giao an 11

T asks S to read the text carefully again and work in pairs to answer the given questions.. Sts may need to underline the clues that help them give their answers.[r]

(1)

Ninh giang high school FOREIGN LANGUAGES DEPARTMENT

LESSON PLANS GRADE: 11

Teacher: vâThÞ Thu

(2)

Unit 1- Friendship Week 1: 22/8/2008 PERIOD 1: Reading A Objectives: After the lesson

I General knowledge:

- Sts know about the qualities of true friendship II Language: Sts recall and learn more about:

- The different part of speech of words - Vocabulary on friendship

III Skills: Sts develop the following skills:

- Reading and guessing the meaning of new words from the text - Reading and answering questions

- Reading and choosing the main idea of the text - Discussing

B Anticipated problems:

- Sts forget too many words after a long summer holiday - Sts have trouble with different part of speech of words C Teaching aids:

- Textbook D Procedures:

Teacher’s activities Students’ activities

I Before you read:(12')

Aims: focus sts on the topic, revise and introduce the words and phrases used to talk about friendship

1 T focuses sts on the picture in the textbook and asks sts the following questions Sts ask and answer in groups

- Who are in the picture?

- What is the relationship between them? - Why they gather here?

- Do you have many friends?

- How many of them are close to you?

- Do you often gather like those in the picture? T checks their work by eliciting the answer from sts

T asks sts to work in pairs to read the poem in the textbook and answer the questions: 'What you think of the friend in the poem?'

T asks some sts to give their opinion

Sts look at the picture and then ask and answer in groups

Some sts answer the questions

Sts read the poem in pairs and then answer the questions

Some sts give their opinion about the friend in the poem

2 T asks S to work in groups and find out different part of speech of the following words:

- last (v) - selfish (adj) - constant (adj) - capable (adj) - loyal (adj) - pursue (v)

T elicits the answers and writes them on board

- (long) lasting (adj) - unselfish (adj)/ unselfishness(n) - constancy(n) - incapable (adj)

- loyalty (n) - pursuit (n) T introduces some new words

- quality (n) e.g.: The most important quality of a good teacher is patience.

- take up (v): to start a new hobby

- rumour (n, v): st that a lot of people are talking about that is perhaps not true.

- sympathy(n): understanding one's feelings and problems

T asks sts to read the words after T T asks some sts to read the word again

Sts discuss in groups

Sts give their answers Sts copy the words on board

Sts listen and repeat

Some individuals read the words aloud

II While you read: Task 1(10')

Aims: sts practise scanning and guessing the meaning of words and phrases in the context

T asks sts to read the texts and see how many qualities of true

(3)

T checks sts' answer

T asks sts to scan the text again and underline the words/ phrases in the text that appear in the box in Task T asks sts to read the sentences that contains/ are before/ after the words to guess the meaning of these words Then T asks them to try to fill in the gaps with a suitable words/ phrases Sts work in groups of three or four

T asks some sts to give their answer and correct it if they are wrong

T checks sts’ understanding of the words Key: 1 mutual incapable of

3 unselfish acquaintance / friend give-and-take loyal to

suspicious

Sts give their answer

Sts read the text and the task in groups

2 Task 2(5)

Aims: Sts practise reading for main idea by choosing from options in the textbook.

T asks sts to have a look at the options in Task and make sure they understand these options T asks sts to find out the differences between the options Sts works in pairs

T asks sts to read the text again and choose the option that most adequately sums up the ideas of the whole passage Sts work in groups

T asks groups to compare their answer T checks sts' answer

Key: B

Sts read the options and discuss the differences between options in pairs Sts read the text again to choose the main idea of the text

Groups compare their answer Sts check their answer

3 Task 3:(10')

Aims: Sts practise reading for specific information by answering questions in the textbook.

T asks S to read the questions carefully in pairs T makes sure they understand the questions

T asks S to read the text carefully again and work in pairs to answer the given questions Sts may need to underline the clues that help them give their answers

T goes around to help sts

T asks some pairs to ask and answer the questions T correct their mistakes (if any)

Key:

1 It is unselfishness It tells us that a person who is concern only with his own interests and feelings cannot be a true friend.

2 Because they take up an interest with enthusiasm but they are soon tired of it and they feel the attraction of some new object.

3 It is loyalty It tells us that the two friends must be loyal to each other and they must know each other so well that there can be no suspicions between them.

4 Because if not, people cannot feel safe when telling the other their most intimate secrets.

5 Because they cannot keep a secret either of their own or of other.

It is sympathy It tells us that to be a true friend you must sympathize with your friend Where there is no mutual sympathy between friends, there is no true friendship.

Sts read the questions

Sts read the text and the task orally Some pairs answer the questions in front of the class

III After you read:(7')

Aims: Sts practise discussing and talking about the importance of friends.

T asks sts to work in groups of four and use the information they get from the text and their own knowledge to discuss the following question: 'Why we need to have friends' T encourages sts to use their own words

T may give sts some suggestions: - share joy and sorrow

- help when one is in difficulty

Sts work in groups to talk about the importance of friends in life

(4)

- encourage sb to overcome difficulties - set a good example

T asks the representative of some groups to present in front of the class

IV Homework:(1')

Write a short paragraph (80 words) about one of your close friends

Work book: Reading part &

Date:22/08/08-period UNIT 1: SPEAKING I Objectives:

1 Education aims: - Students can develop their speaking skill by talking about a famous friend 2 Skills: - Describing physical characteristics

- Discussing personalities

- Role-playing: Talking about a famous friend II Anticipated problems:

Sts may not have enough vocabulary to talk about the topic III Teaching aids:

Textbook, chalk, board, pictures IV Procedures:

Teacher s activities’ Students activities’

1 Homework checking: ( mins)

- Ask one st to answer two questions concerning the previous lesson:

+ Why we need to have friends?

+ What are the conditions of true friendship? - Ask others to give comments

- Listen and give remarks 2 Before you speak: ( 15 mins)

Aims: : focus sts on the topic and introduce the words and phrases used in the tasks.

+ Task 1:Describing people's physical characteristics. - Ask sts to look at four people in the picture and work in pairs to describe thier physical characteristics

- Suggest some useful words/ expressions: + height: tall, short, medium,

+ face : square, large, oval, round + forehead: broad, high,

+ nose: straight, crooked, flat, + hair: black, grey, brown, blond,

+ appearance: handsome,beautiful, good-looking, pretty, ugly,

- Ask sts to read the example and the same - Let them work in pairs in minutes

- Go around to observe sts working

- Ask some sts to present their answers in front of the class

- Get feedback and give correct answers

+ Task 2:Discussing personalities.

- Ask sts to read through the personalities in task and

- Listen to their friend and give remarks

- Listen to the T - Take notes

- Work in pairs to describe the people in the picture

- Some pairs present

1 S1: Can you describe the woman in the picture?

S2: The woman is tall and slim She has got an oval face, a straight nose and brown hair She is a beautiful woman. 2 S1: Can you describe the boy in the picture?

S2: The boy is medium height He is short-sighted He has got a round face, a broad forehead and dark hair he is handsome.

(5)

explain new words if necessary

- Tell sts that they are going to work in groups to dicuss and to number those personalities in order of importance in friendship

- Ask sts to give reasons for their choice - Go around to help sts and correct the mistakes - Ask some sts to present their group's ideas - Listen and give remarks

3.While you speak: ( 15 minutes ) Aims: Sts can talk about a famous freind.

+ Task 3:Role-play

- Tell sts that they are going to work in pairs One is a journalist and one is an interviewee The journalist is interviewing the interviewee about a friend of his/ herswho has just won the first international prize in Mathematics

- Ask them to ask and answer questions based on the suggestions in the textbook

- Allow them to work in 10 minutes and move around to conduct the activity

4 After you speak: (9 mins)

Aims: to check sts'work.

- Ask some pairs to make dialogues in front of the class

- Listen and give remarks

5 Homework: (1 mins)

- Write down what they have discussed

- Work in groups to discuss - Some sts report

e.g: "I think the most important quality for friendship is sincerity because when two friends are sincere, they can share happiness as well as difficulties with each other."

- Listen to the T

- Work in pairs to ask and answer

- Sample:

J: It is said that you are Thai's best friend Could you give me some information about him?

I: Yes, it's my pleasure. J: What does he look like?

I: he is fat and short He has a square face and a broad forehead His eyes are small but bright.

J: I suppose he is intelligent.

I: Yes, he is very intelligent, very studious and very humorous I admire him a lot.

PERIOD UNIT LISTENING

A Objectives: After the lesson I Education aim:

- Sts appreciate their friends II Knowledge:

1 General knowledge:

- Sts know about some situations when people met and became best friends 2 Language: Sts recall and learn more about:

- The past simple/ present perfect tense - Vocabulary on friendship

- Listening for specific information by marking True/False - Listening for specific information by taking notes - Speaking using notes

(6)

- Sts have trouble listening to a new teacher C Teaching aids:

- Text book,cassette tape D Procedures:

I Homework checking:(8')

One st tells the whole class about a famous person II Before you listen:(10')

Aims: focus sts on the topic and review/ introduce the words and phrases used to describe some people's best friend. T asks sts to work in pairs to ask and answer the questions in the textbook

- Who is your best friend?

- How did you happen to meet him/her? - How long have you known each other? - What qualities you admire in him/her T moves around to help sts

T asks some pairs to present and gives remarks

Sts listen to the T and ask and answer the questions Sts work in pairs:

Some pairs stand up and present T asks S to look at the words in the book and read after T /

the tape

T introduces some new words

- residential area (n): the area where there are only houses.

- sense of humour (n): Being able to laugh and make others laugh at funny things

- guitarist (n): the person who play the guitar - rough (adj): difficult, unpleasant.

T read the words / plays the tape again and asks sts to repeat T asks sts to read the words in pairs

T asks some sts to read the words again

Sts look at the words and read after T /the tape

Sts copy the words and phrases

Sts read the words in pairs and correct each other’s mistakes

Some individuals read the words aloud II While you listen:

Task 1(10')

Aims: Practice listening for specific information by deciding if the given statements are true or false.

T introduces the situation: You are going to listen to two talks about two people talking about their best friends and how they met their friends

T asks sts to have a look at the statements and read them in pairs T makes sure they understand the statements

T asks sts to listen to the tape/T twice and tick the box to indicate if the statements are true or false T may underline the words/ phrases that indicate false information

T asks sts to compare their answer in pairs T checks sts’ answer

T plays the tape once again, stop the tape where necessary and conduct the correction

Key: Lan's talk:

- F; - F; - T; - F; – T; - F Long's talk:

- F; - F; - T; - T; – T

Sts listen to their teacher

Sts work in pairs to read the statement Sts listen and the task

Sts compare their answers Sts gives their answer

Sts check their answer say it aloud, and then correct their work if they have the wrong answer

Task 2(10')

Aims: Practice listening for specific information by taking notes about how and where friends met and what they like about each other.

T asks sts to work in groups and discuss the information they need to fill in the table Sts can refer to the information in task Sts can note down the information

T asks sts to listen to the tape once or twice and take notes T asks sts to compare their notes

T checks sts’ answer by playing the tape once again, stop the tape where necessary and conduct the correction

How and where they

met What they like abouttheir friend

(7)

Lan - They used to live in a residential in Hanoi. - Lan went on a holiday to Doson and Ha went there to visit her.

- Ha is very friendly and helpful.

- Ha is sociable She's got many friends in

Doson 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 of humour.

- Minh likes to go to plays and movies.

- Minh is a good listener. - Minh is friendly and helpful

IV After you listen:(9')

Aims: Sts practise talking about how the people in the situations have become good friends

T asks sts to work in pairs and use the information the get from Task and to talk about how Minh has been Long's best friend and Ha has been Lan's best friend

T moves round to check the activities and to make sure that sts are working effectively

T asks one or two sts to present in front of the whole class T checks and gives remarks

Sts practise talking in pairs

One/ two sts present IV Homework:(1')

Write a short paragraph about how you met your best friend

Date: 27/09/08 –period UNIT1: WRITING I Objectives:

Education Aims: - Students can write the first draft about a friend's personalities 2 Skills: - Writing about a friend's personalities

II Anticipated problems:

- Students may lack ideas as well as vocabulary to write III Teaching Aids: - board, textbook, chalk

IV Procedures:

Teacher's activities Students' activities 1 Warm-up:( mins)

- Ask sts some questions to lead to the topic 1 Did you enjoy your weekend?

What did you at the weekend?

( ask one st) Who did you go to the cinema with? Can you decribe your friend?

- Introduce the topic of the lesson 2 Before you write:( 20 mins)

- Aims: to help sts to have vocabulary and ideas for the writing task.

a First, create a vocabulary game for sts to play so that they can revise the meanings of some verbsthey have already learned

- Divide the class into two large groups and then ask them to work in smaller groups of three or four to match each adjective with its illustration in two handouts

- Sts in Group deal with Handout 1, and sts in Group deal with Handout

- Ask sts to say "BINGO" if they complete the task first and give them prizes

- Move around to conduct the activity - Check sts'work and give remarks - Collect handouts

b. Ask sts to think of a friend of his/hers and some notes about this friend including:

+ his/her name, age

+ where and when you met him/ her.

- Answer T's questions: 1 Yes.

2 I went swimming/ I went shopping/ I slept/ I went to the cinema / etc.

3 I went there with my friend.

4 He's tall and handsome He is very sociable and humorous

- Listen to the teacher carefully

- Work in groups to match

- The first groups completing the task say "BINGO"

- Report the answers

+ Handout 1: 1- b, 2- e, 3- d, 4- a, 5- c + Handout 2: 1- d, 2- c, 3- e, 4- b, 5- a - Listen to the teacher

- Brainstorm and write some notes about one of their friends

(8)

+ three of his/ her personalities ( sts should provide facts/ examples to support these ideas).

- Allow sts to in minutes and go round to help them if necessary

- Ask sts to write their outlines on the board

- Check and correct mistakes if necessary

- Help them to rearrange their ideas in a logical way 3 While you write:( 10 mins)

- Aims: Sts write the first draft.

- Ask sts to write a paragraph of about 80 words, basing on the outline they have just finished - Let sts write in 10 minutes

- Move around to conduct the activity 4 After you write:( mins)

Aims: to get feedback and check sts' work. - Get feedback by asking two sts to write their paragraphs on the board

- Ask some other sts to give remarks - Check and give the correct answer

- If there is enough time, T can have sts exchange their writing among sts within a group so that they can check their friend's work and give remarks 5 Homework: ( 1min)

- Part D (page 10 - workbook)

Sample:

- Nam is my best friend He is the same age as me.

- We were in the same class at primary and lower secondary school.

+ Quick-witted: he is always the first st to have answers to teachers' questions + Self-confident: He can stand in front of the whole class and talk naturally.

+ Boastful: He is always saying that his family is rich and that his parents will buy him whatever he wants, but that's not true at all.

- Do the writing task

- Sample writing:

" Nam is my best friend He is the same age as me and we were in the same class at primary and lower secondary school The first thing that people notice him is that he is quick-witted.He is always the first student to have answers to teachers' questions He is also self-confident He can stand in front of the whole class and talk naturally However, sometimes he is boastful, which makes me annoyed "

Date: 05/09/08 -period 5 UNIT1: LANGUAGE FOCUS I Objectives:

1 Education Aims: - Students know how to pronounce the sound /dʒ/ and /tʃ/ correctly

- Students revise to-infinitive and bare infinitive 2 Skills: + Speaking: - Work in pairs to discuss the exercises

+ Reading: - Read words and sentences aloud

- Read the sentences silently to the exercises II Anticipated problems:

- These two sounds are difficult to pronounce III Teaching aids: - board, chalk, textbook IV Procedures:

Teacher's activities Students' activities 1 Homework checking: ( 5mins)

- Ask one st to read the paragraph they wrote at home aloud

- Ask another st to give remarks - Check and give a mark

2 Pronunciation:( 10 mins)

- Aims: to introduce two sounds /dʒ/and /tʃ/and help sts to practise these sounds.

a Write two sounds on the board and pronounce them clearly twice, then ask sts to repeat

- Tell sts how to pronounce these sounds accurately /dʒ/ : a voiced sound

/tʃ/ : a voiceless sound

- Ask them to look at the textbook, listen and repeat - Then ask sts to work in pairs to read the words again so that they can check for each other

- Move around to help

- Ask two sts to read again and give remarks

b Ask sts to look at sentences in page 19 in the book - Ask them to work in pairs to read the sentences and

- One st reads his/her writing aloud in front of the whole class

- Give remarks - Listen to the teacher

- Write down two sounds

- Listen to the teacher and repeat - Look at the book , listen and repeat /dʒ/ /tʃ/

jam children joke changeable January cheese .

- Read these words in pairs and check for their partners

(9)

then find out the words containing sound /dʒ/ and sound /tʃ/

- Ask them to work in minutes - Move around to conduct the activity

- Ask one st to report and other sts to give remarks - Check and give the correct answers

- Ask some sts to read these sentences aloud - Listen and give remarks

3 Grammar: ( 29 mins)

Aims: to revise to-infinitive and bare infinitive and have sts Ex1 and EX2.

a to-infinitive:

- Recall the uses of to-infinitive by giving some examples:

e.g.: - I will give you a form to fill in. - The tea is too hot to drink. - I was glad to receive your letter.

- Ask sts to tell the T the uses of to-infinitive in these sentences

- Ask sts to give examples - Ask them to exercise + Exercise 1:

- Ask sts to look at Ex1 and to the task

individually and then compare their answers with other sts

- Move round to conduct the activity - Ask some sts to report

- Listen and give remarks b Bare infinitive:

- Introduce a structure with bare infinitive S + V+ O + bare infinitive.

- Give some examples:

e.g.: - I saw him arrive home late. - We made Peter wait outside.

+ Exercise 2:

- Ask sts to Ex individually and then share the answers with their friends

- Move round to help if necessary

- Ask two sts to write their answers on the board - Check and give remarks

5 Homework ( min) - Part B( page - workbook)

- Answers:

/dʒ/ /tʃ/

just picture village child bridge change . - Read the sentences

- Listen to the teacher

- Read the examples and tell the whole class their ideas

+ Uses:

- After a noun to modify it - In structures:

1.S + V + too + adj / adv + to-infinitive 2 It + V + adj + to-infinitive

3 S + V + adj + to-infinitive

- Listen to the teacher and take note

- Give examples - Some sts report

1 Who wants something to eat? 2 I have some letters to write.

3 I am/was delighted to hear the news. 4 My mother has some shopping to do. .

- Listen and correct their work if necessary - Listen to the T and take note

- Two sts write their answers on the board: 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 officer made him open the briefcase.

. Unit -Personal experiences

PERIOD 1: Reading PERIOD 4/9/08

A Objectives: After the lesson, I General knowledge:

- Sts know about a girl's most embarrassing experience II Language: Sts recall and learn more about:

- The past simple tense

- Vocabulary to show one's feeling III Skills: Sts develop the following skills:

- Reading and guessing the meaning of new words from the text - Reading and ordering given pictures in the correct order - Reading and answering questions

- Discussing B Anticipated problems:

- The pictures in the textbook are a bit illogical - The lesson is too long

(10)

Aims: focus sts on the topic, revise and introduce the words and phrases used to talk about a past experience

1 T introduces the passage about a girl's most embarrassing experience

T focuses sts on the pictures in the textbook and asks sts to describe the pictures Sts ask and answer in groups T may give some suggested questions

- What is the relationship between the people in the picture?

- Where are they?

- What happens in each picture?

- How the people in the picture feel?

T checks their work by eliciting the answer from sts

T asks sts to work in pairs to order the given pictures in the correct order

T asks some groups to give their answer

Sts look at the pictures and describe them

Some sts answer the questions Sts work in pairs and the task Some give their answer

2 T introduces some new words

- a wad of (phr) a quantity of money/ paper folded together.

- point (v): (miming)

- imitate (v): a monkey is good at imitating - floppy (adj): soft and flexible

Sts listen to their T

Sts copy the words on board

Some individuals read the words aloud II While you read:

2 Task 2(5)

Aims: Sts practise reading for main idea by arranging the given pictures in the textbook in the correct order.

T asks sts to read the text quickly to see if they have arranged the pictures correctly T asks sts to underline the clues that help them to the task Sts work in groups

T asks groups to compare their answer T checks sts' answer

Key: d-b-f –e-a-c

(T may ask sts to look at the pictures and retell the event in each picture)

Sts read the text in silent and discuss in groups to put the picture in the correct order

Groups compare their answer Sts check their answer

1 Task 1(10')

Aims: sts practise scanning and guessing the meaning of words and phrases in the context

T asks sts to scan the text again and underline the words/ phrases in the text that appear in the box in Task T asks sts to read the sentences that contains/ are before/ after the words to guess the meaning of these words Then T asks them to try to fill in the gaps with a suitable words/ phrases Sts work in groups of three or four

T checks sts’ understanding of the words Key: 1 glanced making a fuss

3 embarrassing idols sneaky

Sts read the text and the task in groups

3 Task 3:(10')

Aims: Sts practise reading for specific information by answering questions in the textbook.

T asks S to read the questions carefully in pairs T makes sure they understand the questions

T asks S to read the text carefully again and work in pairs to answer the given questions Sts may need to underline the clues that help them give their answers

Sts read the questions

(11)

T asks some pairs to ask and answer the questions T correct their mistakes (if any)

Key:

1 A red floppy cotton hat. 2 To buy the hat for herself.

3 A wad of dollar notes exactly like the ones her father had given her.

4 She didn't like to make a fuss. 5 She bought the hat with it.

front of the class

Aims: Sts practise discussing and talking about the importance of friends.

T asks sts to work in groups of four to discuss the following question: 'What you think the girl had to to after she discovered that the money she had taken from the boy's bag was not hers?' T encourages sts to use their imagination T goes around to help sts

Sts work in groups to talk about what the girl had to

Some sts present

IV Homework:(1')

Write a short paragraph (80 words) about their most embarrassing experience

Work book: Reading part & PERIOD 7

Date: 12/09/08 UNIT 2: SPEAKING I Objectives:

1 Education aims: - Students can develop their speaking skill by talking about a past experience 2 Skills: - Discussing in pair about past experiences and how they one's life

II Anticipated problems:

Textbook, chalk, board, pictures IV Procedures:

1 Homework checkimg: ( mins)

- Ask one st to retell the story of the previous lesson in their own words

- Ask others to give comments - Listen and give remarks 2 Before you speak: ( 15 mins)

Aims: : focus sts on the topic and introduce the words and phrases used in the tasks.

+ Task 1: Matching.

- Explain the enquirement of the task clearly - Introduce some new words:

+ app'reciate (v): know how important sth is.

+ 'attitude (to sb/sth) (n): the way people think/ feel about sb/sth.

- Read each of these words twice and ask sts to listen and repeat

- Ask sts to read these words again in pairs and check for each other

- Ask some sts to read again

- Ask sts to work in pairs to match the things in box A with corresponding effects in box B

- Move round to check the activity and to help if

- Listen to the T

- Copy down these words into their notebooks

- Listen and repeat and then practise with a partner

(12)

necessary

- Ask some pairs to answer - Listen and give remarks + Task 2:Rearrange a dialogue.

- Introduce the situation and ask sts to read through the sentences

- Ask them to rearrange the sentences into a meaningful dialogue

- Ask sts to share their answer with a partner and then practise the dialogue

- Ask two pairs to report - Listen and give remarks

3.While you speak: ( 15 minutes )

Aims: Sts can talk about one of their past experiences.

+ Task 3:Making dialogues

- Ask sts to underline some questions in task which is used to ask about past experiences

- Introduce some useful structures: + Have you ever ?

+ How did it happen? + When did it happen?

+ How did the experience affect you?

- Ask sts to look again at the topics in Task as a suggestion and then work in pairs to make similar dialogues to the dialogue in Task

- Allow them to work in 10 minutes and move around to conduct the activity

- Ask some pairs to make dialogues in front of the class - Listen and give remarks

- Some sts present

Key: 2 - c; - a; - b; - e - Listen to the teacher

- Listen to the T

- Work individually to rearrange the dialogue

- Practise the dialogue in pairs - Some sts report

1 - b ; - d ; - h ; - a ; 5 - e ; - g ; - c ; - f.

- Underline the questions - One st reports:

+ Have you ever spoken English to a native speaker?

+ How did you meet her? + What did you talk about?

+ How did the experience affect you? - Listen to the T

- Work in pairs to think of a topic or to choose one topic in Task 1, and then make a dialogue

PERIOD 8 UNIT 2: Listening A Objectives: After the lesson:

I Education aim:

- Sts can learn from a past experience II Knowledge:

- Sts know about a person's most unforgettable experience 2 Language: Sts recall and learn more about:

- The past tenses

(13)

- Listening for specific information by marking True/False - Listening for specific information by filling in the gaps - Discussing

- The listening text is long

- Sts have trouble listening to a teacher reading aloud a dialogue C Teaching aids:

- Picture in textbook D Procedures:

One st tells the whole class about a famous person T asks others to give comments

T listens and gives remarks

Sts listen to their friend and give remarks

II Before you listen:(10')

Aims: focus sts on the topic and review/ introduce the words and phrases used to describe some people's best friend. T asks sts to work in pairs to look at the picture in the textbook and say what is happening in the picture T may give some suggested questions

- What and who can you see in the picture? - What are the people doing?

- What is happening to the house?

- Have you ever seen a fire with your own eyes? T moves around to help sts

T asks some pairs to present and gives remarks

Sts listen to the T and ask and answer the questions Sts work in pairs:

Some pairs stand up and present T asks S to look at the words in the book and read after T /

the tape

T introduces some new words

- memorable (adj): worth remembering. - replace (v): to take the place of something - embrace (v): (demonstrate)

- protect (v): keep st/sb safe from harm/ injury. - burn down(v): be destroyed by fire

- burn (v): the injury caused by fire

- appriciate(v) to know the good qualities of sb/st - rescue (v): save sb from danger

Sts look at the words and read after T /the tape

Some individuals read the words aloud II While you listen:

Task 1(10')

T introduces the situation: You are going to listen to an interview about the most unforgettable experience in a busineeswoman's life

T asks sts to have a look at the statements and read them in pairs T makes sure they understand the statements

Key: - T; - F; - F; - F; – T

Task 2(10')

Aims: Practice listening for specific information by filling in each gap with one suitable word.

T asks sts to work in pairs and read the summary of Cristina

(14)

words with each other and try to fill in the gap

T asks sts to listen to the second part of the dialogue once or twice and fill in the gaps

T asks sts to compare their answers

T checks sts’ answer by playing the tape/ read the dialogue once again, stop where necessary and conduct the correction Key :

1- small 2- everything 3- family 4- replaced 5- took 6- appriciate

Sts listen and the task Sts compare their answers Sts check their answer

Aims: Sts practise talking about the importance of family T asks sts to work in group and use the information the get from Task and and their own knowledge to discuss Christina's thought: 'Family is more important than things' T moves round to check the activities and to make sure that sts are working effectively

Sts practise talking in pairs

Write a short paragraph about how important your family is PERIOD 9

Date: 19/09/08 UNIT 2: WRITING I Objectives:

Education Aims: - Students can write the first draft of a personal letter about a past experience 2 Skills: - Writing about a past experience

IV Procedures:

Teacher's activities Students' activities 1 Homework checking:( mins)

- Ask one st to present his/her opinions about Christina's thought in "After you listen" - Ask another st to give comments - Listen and give remarks

2 Before you write:( 20 mins)

a First, introduce the topic of the writing task " You are going to write a letter to your pen friend telling him/her about one of your most memorable past experiences"

- Tell sts that there are several types of experiences, and ask them to a small exercise about types of experiences

b Brainstorming and outlining:

- Ask sts to think of their experiences and choose the most memorable one to write about

- Remind sts that their letter should include the following main points:

+ when / where it happened. + how it happened

+ who was involved

+ how the experience affected you.

- Ask sts to think and to make an outline of the letter , basing on the above main points

- Move around to help if necessary

- Ask sts to exchange their outline with their partners - Check some outlines and give remarks

- Ask sts to write a letter to their pen friends, basing on the outline they have just finished

- One st presents his/her opinions - Listen to their friend

- Another st give remarks

- Listen to the teacher carefully

- Look at the table and match

- Share their answer with their friends and then report

1 - b ; - d ; - e ; - a ; - c

- Think of a topic

(15)

- Suggest some ways to open a letter to a pen friend: Dear ,

Thank you for the letter you sent me last week I'm sorry that I haven't written to you for a long time

- Let sts write in 10 minutes - Ask two sts to write on the board - Move around to conduct the activity 4 After you write:( mins)

Aims: to get feedback and check sts' work.

- Ask some other sts to give remarks on the letters on the board

- Check and give the correct answer

- If there is enough time, T can have sts exchange their writing among sts within a group so that they can check their friend's work and give remarks

5 Homework: ( 1min) - Write the final draft

- Share their ideas with their partners - Listen to the T and correct anything necessary

- Listen to the teacher - Do the writing task - Sample:

" Dear Alan,

I'm sorry that I haven't written to you for a long time How are you? Is everything all right?

I have experienced a really hard time since I failed the English exam two months ago It was the last exam I had to pass to attend a two-year-course in Singapore

PERIOD 10

Date: 20/09/08 UNIT 2: LANGUAGE FOCUS I Objectives:

1 Education Aims: - Students know how to pronounce the sound /m/,/n/ and /ŋ/correctly

- Students revise some verb tenses 2 Skills: + Speaking: - Work in pairs to discuss the exercises

- Sts may forget the forms and the uses of these tenses III Teaching aids: - board, chalk, textbook

IV Procedures:

A fifteen-minute Test. 2 Pronunciation:( 10 mins)

- Aims: to introduce three sounds /m/, /n/ and /ŋ/and help sts to practise these sounds.

a Write three sounds on the board and pronounce them clearly twice, then ask sts to repeat

- Tell sts how to pronounce these sounds accurately - Ask them to look at the textbook, listen and repeat - Then ask sts to work in pairs to read the words again so that they can check for each other

b Ask sts to look at sentences in page 29 in the book - Ask them to work in pairs to read the sentences and then find out the words containing sound /m/,

sound /n/ and sound /ŋ/

- Listen to the teacher and repeat - Look at the book , listen and repeat /m/ /n/ /ŋ/

may nose wrong make nine running summer money bringing .

- Look at the book and work in pairs - Answers:

/m/ /n/ /ŋ/

(16)

Aims: to revise some present tenses and some past tenses and have sts Ex1, Ex2 and EX3.

a Revising some present tenses:

- Tell sts that present tenses can be used to retell a story happening in the past to make the story more immediate and more vivid

- Ask sts to exercise + Exercise 1:

- Listen and give remarks b Revising some past tenses - Give some examples:

e.g.: - I met an Englishman in THD Street last week. - They were playing games when their father came home.

- She had already known the news by the time I phoned her.

- Ask sts to tell the T the forms and the uses of these tenses

- Ask sts to give examples

- Ask them to exercise + Exercise 2:

- As the time is limited, ask sts to sentences only - Move round to help if necessary

- Ask some sts to report their answers - Check and give remarks

+ Exercise 3:

- Ask sts to Ex3 individually and then share the answers with their friends

- As the time is limited, ask sts to sentences only - Move round to help if necessary

- Ask some sts to report their answers - Check and give remarks

5 Homework ( min) - Part B( page 14 - workbook)

- Read the sentences

- Listen to the T

- Do exercise individually - Some sts report

1 invites sets 3 gets waves 5 promises carries 7 contains has bakes

- Listen and correct their work if necessary - Read the examples and tell the whole class their ideas

+ The past simple:

Form: (+) S + V-ed/ V(irregular) (-) S + did not + V (?) Did + S + V ? Use: an event/ activity happened at one particular time in the past.

+ The past progressive:

Form: (+) S + was/were + V-ing (-) S + was/ were + not + V-ing (?) Was/ Were + S + V-ing ? Use: An event/ activity was in progress at a particular time in the past.

+ The past perfect:

Form: (+) S + had + PII

(-) S + had + not + PII .

(?) Had + S + PII ?

Use: An event/ activity took place and was completed before another activity or time in the past.

- Do the task and then some sts report 1 broke/ was playing wrote/ was 3 was working/ broke

4 started/ were walking

- Do the task and then some sts report 1 had eaten/ arrived

2 found/ had taken 3 got/ had closed 4 got/ had left

PERIOD 11- Week 4:1/10/08 - Unit 3- Party-READING A Objectives: After the lesson:

- Sts know about what people at parties II Language: Sts recall and learn more about:

- The present simple tense - Vocabulary to describe parties III Skills: Sts develop the following skills:

(17)

- Discussing B Anticipated problems:

- The lesson is too long

- Vietnamese culture is different from Western culture C Teaching aids:

Aims: focus sts on the topic, revise and introduce the words and phrases used to talk about parties

1 T introduces the passage about some kinds of parties T focuses sts on the pictures in the textbook and asks sts to describe the pictures Sts ask and answer in groups T may give some suggested questions

- What happens in each picture? – What are they doing?

- What is the relationship between the people in the picture?

- How the people in the picture feel? T checks their work by eliciting the answer from sts T asks some groups to give their answer

Sts look at the pictures and describe them

Some sts answer the questions T elicits some vocabulary from sts by asking them to work

in groups to find words and phrases on parties T may give some suggestions: Kinds /Purposes / Places /People /Food and drinks/Activities

T checks sts' work and write the words on boards

Kinds of party: birthday party/ farewell party/ aniversary party/ house warming party, Christmas party

Purposes of party: to celebrate one's birthday, wedding day, to say good bye to sb, introduce one's new house,

Places of party: indoors/ outdoors/ at home / at a restaurant

People at the party: family members, realtives, friends, colleagues

Food and drinks: soda, mineral water, wine, whisky, beer, cake, candy, fruit, chicken, beef

Activities at party: dancing, singing, chatting, eating, drinking, playing games,

Sts listen to their T, work in groups to write down the words

Sts copy the words on board

Some individuals read the words aloud II While you read:

1 Task 1(10')

Aims: Sts practise scanning for specific information by crossing in the right box.

T asks sts to look at the table in task 1, read through the options to see if they understand the table

T asks sts to scan the text and crossing in the appropriate box to show what people at parties Sts may underline the words/ phrases in the text that help them to give their answer Sts work in pairs

T asks sts to exchange their answers

Key: x

2 x x

3 x x

4 x

5 x

6 x

7 x

Sts have a look at the table

Sts read the text and the task in pairs

Sts exchange their answers Sts give their answer

3 Task 2:(10')

(18)

it.

T asks S to read the statements carefully in pairs T makes sure they understand the statements

T asks S to read the text carefully again and work in pairs to find the wrong word in each statement and underline it Sts may need to underline the clues that help them give their answers

T asks some pairs to give their answers T correct their mistakes (if any)

Key:

1 eighth -> seventh 2 makes -> eats. 3 food -> presents. 4 anniversaries -> age. 5 months -> years 5th -> 50th

silver -> golden

Sts read the sentences

Sts read the text and the task orally Some pairs give their answers in front of the class

Aims: Sts practise discussing and talking about where to hold theirbirthday party.

T asks sts to work in groups of four to discuss the following question: 'Were you prefer to celebrate your birthday party, at home or in the restaurant? Why?'

T may give some suggestions: cost, distance, numder/ kinds of guests, decoration, preparation, atmosphere

Sts work in groups to talk about where to celebrate their birthday party

Some sts present IV Homework:(1')

Write a short paragraph (80 words) about what they did on their last birthday

Work book: Reading part & PERIOD 12

Date: 27/09/08 UNIT 3: SPEAKING I Objectives:

1 Education aims: - Students can develop their speaking skill by talking about parties and how to plan parties

2 Skills: - Discussing in pairs and in groups about parties and how to plan parties II Anticipated problems:

Textbook, chalk, board IV Procedures:

1 Warm-up: (3 mins)

- Ask sts some questions to lead to the topic - Introduce the topic of the lesson

2 Before you speak: ( 15 mins)

Aims: : to elicit some questions and ask sts to work in pairs to ask and answer about a party they have been to.

+ Task 1:

- Ask sts to think of a party they have been to and choose from the list the things they want to talk about

- Ask sts to read the questions carefully and put a tick on the question they choose

- Move around to help sts if necessary

- Listen to the T and answer the questions

- Think of a party and choose from the list the things they want to talk about - Read the questions carefully and put a tick on the quetion they choose

(19)

+ Task 2:Talking about parties.

- Ask sts to work in pairs to ask and answer about a party basing on the questions in task

- Encourage sts to create new questions - Allow them to work in minutes - Move round to help if necessary - Ask some pairs to report

3.While you speak: ( 12 minutes )

Aims: Sts can talk about how to plan parties.

+ Task 3:

- Ask sts to imagine that they are going to organise a party and ask them what to to prepare for it

- Ask some sts to report their ideas - Add some more ideas

- Ask sts to work in groups of four or five to discuss how to organize the best party basing on the above suggestions

- Allow them to work in minutes - Move round to help if necessary 4 After you speak: (15 mins)

+ Task 4:

- Ask the representative of each group to report in front of the whole class

- Remind sts that they should try to convince their friends to come

- Listen to them and then give remarks for each group's report

- Decide which is the best report and give them a prize 5 Homework: (1 mins)

a party they have been to - Some sts report

- Listen to the T and say out their ideas S1: Fix the date and time.

S2: Decide who to invite.

S3: How much to pay for the party? S4: Prepare the menu (food and drink). - Listen to the T and take note

- Work in goups to discuss

- Some sts present in front of the class - Try to make their parties interesting - Listen to the T carefully

PERIOD 13 UNIT 3: Listening A Objectives: After the lesson:

- Sts know about a girl's birthday party II Language: Sts recall and learn more about:

- The past tenses

- Vocabulary on narrating a party III Skills: Sts develop the following skills:

- Listening for specific information by marking True/False - Listening for specific information by answering questions - Discussing

- The tape's quality is not very good C Teaching aids:

- tape, cassette, textbook D Procedures:

One st tells the whole class about preparation for a party T asks others to give comments

(20)

T listens and gives remarks II Before you listen:(10')

Aims: focus sts on the topic and review/ introduce the words and phrases used to talk about parties.

1 T asks sts to work in pairs to discuss the questions in the textbook The pictures in the textbook might give them some suggestions

T moves around to help sts

T asks some pairs to give their answers and remarks

Sts listen to the T and ask and answer the questions Sts work in pairs

Some pairs stand up and present T introduces some new words

- turn (v):e.g I will turn 30 on my next birthday. - gather (v): to come together in one place - clap one's hands (v): (demonstrate)

- help onself to st(v):to serve omeself with food/drinks - icing (n): the cream layer on the cake

T asks S to look at the words in the book and read after T / the tape

Some individuals read the words aloud Sts look at the words and read after T /the tape

II While you listen: Task 1(10')

T introduces the situation: You are going to listen to a talk about a birthday party

T asks sts to have a look at the statements and read them in pairs T makes sure they understand the statements T asks sts to pay attention to the key word in each statement

Key: - F; - F; - F; - T; – F

Task 2(10')

Aims: Practice listening for specific information by answeing questions.

T asks sts to work in pairs and read questions given inthe textbook T makes sure they understand the questions Sts discuss the information needed to answer the questions with each other and try to answer them

T asks sts to listen to the talk once or twice and answer the questions Sts are advised to note down necessary information

T asks sts to compare their answers

T checks sts’ answer by playing the tape/ read the dialogue once again, stop where necessary and conduct the correction Key :

1- She was 16

2- Because it is noisy and expensive 3- Soft drinks and biscuits

4- At about 4:30

5- It was beautifully decorated with pink and white icing with 16 colourful candle in the middle

6- they clapped their hands eagerly and sang 'Happy birthday'

7- At about in the evening.

Sts read the questions and discuss in pairs

Sts listen and the task Sts compare their answers Sts check their answer

(21)

T asks sts to work in group and use the information they get from Task and to talk about the party

T may give some suggestions:Whose birthday, how old, time, place, number of guests, activities, feelings

T moves round to check the activities and to make sure that sts are working effectively

Sts practise talking in groups

Write a short paragraph about a party they attended PERIOD 14

Education Aims: - Students can write the first draft of a letter of invitation 2 Skills: - Writing a letter of invitation

IV Procedures:

Teacher's activities Students' activities 1 Homework checking:( mins)

- Ask one st to talk about Mai's birthday party - Ask another st to give comments

- Listen and give remarks 2 Before you write:( 20 mins)

+ Task 1:

- Ask sts to work in pairs to ask and answer the questions in this part

- Allow them to work in minutes

- Move round and see whether sts need help - Ask some sts to present their ideas

+ Task 2:

- Ask sts to read the letter of invitation that An Duc wrote to Minh Hanh and then complete the letter with the words/phrases in the box

- Ask them to work individually and then share their ideas with their partners

- Move round to help if necessary - Ask some sts to report

- Ask sts some questions concerning with the letter - Ask some sts to answer basing on the letter - Listen and give remarks

+ Task 3:

- Ask sts to imagine that they are going to hold a party They want to invite their classmates to the party Write a letter of invitation to them

- Ask sts to write the outline first by answering the questions included in this part

- Move around to help if necessary

- Ask sts to exchange their outline with their partners

- One st presents his/her ideas - Listen to their friend

- Another st give remarks - Listen to the teacher carefully

- Work in pairs to ask and answer - Some pairs report

S1: On what occasions are parties held? S2: They can be held on someone's birthday, at somebody's wedding anniversary, on New Year's Eve, etc. S1: What kind of clothes people often wear at a party?

S2: They often wear dresses, skirts, T-shirts or jeans.

S1: What kind of presents people often bring to a party?

S2: a bunch of flowers, a shirt, a clock, a hat, etc.

- Read the letter and then fill in each blank with the words/phrases in the box

- Exchange their ideas with their friends - Some sts report

1 at my house to come 3 refreshments to cook 5 winners by Monday. - Listen to the T and then give answers - Listen to the T

- Think of a topic

- Write an outline, basing on those main points

(22)

- Check some outlines and give remarks

- Ask sts to write a letter of invitation to their friends, basing on the outline they have just finished

- Suggest that sts refer to the sample letter to write - Let sts write in 10 minutes

- Ask two sts to write on the board - Move around to conduct the activity 4 After you write:( mins)

- Write the final draft

- Listen to the teacher - Do the writing task

- Sample:

" Dear Thao Huong,

I am having a birthday party at my house at 7.30 p.m on 10th October Would you

like to come?

Most of our classmates have been invited , too There will be lots of refreshments such as beer, coke and so on My mother and I are going to cook some special foods "

Period 15.

Date: 04/10/08 UNIT3: LANGUAGE FOCUS I Objectives:

1 Education Aims: - Students know how to pronounce the sound /l/,/r/ and /h/correctly

- Students revise infinitive and gerund - active and passive form 2 Skills: + Speaking: - Work in pairs to discuss the exercises

- Read the sentences silently to the exercises II Teaching aids: - board, chalk, textbook

III Procedures:

- Ask one st to read the letter they wrote at home aloud

- Aims: to introduce three sounds /l/,/r/ and /h/and help sts to practise these sounds.

b Ask sts to look at sentences in page 39 in the book - Ask them to work in pairs to read the sentences and then find out the words containing sound /l/, sound /r/ and sound /h/

- Listen to the teacher and repeat - Look at the book , listen and repeat /l/ /r/ /h/

lunch pretty hit lovely Europe house lemonade parent holiday jelly really hospital .

/l/ /r/ /h/

hello really hello Allen pretty Harry lunch librarian horrible

(23)

Aims: to revise infinitive and gerund - the active and passive form and have sts Ex1 and EX2.

a Revising some patterns with infinitive and gerund + Pattern 1: S + V + to-infinitive

Vs: agree, decide, demand, fail, hope, mean, refuse, pretend, start, volunteer.

e.g: The boy decided to tell the truth.

+ Pattern 2: S + V + V-ing

Vs: admit, advise, delay, consider, forget, propose, risk, like, dislike, keep.

e.g: She keeps saying about her achievements, which annoys other people.

- Ask sts to give some more examples - Ask sts to exercise

+ Exercise 1:

b Introduce some passive patterns with infinitive and gerund.

+ Pattern 1: Active: S + V + to- infinitive + O Passive: S + V + to be + PII(+ by O) +Pattern 2: Active: S + V + V-ing + O

Passive: S + V + being + PII ( + by O) - Ask sts to give more examples

- Ask them to exercise + Exercise 2:

- Move round to help if necessary - Ask some sts to report their answers - Check and give remarks

5 Homework ( min)

- Ex ( P 41) and Part B( page 20 - workbook)

- Listen to the T and take note

1 having getting 3 to tell practising 5 to see.

- Listen and correct their work if necessary

- Listen carefully and take note

- Give more examples

- Do the task and then some sts report 1 B A B

4 B A

Period 16.-Test Yourself A.

I.Objective.

-By the end of the lesson Ss will be able to test themselves by completing every exercises II.Material.

-Text book III.Procedure. 1.Listening.(10 _” -T reads twice

-Ss listen to the teacher and complete the sentences -Answers:

1.A 4.D 2.D 5.C 3.B

2.Reading(10 )’

-Ss it first,then T checks:

1.Because these people had been childless for ten years after they were married and were so thrilled to finally have a child

2.To take some photograghs of the family

(24)

4.Because he was interested in the toys 3.Pronunciation.(5 )’

-T calls Ss to it and then checks: -1.nine 3.matching

2.hour 4.jam 4Grammar.(18 )’ -Ask Ss to it first -Then T corrects it

1.to see 2.to be 3.to phone 4.pay 5.to be met 6.to be appointed 5.Writing(18 )’

IV-Home work(2 )’

-Ask Ss to write about their birthday party

Period 17- LESSON PLAN –TEST 11. I.Objectives.

-By the end of the lesson,Ss will be able to know how to learn E well and test themselves II.Procedure.

-Giáo viên thuyết trình: +Giới thiệu cách học +Cách kiĨm tra

+Giíi thiƯu SGK TiÕng Anh líp 11 A.Giíi thiƯu vỊ c¸ch häc

-Chơng trình mơn Tiếng Anh THPT đợc xây dựng theo chủ điểm, lặp lại có mở rộng từ lớp 10-12 với định hớng sau:

+Kỹ giao tiếp mục tiêu trình dạy học, kiến thức ngơn ngữ phơng tiện để hình thành phát triển kĩ giao tiếp

+Nội dung dạy học đợc lựa chọn trình bày theo hệ thống chủ điểm…

+Để hình thành phát triển kĩ nghe, nói, đọc, viết thơng qua luyện tập kiến thức ngôn ngữ nh-:Ngữ âm, từ vựng, ngữ pháp.Vởy:

Giáo viên tổ chức hớng dẫn học sinh tham gia tích cực vào q trình học tập thơng qua hoạt cá nhân,theo căp,nhóm.Học sinh chủ thể hoạt động học tập.Học sinh cần có ý thức hoạt động lớp tự học

B.Giíi thiƯu c¸ch kiĨm tra

-Nội dung kiểm tra qua phơng thức:Thờng xuyên định kì

-Đánh giá kết học tập học sinh thơng qua kĩ năng:Nghe, nói, đọc, viết kiến thức ngôn ngữ (ngữ âm, từ vựng, ngữ pháp) theo tỉ lệ:Nghe 20%, đọc 20%, nói 20%, viết 20% kiến thức ngôn ngữ 20% C.Giới thiệu SGK lớp 11

Sách giáo khoa Tiếng Anh lớp 11 lấy chủ điểm làm xuất phát điểm để phát triển nội dung giảng dạy +Gồm 16

+6 bµi ôn tập

+Cấu tạo học gồm tiÕt: -Reading

-Speaking -Listening -Writing -Language

Period 18 –TEST 1. (Time allowed:45 minutes)

PERIOD19 UNIT4-VOLUNTEER WORK Period 1: Reading I Objectives:

(25)

- Sts know about volunteer work in the USA 2 Language: Sts recall and learn more about:

- The present simple tense - Vocabulary on volunteer work 3 Skills: Sts develop the following skills:

- Scanning for specific information to multiple-choice questions - Reading for specific information and answering the questions - Discussing

Ss may need help with the discussion task III Teaching aids:

- Textbook IV Procedures:

1 Before you read: (14 minutes)

Aims: focus sts on the topic, revise and introduce the words and phrases used to talk about volunteer work. - Ask Ss to look at the pictures in the textbook and asks sts some questions:

+ What is the old man doing?

+ What does this mean by Little moments Big” Magic ?”

- give some suggested questions:

+ The old man is teaching the boy to read.

+ It means that your little contribution and help may lead to significant results/ may greatly change a person s life.’

- Ask Ss to work in pairs to read the short poem on the page 46 and answer the question and discuss its meaning

- Call on some Ss to present their opinion - Give comments and suggested answers:

The saying means that if you help somebody by giving them some money, it s just a temporary‘ solution It s better to instruct them how to make’ money legally by teaching them necessary working skills.

- Elicit some vocabulary from Ss some new words and explain them:

+ volunteer ( v): to smth tự nguyện làm gì + volunteer (n ): tình nguyện viên

+ voluntary ( adj ): done willingly: t×nh ngun + voluntarily ( adv )

+ the aged = the old

+ participate in (v) = take part in + remote = far away

- Ask sts to read the words after T

- Look at the pictures and answer the questions

- Some sts answer the questions

- Listen to their T, work in groups to discuss the meaning of the poem

- Some Ss present in front of the class

- Copy the words on board

(26)

- Ask some sts to read the word again 2 While you read :

Task 1: (7 minutes)

Aims: Sts practise scanning for specific information by filling each blank with an appropriate form of the word volunteer “ ”

-Ask Ss to read through the sentences in task carefully and identify the part of speech of the words - Ask Ss to ex individually and exchange their answers with others Ss

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

- Give the correct answers:

1- voluntary 2- voluntarily 3- volunteers 4- volunteered Task 2: (8 minutes)

Aims: Sts practice reading for specific information by choosing the best answers from A, B, C, D

- Ask S to read the statements carefully in pairs T makes sure they understand the statements

- Ask S to read the text carefully and work in pairs – Ask S to underline the clues that help them give their answers

- Go around to help sts

- Ask some pairs to give their answers T correct their mistakes (if any)

Answers:

A D B D B

Task 3:( 10 minutes )

Aims: Sts practice reading for specific information by answering the questions

- Ask S to read the questions carefully and underline the key words in each questions

- Ask S to work individually , then discuss their answers with a partner

- Call on some ss to write the answers on board - Feedback and give correct answers:

1 They read books to the people there, play games with them or listen to their problems.

They give care and comfort to them and help them to over come their difficulties.

They volunteer to work in remote or mountainous areas.

3 After you read: (10 minutes)

Aims: Sts practice discussing and talking about the

- Listen and repeat

- Some individuals read the words aloud

- Read the sentences and the task - Read the text and the task in pairs - Exchange their answers

- Give their answer

- Read the text and the task orally

- Some S give their answers in front of the class

(27)

volunteer work

- Ask Ss to work in groups of four to discuss the following question: Why people volunteer work?

- Ask S to work in groups to discuss the above question

- Go around to help sts

- Ask the representative of some groups to present in front of the class

- Work in groups to talk about the volunteer work

- Some sts present

PERIOD 20.

Date: 17/10/08 UNIT4:- SPEAKING I Objectives:

1 Education aims: - Students can develop their speaking skill by talking about their volunteer work 2 Skills: - Discussing in pairs and in groups about activities in volunteer work

II Anticipated problems:

Textbook, chalk, board IV Procedures:

1 Homework checking: (5 mins)

- Ask one sts to talk about volunteer work in the USA and answer the question: " Why people volunteer work?"

- Ask other sts to listen and give remarks - Give comments

2 Before you speak: ( 15 mins)

Aims: : to focus sts on the topic and to introduce some new words.

+ Task 1:

- Ask sts to read the activities given and decide which are volunteer work

- Ask them to discuss in pairs

- Move around to help sts if necessary

- Ask one st to report and other sts to give remarks - Listen and check

+ Introduce some new words to prepare vocabulary for speaking activities

+di'rect ( the traffic) (v): control (the traffic)

+ inter'section (n - count-)): a place where roads or other lines meet or cross.

- Read the words again and asks sts to repeat - Ask sts to read the words in pairs

- Ask some sts to read the words again 3.While you speak: ( 15 minutes )

Aims: Sts can talk about their volunteer work.

- Listen to their friend - Listen and give remarks

- Read the activities - Discuss in pairs - Report:

- Listen to the T

- Copy the words and phrases

Listen and repeat

- Read the words in pairs and correct each other’s mistakes

(28)

+ Task 2:Making a dialogue.

- Ask sts to work in pairs to read the model dialogue - Ask two pairs to read aloud

- Ask them to read the information in the table and then work in pairs again to make similar dialogues to the model

- Allow them to work in minutes - Move round to help if necessary - Ask some pairs to report

- Listen and give remarks + Task 3:

- Ask sts to work in groups and take turns to talk about a kind of volunteer work to help people

- Suggest some more ideas by giving some questions: + When you volunteer work?

+ How often you it?

- Move round to help if necessary 4 After you speak: (9 mins)

+ Task 4:

- Ask sts try to make their report more interesting by using additional ideas and different structures

- Listen to them and then give remarks for each group's report

- Work in pairs to read the dialogue - Some pairs stand up to read the dialogue aloud

- Study the table and make similar dialogues in pairs

- Some pairs report:

S1: What kind of voluteer work are you participating in?

S2: We are helping old and sick people. S1: What exactly are you doing?

S2: We are listening to their problems, cleaning up their houses, doing their shopping and cooking meals for them. S1: Do you enjoy the work?

S2: Yes, I like helping people and I want to ease their life.

. - Listen to the T and say out their ideas - Listen to the T and take note

- Work in goups to discuss

- Some sts present in front of the class - Try to make their reports interesting - Listen to the T carefully

PERIOD 21

UNIT 4-Period 3: Listening I Objectives:

1 General knowledge: - Sts know about Spring School in Ho Chi Minh City 2 Language: Sts recall and learn more about: - The present tense

- Vocabulary on volunteer words 3 Skills: Sts develop the following skills:

(29)

- Discussing II Anticipated problems:

-Ss may not have sufficient vocabulary to talk about the topic III Teaching aids:

- tape, cassette, textbook IV Procedures:

1 Homework checking: (5mins)

- One st tells the whole class about the volunteer work they have done

- Listen and give remarks 2 Before you listen: (10mins)

Aims: focus sts on the topic and review/ introduce the words and phrases used to talk about parties.

- Ask Ss to work in pairs to answer the questions in the book - Move around to help sts

- Ask some pairs to give their answers -Introduce some new words

+ fund- raising activities: hoạt động gây quĩ + informal school: trờng học khơng thống + co-operate (v ): work togetherhợp tác

+ co- ordinate (v ): phèi hỵp + sponsor (n ): nhà tài trợ

+ disadvantaged children: trẻ em thiệt thòi

- Read the words / plays the tape again and ask sts to repeat - Ask Ss to read the words in pairs

- Ask some sts to read the words again

- Ask S to look at the words in the book and read after T / the tape

3 While you listen: Task 1: (10 mins)

Aims: Practice listening for specific information by filling in the missing information.

- Introduce the situation: You are going to listen to a passage about Spring school, a special school in Ho Chi Minh City - Ask Ss to have a look at the statements and read them in pairs and makes sure they understand the statements - Ask sts to pay attention to the key word in each statement

- Ask Ss to listen to the tape/T twice and tick the box to indicate if the statements are true or false T may underline the words/ phrases that indicate false information

- Ask Ss to compare their answer in pairs - Check sts’ answer

- Play the tape once again, stop the tape where necessary and conduct the correction

Answer:

informal 30 street children

- One St goes to the board

- Listen to the T and ask and answer the questions

-Work in pairs

- Some pairs stand up and present - Copy the words and phrases - Listen and repeat

- Look at the words and read after T /the tape

- Listen to their teacher

- Work in pairs to read the statement

- Listen and the task

(30)

250 children 1998 volunteers, June

Task 2: (10 mins)

Aims: Practice listening for specific information by answering questions.

- Ask Ss to work in pairs and read questions given in the textbook and makes sure they understand the questions Sts discuss the information needed to answer the questions with each other and try to answer them

- Ask sts to listen to the talk once or twice and answer the questions Sts are advised to note down necessary information

- Ask Ss to compare their answers

- Check sts’ answer by playing the tape/ read the dialogue once again, stop where necessary and conduct the correction Suggested answers :

1- It provides classes to disadvantaged children in Ho Chi Minh City.

2- Dance, theatre, singing and folk music classes were set up in 1999.

3- Because they need money to continue their English and Performance Arts classes.

4- They dance, sing, sing and play music at one of the largest hotels in Ho Chi Minh City.

5- Because they need help to contact sponsors and expand the school activities.

4 After you listen: (9 mins)

Aims: Sts practice talking about Spring School

- Ask Ss to work in group and use the suggestions to talk about Spring School

- Goes round to check the activities and to make sure that sts are working effectively

- Ask one or two sts to present in front of the whole class - Check and give remarks

5 Homework: (1 min)

Write a short paragraph about Spring School

- Check their answer say it aloud, and then correct their work if they have the wrong answer

- Read the questions and discuss in pairs

- Compare their answers - Check their answer

- Practice talking in groups

- One/ two sts present

PERIOD 22

Education Aims: - Students can write the first draft of a formal letter expressing gratitude 2 Skills: - Writing a letter expressing gratitude

IV Procedures:

(31)

- Ask one st to tell the story about Spring School - Ask another st to give comments

- Listen and give remarks 2 Before you write:( 20 mins)

+ Task 1:

- Introduce the topic of the lesson - Introduce some new words:

+ 'grateful for (sth that sb has given you or done for you) (adj): you have wish to thank them.

+ g'ratitude (n): the state of feeling grateful

+ re'ceipt (n-count): a piece of paper to prove that sb has received money or goods from sb.

+ co'operate with sb (v): work with them or help them for a particular purpose.

coope'ration (n)

- Ask some sts to read the words again - Ask sts to study the letter and underline the sentences that express the points listed in the textbook

- Move round and see whether sts need help - Ask sts to share their ideas with their friends - Ask some sts to present their ideas

+ Task 2:

- Ask sts to imagine that they have just received a donation of one million dong from one of the local organizations to build your school library

- Ask them to write a letter to acknowledge the receipt of the donation and express their attitude - Ask sts to exchange their outline with their partners 3 While you write:( 10 mins)

- Ask sts to write a letter expressing gratitude, basing on the outline they have just finished

- Suggest that sts refer to the sample letter to write - Let sts write in 10 minutes

- One st presents his/her ideas - Listen to their friend

- Another st give remarks - Listen to the teacher carefully

- Listen to the T

Listen and repeat

Some individuals read the words aloud - Read the letter and the task - Work in minutes and then compare their answers with their friends

- Some sts report

+ The opening of the letter: Dear Sir / Madam

+ The amount that is donated: I am very happy to receive a donation of $500 from your company some days ago.

+ How the money is used: the money will help us to repair the old school building and build a new block of flats for the handicapped sts.

- Listen to the T

- Write an outline, basing on those main points

- Share their ideas with their partners - Listen to the T and correct anything necessary

- Listen to the teacher - Do the writing task - Sample:

" 26 Hong Quang Street, Hai Duong City 27th October, 2007

Dear Sir/Madam,

(32)

- Write the final draft "

PERIOD 23

Date: 23/10/08 UNIT4: LANGUAGE FOCUS I Objectives:

1 Education Aims: - Students know how to pronounce the sound /w/ and /j/correctly - Students learn about: - Gerund and present participle

- Perfect gerund and perfect participle 2 Skills: + Speaking: - Work in pairs to discuss the exercises

III Procedures:

- Ask one st to read the letter they wrote at home aloud

- Aims: to introduce two sounds /w/and /j/ and help sts to practise these sounds.

a Write two sounds on the board and pronounce them clearly twice, then ask sts to repeat

b Ask sts to look at sentences in page 53 in the book - Ask them to work in pairs to read the sentences and then find out the words containing sound /w/ and sound /j/

Aims: to teach sts how to use " Gerund and present participle", "Perfect gerund and perfect participle" and have sts Ex1, EX2and EX3.

a Gerund and Present participle. + Gerund:

e.g: Playing tennis is fun. S

We enjoy playing tennis.

O ( after the verb " enjoy") - Ask some sts to give more examples e.g: I heard some surprising news. adj

I saw him walking in the park. CO

Opening her eyes, the baby began to cry. A ( = when she opened her eyes ) - Ask some sts to give mor e examples

b Perfect gerund and Perfect participle.

+ Perfect gerund: is used as the O of a sentence e.g: She admitted having stolen my wallet. O

+ Perfect participle: is used with adverbial meaning e.g: Having taken off his shoes, Ray walked into the A

- Listen to the teacher and repeat - Look at the book , listen and repeat /w/ /j/ we yes

west yellow wine young wheel years .

/w/ / j/ went York

walk University railway yesterday

- Listen to the T and take note - Give some examples

(33)

house.

+ Exercise 1:

- Ask sts to look at Ex1 and to the first four sentences individually and then compare their answers with other sts

- Listen and give remarks + Exercise 2:

- Ask sts to Ex individually but because of the time limit, ask them to the first four sentences only

- Then ask them to share the answers with their friends

+ Exercise 3:

- Ask sts to Ex individually but because of the time limit, ask them to the first three sentences only

- The rest of the three execises and Part B( page 28 - workbook)

- Give more examples - Listen and take notes - Give some examples - Do exercise individually - Some sts report

1 listening bending 3 behaving meeting

- Listen and correct their work if necessary - Do the task and then some sts report 1 buring , rising

2 reading 3 lying 4 shopping

- Read the task and then it

- Share their answers with their friends - Some sts report:

1 having made 2 Having been 3 having been

- Listen and correct their work if necessary Period 24-TEST-CORRECTION.

I.Objective.

-Check the mistakes Ss have made II.Procedure.

-T gives out Ss’ papers and then corrects their mistakes

Period:25 Unit 5: ILLITERACY

I The objective:

- Students can read and understand about “Universalisation of primary Education” and “Illiteracy Eradication” in Vietnam

- By the end of the lesson, students will be able to use the new words through speaking

II.Teaching aids:

- Textbook, Chalk, Cards, Posters …

III.Procedures:

Time Stages Teacher’s act Students’act

-Warm-up: guessing game and Shark attact the word “Illiteracy”

I.Pre-reading:

1.Pre-teach vocabulary:

- a campaign (n) (translation)

- ethnic minority (n) (explanation)

- voluntarily (adv) (synonym)

- to decrease (v) (antonym)

- Instruct the game

- Follow the steps to present new words

- Work in pairs

(34)

12’

20’

13’

2.Going through the pictures: *Questions:

a Who comes to attend this class? b Where are they?

c What are they doing?

d What kind of textbook are they learning?

e Is this class held in the day time/ the evening? Why? 3.Find the Vietnamese equivalent to the following expressions:

- Feedback: Nought and crosses (3 lucky numbers)

àAnswers:

1.Pho cap giao duc tieu hoc 2.Vung mien nui xa xoi 3.Xoa mu chu

4.Ky thuat canh tac 5.Ke hoach hoa gia dình

II.While-reading:

1.Which of the choices A, B, C, D most adequately sums up the whole passage?

(task 2)

- Answer: D (the fight against illiteracy) 2.Answer the questions (task 3)

94% of the population

The campaign for illiteracy eradication 1400 – one thousand four hundred

They voluntarily spent their vacations teaching ethnic minority illiterate people to read and write Illiteracy will soon be eradicated

*Feedback:

III.Post-reading: Discussion

*Questions:

1 What you think about literacy in the modern world? What should we to help the illiterate people read and write?

IV.Homework:

-Write the answer in their notebooks -Prepare the next period

- Give the questions -Run through

- Feedback

- Correct if necessary

- Ask sts to read the text - Get sts to read the text again

- Run through the new words

- Present the questions - Model

- The whole class

-Think and answer - Work in group - Give the Vietnamese meaning

- Open their books - Read and choose the best answer

- Answer the questions

Period:26 - UNIT : Speaking-ILLITERACY

I.Objective:

-By the end of the lesson, sts can speak some difficult problems in their school and offer solutions II.Teaching aids:

(35)

III Procedures:

Time Stages and Content Teacher’s acts Sts’ acts

7’ I Warm up

Guessing letters and jumbled word

Key: Problems

-T: gives a poster on the the board

-shows the instructions to play game

-corrects

-sts: look at the poster -listen carefully and play a game

5’

7’

13’

II Presentation

1.Pre-teach Vocabulary

(to) cheat (v) (at s.th) (to) enforce (v) solution (n) low – income (n)

2 Task 1(Exercise in the text book) Match each problem in A with its appropriate solutions in B

Key b and g a and e d and f c and j i and h 3.Task 2

Talk about your school problems and offer solutions Use the suggestions in task

Discussion

Think about some school problems and then give some solutions

T:

-follows the steps for teaching vob

T introduces what she/he is going to teach -T asks sts to work in pairs and read Task1 to it

-T give key

T and two sts read model sentences

Tasks other groups read again

Tasks sts to work in groups

Sts

- look at the board -listen and repeat -copy them

Sts know what their teacher says

Sts work in pairs Sts task

Sts correct the mistakes

Sts read model sentences with their teacher

-work in groups

*Useful expressions

-Have you thought about ….? -What can be done to solve this problem?

-How about ….?/ what about …? -It might be a good idea to …

T gives suggested useful expressions on the board

T explains some difficult words if neccessary

Sts can use suggested useful expression sts can ask their teachers if they don’t know some thing -Tell some problems and solutions of their school

-sts pratise speaking and use the information I think we should …

-Problems in school (in colum A – Task 1)

- Offering solutions

T asks sts to tell

problems and solutions of their school

(36)

10’

1 School library should lend them books

2 Give some advice for them Give some bicycles

Model

1 Example: in the text book

Task 3

Think of three or four problems your class is experiencing, Talk about them and offer solutions You may use the cues below

Suggested words

-make too much noise -forget doing homework

Model

A: What you think about our class size? Over 50 students so it’s difficult for teachers to help each of us

B.Yes, but we don’t have enough teachers and classrooms

C.So what our school has to is to have more teachers and have more rooms built

-T asks them to pratise in their groups

-T calls some groups to practise speaking in front of the class

T asks sts to continue to work in groups again -T asks them to give problems and solutions in their class

-T gives them some words

-T asks them to practise

T calls some groups to retell their ideas

T checks sts’ pronunciation

of task 1, teacher’s giving

-Sts re-speak in front of the class

Sts

-work in groups again -think some ideas about problems and solutions of their class

-practise speaking with suggested model sentences

(conservation) Sts go in front of the class and retell

Sts correct the mistakes 3’ III Homework

Practise speaking more time at home Write the homework on

the board

Do it at home

Period 27 Unit 5: LISTENING

I.The Objective: Listening for specific information

Basic knowledge: words & expression Skill: listening skill

II.Material;

1-posters,textbook., cassette, Students: textbooks

III PROCEDURE:

TIME CONTENT TEACHER STUDENTS

I WARM UP

Kim’s game:

Guides Memorize

(37)

5’

10’

18’

II.PRE-LISTENING: - Pre- teach vocabulary: Imply: (v) ( situation) Weakness (n) ( antonym) Academic( adj) ( translation) Self – respect( n) ( example) Checking R & R

Before you listen

Ask & answer the questions: Have you ever done a survey? Do you know where Perth is?

III WHILE –LISTENING: - While you listen

Task 1:listen & choose the best option to complete the sentences:

Checking: lucky stars Key:

D B B B

Task 2: listen & answer the questions

Key:

1 The survey took place in Perth 80 percent of the students

3 They think that they should be allowed to give some

input into school decision making

Checks Reads

Elicits Models Writes

Asks

Runs through Plays the tape

Checks

Elicits Runs through

Check

Go to the board & write down the words Answer Listen & repeat

Listen Repeat Copy

Work in pairs

Listen & take notes

Work in pairs Listen to the tape the first time

Answer & correct Listen

(38)

10’

2’

IV POST –LISTENING:

After you listen. Discussing:

Which you think is more essential for better learning –

good teachers or good textbooks?

V HOMEWORK:

Write a short paragraph about the discussion

Elicits Models

Assigns

Listen Work in groups

Listen & take notes

Period: 28 Unit : Writing- ILLITERACY

I.The objective:

- By the end of the lesson, sts can describe information in a table

-Lexical items: words/ phrases used in illiteracy

-Grammar: past & present tenses

II-Teaching aids:

- Textbook, pictures, T's prompts

III.Procedure: 5’

12’

15’

1

Warm up: Jumbledwords - eticaduon (education)

- pulatpoion (population) - liliratecy ( illiteracy )

* set the scene 2.

Pre-writing Vocabulary

- rate (n)

- researcher = planner

- develop (v)- development (n)

- data (n)

- region = area(n)

* Task 1: Gap-fill (p 61) Key:

varied rise declined different went up dramatically + Notes

- structures

- form

introducing the game - correcting

- eliciting sts to tell them

- writing them on bb -modeling

-check (R.&.R)

asking sts to read the passage and fill in the gaps

- correcting

- asking sts to look the text again and pay attention to them explaining clearly - dividing class into groups

- asking sts to write a

- play game - listen

- give them

- copy - answer - groupwork

- take notes - follow the T

(39)

10’

3’

3 While writing

* Useful language (p 62 )

*Write a paragraph of about 100 words, describing the information in the table (p 62)

4 Post writing:

5 Homework:

Rewrite the paragraph

para

- going around for help

- feedback ( asking sts to tick their posters on the board)

- giving task

- groupwork

- present - listen

- the task at home

Period 29-UNIT 5- LANGUAGE FOCUS

I Objectives:

-Ss can distinguish and pronounce two consonants /pl /- /pr / -/bl/ &ø /br / in single words and sentence

-By the end of the lesson, Ss can be able to use reported speech with infinitives

II.Teaching aids: -Textbook, pictures

III.Procedures: 3’

7’

5

I/Warm-up: Picture

What does Tom say to Linda?

èHe says to Linda “Please, bring the pretty

blanket back to me.”

FIntroduction: The pronunciation of / pl /, / bl /, / pr / & / br / diphthongs

II/Pronuciation:

Task 1:Listen and repeat

1.Listen and repeat:

/pl/ /bl/ /pr/ /br/ play blue pride brother plow blind proof brought plug bleed practice bread Reading aloud

*Brian, God bless you and I’ll pray for you *I’m preparing for my pronunciation practice

III/Grammar : *Vocabulary:

-encourage (v) : khuyến khích -remind (v) : nhắc nhỡ -warn (v) : cảnh báo -refuse (v) : từ chối -agree (v) : đồng ý -Checking: R&R

Reported speech with to infinitives:

- Show the picture - Ask ss question - Model

-Ask ss to repeat - Model

- Explain

- Read word by word

- Model - Read

- Ask Ss to practise -Elicit

-Follow the step for presenting vob

- Look at - Answer -Listen - Repeat -Listen & distinguish - Listen - Repeat

-Listen & distinguish - Repeat

(40)

10

8’

2’



Presentation: Pictures Picture 1

Q: What does John promise? A: He promises to give Marry a gift Picture 2

Q: What does he want? A: He wants to be a doctor Picture 3

Q: What did the teacher encourage the students? A: She encouraged the students to study harder Picture 4

Q: What did the doctor advise him?

A: The doctor advised him not to eat too much ice-cream



Practice:

Exercise 1: Keys : 1.to come back again

2.us not to swim too far from the shore

3.Peter to close the window

4.Eric to joint the football team

5.to give it to him the day after

6.Lan to become a doctor

7.me to lock the door before going to school 8.him to go home and rest for a while

Exercise 2: Keys:

1.He advised me not to drink too much beer

2.He invited me to come and see him whenever I wanted

3.I asked him not to smoke in my car 4.She told me to give her my phone number 5.I reminded her to give the book back to Joe 6.John promises to to it again

7.She agreed to wait for me

8.He asked me to lend her some money



Production : Pictures cues

IV Homework :

Do exercise in the exercise book

- Elicit (picture) - Ask

- Follow the step for presenting structure - Ask Ss to give the answer

- Correct

-Ask ss to write out the form

-Check & and ask ss to copy

- Ask Ss to excercises in pair - Correct

-Show pictures on the BB

-Ask ss to make sentences

- Give comment on the period

- Give the assignment

- Answer - Do as directed - Do the work - Answer

-Write out -Copy down -Do as directed in pair

-Listen

-Do as directed in pair

-Listen

-Look at -Do as directed -Listen & copy

Period 30 TEST_CORRECTION PERIOD 31- Unit - COMPETITIONS

(41)

Period 1: Reading I Objectives:

- Sts know about competitions

2 Language: Sts recall and learn more about: - The present simple tense

- Vocabulary on competitions 3 Skills: Sts develop the following skills:

- Scanning for specific information to identify meaning in context - Reading for specific information and answering the questions - Reading for specific information to complete the sentences - Translating

Ss may need to be provided appropriate linguistic resources so that they can complete various learning tasks

III Teaching aids: - Textbook IV Procedures:

Aims: focus sts on the topic, revise and introduce the words and phrases used to talk about competitions.

- Ask Ss to look at the pictures in the textbook and match the four given competitions with them on the page 66 - Check the answers with the whole class

- Suggested answer:

a Quiz Road to Mount Olympia“ b London Marathon

c Sao Mai Television Singing contest d Olympic Games.

- Elicit some new words from Ss and explain them: + stimulate (a ):khuyÕn khÝch

+sponsor ( v ) : to help to pay for a special event so that the person who pays can advertise its products.

It is sponsored by LG.

+ representative (n: ngời đại diện) + observe (v ): quan sát

+ worksheet ( n ): a piece of paper with questions or exercises on it phiÕu thi

- Ask sts to read the words after T - Ask some sts to read the word again 2 While you read :

Set the scene: You are going to read about a school s’ competition Then you the tasks that follow.

- Write the table on board and ask Ss to read the passage and fill in the information they have read from the text

Name of the competition

Some sts answer the questions

- Listen to their T and take notes - Practice reading the new words - Listen and repeat

(42)

Participants Organized by Aim

Sponsored by Competition s rules’ Awards

Winner

Task 1: (7 minutes)

Aims: Sts practice reading for specific information by matching the words or phrases with its definition.

- Ask Ss to read the passage silently and then Task individually and exchange their answers with others Ss Encourage Ss to guess the meaning of some new words - Call on some Ss to give the answers in front of the class - Give the correct answers:

1.d f e 4.c b a Task 2:( 15 minutes )

Aims: Sts practice reading for specific information by answering the questions.

1 The representatives of three classes of the speaker s’ school took part in the annual final English Competition last Saturday.

Its aim was to stimulate the spirit of learning English among students.

The Student s Parent Society sponsored the competition.’ 4 They had to complete five activities in all On completion of each activity, they had to answer the questions in the worksheets within two minutes.

They had to observe and score the students’ performance Maximum score for each activity was 15 At the end of the competition they would announce the total score of each group The group that got the highest score would be the winner.

The winner would be awarded a set of CDs for studying English and an Oxford Advanced Learner s Dictionary.’ Task : ( mins.)

Aim: Sts practice reading for specific information by completing the sentences

- Ask Ss to read the paragraph again and complete the sentences

Then fill in the table with the information they have read

- Read the sentences and the task - Some Ss answer in front of the class

- Read the text and the task in pairs

- Exchange their answers

(43)

- Ask Ss to skim the questions and underline the key words to find the information in the text

- Tell Ss to check the answers with a friend - Call on some Ss to write the answers on board - Give the correct answers:

to recite / complete the poem because he could not remember the last sentence.

became the winner of the competition. 60 points.

For me the important thing was our participation“ in the competition and the enjoyment we had from it ” 3 After you read: (7 minutes)

Aims: Sts practice reading the poem and translating it into Vietnamese.

- Read the poem aloud and ask Ss to repeat each line after T - Ask Ss to practice reciting the poem in the group

- Go around and offer help

- Call on some Ss to read the poem and then translate the poem into Vietnamese

4

Homework: (1min.)

Write a passage about the competition you have taken part in or you have seen

- Read the text and the task orally

- Read the poem after the T

- Work in group to read the poem and translate the poem into Vietnamese - Some Ss present in front of the class

Unit 19/ 11/ 07 Period 2: SPEAKING

I Objectives:

1 Education aims: - Students can develop their speaking skill by asking for and giving information about types of competitions

2 Skills: - Discussing in pairs and in groups about competitions II Anticipated problems:

Sts may have limited linguistic resources for discussion III Teaching aids:

- Ask one sts to talk about the competition they have seen - Ask other sts to listen and give remarks

- Give comments

2 Before you speak: (15 mins)

Aims: : to focus sts on the topic and to introduce some new words.

Task 1:

- Listen to their friend

(44)

- Give Ss handout: Which competitions or contests you like or

dislike? Put a tick in the right column Compare your answers with your partner

Competitions Like Dislike

General knowledge Quiz English Competition

Art competition ( painting, drawing, Sculpture )

Poetry Reading/ Reciting Competition Singing Contest

Athletics Meeting ( running, Jumping )

- Ask sts to work individually and compare the answers with a partner

- Explain or elicit the meanings of the new words - Move around to help sts if necessary

- Ask Ss to report their answers and encourage them to explain why they like or dislike a game or contest Help Ss to express their ideas when necessary

- Give Ss some new expressions: + General Knowledge Quiz

+ Art competition: cuéc thi héi ho¹

+ Athletics Meeting: thi đấu điền kinh + Sculpture: điêu khắc

3 While you speak: (15 minutes )

Aims: Sts can ask for opinion and give information about competitions

+ Task 2:Making a dialogue.

- Ask sts to work in pairs to read the sample dialogue aloud

- Elicit the structures that are used for asking for opinions and giving opinions Write these structures on the board:

Asking for opinion:

What you think about ? How you feel about ? What s your opinion about ?’ Giving opinions:

I think is/ are good/ fun / great/ wonderful/ perfect/ I think is/ are boring/ silly/ dull .

- Ask Ss to work in pairs to make similar conversations - Allow them to work in minutes

- Move round to help if necessary - Ask some pairs to report

- Work individually

- Some Ss give answers in front of the class

- Listen to the T

- Work in pairs to read the dialogue

- Some pairs stand up to read the dialogue aloud

- Listen to the T and take notes - Work in pairs to the task - Some sts present in front of the class

(45)

Aim: Ss can talk about a competition or contest they have seen. - Ask sts to work in groups of 3-4 and choose a famous TV game / talent show or competition / contest to talk about

- Ask Ss to use the questions in the book:

1 Where and when did you see or take part in it ? What type of competition or contest was it ? Who organized it ?

Who participated in it ?

Who won the competition/ contest ? Did you enjoy it ? Why/ Why not? - Go around to offer help

Aims: to check sts' work.

- Listen to them and then give remarks for each group's report 5 Homework: (1 min)

- Write down about the competition they have talked

task

- Listen to the T carefully

- Some Ss present

Unit 17/ 11/ 07 Period 3: listening

I Objectives:

1 General knowledge: - Sts know about the Boston Marathon in the USA 2 Language: Sts recall and learn more about: - The present tense

- Vocabulary on marathon 3 Skills: Sts develop the following skills:

- Listening for specific information by deciding on True or False statements - Listening for specific information by answering questions

-Ss may not have sufficient vocabulary to talk about the topic III Teaching aids:

- One st tells the contest or competition they have seen or taken part in

Aims: focus sts on the topic and review/ introduce the words and phrases used to talk about marathon.

- Ask Ss to look at the pictures in the textbook and answer the questions :

What can you see in the picture? What event is it?

When you think the Boston Marathon might take place ?

- One St goes to the board - Listen to their friend and give remarks

- Listen to the T and ask and answer the questions

-Work in pairs

(46)

Who can participate in it ? - Move around to help sts

+ race (n ):cuéc ®ua

+ clock (v ):ghi đợc ( thời gian ) + official (adj):chính thức

- Ask S to look at the words in the book and read after T

3 While you listen:

Instruction: You are going to listen about the Boston Marathon Task 1: (10 mins)

Aims: Practice listening for specific information by deciding on True or False statements.

- Ask Ss to read the questions carefully and work out what information they need to concentrate on while listening

- Ask sts to guess the answer to each question and then tell them they need to listen attentively to check if their guesses are confirmed

Answer:

1 T T

3 F (2 hours 50 minutes and 10 seconds) 4 F (1967) T

6 F ( pass through 13 towns and ends in centre of Bostron)

Task 2: (10 mins)

Aims: Practice listening for specific information by answering questions.

- Ask sts to listen to the talk once or twice and answer the questions Sts are advised to note down necessary information - Ask Ss to compare their answers

- Check sts’ answer by playing the tape/ read the dialogue once again, stop where necessary and conduct the correction

present

- Copy the words and phrases - Listen and repeat

- Read the words in pairs and correct each other’s mistakes - Some individuals read the words aloud

Look at the words and read after T /the tape

- Read the questions and find out the information they need

- Compare their answers - Give the answers

- Read the questions and discuss in pairs

(47)

Suggested answers : 1- New York. 2- In 1972

3- There were women. 4- 6164 runners.

Aims: Sts practice talking about a famous Vietnamese runner - Ask Ss to work in group and name some famous runners in Vietnam

- Ask Ss to talk about one of them

- Go round to check the activities and to make sure that sts are working effectively

Write a short paragraph about the Boston Marathon

Date: 14/11/07 LESSON 4: WRITING I Objectives:

Education Aims:

- Students can write the first draft of a letter of reply 2 Skills: - Writing a formal letter

- This type of writing is rather difficult for sts so the T should introduce the form of the letter and the useful structures carefully

III Teaching Aids: - board, textbook, chalk IV Procedures:

Teacher's activities Students' activities 1 Before you write:( 20 mins)

+ Task 1:( 10 mins)

- Aims:- to have sts read and study the letter of inquiry. - Introduce the letter and ask sts to read through the letter - Introduce some new words so that sts can read the letter more easily:

+ par'ticipant (n): people who take part in an activity + 'entry (n): a piece of work or the answers to a set of questions, which you complete in order to take part in the competition.

- pro'cedure (n):the way of doing sth.

- 'venue (for an event or activity): the place where it will happen.

- Ask sts to read the letter and then answer the following questions:

1 What is the requirement for the people who want to participate in the English Speaking Competition? 2 What did Thu Trang want to know?

- Move round and see whether sts need help - Ask sts to share their ideas with their friends - Ask some sts to present their ideas

- Listen and check + Task 2:( 10 mins)

- Listen to the T

Listen and repeat

Some individuals read the words aloud - Read the letter and answer the questions - Work in minutes and then compare their answers with their friends

- Some sts report

1 The competition is for those who are interested in practising English with native speakers.

(48)

+ Aims: to guide sts to write a letterto respond to Thu Trang.

- Introduce the situation clearly - Ask them to study the given details

- Remind sts that this is a kind of formal letter so it should include the following parts:

+ Address of the sender. + Date

+ Beginning: Thank Thu Trang for the letter and welcome to the competition.

+ Content: Provide needed information. + Ending

+ Signature.

3 While you write:( 10 mins) - Aims: Sts write the first draft.

- Ask sts to write a letter to respond to Thu Trang's letter, using the given details

- Listen to the T and study the details

- Sample:

" 106 Tran Hung Dao Street, Hoan Kiem District

Hanoi, Vietnam 15th November, 2007

Dear Thu Trang,

Thank you for your letter and welcome to our English Speaking Competition "

Date: 15/11/07 LESSON 5: LANGUAGE FOCUS I Objectives:

1 Education Aims:

- Students know how to pronounce sounds /tr/, /dr/and /tw/correctly - Students learn about: - Reported speech with gerund

2 Skills: + Speaking: - Work in pairs to discuss the exercises + Reading: - Read words and sentences aloud

- These sounds are difficult to pronounce correctly

+ Suggested solution: Present these sounds correctly and carefully III Teaching aids: - board, chalk, textbook

IV Procedures:

- Ask one st to read the letter they wrote at home aloud.

- Ask another st to give remarks. - Check and give a mark.

- Aims: to introduce sounds /tr/, /dr/ and /tw/ and help sts to practise these sounds

a Write three sounds on the board and pronounce them clearly twice, then ask sts to repeat.

- Tell sts how to pronounce these sounds accurately. - Ask them to look at the textbook, listen and repeat. - Then ask sts to work in pairs to read the words again so that they can check for each other. - Move around to help

- Ask two sts to read again and give remarks.

- One st reads his/her writing aloud in front of the whole class.

- Give remarks.

- Listen to the teacher.

- Write down three sounds. - Listen to the teacher and repeat. - Look at the book , listen and repeat. /tr/ /dr/ /tw/ traffic drive twelve troops dreadful twenty trourses drink twin

(49)

b Ask sts to look at sentences in page 73 in the book. - Ask them to work in pairs to read the sentences and then find out the words containing sounds /tr/, /dr/ and sound /tw/.

- Ask them to work in minutes. - Move around to conduct the activity.

- Ask one st to report and other sts to give remarks. - Check and give the correct answers.

- Ask some sts to read these sentences aloud. - Listen and give remarks.

Aims: to teach sts about reported speech with gerund and have sts Ex1 and EX2.

+ Reported speech with gerund.

- Ask sts to look at some examples on the board: e.g: " Sorry I'm late," my student told me => My student apologised for being late " Don't forget to buy some milk, Andy," said Clare

=> Clare reminded Andy of buying some milk. - Ask sts to give remarks on the way of using reported speech in the above examples.

- Ask sts to give some more examples. - Ask sts to exercise 1

+ Exercise 1:

- Ask sts to look at Ex1 and to the task individually and then compare their answers with other sts. - Move round to conduct the activity.

- Ask some sts to report.

- Listen and give remarks.

+ Exercise 2:

- Ask sts to Ex individually but because of the time limit, ask them to the first four sentences only.

- Then ask them to share the answers with their friends.

- Move round to help if necessary.

- Ask two sts to write the answers on the board

- Check and give remarks.

- The rest of Ex and Part B( page 43 - Workbook)

- Look at the book and work in pairs. - Answers:

/tr/ /dr/ /tw/ travelling driving twinkle train dress twice

- Read the sentences

- Read these examples

- Give remarks:

" There is another way to change directed speech into indirected speech by using reporting verbs and gerund

- Give some examples - Do exercise individually. - Some sts report.

1 John congratulated me on passing my exams

2 Mary apologised for not phoning me earlier

3 Peter insisted on driving me to the station The teacher accused the boy of not paying attention to what I said

- Listen and correct their work if necessary. - Do the task individually.

- Share their ideas with their friends. - Two sts write the answers on the board Tom insisted on paying for the meal Mr and Mrs Smith looked forward to meeting their children soon

3 The boy denied breaking the window of the woman's house

4 The policeman stopped the customer (from) leaving the shop

- Listen and correct their work if necessary. Unit

WORLD POPULATION Period 1: Reading I Objectives:

- Sts know about the world population 2 Language: Sts recall and learn more about:

(50)

- Scanning for specific information to guess meaning in context - Reading for specific information and answering the questions - Discussing

Ss may not have enough vocabulary to talk about the topic III Teaching aids:

- Ask Ss to look at two pictures in the textbook and work in pair to discuss the questions:

1 Where can you find these scenes? What does each of the pictures tell you?

Do you think that the larger in population a country is, the stronger it is? Why? Why not?

- Check the answers with the whole class - Suggested answer:

1 The scene in the first picture can be seen in a family with too many children As can be seen in this picture, this couple has children, and they live in an old mud-and-straw cottage with nothing valuable.

2 The scene in the second picture can be seen in a poor town As can be seen in the picture, the people in this town seem to have a hard life and live in very old houses The people tend to manual work and some are unemployed. 3 The first picture tells us that if we have a big family, we may not support our children properly and give them a good life.

The second picture indicates that population explosion can lead to a poverty and unemployment.

4 It is not always true that the larger in population a country is, the stronger it is The reason is that a large population can result in poverty, environmental pollution, unemployed and social evils, which will easily weaken a country.

- Elicit some new words from Ss and explain them:

+ double (v): become or cause smth to become twice as much or as many ( tăng gấp đôi)

+average (adj): of the ordinary or usual standard +birth-control methods: biện pháp hạn chế sinh đẻ + It is time sb did sth: đến lúc phải làm gì - Ask sts to read the words after T

- Some sts answer the questions - Others listen to their frieds

(51)

Set the scene: You are going to read a passage about the world population While you are reading, the tasks in the textbook

Task 1: (10 minutes)

Aims: Sts practice reading for specific information by filling each blank with one of the words in the box.

- Ask Ss to read through the words in the box and work individually to the task

- Ask Ss to exchange the answers with a friend

- Call on some Ss to give the answers in front of the class - Give the correct answers:

1 Although method increases 4. resources figures limit

7 international control Task 2:( 13 minutes )

1 The population of the world in 10,000 B.C was 10 million; in 1750 it was 625 million; in 1850 it was 1300 million; in 1950 it was 2510 million; in 1985 it was 4760 million; in 2000 it was 6.6 billion.

By the year 2015, the world of the world is expected to be over billion.

Some scientists say it can, but others say it can t.’ No they don t.’

5 Because they know of no safe way to have fewer children.

Aims: Sts practice discussing and finding five world largest countries in population.

- Ask Ss to discuss in pairs and find out world largest countries in population

- Call on some Ss to give the answers in front of the class - Give suggested answers:

+ They are: China, India, USA, Indonesia, Brazil. + The richest country is the United States

The poorest country is India.

Write a passage about the world population

-

- Read the words and the task

- Read the sentences and the task - Some Ss answer in front of the class

Discuss in pairs and find out the asnwers

(52)

Unit Period 2: SPEAKING I Objectives:

1 Education aims: - Students can develop their speaking skill by talking about the causes of population explosion, problem of population booms and solution to these problems

2 Skills: - Discussing in pairs and in groups about the population problems II Anticipated problems:

- Ask one sts to talk about the world population they have read - Ask other sts to listen and give remarks

- Give comments

Task 1:

Instruction: You are going to put the following causes to overpopulation in order of importance and explain you decision. - Ask SS to read through the causes in the book and make sure that Ss understand these statements

- Ask sts to work individually and compare the answers with a partner

- Explain or elicit the meanings of the new words - Move around to help sts if necessary

- Ask Ss to report their answers and encourage them to explain why they like or dislike a game or contest Help Ss to express their ideas when necessary

- Give Ss some new expressions: + to die at birth: chÕt lóc sinh + religion: hƯ thèng tÝn ngìng

+ a form of insurance: hình thức bảo hiểm + properly: thích hợp

3 While you speak: (15 mins) Task 2:

Aims: Sts can list the problems facing poor and overpopulated countries.

-Ask Ss to read the useful language in the book and match the words/ phrases on the left with the words on the right

Ask sts to work in pairs to the task - Allow them to work in minutes - Move round to help if necessary - Ask some pairs to report

- Give comments and corrective feedback

- Work individually

- Some Ss give answers in front of the class

- Listen to the T

(53)

- Suggested answers: + Poor living condition + low living standard + not enough food

+ lack / shortage of schools / hospitals / teachers / doctors and nurses.

+ unemployment + social evils + Illiteracy

Aim: Ss can talk about the solutions to the problems of overpopulation.

- Ask Ss to read Useful language Elicit some new words :

+ Reward and punishment policy: chÝnh sách thởng phạt + exercise (v): thực thi / ¸p dông

+ carry out (v ): tiÕn hµnh

- Ask sts to work in groups of 3-4 to the task - Go around to offer help

- Call on some Ss to present their ideas - Feedback and give final comments Suggested answers:

+ raise an awareness of the problems of overpopulation. + raise the people s living standard.’

+ exercise reward and punishment policy.

+ carry out population education program / family planning program.

+ use birth control methods.

+ Task 4:

Aim: Ss can talk in group about the problems of overpopulation and offer solutions

- Ask Ss to work in groups to perform the task - Elicit some signals in their speaking:

+ first, second, next

+ also, besides, moreover, in addition, furthermore + the first problem is that

+ on the one hand, on the other hand, however, but

- Listen to them and then give remarks for each group's report 5 Homework: (1 min)

- Listen to the T and take notes - Work in groups to the task

- Some sts present in front of the class

- Work in groups to the task

- Listen to the T carefully

(54)

- Write down about the problems of overpopulation and solution they have talked

10 /12 /07 Unit

Period 3: listening I Objectives:

1 General knowledge: - Sts know about the world population 2 Language: Sts recall and learn more about: - The present tense

- Vocabulary on population 3 Skills: Sts develop the following skills:

- Listening for specific information by choosing the best answer - Listening for specific information by answering questions - Summarizing

-Ss may not be familiar with the note-taking task III Teaching aids:

- One st tells the problems of overpopulation and solutions - Listen and give remarks

2 Before you listen: (10mins)

Aims: focus sts on the topic and review/ introduce the words and phrases used to talk about marathon.

- Ask Ss to answer the questions :

1 Do you think that our world is overpopulated? 2 What continent has the largest population? - Move around to help sts

- Ask some pairs to give their answers Suggested answers:

+ Yes, our world is overpopulated because it has more than 6 billion people

+ Asia has the largest population with China the most populated country in the world and India the second.

-Introduce some new words

+ Rate of population growth: tỷ lệ tăng dân số

+ rank (n ): the position that sb has in a particular organization, society thø h¹ng

-Work in pairs

- Some pairs stand up and present

(55)

Instruction: You are going to listen to Dr Brown talk about the world population.

Task 1: (10 mins)

Aims: Practice listening for specific information by choosing the best answer.

- Ask Ss to read the questions carefully and work out what information they need to concentrate on while listening

- Ask sts to guess the answer to each question and then tell them they need to listen attentively to check if their guesses are confirmed

Answer:

1 A D C D A C

Task 2: (10 mins)

Suggested answers :

1- It will be over billion.

2- The world population growth rates in some parts of the world are not the same.

3- The reason is the improvement of public health services and medical care.

4- They are shortage of foods , lack of hospitals and schools, illiteracy and poor living conditions.

The experts offered solutions They are:

+ to educate people and make them aware of the danger of having more children.

+ to provide safe, inexpensive birth-control methods. + to strictly implement a family planning policy

+ to exercise strict and fair reward and punishment policies.

- Read the questions and find out the information they need

- Read the questions and answer the questions in pairs - Listen and the task

(56)

Aims: Sts practice summarizing the main ideas of the passage - Ask Ss to work in group to orally summarize the main ideas of the listening passage

- Give Ss some cues to base their summary on: + world population today

+ world population by 2010

+ main cause of population explosion + problems caused by population explosion + solution to the problems

Write a short paragraph about the world population

Unit /1 /08 CELEBRATIONS

Lesson 1: Reading I Objectives:

- Sts know about the TET holidays in Vietnam 2 Language: Sts recall and learn more about:

- The present simple tense

- Vocabulary on New Year’s celebration 3 Skills: Sts develop the following skills:

- Reading for specific information to find the meaning in the text - Reading for specific information to decide on True or False statements

- Reading for specific information and answering the questions - Discussing

- Ask Ss to look at the picture in the textbook and work in pair to discuss the questions:

1 What time of the year is it?

What are the people in the picture doing? What else you see in the picture? - Check the answers with the whole class - Suggested answer:

1 It is Spring and it should be Tet holiday because we can see the apricot blossom and a kumquat tree full of ripe

- Look at the picture and answer the questions

(57)

fruits.

2 The people in the picture may be a family The grandmother is giving her grandson and granddaughter some lucky money.

3 In the picture we can also see a five-fruit tray on the ancestral altar and a dish of fruits, and banh trung on the table.

- Elicit some new words from Ss and explain them: +Lunar New Year: Tết Âm lịch

+ to fall between and : rơi vào khoảng thêi gian + spread (v): kÐo dµi

+ candied fruit: møt

+ positive comments:những lời nói tốt đẹp - Ask sts to read the words after T

Set the scene: You are going to read a passage about Tet holiday in Vietnam While you are reading, the tasks in the book.

Aims: Sts practice reading for specific information by finding the meanings of the words.

- Ask Ss to read the passage quickly and work individually to the task

1 grand ( adj ):impressive, large ( trọng đại, hoành tráng) banner : biểu ngử, băng rôn

sugared apples : møt t¸o

agrarian : thuéc vỊ n«ng nghiƯp pray (v ) : cầu nguyện excitement: nô nøc, nhén nhÞp Task 2: ( minutes)

Aims: Sts practice reading for specific information by deciding on True or False statements

- Ask Ss to read the passage again and underline the key words to understand the main point

- Ask Ss to work individually to the task and then discuss their answers with their friend

- Call on some ss to give the answers and ask them to explain their choices

F ( it fall between 19th January and 20th February)

F ( it s just for agrarian people)’ T

F ( according to the passage, lucky money tends to be

-

- Read the words and the task - Some ss answer and others listen

(58)

given to children ) T

T

Task 3:( minutes )

1 It sometime between 19th January and 20th February.

Tet s preparations and celebrations used to be spread’ over months.

They are decorated with coloured lights and red banners.

They buy gifts, clean and decorate their houses and cook traditional foods.

5 It is made from sticky rice, green beans and fatty pork. 6 Mut is candied fruit.

7 Visiting friends and other family members, exchanging wishes, going to the pagoda, playing games

Aims: Sts practice discussing and taking about their last Tet holiday.

- Ask Ss to discuss in groups to tell each other about their last Tet holiday

- Call on some Ss to report their ideas in front of the class - Correct the Ss’ mistakes and give the comments

4

Write a passage about your last Tet holiday

Work in pairs to answer the questions in the book

- Some pairs present in front of the class

- Discuss in pairs and talk about the Tet holiday

- Some S talk in front of the class

Unit Lesson 2: SPEAKING I Objectives:

1 Education aims: - Students can develop their speaking skill by talking about the celebrations of Tet and other festivals’ activities

2 Skills: - Discussing in pairs and in groups about the holidays in Vietnam and in the world II Anticipated problems:

(59)

IV Procedures:

- Ask one sts to talk about the Tet holidays they have read - Ask other sts to listen and give remarks

- Give comments

Task 1:

Instruction: You are going to practice the dialogue about Tet holiday.

- Ask SS to read the dialogue silently and ask them what points are mentioned in the dialogue

- Ask sts to practice the dialogue in pairs Encourage Ss to remember the dialogue so that they can act it out more naturally - Move around to observe

- Ask Ss to act out the dialogue and give comments 3 While you speak: (15 mins)

Task 2:

Aims: Sts can match the holidays with its description and activities.

- Ask Ss to look at pictures in the book and work out the name of each holiday

- Check the answers and give correct answers + Picture 1: Mid-Autumn festival ( TÕt Trung Thu) + Picture 2: Thanksgiving ( Lễ Tạ ơn)

+ Picture 3: Valentines Day ( Ngày lễ tình yªu)

- Ask Ss to the task in pairs to match the holiday with its main purpose and activities

- Move round to help if necessary - Ask some ss to give the answers

- Give comments and corrective feedback - Suggested answers:

1 c C a A b B

Aim: Ss can ask and answer about the holidays in Task2, using the dialogue in Task as a model.

- Ask sts to work in pairs to the task Ask Ss to add any information about the holiday they know to make the dialogue more interesting

- Go around to offer help Model conversation:

- Name the holidays in the pictures

- Work in pairs to the task - Some pairs stand up to present

(60)

- What you know about Mid-Autumn Festival?

- People celebrate the largest full moon in the year and it s a’ special day for children.

- When is it exactly?

- It falls on/ comes on the fifteen day of the 8th lunar month.

- What people on that day?

- People eat mooncakes, fruit, drink tea and watch the full moon. - What about the children?

- They have mooncakes and a lot of fruits Then they carry their beautiful star lanterns along the streets in their neighbourhood. Dragon dance is also a special activity on this day.

- Oh, that sounds really interesting.

- Ask Ss to act out their dialogue in front of the whole class - Listen to them and then give remarks

5 Homework: (1 min)

- Write down about the the Mid-Autumn Festival

- Some sts present in front of the class

Unit 10/ /08 Lesson 3: listening

I Objectives:

1 General knowledge: - Sts know about the New Year Day in Japan 2 Language: Sts recall and learn more about: - The present tense

- Vocabulary on celebrations 3 Skills: Sts develop the following skills:

- Listening for specific information by choosing the things you hear - Listening for specific information by answering questions

- Summarizing II Anticipated problems:

- One st talk about Mid- Autumn Festival - Listen and give remarks

Aims: focus sts on the topic and review/ introduce the words and phrases used to talk about New Year s Days in Japan.’

- Ask Ss to work in pairs to guess the activities of the Japanese on their New Year’s Days

- Move around to help sts

(61)

+ shrine (n ): đền thờ

+ longevity : long life tuæi thä + pine tree: thông

+ constancy(n ): trờng tồn

+ represent (v): to be a symbol of smth biĨu tỵng cho - Read the words / plays the tape again and ask sts to repeat - Ask Ss to read the words in pairs

Instruction: You are going to listen to two people talking about how the New Year is celebrated in Japan.

Task 1: (10 mins)

Aims: Practice listening for specific information by choosing the things you hear.

- Ask Ss to read the statements carefully and work out what information they need to concentrate on while listening

- Ask Ss to listen to the tape/T once - Ask Ss to compare their answer in pairs

- Play the tape the second time for Ss to check their answers - Check Ss’ answers by calling on some Ss

Answer:

+ They put on special clothes. + Housewives prepare special foods. + They go to a shrine.

+ They drink rice wine. + They watch television. + They eat special meal.

Task 2: (10 mins)

Suggested answers :

the questions

- Some Ss stand up and present - Copy the words and phrases - Listen and repeat

- Read the questions and find out the information they need - Listen and the task - Compare their answers - Give the answers

(62)

1- Because they want to get rid of the dirt of the old year and welcome the new year.

2- From television or the radio. 3- Kimonos or special dress.

4- No, New Year is mostly celebrated among family only.

Aims: Sts practice taking about Japanese New Year Holiday and compare the Vietnamese New Year with those of the Japanese ones - Ask Ss to work in group to take turn talking about the New Year’s Day in Japan

- Ask Ss to work in pairs to compare the Vietnamese Tet Holidays with those of the Japanese ones

Write a short paragraph about the New Year’s Day in Japan

Education Aims:

- Students can write the first draft of a description of one of the popular celebrations in Vietnam

2 Skills: - Describing a celebration's activities II Anticipated problems:

- This type of writing is new to sts III Teaching Aids: - board, textbook, chalk IV Procedures:

Teacher's activities Students' activities 1 Homework checking: (5 mins)

- Ask one st to compare The Vietnamese New Year with the Japanese New Year

- Other sts listen and give rmarks - Listen and give remarks

- Aims:- to introduce this type of writing.

- to help sts to brainstorm before they write.

a Activity 1:

Aims: to have sts get involved in the topic of the lesson.

- Give a small exercise and ask sts to match the name of each celebration/festival with the information concerned with it

A B

1 Mid-Autumn Festival

2 National

Independence Day. 3 Women's Day 4 Teacher's Day

a people give flowers or gifts to the women they love.

b It is celebrated on the 2nd of December.

c People celebrate the largest full moon in the year.

d people visit their old teachers.

- Ask sts to work in pairs in minutes to match - Ask some sts to report and check

- One st compare the Vietnamese New Year with the Japanese new Year

- Remark on their their friend's speech - Listen to the T

- Listen to the T

- Copy the table

- Work in pairs to match - Some sts report

(63)

- Introduce the topic of the lesson:

" In this lesson you will learn how to describe one of these celebrations"

b Activity 2:

- Aims: to introduce the form of the description and some vocabulary needed for writing.

- Tell sts that a description should include main parts and introduce some structures that can be used:

+ name of the festiva

+ time of the festival

+ purpose of the festival + main activities of the festival + your feeling about festival

- Ask sts to refer back to the lesson of speaking and pay attention to Mid-Autumn festival, and then to answer some questions about this festival:

1 What is the name of the festival? 2 When is it celebrated?

3 What is the purpose of the festival?

4 What are the main acivities of the festival?

c Brainstorming and outlining:

- Ask sts to choose one of the three other celebrations and describe it and make an outline basing on main points

- Allow them to work in minutes and to share their ideas with their friends if necessary

- Move round to help

- Ask sts to write a description of the celebration that they chose

- Ask some other sts to give remarks on the descriptions on the board

- Work in minutes and then compare their answers with their friends

- Some sts report

- Listen and answer:

1 It is Mid-Autumn Festival.

2 It is celebrated on the 15th day of the 8th

lunar month.

3 It is the day when people people

celebrate the largest full moon in the year. 4 On that day, children usually wear mask, parade in the street, have parties - Choose one celebration and make an outline

- Work individually

- Sample:

" Of all the festivals during a year, I like National Independence Day most It takes place on 2nd September It celebrates the

day when Vietnam became an independent country in 1945 On that day, everyone has a day off There is a big parade at Ba Dinh Square "

- Students know how to pronounce sounds /fl/, /fr/ and / θr/ correctly

- Students learn about: - Pronouns: one(s), someone, no one , anyone, everyone - Vocabulary about holidays and celebrations 2 Skills: + Speaking: - Work in pairs to discuss the exercises

(64)

IV Procedures:

- Ask one st to read the description they wrote at home aloud

- Aims: to introduce sounds /fl/, /fr/ and / θr/, and help sts to practise these sounds.

b Ask sts to look at sentences in page 97 in the book - Ask them to work in pairs to read the sentences and then find out the words containing sounds /fl/, /fr/ and / θr/

3 Grammar and vocabulary: ( 29 mins)

Aims: sts learn about pronouns and revise

vocabulay about holidays and celebrations and have sts Ex1, Ex2 and EX3.

+ Pronouns: One(s)

- Ask sts to look at some examples: e.g:1." Is this your umbrella?"

- No, mine is the big blue one (= umbrella) I think his best poems are his early ones.(poems) - Ask sts to tell the T about the uses of one and ones - Ask sts to discuss with their partners and then report

- Ask some people to give examples

+ Pronouns: "everyone, someone, anyone" and "no one".

- Give some examples:

eg: 1 Everyone likes cartoons.

A: There's someone in this room. B: Oh, I don't see anyone. No one knows where he lives.

- Ask sts to read the examples and draw the rules of using these pronouns

- Ask them to share their ideas with friends - Ask one st to report

+ Exercise 1:

- Write down five sounds

- Listen to the teacher and repeat - Look at the book , listen and repeat /fl/ /fr/ / θr/ fly fry thrive flower frozen threaten flu fruit through .

/fl/ /fr/ / θr/ flags French throw

floor fries three

- Read the examples - Try to find out the rules - Copy these sentences

- Tell the T about the uses of one/ones: "one": is used instead of repeating a singular countable noun.

"ones": is used instead of repeating a plural nouns.

- Read the examples - Try to find out the rules - Some sts give answers:

- Discuss the uses of these pronouns - Some sts report

+ "Everyone, someone" are often used positive sentences.

+ " anyone" can be used in negative and interrogative sentences.

+ "no one" has a negative meaning and is often used in positive sentences.

(65)

- Ask sts to Ex individually but because of the time limit, ask them to the first four sentences only

- Move round to help if necessary - Ask some sts to report

- Check and give remarks + Exercise 3:

- Ask sts to Ex individually

- Ask two sts to write their answers on the board

- Check and give remarks 5 Homework ( min)

- The rest of Ex and Part B( page 54 - Workbook)

1 anyone someone anyone 4 someone no one everyone 7 no one

- Listen and correct their work if necessary - Do the task individually

- Share their ideas with their friends - Report

1 the blue one. 2 making one , too. 3 especially the ones 4 to have one.

- Share their ideas with their friends - Two sts write the answers on the board 1 tradditional grand

3 gifts celebrating 5 polite good luck 7 excitement.

. - Listen and correct their work if necessary

Unit 9 The post office Period 1: Reading I Objectives:

- Sts know about the Thanh Ba post office 2 Language: Sts recall and learn more about:

- The present simple tense - Vocabulary on post office 3 Skills: Sts develop the following skills:

- Reading for specific information to find the meaning in the text - Reading for specific information to decide on True or False statements

- Ask Ss to look at the picture in the textbook and work in pair to discuss the questions:

1 How far is it from your home to the nearest post office? How often you go to the post office?

What services you think the post office offers? - Check the answers with the whole class

(66)

- Suggested answer:

Give Ss some services at the post office:

+ Mail and parcel service: chun th vµ bu phÈm + Money transfer service; chun tiỊn

+ Press distribution : phát hành báo chí + Flower telegram service: ®iÖn hoa

+ Telephone and fax service: ®iÖn thoại fax

+ Phone card and Internet cards : thẻ điện thoại và Internet

+ Postal savings: tiÕt kiƯm bu ®iƯn

- Elicit some new words from Ss and explain them: + equip (v ): trang bÞ

+ thoughtful (adj): tËn tình + courteous (adj ): lịch sự + recipient (n ): ngêi nhËn

+ subscribe (v ): đặt mua dài hạn - Ask sts to read the words after T - Ask some sts to read the word again 2 While you read :

Set the scene: You are going to read a passage about Thanh Ba post office While you are reading, the tasks in the book.

Aims: Sts practice reading for specific information by finding the antonyms of the words.

1 c b d c Task 2:( minutes )

1 Thanh Ba post office is equipped with advanced technology and a spacious and pleasent office.

They are : Mail and Parcel Service, Express Money Transfer Service, Phone Calls and Faxes, Press Distribution.

They are air mail, surface mail and the Express Mail

- Some sts answer the questions - Others listen to their friends

-

(67)

Service.

It is used for notifying the recipient of the time and place to receive the call.

5 You will have to subscribe to your favourite newspapers and magazines.

Task 2: ( minutes)

Aims: Sts practice reading for specific information by finding evidence.

- Ask S to read the statements carefully and find the questions

1 The post ofice opens daily from a.m to p.m. 2 We offer a very competitive for parcels under 15 kg. 3 We also have the Express Mail Service and your EMS mail will be delivered in the shortest possible time.

4 We offer a speedy and secure sercice of transferring money in less than 24 hours.

Aims: Sts practice working in groups and answer the questions.

- Ask Ss to work in groups to answer the questions:

1 Which service provided by Thanh Ba Post Office you think is the most important and why?

What services you think Thanh Ba Post Office should have in the future?

- Call on some Ss to give the answers in front of the class - Correct the Ss’ mistakes and give the comments

4

Write a passage about Thanh Ba post office

- Discuss in pairs and talk about the Tet holiday

- Some S talk in front of the class

25 /1 /08 Unit 9

Period 3: listening I Objectives:

(68)

- Vocabulary on telephone 3 Skills: Sts develop the following skills:

- Listening for specific information by choosing the multiple questions - Listening for specific information by answering questions

- Summarizing II Anticipated problems:

- One pair talk about the services at the post office - Listen and give remarks

Aims: focus sts on the topic and review/ introduce the words and phrases.

- Ask Ss to work in pairs to answer the questions in the book - Move around to help sts

- Ask some pairs to give their answers - Sugested answers:

3 When you have a mobile phone, you can contact other people easily You can be reached at almost anytime anywhere You never miss any important information When you go on business you always feel close to your family On the other hand, because you can be reached at almost anytime you don t have much privacy.’ Sometime, it s irritating to get a call when you are sleeping or in a’ meeting

-Introduce some new words + commune (n ): x·

+ digit subscribe : sè thuª bao + rural network: mạng lới nông thôn + capacity:søc chøa

+ growth (v): sù lín m¹nh

Instruction: You are going to listen some information about the development of Vietnam s telephone system over the past few’ years.

Task 1: (10 mins)

Aims: Practice listening for specific information by doing the multiple choice.

- St go to the board

(69)

Answer:

B ( Vietnam ranks the second).

D ( It is among the 30 countries in the world)

C ( In 1996, Vietnam began upgrading its fixed telephone networks.)

D ( At present, 93 % of communes across Vietnam have telephone services)

C ( The change of the international telephone system)

Task 2: (10 mins)