giáo án tiếng anh 11 đầy đủ

SỞ GIÁO DỤC – ĐÀO TẠO TỈNH PHÚ YÊN

TRƯỜNG TRUNG HỌC PHỔ THÔNG PHAN BỘI CHÂU

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Năm học: 2009 - 2010


The 1st period
Date: August 24th
I. Objectives:
1. Educational aim: by the end of the lesson, students will be to know about English book in grade
11
2. Knowledge:
Student know:
- How to learn English in grade 11
- How to do English tests
- How to use student’s book and workbook
3. Skill : - Reading
- Speaking
- Listening
- Writing
- Doing English tests
II. Teaching aids: Student’s book, student’s workbook, dictionary, some test papers, etc.
III. Procedure:
Time/stage
Teacher’s activities
Warm-up : - Introduce to students about the teacher
- Ask students about their names and English
(7 minutes

knowledge etc.
Guiding: 35
1. Guiding student’s book and workbook:
minutes
* Introduce to students how to use their book
and workbook
* Introduce to students how to learn reading,
speaking, listening, writing, language focus in
their books and how to do the exercises in their
books
2. Guiding English tests in grade 11:
* Introduce to students about oral tests, 15
minute tests, 45 minute tests, etc. and how to do
them
* The tests in grade 10 include:
reading : 25%
listening: 25%
writing: 25%
language focus: 25%
3. Guiding other books and tape, disc, etc.
Homework
: 3 minutes
- Ask students to prepare textbook, notebooks
and the things for learning andprepare lesson
reading - Unit 1

Date: Sept 4th

Students’ activities
- Listen to the teacher

- Answer the teacher’s
questions

- put the student’s book and
workbook on the table
- listen to the teacher and
look through the books

- Listen to the teacher
- listen to the teacher and
write down the things which
will be prepared at home


Period:2

Unit 1:
Lesson :

FRIENDSHIP
Reading

I. Objectives: By the end of the lesson, Ss will be able to talk about very special
qualities for a friendship.
II. Language Focus:
* Grammar:
* New words: bighten up, acquaintance, incapable of, lasting, quality, unselfishness,
be concerned with, two-sided, give-and-take, constancy, constant,
enthusiasm, changeable, uncertain, loyalty, suspicion, suspicious,
rumour, gossip, sympathy, pursuit,

III. Teaching aids: textbook, handouts.
IV. Procedure:
Stage/Time:
Teacher’s activities:
Students’ activities:
Warm-up
- Ask Ss to answer questions
Pairworks
*Questions:
1. Have you got many friends?
2. What do you think about your friends?
3. According to you, which qualities need for a
frienship?
- Ask Ss to present their ideas before class
- Check and lead into the new lesson
Before
Pairworks
- Ask Ss to look at the picture and answer some
reading
questions
1. What are the boys and girls doing?
2. How do they feel?
3. What does the picture tell you?
- Have Ss show their answers
- Check
- Instruct Ss to read the poem
- Call on some Ss to reread it again and tell the
main content
- Check and give some new words
The whole class

* Pre-teaching Vocabulary:
acquaintance(n), incapable of(v), lasting(a),
quality(n), unselfishness(n), be concerned
with(v), two-sided(a), give-and-take (n),
constancy(a), constant(a), enthusiasm(n),
changeable(a), uncertain(a), loyalty(n),
suspicion(n), suspicious(a),
rumour(n), gossip(n), sympathy(n), pursuit(n),


While
reading

- Ask Ss to practise the ponunciation in chorus
and individual
- Call on some Ss to read them again
- Ask Ss to read the text in silence and do the
tasks given
* Task1
-Ask Ss to fill each blank with a suitable
word/phrase
- Go around and help if necessary
- Call some Ss to present their answers
- Check and give feedback

* Task2:
- Instruct Ss to read the text again
-Ask them to decide which of the choices A, B,
C, D most adequately sums up the ideas of the
whole passage

- Call on some Ss to give their answers and ask
other Ss to say whether they agree or disagree.
- Give the feedback and the correct answer

After
reading

Homework

The whole class

1.
2.
3.
4.

Mutal
incappable of
unselfish
acquaintance /
friend
5. give-and-take
6. loyal to
7. suspicious
Whole class, pairworks

Answer : B

* Task3:
- Ask Ss to skim the six questions to understand

Whole class, individual
them
work
- Ask Ss to work individually to do the task
- Go around and help if necessary
- Call on some Ss to write their answers on the
board and ask them to explain their choices
- Give the correct answers
- Ask Ss to work in pairs to discuss the question Pairwork, groupwork
in the book
- Go around to help Ss when necessary
- When all pairs have finished, ask every pairs to
share ideas
- Call on some Ss to report their ideas to the
class
- Give feedback
- Ask Ss to reread the text and redo all tasks
- Ask Ss to learn by heart all of the new words.


- Ask Ss to prepare the new lesson : Speaking –
answer the question : How do you describe a
man?

Date :Sept 6th
Period:3

Unit 1:
Lesson :

Work at home

FRIENDSHIP
Speaking

I. Objectives: By the end of the lesson, Ss will be able to describe the physical
characteristics and personalities of their fiends, using appropriate adjectives.
II. Language Focus:
* Grammar:
* New words:
III. Teaching aids: textbook,
IV. Procedure:
Stage/Time:
Teacher’s activities:
Students’ activities:
Warm-up
- Devide the class into small groups
Groupwork
- Give the following puzzle handout to Ss to do
in their own groups.
- Call some leaders of the groups to go to the
board and ask them find all the adjectives as
quickly as possible
Answer:
* Across:
1. honest
H O N E S T S I G N S A D
2. tall
U I U H N R O I N U B O C
3. medium

M T N G G F T E R U E G A
4. understanding
O U H D E A N H B T A E R
5. sincere
R T A L L D M E D I U M I
6. generous
O O N G R A B H O L T N N
* Down
U N D E R S T A N D I N G
7. humorous
S H S I N C E R E S F M U 8. handsome
S M O U G E N E R O U S O
9. beautiful
R I M F A U D A A R L I D
10. caring
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
Before
speaking

Whole class & pairwork
* Task1:
- Ask Ss to read useful language before Ss do


the task
- Make sure that Ss know the meanings of the
adjectives given
- May ask Ss to give some more adjectives used

to describe people’s appearance
- Check
-Ask Ss to work in pairs to describe the people in * Suggested answers:
the picture
The man is in his
- Call on some Ss to present their answers
forties. He’s tall and
- Give feedback
well-built. He has short
brown hair and a
square face with a
broad forehead, small
eyes, a crooked nose
and thin lips. He’s quite
good-looking.
While
speaking

After
speaking

* Task2:
- Ask Ss to look at the list of adjectives provided Groupworks
- May explain the meanings to Ss quickly
- Ask Ss to discuss in groups
- Go around and help if necessary
- Call on some representatives to report their
results to the class
- Ask the other groups to comment
- Give feedback and provide suggested * Suggested comments

My group thinks that
comments
being caring is the most
important in friendship
because when friends
care about each other,
they will know when to
share happiness or
difficulty with their
friends…………
* Task3:
- Ask Ss to play role to talk about a famous
Pairworks
friend
- Ask Ss to use the following suggestions to ask
and answer questions in pairs
- Have Ss look at the Useful language
- Ask Ss to work in pairs to perform the


interview
- Go around and help if necessary
- Call on some pairs to perform their interview
- Give feedback and provide comments
Homework
- Ask Ss to redo all tasks
- Ask Ss to learn by heart all of the adjective
- Ask Ss to prepare new lesson : Listening

Date :Sept 8th

Period:4

Unit 1:
Lesson :

Whole class work at
home

FRIENDSHIP
Listening

I. Objectives: By the end of the lesson, Ss will be able to develop such listening micro
- skills as intensive for specific informaion and taking notes while
listening.
II. Language Focus:
* Grammar:
* New words: sense of humour,
III. Teaching aids: textbook, cassette, tape,
IV. Procedure:
Stage/Tim
Teacher’s activities:
Students’ activities:
e:
Warm-up
- Devide the class into small groups of 5 Ss
Groupworks
- Ask Ss to rearrange some inorderwords provied
in a good order
Answer:
1. FRIENDLY

1. FEDNRILY
5. HOESNT
2. QUICK-WITTED
2. QUCKI-WTITED
6. CLAM
3. HLEPULF
7. STDIUOSU 3. HELPFUL
4. CARING
4. CRAIGN
8. MDOSET
- Call some representatives to give their answers 5. HONEST
6. CALM
- Check and lead into the new lesson
7. STUDIOUS
8. MODEST
Before
listening

- Ask Ss to ask and answer the questons given in pairworks
the book
- Ask Ss to use the words rearranged above to


answer the questions
- Call some pairs t present their answers
- Check
Whole class
- Ask Ss to listen and repeat the words given
appearing in the tape

While
listening

* Pre-teaching Vocabulary:
Apartment building(n) , sense of humour (n):
khieu hai huoc, go through a rough time : trai
qua thoi ki kho khan.
- Ask Ss to practise the pronunciation in chorus
quickly
* Task 1:
- Ask Ss to read the statements to understand
them and underline key words
- Ask Ss to pay attention to the key words
- Play the tape once for Ss to do the task
- Ask for Ss’ answers
- Play the tape the second time for Ss to check
their answers
- Ask Ss to work in groups of 5 to compare their
answers
- Call some Ss to give their answers and to
explain them
- Play the tape one more time and pause at the
answers for Ss to catch.
- Give the correct answers

Whole class

Groupworks

* Suggested answers

Lan’s talk :1. F; 2. F; 3. T;
4. F; 5. T; 6. F.
Long’s talk: 1. F ; 2. F ;
3. T; 4. T; 5. T

Whole class
* Task 2:
- Ask Ss to listen again and note down the ideas
Pairworks
in the table given in the book
- Play the tape again for Ss to check their
answers in pairs
- Call on some Ss to give the answers
- Play the tape again, check and give the
suggested answers
- Get Ss to work in pairs to talk about how Ha Whole class & pairworks
has been Lan’s best friend and how Minh has


After
listening

been Long’s best friend.
- Go around and help and collect Ss’ mistakes
- Call on some pairs to present their answers
- Check and give the correct answers

Homewok

- Ask Ss to learn by heart all new words and redo Whole class work at home

all tasks

Date :Sept 10th
Period:5

Unit 1:
Lesson :

FRIENDSHIP
Writing

I. Objectives: By the end of the lesson, Ss will be able to write about a friend, real or
imaginary.
II. Language Focus:
* Grammar:
* New words:
III. Teaching aids: textbook, some pictures of people.
IV. Procedure:
Stage/Time:
Teacher’s activities:
Students’ activities:
Warm-up
- Ask Ss to describe any their classmates
Individual work
- Ask Ss to guess the person who they described
- Call on some Ss to asnwer
- Check then give mark and lead into the new
lesson
Before
writing

-Ask Ss to read the task and answer three parts
Whole class
given
While
- Instruct Ss to read it carefully before writing
Indiviual work
writing
- Ask Ss to write about their friends about 15’
- Go around and help if necessary
Whole class
- Pick up some writings and give mark
- Ask Ss to exchange their writings with another
student for correction.
- Write Ss’ typical errors on the board and Suggested writing:
correct.
My best friend is


- Provide general comments on the writings
- Give suggested writing

After
writing

Homework

- Ask Ss to read the “model” writing again
- Ask Ss to summarize the main points of the
lesson
Whole class

- Ask Ss to improve their writings at home
- Ask Ss to prepare new lesson : Language Whole class work at
Focus
home

Date :Sept 11th
Period:6

Phuong. We met in
school. We live in the
same ward 5. So we
worked together a lot.
Phuong has a great
sense of humour, she is
very, very funnuy, an
that is one of my
favourite things about
her. And over the years,
we have been through
gootimes and bad times
with each other, and
that’s one of thr things I
like best about her. She
has an oval face, with a
high forehead, a
straight nose and a
wave black hair. She’s
tall and thin. We have a
lot of the same interests.

We like to go to plays,
movies and cafée
together. But we’re
going through a rough
time, she’s really a good
friend, and she’s a very
sincere listener, an she
always helped me
through.

Unit 1:
Lesson :

FRIENDSHIP
LanguageFocus


I. Objectives: By the end of the lesson, Ss will be able to :
pronounce 2 sounds / dz / - / t∫ /.
be better at using Infinitive with to; Infinitive without to.
II. Language Focus:
* Grammar: Infinitive with to; Infinitive without to.
* New words:
III. Teaching aids: textbook, extra board.
IV. Procedure:
Stage/Time:
Teacher’s activities:
Students’ activities:
Warm-up
- Give Ss some pictures of a child, church, and

Individual work
cheese, jean, passenger, and a village
- Ask Ss to answer the question:
What are they?
/ dz /
/ t∫ /
Can you put them in the correct column?
- Call on some Ss to read their answers aloud
village
church
- Check then give the correct answers
passenger
cheese
- Lead into the new lesson
jean
child
I. Pronunciation:
Activity 1:
- Read the words first and make sure that Ss can Individual work and the
whole class
distinguish the differences between the sounds
in the words
- Ask Ss to listen and repeat sounds and words
given in the book in chorus and individual
- Ask Ss to find out some more words containing
2 sounds
- Correct if necessary
Activity 2:
- Ask Ss to practise reading aloud the sentences
Whole class

provided
- Ask Ss to pick up words containing 2 sounds
- Call on some Ss to read aloud these words
- Check and ask for correction
Activity 1:
II. Grammar:
* Exercise 1:
- Write some sentences on the board and Whole class
underline the to + infinitive:
+ I have some letters to write.
+ Does he get anything to eat?
+ There is plenty to do.
- Ask Ss to comment on the use of to +
infinitives in these examples.
- Review the form and use of to-infinitives in thr
examples.


- Go on writing some examples on the board.
- Ask Ss to comment.
- Explain that we can put to-infinitives after
adjectives.
- Give some forms :
Adj + to-inf ; adj + too/enough + to-inf
- Ask Ss to give more some similar examples.
- Ask Ss to do exercise 1 individually and then
compare their answers with another S.
- Call on some Ss to read out their answers.
- Give correct answers.

Activity 2:

Individul work

* Answers:
1. Who wants
something to eat.
2. I have some letters
to write.
3. I am / was 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 / was too cold to
go out.
8. I’m happy to know
that you have passed
the exam.

* Exercise 2:
- Call on some Ss to give some verbs followed
by bare inf.
- Check and give some form:
Group works & whole
feel, hear, watch,

class
see,notice, observe,
+
noun/pronoun +
Bare inf
perceive, smell,……
let, make + object + Bare inf
- Ask Ss to do exercise 2 in pairs.
- Go around and help if necessary.
Work in pairs
- Ask Ss to compare answers with another pair.
- Call on some Ss to go to the board to write their


answers.
- Ask other Ss to feedback and give correct
answers

Homework

- Ask Ss to look at back grammar notes
- Ask Ss to redo all tasks
Whole class work at
- Ask Ss to prepare new lesson :
home
Unit 2 : Personal experiences - Lesson:
Reading
- Ask Ss to look up some new words: embarrass,
floppy, idol, sneaky, make a fuss.

Date :Sept 13th
Period:7

* Answers:
1. The police watched
them get out of the
car.
2. They let him write a
letter to his wife.
3. I heard them talk in
the next room.
4. The customs officer
made him open the
briefcase.
5. The boy saw the cat
jump 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 on the picnic?

Unit 2:
Lesson :

PERSONAL EXPERIENCES
Reading


I. Objectives: By the end of the lesson , Ss will be able to talk about past experiences
by using information they have read to discuss the story.
II. Language Focus:
* Grammar:
* New words: embarrass, experience, idol, glance at, sneaky, make a fuss,
III. Teaching aids: textbook, some pictures.
IV. Procedure:
Stage/Time:
Teacher’s activities:
Students’ activities:
Warm-up
- Give some pictures and ask Ss to guess what is Pair works
happening in each of them.
- Call on some Ss to present their ideas.
- Check and lead into the new lesson.
Before
* Pre-teach Vocabulary:
reading
Whole class
Embarrass(v)
glance at(v)
Experience(n)
sneaky(a)
Idol(n)
make a fuss(exp)
- Ask Ss to practise the pronunciation in chorus

and individual if necessary.
While
- Ask Ss to read the text and do the tasks given.
Individual work
reading
* Task1:
- Ask Ss to use the words / phrases in the box to
fill the blanks in the sentences.
- Go around and help when necessary.
* Answers:
- Call on some Ss to read their answers aloud.
1. Glanced; 2. make a
- Check and give correct answers.
fuss
3. Embarrassing; 4.
Idols;
5. sneaky
* Task2:
Work in pairs
- Ask Ss to put the pictures of the events in the
order they happened in the story.
- Ask Ss to check the result which they guess in
the Before reading
- Call on some Ss to read their answers aloud.
- Check.
* Task3:
- Ask Ss to read the text again and answer the
questions.
- Go around and help if necessary.
- Call on Ss to present their answers.

Work in groups


- Check and give correct answers.

After
reading

Homework

- Teach some structures that can be used for
giving suggestions.
e.g: “perhaps she could”, “she might want to…”,
and some adj that express feelings:
e.g: “embarrassed, ashamed, confused, sad,
unhappy, uncomfortable, ……”
- Go around to check and offer help.
- Call on the groups to tell and explain their
choice.
- Give correct feedback.

- Ask Ss to redo all tasks
- Ask Ss to prepare new lesson : Speaking

* Answers:
1. A floppy cotton hat
2. To buy a floppy
cotton hat
3. A wad of dollar notes

that look exactly like
those her father had
given her.
4. She thought that was
her own money and the
boy had stolen it from
her. She wanted to take
it back without making a
fuss.
5. She bought thr hat of
her dream.
Work in groups of 4

* Suggested answers:
1. She might feel
embarrassed and
guilty / ashamed
because that was not
her money.
2. Perhaps the girl
could come to the police
station, tell the police
the truth and ask them
for help / Maybe the girl
could get on the same
bus the next day and
look for the boy to
return him the money/…
Work at home

Date :Sept 15th
Period:8

Unit 2:
Lesson :

PERSONAL EXPERIENCES
Speaking

I. Objectives: By the end of the lesson , Ss will be able to talk about past experiences
and how they affected one’s life.
II. Language Focus:
* Grammar:
* New words:
III. Teaching aids: textbook, some pictures.
IV. Procedure:
Stage/Time:
Teacher’s activities:
Students’ activities:
Warm-up
- Ask Ss to go around the class interviewing as
Choose some Ss to
many Ss as possible about their expriences. If
work as an MC
someone say yes to their questions they write
name of that person on the sheet. They should
try to get many “Yes” answers as possible.
- Ask Ss to use present perfect and simple past
Whole class

when conducting the interviews.
e.g: Have you ever

see a lion not on TV?
eat pizza?
drive a truck?
witness an armed robbery?
………………………
- In the end the teacher ask Ss :
“Who has ever seen a lion?”
- Ask Ss to look at their sheets and answer:
“Mai has seen a lion”
- Ask Ss to ask Mai some more questions and
make a new dialogue.
e.g:
“Where did you see a loin?”
“ Can you tell us how you felt?”
“Were you scared?”
- Check and lead into the new lesson.
Before
speaking

* Task1:
- Ask Ss to work in pairs to match the things they Pair works
might have done or experienced in box A with
how experience might have affected them in box
B.
- Ask Ss to read the sentences carefully before

doing.
- Call on some pairs to read their answers aloud.
- Check and give correct answers
While
speaking

After
speaking

Homework

* Task 2:
- Ask Ss to read a jumped conversation about
one of the past experiences carefully and put
them in the correct order.
- Go around and offer help if necessary.
- Call on some pairs to present their dialogue.
- Check and give correct answers, then ask Ss to
practise the dialogue in pairs.

* Task 3:
- Ask Ss to ask and answer questions about their
past experiences, using the suggested questions
on page 26.
- Introduce some useful structures:
• Have you ever……?
• How did it happen?
• When did it happen?
• How did the experience affect you?
…………………

- Go around and offer help.
- Call on some pairs to perform their
conversation before the class.
- Feedback and give final comments.

* Answers:
1d; 2c; 3a; 4b; 5e

Work in pairs

* Answers:
1b; 2d; 3h; 4a;
5e; 6g; 7c; 8f
Work in pairs

- Ask Ss to redo all tasks
- Ask Ss to prepare new lesson : Listening
Work at home

Date :Sept 17th
Period:9

Unit 2:

PERSONAL EXPERIENCES
Listening

Lesson :
I. Objectives: By the end of the lesson , Ss will be able to develop such listening
micro-skills as listening specific information and taking notes while

listening.


II. Language Focus:
* Grammar:
* New words:
III. Teaching aids: textbook, tape, cassette player.
IV. Procedure:
Stage/Time
Teacher’s activities

Students’ activities:

Warm-up

A matching game:
- Divide the class into 4 groups.Then distribute
the following handouts for Ss to do the matching
task in their groups.
- Might get Ss to give meanings of the given
words.
A
1. Fire fighter
2. Fire alarm
3. Fire escape
4. Fire extinguisher
5. Fire truck
6. Smoke
B
a. A metal stairway outside to help people

get out of a building on fire.
b. A person who fights fires.
c. A bell that tells you a fire has started.
d. A tube that contains special chemicals for
putting out a fire.
e. What comes out of a fire.
f. A large truck that carries firefighters and
equipment to the site of a fire.
- Call on some groups to read their answers
aloud.
- Check , then give correct answers and lead into
the new lesson.

Group works

- Ask Ss to look at the picture and say what is
happening in it.
- Ask Ss to listen and repeat some given words
in the
- Book and use them to talk about the picture.
- Call on Ss to present their answers.
- Check and correct.

Work in groups

Before
listening

* Answers:
1b; 2c; 3a; 4d; 5f; 6e

While
listening

* Task 1:
- Ask Ss to listen to the interview , and decide
whether the statements are true or false.
- Ask Ss to read the sentences carefully before
listening.
- Play the tape once for Ss to listen and do the
task.
- Ask Ss to check their answers with a partner.
- Check the answers with whole class.
- Can play the tape one or two more times and
pause at the answers for them to catch.
- Give answers

* Task 2:
- Ask Ss to do this task without listening again.
- Check.
- Ask Ss to listen to the tape again after Ss can
guess the missing words.
- Ask Ss to compare their answers with a friend.
- Call on some Ss to give answers.
- Check and give correct answers.

After
listening

- Ask Ss to discuss the sentence “Christina says
that family is more important than things.”
- Might give Ss some useful expressions of
asking and giving opinions.
e.g:
• Asking for opinions: What do you think
about…?
What’s your opinion
about…?
What’s your feeling
about…?
How do you feel about…?
……………………………
• Expressing pinions: I think…
(18)
I believe…
I feel…

Individual work

* Answers:
1T; 2F; 3F; 4F; 5T

Individual work

Work in pairs
* Answers:
1. Small
2. everything 3.
family 4. replaced

5. took
6. appreciate
Work in groups


In my opinion, …
• Expressing agreements: I agree
I think so, too
That’s true, and…
That’s right, and…
• Expressing disagreements:
Well, maybe, but…
That might be true, but…
Well, my feeling is that…
Well, I don’t think so. I
think…
- Give examples and get Ss to do some practice
with these tructures.
- Ask Ss to discuss Christina’s saying in groups.
- Go around and offer help.
- Call on the representatives of each group to
report their peers’ ideas.
- Check and correct.
Homewok

- Ask Ss to learn the structures by heart.
- Ask Ss to redo all tasks.
- Ask them to prepare new lesson: Writing
- Ask Ss to prepare one of their past experiences
for next period.

Date :Sept 19th
Period: 10

Unit 2:
Lesson :

PERSONAL EXPERIENCES
Writing

I. Objectives: By the end of the lesson , Ss will be able to write a personal letter about
a past experience.
II. Language Focus:
* Grammar: Past tenses.
* New words:
III. Teaching aids: textbook, white boards.
IV. Procedure:


Stage/Time:
Teacher’s activities:
Warm-up
A quiz about writing personal letters
- Divide the class into 2 big groups.
- Read out the questions and lead the game.
- For each question, if their answer is quicker
and correct, they get one point for their group.
The quiz:
1. How many parts are there in a personal
letter?

2. What are these parts?
3. What do we normally write in the Salutation?
4. What do we normally write in the Closing?
5. Where do we normally sign the letter?
- Ask each groups to answer the quiz questions.
- Check and lead into the new lesson.
Before
- Get Ss to read the task carefully and work out
writing
what they are required to write about.
- Call on Ss to answer and elicits more ideas
from the class.
- Might draw a network of ideas on the board for
Ss.
- Might remind of the uses of past tenses.
- Ask Ss to give examples.
- Ask Ss to plan their stories according to the
questions on the board.
e.g: A sample outline:
What happened?

I nearly drowned

When it happened?

A year ago, last summer

Where it happened?

A river near my house

How it happened?

When I was swimming,
caught a cold, I felt
dizzy and I was too
weak to swim

Who was involved?

Some of my friends
also
swimming at
- Go around to check andwere
offer
help.
time, one tried to save
- Collect some outlines and provide correct fee
me

- Now, get Ss to write their own letters in 10
minutes.
How it affected you?
I learnt that life is so
important

Students’ activities:
Group works

* Answers:

1. 5 parts
2. The Heading, the
Salutation,(Greeting),
the body, the Closing,
and the Signature.
3. “Dear,…, Hello/Hi,
…”…
4. “Sincerely, Yours,
Love, Cheers, Best
wishes, See yu soon,
………”
5. Under the Closin
Work in group

Individual work


While
writing

After
writing

Homework

- Then ask Ss to get in pairs, exchange their
letters and correct each other.
- Go around to offer help.

- Choose some letters to read them to the class.

- Elicite correct feedback from the class and give
final comments afterwards.
Whole class
- Ask Ss to improve their letters by correcting
the mistakes given by teacher
- Ask Ss to rewrite the letter.
- Ask them to prepare new lesson: Language
Focus

Date :Sept 21st
Period: 11

Work in pairs

Unit 2:

Work at home

PERSONAL EXPERIENCES
Language Focus:

Lesson :
I. Objectives: By the end of the lesson , Ss will be able to :
- Distinguish the sounds / m /, / n /, / η /.
- Be better at using tenses: present simple for indicating the past, past
simple, past continuous and past perfect.
II. Language Focus:
* Grammar: present simple for indicating the past, past simple, past continuous and
past perfect.
* New words:

III. Teaching aids: textbook, white boards, handouts.
IV. Procedure:
Stage/Time:
Teacher’s activities:
Students’ activities:
Warm-up
Give Ss some pictures and ask them some
Group works
questions.
* Answers:
1. What are they?
1. They are motorbike,
2. What is she doing?
money, fingers and
- Ask Ss to look at pictures carefully.
children.
- Call on some Ss to read their answers aloud.
2. She is singing.
- Check and lead into the new lesson.


Activity 1:

Activity 2:

Activity 3:

I. Pronunciation:
Work in groups
- Ask Ss to put words whose sounds belong to

correct column.
/m/
/n/
/η/
motorbike
money
fingers
money
childen
singing
- Check.
- Ask Ss to practise the pronunciation in chorus
and individual.
- Ask Ss to work in pairs and take turn to read
Work in pairs
aloud the given sentences.
- Go around to listen and take note of the typical
errors.
- Call on some Ss to read the sentences again
and provide feedback.
II. Grammar:
- Might remind of Ss tenses.
Whole class
1. Present simple indicating past time
Form:
S + Vs/es
- Ask Ss to give some examples.
e.g: The train leaves every moning at 8 am.
2. Past continuous:
Form:

S + was/were + V-ing
e.g: He was doing his homework at 8 pm last
night.
3. Simple past:
Form:
S + V2/ed
e.g: He was born in 1975.
4. Past perfect:
Form:
S + had + V3/ed
e.g: She had gone to bed before 10 pm.
- Ask Ss to give more examples.
- Ask Ss to do the tasks provided.
Exercise 1:
- Ask Ss to use correct present tense forms of the
Individual work
verbs in brackets in the given story.
- Ask Ss to read the story carefully before doing.
- Go around and offer help.
- Call on some Ss to read aloud their answers.
- Check and give correct answers.


Activity 4:

Activity 5:

* Answers:
1. Invites
2. sets

3. gets
4.
waves
5. promises
6.
carries
7. contains 8. has
baked 9. is
10.
is shining
11. are singing
12. is

Exercise 2:
- Ask Ss to work in pairs to complete the
Work in pairs
sentences by putting the verbs into the past
simple or past progressive.
- Ask Ss to look at the examples carefully before
doing.
- Go around to offer help.
- Call on some Ss to present their answers before
the class.
- Feedback and give correct answers.
* Answers:
1. Broke / was playing
2. Wrote / was
3. Was working / broke
4. Started / were
walking

5. Told / were having
6. Didn’t listen / was
thinking
7. Phoned / didn’t
answer / were doing
8. Didn’t wear / didn’t
notice / was driving
Exercise 3:
- Ask Ss to work in pairs to putting the verbs in
each sentence into the past simple or the past
perfect.
- Ask Ss to follow the given example.
- Call on some Ss to read their answers aloud to
the class.
- Check and give correct answers.

Work in pairs

* Answers:
1. had eaten / arrived
2. found / had taken
3. got / had closed
4. got / had left


5. got / had arrived
6. paid / had phoned
7. went / said / hadn’t
arrived
8. had looked/ asked/

cost
Homework

- Ask Ss to look at back grammar notes and redo
all tasks.
- Ask Ss to prepare for the first 45’ minutes.

Work at home

Date :Sept 23rd

Period: 14
Unit 3:
A PARTY
Lesson :Reading
I. Objectives: By the end of the lesson , Ss will be able to :
- Scan for specific infromation.
- Identify and correct false information.
II. Language Focus:
* Grammar: celebrate, anniversary, joke, silver anniversary, golden anniversary,
milestone, relationship, mark.
* New words:
III. Teaching aids: textbook, some pictures of celebrations
IV. Procedure:
Stage/Time:
Teacher’s activities:
Students’ activities:
Warm-up
Matching the celebrations with the correct
Group works

images in the box.
Christmas
Wedding
Day
Birthday

Graduation
Thanksgiving
Valentine’s Day

Halloween
Mother’s
Easter

* Answers:
Christmas – e
Halloween – a
Wedding – d
Easter – c
Thanksgiving – I
Valentine’s Day – h
Graduation – f
Mother’s Day – g
Birthday –
Work in pairs