T 2.F 3.F T checks if sts can have any answer Sts listen the second time T checks Sts listen the third time T lets sts hear the answer to make sure they understand the paragraph T gives [r]
(1)lWeek Period The teaching date: 17.08.2010 The planning date: 14.08.2010 GRAMMAR: THE REVIEW OF TENSES (continue) The simple present , simple past , present perfect and past perfect I Aim:By the end of this lesson, Ss can understand and use some tenses: the present simple, the, the simple past and the present perfect II Presentation 1.The present simple: a) form: With “ normal V”: (+) S + V1/ Vs/es; (-) S + don’t/ doesn’t; (?)Do/ does + S+ V1? Ex: She likes swimming With “ to be” : (+) S + am/ is / are; (-) S+ am, is, are +not; (?) Is/ are +S… Ex: We are students b) Usage: The present simple is used to talk -about a permanent situation :He lives in Japan -something is always true: water boils at 100 degrees Celsius -about something that regularly.happens: She leaves for school at o’clock - The present simple can be used with:+ always, usually, often, sometimes, never, seldom… + every Monday/ day/ week/ month/ year… + twice a week/ month… The simple past: a) form: With “ normal V”: (+): S + V2/ Ved; (-) S+ didn’t+V1; (?) Did+ S+ V1? Ex: She went to visit her grand parents last month With “ to be”: (+): S + was/ were; (-) S+ was/were; (?) Was/were + S… ? b) Usage: The simple past is used to talk - about an action that took place in the past:Ex: I didn’t read the letter It can be used with + last night/ Monday/ week/ month… + months/ years … ago + in 2000, 1999… - about a state that continued for some time, but that is now finished: Ex: He worked there for ten years - about an action that happened regularly in the past: Ex: I often played tennis with her 3.The present perfect : a) Form: Have / has + P P ( V3/ed) b) Usage: to talk about an action which happened in the past, lasts to the present and maybe contiues in the future Or to talk about an action which has just completed Some averbs or adverb phrase can used with the present perfec: “ so far, up till now , up to the present , never, ever , before, since , for, how long , recently, lately , already, yet.” Ex: I have met many people since I came here We have been here for two weeks Past perfect: a form: +S + had + P2… - S+ had not + P2….? Had+ S + P2……? Note: had= ’d, had not= hadn’t b Usage 1/ To tallk about an action that happened before another action or a time point in the past -Adverbs or adverb phrase : Before, as soon as, after, when, by time, by the time, by 2000 Ex:1/ By 2005 I had taken 50 photos 2/ When I arrived at the station, the train had left for 15 minutes 3/ He died after he had been ill for a long time Lop11.com (2) Week Period :3 Teaching date : 18 08.2010 Planning date : 14.08.2010 Unit : FRIENDSHIP Lesson : READING I Aims : By the end of the lesson , students will be able to : - understand the passage about friendship - identify the main idea - guess the meaning in context - express their own ideas about friendship II Method: - Communicative approach III Skills : Integrated skills ( Especially reading skill) IV Teaching aids: Text books, pictures ,chalk, … V Teaching stages : Stages Warmer 5’ Before you read 10’ Activities Content T writes the sentence on the board and A _ in need is a _ ask sts to fill in the blanks with the indeed suitable words Sts in individual then discuss to the Expected answer : next A friend in need is a friend indeed T asks sts to answer Others remark and correct Discussing the picture and poem -T asks the whole class to look at the picture on page 12 and asks them some questions: - T asks Ss to work in pairs to read the short poem on page 13 and answer the question: “ What you think of the friend the friend in the poem?” - T calls on some Ss to answer the question T may give some comments and her suggestion: The friend in the poem is very dedicated and thoughtful He/ she is willing to help his/ her friend in any circumstances Pre-teaching Vocabulary: -Elicit the new words by asking questions, using the techniques suggested above - Read a new word three times Ss listen and repeat after the teacher - Call on some Ss to repeat the word - Ask Ss to give the Vietnamese Questions: + What are the girls and boys doing in the picture? + How they feel? + What does the picture tell you? Suggested answers: + One boy is playing the guitar, and the other girls and boys are singing + They seem very happy because I can see their smile + The picture tells me that friends can happily many things together / Friendship is a nice thing that brings happiness to us Vocabulary: 1.lasting (adj) (explanation): constant ['kɔnstənt](adj): (explanation): constancy (n): rumour ['ru:mə] (n):(definition): gossip ['gɔsip] (n): (definition): trust [trɔst] (n): (synonymy)= belief Lop11.com (3) equivalent if necessary While you read 19’ sorrow ['sɔrou](n): ( synonymy)= grief pursuit [pə'sju:t] (n)( synonymy)= hobby=pastime Setting the scene: -T introduces the scene: You are going to read a passage about the qualities of a long lasting friendship While you are reading, the tasks in the textbook -Task1 - Then T instructs Ss to read the passage quickly and stop at the lines that contains these words to guess their meanings ( except for the word ‘friend’ as this word is familiar with Ss) - Ss should read through the sentences provided in the task to identify the part of the word to fill in each blank - T asks Ss to work individually to the task - T goes around to help Ss when necessary - T asks Ss to exchange their answer with other students - T asks Ss for their answers and tells them to explain their choices - T gives feedback and correct answers Task2 -T gets Ss the task individually and then find a peer to compare their answer with T might want to give them some time to re-read the passage -T instructs Ss to this task with some strategies to find the main idea of the passage - T calls on some Ss to give their answer and asks other Ss to stay whether they agree or disagree - T gives feedback and the correct answer Task3 -T asks Ss how to this task if they don’t remember, T may instruct them some strategies to the task: -Sts the exercise in individual then discuss in pair - T calls on some Ss to write their TASK 1: Fill each blank with one of the words in the box (8’) Expected answer mutual incapable unselfish acquaintance/ friend give and take loyal to suspicious Task (5’): Instruction: You are to read the passage again and decide which of the choices A, B, C or D most adequately Expected Answer: B Task3 : Instruction: Ss are required to answer the six questions in the book Expected answer The first quality for true friendship is unselfishness It tells us/ me that a person who is concerned only with his/ her own interests and feelings can’t be a true friendship.( paragraph 2) Because they take up an interest with enthusiasm, but they are soon tired of it, and they feel the attraction of some new object.( line 2-3 paragraph 3) The third quality for true friendship is loyalty It tells us/ me that two friends must be loyal to each other, and they must know each other so well that there can be no suspicions between them.( line 1-3, paragraph 4) Because if not people can’t feel safe when telling the their other secrets Because they can’t keep a secret, either of their own or of others (line 3-4, paragraph 5) The last quality is sympathy It tells us/ me that to be a true friend one must sympathize with his or her friend Where there is no mutual sympathy between friends, there is no mutual sympathy between friends, there is no friendship ( last paragraph) Lop11.com (4) answers on the board and ask them to explain their choices - T gives feedback and correct answer After you read 8’ Wrapping up (2’) -T asks Ss to work in pairs to discuss the question in the book - T goes around to help Ss when necessary - After their finish, T asks every two pairs to share ideas - T calls on some Ss to report their ideas to the class - T gives feedback Instruction: You are required to work in pairs to discuss the questions in the text book: “ Why we need to have friends?” The report the results of your discussion to the class -T summarizes the main points of the lesson - T asks Ss to learn by heart all of the new words Home work (1’) Prepare the next period Prepare part B- Speaking 16.08.2010 Lop11.com (5) Week : Period : Teaching date : 24.08.2010 Planning date : 21.08.2010 Unit : (cont )- Speaking I.Aims : By the end of the lesson students will be able to describe the physical characteristics and personalities of their friends, using appropriate adjective II Method: - Communicative approach III Skills : Integrated skills ( Especially speaking skill) IV Teaching aids: Text books, pictures ,chalks, … V Teaching stages : Stages Warm- up 6’ Activities T gives two pictures of famous person T gives some words that Ss can use to Sts work in group T helps them T checks the answer Before you speak 5’ T gives handout Handout :Match the right questions to the right answers : Sts work in group T asks some representatives to give A B their answers What is she like a She is fine T asks others to remark and corrects ? b Tall and What does she beautiful look like ? c Pretty and easygoing How is she ? Sugested answer : 1.b c a Describing physical characteristics and T introduces the lesson personality of a person While you speak 10’ Task1 : T asks Ss to open the books Sts the exercise by using the “ useful language “ in page 16 -T may ask Ss to provide some adjectives/ expressions used to describe people appearance T can also explain the words if necessary Sts work in group T goes around and helps them if necessary T checks in front of class T makes model conversation with a st Sts practice speaking in pair T goes around to check and helps them Content * Stick the right words on some pieces of paper to the picture to describe them *suggested : Tall, good-looking , oval, straight , … Task1 : Look at the the useful language and add two more words for each category : Height : medium, height, rather short, too tall Face : round, long – high cheek bones , a scar Forehead : high, low Nose : long, straight, flat, turned-up Hair : long medium length , straight, curly, wavy, bald, thin Eyes : green, blue, brown, gray Pants : flar , baggy Appearance : plain, attractive, well-dressed, casually- dressed Lop11.com (6) 14’ T calls on some Ss to present their answers in front of the class T gives feedback Task : T asks Ss to in pairs (one asks and other answers) to describe their friends by using some useful expressions T can explain some useful expressions T goes around to help them if necessary T calls on some pairs to practice in front of class Mouth : heart-shaped, wide, generous, thin / full lips Chin : pointed , firm, weak Build : thin, slender, muscular, plump, heavily built, overweight, fat Age : young, middle age, elderly, old, Task : Useful expression : He is in his …………… He has got a ……face with ………… He is of medium height He wears his …………………… His hair is …………… * Model : T : Could you tell me something about your friend? What’s he like ? S: Oh, he is very friendly He is the kind of person who is always willing to give help T : What does he look like ? S : Tall and good-looking After you speak 8’ T explains the situation Sts work in group to make questions or facts about a famous friend based on the suggestions in the textbook T is around and helps them T check in front of class T asks Ss to read the words( page 17) T makes example with a student Sts practice speaking in pair T goes around and helps them T concentrates some common errors or difficult problems in front of the class TASK : A Making questions : What’s his name ? / Could you tell me his name ? What’s he like ? / What does he look like ? / Is he ? what is his date of birth? When was he born ? What’s his hobby?What does he in his spare time ? Why is he so interested in math ? How long does it take him to study math ? How much time does he spend on math everyday? What made him so successful ? B Model : A Hello, I’m Tan, a journalist for Hoa Hoc Tro magazine B : Hi : I’m Nam Nice to meet you A I hear you are Minh’s closest friend Could you give me some information about Minh ? B Sure No problem A: Has Minh just won the first international price in mathermatics ? B: Yes, That’s right He did a good job and we are so proud of him A: So he has to work very hard on this subject? How much time does he spend on it everyday ? Lop11.com (7) B: I’m not sure but he studies it nearly every night Math is his favorite subject A: Do you know why ? B: He always says it is so useful and interesting Both his parents are mathermatics teachers A: Oh, I see … Thank for giving me time Bye B: You’re welcome Bye Wrapping up 2’ Home work 1’ T summarizes the main points Write a short paragraph about the famous T asks Ss to practice the dialogue of friend you have just talked about describing a person at home again T asks sts to prepare for the next Prepare “ listening” period Week : Period : Teaching date : 25.08.2010 Planning date : 21.08.2010 Unit : ( cont) : LISTENING I Aims : By the end of the lesson students will be able to : - understand about the activities of a labourers - Hear and give the number in the pictures - hear and take notes II Method: - Communicative approach III Skills : Integrated skills ( Especially listening skill) IV Teaching aids: Pictures, a tape/CD , handouts V Teaching stages : Stages Warm –up 5’ Before you listen 10’ Activities Sts close the books T can lead to the lesson by asking some questions Sts work in pair T can help Ss by providing some popular expressions T calls on some Ss to answer T remarks and corrects any mistakes if necessary T leads into the new lesson Pre-teaching vocabulary -T helps Ss to pronounce the words given in the book T may read aloud firstor play the tape and ask Ss to repeat in chorus and individually - T elicicts / teaches some of these words or/ and those taken from the Content Questions : Who is your best friend ? How did you have to meet him or her ? How long have you know each other? What qualities you admire in your best friend? Suggested answers: Qualities that we admire in our best are: caring, supportive, helpful, honest, good-nature, quick-witted, humorous, friendly Vocabulary: Apartment building (n)(translation): Guitarist(n) (picture) sense of humor( n) (explanation) rough time (n) (synonym)= difficult time give sb a ring= phone sb Lop11.com (8) listening passage - T may get Ss to make sentences with the words and gives corrective feedback -Sts open the book and read “ listen and repeat” and write down While you listen 10’ 10’ After you listen 8’ Wrapping up 2’ T asks sts to read the sentences in task T explains the meaning of the words Sts hear the first time T checks if sts have the answers Sts hear the second time T checks Sts hear the third time, T pauses the record at the right answer TASK Words : Living quarter, to have things in common, to help someone out of difficulties Expexted answer : Lan F F T F T F Long: F F T T T F TASK T gives situation Expected answer : Sts read the requirement How and where What they like Sts hear the first time did they meet? about their T checks if sts have the answers friends? Sts hear the second time Lan They used to live Ha is very T checks in the same friendly and Sts hear the third time, T pauses the apartment helpful record at the right answer building in Ha’s sociable She’s got many Hanoi Lan went on a friends in Do Son she holiday to Do and Son and Ha went introduced Lan there to help her around Minh They met in Minh has a sense college of humour Minh played the Minh likes to go guitar for plays and Long was a movies singer Minh is a good They worked listener together Minh is frienly and helpful Sts work in group, speak ask and answer how Long and Lan made friend with Ha and Minh T summarizes the main points of In not more than 100 words write about how the lesson and your friend has become best friend T asks sts to prepare for the next Prepare writing period Lop11.com (9) Week : Period : Teaching date : 26.08.2010 Planning date : 21.08.2010 Unit ( cont ): WRITING I Aims : By the end of the lesson students will be able to write about a friend, real or imaginary, using the words and expressions that they have learnt in previous lessons II Method: - Communicative approach III Skills : Integrated skills ( Especially writing skill) IV Teaching aids: Text books, pictures ,chalks, … V Teaching stages : Stages Warm –up 5’ Activities -T introduces the game : One student goes to the board and T gives him or her a piece of paper with the name of a student in the class - T asks the student to describe the person so that other people can guess exactly who is the person that he is describing? Activity 10’ Categorizing -T gives handout and explains the way to T asks the Ss to work in groups of four or five to put the adjectives under the following headings: -T goes around to help them T asks sts to answer T checks Content -The student may describe: He/ she is a girl/ boy He/ she is tall / short Is she short-sighted? Is she friendly? Handout : Tall short dark long blue round fair smooth square high pointed open-hearted sincere large slim sociable weatherbeaten fat overweight thick oval sincere helpful generous studious intelligent patient calm, in her/ his late teen ( 18, 19 years old), a middle-aged woman/ man, 20 years old, plain, good looking, beautiful, handsome - Suggested answer Hair Short/long/ thick Nose High, pointed Eyes Build Blue, round, Overweight dark, large Slim, fat Complexion flat, Fair, smooth, weather beaten 10 Lop11.com Personalities Open-hearted, sincere, sociable, helpful, intelligent, patient, calm Face Round, square, oval Age in her/ his late teen ( 18, 19 years old), a middleaged woman/ (10) man, 20 years old General appearance: plain, good looking, beautiful, handsome TASK Models : Sts open the book To be in her / early/ middle/ late fifties T requires She has got a ……………… T guides sts to read the In character , she is like her father ………… sentences in book She has ………………… Her hair is ………………………… Sts practice writing in each Suggested answer: phrase Of all my classmates, I like to play with Hoa, who is also my good neighbor If you first meet her, you ‘ll be impressed by T helps and can gives her short hair; high nose and big brown eyes, which always some models to make it shine I can read in them her most intimate feelings and easy for sts to write intelligence Hoa has a strong tendency to be sociable She is Sts practice writing in willing to help me overcome difficulties in my study and my group daily work as well I hope our friendship will last forever T checks and helps Activity TASK Sts’s tasks 8’ T ask sts to exchange their task to each other Sts correct their friends’ witing T asks sts to read the best writing as an example Homework T asks sts to prepare for Write their tasks the next period 2’ Prepare language focus Activity 20 23.08.2010 Week : Period :7 Teaching date : 31.08.2010 Planning date :28.08.2010 Unit ( cont ): LANGUAGE FOCUS I Aims : By the end of the lesson , the students can : - distinguish between the two phonetic sound / t∫/ and /dɔ/ - pronounce the words and sentences containing these sounds correctly - use some structures containing infinitives with and without to appropriately II Method: - Communicative approach III Skills : Integrated skills ( Especially skills) IV Teaching aids : textbook , handout, CD player 11 Lop11.com (11) V Teaching stages : Stages Warm –up 5’ Activities Content Arrangement: Arrangement: -T writes the words or phrases on the board -Ask Ss to arrange the words or phrases in a correct sentence -Sts remark the common sound of the word groups - T calls on some Ss to answer - T gives feedback and correct answer - T asks Ss to read the common sounds: / t∫/ and /dɔ/ that the words containing -T lets sts read the sound/ t∫/ and /dɔ/ / twice T lets sts repeat the sentence T leads the lesson The/ changed/ in the church/ the picture/ of the village/ children Expected answer: The children changed the picture in the church of the village 12 Lop11.com (12) Pronunciation Pronouncing the two sounds separately 10’ T introduces and models the two sounds / t∫/ and /dɔ/ / a few times and explains the differences in producing them T plays the tape ( or reads ) one for sts to hear the words containing these words containing these two sounds The T plays the tape ( or reads) again and this time asks Ss to repeat after the tape (or T) Pronouncing the words containing the sound T reads the words in each column all at once T reads the words again and asks Ss to repeat them T asks Ss to practice pronouncing the words in pairs T goes around providing help T asks Ss to pronounce the words and gives correction if necessary Pronouncing sentences containing the sounds T reads the sentences and ask Ss to underline the words with the sounds and write / t∫/ and /dɔ/ under them T asks Ss to practice pronouncing the words in pairs T goes around providing help T asks Ss to read the sentences and gives feed back Sounds / t∫/ and / dʒ/ TASK : * Listen and repeat : / t∫/ / dʒ/ Children mutual dangerous Changeable church passenger Cheese which cheese Grammar and vocabulary 27’ To infinitive: a) Presentation - What you get up early every morning for? - I get up early to walk - Oh, I like to walk ,too But I have a lot of work to - But today the weather is too bad for me to walk “To- inf “ is used : * to indicate the purpose : Ex: I get up early to walk * as a modifier to replace a relative clause Ex: I have a lot of work to ( which I have to do) * as an object of a verb To infinitive: a) Presentation T writes some examples on the board and underline the to+ ininitive: T asks Ss to comment on the use o to+ infinitive in these examples T reviews the form and use of to+ infinitives in these examples b)Exercise - T asks Ss to exercise individually -Ss have to write sentence by sentence by using the words given -T asks them to compare answer with their partners Sts discuss and check their classmate’s 13 Lop11.com jam Joke which Practice reading aloud these sentences Just outside the village, there’s a bridge Jane always enjoys George’s joke Two jeeps went over the edge of the bridge Which picture you think the child wants to change? Mix the mushrooms, chilli and cheese Do you like French salad and fish and chips? (13) - T calls on some Ss to go to the board to write down their answers -Others remark and correct -T checks their answer Infinitive without to( bare infinitive) a) Presentation -T calls on some Ss to give out some verbs that are followed by bare infinitives b)Exercise2 - T asks Ss to exercise in pairs Ss have to write sentence by sentence by using the words given -T asks them to compare answer with their partners Sts discuss and check their classmate’s - T calls on some Ss to go to the board to write down their answers -Others remark and correct -T checks their answer Ex: I like to walk * as an subject Ex: It is healthful to walk every morning * in idiomatic expression : Ex: The weather is too bad for me to walk today b) Exercise : Expected answer : 1.who wants something to eat? 2.I have some letters to write 3.I am ( was ) delightful to hear the news 4.My mother has some shopping to 5.you always have too much to talk about 6.It’s lovely to see you again 7.It is (was) too cold to go out 8.I am (was ) happy to know that you have passed the exam bare inf is used : a) Presentatio * let/ make + O + bare-inf Ex: They make me feel disappointed * following : had better , would rather, perceptive verbs ( see, smell, feel, watch…) Ex : You had better stay at home tonight Exercise : Sentence transformation: Expected answer : The police watched them get out of the car They let him write a letter to his wife I heared them talk in the next room the custom officer made him open the briefcase The boy saw the cat jump through the window Do you think the company will make him pay some extra money? I felt the animal move toward me you think her parents will let him go for a picnic? Wrapping and home word 3’ T summarize the main points T asks sts the exercise at home Handout Pick out the inf in the following sentences and describe the function of each 1To find fault is easy 2.It is delightful to hear the sound of the see 3.The dog wants something to eat 4.I saw him run the mile in four minutes 5.Everybody wishes to enjoy life 6.He is too ill to any work 7.I am not afraid to speak the truth 8.He went to Paris to perfect his knowledge of French Prepare Unit ( reading) 14 Lop11.com (14) Week : Period :8 Teaching date :01.09.2010 Planning date :28.08.2010 Unit : PERSONAL EXPERIENCES Lesson : READING I Aims : By the end of the lesson , students can : - scan read for specific information - understand the text and express their ideas about past experiences II Method: - Communicative approach III Skills : Integrated skills ( Especially reading skill) IV Teaching aids : textbook , handout, CD player V Stages of teaching Stages Activities Content Warm – up T ask some questions - Have you ever been in an embrassing situation? 5’ Sts answer - What did you then? T leads in the lesson: -Ss’ answers: It is one of your experiences Today our reading lesson is about the embarrassing experience of a girl on a bus Before you Activity 1: - T gets Ss to work Activity 1: read in groups and try to make sense Ss’ answers: of the pictures on page 22 Then 7’ T gets them to put the pictures Activity in the order that they think is Pre-teaching vocabulary.: make a fuss about sth: (definition) most appropriate - T calls on some student to sneaky (a) (translation): present their ideas but should glance (v) (at sth/ sb): not correct them idol (n) (situation): Activity Pre-teaching vocabulary While you Task1 TASK : read Sts open the book Read the text in silence and use the words or phrases in the box which appear in the passage 19’ T lets sts listen the text to fill the blanks in the sentences Sts listen and read silently T asks sts to task1 in Expected answer : glanced, making a fuss, individual embrassing, idols, sneaky Sts discuss in pair after finish reading T calls on SS to give their answers T gives the feed back and correct answer Task2 TASK : Sts work in pair Read the text again and put the pictures of the event above in the order they happened in the T goes around and helps them T calls on a student to give and story ( text book page 24 ) Expected answer : explain his/ her answer Sts answer loudly D B 3.F 4.E 5.A 6.C Others remark and correct TASK : 15 Lop11.com (15) T remarks and gives the correct answer Task3: T checks if Ss can answer the comprehension questions in task3 without having to read the passage again T gets them to read the questions carefully and gives them some tips to the task T asks Ss to check their answers with a peer T calls on some Ss to write their answers on the board and ask them to explain their choices T asks sts some questions to make sure that they understand the text Sts answer After you read 12’ Homework 2’ Answer the questions Questions : What did the girl wish to have when she was in grade 9? Who gave her money on her birthday ? Why did she decide to take the money from the boy’s bag? What did she with the money? What did she discover when she came back ? Expected answer : She wished to have a floppy cotton hat Her father Because she thought that the boy had stolen her money She bought the pretty hat of her dream She discovered her money on the table T remarks and corrects Sts work in group Notes : T asks sts some question in book T guides the sts to discuss to answer the question T gives some notes T asks some sts to give their own answer - put up a notice on the school board get on the same bus the next day and look for the boy to return the money to him nothing keep it secret ask her father for advice T asks sts to prepare for the next Write the summary of the text period Prepare speaking Week : Period : Teaching date : 01.09.2010 Planning date :28.08.2010 Unit : (cont): SPEAKING I Aims : By the end of the lesson , students will be able to : - identify structures that are used to talk about past experiences and their influences on one’s life, i.e present perfect and past simple, structure with “ Make” - use the structure to talk about their personal experiences and how they affect their life II Method: - Communicative approach III Skills : Integrated skills ( Especially speaking skill) IV Teaching aids : Text book, black board, pictures V Stages of teaching: Stages Review Activities T asks sts to answer some questions Content Questions: 16 Lop11.com (16) 5’ Sts answer Others remark and correct T checks Lead-in: To day, we will continue the topic of personal experiences by talking about past experiences and how they affect your life - We move to part B: Speaking Before you speak 10’ TASK T asks Ss to work in pairs to match things they might have done or experienced in box A and how the experience might have affected them in box B Call some Ss to give their answers Sts work in pair T goes around and helps them T explains the words Sts answer T corrects T asks Ss to base on the ideas in column A to answer fully What did the girl wish to have when she was in grade 9? Who gave her money on her birthday ? Why did she decide to take the money from the boy’s bag? What did she with the money? What did she discover when she came back ? Expected answer : She wished to have a floppy cotton hat Her father Because she thought that the boy had stolen her money She bought the pretty hat of her dream She discovered her money on the table TASK Match the things you might have done or experienced in column A and their effects on your life in column B A B Seaking English a makes you love to a native English your country more speaker b teaches you a being seriously ill lesson and makes traveling to other you work harder parts of the country c makes you failing an exam appreciate your talking to a health more d makes you feel famous pop star more interested in learning English e changes your attitude to pop stars Expected answer :1.d 2.c 3.a 4.b 5.e A:How you feel when you meet a famous film star? B: It makes me excited While you speak 25’ Task2: T gives situation St work in pair, discuss and arange the sentences in right order T corrects T asks sts to practise speaking the dialogue T notices sts the use of past tense and the form of questions can be used Task3 T gives situation Sts work in pair to talk about their experiences Sts can base on the notes in task T goes around and helps them if Task2: A student is talking to her friends about one of her past experiences and how it affected her The lines in their conversation are jumbled Put them in the correct order then practise the dialogue Expected answer : 1.b 2.d 3.h 4.a 5.g 6.c 7.c 8.f Form of questions - Have you ever ……? - How did it happen? - How did the experience affect you? Task3 Underline the structures used to talk about past experiences in the dialogue in task 2, then use the structures and the ideas in task 17 Lop11.com (17) they have difficulties T calls on a pairs to perform in front of the class T comments and corrects the mistakes if necessary T asks Ss to repeat the way to talk about the past experiences After you speak 4’ Homework T asks Ss to prepare for the next period 1’ to make similar dialogues Sts by themselves Write a paragraph ( 50 words) about their own experiences Prepare “listening” 31.08.2010 Week : Period :10 Teaching date : 07.09.2010 Planning date :04.08.2010 Unit : ( Conti ) LISTENING I Aims : By the end of the lesson, students are able to : - listen for specific information - understand the passage II Method: - Communicative approach III Skills : Integrated skills ( Especially listening skill) IV Teaching aids : Text book, black board, pictures V Teaching sages : Stages Review 5’ Warm-up 5’ Before you listen Activities Content T asks sts to stand in front of the class and make the conversation Sts by themselves about their own experiences T remarks and gives marks Game: Guessing things: -T divides the class into two groups A and B and ask Ss to guess what it is - Read aloud some facts about the thing one by one -The group giving the correct answer first wins T asks sts to the exercise in book ( page 27) Questions : What is it ? + It destroys buildings, houses and forests + It can kill people + I gives out a lot of smoke + You need water to put it out Expected answer: A fire Look at the picture and say what is happening Questions : 18 Lop11.com (18) 8’ Sts work in group What you see in the picture ? T gives situation Who are they? T can suggest sts by asking some Where are they? questions What are they doing ? Sts answer Expected answer : T asks sts to read the given words I see a fire Sts read in group They are a fireman, a woman and a girl They are beside the house on fire They are running out of the fire While you listen 19’ After you read 7’ Homework 1’ T gives situation TASK1 Expected answer : T lets sts read the given sentences T lets sts listen the first time T 2.F 3.F T checks if sts can have any answer Sts listen the second time T checks Sts listen the third time T lets sts hear the answer to make sure they understand the paragraph T gives situation T lets sts read the given sentences T lets sts listen the first time T checks if sts can have any answer Sts listen the second time T checks Sts listen the third time T lets sts hear the answer to make sure they understand the paragraph T gives situstion Sts work in group Sts speak freely about their ideas T goes around and helps them T calls some sts to express their ideas Others listen and contribute ideas T asks sts to prepare for the next period 4.F 5.T TASK Expected answer : small everything family replaced took love Christina says that family is more important than anythings else Do you agree or disagree with her? Sts Write the summary of the story you have just listened Prepare “ writing” Week : Period :10 Unit : ( cont ) Teaching date : 07.09.2010 Planning date :04.08.2010 Lesson : WRITING I Aims : By the end of the lesson students will be able to : -write a paragraph to describe a friend 19 Lop11.com (19) II Method: - Communicative approach III Skills : Integrated skills ( Especially writing skill) IV Teaching stages : Stages Warm –up 5’ Activities Content T introduces the way to the * FRIEND exercise Expand this word into a sentence Ex : I like a friend T calls on some sts ( volunteer ) to Expected answer : practice expand sentence St1 :I like a friend who is friendly T write on the board St : I like a friend who is friendly and helpful St : …………………………………… T lead to the new lesson Activity 10’ TASK * Handout : T gives handout and explains the Read the passage describing a person and say way to which sentences describe : Sts work in group to anylize the - the person character paragraph - the person appearance - like and dislike - her habit * Passage : Of all my relatives, I like Aunt Emely the best She’s my mother’s youngest sister She has never married and lives alone in a small T goes around to help them village near Berth She’s in her late fifties, but T asks sts to answer she’s quite young in spirit She has a fair T checks complexion, thick brown hairwhich she wears in a bun and dark brown eyes She has a kind face and when you meet her ,the first thing you notice is her smile Her face is a little wrinkled now, but I think she is still attractive She is the sort of person you can always go to if you have a problem She like reading and gardening, and she still goes for long walk over the hills, she’s a very active person Either she is making something or mending something , or doing something to entertain herself She’s extremely generous, but not very tolerant with people who don’t agree with hwer I hope I’m as contented as she is when I ‘m at her age * Expected answer : the person’s character : quite you in spirit, the sort of person you can always go to if you have a problem, a very active person, extremely generous, but not very tolerant with people who don’t agree with her The person’s appearance : in her late fifties, has a fair complexion, thick brown hair which she wears in a bun ,dark brown eyes, has a kind 20 Lop11.com (20) Activity 20 face, her face is a little wrinkled now but still attractive Like and dislike: likes reading and gardening, going for long walk over the hills Her habit : making something or mending something , or doing something to entertain herself TASK Models : Sts open the book To be in her / early/ middle/ late fifties T requires She has got a ……………… T guides sts to read the sentences In character , she is like her father ………… in book She has ………………… Her hair is ………………………… Sts practice writing in each phrase T helps and can gives some models to make it easy for sts to write Sts practice writing in group T checks and helps Activity TASK Sts’s tasks 8’ T ask sts to exchange their task to each other Sts correct their friends’ witing T asks sts to read the best writing as an example Homework T asks sts to prepare for the next Write their tasks period 2’ Prepare language focus Week :4 Period : Teaching date : 08.09.2010 Planning date : 04.09.2010 Unit : PERSONAL EXPERIENCES Lesson : WRITING I Aims : By the end of the lesson , students will be able to : - write a personal letter - tell their memorable past experiences II Method: - Communicative approach III Skills : Integrated skills ( Especially writing skill) IV Teaching aids : handouts , pictures, text book V Teaching stages : Stages Review 5’ Warm-up Activities T asks sts to summarize the story Sts they heard in listening period T remarks and gives marks T gives a picture and asks sts to Cues given : 21 Lop11.com Content (21)