Giáo án English 11

Formation of behaviour: After studying this period, students will check their knowledge.. General knowledge: After studying this period, students will master their knowledge of English 1

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- How to learn English in grade 11.

- How to do English tests

- How to use student’s book and workbook

3 Skills: - Reading

- Speaking

- Listening

- Writing

- Doing English tests

4 Teaching method: communicative approach.

II/ PREPARATION:

1.Teacher: Lesson plan, textbook, handouts, porters, pictures,….

2.Students: books, pictures,…

III/ TIME: 45 minutes.

about personal information

- asks students about their

names and English

knowledge etc

- introduces the subject and

English book 11

-listen to the teacher

- Ss: answer the teacher’squestions

-listen and look at

Warm-up: Personal information

10

- Cả 4 kỹ năng ngôn ngữ: Nghe, nói,đọc, viết đều được dạy theo từng tiếtriêng

-Sau 3 đơn vị bài học đều có phầnTest yourself để kiểm tra kiến thức họcsinh

- Chương trình Tiếng Anh 11 gồm 16bài học, tập trung vào 6 chủ điểm:

 You and Me / Personal information

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-introduces to students how

to learn reading, speaking,

listening, writing, language

focus in their books and

how to do the exercises in

their books

-introduces to students

about oral tests, 15 minute

tests, 45 minute tests, etc

and how to do them

- gives exercices and asks

Ss to do

- calls some Ss to do

- corrects

- remember

-listen carefully and take notes

- work in pairs

- gives the answers -listen and correct

 People and Places

 Community

 Recreation

 The world around us

2 Cách học: * Rèn luyện 4 kỹ năng:

- Nghe (listening)

- Nói (Speaking)

- Đọc (Reading)

- Viết (Writing)

* Học bài ở nhà

- Học từ vựng

- Đọc lại bài

- Học các cấu trúc ngôn ngữ ( vở, SGK)

- Làm bài tập

3.Kiểm tra và đánh giá

* The tests in grade 11 include:

Reading : 25%

Listening: 25%

Writing: 25%

Language focus: 25%

- Kiểm tra miệng ( hàng ngày )

- Kiểm tra 15 phút (viết-3 bài / 1 học kì)

- Kiểm tra 45 phút (viết-2 bài/ 1 học kì )

- Kiểm tra học kỳ ( 1 bài / 1học kỳ )

Exercise: Write the sentences, putting the verbs in brackets with the suitable tenses (handout)

5 if you (go) to the party, you’d meet lots of people went

6 If he had a car, he (not have) to wait for the bus everymorning wouldn’t have

7 If you’d been a bit more careful, you (not cut) yourself wouldn’t have cut

Homework : : - Prepare textbook, notebooks and the things for learning

- Prepare for a Test

* Experience:

GV:Lý Thanh Bình

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I/ OBJECTIVES:

1 Formation of behaviour: After studying this period, students will check their knowledge.

2 Knowledge:

a General knowledge: After studying this period, students will master their knowledge of English 10

b Language knowledge:

b.1 Vocabulary: English 10.

b.2 Grammar: English 10.

b.3 Pronunciation: English 10.

3 Skills: doing the exercises

1.Teacher: Lesson plan, tests,…

2.Students: pens, rulers,….to do the Test III/ TIME: 45 minutes IV/ Contents of the Test Homework : :- Prepare textbook, notebooks and the things for learning - Prepare the reading part - Unit 1 * Experience:

Week: 01

Period: 02

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I/ OBJECTIVES:

1 Formation of behaviour: After studying this period, students will know how to keep a friend long.

2 Knowledge:

a General knowledge: After studying this period, students will:

-read and guess the meaning in context connect friend ship

-summary the main ideas of the reading

-read and answer the questions about the content of the reading

b.1 Vocabulary: Words related to qualities of friendship.

b.2 Grammar: Sentences and expression for describing qualities of true friendship.

b.3 Pronunciation:

3 Skills: Guessing meaning in context, scanning for specific information and passage comprehension.

4 Teaching method: Integrated, mainly communicative approach.

1.Teacher: Lesson plan, texbook, cassette player, pictures,….

III/ TIME: 45 minutes

- explains the game

- After the game, T leads

Ss to the topic of the unit

- shows the picture and

asks Ss some questions

- gives feedback

- asks Ss to read the poem

and answer the last

question

- gives feedback & leads Ss

to the topic of lesson

- asks Ss to do task 1

- goes around the class to

give help

- corrects and guides Ss to

read these words

- work in groups

- look at the picture and answer the questions independently

- discuss in pairs & answer the question

- work in groups of four

- Ss compare their answers

- report the results to the class

- listen and repeat in chorus– individually

* Warm up: Shark attack (5’)

+ Do you think they are friends?

+ Are they sharing happiness?

+ Do you think they also share sadness

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- runs through task 2 and

asks Ss to choose the best

main idea of the passage

- corrects

asks Ss to read the passage

carefully & answer the

- corrects and gives marks

-asks Ss to discuss the

question

- T gives feedback

- work in pairs, scan the passage & choose the answer

- report the result to the class

3 The third quality for true friendship isloyalty It tells me that the true friends must be loyal to each other, and they must know each other so well that there can be no suspicions between them

4 There must be a mutual trust between friends because if not people cannot feel safe when telling the other their most intimate secrets

5 Talkative people can’t keep a friend long because they cannot keep a secret, either of their own or of others

6 The last quality for true friendship is sympathy It tells me that to be a true friend you must sympathize with your friend Where there’s no mutual sympathy between friends, there’s no true friendship

3* Post-Reading : Discussion (A1)

Why do we need to have friends?What

is a true friendship based on?”

Cues: We need someone

to share our happiness or sorrows with

to talk to

to work with

to go to school with

Homework : (2’)

- write a paragraph, answering the question “ Why do we need to have friends?”

- prepare for: Speaking

* Experience:

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I/ OBJECTIVES:

1 Formation of behaviour: After studying this period, students will know how to describe a person.

2 Knowledge:

a General knowledge: After studying this period, students will describe the physical characteristics and

personalities of their friends,using appropriate adjectives

b.1 Vocabulary: words related to people’s physical characteristics and personalities.

b.2 Grammar: Sentences and expression for describing qualities of true friendship.

3 Skills: talking about people’s physical characteristics and personalities.

1.Teacher: Lesson plan, texbook, pictures,….

IV/ PROCEDURES:

1 Class order:

- Greetings

- Checking the attendance

2 Checking up: -read the 1,2 paragraphs

- Some words from the lesson

3 New lesson:

- asks Ss to do the

matching

-corrects, explains the

meaning and guildes Ss to

read

- leads Ss to the topic of the

lesson

- shows the picture and

asks Ss to describe two

people in the picture

give help

- gives feedback

- asks Ss to discuss and

number the following

personalities in order of

importance in friendship

- work in pairs

- compare their answers

- listen and repeat

- work in pairs

- present to the class

- work in groups of four

.* Warm-up: Matching (5’)

A B

1 face a tall, short, medium

2 nose b square, large,oval

3 hair c broad, high

4 forehead d straight, crooked

5 height e black, grey

6 appearance f handsome,beautiful good- looking

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- gives feedback

- sets the scene: You are

interviewing the

interviewee about a friend

of his or hers who has just

won the first national prize

square face, a crooked nose…………

*While-speaking: (15’)

Task 2:

* He’s always willing to give money tohis friends or help them He’s avery man

* She never tells lies She’s avery person

* He’s very good at Maths, but he nevertalks about that He’s a person

* Minh is always cheerful and often tellsjokes, which makes us like to be withhim all the time He is a very

• His / her physical characteristics

• His / her hobbies

•His / her personalities ( friendly, humorous, quick- witted, good- natured, helpful, honest,pleasant, caring )

•Why he / she is interested in Maths

•How much time he / she spends on Maths every day

(A1)

•What make him / her a good friend

•What make him / her successful (studious, intelligent, keenly interested inMatthematics, eager to learn, patient, calm )

What he / she does in his / her free time

- write a short paragraph (about 50 words) about their famous friend

- prepare for: Listening

* Experience:

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I/ OBJECTIVES:

1 Formation of behaviour: After studying this period, students will how to keep friendship.

2 Knowledge:

- To practise listening comprehension skill

- To distinguish true and false statements

- To take notes about given questions in order to answer

IV/ PROCEDURES:

1 Class order:

- Greetings

2 Checking up: speaking tasks.

3 New lesson:

- guides Ss to play the

game

- After the game, T guides

Ss to read these words and

explains the meaning

- asks Ss these questions

and tells them to ask and

answer these questions

again

- leads Ss to the topic of the

lesson

- sets the scene:

You will hear Lan and

Long talk about their best

friends Listen to their talks

- work in groups

- listen and repeat

- work in pairs

*Warm – up: Kim’s game (5’)

apartment building aroundsense of humour funnyguitarist friendlyfavourite collegemotorbike help

Listening:

*Pre listening: (10’)

1 Who is your best friend?

2 How did you happen to meet him orher?

3 How long have you known eachother?

4 What qualities do you admire in yourbest friends?

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and then do the tasks that

follow

asks Ss to guess the

- T sets the scene

- T runs through task 2 and

then plays the tape again (2

times or more) and asks Ss

to note down the ideas in

the table

- T corrects

- T asks Ss to take turns to

talk about how Ha has been

Lan’s best friend and how

Minh has been Long’s best

- Ss work individually 

Ss take notes

- Ss work in groups of 4 to write complete sentences

- Ss write their answers on the board

- They used to live

in the same residential area in

Ha Noi

- Lan went on a holiday to Do Son and Ha went there

to help her

- Ha’s very friendly and helpful

- Ha knew may people in Do Son and she introduced Lan around

L o n g

- They met in college

- Minh played the guitar, Long was a singer

- Minh has a sense of fumour

- Minh is a good listener

- Minh is friendly and helpful

* Post – listening: (7’)

- write a short paragraph about Lan’s and Long’s best friends

- do their homework and prepare for: Writing

* Experience:

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I/ OBJECTIVES:

1 Formation of behaviour: After studying this period, students will learn about a friend real or imaginary.

2 Knowledge:

a General knowledge: After studying this period, students will write about a friend, real or imaginary, using the

words and expressions that they have learned in previous lessons

b.1 Vocabulary: - Connectors in writing a friend, words related to the topic.

b.2 Grammar: - Simple present tense, connectors

3 Skills: using guidelines in the textbook and write about a friend.

1.Teacher: Lesson plan, texbook, pictures, ruler, chalk, whiteboard markers….

IV/ PROCEDURES:

1 Class order:

- Greetings

2 Checking up: listening tasks.

3 New lesson:

- explains the game

- After the game,T leads Ss

to the topic of the lesson

- asks Ss to work in groups

of three to fill in the table

- supplies Ss with the

useful language and guides

Ss how to use these to

complete their writings

- work in groups

- work in groups of three

- share their ideas

- listen and copy down

I Warm - up:

Noughts and Crosses (5’)

caring sense of humour friendly large forehead good – natured pleasant

II New lesson:

2.physiccal Characteristics

3 Personalities

- at a footbal l match …

- very tall

…

- good - natured …

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- divides the class into 6

groups

help students if neccessary

- guides Ss how to correct

- complete their writings

by using the guidelines andthe useful language

- exchange their writings

to correct the mistakes

- We first met at…

- What I like most about him/ heris…

- One of my favourite things abouthim/ her is his/ her…

- We have a lot is common

- We’ve been through good timesand bad times

- It is him/ her who can share myjoys and sorrous with

She is quite tall and well- built She has got a round face, hair and dark skin She is usually dressed in jeans, T- shirt and sandals

We have a lot in common For example, we are both open, humorous and interested in Actually, she has many qualities of a true friend, among which I like her the best

We have been through good times and bad times together I expect that our friendship .

B My best friend is Mai.

ago, we first met each other at the English- Speaking Club of my school She will be on her next birthday.

Now, he is living at 120 Dong Da street with .

She is quite She has got a round face, long black hair and dark skin.

She is usually dressed in

We have a lot in common For example, we are both and interested in Korean films Actually, she has many qualities of a true friend, among which I like her honesty and unselfishness the best

together I expect that our friendship will last forever.

3 Post – writing: Correction (10’)

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- rewrite the paragraph about a friend.

- prepare for Language Focus

* Experience:

I/ OBJECTIVES:

1 Formation of behaviour: After studying this period, students will how to use infinitive with to or without to

2 Knowledge:

- Distinguish the sounds /dʒ / - /t∫/

- Pronounce the words and sentences containing these sounds correctly

- Use some structures containing infinitives with and without to appropriately

b.1 Vocabulary: words related lesson

b.2 Grammar: Infinitive with and without to

3 Skills: listening

IV/ PROCEDURES:

1 Class order:

- Greetings

2 Checking up: the previous lesson

3 New lesson:

- explains the game

- After the game, T asks Ss

to listen and repeat

- Some Ss are called to readaloud these sentences

* Warm up: Bingo (5’)jam childrenjoke changeableJanuary cheesedangerous mutualpassenger churchvillage which

Section: LANGUAGE FOCUS

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- gives examples and

explains the usage

2 Grammar:

Examples:

1 There is a lot of homework to do

2 He saw them arrive home late

* Infinitive with To: used to express a

purpose

* Infinitive without To: used after the

verbs: make, let, see, hear, watch, feel…

Exercise 1:

1 Who wants something to eat?

2 I have some letters to write

3 I am delighted to hear the news

4 My mother has some shopping to do

5 You always have too much to talkabout

6 It’s lovely to see you again

7 It’s too cold to go out

8 I am happy to know that you havepassed the exams

Exercise 2:

1 The police watched them get out ofthe car

2 They let him write a letter to his wife

3 I heard them talk in the next room

4 The customs officer made him openthe briefcase

5 The boy saw the cat jump through thewindow

6 Do you think the company will makehim pay some extra money?

7 I felt the animal move toward me

8 Do you think her parents will let her

go for a picnic?

* Production: (A1) Complete each of

the following sentences with to-inf and/or inf without to:

1.I’ve decided (buy)…… …….a new apartment

2 What time do you expect (arrive)

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8.He isn’t tall enough (reach) …… the top sheft.

- Check themselves their skills in reading, speaking, listening, writing

- Improve their knowledge through the test yourself

b.1 Vocabulary:

b.2 Grammar: Key points from Lesson 1 to Lesson 3

3 Skills: reading for gist and for specific information.

1.Teacher: Lesson plan, texbook, cassette player, pictures, posters, ….

IV/ PROCEDURES:

1 Class order:

- Greetings

2 Checking up: 1, we must try (help) him

2, May I (help) you?

3 New lesson:

- asks Ss to fill in the

network

- gathers the ideas and asks

Ss some questions to lead

Ss to the topic of the unit :

* Warm – up: Network (8’)

Question: How would you feel if youmade a stupid mistake?

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picture and guess what is

happening in each of them

- gives feedback and leads

Ss to the topic of the lesson

- sets the scene

- asks Ss to do Task 1

help Ss if necessary

- corrects and guides Ss to

read these words

- asks Ss to read the text

and put the pictures of the

events in the order they

happened

- corrects

- look at the picture and answer the question

- work in groups of three

- listen and repeat

- work in pairs

- scan the passage and do task 2

*.New lesson:

1 Pre – Reading: (10’)

* Question :

What is happening in each picture ?

* Task 1: (20’)

1 glanced: liếc nhanh, nhìn qua

2 making a fuss: làm ầm ỉ lên

3 embarrassing (adj): lúng túng

4 idol(s) (n) : thần tượng

5 sneaky (adj): vụng trộm, lén lút

1) Embarrassing 2) Glance 3) Idol 4) Make a fuss 5) Sneaky

Feedback:

1 e 2 a 3.c 4 b 5 d

2 While reading:

* Task 2: (10’)

1) pic d 2) pic b 3) pic f 4) pic e 5) pic a 6) pic c

* Telling about a story by using these pictures (A1)

The gilr………

Homework : (2’) - do their homework - prepare for: reading (task 3) * Experience:

Week: 03

Period: 09

Section: READING (cont…)

a) Take a quick look

especially sth that isn’t important

c) A person or thing that is greatly liked or admired d) Doing or acting in a secret way

e) Making a person feel uncomfortable, ashamed.

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I/ OBJECTIVES:

1 Formation of behaviour: After studying this period, students will understand the sequence of events in a story.

2 Knowledge:

- Reading for specific information

- Guessing meaning in context

- Understanding the sequence of events in a story

b.1 Vocabulary: Words related to sequence of events in a story

b.2 Grammar: Sentences and expression for describing the sequence of events in a story.

3 Skills: reading

IV/ PROCEDURES:

1 Class order:

- Greetings

2 Checking up: checking vocabularies

3 New lesson:

- asks students to talk about

the girl’s problem to elicit

“personal experiences”

asks Ss to read the text

again and answer the

questions

groups (A & B) to play the

game “Lucky numbers”

- corrects and gives marks

- asks Ss to discuss the 2

- look at the picture on the screen and guess what's happening to the girl

- How does the girl look ?

- What's happening to her ?

* Task 3: (18’)

Lucky numbers : 2Questions : 5Potluck : 1

1 A red floppy cotton hat

2 So that she could buy the hat forherself

3 A wad of dollar notes exacthy like theones her father had give her before

4 Because she didn’t like to make a fuss

5 She bought the hat with it

GV:Lý Thanh Bình

Oh !Where’s my money ?

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- gives feedback

- asks Ss to do

- corrects mistakes when

necessary

class

- tell the story again by using their own words

- 2 groups present their talks in front of the class

3 Post – reading : Discussion (12’)

1 How did the girl in the story feel when she discovered that the money she had taken from the boy’s bag was not hers?

2 What do you think the girl had to do after she discovered that the money she had taken from the boy’s bag was not hers?

Tell the story again through the pictures (A1)

some cues :

+ Do nothing + Keep it as a secret + Put up a notice at the school board + Get on the same bus and look for the boy to return the money to him

+ Tell her father and ask him for advice

- do the exercises

- prepare for unit 2: SPEAKING

* Experience:

Bàn Tân Định, ngày ….tháng….năm 2010 Duyệt của BGH

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I/ OBJECTIVES: 1 Formation of behaviour: After studying this period, students will talk about their personal experiences 2 Knowledge: a General knowledge: After studying this period, students will talk about their personal experiences and how the experiences affected them

b Language knowledge: b.1 Vocabulary: b.2 Grammar: sentences, words, phrases and expressions for talking about their personal experiences b.3 Pronunciation: 3 Skills: Talking about past experiences and how they affected one’s life 4 Teaching method: Integrated, mainly communicative approach II/ PREPARATION: 1.Teacher: Lesson plan, texbook, cassette player, pictures,… 2.Students: books, pictures,… III/ TIME: 45 minutes IV/ PROCEDURES: 1 Class order: - Greetings - Checking the attendance 2 Checking up: Checking vocabularies 3 New lesson: Teacher’s activities Ss’activities Contents Supplements - asks Ss to do the matching - corrects - asks Ss these questions - gives feedback and leads Ss to the topic of the lesson - asks Ss to match A and B - goes around the class to help Ss if neccessary - work in groups of 4 - Ss compare their answers - report the results to the class - listen and answer the teacher’s questions - work in pairs - report the results to the class *Warm – up: Matching (5’) A ( pictures) Ba happy b angry c bored d frightened

P1 b P2 a P3 c P4 d Questions: 1 Have you had some personal experiences? 2 How do you feel when you meet a famous film star? 3 How do you feel if you fail your exam? * New lesson: SPEAKING 1 Task 1: Matching (poster) (7’) GV:Lý Thanh Bình

Week: 04

Period: 10

Section: SPEAKING

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- gives feedback

- has Ss put the sentences

in the conversation in the

correct order

- corrects

- asks Ss to practise the

conversation

- has Ss underline the

structures used to talk

about the past experiences

- corrects and then asks Ss

to practise talking about

their past experiences,

using the structures and the

ideas in task 1 to make

A: How did you meet her?

B: I was walking along Trang Tien streetwhen an English girl came up to me and asked me the way to Hoan Kiem Lake I told her, then we started talking about thelake

A: What did you tald about?

B: Everything about the lake: its name, the great tuitles in it, etc

A: How did the experience affect you?

B: Well, it made me more interested in learing English

3 Task 3 : (17’)

Useful structures ( poster )

- Have you ever ……….?

- How did it happen ?

- When did it happen ?

- How did the experience affect you ?

Suggested model :

A : Have you ever been to the USA?

B : Yes, I went there last month

A : Who did you do with?

B : My parents and my sister

A : What did you do there?

B : We visited many interesting placessuch as the Golden Gate bridge, TheStatue of Liberty and talked to manynative American

A : How did you feel?

B : I was very excited

A : It’s very interesting I’ll go to the USA someday

- do their homework

- prepare for: Listening

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-write a paragraph about their past experiences.

* Experience:

I/ OBJECTIVES: 1 Formation of behaviour: After studying this period, students will learn about memorable experiences and the importance of family 2 Knowledge: a General knowledge: After studying this period, students will develop such listening micro-skills as listening for specific information and taking notes while listening b Language knowledge: b.1 Vocabulary: Words related to memorable experiences b.2 Grammar: Use past simple b.3 Pronunciation: 3 Skills: Listening for specific information and comprehension questions 4 Teaching method: Integrated, mainly communicative approach II/ PREPARATION: 1.Teacher: Lesson plan, texbook, cassette player, pictures,… 2.Students: books, pictures,… III/ TIME: 45 minutes IV/ PROCEDURES: 1 Class order: - Greetings - Checking the attendance 2 Checking up: Make similar dialogues using the ideas in task1, 2 3 New lesson: Teacher’s activities Ss’activities Contents Supplements guides Ss to play the game - After the game , T guides Ss to read these words and then explains the meanings - shows the picture and asks Ss these questions - gives feedback and then leads Ss to the topic of the lesson - work in groups - listen , repeat and copy down - look at the picture and answer the questions I Warm- up : Kim’s game (5’) memorable

scream gas stove escape terrified replaced embraced protected minor appreciate II New lesson : 1 Pre- listening : (7’) * Questions: 1 What can you see in the picture ? 2 Who are they ? 3 Where are they? GV:Lý Thanh Bình

Week: 04

Period: 11

Section: LISTENING

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- sets the scene : Christina

is being interwiewed about

the most unforgetable

experience in her life

Listen to the interwiew

and then decide whether

the statements are true or

false

asks Ss to guess the

- sets the scene

then plays the tape again

- work in groups

4 What are they doing ?

2 While- listening :

* Task 1 : (10’)

1.T

2 F ( thirty years ago )

3 F ( the fire started in the kitchen)

4 F ( Christina was slepping )

6 appreciate

4 Post- listening : Discussion (8’)

Rearrange the events of story in the rightorder

1 Luckily, I got away without even aminor burn

2 I was sleeping when I was suddenlywoken up by terrible heat

3 The five started in the ketchen where Iforgot to turn off the gas store

4 My most unforgettable experiencehappened thirteen years ago when myhouse burned down

5 I opened my eyes to find myselfsurrounded by walls of fire

6 I heard my mother’s voice calling myname I rushed to her and she carried meout

7 Although I lost many things in the fire,the experience helped me to grow up

4 – 3 – 2 – 5 – 6 – 1 – 7

*Christina says that family is more important than things Do you agree or disagree with her ? Why ?

(A1): GIVE THE REASONS

- do their homework

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- prepare for: Writing.

- write a short paragraph about what they have just discussed

* Experience:

I/ OBJECTIVES:

1 Formation of behaviour: After studying this period, students will learn about the organization of content of a

form

2 Knowledge:

a General knowledge: After studying this period, students will write a personal letter telling about a past

experience, using the structures and vocabulary that they have learned in previous lessons

b.1 Vocabulary:Words used in a form of writing a personal letter

b.2 Grammar: Structures : I’m writing to tell you about my most memorable …; This made me more

careful…; This changes my outlook on life; etc

3 Skills: Writing a personal letter to describe a past experience

1.Teacher: Lesson plan, texbook, pictures,….

IV/ PROCEDURES:

1 Class order:

- Greetings

2 Checking up: some vocabularies

3 New lesson:

- asks Ss to fill in the

blanks with suitable words

- corrects and asks Ss

some questions to lead Ss

to the topic of the lesson

- asks Ss to read the letter

- work in pairs

- Ss report the results to theclass

- work in pairs

I Warm- up: Gap-fill (5’)

embarassed , angry , sad, frightened

1.He was very sad …when he heard thathis aunt died

2.He was very …frightened when he sawthose big dogs running toward him

3.He was very …embarssed…when he sent her a birthday present on the wrong day

4.He was very…angry when someone stole his money

Question: When did you last feel sad /

angry frightened / embarassed ?

II New lesson :

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carefully and complete the

chart

- corrects and then tells Ss

how to write a letter about

past experience

- underlines the verbs and

asks Ss to use the past

simple in their writings

- asks Ss to fill in the table

some information about

their past experiences

groups

- asks Ss to write a letter

about their past experience,

using the information

correct and give marks

- work individually and then exchange their ideas

? I think we have similar problems now.

Write to me as soon as possible.

Your friend , Daisy

Name of experience ( 1 )When it happened ( 2 )Where it happened ( 3 )How it happened ( 4 )How the experience

affected the writer

( 5 )

* Task 2 : (9’)

Name of experienceWhen it happenedWhere it happenedHow it happenedHow the experience affected the writer

2.While-writing : (12’)

3.Post-writing : Correction (7’)

unforgettable experience was just 2 months ago, when my family spent a summer holiday in Hue city.

We stayed at a big hotel with 7 floors for three days My son, a quick and naughty boy likes taking the lift so we decided to choose a room on the top floor On the last afternoon of our stay, while I and my husband were both talking to each other and stepping into the lift, my son was putting his left hand into one of the two slots of the lift I really lost my temper then Immediately,

I grabbed his hand and tried to draw it out of the slot, but I couldn’t The boy was more and more crying, and I began crying My husband, who prevented me from doing like that, was very calm He managed to draw his hand out of the slot At that time, I felt relieved and hugged my son because I had thought of the worst thing that would happen to him Luckily, he wasn’t seriously injured.

This experience made me frightened and pay

Tiêu đề	Giáo án tiếng Anh 11
Người hướng dẫn	GV:Lý Thanh Bình
Trường học	Trường THPT Bàn Tân Định
Chuyên ngành	English
Thể loại	giáo án
Năm xuất bản	2010 - 2011
Thành phố	Bàn Tân Định

Định dạng
Số trang	47
Dung lượng	1,54 MB