Giáo án tiếng anh lớp 11 nâng cao full

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Date: 20/8/2014 Period: 1 Introduction Chương trình, phương pháp và yêu cầu đối với sách tiếng Anh 11 nâng cao I. AIMS: Thông qua tiết học này học sinh hiểu khái quát về cấu trúc chương trình tiếng Anh 11 nâng cao, nắm được phương pháp học và những yêu cầu phải đạt được sau khi học xong chương trình này. II. PROCEDURES: Content: A. Giíi thiÖu ch¬ng tr×nh TiÕng anh 11: - Gåm 16 ®¬n vÞ bµi häc (Unit) vµ 4 bµi «n tËp (Consolidation). - Mçi bµi häc ®îc biªn so¹n theo 1 chñ ®Ò nhÊt ®Þnh ®îc chia lµm 5 phÇn , mçi phÇn lµ 1 kü n¨ng ( ®äc, nghe, nãi, viÕt vµ language focus). - Mçi bµi «n tËp gåm: pronunciation; Listening comprehension; Vocabulary; Grammar and structure; Reading and writing. B. Yªu cÇu m«n häc: Mçi h/s ph¶i cã ®ñ SGK (English 11) s¸ch míi do NXB Gi¸o dôc ph¸t hµnh. Mçi h/s ph¶i cã 02 quyÓn vë ( ghi chÐp vµ chuÈn bÞ bµi ë nhµ ) Tríc khi ®Õn líp h/s ph¶i chuÈn bÞ bµi ë nhµ theo yªu cÇu tõng phÇn (Tasks) vµ lµm bµi tËp theo y/c cña gi¸o viªn Trong líp h/s ph¶i tÝch cùc tham gia c¸c ho¹t ®éng theo cÆp, theo nhãm díi sù híng dÉn cña gi¸o viªn. Nªu c©u hái th¾c m¾c yªu cÇu gi¸o viªn gi¶i ®¸p (nÕu cã). Tãm l¹i : §Ó häc tËp cã kÕt qu¶ mçi h/s sinh cÇn ph¸t huy tÝnh tÝch cùc , tÝnh chñ ®éng, tù gi¸c trong ho¹t ®éng häc tËp , kh«ng tr«ng chê û n¹i. Gi¸o viªn chØ ®ãng vai trß lµ ngêi tæ chøc ho¹t ®éng , híng dÉn , gi¶i ®¸p th¾c m¾c , gióp ®ì khi h/s gÆp khã kh¨n. 3. Remind: + Prepare for Unit 1: Reading part. . The end Date: 20/8/2014 Period: 2 UNIT 1: friendship READING (1) A, AIMS: - Students can express their opinions about friendship. - Reading for gist and for specific information. 1 B, OBJECTIVES: * 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. C, TEACHING AIDS: - Text book, handouts, pictures, chalk and board D, METHOD: - Integrated, mainly communicative. E, PROCEDURES: Stages Teacher’s Activities -Warm up and lead-in (8mins) Students’ Activities *T asks students some questions: -Do you have friends? -What is a good friend like, according to you? Transition: In to day reading, we’ll get to know more about friends and friendship. - Listen to teacher and work in groups and answer. -Write on note book carefully *Teaching Vocabulary Prereading (20mins) -To provide Ss’s with some language to help them understand the text. -To help enrich Ss knowledge of vocabulary. *Elicit meanings from Ss or give explanations your self . -break out in to tears (v)=begin to cry -through thick and thin (idm)=in spite of all the difficulties (trong bÊt cø hoµn c¶nh nµo) -cheat (v)=copy sb’s work in a test -detention (n)=punishment of being kept at school after it has closed (h×nh ph¹t giam ë trêng sau giê häc) -confide in sb (v)=trust sb enough to tell a secret to him/her (t©m sù, thæ lé) -guarantee (n)=sù ®¶m b¶o -elvolve (v)=develop naturally and gradually -stick together(v)=remain friendly and loyal to one another (g¾n bã) -Listen and read after to T -Read the text carefully then discuss in pairs -Work in groups and know how to use them in a new context. -Write on note book carefully -Work in pairs. *Give some practice on pronunciation (Read-Ss repeat) *Checking Vocabulary: GAP-FILLING (10mins) -Give Ss handouts and ask them to work in pairs, completing the sentences, using the words just learned 1, A good friend remains loyal to you............ 2, Blue skies are not a..........of continuing fine weather. 3, Being scolded by his mother, the child............ 4, Those students were sent to the........room for their cheating on the exam. 5, Like friendship, trust........with time. 6, Ann thinks there’s no one in the class she 2 -Work in pairs. -Expected answer: 1, through thick and thin 2, guarantee 3, broke out into tears 4, detention 5, evolves 6, confide in can.......... . 3, Consolidation: (2mins) -The content 4, Home work: (3mins) -Writing: Sentence building -Give Ss handouts, and ask them to make sentences using the cues. 1, your ideas/ good friend/ different/ different grades// 2, best friend/ someone/ you can confide// 3, best friends/ usually stick together/ thick/ thin// 4, best friend/ help you/ avoid/ depression/ anxiety// -Expected answers: 1, Your ideas of a good friend are different in different grades. 2, A best friend is someone you can confide in. 3, Best friends usually stick together through thick and thin. 4, A best friend can help you avoid depression and anxiety. Date: 21/8/2014 Period: 3 UNIT 1: friendship READING (2) A, AIMS: - Students can express their opinions about friendship and do all exercises. - Reading for gist and for specific information. B, OBJECTIVES: * 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. C, TEACHING AIDS: - Text book, handouts, pictures, chalk and board D, METHOD: - Integrated, mainly communicative. E, PROCEDURES: Stages Teacher’s Activities Students’ Activities Activity 1: -Reading and matching (Task a p:16) Whilereading (8mins) (*To develop Ss’ skimming skills) -Work individuals -Ask Ss to read Text A and then match the grades with John’s opinions on what a good friend is. -Call on Ss to say what John thought of a good friend in each grade. -Go over the answers with the class -Complete and present before the class. 3 Activity 2: -True-False Statement (Task b p:16) (To give some personalized task to engage Ss) (10mins) -Ask Ss to read the statements about close friends in Task b (p.16) and say if they are true or false, i. e, Ss agree or disagree with them. -Check with be class and note down on the board Ss’ opinions. -Tell Ss to read Text B and decide if the statements are true or false. -Ask ss to work with a partner and compare answers -Call on Ss to read the statements and say their choice. -Go over the answer with the class. -Tell Ss to compare the ideas in the text and Ss opinions. -Work individuals -Work in pairs then whole class. Answer: 1, T 2, F (According to the text, we become friend with those who share common interests) 3, F (We can’t go out and pick a good friend) 4, T 5, T Activity 3: -Main ideas (10mins) (To provide practice on skimming for general ideas) -Write down on the board three phrases about main -Work individuals then compare ideas of the paragraphs in Text B and one extra phrase. with your partner a, possible reasons for not having a best friend b, what to do to have a best friend c, how best friendship develops d, the benefits of a best friend/what a best friend can do to us -Ask Ss to skim the text again and match the paragraphs with a partner -Go over the answers with the class. -Discussion: (To provide Ss with some free practice and to have them express themselves and share ideas) Postreading (12mins) -Ask Ss to work in groups of 4 or 5, expressing their opinions on the following questions: a, Close friends don’t need to share common interests. Agree or disagree? Give reasons. b, What is your own idea of a good friend? c, How do you understand the proverb “A friend in need is a friend indeed”? -Go around to control and give help if necessary. -Call Ss to report about their groups’ ideas. -Give feedback and comments on what Ss have -Work in pairs discuss then present. -Expected answers: -Par.1 - d -Par.2 - c -Par.3 – a -Work in groups : -Do as required -Discuss and then present before the class -Give comments. 3, Consolidation: (1min) -The content 4, Home work: (2mins) -Do ex 1-2 (p.11-12) in English Ex Advanced (Pa. Reading) 4 Date: 26/8/2014 Period: 4 UNIT 1: friendship listening A. Aims: - Students should understand more about the friendship and practice listening skill. - Listening for gist and for specific information. B, OBJECTIVES: * By the end of this lesson, Students will able to: - Listen and pick up specific details and understand general ideas. C, TEACHING AIDS: - Text book, CD player, cards, sheets of paper, chalk and board D, METHOD: - Integrated, mainly communicative. E, PROCEDURES: stages Teacher’s Activities Students’ Activities *To create interest, review adjectives and nouns and introduce the topic. Game: -“Five little things” Warm-up (5mins) -Ask Ss to work in groups of 4. -Tell Ss to listen to instructions and write down 5 things as required on a piece of paper. -The group that finishes first and gets all correct will get 1 point. -The group that has more points will win the game. -Check Ss’ understanding of instructions and have them start the game. *These are the suggested instructions: 1, Write down 5 places where you often meet with your close friend. 2, Write down 5 things you often share with your close friend. 3, Write down 5 qualities you need in a good friend. 4, Write down 5 adjectives describing appearance. 5, Write down 5 adjectives describing character of personality. -Read Ss’ items and check with the class after each question -Declare the winner -Transition: - Today we use a lot of nouns and adjectives to talk about friend. Today we will listen to a letter from Jack, writing about his new friend. Teaching Vocabulary Pre- *Use pictures and explanations to present some new words and then read the words one by one and 5 -Listen to teacher and work in groups -Discuss and present before the class. -Expected answers: 1, home, school, park, cinema, evening class... 2, notes, cake, homework, school things, joy, sadness.... 3, honesty, loyalty, unselfishness, helpfulness, good-heartedness... 4, tall, short, good-looking, beautiful, well-dressed, stout.... 5, reserved, going out, sociable, studious, sympathetic.... -Listen, understand and write on note book carefully listening (5mins) ask Ss to repeat: -sociable (a)=friendly, outgoing - conservative (a)=opposed to great change (b¶o thñ) -sensitive (a)=easily offended, easily hurt (nh¹y c¶m) -skinny (a)= very very thin (gÇy tr¬ x¬ng) -stout (a)=rather fat -indifferent (a)=having no interest (thê ¬) Checking Vocabulary (3mins) -Tell Ss to listen to the explanations in English and say the word. 1, very thin 2, having no interest 3, friendly, outgoing 4, easily offended 5, rather fat 6, opposed to great change *Describing Yourself (Task a, p.17) (3mins) -Ask Ss to read the list of adjectives and tick(v) the words that describe them and add more adjectives that are true for them -Call on one student or two to read their list that describes themselves. Activity 1: -Listen and tick (v) (Task b, p.17) Whilelistening (5mins) -Tell Ss they are going to listen to a letter from Jack, writing about his new Vietnamese friend, Mai. -Ask Ss to listen and tick (v) what is true about her. -Let Ss listen for the second time id necessary -Go over the answers with the class. Activity 2: -Listen and take notes. (5mins) -Ask Ss to listen again and note down the noun phrases used to describe Mai’s appearance. -Call on Ss to read their notes and check with the class. -Check with the class Activity 3: -Questions and answers: -Tell Ss to listen again and answer the questions. (7mins) 1, On what occasion did Jack meet Mai Tran? 2, How old are Jack and Sinh? 3, What do Mai, Jack and Sinh have in common? 4, Where is Mai going this summer? 5, Will Jack go with Mai there? -Listen to teacher then read in chorus -Understand all meaning of new words and how to use. -Listen carefully and give Expected answers: 1, skinny 2, indifferent 3, sociable 4, sensitive 5, stout 6, conservative -Do as required -Do as required -Work individuals *Give the expected answers: -her rosy plump face -two dimples (on her cheeks) -short hair, and -casual clothes *T-class -Expected answers: 1, Jack met Mai Tran at his cousin’s party 2, They are 17-the same age as Mai 3, They all have the same taste in information technology and music 4, She’s going to visit/ travel back to Vietnam 5, Maybe, He hasn’t decided yet. -Listen to teacher, work in pairs then present before the class Speaking: -Role play (Handout) -Comments and then give 6 Postlistening (8mins) -Pair of Ss as A and B and tell A to play the role of Jack and B the role of Sinh. Ss imagine they are having a conversation on the phone. -Give each student a role card (Appendix) and ask them to make a conversation based on the ideals suggested. -Move around to control and give help if necessary. feedback (-If time allows, have 1 or 2 pairs to act out their conversations in front of the class) 3, Consolidation: (1min) -The content. 4, Home work: -Tell Ss to learn the new words and make some sentences with them, describing a certain person. Date: 27/8/2014 Period: 5 (1min) UNIT 1: friendship SPEAKING A, AIMS: - Students should know how to practice speaking skill. - Speaking for gist and for specific information. B, OBJECTIVES: * 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 C, TEACHING AIDS: - Text book, handouts, pictures, chalk and board, porters.... D, METHOD: - Integrated, mainly communicative. E, PROCEDURES: Stages Teacher’s Activities Students’ Activities *Give some question for Ss: Warm-up (5mins) -What is your own idea of a good friend? -Work in groups-discuss and present before the class. 7 -How do you understand the proverb “A good friend is a friend indeed?” Prespeaking (8mins) -Ask Ss: -What do you do/ say to make friends with someone new? -Note Ss’ ideas on the board -Tell Ss to read the expressions in Task a(p.18) and tick (v) the ones that they can use to start a conservation. -T-class -Expected answers: 2, 3, 4, 5, 6, 7 and 8 Whilespeaking (10mins) Activity 1: Completing &Practising the Dialogues (Task b. pp18-19) -Tell Ss to complete the dialogues in Task b (p.1819) and then compare with a partner. -Check with the class by calling 2 pairs to act out the conversations. -Tell Ss to work in pairs and act out the conservations -Call on some close and open pairs to act out -Expected answers: (10mins) Activity 2: -Role-play -Work in pairs: 1, I’m 2, Try/ Have 3, It’s good/ It tastes good 4, isn’t it/ doesn’t it 5, Would you like../ Could I get you.. 6, It’s.. 7, isn’t it 8, Have I met.. 9, at.. -Prepare sets of 4 personal information cards. -Ask SS to work in groups of 4 -Give each group a set of 4 cards and tells SS they are now the person described on the card and they are at a multi-school party. Ss practice making friends with the other people in their groups. -Go around to control and give help if necessary -Call on some Ss to the front of the class to act about the conversations -Give comments Questions and Answers: Postspeaking (8mins) -Ask Ss work in pairs and practice making some conversations then answers the questions -Go around to control and give help if necessary -Call on Ss to stand up and practice -a, Who are they? -b, What are they doing? ................................................... -Give feedback and comments on what Ss have -Go over the answers with the class -Work in groups. -Do as required -Listen to teacher and work in pairs -Practice once more and then present their conversations before the class -a, They are..................... -b, They are introducing themselves/ making friend..................... 3, Consolidation: (1min) -The content. 4, Homework : (1min) -Ask Ss to review the expressions used to start a conversation 8 Date: 27/8/2014 Period: 6 UNIT 1: friendship WRITING A, AIMS: - 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. B, OBJECTIVES: * By the end of this lesson, Students will able to: -Describe a friend. -Write a narrative C, TEACHING AIDS: - Text book, handouts, pictures, chalk and board, sheets of paper.... D, METHOD: - Integrated, mainly communicative. E, PROCEDURES: Stages Teacher’s Activities Students’ Activities Game: -Memory check -Hang a poster with descriptive adjectives on the Warm-up board. (5mins) -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 kind smart timid handsome short pretty thin black curly long shy straight slim -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. 9 -Listen to teacher and understand how to practice. -Work individuals -Do as required -Expected answers: *Hair/ Face : -long, black, curly, straight *Build: -tall, slim, short, thin *Opinion: -beautiful, pretty, kind, Prewriting (5mins) Teaching Vocabulary -Elicit the meanings of new words from Ss or give explanations yourself. -vicious (a)=acting with evil intentions; spiteful (xÊu xa, nham hiÓm) -imbecile (n)=stupid or silly person; fool (kÎ ngèc, ngêi khê kh¹o) -smart (a)=clever; intelligent -criticize (v)=point out the faults of sb/ st (chØ chÝch, phª b×nh ai) -confress (v)=admit (thó nhËn) -giggle (v)=laugh lightly in a nervous or silly way (cêi róc rÝch) -Read the words one by one and ask Ss to repeat. (5mins) Activity 1: -Gap-filling (Task a, p.20) -Ask Ss to read the passage and fill in each gap with a suitable word from the box. -When they have finished, tell Ss to work with a partner and compare answers. -Call on some Ss to read their completed sentences and check with the class. handsome, timid, shy, smart. -Listen to teacher -Write on note book carefully -Read in silent then read in chorus -Repeat once more -Work individual then compare with the partner and present before the class -Work individuals -Do as required -Listen to teacher and do as required (5mins) Activity 2: -Re-ordering (Task b p.p.20-21) -Ask Ss to work in pairs, reading the sentences and putting them in the logical order of a narrative. -Call on Ss to read the sentences in the order they arrange and check with the class Expected answers: (5mins) Activity 3: Questions and Answers: -Make questions about the narrative in Task b and ask Ss to find answers to the questions. a, When and where did the writer meet Trang? b, What was she like? c, What did they have in common? d, How do they keep in touch? Whilewriting (12mins) Writing a narrative -Ask Ss to write a short narrative about a friend of their based on the ideas suggested and the samples in Task a and b -Go round to control and give help if necessary -When they have finished, collect Ss’ writings Postwriting (4mins) -Peer correction *Ask Ss work in groups and tell them read and correct their friends narratives -Go around to control and give help if necessary -Ask Ss read their group’s best writing and ask Ss to give comment. Give feedback and comments. -Work individuals a, At his cousin’s birthday party, two years ago b, She had a cheerful face and 2 dimples; she looked athletic in jean and a T-shirt c, They were both interested in chess d, though e-mails -Look at the book and practice writing a short narrative about one of your friend -Do as required -Work in groups and do as require -Give comments. 3, Consolidation : (1min) -The content. 4, Homework: (1min) -Ask Ss to underline all the adjectives used to describe Trang in Task b -Rewrite their writing on notebook carefully. 10 Date: 28/8/2014 Period: 7 UNIT 1: friendship LANGUAGE FOCUS (1) A, AIMS: - Students should know how to practice Descriptive adjectives. - Ss can practice by doing exercises correctly. B, OBJECTIVES: * By the end of this lesson, Students will able to: - Use descriptive adjectives - Different verb forms in a narrative C, TEACHING AIDS: - Text book, handouts, pictures, chalk and board, .... D, METHOD: - Integrated, mainly communicative. E, PROCEDURES: Stages Warm-up (8mins) Teacher’s Activities Students’ 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. -Listen to teacher and work in group -Discuss and complete **Help Ss understand how to use Des..Adjs. Word study (5mins) Descriptive adjectives: -Descriptive adjs or adjs of quality include those of size, shape, age, type, colour, material, origin, purpose and opinion (or general description). -The positions of descriptive adjs are: attribute (before the noun) and predicative ( after a verb such as be, become, get, seem, feel, look.....) (10mins) Activity 1: Underlining the Adjectives.(T.a P.21) - Tell Ss to read the sentences and underline the adjectives. -Go over the answers with the class. (8ms) Activity 2: Gap-filling (Task b p.22) -Help Ss with the meanings of some new words. -persistent (a)=continuing without interruption ( dai d¼ng) -bushy (n)=covered with bushes (rËm r¹p) -piercing (a)=( of sounds) penetrating (the thÐ, ®inh tai) -phobia (v)=extreme dislike or fear of (sth) (sù ¸m ¶nh, sî h·i mét c¸ch v« lý) (10mins) -Tell Ss to read and complete the passage using the words given. -Go over the answers with the class. Activity 3: Jumble sentences ( Task c p.22) 11 -Listen to teacher, understand and write on note book carefully. -Work individuals -Discuss and compare with your partner than one or two Ss present before the class. -Give comments. -Work individuals -Listen and understanding all new words and meaning. -Discuss and compare with your partner. -Give comments. -Work individuals. -Read the example and ask Ss to pay attention to the position of the adjectives. -Ask Ss to rearrange the words to make meaningful sentences and then compare with a partner. 3, Consolidation : (1min) 4, Homework: (1min) language- P.13-14) Date: 3/9/2014 Period: 8 -Discuss and compare with your partner then present before the class. -Give comments -Write on note book carefully -The content. -Ask Ss to do Ex in Advanced English Exercise (Past .Use of -Redo all exercises. UNIT 1: friendship LANGUAGE FOCUS (2) A, AIMS: - Students should know how to practice grammar-based (verbs form, linking words) - Ss can practice by doing exercises correctly. B, OBJECTIVES: * By the end of this lesson, Students will able to: - Use descriptive adjectives - Different verb forms in a narrative C, TEACHING AIDS: - Text book, handouts, pictures, chalk and board, .... D, METHOD: - Integrated, mainly communicative. E, PROCEDURES: 12 Stages Teacher’s Activities Students’ Activities Verb from review (pp.22-23) Grammar (18mins) -Elicit from Ss the tense used in a narrative. (Ex Past Simple, past continuous and past perfect) -Ask Ss to compare these sentences (Ex: The past simple is used for the actions in the story, to tell us what happened next. The past continuous is used for sth around a past time or together with the past simple when a shorter action comes in he middle of a longer one.) -Listen to teacher, understanding how to use past simple, past continuous and past perfect) -Give examples *Work individuals -Discuss and compare with your partner then present before the class. -Tell Ss to read and complete the passage using the -Give comments words given. -Write on note book carefully -Go over the answers with the class. Linking word: (p.23) (10mins) -Match one line in column A with one in column B....... -Ask Ss look at their book and practice by doing Ex. -Call Ss work individuals then read their sentences and check with the class -Go over the answers with the class *Work individuals -Do as required Expected word: 1, and + e 2, or + c 3, but + d 4, either + b 5, Neither + a FURTHER PRACTICE (12mins) -Give Ss a handout with the linking words in column A and the meanings in column B. Then *Work individuals ask them to match the linking words with their suitable meanings. -and=also; then, following this ( used to connect words of the same part of speech, phrases and clauses) -but=on the contrary; in spite of this ( used to connect contrasting ideas) -either....or...=the one or the other ( used to connect words or phrases of the same part of speech; pronoun, noun phrase; verb phrase, adj. or adv. Phrase) -neither...nor....=not the one or the other ( can be used to connect words or phrases of the same part of speech; pronoun; noun phrase, verb phrase, adj. or adv. phrase) A 1, and 2, but 3, either...or... 4,neither..nor.. B a, on the contrary; in spite of this b, not the one or the other c, also, then, following this d, the one or the other -Ask Ss to read the sentence halves, match one in A with one in B and then use a suitable word in the box to connect them -Go over the answers with the class. 3, Consolidation : (1min) 4, Homework: (2mins) language- P.13-14) -The content. -Ask Ss to do Ex in Advanced English Exercise (Part..Use of -Redo all exercises. 13 Date: 4/9/2014 Period: 9 UNIT 2 : personal experience READING (1) A, AIMS: - Students can express their opinions about personal experience. - Reading for gist and for specific information. B, OBJECTIVES: * By the end of this lesson, Students will able to: - Scan reading for specific information. - Recognize the activities related to the senses. C, TEACHING AIDS: - Text book, handouts, pictures, chalk and board D, METHOD: - Integrated, mainly communicative. E, PROCEDURES: Stages Teacher’s Activities Warm- up and leadin (8mins) *Ask Ss: -What is ‘experience’? -Have you ever been in embarrassing situations? -What was it? What did you do then?.... Prereading (12mins) Students’ Activities Teaching vocabulary: *Elicit meanings from Ss or give explanations yourself; -in vain (idm.)=with no result; uselessly (v« Ých, kh«ng cã kÕt qu¶) -retreat into one’s shell (idm.)=become more shy, rerved ( trë nªn rôt rÌ h¬n ) -inept (a.)=completely unskillful, not tactful ( vông vÒ ) 14 *Listen to teacher and do as required -‘Event or activity that affects us in some way; knowledge gained from seeing or doing things’,/ or sth similar)...... -Listen to teacher, understand and discuss. Read the text carefully then discuss in pairs -slip away (v.)=leave quietly without being noticed ( chuån, lÎn ®i ) -inadequate (a.)=not sufficiently able or confident; not good enough ( thiÕu tù tin, kh«ng ®ñ kh¶ n¨ng) -grow out of sth (v.)=(become t« old for sth and) stop doing it; overcome (kh¾c phôc ®îc) -dispirited (a.)=discouraged; depressed ( ch¸n n¶n) -Work in groups and know how to use them in a new context. -Write on note book carefully *Give some practice on pronunciation (Read- Ss repeat) Whilereading (8mins) (10mins) *Activity 1: Guiding question -Ask Ss to read the text quickly and find the answer to the question: What was embarrassing about the man? -Call on some Ss to give answers and check with the class. *Activity 2: True-False statements (Task a, p.26) -Ask Ss to read the text and the statements about the man and say if they are true or false. -Ask Ss to work with a partner and compare answers. -Call on Ss to read the statements and say their choice. -Ask Ss give comments -Go over the answers with the class. -Work in pairs, discuss and answer -One or two pairs present before the class. -Give comments. -Work individuals then discuss in pairs and then present before the class. Expected answers: 1, F (He was a shy, quiet, and inept person) 2, T 3, F (To him, making friends was not easy. He felt inept to join in the conversation and hard to make friends.) 4, F (He was unable to overcome his shyness.) 5, T 3, Consolidation: (2mins) -The content 4, Home work: (3mins) -Read the text once more then translate into Vietnamese. -Prepare next period (to be continued) 15 Date: 5/9/2014 Period: 10 UNIT 2: personal experience READING (2) A, AIMS: - Students can express their opinions about personal experience. - Reading for gist and for specific information. B, OBJECTIVES: * By the end of this lesson, Students will able to: - Scan reading for specific information. - Recognize the activities related to the senses. C, TEACHING AIDS: - Text book, handouts, pictures, chalk and board D, METHOD: - Integrated, mainly communicative. E, PROCEDURES: Stages Whilereading (8mins) Teacher’s activities Students’ activities Activity 3: -Listen to teacher and work individuals. * Reading and listing (Task b. p.26) -Ask Ss to read the first paragraph and list three pieces of information related to the senses of sight and hearing. -Go over the answer with the class. Activity 4: (10mins) *Reading and pick out the information.... (Task c p.26). -Ask Ss to read the second paragraph then pick out the information which express the writer’s feelings during and after the party . -Go over the answer with the class. *Discussion: Postreading (20mins) -Put Ss into group 4 or 5. -Ask them to express their opinions on the following questions: 1, Have you ever been in such a situations as the man’s. 2, What have you done to grow of/ overcome it? 3, What do you think the man should do to overcome his shyness? 16 -Read carefully and compare answers with a partner -Read the statements and say their choices. -Comments and write on note book. -Listen to teacher and work individuals. -Read carefully and compare answers with a partner -Read the statements and say their choices. -Comments and write on note book. -Listen to teacher and work in groups. -Do as required. . -Discuss your answers with a partner then present before the class -Give comments and write on note book carefully. -Go around to control and give help if necessary. -Call on Ss to report about their groups’ discussion. -Give feedback and comments on what Ss have 3, Consolidation: (2mins) -The content. 4, Home work: (3mins) -Tell Ss to write a short paragraph about the man should in order to overcome his shyness.. -Do ex in part Reading P.19-20 (Advanced English Exercises) -Prepare next period. Date: 9/9/2014 Period: 11 UNIT 2 : personal experience listening A. Aims: - Students should understand more about the personal experiences and practice listening skill. - Listening for gist and for specific information. B, OBJECTIVES: * By the end of this lesson, Students will able to: 17 - Listen for specific details. - Listen and understand the message. C, TEACHING AIDS: - Text book, CD player, cards, sheets of paper, chalk and board. D, METHOD: - Integrated, mainly communicative. E, PROCEDURES: Stages teacher’s activities Students’ activities Warm-up (6mins) *Ask Ss some questions. 1, Who is your best friend? 2, How did you happen to meet her or him? 3, How long have you known each other? 4, What qualities do you admire in your best friend? -Give comments. -Listen to teacher and work individuals. Prepare carefully then discuss with the partner. Prelistening (8mins) *Teaching vocabulary: *Use pictures and explanations to present some new words. -ashamed (a)=felling embarrassment because of one’s own action ( xÊu hæ, hæ thÑn) -absent-mindedness (n)=forgetfulness ( sù ®·ng trÝ) -witness (v)=be present at sth and see it (chøng kiÕn) -laugh at sb (phr.v)=ridicule sb ( cêi nh¹o, chÕ giÔu). -Answer T’s questions. -Listen to teacher, understand how to use and read after teacher then read in chorus. -Write on note book carefully. -Read the words one by one and ask Ss to repeat Checking vocabulary ( Task a. p.27) (5mins) Whilelistening (7mins) -Tell Ss to read the gapped sentences in Task a, and complete them with a suitable word in the box -Go over the answers with the class. Activity 1: -True-False Statements (Task b. p.27) -Tell Ss they are going to listen to a man’s story, read the statements and decide if they are true or false. -Let Ss listen again if necessary. -Tell Ss to compare answers with a partner. -Go over the answers with the class, then let Ss listen again and check. Activity 2: (6mins) -Listen and tick (v) (Task c. p.27) -Ask Ss to listen again and tick the adjectives that describe the student and his experience in the story. -Call on Ss to give their answers. -Have Ss listen again and check with the class. *Speaking: -Retelling the story. 18 -Work individuals. -Prepare carefully then discuss with the partner then present before the class -Comments and write on note book *Work individuals. -Prepare carefully then discuss and compare with the partner. -Present before the class. Expected answers: 1, F. (It happened on Sunday) 2, T. 3, T. (He went into a bookstore to buy the book which he was assigned to report on but he had left it home) 4, T. 5, T. *Work individuals. -Prepare carefully then discuss and compare with the partner. -Present before the class. Expected answer: 4, embarrassing 6, careless Postlistening (9mins) -Ask Ss to work in their groups again. -Tell them to retell the story based on the pictures or can give some questions for Ss: 1, What kind of experience did the speaker have? 2, When did it happen? 3, Who was cycling beside him on the way to the club? 4, What was his duty at that day meeting? 5, What did his realize on the way to the club? 6, What did he decide to do? 7, Where did he put his bicycle? 8, What was his embarrassing experience? -Go around to control and check. -Call on some Ss to retell the story to the class. -Ask for Ss’ comments. Give feedback and comments on what Ss have. -Listen to teacher, understand how to practice. -Work in groups to retell the story based on the pictures or can answer some T’s questions. -Do as required. -One or two groups present their opinions before the class and other groups give their comments. 3, Consolidation : (1min) -The content. 4, Home work : *Writing: -Rewrite the story. -Prepare next period. Date: 10/9/2014 Period: 12 (1min) UNIT 2 : personal experience SPEAKING A, AIMS: - Students should know how to practice speaking skill . - Speaking for gist and for specific information. B, OBJECTIVES: * By the end of this lesson, Students will able to: -Name the senses in English. -Talk about the activities with the senses. C, TEACHING AIDS: - Text book, handouts, pictures, chalk and board, porters.... D, METHOD: - Integrated, mainly communicative. E, PROCEDURES: stages Teacher’s activities Students’ activities *Ask Ss some questions: 1, Have you ever spoken English to a native Warm-up speaker? (5mins) 2, How did you meet her? 2, What did you talk about? 3, How did the experience affect you? -Listen to teacher to understand then work individuals. Prespeaking (10mins) *Matching pictures with activities. (Task a, p.28-29 -Ask Ss to read the phrases in Task a and match them with the pictures. -Tell Ss to compare answers in pairs and then 19 -Prepare carefully then answer T’s questions. -Look at the book then do as required. -Prepare carefully the present before the class. go over the answers with the whole class. -Check if Ss know what a smoke sensor is. Give explanations. -Ask Ss what ‘differentiate’ mean WhileSpeaking (15mins) Activity 1: talking about the activities with the senses. (Task b, p.29). -Tell Ss to work in pairs, ask and answer about the things and people mentioned in Task a and their ability. -Go around to monitor and note down errors if any for correction later. -Encourage Ss to talk about their other animals or things that have a good senses of any. Or you may want to list a few for Ss to talk about. (For example: cats, owls........ -Give comments -Expected answer: -‘Distinguish’ -Listen to teacher to understand the work in pairs. -Discuss and present before the class. E.g. 1, What do you thing dogs are good at? -Well, I guess they are good at smelling in order to search for something.............. -Do as required. -Call on some close friend and open pairs to act -Give comments. our their conversations. Postspeaking (11mins) Listening and Recognizing -Ask Ss to work in two groups, A and B, listen to your sentences and name the senses implied in each sentence. -If the group can’t get it right, the other group take the turn and score points if they get it right. -Keep a running total of points for each group on the board. -Declare the winner and then give feedback and comments: * The sentences used in the activity are: 1, I don’t like the fragrance of this flower. 2, This juice is a bit too sour for me. 3, This table feels tough. 4, The house is mall but very nice. 5, We love classic music. 6, Do you like a sweet soup. 7, It’s so quiet in here. 8, The water is too cold to swim. * Work in groups. -Listen to teacher to understand how to practice. -Do as required then each group presents before the class. -Give comments. Expected answer: 1, smell 2, taste 3, sight 4, sight 5, hearing 6, taste 7, touch 8, touch 3, Consolidation : (1min) -The content. 4, Home work : -Ask Ss to make a few sentences about the activities with the senses. -Do exercises in Par. Speaking in Advanced English Exercise (1min) (Part a, b, c, d, p.17-18). -Prepare next period. 20
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