The document provides an orientation lesson plan for teaching English. It outlines the objectives to teach students how to use their textbooks and learn about English tests. It also details the procedures and activities for teachers and students, which include introducing textbooks and workbooks, explaining English tests, and assigning homework. The lesson plan aims to provide guidance to students on organizing their English learning.
Gateway Qualifications - Helping ESOL learners to become more confident readersRachel Irvine
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Exploring ways to develop learnersâ reading skills, as well as their approaches to reading assessment, using different strategies that can be applied to a range of texts.
Check out our volunteer teacher's toolkit if you're heading overseas on a volunteer project. Whether you're teaching English, working at a children's home or coaching sports, you'll find an activity in here to help you feel more confident about heading to a new country. www.onlinetefl.com?source=slideshare
1. Date: 20/8/2014
Period: 1
ORIENTATION: GOALS AND PURPOSES
ï¶ Objectives: By the end of the lesson:
- Students know how to learn English 11, how the book is organized.
- Students know how to do English tests.
ï¶ Teaching aids: Studentâs book, studentâs workbook, dictionary, Guideline for teaching English..
ï¶ Method: Communicative approach.
ï¶ Procedure:
Teacherâs activities Studentsâ activities
I. Stabilization:
- Greeting the class
- Checking the studentsâ attendance
II. Check up:
- Ask Ss to answer some questions about their
summer holidays.
III. Warm up:
- Introduce to students about the teacher.
- Ask students about their names and English
knowledge etc.
IV. Guiding:
1. Guiding studentâs book and workbook:
* Introduce to students how to use their book and
workbook.
2. Guiding English tests in grade 11:
* Introduce to students about tests.
- Check frequency knowledge for the previous
lesson. (Oral tests)
- Fifteen minutes test (3 times).
- One period test (2 times).
- Semester test (Once for each semester).
* The tests in grade 11 include:
Reading: 25%, Listening: 25%
Writing: 25%, Language focus: 25%
How to do tests: Learn new words frequently, do
exercises in workbook
3. Guiding other books and tape, disc, etc.
V. Consolidation and Homework:
- Retell what youâve learnt and what you will
prepare for this semester.
- Ask students to prepare textbook, notebooks and
the things for learning.
- Prepare the next lesson.
- Greeting the T
- Answer
- Answer
- Listen to the teacher
- Answer the teacherâs questions
- Put the studentâs book and workbook on the
table.
- Listen to the teacher and look through the books.
- Listen to the teacher
- Listen to the teacher and write down the things
which will be prepared at home.
---- ï ïŠ ïż ----
1
2. Date:
Period:
ORIENTATION: LANGUAGE LEARNING
ï¶ Objectives: By the end of the lesson:
- Students know how to learn English skills: Reading, Speaking, Listening, Writing âŠ
- Students know how to practice those skills.
ï¶ Teaching aids: Studentâs book, studentâs workbook.
ï¶ Method: Communicative approach.
ï¶ Procedure:
Teacherâs activities Studentsâ activities
I. Stabilization:
- Greeting the class
- Checking the studentsâ attendance
II. Check up:
- No checking
III. Warm up:
- Introduce to students each skill.
IV. Guiding:
* Introduce to students how to practice reading,
speaking, listening, writing, language focus and
how to master learning English.
1/ How to learn READING and vocabulary
âą Read something every day
Children's books, simplified readers (Penguin),
newspapers, magazines, Internet sites, novels âŠ
âą Read what interests you
Remember that you learn better when you are
having fun.
âą Read at the appropriate level
You want to learn new vocabulary, but you also
want to understand what you are reading. If you
are looking up every word, the reading is too
difficult.
âą Review Who, What, Where, When, Why for
each story you read
You can do this for almost any type of reading.
Who is it about? What happened? Why did it
happen? Where did it take place? When did it
take place? This is very useful when you have no
comprehension questions to answer. You can
write or speak your answers.
âą Record vocabulary in a personal dictionary
o Keep this notebook separate from other work.
o Record vocabulary in alphabetical order. (an
English address book works well because it has
letters of the alphabet)
o Record the part of speech. (sometimes there is
more than one)
o Write a sample sentence for yourself. (don't use
the one from the dictionary)
2/ How to learn SPEAKING and
pronunciation
âą Talk to yourself
- Greeting the T
- Answer
- Listen to the teacher
- Put the studentâs book and workbook on the
table.
- Listen to the teacher and look through the books.
- Take note
Practice reading all the passages in the textbook
2
3. Talk about anything and everything. Do it in the
privacy of your own home. If you can't do this at
first, try reading out loud until you feel
comfortable hearing your own voice in English.
âą Record your own voice
This might feel very uncomfortable, but it will
help you find your weak pronunciation points.
Listen to yourself a few days later. Which sounds
do you have difficulty hearing?
âą Participate in class
âą Learn common idioms
âą Understand the sounds that your language
doesn't have
For example, many languages don't have the "r"
sound. These sounds require extra practice.
âą Recognize that teachers are trained to
understand you
When you get out into the real world, average
people will have a more difficult time
understanding you unless you practise speaking
slowly and with proper pronunciation.
âą Practise minimal pairs
âą Study word and sentence stress
âą Practice tongue twisters
3/ How to learn LISTENING
âą Listen to the radio
Don't always have a pen in hand. Sometimes it
helps to just listen.
âą Watch English TV
Children's programming is very useful for ESL
learners.
Choose programs that you would enjoy in your
own language.
Remember that much of what you hear on TV is
slang.
âą Watch movies
âą Use Internet listening resources
4/ How to learn WRITING and spelling
âą Keep a diary/journal
Don't always pay attention to grammar. Free-
writing can be very useful. It can show you that
writing is fun. Have fun with the language.
âą Write emails in English
Stay in contact with teachers or other students.
âą Rewrite your local news in English
This is another exercise that can be done on a
daily basis. Remember that regular activities are
the best ones.
âą Learn important spelling rules
Remember, you won't always have a dictionary or
a spell-checker handy, especially when you are
writing a test. Even native English speakers need
to review the spelling rules from time to time.
5/ Improve Your Grammar
Good grammar prevents ambiguity. By contrast,
- Listen to the teacher
Practice listening to an English song
- Listen to the teacher
- Listen to the teacher
- Listen to the teacher
3
4. bad grammar confuses your reader, slows their
reading, and shows your ignorance, which can
lose you respect, influence, and credibility.
âą Make sure you at least know the parts of speech,
such as nouns, verbs, and adjectives. Find fun
ways to learn the parts of speech.
âą Know the difference between the active voice
and passive voice. Using the active voice is one of
the best ways to give power to your writing.
âą Also, learn the basics of punctuation, especially
when to use a comma.
V. Consolidation and Homework:
- Retell what youâve learnt.
- Prepare lesson Reading - Unit 1
Present some grammar points theyâve learnt from
English 10
- Take note
---- ï ïŠ ïż ----
4
5. Date: 23/8/2014
Period: 2
UNIT 1: FRIENDSHIP
A. READING
ï¶ Objectives: By the end of the lesson, Ss will be able to:
- Develop such reading skill as scanning for details, specific ideas, skimming for general information,
and guessing meaning in context.
- Use the information they have learnt to discuss the topic.
ï¶ Teaching aids: Textbook, handouts, pictures concerning to the topic âŠ
ï¶ Method: Communicative approach.
ï¶ Procedure:
Teacherâs activities Studentsâ activities
I. Stabilization:
- Greeting the class
- Checking the studentsâ attendance
II. Check up:
- No checking
III. Warm up: Network
- T repairs a handout with network of the word âa
good friendâ, sts list some qualities of a good
friend
- T divides the class into 8 groups and gives each
group a handout. T asks Ss to complete the net
work. The winner will be the group completing
the network in the shortest period of time.
IV. Before you read: Discussing the picture and
poem.
- T asks the whole class to look at the picture on
page 12 and asks them some questions:
1. What are girls and boys doing in the picture?
2. How do they feel?
3. What does the picture tell you?
- T ask Ss to work in pairs to read the short poem
on the page13 and answer the question:
{ What do you think of the friend in the
poem?
- T calls on some Ss to answer the questions.
- T may give some comments and the
suggestions.
- Greeting the T
- Answer
- Group work
- Discuss about the qualities which friendship
must have to complete the network.
Suggested answers:
Honest, unselfish, constant, loyal, mutual trust,
sympathetic, patient âŠ
- Pair work
Suggested answers:
1. One boy is playing guitar, and the other girls
and boys are singing.
2. They seem very happy because we can see their
smile.
3. The picture tells us that friends can happily do
many things together or friendship is a beautiful
thing that brings happiness to us.
- Suggestion: The friend in the poem is very
dedicated and thoughtful. He/ She is willing to
help his/her friend in any circumstances.
Dedicated /ËdedÉȘkeÉȘtÉȘd/ (a): táșn tĂąm, táșn lá»±c
Thoughtful /ËΞÉËtfl/ (a): chu ÄĂĄo, quan tĂąm
Circumstance /ËsÉËkÉmstÉns/ (n): hoĂ n cáșŁnh, tĂŹnh
5
A good friend
6. Pre- teaching vocabulary
âą lasting (a) = lifelong
âą be concerned with sb/ st
âą constancy /ËkÉnstÉnsi/ (n):
â constant (a)
âą rumour /ËruËmÉ(r)/ (n):
âą gossip /ËÉĄÉsÉȘp/ (n): information talk or stories
about other peopleâs private lives that may be
unkind or not true
âą incapable of /ÉȘnËkeÉȘpÉbl/ (a):
âą suspicion /sÉËspÉȘÊn/ (n):
â suspicious (a)
âą pursuit /pÉËsjuËt/ (n)
âą sympathy /ËsÉȘmpÉΞi/ (n):
â sympathetic /ËsÉȘmpÉËΞetÉȘk/ (a):
âą sorrow /ËsÉrÉÊ/ (n) = sadness
- T asks Ss to make some sentences with above
words to check their understanding.
- Some Ss practice reading the vocabulary.
V. While you read:
Setting the scene:
- You are going to read a passage about the
qualities of a long lasting friendship. While you
reading, do the task in the textbook.
Task 1
- T asks the Ss to read the words in the box then
fill each blank with one of them individually.
- Ask Ss to read the passage quickly and stop the
lines that contain these words to guess their
meaning.
- T goes around to help them when necessary.
- T asks Ss for their answers and tells them to
explain their choices.
Task 2
- T asks Ss to read the passage again and decide
which of the choices A, B, C or D most
adequately sum up the ideas of the whole passage.
- T might also want to give Ss some strategies to
find the main idea of the passage.
- T calls on some Ss to give the answer and asks
other Ss to say whether they agree or disagree.
Task 3
- Ask Ss to answers the questions in task 3.
- T asks Ss to do the task individually, then
huá»ng
âą existing or continuing a long while (bá»n vững,
lĂąu dĂ i)
âą quan tĂąm tá»i ai, cĂĄi gĂŹ
âą tĂnh kiĂȘn Äá»nh
âą tin Äá»n
âą chuyá»n ngá»i lĂȘ ÄĂŽi mach, chuyá»n táș§m phĂ o
âą khĂŽng Äủ kháșŁ nÄng
âą sá»± nghi ngá»
âą sá»± nghiá»p, sá»± theo Äuá»i, Äam mĂȘ
âą sá»± thĂŽng cáșŁm
â thĂŽng cáșŁm, Äá»ng cáșŁm
âą ná»i buá»n
- Do Tâs requests
- Whole class
- Individual work & pair work
- Ss guess the meaning of the word base on the
context in the sentences.
Suggested answers:
1. mutual
2. incapable of
3. unselfish
4. acquaintance/friend
5. give - and - take
6. loyal to
7. suspicious
- Whole class read the text carefully
- Individual work
Answer: B
- Individual work and pair work
Correct answers:
1. The first quality for true friendship is
unselfishness. It tells us that a person who is
6
7. discuss their answers with their partner.
- T calls some Ss to write their answers on the
board and ask them to explain their choices.
VI. After you read:
- Ask Ss to work in pairs to discuss the question
in the text book.
- T goes around to help the Ss when necessary.
- When all pairs have finished, T asks every two
pairs to share ideas.
- T calls on some Ss to report their ideas to the
class.
Extra exercise: Choose the best answer
1. Most of the undeveloped countries need a lot of
____________ aid.
A. together B. unselfish
C. mutual D. friend
2. He is too ____________ to lend me his bicycle.
A. selfish B. enthusiastic
C. helpful D. pleasant
3. Suddenly she recognized the ____________ of
the situation that made her laugh.
A. pessimist B. pleasure
C. understanding D. humour
4. He is a ____________ person because he is
always friendly with everyone.
A. helpful B. good-natured
C. honest D. quick-witted
5. If you want to get a good result in every work, you
should have a ____________.
A. loyalty B. sympathy
C. constancy D. unselfishness
6. A ____________ friendship is a precious
relationship.
A. mutual B. sincere
C. generous D. successful
concerned only with his/her own interest and
feelings canât be a true friend.
2. Because they take up and interest with
enthusiasm, but they are soon tired of it and they
feel the attraction of some new object.
3. The third quality for true friendship 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 canât feel safe when
telling the other their secret.
5. Because they cannot keep a secret, either of
their own or of othersâ.
6. The last quality is sympathy. It tells us that to
be a true friend one must sympathize with his/her
friend. Where there is no mutual sympathy
between friends, there is no true friendship.
- Pair work
Suggested answers:
The friendship is very important to our life. A
true friend can helps us when we are sorrow and
when we have difficulty. We can share ideas,
feeling, likes, joys, pleasures, aims ⊠to each
other. Sometimes only true friends can
understand, sympathize us so we feel safe to tell
him/her our secrets. Friendship brings us
happiness. We happily do many things together.
So we canât live without friendship.
- Take note
- Do exercise
7
8. 7. A good marriage is based on ____________.
A. trust B. loyalty
C. secret D. A & B
8. The children seem to be totally ____________
of working quietly by themselves.
A. unable B. impossible
C. incapable D. not able
VII. Consolidation and Homework:
- Summarize the main points of the text.
- Learn by heart all of new words and structures
and give examples.
- Whole class
---- ï ïŠ ïż ----
8
9. Date: 23/8/2014
Period: 3
UNIT 1: FRIENDSHIP
B. SPEAKING
ï¶ Objectives: By the end of the lesson, Ss will be able to:
- Describe the physical characteristics and personalities of their friends, using appropriate adjectives.
- make a dialogue talking about a famous person
ï¶ Teaching aids: Textbook, pictures showing friends, etc.
ï¶ Method: Communicative approach.
ï¶ Procedure:
I. Stabilization:
- Greeting the class
- Checking the studentsâ attendance
II. Check up:
- Call some Sts go to the board and write down
some vocabularies which they learnt in the last
lesson.
III. Warm up: Game âTake them homeâ
- T divides the class into 4 groups.
- T gives each group a poster and 20 cards then
gives the rule of the game.
Poster:
Cards:
- T asks:
- Ss work in groups, take turns to choose the cards
then stick them in the right categories.
- Ss can organize the words into four different
categories as follows:
FACE: square, oval, round
HAIR: curly, wavy, dyed, sleek, shoulder-
length, long, short, fair, straight, grey
NOSE: straight, flat, turn up, pointed
HEIGHT: tall, short, medium
Sleek: bong mÆ°á»Łt
- Ssâ answers
+ Forehead: broad, high, ...
+ Appearance: handsome, beautiful, good-
looking, well-built, ....
9
tall square shoulder-length
oval wavy medium
curly round straight
dyed grey pointed
flat sleek broad
short large turn-up
long fair high
FACE HAIR
HEIGHTNOSE
10. + Which other words are used for
describing physical characteristics?
IV. Before you speak
Activity 1: Describing people
(Task 1, textbook, p.15)
- Introduce âUseful languageâ to the students:
+ Height: tall, medium, short âŠ
+ Build: slim, thin, well-built âŠ
+ Face: square, large, oval, round, long âŠ
+ Forehead: broad, high âŠ
+ Eye: small, big, black, blue, brown âŠ
+ Nose: straight, crooked, big, small, flat âŠ
+ Chin: pointed chin (cáș±m nhá»n), double chin
(cáș±m cháș») âŠ
+ Lips: thin, full, heart-shaped âŠ
+ Skin: white, pale, suntanned, dark, brown,
greasy skin âŠ
+ Hair: Black, grey, red, brown ⊠(shoulder-
length straight/curly black)
+ Appearance: handsome, beautiful, good-looking
âŠ
- T asks students to work in pairs, do Task 1-
textbook on page 15.
- T asks Ss to listen to their friendsâ
descriptions and decide who he/ she is.
Activity 2: Vocabulary
- T sets situations and asks Ss to fill in the
blanks.
* Heâs always willing to give money to his
friends or help them. Heâs a very ..............
man.
* She never tells lies. Sheâs a
very ...............person.
* Heâs very good at Maths, but he never
talks about that. Heâs a .............. person.
* Minh is always cheerful and often tells
jokes, which makes us like to be with him all
the time. He is a very .............. boy.
* .......
V. While you speak
Activity 3: Describingpersonalities
(Task 2, textbook, p.16)
- T asks Ss to work in groups, do Task 1-
textbook, page 15.
+ Lips: full, thin, ...
- Ss sit in pairs, look at the people and describe
their physical characteristics.
* He/ She is ............. Heâs/ Sheâs got ..............
His/ Her hair ..........
* Heâs/ Sheâs ............. with .............. and ........
- Ss do the teacherâs request.
generous
honest
modest
pleasant
Whole class use handouts to describe.
1. The boy is about 16. He is short-sighted
because heâs wearing a pair of glasses. He has
short black hair, a round face with a broad
forehead, a small nose, thin lips and a small chin.
Heâs quite good-looking.
2. The girl is about 14. Sheâs also wearing a pair
of glasses. She has shoulder-length black hair,
and sheâs wearing a ribbon (cĂ i tĂłc). She has an
oval face with a straight nose, full lips and a
pointed chin. Sheâs quite pretty.
3. The man is in his forties. Heâs tall and well-
10
11. VI.After you speak
Activity 4: Role - play:
Talk about a famous friend.
(Task 3, page 16)
- T helps Ss review some questions about
physical characteristics, personalities, hobbies,
....
Journalist Interviewee
1/ Whatâs his/ her
name?
2/ How old is he/ she?
3/ What does he/ she
look like?
4/ What is he/ she
like?
5/ What does he/ she
usually do in her / his
free time?
6/ What are her
hobbies?
7/ What subjects does
he/ she like best?
8/ How much time
does he/ she spend on
__ everyday?
ïŠ His/ her name is __
ïŠ He/ she is __
ïŠ She is __
ïŠ He/ she is __
ïŠ He/ she usually __ in
her free time
ïŠ They are __
ïŠShe likes __ best
ïŠShe spends about __
on __everyday
- T selects some pairs at random and has them
play roles in front of the class.
VII: Consolidation and Homework:
- Ask students to write a passage description
about physical characteristics of their best friend.
- Ask students to prepare Part C - Listening
and practice speaking at homework.
built. He has short brown hair and a square face
with a broad head, small eyes, a crooked nose and
thin lips. Heâs quite good-looking.
4. The woman is her twenties. Sheâs quite tall and
slim. She has long curly brown hair and an oval
face with a broad forehead, big eyes, a straight
nose, heart-shaped lips and a small chin. Sheâs
very beautiful.
- Ss work in groups, discuss and number the
personalities in order of importance in friendship.
- Each groupâs representative will report their
results to the class and explain orally why. (Ssâ
answers may be different.)
Ex: My group thinks that being caring is the most
important in friendship because when friends care
about each other, they will know when to share
happiness or difficulty with their friends
- Ss make questions, using the suggestions
(textbook, page 17).
Model:
A: What is your best friendâs name?
B: Her nameâs Lan.
A: How old is she?
B: She is 16 years old.
A: What does she look like?
B: She is beautiful. She is tall. She has big eyes
and long black hair.
A: What is she like?
B: She is helpful and studious.
A: What does she usually do in her free time?
B: She usually reads books in her free time.
A: What are her hobbies?
B: They are reading and swimming.
A: What subject does she like best?
B: She likes Maths best.
A: How much time does she spend on Maths
everyday?
B: About an hour a day.
- Ss work in pairs: Journalist & Interviewee.
11
12. Date: 27/8/2014
Period: 4
UNIT 1: FRIENDSHIP
C. LISTENING
ï¶ Objectives: By the end of the lesson, Ss will be able to:
- Develop such listening micro-skills as intensive listening for specific information and taking notes
while listening.
ï¶ Teaching aids: Textbook, handouts, cassette tapes âŠ
ï¶ Method: Communicative approach.
ï¶ Procedure:
12
13. Teacherâs activities Studentsâ activities
I. Stabilization:
- Greeting the class
- Checking the studentsâ attendance
II. Check up:
- Call on some Sts to make pairs: one is a
journalist, the other is an interviewee to talk about
a famous friend.
III. Warm up: Matching (Song)
- T divides the class into small groups of 3-4 Sts.
Then T distributes the following handouts for
students to match the English words in A with the
V equivalents in B. Which group finishes first and
has all the correct answers will be the winner.
A B
1. good-natured a. nhanh trĂ
2. friendly b. hĂ o phĂłng
3. quick-witted c. hiáșżu khĂĄch
4. hospitable d. hay giĂșp Äụ
5. patient e. khiĂȘm tá»n
6. honest f. ham há»c
7. generous g. kiĂȘn nháș«n
8. helpful h. tháșt thĂ
9. modest i. thĂąn thiá»n
10. studious j. tá»t bỄng
IV. Before you listen:
Talking about your best friend
- T asks Ss to discuss the questions on page 17 in
pairs.
- T calls on some Ss to give their answer and
comments on the answer.
- T gets Ss what they are going to listen about.
Vocabulary pre âteaching
- 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 individually.
- Eliciting some of these word and those taken
from the listening passage: STRESS
apartment building:
sense of humour:
give sb a ring = phone sb
go through a rough time:
- T may get Ss to make sentences with the words
and give corrective feedback.
V. While you listen: MORE EXERCISE
Task 1
Instruction: You are going to listen to Lan and
Long talk about their best friends. Listen and
decide whether the statements are True or False.
Put a tick (ïŒ) in the appropriate box.
Before Ss listen and do the task, T instructs them
to use some strategies:
+ First, read through the statements to
understand them and underline key words. For
example, the key words in the first statement are:
shared, Nguyen Cong Tru, Residential Area,
Hanoi âŠ
+ Listen to the tape and pay attention to the key
words.
- Greeting the T
- Answer
- Do Tâs requests
- Group work
Suggested answers:
1. j
2. i
3. a
4. c
5. g
6. h
7. b
8. d
9. e
10. f
- Pair work
- Whole class
- tĂČa nhĂ chung cÆ°
- khiáșżu hĂ i hÆ°á»c
- gá»i Äiá»n cho ai
- vÆ°á»Łt qua thá»i kĂŹ khĂł khÄn
- Pay attention
13
14. Tapescript :
Talk A. Lan
My best friend is Ha . Weâve been friends for a long time . We used to live in Nguyen Cong Tru
Residential Area in Ha Noi . Her family moved to Hai Phong in 1985 . It is said that Hai Phong people
are cold but Ha is really friendly . I first started to get to know her when I was going on a two-day trip to
Do Son last year and I didnât know anybody there . I gave Ha a ring and she was so friendly, she said,
âOh, Iâll come to visit you .â So she rode on her motorbike to Do Son and twenty minutes later she was
there . She stayed with me for two days . She happened to know a lot of people there, so she introduced
me around and weâve been best friends ever since .
Talk B. Long
My best friend is Minh . We met in college . And I was there singing and Minh was a guitarist . So she
worked together a lot, but we also became friends . Minh has a great sense of humor, heâs very funny, and
thatâs one of my favourite things about him . And over the years, we have been through good times and
bad times with each other, and thatâs one of the things I like best about him . And we have a lot of the
same interests . We like to go plays and movies together . But when weâre going through a rough time,
heâs really a good friend, and heâs a very good listener, and he always helped me through .
Date: 30/8/2014
Period: 5
UNIT 1: FRIENDSHIP
D. WRITING
ï¶ Objectives: By the end of the lesson, Ss will be able to:
- Write about a friend, real or imaginary, using the words and expressions that they have learnt in
previous lesson.
ï¶ Teaching aids: Textbook, handouts âŠ
ï¶ Method: Communicative approach.
ï¶ Procedure:
Teacherâs activities Studentsâ activities
I. Stabilization:
- Greeting the class
- Checking the studentsâ attendance
II. Check up:
- No checking
III. Warm up: Name Poem
T asks each student to use his/her name to write
an acrostic poem. He/she has to use the adjectives
beginning with the letters of the name to describe
his/her friendâs personality or appearance
T calls on some ss to write their poems on the
board
Check with the lass
IV. Before you write:
Task 1 :Categorizing
- Hang on a chart with descriptive adjectives
on the board :
Tall short dark long round blue fair
smooth thin high large slim oval
sincere helpful fat thick sociable
caring straight medium broad
honest pleasant open-hearted flat
handsome beautiful
- Greeting the T
- Answer
- Do Tâs requests
In pairs and whole class
Giang is my friend.
Generous in giving
help
Intelligent
Active in class
Neat and tidy
Good-looking
Phuong is my friend
Perfect
Humorous/Helpful
Unselfish
Open-hearted
Neat
GenerousâŠ
- Whole class
Key:
Hair: Eyes Build
14
15. - Ask Ss to work in groups of 4 to put the
adjectives under the following heading:
Hair: Eyes Build
Face Nose Complexion
Personality Forehead Appearance
- T sets the scene: You are going to write about a
friend, real or imaginary, using the provided
guidelines.
Task 2: Useful expressions and outline
-Writing about a friend , real or imaginary, using
the period guidelines .
-Instruct three parts to write and give some
suggestions :
* General information about friends: name, age,
sex and home address, when and where you met
him/her
*Their physical characteristics and personalities .
* What pupils like about their friend .
Some useful structure
S+ has âŠ. face/ hairâŠ
S to beâŠ.
V. While you write:
- T gets Ss to write about their friend in 15
minutes.
- T goes around to observe and to offer help with a
simple outline:
+ His/her name
+ His/ her age
+ When and where you met him or her
+ His/ her physical characteristics
+His/ her personalities
+ Why you like him/ her
VI. After you write:
- T asks Ss to exchange their writing with other Ss
for correction.
- T goes around and collects mistakes and errors.
- T collects some writings for quick feedback.
- T writes Ssâ typical errors on the board and
elicits self and peer correction. T provides
correction only when Ss are not able to correct the
Short, long,
thick
Round,
blue, dark,
large,
Slim, fat
Face
Round, thin,
oval
Nose
High, flat,
Complexion
Fair, smooth
Personality
Open-
hearted,
sincere,
caring,
pleasant,
helpful,
sociable
Forehead
Broad, high
Appearance
Handsome,
beautiful
- Pay attention
Example: My best friendâs name is Hoa. She has a
round face with a rather flat nose. She has short
hair and a fair complexion. Her eyes are large
and she has a pleasant smile. She is a very
attractive person.
- Individual work
Sample writing:
My best friendâs name is âSao Maiâ, which
means âMorning Starâ in English. She is the same
age with me, and we have known each other since
we were in grade 4.
If I was to describe how she looks, I would say
she is very pretty. She is not very tall and quite
slim. She has a round face with long black hair,
big eyes and regular white teeth. Thatâs why many
people say that her smile can brighten up even the
cloudiest day.
She has a very nice personality and a wonderful
sense of humour. She is also very intelligent and
studious.
The first thing I like about Mai is that she
shares the same interests with me. We both enjoy
listening to music and collecting stamps. In
addition, she is very good at Maths and she helps
me a lot with difficult exercises. However, perhaps
the best thing like about her is her kindness.
Whenever I have a problem, she always
15
16. errors. Finally, T provides general comments on
the writings.
VII. Consolidation and Homework:
- Ask Ss to improve their writing, taking into
consideration their best friendsâ and Tâs
suggestions and corrections.
- Ask them to prepare the next period - Language
focus.
encourages me or gives me helpful advice. I hope
that our friendship will last forever.
- Pair work and whole class
- Whole class
---- ï ïŠ ïż ----
Date: 30/8/2014
Period: 6
UNIT 1: FRIENDSHIP
E. LANGUAGE FOCUS
ï¶ Objectives: By the end of the lesson, Ss will be able to:
- Distinguish the sound /dÊ/ and /tâ«/.
- Pronounce the words and sentences containing these sounds correctly.
- Use some structures containing infinitives with and without to appropriately.
ï¶ Teaching aids: Textbook, handouts âŠ
ï¶ Method: Communicative approach.
ï¶ Procedure:
Teacherâs activities Studentsâ activities
I. Stabilization:
- Greeting the class
- Checking the studentsâ attendance
II. Check up:
- Check some Stsâ writing.
III. Warm-up:
Chair / traffic jam
- Ask students to keep book close.
- Ask students to complete the sentence:
a.______ is the first month of the year.
b. _______ like eating sweets.
- Ask students to speak the sentence loudly.
With a high level class- book- closed
T divides the class into 2 groups A and B, writes
the phonemic sound/dÊ/ - /tâ«/ on the board and
asks ss to write as many words containing these
sounds as possible, sets the time limited for 1
minute. The group with more correct words wins
the game
- Let students to get their attention on
- Greeting the T
- Answer
- Do Tâs requests
- Keep book close
- Listen to the T and complete the sentence:
- January is the first month of the year.
- Children like eating sweets.
- Listen attentively
16
17. pronunciation: /dÊ/ - /tâ«/.
- Introduce new lesson.
IV. Pronunciation:
- Pronouncing the two sounds separately.
- T models the two sound /dÊ/ and /tâ«/ for few
times and explains the differences in producing
them.
/dÊ/: is a voiced palatal
Voiced = vocal cords vibrate while making this
sound.
Palatal = put your tongue behind your top teeth,
push air as you drop your tongue away from the
roof of your mouth.
/tâ«/ is an unvoiced fricative palatal
Unvoiced - vocal cords do not vibrate while
making this sound.
Fricative palatal = touch your tongue to the back
of your upper teeth and pull your tongue away as
your push air out of your mouth.
- T plays the tape once for Ss to hear the words
containing these two sounds. Then T plays the tape
again and this time asks Ss to repeat after the tape.
Pronouncing words containing the sounds
- T reads the words in each column all at once
/dÊ/: jam, joke, January, dangerous, passenger,
village.
/tâ«/: children, changeable, cheese, mutual, church,
which.
- T reads the words once again, each time with a
word in each column to help Ss distinguish the
differences between the sounds in the words.
- T reads the words and asks Ss to repeat them.
- T asks Ss to practice pronouncing the words in
pairs.
- T goes around providing help.
- T asks some Ss to pronounce the words and give
correction if necessary.
Practicing sentences containing the target
sounds
- T reads the sentences and asks Ss underline the
words with the sound and write /dÊ/ and /tâ«/ under
them.
- T asks Ss to provide the sentences in pairs.
- T goes around providing help.
- T asks some Ss to read the sentences and gives
feedback.
- Signal: /dÊ/: ge, j
- /tâ«/: ch, tu
Extra exercise: Pick out the word whose
underlined part is pronounced differently from
that of the other words.
1. A. change B. children C. machine D. church
2. A. guitarist B. passenger C. generous D. village
3. A. mutual B. chip C. question D. quality
4. A. architect B. arch C. church D. cheese
Ăm vĂČm miá»ng hữu thanh
DĂąy Ăąm thanh rung lĂȘn khi phĂĄt Ăąm
- Listen and take note
Ăm vĂČm miá»ng phỄ Ăąm xĂĄt
Ăm vĂŽ thanh: dĂąy thanh Ăąm khĂŽng rung lĂȘn khi
phĂĄt Ăąm
- Repeat after the tape
- /dÊĂŠm/, /dÊÉÊk/, /ËdÊĂŠnjuÉri/, /ËdeÉȘndÊÉrÉs/, /
ËpĂŠsÉȘndÊÉ(r)/, /ËvÉȘlÉȘdÊ/
- /'tâ«ildrÉn/, /'tâ«eindÊÉbl/,
/tâ«i:z/, /'mju:tâ«uÉl/, /tÊÉËtÊ/, /wÉȘtÊ/
- Practice reading the sentences which contain 2
sounds.
Signal:
ïŠThe letters such as âCh, Tu, Tchâ contain the
sound / / ( question, righteous)ʧ
ïŠThe letters such as âJ, G, Dgâ contain the
sound / / ( soldier, educate)Ê€
- Do extra exercise
Suggested answers:
1. C
2. A
3. D
17
18. V. Grammar and Vocabulary:
1. To infinitive
- T writes some sentences on the board and
underline the to + infinitive
+ I have letters to write to my friends.
+ I have some homework to do.
+ Does he get anything to eat?
+ Have you got anything to say?
- T asks Ss to comment on the use of to +
infinitives in these examples. T reviews the form
and use of to â infinities in the example.
- The infinitive can be placed after nouns/pronouns
to show how they can be used or what is to be
done with them.
+ I have letters to write = I have letters that I must
write âŠ
+ I have some homework to do = I have some
homework that I must do.
+ Does he get anything to eat? = Does he get
anything that he can eat?
*To-infinitive: (Agree, allow,arrange, ask,
attempt, care, choose, claim, come, continue,
decide, determine,demand, expect, fail, fear,have,
help, hope, intend, learn, long, manage, mean,
plan, pretend, prepare, promise, propose, seem,
tend, want,wish, would like, âŠ.what, how, where
⊠, refuse, be going, be willing, be able,
permitâŠ..)
- to indicate the purpose or intention of an
action.
Ex : He was doing this to make me more relaxed.
- as the subject of a verb, it is more usual to
begin the sentence with "It".
Ex : To know how to drive is useful. ( It is useful
to know how to drive)
- as an object of a verb.
Ex : She likes to dance
They decided to build a new school.
- after nouns / pronouns as a modifier to replace
a relative clause.
Ex : I have a lot of work to do ( which I have to
do)
- in idiomatic expressions :
Ex : The tea is too hot for me to drink
Jack is clever enough to solve this problem.
- as an adverd to modify an adjective.
Ex : I am sorry to hear the news.
NOTE :
- verb + to- infinitive
- verb + question word + to- infinitive
- verb + object + to- infinitive
-too+adjective/ adverb ( for somebody) + to-
infinitive
- adjective / adverb + enough ( for somebody) +
to- infinitive
4. A
- In the examples above the infinitives are used
to replace relative clauses
- Take notes
I pleased to see you.
Ex: The water is too hot to drink.
Heâs old enough to go to school.
- Individual work
Suggested answers:
1. Who wants something to eat.
2. I have some letters to write.
3. I am delighted to hear the news.
4. My mother has some shopping to do.
5. You always have too much to talk about.
6. Itâs lovely to see you again.
7. Itâs too cold to go out.
8. Iâm happy to know that you have passed the
exams.
Ex: Nothing can make him cry
I see her cook dinner (completed action)
Notice: I see her cooking dinner (I see sheâs
cooking dinner)
- Pair work and then individual work
18
19. - enough + noun + to- infinitive
Practice
Exercise 1
- Ask Ss to do exercise 1 individually and then
compare their answers with another student.
- T calls on some Ss to read aloud their answers.
- T gives the correct answers.
2. Infinitive without to
- Modal verb: can, will, may, shall, mustâŠ.
- After âmake, letâ+ object + bare infinitive.
- After verbs of perception such as: feel, hear,
watch, see, notice, observe, smell + object + bare
infinitive
- Ask Ss to give some examples.
- Listen and ask the other to comment.
Practice
Exercise 2
- T asks Ss to do exercise 2 in pairs. Ss have to
rewrite the sentences by using the words given.
- T asks them to compare answers with another
pairs.
- T calls on some Ss to go to the board to write
their answers.
- T asks other Ss to feedback and gives correct
answers.
VI. Free - Practice: Join these pairs of sentences.
1. She crossed the road. I saw her.
2. They sang a song. I heard them.
3. He locked the door. I observed him.
4. She drove off. I saw her.
5. He was foolish. He left the firm.
6. A pavement artist drew a portrait in crayons. I
watch him.
7. We canât refuse their invitation. It would look
rude.
8. I met you again. I was happy.
9. The film was boring. I didnât watch it.
10. The woman is old. She canât drive a car.
VII. Consolidation and Homework:
- Learn by heart all the knowledge theyâve learnt
and practice them again at home.
- Prepare the next lesson: Unit 2 - Reading
Suggested answers:
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.
5. The boy saw the cat jump though the window.
6. Do you think the company will make him pay
some extra money?
7. I felt the animal move towards me.
8. Do you think her parents will let her go on a
picnic?
- Whole class
Suggested answers:
1. I saw her cross the road.
2. I heard them sing a song.
3. I observed him lock the door.
4. I saw her drive off.
5. He was foolish to leave the firm.
6. I watched a pavement artist draw a portrait in
crayons.
7. It would look rude to refuse their invitation.
8. I was happy to meet you again.
9. The film was not interesting enough for me to
watch.
10. The woman is too old to drive a car.
- Listen to the teacher
Expected answer:
1. I saw her cross the road.
2. I heard them sing a song.
3. I observed him lock the door.
4. I saw her drive offâŠ.
---- ï ïŠ ïż ----
19
20. Date: 3/9/2014
Period: 7
UNIT 2: PERSONAL EXPERIENCES
A. READING
ï¶ Objectives: By the end of the lesson, Ss will be able to:
- Develop such reading skills as scanning for details, specific ideas, skimming for general information,
and guessing meaning in context, identifying the sequence of events.
- Use the information they have learnt to discuss the story.
ï¶ Teaching aids: Textbook, handouts, CD âŠ
ï¶ Method: Communicative approach.
ï¶ Procedure:
Teacherâs activities Studentsâ activities
I. Stabilization:
- Greeting the class
- Checking the studentsâ attendance
II. Check up:
- T calls on some Sts to give the cases which we
use âInfinitive with toâ and to give an example.
III. Warm-up: chatting
T asks Ss some questions and asks Ss to answer:
- When was your last birthday?
- What did you do on that day?
- How did you feel on that day?
- What did your parents offer you?
Alternative warm up: Middle Riddle
PEN- TAXIS- APPLE- KEY- ARM- KNIFE-
BED- ONE- ICE- TEN
Lead-in: What is â experienceâ?
Have you ever been in an embarrassing situation?
What did you do then?
In today lesson, our reading lesson is about the
- Greeting the T
- Answer
- Do Tâs requests
- Answer the questions
Work in groups of 5
The key word: EXPERIENCE
- Whole class
It is an event or activity that affects you in some
way.
20
22. - T calls on some Ss to write their answers on the
board and asks them to explain their choices.
VI. After you read:
- Ask Ss to look at the last picture (c) and give
suggestions:
+ How did the girl in the picture feel?
+ Why did she feel that way?
+ What did she do after that?
- T calls on the group to tell and explain their
choice.
- Then T asks Ss to summarize the main points of
the lesson.
VII. Consolidation and Homework:
- T summarizes the main points of the lesson
again.
- Ask Sts to learn by heart the new words and
make sentences with them at home.
- Prepare the next lesson: Unit 2 - Speaking
- Group work
Suggested answers:
1. She felt surprised / embarrassed.
2. Because the money she took from the boyâs bag
was not hers.
3. Perhaps the girl might want to tell her father
the truth and ask him for help.
Perhaps the girl could come to the police station,
tell the police the truth and ask them for help.
May be the girl could get on the same bus the next
day and look for the boy to return him the money.
- Whole class
---- ï ïŠ ïż ----
Date: 6/9/2014
Period: 8
UNIT 2: PERSONAL EXPERIENCES
B. SPEAKING
ï¶ Objectives: By the end of the lesson, Ss will be able to:
- Identify structures that are used to talk about past experiences and their influences on oneâs life.
- Practice the present perfect and past simple, structures with âmakeâ.
- Use these structures to talk about a past experience and how it affects their life.
ï¶ Teaching aids: Textbook, chalk, board âŠ
ï¶ Method: Communicative approach.
ï¶ Procedure:
Teacherâs activities Studentsâ activities
I. Stabilization:
- Greeting the class
- Checking the studentsâ attendance
II. Check up:
- T calls on some Sts to read the text again and to
answer some questions.
III. Warm-up: âHave you everâŠ. Game
T divides the class into groups of 3-4. Then T
models âHave you everâ + PPâ for Ss as well
as ways to respond to âHave you everâ
questions.
- Have you ever seen ghosts?
- Have you ever been to Da Lat?
- Have you ever sung in public?
- Have you ever failed the exam?
- Have you ever got a bad mark?
- Greeting the T
- Answer
- Do Tâs requests
- Answer the questions
+ Yes, I have
+ On Teacherâs Day
+ I was all in a tremble (run)
+ Since then I havenât been afraid of singing in
the public.
âŠâŠâŠâŠâŠâŠâŠâŠâŠ.
22
23. - Have you ever spoken English to your
friends (teachers, foreignersâŠ)?
- How did you feel when you âŠ..
IV. Before you speak:
Task 1
- T introduces the task and gets Ss to do it
individually then compare the answer with a
partner.
- Call on some Ss to read out his/her answers.
- T checks with the class and gives feedback.
- T introduces the structures:
make Sb do St
make Sb + Adj
âą appreciate /ÉËpriËÊieÉȘt/ (v):
âą to change your attitude to Sb/St
V. While you speak:
Task 2
- T introduces the task and asks Ss to work
individually then compare the answer with a
partner.
- Notice some Ss about how to use past simple
and present perfect simple.
+ Present perfect: used with âeverâ to ask about
past experience: Have you ever been to England?
+ Past simple: used when one keeps asking about
that experience: When did you go there? Who did
you go with? âŠ
- After finishing T gets Ss to read the sample
conversation in pairs.
- Open dialogue:
A â Have you ever âŠâŠâŠâŠ.?
B â Yes, âŠâŠâŠâŠ. English girl âŠâŠâŠâŠ.
A â How âŠâŠâŠâŠ. meet âŠâŠâŠâŠ.?
B â âŠâŠâŠâŠ. walking along âŠâŠâŠâŠ. asked
the way âŠâŠâŠâŠ. started talking âŠâŠâŠâŠ.
A â What âŠâŠâŠâŠ. talk âŠâŠâŠâŠ.?
B â Everything âŠâŠâŠâŠ. name, âŠâŠâŠâŠ.
turtles âŠâŠâŠâŠ.
A â How âŠâŠâŠâŠ. affect âŠâŠâŠâŠ.?
B â Well, âŠâŠâŠâŠ. more interested âŠâŠâŠâŠ.
- T calls on some pairs to practice the dialogue
then give marks.
VI. After you speak:
Task 3
- Gives students useful structures:
+ Have you ever âŠâŠâŠâŠ.?
+ How did it happen?
+ When/Where did it happen?
+ How did the experience affect you?
+ How did you feel?
- Asks students to do task 3 in pairs.
- Individual work and pair work
Suggested answers:
1. d
2. c
3. a
4. b
5. e
Ex: The flu made me stay at home.
The flu makes me tired.
âą coi trá»ng, ÄĂĄnh giĂĄ cao
âą thay Äá»i thĂĄi Äá» của báșĄn Äá»i vá»i ai hoáș·c
Äiá»u gĂŹ ÄĂł
- Whole class
- Take notes
Suggested answers:
1. b 2. d 3. h 4. a 5. e 6. g 7. c
- Pair work
- Close the book and practice the open dialogue
- Pair work
Suggested answers:
1.
A. Have you ever felt an exam?
- Yes, I have.
B. How did it happen?
- I didnât study well enough for exam.
C. When did it happen?
- Last year.
D. How did you feel/ How did it affect you?
- I felt disappointed/ sad/ depressed.
23
24. - Asks some pairs to perform their dialogues in
front of the class.
- Corrects common mistakes and give remarks.
VII. Consolidation and Homework:
- Learn by heart dialogues and practice them
again at home.
- Prepare the next lesson: Unit 2 - Listening
2.
A. Have you ever traveled to other parts of the
country?
- Yes, I have.
B. When did you travel?
- In 2002.
C. How did it affect you?
- It makes me love our country more/ I learned
more about different places in our country.
3.
A. Have you ever talked to a famous pop star?
- Yes, I have.
B. Where did you meet him/her?
- At a party.
C. How did it affect you?
- It was interesting to talk to famous pop stars.
- It changed my attitude to/ towards famous pop
stars.
- Listen to T
Date: 6/9/2014
Period: 9
UNIT 2: PERSONAL EXPERIENCES
C. LISTENING
ï¶ Objectives: By the end of the lesson, Ss will be able to:
- Develop such listening skills as listening for specific information and taking notes while listening.
ï¶ Teaching aids: Textbook, handouts, cassette tapes âŠ
ï¶ Method: Communicative approach.
ï¶ Procedure:
Teacherâs activities Studentsâ activities
I. Stabilization:
- Greeting the class
- Checking the studentsâ attendance
II. Check up:
- T calls on some Sts to talk about their past experiences.
III. Warm-up:
Handouts: Matching
Column A Column B
1. Fire fighter
2. Fire alarm
3. Fire door
4. Fire escape
5. Fire hydrant
a. A metal stair way outside to help
people get out of a building on fire.
b. A pipe that draws water for putting
out a fire.
c. A person who fights fires.
d. What comes out of a fire.
e. A fire-resistant door that can be
closed to stop the spread of a fire.
f. A large truck that carries firefighters
- Greeting the T
- Answer
- Do Tâs requests
- Group work
Suggested answers:
1. c
2. h
3. e
4. a
5. b
6. g
24
26. + Do you have any opinion about�
Expressing
opinions
Expressing
agreement
Expressing
disagreement
I thinkâŠ
Personally,âŠ
I believeâŠ
I feelâŠ
In my
opinionâŠ
From my point
of viewâŠ
I agree
I think so,
too
Thatâs true
andâŠ
Thatâs right,
andâŠ
Well, maybe,
butâŠ
That might be
true, butâŠ
Well, my
feeling is
thatâŠ
Well, I donât
think so. I
thinkâŠ
- Give some suggestions by asking some questions:
+ Why does Christina think family is more important than
things?
+ Where do you get love/care from, your family or things?
+ Can we buy new clothes?
+ Can you get new parents or brothers or sisters?
- Prepare for writing lesson
VII. Consolidation and Homework:
- T summarizes main points of the lesson.
- Asks students to write a short paragraph about the
importance of family.
- Prepare the next lesson: Unit 2 - Writing
- Giving opinion
Suggested answers:
+ Because she has realized that she needs
her family. Things can be replaced, but
family canât.
+ From family.
+ Yes, we can.
+ No, we canât.
- Write down
---- ï ïŠ ïż ----
Date: 10/9/2014
Period: 10
UNIT 2: PERSONAL EXPERIENCES
D. WRITING
ï¶ Objectives: By the end of the lesson, Ss will be able to:
- Write a personal letter telling about a past experience, using the structures and vocabulary that they
have learnt in previous lessons.
ï¶ Teaching aids: Textbook, chalk, board âŠ
ï¶ Method: Communicative approach.
ï¶ Procedure:
Teacherâs activities Studentsâ activities
I. Stabilization:
- Greeting the class
- Checking the studentsâ attendance
II. Check up:
- T calls on some Sts to check their vocabularies.
III. Warm-up: Brain-storming
- T asks Ss to tell about their unforgettable past
experiences and the others make questions to ask.
- Which team makes more questions is the
winner.
IV. Before you write:
- T gets Ss to read the task.
- Greeting the T
- Answer
- Do Tâs requests
- Group work
Past experiences:
- Failing an exam
- Getting a reward
âŠâŠâŠâŠâŠâŠâŠâŠâŠ.
- Whole class
26
27. - Call on a St to answer and to elicit more ideas
about âmost unforgettable experienceâ.
OUTLINE
1. Heading: Address + Date of letter
2. Greeting: - Dear Lan,
- Hello / Hi Lan,
3. Body:
+ What happened?
+ When did it happen?
+ Where did it happen?
+ How did it happen?
+ Who was involved?
+ How did it affect you?
4. Closing:
- Sincerely, Yours, Love, Best wishes, See you
soon âŠ
5. Signature
* Notes: Simple past, Past continuous, Past
perfect can be used for describing a past event.
- T gets Ss to plan their stories according to the
questions.
V. While you write:
- T gets Ss to write their own letters in 10
minutes.
Some paragraphs of the letters can be jumped so
that students can rearrange them to make a
complete letter.
- Then T asks Ss to work in pairs, exchange their
letters and correct each other.
- T goes around the class to offer help.
VI. After you write:
- T chooses one letter and reads it to the class.
- T elicits corrective feedback from the class and
gives final comments afterwards.
VII. Consolidation and Homework:
- T summarizes main points of the lesson.
- Asks students to practice writing at home.
- Prepare the next lesson: Unit 2 â Language
focus.
Suggested answers:
- I nearly drowned.
- A year ago, my last summer vacation.
- A river near my grandparentâs house.
- When I was swimming, I suddenly caught a cold,
I felt dizzy and I was too weak to swim.
- Some of my friends were also swimming at that
time, one tried to save me.
- I learned that life is so important./ It changed
my outlook on life./ It taught me a lesson âŠ
- Individual work and pair work
Sample writing:
Hanoi 15 May 2007
Dear Peter,
How have you been doing? Have you got any plan for the
coming school break? Perhaps I will go to see my
grandparents in the countryside. I havenât seen them since
my last school holiday.
Let me tell you about my last summer vacation at my
grandparentsâ. It was almost a year ago and was one of my
most unforgettable experiences.
My grandparents live in a small village, which is about 70
kilometers southeast of Hanoi. There is a large river at the
back of their house where I often do swimming every
afternoon when I spend my vacation with them.
One day when I was swimming with some of my friends, I
suddenly caught a cold. I felt so dizzy and was too weak to
continue swimming, so I started to sink. I thought I was
going to drown but I couldnât call out for help because I was
too tired and terrified. Luckily, one of my friends saw that
and shouted for help. Immediately, another friend who
swims the best among us swam towards me and tried to pull
me up. Then other friends swam towards us to help him push
me in. My life was finally saved.
Now recalling the moment I thought I was going to die, I
understand how precious life is. This event definitely taught
me to appreciate my life.
What about you? Have you got any unforgettable holiday
that you would like to share with me?
See you soon.
Nam
- Listen and write down
27
28. ---- ï ïŠ ïż ----
Date: 13/9/2014
Period: 11
UNIT 2: PERSONAL EXPERIENCES
E. LANGUAGE FOCUS
ï¶ Objectives: By the end of the lesson, Ss will be able to:
- Distinguish the sounds /m/, /n/ and /Ć/.
- Pronounce the words and sentences containing these sounds correctly.
- Distinguish the uses of different verb tenses: present simple for indicating the past, past simple, past
progressive and past perfect.
- Use these verb tenses to solve communicate task.
ï¶ Teaching aids: Textbook, handouts, cassette tapes âŠ
ï¶ Method: Communicative approach.
ï¶ Procedure:
Teacherâs activities Studentsâ activities
I. Stabilization:
- Greeting the class
- Checking the studentsâ attendance
II. Check up:
- T checks some Stsâ writing.
III. Warm-up: Money, nose, song
Underline the most suitable verb form in each sentences:
a. While Tom watched/was watching TV, there was a
- Greeting the T
- Answer
- Do Tâs requests
Suggested answers:
a. was watching
28
29. power cut.
b. Who drove/was driving the car at the time of the
accident?
c. By the time she got back, he had gone/went home.
d. David had eaten/ate Chinese food before, so he knew
what to order.
e. I did/was doing some shopping yesterday when I saw
your friend.
f. Laura missed the party because no one was telling/had
told her about it.
IV. Pronunciation:
- /m/: close the lips when pronouncing.
- /n/: Ssâ tongues touch the roof of their mouth.
- /Ć/: their tongues touch their soft palates.
For all three sounds, the air goes through the nose.
- T asks Ss to read the words in each column out loud in
chorus for a few more times. Then call on some Ss to read
the words out loud.
- In order to help Ss identify these sounds T writes some
sentences to check their understanding.
1. Iâll call them/then.
2. He ran/rang twice.
3. That bun/bum is delicious. /di'liâ«És/
4. We got some/sun at the beach.
- Practicing sentences containing the target sounds:
- Ask Ss to work in pairs and take turn to read aloud the
given sentences.
- T calls some Ss to read the sentences and provides
corrective feedback.
Extra exercise: Pick out the word whose underlined part is
pronounced differently from that of the other words.
1. A. change B. hungry C. stronger D. single
2. A. name B. news C. drink D. nose
3. A. happen B. finger C. thankful D. tongue
4. A. name B. need C. nine D. sing
5. A. complainB. experience C. interested
D. autumn
V. Grammar:
1. Review the present simple and present progressive.
a. Presentation
- Present simple
+ The usage:
We use the simple present tense to express the idea that an
action is repeated or usual. The action can be a habit, a
hobby, a daily event, a scheduled event or something that
often happens. It can also be something a person often
forgets or usually does not do.
+ Form: (+) I, You, We, They + bare infinitive
He, She, It + V(s/es)
(-) S + donât/doesnât + V-infinitive
b. was driving
c. had gone
d. had eaten
e. was doing
f. had told
- Pay attention
- Practicing pronunciation
- Do extra exercise
Key:
1A
2C
3A
4D
5D
Example: The sun rises in the East
Now the sun is shining.
- Take notes and give examples
29
30. (?) Do/does + S + V-infi?
* We can use the present simple tense in telling stories
(which are often concerned with past events) to make the
stories more interesting.
Adverbs: âŠ
- Present progressive
+ The usage:
We use the Present Continuous with Normal Verbs to
express the idea that something is happening now, at this
very moment. It can also be used to show that something is
not happening now.
+ Form: (+) S + be + V-ing
(-) S + be + not + V-ing
(?) Be + S + V-ing?
b. Practice
Exercise 1
- T gets Ss to do exercise 1 individually and then find a
partner to check the answer with.
- T checks with the whole class and provides corrective
feedback.
2. Review the past simple and past progressive.
a. Presentation
- Past simple
+ The usage:
We use Simple Past to talk about actions and situations in
the past.
+ Form: (+) S + V-ed or irregular verbs
(-) S + didnât + V-infi
(?) Did + S + V- infi?
Adverbs: yesterday, ago, last âŠ
- Past progressive
+ The usage:
We use Past Continuous to talk about something which
was in progress at a past time.
The action or situation had started but it had not finished-
at that time.
+ Form: (+) S + was/were + V- ing
(-) S + was/were + not + V- ing
(?) Was/were + S + V- ing?
Adverbs: at six, nine o'clock, during, while, when
b. Practice
Exercise 2
- T gets Ss to do exercise 2 individually and then find a
partner to check the answer with.
- T checks with the whole class and provides corrective
feedback.
3. Review the Past perfect.
a. Presentation
+ The usage:
- The past perfect expresses the idea that something
occurred before another action expressed in the past
- Give examples & take notes
- Individual work & pair work
Suggested answers:
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
- Take notes and give examples
Example: She went to HCMC last
Sunday.
- Take notes and give examples
- Individual & pair work
Suggested answers:
1. broke/was playing
2. wrote/was
3. was working/broke
4. started/were walking
5. told/were having
6. didnât listen/was thinking
30
32. Date: 13/9/2014
Period: 12
UNIT 2: PERSONAL EXPERIENCES
E. LANGUAGE FOCUS (cont.)
ï¶ Objectives: By the end of the lesson, Ss will be able to:
- Distinguish the sounds /m/, /n/ and /Ć/.
- Pronounce the words and sentences containing these sounds correctly.
- Distinguish the uses of different verb tenses: present simple for indicating the past, past simple, past
progressive and past perfect.
- Use these verb tenses to solve communicate task.
ï¶ Teaching aids: Textbook, handouts, cassette tapes âŠ
ï¶ Method: Communicative approach.
ï¶ Procedure:
Teacherâs activities Studentsâ activities
b. Practice
Exercise 1
- T gets Ss to do exercise 1 individually and then find a
partner to check the answer with.
- T checks with the whole class and provides corrective
feedback.
2. Review the past simple and past progressive.
a. Presentation
- Individual work & pair work
Suggested answers:
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
32
34. B. discovering/ use
C. is discovered/ using
D. have been discovered / have been using
7. When we _____ there, people _____ calmly.
A. got/ are waiting B. got/ were waiting
C. got/ waited D. get/ wait
8. While I _____ in the street, I saw my old friend.
A. was walking B. am walking
C. walk D. walked
VII. Consolidation and Homework:
- T summarizes main points of the lesson.
- Asks students to review the forms and the usages of these
tenses.
- Ask Sts do more exercise at home.
- Prepare the next lesson: Unit 3 - Reading
1. had eaten/arrived 2. found/had taken
3. got/had closed 4. got/had left
5. got/had arrived 6. paid/had phoned
7. went/said/hadnât arrived
8. had looked/asked/cost
- Whole class
Suggested answers:
Letters in bold
- Whole class
---- ï ïŠ ïż ----
Date: 17/9/2014
Period: 13
UNIT 3: A PARTY
A. READING
ï¶ Objectives: By the end of the lesson, Ss will be able to:
- Develop such reading skills as scanning for specific ideas, and identifying and correcting false
statement.
- Use the information they have read to discuss celebrations in their culture.
ï¶ Teaching aids: Textbook, handouts, pictures about special celebrations âŠ
ï¶ Method: Communicative approach.
ï¶ Procedure:
Teacherâs activities Studentsâ activities
I. Stabilization:
- Greeting the class
- Checking the studentsâ attendance
II. Check up:
- T calls on some Sts to talk about the forms and
the usages of past simple and past perfect.
III. Warm-up: Brain-storming (REAL
OBJECTS)
- T asks Sts to give the name of some celebrations
- Greeting the T
- Answer
- Do Tâs requests
- Whole class
Suggested answers:
34
35. in VN also in the world.
IV. Before you read:
- Ask Ss to work in pairs and ask them to look at
the pictures in text book and answer the
questions:
1. What is the relationship between the people in
the pictures?
2. What are they celebrating?
Pre-teaching vocabulary STRESS
- blow out (v):
- mark (v):
- milestone: an important event or state in oneâs
life.
- lasting (a):
- golden (a): made of gold
- golden anniversary/jubilee /ËdÊuËbÉȘliË/ :
celebration of the 50th
wedding anniversary /ËĂŠnÉȘ
ËvÉËsÉri/
- Silver anniversary: celebration of the 25th
wedding anniversary.
- Diamond anniversary: celebration of the 60th
wedding anniversary.
- T helps Ss to pronounce them correctly.
V. While you read:
- You are going to read about how American
people celebrate birthdays and wedding
anniversaries. Then do the tasks below:
Task 1
- T gets Ss to read the passage silently and do the
task 1.
- Call on some Ss to write the answer on the
board and ask them to explain their choices.
1. People sing a song.
2. People eat cakes.
3. People receive cards and gifts from friends and
relatives.
4. People joke about their ages.
5. People remember their wedding days.
6. People go out to dinner.
7. People blow out candles, one for each year.
Task 2
- T gets Ss to read through all the 7 sentences in
task 2. Then ask them to read the text again and
locate these words.
- Ask Ss to check their answer with a friend.
Christmas Easter Graduation
Halloween Thanksgiving Motherâs Day
Wedding Valentineâs Day Birthday
- Pair work
Suggested answers:
1. The people in the 1st
picture might belong to a
family. The young man might be the parents and
three kids might be their children.
- In the 2nd
picture: The people might belong to a
family, too. The old lady & man might be parents.
The woman and the man who are sitting in front
might be their son and daughter in law. The boy
and the girl might be their grandchildren.
2. The people in the 1st
picture are celebrating a
birthday. In the 2nd
picture people are celebrating
a wedding anniversary.
- Write down Vocabulary
{ thá»i náșżn
{ ÄĂĄnh dáș„u
{ sá»± kiá»n quan trá»ng, má»c lá»ch sá»
{ bá»n vững, lĂąu dĂ i
{ Lá» ká» niá»m ÄĂĄm cÆ°á»i vĂ ng
{ Lá» ká» niá»m ÄĂĄm cÆ°á»i báșĄc
- Practice reading the new words
- Pay attention
- Individual work
Suggested answers:
Birthday Wedding
1 ïŒ
2 ïŒ ïŒ
3 ïŒ ïŒ
4 ïŒ
5 ïŒ
6 ïŒ
7 ïŒ
- Pair work
Suggested answers:
1. eight â sevenths 5. months â years
35
36. - Call on some Ss to present and explain their
answers.
- Give feedback and correct answers.
VI. After you read:
- Ask Ss work in small group of 3 or 4 and
discuss the questions.
- T goes around to check and to offer help.
- Call on the groups to tell and explain their
choice.
- Give the correct feedback.
VII. Consolidation and Homework:
- T summarizes main points of the lesson.
- Asks students to learn by heart new words.
- Write a paragraph about how Vietnamese people
celebrate their birthday or wedding anniversaries,
base on the text they read in class.
- Prepare the next lesson: Unit 3 - Speaking
2. makes â eats 6. 5th
â50th
3. foods â presents 7. silver â golden
4. anniversaries â ages
- Group work
- Take note
---- ï ïŠ ïż ----
Date: 20/9/2014
Period: 14
UNIT 3: A PARTY
B. SPEAKING
ï¶ Objectives: By the end of the lesson, Ss will be able to:
- Use appropriate language to talk about parties and negotiate how to plan them.
- Use appropriate language to invite people to come to parties.
ï¶ Teaching aids: Textbook, handouts âŠ
ï¶ Method: Communicative approach.
ï¶ Procedure:
Teacherâs activities Studentsâ activities
I. Stabilization:
- Greeting the class
- Checking the studentsâ attendance
II. Check up:
- Check vocabulary.
III. Warm-up: Brain-storming
Talking about the party
Yesterday I went to a party. Please ask some
- Greeting the T
- Answer
- Do Tâs requests
- Whole class
Suggested answers:
36
37. questions to gets as much information about the
party as you can.
- T teaches necessary language for talking about
parties:
A birthday/ housewarming party
A family/ social gathering
To have/ throw/ organize/ hold/ celebrate/ give a
party
To celebrate oneâs birthday/ wedding
anniversary/ graduation
To join oneself
To have fun/ a good time
Gifts: flowers, souvenirs, a bottle of wine,
chocolate âŠ
Decorations: balloons, flowers, lamps, pictures
âŠ
Food and drinks: starters, main courses, deserts,
cakes, ice-cream, sweets, soft drink âŠ
Music: pop music, jazz, classical music âŠ
IV. Before you speak:
Task 1
- Get Ss to do the task individually.
- T encourages Ss to take notes while doing so.
- Go around the class to check and offer help.
V. While you speaking:
Task 2
- Put Ss in pairs and tell them to tell each other
about the party they have been to, base on the
outlines they have made in task 1.
- Call on some pair to perform their conversations
in front of the class.
Task 3
- T gives suggestions by writing on the board:
Planning a party
- Where (home or restaurant)
- When (date & time)
- Who to invite (family, relatives, classmates,
teacher, friends)
- Dressing code (former, informer, costumes)
- Entertainment (dance, music, games)
- Decorations (colored light, bulbs, flowers)
- Food and drink (cook our own or order)
- Budget (How much to spend? How much to
contribute?)
- T asks Ss to give some expression for asking for
and giving opinions, expressing agreements and
disagreement, suggesting and starting preferences.
- T gives some examples and gets Ss to do some
Who gave the party?
What was it about?
Where/ When did it take place?
How was it organized? How did it go?
What activities did you do there?
Did you have good time?
How were the people like?
What about music? What about food and drinks?
- Take notes
- Individual work
- Ss choose the details they want to talk about and
plan their stories.
- Pair work
A: I am wondering where I should hold my
birthday party?
B: Why donât you have your birthday party at
home? Itâs cozy and not very expensive.
A: I donât know if itâs suitable to begin at 5 pm?
B: âŠ
- Discuss in group
Asking for opinions
What do you think about �
Whatâs your opinion about âŠ?
How do you feel about �
Do you have any opinion about �
37
38. practice with these expressions.
- Divide the class into small group of 3 or 4 and
get them to do task 3.
- T goes around to check and to offer help.
VI. After you read:
Task 4
- T teaches expressions for inviting and
persuading:
Would you like to come �
We would love to have you âŠ
Please do come âŠ
Itâs our pleasure to invite you âŠ
You donât know what youâll miss out on if you
donât come.
- T gets Ss do some practice with these structures
Ask some group to report about the parties that
theyâve planned.
VII. Consolidation and Homework:
- T summarizes main points of the lesson.
- T asks Ss to write a paragraph about a party they
have been to.
- Prepare the next lesson: Unit 3 - Listening
Giving opinions
I think we should âŠ/ I feel âŠ
In my opinion, âŠ
Iâm thinking about ⊠(ordering some pizza)
Expressing
agreement
Expressing
disagreement
I agree
I think so, too
Thatâs true, and âŠ
Thatâs right, and âŠ
Well, maybe, but âŠ
That might be true,
but âŠ
Well, my feeling is
that ...
Well, I donât think
so ...
Suggesting:
May be we could⊠What about �
Perhaps we can ⊠Should we �
Letâs âŠ
Why donât weâŠ? It would be a good idea ifâŠ
How about �
- Group work
- Whole class
---- ï ïŠ ïż ----
Date: 20/9/2014
Period: 15
UNIT 3: A PARTY
C. LISTENING
ï¶ Objectives: By the end of the lesson, Ss will be able to:
- Develop such listening micro-skills as intensive listening for specific information.
ï¶ Teaching aids: Textbook, handouts, cassette tapes âŠ
ï¶ Method: Communicative approach.
ï¶ Procedure:
Teacherâs activities Studentsâ activities
I. Stabilization:
- Greeting the class
- Checking the studentsâ attendance
II. Check up:
- T calls on some Sts to talk about parties and negotiate
how to plan them.
III. Warm-up: Look and rememberâŠ
Have Ss rearrange the activities taking place in a
birthday party in a suitable order in their own ideas.
- Greeting the T
- Answer
- Do Tâs requests
- Whole class
Group work
38
39. + play games
+ have foods and drinks
+ give gifts
+ eat slices of birthday cake
+ blow out the candles
+ sing the birthday song
+ cut the cake
+ decorate the party room
_ Collect Ssâ ideas and lead in the new lesson.
IV. Before you listen:
- T gets Ss in pairs to answer the questions and explain
their reasons.
Listen and repeat
to gather restaurant prize
birthday cake to decorate icing
slice to clap hands
- T helps Ss to pronounce the words on page 36
correctly.
- T presents the meanings of these word from the class
V. While you listen: EXERCISE
Task 1
- Get Ss to read through the statements to understand
them and underline key words.
- Play the tape once for Ss to listen and do the task.
- Check the answer with the whole class.
- Play the tapes one or two more times and pauses at
the answer for them to catch if Ss canât answer the
questions.
Task 2
- Ask Ss to read all questions in task 2.
- T plays the tape again for Ss to listen and answer the
questions.
- T gets Ss to check their answer with a partner. Then
T checks with whole class.
- Play the tape again and pause at difficult points if
many Ss canât complete the task.
Task 2 can be changed into Multiple choice Exercise
1. How old was Mai?
A.6 B.16 C.60 D.26
2. Why didnât she like having her party at a restaurant?
A. noisy and expensive B. quiet and cheap
C. noisy and cheap D. quiet and
comfortable
3. What did Maiâs mother serve the gueSs at the
beginning of the party?
A. ice-cream and biscuits B. soft drinks and
biscuits
C. coffee and cake D. fruits and milk.
4. What time was the birthday cake brought out?
A. 6.30 a.m B. 5.00 p.m C. 4.30 a.m D. 4.30
p.m
5. It was beautifully decorated with
Suggested words:
- Pair work
pháș§n thÆ°á»ng
kem phủ trĂȘn bĂĄnh gatĂŽ
lĂĄt, miáșżng
- Write down
- Individual work
Suggested answers:
1. F (the party began at about 3 in the
afternoon)
2. F (over 20)
3. F (at 4:30 they cut the cake)
4. T (the party ended at about 6)
5. F (other kids left, only one stayed to help)
- Individual work and pair work
- Listen and note down the answers
Suggested answers:
1. 16
2. Because itâs noisy and expensive.
3. soft drink and biscuits
4. At about 4:30
5. It was beautiful and decorated with white
and pink icing and 16 colorful candles in the
middle.
6. They clapped their hands eagerly and
sang âHappy birthdayâ
7. at about 6
39
40. A. pink and white icing B. brown and yellow
icing
C. green and white icing D. black and yellow
icing
6. What did all the gueSs do while Mai was cutting the
cake?
A. they danced and sang B. they played the Bingo
game
C. they took photos D. they clapped their hands
and sang
7. What time did the birthday party finish?
A. 6.30 a.m 6.00 p.m C. 6.30 p.m D. 6.00
a.m
VI. After you listen:
- Put Ss in pairs and do the task.
- T distributes the following handout for Ss to do the
role play.
- After theyâve finished, T calls on some pairs to
perform the role play in front of the class.
VII. Consolidation and Homework:
- T summarizes main points of the lesson.
- Asks students to learn by heart new words.
- Write a paragraph about your own birthday parties.
- Prepare the next lesson: Unit 3 - Writing
- Pair work
Card A
Ask your friend about Maiâs birthday
- Place where the party was held
- When it began and ended
- Who came
- What you did there
Card B
Tell your friend about Maiâs birthday party.
- It was held at Maiâs place
- It lasted about 3 hours (3-6pm)
- About 20 guests came
- Mai opened gifts, you played chess, then
Mai cut cake
- Whole class
---- ï ïŠ ïż ----
Date: 24/9/2014
Period: 16
UNIT 3: A PARTY
D. WRITING
ï¶ Objectives: By the end of the lesson, Ss will be able to:
- Define the format and structure of an informal letter of invitation.
- Write an informal letter of invitation.
ï¶ Teaching aids: Textbook, handouts âŠ
ï¶ Method: Communicative approach.
ï¶ Procedure:
Teacherâs activities Studentsâ activities
I. Stabilization:
- Greeting the class
- Checking the studentsâ attendance
II. Check up:
- No checking.
III. Warm-up: Jumbled letter
1. This is my address: 150A Au Co Road.
- Greeting the T
- Answer
- Group work
40
41. 2. Itâs a beautiful house and it looks over the West
Lake and the Water Park.
3. Dear Linda,
4. Guess what! Iâve just moved to a new house in
Tay Ho District.
5. Would you like to come?
6. Please let me know your answer as soon as
possible.
7. See you.
8. My parents are giving a house-warming party
this evening around 6:30 P.M.
9. Hoa
10. I think Chris and Kim are coming, too.
11. Weâll have âPhoâ and some other special
dishes.
IV. Before you write:
Task 1
- Ask Ss to work in pairs to answer the questions
in task 1.
- Call on some Ss to answer the questions and
elicits more ideas from the class. T writes them on
the board.
Task 2
- T gets Ss to do the task individually and then
compare their answers with a partner.
- T calls on some Ss to give the answers and write
them on the board.
V. While you write:
- Get Ss to read task 3 and work out the questions.
- T gives some suggestions for Ss to write:
+ Party: birthday party, farewell party, house-
warming party âŠ
+ Where: at home, in a restaurant, outdoor âŠ
+ When: during the day, in the evening âŠ
+ Guests: friends, classmates, relatives âŠ
+ Activities: singing, playing games âŠ
+ Foods and Drinks: cakes, wine, beer, soft
drinks, fruits, fruits juice âŠ
- Get Ss to write their letters in 10 minutes, based
on the outlines they have produced.
- Ask Ss to get in pairs, exchange their letters and
correct each other.
- T goes around and offer help.
Suggested answer:
3-4-2-8-11-5-10-1-6-7-9
OUTLINE
- Pair work
Suggested answer:
1. Occasions for giving parties: birthday,
graduation, wedding anniversary, moving to a
new house, family gathering, Christmas, New
Year âŠ
2. Dressing codes:
Formal: dresses, high-heel shoes for women, suits
and ties for men âŠ
Informal: jeans, T-shirt, skirts âŠ
3. Presents to give: books, CDs, flowers, ties,
pens, bags, hats âŠ
- Individual work
Suggested answer:
1. at my house 2. to come
3. refreshments 4. to cook
5. winners 6. by Monday
- Whole class take notes
Sample writing:
Gia Lai! May 26th
, 2013
Dear Lan,
As the school year is coming to an end, Iâm
giving a farewell party for people to meet up
before going away for holiday. Would you like to
come? It will be at my place at 7p.m next Sunday.
I intend to invite about 10 people, so it will be a
small gathering and hopefully, people can
socialize more easily. I will be order some pizzas
and buy snacks and fruit. However, you might
want to bring some drinks to be shared. There
will be dancing and karaoke competition. So,
there will be a lot of fun.
Please let me know if you are keen by Saturday.
Just leave me a message on the phone if you canât
catch me at home.
See you
41
42. VI. After you write:
Feedback on Ssâ writing
- T chooses one letter and reads it to the class.
- Then T elicits correctives feedback from the
class and gives final comments afterwards.
VII. Consolidation and Homework:
- T summarizes main points of the lesson.
- Ask Ss to write a letter to invite your friends to
your birthday party at home.
- Prepare the next lesson: Unit 3 â Language
focus.
Long
- Listen and take notes
- Whole class
---- ï ïŠ ïż ----
UNIT 3: A PARTY
E. LANGUAGE FOCUS
ï¶ Objectives: By the end of the lesson, Ss will be able to:
- Distinguish the sounds /l/, /r/ and /h/.
- Pronounce the words and sentences containing these sounds correctly.
- Distinguish the uses of infinitive and gerund in active and passive voices.
- Use these structures to solve communicative task.
ï¶ Teaching aids: Textbook, handouts âŠ
ï¶ Method: Communicative approach.
ï¶ Procedure:
Teacherâs activities Studentsâ activities
I. Stabilization:
- Greeting the class
- Checking the studentsâ attendance
II. Check up:
- Checking some Stsâ writing.
III. Pronunciation:
Warm-up:
- Greeting the T
- Answer
- Do Tâs requests
42
43. - Gives students 6 words and ask them to put the
words to the right columns /l/, /r/ and /h/: holiday,
library, run, help, Lisa, realize.
âToday we are going to learn the pronunciation
of the sounds /l/, /r/ and /h/.
Distinguishing sounds:
- /r/: Ss curl the tongues more backward than
when they pronounce /l/.
- /h/: Ss move their vocal folds from wide apart to
close together.
Practice sentences containing the target sounds:
- Ask Ss to work in pairs and take turn to read
aloud the given sentences.
- Call on some Ss to read the sentences again and
provides corrective feedback.
IV. Grammar:
Warm-up:
- Asks students to put the words in correct order
to make the two sentences:
Ex 1: the book/ time/ return/ she/ on/ to/ failed/ library/
the.
Ex 2: work/ mind/ the/ helping/ would/ me/ with/
you?
- In the lesson today you'll learn how to use the
gerund and the infinitive.
1. Infinitive and Gerund:
a. Presentation
Gerund:
+ Follow some certain verbs.
+ Follow prepositions, idioms
Infinitive:
+ ÄáșĄi từ báș„t Äá»nh, từ Äá» há»i.
+ want to, hope to, wish to, desire to âŠ
+ Adj:
âą be delighted to/be willing to/ be eager to/ be
glad to âŠ
âą Itâs adj + to ⊠: Tháșt lĂ khi lĂ m gĂŹ ÄĂł
âą S + be + adj + to V: Ai ÄĂł cáșŁm tháș„y nhÆ° tháșż
nĂ o khi lĂ m gĂŹ.
(Danh, Äá»ng, tĂnh)
+ Adj + too/enough + to â infinitive
+ have Sb/St to do: Ai ÄĂł cĂł cĂĄi gĂŹ ÄĂł pháșŁi lĂ m
Relative clause
- Review the verbs that are followed by an
infinitive, a gerund, and both.
+ Infinitive
only
+ Gerund
only
+ Both
agree
arrange
ask
choose
decide
demand
deserve
expect
admit
avoid
deny
enjoy
keep
suggest
practice
miss
begin
stop
start
continue
love
like
hate
remember
- Whole class
/ l / / r / / h /
library run help
Lisa realize holiday
- Pair work and individual work
- Whole class
Suggested answer:
Ex 1: She failed to return the book to the library
on time.
Ex 2: Would you mind helping me with the work?
- Take notes
- Give some examples
43
44. fail
hope
refuse
hesitate
intend
learn
manage
offer
wait
seem
want
plan
consider
finish
prevent
mind
detest
risk
postpone
delay
mention
V + prep
forget
regret
try
prefer
b. Practice
- T gets Ss to do Exercise 1 individually then find
a partner to check their answers with.
2. Passive Infinitive and Gerund:
a. Presentation
- Review the forms of passive infinitive and
gerund.
Form:
Passive infinitive: to be + Past Participle
Passive gerund: being + Past Participle
Use: to emphasize the action/event rather than the
agent.
b. Practice
- Get Ss to do Exercise 2, 3 individually and then
find a partner to check their answer.
- Check with the whole class and provides
corrective feedback.
V. Free â Practice:
Choose the underlined part among A, B, C or D
that needs correcting.
1. The thief asked her handing over her money.
A B C D
2. He was terribly excited to ask to play for
Manchester.
A B C D
3. I dislike being talk about everywhere.
A B C D
VI. Consolidation and Homework:
- T summarizes main points of the lesson.
- For homework, ask Ss to review the uses of
Infinitive and Gerund; Passive Infinitive and
Gerund that have been covered in the lesson.
- Prepare the next lesson: Test yourself A
- Individual work
Suggested answer:
1. having
2. getting
3. to tell
4. practicing
5. to see
- Whole class take notes
Ex:
1. He want people to call him âSirâ
ïŠ He want to be called âSirâ
2. Lan is afraid of snakes
ïŠ Lan is afraid of being bitten by snakes
- Individual work
Suggested answer:
Ex 2:
1. B 2. A 3. B 4. B 5. A
Ex 3:
1. D 2. C 3. B 4. B 5. C
- Whole class
- Take note and do exercise
Suggested answer:
Letters in bold
- Whole class
---- ï ïŠ ïż ----
Preparation date: 23/09/2013
Teaching date: âŠ../09/2013
Period: 18th
44
45. TEST YOURSELF A
ï¶ Objectives: By the end of the lesson, Ss will be able to:
- revise all the language skills and grammatical points which they have studied and used in the three
units: 1, 2 and 3.
- improve their techniques of doing the simple tests.
ï¶ Teaching aids: Textbook, handouts, cassette tapes âŠ
ï¶ Method: Communicative approach.
ï¶ Procedure:
Teacherâs activities Studentsâ activities
I. Stabilization:
- Greeting the class
- Checking the studentsâ attendance
II. Check up:
- T calls on some Sts to recall the usages of
Infinitive and Gerund; Passive Infinitive and
Gerund.
III. Warm-up:
- Ask students something about the test yourself
A.
{Have you prepared it at home?
{Have you got any difficulties?
IV. New lesson:
A. Listening
- Ask Ss to read the sentences before listening.
- Ask Ss to complete the sentences after the 1st
listening & then check the answer again after the
2nd
& the 3rd
listening.
- Correct.
B. Reading
- Ask Ss to read the passage and then answer the
questions in Reading.
- Call some Ss to stand up and answer the
questions.
- Listen and give the feedback.
C. Pronunciation and Grammar
Pronunciation
- Ask Ss to listen and put a tick in the right box.
- T reads the words for Ss to put a tick.
Grammar
- Revise Ss the grammar about active infinitive
and gerund and passive infinitive and gerund.
- Ask Ss do exercise then call some Ss to go to the
board.
- Correct their mistakes.
D. Writing
- Ask Ss to write about their birthday party (or
- Greeting the T
- Answer
- Do Tâs requests
- Listen
Suggested answer:
1. A 2. D 3. B 4.D 5. C
Suggested answer:
1. Because these people had been childless for 10
years after they were married and were so
thrilled to finally have a child.
2. To take some photographs of the family.
3. The boy was dressed in a smart, brand-new
outfit and looked like 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 film develop.
- Pay attention to the pronunciation of the
underlined part of the word.
Suggested answer:
1. nine 2. hour 3. matching 4. jam
- Individual work
Suggested answer:
1. to see 2. to be 3. to phone
4. pay 5. to be met 6. to be appointed
- Individual wok
45
47. ï¶ Objectives: By the end of the lesson, T will be able to:
- help students to revise knowledge from unit 1 to 3.
- improve their techniques of doing the simple tests.
ï¶ Teaching aids: Textbook, handouts, chalks, board âŠ
ï¶ Method: Communicative approach.
ï¶ Procedure:
Teacherâs activities Studentsâ activities
I. Stabilization:
- Greeting the class
- Checking the studentsâ attendance
II. Check up:
- Asking 2 students to recall some grammar points that they have
learnt before.
III. Warm up: Answering Questions
{Have you prepared it at home?
{Have you got any difficulties?
IV. New lesson:
Revise the main language knowledge:
1. Vocabulary in 3 Reading lessons.
2. Pronunciation of /dÊ/ and /tâ«/; /m/, /n/ and /Ć/; /l/, /r/ and /h/.
3. Grammar:
- Infinitive with to and Infinitive without to.
- Present simple indicating past time.
- Tense revision: past simple, past progressive and past perfect.
- Infinitive and gerund.
- Passive infinitive and gerund.
- T presents some kinds of exercises:
A. Choose the word whose underlined part is pronounced
differently from that of the other words.
1) A. money B. month C. monitor D. monkey
2) A. mutual B. picture C. question D. quality
3) A. teacher B. chemical C. church D. cheese
B. Choose the word that has stress pattern different from that of
the other words.
4) A. embrace B. floppy C. experience D. embarrass
5) A. rumour B. affair C. suspicious D. attraction
C. Circle the best answer for each sentence.
6) This ______ girl was disliked by the rest of the class.
A. unselfish B. helpful C. generous D. sneaky
7) In âEveryone has a number of acquaintances, but no one has
many friendsâ acquaintances mean ______.
A. People whom you know well and whom you like a lot.
B. People that you have met but do not know well.
C. People who work in the same company.
D. People with whom you share a room for a period of time.
8) He was sure that the boy was a ______ because he had stolen her
money.
A. student B. thief C. doctor D. journalist
9) A good marriage is based on ______.
A. secret B. loyalty C. trust D. A & B
10) I've never fallen in such a (n) ______ situation before.
A. confused B. confusing C. excited D. embarrassing
11) The first quality for true friendship is ______.
A. unselfish B. unselfishness
- Greeting the T
- Answer
- Do Tâs requests
- Listen
- Represent what theyâve
learnt
- Write down and do exercises
Expected answers:
Letters in bold
47
48. C. selfishness D. selfish
12) A person or thing that is loved and admired very much is the
______.
A. fan B. idea C. idol D. ideal
13) Friendship lives by ______, and no friendship can last long
which is all give on one side and all take on the other.
A. benefit B. enthusiasm C. give and take D. change
14) I'm sorry for making such a ______ about the noise.
A. emphasis B. fuss C. trace D. mark
15) A way of asking people to your party is to send ______.
A. invitations B. gifts C. money D. warnings
16) When we ______ afternoon tea he ______ us about his marriage.
A. were having / told B. were having / telling
C. was having / told D. were having / had told
17) My close friend ______ this city 9 years ago.
A. had left B. leaving C. left D. leave
18) The children were eager ______ their parents.
A. saw B. to see C. see D. seeing
19) By the time I ______ into town, the shops ______.
A. did / was closing B. got / had closed
C. did / had closed D. was closing / closed
20) He said he ______ visit me, but he ______ me yet.
A. will / is not visiting B. would / had not visit
C. will / does not visit D. will / has not visited
21) My mother has some shopping ______.
A. did B. do C. doing D. to do
22) They let their children ______ up late at weekends.
A. to stay B. staying C. stay D. stayed
23) He refused ______ her ______ for herself.
A. allow / to think B. to allow / to think
C. allowing / thinking D. to allow / think
24) We are planning ______ several historical sites in Moscow.
A. to visit B. visit C. visiting D. visited
25) âWhere are the other students?â â âI saw them ______ in the
yard.â
A. to play B. to playing C. play D. to played
26) Children often receive presents from their parents at Christmas.
A. candles B. candies C. cards D. gifts
27) We always celebrate our wedding ______ with dinner in an
expensive restaurant every year.
A. party B. ring C. cake D. anniversary
28) Your ______ is the anniversary of the date on which you were
born.
A. wedding B. birthday C. party D. congratulation
29) The snow kept falling and the workmen grew tired of trying
______ the roads clear.
A. keeping B. to keep C. to be kept D. being kept
30) He offered ______ me the money. I didn't like taking it but I had
no alternative.
A. to lend B. to be lent C. lending D. being lent
31) Try to avoid being late. He hates ______ waiting.
A. being kept B. to be kept C. keeping D. A and B
32) I don't appreciate ______ when I am speaking.
A. to be interrupted B. interrupting
C. being interrupted D. to interrupt
48
49. 33) Do you remember ______ seats for the theatre tomorrow?
A. to be booked B. booking C. to book D. B and C
34) When I told Tim the news, he seemed ______.
A. to be surprised B. surprised C. being surprised D. to surprise
35) Jack got into trouble when he refused ______ his briefcase for
the customs officer.
A. opening B. being opened C. to open D. to be opened
D. Choose the underlined part among A, B, C or D that needs
correcting.
36) His mother saw him to get out of the house silently.
A B C D
37) I was listening to the radio last night when the door bell rings.
A B C D
38) The manager went fishing after he has finished his work.
A B C D
39) He is a square face and a crooked nose.
A B C D
40) I heard him left the house early this morning.
A B C D
V. Consolidation and Homework:
- What you have learnt in Unit 1, 2 and 3.
- Review all grammatical points and vocabulary.
- Prepare ONE PERIOD TEST 1.
- Whole class
---- ï ïŠ ïż ----
Date:
Week 08
Period 20th
THE FIRST 45-MIN TEST
ï¶ Objectives: To evaluate Stsâ understanding that theyâve learnt in Unit 1, 2, 3.
ï¶ Method: Well-observed without cheating.
ï¶ Teaching aids: T copies tests for all Sts
ï¶ Procedures:
Present the test here.
---- ï ïŠ ïż ----
Preparation date: /10/2012
Teaching date: /10/2012
Period: 21st
TEST CORRECTION 1
ï¶ Objectives: The Sts can evaluate their knowledge that theyâve learnt in Unit 1, 2, 3.
ï¶ Method: Integrated, mainly communicative.
ï¶ Teaching aids: Textbook, exercise book.
49