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Method: Communicative Approach Objectives: - Ss practise listening skill - By the lesson ss understand family is more important than things - They are no longer selfish Teaching aids: Te[r]
(1)Lesson Plan 11- School Year: 2009- 2010 Period 01 - Date of planning: Date of teaching: REVIEW OF TENSES I Aim: - Review tenses II Objectives: By the end of the lesson, students (Ss) will be able to be reminded some tenses such as the simple present, the present continuous, the present perfect, the simple past, the past perfect III Teaching aids: handouts of exercises IV Anticipated problems: It takes much time for ss to get the structures and exercises relating to tenses again V Procedure: Time/Steps Teacher’s activities Students’ activities Warm-up T gives a sentence with the verb in brackets for Ss listen to T’s Lead-in ss to write the suitable form ask 5’ Ex: He (study) English everyday Do the task now Write down last night Let’s check since last night Listen and take notes before last night T lets time for ss put the verbs in right forms in pairs T calls on some ss go to the board and T gives feedback: studies is studying studied has studied had studied Presentation The simple present tense 20’ Form: S+ V (s, es) Listen and take “es”: verbs ending with s, sh, th, ch, o, notes Do as required x, y I, you, we, they, plural N + V (inf) Ex: I have a pen My parents work for a company He, she, it, singular N + V (s, es) Ex: He goes to school everyday Use: express the truth, the habit, the action presently Recognition: Adverbs of frequency: always, usually, often, sometimes, rarely, seldom, never… Adverbs of time: everyday, month, week, year… T asks ss to put sentences using the simple present tense Prepared by: Nguyen Thi Phong Phu Lop11.com (2) Lesson Plan 11- School Year: 2009- 2010 Practice 15’ The present progressive tense: Form: S + be (am/is/are) + V-ing Ex: I am cleaning the floor We are studying English Use: express the action happening at present Recognition: Adverbs of time: At the moment, at present, presently, now T asks ss to put sentences using the present progressive The simple past tense: Form: S + V (past) [V-ed; VII] Be (were/was) Ex: I went to school yesterday Use: express an action happened in the past time and finished at that time Recognition: Adverbs of time: in + year, last month (year, week, night…), yesterday, a period of time + ago T asks ss to put sentences using the simple past tense The present perfect tense: Form: S + have/has + V (P.P) [V-ed; VIII] I, you, we, they + have + V (P.P) He, she, it + has + V (P.P) Ex: I have studied English for 10 years Use: express an action lasting from the past to present or an action that has happened recently Recognition: Adverbs of time: for + a period of time, since + a point of time Adverbs: recently, already, just, yet The past perfect tense: Form: S + had + V (P.P) [V-ed; VIII] Ex: I had studied English before 1999 Use: express an action that had happened before a point of time in the past or an action happened in the past Recognition: Adverbs of time: before + a point of time in the past (a past action) Put the verbs in brackets in the right forms: Terry (work) in a bank from 1981 to 1986 I (clean) my teeth every morning He (always/go) to work by car We (enjoy) the party last night because we (dance) and (talk) a lot Mary (go) to the cinema three times last week William Shakespeare (die) in 1616 I (write) a letter to Jane since last week She (leave) home before 8:00 this morning Listen and take notes Do as required Listen and take notes Do as required Listen and take notes Do as required Listen and take notes Do as required Listen and take notes Do as required Do the exercise Prepared by: Nguyen Thi Phong Phu Lop11.com (3) Lesson Plan 11- School Year: 2009- 2010 Ann (often/take) photographs 10 I (sleep) well last night And you? Production 5’ T calls on some ss go to the board and the Listen and take task notes T gives feedback worked clean always goes enjoyed/ danced/ talked went died have written had left often takes 10 slept Homework Revise the structures, uses and recognition of tenses above Experiences: …………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………… …………… ……………………………………………………………………………………………………………………… ………………………… ………………………………………………………………………………………………………… ……………………………………… …………………………………………………………………………………………… …………………………………………………… ……………………………………………………………………………… ………………………………………………………………… ………………………………………………………………… ……………………………………………………………………………… …………………………………………………… …………………………………………………………………………………………… ……………………………………… Period 02 UNIT : FRIENDSHIP Lesson 1: Reading date of planning: date of teaching: * Aim : Reading about friend and friendship * Objective : By the end of the lesson, Ss will get to know more about friend and friendship * Teaching aids : Textbook, lesson plan, pictures, posters * Procedures : Time 5’ 7’ Contents I Warmer : Wordsquare Teacher’s activities A H E A R T D F R I E N D E T I N I C E A E S N E E D R R I N D E E D a, heart, friend, in, need, indeed, nice, dear, after, is A friend in need is a friend indeed Introduction II Pre- reading : * Vocabulary : - acquaintance (n) - incapable of (a) - unselfishness (n) Ss’ activities - Explain the game - Divide class into groups - Start the game - Control - Listen - Ask Ss to make a sentence with these words - Make a meaningful sentence - Follow the steps for teaching voc - Listen & answer - Repeat - Copy - Play the game Prepared by: Nguyen Thi Phong Phu Lop11.com (4) Lesson Plan 11- School Year: 2009- 2010 - constancy (n) - loyalty (n) - sympathy (n) - trust (n) - suspicious (a) Checking :ROR * Brainstorm : 5' - Set on the board - Ask Ss for the answer - Get feedback and check qualities for friendship 4’ 10’ III While – reading : * Task : Fill in the blanks Answer : mutual incapable unselfish acquaintance / friend give and take loyal to suspicious * Task : Answer the questions (LN) What is the first quality for true friendship and what does it tell you ? Why are changeable and uncertain people incapable of true friendship? What is the third quality for true friendship and what does it tell you ? Why must there be a mutual trust between friends? Why can’t people who talk too much keep a friend long ? What is the last quality for true friendship and what does it tell you? Answer : The first quality for friendship is unselfish It tells me that a man who is concerned only with their own interests and feelings cannot be a true friend Because they take up an interest with enthusiasm, but they are soon tired of it, and they feel the attraction of some new object The third quality for friendship is loyalty It tells me that the two friends must be loyal to each other, and they must know each other so well that there can be no suspicious between them Because if not people cannot feel safe when telling the others their most intimate secrets Because they cannot keep a secret, either their own or those of others The last quality for friendship is sympathy It tells me that to be a true friend you must sympathize with your friend Where there’s no mutual sympathy between friends, there’s no true friendship * Task : Choose the main idea Answer : Conditions of true friendship IV Post – reading : - Give posters - Ask Ss to - Check and correct - Give instructions - Ask Ss to read for the answer - Divide class - Start the game - Control - Ask Ss to - Look at the board - Answer - Work in groups - Answer - Listen - Read the question - Play the game - Work in pairs Prepared by: Nguyen Thi Phong Phu Lop11.com (5) Lesson Plan 11- School Year: 2009- 2010 3’ 10’ To have a friendship we should / shouldn’t - be helpful - be too selfish - borrow a lot of money - be talkative - pay attention to yourfriend when he / she is in difficult situation -believe too much in rumours - be faithful - V Homework : - Learn the lesson and prepare the next period 1’ - Check and correct - Answer - Stick poster - Ask Ss to write Should and shouldn’t - Check - Look at - Write the answer - Give the assignment - Copy * Self evaluation: Period 03 UNIT : FRIENDSHIP date of planning: Lesson 2: Speaking date of teaching: *Aim: Describing the physical characteristics of a person *Objective: By the end of the lesson , ss will be able to talk about the physical characteristics of a person * Skills: Main skill :Speaking Sub skills: Listening , Reading ,Writing * Teaching aids : Textbook, lesson plan, pictures, posters *Procedure: Time 5’ Content Teacher’ activities Students’ activities II.Warm up: Kim’ game -Stick the poster on the board -Run through vocab -Give instructions -Control -Look at the board -Listen -Play a game Group work Prepared by: Nguyen Thi Phong Phu Lop11.com (6) Lesson Plan 11- School Year: 2009- 2010 10’ handsome sincere straight short oval beautiful black broad good-looking modest square pleasant hospitable * Introduction: II Pre-speaking: Vocab -crooked(a) -humorous(a) -quick-witted(a) -good-natured(a) studious(a) *checking:ROR Set the scene about face ,hair ,height ,forehead… -Follow the steps -Follow the for teaching vocab teacher’s instructions -Draw on the board -Ask ss to guess the physical characteristics -Look at the board -Work individually 18’ III.While –speaking: *Task 1:Look at the people below & describe their physical characteristics (page 15) *Useful language: height:tall medium ,short… face: square ,large ,oval … forehead: broad ,hight ,… Nose: straight ,crooked … Hair: black, grey… Appearance : handsome , beautiful ,good-looking… Supply ss some -Listen &answer useful languages -Copy -Ask ss to describe -Work individually -Control -Run through vocab -Give instructions -Listen & the task -Group work Work in pairs Prepared by: Nguyen Thi Phong Phu Lop11.com (7) Lesson Plan 11- School Year: 2009- 2010 *Task 2:Number the following persionalities in order of importance in friendship Report your result to the class 10’ caring generous hospitable honest modest helpful sincere understanding Give ss a dialogue build -Ask them to make an interviewee -Go around for help if nessessary -Call each pair to report in front of the class pleasant IV Post –Speaking :Task 3: Role play *Dialogue build Journalist Interrviewee Listen& take note Her / his name Summarize the main points -Give homework ? ? Date of birth ? His/ her personalities ? (friendly, honest , helpful……) 2’ What made her successful ? ……………………………………………………… V.Homework: Learn the lesson Prepare section c Listening * Self evaluation: Period 04 UNIT : FRIENDSHIP Lesson 3: Listening date of planning: date of teaching: * Aim : Listening about Lan’s friendship and Long’s friendship * Objective : By the end of the lesson, Ss will be able to listen to the information about Lan’s friendship and Long’s friendship Prepared by: Nguyen Thi Phong Phu Lop11.com (8) Lesson Plan 11- School Year: 2009- 2010 * Teaching aids : Textbook, lesson plan, cassette player, tape, poster * Procedures : Time 5’ 5’ 7’ 7’ Contents I Warmer : Matching A B apartment building yêu thích sense of humour xe gắn máy guitarist toà nhà favourite tình bạn motorbike tính hài hước around xung quanh friendship người chơi ghi ta Introduction II Pre- listening : * Ask & answer the 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 ? Teacher’s activities - Show the poster - Give clear instruction - Model - Ask Ss to match - Check - Read & ask Ss to repeat - Show the questions - Ask Ss to ask & answer - Control - Call or pairs to speak loudly - Lead to Lan’s talk and Long’s talk III While – listening : * Task : Listen and decide T or F _ Ha and Lan share an apartment in Nguyen Cong Tru Residental Area in Hanoi _ Lan think hat Hai Phong people are unfriendly _ Lan spent two days in Do Son _ Ha took Lan to Do Son on her motorbike _ Ha introduced Lan to a number of her friends there _ Ha and Lan have become friends since Lan’s trip to Do Son Key : 1-F, 2-F, 3-T, 4-F, 5-T, 6-F * Task : Listen and choose the answer Minh and Long have been friends since _ A school B college C work D holiday Long was a A singer B guitarist C worker D football player Long loves Minh’s A loyalty B sympathy C enthusiasm D sense of humour Minh and Long like to go to A places and movies B plays and movies C plays and football matches D zoo and cinema Key : 1-B, 2-A, 3-D, 4-B * Task : Listen and write 10’ How and where they meet What they like about their friend Ss’ activities - Look at - Listen - Go to the board & match - Listen & repeat - Work in pairs - Listen - Give instruction - Ask Ss to read the statements in minutes - Play the tape twice - Divide class & ask them to give the answer - Play the tape & check - Listen - Read silently - Show he poster - Give instructions - Play the tape twice - Ask Ss to give their answer - Play the tape again & check - Look at & read - Listen - Listen & choose - Give the answer - Give instructions - Give posters - Play the tape twice - Ask Ss to stick the - Listen - Listen - Give the answer in teams - Listen & check - Listen & check - Work in groups - Stick the poster Prepared by: Nguyen Thi Phong Phu Lop11.com (9) Lesson Plan 11- School Year: 2009- 2010 posters on the board - Check Lan Long 10’ 1’ IV Post – listening : Take turns to talk about how Ha has been Lan’s best friend and how Minh has been Long’s best friend V Homework : - Prepare the next lesson : Writing - Ask Ss to practise speaking in pairs basing on the information above - Go around for help - Call or Ss to report - Work in pairs - Give homework - Copy - Do the work - Report * Self evaluation: Period 05 UNIT : FRIENDSHIP Lesson 4: Writing date of planning: date of teaching: * Aim: writing about a friend * Objective: By the end of the lesson, students will be able to write a short paragraph about their friend * Teaching aids: textbook, handouts, posters * Procedures Time Content I Warm up: Brainstorming address T’s activities - Explain ideas - Ask Ss to give words Ss’ activities - Listen & think - Give words - Lead to the lesson - Listen and follow characteristic s personal information age 10 appearance Introduction II Pre-writing: Prepared by: Nguyen Thi Phong Phu Lop11.com (10) Lesson Plan 11- School Year: 2009- 2010 17 10 * Vocabulary: - generous (a): - young (a): - near (a): - tall (a): Checking: ROR * Matching : Key: - generous characteristics - young age - near address - tall appearance - Introduce words on board - Give meanings - Listen & understand - Follow teacher’s steps - Listen & copy III While-writing: * Use the following ideas to start writing: 1) Your friend’s name, age, sex, address 2) Describe her/him physical characteristics 3) Describe her/his personalities 4) Say what you like about her/him - Give word cues by handouts - Run through the sentences - Ask Ss to write - Go around for help - Follow teacher’s ideas - Start writing IV Post-writing: * Choose four students to present their writing: on board Correcting - Call four Ss to present - Present writing on board - Correct mistakes - Tick two lines on board - Look & work in & ask Ss to match pairs - Give key on board - Copy down - Correct mistakes on board - Give comment - Require the task at home V Homework: - Write a short paragraph about your father - Prepare next lesson, Lang Focus - Listen & copy * Self evaluation: Period 06 UNIT : FRIENDSHIP Lesson 5: Language Focus date of planning: date of teaching: * Objectives : - Ss can distinguish and pronounce two sounds /t∫/ & /j/ in single words and sentence - Ss review infinitive, bare infinitive and use them * Teaching aids : textbook, pictures Prepared by: Nguyen Thi Phong Phu Lop11.com (11) Lesson Plan 11- School Year: 2009- 2010 * Procedures : Time Contents 5’ I WARMER: Show the Pictures on the blackboard: + chair, children, chewing gum + Jacket, Jean, July 10’ 28’ Introduction II PRONUNCIATION: / t∫/ /j/ Chain Jail Choke Village Cheek June Beach July Peach Surgeon Rich Region Match Jerry Listen and decide if the word belonging to /t∫/ or / j / Age, each, coach, college, chew, junk, jeans, Joke, purchase, magic, tragic, butcher Open their book (page 19) Listen and repeat III.GRAMMAR AND VOCBULARY: 1.INFINITIVE: -What you study English for? -What you want to after school? -What you morning exercise for? -What you use phone for? After verbs : want, have, decide, buy, would like, seem…….use “to Infinitive” Meaning :“To Infinitive” is used to express a purpose * Exercises 1:(page 20) Key: Who wants st 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 am happy to know that you have pass the exam Practise :based on prompts: S1:who/ want/ talk with? S2:……… S1:what/do/tonight? Teacher’s activities - Asks Ss to look at the pictures - What you call in English? Ss’ activities - Look at - Ask Ss to repeat to introduce sounds /ʤ/ & /ʧ/ - Ask Ss to repeat - Repeat - Answer - Repeat - Give Ss a handout to collect - Asks Ss to listen and check - Plays the cassette - Helps Ss to correct - Elicit - Introduce Infinitive - Asks Ss to - Correct - Ask ss to practise in pairs - Call some pairs - Collect - Check - Repeat - Practise in pairs - Answer to find a good job… to be a teacher to keep health to contact my friend - Take notes - Work in pairs - Practise in front of class Prepared by: Nguyen Thi Phong Phu Lop11.com (12) Lesson Plan 11- School Year: 2009- 2010 S2:have/exercises/do S1:what/decide/do/high school? S2:……… S1:why/morning exercise? S2: keep health BARE INFINITIVE : Giang: Where is Linh? Tuan: I saw him go out minutes ago Giang: what is the matter with him? Tuan: I heard him say to Nam he had a headache He went to see the doctor VERB: see, hear, feel, make, let, watch + V0 * Exercise : page 21 Key : 1.The police watched them get out of the car 2.They let him write a letter to his wife 3.I heard them talk in the next room 4.The customs officers made him open the briefcase 5.The boy saw the cat jump through the window 6.Do you think the company will make him pay some extra money? 7.I felt the animal move toward me 8.Do you think her parents will let her go on a picnic? Practise :based on prompts * S1:I /see/them/go out S2:where/they/decide/go? S1:………… * S1:What/happen? S2:I/ see/ rabbit/jump/the window S1:Oh!really? * S1:what about /trip / Dalat, Lan? S2:I / be / afraid I can’t S1:What / the problem / you? S2:My friends/make/me/stay there/8 days S1:But/my parents/ not let/me/stay there days S2:what a pity! 2’ IV.HOMEWORK : -learn their lesson -prepare the new lesson - Give Ss a situation “There are people living in the house They are close friends They are Giang, Linh, Tuan, Nam However, Giang doesn’t know where Linh goes, and he asks Tuan : - Ask Ss to remark Gives some verbs followed bare infinitive - Take notes - Give their remark (after verb:see,hear use bare infinitive) - Ask Ss to exercises on page 21 - Correct - Do exercises - Take notes - Ask Ss to practise in pairs based on prompts - Encourage Ss to make situation to use the above verbs (feel, make, let…) - Call some pairs to present - Work in pairs - Ask Ss to pay attention to using these Verbs - Take notes - Present in front of class - Take notes Prepared by: Nguyen Thi Phong Phu Lop11.com (13) Lesson Plan 11- School Year: 2009- 2010 * Self evaluation: Period 07 UNIT 2:PERSONAL EXPERIENCES Lesson 1: Reading date of planning: date of teaching: I.Objective: *Knnowledge: After the lesson , Sts are going to improve their reading skill as well as way to guess meaning of new words *Skills: reading , speaking , listening II.Method: Communicative approach III.Teaching aids : pictures, posters, cards IV.Procedure: Time Content T’s activities Sts’activities 3’ -Gets Sts to order the -Listen I.Warm-up: Ordering pictures -Work individually pictures,then guess what is happening with people in each picture -Give feedback UNIT 2- READING 10’ II.Pre-reading: *Pre-teach vocabulary: embarrassing (adj) = confused (adj): lúng túng, bối rối to glance at: liếc nhìn sneaky (adj): lén lút, vụng trộm to make a fuss: làm ầm lên *Suggested questions: 1.Who you think they are? 2.Where are they? 3.What are they doing? 22’ III.While-reading: -Leads Sts to new lesson -Copy the title -Follows the steps -Observe -Reads twice as model -Listen + repeat *Checking: Rub out and remember -Copy -Gives Sts some questions ,then gets them to work in pairs guess details in a story they are going to read -Asks Sts to read the story carefully,then task -Present in front of class -Silent reading **TASK 1: Gap-filling -Corrects Answer key: 1.glanced -Pairworktalk about each picture -Do task (p.24) -Compare the answers in pairs 4.idols Prepared by: Nguyen Thi Phong Phu Lop11.com (14) Lesson Plan 11- School Year: 2009- 2010 2.making a fuss 3.embarrassing 5.sneaky **TASK 2: Ordering pictures -Gets Sts to work in pairs to order the pictures about the story they’ve read -Write the words on the board -Translate into Vietnamese -Take notes Answer key: -Checks + corrects -Pairwork d-b-f-e-a-c **TASK 3: Multiple choice + Lucky Stars 1.The girl wish to have when she was in grade a.a new schoolbag b.a new shirt c.a red floppy hat d.a new bike 2.Her father gave her some money on her birthday a to buy the hat she liked b to buy an ice-cream c to travel d to buy a new computer 3.She saw _ in the boy’s bag a an interesting picture book b a beautiful pen c a mobile phone d a wad of dollar notes like hers 4.She decided to take the money from the boy’s bag without saying anything about it because a.she hated him b.she didn’t want to make a fuss c.she liked him d.she didn’t want him to know 5.She bought for herself with the money she took from the boy’s bag a the hat b the shirt c.the book d.the dictionary -Give feedback -Divides Sts into groups, asks them to play the game “Lucky stars” by answering the questions in task -Gives clear instruction:answer questions with lucky star -Take notes -Groupwork -Join the game -Gives marks + corrects tells which group is the winner -In groups of four, asks Sts to find out the solution for the situation in the story using the prompts -Listen -Listens + comments -Each group choose the question+answer Answer key:1c -2a -3d -4b -5a 8’ -Gives tasks IV.Post-reading: *Suggested phrases: Put up a notice at the schoolboard / -Take notes -Groupwork discuss the way to solve this problem Prepared by: Nguyen Thi Phong Phu Lop11.com (15) Lesson Plan 11- School Year: 2009- 2010 2’ get on the same bus the next day and look fer the boy to return the money to him / keep it as a secret / tell her father and ash him for advice……… -Each group presents -Listen **HOMEWORK: -Learn new words by heart -Write a short paragraph to summarize the story (about 100 words) -Take notes - * Self evaluation: Period 08 UNIT 2:PERSONAL EXPERIENCES Lesson 2:: speaking date of planning: date of teaching: I/ Objectives: _ Aim(s): Students talk about past experiences and how they affected one’s life _ Lexical items: words/ phrases talk about past experiences _ Structures: useful structures used to talk about past experiences II/ Method: Communicative approach III/ Teaching aids: textbook, posters, pictures IV/ Procedure: Time Content 4’ Warm up: Question How the people in the photos feel? _ happy/ angry/ frightened/ relaxed/ excited/ bored 12’ TASK 1: Work in pairs Match the things you might have done or experienced in box A with how the experience might have affected you in box B (page 25) Answer key: 1d 2c 3a 4b 5e T’s activities Sts’ activities Ask Look at the pictures, answer Introduce the lesson Ask sts to match A with B Work in pairs Correct Check Prepared by: Nguyen Thi Phong Phu Lop11.com (16) Lesson Plan 11- School Year: 2009- 2010 15’ TASK Work in pairs A student is talking to her friend 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 Answer key: 1b 2d 3h 4a 5e 6g 7c 8f _ Hỏi kinh nghiệm đã trải qua: Have you ever …? _ Hỏi chi tiết kinh nghiệm đó: How did it happen? _ Hỏi tác động kinh nghiệm đó: How did the experience affect you? 13’ TASK 3: Work in pairs Underline the structures used to talk about past experiences in the dialogue in Task 2, then use the structures and the ideas in Task to make similar dialogues Ask sts to put in the correct order Pair work Guide sts how to use tenses - Simple past - Past continuous Practise Check, listen, help Give tasks Work in pairs Useful structures: - Have you ever …? - How did it happen? - When did it happen? - How did the experience affect you? 1’ Homework: Write a short paragraph about 80 words about your past experience Take notes * Self evaluation: Prepared by: Nguyen Thi Phong Phu Lop11.com (17) Lesson Plan 11- School Year: 2009- 2010 Period 09 UNIT 2:PERSONAL EXPERIENCES Lesson 3:Listening date of planning: date of teaching: Method: Communicative Approach Objectives: - Ss practise listening skill - By the lesson ss understand family is more important than things - They are no longer selfish Teaching aids: Textbook, posters, tape, cassette player Teaching procedures: Time Stages and Content Teacher’s activities Students’ activities 7’ I.Warm-up: - Explain the way of - Listen to the * Kim’s game playing the game instruction of the Some words: shout, help, - Start the game teacher to play well telephone, water, cry, selfish, gas, - Play the game protect, unforgettable, experience, rescue, fire, family, things, terrible 7’ 5’ II Pre- Listening: + Vocabulary: - Memorable (adj.) translate - Scream (v.) picture - Embrace (v.) action and explain - Protect (v.) explain or may be translate - Terrified: picture and translate - Escape (v.) picture, explain or translate * Ordering words + When you see the fire, what you do? Arrange the correct order of the words from the first to the end: help people to rebuild their house, call the firemen, manage to put out the fire, run to the place where there is a fire, ask someone to help, escape, scream - Apply the techniques of teaching new words reasonably - Listen and repeat - Read - Copy - Look at the board and answer the question - Ask ss look at the posters on the blackboard to answer the question - Work in groups - Ask ss work in - Give answers on group the board - don’t correct their answers - Read Prepared by: Nguyen Thi Phong Phu Lop11.com (18) 10’ 8’ 6’ 2’ Lesson Plan 11- School Year: 2009- 2010 - Ask ss to read the III While- listening: instruction + Task 1: Christina is being - Run through the interviewed about the most task unforgettable experience in her - Ask ss to predict life Listen to the interview, and then decide whether the statement - Play the tape(1 or 2) are true (T) or false (F) - Ask ss for answers Answerkey: - Ask ss give the T F F F correct information T of the false sentences Task 2: Listen to the second part of - Give feedback and correct the answers the dialogue and fill in the gaps in - Ask ss to read the the summary of Christina’s story instruction below - Run through Answerkey - Ask ss to guess - Get feedback and small 2.everything play the tape(1 or 2) 3.family 4.replaced 5.took - Ask ss give answers appreciate - Correct and give comments IV Post- listening: What you think about the - Ask ss work in pairs sentence: “Family is more - Go around to help important than things”? Exchange your ideas with a partner - Call some ss give their own answers - Correct if they have V Homework: serious mistakes - Learn by heart the lesson - Rewrite your opinion about the - Say and write on sentence: “Family is more the board important than things” - Prepare the lesson for the next period: “WRITING” - listen - Work in pairs - Listen - Answer - Give the information - Copy - Read - Listen - Give answers freely - Listen - Give answers - Copy - Work in pairs - Give their own answers freely - Take notes * Self evaluation: Prepared by: Nguyen Thi Phong Phu Lop11.com (19) Lesson Plan 11- School Year: 2009- 2010 Period 10 UNIT 2:PERSONAL EXPERIENCES Lesson :Writing date of planning: date of teaching: I Objective: Writing a personal letter describing a past experience II Method : Communicative approach III Teaching aids: textbook, poster IV Steps Time Content 4’ Warm up: Complete the following sentences, using the adjectives in the box Teacher’s work -ask sts to complete them Students’ work Pair work Proud , sad, angry, frightened He was very -when Get feedback someone stole his money He was very -when his -give the answer father appeared on TV with the Prime Minister He was very - when he saw those big dogs running toward him He was very -when he heard that he got bad marks 15’ listen Key: 1.angry proud frightened 4.sad → introduce the new lesson: Writing an embarrassing experience in our life Ask ss to the task II Pre-writing * Read the following letter and complete the chart below Dear Helen, Last year I had a scary dream, I was walking along an empty street late at night Suddenly a lion appeared at the end of the street He ran toward me with his big mouth open and sharp -run through Voc teeth He roared and jumped upon me -Model Follow Prepared by: Nguyen Thi Phong Phu Lop11.com (20) Lesson Plan 11- School Year: 2009- 2010 I screamed loudly and awoke I’m still frightened now By the way, how are you? Do you still have a nightmare as before? I think we have similar problems now Write to me as soon as possible Your friend, Daisy -Explain some Name of experience when it happened where it happened how it happened how the experience affected you structures Notes: -embarrassed / embarrassing (adj) -a / an ….thing happened to me… -I felt extremely … -It was a really… experience Answer 1.The frightened experience 2.Last night The writer was walking along an empty street late at night The lion ran toward her with his big mouth open and sharp teeth He roared and jumped upon her -elicit tenses & form Listen and take notes ask sts to write a letter to tell their friends the most embarrassing experience -go around to give sts some help - write a letter to tell their friends the most embarrassing experience → elicit: Tenses (past) Form (5 parts) 15’ *Main points -when it happened -where it happened -how it happened -who was involved -how the experience affected you III While - writing Write a letter to tell your friends the most embarrassing experience in the same way -ask for help Prepared by: Nguyen Thi Phong Phu Lop11.com (21)