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SÔÛ GIAÙO DUÏC – ÑAØO TAÏO TÆNH PHUÙ YEÂN TRÖÔØNG TRUNG HOÏC PHOÅ THOÂNG PHAN BOÄI CHAÂU -------------***** ------------ Naêm hoïc: 2009 - 2010 The 1st period Date: August 24th I. Objectives: 1. Educational aim: by the end of the lesson, students will be to know about English book in grade 11 2. Knowledge: Student know: - How to learn English in grade 11 - How to do English tests - How to use student’s book and workbook 3. Skill : - Reading - Speaking - Listening - Writing - Doing English tests II. Teaching aids: Student’s book, student’s workbook, dictionary, some test papers, etc. III. Procedure: Time/stage Teacher’s activities Warm-up : - Introduce to students about the teacher - Ask students about their names and English (7 minutes knowledge etc. Guiding: 35 1. Guiding student’s book and workbook: minutes * Introduce to students how to use their book and workbook * Introduce to students how to learn reading, speaking, listening, writing, language focus in their books and how to do the exercises in their books 2. Guiding English tests in grade 11: * Introduce to students about oral tests, 15 minute tests, 45 minute tests, etc. and how to do them * The tests in grade 10 include: reading : 25% listening: 25% writing: 25% language focus: 25% 3. Guiding other books and tape, disc, etc. Homework : 3 minutes - Ask students to prepare textbook, notebooks and the things for learning andprepare lesson reading - Unit 1 Date: Sept 4th Students’ activities - Listen to the teacher - Answer the teacher’s questions - put the student’s book and workbook on the table - listen to the teacher and look through the books - Listen to the teacher - listen to the teacher and write down the things which will be prepared at home Period:2 Unit 1: Lesson : FRIENDSHIP Reading I. Objectives: By the end of the lesson, Ss will be able to talk about very special qualities for a friendship. II. Language Focus: * Grammar: * New words: bighten up, acquaintance, incapable of, lasting, quality, unselfishness, be concerned with, two-sided, give-and-take, constancy, constant, enthusiasm, changeable, uncertain, loyalty, suspicion, suspicious, rumour, gossip, sympathy, pursuit, III. Teaching aids: textbook, handouts. IV. Procedure: Stage/Time: Teacher’s activities: Students’ activities: Warm-up - Ask Ss to answer questions Pairworks *Questions: 1. Have you got many friends? 2. What do you think about your friends? 3. According to you, which qualities need for a frienship? - Ask Ss to present their ideas before class - Check and lead into the new lesson Before Pairworks - Ask Ss to look at the picture and answer some reading questions 1. What are the boys and girls doing? 2. How do they feel? 3. What does the picture tell you? - Have Ss show their answers - Check - Instruct Ss to read the poem - Call on some Ss to reread it again and tell the main content - Check and give some new words The whole class * Pre-teaching Vocabulary: acquaintance(n), incapable of(v), lasting(a), quality(n), unselfishness(n), be concerned with(v), two-sided(a), give-and-take (n), constancy(a), constant(a), enthusiasm(n), changeable(a), uncertain(a), loyalty(n), suspicion(n), suspicious(a), rumour(n), gossip(n), sympathy(n), pursuit(n), While reading - Ask Ss to practise the ponunciation in chorus and individual - Call on some Ss to read them again - Ask Ss to read the text in silence and do the tasks given * Task1 -Ask Ss to fill each blank with a suitable word/phrase - Go around and help if necessary - Call some Ss to present their answers - Check and give feedback * Task2: - Instruct Ss to read the text again -Ask them to decide which of the choices A, B, C, D most adequately sums up the ideas of the whole passage - Call on some Ss to give their answers and ask other Ss to say whether they agree or disagree. - Give the feedback and the correct answer After reading Homework The whole class 1. 2. 3. 4. Mutal incappable of unselfish acquaintance / friend 5. give-and-take 6. loyal to 7. suspicious Whole class, pairworks Answer : B * Task3: - Ask Ss to skim the six questions to understand Whole class, individual them work - Ask Ss to work individually to do the task - Go around and help if necessary - Call on some Ss to write their answers on the board and ask them to explain their choices - Give the correct answers - Ask Ss to work in pairs to discuss the question Pairwork, groupwork in the book - Go around to help Ss when necessary - When all pairs have finished, ask every pairs to share ideas - Call on some Ss to report their ideas to the class - Give feedback - Ask Ss to reread the text and redo all tasks - Ask Ss to learn by heart all of the new words. - Ask Ss to prepare the new lesson : Speaking – answer the question : How do you describe a man? Date :Sept 6th Period:3 Unit 1: Lesson : Work at home FRIENDSHIP Speaking I. Objectives: By the end of the lesson, Ss will be able to describe the physical characteristics and personalities of their fiends, using appropriate adjectives. II. Language Focus: * Grammar: * New words: III. Teaching aids: textbook, IV. Procedure: Stage/Time: Teacher’s activities: Students’ activities: Warm-up - Devide the class into small groups Groupwork - Give the following puzzle handout to Ss to do in their own groups. - Call some leaders of the groups to go to the board and ask them find all the adjectives as quickly as possible Answer: * Across: 1. honest H O N E S T S I G N S A D 2. tall U I U H N R O I N U B O C 3. medium M T N G G F T E R U E G A 4. understanding O U H D E A N H B T A E R 5. sincere R T A L L D M E D I U M I 6. generous O O N G R A B H O L T N N * Down U N D E R S T A N D I N G 7. humorous S H S I N C E R E S F M U 8. handsome S M O U G E N E R O U S O 9. beautiful R I M F A U D A A R L I D 10. caring E E E U U N O U H R H M H I A M A S A U L R B L M A N E C U N T E N S E D M S Before speaking Whole class & pairwork * Task1: - Ask Ss to read useful language before Ss do the task - Make sure that Ss know the meanings of the adjectives given - May ask Ss to give some more adjectives used to describe people’s appearance - Check -Ask Ss to work in pairs to describe the people in * Suggested answers: the picture The man is in his - Call on some Ss to present their answers forties. He’s tall and - Give feedback well-built. He has short brown hair and a square face with a broad forehead, small eyes, a crooked nose and thin lips. He’s quite good-looking. While speaking After speaking * Task2: - Ask Ss to look at the list of adjectives provided Groupworks - May explain the meanings to Ss quickly - Ask Ss to discuss in groups - Go around and help if necessary - Call on some representatives to report their results to the class - Ask the other groups to comment - Give feedback and provide suggested * Suggested comments My group thinks that comments being caring is the most important in friendship because when friends care about each other, they will know when to share happiness or difficulty with their friends………… * Task3: - Ask Ss to play role to talk about a famous Pairworks friend - Ask Ss to use the following suggestions to ask and answer questions in pairs - Have Ss look at the Useful language - Ask Ss to work in pairs to perform the interview - Go around and help if necessary - Call on some pairs to perform their interview - Give feedback and provide comments Homework - Ask Ss to redo all tasks - Ask Ss to learn by heart all of the adjective - Ask Ss to prepare new lesson : Listening Date :Sept 8th Period:4 Unit 1: Lesson : Whole class work at home FRIENDSHIP Listening I. Objectives: By the end of the lesson, Ss will be able to develop such listening micro - skills as intensive for specific informaion and taking notes while listening. II. Language Focus: * Grammar: * New words: sense of humour, III. Teaching aids: textbook, cassette, tape, IV. Procedure: Stage/Tim Teacher’s activities: Students’ activities: e: Warm-up - Devide the class into small groups of 5 Ss Groupworks - Ask Ss to rearrange some inorderwords provied in a good order Answer: 1. FRIENDLY 1. FEDNRILY 5. HOESNT 2. QUICK-WITTED 2. QUCKI-WTITED 6. CLAM 3. HLEPULF 7. STDIUOSU 3. HELPFUL 4. CARING 4. CRAIGN 8. MDOSET - Call some representatives to give their answers 5. HONEST 6. CALM - Check and lead into the new lesson 7. STUDIOUS 8. MODEST Before listening - Ask Ss to ask and answer the questons given in pairworks the book - Ask Ss to use the words rearranged above to answer the questions - Call some pairs t present their answers - Check Whole class - Ask Ss to listen and repeat the words given appearing in the tape While listening * Pre-teaching Vocabulary: Apartment building(n) , sense of humour (n): khieu hai huoc, go through a rough time : trai qua thoi ki kho khan. - Ask Ss to practise the pronunciation in chorus quickly * Task 1: - Ask Ss to read the statements to understand them and underline key words - Ask Ss to pay attention to the key words - Play the tape once for Ss to do the task - Ask for Ss’ answers - Play the tape the second time for Ss to check their answers - Ask Ss to work in groups of 5 to compare their answers - Call some Ss to give their answers and to explain them - Play the tape one more time and pause at the answers for Ss to catch. - Give the correct answers Whole class Groupworks * Suggested answers Lan’s talk :1. F; 2. F; 3. T; 4. F; 5. T; 6. F. Long’s talk: 1. F ; 2. F ; 3. T; 4. T; 5. T Whole class * Task 2: - Ask Ss to listen again and note down the ideas Pairworks in the table given in the book - Play the tape again for Ss to check their answers in pairs - Call on some Ss to give the answers - Play the tape again, check and give the suggested answers - Get Ss to work in pairs to talk about how Ha Whole class & pairworks has been Lan’s best friend and how Minh has After listening been Long’s best friend. - Go around and help and collect Ss’ mistakes - Call on some pairs to present their answers - Check and give the correct answers Homewok - Ask Ss to learn by heart all new words and redo Whole class work at home all tasks Date :Sept 10th Period:5 Unit 1: Lesson : FRIENDSHIP Writing I. Objectives: By the end of the lesson, Ss will be able to write about a friend, real or imaginary. II. Language Focus: * Grammar: * New words: III. Teaching aids: textbook, some pictures of people. IV. Procedure: Stage/Time: Teacher’s activities: Students’ activities: Warm-up - Ask Ss to describe any their classmates Individual work - Ask Ss to guess the person who they described - Call on some Ss to asnwer - Check then give mark and lead into the new lesson Before writing -Ask Ss to read the task and answer three parts Whole class given While - Instruct Ss to read it carefully before writing Indiviual work writing - Ask Ss to write about their friends about 15’ - Go around and help if necessary Whole class - Pick up some writings and give mark - Ask Ss to exchange their writings with another student for correction. - Write Ss’ typical errors on the board and Suggested writing: correct. My best friend is - Provide general comments on the writings - Give suggested writing After writing Homework - Ask Ss to read the “model” writing again - Ask Ss to summarize the main points of the lesson Whole class - Ask Ss to improve their writings at home - Ask Ss to prepare new lesson : Language Whole class work at Focus home Date :Sept 11th Period:6 Phuong. We met in school. We live in the same ward 5. So we worked together a lot. Phuong has a great sense of humour, she is very, very funnuy, an that is one of my favourite things about her. And over the years, we have been through gootimes and bad times with each other, and that’s one of thr things I like best about her. She has an oval face, with a high forehead, a straight nose and a wave black hair. She’s tall and thin. We have a lot of the same interests. We like to go to plays, movies and cafée together. But we’re going through a rough time, she’s really a good friend, and she’s a very sincere listener, an she always helped me through. Unit 1: Lesson : FRIENDSHIP LanguageFocus I. Objectives: By the end of the lesson, Ss will be able to : pronounce 2 sounds / dz / - / t /. be better at using Infinitive with to; Infinitive without to. II. Language Focus: * Grammar: Infinitive with to; Infinitive without to. * New words: III. Teaching aids: textbook, extra board. IV. Procedure: Stage/Time: Teacher’s activities: Students’ activities: Warm-up - Give Ss some pictures of a child, church, and Individual work cheese, jean, passenger, and a village - Ask Ss to answer the question: What are they? Can you put them in the correct column? / dz / / t / - Call on some Ss to read their answers aloud village church - Check then give the correct answers passenger cheese - Lead into the new lesson jean child I. Pronunciation: Activity 1: - Read the words first and make sure that Ss can Individual work and the distinguish the differences between the sounds whole class in the words - Ask Ss to listen and repeat sounds and words given in the book in chorus and individual - Ask Ss to find out some more words containing 2 sounds - Correct if necessary Activity 2: - Ask Ss to practise reading aloud the sentences Whole class provided - Ask Ss to pick up words containing 2 sounds - Call on some Ss to read aloud these words - Check and ask for correction Activity 1: II. Grammar: * Exercise 1: - Write some sentences on the board and Whole class underline the to + infinitive: + I have some letters to write. + Does he get anything to eat? + There is plenty to do. - Ask Ss to comment on the use of to + infinitives in these examples. - Review the form and use of to-infinitives in thr examples. - Go on writing some examples on the board. - Ask Ss to comment. - Explain that we can put to-infinitives after adjectives. - Give some forms : Adj + to-inf ; adj + too/enough + to-inf - Ask Ss to give more some similar examples. - Ask Ss to do exercise 1 individually and then compare their answers with another S. - Call on some Ss to read out their answers. - Give correct answers. Activity 2: Individul work * Answers: 1. Who wants something to eat. 2. I have some letters to write. 3. I am / was 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 / was too cold to go out. 8. I’m happy to know that you have passed the exam. * Exercise 2: - Call on some Ss to give some verbs followed by bare inf. - Check and give some form: Group works & whole feel, hear, watch, class see,notice, observe, + noun/pronoun + Bare inf perceive, smell,…… let, make + object + Bare inf - Ask Ss to do exercise 2 in pairs. - Go around and help if necessary. Work in pairs - Ask Ss to compare answers with another pair. - Call on some Ss to go to the board to write their answers. - Ask other Ss to feedback and give correct answers Homework - Ask Ss to look at back grammar notes - Ask Ss to redo all tasks Whole class work at - Ask Ss to prepare new lesson : home Unit 2 : Personal experiences - Lesson: Reading - Ask Ss to look up some new words: embarrass, floppy, idol, sneaky, make a fuss. Date :Sept 13th Period:7 * Answers: 1. The police watched them get 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 through 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 the picnic? Unit 2: Lesson : PERSONAL EXPERIENCES Reading I. Objectives: By the end of the lesson , Ss will be able to talk about past experiences by using information they have read to discuss the story. II. Language Focus: * Grammar: * New words: embarrass, experience, idol, glance at, sneaky, make a fuss, III. Teaching aids: textbook, some pictures. IV. Procedure: Stage/Time: Teacher’s activities: Students’ activities: Warm-up - Give some pictures and ask Ss to guess what is Pair works happening in each of them. - Call on some Ss to present their ideas. - Check and lead into the new lesson. Before * Pre-teach Vocabulary: reading Whole class Embarrass(v) glance at(v) Experience(n) sneaky(a) Idol(n) make a fuss(exp) - Ask Ss to practise the pronunciation in chorus and individual if necessary. While - Ask Ss to read the text and do the tasks given. Individual work reading * Task1: - Ask Ss to use the words / phrases in the box to fill the blanks in the sentences. - Go around and help when necessary. * Answers: - Call on some Ss to read their answers aloud. 1. Glanced; 2. make a - Check and give correct answers. fuss 3. Embarrassing; 4. Idols; 5. sneaky * Task2: Work in pairs - Ask Ss to put the pictures of the events in the order they happened in the story. - Ask Ss to check the result which they guess in the Before reading - Call on some Ss to read their answers aloud. - Check. * Task3: Work in groups - Ask Ss to read the text again and answer the questions. - Go around and help if necessary. - Call on Ss to present their answers. - Check and give correct answers. After reading Homework - Teach some structures that can be used for giving suggestions. e.g: “perhaps she could”, “she might want to…”, and some adj that express feelings: e.g: “embarrassed, ashamed, confused, sad, unhappy, uncomfortable, ……” - Go around to check and offer help. - Call on the groups to tell and explain their choice. - Give correct feedback. - Ask Ss to redo all tasks - Ask Ss to prepare new lesson : Speaking * Answers: 1. A floppy cotton hat 2. To buy a floppy cotton hat 3. A wad of dollar notes that look exactly like those her father had given her. 4. She thought that was her own money and the boy had stolen it from her. She wanted to take it back without making a fuss. 5. She bought thr hat of her dream. Work in groups of 4 * Suggested answers: 1. She might feel embarrassed and guilty / ashamed because that was not her money. 2. Perhaps the girl could come to the police station, tell the police the truth and ask them for help / Maybe the girl could get on the same bus the next day and look for the boy to return him the money/… Work at home Date :Sept 15th Period:8 Unit 2: Lesson : PERSONAL EXPERIENCES Speaking I. Objectives: By the end of the lesson , Ss will be able to talk about past experiences and how they affected one’s life. II. Language Focus: * Grammar: * New words: III. Teaching aids: textbook, some pictures. IV. Procedure: Stage/Time: Teacher’s activities: Students’ activities: Warm-up - Ask Ss to go around the class interviewing as Choose some Ss to many Ss as possible about their expriences. If work as an MC someone say yes to their questions they write name of that person on the sheet. They should try to get many “Yes” answers as possible. - Ask Ss to use present perfect and simple past Whole class when conducting the interviews. e.g: Have you ever see a lion not on TV? eat pizza? drive a truck? witness an armed robbery? ……………………… - In the end the teacher ask Ss : “Who has ever seen a lion?” - Ask Ss to look at their sheets and answer: “Mai has seen a lion” - Ask Ss to ask Mai some more questions and make a new dialogue. e.g: “Where did you see a loin?” “ Can you tell us how you felt?” “Were you scared?” - Check and lead into the new lesson. Before speaking * Task1: - Ask Ss to work in pairs to match the things they Pair works might have done or experienced in box A with how experience might have affected them in box B. - Ask Ss to read the sentences carefully before doing. - Call on some pairs to read their answers aloud. - Check and give correct answers While speaking After speaking Homework * Task 2: - Ask Ss to read a jumped conversation about one of the past experiences carefully and put them in the correct order. - Go around and offer help if necessary. - Call on some pairs to present their dialogue. - Check and give correct answers, then ask Ss to practise the dialogue in pairs. * Task 3: - Ask Ss to ask and answer questions about their past experiences, using the suggested questions on page 26. - Introduce some useful structures:  Have you ever……?  How did it happen?  When did it happen?  How did the experience affect you? ………………… - Go around and offer help. - Call on some pairs to perform their conversation before the class. - Feedback and give final comments. - Ask Ss to redo all tasks - Ask Ss to prepare new lesson : Listening Date :Sept 17th Period:9 Unit 2: * Answers: 1d; 2c; 3a; 4b; 5e Work in pairs * Answers: 1b; 2d; 3h; 4a; 5e; 6g; 7c; 8f Work in pairs Work at home PERSONAL EXPERIENCES Listening Lesson : I. Objectives: By the end of the lesson , Ss will be able to develop such listening micro-skills as listening specific information and taking notes while listening. II. Language Focus: * Grammar: * New words: III. Teaching aids: textbook, tape, cassette player. IV. Procedure: Stage/Time Teacher’s activities Students’ activities: Warm-up A matching game: - Divide the class into 4 groups.Then distribute the following handouts for Ss to do the matching task in their groups. - Might get Ss to give meanings of the given words. A 1. Fire fighter 2. Fire alarm 3. Fire escape 4. Fire extinguisher 5. Fire truck 6. Smoke B a. A metal stairway outside to help people get out of a building on fire. b. A person who fights fires. c. A bell that tells you a fire has started. d. A tube that contains special chemicals for putting out a fire. e. What comes out of a fire. f. A large truck that carries firefighters and equipment to the site of a fire. - Call on some groups to read their answers aloud. - Check , then give correct answers and lead into the new lesson. Group works - Ask Ss to look at the picture and say what is happening in it. - Ask Ss to listen and repeat some given words in the - Book and use them to talk about the picture. - Call on Ss to present their answers. - Check and correct. Work in groups Before listening * Answers: 1b; 2c; 3a; 4d; 5f; 6e While listening * Task 1: - Ask Ss to listen to the interview , and decide whether the statements are true or false. - Ask Ss to read the sentences carefully before listening. - Play the tape once for Ss to listen and do the task. - Ask Ss to check their answers with a partner. - Check the answers with whole class. - Can play the tape one or two more times and pause at the answers for them to catch. - Give answers * Task 2: - Ask Ss to do this task without listening again. - Check. - Ask Ss to listen to the tape again after Ss can guess the missing words. - Ask Ss to compare their answers with a friend. - Call on some Ss to give answers. - Check and give correct answers. After listening - Ask Ss to discuss the sentence “Christina says that family is more important than things.” - Might give Ss some useful expressions of asking and giving opinions. e.g:  Asking for opinions: What do you think about…? What’s your opinion about…? What’s your feeling about…? How do you feel about…? ……………………………  Expressing pinions: I think… (18) I believe… Individual work * Answers: 1T; 2F; 3F; 4F; 5T Individual work Work in pairs * Answers: 1. Small 2. everything 3. family 4. replaced 5. took 6. appreciate Work in groups I feel… In my opinion, …  Expressing agreements: I agree I think so, too That’s true, and… That’s right, and…  Expressing disagreements: Well, maybe, but… That might be true, but… Well, my feeling is that… Well, I don’t think so. I think… - Give examples and get Ss to do some practice with these tructures. - Ask Ss to discuss Christina’s saying in groups. - Go around and offer help. - Call on the representatives of each group to report their peers’ ideas. - Check and correct. Homewok - Ask Ss to learn the structures by heart. - Ask Ss to redo all tasks. - Ask them to prepare new lesson: Writing - Ask Ss to prepare one of their past experiences for next period. Date :Sept 19th Period: 10 Unit 2: Lesson : PERSONAL EXPERIENCES Writing I. Objectives: By the end of the lesson , Ss will be able to write a personal letter about a past experience. II. Language Focus: * Grammar: Past tenses. * New words: III. Teaching aids: textbook, white boards.
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