trường thpt trần phú gi¸o ¸n tiõng anh 11 n¨m häc 2008 2009 tiõt thø ngµy so¹n ngµy d¹y d¹y c¸c líp unit 1 friendship lesson a reading 1 aims by the end of this lesson sts will

Have Ss work in pairs and take turn to use expressions above to make up answers to the questions on page 130.Go round the class and provide help when necessary... Call on some pairs to [r]

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tr

ƯỜ ng THPT TRẦ N PHÚ

gi¸o ¸n

tiÕng anh 11 Năm học: 2008- 2009

*************

Tiết thứ: Ngày soạn: / / Ngày dạy: / / Dạy lớp:

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Lesson A: Reading 1 Aims:

By the end of this lesson sts will be able to:

- Develop reading skills: such as: scanning; skimming: guessing meanings from context:

- Use information from the reading text to have discussion with friends 2 Teaching aids:

Textbook; handouts

3 Anticipated problems:

* Sts may need help with the discussion task > T should be ready to help them

IV Procedures

Teacher s activities’ Sts activities’

Warm-up (5 mins).

- T writes the diagram on the board

(possible answers; honest / gives and takes / suspicious / frank / happy ) - T asks: Would you feel happy when you work with your friends? lead in

- Sts work in groups - Give feedback

> Ss give their opinions

2 Before reading (10 mins).

1- Have sts discuss the picture and the poem on page 12

2- Provide eliciting questions

+ What are the girls and a boy doing? + How they feel?

+ What does the picture tell you? - Explain new words

+ lasting

+ to be concern with +constant / constancy + rumor

+ gossip

+ private lives + trust

+ sorrow + pursuit

- Ask ss to read the poem at page 13 and give their idea of a fried in the poem

- Work in pairs as directed: - Give feedback:

* A boy is playing the guitar; the girls are singing

* They feel happy

* Friendship is a nice thing that bring us happiness

->dedicated; thoughtful; helpful

3 While you read (20 mins). Activity 1:

Friendshi p

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- Ask sts to look at the reading, play the tape for sts to listen once

- Have sts read the text in silence

- Ask sts to Task 1: Filling words: mutual, incapable of, unselfish, acquaintance / friend, give and take, loyal to, suspicious

- Correct if necessary Activity 2:

- Ask sts to read the text again and Task

- T gives Correct Answer

Activity 3: comprehension checking - Ask sts to Task

- Correct sts’ answers if necessary Keys:

1 unselfishness (paragraph 2)

2 Because they take up an interest with enthusiasm (paragraph 3)

3 loyalty (paragraph 4)

4 Because if not, people cannot feel safe when telling others their secrets (paragraph 5)

5 Because they cannot keep their secret (paragraph 5)

6 sympathy (the last paragraph)

- Look at the reading and listen to the tape

- Read silently - (in pairs) Task - Give feedback

- Do the task individually/ in pairs to choose the correct answers

- Work in groups, ask and answer the questions

- Give feedback

4 After you read (10 mn).

- Ask sts to discuss the questions on the

textbook - Work in groups

- Give out the answers - Feedback

5 wrapping up.

1 T summaries the main point of the lesson 2 Ask ss to extra exercise as for Homework

_

Unit 1: Friendship Lesson B: speaking

A Objectives By the end of this lesson sts will be able to:

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Handouts,

B Procedures.

Warm-up (5 mins).

- T writes the diagrams on the board SS fill in the network

(possible answers; tall, short, handsome, beautiful, medium )

(possible answers; honest / humorous / sincere / frank / caring )

Activity 1: Describing the people's appearance in the picture at page 15 T gives ss the frame below:

1 Height: Tall/ short/ medium Build

3 Hair face Eyes: Nose Chin; Lips Forehead 10.Skin

11 general appearance 12.Age

Activity 2: Describing the people's personality in the picture

- T gives some key words for description: hospitable; modest; sincere; understanding;

caring; general

Activity 3: Act out the interview in pairs: Ask ss to look at their roles at page 16 and the suggestion at page 17

- Sts work in groups

> Ss give their answers

Whole class and pair work

* SS in turns give the description of the boy; then the girl; the man and the woman using the T's frame

Group work and pair work

pair work person's

appearance

tall

people's personalities

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Suggested key words and questions:

+ Physical characteristics: What does he/ she look like?

+ Hobbies: What are his/ her hobbies? What does he/ she like doing?

+ Personality: What he/ she like? friendly/ helpful

wrapping

1 T summaries the main point of the lesson

2 Ask ss to extra exercise as for Homework

C Conclusion

T asks; What tense you usually use to talk about personal experiences D Homework

Tell about your memorable experience

_

TiÕt thø: Ngày soạn: / / Ngày dạy: / / Dạy lớp:

Unit 1: Friendship Lesson C: listening A Objectives

I Aims

Ss practice listening comprehension and note taking on specific information II Teaching aids

Tape recorder, cassettes tapes, textbook B Procedures

I Warm-up (3mn)

- T gives handouts to Ss to collect words of people's appearance and personalities

- Sts answer the questions from the teacher II Pre-listening (10 mn)

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- T asks sts to work in pairs, look at the questions at page 17 and answer them

- SS gives feedback * Activity 2.

- T reads aloud the words in the “Before you listen” on page 17 and asks sts to repeat in chorus

- T explains some difficult words (eg; go though a rough time, give sb a ring )

* - Ask ss to guess what they are going to listening about III While-listening (20 mn)

* Task 1.

- T introduces the situation of the tape script - T asks sts to read the questions in Task

- T plays the tape once ->- T checks sts’ comprehension

- T plays the tape for the second time ->- T checks sts’ comprehension - T plays the tape for the third time (pause when necessary)

- T gives feedback.:

Lan's talk: F F 3.T F T F Long's talk: F F T 4.T T 6.T * Task (listen to the tape again).

- T asks sts to get the answers from listening and fill in the gaps

- T plays the tape for the 1st time and check sts’ answers for Lan's information

- T plays the tape for the second time an checks sts’ comprehension for Long's information

- (Sts may listen to the tape for the 3rd time if needed) - T corrects sts’ answers ( see T's book)

IV Post-listening (7 mn)

- T asks sts to work in groups (discuss the tasks in the book – page 18) - Some sts present their ideas in front of the class

- T and other sts give comments C Consolidation (3 mn)

Retell the talks from Lan and Long they've heard (excellent sts) D Homework (2 mn)

Write a short passage (about 100 words) to summarize the talks _

Tiết thứ: Ngày soạn: / / Ngày dạy: / / Dạy líp:

Unit 1: Friendship Lesson D: writing A Objectives

1 Aims

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Pictures or Handouts B Procedures 1 Warm-up (5 mn)

- SS ask T some questions people's appearance, personality and clothes using guessing games

Eg; T thinks of a person in class > ask ss to make questions for guessing: - Is she a girl?

- Is she short? - Is she friendly? .? - Is she Lan?

2 Before writing. Task 1.

- T provides sts handouts (a description of a person)

- T asks sts to work in groups, read the handouts and asks the: + name; age; sex; home address;

+ appearance: height; hair; eyes; face; clothes + personality: good; helpful

- T introduces briefly the way of writing a description of a person > gives the frame for writing

+ Tense; Present simple tenses

+ Adjectives: tall, beautiful, oval face + Frame: Introduction; body; conclusion (What need to say in each paragraph)

3 Task 2: Ss' writing:

- T requires sts to use the frame given to describe a person they like - T goes around to check

- T asks sts to read aloud their information 4 Post writing Task 3.

- T asks sts to write a letter describing a best friend (individually) - T asks sts to work in pairs to correct their writing

- T asks sts to read aloud (2 sts) and asks other sts to comment - T listens and gives ss remarks

3 Homework.

T asks sts to fulfill their task basing teacher and friends’ ideas and comment

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Ngày dạy: / / Dạy lớp:

Unit 1: Friendship ( Language focus) A

Aim

Reviewing infinitive with and without TO B.

Objectives

By the end of the lesson , pupils distinguish the use of infinitive with and without TO

C.

Materials

Textbooks , pictures, diagrams D Procedure:

I Class organisation

- Checking the pupils’ attendance

II Checking homework

Call one or two pupils to read their story about their school days III New lesson:

Time Steps Work

arrangement 10 mn

Activity 1: Pronunciation of sounds / dZ/ and / tS/

1 T explains the differences between these two souds

2 T has ss practising these words and sentences at page 19 with correct pronunciation

ss practise saying the words and sentences aloud: in chorus and individually

15mn

Activity 2: Grammar

Presentation and Practice 1: To+ infinitive review: to infinitive used after a noun: I have a lot of homework to do.

Ask Ss to task

2 have ss Ex aloud

3 T gives correction if necessary

Individual work

15mn Activity 3: Grammar

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1 review: infinitive used after a noun/ a pronoun with some verbs like: to see; to hear; to make; to watch; to let; to feel:

I saw a man play football in the garden. Ask Ss to task

2 have ss Ex aloud

3 T gives correction if necessary

5 mn Activity 1: wrapping:

- T gives the conclusion of using infinitive with and without to

- T gives homework tasks to ss

Unit 2: personal experiences Lesson A: Reading

A Objectives.

1 Aims:

By the end of this lesson sts will be able to

- guess the meaning of the words based on contexts

- scan for specific information about personal experiences - use vocabulary items related to personal experiences 2 Lexical items.

* Vocabulary: Words related to personal experiences (adjectives showing feeling; excited, happy, surprised, happy )

* Structures / grammar: The simple past tense 3 Teaching aids:

Pictures, radio and cassette B Procedures

Teacher s activities’ Sts activities’

Warm-up (3 mn).

- T writes the diagram on the board - Sts work in groups - Give feedback

Feeling

(10)

(possible answers; confused / upset / surprised / frightened / sad …)

- T asks; Would you feel embarrassed or upset if you went to class late? lead in - T explains the words “personal experiences”; the things that have happened to you that influence the way you think and behave

2 Before you read (9 mn)

- Have sts work in pairs, look at the pictures on page and guess what is happening in each of them

- Provide eliciting questions + Where are they?

+ What are they doing? - Explain new words + floppy cotton hat + a wad of dollar notes + pop star

(use pictures)

- Work in pairs as directed - Give feedback

3 While you read (20 mn) Activity 1:

- Ask sts to look at the reading, play the tape for sts to listen once

- Have sts read the text in silence - Ask sts to Task

- Correct if necessary Activity 2:

- Ask sts to read the text again and Task

- Correct the task

1 – picture D – picture B 3 – picture F – picture E 5 – picture A – picture C Activity 3:

- Ask sts to Task on page 24 - Correct sts’ answer if necessary

- Look at the reading and listen to the tape

- Read silently - (in pairs) Task - Give feedback

- Do the task individually

- Work in groups, ask and answer the questions (page 24) - Give feedback

4 After you read (8 mn)

- Ask sts to discuss the question;

What you think the girl had to after she discovered that the money she had taken from the boy s bag was not hers?’ - Give some cues

Put up a notice on the school board / get

- Work in groups

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on the same bus the next day and look for the boy to return the money to him / do nothing / keep it a secret / ask her father for advice …

- Feedback C Consolidation (3 mn)

T asks; 1) What tense is used to relate personal experiences?

2) What adjectives are used to express feelings in the reading? Can you make some sentences with them?

D Homework (1 mn)

Summarize by writing a short passage within 100 words

_

TiÕt thứ: Ngày soạn: / / Ngày dạy: / / Dạy lớp:

Unit 2: personal experiences Lesson B: speaking

A Objectives I Aims.

Talking about personal experiences and its effect II Lexical items.

Words related to personal experiences III Structures or grammar.

Past tenses

IV Teaching aids. Handouts, pictures …

B Procedures.

I Warm-up

- T gives out some prepared pictures and some adjectives of feeling to describe these pictures (angry, happy, excited, relaxed…)

- T asks sts to work in pairs to talk about the emotion of the people in the pictures

- Sts give feedback - T corrects mistakes

- T gives some guiding questions

1) Have you ever had any personal experiences? 2) How you feel when you meet a famous pop-star? 3) How you feel if you fail the exam?

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- T introduces the situation, vocabulary and structures; Seriously (adv)

Appreciate (v) Attitude (n)

Be interested in T gives examples for illustration. Affect (v)

Make + O + V(bare infinitive) Make + O + adjective

- T reads the words aloud and gets sts to repeat in chorus III Practice

1 Task 1.

- T delivers handouts and asks sts to work in pairs - T observes and offers help if needed

- Sts peer correct

- T gives correct answers

- T asks questions in column A – Sts answer freely 2 Task 2.

- T introduces the situation, asks sts to work in pairs to rearrange the sentences into correct order of the dialogue

- Sts peer correct

- T asks sts to practice acting the dialogue 3 Task 3.

- Ss work in pairs to underline the structures used to talk about past experiences in the dialogue, then use the structures and the ideas in Task to make similar dialogues

- T provides useful structures * Have you ever……?

* How did it happen … ? * When did it happen … ?

* How did the experience affect you? - T goes round the class to offer help

- T calls on some pairs to present the dialogues in front of the class C Conclusion

T asks; What tense you usually use to talk about personal experiences D Homework

Tell about your memorable experience

_

Unit 2: personal experiences Lesson C: listening

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I Aims

Practice listening comprehension of a dialogue about a personal experience of a famous person and its impact on her

II Lexical items.

Words related to past experiences (memorable, scream, gas stove, escape, terrified, replace, embarrassed, protected)

III Structures/grammar.

The past simple tense (past tenses) IV Teaching aids

Tape recorder, pictures … B Procedures. I Warm-up (3mn)

- T gives out a prepared picture and ask sts some questions; 1) What is it?

2) How you feel when you see a fire? 3) What would you if you saw a fire? - Sts answer

II Pre-listening (10 mn) * Activity 1.

- T asks sts to work in pairs, look at the picture and say what is happening - T gives feedback

* Activity 2.

- T explains some difficult words (eg; terrified, escape…) III While-listening (20 mn)

* Task 1.

- T introduces the situation of the tape script - T asks sts to read the questions in Task - T plays the tape once

- T checks sts’ comprehension

- T plays the tape for the second time - T checks sts’ comprehension

- T plays the tape for the third time (pause when necessary) - T gives feedback

* Task (listen to the 2nd part of the text). - T asks sts to guess the answers

- T plays the tape for the 1st time and check sts’ answers

- T plays the tape for the second time an checks sts’ comprehension - (Sts may listen to the tape for the 3rd time if needed)

- T corrects sts’ answers IV Post-listening (7 mn)

- T asks sts to work in groups (discuss the questions in the book – page 28) - Some sts present their ideas in front of the class

- T and other sts comment C Consolidation (3 mn)

Retell the story they have heard (excellent sts) D Homework (2 mn)

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_

Unit 2: personal experiences Lesson D: writing

A Objectives 1 Aims.

Sts can write a personal letter about a past experience 2 Lexical items

Words and phrases related to express emotion and memorable experiences; the happiest / the funniest / the most embarrassing …

Structures; - Simple past tense, past continuous tense 3 Teaching aids:

Pictures or real objects related to the experiences Handouts

B Procedures 1 Warm-up (5 mn)

- T asks sts some questions about sts’ pat experiences Eg; What is your most memorable experience?

When / where did it happen? 2 Practice.

* Task 1.

- T provides sts handouts (a letter + a table)

- T asks sts to work in groups, read the letter and fill the information in the table

- T goes around to check - T gives feedback

- T introduces briefly the way of writing a personal letter about a past experience

+ Tense; Past tenses

+ Informal language, emotional expressions * Task 2.

- T requires sts to use the table given to fill their personal information - T goes around to check

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* Task 3.

- T asks sts to write a letter (individually)

- T asks sts to work in pairs to correct their writing

- T asks sts to read aloud (2 sts) and asks other sts to comment - T listens and comments

3 Homework

T asks sts to fulfill their task basing teacher and friends’ ideas and comment

Unit 2: personal experience ( Language focus)

A Aim

Reviewing Past Tenses: simple; progress and perfect Tenses B.

Objectives

By the end of the lesson , pupils distinguish :

- the use of the Past Tenses: simple; progress and perfect Tenses - present tense used as in past events

C.

Materials

I Class organization

Activity 1: Pronunciation of nasal sounds / m/ ; / n/ and /Y/

3 T explains the differences between these three nasal sounds

4 T has ss practising these words and sentences at page 29 with correct pronunciation

10mn

Presentation and Practice 1: present tenses used as past meaning

1 review: present simple tense; present progressive; and present perfect tenses: MEANING+ FORM+ USE

Ask Ss to task

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Key:

1 invites; sets gets waves promises 6 carries contains has baked is 10 is shining 11 are singing 12 is

Presentation and Practice 1: past simple tense Vs past continuous tense

1 review: past simple tense; past progressive: MEANING+ FORM+ USE

Ask Ss to task

2 have ss Ex aloud Key:

1 broke/ was playing wrote/ was was working/ broke started / were walking told/ were having didn't listen / was thinking 7 phoned/ didn't answer / were doing didn't wear/ didn't notice / was driving

Individual work

Presentation and Practice 1: past perfect tense Vs other past tenses

1 review: past perfect tense Vs other past tenses: MEANING+ FORM+ USE

Ask Ss to task

2 have ss Ex aloud Key:

1 had eaten/ arrived 2, found/ had taken got / had closed got / had left got/ had arrived paid/ had phoned went/ said/ had not arrived had looked / asked / cost

Individual work

- T gives the conclusion of using the past tenses - T gives homework tasks to ss

Bµi kiÓm tra 15’

Choose the word (marked A, B, C or D) whose underlined part is pronounced differently from the underlined parts of the others

1 A bridge B change C together D general A mutual B feature C picture D just Choose the best answer (marked A B C or D) to complete the following sentences.

3 My most experience happened a few years ago

A embarrassing B embarrass C embarrassed D embarrassment When I got to the station, the train

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5 While I ………, someone knocked at the door

A had a bath B had had a bath C was having D have a bath Read the following passage and answer the question from to 10 by choosing the best answer (marked A, B, C or D) after each question.

When I was a student, I had a summer job in an expensive restaurant in Glasgow One day we were expecting forty members of a football team for lunch I was given the job of peeling potatoes I thought I was managing quite well with my small knife until the owner appeared to see how I was getting on She was amazed that I was using a knife and asked why I wasn’t using the potato peeler I had no idea what a potato peeler was so she led me into a small room behind the main kitchen There, on the table, was a small machine like the rubbish bins some people have in their bathrooms

She explained as if to a small child that I had to put the potatoes I, close the lid and press the button When she came back ten minutes later, I told her I thought it was quicker to by hand She asked what I meant “Well, they aren’t ready yet,” I replied You can imagine how I felt when she lifted the lid and took out the potatoes the size of peas The potato peeler was not automatic

6 When did the story happen in Glasgow?

A In spring B In summer C In fall D In winter How did the author peel potatoes at first?

A He peeled potatoes with a small knife

C He peeled potatoes with a potato peeler

B He peeled potatoes with a small machine

D He peeled potatoes with a bin How did the owner feel when she saw how the student peeled potatoes at first?

A Happy B Angry C Amazed D Bored

9 The owner explained how to used the potato peeler A Very quickly B Very carefully C Very

beautifully D.carelessly Very 10 The most suitable of the passage is

A A happy experience

C A boring experience B A horrible experienceD An embarrassing experience The words in the following sentences are in the wrong order, rearrange them to make meaningful sentences by choosing the best answer (marked A, B, C or D).

11 my keys / suddenly / that / had / forgotten / I / remembered / I A I remembered that suddenly I had forgotten my keys

B My keys suddenly I remembered that I had forgotten C I suddenly had remembered that I forgotten my keys D I suddenly remembered that I had forgotten my keys 12 she / I / arrived / the / bus-stop / left / had / when / at A When she left the bus-stop, I had arrived at

B When I arrived at the bus-stop, she had left C When I arrived, she had left at the bus-stop D When at the bus-stop she had left, I arrived

13 my child / my wife / cooking dinner / was / while / was / with / playing / the cat

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B My wife was cooking dinner while my child was playing with the cat C My wife, my child was cooking dinner while was playing with the cat D While was my wife playing with the cat, my child was cooking dinner Listen to the story and choose the best answer (marked) to questions 14 and 15.

14 What did Mary hear?

A a noise B a mouse C a rat D a squirrel 15 How did she feel when she heard this?

A Happy B Excited C Frightened D Safe _

Đáp ¸n bµi kiĨm tra 15’ The listening passage.

Mary was busy sweeping the floor when she heard a little noise She stood and watched All at once, out popped a little white head Was it a mouse? No, the head was too large Was it a rabbit? No, the ears were too small Was it a squirrel? No, the body had a long smooth tail It might be a rat! Mary felt frightened Quickly she took her things and dashed out She locked the door Now she felt safe

1 C D A B C

6 B A C B 10 D

11 D 12 B 13 B 14 A 15 C

Unit : A Party Lesson A : Reading

I Aims : At the end of the lesson ss can be able to: -Read for specific information, identify and correct false information - Language contents:

- Lexical item : anniversary, celebrate, childish, clap, cozy -Grammar: infinitive and gerund

-Teaching aids: pictures, some real things, cassette & dish, book II Teaching procedure.

Warm up (5 minutes)

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2 Teacher and students sing the song “Happy birth day” in chorus Leading to the lesson

(1) Before you read.(7mn)

Sub-aim: Providing Sts vocabs and structures

Teacher’s activities Students activities -Ask students to work in pair

-Explain new words:

anniversary, celebrating, childish, clap, cozy

-Lead to the practice

-Work in pair Look at the pictures and answer the questions

1 They belong to a family

2.P1 They are celebrating a birth day P2.T hey are celebrating a golden wedding anniversary

-Read new words, take note

(2).While you read.(20mn)

Sub-aim: To help Sts reading comprehension the passage *Brainstorming: T.ask Sts to work individual

T plays the dish while sts follow the reading passage in the book Task 1: T asks Sts to work in pair Sts have to put a tick (v) in the right box

Birth day party Wedding anniversary party

1 People sing a song People eat cake

3 People receive cards and gifts from friends and relatives People joke about their age People remember their wedding

6 People go out to dinner People blow out candles, one for each year

V V V

V V V V V V

T makes a comment (if necessary) Task :

- T asks Sts to read the passage again and work in pair - T calls some Sts to answer the questions

1 Seventh eats presents age years 50th 7 golden

(3) After you read.(5mn)

Sub-aim: To help Sts summary the passage and use it to other exercise like that

(20)

- Call sts to practise - Speak in front of the class (4).Comment.(3 mn)

sub-aim: Remind Sts of the common mistakes and errors - T gives general comment the speaking

- T corrects students’ mistakes and errors IV Consolidation.(5mn)

T calls or Sts telling the main idea of the passage in front of the class V Homework (5mn)

Exercise (T gives 10 MCQs about the reading passage)

Exercise Write a short passage of about 50 words about your plan for your birth day party.

TiÕt thø: Ngµy soạn: / / Ngày dạy: / / Dạy c¸c líp:

Unit : A Party Lesson B : Speaking I Aims: After the lesson, Ss will be able to: - Talk about parties and how to plan parties

Language contents:

1 Lexical items: party – goer, entertainment, refreshments Gram mar: Infinitive and gerund, passive infinitive Teaching aids: pictures, some real things, books

II Teaching procedure (30mn) Warm up.(7mn)

1 Checking class attendance Games: Brainstorming

T divides the class into groups and the groups have to write words relating to party They take part in the competition for minutes which group writes down more words than the other will be winner

Group 1: Invite, food, drink, candle

Group 2: Cake, flower, drink, music, sweets Leading to the lesson

1 Presentation.(10 mn) Sub- aim: Providing new words and structures + Party – goers (n) + Infinitive + Gerund

+ Entertainment (n) (like/love/enjoy/start + gerund) + Refreshments (n)

(21)

Sub – aim: Control practice: Talking about a party base on questions, suggestions

Task 1: Tell sts to answer the questions individually

- Read the questions and answer them

- Tell sts to work in pair - Work in pair Task 2:

- Tell pupils to work in pair - Work in pair Talking about the party

- Call some sts to speak before the class

- Talk about the party in front of the class

Task 3:

- Ask sts to work in group - Work in group Talk about organizing the best party - Call a representative of each group

to talk in front of the class

- Talk in front of the class 3 Production.(5mn)

Sub – aim: Free practice Sts talk about his/her party and invite his/her friends to come

Task

Teacher’s activities Students’ activities - Divide the class into pairs and ask

Sts to work in pair

- Call some Sts to speak in front of the class

- Work in pair Talk to his/her party and convince them to come

- Speak in front of the class

4 Comment.(5mn)

Sub – aim: Remind Sts of the common mistakes and errors - T corrects the common students mistakes and errors 5 Consolidation & V Homework.(5mn)

- T calls one or two sts talking in front of the class about their party and inviting people to come

- Exercise: You are going to have a birth day party Write a letter to invite your friends./

Unit : A Party Lesson c : listening A Objectives

At the end of the lesson, Ss will be able to practice listening comprehension and note taking on specific information

(22)

Tape recorder, cassette tapes, textbook B Procedures

I Warm-up (3mn)

- T gives handouts to Ss Ask them to collect words relating to birthdays and birthday parties

- Sts answer the questions from the teacher.: What you to prepare your birthday party?

II Pre-listening (10 mn)

* Activity Talking about your birth day party

- T asks sts to work in pairs, look at the questions at page 36 and answer them

- SS gives feedback * Activity 2.

- T explains some difficult words (eg; icing(n) : sweet, creamy spread for covering cakes; to clap your hands )

* - Ask ss to guess what they are going to listening about III While-listening (20 mn)

* Task 1.

- T introduces the situation of the tape script - T asks sts to read the questions in Task

- T plays the tape once or more ->- T checks sts’ comprehension

- T plays the tape for the second time. ->- T checks sts’ comprehension - T plays the tape for the third time (pause when necessary)

1 F F F 4.T F * Task (listen to the tape again).

- T asks sts to get the answers from listening

- T corrects sts’ answers ( see T's book) IV Post-listening (7 mn)

- T asks sts to work in groups (discuss the tasks in the book – page 37) - Some sts present their ideas in front of the class

- T and other sts give comments C Consolidation (3 mn) Retell Mai's birthday party D Homework (2 mn)

(23)

Unit : A Party Lesson d : writing A Objectives

1 Aims

At the end of this lesson, Sts can write an informal letter of invitation Teaching aids:

- T asks ss some questions about when and how to write a letter

- Gives ss a letter of a wedding invitation , asks them to read and then point out that it's an informal letter

- T provides sts handouts (an informal letter of invitation to a wedding) - T asks sts to work in groups, read the handouts and find the:

+ date, the opening of the letter;

+ the body: occasion, dressing codes, present to give at the party + the closing of the letter: yours / best wishes and then signature

- T introduces briefly the way of writing an informal letter of invitation > gives the frame for writing

+ Tense: Present simple tenses; future with be going to / will + the sentence used for invitation: : Would you like to come?

+ The time, date, the place, and what you are going to at the party + Frame: Introduction; body; conclusion

(What need to say in each paragraph) 3 Task 2: Ss' writing:

- T requires sts to use the frame given to write an informal letter of invitation they like

- T goes around to check

- T asks sts to read aloud their letters 4 Post writing Task 3.

- T asks sts to write another letter inviting someone to come to farewell party at your house (individually)

3 Homework.

T asks sts to fulfill their task basing on teacher and friends’ obove

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Unit : A Party ( Language focus) A

Aim

Reviewing the use of infinitive and gerund in active/ passive voice B.

Objectives

By the end of the lesson , pupils distinguish the use of infinitive and gerund in active/ passive voice

C.

Materials

Call one or two pupils to read their letters they wrote at home III New lesson:

Activity 1: Pronunciation of sounds / l/ and / r/ and /h/

1 T explains the differences between these three sounds

2 T has ss practising these words and sentences at page 39 with correct pronunciation ( if necessary, use tape recorder for practice)

15mn

Presentation and Practice 1: The verbs used with the form of infinitive and gerund and both

1 review: (see T's book) Ask Ss to task

2 have ss Ex aloud

3 T gives correction if necessary: having 2 getting 3, to tell 4, practicing 5, to see

Individual work

Presentation and Practice 1: The verbs used with the form of passive infinitive and passive gerund (to be + PP/ being + PP )

1 review: give meaning, form, use of passive infinitive and passive gerund

e.g: I have a lot of work to be done I like being welcome at the party Ask Ss to task

2 have ss Ex aloud

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3 T gives correction if necessary 1 B A B B 5.A

Activity 3: Grammar - have ss Ex aloud

- T gives correction if necessary 1 D C B B 5.C

Individual work

- T gives the conclusion of using infinitive and gerund in active/ passive voice

- T gives homework tasks to ss

Unit : volunteer work Lesson A : Reading

I Aims : At the end of the lesson ss can be able to: - Read for specific information,

- Use the information they've read to discuss the topic - Language contents:

- Lexical item : words about volunteer work

-Teaching aids: pictures, some real things, cassette & dish, book II Teaching procedure.

Warm up (5 minutes)

Sub-aim: To remind Sts of the topic of the lesson Class attendance:

2 Teacher use the "hang man" game to lead to the word "VOLUNTEER" Leading to the lesson

(1) Before you read.(7mn)

Sub-aim: Providing Sts vocabs and structures and topic prediction

Teacher’s activities Students activities -Ask students to work in groups

looking at the picture at page 46 to answer the questions:

What is the old man doing? What does the picture tell you:.

- Look at the pictures and answer the questions

1 he's teaching the boy to read

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-Explain new words:

to volunteer, the aged, to suffer, to participate, remote, orphanage

-Lead to the practice

- Ask ss to task 1: -> revise: the forms of the word: volunteer by filling in the gaps of the passage 1 voluntary voluntarily 3 volunteers volunteered

-Read new words, take note

ss work in pairs

(2).While you read.(20mn)

Have ss read the passage in mins and task 2: individually 1 A 2.D B 4.D B

Have ss read the passage in mins and task 3: in pairs Key;

1 They read books to people, play games with them, listen to their problem 2 They give care and comfort to them- help them overcome difficulties 3 They volunteer to work in remote areas

(3) After you read

T asks Sts to work in pairs to discuss the questions in the text book - T goes round the class to give helps if necessary

- T calls some pairs to to report their ideas to the class - T gives feedback to ss

(4).Wrapping.(3 mn)

: Remind Sts of the common mistakes and errors - T gives general comment the speaking - T corrects students’ mistakes and errors

- T calls or Sts telling the main idea of the passage in front of the class

V Homework (5mn)

Extra activity Exercise will be done at home

Unit : volunteer work Lesson B : Speaking I Aims: By the end of the lesson, Ss will be able to:

- Talk about different kinds of activities relating to volunteer work Language contents:

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2 Gram mar: resent continuous tense

3 Teaching aids: pictures, some real things, books II Teaching procedure (30mn)

Warm up.(7mn)

1 Checking class attendance

2 Games: T gives each group of ss a picture ask the to work in goups and find what is happening in each picture

1 The student is teaching the poor children. 2 The Ss are taking parts in directing the traffic 3 The medical student is examining the old people 4 SS are taking care of babies

5 The ss are taking parts in a blood Donation activity 6 the ss are collecting rubbish

7 Ss are helping soldiers to build the road

8 SS are helping examinees on the way to take university entrance examination

2 Practice.(20mn)

Task 1: Tell sts to decide which of activities are volunteer work? Why?

- ss work in pairs then give the correct answers

- Getting feedback from ss and correct them

- The answers can be varied but point put ss that volunteer work must be served the community / helping people

- Work in pairs then individually

Task 2:

- Ask ss to read the model

conversation(page 50) -> have ss pick out the volunteer work in the passage

- Work in pair Talking about volunteer work after the model

- Call some sts to speak before the class

- Talk about the volunteer work in front of the class

3 Production.(5mn) Task 3:

- Ask sts to work in group to talk more about the volunteer work they should to take part in

- Work in groups

- Call a representative of each group to talk in front of the class

- Remind Sts of the common mistakes and errors

- T corrects the common students

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mistakes and errors

5 Consolidation & V Homework.(5mn)

- T asks ss to write to talk more about the volunteer work they should to take part in

in their - Exercise books for homework

TiÕt thø: Ngµy soạn: / / Ngày dạy: / / Dạy c¸c líp:

Unit : volunteer work Lesson c : listening A Objectives

By the end of the lesson, Ss will be able to practice listening comprehension and note taking on specific information

II Teaching aids

Tape recorder, cassette tapes, textbook, handouts B Procedures

I Warm-up (3mn)

- T gives words relating to volunteer work on the board Ask ss to play the game "Slap the board""

The words given: war invalid, martyr, intersection, the aged, orphanage, remote, suffer

II Pre-listening (10 mn)

* Activity Sts discuss the questions at page 51 then, call them to report before class.

- SS gives feedback T gives corrections to them * Activity Pre-teach new words:

Fund raising activities; Donation; sum of money; Informal school; Organization for Education Development.; operate ; disadvantaged; co-ordinate; Sponsor.

* Activity 3: set up the context : Ss are going to listen to the passage talking about Spring school- a special school in Ho chi Minh city.

* Activity 4: have ss the prediction task - Ask ss to guess what they are going to listening about III While-listening (20 mn)

* Task 1.

- T introduces the situation of the tape script

- T asks sts to read the questions in Task to fill in the blanks for the given sentences

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- T plays the tape for the second time. ->- T checks sts’ comprehension - T plays the tape for the third time (pause when necessary)

6 informal 30 street children 250 chilren 1998 10 volunteers, June

* Task (listen to the tape again).

- T asks sts to get the answers from listening

- T corrects sts’ answers ( see the answers in T's book) IV Post-listening (7 mn)

- T asks sts to work in groups : to summaries the story about the Spring School

- Some sts present their ideas in front of the class - T and other sts give comments

C Consolidation (3 mn) Retell the main points of the passage D Homework (2 mn)

Write a short summarize the story about spring School and extra exercises as home work

_

Unit : volunteer work Lesson d : writing A Objectives

1 Aims

by the end of this lesson, Sts can write a thank you letter Teaching aids:

- T asks ss some questions about how to write a formal letter in English - Gives ss a quiz to ss to in groups (see key in T's book)

(30)

+ the body:

+ the closing of the letter: yours faithfully , then signature

- T introduces briefly the way of writing a formal letter to thank someone > gives the frame for writing

+ Tense: Present simple tenses; future with be going to / will + the sentence used : : Would you like ?

+ The time, date, the place, and what you are going to + Frame: Introduction; body; conclusion

(What need to say in each paragraph) 3 Task 2: Ss' writing:

- T requires sts to use the frame given to write a formal letter to thank someone

- T goes around to check

- T asks sts to read aloud their letters

4 Post writing Task 3.: feed back on ss' writings

- T asks sts to write another letter inviting someone to thank someone for the present at the party (individually)

3 Homework.

T asks sts to fulfill their task basing on teacher and friends’ above - Do extra exercises as homework

Unit : volunteer work ( Language focus)

A Aim

Reviewing the use of infinitive gerund and present participle ; perfect gerunds and perfect participles.

B.

Objectives

By the end of the lesson , pupils distinguish the use of gerund and present participle ; perfect gerunds and perfect participles appropriately.

C.

Materials

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Time Steps Work arrangement 10 mn

Activity 1: Pronunciation of sounds /wl/ and /j/

2 T has ss practising these words and sentences with correct pronunciation ( if necessary, use tape recorder for practice)

15mn

Activity 2: Grammar: Gerund

Presentation and Practice 1: The gerunds used - - - as a subject of a sentence

- as a complement of the verb: be+ gerund - after a preposition

- in compound noun like: dinning room review: (see T's book)

Ask Ss to task

2 have ss Ex aloud

3 T gives correction if necessary: hearing 2 bending 3, behaving 4, meeting 5, spending 6, waiting starting

Individual work

15mn Activity 3: Grammar; Present participle Presentation and Practice 2: The verbs used : - to form continuous tenses: be+ Ving

- after verb of movement: go swimming - in structure: see/ hear/ watch sb + Ving - as an adjective-

-Ving time- clause

1 review: give meaning, form, use of present participle

Ask Ss to task

2 have ss Ex aloud

3 T gives correction if necessary 1 burning/ rising

2 reading 3 lying 4 shopping 5 preparing 6 trying

modernizing

Individual work

Activity 3: Grammar: Perfect gerund and perfect participle

Presentation and Practice 3: The verbs used : having + PP/ > referring to the past actions review: give meaning, form, use of perfect participle

Ask Ss to task

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2 have ss Ex aloud

3 T gives correction if necessary 1 having

2 having been 3 having been 4 having tied 5 having read 6 having taken

- T gives the conclusion of using gerund and present participle ; perfect gerunds and perfect participles appropriately.

- T gives extra homework tasks to ss

UNIT ILLITERACY Lesson a: Reading A. Objectives

I Aims.

By the end of the lesson, students will be able to:

- Read to find the Vietnamese equivalent to the words or phrases of the topic: illiteracy

- Read to find the main idea of the text

- Read to take the detail information of the text II Lexical items

Words or phrases relating to illiteracy and education

- universalisation

- illiteracy eradication

- struggle III Structures.

- to provide reading and writing skill

- to take part in

Grammar: the past tense

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I Warm up (3mn)

Ask Ss to work in group of or and make a list of words and phrases relating to education:

- student, teacher, class, school, teach, read, write, literate, illiteracy, university

II Before you read (10mn)

- Ask Ss to look at the picture at the page No 56 and then work in pairs to answer the questions written on the board

+ Where you think the class is?

+ Are the students in the class at the same age? + What is this class different from your class?

- Vocabulary pre-teach: Illiterate (adj)

Remote and mountainous area Ethnic minority (n)

Eradicate (v)

III While you read (28 mn)

Have students read through the text once Task

- Ask students to look at the text and underline the expressions in the task

- Divide the class into groups and ask them to work in groups to guess the meaning of the expressions Each group will find the Vietnamese equivalent to one expression

- Call leader of each group to show their result Task

- Have students read carefully the four options in this task

- Ask them to work in pairs to this task

- Call some pairs to show their choice

- Correct their answer Suggested answer: D Task

- Ask Ss to read all the five questions and then translate them into Vietnamese

- Have Ss show the key words of these questions and underline

- Get Ss to read the text again and work in pairs to answer the questions

tr​ường thpt trần phú gi¸o ¸n tiõng anh 11 n¨m häc 2008 2009 tiõt thø ngµy so¹n ngµy d¹y d¹y c¸c líp unit 1 friendship lesson a reading 1 aims by the end of this lesson sts will

trường thpt trần phú gi¸o ¸n tiõng anh 11 n¨m häc 2008 2009 tiõt thø ngµy so¹n ngµy d¹y d¹y c¸c líp unit 1 friendship lesson a reading 1 aims by the end of this lesson sts will