giao an 11 HK 1

Presentation of the new material Time Teacher’s activities Sts’ activities The content of the lesson 7ms I/ Lead-in - Asks students to practice reciting the poem “You’ve got a friend “

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Classes: 11B2,3

Period 1 INTRODUCTION

Date of preparation: August 17 th , 2013

Date of teaching: August 20 th , 2013

I/ AIMS AND OBJECTIVES:

- To introduce to Ss the program of class 11, the content, the test, and the exams

- To help Ss know what they should prepare and do to learn this shool year well

- To enable Ss to review some main grammartical points they learnt: tenses .

II/ LANGUAGE:

1.Vocabulary:

2 Structures: simple past, simple present, present perfect

3 Skills: Integrated skills.

4 Education factor:

III/ TEACHER AND STUDENTS‘ PREPARATION.

1 Method: communicative approach

2 Techniques: pair wok, explanation, group work, repetition, revision…

3 Materials needed: lesson plan, white/color chalk

4 Students ’ preparation: textbook, exercise book, two notebooks.

IV/ PROCEDURE IN CLASS

1 Stabilization: (2ms)

How are you today?

2 Checking up previous knowledge: no

3 New leson.

A The introduction of the content of Enlish 11: 10ms

1 The first term:

- There are 7 units(except unit 5) In this term, Ss have two 45-minute tests and one exam test

2 The second term

- There are 7 units(except unit 14) The tests and the exam are the same as the first term.

c Adverbs: always, usually, sometimes, often, every, each,………

2 The simple past

a Form S + V(ed/II) + O

S + was/were + O

b Use

c Adverbs: yesterday, last, ago, in 1988,…………

3 The present perfect

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a Form S + have/has +V(ed/III) + O

b Use

c Adverbs: just, since, for, recently, lately,already, so far, up to now,……

II Practice: 20ms

- Asks Ss to do the following exercise

Give correct form of the verbs in brackets

1 My mother (watch)………TV every night

2 My friends (not, go)………to class on Sunday

3 He (write)……….a letter since 6 p.m

4 Those Ss (learn)……… Enghlish for 6 years

5 Last summer, they (go)………to Ha Long Bay

6 My brother (not, write)………this novel since last month

7 She didn’t come to the cineme with us because she (be)…… busy

8 We (learn)……… since we were ten

9 His father(give)…… a new English book lately

10 The Earth (go)………around the Sun

Answers:

1 watches 2 do not go 3 has written 4 have learnt/have been learning 5 went

6 has not written 7 was 8 have learnt 9.has given 10 goes

III Consolidation: 2ms

- Reminds three teses through exercises once more

IV Homework: 1 minute

- Asks Ss to revivew other tenses: past continuous, present continuous, simple future.

V/ SELF-EVALUATION

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Classes: 11B2,3

Period 2 CONSOLIDATION

I/ AIMS AND OBJECTIVES:.To enable Ss to review some main grammartical points they learnt:

tenses (past continuous, present continuous, simple future).

II/ LANGUAGE:

1.Vocabulary:

2 Structures: past continuous, present continuous, simple future

: 3 Skills: Integrated skills.

4 Education factor:

III/ TEACHER AND STUDENTS‘ PREPARATION.

1 Method: communicative approach

2 Techniques: pair wok, explanation, group work, repetition, revision…

3 Materials needed: lesson plan, white/color chalk

4 Students ’ preparation: textbook, exercise book, two notebooks, revise tenses.

IV/ PROCEDURE IN CLASS

- Stabilization: (2ms)

2 Checking up previous knowledge: no

3 New leson.

I Preparation: 10ms

- Has Ss retell forms, use and adverbs of past continuous, present continuous, simple future

- Feedbacks

1 The present continuous

a Form S + is/am/are/ + V-ing + O

b Use

c Adverbs: now, at present, at the / this moment

2 The past continuous

a Form S + was/were + V-ing + O

b Use

c Adverbs: while, at that moment, when / as + (simple past):

3 The simple future

a Form S + will/shall+V(-to) + O

b Use

c Adverbs: tomorrow, next(next week, next Monday…), in the future

II Practice: 20ms

- Asks Ss to do the following exercise

Give correct form of the verbs in brackets

1 When I (do)…… my homework, my mother (watch)……….TV.

2 John (drive)……… the car when he was a child

3 My mother (cook)…… at the moment

4 Hurry up! The train (come)…………

5 What (you, do)……… at this time last night?

6 You (watch)……… TV last night?

7 When I (arrive) …… at his house, he still (sleep)………

8 We (prepare) ……… dinner when my mother came home from work.

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9 “Listen! Somebody (nock) ……… at the door.”

10 The boy promises that he (return)……… the money back to us someday.

Answers:

1 was doing/was watching 2 drove 3 is cooking 4 is coming 5 were you doing

6 did you watch 7 arrived – was sleeping 8 were preparing 9 is knocking 10 will return

III Consolidation: 2ms

- Reminds three teses through exercises once more

IV Homework: 1 minute

- Asks Ss to revivew tenses and prepare for the new lesson: Unit 1- part A: Reading.

V/ SELF-EVALUATION

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Class: 11B2,3

Unit 1: FRIENDSHIP

Period 3: Reading

I/ Aims and objectives:

1 Language content: To help Sts read and understand a passage about friendship.

2 Language function: To help Sts get information about friendship, and improve their reading

comprehension skills by doing the tasks

3 Educational aim: To make the Ss realize the importance of friendship in the life

II/ Language:

1 Vocabulary: lasting, quality, constancy, trust, secret, sympathy

2 Structures: The present simple.

3 Skills: Integrated skills, mainly reading skills

4 Educational factor: To make the Ss know the important qualities of true friendship

III/ Teacher’s and Sts’ preparation:

1 Method: Communicative approach

2 Techniques: repetition, gap-filling, pair/group wok, individual, using pictures, ask-answer question,

explanation, translation

3 Materials needed: Pictures, handout, textbooks, lesson plan, white/color chalk.

4 Sts’ preparation: Look up new words in dictionary and read the passage before.

IV/ Procedures in class

a) Greeting

Good afternoon, class!

b) Checking absence

Who is absent today, the monitor?

2 Checking up previous knowledge: (5ms)

3 Presentation of the new material

Time Teacher’s activities Sts’ activities The content of the lesson

7ms I/ Lead-in - Asks students to practice reciting the

poem “You’ve got a friend “ in their

textbooks and then discuss in pairs the

question “What do you think of the

friend in the poem?”

- Give feedback by using the saying

“A friend in need is a friend indeed”

- - Asks Ss to work in groups to discuss

the question: What are the special

qualities of a true friendship?

- Asks each group to report their ideas

and copies down on the board

- Makes comments on Ss’ answers

- Leads to the lesson and writes the title

- Practice

- Listen

- Work in groups

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- Teaches Sts some new words.

 lasting (a): translation

 quality ['kwɔliti] (n): (synonym) =

criterition

constancy ['kɔnstənsi] (n):

(example)

Nam and Lan have known each other

for years Now they are still close

friend What quality of friendship do

they have?

 trust (n): (synonym) = belief

 secret (n): (guessing from context)

Ex: Everybody has his own secret.

 sympathy ['simpəθi] (n):

(explanation): the understanding of

other’s feelings, especially their

problems

- Has Sts copy down the words

- Reads the above words and asks Sts

- Instructs Sts to read the passage

quickly and stop at the lines that

contain these words to guess their

meanings and parts of speech

- Checks Sts’ understanding by asking

them to provide the Vietnamese

equivalents to the words

- Gets Sts to read the sentences

carefully and fill in the blanks

- Calls some Ss to read and

explain their answers

- Gives final comments

Task 3: Answer the questions

- Has Sts read the passage again, then

discuss in pairs to answer the

questions

- Gives Sts some tips before doing the

task

+ Skim the questions to understand

them, find the key words

+ Go back the passage to locate the

key words, and then read around them

to find the answers

- Calls some pairs to read the answers

copy down

- Look at the board, guess their meanings

- Copy down

- Listen and repeat

- Read loudly and listen

Task 3: Answer the questions

1 The first quality for true friendship is unselfishness It tells us that a person who is concerned only with his / her interest and feelings cannot be a true friend.

2 Because they take up an interest with enthusiasm, but they are soon tired of it, and feel the attraction of new object.

3 The third quality 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 suspicious between them.

4 Because if not people cannot feel safe when telling the other their secrets.

5 Because they cannot keep a secret, either of their own or others’

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Task 2: Multiple choice

- Asks Ss to work in groups of 4-5 to

read the text again and find the main

idea and choose the best answer

- Calls Ss to give answer and explain

1 Why do we need to have friends?

2 A friend in need is a friend in deed

What do you think?

3 Which quality of friendship is the

most importance to you? Why?

- Moves around to help Ss

- Calls Ss to gives ideas and

comments

V/ Consolidation

- Consolidates the main points of the

lesson

Helps the Sts to understand more

about the passages by asking some

questions and asks them to answer

without using the books

VI/ Homework

- Asks Sts to:

+ Learnt by heart all new words and

do the tasks in notebooks

+ Prepare for the new lesson

- Check

- Listen

- Work in groups

- Answer and explain

- Listen

- Work in groups and discuss

- Perform and listen

- Listen and answer

- Listen take notes

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 friendship.

∗ Discuss the questions:

1 Why do we need to have friends?

2 A friend in need is a friend in deed What do you think?

3 Which quality of friendship is the most importance to you? Why?

Suggested answers:

1 We need friends to share joys, sorrows, to help each other to over come difficulties.

2 I think it is right A best friendis a person who is willing to help his friend in any circumstances.

3 I think constancy is the most important thing because if not friendship cannot last long.

Homework

+ Learnt by heart all new words and

do the tasks in notebooks.

+ Prepare for the new lesson.

V/ Self-evaluation

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Class: 11B2,3

Period 4: Speaking

Date of preparation: August 23 rd , 2013

I/Aims and objectives:

1 Language content: To help Ss to describe one’s physical characteristics and personalities

2 Language function: To describe people, to talk about a famous / close friend.

3 Educational aim: To educate in sts the love of mankind and the respect of friendship

II/ Language:

1.Vocabulary: sincere, quick- witted, good – natured, eager to learn

2.Structures: The simple tense

3 Skills: Integrated skills, mainly listening skill

4 Educational factor: To help Sts know the way of describing people

III/ Teacher’s and Students’ preparation

2 Techniques / Activities: pair wok, explanation, group work, repetition…

3 Materials needed: textbooks, references, teaching aids,pictures ……

4 Students’ preparation: Lesson preparation; appliances for studying.

IV/ Procedures in class

a) Greeting

2 Checking up previous knowledge: (5ms)

Question: - Call two Ss to go to the b/b and write down some new words in READING.(10 points)

3 Presentation of the new materials

Time Teacher’s activities Student’s

- Hangs the pictureof My Tam on

the board and asks Sts

+ Who is she ?

+ What does she do ?

+ What does she look like ?

- Calls Sts to answer

- Gives feedback

- Leads to the lesson and writes the

title on the board

II Pre-speaking

- Hangs the chart of adjectives used

to describe physical characteristics

1 nose: straight, crooked

- Look at the picture

II Pre-speaking Useful language

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2 hair: blond, long, wavy, black,

grey

3 face: oval, large, round, square

4 forehead: broad, high

5 height: tall, medium, short

6 appearance: handsome,

beautiful, good-looking

- Asks Ss to listen and repeat

III While-speaking

Task 1 : Ask and answer::

- Asks Ss to work in pairs: Look at

the people below and describe their

physical characteristics by using

B: The man is tall He has got a

square face, a crooked nose …

+ picture 1: the boy

+ picture 2: the girl

+ picture 3: the man (example)

+ picture 4: the woman

- Calls some pairs to practice

- Corrects the mistakes

- Asks Ss to look at the girl and the

boy in the picture and asks

Task 2: Work in groups:

- Asks Ss to discuss and number the

following personalities in order of

importance in friendship Report

your result to the class

- Explains new words if necessary

- Asks Ss to repeat

- Calls some the leaders’ groups go

to the b/b and write down

- Corrects some mistakes

Task 3: Role – play: Talk about a

famous friend

- Asks Ss: ( one is a journalist and

one is an interviewee )

* Journalist: you are interviewing

the interviewee about a friend of his

or hers who has just won the first

international prize in Mathematics

* Interviewee: you have a friend

whom you admire greatly she / He

has just won the first international

prize in Mathematics you are being

interviewed by a journalist about him

- Take notes

- Repeat

- Go to the b/b and write

- Listen

1 nose: straight, crooked

2 hair: blond, long, wavy, black, grey

3 face: oval, large, round, square

4 forehead: broad, high

5 height: tall, medium, short

6 appearance: handsome, beautiful, good-looking

III While-speaking Task 1 : Ask and answer::

A: Can you describe the boy in the picture?

B: the boy is medium He has got a round face with short black hair.he looks handsome.

Picture 2: the girl

A: Can you describe the girl in the picture?

B: The girl is short She has long grey straight hair.

Picture 3: The man

A: Can you describe the man in the picture?

B: The man is tall He has got a square face, a cooked nose

Picture 4: the woman

A: How about the woman?

B: She is slim She has got an oval face with brown curly hair.

Task 2:

honest: chân thật understanding: hiểu biết generous: hào phóng sincere: thành thật helpful: hay giúp đỡ

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3ms

2ms

- Asks Ss to use following

suggestions to ask and answer

questions:

1 What’s his/her name?

2 Where and when was he/she

born?

3 What is he/she like?

4 What does he/she look like?

5 What are his/her hobbies?

6 What made him/her successful in

maths?

7 What does he do in his free time ?

8 What do you often do with your

+ good – natured (adj)=kind

(synonym) :tốt bụng

+ keenly interested in Mathematics

rất thích môn toán

+ eager to learn : ham thích học hỏi

- Reads new words and asks Ss to

repeat

- Calls some Ss to read

IV Post-speaking

* Recognizing and Matching:

- Divides the class into group of

four or five

- Delivers handouts with the photos

of six people

- Asks Ss to read the descriptions and

decide which person is being

described in each paragraph

- Calls some Ss to give answer

V Consolidation

- Asks Ss to answer some questions

related to the lesson

VI Homework

- Asks Sts to:

+ write a short paragraph about one

of their best friends (about 100

words)

+ prepare the next part :

LISTENING in advance

- Ask and answer

- Listen, guess and take notes

- Listen and repeat

- Read new words

- Listen and work

in groups

- Get handout

- Do as asked

- Stand up and answer

- Answer

- Listen and take notes

hospitable: hiếu khách modest: giản dị

pleasant: vui tính caring: cẩn thận

Task 3

Questions :

1 What’s his/her name?

2 Where and when was he/she born?

3 What is he/she like?

4 What does he/she look like?

5 What are his/her hobbies?

6 What made him/her successful

+ good – natured (adj)=kind (synonym): tốt bụng

+ keenly interested in: đam mê + eager to learn: ham thích

V/ Self- evaluation:

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Class: 11B2,3

Period 5: Listening

I/ Aims and objectives:

1 Language content: To provide sts with vocabulary relating to friendship.

2 Language function: To help sts to talk about our best friend and develop skills, especially listening

skill

3.Educational aim: To educate in sts the love of mankind and the respect of friendship.

II/ Language:

1 Vocabulary: share an apartment, sense of humour, review the old words.

2 Structures: questions, statements, sentences ……, review the infinitive.

3 Skills: Integrated skills, mainly listening skill

4 Educational factor: To help students to be more active, communicative, creative, self-confident …

and make the students be aware of respecting of friendship

III/ Teacher’s and students’ preparation

3 Materials needed: textbooks, references, teaching aids, pictures ……

IV/ Procedure in class.

a) Greeting

2 Checking up previous knowledge: (5ms) Asks sts to describe their best friends

Time Teacher’s activitives Student’s activities Content of the lesson

3ms I Warm up:

Game: Quiz

- Divides the class into 2 groups

- Lets sts listen to 5 pieces of popular

songs relating to friendship (Songs:

Season in the sun, You are my sun

shine, Ngoi lai ben nhau, Mong uoc

ki niem xua, Nhung nguoi ban ben

toi) The group that can name more

songs will win the game

- Leads to the new lesson

- Writes the title on the board

Listen and repeat

apartment building guitarist

motorbike sense of humour favourite

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II Before you listen:

- Asks sts to talk about their best

friend by asking and answering the

following questions:

1 Who is your best friend?

2 How did you happen to meet him

or her?

3 How long have you known each

other?

4 What qualities do you admire in

your best friend?

- Calls some pairs to check

- Gives feedback

- Helps sts to read some words in the

text book

- Explains new words if necessary

III While you listen:

Task 1: True or False?

- Gives time for sts to read the

statements and guess the answers

- Asks sts to listen and decide T or F

Task 2: Note down the ideas

- Asks sts to listen again and note

down the ideas in the table

IV After you listen:

- Asks sts to take turns to ask and

answer questions about Lan’s best

friend or Long’s best one

- Calls some pairs to check

- Corrects mistakes and evaluates

- Gives feedback

V Consolidation

- Asks sts to summarize the main

points of the lesson

VI Homework

- Asks sts to:

+ Learn by heart all the words, the

summary of the text

+ Write a paragraph about Lan’s best

friend or Long’s best one

+ Prepare the vocabulary in writing

- Read

- Listen and decide T or F

- Share their answers

- Check

- Listen

- Take note

- Share their answers

- Check

- Listen and note down

- Work in pairs

- Check

- Listen

- Take note

- Summarize the main points

What do they like about their friends?

Lan - They used

to live in the same

apartment building in HaNoi.

- Lan went

on a holiday

to DoSon and Ha went there

to help her.

- He is very friendly and helpful.

- He’s sociable

She’s got many friends

in DoSon and she introduced Lan around.

Lon g

- They met

in college.

- Minh played the guitar Long

singer.

- They worked together.

- Minh das a sense of humour.

- Minh likes to

go to plays and movies.

- Minh is a good listener.

- Minh is friendly and helpful.

Activity:

Take turns to ask and answer questions about Lan’s best friend or Long’s best one

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V/ Self- evaluation:

Class: 11B2,3

Period 6: Writing

Date of teaching: August 31 st , 2013

I/ Aims and objectives:

1 Language content: To help Sts to describe physical characteristics, personalities and friendship

2 Language function: To enable Sts to write about a friend within 120-130 words based on

suggested word cues or idea prompts

3 Educational aim: To educate Sts be familiar with writing about a friend, real or imaginary in order

of importance in friendship

II/ Language :

1.Vocabulary: Words to describe physical characteristics, personalities and friendship

2.Structures: Infinitive with to & Infinitive without to

3 Skills: Integrated skills.

4 Educational factor: To eduacate the sts take care of their friends

III/ Teacher’s and students’ preparation.

1 Method Communicative approach

3 Materials needed: textbooks, references teaching aids, pictures ……

IV/ Procedure in class

a) Greeting

2 Checking up previous knowledge: (5ms) Asks sts to describe their best friends

Time Teacher’s activitives Student’s activities Content of the lesson

I Warm up:

Game: Name poem

- Asks each St to use the adjectives

beginning with the letters of hi/her

partner’s name to describe his/her

friend’s personality or appearance

- Calls on some sts to write their

poems on the board

- Checks with the class

Ex: Tien is my friend.

- Take part in the game

- Write the poem on the board

- Check

Unit 1: FRIENDSHIP Part D Writing

∗ Game: Name poem

Ex: Tien is my friend.

Talented

Intelligent

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Talented

Intelligent

Easy-going

Nice

- Leads to the new lesson:“Today I

teach you how to write the passage

describing a friend “

II Pre-writing

- Gives each St a handout (see

appendix)

- Has Sts read the passage describing

a person and pick out sentences

describe:

1 the person’s character

2 the person’s appearance

3 interests

- Has Sts answer and feedback

- Gives some more useful languages

* To be in her early/middle/late

fifties.

* She/He has got a

good/dark/fair/shallow complexion

* In character, she is like her father.

* She wears her hair in a

ponytail/bun.

* She has straight black hair/He’s

braid/Her hair is medium

length/shoulder length/sits just

below her shoulders.

* He has a moustache and beard/He

wears a moustache.

* She is a kind person who is a brave

spirit/a proud spirit/the poor in

spirit…

* He is fairly short/medium height/

pretty tall/She is the same height

as…/She is pretty tall with her red

hair.

III While - writing

- Explains the requirement of this

task

- Guides Sts to write about your

friend

- Tells Ss to read the guidelines ,and

then write as many sentences as they

can use only the words in the

∗ Pre-writing

1 the person’s character: Quite

young in spirit, the sort of person you can always go to if you have

a problem, extremely generous, but not very tolerant with people who don’t agree with her

2 the person’s appearance: Forty

five, has a fair complexion Thick long black hair and black eyes, has a kind face, Her face is

a little wrinkled but still attractive

3 interests.: she likes reading,

gardening and swimming

∗ Useful languages

- To be in her early/middle/late fifties.

- She/He has got a good/dark/fair/shallow

- He has a moustache and beard/He wears a moustache.

- She is a kind person who is a brave spirit/a proud spirit/the poor in spirit…

- He is fairly short/medium height/ pretty tall/She is the same height as…/She is pretty tall with her red hair.

Write about a friend

Suggested answer

“Of all my friends, I like Tri the best He is my classmate and we have friends for a long time.We met one day when I was swimming

in the sea He is tall and

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good Asks Ss to stick their two passages

on the board to check

- Asks Ss to exchange their paper

and correct

V Consolidation

- Asks sts to summarize the main

points of the lesson

V Homework

- Assigns homework

+ Write the passage describing a

person at home (150 words)

+ Prepare the next part LANGUAGE

FOCUS

- Do as asked

- Exchange their paper and correct

- Summarize the main points

- Write the homework in the notebook

looking when you meet him the first thing you notice is his yellow hair I like him because he is active, smart, a brave spirit and has a good sense of humour We also have something in common because we both like watching detective films swimming and reading books

I hope that we will be friends forever

• Self- evaluation:

Appendix:

Of all my relative, I like Aunt Minh best She’s my mother’s elder sister She has never married and lives alone in a small house in Qui Nhon city She’s forty five, but she’s quite young in spirit She has a fair complexion, thick long black hair and black eyes She has a kind face and when you meet her, the first thing you notice is her smile Her face is a little wrinkled now, but I think she is still attractive She is the sort of person you can always go to if you have a problem

She likes reading, gardening and swimming She’s extremely generous, but not very tolerant with people who don’t agree with her I hope I’m as contented as she is when I’m at her ages

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- To help Ss distinguish the sounds / dZ / / t∫ /

- To help Ss revise Infinitive with to and Infinitive without to

- To eduacate the sets take care of their friends

III/ TEACHER’S AND STUDENTS’ PREPARATION.

1 Method : Communicative approach

2 Techniques / Activities : pair wok, explanation, group work, repetition…

3 Materials needed : textbooks , references , teaching aids,pictures ……

IV/ TEACHING PROCEDURE.

- Asks sts to describe their best friends (10 points)

A Pronunciation :7ms

1 Warm – up/ Lead in

- Asks Ss to look at four pictures on the board and answer the questions “ what is it ?”

-Calls some Ss to answer the question until they pronounce them exactly

From their exactly pronunciation, introduces the sounds /dʒ/ and /t∫/

2 Pre- practice :

- Demonstrates the sounds /dʒ/ and /t∫/ by pronouncing them clearly and slowly

Instructs the way to pronounce them ( using pictures )

Reads the words in each column once

-Then reads the words once again one by one so that Ss can distinguish the differences between the

sounds in the words after that reads the words and asks Ss to repeat them

3 Controlled – practice :

° Asks Ss to practice pronouncing the words in pairs ( one reads and one answers )

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- Calls some Ss to read the words and corrects them

- Then asks Ss to read the sentences and find the sounds /dʒ/ and /t∫/ in groups

- Calls some Ss to read them and shows the containing the sounds /dʒ/ and /t∫/

Corrects them

4 Free – practice :

- Asks Ss to find some more words containing the sounds /dʒ/ and /t∫/ in groups

Calls some s to answer and corrects them if necessary

Asks Ss to give other forms of the verbs ( gerund , past participle , present participle , infinitive

with to , infinitive without to )

2 Pre – Practice :

- Shows the sub –board with the sentences , and asks Ss to give the correct form of the verb in

brackets a He asked me (buy ) him a newspaper

b I have something (do)

* Expected answer : a: to buy , b : to do

- Explains how to use infinitive with to

- After that asks Ss to give some similar examples

- Hands another sub-board with some sentences and asks Ss to gives the correct form of the verb in

- Explains how to use the structures containing infinitives without to( bare infinitive )

-Then asks Ss to give examples using them

How to use infinitive with to

a Infinitives are used to replace relative clauses

b Infinitives are put after adjectives

c Infinitives are put after some verbs

d Infinitives are put after what , how , when , where

e Infinitives are put after objects

How to use the structures containing infinitives without to( bare infinitive}

a Bare infinitive are put after model verbs

b We can use a noun or pronoun object

+ Bare infinitive after verbs of perceptions such as feel , heard , watch , see , notice , observe ,

Trang 18

-Guides Ss to do exercises

-Asks Ss to do exercise 1 and exercise 2 individually and then compare their answer

-Calls some Ss to read their answers

* Exercise 1 : put the words in the correct order to make sentences

1 Who wants something to eat

2 I have some letters to write

3 I am/was delighted to hear the news

4 My mother has some shopping to do

5 You always have too much to talk about

6 It’s lovely to see you again

7 It is/was too cold to go out

8 I am/was happy to know that you have passed the exam

* Exercise 2 : Rewrite the sentences , using the words given in brackets

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 custom 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 toward me

8 Do you think her parents will let him go for a picnic?

4.Free – Practice :

Lets Ss play a game(crossroad)

(using verbs followed by infinitives with to and without to

-*CONSOLIDATION 2ms

- Reminds the lesson shortly

* HOMEWORK 2ms

-Asks Ss to write a passage using infinitives with to and without to as much as possible

-Preparation for the next lesson - Asks s to prepare unit 2 : Personal experiences (reading)

• SELF- EVALUATION:

Trang 19

Unit 2: PERSONAL EXPERIENCES

1.Vocabulary: Words to express personal/ embrassing experiences

2.Structures: - Present indicating past time /Tense revision: past simple, past progressive and past perfect

3 Skills: Integrated skills,mainly reading skill

4 Educational factor:

- To teach the students have the loyalty

1 Stabilization : (2’)

-Greeting

- Checking absence

2 Checking up previous knowledge :( 5ms)

Choose the best option

1 They make her there for the weekend.A.to stay B.staying C.stay D.to staying

2 It is too cold out A.go B.to go C going D gone(10 points)

TIME TEACHER’S ACTIVITIVES ACTIVITIES STUDENT’S CONTENT OF THE LESSON

4ms I.Warm-up and Lead-in

- Uses picture (b) in the

textbook and ask the students

to guess information from it

(Suggestion: who they are, the

relationship between them, hat,

- Look at picture (b) and give any

information they can

Unit 2: PERSONAL EXPERIENCES

Lesson A: Reading

Trang 20

20ms

3ms

money…)

- Explains this picture and

make sure that the students

understand this picture clearly

II.Pre- reading

- Gives all the pictures in the

textbook and ask the students

to work in pairs to order these

pictures following their

guessing

- Calls three students to give

their guessing

- Teaches some words

+ floppy /'flɔpi/ (a) (real object)

+ idol /'aidl/ (a) (example)

Ex: He sings very well I like

listening to his voice very

much He is my idol singer

+ glance at / gla:ns әt/ (v)

(mime)

+ embarrassing / imbǽrәsiη /

(a) (translation)

- Practice reading these words

- Check the students’

understanding about new

words by using “Rub out and

remember”

III> While - reading

- Have the students read the

text silently and check their

guessing to complete

* Task 1:

- Has the students read the

passage silently again

- Explain the words/ phrases in

the box

- Asks them to guess the part of

speech of the missing words

- Has them work in pairs to do

- Calls to give answer and

correct

* Task 3

- Explain some key words in

the questions

- Has the students work in pairs

to discuss the answers

- Calls to answer

IV.Post- reading

- Guides the students to

understand the questions in the

textbook

- Has the students work

- Listen to the teacher

- Work in pairs to guess and then order these pictures

- Ss’ answers may vary

- Three students give their guessing

- Write down new words

- Carry out the teacher’s requirement

- Read the text silently and do Task 2

- Read the passage in silence

- Guess part of speech

- Work in pairs to do

- Give answer

- Work in pairs to do task

- Give the answers

- Read the question in the textbook and listen to the teacher

Task 1 The words/ phrases

in the box all appear in the passage Use them to fill in the blanks in the sentences

1 The girl was so shy that she didn’t look at him in the face

She just glanced

at him and looked away

2 She complains noisily about anything she doesn’t like She

is the type of person who is

always making a fuss

3 She was in a very

embarrassing situation She

felt so stupid and didn’t know what to say

4 Teenagers nowadays often

have their own idols

who they really love and imitate in different ways

5 I don’t like the look of that man There is something

sneaky about him

Task 3 Answer the questions

Answers

1 A red floppy cotton hat

2 So that she could buy the hat for herself/ To buy the hat for herself

3 A wad of dollar notes exactly like the ones her father had given her before

4 Because she didn’t like to make a fuss

5 She bought the hat with it

Trang 21

2ms

individually to answer the

question:

“What would you have to do if

you were her?”

- Collects these answers and

write down some answers for

the whole class to choose what

would be the best for her to do

V CONSOLIDATION

VI HOMEWORK

- Ask the students to learn new

words, make a short passage

about 70 words to retell the

- Listen to the teacher and take notes

* Homework

- Learn new words

- Make a short passage about the text

- Prepare the new lesson:

Speaking

Trang 22

1.Vocabulary: Words to express personal/ embrassing experiences

2.Structures: - The simple past

- The present prefect

3 Skills: Integrated skills,mainly speaking skill

- Knowing to tell what happened to us and the lesson we get in life

-Greeting

- Checking absence

2 Checking up previous knowledge :( 5ms)

1 She (be) a grade 9 student a few years ago

2 When she got home, she (show) the pretty hat to her father

3 You (ever, have) an embarrassing experience like that?

(10 points)

5ms I Warm-up and Lead-in

-Use “ chain game”

- The person/ student who can say the

Unit 2: PERSONAL

EXPERIENCES

Trang 23

12ms

longest sentence will be the winner

T: Yesterday, I got up early

S1: Yesterday, I got up early and had

breakfast

S2: Yesterday, I got up early, had

breakfast and went to the market

S3: Yesterday, I got up early, had

breakfast, went to the market and

cleaned the house

- Asks students:

+ What tense is used in these

sentences?

+When do we use the simple past?

-“This is just a game

Maybe you did these actions or

maybe you didn’t

->”might have done”

- Asks student to translate the

requirement of the task

- Ask students to say sentences in task

1: the simple past tense

Ex: I spoke English to a native

English speaker This made me more

interested in learning English

- Asks students to work in pair putting

sentences in the correct order

- Goes around class to help students

- Asks students to give answers

- Remarks

- Asks students to practice the

dialogue

- Hangs the correct dialogue on the

- Listen the rule of the game

- Simple past

- To express something that happened and ended in the past

-Listen

- Translate into Vietnamese

1.”might have done”

is used when you are not sure what

happened to someone

2 Revise:

- The simple past

- The present perfect with ‘ever.’

- Wh – question

II Pre-Speaking

Task 1

1 2 3 4 5

d c a b e

B: Yes, my parents

Trang 24

-Asks some good students to make

questions quickly so that the others

can imitate

-Asks students to work in pairs

-Goes around class to help students

-Asks some students to speak aloud

-Remarks

V CONSOLIDATION

VI HOMEWORK

-Write what they did in the past and

how the experience affects them

A: How did the experience affect you?

IV Post-Speaking

*Homework

Write what they did in the past and how the experience affects them

Trang 25

Period 10: LISTENING

Date of preparation : 24/08/2012

Class:11B1,2

I/AIMS AND OBJECTIVES:

1 Language content:+ To help the students practice listening a dialogue between two people about an

unforgettable experience and do two tasks relating to the text

+ To teach some new words relating to this topic

2 Language function:+To help the students develop their listening skill about a dialogue to choose true or

false statements and fill in some missing words

2.Structures: - The simple past

- The present prefect

3 Skills: Integrated skills,mainly listening skill

+To have the students love their family more than anything

-Greeting

- Checking absence

2 Checking up previous knowledge : no

4ms I Warm-up and Lead-in

- Ask the students some

questions relating to fire

+ Have you ever seen fire?

- Listen to the teacher and answer some questions

Unit 2: PERSONAL EXPERIENCES

Trang 26

20ms

7ms

+ Where can you see it?

+ Does it have any

disadvantage?

One of its disadvantages is fire

house Today we are going to

listen a dialogue between

Christina and an interviewer

about it

II.Pre-Listening

- Hangs the picture and asks the

students to guess information

from it ( Draw the students’

attention to Christina and guess

the woman rescuing her)

-Teachs some new words and

practice reading other words

+ memorable / ‘memәrәbl / (a)

(synonym) : unforgettable

+ scream /skri:m/ (v) ( synonym): shout

+ protect / prә’tekt / (v)

(translate)

+ embrace / im’breis / (v)

(translate)

and the other words in the

- Guides the students to

understand some key words in

statements

- Plays the tape twice

- Has the students work in pairs

to compare their answers

- Calls to give the answers,

explain or give evidence for

them

b Task 2

- Explains the requirement

- Has the students read the

passage and guess part of speech

of missing words

- Plays the tape twice

- Asks them to work in pairs to

share the ideas

- Gives feedback

IV Post-Listening

- Asks the students to work in

groups to discuss the question

( It’s up to the students)

- Look at the picture and give any

information they can

- Write down new words

- Read the statements

- Listen to the tape

- Work in pairs to do practice

- Give the answers

- Read the requirement and listen to the

+ embrace ( v):

III While- Listening

Task 1 True or False

statements

1 Christina is a

businesswoman True

2 The fire happened three

years ago False

3 The fire started in the

bedroom False

4 When the fire started, Christina was reading a

book False

5 Her mother came and

rescued her True

Task 2 Answers

Trang 27

2ms;

Do you think that family is

more important than things?

Why or why not?

- Calls one representative of

each group to present, the other

groups listen and remark

- The teacher remarks and gives

the best idea for the whole class

V CONSOLIDATION

VI HOMEWORK

- Asks the students to make a

small talk about Christina basing

- Make a small talk about Christina

- Prepare new lesson:

3 Educational aim:

- SS may have personal experiences which they should do or shouldn’t do in their life

II/ LANGUAGE :

1.Vocabulary: words related to write a letter of past experience.

2.Structures: - The simple past tense

3 Skills: Integrated skills,mainly writing skill

-Educate the sts share their experiences with their friends

-Greeting

- Checking absence

2 Checking up previous knowledge :

- Calls on some sts to go to the board to write down the new words they have learn in last periods.

TIME TEACHER’S ACTIVITIVES STUDENT’S

ACTIVITIES

CONTENT OF THE LESSON

(5ms) I.Warm-up and Lead-in

Trang 28

+ Tell me about your most

memorable past experiences

- Choose one experience to have

the students pay attention to it

and give information for it following the suggestions

-II Pre-Writing:

- Guides the students to give

ideas for these suggestions

- When it happened: two years

ago/when I was in grade 10/

- Has the students retell the

formal of a personal letter and

connectors

-III While-Writing

- Divides the class into six

groups (group of two tables) to

write basing on these above

suggestions

- Helps the students find out

more words or structures (if

- Chooses one best letter to

correct in front of the whole

class

- Asks the students to choose one

of the rest experiences in lead in

to discuss in groups

-Answer the question:

Yes/No-Has each st give one

-Give ideas:each st give one

: my closed friend/my teachers,

my father…

-Retell the formal of

a personal letter and connectors

+ Pre-letter+ Content+Connectors: then, at first, on that day,…

-Work in group

-Individual work-Correct

-Write by individuals

-Choose one of the rest experiences in lead in to discuss in

Unit 2:PERSONAL

EXPERIENCES Period 10:

-WRITING-

I Pre-Writing

*When:two years ago/when

I was in grade 10/ when I was 10/…

an empty street late at night

Suddenly a lion appeared at the end of the street He ran toward me with his big mouth open and sharp teeth

He roared and jumped upon

me I screamed loudly and awoke I’m still frightened now By the way, how are you? Do you still have a nightmare as before? I think

we have similar problems now Write to me as soon as

Personal experiences

Trang 29

-(2ms)

- Calls the representative of each

group to give ideas, the other

groups add some more

- Asks the students to write

similar letter using these

suggestions in after writing

- Has them prepare the next part:

language focus

groups

-Give ideas, the other groups add some more

-Listen and take notes

- Take notes -

-Write down homework

possible

Your friend, Daisy

-* Homework

Write similar letter using these suggestions in after writing

• SELF- EVALUATION:………

Period 12, 13: -LANGUAGE

1.Vocabulary:- Words to express personal/ embrassing experiences

2.Structures: - Present indicating past time

- Tense revision: past simple, past progressive and past perfect

3 Skills: Integrated skills

4 Educational factor:Practising English in the classroom

2 Techniques / Activities : pair wok, explanation, group work, repetition.matching…

3 Materials needed : textbooks , references , teaching aids, ……

-Greeting

- Checking absence

- Calls on some sts to go to the board to write down the new words they have learn in last periods.

A PRONUNCIATION : I/ LEAD-IN:

1/ Set the situation :

- Has the sts close the books and has the sts read a sentence that has the three sounds

Trang 30

- Emphasizes the pronunciation and lead to the new lesson

2/ Introduces the new lesson : To practise more about the sounds , let’s come to this lesson

II/ PRE-PRACTICE :

- Introduces and read the 3 sounds : /m/ /n/  /η /

- Has the sts listen and repeat

III/ CONTROLLED-PRACTICE

* Activity 1:

- Has the sts open the books

- Has the sts listen and repeat the sounds

- Has the sts work in pairs to practise

- Has the sts present the sounds

- Corrects

/m/ /n/ /η /

* Activity 2:

- Has the sts work in pairs to practise , take out these word with /m/ /n/ /7 / in the

sentences in the book

+ Has the sts listen and practise followed the tap, pay attention to the sentences intonation

1 Good morning I want an apartmnet in central London

2 We have an inexpensive apartment in Northend Avenue

3

+ Has them present the tasks in front of the class

+ Corrects

IV/ FREE- PRACTICE

+ Has the sts work in groups, using dictionary to find out some more words which content these

1/ Set the situation :

+ Has the sts close the books

- Gives the situation , has the sts give questions:

2/ Introduces the new lesson :

II/ PRE-PRACTICE :

- Has the sts revise :

Present simple indicating past time

Tense revision: the past simple, past progresive , past perfect

+ Asks them to give examples

+ Has the sts listen and repeat the models

+ corrects

B.Past simple, past progressive & past perfect tense:

1.Ex: a Last night, while I was doing the exercises, the phone rang.

b After I had done the exercises, I went to bed

 Form:

III/ CONTROLLED-PRACTICE

Exercise 1:

+ Has the sts open the books

+ Has the sts work in pairs to practise , Use the correct present forms of the verbs in brackets

1 invite 5 9

S + V2 / Ved

Trang 31

3 get

4 ware

678

1011B1,212

- Has them present the tasks in front of the class

- Corrects

KEY

1.invites 2 sets 3 gets 4 wares 5 promises 6 carries 7 contains 8 has baked

9 is 10 is shining 11B1,2 are singing 12 is

Exercise 2:

- Has the sts complete the sen by putting the verbs into the past simple or past progressive

Ex: We were having lunch when we heard the news

1.He his arm when he football (break, play)

2.Julia _ her first novelwhen she 19 years old( write, be)

3 I on computer when the fire out(work, break)

3 was working/ broke

4 started/ were walking

5 told/ were having

6 didn’t listen/was thinking

7 phoned/ didn’t answer/were doing

8 didn’t wear/didn’t notice/ was driving

Exercise 3:

- Has the sts complete the sen by putting the verbs into the past simple or past perfect

Ex: When the police arrived, the car had gone

1.They _ everything by the time I _ at the party (eat, arrive)

2.When I _ my purse , someone _ the money out (find, take)

- Has them present the tasks in front of the class.

- Corrects

KEY

1 Had eaten/ arrived

2 Found/ had taken

3 Got/ had closed

4 Got/ had left

5.got/had arrived

6 paid/had phoned

7 went/said/had not arrived

8 had looked/ asked/ cost

-IV/ CONSOLIDATION:

- Has the sts retell the main ideas of the lesson

- Asks them to give more examples

- Corrects

-HOMEWORK:

- Asks the pupils to write in their notebooks :

+ Learn the learn words and phrases by heart

Trang 32

+ Prepare for the next period: Unit 3 : READING

1.Vocabulary:- joke, anniversary, milestone, last

2.Structures: - infinitive and gerund

3 Skills: Integrated skills

- To educate the students the importance of making a party

-Greeting

- Checking absence

-Calls on some sts to go to the board to give the correct form of the verds in the brackets

a He (break) his arm when he (play) football

Trang 33

b When I (find ) my purse, someone ( take) _tje money out of it.

c By the time I (get) into town, the shops (close) _

TIME TEACHER’S ACTIVITIVES STUDENT’S

ACTIVITIES

CONTENT OF THE LESSON

I Warm- up/Lead- in:

-Uses the pictures in the

textbook to make some

questions to introduce the text:

P1:

- What is she doing?

- Where is she now?

- What do her parents celebrate

- Who are they?

- What is the relationship

between them?

- What are they doing ?

- Are they happy?

-II.Pre-Reading:

and discuss the following

TASK 1 : Work with a

partner Decide which of the

activities below takes place at a

birthday party or at a wedding

anniversary party or at both Put

a tick( √) in the right box

-Asks sts to work in pair and

find out the evidences

-Calls on some sts to present

their answers in front of the

In each of the following

sentences, there is ONE word

which is not true according to

-Concentrate to teacher’s questions and answer carefully

+She is blowing the candles

+At home/ At a restaurant

+A birthday party+7 – Look at the number of candles

Yes, ofcourse+A big familyParents, children, grandson

+Celebrate 50th

anniversary Do teacher’s request

-Look throgh the

passages and pick out new words

-Do teacher’s request

- present the answers

in front of the class

-Take notes -

1 eighth →

UNIT 3 : A PARTY

Lesson A : Reading

- What is she doing?

- Where is she now?

- What do her parents celebrate for her?

- How old is she?( How do you know?)

- Is she happy?

P2:

- Who are they?

- What is the relationship between them?

- What are they doing ?

- Are they happy?

I.Pre-Reading

WHAT DO WE DO IN A PARTY?

Trang 34

the reading passage Underline

the wrong word and provide the

correct one

-Asks sts to work in pair and

find out the evidences

-Calls on some sts to present

their answers in front of the

and answer the questions in the

textbooks

*Activity 2: Asks students to

work in groups of table

Gives a situation: “ next

Sunday is your bithday, you

want to give a big party, what

will you do to prepare for it”

Asks the students to:

+ learn by heart the new word

+ prepare the new lesson

7 silver -

-work in pairs and answer the questions in the textbooks

-In group of table, discuss what to do on that day

-Listen and take notes -

-Listen and write on the notebooks

ONE word which is not true according to the reading passage Underline the wrong word and provide the correct one

III, Post-Reading

E.g “In the

US,people but in Vietnam, people ”

“Americans In contrast, Vietnemese ”

Trang 35

1.Vocabulary: - Words to talk about parties: invitation, preparation,

2.Structures.The simple past tense

3 Skills: Integrated skills,mainly speaking skill.

-Knowing to plan a party

Trang 36

-Calls on some sts to go to the board to write down new words and then answer these questios:

1 How many candles are in lisa’s birthday party?

2 Why do many Americans over the age of 30 not like to talk about their age?

3.What do people call the 50th weeding aniversaries?

5ms

-(7ms)

I Warm-up and Lead-in:

Give the game

Networks(5ms)

-Aks Ss to work in groups and

make a list of words relating to

a party

T: Have you ever been to a

party?

T: What did you do there ?

(What could you do in a party ?)

T: That question we have to

solve today

Let’s open your book on the

page 35

-II Pre – speaking:

-Pre – teach Vocabulary::

-Walks around and Helps sts

choose the questions they like

then helps sts to answer the

dificult questions by giving

Dance, eat, sing, talk, chat, drink ( beer, coffee, wine, fruit juice, bananas, ……

The group which has more words is a winner

S: Yes, We have (of course )

- Yes , there were

- yes , there was

- food: (……… ) -entertainment ( dance, sing,… )

I Pre – speaking:

Tast 1:

Think of a party you have been to Choose from the list the things you want to talk about

-Whose the party was it ?

- What was the occasion?

- Did you take a gift for the host?

- Who did you go with ?

- Where was the party?

- Were there any decorations?

- Were there a lot of people there ?

- Did you know most of the people there ?

- What time did it finish?

- Did you stay to the end ?

- Did you dance?

-What was there music like?

II While –Speaking:

Tast 2 Tell your parner about the party

PARTY

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