do as teacher’s request Pair work (4) Before letting Ss the task, T ask them to read useful language on page 16 T may explains some word if Ss don’t know the meaning of the adjectives provided Forehead(n)/ 'fɑ:hed/: T points at his/her forehead Crooked(a)/ 'krukid/ T may ask Ss to provide some adjective/expressions used to describe people’Ss appearance She may also give Ss handout of these adjectives and expressions: Height :tall,short, medium Build : slim(mảnh khảnh), plump(bụ bẫm, đầy đặn), overweight, thin.muscular/ 'mɑskjulə/(v¹m vì), stocky(thấp và chắc), well-built(lực lưỡng) Hair: -length: long, short, shoulder- length -style: straight , wavy, curly,crew-cut(®Çu cua) -color: black,grey, red, brown Others: a fringe(m¸i), a bun(bói tãc), plait(s)/ plæt/®u«i sam Face: oval, round, large, square, skinny/ ['skini](gÇy nhom,gầy trơ xương), chubby(phúng phính), long, with high cheekbones(gß m¸ cao) Eyes: small, big, black, brown, blue Nose: straight, crooked, turned-up(hÕch), big, small, flat(tÑt) Chin: pointed chin(c»m nhän),double chin Lips: thin, full, narrow, heart-shaped Forehead: broad, high Skin:white,pale/peil/(t¸i, xanh x¸m), suntanned(r¸m n¾ng),dark, brown, black General appearance:beautiful, handsome,pretty,good looking, plain(bình thường) T asks to work in pairs to describe the people in the picture, and then calls on some Ss to present their answer T gives feedback B Practice(10m) Task Ask Ss to discuss and number the personalities in order of importance in friendship and then report the results Before Ss the task, T asks them to look at the list of adjectives provided in book T asks if Ss understand these adjectives or not T can elicit [i'lisit](luËn ra,gîi ra) or explain some adjectives quickly Caring Hospitable Modest sincere understanding T divides the class into group of with a group leader They discuss and the leader will take notes of the ideas, and then one representative will report the result Lop11.com Whole class Tr¸n Mòi kho»m Whole class use hangouts to describe The boy is about 16 He is shortsighted because he’s wearing apair of glasses He has short black hair, a round face with a broad forehead, a small nose,thin lips and small chin He quite good-looking 2.The girl is about 14 She’s also wearing a pair of glasses She has shoulder-length black hair, and she’s wearing a ribbon(bêm tãc) She has an oval face with a straight nose, full lips and a pointed chin She quite pretty The man is in his forties He’s tall and well-buit He has short brown hair and a square face with a broad head, small eyes , a crooked nose and thin lips He quite good looking The woman is her twenties She’s quite tall and slim She has long curly brown hair and an oval face with a broad forehead, big eyes, a straight nose heart-shaped lips and a small chin She’s very beautiful Whole class and group work Chu đáo HiÕu kh¸ch Khiªm tèn Ch©n thµnh Th«ng c¶m, th«ng hiÓu Group work 1st group: My group thinks that being caring is the most important in friendship because when friends care about eachother, they will know when to share happiness or difficulty with their friend… (5) to the whole class T reminds Ss that they have to explain their choice as well T goes round to offer help when Ss discuss T call on some Ss to report the result of their discussion T elicits feedback from the class and gives final comments C Production(15m) Task Instruction: Imagine that you have a friend who has just won the first prize in Mathematics A journalist is going to interview you about your friend Act out the interview in pairs T asks Ss to look at their role on page 16 anf the suggestions on page 17 T may elicit the questions they may ask -his /her hobbies: What does he/she like doing in his/her freetime?what are his/her hobbies -his/her physical characteristics: what does he/ she look like? His/her personalities:How is he/she?Is she/he friendly ? T may also make clear the meaning of some adjectives Quick-witted Good-natured T asks Ss to work in pairs to perform the interview in minutes and goes around to offer help T call on some pairs to perform the interview T elicits feedback from the class and gives final comments Pay attention Nhanh trÝ Tèt bông Pair work Whole class Home work(3m) Write down a paragraph to describe your best friend Prepare the next period”listening” Period Listening I Objectives By the end of the lesson Ss will be able to Develop such listening micro-skills as intensive listening for specific information and taking notes while listening II Teaching aids Textbook, handouts, cassette tapes………… III Anticipated problems Ss may not be familiar with the note-taking task,so T should provide them some tips to deal with the task IV Procedure Lop11.com (6) teacher student Check the attendance(2m) Warm up(5m) Matching The aim of this activities is to help Ss revise the vocabulary items Ss learnt in the previous lesson T divides the class into small groups of 3-4 students Then T distributes the following crossword hand out for Ss to in their own groups Which group finishes first and has all the correct answers will be the winner A B good-natured a,Nhanh trÝ friendly b, Hµo phãng quick-witted c, HiÕu kh¸ch 4.hospitable d, Hay giúp đỡ patient e,Khiªm tèn honest f, Ham häc generous g, Kiªn nhÉn helpful h,ThËt thµ modest i, Th©n thiÖn 10 studious j, Tèt bông New lesson A Before you listen(10m) Talking about your best friend - T asks Ss to discuss the questions on page 17 in pairs - T calls on some Ss to give their answer and comments on the answer - T gets Ss what they are going to listen about Vocabulary pre –teaching - Before teaching the new words, T helps Ss to pronounce the words given in the book T may read aloud first or play the tape and ask Ss to repeat in chorus and individually - elicits/teaches some of these word and those taken from the listening passage Apartment building: Sense of humour: Give sb a ring: phone sb Go though a rough time: - T may get Ss to make sentences with the words and give corrective feedback B.While you listen Task 1(10m) Instruction: You are going to listen to Lan and Long talk about their best friends Listen and decide whether the statements are True or False Put a tick() in the appropriate box Before Ss listen and the task, T instructs them to use some strategies + First, read through the statements to understand them and underline key words For example, the key words in the first statement are: shared, Nguyen Cong Lop11.com Whole class Group work j i a c g h b d e 10 f Pair work Whole class Toµ nhµ cã nhiÒu c¨n hé Khiếu hài hước Gäi ®iÖn cho Tr¶i qua thêi kú khã kh¨n Pay attention (7) Tru, Residential Area, Hanoi…… + Listen to the tape and pay attention to the key words + Decide whether statements are true or false based on what they can hear - T plays the tape once for Ss to the task - T asks for Ss’answers and writes them on the board - T plays the tape the second time for Ss to check their answers - T asks Ss to work in group to compare their answers - T checks Ss’ answers by calling some Ss and asks them to explain their answers Task 2(7m) Instruction: You are going to listen to the tape again and fill the table in the book with notes -T plays the tape again for Ss to complete their notes - after playing the tape, T gets Ss to work in pair and check their answers - T calls on some Ss to give the answers T provides correct answers if necessary If Ss cannot comple the task, T might let Ss listen one more time and pause at the answers for them to catch Suggested answers: Lan Long How and where did they meet? - They used to live in the same apartment building in HN - Lan went on a holiday in Do Son and Ha went there to help her - They met in college - Minh played the guitar, and Long was a singer - They worked together What they like about their friends? - Ha’s very friendly and helpful - Ha’Ss sociable She’s got many friends in Do Son and she introduced Lan around Individual work & Group work Lan’s talk F(They used to live in the same buiding there) F( It is what people think) T F( Lan went to Do Son first and then called Ha, so Ha rode on her mortorbike to Do Son to meet Lan) T F( They have been best friends since Lan’s trip to Do Son) Long’s talk F( They met in college) F ( Minh was a guitarist) T T T Whole class Individual work and then pair work Listen to the tape carefully and fill the table in the book with note - Minh has a sense of humour - Minh likes to go to plays and movies - Minh is a good listener - Minh is friendly and helpful C After you listen(8m) - T asks Ss to work in pairs to talk about how Ha has been Lan’s best friend and how Minh has been Long’s best friend - T goes around to offer help and correct Ss’ mistakes - T calls on some pairs to present their answers - T elicits feedback from the class and give final comments Home work (3m) Ask Ss to learn by heart all new words and prepare the next lesson “ writing” Tapescript: Lop11.com Pair work Whole class (8) Lan’s talk My best friend is Ha We’ve been friends for a long time We used to lived in Nguyen Cong Tru Residential Area in HN Her family moved to Hai Phong in1985 It is said that HP people are cold but Ha is really, really friendly I first started to get to know her when I was going on a two-day trip to Do Son last year and didn’t know anybody there I gave Ha a ring and she was so friendly, she said “ Oh, I’ll come to visit you” So she rode on her motorbike to Do Son and twenty minutes later she was there She stayed with me for two days She happened to know a lot of people there, so she introduced me around and we’ve been best friends ever since Long’s talk My best friend is Minh We met in college And I was there singing and Minh was a guitarist So we worked together a lot, but we also became friends Minh has a great sense of humour, he’s very,very funny, and that’s of my favourite things about him And over the years, we have been through good times and bad times with each other, and that’s one of the things I like best about him And we have a lot of the same interests We like to go to plays and movies together But when we’re going through a rough time, he’s really a good friend, and he’s a very good listener, and he always helped me though Period 4: Writing I Objectives By the end of the lesson Ss will be able to: Write about a friend, real or imaginary, using the words and expressions that they have learnt in previous lesson II Teaching aids Textbook, handouts, ………… III Anticipated problems Ss may not have sufficient vocabulary to write about the topic, so T should be ready to help them IV Procedure Teacher Students Check the attendance(1m) Warm up(6m) Guessing game T introduces the game: student goes to the board Group work Ss may ask questions such as: and T gives him or her a piece of paper with the name Is the person a girl? of a student in the class Other Ss have to ask Yes/No question to find out who students is Ss should ask Is she tall? about the appearance, personalities, or clothes… Is she short- sighted? Is she friendly? - The game can continue until the time is up ………… A Before writing(13m) - T sets the scene: You are going to write about a Whole class friend, real or imaginary, using the provided guidelines - T gets Ss to read the task and the guidelines silently and work out what they are required to write about In general, Ss’ writing should include parts: + general information about about their friend + his/her physical characteristics and personalities + and what Ss like about the friend T elicits the verb tenses that may be useful when Ss want to write about when and where they met their Pay attention friend In this case, Ss may use the simple past tense and past continuous in their writing T revises the use of the past tense and past continuous tense Lop11.com (9) T may also elicit the adjectives and expressions Ss can use to describe their friend’s appearance and personalities T gets Ss prepare an outline for their writing and exchange it with their peer(partner)\ T goes around to offer help and gives corrective feedback B While writing(15m) T gets Ss to write about their friend in 15minutes T goes around to observe and offer help C Post writing(8m) T ask Ss to exchange their writing with another Ss for correction T goes around and collects mistakes and errors T collects some writings for quick feedback T writes Ss’ typical errors on the board and elicits self and peer correction T provides correction only when Ss are not able to correct the errors Finally, T provide general comments on the writings Individual work Pair work and whole class Home work(2m) Ask Ss to improve their writing, taking into consideration their best friends’ and T’s suggestions and corrections Ask them to prepare the next period: ‘language focus” Period 5: Whole class Language focus I Objectives By the end of the lesson Ss will be able to: -Distinguish the sound /dɑ/ and /t∫/ - Pronounce the words and sentences containing these sounds correctly - Use some structures containing infinitives with and without to appropriately II Teaching aids Textbook, handouts, ………… III Anticipated problems Ss may find it difficult to pronounce the two sounds, so T should prepare a lot of practice IV Procedure Teacher Students Warm up(3m) Noughts and Crosses Hospitable Caring Large Honest Sense of humour Good-natured Group work Around face Friendly Pleasant 10 Lop11.com (10) New lesson A Pronunciation(10m) -Pronouncing the two sounds separately -T models the two sound /dʒ/ and /t∫/ for few times and explains the differences in producing them /dʒ/: is a voiced palatal Voiced=vocal cords vibrate while making this sound Palatal= put your tongue behind your top teeth, push air as you drop your tongue away from the roof of your mouth /t∫/ is an unvoiced fricative palatal Unvoiced- vocal cords not vibrate while making this sound Fricative palatal = touch your tongue to the back of your upper teeth and pull your tongue away as your push air out of your mouth T plays the tape once for Ss to hear the works containing these two sounds Then T plays the tape again and this time asks Ss to repeat after the tape Pronouncing words containing the sounds -T reads the words in each column all at once /dʒ/:jam, joke, January, dangerous,passenger, village /t∫/:children, changeable, cheese, mutual, church , which -T reads the words once again, each time with a word in each column to help Ss distinguish the differences between the sounds in the words - T reads the words and asks Ss to repeat them - T asks Ss to practice pronouncing the words in pairs -T goes around providing help - T asks some Ss to pronounce the words and give correction if necessary Practicing sentences containing the target sounds - T reads the sentences and asks Ss underline the words with the sound and write /dɑ/ and /t∫/ under them T asks Ss to provide the sentences in pairs -T goes around providing help - T asks some Ss to read the sentences and gives feedback B Grammar and Vocabulary To infinitive (10m) - T writes some sentences on the board and underline the to+ infinitive + I have letters to write to my friends + I have some homework to + Does he get anything to eat? + Have you got anything to say? - T asks Ss to comment on the use of to + infinitives in - 12 Lop11.com -Listen attentively -Tell the difference ©m vßm miÖng h÷u D©y ©m rung lªn ph¸t ©m Listen and take note ©m v« thanh: d©y ©m kh«ng rung lªn ph¸t ©m ©m vßm miÖng phô ©m x¸t Repeat after the tape -/dɑæm/, / dɑouk/, /dɑænjuəri/, /deindɑrəs/, 'pæsindɑə/, /vilidɑ/ -/ 't∫ildrən/,/ 't∫eindɑəbl/,/t∫i:z/, /'mju:tjuəl/,/t∫ə:t∫/, /wit∫/ Practice reading Practice reading the sentences which contain sounds Pay attention -Give their opinions (11) these examples T reviews the form and use of to – infinities in the example - The infinitive can be placed after nouns/pronouns to show how they can be used or what is to be done with them + I have letters to write = I have letters that I must write…… + I have some homework to do= I have some homework that I must + Does he get anything to eat?= Does he get anything that he can eat? N/pro+to -infinitives Ex: I need someone to take care of my children to -infinitives + prepsitions ex: I need someone to talk to my mother Can I borrow your case to keep my records in? Adj + to -infinitive Too/ enough + to –infinitive - In the examples above the infinitives are used to replace relative clauses Practice Exercise Ask Ss to exercise1 individually and then compare their answers with another student - T calls on some Ss to read aloud their answers - T gives the correct answers Individual work Who wants somethings 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 It’s lovely to see you again It’s too cold to go out I’m happy to know that you have passed the exams Infinitive without to(10m) - after “make, let”+object +bare infinitive - after verbs of perception such as: feel, hear, watch, see, notice, observe, smell+object +bare infinitive Ask Ss to give some examples Listen and ask the other to comment Practice Exercise -T asks Ss to exercise in pairs Ss have to rewrite the sentences by using the words given -T asks them to compare answers with another pairs -T calls on some Ss to go to the board to write their answers - T asks other Ss to feedback and gives correct answers Production(10m) Extra exercise Join these pairs of sentences she crossed the road I saw her They sang a song I heard them Give more examles Take notes I pleased to see you Ex: The water is too hot to drink He’Ss old enoughto go to school Ex:Nothing can make him cry I see her cook dinner(completed action) Notice:I see her cooking dinner(I see she’s cooking dinner) Pair work and then individual work The police watched them get out of the car 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 The boy saw the cat jump though the window Do you think the company will make him pay some extra money? I felt the animal move towards me Do you think her parents will let her go on a picnic? Whole class I saw her cross the road I heard them sing a song 13 Lop11.com (12) He looked the door I observed him She drove off I saw her He was foolish He left the firm A pavement artist drew a portrait in crayons I watch him We can’t refuse their invitation It would look rude I met you again I was happy The film was boring I didn’t watch it 10 The woman is old She can’t drive a car I observed him lock the door I saw her drive off He was foolish to leave the firm I watched a pavement artist draw a portrait in crayons It would look rude to refuse their invitation I was happy to meet you again The film was not interesting enough for me to watch 10 The woman is too old to drive a car Homework(2m) Learn by heart all the knowledge they’ve learnt and practice them again at home Prepare the next lesson:unit : reading Whole class Unit 2: Personal experiences Period Reading I Objectives By the end of the lesson Ss will be able to: - Develop such reading skills as scanning for details, specific ideas, skimming for general information, and guessing meaning in context, identifying the sequence of events - Use the information they have learnt to discuss the story II Teaching aids Textbook, handouts, cassette ………… III Anticipated problems Ss may need help with discussion task, so T should be ready to help them IV Procedure Teacher Check the attendance(2m) Warm up(5m) Ask Ss some questions and ask Ss to answer - when was your last birthday? - What did you on that day? - How did you feel on that day? - What did your parents offer you? New lesson A Before you read(5m) -T introduce the pictures: The six pictures describe the events in a story They’re not in chronological order Can you describe what’s happening in each of the picture - T suggests for the Ss by asking some questions: + What you see in the 1st picture? + What you think might be relationship between the girl and the man? + What you see on the table? ……………………………………… Vocabulary 14 Lop11.com Students Whole class Answer the questions Whole class A man and a young girl May be they are family members It’s money (13) Floppy cotton hat Wad of dollar notes B While you read Set the scene: you are going to read a story in which a girl’s telling about her most embarrassing situation Task 1(10m) -T asks Ss to reads the passage silently and the task1 -T writes the given words and phrases on the board: To make a fuss Sneaky(a) Glanced (at) Embarassing(a) Idol(n) - T asks Ss to go back to the passage to locate and read around these words - T checks that Ss understand all these words correctly by calling on some Ss to tell the meaning of the word in Vietnameses - Then T asks Ss to go back to the task and study the given sentences - T asks them to fill the blank with the words/ phrases in the box - T checks the answer with whole class Task 2(5m) - T asks Ss to read the text silently again and then with a peer work out the sequence of the pictures given on page 22 again - T calls on a student to give and explain his/ her answer Task (10m) - T checks if Ss can answer the comprehesions in task3 without having to read the passage again If Ss can not, T gets them to read the questions carefully and gives them some tips to the task - T gets Ss to check their answer with a peer - T calls on some Ss to write their answers on the board and asks them to explain their choices C After you read(6m) Ask Ss to look at the last picture(c) and give suggestions + How did the girl in the picture feel? + Why did she feel that way? + What did she after that? - T calls on the group to tell and explain their choice - Then T asks Ss to summarise the main points of the lesson 15 Lop11.com Mò v¶I mÒm TËp tiÒn Pay attention Read the passage in silently Guess the meaning of the words G©y ån µo, Çm Ü lÐn lót to look quickly at st/sb making you feel nervous, ashamed, or stupid: lóng tóng, xÊu hæ someone you admire and adore glanced making a fuss ambarassing idols sneaky Individual work& pair work picture d picture b picture f picture e picture a picture c Individual work then pair work A floppy cotton hat to buy the hat for herself A wad of dollar notes that looked like the ones her father had given Because she didn’t like to make a fuss She bought the hat with it Group work 1.She felt surprised/ ambarassed Because the money she took from the boy’s bag was not hers Perhaps the girl might want to tell her father the truth and ask him for help Perhaps the girl could come to the police station, tell the police the truth and ask them for help May be the girl could get on the same bus the next day and look for the boy to return him the money (14) Whole class Homework(2m) Summarises the main points of the lesson again Learn by heart the new words and make sentences with them Period Whole class Speaking I Objectives By the end of the lesson Ss will be able to: - Identify structures that are used to talk about past experiences and their influences on one’s life - Practice the present perfect and past simple, structures with “Make” - Use these structures to talk about a past experience and how it affects their life II Teaching aids Textbook, handouts, ………… III Anticipated problems Ss may have problem using present perfect and past simple when talking about the past IV Procedure Teacher Check the attendance(2m) Warm up(5m) Ask Ss some questions about their experiences - Have you ever sung in the public? + When did you sing in the public? + How did you feel ? + How did the experience affect you? - Have you ever failed the exam ? - Have you ever got a bad mark? ……………………… New lesson Task 1(10m) - T introduces the task and gets Ss to it individually then compare the answer with a partner - Call on some Ss to read out his/her answers - T checks with the class and gives feedback - T introduces the structures: Make sb smt/make sb+Adj Ex: The flu makes me stay at home/ The flu makes me tired Task 2(15m) - T introduces the task and ask Ss to work individually then compare the answer with a partner -Notice Ss some about how to use past simple and present perfect simple + Present perfect: used with “ever” to ask about past experience:Have you ever been to England? +Past simple: used when one keeps asking about that experience: When did you go there?Who did you go with? 16 Lop11.com Students Whole class Answer the questions Yes, I have On Teacher’s Day I was all in a tremble(run) Since then I haven’t been afaid of singing in the pubic ……………………… Individual work and pair work d c a 4.b 5.e Appreciate(v): Coi trọng, đánh giá cao To change your attitude to sb/st( Thay đổi tháI độ bạn điều gì đó) -Give more examples Whole class Take notes 1.b 2.d 3.h 4.a 5.e 6.g 7.c (15) - After finishing T gets Ss to read the sample conversation in pairs - 0pen dialogue: A – Have you ever………….? B – Yes,………… English girl…… A – How…….meet……… ? B –……… walking along………asked the way…….started talking…… A – What………talk…….? B – Everythging……….name, …… turtles……… A – How……affect………? B – Well,………more interested……… - Call some pair Ss to practice the D then give marks Task 3(10) - T introduces the task: using suggested questions on page 26 to ask and answer the questions about their past experiences - T calls on some pairs to perform their conversations in front of the class Home work(3m) Learn by heart the dialogue 17 Lop11.com Pair work Close the book and practice the open dialogue Pair work Ex: “ be seriously ill” -what(what disease did you get) -when(when did you fall) -how(How did you get ill) -go to hospital(Did you have to goto ) - how(How did the experience affect you?) (16) Period Listening I Objectives By the end of the lesson Ss will be able to: Develop such listening skills as listening for specific information and taking notes while listening II Teaching aids Textbook, handouts,cassette tape ………… III Anticipated problems Ss may not have sufficient vocabulary to talk about the topic, so T should be ready to assit them Ss may not also be familiar with the note-taking task so T should provide them some tips to deal with the task IV Procedure Teacher Check the attendance(2m) Warm up(5m) Hangouts : Matching Column A Column B Fire fighter Fire alarm Fire door Fire escape Fire hydrant Fire extinguisher Smoke Fire struck Students Whole class a A metal stair way outside to help people get out of a building on fire b A pipe that draws water for putting out a fire c A person who fights fires d What comes out of a fire e A fire-resistant door that can be closed to stop the spread of a fire f A large truck that carries firefghters and equipment to the side of a fire g A tube that contains special chemicals for putting out fire h A bell that tells you a fire has started New lesson A Before you listen(10m) -Ask Ss to describe what is happening in the picture on page 27 +What can you see in the picture? +What is happening? + Who are these people? + What is this woman doing? …… Vocabulary 1.Memorable(a) 5.Gas stove(n) 2.Terrified(a) Embrace(v) 3.Scream(v) 7.Escape(v) 4.Replace(v) 8.Protect(v) - Ask Ss to practice the vocabulary in chorus T helps Ss to pronounce them correctly B While you listen Task 1(10m) -Asks Ss to read the statements to understand them -Tplays the tapes once for Ss to listen and the task - Check the answer with the whole class - T can play the tape again and pauses at the answers for them to catch 18 Lop11.com Group work Answer c 2.h 3.e 4.a 5.b 6.g 7.d 8.f Whole class -A fire -A house is burning and fire- fighters are trying to put out fire - They are fire-fighters - She is carring her daughter out of the fire đáng nhớ bÕp ga sî h·I «m thÐt, gµo trèn tho¸t thay thÕ b¶o vÖ Practice reading Whole class Individual work T F(13 years ago) 3.F(in the kitchen) F(she was sleeping) T (17) Task 2(10m) -Ask Ss to study the text carefully for the missing information they need to fill and guess the answers - After playing the tape, T gets Ss to work in pairs and check their answers - Call on some Ss to give the answers C After you listen(6m) -Before getting Ss to discuss, T teaches them some useful expression of asking for and giving opinions: -Asking for opinions: + What you think about………? + What’s your opinion about…? + What’s your feeling about………? + What’s your point of view about…….? + How you feel about…? + Do you have any opinion about…? Expressing opinions I think… Personally,… I believe…… I feel… In my opinion From my point of view Expressing agreement I agree I think so, too That’s true and… That’s right, and… Expressing disagreement Well,may be, but… That might be true, but… Well, my feeling is that Well, I don’t think so I think -Give some suggestions by asking some questions: +Why does Christina think family is more important than things? + Where you get love/care from, Your family or things? +Can we buy new clothes? + Can you get new parents or brothers or sisters? Homework(2m) -Do the exercises in unit in the workbook -Prepare for writing lesson Individual work and pair work 1.small family took 2.everything 4.replaced 6.appreciate Group work Take notes Giving opinion Because she has realized that she needs her family Things can be replaced, but family can’t From family Yes, we can No, we can’t Whole class Tapescript Interviewer: This is Radio In our “Unforgettable Experiences” programme tonight we talk to Christina, a successful businesswoman Hello Christina, welcome to our program Christina: Hello and thank you! It’s nice being with you tonight Interviewer: Christina, could you tell our audience about the most memorable experience in your life? Christina: Well, my most unforgettable experience happened thirteen years ago, when my house burned down Christina: The fire started in the kitchen where I forgot to turn off the gas stove Interviewer: What were you doing at that time? Christina: I was sleeping when I was suddenly woken up by terrible heat I opened my eyes to find out myself surrounded by walls of fire 19 Lop11.com (18) Interviewer: That’s terrible How did you escape? Christina: I was terrified Then I heard my mother’s voice calling my name I rushed to her She carried me out Luckily, I got away without even a minor burn Interviewer: Not many people are so lucky Did the fire affect you in any way ? Christina: Oh,yes Yes, very much, in fact Although I lost many things in the fire, the experience helped me grow up Interviewer: What you mean? Christina: Well, before the fire I was selfish I always complained to my mother about how small my room was or how few clothes I had Then the fire came and destroyed everything owned But I slowly began to realized that I didn’t really need my old things I just needed my family After all, you can get new clothes anytime, but a family can never be replaced Interviewer: I see, so the fire took many things from you, but it gave you something too Christina: Exactly, It taught me to appreciate my family more than things Period writing I Objectives By the end of the lesson Ss will be able to: Write a personal letter telling about a past experience, using the structures and vocabulary that they have learnt in previous lessons II Teaching aids Textbook, handouts, ………… III Anticipated problems Ss may not have enough vocabulary to write about the topic, so T should be ready to help them IV Procedure Teacher Check the attendance(2m) Warm up(8m) Brain-storming -T asks Ss to tell about their unforgettable past experiences and the others make questions to ask -Which team makes more questions is the winner A Preparing to write(10m) -T gets Ss to read the task - Call on a S to answer and elicits more ideas Most unforgettable experience +what happened? + when it happened? +Where it happened? + How it happened? +who was involved? + How it affected you? - T gets Ss to plan their stories according to the questions Writing(17m) -T gets Ss to write their own letters in 10 minutes -Then T asks Ss to work in pairs, exchange their letters and correct each other Students Whole class Group work Past experiences: -Failing an exam -Getting a reward ……………………… Whole class -I nearly drowned -A year ago, my last summer vacation -A river near my grandparent’s house -When I was swimming, I suddenly caught a cold, I felt dizzy and I was too weak to swim -Some of my friends were also swimming at that time, one tried to save me -I learned that life is so important Individual work and pair work 20 Lop11.com (19) - T goes around the class to offer help Feed back on Ss’ writing(6m) -T chooses one letter and reads it to the class - T elicits corrective feedback from the class and gives final comments afterwards Homework(2m) Do exercise in work book Prepare the next lesson Period Whole class Language focus I Objectives By the end of the lesson Ss will be able to: Distinguish the sounds /m /, /n / and / η / Pronounce the words and sentences containing these sound 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 communicate task II Teaching aids Textbook, handouts, ………… III Anticipated problems Ss might have difficulty distinguish and using different verb tenses correctly Therefore, T should be ready to assist them IV Procedure Teacher Check the attendance(2m) Warm up(5m) Underline the most suitable verb form in each sentences a While Tom watched/was watching TV, there was a power cut b Who drove/was driving the car at the time of the accident? c By the time she got back, he had gone/went home d David had eaten/ate Chinese food before, so he knew what to order e I did/ was doing some shopping yesterday when I saw your friend f Laura missed the party because no one was telling/ had told her about it Pronunciation(7m) /m / : close the lips when pronouncing /n / : Ss’ tongues touch the roof of their mouth / η /: their tongues touch their soft palates For all three sounds, the air goes through the nose - T asks Ss to read the words in each column out loud in chorus for a few more times Then call on some Ss to read the words out loud - In order to help Ss identify these sounds T writes some sentences to check their understanding I’ll call them/then He ran/rang twice That bun/bum is delicious /di'li∫əs/ 21 Lop11.com Students a was watching b was driving c had gone d had eaten e was doing f had told Pay attention Whole class (20) We got some/sun at the beach - Practising sentences containing the target sounds Ask Ss to work in pairs and take turn to read aloud the given sentences - T calls some Ss to read the sentences and provides corrective feedback Grammar Exercie1(10m) Review some tenses: a Presentation - Present simple + The use + Form:(+) I, You, We, They + bare infinitive He, She, It + V(s,es) ( -) S+don’t/doesn’t+ V-infinitive (?) Do/does+ S + V-infi ? - Present continous + The use + Form: (+) S + be + V-ing ( -) S + be + not + V-ing (?) Be + S + V-ing? -Present perfect + The use: we use present perfect to express an action happened at unspecified time before now The exact time is not important It is not used to describe a specific event So we can use the present perfect to describle our experience + Form:(+) S + have/ has + Past participle (-) S + have/ has + not + Past participle (?) Have/ has + S + Past participle? b Practice - T gets Ss to exercise individually and then find a partner to check the answer with - T checks with the whole class and provides corrective feedback Exercise 2(10m) a Presentation: Review the past simple and past continous Past simple + The use + Form: (+) S + V-ed or irregular verbs (-) S + didn’t V-infi (?) Did + S + V- infi? Past continous + The use + Form: (+) S + was/ were + V- ing (-) S + was/ were + not + V- ing (?) Was/ were + S + V- ing? b Practice - T gets Ss to exercise individually and then find a partner to check the answer with - T checks with the whole class and provides corrective feedback 22 Lop11.com Practicing pronunciation Take notes Give examples Give examples & take notes Give examples & take notes Individual work & pair work invites sets gets waves promises carries contains has baked is 10 is shining 11 are singing 12 is Whole class Take notes and give example Individual & pair work broke/ was playing wrote/ was was working/broke 4.started/ were walking 5.told/ were having didn’t listen/ was thinking (21)