Giáo án tiếng anh lớp 11 (cả năm)

Home work: 2 minutes - Ask students to write a passage about their friendships 80 words - Ask students to do Reading exercise of Unit 1 in workbook and prepare Part B : Speaking at home

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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

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- Writing

- Doing English tests

II Teaching aids: Student’s book, student’s workbook, dictionary, some

test papers, etc

III Procedure:

Teacher s activities’ Students activities’ Notes

Warm-up :(7 minutes)

- Introduce to students about the teacher

- Ask students about their names and

English knowledge etc

Guiding: 35 minutes

1 Guiding student’s book and workbook:

* 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 11 include:

- Ask students to prepare textbook,

notebooks and the things for learning and

prepare lesson reading - Unit 1

- Listen to the teacher

- Answer the teacher’squestions

- put the student’s bookand workbook on thetable

- listen to the teacher andlook through the books

- listen to the teacher andwrite down the thingswhich will be prepared athome

The 2 nd period

Unit 1: friendship

Part a: Reading

I Objectives:

1 Educational aim: Students should know what a friendship is, know how to

keep a friend long

2 Knowledge:

- General knowledge: Students know about how to make and to keep friends long

- Language: Sentences and expression for describing qualities of true friendship

- New words: Words related to qualities of friendship

3 Skills: Guessing meaning in context, scanning for specific information and

passage comprehension

II Method: Integrated, mainly communicative.

III Teaching aids: Student’s books, note books, chalks board, etc.

IV Procedure:

Lesson plan of grade 11 2

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Warm-up: (5 minutes)

- Ask students the questions:

- Have you got many friends?

- Who is your best friend?

- What do your friends and you do in

your free time?

- Let students understand more about

activities and qualities of friends, then

say to students: Today we learn Unit

1-part A: Reading

Before you read : (7 minutes)

- Ask students to look at the picture

and read the poem in their books

- Ask students to discuss then ask and

answer the question:

- What do you think of the friend in

the poem?

-Let them work in pairs

- Listen to students and correct

pronunciation and grammar if necessary

-Show students to know about friends

While you read : (23 minutes)

- Ask students to look through the

passage and read in silence

- Help students read the passage

- Explain pronunciation and meaning of

new words which appear in the passage

1-mutual; 2-incapable of; 3-unselfish;

4(1)-acquaintance; 4(2)-friend;

5-give-and-take; 6-loyal to; 7-suspicious

Task 2: (4 minutes)

- Ask students look through the

passage then try to choose which of the

choices A, B, C,or D most adequately

sums up the idias of the whole

passage

- Let them work in pairs

Key: B

Task 3: (6 minutes)

- Ask students to scan the passage and

- Listen to the teacher andanswer the questions:

- Yes, I have

- A is my best friend

- We usually come to thelibrary sometimes play football…

- Listen to the teacher andopen the book – Unit 1,part A: reading

- Look at the picture in thebook, listen to the teacher,read the poem then ask andanswer the question, work inpairs:

A: What do you think ofthe friend in the poem?

B: I think…

- Listen to the teacher thenread the passage

- Ask some new words ifnecessary

- Keep the book open

- Listen to the teacher then

do task 1

- Ask the teacher ifnecessary

- work individual or ingroup

- Write down the true keys

in the notebook

- Look through the passageagain and try to choose themost adequately sums upthe idia of the wholepassage

- Practice with a partnerthen write the key down inthe note book

- Ask the teacher ifnecessary

- Listen to the teacher thenask and answer the

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answer the questions:

- Walk round and help students

- Ask some students to stand up to ask

and answer eachother

- Walk round the classroom and

correct mistakes

After you read : (8 minutes)

- Ask students to discuss the question:

“ Why do we need to have friends? ’’

- Ask them to report the results to the

class

- Listen to students and correct

mistakes

Home work: (2 minutes)

- Ask students to write a passage about

their friendships (80 words)

- Ask students to do Reading exercise

of Unit 1 in workbook and prepare Part

B : Speaking at home

questions in the book:

1/ The first quality for truefriendship is unselfishness

2/Changeable and uncertainpeople are incapable of …3/ the third quality forfriendship is loyalty…

4 There must be mutualtrust between friendsbecause if not, peoplecannot feel safe whentelling the other their mostintimate secrets

5 People can’t keep afriend long because theycan’t keep a secret, either

of their own or others

6 The last quality for truefriendship is sympathy Ittells us that to be a true

sympathize with yourfriend Where there’s nomutual sympathy betweenfriends, there’s no truefriendship

- Try to discuss thequestion

- The students who arecalled to stand up to reportthe result to the classloudly

- Listen to the teacher andwrite down homework

The 3 rd Period Unit 1 Friendship

Part B: Speaking

I Objectives:

1 Educational aim: Students should know how to describe a person

2 Knowledge:

- General knowledge: Students learn about physical characteristics and

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personalities of a person.

- Language: Talking about people’s physical characteristics and personalities

- New words: words related to people’s physical characteristics and personalities

3 Skills: talking about people’s physical characteristics and personalities.

II Method: integrated, mainly communicative.

III Teaching aids: Student’s book and pictures showing friends, etc.

IV Procedure:

- Ask students to keep book close

- Ask students to describe some

students in the class

- Call some students to stand to talk to

- Ask students to look at the

people in the book and describe

their physical characteristics

- Introduce ’Useful language’

to the students:

+ Height: tall, medium, short, …

+ Face: square, large, oval, …

+ Forehead: broad, high, …

+ Nose: straight, crooked, ….

+ Hair : Black, gray, ….

+ Appearance: handsome,

beautiful, good-looking, ….

While-speaking : (15 minutes)

Task 2

- Help students with some new words

- Ask sts to make questions and answer

questions with a partner, using the

information from the picture

- Let them work in groups

- Walk round and help them

- Ask some students to stand up to talk

again loudly

- Listen and correct mistakes

Post-speaking : (10 minutes)

Task 3

- Have students work in pairs

- Guide them to do the task

- Make sure that sts understand their

roles

- Pay attention to the suggestions :

+ his / her name

+ date of birth

+ his / her physical characteristics

+ his / her hobbies

+ his / her personalities ( friendly ,

- Keep books close

- Try to describe someone in the class

- The students who arecalled stand to describe afriend to the class

- Try to repeat frommemory

- Try to describe thepeople in the book:

+ The boy is short Hehas a large face , …

+ The girl is ………

- Play roles

performance

- Work in groups of four

- List some personalities

- Make pairs : one is ajournalist , the other is aninterviewee

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humorous , quick-witted ,

good-natured , helpful , honest , pleasant ,

caring )

+ why he / she interests in Maths

+ how much time he / she spends on

Maths everyday

+ what makes him / her a good friend

+ what made him / her successful

( studious , intelligent , keenly

interested in Maths , eager to learn ,

patient , calm )

+ what he / she does in his / her free

time

- Call some pairs to report

- Walk round and help them

- Ask some students to stand up and

tell loudly

- Listen and correct mistakes

Homework: (3 minutes)

- Ask students to write a passage about

their daily routine (50 words)

- Ask students to prepare Part

C-Listening and do homework

+ personalities+ reasons why the friendsare famous

- Role play

- Perform their task

- The students are calledstand up and tell loudly

- Write down the homework

The 4 th period

Unit 1: Friendship

Part C: Listening

I Objectives:

1 Educational aim: Students should know how to describe the best friend and

how to keep the friendship

2 Knowledge:

- General knowledge: Students learn how to keep friendship

- New words: Words related to friends and keeping friendship

3 Skills: - To practise listening comprehension skill.

- To distinguish true and false statements

- To take notes about given questions in order to answer

II Method: Inter-grated, mainly communicative

III Teaching aids: Student’s book, tape and cassette player, chalks, notebooks…

IV Procedure:

- Ask students to close the books

-Ask students some questions about

friendship:

• Who is your best friend?

What qualities & characteristics of

your best friend do you admire?

Before you listening: (7 minutes)

- Ask students to look at the part:

Before listening

- Let them work in pairs ask and

answer the questions:

- Close the books

- Listen to the teacher andanswer the questions

- Listen to theteacher then and

questions in theLesson plan of grade 11 6

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1 Who is your best friend?

2 How did you happen to meet him or

her?

3 How long have you known each

other?

4 What qualities do you admire in

your best friend?

- Walk round, listen and help students

- Read loudly the words in the books:

- Ask students to repeat loudly the words

- Listen and check pronunciation

-Explain some new words & phrases:

Residential area, ring (n), ride/ rode/

ridden, motorbike, happen to infinitive

(v), introduce, ever since, college,

great sense of humor, favourite,

interest (n), plays (n), movies, a rough

time

While-listening: (20 minutes)

-Have students read the true-false

statement list and questions in

textbook silently for several minutes to

make sure that every student

understands them (Task1, 2)

-Check again if students are able to

understand main requirements of the 2

tasks

-Emphasize “ you will hear Lan &

Long talk about their best friends_Ha

& Minh Listen to their talks and do

the tasks below”

-Turn on the cassette player twice

-Ask some students to do their tasks on

the board

-Correct and give score

After-listening: (10 minutes)

-Have students ask & answer about the

friendship between Lan and Ha, Long

and Minh (How & Where they met,

what they like about their friends

-Ask students to rewrite their answers

completely

- Ask students to rewrite their answers

of tasks 2 in their notebooks at home

- Remember them to prepare

Part-Writing at home

book

- Work in pairs

- Look at the books

- Listen to the teacher andrepeat the words

-Students repeat & takenotes

- Repeat loudly the wordsand try to remember them

-Students read task1, 2silently for gist

-Elicited students raisetheir hands to interpret

-Students take notesduring listening

-Other students watchand give comments

-Students work in pairs

-Listen to the teacher andwrite down homework

Key content

Where & how they met What they like about their friends

Lan -They used to live in the same

residential area in Ha Noi

-Lan went on a holiday to Do

Son & Ha went there to visit her

-Ha is very friendly & helpful

-Ha is sociable She’s got manyfriends in Do Son & she introducedLan around

Long -They met in the college -Minh has a sense of humour

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-Minh played the guitar, Long

was a singer

-They worked together

-Minh likes to go to plays & movies.-Minh is a good listener

-Minh is friendly & helpfulLan’s talk : 1f, 2f, 3t, 4f, 5t, 6f Long’s talk : 1f, 2f, 3t, 4t, 5t,

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1 Educational aim: Students know how to wite a passage to describe a friend

they like

2 General knowledge: Students learn how to describe someone’s physical

characteristics and someone’s personalities

- Language: The simple present of verbs to describe a friend

- New words: Words related to to describe someone’s physical characteristics andsomeone’s personalities

3 Skills: Writing a passage.

III Teaching aids: Student’s book, notebook, chalks, board…

IV Procedure:

- Ask students some questions about

their best friends

Pre-writing: (10 minutes)

- Teacher asks students to think about a

friend they like

-Teacher raises a few guiding

questions

1 What is your friend name?

2 How old is he / she?

3 Where and when did you meet each

other?

-Teacher uses a picture to gives some

key words to describe someone’s

physical characteristics ( height , hair ,

eyes , face , clothes…) and his / her

personalities

( helpful , sincere…) and some

necessary structures

While-writing: (18 minutes)

-Teacher gives a sample and has

students write a passage to describe a

friend they like

A Sample

Hoa has been my best friend since

many years.She is quite a lively

person She is fairly tall with a good

figure.She ‘s got a heart- shaped face

with a small sort of turned- up nose It

is very attractive She has got long ,

black wavy hair and blue eyes with

very long eyelashes.Her complexion is

white Her lips are very full and she

has got dimples in her checks Now

she lives very far from me , but we still

keep contact through e- mail

- Let them work in groups

- Go round, check and help students

Post-writing: (10 minutes)

- Give suggestions and corrections

- Keep book close

- Listen to the teacher andanswer the questions

- Listen to the teacherand answer the questions:

1 My friend’s name isHoa

2 She is 17 years old

3 We met each other at

my cousin’s birthdayparty 4 years ago

-Students write a passage

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-Teacher asks students to read / write

some students’passages on the board

and Teacher gives comments

- Correct mistakes and mark

- Ask students to do part writing of

Unit 1 in the student’s work book and

prepare part Language Focus

-Students read / write some students’passages

1 Educational aim: Students should know how to use Infinitive with to or

without to to make sentences

2. Knowledge:

- General knowledge: Students learn how to use Infinitive with to or without to

- Language: * The Infinitive with to or without to

- New words: Words related to pronunciation /dʒ / - /t∫/

3 Skills: Writing sentences with infinitives with to or without to

II Method: Intergrated, mainly communicative

III Teaching aids: Student’s books, notebooks, chalks, board…

IV Procedure:

- Ask students to complete the

sentence:

- January is the …month of year.

- Children eating sweets.

- Keep book close

- Listen to the teacher andcomplete the sentence:

- January is the first month of the year.

-Children like eating

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- Ask students to speak the sentence

- Ask students to look at their books

then introduce to them

*Listen and repeat :

- Read loudly then ask students to repeat

- Introduce : / dʒ / - / t∫/

- Correct pronunciation for the students

* Practise these sentences

- Read the sentences loudly

- Ask students to repeat

- Correct pronunciation for students

Grammar and vocabulary:(4 minutes)

- Introduce exercises to the students

- Let students get their attention to

focus on Infinitive with to and

Infinitive without to

Exercise 1: (13 minutes)

- Ask students to do Exercise 1

- Introduce how to do it

- Walk round, check and give mark

Exercise 2 (13 minutes)

- Introduce Exercise 2 to students and

explain how to do it

- Ask students to do it

- Let them work individually

- Check, correct mistakes

Homework : (2 minutes)

Ask students to do Part Language

Focus and prepare part Reading of

Unit 2 at home

sweets.

- Open the books

- Look at : Listen andRepeat

- Repeat the words inchorus then individual

- Look at Practise thesentences

- Listen to the teacherthen repeat in chorus thenindividual

- Listen to the teacher and

4 My mother has someshopping to do

- Listen to the teacher andwrite down

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III Teaching aids: Tape and cassette player, pictures, English textbook 11,

Before you read: (7minutes)

- Ask students to put the pictures in the

book in the correct order to make a

story (work in pairs)

- Ask some students to give their

answers

( teacher doesn’t need to give feedback)

- key : d, b, f, e, a, c

- Let’s begin our lesson you’ll know

the whole story

- Ask students to listen to the tape

While you read: (20minutes)

- Ask students to read the whole story

- Explain some difficult words and

- Answer the questions

- Put the pictures in the

book in the correct order

to make a story ( work inpairs)

- Give their answers

- Listen to the tape

- Read the story

- Listen, try to guess themeaning of the newwords and take notesLesson plan of grade 11 12

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3 glance(n/v)

- glance at sb/sth

4 Be busy doing sth

Be busy with sth

EX: I’m sorry I can’t go with you now

I am busy with my homework I’m

busy doing my homework

Task 1 : Fill each blank with one of the

words in the box below

- Firstly, ask students to study

individually then in pairs

- Walks around the class, offer ideas

and comments when students need help

- Give suggestions

Task 3 : Answer the questions in the

book

- Ask students to read all questions to

understand the content

- Ask students to read the small talks

again to answer the questions

- Ask students to work with a partner

- Walks around the class to help

students whenever they need

Suggested answers:

1 She wished to have a red hat-a floppy

cotton hat ( like the one her star idol

wore in her video clip)

2… so that she could buy the hat ( for

herself.)

3 She saw a wad of dollar notes

( exactly like the one that her father had

given her)

4 Because she thought the boy had

stolen her money / it was her money

5 She bought the pretty hat of her

dream

After you read: (12minutes)

-Ask students to discuss the questions

in group:

1 How did the girl in the story feel

when she discovered that the money

she had taken was not hers?

(embarrassed, sad, ashamed, unhappy,

terrible, uncomfortable, anxious, …)

2 What did the girl have to do (when

- Do Task 1 in pairs_Take notes

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she discovered that the money she had

taken was not hers )?

( put a notice on T.V or at school, get

on the same bus on the next day to look

for him, do nothing, keep it a secret,

tell her father everything and ask him

for advice,…)

- Ask some students to represent their

talk in front of class

Homework : (2 minutes)

- Ask students to review part reading

and do exercises in the workbook and

prepare part speaking - Listen to the teacherand write down

- Know how to talk again a problem happened

- Language: Students use sentences, words, phrases and expressions for talking

about their personal experiences

3 Skills: Talking about past experiences and how they affected one’s life

III Teaching aids: Pictures, English textbook 11, chalks, board, hand-outs

IV Procedures:

Teacher s activities’ Student s activities’ Notes

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- Have you ever spoken English to

you friends ( teachers, foreigners…) ?

- How did you feel when you spoke

- Asks students to do task 2 in pairs

- Asks them to give answers

Post-speaking:

Task 3:

- Gives students useful structures

+ Have you ever………….?

+ How did it happen ?

+ When/ Where did it happen?

+ How did the experience affect you?

How did you feel?

- Asks students to do Task 3 in pairs

- Asks some pairs to perform their

dialogues in front of the class

- Corrects common mistakes and give

B How did it happen?

- I didn’t study well enough for exam

C When did it happen?

- Last year

D How did you feel/

How did it affect you ?

- I felt disappointed/ sad/

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Homework: (2 minutes)

- Asks students to write a paragraph to

tell their own experience in the past

- Asks students to prepare Listening

depressed

2

A Have you ever traveled to other parts of the country?

- Yes, I have

B When did you travel?

- In 2002

C How did it affect you?

- It make me love our country more./ I learned more about different places in our country

3

A Have you ever talked

to a famous pop star?

- Yes, I have

B Where did you meet him/ her ?

- At a party

C How did it affect you?

- It was interesting to talk

to famous pop stars

- It changed my attitude to/ towards/ famous pop stars

- Write down

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The 9 th period

Unit 2: Personal Experiences

Part C: Listening

I Objectives:

1 Educational aim: By the end of this lesson, students will be able to develop

such listening micro-skills as listening for specificinformation and taking notes while listening

2 Knowledge:

- General knowledge: Students learn about memorable experiences and the

importance of family

- Language: Use past simple

- New words: Words related to memorable experiences

3 Skills: Listening for specific information and comprehension questions

III Teaching aid: Pictures, chalk, cassette tape

IV Procedures:

Warm-up : (2 minutes)

- Have you ever seen a fire ?

- Where did it happen?

- Was it frightening?

Pre-listening : (8 minutes)

- Asks students to look at the picture in

the book and ask them some questions

+ What is happening?

( The house is burning./ The house is

on fire./… )

+ What is she doing?

( She’s talking a little girl out of the

burning house )

- Asks students to repeat the provided

words and explain the words if

necessary

While-listening: (24 minutes)

Task 1:

- Asks students to read Task 1 silently

- Ask students to listen to the tape

- Read the task and do it

- Listen to the tapecarefully

Key:

1.F 2 F 3 F 4.F 5.F

- Practise reading the

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- Reads the sentences again to help

weak students:

Task 2:

and listen to the tape again

- Asks two students to write the

answers on the board

- Gives feedback

After-listening: (10 minutes)

- Asks students to work in groups to

discuss the importance of family

- Goes around to provide help if

needed

- Gives suggestion: Family is more

important than things because it

cannot be replaced… It gives you love,

support…

- Calls each group to speak

- Gives comments and corrects

mistakes

- Gives marks

- Asks students to write a paragraph

about the importance of family

- Asks students to prepare part Writing

at home

sentences

1 We talk to Christina, a successful business woman

2 My most unforgettable experience happened 13 years ago

3 The fire started in the kitchen where I forgot toturn off the gas stove

4 I was sleeping when I was suddenly woke up byterrible heat

5 I heard my mother’s voice calling my name

- Read the task and listen

to the tape then do task 2

1 Educational aim: By the end of this lesson, students will be able to write a

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personal letter telling about a past experience, using thestructures and vocabulary that they have learned inprevious lessons.

2 Knowledge:

- General knowledge: Students learn about the organization of content of a form

- Language: Words used in a form of writing a personal letter

3 Skills: Writing a personal letter to describe a past experience

II Method: Interagrated, mainly communicative

III Teaching aids: Chalk, textbook

- To day I want you to write a letter

about your past experience in

English

Pre-writing: (10 minutes)

- Has students give some of their past

experiences? (being seriously ill,

failing an exam; talking to a famous

pop star,… etc)

While-writing: (10 minutes)

- Gives students some guidance:

1 When it happened:

( It happened …years ago/in …./

when I was …years old.)

2 Where it happened:

( in my house/ at school / in the

street)

3 Who was involved:

( your family members/ your friends/

your relatives,….)

4 How it affected you:

( it changed outlook life / it make me

more careful/ it gave me more

confidence in …./ it taught me the

lesson/…)

- Asks students to work in groups to

tell their experiences to prepare for

their writing

Post-writing: (20 minutes)

- Asks students to write a passage

about the most memorable past

- Answer the questions

- Gives their own pastexperiences

- Listen to the teacher andcopy down

- Work in groups todiscuss

- Work individually andcorrect mistakes

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- Goes round to provide help

- Corrects common mistakes

- Do the writing part, Unit 2, workbook

- Asks students to prepare part

Language Focus at home

1 Educational aim: By the end of this lesson, students will be able to:

- distinguish the sounds / m /, / n /, / η /

- pronounce the words and sentences containing these soundscorrectly

- distinguish the uses of different verb tenses: present simplefor indicating the past, past simple, past continuous and pastperfect

- use these verb tenses to solve communicative tasks

2 Knowledge:

- General knowledge: Students learn 3 sounds and review some tenses

- New words: Words related to 3 sounds and 3 tenses

3 Skills:

- Pronunciation: / m /- / n /- / η /

- Grammar: Tense revision: the past simple, past progressive and past perfect

III Teaching aids: textbooks, cassette tape

IV Procedures:

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I Pronunciation:

- Writes some sentences on the board

and ask some students to read them

- Asks students to look at their books,

listen and repeat the words in the

We’ve already learn the present simple

tense, the past simle tense, the past

progressive tense Now we are going to

review TENSE REVISION

- The present tense use to tell a story

that happened in the past makes it more

interesting and vivid

- Asks students to do exercise 1 in pairs

- Corrects the exercise and explain the

use of the tenses

- Read the sentences

- Listen to the teacher andreview tenses

- Retell the use of thesetenses and bear in mind

3 was working/ broke

4 stared / were walking

5 told / were having

- Do the task 3

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Exercise 3:

- Asks students to do exercise 3

individually

- Explains the difference between the

simple past and the past perfect

- Corrects the exercise and explain the

use of the tenses

+Post

- Consolidate the use of tense

- Practise reading the sentences

- Write exercise 2,3 in the notebook

- review units 1 and 2

Key:

1 had eaten / arrived

2 found / had taken

3 got / had closed

4 got / had left

5 got / had arrived

- Write down

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The 1 2 th period

Review units 1 and 2

I Objectives:

1 Educational aim: - Students are able to revise the language skills and

grammatical points which they have studied and used in two units: 1 and 2

- Students can improve their techniques of doing the simple tests

2 Knowledge: After this lesson, students will be able to:

- Check themselves their skills in reading, vocabulary and grammar, andwriting

- Improve their knowledge

3 Skill: After this lesson, students will be able to:

- Check themselves their skills in reading, vocabulary and grammar, andwriting

II Method: Integrated, mainly communicative

III Teaching aids: Textbook, board, hand-outs.

* Have you prepared it at home?

* Have you got any difficulties?

Practising:

I Reading (10 minutes)

- Present the task:

- Ask Sts to work independently then

work in groups to compare the answers

they have already done to find the

correct ones

- Give the correct answers to the class:

1 C to explain a problem

2 C a teenage magazine

3 A She’s been telling lies.

4 A She doesn’t want her parents to

meet him

5 B You must start by being honest

with everyone

III Grammar ( 15 minutes)

- Present the task:

- Greeting

- Answer teacher’squestions

- Look at the reading textand listen to the teacher

- Work independentlythen work in groups todiscuss about the passageand answers

- Finish the task

- Write the answers onthe board

- Listen to the teacher andcorrect the answers

- Work in groups

- Compare the resultswith the other groups

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- Ask students to work in groups and

choose the best answers

- call on some sts to Show the answers

in front of the class and explain them

- Give the correct answers

6) C idol 7) B clip 8) C Glanced

9) B sneaky 10) D Wad

11) B Embarrassing 12) D excited

13) B experience

14) B had done/ found

15) D were wearing/ met

16) B was cutting/ broke

17) A broke/ were watching

18) C got/ had received

19) D drank/ had finished

20) D was raining

21) B arrived/ had left

IV Writing ( 13 minutes)

- Present the task:

- Ask Sts to arrange words or groups of

words in the correct order

- Call the students to write their

sentences on the board

1) We have not any news to tell you

2) It’s impossible for me to be there

before 8.00

3) I saw a man jump through the

window 5 minutes ago

4) They invited me to stay with them in

Florida

5) My friend has an oval face and black

hair (black hair and an oval face)

- Check their answers and help them

correct the mistakes if they’ve made

- Students work in groups

- Two students go to theboard and write

- Correct mistakes ifnecessary

- Listen to teacher

Exercises: unit 1 and unit 2

I READING

Read the passage and choose one correct answer for each question.

MANDI’S MAKING FRIENDS

My name’s Mandi Three months ago, I went to disco where I met a boy calledTom I guessed he was older than me, but I liked him and thought it didn’t matter

We danced a couple of times, then we chatted He said he was 18, then askedhow old I was I told him I was 16 I thought that if I told him my real age, he

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wouldn’t want to know me, as I’m only 13.

After the disco we arranged to meet the following weekend The next Saturday

we went for a burger and had a real laugh Afterwards he walked me to my streetand kissed me goodnight Things went really well We see each other a couple oftimes a week, but I’ve had to lie to my parents about where I’m going and whowith I’ve always got on with them, but I know if they found out how Tom wasthey’d stop me seeing him

Now I really don’t know what to do I can’t go on lying to my parents everytime I go out, and Ton keeps asking he can’t come around to my house I’mreally worried and I need some advice

1) Why has Mandi written this?

A to describe her boyfriend B to prove how clever she is

C to explain a problem D to defend her actions

2) Who is she writing to?

A her boyfriend B her parents

C a teenage magazine D a school friend

3) Why is Mandi worried?

A She’s been telling lies B Tom has been behaving strangely

C She’s not allowed to go to disco D Her parents are angry with her

4) Why can’t Tom come to Mandi’s house?

A She doesn’t want her parents to meet him

B Her parents don’t like him

C He’s nervous of meeting her parents

D She doesn’t want him to see where she lives

5) Which of these answers did Mandi receive?

A Tell me what you really feel

B You must start by being honest with everyone

C Everyone’s unfair to you

D Don’t worry I’m sure Tom will change his mind

II VOCABULARY AND GRAMMAR

* Choose the best answer to complete each sentence.

6) A person or thing that is loved and admired very much is the

A ideal B idea C idol D fan7) A short part of a film or movie that is shown separately is called a

8) She shyly at him and then lowered her eyes

9) This girl was disliked by the rest of the class

A helpful B sneaky C unselfish D generous10) He pulled a(n) of 10 pounds notes out of his pocket

11) I’ve never fallen in such a(n) situation before

A embarrassed B embarrassing C confused D confusing

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12) The children were about opening their presents.

13) I know from that he’ll arrive late

A knowledge B experience C understanding D reality

14) Andrew the test before so he it very easy

A did/ had found B had done/ found C was doing/ found D did/was founding

15) You your new hat when I you yesterday

A were wearing/ had met B wore/ had met C wore/ was meeting D werewearing/ met

16) As I the glass, it suddenly into two pieces

A cut/ broke B was cutting/ broke C cut/ was breaking D wascutting/ had broken

17) A burglar into the house while we television

A broke/ were watching B broke/ watched C had broken/ watched D.broke/ had watched

18) When I home, I a phone call

A got/ received B was getting/ was receiving C got/ had received D hadgot/ had received

19) They small cups of coffee after they dinner

A had drunk/ finished B drank/ finished C were drinking/ finished D drank/had finished

20) It was midnight Outside it very hard

A rains B rained C had rained D wasraining

21) When he at the station, his train already

A arrived/ left B arrived/ had left C had arrived/ left D.had arrived/ left

III WRITING

Arrange these words or groups of words in the correct order.

1) tell/ have/ news/ We/ to/ not/ got/ any/ you

 2) to/ 8.00/ for/ It’s/ be/ before/ impossible/ me/ there

 3) man/ through/ window/ 5/ I/ minutes/ jump/ the/ saw a/ ago

 4) me/ to/ with/ in/ They/ Florida/ invited/ stay/ them

 4) hair/ friend/ My/ has/ face/ and/ black/ an/ oval



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Unit 3: A PartyThe 1 3 th period Unit 3: A party

Part A: Reading

I Objectives:

- develop such reading micro-skills as scanning for specificideas, and identifying and correcting false statements

- use the information they have read to discuss celebrations

in their culture

2 Knowledge:

- General knowledge: students know how to celebrate some celebrations

- New words: Words to celebrations and festivals

3 Skills: Reading for general or specific information

III Teaching aids: Some photos of celebrations in the world

IV Procedures:

Pre-reading: (5 minutes)

- Asks students to look at the first picture

in the book and ask them some

questions:

• Are they having a party ?

• What party is it ?

-Asks students to look at the second

- Look at the firstpicture and answer thequestions

- Look at the secondpicture and answer thequestions

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picture and ask some questions:

• Are they friends ?

• What are they celebrating ?

• How old are the people in the

picture ?

• How do they feel ?

• How long have they been

married?

* The lesson today gives us some

information about birthday and wedding

anniversaries in the US

While-reading: (25 minutes)

- Asks students to listen to the tape

- Asks students to read the passage

+silver anniversary / silver wedding /

silver jubilee : 25th wedding

anniversary

+ golden anniversary / golden

wedding / golden jubilee: 50th

wedding anniversary

+diamond anniversary / diamond

wedding / diamond jubilee: 60th

- Listen to the tape andcorrect pronunciation

- Pay attention to somenew words

- Listen to the teacherand copy down

- Work in pairs

Key:

1&2 (Both) 3&6(Birthday) 4&5 (Anniversary)

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Post-reading: (13 minutes)

- Asks students to talk about their

birthday party ( work in groups)(place,

time, guest, foods, drinks, activities)

- Calls some students to give their

answers

- Corrects mistakes and gives marks

Homework (2 minutes)

1 Do the tasks again in notebooks

2 Prepare : Part B – Speaking

- Give answers

- Copy down

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Unit 3: A Party

Part B: Speaking

I Objectives:

1 Educational aim: By the end of this lesson, students will be able to:

- use appropriate language to talk about parties and negotiate how to planthem

- use appropriate language to invite people to come to parties

2 Knowledge:

- General knowledge: Students know how to plan parties

- Language: Words related to parties

3 Skills: Talking about parties

III Teaching aids: Photos of some parties

IV Procedures:

Pre-speaking: (8 minutes)

Do you like parties ?

Do you like quiet or noisy parties ?

 Shows the picture in the textbook

and ask:

Are they having a party ?

What does ‘party-goer’ mean ?

While-speaking: (25 minutes)

Task 1

Are you the perfect party-goer ?

1 Which kind of parties do you

prefer ?

-big / small / noisy / quiet parties

-parties with dancing and games

2 You find yourself standing with a

complete stranger at a party What

would you do ?

-talk about yourself / the weather

-try to get him or her talk about himself

-Asks students to do Task 2 in pairs

-Asks some pairs to perform their talk

- Answer the questionsfreely

- Listen to theteacher’s guidance and

do task 1

- Work in pairsA: I am wondering where I should hold

my birthday party ?B: Why don’t you have your birthday party at home ? It’s Lesson plan of grade 11 30

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before class.

*Where (home-cosy, not expensive, not

spend a lot of time to prepare, not have

to clean up…

*What time

*How many guests

*What to eat / drink (soft drinks,

mineral water…./ chicken soup, green

salad, steak, fired chicken, fish, beef,

hamburger, cake…)

*What to wear (dress, jeans, shirts,

T-shirt, pullover, skirt…)

*Which activities (singing, playing

games, taking photographs, give gifts…

Post-speaking: (10 minutes)

Task 3:

- Asks students to do Task 3 in groups,

using the simple past tense to report the

past events

- Gives some suggestions

- Asks some students to perform before

class

remarks

- Write down task 3 in the notebooks

- Prepare part C (Listening)

cosy and not very expensive

A: I don’t know if it’s suitable to begin at 5

pm ?B:

• Why don’t you…

• You ought to…

• You should…

• I think you should…

• You’d better…

• If I were you

I would…

- Work in groups to do task 3

-He / She served us…

-We took part in someactivities such as…

-We were all tired but happy

1 Educational aim: By the end of this lesson, students will be able to develop

such listening micro-skills as intensive listening for

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specific information

2 Knowledge:

- General knowledge: Students know how to plan a birthday party

- New words: Words related to birthday party

3 Skills: - Deciding on True or False statements

- Comprehension questions

III Teaching aids: Some pictures of birthday parties

IV Procedures:

- Asks students some questions :

- Do you often hold your birthday

party ?

• Where do you often hold your

birthday party ?

• When do you like to organize

your birthday party, in the

morning or in the evening ?

- Asks students to listen to the passage

(twice)

Task 1

- Asks students to work in pairs to do

the task

- Corrects mistakes and gives feedback

- Answer the questionsfreely

- Repeat words in chorusthen individually

- Correct pronunciationthemselves

- Listen to the passageand correct pronunciation

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Task 2

- Asks students to read the questions in

Task 2 silently

- Asks them to listen to the passage

again and do Task 2 in groups

- Asks some students to write the

answers on the board

•What did Mai’s mother serve the

guests at the party ?)

- Asks some students to retell Mai’s

birthday party before class

- Corrects mistakes and give feedback

- Practise listening at home

- Write down Task 2

- Prepare Part D - Writing

hours).(from three to six)

5 F ( Only the writer

stayed after the party to tidy up the mess.)

- Read task 2 silently

- Work in groups

Key:

1 She was 16 years old.

2 She didn’t like having the party at a restaurant because it is noisy and expensive.

3 She served them soft drinks and biscuits.

4 It was brought out at about four thirty.

5 It was beautifully decorated with pink and white icing

6 They clapped their hands eagerly and sang

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Unit 3: A Party

Part D: Writing

I Objectives:

- define the format and structure of an informal letter ofinvitation

- write an informal letter of invitation

2 Knowledge:

- General knowledge: Students learn to write an informal letter

- Language: Words used in writing an informal letter

3 Skills: Writing an informal letter of invitation

III Teaching aids:

1.On what occasions are parties held?

2.What kind of clothes do they often

wear at a party?

3.What kind of presents do people

often bring to a party?

- Answer the questionfreely

- Give answers:

*birthday, wedding anniversaries, New Year’s Eve

*dress/ skirt/ shirt/

trousers/ suit/…

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*If you want your friends or relatives

to come to your party, you must send a

letter of invitation Let’s begin our

lesson.

While-writing: (20 minutes)

Task 2:

- Corrects mistakes and gives feedback

Task 3

- Asks students to do task 3 in groups

- Gives them some guidelines

1.Reason for the party:

(birthday party/New Year’s Eve party/

Eating and drinking /singing/dancing/

playing games/ watching films

6.Foods and drinks served:

(soft drinks ,mineral water ,…/chicken

soup , green salad, steeak, fired

chiken, fish, beef, hamburger

,biscuits…)

Post-writing: (15 minutes)

- Asks some students to write their

letters on the board

- Goes round the class to help students

remarks

Homework: (2 minutes)

- Write down the letter, pay attention to

some structures and prepositions

- Prepare in advance Part E (Language

*gift/ flowers/ champagne/

- Give their results

- Correct their writing

- Listen to the teacher andcopy down

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1 Educational aim: By the end of the lesson, students will be able to:

- distinguish the sounds /l/, /r/ and /h/

- pronounce the words and sentences containing thesesounds correctly

- distinguish the uses of infinitive and gerund in active andpassive voices

- use these structures to solve communicative tasks

2 Knowledge:

- General knowledge: Students learn to pronounce 3 sounds and grammar

3 Skill: fluency in pronunciation 3 sounds and use of infinitive and gerund in

passive

III Teaching aids: textbook

IV Procedures:

I Pronunciation: (14 minutes)

The pronunciation of / l /, / r / and / h /

- Gives students 6 words and ask them

to put the words to the right columns /

l / /r / and / h / : holiday, library, run,

help, Lisa, realize.

 Today we are going to learn the

pronunciation of the sounds /l/ , /r/

and / h / Now look at your book, listen

and repeat the sounds

II Grammar: (30 minutes)

A- The Gerund:

- Asks students to put the words in

correct order to make the two

sentences:

Ex1 : the book / time/ return / she / on / to /

failed / library / the

- Listen to the teacher andwrite down

- Put the words in the right columns

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Ex 2: work / mind / the / helping /

would / me / with / you / ?

- In the lesson today you'll learn how

to use the gerund and the infinitive

* Some verbs followed by To inf :

mean, demand, seem, want, agree,

expect, offer, hope, refuse,

* Some verbs followed by V-ing

dislike, risk, keep, appreciate, miss,

mind, mention, enjoy,

B Passive infinitive and gerund:

- Checks the answers and gives

- Do the exercises again in notebooks

- Prepare : TEST YOURSELF A

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I Objectives:

1 Educational aim: - According to the TEST students can revise all the

language skills and grammatical points which they have studied and used

in the three units: 1, 2 and 3

- Check themselves their skills in reading, speaking, listening, writing

- Improve their knowledge through the test yourself

- Language: Students can improve their techniques of doing the simple tests

- Check themselves their skills in reading, speaking, listening, writing

- Improve their knowledge through the test yourself

III Teaching aids: Textbook, board, hand-outs, cassette tape and player.

Test yourself

I Listening(2.5 points) (10 minutes)

- Ask students to read all the sentences

first

- Ask students to listen to the tape once

- Ask students to listen again and speak

out the statements are true or false

- Ask students to listen in the third

time, the work in groups to compare

and discuss the answers with each

others to find the correct answers

II Reading (2.5 points) (10 minutes)

- Present the task:

- Ask pupils to work in groups to

compare the answers they have already

done to find the correct ones

III Grammar(2.5 points) (8 minutes)

- Greeting

- Look at the book andlisten to the task

- understand the task

- Read the questions

- Listen to the tape

- Listen again and say thestatements are true orfalse

- Listen and discuss ingroups to find the correctanswers:

1-A, 2-D, 3-B, 4-D, 5-C

- Look at the textbookand listen to the teacher

- Work in groups todiscuss about the passage

- Finish the task

- Compare their resultswith the other groups, andthen with the keys

- Write the answers onthe board

- Listen to the teacher andLesson plan of grade 11 38

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- Present the task:

a/ Ask students to listen and put a tick

in the right box

b/ Give the correct form of verbs

Let students finish each of of the

following sentences in such a way that

it has the same meaning as the original

sentence

IV Writing (7 minutes)

- Present the task:

- Call the students to read the suggested

sentences in front of the class

- Check their writings and help them

correct the mistakes if they’ve made

Homework (5 minutes)

- Ask students:

+ to study all the lessons again

+ to prepare unit 3

+ to get ready for the 45

minute-test in the next period

correct the answers

- Two students go to theboard and write

- Give the writings byreading aloud

- Read the letter carefully

- In groups or in pairs,write her a letter

- Compare the resultswith the other groups

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Review unit 3

I Objectives:

1 Educational aim: - Students are able to revise the language skills and

grammatical points which they have studied and used in two unit 3

- Check themselves their skills in reading,vocabulary and grammar andwriting

- Check themselves their skills in reading, vocabulary and grammar andwriting

III Teaching aids: Textbook, board, hand-outs.

IV Procedures:

- Greeting

- Ask students something about unit 3

Practising:

I Reading (10 minutes)

- Present the task:

- Ask Sts to work independently then

work in groups to compare the answers

they have already done to find the

correct ones

1) C to get people to know more about

their host and hostess

2) A husbands and wives

- Greeting

- Look at the reading textand listen to the teacher

- Work independentlythen work in groups todiscuss about the passageand answers

- Finish the taskLesson plan of grade 11 40

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