ke hoach giang day 11

 Doing task 1 individually and comapring with partners  Working in pairs to do task 2  Working in groups to do task 3 and then giving answers infront of the class.  Textbooks  Han[r]

(1)

Kế hoạch giảng dạy Tiếng Anh 11 Học kì Số dạy : 16 bài

Nội dung kế hoạch: Đọc, Nói, Nghe, Viết & Ngữ pháp & Kiểm tra

Unit Period Skills Aims Teacher’s activities Student‘s activities Teaching aids

Unit 1: Friendship

1

Reading

 Developing such reading micro-skills as scanning for specific ideas , skimming for general information and guessing meaning in context  Using information

they have read to discuss the topic

 Having Ss work in pairs to discuss the picture in Before You read part  Giving instructions by guessing

the given words in task  Getting to work individually to

search for the main ideas  Giving Ss skills to task

 Working in pairs to discuss the picture

 Guessing the meaning of the given words and doing the task

 Working individually to task

 Working in pairs to answer the questions

 Textbooks  Handouts

2

Speaking

 Describing the physical

characteristics and personalities of their friends, using

appropriate adjectives

 Asking Ss to work in pairs to describe the people in the picture in task

 Explaining some adjs and then getting them to discuss and number the personalities in order of importance in friendship

 Asking Ss to work in pairs to perform the interview

 Working in pairs to the task

 Discussing and numbering the order of importance in friendship

 Working in pairs to task

3

Listening

 Developing such listening micro-skills as intensive listening for specific

information and taking notes while listening

 Instructing Ss to use some strategies in task and doing the task

 Asking them to fill in the table with the things they remember the previous times of listening

 Using the suggestions to task

 Working individually to fill in the table in task

 Textbooks  Handouts  Cassette

tapes

4

Writing

 Writing about a friend, real or imaginary, using expressions and words that they have learnt in previous in task

 Giving the form of a writing and having the whole class read the tasks and the guidelines silently to write about

 Having SS exchange their writings and checking the answers

 Reading the tasks as the teacher instructs

 Exchanging their writings

5

Language Focus

 Distinguishing the sounds / d3/ & / tS/  Pronouncing the

words and sentences containing these sounds correctly  Using some

structures containing Infinitves with and without to

appropriately

 Instructing Ss to pronounce sounds

 Reviewing some structures containing Infinitves with and without to

 Checking the given exercises

 Practising the sounds  Using the grammar to the

given tasks

(2)

Unit : Personal Experiences

6

Reading

 Developing such reading micro-skills as scanning for specific ideas identifying of the events and guessing meaning in context

 Using the information they have read to discuss the story

 getting Ss to read the passage silently and Task by guessing the given words

 Having Ss read the text again and discuss the sequence of the picture

 Giving instructions to task

 Reading the passage silently and task

 Discussing the sequence of the picture and task  Using skills to task

7

Speaking

 Identifying structures that are used to talk about past

experiences and their influences on one s ’

life

 Using these structures to talk about past

experiences and how it affects their life

 Getting Ss to task1 individually and compare their answer with a peer

 Having Ss work with a partner and work out the sequence of the converstation

 Getting Ss to work in pairs to have a converstion using the suggested questions and task2

 Doing the task individually and comparing their answers  Working with a partner and

doing task2

 Working in pairs and carrying out the conversations using suggestions

8

Listening

 Developing such listening micro-skills as listening for specific information and taking notes while listening

 Preteaching vocabulary

 Getting Ss to read through theses statements and underline key word in task

 Having Ss fill in the task by reading the statements carefully and listen

 Reading through the statements

and task

 Filling in the blanks by using some technics the teacher has given

 Textbooks  Handout  Cassette

tapes

9

Writing

 Writing a personal letter about a past experience , using the structures and

vocabulary

 Getting Ss to work invidually and work out what they are required to

 Getting Ss to plan their stories using suggested questions and having Ss write in 10m

 Asking SS to exchange their writing then checking

 Planning their stories based on suggestions

 Writing in 10mm and then exchanging

10

 Distinguishing the sounds /m/, /n/, and / η]

 Distinguishing the uses of different verbs tenses

 Distinguishing sounds  Reviewing all the verb tenses  Instructing Ss to the given tasks

 Practising sounds

 Using the verb tenses to the tasks

11 Test : 45 minutes – No 1 12 Corrections for the test Unit :

A party 13 Reading  Developing such reading micro-skills as scanning for specific ideas identifying and

 Giving some newwords

 Giving them some tips to task &

 Getting Ss to read and task

 Working individually to task

 Working in pairs to task  Working in group of or to

(3)

correcting false

statements  silentlyHaving Ss to work in pairs and task

 Asking Ss to work in groups of or to After You Read part

do the rest part

14

Speaking

 Using appropriate language to talk about parties and negotiate how to plan them  Using appropriate

language to invite people to come to parties

 Introducing task and going over the questions with the whole class and then asking them to choose the details they want to talk about  Putting SS in pairs and getting

them to tell each other about their parties – task

 Dividing the class into groups to task

 Having Ss to inform their parties and invite them to come – task

 Doing task with the whole class

 Working in pairs to task  Forming groups to task

3

 Informing the parties they have palnned and inviting their friends to come in task

 Textbooks

15

Listening

information

 Giving Ss some tips to task &

 Playing or times and then checking

 Having Ss sumarise what they ve ’

learnt

 Using the skills to task and task

 Giving their answers

 Sumarising main points of the listening text

 Textbooks  Handout  Cassette

tapes

16

Writing

 Defining the format and structure of an informal letter of invitation

 Writing in informal letter

 Having Ss work in pairs and answer the given questions in task

 Getting Ss to task individually and compare their answer with a peer

 Asking Ss to task in groups of to write a letter of invitation  Elicting Ss answers’

 Working in pairs to task  Doing task individually  Doing task in group of  Giving the writings to the

teacher

17

 Distinguishing the sounds / l/, /r/ , / h/  Distinguishing the

uses of infinitive and gerund in active and passive

 Distinguishing sounds

 Reviewing the uses of Infinitive and gerund

 Instructing Ss to the given tasks

 Using the grammar points to the given tasks

18 Test yourself A

Unit 4: Volunteer

work

19 Reading  Developing such reading micro-skills as scanning for specific ideas , skimming for general information

 Giving them some tips to task 1, &

 Getting Ss to read and task individually and then exchange the answers

 Having Ss to work silently and task

 Getting Ss to work in pairs to

 Working individually to task &

 Working in pairs to task  Working in group of or to

do the rest part

(4)

task

20

Speaking

 Talking about different kinds of activities related to volunteer work

 Having Ss work in pairs and deciding that activities are volunteer work in task

 Getting Ss to work in pairs and task

 Dividing the class into groups to discuss task

 Providing help if neccessary

 Working in pairs to task 1, &

 Forming groups to task

 Presenting what they have discussed

21

Listening

information and taking notes while listening

 Giving Ss some tips to task & ( filling missing information and taking notes)

 Having Ss sumarise what they ve’

learnt

 Giving their answers  Sumarising main points of

the listening text

tapes

22

Writing

 Writing a thank-you letter to a donar to acknowledge the donar s contribution’

 Reminding Ss the form of an formal letter

 Preparing Ss to write by asking them to read and task as the sample letter

 Getting Ss to read the

requirements of task carefully and write in 15 mm

 Having Ss exchange their writing and then checking

 Reading and doing task individually

 Doing task in 15mm  Exchanging their writings  Noting down corrections

from the teacher

 Textbooks

23

 Distinguishing the sounds / w/, /j/  Using Gerunds,

present paritciples, perfect gerund & perfect participles appropriately

 Reviewing the uses of Gerunds, present paritciples, perfect gerund & perfect participles  Instructing Ss to the given

tasks

24 Test : 45 minutes – No 2

25

Corrections for the test

Unit :

Illiteracy 26 Reading  Developing such reading micro-skills as scanning for specific ideas,

identifying main ideas and identifying meaning in context

 Giving them some tips to task 1, & 3( Finding the Vietnamese equivalances , choosing the main ideas and answering questions)  Getting Ss to read and task

in pairs by guessing the meanings

 Having Ss to work silently and

 Working in pairs to task  Working individually to

task and exchanging the answers

 Doing task in pairs

 Working in groups of or to the rest part

(5)

task

 Getting Ss to work in pairs to task

27

Speaking

 Talking about

schooling and literacy prblems

 Suggesting solutions to these problems

 Having Ss work in pairs and match A with B

 Dividing the class into groups to talk about Ss school problems’

and offer solutions

 Having Ss work in groups of again and talk out or problems and offer solutions

 Working in pairs and task

 Forming groups of and task

 Working in groups of and task

 Textbooks

28

Listening

 Developing extensive listening skills

 Using the information they have listened to for other

communicative tasks

 Giving Ss some tips to task & ( Choosing the best options and answering questions)

 Having Ss discuss After you read part

 Giving feed back

 Giving their answers  Discussing After you read

part

 Presenting ideas

tapes

29

Writing

 Interpreting inforamation presented in tables  Identifying language

to be used for describing tables  Writing descriptions

of tables

 Preparing Ss to write by

preteaching words and phrases using to describe a table

 Getting Ss to read task and it with their peers

 Helping Ss analyse and organise the writings to task

 Having them work individually in 15 mm

 Giving corrections and feedback

 Reading and doing task with their peers

 Doing task individually in 15mm

 Noting down corrections from the teacher

30

 Distinguishing the sounds / pl/, /bl/, / pr/, /br/ and pronouncing the words and

sentences containing them correctly

 Understanding reported speech with infinitives and using these structures to solve communicative tasks

 Reviewing the uses of reported speech with infinitives

Unit 6: Competitions

31 Reading  Developing such reading micro-skills as scanning for specific ideas,

identifying main ideas and identifying

 Giving them some tips to task 1, & 3( Matching words , answering questions and Filling missing information)

 Getting Ss to read and task

 Working in pairs to task 1,2 and exchanging the answers

 Doing task individually  Working in groups of or

to the rest part

(6)

meaning in context in pairs by guessing the meanings

 Having Ss to work with their partners and task

 Getting Ss to work individually to task

32

Speaking

 Asking for and giving information about types of competitions  talking about a

competition or contest

 Introducing task and getting Ss to it individually and then cpmpare answers with peers  Explaining the examples and

usefull languages and having them work in pairs to task  Putting Ss into or groups to

do task 3( offering help if neccesary)

 Sumarising main points

 Doing task individually and comapring with partners  Working in pairs to task  Working in groups to task and then giving answers infront of the class

33

Listening

 Developing extensive listening skills

 Using the information they have listened to for other

communicative tasks

 Giving Ss some tips to task & ( Ticking True or False and answering questions)

part

tapes

34

Writing

 Writing a letter to reply to the request of information

 Reminding Ss the form of an formal letter

 Preparing Ss to write by asking them to read and task as the sample letter

 Getting Ss to read the

requirements of task carefully and write in 15 mm using the given details

 Having Ss exchange their writing and then checking

 Reading and doing task individually

 Doing task in 15mm  Exchanging their writings  Noting down corrections

from the teacher

35

 Distinguishing the sounds / tr/, /dr/, / tw/, /br/ and pronouncing the words and

sentences containing them correctly

 Understanding reported speech with gerund and using these structures to solve communicative tasks

 Reviewing the uses of reported speech with gerund

(7)

37 Test : 45 minutes – No 3

38 Corrections for the test

Unit 7: World population

39

Reading

 Developing such reading micro-skills as scanning for specific ideas,

 Giving them some tips to task & 2( Filling gaps with the given words , answering questions)  Getting Ss to read and task

individually by guessing the meanings

 Having Ss to work with their partners and task

 Working individually to task and exchanging the answers

 Doing task in pairs

40

Speaking

 Talking about the causes of population explosion , problems of population booms and solutions to these problems

 Having Ss work in pairs to task and then task

 Getting Ss to task in groups of and work out the solutions to the problems of overpopulation  Dividing the class into groups,

one : talk about problems, one : offer solutions to overpopulations  Giving feedback

 Working in pairs to task &

 Doing task in groups of to work out the solutions  Forming groups to talk

problems and solutions to the overpopulation

 Giving presentation

41

Listening

 Developing such listening micro-skills as listening for specific information and listening for general information

 Giving Ss some tips to task & ( Choosing the best options and answering questions)

part

tapes

42

Writing

 Writing descriptions of pie charts , using appropriate language

 Preparing Ss to write by giving Ss the form of describing a pie chart and some useful languages related to it

 Asking Ss to analyse the chart  Having Ss work individually to

write and then exchange their writing

 Analysing the given chart  Doing the task individually  Exchanging their writings  Noting down corrections

from the teacher

43 Language

Focus  Distinguishing the sounds / kl/, /gl/, / kr/,/ gr/, /kw/ and pronouncing the words and sentences containing them correctly

 Using conditional sentences (1,2,3) and

 Reviewing the uses of conditional sentences (1,2,3) and

conditionals in reported speech  Instructing Ss to the given

tasks

(8)

conditionals in reported speech and using these

structures to solve communicative tasks

Unit 8:

Celebrations 44

Reading

 Developing such reading micro-skills as scanning for specific ideas,

 Giving them some tips to task 1,2 & 3( Working out the

meaning of words ,ticking true or false and answering questions)  Getting Ss to read and task

individually by explaining the meanings

 Having Ss to work with their partners and task and task  Asking Ss to work in groups of

or to After You Read part

 Working individually to task and exchanging the answers

 Doing task and task in pairs

45

Speaking

 Talking about the celebrations of Tet and other festivals ’

activities

 Having Ss work in pairs and practise reading the dialogue  Getting Ss in pairs to task &

4

 Giving corrections and feedbacks

 Working in pairs to task

, &  Textbooks

46

Listening

information

 Giving Ss some tips to task & ( Ticking True or False and answering questions)

part

tapes

47

Writing

 Writing a description of a popular

celebrations

 Preparing Ss to write by asking Ss to work out the outline of the writing

 Getting Ss to work individually to describe the festival they have chosen in 15 minutes

 Having Ss exchange their writings

 Eliciting Ss writing to correct’

 Working the out line of the writing

 Working individually to write in 15 minutes

 Exchanging their writing  Noting down the corrections

from the teacher

48 Language Focus

 Distinguishing the sounds / fl/, /fr/, / θr/ and pronouncing the words and sentences containing them correctly  Using one(s),

someone, no one, anyone and everyone appropriately

 Using vocabulary

 Distinguishing sounds  Reviewing the uses of

nondefining pronouns

 Explaining vocabulary about holidays and celebrations  Instructing Ss to the given

tasks

 Practising sounds  Using the grammar points

and vocabulary to the given tasks

(9)

about holidays and celebrations appropriately

Final test for the first term

Tr

êng THPT Nam TiỊn H¶i

Giáo viên : Nguyễn Thị Hoa

Tæ : X Héi·

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