ke hoach giang day 11

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Kế hoạch giảng dạy Tiếng Anh 11 Học kì 1

Số bài dạy : 16 bài

Nội dung kế hoạch: Đọc, Nói, Nghe, Viết & Ngữ pháp & Kiểm tra

Unit

Period

Skills

Aims

<b>_{Teacher’s activities}</b>

<b>_{Student‘s activities}</b>

Teaching aids

<b>Unit 1:</b>
<b>Friendship</b>

<b>1</b>

<b>Reading</b>

 Developing such
reading micro-skills as
scanning for specific
ideas , skimming for
general information
and guessing
meaning in context
 Using information

they have read to
discuss the topic

 Having Ss work in pairs to discuss
the picture in Before You read part
 Giving instructions by guessing

the given words in task 1

 Getting to work individually to

search for the main ideas
 Giving Ss skills to do task 3

 Working in pairs to discuss
the picture

 Guessing the meaning of the
given words and doing the
task

 Working individually to do
task 2

 Working in pairs to answer
the questions

 Textbooks
 Handouts

<b>2</b>

<b>Speaking</b>

 Describing the
physical

characteristics and
personalities of their

friends, using

appropriate adjectives

 Asking Ss to work in pairs to
describe the people in the picture
in task 1

 Explaining some adjs and then
getting them to discuss and
number the personalities in order
of importance in friendship

 Asking Ss to work in pairs to
perform the interview

 Working in pairs to do the
task

 Discussing and numbering
the order of importance in
friendship

 Working in pairs to do task 3

 Textbooks
 Handouts

<b>3</b>

<b>Listening</b>

 Developing such
listening micro-skills
as intensive listening
for specific

information and taking
notes while listening

 Instructing Ss to use some
strategies in task 1 and doing the
task

 Asking them to fill in the table with
the things they remember the
previous times of listening

 Using the suggestions to do
task 1

 Working individually to fill in
the table in task 2

 Textbooks
 Handouts
 Cassette

tapes

<b>4</b>

<b>Writing</b>

 Writing about a friend,
real or imaginary,
using expressions
and words that they
have learnt in
previous in task 2

 Giving the form of a writing and
having the whole class read the
tasks and the guidelines silently to
write about

 Having SS exchange their writings
and checking the answers

 Reading the tasks as the
teacher instructs

 Exchanging their writings

 Textbooks
 Handouts

<b>5</b>

<b>Language</b>

<b>Focus</b>

 Distinguishing the
sounds / d3/ & / tS/
 Pronouncing the

words and sentences
containing these
sounds correctly
 Using some

structures containing
Infinitves with and
without to

appropriately

 Instructing Ss to pronounce 2
sounds

 Reviewing some structures
containing Infinitves with and
without to

 Checking the given exercises

 Practising the 2 sounds
 Using the grammar to do the

given tasks

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<b>Unit 2 :</b>
<b>Personal</b>
<b>Experiences</b>

<b>6</b>

<b>Reading</b>

 Developing such
reading micro-skills as
scanning for specific
ideas. identifying of
the events and
guessing meaning in
context

 Using the information
they have read to
discuss the story

 getting Ss to read the passage
silently and do Task 1 by guessing
the given words

 Having Ss read the text again and
discuss the sequence of the
picture

 Giving instructions to do task 3

 Reading the passage silently
and do task 1

 Discussing the sequence of
the picture and do task 2
 Using skills to do task 3

 Textbooks
 Handouts

<b>7</b>

<b>Speaking</b>

 Identifying structures
that are used to talk
about past

experiences and their
influences on one s <b>’</b>

life

 Using these
structures to talk
about past

experiences and how
it affects their life

 Getting Ss to do task1 individually
and compare their answer with a
peer

 Having Ss work with a partner and
work out the sequence of the
converstation

 Getting Ss to work in pairs to have
a converstion using the suggested
questions and task2

 Doing the task individually
and comparing their answers
 Working with a partner and

doing task2

 Working in pairs and carrying
out the conversations using
suggestions

 Textbooks
 Handouts

<b>8</b>

<b>Listening</b>

 Developing such
listening micro-skills
as listening for
specific information
and taking notes while
listening

 Preteaching vocabulary

 Getting Ss to read through theses
statements and underline key
word in task 1

 Having Ss fill in the task 2 by
reading the statements carefully
and listen

 Reading through the
statements

and do task 1



Filling in the blanks by using
some technics the teacher
has given

 Textbooks
 Handout
 Cassette

tapes

<b>9</b>

<b>Writing</b>

 Writing a personal
letter about a past
experience , using the
structures and

vocabulary

 Getting Ss to work invidually and
work out what they are required to
do

 Getting Ss to plan their stories
using suggested questions and
having Ss write in 10m

 Asking SS to exchange their
writing then checking

 Planning their stories based
on suggestions

 Writing in 10mm and then
exchanging

 Textbooks
 Handouts

<b>10</b>

<b>Language</b>
<b>Focus</b>

 Distinguishing the
sounds /m/, /n/, and /
η]

 Distinguishing the
uses of different verbs
tenses

 Distinguishing 3 sounds
 Reviewing all the verb tenses
 Instructing Ss to the given tasks

 Practising 3 sounds

 Using the verb tenses to do
the tasks

 Textbooks
 Handouts

<b>11</b>

<b>Test : 45 minutes – No 1</b>

<b>12</b>

<b>Corrections for the test</b>

<b>Unit 3 :</b>

<b>A party</b> <b>13</b> <b>Reading</b>  Developing such reading micro-skills as
scanning for specific
ideas. identifying and

 Giving some newwords

 Giving them some tips to do task 1
& 2

 Getting Ss to read and do task 1

 Working individually to do
task 1

 Working in pairs to do task 2
 Working in group of 4 or 5 to

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correcting false

statements  silentlyHaving Ss to work in pairs and do
task 2

 Asking Ss to work in groups of 4
or 5 to do After You Read part

do the rest part

<b>14</b>

<b>Speaking</b>

 Using appropriate
language to talk about
parties and negotiate
how to plan them
 Using appropriate

language to invite
people to come to
parties

 Introducing task 1 and going over
the questions with the whole class
and then asking them to choose
the details they want to talk about
 Putting SS in pairs and getting

them to tell each other about their
parties – task 2

 Dividing the class into 4 groups to
do task 3

 Having Ss to inform their parties
and invite them to come – task 4

 Doing task 1 with the whole
class

 Working in pairs to do task 2
 Forming 4 groups to do task

3

 Informing the parties they
have palnned and inviting
their friends to come in task 4

 Textbooks

<b>15</b>

<b>Listening</b>

 Developing such
listening micro-skills
as intensive listening
for specific

information

 Preteaching vocabulary

 Giving Ss some tips to do task 1
& 2

 Playing 2 or 3 times and then
checking



Having Ss sumarise what they ve <b>’</b>

learnt

 Using the skills to do task 1
and task 2

 Giving their answers

 Sumarising main points of the
listening text

 Textbooks
 Handout
 Cassette

tapes

<b>16</b>

<b>Writing</b>

 Defining the format
and structure of an
informal letter of
invitation

 Writing in informal
letter

 Having Ss work in pairs and
answer the given questions in task
1

 Getting Ss to do task 2 individually
and compare their answer with a
peer

 Asking Ss to do task 3 in groups
of 4 to write a letter of invitation
 Elicting Ss answers<b>’</b>

 Working in pairs to do task 1
 Doing task 2 individually
 Doing task 3 in group of 4
 Giving the writings to the

teacher

 Textbooks
 Handouts

<b>17</b>

<b>Language</b>
<b>Focus</b>

 Distinguishing the
sounds / l/, /r/ , / h/

 Distinguishing the

uses of infinitive and
gerund in active and
passive

 Distinguishing 3 sounds

 Reviewing the uses of Infinitive
and gerund

 Instructing Ss to do the given
tasks

 Practising 3 sounds

 Using the grammar points to
do the given tasks

 Textbooks
 Handouts

<b>18</b>

<b>Test yourself A</b>

<b>Unit 4:</b>
<b>Volunteer</b>

<b>work</b>

<b>19</b> <b>Reading</b>  Developing such

reading micro-skills
as scanning for
specific ideas ,
skimming for general
information

 Giving some newwords

 Giving them some tips to do task
1, 2 & 3

 Getting Ss to read and do task 1
individually and then exchange
the answers

 Having Ss to work silently and do
task 2

 Getting Ss to work in pairs to do

 Working individually to do
task 1 & 2

 Working in pairs to do task 3
 Working in group of 4 or 5 to

do the rest part

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task 3

 Asking Ss to work in groups of 4
or 5 to do After You Read part

<b>20</b>

<b>Speaking</b>

 Talking about
different kinds of
activities related to
volunteer work

 Having Ss work in pairs and
deciding that activities are
volunteer work in task 1

 Getting Ss to work in pairs and
do task 2

 Dividing the class into 4 groups
to discuss task 3

 Providing help if neccessary

 Working in pairs to do task
1, & 2

 Forming 4 groups to do task
3

 Presenting what they have
discussed

 Textbooks
 Handouts

<b>21</b>

<b>Listening</b>



Developing such
listening micro-skills
as intensive listening
for specific

information and
taking notes while
listening

 Preteaching vocabulary

 Giving Ss some tips to do task 1
& 2 ( filling missing information and
taking notes)

 Playing 2 or 3 times and then
checking

 Having Ss sumarise what they ve<b>’</b>

learnt

 Using the skills to do task 1
and task 2

 Giving their answers
 Sumarising main points of

the listening text

 Textbooks
 Handouts
 Cassette

tapes

<b>22</b>

<b>Writing</b>

 Writing a thank-you
letter to a donar to
acknowledge the
donar s contribution<b>’</b>

 Reminding Ss the form of an
formal letter

 Preparing Ss to write by asking
them to read and do task 1 as

the sample letter

 Getting Ss to read the

requirements of task 2 carefully
and write in 15 mm

 Having Ss exchange their writing
and then checking

 Reading and doing task 1
individually

 Doing task 2 in 15mm
 Exchanging their writings
 Noting down corrections

from the teacher

 Textbooks

<b>23</b>

<b>Language</b>
<b>Focus</b>

 Distinguishing the
sounds / w/, /j/
 Using Gerunds,

present paritciples,
perfect gerund &
perfect participles
appropriately

 Distinguishing 2 sounds

 Reviewing the uses of Gerunds,
present paritciples, perfect
gerund & perfect participles
 Instructing Ss to do the given

tasks

 Practising 3 sounds

 Using the grammar points to
do the given tasks

 Textbooks
 Handouts

<b>24</b>

<b>Test : 45 minutes – No 2</b>

<b>25</b>

<b>Corrections for the test</b>

<b>Unit 5 :</b>

<b>Illiteracy</b> <b>26</b> <b>Reading</b>  Developing such reading micro-skills
as scanning for
specific ideas,

identifying main ideas
and identifying
meaning in context

 Giving some newwords

 Giving them some tips to do task
1, 2 & 3( Finding the Vietnamese
equivalances , choosing the main
ideas and answering questions)
 Getting Ss to read and do task 1

in pairs by guessing the
meanings

 Having Ss to work silently and do

 Working in pairs to do task 1
 Working individually to do

task 2 and exchanging the
answers

 Doing task 3 in pairs

 Working in groups of 4 or 5

to do the rest part

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task 2

 Getting Ss to work in pairs to do
task 3

 Asking Ss to work in groups of 4
or 5 to do After You Read part

<b>27</b>

<b>Speaking</b>

 Talking about

schooling and literacy
prblems

 Suggesting solutions
to these problems

 Having Ss work in pairs and
match A with B

 Dividing the class into 4 groups
to talk about Ss school problems<b>’</b>

and offer solutions

 Having Ss work in groups of 4
again and talk out 3 or 4
problems and offer solutions

 Working in pairs and do task
1

 Forming groups of 4 and do
task 2

 Working in groups of 4 and
do task 3

 Textbooks

<b>28</b>

<b>Listening</b>

 Developing extensive
listening skills

 Using the information
they have listened to
for other

communicative tasks

 Preteaching vocabulary

 Giving Ss some tips to do task 1
& 2 ( Choosing the best options and
answering questions)

 Playing 2 or 3 times and then
checking

 Having Ss discuss After you read
part ...

 Giving feed back

 Using the skills to do task 1
and task 2

 Giving their answers
 Discussing After you read

part

 Presenting ideas

 Textbooks
 Handouts
 Cassette

tapes

<b>29</b>

<b>Writing</b>

 Interpreting
inforamation
presented in tables
 Identifying language

to be used for
describing tables
 Writing descriptions

of tables

 Preparing Ss to write by

preteaching words and phrases
using to describe a table

 Getting Ss to read task 1 and do
it with their peers

 Helping Ss analyse and organise
the writings to do task 2

 Having them work individually in
15 mm

 Giving corrections and feedback

 Reading and doing task 1

with their peers

 Doing task 2 individually in
15mm

 Noting down corrections
from the teacher

 Textbooks
 Handouts

<b>30</b>

<b>Language</b>
<b>Focus</b>

 Distinguishing the
sounds / pl/, /bl/, / pr/,
/br/ and pronouncing
the words and

sentences containing
them correctly

 Understanding
reported speech with
infinitives and using
these structures to
solve communicative
tasks

 Distinguishing 4 sounds

 Reviewing the uses of reported
speech with infinitives

 Instructing Ss to do the given
tasks

 Practising 3 sounds

 Using the grammar points to
do the given tasks

 Textbooks
 Handouts

<b>Unit 6:</b>
<b>Competitions</b>

<b>31</b> <b>Reading</b>  Developing such
reading micro-skills
as scanning for
specific ideas,

identifying main ideas
and identifying

 Giving some newwords

 Giving them some tips to do task
1, 2 & 3( Matching words ,
answering questions and Filling
missing information)

 Getting Ss to read and do task 1

 Working in pairs to do task
1,2 and exchanging the
answers

 Doing task 3 individually
 Working in groups of 4 or 5

to do the rest part

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meaning in context in pairs by guessing the
meanings

 Having Ss to work with their
partners and do task 2

 Getting Ss to work individually to
do task 3

 Asking Ss to work in groups of 4
or 5 to do After You Read part

<b>32</b>

<b>Speaking</b>

 Asking for and giving
information about
types of competitions
 talking about a

competition or
contest

 Introducing task 1 and getting Ss
to do it individually and then
cpmpare answers with peers
 Explaining the examples and

usefull languages and having
them work in pairs to do task 2
 Putting Ss into 3 or 4 groups to

do task 3( offering help if
neccesary)

 Sumarising main points

 Doing task 1 individually and
comapring with partners
 Working in pairs to do task 2
 Working in groups to do task
3 and then giving answers
infront of the class

 Textbooks
 Handouts

<b>33</b>

<b>Listening</b>

 Developing extensive
listening skills

 Using the information
they have listened to
for other

communicative tasks

 Preteaching vocabulary

 Giving Ss some tips to do task 1
& 2 ( Ticking True or False and
answering questions)

 Playing 2 or 3 times and then
checking

 Having Ss discuss After you read
part ...

 Giving feed back

 Using the skills to do task 1
and task 2

 Giving their answers
 Discussing After you read

part

 Presenting ideas

 Textbooks
 Handouts
 Cassette

tapes

<b>34</b>

<b>Writing</b>

 Writing a letter to
reply to the request of
information

 Reminding Ss the form of an
formal letter

 Preparing Ss to write by asking
them to read and do task 1 as

the sample letter

 Getting Ss to read the

requirements of task 2 carefully
and write in 15 mm using the
given details

 Having Ss exchange their writing
and then checking

 Reading and doing task 1
individually

 Doing task 2 in 15mm
 Exchanging their writings
 Noting down corrections

from the teacher

 Textbooks
 Handouts

<b>35</b>

<b>Language</b>
<b>Focus</b>

 Distinguishing the
sounds / tr/, /dr/, / tw/,

/br/ and pronouncing
the words and

sentences containing
them correctly

 Understanding
reported speech with
gerund and using
these structures to
solve communicative
tasks

 Distinguishing 3 sounds

 Reviewing the uses of reported
speech with gerund

 Instructing Ss to do the given
tasks

 Practising 3 sounds

 Using the grammar points to
do the given tasks

 Textbooks
 Handouts

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<b>37</b>

<b>Test : 45 minutes – No 3</b>

<b>38</b>

<b>Corrections for the test</b>

<b>Unit 7:</b>
<b>World</b>
<b>population</b>

<b>39</b>

<b>Reading</b>

 Developing such
reading micro-skills
as scanning for
specific ideas,

identifying main ideas
and identifying
meaning in context

 Preteaching vocabulary

 Giving them some tips to do task
1 & 2( Filling gaps with the given
words , answering questions)
 Getting Ss to read and do task 1

individually by guessing the
meanings

 Having Ss to work with their
partners and do task 2

 Asking Ss to work in groups of 4
or 5 to do After You Read part

 Working individually to do
task 1 and exchanging the
answers

 Doing task 2 in pairs

 Working in groups of 4 or 5
to do the rest part

 Presenting ideas

 Textbooks
 Handouts

<b>40</b>

<b>Speaking</b>

 Talking about the
causes of population
explosion , problems
of population booms
and solutions to
these problems

 Having Ss work in pairs to do
task 1 and then task 2

 Getting Ss to do task 3 in groups
of 4 and work out the solutions to
the problems of overpopulation
 Dividing the class into 2 groups,

one : talk about problems, one :
offer solutions to overpopulations
 Giving feedback

 Working in pairs to do task 1
& 2

 Doing task 3 in groups of 4
to work out the solutions
 Forming 2 groups to talk

problems and solutions to
the overpopulation

 Giving presentation

 Textbooks
 Handouts

<b>41</b>

<b>Listening</b>

 Developing such
listening micro-skills
as listening for
specific information
and listening for
general information

 Preteaching vocabulary

 Giving Ss some tips to do task 1
& 2 ( Choosing the best options and
answering questions)

 Playing 2 or 3 times and then
checking

 Having Ss discuss After you read
part ...

 Giving feed back

 Using the skills to do task 1
and task 2

 Giving their answers
 Discussing After you read

part

 Presenting ideas

 Textbooks
 Handouts
 Cassette

tapes

<b>42</b>

<b>Writing</b>



Writing descriptions
of pie charts , using
appropriate language

 Preparing Ss to write by giving
Ss the form of describing a pie
chart and some useful languages
related to it

 Asking Ss to analyse the chart
 Having Ss work individually to

write and then exchange their
writing

 Giving corrections and feedback

 Analysing the given chart
 Doing the task individually
 Exchanging their writings
 Noting down corrections

from the teacher

 Textbooks
 Handouts

<b>43</b> <b>Language</b>

<b>Focus</b>  Distinguishing the sounds / kl/, /gl/, /
kr/,/ gr/, /kw/ and
pronouncing the
words and sentences
containing them
correctly

 Using conditional
sentences (1,2,3) and

 Distinguishing 4 sounds

 Reviewing the uses of conditional
sentences (1,2,3) and

conditionals in reported speech
 Instructing Ss to do the given

tasks

 Practising 3 sounds

 Using the grammar points to
do the given tasks

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conditionals in
reported speech and
using these

structures to solve
communicative tasks

<b>Unit 8:</b>

<b>Celebrations</b> <b>44</b>

<b>Reading</b>

 Developing such
reading micro-skills
as scanning for
specific ideas,

identifying main ideas
and identifying
meaning in context

 Preteaching vocabulary

 Giving them some tips to do task
1,2 & 3( Working out the

meaning of words ,ticking true or
false and answering questions)
 Getting Ss to read and do task 1

individually by explaining the
meanings

 Having Ss to work with their
partners and do task 2 and task 3
 Asking Ss to work in groups of 4

or 5 to do After You Read part

 Working individually to do
task 1 and exchanging the
answers

 Doing task 2 and task 3 in
pairs

 Working in groups of 4 or 5
to do the rest part

 Presenting ideas

 Textbooks

 Handouts

<b>45</b>

<b>Speaking</b>

 Talking about the
celebrations of Tet
and other festivals <b>’</b>

activities

 Having Ss work in pairs and
practise reading the dialogue
 Getting Ss in pairs to do task 3 &

4

 Giving corrections and feedbacks

 Working in pairs to do task 1

, 2 & 3  Textbooks

<b>46</b>

<b>Listening</b>



Developing such
listening micro-skills

as intensive listening
for specific

information

 Preteaching vocabulary

 Giving Ss some tips to do task 1
& 2 ( Ticking True or False and
answering questions)

 Playing 2 or 3 times and then
checking

 Having Ss discuss After you read
part ...

 Giving feed back

 Using the skills to do task 1
and task 2

 Giving their answers
 Discussing After you read

part

 Presenting ideas

 Textbooks

 Handouts
 Cassette

tapes

<b>47</b>

<b>Writing</b>

 Writing a description
of a popular

celebrations

 Preparing Ss to write by asking
Ss to work out the outline of the
writing

 Getting Ss to work individually to
describe the festival they have
chosen in 15 minutes

 Having Ss exchange their
writings

 Eliciting Ss writing to correct<b>’</b>

 Giving corrections and feedback

 Working the out line of the

writing

 Working individually to write
in 15 minutes

 Exchanging their writing
 Noting down the corrections

from the teacher

 Textbooks
 Handouts

<b>48</b> <b>Language</b>
<b>Focus</b>

 Distinguishing the
sounds / fl/, /fr/, / θr/
and pronouncing the
words and sentences
containing them correctly
 Using one(s),

someone, no one,
anyone and everyone
appropriately

 Using vocabulary

 Distinguishing 3 sounds

 Reviewing the uses of

nondefining pronouns

 Explaining vocabulary about
holidays and celebrations
 Instructing Ss to do the given

tasks

 Practising 3 sounds
 Using the grammar points

and vocabulary to do the
given tasks

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<span class='text_page_counter'>(9)</span><div class='page_container' data-page=9>

about holidays and
celebrations
appropriately

Final test for the first term

<i><b>Tr</b></i>

<i><b> ờng THPT Nam Tiền Hải</b></i>

<b> Giáo viên : </b>

Ngun ThÞ Hoa

<b> </b>

<b> Tæ : X Héi</b>

·

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