Tư liệu Tiếng Anh lớp 9

... Formation of behaviour: After studying this period, students will know how to plan parties. General knowledge: After studying this period, students will.. - use appropriate language [r]

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I/ OBJECTIVES:

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

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

b Language knowledge:

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

- How to use student’s book and workbook. Skills: : - Reading

- Speaking - Listening - Writing

- Doing English tests

Teaching method: communicative approach II/ PREPARATION:

1.Teacher: Lesson plan, textbook, handouts, porters, pictures,…. 2.Students: books, pictures,…

III/ TIME: 45 minutes IV/ PROCEDURES:

1 Class order: - Greetings

- Checking the attendance. Checking up:

New lesson:

TEACHER & STUDENTS’S ACTIVITIES CONTENTS SUPPLEMENTS

Introduction.

Ask Ss some question about the English book 10 to introduce the English book 11. -How many units are there….?

-How many lessons are there in a unit? -How many periods are there in a unit? -Do you Test your self at home or at class?

-How many topics are there in … ? Introduce the English book 11 –new version.

-There are 16 units

-some units last periods. -test your self :do at home -there are 16 topics.

Personal information Hello, I’m……

2

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

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

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

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

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

 You and Me / Personal information  Education

 People and Places Week: 01

Period: 01

Date: 10th, August, 2010

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Summarise the main points Assign homework

 Community  Recreation

 The world around us

2 Cách học: * Rèn luyện kỹ năng: - Nghe (listening)

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

* Học nhà - Học từ vựng

- Đọc lại

- Học cấu trúc ngôn ngữ ( vở, SGK) - Làm tập

3.Kiểm tra đánh giá * The tests in grade 11 include: Reading : 25%

Listening: 25% Writing: 25%

Language focus: 25%

- Kiểm tra miệng ( hàng ngày )

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

* Experience:

Week: 02 Period: 0

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I/ OBJECTIVES:

Formation of behaviour: After studying this period, students will Knowledge:

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

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

1.Teacher: Lesson plan, texbook, cassette player, pictures,…. 2.Students: books, pictures,…

New lesson:

Homework : * Experience:

I/ OBJECTIVES: Week: 01

Period: 03

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New lesson:

*.WARM-UP

-T:asks students to work in pairs Tell them to ask and answer about their friends and friendship

BEFORE YOU READ

-Ask the whole class to look at the picture on page 12 & ask some 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 an happily many things together / Friendship is a nice thing that brings happiness to us -Model reading the poem once or twice -Have pupils read it again & answer the question :

+ What you think of the friend in the poem ? -Call on some pupils to answer it

-Give some comments and suggestions : + The friend is very dedicated and thoughtful He / She is willing to help his / her friend in any circumstances

Vocabulary pre-teach :

Down (adj.) = chán nản troubled

-Give suggested answers :

1 My friend is someone who is I think a good friend is someone who

is

(understanding (thông cảm) , caring (chu đáo) , easygoing, honest, reliable, sociable, modest, trustworthy, sharing, sympathetic, helpful, tolerant, unselfish,

hospitable, sincere )

3 A perfect friend is someone (a,c,d) I don’t want to be friends with anyone (b) I’d really like to find a friend (a,c,d) It would be fun to have a friend (d,c)  a) who is unselfish

b) who is talkative (or always has suspicions on me) c) who is honest (or true and faithful)

d) who is reliable Model :

-Could you tell me something about your friend ? -What’s he like ?

-Oh, he is very friendly He is the kind of person who is always willing to give help

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(adj.) = lo lắng, băn khoăn

Brighten up (v) acquaintance (n) Intimate (adj.) = thân mật, thân thiết essence (n) = chất, cốt lõi

Lasting (adj.) = lifelong (adj.) : existing or continuing a long while (bền vững) To be concerned with (v)

Enthusiasm (n) / in’ju:ziỉz m /= hăng hái, nhiệt tình

Rumour (n) / ‘ru:m / = piece of information, or a story, that people talk about, but that may not be true (tin, tiếng đồn )

Gossip (n) /’gosip / = informal talk or stories about other people’s private lives, that may be unkind or not true ( chuyện ngồi lê đôi mách, tầm phào)

Trust (n) = the belief that sb / sth in good, sincere, honest etc and will not try to harm or trick you

Sorrow (n) /’sorəu / at / for / over = a feeling of great sadness sth very bad has happened (sự buồn phiền, đau khổ, thất vọng ) = grief (n)

Loyalty / ‘loi ti / = trung thaønh

Change (v)  changeable (a) Changed (a) > < unchanged (a)

Suspicious (a) / s’spis / (+ about / of ) = có nghi ngờ  suspicion (n)

To think much of sb = like sb, fancy sb + Talkative (a)

Sympathy /’simpi / (n) = thơng cảm sympathize (v) = có thiện cảm, Caring = kind, helpful and showing that you care about other people

Hospitable = pleased to welcome guests, generous and friendly to visitors

Modest = not talking much about your own abilities or professions

Sincere = saying only what you really think or feel

Understanding = showing sympathy for other people’s problem and being willing to forgive them when they sth wrong Sympathy /’simpi / (n) = thơng cảm sympathize (v) = có thiện cảm, cảm tình  sympathetic ( to / towards ) (adj.) = thông cảm

Pursuit (n) / p’sju:t / = something that you give your time and energy to, that you as a hobby (đuổi theo, theo đuổi)

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tồn

III – WHILE READING -Setting 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 Task :

-Write these words on the board :

(acquaintance, incapable of, mutual, unselfish, give-and-take, friend, loyal to, suspicious -instruct pupils to read the passage quickly and stop the lines that contain these words to guess their meanings

-Pupils guess the meaning of the words based on the contexts in the sentences

-Ask pupils to work individually to the task

-Ask pupils to exchange their answers with other pupils

-Check that pupils understand the words correctly

Constant (adj) : happening all the time or repeatedly, that does not change =

(thường xuyên, không thay đổi) Constancy (n) = tính kiên định, bền long

Self (n)  selfish (a.)  selfishness (n) > < unselfishness (n)

Two-sided /’saidid/ give-and-take (n) = cho nhận

-Give the correct answers : – mutual , – incapable of , – unselfish , –

acquaintance / friend , – give-and-take , – loyal to , – suspicious

Task :

-Get pupils the task and find a peer to compare their answers with

-Pupils should make sure the main idea chosen

-Call on some pupils to give their answers & ask other pupils to say whether they agree or disagree

-Give feedback and the correct answer : B (Conditions of true friendship)

Task : Pupils are required to answer the questions

-Instruct pupils to underline the key words in each question & to decide what information they need

-Give suggested answers :

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concerned with his / her own interests and feelings cannot be a true friend

2 Because they are 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 true friendship is loyalty It tell 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

4 Because if people cannot feel safe when telling the other their secrets

5 Because they cannot keep a secret, either of their own or of others’

6 The last quality is sympathy It tells us that to be a true friend one must sympathise with his / her friend Where there is no mutual sympathy between friends, there is no true friendship

IV - AFTER READING

-Ask pupils to work in pairs to discuss the question in the textbook

-Ask every two pairs to share ideas -Call on some pupils to report their ideas to the class

-Give feedback

It tell 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

V – HOMEWORK

-Summarise the main points of the lesson -Learn by heart all of the new words and do again the tasks on pages 14-15

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I/ OBJECTIVES:

New lesson:

I – WARM-UP

-Give the pictures about some famous people and words

-Ask pupils to describe them

-Stick the right words on the pictures of a famous person to describe her / him -Suggested words : (tall, ponytail, curly, good-looking, oval, straight, pants, jeans, dark-blue, light blue, medium height, brown

 She / He is of medium height

She wears her hair in a ponytail (đuôi ngựa)

She / He has got an oval face with dark brown eyes

Task : Describing physical characteristics and personality of a person

Week: 02 Period: 04

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Instructon : Look at the picture of four people on page 15 and describe them in pairs -Read useful language on page 16 and find the meanings of the adjectives provided

-Teach some adjectives / expressions used to describe people’s appearance

+ Height : (too) tall, medium, (rather) short, + Face : oval, round, large, square, skinny, chubly (phúng phính), long, with high cheek bones (gò má cao), a scar

+ Hair :

Normal order of adjectives used to describe one’s hair : length – style – color

+ Length : long medium length, long, short, shoulder-length

+ Style : straight, wavy, curly, crew-cut (đầu cua)

+ Colour : black, grey, red, brown

+ Others : a fringe, a bun, plaits, a ponytail  to wear one’s hair in a bun / plaits (đuôi sam) / a plait

: receding, bald (soùi toùc)

+ Eye : small, big, black, brown, blue, gray + Nose : straight, crooked (khoằm), turned-up (hếch) , flat (tẹt), long

+ Chin : pointed (nhọn), double chin (2 caèm), firm, weak, no chin

+ Mouth : lips : thin, full, narrow, heart-shaped, wide, generous (haøo phóng) , full lips (dày)

+ Forehead : broad, high

+ Skin : white, pale (lợt tái), suntanned (rám nắng) , oriental, dark, brown, coffee-color, black, a smooth complexion, pale complexion (da tái), dark complexion, clear skin, greasy skin (nhờn)

+ Build (tầm vóc, khổ người) : thin, slender (mảnh mai) , muscular (nở nang, có bắp thịt) , plump (trịn trỉnh, phúng phính) , heavily built (to) , overweight (quá béo) , fat

+ Age : young, middled age, elderly, old, in his early / mid / late fifties

 She was in her late teen (18-19) She was in her early twenties (21-23) He was in his sixties (60)

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hardworking, honest, intelligent, kind, mature, patient, polite, serious, sincere, sympathy, tolerant, trustworthy, caring, understanding, helpful, pleasant, modest, generous, hospital (hiếu khách)* Useful expressions : He is in his early / mid / late forties He / she had got a square face with He / she of medium height

She wears her hair in a bun / a ponytail Her long hair hangs down to her shoulders -Call on some pupils to present their answers -Give feedback

1.The boy is about 16 years old He may be short-sighted because he’s wearing a pair of glasses He has short black hair, a round face with a broad forehead, a small nose , thin lips and a small chin He’s quite good-looking The girl is about14 years old She’s also wearing a pair of glasses She has shoulder-length and she’s wearing a ribbon She has an oval face with a straight nose, full lips and a pointed chin She’s quite pretty

3 The man is in his forties He’s tall and well-built He has short brown hair and a square face with a broad forehead, small eyes, a crooked nose and thin lips He’s quite good-looking

4 The woman is in 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

Task : Discussing and numbering the personalities in order of importance in friendship and reporting the results -Before doing the task , ask pupils to look at the adjectives

-Explain some adjectives quickly

Caring = kind, helpful and showing that you care about other people

Hospitable = pleased to welcome guests, generous and friendly to visitors

Modest = not talking much about your own abilities or professions

Sincere = saying only what you really think or feel

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them when they sth wrong

-Divide the class into groups to discuss -Call on some pupils to report the results to the whole class

-Suggested answers :

 My group thinks that being caring is the most important in friendship because when friend care about each other, they will know when to share happiness or difficulty with their friend

-Elicit feedback from the class and give final comments Task : Role-play : Talking about a famous friend

-Have pupils look at their roles on page 16 and suggestion on page 17

-Give questions :

1 What’s his name ? = Could you tell me his name ?

2 What’s his date of birth ? = When was he born ?

3 What’s he like ? = What does he look like ? Is he ? (personality)

4 What’s his hobby ? = What does he in his spare time ?

What does she / he like doing in his / her free time ? (hobbies)

What is he so interested in math ? How long does it take him / her to study math ?

7 How much time does he / she spend on math everyday ?

8 What made him / her so successful ?  studious, intelligent, keenly interested in , eager to learn, patient, calm

Notes :

Quick-witted (a) = able to think quickly = intelligent (thoâng minh, nhanh trí)

Good-nature (a) = kind, friendly and patient when dealing with people (tốt bụng) -Call on some pairs to perform the interview -Elicit feedback from the class and give final comments

II – HOMEWORK

-Summarise the main points of the lesson -Ask pupils to the tasks again & extra exercise as homework

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* Experience:

I/ OBJECTIVES:

New lesson:

I – WARM-UP -Ask pupils to talk about best friend -Give some questions :

1 Who is your best friend ? How did you meet him / her ?

Week: 02 Period: 05

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3 How long have you known each other ? What qualities you admire in your best friend ?

II – BEFORE LISTENING -Have pupils to open the book and read & repeat the words in the task

(apartment, building, guitarist, sense of humor)

-Ask pupils to discuss the questions on page 17 in pairs

-Call on some pupils to give their answers and comments on the answers

-Teach some of these words or others taken from the listening passage

+ Sense of humor = khiếu hài hước + Give sb a ring = phone sb

+ Go through a rough time = trải qua thời kỳ khó khăn

III – WHILE LISTENING Task : Listening to Lan and Long talk about their best friends

- Ask pupils to listen and describe whether the statements are true (T) or false (F)

- Before listening and doing the task , ask pupils to read through the statements – Underline key words

- Listen to the tape & pay attention to the key words

- Decide whether the statements are true or false based on what they can hear

- Play the tape once for pupils to the task - Ask pupils to answer and write them on the board

- Play the tape the second time for pupils to check their answers

- Give correct answers + Lan’s talk :

1 F (they used to live in the same building there)

2 F (It is what people think) T

4 F (Lan went to Do Son first and then called Ha, so Ha rode on her

motorbike to Do Son to meet Lan.) T

6 F (They have been best friends since Lan’s trip to Do Son )

+ Long’s talk :

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filling the table in the book with notes -Before listening to the tape again and doing the task, ask pupils to try to fill the table with the things they remember from the previous time of listening

-Play the tape again for pupils to complete their notes

-Focus on the information indicated in the table and write the answers down in the note forms, not full sentences

-Get pupils to work in pairs and check their answers

-Call on some pupils to give the answers and comment them

-Give correct answers How and where they met

What they like about their friends Lan They used to

live in the same apartment building in Ha noi

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

-Ha’s very friendly and helpful

-Ha’s sociable She’s got many friends in Do Son and she introduced Lan around Long -They met in

college -Minh played the guitar, and Long was a singer -They worked together

-Minh has a sense humor -Minh likes to go to plays and movies

-Minh is a good listener

-Minh is friendly and helpful Tapescript :

Talk A Lan

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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 Talk B Long

My best friend is Minh We met in college And I was there singing and Minh was a guitarist So she worked together a lot, but we also became friends Minh has a great sense of humor, he’s very funny, and that’s one 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 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 through

IV – AFETR LISTENING

-Get pupils to work in pair to talk about how Ha has been Lan’s best friend and how Minh has been Long’s best friend

-Call on some pairs to present their answers -Elicit feedback from the class and give final comments

V – HOMEWORK -Summarise the main points

-Ask pupils to learn by heart new words -Prepare Writing (Unit 1)

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I/ OBJECTIVES:

New lesson:

I – WARM-UP

-Ask pupils to write some adjectives to describe the physical characteristics and personalities of their friends

-Give the main part to write : + the person’s character + the person appearance + likes and dislikes + his / her habit

II – PREPARING PUPILS TO WRITE * Set the scene :

-Writing about a friend , real or imaginary, using the period guideliness

-Instruct three parts to write and give some suggestions :

+ General information about friends + Their physical characteristics and personalities

+ What pupils like about their friend Notes :

 the person’s character :

(quite young in spirit / the sort of person you can always go to if you have a problem / a very active person / extremely generous )  the person’s appearance :

Week: 02 Period: 06

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+ to be in one’s early / mid / late twenties + He / She has got a face (with )

+ to wear in a ponytail, bun

+ She has straight black hair / curly short hair / he’s bald

+ Her hair is medium length / is shoulder length / her hair sits just below her shoulders + He has a moustache and (a) beard / he wears a moustache

+ She is a kind of person who is

+ He is fairly short / is medium height / pretty tall + She is the same height as

+ She is pretty tall with her red hair

 likes and dislikes : like reading, gardening, going for long walk

 habits : making sth or mending sth or doing sth to entertain oneself etc -Talk about best friend : (suggestions) Who is your best friend ?

2 How did you meet him / her ? (when or where?)

3 How long have you known each other ? What qualities you admire in your best friend ?

5 What’s he / she like ? = What does she / he look like ?

6 What’s his / her hobby ? = What does he / she in his / her spare time ?

7 What is he / she interested in ? Why ? How long does it take him / her to study ?

9 How much time does he / she spend on everyday ?

10 What made him / her so successful ? Sample writing :

1 / Of all my friends, I like Thu the best She is my classmate and we have been friends for a long time We met one day while she was looking for a book I needed in the school library She has a nice face and when you meet her the first thing you notice are her beautiful dark eyes She is someone I like because she is clever and has good sense of humour We also have something in common because we both like reading novels and watching films I hope that we will be friends forever

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known each other since we were years old , and we have studied together since then However, we became best friends when we were at grade At that time I was very bad at English, and it was her who helped me improve my English Now Mai lives with their parents in Hai Ba Trung street If I were to describe how she looks, I would say she is very pretty She has short black hair, brown almond-shaped eyes, a small nose and a small pointed chin She is not very tall but not short either and she is quite slim She doesn’t like to dress up so I usually see her wearing jeans and a T-shirt or sweater She has a very nice personality and a wonderful sense of humour, but she can also get a little depressed from time to time I can always count on her to be honest and to give me the best advice What I like about Mai is that she has the same hobbies with me We both enjoy music, playing the guitar and singing We like going to the cinema but sometimes can’t agree on which movie to see Whatever we’re doing, it’s always fun to be with her In addition, since I am better at math and science and she is better at English and languages, we can always help each other if we get confused about a difficult homework assignment We are lucky that we complement each other so well and that we get along so well I hope that our friendship will continue and be just as strong after we graduate from high school We would like to study at the same

university

III – FEEDBACK ON PUPILS’ WRITING -Ask pupils to exchange their writing with another pupil for peer correction

-Collect mistakes and errors

-Write pupils’ typical errors on the board and correct

-Provide general comments on the writings IV – HOMEWORK

-Summarise the main points of the lesson -Rewrite about best friend

-Prepare Languages Focus (Unit 1) Homework : * Experience:

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I/ OBJECTIVES:

a General knowledge: After studying this period, students will: -Distinguish the sounds /d / and /t /.

-Pronounce the words and sentences containing these sounds correctly. -Use some structures containing infinitives with and without to appropriately. b Language knowledge:

New lesson:

*.Warm-up: (5 minutes)

-T:asks students to close their books and complete the sentences

- Ss: close the books and complete -T: asks Ss to them loudly

Complete the sentences:

- January is the …month of year. - Children eating sweets.

Suggested anwers:

- Jannuary is the first month of the year.

Week: 03 Period: 07

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- Ss: stand up - read

-T: lets Ss to get their attention on pronunciation : / dʒ /- / t∫/ and introduce new lesson.

- Ss: listen carefully 1 PRONUNCIATION

Pronouncing the two sounds /ʤ and / / / ʧ -Model the two sounds / / ʤ and / / ʧ for a new times and explains the differences in producing them

+The sound / / ʤ is a voiced palatal Voiced = vocal cords vibrate while making this sound Palatal = put our tongue behind our top teeth, push air as we drop our tongue away from the roof of our mouth

+The sound / / ʧ is an unvoiced fricative palatal Unvoiced = vocal cords not vibrate while making this sound Fricative palatal = touch our tongue to the back of our upper teeth and pull our tongue away as we push air out of our mouth

-Play the tape (or read) once for pupils to hear the words containing these two sounds -Ask pupils to read again

-Ask pupils to practise pronouncing the words in pairs

-Read the sentences and ask pupils to

underline the words with the sounds and write under them

2 GRAMMAR

-Ask pupils to exercises 1,2 on pages 20-21

IV – HOMEWORK

-Summarise the main points of the lesson -Prepare Unit

-Children like eating sweets.

1 PRONUNCIATION

/ʤ / / / ʧ

Jam joke children changeable

January dangerous cheese mutual

Passenger village church which

-Listen and repeat :

Jill jail chair chain

June jerry choke cheek

July sergeant beach peach

Surgeon region rich butcher / match

2 GRAMMAR a To-infinitive is used

+ Verbs followed immediately by an infinitive :

Agree, offer, decide, appear, forget, refuse, attempt, plan, seem, learn(how), promise, manage, tend, hope, dare, threaten, arrange, fail, afford, pretend, expect, hesitate, mean = intend, remember, wish, want, hurry, swear, aim, choose, undertake, happen, volunteer, ask, beg, care, deserve, regret, claim, consent, demand, struggle Ex : She wishes to come with us

Don’t hesitate to ask for my help

+ Verbs followed by a noun / pronoun + an infinitive : Advise, want, allow, ask, beg, cause, challenge, convince, dare, encourage, expect, forbid, force, hire, instruct, invite, need, order, permit, persuade = get remind, require, teach (how), tell, urge, warn, show, enable, command, believe Ex : She allowed me to use her car

Ex : They forced him to tell the truth I urged her to apply for the job

+ After some verbs + (what / how / where / when ) + to-infinitive

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Ex : Have you decided where to stay ? I don’t know whether to stay or to go

The teacher explained how to use the computer + To express a purpose

Ex : We come here to study / We eat to live + After some adjectives

Ex : I shall be delighted to help you They were sorry to hear his accident + For – object – to infinitive

Ex : This book is too long for me to read this evening + Too / enough

Ex : She is too old to work / You are old enough to work

+ It takes / took + sb + time + to-infinitive Ex : It takes me minutes to finish the report + Be + to inf = command

Ex : Nobody is to touch anything on the table

+ Infinitive after some phrases / words : would prefer, would like

Ex : Would you like to go out this evening + Infinitive in the place of a relative clause Ex : I have some work to = (which I must do.) I have letters to write = (that I must write )

Does he get anything to eat ? = (Does that he can eat ?)

+ In there + be + noun / pronoun + to-inf.

Ex : There is plenty to = plenty of things we can / must

There is a lot of work to be done ( when there is an idea of duty )

b Infinitive without to

+ After modal verbs : can, could, may, might, will, would, shall, should

Ex : She can sing very beautifully He may be late

+ After verbs : Make, Let, Have + object + V(without to)

Ex : The cold weather made me feel depressed They made me it

Why don’t you let him go ?

+ Infinitive (without to) is used in the imperative statements

Ex : Go to the blackboard ! Stay at home ! Homework :

* Experience:

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I/ OBJECTIVES:

New lesson:

I - WARM-UP

-Find the adjectives expressing people’s feelings

(excited / embarrassed / surprised / bored / worried / terrified / confused / upset / surprised / frightened / sad / happy ) -Give suggested questions :

1.Would you feel embarrassed or upset if you forgot your mother’s birthday or your father’s

Week: 03 Period: 08

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birthday ?

2 If you made a stupid mistake, how would you feel ?

3 Is there any one/thing that you’re very proud of ?

-Explain “personal experiences” = the things that have happened to you that influence the way you think and behave

II – BEFORE READING

-Open the books & ask pupils to work in pairs : Looking at the pictures and guessing what is happening in each of them

-Give some suggested words / phrases : Floppy cotton hat , Pop star , sneaky look, A wad of dollar notes

-Suggested questions :

1 How does the girl in the pictures feel ? -The girl is very happy when she wears the beautiful cotton hat

-The girl looks surprised when her father tells her about the beautiful hat, her biggest dream

2 What can you see in picture A ?

3 What you think might be relationship between the girl and the man ? Why What you see on the table ?

5 Whose money you think it is ? Why ? etc

Vocabulary Pre-teaching

To embarrass (v) /im’bæ rs /  embarrassing (adj.) , embarrassment (n) Floppy (a.)

Idol(n) / ‘aidl /

To glance at (v) / gla:ns / to run away (v) Sneaky (a) / ‘sni:ki / to imagine (v) / i’mæin /  imagination (n)

Imaginative (a.), imaginary (a) A wad of dollar notes

To make a fuss (v) to imitate (v) / ‘imiteit /

III – WHILE READING

Set the scene : Pupils are going to read a story in which a girl’s telling about her most embarrassing situation Then they the tasks that follow

Task :

-Have pupils read the passage silently -Write the given words & phrases on the board

(making a fuss / sneaky / glanced at / embarrassing / idols)

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to the task

-Ask them to use both their knowledge of the words in the box and their guess-work with the given sentences to match them correctly -Give suggested answers :

1 – glanced , – making a fuss , – embarrassing , – idols , – sneaky Task :

-Get pupils to read the text silently again and then with a peer work out the sequence of the pictures given on page 22 again , this time based on the information in the text

-Call on a student to give and explain his / her answer

-Give corrective feedback

1 picture D picture B picture F picture E

5 picture A picture C Task :

-Get pupils to underline the key words to decide what information they need to find in the text

-Ask pupils answer the comprehension questions in task without having to read the passage again

-Call on some pupils to present their answers -Give the correct answers :

1.What did the girl wish to have when she was in grade ? a floppy cotton hat

2.Who gave the girl money on her birthday ? Her father

3.Why did the girl decide to take the money from the boys bag ? Because she thought that the boy had stolen her money (She thought that was her own money and the boy had stolen it from her She wanted to take it back without making a fuss )

4.What did the girl with the money ? She bought the hat of her dream

5.What did she discover when she came back home ?

 A wad of dollar notes that look exactly like those her father had given her

IV – AFTER READING

-Ask pupils to work in groups to discuss the question :

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the boy’s bag was not hers ? -Give suggested phrases

(+ 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 a secret / + ask her father for advice

V – HOMEWORK

-Learn new words by heart & prepare Reading (Unit 2)

I/ OBJECTIVES:

Week: 03 Period: 09

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New lesson:

I – WARM-UP

-Give some pictures and have pupils answer the question :

How the people in the pictures feel ? -Ask e pupils to use some suggested adjectives to describe : happy, angry, frightened, relaxed, excited, bored, sad, worried

-Give some more questions to introduce new lesson

1.Have you had some personal experiences ? 2.How you feel when you meet a famous film star ?

3.How you feel if you fail your exam ? -Get pupils to another exercise : Match the things you might have done or experienced in column A and their effects on your life in column B :

A have a 15 mile walk, then climb three mountains fail your exam meet a famous film star

4 speak English to a native English speaker

5 travel the other part of the country

B a make you love your country more b teach you a lesson and make you work harder

c make you appreciate your health more d make you feel more interested in learning English e make you feel tired

f make you excited

+ answers : 1-e / 2-b / 3-f / 4-d / 5-c / 6-a -Make a question to ask pupils

How you feel when you meet a famous film star ?

It makes me excited Task 1

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peer

-Call on a pupil to read his / her answers -Review the structures : “Make sb sth / Make sb + adjective”

-Give correct answers : 1-d , 2-c , 3-a , 4-d , 5-e Task 2

-Introduce the task and ask pupils to individually

-Call on a student to read out his / her answers

-Check with the class and give correct feedback

-Draw pupils’ attention to the questions asked in the conversation and help pupils to review the present perfect & past simple when talking about a past experience and its present effects + Present perfect : used with “ever” to ask about a past experience

Ex : “Have you ever been to Egypt?” +Past simple : used when one keeps asking about that experience

Ex: “When did you go there ?” “Who did you go with?” “Did you enjoy your visit to Egypt?” etc

-Check that pupils ask correct questions and give correct feedback

-Get pupils to read the sample conversation in closed and open pairs

-Give correct answers :

1-b / 2-d / 3-h / 4-a / 5-e / 6-g / 7-c / 8-f Task 3

-Introduce the task : asking and answering questions about their past experiences, using the suggestion on page 26

-Underline the structures used to talk about past experiences in the dialogue in Task , then use the structures and the ideas in Task to make similar dialogues

-Get pupils to work in pairs to have a conversation

-Call on some pairs to perform their conversation in front of class

-Elicit feedback from the class and give final comments

-Give suggested conversation : S1 : So, how was your weekend ?

S2 : Oh, really good I happened to see My Tam

S1 : The famous singer ?

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Chi Minh City last year She is very charming

S2 : Yeah, She sings beautifully, too S1 : Have you ever been to Ho Chi Minh City ?

S2 : No, I’ve never been there

S1 : You should go there sometime It’s an interesting and the hotels are wonderful

II – HOMEWORK -Summarise the main points

-Use the structures in the lesson to make sentences

-Prepare Listening (Unit 2) Homework : * Experience:

I/ OBJECTIVES:

b.1 Vocabulary: Week: 04

Period: 10

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

New lesson:

I – WARM-UP

- Teach vocabulary related to fires and lead pupils to the topic

- Give the matching exercise to

pupils ”Match the words in Column A with their definitions in Column B :

A B

1 Fire fighter a A metal stairway outside to help people get out of a building on fire

2 Fire alarm b A pipe that draws water for putting out fire

3 Fire door c A person who fights fires

4 Fire escape d What comes out of a fire

5 Fire hydrant e A fire-resistant door that can be closed to stop the spread of a fire

6 Fire extinguisher

f A large truck that carries firefighters and equipment to the site of a fire

7 Smoke g A tube that contains special chemicals for putting out a fire Fire truck h A bell that tells you a

fire has started

- Give correct answers : – c / – h / – e / – a / – b / – g / – d / – f

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picture on page 27 of the textbook - Ask pupils to look at the picture and say what is happening

- Give some questions :

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

3 Where are they ? What are they doing ?

-Call on some pupils to describe the picture -Get pupils to guess what they are going to listen about

Pre-teaching vocabulary

Memorable (a) terrified (a) protect (v)

Scream (v) = shout very loudly replace (v)

Gas stove (n) embrace (v)

- Before teaching these words, help pupils to pronounce them correctly

- Play the tape or model first & ask pupils to repeat after the tape in chorus and

individually

III – WHILE LISTENING Task 1.

-Instruction : Listening to a girl about her most unforgettable experience

- Ask pupils to read through the sentences to understand them and underline key words - Play the tape or read the Tapescript once for pupils to listen and the task

- If many pupils cannot answer the questions, play the tape one or two more times and pauses at the answers for them to catch - Give correct answers :

1 – T – F (13 years ago) – F (in the kitchen)

4 – F (she was sleeping) – T

Task 2

Instruction : Pupils are going to listen to the story again and fill the gap with the

information they hear

- Before doing the task, ask pupils to study the text carefully for the missing information they need to fill and guess the answers

- Remind pupils that while listening they need to focus on this information and write the answers down in note forms , not full sentences

- Play the tape once more

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answers

- Call on some pupils to give their answers in front of the class

- Give correct answers :

1- small / 2- everything / 3- family / – replaced / 5- took / – appreciate

IV – AFTER LISTENING -Give pupils some useful expressions of asking for and giving opinions

+ Asking for opinions :

1.What you think about ? What’s your point of view about ?

2 What’s your opinion about ? How you feel about ?

3 What’s your feeling about ? Do you have any opinions about ?

+ Expressing opinions + Expressing agreements + Expressing

disagreements

1 I think I agree Well, maybe, but

2 Personally, I think so, too That might be true, but

3 I believe That’s true, and Well, my feeling is that I feel That’s right, and Well, I don’t think

5 In my opinion So, I think

6 From my opinion of view - Ask pupils to work in groups

- Call on some pupils to practise with these structures

- Listen and take note of their errors - Provide correct feedback after that + Suggested answer : Family is more important than anything else because it can’t be replaced It gives us love, support

V – HOMEWORK

- Summarise the main points of the lesson - Write a summary of the story listened in class

Tapescript :

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business woman Hello Christina, welcome to our programme

+ Christina : Hello and thank you ! It’s nice being with you tonight

+ Interview : Christina, could you tell our audience about the most memorable experience in your life ?

+ Christina : Well, my most unforgettable experience happened 13 years ago, when my house burned down

+ Interview : Really ? How did it happen ? + Christina : The fire started in the kitchen where I forgot to turn off the gas stove + Interview : 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 myself surrounded by wall of fire

+ Interview : 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

+ Interview : 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 to grow up

+ Interview : 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 we owned But I slowly began to realize 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

+ Interview : 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

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I/ OBJECTIVES:

New lesson:

I – WARM-UP

-Remind pupils of rules of writing personal letters in English

-Give some questions to pupils

1 How many parts does a personal letter normally have ?

2 What are these parts ?

3 What we normally write in the Week: 04

Period: 11

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Salutation ?

4 What we normally write in the Closing ? Where we normally sign the letter ? -Have pupils give their answers :

-Give suggested answers : parts

2 The Heading / The Salutation = Greeting / The Body / The Closing / The Signature We normally write “Dear” / “Hello/ Hi” etc plus the name of the person we are writing to and a comma at the end We normally write something like “Sincerely” / “Yours” / “Love” / “Cheers” / “Best wishes” / “See you soon” etc and after that we put a comma

5 Our signature normally goes under the Closing

II – PREPARING PUPILS TO WRITE -Give pupils handout :

1 Read the following letter carefully Dear Helen,

Last night 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 teeth He roared and jumped upon me 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

2 Complete the chart bellow : Name of experience When it happened Where it happened How it happened How the experience affected the writer

5 -Give answers :

1 – The frightening experience – Last night

3 – The writer was walking along an empty street late at night

4 – The lion ran toward the writer with his big mouth open and sharp teeth He roared and jumped upon her

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pen friend telling him or her about one of your most memorable past experiences

- Get pupils to read the task and work out what they are required to write about - Call on a student to answer and elicit ideas from the class

+ When it happened + Where it happened + how it happened + who was involved

+ how the experience affected you - Give a sample outline :

+ What happened ?  I nearly drowned + When it happened ?  A year ago, my last summer vacation

+ Where it happened ?  A river near my grandparents’ house

+ How it happened :  When I was swimming, I suddenly caught a cold, I felt dizzy and I was too weak to swim

+ Who was involved ?  Some of my friends were also swimming at that time, one tried to save me

+ How it affected you ?  I learned that life is so important

- Give a sample letter :

Hanoi 15 May 2007

Dear Peter,

How have you been doing ? Have you got any plans for the coming school break ? Perhaps I will go to see my grandparents in the

countryside I haven’t seen them since my last school holiday

Let me tell you about my last summer vacation at my grandparents’ It was almost a year ago and was one of my most

unforgettable experience

My grandparents live in a small village, which is about 70 kilometers southeast of Hanoi There is a large river at the back of their house where I often swimming every afternoon when I spend my vacation with them

One day when I was swimming with some of my friends, I suddenly caught a cold I felt so dizzy and was too weak to continue

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who swims the best among us swam towards me and tried to pull me up Then other friends swam towards us to help him push me in My life was finally saved

Now recalling the moment I thought I was going to die, I understand how precious life is This event definitely taught me to appreciate my life

What about you ? Have you got any

unforgettable holiday that you would like to share with me ?

See you soon,

Nam

III - HOMEWORK

- Summarise the main points of the lesson - Prepare Language Focus (Unit 2)

Week: 04 Period: 12

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I/ OBJECTIVES:

New lesson:

I – WARM-UP

- Find some words containing the following sounds

/ m / / n / /  /

mountain nest king

mumy banana angel

knife II – PRONUNCIATION

- Model the three sounds / m /, / n / , /  / for a few times

- Explain the difference in pronouncing them + when we pronounce the sound / m / we close our lips

+ when pronouncing the sound / n / , our tongues touch the roof of our mouth + when pronouncing the sound /  / , our tongues touch our soft palate

* Note : (for all three sounds, the air goes through the nose )

- Play the tape (or read) once for pupils to hear the words containing these three sounds - Ask pupils to read the words again - Listen and correct if pupils pronounce the words incorrectly

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- Ask pupils to work in pairs and take turn to read aloud the given sentences (page 29)

III – GRAMMAR 1 The simple present (Review) + Form : S + V / V-s (V-es) + Usage :

 The simple present expresses the idea that an action is repeated or usual The action can be a habit, a hobby, a daily event, a scheduled event or something that often happens It can also be something a person often forgets or usually does not

Ex : The train leaves every morning at a.m They usually go to school by bike  The simple present is also used to tell the story in the past It makes the story more vivid ( Present simple indicating past time) 2 The present continuous (Review)

+ Form : S + am / is / are + V-ing + Usage :

 It expresses the idea that something is happening now, at this very moment It can also be used to show that something is not happening now

Ex : Are you sleeping ? Exercise

- Get pupils to Ex individually and then find a partner to check their answers with - Explain and give the correct answers : – invites / – sets / – gets / – waves / – promises / – carries / – contains / – has baked / – is / 10 – is shining / 11 – are singing / 12 – is

3 The present perfect (Review) + Form : S + have / has + V3 3 The present perfect (Review) + Form : S + have / has + V3 + Usage :

 It is used to say that an action happened at an unspecified time before now The exact time is not important So we can use the present perfect to describe our experience We can also use this tense to say that we have never had a certain experience It is not used to describe a specific event

Ex : I have seen that movie twenty times I think I have met him once before  It shows that something started in the past and has continued up until now

Ex : I have had a cold for two weeks

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 We can use all these present tenses in telling stories (which are often concerned with past events) to make the stories more

interesting

3 The past simple : (Review) + Form : S + V2 / V-ed + Usage :

 It expresses the idea that an action started and finished at a specific time in the past

Ex : I saw a horror film last night  It is used to list a series of completed actions in the past

Ex : He arrived from the airport at 8, checked into the hotel at 9, and met the others at 10

 It is used with a duration which starts and stops in the past

Ex : I lived in Hue for years

 It can also be used to describe a habit which stopped in the past It has the same meaning as “used to”

Ex : They never went to school They always skipped their class

4 The past continuous : (Review) + Form : S + was / were + V-ing + Usage :

 The past continuous indicates a longer action in the past was interrupted The interruption is usually a shorter action in the simple past or a specific time

Ex : I was watching TV when she called Last night at pm, I was eating dinner  It is used to express the idea that both actions were happening at the same time The actions are parallel

Ex : I was studying while he was making dinner

Ex : When I walked into the office, several people were busily typing, some were talking on the phones, the boss was yelling directions, and customers were

Waiting to be helped One customer was yelling at a secretary and waving his hands Others were complaining to each other about the bad service

 Get pupils to exercise individually and then find a partner to check their answers with

 Check the answers with the whole class and provide correct feedback - Give correct feedback

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4 – started / were walking – told / were having – didn’t listen / was thinking – phoned / didn’t answer – didn’t wear / didn’t notice / was driving

5 The past perfect : (Review) + Form : S + had + V3

+ Usage :

- It expresses the idea that something occurred before another action expressed in the past simple It can also show that something happened before a specific time in the past

Ex : I had never seen such a beautiful beach before I went to Hanoi

- It is used to show that something started in the past and continued up until another action in the past

Ex : We had had that car for 10 years before it broke down

 Get pupils to exercise individually and then find a partner to check their answers with

 Check the answers with the whole class and provide corrective feedback

Answers : – had eaten / arrived – found / had taken – got / had closed

4 – got / had left – got / had arrived – paid / had phoned – went / had not arrived – had looked / asked / cost

IV – HOMEWORK -Summarise the main points

-Do again these exercises and prepare Unit – Reading

I/ OBJECTIVES:

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

Week: 05 Period: 13

Date: 5th, September, 2010

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Knowledge:

a General knowledge: After studying this period, students will

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

- use the information they have read to discuss celebrations in their culture b Language knowledge:

Teaching method: Intergrated, mainly communicative approach II/ PREPARATION:

1.Teacher: Lesson plan, texbook, cassette player, some photos of celebrations in the world…. 2.Students: books, pictures,…

New lesson:

I – WARM-UP

- Get pupils to tell some celebrations = anniversaries

- Ask pupils “Do we have similar celebrations in Vietnam ?”

“How we celebrate them?” - Ask them to write some anniversaries and events in Vietnamese culture

- Give suggested answers :

Christmas / Easter / Graduation / Halloween / Thanksgiving / Mother’s Day / Wedding / Valentine’s Day / Birthday

- Explain the celebrations :

+To celebrate Christmas day Western families often buy Christmas trees, which are often real or plastic pine trees and decorate them with ornaments (đồ trang trí) and gift boxes

+ On Halloween night children often dress in costumes and go door-to-door to collect sweets and fruits Houses are decorated with pumpkins (bí ngơ, bí rợ) which are carved (chạm trổ, khắc) into scary (đáng sợ) faces and decorated with lights or candles

+ Thanksgiving is the celebration that exists only in America On this day people pray to God and eat roasted turkey (gà nướng)

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and buy chocolates for the ones they love + Mother’s Day is the celebration that honors mothers On this day people often send cards and gifts to their mothers to show how they love and appreciate their mother

+ Silver anniversary = silver wedding : the 25 th anniversary of a wedding

+ Ruby anniversary = ruby wedding : the 40th anniversary of a wedding

+ Golden anniversary = golden wedding : the 50th anniversary of a wedding

+ Diamond anniversary = diamond wedding: the 60th anniversary of a wedding

II – BEFORE READING

- Ask pupils to work in pairs and try to make sense of the pictures on page 32

- Ask pupils some questions :

+ What is the relationship between the people in the pictures ?

+ What are they celebrating ?

- Call on some pupils to answer the questions & give reasons for each answer

- Give the suggested answers :

1.The people are members in a family (The people in the first picture might belong to a family , the man & the woman might be the parents and the three kids might be their children

2.The people in the second picture might belong to a family, too The old lady and the old man who are standing might be the parents The woman & the man who sitting in front might be their son and daughter in law The boy and the girl might be their grandchildren

 They are celebrating a birthday party in the 1st picture / In the second picture a golden wedding (a wedding anniversary)

 The words on the wall read “50th anniversary)Pre-teaching vocabulary :

Milestone : an important event or stage in one’s life

Lasting (a) : continuing a long time Golden (a) ; made of gold

Golden anniversary / jubilee (lễ kỷ niệm): celebration of the 50th wedding anniversary

Diamond anniversary / jubilee : celebration of the 60th wedding anniversary

III – WHILE READING

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Task 1:

-Ask pupils to read the passage silently -Get pupils to underline the key words to decide what information they need to find

-Have them read around the key words carefully to find the answers

-Call on some pupils to present the answers & explain their choices

-Give correct answers :

Birthday Wedding – people sing a

song √ √

2 – people eat

cakes √ √

3 – people receive cards and gifts from friends and relatives

√ √

4 – people joke

about their ages √ – people

remember their wedding days

√ – people go out

to dinner √ – people blow

out candles, one for each year

√ Task :

-Get pupils to read through all the questions in task and identify the key words in each question

-Instruct pupil to go back to the passage and locate these words and ask pupils to find the answers to the questions

-Call on some pupils to present & explain their answers

-Give feedback and correct answers : – eighth  sevenths – makes  eats – foods  presents

4 – anniversaries  ages / – months  years / – 5th 50 th / – silver  golden

IV – AFTER READING -Get pupils to discuss and answer the questions

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

2 Do your parents celebrate their wedding anniversaries ?

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V – HOMEWORK

-Write down the activities take place in a birthday party and an anniversary party

-Write a paragraph about how Vietnamese people celebrate their birthday or wedding anniversaries, based on the text they read in class

I/ OBJECTIVES:

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

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

b Language knowledge: b.1 Vocabulary:

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

Teaching method: Integrated, mainly communicative approach II/ PREPARATION:

1.Teacher: Lesson plan, texbook, photos of some parties, pictures,…. 2.Students: books, pictures,…

New lesson:

I – WARM-UP

-Ask pupils to tell about the things they can prepare in a birthday party

-Suggested words

+Decoration : flowers, balloons, colored lights +Activities : singing, playing games, dancing +Clothes : suit, skirt, jeans, T-shirt, dress +Special food / drink : fruit juice, mineral water, coke, meat, hot-dog, bread, milk, pizza

Week: 05 Period: 14

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II – PRESENTATION Task :

-Ask pupils to think of a party you have been to Choose from the list the things you want to talk about

-Give suggested answers :

1.Whose party was it ? 2.What was the occasion ?

3.Did you take a gift for the host ? 4.Who did you go with?

5.Where was the party ? 6.Were there any decorations ?

7.Were there a lot of people there ? 8.Did you know most of the people there ?

9.What sort of food and drink did you have ? 10.What was the music like ?

11.Did you dance ? 12.Did you meet anybody nice there ?

13.What time did it finish ? 14 Did you stay to the end ?

Task : Telling about the party -Give pupils some suggestions

+On what occasion was the party held ? Why was it held ? For whom ?

+What party did you organize ? +Who gave the party ?

+How many people did you invite and who were they ?

+Where did it take place ? Was it nice place ? +When did it take place ? What time did it start and end ?

+How was it organized ? How did it go ? +What about foods and drinks ? = What food & drinks were served at the party ?

+What activities did you there ? Did you have a good time ?

+How were the people there like ? +What about music ?

*Notes : Teach necessary language for talking about parties

A birthday / housewarming party / give a party / to celebrate one’s birthday / wedding anniversary / graduation / guest / to enjoy oneself / have fun / have a really good time = kick up one’s heels /sing songs / cut the birthday / bring your own drinks / bring a plate = bring food to share with others / snack / pizza / soft drinks / chips / cookies / the party lasted about two hours / friends stayed after the party to tidy up the mess

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-Give pupils some suggestions

+budget  How much you spend for your party ?

+date and time  When you organize your party ?

+who to invite  Whom will you invite to your party ? How many people you plan to invite and who are they ?

+place  Where you organize your party ? +formal or informal dress  What kind of clothes you wear at the party ?

+decoration  How you decorate your party ?

+entertainment  What activities will take place ?

+food and drinks  What food and drinks will be served ?

-Give suggested answers :

 We’re having a ( at 7p.m , on Oct 31 , at home / at restaurant)

 We are going to invite (family, relatives, friends, teachers, classmates )  We will decorate (colored light, bulbs, flowers )

 There will be lots of food and drinks that you like such as (pizzas, hamburgers, coke, fruit juice )

 There will be dancing and some exciting games with interesting prizes for the winners  We will dance (listen to music, take part in some games )

-Call on some pupils of each group to report about the parties that they have planned -Listen and take note of their mistakes -Give feedback after that

III – HOMEWORK

-Summarise the main points of the lesson -For homework , pupils write a paragraph about a party they have been to

-Prepare Writing (Unit 3) Homework : * Experience:

I/ OBJECTIVES: Week: 05

Period: 15

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

Knowledge:

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

1.Teacher: Lesson plan, texbook, some pictures of birthday parties, …. 2.Students: books, pictures,…

- Checking the attendance. Checking up: (5’)

New lesson:

TEACHER & STUDENTS’S ACTIVITIES CONTENTS NOTES

* Warm up: (5’)

-T: asks Ss to look at the pictures on page 36 and answer the questions

- Ss:answer the questions freely * Pre-listening: (8’)

-T:gives questions and calls on some Ss to answer

- Ss: answer the question (work in pairs) -T: calls some pairs to practice

- Ss: practice asking&answering the questions -T:helps Ss to pronounce the words correctly - Ss: listen carefully

-T:plays the tape / models first and asks Ss to repeat in chorus and individually

- Ss:repeat words in chorus, individually -T: corrects their pronunciation

-Ss: listen & correct

-T: introduces: You are going to listen to a

gilr telling about a birthday party that she has been to Listen & answer True or false questions Put a tick () in the appropriate box

-Ss: listen carefully

*While-listening(17’)

-T:gets Ss to read through the statements to

- What celebrations are in the pictures ?( A birthday party) - Do you often hold your birthday party ?(Yes)

- Where you often hold your birthday party ?(home) - When you like to organize your birthday party, in the morning or in the evening ? (evening)

Before you listen

1.When would you like to organize your birthday party? In day time or in the evening?

2.What foods and drinks are often served at your birthday party ?

3.What activities you often have at your birthdayparty? While you listen

-Listen and repeat : (Pre-teaching vocabulary): +gathering = coming together

+ decorated + birthday cake + restaurant +slices +clapped +prizes

+icing :a sweet mixture of sugar and water, egg white, butter that is used to cover and decorate cakes

(48)

understand and underline key words - Ss: read them

-T:checks with the whole class and asks Ss to guess what the party might have been like -Ss: give prediction

-T:plays the tape (or read the Tapescript) twice for Ss to listen and the task

-Ss: listen and

-T: asks Ss to compare with a parner & calls Ss to give the answers

-Ss: work in pair & give

-T:plays the tape one or two more times and pauses at the answers for them to catch -Ss:correct answers

-T:introduces: You are going to listen the story

again and answer comprehension questions.

-Ss: listen

-T:asks Ss to read through all the questions -Ss: read the questions

-T:asks Ss to listen to the passage again and do Task in pairs

-Ss: listen & (work in pairs)

-T:calls on some Ss to present their answers in front of the class

-Ss: write the answers -T: plays the tape & corrects -Ss: listen & correct

* Post- listening (8’) -T:puts Ss in pairs and introduces the task : “ Supposed that Mai is your common friend Yesterday was her birthday but one of you couldn’t come Now ask the other person about Mai’s party ”

- Ss: work in pairs & practice speaking

-T: calls on some pairs to perform the role play in front of the class

-Ss: practice

-T:elicits feedback from the class and gives final comments

1- F (the party began at about in the afternoon) 2-F (over 20)

3-F (at 4.30 they cut the cake) 4-T (the party ended at about 6)

5-F (other kids left, only one stayed to help)

Task 2: Listening to the story again and answering comprehension questions

Keys She was 16 years old

2 She didn’t like having the party at a restaurant because it is noisy and expensive

3 She served them soft drinks and biscuits It was brought out at about four thirty

5 It was beautifully decorated with pink and white icing They clapped their hands eagerly and sang “Happy birthday”

7 It finished at about six in the evening After you listen

Homework : (2’)

-Summarise the main points -Learn by heart new words

-Write a paragraph about Ss’ own birthday parties * Experience:

CARD A CARD B

Ask your friend about Mai’s party

-Place where the party was held

-When it began and ended -Who came

-What you did there Add more questions as you like

Tell your friend about Mai’s party Use the following information : -It was held at Mai’s house

-It lasted about hours (3-6p.m.)

-About 20 guests came -Mai opened gifts, you played chess, then Mai cut cake

(49)

I/ OBJECTIVES:

Knowledge:

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

New lesson:

*Warm up:

-T:gives some sentences and asks Ss to re-order these sentences into a letter of invitation (extraboard)

-Ss: put the correct order (work in pairs) -T:gets Ss to read the completed latter again -Ss: give the answers

*Pre-writing

-T:asks Ss to answer the questions - Ss:answer the question freely - T:gives suggested answers -Ss: listen carefully

The jumbled letter 1.This is my address : 150A Au Co Road

2.It’s a beautiful house and it looks over the West Lake and the Water Park

3 Dear Patricia

4.Guess what ! I’ve just moved to a new house in Tay Ho District

5.Would you like to come ?

6.Please let me know your answer as soon as possible 7.See you

8.My parents are giving a house-warming party this Saturday evening around 6.30 p.m

9.Hoa

10.I think Chris and Kim are coming, too

11.We’ll have “Pho” and some other special dishes Answers : – – – – 11 – – 10 – – – – 9 Task Work in pairs Ask and answer the following Qs 1.On what occasions are parties held?

*birthday / graduation / wedding anniversary / moving to a new house / family gathering / Christmas / New Year / 2.What kind of clothes they often wear at a party? *dresses / high-heel shoes for women / suits and ties for men Jeans / T-shirt / skirts / etc

Week: 06 Period: 16

(50)

-T: elicits the features of an information letter normally includes

-Ss: listen and take notes

-T:gets Ss to the task individually and then compare their answers with a parter

-Ss: & compare (work in pairs)

-T:calls on some Ss to give the answers and gives the correct answers

-Ss: listen & correct * While-writing

-T:gets Ss to read Task and work out the questions

-Ss: answer the questions

-T:asks Ss to write their letters in 10 minutes, based on the outlines they have produced -Ss: write a letter

-T:has Ss get in pairs, exchange their letters and correct each other

- Ss:work in pairs

-T:goes around to offer help -Ss: write

-T:gives sample letter -Ss: observe

* Post-writing: (15 minutes)

- T:asks some Ss to write their letters on the board

-Ss: write on the board

- T:corrects common mistakes and gives remarks

3.What kind of presents people often bring to a party? *books / CDs / flowers / scarves / ties / paperweights / pens / bags / hats / etc

A letter

+The even (what you invite your friends to) : a wedding, a birthday party etc

+The place : my parents’ place, my school etc +The invitation itself (Would you like to come ? How about ? etc )

Task : Complete the letter of invitation below with the words/phrases in the box

Keys:

1 at my house to come refreshments to cook winners by Monday

Task : You are going to hold a party You want to invite your classmates to the party Write a letter of invitation, following the guidelines

1.Reason for the party:

(birthday party/New Year’s Eve party/ wedding party)

2.Where:

Home / restaurant 3.When :

What day? What time?

4.Number of guess:10 / 20 / 30 5.Which activities:

Eating and drinking /singing/dancing/ playing games/ watching films

6.Foods and drinks served:

(soft drinks ,mineral water ,…/chicken soup , green salad,

steak, fired chicken, fish, beef, hamburger ,biscuits…) Hanoi, May 19, 2007

Dear Ha,

As the school year is coming to an end, I’m giving a farewell party for people to meet up before they go away for holiday Would you like to come ? It will be at my place at p.m this coming Saturday I intend to invite about 10 people, so it will be a small gathering and hopefully, people can socialize more easily I will order some pizzas and buy snacks and fruit However, you might want to bring some drinks to be shared There will be dancing and karaoke competition So, there’ll be a lot of fun

Please let me know if you are keen by Saturday Just leave me a message on the phone if you can’t catch me at home See you

(51)

-Ss: listen carefully

Homework : (2’)

- Write down the letter, pay attention to some structures and prepositions -Prepare Language Focus (Unit 3)

* Experience:

I/ OBJECTIVES:

Knowledge:

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

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

New lesson:

* Warm up:

-T: gets Ss to elicit the features of an information letter normally includes  - Ss: give a letter normally includes  Pronunciation:

-T:models three sounds for a few times and explains the differences in producing them -Ss: listen & take notes

A letter:

+The even (what you invite your friends to) : a wedding, a birthday party etc

+The place : my parents’ place, my school etc +The invitation itself (Would you like to come ? How about ? etc )

PRONUNCIATION 1 The sounds : / l / , / r / and / h / / l / / r / / h / Week: 06

Period: 17

(52)

-T: plays the tape once for Ss to hear these sounds & asks Ss to repeat after the tape -Ss: repeat in chorus

- T:practises sentences containing the target sounds & asks Ss to work in pairs and take turn to read aloud the given sentences

-Ss:practise reading aloud the sentences (work in pairs)

* Presentation:

-T: reviews the verbs that are followed by an infinitive, a gerund and both (extra board) -Ss: take notes

-T: points out which verbs have different meanings when are used with an infinitive or a gerund

-Ss: listen & give * Practice:

-Get pupils to exercise individually and then find a partner to check their answers with -Check with the whole class and provide corrective answers

Exercise 2

-Review the forms of passive infinitive and gerund and emphasizes their uses

+ Use : to emphasise the action / event rather than the agent

+ Form : Passive infinitive : to be + Past Participle

Ex : -We hope to be considered again ( passive of subject)

-He swore not to be treated like that again -She works hard not to be blamed ( reason)

-He gave money to the poor children to be honored

-I am eager to be selected / She is glad to be invited to the party ( adjectives)

-It’s time to be separated / we have the right to be loved (after noun)

-He made a decision to be arrested

-Do you have permission to be married at the age of 15 ?

+ Form : Passive gerund : being + Past Participle

Ex : - Instead of being selected, he failed to get the job

- The new students are keen on being included in the school activities

- I enjoy being phoned

- Being treated unfairly made her decide to quit the job ( subject)

Lunch pretty hit Lovely Europe house Lemonade parent holiday Jelly really hospital Glass restaurant husband Salad library helicopter

2.Grammar :

A Infinitive and gerund

Infinitive only Gerund only Both

Agree / arrange / ask / choose / decide / demand / deserve / expect / fail / hesitate / hope / intend / learn / manage / offer / plan / refuse / seem / wait / care / claim / afford / appear / manage / need / prepare / pretend / promise / seem / want / wish / volunteer / swear / struggle / threaten

Admit / avoid / deny / enjoy / keep / complete / consider / delay / discuss / dislike / finish / keep / mention / mind / miss / postpone / practise / quit / recall = recollect / feel like / recommend / resent / resist / risk / can’t stand / can’t resist / suggest / tolerate / understand / can’t face / pardon / fancy / anticipate/ appreciate / give up /

Begin / start / continue / stop / love / like / hate / remember / forget / regret / try / dread / cease / can’t bear / prefer / intend / mean / propose / omit

.+ stop : to stop to sth / to stop doing sth - He stopped to smoke > < smoking

+ try : to sth / doing sth

-He tried sending her flowers and writing letters to her but it had no effect

-He tried to climb the mountain but the weather was too cold

+ forget / remember / regret

-I remember locking the door before I went to bed -I remember to lock the door

-She forgot meeting me in London last year -She forgot to meet me in London last year Exercise 1

1 – having / – getting / – to tell / – practicing / – to see

(53)

- Being welcome is what he expected - I don’t like being laughed at ( object) - He doesn’t mind being criticized - She is afraid of being beaten (object of prepositions)

- My father was looking forward to being warmly greeted at the meeting

-Get pupils to exercise individually and then find a partner to check their answers with -Check with the whole class and provide corrective feedback

1 – B / – A / – B / – B / – A Exercise 3

-Get pupils to exercise individually and then find a partner to check their answers with -Check with the whole class and provide corrective feedback

1 – D / – C / 3- B / – B / – C III/ HOMEWORK

-Summarise the main points of the lesson -Do the exercises again

-Prepare Unit - Reading

Homework : (2’) * Experience:

I/ OBJECTIVES:

Formation of behaviour: After studying this period, students will revise all the language skills and grammatical points which they have studied and used in the three units: 1, and 3.

- Students can improve their techniques of doing the simple tests. Knowledge:

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

- Language: Students can improve their techniques of doing the simple tests. b Language knowledge:

b.1 Vocabulary: b.2 Grammar: b.3 Pronunciation: Skills: listening Week: 06

Period: 18

(54)

New lesson:

I/ Listening :

1-A – D – B – A – C

Tapescript :

I’ve known James for 55 years We first met when he moved to my town He went to a different school but we became friends because he lived next door to me We’ve known each other since then, but we haven’t kept in touch all that time – we lost contact with each other when he moved to Scotland in the 1970s for my job I didn’t go to James’ wedding but he came to mine And now ? Well, I’ve been living here in Brighton since 99, and these days I see James about once week, usually in the park where I walk my dog in the pub for lunch with other friends that we’ve known for about the same length of time We haven’t been doing that for very long but it’s good to get all of us together II/ Reading :

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

2 To take some photographs of the happy family

3 They boy was dressed in a smart, brand-new outfit and looked like a little prince

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

III/ Pronunciation and grammar : a) listen and put a tick (V) in the right box, paying attention to the pronunciation of the underlined part of the word

1 – nine – hour – matching - jam

(55)

1 – to see – to be – to phone – pay – to be met – to be appointed – not to attend

IV / Writing sample :

Last Saturday was my 17 th birthday My parents helped me to hold a birthday party at home I invited a lot of friends and we had a great time

The party began at p.m We had pizzas, chocolates, candies and some special dishes that my mom cooked Then mom brought out a beautiful cake, decorated with fruit and 17 colorful candles in the middle As I blew out the candles, my friends and family sang the “Happy birthday” song They clapped their hands happily Then mom cut the cake and we had it, together with cheese cake, fruit juice, and fruit salad Dad played guitar and sang me a beautiful song My friends also sang along and danced The party ended at 8.30 We were all tired but happy The parents of other children came to collect them by motorbikes Some of my friends live in the suburb and they needed to catch the 8.45 bus Some others who live nearby stayed to help me clean up the room , tidy up the mess I felt very happy because the party went very well and we had a wonderful time together

Homework : (2’) * Experience:

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