Giao an T.Anh 11 NC (new)

Date of planning: 25.08.2008. Teaching Plan Period 1: Introduction Chng trỡnh, phng phỏp v yờu cu i vi sỏch ting Anh 11 nõng cao I. AIMS: Thụng qua tit hc ny hc sinh hiu khỏi quỏt v cu trỳc chng trỡnh ting Anh 11 nõng cao, nm c phng phỏp hc v nhng yờu cu phi t c sau khi hc xong chng trỡnh ny. II. PROCEDURES: 1. Class organisation: Class: Teaching date: Attendance: 11A7 2. Content: A. Giới thiệu chơng trình Tiếng anh 11: - Gồm 16 đơn vị bài học (Unit) và 4 bài ôn tập (Consolidation). - Mỗi bài học đợc biên soạn theo 1 chủ đề nhất định đợc chia làm 5 phần , mỗi phần là 1 kỹ năng ( đọc, nghe, nói, viết và language focus). - Mỗi bài ôn tập gồm: pronunciation; Listening comprehension; Vocabulary; Grammar and structure; Reading and writing. B. Yêu cầu môn học: Mỗi h/s phải có đủ SGK (English 11) sách mới do NXB Giáo dục phát hành. Mỗi h/s phải có 02 quyển vở ( ghi chép và chuẩn bị bài ở nhà ) Trớc khi đến lớp h/s phải chuẩn bị bài ở nhà theo yêu cầu từng phần (Tasks) và làm bài tập theo y/c của giáo viên Trong lớp h/s phải tích cực tham gia các hoạt động theo cặp, theo nhóm dới sự hớng dẫn của giáo viên. Nêu câu hỏi thắc mắc yêu cầu giáo viên giải đáp (nếu có). Tóm lại : Để học tập có kết quả mỗi h/s sinh cần phát huy tính tích cực , tính chủ động, tự giác trong hoạt động học tập , không trông chờ ỷ nại. Giáo viên chỉ đóng vai trò là ngời tổ chức hoạt động , hớng dẫn , giải 1 ®¸p th¾c m¾c , gióp ®ì khi h/s gÆp khã kh¨n. 3. Remind: + Prepare for Unit 1: Reading part. . The end Date of planning: 03.09.2008. UNIT 1: friendship Period 2: READING (1) A, AIMS: - Students can express their opinions about friendship. - Reading for gist and for specific information. B, OBJECTIVES: * By the end of this lesson, Students will able to: - Develop such reading micro-skills as scanning for specific ideas, skimming for general information, and guessing meaning in context. - Use the information they have read to express their ideas about friendship. C, TEACHING AIDS: - Text book, handouts, pictures, chalk and board D, METHOD: - Integrated, mainly communicative. E, PROCEDURES: 1. Class organization: (2ms) Class: Teaching date: Attendance: 11A7 2, New lesson (43ms) Stages Teacher s Activities’ Students Activities’ -Warm up and lead-in (8mins) Pre- reading (20mins) *T asks students some questions: -Do you have friends? -What is a good friend like, according to you? Transition: In to day reading, we’ll get to know more about friends and friendship. *Teaching Vocabulary -To provide Ss’s with some language to help them understand the text. -To help enrich Ss knowledge of vocabulary. *Elicit meanings from Ss or give explanations your self . - Listen to teacher and work in groups and answer. -Write on note book carefully -Listen and read after to T -Read the text carefully then discuss 2 (10mins) -break out in to tears (v)=begin to cry -through thick and thin (idm)=in spite of all the difficulties (trong bất cứ hoàn cảnh nào) -cheat (v)=copy sbs work in a test -detention (n)=punishment of being kept at school after it has closed (hình phạt giam ở trờng sau giờ học) -confide in sb (v)=trust sb enough to tell a secret to him/her (tâm sự, thổ lộ) -guarantee (n)=sự đảm bảo -elvolve (v)=develop naturally and gradually -stick together(v)=remain friendly and loyal to one another (gắn bó) *Give some practice on pronunciation (Read-Ss repeat) *Checking Vocabulary: GAP-FILLING -Give Ss handouts and ask them to work in pairs, completing the sentences, using the words just learned 1, A good friend remains loyal to you 2, Blue skies are not a of continuing fine weather. 3, Being scolded by his mother, the child 4, Those students were sent to the room for their cheating on the exam. 5, Like friendship, trust with time. 6, Ann thinks theres no one in the class she can . in pairs -Work in groups and know how to use them in a new context. -Write on note book carefully -Work in pairs. -Work in pairs. -Expected answer: 1, through thick and thin 2, guarantee 3, broke out into tears 4, detention 5, evolves 6, confide in 3, Consolidation: (2mins) -The content 4, Home work: (3mins) -Writing: Sentence building -Give Ss handouts, and ask them to make sentences using the cues. 1, your ideas/ good friend/ different/ different grades// 2, best friend/ someone/ you can confide// 3, best friends/ usually stick together/ thick/ thin// 4, best friend/ help you/ avoid/ depression/ anxiety// -Expected answers: 1, Your ideas of a good friend are different in different grades. 2, A best friend is someone you can confide in. 3, Best friends usually stick together through thick and thin. 4, A best friend can help you avoid depression and anxiety. 3 Date of planning: 06.09.2008. UNIT 1: friendship Period 3 : READING (2) A, AIMS: - Students can express their opinions about friendship and do all exercises. - Reading for gist and for specific information. B, OBJECTIVES: * By the end of this lesson, Students will able to: - Develop such reading micro-skills as scanning for specific ideas, skimming for general information, and guessing meaning in context. - Use the information they have read to express their ideas about friendship. C, TEACHING AIDS: - Text book, handouts, pictures, chalk and board D, METHOD: - Integrated, mainly communicative. E, PROCEDURES: 1. Class organization: (2ms) Class: Teaching date: Attendance: 11A7 2, New lesson (43ms) Stages Teacher s Activities’ Students Activities’ While- reading (8mins) (10mins) Activity 1: -Reading and matching (Task a p:16) (*To develop Ss’ skimming skills) -Ask Ss to read Text A and then match the grades with John’s opinions on what a good friend is. -Call on Ss to say what John thought of a good friend in each grade. -Go over the answers with the class Activity 2: -True-False Statement (Task b p:16) (To give some personalized task to engage Ss) -Ask Ss to read the statements about close friends in -Work individuals -Complete and present before the class. -Work individuals 4 (10mins) Post- reading (12mins) Task b (p.16) and say if they are true or false, i. e, Ss agree or disagree with them. -Check with be class and note down on the board Ss’ opinions. -Tell Ss to read Text B and decide if the statements are true or false. -Ask ss to work with a partner and compare answers -Call on Ss to read the statements and say their choice. -Go over the answer with the class. -Tell Ss to compare the ideas in the text and Ss opinions. Activity 3: -Main ideas (To provide practice on skimming for general ideas) -Write down on the board three phrases about main ideas of the paragraphs in Text B and one extra phrase. a, possible reasons for not having a best friend b, what to do to have a best friend c, how best friendship develops d, the benefits of a best friend/what a best friend can do to us -Ask Ss to skim the text again and match the paragraphs with a partner -Go over the answers with the class. -Discussion: (To provide Ss with some free practice and to have them express themselves and share ideas) -Ask Ss to work in groups of 4 or 5, expressing their opinions on the following questions: a, Close friends don’t need to share common interests. Agree or disagree? Give reasons. b, What is your own idea of a good friend? c, How do you understand the proverb “A friend in need is a friend indeed”? -Go around to control and give help if necessary. -Call Ss to report about their groups’ ideas. -Give feedback and comments on what Ss have -Work in pairs then whole class. Answer: 1, T 2, F (According to the text, we become friend with those who share common interests) 3, F (We can’t go out and pick a good friend) 4, T 5, T -Work individuals then compare with your partner -Work in pairs discuss then present. -Expected answers: -Par.1 - d -Par.2 - c -Par.3 – a -Work in groups : -Do as required -Discuss and then present before the class -Give comments. 3, Consolidation: (1min) -The content 4, Home work: (2mins) -Do ex 1-2 (p.11-12) in English Ex Advanced (Pa. Reading) 5 Date of planning: .06.09.2008. UNIT 1: friendship Period 4 : listening A. Aims: - Students should understand more about the friendship and practice listening skill. - Listening for gist and for specific information. B, OBJECTIVES: * By the end of this lesson, Students will able to: - Listen and pick up specific details and understand general ideas. C, TEACHING AIDS: - Text book, CD player, cards, sheets of paper, chalk and board D, METHOD: - Integrated, mainly communicative. E, PROCEDURES: 1. Class organization: (2ms) Class: Teaching date: Attendance: 11A7 2, New lesson (43ms) stages Teacher s Activities’ Students Activities’ Warm-up (5mins) *To create interest, review adjectives and nouns and introduce the topic. Game: -“Five little things” -Ask Ss to work in groups of 4. -Tell Ss to listen to instructions and write down 5 things as required on a piece of paper. -The group that finishes first and gets all correct will get 1 point. -The group that has more points will win the game. -Check Ss’ understanding of instructions and have them start the game. -Listen to teacher and work in groups -Discuss and present before the class. 6 Pre- listening (5mins) (3mins) (3mins) *These are the suggested instructions: 1, Write down 5 places where you often meet with your close friend. 2, Write down 5 things you often share with your close friend. 3, Write down 5 qualities you need in a good friend. 4, Write down 5 adjectives describing appearance. 5, Write down 5 adjectives describing character of personality. -Read Ss’ items and check with the class after each question -Declare the winner -Transition: - Today we use a lot of nouns and adjectives to talk about friend. Today we will listen to a letter from Jack, writing about his new friend. Teaching Vocabulary *Use pictures and explanations to present some new words and then read the words one by one and ask Ss to repeat: -sociable (a)=friendly, outgoing - conservative (a)=opposed to great change (b¶o thñ) -sensitive (a)=easily offended, easily hurt (nh¹y c¶m) -skinny (a)= very very thin (gÇy tr¬ x¬ng) -stout (a)=rather fat -indifferent (a)=having no interest (thê ¬) Checking Vocabulary -Tell Ss to listen to the explanations in English and say the word. 1, very thin 2, having no interest 3, friendly, outgoing 4, easily offended 5, rather fat 6, opposed to great change *Describing Yourself (Task a, p.17) -Ask Ss to read the list of adjectives and tick(v) the words that describe them and add more adjectives that are true for them -Call on one student or two to read their list that describes themselves. Activity 1: -Listen and tick (v) (Task b, p.17) -Tell Ss they are going to listen to a letter from Jack, -Expected answers: 1, home, school, park, cinema, evening class . 2, notes, cake, homework, school things, joy, sadness 3, honesty, loyalty, unselfishness, helpfulness, good-heartedness . 4, tall, short, good-looking, beautiful, well-dressed, stout 5, reserved, going out, sociable, studious, sympathetic -Listen, understand and write on note book carefully -Listen to teacher then read in chorus -Understand all meaning of new words and how to use. -Listen carefully and give Expected answers: 1, skinny 2, indifferent 3, sociable 4, sensitive 5, stout 6, conservative -Do as required -Do as required 7 While- listening (5mins) (5mins) (7mins) Post- listening (8mins) writing about his new Vietnamese friend, Mai. -Ask Ss to listen and tick (v) what is true about her. -Let Ss listen for the second time id necessary -Go over the answers with the class. Activity 2: -Listen and take notes. -Ask Ss to listen again and note down the noun phrases used to describe Mai’s appearance. -Call on Ss to read their notes and check with the class. -Check with the class Activity 3: -Questions and answers: -Tell Ss to listen again and answer the questions. 1, On what occasion did Jack meet Mai Tran? 2, How old are Jack and Sinh? 3, What do Mai, Jack and Sinh have in common? 4, Where is Mai going this summer? 5, Will Jack go with Mai there? Speaking: -Role play (Handout) -Pair of Ss as A and B and tell A to play the role of Jack and B the role of Sinh. Ss imagine they are having a conversation on the phone. -Give each student a role card (Appendix) and ask them to make a conversation based on the ideals suggested. -Move around to control and give help if necessary. (-If time allows, have 1 or 2 pairs to act out their conversations in front of the class) -Work individuals *Give the expected answers: -her rosy plump face -two dimples (on her cheeks) -short hair, and -casual clothes *T-class -Expected answers: 1, Jack met Mai Tran at his cousin’s party 2, They are 17-the same age as Mai 3, They all have the same taste in information technology and music 4, She’s going to visit/ travel back to Vietnam 5, Maybe, He hasn’t decided yet. -Listen to teacher, work in pairs then present before the class -Comments and then give feedback 3, Consolidation: (1min) -The content. 4, Home work: (1min) -Tell Ss to learn the new words and make some sentences with them, describing a certain person. 8 Date of planning: 09.09.2008. UNIT 1: friendship Period 5: SPEAKING A, AIMS: - Students should know how to practice speaking skill. - Speaking for gist and for specific information. B, OBJECTIVES: * By the end of this lesson, Students will able to: -Introduce themselves and know how to make friends with someone new. -Describe the physical characteristics and personalities of their friends using appropriate adjectives C, TEACHING AIDS: - Text book, handouts, pictures, chalk and board, porters D, METHOD: - Integrated, mainly communicative. E, PROCEDURES: 1. Class organization: (2ms) Class: Teaching date: Attendance: 11A7 2, New lesson (43ms) Stages Teacher s Activities’ Students Activities’ Warm-up (5mins) Pre- speaking *Give some question for Ss: -What is your own idea of a good friend? -How do you understand the proverb “A good friend is a friend indeed?” -Ask Ss: -What do you do/ say to make friends with someone new? -Work in groups-discuss and present before the class. -T-class -Expected answers: 9 (8mins) While- speaking (10mins) (10mins) Post- speaking (8mins) -Note Ss’ ideas on the board -Tell Ss to read the expressions in Task a(p.18) and tick (v) the ones that they can use to start a conservation. Activity 1: Completing &Practising the Dialogues (Task b. pp18-19) -Tell Ss to complete the dialogues in Task b (p.18- 19) and then compare with a partner. -Check with the class by calling 2 pairs to act out the conversations. -Tell Ss to work in pairs and act out the conservations -Call on some close and open pairs to act out Activity 2: -Role-play -Prepare sets of 4 personal information cards. -Ask SS to work in groups of 4 -Give each group a set of 4 cards and tells SS they are now the person described on the card and they are at a multi-school party. Ss practice making friends with the other people in their groups. -Go around to control and give help if necessary -Call on some Ss to the front of the class to act about the conversations -Give comments Questions and Answers: -Ask Ss work in pairs and practice making some conversations then answers the questions -Go around to control and give help if necessary -Call on Ss to stand up and practice -a, Who are they? -b, What are they doing? . -Give feedback and comments on what Ss have -Go over the answers with the class 2, 3, 4, 5, 6, 7 and 8 -Work in pairs: -Expected answers: 1, I’m 2, Try/ Have 3, It’s good/ It tastes good 4, isn’t it/ doesn’t it 5, Would you like / Could I get you 6, It’s 7, isn’t it 8, Have I met 9, at -Work in groups. -Do as required -Listen to teacher and work in pairs -Practice once more and then present their conversations before the class -a, They are . -b, They are introducing themselves/ making friend . 3, Consolidation: (1min) -The content. 4, Homework : (1min) -Ask Ss to review the expressions used to start a conversation 10 [...]... sentences and putting them in the logical order of a narrative -Call on Ss to read the sentences in the order they arrange and check with the class Activity 3: Questions and Answers: -Make questions about the narrative in Task b and ask Ss to find answers to the questions a, When and where did the writer meet Trang? b, What was she like? c, What did they have in common? 12 -Do as required -Expected answers:... sentence Expected answers: -In sentence A, smell is a transitive verb, with something as an object -In sentence B and C smell is an intransitive verb followed by an adj or a prepositional phrase with like Intransitive / linking verbs Look (trông có vẻ) Taste (có vị) Smell (có mùi) Sound (nghe có vẻ) Feel (sờ thấy) +Adj / like+N Notes: The linking verbs and most of these transitive verbs are not used in... as required -Ask Ss to answer the questions in Task b and then with a partner ask and answer the questions: -Call on some pairs to act our their exchanges and go over the answers with the class -Practice using the sense verbs -Discuss and then present before the class -Give comments -Give comments *Further practice: Transformation (7mins) -Give each student a handout of the transformation exercise -Ask... write a short paragraph about the man should in order to overcome his shyness (3mins) 20 -Do ex in part Reading P.19-20 (Advanced English Exercises) -Prepare next period Date of planning: 16.09.2008 UNIT 2 : personal experience Period 11 : listening A Aims: - Students should understand more about the personal experiences and practice listening skill - Listening for gist and for specific information B,... phrases in Task a and match them with the pictures -Tell Ss to compare answers in pairs and then go over the answers with the whole class -Check if Ss know what a smoke sensor is Give explanations -Ask Ss what differentiate mean Activity 1: talking about the activities with the senses (Task b, p.29) -Tell Ss to work in pairs, ask and answer about the things and people mentioned in Task a and their ability... two groups, A and B, listen to your sentences and name the senses implied in each sentence -If the group cant get it right, the other group take the turn and score points if they get it 24 * Work in groups -Listen to teacher to understand how to practice right -Keep a running total of points for each group on the board -Declare the winner and then give feedback and comments: * The sentences used in... a past experience using the structures and vocabulary that they have learnt in 25 previous lessons C, TEACHING AIDS: - Text book, handouts, pictures, chalk and board, sheets of paper D, METHOD: - Integrated, mainly communicative E, PROCEDURES: 1 Class organization: (2ms) Class: 11A7 Teaching date: Attendance: 2, New lesson (43ms) stages Teacher s activities *Ask Ss work in groups and answer some questions:... the sentences and underline the adjectives -Go over the answers with the class -Work individuals -Discuss and compare with your partner than one or two Ss present before the class -Give comments Activity 2: Gap-filling (Task b p.22) -Help Ss with the meanings of some new words -Work individuals -Listen and understanding all new words -persistent (a)=continuing without interruption ( and meaning dai... the answer with the class *Discussion: -Read carefully and compare answers with a partner -Read the statements and say their choices -Comments and write on note book -Listen to teacher and work individuals -Read carefully and compare answers with a partner -Read the statements and say their choices -Comments and write on note book -Listen to teacher and work in groups -Put Ss into group 4 or 5 -Ask them... -Put the poster away and ask Ss to write down as -Listen to teacher and understand how to practice 11 -Work individuals many words they can remember as possible The student will the most words listed wins the game *These are the adjectives: tall beautiful kind smart timid handsome short pretty thin black curly long shy straight slim -Ask the student how she/ he can remember so many words -Tell Ss if . 2: True-False statements (Task a, p.26) -Ask Ss to read the text and the statements about the man and say if they are true or false. -Ask Ss to work with. Ss to read the list of adjectives and tick(v) the words that describe them and add more adjectives that are true for them -Call on one student or two to