Giáo án Tiếng Anh 11 cơ bản

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1. Lesson plan of English 11 Writing date: Period 1 UNIT 1 FRIENDSHIP 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 friend *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’) Ex: He always helps people without 1. unselfishness (n) -> (example) thinking of his own benefit. 2. constancy (n.) -> (translation): su kien What characteristics can you say about dinh him? 3. be loyal to = be faithful to 4. sympathy (n.) -> (definition): the feeling Ex: The news is greeted with of being sorry for sb, showing that you care enthusiasm. about sb’s problems. What does “enthusiasm” mean in 5. enthusiasm (n.) -> (example) Vietnamese? 6. suspicion (n.) ->What’s the noun of “ suspicious”? A: friendly *Checking vocabulary: What & Where (3’) B: happy C: suspicious II. WHILE-READING: (15’) Read the passage quickly & tick the Task 1: (3’aTask 2: (4’) Finding the main words in Warmer appearing in the 1
2. Lesson plan of English 11 idea of the whole passage. (Task 2, p.14) passage +Ask Ss to work in groups of 4 or 5. + Expected answer: B. Conditions of Task 3: (8’) Answering the questions. (Task the true friendship. 3, p.15) +Divide class into 2 groups A & B *Expected answer: +Group A answer the first questions, group 1 . 2. 3. 4. .5. B 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. PERIOD 2 UNIT 1: FRIENDSHIP 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. Short Broad straight tallish sleek Pointed Oval tall shortish round snub Crooked Short large wide shoulder- length Wrinkled Glossy flat wavy long 2
3. Lesson plan of English 11 Dyed Parts of the body Adjectives Face Nose Hair 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: In groups of 4, ask students to describe Task 1: (Using the chart in the warm-up some people in the picture given by the activity ) teacher, using the words in the chart. Task 2: In groups of 4, Ss discuss and choose the characteristics they think the most Call some groups to report their results to important, and give their reasons the class III. POST-SPEAKING: Interview Pair work: • Make role cards and deliver to students • Ss can use suggestions given to ask (see textbook) and answer, using the following • Before students start, ask them to agree cue cards upon the basic profile of the friend. • - why he/ she is interested in Math - his/ her name - how much time he/ she spends on - date of birth Math - his/ her physical characteristics - what makes him/ her a good friend - his/ her hobbies - what made him/ her successful - his/ her personalities - what he/ she does in his/ her free time IV. HOMEWORK (2’) 3
4. Lesson plan of English 11 PERIOD 3 UNIT 1 FRIENDSHIP 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 Teacher ‘s activities Students’ activities I. PRE-LISTENING:(12’) -A Student in group A will describe *Warm-up: some physical characteristics of a student in his/her group. -Divide class into 2 groups A & B. -Group B has to guess who the student *Teaching vocabulary: is. - sense of humor: -> (photo of Mr. Bean) ->He has good sense of humor. - In pairs, Ss predict if the following *True/ False prediction: sentences are true or false (See Task 1, -Deliver handouts p.18) II. WHILE- LISTENING (20’) Task 1: True/False statements. (8’) -Keys: -Ask Ss to listen to the tape twice & check *Lan’s talk: 1.F 2.F 3.T 4.F their exercises in prediction activity. 5.T 6.F -T’s feedback. -*Long’s talk: 1.F 2.F 3.T Task 2: Fill in the table. (12’) 4.T 5.T 6.T -Deliver handouts (See textbook, p.18) Ss to listen the tape again to find out the information & fill in the table. -T’s feedback. How and where they met What they like about their friends Lan - They used to live in the - Ha’s very friendly and helpful. same residential area in - Ha’s sociable. She’s got many Hanoi. friends in Do Son and she - Lan went on a holiday to introduced Lan around. Do Son and Ha went there to visit her. Long - They met in college. - Minh has a sense of humor. - Minh played the guitar, - Minh likes to go to plays and Long was a singer. movies. - They worked together. - Minh is a good listener. - Minh is friendly and helpful. 4
5. Lesson plan of English 11 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: /09/2007 PERIOD 4 UNIT 1 FRIENDSHIP WRITING *Objectives: By the end of the lesson, Ss will be able to: + make an outline of the ideas to describe a friend + write a paragraph describing a friend’s characters with supporting details for each character. *Skills: Writing *Teaching aids: textbook, posters. PROCEDURE Teacher ‘s activities Students’ activities I. WARM-UP: (6’) 1 2 3 In 2 groups, Ss in turn choose Noughts & crosses. numbers & match the adjective 4 5 6 under the number with a suitable 7 8 9 example (on a chart) describing emotions and actions as ideas 1. friendly 2. cheerful development for that adj. 3. pleasant 4. modest a. My mother gets up at 6 every day 5. active 6. hardworking and never stops working until 7. studious 8. responsible dinner-time. 9. selfish 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 Key: always tries her best to finish her 1-d 2-g 3-c 4-i 5-f part of the work. 6-a 7-h 8-e 9-b f. She is a lively person who 5
6. Lesson plan of English 11 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’) -Ss work in pairs *Brainstorming: -For column one, think of the possible places and situations in Where/ Physical Personalities which you may have met your best When first characteristics friend. Write down as many of them met as possible. -in school -high - good-natured -For column 2, think of the most extra- forehead -quick-witted outstanding physical characteristics activities -very tall of your friend and write them down -at a in this column. football -For column 3, think of the match personalities of your friend that you like most about him/her. III. WHILE-WRITING -Ss to make an outline of a 1. Making outline. (10’) paragraph describing a friend, use -While Ss are writing, T. goes around the class the information they’ve just to see how well Ss work and whether they need discussed in brainstorming activity. some help. -Ss work in groups of 4 -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 -Ss to give remark. board. -T’s feedback. V. HOMEWORK (1’) -Ask Ss to write the paragraph into their notebooks. 6
7. Lesson plan of English 11 Teaching date: /09/2007 PERIOD 5 UNIT 1 FRIENDSHIP 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 I. PRONUNCIATION (12’) -SS write on the board as many words *Warm-up: having the sounds /d / & /t / as possible in 3 minutes. -Divide class into 2 groups A & B. Group A Group B I’m /d / /t / /d / /t / happy you. Jam Children church chair orange *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 /. - Ss to give the form: -T’s feedback. Noun/pron. + to-infinitive -T. reads sentence by sentence & Ss Adjective repeat. - Ss to match the words in column A with -T corrects if there’re some mistakes. those in B to make meaningful sentences. II. GRAMMAR. A B 1. Infinitive with “to”. (10’) 1. I saw a dog a. sing a -T. shows some books and ask: romantic song -> What do you read books for? 2. I heard you b. bite ->Expected answer: the crying boy * We read books to get information. 3. They made me c. clean their ten bicycles -Use pictures of two happy faces & ask Ss to complete the sentence. - Ss to give the form of the sentences above. 7
8. Lesson plan of English 11 T: Who can complete the boy’s sentence? Verb + Object + bare-infinitive S: I’m happy to meet you. - Ss to give some other verbs which can be * Practice: used the same way as “see”, “ hear”, and “make” - Ask Ss to put the words in the correct order to make complete sentences with - Expected answers: watch, let, feel, notice infinitive with to - Ss work individually. -Ss. To rewrite sentences, using the words - Have some Ss write their sentences on in brackets.(textbook, p.21) the board. - Ss to exchange the exercise and correct - The other Ss correct the mistakes. them. 2. Infinitive without to: (10’) -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. *Practice: - I thought she was a very -T’s feedback. interesting person to make friend with. 3. Free-practice: (10’) V. HOMEWORK (3’) -Ss to write some sentences about their friends, using infinitive with/ without to. Teaching date: /09/2007 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 Teacher ‘s activities Students’ activities I. PRE-READING: Ss to discuss what’s happening in each 1. Warm up: (pair work) (5’) picture and then asks Ss to predict the - T: prepares /sticks 6 pictures on the B.B order of 6 pictures - lead-in: Have you involved in the situation in which you don’t know what to do? 8
9. Lesson plan of English 11 2. Teaching voc: (10) - idol (n): (example): thần tượng Ex: Who’s your favorite singer Hong Nhung Hong Nhung is your idol. -glance (v) (miming): liếc mắt - 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): bối rối - make a fuss (exp) (over/about) Gap- filling (Task 1 / p.24) (explanation): làm ầm ĩ. (individuals) S.o complains noisily about s.t Key: 1. glanced 2. making a fuss she/he doesn’t like. 3. embarrassing 3. Checking voc: (handout) (3’) 4. idol -5.sneaky II. WHILE-READING: -Ss read the passage silently in 3 mins. 1. Activity 1 (5’) (group work) Put the Keys: 1.d – 2.b – 3.f – 4. e – 5.a - 6.c pictures of the events (on the board) in the order that they happen in the story.(correct the prediction in warmer ) Activity 2 Multiple choice (5’). Individuals 1. The writer’s most embarrassing experience happened when she was A. a teacher B. a junior high school student C. a senior school 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 Keys: C. She took from a school boy’s bag 1. So that she could buy the hat for 3. Activity 3 (Task 3/ p. 24) herself Comprehension questions (pair work ) 2. A wad of dollar notes exactly like the -Ss read the passage again and answer the ones her father had given her before. following questions 3. Because she didn’t like to make a 1. Why did her father give her some money fuss. 9
10. Lesson plan of English 11 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’) (Group work ) Discuss the question: What would you do if Expected answers: - say nothing / keep you were the writer? as a secret. -try meet the boy and give the money IV. RESERVED-ACTIVITY: back Ss tell about their embarrassing experiences. V. HOMEWORK: (3’) - Prepare for speaking -Write about their own experiences. Teaching date: /09/2007 Period 7: UNIT 2 PERSONAL 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 Teacher ‘s activities Students’ activities I. PRE-SPEAKING 1. Warm-up: (5ms) Hangman Teacher asks Ss to think of a word Key words: EXPERIENCE 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) người bản xứ Ex: Mary comes from England. She speaks English as a native speaker - (to) affect (v) (example) ảnh hưởng 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) Key answers: 1. Activity 1: (5 ms) (Task 1, textbook, 1_d; 2_c; 3_ a; 4_ b; 5_ e 10
11. Lesson plan of English 11 P.25) Ss put the conversation in the correct 2. Activity 2: (10 ms) order by numbering the expressions Teacher asks Ss to practice the dialogue in (Task 2, textbook, P.26 ) pairs Key answers: 1_b; 2_ d; 3_ h; 4_ a; Teacher calls some pairs to perform the 5_ e; 6_ g; 7_ c; 8_ f dialogue in front of the class. Ss to pay attention to the questions: Teacher sticks a poster with the completed Have you ever ? dialogue How did it happen? Teacher asks Ss to pay attention to the tense When did it happen? of the verb 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 Write down your own dialogue in the IV. HOMEWORK: (2ms) exercise Teaching date: /09/2007 PERIOD 8 UNIT 2: PERSONAL EXPERIENCES 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 Teacher ‘s activities Students’ activities I. PRE - LISTENING: Ss look at the picture and say what is Warm - up: (5’) (group work): happening in it. 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’): Checking vocabulary (5’) (individual) - memorable (a) = unforgettable (a) Gap - filling (synonym): đáng ghi nhớ 1. A good pair of shoes will . your - Terrified (a) sợ hãi (example) feet while jogging. Most people feel terrified when they see 2. The child .her mother tightly snakes because of fear. - Scream (v): (explanation) la thất thanh, 3. April 30th 1975 is a .day of la hét. Vietnamese people. 11
12. Lesson plan of English 11 What do people often do when they see 4. I feel whenever I stay at home alone something terrible? 5. The fans .with excitement when - Replace (v) (mining): thay thế they saw their idols. - Gas stove (n) (drawing) 6. Robots can .people in some work - Embrace (v) (picture): ôm 7. Remember to turn off the right - Escape (v) (example): thoát ra ngoài after cooking. The prisoner ran away after escaping from 8. They were trying to .from a the prison. burning house. - Protect (v): (explanation) What do we wear a helmet for? to 1. Activity 1 (5’) (Pair work) (task 1 P27) protect our head 1. Christina is a businesswoman True False Keys: 2. The fire happened three years ago True False 1. protect 2. embraced 3. memorable 4. 3. The fire started in the bedroom True False terrified 5. screamed 6. replace 4. When the fire started, Christina was 7. gas stove 8. escape reading a book True False II. WHILE – LISTENING 5. Her mother came and rescued her True False Keys: 2. Activity 2 (5’) (Group work) Teacher 1. T 2.F 3. F 4. F 5.T prepares 6 piece of paper on which there are 6 sentences as follow. -b. Her most unforgettable experience happened 13 years ago. Ask Ss to put the sentences in right -d. Her house burned down order to make a completer story. -a. The fire started in the kitchen because she forgot to turn off the gas stove. -c. She heard her mother’s voice calling Keys: her name 1. b 2. d 3. a -f. She rushed to her mother and her 4. c 5.f 6.e mother carried her out. -e. She got away without even a minor Keys: burn. 1. small 2. everything 3. family 4. replaced 5. took 6. appreciate 3. Activity 3 (5’) Individual (Task 3 textbook P28) III. POST - LISTENING (5’) (textbook P28) Discussion Christina says that family is more important than things. Do you agree or disagree with her? Why? Exchange your 12
13. Lesson plan of English 11 ideas with a partner. IV. HOME - WORK (3’) Write down your idea (Post - listening) in the notebook Teaching date: /09/2007 PERIOD 9 UNIT 2: PERSONAL EXPERIENCES WRITING A. OBJECTIVES A1 Aims: - To help Ss know the way to write a personal letter about a past experience. A2. Lexical items: - Words/Phrases used to write about a past experience: embarrassing/embarrassed, frightening /frightened, funny, unforgettable, memorable; appreciate; outlook on life A3. Structures: I’m writing to tell you about my most memorable ; This made me more careful ; This changes my outlook on life; etc. A4. Method: Integrated, Communicative approach A5. Teaching aids: Posters, pictures, handouts, transparency sheets/A4 paper, whiteboard markers, overhead projector B. PROCEDURE Teacher ‘s activities Students’ activities WARM-UP (3 mn) Ss: Observe the pictures on board Look at the pictures or listen to the situations and or listen to the situations given answer the questions Ss’ answers: T. either shows 2 pictures of ‘a man attacked by 1. He was attacked/bitten by a dog. a dog’ and of ‘a man slipped & fallen in the 2. This made him frightened. street’ or gives 2 situations and asks some 3. He was slipped. questions: 4. He felt embarrassed. 1. What’s the matter with the man in the 1st picture? 2. How did this affect him? Group work (groups of 4) 3. How about the 2nd picture? Ss: Observe the pictures of the 4. According to you, how did he feel when there task provided and make group were a lot of people in the street? discussion before listening. PRE-WRITING (15 mn) Act.(7mn). Listen to the teacher’s past experience and do a multiple-choice task. T. tells Ss her/his past experience. ‘I’ve had a lot of experiences in my life. My unforgettable experience was just 2 months ago, when my family spent a summer holiday in Hue city. We stayed at a big hotel with 7 floors for three Ss’ answers: days. My son, a quick and naughty boy likes 1. b 13
14. Lesson plan of English 11 taking the lift so we decided to choose a room on 2. d the top floor. On the last afternoon of our stay, while I and my husband were both talking to 3. c each other and stepping into the lift, my son was putting his left hand into one of the two slots of 4. c the lift. I really lost my temper then. Immediately, 5. b I grabbed his hand and tried to draw it out of the slot, but I couldn’t. The boy was more and more crying, and I began crying. My husband, who prevented me from doing like that, was very calm. He managed to draw his hand out of the slot. At that time, I felt relieved and hugged my son because I had thought of the worst thing that would happen to him. Luckily, he wasn’t seriously injured. This experience made me frightened and pay more attention to my naughty son. Especially, I Ss. Look at the poster and answer find that we should be calm when solving any the questions problems.’ TASK: Listen to my past experience and then tick the right pictures related to the story. 1. a b c d Individual work Ss give as many kinds as possible 2. a b c d Pair work Ss write outline in pairs 3. a b c d Individual work Write a letter about a past experience on sheet /paper by using the outline written. 4. a b c d Ss. work in pairs Ss. check the main points of a past experience, find out some mistakes 5. a b c d in spelling/grammar, and then give comments on the samples on board. T. has Ss in volunteer groups to give feedback Act. 2. (8m) Write Outline T. asks some questions concerned with the task 14
15. Lesson plan of English 11 and shows a poster with the main points of a past experience at the same time. 1. Where the experience happened: at a hotel, 2. When it happened: 2 months ago, when I was on holiday, 3. How it happened: (various details) 4. Who was involved: 5. How it affected you: It made me embarrassed/frightened ; It changes my outlook on life T. has Ss give some kinds of experiences (such as a funny experience, frightening experience, an embarrassing experience.) before their own outline. T. has 2 Ss write their own outline of the main points (shown on poster) on board. T. get Ss to say some sentences beginning a letter (I’m writing to tell you about my unforgettable experience; I want to tell you my ) WHILE-WRITING (15mn) Write a personal letter about your past experience T. has Ss do their writing and give help when necessary. POST-WRITING (12 mn) - Self-correction - T. has Ss exchange their written work and correct some common mistakes. - T-Ss correction T. either has 2 Ss write their own work on board or chooses 2 finished sheets and makes correction by using an overhead projector. - T’s evaluation - Review the usage of past tenses T. gives marks and comments on Ss’ written -Write 3,4 sentences with the tenses work. HOMEWORK: Prepare Language focus 15
16. Lesson plan of English 11 Teaching date: /09/2007 PERIOD 10 UNIT 2: PERSONAL EXPERIENCES LANGUAGE FOCUS (1) • Objectives: By the end of the lesson, Ss will be able to pronounce /m/ - /n/ - /η/ and use present simple indicating past time correctly • Lexical items: • Skill: speaking, listening, writing, reading • Teaching aids: textbooks, handouts, poster • PROCEDURE Teacher ‘s activities Students’ activities • WARM - UP AND LEAD - IN: (5’) /m/ /n/ /η/ Game: T prepares 15 cards containing 15 words and asks Ss to put into correct may nose Wrong columns running make nine - T gives feedback - T leads in the new lesson A. PRONUNCIATION (15’) I. PRESENTATION (5’) - Ss repeat - T introduces and modals 3 consonants /m/; /n/; /η/ II. PRACTICE (5’) T asks Ss to underline the words Game: Noughts and Crosses containing 3 consonants above and read the sentences loudly (individual) 1 2 3 1. Good morning. I want an apartment in 4 5 6 central London. 2. We have an inexpensive apartment in 7 8 9 Northern Avenue. 3. I remember meeting him on a nice - Ss close the books and gives Ss summer afternoon. handouts 4. Mr. King is singing next door. Handouts: 5. He’s holding a string in his fingers. The story is about a girl called Little Red 6. He loves spending his holidays in his Riding Hood who (0. live) lives with her small summer house. mother. Little Red Riding Hood‘s grandmother (1. invite) ___ her to III. PRODUCTION (5’) her cottage, so one fine day she (2. set) T divides class into 2 groups ands asks Ss ___ off to visit her. The little girl to choose the number and give the word (3. get) ___ready, (4. wave) containing the consonant ___ goodbye to her mother and (5. B. GRAMMAR (23’): Present simple promise) ___to be careful. On her indicating past time arm she (6. carry) ___ a basket which (7. contain)___a cake her I. PRESENTATION (7’) 16
17. Lesson plan of English 11 T feedbacks and explains: Present Simple mother (8. bake) ___specially. It also indicates past time (9. be) ___ a lovely spring Keys: morning, the sun (10. shine) ___ and the birds (11. sing) ___, 1. invites 2 sets 3. gets happy that the winter (12. be) ___ 4. waves 5. promises 6. carries over. 7. contains 8. has baked 9. is 1.a. to decide b. decides 10. is shining 11. are singing 12. is c. deciding d. decide II. PRACTICE: (8’) 2.a. have started b. had started Multiple Choice c. start d. was starting One fine day, we (1. decide) ___ to 3.a. leave b. leaves go into a jungle. We (2. start) ___ c. leaving d. to leave preparing for the trip at six in the morning, 4.a. wears b. wear and (3. leave) ___ with two elephants c. wearing d. weared carrying our luggage. It’s a hot day but all 5.a. is trying b. try of us (4. wear) ___ shoes and trousers c. has tried d. was trying to protect us from snakes. In the jungle, 6.a. to climb b. climbing there is a lot of wildlife but we (5. try) c. climb d. climbs ___ to find big cats, especially tigers. We (6. climb) ___ into the 7.a. sleep b. have slept elephants’ backs to get better view, but it’s c. had slept d. was unusual to find tigers in the afternoon sleeping because they (7. sleep) ___ in the 8.a. see b. seen c. seeing heat of the day. Then, in the distance, we d. to see (8. see) ___ a tiger and everyone of 9.a. has kept b. is keeping us (9. keep) ___ quiet. We (10. c. are keeping d. keep creep) ___ nearer and (11. find) 10.a to creep b. creped ___ a dead dear, still breathing. This c. creep d. creeping is the tiger’ lunch! Suddenly we (12. start) ___ to feel very frightened. 11.a. have found b. find c. had found d. will find 12.a. starting b. starts c. to start d. start III. PRODUCTION: (8’) T asks Ss to tell a story that they know (using present simple) IV. HOMEWORK (2’) Write down the story into your notebook -Find 5 words for each consonants /m/; /n/; / / Teaching date: /09/2007 PERIOD 11 UNIT 2: PERSONAL EXPERIENCES LANGUAGE FOCUS (2) • Objectives: By the end of the lesson, Ss will be able to use the past simple, past progressive and past perfect correctly. 17
18. Lesson plan of English 11 • Skills: writing, speaking, listening, reading. • Teaching aids: textbook, handouts, chart, pictures, etc. PROCEDURE Teacher ‘s activities Students’ activities I/ WARMER: 5’ T gives an exercise: RIGHT (R) or WRONG (w) 1/ I was making a cake when the light goes out. 2/ Last night, while I watched T. V, my mother was reading a newspaper. 3/ When I arrived, the lecture had already started. 4/ He went out with his friends after he finished his homework. - T gives feedback. - T leads in the new lesson. II/ PRESENTATION: 10’ (1) Past progressive + WHEN + Past From the above sentences, T elicits from Ss simple 3 structures: WHEN + past simple + past WHEN progressive WHILE , *Expressing an action happening WHEN / BEFORE / AFTER , when another action happened in the II/ PRACTICE: past. 1/ Activity 1: 8’ (2) WHILE + Past progressive + Exercise 2 / p.30. Textbook. Past progressive Keys: 1/ broke - was playing Past progressive + WHILE + Past 2/ wrote - was progressive 3/ was working - broke *Expressing two actions 4/ started - were walking happening at the same time in the 5/ told - were having past. 6/ didn’t listen - was thinking (3) WHEN / BEFORE + Past 7/ phoned - didn’t answer - were (you) simple + Past perfect doing Past simple + AFTER + Past 8/ had looked - asked - cost. perfect *Expressing an action happened 2/ Activity 2: 8’ before another in the past. Exercise 3 / p.31 textbook Keys: 1/ had eaten - arrived pair work 2/ found - had taken 3/ got - had closed 4/ got - had left 5/ got - had arrived 6/ paid - had phoned 7/ went - said - hadn’t arrived Individual 8/ had looked - asked - cost III/ PRODUCTION: 12’ 18
19. Lesson plan of English 11 Sentence building - T uses pictures or cards: 1/ Play football - do homework 2/ Cook the meal - watch T.V Group work 3/ Go shopping - do housework 4/ Have dinner - go to the cinema - Ss to make sentences, using the three structures above. IV/ HOMEWORK: 2’ T asks Ss to make 6 sentences, using the three structures above. Teaching date: /10/2007 PERIOD 13 UNIT 3: A PARTY READING Objectives: By the end of the lesson, Ss will be able to: ▪ Read for gist. ▪ Study some new words relating to the topic: Party. Skills: reading. Teaching aids: text books, hand-outs. PROCEDURE Teacher ‘s activities Students’ activities I. Warmer: (5 minutes) Expected answer: ❖ Chatting: T elicits some information relating to a party from the Ss - Have you ever been to a party? Expected answer: Yes. - Do you enjoy going to a party? Expected answer: Yes. - Could you tell me some kinds of party you have been invited to? Lead – in: T introduces the lesson: “Today we will learn about some kinds of parties that people are celebrating” I. Pre-reading: (10 minutes) ❖ Pre-teaching vocabulary: 1. blow out (v) thổi tắt (Miming: T asks the Ss to look at him or her. T does the action of blowing out the candles then asks the Ss: ▪ Ss to work in pairs and read the text “What I have done?” Expected answer: again. blow out the candles) Ss ask and answer then tick () 19