giáo án tiếng anh 11 thí điểm cả năm mới (hay)

Date of preparation: August, 14th 2015 2015 Distributive period: signing: Date of signing: August, 17th Date of INTRODUCTION OF ENGLISH 11 A Aims: - Help Ss to know about the English book grade 11 in general (Including themes, tests, lessons etc ) - Introduce how to an oral test, a fifteen - minute tests and a written test - Some requires of student to study well English - To help Ss have the opportunities to develop their oral fluency - To introduce the theme and units - By the end of the lesson, students will be able to: + Get to know the topic, the theme and units B Preparations: - Teacher: Handouts, textbook, sub boards, colored chalks and lesson plan - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Activities Interactions Warm-up minutes Presentation 30 minutes Introduces herself to the students Asks some students to introduce themselves: What’s your name? Do you like English? Do you find English easy or difficult? Which is the easiest, the most difficult? reading, speaking, listening, or writing? Why you learn English? How long have you learned English? Are you good or bad at English? The text- book English 11 - The 1st term * Unit 1- Unit 6: parts for each unit: getting started, language, reading, speaking, listening, writing, communication and culture and looking back & project * Review 1, * Test yourself * Written tests: 6: 15’(3) 45’(2) end- term (1) - The 2nd term: * Unit 7- Unit 12: parts for each unit: getting started, language, reading, speaking, listening, writing, communication and culture and looking back & project * Review 3, * Test yourself * Written tests: 6: 15’(3) 45’(2) end- term (1) T < > Ss Individually T < > Ss Teacher’s demand: - Read the lesson before studying in class - Do all exercises at home - It is good to find the meaning and the pronunciation of the new words in the dictionary at home -Listen to the teacher attentively and take part in the lesson actively and creatively - Take part in the activities that the teacher required such as pairs work, group work or individual - Each S has a notebook and book (student book and work book) Books * Text - book English 11 * Work - book English 11 At home: * Prepare for the new lessons: content, structures, words and phrases, pronunciation * Revise the old lessons + all the homework At class: * Participate in all activities * Keep the discipline Consolidation minutes Homework minutes Students’ assessment What you find your English? Very good/ excellent: Good: Average: Bad: Very bad: - Give feedback - Prepare Unit 1: The generation gap Lesson1: Getting started T < > Ss T < > Ss E Experience: Date of preparation: August, 14th 2015 Date of signing: August, 17th 2015 Distributive period: Date of signing: Unit the generation gap Lesson Getting started A Objectives: Language focus - To help learners get started with some language items in Unit - For vocabulary, that is words and phrases related to the generation gap and family rules, as well as some compound nouns - For pronunciation, that is strong and weak form of words in connected speech - For grammar, that is the use of some modal verbs: should, ought to, must, have to Skills - To help learners get started with skills in Unit - Reading: Reading for specific information in an article about the generation gap - Speaking: Talking about parent-child relationship problems, and offering advice on how to solve them - Listening: Listening for specific information in a conversation between two teenagers about conflicts with their parents - Writing: Write a letter about family rules to a teenager staying with a homestay family Attitudes - To help Ss get started for Unit with the topic "the generation gap" - To provide Ss some motivation B Preparations: - Teacher: Handouts, textbook, lesson plan, pieces of papers and cassette - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Activities Interactions Warm up minutes New lesson 15 minutes Lead in Ask Ss to read the box and inform the class of the lesson objectives - Vocabulary - Pronunciation - Grammar - Skills - Communication and Culture Activity 1: Listen and read - Tell Ss that they are going to listen to a conversation in the school library between two friends: Sam and Ann - Play the recording - Ask Ss listen to the recording and read the conversation - Ask them to pay attention to highlighted words and phrases + extended family + nuclear family + childcare + generation gap + table manners + viewpoint Activity 2: Read the conversation again Decide whether T < > Ss T < > Ss Whole class 10 minutes 12 minutes the statements are T or F - Ask Ss to work individually and finish the task - Ask them to exchange their answers with a partner F F T F T Activity 3: Complete the definitions by filling highlighted compound nouns in the gaps Ask Ss to work individually and finish the task Ask them to exchange their answers with a partner A nuclear family A generation gap A viewpoint Childcare Table manners An extended family Activity 4: Find other compound nouns in the conversation As Ss to work in groups and finish the task - Ask Ss to work in small groups - Give feedback on Ss’ presentations Keys: grandparents grandma grandpa grandmother hairstyles housework footsteps Activity 5: Find verbs used to express duty, obligation, advice or lack of obligation Ask Ss to work in groups and finish the task + Opinion and advice: should, shouldn't, ought to, ought not to + Duty and obligation: must, have to + Lack of obligation: not have to, not need to Activity 6: Ask and answer the questions Ask Ss to work in pairs and finish the task + Nuclear family: have closer relationships with each other less generation gaps worry about childcare + Extended family: - more help from family members - not worry about childcare - more conflicts and generation gaps - Ask Ss: What have you learnt today? What can you now? - Summarize the main points of the lesson Consolidatio n minutes - Ask Ss to learn by heart the words or phrases related to the Homework wedding ceremony minute - Prepare for the next lesson E Experience: Individually T < > Ss Group work T < > Ss Pair work T < > Ss T < > Ss Date of preparation: August, 14th 2015 Date of signing: August, 17th 2015 Distributive period: Date of signing: Unit the generation gap Lesson Language A Aims and Objectives: Language focus - To provide learners some language items in Unit - For vocabulary, that is words and phrases related to the generation gap and family rules, as well as some compound nouns - For pronunciation, that is strong and weak form of words in connected speech - For grammar, that is the use of some modal verbs: should, ought to, must, have to Skills - To promote Ss to develop the skill of working in pairs and groups Attitudes - To encourage Ss to work harder - To provide Ss some motivation B Preparations: - Teacher: Handouts, textbook, pieces of papers, lesson plan and cassette - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Lead-in minutes New lesson minutes Activities Interactions - T informs the class of the lesson objectives: Getting to know compound nouns, weak form and strong form of words and T < > Ss modal verbs: should, ought to, must, have to A Vocabulary: Activity 1: Matching to form compound nouns Ask Ss to the tasks and compare the results with their Individually partner * Key: g h i f c b a Pair work d e Activity 2: Complete each question with one of the compound nouns in - Introduce and explain the requirement of this activity - Set a time limit for completing the activity - Encourage Ss to exchange their answers with a partner to see Pair work minutes 10 minutes 14 minutes if they understand the contexts and meaning of each sentence - Ask Ss to the tasks and compare the results with their partner - Elicit answers from the whole class and give more explanation to help Ss understand correctly, if necessary * Key: hairstyle/table manners generation gap nuclear family junk food schoolchildren Pronunciation Activity 1: Listen and repeat - Ask Ss to read the box and check their understanding - Play the recording and let Ss listen - Play it again with pauses for them to repeat each sentence Which word is stressed in a sentence? + content words: n, v, adj, adv + negative auxiliaries + question word + demonstrative pronouns: this, that, these, those without nouns + possessive pronouns - Tell Ss to listen and repeat sets of words - Ask Ss to pay attention to the stress words - Ask Ss to work in pairs and take turns reading these words in columns and in rows - Invite individuals Ss at random to read the words Correct them, if necessary Activity 2: Listen and check Ask Ss to read the sentences, decide whether bold words are stressed or unstressed Play the recording and let Ss listen and check * Key: A: strong B: weak A: weak B: strong A: weak B: strong - Ask Ss to listen to the sentences and practice saying them correctly - Check if Ss have marked the stress correctly and let them practice in pairs saying these sentences - Invite some Ss to read these sentences in front of the class and correct mistakes, if there are any Grammar: Activity 1: Underline the correct word - Ask Ss to read the box and check their understanding - Ask them to the task then compare their answers with a partner's * Key: should ought to must have to mustn't Activity 2: Rewrite the sentences Let Ss finish the task and compare their answers with their T < > Ss Whole class Pair work Whole class Individual Ss < > S T < > Ss Ss < > Ss partner's * Key: You mustn't use your mobile phone in the examination room I don't have to type my essay You should tell the truth to your parents Young people must plan their future career carefully Consolidatio n minutes Homework minute E Experience: - Ask Ss: What have you learnt today? What can you now? - Summarize the main points of the lesson Expected answers: + I can use: - Compound nouns - Weak form and strong form of words - Modal verbs: should, ought to, must, have to - T asks Ss to exercises again at home - Prepare for the next lesson - Complete Exercises in workbook Individually T < > Ss T < > Ss T < > Ss Date of preparation: August, 20th 2015 Date of th signing: August, 24 2015 Distributive period: Date of signing: Unit the generation gap Lesson Reading A Aims and Objectives: - To teach Ss to read for general ideas and for specific information about the topic of conflicts in the family and tasks: answer the questions and discuss - To teach Ss some words and phrases related to the topic of conflicts in the family - By the end of the lesson, students will be able to: + Read for general ideas and for specific information about the topic of conflicts in the family Language focus - To provide learners some vocabulary related to conflicts Skills - To promote Ss to develop their reading skills - Skim the text to get the general idea - Scan the text to get some specific details Attitudes - To encourage Ss to work harder - To provide Ss some motivation B Preparations: - Teacher: Handouts, textbook, pieces of papers, lesson plan and cassette - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Activities Warm up minutes - Ask Ss to answer the question: (?) Are there any conflicts between you and your parents? - Lead Ss in the lesson Activity 1: Guessing - You are going to read a text about the conflicts between parents and their teenager children Which of the following may be found in the text? Let Ss work in groups, the task Activity 2: Read the text quickly and check your predictions in - Let Ss skim the text, then check their predictions - Ask Ss to read the questions Help them to understand the sentences if necessary - Get Ss to look at the options and predict the answers based on the answer options given and Ss’ background knowledge - Set a time limit for Ss to read the text and answer the questions - Ask Ss to exchange their answers in pairs or groups and encourage them to discuss the reasons for their options if necessary - Ask Ss to read the text again to see if they still find it difficult to understand any part of the reading text and assist them if necessary - For stronger class, ask Ss to summarize the main content of the reading and present their summaries to the whole class *Key: b c d e f Activity 3: Matching - Match the highlighted words in the text with the definitions below Let Ss look at the highlighted words again, then the task individually Ask Ss to compare their answer with a partner afford impose brand name norms conflicts * The aim of this activity is for Ss to reflect on their experience and express - Tell Ss to work in pairs - Have Ss read the questions and practice asking and New lesson 12 minutes 12 minutes 10 minutes Interactions T < > Ss Group work T < > Ss Pair work T < > Ss answering them - Encourage Ss to give reason to support their opinions - Ask several Ss to report what they learn about their partners from their discussion in pairs Activity 4: Read the text carefully then answer the questions Put Ss in pairs, ask them to ask and answer the questions Let Ss read the text again and locate the parts of the text where they can get the answers *Key: Because they strongly believe that they know what is best for their children They want to be more independent, create their own opinions and make their own decisions They are worried because these clothes may break rules and norms of society, or distract them from schoolwork They want their children to spend their time in a more useful way No Some of them try to impose their choices of university or career on their children Consolidatio - Summarize the main points of the lesson n minutes - Ask students to learn by heart the new words Homework - Prepare for the next lesson minute E Experience: Pair work T < > Ss T < > Ss T < > Ss Date of preparation: August, 20th 2015 2015 Distributive period: signing: Unit the generation gap Lesson Speaking A Aims and Objectives: - To teach Ss to talk about conflicts in the family Date of signing: August, 24th Date of - To teach Ss to practise sharing and giving responses to new information - To provide learners some vocabulary related to the topic of conflicts in the family - By the end of the lesson, students will be able to: + Express their opinion about conflicts in the family + Perform their viewpoints to other people in real life B Preparations: - Teacher: Handouts, textbook, lesson plan and pieces of papers - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Activities Interactions - Ask some Ss to talk about the conflicts between parents and Check up children minutes - Feedback T < > Ss New Activity 1: lesson - Read about the three situations facing teenagers Match them Individually with the problems a, b or c in the box below minutes - Ask Ss to the task then compare the result with their partner - Ask Ss to the task individually and then check their answers in pairs Encourage Ss to explain their choice T < > Ss 13 minutes *Key: 1.b c a Activity 2: - Here are some of the things teenagers and parents complain about Tick the complaints that you hear in your family - Let Ss the task then compare the result with their friend Group work - Let representatives from different groups to go to the board and give their presentations My children: - watch too much TV - don't help with housework - dress badly and have ugly hairstyle T < > Ss - spend too much time on their mobile phones and computers My parents: - don't respect my privacy - criticize my appearance - want me to follow in their footsteps - always tell me what to 13 minutes - don't like my friend - Call several groups at random to report their viewpoints Activity 3: Group work - Work in pairs Tell your partner what you or your brothers/sisters and your parents complain about Give advice on how to solve the problem - Let Ss work in pairs A: What kind of conflict you get into with your parents? B: Well I don't like the way my parents criticizing my 10 Activity 1: Read the statement in direct speech Decide if it is necessary to change the verb tenses in reported speech after reporting verbs in the past tense Write C or U in the space provided - Have S work individually first - Encourage them to refer to the Do you know ? box to get more information about the classes Ask Ss questions to check if they understand the general rules related to the form and usage of this grammar point - Ask Ss to compare answers in pairs - Check Ss’ answers as a class *Keys: C/U C/U U U U U U C/U Activity 2: Report each statement in - Ask Ss to report the statements in 1, using the reporting verbs in the prompts - Have them compare their answers - Have Ss rewrite their sentences on the board - Check Ss’ answers as a class *Keys: I told him that if I drank coffee before bedtime, I couldn’t sleep C I told him that If I drink coffee before bedtime, I can’t sleep U Dr Quan said that we’d boost our immune system if we had a healthy lifestyle C Dr Quan said that we will boost our immune system if we have a healthy lifestyle U John’s wife told him that it would be nice if he could spend more time with the children U Peter explained to us that if Ann called him back, he’d arrange an appointment for her U The travel agent explained to us that if we travel to a foreign country, we need a valid passport U My grandmother keeps telling us that if we catch a cold, we should try natural remedies before taking any medicine U John told me that if he were rich, he’d donate money to charity U Mary’s father said that Mary/she would recover quickly if she followed the doctor’s advice C Mary’s father said that Mary/she will recover quickly if she follows the doctor’s advice U Reported speech with to infinitives and gerunds Activity 3: Write the sentences in reported speech, using the reporting verbs in bracket - Explain that to-infinitives or gerunds can be used to report actions - have Ss read the Do you know ? box and focus on the verb forms in reported speech after the three groups of reporting Individually T < > Ss Pair work T < > Ss 174 Consolidatio n minutes Homework minute E Experience: verbs - Ask Ss to the task Keys: Jack’s father advised him not to eat fast food every day Ann asked Kim to the dishes for her The doctor told me to a 30-minute work-out every day Mai invited Peter to go out for a coffee Phong apologized for breaking my glasses Hoa reminded Lan to buy some groceries on the way home Carol suggested enrolling on a yoga course John and Max admitted forgetting to submit the assignments the day before Activity 4: Change the sentences in reported speech into direct speech - Ask Ss to change the sentences in reported speech into direct speech - Have Ss rewrite their sentences on the board - Check Ss’ answers as a class *Keys: “Kim, don’t forget to turn off the lights before leaving the house” “You shouldn’t exercise too hard because it’s not good for your heart” “Let’s have a picnic next weekend” “Don’t play near the construction site” “Would you like to spend your summer holidays on my grandparents’ farm?” “I’m sorry I’ve made lots of mistakes in the report” “Yes, I took my father’s car without permission” - Ask Ss: What have you learnt today? What can you now? - Summarize the main points of the lesson - Vocabulary related to healthy lifestyles and longevity - Intonation in invitations, suggestions, polite requests, uncertainty and surprise - Reported speech with conditionals and reported speech with to infinitives and gerunds - T asks Ss to exercises again at home - Prepare for the next lesson - Complete Exercises in workbook T < > Ss T < > Ss Date of preparation: April 23rd Date of signing: April 25th Distributive period: 95 Date of teaching: Unit 10 healthy lifestyles and longevity Lesson Reading A Aims and Objectives: Language focus 175 - To provide learners some vocabulary related to the topic of life expectancy factor Skills - To promote Ss to develop their reading skills - Skim the text to get the general idea - Scan the text to get some specific details Attitudes - To encourage Ss to work harder - To provide Ss some motivation B Preparations: - Teacher: Handouts, textbook, pieces of papers, lesson plan and cassette - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Activities Interactions Homework minutes New lesson minutes minutes - Ask some Ss to the tasks again - Feedback Activity 1: The machine described in the picture above help doctors to diagnose and treat diseases Discuss with a partner - Ask Ss to look at the picture Ask some questions as warmup: + Have you ever seen them? + What are they used for? - Have them the task individually, and then compare their choice in pairs or groups - Elicit answers from Ss, encouraging all possible reasons Have Ss explain their choices - Pre-teach some of the unfamiliar vocabulary items in the text, but not the highlighted ones because Ss will be required to work out their meaning from the context the words are used in Keys: MRI (Magnetic Resonance Imaging) scanners and Xray machines take medical images of patients’ internal body parts MRI images provide a 3D representation of organs, which X-rays usually cannot Activity 2: Read an article about the main factors for the increased life expectancy Four sentences have been removed from the article Choose a sentence (a-d) to complete each gap (1-4) - Ask Ss to go through the four sentences Ask Ss to read the text quickly to choose the missing that best suits the passge - Set a time limit for this activity since skimming is a speedreading technique with the purpose of getting a general overview of the content - Have Ss work individually, and then compare their answers in pairs or small groups T < > Ss Pair work T < > Ss Individually T < > Ss Group work 176 minutes 10 minutes minutes Consolidatio n minutes Homework minute - Check Ss’ answer as a class Keys: c b d a Activity 3: Find the words or expressions in the text which have the following meanings - Have Ss read through the definitions and the text carefully, looking for the correct words or phrases that match with the definition - Let them read the text individually to find the information, them compare their answers in pairs or groups Encourage Ss to explain exactly which information from the text helped them to answer the questions - Check Ss’ answers as a class *Keys: be attributed to obesity antibiotics vaccine dietary Activity 4: Read the text again and answer the questions - Ask Ss to read the full text, include the gapped sentences, again and answer the questions individually - Invite several pairs to summarise the discussions and present their decisions to the rest of the class Encourage other Ss to ask follow-up questions Keys: The three factors are healthier lifestyles, better nutrition and advances in medical science and technology Smoking, alcohol intake and fast food consumption can increase the risk of hear diseases Doing regular physical activity and spending more time outdoors can improve the ability of the human body to function well Because they want to relieve stress Because the food we eat can affect longevity and dietary changes can boost our immune system They are the discovery of antibiotics and vaccines, and the development of medical imaging Activity 5: Which of the factors mentioned in the article you think is the most important? Discuss with a partner - T helps Ss know how to the task - Let SS work in groups to this task at home Healthy lifestyles (physical exercise, low levels of stress and anxiety) Better nutrition (nutritious diets and dietary changes) Advances in medical science and technology - Summarize the main points of the lesson - Vocabulary related to life expectancy factors - Reading skills: skimming, scanning, guessing the meaning of new words/phrases through context - Ask students to learn by heart the new words - Prepare for the next lesson T < > Ss Pair work T < > Ss T < > Ss T < > Ss 177 E Experience: Date of preparation: April 23rd Date of signing: April 25th Distributive period: 96 Date of teaching: Unit 10 healthy lifestyles and longevity Lesson Speaking A Aims and Objectives: Language focus - To provide learners some vocabulary related to taking care of your body Skills - To promote Ss to develop their speaking skills - To help Ss develop the skill of working in pairs and groups Attitudes - To encourage Ss to work harder - To provide Ss some motivation B Preparations: - Teacher: Handouts, textbook, lesson plan and pieces of papers - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Activities Check up minutes New lesson - Ask Some Ss to go to the board and the tasks again - Feedback Take care of your body Activity 1: Below is a set of note cards for a talk about skincare Use the words and phrases in the box to complete them - Ask Ss to look at the set of note cards for a talk on skincare - Explain to Ss that note cards can be a very helpful tool for preparing, rehearsing and delivering speeches or talks The note cards should contain the most important information as bullet points, which can be used as prompts in case the speaker gets nervous or forgets what to say - Explain any further unfamiliar vocabulary, if necessary - Have Ss make their own note cards and present their answers to the class Suggested answers: B1: wear protective clothing - avoid sunburn 10 minutes Interactions T < > Ss Pair work T < > Ss 178 wear sunscreen with a sun protection factor (SPF) of at least 15 B2: eat a wide variety of fruit and vegetables – provide vitamins and nutrients drink a lot of water – prevent water loss B3: wash your face twice a day with warm water and mild soap – remove dirt 10 minutes Don’t squeeze pimples – can lead to swelling, redness and infection Activity 2: Work in pairs Use the note cards to talk about skincare, paying attention to the following - Ask Ss to pay some attention when they speak * glance at the note; don’t read them * use linking words and expressions for hesitation devices to some more natural and smooth * to make your tips sound more reliable, use reported speech to quote their sources minutes * maintain eye contact with your partner * use appropriate gestures and facial expressions to support your ideas Activity 3: Prepare another set of note cards for a talk about how to take care of your vision Use the information below and your own ideas - Ask Ss to practice the conversation in pairs - Set a time limit for the pair’s preparation and practice - Invite some pairs to role-play in front of the class - Encourage Ss to give feedback on things such as interesting content, original ideas, fluency of speech and good presentation minutes skills Taking care of your vision - Use some kinds of eye drop to ease your eye’s tiredness - Practice to look at things in distance to develop your eyesight Activity 4: Work in groups of four or five Take turns to present your talk to your group members - Let Ss work in groups to the task Make sure each group chooses a different activity - Ask groups to summerise and briefly report their discussions to the class - Summarize what they have learnt by asking Ss some Consolidatio questions: n What have you learnt today? What can you now? minutes - Vocabulary related to taking care of your body - Speaking skills: pair work and group work talking about how to take care of your body 4.Homework - Vocabulary related to taking care of your body minute - Speaking skills: pair work and group work talking about how to take care of your body Group work T < > Ss Ss < > Ss Pair work T < > Ss Group work T < > Ss T < > Ss T < > Ss 179 - Do the task again - Read Unit 10 - Listening at home E Experience: Date of preparation: April 30th Date of signing: May 4th Distributive period: 98 Date of teaching: Unit 10 healthy lifestyles and longevity Lesson Listening A Aims and Objectives: Language focus - To provide learners some vocabulary related to exercise precautions Skills - To promote Ss to develop their listening skills - To help Ss develop the skill of working in pairs and groups Attitudes - To encourage Ss to work harder - To provide Ss some motivation B Preparations: Teacher - Teaching aids: Textbook, lesson plan and cassette - Teaching method: Communicative language teaching Students - Read through English Unit 10 - Listening at home C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: 180 Time/Stages Check up minutes New lesson 10 minutes minutes minutes 10 minutes Activities - Ask some pairs of Ss to talk about how to take care of your body - Feedback - Inform the class of the lesson objectives: Listening for specific information about exercise precautions Exercise precautions Task 1: Discuss with a partner - Ask Ss to look at the pictures and discuss the questions with a partner - Encourage Ss who don’t know anything about the site to make some predictions using the words and phrases in the box *Suggested answers: a fitness walking b aerobic exercise c yoga d swimming Task 2: Look at the picture Listen to John Keith, a fitness instructor, talking about four types of physical activity Number the pictures as you listen - Ask Ss to look at the words and phrases that can be heard in the talk - Have Ss compare answers in pairs or groups - Explain the meaning of any unfamiliar words, if necessary - Check Ss’ answers as a class Keys: a b c d Task 3: Listen again Which safety rules are mentioned for each type of physical activity? Tick the correct boxes - Ask Ss to look at the three options and make their own predictions for the answers - Have Ss listen to the recording and choose one of the three options given - Have them compare their answers in pairs or groups - Check Ss’ answers as a class - Let them listen again and pause the recording after the sentences mentioning the word geological *Key: Aerobic exercise: 1,2 Yoga: 3,5 Swimming: 1,3,4 Fitness walking: 2,6,7 Task 4: Work in four groups Each group chooses a different activity from Discuss the following - Let Ss work in groups to the task Make sure each group chooses a different activity - Ask groups to summerise and briefly report their discussions to the class Interactions T < > Ss Pair work T < > Ss Pair work T < > Ss Group work T < > Ss 181 Consolidatio n minutes - Ask Ss to consolidate the main contents - Ask Ss: What have you learnt today? What can you now? - Vocabulary related to the topic of exercise precautions - Listening skills 4.Homework - Vocabulary related to the topic of exercise precautions minute - Do the tasks again - Prepare for the next lesson T < > Ss T < > Ss E Experience: Date of preparation: April 30th Distributive period: 99 Unit 10 healthy lifestyles and longevity Lesson Writing Date of signing: May 4th Date of teaching: A Aims and Objectives: Language focus - To provide learners some vocabulary related to the topic of changes in lifestyle Skills - To promote Ss to develop their writing skills - To help Ss develop the skill of working in pairs and groups Attitudes - To encourage Ss to work harder - To provide Ss some motivation B Preparations: - Teacher: Handouts, textbook, lesson plan and pieces of papers - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Activities Check up minutes New lesson minutes - Inform the class of the lesson objectives: Writing a story about how people have changed their lifestyles to overcome a problem Lifestyle changes Task 1: Read a story posted on Medline, a website about fitness Complete the story, using the correct forms of the words in the box - Ask Ss to work in pairs or groups to the task - Ask Ss to read a story posted on a fitness website and Interactions T < > Ss Pair work 182 complete the gaps with the correct form of the words in the box * Keys: appetite overweight weight 10 minutes fainted dieting supported Task 2: Read the story again and answer the questions - Ask them to read through the questions to make sure that they understand the questions - Have Ss discuss in pairs or groups, and answer the questions - Check Ss’ answer as a class * Key: Because as a child he used to eat a lot of fast food After he received hundreds of rejections and couldn’t get a job Fasting was his first kind of diet He was unsuccessful and was taken to hospital For over a year, he had to follow a special diet and joined a fitness class for overweight people Overweight people are not lazy and can work effectively like 18 minutes other people, so they should not be treated unfairly However, their health can be affected, so they should follow doctors’ advice to lose weight Task 3: Use the information below to write a similar story - Set time limit for them to write the first draft of their essays - Have Ss exchange their drafts in pairs or groups for peer review Encourage them to comment on the content and structure, on clarity of expression, grammar and spelling Add any additional feedback, if necessary - Have Ss revise their drafts based on their partners’ comments and your feedback - Collect Ss’ essay for checking or marking - Ask Ss to consolidate the main contents Consolidatio - Ask Ss to complete the essay at home and collect n - Ask Ss: What have you learnt today? minutes What can you now? 4.Homework - Write the text again at home minute - Prepare for the next lesson T < > Ss Group work T < > Ss Individually T < > Ss T < > Ss T < > Ss E Experience: Date of preparation: April 30th Date of signing: May 4th Distributive period: 100 Date of teaching: Unit 10 healthy lifestyles and longevity Lesson Communication and culture 183 A Aims and Objectives: Language focus - To provide learners some communication samples and cultural items Skills - To promote Ss to develop their communication skills and cultural understanding - To help Ss develop the skill of working in pairs and groups Attitudes - To encourage Ss to work harder - To provide Ss some motivation B Preparations: - Teacher: Handouts, textbook, lesson plan and pieces of papers - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Activities - Ask some Ss to go to the board and read their writings Warm up - Feedback minutes New Communication: lesson Task 1: Listen to Phong’s talk about meditation Complete the notes below 17 minutes - Focus Ss on the notes of his talk and guess what kind of information to write in each gap - Play the recording once or twice for Ss to complete the notes Keys: five 2.a Location: at a quiet place b Time: at night or early morning c Duration: 15 minutes a day d Techniques: Listen to the silence around you and breathe slowly and deeply Benefits of meditation a Relieving stress Reason: … you let your mind relax b Staying healthy and living longer Reason: … may weaken your immune system Task 2: Discuss the question with a partner - Ask Ss to look at the questions quickly and underline key words which can help them to locate the specific information in the text - Let them read the text individually to find the information, them compare their answers in pairs or groups Encourage Ss to explain exactly which information from the text helped them to answer the questions - Check Ss’ answers as a class Keys: To relieve stress and feel relaxed, we should - go swimming Interactions T < > Ss Group work T < > Ss Pair work T < > Ss Pair work T < > Ss 184 20 minutes - read a book - listen to soft music - spend your weekend in the countryside I think listening to soft music may work best because it can ease your stress, lull you to sleep and refresh your mind Culture: Activity 1: Decide whether the following statements are T, F or NG - Ask Ss to read the text again to decide whether the statements are true, false or not given - Encourage Ss to work out the meaning of each new word from the contextual clues in the text - Explain any unfamiliar words or expressions, if necessary *Suggested answers: F NG T F T NG NG Activity 2: Discuss with a partner - Ask Ss to read the text and complete the task - Encourage them to share any information or facts they know about this city Even if Ss haven’t heard about it, encourage them to make some predictions * Keys: Education, dietary changes, exercise and the spirit of cooperation There should be close cooperation between local government, health association and residents The first step should be for a local health association to start a campaign for promoting a healthy lifestyle and nutrition, winning the support of the local residents and local government - Ask Ss to consolidate the main contents - Ask Ss: What have you learnt today? What can you now? Consolidatio n minutes 4.Homework - T asks Ss to learn the structures and vocabulary minute - Prepare for the next lesson E Experience: Pair work T < > Ss Pair work T < > Ss T < > Ss T < > Ss Date of preparation: April 30th Distributive period: 101 Unit 10 healthy lifestyles and longevity Lesson Looking back and project Date of signing: May 4th Date of teaching: 185 A Aims and Objectives: Language focus - To help students revise what they have learned in unit 10 - To give them a chance to a small project in which they can develop their speaking skills Skills - To promote Ss to develop their communication skills and cultural understanding - To help Ss develop the skill of working in pairs and groups Attitudes - To encourage Ss to work harder - To provide Ss some motivation B Preparations: - Teacher: Handouts, textbook, pieces of papers, lesson plan and cassette - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Activities Interactions * Checking - Speak out their ideas and opinions, knowledge that they have Homework learnt in Unit 10 T < > Ss minutes - Feedback New Pronunciation: lesson Activity 1: Listen and mark (fall-rise intonation) in the Individually following conversation 10 minutes - Ask Ss to listen to the exchanges and mark the intonation patterns on the questions using a downward upward arrow on each choice T < > Ss - Have Ss compare their answers in pairs or groups - Check Ss’ answer as a class Activity 2: Listen again Then practice the conversation with a partner Try to use the appropriate fall-rise intonation - Play the recording again and ask Ss to listen and read along Pair work - Ask Ss to practise in pairs, taking turns to ask and answer the questions - Walk around, comment on the pairs’ performance and praise minutes Ss who try to use the appropriate intonation T < > Ss Vocabulary: Activity 1: Complete the sentences with the correct form of the words or phrases in the box - Ask Ss to write the word in each sentence Pair work - Let them compare their answers in pairs or groups - Check Ss’ answers as a class and give further explanation, if necessary * Keys: boost life expectancy immune 16 minutes system remedies nutritious dietary T < > Ss are attributed to prescription 186 minutes Consolidatio n minutes Grammar: Activity 1: Report each statement Make all necessary changes - Ask Ss to work individually, and then compare their answers in pairs or groups - Check Ss’ answers as a class and give further explanations, if necessary *Keys: The teacher told Tuan and Phong not to talk in class The doctor said to Mr White that if he eats/ate lots of fatty food, he will/would increase his chances of developing heart diseases Nam’s yoga instructor asked him to close his eyes, breathe slowly and deeply, and not to think about his problems The patient admitted not following his doctor’s advice Ha’s friend suggested playing some games to relax because they had studied for three hours Van’s manager said that he/she would get a promotion if he/she could finish the project before the deadline Activity 2: Read the conversation Imagine that Nga talks to a friend the next day, telling him/her what her father had said - Let Ss work individually, and then compare their answers in pairs or groups - Ask individual Ss to write their sentences on the board - Check Ss’ answers as a class *Keys: My father said that if I want to be stress-free, I need to balance study and leisure He told (advised) me to draw up a revision timetable with time for other activities He said that if I worked too hard, I wouldn’t feel hungry He told/asked/advised me not to study continuously for long hours, but to take a five-minute break every hour Then he advised/told/asked me to some workout or take a walk in the park before mealtime Finally, he said that if I need more help, I can just ask him Project: Work in groups of or Choose one of the projects Ask Ss to the project Compare the information about these people and find out any common features Present your report to the whole class - Ask Ss to the task - Let the groups the task in their free time - Ask Ss to consolidate the main contents - Ask Ss: What have you learnt today? What can you now? Expected answer: Learn more about: Individually T < > Ss Individually T < > Ss Group work T < > Ss 187 - Revise what Ss have learnt in unit - Work in groups, talk about how to take care of your body 4.Homework - T asks Ss to learn the structures and vocabulary minute - Revise what Ss have learnt in unit 10 - Carry out the survey - Do the task again - Read Review at home T < > Ss E Experience: 188 [...]... - By the end of the lesson, students will be able to: + Listen and do the tasks + Develop the listening skills for specific details + Talk about the topic of conflicts and differences B Preparations: 11 - Teacher: Handouts, textbook, pieces of papers and cassette - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Activities - Ask some Ss go... work T < > Ss T < > Ss T < > Ss Date of preparation: September, 5th 2015 Date of signing: th September, 7 2015 Distributive period: 11 Date of teaching: Unit 2 relationships Lesson 2 Language A Aims and Objectives: 1 Language focus - To provide learners some language items in Unit 2 - For vocabulary, that is words and phrases related