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1 Date: 20/8/2014 Period: 1 ORIENTATION: GOALS AND PURPOSES  Objectives: By the end of the lesson: - Students know how to learn English 11, how the book is organized. - Students know how to do English tests.  Teaching aids: Student’s book, student’s workbook, dictionary, Guideline for teaching English..  Method: Communicative approach.  Procedure: Teacher’s activities Students’ activities I. Stabilization: - Greeting the class - Greeting the T - Checking the students’ attendance - Answer II. Check up: - Ask Ss to answer some questions about their summer holidays. III. Warm up: - Introduce to students about the teacher. - Ask students about their names and English knowledge etc. IV. Guiding: 1. Guiding student’s book and workbook: * Introduce to students how to use their book and workbook. 2. Guiding English tests in grade 11: * Introduce to students about tests. - Check frequency knowledge for the previous lesson. (Oral tests) - Fifteen minutes test (3 times). - One period test (2 times). - Semester test (Once for each semester). * The tests in grade 11 include: Reading: 25%, Listening: 25% Writing: 25%, Language focus: 25% How to do tests: Learn new words frequently, do exercises in workbook 3. Guiding other books and tape, disc, etc. - Answer - 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. V. Consolidation and Homework: - Retell what you’ve learnt and what you will prepare for this semester. - Ask students to prepare textbook, notebooks and the things for learning. - Prepare the next lesson. ----    ---- 2 Date: Period: ORIENTATION: LANGUAGE LEARNING  Objectives: By the end of the lesson: - Students know how to learn English skills: Reading, Speaking, Listening, Writing … - Students know how to practice those skills.  Teaching aids: Student’s book, student’s workbook.  Method: Communicative approach.  Procedure: Teacher’s activities Students’ activities I. Stabilization: - Greeting the class - Greeting the T - Checking the students’ attendance - Answer II. Check up: - No checking III. Warm up: - Introduce to students each skill. - Listen to the teacher IV. Guiding: * Introduce to students how to practice reading, - Put the student’s book and workbook on the speaking, listening, writing, language focus and table. how to master learning English. - Listen to the teacher and look through the books. 1/ How to learn READING and vocabulary - Take note  Read something every day Practice reading all the passages in the textbook Children's books, simplified readers (Penguin), newspapers, magazines, Internet sites, novels …  Read what interests you Remember that you learn better when you are having fun.  Read at the appropriate level You want to learn new vocabulary, but you also want to understand what you are reading. If you are looking up every word, the reading is too difficult.  Review Who, What, Where, When, Why for each story you read You can do this for almost any type of reading. Who is it about? What happened? Why did it happen? Where did it take place? When did it take place? This is very useful when you have no comprehension questions to answer. You can write or speak your answers.  Record vocabulary in a personal dictionary o Keep this notebook separate from other work. o Record vocabulary in alphabetical order. (an English address book works well because it has letters of the alphabet) o Record the part of speech. (sometimes there is more than one) o Write a sample sentence for yourself. (don't use the one from the dictionary) 2/ How to learn SPEAKING and pronunciation  Talk to yourself Talk about anything and everything. Do it in the 3 privacy of your own home. If you can't do this at first, try reading out loud until you feel comfortable hearing your own voice in English.  Record your own voice This might feel very uncomfortable, but it will help you find your weak pronunciation points. Listen to yourself a few days later. Which sounds do you have difficulty hearing?  Participate in class  Learn common idioms  Understand the sounds that your language doesn't have For example, many languages don't have the "r" sound. These sounds require extra practice.  Recognize that teachers are trained to understand you When you get out into the real world, average people will have a more difficult time understanding you unless you practise speaking slowly and with proper pronunciation.  Practise minimal pairs  Study word and sentence stress  Practice tongue twisters 3/ How to learn LISTENING  Listen to the radio Don't always have a pen in hand. Sometimes it helps to just listen.  Watch English TV Children's programming is very useful for ESL learners. Choose programs that you would enjoy in your own language. Remember that much of what you hear on TV is slang.  Watch movies  Use Internet listening resources 4/ How to learn WRITING and spelling  Keep a diary/journal Don't always pay attention to grammar. Freewriting can be very useful. It can show you that writing is fun. Have fun with the language.  Write emails in English Stay in contact with teachers or other students.  Rewrite your local news in English This is another exercise that can be done on a daily basis. Remember that regular activities are the best ones.  Learn important spelling rules Remember, you won't always have a dictionary or a spell-checker handy, especially when you are writing a test. Even native English speakers need to review the spelling rules from time to time. 5/ Improve Your Grammar Good grammar prevents ambiguity. By contrast, bad grammar confuses your reader, slows their - Listen to the teacher Practice listening to an English song - Listen to the teacher - Listen to the teacher - Listen to the teacher 4 reading, and shows your ignorance, which can Present some grammar points they’ve learnt from lose you respect, influence, and credibility. English 10  Make sure you at least know the parts of speech, such as nouns, verbs, and adjectives. Find fun ways to learn the parts of speech.  Know the difference between the active voice and passive voice. Using the active voice is one of the best ways to give power to your writing.  Also, learn the basics of punctuation, especially when to use a comma. - Take note V. Consolidation and Homework: - Retell what you’ve learnt. - Prepare lesson Reading - Unit 1 ----    ---- 5 Date: 23/8/2014 Period: 2 UNIT 1: FRIENDSHIP A. READING  Objectives: By the end of the lesson, Ss will be able to: - Develop such reading skill as scanning for details, specific ideas, skimming for general information, and guessing meaning in context. - Use the information they have learnt to discuss the topic.  Teaching aids: Textbook, handouts, pictures concerning to the topic …  Method: Communicative approach.  Procedure: Teacher’s activities Students’ activities I. Stabilization: - Greeting the class - Greeting the T - Checking the students’ attendance - Answer II. Check up: - No checking III. Warm up: Network - T repairs a handout with network of the word “a - Group work good friend”, sts list some qualities of a good - Discuss about the qualities which friendship friend must have to complete the network. Suggested answers: Honest, unselfish, constant, loyal, mutual trust, A good friend sympathetic, patient … - T divides the class into 8 groups and gives each group a handout. T asks Ss to complete the net work. The winner will be the group completing the network in the shortest period of time. IV. Before you read: Discussing the picture and poem. - T asks the whole class to look at the picture on page 12 and asks them some questions: 1. What are girls and boys doing in the picture? 2. How do they feel? 3. What does the picture tell you? - T ask Ss to work in pairs to read the short poem on the page13 and answer the question: { What do you think of the friend in the poem? - T calls on some Ss to answer the questions. - T may give some comments and the suggestions. Pre- teaching vocabulary - Pair work Suggested answers: 1. One boy is playing guitar, and the other girls and boys are singing. 2. They seem very happy because we can see their smile. 3. The picture tells us that friends can happily do many things together or friendship is a beautiful thing that brings happiness to us. - Suggestion: The friend in the poem is very dedicated and thoughtful. He/ She is willing to help his/her friend in any circumstances. Dedicated /ˈdedɪkeɪtɪd/ (a): tận tâm, tận lực Thoughtful /ˈθɔːtfl/ (a): chu đáo, quan tâm Circumstance /ˈsɜːkəmstəns/ (n): hoàn cảnh, tình huống 6  lasting (a) = lifelong  be concerned with sb/ st  constancy /ˈkɒnstənsi/ (n):  constant (a)  rumour /ˈruːmə(r)/ (n):  gossip /ˈɡɒsɪp/ (n): information talk or stories about other people’s private lives that may be unkind or not true  incapable of /ɪnˈkeɪpəbl/ (a):  suspicion /səˈspɪʃn/ (n):  suspicious (a)  pursuit /pəˈsjuːt/ (n)  sympathy /ˈsɪmpəθi/ (n):  sympathetic /ˌsɪmpəˈθetɪk/ (a):  sorrow /ˈsɒrəʊ/ (n) = sadness - T asks Ss to make some sentences with above words to check their understanding. - Some Ss practice reading the vocabulary. V. While you read: Setting the scene: - You are going to read a passage about the qualities of a long lasting friendship. While you reading, do the task in the textbook. Task 1 - T asks the Ss to read the words in the box then fill each blank with one of them individually. - Ask Ss to read the passage quickly and stop the lines that contain these words to guess their meaning. - T goes around to help them when necessary. - T asks Ss for their answers and tells them to explain their choices. Task 2 - T asks Ss to read the passage again and decide which of the choices A, B, C or D most adequately sum up the ideas of the whole passage. - T might also want to give Ss some strategies to find the main idea of the passage. - T calls on some Ss to give the answer and asks other Ss to say whether they agree or disagree. Task 3 - Ask Ss to answers the questions in task 3. - T asks Ss to do the task individually, then discuss their answers with their partner. - T calls some Ss to write their answers on the board and ask them to explain their choices.  existing or continuing a long while (bền vững, lâu dài)  quan tâm tới ai, cái gì  tính kiên định  tin đồn  chuyện ngồi lê đôi mach, chuyện tầm phào  không đủ khả năng  sự nghi ngờ  sự nghiệp, sự theo đuổi, đam mê  sự thông cảm  thông cảm, đồng cảm  nỗi buồn - Do T’s requests - Whole class - Individual work & pair work - Ss guess the meaning of the word base on the context in the sentences. Suggested answers: 1. mutual 2. incapable of 3. unselfish 4. acquaintance/friend 5. give - and - take 6. loyal to 7. suspicious - Whole class read the text carefully - Individual work Answer: B - Individual work and pair work Correct answers: 1. The first quality for true friendship is unselfishness. It tells us that a person who is concerned only with his/her own interest and feelings can’t be a true friend. 7 VI. After you read: - Ask Ss to work in pairs to discuss the question in the text book. - T goes around to help the Ss when necessary. - When all pairs have finished, T asks every two pairs to share ideas. - T calls on some Ss to report their ideas to the class. Extra exercise: Choose the best answer 1. Most of the undeveloped countries need a lot of ____________ aid. A. together B. unselfish C. mutual D. friend 2. He is too ____________ to lend me his bicycle. A. selfish B. enthusiastic C. helpful D. pleasant 3. Suddenly she recognized the ____________ of the situation that made her laugh. A. pessimist B. pleasure C. understanding D. humour 4. He is a ____________ person because he is always friendly with everyone. A. helpful B. good-natured C. honest D. quick-witted 5. If you want to get a good result in every work, you should have a ____________. A. loyalty B. sympathy C. constancy D. unselfishness 6. A ____________ friendship is a precious relationship. A. mutual B. sincere C. generous D. successful 7. A good marriage is based on ____________. A. trust B. loyalty C. secret D. A & B 8. The children seem to be totally ____________ of working quietly by themselves. A. unable B. impossible 2. Because they take up and interest with enthusiasm, but they are soon tired of it and they feel the attraction of some new object. 3. The third quality for true friendship is loyalty. It tells us that the two friends must be loyal to each other, and they must know each other so well that there can be no suspicions between them. 4. Because if not people can’t feel safe when telling the other their secret. 5. Because they cannot keep a secret, either of their own or of others’. 6. The last quality is sympathy. It tells us that to be a true friend one must sympathize with his/her friend. Where there is no mutual sympathy between friends, there is no true friendship. - Pair work Suggested answers: The friendship is very important to our life. A true friend can helps us when we are sorrow and when we have difficulty. We can share ideas, feeling, likes, joys, pleasures, aims … to each other. Sometimes only true friends can understand, sympathize us so we feel safe to tell him/her our secrets. Friendship brings us happiness. We happily do many things together. So we can’t live without friendship. - Take note - Do exercise 8 C. incapable D. not able VII. Consolidation and Homework: - Summarize the main points of the text. - Learn by heart all of new words and structures and give examples. - Whole class ----    ---- 9 Date: 23/8/2014 Period: 3 UNIT 1: FRIENDSHIP B. SPEAKING  Objectives: By the end of the lesson, Ss will be able to: - Describe the physical characteristics and personalities of their friends, using appropriate adjectives. - make a dialogue talking about a famous person  Teaching aids: Textbook, pictures showing friends, etc.  Method: Communicative approach.  Procedure: I. Stabilization: - Ss work in groups, take turns to choose the cards - Greeting the class then stick them in the right categories. - Checking the students’ attendance - Ss can organize the words into four different II. Check up: - Call some Sts go to the board and write down categories as follows: some vocabularies which they learnt in the last lesson. III. Warm up: Game “Take them home” - T divides the class into 4 groups. - T gives each group a poster and 20 cards then gives the rule of the game. Poster: FACE NOSE Cards: tall oval curly dyed flat short long HAIR HEIGH T FACE: square, oval, round HAIR: curly, wavy, dyed, sleek, shoulderlength, long, short, fair, straight, grey NOSE: straight, flat, turn up, pointed HEIGHT: tall, short, medium Sleek: bong mượt square wavy round grey sleek large fair shoulder-length medium straight pointed broad turn-up high - T asks: + Which other words are used for describing physical characteristics? IV. Before you speak Activity 1: Describing people (Task 1, textbook, p.15) - Ss’ answers + Forehead: broad, high, ... + Appearance: handsome, beautiful, goodlooking, well-built, .... + Lips: full, thin, ... - Ss sit in pairs, look at the people and describe their physical characteristics. * He/ She is ............. He’s/ She’s got .............. 10 - Introduce “Useful language” to the students: + Height: tall, medium, short … + Build: slim, thin, well-built … + Face: square, large, oval, round, long … + Forehead: broad, high … + Eye: small, big, black, blue, brown … + Nose: straight, crooked, big, small, flat … + Chin: pointed chin (cằm nhọn), double chin (cằm chẻ) … + Lips: thin, full, heart-shaped … + Skin: white, pale, suntanned, dark, brown, greasy skin … + Hair: Black, grey, red, brown … (shoulderlength straight/curly black) + Appearance: handsome, beautiful, good-looking … His/ Her hair .......... * He’s/ She’s ............. with .............. and ........ - T asks students to work in pairs, do Task 1textbook on page 15. - T asks Ss to listen to their friends’ descriptions and decide who he/ she is. Activity 2: Vocabulary - T sets situations and asks Ss to fill in the blanks. * He’s always willing to give money to his friends or help them. He’s a very .............. man. * She never tells lies. She’s a very ...............person. * He’s very good at Maths, but he never talks about that. He’s a .............. person. * Minh is always cheerful and often tells jokes, which makes us like to be with him all the time. He is a very .............. boy. * ....... V. While you speak Activity 3: Describing personalities (Task 2, textbook, p.16) - T asks Ss to work in groups, do Task 1textbook, page 15. - Ss do the teacher’s request. generous honest modest pleasant Whole class use handouts to describe. 1. The boy is about 16. He is short-sighted because he’s wearing a pair of glasses. He has short black hair, a round face with a broad forehead, a small nose, thin lips and a small chin. He’s quite good-looking. 2. The girl is about 14. She’s also wearing a pair of glasses. She has shoulder-length black hair, and she’s wearing a ribbon (cài tóc). She has an oval face with a straight nose, full lips and a pointed chin. She’s quite pretty. 3. The man is in his forties. He’s tall and wellbuilt. He has short brown hair and a square face with a broad head, small eyes, a crooked nose and thin lips. He’s quite good-looking. 4. The woman is her twenties. She’s quite tall and slim. She has long curly brown hair and an oval 11 face with a broad forehead, big eyes, a straight nose, heart-shaped lips and a small chin. She’s very beautiful. VI.After you speak Activity 4: Role - play: Talk about a famous friend. (Task 3, page 16) - Ss work in groups, discuss and number the - T helps Ss review some questions about personalities in order of importance in friendship. physical characteristics, personalities, hobbies, - Each group’s representative will report their .... results to the class and explain orally why. (Ss’ answers may be different.) Journalist Interviewee Ex: My group thinks that being caring is the most 1/ What’s his/ her  His/ her name is __ important in friendship because when friends care name? about each other, they will know when to share 2/ How old is he/ she?  He/ she is __ happiness or difficulty with their friends 3/ What does he/ she  She is __ - Ss make questions, using the suggestions look like? (textbook, page 17). 4/ What is he/ she  He/ she is __ Model: like? 5/ What does he/ she  He/ she usually __ in A: What is your best friend’s name? B: Her name’s Lan. usually do in her / his her free time A: How old is she? free time? B: She is 16 years old. 6/ What are her  They are __ A: What does she look like? hobbies? B: She is beautiful. She is tall. She has big eyes 7/ What subjects does She likes __ best and long black hair. he/ she like best? A: What is she like? 8/ How much time She spends about __ B: She is helpful and studious. does he/ she spend on on __everyday A: What does she usually do in her free time? __ everyday? B: She usually reads books in her free time. A: What are her hobbies? B: They are reading and swimming. A: What subject does she like best? - T selects some pairs at random and has them B: She likes Maths best. A: How much time does she spend on Maths play roles in front of the class. everyday? VII: Consolidation and Homework: - Ask students to write a passage description B: About an hour a day. about physical characteristics of their best friend. - Ss work in pairs: Journalist & Interviewee. - Ask students to prepare Part C - Listening and practice speaking at homework. 12 Date: 27/8/2014 Period: 4 UNIT 1: FRIENDSHIP C. LISTENING  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.  Teaching aids: Textbook, handouts, cassette tapes …  Method: Communicative approach.  Procedure: Teacher’s activities Students’ activities I. Stabilization: - Greeting the class - Greeting the T - Checking the students’ attendance - Answer II. Check up: - Call on some Sts to make pairs: one is a - Do T’s requests journalist, the other is an interviewee to talk about a famous friend. III. Warm up: Matching (Song) - T divides the class into small groups of 3-4 Sts. - Group work Then T distributes the following handouts for Suggested answers: students to match the English words in A with the 1. j V equivalents in B. Which group finishes first and 2. i has all the correct answers will be the winner. 3. a 4. c 5. g A B 6. h 1. good-natured a. nhanh trí 7. b 2. friendly b. hào phóng 8. d 3. quick-witted c. hiếu khách 9. e 4. hospitable d. hay giúp đỡ 10. f 5. patient e. khiêm tốn 6. honest f. ham học 7. generous g. kiên nhẫn 8. helpful h. thật thà 9. modest i. thân thiện 10. studious j. tốt bụng IV. Before you listen: - Pair work Talking about your best friend - T asks Ss to discuss the questions on page 17 in pairs. - T calls on some Ss to give their answer and comments on the answer. - T gets Ss what they are going to listen about. Vocabulary pre –teaching - T helps Ss to pronounce the words given in the - Whole class book. T may read aloud first or play the tape and ask Ss to repeat in chorus and individually. - Eliciting some of these word and those taken from the listening passage: STRESS - tòa nhà chung cư apartment building: - khiếu hài hước sense of humour: - gọi điện cho ai give sb a ring = phone sb - vượt qua thời kì khó khăn go through a rough time: 13 - T may get Ss to make sentences with the words and give corrective feedback. V. While you listen: MORE EXERCISE Task 1 Instruction: You are going to listen to Lan and Long talk about their best friends. Listen and decide whether the statements are True or False. Put a tick () in the appropriate box. Before Ss listen and do the task, T instructs them to use some strategies: + First, read through the statements to understand them and underline key words. For example, the key words in the first statement are: shared, Nguyen Cong Tru, Residential Area, Hanoi … + Listen to the tape and pay attention to the key words. + Decide whether statements are true or false based on what they can hear. - T plays the tape once for Ss to do the task. - T asks for Ss’ answers and writes them on the board. - T plays the tape the second time for Ss to check their answers. - T asks Ss to work in group 4 to compare their answers. - T checks Ss’ answers by calling some Ss and asks them to explain their answers. Task 2: Multiple choice ( worksheet) - Let Ss listen again and circle the correct answers. Worksheet : 1. Ha's family moved to Hai Phong in a. 1983 b. 1995 c. 1985 2. People think that Hai Phong people are a. cordial b. friendly c. unfriendly 3. When Lan first went on a trip to Doson, a. She rode to Ha's house to meet her. b. She and her family came to Ha's first. c. Ha rode to Do Son right after Lan gave her a ring. 4. Long is good at a. painting b. singing c. playing guitar 5. a. Minh is not only a good listener but also a helful friend. b. Minh doesn't really like to listen to Long's problem but he always helps Long. - Pay attention - Individual work & group work Suggested answers: Lan’s talk 1. F (They used to live in the same building there) 2. F ( It is what people think) 3. T 4. F (Lan went to Do Son first and then called Ha, so Ha rode on her motorbike to Do Son to meet Lan) 5. T 6. F (They have been best friends since Lan’s trip to Do Son) Long’s talk 1. F (They met in college) 2. F (Minh was a guitarist) 3. T 4. T 5. T - Whole class - Individual work and then pair work Keys : 1.c 5.a 2.b 3.c 4.b 14 c. Minh is a good listener, but he doesn't always help Long. - Go over the answer with the class. Task 3 Instruction: You are going to listen to the tape again and fill the table in the book with notes. - T plays the tape again for Ss to complete their notes. - T gets Ss to work in pair and check their answers. - T calls on some Ss to give the answers. T provides correct answers if necessary. If Ss cannot complete the task, T might let Ss listen one more time and pause at the answers for them to catch. VI. After you listen: - T asks 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. - T goes around to help and to correct Ss’ mistakes. - T calls on some pairs to present their answers. - T elicits feedback from the class and gives final comments. VII. Consolidation and Homework: - Ask students to learn by heart all new words. - Ask students to prepare Part D - Writing - Listen to the tape carefully and fill the table in the book with note. Suggested answers: How and where What do they like did they meet? about their friends? Lan - They used to - Ha is very live in the same friendly and apartment helpful. building in HN. - Ha is sociable. - Lan went on a She’s got many holiday in Do friends in Do Son Son and Ha went and she there to help her. introduced Lan around. Long - They met in - Minh has a college. sense of humour. - Minh played - Minh likes to go the guitar, and to plays and Long was a movies. singer. - Minh is a good - They worked listener. together. - Minh is friendly and helpful - Pair work - Whole class Tapescript : Talk A. Lan My best friend is Ha . We’ve been friends for a long time . We used to live in Nguyen Cong Tru Residential Area in Ha Noi . Her family moved to Hai Phong in 1985 . It is said that Hai Phong people are cold but Ha is really friendly . I first started to get to know her when I was going on a two-day trip to Do Son last year and I didn’t know anybody there . I gave Ha a ring and she was so friendly, she said, “Oh, I’ll come to visit you .” So she rode on her motorbike to Do Son and twenty minutes later she was there . She stayed with me for two days . She happened to know a lot of people there, so she introduced me around and we’ve been best friends ever since . Talk B. Long My best friend is Minh . We met in college . And I was there singing and Minh was a guitarist . So she worked together a lot, but we also became friends . Minh has a great sense of humor, he’s very funny, and that’s one of my favourite things about him . And over the years, we have been through good times and bad times with each other, and that’s one of the things I like best about him . And we have a lot of the same interests . We like to go plays and movies together . But when we’re going through a rough time, he’s really a good friend, and he’s a very good listener, and he always helped me through . 15 Date: 30/8/2014 Period: 5 UNIT 1: FRIENDSHIP D. WRITING  Objectives: By the end of the lesson, Ss will be able to: - Write about a friend, real or imaginary, using the words and expressions that they have learnt in previous lesson.  Teaching aids: Textbook, handouts …  Method: Communicative approach.  Procedure: Teacher’s activities Students’ activities I. Stabilization: - Greeting the class - Greeting the T - Checking the students’ attendance - Answer II. Check up: - No checking - Do T’s requests III. Warm up: Name Poem T asks each student to use his/her name to write In pairs and whole class an acrostic poem. He/she has to use the adjectives beginning with the letters of the name to describe Giang is my friend. Phuong is my friend his/her friend’s personality or appearance Generous in giving Perfect T calls on some ss to write their poems on the help Humorous/Helpful board Intelligent Unselfish Check with the lass Active in class Open-hearted IV. Before you write: Neat and tidy Neat Task 1 :Categorizing Good-looking Generous… - Hang on a chart with descriptive adjectives on the board : - Whole class Tall short dark long round blue fair smooth thin high large slim oval sincere helpful fat thick sociable caring straight medium broad honest pleasant open-hearted flat handsome beautiful - Ask Ss to work in groups of 4 to put the adjectives under the following heading: Key: Hair: Eyes Build Hair: Eyes Build Short, long, Round, blue, Slim, fat thick dark, large, Face Nose Complexion Round, thin, High, flat, Fair, smooth Face Nose Complexion oval Personality Forehead Appearance Open-hearted, Broad, high Handsome, Personality Forehead Appearance sincere, beautiful caring, pleasant, helpful, - T sets the scene: You are going to write about a sociable friend, real or imaginary, using the provided guidelines. Task 2: Useful expressions and outline - Pay attention -Writing about a friend , real or imaginary, using the period guidelines . -Instruct three parts to write and give some Example: My best friend’s name is Hoa. She has a suggestions : round face with a rather flat nose. She has short * General information about friends: name, age, hair and a fair complexion. Her eyes are large sex and home address, when and where you met 16 him/her *Their physical characteristics and personalities . * What pupils like about their friend . Some useful structure S+ has …. face/ hair… S to be…. V. While you write: - T gets Ss to write about their friend in 15 minutes. - T goes around to observe and to offer help with a simple outline: + His/her name + His/ her age + When and where you met him or her + His/ her physical characteristics +His/ her personalities + Why you like him/ her VI. After you write: - T asks Ss to exchange their writing with other Ss for correction. - T goes around and collects mistakes and errors. - T collects some writings for quick feedback. - T writes Ss’ typical errors on the board and elicits self and peer correction. T provides correction only when Ss are not able to correct the errors. Finally, T provides general comments on the writings. and she has a pleasant smile. She is a very attractive person. - Individual work Sample writing: My best friend’s name is “Sao Mai”, which means “Morning Star” in English. She is the same age with me, and we have known each other since we were in grade 4. If I was to describe how she looks, I would say she is very pretty. She is not very tall and quite slim. She has a round face with long black hair, big eyes and regular white teeth. That’s why many people say that her smile can brighten up even the cloudiest day. She has a very nice personality and a wonderful sense of humour. She is also very intelligent and studious. The first thing I like about Mai is that she shares the same interests with me. We both enjoy listening to music and collecting stamps. In addition, she is very good at Maths and she helps me a lot with difficult exercises. However, perhaps the best thing like about her is her kindness. Whenever I have a problem, she always encourages me or gives me helpful advice. I hope that our friendship will last forever. VII. Consolidation and Homework: - Ask Ss to improve their writing, taking into - Pair work and whole class consideration their best friends’ and T’s suggestions and corrections. - Ask them to prepare the next period - Language - Whole class focus. ----    ---- Date: 30/8/2014 17 Period: 6 UNIT 1: FRIENDSHIP E. LANGUAGE FOCUS  Objectives: By the end of the lesson, Ss will be able to: - Distinguish the sound /dʒ/ and /t∫/. - Pronounce the words and sentences containing these sounds correctly. - Use some structures containing infinitives with and without to appropriately.  Teaching aids: Textbook, handouts …  Method: Communicative approach.  Procedure: Teacher’s activities Students’ activities I. Stabilization: - Greeting the class - Greeting the T - Checking the students’ attendance - Answer II. Check up: - Check some Sts’ writing. - Do T’s requests III. Warm-up: Chair / traffic jam - Keep book close - Ask students to keep book close. - Listen to the T and complete the sentence: - Ask students to complete the sentence: - January is the first month of the year. a.______ is the first month of the year. - Children like eating sweets. b. _______ like eating sweets. - Ask students to speak the sentence loudly. With a high level class- book- closed T divides the class into 2 groups A and B, writes the phonemic sound/dʒ/ - /t∫/ on the board and asks ss to write as many words containing these - Listen attentively sounds as possible, sets the time limited for 1 minute. The group with more correct words wins the game - Let students to get their attention on pronunciation: /dʒ/ - /t∫/. - Introduce new lesson. IV. Pronunciation: - Pronouncing the two sounds separately. Âm vòm miệng hữu thanh - T models the two sound /dʒ/ and /t∫/ for few Dây âm thanh rung lên khi phát âm times and explains the differences in producing them. - Listen and take note /dʒ/: is a voiced palatal Voiced = vocal cords vibrate while making this sound. Âm vòm miệng phụ âm xát Palatal = put your tongue behind your top teeth, Âm vô thanh: dây thanh âm không rung lên khi push air as you drop your tongue away from the phát âm roof of your mouth. /t∫/ is an unvoiced fricative palatal Unvoiced - vocal cords do not vibrate while making this sound. - Repeat after the tape Fricative palatal = touch your tongue to the back of your upper teeth and pull your tongue away as your push air out of your mouth. - T plays the tape once for Ss to hear the words - /dʒæm/, /dʒəʊk/, /ˈdʒænjuəri/, /ˈdeɪndʒərəs/, / containing these two sounds. Then T plays the tape ˈpæsɪndʒə(r)/, /ˈvɪlɪdʒ/ again and this time asks Ss to repeat after the tape. /'t∫ildrən/, /'t∫eindʒəbl/, Pronouncing words containing the sounds /t∫i:z/, /'mju:t∫uəl/, /tʃɜːtʃ/, /wɪtʃ/ - T reads the words in each column all at once 18 /dʒ/: jam, joke, January, dangerous, passenger, village. /t∫/: children, changeable, cheese, mutual, church, which. - T reads the words once again, each time with a word in each column to help Ss distinguish the differences between the sounds in the words. - T reads the words and asks Ss to repeat them. - T asks Ss to practice pronouncing the words in pairs. - T goes around providing help. - T asks some Ss to pronounce the words and give correction if necessary. Practicing sentences containing the target sounds - T reads the sentences and asks Ss underline the words with the sound and write /dʒ/ and /t∫/ under them. - T asks Ss to provide the sentences in pairs. - T goes around providing help. - T asks some Ss to read the sentences and gives feedback. - Signal: /dʒ/: ge, j /t∫/: ch, tu Extra exercise: Pick out the word whose underlined part is pronounced differently from that of the other words. 1. A. change B. children C. machine D. church 2. A. guitarist B. passenger C. generous D. village 3. A. mutual B. chip C. question D. quality 4. A. architect B. arch C. church D. cheese V. Grammar and Vocabulary: 1. To infinitive - T writes some sentences on the board and underline the to + infinitive + I have letters to write to my friends. + I have some homework to do. + Does he get anything to eat? + Have you got anything to say? - T asks Ss to comment on the use of to + infinitives in these examples. T reviews the form and use of to – infinities in the example. - The infinitive can be placed after nouns/pronouns to show how they can be used or what is to be done with them. + I have letters to write = I have letters that I must write … + I have some homework to do = I have some homework that I must do. + Does he get anything to eat? = Does he get anything that he can eat? *To-infinitive: (Agree, allow,arrange, ask, attempt, care, choose, claim, come, continue, decide, determine,demand, expect, fail, fear,have, help, hope, intend, learn, long, manage, mean, - Practice reading the sentences which contain 2 sounds. Signal: The letters such as “Ch, Tu, Tch” contain the sound /ʧ/ ( question, righteous) The letters such as “J, G, Dg” contain the sound /ʤ/ ( soldier, educate) - Do extra exercise Suggested answers: 1. C 2. A 3. D 4. A - In the examples above the infinitives are used to replace relative clauses - Take notes I pleased to see you. 19 plan, pretend, prepare, promise, propose, seem, tend, want,wish, would like, ….what, how, where … , refuse, be going, be willing, be able, permit…..) - to indicate the purpose or intention of an action. Ex : He was doing this to make me more relaxed. - as the subject of a verb, it is more usual to begin the sentence with "It". Ex : To know how to drive is useful. ( It is useful to know how to drive) - as an object of a verb. Ex : She likes to dance They decided to build a new school. - after nouns / pronouns as a modifier to replace a relative clause. Ex : I have a lot of work to do ( which I have to do) - in idiomatic expressions : Ex : The tea is too hot for me to drink Jack is clever enough to solve this problem. - as an adverd to modify an adjective. Ex : I am sorry to hear the news. NOTE : - verb + to- infinitive - verb + question word + to- infinitive - verb + object + to- infinitive -too+adjective/ adverb ( for somebody) + toinfinitive - adjective / adverb + enough ( for somebody) + to- infinitive - enough + noun + to- infinitive Ex: The water is too hot to drink. He’s old enough to go to school. - Individual work Suggested answers: 1. Who wants something to eat. 2. I have some letters to write. 3. I am delighted to hear the news. 4. My mother has some shopping to do. 5. You always have too much to talk about. 6. It’s lovely to see you again. 7. It’s too cold to go out. 8. I’m happy to know that you have passed the exams. Ex: Nothing can make him cry I see her cook dinner (completed action) Notice: I see her cooking dinner (I see she’s cooking dinner) - Pair work and then individual work Suggested answers: 1. The police watched them get out of the car. 2. They let him write a letter to his wife. 3. I heard them talk in the next room. Practice 4. The customs officer made him open the Exercise 1 briefcase. - Ask Ss to do exercise 1 individually and then 5. The boy saw the cat jump though the window. compare their answers with another student. 6. Do you think the company will make him pay - T calls on some Ss to read aloud their answers. some extra money? - T gives the correct answers. 7. I felt the animal move towards me. 8. Do you think her parents will let her go on a picnic? - Whole class Suggested answers: 1. I saw her cross the road. 2. I heard them sing a song. 2. Infinitive without to 3. I observed him lock the door. - Modal verb: can, will, may, shall, must…. 4. I saw her drive off. - After “make, let”+ object + bare infinitive. 5. He was foolish to leave the firm. - After verbs of perception such as: feel, hear, 6. I watched a pavement artist draw a portrait in watch, see, notice, observe, smell + object + bare crayons. infinitive 7. It would look rude to refuse their invitation. 8. I was happy to meet you again. - Ask Ss to give some examples. 9. The film was not interesting enough for me to - Listen and ask the other to comment. watch. Practice 10. The woman is too old to drive a car. 20 Exercise 2 - T asks Ss to do exercise 2 in pairs. Ss have to - Listen to the teacher rewrite the sentences by using the words given. - T asks them to compare answers with another pairs. - T calls on some Ss to go to the board to write their answers. - T asks other Ss to feedback and gives correct answers. Expected answer: 1. I saw her cross the road. VI. Free - Practice: Join these pairs of sentences. 2. I heard them sing a song. 1. She crossed the road. I saw her. 3. I observed him lock the door. 2. They sang a song. I heard them. 4. I saw her drive off…. 3. He locked the door. I observed him. 4. She drove off. I saw her. 5. He was foolish. He left the firm. 6. A pavement artist drew a portrait in crayons. I watch him. 7. We can’t refuse their invitation. It would look rude. 8. I met you again. I was happy. 9. The film was boring. I didn’t watch it. 10. The woman is old. She can’t drive a car. VII. Consolidation and Homework: - Learn by heart all the knowledge they’ve learnt and practice them again at home. - Prepare the next lesson: Unit 2 - Reading ----    ---- Date: 3/9/2014
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