Giáo Án Anh văn 11_cả năm

Task 2: Choose the word or groups of words closest in meaning to the word underlined in these sentences: - Teacher asks students to close their books and gives handout 1.. Task 3: Choo

Period: 1st Date of preparation: August 20th, 2011

GUIDING HOW TO STUDY ENGLISH 11

I OBJECTIVES:

1 Aim: By the end of this lesson, students will be able to :

- Know the curriculum in English 11

- Have an overview about the textbook & workbook

- Know how to do the oral tests, the 15- minute tests, the 45- minute tests and the term examination tests

1 Teacher: textbook, workbook, tests, chalks.

2 Students: textbooks, workbooks, notebooks, pens.

III PROCEDURE:

1 Warm-up: (8’) Guessing game: WHO AM I?

- Divide the class into 2 groups

- Choose a student in the class, write his/her name on a piece of paper, don’t show

it to the Ss

- Have Ss to ask the YES/NO questions in turn to find out that student

- Answer by saying YES/NO

- The group finding out that student first will be the winner

2 New lesson:

Teacher’s activities Students’ activities

A The curriculum (25’)

1 The textbook

- The textbook is composed on theme-based

- Contain 16 units and 6 consolidation units

- In each unit, there are five parts: reading,

speaking, listening, writing, language focus

- Each unit contains a topic such as friend, party,

competitions, etc

2 Some important grammar points in English 11:

 Infinitive and Gerund

 Reported speech with infinitives

 Reported speech with gerund

 Conditional sentence type 1, 2, 3 and

conditional in reported speech

 Relative clause

- Listen to the teacher and coppy down

 Relative pronouns with preposition

 Relative clauses replaced by participle and to

 Talking about past experiences and how they

affected one’s life

 Talking about parties and how to plan parties

 Talking about volunteer work

 Talking about literacy problems and offering

solutions

 Talking about a competition or contest

 Talking about problems of overpopulation

and offering solutions

 Talking about the celebration of Tet and

other festivals’ activities

 Talking about different postal and

telecommunication services

 Talking about nature in danger

 Talking about measures for protecting

 Talking about sports results

 Talking about a hobby

 Talking about collections

 Expressing agreement and disagreement

about entertainment activities and stating the

+ Oral tests (Speaking)

+ 15-minute tests (only one skill or grammatical

point)

+ 45-minute tests (R, L, W, LF)

+ End-of-term tests (R, L, W, LF)

- format of a test: Reading: 25%, Listening: 25%,

Writing: 25%, Language focus: 25%

IV HOMEWORK ASSIGNMENT: (2’)

- Revise the knowledge in English 10 to do the test.

- Prepare textbooks, workbooks & notebooks.

V COMMENTS:

Period: 2nd Date of preparation: August 22nd, 2011

TEST

I OBJECTIVES:

1 Aim: By the end of this lesson, students will be able to :

- Do a test to revise the knowledge in English 10

2 Knowledge:

- Vocabulary:

- Grammar/ Structures: past simple, past continuous and past perfect

- Pronunciation: /u/-/u:/, /3:/-/∂/, /∂u/-/au/

3 Skill: doing the test.

II PREPARATION:

1 Teacher: textbook, workbook, tests, chalks.

2 Students: textbooks, workbooks, notebooks, pens.

2 A teacher B river C term D father

II GIVE THE CORRECT TENSES OF THE VERBS

A Past simple and past continuous

1/ I (sit) in a bar when he (come)

2/ When I (go) out, the sun (shine)

3/ The light (go) out while I (have) tea

4/ When it (rain) , she(go) to school

5/ We (walk) to the station when it (begin) to rain

6/ He (teach) English last year

7/ The house (burn) fast, so we (break) _ the window to get out

8/ He (eat) three sandwiches while you (talk) to him

B Past simple and past perfect

1/ They (go) home after they (finish) their work

2/ He (do) _ nothing before he (see) _ me

3/ He (thank) me for what I (do) for him

4/ I (be) sorry that I (hurt) him

5/ After they (go) , I (sit) down and took a rest

6/ When I (arrive) _, the dinner (already, begin) .7/ My friend (not see) _ me for many years before he (meet)

me last week

8/ He (learn) English before he (leave) for England

IV HOMEWORK ASSIGNMENT:

- Prepare the textbooks, workbooks and notebooks

- Prepare the next lesson – unit 1: Reading

V COMMENTS:

Period: 3rd Date of preparation: August 22nd, 2011

UNIT 1: Friendship Lesson A: Reading 1

I OBJECTIVES:

1 Aim: By the end of this lesson, students will be able to:

- Develop such reading micro-skills as scanning for specific ideas, skimming for general information and guessing meaning in context

- Use the information they have read to discuss the topic

1 Teacher: textbook, workbook, chalks.

2 Students:textbooks, workbooks, notebooks, pens.

III PROCEDURE:

1 Warm-up: (8’)

- T writes the sentence on the board and request Ss to fill the missing word into the blanks

A in need is a indeed.

- Ss work individually first, then they compare with their friends

- T calls the volunteer to present the answer

- T gives the feedback: “friend”

- T introduces the new lesson

2 New lesson:

Teacher’s activities Students’ activities

A Pre-reading (10’)

- Teacher gives handouts:

1 Task 1: Complete the sentences:

- Teacher asks students to give their

ideas about a good friend

Understanding, caring, easygoing,

honest, reliable, sociable, modest,

trustworthy, sharing, sympathetic,

helpful, tolerant, unselfish

- Teacher teaches the new words above

2 Task 2: Choose the word or groups

of words closest in meaning to the word

underlined in these sentences:

- Teacher asks students to close their

books and gives handout

1 Every person can have a number of

acquaintances but no one has many

2 For friendship to be intimate and

lasting both friends must have some

very special qualities

a good b true

c very close & friendly d real

3 Some people do not seem to be

constant One minute they like

- close their books and work in groups, discuss about the features of a good friend

- copy the adjectives that indicate the features of a good friend

- Students work individually first, then they exchange in pairs

something and the next minute they feel

tired of it and are interested in

something else

a easy b changing

c understandable d unchanging

B While-reading (15’)

- Teacher asks students to read the text

and do the tasks

1 Task 1: Scanning the text and

answer the questions: What qualities of

a friend are mentioned in the reading

text?

2 Task 2: Go through the reading text

and find

a the reason why a selfish person can’t

have a true friendship

b qualities that can spoil a true

friendship

3 Task 3: Choose A, B, C or D which

most adequately sums up the ideas of

the whole passage:

- Teacher asks students to work

- Students work in groups:

a Because friendship is a two- sided affair; it lives by give- and take; A friendship which gives on one side

or takes on the other side cannot last long.

b Changeability, suspicion, talkativeness.

- Students work individually to find out the idea and compare

Answer key

B Conditions of true friendship

C Post-reading (10’)

- Teacher asks students to work in

groups to answer the question: “What

does the text tell you about a true

friendship?”

- Students discuss in groups and give their ideas

IV HOMEWORK ASSIGNMENT: (2’)

- Learn by heart the new words.

- Do exercises in workbook

- Prepare the next lesson – unit 1: Reading 2

V COMMENTS:

Period: 4th Date of preparation: August 24th, 2011

UNIT 1: Friendship Lesson A: Reading 2

I OBJECTIVES:

1 Aim: By the end of this lesson, students will be able to:

- Develop such reading micro-skills as scanning for specific ideas, skimming for general information and guessing meaning in context

- Use the information they have read to discuss the topic

1 Teacher: textbook, workbook, chalks.

2 Students:textbooks, workbooks, notebooks, pens.

- Ss work individually first, then they compare with their friends

- T calls the volunteer to present the answer

- T gives the feedback: “friend”

- T introduces the new lesson

2 New lesson:

Teacher’s activities Students’ activities

A Pre-reading (10’)

- Teacher gives handouts:

1 Task 1: Complete the sentences:

- Teacher asks students to give their

- close their books and work in groups, discuss about the features of a good

ideas about a good friend.

Understanding, caring, easygoing,

honest, reliable, sociable, modest,

trustworthy, sharing, sympathetic,

helpful, tolerant, unselfish

- Teacher teaches the new words above

2 Task 2: Choose the word or groups

of words closest in meaning to the word

underlined in these sentences:

- Teacher asks students to close their

books and gives handout

1 Every person can have a number of

acquaintances but no one has many

2 For friendship to be intimate and

lasting both friends must have some

very special qualities

a good b true

c very close & friendly d real

3 Some people do not seem to be

constant One minute they like

something and the next minute they feel

tired of it and are interested in

- Teacher asks students to read the text

and do the tasks

1 Task 1: Scanning the text and

answer the questions: What qualities of

a friend are mentioned in the reading

- Students scan the text and answer the question

Suggested answer

2 Task 2: Go through the reading text

and find

a the reason why a selfish person can’t

have a true friendship

b qualities that can spoil a true

friendship

3 Task 3: Choose A, B, C or D which

most adequately sums up the ideas of

the whole passage:

- Teacher asks students to work

individually

Unselfishness, constancy, loyalty, trust, sympathy

- Students work in groups:

a Because friendship is a two- sided affair; it lives by give- and take; A friendship which gives on one side

or takes on the other side cannot last long.

b Changeability, suspicion, talkativeness.

- Students work individually to find out the idea and compare

Answer key

B Conditions of true friendship

C Post-reading (5’)

- Teacher asks students to work in

groups to answer the question: “What

does the text tell you about a true

friendship?”

- Students discuss in groups and give their ideas

IV HOMEWORK ASSIGNMENT: (2’)

- Learn by heart the new words.

UNIT1: Friendship Lesson: Speaking

I OBJECTIVES:

1 Aim: By the end of this lesson, students will be able to:

- Describe the physical characteristics and personalities of their friends, using appropriate adjectives

- Make a dialogue talking about a famous friend

1 Teacher: textbook, workbook, chalks.

2 Students: textbooks, workbooks, notebooks, pens.

III PROCEDURE:

1 Warm-up: (8’)

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:

Card:

- Ss work in groups, take turns to choose the cards then stick them in the right categories

- Ss can organize the words into four different categories as follows:

tall square shoulder-lengthoval wavy mediumcurly round straight

dyed grey pointedflat sleek heart-shapedshort large turn-uplong fair

HEIIGH T

appr opria

te langu age

HT

NOSE

FACE: square, oval, round

HAIR: curly, wavy, dyed, sleek, shoulder-length, long, short, fair, straight, greyNOSE: straight, flat, turned-up, pointed

HEIGHT: tall, short, medium

- Help Ss to read those words

- Help them use those words in their

own sentences to describe one of their

friends in their class

- Elicit them by asking:

+ What does he / she look like?

+ What is / she like?

+ Is he / she tall?

- Describe one of their friends

- Take part in the teacher’s work

Model dialogue:

T: Could you tell me something about your friend? What’s he like? S: Oh, he is friendly.

T: What does he look like?

S: Tall and good-looking.

B While – speaking (15’)

Task 1: Describe the four persons:

- Give them some useful expressions:

- Ask Ss to work in pairs, then call

some Ss to present their answers

Task 2 : Describing personalities

(Task 2, textbook, p.16)

- T asks Ss to work in groups, do Task

1- textbook, page 15

Expected answers:

1 The boy is about 16 He may be

short- sighted because he is wearing 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 She’s has an oval face with a straight nose, full lips and a pointed chin She’s quite pretty.

3 The man is in his late forty He’s tall

and 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 4.The woman is in her late twenty She’s quite tall and slim She has long curly brown hair and an oval face with

a broad forehead, big eyes, a straight

- Elicit or explain some adjectives

quickly:

* Caring: kind, helpful, showing that

you care about other people

* Hospitable : pleased to welcome

guests, generous and friendly to visitors

* Modest: not talking much about your

own abilities or personalities

* Sincere: saying only what you really

think or feel

* Understanding: showing sympathy for

other people’s problems and being

willing to forgive them when they do

something wrong

-Ask Ss to work in groups, discuss and

take notes of the ideas

-Call some Ss to present their answers

nose, heart – shaped lips and a small chin She’s very beautiful.

- Ss work in groups, discuss and number the personalities in order of importance

or difficulty with their friends.

C Post – speaking (10’)

Task 3: Make an interview

- T helps Ss review some questions

about physical characteristics,

personalities, hobbies,

- Ask Ss to work in groups to make

questions or facts about a famous friend

based on the suggestions in the textbook

before doing the task

- Elicit some questions they may ask:

* his/her physical characteristics :

* his/her hobbies

*His/her personalities:

- Ask Ss to work in pairs to perform the

interview

-Call some Ss to present their answers

- Elicit feedback from the class and give

final comment

- Ss make questions, using the

suggestions (textbook, page 17).

Expected answer:

* What’s your friend’s/ his/ her name?

* When was he/ she born?

* What does he/ she look like?

* What are his/ her hobbies?

* What’s he/ she like?

* What makes him/ her a good friend?

* What made him/ her successful?

* How much time does he spend on Math every day?

* What does he do in his free time?

- Ss work in pairs: Journalist &

Interviewee

IV HOMEWORK ASSIGNMENT: (2’)

- Practise the dialogue talking about a famous friend.

- Prepare the next period – unit1: Listening.

V COMMENTS:

UNIT1: Friendship Lesson: Listening

I OBJECTIVES:

1 Aim: By the end of this lesson, students will be able to develop such listening

micro-skills as intensive listening for specific information and taking notes while listening

1 Teacher: textbook, workbook, a CD, a CD player, chalks.

2 Students: textbooks, workbooks, notebooks, pens.

III PROCEDURE:

a able to think quickly

b spending a lot of time studying or reading

c showing kindness; making you feel relaxed and as though you are among friends

d willing to help somebody

e able to wait for a long time or accept annoying behaviour or difficulties without angry

f kind, friendly and patient when dealing with people.

g not talking much about your own abilities or possessions

h pleased to welcome guests, generous and friendly to visitors

- ask Ss some questions

+ Who is your best friend?

+ How did you meet him / her?

+ How long have you known each

other?

+ What qualities do you admire in

your best friend?

- set the scene to teach the new words:

+ I met him/her at…

+ We have known each other since… + I admired his/ her… the most.

- repeat after the teacher.

- Help Ss to read those words

- Help them use those words in their

own sentences to describe one of their

friends in their class

- Get the Ss to guess what they are

going to listen about

- make sentences with each word

- Have them listen to the tape twice

- Ask Ss to write the answers on the

board

- Ask other students to remark and

correct the answer

- Give feedback

2 Task 2: Fill in the table

- Ask Ss to try to fill in the table with

the things they remember

5 T

6 F ( They have been best friends since Lan’s trip to Do Son )

* Long’s talk

1 F ( They met in the college.)

2 F ( Minh was a guitarist )

- Play the tape again.

- Get Ss to work in pairs and check their

- Lan in Doson, Ha went to help

- friendly and helpful.

- Ha knew many people and

introduced Lan around.

Long - met in

college.

- Minh played the guitar

- Long sang.

- a great sense

of humour.

- good listener.

- friendly and helpful.

C Post-listening (10’)

- Ask the SS to work in group Use the

information in the tasks above

- Talk how you and your friend have

become best friends

- Call on one representative from each

group to talk about their best friend in

front of class

Group work

- Work in group of four

- Present their talk in front of the class

IV HOMEWORK ASSIGNMENT: (2’)

- Learn by heart the vocabulary.

- Prepare next period- unit 1: writing

V COMMENTS:

Period: 7th Date of preparation: September 7th, 2011

UNIT1: Friendship Lesson: Writing

I OBJECTIVES:

1 Aim: By the end of this lesson, students will be able to write about a friend, real

or imaginary, using the words and expressions that they have learned in previous lesson

1 Teacher: textbook, workbook, chalks.

2 Students: textbooks, workbooks, notebooks, pens.

7 studious 8 responsible

9 selfish

Describe emotions and actions as ideas development for that adjective.

a My mother gets up at 6 every day and never stops working until dinner-time.

b Minh never wants to share anything with us Whenever I ask him for help, the only answer I get is “Why do I have to do it for you?”

c It’s nice to be around with Tam for his polite and friendly manner.

d He’s very close to us Though he’s our teacher, he treats us almost like his friends.

e I like working with Lan She always tries her best to finish her part of the work.

f She is a lively person who engages in almost all the community activities.

g I love spending time with Linh and looking at her broad smiles.

h He spends a lot of time studying or reading.

i She doesn’t talk much about her own abilities or possessions.

- Ask the Ss to use the given

information to make an outline

-For column one, think of the

possible places and situations in

which you may have met your best

friend Write down as many of them

as possible

-For column 2, think of the most

outstanding physical characteristics

of your friend and write them down

in this column

-For column 3, think of the

personalities of your friend that you

like most about him/her

- Ask Ss to make an outline of a

paragraph describing a friend, use

Physical characteristic s

Personalitie s

-in school extra- activitie s

-at a football match

- round face -wide forehead

- high nose

- short, black hair

-very tall

- natured

good unselfish -sympathetic

- friendly

- humourous

the information they’ve just

discussed in brainstorming activity

-While Ss are writing, T goes

around the class to see how well Ss

work and whether they need some

help

- Ask 2 groups to write their

outlines on the board

- Note: the past tenses are used to

write

-T comments and gives feedback

B While-writing (15’)

- Ask Ss to work in groups of 4 and

write a paragraph about a friend on

a poster based on the outline given

-While Ss are writing, T goes round

to see if anyone needs help

Group work

- In groups of 4, Ss write a paragraph about

a friend on a poster based on the outline given

Sample writing:

Probably my best friend is Ha We first met each other 4 years ago, in a football match between my school and his

He is very tall He has a round face with wide forehead and a high nose His hair is short and black He is good - natural , he’s always willing to help me if I need

I hope my friendship will last forever.

C Post-writing (10’)

- T asks Ss to exchange their

writing with another student for

peer 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

IV HOMEWORK ASSIGNMENT: (2’)

- Rewrite the passage about your friend, taking into consideration your classmate’s

and T’s suggestions and correction

- Prepare next period, unit 1- language focus

V COMMENTS:

Period: 8th Date of preparation: September 8th, 2011

UNIT1: Friendship Lesson: Language focus

I OBJECTIVES:

1 Aim: By the end of this lesson, students will be able to:

- Distinguish the sounds /dʒ/ and /t∫/.

- Pronounce the words and sentences containing these sounds correctly

- Use some structures containing infinitive with to and without to appropriately.

1 Teacher: textbook, workbook, chalk.

2 Students: textbooks, workbooks.

III PROCEDURE:

1 Warm-up: (8’) Name pictures

- T shows 2 pictures:

- T asks Ss to name the objects in the pictures.

- T asks Ss to tell the differences between the sounds /dʒ/ and /t∫/ in the words Expected answers:

CHAIR & BRIDGE

- T introduces and models the two

sounds / t∫/ and /dʒ/ / a few times

and explains the differences in

producing them

- T plays the tape ( or reads ) once for

Ss to hear the words containing these

- Ss listen to T and repeat

TASK 1 :

* Listen and repeat : / t∫/ / dʒ/

Children jammutual dangerous

two sounds Then T plays the tape ( or

reads) again and this time asks Ss to

repeat after the tape (or T)

Pronouncing the words containing

- T asks Ss to practice pronouncing the

words in pairs T goes around to

provide help

- T asks Ss to pronounce the words and

gives correction if necessary

Pronouncing sentences containing the

sounds

- T reads the sentences and asks Ss to

underline the words with the sounds and

write / t∫/ and /dʒ/ under them

- T asks Ss to practice pronouncing the

words in pairs T goes around to

provide help

- T asks Ss to read the sentences and

gives feed back

Changeable passengerCheese jokeCheap justChaos bridge

Practice reading aloud these sentences.

1 Just outside the village, there’s a bridge

2 Jane always enjoys George’s joke

3 Two jeeps went over the edge of the bridge

4 Which picture do you think the child wants to change?

5 Mix the mushrooms, chilli and cheese

6 Do you like French salad and fish and chips?

B Grammar (20’)

I To – Infinitive

1 Presentation:

- Hang a poster on the board

+ I have some homework to finish

+ It’s lovely to see you again

- Ask Ss to underline the to + infinitive

- Ask the Ss to comment on the use of

to + infinitive in these examples.

- Supplement Ss with some more use of

“to-inf”

“To- inf “ is used :

* to indicate the purpose :

- Comment on the use of to + infinitive

1 The to + infinitive can be placed after nouns/pronouns.

2 The to + infinitive can be placed

after adjectives

Ex: I get up early to walk

* as a modifier to replace a relative

- Ask Ss to work individually and put

the correct form of the verbs in

- Hang a poster on the board

+My father doesn’t let me use his car.

+Her boss made her finish the report

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 is too cold to go out.

8 I’m happy to know that you have passed the exam.

-Copy down and underline the

infinitive without to part.

Expected answers + My father doesn’t let me use his car + Her boss made her finish the report

+You had better not smoke

+ He felt his feet freeze.

+ Her father made her laugh a lot.

- Ask Ss to underline the infinitive

without to

- Ask the Ss to comment on the use of

infinitive without to in these examples

- Write the structure on the Bb

S + Perceptive verbs + Object +

Bare inf

- see - hear - listen to

- watch - feel - smell - taste

- observe , notice

- had better , would rather,

perceptive verbs ( see, smell, feel,

+ He saw the cat catch a fish.

+ You had better not smoke

+ He felt his feet freeze.

+ Her father made her laugh a lot.

- Comment on the use of infinitive without to

1 infinitive without to can be placed after verbs of perceptions such as feel, hear, see, watch, smell, notice, -> refer to the complete action

2 infinitive without to can be placed after let/make somebody; had better (not)/ should

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

5 The boy saw the cat jump through the

6 Do you think the company will make him pay

7 I felt the animal move towards me.

8 Do you think her parents will let her

go for a picnic.

IV HOMEWORK ASSIGNMENT: (2’)

- Pick out the inf in the following sentences and describe the function of each

1.To find fault is easy.

2.It is delightful to hear the sound of the see.

3.The dog wants something to eat.

4.I saw him run the mile in four minutes.

5.Everybody wishes to enjoy life.

6.He is too ill to do any work.

7.I am not afraid to speak the truth.

8.He went to Paris to perfect his knowledge of French.

- Prepare the next lesson, unit 2- reading

V COMMENTS:

Period: 9th Date of preparation: September 12th, 2011

UNIT 2: PERSONAL EXPERIENCE Lesson: Reading

I OBJECTIVES:

1 Aim: By the end of this lesson, students will be able to:

- develop such reading micro-skills 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

1 Teacher: textbook, workbook, chalk.

2 Students: textbooks, workbooks.

III PROCEDURE:

1 Warm-up: (5’) Brainstorming

- Ask Ss to find suitable words to fill in the chart below:

- Ask some question to lead in the reading:

a If you got bad marks, how would you feel?

b If you made a mistake, how would you feel?

*Pre- teaching vocabulary:

- help Ss to read some new words

- elicit the meanings and parts of speech

of the words from Ss

- Embarrassing (a): (situation)

- To make a fuss about: làm om sòm

- To imitate:( translation)

- sneaky ( adj ) vụng trộm

Individual work

- repeat the words after the teacher

- give the meanings and parts of speech

of the words from Ss

- note down the words

B While-reading (18’)

Activity 1: Gap-filling

- ask Ss to make a guess the part of

speech of each blank

- ask Ss to work in pairs to do the

exercise

- call on some Ss to give the answers

- give the feedback

Activity 2: Answering the question

- check if Ss can answer the

comprehension questions in task3

without having to read the passage

again T gets them to read the questions

carefully and gives them some tips to do

Pair work

- work in pairs to do the exercise

- give the answers in front of the class

happy

confusedworry

sad

the task.

- ask Ss to work in groups of four to

give the answers

- call on some Ss to write their answers

on the board and ask them to explain

their choices

- ask Ss to give the position of the

answers in the passage to make sure that

they understand the text

- ask Ss to work in groups of four and

discuss the questions in the book

- call on some Ss to give the answers

- give comment on Ss’ answer

IV HOMEWORK ASSIGNMENT: (2’)

- Learn by heart the new words.

- Prepare next lesson, unit 2- speaking

V COMMENTS:

Period: 10th Date of preparation: September 13th, 2011

UNIT 2: PERSONAL EXPERIENCE Lesson: Speaking

I OBJECTIVES:

1 Aim: By the end of this lesson, students will be able to:

- identify structures that are used to talk about past experiences and their

influences on one’s life, i.e present perfect and past simple, structure with

1 Teacher: textbook, workbook, chalk.

2 Students: textbooks, workbooks.

III PROCEDURE:

1 Warm-up: (5’)

- Ask Ss some questions to lead to the lesson, such as:

Have you ever been ill?

When were you ill? Why?

What do you think after that?

Lead-in: To day, we will continue the topic of personal experiences by talking

about past experiences and how they affect your life

2 New lesson:

Teacher’s activities Students’ activities

A Preparing to speak (10’)

* Task 1: Matching phrases:

- Ask Ss to work in pairs to match

things they might have done or

* What do you say to ask about

someone’s experience that might have

affected them ?

- Write the questions on the board

affected them in box B

- give the answers in front of the class

Expected answer

1 – d 2 – e 3 – b

4 – f 5 – a 6 – c

Expected answer

- Have you ever ?

- When did it happen ?

- What were you thinking and feeling when it happened ?

- How did the experience affect you ?

B Practice (18’)

Activity 1: Re – ordering & role –

play drilling

* Re – ordering

- Ask the Ss to work in pairs to put the

lines of the dialogue in the correct

order

- Call on some Ss to give their answers

- Give feedback

* Role – play drilling

- Hang on a chart with the dialogue

- Ask the Ss to work in pairs to practice

the dialogue

- Put the chart away

- Call on some Ss to act out the dialogue

in front of the class.( without looking at

the chart or books )

- Give comment

Pair work

- work in pairs to reorder the dialogue

- give the answers in front of the class

Expected answer

1.b 2.d 3.h 4.a 5.g 6.c 7.c 8.f

C Production (10’)

- ask Ss to work in pairs to talk about

their experiences based on the notes in

- act out the dialogue in front of the class

IV HOMEWORK ASSIGNMENT: (2’)

- Write a paragraph ( 50 words) about your own experiences.

- Prepare next lesson, unit 2- listening

V COMMENTS:

Period: 11th Date of preparation: September 14th , 2011

UNIT 2: PERSONAL EXPERIENCE Lesson: Listening

I OBJECTIVES:

1 Aim: By the end of this lesson, students will be able to develop such listening

micro-skills as listening for specific information and taking note while listening

1 Teacher: textbook, workbook, chalk, CD, CD player.

2 Students: textbooks, workbooks.

III PROCEDURE:

1 Warm-up: (8’)

- Divide the class into two groups A and B and ask them to guess what it is

- Read aloud some facts about the thing one by one

The facts they hear:

1 It destroys buildings, houses, and forests

2 It can kill people

3 It gives out a lot of smoke

4 You need water to put it out

Expected answer: A FIRE

* Lead – in

- Have you ever seen a fire ?

- What will you do if there is a fire ?

- The listening today is about the fire happening to Christina’s family 13 years ago

2 New lesson:

Teacher’s activities Students’ activities

A Pre-listening (10’)

Describe the picture

- Get Ss to work in pairs to describe the

picture

- Elicit some questions :

+ What can you see in the picture ?

+ What is happening ?

+ Who are the people ?

- Call on some Ss to describe the picture

- Give comment

- Get the Ss to guess what they are

going to listen about

* Vocabulary:

Pair work

- work in pairs and describe the picture

- give the answers in front of the class

Expected answer

+ A fire is burning a house.

+ A mother and her daughter are trying

to run out of the fire.

+ Firemen are putting out the fire.

Whole class

- repeat the words after the teacher

- give the meanings and parts of speech

- memorable (a) = unforgettable (a)

- Terrified (a) sợ hãi

- Embrace (v) (picture): ôm

- Escape (v) (example): thoát ra ngoài

Example

The prisoner ran away after escaping

from the prison.

4 The fans …….with excitement when

they saw their idols

5 They were trying to ……….from a

burning house

of the words from Ss

- note down the words

-Ask the Ss to read through all the

questions and underline key words

- Ask them to guess T / F

- Play the tape once / twice for the Ss to

listen and do the task

- Ask the Ss to check their answers with

partners

- Go over the answers with the class

Activity 2: Gap-filling

Individual work

- Read and underline key words

- Write their guess on the board

- Listen to the tape

- give the answers in front of the class

- Tell the Ss to read through the passage

and guess the words in each gap

- Tell the Ss to listen to the recordings

and fill in the gaps

- Call on some Ss to give their answers

- Correct and give feedback

in each blank

- listen and fill in the missing words

- give the answers in front of the class

- Ask the Ss to work in groups

- Call some Ss to report their answer:

Nothing is more precious than the sweet moment when every member of the family finds themselves among their dear ones, taking a good meal and getting through a peaceful night.

IV HOMEWORK ASSIGNMENT: (2’)

- Learn by heart the new words.

- Prepare new lesson, unit 2- writing

V COMMENTS:

Period: 12th Date of preparation: September 20th , 2011

UNIT 2: PERSONAL EXPERIENCE Lesson: Writing

I OBJECTIVES:

1 Aim: By the end of this lesson, students will be able to write a personal letter

telling about a past experience, using the structures and vocabulary that they have learned in previous lesson

1 Teacher: textbook, workbook, chalk.

2 Students: textbooks, workbooks.

III PROCEDURE:

1 Warm-up: (8’)

The quiz

1 How many parts does a personal letter have ?

2 What are these parts ?

3 What do we normally write in the Greeting?

4 What do we normally write in the Closing?

5 Where do we normally sign the letter ?

Answer

1 5 parts

2 The Heading, the Greeting, the Body, the Closing and the Signature

3 We normally write “ Dear” or “ Hello/ Hi”

plus the name of the person we are writing to and a comma at the end

4 We normally write something like “ Sincerely” , “ Yours”, “ Love”, “ Best wishes” and after that we put a comma

5 Our signature normally goes under the Closing

2 New lesson:

Lesson Plan_Grade 11

Compiled by Nguyen Thi Ngoc Tam Nguyen Huu Than High School

* Eliciting:

- Elicit the steps of a personal letter

from the quiz

- Write on the board

5 Who was involved ?

6 How it affected you

- Give the steps of a personal letter:

1.-I nearly drowned

2 A year ago, my last summer vacation

3 A river near my grandparents’ house

4 When I was swimming, I suddenly caught a cold, I felt dizzy and I wastoo weak to swim

5 Some of my friends were also swimming at that time, one tried to save me

6 I learned that life is so important

B Practice writing (15’)

-Ask the Ss to write a letter based on

the outline they have written

- go around the class and give help if

How have you been doing ? Have you got any plan for the coming school break? Perhaps I will go to see my grandparents in the countryside I haven’t seen them since my last school holiday

Let me tell you about my last summer vacation at my grandparents’ It was almost a year ago and was one of my most unforgettable experiences

My parents live in a small village , which has a large river I often go swimming every afternoon when I spend my vacation with them

One day when I was swimming with some of my friends, I suddenly caught a cold I felt so dizzy and was too weak to continue swimming, so I started to sink One of my friend saw that and shouted for help Immediately , another friend who swim the best among us swam towards me tried to pull me up Then other friends helped him to push me in

My life was finally saved

Now recalling the moment I thought I

IV HOMEWORK ASSIGNMENT: (2’)

- Rewrite the letter to a friend to tell about you own experience.

- Prepare new lesson, unit 2- language focus.

V COMMENTS:

Period: 13th Date of preparation: September 21st , 2011

UNIT 2: PERSONAL EXPERIENCES Lesson: Language Focus

I OBJECTIVES:

1 Aim: By the end of this lesson, students will be able to:

- Distinguish the sounds /m/, /n/, /η/

- Distinguish the uses of different verb tenses: present simple for indicating the past, past simple, past continuous and past perfect

1 Teacher: textbook, workbook, chalk.

2 Students: textbooks, workbooks.

III PROCEDURE:

1 Warm-up: (8’) Game tongue twisters

- Ask Ss to read the sentence “Singing Samsung songs on the sinking sampan”

as quickly as they can

- Ask the Ss to pick out the words containing the ending sounds/ m /, / n / and / η /

- The student who can speak the sentence 10 times within 15 seconds is the winner

η / for a few times, explain the

differences in producing them

- Play the tape once for Ss to hear the

words containing these sounds Then

play the tape again and the Ss repeat

after the tape

* Pronouncing the words

- Read the words in each column all at

once

- Read and ask the Ss to repeat them

- Ask the Ss to pronounce the words

and give correction if necessary

*Practising sentences containing the

sounds.

-Read the sentence and ask the Ss to

underline the words with the sounds/ m/

,/ n/ and / η / and write under them.

- Ask some Ss to read the sentences and

give feedback

Sam on singing sampan samsung sinking

- listen and repeat after the teacher

- underline the words with the sounds/

m/ ,/ n/ and / η /, then list them into 3

4 Mr King is singing next door

5 He’s holding a string in his fingers

6 He loves spending his holidays in his small summer house

/ m / / n / / η /

morning an meeting summer next spending

B Grammar (15’)

I Presentation

- present the use and the form of the

present tense and the past tense

1 The present tense:

*The simple present : - present habits,

hobby, a daily event, natural event, a

story happening in the past to make the

events more dramatic and lively

* The present continuous : an action

Individual work

- note down the use and the form of the present tense and the past tense

happening now or at the speaking

moment

*The present perfect : an action

happened at an unspecified time before

now

2 The past tense:

* The simple past:

- form: With “ normal V”:

- Usage: The simple past is used to talk

- about an action that took place in the

past:Ex: I didn’t read the letter

It can be used with + last night/

Monday/ week/ month…/ 2 months/

years … ago/ in 2000, 1999…

- about an action that happened

regularly in the past: Ex: I often played

tennis with her

* The past continous:

- Form:

(+) S+ was/were +Ving;

(-) S+ was/ were+ not +Ving;

(?) Was/were + S+ Ving?

- Usage :Past continous is used to talk

about: - an action that was in progress

at a particular time in the past;;

it can be used with at …o’clock/ this

time/ at that time/ moment+ past time:

Ex: At this time last night, we were

watching TV

- an action that was already in

progress(past continous) when

somethingelse happened( simple past);

it can be used with : when, while,as