Giao an T.Anh 11 NC (new)

-Write on note book carefully -Listen and read after to T -Read the text carefully then discuss... -Work individuals-Work in pairs then whole class.Answer: 1, T 2, F According to the tex

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Date of planning: 25.08.2008.

Teaching Plan Period 1: Introduction Chương trỡnh, phương phỏp và yờu cầu đối với sỏch tiếng Anh 11 nõng cao

I AIMS:

Thụng qua tiết học này học sinh hiểu khỏi quỏt về cấu trỳc chương trỡnh tiếng Anh 11 nõng cao,

nắm được phương phỏp học và những yờu cầu phải đạt được sau khi học xong chương trỡnh này

A Giới thiệu chơng trình Tiếng anh 11:

- Gồm 16 đơn vị bài học (Unit) và 4 bài ôn tập (Consolidation)

- Mỗi bài học đợc biên soạn theo 1 chủ đề nhất định đợc chia làm 5 phần , mỗi phần là 1 kỹ năng ( đọc, nghe, nói, viết và language focus)

- Mỗi bài ôn tập gồm: pronunciation; Listening comprehension; Vocabulary; Grammar and

structure;

Reading and writing

B Yêu cầu môn học:

Mỗi h/s phải có đủ SGK (English 11) sách mới do NXB Giáo dục phát hành

Mỗi h/s phải có 02 quyển vở ( ghi chép và chuẩn bị bài ở nhà )

Trớc khi đến lớp h/s phải chuẩn bị bài ở nhà theo yêu cầu từng phần (Tasks) và làm bài tập theo y/ccủa

giáo viên

Trong lớp h/s phải tích cực tham gia các hoạt động theo cặp, theo nhóm dới sự hớng dẫn của giáo viên

Nêu câu hỏi thắc mắc yêu cầu giáo viên giải đáp (nếu có)

Tóm lại : Để học tập có kết quả mỗi h/s sinh cần phát huy tính tích cực , tính chủ động, tự giác

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UNIT 1: friendship Period 2: READING (1)

A, AIMS:

- Students can express their opinions about friendship.

- Reading for gist and for specific information.

B, OBJECTIVES:

* By the end of this lesson, Students will able to:

- Develop such reading micro-skills as scanning for specific ideas, skimming for general

information, and guessing meaning in context

- Use the information they have read to express their ideas about friendship

*T asks students some questions:

-Do you have friends?

-What is a good friend like, according to you?

Transition: In to day reading, we’ll get to know

more about friends and friendship

*Teaching Vocabulary

-To provide Ss’s with some language to help

them understand the text

-To help enrich Ss knowledge of vocabulary

*Elicit meanings from Ss or give explanations

your self

-break out in to tears (v)=begin to cry

-through thick and thin (idm)=in spite of all the

difficulties (trong bất cứ hoàn cảnh nào)

-cheat (v)=copy sb’s work in a test

-detention (n)=punishment of being kept at

school after it has closed (hình phạt giam ở trờng

sau giờ học)

-confide in sb (v)=trust sb enough to tell a secret

to him/her (tâm sự, thổ lộ)

-guarantee (n)=sự đảm bảo

-elvolve (v)=develop naturally and gradually

-stick together(v)=remain friendly and loyal to

one another

(gắn bó)

*Give some practice on pronunciation (Read-Ss

repeat)

*Checking Vocabulary: GAP-FILLING

- Listen to teacher and work in groups and answer

-Write on note book carefully

-Listen and read after to T

-Read the text carefully then discuss

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(10mins) -Give Ss handouts and ask them to work in pairs,

completing the sentences, using the words just

learned

1, A good friend remains loyal to you

2, Blue skies are not a of continuing fine

weather

3, Being scolded by his mother, the child

4, Those students were sent to the room for

their cheating on the exam

5, Like friendship, trust with time

6, Ann thinks there’s no one in the class she

3, Consolidation: (2mins) -The content

4, Home work: (3mins) -Writing: Sentence building

-Give Ss handouts, and ask them to make sentences using the cues.

1, your ideas/ good friend/ different/ different grades//

2, best friend/ someone/ you can confide//

3, best friends/ usually stick together/ thick/ thin//

4, best friend/ help you/ avoid/ depression/ anxiety//

-Expected answers:

1, Your ideas of a good friend are different in different grades

2, A best friend is someone you can confide in

3, Best friends usually stick together through thick and thin

4, A best friend can help you avoid depression and anxiety

UNIT 1: friendship Period 3 : READING (2)

A, AIMS:

- Students can express their opinions about friendship and do all exercises.

B, OBJECTIVES:

- Develop such reading micro-skills as scanning for specific ideas, skimming for general

information, and guessing meaning in context

- Use the information they have read to express their ideas about friendship

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Activity 1: -Reading and matching (Task a p:16)

(*To develop Ss skimming skills’ )-Ask Ss to read Text A and then match the grades with

John’s opinions on what a good friend is

-Call on Ss to say what John thought of a good friend

in each grade

-Go over the answers with the class

Activity 2: -True-False Statement (Task b p:16)

(To give some personalized task to engage Ss) -Ask Ss to read the statements about close friends in

Task b (p.16) and say if they are true or false, i e, Ss

agree or disagree with them

-Check with be class and note down on the board Ss’

opinions

-Tell Ss to read Text B and decide if the statements are

true or false

-Ask ss to work with a partner and compare answers

-Call on Ss to read the statements and say their choice

-Go over the answer with the class

-Tell Ss to compare the ideas in the text and Ss

opinions

Activity 3: -Main ideas

(To provide practice on skimming for general

ideas)

-Write down on the board three phrases about main

ideas of the paragraphs in Text B and one extra phrase

a, possible reasons for not having a best friend

b, what to do to have a best friend

c, how best friendship develops

d, the benefits of a best friend/what a best friend can

do to us

-Ask Ss to skim the text again and match the

paragraphs with a partner

-Discussion:

(To provide Ss with some free practice and to have

them express themselves and share ideas)

-Ask Ss to work in groups of 4 or 5, expressing their

opinions on the following questions:

a, Close friends don’t need to share common interests

Agree or disagree? Give reasons

b, What is your own idea of a good friend?

c, How do you understand the proverb “A friend in

need is a friend indeed”?

-Go around to control and give help if necessary

-Call Ss to report about their groups’ ideas

-Give feedback and comments on what Ss have

-Work individuals-Complete and present before theclass

-Work individuals-Work in pairs then whole class.Answer:

1, T

2, F (According to the text, we become friend with those who share common interests)

3, F (We can’t go out and pick a good friend)

-Work in groups : -Do as required-Discuss and then present before the class

-Give comments

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3, Consolidation: (1min) -The content

4, Home work: (2mins) -Do ex 1-2 (p.11-12) in English Ex Advanced (Pa Reading)

UNIT 1: friendship Period 4 : listening

A Aims:

- Students should understand more about the friendship and practice listening skill.

- Listening for gist and for specific information.

B, OBJECTIVES:

- Listen and pick up specific details and understand general ideas.

*To create interest, review adjectives and nouns

and introduce the topic.

Game: -“Five little things”

-Ask Ss to work in groups of 4

-Tell Ss to listen to instructions and write down 5

things as required on a piece of paper

-The group that finishes first and gets all correct will

get 1 point

-The group that has more points will win the game

-Check Ss’ understanding of instructions and have

them start the game

*These are the suggested instructions:

1, Write down 5 places where you often meet with

your close friend

2, Write down 5 things you often share with your

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3, Write down 5 qualities you need in a good friend.

4, Write down 5 adjectives describing appearance

5, Write down 5 adjectives describing character of

personality

-Read Ss’ items and check with the class after each

question

-Declare the winner

-Transition: - Today we use a lot of nouns and

adjectives to talk about friend Today we will listen to

a letter from Jack, writing about his new friend

Teaching Vocabulary

*Use pictures and explanations to present some new

words and then read the words one by one and ask Ss

to repeat:

-sociable (a)=friendly, outgoing

- conservative (a)=opposed to great change (b¶o thñ)

-sensitive (a)=easily offended, easily hurt (nh¹y c¶m)

-skinny (a)= very very thin (gÇy tr¬ x¬ng)

-stout (a)=rather fat

-indifferent (a)=having no interest (thê ¬)

Checking Vocabulary

-Tell Ss to listen to the explanations in English and

say the word

6, opposed to great change

*Describing Yourself (Task a, p.17)

-Ask Ss to read the list of adjectives and tick(v) the

words that describe them and add more adjectives that

are true for them

-Call on one student or two to read their list that

describes themselves

Activity 1: -Listen and tick (v) (Task b, p.17)

-Tell Ss they are going to listen to a letter from Jack,

writing about his new Vietnamese friend, Mai

-Ask Ss to listen and tick (v) what is true about her

-Let Ss listen for the second time id necessary

Activity 2: -Listen and take notes.

-Ask Ss to listen again and note down the noun

phrases used to describe Mai’s appearance

-Call on Ss to read their notes and check with the

class

-Check with the class

Activity 3: -Questions and answers:

-Tell Ss to listen again and answer the questions

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Post-

listening

(8mins)

1, On what occasion did Jack meet Mai Tran?

2, How old are Jack and Sinh?

3, What do Mai, Jack and Sinh have in common?

4, Where is Mai going this summer?

5, Will Jack go with Mai there?

Speaking: -Role play (Handout)

-Pair of Ss as A and B and tell A to play the role of

Jack and B the role of Sinh Ss imagine they are

having a conversation on the phone

-Give each student a role card (Appendix) and ask

them to make a conversation based on the ideals

suggested

-Move around to control and give help if necessary

(-If time allows, have 1 or 2 pairs to act out their

conversations in front of the class)

2, They are 17-the same age as Mai

3, They all have the same taste in information technology and music

4, She’s going to visit/ travel back

to Vietnam

5, Maybe, He hasn’t decided yet

-Listen to teacher, work in pairs then present before the class-Comments and then give feedback

4, Home work: (1min) -Tell Ss to learn the new words and make some sentences with them, describing a certain person

Date of planning: 09.09.2008

UNIT 1: friendship Period 5: SPEAKING

A, AIMS:

- Students should know how to practice speaking skill

- Speaking for gist and for specific information.

B, OBJECTIVES:

-Introduce themselves and know how to make friends with someone new

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

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*Give some question for Ss:

-What is your own idea of a good friend?

-How do you understand the proverb “A good

friend is a friend indeed?”

-Ask Ss: -What do you do/ say to make friends with

someone new?

-Note Ss’ ideas on the board

-Tell Ss to read the expressions in Task a(p.18) and

tick (v) the ones that they can use to start a

conservation

Activity 1: Completing &Practising the Dialogues

(Task b pp18-19)-Tell Ss to complete the dialogues in Task b (p.18-

19) and then compare with a partner

-Check with the class by calling 2 pairs to act out

-Prepare sets of 4 personal information cards

-Ask SS to work in groups of 4

-Give each group a set of 4 cards and tells SS they

are now the person described on the card and they

are at a multi-school party Ss practice making

friends with the other people in their groups

-Call on some Ss to the front of the class to act

about the conversations

-Give comments

Questions and Answers:

-Ask Ss work in pairs and practice making some

conversations then answers the questions

-Call on Ss to stand up and practice

-a, Who are they?

-b, What are they doing?

1, I’m

2, Try/ Have

3, It’s good/ It tastes good

4, isn’t it/ doesn’t it

5, Would you like / Could I get you

-a, They are

-b, They are introducing themselves/making friend

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-Give feedback and comments on what Ss have

4, Homework : (1min) -Ask Ss to review the expressions used to start a conversation

UNIT 1: friendship Period 6: WRITING

A, AIMS:

- Students should know how to practice writing skill, how to write a narrative and can write a

narrative about one of their friends

- Writing for gist and for specific information.

Game: -Memory check

-Hang a poster with descriptive adjectives on the

board

-Tell Ss to look at the words for a few seconds,

try to remember them

-Put the poster away and ask Ss to write down as

many words they can remember as possible The

-Listen to teacher and understand how

to practice

-Work individuals

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student will the most words listed wins the game

*These are the adjectives:

-Ask the student how she/ he can remember so

many words

-Tell Ss if they put things under some

classifications, it’s easier to remember them

-Ask Ss to put the adjectives under three

headings of Hair/ Face, Build and Opinion

Teaching Vocabulary

-Elicit the meanings of new words from Ss or

give explanations yourself

-vicious (a)=acting with evil intentions; spiteful

(xÊu xa, nham hiÓm)

-imbecile (n)=stupid or silly person; fool (kÎ

ngèc, ngêi khê kh¹o)

-smart (a)=clever; intelligent

-criticize (v)=point out the faults of sb/ st (chØ

chÝch, phª b×nh ai)

-confress (v)=admit (thó nhËn)

-giggle (v)=laugh lightly in a nervous or silly

way (cêi róc rÝch)

-Read the words one by one and ask Ss to repeat

Activity 1: -Gap-filling (Task a, p.20)

-Ask Ss to read the passage and fill in each gap

with a suitable word from the box

-When they have finished, tell Ss to work with a

partner and compare answers

-Call on some Ss to read their completed

sentences and check with the class

Activity 2: -Re-ordering (Task b p.p.20-21)

-Ask Ss to work in pairs, reading the sentences

and putting them in the logical order of a

narrative

-Call on Ss to read the sentences in the order

they arrange and check with the class

Activity 3: Questions and Answers:

-Make questions about the narrative in Task b

and ask Ss to find answers to the questions

a, When and where did the writer meet Trang?

b, What was she like?

c, What did they have in common?

d, How do they keep in touch?

Writing a narrative

-Ask Ss to write a short narrative about a friend

of their based on the ideas suggested and the

samples in Task a and b

-Go round to control and give help if necessary

-When they have finished, collect Ss’ writings

-Peer correction

*Ask Ss work in groups and tell them read and

correct their friends narratives

-Ask Ss read their group’s best writing and ask

-Do as required-Expected answers:

*Hair/ Face : -long, black, curly, straight

*Build: -tall, slim, short, thin

*Opinion: -beautiful, pretty, kind, handsome, timid, shy, smart

-Listen to teacher -Write on note book carefully

-Read in silent then read in chorus-Repeat once more

-Work individual then compare with the partner and present before the class

-Work individuals-Do as required-Listen to teacher and do as required-Work individuals

c, They were both interested in chess

d, though e-mails

-Look at the book and practice writing

a short narrative about one of your friend

-Do as required

-Work in groups and do as require

tall beautiful kind smart timid

handsome short pretty thin black

curly long shy straight

slim

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Ss to give comment.

3, Consolidation : (1min) -The content

4, Homework: (1min) -Ask Ss to underline all the adjectives used to describe Trang

in Task b

-Rewrite their writing on notebook carefully

UNIT 1: friendship Period 7: LANGUAGE FOCUS (1)

A, AIMS:

- Students should know how to practice Descriptive adjectives

- Ss can practice by doing exercises correctly.

B, OBJECTIVES:

- Use descriptive adjectives

- Different verb forms in a narrative

-Divide the class into 4 groups and ask Ss write

down 10 adjectives describing character of

personality The winner will be the group

completing the task in the shortest period of

time

**Help Ss understand how to use Des Adjs

Descriptive adjectives:

-Descriptive adjs or adjs of quality include

those of size, shape, age, type, colour, material,

origin, purpose and opinion (or general

description)

-The positions of descriptive adjs are: attribute

(before the noun) and predicative ( after a verb

such as be, become, get, seem, feel, look )

Activity 1: Underlining the Adjectives.(T.a

P.21)

- Tell Ss to read the sentences and underline the

adjectives

Activity 2: Gap-filling (Task b p.22)

-Help Ss with the meanings of some new

words

-persistent (a)=continuing without interruption (

-Listen to teacher and work in group -Discuss and complete

-Listen to teacher, understand and write

on note book carefully

-Work individuals -Discuss and compare with your partner than one or two Ss present before the class

-Give comments

-Work individuals-Listen and understanding all new wordsand meaning

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dai d¼ng)

-bushy (n)=covered with bushes (rËm r¹p)

-piercing (a)=( of sounds) penetrating (the thÐ,

®inh tai)

-phobia (v)=extreme dislike or fear of (sth) (sù

¸m ¶nh, sî h·i mét c¸ch v« lý)

-Tell Ss to read and complete the passage using

the words given

Activity 3: Jumble sentences ( Task c p.22)

-Read the example and ask Ss to pay attention

to the position of the adjectives

-Ask Ss to rearrange the words to make

meaningful sentences and then compare with a

4, Homework: (1min) -Ask Ss to do Ex in Advanced English Exercise (Past Use of

language- P.13-14) -Redo all exercises

UNIT 1: friendship Period 8: LANGUAGE FOCUS (2)

A, AIMS:

- Students should know how to practice grammar-based (verbs form, linking words)

B, OBJECTIVES:

- Use descriptive adjectives

- Different verb forms in a narrative

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Verb from review (pp.22-23)

-Elicit from Ss the tense used in a narrative (Ex

Past Simple, past continuous and past perfect)

-Ask Ss to compare these sentences (Ex: The past

simple is used for the actions in the story, to tell us

what happened next The past continuous is used

for sth around a past time or together with the past

simple when a shorter action comes in he middle of

-Call Ss work individuals then read their sentences

and check with the class

FURTHER PRACTICE

-Give Ss a handout with the linking words in

column A and the meanings in column B Then

ask them to match the linking words with their

b, not the one or the other

c, also, then, following this

d, the one or the other-Ask Ss to read the sentence halves, match one in A

with one in B and then use a suitable word in the

box to connect them

-Listen to teacher, understanding how to use past simple, past continuous and past perfect)-Give examples

*Work individuals-Discuss and compare with your partner then present before the class.-Give comments

*Work individuals-Do as required

of the same part of speech; pronoun,noun phrase; verb phrase, adj or adv Phrase)

-neither nor =not the one or the other ( can be used to connect words

or phrases of the same part of speech; pronoun; noun phrase, verb phrase, adj or adv phrase)

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4, Homework: (2mins) -Ask Ss to do Ex in Advanced English Exercise (Part Use of

- Students can express their opinions about personal experience.

B, OBJECTIVES:

- Scan reading for specific information.

- Recognize the activities related to the senses

-Have you ever been in embarrassing situations?

-What was it? What did you do then?

*Listen to teacher and do as required

-‘Event or activity that affects us

in some way; knowledge gained

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-retreat into one’s shell (idm.)=become more

shy, rerved ( trở nên rụt rè hơn )

-inept (a.)=completely unskillful, not tactful

( vụng về )

-slip away (v.)=leave quietly without being

noticed ( chuồn, lẻn đi )

-inadequate (a.)=not sufficiently able or

confident; not good enough ( thiếu tự tin, không

đủ khả năng)

-grow out of sth (v.)=(become tô old for sth and)

stop doing it; overcome (khắc phục đợc)

-dispirited (a.)=discouraged; depressed ( chán

nản)

*Give some practice on pronunciation (Read- Ss

repeat)

*Activity 1: Guiding question

-Ask Ss to read the text quickly and find the

answer to the question:

What was embarrassing about the man?

-Call on some Ss to give answers and check with

the class

*Activity 2: True-False statements (Task a,

p.26)

-Ask Ss to read the text and the statements about

the man and say if they are true or false

-Ask Ss to work with a partner and compare

answers

-Call on Ss to read the statements and say their

choice

-Ask Ss give comments

from seeing or doing things’,/ or sth similar)

-Listen to teacher, understand and discuss

Read the text carefully then discuss in pairs

-Work in groups and know how touse them in a new context

-Work in pairs, discuss and answer

-One or two pairs present before the class

-Give comments

-Work individuals then discuss in pairs and then present before the class

4, F (He was unable to overcomehis shyness.)

5, T

4, Home work: (3mins) -Read the text once more then translate into Vietnamese

-Prepare next period (to be continued)

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- Students can express their opinions about personal experience.

B, OBJECTIVES:

- Scan reading for specific information.

- Recognize the activities related to the senses

* Reading and listing (Task b p.26)

-Ask Ss to read the first paragraph and list

three pieces of information related to the

senses of sight and hearing

Activity 4:

*Reading and pick out the information

(Task c p.26)

-Ask Ss to read the second paragraph then

pick out the information which express the

writer’s feelings during and after the party

*Discussion:

-Put Ss into group 4 or 5

-Listen to teacher and work individuals

-Read carefully and compare answers with a partner

-Read the statements and say their choices

-Comments and write on note book

-Listen to teacher and work individuals

-Read carefully and compare answers with a partner

-Read the statements and say their choices

-Listen to teacher and work in groups

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3, What do you think the man should do to

overcome his shyness?

-Go around to control and give help if

-Give comments and write on note book carefully

4, Home work: (3mins) -Tell Ss to write a short paragraph about the man should in order to

overcome his shyness

-Do ex in part Reading P.19-20 (Advanced English Exercises)-Prepare next period

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B, OBJECTIVES:

- Listen for specific details.

- Listen and understand the message.

*Ask Ss some questions.

1, Who is your best friend?

2, How did you happen to meet her or him?

3, How long have you known each other?

4, What qualities do you admire in your best

-ashamed (a)=felling embarrassment because of

one’s own action ( xÊu hæ, hæ thÑn)

-Read the words one by one and ask Ss to repeat

Checking vocabulary ( Task a p.27)

-Tell Ss to read the gapped sentences in Task a,

and complete them with a suitable word in the

box

Activity 1:

-True-False Statements (Task b p.27)

-Tell Ss they are going to listen to a man’s story,

read the statements and decide if they are true

or false

-Let Ss listen again if necessary

-Tell Ss to compare answers with a partner

-Go over the answers with the class, then let Ss

listen again and check

Activity 2:

-Listen and tick (v) (Task c p.27)

-Listen to teacher and workindividuals

Prepare carefully then discuss withthe partner

-Answer T’s questions

-Listen to teacher, understand how

to use and read after teacher thenread in chorus

-Work individuals

-Prepare carefully then discusswith the partner then presentbefore the class

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Post-

listening

(9mins)

-Ask Ss to listen again and tick the adjectives

that describe the student and his experience in

the story

-Call on Ss to give their answers

-Have Ss listen again and check with the class

*Speaking: -Retelling the story.

-Ask Ss to work in their groups again

-Tell them to retell the story based on the

pictures or can give some questions for Ss:

1, What kind of experience did the speaker

have?

2, When did it happen?

3, Who was cycling beside him on the way to

the club?

4, What was his duty at that day meeting?

5, What did his realize on the way to the club?

6, What did he decide to do?

7, Where did he put his bicycle?

8, What was his embarrassing experience?

-Go around to control and check

-Call on some Ss to retell the story to the class

-Ask for Ss’ comments

Give feedback and comments on what Ss have

compare with the partner

-Present before the class

-Do as required

-One or two groups present theiropinions before the class and othergroups give their comments

4, Home work : (1min) *Writing: -Rewrite the story

-Prepare next period

UNIT 2 : personal experience

Period 12: SPEAKING

A, AIMS:

B, OBJECTIVES:

-Name the senses in English

-Talk about the activities with the senses

*Ask Ss some questions:

1, Have you ever spoken English to a native

speaker?

-Listen to teacher to understand then work individuals

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2, How did you meet her?

2, What did you talk about?

3, How did the experience affect you?

*Matching pictures with activities

(Task a, p.28-29

-Ask Ss to read the phrases in Task a and

match them with the pictures

-Tell Ss to compare answers in pairs and then

go over the answers with the whole class

-Check if Ss know what a smoke sensor is

Give explanations

-Ask Ss what ‘differentiate’ mean

Activity 1: talking about the activities with

the senses (Task b, p.29)

-Tell Ss to work in pairs, ask and answer about

the things and people mentioned in Task a and

their ability

-Go around to monitor and note down errors if

any for correction later

-Encourage Ss to talk about their other animals

or things that have a good senses of any Or

you may want to list a few for Ss to talk about

(For example: cats, owls

-Call on some close friend and open pairs to

act our their conversations

Listening and Recognizing

-Ask Ss to work in two groups, A and B, listen

to your sentences and name the senses implied

in each sentence

-If the group can’t get it right, the other group

take the turn and score points if they get it

* The sentences used in the activity are:

1, I don’t like the fragrance of this flower

2, This juice is a bit too sour for me

3, This table feels tough

4, The house is mall but very nice

5, We love classic music

6, Do you like a sweet soup

7, It’s so quiet in here

8, The water is too cold to swim

-Prepare carefully then answer T’s questions

-Look at the book then do as required.-Prepare carefully the present before the class

-Give comments

-Expected answer: -‘Distinguish’

-Listen to teacher to understand the work in pairs

-Discuss and present before the class.E.g 1, What do you thing dogs are good at?

-Well, I guess they are good atsmelling in order to search forsomething

4, Home work : (1min) -Ask Ss to make a few sentences about the activities with the senses

-Do exercises in Par Speaking in Advanced English Exercise (Part a, b, c, d, p.17-18)

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-Write a personal letter

-Describe a past experience using the structures and vocabulary that they have learnt in

2, What are these part?

3, What do we normally write in the

Salutation?

4, What do we normally write in the Closing?

5, Where do we normally sign the letter?

*Activity 1: Teaching vocabulary:

3, “Dear” or “Hello/Hi

4, “Sincerely”, “your”, “Love”

5, Under the Closing

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-Tell Ss to read the words in column A and

match them with their explanations in column

B

*Activity 2: -Re-arranging.

-Write down on the board the steps of a

personal letter about a past experience in a

random order as follows:

A, Opening/ Greeting

B, The story/ experience to be share ( what,

why, when, where, who)

C, Date

D, Closing and ending

E, General information (about self or/ and

friends)

-Ask Ss to put the steps in logical order of

such a letter

-Tell Ss to compare answers in pairs and then

go over the answers

-Get Ss to compare answers in pairs and then

go over the answers

*Questions and Answers:

-Ask Ss to read the passage again and find the

answers to the questions

1, What made him feel embarrassed?

2, Why did it happen to him?

3, Where did it happen?

4, When did it happen to him?

5, Who helped him solve the problem at last?

*Writing it yourself:

-Ask Ss to write a letter to a friend, telling

him/ her about their most embarrassing

experience based on the format given and the

-Read a piece of Ss writing, and ask Ss to give

comments relating the format (steps), the

language use, and the story

1, funny 2, social 3, host 4, mutual

5, together 6, dish 7, abroad 8, thanks 9, happened 10, carefully 11, embarrassed 12, Luckily

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-Give feedback and comments -Write on note book carefully.

4, Homework: (1min) -Ask Ss to review all the new words learned

-Rewrite their writing on notebook carefully

UNIT 2 : personal experience Period 14: LANGUAGE FOCUS (1)

A, AIMS:

- Students should know how to practice Senses verbs

B, OBJECTIVES:

- Use verbs of the senses

- Use modal perfect to talk about the past and can use different verb forms

-Divide the class into 4 groups and ask Ss write down

10 adjectives describing character of personality The

winner will be the group completing the task in the

shortest period of time

*Sense verbs.

Elicit from Ss sentences with the senses verbs

-Write down on the board three sentences and ask SS

to distinguish the verbs used

A, I can smell something burning

B, This flower smells good

C, It smells like orange

Notes: The linking verbs and most of these transitive

verbs are not used in the present continuous

Activity 1: Talking about the senses: (Task a p.31)

-Tell Ss to work in pairs and make questions and

answers about the senses, based on the words given

-Listen to teacher and work in groups

-Discuss and complete

-Listen to teacher, understand how to use the sense verb in the sentence

‘like’

-Do as required-Practice using the sense verbs.-Discuss and then present before

Senses Transitive verbs Intransitive / linking verbs

SignTasteSmellHearingTouch

See (thÊy)Taste (nÕm)Smell (ngöi) +Obj

Hear (nghe)Touch (sê)

Look (tr«ng cã vÎ)Taste (cã vÞ)Smell (cã mïi) +Adj / like+NSound (nghe cã vÎ)

Feel (sê thÊy)

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-Give feedback and comments.

Activity 2: Answering the quiz: (Task b p.31)

-Ask Ss to answer the questions in Task b and then

with a partner ask and answer the questions:

-Call on some pairs to act our their exchanges and go

over the answers with the class

*Further practice: Transformation.

-Give each student a handout of the transformation

*Rewrite the sentences as shown, using sense

verbs The first one has been done as an example.

0, I like the smell of this perfume It’s good

=> This perfume smells good to me

1, I don’t like the bitter taste of this coffee

-Give comments

-Do as required

-Practice carefully then discuss, compare and then present before the class

-Give comments

Expected answers:

1, This coffee tastes bitter to me

2, That water still feels hot, so

don’t touch it

3, The music sounds terrible to

him.

4, Joe looked happy.

5, This dish smells good but it

tastes horrible

UNIT 2 : personal experience Period 15: LANGUAGE FOCUS (2)

A, AIMS:

- Students should know how to practice Senses verbs

B, OBJECTIVES:

- Use verbs of the senses

- Use modal perfect to talk about the past and can use different verb forms

C, TEACHING AIDS:

- Text book, handouts, pictures, chalk and board,

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1, What can you do with your (eyes) ?

2, Who can’t do this?/ Who can’t (see what

-Tense : Modal Perfect

-Form : Modal + have + Past Perfect

-Use : To indicate uncertainty/ a past possibility

(could/ may/ might + perfective có thể đã

Must + perfective: ắt hẳn, chắc là should +

perfective : lẽ ra nên)

Activity 1: Transformation (Task p.32)

-Ask Ss to rewrite the sentences as shown to

talk about past possibilities

-Tell Ss to compare answers with a partner and

then go over the answers with the class

Verb from Review: Task a (p.32)

-Elicit from Ss the tense used to express a

habitual action

-Ask Ss to complete the texts with the correct

tense and form of the verb

-Tell Ss to compare answers with a partner than

go over the answers

Task b (p.32)

-Elicit from Ss the tense used to express a

habitual action

-Ask Ss to complete the texts with the correct

tense and form of the verb

-Tell Ss to compare answers with a partner than

go over the answers

* Work individuals

-Discuss and compare with your partner than one or two Ss present before the class

-Give comments

-Do as required

-Give comments

-Do as required

-Give comments

-Do as required

-Give comments

4, Homework: (2mins) -Ask Ss to do Ex in Advanced English Exercise (Part Use of

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2 The test’s content:

I Choose one word whose underlined part is pronounced differently from the others:

01) A) prevention B) psychiatrist C) psychology D) pneumonia

II Choose the best answer by choosing A, B, C or D:

06) Who do you think I saw yesterday? You can only make three

07) Japan is often taken as an of a modern industrial country

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08) At the moment he is studying business at a university But when his father retires, he will

take the company

09) I enjoy being a teacher On the other , I want to try other careers as well What if I can be asuccessful business person

10) I'm not going to put their smoking any longer

11) Monica and Chandler are getting on Sunday

12) These new ideas will certainly about changes to our working environment

13) His passion is reading books He loves all kinds of books, science fiction in

14) He left school at the of 18

15) A person needs eight hours of sleep a day average

16) The young couple went arguing for hours about who should do the house work

17) It is possible that in the of time and effective way to treat AIDS will be found

18) Putting the table next to this window doesn't a very useful purpose You still have to turn onthe lamp to get enough light

19) He is next year after 30 years with the company

20) She changed a number of jobs before deciding to work as a tailor

21) You should make better of the English books you have

22) At Trang Tien Plaza not many people take the staircases, but the lifts are in constant

23) Rachel is very to other people's feeling

24) He made one big mistake and, as a , he lost the game

25) Since the beginning of this school year you haven't seemed to much progress in English

III, Read the passage and choose the best answer:

Janet got (26) to Pedro last Saturday, and we went to the (27) , which (28) place in alovely little church in the country Janet, the (29) , wore a beautiful while dress; it had a long trainmade of silk, and it was carried by a young (30) , who was the daughter of her elder sister At thestart, her husband-to-be, the (31) , was waiting for her at the front of the church She walked downthe aisle to the front with her father, and after the (32) , she came back down again with herhusband Afterwards, people (33) photos outside the church, and all the (34) were invited to a(35) in a hotel nearby, where we all had a meal

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30) A) bridesmaid B) bridegroom C) bride D) groom

III Choose the underlined word or phrase in each sentence that needs correcting:

- Help Ss correct all the mistakes in their test.

- Find out good and weak points to fill up on time

B/ The test’s content:

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A, AIMS:

- Students can express their opinions about celebrations in their culture.

B, OBJECTIVES:

- scan reading for specific information.

-talk about table manners

1,When do you like to organize your birthday party? During the day or in the evening?

2, What food s and drinks are often served at your birthday party?

3, What activities do you often have at your birthday party?

a particular profession.(nghi thøc, phÐp x· giao)

*Table manners:=behavior that is consider

-Listen to teacher and work individually

-Two Ss present before the class.-Give comments

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-observe (v)=obay rules, laws, etc.(tu©n theo)-cutlery (n)=knives, forks and spoons, used foreating and serving food (dông cô ¨n)

-congenial (adj)=pleasant because it suits yourcharacter (dÔ chÞu)

Eg : - congenial working environment

- refrain (v)=(from sth or doing sth)=stopyourself from doing sth (kiÒm chÕ l¹i, cè nhÞn)-Have Ss repeat the word presented, and thencall some Ss to pronounce the words

Activity 1: Table completion:

-Ask Ss to read the text and complete the table (task a, text book p.32)

-Ask Ss to read the text and complete the table (task a, text book p.36)

-Call on some Ss to give the answers

-Ask Ss to write up the answers on the board

*Activity 2: Practicing the Do s & Don ts‘ ’ ’ ’ ’ ’-Ask Ss to take out the realia they prepare beforehand.(a plate, a fork, a spoon )

-Put Ss into pairs

-Ask Ss take turns demonstrating the table manners listed in the text

-Choose some table manners and call on some students to demonstrate them

-Invite class opinions and give feedback

in pairs

-Work in groups and know how to use them in a new context

-Using new words and phrases to make sentences

-Do as required

-Give comments

-Do as required

-Give comments

4, Home work: (2mins) -Read the text once more then translate into Vietnamese

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UNIT 3 : parties Period 18: READING (2)

A, AIMS:

- Students can express their opinions about celebrations in their culture.

B, OBJECTIVES:

- scan reading for specific information.

-talk about table manners

1,When do you like to organize your birthday party? During the day or in the evening?

2, What food s and drinks are often served at your birthday party?

3, What activities do you often have at your birthday party?

Activity 3: (Part b p.36) -Finding References & word meanings

-Ask Ss to individually do the task p.b p.36

-Read out the questions and call on Ss to give the answers

-Invite class opinions and make corrections where necessary

Activity 3: (Part b p.36) -Finding References & word meanings

-Ask Ss to individually do the task p.b p.36

-Read out the questions and call on Ss to give the answers

-Invite class opinions and make corrections where necessary

Discussion:

Role-play

-Student A : -A British guest

-Student B : -A Vietnamese host

*Ask pairs to make comparisons between British and Vietnamese table manners:

*Put an example of the taskA: We are supposed to chew with the mouth

-Do as required:

1, They refers to parties

2, A type of etiquette is a way of explaining table manners

3, The following refers to the information coming after the phrase-the do’s and don’ts which follow -Do as required:

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closed Are you, too?

B, Yes, It is good manners to do so But it is not good to talk while chewing

A: Yes, it is the same as our table manners

B:

-Monitor the class unobtrusively

-Invite some demonstrations and give feedback

-Prepare carefully then present before the class

-Give comments

4, Home work: (2mins) -Do Ex (English Exercise Advanced Part Reading p.27-28)

UNIT 3 : parties Period 19 : listening

- Know more about birthday celebrations in the world.

- Listen and pick up specific details.

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1, Where do you prefer to celebrate your

birthday, at home or in the restaurant? Why?

2, Do your parents celebrate their wedding

anniversaries?

3, Are you going to celebrate your wedding

anniversaries in the future? Why (not)?

*Pre-teaching vocabulary:

-Teach the words below through explanations:

-honor (v)=show respect for sth (ca ngợi)

-buffet (n)=a meal at which people serve

themselves from a table and then stand or sit

somewhere else to eat.(tiệc đứng)

-savory (adj)=having a taste that is salty, not

sweet (có vị mặn)

-savories (n.pl)=food with a salty taste, not a

sweet one, often served at a party etc.(món ăn

mặn, không ngọt)

-consist (v) of sth=be formed from the things or

people mentioned (bao gồm, gồm có)

-accompany (v) sth=happen or appear with sth

else (có mặt hoặc xảy ra cùng với cái gì)

+Ex:-There were strong winds accompanied by

heavy rain

-random (adj)=done, chosen, etc without sb

thinking or deciding in advance what is going to

happen (ngẫu nhiên)

Ex:-The information is processed in a random

order

-plant sth (v)=make detailed arrangements for

sth you want to do (lập kế hoạch cho cái gì)

Activity 1:

True-False statement (Task b p.38)

-Ask Ss to read through the statements and keep

in mind which information they need to look for

-Have Ss listen to the first recording and decide

whether each statement is true(T) or false (F)

-Call on Ss to give the answers and elicit

explanations for their choice

-Ask Ss to listen to the recording again and

check answers

Activity 2:

Wh-questions (Task c p.38)

-Have Ss read through the questions and decide

which information they need to look for

-Have Ss listen to the second recording and

answer the two questions

-Assign two Ss to write the answers on the

board

-Invite class opinions

-Have Ss listen again and check the answers

Discussion:

-Ask Ss work in groups and discuss and answer

-Work individuals

in pairs

-Do as required

-Give comments

Expected answers:

1, Birthday parties in the USA are often accompanied by colorful decorations

2, He/She makes a ‘birthday wish’

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the questions:

1, When/where do we hold a party?

2, How many guests do we invite?

3, Who prepares invitation cards?

4, Who is in charge of preparing foods and

drinks/ the decoration?/welcoming guests?

5, Who conducts games and fun activities?

-Do as required

-Give comments

4, Home work : (1min) *Writing: -Write about one of the birthday parties they

attended or held

UNIT 3 : parties Period 20: SPEAKING

A, AIMS:

B, OBJECTIVES:

-Discuss a plan for a party

1, On what occasions are parties held?

2, What kind of clothes do people often wear at a

party?

3, What kind of presents do people often bring to

a party?

*Teaching some vocabulary:

-farewell (n)=the act of saying goodbye to sb (lời

tạm biệt)

-a sit-down meal (tiệc ngồi) ><buffet (n) (tiệc

đứng)

-serve (v) give sb food or drink, for example at a

restaurant or during a meal (phục vụ)

-Help Ss to pronounce the words on page 36

-Listen to teacher-Do as required

-Listen to teacher, understand how topronounce and practice

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-Put Ss into pairs (Student A=Linh; Student

B=Quy, and vice versa)

-Within pairs, Ss practice the dialogue

-Assign some pairs to role-play the dialogue in

front of the whole class

-Make corrections in terms of information,

pronunciation and grammar

Activity 2: Situation-based role-playing

-Set the situation: Tell Ss that they are to plan

their coming birthday party

-Elicit kinds of information to be included in their

*Assigning duty: Will + verb (bare-infinitive)

Take care of, be in charge of, be responsible for

-After Ss have finished their discussion, invite

some presentations in front of the class

-Elicit class opinions and give feedback

Writing and Speaking

-Give each student an invitation card (realia)

-Ask Ss to imagine they were to celebrate their

next birthdays

-Get Ss to complete their invitation cards

-Get Ss to stand up and give the card to the invited

person in the class

-Ask Ss how many invitation cards they have got

-Declare the most invited the least invited

-Work in pairs

-Do as required

-Give comments

4, Home work : (1min) -Ask Ss to think of some language used to refuse or accept an

invitation and write it down onto their notebook

-Do exercises in Par Speaking in Advanced English Exercise (Part a, b, c, d, p.26)

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UNIT 3: a party Period 22: WRITING

-Write a letter of invitation, a letter of acceptance or refusal

2, What are these part?

3, What do we normally write in the Salutation?

4, What do we normally write in the Closing?

5, Where do we normally sign the letter?

* Give Ss handout and asksk Ss read the content

of the letter and ask Ss what kind of letter is:

Dear Mai,

I’m going to the Modern Dance this Saturday

Would you like to join me? The performance

starts at 8:00 p.m at the Center Theatre

Please let me know if you can join me

With love,

Nhung

*Mai has received a letter of invitation What is

she going to do?

Activity 1: What is what? (Task a p.40-41)

-Ask Ss to read the three letters in Task a, and say

what kind of letter each one is

-Ask Ss to give reasons for their choice

Activity 2: Re-arranging and Matching

Format of a letter of Invitation

-Arrange Ss to work in a small groups, give each

group a handout and tell them to put the headings

into the correct order of a format of a letter of

invitation

A, Reason for event (what)

B, Closing and ending

C, Opening / Greeting

D, Request for a reply

Listen and work in groups:

*Expected answers:

1, 5 parts

2, The heading, the Salutation (Greeting), the Body, the Closing, and the Signature

3, “Dear” or “Hello/Hi

4, “Sincerely”, “your”, “Love”

5, Under the Closing -Work in pairs

-Do as required

-Work in pairs

-Do as required

Expected answer:

1, C

2, A

3, F

Trang 37

-Put Ss into pairs A, B and C

-Tell pair A to write a letter if invitation based on

the situation given in Task c p.42

-Tell pairs B to write a letter of reply, accepting

the invitation

-Tell pairs C to write a letter of reply, refusing the

invitation

-When they have finished, collect Ss’ writings for

correction later

Peer correction

-Ask three Ss from different pair A, B and C to

write their letter on the board

-Ask Ss to read the letters and give correction or

-Give comments

4, Home work : (1min) -Ask Ss to think of some language used to refuse or accept an

invitation and write it down onto their notebook

-Do exercises in Par Writing in Advanced English Exercise (Part a, b, c, d, p.29-30)

UNIT 3 : a party Period 23 : LANGUAGE FOCUS (1)

A, AIMS:

- Students should know how to practice compound nouns, verb form (base form, to + base

form and V-ing form

B, OBJECTIVES:

- Form and use compound nouns

- Use correct verb form

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stages Teacher s activities’s Activities Students activities’s Activities

*Note down Ss’ ideas on the board and then

check with the class

Compound nouns:

-Elicit the form from Ss

*FORM : (N + N = Compound noun)

1, The first noun is normally singular but the

meaning is often plural

Eg: A bookshop is a shop where you can buy

books.

-An apple tree is a tree that has/produces apples

2, The two nouns are often written as separate

words, but we sometimes use a hyphen (-), or

we write them as a single word

Eg: A tea break at the table a lager teapot

*USE : to mean one thing/ person/ idea

* The first noun is like an adjective-it tells us

what kind of thing/person/idea For examples

-A tennis ball = a ball used to play tennis

-A taxi driver = a person who drives a taxi

*Sometimes the first noun tells us which thing

etc is mean

-garage roof = The roof of the garage

-sea temperature = the temperature of the sea

Activity 1: Writing compound noun (Task a

p.42)

-Have Ss do Task a, textbook, p.42

-Call on Ss to speak out the answers

Activity 2: Match-up (Task b, p.42)

-Have Ss match up a noun in column A with one

in column B to form a compound noun

-Call on Ss to write the answers on the board

-Go over the answers with the whole class

Activity 3: Sentence completion (Handout)

1, ‘Have you watchedthe _on TV today?’

‘Yes, it says there will be a heavy storm at

about ten tonight, doesn’t it?’

2, The man was fined for exceeding the speech

-Work individually

-Do as required

-Listen to teacher and understand how

-Give comments

-Work individually

-Give comments

-Listen to teacher

-Work individually

-Do as required-Practice carefully then discuss, compare and then present before the class

weather, list , milk , books , seat , shoppingforecast , man , history , belt

Trang 39

limit Moreover, he wasn’t wearing the

3, A _is a list that you make of all the

things you need to buy when you go shopping

4, My father is very interested in history He

reads two _a mouth

5, We run out of milk Has the arrived yet?

*Call on some Ss to speak out the answers

-Prepare next period (cont )

UNIT 3 : a party Period 24 : LANGUAGE FOCUS (2)

A, AIMS:

- Students should know how to practice compound nouns, verb form (base form, to + base

form and V-ing form

B, OBJECTIVES:

- Form and use compound nouns

- Use correct verb form

-Divide the class into 4 groups and ask Ss to write

down 10 compound nouns The winner will be the

group completing the task in the shortest period of

time

-Give comments

Activity 1: ( Part a p.43)

-Ask Ss to individually do the task p.a p.43

-Ask Ss to read out the dialogue and fill each

blank with the correct form then call on Ss to give

the answers

-Invite class opinions and make corrections where

necessary

Activity 2: ( Part b p.43)

-Ask Ss to work individually p.b p.43

-Listen to teacher and work in group -Discuss and complete

Trang 40

-Get Ss to compare answers in pairs and then go

over the answers

Activity 3: (Part c p.44)

-Put Ss into pairs and have Ss do Task C p.44

-Call on Ss to speak out the answers

The written Test 15mins

language- P.32-33-34) -Redo all exercises

UNIT 4 : volunteer work and literacy programs

Tiêu đề	Teaching Plan Period 1: Introduction
Trường học	Trường Trung Học Phổ Thông
Chuyên ngành	English
Thể loại	Kế hoạch giảng dạy
Năm xuất bản	2008
Thành phố	Hà Nội

Định dạng
Số trang	183
Dung lượng	2,49 MB