ORIENTATION: LANGUAGE LEARNING Objectives: By the end of the lesson: - Students know how to learn English skills: Reading, Speaking, Listening, Writing … - Students know how to practic[r]
Trang 1Tuesday, September 17, 2019 1
WEEK 1 st
Preparation date: 16/08/2014
Teaching date: 19/08/2014
Period: 1 st
ORIENTATION: GOALS AND PURPOSES
Objectives: By the end of the lesson:
- Students know how to learn English 11, how the book is organized
- Students know how to do English tests
Teaching aids: Student’s book, student’s workbook, dictionary, Guideline for teaching English
Method: Communicative approach.
Procedure:
I Stabilization:
- Greeting the class
- Checking the students’ attendance
II Check up:
- Ask Ss to answer some questions about their
summer holidays
III Warm up:
- Introduce to students about the teacher
- Ask students about their names and English
knowledge etc
IV Guiding:
1 Guiding student’s book and workbook:
* Introduce to students how to use their book and
workbook
2 Guiding English tests in grade 11:
* Introduce to students about tests
- Check frequency knowledge for the previous
lesson (Oral tests)
- Fifteen minutes test (3 times)
- One period test (2 times)
- Semester test (Once for each semester)
* The tests in grade 11 include:
Reading: 25%, Listening: 25%
Writing: 25%, Language focus: 25%
How to do tests: Learn new words frequently, do
exercises in workbook
3 Guiding other books and tape, disc, etc
V Consolidation and Homework:
- Retell what you’ve learnt and what you will
prepare for this semester
- Ask students to prepare textbook, notebooks and
the things for learning
- Prepare the next lesson
- Greeting the T
- Answer
- Answer
- Listen to the teacher
- Answer the teacher’s questions
- Put the student’s book and workbook on the table
- Listen to the teacher and look through the books
- Listen to the teacher
- Listen to the teacher and write down the things which will be prepared at home
Trang 2Preparation date: 13/08/2012
Teaching date: 20/08/2012
Period: 2 nd
ORIENTATION: LANGUAGE LEARNING
Objectives: By the end of the lesson:
- Students know how to learn English skills: Reading, Speaking, Listening, Writing …
- Students know how to practice those skills
Teaching aids: Student’s book, student’s workbook.
Method: Communicative approach.
Procedure:
I Stabilization:
- Greeting the class
- Checking the students’ attendance
II Check up:
- No checking
III Warm up:
- Introduce to students each skill
IV Guiding:
* Introduce to students how to practice reading,
speaking, listening, writing, language focus and
how to master learning English
1/ How to learn READING and vocabulary
Read something every day
Children's books, simplified readers (Penguin),
newspapers, magazines, Internet sites, novels …
Read what interests you
Remember that you learn better when you are
having fun
Read at the appropriate level
You want to learn new vocabulary, but you also
want to understand what you are reading If you
are looking up every word, the reading is too
difficult
Review Who, What, Where, When, Why for
each story you read
You can do this for almost any type of reading
Who is it about? What happened? Why did it
happen? Where did it take place? When did it
take place? This is very useful when you have no
comprehension questions to answer You can
write or speak your answers
Record vocabulary in a personal dictionary
oKeep this notebook separate from other work
oRecord vocabulary in alphabetical order (an
English address book works well because it has
letters of the alphabet)
oRecord the part of speech (sometimes there is
more than one)
oWrite a sample sentence for yourself (don't use
the one from the dictionary)
2/ How to learn SPEAKING and
pronunciation
Talk to yourself
- Greeting the T
- Answer
- Listen to the teacher
- Put the student’s book and workbook on the table
- Listen to the teacher and look through the books
- Take note Practice reading all the passages in the textbook
Trang 3Tuesday, September 17, 2019 3
Talk about anything and everything Do it in the
privacy of your own home If you can't do this at
first, try reading out loud until you feel
comfortable hearing your own voice in English
Record your own voice
This might feel very uncomfortable, but it will
help you find your weak pronunciation points
Listen to yourself a few days later Which sounds
do you have difficulty hearing?
Participate in class
Learn common idioms
Understand the sounds that your language
doesn't have
For example, many languages don't have the "r"
sound These sounds require extra practice
Recognize that teachers are trained to
understand you
When you get out into the real world, average
people will have a more difficult time
understanding you unless you practise speaking
slowly and with proper pronunciation
Practise minimal pairs
Study word and sentence stress
Practice tongue twisters
3/ How to learn LISTENING
Listen to the radio
Don't always have a pen in hand Sometimes it
helps to just listen
Watch English TV
Children's programming is very useful for ESL
learners
Choose programs that you would enjoy in your
own language
Remember that much of what you hear on TV is
slang
Watch movies
Use Internet listening resources
4/ How to learn WRITING and spelling
Keep a diary/journal
Don't always pay attention to grammar
Free-writing can be very useful It can show you that
writing is fun Have fun with the language
Write emails in English
Stay in contact with teachers or other students
Rewrite your local news in English
This is another exercise that can be done on a
daily basis Remember that regular activities are
the best ones
Learn important spelling rules
Remember, you won't always have a dictionary or
a spell-checker handy, especially when you are
writing a test Even native English speakers need
to review the spelling rules from time to time
5/ Improve Your Grammar
- Listen to the teacher
Practice listening to an English song
- Listen to the teacher
- Listen to the teacher
Trang 4Good grammar prevents ambiguity By contrast,
bad grammar confuses your reader, slows their
reading, and shows your ignorance, which can
lose you respect, influence, and credibility.
Make sure you at least know the parts of speech,
such as nouns, verbs, and adjectives Find fun
ways to learn the parts of speech
Know the difference between the active voice
and passive voice Using the active voice is one of
the best ways to give power to your writing.
Also, learn the basics of punctuation, especially
when to use a comma
V Consolidation and Homework:
- Retell what you’ve learnt
- Prepare lesson Reading - Unit 1
- Listen to the teacher Present some grammar points they’ve learnt from English 10
- Take note
Preparation date: 16/08/2014
Teaching date: …./08/2014
Period: 3 rd
UNIT 1: FRIENDSHIP
A READING
Objectives: By the end of the lesson, Ss will be able to:
- Develop such reading skill as scanning for details, specific ideas, skimming for general information, and guessing meaning in context
- Use the information they have learnt to discuss the topic
Teaching aids: Textbook, handouts, pictures concerning to the topic …
Method: Communicative approach.
Procedure:
I Stabilization:
- Greeting the class
- Checking the students’ attendance
II Check up:
- No checking
III Warm up: Network
- T repairs a handout with network of the word “a
good friend”, sts list some qualities of a good
friend
- T divides the class into 8 groups and gives each
group a handout T asks Ss to complete the net
work The winner will be the group completing
the network in the shortest period of time
IV Before you read: Discussing the picture and
poem
- T asks the whole class to look at the picture on
page 12 and asks them some questions:
1 What are girls and boys doing in the picture?
- Greeting the T
- Answer
- Group work
- Discuss about the qualities which friendship must have to complete the network
Suggested answers:
Honest, unselfish, constant, loyal, mutual trust, sympathetic, patient …
- Pair work
Suggested answers:
1 One boy is playing guitar, and the other girls
A good friend
Trang 5Tuesday, September 17, 2019 5
2 How do they feel?
3 What does the picture tell you?
- T ask Ss to work in pairs to read the short poem
on the page13 and answer the question:
What do you think of the friend in the
poem?
- T calls on some Ss to answer the questions
- T may give some comments and the
suggestions
Pre- teaching vocabulary
lasting (a) = lifelong
be concerned with sb/ st
constancy /ˈk ɒ n
constant (a)
rumour /ˈruː"I)+H (n):
gossip /ˈ ɡɒ sɪp/ (n): information talk or stories
about other people’s private lives that may be
unkind or not true
incapable of /ɪnˈke ɪ$I H (a):
suspicion ˈsp ɪʃn/ (n):
suspicious (a)
pursuit H$Iˈsjuːt/ (n)
sympathy /ˈs ɪ m$IJH (n):
sympathetic /ˌsɪ"$Iˈ;tɪk/ (a):
sorrow /ˈs ɒIʊ/ (n) = sadness
- T asks Ss to make some sentences with above
words to check their understanding
- Some Ss practice reading the vocabulary
V While you read:
Setting the scene:
- You are going to read a passage about the
qualities of a long lasting friendship While you
reading, do the task in the textbook
Task 1
- T asks the Ss to read the words in the box then
fill each blank with one of them individually
- Ask Ss to read the passage quickly and stop the
lines that contain these words to guess their
meaning
- T goes around to help them when necessary
- T asks Ss for their answers and tells them to
explain their choices
and boys are singing.
2 They seem very happy because we can see their smile.
3 The picture tells us that friends can happily do many things together or friendship is a beautiful thing that brings happiness to us.
- Suggestion: The friend in the poem is very dedicated and thoughtful He/ She is willing to help his/her friend in any circumstances.
Dedicated /ˈdedɪkeɪtɪd/ (a): K tâm, K M
Thoughtful / Circumstance /
S
existing or continuing a long while )T #U lâu dài)
quan tâm V ai, cái gì
tính kiên NY
tin NZ
[ Z lê N\ mach, [ ]" phào
không N^ Q _
thông Q" NZ Q"
b Z
- Do T’s requests
- Whole class
- Individual work & pair work
- Ss guess the meaning of the word base on the context in the sentences
Suggested answers:
1 mutual
2 incapable of
3 unselfish
4 acquaintance/friend
Trang 6Task 2
- T asks Ss to read the passage again and decide
which of the choices A, B, C or D most
adequately sum up the ideas of the whole passage
- T might also want to give Ss some strategies to
find the main idea of the passage
- T calls on some Ss to give the answer and asks
other Ss to say whether they agree or disagree
Task 3
- Ask Ss to answers the questions in task 3.
- T asks Ss to do the task individually, then
discuss their answers with their partner
- T calls some Ss to write their answers on the
board and ask them to explain their choices
VI After you read:
- Ask Ss to work in pairs to discuss the question
in the text book
- T goes around to help the Ss when necessary
- When all pairs have finished, T asks every two
pairs to share ideas
- T calls on some Ss to report their ideas to the
class
Extra exercise: Choose the best answer
1.Most of the undeveloped countries need a lot of
aid
A together B unselfish
C mutual D friend
2 He is too to lend me his bicycle
A selfish B enthusiastic
C helpful D pleasant
3 Suddenly she recognized the of
5 give - and - take
6 loyal to
7 suspicious
- Whole class read the text carefully
- Individual work
Answer: B
- Individual work and pair work
Correct answers:
1 The first quality for true friendship is unselfishness It tells us that a person who is concerned only with his/her own interest and feelings can’t be a true friend.
2 Because they take up and interest with enthusiasm, but they are soon tired of it and they feel the attraction of some new object.
3 The third quality for true friendship is loyalty
It tells us that the two friends must be loyal to each other, and they must know each other so well that there can be no suspicions between them.
4 Because if not people can’t feel safe when telling the other their secret.
5 Because they cannot keep a secret, either of their own or of others’
6 The last quality is sympathy It tells us that to
be a true friend one must sympathize with his/her friend Where there is no mutual sympathy between friends, there is no true friendship.
- Pair work
Suggested answers:
The friendship is very important to our life A true friend can helps us when we are sorrow and when we have difficulty We can share ideas, feeling, likes, joys, pleasures, aims … to each other Sometimes only true friends can understand, sympathize us so we feel safe to tell him/her our secrets Friendship brings us happiness We happily do many things together
So we can’t live without friendship.
- Take note
- Do exercise
Trang 7Tuesday, September 17, 2019 7
the situation that made her laugh
A pessimist B pleasure
C understanding D humour
4 He is a person because he is
always friendly with everyone
A helpful B good-natured
C honest D quick-witted
5 If you want to get a good result in every work, you
should have a
C constancy D unselfishness
6 A friendship is a precious
relationship
A mutual B sincere
C generous D successful
7 A good marriage is based on
A trust B loyalty
C secret D A & B
8 The children seem to be totally
of working quietly by themselves
A unable B impossible
C incapable D not able
VII Consolidation and Homework:
- Summarize the main points of the text.
- Learn by heart all of new words and structures
and give examples
- Whole class
> ?@ kí /B
18/08/2014
Hha ThY Hoài Thanh
Trang 8WEEK 2 nd
Preparation date: 24/08/2013
Teaching date: …./08/2013
Period: 4 th
UNIT 1: FRIENDSHIP
B SPEAKING
Objectives: By the end of the lesson, Ss will be able to:
- Describe the physical characteristics and personalities of their friends, using appropriate adjectives
- make a dialogue talking about a famous person
Teaching aids: Textbook, pictures showing friends, etc.
Method: Communicative approach.
Procedure:
I Stabilization:
- Greeting the class
- Checking the students’ attendance
II Check up:
- Call some Sts go to the board and write down
some vocabularies which they learnt in the last
lesson
III Warm up: Game “Take them home”
- T divides the class into 4 groups
- T gives each group a poster and 20 cards then
gives the rule of the game
Poster:
Cards:
- T asks:
+ Which other words are used for
- Ss work in groups, take turns to choose the cards then stick them in the right categories
- Ss can organize the words into four different categories as follows:
FACE: square, oval, round HAIR: curly, wavy, dyed, sleek,
shoulder-length, long, short, fair, straight, grey NOSE: straight, flat, turn up, pointed
HEIGHT: tall, short, medium
Sleek: bong "jk
- Ss’ answers + Forehead: broad, high,
+ Appearance: handsome, beautiful, good-looking, well-built,
+ Lips: full, thin,
tall square shoulder-length
HEIGH T NOSE
Trang 9Tuesday, September 17, 2019 9
describing physical characteristics?
IV Before you speak
Activity 1: Describing people
(Task 1, textbook, p.15)
- Introduce “Useful language” to the students:
+ Height: tall, medium, short …
+ Build: slim, thin, well-built …
+ Face: square, large, oval, round, long …
+ Forehead: broad, high …
+ Eye: small, big, black, blue, brown …
+ Nose: straight, crooked, big, small, flat …
+ Chin: pointed chin
:;( =9 …
+ Lips: thin, full, heart-shaped …
+ Skin: white, pale, suntanned, dark, brown,
greasy skin …
+ Hair: Black, grey, red, brown …
(shoulder-length straight/curly black)
+ Appearance: handsome, beautiful, good-looking
…
- T asks students to work in pairs, do Task 1-
textbook on page 15
- T asks Ss to listen to their friends’
descriptions and decide who he/ she is
Activity 2: Vocabulary
- T sets situations and asks Ss to fill in the
blanks
* He’s always willing to give money to his
friends or help them He’s a very
man
* She never tells lies She’s a very
person
* He’s very good at Maths, but he never
talks about that He’s a person
* Minh is always cheerful and often tells
jokes, which makes us like to be with him all
the time He is a very boy
*
V While you speak
Activity 3: Describing personalities
(Task 2, textbook, p.16)
- T asks Ss to work in groups, do Task 1-
textbook, page 15
- Ss sit in pairs, look at the people and describe their physical characteristics
* He/ She is He’s/ She’s got His/ Her hair
* He’s/ She’s with and
- Ss do the teacher’s request
generous honest modest pleasant
Whole class use handouts to describe
1 The boy is about 16 He is short-sighted because he’s wearing a pair of glasses He has short black hair, a round face with a broad forehead, a small nose, thin lips and a small chin He’s quite good-looking.
2 The girl is about 14 She’s also wearing a pair
of glasses She has shoulder-length black hair, and she’s wearing a ribbon (cài tóc) She has an oval face with a straight nose, full lips and a pointed chin She’s quite pretty.
3 The man is in his forties He’s tall and well-built He has short brown hair and a square face
Trang 10VI.After you speak
Activity 4: Role - play:
Talk about a famous friend
(Task 3, page 16)
- T helps Ss review some questions about
physical characteristics, personalities, hobbies,
1/ What’s his/ her
name?
2/ How old is he/ she?
3/ What does he/ she
look like?
4/ What is he/ she
like?
5/ What does he/ she
usually do in her / his
free time?
6/ What are her
hobbies?
7/ What subjects does
he/ she like best?
8/ How much time
does he/ she spend on
everyday?
His/ her name is
He/ she is
She is
He/ she is
He/ she usually
in her free time
They are
She likes best
She spends about
on everyday
- T selects some pairs at random and has them
play roles in front of the class
VII: Consolidation and Homework:
- Ask students to write a passage description
about physical characteristics of their best friend
- Ask students to prepare Part C - Listening
and practice speaking at homework
with a broad head, small eyes, a crooked nose and thin lips He’s quite good-looking.
4 The woman is her twenties She’s quite tall and slim She has long curly brown hair and an oval face with a broad forehead, big eyes, a straight nose, heart-shaped lips and a small chin She’s very beautiful.
- Ss work in groups, discuss and number the personalities in order of importance in friendship
- Each group’s representative will report their
results to the class and explain orally why (Ss’ answers may be different.)
Ex: My group thinks that being caring is the most important in friendship because when friends care about each other, they will know when to share happiness or difficulty with their friends
- Ss make questions, using the suggestions
(textbook, page 17).
Model:
A: What is your best friend’s name?
B: Her name’s Lan.
A: How old is she?
B: She is 16 years old.
A: What does she look like?
B: She is beautiful She is tall She has big eyes and long black hair.
A: What is she like?
B: She is helpful and studious.
A: What does she usually do in her free time? B: She usually reads books in her free time.
A: What are her hobbies?
B: They are reading and swimming.
A: What subject does she like best?
B: She likes Maths best.
A: How much time does she spend on Maths everyday?
B: About an hour a day.
- Ss work in pairs: Journalist & Interviewee
...+ Appearance: handsome, beautiful, good-looking
…
- T asks students to work in pairs, Task 1-
textbook on page 15
- T asks Ss to listen to their friends’... Describing personalities
(Task 2, textbook, p .16 )
- T asks Ss to work in groups, Task 1-
textbook, page 15
- Ss sit in pairs, look at the people and describe their... data-page="9">
Tuesday, September 17 , 2 019 9
describing physical characteristics?
IV Before you speak
Activity 1: Describing people
(Task 1,