tham khảo dành cho giáo viên, Thích Tiếng Anh chia sẻ “Giáo án Tiếng Anh lớp 11 cơ bản thí điểm đầy đủ UNIT (bản WORD)”. Tài liệu được biên soạn theo chương trình SGK mới (thí điểm) khối lớp 11, có đầy đủ 16 bài (unit), tài liệu bản WORD dễ dàng cho thầy cô chỉnh sửa biên soạn tài liệu ôn tập tham khảo.
Lesson Plan – Grade 11TĐ Date of preparation: ………………… Period INTRODUCING THE PROGRAMS OF ENGLISH 11 A Objectives: Educational aim: By the end of the lesson, students will be able to : - Know about the textbook- English 11 - To know the way of testing - To know some class regulations - To review English 10 Knowledge: - General knowledge: Students know about the content of the textbook- English 11 Skills: To test Ss's language skills Description table of cognitive competence levels and orientation for Ss’ progress: CONTENT Knowledge Introducing the textbookEnglish 11 Introducing the way of testing Know about the textbook- English 11" know the way of testing Setting up some class regulations know some class regulations Reviewing English 10 review English 10 Comprehension Low application (level 1) High application (level 2) Understand more about some ways to study English well Use their old knowledge to express their opinions B Method: Integrated, mainly communicative C Teaching aids: test papers, colored chalk, board, D Procedures: Class organization (2ms) - Greeting and checking students’ attendance New lesson: Stages/ activities Content/ Board display Oriented skills/ competences WARM – UP: chatting - (5 MINS) Oral communicatio Teacher in charge: Nguyen Thi Thanh Tuyen Tran Van Ky High School Page Lesson Plan – Grade 11TĐ Stages/ activities Content/ Board display 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, I Textbook introduction: or writing? + Getting started Why you learn English? + Language: Vocabulary, How long have you learned English? pronunciation, grammar Are you good or bad at English? + Reading + Speaking + Listening A Introducing the textbook- English + Writing + Communication and 11 - (12 MINS) culture + Looking back and project - Teacher asks Ss to open the book map then the units and introduces the textbook - Ss look at the book and listen to the teacher II Introducing the way of The Structure of the book: -There are testing ten units In each unit, there are eight * Written tests: 6: 15’(3) 45’(2) endmain parts term (1) the 1st term - 15 minute test, * Unit 1- Unit 5: parts for each unit: + of skills ( listening, reading, getting started, language, reading, writing) speaking, listening, writing, +Grammar communication and culture and looking - 45 minute test and final test of back & project each term and of the school year * Review 1, + skills * Test yourself + Grammar * Written tests: 6: 15’(3) 45’(2) endterm (1) the 2nd term: III Some class regulations * Unit 6- Unit 10: parts for each unit: - Learn by heart new words getting started, language, listening, - Books and notebooks - Preparation before class writing, communication and culture - Homework after class and looking back & project Preparation for the project ( * Review 3, groups of Ss for each project) * Test yourself * Written tests: 6: 15’(3) 45’(2) endIV Reviewing English 10 term (1) The topics, grammar in each Unit of English 10 B Introducing the way of testing Teacher in charge: Nguyen Thi Thanh Tuyen Tran Van Ky High School Oriented skills/ competences n skills Making question skill Follow-Up competence - observation skills Follow-Up competence Page Lesson Plan – Grade 11TĐ Stages/ activities Content/ Board display (8 MINS) - T introduces the structure of the 15 Homework: minute test, 45 minute test and final test -Reviewing English 10 of each term and of the school year -Prepare unit - Ss look at the book and listen to the teacher C Setting up some class regulations (8 ms ) -T gives some class regulations -Ss listen and remember to obey E Reviewing English 10 - (8 MINS) T asks Ss about the topics, grammar in each Unit of English 10 Ss stand up to say and take notes * Consolidation and homework: (2 mins) - T: Summaries main points of the lesson - Ss: Listen and add some more points Oriented skills/ competences Follow-Up critical thinking; Stimulated speaking; Selfmotivation Teacher in charge: Nguyen Thi Thanh Tuyen Tran Van Ky High School Page Lesson Plan – Grade 11TĐ Date of preparation: ………………… Unit 1: GENERATION GAP Period GETTING STARTED – OUR FAMILIES A Objectives: Educational aim: By the end of the lesson, students will be able to: - Develop such reading micro-skills as reading for general ideas and for specific information about the topic generation gap - Develop listening skill through listening task - Get general ideas about generation gap, the vocabulary related to generation gap and two grammar points: should and ought to for giving opinions and advice, and must and have to for expressing obligation - Understand more about the problems of generation gap in family Knowledge: - General knowledge: Students are more aware of the problems of generation gap in family and help Ss get started for Unit with the topic "the generation gap" - Language: Words related to the topic - "the generation gap" 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 home stay family Description table of cognitive competence levels and orientation for Ss’ progress: CONTENT Knowledge Vocabulary Listen and Read Comprehension -Learn some more new words related to topic "the generation gap" Recognize the topic of the unit and listen to the conversation Teacher in charge: Nguyen Thi Thanh Tuyen Tran Van Ky High School Low application (level 1) High application (level 2) -Use the words in context Page Lesson Plan – Grade 11TĐ True/ False statements/ gap- filling Ask and answer about family: - Know the meanings of key words in the passage -Recognize the evidences for each question in the passage Remember the information in the conversation of the lesson - Understand the main ideas to answer the questions - Understand two kind of family Use the new words to express their opinions B Method: Integrated, mainly communicative C Teaching aids: test papers, colored chalk, board, D Procedures: Class organization (2ms) - Greeting and checking students’ attendance New lesson: Stages/ activities Content/ Board display A WARM – UP: chatting-5 MINS - T shows two pictures and ask Ss some question How many people are there? Who are they? What kind of family is this? - T calls some Ss to give the answers S1: There are five people in the picture: grandparents, parents and a child S2: There are four people in the picture: parents and two children Ss: Extended family and nuclear family Lead in: MINS - T raises a question How many people are there in your family? Who are they? What kind of family you prefer Extended family or nuclear family? Why? Ss: There are people in my family T: We are going to study unit “ the Generation Gap” - getting started- To know more about the family and the generation gap B Teaching vocabulary:(10 mins) * Teaching vocabulary: Teacher in charge: Nguyen Thi Thanh Tuyen Tran Van Ky High School Oriented skills/ competences Oral communicatio n skills / Stimulated speaking skill Page Lesson Plan – Grade 11TĐ Stages/ activities + Extended family (n.p) ( picture) + nuclear family(n.p) ( picture) + generation gap (n.p) + childcare /ˈʧajəldˌkeɚ/(n)- the things that are done to take care of children especially when their parents are away or at work + table manner (n) /'teibl mænə[r]z/ : phong thái ngồi ăn + view point = point of view + follow in someone's footsteps + impose on (v) /im'pəʊz/ + believe (v) /bi'li:v/ → belief (n) /bi'li:f/ Read the above words out loud and has students repeat *Checking vocabulary: ROR C Listen and Read: MINS - T: Listen to a conversation between two friends, Sam and Ann - Ss: Guess what Sam and Ann are talking about Then listen to the conversation and read along - T: Tell Ss not to worry about new language items as they will have a chance to come back to them later on C True or False MINS T: Ask Ss to work individually first and then in pairs to decide if the statements are true (T), false (F) or not given (NG) Ss: Can provide reasons for their answers They may refer back to the conversation to get the necessary information T: Check Ss' answers and gives explanations D Gap - Filling: individual work- MINS T: - Ask Ss to complete the definitions, using the highlighted compound nouns in the conversation Content/ Board display I Vocabulary: - Extended family (n.p) - nuclear family (n.p) - generation gap (n.p) - childcare (n) - table manner (n) - view point = point of view - follow in someone's footsteps - impose on (v) - believe (v) /bi'li:v/ → belief (n) /bi'li:f/ Oriented skills/ competences Follow-Up competence/ - observation skills and produce the new words II Listen and Read Follow-Up competence Stimulated Listening; III True/ False statements 1F 2F 3T 4F 5T IV Gap - Filling: A nuclear family Teacher in charge: Nguyen Thi Thanh Tuyen Tran Van Ky High School functional competence Page Lesson Plan – Grade 11TĐ Stages/ activities Ss: Do the task and check the answers in pairs E Question and answer: MINS (pair works) T: Ask Ss to work in pairs to ask and answer the questions Have some Ss tell the class about their partners' type of family and what they like and dislike about it * Consolidation and homework: (2 mins) - Retell the main points of the lesson - Assign homework: + learn new words by heart, read and translate the text, the tasks again + Do the exercise and on page Prepare for Language Content/ Board display Childcare A generation gap Table manners A viewpoint An extended family V Ask and answer about family: + 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 Homework: -Learn the new words -Redo the tasks - Do the exercise and on page -Prepare for language lesson Teacher in charge: Nguyen Thi Thanh Tuyen Tran Van Ky High School Oriented skills/ competences functional competence Making question skill; pair-work Selfmotivation Page Lesson Plan – Grade 11TĐ Date of preparation: ………………… Unit 1: GENERATION GAP Period Language A Objectives: Educational aim: By the end of the lesson, students will be able to : -recognize compound nouns in the unit and their spelling - how to use should / shouldn't, ought to / ought not to, must / mustn't, have to / don't have to - focus on stressed and unstressed words in sentences, and discover a connection between stress and grammar - Use some lexical items related to the topic the generation gap and compound noun Knowledge: - General knowledge: provide learners some language items in Unit - Language: words and phrases related to the generation gap and family rules, as well as some compound nouns Skills: - To promote Ss to develop the skill of working in pairs and groups Description table of cognitive competence levels and orientation for Ss’ progress: CONTENT Knowledge Matching Underline the correct words Rewriting High application (level 2) -Learn some more new compound Filling in blanks Listen and repeat/ Put the mark Comprehension Low application (level 1) - Understand the meanings of the compound nouns in the sentences Ss practice putting stressed patterns Remember the use of modal verb Explain their choices Apply the modal verbs to rewrite the sentences B Method: Integrated, mainly communicative C Teaching aids: test papers, colored chalk, board, D Procedures: Class organization (2ms) - Greeting and checking students’ attendance Teacher in charge: Nguyen Thi Thanh Tuyen Tran Van Ky High School Page Lesson Plan – Grade 11TĐ New lesson: Stages/ activities WARM – UP: "KIM'S GAME"-5 MINS Teacher T divides the class into groups: "SON and FATHER" - T shows pictures about compound noun asks Ss to try their best to remember the pictures and the go the the board to write down the words, which group has more right words will be the winner Lead in: - T: Today we are going to study unit -language to know more about compound noun + What time you often get up ? A Vocabulary: Compound nouns(13 MINS) Matching: T: Ask Ss work individually to match each single noun (1-9) with another (ai) to make a compound noun Ss: Check their answers in pairs, then check as a class T: - Give the meanings of these compound nouns, if necessary - Draw Ss' attention to the four compounds written as one word: household, hairstyles, schoolchildren, footsteps · Gap-Filling: T: Ask Ss work in pair to complete the questions with some of the compound nouns in Ss: Work individually first Then work in pairs, and compare their answers T: Check Ss' answers Have them practise asking and answering all the questions in pairs T: Now we are going to move next part: pronunciation B Pronunciation: (10 MINS) Listen and repeat Content/ Board display Oriented skills/ competences Oral communicati on skills / Stimulated speaking skill Answer Key: hairstyle Junk food generation gap Schoolchildren nuclear family I Vocabulary: Compound nouns Matching: 1g 4f 7a 2h 5c 8d 3i 6b 9e functional competence Gap-Filling: hairstyle / table manners generation gap nuclear family junk food schoolchildren II Pronunciation: *Note: In a sentence, the following words are stressed: Teacher in charge: Nguyen Thi Thanh Tuyen Tran Van Ky High School Page Lesson Plan – Grade 11TĐ Stages/ activities Content/ Board display T: This activity focuses on stressed and unstressed words in sentences, and enables Ss to discover a connection between stress and grammar -Play the recording for Ss to listen and repeat -Ask Ss to pay attention to the stressed words with the stress mark before the stressed syllable -Play the recording again for Ss to listen, pausing after each sentence Ss: Work in pairs to find out the parts of speech of the words which are stressed in these sentences Stressed or Unstressed T: This activity focuses on words with either strong forms or weak forms depending on their function in the sentence -Explain the activity to Ss, drawing their attention to the words in bold -Have Ss work individually first, then play the recording and ask them to check their answers in pairs -Check answers as a class, highlighting the different cases -Ask pairs of Ss to role-play the questions and answers in front of the class Praise Ss who pronounce the strong and weak forms correctly C Grammar: (15 MINS) Exercise 1: Underline the correct words T: - Tell Ss that this activity focuses on the use of should / shouldn't, ought to / ought not to, must / mustn't, have to / don't have to -Ask Ss to underline the correct words to complete the sentences, and pay attention to the meaning of the sentences in order to choose the right word -Have Ss work individually first, then Content words: nouns, verbs, adjectives, adverbs Negative auxiliaries Question words: who, whose, when, where, why, what, and how Demonstrative pronouns that not precede nouns: this, that, these, those Possessive pronouns: mine, yours, his, hers, ours, theirs, except post-modifier constructions such as of mine, of yours, etc Example: I've just 'met a 'friend of mine *Note: In a sentence, the following words are unstressed: Function words: pronouns, the verb be, auxiliary verbs, articles, conjunctions, and prepositions this, that, these, and those when followed by a noun who, whose, when, where, why, what and how when they introduce a relative clause Exception: When auxiliary verbs and modals are not followed by a verb, they have strong forms III Grammar Exercise 1: Underline the correct words should ought must have to mustn’t Ex1: I think parents should spend more time talking with their teenage children Ought to and ought not to mean Teacher in charge: Nguyen Thi Thanh Tuyen Tran Van Ky High School Oriented skills/ competences Follow-Up competence functional competence Functional competence Page 10 Lesson Plan – Grade 11TĐ Date of preparation: ………………… UNIT 5: BEING PART OF ASEAN Period 48 COMMUNICATION AND CULTURE A Objectives: Knowledge: By the end of the lesson, students will be able to: - talk about Singapore Scholarships and ASEAN Scholarships - read and speak about Lamvong- a traditional Lao dance Attitude: - respect ASEAN countries and their diverse cultures Skills: - develop speaking, reading skills Description table of cognitive competence levels and orientation for Ss’ progress: CONTENT Communication Knowledge Comprehension Know more about Singapore Scholarships and ASEAN Understand the school notice about Singapore Scholarships and Teacher in charge: Nguyen Thi Thanh Tuyen Tran Van Ky High School Low application (level 1) Create a list of FAQs High applicatio n (level 2) Exchange the information with other Page 144 Lesson Plan – Grade 11TĐ Scholarships Culture ASEAN Scholarships -Learn some more new words students in different groups - Understand the main ideas to the text Talk about popular folk dances of Viet Nam B Method: Integrated, mainly communicative C Teaching aids: test papers, colored chalk, board, D Procedures: Class organization (1 minute) - Greeting and checking students’ attendance Check – up: (5 minutes) Ask some Ss to go to the board and write new words, and read their writings New lesson: Oriented Stages/ activities Content/ Board display skills/ competences Motivate to Warm – up: Chatting ( mins) the class's T: What scholarship have you ever activities heard of? T: Do you know any scholarship granted by ASEAN countries’ governments? SCHOLARSHIP A Communication:(15 minutes) Activity 1: Read the school notice about the Singapore Scholarships and ASEAN Scholarships Use the words or phrases to fill the gaps Check with a partner (for 12th graders to study at Singapore Universities) and the ASEAN th th Scholarships (for 10 and 11 graders to study at Singapore Schools) ACTIVITY 2: Create a list of FAQs -Tell Ss to read the instructions carefully Ask a pair of Ss to model the example -Have Ss work in pairs If they have access to the Internet, they can also use additional information to formulate further questions A Communication: I Gap-filling 1c, 2e, 3b, 4f, 5d, 6a II Create a list of FAQs (Frequently Asked Questions) about the Singapore Scholarships and the ASEAN Scholarships in Task Work with a partner to think of as many questions as you can Then ask each other the questions Teacher in charge: Nguyen Thi Thanh Tuyen Tran Van Ky High School Improve reading / pair work Improving making questions skills Page 145 Lesson Plan – Grade 11TĐ Stages/ activities Content/ Board display Oriented skills/ competences -Have some pairs ask and answer their Qs in front of the class -Ask the rest of the class to comment how useful or detailed the answer to each question is B Culture: (18 minutes) B Culture: * ACTIVITY 1: Watch a video and I Watch a video and answer the answer the questions questions Ask Ss to watch a video clip about Lamvong Lao (youtube- SARAVAN LAMVONG or FONE LAMVONG) Ask Ss to look at the picture of Lamvong Ask Ss: Do you know anything about this dance? Lamvong- a traditional Lao dance * Suggested answers: They are dancing Lamvong This is a traditional Lao folk dance Activity 2: Read the text about Lamvong and decide whether the following statements are True (T) or False (F), or not given (NG) Tick the correct boxes -Ask Ss to work first individually, then in pairs to decide if the statements are True (T) or False (F), or not given (NG) -Encourage Ss to provide reasons for their answers -Check Ss’ answers as a class and give explanations if necessary Activity 3: Talk with a partner about one of the popular folk dances of Viet Nam or any other ASEAN country Use the following questions: -Show the music or video clip of trongcom (a Vietnamese traditional dance) and Rasa Sayang (a Malay folk song popular ) Have Ss work in groups of or and talk about one popular folk dance Improving speaking and reading skills II True/ false statements 1.F, 2T, 3F, 4NG, 5F, 6T III Talk with a partner about one of the popular folk dances of Viet Nam or any other ASEAN country Use the following questions: Improving speaking /team work trongcom (a Vietnamese traditional dance) Suggested answers: I’ve learned about Singapore –sponsored scholarships and Lamvong- a traditional Lao folk dance Now I Teacher in charge: Nguyen Thi Thanh Tuyen Tran Van Ky High School Page 146 Lesson Plan – Grade 11TĐ Stages/ activities Content/ Board display Oriented skills/ competences Invite representatives of different groups can speak about the Singapore to show their dance to the class scholarship and the ASEAN Scholarships I can also speak about some folk dances Homework: (2 minutes) - Do the tasks again - Do the tasks again - Read Unit 5- Looking back and - Read Unit - Looking back and Project Project at home at home Self-study Date of preparation: ………………… UNIT 5: Period 49 BEING PART OF ASEAN LOOKING BACK AND PROJECT A Objectives: Knowledge: By the end of the lesson, students will be able to review: - review the falling and rising intonations, words and phrases related to ASEAN, Gerund and state verbs in continuous forms Attitude: - respect ASEAN countries and their diverse cultures Skills: - To promote Ss to develop Listening, reading, speaking skills - To help Ss develop the skill of working in pairs and groups Description table of cognitive competence levels and orientation for Ss’ progress: CONTENT Low application High Knowledge Comprehension (level 1) application (level 2) Teacher in charge: Nguyen Thi Thanh Tuyen Tran Van Ky High School Page 147 Lesson Plan – Grade 11TĐ Pronunciation: Vocabulary Grammar Project - Ss practice falling falling and rising and rising intonations in intonations words - Getting more - Understand the new words meanings of words in the sentences Remember the use Gerund and state verbs in continuous forms perfect Know more about ASEAN member states Explain their answer Understand the way to research express their ideas Apply a research B Method: Integrated, mainly communicative C Teaching aids: test papers, colored chalk, board, D Procedures: Class organization (1 minute) - Greeting and checking students’ attendance Check – up: New lesson: Oriented Stages/ activities Content/ Board display skills/ competences I Pronunciation: (6 minutes) I Pronunciation Improve Play the recording and ask Ss to listen Listen and practise saying the listening skill Remind them to use falling statements following sentences Mark the and rising intonation on yes/ no intonation: rising questions ( ) or falling ( ) review the falling and Play the recording again for Ss to repeat *Key : Falling intonation: 1,3,5 rising Rising intonation: 2,4 intonations Teacher in charge: Nguyen Thi Thanh Tuyen Tran Van Ky High School Page 148 Lesson Plan – Grade 11TĐ Stages/ activities II Vocabulary: (8 minutes) Complete the sentences - Inform Ss that the words in the box are among the most frequently used in the unit Content/ Board display II Vocabulary: Complete the sentences with the words (a-f) * Key: 1e, 2d, 3b, 4f, 5c, 6a Ss decide which words best complete the sentences Oriented skills/ competences Improve reading skill/ pair work Review vocabulary Ask Ss to make their own sentences with each of the words III Grammar: (19minutes) * Activity 1: Choose the correct form in brackets to complete each sentence - Ask Ss to choose the correct verb forms to complete the sentences - Have some Ss to give out their answers * Activity : Combine the sentences, using the correct form of the verbs in brackets: III Grammar III Choose the correct form in Review brackets to complete each sentence Gerund and * Key : to win, entering, state verbs in catching, to take, visiting continuous III Complete the sentences with forms the verbs in the box Use the correct forms * Key : swimming, dancing, finding,4 speaking, completing - Set a time limit and tell Ss to the III : Choose the correct verb form activity individually - Invite five Ss to write their answers on to complete the board each of the sentences Activity : Choose the correct verb form to complete each of the sentences -Have Ss work in pairs to this activity Remind Ss of the difference between state and action verbs and whether to use these verbs in simple or progressive forms -Give feedback on Ss’ answers and correct any mistakes IV Project: (8 minutes) Do some research -Introduce the project objectives: preparing a class report on ASEAN member states * Key : feel, is having, am looking, is smelling, is feeling IV Project: Do some research Set A: Laos Indonesia (largest: 237,424,363 – 2011 Census); Singapore (smallest: Teacher in charge: Nguyen Thi Thanh Tuyen Tran Van Ky High School Interaction/ team work Page 149 Lesson Plan – Grade 11TĐ Stages/ activities -Divide the class into two groups Have Ss find out the answers to the questions and take notes Provide help if necessary - Allow enough time for representatives of each group to present their reports to the class -Encourage Ss from the same group to provide support by giving explanations or additional information Ss from the other group should listen and ask extra questions - Give comments Content/ Board display 5,076,700 people – 2010 Census) Brunei (Brunei Dollar) and Singapore (Singapore Dollar) Indonesia (It has about 17,508 islands.) Set B: The Philippines and Singapore Myanmar Thailand Indonesia (largest: 1,904,569 km2); Singapore (smallest: 707.1 km2) Homework: (1minute) - Revise what Ss have learnt in unit - Do exercise (p.68) Oriented skills/ competences skill Self-study Date of preparation: ………………… Period 50 REVIEW (UNIT 4&5)( P1) LANGUAGE A Objectives: Knowledge: By the end of the lesson, students will be able to: - - revise the language and skills they have learned in Units 4-5 Teacher in charge: Nguyen Thi Thanh Tuyen Tran Van Ky High School Page 150 Lesson Plan – Grade 11TĐ + Vocabulary: Words / phrases related to topics “Caring for those in need”, and “Being part of ASEAN" + Pronunciation: Elision of weak vowels before |n|, |l|, |r|; Falling and rising intonation + Grammar: The Past Simple, The Present Perfect, Gerunds and State verbs in the continuous forms Attitude: - have responsible attitude towards their study and life - To provide Ss some motivation Skills: -Listening, reading, speaking, writing Description table of cognitive competence levels and orientation for Ss’ progress: CONTENT Knowledge Warm up Vocabulary Pronunciation Grammar Comprehension Low application (level 1) High application (level 2) Revise some points -understand the of grammar from usage of each unit and point of grammar Revise the vocabulary about two topic if unit and Know more about the Elision of weak vowels before |n|, | l|, |r|; Falling and rising intonation Revise some points of grammar from unit and Understand the meaning of words in the sentences Pronounce the sentences correctly Apply their knowledge to rewrite the sentences B Method: Integrated, mainly communicative C Teaching aids: test papers, colored chalk, board, D Procedures: Class organization (1 minute) - Greeting and checking students’ attendance Check – up: New lesson: Teacher in charge: Nguyen Thi Thanh Tuyen Tran Van Ky High School Page 151 Lesson Plan – Grade 11TĐ Stages/ activities *Warm-up: Chatting (5 mins) - Ask Ss to work in groups and list all the points of grammar from unit to unit - T calls some Ss to tell about some points of grammar -T : Today we are going to revise the grammar and the vocabulary from unit to unit Content/ Board display The Past Simple, The Present Perfect, Gerunds and State verbs in the continuous forms A Language: (18 mins) I Vocabulary Activity Complete the sentences using the correct forms of the words in brackets A Language: I Vocabulary Task 1: Complete the sentences using the correct forms of the words in brackets disabilities2 visual donation Do this activity individually, and then disrespectful hearing compare their answers with a partner Task 2: Complete the following Activity 2: Complete the following sentences with suitable words from sentences with suitable words from the the box box Association Ss this task individually, then Ss can member write their answers on the board and then stability check the answers with the whole class Charter bloc II Pronunciation Listen and link the final consonants and initial vowels in the sentences II Pronunciation Then read them aloud - T plays the recording and have Ss Task 3: Listen to the sentences this activity individually, and then spoken with falling intonation and read them aloud compare their answers with a partner Practise reading the sentences aloud Write the sentences on the board Then using appropriate intonation ask Ss to practise reading the sentences Oriented skills/ competences interaction revise some points of grammar Remember the vocabulary / individual work aloud Teacher in charge: Nguyen Thi Thanh Tuyen Tran Van Ky High School Page 152 Lesson Plan – Grade 11TĐ Stages/ activities B Grammar: (20 mins) I Put the verb into the correct form, the present perfect, the simple past, or the past progressive - T asks a volunteer to the activity on the board while the rest of the class works on it individually - T checks Ss'answers, and ask Ss to provide explanations for their choice of modals if necessary II Complete these sentences using the correct forms of the verbs in the box Do this activity individually, and then compare their answers with a partner -T asks Ss to hang the sub- board on the board and check with the whole class III Choose the correct form of the verb in brackets - T divides the class into groups - T asks Ss to choose the correct form of the verb in brackets - T calls on some Ss to read aloud the answers and check with the whole class Homework: (1 minutes) - Revise what Ss have learnt in unit 4, - Read Review at home Content/ Board display B Grammar: (10 mins) III Grammar: Task 4: Put the verb into the correct form, the present perfect, the simple past, or the past progressive has lived got developed have reached has been Task 5: Complete these sentences using the correct forms of the verbs in the box watching to go having to post hearing Task Choose the correct form of the verb in brackets think are you thinking is tasting - tastes are seeing see Teacher in charge: Nguyen Thi Thanh Tuyen Tran Van Ky High School Oriented skills/ competences Revise the use of tense individual work/ improve writing skill Self-study Page 153 Lesson Plan – Grade 11TĐ Date of preparation: ………………… Period 51 REVIEW (UNIT 4&5)( P2) Skills A Objectives: Knowledge: By the end of the lesson, students will be able to: - revise what they have learned in unit and5 - practice more about reading, speaking, listening and writing skill + Vocabulary: Words / phrases related to topics “Caring for those in need”, and “Being a part of ASEAN" Attitude: - To encourage Ss to work harder - To provide Ss some motivation Skills: - To promote Ss to develop their skills and cultural understanding - To help Ss develop the skill of working in pairs and groups Description table of cognitive competence levels and orientation for Ss’ progress: CONTENT Knowledge Speaking Reading Listening Writing Comprehension Know the way to make a conversation -understand the three universities in Singapore -Recognize the evidences for each question in the passage - Understand the main ideas to answer the questions -Recognize the evidences for each question in listening part./ Make sure that they understand the content of the listening lesson Know more about -understand the the way to write an meaning of words introduction used in the introduction of a country Low application (level 1) High application (level 2) Express opinion Use their own knowledge to write their own introduction Correct mistakes B Method: Integrated, mainly communicative C Teaching aids: test papers, colored chalk, board, D Procedures: Class organization (1 minute) - Greeting and checking students’ attendance Teacher in charge: Nguyen Thi Thanh Tuyen Tran Van Ky High School Page 154 Lesson Plan – Grade 11TĐ Check – up: New lesson: Stages/ activities Content/ Board display *Warm-up: Chatting (3 mins) - Ask Ss to name some countries in ASEAN and ask Ss to answer some questions + Which country you like best? Why? + Which university in ASEAN counter you want to study if you have a chance? I SPEAKING -Work with your partner Make a conversation about your friend's problem and give them advice (10 mins) - Ask Ss to work with a partner to make a conversation about the university they want to study I SPEAKING Work in pairs Read the information, answer the questions by discussing with a partner Which university you want to go to? Why you want to study there? - Encourage Ss to discuss their choices with their partners Have Ss present their answers to the class Teacher in charge: Nguyen Thi Thanh Tuyen Tran Van Ky High School Oriented skills/ competences interaction improving speaking skill Remember the vocabulary / individual work improving speaking skill Page 155 Lesson Plan – Grade 11TĐ Stages/ activities II READING: (12 mins) * Activity 1: Read the text and match the words in A with their definitions in B - Ss this activity individually Then compare their answers with a partner - T calls on Ss to give answers - Ss go to the board and write their answers - T asks Ss to explain their answers if necessary and gives feedback * Activity 2: Read again and then answer the questions -T asks Ss to work in pairs to read again and then answer the questions -T calls on some pairs - one ask and another gives the answer the check with the whole class Content/ Board display Oriented skills/ competences II READING: Task Read the text and match the words in A with their definitions in B a d b c Task Answer the questions Devices that help disabled people perform an activity They can communicate quickly by sending and receiving messages They can have documents read out loud electronically on their computer Children with visual impairment and their parents can read together /share reading It can improve the quality of life pair/ improve reading skill for III LISTENING: (8 mins) Listen to the conversation between Mr Long and his daughter Mai Decide whether the following statements are true (T) or false (F) Ss to listen and the activity individually then check their answers with partners - Play the recording once for Ss to listen and choose their answers - Play the recording again pausing at appropriate places and highlighting the clues in the listening text, so Ss can check their answers Then give the correct answers, for weaker Ss - Play the recording several times pausing after sentences to check Ss’ comprehension III LISTENING: TRUE/ FALSE IV WRITING: (10 mins) IV WRITING: write an Improving listening skill T F T F T Teacher in charge: Nguyen Thi Thanh Tuyen Tran Van Ky High School Improving Page 156 Lesson Plan – Grade 11TĐ Stages/ activities Content/ Board display introduction to Thailand Write an introduction to Thailand using the facts below Add more information if necessary -Ss can use the example to start their introductions They can also refer to page 54 for the features of information text and the sample writing -Ask Ss to use the facts given (or find additional information if necessary) to write an introduction to Thailand Ss may write their drafts first in class, and swap with a partner for peer review - Ask Ss to make any revisions based on their partner's comments and complete their final versions at home Oriented skills/ competences writing skill Example: Thailand has a total area of 513,120 square kilometers Its capital is Bangkok It has a population of 67,149,778 (2014 estimate) The official language used in Thailand is Thai Homework: (1 minutes) - Revise what Ss have learnt in unit &5 -Review and Exercises in Review - Revise what Ss have learnt in unit Self-study &5 -Review and Exercises in Review again again Review from unit to unit Review from unit to unit Teacher in charge: Nguyen Thi Thanh Tuyen Tran Van Ky High School Page 157 Lesson Plan – Grade 11TĐ Teacher in charge: Nguyen Thi Thanh Tuyen Tran Van Ky High School Page 158 ... main points of the lesson Teacher in charge: Nguyen Thi Thanh Tuyen Tran Van Ky High School Selfmotivation Page 11 Lesson Plan – Grade 11TĐ Stages/ activities Content/ Board display -Check Ss'... Stimulated speaking; Selfmotivation Teacher in charge: Nguyen Thi Thanh Tuyen Tran Van Ky High School Page Lesson Plan – Grade 11TĐ Date of preparation: ………………… Unit 1: GENERATION GAP Period GETTING... Teacher in charge: Nguyen Thi Thanh Tuyen Tran Van Ky High School Low application (level 1) High application (level 2) -Use the words in context Page Lesson Plan – Grade 11TĐ True/ False statements/