Giáo án Tiếng Anh Lớp 11 - Chương trình cả năm (Bản hay)

 UNIT ONE: FRIENDSHIP 
 Reading
I- AIMS:
1. Language skills:
Reading :
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.
Read and try to guess the meanings of words and expressions
Passage comprehension.
Finding the main content of the lesson.
 2. Language focus :
Vocabulary: mutual, incapable of, unselfish, acquaintance, give-and take loyal to, suspicious
Grammar :
The simple present.
Mutual pronoun “each other”.
II. TEACHING AIDS: cassette player, tape, chalks, pictures, handouts, charts, real objects if possible
III. TEACHING METHOD: communicative approach
IV. PROCEDURE:	
STAGES
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
NOTES
Warm-up(4)
Pre-Reading
(3’)
Competition game-Network
T prepares a handout with a network of the word “Friendship”
Friendshipp
- Play the cassette
- Ask students to pay attention to the intonation
- Teacher goes around for helps.
Pre-teaching Vocabulary
Lasting(a): lifelong
Constant(a): happening all the time
à constancy(n)
Rumour (n) piece of information that people talk about.
Gossip (n) informal talk that may be unkind or not true.
Trust(n): the belief that is honest.
-Listen once or twice
-Discuss the answers to the questions.
-Model the discussion in front of the class.
Group work
Pair work
While-Reading
(26’)
- Introduce three tasks.
-Have students read the whole passage (once or twice) and do the tasks.
* TASK 1:
-Guide students how to do this task.
- Teacher goes around for any help.
-Compare the results of the others and correct mistakes.
* TASK 2:
-Ask students to read the four sentences in the textbook and choose the best answer
- Compare the result and correct mistakes.
* TASK 3:
-Have students discuss questions.
-Observe class and help students.
- Teacher goes around for any helps.
- Correct mistakes.
-Read silently.
- Choose the correct word in the box to complete each sentence.
- Keys: 
1. mutual 2. incapable of
3. unselfish 4. acquaintance/ friend 
5. give-and-take 6. loyal to
7. suspicious
-Key: B 
-Suggested keys:
1. The first quality for true friendship is unselfishness. It tells me / us that a person who is concerned only with his own interests and feelings cannot be a true friend.
2. Changeable and uncertain people are incapable of true friendship because they take up an interest with enthusiasm, 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 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. There must be mutual trust between friends because if not, people cannot feel safe when telling the other their most intimate secrets.
5. Talkative people can’t keep a friend long because they can’t keep a secret, either of their own or others.
6. The last quality for true friendship is sympathy. It tells us that to be a true friend, you must sympathize with your friend. Where there’s no mutual sympathy between friends, there’s no true friendship
individual/ pairs
 Pair-work
 Pair-work
Post reading
(10’)
- Teacher asks a general question, “Why do we need true friendship?”
Students give their opinions
Discussion
Group-work
V. HOMEWORK: (2’)
- Study new words.
- Do the tasks in the notebooks.
- Prepare Speaking. 
UNIT ONE: FRIENDSHIP
 Speaking
I. AIMS OF THE LESSON: 
1. Language skills :
Speaking:
- Describing physical characteristics 
- Discussing personalities 
- Role-play: Talking about a famous friend
2. Language focus:
Vocabulary: a handout of the adjectives and expressions. 
II. TEACHING AIDS: chalks, pictures, handouts, charts, real objects if possible
III. TEACHING METHOD: communicative approach
IV. PROCEDURE:	
STAGES
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
NOTES
Warm-up(2’)
Pre-Speaking
(4’)
 - Ask some questions:
1/Do you concern about your outlook?
2/ Is it important to you?
- Lead sts to the main content
 - Present some new words
* characteristic (n) 
* personality (n)
* forehead (n)
* crooked (a)
* hospitable (a)
- Answer :
* Yes, I do 
* Yes, it is 
- Listen carefully 
- Take notes
Group work
Individual
While-Speaking
(29’)
Ø Task 1
- Ask sts to look at the pictures (page 15) and answer questions :
1. How many people are there in the picture?
2. Can you guess how old they are?
- Explain the useful language (page 16):
* height : tall , medium , short 
* face : square , large , oval 
* forehead : broad , high 
* nose : straight , crooked 
* hair : black , grey 
* appearance : handsome , beautiful , good-looking 
- “ Now let‘s start with the physical description of each person , using the guided 
+ question: Can you describe the _____ in the picture? “
+ answer: The ____ is height. He / she has____ face, and a _____ nose. His / her hair is _____. His / her appearance is ______.
- Help sts with some new words.
- Ask sts to make questions and answer questions with a partner, using the information from the picture.
- Ask sts to perform.
- Correct sts’mistakes and pronunciation.
ØTask 2
- Divide class into four groups.
- Explain some words of personalities on page 16.
- Guide them to discuss and decide which personalities are important to a person and in friendship.
- Let sts number the following personalities in order of importance in friendship.
caring , hospitable , modest , sincere , generous , honest , helpful , understanding , pleasant 
- Pay attention that there’re no answer keys for this task.
- Look and answer questions :
1. There are 4.
2. - The boy is 20.
 - The girl is 16.
 - The man is 42.
 - The woman is 28
- Listen and take notes.
+ The boy is short. He has a large face , 
+ The girl is 
- Play roles. 
- Present their performance.
- Work in groups of four.
- List some personalities of a person. 
- State some reasons why they choose. 
- Discuss and say the reasons.
- Report their results to the class and explain why they do like that 
individual/ pairs
Individual
 Pair-work
Post reading
(10’)
- Have sts work in pairs.
- Guide them to do the task.
- Make sure that sts understand their roles 
- Pay attention to the suggestions :
+ his / her name 
+ date of birth 
+ his / her physical characteristics 
+ his / her hobbies 
+ his / her personalities ( friendly , humorous , quick-witted , good-natured , helpful , honest , pleasant , caring )
+ why he / she interests in Maths
+ how much time he / she spends on Maths everyday 
+ what makes him / her a good friend
+ what made him / her successful ( studious , intelligent , keenly interested in Maths , eager to learn , patient , calm )
+ what he / she does in his / her free time 
- Call some pairs to report.
- Make pairs: one is a journalist, the other is an interviewee. 
- Listen carefully. 
- Practise in pairs.
- Pay attention to the content :
+ physical characteristics 
+ personalities
+ reasons why the friends are famous 
- Role play
- Perform their task.
Pair work
Group-work
V. HOMEWORK: 
- Learn by heart some new words.
- Prepare part C: Listening
UNIT ONE: FRIENDSHIP
 Listening
I. AIMS OF THE LESSON: 
1. Language skills :
Listening :
- Develop such listening micro-skills as intensive listening for specific information and taking notes while listening.
2. Language focus :
Vocabulary: apartment building, sense of humour, give sb a ring, go through a rough time. 
II. TEACHING AIDS: cassette player, tape, chalks, pictures, handouts.
III. TEACHING METHOD: communicative approach
IV. PROCEDURE:	
STAGES
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
NOTES
Warm-up(5’)
Pre-listening
(6’)
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.
-Ask students some more questions:
How do you meet your best friend?
How long have you known your best friend (him or her)?
Vocabulary Pre-teaching
-Explain some new words & phrases:
-Apartment building: toaø nhaø coù nhieàu caên hoä
-Sense of humour: khieáu haøi höôùc
-Give sb a ring: phone sb
- Go through a rough time: traûi qua thôøi kyø khoù khaên
Ss may ask questions such as:
+ Is the person a girl?
+ Is she tall?
+ Is she short-sighted?
Is she friendly?
-The pointed students answer
-Students repeat & take notes
Work-group
Individual
Individual
While-Listening
(26’)
Task 1
-Have students read the true-false statement list and questions in textbook silently for several minutes to make sure that every student understands them.
Play the tape once for Ss to do the task.
Ask Ss to work in groups of 4 to compare their answers.
Give the correct answers.
Task 2
Play the tape again for Ss to complete their notes. 
After playing the tape, T gets Ss to work in pairs and check their answers.
Provide correct answers if necessary.
-Students read task1 silently for gist
-Elicited students raise their hands to interpret.
Suggested answers:
F
F
T
F
T
F
-Students take notes during listening.
-Other students watch and give comments.
Individual / Pair work
Post listening
(6’)
Get 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 offer help and collect Ss’ mistakes
T calls on some pairs to present their answers.
T elicits feedback from the class and give final comments
Whole class & pair work
V. WRAPPING UP (2’)
T summarizes the main points of the lesson.
T asks Ss to learn by heart all new words and do the extra exercise as homework.
T asks Ss to prepare Writing.
Key content: ( Task 2)
Where & how they met
What they like about their friends
Lan
-They used to live in the same residential area in Ha Noi.
-Lan went on a holiday to Do Son & Ha went there to visit her.
-Ha is very friendly & helpful.
-Ha is sociable. She’s got many friends in Do Son & she introduced Lan around.
Long
-They met in the college.
-Minh played the guitar, Long was a singer.
-They worked together.
-Minh has a sense of humour.
-Minh likes to go to plays & movies.
-Minh is a good listener.
-Minh is friendly & helpful
UNIT ONE: FRIENDSHIP
 Writing
I. AIMS OF THE LESSON: 
1. Language skills:
Writing:
- Write about a friend, real or imaginary, using the words and expressions that they have learn in previous lessons
2. Language focus:
Vocabulary: Revise the adjectives and expressions Ss can use to describe their friend’s appearance and personalities. 
II. TEACHING AIDS: textbook, handouts.
III. TEACHING METHOD: communicative approach
IV. PROCEDURE:	
STAGES
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
NOTES
Warm-up(5’)
Pre-writing
(8’)
Competition game
 T divides the class into small groups of 3- 4 students. 
Ask Ss to write down the adjectives that describe the appearance and personalities.
- Teacher asks students to think about a friend they like.
-Teacher raises a few guiding questions.
1. What is your friend name?
2. How old is he / she?
3. Where and when did you meet each other?
-Teacher uses a picture to gives some key words to describe someone’s physical characteristics ( height , hair , eyes , face , clothes ) and his / her personalities 
(helpful, sincere ) and some necessary structures.
Personalities: caring, hospitable, modest, sincere, generous, honest, helpful, understanding, pleasant, friendly, humouruos, quick-witted, good-natured, studious, patient, calm
Appearance: tall, short, thin, fat, good-looking, beautiful, handsome, slim 
Students ‘answers
1. My friend’s name is Hoa
2. She is 17 years old.
3. We met each other at my cousin’s birthday party 4 years ago.
While-writing
(20’)
-Teacher gives a sample and has students write a passage to describe a friend they like.
A Sample 
Hoa has been my best friend since many years. She is quite a lively person. She is fairly tall with a good finger. She’s got a heart- shaped face with a small sort of turned- up nose. It is very attractive. She has got long, black wavy hair and blue eyes with very long eyelashes. Her complexion is white. Her lips are very full and she has got dimples in her checks. Now she lives very far from me, but we still keep contact through e- mail.
Students write a passage.
Post writing
(10’)
-Teacher asks students to read / write some students’passsages on the board and Teacher gives comments.
-Students read / write some students’passsages on the board.
V. WRAPPING UP (2’)
-Ask Ss to improve their writing, taking into consideration their friends’ and T’s suggestions and correction and do the extra exercise.
-Prepare Language Focus.
UNIT ONE: FRIENDSHIP
 Language Focus
I.AIMS OF THE LESSON: 
	- Distinguish the sounds / dz / and / t∫/.
	- Pronounce the words and sentences containing these sounds correctly.
	- Use some structures containing infinitives with and without to appropriately.
II. TEACHING AIDS: textbook, handouts.
III. TEACHING METHOD: communicative approach
IV. PROCEDURE:	
STAGES
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
NOTES
Pronunciation
(12’)
- Read /dz/ and /ts/ and distinguish them.
- Get students to read /dz/ and /ts/ twice.
- Read the words in the part “Listen and repeat” clearly for students to repeat.
- Require some students to read these words and correct mistakes
- Read the sentences in the part “Practise reading these sentences” as a model.
- Let students repeat after the teacher.
- Get students to practise reading these sentences while teacher goes around to give help.
- Call some sts to read them aloud.
- Listen and try to find out the difference in pronouncing /dz/ and /ts/
- Read the two vowels.
- Repeat the words.
- Pronounce the words. 
- Listen and try to remember the way to read the sentences.
- Repeat
- Practise reading sentences
Chorus
individual
Chorus
Individual
Grammar 
wPresentation
 (10’)
wControlled practice (10’)
wFree practice
(10’)
¯ infinitive with to
- Use a picture and ask: “How does she go to school?”
- Introduce the complete sentence in textbook.
- Explain the structure the infinitive after verb + object.
1. V + O + to V
2. There + be + N/ Pro. + to 
 3. adj + to V
4. Adj + too / enough + to V
Exercise 1
Ask Ss to do exercise 1 individually and then compare their answers with another student.
Call out some Ss to read out their answers.
Give correct answers.
¯ infinitive without to
 - Introduce and explain how to use the following , verbs: see, hear, watch, feel, let, make
- Ask students to do Exercise 2 (page 21)
- Correct the mistakes
- Give some pictures, or situation, some words (if necessary) and ask Ss to make sentences
Examples:
1. Her mother asks her to take a raincoat.
2. I see a cat fall down the tree.
3. We made him surprised.
4. The teacher explained us how to do the exercises.
- Or ask Ss to fill the correct form of the verbs:
1. She encouraged me (try) again.
2. They forbade her (leave) the house.
3. I heard him (lock) the door.
4. These glasses will enable you (see) in the dark.
5. He made me (move) the car.
- Look at the picture and answer the question
- Listen and take notes
Ex: I have some letters to write
Ex: There is plenty to do
Ex: I’m sorry to trouble you.
Ex: The pie is too hot to eat.
- Do exercises 
Suggested answers
1. Who wants something to eat?
2. I have some letters to write
3. I’m 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.
-Do exercise
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 a picnic?
Whole class
Individual
Individual
Whole class
V. HOMEWORK: (3’)
Learn by heart the rules
Do exercises 
Prepare Unit 2
UNIT TWO: PERSONAL EXPERIENCES
 Reading
I. AIMS OF THE LESSON:
- Develop such reading micro-skill as scanning for specific ideas, identifying the sequence of events and guessing meaning in context.
 	-Use the information they have read to discuss the story.
II. TEACHING AIDS: cassette player, tape, chalks, pictures, handouts, charts, real objects if possible
III. TEACHING METHOD: communicative approach
IV. PROCEDURE:	
STAGES
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
NOTES
Warm-up(4)
Pre-Reading
(5’)
Ask Ss some questions about their most unforgettable experience
When did it happen?
Where did it happen?
 Who was involved?
How did it happen?
How did affect you?
Get Ss to work in pairs and try to make sense of the pictures on pages 22. Then T gets them to put the pictures in the order that they think is most appropriate.
T elicits their answers by asking questions and giving prompts.
1. What can you see in the picture A?
2. What do you see on the table?
3. Whose money do you think it is? Why?
Pre-teaching Vocabulary
1. embarrass (v) = make sb confused or ashamed
- embarrassed(adj) 
- embarrassing(adj)
- embarrassment(n)
2. experience(n) = event or situation that affects sb in some way
3. idol(n) = someone greatly loved or admired
4. glance (n/v) = look at somebody quickly
- glance at sb/sth
5. Be busy doing sth
 - Be busy with something
6. note(n) : banknote
7. make a fuss = make an important thing important or more important
8. sneak (adj)
Play the cassette and ask Ss to listen
Look at the pictures and guess what is happening in each of them.
Ex: I’m sorry. I can’t go with you now. I am busy with my homework. I’m busy doing my homework.
Ex: Do you want the money in the notes or coins?
Individual
Pairwork
Whole class
While-Reading
(24’)
Task 1
Get Ss to read the passage silently and then do task 1
Check the answers with the whole class.
Task 2
Get Ss to read the text silently again and then with a peer work out the sequence of the pictures given on page 22 again.
Call on a student to give and explain his / her answer.
Give corrective feedback.
Task 3
-Ask students to read the questions in task 3 and answer them in groups.
- Ask representative of each group to give oral answers and write them on the board.
- Give feedback
Answers
glanced
making a fuss
embarrassing
idols
sneaky
Answers:
1. d 2.b 3.c 
4. f 5. e 6.a
Suggested answers:
1. She wished to have a red hat-a floppy cotton hat ( like the one her star idol wore in her video clip)
2 ...so that she could buy the hat (for herself.)
3. She saw a wad of dollar notes (exactly like the one that her father had given her).
4. Because she thought the boy had stolen her money / it was her money.
5. She bought the pretty hat of her dream.
Individual work & whole class
Individual& pair work
Post reading
(10’)
-Ask students to discuss the questions in group:
1. How did the girl in the story feel when she discovered that the money she had taken was not hers?
(embarrassed, sad, ashamed, unhappy, terrible, uncomfortable, anxious, )
2. What did the girl have to do (when she discovered that the money she had taken was not hers )? 
 ( put a notice on T.V or at school, get on the same bus on the next day to look for him, do nothing, keep it a secret, tell her father everything and ask him for advice, )
- Ask some students to represent their talk in front of class
- Discuss in groups 
- Report before class
Group-work
V. HOMEWORK: (2’)
- Write down the questions and the answers in the notebooks
- Study new words.
- Do the tasks in the notebooks.
- Prepare Speaking. 
UNIT TWO: PERSONAL EXPERIENCES
 Speaking
I. AIMS OF THE LESSON: 
1. Language skills:
Speaking:
 Identify structures that are used to talk about past experiences and their influences on one’s life.
2. Language focus :
	Grammars: - present perfect and past simple
	 - structure with “make”
II. TEACHING AIDS: textbook, handouts.
III. TEACHING METHOD: communicative approach
IV. PROCEDURE:	
STAGES
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
NOTES
Warm-up(5’)
Pre-Speaking
(5’)
“Have you ever” Game
T divides the class into groups of 3-4. Then T models “Have you ever” + PP” for Ss as well as ways to respond to “Have you ever” questions.
- Have you ever seen ghosts?
- Have you ever been to Da Lat?
- Have you ever sung in public?
- Have you ever spoken English to you friends (teachers, foreigners )?
- How did you feel when you spoke English to them?
Task 1
T introduces the task and gets Ss to do it individually, then compare the answers with a peer.
T calls on a student to read his answers.
T introduces the structure
Make + sb + V
Make + sb + adj 
T gives the feedback.
- Give answers
Match the things you might have done or experienced in box A with how the experience might have affected you in box B.
Ex: He made me work hard
Ex: Don’t make her sad.
Suggested answers:
1. d 2. c
3. a 4. d 5. e
Group work
Individual
Individual/ pair work
While-Speaking
(20’)
Task 2
Present perfect: used with “ever” to talk about a past experience.
Past simple: used when one keeps asking about that experience.
Ask Ss to work individually on the sequence of the conversation and then find a peer to compare their answers with.
Check with the class and give corrective feedback.
Ex: Have you ever been to Ha Noi?
Ex: When did you go there?
 Who did you go with?
 Did you enjoy your visit in Ha Noi?
Suggested answers:
3. h 4. a 5. e 6. g
7. c 8. f
Whole class
Post speaking
(10’)
Wrapping up(3’)
Task 3 
- Give students useful structures 
+ Have you ever .?
+ How did it happen?
+ When/ Where did it happen?
+ How did the experience affect you? / How did you feel?
Get Ss to ask and answer questions about their experiences, using the suggested questions on page 26.
T goes around to check and offer help.
T calls on some pairs to perform their conversation in front of the class.
T elicits feedback from the class and gives final comments.
T summarises the main points of the lesson.
Suggested conversations:
1. 
A. Have you ever failed an exam?
- Yes, I have.
B. How did it happen?
- I didn’t study well enough for exam.
C. When did it happen?
- Last year.
D. How did you feel/ How did it affect you?
- I felt disappointed/ sad/ depressed.
2. 
A. Have you ever traveled to other parts of the country?
- Yes, I have.
B. When did you travel?
- In 2002.
 C. How did it affect you?
- It made me love our country more / I learned more about different places in our country.
3. 
A. Have you ever talked to a famous pop star?
- Yes, I have.
B. Where did you meet him/ her?
- At a party 
C. How did it affect you?
- It was interesting to talk to famous pop stars.
- It changed my attitude to/ towards/ famous pop stars.
Pairwork
Whole work
V. HOMEWORK: 
- Write a paragraph about a past event that has had an influence on you.
- Learn by heart some new words.
- Prepare part C: Listening
UNIT TWO: PERSONAL EXPERIENCES
Listening
I. AIMS OF THE LESSON: 
1. Language skills:
Listening :
- Develop such listening micro-skills as intensive listening for specific information and taking notes while listening.
 - Help students improve their listening skill.
	 - Help them understand the conversation and do Task 1,2 
2. Language focus :
Vocabulary: memorable, scream, gas stove, escape, terrified, replaced, embraced, protected.
II. TEACHING AIDs: cassette player, tape, chalks, pictures, handouts.
III. TEACHING METHOD: communicative approach
IV. PROCEDURE:	
STAGES
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
NOTES
Warm-up(5’)
Pre-listening
(10’)
A matching Game
Column A
Fire fighter
Fire door
Smoke
Fire alarm
Column B
What comes out of a fire
A fire-resitant door that can be closed to stop the spead of a fire
A person who fights fires
A bell that tells you a fire has started.
T gets Ss to work in pairs to describe the picture on page 27 of the textbook.
+ What can you see in the picture?
+ What is happening?
(The house is burning. / The house is on fire. / ..)
+ Who are these people?
+ What is she doing?
( She’s talking a little girl out of the burning house )
Pre-teaching vocabulary
-memory(n) the faculty of the mind
à memorable(a) worthy to be remembered
àmemorize(v)
- scream(v) cry out with a shrill voice
- replace(v) place again
- embrace(v) fasten on
-escape(v) avoid the notice of
- protect(v) preserve
àprotection(n)
- gas stove(n) beáp ga
- terrified(a) frightened
- Ask students to repeat the provided words and explain the words if necessary
Match the words in Column A with their definitions in Column B
Answers
c
b
a
d
- Give theirs answers
- Listen and repeat in chorus
Ex: They escaped the search of the enemy.
Group work
Pair work
While-Listening
(20’)
Task 1
- Ask students to read Task 1 silently 
- Ask students to listen to the tape twice.
- Ask students to do Task 1 individually.
- Read the sentences again to help weak students:
1. We talk to Christina, a successful business woman
2. My most unforgettable experience happened 13 years ago
3. The fire started in the kitchen where I forgot to turn off the gas stove.
4. I was sleeping, when I was suddenly woke up by terrible heat.
5. I heard my mother’s voice calling my name.
- Give feedback
Task 2
- Ask students to read Task 2 silently and listen to the tape again.
- Ask two students to write the answers on the board
- Give feedback
- Read Task 1
- Listen to the tape and decide whether the statements are true or false
Suggested answers:
T
F( 13 years ago)
F( in the kitchen)
F( she was sleeping)
T
- Give answers and take notes
- Listen and do Task 2
- Give answers and take notes
1. small
2. everything
3. family
4. replaced
5. took
6. appreciate
Post listening
(7’)
T teaches Ss some useful expressions of asking for and giving opinions.
Asking for opinions
What do you think about ?
What’s your opinion about ?
What’s your feeling about ?
How do you feel about ?
Expressing opinions
I think / believe / feel .
In my opinion, 
From my point of view 
Expressing agreements
I agree / think so 
That’s right / true, and 
Expressing disageements
Well, maybe, but 
That might be true, but .
Well, I don’t think so. I think 
T divides the class into small groups of 3 or 4 and gets them to discuss the question in the textbook.
T goes around to check and offer help.
Group-work & whole class
V. WRAPPING UP (2’)
T summarises the main points of the lesson.
Ss write a summary of the story they listened in class.
T asks Ss to learn by heart all new words and do the extra exercise as homework.
T asks Ss to prepare Writing.
UNIT TWO: PERSONAL EXPERIENCES
 Writing
I. OBJECTIVES:
 Write a personal letter telling about a past experience, using the structures and vocabulary that they have learned in previous lessons.
II. TEACHING AIDS: textbook, handouts.
III. TEACHING METHOD: communicative approach
IV. PROCEDURE:	
STAGES
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
NOTES
Warm-up(5’)
Pre-writing
(8’)
A quiz about writing personal letters
T divides the class into 2 big groups: A and B
T reads out the questions and leads the games.
The Quiz
1. How many parts does a personal letter have?
2. What are they?
3. What do we usually write in the greeting?
4. What do we usually write in the Closing?
5. Where do we sign the letter?
- Have students give some of their past experiences?( being seriously ill, failing an exam; talking to a famous pop star, etc
Answers
1. 5 parts
2. The Heading. The greeting, the Body, the Closing and the Signature
3. “Dear”, “Hello”, “Hi” + the name of the person we are writing to and a coma at the end.
4. “Sincerely”, “Yours”, “Love”, “Cheers”, “Best wishes” and after that we put a coma. 
5. under the Closing
Whole class
While-writing
(20)’
- Ask students to write a letter about the most memorable past experience.
1. When it happened:
(It happened years ago/in . /when I was years old.)
2. Where it happened:
( in my house/ at school / in the street)
3. Who was involved: (your family members/ your friends/ your relatives, .) 
4. How it affected you: 
 (it changed outlook life / it make me more careful/ it gave me more confidence in ./ it taught me the lesson/ )
T goes around to check and offer help.
T collects some outlines and provides corrective feedback. T provides relevant and structures if necessary.
Write a passage about the most memorable past experience.
Individual
Post writing
(10’)
T chooses one letter and reads it to the class.
T elicits corrective feedback from the class and gives final comments afterwards. T draws Ss’ attention to the format of the letter, the organisation of ideas and language use.
Correct the mistakes.
Whole class
V. WRAPPING UP (2’)
- T summarises the main points of the lesson.
- T asks Ss to revise their letters according to their peer’s suggestions.
-Prepare Language Focus.
UNIT TWO: PERSONAL EXPERIENCES
 Language Focus
I. OBJECTIVES:
	- Distinguish the sounds / m /, / n /, / η /.
 - Pronounce the words and sentences containing these sounds correctly.
 - Distinguish the uses of different verb tenses: present simple for indicating the past, past simple, past continuous and past perfect.
	- Use these verb tenses to solve communicative tasks.
II. TEACHING AIDS: textbook, handouts.
III. TEACHING METHOD: comm