Bài soạn môn học Tiếng Anh lớp 11 - Unit 1 đến unit 3 năm 2009

- Call on some Ss to read their answers and give correct - Listen to the tape and give answers answers *Suggested answers:  Task 2: Answering the questions  Conversation 1: Picture b -[r]

The 1 st period

Date of planning: 17/08/2009

I OBJECTIVES:

- To introduce the textbook- English 10

- To guide Ss how to do English tests

- To give a fifteen- minute test

II MATERIALS: Student’s book, student’s workbook,

III PROCEDURE:

WARM-UP

- Introduce to students about the teacher

-Ask Ss about their names and English knowledge etc

PRESENTATION

I Content: consist of six topics:

- You and me

- Education

- Community

- Nature and environment

- Recreation

- People and places

 Six topics are divided into sixteen Units.

II The design of each unit in textbook:

- There are five main parts in each unit:

 Reading : developing reading skill

 Speaking: developing speaking skill

 Listening: developing Listening skill

 Language Focus: learning grammar and

Pronunciation

III.Guiding English tests in Grade 10:

- Fifteen-minute test( 03 times)

- Forty-five test (2 times)

- Semester test( once for each semester)

The tests in grade 10 include:

 Reading: 25%

 Listening: 25%

 Writing: 25%

 Language Focus: 25%

IV Grammar and Knowledge:

1.Review:

- Tenses

- Listen to the teacher

- Answer the teacher’s questions

- Listen to the teacher and look through the books

- Listen to the teacher and write down the notebook

- Condition sentence type 1.

Production: Pair work

- Ask Ss to work in pairs and make acquainted with a

friend by using suggestions:

1 What’s your name?

2 How old are you?

3 Where do you live?

4 What do you you study?

5 What subjects do you study at school?

6 What’s your favourite subjects ?

7.What do you often do in your free time?

8 What do you want to be in the future?

Homework:

- Ask students to prepare new lesson :Unit 1- Reading

- Pair work

The 3 rd period

Date of planning: 18/08/2009

A.Reading

I OBJECTIVES: By the end of the lesson, Ss will be able to:

+ understand the lesson by reading comprehension on the text + know more about the daily life of a farmer

II MATERIALS: Student’s books, note books, chalks board, etc.

II PROCEDURE:

WARM-UP

- Ask Ss to close their textbook.

- Ask Ss to look on the board and match the places with

the jobs

1 Teacher

2 Doctor

3.Worker

4.Seller

5 Farmer

a Field

b Market

c Factory

d Hospital

e School

- After three minutes,T goes through the class and ask Ss:

+ T: Where does a teacher work?

+ S: He/she works at school

- Give some other questions and ask them to answer.

Lead-in: To understand more about the life of a farmer,

today we learn Unit 1

PRE- READING

 Activity 1: Describing the pictures

- Ask Ss to look at the pictures on page 12 and talk about

activities of people in the picture

+ Who is he/she?

+ What’s he/she doing?

+ Where is he/she doing?

 Activity 2: Present vocabularies

 Peasant (n) : farmer

 To lead the buffalo to the field: D trâu ra

FG

 To plough and harrow (v) : cày và I

 Plot of land (n.p) :

 Fellow peasants(n) : farmers working in the

same field

 Take a short rest : to have a rest in short time

 Transplant(v) : grow rice( L$/

 To pump water (v) : N OP

- Listen to the teacher and match the places with the jobs

 Answers:

1.e 2.d 3.c 4.b 5.a

-Listen to T’s explaination and take note

- Go around the class and provide the help if necessary.

- Call on some Ss to read their answers

 Task 2: Answering questions

- Ask Ss to look through the passages and answer the

questions

- Let Ss to work in pairs and practice with partner

- Call on some pairs to ask and answer in front of class

- Help if necessary

 Task 3: Note Completion

- T ask Ss to scan the passage and make a brief note about

Mr Vy and Mrs Tuyet’s daily routines

-Tell Ss to compare their notes with a friend

- Give correct answer

- Listen to T and do the task

- Give the correct answers

1.C 2.C 3.A 4.A

- Work in pairs

- Try to answer and practice with partner

 Suggested Answers:

1 He’s a peasant / a farmer

2 He gets up at 4:30 and then he goes down the kitchen to boil some water for his morning tea.

3 In the morning, he ploughs on his plot of land, drinks tea, and smokes tobacco during his break.

4 In the afternoon, they repair the banks of their plot of land Mr.Vy pumps water into it and his wife does the transplanting

5 Yes, they are Because they love working and they love their chidlren.

- Work in small groups of four and then representative of each group present their ideas in front of class

- Take notes in textbook

 Suggested Answers:

 In the morning:

- 4:30  The alarm go off and Mr.Vy gets up, goes down the kitchen, boils water for tea, drinks tea, has quick breakfast, leads the buffalo to the field.

- 5:15  leaves the house

- 5:30  arrives the field and plough and harrow

- 7:45  takes a rest

- 10:30  goes home

- 11:30  has lunch with family

 In the afternoon:

- 2:30  Mr.Vy and Mrs Tuyet go to the field again , repair the banks pf their plots of land He pumps water into it She does the transplanting.

- 6:00  finish the work

- 7:00  have dinner

 After dinner:

- Watch TV, go to bed

- Sometimes visit neighbors, chat with them.

AFTER- READING

- Ask students to close their books

- Ask them to talk about Mr Vy and Mrs Tuyet’s daily

routines or their parents’ daily routines

- Listen to students and correct mistakes

HOMEWORK:

- Ask Ss to write a paragraph about their parents’ daily

routine( 60- 80 words)

- Prepare Part B: SPEAKING

- Listen to the T and write down homework

IV EXPERIENCE: No problems

B Speaking

I OBJECTIVES: By the end of the lesson, Ss will be able to:

+ ask and give information from a timetable

+ talk about his/her daily routines by using given information and pictures

II MATERIALS: Student’s books, note books, chalks board, etc.

II PROCEDURE:

WARM-UP

- Ask Ss to close their textbook.

- Ask Ss to make a list of the subjects they learn in at

school

- Give Ss some subjects and ask Ss to repeat these ones:

 Civic Education  Chemistry

 Technology History

 Mathematics  Physics

 Literature  Geography

 Physical Education  English

 Biology

PRE- SPEAKING

Lead-in: Before we practise speaking about daily routines

I want to review ways expressing time

- T asks Ss to match a number A with a suitable phrase in B

- Let Ss to work with partner and help Ss to remember ways

say time

WHILE- SPEAKING

 Task 1: Set the scene

7.15 a a quarter to ten

8.05 b five to nine

8.55 c five past eight

9.45 d a quarter past seven

10.40 e twenty to eleven

17.00 f half past six p m

6.00 g five o’clock p m

18.30 h six o’clock a m

- Listen to T and try to remember names of subjects

-Listen to T’s explanation and take note

- Work in pairs and give correct answer

Subiects at school

-Tell Ss to Ask and answer questions with a partner about

Quan’s weeklt timetable by using the information from the

timetable

- Go around and offer help

- Call on some pairs to practice on front of the class

 Task 2: Descrbe the pictures

- Lets Ss to work in groups to talk about Quan’s activities

using the pictutes in task 2

- Help Ss by asking for some questions:

* What is Quan doing in picture A?

* Is he getting up ?

* What time does he get up?

- Go around the class and provides help if necessary

- Call on some Ss to Speak aloud their answers

AFTER- SPEAKING

- Ask students to close their books

-Ask them to talk with classmates about their daily routines

- Walk around and help them

- Calls on some Ss to present in front of class

- Check and correct mistakes

HOMEWORK:

- Write a paragraph about your daily routine( 60- 80 words)

- Prepare Part C: LISTENIG

- Listen to T

- Ask and answer in pairs:

Examples:

A: What time does Quan have physics on Tuesday? B: He has physics at 7.15 on Tuesday.

A: What lesson does Quan have at 8.55 on Monday? B: He has maths at 8.55 on Monday.

- Work in group and then present in front of the class

Note: Ss should use the conjunctions such as And ,

Then , After that

After

 Suggested Answers

Everyday Quan gets up at 14:00 Then he studies for two hours He watches TV at 16:30 At 17:00 he rides to the stadium to play football with his friends

He gets back home at 18:30 After having a shower,

he has dinner with his family at 19:00 He prepares for the following day’s lesson at 20:00.

- Work in pairs

- Listen to the T and write down homework

IV EXPERIENCE: Students forget the names of school subjects and the way to tell clock

time T should recall these words before they practice speaking

C Listening

I OBJECTIVES: By the end of the lesson, Ss will be able to:

+listen and know the activities in the life of a cyclo driver +develop listening skill by doing Pictures Ordering and True or Fasle execises

II MATERIALS: Student’s books, note books, chalks board, Cassette players

II PROCEDURE:

WARM-UP Categorising

- Ask Ss to close their textbook.

- T asks to work in groups and put the sentences into the

correct column:

He is a farmer He is cyclo driver He is a teacher

1 He gets up very early

2 He works with children

3 He gets people from one place to another

4 He corrects homework

5 He meets a lot of people

6 He works in the streets

7 He lives in the country

8 He works in school

9 He works on a farm

PRE- LISTENING

 Activity 1: Work in pairs

- Ask Ss some following questions:

+Have you ever travelled by cyclo?

+ When was it?

+ Is it interesting to travel by cyclo?

+Which do you prefer, going by cyclo or bicycle?

Give reasons

 Activity 2: Pronounce these words

 District (n) : a smaller than country, a

part of a town

 Drop(v) : leave somebody at a

 Passengers (n) : people who travel on a

bus

 Pedal (v/n) : a lever operated by foot to

control bicycle or -FY( bàn FY(/

 Purchases (n) : things a person buys

- Ss work in group of three

- Each group put the sentences into the column of their group

 Answers:

1.e 2.d 3.c 4.b 5.a

- Listen and answer T’s questions

- Repeat after the Teacher

 Food stall (n): near a market when food is

sold

-Ask Ss to pronounce these word loudly in the textbook

WHILE- LISTENING

 Task 1: Matching pictures

Lead-in: You will hear Mr Lam, a cyclo driver in Ho Chi

Minh city, talk about his morning activities The pictures

in your textbook ( on page 16) describe his activities

Listen to the tape, then number the pictures in their

correct order.

- Play the tape twice and check the class

- Play the tape again and give feedback

- Call on some Ss to read their answers

 Task 2: True or Fasle

- Let Ss to read statements carefully

- Play the tape again and ask them decide whether the

statements are T(True) or F(False)

- Call on some Ss to answer and give reasons for their

answers

- Help if necessary

AFTER-LISTENING

- Tell Ss to work in pairs to ask and answer about Mr.Lam’s

activities using the cues below:

Name start work lunch

occupation passengers rest

- Go around the class and offer the help if necessary

-Call on some Ss to present in front of class

HOMEWORK:

- Ask Ss to write a paragraph about Mr Lam activities( 60-

80 words)

- Prepare Part D: WRITING

- Listen to the tape and describe the order of pictures

 Expected Answers:

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

- Work individually

- Give the correct answers

 Suggested Answers:

1-F ( In district 5) 2-T

3-F( He takes his passengers from District 5 to District 1)

4-F( His first passenger is an old man) 5-F(He has lunch at a food stall near Ben Thanh Market)

6-F(He takes a short a rest

- Pair work

 Suggested Answers:

1.What is the man’s name?

2.What does he do?

3.What time does he start work?

4.Who are his passengers? Is his first passenger an old man?

5.Where does he have lunch?

6.Does he take a rest?

- Write down homework

IV EXPERIENCE: Students may do not know some works in the listen in text So T should

teach words before listening and guide them to guess the answers before they listen

D WRITING

I OBJECTIVES: By the end of the lesson,Ss will be able to:

+ write a narrative by using given prompts + know to write about hotel fire

II MATERIALS: Student’s books, note books, chalks board,

III PROCEDURE:

WARM-UP

-Ask Ss close their book and ask some following

questions:

1 Have you ever seen frightening story?

2 When and where did it happen?

3 How did you feel?

-Check and explain them with class

Lead-in: Today we are going to learn how to write a

narrative.

PRE- WRITING

 Activity 1: Vocabulary

- Write the new words on the board and explain them

 Be due to (a) : because of -W vì)

 Stare death in tha face (v) : so scared, afraid

 ( [ xanh \/

 Take off (v) : leave the ground

 Air-hostess (n) : person who take care of

passengers on a plane ( X( viên hang không)

 Fasten seatbelt (n) : fix the seatbelt a round the

body to keep safe on a plane(

 Be in danger (v) : to be in dangerous situation

(trong tình

 Screamed (v) : gào thét

 Dip (v) : move to lower place

- Guide Ss to read these words

 Activity 2: Read the story( Task 1, page 17)

- Ask Ss to work in pairs, to read the story and find out all

the verbs used in the past and the connectors (time

expression) in the story

- Go around to help if necessary

- Call on some Ss to give answers

- Explain Ss the form and uses of the simple past

 The simple past is used to express a habit, an action

in the past ( to write a narrative)

- Keep close book

- Listen T’s questions and answer : + Yes, I have/ No, I haven’t + It happened when I was young /when I was

in the 10th grade

+ At my house/in my school/

In my neighborhood

+ It made me frightened/ happy / bored

- Listen and repeat after Teacher

- Take note

-Work in pairs and list all verbs and the connectors

 Suggested Answers:

 Verbs: Started, was, arrived, got, took off,

began, thought, were, told, seemed, realised, were, sreamed, felt, announced, was, landed.

 Connectors: on that day, at first, then, just,

a few minutes later, one hour later.

WHILE- WRITING

 Task 2:

- Explain to Ss the format of a narrative: the events the

climax and the conclusion

- Instruct Ss the requirements in task 2 and then identify the

events, the climax, the conclusion

- Go around, check and help Ss

- Ask Ss to report their results

 Task 3: Write a narrative

- Tell Ss to work individually in the textbook, using the

prompts to build up a narrative about a hotel fire

- Walk around and help Ss

AFTER- WRITING

- Calls on some Ss to read loudly their writing in front of

class

- Give suggestions and corrections

HOMEWORK:

- Ask Ss to learn by heart new words and finish better their

writing

- Prepare Part E: LANGUAGE FOCUS

-Work in groups

- Report the result to class

 The events: Got a plane, plane took off,

hostesses were just beginning to serve lunch when plane began to shake, plane seemed to dip, people screamed in panic

 The climax: We thought we dad only

minutes to live

 The conclusion: Pilot announced that

everything ways all right, we landed safely

- Work individually

 Suggested Answers:

Last year, I spent my summer holidays at a seaside town The hotel was modern and comfortable I had a wonderful holiday until the fire

It was Saturday evening and everybody was sitting

in the discotheque ( which was) on the ground floor It was crowed with people They were dancing and singing happily Suddenly we smelt smoke Then black smoke began to fill the room Everybody started to scream in panic People ran toward the fire exits One door was blocked Many people began coughing and choking

Then, just as we thought we had only minutes to live, the fire brigade arrived Firemen fought their way into the room and soon everyone was safely out of the building Luckily, nobody was seriously hurt It was the most frightening experience of my life

- Read loudly their writing in front of the class

IV EXPERIENCE: Students have not enough vocabularies in writing a narrative So Teacher

should guide Ss how to make outline to write better