GiaoAnTiengAnh11.doc

Week 1

Bac Giang education department Luc Ngan high school No 4

GRAMMAR: THE REVIEW OF TENSES (continue)

The simple present , simple past , present perfect and past perfect

I. Aim:By the end of this lesson, Ss can understand and use some tenses: the present simple, the, the simple past and the present perfect

.II. Presentation1.The present simple:

a) form: With normal V:

(+) S + V1/ Vs/es; (-) S + dont/ doesnt; (?)Do/ does + S+ V1?

Ex: She likes swimming.

With to be : (+) S + am/ is / are; (-) S+ am, is, are +not; (?) Is/ are +S.

Ex: We are students

b) Usage: The present simple is used to talk

-about a permanent situation :He lives in Japan

-something is always true: water boils at 100 degrees Celsius.

-about something that regularly.happens: She leaves for school at 8 oclock.

- The present simple can be used with:+ always, usually, often, sometimes, never, seldom

+ every Monday/ day/ week/ month/ year

+ twice a week/ month..

2. The simple past:

a) form: With normal V: (+): S + V2/ Ved; (-) S+ didnt+V1; (?) Did+ S+ V1?

Ex: She went to visit her grand parents last month.

With to be: (+): S + was/ were; (-) S+ was/were; (?) Was/were + S..?

b) Usage: The simple past is used to talk

- about an action that took place in the past:Ex: I didnt read the letter.

It can be used with + last night/ Monday/ week/ month

+ 2 months/ years ..ago

+ in 2000, 1999..- about a state that continued for some time, but that is now finished: Ex: He worked there for ten years.

- about an action that happened regularly in the past: Ex: I often played tennis with her.

3.The present perfect :

a) Form:Have / has + P. P ( V3/ed)

b) Usage: to talk about an action which happened in the past, lasts to the present and maybe contiues in the future. Or to talk about an action which has just completed.

Some averbs or adverb phrase can used with the present perfec: so far, up till now , up to the present , never, ever , before, since , for, how long , recently, lately , already, yet.

Ex: I have met many people since I came here We have been here for two weeks.4. Past perfect:

a. form: +S + had + P2..- S+ had not + P2.? Had+ S + P2?

Note: had= d, had not= hadnt

b. Usage 1/ To tallk about an action that happened before another action or a time point in the past.

-Adverbs or adverb phrase : Before, as soon as, after, when, by time, by the time, by 2000

Ex:1/ By 2005 I had taken 50 photos.2/ When I arrived at the station, the train had left for 15 minutes.

3/ He died after he had been ill for a long time.

Unit 1 : FRIENDSHIP

Lesson 1 : READING

I. Aims : By the end of the lesson , students will be able to :

understand the passage about friendship

identify the main idea

guess the meaning in context

express their own ideas about friendship.

II. Method: - Communicative approach

III. Skills : Integrated skills ( Especially reading skill)

IV. Teaching aids: Text books, pictures ,chalk, ..

V. Teaching stages :

StagesActivitiesContent

Warmer

5

Before you read

10

While

you read

19

After

you read

8

Wrapping up (2)

Home work (1)T writes the sentence on the board and ask sts to fill in the blanks with the suitable words .

Sts do in individual then discuss to the next.

T asks sts to answer

Others remark and correct.

Discussing the picture and poem-T asks the whole class to look at the picture on page 12 and asks them some questions:- T asks Ss to work in pairs to read the short poem on page 13 and answer the question: What do you think of the friend the friend in the poem?

- T calls on some Ss to answer the question. T may give some comments and her suggestion: The friend in the poem is very dedicated and thoughtful. He/ she is willing to help his/ her friend in any circumstances.Pre-teaching Vocabulary:

-Elicit the new words by asking questions, using the techniques suggested above.

- Read a new word three times. Ss listen and repeat after the teacher.

- Call on some Ss to repeat the word.

- Ask Ss to give the Vietnamese equivalent if necessary.

Setting the scene: -T introduces the scene: You are going to read a passage about the qualities of a long lasting friendship. While you are reading, do the tasks in the textbook.

-Task1.- Then T instructs Ss to read the passage quickly and stop at the lines that contains these words to guess their meanings ( except for the word friend as this word is familiar with Ss).- Ss should read through the sentences provided in the task to identify the part of the word to fill in each blank.

- T asks Ss to work individually to do the task.

- T goes around to help Ss when necessary.- T asks Ss to exchange their answer with other students.

- T asks Ss for their answers and tells them to explain their choices.

- T gives feedback and correct answers.Task2 .

-T gets Ss do the task individually and then find a peer to compare their answer with. T might want to give them some time to re-read the passage.

-T instructs Ss to do this task with some strategies to find the main idea of the passage

- T calls on some Ss to give their answer and asks other Ss to stay whether they agree or disagree.

- T gives feedback and the correct answer.Task3 .

-T asks Ss how to do this task if they dont remember, T may instruct them some strategies to do the task:

-Sts do the exercise in individual then discuss in pair

- T calls on some Ss to write their answers on the board and ask them to explain their choices.

- T gives feedback and correct answer.

-T asks Ss to work in pairs to discuss the question in the book.

- T goes around to help Ss when necessary.

- After their finish, T asks every two pairs to share ideas.

- T calls on some Ss to report their ideas to the class.

- T gives feedback.

-T summarizes the main points of the lesson.

- T asks Ss to learn by heart all of the new words.

Prepare the next period

A ___________ in need is a ___________ indeed.

Expected answer :

A friend in need is a friend indeed.

Questions:

+ What are the girls and boys doing in the picture?

+ How do they feel?

+ What does the picture tell you?

Suggested answers:

+ One boy is playing the guitar, and the other girls and boys are singing.

+ They seem very happy because I can see their smile. + The picture tells me that friends can happily do many things together. / Friendship is a nice thing that brings happiness to us.

Vocabulary:1.lasting (adj) (explanation):2. constant ['knstnt](adj): (explanation):( constancy (n): 3. rumour ['ru:m] (n):(definition):

4. gossip ['gsip] (n): (definition):5. trust [trst] (n): (synonymy)= belief6. sorrow ['srou](n): ( synonymy)= grief.7. pursuit [p'sju:t]

(n)( synonymy)= hobby=pastime.

TASK 1: Fill each blank with one of the words in the box.

(8) Expected answer1. mutual

2. incapable

3. unselfish.4. acquaintance/ friend.

5. give and take

6. loyal to

7. suspicious.

Task 2 (5): Instruction: You are to read the passage again and decide which of the choices A, B, C or D most adequatelyExpected Answer: BTask3 : Instruction: Ss are required to answer the six questions in the book.

Expected answer

1. The first quality for true friendship is unselfishness. It tells us/ me that a person who is concerned only with his/ her own interests and feelings cant be a true friendship.( paragraph 2)

2. Because they take up an interest with enthusiasm, but they are soon tired of it, and they feel the attraction of some new object.( line 2-3 paragraph 3).

3. The third quality for true friendship is loyalty. It tells us/ me that two friends must be loyal to each other, and they must know each other so well that there can be no suspicions between them.( line 1-3, paragraph 4).4. Because if not people cant feel safe when telling the their other secrets.

5. Because they cant keep a secret, either of their own or of others. (line 3-4, paragraph 5).

6. The last quality is sympathy. It tells us/ me that to be a true friend one must sympathize with his or her friend. Where there is no mutual sympathy between friends, there is no mutual sympathy between friends, there is no friendship. ( last paragraph) .Instruction: You are required to work in pairs to discuss the questions in the text book: Why do we need to have friends?. The report the results of your discussion to the class. Prepare part B- Speaking.

Unit 1 : (cont )- SpeakingI.Aims : By the end of the lesson students will be able to describe the physical characteristics and personalities of their friends, using appropriate adjectiveII. Method: - Communicative approachIII. Skills : Integrated skills ( Especially speaking skill)

IV. Teaching aids: Text books, pictures ,chalks, ..



Warm- up

6T gives two pictures of famous person

T gives some words that Ss can use to do

Sts work in group

T helps them

T checks the answer.

* Stick the right words on some pieces of paper to the picture to describe them

*suggested :

Tall, good-looking , oval, straight , ..

Before

you speak

5T gives handout

Sts work in group.T asks some representatives to give their answers

T asks others to remark and corrects

T introduces the lesson

Handout :Match the right questions to the right answers :

A

B

1. What is she like ?

2. What does she look like ?

3.. How is she ?

a. She is fine.

b. Tall and beautiful.

c. Pretty and easygoing

Sugested answer :

1.b 2. c 3. a

Describing physical characteristics and personality of a person

While you speak

10

14Task1 :

T asks Ss to open the books

Sts do the exercise by using the useful language in page 16.

-T may ask Ss to provide some adjectives/ expressions used to describe people appearance. T can also explain the words if necessary.

Sts work in group

T goes around and helps them if necessary

T checks in front of class

T makes model conversation with a st

Sts practice speaking in pair

T goes around to check and helps them.T calls on some Ss to present their answers in front of the class.

T gives feedback.Task 2 : T asks Ss to do in pairs (one asks and other answers) to describe their friends by using some useful expressions.

T can explain some useful expressions.

T goes around to help them if necessary.

T calls on some pairs to practice in front of class.

Task1 :

Look at the the useful language and add two more words for each category :

Height : medium, height, rather short, too tall ..

Face : round, long high cheek bones , a scar

Forehead : high, low

Nose : long, straight, flat, turned-up

Hair : long medium length , straight, curly, wavy, bald, thin

Eyes : green, blue, brown, gray

Pants : flar , baggy

Appearance : plain, attractive, well-dressed, casually- dressed

Mouth : heart-shaped, wide, generous, thin / full lips

Chin : pointed , firm, weak

Build : thin, slender, muscular, plump, heavily built, overweight, fat

Age : young, middle age, elderly, old,

Task 2 :

Useful expression :

He is in his

He has got a face with

He is of medium height .

He wears his

His hair is .

* Model :

T : Could you tell me something about your friend? Whats he like ?

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

T : What does he look like ?

S : Tall and good-looking.

After you speak

8T explains the situation

Sts work in group to make questions or facts about a famous friend based on the suggestions in the textbook

T is around and helps them.

T check in front of class

T asks Ss to read the words( page 17)

T makes example with a student

Sts practice speaking in pair

T goes around and helps them

T concentrates some common errors or difficult problems in front of the class.TASK 3 :

A. Making questions :

1. Whats his name ? / Could you tell me his name ?

2. Whats he like ? / What does he look like ? / Is he .?

3. what is his date of birth? When was he born ?

4. Whats his hobby?What does he do in his spare time ?

5. Why is he so interested in math ?

6. How long does it take him to study math ? How much time does he spend on math everyday?

7. What made him so successful ?

B Model :

A. Hello, Im Tan, a journalist for Hoa Hoc Tro magazine.

B : Hi : Im Nam. Nice to meet you.

A. I hear you are Minhs closest friend. Could you give me some information about Minh ?

B. Sure. No problem.

A: Has Minh just won the first international price in mathermatics ?

B: Yes, Thats right. He did a good job and we are so proud of him.

A: So he has to work very hard on this subject? How much time does he spend on it everyday ?

B: Im not sure but he studies it nearly every night. Math is his favorite subject.

A: Do you know why ?

B: He always says it is so useful and interesting. Both his parents are mathermatics teachers.

A: Oh, I see Thank for giving me time. Bye

B: Youre welcome. Bye .

Wrapping up2Home work 1T summarizes the main points.

T asks Ss to practice the dialogue of describing a person at home again

T asks sts to prepare for the next period.Write a short paragraph about the famous friend you have just talked about.

Prepare listening

Unit 1 : ( cont) : LISTENING

I. Aims : By the end of the lesson students will be able to :

- understand about the activities of a labourers

- Hear and give the number in the pictures

- hear and take notes


III. Skills : Integrated skills ( Especially listening skill)

IV. Teaching aids: Pictures, a tape/CD , handouts



Warm up

5Sts close the books

T can lead to the lesson by asking some questions.Sts work in pair

T can help Ss by providing some popular expressions. T calls on some Ss to answer.

T remarks and corrects any mistakes if necessary.T leads into the new lesson.Questions :

1. Who is your best friend ?

2. How did you have to meet him or her ?

3. How long have you know each other?

4. What qualities do you admire in your best friend?

Suggested answers: Qualities that we admire in our best are: caring, supportive, helpful, honest, good-nature, quick-witted, humorous, friendly.

Before you listen

10Pre-teaching vocabulary.

-T helps Ss to pronounce the words given in the book . T may read aloud firstor play the tape and ask Ss to repeat in chorus and individually.

- T elicicts / teaches some of these words or/ and those taken from the listening passage.

- T may get Ss to make sentences with the words and gives corrective feedback.

-Sts open the book and read listen and repeat and write down.

Vocabulary:Apartment building (n)(translation):

Guitarist(n) (picture) sense of humor( n) (explanation)

rough time (n) (synonym)= difficult timegive sb a ring= phone sb.

While you listen

10

10T asks sts to read the sentences in task 1

T explains the meaning of the words

Sts hear the first time

T checks if sts have the answers

Sts hear the second time

T checks

Sts hear the third time, T pauses the record at the right answer

T gives situation

Sts read the requirement

Sts hear the first time

T checks if sts have the answers

Sts hear the second time

T checks

Sts hear the third time, T pauses the record at the right answer

TASK 1

Words :

Living quarter, to have things in common, to help someone out of difficulties.

Expexted answer :

Lan

1

2

3

4

5

6

F

F

T

F

T

F

Long:

1

2

3

4

5

6

F

F

T

T

T

F

TASK 2

Expected answer :

How and where did they meet?

What do they like about their friends?

Lan

They used to live in the same apartment building in Hanoi

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

Ha is very friendly and helpful.

Has sociable . Shes got many friends in Do Son and she introduced Lan around.

Minh

They met in college.

Minh played the guitar.

Long was a singer.

They worked together.

Minh has a sense of humour.

Minh likes to go for plays and movies.

Minh is a good listener.

Minh is frienly and helpful.

After you listen

8Sts work in group, speak ask and answer how Long and Lan made friend with Ha and Minh.

Wrapping up2T summarizes the main points of the lesson.

T asks sts to prepare for the next periodIn not more than 100 words write about how and your friend has become best friend

Prepare writing

Unit 1 ( cont ): WRITING

I. Aims : By the end of the lesson students will be able to write about a friend, real or imaginary, using the words and expressions that they have learnt in previous lessons.

II. Method: - Communicative approachIII. Skills : Integrated skills ( Especially writing skill)

IV. Teaching aids: Text books, pictures ,chalks, ..



Warm up

5-T introduces the game : One student goes to the board and T gives him or her a piece of paper with the name of a student in the class.

- T asks the student to describe the person so that other people can guess exactly who is the person that he is describing?

-The student may describe:

He/ she is a girl/ boy.

He/ she is tall / short.

Is she short-sighted?

Is she friendly?

Activity 1

10Categorizing

-T gives handout and explains the way to do.

T asks the Ss to work in groups of four or five to put the adjectives under the following headings:

-T goes around to help them

T asks sts to answer

T checks

Handout :

Tall short dark long blue round fair smooth square high pointed open-hearted sincere large slim sociable weather-beaten fat overweight thick oval sincere helpful generous studious intelligent patient calm, in her/ his late teen ( 18, 19 years old), a middle-aged woman/ man, 20 years old, plain, good looking, beautiful, handsome.

- Suggested answer

Hair

Short/long/ thick

Eyes

Blue, round, dark, large

Build

Overweight

Slim, fat

Face

Round, square, oval.

Nose

High, flat, pointed

Complexion

Fair, smooth, weather beaten

Personalities

Open-hearted, sincere, sociable, helpful, intelligent, patient, calm

Age

in her/ his late teen ( 18, 19 years old), a middle-aged woman/ man, 20 years oldGeneral appearance: plain, good looking, beautiful, handsome.

Activity 2

20TASK 2

Sts open the book

T requires

T guides sts to read the sentences in book

Sts practice writing in each phrase

T helps and can gives some models to make it easy for sts to write

Sts practice writing in group

T checks and helpsModels :

To be in her / early/ middle/ late fifties..

She has got a .

In character , she is like her father

She has

Her hair is

Suggested answer:

Of all my classmates, I like to play with Hoa, who is also my good neighbor. If you first meet her, you ll be impressed by her short hair; high nose and big brown eyes, which always shine. I can read in them her most intimate feelings and intelligence. Hoa has a strong tendency to be sociable. She is willing to help me overcome difficulties in my study and my daily work as well. I hope our friendship will last forever.

Activity 3

8TASK 3

T ask sts to exchange their task to each other

Sts correct their friends witing

T asks sts to read the best writing as an exampleStss tasks

Homework

2T asks sts to prepare for the next periodWrite their tasks

Prepare language focus

Unit 1 ( cont ): LANGUAGE FOCUS

I. Aims : By the end of the lesson , the students can :

- distinguish between the two phonetic sound / t/ and /d/

- pronounce the words and sentences containing these sounds correctly.

- use some structures containing infinitives with and without to appropriately.

II. Method: - Communicative approachIII. Skills : Integrated skills ( Especially skills)

IV Teaching aids : textbook , handout, CD player.


Stages Activities Content

Warm up

5

Arrangement:

-T writes the words or phrases on the board

-Ask Ss to arrange the words or phrases in a correct sentence.

-Sts remark the common sound of the word groups.

- T calls on some Ss to answer.

- T gives feedback and correct answer.

- T asks Ss to read the common sounds: / t/ and /d/ that the words containing.

-T lets sts read the sound/ t/ and /d/ / twice

T lets sts repeat the sentence

T leads the lesson

Arrangement:

The/ changed/ in the church/ the picture/ of the village/ children.

Expected answer: The children changed the picture in the church of the village.

Pronunciation

10

Pronouncing the two sounds separately.

T introduces and models the two sounds / t/ and /d/ / a few times and explains the differences in producing them.

T plays the tape ( or reads ) one for sts to hear the words containing these words containing these two sounds. The T plays the tape ( or reads) again and this time asks Ss to repeat after the tape (or T)

Pronouncing the words containing the sound.

T reads the words in each column all at once

T reads the words again and asks Ss to repeat them.

T asks Ss to practice pronouncing the words in pairs. T goes around providing help.

T asks Ss to pronounce the words and gives correction if necessary.

Pronouncing sentences containing the soundsT reads the sentences and ask Ss to underline the words with the sounds and write / t/ and /d/ under them

T asks Ss to practice pronouncing the words in pairs. T goes around providing help.

T asks Ss to read the sentences and gives feed back.

Sounds / t/ and / d/TASK 1 :

* Listen and repeat :

/ t/ / d/

Children mutual jam dangerous

Changeable church Joke passenger

Cheese which cheese whichPractice reading aloud these sentences.

1. Just outside the village, theres a bridge.

2. Jane always enjoys Georges joke

3. Two jeeps went over the edge of the bridge.

4. Which picture do you think the child wants to change?

5. Mix the mushrooms, chilli and cheese.

6. Do you like French salad and fish and chips?

Grammar and vocabulary

271. To infinitive:

a) Presentation

T writes some examples on the board and underline the to+ ininitive: T asks Ss to comment on the use o to+ infinitive in these examples. T reviews the form and use of to+ infinitives in these examples.

b)Exercise 1- T asks Ss to do exercise 1 individually.

-Ss have to write sentence by sentence by using the words given.-T asks them to compare answer with their partners. Sts discuss and check their classmates - T calls on some Ss to go to the board to write down their answers.

-Others remark and correct

-T checks their answer2. Infinitive without to( bare infinitive)a) Presentation

-T calls on some Ss to give out some verbs that are followed by bare infinitivesb)Exercise2- T asks Ss to do exercise 2 in pairs. Ss have to write sentence by sentence by using the words given.-T asks them to compare answer with their partners. Sts discuss and check their classmates- T calls on some Ss to go to the board to write down their answers.-Others remark and correct

-T checks their answer1. To infinitive:

a) Presentation

- What do you get up early every morning for?

- I get up early to walk.- Oh, I like to walk ,too. But I have a lot of work to do.- But today the weather is too bad for me to walk.

1. To- inf is used :

* to indicate the purpose :

Ex: I get up early to walk.* as a modifier to replace a relative clause

Ex: I have a lot of work to do ( which I have to do)

* as an object of a verb

Ex: I like to walk.

* as an subject

Ex: It is healthful to walk every morning.* in idiomatic expression :

Ex: The weather is too bad for me to walk today.b) Exercise 1 :

Expected answer :

1.who wants something to eat?

2.I have some letters to write.

3.I am ( was ) delightful to hear the news.

4.My mother has some shopping to do.

5.you always have too much to talk about.

6.Its lovely to see you again.

7.It is (was) too cold to go out.

8.I am (was ) happy to know that you have passed the exam.

2. bare inf is used :a) Presentatio* let/ make + O + bare-inf

Ex: They make me feel disappointed.

* following :

had better , would rather, perceptive verbs ( see, smell, feel, watch)

Ex : You had better stay at home tonight.Exercise 2 : Sentence transformation:

Expected answer :

1. The police watched them get out of the car.

2. They let him write a letter to his wife.

3. I heared them talk in the next room.

4. the custom officer made him open the briefcase.

5. The boy saw the cat jump through the window.

6. Do you think the company will make him pay some extra money?

7. I felt the animal move toward me.

8. do you think her parents will let him go for a picnic?

Wrapping and home word

3

T summarize the main points

T asks sts do the exercise at homeHandout

Pick out the inf in the following sentences and describe the function of each

1To find fault is easy.

2.It is delightful to hear the sound of the see.

3.The dog wants something to eat.

4.I saw him run the mile in four minutes.

5.Everybody wishes to enjoy life.

6.He is too ill to do any work.

7.I am not afraid to speak the truth.

8.He went to Paris to perfect his knowledge of French.

Prepare Unit 2 ( reading)

Unit 2 : PERSONAL EXPERIENCES

Lesson 1 : READING

I. Aims : By the end of the lesson , students can :

- scan read for specific information

- understand the text and express their ideas about past experiences.

II. Method: - Communicative approachIII. Skills : Integrated skills ( Especially reading skill)

IV Teaching aids : textbook , handout, CD player

V. Stages of teaching


Warm up

5T asks some questions

Sts answer

T leads in the lesson:

It is one of your experiences

Today our reading lesson is about the embarrassing experience of a girl on a bus.- Have you ever been in an embrassing situation?

- What did you do then?

.-Ss answers:

Before you read

7

Activity 1: - T gets Ss to work in groups and try to make sense of the pictures on page 22. Then T gets them to put the pictures in the order that they think is most appropriate.

- T calls on some student to present their ideas but should not correct them.

Activity 2. Pre-teaching vocabulary.Activity 1:

Ss answers:Activity 2. Pre-teaching vocabulary.:

1. make a fuss about sth: (definition)

2. sneaky (a) (translation):

3. glance (v) (at sth/ sb):

4. idol (n) (situation):

While you read

19

Task1

Sts open the book

T lets sts listen the text

Sts listen and read silently

T asks sts to do task1 in individual

Sts discuss in pair after finish reading.

T calls on SS to give their answers

T gives the feed back and correct answer.

Task2

Sts work in pair

T goes around and helps them.

T calls on a student to give and explain his/ her answer.

Sts answer loudly

Others remark and correct

T remarks and gives the correct answer.

Task3:

T checks if Ss can answer the comprehension questions in task3 without having to read the passage again. T gets them to read the questions carefully and gives them some tips to do the task.

T asks Ss to check their answers with a peer.

T calls on some Ss to write their answers on the board and ask them to explain their choices.

T asks sts some questions to make sure that they understand the text

Sts answer

T remarks and correctsTASK 1 :

Read the text in silence and use the words or phrases in the box which appear in the passage to fill the blanks in the sentences.

Expected answer : 1. glanced, 2. making a fuss, 3. embrassing, 4. idols, 5. sneakyTASK 2 :

Read the text again and put the pictures of the event above in the order they happened in the story ( text book page 24 )

Expected answer :

1. D 2. B 3.F 4.E 5.A 6.C

TASK 3 :

Answer the questions

Questions :

1. What did the girl wish to have when she was in grade 9?

2. Who gave her money on her birthday ?

3. Why did she decide to take the money from the boys bag?

4. What did she do with the money?

5. What did she discover when she came back ?

Expected answer :

1. She wished to have a floppy cotton hat.

2. Her father

3. Because she thought that the boy had stolen her money.

4. She bought the pretty hat of her dream.

5. She discovered her money on the table.

After you read

12Sts work in group

T asks sts some question in book

T guides the sts to discuss to answer the question

T gives some notes

T asks some sts to give their own answer

Notes :

put up a notice on the school board

get on the same bus the next day and look for the boy to return the money to him

do nothing

keep it secret

ask her father for advice

Homework

2T asks sts to prepare for the next periodWrite the summary of the text

Prepare speaking

Unit 2 : (cont): SPEAKING


- identify structures that are used to talk about past experiences and their influences on ones life, i.e. present perfect and past simple, structure with Make

- use the structure to talk about their personal experiences and how they affect their life.

II. Method: - Communicative approachIII. Skills : Integrated skills ( Especially speaking skill)

IV Teaching aids : Text book, black board, pictures

V. Stages of teaching:


Review

5T asks sts to answer some questions

Sts answer

Others remark and correct

T checks.

Lead-in: To day, we will continue the topic of personal experiences by talking about past experiences and how they affect your life. - We move to part B: Speaking

Questions:

1. What did the girl wish to have when she was in grade 9?

2. Who gave her money on her birthday ?

3. Why did she decide to take the money from the boys bag?

4. What did she do with the money?

5. What did she discover when she came back ?

Expected answer :

1. She wished to have a floppy cotton hat.

2. Her father

3. Because she thought that the boy had stolen her money.

4. She bought the pretty hat of her dream.

5. She discovered her money on the table.

Before you speak

10

TASK 1

T asks Ss to work in pairs to match things they might have done or experienced in box A and how the experience might have affected them in box B.

Call some Ss to give their answers. Sts work in pair


T explains the words

Sts answer

T corrects

T asks Ss to base on the ideas in column A to answer fully

TASK 1

Match the things you might have done or experienced in column A and their effects on your life in column B.

A

B

1. Seaking English to a native English speaker.

2. being seriously ill

3. traveling to other parts of the country

4. failing an exam.

5. talking to a famous pop star.

a. makes you love your country more

b. teaches you a lesson and makes you work harder

c. makes you appreciate your health more

d. makes you feel more interested in learning English

e. changes your attitude to pop stars.

Expected answer :1.d 2.c 3.a 4.b 5.e

A:How do you feel when you meet a famous film star?

B: It makes me excited.

While you speak

25Task2: T gives situation

St work in pair, discuss and arange the sentences in right order

T corrects

T asks sts to practise speaking the dialogue

T notices sts the use of past tense and the form of questions can be usedTask3T gives situation

Sts work in pair to talk about their experiences

Sts can base on the notes in task 1

T goes around and helps them if they have difficulties.T calls on a pairs to perform in front of the class.

T comments and corrects the mistakes if necessary.Task2: A student is talking to her friends about one of her past experiences and how it affected her. The lines in their conversation are jumbled. Put them in the correct order then practise the dialogue

Expected answer :

1.b 2.d 3.h 4.a 5.g 6.c 7.c 8.f

Form of questions- Have you ever ?

- How did it happen?

- How did the experience affect you?

Task3Underline the structures used to talk about past experiences in the dialogue in task 2, then use the structures and the ideas in task 1 to make similar dialogues.

After you speak

4T asks Ss to repeat the way to talk about the past experiencesSts do by themselves

Homework

1T asks Ss to prepare for the next periodWrite a paragraph ( 50 words) about their own experiences

Prepare listening

Unit 2 : ( Cont) LISTENING

I. Aims : By the end of the lesson, students are able to :

- listen for specific information

- understand the passage.

II. Method: - Communicative approachIII. Skills : Integrated skills ( Especially listening skill)

IV Teaching aids : Text book, black board, pictures

V. Teaching sages :


Review

5 T asks sts to stand in front of the class and make the conversation about their own experiences

T remarks and gives marks

Sts do by themselves

Warm-up

5Game: Guessing things:

-T divides the class into two groups A and B and ask Ss to guess what it is.

- Read aloud some facts about the thing one by one.

-The group giving the correct answer first wins.Questions :

1. What is it ?

+ It destroys buildings, houses and forests.

+ It can kill people.

+ I gives out a lot of smoke.

+ You need water to put it out

Expected answer: A fire

Before you listen

8

T asks sts to do the exercise in book ( page 27)

Sts work in group

T gives situation

T can suggest sts by asking some questions

Sts answer

T asks sts to read the given words

Sts read in groupLook at the picture and say what is happening

Questions :

1. What do you see in the picture ?

2. Who are they?

3. Where are they?

4. What are they doing ?

Expected answer :

1. I see a fire

2. They are a fireman, a woman and a girl.

3. They are beside the house on fire.

4. They are running out of the fire

While you listen

19T gives situation

T lets sts read the given sentences

T lets sts listen the first time

T checks if sts can have any answer

Sts listen the second time

T checks

Sts listen the third time

T lets sts hear the answer to make sure they understand the paragraph

T gives situation

T lets sts read the given sentences

T lets sts listen the first time

T checks if sts can have any answer

Sts listen the second time

T checks

Sts listen the third time

T lets sts hear the answer to make sure they understand the paragraphTASK1 1 Expected answer :1. T 2.F 3.F 4.F 5.T

TASK 2

Expected answer :

1. small

2. everything

3. family

4. replaced

5. took

6. love

After you listen7T gives situstion

Sts work in group

Sts speak freely about their ideas


T calls some sts to express their ideas

Others listen and contribute ideasChristina says that family is more important than anythings else. Do you agree or disagree with her?

Sts do

Homework

1T asks sts to prepare for the next periodWrite the summary of the story you have just listened

Prepare writing

Unit 2 : (Cont)Lesson 4 : WRITING


- write a personal letter

- tell their memorable past experiences

II. Method: - Communicative approachIII. Skills : Integrated skills ( Especially writing skill)

IV. Teaching aids : handouts , pictures, text bookV. Teaching stages :


Review

5T asks sts to summarize the story they heard in listening period

T remarks and gives marksSts do

Warm-up

7

T stsT gives a picture and asks sts to describe it using the cues given

Sts work in pair

T asks sts to speak

T remarks

T asks some question and introduces the new lesson

Cues given :

-It / a hot day.

- The man / stop/ a small deserted beach.

- he / not have / swimming clothes.

- There / be / no people/ in sight.

- The man / take off / all clothes/ swim out to the sea/ and relax in the water.

- When / he/ look back/ a coach arrived

- There / be / a lot of people / stand on the sand

Expected answer :

It was a very hot day. The man stopped at a small deserted beach. He didnt have swimming clothes with him but it was early in the morning, there were no people in sight. The man took off all his clothes and swam out to the sea and relaxed in the water. When he looked back at the beach, a coach had arrived and there were a lot of people standing on the sand to have a picnic

- Have you ever been in such a situation?

- What did you do then ?

- Do you want to share it with your classmate?

Today we are going to learn how to write a personal letter telling about a past experiences.

Before you write

7

T -stsT elicits the steps of a personal letter from sts

Sts work in pair to talk about their past experiences

T calls sts to tell their story

T comments1. Greeting

2. Date ( when it happen)

3. The story( the experience)

4. Closing

5. Signature

Sts do by themselves

While you write

15

Sts-stsT asks sts to do the exercise

T goes around to control and give help with vocabulary

When sts finish , T collect sts writings to mark at home.Sts task

After you write

10

Sts-stsT choose one writing and ask a student to write it on the board

Asks the rest of the class to correct the mistakes and give comments

T gives feedback and commentsSts tasks

Homework

1T asks sts to prepare for the next periodWrite a letter to a riend to tell about you own experiences

Prepare language focus

Unit 2 : ( Cont )

Lesson 5 : LANGUAGE FOCUS


- revise Simple past, past perfect and past continuous tenses and talk about the past

- distinguish the sound /m/ ,/n/ ,/ /.II. Method: - Communicative approachIII. Skills : Integrated skills

IV. Teaching aids : charts, text books, black board, chalks.V. Teaching stages :


Warm-up

3

Sts- stsT gives a sentence and lets sts play a game

Sts can read the sentence quickly and 10 times

If one can read and have no mistakes he wins

T asks sts to pick out the words containing the ending sounss /m/ , /n/, / / in the sentence

T introduces the lessonSentence :

Sainging Sam sung songs on the sinking sampan.

Singing, sung, sinking => / /

Sam => /m/

On, sampan => /n/

Pronunciation:

7T read the words and asks sts to listen

T read the words and asks sts to repeat

Calls some sts to read the words

Makes correction where needed

T lets sts hear the words then choose the correct sound /m/ ( group) , /n/ ( group2 ) , / / ( group 3)

T asks sts to work in pair to practise reading the sentences

T calls some sts to read aloud

1. Listen and repeat:

/m/ : may, make , summer , home, small

/n/ : nose , nine , money, seven, snow

/ / : wrong, running, bringing, sing, morning

2. recognize sound:

Mountain(1), mother(1), next(2), banana(2), knife(2), king(3), sing(3),

3. Practice the sentences

1. Good morning. I want an apartment in central London.

2. We have an inexpensive apartment in Northend Avenue.

3. I remember meeting him on a nice summer afternoon.

4. Mr. King is singing next door.

5. Hes holding a string in his fingers.

6. He loves spending his holidays in his small summer house

Grammar:

33

1.The present tenses:

T explains the requirement.

T pays attention to sts the present tenses can be used to make the stories in past more active.Exercise 1Sts work in individuals then discuss to their partners

T check in front of class

T consolidate the use of simple past and past continuous tenses

2. Simple past and Past continuousT asks sts to use the simple past and past continuous tenses to give the correct form of the verbs in brackets

Sts work in individuals then discuss in pair

T checks

3. Past perfect:

T reviews the use of past perfect tense

Exercise 3T asks sts to use the past perfect and simple past tenses to give the correct form of the verbs in brackets

Sts wrok in individuals then discuss in pair

T corrects.Grammar:

1. The present tenses:

Exercise 1 page 30

Expected answer :

1. invites 2. sets 3. gets 4. waves

5. promises 6. carries 7. contains 8. has baked

9. is 10. is shining 11. are singing 12. is

2. The simple past:- form: With normal V: (+): S + V2/ Ved; (-) S+ didnt+V1; (?) Did+ S+ V1?

Ex: She went to visit her grand parents last month.

With to be: (+): S + was/ were; (-) S+ was/were; (?) Was/were + S..?

- Usage: The simple past is used to talk

- about an action that took place in the past:Ex: I didnt read the letter.

It can be used with + last night/ Monday/ week/ month/ 2 months/ years ..ago/ in 2000, 1999..

- about an action that happened regularly in the past: Ex: I often played tennis with her.

3.The past continous:

- Form: (+) S+ was/were +Ving; (-) S+ was/ were+ not +Ving; (?) Was/were + S+ Ving?- Usage :Past continous is used to talk about: - an action that was in progress at a particular time in the past;; it can be used with at oclock/ this time/ at that time/ moment+ past time:

Ex: At this time last night, we were watching TV

- an action that was already in progress(past continous) when somethingelse happened( simple past); it can be used with : when, while,as.. Ex: When I was walking in the park, I met Tom.

. Exercise 2 page 30

Expected answer :

1. broke, was playing

2. wrote, was

3. was working, broke

4. started, were walking

5. told , were having

6. didnt listen, was thinking

7. phoned , didnt answer, were doing

8. wasnt wearing , didnt notice, was driving

4. Past perfect:

- form: (+)S + had +V3/ed..

(-) S+ had not + V3/ed , (?)Had+ S + V3/ed?

-Note: had= d, had not= hadnt

-Usage 1/ To tallk about an action that happened before another action or a time point in the past.

-Adverbs or adverb phrase : Before, as soon as, after, when, by time, by the time, by 2000

Eg: He died after he had been ill for a long time.

5. Exercise 3 page 31Expected answer :

1. had eaten, arrived 5. got, had arrived

2. found, had taken 6. paid, had phoned

3. got , had closed 7.went ,said, hadnt arrived

4. got , had left 8. had looked , asked , cost

Homework

2T asks sts to prepare for the next period- Review what you have leantPrepare Part A- Reading Unit3

06.09.2010 Unit 3 : ( Cont) : Reading

I. Aims: By the end of the lesson, students will be able to:

scan read for specific information

identify and correct false information.

II. Method: - Communicative approachIII. Skills : Integrated skills ( specially: reading skill)

IV. Teaching aids: pictures, handouts


StagesActivitiesContents

Warm up

(5 )

Pre-reading

(10 )

While reading

( 20)

Post- reading

(9 )

5. Homework

(1)Divide the class intro two groups

Stick eight pictures on the board

Ask Ss in each group to identify the holidays and celebrations in the USA and write them on the board.

The group with more correct words is the winner.

Lead-in: - What do people often do on these occasions?

Pre-teaching vocabulary-T explains some words

-T asks sts to work in groups

-Sts discuss and fill in the blanks with the correct word

-T asks sts to read the sentences

-T corrects

-Ask Ss to work in pairs to look at the pictures in their textbooks, asking and answering the questions.

-Call on some Ss to give the answers

-Give comments

.

Task 1Ask Ss to work in pairs to read the text and decide which of the activities take place at a birthday party or at a wedding anniversary party or at both, then put a tick in the right column.

Call on some Ss to give the answers.

Give feedback on what Ss have.

Task 2Ask Ss to work in pairs, reading the text again.

Ask Ss to read the sentences and underline the wrong word in each sentences and provide the correct one.

Call on some Ss to give the answers

Make corrections if necessary

Ask Ss to work in pairs, one is an interview and the other is an interviewee.

Ask Ss to talk about the celebration of birthday or wedding anniversaries, using the following questions

Call on some pairs to act in front of the class.

Give comments.

T asks sts to prepare for next periodGame: On what occasion?

Key: 1. Christmas, 2. Thanksgiving, 3. New Years, 4. Independence Day,

5. Birthday, 6. Labour Day,

7. Picnic, 8. wedding

Expected answer

People often eat, drink, sing, and dance. They often have parties. The lesson today is the reading text about parties and how people celebrate them.

Pre-teaching vocabulary:

1. blow out (v) to put out a flame

2. celebrate (v) to do something enjoyable because of a special occasion or to mark someones success: lam le ky niem3. anniversary (n)

My birthday is on December 29th. Im celebrating the fortieth . . . . . . of my birthday this year.

Checking: Gap-fill

1. We celebrated our 20th wedding . . . . . . in Florence.

2. She . . . . . . the candles on the cake.

3. Tim has passed his exams. We are going to . . . . . .

Questions and answers:

1. What is the relationship between the people in the pictures?

The people in the picture 1 are friends and in the picture 2 belong to a family.

2. What are they celebrating?

The children in picture 1 are celebrating a birthday party and the people in picture 2 are celebrating a golden wedding anniversary

Read and tick (task 1)

Expected answers:

1. both

2. both 3. birthdays

4. anniversaries 5. anniversaries 6. both

7. birthdays

Task 2: Recognizing the wrong words. Expected answers:

1. eighth ( seventh) 2. makes ( eats)

3. food ( presents)

4. over the age of 30 (over age 30)

5. months ( years) 6. 5th ( 50th)

7. silver ( golden)

Interviewing

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

2. Do your parents celebrate their wedding anniversaries?

3. Are you going to celebrate your wedding anniversaries in the future? Why or why not?

Write a short paragraph about what you collect from the interview

Prepare speaking

Unit 3 : ( Cont): Speaking

I. Aims: By the end of the lesson, students will be able to talk about parties , talk about parties

and know how to plan parties.

II. Method: - Communicative approachIII. Skills : Integrated skills (especially speaking).

IV. Teaching aids : charts, text books, black board, chalks.


StagesActivities Contents

Warm up

(6 mins)

Before speaking.

7 mins)While speaking

(20 mins)

Post- speaking (10 mins)

Homework.

1-T asks Ss if they liked the parties and why to lead to the topic

-SS answer the questions

-T leads to new lesson

Lead -in

Have you ever been invited to one of these parties?How was it organized?

In our speaking lesson today, we talk about parties and how to plan them.

-Ask Ss to give the Vietnamese meaning of the words / phrases

-Ask Ss to work in pairs to ask answer the questions about the party they have been to, using the questions in task 1, p35 as help.

-Call on some pairs to act in front of the class.

-Make corrections on pronunciation, stress and intonation.

-Ask Ss to work in groups of four or five to discuss the following question.

-Go round to control and give help.

-Call on some Ss to report their groups ideas

-Tell Ss to think of a party they are going to plan.

-Elicit some useful language used to ask for information or making suggestions.

-Ask Ss to work in pairs to make plans for the party.

-Move around the class to give help.

-Invite some pairs to present their conversation in front the class.

-Put Ss to work in groups of four or five-In each group, Ss discuss the following questions

Move around to give help if necessary.

Call on some groups representatives to speak out their ideas in front of the class.

Make corrections and give comments.

T asks sts to prepare for next period

Questions:

1. Do you like the parties? Why?

2. Have you ever been to a party?

3.Whose party was it?

4. On what occasion?

5. Where was it?


1.house-warming party: Tiec mng nha mi

2.farewell party: tiec chia tay

Questions and answers (task 2)

+ Whose party was it?

+ When and where was it held?

+ What did you do there?

+ What sort of food and drink did you have?

+ How did you enjoy it?

Activity 1: Discussion

What do you think of when you want to plan a party?

Suggested answers:

These are the first steps in planning a party:

- Choose a place to hold the party (at home or away?)

- Set the number of guests (who to invite)

- Determine how much you can spend (budget)

- Decide food and drink you want to serve at the party.

- Send invitation cards (Give the time, date, address, derections, your phone number for RSVPs)

- Plan plenty of short games

- Have extra treats (someone unexpected might show up)Note: RSVP = Please reply

Activity 2: Role-play.

+ We are planning a party. Lets talk about what each of us will do to prepare for it.

+ Lets have a discussion about our party next Saturday.

+ Why dont we have a surprise party?

+ Why dont we hire the ground floor of a bar and we could get the band in?

+ Why dont we make our own food?

+ Shall we have some music?

+ How about . . . . . . ?

+ Thats a nice idea.Discussion

In your opinion, what is your ideal party? What is it like?

Write a short passage to answer the questions above.

Unit 3 : ( Cont): Listening


decide on the true or false statements of the passage.

Understand the passage.

II. Method: - Communicative approachIII. Skills : Integrated skills ( specially: listening skill)

IV. Teaching aids: pictures, a tape / CD, handout



Warm up

(5 )

Pre-listening (10 )While-listening

(20 )

Post- listening (8 )

Homework

( 2)Divide the class into 2 groups

Place a pack of cards on the desk, face down

Assign one representative from each group to take turns to choose a card at random

The other students in each group try to guess the word.

One correct word earns one point

The group with more points wins

Lead-in: - What do you think of when you read these words?

In todays listening lesson, youll listen to a passage about Mais birthday party.

Discussion:

Ask Ss to work in pairs to discuss the following questions.


Give feedback on what Ss have.Pre-teaching vocabulary:-T helps Ss to pronounce the words given in the book . T may read aloud firstor play the tape and ask Ss to repeat in chorus and individually.

- T elicicts / teaches some of these words or/ and those taken from the listening passage.

- T may get Ss to make sentences with the words and gives corrective feedback.

-Sts open the book and read listen and repeat and write down.

Task 1Ask Ss to read through the statements.

Play the tape and ask Ss to listen and decide whether the statements are true (T) or (false (F) .

T gets Ss to exchange their answers with their friends.

T calls on Some Ss to answer and explain and correct False statements.

T gives feedback.

Task 2Ask Ss to listen again and answer the questions (task 2)

Call on some Ss to write the answers on the board

Let Ss to listen again and check with the class

Describe Mais birthday party,

-Ask Ss to work in groups of four or five to describe Mais birthday party,

-Ss work in group and speak.

-Go around to give help if necessary

-Call on some Ss to talk about Mais birthday party in front of the class

Make corrections and give comments

Ask Ss to prepare for the next lesson

Game: procedure

He / She has to draw the word he / she sees on the card. He / She must not write, speak or whisper. He / She just gestures or mines the word.

Key words:

Cake / candles / flowers / presents / restaurant / blow out

Expected answer

A birthday partyPre-teaching vocabulary:

1. clap (v) (miming)

2. decorate (v) (picture and example)

The children decorate the Christmas tree with colorful electric lights.

3. icing (n) (picture and definition) : a sweet mixture of sugar, water, milk and butter or egg White that is used to cover or decorate cakes: lp kem phu tren mat banh

4. slice (n) realia)

+ Bring along some slices of bread, lemon . . . . . . and show to Ss

Checking: Slap the board

+ When would you like to organize your birthday party, during the day or in the evening?

+ What foods and drinks are often served at the party?

+ What activities do you often have at the party?

Task 1: True-False Statements (task 1)

Expected answers:

1. F 2. F 3. F 4. T 5. F

Task2: Questions and Answers

Expected answers.

1.She was 16 years old.

2. Because it is noisy and expensive

3. She served them soft drinks and biscuits at the beginning of the party.

4. The birthday cake was brought out at about four thirty.

5. It was beautiful decorated with pink and white icing.

6. They clapped their hands eagerly and sang Happy Birthday

7. About six in the evening

Describe Mais birthday party,

-Write a short passage to describe Mais birthday party

- Prepare part D: Writing.

Unit 3 : ( Cont): Writing

I. Aims: By the end of the lesson, students will be able to write an informal letter of invitation.

II. Method: - Communicative approachIII. Skills : Integrated skills ( specially: writing skill)

IV. Teaching aids : charts, text books, black board, chalks.


:


Warm up

(5 mins)

Pre-writing

(10 mins)

While-writing(20 mins)

Post- Writing (6 mins)

Wrapping3Divide the class into groups of four or five

Deliver handouts with sentences and phrases

Ask Ss to read and find the correct word to fill in the numbered rows

Ask them to make three words with the letters in the

Lead-in: Today, you will learn how to write an informal letter of invitation to invite a person to a partyTask 2-Ask Ss to work in pairs to read the letter of invitation and complete it with thw words or phrases given.

-Call on some Ss to give the answers.

-Go over the answers with the class

-Have Ss work in groups of four

Tell them to put the headings into the correct order of format of a letter of invitation

Elicit the useful statements used in writing a letter of invitation from SsTask3:

-Ask Ss to write an informal letter of invitation to invite their classmates to their birthday party.

Go around to control and give help.-Ask Ss to exchange their writings and correct the mistake.

-Go around the class to check what Ss are doing.

-Give feedback and comments

-T chooses one letter and reads it to the class.-Then T elicits corrective feedback from the class and give final comments afterwards

-T should draw Ssattention to the format of the letter, the organization of ideas and language use.

-T summarizes the main points of the lesson.

-T asks Ss to do homework.-T asks sts to prepare for next period

Game: Can you find these words? (See appendix)

Key: Letter of invitation

Lead-in:

Have you ever invited your friend to a party?

How do you say to invite a friend of yours to the party?

.

Activity 1: Letter Completion (Task 2)

Expected answers:

1. at my house 2. to come

3. refreshments 4. to cook

5. winners 6. by Monday

Activity 2: Re-ordering

a. A request for confirmation

b. The announcement and a general invitation

c. A friendly reason for invitation

d. The precise arrangement suggested

e. Closing

Expected answer

1. b. The announcement and a general invitation

2.c. A friendly reason for invitation

3.d. The precise arrangement suggested

4.a. A request for confirmation

5.e. Closing

Activity 3: Eliciting

Ask Ss: What do you say to invite or persuade a friend of yours to come to your party?

Expected answers:

+ Why dont you join us?

+ Do you feel like joining us?

+ Would you like to come with me?

+ How about going to the party tonight?

+ Id very much like you to join us?

-Write it Yourself

-Activity 1: Peer Correction

Activity 2: T comments and gives feedback.

Suggested writing

Dear Nam,

Itll be my birthday next Saturday. Id like to invite you to come to the party, which will be at my house probably at 4 p.m. Can you come to join us?

Hope to see you then.

Best wishes, Lan

-Rewrite at home

-Prepare language focus

Unit 3 : ( Cont) : Language focus


distinguish the phonetic sound / l / , / tomorrow / , / h/

understand the use of the Infinitive, Gerund and Passive infinitive

use some verbs or phrases followed by the Infinitive or Gerund in sentences

II. Teaching aids: handouts, posters

III. Teaching stages :


Warm up

(2 )

Pronunciations: (10 )

Grammar(31)Homework

(2)

Hang on a posters with the following words:

Ask Ss to look at the words on the poster, choose five words and write them down on a piece of paper.

Read the words aloud for Ss to cross out

Ask Ss to say BINGO if they have crossed out all the five words they have choosen.

Ask Ss to give some more words having the same initial sounds as the words on the posters.

Introduce the sounds :Listen and repeatRead aloud the words and have Ss listen

Read again and ask Ss to repeat

Call on some Ss to read and make corrections if necessary.

Practice reading aloud these sentences.

Ask Ss to work in pairs to practice reading the sentences

Go around to give help

Call on some Ss to read

Give comments.Grammar

1.To ininitive and Gerund:a) To ininitive:Ask Ss to give the verbs / verbal phrases followed by To-infinitive

Have Ss give the form and usage

b)Gerund:-PresentationAsk Ss to give form and useage of these verbs:-Exercise1

Have Ss work in pairs to complete the sentence with the correct form gerund or to-infinitive

Go around to control

Call on some Ss to give the answers:2. Passive infinitive and passive gerund:a) Passive infinitive:

-PresentationT gives the examples and structures of passive infinitive.Exercise 2:

Put Ss into pairs to choose the correct answer


Make corrects if needed

b) passive gerund.

-Presentation: T gives the examples and structures of passive infinitive.

-Exercise3:Have Ss to do the exercises 3 on page 41 in their texkbooks


Make corrects if needed

T asks sts to prepare for next periodGame: BINGO

house / holiday / library / lemonade / hospital / husband / ready / really / restaurant / like / lovely / lunch

Pronunciations: / l / , / r / and / h / Activity 1: Listen and repeat

/l/ /r/ /h/

lunch pretty hitlovely Europe house

lemonade parent holiday

jelly really hospital

glass restaurant husband

salad library helicopterActivity 2: Practice reading aloud these sentences.1. Hello, Mr. Allen. Youre early for lunch. Its only eleven oclock.2. Id like a plate of salad, a glass of lemonade, slice of melon and some jelly, please.3. Laura is a really pretty librarian in the public library.4. Her parents own a restaurant in a country in Central Europe.

5. Hello, Harry. Have you heard the news? Theres been a horrible accident. A helicopter has hit Hellens house.6. Helen and her husband will have to spend their holiday in hospital.

Grammar: 1.To ininitive and Gerund:a) To ininitive:Eliciting and introducing verbs: (related to warm-up)

Expected answers) would like / be able / demand / seem / want / agree / invite / decide / hope / expect / offer / manage / refuse / mean (intend)/ tellForm: Verb + to infinitive

Usage: To add information to what is expressed in certain verbsb)Gerund:- Ask Ss to give some verbs / verbal phrases followed by the Gerund

Expected answer:

enjoy / miss / risk / appreciate / avoid / detest / dislike / its no use / cant help / postpone / mind / be worth / mention / keep / count on / give up

Form: Verb + V + ing (gerund)

Usage: To add information to what is expected in certain verbs

Activity 1: Sentence completion (exercise 1)

Expected answers:

1. having 2. getting

3. to tell 4. practicing

5. to see

2. Passive infinitive and passive gerund:a) Passive infinitive:

Eg: Nam expected to be promoted next month.Form: Verbs + to be + V3/ed

Passive infinitive

Usage: To add information to what is expressed in certain verbsExercise 2Multiple choice: Expected answers:

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

b) passive gerund.

Eg: They appreciate being given this chane very much.Form: Verbs + being + V3/ed

Passive infinitive

Usage: To add information to what is expressed in certain verbsExercise3: Expected answers

1 .D 2. C 3. B 4. B 5.CLearn grammar by heart

Prepare test yourself A

TEST YOURSELF A

I. Aims Studentsa can use what they learn to do the exercises

II. Teaching aids : casette player, books

III. Teaching stages :

-T asks sts to do it as a forty-five minute test

- Sts arent permited to open the books or use others

- T goes around and observes them

( Listening : + T lets sts listen three times)

After they finish, T reads the answer and sts check their answer then correct

* Expected answer :

I. Listening : ( 0.5 ms for each right answer )

12345

ADBDC

II. Reading : ( 0.5 ms for each right answer )

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

2. To take some photographs of the happy family.

3. The boy was dressed in a smart , brand,new outfit and looked ike a little prince.

4. Because he was interested in the toys.

5. he felt that it was delightful and looked forward to the next day to have the films developed

III. Pronunciation and grammar: ( 0.25 ms for each right answer )

a. Pronunciation

1. nine

2. Hour 3. matchingd. jam

b.

1.to see2. to be 3. to phone 4. pay 5. to be met 6. to be appointed

IV. Writing: ( content : 1m, correct word and sentence : 1m , Structure : 0.5m)

* Homework :

- review lesson 1,2 and 3

- prepare unit 4

TEST 45

I. Aims : - Students can do the test exactly and fluently by using what they learnt

- Teacher can check sts understading about unit 1 and 2

II. Form : Multiple choice

CORRECT TEST 45

I . Aims : -Students can check their result of the test

- Teacher can check sts understanding about the lesson

Answer: Code 221: 1. B 2. C 3. A 4. B 5. B 6. C 7. A 8. B 9. C 10. D 11. A 12. B 13. D 14. All are correct 15. B 16. D 17. C 18. C 19. A 20. B 21. A 22. B 23. A 24. D 25. C 26. C 27. C 28. A 29. B 30. A 31. C 32.A 33. A 34. B 35. B

36. D 37. A 38. A 39. D 40. C* Homework:

- Prepare Unit 4: ( reading)

Unit 4 : VOLUNTEER WORK

LESSON 1 : Reading


scan read for specific information

understand volunteer work.II. Method: - Communicative approach

III. Skills : Integrated skills ( Especially reading skill) IV. Teaching: charts, pictures, CD playerV. Teaching stages


Warm- up

( 5)

Pre-reading

( 7)

While reading

(20)Show Ss some pictures and ask them question:T asks Ss to work in groups to answer the questions.

Go around to control and gives help

Call on the representative of each group to report their ideas

T comments and corrects if necessary.Ss continue aswering the question.

T leads to the new lesson: In our lesson today, you will know about volunteer work in the USA1.Explaining the saying:

-Let Ss to work in groups four to read the saying and explain what it means

Go around to control and gives help

Call on some groups to report their ideas

We can express the saying in another way like this:

Give a man a fish and you feel him for a day. teach a man to fish and you feed him a lifetimePre-teaching vocabulary:

T expalins the words

Activity 1 (Task1): Filling in the gap

T elicits different parts of speech of the words volunteeron the board.T instructs Ss to read through the sentences provided in the task to identify the part of speech to fill in each blank.

T asks Ss to work invidually to do the task and exchange their answers with other students

T asks Ss for their answers and give the correct answers.

Activity 2(Task 2): Multiple ChoiceT asks Ss how to do this task. If they dont remember, T may instruct them some strategies to do the task.

T asks Ss to work invidually to do the task, then discuss their answers with their peers.

T calls on some Ss to give their answers and asks other students to say whether they agree or disagree.

T gives the feedback and the correct answer.

Activity 3 (Task3)

T asks Ss how to do this task. If they dont remember, T may instruct them some strategies to do the task.( underlight the key words, decide necessary information, look for questions words)

T asks Ss to work in pairs to do the task.

T calls on some pairs to give their answers and asks other students to say whether they agree or disagree.

T gives the feedback and the correct answer.

Describing pictures

What are the people in the pictures doing?

Expected answers:

Picture 1: He is helping the blind children to read

Picture 2: The students are helping the handicapped

Picture 3: These people are helping the AIDS patient

Lead-in: - These people are doing the work without being paid for it. What do you call this kind of work?

(Expected answer): VOLUNTEER WORK

Expected answers: If someone gives you something to eat, you will not feel hungry anymore but this wont last long. If someone gives you an opportunity to work or teaches you how to work, you will earn own living for a long time


1. volunteer (n) (picture + explanation)

2. volunteer (v) (definition):

3. voluntary (a)(situation)

4. orphanage (n) (question)

5. Mow (v) (picture + example) xen, gat

+ lawn-mower (n) May xen co

6. handicapped (a) ngi tan tat

7. remote (a) synonym) = far away?Activity 1: ( Task1) ): Filling in the gapExpected answers:

1. voluntary

2. voluntarily

3. volunteers

4. volunteered

Activity2Multiple Choice (task 2)Expected answers:

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

Activity 3 (Task3): Reading race

Expected answers:

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

3. The gave care and comfort to them and help them overcome their difficulties.

4. During summer vocations, they volunteer to work in remote or mountainous areas to provide education for children

Post-reading

( 12)Ask Ss to work in groups to discuss the following questions

Go around the class to listen and help the groups with vocabulary

Call some representatives to report their groups ideas

Give comments

Discussion

1. What kind of volunteer work do you usually do at school?

2. What do you usually do in each kind of volunteer work?

Suggested ideas

- Collecting donations from friends, family and involving them in fundraising activities (to help the poor students)

- Taking part in the Red Cross of the school (to give presents to the best students living in remote areas on New Years Festival / to help the agent orange victims. . .)

Homework

(2)1. Ask Ss to write a short paragraph, answering the questionWhy do people do volunteer work?2. Prepare lesson 2 : speaking

Unit 4 : (Cont) : Speaking

I. Aims : Sts can identify types of volunteer work and talk about volunteer work


III. Skills : Integrated skills ( Especially speaking skill) IV. Teaching aids : chart, pictureV. Teaching stages :


Warm up

5Hang on a chart with all the words in their rows and cover each row with a piece of paper

Divide the class into two groups

Asks each to choose the numbered row in turn, read the explanation for the word in that row and say what the word is

Uncover the piece of paper of each row when sts have the correct answer

One correct answer gets one point. If they can guess the word in vertical column. They get five points

The group with more ponits wins

Lead-in

Do you want to be a volunteer?

-Have you ever done volunteer work?

Today we will talk about types of volunteer workWord grid:

I

NV

I

T

E

E

R

O

S

L

A

B

O

U

R

A

U

T

H

O

R

A

N

T

H

E

M

T

I

T

A

N

I

C

T

E

A

M

E

A

R

T

H

A

R

M

Y

1. You often ____ your friends to a party.

2. The Greek God of Love is ______

3. The first day of May is _____

4. The winter of a book , a play

5. A national song is an _______

6. My Heart Will Go On is the theme song in the film _____

7. Manchester United id the richest football ____

8. The moon moves round the _____

9. My father joined __ in the war.

The shared word in vertical column: VOLUNTEER

Pre-speaking

7Pre-teaching vocabulary:

-T explains the words

-Ask sts to match the words with their Vietnamese meaning

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

Call on some sts to give the answer

The rest of the class give comments


- invalid (n)

- martyr (n) liet s

- intersection (n) nga t

- disadvantaged (a) chu thiet thoi-clean up:

-direct (v):

Checking : Matching

Reading and Distinguishing:

Expected answer :

- Helping people in the remote or mountainous areas

- Giving care and comfort to the poor and the sick.

- Providing education for disadvantaged children.

- Joining the Green Saturday Movement

While speaking

20Ask sts to work in pairs to practise speaking the dialogue

Go around the class to help sts with difficulties

Call on some pairs to role play in front of the class

Ask sts to work in pairs to make a similar conversation , using the activities given in task 2 page 50.

Work with a student to give a model

Call on some pairs to act out the conversations

Make corrections in pronunciation, intonation and grammarActivity 1 : Role play ( task 2 page 50)

Dialogue in page 50 textbook

Activity 2 :

A: What kind of volunteer work are you participatating in ?

B: Im taking part in directing the trafficA: What exactly are you doing?

B: Im directing vehicles at the intersections.

A: Do you enjoy the work ?

B: Yes, I enjoy the work very much because I like helping people.

Post speaking

12Put sts into groups of four or five

Ask them to discuss the question

Call on some groups to report their ideas

Give feedback

What should you do to help children in poverty in your hometown?

Suggested ideas :

Saving pocket money

Raising money

Collecting old clothes

Collecting old textbooks and toys

Homework

1T asks sts to prepare for next periodDo exercise 3 in page 31, 32 sts textbook

Prepare lesson 3 listening

Unit 4 : (Cont) : ListeningI. Aims: By the end of the lesson , students will be able to :

listen for specific information

know more about volunteer work


III. Skills : Integrated skills ( Especially listening skill) IV. Teaching aids: pictures, handouts, CD player

IV. Teaching stages :


Warm-up

( 5)

Pre-listening

( 5 )Divide the class into two teams A and B.

Hang on two posters on the board.

Stick pieces of paper with different shapes and colors on each poster.

Ask Ss in each team to combine pieces of paper with the same shape or color together.

The team who first finishes wins.

Check Ss understanding of the instructions.

Lead-in : ( point at the posters) These activities are volunteer work. In todays lesson, you will listen to a passage to know more about volunteer work.

Disussing the questions :

-T asks Ss to read through the questions and choices on page 51 and makes sure Ss understand all them.

-T asks Ss to discuss the questions in pairs.

-T calls some Ss to report on their partners answers.

Pre- teaching vocabulary :

-Before eliciting / Pre-teaching the new words, T helps Ss to pronounce the words given in the book. T may read aloud first or play the tape and ask Ss to repeat in chorus and invidually.- T elicits/ teaches some of these words and chose taken from the listening passage.Game: Finding Ones Other Half

Keys: supporting charities / raising money / helping the poor / helping the elderly / making donations.

Pre- teaching vocabulary :

co-operate(v): fundraising (n) sponsor (n): co-ordinate (v): Fund raising activities:

Informal school:

Donation (n)

Organization for Educational Development.

While-listening

( 20 )Play the tape and ask Ss to listen and fill in the missing information

Let Ss listen again if necessary

call on some Ss to give the answers.

Make corrections when needed

Let Ss listen to the passage again and find the answers to the questions.

Ask them to compare the answer in pairs.

Give feedback

Activity 1: Gap-fill (task 1)

Expected answers:

1. informal 2. 30 street children 3. 250 children

4. 1998 5. volunteers/ February

Activity 2 : Questions and Answers (task 2)

Expected answers:

1. It provides classes to disadvantaged children in HCMC.

2. Dance, theater, singing and circus were set up in 1999.

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

4. At one of the largest hotels in HCMC.

Post-listening

(14 )

Homework

( 1 )Ask Ss to work in pairs to tell about spring school, using the following suggestions:

Go around the class to give help where necessary.

Call on some Ss to report in front of the class

Ask Ss to prepare for next periodSpeaking

The aim of Spring School

The number of children living and studying at the school or attending classes.

The activities the children at the school take part in.

The kinds of volunteers that Spring School requires.

Summarize the story about Spring School

Prepare lesson 3 listening

Unit 4 : VOLUNTEER WORK

LESSON 4 : Writing

I. Aims : Sts can write a formal letter expressing gratitude


III. Skills : Integrated skills ( Especially writing skill) II. Teaching aids: chart, black boardIII. Teaching stages :


Warm up

2Ask sts to work out the anagram of the following word

Lead in

Elicit the answers from sts : - When do you say thanks?

In todays lesson, youll learn how to write a formal letter to express gratitude or thanks.Game : Jumbled Word

STANHK

Key : THANKS

Expected answer :

- When someone gives you a present

- When someone does you a favor

- When someone helps you with something

Pre writing

13T explains some words

Rub out the word and leave the Vietnamese meaning on the board

Point at each Vietnamese equivelent and have sts say the English word

Ask sts to write the English words again

Put sts to work in pairs to read the two letters and decide which is formal and which is informal

Ask sts to say the reason of their answer

Call on some sts to give their ideas

Give feedback

Hang on a chart with parts of a thank-you letter arranged in the wrong order

Ask sts to work in pairs to put them into a logical order of a letter

Call some sts to give the answers

Check with the classPre teaching vocabulary:

- amount (n) = a sum of money

- donation (n) vt tng, s ng gp

- issue (v) pht hnh

Checking : ROR

Activity 1 : reading and Identifying

Expected answer :

- Letter 1 is informal :

+ Short and incomplete sentences ( Why dont you come to Tokyo instead ? / Thanks again for the present ).

+ Informal expression , shortened forms ( Lots of love / Ive / youll ).

+ Informal greeting . ( My dear Ann)

- Letter 2 is formal:

+ Complete sentences, full forms ( I am back again/ I have never had / I shall never forget..)

+ Formal expressions ( I would like to offer / yours sincerely )

+ Formal greeting ( Dear Mr.Smith)

Activity 2 : Re-ordering

a. An offer to pay and a renewal of thanks

b. A personal remark about the usefulness of the gift or present

c. An acknowledgement and thanks

d. Closing

e. A fuller expression of gratitude

Expected answer :

1. c 2. e 3. b 4. a 5. d

While writing

16Ask sts to read the situation in task 2 on page 53 and then write a letter to thank for the donation

Go around to control and give help

Collect sts writings when they have finishedSts writing

Post writing

12Choose one writing and ask a student to write it on the board

Ask the whole class to correct the mistakes

Give commentscorrection

Homework

2T asks sts to prepare for next periodAsk sts to read and underline the sentences that express the poits given in the letter in task 1 on page 52

Ask sts to write a letter of thank for a birthday present

Unit 4 : VOLUNTEER WORKLesson 5 : Language focus

I. Aims : Sts can practice pronunciation and distinguish the sound /w/ and /j/ and understand the use of gerund or present participle.II. Method: - Communicative approach

III. Skills : Integrated skills .II. Teaching aids :textbooks, chalks, blackboard, cassette player.III. Teaching stages :


Warm up

2Bring along a yardstick and a whistle to show to sts and ask them what the things are

Read the words aloud

Ask sts to give the initial consonant sounds of the words

Introduce the sounds / w/ and /j/

Presentation 1

10

Read the sounds and the words: T models the two sounds /w/ and /j / for a few times and explains the differences in pronouncing them.

T reads words in each column all at once.

Ask sts to repeat

Call on some sts to read

Make correction if needed

-Ask sts to work in pairs to practice reading the sentences

Move around the class to give help

Ask sts to find the words containing the sounds /w/ and /j/ in the reading textPronunciation:

1. Activity 1 : Listen and repeat

/w/ : /j /

we yes,

west yellow

wineyoung

wheel years

wet use

whale york2. Activity 2 :

1- We went for a walk in the woods near the railway.

2- We wore warm clothes and walked quickly to keep warm

3- At about twelve, we had veal sandwiches and sweet white wine, and we watched TV

4- Excuse me . Did you use to live in York?

5- Did you use to be a tutor at the University?

Presentation 2

12Hang on the cahrt with the sentences

Ask sts to work in pairs to underline the ING- form words and identify which is gerund or present participle, perfect gerund or perfect participle.

Elicit and give a presentation of the grammartical point :

Sentences :

1. What is Sally? She is playing tennis. -> present participle

2. It is a worrying problem. -> present participle

3. The girl standing over there is Alice. -> present participle

4. Playing tennis is not expensive in England. -> gerund

5. I enjoy walking in the countryside. -> gerund

6. I heard him coming into the hall. -> present participle

7. Having finished the work, he went home, -> perfect participle

8. He admitted having stolen my bike. -> perfect gerund

* The gerund and the present participle have the same form : V + ing

* The gerund often acts like a verb and a noun at the same time. It can be used :

- as a subject of a sentence

Ex: Plaing tennis is not expensive in England.

- as complement of a verb :

Ex: What I have to do now is writing a letter to her

- after prepositions :

Ex: Im afraid of going out alone in the dark

- after certain verbs such as : enjoy , miss, finish, delay, avoid, suggest, risk, postpone, admit.

Ex: I enjoy walking in the countryside

* Present participle can be used :

- as a verb in the continuous tense form

Ex: She is playing tennis.

- as an adjective :

Ex: Its a worrying problem.

- to preplace a relative clause :

Ex: the girl ( who is ) stading over there is Alice.

- to replace S + V

Ex : Entering the room , I saw him.

- after the verbs catch / find / leave + S.O

Ex: I caught him stealing my bike

- After some verbs :

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