GIAO AN ANH VAN 11 KI 1

- Ask students work in pairs and look at two pictures on the book and discuss the questions - Go around and help if necessary. -Ask students to give the answers[r]

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Student know: - How to learn English in grade 11

- How to do English tests

- How to use student’s book and workbook

3 Skill : - Reading

- Speaking

- Listening

- Writing

- Doing English tests

II Teaching aids: Student’s book, student’s workbook, dictionary, some test papers, etc III Procedure:

Warm-up :(7 minutes)

- Introduce to students about the teacher

- Ask students about their names and

English knowledge etc

I Guiding: 35 minutes

1 Guiding student’s book and workbook:

* Introduce to students how to use their

book and workbook

* Introduce to students how to learn

reading, speaking, listening, writing,

language focus in their books and how to

do the exercises in their books

2 Guiding English tests in grade 11:

* Introduce to students about oral tests, 15

minute tests, 45 minute tests, etc and how

- Ask students to prepare textbook,

notebooks and the things for learning and

prepare lesson reading - Unit 1

- Listen to the teacher

- Answer the teacher’s questions

- put the student’s book and workbook on thetable

- listen to the teacher and look through thebooks

- listen to the teacher and write down the thingswhich will be prepared at home

Good bye!

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- General knowledge: Students know about how to make and to keep friends long.

- Language: Sentences and expression for describing qualities of true friendship

- New words: Words related to qualities of friendship

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

comprehension

II Method: Integrated, mainly communicative.

III Teaching aids: Student’s books, note books, chalks board, etc.

IV Procedure:

Teacher’s activities Students’ activities

Warm-up: (5 minutes)

- Ask students the questions:

- Have you got many friends?

- Who is your best friend?

- What do your friends and you do in your free time?

- Let students understand more about activities

and qualities of friends, then say to students:

Today we learn Unit 1- part A: Reading

1 Before you read : (7 minutes)

- Ask students to look at the picture and read the

poem in their books

- Ask students to discuss then ask and answer the

question:

- What do you think of the friend in the poem?

-Let them work in pairs

- Listen to students and correct pronunciation and

grammar if necessary

-Show students to know about friends

- Listen to the teacher and answer thequestions:

A: What do you think of the friend in thepoem?

B: I think…

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2 While you read : (23 minutes)

- Ask students to look through the passage and

read in silence

- Help students read the passage

- Explain pronunciation and meaning of new words

which appear in the passage

Task 1 : (3 minutes)

- Ask students to fill each blank with a suitable

word/phrase

- Let students work individual or in groups

- Help students if necessary

Key:

1-mutual; 2-incapable of; 3-unselfish;

4(1)-acquaintance; 4(2)-friend; 5-give-and-take;

6-loyal to; 7-suspicious

Task 2: (4 minutes)

- Ask students look through the passage then try

to choose which of the choices A, B, C, or D most

adequately sums up the ideas of the whole

- Let them work in pairs

- Walk round and help students

- Ask some students to stand up to ask and answer

each other

- Walk round the classroom and correct mistakes

- Listen to the teacher then read thepassage

- Ask some new words if necessary

- Keep the book open

- Listen to the teacher then do task 1

- Ask the teacher if necessary

- work individual or in group

- Write down the true keys in thenotebook

- Look through the passage again and try

to choose the most adequately sums upthe idea of the whole passage

- Practice with a partner then write thekey down in the note book

- Ask the teacher if necessary

- Listen to the teacher then ask andanswer the questions in the book:

1/ The first quality for true friendship isunselfishness

2/Changeable and uncertain people areincapable of …

3/ the third quality for friendship isloyalty…

4 There must be mutual trust betweenfriends because if not, people cannot feelsafe when telling the other their mostintimate secrets

5 People can’t keep a friend longbecause they can’t keep a secret, either oftheir own or others

6 The last quality for true friendship issympathy It tells us that to be a true

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3 After you read : (8 minutes)

- Ask students to discuss the question:

“ Why do we need to have friends? ’’

- Ask them to report the results to the class

- Listen to students and correct mistakes

Home work: (2 minutes)

- Ask students to write a passage about their

friendships (80 words)

- Ask students to do Reading exercise of Unit 1 in

workbook and prepare Part B : Speaking at home

friend, you must sympathize with yourfriend Where there’s no mutualsympathy between friends, there’s notrue friendship

- Try to discuss the question

- The students who are called to stand up

to report the result to the class loudly

Listen to the teacher and write downhomework

- Language: Talking about people’s physical characteristics and personalities

- New words: words related to people’s physical characteristics and personalities

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

II Method: integrated, mainly communicative.

III Teaching aids: Student’s book and pictures showing friends, etc.

IV Procedure:

- Ask students to keep book close

- Ask students to describe some students in the

class

- Call some students to stand to talk to the class

- Introduce, listen and repair mistakes for

students

(We learn Unit 1, part- speaking)

- Keep books close

- Try to describe some one in the class

- The students who are called stand todescribe a friend to the class

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1.Pre-speaking : (12 minutes)

Task 1

- Ask students to look at the people in the

book and describe their physical

characteristics

- Introduce “Useful language” to the

students:

+ Height: tall, medium, short, …

+ Face: square, large, oval, …

+ Forehead: broad, high, …

+ Nose: straight, crooked, ….

+ Hair : Black, grey, ….

+ Appearance: handsome, beautiful,

good-looking, ….

2 While-speaking : (15 minutes)

Task 2

- Help students with some new words

- Ask ss to make questions and answer questions

with a partner, using the information from the

picture

- Let them work in groups

- Walk round and help them

- Ask some students to stand up to talk again

loudly

- Listen and correct mistakes

3 Post-speaking : (10 minutes)

Task 3

- Have students work in pairs

- Guide them to do the task

- Make sure that ss understand their roles

- Pay attention to the suggestions :

+ his / her name

+ date of birth

+ his / her physical characteristics

+ his / her hobbies

+ his / her personalities ( friendly , humorous ,

quick-witted , good-natured , helpful , honest ,

pleasant , caring )

+ why he / she interests in Maths

+ how much time he / she spends on Maths

everyday

+ what makes him / her a good friend

- Try to repeat from memory

- Try to describe the people in the book:+ The boy is short He has a large face ,

…+ The girl is ………

- Play roles

-Present their performance

- Work in groups of four

- List some personalities of a person

- State some reasons why they choose

- Discuss and say the reasons

- Report their results to the class andexplain why they do like that

- Make pairs : one is a journalist , theother is an interviewee

- Listen carefully

- Practise in pairs

- Pay attention to the content :+ physical characteristics + personalities

+ reasons why the friends are famous

- Role play

- Perform their task

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+ what made him / her successful

( studious , intelligent , keenly interested in Maths

, eager to learn , patient , calm )

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

- Call some pairs to report

- Walk round and help them

- Ask some students to stand up and tell loudly

- Listen and correct mistakes

- Write down the homework

- General knowledge: Students learn how to keep friendship

- New words: Words related to friends and keeping friendship

3 Skills: - To practise listening comprehension skill.

- To distinguish true and false statements

- To take notes about given questions in order to answer

II Method: Intergrated, mainly communicative

III Teaching aids: Student’s book, tape and cassette player, chalks, notebooks…

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-Ask students some questions about friendship:

 Who is your best friend?

What qualities & characteristics of your best

friend do you admire?

1 Before you listen: (7 minutes)

- Ask students to look at the part: Before listening

- Let them work in pairs ask and answer the

questions:

1 Who is your best friend?

2 How did you happen to meet him or her?

3 How long have you known each other?

4 What qualities do you admire in your best

friend?

- Walk round, listen and help students

- Read loudly the words in the books:

- Ask students to repeat loudly the words

- Listen and check pronunciation

-Explain some new words & phrases:

Residential area, ring (n), ride/ rode/ ridden,

motorbike, happen to infinitive (v), introduce,

ever since, college, great sense of humour,

favourite, interest (n), plays (n), movies, a rough

time

2 While you listen: (20 minutes)

-Have students read the true-false statement list

and questions in textbook silently for several

minutes to make sure that every student

understands them (Task1, 2)

-Check again if students are able to understand

main requirements of the 2 tasks

-Emphasize “ you will hear Lan & Long talk

about their best friends_Ha & Minh Listen to

their talks and do the tasks below”

-Turn on the cassette player twice

-Ask some students to do their tasks on the board

-Correct and give score

3 After you listen: (10 minutes)

-Have students ask & answer about the friendship

between Lan and Ha, Long and Minh (How &

Where they met, what they like about their

friends

-Ask students to rewrite their answers completely

- Listen to the teacher and answer thequestions

- Listen to the teacher then andanswer the questions in the book

- Work in pairs

- Look at the books

- Listen to the teacher and repeat thewords

-Students repeat & take notes

- Repeat loudly the words and try toremember them

-Students read task1, 2 silently for gist

-Elicited students raise their hands tointerpret

Students take notes during listening.-Other students watch and givecomments

-Students work in pairs

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Homework: (3 minutes)

- Ask students to rewrite their answers of tasks 2

in their notebooks at home

- Remember them to prepare Part- Writing at

Where & how they met What they like about their friends

Lan -They used to live in the same residetial

area in Ha Noi

-Lan went on a holiday to Do Son &

Ha went there to visit her

-Ha is very friendly & helpful

-Ha is sociable She’s got manyfriends in Do Son & she introducedLan around

Long -They met in the college

-Minh played the guitar, Long was a

singer

-They worked together

-Minh has a sense of humour

-Minh likes to go to plays &

movies

-Minh is a good listener

-Minh is friendly & helpful

Lan’s talk : 1f, 2f, 3t, 4f, 5t, 6f Long’s talk : 1f, 2f, 3t, 4t, 5t,

Period 5 : Writing

I Objectives:

1 Educational aim: Students know how to write a passage to describe a friend they like.

2 General knowledge: Students learn how to describe someone’s physical characteristics

and someone’s personalities

- Language: The simple present of verbs to describe a friend

- New words: Words related to describe someone’s physical characteristics and someone’spersonalities

3 Skills: Writing a passage.

III Teaching aids: Student’s book, notebook, chalks, board…

IV Procedure:

- Ask students some questions about their best

friends

1 Pre-writing: (10 minutes)

- Teacher asks students to think about a friend

they like

-Teacher raises a few guiding questions

1 What is your friend name?

2 How old is he / she?

- Keep book close

- Listen to the teacher and answer thequestions

- Listen to the teacherand answer the questions:

1 My friend’s name is Hoa

2 She is 17 years old

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3 Where and when did you meet each other?

-Teacher uses a picture to gives some key

words to describe someone’s physical

characteristics ( height , hair , eyes , face ,

clothes…) and his / her personalities

( helpful , sincere…) and some necessary

structures

2 While-writing: (18 minutes)

-Teacher gives a sample and has students

write a passage to describe a friend they like

A Sample

Hoa has been my best friend since many years

She is quite a lively person She is fairly tall

with a good fingure She ‘s got a heart- shaped

face with a small sort of turned- up nose It is

very attractive She has got long , black wavy

hair and blue eyes with very long eyelashes

Her complexion is white Her lips are very full

and she has got dimples in her checks Now

she lives very far from me , but we still keep

contact through e- mail

- Let them work in groups

- Go round, check and help students

3 Post-writing: (10 minutes)

- Give suggestions and corrections

-Teacher asks students to read / write some

students’passsages on the board and Teacher

gives comments

- Correct mistakes and mark

4 Homework: (2 minutes)

- Ask students to do part writing of Unit 1 in

the student’s work book and prepare part

Language Focus

3 We met each other at my cousin’sbirthday party 4 years ago

-Students write a passage

-Students read / write some students’passsages on the board

- Listen to the teacher and write downhomework

- General knowledge: Students learn how to use infinitive with to or without to

- Language: * The Infinitive with to or without to

- New words: Words related to pronunciation /dʒ / - /t∫/

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3 Skills: Writing sentences with infinitives with to or without to

III Teaching aids: Student’s books, notebooks, chalks, board…

IV Procedure:

- Ask students to complete the sentence:

- January is the …month of year.

- Children eating sweets.

- Ask students to speak the sentence loudly

- Let students to get their attention on

*Listen and repeat :

- Read loudly then ask students to repeat

- Introduce : / dʒ / - / t∫/

- Correct pronunciation for the students

* Practise these sentences

- Read the sentences loudly

- Ask students to repeat

- Correct pronunciation for students

2 Grammar and vocabulary:(4 minutes)

- Introduce exercises to the students

- Let students get their attention to focus on

Infinitive with to and Infinitive without to

Exercise 1: (13 minutes)

- Ask students to do Exercise 1

- Introduce how to do it

- Walk round, check and give mark

Exercise 2 (13 minutes)

- Introduce Exercise 2 to students and explain

how to do it

- Ask students to do it

- Let them work individually

- Keep book close

- Listen to the teacher and complete thesentence:

- Jannuary is the first month of the year -Children like eating sweets.

- Open the books

- Look at : Listen and Repeat

- Repeat the words in chorus then individual

- Look at Practise the sentences

- Listen to the teacher then repeat in chorusthen individual

- Listen to the teacher and do exercise 1

Keys:

1 Who wants some thing 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

- Listen to the teacher and do exercise 2

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- Check, correct mistakes

Homework : (2 minutes)

Ask students to do Part Language Focus and

prepare part Reading of Unit 2 at home

3 I heard them talk in the next room

4 The customs officer made him open thebriefcase

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- Language: Sentences and expression for describing the sequence of events in a story.

- New words: Words related to sequence of events in a story

3 Skills:

- Guessing meaning in context

- Passage comprehension

III Teaching aids: Tape and cassette player, pictures, English textbook 11, hand-outs.

IV Procedures:

- Ask students about their personal experiences

1 Before you read: (7minutes)

Task 2

- Ask students to put the pictures in the book in

the correct order to make a story (work in

pairs)

- Ask some students to give their answers

( teacher doesn’t need to give feedback)

- key : d, b, f, e, a, c

- Let’s begin our lesson you’ll know the whole

story

- Ask students to listen to the tape

- Ask students to read the whole story

- Explain some difficult words and structures

- Answer the questions

- Put the pictures in the book in the correct

order to make a story ( work in pairs)

- Give their answers

- Listen to the tape

- Read the story

- Listen, try to guess the meaning of the newwords and take notes

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4 Be busy doing sth

Be busy with sth

EX: I’m sorry I can’t go with you now I am

busy with my homework I’m busy doing my

homework

5 note (n) banknote

EX

Do you want the money in the notes or coins?

- The Beatles were the pop idols of the 60s

2 While you read: (20minutes)

Task 1 : Fill each blank with one of the words

in the box below

- Firstly, ask students to study individually then

in pairs

- Walks around the class, offer ideas and

comments when students need help

- Give suggestions

Task 3 : Answer the questions in the book.

- Ask students to read all questions to

understand the content

- Ask students to read the small talks again to

answer the questions

- Ask students to work with a partner

- Walks around the class to help students

whenever they need

Suggested answers:

1 She wished to have a red hat-a floppy cotton

hat ( like the one her star idol wore in her video

clip)

2… so that she could buy the hat ( for herself.)

3 She saw a wad of dollar notes ( exactly like

the one that her father had given her)

4 Because she thought the boy had stolen her

money / it was her money

5 She bought the pretty hat of her dream

3 After you read: (12minutes)

-Ask students to discuss the questions in group:

1 How did the girl in the story feel when she

discovered that the money she had taken was

- Read the story

- Read the questions silently and answerthem in groups

- Give the answers

- Take notes

- Discuss in groups

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discovered that the money she had taken was

not hers )?

( put a notice on T.V or at school, get on the

same bus on the next day to look for him, do

nothing, keep it a secret, tell her father

everything and ask him for advice,…)

- Ask some students to represent their talk in

front of class

- Ask students to review part reading and do

exercises in the workbook and prepare part

speaking

- Report before class

- Listen to the teacher and write down homework to do at home

Good bye!

Unit 2 : PERSONAL EXPERIENCES

Period 8 : Speaking

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I Objectives:

1 Educational aim: Students can talk about their personal experiences

2 Knowledge:

- General knowledge: Through this unit, students can talk about their personal experiences

- Know how to talk again a problem happened

- Language: Students use sentences, words, phrases and expressions for talking about their

personal experiences

3 Skills: Talking about past experiences and how they affected one’s life

III Teaching aids: Pictures, English textbook 11, chalks, board, hand-outs

1 Before you speak: (8 minutes)

- Gives students some new words in Task 1

- Reads the new words

- Asks students to do task 2 in pairs

- Asks them to give answers

3 After you speak

Task 3:

- Gives students useful structures

+ Have you ever………….?

+ How did it happen ?

+ When/ Where did it happen?

+ How did the experience affect you? How did

Present Perfect ( Past simple)

Have you ever………?

Key:

1 D 2 E 3 B4.F 5 A 6 C

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you feel?

- Asks students to do Task 3 in pairs

- Asks some pairs to perform their dialogues in

front of the class

- Corrects common mistakes and give remarks

- Asks students to write a paragraph to tell their

own experience in the past

- Asks students to prepare Listening

A Have you ever failed an exam?

- Yes, I have

B How did it happen?

- I didn’t study well enough for exam

C When did it happen?

C How did it affect you?

- It make me love our country more./ I learned more about different places in our country

1 Educational aim: By the end of this lesson, students will be able to develop such listening

micro-skills as listening for specific information and taking notes whilelistening

2 Knowledge:

- General knowledge: Students learn about memorable experiences and the importance of

family

- Language: Use past simple

- New words: Words related to memorable experiences

3 Skills: Listening for specific information and comprehension questions

III Teaching aid: Pictures, chalk, cassette tape

IV Procedures:

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Teacher’s activities Students’ activities

Warm-up : (2 minutes)

- Have you ever seen a fire ?

- Where did it happen?

- Was it frightening?

1 Before you listen : (8 minutes)

- Asks students to look at the picture in the

book and ask them some questions

+ What is happening?

( The house is burning./ The house is on fire./

… )

+ What is she doing?

( She’s talking a little girl out of the burning

house )

- Asks students to repeat the provided words

and explain the words if necessary

Task 1:

- Asks students to read Task 1 silently

- Ask students to listen to the tape (twice)

- Asks students to do Task 1 individually

- Reads the sentences again to help weak

students:

Task 2:

- Asks students to read Task 2 silently and

listen to the tape again

- Asks two students to write the answers on the

board

- Gives feedback

- Asks students to work in groups to discuss

- Answer freely

- Look at the picture and answer thequestions

- Read the task and do it

- Listen to the tape carefully

Key:

1.F 2 F 3 F 4.F 5.F

- Practise reading the sentences

1 We talk to Christina, a successful business woman

2 My most unforgettable experience happened 13 years ago

3 The fire started in the kitchen where I forgot to turn off the gas stove

4 I was sleeping when I was suddenly woke up by terrible heat

5 I heard my mother’s voice calling my name

- Read the task and listen to the tape then dotask 2

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the importance of family

- Goes around to provide help if needed

- Gives suggestion: Family is more important

than things because it cannot be replaced… It

gives you love, support…

- Calls each group to speak

- Gives comments and corrects mistakes

Period 10 : Writing

I Objectives:

1 Educational aim: By the end of this lesson, students will be able to write a personal letter

telling about a past experience, using the structures and vocabulary thatthey have learned in previous lessons

2 Knowledge:

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- General knowledge: Students learn about the organization of content of a form

- Language: Words used in a form of writing a personal letter

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

II Method: Interagrated, mainly communicative

III Teaching aids: Chalk, textbook

- To day I want you to write a letter about your

past experience in English

- Has students give some of their past

experiences? (being seriously ill, failing an

exam; talking to a famous pop star,… etc)

( in my house/ at school / in the street)

3 Who was involved:

( your family members/ your friends/ your

relatives,….)

4 How it affected you:

( it changed outlook life / it make me more

careful/ it gave me more confidence in …./ it

taught me the lesson/…)

- Asks students to work in groups to tell their

experiences to prepare for their writing

- Asks students to write a passage about the

most memorable past experience

- Goes round to provide help

- Corrects common mistakes

- Do the writing part, Unit 2, workbook

- Asks students to prepare part Language Focus at

home

- Gives their own past experiences

- Listen to the teacher and copy down

- Work in groups to discuss

- Work individually and correct mistakes

-Write down

Good bye!

Period 11: Language Focus

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I Objectives:

1 Educational aim: By the end of this lesson, students will be able to:

- distinguish the sounds / m /, / n /, / η /

- pronounce the words and sentences containing these sounds correctly

- distinguish the uses of different verb tenses: present simple forindicating the past, past simple, past continuous and past perfect

- use these verb tenses to solve communicative tasks

2 Knowledge:

- General knowledge: Students learn 3 sounds and review some tenses

- New words: Words related to 3 sounds and 3 tenses

3 Skills:

- Pronunciation: / m /- / n /- / η /

- Grammar: Tense revision: the past simple, past progressive and past perfect

III Teaching aids: textbooks, cassette tape

IV Procedures:

I Pronunciation:

- Writes some sentences on the board and ask

some students to read them aloud

- Underlines the sounds /m/ /n / / η /

Ex:

- We like singing many songs on New Year’s

Day

- They live in a nice small house

- Asks students to look at their books, listen and

repeat the words in the columns

- Asks students to read the sentences

- Practises reading the sentences

II Grammar:

+Warm- up

We’ve already learn the present simple tense,

the past simple tense, the past progressive tense

Now we are going to review TENSE

REVISION

- The present tense use to tell a story that

happened in the past makes it more interesting

and vivid

-Asks students to remember the use of these

tenses

Task 1:

- Asks students to do exercise 1 in pairs

- Corrects the exercise and explain the use of the

tenses

- Listen to the teacher and bear in mind

- Repeat in chorus then individually

- Read the sentences

- Listen to the teacher and review tenses

- Retell the use of these tenses and bear inmind

- Work in pairs

Key:

1 lives- 2 invites- 3 sets

4 gets-5 waves 6 promises

7 carries -8 contains -9 has baked

10 is -11 is shining

12 are singing -13 is

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Task 2:

- Asks students to do exercise 2

- Gives feedback

Exercise 3:

- Asks students to do exercise 3 individually

- Explains the difference between the simple

past and the past perfect

- Corrects the exercise

and explain the use of the tenses

- Consolidate the use of tense

III Homework: (2 minutes)

- Practise reading the sentences

- Write exercise 2,3 in the notebook

- Prepare in Unit 3 part A reading in advance

- Do the task

Key:

1 broke / was playing

2 wrote / was

3 was working/ broke

4 stared / were walking

5 told / were having

- Do the task 3

Key:

1 had eaten / arrived

2 found / had taken

3 got / had closed

4 got / had left

5 got / had arrived

- develop such reading micro-skills as scanning for specific ideas, andidentifying and correcting false statements

- use the information they have read to discuss celebrations in theirculture

2 Knowledge:

- General knowledge: students know how to celebrate some celebrations

- New words: Words to celebrations and festivals

3 Skills: Reading for general or specific information

III Teaching aids: Some photos of celebrations in the world

IV Procedures:

1 Before you read: (5 minutes)

- Asks students to look at the first picture in the

book and ask them some questions:

 Are they having a party ?

 What party is it ?

- Look at the first picture and answer thequestions

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-Asks students to look at the second picture and

ask some questions:

 Are they friends ?

 What are they celebrating ?

 How old are the people in the picture ?

 How do they feel ?

 How long have they been married?

* The lesson today gives us some information

about birthday and wedding anniversaries in the

US

2 While you read: (25 minutes)

- Asks students to listen to the tape

- Asks students to read the passage silently

- Explains some difficult words

+silver anniversary / silver wedding / silver

jubilee : 25th wedding anniversary

+ golden anniversary / golden wedding /

golden jubilee: 50th wedding anniversary

+diamond anniversary / diamond wedding /

diamond jubilee: 60th wedding anniversary

3 After you read: (13 minutes)

- Asks students to talk about their birthday

- Look at the second picture and answer thequestions

-Listen to the tape and correct pronunciation

- Pay attention to some new words

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party ( work in groups)(place, time, guest,

foods, drinks, activities)

- Calls some students to give their answers

- Corrects mistakes and gives marks

4 Homework (2 minutes)

1 Do the tasks again in notebooks

2 Prepare : Part B – Speaking

- Work in groups to talk about their birthdayparty

1 Educational aim: By the end of this lesson, students will be able to:

- use appropriate language to talk about parties and negotiate how to plan them

- use appropriate language to invite people to come to parties

2 Knowledge:

- General knowledge: Students know how to plan parties

- Language: Words related to parties

3 Skills: Talking about parties

II Method: Integrated, mainly communicative

III Teaching aids: Photos of some parties

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IV Procedures:

1.Pre-speaking: (8 minutes)

Do you like parties ?

Do you like quiet or noisy parties ?

à Shows the picture in the textbook and ask:

Are they having a party ?

What does ‘party-goer’ mean ?

2 While-speaking: (25 minutes)

Task 1

Are you the perfect party-goer ?

1 Which kind of parties do you prefer ?

-big / small / noisy / quiet parties

-parties with dancing and games

2 You find yourself standing with a complete

stranger at a party What would you do ?

-talk about yourself / the weather

-try to get him or her talk about himself or

herself

3 at a party, what would you tend to drink ?

-beer / soft drinks / mineral water

Task 2

-Asks students to do Task 2 in pairs

-Asks some pairs to perform their talk before

class

*Where (home-cosy, not expensive, not spend

a lot of time to prepare, not have to clean up…

*What time

*How many guests

*What to eat / drink (soft drinks, mineral

water…./ chicken soup, green salad, steak,

fired chicken, fish, beef, hamburger, cake…)

*What to wear (dress, jeans, shirts, T-shirt,

pullover, skirt…)

*Which activities (singing, playing games,

taking photographs, give gifts…

3 Post-speaking: (10 minutes)

Task 3:

- Asks students to do Task 3 in groups, using

the simple past tense to report the past events

- Gives some suggestions

- Answer the questions freely

- Listen to the teacher’s guidance and dotask 1

- Work in pairsA: I am wondering where I should hold my birthday party ?

B: Why don’t you have your birthday party

at home ? It’s cosy and not very expensive.A: I don’t know if it’s suitable to begin at 5

pm ?B:

 Why don’t you…

 You ought to…

 You should…

 I think you should…

 You’d better…

 If I were you I would…

- Work in groups to do task 3

Suggestion:

-The party was held at…

-It started at……and ended at…

-There were about……….people

-He / She served us…

-We took part in some activities such as… -We were all tired but happy

- Copy down

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- Asks some students to perform before class.

- Corrects common mistakes and give remarks

- Write down task 3 in the notebooks

- Prepare part C (Listening)

micro-skills as intensive listening for specific information

2 Knowledge:

- General knowledge: Students know how to plan a birthday party

- New words: Words related to birthday party

3 Skills: - Deciding on True or False statements

- Comprehension questions

III Teaching aids: Some pictures of birthday parties

IV Procedures:

- Asks students some questions :

- Do you often hold your birthday party ?

 Where do you often hold your birthday

party ?

 When do you like to organize your

birthday party, in the morning or in the

evening ?

- Asks students to repeat the provided words

Listen and repeat :

- Asks students to listen to the passage (twice)

Task 1

- Asks students to work in pairs to do the task

- Answer the questions freely

- Repeat words in chorus then individually

- Correct pronunciation themselves

- Listen to the passage and correctpronunciation

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- Corrects mistakes and gives feedback

-Asks students to talk about Mai’s birthday

party

(-Teacher can ask some questions, if necessary

:

Where did Mai hold the birthday party ?

How many people were invited to the party ?

What time did the party start and end ?

What did Mai’s mother serve the guests at the

party ?)

- Asks some students to retell Mai’s birthday

party before class

- Corrects mistakes and give feedback

4

- Practise listening at home

- Write down Task 2

- Prepare Part D - Writing

birthday party)

3 F (The birthday cake was cut at about

four thirty).

4 T (The birthday party lasted about three

hours).(from three to six)

5 F ( Only the writer stayed after the party

to tidy up the mess.)

- Read task 2 silently

- Work in groups

Key:

1 She was 16 years old.

2 She didn’t like having the party at a restaurant because it is noisy and expensive.

3 She served them soft drinks and biscuits.

4 It was brought out at about four thirty.

5 It was beautifully decorated with pink and white icing

6 They clapped their hands eagerly and sang “Happy birthday”.

7 It finished at about six in the evening.

- Work in groups

- Listen to their friends and correct mistakes

- Write down

Good bye!

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- define the format and structure of an informal letter of invitation

- write an informal letter of invitation

2 Knowledge:

- General knowledge: Students learn to write an informal letter

- Language: Words used in writing an informal letter

3 Skills: Writing an informal letter of invitation

III Teaching aids:

IV Procedures:

Task 1

- Asks students to answer the questions:

1.On what occasions are parties held?

2.What kind of clothes do they often wear at a

party?

3.What kind of presents do people often bring

to a party?

*If you want your friends or relatives to come

to your party, you must send a letter of

invitation Let’s begin our lesson.

2 While-writing: (20 minutes)

Task 2:

- Corrects mistakes and gives feedback

Task 3

- Asks students to do task 3 in groups

- Gives them some guidelines

1.Reason for the party:

(birthday party/New Year’s Eve party/

*dress/ skirt/ shirt/ trousers/ suit/…

*gift/ flowers/ champagne/

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What day?

What time?

4.Number of guess:10 / 20 / 30

5.Which activities:

Eating and drinking /singing/dancing/ playing

games/ watching films

6.Foods and drinks served:

(soft drinks ,mineral water ,…/chicken soup ,

green salad, steak, fired chicken, fish, beef,

hamburger ,biscuits…)

- Asks some students to write their letters on

the board

- Goes round the class to help students

- Corrects common mistakes and give

remarks

- Write down the letter, pay attention to some

structures and prepositions

- Prepare in advance Part E (Language Focus

- Work independently

- Give their results

- Correct their writing

1 Educational aim: By the end of the lesson, students will be able to:

- distinguish the sounds /l/, /r/ and /h/

- distinguish the uses of infinitive and gerund in active and passivevoices

- use these structures to solve communicative tasks

2 Knowledge:

- General knowledge: Students learn to pronounce 3 sounds and grammar

3 Skill: fluency in pronunciating 3 sounds and use of infinitive and gerund in passive

III Teaching aids: textbook

IV Procedures:

I Pronunciation: (14 minutes)

The pronunciation of / l /, / r / and / h /

- Gives students 6 words and ask them to put

the words to the right columns / l / /r / and / h / :

holiday, library, run, help, Lisa, realize.

à Today we are going to learn the

pronunciation of the sounds /l/ , /r/ and / h /

Now look at your book, listen and repeat the

- Listen to the teacher and write down

- Put the words in the right columns

I l l / r / / h /

library run helpLisa realize holiday

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II Grammar: (30 minutes)

A- The Gerund:

- Asks students to put the words in correct

order to make the two sentences:

Ex1 : the book / time/ return / she / on / to / failed /

library / the

Ex 2: work / mind / the / helping / would / me /

with / you / ?

- In the lesson today you'll learn how to use

the gerund and the infinitive

Exercise 1

- Checks answers and gives feedback

- Notes:

* Some verbs followed by To inf : mean,

demand, seem, want, agree, expect, offer,

hope, refuse,

* Some verbs followed by V-ing dislike, risk,

keep, appreciate, miss, mind, mention,

- Checks the answers and gives feedback

Exercise 3:

- Asks students to do task 3 individually

- Lets students compare their answers with a

partner

- Checks the answers and gives feedback

III Homework: (1 minute)

- Do the exercises again in notebooks

- Prepare : TEST YOURSELF A

- Put the words into correct orders

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Period: 18

Teaching date… /…./20

Test yourself A

I Objectives:

1 Educational aim: - According to the TEST students can revise all the language skills

and grammatical points which they have studied and used in the three units: 1, 2 and 3

- Students can improve their techniques of doing the simple tests

2 Knowledge: After this lesson, students will be able to:

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

- Improve their knowledge through the test yourself

- Language: Students can improve their techniques of doing the simple tests

3 Skill: After this lesson, students will be able to:

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

- Improve their knowledge through the test yourself

III Teaching aids: Textbook, board, hand-outs, cassette tape and player.

* Have you prepared it at home?

* Have you got any difficulties?

Test yourself

I Listening(2.5 points) (10 minutes)

- Ask students to read all the sentences first

- Ask students to listen to the tape once

- Ask students to listen again and speak out

the statements are true or false

- Ask students to listen in the third time, the

work in groups to compare and discuss the

answers with each others to find the correct

answers

II Reading (2.5 points) (10 minutes)

- Present the task:

- Ask pupils to work in groups to compare the

answers they have already done to find the

correct ones

- Give the correct answers to the class:

- Greeting

- Answer teacher’s questions

- Look at the book and listen to the task

- understand the task

- Read the questions

- Listen again and say the statements are true

- Finish the task

- Compare their results with the othergroups, and then with the keys

- Write the answers on the board

- Listen to the teacher and correct theanswers

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III Grammar(2.5 points) (8 minutes)

- Present the task:

a/ Ask students to listen and put a tick in the

Let students finish each of the following

sentences in such a way that it has the same

meaning as the original sentence

IV Writing (7 minutes)

- Present the task:

- Call the students to read the suggested

sentences in front of the class

- Check their writings and help them correct

the mistakes if they’ve made

Homework (5 minutes)

- Ask students:

+ to study all the lessons again

+ to get ready for the 45 minute-test in the

next period

- Work in groups

- Compare the results with the other groups

- Show the answers in front of the class

- Observe the keys and correct theiranswers

- Students work in groups and practisewriting about the some one’s birthday party

- Two students go to the board and write

- Give the writings by reading aloud

- Read the letter carefully

- In groups or in pairs, write her a letter

- Compare the results with the other groups

- Correct mistakes

- Study all the lessons again

- Get the knowledge ready for the comingtest

1 Educational aim: By the end of the lesson, students will be able to:

- develop such reading micro-skills as scanning for specific ideas andskimming for general information

- use the information they have read to discuss the topic

2 Knowledge:

- General knowledge: Students know the information about volunteer work

- Language: words related to volunteer work

3 Skill: - Work formation

- Extensive reading: multiple-choice questions

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- Passage comprehension

III Teaching aids: textbook, board, raising questions

IV Procedures:

1 Before you read: (5 minutes)

- Shows the picture of volunteer

work and ask questions :

What is the old woman doing ?

What does she do this work for?

- Checks the answers

- Gives Ss the following saying :

“If you me a fish,

I will eat today

If you teach me to fish

I will eat my whole life long.”

- Asks Ss what the saying implies

-Checks the answer

2 While you read: (25 minutes)

- Supplies Ss music and some more pictures

- Asks for filling the blanks

- Gives the explanation of related

- Asks Ss to choose the best answer

- Checks their answers

Task 3:

- Asks Ss to discuss then answer

the questions in task 3

- Checks their answers

- Look at the picture and answer questionsfreely

- Work in groups

- Read and guess the meaning of the saying

in their text book-Answer the question

2.They help them to overcome the difficulties and give care and comfort to

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3 After you read: (13 minutes)

- Asks Ss to discuss then answer

the following questions

1.Why do people do volunteer

work ?

2 Have you ever joined any

volunteer work before ?

- Asks ss to make a report in

front of class

- Corrects their mistakes

- Asks students to review the text and prepare

the new section: Part B-Speaking

them 3.During summer vacations, they volunteer

to work in remote or mountainous area to provide education for children or medical services for local people

- Work in groups to answer the questions

- Present answers in front of the class

1 Educational aim: By the end of the lesson, students will be able to talk about different

kinds of activities related to volunteer work

2 Knowledge:

- General knowledge: Students know how to talk about volunteer work

- Words: Words related to volunteer work

3 Skill: - Identifying types of volunteer work

- Asking and answering questions about volunteer work

- Talking about volunteer work

III Teaching aids: textbook, board, raising questions, hand-outs

IV Procedures:

- Asks students to look at the picture in their

books and answer two questions:

1.What are these students doing?

2.Are they volunteers?

1 Pre-speaking: (8 minutes)

Task 1:

- Has students do Task 1 in pairs

- Asks students to give their answers

- Explains some activities of volunteer work

 Helping people in the remote or

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 Providing education for disadvantaged

children

 Joining in the Green Saturday Movement

- Corrects the mistakes

2 While-speaking: (20 minutes)

Task 2

- Has students do Task 2 in pairs

- Gives some suggestions:

 Providing minority children with

literacy (teach them how to read and

write)

 Working in difficult or flooded areas

(help them rebuilt houses, provide

medical services, etc)

 Raising money to help the handicapped

or starving children (put money in a

piggy bank)

 Taking part in directing the traffic

(stand at the crossroads during rush

hour to help direct the traffic)

 Volunteering in homes for the elderly

(clean up/ repair their houses, do the

washing up, do some shopping, mow

their lawns, take care of them, read

- Has students do Task 3 in groups

- Gives some suggestions:

 What kind of volunteer work do you

usually take part in?

 What do you think about it?

- Corrects common mistakes

- Review Part B carefully

- Prepare Part C – Listening

- Do the task in pairs

- Listen to the teacher’s guidance

- Perform in front of the class

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micro-skills as intensive listening for specific information and takingnotes while listening

III Teaching aids: textbook, board, raising questions, cassette tape

2 What kind of volunteer work do you

usually take part in?

- Asks students to complete the questions in

“Before you listen”

- Asks students to listen and repeat the new

words (pay attention to the pronunciation of

- Introduces the passage: It is about May

School in Ho Chi Minh city

- Asks students to listen to the tape twice and

fill in the missing information

- Gives feedback and remarks

Task 2

- Asks students to scan the given questions to

set the contents of the conversations need

listening

- Plays the tape and asks students to listen and

answer the questions

- Asks students to write their answers on the

- Answer freely1.Yes, I am/No, I am not

2.Helping disabled children how to read,write , taking part in directing the traffic,raising money to help people in the floodedareas,

- Complete the questions

- Give oral answers

- Listen and repeat

- Listen to the tape and do task 1

- Read the questions silently

Trang 36

- Has students listen to the tape again to check

these answers and correct mistakes

- Asks students to work in groups

- Asks students to retell the story

- Asks a representative of each group to talk in

front of class

- Gives remark and correct the mistakes

- Listen to the tape again at home and do the

exercises in the workbook

- Prepare part D: writing

3 Because they need money to continuetheir English and Performance Artsclasses

4 They perform circus, theater, danceand singing at one of the largest hotels in

Ho Chi Minh city

5 Because they can contact sponsorsand help to expand the school activities.Group works

- Retell the storyDiscuss and perform in front of class

III Teaching aids: board, the test paper, key for the test

- Tell the aim of the period: correct the test

I Choose the best answer (15minutes)

- Repeat the questions

- Get student to read the test again carefully

- Call some students to read out their answers,

and the others give remarks if it is correct or

not

- Finally read the keys out aloud

- Greeting

- Listen and understand the task

- Get ready for the lesson

- Look at their paper

- Compare the results with the others

- Get the correct answers from the keys

Trang 37

II Read the passage and choose the best

answer (15 minutes)

- Repeat the questions

- Show the passage again several times

- Get students to read the passage again

carefully

- Call some students to write their answers on

the board, and the others give remarks if it is

correct or not

- Finally read the keys out aloud

III Homework : (5 minutes)

- Prepare Unit 5: Part A – Reading

- Look at the writing again and compare itwith the others

- Correct the wrong sentences base on thekey

1 Educational aim: By the end of the lesson, students will be able to write a thank-you letter

to a donor to acknowledge the donor’s contribution

2 Knowledge:

- General knowledge: Students know how to write a thank-you letter

- Language: words related to a thank-you letter

3 Skill: Writing a formal letter expressing gratitude

III Teaching aids: textbook, board, raising questions, hand-outs

2/ What did you do then?

3/ Did you write a letter for thanks?

- Some key words:

- Asks Ss to read the letter and underline the

sentences that express the points:

* The opening of the letter

* The donated amount

- Answer freely

- Notice the words

- Do the task 1:

- Read and take notes:

- “Dear Sir /Madam”

- “I am very … some days ago”

- “The money will… students”

- “We will certainly…possible”

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* The way the money is used

* The way the receipt is issued

* The gratitude to the donor

* The closing of the letter

Notice: Some structures:

- S + be + adjective +to + infinitive

- To receive sth from sb/sth

- Would like+ to infinitive

- To hope +to infinitive+ for sth

Task 2

- Three parts of a letter.(picture)

- Asks Students to do task 2 ;

- Write the letter by themselves

- Prepare Part E : Language focus

- “I would like………company”

- “ I look … faithfully”

- First : the opening

- Second: the body of the letter

- Third: Conclusion/The closing

Unit 4: volunteer work

I Objectives:

1 Educational aim: By the end of the lesson, students will be able to

- distinguish the sounds /w/ and /j/

- use gerunds, present participles, perfect gerunds and perfect participlesappropriately

2 Knowledge:

- General knowledge: Students can understand perfect gerund and perfect participle

- Language: Words related gerund and present participle

3 Skill: Pronounce the sound / w/ and /j / correctly

III Teaching aids: Textbook, board, raising questions

Trang 39

- Asks students to practice reading the

- Did you use to be a tutor at the university?

2 Grammar and vocabulary: (28 minutes)

A Gerund:

A gerund is the Verb – ing form.

Ex:

1 There’s no point in waiting.

2 I don’t mind cooking the meals.

3 Reading French is easier than speaking it.

- The gerund can be used in the following

He was accused of smuggling

 After certain verbs (eg admit,

avoid, deny, dislike, enjoy, excuse +

object, forgive + object, fancy/imagine,

finish, keep, mind, ect.)

1 Can you smell something burning?

2 We had to leave the tree lying there.

3 He spent a fortune rebuilding that old

house

Use:

We can use the present participle

I’m working right now

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The play was boring.

After the basic verbs of sensation (see, hear,

feel and smell) and after listen to, notice and

watch, we can use object + participle:

1 I heard the car stopping and saw him

getting out.

2 We watched the children playing.

3 I saw him crossing the road.

find, catch, leave + object (person or thing)

1 I found them picking apples (They were

picking apples when I arrived.)

2 I caught them stealing my apples (They

were stealing my apples when I arrived.)

3 I left them talking (They were talking

when I left.)

go and come

With these verbs we can use the participles of

verbs of physical activity: dancing, riding,

sailing, skiing, etc., also shopping.

Ex: Come dancing with me on Saturday.

I’m going shopping.

spend and waste + object

I wasted a lot of time standing in queues.

be busy

She’s always busy cooking or cleaning.

Exercise 1

- Checks and gives correct answers

Exercise 2

Perfect gerund and perfect participle:

having + past participle

Tiêu đề	Lesson Plan Of English 11
Tác giả	Đặng Quốc Tú
Trường học	Ninh Thanh Loi High School
Chuyên ngành	English
Thể loại	Kế Hoạch Bài Học
Năm xuất bản	2010-2011
Thành phố	Ninh Thanh Loi

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Số trang	85
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