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Teaching date:.../09/2007 PERSONAL EXPERIENCES READING Objectives: By the end of the lesson, Ss will be able to: - learn some vocabulary about personal experiences - understand the passa[r]
(1)Lesson plan of English 11 Teaching date: /09/2007 Period UNIT FRIENDSHIP READING Objectives: By the end of the lesson, Ss will be able to guess meaning in context Lexical items: unselfishness, constancy, be loyal to, sympathy, enthusiasm, suspicion Skills: Reading, Speaking Teaching aids: textbook, pictures PROCEDURE Teacher 's activities Students’ activities I PRE-READING *Warm-up (5’) Brainstorming -Ask Ss to give the adjectives describing features of a good friend Generous sincere friend *Lead-in: I know that we have a lot of friends in our lives Today, we’ll know more about friendship through reading the text *Teaching vocabulary(12’) unselfishness (n) -> (example) constancy (n.) -> (translation): su kien dinh be loyal to = be faithful to sympathy (n.) -> (definition): the feeling of being sorry for sb, showing that you care about sb’s problems enthusiasm (n.) -> (example) suspicion (n.) A: friendly B: happy C: suspicious II WHILE-READING: (15’) Task 1: (3’) Ex: He always helps people without thinking of his own benefit What characteristics can you say about him? Ex: The news is greeted with enthusiasm What does “enthusiasm” mean in Vietnamese? ->What’s the noun of “ suspicious”? *Checking vocabulary: What & Where (3’) Read the passage quickly & tick the words in Warmer appearing in the Lop11.com (2) Lesson plan of English 11 Task 2: (4’) Finding the main idea of the whole passage (Task 2, p.14) +Ask Ss to work in groups of or Task 3: (8’) Answering the questions (Task 3, p.15) +Divide class into groups A & B +Group A answer the first questions, group B answers the rest (Pair work) +Closed pairs- Open pairs + T’s feedback passage + Expected answer: B Conditions of the true friendship III POST-READING (8’) *Discussing the question “Why we need to have friends?” + In groups of 4, ask Ss to tell what a friend can for you: + in your studies + when you are in need IV HOME WORK (2’) -Do Task 1, p.14 -Prepare Period – Speaking *Expected answer: 1… … … …….5 … Teaching date: /09/2007 PERIOD UNIT 1: FRIENDSHIP SPEAKING * Objectives: By the end of the lesson, Ss will be able to describe physical characteristics, using adjectives * Lexical items: crooked, hospitable, generous, quick-witted * Skills: speaking, listening * Teaching aids: pictures, role cards PROCEDURE Teacher ‘s activities Students’ activities I PRE-SPEAKING: * Warm-up: Matching the adjectives from the box with the parts of the body they can be used to describe Short Broad straight tallish sleek Pointed Oval tall shortish round snub Crooked Short large wide shoulderlength Lop11.com (3) Lesson plan of English 11 Wrinkled Glossy flat wavy long Dyed Parts of the body Adjectives Face Nose Hair Forehead Height Call Ss to fill in the words on the charts T’s feedback * Teaching vocabulary crooked (adj.): (picture) hospitable (adj.): welcoming gueSs/ visitors friendly generous (adj.): (translation) quick-witted (adj.): intelligent II WHILE-SPEAKING: In groups of 4, ask students to describe Task 1: (Using the chart in the warm-up some people in the picture given by the teacher, using the words in the chart activity ) In groups of 4, Ss discuss and choose Task 2: the characteristics they think the most Call some groups to report their results to important, and give their reasons the class III POST-SPEAKING: Interview Pair work: Make role cards and deliver to students Ss can use suggestions given to ask (see textbook) and answer, using the following cue cards Before students start, ask them to agree - why he/ she is interested in Math - how much time he/ she spends on Math - what makes him/ her a good friend - what made him/ her successful - what he/ she does in his/ her free time upon the basic profile of the friend - his/ her name - date of birth - his/ her physical characteristics - his/ her hobbies - his/ her personalities IV HOMEWORK (2’) Lop11.com (4) Lesson plan of English 11 Teaching date: /09/2007 PERIOD UNIT FRIENDSHIP LISTENING * Objectives: By the end of the lesson, Ss will understand the content of the lesson and be able to decide on true or false statements & listen and take notes * Lexical items: sense of humor * Skills: listening, writing & speaking * Teaching aids: tape scripts, handouts & cassette player PROCEDURE Teacher ‘s activities Students’ activities I PRE-LISTENING:(12’) *Warm-up: -Divide class into groups A & B *Teaching vocabulary: - sense of humor: -> (photo of Mr Bean) ->He has good sense of humor *True/ False prediction: -Deliver handouts -A Student in group A will describe some physical characteristics of a student in his/her group -Group B has to guess who the student is - In pairs, Ss predict if the following sentences are true or false (See Task 1, p.18) II WHILE- LISTENING (20’) Task 1: True/False statements (8’) -Ask Ss to listen to the tape twice & check their exercises in prediction activity -T’s feedback Task 2: Fill in the table (12’) -Deliver handouts (See textbook, p.18) -T’s feedback Lan How and where they met What they like about their friends - They used to live in the same residential area in Hanoi Lan went on a holiday to Do Son and Ha went there to visit her - Ha’s very friendly and helpful Ha’s sociable She’s got many friends in Do Son and she introduced Lan around They met in college Minh played the guitar, Long was a singer They worked together - Minh has a sense of humor Minh likes to go to plays and movies Minh is a good listener Minh is friendly and helpful - Long -Keys: *Lan’s talk: 1.F 2.F 3.T 4.F 5.T 6.F -*Long’s talk: 1.F 2.F 3.T 4.T 5.T 6.T Ss to listen the tape again to find out the information & fill in the table - Lop11.com (5) Lesson plan of English 11 IV POST-LISTENING.(11’) Ss talk to each other about their best friends + how & where they met + what they like about their friends V HOMEWORK.(2’) - Write a short passage about your best friend Teaching date: /09/2007 PERIOD UNIT FRIENDSHIP WRITING *Objectives: By the end of the lesson, Ss will be able to: + make an outline of the ideas to describe a friend + write a paragraph describing a friend’s characters with supporting details for each character *Skills: Writing *Teaching aids: textbook, posters PROCEDURE Teacher ‘s activities Students’ activities I WARM-UP: (6’) Noughts & crosses friendly pleasant active studious selfish Key: 1-d 2-g 6-a 7-h cheerful modest hardworking responsible 3-c 8-e 4-i 9-b 5-f Lop11.com In groups, Ss in turn choose numbers & match the adjective under the number with a suitable example (on a chart) describing emotions and actions as ideas development for that adj a My mother gets up at every day and never stops working until dinner-time b Minh never wants to share anything with us Whenever I ask him for help, the only answer I get is “Why I have to it for you?” c It’s nice to be around with Tam for his polite and friendly manner d He’s very close to us Though he’s our teacher, he treats us almost like his friends e I like working with Lan She always tries her best to finish her part of the work f She is a lively person who (6) Lesson plan of English 11 II PRE-WRITING (6’) *Brainstorming: Where/ Physical Personalities When first characteristics met -in school extraactivities -at a football match -high forehead -very tall - good-natured -quick-witted III WHILE-WRITING Making outline (10’) -While Ss are writing, T goes around the class to see how well Ss work and whether they need some help -Ask groups to write their outlines on the board -T’s feedback Writing (15’) -In groups of 4, Ss write a paragraph about a friend on a poster -While Ss are writing, T goes round to see if anyone needs help VI POST-WRITING (7’) -Ask groups to show their posters on the board -T’s feedback V HOMEWORK (1’) Lop11.com engages in almost all the community activities g I love spending time with Linh and seeing her broad smiles h My friend spends a lot of time learning She is one of the best students in our class i Trust him He doesn’t say more than what he has thought or done -Ss work in pairs -For column one, think of the possible places and situations in which you may have met your best friend Write down as many of them as possible -For column 2, think of the most outstanding physical characteristics of your friend and write them down in this column -For column 3, think of the personalities of your friend that you like most about him/her -Ss to make an outline of a paragraph describing a friend, use the information they’ve just discussed in brainstorming activity -Ss work in groups of -Ss to give remark -Ask Ss to write the paragraph into their notebooks (7) Lesson plan of English 11 Teaching date: /09/2007 PERIOD UNIT FRIENDSHIP LANGUAGE FOCUS *Objectives: By the end of the lesson, Ss will be able to: + pronounce the two sounds /dz/ & /t…/ correctly +know how to use to-infinitive or bare infinitive *Lexical items: *Skills: Speaking, listening& writing *Teaching aids: Handouts, textbook PROCEDURE I PRONUNCIATION (12’) *Warm-up: -Divide class into groups A & B -SS write on the board as many words having the sounds /d…/ & /t…/ as possible in minutes Group A Group B /d…/ I’m happy…you Jam *Practice: -T reads the words & Ss repeat them in chorus -Call some Ss to pronounce the words -T reads sentence S (See textbook) & Ss underline the words containing the sounds /t…/ & /d…/ -T’s feedback -T reads sentence by sentence & Ss repeat -T corrects if there’re some mistakes II GRAMMAR Infinitive with “to” (10’) -T shows some books and ask: -> What you read books for? ->Expected answer: * We read books to get information -Use pictures of two happy faces & ask Ss to complete the sentence /t…/ /d…/ /t…/ Children orange chair church … - Ss to give the form: Noun/pron + to-infinitive Adjective - Ss to match the words in column A with those in B to make meaningful sentences A B I saw a dog a sing a romantic song I heard you b bite the crying boy They made me c clean their ten bicycles - Ss to give the form of the sentences above Lop11.com (8) Lesson plan of English 11 T: Who can complete the boy’s sentence? S: I’m happy to meet you * Practice: - Ask Ss to put the words in the correct order to make complete sentences with infinitive with to - Ss work individually - Have some Ss write their sentences on the board - The other Ss correct the mistakes Infinitive without to: (10’) *Practice: -T’s feedback Verb + Object + bare-infinitive - Ss to give some other verbs which can be used the same way as “see”, “ hear”, and “make” - Expected answers: watch, let, feel, notice -Ss To rewrite sentences, using the words in brackets.(textbook, p.21) - Ss to exchange the exercise and correct them -In pairs, each student tells his/her partner the first time she/he met his/her closet friend Ex: - I was glad to meet her - I thought she was a very interesting person to make friend with Free-practice: (10’) V HOMEWORK (3’) -Ss to write some sentences about their friends, using infinitive with/ without to Teaching date: /09/2007 PERSONAL EXPERIENCES READING Objectives: By the end of the lesson, Ss will be able to: - learn some vocabulary about personal experiences - understand the passage - to use the vocabulary to tell about their own personal experiences Lexical items: idol (n); glance (v); sneaky (adj); embarrassing (adj); make a fuss (exp) Skills: reading, speaking, listening, writing Teaching aids: pictures, handouts, textbook PERIOD 6: UNIT 2: PROCEDURE Teacher ‘s activities Students’ activities I PRE-READING: Ss to discuss what’s happening in each Warm up: (pair work) (5’) picture and then asks Ss to predict the order of pictures - T: prepares /sticks pictures on the B.B - lead-in: Have you involved in the situation in which you don’t know what to do? Lop11.com (9) Lesson plan of English 11 Teaching voc: (10) - idol (n): (example): thần tượng Ex: Who’s your favorite singer Hong Nhung Hong Nhung is your idol -glance (v) (miming): liếc mắt - sneaky (a) (situation): lén lút What would you if you couldn’t your test? Copy What’s your attitude? Be afraid of the T and look sneaky - embarrassing (adj) (synonym ) = confusing (adj): bối rối - make a fuss (exp) (over/about) Gap- filling (Task / p.24) (explanation): làm ầm ĩ (individuals) S.o complains noisily about s.t Key: glanced making a fuss embarrassing she/he doesn’t like Checking voc: (handout) (3’) idol -5.sneaky II WHILE-READING: Activity (5’) (group work) Put the pictures of the events (on the board) in the order that they happen in the story.(correct the prediction in warmer ) Activity Multiple choice (5’) The writer’s most embarrassing experience happened when she was A a teacher B a junior high school student C a senior school student She wished to have a like the one of her pop idol A a red dress B a red floppy cotton hat C a pair of red shoes She bought it with the money A her father gave her B she picked on the street C She took from a school boy’s bag Activity (Task 3/ p 24) Comprehension questions (pair work ) -Ss read the passage again and answer the following questions Why did her father give her some money Lop11.com -Ss read the passage silently in mins Keys: 1.d – 2.b – 3.f – e – 5.a - 6.c Individuals Keys: So that she could buy the hat for herself A wad of dollar notes exactly like the ones her father had given her before Because she didn’t like to make a fuss (10) Lesson plan of English 11 on her birthday? What did she see in the boy’s bag? Why did she decide to take the money from the boy’s bag without saying anything about it? III POST-READING: (7’) Discuss the question: What would you if you were the writer? IV RESERVED-ACTIVITY: V HOMEWORK: (3’) (Group work ) Expected answers: - say nothing / keep as a secret -try meet the boy and give the money back Ss tell about their embarrassing experiences - Prepare for speaking -Write about their own experiences Teaching date: /09/2007 Period 7: UNIT PERSONAL EXPERIENCES Speaking *Objectives: By the end of the lesson, Students will be able to talk about past experiences and how they affected one’s life *Lexical items: native speaker; affect (v); turtle (n) *Skills: speaking; listening; writing; reading *Teaching aids: textbooks; pictures; handouts PROCEDURE Teacher ‘s activities I PRE-SPEAKING Warm-up: (5ms) Hangman Teacher asks Ss to think of a word containing 10 letters, you can guess letters first: Lead-in: (2ms) _ asks Teacher Ss: Have you ever had an interesting experience? Teaching vocabulary: (2ms) - native speaker (n) (situation) người xứ Ex: Mary comes from England She speaks English as a native speaker - (to) affect (v) (example) ảnh hưởng Ex: Smoking is harmful to our health It means smoking ……….badly our health → affects - turtle (n) (picture) rùa Checking vocabulary: (3ms) R.O.R II WHILE-SPEAKING: (15 ms) Activity 1: (5 ms) (Task 1, textbook, 10 Lop11.com Students’ activities Key words: EXPERIENCE Key answers: 1_d; 2_c; 3_ a; 4_ b; 5_ e (11) Lesson plan of English 11 P.25) Ss put the conversation in the correct Activity 2: (10 ms) order by numbering the expressions Teacher asks Ss to practice the dialogue in (Task 2, textbook, P.26 ) Key answers: 1_b; 2_ d; 3_ h; 4_ a; pairs Teacher calls some pairs to perform the 5_ e; 6_ g; 7_ c; 8_ f dialogue in front of the class Ss to pay attention to the questions: Teacher sticks a poster with the completed Have you ever …… ? How did it happen? dialogue Teacher asks Ss to pay attention to the tense When did it happen? How did the experience affect you? of the verb <Simple past > III POST- SPEAKING: (13ms) Ask Ss to use the questions above to talk about their own past experiences, using the cues in task Write down your own dialogue in the exercise IV HOMEWORK: (2ms) Teaching date: /09/2007 PERIOD UNIT 2: PERSONAL EXPERIENCES LISTENING * Objective: By the end of the lesson, Ss can learn some vocabulary about a fire * Lexical items: memorable (a), scream (v), gas stove (n) escape (v), terrified (a), replace (v), embrace (v), protect (v) * Teaching aids: picture, cassette, chart, handouts PROCEDURE Teacher ‘s activities I PRE - LISTENING: Warm - up: (5’) (group work): Describing the picture (p27 - textbook) Lead - in (2’) - Have you involved in or seen a fire? - What did you then? - How did you feel? Vocabulary (10’): - memorable (a) = unforgettable (a) (synonym): đáng ghi nhớ - Terrified (a) sợ hãi (example) Most people feel terrified when they see snakes - Scream (v): (explanation) la thất thanh, la hét Students’ activities Ss look at the picture and say what is happening in it Checking vocabulary (5’) (individual) Gap - filling A good pair of shoes will ……… your feet while jogging The child ……….her mother tightly because of fear April 30th 1975 is a ……….day of Vietnamese people 11 Lop11.com (12) Lesson plan of English 11 What people often when they see something terrible? - Replace (v) (mining): thay - Gas stove (n) (drawing) - Embrace (v) (picture): ôm - Escape (v) (example): thoát ngoài The prisoner ran away after escaping from the prison - Protect (v): (explanation) I feel …whenever I stay at home alone The fans …….with excitement when they saw their idols Robots can …….people in some work Remember to turn off the …… right after cooking They were trying to ……….from a burning house Activity (5’) (Pair work) (task P27) Christina is a businesswoman protect our head The fire happened three years ago Keys: protect embraced memorable The fire started in the bedroom When the fire started, Christina was terrified screamed replace gas stove escape reading a book II WHILE – LISTENING Her mother came and rescued her Keys: Activity (5’) (Group work) Teacher T 2.F F F 5.T prepares piece of paper on which there are sentences as follow -b Her most unforgettable experience happened 13 years ago Ask Ss to put the sentences in right -d Her house burned down order to make a completer story -a The fire started in the kitchen because she forgot to turn off the gas stove -c She heard her mother’s voice calling Keys: her name b d a -f She rushed to her mother and her c 5.f 6.e mother carried her out -e She got away without even a minor Keys: burn small everything family Activity (5’) Individual (Task replaced took appreciate textbook P28) What we wear a helmet for? to III POST - LISTENING (5’) (textbook P28) Discussion Christina says that family is more important than things Do you agree or disagree with her? Why? Exchange your 12 Lop11.com (13) Lesson plan of English 11 ideas with a partner IV HOME - WORK (3’) PERIOD UNIT 2: Write down your idea (Post - listening) in the notebook Teaching date: /09/2007 PERSONAL EXPERIENCES WRITING A OBJECTIVES A1 Aims: A2 Lexical items: A3 Structures: A4 Method: A5 Teaching aids: - To help Ss know the way to write a personal letter about a past experience - Words/Phrases used to write about a past experience: embarrassing/embarrassed, frightening /frightened, funny, unforgettable, memorable; appreciate; outlook on life… I’m writing to tell you about my most memorable …; This made me more careful…; This changes my outlook on life; etc Integrated, Communicative approach Posters, pictures, handouts, transparency sheets/A4 paper, whiteboard markers, overhead projector B PROCEDURE Teacher ‘s activities WARM-UP (3 mn) Look at the pictures or listen to the situations and answer the questions T either shows pictures of ‘a man attacked by a dog’ and of ‘a man slipped & fallen in the street’ or gives situations and asks some questions: What’s the matter with the man in the 1st picture? How did this affect him? How about the 2nd picture? According to you, how did he feel when there were a lot of people in the street? PRE-WRITING (15 mn) Act.(7mn) Listen to the teacher’s past experience and a multiple-choice task T tells Ss her/his past experience ‘I’ve had a lot of experiences in my life My unforgettable experience was just months ago, when my family spent a summer holiday in Hue city We stayed at a big hotel with floors for three days My son, a quick and naughty boy likes 13 Lop11.com Students’ activities Ss: Observe the pictures on board or listen to the situations given Ss’ answers: He was attacked/bitten by a dog This made him frightened He was slipped He felt embarrassed Group work (groups of 4) Ss: Observe the pictures of the task provided and make group discussion before listening Ss’ answers: b (14) Lesson plan of English 11 taking the lift so we decided to choose a room on d the top floor On the last afternoon of our stay, c while I and my husband were both talking to each other and stepping into the lift, my son was c putting his left hand into one of the two slots of the lift I really lost my temper then Immediately, b I grabbed his hand and tried to draw it out of the slot, but I couldn’t The boy was more and more crying, and I began crying My husband, who prevented me from doing like that, was very calm He managed to draw his hand out of the slot At that time, I felt relieved and hugged my son because I had thought of the worst thing that would happen to him Luckily, he wasn’t seriously injured This experience made me frightened and pay more attention to my naughty son Especially, I Ss Look at the poster and answer find that we should be calm when solving any the questions problems.’ TASK: Listen to my past experience and then tick the right pictures related to the story a b c d Individual work Ss give as many kinds as possible a b c d Pair work Ss write outline in pairs a b c d Individual work Write a letter about a past experience on sheet /paper by using the outline written a b c d Ss work in pairs d Ss check the main points of a past experience, find out some mistakes in spelling/grammar, and then give comments on the samples on board a b c T has Ss in volunteer groups to give feedback Act (8m) Write Outline T asks some questions concerned with the task 15 Lop11.com (15) Lesson plan of English 11 and shows a poster with the main points of a past experience at the same time Where the experience happened: at a hotel,… When it happened: months ago, when I was on holiday,… How it happened: (various details) Who was involved: How it affected you: It made me embarrassed/frightened…; It changes my outlook on life… - T has Ss give some kinds of experiences (such as a funny experience, frightening experience, an embarrassing experience.) before their own outline T has Ss write their own outline of the main points (shown on poster) on board T get Ss to say some sentences beginning a letter (I’m writing to tell you about my unforgettable experience; I want to tell you my…) WHILE-WRITING (15mn) Write a personal letter about your past experience T has Ss their writing and give help when necessary POST-WRITING (12 mn) Self-correction - T has Ss exchange their written work and correct some common mistakes - T-Ss correction - T either has Ss write their own work on board or chooses finished sheets and makes correction by using an overhead projector T’s evaluation - Review the usage of past tenses T gives marks and comments on Ss’ written -Write 3,4 sentences with the tenses work HOMEWORK: Prepare Language focus 16 Lop11.com (16) Lesson plan of English 11 Teaching date: /09/2007 PERIOD 10 UNIT 2: PERSONAL EXPERIENCES LANGUAGE FOCUS (1) Objectives: By the end of the lesson, Ss will be able to pronounce /m/ - /n/ - /η/ and use present simple indicating past time correctly Lexical items: Skill: speaking, listening, writing, reading Teaching aids: textbooks, handouts, poster PROCEDURE Teacher ‘s activities Students’ activities WARM - UP AND LEAD - IN: (5’) Game: T prepares 15 cards containing 15 words and asks Ss to put into correct columns - T gives feedback - T leads in the new lesson A PRONUNCIATION (15’) I PRESENTATION (5’) - T introduces and modals consonants /m/; /n/; /η/ II PRACTICE (5’) T asks Ss to underline the words containing consonants above and read the sentences loudly (individual) Good morning I want an apartment in central London We have an inexpensive apartment in Northern Avenue I remember meeting him on a nice summer afternoon Mr King is singing next door He’s holding a string in his fingers He loves spending his holidays in his small summer house III PRODUCTION (5’) T divides class into groups ands asks Ss to choose the number and give the word containing the consonant B GRAMMAR (23’): Present simple indicating past time I PRESENTATION (7’) /m/ /n/ /η/ may nose Wrong running make nine - Ss repeat Game: - Noughts and Crosses Ss close the books and gives Ss handouts Handouts: The story is about a girl called Little Red Riding Hood who (0 live) lives with her mother Little Red Riding Hood‘s grandmother (1 invite) _ her to her cottage, so one fine day she (2 set) _ off to visit her The little girl (3 get) ready, (4 wave) _ goodbye to her mother and (5 promise) to be careful On her arm she (6 carry) _ a basket which (7 contain) _a cake her 17 Lop11.com (17) Lesson plan of English 11 T feedbacks and explains: Present Simple also indicates past time Keys: invites sets gets waves promises carries contains has baked is 10 is shining 11 are singing 12 is II PRACTICE: (8’) Multiple Choice One fine day, we (1 decide) _ to go into a jungle We (2 start) _ preparing for the trip at six in the morning, and (3 leave) _ with two elephants carrying our luggage It’s a hot day but all of us (4 wear) shoes and trousers to protect us from snakes In the jungle, there is a lot of wildlife but we (5 try) to find big cats, especially tigers We (6 climb) _ into the elephants’ backs to get better view, but it’s unusual to find tigers in the afternoon because they (7 sleep) in the heat of the day Then, in the distance, we (8 see) a tiger and everyone of us (9 keep) quiet We (10 creep) nearer and (11 find) a dead dear, still breathing This is the tiger’ lunch! Suddenly we (12 start) _ to feel very frightened mother (8 bake) specially It (9 be) _ a lovely spring morning, the sun (10 shine) _ and the birds (11 sing) , happy that the winter (12 be) _ over 1.a to decide b decides c deciding d decide 2.a have started b had started c start d was starting 3.a leave b leaves c leaving d to leave 4.a wears b wear c wearing d weared 5.a is trying b try c has tried d was trying 6.a to climb b climbing c climb d climbs 7.a sleep b have slept c had slept d was sleeping 8.a see b seen c seeing d to see 9.a has kept b is keeping c are keeping d keep 10.a to creep b creped c creep d creeping 11.a have found b find c had found d will find 12.a starting b starts c to start d start III PRODUCTION: (8’) T asks Ss to tell a story that they know (using present simple) IV HOMEWORK (2’) Write down the story into your notebook -Find words for each consonants /m/; /n/; / / Teaching date: /09/2007 PERIOD 11 UNIT 2: PERSONAL EXPERIENCES LANGUAGE FOCUS (2) Objectives: By the end of the lesson, Ss will be able to use the past simple, past progressive and past perfect correctly 18 Lop11.com (18) Lesson plan of English 11 Skills: writing, speaking, listening, reading Teaching aids: textbook, handouts, chart, pictures, etc PROCEDURE Teacher ‘s activities I/ WARMER: 5’ T gives an exercise: RIGHT (R) or WRONG (w) 1/ I was making a cake when the light goes out 2/ Last night, while I watched T V, my mother was reading a newspaper 3/ When I arrived, the lecture had already started 4/ He went out with his friends after he finished his homework - T gives feedback - T leads in the new lesson II/ PRESENTATION: 10’ From the above sentences, T elicits from Ss structures: …………WHEN ……… WHILE …………, ………… WHEN / BEFORE / AFTER ……… , II/ PRACTICE: 1/ Activity 1: 8’ Exercise / p.30 Textbook Keys: 1/ broke - was playing 2/ wrote - was 3/ was working - broke 4/ started - were walking 5/ told - were having 6/ didn’t listen - was thinking 7/ phoned - didn’t answer - were (you) doing 8/ had looked - asked - cost 2/ Activity 2: 8’ Exercise / p.31 textbook Keys: 1/ had eaten - arrived 2/ found - had taken 3/ got - had closed 4/ got - had left 5/ got - had arrived 6/ paid - had phoned 7/ went - said - hadn’t arrived 8/ had looked - asked - cost III/ PRODUCTION: 12’ Students’ activities (1) Past progressive + WHEN + Past simple WHEN + past simple + past progressive *Expressing an action happening when another action happened in the past (2) WHILE + Past progressive + Past progressive Past progressive + WHILE + Past progressive *Expressing two actions happening at the same time in the past (3) WHEN / BEFORE + Past simple + Past perfect Past simple + AFTER + Past perfect *Expressing an action happened before another in the past pair work Individual 19 Lop11.com (19) Lesson plan of English 11 Sentence building - T uses pictures or cards: 1/ Play football - homework 2/ Cook the meal - watch T.V Group work 3/ Go shopping - housework 4/ Have dinner - go to the cinema - Ss to make sentences, using the three structures above IV/ HOMEWORK: 2’ T asks Ss to make sentences, using the three structures above Teaching date: /10/2007 PERIOD 13 UNIT 3: A PARTY READING Objectives: By the end of the lesson, Ss will be able to: Read for gist Study some new words relating to the topic: Party Skills: reading Teaching aids: text books, hand-outs PROCEDURE Teacher ‘s activities Students’ activities I Warmer: (5 minutes) Expected answer: Chatting: T elicits some information relating to a party from the Ss - Have you ever been to a party? Expected answer: Yes - Do you enjoy going to a party? Expected answer: Yes - Could you tell me some kinds of party you have been invited to? Lead – in: T introduces the lesson: “Today we will learn about some kinds of parties that people are celebrating” I Pre-reading: (10 minutes) Pre-teaching vocabulary: blow out (v) thổi tắt (Miming: T asks the Ss to look at him or her T does the action of blowing out the candles then asks the Ss: Ss to work in pairs and read the text “What I have done?” Expected answer: again blow out the candles) Ss ask and answer then tick () 20 Lop11.com (20) Lesson plan of English 11 couple (n) anniversary (n) + golden anniversary + silver anniversary + wedding anniversary gift (n) milestone (n): Checking vocabulary: RUB OUT AND REMEMBER I While reading: (20 minutes) Activity 1: Task 1: in the right box o Activity 2: Task 2: T asks Ss to read the text again individually T asks Ss to work in pairs and the exercise T reminds the Ss that there is only ONE wrong word T calls some Ss to stand up and give their answers o T checks and gives feedbacks o T delivers the hand-outs (taken from the textbook, p.34) T checks and gives feedbacks PAIR WORK Answer keys: birthday party both both wedding anniversary party wedding anniversary party wedding anniversary party birthday party PAIR WORK Answer keys: Lisa’s family and friends are at her seventh birthday party Everyone eats cake and ice cream at the birthday party Lisa opens birthday cards and presents from her family and friends Many Americans over the age of 30 don’t like to talk about their age Fifty years ago, Rosa and Luis got married People call the 50th wedding anniversary the “golden anniversary” Rosa and Luis are happy to be together for their golden anniversary III Post-reading (9 minutes) PREPARE YOUR BIRTHDAY PARTY Time to start Place to celebrate your birthday party in a park, at home, at a restaurant, at a coffee shop… Number of gueSs coke, cake, candies, milk, … Foods and drinks Playing games, singing, dancing, taking photos, … Interesting activities 21 Lop11.com (21)