Lesson plan English 11 2009 - 2010 Unit1: Friendship Period1 Reading I. Objectives: By the end of the lesson, Ss will be able to: - Develop such reading skill as scanning for details, specific ideas, skimming for general information, and guessing meaning in context. - Use the information they have learnt to discuss the topic. II. Teaching aids: - Textbook, handouts, pictures concerning to the topic, . III. Anticipated problems: - Ss may need help with discussion task so T should be ready to help them - Ss may have difficulty in reading some difficult words such as: Sympathy, loyalty, suspicion, enthusiasm , - T may not have enough time to teach IV. Procedure: Teachers activities Students activities 1. Check the attendance 2. Warm up - Group work. Network T repairs a hand out with network of the word friendship. - Discuss about the qualities which friendship must have to complete the network. - Suggested answers: Friendship Honest, unselfish, constant, loyal, mutual trust, sympathetic, patient, . T divides the class into groups and gives each group a hand out. T asks Ss to complete the net work. The winner will be the group completing the network in the shortest period of time. A. Before you read - Discussing the picture and poem. - T asks the whole class to look at the picture on page 12 and asks them some questions: 1. What are girls and boys doing in the picture? 2. How they feel? 3. What does the picture tell you? - T ask Ss to work in pairs to read the short poem on the page13 and answer the question: ặ What you think of the friend in the poem? - T calls on some Ss to answer the questions. T may give some comments and the suggestions: The friend in the poem is very dedicated and thoughtful. He/She is willing to help his/her friend in any circumstances. Pre- teaching vocabulary - Lasting (a) = lifelong - Be concerned with sb/st - Constancy (n) constant (a) - Rumour (n) ['ru:m] - Gossip (n): information talk or stories about other peoples private lives that may be unkind or not true. - Incapable of / in'keipbl/ - Suspicion (n) / s'spin/ suspicious (a) - Pursuit (n) - Sympathy (n) ['simpi], sympathetic (a) [,simp'etik/ - Sorrow (n) / 'srou/= sadness - T asks Ss to make some Ss to make sentences with above words to check their understanding. - Have Ss practice reading the vocabulary B. While you read Phự Cỏt high school - Pair work - Suggested answers 1. One boy is playing guitar, and the other girls and boys are singing 2. They seem very happy because we can see their smile 3. The picture tells us that friends can happily many things together or friendship is a beautiful thing that brings happiness to us. Dedicated (a) tận tâm, tận lực Thoughtful (a) chu đáo, quan tâm Circumstance (n) hoàn cảnh, tình lâu dài, bền vững quan tâm tới ai, tính kiên định tin đồn chuyện ngồi lê đôi mách, chuyện tầm phào không đủ khả nghi ngờ nghiệp, theo đuổi, đam mê thông cảm thông cảm, đồng cảm nỗi buồn - Do as Ts requests Lesson plan English 11 Setting the scence. You are going to read a passage about the qualities of a long lasting friendship. While you reading, the task in the textbook. Task1 - T asks the Ss to read the words in the box then fill each blank with one of them. - Ask Ss to read the passage quickly and stop the lines that contain these words to guess their meaning. - T asks Ss to work individually to the task. - T goes around to help them when necessary. - T asks Ss to exchange their answers with the other Ss. - T asks Ss for their answers and tell then to explain their choices. Task - T asks Ss to read the passage again and decide which of the choices A, B, C, or D most adequately sum up the ideas of the whole passage. - T gets Ss the task individually. - T might also want to give Ss some strategies to find the main idea of the passage. - T calls on some Ss to give the answer and asks other Ss to say whether they agree or disagree. Task - Ask Ss to answers the questions in task3. - T asks Ss to the task individually to the task, then discuss their answers with their partne.r - T calls some Ss to write their answers on the board and ask them to explain their choices. Correct answers: 1. The first quality for true friendship is unselfishness. It tells us that a person who is concerned only with his/her own interest and feelings cant be a true friend. 2. Because they take up and interest with enthusiasm, but they are soon tired of it and they feel the attraction of some new object. 3. The third quality for true friendship is loyalty. It tells us that the two friends must be loyal to each other, and they must know each other so well that there can be no suspicions between them. 4. Because if not people cant feel safe when telling the other their secret 5. Because they cannot keep a secret, either of their own or of others . 6. The last quality is sympathy. It tells us that to be a true friend one must sympathise with his/her friend. Where there is no mutual sympathy between friends, there is no true friendship. C. After you read - Ask Ss to work in pairs to discuss the question in the text book. - T goes around to help the Ss when necessary - When all pairs have finished, T asks every two pairs to share ideas. - T calls on some Ss to report their ideas to the class 2009 - 2010 - Whole class - Individual work & pair work. - Ss guess the meaning of the word base on the context in the sentences. 1. mutual 2. incapable of 3. unselfish 4. acquaintance / friend 5. give -and - take 6. loyal to 7. suspicious - Whole class read the text carefully - Individual work Answer: B - Individual work and pair work - Pay attention then give remark - Correct themselves their mistakes - Pair work The friendship is very important to our life. A true friend can helps us when we are sorrow and when we have difficulty. We can share ideas, feeling, likes, joys, pleasures, aims to each other. Sometimes only true friends can understand, sympathise us so we feel safe to tell him/her our secrets. Friendship brings us happiness. We happily many things together. So we cant live without friendship. - Whole class. 4. Homework - Learn by heart all of new words and structures and give examples. - Summarise the main points of the text. . . . . . Phự Cỏt high school Lesson plan English 11 2009 - 2010 . . . . Unit1: Friendship Period 2: Speaking I. Objectives: By the end of the lesson Ss will be able to - Describe the physical characteristics and personalities of their friends, using appropriate adjectives II. Teaching aids: Textbook, handouts, pictures about some famous people, . III. Anticipated problems: Ss may not have enough vocabulary to talk about the topic, so T should be ready to provide help. IV. Procedure: Teachers activities Students activities 1. Check the attendance 2. Warm up - Do as teachers request - Ask Ss to describe one of their friend or their relatives. 3. New lesson A. Presentation Task - Ask S to read aloud the title and explain. Instruction: You are going to look at the picture of people on page - Pair work 15 and describe them in pairs. - Before letting Ss the task, T asks them to read useful language on page 16. - T may explains some word if Ss dont know the meaning of the - Whole class adjectives provided. Trán Forehead (n) / 'f:hed/: T points at his/her forehead Mũi khoằm Crooked (a) / 'krukid/ - T may ask Ss to provide some adjective/expressions used to describe peopleSs appearance. She may also give Ss handout of - Whole class use hangouts to describe 1. The boy is about 16. He is short-sighted these adjectives and expressions: because hes wearing apair of glasses. He Height : tall, short, medium Build : slim (mảnh khảnh), plump (bụ bẫm, đầy đặn), has short black hair, a round face with a overweight, thin. Muscular / 'mskjul/ (vạm vỡ), stocky (thấp broad forehead, a small nose, thin lips and small chin. He quite good - looking. chắc), well-built (lực l-ỡng). 2. The girl is about 14. Shes also wearing a Hair: pair of glasses. She has shoulder-length - length: long, short, shoulder- length black hair, and shes wearing a ribbon (bờm - style: straight , wavy, curly, crew-cut (đầu cua) tóc). She has an oval face with a straight - color: black, grey, red, brown nose, full lips and a pointed chin. She quite Others: a fringe (mái), a bun (búi tóc), plait(s) / plổt/ đuôi sam. Face: oval, round, large, square, skinny/ ['skini](gầy nhom, gầy pretty. trơ x-ơng), chubby (phúng phính), long, with high cheekbones (gò 3. The man is in his forties. Hes tall and well-buit. He has short brown hair and a má cao) square face with a broad head, small eyes, a Eyes: small, big, black, brown, blue crooked nose and thin lips. He quite good Nose: straight, crooked, turned-up, big, small, flat (tẹt) looking. Chin: pointed chin (cằm nhọn), double chin 4. The woman is her twenties. Shes quite Lips: thin, full, narrow, heart-shaped tall and slim. She has long curly brown hair Forehead: broad, high Skin: white, pale /peil/ (tái, xanh xám), suntanned (rám nắng), dark, and an oval face with a broad forehead, big eyes, a straight nose heart-shaped lips and a brown, black. General appearance: beautiful, handsome, pretty, good looking, small chin. Shes very beautiful. plain (bình th-ờng). T asks to work in pairs to describe the people in the picture, and then calls on some Ss to present their answer - Whole class and group work T gives feedback B. Practice Task Phự Cỏt high school Lesson plan English 11 - Ask Ss to discuss and number the personalities in order of importance in friendship and then report the results. - Before Ss the task, T asks them to look at the list of adjectives provided in book. T asks if Ss understand these adjectives or not. - T can elicit [i'lisit] (luận ra, gợi ra) or explain some adjectives quickly. Caring Hospitable Modest Sincere, understanding - T divides the class into group of with a group leader. They discuss and the leader will take notes of the ideas, and then one representative will report the result to the whole class. T reminds Ss that they have to explain their choice as well. - T goes round to offer help when Ss discuss - T call on some Ss to report the result of their discussion. - T elicits feedback from the class and gives final comments C. Production Task Instruction: Imagine that you have a friend who has just won the first prize in Mathematics. A journalist is going to interview you about your friend. Act out the interview in pairs. - T asks Ss to look at their role on page 16 anf the suggestions on page 17. - T may elicit the questions they may ask. - his /her hobbies: What does he/she like doing in his/her freetime? what are his/her hobbies? - his/her physical characteristics: what does he/ she look like? His/her personalities: How is he/she?Is she/he friendly .? - T may also make clear the meaning of some adjectives Quick - witted Good - natured - T asks Ss to work in pairs to perform the interview in minutes and goes around to offer help. - T calls on some pairs to perform the interview. - T elicits feedback from the class and gives final comments. 4. Home work - Write down a paragraph to describe your best friend - Prepare the next period listening. 2009 - 2010 Chu đáo Hiếu khách Khiêm tốn Chân thành Thông cảm, thông hiểu - Group work 1st group: My group thinks that 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 friend. - Pay attention Nhanh trí Tốt bụng - Pair work Whole class . . . . . . . . . Phự Cỏt high school Lesson plan English 11 2009 - 2010 Unit1: Friendship Period Listening I. Objectives: By the end of the lesson Ss will be able to - Develop such listening micro-skills as intensive listening for specific information and taking notes while listening. II. Teaching aids: - Textbook, handouts, cassette tapes,. III. Anticipated problems: - Ss may not be familiar with the note - taking task, so T should provide them some tips to deal with the task. IV. Procedure: Teachers activities Students activities 1. Check the attendance - Whole class 2. Warm up Matching The aim of this activities is to help Ss revise the vocabulary items Ss learnt in the previous lesson. - Group work - T divides the class into small groups of 3-4 students. - Then T distributes the following crossword hand out for Ss to in their own groups. Which group finishes first and has all the correct answers will be the winner. A B 1. j 1. good - natured a, Nhanh trí 2. i 2. friendly b, Hào phóng 3. a 3. quick - witted c, Hiếu khách 4. c 4. hospitable d, Hay giúp đỡ 5. g 5. patient e, Khiêm tốn 6. h 6. honest f, Ham học 7. b 7. generous g, Kiên nhẫn 8. d 8. helpful h, Thật 9. e 9. modest i, Thân thiện 10. f 10. studious j, Tốt bụng 3. New lesson A. Before you listen Talking about your best friend. - T asks Ss to discuss the questions on page 17 in pairs. - T calls on some Ss to give their answer and comments on the answer. - Pair work - T gets Ss what they are going to listen about Vocabulary pre teaching. - Before teaching the new words, T helps Ss to pronounce the words given in the book. T may read aloud first or play the tape and ask Ss to repeat in chorus and individually - elicits / teaches some of these word and those taken from the - Whole class listening passage. Toà nhà có nhiều hộ Apartment building: Khiếu hài h-ớc Sense of humour: Gọi điện cho Give sb a ring: phone sb Trải qua thời kỳ khó khăn Go though a rough time: - T may get Ss to make sentences with the words and give corrective feedback. Phự Cỏt high school Lesson plan English 11 2009 - 2010 B. While you listen Task Instruction: You are going to listen to Lan and Long talk about their best friends. Listen and decide whether the statements are True or Pay attention False. Put a tick (9) in the appropriate box. - Before Ss listen and the task, T instructs them to use some strategies + First, read through the statements to understand them and underline key words. For example, the key words in the first - Individual work & Group work statement are: shared, Nguyen Cong Tru, Residential Area, Lans talk 1. F (They used to live in the same buiding Hanoi, . there) + Listen to the tape and pay attention to the key words. + Decide whether statements are true or false based on what they 2. F (It is what people think) 3. T can hear. 4. (Lan went to Do Son first and then called - T plays the tape once for Ss to the task. Ha, so Ha rode on her mortorbike to Do Son - T asks for Ssanswers and writes them on the board. to meet Lan) - T plays the tape the second time for Ss to check their answers. 5. T - T asks Ss to work in group to compare their answers. - T checks Ss answers by calling some Ss and asks them to 6. F (They have been best friends since Lans trip to Do Son) explain their answers. Longs talk Task Instruction: You are going to listen to the tape again and fill the 1. F (They met in college) 2. F (Minh was a guitarist) table in the book with notes. 3. T 4. T 5. T - T plays the tape again for Ss to complete their notes. - after playing the tape, T gets Ss to work in pair and check their - Whole class answers. - T calls on some Ss to give the answers. T provides correct answers if necessary. If Ss cannot comple the task, T might let Ss listen one - Individual work and then pair work more time and pause at the answers for them to catch. Suggested answers: How and where did What they like about their they meet? friends? Lan - They used to live in - Has very friendly and the same apartment helpful - Has sociable. Shes got building in HN - Lan went on a many friends in Do Son and holiday in Do Son and she introduced Lan around. Listen to the tape carefully and fill the table Ha went there to help in the book with note her - Minh has a sense of humour Long - They met in college - Minh played the - Minh likes to go to plays and guitar, and Long was a movies - Minh is a good listener singer They worked - Minh is friendly and helpful together C. After you listen - T asks Ss to work in pairs to talk about how Ha has been Lans best friend and how Minh has been Longs best friend. - T goes around to offer help and correct Ss mistakes. - Pair work - T calls on some pairs to present their answers. - T elicits feedback from the class and give final comments. - Whole class 4. Home work - Ask Ss to learn by heart all new words and prepare the next lesson writing. . . . . . . Phự Cỏt high school Lesson plan English 11 Tapescript: 2009 - 2010 Lans talk My best friend is Ha. Weve been friends for a long time. We used to lived in Nguyen Cong Tru Residential Area in HN. Her family moved to Hai Phong in1985. It is said that HP people are cold but Ha is really, really friendly. I first started to get to know her when I was going on a two-day trip to Do Son last year and didnt know anybody there. I gave Ha a ring and she was so friendly, she said. Oh, Ill come to visit you. So she rode on her motorbike to Do Son and twenty minutes later she was there. She stayed with me for two days. She happened to know a lot of people there, so she introduced me around and weve been best friends ever since. Longs talk My best friend is Minh. We met in college. And I was there singing and Minh was a guitarist. So we worked together a lot, but we also became friends. Minh has a great sense of humour, hes very,very funny, and thats of my favourite things about him. And over the years, we have been through good times and bad times with each other, and thats one of the things I like best about him. And we have a lot of the same interests. We like to go to plays and movies together. But when were going through a rough time, hes really a good friend, and hes a very good listener, and he always helped me though. Unit1: Friendship Period 4: Writing I. Objectives: By the end of the lesson Ss will be able to: - Write about a friend, real or imaginary, using the words and expressions that they have learnt in previous lesson. II. Teaching aids: - Textbook, handouts, III. Anticipated problems: - Ss may not have sufficient vocabulary to write about the topic, so T should be ready to help them IV. Procedure: Teachers activities Students activities 1. Check the attendance 2. Warm up Guessing game T introduces the game: student goes to the board and T gives him - Group work or her a piece of paper with the name of a student in the class. Other Ss may ask questions such as: Ss have to ask Yes/No question to find out who students is. Ss Is the person a girl? Is she tall? should ask about the appearance, personalities, or clothes. Is she short- sighted? - The game can continue until the time is up. Is she friendly? A. Before writing - T sets the scene: You are going to write about a friend, real or . imaginary, using the provided guidelines. - T gets Ss to read the task and the guidelines silently and work out what they are required to write about. In general, Ss writing should - Whole class include parts: + general information about about their friend. + his/her physical characteristics and personalities. + and what Ss like about the friend. - T elicits the verb tenses that may be useful when Ss want to write about when and where they met their friend. In this case, Ss may use the simple past tense and past continuous in their writing. - T revises the use of the past tense and past continuous tense. - T may also elicit the adjectives and expressions Ss can use to - Pay attention describe their friends appearance and personalities. - T gets Ss prepare an outline for their writing and exchange it with their peer(partner). - T goes around to offer help and gives corrective feedback B. While writing - T gets Ss to write about their friend in 15minutes - T goes around to observe and offer help C. Post writing - T asks Ss to exchange their writing with another Ss for correction - T goes around and collects mistakes and errors Phự Cỏt high school Lesson plan English 11 2009 - 2010 - T collects some writings for quick feedback - T writes Ss typical errors on the board and elicits self and peer correction. T provides correction only when Ss are not able to - Individual work correct the errors. - Pair work and whole class - Finally, T provides general comments on the writings 4. Home work - Ask Ss to improve their writing, taking into consideration their best friends and Ts suggestions and corrections. - Whole class - Ask them to prepare the next period: language focus. . . . . . . . . Unit1: Friendship Period 5: Language focus I. Objectives: By the end of the lesson Ss will be able to: - Distinguish the sound /d/ and /t/. - Pronounce the words and sentences containing these sounds correctly. - Use some structures containing infinitives with and without to appropriately. II. Teaching aids: - Textbook, handouts, III. Anticipated problems: - Ss may find it difficult to pronounce the two sounds, so T should prepare a lot of practice IV. Procedure: Teachers activities Students activities 1. Warm up Noughts and Crosses Hospitable Honest Around face - Group work Caring Sense of humour Friendly Large Good-natured Pleasant 2. New lesson A. Pronunciation - Pronouncing the two sounds separately - T models the two sound /d/ and /t/ for few times and explains - Listen attentively the differences in producing them. - Tell the difference - /d/: is a voiced palatal Voiced = vocal cords vibrate while making this sound. Palatal = put your tongue behind your top teeth, push air as you âm vòm miệng hữu Dây âm rung lên phát âm drop your tongue away from the roof of your mouth. - /t/ is an unvoiced fricative palatal - Listen and take note Unvoiced - vocal cords not vibrate while making this sound. Fricative palatal = touch your tongue to the back of your upper teeth and pull your tongue away as your push air out of your mouth. - T plays the tape once for Ss to hear the works containing these âm vô thanh: dây âm không rung lên two sounds. Then T plays the tape again and this time asks Ss to phát âm âm vòm miệng phụ âm xát repeat after the tape. Pronouncing words containing the sounds - T reads the words in each column all at once. - /d/: jam, joke, January, dangerous, passenger, village - Repeat after the tape Phự Cỏt high school Lesson plan English 11 2009 - 2010 -/dổm/, /douk/, /dổnjuri/, /deindrs/, - /t/:children, changeable, cheese, mutual, church , which /'pổsind/, /vilid/ - T reads the words once again, each time with a word in each - /'tildrn/, /'teindbl/, /ti:z/, /'mju:tjul/, column to help Ss distinguish the differences between the sounds in /t:t/, /wit/ the words. - T reads the words and asks Ss to repeat them. - T asks Ss to practice pronouncing the words in pairs. - T goes around providing help. - T asks some Ss to pronounce the words and give correction if necessary. Practicing sentences containing the target sounds - T reads the sentences and asks Ss underline the words with the sound and write /d/ and /t/ under them. - Practice reading - T asks Ss to provide the sentences in pairs. - T goes around providing help. - T asks some Ss to read the sentences and gives feedback. B. Grammar and Vocabulary 1. To infinitive - Practice reading the sentences which - T writes some sentences on the board and underline the to+ contain sounds. infinitive + I have letters to write to my friends + I have some homework to + Does he get anything to eat? + Have you got anything to say? - T asks Ss to comment on the use of to + infinitives in these - Pay attention examples. T reviews the form and use of to infinities in the example - The infinitive can be placed after nouns/pronouns to show how - Give their opinions they can be used or what is to be done with them - In the examples above the infinitives are + I have letters to write = I have letters that I must write. used to replace relative clauses + I have some homework to = I have some homework that I - Give more examles must - Take notes + Does he get anything to eat?= Does he get anything that he can I pleased to see you. eat? Ex: The water is too hot to drink. N/pro+to - infinitives Hes old enoughto go to school. Ex: I need someone to take care of my children Individual work to - infinitives + prepsitions 1. Who wants somethings to eat. ex: I need someone to talk to my mother 2. I have some letters to write. Can I borrow your case to keep my records in? 3. I am delighted to hear the news. 4. My mother has some shopping to Adj + to -infinitive 5. You always have too much to talk about. Too/ enough + to infinitive 6. Its lovely to see you again. 7. Its too cold to go out. Practice 8. Im happy to know that you have passed Exercise the exams. - Ask Ss to exercise1 individually and then compare their Ex: Nothing can make him cry answers with another student. I see her cook dinner (completed action) - T calls on some Ss to read aloud their answers. Notice:I see her cooking dinner (I see shes - T gives the correct answers. cooking dinner) - Pair work and then individual work 1. The police watched them get out of the car. 2. Infinitive without to 2. They let him write a letter to his wife. - after make, let+object +bare infinitive 3. I heard them talk in the next room. - after verbs of perception such as: feel, hear, watch, see, notice, 4. The customs officer made him open the observe, smell+object +bare infinitive briefcase. - Ask Ss to give some examples. 5. The boy saw the cat jump though the - Listen and ask the other to comment. window. Practice 6. Do you think the company will make him Exercise pay some extra money? - T asks Ss to exercise in pairs. Ss have to rewrite the 7. I felt the animal move towards me. Phự Cỏt high school Lesson plan English 11 2009 - 2010 8. Do you think her parents will let her go on sentences by using the words given. a picnic? - T asks them to compare answers with another pairs. - Whole class - T calls on some Ss to go to the board to write their answers. 1. I saw her cross the road. - T asks other Ss to feedback and gives correct answers. 2. I heard them sing a song. Production 3. I observed him lock the door. Extra exercise 4. I saw her drive off. Join these pairs of sentences 5. He was foolish to leave the firm. 1. she crossed the road. I saw her 6. I watched a pavement artist draw a 2. They sang a song. I heard them portrait in crayons. 3. He looked the door. I observed him 7. It would look rude to refuse their 4. She drove off. I saw her invitation. 5. He was foolish. He left the firm 8. I was happy to meet you again. 6. A pavement artist drew a portrait in crayons. I watch him 9. The film was not interesting enough for 7. We cant refuse their invitation. It would look rude me to watch. 8. I met you again. I was happy 10. The woman is too old to drive a car. 9. The film was boring. I didnt watch it - Whole class 10. The woman is old. She cant drive a car 3. Homework - Learn by heart all the knowledge theyve learnt and practice them again at home. - Prepare the next lesson:unit : reading. . . . . . . Unit 2: Personal experiences Period Reading I. Objectives: By the end of the lesson Ss will be able to: - Develop such reading skills as scanning for details, specific ideas, skimming for general information, and guessing meaning in context, identifying the sequence of events. - Use the information they have learnt to discuss the story. II. Teaching aids: - Textbook, handouts, cassette, III. Anticipated problems: - Ss may need help with discussion task, so T should be ready to help them. IV. Procedure: Teachers activities Students activities - Whole class 1. Check the attendance 2. Warm up Ask Ss some questions and ask Ss to answer - When was your last birthday? - Answer the questions - What did you on that day? - How did you feel on that day? - What did your parents offer you? 3. New lesson A. Before you read - T introduce the pictures: The six pictures describe the events in a story. Theyre not in Whole class chronological order. Can you describe whats happening in each of the picture - T suggests for the Ss by asking some questions: A man and a young girl + What you see in the 1st picture? + What you think might be relationship between the girl and the May be they are family members man? Its money + What you see on the table? Vocabulary Floppy cotton hat Phự Cỏt high school Lesson plan English 11 2009 - 2010 Pair work, individual work and whole class - Play the tape once for Ss to hear the words Containing these clusters. Then T plays the tape (or read) again and this time ask Ss to repeat after the tape (or T) - Ask Ss to read the words in each column out loud in chorus for a few times. Then T calls on some Ss to read the word out loud. T listens and corrects their pronunciation Practicing sentences containing the target sounds - Ask Ss to work in pairs and take turn to read aloud the sentences - Call on some pairs to read the sentences again and provides corrective feedback Grammar 1.Presentation Relative clauses(revision) Setting the scene T: Do you know the man? T: The man whom you met in the street yesterday T: So the man you met yesterday is your cousin Tr-ờng hợp bỏ ĐTQH tân ngữ MĐ - T gives some example for Ss to + The girl whom you saw on the bus yesterday is my sister + The books that / which I bought yesterday is very interesting 2. Practice Exercise - Ask Ss to work individually and then ask them to read loudly before class - Listen and give feedback S: Which man? S: Oh, yes. Hes my cousin The girl you saw on the bus siter The books I bought interesting Individual work 1. Have you found the bike you lost? 2. Most classmates he invited to. 3. The short stories John told were. 4. The dictionary I bought yesterday is 5. I didnt like the man we met this. 6. The beef we had for lunch was 1. I enjoy my job because I like the people I work with 2. The dinner party we went to wasnt very enjoyable 3. The house were living in is not in good - Ask Ss to work individually and then ask them to read condition 4. I wasnt interested in the things they were talking loudly before class about - Listen and give feedback 5. He didnt get the job he applied for 6. The bed I slept in was very modern Exercise - Ask Ss to tick the sentences in which the relative pronoun Suggested answer can be omitted The relative pronoun in sentence 1, 3, 5, can be - Ask Ss to work individually then work in pairs to discuss omitted Then T calls on some Ss to stand up to answer - T corrects if necessary Consolidation and homework - T summarises the main points of the lesson - Give homework, ask them to exercises work book at Whole class pages Exercise - Ask Ss to complete each of the following sentences, using a suitable sentence in the box to make a relative clause without a relative pronoun . . . . . . . Phự Cỏt high school Lesson plan English 11 2009 - 2010 . Period: UNIT 13: HOBBIES 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 and guessing meaning in context - Use the information they have read to discuss the topic II. Teaching aids: - Textbook, handouts, cassette, III. Anticipated problems: - Ss may have limited linguistic resources for discussion, so T should be ready to assist them IV. Procedure: Teachers activities Students activities Warm up Match the word in column A to picture in column B A B ____1. watching TV Work in pairs a. ____2. swimming b. _3. climbing the moutain 1. c 2. e 3. a 4. b 5. d c. _4. listening to music d. __5. singing e. Before you read - Ask Ss to look at the pictures on page 146 and call out the names of the hobbies described in the pictures - Ask Ss which of these things they like to doing in their free time and why. If Ss not like any hobbies in the pictures, they can talk about one of their hobbies - Call on some Ss to answer the question What you call things you in your free time? Introduces the topic of the lesson Hobby Picture 1: She is playing guitar Picture 2: He is going fishing Picture 3: He is swimming While you read Hobby Set the scene You are going to read a passage about a persons hobbies. Then the task that follow Task - Ask Ss to an exercise to find the meaning of the words or phrases Phự Cỏt high school Lesson plan English 11 2009 - 2010 Instruction: the words / phrases in the box all appear in the Individual work, pair work and whole class passage. Use them to fill the blanks in the sentenes Accomplished Accompanying discarded modest Avid indulge in Keep me 1. Ill forget about dieting today. Im going toeating whatever I like 2. Hes is anmusician. All his songs are very popular 3. I love all fictions by Sydney Sheldon. Im ancollector of his works 4. He doesnt like a big house in the centre. His only dream is to have a.little house on the outskirt (ngoi ụ ) 5. I spend most of my free time looking after these puppies. They really. 6. They dont need the old radio anymore. It can be. 7. He mother loves her on the organ - T gets Ss to read the passage silently and then task Accomplished (a) Discarded (a) To indulge in Accompany (v) Modest (a) va phi, phi chng Avid (a) ['ổvid] khao khỏt, thốm khỏt, thốm thung + Keep me occupied Task - Ask Ss skim the questions to understand them - Ask them to read carefully the passage again - Then T gets Ss to check their answer with a partner - Call on some Ss to read aloud their answer and ask them to explain their choices - Give the correct answers 7. He collects them from discarded envelops his relatives and friends give him 8. Local stamps 9. He keeps the less common ones inside a small album. The common ones he usually gives away to other or if no one wants them he simply throws them away After you read - Ask Ss to work in pairs to ask and answer about their hobby Consolidation and homework - T summarises the main points of the lesson - Ask Ss to learn by heart all new words and give examles 1. indulge in 2. accomplished 3. avid 4. modest 5. keep me occupied 6. discarded 7. accompanying Tài năng, tài hoa Bỏ, loại bỏ, vứt bỏ Ham mê, say mê (to accompany somebody at / on something) m nhc cho Làm cho bận rộn Invidual work, pair work and whole class 1. The writers first hobby is playing guitar 2. No, he doesnt 3. Because heSs an accomplish guitarist and hes good at accompanying 4. It is keeping fish 5. He bought some from the shop and collected some from the rice field near his house 6. He is not an avid stamp collector Pair work Whole class . . . . . . . . Phự Cỏt high school Lesson plan English 11 2009 - 2010 Period: UNIT 13: HOBBIES B. SPEAKING I. Objectives: By the end of the lesson Ss will be able to: - Ask and answer about a hobby - Talk about collection II. Teaching aids: - Textbook, handouts III. Anticipated problems: - Ss may not have enough vocabulary to talk about the topic, so T should be ready to oprovide help IV. Procedure: Teachers activities Students activities Warm up Vocabulary revision - guessing game (Vocabulary related to the topic hobbies) + T writes a word / expression which describes a hobby. Other Group work Ss from each group have to explain the word by using their actions, face expressions and sounds so that their representative can guess the word Task Find someone who - Get Ss to work in pairs. Which pair finishes the task first Pair work will be the winner - Give Ss handouts - Ask the winner to report the results to the whole class and calls on some other pairs to give out theirs Hangout B Handout A Doesnt like . Name reason Like . Name reason Swimming Swimming Fishing Fishing Stamp-collecting Stamp-collecting Mountain-climbing Mountain-climbing Playing computer Playing computer games games Reading books Reading books Watching TV Watching TV Chatting with a friend Chatting with a friend on the phone on the phone Task - Ask Ss to work in pairs to practice the Dialogue between Lan and Huong Tag (n) [tổg] nhón (hng, giỏ) Pair work Stall (n) quy, bn by hng To classify: ['klổsifai] sp xp cho cú h thng; phõn loi Eg: the books in the library are classified by / Category (n) ['kổtigri] hng, loi - Call on some pairs to practice the dialogue in font of the class according to subject sỏch th vin c phõn loi theo ch and gives feedback Task - Ask Ss to work in pairs to the role play using the suggestions in task Phự Cỏt high school Lesson plan English 11 2009 - 2010 - T goes around the class checking and offering help work in pairs to role play the dialogue - Call some pairs to talk in front of the class - T elcits feedback from the class and gives final comments Consolidation and homework - T summarises the main points of the lesson For homework, Ss revise the things they have learnt and the Whole class exercise in the work book . . . . . . Period: UNIT 13: HOBBIES C. LISTENING I. Objectives: By the end of the lesson Ss will be able to: - Develop their skill of listening for specific information II. Teaching aids: - Textbook, handouts, cassette, III. Anticipated problems: - Ss may not catch some information, so T should be ready to assist them IV. Procedure: Teachers activities Students activities Warm up Make as many sentences as possible with the words Group work 1. I like stamps / I have a lot of stamps provided 2. We usually have fish for meals / What kinds of Stamps - fish - books - swimming fish would you like to eat Before you listen 3. I like reading book / I read any kind of Brainstorming - Get Ss to work in pairs to brainstorm all the benefits of books 4. We go swimming everyday / Do you like reading books in minutes - After minutes T calls on the pair with the biggest number of swimming? benefits to give the answers Pair work - Ask the other pairs to add more ideas Books are help to widen our knowledge Pre- teaching vocabulary Phự Cỏt high school Lesson plan English 11 Bygone (a) past quỏ kh, qua ri Gigantic (a) very great (khng l) Ignorant (a) ['ignrnt]: stupid (ngu dt; dt nỏt) ignoranc (n) to be ignorant / unconscious / unaware of smt To be fed up with: chán ngấy To cope with= to face with: đối phó đ-ơng đầu với Jungle (n): forest rng nhit i Profitably (adv) cú li, cú ớch; thun li Available (a) ['veilbl] cú th kim c, cú th mua c, sn cú dựng Otherwise (adv) mt khỏc, v mt khỏc Continually (adv) [kn'tinjuli] liờn tc, khụng ngt While you listen Task - Ask Ss to read through the statements to understand them and underline key words - T plays the tape once for Ss to the task - T asks for Ss answers and writes them on the board - T plays the tape the second time for Ss to check their answers - T checks Ss answers by calling on some Ss and ask Ss to explain their answers Task - T asks Ss to read through the passage with the things they remember from the previous time of listening - T plays the tape again for Ss to the task. After playing the tape, T gets Ss to work in pairs and check their answers - T calls on some Ss to give the answers and elicits feedback from other Ss. After you listen - Get Ss to work in groups of to talk about the disadvantages of over-reading - Go around checking and offering help - Call on the groups to present their ideas and other groups to add some more ideas - T gives the feeback Consolidation and homework T summarises the main points of the lesson For homework, Ss revise the things they have learnt and the exercise in the work book 2009 - 2010 Books give us valuable experience Books are good sources of information Books make our life better Books help us relax Profitable (a), profitability(n) Otherwise (conj) nu khụng thỡ . Ex: Put the cap back on the bottle, otherwise the juice will spill y cỏi np chai li, nu khụng nc ngt s - individual work, group work and whole class + 1, 5, 6, 7, are true 2. F (His parents soon got fed up with having to read to him continually) 3. F (He started with simple ABC books) 4. F (Now he reads just about anything that is available individual work, group work and whole class 1. wonderful 2. disease 3. jungle 4. certainly 5. ignorantly Group work Some disadvantages of over reading - becoming shortsighted - not having enough physical exercise - lacking practical knowledge - becoming a bookworm whole class . . . . . . . . Period: UNIT 13: HOBBIES D. WRITING I. Objectives: By the end of the lesson Ss will be able to: - Write about a collection II. Teaching aids: - Textbook, handouts, III. Anticipated problems: - Ss may not have sufficient vocabulary to write, so T should be ready to help them IV. Procedure: Phự Cỏt high school Lesson plan English 11 Teachers activities Warm up Competion game - Ask Ss to make questions withbook collection Suggestions 1. Where to buy books 2. How to collect books 3. How to keep books 4. How to classify books 5. When started collecting 6. Why to collect books 7. Plan for the future Preparing Ss to write With weaker Ss, T allows them to write about a book collection and stamp collection, using suggestions or outlines - T gets Ss to work in pairs to make an outline for their writing by answering the questions in warm up. They should discuss to choose the most appropritate detail to support the main ideas Writing - T gets Ss to write a paragraph about their collection in 15m, base on the outlines they have produced. Ss should arrange the ideas in a logical way - Call two Ss to go to the board to write - Go around offering help 2009 - 2010 Students activities Work in groups of four 1. from book shop, second-hand stall, parents, friends 2. buy the book when find it interesting 3. keep them in a big bookself 4.different categories: history, people, science 5. at age of 12 6.broaden knowledge, know more about the world 7. continue to make the collection richer Pair work and whole class Individual work Im very much interested in collecting books and have a book collection at home. I started collecting books when I was a 12 year-old student. I buy the book whenever I find them interesting. Near my house are several book shops, so when I have free time I go there to find Feedback on Ss writing - T asks Ss to exchange their writing with another student for books for my collection. Sometimes I also buy books in second-hand book stalls, and peer correction occasionally, my parents and friends give me - T goes around and collects mistakes and errors some. - T writes Ss typical errors on the board - T provides correction only when Ss are not able to correct the Now I have a total about 100 books and I keep them all in a big bookshelf in my bedroom. I errors classify them into different categories: books about history, books about famous people, and Consolidation and homework books about science T summarises the main points For homework, T asks Ss to improve their writing, taking in I love collecting books because books helps me broaden my knowledge and know more about the consideration their friends and Ts suggestions and correction world. Also, reading books train my patience . . . . . . . . Period: UNIT 13: HOBBIES E. LANGUAGE FOCUS I. Objectives: By the end of the lesson Ss will be able to: - Pronounce the clusters /pt/, /bd/, /ps/ and /bz/ - Pronounce the words and sentences containing these clusters correctly - Use cleft sentences (subject focus, object focus and adverbial focus) correctly to the exercises and solve communicative task II. Teaching aids: - Textbook, handouts, III. Anticipated problems: - Ss might have difficulty pronouncing. Therefore, T should be ready to assist them IV. Procedure: Phự Cỏt high school Lesson plan English 11 Teachers activities Pronunciation Distinguish sounds - T models the /pt/, /bd/, /ps/ and /bz/ for few times and explains how to pronounce them - T gets Ss to read the words in each column out loud in chorus for a few more times. T listens and corrects if Ss pronounce the words incorrectly Practicing sentences containing the target sounds - Ask Ss to work in pairs and take turn to read aloud the sentences - Go around to listen and take notes of the typical errors - Call on some Ss to read the sentences again and provides corrective feedback Grammar A. Presentation Cleft sentences - T gives examples to explain This boy visited his uncle last month S O Adv + Subject focus: It was the boy who visited his uncle last month + Object focus: It was his uncle that the boy visited last month + Adverbial focus: It was last month that the boy visited his uncle - T calls on some Ss to comment on these examples - T explain and ask Ss to the following sentence: David studied English at Oxford - Cleft constructions with the pattern It + be+ focus+ clause 1. Subject focus It is/was + S + that/who + verb: làm 2. Object focus It is/was + O + that/who(m) + S + verb: đó, mà 3. Adverbial focus It is/was + adverbial of place + that + S + verb + (chính nơi đó/ làm ) B. Practice Exercise - T asks Ss to exercise individually and then compare their answers with another student - T calls on some Ss to read out their answers - T elicits peer correction and gives correct answers if necessary Exercise - Ask Ss to exercise individually and then calls some Ss to write their answers on the board - T elicits feedback from other Ss Correct answers Exercise - Ask Ss to exercise in pairs - Ask them to compare answer with another pair - Call on some Ss to read aloud their answers - Ask other Ss to feedback and gives correct answers Production Noughts and crosses My dog Their sister His wife At home In the library Her best friend My mother This Sunday Mai Phự Cỏt high school 2009 - 2010 Students activities Individual work, pair work and whole Class Individual work, pair work and whole Class It was David who studied English at Oxford It was English that David studied at Oxford It was at Oxford that David studied E It is my friend that helps me a lot It is my cat that I love very much It is in this hospital that I was born Individual work, pair work and whole Class 1. It was the boy who visited his uncle last month 2. It was my mother who bought me a present on my birthday 3. It was Huong and Sandra who sang together at the party 4. It was Nams father who got angry with him 5. It was the boys who played football all day long 6. It was the girl who received a letter for her friend yesterday. Individual work, and whole class 1. It is E that the man is learning 2. It was the book that the woman gave him 3. It was the postcard that she sent her friend 4. It was the book that Hoa borrowed from Long 5. It was his grandfather who(m )the little boy greeted in a strange language 6. It was the policeman who(m )the pedestrian asked a lot of questions 7. It was the stranger who(m) the dog barked at Pair work and whole class Lesson plan English 11 2009 - 2010 1. It was in the garden that the boy hit the dog - Ask Ss to work in pairs to make cleft sentences - Call on some Ss to read out their sentences, and other Ss 2. It was for tea that she made some cakes 3. It was for him that his father repaired the give comments bicycle 4. It was on his birthday that she presented him a book Consolidation and homework 5. It was in Britain that he met his wife T summarises the main points of the lesson For homework, Ss revise the things they have learnt and the 6. It was from the shop that she bought that present exercise in the work book 7. It was at 8:00 a.m that the meeting started Whole class . . . . . . . Period: UNIT 14: RECREATION A. READING I. Objectives: By the end of the lesson Ss will be able to: - Develop such reading micro-skills as guessing meaning of words in context and scanning for specific ideas - Use information they have read to discuss the related topic II. Teaching aids: - Textbook, handouts, III. Anticipated problems: - Ss may need to be provided appropriate linguistic resources so that they can complete various learning tasks IV. Procedure: Teachers activities Students activities Group work Warm up Matching picures with leisure activities . 1. singing 2. swimming 3. shopping 4. cooking 5. watching TV 6. listening to music 7. reading newspapers 8. playing chess Before you read - Ask Ss to look at the pictures in their text book and tell what Phự Cỏt high school Pair work 1. She is playing guitar 2. They are having a party 3. They are playing rugby 4. She is watching TV at home 5. They are swimming Lesson plan English 11 2009 - 2010 they are doing - Then ask Ss to look at the activities written on the board and guess which of these leisure activities Bristish people often in their free time - T elicits the answers from the whole class and put a tick next to activities Ss think British people often in their free time s ngh ngi, s gii trớ, s tiờu khin Pre - teaching vocabulary chm hiu, ti d, ngu n, n n Recreation (n) trũ tiờu khin, trũ gii trớ, s gii trớ Dull (a) slow to understand / learn nhn, m nhn, m trỏch Pastime (n) hobby I can't undertake to that Undertake (v) trũ chi bi-da (21 vien) Snooker (n) trũ chi bi-da (16 vien) Pool (n) [pu:l] trũ chi nộm phi tiờu Dart (n) tinh vi, phc tp, rc ri; cụng phu Sophisticated (a) khc, tr, chm Engrave (v) [in'greiv] While you read Task individual work, pair work and whole class - Get the Ss to read the passage silently and task 1. A 2. B 3. B - Ask Ss to work in pairs to exchange their answers 4. A 5. B 6. A - T checks answers with whole class Task individual work, pair work and whole - Ask Ss how to this task and ask them to read 1. Because without them people will become the questions and underline key words before anwering them - Ask Ss to work individually to the task, then discuss their dull/bored 2. Football and rugby in winter and cricket and answers with their peers - Call on some Ss to give their answer and ask them to explain athletics in summer their choices. T elicits feedback from other Ss and give the 3. Walking and swimming 4. B this is a new kind of entertainment which correct answers gives them pleasure After you read - get Ss to work in pairs to discuss the question - go around to observe and offer help - call on some pair to present their discuss Pair work - listen and give feedback Consolidation and homework Whole class - T summarises the main points of the lesson - Ask Ss to learn by heart all new words and give examles . . . . . . . Period: Phự Cỏt high school Lesson plan English 11 2009 - 2010 UNIT 14: RECREATION B. SPEAKING I. Objectives: By the end of the lesson Ss will be able to: - Express agreements and disagreements about entertainment activities and state the reasons II. Teaching aids: - Textbook, handouts, III. Anticipated problems: - Ss may not have enough vocabulary to talk about the topic, so T should be ready to provide help IV. Procedure: Teachers activities Students activities Warm up Lucky number - Get Ss to play the game lucky number with the words they had Group work learnt Task - Get Ss to work in pairs to read the expression on page 157 and decide which expressions show agreement and which Pair work and whole class expressions show dis agreement 1. A 2. D 3. A 4.A - T checks with whole class and gives correct 5. D 6. A 7. A Task + - Ask the whole class to read the D on page 157 Pair work, whole class, group work - Ask Ss to practice D in pairs - Call on some pairs to practice the D in front of the class and A: Lets go camping B: Yes, lets that. Then we can enjoy give feedback spectacular scenery - Then ask Ss work in groups to continue the discussion C: Oh, thats a good idea, but if we go camping Task - T calls on some representatives to report their discussion to well have to bring a lot of equipment and supplies which are quite heavy the whole class. - Ask Ss to present the reasons why their group member agree or disagree about the camping trip and what their Pair work and whole class decision is - T elicits feedback from the class and gives final comments Consolidation and homework - T summarises the main point of the lesson - For homework, Ss learn by heart the expressions and Whole class exercises in workbook . . . . . . . Phự Cỏt high school Lesson plan English 11 2009 - 2010 Period: UNIT 14: RECREATION 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. Teaching aids: - Textbook, handouts, cassette, III. Anticipated problems: - Ss may not catch some information, so T should be ready to help them IV. Procedure: Teachers activities Students activities Warm up -T gets Ss to work in groups of and then gives the following Group work handout - Ss discuss in their group and put the leisure activities in the appropriate column. The group with the correct and quicket answer is the winner All season Indoor Outdoor Out summer door outdoor Surfing, scuba diving, playing video games, winter skiing, sunbathing, surfing the internet, building Surfing, Skiing, Building Playing sand castles, hiking, swimming, hose riding, scuba snow sand video having a picnic, bungee jumping, rollerblading, diving, boar castles, games, cycling, snowboardinf, bird watching, watching sunbathing ding hiking, Surfing TV, playing chess. swimming, the horse internet, riding, watching Indoor Outdoor Outdoor All season having a TV, summer winter outdoor picnic, playing bungee chess jumping, roler blading, cycling, bird - T asks the winner group to go to the board and write their watching answers. Other Ss observe and comments - T checks and gives feedback Before you listen - T gets Ss to work in pairs to describe the two pictures. Pair work and whole class + Who are the people in the pictures? They are students + What are they doing? They are going for a camping holiday + Where are they? They in the forest and in the city + What is the weather like? The weather is fine Pre - teaching vocabulary Campinground (n) area for camping Depressed (n) sad Solitude (n): state of being alone, remoteness Cô đơn, cô độc, hiu quạnh Spectacular (a): impressive, dramatic đẹp, kỳ vĩ While you listen Task Before Ss listen to the task, T asks them to read through the statements to understand them well - Play the tape once for Ss to listen and the task - Get Ss to find a partner to check their answers with - If many Ss cant answer the questions, T plays the tape one or two more times and pauses at the answers for them to catch Then check with whole class Phự Cỏt high school Individual work, pair work and whole class 1, 2, 4, - true 3. F (He used to be there in summer) 5. F (She doesnt like it) Lesson plan English 11 Task - Get Ss to read the questions in task and answer the questions without listening again. If they cant, T plays the tape for them to listen again - Get Ss to check their answers with a partner. Then check with whole class - Play the tape again and pause at difficult point if many Ss cant complete the task - Call on some Ss to go to the board and write down their answers - T gives the feedback - Get Ss to read the options in each sentene or question carefully - Play the tape once for Ss to listen and the task - Get Ss to find a partner to check their answers with - If many Ss cant answer the questions, T plays the tape one or two more times and pauses at the answers for them to catch Then check with whole class After you listen - T gets Ss to work in groups of to discuss what campers should to protect the widerness - T goes around to check and offer help - T calls on the groups to present their ideas and other groups to add some more ideas - T gives corrective feedback 2009 - 2010 Individual work, pair work and whole class 1. Riding their dirt bike in the desert, taking showers in waterfalls and swimming in lakes and rivers. 2. In sleeping bags or tents 3. Because more and more people are coming to these places and leave trash in the forests and take rocks and plants with them 4. He thinks nature is also important in the world 5. In cities 6. Because she cant put up an umbrella tent in the wind or make a fire in the rain or carry a heavy backpack Group work and whole class - Consolidation and homework - Summarise the main point of the lesson - Ask Ss to learn by heart all new words and exercises in workbook They shouldnt leave the trash in the place They shouldnt cut trees or take plants home They shouldnt throw dirty things into the lakes and treams Be careful with the fire They shouldnt take rocks or wild amimals home . . . . . . . Phự Cỏt high school Lesson plan English 11 2009 - 2010 Period: UNIT 14: RECREATION D. WRITING I. Objectives: By the end of the lesson Ss will be able to: - Describe a camping holiday II. Teaching aids: - Textbook, handouts, III. Anticipated problems: - Ss may not have sufficient vocabulary to write , so T should be ready to help them IV. Procedure: Teachers activities Students activities Warm up Competition game - What should be prepared for a Group work - Things to bring: camping trip? Imagine that your class is going for a camping trip in Ao Vua, Food, drinks, tent, shovel cỏi xng, flashlight, a place which is around 50 km from Hanoi and has many sleeping bag, blanket, whistle, mattress ['mổtris] nm, m, ,compass, first aid kit b dng c s mountains , streams and waterfall. - Ask Ss to discuss in groups to work out the things you cu, swimming suit, spare clothes, strong shoes, should prepare before the camping trip. After minutes, stove, cooker, guitar which group has the most suitable things will be the - Things to do: Hire a coach, hire the tent, buy necessary things, winner prepare some games and songs Preparing Ss to write Task - Ask Ss to work in pairs to look at the pictures and activities Pair work, group work and whole class 4. c given on page 159 and 160 of the book and match the 1. g 2. a 3. b 5. f 6. d 7. h 8. i 9. e activities with suitable pictures - Check the answers with the whole class - T asks Ss to work in group to brainstorm the ideas for the Last weekend our class went to Ba Vi for a two-day description. Ss should also work out the structure of the camping holiday. Our bus left the school very early, at a.mon Saturday morning so that we could hame writing - Ss write one or two sentences about the time and place of more time to play. When we arrived at the campground, we quickly put up the two big the camping trip + Body: Ss describe the camping trip in details: the time they umbrella tents. After that some of us went around set up, what activities they did and the time they came back to watch wildlife in the forest. Some of our classmates who had been in the place before went from the campground swimming in the lake. At around ten a.m, we + Conclusion: Ss write bout their feeling of the trip gatered near the tent and cooked our food over the Writing - Get Ss to write their description in 15 minutes, based on the open fire. After lunch, we had a short rest. At about p.m, we went fishing in the hope that we could suggestions given in task catch some fish for our dinner. Luckily, we caught - call two Ss to go to the board to write big fishes. We cooked and had dinner together - goes around and offer help happily. After that, we put up a big fire to prepare for the evening activities. We sang and danced around the camp fire. Ar 11 p.m we went to sleeping in the tents. The boys slept in the blue tent, and the girls stayed in the red one. We all slept soundly. Feetback on Ss writing - T asks Ss to exchange their writing with another student for The next morning we woke up early. After a light breakfast, we organized some games with funny peer correction and surprising prizes. After lunch, some of us went - T goes around and collects mistakes and errors around the place while others took a nap in the - T writes Ss typical errors on the board - T provides correction only when Ss are not able to correct tents. We got on the bus to leave to campsite at p.m on Sunday afternoon the errors The camping trip has had agreat impression on us. Consolidation and homework Phự Cỏt high school Lesson plan English 11 2009 - 2010 After the trip, our classmates seem to understand - T summarises the main points For homework, T asks Ss to improve their writing, taking in more about one another. We hope we can have consideration their friends and Ts suggestions and correction another chance to go camping again . . . . . Period: UNIT 14: RECREATION E. LANGUAGE FOCUS I. Objectives: By the end of the lesson Ss will be able to: - Pronounce the clusters /ts/, /dz/, /tt/, /d d/ - Pronounce the words and sentences containing these cluters correctly - Use both and, not only but also, etheror, neithernor and cleft sentences in the passive correctly to the exercises and solve communicative tasks II. Teaching aids: - Textbook, handouts, III. Anticipated problems: - Ss may have difficulty pronouncing the clusters. Therefore, T should be ready to assist them IV. Procedure: Teachers activities Students activities Pronunciation Distinguish sounds - T models the clusters /ts/, /dz/, /tt/, /d d/ for few times and Individual work, pair work, and whole class explains how to pronounce them - T gets Ss to read the words in each column out loud in chorus for a few more times. T listens and corrects if Ss pronounce the words incorrectly Practicing sentences containing the target sounds - Ask Ss to work in pairs and take turn to read aloud the sentences - Go around to listen and take notes of the typical errors - Call on some Ss to read the sentences again and provides corrective feedback Grammar Exercise 1. Presentation 1.1 Bothand (vừavữa) Pay attention and give examples Both + adj + and + adj She is both pretty and intelligent adj adj He is both singer and actor Both + N and + N She plays both table- tennis and badminton Both my sister and brother are students N N both + V and + V Not only the students but also the teacher is They both speak and laugh interested V V both + adverbial phrase + and + adverbial phrase Lan works hard both at home and at work 1.2 Not only but also Adv adv It is not only cold but also wet She not only plays badminton but also tennis 1.3 either or: (Đ-ợc dùng để nói lựa chọn khả (hoặc đôi Note: hai S đc nối not only.but also, thi đt chia theo S đứng gần đt nhiều 2) Not only my son but also my daughters are here Ex: I dont speak either Chinese or Japanese You can have either soup or fruit juice You can either come with me now or walk home He didnt either write or phone Phự Cỏt high school Lesson plan English 11 Note: hai S đc nối either .or, V chia theo S đứng gần V Either he or I am wrong 1.3 Neithernor: khôngmà không I neither rich nor poor He neither phoned nor wrote Note: hai S đc nối Neither .nor, V chia theo S đứng gần V 2. Practice - T asks Ss to exercise individually and then compare their answers with another student - Call on some Ss to write their answers on the board - T elicits peer correction and gives correct answers if necessary Exercise 1. Presentation Cleft sentences in the passive The boy hit the dog in the garden It was the dog that was hit in the garden They gave Mai a book last week It was Mai who was given a book last week 2. Practice - T asks Ss to exercise individually and then compare their answers with another student - Call on some Ss to write their answers on the board - T elicits peer correction and gives correct answers if necessary 2009 - 2010 Neither he nor I am right Individual work, pair work, and whole class 1. Both Jim and Carol are on holiday 2. George neither smokes nor drink 3. Neither Jim nor Carol has a car 4. The film was both long and boring 5. That mans name is either Richard or Robert 6. Ive got neither time nor money to go on holiday 7. We can leave either today or tomorrow 8. Helen lost both her passport and her wallet at the airport 9. They are both clean and easy to part 10. I either go to the ciname or stay at home and watch TV Pay attention and give more examples 1. It was Christina who was given a lot of flower 2. It was the policeman wo was asked. 3. It was his house that was talked 4. It was a bicycle that was bought 5. It was his home town that was described 6. It was the children who were frightened 7. It was her classes that were broken 8. It was my younger sister who was kissed 9. It was this story book that was given to 10. It is Tet that is celebrated as the . Consolidation and homework - T summarises the main points For homework, T asks Ss review the lesson, the exercises Whole class in the workbook . . . . . . . Phự Cỏt high school [...]... just moved to a new house in Tay Ho District 3 4 2 8 11 5 10 1 6 7 9 5 Would you like to come? 6 Please let me know your answer as soon as possible 7 See you 8 My parents are giving a house-warming party this evening around 6:30 p.m 9 Hoa 10 I think Chris and Kim are coming, too Phự Cỏt 2 high school Lesson plan English 11 2009 - 2010 11 Well havePho and some other special dishes - Pair work... vocabulary đánh dấu - Mark (v): sự kiện quan trọng, mốc lịch sử, giai đoạn - Milestone: an important event or state in ones life quan trọng - Lasting (a) bền vững, lâu dài - Golden (a) made of gold th - Golden anniversary/jubilee /'du:bili:/: celebration of the 50 wedding anniversary /,ổni'v:sri / - Silver anniversary: celebration of the 25th wedding anniversary Phự Cỏt 2 high school Lesson plan English 11. .. theyve planned - Decide which parties would be the most 3 Homework Phự Cỏt 2 high school Lesson plan English 11 - Ss write a paragraph about a party they have been to 2009 - 2010 attractive and they would most love to come to - Whole class Phự Cỏt 2 high school Lesson plan English 11 2009 - 2010 Unit 3: A party Period 3 Listening I Objectives: By the end of the lesson Ss will be able... did you get ill) 4 Home work - go to hospital (Did you have to goto ) - Learn by heart the dialogue Phự Cỏt 2 high school Lesson plan English 11 2009 - 2010 - How (How did the experience affect you?) Phự Cỏt 2 high school Lesson plan English 11 2009 - 2010 Unit 2: Personal experiences Period 3 Listening I Objectives: By the end of the lesson Ss will be able to: -Develop such listening... burning and fire- fighters are trying to put out fire Vocabulary - They are fire-fighters 1 Memorable (a) 5 Gas stove (n) - She is carring her daughter out of the fire 2 Terrified (a) 6 Embrace (v) 1 đáng nhớ 5 bếp ga 3 Scream (v) 7 Escape (v) 2 sợ hãI 6 ôm 4 Replace (v) 8 Protect (v) 7 trốn thoát - Ask Ss to practice the vocabulary in chorus T helps Ss to 3 thét, gào 4 thay thế 8 bảo vệ pronounce them... some Ss to give the answers - Individual work and pair work C After you listen 3 family 5 took - Before getting Ss to discuss, T teaches them some useful 1 small Phự Cỏt 2 high school Lesson plan English 11 expression of asking for and giving opinions: -Asking for opinions: + What do you think about? + Whats your opinion about? + Whats your feeling about? + Whats your point of view about.? + How do you... But I slowly began to realized that I didnt really need my old things I just needed my family After all, you can get new clothes anytime, but a family can never Phự Cỏt 2 high school Lesson plan English 11 2009 - 2010 be replaced Interviewer: I see, so the fire took many things from you, but it gave you something too Christina: Exactly, It taught me to appreciate my family more than things Unit 2: Personal... corrective feedback from the class and gives final comments afterwards 3 Homework - Whole class - Do exercise in work book - Prepare the next lesson Phự Cỏt 2 high school Lesson plan English 11 2009 - 2010 Unit 2: Personal experiences Period 5 Language focus I Objectives: By the end of the lesson Ss will be able to: - Distinguish the sounds /m /, /n / and / / - Pronounce the words and sentences... tenses: a Presentation - Present simple + The use + Form: (+) I, You, We, They + bare infinitive Take notes He, She, It + V(s,es) (-) S + dont/doesnt+ V-infinitive Phự Cỏt 2 high school Lesson plan English 11 (?) Do/does+ S + V-infi ? - Present continous + The use + Form: (+) S + be + V-ing (-) S + be + not + V-ing (?) Be + S + V-ing? -Present perfect + The use: we use present perfect to express an action... 2010 - Give examples - Give examples & take notes - Give examples & take notes - Individual work & pair work 1 invites 2 sets 3 gets 4 waves 5 promises 6 carries 7 contains 8 has baked 9 is 10 is shining 11 are singing 12 is - Whole class - Take notes and give example - Individual & pair work 1 broke/ was playing 2 wrote/ was 3 was working/broke 4 started/ were walking 5 told/ were having 6 didnt listen/ . attentively - Tell the difference ©m vßm miÖng h÷u thanh D©y thanh ©m rung lªn khi ph¸t ©m - Listen and take note ©m v« thanh: d©y thanh ©m kh«ng rung lªn khi ph¸t ©m ©m vßm miÖng phô. thông cảm thông cảm, đồng cảm nỗi buồn - Do as Ts requests Friendship Lesson plan English 11 2009 - 2010 Phù Cát 2 high school Setting the scence. You are going to read a passage about. ………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………… Lesson plan English 11 2009 - 2010 Phự Cỏt 2 high school Unit1: Friendship Period 2: Speaking I. Objectives :