-Check with the whole class and provides corrective feedback Pair work Expected answers: 1, broke/was playing 2, wrote/was Whole class 3, was working/broke Cat Tien High school Teacher –[r]
Trang 1Lesson plan – English 11
Date of planning: Aug 9 th , 2010
Date of teaching: Aug 11 th , 2010-
UNIT 1: friendship Period 2: READING
I 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
II PREPARATION:
- Text book, handouts, pictures, chalk and board
III PROCEDURES:
1 Warm up
- Ask Ss work in pairs and answer some questions
- What are the girls and boys doing in this picture?
- How do they feel?
- What does the picture tell you?
- Give comments and suggestions
- To provide Ss’ with some language to help them understand the text
- To help enrich Ss knowledge of vocabulary
2 Pre- reading:
Teaching vocabulary:
- lasting (adj)=lifelong (bền vững, lâu dài)
- to be concerned with=(quan tâm tới ai, cái gì)
- constant * +,-* 5 xuyên, không thay đổi)
- constancy (n) -* không thay đổi)
- rumour (n)=(tin đồn)
- gossip (n)=(chuyện tầm phào)
- trust (n)=(Sự tin >,
- sorrow (n)=(Sự đau khổ)
- pursuit (n)=(Sự theo đuổi, đam mê)
*Give some practice on pronunciation (Read-Ss repeat)
3 While- reading
Task 1: (p.14)
- Ask Ss to look at their book and work individuals
- Instruct Ss to read the passage quickly and stop at the lines that contain
these words to guess meanings
- Ask Ss to guess the meaning of the words based on the contexts in the
sentences
- Check that Ss understanding the words correctly
- Ask Ss work individually to do the task
- Go around to help Ss if necessary
- Ask Ss to exchange their answers with other Ss
- Ask Ss to explain their choices
Answers:
1, mutual 2, incapable of
3, unselfish 4, acquaintance/ friend
5, give and take 6, loyal to 7, suspicious
Task 2 (p.14)
Pair work
- Listen and read
Individual work
Pair work
Trang 2- Get Ss do the task individually and then find a peer to compare their
answers with
- Ask Ss read the text carefully and try to summarize it in the Ss’ own
works
- Call on some Ss to give their answers and asks others Ss say whether they
agree or disagree
- Give feedback and correct answer:
Answer:
-Part B
Task 3: (p 15)
- Ask Ss underline the key words, decide what information they need to find
in the text, look for questions words like ‘why’ which indicates Ss should
read for specific thing like a reason
- Ask Ss to put the number for each line of the paragraph
- Ask Ss work individually to do the task, then discuss their answers with
their peers
- Call on some Ss to write their answers on the board and ask them to
explain their choices
- Give feedback and correct answer:
Answer:
1 The first quality for true friendship is unselfishness It tells us / me
that a person who is concerned only with his own interests and
feeling can not be a true friend ( line 1-2 paragraph 2)
2 Changeable and uncertain people are incapable of true friendship
because they take up interest with enthusiasm, but they are soon
tired of it, and they feel the attraction of some new object ( line 2- 3
paragraph 3)
3 The third quality for true friendship is loyalty It tells us / me 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 ( line
1-3 paragraph 4)
4 There must be a mutual trust between friends because if not, people
cannot feel safe when telling the other their most intimate secrets (
line 1-3 paragraph 5)
5 Talkative people can’t keep a friend long because they cannot keep a
secret, either or their own or of the others ( line 3-4 paragraph 5)
6 The last quality for true friendship is sympathy It tells us / me that
to be a true friend you must sympathize with your friend Where
there is no mutual sympathy between friends, there is no true
friendship ( last paragraph )
4 After- reading
- Ask Ss to work in pairs to discuss the question in the book
- Go around to help Ss if necessary
- When they have finished, ask every two pairs to share ideas
- Call on some Ss to report their ideas to the class
- Give feedback
5 Home work
-Do ex 1-2 (p.4-5-6) in Exercise book (Par Reading)
Individual work Pair work
Individual work Pair work
Pair work
Individual work
IV COMMENTS
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Trang 3Lesson plan – English 11
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Date of planning: Aug 12 th , 2010
Date of teaching: Aug 14 th , 2010
UNIT 1: friendship Period 3: SPEAKING
I OBJECTIVES:
* By the end of this lesson, Students will able to:
- Introduce themselves and know how to make friends with someone new
- Describe the physical characteristics and personalities of their friends using appropriate adjectives
II PREPARATION:
- Text book, handouts, pictures, chalk and board, porters
III PROCEDURES:
1 Warm up
- 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?”
- Have Ss about three minutes to discuss
Suggested ideas
* friendly, good- natured, helpful, caring, honest,…
2 Pre- speaking
- Ask Ss to read Useful language on page 16 and may ask if Ss know
the meanings of the adjectives provided
- Elicit or teach some new words:
+ Forehead (n)=(trán)
+ Broad (adj)=(rộng, bao la)
+ Crooked (adj)=(cong)
+ Grey (adj)=(xám)
- Ask Ss to provide some adjs/ expressions used to describe people’s
appearance
3 While- speaking
Task 1 (p.16)
- Give some example sentences
A: could you describe the boy in the picture?
B: The boy is about 16 he is medium, he has an oval face, a straight
nose He’s wearing a pair of glasses He’s handsome
-Ask Ss to work in pairs to describe the people in the picture, and then
calls on some Ss to present their answers
-Ask Ss give comments
- Give feedback
Task 2 (p.16)
- Elicit or teach some new adjectives
+ Caring =chu đáo
+ Hospitable=hiếu khách
+ Modest=khiêm tốn
+ Sincere= chân thành
+ Understanding=thông cảm, thông hiểu
- Divide the class into groups of 6 with a group leader They discuss
and the leader will take notes of the ideas, and then one representative
Group work
-Listen to teacher and read in chorus
-Read one more time then write on note book carefully
Pair work
Group work
Trang 4
will report the result to the whole class T reminds Ss that they have to
explain their choice as well
- Give example
“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 friend ”
- Go round to offer help when Ss discuss
- Call on some Ss to report the results of their discussion
- Elicit feedback from the class and give final comments
4 After- speaking
Task 3: (p.17)
- Elicit the questions they may ask, for example
+ his/her physical characteristics
+ his/her hobbies
+ his/ her personalities
- Give some examples
+What does he/ she look like?
+What are his/ her hobbies?
+How is he/she? –Is he/ she friendly?
- Ask Ss to work in pairs to perform the interview in 7 minutes and
goes around to offer help
- Call on some pairs to perform the interview
- Elicit feedback from the class and gives final comments
5 Homework:
- Ask Ss to practice once more and do Ex in Exercise book.(p.9)
rewrite Task 3 on notebook carefully
Prepare next period
Pair work
Individual work
IV COMMENTS
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Date of planning: Aug 14 th , 2010
Trang 5Lesson plan – English 11
Date of teaching: Aug 17 th , 2010
UNIT 1: friendship Period 4 : listening
I OBJECTIVES:
* By the end of this lesson, Students will able to:
- Develop such listening micro-skills as intensive listening for specific information and taking notes
while listening
II PREPARATION:
- Text book, CD player, cards, sheets of paper, chalk and board.
III PROCEDURES:
1 Warm up
*Talking about your friend
- Ask Ss to discuss the questions on page 17 in pairs
- Call on some Ss to give their answers and comments on the answers
- Get Ss to guess what they are going to listen about
2 Pre- listening
Teaching vocabulary.
+ Apartment building=toµ nhµ cã nhiÒu c¨n hé
+ Sense of humour =khiÕu hµi 2
+ Give sb a ring= phone sb
+ Go through a rough time=tr¶i qua thêi k× khã kh¨n)
- Ask Ss to listen and repeat
3 While- listening
Task 1 (p.18)
- Read through the statements to understand them and underline key
words; share, Residential Area.
- Play the tape once for Ss to do the task
- Ask for Ss’ answers and writes them on the board
- Play the tape the second time for Ss to check their answers
- Ask Ss to work in groups of 6 to compare their answers
- Check Ss’ answers by calling on some Ss and asks Ss to explain their
answers
-Give the correct answers
Lan’s talk
1, F (They used to live in the same building there)
2, F (It is what people think)
3, T
4, F ( Lan went to Do son first and then
5, T
6, F ( they have been best friends since
-Long’s talk
1, F 2, F 3, T 4, T 5, T
Task 2 (p.18) Answer the questions
1 When did Ha’s family move to Hai Phong?
2 What does Lan like about her friend?
3 How did Long and Minh meet?
Pair work
Listen and repeat
Individual work Pair work Group work
Pair work
Trang 64 What does Long like about his friend?
- Ask Ss to listen again and write down the answers
- Play the tape again for Ss to compare their answers
- Get Ss to work in pair and check their answers
- Call on some Ss to give answers
- Provide correct answers if necessary If many Ss cannot complete the
task T might want let Ss listen one more time and pause at the answers for
Ss to catch
Answer key:
1 Ha’s family moved to Hai Phong in 1985
2 Ha ‘s very friendly and helpful
3 Minh played the guitar, and Long was a singer
4 His friend has a sense of humour He is a good listener, friendly and
helpful
4 After- listening
- Get Ss to work in pairs to talk about how Ha has been Lan’s best friend
and how Minh has been Long’s best friend
- Go around to offer help and collect Ss’ mistakes
- Call on some pairs to present their answers
- Elicit feedback from the class and give final comments
6 Home work:
- Tell Ss to learn by heart all new words and make some sentences with
them, describing a certain person
Pair work
Pair work
IV COMMENTS
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Date of planning: Aug 14 th , 2010 Period 5
Trang 7Lesson plan – English 11
Date of teaching: August 18 th ,2010
UNIT 1: FRIENDSHIP
Part D: WRITING
I OBJECTIVES:
* By the end of this lesson, Students will able to:
-Write about a friend, real or imaginary, using the words and expressions that they have learned
in previous lessons
II: PREPARATION :
- Text book, handouts, pictures, chalk and board, sheets of paper
III PROCEDURES:
Teacher’s activities Students’ activities
1 Warm- up
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 student will the most words listed
wins the game
*These are the adjectives:
2 Pre- writing
- 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
- Expected answers:
* Hair/ Face : -long, black, curly, straight
* Build: -tall, slim, short, thin
* Opinion: -beautiful, pretty, kind, handsome, timid, shy, smart
- Get Ss to read the task and guidelines silently and work out what
they are required to write about
- Before writing ask Ss to ask and answer about their friend
Example
What’s your friend name?
How old is he/ she?
Where does he/ she live?
Where/ When did you meet him/ her?
What is he/ she like?
What do you like about him/ her?
- Ss’ writing should include three parts:
1, general information about their friend
2, His/her physical characteristics and personalities
Individual work
Whole class
Pair work
tall beautiful kind smart timid
handsome short pretty thin black
curly long shy straight slim
Trang 83, What Ss like about the friend.
- Ask Ss use the simple past tense and past continuous in their
writing
*Note:
- We often use the past continuous together with the past simple
- The past indicates a long ‘background’ action or situation; the
simple past refers to a shorter action or situation that happened in
the middle or interrupted it
- Have Ss prepare an outline for their writing and exchange it with
their peer
- Go around to offer help and give corrective feedback
3 While- writing
- Get Ss to write about their friend in 15 minutes
- Go around to observe and offer help
4 After- writing
-Ask Ss to exchange their writing with another student for peer
correction
- Go around and collect mistakes and errors
- Collect some writings for quick feedback
-Write Ss’ typical errors on the board and elicits self and peer
correction (T provides corrections only when Ss are not able to
correct the errors.)
- Finally, T provides general comments on the writings
Suggested writing
My best friend is Peter We first met in school extra-activities
We are the same age: 17 He is living at 124 LDC , district 2 with
his parents He has a high fore head
so he is very intelligent he can do the difficult mathematics quickly
,he is good at Maths He is tall and handsome, he has short black
hair, brown eyes and dark skin We have a lot in common We like
to watch the football matches whenever ,we can talk about them all
the time I like the chicken soup and he does ,too We both are
sociable and humorous However, there is something different
between us: I wish to become an English teacher in the future ,but
he wants to be a good engineer because he likes the machines very
much besides football
5 Homework
- Ask Ss to improve their writing, taking into consideration their
friends’ and T’s suggestions and correction and do extra exercise
-Rewrite their writing on notebook carefully
- Prepare next period (P.5 Language focus)
Whole class
Individual work
Pair work Whole class
IV COMMENTS:
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Date of planning: Aug 17 th , 2010 Period 6
Trang 9Lesson plan – English 11
Date of teaching: Aug 23 rd , 2010
UNIT 1: FRIENDSHIP Part E: LANGUAGE FOCUS
I OBJECTIVES:
* By the end of this lesson, Students will able to:
- Distinguish the sound / c / and / td /
- Pronounce the words and sentences containing these sounds correctly
- Use some structures containing infinitive with and without to appropriately
II PREPARATION:
- Text book, handouts, pictures, chalk and board,
III PROCEDURES:
1 Warm up
- Divide the class into 4 groups and ask Ss to write down 10 adjectives
describing character of personality The winner will be the group
completing the task in the shortest period of time
2 Pronunciation
- Model the sounds / c / and / td / for a few times and explains the
differences in producing them
+The phonetic sound / d / is a voiced palatal
+The phonetic sound / td / is an voiced fricative palatal
/ / / /
jam children
- Read two sounds and ask Ss to listen and repeat
*Pronouncing words containing the sound:
- Read the words in each column all at once
- Read the words once again, each time with a word in each column to
help Ss distinguish the differences between the sounds in the words
- Read the words and ask Ss to repeat them
- Call on some Ss to read
- Give feedback
*Practising sentences containing the target sounds
- Read the sentences and ask Ss underline the words with the sounds and
write / d / and / t d /
under them
- Ask Ss to provide the sentences in pairs
- Go around to provide help
- Ask some Ss to read the sentences and give feedback
3 Grammar
1, To-infinitive.
- Review the form and use of to-infinitives and give examples
A, The infinitive can be replaced after nouns/ pronouns to show how they
can be used or what is to be done with them
E.g.1 I have some letters to write = I have some letters that I must write.
2 Does he get anything to eat?
3 There is plenty to do '
B, Might explain to Ss that we can put to-infinitives after adjectives
The form is: adj + to-infinitive
too + Adj + to-infinitive;
Adj + enough + to - infinitive
Group work
Whole class
Individual work
Whole class Pair work
Whole class
Trang 10* Note: be busy + V-ing
Exercise 1: (p.20)
- Ask Ss to do ex1 individually and then compare their answers with
another students
- Call on some Ss to read out their answers
Answer
1 Who wants something to eat?
2 I am delighted to hear the news
3 My mother has some shopping to do
4 You always have too much to talk about
5 It’s lovely to see you again
6 It’s too cold to go out
7 I am happy to know that you have passed the exams
2, Infinitive without to.
- We can use a noun or pronoun object + bare infinitive after verbs of
perceptions such as feel, hear, watch, see, notice, observe, perceive, smell,
find The bare infinitive generally refers to the complete action.
+ We use the bare infinitive after let and make: let sb do sth = allow sb to
do sth; make sb do sth= force sb to do st
E.g They arrived home late ( He saw)
He saw them arrive home late
* Subject + Verb + Object + V- bare - inf
Exercise 2: (p.21)
- Ask Ss to do exercise 2 in pairs Ss have to rewrite the sentences by
using the words given
- Ask Ss to compare answers with another pairs
- Call on some Ss to go to the board to write their answers
- Ask other Ss to feedback and gives correct
Answers.
1 The police watched them get out of the car
2 They let him write a letter to his wife
3 I heard they talk in the next room
4 The customs officer made him open the briefcase
5 The boy saw the cat jump through the window
6 Do you think the company will make him pay some extra money?
7 I felt the animals move toward me
8 Do you think her parents will let her go for picnic?
5 Homework:
- Ask Ss to do Ex in English Exercise (Part Use of language- P.6-7)
- Redo all exercises
Pair work
Whole class
Pair work
Individual work
IV COMMENTS :
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Date of planning: Aug 22 nd ,, 2010 Period 7
Date of teaching : Aug 25 th , 2010.