GIáo án AV11 CB

Date:20/8/09 Period 1: revision and introduction I.o bjectives: by the end of the lesson ss will be able to: -revise the language of english book 10. -know the form of english book 11. II.m aterials:English book 10,11. III:a nticipated problems: Ss may forget the knowledges of english book 10. IV.p rocedure: Stage/Time Procedure Interaction Presentation 1 22 Presentation 2 20 Wrapping 3 Revision. Call some Ss to tell about the grammar of English 10. -Tenses. -To-infinitive -Gerund -Reported speech -passive voice Let Ss to give out some examples feedback and recall them. Introduction. Ask Ss some question about the English book 10 to introduce the English book 11. -How many units are there….? -How many lessons are there in a unit? -How many periods are there in a unit? -Do you do Test your self at home or at class? -How many topics are there in … ? Introduce the English book 11 –new version. -There are 16 units -some units last 6 periods. -test your self :do at home -there are 16 topics. Summarise the main points Assign homework Wholeclass Individual Wholeclass Individual work Wholeclass Date:21/8/09 Period 2: unit 1: friendship A. reading. I.Objectives: By the end of the lesson Ss will be 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 discuss the topic. II.Mareials: Textbook,handouts. III. a nticipated problems: Ss may need help with the discussion task,so T sdould be ready to help them. IV.Procedure: Stage/Time Procedure Interaction Warm-up 6 Pre-reading 10 While- reading 6 5 6 Post-reading 10 Competition game –network. T prepare a handout with a network of the word Friendship. Divides the class into 8 groups and give each group a handout and ask them to complete. Dicussing the picture and poem -T asks the whole class to look at the picture on page 12 and asks them some questions: + what are the girls and the boys doing? +how do they feel? +what does the picture tell you? -T asks Ss to work in pairs to read the poem. Pre-teaching vocabulary. -provide some new words on the board. -Explain the meaning . -Guide Ss to read Setting the scene You are going to read the passage about the qualities of a lasting friendship.While you are reading ,do the tasks in the book. Task 1. Fill each blank with one of the words in the box. -T writes these words on the board: -Then T instructs Ss to read the passage quickly and stop at the lines that contain these words to guess their meanings. -T asks Ss to work individually to do the task. -asks Ss to exchange their answers with others. -asks Ss for their answers and feed back Task 2. Decide which of the choices A,B,C or D most adequately sum up the ideas of the whole passage. -T gets Ss do the task individually and then find a peer to compare their answer. -T calls on some Ss to give their answers and asks other to say whether they agree or disagree. -Feedback and gives correct answer. Task 3. Answer the six questions in the book. -T asks Ss how to do this task. -asks Ss to do the task individually,then discuss the answer with their friends. -Calls on some Ss to answer. -Feedback. Intruction:you are required to work in pairs to discuss the question in the book. -When the time run out,calls every two pairs to share ideas. -Feedback. -Summarise the main points Groupwork Pair work Whole class Whole class Individual work and pair work. Whole class Individual work and pair work Pair work Group work Whole class Nghi Léc Upper secondery school 2 Wrapping 2 -Assign homework Date:24/8/09 Period 3: unit 1: friendship Lesson b: 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.Mareials: Textbook,handouts. III. a nticipated problems: Ss may not have enough vocabulary to talk about the topic,so T should be ready to provide help. IV.Procedure: Stage/Time Procedure Interaction Warm up 8 Present Competition game-Word search -T divides the class into small groups.Then distributes the following puzzle handout for Ss to do in their own groups.which group finishes first and has all the correct answers will be the winner. H O N E S T S I G N S A D U I U H R N O I N U B O C M T N G G F T E R U E G A O U H D E A N H B T A E R R T A L L D M E D I U M I O O N G R A B H O L T N N U N D E R S T A N D I N G S H S I N C E R E S F M U S M O U G E N E R O U S O R I M F A U D A A R L I D 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 Find out:beautiful,tall,sincere.generuos,humorous, Caring,understanding,handsome. Group work Nghi Léc Upper secondery school 3 12 Practice 10 Product 13 Wrapping 2 Task 1. Instruction:you are going to look at the picture of four people on page 15 and describe them in pairs. -Before letting Ss to do the task,asks them to read Useful language on page 16. -Teaches some words. -T asks Ss to work in pairs to describe the people in the picture,and then calls on some Ss to present their answers. -feedback. Task 2. Instruction:you are going to discuss and number the personalities in order of important in friendship and then report the results. -Before Ss do the task,T asks Ss to look at the list of adjectives provided in the book. -T can elicit or explain some adjectives quickly. -Divides the class into group fo 6 with a group leader.They discuss and the leader will take notes of the ideas and then one represent the result to the whole class. -Feedback. 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. -Before Ss perform the interview in pairs,T gets Ss have a look at their role on page 16 and the suggestions on page 17. -T may elicit the questions they may ask. -Asks them to work in pairs to perform the interview . -Calls on some pairs to perform the interview. -Feedback. Summarise the main points Assign homework. Whole class Pair work Whole class Group work Whole class Pair work Whole class Date:25/8/09 Period 4: unit 1: friendship c. 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.Mareials: Textbook,cassette tapes,handouts. III. a nticipated 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: Stage/Time Procedure Interaction Warm up 7 Competition game-crossword -the aim of this activity is to help Ss revise the vocabulary items Ss learnt in the previous lesson. -T divides the class into small groups.Then T distributes the following crossword handout for Ss to do in their own groups.Which group finish first and has all the correct Group work Nghi Léc Upper secondery school 4 Pre-listening 10 While- listening 10 7 Post- listening 8 Wrapping 3 answers will be the winner. Talking about your best friend -T asks Ss to discuss the question on page 17 in pairs. -Call some Ss to give their answers and comments on the answers. Vocabulary Pre-teaching -Before Pre-teaching the new words,T helps Ss to pronounce the words given in the book. -Elicit some new words. Task 1. 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. -T plays the tape once for Ss to do the task. -Asks for Ss’answers and writes them on the board. -Play the tape the second time for Ss to check their answer. -Feedback and give the correct answers. Task 2. Instruction:you are going to listen to the tape again and fill the table in the book with notes. -Before Ss listen to the tape again,T may ask them to try to fill the table with the things they remember from the previous times for listening. -T play the tape again for Ss to compete their notes. -Get Ss to work in pairs and check their answers. -Call on some Ss to give the answers. -Feedback and give correct answers. -T gets 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. -Call on some pairs to present their answers. -Elicit feedback from the class and give final comment. Summarise the main points Assign homework Whole class Individual work Group work Whole class Individual work Pair work Whole class Whole class Pair work Whole class Date:26/8/09 Period 5: unit 1: friendship d. 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 expression that they have learnt in previous lesson. II.Mareials: Textbook,handouts. III. a nticipated problems: Ss may not have sufficient vocabulary to write about the topic,so T should be ready to assist them. IV.Procedure: Nghi Léc Upper secondery school 5 Stage/Time Procedure Interaction Warm up 7 Present 13 Practice 15 Product 8 Wrapping 2 Guessing game -T introduces the game:one student goes to the board and T gives him/her a piece of paper with the name of a student in the class.Other Ss have to ask Yes/No questions to find out who the student is.Ss should ask about the appearance,personalities,or clothes… -Ss may ask questions such as: +Is the person a girl? +Is she tall? T sets the sence:you are going to write about a friend,real or imaginary,using … T gets Ss to read the task and guidelines silently and work out what athey are required to write about.In general,Ss’ writing should include three parts:general information abuot their friend,his/her physical characteristics and personalities,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 friends. T may also elicit/revise the adjectives and expressions Ss can use to describe their friend’s appearance and personalities. Writing -T gets Ss to write their friend in 15 minutes. -T goes around to observe and offer help feedback on Ss’ writing -T asks Ss to exchange their writing with another student for peer correction. -Collects some writing for quick feedback Summarise the main points Assign homework Group work Whole class Individual work Pair work Whole class Whole class Date:31/8/09 Period 6: unit 1: friendship E. language focus I.Objectives: By the end of the lesson Ss will be able to: -Distinguish the sounds /d / and /t /. -Pronounce the words and sentences containing these sounds correctly. -Use some structures containing infinitives with and without to appropriately. II.Mareials: Textbook,handouts. III. a nticipated problems: Ss may find it difficult to pronounce the two sounds,so T should prepare a lot of practice. IV.Procedure: Stage/Time Procedure Interaction Presentation 1 12 Pronunciation Pronouncing the two sounds seperately -T models the two sounds/d /and /t / for afew times and explains the differences in producing them. -T plays the tape or read once for Ss to hear the words containing these sounds.Then T plays the tape or read again and this time asks Ss to repeat. Pronoucing words containing the sounds. -T reads the words in each column all at once. -T reads the words once again,each time with a word in Whole class Individual work Pair work Nghi Léc Upper secondery school 6 Presentation 2 15 15 Wrapping 3 each column to help Ss distiguish the differences between the sounds in the words. -T asks Ss to practice pronouncing the words in pairs. Grammar 1.To-infinitive a,presentation -T writes some sentences on the board and underline the to-infinitive: +I have letters to write +does he get anything to eat? -T asks Ss to comment on the use of to-infinitive in these examples.T reviews the form and use of to-infinitive in the examples. b,practice. Exercise 1. -T asks Ss to do exercise 1 individually and then compare their answers with another student. -T calls on some Ss to read out their answers. -Gives correct answers. 2.Infinitive without to<bare infinitive>. a,presentation. -T calls on some Ss to give out some verbs that they are followed b bare infinitives. -T may clear that: +We can use a noun or pronoun object+bare infinitive after verbs of perception such as feel,hear,watch,see,notice,smell…The bare infinitive generally refers to complete action. +We use the bare infinitive after let and make:let sb do sth=allow sb to do sth;make sb do sth=force sb to do sth. b,Practice. Exercise 2. -T asks Ss to do exercise 2 in pairs.Ss have to rewrite the sentences by using the words given. -T asks them to compare answers with another pair. -T calls on some Ss to go to the board to write their answers. -Feedback and give correct answers. Summarise the main points of the lesson. Assign homework Whole class Individual work Pair work Group work Whole class Whole class Nghi Léc Upper secondery school 7 Date:01/9/09 Period 7. Unit 2 : personal experiences a : reading I .Objective : By the end of the lesson ss will be able to : - scan read specific information - understand the text and express their ideas about past experiences II. Materials : text book ,pictures ,charts ,hand out III. Anticipated problems: Ss may need help with the discussion task. IV: Procedures: Stage/Time Procedure Interaction Warm up 7 pre- reading 6 Game : jigsaw reading : Devide the class in 4 or 5 groups Give each groupa hand out with a phrases of explaination on Tell ss to read the phrases and find out the words then conpine the first letter of all these words to form the key word The first group find it will win the game Check ss 'understanding of instructions have ss start the game These are the phrases on the hand out 1. the biggest land animal Elephant 2. the short form of christmas X- mas 3. the object we use to write with Pen 4. part of our body that allows us to see thing .Eyes 5. the opposite of "wrong " Right 6. another word of "sick " ill 7. part of our body that allows us to hear Ears 8. part of our body that allows us to smell Nose 9. the word for while ,red ,blue ,yellow … Colours 10.north ,south ,west and …… East Key word : experience Asking : 1.what is experience ? It means: event or activity that affects us in some way Have you ever been in an embressing situation ? What did you do then ? Lead in new lesson : personal experience Pre- teach vocabulary : Provide some new words on the board. Group work Whole class Nghi Léc Upper secondery school 8 while reading 10 10 Post reading 10 Wrapping 2 Explain the meaning and guide Ss to read. Activity 1:Reading and re- ordering :(task 2 in the text book ) Ask ss to work in pair to read the story and put the pictures of the events in the order they happened in the story Call on some ss to give the answers Check with the class Feedback and give correct answers Activity2 :question and answer : ( task 3 in the text book ) Ask ss to work in pairs to answer the questions . Call some ss to write the answers on the board Make correct if necessary Feedback and give correct answers Discussion : Put ss in to 4 or 5 groups Ask them to express their opinions on the following questions; a. have you ever been in such a situation as the man's ? b. what have you done to grow out of /over come it ? c. what do you think the man should to do over come his shyness ? go around to control and give help if necessary call on some ss to report a bout their groups 'discussion give feed back and comments on what ss have telling a gain the story about the girl in the text book Pair work Pair work Group work Individual work Date:07/9/09 Period 8 th Unit 2 : personal experiences b : speaking I .Objective : By the end of the lesson ss will be able to : Nghi Léc Upper secondery school 9 - Talk about their personal experiences and how they affect their life II. Materials : text book ,pictures ,charts ,hand out III. Anticipated problems: Ss may have problem using present perfect and past simple when talking about the past. IV: Procedures: Stage/Time Procedure Interaction Warm up 7 Present 10 Practice 13 Product 12 Telling the personal experience : The first teacher tells ss a short story which makes her fell shy.After that ask ss to tell their story .Teacher should guide Ss some story in vietnamese Go around and help Ss when they have difficulties Example : • One morning ,I got up late .It was half past six and school began at 7 • I quickly washed ,brushed my teeth ,dressed and jumped on my bycycle and drove to school • I went straight in to the class and greeted the students • After 2 or 3 minutes ,the Ss began laughing • I could'n understand why • Suddenly ,I looked down and realized I had put on one brown shoe and one yellow one Lead in :that is one of the memorable past experience in my life.I often fell ashamed when thinking of it .To day we will talk about past experiences and how they affect your life . Task 1 : Matching : Ask ss to work in pairs to match things they might have done or experienced in the box A and how experiences might have affected them in box B Call on some ss to give their answers Feed back and give correct answer : 1 d 2. e 3. b 4 .f 5. a 6. c Ask ss : - what do you say to ask a bout some one' experience that might have affected them ? Expected answer :  Have you ever …………?  When did it happen ?  What were you thinking and felling when it happen ?  How did the experience affect you ? Task 2 : ask ss to work in pairs to put the lines of the dialogue in the correct order Go around to control and give help if necessary Call on some ss to give the answer s Feed back : b- d -g -h -a Role- play drilling : - Hang a chart with a dialogue - Ask ss work in pairs to practice speaking the dialogue - Put the chart a way - Call on some ss to act out the dalogue in front of the class Pair work Pair work Pair work Nghi Léc Upper secondery school 10 [...]... expressions in Task 1, page 57 1 Universalisation of A Xoá mù chữ B Kỹ thuật canh tác Primary Education 2 The Vietnam Society of C Hội khuyến học Việt Nam C Kế hoạc hoá gia đình Learning Promotion E Phổ cập giáo dục tiểu học 3 illiteracy eradication 4 farming techniques 5 family planning Keys: 1 E 2 C 3 A 4 B 5 C Groupwork TASK 2: - Ask students to do Task 2 on page 58 Key: D TASK 3: Option 1: If students