Giáo án tiếng Anh khối lớp 11 (cơ bản)

<span class='text_page_counter'>(1)</span>SỞ GIÁO DỤC & ĐAØO TẠO ĐỒNG THÁP TRƯỜNG THPT THỐNG LINH. . GIAÙO AÙN TIEÁNG ANH 11 (CB) Bieân soạn: LEÂ NGOÏC THAÏCH. Naêm hoïc 2008-2009 Lop11.com.

<span class='text_page_counter'>(2)</span> Lesson plan 11 (Basic). Leâ Ngoïc Thaïch. Period: UNIT 1: FRIENDSHIP Date: 1 Section: Reading Objective: By the end of the lesson, Ss will get to know more about friend are friendship. Teaching aids: Textbook, lesson plan, pictures, posters. Procedures: T Stages & Content T’s activities Ss’ activities 5’ I. WARMER: Word square - Explain the - Listen game. A H E A R T D - Divide class - Play the game F R I E N D E into 2 groups. T I N I C E A - Start the game Make a E S N E E D R - Control meaningful R I N D E E D Ask Ss to make sentence  a, heart, friend, in, need, indeed, nice, dear, is a sentence with after A friend in need is a friend indeed these words  Introduction. 7’ II. PRE-READING * Vocabulary: - acquaintance (n) - incapable of (a) - unselfishness (n) - constancy (n) - loyalty (n) - sympathy (n) - trust (n) - suspicious (a) 5' Checking :ROR * Brainstorm :. : người quen : khoâng theå : vò tha : kieân ñònh : chung thuûy : sự thông cảm : sự tin tưởng : có sự nghi ngờ. - Follow the steps for - Listen teaching voc. answer. - Repeat. - Copy.. qualities for friendship. III. WHILE-READING 4’ * Task 1 : Fill in the blanks 1. mutual 2. incapable 3. unselfish 4. acquaintance / friend 5. give and take 6. loyal to 7. suspicious 10 * Task 2 : Answer the questions (LN) 1. What is the first quality for true friendship and what does it tell you? 2. Why are changeable and uncertain people incapable of true friendship? 3. What is the third quality for true friendship and what does it tell you? 4. Why must there be a mutual trust between friends? 5. Why can’t people who talk too much keep a friend long? 6. What is the last quality for true friendship and what does it tell you? Answer. 1 Lop11.com. and. - Set on the board. - Ask Ss for the answer. - Get feedback - Look at the and check. board. - Answer. - Give posters - Ask Ss to do - Check and correct Give Work in instructions. groups - Ask Ss to read - Answer for the answer. - Divide class - Listen. - Start the game Read the - Control. question..

<span class='text_page_counter'>(3)</span> Lesson plan 11 (Basic). Leâ Ngoïc Thaïch. 1. The first quality for friendship is unselfish. It tells me hat a man who is concerned only with their own interests and feelings cannot be a true friend. 2. Because they take up an interest with enthusiasm, but they are soon tired of it, and they feel the attraction of some new object. 3. The third quality for friendship is loyalty. It tells me that the two friends must be loyal to each other, and they must know each other so well that there can be no suspicious between them. 4. Because if not people cannot feel safe when telling the other their most intimate secrets. 5. Because they cannot keep a secret, either their own or those of others. 6. The last quality for friendship is sympathy. It tells me that to be a true friend you must sympathize with your friend. Where there’s no mutual sympathy between friends, there’s no true friendship. * Task 3 : Choose the main idea 3’ Conditions of true friendship IV. POST-READING : 10 To have a friendship we should ...... / shouldn’t ... - be helpful - be too selfish - borrow a lot of money - be talkative - pay attention to your friend when he / she is in difficult situation - believe too much in rumours - be faithful - ............ V. HOMEWORK : 1’ - Learn the lesson and prepare the next period.. 2 Lop11.com. - Play the game. - Ask Ss to do - Check and correct - Stick poster - Ask Ss to write Should and shouldn’t - Check Give the assignment. - Work in pairs. - Answer - Look at - Write answer. - Copy. the.

<span class='text_page_counter'>(4)</span> Lesson plan 11 (Basic). Leâ Ngoïc Thaïch. Period: 2 UNIT 1: FRIENDSHIP Date: Section: Speaking Aim: Describe the physical characteristics of a person Objective: By the end of a lesson, ss will be able to talk about the physical characteristics of a person. Skills: Main skill: Speaking Sub skills: Listening, Reading, Writing Procedure: T Stages & Content T’ activities Ss’ activities 5’ - Stick the poster - Look at the I.WARM UP: Kim’ game on the board board handsome sincere modest Run through - Listen straight short oval square - Play a game vocab beautiful black pleasant - Give instructions broad good-looking - Control - Group work. hospitable. 10. 18. * Introduction: II. PRE-SPEAKING 1. Vocabulary - crooked (a) - humorous (a) - quick-witted (a) - good-natured (a) - studious (a) * Checking: ROR 2. Set the scene about face ,hair ,height , forehead. III.WHILE-SPEAKING * Task 1: Look at the people below and describe their physical characteristics (page 15) * Useful language: height: tall medium, short… - face: square ,large ,oval … forehead: broad, hight,…. - Nose: straight, crooked ….. Hair: black, grey…. Appearance : handsome , beautiful ,good-looking. 3 Lop11.com. - Follow the steps for teaching vocab - Follow the teacher’s instructions - Draw on the board -Ask ss to guess -Look at the the physical board -Work characteristics individually.. Supply ss some useful languages - Ask ss to -Listen and describe answer - Control - Copy -Work individually.

<span class='text_page_counter'>(5)</span> Lesson plan 11 (Basic). Leâ Ngoïc Thaïch. *Task 2: Number the following personalities in order of - Run through -Listen and do importance in friendship .Report your result to the class vocab the task caring generous hospitable - Give instructions - Group work. honest modest helpful sincere understanding pleasant. 10. IV.POST-SPEAKING * Task 3: Role play Dialogue build Journalist Interviewee Her / his name ? Date of birth ? ? His/ her personalities ? (friendly, honest, helpful……). - Give Ss a dialogue build - Ask them to make an - Work in pairs interviewee - Go around for help if necessary - Call each pair to report in front of the class. What made her successful - Summarize the - Listen main points take note. ? 2’. ………………………………………………… V.HOMEWORK Learn the lesson Prepare section Listening. - Give homework. 4 Lop11.com. and.

<span class='text_page_counter'>(6)</span> Lesson plan 11 (Basic). Leâ Ngoïc Thaïch. Period: 3 UNIT 1: FRIENDSHIP Date: Section: Listening Aim: Listening about Lan’s friendship and Long’s friendship. Objective: By the end of the lesson, Ss will be able to listen the information about Lan’s friendship and Long’s friendship. Teaching aids: Textbook, lesson plan, cassette player, tape, poster. Procedures: T Stages & Content T’s activities Ss’ activities 5 I. WARMER : Matching - Show the poster - Look at A B - Give clear instruction - Listen apartment building yeâu thích - Model. sense of humour xe gaén maùy - Ask Ss to match. - Go to the board and guitarist toà nhà - Check. match. favourite tình baïn - Read and ask Ss to - Listen & repeat. motorbike tính hài hước repeat around xung quanh friendship người chơi guita  Introduction. II. PRE-LISTENING 5’ * Ask & answer the questions : - Show the questions - Ask Ss to ask and 1. Who is your best friend? answer - Work in pairs. 2.How did you happen to meet him or her - Control 3. How long have you known each other? - Call 1 or 2 pairs to 4. What qualities do you admire in your best speak loudly. friend? - Listen. III. WHILE-LISTENING 7’ * Task 1 : Listen and decide T or F - Lead to Lan’s talk and 1.___ Ha and Lan share an apartment in NCT Long’s talk. - Give instruction. - Listen. Residential Area in Hanoi. 2.___ Lan think hat Hai Phong people are - Ask Ss to read the statements in 2 minutes. unfriendly. - Play the tape twice. - Read silently. 3. ___ Lan spent two days in Do Son. - Divide class and ask 4.___ Ha took Lan to Do Son on her motorbike. 5.___ Ha introduced Lan to a number of her them to give the answer. - Play the tape and - Listen friends there. - Give the answer in 6.___ Ha and Lan have become friends since check. teams. Lan’s trip to Do Son. - Listen & check. Key : 1-F, 2-F, 3-T, 4-F, 5-T, 6-F 7’ * Task 2 : Listen and choose the answer - Show the poster. - Give instructions. 1. M and L have been friends since ___ - Play the tape twice. A. school B. college C. work D. holiday - Ask Ss to give their 2. Long was a ____. - Look at & read. answer. A. singer B. guitarist - Play the tape again and - Listen. C. worker D. football player check. - Listen & choose. 3. Long loves Minh’s ____. - Give the answer. A. loyalty B. sympathy C. enthusiasm D. sense of humour 4. Minh and Long like to go to ____ .. - Listen & check.. 5 Lop11.com.

<span class='text_page_counter'>(7)</span> Lesson plan 11 (Basic). Leâ Ngoïc Thaïch. A. places and movies B. plays and movies C. plays and football matches D. zoo and cinema Key : 1-B, 2-A, 3-D, 4-B 10 * Task 3 : Listen and write How and where What they like about they meet their friend Lan. 10. 1’. - Give instructions. - Give posters. - Play the tape twice. - Ask Ss to stick the posters on the board. - Check. Long - Ask Ss to practise speaking in pairs basing on the information IV. POST – LISTENING Take turns to talk about how Ha has been above. Lan’s best friend and how Minh has been - Go around for help. - Call 1 or 2 Ss to report. Long’s best friend. V. HOMEWORK - Prepare the next lesson : Writing. - Give homework.. 6 Lop11.com. - Listen. - Work in groups. - Stick the poster.. - Work in pairs. - Do the work. - Report. - Copy..

<span class='text_page_counter'>(8)</span> Lesson plan 11 (Basic). Leâ Ngoïc Thaïch. Period: 4 UNIT 1: FRIENDSHIP Date: Section: Writing Aim: By the end of the lesson, students will be able to write a short paragraph about your friend. Teaching aids: textbook, handouts, posters Procedures T Stages & Content T’s activities Ss’ activities 7 I. WARM UP: Brainstorming - Explain ideas Listen and - Ask Ss to give words think - Give words address characteristics. personal information. age. appearance.  Introduction 10 II. PRE-WRITING * Vocabulary: - generous (a): - young (a): - near (a): tall (a): Checking: ROR * Matching: Key - generous  characteristics - young  age - near  address - tall  appearance 17 III. WHILE-WRITING * Use the following ideas to start writing: 1) Your friend’s name, age, sex, address. 2) Describe her/him physical characteristics 3) Describe her/his personalities 4) Say what you like about her/him 10 IV. POST-WRITING * Choose four students to present their writing: on board Correcting 1. V. HOMEWORK - Write a short paragraph about your father. - Prepare next lesson, Lang Focus. 7 Lop11.com. - Lead to the lesson. - Introduce words on Listen board follow - Give meanings. and. - Tick two lines on Listen and board and ask Ss to understand match Follow - Give key on board teacher’s steps - Listen and copy - Look and work in pairs - Give word cues by - Copy down handouts. - Run through the sentences - Ask Ss to write - Follow teacher’s ideas - Go around for help - Call four Ss to present - Start writing - Correct mistakes on - Present writing on board. board - Give comment - Correct - Require the task at mistakes Listen and copy home.

<span class='text_page_counter'>(9)</span> Lesson plan 11 (Basic). Leâ Ngoïc Thaïch. Period: 5 UNIT 1: FRIENDSHIP Date: Section: Language focus Objective: Ss can distinguish and pronounce two sounds /ʤ/ & /ʧ/ in single words and sentence. - Ss can review infinitive, bare infinitive and use them. Teaching aids: textbook, pictures. Procedures: T Stages & Content T’s activities Ss’ activities 5’ I. WARMER - Asks Ss to look at the - Look at pictures. Show the Pictures on the blackboard - What do you call in - Answer + chair, children, chewing gum English? + Jacket, Jean, July  Introduction 10 II. PRONUNCIATION - Ask Ss to repeat to - Repeat /ʧ/ /ʤ/ introduce 2 sounds /ʤ/ & Chain Jail /ʧ/ Choke Village - Ask Ss to repeat Cheek June - Repeat Beach July Peach Surgeon Rich Region Match Jerry 1. Listen and decide if the word belonging to /ʤ/ - Give Ss a handout to or /ʧ/ collect - Collect Age, each, coach, college, chew, junk, jeans, - Asks Ss to listen and - Check Joke, purchase, magic, tragic, butcher check - Repeat 2. Open their book (page 19). Listen and repeat 28 - Plays the cassette - Practise in pairs III.GRAMMAR AND VOCBULARY - Helps Ss to correct 1. Infinitive: - What do you study English for? - Elicit - What do you want to do after school? - Introduce Infinitive - Answer - What do you do morning exercise for? to find a good - What do you use phone for? job…  After verbs : want, have, decide, buy, would to be a teacher... like, seem…….use “to Infinitive” to keep health...  Meaning :“To Infinitive” is used to express a to contact my purpose friend * Exercises 1:(page 20) - Take notes Key - Asks Ss to do 1. Who wants st to eat? - Correct 2. I have some letters to write 3. I am delighted to hear the news - Work in pairs 4. My mother has some shopping to do 5. You always have too much to talk about 6. It’s lovely to see you again 7. It’s too cold to go out 8. I am happy to know that you have pass the exam. 8 Lop11.com.

<span class='text_page_counter'>(10)</span> Lesson plan 11 (Basic). Leâ Ngoïc Thaïch.  Practise: based on prompts S1: who/ want/ talk with? S2: S1: what/do/tonight? S2:have/exercises/do S1: what/decide/do/high school? S2: S1: why/morning exercise? S2: keep health 1. Bare infinitive : Giang: Where is Linh? Tuan: I saw him go out 5 minutes ago Giang: what is the matter with him? Tuan: I heard him say to Nam he had a headache. He went to see the doctor. VERB: see, hear, feel, make, let, watch + V0. * Exercise 2 : page 21 Key 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. 4. The customs officers made him open the briefcase 5.The boy saw the cat jump through the window 6. Do you think the company will make him pay some extra money? 7. I felt the animal move toward me 8. Do you think her parents will let her go on a picnic? Practise :based on prompts * S1:I /see/them/go out S2: where/they/decide/go? S1: * S1: What/happen? S2:I/ see/ rabbit/jump/the window S1: Oh! really? * S1: what about /trip / Dalat, Lan? S2: I / be / afraid. I can’t S1: What / the problem / you? S2:My friends/make/me/stay there/8 days S1:But/my parents/ not let/me/stay there 8 days S2: what a pity! 2’ IV.HOMEWORK -learn their lesson -prepare the new lesson. 9 Lop11.com. - Ask ss to practise in pairs - Call some pairs - Practise in front of class. - Give Ss a situation. “There are 4 people living in the house. They are close friends. They are G, L, T, N. However, G doesn’t know where L goes, & he asks T : - Ask Ss to remark Gives some verbs followed bare infinitive. - Take notes Give their remark (after verb: see, hear use bare infinitive). - Ask Ss to do exercises on page 21 - Do exercises - Correct - Take notes. - Ask Ss to practise in pairs based on prompts - Work in pairs - Encourage Ss to make situation to use the above verbs (feel, make, let…) - Call some pairs to present - Present in front - Ask Ss to pay attention of class to using these Verbs - Take notes - Take notes.

<span class='text_page_counter'>(11)</span> Lesson plan 11 (Basic). Leâ Ngoïc Thaïch. TEST OF ENGLISH Time allotted: 15 * Circle the best answer to complete each sentence: (10ms) 1/ In “Everyone has a number of acquaintances, but no one has many friends” acquaintances mean................ A. people that you have met but do not know well B. people whom you know well and whom you like a lot. C. people who work in the same company. D. people with whom you share a room for a period of time 2/ A ............... friendship is a precious relation ship. A. mutual B. sincere C. generous D. successful 3/ A good marriage is based on................ . A. trust B. loyalty C. secret D. A & B 4/ The children seem to be totally .............................. of working quietly by themselves. A. unable B. impossible C. incapable D. not able 5/ The children were eager ............................ their parents A. see B. seeing C. saw D. to see 6/ He refused....................... her....................... for herself. A. to allow / to think B. allowing / thinking C. allow / to think D. to allow / think 7/ They would .................. go by plane than spend a week traveling by train. A. like B. prefer C. rather D. better 8/ The boss made ......................... for a meeting after work. A. us to stay B. us stay C. us staying D. us to staying 9/ I keep getting this pain in my leg. I think I’d better ......................... a doctor. A. see B. seeing C. to see D. saw 10/ The dentist told him ......................... his mouth wide. A. open B. opening C. to opening D. to open. 10 Lop11.com.

<span class='text_page_counter'>(12)</span> Lesson plan 11 (Basic). Leâ Ngoïc Thaïch. Period: 6 UNIT 2: PERSONAL EXPERIENCES Date: Section: Reading Objective: By the end of the lesson, Sts are going to improve their reading skill as well as way to guess meaning of new words. Skills: reading, speaking, listening Teaching aids: pictures, posters, cards. Procedure: T Stages & Content T’s activities Ss’ activities 3’ I.WARM-UP: Ordering pictures - Gets Sts to order the pictures, -Listen then guess what is happening -Work individually with people in each picture. - Leads Sts to new lesson. - Give feedback 10’ II.PRE-READING - Follows the steps. - Copy the title. * Pre-teach vocabulary: - embarrassing (a) = confused (a): - Reads twice as model. luùng tuùng, boái roái - Observe. - to glance at: lieác nhìn - sneaky (adj): leùn luùt,vuïng troäm -Listen + repeat. - to make a fuss: laøm aàm leân *Checking: Rub out and remember. -Gives Sts some questions, then gets them to work in pairs * Suggested questions: guess details in a story they - Copy 1. Who do you think they are? are going to read. 2. Where are they? 3. What are they doing? 22’ III.WHILE-READING - Asks Sts to read the story *Task 1: Gap-filling carefully, then do task 1. Answer key 1. glanced 4. idols 5. - Corrects. sneaky - Pair worktalk about 2. making a fuss 3. - Gets Sts to work in pairs to each picture. embarrassing order the pictures about the -Present in front of * Task 2: Ordering pictures class. -Silent reading story they’ve read. - Checks + corrects. -Do task 1 (p.24). Answer key: d-b-f-e-a-c -Compare the answers * Task 3: Multiple choice + Lucky in pairs. Stars 1) The girl wish to have______ when -Divides Sts into 2 groups, -Write the words on asks them to play the game the board. she was in grade 9. into “Lucky stars” by answering -Translate a. a new schoolbag b. a new shirt Vietnamese. the questions in task 3. c. a red floppy hat d. a new bike -Take notes. 2) Her father gave her some money - Pair work. on her birthday ________. a. to buy the hat she liked b. to buy an ice-cream c. to travel d. to buy a new computer 3) She saw ______in the boy’s bag. a. an interesting picture book. -Give feedback.. - Gives clear instruction: -Take notes. answer 5 questions with 1. 11 Lop11.com.

<span class='text_page_counter'>(13)</span> Lesson plan 11 (Basic). 8’. 2’. b. a beautiful pen c. a mobile phone d. a wad of dollar notes like hers 4) She decided to take the money from the boy’s bag without saying anything about it because_______. a. she hated him. c. she liked him. b. she didn’t want to make a fuss. 5) She bought ______ for herself with the money she took from the boy’s bag. a. the hat b. the shirt c. the book d. the dictionary Answer key:1c -2a -3d -4b -5a IV.POST-READING * Suggested phrases: Put up a notice at the school board / get on the same bus the next day and look far the boy to return the money to him / keep it as a secret / tell her father and ash him for advice……… V. HOMEWORK - Learn new words by heart. -Write a short paragraph to summarize the story (about 100 words. Leâ Ngoïc Thaïch lucky star. - Group work. - Join the game. -Listen -Each group choose the question+answer.Take notes.. -Gives marks + corrects  tells which group is the - Groupwork discuss winner. the way to solve this - In groups of four, asks Sts to problem. find out the solution for the - Each group presents. situation in the story using the prompts. -Listens + comments.. - Gives tasks.. 12 Lop11.com. -Listen -Take notes..

<span class='text_page_counter'>(14)</span> Lesson plan 11 (Basic). Leâ Ngoïc Thaïch. Period: 7 UNIT 2: PERSONAL EXPERIENCES Date: Section: Speaking Aim: Students talk about past experiences and how they affected one’s life. - Lexical items: words/ phrases talk about past experiences. - Structures: useful structures used to talk about past experiences Method: Communicative approach Teaching aids: textbook, posters, pictures. Procedure: T Stages & Content T’s activities 4’ I. WARM UP: Question - Ask How do the people in the photos feel? - Introduce the - happy/ angry/ frightened/ relaxed/ excited/ bored 12 II. PRE- SPEAKING: lesson * Task 1: Work in pairs. Match the things you might have done or experienced in box A with how the experience - Ask sts to match A with B might have affected you in box B (p 25)  Answer key: 1d 2c 3a 4b 5e 15 II. WHILE-SPEAKING: - Correct * Task 2: Work in pairs. A student is talking to her friend about one of her past experiences and how it affected her. - Ask sts to put The lines in their conversation are jumbled. Put them in the correct order, then practise the in the correct order dialogue.. 13. 1’. Answer key: 1b 2d 3h 4a 5e 6g 7c 8f - Hỏi về kinh nghiệm đã trải qua: Have you ever …? - Hỏi vể chi tiết kinh nghiệm đó: How did it happen? - Hỏi về tác động của kinh nghiệm đó: How did the experience affect you? * Task 3: Work in pairs. Underline the structures used to talk about past experiences in the dialogue in Task 2, then use the structures and the ideas in Task 1 to make similar dialogues IV. POST-SPEAKING:  Useful structures: - Have you ever …? - How did it happen? - When did it happen? - How did the experience affect you? V. HOMEWORK: Write a short paragraph about 80 words about your past experience. 13 Lop11.com. Sts’ activities - Look at the pictures, answer. -Work in pairs - Check. - Pair work. - Practise. - Guide sts how to use tenses - Simple past - Past continuous. - Work in pairs - Check, listen, help. - Give tasks. - Take notes.

<span class='text_page_counter'>(15)</span> Lesson plan 11 (Basic). Leâ Ngoïc Thaïch. Date: 8 UNIT 2: PERSONAL EXPERIENCES Period: Section: Listening Objectives: - By the lesson ss understand family is more important than things - They are no longer selfish Teaching aids: Textbook, posters, tape, cassette player Procedure: T Stages & Content T’s activities - Explain the way of I.WARM-UP: Kim’s game Some words: shout, help, telephone, playing the game water, cry, selfish, gas, protect, - Start the game unforgettable, experience, rescue, fire, family, things, terrible II. PRE- LISTENING: * Vocabulary: - Apply the techniques of - Memorable (adj.) translate teaching new words - Scream (v picture reasonably - Embrace (v) action and explain - Protect (v)explain or may be translate - Terrified: picture and translate - Escape (v) picture, explain or translate * Ordering words - Ask ss look at the posters + When you see the fire, what do you do? Arrange the correct order of the on the blackboard to answer words from the first to the end: help the question people to rebuild their house, call the - Ask ss work in group firemen, manage to put out the fire, run to - Don’t correct their the place where there is a fire, ask someone answers to help, escape, scream III. WHILE- LISTENING: + Task 1: Christina is being interviewed about the most unforgettable experience in her life. Listen to the interview, and then decide whether the statement are true (T) or false (F).. 1. T T. 2. F. Answer 3. F. 4. F. Ss’ activities - Listen to the instruction of the teacher to play well - Play the game. - Listen and repeat - Read - Copy. - Look at the board and answer the question - Work in groups - Give answers on the board - Read. - Ask ss to read the instruction - Run through the task - Ask ss to predict - Play the tape (1 or 2) - Ask ss for answers - Ask ss give the correct information of the false 5. sentences - Give feedback and correct the answers. + Task 2: Listen to the second part of the dialogue and fill in the gaps in the summary - Ask ss to read the instruction of Christina’s story below. - Run through - Ask ss to guess Answer - Get feedback and play the tape(1 or 2) 1. small 2.everything. 14 Lop11.com. - Listen - Work in pairs - Listen - Answer Give the information. - Copy - Read - Listen - Give freely - Listen. answers.

<span class='text_page_counter'>(16)</span> Lesson plan 11 (Basic). Leâ Ngoïc Thaïch. 3.family 4.replaced 5.took 6. appreciate IV. POST- LISTENING: What do you think about the sentence: “Family is more important than things”? - Exchange your ideas with a partner V. HOMEWORK: - Learn by heart the lesson - Rewrite your opinion about the sentence: “Family is more important than things” - Prepare the lesson for the next period: “WRITING”. - Ask ss give answers - Give answers -Correct and give - Copy - Work in pairs comments - Give their own answers freely - Ask ss work in pairs - Go around to help - Call some ss give their own answers - Correct if they have serious mistakes - Take - Say and write on the board. 15 Lop11.com.

<span class='text_page_counter'>(17)</span> Lesson plan 11 (Basic). Leâ Ngoïc Thaïch. Date: 9 UNIT 2: PERSONAL EXPERIENCES Period: Section: Writing Objective: Writing a personal letter describing a past experience Method: Communicative approach Teaching aids: textbook, poster T Stages & Content Teacher’s work Students’ work 4’ I.WARM UP: Complete the following - Ask sts to complete - Pair work them sentences, using the adjectives in the box. Proud , sad, angry, frightened. - Listen. 1. He was very -------- when someone stole his money. 2. He was very ---------- when his father appeared on TV with the Prime Minister. 3. He was very--------- when he saw those big dogs running toward him. 4. He was very-------------when he heard that he got bad marks. + introduce the new lesson: Writing an embarrassing experience in our life 15’ II. PRE-WRITING * Read the following letter and complete the chart below. Dear Helen, Last year I had a scary dream, I was walking along an empty street late at night. Suddenly a lion appeared at the end of the street. He ran toward me with his big mouth open and sharp teeth. He roared and jumped upon me. I screamed loudly and awoke. I’m still frightened now. By the way, how are you? Do you still have a nightmare as before? I think we have similar problems now. Write to me as soon as possible. Your friend, Daisy Name of experience 1. when it happened 2. where it happened 3. how it happened 4. how the experience 5. affected you Notes: - embarrassed / embarrassing (adj) - a / an ….thing happened to me….. - I felt extremely ….. - It was a really…. experience.. 16 Lop11.com. - Get feedback - Give the answer. - Ask ss to do the task. Key 1. angry 2. proud 3. frightened 4. sad. - Follow. Answer 1.The frightened -Run through Voc. experience -Model 2. Last night -Explain some 3. The writer was structures walking along an empty street late at - Elicit tenses & form night. Listen and take notes 4. The lion ran toward her with his big mouth open and sharp teeth..

<span class='text_page_counter'>(18)</span> Lesson plan 11 (Basic). 15’. 10’ 1’. Leâ Ngoïc Thaïch. → elicit: Tenses (past) Form (5 parts) * Main points - when it happened - where it happened - how it happened - who was involved - how the experience affected you - Ask sts to write a III. WHILE - WRITING Write a letter to tell your friends the most letter to tell their friends the most embarrassing experience in the same way embarrassing experience - Go around to give sts some help IV. POST-WRITING - Ask 2 sts to write on the board V. HOMEWORK - Correct sts’ mistakes - Rewrite your letters - Prepare the next part - Give homework. 17 Lop11.com. he roared & jumped upon her.. - Write a letter to tell their friends the most embarrassing experience - Ask for help -Write on the board -Take notes. - Take notes.

<span class='text_page_counter'>(19)</span> Lesson plan 11 (Basic). Leâ Ngoïc Thaïch. Date: UNIT 2: PERSONAL EXPERIENCES Period: 10 Section: Language focus Aim: After the lesson, ss will be able to: -Pronounce the sounds: / m /, /n /, / n / correctly. -Use the correct tenses of the verbs: s.present, s.past, past progressive, past perfect. Structures: s.present, s.past, past progressive, past perfect. Teaching aids: cards, book, posters…….. Procedure: T Stages & Content T’s activities Ss’ activities 3’ * Warm-up: Kim’s game -Give instructions - Observe - Divide the class Work in may wrong running make nose into 2 groups groups home snow seven sing Praise the winner summer nine morning money 10 I.PRONUNCIATION: - Listen and * Listen and repeat: - Model. repeat. /m/ /n/ /n/ Repeat may nose wrong Correct ss’ correctly. make nine running mistakes. summer money bring *Practise reading the sentences: - Listen & 1. Good morning. I want an apartment in central -Model repeat London. 2. We have an expensive apartment in Northern -Ask ss to underline - Underline the the words having words. Avenue - Observe 3. I remember meeting him on a nice summer these sounds. afternoon. 10 II. GRAMMAR: - Set the scene - Listen and A. Present simple tense: repeat 1. Ex: Nam and Phong live with their parents. Nam - Give example - Answer works for a big company. Phong is a student. He does - Model - Ask questions & - Copy his exercises everyday. give the form on the  Form: -I, You, We, They + Vo board -He, She, It + V-. s/es To Be: am / is / are  Use: We sometimes use the present simple tense to tell a story happened in the past. 2. Practice: Use the correct present tense forms of the verbs in brackets: The story is about a girl called Little Red Riding Hood who (0.live) lives with her mother. Little Red Riding Hood’s grandmother (1. invite) ____ her to her cottage, so one fine day she (2. set) ____ off to visit her. The little girl (3. get) _____ ready, (4.wave) ______ goodbye to her mother and (5. promise) _____to be careful. On her arm she (6. carry) _____ a basket which (7. contain) _______a cake her mother. 18 Lop11.com. - Give instruction -Ask ss to work in pairs - Check Key: 1. invites 2.sets 3.gets 4.waves 5.promises 6.carries 7. contains 8. has baked 9. is 10. is shining 11. are singing 12. is. - Listen - Work in pairs and give the answer.

<span class='text_page_counter'>(20)</span> Lesson plan 11 (Basic). Leâ Ngoïc Thaïch. (8. bake) _____specially. It (9.be) _____ a lovely spring morning, the sun (10.shine) ______ and the birds (11. sing) ____, happy that the winter (12.be) _____ over. B.Past simple, past progressive & past perfect tense: 1. Ex: a. Last night, while I was doing the exercises, the phone rang. b. After I had done the exercises, I went to bed.  Form: * Past simple: S + V2 / Ved. -Set the sence - Give model -Ask ss to listen & repeat - Ask questions - Listen - Write the forms on repeat the board -Answer -Copy. &. S + was / were + V-ing * Past progressive: * Past perfect: S + had + V3 / Ved Use: a. The Past simple expresses an action that happened and completed at a point of time in the past. b. The Past progressive expresses an action happening in the past when another action happened. c. The Past perfect expresses an action that happened before another action in the past or before a point of time in the past. 2. Practice: Give the correct tense of the verbs: Game: Lucky number a. He (break) ____ his arm when he (play) ____ football. b. When I (find ) ____ my purse, someone (take) _____take money out of it. c. By the time I (get) ____ into town, the shops (close) _. d. When it (start) ____to rain, they (walk) ____ through the forest. e. When they (get) ______ to the station, the train (leave) ____. f. He (tell) ____ us about his marriage when we (have) _____ afternoon tea. g. Julia (write) ____ her first novel when she (be) _____ 19 years old. h. By the time you (get) _____ her letter, she (arrive) _____ in Paris. f. told, were having g. wrote, was h. got, had arrived C. Make sentences from the words given: 1. when / police / arrive / the car / go 2. we / have lunch / we / hear / the news. 20 Lop11.com. - Ask & explain about the use - Listen, give ideas & take notes. -Give instructions -Ask ss to work on pairs. - Then, give the rule of the game - Ask ss to work in groups. - Control the game - Praise the winner * Key: a. broke, was playing b. found, had taken c. got, had closed d. started, were walking e. got, had left. -Observe - work in pairs - Listen -Work in groups, play the game.. - Give instruction - Ask ss to work in groups - Observe Work in groups & then.

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