Giáo án English 11 (NC) - HK1

GI¸O ¸N GI¶NG D¹Y TiÕng Anh 11 N©ng cao ( Grade 11 Advance ) ****************************************8 Preparing Date: Period: 2 - 3 Unit one: Friendship Period 1-2: Reading I. Aims - By the end of the lesson, the students are able to scan reading for specific information. - By the end of the lesson, the students are able to skim reading for general ideas. - By the end of the lesson, the students are able to express their ideas about friendship. II. Skills: Skill-based (reading) III. Key vocabulary - confide in - through thick and thin - guarantee - stick - evolve - break out into tear - detention - cheat IV. Key structure - A good friend is a person who helps you do homework. - A good friend always stands beside you even though you are a loser. V. Materials - Textbook, pictures/ Drawings - Chalk and board - Handouts. Stages/ Time Procedure Aims Focus Materials 1. Warm -up & lead - in (10-12') 2. Pre- reading Game: Treasure Hunt. - Divide the class into two groups. - Stick 6 pictures of things (or draw the things) on the board. - Tell ss to find out the treasure, the word of the day by combining the first letters in the names of these things. (Do not give them the names) - The first group to find it will win the game. - Check ss' understanding of instructions - Give an example like this: a picture of a Car, of an Apple, and of a Tree, the word in this case is "cat" - Have ss start the game. These are the pictures: → the word of the day is " FRIEND" Words: flower, ring, ice-cream, eye, nurse, dog. - Declare the winner. - Ask ss: - Do you have friends? - What is a good friend like, according to you? - Note down some key points. Transition: - In today's reading, we'll get to know more about friends and friendships. - Write down on the board: Unit 1 Friendship Teaching Vocabulary - To raise ss' interest and to lead to the topic. - To engage ss, and let ss express their opinions Groups T- class T- class - Pictures or drawings - Chalk &board 1 (8 - 10') 3. While - reading (10 -15') (15 - 18' ) - Elicit meanings from ss or give explanations yourself. break out into tears (phr.v) = begin to cry. Though thick and thin(idm) = in spite of all the difficulties (trong bất cứ hoàn cảnh nào). Cheat / ti:t/ (v) = act dishonestly; copy sb's work in a test. Detention / di'tenn/ (n) = punishment of being kept at school after it has closed (hình phạt giam ở trờng sau giờ học. Confide /kn'faid/ in sb (v) = trust sb enough to tell a secret to him/ her (tâm sự, thổ lộ) Guarantee /g rnti:/ (n) = sự bảo đảm Evolve / i'volv/ (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 there's no one in the class she can. - Check with the class Expected answers: 1. through thick and thin 2. guarantee 3. broke out into tears 4. detention 5. evolves 6. confine in Activity 1: Reading and Matching - 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 Statements (Task b, p16) - Ask ss to read the statement about close friends in Task b (p.16) and say if they are true or false, i.e, SS agree or disagree with them. - Check with the class and note down on the board ss' opinions - Tell ss to read Text B and decided if the statements are true or false. - Ask ss to work with a partner and compare answers. - To provide ss' with some language to help them understan d the text. - To help enrich ss knowledg e of vocab. - To see if ss have learned the words and know how to us them in a new context - To develop ss' skimming skills - To give some personaliz ed task to T- class T- class Pairs Individ uals T - class - Chalk &board - Handouts Textbook 2 (10 - 12' ) 4. Post - reading (14 - 16') - Call on ss to read the statements and say their choice. - Go over the answers with the class. - Tell ss to compare the ideas in the text and ss' opinions. Answers: 1. T 2. F (According to the text, we become friends with those who share common interests) 3. F. (We can not go out and pick a good friend) 4. T 5. T Activity 3: Main ideas - Write down on the board three phrases about the 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 their suitable main ideas. - When they have finished, tell ss to compare answers with a partner. - Go over the answers with the class. Expected answers: Par.1 - d Par.2 - c Par.3 - a Discussion - 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 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. engage ss - to provide some practice on scanning skill - To provide practice on skimming for general ideas - For ss to share and learn - To provide ss with some free practice and to have them express themselve s and share ideas - To give more practice at home about the content of Individ uals pairs T - class Individ uals Pairs Groups Ss - ss T - class Textbook - Chalk &board Textbook - Chalk &board - Chalk &board 3 5. Homew ork (1') the text Individ uals Handouts Preparing Date: Period: 4 Unit one: Friendship Period 3: Listening VI. Aims - By the end of the lesson, the students are able to listening and pick up specific details. - By the end of the lesson, the students are able to listening and understand general ideas. VII. Skills: Skill-based (listening, speaking) VIII. Key vocabulary - sociable - sensitive - indifferent; - conservative - skinny - stout IX. Key structures - She looks athletic with her hair cut short and casual clothes. - It was her rosy plump face that attracted me at the first look. X. Materials - Textbook - Chalk and board - Sheers of paper. - Cards - CD player Stage/ Timing Procedure Aims Focus Materials 1. Warm - up (4 - 5') Game: 'Five little things' - Ask ss to work in groups of four - 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. 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 or personality. - To create interest, review adjective s and nouns and introduc e the topic. Group T - class - Sheets of paper 4 2. Pre- listening (4 - 5') 3. While 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, out-going, sociable, studious, practical, sympathetic, . - Read ss' items and check with the class after each question. - Declare the winner. Transition: - We use a lot of nouns and adjectives to talk about friends. Today we will listen to a letter from Jack, writing about his new friend. -Write down on the board: Unit 1 Friendship - Listening Teaching Vocabulary - Use pictures and explanations to present some new words. + sociable / səuʃəbl/ (a) = friendly, outgoing + conservative/ / (a) = opposed to great change (b¶o thñ) + sensitive/sensətiv / (a) = easily offended; easily hurt( nh¹y c¶m) + skinny / 'skini/ (a) = very very thin (gÇy tr¬ x¬ng) + stout / staut/ (a) = rather fat. + indifferent / in'difr nt/ (a) + having no interest (thê ¬) - Read the words one by one and ask ss to repeat. Checking Vocabulary - Tell ss to listen to the explanation in English and say the word. 1. very thin (Expected: skinny) 2. having no interest (Expected: indifferent) 3. friendly, outgoing (Expected: sociable) 4. easily offended (Expected: sensitive) 5. rather fat (Expected: stout) 6. opposes to great change (Expected: conservative) - Checking with the class Describing yourself (Task a, p.17) - Ask ss to read the list of adjectives and stick (⋎) 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 (⋎) (Task b, p.17) - Tell ss they are going to listen to a letter from Jack, writing about his new Vietnamese friend, Mai. - To provide ss with some vocab. To help them understa nd the listening text. - To see if ss have learned the words - To engage ss with some personali zed task & prepare them for the next task. - To give T- class T- class T- class T- class Individ uals ss - ss T-class Individ - Chalk & board - Chalk & board - Textbook - Textbook - CD player 5 - listening (5 - 7 ') (8 - 9') (4 - 5') 4. Post - listening (8 - 9' ) 5. Homew ork (1') - Ask ss to listen and tick ( ⋎) what is true about her. - Let ss listen for the second time if 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. Expected answers: - her rosy plump face, - two dimples (on her cheeks), - short hair, and - casual clothes. 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? - Go over the answers with the 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 Viet Nam. 5. Maybe. He hasn't decided yet. Speaking: Role play (handouts). - 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 ideas 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. - Ask for ss' comment and then give feedback. Vocabulary review - Tell ss to learn the new words and make some sentences with them, describing a certain person. practice in listening for details - To challeng e ss with some note taking - To check ss compreh ension - To integrate some speaking ; role play is fun - To enrich ss' knowled ge of vocab. uals Individ uals Individ uals T - class Pairs T - class Individ uals - CD player - Chalk & board - Chalk & board - CD player - Cards - Textbook 6 Preparing Date: Period: 5 Unit one: Friendship Period 4: Speaking XI. Aims - By the end of the lesson, the students are able to introduce themselves. - By the end of the lesson, the students know how to make friends with someone new. XII. Skills: Skill-based (speaking, listening) XIII. Key vocabulary - tasty - cousin XIV. Key structure - I don't think we've met. My name's Alice. - It's nice weather, isn't it? . XV. Materials - Textbook, - pictures - Chalk and board - Handouts. - Pictures - Posters - Cards Stages/ Time Procedure Aims Focus Materials 1. Warm -up & lead - in (10-12') 2. Pre- speakin g (6 - 8') Game: Word grip. - Prepare a poster of a word grid with 11 rows. (You can prepare a poster with all the words in their rows and cover each row with a piece of paper. When SS get it right, you jujst need to uncover that row) (Appendix 1) - Ask SS to work in two groups. - Tell ss to take turns to choose a numbered row - Read the explanation for the word in that row, and the group try to say what the word is. If the group get it right, they score 1 point. If they get it wrong, the other group have a chance to say the word and score the point. - After 6 rows have been revealed, the groups are allowed to guess the word in the column. If they get it right, they win 5 points. - The group that have more points will win the game. - Check SS' understanding of instructions and have them start the game. - Keep a running total of points for each group on the board. - Declare the winner Transition: - How do you make friends with people? Today we will focus on making friends at parties and public places. - Write down on the board: Unit 1 Speaking - Making Friends Eliciting and Introducing Useful Language - Ask SS: What do you do/ say to make friends with someone new? - Note SS' ideas on the board - To create ss' interest and to introduce the topic. - To make sure SS know what they are going to do To lead to the lesson To challenge SS to generate key structures Groups T- class T- class T- class T- class - Posters - Chalk &board - Chalk &board 7 3. While - reading (9 -10') (8- 10' ) - Tell SS to read the expressions in Task a (P.18) and tick ( ) the ones that they can use to start a conversation. Expected answers: 2, 3, 4, 5, 6, 7 and 8 - Give comments and then introduce to SS some ways to start a conversation with someone 1. Introducing yourself Hello, my name's . / Hi, I'm from My name's , by the way. How do you do? I'm . Nice to meet you. 2. Checking if you know someone I don't think we've met. My name's . Haven't I seen you at . ? You're a friend of ., aren't you? You look familiar. Have you been in/ to school? 3. Making offers Would you like some thing to drink/ to eat? How about trying ? Could I get you a drink? 4. Commenting on the situation It's a great party, isn't it? The music sounds great, doesn't it? It's nice weather, isn't it? - Tell SS they can use the expressions in 3 or 4 either to start a conversation and make friends with someone new or to maintain a conversation. - Read the expressions one by one and ask SS to repeat. Activity 1: Completing & Practicing the Dialogues (Task b, pp. 18 - 19) - Ask ss to complete the dialogue Task b, (pp. 18 - 19) and then compare answers with a partner. - Checking with the class by calling 2 pairs to act out the conversations 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 - Tell SS to work in pairs and act out the conversations - Call with the class by calling 2 pairs to act out the conversations. Activity 2: Role Play - Prepare sets of 4 personal information cards. (Appendix 2) - Ask ss to work in groups of four - Go round to control and give help if necessary. - Call on some ss to the front of the class to act out the conversations - To introduce the language to facilitate speaking activities later. - To provide some pronuncia tion practice - to provide SS with some model - To provide some free practice T- class T- class T- class Individ uals pairs Groups T - class - Chalk &board - Chalk &board Textbook - Chalk &board 8 4. Post - reading (14 - 16') 5. Homew ork (1') - Give comments. Listening: Questions and Answers Ask SS to listen to two conversations and answers the questions Conversation 1: Michael: Hi. My name's Michael Parker. Jennifer: I'm Jennifer Yang Michael: It's nice to meet you, Jennifer. Jennifer: Nice to meet you, too. Michael: I'm sorry. What's your last name again? Jennifer: It's Yang. a. Who are they? (Expected: They are Michael and Jennifer) b. What are they doing? ? (Expected: They are introducing themselves) Conversation 2: Jennifer: Steven? This is your book. Steven: Oh, it's my math book! You're in my class, right? Jennifer: Yes, I am. I'm Jennifer Yang Steven: It's nice to meet you. David, this is Jennifer. She is in our math class. David: Hi, Jennifer Jennifer: Hi, David. Nice to meet you. a. How many people are there in the conversation? (Expected: 3) b. Has Jennifer known the boys before? (Expected: No, They are getting to know each other) c. What about Steven and David? (Expected: Yes, They've known each other before) d. What do they all have in common? (Expected: They study in the same math class) Reviewing the language - Ask SS to review the expressions used to start a conversation - To give some consolidat ion Listening as an integrated skill Somethin g to do at home Individ uals T- class T - class Individ uals - Cards Handouts - Chalk &board Handouts Textbook Preparing Date: Period: 6- 7 Unit one: Friendship Period 5-6: Writing 9 XVI. Aims - By the end of the lesson, the students are able to describe a friend. - By the end of the lesson, the students are able to write a narrative. XVII. Skills : Skill-based (writing) XVIII. Key vocabulary - vicious - imbecile - confess - smart - criticize - giggle XIX. Key structures - He had a way of criticizing you that made people laugh at you. - He was the same age with us but very tall with black hair cut very short. XX. Anticipated problems - Some students may not be confident enough to express themselves in English. XXI. Materials - Textbook - Handouts - chalk and board - Sheets of paper Stages/ Time Procedure Aims Focus Materials 1. Warm -up & lead - in (5-6') 2. Pre- writing (4 - 5') Game: Memory check. - Hang a poster with descriptive adjective on the board. - Tell SS to look at the words for a few seconds, and try to remember them. - Put the poster away and ask SS to write down as many words they can remember as possible. The student with 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 s/he can remember so many words. - Tell SS if they put things under some classifications, it's easier to remember them. - Ask SS to put the adjectives under three heading of Hair/ Face, Build and Opinion. Expected answers: Hair/Face Build Opinion Long/black tall/slim beautiful/pretty Curly/straight short/thin kind/handsome Timid/shy/smart Transition: - We use these kinds of adjective to describe people. You will the focus of today's lesson. - Write down on the board: Unit 1 Writing a Narrative Teaching Vocabulary - Elicit the meanings of new words from SS or give explanations yourself. * Vicious/ 'viʃəs/ (a.)=acting with evil intentions; spiteful (xÊu xa; nham hiÓm ) * imbecile /'imbəsi:l ; US -sl /(n.)= stupid or silly person; fool (kÎ ngèc; ngêi khê kh¹o) * smart /sma:t/ (a.)=clever; intelligent * criticize /'kritisaiz/ (v.)=point out the faults of sb/sth (chØ trÝch, phª b×nh ai) * confess /kən'fes/ (v.)=admit (thó nhËn) - To create interest and to introduce the language point To focus SS on key features - To introduce the topic - To help enrich SS' knowledge of vocab. and help them understand the text - To give some pronunciati on practice - To see if SS have learned the words Individ uals T-class T-class T-class T-class - Poster - Sheets of paper - Chalk & board - Chalk &board - Chalk &board 10 [...]... a the language point T-SS T-class - To help SS T-class understand how descriptive adjs are used - For SS to recognize key vocab - To help SS understand the text - Chalk & board - Chalk & board Individ uals T-class -textbook Individ uals -textbook - Chalk & board T-class - To give a more difficult task - More practice with word order Individ uals Pairs T-class -textbook T-class - To Individ review the... Key vocabulary - a sit-down meal - duty - farewell - serve LXVIII Key structure - How about entertainment? - I'll be a chef Minh will serve the foods and drinks LXIX Materials - Textbook, - Chalk and board - Posters - Handouts - Pictures - Cards/ Invitation cards Stages/ Time 1 Warm -up & lead - in Procedure Game: Word wheel - Put SS into groups of four - Set a time limit of 5 minutes - Within groups,... inadequate - dispirited - retreat - slip away - grow out of XXXI Key structures - He kept quiet and retreated into his shell - Many shy people have managed to grow out of it XXXII Materials - Textbook - Chalk and board - Handouts Stages/ Time 1 Warm -up & lead - in (1 0-1 2') Procedure Game: Jigsaw Reading - Arrange the class in four or five groups - Give each group a handout with phrases of explanation on -. .. past experience - To help enrich SS' knowledge of vocab and help them understand the text T-class Individ uals - Chalk &board Text book Pairs Pairs - Handouts T-class - To provide SS T-class with some ideas about Individ what to uals include in the story - For SS to share and learn - Chalk &board - Text book Pairs - To give SS a general format of the letter T-class - Text book Pairs 24 - Tell SS to compare... Skill-based (reading, speaking, writing) LVII Key vocabulary - interaction - congenial - cutlery - etiquette - refrain from - acceptable/ unacceptable LVIII Key structures - Finger are not be used except in the case of bread and other similar foods - Chew with your mouth closed, and do not talk while chewing LIX Materials - Textbook - Cards & realia - Chalk and board - Handouts Stages/ Time 1 Warm -up... vocabulary - the senses - differentiate XLI Key structure - A smoke sensor discovers fire in a room - What do you think dogs are good at? XLII Materials - Textbook, - Chalk and board - Handouts - Pictures - Cards Stages/ Time 1 Warm -up & lead - in ( 7- 8') 2 Prespeakin g Procedure Aims Game: Pelmanism - Stick on the board 5 picture cards of the body parts (eye, ear, nose, mouth / tongue, and hand/skin) ( 1-5 )... depressed (chán nản ) - Give some practice on pronunciation (Read - SS repeat) Checking Vocabulary: Slap the board - Divide the class into two groups, A and B - Ask each group to choose 3 students to stand in a line in the front - Write the words and phrases just learned on the board at random T- class - To engage ss, and let ss express their opinions - Chalk &board T- class - Chalk &board T- class - To provide... help uals SS understand meaning & use of linking words - For SS to practice using the linking words in a controlled way -textbook - Chalk & board Handouts -textbook Individ uals Groups T-class -textbook -To T-class personalize Pairs the task and engage SS T-class - To make sure SS know what they are expected to do - To give SS mare practice at SS - SS - Chalk & board Individ uals 14 4 Homew ork (1') Give... Materials - Textbook - Chalk and board - scarves - Realia - Cards - CD player Stage/ Timing 1 Warm up (5 - 6') Procedure Game: 'Touch and describe' - Arrange the class into two groups - Assign two group representatives - Set up a time limit of 3 minutes - Blindfold each representative - Give each team a set of realia in a visible box (The number of objects varies, depending on the class size.) - Let the... Materials Individ uals - Pictures T-class T-class - Chalk & board 23 will learn how to write a letter telling friends about a past experience - Write down on the board: Unit 2 Writing a Personal Letter Describing a Past Experience 2 Prewriting (4 - 5') ( 2- 3) ( 4- 5) (4 - 5' ) (4 - 5' ) Activity 1: Gap - filling (Task a, p.30) - Ask SS to complete the letter using the words given - Move around to control . task. - To give T- class T- class T- class T- class Individ uals ss - ss T-class Individ - Chalk & board - Chalk & board - Textbook - Textbook - CD. opinions Groups T- class T- class - Pictures or drawings - Chalk &board 1 (8 - 10') 3. While - reading (10 -1 5') (15 - 18' ) - Elicit meanings