Giao an Anh 11 Unit 1 2

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The first term of grade 11

The 1st period

Date: 29/7
Grade 11

Theme: Guiding how to learn and to do English tests
Time: 45 minutes

I. Objectives:

1. Educational aim: Students know about English book in grade 11
2. Knowledge:

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:

Teacher s activities’ Students activities’ Notes
Warm-up :(7 minutes)

- Introduce to students about the teacher
- Ask students about their names and
English knowledge etc.

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 to do them

* The tests in grade 11 include:
reading : 25%

listening: 25%
writing: 25%

language focus: 25%

3. Guiding other books and tape, disc, etc.
Homework: 3 minutes

- Listen to the teacher
- Answer the teacher’s
questions

- put the student’s book
and workbook on the
table

- listen to the teacher and
look through the books

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- Ask students to prepare textbook,
notebooks and the things for learning
andprepare lesson reading - Unit 1

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

The 2nd period
Date: 1/8

Unit 1: friendship
Grade 11

Theme: Friendship
Unit 1

Reading

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1. Educational aim: Students should know what a friendship is, know how
to keep a friend long.

2. Knowledge:

- 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’ Notes

Warm-up: (5 minutes)
- Ask students the questions:

- Have you got many friends?
- Who is your best frriend?

- 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.

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.
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)

- Listen to the teacher and
answer the questions:

- Yes, I have.

- A is my best friend.
- We usualy come to the
library sometimes play foot
ball…

- Listen to the teacher and
open the book – Unit 1,
part A: reading.

- Look at the picture in the
book, listen to the teacher,
read the poem then ask and
answer the question, work in
pairs:

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

B: I think….

- Listen to the teacher.

- Listen to the teacher then
read the passage.

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- Ask students to fill each blank with a
suitable word/phrase.

- Let students work individual or in
groups.

- Help students if necessary.
Keys:

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 idias of the whole passage.
- Let them work in pairs.

Key: B

Task 3: (6 minutes)

- Ask students to scan the passage and
answer the questions:

- Let them work in pairs.

- Walk round and help students.

- Ask some students to stand up to ask
and answer eachother.

- Walk round the classroom and
correct mistakes.

- 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 the notebook.

- Listen to the teacher.
- Look through the passage

again and try to choose the
most adequately sums up
the idia of the whole
passage.

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

- Ask the teacher if
necessary.

- Listen to the teacher then
ask and answer the
questions in the book:
1/ The first quality for true
friendship is unselfishness..
2/Changeable and uncertain
people are incapable of …
3/ the third quality for
friendship is loyalty…
4. There must be mutual
trust between friends
because if not, people
cannot feel safe when
telling the other their most
intimate secrets.

5. People can’t keep a
friend long because they

can’t keep a secret, either of
their own or others.

6. The last quality for true
friendship is sympathy. It
tells us that to be a true

friend, you must

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After you read : (8 minutes)

- Ask students to disuss the question:
“ Why do we need to have friends? ’’
- Let them work in pairs.

- 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

friendship

- Listen to the teacher.
- 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 down homework

The 3rd Period
Date 3/8

Grade 11

Theme: Friendship
Unit 1

Speaking
Time: 45 minutes
I. Objectives:

1. Educational aim: Students should know how to discribe a person
2. Knowledge:

- General knowledge: Students learn about physical characteristics and

personalities of a person.

- 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:

Teacher s activities’ Students activities’ Notes
Warm-up: (5 minutes)

- Ask students to keep book close
- Ask students to discribe some
students in the class.

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- Call some sdtudents to stand to talk
to the class.

- Introduce, listen and repair mistakes
for students.

(We learn Unit 1, part- speaking)
Pre-speaking : (12 minutes)
Task 1

- Ask students to look at the

people in the book and discribe
their physical characteristics.
- Let them work in pairs.

- 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, ….

While-speaking : (15 minutes)
Task 2

- Help students with some new words.
- Ask sts 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
Post-speaking : (10 minutes)
Task 3

- Have students work in pairs .
- Guide them to do the task .

- Make sure that sts 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

in the class.

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

- Try to repeat from
memory

- Try to discribe 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 and explain why
they do like that ..

- Make pairs : one is a
journalist , the other is an
interviewee .

- Listen carefully .
- Practise in pairs .

- Pay attention to the
content :

+ physical characteristics
+ personalities

+ reasons why the friends
are famous

- Role play

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+ what makes him / her a good friend
+ 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
Homework: (3 minutes)

- Ask students to write a passage about
their daily routine (50 words)

- Ask students to prepare Part
C-Listening and do homework

- The students are called
stand up and tell loudly

- Listen to the teacher
- Write down the homework
The 4th period

Date : 5/8
Grade 11

Theme: Friendship

Unit 1

Listening

Time: 45 minutes
I. Objectives:

1. Educational aim: Students should know how to describe the best friend
and how to keep the friendship.

2. Knowledge:

- 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…

IV. Procedure:

Teacher s activities’ Students activities’ Notes
Warm-up: (5 minutes)

- Ask students to close the books

-Ask students some questions about
friendship:

 Who is your best friend?

What qualities & characteristics of
your best friend do you admire?

Before you listening: (7 minutes)
- Ask students to look at the part:
Before listening

- Close the books

- Listen to the teacher and
answer the questions.

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- 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.

While-listening: (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

After-listening: (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

Homework: (3 minutes)

- Ask students to rewrite their answers
of tasks 2 in their notebooks at home
- Remember them to prepare

Part-answer the

questions in the
book.

- Work in pairs.

- Look at the books

- Listen to the teacher and
repeat the words.

-Students repeat & take
notes

- Repeat loudly the words
and try to remember them

-Students read task1, 2
silently for gist

-Elicited students raise
their hands to interpret.

-Students take notes
during listening.

-Other students watch
and give comments.

-Students work in pairs.

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Writing at home
Key content

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 many
friends in Do Son & she introduced
Lan 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.

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The 5th period
Date: 6/8
Grade 11

Theme: Friendship
Unit 1

Writing

Time 45 minutes
I. Objectives:

1. Educational aim: Students know how to wite 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 to describe someone’s physical
characteristics and someone’s personalities.

3. Skills: Writing a passage.

II. Method: Intergrated, mainly communicative

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

Teacher s activities’ Students activities’ Notes
Warm-up: (5 minutes)

- Ask students to keep book close
- Ask students some questions about
their best friends.

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?

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

- Keep book close

- Listen to the teacher and
answer the questions.
- Listen to the teacher
and answer the questions:
1. My friend’s name is
Hoa

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necessary structures.

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
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
Homework: (2 minutes)

- Ask students to do part writing of
Unit 1 in the student’s work book and
preapare part Language Focus

-Students write a passage.

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

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The 6th period
Date: 7/8
Grade 11

Theme: Friendship
Unit 1

Language Focus
Time: 45 minutes
I. Objectives:

1. Educational aim: Students should know how to use Infinitive with to or
without to to make sentences.

2. Knowledge:

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

- Language: * The Infinitive with to or without to.

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

3. Skills: Writing sentences with infinitives with to or without to.
II. Method: Intergrated, mainly communicative

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

Teacher s activities’ Students activities’ Notes
Warm-up: (5 minutes)

- Ask students to keep book close
- 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

pronunciation : / dʒ /- / t∫/

- Introduce new lesson

Pronunciation: (8 minutes)

- Ask students to look at their books
then introduce to them

*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

- Keep book close

- Listen to the teacher and
complete the sentence:
- 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

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Grammar and vocabulary:(4 minutes)
- Introduce exercises to the students
- Let students get their attention to
focus on Infinitve with to and
Infinitive without to.

Exercise 1: (13 minutes)
- Ask students to do Exercise 1
- Introduce how to do it

- Let them work in pairs

- 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
- Check, correct mistakes

Homework : (2 minutes)

Ask students to do Part Language
Focus and prepare part Reading of
Unit 2 at home

- Listen to the teacher

- 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 tohear
the news.

4. My mother has some
shopping to do.

...

- Listen to the teacher and
do exercise 2.

Keys:

1.The police watched
them get out of the car.
2. They let him write a
letter to his wife.

3. I heard them talk in the
next room.

4. The customs officer
made him open the
briefcase.

...

- Listen to the teacher and
write down

Unit 2 : PERSONAL EXPERIENCES
The 7th period

Date : 11/8
Grade 11

Theme: PERSONAL EXPERIENCES
Unit 2

Reading

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I. Objectives:

1. Educational aim:

- Students understand the sequence of events in a story.
2. Knowledge:

- General knowledge: Through this unit, students know how to wite about the
sequence of events in a story.

- 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.

II. Method: Intergrated, mainly communicative

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

IV. Procedures:

Teacher s activities’ Students activities’ Notes
Warm-up: (4 minutes)

- Ask students about their personal
experiences?

Before you read: (7minutes)

- 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
While you read: (20minutes)

- Ask students to read the whole story
- Explain some difficult words and
structures

1. embarrass(v)
- embarrassed(adj)
- embarrassing(adj)
- embarrassment(n)
2. idol (n)

3. glance(n/v)
- glance at sb/sth
4. Be busy doing sth
Be busy with sth

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

- Listen to the teacher.
- 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

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I am busy with my homework. I’m
busy doing my homework.

5. note (n) banknote

Do you want the money in the notes or
coins?

- The Beatles were the pop idols of the
60s.

Task 1 : Fill each blank with one of the
words in the box below.

- Firsly, ask students to study
individually then in pairs

- Walks arround the class, offer ideas
and comments when students need help
- Give suggesstions

Task 2

- Work in pairs, read the small talks
again and put the pictures of the events
in the order they happen in the story.
- Ask students to work individually
then work in pairs

- Walk round the class and comments
when students need

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 arround the class to help
students whenever they need

Sggested 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.

After you read: (12minutes)

-Ask students to discuss the questions
in group:

- Do Task 1 in pairs
_Take notes

Key:

1. glanced
2. makes a fuss
3. embarrassing
4. idols

5. sneaky
- Do task 2 in pairs
- Take notes

Key:

1.d 2.b 3.f
4.e 5. a 6.c

- Read the questions
silently and answer them
in groups

- Give the answers

- Take notes

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1. How did the girl in the story feel
when she discovered that the money
she had taken was not hers?

(embarrassed, sad, ashamed, unhappy,
terrible, uncomfortable, anxious, …)
2. What did the girl have to do (when
she 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

Homework : (2 minutes)

- Ask students to review part reading
and do exercises in the workbook and
prepair part speaking

- Report before class

- Listen to the teacher

and write down

homework to do at home.

The 8th period
Date: 6/9
Grade 11

Theme: PERSONAL EXPERIENCES
Unit 2

Speaking
Time: 45 minutes
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.
II. Method: Intergrated, mainly communicative

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IV. Procedures:

Teacher s activities’ Student s activities’ Notes
Warm-up:

- Have you ever spoken English to
you friends ( teachers, foreigners…) ?
- How did you feel when you spoke
English to them?

Pre-reading: (8 minutes)

- Gives students some new words in
Task 1

- Reads the new words

Task 1:

- Asks students to do Task 1 in pairs
- Gives feedback

While-speaking:
Task 2:

- Asks students to do task 2 in pairs
- Asks them to give answers

Post-speaking:
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 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

- Answer freely

1. Confidence
2. Attitude

3. Native English
speaker

4. Appreciate

- Explains the meanings
+ Structure:

Present Perfect ( Past
simple)

Have you ever………?
Key:

1. D 2. E 3. B
4.F 5. A 6. C
- Work in pairs

Key:

1. B 2. E 3. H 4. A
5. E 6. G 7. C 8. F

- Listen to the teacher
- Answer freely

- Work in pairs
Key:

A. Have you ever feeled
an exam?

- Yes, I have.

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Homework: (2 minutes)

- Asks students to write a paragraph to
tell their own experience in the past
- Asks students to prepare Listening

- I didn’t study well
enough for exam.

C. When did it happen?
- Last year.

D. How did you feel/
How did it affect you ?
- I felt disappointed/ sad/
depressed.

A. Have you ever

traveled to other parts of
the country?

- Yes, I have.

B. When did you travel?
- In 2002.

C. How did it affect you?
- It make me love our
country more./ I learned

more about different
places in our country.
3.

A. Have you ever talked
to a famous pop star?
- Yes, I have.

B. Where did you meet
him/ her ?

- At a party

C. How did it affect you?
- It was interesting to talk
to famous pop stars.
- It changed my attitude
to/ towards/ famous pop
stars.

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The 9th period
Date : 8/ 9
Grade 11

Theme: Personal Experiences
Unit 2

Listening
Time: 45 minutes
I. Objectives:

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 while listening
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
II. Method: Intergrated, mainly communicative

III. Teaching aid: Pictures, chalk, cassette tape
IV. Procedures:

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- Have you ever seen a fire ?
- Where did it happen?
- Was it frightening?

Pre-listening : (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

While-listening: (24 minutes)
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

- Answer freely

- Look at the picture and
answer the questions

- 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 do task 2
Key:

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answers on the board
- Gives feedback

After-listening: (10 minutes)

- Asks students to work in groups to
discuss 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

- Gives marks

Homework: (2 minutes)

- Asks students to write a paragraph
about the importance of family

- Asks students to prepare part Writing
at home

3. everything 4. realize
5. family 6. replaced
7. took 8. family
- Work in groups

- Present ideas in front of
the class

- Listen to the teacher and
correct mistakes

- Write down

The 10 periodth
Date : 9/ 9
Grade 11

Theme: Personal Experiences
Unit 2

Writing

Time: 45 minutes
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 that they have learned in
previous lessons.

2. Knowledge:

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

- Language: Words used in a form of writing apersonal letter
3. Skills: Writing a personal letter to describe a past experience
II. Method: Interagrated, mainly communicative

III. Teaching aids: Chalk, textbook
IV. Procedures:

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- Can you write a short letter in
English?

- Is it interesting?

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

English.

Pre-writing: (10 minutes)

- Has students give some of their past
experiences? (being seriously ill,
failing an exam; talking to a famous
pop star,… etc)

While-writing: (10 minutes)
- Gives students some guidance:
1. When it happened:

( It happened …years ago/in …./
when I was …years old.)

2. Where it happened:

( 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

Post-writing: (20 minutes)

- Asks students to write a passage
about the most memorable past
experience.

- Goes round to provide help
- Corrects common mistakes
Homework: (2 minutes)

- Do the writing part, Unit 2, workbook

- Answer the questions

- Gives their own past
experiences

- Listen to the teacher and
copy down

- Work in groups to
discuss

- Work individually and

correct mistakes

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- Asks students to prepare part
Language Focus at home

The 11 periodth
Date : 11/ 9
Grade 11

Theme: Personal Experiences
Unit 2

Language Focus
Time: 45 minutes
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 for indicating 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 /- /

/

- Grammar: Tense revision: the past simple, past progressive and past perfect
II. Method: Intergrated, mainly communicative

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IV. Procedures:

Teacher s activities’ Students activities’ Notes
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 mery songs on New
Year’s Day.

- They live in a nice small house.
+Pre

- Asks students to look at their books,
listen and repeat the words in the
colums

+While

- Asks students to read the sentences
+Post

- Practises reading the sentences
II. Grammar:

+Warm- up

We’ve already learn the present simple
tense, the past simle 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

+Pre

-Asks students to remember the use of
these tenses

+While
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 in mind

- 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
- Do the task

Key:

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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 exerciseand explain the
use of the tenses

+Post

- Consolidate the use of tense
Homework: (2 minutes)

- Practise reading the sentences
- Write exercise 2,3 in the notebook
- Prepare in Unit 3 part A reading in
advance

2. wrote / was

3. was working/ broke
4. stared / were walking
5. told / were having
- Do the task 3

- Listen to the teacher
Key:

1. had eaten / arrived
2. found / had taken
3. got / had closed
4. got / had left
5. got / had arrived

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Giao an Anh 11 Unit 1 2

<b>The first term of grade 11</b>

m /- / n /- /

/

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