giáo án 2 cột 11 cb

Period: 1st GUIDING HOW TO STUDY ENGLISH 11 I. OBJECTIVES: 1. Aim: By the end of this lesson, students will be able to : - Know the curriculum in English 11. - Have an overview about the textbook & workbook. - Know how to do the oral tests, the 15- minute tests, the 45- minute tests and the term examination tests. 2. Knowledge: - Vocabulary: - Grammar/ Structures: - Pronunciation: 3. Skills: listening & writing. II. PREPARATION: 1. Teacher: textbook, workbook, tests, chalks. 2. Students: textbooks, workbooks, notebooks, pens. III. PROCEDURE: 1. Warm-up: (8’) Guessing game: WHO AM I? - Divide the class into 2 groups. - Choose a student in the class, write his/her name on a piece of paper, don’t show it to the Ss. - Have Ss to ask the YES/NO questions in turn to find out that student. - Answer by saying YES/NO. - The group finding out that student first will be the winner. 2. New lesson: Teacher’s activities Students’ activities A. The curriculum (25’) 1. The textbook - The textbook is composed on theme-based - Contain 16 units and 6 consolidation units - In each unit, there are five parts: reading, speaking, listening, writing, language focus - Each unit contains a topic such as friend, party, competitions, etc. 2. Some important grammar points in English 11:  Infinitive and Gerund  Reported speech with infinitives  Reported speech with gerund  Conditional sentence type 1, 2, 3 and conditional in reported speech  Pronouns  Relative clause - Listen to the teacher and coppy down.  Relative pronouns with preposition  Relative clauses replaced by participle and to infinitive  Omission of relative pronoun  Cleft sentence  Conjunctions  Tag questions 3. Language in action:  Describing physical characteristic and personality  Talking about past experiences and how they affected one’s life  Talking about parties and how to plan parties  Talking about volunteer work  Talking about literacy problems and offering solutions  Talking about a competition or contest  Talking about problems of overpopulation and offering solutions  Talking about the celebration of Tet and other festivals’ activities  Talking about different postal and telecommunication services  Talking about nature in danger  Talking about measures for protecting endangered nature  Talking about advantages and disadvantages of energy sources  Asking for and giving information about the Asian Games  Talking about sports results  Talking about a hobby  Talking about collections  Expressing agreement and disagreement about entertainment activities and stating the reasons  Talking about historical events in the space conquest Using facts and opinions to talk about features of man-made places PERIOD:47 UNIT 8: CELEBRATIONS Lesson: Speaking I. OBJECTIVES: 1. Aim: By the end of this lesson, students will be able to talk about the celebrations of Tet and other festivals’ activities. 2. Knowledge: - Vocabulary: words related to the celebrations of Tet and other festivals’ activities. - Grammar/ Structures: - (Pronunciation): 3. Skills: Speaking II. PREPARATION: 1. Teacher: textbook, workbook, chalk. 2. Students: textbooks, workbooks, notebooks, pens. III. PROCEDURE: 1. Warm-up: (5’) Noughts and crosses - Ask Ss to make sentences from the words in the table Peach blossom Kumquat tree Candied fruits Lucky money Exchange wishes Banh chung Relatives and friends Special Tet foods pray - Declare the winner with more correct answers. 2. New lesson: Teacher’s activities Students’ activities A. Preparing to speak (10’) Task 1/p.93 - Let’s study the following dialogue - Put the cues of the dialogue on the board (using chart) - Ask Ss to word in pair to build the dialogue from the cues given. Worksheet: Mai: Tet/holiday/next month? Anna: What/Tet? Mai: Vietnamese people/celebrate/beginning/spring/also/start/lunar new year - Work in pairs to build the dialogue. - Open the book and compare with the dialogue in textbook. - Take notes some useful expressions. +Do you know that…. + It’s the time when +What do you usually do at…… +That’s sound really Anna: When /exactly? Mai: This year/9 th of February Anna: What/you/usually/do/Tet? Mai: eat/a lot of special foods: dress up/visit friends and relatives, also play/traditional games. Anna: sound/interesting - Ask Ss to open the book and compare with the dialogue in textbook. - Ask Ss to take notes some useful expressions. B. Practice speaking (20’) - Have Ss look at each picture and tell its name. - Give feedback. - Help Ss to pronounce and know the meaning of some difficult and confusing words. - Ask students to close their textbook, then play roles in the dialogue. Task 2/p.93 - Show each picture and ask: + What is it about? (give correct answer and guide Sts to pronounce and remind the meaning of some words) - Ask students to read the information in the chart (explain the key words)and match…. - Ask students to work in group to share information. - Look at each picture and tell its name. - Work in pairs and play roles. C. Production (9’) Playing roles - Call on 2 pairs of Ss to act out their dialogues. - Give comments. - Act out the dialogue in front of the class. IV. HOMEWORK ASSIGNMENT: (1’) - Write a short paragraph (50-80 words) about your favorite celebration. - Prepare next lesson, unit 8 – Listening. V. COMMENTS: ………………………………………………………………………………. ………………………………………………………………………………. ……………………………………………………………………………… Period: 48 th UNIT 8: CELEBRATIONS Lesson: Listening I. OBJECTIVES: 1. Aim: By the end of this lesson, students will be able to know Japanese customs and have background knowledge about difference cultures all over the world. 2. Knowledge: - Vocabulary: - Grammar/ Structures: - (Pronunciation): 3. Skills: Listening II. PREPARATION: 1. Teacher: textbook, workbook, Cd player, chalk. 2. Students: textbooks, workbooks, notebooks, pens. III. PROCEDURE: 1. Warm-up: Matching (5’) - Show 4 pictures of traditional costumes on board: + aodai + hanbok + kimono + Chinese dress - Ask Ss to match the pictures with country names: Vietnam, Japan, Korea, China. Suggested answers: + aodai - Vietnam + hanbok - Korea + kimono - Japan + Chinese dress - China -Ask the questions: + When do the Japanese wear kimonos? + What do the Japanese do on their New Year’s Day? 2. New lesson: Teacher’s activities Students’ activities A. Pre-listening (5’) - Ask Ss to read activities the Japanese often do at the New Year silently. - Read activities in turns loudly. - Teach some new words and guide Ss to pronounce them: Similarities (n) Kimonos(n) Shrine (n) Longevity (n) Represent (v) - Ask Ss to answer the question: What other things do Japanese do at the New Year? To know more about the things the Japanese do at the New Year, look at the information in task 1. - copy down the new words - give Vietnamese equivalents to the words. B. While-listening (25’) Task 1 - Ask students to read and guess the answer “yes” or “no” before listening - “To have the right answers, let’s - Listen to the conversation and do the task. - Work with a partner and compare the listen to the tape”. - Play the tape the first time. - Ask students to compare their answer with their partners. - Play the tape the third time sentence by sentence. Task 2 - Introduce task (explains question if necessary) read the question in silence - Ask Ss to guess the answers - Check Ss’ guesses - Play tape - Check answers - Confirm the correct answers. answers. Answer keys: 1, 2, 3, 4, 6, 8, 10, 11 - Listen to the tape and answer the questions. Answer keys: 1. Because they want get rid of the dirt of the old year and welcome the New Year. 2. From TV or the radio. 3. Kimonos or special dress 4. No. New Year's Day is mostly celebrated among family only. C. Post-listening (9’) - T gets Ss to work in pairs to compare the aspects of the Vietnamese New Year with those of the Japanese one. - Before Ss take part in the activity, T elicits of the transition signal/phrases to talk about the similarities and differences between two things. - Go around to offer help and collect Ss’ mistakes. - Call some pairs to present their answers - Elicit feedback from the class and give final comments. - Work in pairs to compare the aspects of the Vietnamese New Year with those of the Japanese one. - Present their answers in front of the class. IV. HOMEWORK ASSIGNMENT: (1’) - Write a passage ( 70-80 words) about the activities the Japanese do at The New Year. - Prepare next lesson, unit 8 – Writing. V. COMMENTS: ………………………………………………………………………………. ………………………………………………………………………………. ……………………………………………………………………………… Period: 49 th UNIT 8: CELEBRATIONS Lesson: Writing I. OBJECTIVES: 1. Aim: By the end of this lesson, students will be able to write about some popular celebrations in Vietnam. 2. Knowledge: - Vocabulary: - Grammar/ Structures: - (Pronunciation): 3. Skills: Writing II. PREPARATION: 1. Teacher: textbook, workbook, chalk. 2. Students: textbooks, workbooks, notebooks, pens. III. PROCEDURE: 1. Warm-up: (5’) Game: “Match pictures with their names” +Mid - Autumn Festival +National In dependence Day +Teacher’s Day +Women’s Day Lead-in: Today, you will write a passage to describe one of the popular celebrations in Vietnam. 2. New lesson: Teacher’s activities Students’ activities A. Preparing to write (10’) Activity 1 - Hang on an extra board (chart). Name Mid- Autumn Teacher’s Day Tet Holiday (When) Time (What … for ) Purpose (What Activities (how) Feeling -Suggest Ss questions to complete the chart. 1. When does Mid-Autumn festival occur? 2. What do people celebrate it for? - Work in pairs to give the answers. - Give the answers in front of the class. 3. What are some popular activities on this celebration? 4. How do you feel about this celebration. Hang on extra board with correct answers. - Give a Model Writing: Among many festivals celebrated in Vietnam, Teacher’s Day is a special day for teachers. It’s always celebrated on a fixed day In November. It’s the 20 th of the month. It’s been celebrated in Vietnam for many Years to show respect and love to teachers. On this occasion, schools often have meetings for teachers and talk about Teacher’s Day. Students often give their beloved teachers flowers and beautiful wishes. I myself enjoy the festival very much as it’s a chance for friends to gather and visit our teachers. We always have a great time. -Ask students to underline name, time, purpose, activities feeling in writing model. - Elicit the outline from the Ss. - Read the model and underline name, time, purpose, activities feeling of the celebration. - Give the outline of the writing. Outline: + name of the festival + purpose + time + main activities /what people do in the festival + foods eaten + people’s feeling about the festival B. Practice writing (20’) - Divide the class into four groups and ask them to write the similar passages about the celebrations. Group 1/3 -> topic 1 : Mid – Autumn Group 2/4 -> topic 2 : Tet holiday -Move around and help Ss if necessary. - Work in groups and write the similar passages about the celebrations. C. Production (9’) - Ask Ss to hang on their extra boards on the board. - Ask Ss in groups to give comment based on: + 5 main points + typical errors :grammar, vocabulary…. - Give feedback for each groups. -Listen carefully and take notes. IV. HOMEWORK ASSIGNMENT: (1’) - Rewrite the passage about the celebrations. - Prepare next lesson, unit 8 – Language Focus. V. COMMENTS: ………………………………………………………………………………. ………………………………………………………………………………. ……………………………………………………………………………… Period: 50 th UNIT 8: CELEBRATIONS Lesson: Language Focus I. OBJECTIVES: 1. Aim: By the end of this lesson, students will be able to: - Distinguish the clusters [fl], [fr] and [θr] - Pronounce the words and sentences containing these sounds correctly. - Use one (s), someone, no one, anyone, and everyone appropriately - Use vocabulary about holidays and celebrations appropriately. 2. Knowledge: - Vocabulary: Words and phrases related to celebrations and holiday. - Grammar/ Structures: Pronouns: one(s), someone, no one, anyone, everyone - (Pronunciation): [fl], [fr] and [θr] 3. Skills: Reading, Writing II. PREPARATION: 1. Teacher: textbook, workbook, chalk. 2. Students: textbooks, workbooks, notebooks, pens. III. PROCEDURE: 1. Warm-up: 2. New lesson: Teacher’s activities Students’ activities A. Pronunciation (10’) -Model the two sounds /fr/ -/fl/ -/ θr / for a few times. -Pronounce the sounds and ask students to repeat -Ask students to practice pronouncing the sounds in chorus and individually -Give feedback +Practice the dialogue - Read all the sentences and ask students to underline the words with the sounds and write /fl/ - /θr/-/fr/-/under them - Ask students to practice the dialogue in pairs. - Go around and help - Call on some pairs to act out the dialogue. - Comment on Ss’ mistakes. -Listen to the teacher - Read aloud in chorus first ,then read individually -Underline the words with the sounds and write /fr/-/fl/-/ θr/ -Work in pairs and practice the dialogue. -Listen to their friends’ reading B. Grammar (34’) [...]... Dane congratulated me on winning the championship 10 I regretted not asking for his name address.' 11 'You're selfish.' 12 'You mustn't drink too much caffeine.' and his address 11 Jane accused me of being selfish 12 Marta warned me against drinking too much caffeine - Work in pairs and find out the Exercise 2 mistakes from the sentences Find the words that are not correct : Answers: 1 When I arrived,... exercise - Give the answers in front of the class Answers: 1 were 2 invite 3 would go 4 has 5 would make 6 didn’t pass 7 had been 8 would speak 9 is 10 left 11 has 12 will go 13 would have witten 14 had seen – would Exercise 2 Change the following conditional sentences into reported speech 1.“If I had the day off tomorrow, I would go to the beach” 2 “If I had a million dollars right now, I would retire” 3... pronouns -Work individually -Compare with the partners Keys: 1 anyone 2 someone 3 anyone 4 someone 5 no one 6 everyone 7 someone Exercise 2 -Listen to the teacher and do exercise 2 -Ask students read the sentences Keys: through 1 Of the three bags, I like the blue -Explain new words if any one -Call on some students to go to the 2 Mai is making a fruit cake board and write the answers Huong is making... now? IV HOMEWORK ASSIGNMENT: (1’) - Prepare next lesson – Revision 2 V COMMENTS: ……………………………………………………………………………… ……………………………………………………………………………… ……………………………………………………………………………… PERIOD:53+54 REVISION 2 I OBJECTIVES: 1 Aim: By the end of this lesson, students will be able to revise the conditional clauses and conditional in reported speech 2 Knowledge: - Vocabulary: - Grammar/ Structures: + Conditional clauses... You would catch the train if you (leave) …… earlier 11 If anybody (have) … question, please ask me after class 12 If it is rainy, the children (go) … swimming 13 If she had had his address, she (write ) … to her 14 If I (see ) … the movie last night , I ( tell ) … you speech 1.They said that if the concert were boring, they wouldn’t stay for all of it 2. She said that student would get much higher marks... use of reported speech with gerund and the use of indefinite pronouns 2 Knowledge: - Vocabulary: - Grammar/ Structures: + Reported speech with gerund + Indefinit pronouns - (Pronunciation): 3 Skills: Writing II PREPARATION: 1 Teacher: textbook, workbook, chalk 2 Students: textbooks, workbooks, notebooks, pens III PROCEDURE: 1 Warm-up: 2 New lesson: Teacher’s activities Students’ activities A Presentation... perfect + will / can / may / must -> would / could / might / had to 2 Someone, anyone, no one, everyone, one (s) * Pronouns : someone, everyone are used in affirmative from * anyone is used in negative form * no one is followed by a singular verb * One (s) is used to replace to a noun to avoid repeat the same word in a sentence B Practice (29 ’) - Give Ss some exercises and ask them to finish Exercise 1... workbook, chalk 2 Students: textbooks, workbooks, notebooks, pens III PROCEDURE: 1 Warm-up: (5’) - Divide the class into two big groups: group A and group B Group A will write the a half of the sentence beginning with if, Group B will write the other half with a main clause Then T will match two halves to make a conditional sentence Example: If I were Hoa, I would receive that large sum of monney 2 New lesson:... type 2: structure as follows if + S + V(qk)/were, S + would/should/might/could + V For to be, we have another structure - Take notes and give examples Were + S + …., S eg If I were you, I wouldn’t do that would/should/might/could + V1 eg: If he were a millionaire, he would buy a big house = Were he a millionaire, he would buy a big house c Conditional type 3: structure as follows if + S + had P2, S... would/should/might/could have P.P eg: If I had learned harder last year, I would have received a present 2 Conditional in reported speech - Give three conditional sentences and - Rewrite the sentences in reported ask Ss to rewrite them in reported speech Example: 1 “If the concert is boring, we won’t stay for all of it” 2 “That student would get much higher marks if he studied harder” 3 "If there had been any complaints, . class. Answers: 1. were 2. invite 3. would go 4. has 5. would make 6. didn’t pass 7. had been 8. would speak 9. is 10. left 11. has 12. will go 13. would have witten 14. had seen – would Exercise 2 Change. answers. answers. Answer keys: 1, 2, 3, 4, 6, 8, 10, 11 - Listen to the tape and answer the questions. Answer keys: 1. Because they want get rid of the dirt of the old year and welcome the New Year. 2. From TV or. writing (20 ’) - Divide the class into four groups and ask them to write the similar passages about the celebrations. Group 1/3 -> topic 1 : Mid – Autumn Group 2/ 4 -> topic 2 : Tet holiday -Move