Tài liệu Ga tieng anh 11

Lesson plan English 11 Unit1: Friendship Period1 Reading I. Objectives By the end of the lesson, Ss will be able to: - Develop such reading skill as scanning for details, specific ideas, skimming for general information, and guessing meaning in context - Use the information they have learnt to discuss the topic II. Teaching aids Textbook, handouts, pictures concerning to the topic…….. III. Anticipated problems Ss may need help with discussion task so T should be ready to help them Ss may have difficulty in reading some difficult words such as:sympathy, loyalty, suspicion,enthusiasm …………. T may not have enough time to teach IV. Procedure Teacher 1. Check the attendance(2m) 2. Warm up(4m) Network T repairs a hangout with network of the word “friendship” Friendship T divides the class into 8 groups and gives each group a hand out. T asks Ss to complete the net work. The winner will be the group completing the network in the shortest period of time A. Before you read(10m) Discussing the picture and poem T asks the whole class to look at the picture on page 12 and asks them some questions: 1. What are girls and boys doing in the picture? 2. How do they feel? 3.What does the picture tell you? T ask Ss to work in pairs to read the short poem on the page13 and answer the question: What do you think of the friend in the poem english 11 1 students Group work Discuss about the qualities which friendship must have to complete the network Suggested answers: Honest,unselfish,constant,loyal,mutual trust,sympathetic,patient….. Pair work Suggested answers 1. One boy is playing guitar, and the other girls and boys are singing 2. They seem very happy because we can see their smile 3. The picture tells us that friends can happily do many things together or friendship is a beautiful thing that brings happiness to us Lesson plan English 11 T calls on some Ss to answer the questions. T may give some comments and the suggestions: The friend in the poem is very dedicated and thoughtful. He/She is willing to help his/her friend in any circumstances Pre- teaching vocabulary Lasting(a)= lifelong Be concerned with sb/st Constancy(n)constant(a) Rumour(n) ['ru:mə] Gossip(n): information talk or stories about other people’s private lives that may be unkind or not true Incapable of/ in'keipəbl/ Suspicion(n)/ sə'spi∫n/ suspicious(a) Pursuit(n) Sympathy(n) ['simpəθi], sympathetic(a) [,simpə'θetik/ Sorrow(n)/ 'sɔrou/= sadness T asks Ss to make some Ss to make sentences with above words to check their understanding Have Ss practice reading the vocabulary B. While you read Setting the scence You are going to read a passage about the qualities of a long lasting friendship. While you reading, do the task in the textbook Task1 (6m) T asks the Ss to read the words in the box then fill each blank with one of them Ask Ss to read the passage quickly and stop the lines that contain these words to guess their meaning T asks Ss to work individually to do the task T goes around to help them when necessary T asks Ss to exchange their answers with the other Ss T asks Ss for their answers and tell then to explain their choices Task 2(5m) T asks Ss to read the passage again and decide which of the choices A,B,C,or D most adequately sum up the ideas of the whole passage english 11 2 Dedicated(a)tËn t©m, tËn lùc Thoughtful(a)chu ®¸o, quan t©m Circumstance(n)hoµn c¶nh, t×nh huèng L©u dµi, bÒn v÷ng Quan t©m tíi ai, c¸i g× tÝnh kiªn ®Þnh tin ®ån chuyÖn ngåi lª ®«i m¸ch, chuyÖn tÇm phµo kh«ng ®ñ kh¶ n¨ng sù nghi ngê sù nghiÖp, sù theo ®uæi, ®am mª sù th«ng c¶m th«ng c¶m, ®ång c¶m nçi buån do as T‘s requests whole class individual work & pair work Ss guess the meaning of the word base on the context in the sentences 1. mutual 2. incapable of 3. unselfish 4. acquaintance/ friend 5. give -and -take 6. loyal to 7. suspicious Whole class read the text carefully Individual work Lesson plan English 11 T gets Ss do the task individually T might also want to give Ss some strategies to find the main idea of the passage T calls on some Ss to give the answer and asks other Ss to say whether they agree or disagree Task 3(10m) Ask Ss to answers the questions in task3 T asks Ss to do the task individually to do the task, then discuss their answers with their partner T calls some Ss to write their answers on the board and ask them to explain their choices Correct answers: 1. The first quality for true friendship is unselfishness. It tells us that a person who is concerned only with his/her own interest and feelings can’t be a true friend 2. Because they take up and interest with enthusiasm, but they are soon tired of it and they feel the attraction of some new object 3. The third quality for true friendship is loyalty. It tells us that the two friends must be loyal to each other, and they must know each other so well that there can be no suspicions between them 4. Because if not people can’t feel safe when telling the other their secret 5. Because they cannot keep a secret, either of their own or of others’ 6. The last quality is sympathy. It tells us that to be a true friend one must sympathise with his/her friend. Where there is no mutual sympathy between friends, there is no true friendship C. After you read(6m) Ask Ss to work in pairs to discuss the question in the text book T goes around to help the Ss when necessary When all pairs have finished, T asks every two pairs to share ideas T calls on some Ss to report their ideas to the class english 11 3 Answer: B Individual work and pair work Pay attention then give remark Correct themselves their mistakes Pair work The friendship is very important to our life. A true friend can helps us when we are sorrow and when we have difficulty. We can share ideas, feeling, likes,joys, pleasures,aims ….to each other. Sometimes only true friends can understand, sympathise us so we feel safe to tell him/her our secrets. Friendship brings us happiness. We happily do many things together.So we can’t live without friendship Lesson plan English 11 Whole class 4. Homework(2m) Learn by heart all of new words and structures and give examples Summarise the main points of the text Period 2: Speaking I. Objectives By the end of the lesson Ss will be able to Describe the physical characteristics and personalities of their friends, using appropriate adjectives II. Teaching aids Textbook, handouts, pictures about some famous people…………. III. Anticipated problems Ss may not have enough vocabulary to talk about the topic, so T should be ready to provide help IV. Procedure teacher 1. Check the attendance(2m) 2. Warm up(5m) Ask Ss to describe one of their friend or their relatives 3. New lesson A. Presentation(10m) Task 1 Ask 1 S to read aloud the title and explain Instruction: You are going to look at the picture of 4 people on page 15 and describe them in pairs Before letting Ss do the task, T ask them to read useful language on page 16 T may explains some word if Ss don’t know the meaning of the adjectives provided Forehead(n)/ 'fɔ:hed/: T points at his/her forehead Crooked(a)/ 'krukid/ T may ask Ss to provide some english 11 4 students Do as teacher’s request Pair work Whole class Tr¸n Mòi kho»m Whole class use hangouts to describe 1. The boy is about 16. He is Lesson plan English 11 adjective/expressions used to describe people’Ss appearance. She may also give Ss handout of these adjectives and expressions: Height :tall,short, medium Build : slim(m¶nh kh¶nh), plump(bô bÉm, ®Çy ®Æn), overweight, thin.muscular/ 'mʌskjulə/(v¹m vì), stocky(thÊp vµ ch¾c), well-built(lùc lìng) Hair: -length: long, short, shoulder- length -style: straight , wavy, curly,crew-cut(®Çu cua) -color: black,grey, red, brown Others: a fringe(m¸i), a bun(bói tãc), plait(s)/ plæt/®u«i sam Face: oval, round, large, square, skinny/ ['skini] (gÇy nhom,gÇy tr¬ x¬ng), chubby(phóng phÝnh), long, with high cheekbones(gß m¸ cao) Eyes: small, big, black, brown, blue Nose: straight, crooked, turned-up(hÕch), big, small, flat(tÑt) Chin: pointed chin(c»m nhän),double chin Lips: thin, full, narrow, heart-shaped Forehead: broad, high Skin:white,pale/peil/(t¸i, xanh x¸m), suntanned(r¸m n¾ng),dark, brown, black General appearance:beautiful, handsome,pretty,good looking, plain(b×nh thêng) T asks to work in pairs to describe the people in the picture, and then calls on some Ss to present their answer T gives feedback short-sighted because he’s wearing apair of glasses. He has short black hair, a round face with a broad forehead, a small nose,thin lips and small chin. He quite good-looking 2.The girl is about 14. She’s also wearing a pair of glasses. She has shoulder-length black hair, and she’s wearing a ribbon(bêm tãc). She has an oval face with a straight nose, full lips and a pointed chin. She quite pretty 3. The man is in his forties. He’s tall and well-buit. He has short brown hair and a square face with a broad head, small eyes , a crooked nose and thin lips. He quite good looking 4. The woman is her twenties. She’s quite tall and slim. She has long curly brown hair and an oval face with a broad forehead, big eyes, a straight nose heart-shaped lips and a small chin. She’s very beautiful Whole class and group work B. Practice(10m) Task 2 Ask Ss to discuss and number the personalities in order of importance in friendship and then report the results Before Ss do the task, T asks them to look at the list of adjectives provided in book. T asks if Ss understand these adjectives or not T can elicit [i'lisit](luËn ra,gîi ra) or explain some adjectives quickly Caring Hospitable english 11 5 Chu ®¸o HiÕu kh¸ch Khiªm tèn Ch©n thµnh Th«ng c¶m, th«ng hiÓu Group work 1st group: My group thinks that Lesson plan English 11 Modest sincere understanding T divides the class into group of 6 with a group leader. They discuss and the leader will take notes of the ideas, and then one representative will report the result to the whole class. T reminds Ss that they have to explain their choice as well T goes round to offer help when Ss discuss T call on some Ss to report the result of their discussion. T elicits feedback from the class and gives final comments C. Production(15m) Task 3 Instruction: Imagine that you have a friend who has just won the first prize in Mathematics. A journalist is going to interview you about your friend. Act out the interview in pairs T asks Ss to look at their role on page 16 anf the suggestions on page 17 T may elicit the questions they may ask -his /her hobbies: What does he/she like doing in his/her freetime?what are his/her hobbies -his/her physical characteristics: what does he/ she look like? His/her personalities:How is he/she?Is she/he friendly...? T may also make clear the meaning of some adjectives Quick-witted Good-natured T asks Ss to work in pairs to perform the interview in 7 minutes and goes around to offer help T call on some pairs to perform the interview T elicits feedback from the class and gives final comments 4. Home work(3m) Write down a paragraph to describe your best friend Prepare the next period”listening” english 11 6 being caring is the most important in friendship because when friends care about eachother, they will know when to share happiness or difficulty with their friend… Pay attention Nhanh trÝ Tèt bông Pair work Whole class Lesson plan English 11 Period 3 Listening I. Objectives By the end of the lesson Ss will be able to Develop such listening micro-skills as intensive listening for specific information and taking notes while listening II. Teaching aids Textbook, handouts, cassette tapes…………. III. Anticipated problems Ss may not be familiar with the note-taking task,so T should provide them some tips to deal with the task IV. Procedure teacher student 1. Check the attendance(2m) 2. Warm up(5m) Matching The aim of this activities is to help Ss revise the vocabulary items Ss learnt in the previous lesson T divides the class into small groups of 3-4 students Then T distributes the following crossword hand out for Ss to do in their own groups. Which group finishes first and has all the correct answers will be the winner A B 1. good-natured a,Nhanh trÝ 2. friendly b, Hµo phãng 3. quick-witted c, HiÕu kh¸ch 4.hospitable d, Hay gióp ®ì 5. patient e,Khiªm tèn 6. honest f, Ham häc 7. generous g, Kiªn nhÉn 8. helpful h,ThËt thµ 9. modest i, Th©n thiÖn english 11 7 Whole class Group work 1. j 2. i 3. a 4. c 5. g 6. h 7. b 8. d 9. e 10. f Lesson plan English 11 10. studious j, Tèt bông 3. New lesson A. Before you listen(10m) Talking about your best friend - T asks Ss to discuss the questions on page 17 in pairs - T calls on some Ss to give their answer and comments on the answer - T gets Ss what they are going to listen about Vocabulary pre –teaching - Before teaching the new words, T helps Ss to pronounce the words given in the book. T may read aloud first or play the tape and ask Ss to repeat in chorus and individually - elicits/teaches some of these word and those taken from the listening passage Apartment building: Sense of humour: Give sb a ring: phone sb Go though a rough time: - T may get Ss to make sentences with the words and give corrective feedback B.While you listen Task 1(10m) Instruction: You are going to listen to Lan and Long talk about their best friends. Listen and decide whether the statements are True or False. Put a tick() in the appropriate box Before Ss listen and do the task, T instructs them to use some strategies + First, read through the statements to understand them and underline key words. For example, the key words in the first statement are: shared, Nguyen Cong Tru, Residential Area, Hanoi…….. + Listen to the tape and pay attention to the key words + Decide whether statements are true or false based on what they can hear - T plays the tape once for Ss to do the task - T asks for Ss’answers and writes them on the board - T plays the tape the second time for Ss to check their answers - T asks Ss to work in group 4 to compare english 11 8 Pair work Whole class Toµ nhµ cã nhiÒu c¨n hé KhiÕu hµi híc Gäi ®iÖn cho ai Tr¶i qua thêi kú khã kh¨n Pay attention Individual work & Group work Lan’s talk 1. F(They used to live in the same buiding there) 2. F( It is what people think) 3. T 4. F( Lan went to Do Son first and then called Ha, so Ha rode on her mortorbike to Do Son to meet Lan) 5. T 6. F( They have been best friends since Lan’s trip to Do Son) Lesson plan English 11 their answers - T checks Ss’ answers by calling some Ss and asks them to explain their answers Long’s talk 1. F( They met in college) 2. F ( Minh was a guitarist) 3. T 4. T 5. T Whole class Task 2(7m) Instruction: You are going to listen to the tape again and fill the table in the book with notes -T plays the tape again for Ss to complete their notes. - after playing the tape, T gets Ss to work in pair and check their answers - T calls on some Ss to give the answers. T provides correct answers if necessary. If Ss cannot comple the task, T might let Ss listen one more time and pause at the answers for them to catch Suggested answers: Individual work and then pair work Listen to the tape carefully and fill the table in the book with note How and where did they meet?What do they like about their friends? Lan - They used to live in the same apartment building in HN - Lan went on a holiday in Do Son and Ha went there to help her - Ha’s very friendly and helpful - Ha’Ss sociable. She’s got many friends in Do Son and she introduced Lan around. Long - They met in college - Minh played the guitar, and Long was a singer - They worked together - Minh has a sense of humour Pair work - Minh likes to go to plays and movies - Minh is a good listener - Minh is friendly and helpful C. After you listen(8m) - T asks Ss to work in pairs to talk about how Ha has been Lan’s best friend and how Minh has been Long’s best friend - T goes around to offer help and correct Ss’ mistakes english 11 9 Whole class Lesson plan English 11 - T calls on some pairs to present their answers - T elicits feedback from the class and give final comments 4. Home work (3m) Ask Ss to learn by heart all new words and prepare the next lesson “ writing” Tapescript: Lan’s talk My best friend is Ha. We’ve been friends for a long time. We used to lived in Nguyen Cong Tru Residential Area in HN. Her family moved to Hai Phong in1985. It is said that HP people are cold but Ha is really, really friendly. I first started to get to know her when I was going on a two-day trip to Do Son last year and didn’t know anybody there. I gave Ha a ring and she was so friendly, she said. “ Oh, I’ll come to visit you”. So she rode on her motorbike to Do Son and twenty minutes later she was there. She stayed with me for two days. She happened to know a lot of people there, so she introduced me around and we’ve been best friends ever since. Long’s talk My best friend is Minh. We met in college. And I was there singing and Minh was a guitarist. So we worked together a lot, but we also became friends. Minh has a great sense of humour, he’s very,very funny, and that’s of my favourite things about him. And over the years, we have been through good times and bad times with each other, and that’s one of the things I like best about him. And we have a lot of the same interests. We like to go to plays and movies together. But when we’re going through a rough time, he’s really a good friend, and he’s a very good listener, and he always helped me though. Period 4: Writing I. Objectives By the end of the lesson Ss will be able to: Write about a friend, real or imaginary, using the words and expressions that they have learnt in previous lesson II. Teaching aids Textbook, handouts, …………. III. Anticipated problems Ss may not have sufficient vocabulary to write about the topic, so T should be ready to help them IV. Procedure Teacher 1. Check the attendance(1m) 2. Warm up(6m) Guessing game T introduces the game: 1 student goes to the board and T gives him or her a piece of paper english 11 10 Students Group work Ss may ask questions such as: Lesson plan English 11 with the name of a student in the class. Other Ss have to ask Yes/No question to find out who students is. Ss should ask about the appearance, personalities, or clothes…. - The game can continue until the time is up. A. Before writing(13m) - T sets the scene: You are going to write about a friend, real or imaginary, using the provided guidelines - T gets Ss to read the task and the guidelines silently and work out what they are required to write about. In general, Ss’ writing should include 3 parts: + general information about about their friend + his/her physical characteristics and personalities + and what Ss like about the friend T elicits the verb tenses that may be useful when Ss want to write about when and where they met their friend. In this case, Ss may use the simple past tense and past continuous in their writing. T revises the use of the past tense and past continuous tense T may also elicit the adjectives and expressions Ss can use to describe their friend’s appearance and personalities T gets Ss prepare an outline for their writing and exchange it with their peer(partner)\ T goes around to offer help and gives corrective feedback B. While writing(15m) T gets Ss to write about their friend in 15minutes T goes around to observe and offer help C. Post writing(8m) T ask Ss to exchange their writing with another Ss for correction T goes around and collects mistakes and errors T collects some writings for quick feedback T writes Ss’ typical errors on the board and elicits self and peer correction. T provides correction only when Ss are not able to correct the errors english 11 11 Is the person a girl? Is she tall? Is she short- sighted? Is she friendly? ………….. Whole class Pay attention Individual work Pair work and whole class Whole class Lesson plan English 11 Finally, T provide general comments on the writings 4. Home work(2m) Ask Ss to improve their writing, taking into consideration their best friends’ and T’s suggestions and corrections Ask them to prepare the next period: ‘language focus” Period 5: Language focus I. Objectives By the end of the lesson Ss will be able to: -Distinguish the sound /dʒ/ and /t∫/ - Pronounce the words and sentences containing these sounds correctly - Use some structures containing infinitives with and without to appropriately II. Teaching aids Textbook, handouts, …………. III. Anticipated problems Ss may find it difficult to pronounce the two sounds, so T should prepare a lot of practice IV. Procedure Teacher Students 1. Warm up(3m) Noughts and Crosses Hospitable Honest Around face Caring Sense of humour Friendly Large Good-natured Pleasant 2. New lesson A. Pronunciation(10m) -Pronouncing the two sounds separately -T models the two sound /dʒ/ and /t∫/ for few times and explains the differences in producing them /dʒ/: is a voiced palatal Voiced=vocal cords vibrate while making this sound Palatal= put your tongue behind your top teeth, push air as you drop your tongue away from the roof of your mouth english 11 12 Group work -Listen attentively -Tell the difference ©m vßm miÖng h÷u thanh D©y thanh ©m rung lªn khi ph¸t ©m Listen and take note Lesson plan English 11 /t∫/ is an unvoiced fricative palatal Unvoiced- vocal cords do not vibrate while making this sound Fricative palatal = touch your tongue to the back of your upper teeth and pull your tongue away as your push air out of your mouth T plays the tape once for Ss to hear the works containing these two sounds. Then T plays the tape again and this time asks Ss to repeat after the tape Pronouncing words containing the sounds -T reads the words in each column all at once /dʒ/:jam, joke, January, dangerous,passenger, village ©m v« thanh: d©y thanh ©m kh«ng rung lªn khi ph¸t ©m ©m vßm miÖng phô ©m x¸t Repeat after the tape -/dʒæm/, / dʒouk/, /dʒænjuəri/, /deindʒrəs/, 'pæsindʒə/, /vilidʒ/ /t∫/:children, changeable, cheese, mutual, church , which -T reads the words once again, each time with a word in each column to help Ss distinguish the differences between the sounds in the words - T reads the words and asks Ss to repeat them - T asks Ss to practice pronouncing the words in pairs -T goes around providing help - T asks some Ss to pronounce the words and give correction if necessary Practicing sentences containing the target sounds - T reads the sentences and asks Ss underline the words with the sound and write /dʒ/ and /t∫/ under them -/ 't∫ildrən/,/ 't∫eindʒəbl/,/t∫i:z/, /'mju:tjuəl/,/t∫ə :t∫/, /wit∫/ - T asks Ss to provide the sentences in pairs -T goes around providing help - T asks some Ss to read the sentences and gives feedback B. Grammar and Vocabulary 1. To infinitive (10m) - T writes some sentences on the board and underline the to+ infinitive + I have letters to write to my friends + I have some homework to do + Does he get anything to eat? Practice reading the sentences which contain 2 sounds english 11 13 Practice reading Pay attention Lesson plan English 11 + Have you got anything to say? - T asks Ss to comment on the use of to + infinitives in these examples. T reviews the form and use of to –infinities in the example - The infinitive can be placed after nouns/pronouns to show how they can be used or what is to be done with them + I have letters to write = I have letters that I must write…… + I have some homework to do= I have some homework that I must do + Does he get anything to eat?= Does he get anything that he can eat? N/pro+to -infinitives Ex: I need someone to take care of my children to -infinitives + prepsitions ex: I need someone to talk to my mother Can I borrow your case to keep my records in? Adj + to -infinitive Too/ enough + to –infinitive Practice Exercise 1 Ask Ss to do exercise1 individually and then compare their answers with another student - T calls on some Ss to read aloud their answers - T gives the correct answers 2. Infinitive without to(10m) - after “make, let”+object +bare infinitive - after verbs of perception such as: feel, hear, watch, see, notice, observe, smell+object +bare infinitive Ask Ss to give some examples Listen and ask the other to comment Practice Exercise 2 -T asks Ss to do exercise 2 in pairs. Ss have to english 11 14 -Give their opinions - In the examples above the infinitives are used to replace relative clauses Give more examles Take notes I pleased to see you Ex: The water is too hot to drink He’Ss old enoughto go to school Individual work 1. Who wants somethings to eat 2. I have some letters to write 3. I am delighted to hear the news 4. My mother has some shopping to do 5. You always have too much to talk about 6. It’s lovely to see you again 7. It’s too cold to go out 8. I’m happy to know that you have passed the exams Ex:Nothing can make him cry I see her cook dinner(completed action) Notice:I see her cooking dinner(I see she’s cooking dinner) Pair work and then individual work 1. The police watched them get Lesson plan English 11 rewrite the sentences by using the words given -T asks them to compare answers with another pairs -T calls on some Ss to go to the board to write their answers - T asks other Ss to feedback and gives correct answers Production(10m) Extra exercise Join these pairs of sentences 1. she crossed the road. I saw her 2. They sang a song. I heard them 3. He looked the door. I observed him 4. She drove off. I saw her 5. He was foolish. He left the firm 6. A pavement artist drew a portrait in crayons. I watch him 7. We can’t refuse their invitation. It would look rude 8. I met you again. I was happy 9. The film was boring. I didn’t watch it 10. The woman is old. She can’t drive a car 3. Homework(2m) Learn by heart all the knowledge they’ve learnt and practice them again at home Prepare the next lesson:unit 2 : reading out of the car 2. They let him write a letter to his wife 3. I heard them talk in the next room 4. The customs officer made him open the briefcase 5. The boy saw the cat jump though the window 6. Do you think the company will make him pay some extra money? 7. I felt the animal move towards me 8. Do you think her parents will let her go on a picnic? Whole class 1. I saw her cross the road 2. I heard them sing a song 3. I observed him lock the door 4. I saw her drive off 5. He was foolish to leave the firm 6. I watched a pavement artist draw a portrait in crayons 7. It would look rude to refuse their invitation 8. I was happy to meet you again 9. The film was not interesting enough for me to watch 10. The woman is too old to drive a car Whole class Unit 2: Personal experiences Period 1 Reading I. Objectives By the end of the lesson Ss will be able to: english 11 15 Lesson plan English 11 - Develop such reading skills as scanning for details, specific ideas, skimming for general information, and guessing meaning in context, identifying the sequence of events - Use the information they have learnt to discuss the story II. Teaching aids Textbook, handouts, cassette …………. III. Anticipated problems Ss may need help with discussion task, so T should be ready to help them IV. Procedure Teacher 1. Check the attendance(2m) 2. Warm up(5m) Ask Ss some questions and ask Ss to answer - when was your last birthday? - What did you do on that day? - How did you feel on that day? - What did your parents offer you? 3. New lesson A. Before you read(5m) -T introduce the pictures: The six pictures describe the events in a story. They’re not in chronological order. Can you describe what’s happening in each of the picture - T suggests for the Ss by asking some questions: + What do you see in the 1st picture? + What do you think might be relationship between the girl and the man? + What do you see on the table? ………………………………………. Vocabulary Floppy cotton hat Wad of dollar notes B. While you read Set the scene: you are going to read a story in which a girl’s telling about her most embarrassing situation Task 1(10m) -T asks Ss to reads the passage silently and do the task1 -T writes the given words and phrases on the board: To make a fuss english 11 16 Students Whole class Answer the questions Whole class A man and a young girl May be they are family members It’s money Mò v¶I mÒm TËp tiÒn Pay attention Read the passage in silently Guess the meaning of the words G©y ån µo, Çm Ü lÐn lót to look quickly at st/sb making you feel nervous, ashamed, or stupid: lóng tóng, Lesson plan English 11 Sneaky(a) Glanced (at) Embarassing(a) xÊu hæ someone you admire and adore Idol(n) - T asks Ss to go back to the passage to locate and read around these words - T checks that Ss understand all these words correctly by calling on some Ss to tell the meaning of the word in Vietnameses - Then T asks Ss to go back to the task and study the given sentences - T asks them to fill the blank with the words/ phrases in the box - T checks the answer with whole class Task 2(5m) - T asks Ss to read the text silently again and then with a peer work out the sequence of the pictures given on page 22 again - T calls on a student to give and explain his/ her answer Task 3 (10m) - T checks if Ss can answer the comprehesions in task3 without having to read the passage again. If Ss can not, T gets them to read the questions carefully and gives them some tips to do the task - T gets Ss to check their answer with a peer - T calls on some Ss to write their answers on the board and asks them to explain their choices C. After you read(6m) Ask Ss to look at the last picture(c) and give suggestions + How did the girl in the picture feel? + Why did she feel that way? + What did she do after that? - T calls on the group to tell and explain their choice english 11 17 1. glanced 2. making a fuss 3. ambarassing 4. idols 5. sneaky Individual work& pair work 1. picture d 2. picture b 3. picture f 4. picture e 5. picture a 6. picture c Individual work then pair work 1. A floppy cotton hat 2. to buy the hat for herself 3. A wad of dollar notes that looked like the ones her father had given 4. Because she didn’t like to make a fuss 5. She bought the hat with it Group work 1.She felt surprised/ ambarassed Because the money she took from the boy’s bag was not hers 2. Perhaps the girl might want to tell her father the truth and ask him for help. Perhaps the girl could come to the police station, tell the police the truth and ask them for help May be the girl could get on the same bus the next day and look for the boy to return him the money Lesson plan English 11 Whole class - Then T asks Ss to summarise the main points of the lesson 4. Homework(2m) Summarises the main points of the lesson again Learn by heart the new words and make sentences with them Whole class Period 2 Speaking I. Objectives By the end of the lesson Ss will be able to: - Identify structures that are used to talk about past experiences and their influences on one’s life - Practice the present perfect and past simple, structures with “Make” - Use these structures to talk about a past experience and how it affects their life II. Teaching aids Textbook, handouts, …………. III. Anticipated problems Ss may have problem using present perfect and past simple when talking about the past IV. Procedure Teacher 1. Check the attendance(2m) 2. Warm up(5m) Ask Ss some questions about their experiences - Have you ever sung in the public? + When did you sing in the public? + How did you feel ? + How did the experience affect you? - Have you ever failed the exam ? - Have you ever got a bad mark? ……………………….. 3. New lesson Task 1(10m) - T introduces the task and gets Ss to do it individually then compare the answer with a partner - Call on some Ss to read out his/her answers english 11 18 Students Whole class Answer the questions Yes, I have On Teacher’s Day I was all in a tremble(run) Since then I haven’t been afaid of singing in the pubic ………………………. Individual work and pair work 1. d 2. c 3. a 4.b 5.e Appreciate(v): Coi träng, ®¸nh gi¸ cao Lesson plan English 11 - T checks with the class and gives feedback - T introduces the structures: Make sb do smt/make sb+Adj Ex: The flu makes me stay at home/ The flu makes me tired Task 2(15m) - T introduces the task and ask Ss to work individually then compare the answer with a partner -Notice Ss some about how to use past simple and present perfect simple + Present perfect: used with “ever” to ask about past experience:Have you ever been to England? +Past simple: used when one keeps asking about that experience: When did you go there? Who did you go with?... - After finishing T gets Ss to read the sample conversation in pairs - 0pen dialogue: A – Have you ever………….? B – Yes,…………..English girl…….. A – How…….meet………..? B –………..walking along………asked the way…….started talking…….. A – What………talk…….? B – Everythging……….name, ……..turtles………. A – How……affect………? B – Well,………more interested………. - Call some pair Ss to practice the D then give marks Task 3(10) - T introduces the task: using suggested questions on page 26 to ask and answer the questions about their past experiences - T calls on some pairs to perform their conversations in front of the class 4. Home work(3m) Learn by heart the dialogue english 11 19 To change your attitude to sb/st( Thay ®æi th¸I ®é cña b¹n ®èi víi ai hoÆc ®iÒu g× ®ã) -Give more examples Whole class Take notes 1.b 2.d. 3.h 4.a 5.e 6.g 7.c Pair work Close the book and practice the open dialogue Pair work Ex: “ be seriously ill” -what(what disease did you get) -when(when did you fall) -how(How did you get ill) -go to hospital(Did you have to goto ..) - how(How did the experience affect you?) Lesson plan English 11 Period 3 Listening I. Objectives By the end of the lesson Ss will be able to: Develop such listening skills as listening for specific information and taking notes while listening II. Teaching aids Textbook, handouts,cassette tape …………. III. Anticipated problems Ss may not have sufficient vocabulary to talk about the topic, so T should be ready to assit them. Ss may not also be familiar with the note-taking task so T should provide them some tips to deal with the task IV. Procedure Teacher 1. Check the attendance(2m) 2. Warm up(5m) Hangouts : Matching Column A Column B 1. Fire fighter Students Whole class Group work Answer 1. c 2.h 3.e 4.a 5.b 6.g 7.d 8.f 2. Fire alarm 3. Fire door 4. Fire escape 5. Fire hydrant 6. Fire extinguisher 7. Smoke 8. Fire struck a. A metal stair way outside to help people get out of a building on fire b. A pipe that draws water for putting out a fire c. A person who fights fires d. What comes out of a fire e. A fire-resistant door that can be closed to stop the spread of a fire f. A large truck that carries firefghters and equipment to the side of a fire g. A tube that contains special chemicals for putting out fire english 11 20 Whole class -A fire -A house is burning and firefighters are trying to put out fire - They are fire-fighters - She is carring her daughter out of the fire 1. ®¸ng nhí 5. bÕp ga 2. sî h·I 6. «m