GIÁO ÁN 11-CẢ NĂM- 2021 - 2022-đã chuyển đổi

* Preparing date: * Teaching date: CLASS: 11 LESSON PLAN ENGLISH 11 Distributive period : INTRODUCING THE PROGRAMS OF ENGLISH 11 A Objectives: + To teach STs to: - know about the English book grade 11 in general (Including themes, tests, lessons etc ) - Introduce how to an oral test, a fifteen - minute tests and a written test - Some requires of student to study well English - help Sts have the opportunities to develop their oral fluency - introduce the theme and units + By the end of the lesson, STs will be able to: - Know about the English book grade 11 in general B Preparations 1.Teacher : Handouts, textbook, sub boards and colored chalks Students: Textbook C Methods - The whole lesson: Integrated, mainly communicative Skills: Speaking and listening D Procedures: Stage/ Time I/ Warm up: 2’ Lead in: 2’ II New lesson Vocabulary ( 5’) Teacher’s activities Consolidation (3 mins) – English Introduces herself to the students Asks some students to introduce themselves: What’s your name? Do you like English? Do you find English easy or difficult? Which is the easiest, the most difficult? reading, speaking, listening, or writing? Why you learn English? How long have you learned English? Are you good or bad at English? The text- book English 11 the 1st term * Unit 1- Unit 6: parts for each unit: getting started, language, reading, speaking, listening, writing, communication and culture and looking back & project * Review 1, * Test yourself * Written tests: 6: 15’(3) 45’(2) end- term (1) the 2nd term: * Unit 7- Unit 12: parts for each unit: getting started, language, reading, speaking, listening, writing, communication and culture and looking back & project * Review 3, Students’ activities Listen to the teacher Answer the questions Listen Take notes Listen to the teacher * Test yourself * Written tests: 6: 15’(3) 45’(2) end- term (1) Teacher’s demand Books * Text – book English 11 * Work – book English 11 At home: * Prepare for the new lessons: content, structures, words and phrases, pronunciation * Revise the old lessons + all the homework At class Activity 1( 5’) Activity 2(8’) * Participate in all activities * Keep the discipline Students’ assessment (5 mins) What you find your English? Very good Excellent: Good: Average: Bad: Very bad Consolidation (3 mins) – English test book 11 Homework: (1 min) – Read unit – getting started at home SELF-EVALUATION: Listen Take notes E Experience (Teaching note) * Preparing date: * Teaching date: CLASS: 11 UNIT 1: THE GENERATION GAP Distributive Period 2: - Lesson 1: GETTING STARTED (0ur families) A Objectives: -To teach students to listen and read a conversatiob about generation gap and the tasks - To teach some lexical items related to the topic : Generation gap - By the end of this lesson, Ss can: + To know the topic, vocabulary about the generation gap and family rules + To know two grammar points: + Modal verbs: must, should, have to should and ought to for giving opinions and advice, and must and have to for expressing obligation B Preparations * Teacher: Handouts, textbook, pieces of papers * Students: Textbook C Methods The whole lesson: Integrated, mainly communicative * Skills: - Reading for gist and for specific information - Scanning for specific information to answer questions - Identifying the parts speech of some words D Procedures: Stage/ Time I/ Warm up: 2’ Lead in: 2’ II New lesson Activity Vocabulary ( 5’) Teacher’s activities * Stabilization: (Ổn định lớp ) - Greeting the class - Checking the students’ attendance Brainstorming - Writes the title of the unit and asks sts to list examples showing the gap between different generations - Tells Ss that these differences can be in the choice of music, clothing, values, lifestyles, ways of shopping (directly from shopping centres or online), or communication -Ask Ss questions about the picture This is a photo of a big family Who are the people in the photo? Is this type of family popular in your community? - Leads to the lesson: Today we are giong to study a topic about the generration gap and family rules Students’ activities - Greeting the teacher - Answer: 11 A… (đĐủ / vắng ) T introduces attitude /ˈætɪtjuːd/(n): thái độ - Listen and copy - Write the title of the unit - Listen - Listen carefully bless /bles/ (v): cầu nguyện brand name /ˈbrænd neɪm/(n.phr): hàng hiệu burden /ˈbɜːdn/(n): gánh nặng childcare /ˈtʃaɪldkeə(r)/(n): việc chăm sóc conservative /kənˈsɜːvətɪv/ (a): bảo thủ extended family /ɪkˌstendɪd ˈfỉməli/(n.p): gia đình đa hệ nuclear family /ˌnjuːkliəˈfỉməli/(n.p): gia đình hạt nhân obey /əˈbeɪ/(v): lời, tuân theo responsible /rɪˈspɒnsəbl/ (a): có trách nhiệm 10 table manners /ˈteɪbl mænəz/ (n.p): cung cách - Plays the recording and asks Ss listen to the conversation and read along - Controlled practice Activity ( 5’) - Asks Ss to read the statements and decide if they are true (T) or false (F) and refer to the conversation to find clues for their answers - Listen - Checks Ss' answers - Listen and read - T corrects and gives marks Activity (8’) - Asks them to complete the definitions, using the highlighted compound nouns in the conversation - Asks Ss to check answers in pairs - Do as asked Expected answers: 1.F F 3.T F 5.T -Do as request - work in pairs Expected answers A nuclear family Childcare A generation gap Table manners A viewpoint An extended family Activity ( 10’) - Checks Ss' answers - Asks Ss to read the conversation again to find seven other compound nouns - T asks them to write on board Activity (5’) - T corrects and gives answers - Asks Ss to read the conversation again, and find the verbs expressing duty, obligation, advice, or lack of obligation - Has Ss compare their answers in pairs / groups Then check answers as a class Answers: grandparents grandma grandpa grandmother hairstyles housework footsteps Activity ( 5’) ( Free practice ) - Asks Ss to work in pairs to ask and answer the questions - Has some Ss tell the class about their partners' type of family and what they like and dislike about it - Reviews the content of the lesson Exercises : - Asks sts to practice the dialogue again at home and learn the new words of this period New lesson : - Asks them to prepare for the next part:Unit 1: Language - Look up the meaning of these new words: experienced /ɪkˈspɪəriənst/(a): Expected answers -Opinion & advice: should and ought to in positive and negative forms -Duty & obligation: must and have to - Lack of obligation: (not) have to, (not) need to III.Consolidation Activity (2’) IV.Homework ( 1’) extracurricular /ˌekstrə kəˈrɪkjələ(r)/(a): -Work in pairs -Vary answers Nuclear or extented family I like/ dis like about my type of family because… hairstyle /ˈheəstaɪl/ (n): junk food /ˈdʒʌŋk fuːd/(n.p): mature /məˈtʃʊə(r)/ (a): - Do their task at home respect /rɪˈspekt/ (v): soft drink /ˌsɒft ˈdrɪŋk/(n.phr): - Do as request -Do at home E Experience (Teaching note) …………………………………………………………………………………………………………… * Preparing date: * Teaching date: CLASS: 11 ENGLISH 11 UNIT 1: THE GENERATION GAP Distributive Period 3: - Lesson 2: LANGUAGE ( Compound nouns and modal verbs ) A Objectives: -To teach students to kow how to use compound nouns, modal verbs - To teach students to know some lexical items related to the topic - By the end of this lesson, Ss can: - To distinguish between compound nouns and free combinations of words; understand vocabulary related to the generation gap; identify the stressed and unstressed words in a sentence and pronounce them correctly; use should and ought to to give opinions and advice; must and have to fo express obligation + To know the topic, vocabulary about the generation gap and family rules + To know two grammar points: + Modal verbs: must, should, have to should and ought to for giving opinions and advice, and must and have to for expressing obligation B Preparations * Teacher: Handouts, textbook, pieces of papers * Students: Textbook C Methods - The whole lesson: Integrated, mainly communicative * Skills: - Integrated skills: Listening , Reading and writing D Procedures: Stage/ Time Teacher’s activities Students’ activities I/ Warm up: 2’ Lead in ( 2’ ) II New lesson Vocabulary ( 5’) * Stabilization: (Ổn định lớp ) - Greeting the class - Checking the students’ attendance Lead in - Takes a short talk with students about the generation gap and leads to the lesson: Today we focus on distinguish between compound nouns and free combinations of words We can understand vocabulary related to the generation gap - Greeting the teacher - Answer: 11 A… (Đủ / vắng ) T introduces experienced /ɪkˈspɪəriənst/(a): có kinh nghiệm - Listen and write down - Listen and answer - Listen carefully extracurricular /ˌekstrə kəˈrɪkjələ(r)/(a): ngoại khóa, thuộc ngoại khóa hairstyle /ˈheəstaɪl/ (n): kiểu tóc junk food /ˈdʒʌŋk fuːd/(n.p): đồ ăn vặt mature /məˈtʃʊə(r)/ (a): trưởng thành, chín chắn respect /rɪˈspekt/ (v): tơn trọng soft drink /ˌsɒft ˈdrɪŋk/(n.phr): nước ngọt, nước uống có gas Activity 1( 7’ ) - Asks them to match each single noun (19) with another (a-i) to make a compound noun - Tells them to check their answers in pairs, then check as a class Give the meanings of these compound nouns, if necessary (Review the formation of compound nouns: Tieng Anh 10 - Unit 5, Language section) -Checks feedback COMPOUND NOUNS Notes A compound noun is a noun that is made up of two or more words Each compound noun acts as a single unit and can be modified by adjectives and other nouns In compound nouns, the stress usually falls on the first word This helps us to distinguish between compound nouns and free word combinations Example a 'greenhouse: a place for growing plants (compound noun) a 'green 'house: a house painted green (free word combination) - Work individually - Compare answers - take notes - copy Key: 1g 5c -T corrects 2h 6b 3i 4f 7a 8d 9e - Asks Ss to complete the questions with some of the compound nouns in - Has Ss work individually fìrst Then asks them to work in pairs / groups, and compare their answers Activity 2(7’) Activity ( 10’) Activity ( 8’) - Check Ss' answers Pronunciation - Plays the recording for Ss to listen and repeat - Asks Ss to pay attention to the stressed words with the stress mark before the stressed syllable - Has Ss work in pairs to find out the parts of speech of the words which are stressed in these sentences - Asks Ss to study the Do you know ? box for more information about words that normally receive stress in connected speech - Explains the activity to Ss, drawing their attention to the words in bold - Has Ss work individually first, then play the recording and ask them to check their answers in pairs - Checks answers as a class, highlighting the different cases Then ask Ss to study the Do you know ? box, and learn the rules for the weak forms - Asks 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 Grammar - Asks 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 - Asks Ss to study the Do you know…? box and learn how to use should and ought to to give opinions and advice; and must and have to to express obligation, + Ought to is not as common as should and is a little more formal in questions and negatives We use I don’t think we should/ought to rather than I think we shouldn't/oughtn't to Exercise 1: - T asks Ss to read the text once and asks them to pay attention to the words / phrases - Listen - Do their task Expected answer: 1.hairstyle / table manner 2.generation gap nuclear family junk food schoolchildren - Listen - Listen - Work in pairs - Read Do you know - Listen - Do their task - Answer - Read out - Do their task - Read Do you know - T asks Ss to exchange the answers with their partner - T checks Ss’ answers and elicits from them the rules of using and - T gives feedback Exercise2: Have Ss this exercise individually Monitor the activity and help them, if necessary -Check Ss' answers by asking individual Ss to take turns to read aloud the sentences, and then write them on the board - Do their task - Expected answer 1.should should not must have to must not - Listen - Listen and Expected answer 2.You mustn't use your mobile phone in the examination room 3.I don't have to type my essay 4.You should tell the truth to your family 5.Young people must plan their future career carefully - Listen - Asks Ss to use the word in brackets to rewrite each sentence without changing its meaning - Check Ss' answers by asking individual Ss to take turns to read aloud the sentences, - Do as request and then write them on the board Exercise: III.Consolidation - Asks sts to practice the dialogue again at - Write on board (3’) home and learn the new language New lesson : Asks them to prepare for the next part: Unit 1: Reading IV.Homework(1’) -Look up the meaning of these words at - Do at home home afford /əˈfɔːd/(v): conflict /ˈkɒnflɪkt/(n): impose /ɪmˈpəʊz/(v) on somebody: - Receive handouts and at home norm /nɔːm/(n): viewpoint /ˈvjuːpɔɪnt/ (n): be involved in: be concerned about : brand name /ˈbrænd neɪm/(n.phr): E Experience (Teaching note) * Preparing date: * Teaching date: CLASS: 11 2020 2020 ENGLISH 11 UNIT 1: THE GENERATION GAP Distributive Period 4: - Lesson 3: READING ( Where conflicts come from ) A.Objectives: -To teach students to understand part: Reading By the end of this lesson, Ss are able: - To find specific details when reading a text about the sources of conflict between teenagers and their parents and guess the meaning of new words from the context - Lexical items: related to the topic - Grammar points: B Preparations * Teacher: Handouts, textbook, pieces of papers * Students: Textbook C Methods The whole lesson: Integrated, mainly communicative * Skills: - Integrated skills: Reading skill This activity focuses on Ss' predictions about the reading text •Introduce •Ask the reading text, and elicit some sources of conflict Ss to tick the conflicts (a-g) and then compare their choices with their partner's This activity focuses on skimming (See Introduction) •Ask Ss to skim the text and compare their predictions in D Proocedures: Time I/ Warm up: 1’ Lead in(2’) II New lesson Vocabulary ( 5’ ) Teacher’s activities * Stabilization: (Ổn định lớp ) - Greeting the class - Checking the students’ attendance Lead in - Takes a short talk with students + Where you think family conflicts come from? + What are factors that lead to family conflicts? - Leads to the lesson: Today we are going to study a reading and find specific details when reading a text about the sources of conflicts between teenagers and their parents We can guess the meaning of new words from the context T untroduces the new words afford /əˈfɔːd/(v): có khả chi trả Students’ activities - Greeting the teacher - Answer: 11 A… (Đủ / vắng ) - Answer - I think they comes from many causes… -… -Listen carefully conflict /ˈkɒnflɪkt/(n): xung đột impose /ɪmˈpəʊz/(v) on somebody: áp đặt lên norm /nɔːm/(n): chuẩn mực - Listen and copy viewpoint /ˈvjuːpɔɪnt/ (n): quan điểm be involved in: Liên quan be concerned about : Quan tâm Activity 1( 5’) brand name /ˈbrænd neɪm/(n.phr): hàng hiệu Pre reading Activity ( 10’) - Introduces the reading text, and elicit some sources of conflict - Asks Ss to tick the conflicts (a-g) and then compare their choices with their partner's While reading - Asks Ss to skim the text and compare their predictions in - Read the text and check Activity ( 7’) - Checks Ss 'answers, and ask them to give the clues from the reading text which helped them to work out the answers - Asks Ss to match the highlighted words in the text with the definitions given - Tells Ss to go back to the reading text to locate the highlighted words and study the context surrounding the words to work out their meaning Then match them with the definitions - Has Ss work individually, then check their answers in pairs or groups Activity (10’) - Compare answers - Answer - Match - Read the text and their task Expected answers 1b 2c 3d 4e - Compare answers - Checks feedback - Asks Ss to read the questions first to work out the type of information they will look for in the text - Has Ss work in pairs / small groups to compare their answers - Answer Expected answers Afford Impose Brand name Norms Conflicts - Read carefully 10 5f ... schoolchildren - Listen - Listen - Work in pairs - Read Do you know - Listen - Do their task - Answer - Read out - Do their task - Read Do you know - T asks Ss to exchange the answers with their partner -. .. words - Compare answers - Answer Expected answer B C A - Read and the task - Tick - Add some more complaints - Listen and takes notes Key Students' answers - Work in pairs - Do their task - Make... pairs or groups Activity (10’) - Compare answers - Answer - Match - Read the text and their task Expected answers 1b 2c 3d 4e - Compare answers - Checks feedback - Asks Ss to read the questions