GIAÓ ÁN TIẾNG ANH 11 (CB)

SỞ GIÁO DỤC & ĐÀO TẠO ĐỒNG THÁP
TRƯỜNG THPT THỐNG LINH
#"


GIÁO ÁN
TIẾNG ANH 11 (CB)


Biên soạn: LÊ NGỌC THẠCH








Năm học 2008-2009

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Period: UNIT 1: FRIENDSHIP
Date: 1 Section: Reading
Objective: By the end of the lesson, Ss will get to know more about friend are friendship.
Teaching aids: Textbook, lesson plan, pictures, posters.
Procedures:

T Stages & Content T’s activities Ss’ activities
5’








7’









5'






4’

10









I. WARMER: Word square
A H E A R T D
F R I E N D E
T I N I C E A
E S N E E D R
R I N D E E D
→ a, heart, friend, in, need, indeed, nice, dear, is
after A friend in need is a friend indeed
→ Introduction.
II. PRE-READING
* Vocabulary:
-
acquaintance (n) : người quen
-
incapable of (a) : không thể
-
unselfishness (n) : vò tha
-
constancy (n) : kiên đònh

-
loyalty (n) : chung thủy
-
sympathy (n) : sự thông cảm
-
trust (n) : sự tin tưởng
-
suspicious (a) : có sự nghi ngờ
Checking :ROR
* Brainstorm :


III. WHILE-READING
* Task 1 : Fill in the blanks
1. mutual 2. incapable 3. unselfish
4. acquaintance / friend 5. give and take
6. loyal to 7. suspicious
* Task 2 : Answer the questions (LN)
1. What is the first quality for true friendship and what does
it tell you?
2. Why are changeable and uncertain people incapable of
true friendship?
3. What is the third quality for true friendship and what does
it tell you?
4. Why must there be a mutual trust between friends?
5. Why can’t people who talk too much keep a friend long?
6. What is the last quality for true friendship and what does
- Explain the
game.
- Divide class

into 2 groups.
- Start the game
- Control
- Ask Ss to make
a sentence with
these words



- Follow the
steps for
teaching voc.





- Set on the
board.
- Ask Ss for the
answer.
- Get feedback
and check.

- Give posters
- Ask Ss to do
- Check and
correct
- Give
instructions.

- Ask Ss to read
for the answer.
- Divide class

- Start the game

- Listen
- Play the game
- Make a
meaningful
sentence
- Listen and
answer.
- Repeat.
- Copy.







- Look at the
board.
- Answer.

- Work in
groups
- Answer


- Listen.

- Read the
qualities for friendship

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3’

10






1’
it tell you?
Answer
1. The first quality for friendship is unselfish. It tells me hat
a man who is concerned only with their own interests and
feelings cannot be a true friend.
2. Because they take up an interest with enthusiasm, but
they are soon tired of it, and they feel the attraction of some
new object.
3. The third quality for friendship is loyalty. It tells me that
the two friends must be loyal to each other, and they must
know each other so well that there can be no suspicious
between them.
4. Because if not people cannot feel safe when telling the
other their most intimate secrets.
5. Because they cannot keep a secret, either their own or

those of others.
6. The last quality for friendship is sympathy. It tells me that
to be a true friend you must sympathize with your friend.
Where there’s no mutual sympathy between friends, there’s
no true friendship.
* Task 3 : Choose the main idea
Conditions of true friendship
IV. POST-READING :
To have a friendship we should / shouldn’t
- be helpful - be too selfish
- borrow a lot of money - be talkative
- pay attention to your friend when he / she is in difficult
situation - believe too much in rumours
- be faithful -
V. HOMEWORK :
- Learn the lesson and prepare the next period.
- Control.

- Ask Ss to do
- Check and
correct

- Stick poster
- Ask Ss to write
Should and
shouldn’t
- Check
- Give the
assignment
question.



- Play the game

- Work in pairs.
- Answer

- Look at
- Write the
answer.
- Copy


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Period: 2 UNIT 1: FRIENDSHIP
Date: Section: Speaking
Aim: Describe the physical characteristics of a person
Objective: By the end of a lesson, ss will be able to talk about the physical characteristics of a person.
Skills: Main skill: Speaking
Sub skills: Listening, Reading, Writing
Procedure:
T Stages & Content T’ activities Ss’ activities
5’

10


















18

I.WARM UP: Kim’ game

* Introduction:
II. PRE-SPEAKING
1. Vocabulary
- crooked (a) - humorous (a)
- quick-witted (a) - good-natured (a)
- studious (a)
* Checking: ROR
2. Set the scene about face ,hair ,height , forehead












III.WHILE-SPEAKING
* Task 1: Look at the people below and describe their

physical characteristics (page 15)
* Useful language:
height: tall medium, short… - face: square ,large ,oval …
forehead: broad, hight,…. - Nose: straight, crooked …
Hair: black, grey….
Appearance : handsome , beautiful ,good-looking




-
Stick the poster
on the board
-
Run through
vocab
-
Give instructions
-
Control


- Follow the steps
for teaching vocab


- Draw on the
board
-Ask ss to guess
the physical

characteristics









Supply ss some
useful languages
- Ask ss to
describe
- Control






- Look at the
board
- Listen
- Play a game

- Group work

- Follow the
teacher’s
instructions


-Look at the
board
-Work
individually.










-Listen and
answer
- Copy
-Work
individually




handsome sincere modest

straight short oval square
beautiful black pleasant
broad good-looking
hibl

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10

2’







*Task 2: Number the following personalities in order of
importance in friendship .Report your result to the class
IV.POST-SPEAKING
* Task 3: Role play
Dialogue build
Journalist Interviewee
Her / his name
?
Date of birth ?
?
His/ her personalities
? (friendly, honest,
helpful……)

What made her successful

?
…………………………………………………
V.HOMEWORK
Learn the lesson
Prepare section Listening








- Run through
vocab
- Give instructions



- Give Ss a
dialogue build
- Ask them to
make an
interviewee
- Go around for
help if necessary
- Call each pair to
report in front of

the class





- Summarize the
main points

- Give homework









-Listen and do
the task
- Group work







- Work in pairs

- Listen and
take note

caring generous hospitable
honest modest helpful
sincere understanding pleasant


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Period: 3 UNIT 1: FRIENDSHIP
Date: Section: Listening
Aim: Listening about Lan’s friendship and Long’s friendship.
Objective: By the end of the lesson, Ss will be able to listen the information about Lan’s friendship
and Long’s friendship.
Teaching aids: Textbook, lesson plan, cassette player, tape, poster.
Procedures:
T Stages & Content T’s activities Ss’ activities
5

5’






7’











7’

I. WARMER : Matching
A B
apartment building yêu thích
sense of humour xe gắn máy
guitarist toà nhà
favourite tình bạn
motorbike tính hài hước
around xung quanh
friendship người chơi guita
→ Introduction.
II. PRE-LISTENING
* Ask & answer the questions :
1. Who is your best friend?
2
.How did you happen to meet him or her
3
. How long have you known each other?
4
. What qualities do you admire in your best
friend?
III. WHILE-LISTENING
* Task 1 : Listen and decide T or F
1.___ Ha and Lan share an apartment in NCT

R
esidential Area in Hanoi.
2
.___ Lan think hat Hai Phong people are
u
nfriendly.
3
. ___ Lan spent two days in Do Son.
4
.___ Ha took Lan to Do Son on her motorbike.
5
.___ Ha introduced Lan to a number of her
f
riends there.
6
.___ Ha and Lan have become friends since
L
an’s trip to Do Son.
Key : 1-F, 2-F, 3-T, 4-F, 5-T, 6-F
* Task 2 : Listen and choose the answer
1. M and L have been friends since ___
A. school B. college C. work D. holiday
2. Long was a ____.
A. singer B. guitarist
C. worker D. football player
3. Long loves Minh’s ____.
A. loyalty B. sympathy

- Show the poster
- Give clear instruction

- Model.
- Ask Ss to match.
- Check.
- Read and ask Ss to
repeat



- Show the questions
- Ask Ss to ask and
answer
- Control
- Call 1 or 2 pairs to
speak loudly.

- Lead to Lan’s talk and
Long’s talk.
- Give instruction.
- Ask Ss to read the
statements in 2 minutes.
- Play the tape twice.
- Divide class and ask
them to give the answer.
- Play the tape and
check.


- Show the poster.
- Give instructions.
- Play the tape twice.

- Ask Ss to give their
answer.
- Play the tape again and
check.


- Look at
- Listen

- Go to the board and
match.
- Listen & repeat.






- Work in pairs.



- Listen.


- Listen.


- Read silently.

- Listen
- Give the answer in
teams.
- Listen & check.




- Look at & read.
- Listen.
- Listen & choose.
- Give the answer.

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10

10



1’

C. enthusiasm D. sense of humour
4. Minh and Long like to go to ____ .
A
. places and movies B. plays and movies
C
. plays and football matches
D
. zoo and cinema
Key : 1-B, 2-A, 3-D, 4-B
* Task 3 : Listen and write
How and where
they meet
What they like about
their friend
Lan


Long



IV. POST – LISTENING
Take turns to talk about how Ha has been

Lan’s best friend and how Minh has been
Long’s best friend.
V. HOMEWORK
- Prepare the next lesson : Writing






- Give instructions.
- Give posters.
- Play the tape twice.
- Ask Ss to stick the
posters on the board.
- Check.
- Ask Ss to practise
speaking in pairs basing
on the information
above.
- Go around for help.
- Call 1 or 2 Ss to report.

- Give homework.

- Listen & check.

- Listen.

- Work in groups.
- Stick the poster.


- Work in pairs.
- Do the work.
- Report.
- Copy.


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Period: 4 UNIT 1: FRIENDSHIP
Date: Section: Writing
Aim: By the end of the lesson, students will be able to write a short paragraph about your friend.
Teaching aids: textbook, handouts, posters
Procedures
T Stages & Content T’s activities Ss’ activities
7

10










17





10

1


I. WARM UP: Brainstorming










Æ Introduction
II. PRE-WRITING
* Vocabulary:
- generous (a):
- young (a):
- near (a): tall (a):
Checking: ROR
* Matching: Key
- generous Æ characteristics
- young Æ age
- near Æ address
- tall Æ appearance
III. WHILE-WRITING
* Use the following ideas to start writing:
1) Your friend’s name, age, sex, address.
2) Describe her/him physical characteristics

3) Describe her/his personalities
4) Say what you like about her/him
IV. POST-WRITING
* Choose four students to present their writing:
on board
Correcting


V. HOMEWORK
- Write a short paragraph about your father.
- Prepare next lesson, Lang Focus
- Explain ideas
- Ask Ss to give words









- Lead to the lesson


- Introduce words on
board
- Give meanings

- Tick two lines on
board and ask Ss to
match
- Give key on board



- Give word cues by
handouts.
- Run through the
sentences
- Ask Ss to write
- Go around for help
- Call four Ss to present
- Correct mistakes on
board.
- Give comment
- Require the task at
home
- Listen and
think
- Give words

- Listen and
follow



- Listen and
understand
- Follow
teacher’s steps
- Listen and copy
- Look and work
in pairs
- Copy down



- Follow
teacher’s ideas
- Start writing
- Present writing on
board
- Correct
mistakes
Listen and copy

personal information
age

appearance
address
characteristics

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Period: 5 UNIT 1: FRIENDSHIP
Date: Section: Language focus
Objective: Ss can distinguish and pronounce two sounds /ʤ/ & /ʧ/ in single words and sentence.
- Ss can review infinitive, bare infinitive and use them.
Teaching aids: textbook, pictures.
Procedures:
T Stages & Content T’s activities Ss’ activities
5’




10

28



















I. WARMER
Show the Pictures on the blackboard
+ ch
air, children, chewing gum
+ J
acket, Jean, July
Æ Introduction

II. PRONUNCIATION
/ʧ/ /ʤ/
Ch
ain Jail
Ch
oke Village
Ch
eek June
Beach
July
Peach
Surgeon
Rich
Region
Match
Jerry
1. Listen and decide if the word belonging to
/ʤ/ or /ʧ/
Ag
e, each, coach, college, chew, junk, jeans,
J
oke, purchase, magic, tragic, butcher
2. Open their book (page 19). Listen and repeat
III.GRAMMAR AND VOCBULARY
1
. Infinitive:
- What do you study English for?
- What do you want to do after school?
- What do you do morning exercise for?
- What do you use phone for?

• After verbs : want, have, decide, buy, would
like, seem…….use “to Infinitive”
• Meaning :“To Infinitive” is used to express a
purpose
* Exercises 1:(page 20)
Key
1. Who wants st 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. It’s lovely to see you again
7. It’s too cold to go out
- Asks Ss to look at the
pictures.
- What do you call in
English?


- Ask Ss to repeat to
introduce 2 sounds /ʤ/ &
/ʧ/
- Ask Ss to repeat





- Give Ss a handout to
collect

- Asks Ss to listen and
check
- Plays the cassette
- Helps Ss to correct

- Elicit
- Introduce Infinitive







- Asks Ss to do
- Correct





- Look at

- Answer



- Repeat

- Repeat





- Collect
- Check
- Repeat
- Practise in pairs



- Answer
to find a good
job…
to be a teacher
to keep health
to contact my
friend
- Take notes



- Work in pairs

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2’
8. I am happy to know that you have pass the
exam
• Practise: based on prompts
S1: who/ want/ talk with?
S2:
S1: what/do/tonight?
S2:have/exercises/do
S1: what/decide/do/high school?
S2:
S1: why/morning exercise?

S2: keep health
1. Bare infinitive :
Giang: Where is Linh?
Tuan: I saw
him go out 5 minutes ago
Giang: what is the matter with him?
Tuan: I heard
him say to Nam he had a
headache. He went to see the doctor.
VERB: see, hear, feel, make, let, watch + V
0


* Exercise 2 : page 21
Key
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 officers made him open the
b
riefcase
5
.The boy saw the cat jump through the window
6
. Do you think the company will make him pay
s
ome extra money?
7

. I felt the animal move toward me
8
. Do you think her parents will let her go on a
picnic?
Practise :based on prompts
* S1:I /see/them/go out
S2: where/they/decide/go? S1:
* S1: What/happen?
S2:I/ see/ rabbit/jump/the window
S1: Oh! really?
* S1: what about /trip / Dalat, Lan?
S2: I / be / afraid. I can’t
S1: What / the problem / you?
S2:My friends/make/me/stay there/8 days
S1:But/my parents/ not let/me/stay there 8
days S2: what a pity!
IV.HOMEWORK





- Ask ss to practise in
pairs
- Call some pairs




- Give Ss a situation.

“There are 4 people
living in the house. They
are close friends. They
are G, L, T, N. However,
G doesn’t know where L
goes, & he asks T :
- Ask Ss to remark
Gives some verbs
followed bare infinitive

- Ask Ss to do exercises
on page 21
- Correct









- Ask Ss to practise in
pairs based on prompts
- Encourage Ss to make
situation to use the above
verbs (feel, make, let…)
- Call some pairs to
present

- Ask Ss to pay attention
to using these Verbs







- Practise in front
of class





- Take notes
- Give their
remark (after
verb: see, hear
use bare
infinitive)




- Do exercises
- Take notes

- Work in pairs





- Present in front
of class
- Take notes

- Take notes

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-learn their lesson
-prepare the new lesson


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TEST OF ENGLISH
Time allotted: 15
* Circle the best answer to complete each sentence: (10ms)
1/ In “Everyone has a number of acquaintances
, but no one has many friends” acquaintances
mean
A. people that you have met but do not know well
B. people whom you know well and whom you like a lot.
C. people who work in the same company.
D. people with whom you share a room for a period of time
2/ A friendship is a precious relation ship.
A. mutual B. sincere C. generous D. successful
3/ A good marriage is based on .
A. trust B. loyalty C. secret D. A & B
4/ The children seem to be totally of working quietly by themselves.
A. unable B. impossible C. incapable D. not able
5/ The children were eager their parents
A. see B. seeing C. saw D. to see
6/ He refused her for herself.
A. to allow / to think B. allowing / thinking C. allow / to think D. to allow / think
7/ They would go by plane than spend a week traveling by train.
A. like B. prefer C. rather D. better
8/ The boss made for a meeting after work.
A. us to stay B. us stay C. us staying D. us to staying
9/ I keep getting this pain in my leg. I think I’d better a doctor.
A. see B. seeing C. to see D. saw
10/ The dentist told him his mouth wide.
A. open B. opening C. to opening D. to open

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Period: 6 UNIT 2: PERSONAL EXPERIENCES
Date: Section: Reading
Objective: By the end of the lesson, Sts are going to improve their reading skill as well as way to
guess meaning of new words.
Skills: reading, speaking, listening
Teaching aids: pictures, posters, cards.
Procedure:
T Stages & Content T’s activities Ss’ activities
3’



10’











22’

I.WARM-UP: Ordering pictures



II.PRE-READING
* Pre-teach vocabulary:
- embarrassing (a) = confused (a):
lúng túng, bối rối
- to glance at: liếc nhìn
- sneaky (adj): lén lút,vụng trộm
- to make a fuss: làm ầm lên
*Checking: Rub out and remember.

* Suggested questions:
1. Who do you think they are?
2. Where are they?
3. What are they doing?
III.WHILE-READING
*Task 1: Gap-filling
Answer key
1. glanced 4. idols 5.
sneaky
2. making a fuss 3.
embarrassing
* Task 2: Ordering pictures

Answer key: d-b-f-e-a-c
* Task 3: Multiple choice + Lucky
Stars
1) The girl wish to have______ when
she was in grade 9.
a. a new schoolbag b. a new shirt
c. a red floppy hat d. a new bike
2) Her father gave her some money
on her birthday ________.
a. to buy the hat she liked
b. to buy an ice-cream
c. to travel d. to buy a new
computer
- Gets Sts to order the pictures,
then guess what is happening
with people in each picture.
- Leads Sts to new lesson.

- Follows the steps.

- Reads twice as model.



-Gives Sts some questions,
then gets them to work in pairs
Ưguess details in a story they
are going to read.


- Asks Sts to read the story
carefully, then do task 1.

- Corrects.

- Gets Sts to work in pairs to
order the pictures about the
story they’ve read.
- Checks + corrects.


-Divides Sts into 2 groups,
asks them to play the game
“Lucky stars” by answering
the questions in task 3.

-Listen
-Work individually

- Give feedback

- Copy the title.


- Observe.

-Listen + repeat.


- Copy







- Pair workƯtalk about
each picture.
-Present in front of
class. -Silent reading
-Do task 1 (p.24).

-Compare the answers
in pairs.
-Write the words on
the board.
-Translate into
Vietnamese.
-Take notes.
- Pair work.

-Give feedback.



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8’

2’
3) She saw ______in the boy’s bag.
a. an interesting picture book
b. a beautiful pen
c. a mobile phone
d. a wad of dollar notes like hers
4) She decided to take the money
from the boy’s bag without saying
anything about it because_______.
a. she hated him. c. she liked him.
b. she didn’t want to make a fuss.
5) She bought ______ for herself
with the money she took from the
boy’s bag.
a. the hat b. the shirt
c. the book d. the dictionary
Answer key:1c -2a -3d -4b -5a
IV.POST-READING
* Suggested phrases:
Put up a notice at the school board /
get on the same bus the next day and
look far the boy to return the money
to him / keep it as a secret / tell her
father and ash him for advice………

V. HOMEWORK
- Learn new words by heart.
-Write a short paragraph to
summarize the story (about 100
words
- Gives clear instruction:
answer 5 questions with 1
lucky star.










-Gives marks + corrects Ö
tells which group is the
winner.

- In groups of four, asks Sts to
find out the solution for the
situation in the story using the
prompts.

-Listens + comments.

- Gives tasks.
-Take notes.


- Group work.
- Join the game.

-Listen
-Each group choose
the question+answer
Take notes.





- GroupworkÖ discuss
the way to solve this
problem.
- Each group presents.



-Listen
-Take notes.


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Period: 7 UNIT 2: PERSONAL EXPERIENCES
Date: Section: Speaking
Aim: Students talk about past experiences and how they affected one’s life.
- Lexical items: words/ phrases talk about past experiences.
- Structures: useful structures used to talk about past experiences
Method: Communicative approach
Teaching aids: textbook, posters, pictures.
Procedure:
T Stages & Content T’s activities Sts’ activities
4’


12




15

13





1’
I. WARM UP: Question
How do the people in the photos feel?
- happy/ angry/ frightened/ relaxed/ excited/ bored
II. PRE- SPEAKING:
* Task 1: Work in pairs. Match the things you might have
done or experienced in box A with how the experience
might have affected you in box B (p 25)
→ Answer key: 1d 2c 3a 4b 5e
II. WHILE-SPEAKING:
* Task 2: Work in pairs. A student is talking to her friend
about one of her past experiences and how it affected her.
The lines in their conversation are
jumbled. Put them in the correct order, then practise the
dialogue.
→Answer key:
1b 2d 3h 4a 5e 6g 7c 8f
- Hỏi về kinh nghiệm đã trải qua:
Have you ever …?

- Hỏi vể chi tiết kinh nghiệm đó:
How did it happen?
- Hỏi về tác động của kinh nghiệm đó:
How did the experience affect you?
* Task 3: Work in pairs. Underline the structures used to
talk about past experiences in the dialogue in Task 2, then
use the structures and the ideas in Task 1 to make similar
dialogues
IV. POST-SPEAKING:
∗ Useful structures:
- Have you ever …?
- How did it happen?
- When did it happen?
- How did the experience affect you?
V. HOMEWORK:
Write a short paragraph about 80 words about your past
experience

- Ask
- Introduce the
lesson

- Ask sts to
match A with B

- Correct


- Ask sts to put
in the correct

order





- Guide sts how
to use tenses
- Simple past
- Past
continuous




- Check, listen,
help



- Give tasks
- Look at the
pictures, answer


-Work in pairs
- Check


- Pair work

- Practise












- Work in pairs






- Take notes


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Date: 8 UNIT 2: PERSONAL EXPERIENCES
Period: Section: Listening
Objectives: - By the lesson ss understand family is more important than things
- They are no longer selfish
Teaching aids: Textbook, posters, tape, cassette player
Procedure:
T Stages & Content T’s activities Ss’ activities

I.WARM-UP: Kim’s game
Some words: shout, help, telephone,
water, cry, selfish, gas, protect,
unforgettable, experience, rescue, fire,
family, things, terrible
II. PRE- LISTENING:
* Vocabulary:
- Memorable (adj.) translate
- Scream (v picture
- Embrace (v) action and explain
- Protect (v)explain or may be translate
- Terrified: picture and translate
- Escape (v) picture, explain or translate
* Ordering words
+ When you see the fire, what do you do?
Arrange the correct order of the
words from the first to the end: help
people to rebuild their house, call the
firemen, manage to put out the fire, run to
the place where there is a fire, ask someone
to help, escape, scream
III. WHILE- LISTENING:

+ Task 1: Christina is being interviewed
about the most unforgettable experience in
her life. Listen to the interview, and then
decide whether the statement are true (T) or
false (F).



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

+ Task 2: Listen to the second part of the
dialogue and fill in the gaps in the summary
of Christina’s story below.

Answer
- Explain the way of
playing the game
- Start the game




- Apply the techniques of
teaching new words
reasonably

- Ask ss look at the posters
on the blackboard to answer
the question
- Ask ss work in group
- Don’t correct their
answers



- Ask ss to read the
instruction
- Run through the task
- Ask ss to predict
- Play the tape (1 or 2)
- Ask ss for answers
- Ask ss give the correct
information of the false
sentences
- Give feedback and correct
the answers

- Ask ss to read the
instruction
- Run through
- Ask ss to guess
- Listen to the
instruction of the
teacher to play well
- Play the game

- Listen and repeat
- Read
- Copy





- Look at the board
and answer the
question
- Work in groups

- Give answers on
the board

- Read

- Listen
- Work in pairs
- Listen
- Answer
- Give the
information



- Copy

- Read

- Listen
- Give answers
freely

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1. small 2.everything
3.family 4.replaced
5.took 6. appreciate
IV. POST- LISTENING:
What do you think about the sentence:
“Family is more important than things”?
- Exchange your ideas with a partner
V. HOMEWORK:
- Learn by heart the lesson
- Rewrite your opinion about the sentence:
“Family is more important than things”
- Prepare the lesson for the next period:
“WRITING”
- Get feedback and play the
tape(1 or 2)
- Ask ss give answers
-Correct and give
comments

- Ask ss work in pairs

- Go around to help
- Call some ss give their
own answers - Correct if
they have serious mistakes


- Say and write on the
board
- Listen

- Give answers
- Copy
- Work in pairs
- Give their own
answers freely




- Take




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Date: 9 UNIT 2: PERSONAL EXPERIENCES
Period: Section: Writing
Objective: Writing a personal letter describing a past experience

Method: Communicative approach
Teaching aids: textbook, poster
T Stages & Content Teacher’s work Students’ work
4’














15’

I.WARM UP: Complete the following
sentences, using the adjectives in the box.

1. He was very when someone stole his
money.
2. He was very when his father
appeared on TV with the Prime Minister.
3. He was very when he saw those big
dogs running toward him.
4. He was very when he heard that he
got bad marks.
+ introduce the new lesson: Writing an
embarrassing experience in our life
II. PRE-WRITING
* Read the following letter and complete the
chart below.
Dear Helen,

Last year I had a scary dream, I was walking
along an empty street late at night. Suddenly a
lion appeared at the end of the street. He ran
toward me with his big mouth open and sharp
teeth. He roared and jumped upon me. I
screamed loudly and awoke. I’m still frightened
now. By the way, how are you? Do you still
have a nightmare as before? I think we have
similar problems now. Write to me as soon as
possible.
Your friend,
Daisy
Name of experience 1.
when it happened 2.
where it happened 3.
how it happened 4.
how the experience
affected you
5.
Notes:
- embarrassed / embarrassing (adj)
- a / an ….thing happened to me…
- Ask sts to complete
them




- Get feedback

- Give the answer











- Ask ss to do the task











-Run through Voc.
-Model
-Explain some
structures
- Elicit tenses & form

- Pair work


- Listen

Key
1. angry
2. proud
3. frightened
4. sad










- Follow

Answer
1.The frightened
experience
2. Last night
3. The writer was
walking along an
empty street late at
night.
Listen and take notes
4. The lion ran toward
Proud , sad, angry, frightened

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15’

10’

1’
- I felt extremely …
- It was a really…. experience.
→ elicit: Tenses (past)
Form (5 parts)
* Main points
- when it happened - where it happened - how
it happened - who was involved
- how the experience affected you
III. WHILE - WRITING
Write a letter to tell your friends the most
embarrassing experience in the same way



IV. POST-WRITING

V. HOMEWORK
- Rewrite your letters
- Prepare the next part

- Ask sts to write a
letter to tell their
friends the most
embarrassing
experience
- Go around to give sts
some help
- Ask 2 sts to write on
the board
- Correct sts’ mistakes

- Give homework
her with his big mouth
open and sharp teeth.
he roared & jumped
upon her.




- Write a letter to tell
their friends the most
embarrassing
experience
- Ask for help

-Write on the board

-Take notes


- Take notes


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Date: UNIT 2: PERSONAL EXPERIENCES
Period: 10 Section: Language focus
Aim: After the lesson, ss will be able to:
-Pronounce the sounds: / m /, /n /, / n / correctly.
-Use the correct tenses of the verbs: s.present, s.past, past progressive, past perfect.
Structures: s.present, s.past, past progressive, past perfect.
Teaching aids: cards, book, posters……
Procedure:
T Stages & Content T’s activities Ss’ activities
3’



10

10











* Warm-up: Kim’s game
may wrong running make nose
home snow seven sing
summer nine morning money
I.PRONUNCIATION:
* Listen and repeat:
/ m / / n / / n /
may nose wrong
make nine running
summer money bring
*Practise reading the sentences:
1. Good morning. I want an apartment in central
London.

2. We have an expensive apartment in Northern
Avenue
3. I remember meeting him on a nice summer
afternoon.
II. GRAMMAR:
A. Present simple tense:
1. Ex: Nam and Phong live
with their parents. Nam
works
for a big company. Phong is a student. He does
his exercises everyday.
Æ Form:



To Be: am / is / are
Æ Use: We sometimes use the present simple tense to
tell a story happened in the past.
2. Practice: Use the correct present tense forms of
the verbs in brackets:
The story is about a girl called Little Red Riding Hood
who (0.live) lives
with her mother. Little Red Riding
Hood’s grandmother (1. invite) ____ her to her
cottage, so one fine day she (2. set) ____ off to visit
her. The little girl (3. get) _____ ready, (4.wave)
______ goodbye to her mother and (5. promise)
-Give instructions
- Divide the class
into 2 groups

- Praise the winner


- Model.

- Correct ss’
mistakes.


-Model
-Ask ss to underline
the words having
these sounds.


- Set the scene
- Give example
- Model
- Ask questions &
give the form on the
board

- Give instruction
-Ask ss to work in
pairs
- Check
Key: 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
- Observe
- Work in
groups


- Listen and
repeat.
- Repeat
correctly.


- Listen &
repeat
- Underline the
words.
- Observe


- Listen and
repeat
- Answer
- Copy

- Listen
- Work in pairs
and give the
answer







-I, You, We, They + Vo
-He, She, It +
V-