Bài soạn môn học Tiếng Anh 11 - Period 1 đến Period 101

Objectives: By the end of the lesson, Students will be able to: + Talk about the party they have been to + Tell how they organize a party Skills: speaking, writing Teaching aids: Textboo[r]

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Truong THPT – DTNT Tan Ky Lesson plan of English 11

Phan Van Duong1

READING

 Objectives: By the end of the lesson, Ss will be able to guess meaning in context

 Lexical items: unselfishness, constancy, be loyal to, sympathy, enthusiasm, suspicion

 Skills: Reading, Speaking

 Teaching aids: textbook, pictures

PROCEDURE

Teacher 's activities Students’ activities

I PRE-READING

*Warm-up (5’)

Brainstorming

-Ask Ss to give the adjectives describing

features of a good friend

Generous

sincere

*Lead-in: I know that we have a lot of friends in

our lives Today, we’ll know more about

friendship through reading the text

*Teaching vocabulary(12’)

1 unselfishness (n) -> (example)

2 constancy (n.) -> (translation): su kien dinh

3 be loyal to = be faithful to

4 sympathy (n.) -> (definition): the feeling of

being sorry for sb, showing that you care about

sb’s problems

5 enthusiasm (n.) -> (example)

6 suspicion (n.)

A: friendly

Ex: He always helps people without thinking of his own benefit

What characteristics can you say about him?

Ex: The news is greeted with enthusiasm

 What does “enthusiasm” mean in Vietnamese?

->What’s the noun of “ suspicious”?

*Checking vocabulary: What & Where (3’)

II WHILE-READING: (15’)

Task 1: (3’aTask 2: (4’) Finding the main idea

of the whole passage (Task 2, p.14)

+Ask Ss to work in groups of 4 or 5

Task 3: (8’) Answering the questions (Task 3,

p.15)

+Divide class into 2 groups A & B

+Group A answer the first questions, group B

Read the passage quickly & tick the words

in Warmer appearing in the passage + Expected answer: B Conditions of the true friendship

*Expected answer:

1… 2 … 3 … 4 …….5 …

friend

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answers the rest (Pair work)

+Closed pairs- Open pairs

+ T’s feedback

III POST-READING (8’) *Discussing the question “Why do we need

to have friends?”

+ In groups of 4, ask Ss to tell what a friend can do for you:

+ in your studies + when you are in need

IV HOME WORK (2’) -Do Task 1, p.14

-Prepare Period 3 – Speaking

SPEAKING

* Objectives: By the end of the lesson, Ss will be able to describe physical characteristics, using adjectives

* Lexical items: crooked, hospitable, generous, quick-witted

* Skills: speaking, listening

* Teaching aids: pictures, role cards

PROCEDURE

Teacher ‘s activities Students’ activities

I PRE-SPEAKING:

* Warm-up:

Matching the adjectives from the box with the

parts of the body they can be used to describe

shoulder-length

Dyed

Face

Nose

Hair

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Forehead

Height

 Call Ss to fill in the words on the charts

 T’s feedback

* Teaching vocabulary

1 crooked (adj.): (picture)

2 hospitable (adj.): welcoming gueSs/

visitors friendly

3 generous (adj.): (translation)

4 quick-witted (adj.): intelligent

II WHILE-SPEAKING:

Task 1: (Using the chart in the warm-up activity )

Task 2:

Call some groups to report their results to the

class

In groups of 4, ask students to describe some people in the picture given by the teacher, using the words in the chart

In groups of 4, Ss discuss and choose the characteristics they think the most important, and give their reasons

III POST-SPEAKING: Interview

 Make role cards and deliver to students (see

textbook)

 Before students start, ask them to agree upon

the basic profile of the friend

- his/ her name

- date of birth

- his/ her physical characteristics

- his/ her hobbies

- his/ her personalities

Pair work:

 Ss can use suggestions given to ask and answer, using the following cue cards

 - why he/ she is interested in Math

- how much time he/ she spends on Math

- what makes him/ her a good friend

- what made him/ her successful

- what he/ she does in his/ her free time

IV HOMEWORK (2’)

LISTENING

* Objectives: By the end of the lesson, Ss will understand the content of the lesson and be able

to decide on true or false statements & listen and take notes

* Lexical items: sense of humor

* Skills: listening, writing & speaking

* Teaching aids: tape scripts, handouts & cassette player

PROCEDURE

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I PRE-LISTENING:(12’)

*Warm-up:

-Divide class into 2 groups A & B

*Teaching vocabulary:

- sense of humor: -> (photo of Mr Bean)

->He has good sense of humor

*True/ False prediction:

-Deliver handouts

-A Student in group A will describe some physical characteristics of a student in his/her group

-Group B has to guess who the student is

- In pairs, Ss predict if the following sentences are true or false (See Task 1, p.18)

II WHILE- LISTENING (20’)

Task 1: True/False statements (8’)

-Ask Ss to listen to the tape twice & check their

exercises in prediction activity

-T’s feedback

Task 2: Fill in the table (12’)

-Deliver handouts (See textbook, p.18)

-T’s feedback

-Keys:

Ss to listen the tape again to find out the information & fill in the table

How and where they met What they like about their friends

same residential area in Hanoi

- Lan went on a holiday to

Do Son and Ha went there

to visit her

- Ha’s very friendly and helpful

- Ha’s sociable She’s got many friends in Do Son and she introduced Lan around

- Minh played the guitar, Long was a singer

- They worked together

- Minh has a sense of humor

- Minh likes to go to plays and movies

- Minh is a good listener

- Minh is friendly and helpful

IV POST-LISTENING.(11’) Ss talk to each other about their best friends

+ how & where they met

+ what they like about their friends

V HOMEWORK.(2’) - Write a short passage about your best

friend

Teaching date: /09/2009

WRITING

*Objectives: By the end of the lesson, Ss will be able to:

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+ make an outline of the ideas to describe a friend + write a paragraph describing a friend’s characters with supporting details for each character

*Teaching aids: textbook, posters

PROCEDURE

I WARM-UP: (6’)

Noughts & crosses

cheerful

9 selfish

Key:

In 2 groups, Ss in turn choose numbers

& match the adjective under the number with a suitable example (on a chart) describing emotions and actions

as ideas development for that adj

a My mother gets up at 6 every day and never stops working until dinner-time

b Minh never wants to share anything with us Whenever I ask him for help, the only answer I get is “Why do I have to do it for you?”

c It’s nice to be around with Tam for his polite and friendly manner

d He’s very close to us Though he’s our teacher, he treats us almost like his friends

e I like working with Lan She always tries her best to finish her part of the work

f She is a lively person who engages

in almost all the community activities

g I love spending time with Linh and seeing her broad smiles

h My friend spends a lot of time learning She is one of the best students in our class

i Trust him He doesn’t say more than what he has thought or done

II PRE-WRITING (6’)

*Brainstorming:

Where/

When first

met

Physical characteristics

Personalities

-in school

extra-activities

-at a

football

-high forehead -very tall

- good-natured -quick-witted

-Ss work in pairs -For column one, think of the possible places and situations in which you may have met your best friend Write down

as many of them as possible

-For column 2, think of the most outstanding physical characteristics of your friend and write them down in this column

-For column 3, think of the personalities of your friend that you

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LANGUAGE FOCUS

*Objectives: By the end of the lesson, Ss will be able to:

+ pronounce the two sounds /dz/ & /t…/ correctly

+know how to use to-infinitive or bare infinitive

*Lexical items:

*Skills: Speaking, listening& writing

*Teaching aids: Handouts, textbook

PROCEDURE

match

III WHILE-WRITING

1 Making outline (10’)

-While Ss are writing, T goes around the class to

see how well Ss work and whether they need some

help

-Ask 2 groups to write their outlines on the board

-T’s feedback

2 Writing (15’)

-In groups of 4, Ss write a paragraph about a friend

on a poster

-While Ss are writing, T goes round to see if

anyone needs help

VI POST-WRITING (7’)

-Ask 4 groups to show their posters on the board

-T’s feedback

V HOMEWORK (1’)

like most about him/her

-Ss to make an outline of a paragraph describing a friend, use the information they’ve just discussed in brainstorming activity

-Ss work in groups of 4

-Ss to give remark

-Ask Ss to write the paragraph into their notebooks

I PRONUNCIATION (12’)

*Warm-up:

-Divide class into 2 groups A & B

-SS write on the board as many words having the sounds /d…/ & /t…/ as possible in 3 minutes

Group A Group B

Jam Children

chair

orange

church

…

I’m happy…you

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*Practice:

-T reads the words & Ss repeat them in

chorus

-Call some Ss to pronounce the words

-T reads sentence S (See textbook) & Ss

underline the words containing the sounds

/t…/ & /d…/

-T’s feedback

-T reads sentence by sentence & Ss repeat

-T corrects if there’re some mistakes

II GRAMMAR

1 Infinitive with “to” (10’)

-T shows some books and ask:

-> What do you read books for?

->Expected answer:

* We read books to get information

-Use pictures of two happy faces & ask Ss to

complete the sentence

T: Who can complete the boy’s sentence?

S: I’m happy to meet you

* Practice:

- Ask Ss to put the words in the correct order

to make complete sentences with infinitive

with to

- Ss work individually

- Have some Ss write their sentences on the

board

- The other Ss correct the mistakes

2 Infinitive without to: (10’)

*Practice:

-T’s feedback

3 Free-practice: (10’)

- Ss to give the form:

Noun/pron + to-infinitive Adjective

- Ss to match the words in column A with those

in B to make meaningful sentences

A B

romantic song

crying boy

their ten bicycles

- Ss to give the form of the sentences above

Verb + Object + bare-infinitive

- Ss to give some other verbs which can be used the same way as “see”, “ hear”, and

“make”

- Expected answers: watch, let, feel, notice

-Ss To rewrite sentences, using the words in brackets.(textbook, p.21)

- Ss to exchange the exercise and correct them -In pairs, each student tells his/her partner the first time she/he met his/her closet friend

Ex: - I was glad to meet her

- I thought she was a very interesting person to make friend with

using infinitive with/ without to.

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PERIOD 6: UNIT 2: PERSONAL EXPERIENCES

READING

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

- learn some vocabulary about personal experiences

- understand the passage

- to use the vocabulary to tell about their own personal experiences Lexical items: idol (n); glance (v); sneaky (adj); embarrassing (adj); make a fuss (exp)

Skills: reading, speaking, listening, writing

Teaching aids: pictures, handouts, textbook

PROCEDURE

I PRE-READING:

1 Warm up: (pair work) (5’)

- T: prepares /sticks 6 pictures on the B.B

- lead-in: Have you involved in the situation in

which you don’t know what to do?

2 Teaching voc: (10)

- idol (n): (example): O PQ

Ex: Who’s your favorite singer

Hong Nhung

Hong Nhung is your idol

-glance (v) (miming):

- sneaky (a) (situation): lén lút

 What would you do if you couldn’t do your

test?

Copy

 What’s your attitude?

Be afraid of the T and look sneaky

- embarrassing (adj) (synonym ) = confusing

(adj):

- make a fuss (exp) (over/about) (explanation):

làm O! X#

S.o complains noisily about s.t she/he

doesn’t like

3 Checking voc: (handout) (3’)

Ss to discuss what’s happening in each picture and then asks Ss to predict the order

of 6 pictures

Gap- filling (Task 1 / p.24) (individuals) Key: 1 glanced 2 making a fuss

3 embarrassing

4 idol -5.sneaky

II WHILE-READING:

1 Activity 1 (5’) (group work) Put the

pictures of the events (on the board) in the

order that they happen in the story.(correct

the prediction in warmer )

-Ss read the passage silently in 3 mins

Keys: 1.d – 2.b – 3.f – 4 e – 5.a - 6.c

Activity 2 Multiple choice (5’)

1 The writer’s most embarrassing experience

happened when she was

A a teacher

B a junior high school student

C a senior school

Individuals

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student

2 She wished to have a like the one

of her pop idol

A a red dress

B a red floppy cotton hat

C a pair of red shoes

3 She bought it with the money

A her father gave her

B she picked on the street

C She took from a school boy’s bag

3 Activity 3 (Task 3/ p 24) Comprehension

questions (pair work )

-Ss read the passage again and answer the

following questions

1 Why did her father give her some money on

her birthday?

2 What did she see in the boy’s bag?

3 Why did she decide to take the money from

the boy’s bag without saying anything about it?

III POST-READING: (7’)

Discuss the question: What would you do if you

were the writer?

IV RESERVED-ACTIVITY:

Keys:

1 So that she could buy the hat for herself

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

3 Because she didn’t like to make a fuss

(Group work ) Expected answers: - say nothing / keep as

a secret

-try meet the boy and give the money back

Ss tell about their embarrassing experiences

V HOMEWORK: (3’) - Prepare for speaking

-Write about their own experiences

Speaking

*Objectives: By the end of the lesson, Students will be able to talk about past experiences and how they affected one’s life

*Lexical items: native speaker; affect (v); turtle (n)

*Skills: speaking; listening; writing; reading

*Teaching aids: textbooks; pictures; handouts

PROCEDURE

I PRE-SPEAKING

1 Warm-up: (5ms) Hangman

Teacher asks Ss to think of a word containing

10 letters, you can guess 2 letters first:

2 Lead-in: (2ms)

_ asks Teacher Ss: Have you ever had an

interesting experience?

3 Teaching vocabulary: (2ms)

- native speaker (n) (situation)

Ex: Mary comes from England

She speaks English as a native speaker

- (to) affect (v) (example) [ P]

Key words: EXPERIENCE

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Ex: Smoking is harmful to our health It means

smoking ……….badly our health

_ affects

- turtle (n) (picture) con rùa

4 Checking vocabulary: (3ms) R.O.R

II WHILE-SPEAKING: (15 ms)

1 Activity 1: (5 ms) (Task 1, textbook, P.25)

2 Activity 2: (10 ms)

Teacher asks Ss to practice the dialogue in

pairs

Teacher calls some pairs to perform the

dialogue in front of the class

Teacher sticks a poster with the completed

dialogue

Teacher asks Ss to pay attention to the tense of

the verb <Simple past >

Key answers:

1_d; 2_c; 3_ a; 4_ b; 5_ e

Ss put the conversation in the correct order

by numbering the expressions (Task 2, textbook, P.26 )

Key answers: 1_b; 2_ d; 3_ h; 4_ a;

Ss to pay attention to the questions:

Have you ever …… ?

How did it happen?

When did it happen?

How did the experience affect you?

III POST- SPEAKING: (13ms)

Ask Ss to use the questions above to talk about

their own past experiences, using the cues in

task 1

IV HOMEWORK: (2ms)

Write down your own dialogue in the exercise

LISTENING

* Objective: By the end of the lesson, Ss can learn some vocabulary about a fire

* Lexical items: memorable (a), scream (v), gas stove (n) escape (v), terrified (a),

replace (v), embrace (v), protect (v)

* Teaching aids: picture, cassette, chart, handouts

PROCEDURE

I PRE - LISTENING:

 Warm - up: (5’) (group work): Describing

the picture (p27 - textbook)

 Lead - in (2’)

- Have you involved in or seen a fire?

- What did you do then?

- How did you feel?

 Vocabulary (10’):

- memorable (a) = unforgettable (a)

(synonym): bc ghi d

- Terrified (a) Q hãi (example)

Most people feel terrified when they see

snakes

- Scream (v): (explanation) la f thanh, la

Ss look at the picture and say what is happening in it

 Checking vocabulary (5’) (individual) Gap

- filling

1 A good pair of shoes will ……… your feet while jogging

2 The child ……….her mother tightly because of fear

3 April 30th 1975 is a ……….day of

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