Bài soạn môn học Tiếng Anh lớp 11 - Period: 1 đến period: 52

<span class='text_page_counter'>(1)</span>Date of preparation: August 19th 2010. Revision and testing Period: 1 I. Objectives: 1. Educational aim: help students to summary the main and the most important things they have learned in English 10 and get to know what to learn in English 11 2. Knowledge: - grammar -vocabulary -pronunciation 3. Skills: statistics II. Teaching preparation: 1. Method: Integrated, mainly communicative 2. Teaching aids and materials: English 10 and English 11 and paper-sheets III. Teaching procedures: 1. Class arrangement: Teaching date. Period. Class 11A4 11A6. Attendance. 2. Previous lesson: 3. New lesson: Review of English 10 Content-time Warm-up (8 minutes). Activity1: (10 minutes) General knowledge. Teachers activities Get sts to play the game : Preparation: Write the names of ten sports in two pieces of paper, five in each. Organization: Divide the class into 2 groups The representative of each group uses action to make his partners call out the sport’s name. The group can call out more correct sports’ name will win the game. Time allowance: 3 minutes for each group Prepare the handout (1) as shown below. Tell the sts to match the topics in column B with the appropriate units in column A After they have finished, ask them to compare their answers with their partners’. Give the answer key for them to check their answers. Give each group a piece of paper and ask them to write down 10 important items of grammar in English 10. Walk round and observe. When the sts almost finish their work, ask them to compare their answers with other groups.. 1 Lop11.com. Students’ activities Get to know the rules of the game.. Play the games as well as possible. Study the handout and get to know what to do. Match the topics with the appropriate units. Compare the answers with a partner’s..

<span class='text_page_counter'>(2)</span> Activity2: (15 minutes) Grammar revision. Give a list of grammar introduced in English 10 and let the sts to check the answers one another. Items of grammar in English10 - Tenses - Gerund and infinitive - Passive voice - Wh-question - Informative questions - Conditionals - Relative clauses - Adjectives of attitude - Should/ought to - Comparison - The articles a/an/the. Check the answers using the answer key. In group discuss 10 most important items of grammar. Compare the answers with other groups’. Check the each other’s answers.. 4. Consolidation: Do some exercises 5. Homework: Revise the lesson and do exercises. ----------------------------------------------------------------------------------------------------------------Date of planning: August 19th 2010. UNIT 1: friendship Period 2: READING I. Objectives: 1. Educational aim- Students can express their opinions about friendship. - Reading for gist and for specific information. 2. Knowledge: - grammar -vocabulary 3. Skills: 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. II. Teaching preparation: 1. Method: Integrated, mainly communicative 2. Teaching aids and materials: - Text book, handouts, pictures, chalk and board III. Teaching procedures: 1. Class arrangement: Teaching date. Period. Class 11A4 11A6. Attendance. 2. Previous lesson: No checking 3. New lesson:. 2 Lop11.com.

<span class='text_page_counter'>(3)</span> Stages. Warm-up (5mins). Teacher’s Activities. Students’ Activities. *Ask Ss work in pairs and answer some questions.. -Listen to teacher and do as required.. -What are the girls and boys doing in this -Discuss and report about their pairs’ picture? discussion -How do they feel? -What does the picture tell you? -Comments and write on note book -Give comments and suggestions. carefully. -To provide Ss’s with some language to help them understand the text. -To help enrich Ss knowledge of vocabulary Prereading (8mins). Whilereading (6mins). (5mins). Teaching vocabulary:. -Listen and read after to T. -lasting (adj)=lifelong (bÒn v÷ng, l©u dµi) -to be concerned with=(quan t©m tíi ai, c¸i g×) -Constant (adj)=(thường xuyên, không thay đổi) -Constancy (n) =(Sư không thay đổi) -Rumour (n)=(tin đồn) -Gossip (n)=(chuyÖn tÇm phµo) -Trust (n)=(Sự tin tưởng) -Sorrow (n)=(Sù ®au khæ) -Pursuit (n)=(Sù theo ®uæi, ®am mª) *Give some practice on pronunciation (Read-Ss repeat) Task 1: (p.14) -Ask Ss to look at their book and work individuals. -Instruct Ss to read the passage quickly and stop at the lines that contain these words to guess meanings -Ask Ss guess the meaning of the words based on the contexts in the sentences. -Check that Ss understanding the words correctly. -Ask Ss work individually to do the task -Go around to help Ss if necessary. -Ask Ss to exchange their answers with other Ss -Ask Ss explain their choices.. -Read the text carefully then discuss in pairs. -Work in groups and know how to use them in a new context. -Using new words to make sentences. -Write on note book carefully.. -Listen to teacher and do as required. -Expected answers: 1, mutual 2, incapable of 3, unselfish 4, acquaintance/ friend 5, give and take 6, loyal to 7, suspicious. Task 2 (p.14) -Get Ss do the task individually and then find a peer to compare their answers with. -Ask Ss read the text carefully and try to -Do as required. summarize it in the Ss’own works. -Search throw the list of main ideas provided in the task to find the most -Call on some Ss to give their answers and asks suitable one. others Ss say whether they agree or disagree.. 3 Lop11.com.

<span class='text_page_counter'>(4)</span> -Give feedback and correct answer:. (8mins). Postreading (8mins). -Should make sure the main idea chosen sums up the entire text and not just one idea within it.. Task 3: (p. 15) -Ask Ss underline the key words, decide what information they need to find in the text, look -Expected answer: -Part B for questions words like ‘why’ which indicates Ss should read for specific thing like a reason. -Ask Ss work individually to do the task, then discuss their answers with their peers. -Call on some Ss to write their answers on the -Listen to teacher and do as required. board and ask them to explain their choices. -Give feedback and correct answer: -Discuss and comments. Discussion: Expected answers: -Ask Ss to work in pairs to discuss the question in the book. -Goes around to help Ss if necessary. -When they have finished, ask every two pairs to share ideas. -Listen to teacher and work in pairs. -Call on some Ss to report their ideas to the -Discuss then present before the class class. -Give feedback. -Give comments.. 4, Consolidation: (1min). -The content. 5, Home work:. -Do ex 1-2 (p.4-5-6) in Exercise book (Part. Reading). (2mins). ---------------------------------------------------------------------------------------------------------------------Date of planning: August 19th 2010. UNIT 1: friendship Period 3: SPEAKING I. Objectives: 1. Educational aim - Students should know how to practice speaking skill. - Speaking for gist and for specific information. 2. Knowledge: - grammar -vocabulary 3. Skills: * 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 II. Teaching preparation: 1. Method: Integrated, mainly communicative 2. Teaching aids and materials: - Text book, handouts, pictures, chalk and board III. Teaching procedures: 1. Class arrangement: Teaching date Period Class Attendance 11A4 11A6. 4 Lop11.com.

<span class='text_page_counter'>(5)</span> 2. Previous lesson: Ask some question about the reading passage and check new words 3. New lesson: Stages. Warmup (5mins). Teacher’s Activities. Students’ Activities. *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?”. Pre*Ask Ss to read Useful language on page 16 and speaking may ask if Ss know the meanings of the adjectives (5mins) provided *Elicit or teach some new words: -Forehead (n)=(tr¸n) -Broad (adj)=(réng, bao la) -Crooked (adj)=(cong) -Grey (adj)=(x¸m) -Ask Ss provide some adjs/ expressions used to describe people’s appearance. WhileTask 1 (p.16) speaking -Ask Ss to work in pairs to describe the people in (10mins) the picture, and then calls on some Ss to present their answers. -Ask Ss give comments. -Listen to teacher. -Work in groups-discuss and present before the class.. -Listen to teacher and read in chorus. -Read one more time then write on note book carefully. -Listen to teacher and do as required. -Comments. -Give feedback. (10mins) Task 2 (p.16) *Elicit or teach some new adjectives. -Caring =chu đáo. -Work in groups. *Ss’ answer may be:. -Hospitable=hiÕu kh¸ch -Modest=khiªm tèn -Sincere= ch©n thµnh -Understanding=th«ng c¶m, th«ng hiÓu *Divide the class into groups of 6 with a group leader. They discuss and the leader will take notes of the ideas, and then one representative will report the result to the whole class. T reminds Ss that they have to explain their choice as well. -Go round to offer help when Ss discuss. -Call on some Ss to report the results of their discussion. -Elicit feedback from the class and give final comments. PostTask 3: (p.17) speaking. “My group thinks that being caring is the most important in friendship because when friends care about each other, they will know when to share happiness or difficulty with their friend.......” -Comments.. -Listen to teacher and do as required:. 5 Lop11.com.

<span class='text_page_counter'>(6)</span> (10mins) -T may elicit the questions they may ask, for example. +his/her physical characteristics. +his/her hobbies. +his/ her personalities. -Ask Ss to work in pairs to perform the interview in 7 minutes and goes around to offer help. -Call on some pairs to perform the interview. -Elicit feedback from the class and gives final comments.. +What does he/ her look like? +What are his/ her hobbies? +How is he/she? –Is he/ she friendly?... -Do as required. Discuss and then present before the class. -Give comments. 4, Consolidation:. (1min). -The content.. 5, Homework:. (2mins). -Ask Ss practice once more and do Ex in Exercise book.(p.9) -Rewrite Task 3 on notebook carefully. -Prepare next period.. Group leader’s comment and signature. ======================================================================== Date of planning: August 26th 2010. UNIT 1: friendship listening I. Objectives: 1. Educational aim - Students should understand more about the friendship and practice listening skill. - Listening for gist and for specific information. 2. Knowledge: - grammar -vocabulary 3. Skills: * By the end of this lesson, Students will able to: - Develop such listening micro-skills as intensive listening for specific information and taking notes while listening. II. Teaching preparation: 1. Method: Integrated, mainly communicative 2. Teaching aids and materials: - Text book, CD player, cards, sheets of paper, chalk and board. III. Teaching procedures: 1. Class arrangement:. Period 4 :. Teaching date. Period. Class 11A4 11A6. Attendance. 6 Lop11.com.

<span class='text_page_counter'>(7)</span> 2. Previous lesson: Check Task 3 of the previous lesson 3. New lesson: stages. Warmup (5mins). Prelistening (5mins). Teacher’s activities. Students’ activities. *Talking about your friend -Ask Ss to discuss the questions on page 17 in pairs. -Call on some Ss to give their answers and comments on the answers. -Get Ss to guess what they are going to listen about. *Teaching vocabulary. -Apartment building=toµ nhµ cã nhiÒu c¨n hé. -Sense of humous=khiếu hài hước. -Give sb a ring= phone sb. -Go through a rough time=tr¶i qua thêi k× khã kh¨n).. WhileTask 1 (p.18) listening *Read through the statements to understand (13mins) them and underline key words; share, Residential Area. -Play the tape once for Ss to do the task. -Ask for Ss’ answers and writes them on the board. -Play the tape the second time for Ss to check their answers. -Ask Ss to work in groups of 6 to compare their answers. -Check Ss’ answers by calling on some Ss and asks Ss to explain their answers. -Give the correct answers.. -Listen to teacher and discuss in pairs the one or two pairs presents their answers before the class.. -Listen to teacher, understand how to use in the sentences. -Write on note book carefully.. -Work individuals and Listen carefully. -Do as required: Expected answers: Lan’s talk 1, F (They used to live in the same building there). 2, F (It is what people think) 3, T 4, F ( Lan went to Do son first and then..... 5, T 6, F ( they have been best friends since..... (10mins). -Long’s talk Task 2 (p.18) *Ask Ss to work in pairs; -Play the tape again for Ss to compare their notes. -Remind Ss that while listening they need to focus on the information indicated in the table and write the answers down in notes forms, not full sentences. -Get Ss to work in pair and check their answers. -Call on some Ss to give answers.. 7 Lop11.com. 1, F.. 2, F.. 3, T.. 4, T.. 5, T. -Work in pairs. Understand how to practice listening skill. -Listen carefully and take note. -Present before the class then one or two pairs give comments..

<span class='text_page_counter'>(8)</span> -Provide correct answers if necessary. If many -Write on note book carefully. Ss cannot complete the task T might want let Ss listen one more time and pause at the answers for Ss to catch. Postlistening (8mins). Discussion: -Get Ss to work in pairs to talk about how Ha has been Lan’s best friend and how Minh has *Work in pairs. -Listen to teacher and do as required. been Long’s best friend. -Goes around to offer help and collect Ss’ -Discuss and present before the class; mistakes. -Call on some pairs to present their answers. -Elicit feedback from the class and give final comments.. 4, Consolidation: (1min). -The content.. 5, Home work:. -Tell Ss to learn by heart all new words and make some sentences with them, describing a certain person. (1min). -------------------------------------------------------------------------------------------------------------------------Date of planning: August 26th 2010. UNIT 1: friendship Writing I. Objectives: 1. Educational aim - 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. 2. Knowledge: - grammar -vocabulary 3. Skills: * By the end of this lesson, Students will able to: -Write about a friend, real or imaginary, using the words and expressions that they have learned in previous lessons. II. Teaching preparation: 1. Method: Integrated, mainly communicative 2. Teaching aids and materials: - Text book, cards, sheets of paper, chalk and board. III. Teaching procedures: 1. Class arrangement: 2mins. Period 5 :. Teaching date. Period. Class 11A4 11A6. Attendance. 2. Previous lesson:. Check Task 3 of the previous lesson (5mins). 8 Lop11.com.

<span class='text_page_counter'>(9)</span> 3. New lesson: stages. Warm-up ( 4mins). Teacher’s activities. Students’ activities. 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: tall beautiful handsome short curly long shy. kind smart timid pretty thin black straight slim. -Listen to teacher and understand how to practice. -Work individuals.. -Do as required. -Expected answers: *Hair/ Face : -long, black, curly, straight. -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. Prewriting (8mins). (13 mins). *Build: -tall, slim, short, thin *Opinion: -beautiful, pretty, kind, handsome, timid, shy, smart.. -Get Ss to read the task and guidelines silently and work out what they are required to write about. -Ss’ writing should include three parts: 1, general information about their friend.. -Listen to teacher and understand how many stage in a narrative and work individuals.. 2, His/her physical characteristics and personalities. 3, What Ss like about the friend. -Ask Ss use the simple past tense and past continuous in their writing. *Note: -We often use the past continuous together with the past simple. -The past indicates a long ‘background’ action or situation; the simple past refers to a shorter action or situation that happened in the middle or interrupted it. -Get Ss prepare an outline for their writing and exchange it with their peer. -Go around to offer help and give corrective feedback.. -Listen to teacher, understand and do as required.. 9 Lop11.com. -Work in pairs discuss then one asks and answer, prepare carefully then on or two pairs presents their opinions before the class. -Give comments. -Write on note book carefully..

<span class='text_page_counter'>(10)</span> *Writing: -Get Ss to write about their friend in 13 minutes. -Go around to observe and offer help.. -Listen and prepare the writing. -Comments and check, compare with a partner. -Write on note book carefully.. Feedback on Ss’ writings:. Postwriting (10mins). -Ask Ss to exchange their writing with another student for peer correction. -Go around and collect mistakes and errors. -Collect some writings for quick feedback. -Write Ss’ typical errors on the board and elicits self and peer correction. (T provides corrections only when Ss are not able to correct the errors.) -Finally, T provides general comments on the writings.. 4, Consolidation :. (1min). 5, Homework:. (1min). -Work in pairs to compare the writing with a partner. -Listen, understand and write on note book carefully.. -The content. -Ask Ss to improve their writing, taking into consideration their friends’ and T’s suggestions and correction and do extra exercise. -Rewrite their writing on notebook carefully. -Prepare next period. (P.5..Language focus). -------------------------------------------------------------------------------------------------------------------------Date of planning: August 26th 2010. UNIT 1: friendship Period 6:. Language focus. I. Objectives: 1. Educational aim - Students should know how to practice two sounds / dʒ/ and / tʃ/. - Ss can practice (infinitive with To and infinitive without To) by doing exercises correctly. 2. Knowledge: - Distinguish the sound / dʒ/ and / tʃ/. -Sstructures containing infinitive with and without to appropriately. 3. Skills: * By the end of this lesson, Students will able to: -Write about a friend, real or imaginary, using the words and expressions that they have learned in previous lessons. * By the end of this lesson, Students will able to: - Pronounce the words and sentences containing these sounds correctly. - Use some structures containing infinitive with and without to appropriately. II. Teaching preparation: 1. Method: Integrated, mainly communicative 2. Teaching aids and materials: - Text book, sheets of paper, chalk and board. III. Teaching procedures:. 10 Lop11.com.

<span class='text_page_counter'>(11)</span> 1. Class arrangement: 2mins Teaching date. Period. Class 11A4 11A6. Attendance. 2. Previous lesson: Check the previous lesson (5mins) 3. New lesson: stages. Warm-up (4mins). Teacher’s activities. -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.. Students’ activities. -Listen to teacher and work in groups. -Discuss and complete.. *Help Ss understand how to use Des..Adjs. *Model the sounds / dʒ/ and / tʃ/. for a few times and explains the differences in producing Pronunciation them. (9mins) +The phonetic sound / dʒ/ is a voiced palatal. +The phonetic sound / tʃ/. is an voiced fricative palatal. -Play the tape once for Ss to hear the words containing these two sounds, then play the tape again and this time asks Ss to repeat after the tape. *Pronouncing words containing the sound: -Read the words in each column all at once. -Read the words once again, each time with a words in each column to help Ss distinguish the differences between the sounds in the words. -Read the words and ask Ss to repeat them. -Ask Ss to practice pronouncing the words in pairs. -Go around providing help. -Ask some Ss to pronounce the words and gives correction if necessary. *Practising sentences containing the target sounds. -Read the sentences and ask Ss underline the words with the sounds and write / dʒ/ and / tʃ/. under them. -Ask Ss providing the sentences in pairs. -Go around to providing help. -Ask some Ss to read the sentences and give. 11 Lop11.com. -Listen to teacher and understand how to read two diphthongs.. -Discuss in groups and write on note book carefully.. -Work in pairs. Read carefully then discuss how to read and take note all the words with the two diphthongs. -Underline carefully then one or two Ss read before the class. -Another pairs listen and give comments.

<span class='text_page_counter'>(12)</span> feedback. Grammar (5mins). (6mins). (5mins). (7mins). -Listen and understand how to use 1, To-infinitive. infinitive with to. -Review the form and use of to-infinitives and give examples. A, The infinitive can be replaced after nouns/ pronouns to show how they can be used or what -Write on note book carefully. is to be done with them. Eg: I have letter to write=I have letter that I must write. B, Might explain to Ss that we can put toinfinitives after adjectives. The form is: adj+ to-infinitive; adj +too/ enough +to-infinitive; (too before an adjective means to the necessary degree). Exercise 1: (p.20) -Ask Ss to do ex1 individually and then compare their answers with another students. -Call on some Ss to read out their answers. 2, Infinitive without to. -We can use a noun or pronoun object + bare infinitive after verbs of perceptions such as feel, hear, watch, see, notice, observe, perceive, smell.....The bare infinitive generally refers to the complete action. +We use the bare infinitive after let and make: let sb do sth = allow sb to do sth; make sb do sth= force sb to do st. Activities 2: (p.21) -Ask Ss to do exercises 2 in pairs. Ss have to rewrite the sentences by using the words given. -Ask Ss to compare answers with another pairs. -Call on some Ss to go to the board to write their answers. -Ask other Ss to feedback and gives correct Answers.. 4, Consolidation : 5, Homework: 7). (1min) (1min). -Listen to teacher and give expected answers: -Do as required. -Listen and understand how to use infinitive without to. -Write on note book carefully.. -Listen to teacher and give expected answers: -Do as required. -The content. -Ask Ss to do Ex in English Exercise (Part.Use of language- P.6-. -Redo all exercises. Group leader’s comment and signature. 12 Lop11.com.

<span class='text_page_counter'>(13)</span> Date of planning: September 2 nd 2010. UNIT 2: PERSONAL EXPERIENCES READING I. Objectives: 1. Educational aim - Students can express their opinions about personal experience. - Reading for gist and for specific information. 2. Knowledge: - grammar -vocabulary 3. Skills: * By the end of this lesson, Students will able to: - Develop such reading micro-skills as scanning for specific ideas, identifying the sequence of events and guessing meaning in context. - Use the information they have read to discuss the story. II. Teaching preparation: 1. Method: Integrated, mainly communicative 2. Teaching aids and materials: - Text book, cards, sheets of paper, chalk and board… III. Teaching procedures: 1. Class arrangement: 2mins. Period 7:. Teaching date. Period. Class 11A4 11A6. Attendance. 2. Previous lesson:. No checking 3. New lesson: Stages. Teacher’s activities. Students’ activities. Warmup and lead-in (5mins). *Ask Ss some questions: 1, What can you see in Picture A? 2, What do you think might be relationship between the girl and the man? Why? 3, What do you see on the table? 4, Whose money do you think it is? Why?...... Prereading (5mins). *Teaching vocabulary:. Whilereading (10mins). *Listen to teacher and do as required -Work individuals then compare the answers with the partner. -One or two Ss present by answering T’s questions before the class. -Look at the book and find out all new words and phrases.. -making a fuss: -lµm Çm Ü lªn -sneaky (a) - vông trém, lÐn lót -Listen to teacher, understand and write -glanced (v) : - liÕc nhanh, nh×n qua on note book carefully -embarrassing (a) : - ngượng ngùng, lúng túng. -appreciate (v) - coi trọng, đánh giá cao ....................... *Give some practice on pronunciation (Read-Ss repeat) -Listen to teacher and do as required.. Task 1: (p.22). 13 Lop11.com.

<span class='text_page_counter'>(14)</span> -Ask Ss to look at their book and work -Expected answers: individuals. -Instruct Ss to read the passage quickly and stop 1, glanced at the lines that contain these words to guess 2, making a fuss meanings 3, embarrassing -Ask Ss guess the meaning of the words based 4, idols on the contexts in the sentences. 5, sneaky -Check that Ss understanding the words correctly. -Ask Ss work individually to do the task -Write on note book carefully. -Go around to help Ss if necessary. (5mins). -Ask Ss to exchange their answers with other Ss -Ask Ss explain their choices *Work individuals.. *Task 2 (p.24). -Expected answers.. (10mins). -Ask Ss read the text silently again and then with a peer work out the sequence of the pictures 1, Picture D given on page 22. 2, Picture B -Call on a student to give and explain his/ her 3, Picture F answer. -Give corrective feedback. Task 3 (p.24). 4, Picture E 5, Picture A 6, Picture C. -Look at the book and work in pairs. -Do as required.. -Ask Ss to read the questions carefully and give them some tips to do the task. -Ask Ss underline the key words to decide what information they need to find in the text. -Ask Ss look for questions words like ‘Why’ which indicates Ss should read for specific thing like a reason.. -Should do back to the passage and locate the key words in the passage. -Should read around the key words carefully to find the answers. -Write on note book carefully.. -Get Ss to check their answers with peer. Postreading (6mins). -Call on some Ss to write their answers on the board and ask them to explain their choices. Discussion. -Introduce the task; Ss work in small groups of 6 and discuss the questions. -Teach some structures that can be used for giving suggestions. E.g ‘Perhaps she could’, ‘She might want to...’, and some adjs that express feelings. E.g ‘embarrassed’, ‘ashamed’, ‘confused’, ‘sad’, unhappy’, ‘uneasy’, ‘uncomfortable’....... -Go around to check and offer help. -Call on the groups to tell and explain their choices. -Give corrective feedback.. 15 Lop11.com. -Listen to teacher and then work in groups. Prepare carefully then present before the class. *Suggested answers: - She might feel embarrassed and guilty/ ashamed because that was not her money.... -Perhaps the girl could place a notice on a local newspaper to apologize the boy and contact him to give him the money back...................

<span class='text_page_counter'>(15)</span> 4, Consolidation: (1min) 5, Home work:. -The content.. (1min). -Read the text once more then translate into Vietnamese. -Prepare next period (to be continued) __________________________________________________________________________________ Date of planning: September 2 nd 2010. UNIT 2: PERSONAL EXPERIENCES SPEAKING I. Objectives: 1. Educational aim - Students should know how to practice speaking skill . - Speaking for gist and for specific information. 2. Knowledge: - grammar -vocabulary 3. Skills: * By the end of this lesson, Students will able to: -Identify structures that are used to talk about past experiences and their influences on one’s life, i.e. present perfect and past simple, structure with “Make”. -Use these structures to talk about a past experience and how it affects their life. II. Teaching preparation: 1. Method: Integrated, mainly communicative 2. Teaching aids and materials: - Text book, cards, sheets of paper, chalk and board… III. Teaching procedures: 1. Class arrangement: 2mins. Period 8:. Teaching date. Period. Class 11A4 11A6. Attendance. 2. Previous lesson:. Checking new words and reading passage’s content (5mins) 3. New lesson: stages. Teacher’s activities. Students’ activities. *Ask Ss some questions: 1, Have you ever spoken English to a native speaker? Warmup 2, How did you meet her? (3mins) 2, What did you talk about? 3, How did the experience affect you? Teaching vocabulary. Pre-native: (adj) -thuéc b¶n xø speaking -affect: (v) –hiÖu qu¶ (4mins) -appreciate: (v) –coi trọng, đánh giá cao -attitude: (n) -can đảm While-. Task 1 : (p.25). 16 Lop11.com. -Listen to teacher to understand then work individuals. -Prepare carefully then answer T’s questions. -Listen and understand then write on note book carefully..

<span class='text_page_counter'>(16)</span> speaking (8mins) -Introduce the task and gets Ss to do it individually then compare the answers with a peer. -Call on a student to read out his/her answers. -Check with the class and gives corrective feedback -Introduce or elicits the structure “Make sb do st” or “Make sb + Adj” -Write the structures on the board and elicits their meaning and uses. -Get Ss to make sentences with the structures or add more opinions to column B. -Elicit feedback from the class and give final comments. (10mins) Task 2 : (p.25-26). -Work individuals then work in groups. -Do as required. -Listen to teacher, understand how to practice. -Discuss and present before the class. -Give comments. Expected answers: 1, D 2, C 3, A. 4, B 5, E. -Work individuals then work in groups. -Do as required. -Listen to teacher, understand how to practice.. -Introduce the task: Ss are going to work individually on the sequence of the conversation and then find a peer to compare their answer with. -Call on a student to read out his/ her answers. -Discuss and present before the class. -Check with the class and give corrective feedback. -Give comments. -Help Ss to review the use of present perfect and past simple when talking about a part experience. Expected answers: *Present perfect: -used with ‘ever’ to ask about a past experience: E.g: Have you ever been to Hanoi? 1, B 5, E *Past simple: used when one keeps asking about 2, D 6, G that experience: E.g :When did you go there? 3, H 7, C Who did you go with?....... 4, A 8, F -Get Ss to read the sample conversation in closed and open pairs. Task 3: (p.26) Postspeaking -Introduce the task. (11mins) -Get Ss to work in pairs to have a conversation. In the meantime, T goes around to check and offer help. -Call on some pairs to perform their conversations in front of the class. -Elicits feedback from the class and give final comments. -Work in pairs: -Do as required. -Listen to teacher, understand how to practice. -Discuss and present before the class. -Give comments.. 4, Consolidation: (1min). -The content.. 5, Home work:. -Ask Ss write a paragraph about a past event that has had an influence on him/her -Prepare next period.. (1min). 17 Lop11.com.

<span class='text_page_counter'>(17)</span> Date of planning: September 2 nd 2010. UNIT 2: PERSONAL EXPERIENCES LISTENING. Period 9:. I. Objectives: 1. Educational aim - Students should understand more about the personal experiences and practice listening skill. - Listening for gist and for specific information. 2. Knowledge: - grammar -vocabulary 3. Skills: * By the end of this lesson, Students will able to: - Develop such listening micro-skills as intensive listening for specific information and taking notes while listening. II. Teaching preparation: 1. Method: Integrated, mainly communicative 2. Teaching aids and materials: - Text book, cards, sheets of paper, chalk and board, disc and CD player III. Teaching procedures: 1. Class arrangement: 2mins Teaching date. Class Attendance 11A4 11A6 2. Previous lesson: Use structures in the previous lesson to talk about a past experience and how it affects their life. (5mins) 3. New lesson: stages. Warm-up (4mins). Prelistening (5mins). WhileListening (8mins). Period. Teacher’s activities. Students’ activities. *Ask Ss to work in pairs to describe the picture on page 27 of the text book by answering the question. 1, What can you see i the picture? 2, What’ is happening? 3, Whose are these people? -Give comments on their answers: Teaching vocabulary: -memorable (a)=đáng nhớ -terrified (a)=sî h·i -scream (v) shout very loudly -replace (v) =thay thÕ -gas stove (v)=bÕp ga -embrace (v)=«m -escape (v)=trèn tho¸t -protect (v)=b¶o vÖ Task 1 : (27) -Get Ss to read through the statements to understand them and underline key words. For. 18 Lop11.com. -Listen to teacher and work in pairs. -Prepare carefully then discuss with the partner. -Answer T’s questions. -Ss must pronounce them correctly. -Repeat after the tape or model first then read in chorus and individually. -Make sentences with some important words. E.g scream, protect..... -Listen and understand then write on note book carefully. -Listen to teacher and work individuals. -Do as required..

<span class='text_page_counter'>(18)</span> (10mins). example, the key words in the first statements are “Christina” and “businesswoman”. -Check with the whole class and asks them to guess what the unforgettable experience the girl is going to tell might be ( a fire) -Play the tape once for Ss to listen and do the task. -Get Ss to find a partner to check their answers with. -Check the answers with the whole class. If many Ss cannot answer the questions T plays the tape one or two more times and pauses at the answers for them to catch. Task 2 (p.28) -Ask Ss to study the text carefully for the missing information they need to fill and guess the answers and remind Ss that they need to focus on this information and write the answers down in note forms, not full sentences. -Play the tape again. -After playing the tape T gets Ss to work in pairs and check their answers. -Call on some Ss to give the answers if necessary. If many Ss cannot answer the questions T plays the tape one or two more times and pauses at the answers for them to catch.. Postlistening (9mins). -Expected answers: 1, T 2, F ( 13 years ) 3, F ( in the kitchen) 4, F (she was sleeping) 5, T. -Listen to teacher and work individuals. -Do as required. -Expected answers: 1, small 2, everything 3, family 4, replaced 5, took 6, appreciate -Expressing opinions: I think, I feel, In my opinion, I believe.... -Before getting Ss to discuss T teaches them -Expressing agreements: some useful expressions of asking and giving I agree, I think so, too. That’s true, and. opinions. That right, and... 1, What do you think about? -Expressing disagreements: 2, What’s your opinion about.......? Well, maybe, but. That might be true, 3, What’s your feeling about.........? but. Well, I don’t think so. I think.... 4, What’s your point of view about......? 5, How do you feel about............? Work individuals then work in groups. 6, Do you have any opinions about......? -Do as required. -Give examples and gets Ss to do some practice -Listen to teacher, understand how to with the structures. practice. -Divide the class into 6 groups and gets them to discuss the question in the text book. -Discuss and present before the class. -Go around to check and offer help. -Give comments. -Ask Ss to report their peers’ ideas. -Check if other groups would have the same or different ideas. -Listen and takes note of their errors. -Provide corrective feedback after that. 4, Consolidation: (1min) -The content. 5, Home work: (1min) -Tell Ss to learn by heart all new words and make some sentences with -Prepare next period. Group leader’s comment and signature:. 19 Lop11.com.

<span class='text_page_counter'>(19)</span> Date of planning: September 10th 2010. UNIT 2: PERSONAL EXPERIENCES Period 10:. WRITING I. Objectives: 1. Educational aim - 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. 2. Knowledge: - grammar -vocabulary 3. Skills: * By the end of this lesson, Students will able to: -Write about a friend, real or imaginary, using the words and expressions that they have learned in previous lessons. II. Teaching preparation: 1. Method: Integrated, mainly communicative 2. Teaching aids and materials: - Text book, cards, sheets of paper, chalk and board, disc and CD player III. Teaching procedures: 1. Class arrangement: 2mins Teaching date. Period. Class 11A4 11A6. Attendance. 2. Previous lesson: Checking new words and making sentences. (5mins) 3. New lesson: Stages. Teacher’s activities. Students’ activities. *Ask Ss some questions: Warm-up (4mins). 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?. Prewriting (9mins). *Elicit the verb tenses that can be used for describing a part event (past simple, past perfect, past continuous). If necessary T reviews the uses of these tenses.. -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. -Listen to teacher and give the uses, form of the past tenses. -Write down on note book if necessary.. *Get Ss to read the task silently and work out -Listen to teacher, understand and then what they are required to write about. discuss in groups. -The steps to write the most unforgettable -Answer T’s questions. experience. 1, What happened?. 20 Lop11.com.

<span class='text_page_counter'>(20)</span> 2, When it happened? 3, Where it happened? 4, How it happened? 5, Who was involved? 6, How it affected you?. -Give comments. -Write on note book carefully.. -Go around to check and offer help. -Write on note book carefully. -Collect some outlines and provides corrective feedback. T provides relevant vocabulary and structures if necessary. *Work individuals. Whilewriting (20mins). *Get Ss to write their own letters in ten minutes. -Ask Ss to get in pairs, exchange their letters and correct each other.. -Two Ss present their writing on board. -Discuss and give comments. -Go around to offer help.. Postwriting (5mins). -Do as required.. -Call two Ss to write their writing on black board the n ask Ss give comments. -Elicit corrective feedback from the class and give final comments afterwards. *Choose one letter and reads it to the class. -Elicit corrective feedback from the class and give final comments afterwards.. -Write on note book carefully.. -Listen carefully.. 4, Consolidation: (1min). -Summarizes the main points of the lesson .. 5, Home work: submit. -Ask Ss to revise their letters according to their peer’s suggestions and. (1min). for making in the next lesson. -Prepare next period. ---------------------------------------------------------------------------------------------------------------------------Date of planning: September 10th 2010. UNIT 2 : personal experiences Period 11 : LANGUAGE FOCUS I. Objectives: 1. Educational aim - Students should know how to practice the sounds / /,/ / and / /. - Ss can practice by doing exercises correctly. 2. Knowledge: - verb tenses; present simple for indicating the past, past simple, past continuous and past perfect. -vocabulary 3. Skills: * By the end of this lesson, Students will able to: - Distinguish the sound / /,/ / and / /. - Pronounce the words and sentences containing these sounds correctly.. 21 Lop11.com.

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