Giao an Tieng ANh 11

Date:20/8/09
Period 1: revision and introduction
I.o bjectives : by the end of the lesson ss will be able to:
-revise the language of english book 10.
-know the form of english book 11.
II.m aterials :English book 10,11.
III:a nticipated problems :
Ss may forget the knowledges of english book 10.
IV.p rocedure :
Stage/Time Procedure
Interaction
Presentation 1
22
Presentation 2
20

Wrapping

3
Revision.
Call some Ss to tell about the grammar of English 10.
-Tenses.
-To-infinitive
-Gerund
-Reported speech
-passive voice
Let Ss to give out some examples
feedback and recall them.
Introduction.
Ask Ss some question about the English book 10 to
introduce the English book 11.

-How many units are there .?…
-How many lessons are there in a unit?
-How many periods are there in a unit?
-Do you do Test your self at home or at class?
-How many topics are there in ?…
Introduce the English book 11 –new version.
-There are 16 units
-some units last 6 periods.
-test your self :do at home
-there are 16 topics.
Summarise the main points
Assign homework
Wholeclass
Individual
Wholeclass
Individual
work
Wholeclass
Date:21/8/09
Period 2: unit 1: friendship
A. reading.
I.Objectives: By the end of the lesson Ss will be able to:
- develop such reading micro-skills as scanning for specific ideas,skimming for
general information,and guessing meaning in context.
-use the information they have read to discuss the topic.
II.Mareials: Textbook,handouts.
III. a nticipated problems :
Ss may need help with the discussion task,so T sdould be ready to help them.
IV.Procedure:
Stage/Time Procedure

Interaction
Warm-up
6
Pre-reading
10
While-
reading
6
Competition game –network.
T prepare a handout with a network of the word
Friendship.
Divides the class into 8 groups and give each group a
handout and ask them to complete.
Dicussing the picture and poem
-T asks the whole class to look at the picture on page 12
and asks them some questions:
+ what are the girls and the boys doing?
+how do they feel?
+what does the picture tell you?
-T asks Ss to work in pairs to read the poem.
Pre-teaching vocabulary.
-provide some new words on the board.
-Explain the meaning .
-Guide Ss to read
Setting the scene
You are going to read the passage about the qualities of a
lasting friendship.While you are reading ,do the tasks in
the book.
Task 1.
Fill each blank with one of the words in the box.

-T writes these words on the board:
-Then T instructs Ss to read the passage quickly and
stop at the lines that contain these words to guess their
meanings.
-T asks Ss to work individually to do the task.
-asks Ss to exchange their answers with others.
-asks Ss for their answers and feed back
Task 2.
Groupwork
Pair work
Whole class
Whole class
Individual
work and pair
work.
Whole class
Dien chau Upper secondery school
2
5
6
Post-reading
10
Wrapping
2
Decide which of the choices A,B,C or D most adequately
sum up the ideas of the whole passage.
-T gets Ss do the task individually and then find a peer to
compare their answer.
-T calls on some Ss to give their answers and asks other
to say whether they agree or disagree.

-Feedback and gives correct answer.
Task 3.
Answer the six questions in the book.
-T asks Ss how to do this task.
-asks Ss to do the task individually,then discuss the
answer with their friends.
-Calls on some Ss to answer.
-Feedback.
Intruction:you are required to work in pairs to discuss the
question in the book.
-When the time run out,calls every two pairs to share
ideas.
-Feedback.
-Summarise the main points
-Assign homework
Individual
work and pair
work
Pair work
Group work
Whole class

Dien chau Upper secondery school
3
Date:24/8/09
Period 3: unit 1: friendship
Lesson b: speaking
I.Objectives: By the end of the lesson Ss will be able to:
Describe the physical characteristics and personalities of their friends,using
appropriate adjectives.

II.Mareials: Textbook,handouts.
III. a nticipated problems :
Ss may not have enough vocabulary to talk about the topic,so T should be ready to
provide help.
IV.Procedure:
Stage/Time Procedure
Interaction
Warm up
8
Present
12
Practice
Competition game-Word search
-T divides the class into small groups.Then distributes the
following puzzle handout for Ss to do in their own
groups.which group finishes first and has all the correct
answers will be the winner.
H O N E S T S I G N S A D
U I U H R N O I N U B O C
M T N G G F T E R U E G A
O U H D E A N H B T A E R
R T A L L D M E D I U M I
O O N G R A B H O L T N N
U N D E R S T A N D I N G
S H S I N C E R E S F M U
S M O U G E N E R O U S O
R I M F A U D A A R L I D
E E E U U N O U H R H M H
I A M A S A U L R B L M A
N E C U N T E N S E D M S

Find out:beautiful,tall,sincere.generuos,humorous,
Caring,understanding,handsome.
Task 1.
Instruction:you are going to look at the picture of four
people on page 15 and describe them in pairs.
-Before letting Ss to do the task,asks them to read Useful
language on page 16.
-Teaches some words.
-T asks Ss to work in pairs to describe the people in the
picture,and then calls on some Ss to present their answers.
-feedback.
Task 2.
Instruction:you are going to discuss and number the
Group work
Whole class
Pair work
Dien chau Upper secondery school
4
10
Product
13
Wrapping
2
personalities in order of important in friendship and then
report the results.
-Before Ss do the task,T asks Ss to look at the list of
adjectives provided in the book.
-T can elicit or explain some adjectives quickly.
-Divides the class into group fo 6 with a group
leader.They discuss and the leader will take notes of the

ideas and then one represent the result to the whole class.
-Feedback.
Task 3.
Instruction:Imagine that you have a friend who has just
won the first prize in Mathematics.A journalist is going to
interview you about your friend.
-Before Ss perform the interview in pairs,T gets Ss have a
look at their role on page 16 and the suggestions on page
17.
-T may elicit the questions they may ask.
-Asks them to work in pairs to perform the interview .
-Calls on some pairs to perform the interview.
-Feedback.
Summarise the main points
Assign homework.
Whole class
Group work
Whole class
Pair work
Whole class
Date:25/8/09
Period 4: unit 1: friendship
c. listening
I.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.
II.Mareials: Textbook,cassette tapes,handouts.
III. a nticipated problems :
Ss may not be familiar with the note-taking task,so T should provide them some tips to
deal with the task.

IV.Procedure:
Stage/Time Procedure
Interaction
Warm up
7
Competition game-crossword
-the aim of this activity is to help Ss revise the
vocabulary items Ss learnt in the previous lesson.
-T divides the class into small groups.Then T distributes
Group work
Dien chau Upper secondery school
5
Pre-listening
10
While-
listening
10
7
Post-
listening
8

Wrapping
3
the following crossword handout for Ss to do in their own
groups.Which group finish first and has all the correct
answers will be the winner.
Talking about your best friend
-T asks Ss to discuss the question on page 17 in pairs.
-Call some Ss to give their answers and comments on the

answers.
Vocabulary Pre-teaching
-Before Pre-teaching the new words,T helps Ss to
pronounce the words given in the book.
-Elicit some new words.
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.
-T plays the tape once for Ss to do the task.
-Asks for Ss’answers and writes them on the board.
-Play the tape the second time for Ss to check their
answer.
-Feedback and give the correct answers.
Task 2.
Instruction:you are going to listen to the tape again and
fill the table in the book with notes.
-Before Ss listen to the tape again,T may ask them to try
to fill the table with the things they remember from the
previous times for listening.
-T play the tape again for Ss to compete their notes.
-Get Ss to work in pairs and check their answers.
-Call on some Ss to give the answers.
-Feedback and give correct answers.
-T gets Ss to work in pairs to talk about how Ha has been
Lan’s best friend and how Minh has been Long’s best
friend.
-Call on some pairs to present their answers.
-Elicit feedback from the class and give final comment.
Summarise the main points

Assign homework
Whole class
Individual
work
Group work
Whole class
Individual
work
Pair work
Whole class
Whole class
Pair work
Whole class
Dien chau Upper secondery school
6

Date:26/8/09
Period 5: unit 1: friendship
d. writing
I.Objectives: By the end of the lesson Ss will be able to:
Write about a friend,real or imaginary, using the words and expression
that they have learnt in previous lesson.
II.Mareials: Textbook,handouts.
III. a nticipated problems : Ss may not have sufficient vocabulary to write about the
topic,so T should be ready to assist them.
IV.Procedure:
Stage/Time Procedure
Interaction
Warm up
7

Present
13
Practice
15
Product
8
Guessing game
-T introduces the game:one student goes to the board and
T gives him/her a piece of paper with the name of a student
in the class.Other Ss have to ask Yes/No questions to find
out who the student is.Ss should ask about the
appearance,personalities,or clothes…
-Ss may ask questions such as:
+Is the person a girl?
+Is she tall?
T sets the sence:you are going to write about a friend,real
or imaginary,using …
T gets Ss to read the task and guidelines silently and work
out what athey are required to write about.In general,Ss’
writing should include three parts:general information
abuot their friend,his/her physical characteristics and
personalities,what Ss like about the friend.
T elicits the verb tenses that may be useful when Ss want
to write about when and where they met their friends.
T may also elicit/revise the adjectives and expressions Ss
can use to describe their friend’s appearance and
personalities.
Writing
-T gets Ss to write their friend in 15 minutes.
-T goes around to observe and offer help

feedback on Ss’ writing
-T asks Ss to exchange their writing with another student
for peer correction.
-Collects some writing for quick feedback
Summarise the main points
Group work
Whole class
Individual
work
Pair work
Whole class
Dien chau Upper secondery school
7
Wrapping
2
Assign homework Whole class

Date:31/8/09
Period 6: unit 1: friendship
E. language focus
I.Objectives: By the end of the lesson Ss will be able to:
-Distinguish the sounds /d / and /t /.
-Pronounce the words and sentences containing these sounds correctly.
-Use some structures containing infinitives with and without to appropriately.
II.Mareials: Textbook,handouts.
III. a nticipated problems :
Ss may find it difficult to pronounce the two sounds,so T should prepare a lot of practice.
IV.Procedure:
Stage/Time Procedure
Interaction

Presentation
1
12
Presentation
2
15
Pronunciation
Pronouncing the two sounds seperately
-T models the two sounds/d /and /t / for afew times and
explains the differences in producing them.
-T plays the tape or read once for Ss to hear the words
containing these sounds.Then T plays the tape or read
again and this time asks Ss to repeat.
Pronoucing words containing the sounds.
-T reads the words in each column all at once.
-T reads the words once again,each time with a word in
each column to help Ss distiguish the differences between
the sounds in the words.
-T asks Ss to practice pronouncing the words in pairs.
Grammar
1.To-infinitive
a,presentation
-T writes some sentences on the board and underline the
to-infinitive:
+I have letters to write
+does he get anything to eat?
-T asks Ss to comment on the use of to-infinitive in these
examples.T reviews the form and use of to-infinitive in the
examples.
b,practice.

Exercise 1.
-T asks Ss to do exercise 1 individually and then compare
their answers with another student.
-T calls on some Ss to read out their answers.
Whole class
Individual
work
Pair work
Whole class
Individual
work
Pair work
Dien chau Upper secondery school
8
15
Wrapping
3
-Gives correct answers.
2.Infinitive without to<bare infinitive>.
a,presentation.
-T calls on some Ss to give out some verbs that they are
followed b bare infinitives.
-T may clear that:
+We can use a noun or pronoun object+bare infinitive
after verbs of perception such as
feel,hear,watch,see,notice,smell The bare infinitive …
generally refers to complete action.
+We use the bare infinitive after let and make:let sb do
sth=allow sb to do sth;make sb do sth=force sb to do sth.
b,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 pair.
-T calls on some Ss to go to the board to write their
answers.
-Feedback and give correct answers.
Summarise the main points of the lesson.
Assign homework
Group work
Whole class
Whole class
Dien chau Upper secondery school
9

Date:01/9/09
Period 7. Unit 2 : personal experiences
a : reading
I .Objective : By the end of the lesson ss will be able to :
- scan read specific information
- understand the text and express their ideas about past experiences
II. Materials : text book ,pictures ,charts ,hand out
III. Anticipated problems:
Ss may need help with the discussion task.
IV: Procedures:


Stage/Time

Procedure Interaction

Warm up
7
pre-
reading
Game : jigsaw reading :
Devide the class in 4 or 5 groups
Give each groupa hand out with a phrases of explaination on
Tell ss to read the phrases and find out the words then conpine
the first letter of all these words to form the key word
The first group find it will win the game
Check ss 'understanding of instructions have ss start the game
These are the phrases on the hand out
1. the biggest land animal Elephant
2. the short form of christmas X- mas
3. the object we use to write with Pen
4. part of our body that allows us to see thing .Eyes
5. the opposite of "wrong " Right
6. another word of "sick " ill
7. part of our body that allows us to hear Ears
8. part of our body that allows us to smell Nose
9. the word for while ,red ,blue ,yellow … Colours
10.north ,south ,west and …… East
Key word : experience
Asking : 1.what is experience ?
It means: event or activity that affects us in some way
Have you ever been in an embressing situation ?
What did you do then ?
Lead in new lesson : personal experience
Pre- teach vocabulary :
Provide some new words on the board.

Explain the meaning and guide Ss to read.
Activity 1:Reading and re- ordering :(task 2 in the text
Group
work
Whole
Dien chau Upper secondery school
10
6
while
reading
10
10
Post
reading
10
Wrapping
2
book )
Ask ss to work in pair to read the story and put the pictures of
the events in the order they happened in the story
Call on some ss to give the answers
Check with the class
Feedback and give correct answers
Activity2 :question and answer : ( task 3 in the text book )
Ask ss to work in pairs to answer the questions .
Call some ss to write the answers on the board
Make correct if necessary
Feedback and give correct answers
Discussion :
Put ss in to 4 or 5 groups

Ask them to express their opinions on the following
questions;
a. have you ever been in such a situation as the man's ?
b. what have you done to grow out of /over come it ?
c. what do you think the man should to do over come his
shyness ?
go around to control and give help if necessary
call on some ss to report a bout their groups 'discussion
give feed back and comments on what ss have

telling a gain the story about the girl in the text book

class
Pair work
Pair work
Group
work
Individual
work

Dien chau Upper secondery school
11

Date:07/9/09
Period 8
th
Unit 2 : personal experiences
b : speaking

I .Objective : By the end of the lesson ss will be able to :

- Talk about their personal experiences and how they affect their life
II. Materials : text book ,pictures ,charts ,hand out
III. Anticipated problems: Ss may have problem using present perfect and past simple when
talking about the past.
IV: Procedures:


Stage/Time

Procedure Interaction
Warm up
7
Present
10
Telling the personal experience :
The first teacher tells ss a short story which makes her fell
shy.After that ask ss to tell their story .Teacher should guide
Ss some story in vietnamese
Go around and help Ss when they have difficulties
Example :
• One morning ,I got up late .It was half past six and
school began at 7
• I quickly washed ,brushed my teeth ,dressed and
jumped on my bycycle and drove to school
• I went straight in to the class and greeted the students
• After 2 or 3 minutes ,the Ss began laughing
• I could'n understand why
• Suddenly ,I looked down and realized I had put on one
brown shoe and one yellow one
Lead in :that is one of the memorable past experience in my

life.I often fell ashamed when thinking of it .To day we will
talk about past experiences and how they affect your life .
Task 1 : Matching :
Ask ss to work in pairs to match things they might have done
or experienced in the box A and how experiences might have
affected them in box B
Call on some ss to give their answers
Feed back and give correct answer :
1 d 2. e 3. b 4 .f 5. a 6. c
Ask ss : - what do you say to ask a bout some one' experience
Pair work
Pair work
Dien chau Upper secondery school
12
Practice
13
Product
12
wrapping
2
that might have affected them ?
Expected answer :
 Have you ever …………?
 When did it happen ?
 What were you thinking and felling when it happen ?
 How did the experience affect you ?
Task 2 : ask ss to work in pairs to put the lines of the dialogue
in the correct order
Go around to control and give help if necessary
Call on some ss to give the answer s

Feed back : b- d -g -h -a
Role- play drilling :
- Hang a chart with a dialogue
- Ask ss work in pairs to practice speaking the dialogue
- Put the chart a way
- Call on some ss to act out the dalogue in front of the
class
- Give comments
Ask ss to work in pairs
Ask them to make a similar dialogue based on the structures
and information in task 1 and task 2
Call on some pairs to act out their dialogues in front of the
class
Make corrections on pronunciation ,stress and intonation
Asign home work
Pair work
Pair work
Whole
class
Dien chau Upper secondery school
13
Period 9
th
Date:08/09/09
Unit 2: personal experiences
c : listening
I .Objective : By the end of the lesson ss will be able to :
- listen for specific information
- understand the passage
II. Materials : text book ,pictures ,CD player ,hand out

III. Anticipated problems: Some ss at the back may have difficulty in listening to the CD
player
IV: Procedures:

Stage/Time Procedure Interaction
warm up
7
Pre-
listening
8
while
listenning :
Game :guessing thing :
What is it ?
- devide the class in to 2 groups A and B and ask ss
to guess what is it ?
- read aloud some facts about the thing one by one :
• it destroy buidings ,houses and forests
• it can kill people
• it give out a lot of smoke
• you need water to put it out
The group giving the correct answer first wins
The answer : a fire
Lead -in :
Have you ever seen a fire ?
What will you do if there is a fire ?
The lesson to day is about the fire happening to Christina
's family 13 years a go .
Pre- teaching vocabulary:
1. Memorable (adj) =unforgetable

2. Scream(v) (action )
3. Gas stove (n) ( picture)
4. Appreciate (v): to recognize the good qualities of
some one or something
5. protect(v)
ask ss to check all the words by making some sentences
for each situation
Task 1 : tell ss they are going to listen to interview about
the most unforgetable experience in Christina'life
Groupwork
Whole class
Individual
work
Dien chau Upper secondery school
14
10
10
post
listening
8
Wrapping
2
Let 'ss to prepare in 3 mins
Ask ss to listen and tick what is true about her
Play the tape second times
Go over the answer with the class
Expected answer:
1 T 2. F 3. F 4. F 5.T
Task 2 :gap - filling
Tell to read throught the passage and guess the word in

each gap
Ask ss to listen to the recordings and fill in the gaps
Go around to control and give help if needed
Give feed back
Suggested answer:
1. small 2. everything 3. family 4. replaced
5 .took 6. appreciate
Question and answer :
Ask ss to work in pairs
Tell ss to listen again and answer the questions
Call on ss to give the answers
Check with the class
1. what is Christina' job ?
2. when did her most unforgettable experience
happen ?
3. what was she doing then ?
4. did the fire take many things from her ?
5. what did she realize after the fire ?
Suggested answer :
1. she is a bussiness woman
2. it happen 3 years a go
3. it started in the kitchen
4. yes, it is
5. she realize that the family was more important than
things
ask ss to retell the story
Individual
work
Pair work
Whole class

Dien chau Upper secondery school
15

Date: 9/9/2009
Period 10 Unit 2 : personal experiences
d : writing

I .Objective : By the end of the lesson ss will be able to :
- write the personal letter
- tell their memorable past experience
II. Materials : text book ,pictures , hand out .
III. Anticipated problems: Some ss may be too shy to express themshelves even in writing
IV: Procedures:
Stage/Time Procedure Interaction
Warm up
6

Present
5
Game : guess what ?
- Show a picture of a person sitting in a restaurant with a bowl
of soup in front ,and a waiter at his side
- Ask ss to read the exchange between the man and the waiter
and guess what the man 's response is /what the reason is ?
- Suggested answer : Because I haven't got a spoon
- Elicit experiences from ss " this is some thing happening in
a restaurant .Have you ever had an embarrassing experiences
in the rastaurant "?
- Note down Ss' ideas
- Transition :

The man had an embarrassing experiences at a restaurant and
he wrote to tell his friend about it .Do you want to share your
experiences with your friend ?To day we will learn how to
write a personal letter telling friend about a past experiences
Eliciting : elicit the steps of a personal letter from ss
1 .greeting
2. Date (when it happen )
3. The story ( the experience )
4. Closing
5.Signature
Speaking :
Ask ss to work in pair to talk about their past experiences or
the most embarassing moment of their based on the main
points:
• when it happened : two years a go /when I was in grade
10/when I was 10………
Whole
class
Whole
class
Dien chau Upper secondery school
16
practice
10
Product
7
wrapping
2
• where it happened :in my house /at school / in the street
….

• how was the experience affected you :it changed my
out look in life / it made me more careful a bout / it
made me appreciate more /I fetl ashame at a mere
thought of it /it gave me more confidence in …/it
taught me a lesson …
Call on some ss to tell their story
Give comments
Write a letter :
Ask ss to write a letter to a friend of theirs ,telling him or her
about one of their most memorable experiences
Go a round to control and give help with vocabulary
When ss have finished , collect ss' writings to mark at home
Peer correction :
Choose ne writing and ask a student to write on the board
Ask the rest of the class to correct their mistakes and give
comments.
Give feed back and comments
Complete these sentences :
1. it /a hot day
2. the man /stop / a small deserted beach
3. he /not have / swimming trunk s
4. there be /no /people /in sight
5. the man /take off /all closes /swim out

Individual
work
Whole
class
Dien chau Upper secondery school
17

Date 14/9/2009
Period 11 Unit 2 :personal experiences
e : language focus
I .Objective : By the end of the lesson ss will be able to :
- distinguish the sound /m/ ,/n/, and /
- revise simple past,past perfect , past continuous tenses and talk about the
past
II. Materials : text book ,chart .
III. Anticipated problems: ss forget all knowledges that they have learnt
IV: Procedures:
Stage/Time Procedure Interacti
on
TEST 15 ’
Presentation 1
7
presentation 2
8
Test 15 ’
Pronunciation :
Listen and repeat :
- Read the words and ask ss to listen
- Read the words and ask ss to repeat
- Call some ss to read the words
- Make correction where needed
Recognizing the sound
- write the phonetic sounds on the board
1. /m / 2 ./ n / 3./ ŋ /
- Ask ss to cose their book
- read the words and ask ss to say the number 1,2 or 3
corresponding to the sound

Practice the sentences:
Ask ss to work in pairs to practice reading the sentences
Call on some ss to read aloud
Grammar.
Exercise 1.
a.Presentation.
-T reviews the forms,meaning and uses of the present
simple,present perfect and present continuous.
b.Practice.
-T gets Ss to do exercise 1 individually and then find a
partner to check their answers with.
-t checks with the whole class and gives the answer.
Exercise 2.
Individu
al work
Whole
class
Individu
al
work,pai
r work
and
whole
class
Individu
al
work,pai
r work
and
Dien chau Upper secondery school

18
8
5
wrapping
2
a.presentation.
-T reviews the forms,meanings and the uses of the past
simple and past continuous.
b.Practice.
- T gets Ss to do exercise 2 individually and then find a
partner to check their answers with.
-t checks with the whole class and gives the answer.
Exercise 3.
a.Presentation.
-T reviews the forms,meanings and the uses of the past
perfect and compares it with other past tenses.
b.practice.
Do Exercise 3
Summarise the main points
Assign homework. Do Exercise 3 at home.
whole
class
Individu
al
work,pai
r work
and
whole
class
whole

class

TEST 15 minutes
Cho d¹ng ®óng cña ®éng tõ trong ngoÆc.
1. After a brief interruption, the professor continued (lecture)………….
2. We mustn’t risk (be)…………. late for the concert.
3. I couldn’t help (overhear)…………… what you said.
4. I postponed (make)……………. a decision till it was too late (do)…… anything
5. I regret (inform)……………….you that your application has been refused.
6. They have invited us (visit)…………… their house.
7. It’s no worth (live)………… without meat.
8. It’s no good (cry)……………
9. They have a lot of trouble (set)…………… down.
10. She tried (put)………….some salt into the lemonade.
11. Stop (talk)………… nonsense.
12. She postponed (write)…………a reply.
13. He spent his whose life (study)…………… sea animals.
14. He couldn’t help (see)………….that it was bargain.
15. He denied (make)…………… false money.
16. I shall always remember (meet)………… you for the first time in England.
17. Remember (do)………… these English exercises before going out with your friends.
18. She’s always forgetting (give)………….back the money she borrowed from me.
19. I shall never forget (meet)……………the King once last summer.
20. Every forty-five minutes I stop work (drink)………… a cup of tea.
Dien chau Upper secondery school
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Date:15/9/2009
Period 1 2
Unit 3: A party

A. Reading
I. Objectives: By the end of the lesson, Ss will be able to:
- Guess meaning in context.
- Scan for specific information.
- Use the information they have read to discuss the related topic.
II. Materials: Textbook, pictures, handout.
III. Anticipated problems:
- Ss can need to be provided vocab related to celebrations so that they can
complete various learning tasks.
IV. Procedure:
Stages/ Time
Procedure
Interactio
n
Warm up
6
Pre -
reading
7
T gives some gifts & cards and asks Ss :
1. What are they? - They are gifts and cards
2. When do they usuallu use them?
Or: What do people usually use them for?
- People usually use them to give their relative on birthday or
anniversary etc.
T asks some questions:
1. Have you ever taken part a birthday or an anniversary party?
2. What did they do on birthday or anniversary?
3. What did people prepare for the party?
Lead in: To day you will “ take part” a birthday and an anniversary by

reading the passage.
T gives two pictures in the text and guides Ss to guess : Which picture
is a birthday and Which one is an anniversary?
Before teaching T gives out some key words.
T helps Ss to pronounce them correctly.
T may want to model first and then ask Ss to repeat.
T presents or elicits the meanings of these words from the class.
Whole
class.
Individua
l.
Whole
class.
Dien chau Upper secondery school
20
While
reading
12
10
Post
reading
8
Wrapping
2
Set the scene: You are going to read about how American people
celebrate birthday and wedding anniversary. Then you do the tasks
that follow.
Task 1:
T gets Ss to read the passage silently and then do task 1
Devide Ss into two groups to discuss. Then call two Ss to write their

group answer on the board and compare. ( May be devide Ss in to
small groups, each group one statement).
T give feedback.
Task 2:
T checks if Ss can identify and correct the wrong information after
their first reading of the passage. If they can’t, T can simply the
sentences using multiple choice.
1. Lisa’s family and friends are at her eight birthday party.
A B C D
2. Everyone makes cake and ice cream at the birthday party.
A B C D
3. Lisa opens birthday cards and food from her family & friends.
A B C D
4. Many American over the age of 30 don’t like to talk about their
anniversaries. A B C
D
5. Fifty months ago , Rosa and Luis got maried .
A B C D
6. People call the 5
th
wedding anniversary the “golden anniversary.”
A B C D
7. Rosa and Luis are h appy to be together for their silver anniversary
A B C D
Asks Ss to work in pairs to answer the questions in the book.
Feedback.
Summarise the main points
Assign homework
Group
work

Group
work or
Individua
l
Pair work
Whole
class
Dien chau Upper secondery school
21
Date:21/9/2009
Period 13
Unit 3: A party
B. Speaking
I. Objectives: By the end of the lesson, Ss will be able to:
- Use appropriare language to talk about party and negotiate how to plan them.
- Use appropriate language to invite people tocome to party.
II. Materials: Textbook, , handout.
III. Anticipated problems:
- Ss may have little experience negotiating in English , so T should be ready to provide
them with appropriate language to do so.
IV. Procedure:
Stages Procedure
Interaction
Warm up
6
Present
T asks the Ss if they like parties and have they ever been to a
party ? If Ss say yes ,T asks follow- up questions like:
Whose party was it ?
What was the occasion?

Where was it?
Was it fun?. . . etc
T helps Ss to answer the questions by providing them
appropriate vocab and expresstions ( if no Ss have been to a
party ,T may get them to ask him/ her about a party he/she has
been to.
Then T sets the scene : “ Supposed you have been to a party
and now you want to tell your friends about it. What do you
want to tell them”.
Task 1
T introduces the task and goes over the questions with the
class. T explains new words if necessary.
Individual
Whole class
Individual/
Group work
Dien chau Upper secondery school
22
8
practice
10
10
Product
9
Wrapping
2
T gets Ss to do the task individual or group . Ss needs to
choose the details they want to talk about and plan their
stories. T encourages ss to take notes while doing so.
T goes aroud the class to check and offer help.

Task 2
T puts ss in pairs and get them to tell each other about the
parties they have been to, based on the outlines they have
made for task 1.
In the meantime, T goes to check and offer help.
T calls on some pairs to perform their conversations in front
of the class.
Task 3.
Asks Ss to work in groups to do the task:you are going to take
part in a competition to organize the best party.decide on the
following :budget,date and time,who to invite…
Feedback and gives suggested answers.
Task 4.
Asks Ss to tell the rest of the class about your party.
Try to convince them to talk as much as possible.
Correct the mistakes if necessary.
T summaries the main points of the lesson.
T asks ss to write a paragraph about a party they have been to.
Pairs work
Group work
Individual
work
Whole class
Dien chau Upper secondery school
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Date:22/9/09
Period 14 Unit 3: A party
C: Listening
I. Objectives: By the end of the lesson, Ss will be able to:
-Develop such listening micro-skills as intentive listening for specific information and take

notes while listening
II. Materials: Textbook, , handout, cassette tapes
III. Anticipated problems:
- Ss may not have sufficient vocab to talk about the topic , so T should be ready to assist
them.
IV. Procedure:
Stages/
Time
Procedure
Interaction
Warm up
6
Pre -
listening
8
T devide the class into groups of 6 and introduces the game:
the groups should generate as many words related to
birthday and birthday parties as possible in five
minutes.
Suggested words: cake, candle, cards, candy, flowers. . . .
T gets Ss to close their books and shows them the pictures
which in thebook, then asks them to guess what they
are going to listen about. T gives feedback and gets
them to open their books.
T gets ss to work in pairs to answer the questions on page
36.
T calls some Ss to answer the questions and explain their
reasons.
T checks with the class.
Pre- teaching vocabulary:

T guige ss to pronouce the words on page 36 correctly. T
play the tape or model first and then asks Ss to repeat
Group work
& whole
class
Pairs work
& whole
class
Dien chau Upper secondery school
24
While -
listening
12
10
Post -
listening
7
Wrappin
2
after the tape or after the teacher in chorus and
individually.
T presents or elicits the meanings of these words from the
class.
Task 1:
Instruction: You are going to listen to a girl telling about a
birthday party that she has been to. Listen and put a
tick True or False in the appropriate box.
Before Ss listen and do the task, T gets them to read through
the statements to understand them and underline key
words. For example, the keywords in the first

statement are “ at home”, and “ evening”.
T checks with the whole class and asks them to guess what
the party might have been like (there was a birthday
cake,the party lasted some hours. . .)
T plays the tape ( or read the tapecript) once for Ss to listen
and do the task.
Then T gets Ss to find a partner to check their answers with.
T checks the answers with the whole class. If many Ss
cannot answer the questions, T plays the tape one or two
more time s and pauses at the answers for them to catch.
Task 2.
Instruction: You are going to listen to the story again and
answer comprehension questions.
T checks if Ss can answer the questions in Task 2 without
listening again . If they cannot, T play the tape for them to
listen again but before doing this,
Then T plays the tape again for Ss to listen to and answer the
questions.
T gets Ss to check their answers with a partner. Then T
checks with the whole class.
Asks Ss to work in groups to take turns to talk about Mai’s
birthday party.
Goes around the class to give help if necessary.
T summaries the main points of the lesson.
For homework, Ss write a paragraph about their own
birthday parties.
Individual,
pairs work
& whole
class

Individual,
pairs work
& whole
class
Group work
& whole
class
Whole class

Dien chau Upper secondery school
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