giao an tieng anh 11 nang cao

Period 1: Revision and introduction Preparing date: 17/8/2010 Teaching date : I. Objectives: by the end of the lesson ss will be able to: -revise the language of English book 10. -know the form of English book 11. II. Materials: English book 10, 11 (advanced) III. Anticipated problems: Ss may forget the knowledge of English book 10. IV. Procedure: 1. Greeting + checking attendance: 11A8 2. New lesson Unit1: Friendship Period 2: Reading. (P1) Preparing date: 17/8/2010 Teaching date: Stage/Time Procedure Interaction Presentation 1 22 Presentation 2 20 Wrapping 3 Revision. Call some Ss to tell about the grammar of English 10. -Tenses. -To-infinitive -Gerund -Reported speech -passive voice Let Ss to give out some examples Feedback and recall them. Introduction. Ask Ss some question about the English book 10 to introduce the English book 11. -How many units are there….? -How many lessons are there in a unit? -How many periods are there in a unit? -How many topics are there in … ? Introduce the English book 11 –new version. -There are 16 units -There are 16 topics. Summarize the main points Assign homework Whole class Individual Whole class Individual work Whole class 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. II. Lexical items : - detention - through thick and thin - guarantee - soccer stuff - stuffed animal - break out into tears - cheat off III. Structures : - A good friend is a person who helps you do homework . - A good friend always stands beside you even though you are a loser. IV. Teaching aids: - textbook - picture / drawings - chalk - handouts V. Procedures : 1. Greeting + checking attendance 11A8 2. New lesson State/time Teacher’s and students’ activities Blackboard Materials 1. Warm-up & lead-in (3’) Games: Treasure Hunt. - Divide the class into two groups - Stick 6 pictures of things (or draw the things) on the board. - Tell Sts to find out the treasure, the word of the day by combining the first letter in the names of these things . - The first group to find it will win the game - Sts start the game. ( These pictures are about Flower, Ring, Ice- cream, Eye, Nurse, Dog. The word of the day is FRIEND) - Declare the winner. - Ask Sts : do you have friends? What is a good friend like, according to you? - Teacher leads in the new lesson: “ in today’s reading, we’ll get to know more about friends and friendship. - T writes down on the board Stick pictures on the board The word of today : FRIEND Period 2 : Unit 1 : Friendship. Pictures or drawing Chalk and board. 2. Pre- reading (5’) Teaching Vocabulary - write new words on the bb. - elicit meanings from Sts or give explanations yourself - leave some minutes for Sts to copy. - give some practice on pronunciation ( T reads – Sts repeat in chorally, then asks Sts to read individually.) - Remind Sts of Relative Clause, how to use. - stick together (v): gắn bó - through thick and thin (idm): trong bất kỳ hoàn cảnh nào - cheat (v) : gian lận trong ktra - break out into tears (v) = begin to cry - detention (n): hình phạt sau giờ học Chalk and board A goof friend was the person who helped you pack up …… 3. while - reading (15’) Activity 1: reading and matching (task a, p16) - Ask Sts to read Text A and then match the grades with John’s opinions on what a good friend is. - Call on Sts to say what John thought of a good friend in each grade. - go over the answers with the class. Activity 2: Main ideas - T writes down on the board three phrases about the main ideas of the paragraphs B and one extra phrase. - Ask Sts to skim the text again and match the paragraphs with their suitable main ideas. - When they have finished , tell Sts to compare answers with a partner. - Go over the answers with the class. Answers : 1. c 2. b 3. a a. Possible reasons for not having a best friend. b. How best friendship develops c. John’s opinions on “friendship” during his school years. Chalk + book + small board 4. Post- reading (15’) Activity 1: checking vocabulary : gap-filling - Give Sts handouts and ask them to work in pairs, completing the sentences, using the words just learned. - check with the class Activity 2 : writing: sentence building. - Give Sts handouts , and ask them to make sentences using the cues. - Sts do the task - T correct them. 1. A good friend remains loyal to you …… 2. Being scolded by his mother, the child ………. 3. Those students were sent to the ……. Room for their cheating on the exam. Answers : 1. through thick and thin; 2. broke out into tears ; 3. detention. 1. your ideas/ good friend/ different/ different grades. 2. best friends / usually / stick together/ thick/ thin. 3. best friend/ help you/ avoid/ depression/ anxiety. - Handouts Handouts 5. Other activities (5’) - Ask one or two Sts to sing a song telling about friendship - Sts do the task 4. Consolidation: Summarize the main points 5. Homework - Ask Sts to learn new words by heart and review the today’s lesson. - Prepare the new lessons for the next time Unit1: Friendship Period 3: Reading. (P2) Preparing date: 17/8/2010 Teaching date: 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. II. Lexical items : - confide - emotional health - guarantee - prevent - depression - anxiety - pick - stick together III. Structures : - Our best friend can prevent us from developing serious psychological problems. IV. Teaching aids: - textbook - picture / drawings - chalk - handouts V. Procedures : 1. Greeting + checking attendance 11A8 2. Checking-up: New words 3. New lesson State/time Teacher’s and students’ activities Blackboard Materials 1. Warm-up & lead-in (4’) Reviewing the previous lesson: - T reads John’s opinions on a Good friend: a. pack up toys and old stuff; empathize with you in bad times b. let you copy his / her paper in an exam. c. be on you side through good and bad times. - Sts say the grade (eighth, ninth, or tenth) for each opinion. - T gives feedbacks. Transition : what do you think about above ideas? To know what is a best friend, today we’ll continue learning paragraph 2. - T write the lesson on the bb: - Eighth grade - Tenth grade - Ninth grade Period 3 : Unit 1 : Friendship – reading (p2) Chalk and board. 2. Pre- reading (5’) Teaching Vocabulary - write new words on the bb. - elicit meanings from Sts or give explanations yourself - leave some minutes for Sts to copy. - give some practice on pronunciation ( T reads – Sts repeat in chorally, then asks Sts to read individually.) - Remind Sts of how to use the verb : prevent S.O / S.T from V-ing - to confide: - emotional (adj.) - guarantee (n) :sự đảm bảo - depression (n) - anxiety (n) = worry Anxious(adj.) = worried - to pick = to collect - to stick together : gắn bó - to evolve = to develop Our best friend can prevent us from developing serious psychological problems. Chalk and small board 3. while - reading (15’) Activity 1: True – False statements(task b, p16) - Ask Sts to read the statement about close friends in Task b (p16)and say if they are true or false , i.e, Sts agree or disagree with them - Check with the class and note down on the board Sts’ opinions. - Tell Sts to read Text B and decide if the statements are true or false. - go over the answers with the class. Activity 2: Main ideas - T writes down on the board three phrases about the main ideas of the paragraphs B and one extra phrase. - Ask Sts to skim the text again and match the paragraphs with their suitable main ideas. - When they have finished , tell Sts to compare answers with a partner. - Go over the answers with the class. Answers : 1. c 2. b 3. a a. Possible reasons for not having a best friend. b. How best friendship develops c. John’s opinions on “friendship” during his school years. Chalk + book + small board 4. Post- reading (15’) Activity 1: checking vocabulary : gap- filling - Give Sts handouts and ask them to work in pairs, completing the sentences, using the words just learned. - check with the class Activity 2 : writing: sentence building. - Give Sts handouts , and ask them to make sentences using the cues. - Sts do the task - T correct them. 1. Blue skies are not a ……. of continuing fine weather. 2. Like friendship, trust … with time. 3. Ann thinks there’s no one in the class she can …… Answers : 1. guarantee ;2. evolve ; 3. confide in 1. best friends / someone / you can confide 2. your ideas/ good friend/ different/ different grades. 3. best friend/ help you/ avoid/ depression/ anxiety. - Handouts Handouts 4. Consolidation: Summarize the main points 5. Homework - Ask Sts to learn new words by heart and review the today’s lesson. - Prepare the new lessons for the next time Unit1: Friendship Period 4: Listening. Preparing date: 18/8/2010 Teaching date: I. Aims : - By the end of the lesson, the students are able to listen and pick up specific details. - By the end of the lesson, the students are able to listen and understand general ideas. II. Lexical items : - social - sensitive - indifferent - conservative - skinny - stout III. 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. IV. Teaching aids: - textbook - CD player - Sheet of paper - chalk - cards - V. Procedures : 1. Greeting + checking attendance 11A8 2. Checking-up: New words 3. New lesson State/time Teacher’s and students’ activities Blackboard Materials 1. warm-up (4’) Games: “ Five little things” - Ask Sts to work in group of 4 - Tell Sts 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 one point - The group that has more points will win the game. - Check Sts’ understanding of instructions and have them start the game. 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 : 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. Unit 1 : Friendship- Listening - sheets of paper. 2. Pre- listening (5’) Teaching new words: - use pictures and explanations to present some new words - Read the words one by one and ask Sts to repeat. Describing yourself (Task a, p17) - Ask Sts to read the list of adjectives and tick the words that describe them and add more adjectives that are true for them - Call on one student or two read their list that describes themselves + sociable (a.) : friendly, + conservative (a) :bao thu + sensitive (a) : nhay cam + skinny (a) : very very thin + stout (a) : rather fat + indifferent (a) : having no test Task a: Students’ answers. Chalk and board Textbook 3. while- listening. (15’) Activity 1: Listen and tick (Task b, p17) - Tell Sts they are going to listen to a letter from Jack, writing about his new Vietnamese friend, Mai. - Ask Sts to listen and tick what is true bout her. - Let Sts listen for the second time if necessary - Go over the answers with the class. Activity 2: Listen and take notes - Ask Sts to listen again and note down the noun phrases used to describe Mai’s appearance - call on Sts to read their notes and check with the class. Task b: 1. sociable 2. enthusiastic 3. practical 4. athletic 5. attractive 6. sensitive Listen and take notes Expected answers: - her rosy plump face , - two dimples ( on her cheeks), - short hair, - casual clothes Textbook and CD player CD player and chalk + bb 4. Post- listening (15’) Speaking : Role play ( Handouts) - pair of Sts as A and B and tell A to play the role of Jack an B the role of Sinh. Sts imagine they are having a conversation on the phone - give each student a role card 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 Sts’ comments and then give feedback. Card 1- Jack and card 2 – Sinh are delivered out Sts. Handouts 4. Consolidation: vocabulary review 5. Homework - Ask Sts to learn new words and make sentences with them. - Describe a friend Unit1: Friendship Period 5: Speaking. Preparing date: 18/8/2010 Teaching date: I. 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. II. Lexical items and structures: - tasty - cousin -I don’t think we’ve met . My name’s Alice - It’ nice weather , isn’t it? . III. Teaching aids: - textbook - Pictures - Handouts - chalk - cards -Posters IV. Procedures : 1. Greeting + checking attendance 11A8 2. Checking-up: Describe a friend 3. New lesson State/time Teacher’s and students’ activities Blackboard Materials 1. warm-up (4’) Games: Word grid -Prepare a poster of a word grid with 11 rows. (You can prepare a poster with all the word in their rows and cover each rows with a piece of paper. When SS get it right ,you just need to uncover that row) ( Appendix1 ) - Ask Sts to work in group . - 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 the 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 has more points will win the game. - Check Sts’ understanding of instructions and have them start the game. -Keep a running total of points for each group on the boar -Declare the winner. Transition How do you make friends with people? Today we will focus on making friend at parties and in public places. -Write down on the board : Unit 1 : Speaking – Making Friends -Poster. 2. Pre- Speaking (5’) Eliciting and Introducing Useful Language -Ask SS : What do you do /say to make friends with someone new? Chalk and board -Note SS’ ideas on the board. -Tell Ss to read the expressions in task a ( p.18) and tick the ones that they can you to start a conversation. -give comments and then introduce to Ss some ways to start a conversation with someone. -Tell SS they can use the expression in 3 and 4 either to start a conversation and make friends with someone new or to maintain a conversation. -Read the expressions one by and ask SS to repeat. Expected answer: 2,3,4,5,6,7,and 8 1.Introducing yourself +Hello, my name’s …./Hi, I’m….I’m from…. +Hello, my name’s …., by the way. 2.Checking if you know someone +I don’t think we’ve met. My name’s…. +Haven’t I seen you at…? 3. Making offers +Would you like something to drink/ to eat ? +How about trying ….? 4. Commenting on the situation +It’s a great party, isn’t it? +The music sounds great, doesn’t it? Chalk and board 3. while- Speaking. (15’) Activity 1:Completing and Practising the Dialogues (Task b, p.18-19) - Tell Sts to complete the dialogues in task (p.18-19). -Check with the class by calling 2 pairs to act out the conversations. -Tell SS to work in pairs and act out the conversations. -Call on some close and open pairs to act out. Activity 2: Role- play - Prepare sets of 4 personal information cards . ( Appendix2 ) - Ask SS to work in groups of 4. -Give each group a sets of 4 card and tell SS they are now the person described on the card and they are at a multi- school party. -Go around to control and give help if necessary. -Call on someone SS to the front of the class to act out the conversations. Expected answer: 1.I’m… 2.Try / Have…. 3.It’s good / It tastes good 4.Iss’t it/ doesn’t it… 5. would you like…/ could I get you …. 6.It’ s…. 7.Isn’s it 8. Have I met 9. at…. Textbook Personal experience cards [...]... restaurant with a bowl of soup in front, and a waiter at his side - Ask the Sts to read the exchange between Expected answer: Because I the man and the waiter and guess what the haven’t got a spoon! man’s response is / what the reason is - elicit experiences from Sts : “ this is something happening in a restaurant Have you ever had any embarrassing experiences in a restaurant?” - Note down Sts’ ideas Transition:... chalk - cards - Handouts IV.Procedures: 1 Organization: Class Teaching date Attendance Absentees 2 Checking up: New words read and translate the 2nd paragraph 3 New lesson State/time 1 warm-up (4’) Teacher’s and students’ activities Games: “Join the dots” - Give SS handout each with the pictures of a cat and a mouse and some words on ( Appendix 1a) - Tell Sts are you going to read 11 explanations for some... read Text quickly and find the answer to the question: - Call on Sts to give answers and check with the class - go over the answers with the class Activity 2: true – false statements ( task a, p26) - T asks Sts to read the text and the statements about the man and say if they are true or false - Ask Sts to work with a partner and compare answers - Call on Sts to read the statements and say their choice... Blackboard Expected Answer: The cat is trying to catch the mouse with a trap Materials - sheets of paper 2 Prelistening (5’) can find answer ( Appendix 1b) Transition: -We‘ve just reviewed some language describing a man’s unpleasant experience at the party Today we will listen to another person’s embarrassing experience - write down on the board : Teaching new words: - use pictures and explanations to present... retreat(v) : thu mình lại - He kept quiet and retreated into his shell - Many shy people have managed to grow out of it Guiding question : - What was embarrassing about the man? - Expected answer: He didn’t know what to do and how to behave among other people - Expected answer: 1F 2 T 3 F 4 F 5 T Expected answers: Hearing: - He saw many people talking merrily and there was a pause in the conservation... and ask Sts to distinguish the verbs used - T gives feedbacks - Tells Sts that there are two groups of verbs : Transitive followed by an object, and intransitive or linking verbs - T makes notices : these linking verbs and most of these transitive verbs are not used in the present continuous Activity 1: Talking about the senses (task a, p31) (10’) - Tell Sts to work in pair and make questions and answers... monitor and note down error for correction later - Call on some pair ( close and open pairs) to act out their conversations - Give feedback and comments Activity 2 : Answering the quiz ( Task b, p31) - Ask Sts to answer the questions in task b and then with a partner ask and answer the questions Blackboard Materials The questions used for each word are: - What can you do with your … (eyes)… ? - Who can’t... over the answers with the class (10’) Activity 2: True or false? - give out handouts with sentences and explanations - Tell Ss to read the sentences and the explanations for each an decide if the explanations are true or false according to the information given - Ask Sts to compare answers in small groups and then go over the answers with the class Activity 3: Verb From Review ( Task a,b P32-33) - Elicit... know what a smoke sensor is Give explanations -Ask SS what ‘ differentiate’ means Activity 1: Talking about activities with the senses (Task b, p.29) - Tell Sts to work in pairs, ask and answer about the things and people mentioned in task a and their ability - Go around to monitor and note down errors if any for correction later -Encourage SS to talk about other Chalk and board Expected: ‘distinguish’... How did he feel after the first party? - Expected answer: He still felt nervous embarrassed, shy, inadequate, dispirited and sadder - Expected answer: 1F Materials Handouts Chalk and board Chalk and small board 4 Consolidation: Summarizes the main points 5 Homework: new words, read and translate the 2nd paragraph Unit 2: Personal experience Period 11: Listening Preparing date: 1/9/2010 I Aims: - By . yellow, ect. 10. North, South, West, and Answers: 1.Elephant, 2.X- mas, 3.Pen, 4.Eyes, Handouts Chalk and board. Transition: Unit 2 focuses on personal. CD player and chalk + bb 4. Post- listening (15’) Speaking : Role play ( Handouts) - pair of Sts as A and B and tell A to play the role of Jack an B the