Giáo án tiếng anh 11 đầy đủ gồm 167 trang , soạn chi tiết theo hướng tích cực cho học sinh, hai cột không cần chỉnh sữa , bài soạn có đầu tư chú trọng ứng dụng công nghệ thông tin vào bài học , phát huy tính tích cực chủ động cho học sinhnsajkakslklnaknakakalalkKL
Trang 1Trường THPT Trần Hưng Đạo Giáo viên : Đinh Thị Minh
- have the self-confidence in doing exercises
- have more concern about the grammar points
- be aware of studying some structures to do exercises
- have good feeling and be well-prepared to learn English
2 Knowledge:
- how to learn and test English 11, giving the program of English 11
- broaden their vocabulary
- review the knowledge they have learnt
3 Skills:
- improve their writing skills:
+ students can master some grammar points they have learnt
+ students can use grammar points to do exercises
- improve their team skills
- be more confident in speaking in front of class when answering teacher’s questions
- easily express their idea and their thoughts
- improve listening skill when listen to the tape and teacher’s questions
B PREPARATIONS:
1 Teacher:textbook, workbook, chalks
2 Students: textbooks, workbooks, notebooks, pens
C PROCEDURE:
I CHECK UP: in new lesson
II NEW LESSON:
1 WARM UP (5’):
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
Trang 2Trường THPT Trần Hưng Đạo Giáo viên : Đinh Thị Minh
a 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
b 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
Pronouns
Relative clause
Relative pronouns with preposition
Relative clauses replaced by participle and to
+ 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%
- Listen and take note on their notebooks
III HOMEWORK (5’):
-Put the verbs in correct form:
1 I _ (not / drink) any beer last night
2 She _ (get on) the bus in the centre of the city
3 What time _ (he / get up) yesterday?
4 Where _ (you / get off) the train?
Giáo án : Anh 11 2 2016-2017
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5 I _ (not / change) trains at Victoria
6 We _ (wake up) very late
- have the self-confidence in doing exercises
- have more concern about the grammar points
- be aware of studying some structures to do exercises
- have good feeling and be well-prepared to learn English
2 Knowledge:
- how to learn and test English 11, giving the program of English 11
- broaden their vocabulary
- review the knowledge they have learnt
3 Skills:
- improve their writing skills:
+ students can master some grammar points they have learnt
+ students can use grammar points to do exercises
- improve their team skills
- be more confident in speaking in front of class when answering teacher’s questions
- easily express their idea and their thoughts
- improve listening skill when listen to the tape and teacher’s questions
B PREPARATIONS:
1 Teacher:textbook, workbook, chalks
2 Students: textbooks, workbooks, notebooks, pens
C PROCEDURE:
I CHECK UP: in new lesson
Giáo án : Anh 11 3 2016-2017
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II NEW LESSON:
- Ask Ss to do exercise 1 individually
- Call on some Ss to go to the board and write
the answer
- Correct and give feedback
Exercise 1: Put the verb into correct form:
Past simple or past continuous (10’)
1/ I (sit) in a bar when he (come)
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
- Ask Ss to do exercise 2 individually
- Call on some Ss to go to the board and write
the answer
- Correct and give feedback
Exercise 2: Put the verbs in condition
1 was sitting/ came
2 went/ was shining
3 went/was having
4 rained/ was going
5 were walking/ began
6 taught
7 was burning/ broke
8 was eating/ were talking
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5/ If he (give) _ up smoking, as his
doctor orders, he will be soon well again
6/I`ll be very angry if he (make)
any more mistakes
7/ You (not pass) your driving test
unless you drive more carefully
8/ He’ll be ill if he (not stop)
worrying so much
- Ask Ss to do exercise 3in pairs
- Call on some Ss to read out loud the answer
- Correct and give feedback
Exercise 3: Choose the best answer (10’)
1 Peter said that he saw Mary that
b opening the suitcase
c open the suitcase
d opened the suitcase
4 Larry finally to quit the job
a admitted b decided
c must d thought
5 Why don’t you your son go
camping with his classmate?
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- Review all grammar point related to 3 exercise Ss have done
- Supply th correct form of th verbs
1 By the time he arrived, all his classmates (leave)
2 I (meet) ARTHUR three weeks ago
3 She (be) born in 1980
4 What you (do) at 6.p.m yesterday?
-Prepare for new lesson : find new words and read the selection
- have the self-confidence in hearing a passage
- be eager to learn English and read more writing in English
- be interested in reading text about friendship
- have the definition of friendship and how to have a good friend
2 Knowledge:
- read and know a text about friendship
- use the information they have read to discuss the story
- learn some vocabulary about friendship
- use the vocabulary to tell about their own friendship
3 Skills:
- improve their reading skills:
+ students can master scanning skill to guess meaning of words from context and fill
in the blanks
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+ students can master scanning skill to get main information to order pictures of the events in the text
+ students can answer short questions correctly
- improve their writing skills by reading the sample passage
- be more confident in speaking in front of class when answering teacher’s questions
- easily express their idea and their thoughts
- improve listening skill when listen to the tape and teacher’s questions
B PREPARATIONS:
1.Teacher:textbook, workbook, chalks
2 Students: textbooks, workbooks, notebooks, pens
C PROCEDURE:
I CHECK UP: in new lesson
II NEW LESSON:
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Giáo án : Anh 11 8 2016-2017
1 WARM UP (5’):
- Write the sentence on the board and request
Ss to fill the missing word into the blanks
A in need is a indeed.
- Call the volunteer to present the answer
- Give the feedback: “friend”
- Introduces the new lesson
- Work individually first, then theycompare with their friends
- Give their answer
2 PRE-READING (10’)
- Give Ss handouts:
Task 1:Complete the sentences:
- Ask students to give their ideas about a
- Ask some groups to answer
- Teach the new words above
Task 2:Choose the word or groups of
words closest in meaning.
- Ask Ss to choose the word or groups of
words closest in meaning to the word
underlined in these sentences:
- Ask students to close their books and gives
handout
- Call on some Ss to answer
- Correct and give feedback
1 Every person can have a number of
acquaintances but no one has many friends
a persons we know but they are not our close
friends
b close friends c neighbors
d classmate
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
- Work individually first, then they exchange in pairs
- Choose the correct answer.
Task 1: Answer the questions (6’)
- Ask Ss to scan the text and answer the - Scan the text and answer the
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III HOMEWORK (5’):
-Learn by heart all new words
-Translate the poem You’ ve got a friend in to VietNamese
-Prepare the next lesson: Unit 1: SPEAKING:
+Find some new words and phrases to describe a person
+Do the tasks before going class
Date of preparation:27/08/2016
Class: 11A1,2,3,4,5 Period : 04
UNIT 1:FRIENDSHIP speaking
A OBJECTIVES: By the end of the lesson, students will be able to:
1 Educational aim:
- have self confidence in speaking about physical characteristics
- be eager to learn English and read more writing in English
- have more concern about their friends and have belief about their friends
2 Knowledge:
- know the way how to describe physical characteristics
- learn the way describe physical characteristics, using adjectives, discuss personalities and talk about a famous friend
- master some vocabulary relating to physical characteristics
- know to use the adjectives in correct order
3 Skills:
- improve their speaking skills:
+ students can pronounce exactly the words
+ students can describe physical characteristics
+ students can make questions and answer about physical characteristics
- improve their team skills by working in pairs
- be more confident in speaking in front of class
- easily express their idea and their thoughts
- improve their listening skills when listening to teacher’s and friends’
B PREPARATIONS:
1 Teacher: textbook, workbook, chalks, poster
2 Students: textbooks, workbooks, notebooks, pens
C PROCEDURE:
I CHECK UP (4’)
- Write all new words of last lesson.
II NEW LESSON:
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Trang 10HAIR FACE
HEIIGHT appropriate language H T NOSE
Trường THPT Trần Hưng Đạo Giáo viên : Đinh Thị Minh
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Giáo án : Anh 11 10 2016-2017
1 WARM – UP (5’)
Game: “Take Them Home”
- Divide the class into 4 groups.
- Give each group a poster and 20 cards then
give the rule of the game
- Ask Ss to work in groups, take turns to
choose the cards then stick them in the right
categories
- Ask Ss to stick the poster on the board.
- Check and give feedback
Poster:
- Listen to T’instructions
- Work in groups, take turns to choose the cards then stick them in the right categories
- Stick on the board
Suggested answer:
FACE: square, oval, round HAIR: curly, wavy, dyed, sleek, shoulder-length, long, short, fair, straight, grey
NOSE: straight, flat, turned-up, pointed
HEIGHT: tall, short, medium
2 PRE-SPEAKING (8’)
- 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?
- Read aloud the words
- 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.
3 WHILE SPEAPKING(15’)
Task 1:Describe 4 people in picture:
- Give them some useful expressions:
+ He is of medium height
+ He has got a square face with blue eyes
+ She wears her hair in a bony tail.( đuôi
ngựa)
- Ask Ss to work in pairs to describe 4 people
in picture, then call some Ss to present their
answers
- Correct the mistakes and give feedback
- Take notes on their notebooks
- Present their answer in front ofclass
Suggested 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
tall square shoulder-length
flat sleek heart-shaped
long fair
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III HOMEWORK (5’):
-Learn by heart all new words and phrases to describe a person
-In about 50 words, write a short paragraph about one of their best friends
-Prepare next lesson: Unit 1: LISTENING
+Find some new words
+Try to guess the tasks before going class
- have self confidence in hearing the dialogue
- be eager to learn English and listen to more talk about friendship
- be interested in talking about your friends
- be educated about the value of friendship
2 Knowledge:
- listen to the dialogue about best friend
- learn some vocabulary about friendship
- broaden their vocabulary about a friend and words related to it
- practice listening to other talk about their friends
- know the way to show part of speech in sentences
- know the way to express their attitude about friendship and important things in theirlife
3 Skills:
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- improve their listening skills:
+ students can master listening skill to get specific information
+ students can master listening skill to do different kinds of exercise: T/F , taking notes
+ students can listen to other talk about their friends
- be more confident in speaking in front of class when answering teacher’s questions
- improve their reading skills when reading the passage before listening
- easily express their ideas and their thoughts
B PREPARATIONS:
1 Teacher: Text book, pictures, CD cassette player
2 Students: Text book, new words of lesson
C PROCEDURE:
I CHECK UP (4’)
- Talk about one of your friends.
II NEW LESSON:
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Giáo án : Anh 11 13 2016-2017
1 WARM – UP(4’) Matching
- Ask the Ss to look at the words in column A
and phrases in column B, then match them
together
- Call on some Ss to answer
- Correct and give feedback
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
- Look at the words in column A and phrases in column B, then match them together
- 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:
Apartment building (translation)
- Help Ss to read those words
- Help them use those words in their own
sentences to describe one of their friends in
+ I met him/her at…
+ We have known each other since… + I admired his/ her… the most.
- Repeat after the teacher.
- Make sentences with each word.Ex:
- I am living in an apartment building.
3 WHILE LISTENING(18’)
Task 1: T / F
- Ask students to read through the statements
- Elicit the key words so that they focus on
listening
- Have them listen to the tape twice
- Ask Ss to write the answers on the board
- Ask other students to remark and correct the
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III HOMEWORK (5’):
-Learn by heart all new words and phrases
-Write a short passage about your best friend based on the suggested questions
in the post listening
-Preapre next lesson: Unit 1: WRITING:
+Find some new words and phrases to describe someone
+Do the task before going class
- have self confidence in writing about their friends
- have more concern about the way to write a paragraph
- be eager to learn English and write other writing in English
- have a good relationship with their friend
2 Knowledge:
- know the way to write about their friend
- know about making wh-questions and answering them
- can make an outline of the ideas to describe a friend and write a paragraph
describing a friend’s characters
3 Skills:
- improve their writing skills:
+ students can write about their friends with instructions in their book
+ students can use some vocabulary to describe their friends
- be more confident in speaking in front of class when answering teacher’s questions
- easily express their idea and their thoughts
- improve their listening skills when listening to teacher’s and friends’ ideas
B PREPARATIONS:
1 Teacher: textbook, workbook, chalks
2 Students: textbooks, workbooks, notebooks, pens
C PROCEDURE:
I CHECK UP (4’)
- Check Ss vocabulary used to describe physical characteristics and personalities
II NEW LESSON:
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Giáo án : Anh 11 15 2016-2017
1 WARM UP (5’): Noughts and
crosses
- Devide class into 2 groups
- Ask Ss to take turn to choose the
number and match the adj with suitable
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
2 PRE-WRITING (8’):
Making an outline :
- 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
Personaliti es
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III HOMEWORK (5’):
-Learn by heart all new words, phrases and structures to describe someone
-Write a paragraph to describe your mother
-Prepare next lesson: Unit 1: LANGUAGE FOCUS
+Review how to use infinitive with to and infinitive without to
+Do the tasks before going class
Date of preparation:5/09/2016
Class: 11A1,2,3,4,5 Period : 07
UNIT 1:FRIENDSHIP Language focus
A OBJECTIVES: By the end of the lesson, students will be able to:
- have the self- confidence in pronouncing and using infinitive with and without to
- have more concern about the way to pronounce some words that they have learnt
- be interested in pronouncing and doing the exercises
- be eager to learn English and write other writing in English
- be aware of studying some structures to do exercises
2 Knowledge:
- know the way to pronounce the sounds and use infinitive with and without to
- know how to use - broaden their vocabulary
- master some techniques to do exercises
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3 Skills:
- improve their listening , writing, reading skills:
+ students can pronounce some words and practices reading the full sentences+ students can master some grammar points such as infinitive with and without to+ students can use grammar points that they have learnt to do exercises in their book
- improve their team skills by working in pairs
- be more confident in speaking in front of class
- easily express their idea and their thoughts
- improve their listening skills when listening to teacher’s and friends’
B PREPARATIONS:
1 Teacher: textbook, workbook, chalk, CD player
2 Students: textbooks, workbooks
C PROCEDURE:
I CHECK UP: in exercises
II NEW LESSON:
1 WARM – UP (5’): Name pictures
- T shows 2 pictures:
- Ask Ss to name the objects in the pictures
- Ask Ss to tell the differences between the
sounds /d ʒ/ and /t∫/ in the words.
- Look at the pictures
- Name the objects in the pictures Suggested answer::
CHAIR & BRIDGE
2 PRONUNCIATION (10’)
Pronouncing the two sounds separately.
- Introduce and models the two sounds /t∫/ and
/dʒ/ a few times and explains the differences
in producing them
- Play the tape (or read) once for Ss to hear
the words containing these two sounds
Pronouncing the words containing the
sound.
- Read the words in each column all at once
- Read the words again and asks Ss to repeat
Trang 18Trường THPT Trần Hưng Đạo Giáo viên : Đinh Thị Minh
- 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
- Listen carefully to T and underlinethe words with the sounds and write /t∫/ and /dʒ/ under them
- Practice in pairs
- Read out loud the sentences
3 GRAMMAR (25’)
a To – Infinitive
- Write two sentences 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 :
* after some verbs : agree, hope, allow,
arrange, attempt, choose, seem, tend, pretend,
decide, want, wish, manage, promise…
* to indicate the purpose :
Ex: I get up early to walk
* as a modifier to replace a relative clause
Ex: I have a lot of work to do ( which I have to
- Underline the to + infinitive
- Comment on the use of to + infinitive
1 The to + infinitive can be placed
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Exercise 1:
- Ask Ss to work individually and put the
correct form of the verbs in brackets
- Call on some Ss to give their answers
- Give feedback
b Bare infinitive ( without to )
- Write sentences on the board
+My father doesn’t let me use his car.
+Her boss made her finish the report by 5
p.m
+He saw the cat catch a fish.
+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, watch…)
* Other verbs : let make , help
Exercise 2:
- Ask Ss to work in pairs and do the exercise
- Call on some Ss to give their answers
- Give feedback
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.
+ 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
Pair work
-Work in pairs and do the exercise.-Give the answers in front of theclass
Giáo án : Anh 11 19 2016-2017
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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.
III HOMEWORK (5’):
- 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.
- Prepare the next lesson, unit 2- reading
+ Find out the new words and translate in Vietnamese
Date of preparation:8/09/2016
Class: 11A1,2,3,4,5 Period : 08
UNIT 2: PERSONAL EXPERIENCE
reading
A OBJECTIVES: By the end of the lesson, students will be able to:
1 Educational aim:
- have the self-confidence in hearing a passage
- be eager to learn English and read more writing in English
- be interested in reading stories to understand more real experiences
- have carefulness in the way how to express feelings about some experience in life
2 Knowledge:
- read and know a story about one’s experience
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- understand the passage or the story
- use the information they have read to discuss the story
- learn some vocabulary about personal experiences
- use the vocabulary to tell about their own personal experiences
- discuss the questions related to the story
3 Skills:
- improve their reading skills:
+ students can master scanning skill to guess meaning of words from context and fill
in the blanks
+ students can master scanning skill to get main information to order pictures of the events in the story
+ students can answer short questions correctly
- improve their writing skills by reading the sample passage
- be more confident in speaking in front of class when answering teacher’s questions
- easily express their idea and their thoughts
- improve listening skill when listen to the tape and teacher’s questions
B PREPARATIONS:
1 Teacher: Text book, chalks
2 Students: Text book, new words of new lesson
C PROCEDURE:
I CHECK UP (5’): Put the verb in correct form:
1 Everybody wishes (enjoy) life
2 He is too ill (do) any work
3 I am not afraid (speak) the truth
4 He went to Paris (perfect) his knowledge of French
II NEW LESSON:
Giáo án : Anh 11 21 2016-2017
Trang 221 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
- 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
- Repeat the words after the teacher
- Give the meanings and parts of speech of the words from Ss
- Note down the words
3 WHILE READING(17’)
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 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
- Make a guess the part of speech ofeach blank
- Work in pairs to do the exercise
- Give the answers in front of the class
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III HOMEWORK (4’):
-Learn by heart all new words
-Write about their own experiences
-Prepare next lesson: Unit 2: SPEAKING
+Find some new words
+Do the tasks before going class
-Date of preparation:8/09/2016
Class: 11A1,2,3,4,5 Period : 09
UNIT 2: PERSONAL EXPERIENCE
speaking
A OBJECTIVES: By the end of the lesson, students will be able to:
1 Educational aim:
- have self confidence in speaking about past experiences
- be eager to learn English and read more writing in English
- have more concern about expressing feelings about some experience in their life
2 Knowledge:
- know the way how to talk about past experiences and how they affected one’s life
- learn the way how to express their feelings about some experience in their life
- learn to talk about past experiences and how they affected one’s life
- master some vocabulary such as native speaker; affect ; turtle
- know to use the structures in past to talk with their friends
- revise the tense: present perfect, past simple
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3 Skills:
- improve their speaking skills:
+ students can pronounce exactly the words
+ students can talk about past experiences and how they affected one’s life+ students can make questions and answer about past experiences of one’s life
- improve their team skills by working in pairs
- be more confident in speaking in front of class
- easily express their idea and their thoughts
- improve their listening skills when listening to teacher’s and friends’
B PREPARATIONS:
1 Teacher: textbook, workbook, chalk
2 Students: textbooks, workbooks.
C PROCEDURE:
I CHECK UP (5’)
Write down all new words in Reading part
II NEW LESSON:
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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
- Answer T’s questions
2 PRE-SPEAKING (10’)
Task 1: Matching phrases
- Ask Ss to work in pairs to match things they
might have done or experience
- Call on some Ss to give their answers
- Give feedback
- Ask the Ss : What do you say to ask about
someone’s experience that might have
affected them ?
- Write the questions on the board
- Work in pairs to match things they might have done or experienced in box A and how the experience might have affected them in box B
- Give the answers in front of the class
- Have you ever ?
- When did it happen ?
- What were you thinking and feeling when it happened ?
- How did the experience affect you ?
- Copy down on notebook.
3 WHILE SPEAKING (11’)
Task 2: 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
Task 3: 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
- Work in pairs to practice thedialogue
- Act out the dialogue in front of the class
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III HOMEWORK (4’):
-Learn by heart all new words
-Write down your own dialogue in the exercise
-Prepare next lesson: Unit 2: LISTENING
+Find some new words and structures
+Try to guess the tasks in listening
Date of preparation:15/09/2016
Class: 11A1,2,3,4,5 Period : 10
UNIT 2: PERSONAL EXPERIENCE
listening
A OBJECTIVES: By the end of the lesson, students will be able to:
1 Educational aim:
- have self confidence in hearing the interview
- be eager to learn English and listen to more talk about past experiences in English
- be interested in interviewing one successful businesswoman
- be educated about the value of the family
2 Knowledge:
- listen to the interview about the fire
- know about the summary of one interview
- learn some vocabulary about a fire
- broaden their vocabulary about a fire and words related to it
- practice listening to other talk about a fire
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- know the way to show part of speech in sentences
- know the way to express their attitude about family and important things in their life
3 Skills:
- improve their listening skills:
+ students can master listening skill to get specific information
+ students can master listening skill to do different kinds of exercise: T/F , gap filling+ students can listen to other talk about the fire
- be more confident in speaking in front of class when answering teacher’s questions
- improve their reading skills when reading the passage before listening
- easily express their ideas and their thoughts
- improve their team skills
B PREPARATIONS:
1 Teacher: textbook, workbook, chalk, CD, CD player
2 Students: textbooks, workbooks
C PROCEDURE:
I CHECK UP (5’)
- Make a dialogue about a past experience
II NEW LESSON:
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1 WARM - UP(5’)
- 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
- Guess the word based on hints
Suggested answer: A FIRE
- Answer the question
2 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:
- memorable (a) = unforgettable (a)
- Terrified (a) sợ hãi
Example
Most people feel terrified when they see
snakes.
- Scream (v): (explanation) la thất thanh, hét
- Embrace (v) (picture): ôm
- Escape (v) (example): thoát ra ngoài
3 I feel …whenever I stay at home alone
4 The fans …….with excitement when they
saw their idols
5 They were trying to ……….from a burning
+ 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.
- Repeat the words after the teacher
- Give the meanings and parts of speech of the words from Ss
- Note down the words
- Work in pairs and fill the suitable words into the blanks
- Give the answers in front of the class
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III HOMEWORK (4’):
-Learn by heart all new words and structures
-Retell the story that you have heard
-Prepare next lesson: Unit 2: WRITING
+Find some new words and form of a letter
+Try to do the task before going class
Date of preparation:15/09/2016
Class: 11A1,2,3,4,5 Period : 11
UNIT 2: PERSONAL EXPERIENCE
writing
A OBJECTIVES: By the end of the lesson, students will be able to:
1 Educational aim:
- have self confidence in writing a personal letter
- have more concern about the way to write letter
- be interested in writing letter and how experience affected them
- be eager to learn English and write other writing in English
- have a good relationship with their friend
2 Knowledge:
- know the way to write a personal letter about a past experience
- know about making wh-questions and answering them
- apply using the tenses: past simple, past continuous, past perfect
3 Skills:
- improve their writing skills:
+ students can write a personal letter with instructions in their book
+ students can master making sentences with past tense
+ students can use some structures to write letter and master steps in a personal letter
- improve their team skills
- be more confident in speaking in front of class when answering teacher’s questions
- easily express their idea and their thoughts
- improve their listening skills when listening to teacher’s and friends’ ideas
B PREPARATIONS:
1 Teacher: textbook, workbook, chalks
2 Students: textbooks, workbooks, notebooks, pens
C PROCEDURE:
I CHECK UP (4’):
- Write all new word of Listening part.
II NEW LESSON:
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1 WARM - UP(8’)
- Ask Ss to answer the questions
- Call on some Ss to answer
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 the questions.
5 Our signature normally goes under the Closing.
5 Who was involved ?
6 How it affected you
- Give the steps of a personal letter:
5 Some of my friends were also swimming at that time, one tried to save me.
6 I learned that life is so important.
3 WHILE WRITING(15’)
-Ask the Ss to write a letter based on the - Work individually
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outline they have written
- Go around the class and give help if needed
- Write a letter based on the 5 parts of
a letter
Sample writing:
Hanoi, 15 July 2008 Dear Ha,
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 was going to die, I understand how precious life is This event definitely taught me to appreciate my life.
What about you ? Have you got any unforgettable holiday that you would like to share with me ?
Love, Nga
4 POST - WRITING (7’)
- Choose one writing and ask a student to - Write letter on the board
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write on the board
- Ask the rest of the class to correct the
mistakes and give comments
- Give comments and feedback
- Correct the mistakes and give comments on friend’s writing
- Take note common mistakes
III HOMEWORK (3’):
Date of preparation:15/09/2016
Class: 11A1,2,3,4,5 Period : 12
UNIT 2: PERSONAL EXPERIENCE
Language focus
A OBJECTIVES: By the end of the lesson, students will be able to:
1 Educational aim:
- have the self- confidence in pronouncing and doing the exercises
- have more concern about the way to pronounce some words that they have learnt
- be interested in pronouncing and doing the exercises
- be eager to learn English and write other writing in English
- be aware of studying some structures to do exercises
2 Knowledge:
- know the way to pronounce /m/ - /n/ - /η/
- know how to use the past simple, past progressive and past tense
- broaden their vocabulary
- master some techniques to do exercises
3 Skills:
- improve their listening , writing, reading skills:
+ students can pronounce some words and practices reading the full sentences+ students can master some grammar points such as present simple, past simple…+ students can use grammar points that they have learnt to do exercises in their book
- improve their team skills by working in pairs
Giáo án : Anh 11 32 2016-2017
- Rewrite the letter to a friend to tell about you own experience.
- Prepare new lesson, unit 2- language focus.
+ Review the structure of past tense
+ Do Task 1 before going to class
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- be more confident in speaking in front of class
- easily express their idea and their thoughts
- improve their listening skills when listening to teacher’s and friends’
B PREPARATIONS:
1 Teacher: textbook, workbook, chalk, CD, CD player
2 Students: textbooks, workbooks
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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
- Call on some Ss to read aloud
- Read the sentence
“Singing Samsung songs
on the sinking sampan”
- Pick out the words containing the ending sounds/ m /, / n / and / η /
2 PRONUNCIATION (7’)
- Model the two sounds / m/ ,/ n/ and / 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
- Say out loud the words
- Underline the words with
the sounds/ m/ ,/ n/ and / η
/, then list them into 3 columns
1 Good morning I wantanapartment in centralLondon
2 We have an inexpensive
NorthendAvenue
3 I remembermeetinghim
on a nice summer afternoon
4 Mr King is singing nextdoor
5 He’s holding a string inhis fingers
6 He loves spending his holidays in his small summer house
- Read the sentences in front
of class
3 GRAMMAR (20’)
a Presentation
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 happening now
or at the speaking moment
- Note down the use and theform of the present tense and the past tense
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III HOMEWORK (4’):
- Learn by heart structure and usage of present and past tenses
- Prepare the next lesson: Unit 3: A.Reading
+ Find out the new words
+ Do task 1 before going to class
Date of preparation:22/09/2016
Class: 11A1,2,3,4,5 Period : 13
UNIT3: A PARTY reading
A OBJECTIVES: By the end of the lesson, students will be able to:
1 Educational aim:
- have the self-confidence in hearing a passage
- be eager to learn English and read more writing in English
- be interested in reading the passage about birthdays and anniversaries
- be known how to celebrate some celebrations in the other cultures
- have the motive to study more about some cultural features
- appreciate celebrating of a party
2 Knowledge:
- read and know a passage about birthdays and anniversaries
- understand deeply the passage
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- use the information they have read to compare birthday party with wedding
anniversary party
- read for gist and Study some new words relating to the topic: Party
- use the information in the passage to do exercises
3 Skills:
- improve their reading skills:
+ students can master scanning skill to guess meaning of words from context and choose the correct events with a suitable party
+ students can master scanning skill to get main information to find out the wrong word in sentences and provide the correct word
+ students can answer short questions related to their life correctly
- improve their writing skills by reading the sample passage
- be more confident in speaking in front of class when answering teacher’s questions
- easily express their idea and their thoughts
- improve listening skill when listen to the tape and teacher’s questions
B PREPARATIONS:
1 Teacher:textbook, workbook, chalks, handouts
2 Students: textbooks, workbooks, notebooks, pens
C PROCEDURE:
I CHECK UP (4’)
- Write down the forms and the usages of past continuous and past perfect
II NEW LESSON:
1 WARM – UP(8’)
A Matching Game
- Divide the class into small groups of 3-4
students
- Then distribute the handouts for Ss to do the
matching task in their own groups Which
group finishes it first and has all the correct
answers will be the winner
Match the celebrations with the correct
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- Call some Ss to answer the questions
- Check with the class and ask them to guess
what they are going to read about
- Have Ss read some vocabulary
* Vocabulary:
+ mark (v):
+ blow out (v): to put out a flame
+celebrate (v): to do something enjoyable
because of a special occasion or to mark
someone’s success
+ milestone (n): an important event or stage in
one’s life
+ lasting (adj): continuing a long time
+ anniversary ( n): yearly celebration
- Work in pairs and answer the questions
- Try to describe the pictures
- Guess the topic
Suggested answers:
1 *The people in the first picture might belong to a family The young woman and the young man might be the parents and the three kids might
be their children.
* The people in the second picture
might belong to a family The old lady and the old man who are standing might be the parents The woman and the man who are sitting
in front might be their son and daughter – in – law The boy and the girl might be their grandchildren.
2 The people in the first picture are
celebrating a birthday The people in the second picture are celebrating a wedding anniversary.
- Read the words, then find out the meanings and their parts of speech
- Copy down on their notebooks
3 WHILE - READING (15’)
Activity 1: Reading and ticking
-Ask the Ss to work in pairs and do the task 1
- Call on some Ss to give their answers
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Activity 2: Recognizing the wrong words
- Ask the Ss to work in pairs and underline the
wrong words in each sentence and provide the
- Ask Ss to work in pairs, one is an interview
and the other is an interviewee
- Ask Ss to talk about the celebration of a
birthday or a wedding anniversaries, using the
B: At home A: Do your parents celebrate their wedding anniversaries?
B: Yes, they do.
A: Are you going to celebrate your wedding anniversaries in the future? Why? or why not?
B: Yes, I am Because…
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III HOMEWORK (2’):
-Learn by heart all new words and phrases
-Write a short paragraph (about 70 100 words) about the preparation for yourbirthday party Using the information given in the chart above
-Prepare next lesson: Unit 3: SPEAKING:
+Find some new words
+Do the tasks before going class
Date of preparation:22/09/2016
Class: 11A1,2,3,4,5 Period : 13
UNIT3: A PARTY speaking
A OBJECTIVES: By the end of the lesson, students will be able to:
1 Educational aim:
- have self confidence in speaking about the party
- have the happiness in having a party and good relationship with the members in the family
- be eager to learn English and read more writing in English
- master some vocabulary such as budget, formal, informal, decoration,…
- know to use wh-questions to talk with their partner
- tell how they organize a party and how to convince their friends to come the party
- revise the grammar: wh-questions
3 Skills:
- improve their speaking skills:
+ tudents can pronounce exactly the words
+ studsents can talk about the party that they have been to and how they happened+ students can make questions and answer about the party
- improve their team skills by working in pairs
- be more confident in speaking in front of class
- easily express their idea and their thoughts
- improve their listening skills when listening to teacher’s and friends’
B PREPARATIONS:
1 Teacher:textbook, workbook, chalks
2 Students: textbooks, workbooks, notebooks, pens
Giáo án : Anh 11 39 2016-2017
Trang 40- Go to the board and write down all new words.
II NEW LESSON:
1 WARM – UP(5’)
Making questions about a party
- Set the scene:
“Yesterday, I went to a party Please ask some
questions to get as much information about
the party as you can”.
The host
The occasion Gift
Time
Place Number of people
- Ask Ss to work in pair to ask and answer
- Ask and answer the questions
Suggested questions:
- Whose party was it?
- What was the occasion?
- Did you take the gift for the host?
- Where was the party?
- How many people were there at the party?
- When did it finish?
2 PRE - SPEAKING(10’)
- Provide Ss with some useful language.
* Useful expressions:
+ We are planning a party .Let’s talk
aboutwhat each of us will do to prepare for it.
+Let’s have a discussion about our party
next Saturday.
+ Why don’t we have a surprise party ?
+ Why don’t we hire the ground floor of a bar
and we could get the band in ?
+ Why don’t we make our food ?
- Ask Ss to give more structures
- Write down the provided expressions
- Give more useful structure
Suggested answer:
+ Shall we have some music ? + How about ?
+ That’s a nice idea.
+ Would you like to come ?
+ We would love to have you + We welcome your presence + Please do come
+ It’s our pleasure to invite you + You don’t know what you’ll miss out on if you don’t come
3 WHILE - SPEAKING (15’)
Task 1: Make a dialogue
- Set the scene: “ Supposed your friend has
ever been to a party, ask him/her about that
party based on the available questions.”
- Ask Ss to make a dialogue about a party
- Call on some pairs to act out in front of the
- Work in pairs, one asks and the other answers about a party
- Some pairs act out the dialogue in front of the class
Model
A: Have you ever been to a party?
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