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GIAO AN MOI k11 3 cột

Week: 01
Period: 01
Date of preparation: August,20th,2017

REVISION

I. Aim: Students know about English book in grade 11
1. Objectives: By the end of the lesson, Ss will be able to know:
- How to learn English in grade 11
- How to do English tests
2. Skill: Reading, speaking, listening, writing, doing English tests
II. Methods: Integrating, mainly communication.
III. Language content: Tenses, conditional sentences, …
IV. Teaching aids: English grammar book, Textbook, chalks, board, …
V. Procedure:
1. Settlement: Greeting the class & checking students’ attendance.
2. New lesson:
Contents
T and Ss’ activities
I. Tenses
1. Simple present

- T has two Ss remind all tenses they
Form: S + is/am/are
learnt in grade 10 and write their
S + Vs/es + O
structures on the board.
Ex: We are from Vietnam.
- Ss remember and give answers.
He goes to church every Sunday.
- T corrects and has Ss give examples.
Usage:
- Ss think and try to give examples.
- refer to an action in general time (every day/ week/ month …) - T reminds Ss about the adverbs
- refer to an general truth.
following after each tense.
- refer to a repeated action at present.
- Ss repeat and T corrects.
Adverbs: always, usually, often, sometimes, seldom, rarely, …
2. Present progressive
Form: S + is/ am/ are + V_ing
Ex: We are learning English.
She is going to market.
Usage:
- refer to an action happening while speaking.
- refer to a near future action.
- Be used after imperative.
Ex: Look! The ball is falling.
Adverbs: now, right now, at the moment, at present.
3. Present perfect
Form: S + have/has + V3/ed + O
Ex: I have lived here for 10 years.
Usage:
- Refer to an action happening in the past without clear time.
- Refer to an action happening in the past, lasting to the present
and might continue in the future.
- Refer to an action that has just happened.
Adverbs: just, yet, already, since, for, never, ever, up to now,
until now, …
4. Past simple
Form: S + was/ were
S + V2/ed + O


Ex: He spoke to Hoa on the phone yesterday morning.
Usage: refer to a complete action, or a series of actions in the past.
Adverbs: yesterday, last, ago.
5. Past perfect
Form: S + had + V3/ed + O
Ex: He had left school before 11 a.m yesterday.


Usage: refer to an action that happens before another past action
or a time in the past.
Adverbs: after, before, by the time, …
Exercise: Give the correct form of verbs with suitable tenses
1. How long have you (learn) learnt English?
2. Alice (lose) has lost her Vietnamese – English dictionary.
3. David (play) plays football every afternoon.
4. It (rain) rains very much in the summer. It (rain) is raining now.
5. Be quiet. The baby (sleep) is sleeping.
6. She (work) worked in a bank two years ago.
7. I seldom (go) go to the cinema.
8. The house (burn) had burned to the ground by the time the
firemen arrived.
9. I (work) have worked on this essay since two o'clock.
10. Before you (mention) mentioned his name, I had never heard of
this poet.
II. Conditional sentences
Ex: If he works harder, he’ll success in his examination.
If clause
main clause
Type 1: Present simple, Future simple
Type 2: Past subjunctive (be = were), would/could/ should + V
Type 3: Past perfect, would/ could/ should + have +V3/ed
Note: If … not = Unless
Exercise: Put the verbs in brackets in correct tenses
1. If I (have) had a typewriter, I could type it myself.
2. If I had known that you were in hospital, I (visit) would have
visited you.
3. You could make much progress if you (attend) attended class
regularly.
4. If I (know) knew his telephone number, I would give it to you.
5. If you (arrive) had arrived ten minutes earlier, you would have
got a seat.
6. If he (study) studies harder, he can pass an exam.
7. She may be late if she (not hurry) doesn’t hurry.
8. They (make) would make fewer mistakes if they were more
careful.
III. Homework
- Review all tenses and conditional sentences.
- Prepare for the test.

- T gives exercise and has Ss give the
correct tenses of verbs in brackets.
- Ss think and give their answers.
- T asks Ss to explain and corrects their
answers.

- T gives an example of conditional
sentences and has Ss determine the two
clauses of it.
- Ss look at the example and give their
answers.
- T comments and asks Ss to give the
structures of three conditional sentences.
- Ss give their answers.
- T corrects.
- T gives exercise and has Ss complete
conditional sentences with the correct
form of verbs brackets.
- Ss copy and give their answers and
explain for their choices.
- T corrects.

- T reminds Ss to prepare for next class.
- Ss listen and remember.

Remarks: ……………………………………………………………………………………………………
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Week: 01
Period: 02
Date of preparation: August,20th,2017
TEST
I. Aim: By the end of the lesson, Ss will be able to do a test to check what they have learnt.
II. Methods: written test.
III. Language content: Tenses, conditional sentences, …


IV. Teaching aids: test paper
V. Procedure:
1. Settlement: Greeting the class & checking students’ attendance.
2. New lesson:
Contents
I. Give the correct forms of verbs in brackets
1. If the weather is nice tomorrow, she (walk) …along the river to school.
2. If you help me move tomorrow, I (treat) …you to a dinner and a movie.
3. If I (have) …………… a map I would have been all right.
4. If he hadn’t met a certain woman, he (not go) ………….. to live abroad.
5. She (visit) ....................... her friends in Copenhagen in 1994.
6. Last year Jenny (be) ...................... in Vienna.
7. James (usually, do) ....................... his homework in the afternoon.
8. If it (clear) ……….. up, we could still have a game of tennis.
9. If he sends the letter off today Joan (have) …………. it by Monday.
10. If I (not smoke) ………….. like a chimney the curtains would not get so yellow.
11. He wouldn’t have become a teacher if he (not meet) ………….. a certain man.
12. Where you (spend) ………….. your last holiday?
13. They (play) ....................... soccer three times a week.
II. Translate into English
1. Tối qua bạn có nó chuyện với Peter không?
2. Nếu hôm nay là chủ nhật, tôi sẽ đi xem phim.
3. Năm ngoái anh ta không tham gia đội bóng của trường.
4. Cứ hai tuần một lần, Mary đi thăm bà cô ấy.
5. Mỗi ngày bạn thức dậy lúc mấy giờ?
KEYS
I. 1. will walk
2. will treat.
3. had had
4. wouldn’t go
5. visited
6. was
7. does
8. cleared
9. will have
10. didn’t smoke
11. hadn’t met
12. did you spend
13. play
II. 1. Did you speak to Peter last night?
2. If today were Sunday, I would go to the cinema.
3. He didn’t attend school football club last year.
4. Mary visits her mother every two weeks.
5. What time do you get up every day?
Homework:
- Prepare for Unit 1: reading
Remarks: ……………………………………………………………………………………………………
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Week: 01
Period: 03
Date of preparation: August,20th,2017
UNIT 1. FRIENDSHIP
A. Reading
I. Aim: to improve Ss’ reading skill
1. Objectives: By the end of the lesson, Ss can be able to:


- Words related to qualities of friendship.
- know what a friendship is, how to keep a friend long.
2. Skill: Guessing meaning in context, scanning for specific information and passage comprehension.
II. Methods: Integration, mainly communication
III. Language content: unselfishness, constancy, loyalty, mutual, …
IV. Teaching aids: test paper
V. Procedure:
1. Settlement: Greeting the class & checking students’ attendance.
2. New lesson: Unit 1 – A. Reading
Contents
T and Ss’ activities
I. Warm –up (5’)
T’s questions:
- T asks students the questions.
1. Do you have any friends? Are they good friends?
- Ss listen to the teacher and answer the
2. Who is your best friend? What do you often do together?
questions.
* Suggested answers:
- T listens to Ss’ answers and introduces
1. Yes, I have. Yes, they are good.
new lesson.
2. Ss’ answers might be different.
II. Before you read (12’)
* Vocabulary:
- acquaintance (n) / ə'kweint əns/
- T provides new words and has Ss guess
the meanings.
- incapable of (adj) /in'keip əbl/
- Ss give the meanings and copy the
- unselfish (adj) /,ʌn'selfi∫/ => unselfishness (n)
words.
- selfish => selfishness
- T pronounces correctly and has Ss
- constancy (n) /'kɔnstns əi/ => constant (adj) /'kɔnstnt/
repeat in chorus 3 - 4 times, then repeat
- loyalty (n) /'lɔi əlti/ => loyal (adj) /'lɔi əl/
individually.
- suspicion (n) /s' əspi∫n/ => suspicious (adj) /s'spi ə∫s/
- Ss repeat and T corrects their
- pursuit (n) /p ə'sju:t/
pronunciation.
- sympathy (n) /'simp əθi/
- mutual (adj) /'mju:tju əl/
III. While you read (22’)
Task 1. Fill in each blank with a suitable word/ phrase
- T asks Ss to fill each blank with a
1. Good friendship should be based on mutual understanding.
suitable word/phrase.
2. The children seem to be incapable of working quietly by - Ss look at the words/ phrases in the box,
themselves.
understand the meanings and part of
3. He is an unselfish man. He always helps people without speech of them and complete the task.
thinking of his own benefit.
- T has Ss to give their answers and
4. An acquaintance is a person one simple knows, and a friend is explanation.
a person with whom one has a deeper relationship.
- Ss explain and T corrects.
5. You can’t always insist on your own way – there has to be
some give - and – take.
6. Despite many changes in his life, he reminded loyal to his
working principles.
7. He started to get suspicious when she told him that she had
been to Britain for many times.
Task 2. Answer the questions
1. The first quality for true friendship is unselfishness. It tells me - T has Ss to read the passage carefully
that a person who is concerned only with his own interests and and find out the answers for each
feelings cannot be a true friend.
question.
2. Because they take up an interest with enthusiasm, but we are - Ss read the passage carefully and give
soon tired of it, and they feel the attraction of some new object.
their answers.
3. The third quality for true friendship is loyalty. It tells me that - T has Ss find the evidences from the
two friends must be loyal to each other, and they must know each passage to support their answers.
other so well that there can be no suspicion between them.
- Ss explain and T corrects.
4. Because if not, people cannot feel safe when telling the other
his or her own secrets.
5. Because they cannot keep a secret of their own or of others.
6. The last quality for true friendship is sympathy. It tells me that


to be true friends, you must sympathize with your friends. Where
there’s no mutual sympathy between friends, there’s no true
friendship.
Task 3. Choose the best choice most adequately sums up the
ideas of the whole passage.
B. Conditions of true friendship

IV. After you read (5’) Discuss the question: “Why do we need
to have friends?” and report the results to the class.
Homework (1’)
- Read the passage again
- Learn by heart new words
- Prepare for speaking

- T asks Ss look through the passage then
try to choose which of the choices A, B,
C, or D most adequately sums up the
ideas of the whole passage.
- Ss work in pairs
- T has Ss give answers and explain.
- Ss discuss in groups of four and report
their result of their discussion to the class.
- T listen and give comments.
- T recommends Ss homework.
- Ss listen and remember.

Remarks: .…………………………………………………………………………………………………
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Week: 02
Period: 04
Date of preparation: August,27th,2017
UNIT 1. FRIENDSHIP
B. Speaking
I. Aim: to improve Ss’ speaking skill
1. Objectives: By the end of the lesson, Ss can be able to:
- know words related to people’s physical characteristics and personalities.
- talk about people’s physical characteristics and personalities.
2. Skill: talking about people’s physical characteristics and personalities.
II. Methods: Integration, mainly communication
III. Language content: crooked, good-natured, quick-witted, studious, hospitable, …
IV. Teaching aids: textbook, picture, chalk, …
V. Procedure:
1. Settlement: Greeting the class & checking students’ attendance.
2. New lesson: Unit 1 – B. Speaking
Contents
T and Ss’ activities
I. Warm –up (3’)
T’s descriptions: She/ He is …
- T gives some information and has Ss
She/ He has …
guess about whom T is talking.
- Ss listen to the teacher’s description and
guess the name of person who is describe


by T.
- T corrects and introduces new lesson.
II. Before you speak (12’)
* Vocabulary:
- crooked (adj) /'krukid /
- hospitable (adj) /'hɔspitbl /
- oval (adj) /'ouvəl/
- honest (adj) /'ɔnist/
- humorous (adj) /'hju:mərəs/
- quick - witted (adj) /'kwik'witid/
- good - natured (adj) /'gud'neit∫əd/
- studious (adj) /'stju:disə/
- personality (n) /',p:sə'næləti /
- modest (adj) /'mɔdist /
III. While you speak (25’)
Task 1. Describe people’s physical characteristics
 Useful language:
+ Height: tall, medium, short, …
+ Face: square, large, oval, …
+ Forehead: broad, high, …
+ Nose: straight, crooked, ….
+ Hair: Black, grey, ….
+ Appearance: handsome, beautiful, good-looking, …
Ex: A: Can you describe the man in the picture?
B: The man is tall. He has got a square face, a
crooked nose …
Task 2. Describe a person’s personalities
S + to be + adj
 Useful language: caring, hospitable, modest,
sincere, generous, honest, helpful, understanding,
pleasant, friendly, humorous, quick – witted, good –
natured, helpful, …
Ex: A: Can/ Could you tell me about your best friend …?
B: His/ Her name is … He/ She is …
Task 3. Role – play: Talk about a famous friend.
Making questions:
1. What’s his/ her name?
2. Where and when was he/ she born?
3. What is he/ she like?
What does he/ she look like?
4. What are his/ her hobbies?
5. Why is he/ she interested in Maths?
6. What made him/ her successful in Maths?
7. What do you often do with your friends?
8. Which characters do you share in common?

IV. After you speak (5’) Discuss the question: “Which
personalities are important of a friend?” and report the results
to the class.
Homework (1’)
- Learn by heart new words
- Practice describing physical characteristics and personalities of

- T provides new words and has Ss guess
the meanings.
- Ss give the meanings and copy the
words.
- T pronounces correctly and has Ss
repeat in chorus 3 - 4 times, then repeat
individually.
- Ss repeat and T corrects their
pronunciation.

- T Ask students to look at the people in
the book and describe their physical
characteristics.
- Ss look at the picture and describe the
people in the book, using useful language
provided.
- T has Ss practice in pairs, ask and
answer.
- Ss practice and T gives feedback.

- T has Ss read the personalities in task 2
and use them to describe people.
- Ss describe people’s personalities, using
structure and useful language.
- T listens and comments.
- T introduces the task and presents useful
language in text book.
- Ss work in groups and try to make
questions for the items.
- T calls on some Ss to read out their
groups’ answers.
- Ss speak out their results.
- T has Ss make an interview with all the
questions given.
- Ss: work in pairs, make an interview and
then change the role.
- T calls on some pairs to practice and
give correction.
- Ss discuss in groups of four and report
their result of their discussion to the class.
- T listens and gives comments.
- T recommends Ss homework.
- Ss listen and remember.


people.
- Prepare for listening
Remarks: ..……………………………………………………………………………………………………
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…..……………………………………………………………………………

Week: 02
Period: 05
Date of preparation: August,27th,2017
UNIT 1. FRIENDSHIP
C. Listening
I. Aim: to improve Ss’ listening skill
1. Objectives: By the end of the lesson, Ss can be able to:
- know words related to friends and keeping friendship.
- know how to describe the best friend and how to keep the friendship.
2. Skills: - listening comprehension skill.
- decide true and false statements.
II. Methods: Integration, mainly communication
III. Language content: sense of humor, guitarist,
IV. Teaching aids: textbook, picture, chalk, cassette player, …
V. Procedure:
1. Settlement: Greeting the class & checking students’ attendance.
2. Old lesson: describe your friend’s physical characteristics and personalities.
3. New lesson: Unit 1 – C. Listening
Contents
T and Ss’ activities
I. Warm up (5’)
T’s questions:
- T asks Ss some questions related to friends and
1. Who is your best friend?
friendship.
2. When did you meet him/her?
- Ss listen and give their answers.
3. How long have you been friends?
- T listens, comments and introduces new lesson.
4. What qualities of your best friend do you admire?
II. Before you listen (7’)
* Vocabulary:
- T provides new words and has Ss guess the
meanings.
- apartment building (n)
- Ss give the meanings and copy the words.
- sense of humour (ph.n)
- T pronounces correctly and has Ss repeat in chorus
- around (adv)
3 - 4 times, then repeat individually.
- residential area (n) /,rezi'den∫əri/
- Ss repeat and T corrects their pronunciation.
- rough (adj)
III. While you listen (25’)
Listen and decide whether statements are true (T) of
false (F)
Lan’s talk
T F Evidence
1
 They used to live in a building
apartment
2
 It is said that Haiphong people are cold.
3 
Lan was going on a two-day trip to Do
Son.
4
 Lan went to Do son and Ha went there

- T introduces the task and help Ss to understand all
statements.
- Ss try to understand all statements before listening.
- T plays the tape once for Ss to accustom themselves
with voices and get the main information of each
person.
- Ss listen for first time and get some personal
information of Lan and Long.
- T plays the tape again for Ss to listen and decide
whether statements are true or false.


to help her.
5 
6

Long’ talk
T F
1

2

guitarist.
3 
4 
5 

Ha introduced Lan around.
They’ve been friends ever since.
Evidence
They have been friend in college.
Long was a singer, Minh was a

- Ss listen and give their answers.
- T asks for the evidences they heard.
- Ss speak out the words/phrases they heard.
- T plays the tape again, pause after main words/
phrase for Ss to listen and correct.
- T can play the tape 1-2 more times for Ss to listen if
they have difficulty in listening.

They have lots of same interests.
He always helped Long through.

IV. After you listen (7’)
1. Where did Lan and Ha first meet?
2. How is Ha?
3. How long did Lan spend in Do Son?
4. How did Long meet Minh?
5. What do they like do together?
6. What does Long say about Minh?
=> Answers:
1. They first met when they lived in NCT Residential
Area in Hanoi.
2. She is friendly.
3. Two days.
4. They met in college.
5. They like to go to plays and movies.
6. Long says that Minh is friendly, helpful and he is a
good listener.
Homework (1’)
- Retell about Lan and Long’s best friends.
- Prepare for Writing.

- T has Ss answer the six questions related to the
talks to check their understanding.
- Ss listen to T’s questions and try to answers.
- T listens and corrects.

- T recommends Ss homework.
- Ss listen and remember.

Remarks: ……………………………………………………………………………………………………
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Week: 02
Period: 06
Date of preparation: August,27th,2017
UNIT 1. FRIENDSHIP
D. Writing
I. Aim: to improve Ss’ writing skill
1. Objectives: By the end of the lesson, Ss can be able to write a passage to describe friends they like.
2. Skills: Writing a passage.
II. Methods: Integration, mainly communication
III. Language contents: words to describe people’s physical characteristic and personalities
IV. Teaching aids: textbook, picture, chalk, …
V. Procedure:
1. Settlement: Greeting the class & checking students’ attendance.


2. New lesson: Unit 1 – D. Writing
Contents
I. Warm up (5’)
T’s questions:
1. Who is your best friend?
2. What does she/he look like?
3. What her/his personality do you like best?
II. Before you write (12’)
Guiding questions:
1. What is your friend name?
2. How old is he / she?
3. Where does he/ she live?
4. Where and when did you meet each other?
5. What do you like most about him/ her?

* Some key words to describe someone’s physical
characteristics
1. Where and when you met each other
2. Physical
characteristics
3. Personalities
- on the way to school.
- at kindergarten
- at a football match.
- … - tall/ medium, good-looking,
- well-dress
- high forehead
- straight nose,
- long hair, … - helpful
- generous
- quick-witted
- good-natured

* Some structures:
- S + to be + name
- S + to be + … years old.
- S + to live + at/ on / in …
- S + to meet + at somewhere…
- S + to be + adj (tall, medium, …)/ S + to have got + adj
+ N.
- What I like most about him/ her is …
One of my favorite things about him/ her is …
You can begin with :
- My best friend is …
- Of all my friends, I like … best.
III. While you write (22’)
A Sample
Off all my friends, I like An best. We’ve been friends since we
were at high school. An is seventeen years old now and she
lives with her family in Nha Trang. She is beautiful with wavy
hair and dark eyes. She has a warm heart and that is the thing I
like best in her.
An often jogs and plays sports. She is very friendly and
generous. Everyone wants to talk and make friends with her.
IV. After you write (5’) Correction

T and Ss’ activities
- T asks Ss to keep book close
- Ss keep book close.
- T asks Ss some questions about their
best friends.
- Ss listen to the teacher and answer
the questions.
- T asks Ss to think about a friend they
like.
- Ss listen to the teacher and answer
the questions.
- T reminds Ss to use adjectives they
learnt in speaking lesson to describe
their friends’ physical characteristics
and personalities.
- Ss remind and try to use adjectives
in their writing.

- T provides some structures for Ss to
write and notes them the tenses of
verbs in each structure.
- Ss copy the structures and take note
the tenses they will use.
- T presents some ways to begin
writing.
- Ss copy.

- T asks Ss to work in pairs or in
groups of fours, writing a description
of their friends, real or imaginary.
- Ss work in groups and write.
- T goes round, checks and helps
students

- T asks Ss to write some of their
passages on the board.


Homework (1’)
- Ask students to do part writing of Unit 1 in the student’s work
book and prepare part Language Focus

- Ss write some Ss’ passages on the
board.
- T gives suggestions and corrections
marks.
- T recommends Ss homework.
- Ss listen to the teacher and write
down homework.

Remarks: ……………………………………………………………………………………………………
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Week: 03
Period: 07+08
Date of preparation: september,4th,2017
UNIT 1. FRIENDSHIP
E. Language focus
I. Aim: to improve Ss’ pronunciation and grammar points
1. Objectives: By the end of the lesson, Ss can be able to:
- Ss pronounce the two sound /t∫/ and /dʒ/ correctly in words and sentences
- distinguish the usage of with to and without to
- use Infinitive with to or without to make sentences.
2. Skills: Writing sentences with infinitives with to or without to.
II. Methods: Integration, mainly communication
III. Language contents: / t∫/ and /dʒ/, Infinitive with and without “to”
IV. Teaching aids: textbook, picture, chalk, …
V. Procedure:
1. Settlement: Greeting the class & checking students’ attendance.
2. New lesson: Unit 1 – E. Language focus
Contents
T and Ss’ activities
I. Warm up (4’)
T’s words:
- T asks Ss find out the words whose
1. a. church
b. exchange
c. chemistry
d. champion underlined part pronounced differently
2. a. exchange
b. singer
c. general
d. manage
from the rest.
=> Answers: 1-c
- Ss read and give answer.
2-b
- T corrects and introduces new lesson.
II. Pronunciation (13’)
/dʒ/
/t∫/
- T has Ss find out the words that contain
/dʒ/
/t∫/ they learnt.
Joke
dangerous
children
mutual
January passenger
change
church
- Ss speak out the words they know.
Jam
village
watch
which
- T corrects and has them give the rules
* Practice reading the sentences
they can see through examples.
1. Just outside the village, there’s a bridge.
- Ss give their answers and T corrects.
2. Jane always enjoys George’s joke.
- T has Ss practice reading sentences
3. Two jeeps went over the edge of the bridge.
number 1, 3, 4 and 6.
4. Which picture do you think the child wants to change?
- Ss read and T corrects.
5. Mix the mushrooms, chili and cheese.
6. Do you like French salad and fish and chips?
=> Rule: /dʒ/: appears in some words contain “-ge-”, “j”
/t∫/: appears in some words contain “-ch-”, “-tu-”
III. Grammar
1. Infinitive without to (bare infinitive_ V) (28’)
- T gives examples and asks Ss to translate
Ex: 1. They can speak English.
into Vietnamese and comment the usages
2. She makes my brother get angry.
of infinitive without to.
3. I heard him sing French songs.
- Ss look at the examples, try to translate


- We use V after modal verbs: can, could, shall, should, will,
would, may, might, ought to, had better, would rather, …
Ex: They might go out for a dinner.
- We use V in structures:
S + make/ let + O + V
Ex: The film makes me asleep.
- We use V after perceptive verbs: see, hear, smell, feel, watch,
observe, notice, … when we see, hear, etc., the whole action
from beginning to end.
Exercise 2.
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 through 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 for a picnic.
2. Infinitive with to (to_V) (44’)
Ex: 1. They review their lesson carefully to pass the final exam.
2. He decides to sell his old bicycle.
- We use to infinitive to talk about purposes of actions.
- We use to infinitive after some verbs want, hope, decide, plan,
decide, have, expect, agree/disagree, ask, attempt, manage,
offer, promise, … in structure:
S + V + (O) + to _ V
Ex: He wants to go to school by motorbike.
Lan has a lot of homework to do.
- We use to infinitive in some other structures:
S + to be + too + adj + (for O) + to_V: quá … để làm gì
Ex: He is too young to go to school.
S + to be + adj + enough + (for O) + to_V: đủ … để làm gì
Ex: He is old enough to go to school.
It + to be + adj + to_V: thật … để làm gì
Ex: It is difficult to learn English.
S + V + Wh-words + to_V
Ex: He discovered how to open the safe.
Exercise 1.
1. Who wants to eat something?
2. I have some letters to write.
3. I’m delighted to hear the new.
4. My mother has some shopping to do.
5. You always have too much to talk.
6. It is lovely to see you again.
7. It is cold to go out.
8. I am happy to know that you have passed the exam.
Homework (1’)
- Complete two exercises Ss’ work book and
- Prepare for unit 2- Reading

and point out the usages of infinitive
without to.
- T comments and introduces new
structures that infinitive without to is used
and gives more examples to illustrate.
- Ss copy.

- T explains the exercise and has Ss give
answers for sentences number 1, 3, 6, 8.
- Ss listen T’s introduction and read, and
give their answers.
- T give feedback and Ss corrects their
answers.

- T gives two examples and asks Ss to
point out the usage of to infinitive.
- Ss look at the examples and give their
answers.
- T corrects and introduces more usages of
to infinitive.

- T provides some more structures that
have to infinitive.
- Ss listen and copy.
- T gives examples to illustrate.

- T explains exercise 1 and has Ss do it.
- Ss listen and do exercise 1, give their
answers on the board.
- T gives feedback and Ss correct their
answers.

- T recommends Ss homework.
- Ss listen to the teacher and write down
homework.

Remarks: ……………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………


Week: 03
Period: 09
Date of preparation: september,4th,2017

UNIT 2. PERSONAL EXPERIENCES
A. Reading
I. Aim: to improve Ss’ reading skill
1. Objectives: By the end of the lesson, Ss will be able to:
- learn some new words to express embarrassing experiences
- understand the embarrassing situation of the girl in passage.
2. Skills: - Guessing meaning in context.
- Passage comprehension.
II. Methods: Integration, mainly communication
III. Language contents:
IV. Teaching aids: textbook, picture, chalk, …
V. Procedure:
1. Settlement: Greeting the class & checking students’ attendance.
2. Old lesson: infinitive with or without to
3. New lesson: Unit 2 – A. Reading
Contents
T and Ss’ activities
I. Warm up (5’) Work in pairs. Look at the pictures and guess
what is happening in each of them.
- T has Ss look at the pictures and guess what
is happening in each of them.
- Ss look at the pictures and give their
answers.
- T listens to Ss’ answers and lead in new
lesson.

II. Before you read (15’)
* Vocabulary:
- embarrassing (adj) /im'bærəsiη/
- experience (n) /iks'piəriəns/
- floppy (adj) /'flɔpi/
- cotton (n) /'kɔtn/
- at once = immediately (adv)
- glance at (v) /glɑ:ns/
- sneaky (adj) /'sni:ki/
- to be busy + V_ing
Ex: She is busy doing homework.
- a wad of
- thief (n) /θi:f/
- make a fuss (phv)
- imitate (v) /'imiteit/
Task 1. Gap-filling

- T provides new words and has Ss guess the
meanings.
- Ss give the meanings and copy the words.
- T pronounces correctly and has Ss repeat in
chorus 3 - 4 times, and repeat individually.
- Ss repeat and T corrects their pronunciation.

- T introduces the task and has Ss fill in each


1. The girl was so shy that she didn’t look at him in the face.
She just glanced at him and looked away.
2. She complains noisily about anything she doesn’t like. She is
the type of person who is always making a fuss.
3. She was in a very embarrassing situation. She felt so stupid
and didn’t know what to say.
4. Teenagers nowadays often have their own idols who they
really love and imitate in different ways.
5. I don’t like the look of the man. There is something sneaky
about him.
III. While you read (20’)
Task 2. Answer the questions
1. She wished to have a red hat.
2. Because her father knew that she wished to have a floppy
cotton hat like the one her pop star idol wore in her video clip.
3. She saw a wad of dollar notes exactly the one her father had
given her.
4. Because she didn’t want to make a fuss.
5. She bought the pretty hat of her dreams.
IV. After you read
If you were the girl, what would you do if you discovered that
the money you had taken from the boy’s bag was not yours?
Homework (1’)
- Learn by heart new words
- Reread the passage to remember all events
- Prepare for Unit 2 - Speaking

blank with a word/ phrase in the box, make
sure that they understand all the meanings of
words/phrases.
- Ss read and do the task.
- T has Ss give answers and explain/ translate
the sentences into Vietnamese to illustrate
their answers.
- Ss explain and T corrects.

- T has Ss read the questions carefully and
scan the passage to find out the answers.
- Ss try to understand all questions and find
out the answers from the passage.
- T asks Ss give their answers on the board
and point out their evidences to support their
answers.
- Ss give their answers and evidences.
- T gives feedback.
- T has Ss work in groups of four, discuss the
questions on their books.
- Ss discuss in groups.
- T goes around and helps
- T summarises the main points of lesson and
assigns homework.
- Ss listen and remember.

Remarks: …………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………

                
Week: 04
Period: 10
Date of preparation: September,11th,2017
UNIT 2. PERSONAL EXPERIENCES
B. Speaking
I. Aim: to improve Ss’ speaking skill
1. Objectives: By the end of the lesson, Ss will be able to:
- use sentences, words, phrases and expressions for talking about their personal experiences.
- talk about their past experiences and how they affect one’s life.
2. Skill: talking about personal experiences
II. Methods: Integration, mainly communication
III. Language content: …
IV. Teaching aids: textbook, picture, chalk, …
V. Procedure:
1. Settlement: Greeting the class & checking students’ attendance.
2. Old lesson: New words and information of reading passage
3. New lesson: Unit 2 – B. Speaking


Contents
I. Warm –up (4’)
T’s questions:
1. Have you got any embarrassing experience?
2. When did you have?
3. How did you feel?
II. Before you speak (12’)
Task 1. Matching
Useful language:
- make S.O + V/adj
- teach S.O
- change sth
A
B
1. speaking English to a native 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 study harder
c. makes you appreciate your health more
d. makes you more interested in learning English
e. changes your attitude to pop stars
III. While you speak (25’)
Task 2. Practise
A: Have you ever spoken English to a native speaker?
(b)
B: Yes. I talked to an English girl last summer. (d)
A: How did you meet her? (h)
B: I was walking along Trang Tien Street when an
English girl came up to me and asked me the way to
Hoan Kiem Lake. I told her, then we started talking
about the lake. (a)
A: What did you talk about? (e)
B: Everything about the lake: its name, the great
turtles in it, etc. (g)
A: How did the experience affect you? (c)
B: Well, it made me more interested in learning
English. (f)
Task 3. Use the structures in task 2 and the ideas and structures
in task 1 to make similar dialogue
Useful structures:
 Have you ever …?
 How did it happen?
 When did it happen?
 How did the experience affect you?
Homework (1’)
- Practice talking about personal experiences, using useful
language.
- Prepare for listening

T and Ss’ activities
- T asks Ss some questions about their
embarrassing experience.
- Ss listen and answer the questions
about their embarrassing experience.
- T explains the request of the task.
- Ss elicit meanings of new words from
teaching pronunciation.
- T has Ss work in pairs, discuss and
give right answers.
- Ss discuss, try to understand all
sentences.

- T reads through the sentences and
explains any words if necessary.
- Ss work in pairs and arrange the
dialogue.
- T has Ss give their answers.
- Ss give their answers and T corrects.
- Ss practice reading the dialogue.

- Ss explore the dialogue in task 2 and
pick out the structures used in it, use
those structures and ideas in task 1 to
make similar dialogue.
- T goes around to help.
- Ss practice in pairs and change the
role.
- T calls on some pairs to practice,
listens and gives feedback.

- T recommends Ss homework.
- Ss listen and remember.

Remarks: ……………………………………………………………………………………………………


……………………………………………………………………………………………………
………………………………………………………………………………………………………………………
……………………………………………………………………………….

Week: 04
Period: 11
Date of preparation: September,11th,2017
UNIT 2. PERSONAL EXPERIENCES
C. Listening
I. Aim: to improve Ss’ listening skill
1. Objectives: By the end of the lesson, Ss will be able to:
- learn more new words
- understand an experience in the past of a famous person and how it affected him/her.
2. Skill: Listening for specific information and comprehension questions
II. Methods: Integration, mainly communication
III. Language content: …
IV. Teaching aids: textbook, picture, chalk, cassette, …
V. Procedure:
1. Settlement: Greeting the class & checking students’ attendance.
2. Old lesson: talk about their past experience and its effect to them
3. New lesson: Unit 2 – C. Listening
Contents
T and Ss’ activities
I. Warm up (5’)
What is happening?
- T asks Ss to look at the picture and describe it.
- The house is burning.
- Ss look at the picture and describe.
- The woman and her daughter are running.
- T listens, feedbacks and lead in new lesson.
- The firemen are putting out the fire.
II. Before you listen (10’)
* Vocabulary:
- T provides new words and has Ss guess the
- memorable /'memərəbl/ = unforgettable
meanings.
(adj) /ʌnfə'getəbl/
- Ss give the meanings and copy the words.
- T pronounces correctly and has Ss repeat in
- terrified (adj) /'terifaid/
chorus 3 - 4 times, and repeat individually.
- replace (v)
- Ss repeat and T corrects their pronunciation.
- gas stove (n)
- escape (v)
- embrace (v)
- audience (n)
- burn down (v): thiêu rụi, thiêu huỷ
- walls of fire (n): những bức tường lửa
- a minor burn (n): vết bỏng nhỏ
III. While you listen (23’)
Task 1. True (T) or false (F)
- T has Ss read and understand all statements in
1. T
exercise 1, notice some words/phrases.
2. F – The fire happened 13 years ago
- Ss read and underline the words/phrases T
3. F – The fire started in the kitchen
remarks.
4. F – She was sleeping
- T plays the tape once and Ss tick true-false
5. T
sentences.
- Ss listen and give the answers.
- T plays the tape two more times for Ss to check


Task 2. Gap-filling
Although I lost many things in the fire, the experience
helped me to grow up. Before the fire, I was selfish. I
always complained to my mother about how (1) small my
room was or how few clothes I had. Then the fire came
and destroyed (2) everything we owned. But slowly I
began to realize that I didn’t really need those things. I just
needed my (3) family. After all, you can get new clothes
any time, but a family can never be (4) replaced. The fire
(5) took many things from me, but it gave me something,
too. It taught me to (6) appreciate my family more than
things.
IV. After you listen (5’)
“Family is more important than things”. Do you agree or
disagree? Why?
Homework (1’)
- Learn new words
- Prepare for writing

and correct their answers.
- Ss listen again and correct their answers.
(T may pause after key words or phrases for Ss to
listen)
- T plays the tape twice again for Ss to listen and
complete the passage.
- Ss listen and give their answers
- T plays the tape again to check their answers.

- Ss work in pairs and discuss.
- T goes around and asks for some ideas.
- Ss present their opinions.
- T recommends Ss homework.
- Ss listen and remember.

Remarks: ……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
Week: 04
Period: 12
Date of preparation: September,11th,2017
UNIT 2. PERSONAL EXPERIENCES
D. Writing
I. Aim: to improve Ss’ writing skill
1. Objectives: By the end of the lesson, Ss will be able to write a personal letter telling about a memorable
past experience, using the structures and vocabulary that they have learned in previous lessons.
2. Skill: Writing a personal letter to describe a past experience.
II. Methods: Integration, mainly communication
III. Language content: Words used in a form of writing a personal letter
IV. Teaching aids: textbook, chalk, …
V. Procedure:
1. Settlement: Greeting the class & checking students’ attendance.
2. New lesson: Unit 2 – D. Writing
Contents
T and Ss’ activities
I. Warm up (3’)
T’s questions:
- T asks Ss some questions about letter they have
1. Have you written a short letter in English?
written.
2. Is it interesting?
- Ss listen and give their answers.
3. What did you write about?
- T leads in new lesson.
II. Before you write (13’)
* T’s guidance:
- T has Ss think of their past experiences.
1. When it happened: It happened …years ago/in …./
- Ss think and make choices.
when I was …years old/ when I was in grade …
- T gives some guidance for Ss to use in their
2. Where it happened: in my house/ at school / in the
writing.
street/ in a holiday resort/ …
- Ss copy the guidance and use them to write.
3. Who was involved: your family members/ your friends/


your relatives, ….
4. How it affected you: it changed outlook on life / it
make me more careful when I …/ it gave me more
confidence in …. / it taught me the lesson/…
III. While you write (20’)
The writing letters of Ss

IV. After you write (8’)
Correction of Ss’ letter

- T asks Ss to write a letter about the most
memorable past experience.
- Ss use the guidance and their knowledge of form
of an English letter to write.
- T goes round to provide help.
- T has Ss write their letter on the blackboard.
- Ss write
- T corrects common mistakes

Homework (1’)
- Complete the letter.
- Prepare for Language focus
Remarks: …………………………………………………………………………………………………………
……………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………..

                
Week: 05
Period: 13+14
Date of preparation: September,18th,2017
UNIT 2. PERSONAL EXPERIENCES


E. Language focus
I. Aim: to improve Ss’ pronunciation and grammar points
1. Objectives: By the end of the lesson, Ss will be able to:
- distinguish and pronounce the sounds /m/, /n/, /η/ in words and sentences containing these sounds
correctly.
- distinguish the uses of different verb tenses: present simple for indicating the past, past simple, past
continuous and past perfect.
- use these verb tenses to solve communicative tasks
2. Skill: pronouncing /m/, /n/, /η/ and reviewing the past tenses
II. Methods: Integration, mainly communication
III. Language contents: present simple for indicating the past, past simple, past continuous and past perfect.
IV. Teaching aids: textbook, chalk, …
V. Procedure:
1. Settlement: Greeting the class & checking students’ attendance.
2. New lesson: Unit 2 – E. Language focus
Contents
T and Ss’ activities
I. Pronunciation (15’)
/m/
/n/
/η/
- T has Ss give some words that contain
May
nose
wrong
the three sound /m/, /n/, and /η/ that they
Make
nine
running
know.
Summer
money
bringing
- Ss give and T corrects.
Home
seven
morning
- T has Ss read all the sounds and words
* Practise reading the sentences:
correctly then practice the sentences.
1. Good morning. I want an apartment in central
- Ss practice pronouncing all the sound
London.
and words and sentences correctly.
2. We have an inexpensive apartment in Northern
- T corrects Ss’ pronunciation.
Avenue.
3. I remember meeting him on a nice summer
afternoon.
4. Mr. King is singing next door.
5. He’s holding a string in his fingers.
6. He loves spending his holidays in his small summer
house.
II. Grammar
1. Present simple indicating past time (30’)
- T has Ss remind the form and usage of
Is/ am/ are
the present simple.
- Form: S +
+ …
- Ss remind and give answers.
V/ Vs/es
- T corrects and gives one more usage of
=> We use the present tense to tell a story that happens the present simple.
in the past to make the story is more interesting.
- Ss listen and take notes.
Exercise 1. Use the correct present tense form of the
- T asks Ss to do exercise 1.
verbs in brackets in the story
- Ss read exercise 1 and give their
1. invites
2. sets
3. gets
answers.
4. waves
5. promises
6. carries
- T corrects.
7. contains
8. has baked
9. is
10. is shinning
11. are singing
12. is
2. Tense revision: the past simple, past progressive
and past perfect.(44’)
a. The past simple
- T elicits from Ss’ form, meaning, and
was/ were
usages of the structures.
- Form: S +
+…
- T gets Ss to observe some examples
V2/ed
and give comment of these structures and
- Usage: say about an action in the past with
then do the similar sentences in the
identified time, or a distance of time.
exercises.
Ex: I saw her go shopping with her boy friend
- Ss do the exercises individually, then
yesterday.
exchange with a partner.


b. The past progressive
- Form: S + was/ were + V_ing
- Usage: to describe an action that happens at a
particular time in the past.
Ex: When he came, I was watching TV.
c. The past perfect
- Form: S + had + V3/ed
- Usage: to express an action that happened before
a time/ another action in the past.
Ex: I had done all homework before I went to bed last
night.
Exercise 2. The past simple or past progressive
1. broke / was playing
2. wrote / was
3. was working/ broke
4. stared / were walking
5. told / were having
Exercise 3. The past simple or the past perfect
1. had eaten / arrived
5. got / had arrived
2. found / had taken
6. paid/ had phoned
3. got / had closed
7. went/ said/ hadn’t
arrived
4. got / had left
8. had looked/ asked
cost
Homework (1’)
- Complete all exercise in notebook.
- Prepare for Unit 3 – Reading
Remarks: …………………………………………………………………………………………………
…………………………………………………………………………………………………
……………………………………………………………………………………………………
Week: 05
Period: 15
Date of preparation: September,18th,2017
UNIT 3. A PARTY
A. Reading
I. Aim: to improve Ss’ reading skill
1. Objectives: By the end of the lesson, Ss will be able to:
- learn more new words to talk about party
- use the information they have read to discuss celebrations in their culture
2. Skill: Reading for general or specific information
II. Methods: Integration, mainly communication
III. Language contents: anniversary, milestone, blow out, …
IV. Teaching aids: textbook, chalk, cassette, …
V. Procedure:
1. Settlement: Greeting the class & checking students’ attendance.
2. Old lesson: Past tenses
3. New lesson: Unit 3 – A. Reading
Contents
T and Ss’ activities
I. Warm up (5’)
T’s questions:
- T has Ss look at the pictures and answers
1. Where are people?
the questions.


2. What is the relationship between them?
II. Before you read (10’)
* Vocabulary:
- candle (n) /'kændl/
- blow out (v)
- celebrate (v) /'selibreit/
- adult (n) /'ædʌlt/
- joke (v) /dʒouk/
- anniversary (n) /æni'və:səri/
- milestone (n) /'mailstoun/

- Ss look at the pictures and give their
answers.
- T comments and leads in new lesson.
- T plays the tape once for Ss to listen and
note down the new words.
- Ss listen and take note the new words.
- T explains or gives description for Ss to
guess the meanings.
- Ss can use their preparation to have
meanings.
- T pronounces and has Ss repeat 3-4 times.
- Ss repeat and T calls on some Ss repeat
individually to correct their pronunciation.

III. While you read (20’)
Task 1. Put a tick in the right box
Birthday party
Wedding anniversary
party
1. People sing a song

2. People eat cake


3. People receive cards and gifts from friends and
relatives.


4. People joke about their age.

5. People remember their wedding day.

6. People go out to dinner.

7. People blow out candles, one for each year. 
Task 2. Correct the wrong words
1. eighth => seventh
2. makes => eats
3. food => presents
4. anniversaries => age
5. moths => years
6. 5th => 50th
7. silver => golden

IV. After you read (8’) Answer the following questions
1. Where do you prefer to celebrate you birthday, at home
or in the restaurant? Why?
2. Do your parents celebrate their wedding anniversaries?
3. Are you going to celebrate your wedding anniversaries
in the future? Why (not)?
Homework (1’)
- Learn by heart new words
- Read the passage again and remember the main
ideas
- Prepare for Speaking

- T has Ss read the passage carefully and
decide which activities takes places in a
birthday party or at a wedding
anniversaries party by putting a tick ().
- Ss read the passage and give their
answers.
- T asks Ss for evidences.
- Ss read or pick out the sentences that they
get the information to support their
answers.
- T listens and gives feedback.

- T has Ss read the passage again and find
out the wrong word in each sentence.
- Ss read and give their answers.
- T asks for evidence and their correction.
- Ss give their correction and evidence.
- T gives feedback.
- T asks Ss to work in pairs, discuss the
three questions.
- Ss discuss and give their answers in front
of class.
- T comments.
- T tells Ss their homework.
- Ss listen and memorize.

Remarks: ……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………


                
Week: 06
Period: 16
Date of preparation: September,25th,2017
UNIT 3. A PARTY
B. Speaking
I. Aim: to improve Ss’ speaking skill
1. Objectives: By the end of the lesson, Ss will be able to:
- to talk about parties and how to plan them
- use appropriate language to invite people to come to parties
2. Skill: Talking about parties
II. Methods: Integration, mainly communication
III. Language contents: …
IV. Teaching aids: textbook, chalk, cassette, …
V. Procedure:
1. Settlement: Greeting the class & checking students’ attendance.
2. Old lesson: New words and information of reading passage.
3. New lesson: Unit 3 – B. Speaking
Contents
T and Ss’ activities
I. Warm up (5’)
II. Before you speak (10’)
Task 1. Choose the thing you want to talk about a
party you have been to.
- Who party was it?
- What was the occasion?
- Did you take a gift for the host?
- Who did you go with?
- Where was the party?
- Were there any decorations?
- Were there a lot of people there?
- Did you know most of the people there?
- What sort of food and drink did you have?
- What was the music like?
- Did you dance?
- Did you meet anybody nice there?
- What time did it finish?
- Did you stay to the end?
III. While you speak (25’)
Task 2. Tell you friend about the party you have
been to, using the suggestion:
Suggestion:
- It was …party.
- The party was held at….
- It started at……and ended at…..
- There were about……….people.
- He / She served us….
- We took part in some activities such as…..
- We were all tired but happy.
Task 3 + 4. You are going to organizing a party.
Decide on the following and tell the rest of the
class about it:
- budget
- formal or informal dress

- T has Ss read the things in task 1 and give the
things they want to talk about a party they have
been to.
- Ss read all information and give their answers.

- T asks Ss work in pairs, tell their partners about
the party they have been to, using the suggestion.
- Ss work in pairs, discuss and practice.
- T goes around and gives help.
- T asks some pairs of Ss to practice in front of
class and correct their pronunciation, grammar,
words, …

- T has Ss imagine that they are going to take part
in a competition to organize the best party, decide


- date and time
- who to invite
games, etc.)
- place

- decorations
- entertainment (music,
- food and drink

Homework (1’)
- Retell about the party you have been to.
- Prepare for Listening

the thing they prepare.
- Ss read the items in textbook and decide for
their parties.
- T goes around to give help.
- Ss tell the class.
- T listens and comments.
- T reminds Ss their homework.
- Ss memorize.

Remarks: …………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
Week: 06
Period: 17
Date of preparation: September,25th,2017
UNIT 3. A PARTY
C. Listening
I. Aim: to improve Ss’ listening skill
1. Objectives: By the end of the lesson, Ss will be able to:
- know how to plan a birthday party
- use appropriate language to invite people to come to parties
2. Skills: - Deciding on True or False statements
- Comprehension questions
II. Methods: Integration, mainly communication
III. Language contents: gather, tidy up, slice, clap,…
IV. Teaching aids: textbook, chalk, cassette, …
V. Procedure:
1. Settlement: Greeting the class & checking students’ attendance.
2. Old lesson: New words and information of reading passage.
3. New lesson: Unit 3 – C. Listening
Contents
T and Ss’ activities
I. Warm up (5’) Answer the following questions:
1. When do you like to organize your birthday party,
- T asks Ss answers three questions about
during the day or in the evening?
organizing a birthday party.
2. What foods and drinks are often served at your
- Ss read the questions and give their
birthday party?
answers.
3. What activities do you often have at your birthday
- T listens, comments, and lead in new
party?
lesson.
II. Before you listen (10’)
* Vocabulary:
- T provides some new words appearing in
the listening passage.
- gather (v)
- Ss copy the new words and guess the
- decorate (v)
meanings through T’s explanation or
- icing (n)
examples.
- slice (n)
- T has Ss practice pronouncing for 3 times
- clap (v)
before listening.
- tidy up = clean up (v)
- Ss pronounce and T corrects.
- mess (n)
- bring out (v)
III. While you listen (25’)
Task 1. True (T) or false (F)
- T help Ss understand all statements in task
1. F (Mai’s birthday party was held at home in the
1 and notices them to underline the key
afternoon.)
words.
2. F (About twenty guests were at the birthday party).
- Ss read all the statements and underline the


3. F (The birthday cake was cut at about four thirty).
4. T (The birthday party lasted about three hours).(from
three to six)
5. F (Only the writer stayed after the party to tidy up the
mess.)

Task 2. Answer the questions
1. She was 16 years old.
2. She didn’t like having the party at a restaurant because
it is noisy and expensive.
3. She served them soft drinks and biscuits.
4. It was brought out at about four thirty.
5. It was beautifully decorated with pink and white icing
6. They clapped their hands eagerly and sang “Happy
birthday”.
7. It finished at about six in the evening.

IV. After you listen (5’)
Talk about Mai’s birthday party

Homework (1’)
- Learn by heart new words.
- Prepare for Writing

key word in each statement.
- T plays the tapes two more times for Ss to
listen and give answers.
- Ss give answers and explain for them.
- T plays the tape again for Ss to check and
correct their answers.

- T has Ss read the questions and determine
the information they need to give answers.
- Ss read and give their answers.
- T gives feedback and plays the tape two
more time for Ss to listen. T may divide the
listening passage for Ss to easy to give
answers.
- Ss listen and try to give answers.
- T asks for Ss explanation.
- Ss speak out the words/ information they
hear to support their answers.
- T plays the tape again for Ss to check and
correct their answers.
- Ss listen, check and correct their answers.
- T has Ss work in groups, take turns to talk
about Mai’s birthday party.
- Ss work in groups, discuss and talk about
Mai’s birthday party.
- T goes around to listen and comment.
- T reminds Ss their homework.
- Ss memorize.

Remarks: …………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
Week: 06
Period: 18
Date of preparation: September,25th,2017
UNIT 3. A PARTY
D. Writing
I. Aim: to improve Ss’ writing skill
1. Objectives: By the end of the lesson, Ss will be able to write a letter to invite their friends to a party.
2. Skills: Writing an informal letter of invitation
II. Methods: Integration, mainly communication
III. Language contents: Words used in writing an informal letter
IV. Teaching aids: textbook, chalk, cassette, …
V. Procedure:
1. Settlement: Greeting the class & checking students’ attendance.
2. New lesson: Unit 3 – D. Writing
Contents
T and Ss’ activities
I. Warm up (5’) Ask and answer the questions
1. On what occasions are parties held?
- T has Ss to work in pairs, ask and answer the
2. What kind of clothes do people often wear at a
questions about parties.


party?
3. What kind of presents do people often bring to a
party?
II. Before you write (10’)
Task 1. Complete the letter of invitation
1. at my house
2. to come
3. refreshments
4. to cook
5. winners
6. by Monday
III. While you write (20’)
Task 2. Write a letter of invitation
Guidelines:
- What party are you going to organize?
- Where and when do you intend to organize the
party?
- How many people do you plan to invite and who
they are?
- What activities will take place at the arty?
- What food and drink will be served at the party?
Useful language:
- Tenses: present simple, future simple, be going to
- Would you like to …/ Would you mind spending
time …/ Can you come to join
- Please let me know whether you can come./ Give
me a call before …/ by …?
- Hope to see you soon./ I’m looking forward to
seeing you.
IV. After you write (8’) Correction
Suggested writing:
45 Quang Trung Street
Buon Ma Thuot, Vietnam
Dear Nam,
It’ll be my birthday next Sunday. I’d like
to invite you to come to the party, which
will be at my house probably at 4 p.m.
Can you join with us?
Give me a call before Saturday.
I’m looking forward to seeing you.
Love,
My Hanh
Homework (1’)
- Finish their writing letters in notebooks.
- Prepare for language focus.

- Ss discuss and give their answers.
- T gives feedback and lead in new lesson.
- T has Ss read the letter of invitation in task 2
and complete it with the words/ phrases in the
box.
- Ss read all the words/ phrases in the box, try to
understand all of them and complete the letter.
- T asks Ss to explain for their choices.
- Ss may explain or translate the sentences to
support their answers.
- T listens and corrects.
- T explains require of the task and has Ss write a
letter of invitation, following the guidelines.
- Ss read the guidelines in the task and try to
write a letter of invitation.
- T gives some useful language for Ss to write.

- T has Ss write their letters on the board and
corrects.
- Ss write their letters on the board and follow
T’s correction, correct their letters.

- T reminds Ss their homework.
- Ss memorize.

Remarks: …………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………


Week: 07
Period: 19
Date of preparation: October,4th,2017
UNIT 3. A PARTY
E. Language focus
I. Aim: to improve Ss’ pronunciation and grammar points
1. 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 tasks
2. Skills: fluency in pronouncing 3 sounds and use of infinitive and gerund in passive
II. Methods: Integration, mainly communication
III. Language contents:
IV. Teaching aids: textbook, chalk, cassette, …
V. Procedure:
1. Settlement: Greeting the class & checking students’ attendance.
2. New lesson: Unit 3 – E. Language focus
Contents
T and Ss’ activities
I. Warm up (5’)
Home, roof, lemon, help, right, have, hour,
- T gives a group of words and has Ss put
honest, …
them in right column.
- Ss look at the group of words and arrange.
- T corrects and leads in new lesson.
II. Pronunciation (10’)
/l/: lunch, learn, love, glass, …
- T has Ss give some words that contain the
/r/: parents, room, right, restaurant, …
three sound /l/, /r/, and /h/ that they know.
/h/: house, holiday hope, home, …
- Ss give and T corrects.
* Practise reading these sentences.
- T has Ss read all the sounds and words
1. Hello, Mr. Allen. You’re early for lunch. It’s only correctly then practice the sentences.
eleven o’clock.
- Ss practice pronouncing all the sound and
3. Laura is a really pretty librarian in the public
words and sentences correctly.
library.
- T corrects Ss’ pronunciation.
5. Hello, Harry. Have you heard the new? There’s
been a horrible accident. A helicopter has hit


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