GIÁO ÁN TIẾNG ANH LỚP 11 NÂNG CAO

GIO N TING ANH LP 11 NNG CAO
Date: 20/8/2014
Period: 1
Introduction
Chng trỡnh, phng phỏp v yờu cu i vi sỏch ting Anh 11 nõng cao
I. AIMS:
Thụng qua tit hc ny hc sinh hiu khỏi quỏt v cu trỳc chng trỡnh ting Anh 11 nõng
cao, nm c phng phỏp hc v nhng yờu cu phi t c sau khi hc xong chng trỡnh
ny.
II. PROCEDURES:
Content:
A. Giới thiệu chơng trình Tiếng anh 11:
- Gồm 16 đơn vị bài học (Unit) và 4 bài ôn tập (Consolidation).
- Mỗi bài học đợc biên soạn theo 1 chủ đề nhất định đợc chia làm 5 phần , mỗi phần là 1 kỹ năng
( đọc, nghe, nói, viết và language focus).
- Mỗi bài ôn tập gồm: pronunciation; Listening comprehension; Vocabulary; Grammar and structure;
Reading and writing.
B. Yêu cầu môn học:
Mỗi h/s phải có đủ SGK (English 11) sách mới do NXB Giáo dục phát hành.
Mỗi h/s phải có 02 quyển vở ( ghi chép và chuẩn bị bài ở nhà )
Trớc khi đến lớp h/s phải chuẩn bị bài ở nhà theo yêu cầu từng phần (Tasks) và làm bài tập theo y/c
của
giáo viên
Trong lớp h/s phải tích cực tham gia các hoạt động theo cặp, theo nhóm dới sự hớng dẫn của giáo
viên.
Nêu câu hỏi thắc mắc yêu cầu giáo viên giải đáp (nếu có).
Tóm lại : Để học tập có kết quả mỗi h/s sinh cần phát huy tính tích cực , tính chủ động, tự giác
trong hoạt
động học tập , không trông chờ ỷ nại. Giáo viên chỉ đóng vai trò là ngời tổ chức hoạt động , hớng
dẫn , giải
đáp thắc mắc , giúp đỡ khi h/s gặp khó khăn.

3. Remind:
+ Prepare for Unit 1: Reading part.
.
The end
Date: 20/8/2014
Period: 2

UNIT 1: friendship
READING (1)
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GIO N TING ANH LP 11 NNG CAO
A, AIMS:
- Students can express their opinions about friendship.
- Reading for gist and for specific information.
B, 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.
C, TEACHING AIDS:
- Text book, handouts, pictures, chalk and board
D, METHOD:
- Integrated, mainly communicative.
E, PROCEDURES:
Stages Teachers Activities Students Activities
-Warm
up and
lead-in
(8mins)

Pre-
reading
(20mins)
(10mins)
*T asks students some questions:
-Do you have friends?
-What is a good friend like, according to you?
Transition: In to day reading, well get to know
more about friends and friendship.
*Teaching Vocabulary
-To provide Sss with some language to help
them understand the text.
-To help enrich Ss knowledge of vocabulary.
*Elicit meanings from Ss or give explanations
your self .
-break out in to tears (v)=begin to cry
-through thick and thin (idm)=in spite of all the
difficulties (trong bất cứ hoàn cảnh nào)
-cheat (v)=copy sbs work in a test
-detention (n)=punishment of being kept at
school after it has closed (hình phạt giam ở trờng
sau giờ học)
-confide in sb (v)=trust sb enough to tell a secret
to him/her (tâm sự, thổ lộ)
-guarantee (n)=sự đảm bảo
-elvolve (v)=develop naturally and gradually

-stick together(v)=remain friendly and loyal to
one another
(gắn bó)

*Give some practice on pronunciation (Read-Ss
repeat)
*Checking Vocabulary: GAP-FILLING
-Give Ss handouts and ask them to work in pairs,
completing the sentences, using the words just
learned
1, A good friend remains loyal to you
- Listen to teacher and work in
groups and answer.
-Write on note book carefully
-Listen and read after to T
-Read the text carefully then discuss
in pairs
-Work in groups and know how to
use them in a new context.
-Write on note book carefully
-Work in pairs.
-Work in pairs.
-Expected answer:
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GIÁO ÁN TIẾNG ANH LỚP 11 NÂNG CAO
2, Blue skies are not a of continuing fine
weather.
3, Being scolded by his mother, the child
4, Those students were sent to the room for
their cheating on the exam.
5, Like friendship, trust with time.
6, Ann thinks there’s no one in the class she
can .
1, through thick and thin

2, guarantee
3, broke out into tears
4, detention
5, evolves
6, confide in
3, Consolidation: (2mins) -The content
4, Home work: (3mins) -Writing: Sentence building
-Give Ss handouts, and ask them to make sentences using the cues.
1, your ideas/ good friend/ different/ different grades//
2, best friend/ someone/ you can confide//
3, best friends/ usually stick together/ thick/ thin//
4, best friend/ help you/ avoid/ depression/ anxiety//
-Expected answers:
1, Your ideas of a good friend are different in different grades.
2, A best friend is someone you can confide in.
3, Best friends usually stick together through thick and thin.
4, A best friend can help you avoid depression and anxiety.
Date: 21/8/2014
Period: 3
UNIT 1: friendship
READING (2)
A, AIMS:
- Students can express their opinions about friendship and do all exercises.
- Reading for gist and for specific information.
B, 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.
C, TEACHING AIDS:

- Text book, handouts, pictures, chalk and board
D, METHOD:
- Integrated, mainly communicative.
E, PROCEDURES:
Stages Teacher’s Activities Students’ Activities
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GIÁO ÁN TIẾNG ANH LỚP 11 NÂNG CAO
While-
reading
(8mins)
(10mins)
(10mins)
Post-
reading
(12mins)
Activity 1: -Reading and matching (Task a p:16)
(*To develop Ss’ skimming skills)
-Ask Ss to read Text A and then match the grades with
John’s opinions on what a good friend is.
-Call on Ss to say what John thought of a good friend
in each grade.
-Go over the answers with the class
Activity 2: -True-False Statement (Task b p:16)
(To give some personalized task to engage Ss)
-Ask Ss to read the statements about close friends in
Task b (p.16) and say if they are true or false, i. e, Ss
agree or disagree with them.
-Check with be class and note down on the board Ss’
opinions.
-Tell Ss to read Text B and decide if the statements are

true or false.
-Ask ss to work with a partner and compare answers
-Call on Ss to read the statements and say their choice.
-Go over the answer with the class.
-Tell Ss to compare the ideas in the text and Ss
opinions.
Activity 3: -Main ideas
(To provide practice on skimming for general ideas)
-Write down on the board three phrases about main
ideas of the paragraphs in Text B and one extra phrase.
a, possible reasons for not having a best friend
b, what to do to have a best friend
c, how best friendship develops
d, the benefits of a best friend/what a best friend can
do to us
-Ask Ss to skim the text again and match the
paragraphs with a partner
-Go over the answers with the class.
-Discussion:
(To provide Ss with some free practice and to have
them express themselves and share ideas)
-Ask Ss to work in groups of 4 or 5, expressing their
opinions on the following questions:
a, Close friends don’t need to share common interests.
Agree or disagree? Give reasons.
b, What is your own idea of a good friend?
c, How do you understand the proverb “A friend in
need is a friend indeed”?
-Go around to control and give help if necessary.
-Call Ss to report about their groups’ ideas.

-Give feedback and comments on what Ss have
-Work individuals
-Complete and present before
the class.
-Work individuals
-Work in pairs then whole class.
Answer:
1, T
2, F (According to the text, we
become friend with those who
share common interests)
3, F (We can’t go out and pick a
good friend)
4, T
5, T
-Work individuals then compare
with your partner
-Work in pairs discuss then
present.
-Expected answers:
-Par.1 - d
-Par.2 - c
-Par.3 – a
-Work in groups :
-Do as required
-Discuss and then present before
the class
-Give comments.
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GIÁO ÁN TIẾNG ANH LỚP 11 NÂNG CAO

3, Consolidation: (1min) -The content
4, Home work: (2mins) -Do ex 1-2 (p.11-12) in English Ex Advanced (Pa. Reading)
Date: 26/8/2014
Period: 4
UNIT 1: friendship
listening
A. Aims:
- Students should understand more about the friendship and practice listening skill.
- Listening for gist and for specific information.
B, OBJECTIVES:
* By the end of this lesson, Students will able to:
- Listen and pick up specific details and understand general ideas.
C, TEACHING AIDS:
- Text book, CD player, cards, sheets of paper, chalk and board
D, METHOD:
- Integrated, mainly communicative.
E, PROCEDURES:
stages Teacher’s Activities Students’ Activities
Warm-up
(5mins)
*To create interest, review adjectives and nouns and
introduce the topic.
Game: -“Five little things”
-Ask Ss to work in groups of 4.
-Tell Ss to listen to instructions and write down 5
things as required on a piece of paper.
-The group that finishes first and gets all correct
will get 1 point.
-The group that has more points will win the game.
-Check Ss’ understanding of instructions and have

them start the game.
*These are the suggested instructions:
1, Write down 5 places where you often meet with
your close friend.
2, Write down 5 things you often share with your
-Listen to teacher and work in
groups
-Discuss and present before the
class.
-Expected answers:
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GIÁO ÁN TIẾNG ANH LỚP 11 NÂNG CAO
Pre-
listening
(5mins)
(3mins)
(3mins)
While-
listening
(5mins)
(5mins)
close friend.
3, Write down 5 qualities you need in a good
friend.
4, Write down 5 adjectives describing appearance.
5, Write down 5 adjectives describing character of
personality.
-Read Ss’ items and check with the class after each
question
-Declare the winner

-Transition: - Today we use a lot of nouns and
adjectives to talk about friend. Today we will listen
to a letter from Jack, writing about his new friend.
Teaching Vocabulary
*Use pictures and explanations to present some
new words and then read the words one by one and
ask Ss to repeat:
-sociable (a)=friendly, outgoing
- conservative (a)=opposed to great change (b¶o
thñ)
-sensitive (a)=easily offended, easily hurt (nh¹y
c¶m)
-skinny (a)= very very thin (gÇy tr¬ x¬ng)
-stout (a)=rather fat
-indifferent (a)=having no interest (thê ¬)
Checking Vocabulary
-Tell Ss to listen to the explanations in English and
say the word.
1, very thin
2, having no interest
3, friendly, outgoing
4, easily offended
5, rather fat
6, opposed to great change
*Describing Yourself (Task a, p.17)
-Ask Ss to read the list of adjectives and tick(v) the
words that describe them and add more adjectives
that are true for them
-Call on one student or two to read their list that
describes themselves.

Activity 1: -Listen and tick (v) (Task b, p.17)
-Tell Ss they are going to listen to a letter from
Jack, writing about his new Vietnamese friend,
Mai.
-Ask Ss to listen and tick (v) what is true about her.
-Let Ss listen for the second time id necessary
-Go over the answers with the class.
Activity 2: -Listen and take notes.
-Ask Ss to listen again and note down the noun
phrases used to describe Mai’s appearance.
-Call on Ss to read their notes and check with the
1, home, school, park, cinema,
evening class
2, notes, cake, homework, school
things, joy, sadness
3, honesty, loyalty, unselfishness,
helpfulness, good-heartedness
4, tall, short, good-looking,
beautiful, well-dressed, stout
5, reserved, going out, sociable,
studious, sympathetic
-Listen, understand and write on
note book carefully
-Listen to teacher then read in
chorus
-Understand all meaning of new
words and how to use.
-Listen carefully and give
Expected answers:
1, skinny

2, indifferent
3, sociable
4, sensitive
5, stout
6, conservative

-Do as required
-Do as required
-Work individuals
*Give the expected answers:
-her rosy plump face
-two dimples (on her cheeks)
-short hair, and
-casual clothes
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GIÁO ÁN TIẾNG ANH LỚP 11 NÂNG CAO
(7mins)
Post-
listening
(8mins)
class.
-Check with the class
Activity 3: -Questions and answers:
-Tell Ss to listen again and answer the questions.
1, On what occasion did Jack meet Mai Tran?
2, How old are Jack and Sinh?
3, What do Mai, Jack and Sinh have in common?
4, Where is Mai going this summer?
5, Will Jack go with Mai there?
Speaking: -Role play (Handout)

-Pair of Ss as A and B and tell A to play the role of
Jack and B the role of Sinh. Ss imagine they are
having a conversation on the phone.
-Give each student a role card (Appendix) and ask
them to make a conversation based on the ideals
suggested.
-Move around to control and give help if necessary.
(-If time allows, have 1 or 2 pairs to act out their
conversations in front of the class)
*T-class
-Expected answers:
1, Jack met Mai Tran at his
cousin’s party
2, They are 17-the same age as
Mai
3, They all have the same taste in
information technology and music
4, She’s going to visit/ travel back
to Vietnam
5, Maybe, He hasn’t decided yet.
-Listen to teacher, work in pairs
then present before the class
-Comments and then give
feedback
3, Consolidation: (1min) -The content.
4, Home work: (1min) -Tell Ss to learn the new words and make some sentences with
them, describing a certain person.
Date: 27/8/2014
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GIÁO ÁN TIẾNG ANH LỚP 11 NÂNG CAO

Period: 5
UNIT 1: friendship
SPEAKING
A, AIMS:
- Students should know how to practice speaking skill.
- Speaking for gist and for specific information.
B, 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
C, TEACHING AIDS:
- Text book, handouts, pictures, chalk and board, porters
D, METHOD:
- Integrated, mainly communicative.
E, PROCEDURES:
Stages Teacher’s Activities Students’ Activities
Warm-up
(5mins)
Pre-
speaking
(8mins)
While-
speaking
(10mins)
(10mins)
*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?”

-Ask Ss: -What do you do/ say to make friends
with someone new?
-Note Ss’ ideas on the board
-Tell Ss to read the expressions in Task a(p.18) and
tick (v) the ones that they can use to start a
conservation.
Activity 1: Completing &Practising the Dialogues
(Task b. pp18-19)
-Tell Ss to complete the dialogues in Task b (p.18-
19) and then compare with a partner.
-Check with the class by calling 2 pairs to act out
the conversations.
-Tell Ss to work in pairs and act out the
conservations
-Call on some close and open pairs to act out
Activity 2: -Role-play
-Prepare sets of 4 personal information cards.
-Ask SS to work in groups of 4
-Give each group a set of 4 cards and tells SS they
are now the person described on the card and they
are at a multi-school party. Ss practice making
friends with the other people in their groups.
-Go around to control and give help if necessary
-Call on some Ss to the front of the class to act
about the conversations
-Give comments
Questions and Answers:
-Work in groups-discuss and
present before the class.
-T-class

-Expected answers:
2, 3, 4, 5, 6, 7 and 8
-Work in pairs:
-Expected answers:
1, I’m
2, Try/ Have
3, It’s good/ It tastes good
4, isn’t it/ doesn’t it
5, Would you like / Could I get
you
6, It’s
7, isn’t it
8, Have I met
9, at
-Work in groups.
-Do as required
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GIÁO ÁN TIẾNG ANH LỚP 11 NÂNG CAO
Post-
speaking
(8mins)
-Ask Ss work in pairs and practice making some
conversations then answers the questions
-Go around to control and give help if necessary
-Call on Ss to stand up and practice
-a, Who are they?
-b, What are they doing?

-Give feedback and comments on what Ss have
-Go over the answers with the class

-Listen to teacher and work in pairs
-Practice once more and then
present their conversations before
the class
-a, They are
-b, They are introducing
themselves/ making
friend
3, Consolidation: (1min) -The content.
4, Homework : (1min) -Ask Ss to review the expressions used to start a conversation
Date: 27/8/2014
Period: 6
UNIT 1: friendship
WRITING
A, AIMS:
- Students should know how to practice writing skill, how to write a narrative and can write a
narrative about one of their friends.
- Writing for gist and for specific information.
B, OBJECTIVES:
* By the end of this lesson, Students will able to:
-Describe a friend.
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GIÁO ÁN TIẾNG ANH LỚP 11 NÂNG CAO
-Write a narrative
C, TEACHING AIDS:
- Text book, handouts, pictures, chalk and board, sheets of paper
D, METHOD:
- Integrated, mainly communicative.
E, PROCEDURES:
Stages Teacher’s Activities Students’ Activities

Warm-up
(5mins)
Pre-
writing
(5mins)
(5mins)
(5mins)
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:
-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.
Teaching Vocabulary
-Elicit the meanings of new words from Ss or
give explanations yourself.
-vicious (a)=acting with evil intentions; spiteful
(xÊu xa, nham hiÓm)
-imbecile (n)=stupid or silly person; fool (kÎ
ngèc, ngêi khê kh¹o)
-smart (a)=clever; intelligent

-criticize (v)=point out the faults of sb/ st (chØ
chÝch, phª b×nh ai)
-confress (v)=admit (thó nhËn)
-giggle (v)=laugh lightly in a nervous or silly
way (cêi róc rÝch)
-Read the words one by one and ask Ss to repeat.
Activity 1: -Gap-filling (Task a, p.20)
-Ask Ss to read the passage and fill in each gap
with a suitable word from the box.
-When they have finished, tell Ss to work with a
partner and compare answers.
-Call on some Ss to read their completed
sentences and check with the class.
Activity 2: -Re-ordering (Task b p.p.20-21)
-Ask Ss to work in pairs, reading the sentences
and putting them in the logical order of a
narrative.
-Call on Ss to read the sentences in the order
they arrange and check with the class
-Listen to teacher and understand how
to practice.
-Work individuals
-Do as required
-Expected answers:
*Hair/ Face : -long, black, curly,
straight
*Build: -tall, slim, short, thin
*Opinion: -beautiful, pretty, kind,
handsome, timid, shy, smart.
-Listen to teacher

-Write on note book carefully
-Read in silent then read in chorus
-Repeat once more
-Work individual then compare with
the partner and present before the class
-Work individuals
-Do as required
-Listen to teacher and do as required
-Work individuals
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tall beautiful kind smart timid
handsome short pretty thin black
curly long shy straight
slim
GIÁO ÁN TIẾNG ANH LỚP 11 NÂNG CAO
(5mins)
While-
writing
(12mins)
Post-
writing
(4mins)
Activity 3: Questions and Answers:
-Make questions about the narrative in Task b
and ask Ss to find answers to the questions.
a, When and where did the writer meet Trang?
b, What was she like?
c, What did they have in common?
d, How do they keep in touch?
Writing a narrative

-Ask Ss to write a short narrative about a friend
of their based on the ideas suggested and the
samples in Task a and b
-Go round to control and give help if necessary
-When they have finished, collect Ss’ writings
-Peer correction
*Ask Ss work in groups and tell them read and
correct their friends narratives
-Go around to control and give help if necessary
-Ask Ss read their group’s best writing and ask
Ss to give comment.
Give feedback and comments.
Expected answers:
a, At his cousin’s birthday party, two
years ago
b, She had a cheerful face and 2
dimples; she looked athletic in jean
and a T-shirt
c, They were both interested in chess
d, though e-mails
-Look at the book and practice writing
a short narrative about one of your
friend
-Do as required
-Work in groups and do as require
-Give comments.
3, Consolidation : (1min) -The content.
4, Homework: (1min) -Ask Ss to underline all the adjectives used to describe Trang
in Task b
-Rewrite their writing on notebook carefully.

Date: 28/8/2014
Period: 7
UNIT 1: friendship
LANGUAGE FOCUS (1)
A, AIMS:
- Students should know how to practice Descriptive adjectives.
- Ss can practice by doing exercises correctly.
B, OBJECTIVES:
* By the end of this lesson, Students will able to:
- Use descriptive adjectives
- Different verb forms in a narrative
C, TEACHING AIDS:
- Text book, handouts, pictures, chalk and board,
D, METHOD:
- Integrated, mainly communicative.
E, PROCEDURES:
Stages Teacher’s Activities Students’ Activities
Warm-up
(8mins)
-Divide the class into 4 groups and ask Ss
write down 10 adjectives describing character
of personality. The winner will be the group
completing the task in the shortest period of
time.
**Help Ss understand how to use Des Adjs.
-Listen to teacher and work in group
-Discuss and complete
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GIÁO ÁN TIẾNG ANH LỚP 11 NÂNG CAO
Word

study
(5mins)
(10mins)
(8ms)
(10mins)
Descriptive adjectives:
-Descriptive adjs or adjs of quality include
those of size, shape, age, type, colour,
material, origin, purpose and opinion (or
general description).
-The positions of descriptive adjs are:
attribute (before the noun) and predicative
( after a verb such as be, become, get, seem,
feel, look )
Activity 1: Underlining the Adjectives.(T.a
P.21)
- Tell Ss to read the sentences and underline
the adjectives.
-Go over the answers with the class.
Activity 2: Gap-filling (Task b p.22)
-Help Ss with the meanings of some new
words.
-persistent (a)=continuing without
interruption ( dai d¼ng)
-bushy (n)=covered with bushes (rËm r¹p)
-piercing (a)=( of sounds) penetrating (the
thÐ, ®inh tai)
-phobia (v)=extreme dislike or fear of (sth)
(sù ¸m ¶nh, sî h·i mét c¸ch v« lý)
-Tell Ss to read and complete the passage

using the words given.
-Go over the answers with the class.
Activity 3: Jumble sentences ( Task c p.22)
-Read the example and ask Ss to pay attention
to the position of the adjectives.
-Ask Ss to rearrange the words to make
meaningful sentences and then compare with
a partner.
-Listen to teacher, understand and
write on note book carefully.
-Work individuals
-Discuss and compare with your
partner than one or two Ss present
before the class.
-Give comments.
-Work individuals
-Listen and understanding all new
words and meaning.
-Discuss and compare with your
partner.
-Give comments.
-Work individuals.
-Discuss and compare with your
partner then present before the class.
-Give comments
-Write on note book carefully
3, Consolidation : (1min) -The content.
4, Homework: (1min) -Ask Ss to do Ex in Advanced English Exercise (Past .Use of
language- P.13-14)
-Redo all exercises.

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GIÁO ÁN TIẾNG ANH LỚP 11 NÂNG CAO
Date: 3/9/2014
Period: 8
UNIT 1: friendship
LANGUAGE FOCUS (2)
A, AIMS:
- Students should know how to practice grammar-based (verbs form, linking words)
- Ss can practice by doing exercises correctly.
B, OBJECTIVES:
* By the end of this lesson, Students will able to:
- Use descriptive adjectives
- Different verb forms in a narrative
C, TEACHING AIDS:
- Text book, handouts, pictures, chalk and board,
D, METHOD:
- Integrated, mainly communicative.
E, PROCEDURES:
Stages Teacher’s Activities Students’ Activities
Grammar
(18mins)
Verb from review (pp.22-23)
-Elicit from Ss the tense used in a narrative. (Ex
Past Simple, past continuous and past perfect)
-Ask Ss to compare these sentences (Ex: The past
simple is used for the actions in the story, to tell us
what happened next. The past continuous is used
for sth around a past time or together with the past
simple when a shorter action comes in he middle
of a longer one.)

-Tell Ss to read and complete the passage using the
words given.
-Go over the answers with the class.
Linking word: (p.23)
-Listen to teacher, understanding
how to use past simple, past
continuous and past perfect)
-Give examples
*Work individuals
-Discuss and compare with your
partner then present before the
class.
-Give comments
-Write on note book carefully
*Work individuals
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GIÁO ÁN TIẾNG ANH LỚP 11 NÂNG CAO
(10mins)
(12mins)
-Match one line in column A with one in column
B
-Ask Ss look at their book and practice by doing
Ex.
-Call Ss work individuals then read their sentences
and check with the class
-Go over the answers with the class
FURTHER PRACTICE
-Give Ss a handout with the linking words in
column A and the meanings in column B. Then
ask them to match the linking words with their

suitable meanings.
A B
1, and
2, but
3, either or
4,neither nor
a, on the contrary; in spite of
this
b, not the one or the other
c, also, then, following this
d, the one or the other
-Ask Ss to read the sentence halves, match one in
A with one in B and then use a suitable word in
the box to connect them
-Go over the answers with the class.
-Do as required
Expected word:
1, and + e
2, or + c
3, but + d
4, either + b
5, Neither + a
*Work individuals
-and=also; then, following this
( used to connect words of the same
part of speech, phrases and clauses)
-but=on the contrary; in spite of
this ( used to connect contrasting
ideas)
-either or =the one or the other

( used to connect words or phrases
of the same part of speech;
pronoun, noun phrase; verb phrase,
adj. or adv. Phrase)
-neither nor =not the one or the
other ( can be used to connect
words or phrases of the same part
of speech; pronoun; noun phrase,
verb phrase, adj. or adv. phrase)
3, Consolidation : (1min) -The content.
4, Homework: (2mins) -Ask Ss to do Ex in Advanced English Exercise (Part Use of
language- P.13-14)
-Redo all exercises.
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GIO N TING ANH LP 11 NNG CAO
Date: 4/9/2014
Period: 9
UNIT 2 : personal experience
READING (1)
A, AIMS:
- Students can express their opinions about personal experience.
- Reading for gist and for specific information.
B, OBJECTIVES:
* By the end of this lesson, Students will able to:
- Scan reading for specific information.
- Recognize the activities related to the senses.
C, TEACHING AIDS:
- Text book, handouts, pictures, chalk and board
D, METHOD:
- Integrated, mainly communicative.

E, PROCEDURES:
Stages Teachers Activities Students Activities
Warm- up
and lead-
in
(8mins)
Pre-
reading
(12mins)
*Ask Ss:
-What is experience?
-Have you ever been in embarrassing
situations?
-What was it? What did you do then?
Teaching vocabulary:
*Elicit meanings from Ss or give explanations
yourself;
-in vain (idm.)=with no result; uselessly (vô ích,
không có kết quả)
-retreat into ones shell (idm.)=become more
shy, rerved ( trở nên rụt rè hơn )
-inept (a.)=completely unskillful, not tactful
( vụng về )
-slip away (v.)=leave quietly without being
noticed ( chuồn, lẻn đi )
-inadequate (a.)=not sufficiently able or
confident; not good enough ( thiếu tự tin, không
đủ khả năng)
-grow out of sth (v.)=(become tô old for sth
and) stop doing it; overcome (khắc phục đợc)

-dispirited (a.)=discouraged; depressed ( chán
nản)
*Give some practice on pronunciation (Read- Ss
repeat)
*Listen to teacher and do as
required
-Event or activity that affects us
in some way; knowledge gained
from seeing or doing things,/ or
sth similar)
-Listen to teacher, understand and
discuss.
Read the text carefully then
discuss in pairs
-Work in groups and know how to
use them in a new context.
-Write on note book carefully
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GIÁO ÁN TIẾNG ANH LỚP 11 NÂNG CAO
While-
reading
(8mins)
(10mins)
*Activity 1: Guiding question
-Ask Ss to read the text quickly and find the
answer to the question:
What was embarrassing about the man?
-Call on some Ss to give answers and check
with the class.

*Activity 2: True-False statements (Task a,
p.26)
-Ask Ss to read the text and the statements
about the man and say if they are true or false.
-Ask Ss to work with a partner and compare
answers.
-Call on Ss to read the statements and say their
choice.
-Ask Ss give comments
-Go over the answers with the class.
-Work in pairs, discuss and
answer
-One or two pairs present before
the class.
-Give comments.
-Work individuals then discuss in
pairs and then present before the
class.
Expected answers:
1, F (He was a shy, quiet, and
inept person)
2, T
3, F (To him, making friends was
not easy. He felt inept to join in
the conversation and hard to make
friends.)
4, F (He was unable to overcome
his shyness.)
5, T
3, Consolidation: (2mins) -The content

4, Home work: (3mins) -Read the text once more then translate into Vietnamese.
-Prepare next period (to be continued)
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GIÁO ÁN TIẾNG ANH LỚP 11 NÂNG CAO
Date: 5/9/2014
Period: 10
UNIT 2: personal experience
READING (2)
A, AIMS:
- Students can express their opinions about personal experience.
- Reading for gist and for specific information.
B, OBJECTIVES:
* By the end of this lesson, Students will able to:
- Scan reading for specific information.
- Recognize the activities related to the senses.
C, TEACHING AIDS:
- Text book, handouts, pictures, chalk and board
D, METHOD:
- Integrated, mainly communicative.
E, PROCEDURES:
Stages Teacher’s activities Students’ activities
While-
reading
(8mins)
(10mins)
Post-
reading
(20mins)
Activity 3:
* Reading and listing (Task b. p.26)

-Ask Ss to read the first paragraph and list
three pieces of information related to the
senses of sight and hearing.
-Go over the answer with the class.
Activity 4:
*Reading and pick out the information
(Task c p.26).
-Ask Ss to read the second paragraph then
pick out the information which express the
writer’s feelings during and after the party
.
-Go over the answer with the class.
*Discussion:
-Put Ss into group 4 or 5.
-Ask them to express their opinions on the
following questions:
1, Have you ever been in such a situations
as the man’s.
2, What have you done to grow of/
overcome it?
3, What do you think the man should do to
overcome his shyness?
-Go around to control and give help if
necessary.
-Call on Ss to report about their groups’
discussion.
-Give feedback and comments on what Ss
have
-Listen to teacher and work
individuals.

-Read carefully and compare answers
with a partner
-Read the statements and say their
choices.
-Comments and write on note book.
-Listen to teacher and work
individuals.
-Read carefully and compare answers
with a partner
-Read the statements and say their
choices.
-Comments and write on note book.
-Listen to teacher and work in groups.
-Do as required.
.
-Discuss your answers with a partner
then present before the class
-Give comments and write on note
book carefully.
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GIÁO ÁN TIẾNG ANH LỚP 11 NÂNG CAO
3, Consolidation: (2mins) -The content.
4, Home work: (3mins) -Tell Ss to write a short paragraph about the man should in order to
overcome his shyness
-Do ex in part Reading P.19-20 (Advanced English Exercises)
-Prepare next period.
Date: 9/9/2014
Period: 11
UNIT 2 : personal experience
listening

A. Aims:
- Students should understand more about the personal experiences and practice listening
skill.
- Listening for gist and for specific information.
B, OBJECTIVES:
* By the end of this lesson, Students will able to:
- Listen for specific details.
- Listen and understand the message.
C, TEACHING AIDS:
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GIÁO ÁN TIẾNG ANH LỚP 11 NÂNG CAO
- Text book, CD player, cards, sheets of paper, chalk and board.
D, METHOD:
- Integrated, mainly communicative.
E, PROCEDURES:
Stages teacher’s activities Students’ activities
Warm-up
(6mins)
Pre-
listening
(8mins)
(5mins)
While-
listening
(7mins)
(6mins)
*Ask Ss some questions.
1, Who is your best friend?
2, How did you happen to meet her or him?
3, How long have you known each other?

4, What qualities do you admire in your best
friend?
-Give comments.
*Teaching vocabulary:
*Use pictures and explanations to present some
new words.
-ashamed (a)=felling embarrassment because of
one’s own action ( xÊu hæ, hæ thÑn)
-absent-mindedness (n)=forgetfulness ( sù ®·ng
trÝ)
-witness (v)=be present at sth and see it (chøng
kiÕn)
-laugh at sb (phr.v)=ridicule sb ( cêi nh¹o, chÕ
giÔu).
-Read the words one by one and ask Ss to repeat
Checking vocabulary ( Task a. p.27)
-Tell Ss to read the gapped sentences in Task a,
and complete them with a suitable word in the
box
-Go over the answers with the class.
Activity 1:
-True-False Statements (Task b. p.27)
-Tell Ss they are going to listen to a man’s story,
read the statements and decide if they are true
or false.
-Let Ss listen again if necessary.
-Tell Ss to compare answers with a partner.
-Go over the answers with the class, then let Ss
listen again and check.
Activity 2:

-Listen and tick (v) (Task c. p.27)
-Ask Ss to listen again and tick the adjectives
that describe the student and his experience in
the story.
-Call on Ss to give their answers.
-Have Ss listen again and check with the class.
*Speaking: -Retelling the story.
-Listen to teacher and work
individuals.
Prepare carefully then discuss with
the partner.
-Answer T’s questions.

-Listen to teacher, understand how
to use and read after teacher then
read in chorus.
-Write on note book carefully.
-Work individuals.
-Prepare carefully then discuss
with the partner then present
before the class
-Comments and write on note book
*Work individuals.
-Prepare carefully then discuss and
compare with the partner.
-Present before the class.
Expected answers:
1, F. (It happened on Sunday)
2, T.
3, T. (He went into a bookstore to

buy the book which he was
assigned to report on but he had
left it home)
4, T.
5, T.
*Work individuals.
-Prepare carefully then discuss and
compare with the partner.
-Present before the class.
Expected answer:
4, embarrassing
6, careless
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GIÁO ÁN TIẾNG ANH LỚP 11 NÂNG CAO
Post-
listening
(9mins)
-Ask Ss to work in their groups again.
-Tell them to retell the story based on the
pictures or can give some questions for Ss:
1, What kind of experience did the speaker
have?
2, When did it happen?
3, Who was cycling beside him on the way to
the club?
4, What was his duty at that day meeting?
5, What did his realize on the way to the club?
6, What did he decide to do?
7, Where did he put his bicycle?
8, What was his embarrassing experience?

-Go around to control and check.
-Call on some Ss to retell the story to the class.
-Ask for Ss’ comments.
Give feedback and comments on what Ss have.
-Listen to teacher, understand how
to practice.
-Work in groups to retell the story
based on the pictures or can
answer some T’s questions.
-Do as required.
-One or two groups present their
opinions before the class and other
groups give their comments.
3, Consolidation : (1min) -The content.
4, Home work : (1min) *Writing: -Rewrite the story.
-Prepare next period.
Date: 10/9/2014
Period: 12
UNIT 2 : personal experience
SPEAKING
A, AIMS:
- Students should know how to practice speaking skill .
- Speaking for gist and for specific information.
B, OBJECTIVES:
* By the end of this lesson, Students will able to:
-Name the senses in English.
-Talk about the activities with the senses.
C, TEACHING AIDS:
- Text book, handouts, pictures, chalk and board, porters
D, METHOD:

- Integrated, mainly communicative.
E, PROCEDURES:
stages Teacher’s activities Students’ activities
Warm-up
(5mins)
Pre-
*Ask Ss some questions:
1, Have you ever spoken English to a native
speaker?
2, How did you meet her?
2, What did you talk about?
3, How did the experience affect you?
*Matching pictures with activities.
(Task a, p.28-29
-Listen to teacher to understand then
work individuals.
-Prepare carefully then answer T’s
questions.
-Look at the book then do as required.
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GIÁO ÁN TIẾNG ANH LỚP 11 NÂNG CAO
speaking
(10mins)
While-
Speaking
(15mins)
Post-
speaking
(11mins)
-Ask Ss to read the phrases in Task a and match

them with the pictures.
-Tell Ss to compare answers in pairs and then
go over the answers with the whole class.
-Check if Ss know what a smoke sensor is.
Give explanations.
-Ask Ss what ‘differentiate’ mean
Activity 1: talking about the activities with the
senses. (Task b, p.29).
-Tell Ss to work in pairs, ask and answer about
the things and people mentioned in Task a and
their ability.
-Go around to monitor and note down errors if
any for correction later.
-Encourage Ss to talk about their other animals
or things that have a good senses of any. Or
you may want to list a few for Ss to talk about.
(For example: cats, owls
-Call on some close friend and open pairs to act
our their conversations.
Listening and Recognizing
-Ask Ss to work in two groups, A and B, listen
to your sentences and name the senses implied
in each sentence.
-If the group can’t get it right, the other group
take the turn and score points if they get it
right.
-Keep a running total of points for each group
on the board.
-Declare the winner and then give feedback
and comments:

* The sentences used in the activity are:
1, I don’t like the fragrance of this flower.
2, This juice is a bit too sour for me.
3, This table feels tough.
4, The house is mall but very nice.
5, We love classic music.
6, Do you like a sweet soup.
7, It’s so quiet in here.
8, The water is too cold to swim.
-Prepare carefully the present before
the class.
-Give comments
-Expected answer: -‘Distinguish’
-Listen to teacher to understand the
work in pairs.
-Discuss and present before the class.
E.g. 1, What do you thing dogs are
good at?
-Well, I guess they are good at
smelling in order to search for
something
-Do as required.
-Give comments.
* Work in groups.
-Listen to teacher to understand how
to practice.
-Do as required then each group
presents before the class.
-Give comments.
Expected answer:

1, smell
2, taste
3, sight
4, sight
5, hearing
6, taste
7, touch
8, touch
3, Consolidation : (1min) -The content.
4, Home work : (1min) -Ask Ss to make a few sentences about the activities with the
senses.
-Do exercises in Par. Speaking in Advanced English Exercise
(Part a, b, c, d, p.17-18).
-Prepare next period.
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GIÁO ÁN TIẾNG ANH LỚP 11 NÂNG CAO
Date: 10/9/2014
Period: 13
UNIT 2: personal experience
WRITING
A, AIMS:
- Students should know how to practice writing skill, how to write a personal letter describing a part
experience.
- Writing for gist and for specific information.
B, OBJECTIVES:
* By the end of this lesson, Students will able to:
-Write a personal letter.
-Describe a past experience using the structures and vocabulary that they have learnt
in
previous lessons.

C, TEACHING AIDS:
- Text book, handouts, pictures, chalk and board, sheets of paper
D, METHOD:
- Integrated, mainly communicative.
E, PROCEDURES:
stages Teacher’s activities Students’ activities
Warm-up
(5mins)
Pre-
writing
(10mins)
*Ask Ss work in groups and answer some
questions:
1, How many part does a personal letter
normally have?
2, What are these part?
3, What do we normally write in the
Salutation?
4, What do we normally write in the Closing?
5, Where do we normally sign the letter?
*Activity 1: Teaching vocabulary:
A B
1, mutual A, unable to think clearly
2,
commencement
B, meeting
Listen and work in groups:
*Expected answers:
1, 5 parts.
2, The heading, the Salutation

(Greeting), the Body, the Closing, and
the Signature.
3, “Dear” or “Hello/Hi
4, “Sincerely”, “your”, “Love”
5, Under the Closing
*Work in groups:
-Do as required.
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GIÁO ÁN TIẾNG ANH LỚP 11 NÂNG CAO
(6mins)
(10mins)
(10mins)
3, host
C, having the same
specified relationship to
each other
4, confused
D, person who receives
and entertains people as
guests
5, gathering E, beginning
-Arrange Ss to work in pairs and give each
pair a handout.
-Tell Ss to read the words in column A and
match them with their explanations in column
B.
-Go over the answers with the class.

*Activity 2: -Re-arranging.
-Write down on the board the steps of a

personal letter about a past experience in a
random order as follows:
A, Opening/ Greeting.
B, The story/ experience to be share ( what,
why, when, where, who)
C, Date
D, Closing and ending.
E, General information (about self or/ and
friends)
-Ask Ss to put the steps in logical order of
such a letter.
-Tell Ss to compare answers in pairs and then
go over the answers.
*Gap-filling. (Task a, p.30)
-Ask Ss to complete the letter using the words
given.
-Move around to control and give help if
necessary.
-Get Ss to compare answers in pairs and then
go over the answers.
*Questions and Answers:
-Ask Ss to read the passage again and find the
answers to the questions.
1, What made him feel embarrassed?
2, Why did it happen to him?
3, Where did it happen?
4, When did it happen to him?
5, Who helped him solve the problem at last?
*Writing it yourself:
-Ask Ss to write a letter to a friend, telling

him/ her about their most embarrassing
experience based on the format given and the
sample in Task a (p.30).
*Expected answers:
1, c 4, a
2, e 5, b
3, d
-Give comments.
-Write on note book carefully.
*Work in groups:
-Do as required.
*Expected answers:

1, C
2, A
3, E
4, B
5, D
*Work in groups:
*Expected answers:
1, funny. 2, social. 3, host. 4, mutual.
5, together. 6, dish. 7, abroad. 8,
thanks. 9, happened. 10, carefully. 11,
embarrassed. 12, Luckily
-Write on note book carefully.
-Work individuals:
*Expected answers:
1, He couldn’t find his money when he
went to pay the bill.
2, Because he had put the money in the

pocket of another pairs of pants.
3, In a restaurant (where he held a
reunion dinner)
4, Last weekend
5, His sister
* Work individuals.

-Discuss and compare with your
partner than one or two Ss present
before the class.
-Give comments.
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GIÁO ÁN TIẾNG ANH LỚP 11 NÂNG CAO
-Go around to control and give help with
vocabulary.
-When they have finished, collect Ss’ writing
to mark at home.
*Peer correction:
-Read a piece of Ss writing, and ask Ss to give
comments relating the format (steps), the
language use, and the story.
-Give feedback and comments.
-Write on note book carefully.
*Work individuals.
- Prepare carefully then discuss with a
partner then prepare before the class.
-Write on note book carefully.
3, Consolidation : (1min) -The content.
4, Homework: (1min) -Ask Ss to review all the new words learned.
-Rewrite their writing on notebook carefully.

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GIÁO ÁN TIẾNG ANH LỚP 11 NÂNG CAO
Date: 11/9/2014
Period: 14
UNIT 2 : personal experience
LANGUAGE FOCUS (1)
A, AIMS:
- Students should know how to practice Senses verbs.
- Ss can practice by doing exercises correctly.
B, OBJECTIVES:
* By the end of this lesson, Students will able to:
- Use verbs of the senses.
- Use modal perfect to talk about the past and can use different verb forms.
C, TEACHING AIDS:
- Text book, handouts, pictures, chalk and board,
D, METHOD:
- Integrated, mainly communicative.
E, PROCEDURES:
stages Teacher’s activities Students’
activities
Warm-up
(5mins)
Word-
study
(15mins)
(7mins)
-Divide the class into 4 groups and ask Ss write down 10
adjectives describing character of personality. The winner
will be the group completing the task in the shortest period
of time.

*Sense verbs.
Elicit from Ss sentences with the senses verbs.
-Write down on the board three sentences and ask SS to
distinguish the verbs used.
A, I can smell something burning.
B, This flower smells good.
C, It smells like orange.
Notes: The linking verbs and most of these transitive verbs
are not used in the present continuous.
Activity 1: Talking about the senses: (Task a p.31)
-Tell Ss to work in pairs and make questions and
answers about the senses, based on the words given.
-Go around to monitor and note down error for correction
later.
-Call on some pairs (close and open pairs) to act out their
conversations.
-Give feedback and comments.
-Listen to teacher and
work in groups.
-Discuss and complete.
-Listen to teacher,
understand how to use
the sense verb in the
sentence.
Expected answers:
-In sentence A, ‘smell’ is
a transitive verb, with
something as an object.
-In sentence B and C
‘smell’ is an intransitive

verb followed by an adj
or a prepositional phrase
with ‘like’
-Write on note book
carefully.
-Do as required
-Practice using the sense
verbs.
-Discuss and then present
before the class.
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Senses Transitive verbs Intransitive / linking verbs
Sign
Taste
Smell
Hearing
Touch
See (thÊy)
Taste (nÕm)
Smell (ngöi) +Obj.
Hear (nghe)
Touch (sê)
Look (tr«ng cã vÎ)
Taste (cã vÞ)
Smell (cã mïi) +Adj / like+N
Sound (nghe cã vÎ)
Feel (sê thÊy)