Tài liệu Giáo án tiếng anh 11 cả năm

Lesson plan of English 11 Writing date: Period 1 UNIT 1 FRIENDSHIP READING  Objectives: By the end of the lesson, Ss will be able to guess meaning in context.  Lexical items: unselfishness, constancy, be loyal to, sympathy, enthusiasm, suspicion.  Skills: Reading, Speaking  Teaching aids: textbook, pictures PROCEDURE Teacher 's activities Students’ activities I. PRE-READING *Warm-up (5’) Brainstorming -Ask Ss to give the adjectives describing features of a good friend. Generous sincere friend *Lead-in: I know that we have a lot of friends in our lives. Today, we’ll know more about friendship through reading the text. *Teaching vocabulary(12’) 1. unselfishness (n) -> (example) 2. constancy (n.) -> (translation): su kien dinh 3. be loyal to = be faithful to 4. sympathy (n.) -> (definition): the feeling of being sorry for sb, showing that you care about sb’s problems. 5. enthusiasm (n.) -> (example) 6. suspicion (n.) A: friendly B: happy Ex: He always helps people without thinking of his own benefit. What characteristics can you say about him? Ex: The news is greeted with enthusiasm.  What does “enthusiasm” mean in Vietnamese? ->What’s the noun of “ suspicious”? *Checking vocabulary: What & Where (3’) C: suspicious II. WHILE-READING: (15’) Task 1: (3’aTask 2: (4’) Finding the main idea of the whole passage. (Task 2, p.14) +Ask Ss to work in groups of 4 or 5. Task 3: (8’) Answering the questions. (Task 3, p.15) Read the passage quickly & tick the words in Warmer appearing in the passage + Expected answer: B. Conditions of the true friendship. *Expected answer: 1 Lesson plan of English 11 +Divide class into 2 groups A & B +Group A answer the first questions, group B answers the rest. (Pair work) +Closed pairs- Open pairs. + T’s feedback. 1…. 2. ….. 3. ….. 4. …….5. ….. III. POST-READING (8’) *Discussing the question “Why do we need to have friends?” + In groups of 4, ask Ss to tell what a friend can do for you: + in your studies. + when you are in need. IV. HOME WORK (2’) -Do Task 1, p.14. -Prepare Period 3 – Speaking. PERIOD 2 UNIT 1: FRIENDSHIP SPEAKING * Objectives: By the end of the lesson, Ss will be able to describe physical characteristics, using adjectives. * Lexical items: crooked, hospitable, generous, quick-witted. * Skills: speaking, listening. * Teaching aids: pictures, role cards. PROCEDURE Teacher ‘s activities Students’ activities I. PRE-SPEAKING: * Warm-up: Matching the adjectives from the box with the parts of the body they can be used to describe. Short Broad straight tallish sleek Pointed Oval tall shortish round snub Crooked Short large wide shoulderlength Wrinkled Glossy flat wavy long Dyed Parts of the body Adjectives Face 2 Lesson plan of English 11 Nose Hair Forehead Height  Call Ss to fill in the words on the charts. T’s feedback. * Teaching vocabulary 1. crooked (adj.): (picture) 2. hospitable (adj.): welcoming gueSs/ visitors friendly 3. generous (adj.): (translation) 4. quick-witted (adj.): intelligent II. WHILE-SPEAKING: Task 1: (Using the chart in the warm-up activity ) Task 2: Call some groups to report their results to the class In groups of 4, ask students to describe some people in the picture given by the teacher, using the words in the chart. In groups of 4, Ss discuss and choose the characteristics they think the most important, and give their reasons III. POST-SPEAKING: Interview Pair work:  Make role cards and deliver to students (see  textbook)  Before students start, ask them to agree upon the basic profile of the friend.  - why he/ she is interested in Math - his/ her name - how much time he/ she spends on Math - date of birth - what makes him/ her a good friend - his/ her physical characteristics - what made him/ her successful - his/ her hobbies - his/ her personalities Ss can use suggestions given to ask and answer, using the following cue cards. - what he/ she does in his/ her free time IV. HOMEWORK (2’) PERIOD 3 UNIT 1 FRIENDSHIP LISTENING * Objectives: By the end of the lesson, Ss will understand the content of the lesson and be able to decide on true or false statements & listen and take notes. * Lexical items: sense of humor * Skills: listening, writing & speaking * Teaching aids: tape scripts, handouts & cassette player. 3 Lesson plan of English 11 PROCEDURE Teacher ‘s activities Students’ activities I. PRE-LISTENING:(12’) *Warm-up: -Divide class into 2 groups A & B. *Teaching vocabulary: - sense of humor: -> (photo of Mr. Bean) ->He has good sense of humor. *True/ False prediction: -Deliver handouts -A Student in group A will describe some physical characteristics of a student in his/her group. -Group B has to guess who the student is. - In pairs, Ss predict if the following sentences are true or false (See Task 1, p.18) II. WHILE- LISTENING (20’) Task 1: True/False statements. (8’) -Ask Ss to listen to the tape twice & check their exercises in prediction activity. -T’s feedback. Task 2: Fill in the table. (12’) -Deliver handouts (See textbook, p.18) -T’s feedback. -Keys: *Lan’s talk: 5.T - - Long - 2.F 3.T 4.F -*Long’s talk: 1.F 2.F 3.T 4.T 5.T 6.T Ss to listen the tape again to find out the information & fill in the table. How and where they met Lan 1.F 6.F What they like about their friends They used to live in the same residential area in Hanoi. Lan went on a holiday to Do Son and Ha went there to visit her. - Ha’s very friendly and helpful. Ha’s sociable. She’s got many friends in Do Son and she introduced Lan around. They met in college. Minh played the guitar, Long was a singer. They worked together. - Minh has a sense of humor. Minh likes to go to plays and movies. Minh is a good listener. Minh is friendly and helpful. - IV. POST-LISTENING.(11’) Ss talk to each other about their best friends + how & where they met. + what they like about their friends. V. HOMEWORK.(2’) - Write a short passage about your best friend. Teaching date:.../09/2007 4 Lesson plan of English 11 PERIOD 4 UNIT 1 FRIENDSHIP WRITING *Objectives: By the end of the lesson, Ss will be able to: + make an outline of the ideas to describe a friend. + write a paragraph describing a friend’s characters with supporting details for each character. *Skills: Writing *Teaching aids: textbook, posters. PROCEDURE Teacher ‘s activities I. WARM-UP: (6’) Noughts & crosses. 1. friendly cheerful 3. pleasant 5. active 7. studious 9. selfish Key: 1-d 6-a 2-g 7-h Students’ activities 1 2 3 4 5 6 7 8 9 2. 4. modest 6. hardworking 8. responsible 3-c 8-e 4-i 9-b 5-f II. PRE-WRITING (6’) *Brainstorming: Where/ When first met Physical characteristics Personalities 5 In 2 groups, Ss in turn choose numbers & match the adjective under the number with a suitable example (on a chart) describing emotions and actions as ideas development for that adj. a. My mother gets up at 6 every day and never stops working until dinnertime. b. Minh never wants to share anything with us. Whenever I ask him for help, the only answer I get is “Why do I have to do it for you?” c. It’s nice to be around with Tam for his polite and friendly manner. d. He’s very close to us. Though he’s our teacher, he treats us almost like his friends. e. I like working with Lan. She always tries her best to finish her part of the work. f. She is a lively person who engages in almost all the community activities. g. I love spending time with Linh and seeing her broad smiles. h. My friend spends a lot of time learning. She is one of the best students in our class. i. Trust him. He doesn’t say more than what he has thought or done. -Ss work in pairs. -For column one, think of the possible places and situations in which you may have met your best friend. Write down as many of them as possible. -For column 2, think of the most Lesson plan of English 11 -in school extraactivities -at a football match -high forehead - good-natured -very tall -quick-witted III. WHILE-WRITING 1. Making outline. (10’) -While Ss are writing, T. goes around the class to see how well Ss work and whether they need some help. -Ask 2 groups to write their outlines on the board. -T’s feedback. 2 Writing (15’) -In groups of 4, Ss write a paragraph about a friend on a poster. -While Ss are writing, T. goes round to see if anyone needs help. VI. POST-WRITING (7’) -Ask 4 groups to show their posters on the board. -T’s feedback. V. HOMEWORK (1’) outstanding physical characteristics of your friend and write them down in this column. -For column 3, think of the personalities of your friend that you like most about him/her. -Ss to make an outline of a paragraph describing a friend, use the information they’ve just discussed in brainstorming activity. -Ss work in groups of 4 -Ss to give remark. -Ask Ss to write the paragraph into their notebooks. Teaching date:.../09/2007 PERIOD 5 UNIT 1 FRIENDSHIP LANGUAGE FOCUS *Objectives: By the end of the lesson, Ss will be able to: + pronounce the two sounds /dz/ & /t…/ correctly. +know how to use to-infinitive or bare infinitive. *Lexical items: *Skills: Speaking, listening& writing *Teaching aids: Handouts, textbook. PROCEDURE I. PRONUNCIATION (12’) *Warm-up: -Divide class into 2 groups A & B. -SS write on the board as many words having the sounds /d…/ & /t…/ as possible in 3 minutes. Group A Group B /d…/ I’m happy…you. 6 /t…/ /d…/ /t…/ Lesson plan of English 11 Jam Children chair *Practice: -T. reads the words & Ss repeat them in chorus. -Call some Ss to pronounce the words. -T. reads sentence S (See textbook) & Ss underline the words containing the sounds /t…/ & /d…/. -T’s feedback. -T. reads sentence by sentence & Ss repeat. -T corrects if there’re some mistakes. II. GRAMMAR. 1. Infinitive with “to”. (10’) -T. shows some books and ask: -> What do you read books for? ->Expected answer: * We read books to get information. -Use pictures of two happy faces & ask Ss to complete the sentence. T: Who can complete the boy’s sentence? S: I’m happy to meet you. * Practice: - Ask Ss to put the words in the correct order to make complete sentences with infinitive with to - Ss work individually. - Have some Ss write their sentences on the board. - The other Ss correct the mistakes. 2. Infinitive without to: (10’) *Practice: -T’s feedback. church orange … - Ss to give the form: Noun/pron. + to-infinitive Adjective - Ss to match the words in column A with those in B to make meaningful sentences. A B 1. I saw a dog a. sing a romantic song 2. I heard you b. bite the crying boy 3. They made me c. clean their ten bicycles - Ss to give the form of the sentences above. Verb + Object + bare-infinitive - Ss to give some other verbs which can be used the same way as “see”, “ hear”, and “make” - Expected answers: watch, let, feel, notice -Ss. To rewrite sentences, using the words in brackets.(textbook, p.21) - Ss to exchange the exercise and correct them. -In pairs, each student tells his/her partner the first time she/he met his/her closet friend. Ex: - I was glad to meet her. - I thought she was a very interesting person to make friend with. 3. Free-practice: (10’) 7 Lesson plan of English 11 V. HOMEWORK (3’) -Ss to write some sentences about their friends, using infinitive with/ without to. Teaching date:.../09/2007 PERIOD 6: UNIT 2: PERSONAL EXPERIENCES READING Objectives: By the end of the lesson, Ss will be able to: - learn some vocabulary about personal experiences - understand the passage - to use the vocabulary to tell about their own personal experiences Lexical items: idol (n); glance (v); sneaky (adj); embarrassing (adj); make a fuss (exp) Skills: reading, speaking, listening, writing Teaching aids: pictures, handouts, textbook. PROCEDURE Teacher ‘s activities I. PRE-READING: 1. Warm up: (pair work) (5’) - T: prepares /sticks 6 pictures on the B.B - lead-in: Have you involved in the situation in which you don’t know what to do? 2. Teaching voc: (10) - idol (n): (example): thần tượng Ex: Who’s your favorite singer Hong Nhung Hong Nhung is your idol. -glance (v) (miming): liếc mắt - sneaky (a) (situation): lén lút  What would you do if you couldn’t do your test? Copy  What’s your attitude? Be afraid of the T. and look sneaky. - embarrassing (adj) (synonym ) = confusing (adj): bối rối - make a fuss (exp) (over/about) (explanation): làm ầm ĩ. S.o complains noisily about s.t she/he doesn’t like. 3. Checking voc: (handout) (3’) Students’ activities Ss to discuss what’s happening in each picture and then asks Ss to predict the order of 6 pictures Gap- filling (Task 1 / p.24) (individuals) Key: 1. glanced 2. making a fuss 3. embarrassing 4. idol -5.sneaky II. WHILE-READING: -Ss read the passage silently in 3 mins. 1. Activity 1 (5’) (group work) Put the Keys: 1.d – 2.b – 3.f – 4. e – 5.a - 6.c pictures of the events (on the board) in the order that they happen in the story.(correct the prediction in warmer ) Activity 2 Multiple choice (5’). Individuals 1. The writer’s most embarrassing experience happened when she was.... A. a teacher 8 Lesson plan of English 11 B. a junior high school student C. a senior school student. 2. She wished to have a... like the one of her pop idol. A. a red dress B. a red floppy cotton hat C. a pair of red shoes 3. She bought it with the money... A. her father gave her B she picked on the street C. She took from a school boy’s bag 3. Activity 3 (Task 3/ p. 24) Comprehension questions (pair work ) -Ss read the passage again and answer the following questions 1. Why did her father give her some money on her birthday? 2. What did she see in the boy’s bag? 3. Why did she decide to take the money from the boy’s bag without saying anything about it? III. POST-READING: (7’) Discuss the question: What would you do if you were the writer? IV. RESERVED-ACTIVITY: V. HOMEWORK: (3’) Keys: 1. So that she could buy the hat for herself 2. A wad of dollar notes exactly like the ones her father had given her before. 3. Because she didn’t like to make a fuss. (Group work ) Expected answers: - say nothing / keep as a secret. -try meet the boy and give the money back Ss tell about their embarrassing experiences. - Prepare for speaking -Write about their own experiences. Teaching date:.../09/2007 Period 7: UNIT 2 PERSONAL EXPERIENCES Speaking *Objectives: By the end of the lesson, Students will be able to talk about past experiences and how they affected one’s life. *Lexical items: native speaker; affect (v); turtle (n) *Skills: speaking; listening; writing; reading. *Teaching aids: textbooks; pictures; handouts. PROCEDURE Teacher ‘s activities I. PRE-SPEAKING 1. Warm-up: (5ms) Hangman Teacher asks Ss to think of a word containing 10 letters, you can guess 2 letters first: __ __ __ __ __ __ __ __ __ __ 2. Lead-in: (2ms) _ asks Teacher Ss: .Have you ever had an interesting experience? 3. Teaching vocabulary: (2ms) 9 Students’ activities Key words: EXPERIENCE Lesson plan of English 11 - native speaker (n) (situation) người bản xứ Ex: Mary comes from England. She speaks English as a native speaker - (to) affect (v) (example) ảnh hưởng Ex: Smoking is harmful to our health. It means smoking ……….badly our health. → affects - turtle (n) (picture) con rùa 4. Checking vocabulary: (3ms) R.O.R II. WHILE-SPEAKING: (15 ms) Key answers: 1. Activity 1: (5 ms) (Task 1, textbook, P.25) 1_d; 2_c; 3_ a; 4_ b; 5_ e 2. Activity 2: (10 ms) Ss put the conversation in the correct order Teacher asks Ss to practice the dialogue in by numbering the expressions (Task 2, pairs textbook, P.26 ) Teacher calls some pairs to perform the Key answers: 1_b; 2_ d; 3_ h; 4_ a; dialogue in front of the class. 5_ e; 6_ g; 7_ c; 8_ f Teacher sticks a poster with the completed Ss to pay attention to the questions: dialogue Have you ever ……..? Teacher asks Ss to pay attention to the tense of How did it happen? the verb When did it happen? How did the experience affect you? III. POST- SPEAKING: (13ms) Ask Ss to use the questions above to talk about their own past experiences, using the cues in task 1 Write down your own dialogue in the IV. HOMEWORK: (2ms) exercise Teaching date:.../09/2007 PERSONAL EXPERIENCES LISTENING * Objective: By the end of the lesson, Ss can learn some vocabulary about a fire. * Lexical items: memorable (a), scream (v), gas stove (n) escape (v), terrified (a), replace (v), embrace (v), protect (v) * Teaching aids: picture, cassette, chart, handouts... PROCEDURE PERIOD 8 UNIT 2: Teacher ‘s activities I. PRE - LISTENING:  Warm - up: (5’) (group work): Describing the picture (p27 - textbook).  Lead - in (2’) - Have you involved in or seen a fire? - What did you do then? - How did you feel?  Vocabulary (10’): - memorable (a) = unforgettable (a) (synonym): đáng ghi nhớ Students’ activities Ss look at the picture and say what is happening in it.  Checking vocabulary (5’) (individual) Gap - filling 1. A good pair of shoes will ………. your feet 10 Lesson plan of English 11 - Terrified (a) sợ hãi (example) Most people feel terrified when they see snakes - Scream (v): (explanation) la thất thanh, la hét. What do people often do when they see something terrible? - Replace (v) (mining): thay thế - Gas stove (n) (drawing) - Embrace (v) (picture): ôm - Escape (v) (example): thoát ra ngoài The prisoner ran away after escaping from the prison. - Protect (v): (explanation) while jogging. 2. The child ……….her mother tightly because of fear. 3. April 30th 1975 is a ……….day of Vietnamese people. 4. I feel …whenever I stay at home alone 5. The fans …….with excitement when they saw their idols. 6. Robots can …….people in some work 7. Remember to turn off the …… right after cooking. 8. They were trying to ……….from a burning house. What do we wear a helmet for?  to protect 1. Activity 1 (5’) (Pair work) (task 1 P27) 1. Christina is a businesswoman our head 2. The fire happened three years ago Keys: 1. protect 2. embraced 3. memorable 4. 3. The fire started in the bedroom 4. When the fire started, Christina was reading terrified 5. screamed 6. replace 7. gas stove 8. escape a book II. WHILE – LISTENING 5. Her mother came and rescued her Keys: 2. Activity 2 (5’) (Group work) Teacher 1. T 2.F 3. F 4. F 5.T prepares 6 piece of paper on which there are 6 sentences as follow. -b. Her most unforgettable experience happened 13 years ago. Ask Ss to put the sentences in right -d. Her house burned down order to make a completer story. -a. The fire started in the kitchen because she forgot to turn off the gas stove. Keys: 1. b 4. c 2. d 5.f 3. a 6.e Keys: 1. small 2. everything 3. family 4. replaced 5. took 6. appreciate -c. She heard her mother’s voice calling her name -f. She rushed to her mother and her mother carried her out. -e. She got away without even a minor burn. 3. Activity 3 (5’) Individual (Task 3 textbook P28) III. POST - LISTENING (5’) (textbook P28) Discussion Christina says that family is more important 11 Lesson plan of English 11 than things. Do you agree or disagree with her? Why? Exchange your ideas with a partner. IV. HOME - WORK (3’) Write down your idea (Post - listening) in the notebook Teaching date:.../09/2007 PERIOD 9 UNIT 2: PERSONAL EXPERIENCES WRITING A. OBJECTIVES A1 Aims: A2. Lexical items: A3. Structures: A4. Method: A5. Teaching aids: - To help Ss know the way to write a personal letter about a past experience. - Words/Phrases used to write about a past experience: embarrassing/embarrassed, frightening /frightened, funny, unforgettable, memorable; appreciate; outlook on life… I’m writing to tell you about my most memorable …; This made me more careful…; This changes my outlook on life; etc. Integrated, Communicative approach Posters, pictures, handouts, transparency sheets/A4 paper, whiteboard markers, overhead projector B. PROCEDURE Teacher ‘s activities WARM-UP (3 mn) Look at the pictures or listen to the situations and answer the questions T. either shows 2 pictures of ‘a man attacked by a dog’ and of ‘a man slipped & fallen in the street’ or gives 2 situations and asks some questions: 1. What’s the matter with the man in the 1st picture? 2. How did this affect him? 3. How about the 2nd picture? 4. According to you, how did he feel when there were a lot of people in the street? PRE-WRITING (15 mn) Act.(7mn). Listen to the teacher’s past experience and do a multiple-choice task. T. tells Ss her/his past experience. ‘I’ve had a lot of experiences in my life. My unforgettable experience was just 2 months ago, when my family spent a summer holiday in Hue city. We stayed at a big hotel with 7 floors for three days. My son, a quick and naughty boy likes taking the lift so we decided to choose a room on the top floor. On the last afternoon of our stay, while I and my husband were both talking to each other and stepping into the lift, my son was putting his left hand into one of the two slots of the lift. I really lost my temper then. Immediately, I grabbed his hand and tried to 12 Students’ activities Ss: Observe the pictures on board or listen to the situations given Ss’ answers: 1. He was attacked/bitten by a dog. 2. This made him frightened. 3. He was slipped. 4. He felt embarrassed. Group work (groups of 4) Ss: Observe the pictures of the task provided and make group discussion before listening. Ss’ answers: 1. b 2. d Lesson plan of English 11 draw it out of the slot, but I couldn’t. The boy was more and more crying, and I began crying. My husband, who prevented me from doing like that, was very calm. He managed to draw his hand out of the slot. At that time, I felt relieved and hugged my son because I had thought of the worst thing that would happen to him. Luckily, he wasn’t seriously injured. This experience made me frightened and pay more attention to my naughty son. Especially, I find that we should be calm when solving any problems.’ TASK: Listen to my past experience and then tick the right pictures related to the story. 1. a b c d 3. c 4. c 5. b Ss. Look at the poster and answer the questions. 2. 3. a a b b c c d d Individual work. Ss give as many kinds as possible. Pair work Ss write outline in pairs. 4. 5. a a b b c c d d Individual work Write a letter about a past experience on sheet /paper by using the outline written. Ss. work in pairs Ss. check the main points of a past experience, find out some mistakes in T. has Ss in volunteer groups to give feedback spelling/grammar, and then give Act. 2. (8m) Write Outline T. asks some questions concerned with the task and comments on the samples on board. shows a poster with the main points of a past experience at the same time. 1. Where the experience happened: at a hotel,… 2. When it happened: 2 months ago, when I was on holiday,… 3. How it happened: (various details) 4. Who was involved: 5. How it affected you: It made me 13 embarrassed/frightened…; It changes my outlook on life… Lesson plan of English 11 - T. has Ss give some kinds of experiences (such as a funny experience, frightening experience, an embarrassing experience.) before their own outline. T. has 2 Ss write their own outline of the main points (shown on poster) on board. T. get Ss to say some sentences beginning a letter (I’m writing to tell you about my unforgettable experience; I want to tell you my…) WHILE-WRITING (15mn) Write a personal letter about your past experience T. has Ss do their writing and give help when necessary. POST-WRITING (12 mn) Self-correction - T. has Ss exchange their written work and correct some common mistakes. - T-Ss correction - T. either has 2 Ss write their own work on board or chooses 2 finished sheets and makes correction by using an overhead projector. T’s evaluation T. gives marks and comments on Ss’ written work. HOMEWORK: Prepare Language focus - Review the usage of past tenses. - Write 3,4 sentences with the tenses. Teaching date:.../09/2007 PERSONAL EXPERIENCES LANGUAGE FOCUS (1) Objectives: By the end of the lesson, Ss will be able to pronounce /m/ - /n/ - /η/ and use present simple indicating past time correctly. PERIOD 10  UNIT 2:  Lexical items:  Skill: speaking, listening, writing, reading.  Teaching aids: textbooks, handouts, poster  PROCEDURE 14 Lesson plan of English 11 Teacher ‘s activities Students’ activities  WARM - UP AND LEAD - IN: (5’) Game: T prepares 15 cards containing 15 words and asks Ss to put into correct columns - T gives feedback. - T leads in the new lesson. A. PRONUNCIATION (15’) I. PRESENTATION (5’) - T introduces and modals 3 consonants /m/; /n/; /η/ II. PRACTICE (5’) T asks Ss to underline the words containing 3 consonants above and read the sentences loudly (individual) 1. Good morning. I want an apartment in central London. 2. We have an inexpensive apartment in Northern Avenue. 3. I remember meeting him on a nice summer afternoon. 4. Mr. King is singing next door. 5. He’s holding a string in his fingers. 6. He loves spending his holidays in his small summer house. III. PRODUCTION (5’) T divides class into 2 groups ands asks Ss to choose the number and give the word containing the consonant. B. GRAMMAR (23’): Present simple indicating past time. I. PRESENTATION (7’) T feedbacks and explains: Present Simple also indicates past time Keys: 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 II. PRACTICE: (8’) Multiple Choice One fine day, we (1. decide) _______ to go into a jungle. We (2. start) _______ preparing for the trip at six in the morning, and (3. /m/ /n/ /η/ may nose Wrong running make nine - Ss repeat Game: 1 2 3 4 5 6 7 8 9 - Ss close the books and gives Ss handouts Handouts: 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 (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. 1.a. to decide b. decides c. deciding d. decide 2.a. have started b. had started c. start d. was starting 3.a. leave b. leaves c. leaving d. to leave 4.a. wears 15 Noughts and Crosses b. wear Lesson plan of English 11 leave) _______ with two elephants carrying our luggage. It’s a hot day but all of us (4. wear) ______ shoes and trousers to protect us from snakes. In the jungle, there is a lot of wildlife but we (5. try) ________ to find big cats, especially tigers. We (6. climb) _______ into the elephants’ backs to get better view, but it’s unusual to find tigers in the afternoon because they (7. sleep) ________ in the heat of the day. Then, in the distance, we (8. see) ________ a tiger and everyone of us (9. keep) ________ quiet. We (10. creep) ________ nearer and (11. find) ________ a dead dear, still breathing. This is the tiger’ lunch! Suddenly we (12. start) _______ to feel very frightened. c. wearing d. weared 5.a. is trying b. try c. has tried d. was trying 6.a. to climb b. climbing c. climb d. climbs 7.a. sleep b. have slept c. had slept d. was sleeping 8.a. seeb. seen c. seeing d. to see III. PRODUCTION: (8’) T asks Ss to tell a story that they know (using present simple). IV. HOMEWORK (2’) Write down the story into your notebook. -Find 5 words for each consonants /m/; /n/; / /   b. is keeping d. keep b. creped d. creeping b. find d. will find b. starts d. start Teaching date:.../09/2007 UNIT 2: PERSONAL EXPERIENCES LANGUAGE FOCUS (2) Objectives: By the end of the lesson, Ss will be able to use the past simple, past progressive and past perfect correctly. Skills: writing, speaking, listening, reading. Teaching aids: textbook, handouts, chart, pictures, etc. 16 PERIOD 11  9.a. has kept c. are keeping 10.a to creep c. creep 11.a. have found c. had found 12.a. starting c. to start Lesson plan of English 11 PROCEDURE Teacher ‘s activities Students’ activities I/ WARMER: 5’ T gives an exercise: RIGHT (R) or WRONG (w) 1/ I was making a cake when the light goes out. 2/ Last night, while I watched T. V, my mother was reading a newspaper. 3/ When I arrived, the lecture had already started. 4/ He went out with his friends after he finished his homework. - T gives feedback. - T leads in the new lesson. II/ PRESENTATION: 10’ (1) Past progressive + WHEN + Past From the above sentences, T elicits from Ss 3 simple structures: WHEN + past simple + past …………WHEN ……….. progressive WHILE …………, ………… *Expressing an action happening WHEN / BEFORE / AFTER ……….., when another action happened in the II/ PRACTICE: past. 1/ Activity 1: 8’ (2) WHILE + Past progressive + Past Exercise 2 / p.30. Textbook. progressive Keys: 1/ broke - was playing Past progressive + WHILE + Past 2/ wrote - was progressive 3/ was working - broke *Expressing two actions happening 4/ started - were walking at the same time in the past. 5/ told - were having (3) WHEN / BEFORE + Past simple + 6/ didn’t listen - was thinking Past perfect 7/ phoned - didn’t answer - were (you) doing Past simple + AFTER + Past perfect 8/ had looked - asked - cost. *Expressing an action happened before another in the past. 2/ Activity 2: 8’ Exercise 3 / p.31 textbook pair work Keys: 1/ had eaten - arrived 2/ found - had taken 3/ got - had closed 4/ got - had left 5/ got - had arrived 6/ paid - had phoned Individual 7/ went - said - hadn’t arrived 8/ had looked - asked - cost III/ PRODUCTION: 12’ Sentence building - T uses pictures or cards: 1/ Play football - do homework Group work 2/ Cook the meal - watch T.V 3/ Go shopping - do housework 4/ Have dinner - go to the cinema - Ss to make sentences, using the three 17 Lesson plan of English 11 structures above. IV/ HOMEWORK: 2’ T asks Ss to make 6 sentences, using the three structures above. Teaching date:.../10/2007 PERIOD 13 UNIT 3: A PARTY READING Objectives: By the end of the lesson, Ss will be able to:  Read for gist.  Study some new words relating to the topic: Party. Skills: reading. Teaching aids: text books, hand-outs. PROCEDURE Teacher ‘s activities Students’ activities  Expected answer: I. Warmer: (5 minutes)  Chatting: T elicits some information relating to a party from the Ss - Have you ever been to a party?  Expected answer: Yes. - Do you enjoy going to a party?  Expected answer: Yes. - Could you tell me some kinds of party you have been invited to? Lead – in: T introduces the lesson: “Today we will learn about some kinds of parties that people are celebrating” I. Pre-reading: (10 minutes)  Pre-teaching vocabulary: 1. blow out (v) thổi tắt (Miming: T asks the Ss to look at him or her. T does the action of blowing out the candles then asks the Ss: “What I have done?”  Expected answer:  Ss to work in pairs and read the text blow out the candles) again. 2. couple (n) Ss ask and answer then tick (  ) in 3. anniversary (n) the right box. + golden anniversary + silver anniversary + wedding anniversary 4. gift (n) 5. milestone (n): Checking vocabulary: RUB OUT AND REMEMBER. I. While reading: (20 minutes) Activity 1: Task 1: 18 Lesson plan of English 11  Activity 2: Task 2: o  T asks Ss to read the text again individually.  T asks Ss to work in pairs and do the exercise.  T reminds the Ss that there is only ONE wrong word.  T calls some Ss to stand up and give their answers.  T checks and gives feedbacks. o o  T delivers the hand-outs (taken from the textbook, p.34). T checks and gives feedbacks. PAIR WORK Answer keys: 1. birthday party 2. both 3. both 4. wedding anniversary party 5. wedding anniversary party 6. wedding anniversary party 7. birthday party PAIR WORK Answer keys: 1. Lisa’s family and friends are at her seventh birthday party. 2. Everyone eats cake and ice cream at the birthday party. 3. Lisa opens birthday cards and presents from her family and friends. 4. Many Americans over the age of 30 don’t like to talk about their age. 5. Fifty years ago, Rosa and Luis got married. 6. People call the 50th wedding anniversary the “golden anniversary” 7. Rosa and Luis are happy to be together for their golden anniversary. III. Post-reading (9 minutes) PREPARE YOUR BIRTHDAY PARTY Time to start Place to celebrate your birthday party in a park, at home, at a restaurant, at a coffee shop… Number of gueSs coke, cake, candies, milk, … Foods and drinks Playing games, singing, dancing, taking photos, … Interesting activities DISCUSSION T asks Ss to work in groups of 5. T asks Ss to discuss the reasons why they prefer to celebrate their birthday party at home / in the restaurant. T checks and gives feedbacks. II. Homework (1 minutes) Write-it-up: Write a short paragraph (about 70  100 words) about the preparation for your birthday party. Using the information given in the chart above. Teaching date:.../10/2007 19 Lesson plan of English 11 PERIOD 14 UNIT 3: A PARTY SPEAKING Objectives: By the end of the lesson, Students will be able to: + Talk about the party they have been to + Tell how they organize a party Skills: speaking, writing Teaching aids: Textbooks, hand-outs PROCEDURE Teacher ‘s activities I. Students’ activities Warmer: (5 mins)  Brainstorming:  T divides the class into 2 groups: Tom and Jerry - T asks each group to choose a representative to come to the board - T asks Ss to find some words related to the topic PARTY then write their words on the board - T checks the Ss' answers Ss to clap their hands Ss read the list of questions on p. 35 Ss choose from the list 5 or 6 questions to answer Ss to work in pairs The group that has more correct words will be the winner Lead-in: T introduces the lesson: " Today, you will learn to talk about the parties you've been to and how to organize a party." II. Pre-speaking: (10 mins)  Activity: Task 1 T asks them to write their answers on a piece of paper T reminds them to use The Past Tense T calls some Ss to stand up and talk about their answers III. While-speaking: (20 mins) Activity 1: Task 2 T asks them to tell their friends about the 20