Giáo án anh lớp 11- unit 1

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Date: 17th August, 2013 Period 1: Guiding to learn and test I. Objectives: - To introduce the textbook- English 11 - To introduce the way of testing. - To set up some class regulations. - To give a fifteen- minute test. II. Methods: communicative approach III. Teaching aids: Student’s book, student’s workbook, some test papers, etc. IV. Procedure: 1. Orgnization Class. 2. Oral check: 3. New lesson: Stages/time Date of teaching Attendence Absent students’ names. No checking Teacher 's activities Sts' activities Introduction Introduces the textbook and how to learn English - Listen to the (15 minu) well. teacher and take a. Contents: - Six themes: notes + You and me + Education + Community + Nature and the environment + Recreation. + People and places. - Sixteen units. b. The Structure of the book: - There are sixteen units . In each unit , there are five main parts: + Reading + Speaking + Listening + Writing + Language focus: - Pronunciation -Grammar and vocabulary. c. How to learn English well. - Learn new words by heart - Learn everywhere & every time when you are free. - Listen to the - Study the new lesson & prepare it cafully before teacher and take you go to the class. notes - After the lesson, you should do the home work every day, ... Test (20 minu) Exercise 1 Gives a test. Individual work I. Complete the following sentences with the correct form of the verbs in brackets 1. The sun always (rise) .............. in the east. Answer keys Look, it (rise) ......................... Ex1: 1 2. I (have) ....... a shower before breakfast this morning. 3. Where you ( spend) ........................... your summer holiday last year, Tam? 4.Lan (write) .... to her pen pal for three years, and they first (meet) ........ each other last week. 5.I wish that I (know) ....... how to mend this shirt. Exercise 2 II Complete the second setence so that it has a similar meaning to the first one. 1.Tom always walk to school. Tom always goes................................................ 2. When did you start your course? How long have ................................................... 3. It took me two hours to do my homework I spent............................................my homework 4. He didn’t become a famous film director until he was 55 It was not .......................................................... Exercise 3 III. Choose the best answer 1.The TV program I watched last night was so ..... that I turned it off ( boring/ bored/ excited/ exciting) 2. ....it is getting dark, we will not wait for him any longer. ( Unless/ While/ Since/ Although) 3. His doctor advised him ( to give/giving) ( to smoke/ smoking). 4.My uncle drank a lot of beer,......... made him fat. ( that/which/ that’s why/ it) 5. She is going to finish her home work, ...............? (is she/ will she/doesn’t she/ isn’t she) 4. Consolidation:(8 minu) - Corrects the test. - Retells the main poits of this lesson. 5. Homework:(2 minu) - Study the textbook. -Prepare unit 1: FRIENDSHIP- lesson 1: Reading Date: 25th August, 2011 Period: 2 Unit one: FRIENDSHIP Lesson 1: Reading I. Objectives : By the end of the lesson, students will be able to : - Understand the passage aboutfriendship. - Express their own ideas about friendship. - Identify the main idea and guess the meaning in context. II.Method : Reading and listening. III. Teaching aids: Textbook, chalk, pictures, handouts. IV. Procedure : 1. Class control : 2 1.rises- is rising 2. had had 3.did...spend 4.has written- met 5. knew Ex2: 1...to school on foot 2.... you started your course? 3....two hours doing ... 4...until he was 55 that he became a famous film director Ex3: 1.boring 2. Since 3. to give- smoking 4.which 5. isn’t she Class. Teaching date. Attendence Absent students’ names. 11 C 11 D 11 E 11 G 2.Checking up :Pass 3.. New lesson: Stages/tim e WARMUP (6 min.) T's activities Competition game- network - Prepares a handout with a network of the work " friendship". Sts' activities - Group-work. ( group of 5 sts) Friendship BEFORE YOU READ (12 min.) WHILE YOU - Asks some qs about the picture on the page 12. E.g.: + What are the boys and girls in the picture doing? + Are they having a good time? Are they friends? => What about you? Have you got many friends? Are they good friends? - Introduces the poem on the page 13 then ask sts to read it in order to answer the qs: " What do you think of the friend in the poem?". - Explains some words: + To be down: be unhappy; +To be troubled: be in difficulty - Asks some groups to give their answers before the class. - Asks some qs: + What do you think of friendship? Is it necessary/ important? + What qualities should we have to have true friendship? - Gives some suggestions: E.g.: + unselfish (adj)-> unselfishness (n) + constant (adj) -> constancy (n) + loyal (adj) -> loyalty (n) + sympathy (n) + trust (n) + enthusiastic (adj) -> enthusiasm (n) + mutual (adj) - Guides sts to read these words . - Instructs sts to read the reading passage quickly. - Asks some qs to check sts' understanding: 3 - Individual-work & whole class. - Pair-work. - Take notes, - Whole class & individual-work. READ Task 1 (5min.) Task 3 (10min.) Task2 (3min.) AFTER YOU READ (6min.) E.g.: + What is the passage about? + How many qualities of true friendship are mentioned in the passage? -Reads these words in the box clearly and then teaches the new words. - Asks sts to work in pairs to do task 1. - Calls on some sts to give their anwswers before the class. - Corrects their mistakes. - Asks sts to work in pairs to answer the qs of task 3. - Calls some pairs to perform => correct. - Explains the task for the sts. - Asks sts to read the passage again and do task 2 . - Calls some groups to give the answer (B) and explain why they choose that option. ( guides them to use the method of elimination) - Corrects. - Asks sts to put the qualities needed for a true friendship in the order of importance. - Give comments. -Pair-work. - Read these words in chorus - Group-work. - Group-work. ( Some sts write on the board) 4.Consolidation: (2min.) - Summarizes the main points of the lesson. 5. Homework (1min.) - Write a paragraph to answer for this qs: " Why do we need to have friends?" -Learn new words by heart. -Prepare for the next lesson: Speaking Date: 26th August, 2011 Period: 3 Unit one: FRIENDSHIP Lesson 2: Speaking I. Objectives: By the end of the lesson, Sts will be able to: Describe the physical characteristics and personalities of their friends, using appropriate adjectives. II. Method: Integrated, mainly communicative III. Teaching aids needed: Textbook, handouts. IV. Procedure: 1.Class organization: Class. Teaching date. Attendence Absent students’ names. 11 C 11D 11E 11G 2.Checking up :Checking during the new lesson. 3.. New lesson: Stages/ time Teacher 's activities 4 Sts' activities WARM-UP Competition game - Word search (8min.) - Asks sts to find 10 adjectives which are hidden in the box bellow: TASK 1 (12min.) S T S I A V N L J C L H E O M R G K E U M A S N V S L O E R R A I B T S U G H T H I K D E A A C D K M N N O T F C R H W E D W O J O C P R S R E Y O O I I A K L Y W O B B H N U M E D I X T E S E H T O N H E L P F U L L U Q U A R E T A T S - Group- work ( group of 5 or 6 sts) U - Individual- work & whole class - Asks sts to read " useful language" on the page 16 - Pair-work. - Gives the meanings of these words if necessary. - Asks sts to provide more adj/ expressions used to describe people’s appearance. ( After that T gives them a handout of these adjectives and expressions) Height Build Hair Face TASK 2 (10min.) Eye Nose Chin TASK 3 Lips tall, medium, short slim, plump(bô bÉm, ®Çy ®Æn), obese (overweight), thin, muscular, athletic, stocky( thÊp vµ ch¾c), Well-built .... long, short, shoulderlength,straight, wavy, curly, crew-cut (®Çu cua),black, grey, red, brown......... oval, round, large, square, skinny, chubby (Phóng phÝnh), long, with high cheekbones ( gß m¸ cao) small, big, black, brown, blue straight, crooked( kho»m), turned-up(hÕch), big, small, flat pointed chin (c»m nhän), double chin thin, full, narrow, heart-shaped 5 - Take note. - Group- work (12min.) Forehead Skin broad, high - Pair- work & white, pale, suntanned( r¸m whole class. n¾ng), oriental, dark, brown, coffee-colored, black beautiful, handsome, goodGeneral appearance looking, pretty, plain( b×nh thêng) in one's late/ early teen, in one's Age early twenties, middle-aged... -Asks sts to work in pairs to describe the people in the picture. - Calls some to present => give comments. - Introduces the task. - Asks sts to look at the list of adjectives provided in the book (p 16). - Elicits and teach some difficult adjectives. - Asks sts to work in groups to do task 2. - Goes around to help them. - Calls some sts to report their result. - Gives feedback. - Gets sts to have a look at their role on the page 16 and the suggestions on the page 17. - Elicits the qs they may ask: E.g.: ( His/ her physical characteristics) => What does he/ she look like? - Makes clear the meanings of some adjs if necessary. - Asks sts to work in pairs to perform the interview. - Goes around to offer help. - Calls some pairs to perform what they have done. - Gives feedback. 4.Consolidation(2min.): - Summarizes the main points of the lesson. 5.Homework (1min.): - Do " speaking" part in the student's book. - Pratice reading all the words that are used to describe people’s physical characteristics and personalities. Then, use as many of them as possible to describe the person who has had the most influence on you. -Prepare for the next lesson: Listening. Date: 27th August, 2011 Period: 4 Unit one: FRIENDSHIP Lesson 3: Listening I. Objectives: By the end of the lesson, Sts will be able to develop such listening micro-skills as intensive listening for specific information and take notes while listening. II. Method: Integrated, mainly communicative III. Teaching aids needed: Textbook, cassette tape. IV. Procedure: 1.Class organization: Class. Teaching date. Attendence 11C 11D 6 Absent students’ names. 11E 11G 2.Checking up :Checking during the new lesson. 3.. New lesson: Stages/ time Teacher’s activities Sts' activities - Pair-work *Chatting:"Talking about your best friend" - Asks sts to work in pairs to discuss the questions on page 17. - Calls some sts to give their answers. - Comments. - Gets sts to guess what they are going to listen about. - Helps sts to pronounce the words given in the book - Whole class & ( Preon page 17. ( T reads first -> asks sts to repeat in individual- work. teaching vocabulary) chorus and individually). - Explains some words if they don't know. BEFORE LISTENing (10min.) WHILE LISTENING Task 1 (15min) Task2 (12min.) - Introduces the task. - Instructs sts to use some strategies: ( Read through the statements -> underline the key words -> pay attention to the key words when listening -> Find the answers). - Plays the tape twice ( call 1 Ss to write on the board, (listening at the same time with the others). - Pair-work. - Asks sts to work in pairs to compare their answers. - Gives the right answers. Lan's talk: 1.F - They used to live in the same residential area, but not the same apartment. 2.F - She doesn’t think so, but it is what people often say. - Check & coppy 3.T- She stayed with me for two days down 4. F- she rode on her motorbike to Do Son by her self 5.T-She happened to know a lot of people there, so she introduced Lan around 6.F -They have been friend for a long time ( but not best friends) Long's talk: 1. F - They met at college 2. F - Minh was a guitarist 3. T 4. T 5. T - Introduces the task - Asks sts to try to fill in the table before listening once more again). - Individual- Plays the tape again. - Asks sts to work in pairs and compare their answers. work - Pair-work. - Calls some sts to give the answers. - Gives the right answers. 7 How and where they met They used to live in the same residental area in Hanoi - Lan went on a holiday in Do Son and Ha wet there to visit her. What they like about their friends - Ha’s very friendly and helpful. Long - They met in college - Minh played the guitar, Long was a singer. - They worked together. - Minh has a sense of humour. - Minh likes to go to plays and movies. - Minh is a good listener. - minh is friendly & helpful. Lan AFTER LISTENING. (5 min.) - Ha’s sociable. She’s got many friends in Do So n and she introduced Lan around. - Pair-work base on the completed table. - Gets sts to work in pairs to talk about how Ha has been Lan's best friend and how Minh has been Long's best friend. - Goes around to offer help and collects sts' mistakes. - Calls some pairs to present their answers. - Elicits feedback from the class and gives final comments 3. Consolidation (2 min): - Summarizes the main points of the lesson. 4. Homework (1min.) - Asks sts to learn by heart all the new words. - Do these exercises in your workbook. - Prepare for the next lesson: Writing. Date: 22nd August, 2011 Period: 5 Unit one: FRIENDSHIP Lesson 4: Writing A. Objectives: By the end of the lesson, Sts will be able to write about a friend, real or imaginary, using the words and expressions they have learnt in previous lessons. B. Method: Integrated, mainly communicative C. Teaching aids needed: Textbook, handouts. D. Procedure: 1.Class organization (1 min): Class Teaching date Attendence 11I 11K 2.Checking up : during the lesson. 3.. New lesson: 8 Absent students’ names. Stages/ time Teacher 's activities Sts' activities WARM-UP (5min.) Guessing game: Yes-no questions - Introduces the game: T gives one Ss a piece of - Whole class paper with the name of a Ss in the class. Others have to ask 5 yes/ no qs to find out who the Ss is. BEFORE WRITING (12min.) - Ges sts to read the task and the guidelines silently and work out what they are required to write about. - Individual-work & whole class. - Elicits the verb tenses: E.g.: + When and where they met their friends: => Usually use the past simple and continuous tense + Describe their friends' physical characteristics: => Usually use simple present tense - Helps sts revise the adjectives and expressions which they can use to describe their friends' appearance and personalities. - Gets sts to work in groups to make outlines. - Group- work. Eg: When & where first met WRITING (17min.) Physical Personalities characteristic s -in the school high good extra- activities forehead natured - at a football - very tall - quick- witted match. - long black sleek hair - Goes around to offer help. -Individual work - Pair- work - Gets sts to write about their friends in 15 minutes. FEEDBACK - Goes around to offer help. - When sts finish, T asks sts to exchange their ON papers with another Ss to peer correction. STudentS' WRITING - Check and (8min.) - Goes around and collect mistakes and errors. correct - Collects some papers for quick feedback. - Writes sts' typical errors on the board and elicits self and peer correction ( provide correction if sts are not able to correct the errors) - Gives general comments. HANDOUT: (SAMPLE WRITING) Probably my best friend is one of my classmates. Her name is Lan. We have known each other since we were 12 years old and we have studied since then. However, we became best friends when we were at 9th grade. At that time I was bad at English, and it was very her who helped me improve my English. She is very pretty. She has short black hair, brown 9 almond-shaped eyes, a small nose and a small point chin. She is not very tall and quite slim. She does like to dress up so I usually see her wearing jeans and a T-shirt or sweater. She has a nice personality and a wonderful sense of humor. What I like about Lan is that she has the same hobbies with me. We both enjoy music and singing. We like reading novels, so we have collected a number of novels, both Vietnamese and foreign. Whatever we are doing, it's always to be fun with her. We are lucky that we complement each other so well and that we get along so well. I hope that our friendship will continue and be that as strong after we graduate from high school. We would like to study at the same university. 4. Consolidation (1 min): - Summarizes the main points of the lesson. 5. Homework (1min): - Asks sts to complete their writing. - Do the exercises in your work book. - Prepare for the next lesson: Language focus. Date: 24th August, 2011 Period: 6 Unit one: FRIENDSHIP Lesson 5: Language focus A. Objectives: By the end of the lesson, Sts will be able to: - Distinguish the sounds / / and / / - Pronounce the words and sentences containing these sounds correctly. - Use some structures containing infinitive with to or without to appropriately. B. Method: Integrated, mainly communicative C. Teaching aids needed: Textbook, handouts. D. Procedure: 1.Class organization:(1 min) Class. Teaching date. Attendence Absent students’ names. 11I 11K 2.Checking up : during the lesson. 3. New lesson: Stages/ time T's activities Pronunciation - Models the two sounds / (10min) Sts' activities / and / / for a few 10 - Individual- times and explains the differences in producing Listen and rep them. eat - Plays the tape once for sts to hear the words containing these two sounds. - Plays the tape again and ask sts to repeat after the tape. - Calls sts to read these words again by themselves. - Correct sts’ mistakes. Practice rea din g Grammar & Exercise (30 min) - Reads the sentences and ask sts to underline the words with the sounds and write / / and / / under them. - Asks sts to exchange to compare their answers. - Asks some sts to read the sentences and gives feedback. 1. To-infinitive - Writes some sentences on the board and underline the "to-infinitive": E.g.: + I have some letters to write. + Does he get plenty to do. work & whole class. - Listen & repeat in chorus several times . - Then practice in individually - Individual & pair-work. - Take note - Asks sts to comment on the use of to-infinitive in these examples. - Asks sts to review the form and use of toinfinitive, using hand out. * Verb + to inf. agree, offer, decide, appear, forget, refuse, attempt, plan, seem, learn, promise, manage, arrange, pretend, dare, threaten, fail, hope, afford, tend * Verb + object + to inf. Exercise 1 want, ask, expect, help, mean (= intend), would like, would prefer, tell, remind, force, enable, persuade, order, warn, invite, teach, get (= persuade) - Individual & pair-work. - Asks sts to do ex1 individually and then compare their answers with another students. - Calls some sts to read out their answers. - Gives correct answers. 2. Bare infinitive - Asks sts to give out some verbs that are followed by bare inf. and structures with bare inf. - Asks sts to make examples with bare infinitive: * Verb + Object + bare inf. make, let, see, watch, hear, feel, ..... 11 - Take note. Exercise 2 Eg: - Nothing can make him cry. - I saw the man get into the car * Note: In the passive: S + be + made + to inf Eg: - He was made to do work hard. - She is often made to cry. - I have been made to laugh. - Asks sts to do exercise 2 in pairs and then compare their answers with the others. - Calls 2 sts to go to the board and to do this exercise at the same time. - Asks sts to feedback and gives correct answers. 3. Consolidation (3min) - Summarizes the main points of the lesson. 4. Homework (1min): - Asks sts to do "language focus" part in sts' book - Prepare for the next lesson: Unit 2- Lesson 7 + 8 : Reading 12 - Pair-work.
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