GIÁO ÁN TIẾNG ANH 11 MỚI THÍ ĐIỂM 4 CỘT TRỌN BỘ

Date of Preparation: 17th August 2017 Date of Teaching: 24th August 2017 INTRODUCING THE PROGRAMS OF ENGLISH 11 Week: – Period: Class: 11TN A Aims: - Help Ss to know about the English book grade 11 in general (Including themes, tests, lessons etc ) - Introduce how to an oral test, a fifteen - minute test and a written test - Some requires of student to study well English - To help Ss have the opportunities to develop their oral fluency - To introduce the theme and units - By the end of the lesson, students will be able to know about the English book grade 10 in general B Preparation: - Teacher: Handouts, textbook, sub boards, colored chalks, and lesson plans - Students: Textbook C Methods: Integrated skills D Procedures: Warm-up: (5 minutes) * Game: Who is quicker? - Ask Ss to recall the name of the units in English 10 Book - Then leads Ss in the lesson Presentation: (35 minutes) a An overview of student’s book - The 1st term * Unit 1- Unit 6: parts for each unit: getting started, language, reading, speaking, listening, writing, communication and culture and looking back & project * Review 1, * Test yourself * Written tests: tests: 15’(3 tests), 45’(2 tests) end- term (1test) - The 2nd term: * Unit 7- Unit 12: parts for each unit: getting started, language, reading, speaking, listening, writing, communication and culture and looking back & project * Review 3, * Test yourself * Written tests: tests: 15’(3 tests), 45’(2 tests) end- term (1test) b Teacher’s demand: - Read the lesson before studying in class - Do all exercises at home - It is good to find the meaning and the pronunciation of the new words in the dictionary at home -Listen to the teacher attentively and take part in the lesson actively and creatively - Take part in the activities that the teacher required such as pairs work, group work or individual - Each S has a notebook and book (student book and work book) Books * Text book English 11 * Work book English 11 At home: * Prepare for the new lessons: content, structures, words and phrases, pronunciation * Revise the old lessons and all the homework In class: * Participate in all activities * Keep the discipline Consolidation: (3 minutes) - Ask Ss to consolidate the main contents - Gives feedbacks Homework: (2 minutes) - Prepare the new words in Unit 1: The generation gap (Lesson 1: Getting started) Date of Preparation: 17th August 2017 Date of Teaching: 24th August 2017 UNIT 1: THE GENERATION GAP (GETTING STARTED) Week: – Period: Class: 11TN I AIMS AND OBJECTIVES: + Language content: - To introduce some words and phrases relating to the generation gap - To help Ss understand the conversation about generation gap + Language function: To help Ss to: - use the lexical items related to the topic "the generation gap" - know more about the vocabulary and structures to talk about the generation gap + Educational aim: - To enable Ss to get ready for all the lessons about the generation gap Language: a Vocabulary: extended family, nuclear family, childcare, generation gap, viewpoint, table manners, footsteps, conservative, open-minded, b Structures: modal verbs Skills: Integrated skills Educational factor: -To educate Ss to be aware of the sources of conflicts between children and parents and find solutions for them II TEACHER’S AND STUDENTS’ PREPARATION Method: Communicative approach Techniques / Activities: pair-wok, explanation, Role- play Materials needed: textbooks, references, Video clip, pictures, CD, projector, and chalk Students’ preparation: Lesson preparation and appliances for studying Previous exercises: No exercise III TEACHING PROCEDURE Stabilization: (1’) Good morning class! How are you today? Who is absent today, monitor? Checking up the previous knowledge: (not checking) Presentation of the new materials Tim Teacher’s activities Students’ activities The lesson content e (4’) WARM-UP: UNIT 1: THE GENERATION GAP -Ask Ss “What can be the -Work in groups Lesson 1: GETTING STATED differences between children Answers: the choice of and the adults in their family?” music, clothing, values, lifestyles, ways of shopping, … -Ask Ss questions about the -Answer: picture 1/ Members in a family 1/ Who are the people in the 2/ Yes / No photo? 2/ Is this type of family popular in your community? -Elicit answers from Ss -Lead to the new lesson -Listen and take notes PRESENTATION: (4’) Listen and read VOCABULARY: -Tell Ss that they are going to -Pay attention to the + be part of … listen to a conversation teacher + hairstyle (n) between two friends, Sam and + appearance (n) Ann + conservative (adj) -Let Ss guess what Sam and -Give answer + state-own organization (n.ph) Ann are talking about + footsteps (n) -Play the recording - Listen to the tape and (6’) (10’) (7’) (3’) (7’) -Tell Ss not to worry about new language items as theỵ will have a chance to come back to them later on Read the conversation again Are the following sentences true or false? -Tell Ss this activity will help them to understand the conversation through comprehension questions -Ask Ss to work individually first and then compare the answers in groups -Invite Ss to give answers and feedbacks -Correct answers Complete the following definitions, using the highlighted compound nouns in the conversation -Tell Ss this activity focuses on compound nouns -Ask them to complete the definitions, using the highlighted compound nouns in the conversation -Ask Ss to check answers in pairs -Elicit correct answers Find other compound nouns in the conversation Use a dictionary to look up their meanings, if necessary -Allow Ss to use a dictionary to look up the meanings of the compound nouns -Tell Ss to compare their answers in groups -Check answers as a class Read the conversation again and find verbs used to express duty, obligation, advice, or lack of obligation -Ask Ss to read the conversation again, and find the verbs expressing duty, obligation, advice, or lack of obligation -Have Ss compare their answers in groups -Check answers as a class PRODUCTION: -Ask Ss to work in pairs to ask and answer the questions: 1/ Are you part of a nuclear or an extended family? read the text in silence and underline the words or phrases which are new to them and guess the meaning -Work individually first and then in groups -Give answers Listen and take notes -Focus on compound nouns -Do the task as required + open-minded (adj) + conflict (n) Read the conversation again Are the following sentences true or false? Key: 1.F 2.F 3.T 4.F 5.T Complete the following definitions, using the highlighted compound nouns in the conversation Key: A nuclear family Childcare A generation gap Table manners A viewpoint An extended family Find other compound nouns in the conversation Use a dictionary to look up their meanings, if necessary Key grandparents, grandma, grandpa, grandmother, hairstyles, housework, footsteps -Work in pairs -Give answers - Work in groups and use the dictionary if necessary -Compare answers -Check answers with the teacher - Work individually doing the task -Compare answers -Give answers -Work in pairs asking and answering the questions Read the conversation again and find verbs used to express duty, obligation, advice, or lack of obligation Key  Opinion &advice: should and ought to in positive and negative forms  Duty &obligation: must and have to  Lack of obligation: (not) have to, (not) need to (1’) 2/ What you like and dislike about your type of family? CONSOLIDATION: -Give answers - Ask Ss: “What have you learnt today?” Homework: (2ms) - Ask the Ss to: + Learn the new words + Do an exercise: Complete sentences about the generation gap with suitable word/ phrase in GETTING STARTED part When people live in a multi-generational family, there is often a _ One disadvantage of living in a/an _ is that grandparents may see things from different viewpoints Children living with both parents in a stable tend to be more confident and independent _ in multi-generational families are inevitable The biggest advantage of living in an extended family is that parents don’t have to worry much about and housework Keys: generation gap extended family nuclear family Conflicts childcare + Prepare the next lesson: LANGUAGE IV SELF -EVALUATION: Date of Preparation: 20th August 2017 Date of Teaching: 26th August 2017 UNIT 1: THE GENERATION GAP (LANGUAGE) Week: – Period: Class: 11TN I AIMS AND OBJECTIVES: + Language content: - To introduce to Ss words and phrases related to the generation gap - To help Ss learn about word formation: compound nouns - To guide Ss how to pronounce strong and weak forms in connected speech - To help Ss learn about Modals (should, ought to, must, have to) + Language function: To help Ss to - use the lexical items related to the generation gap - know more about compound nouns - use modals correctly in certain situations + Educational aim: To teach Ss more words/ phrases related to the generation gap and modal verbs Language: a Vocabulary: extended family, nuclear family, childcare, generation gap, viewpoint, table manners, b Structures: modal verbs Skills: Integrated skills Educational factor: To educate Ss to be aware of the sources of conflicts between children and parents and find solutions for them II TEACHER’S AND STUDENTS’ PREPARATION Method: Communicative approach Techniques / Activities: Pair work, Group work, asking- answering, role-play Materials needed: textbooks, pictures, flashcards, colored chalk, projector Students’ preparation: Lesson preparation and appliances for studying Previous exercises: Exercises on vocabulary III TEACHING PROCEDURE Stabilization: (1’) Good morning class! How are you today? Who is absent today, monitor? Checking up the previous knowledge: (4ms) Complete sentences about the generation gap with suitable word/ phrase in GETTING STARTED part When people live in a multi-generational family, there is often a _ One disadvantage of living in a/an _ is that grandparents may see things from different viewpoints Children living with both parents in a stable tend to be more confident and independent _ in multi-generational families are inevitable The biggest advantage of living in an extended family is that parents don’t have to worry much about and housework Keys: generation gap extended family nuclear family Conflicts childcare Presentation of the new materials Tim Teacher’s activities Students’ activities The lesson content e (5’) WARM-UP: Crosswords UNIT 1: THE GENERATION GAP -Divide the class into -Work in groups Lesson 2: LANGUAGE groups to discuss and complete the crosswords (see VOCABULARY: APPENDIX) -Write answers on the * COMPOUND NOUNS -Call the representative of board Notes: each group to write their - A compound noun is a noun that is answers on the board -Pay attention and take made up of two or more words (7’) (10’) -Check as a whole and then lead to the new lesson VOCABULARY: Match each word with another word to make a compound noun Four of them are written as one word -Ask them to match each single noun (1-9) with another (a-i) to make a compound noun -Tell them to check their answers in pairs, then check as a class -Give the meanings of these compound nouns, if necessary (Review the formation of compound nouns: Tieng Anh 10-Unit 5, Language section) Complete each question with one of the compound nouns in -Ask Ss to complete the questions with some of the compound nouns in -Have Ss work individually first Then ask them to work in pairs, and compare their answers -Ask Ss to give their answers PRONUNCIATION: Listen and repeat these sentences Pay attention to the stressed words with the mark(‘) before the stressed syllables -Play the recording for Ss to listen and repeat -Ask Ss to pay attention to the stressed words with the stress mark before the stressed syllable -Play the recording again for Ss to listen, pausing after each sentence Have Ss work in pairs to find out the parts of speech of the words which are stressed in these sentences -Ask Ss to study the Do you know ? box for more information about words that normally receive stress in connected speech notes -Work individually -Work in pairs -Take notes -Listen to the teacher’s guidance -Work individually and then in pairs comparing answers - Each compound noun acts as a single unit and can be modified by adjectives and other nouns - In compound nouns, the stress usually falls on the first word This helps us to distinguish between compound nouns and free word combinations Example: a 'greenhouse: a place for growing plants (compound noun) a 'green 'house: a house painted green (free word combination) Match each word with another word to make a compound noun Four of them are written as one word Key: 1.g 2.h 3.i 4.f 5.c 6.b 7.a 8.d 9.e Complete each question with one of the compound nouns in Key hairstyle / table manners generation gap nuclear family junk food schoolchildren PRONUNCIATION: Listen and repeat these sentences Pay attention to the stressed words with the mark(‘) before the stressed -Give answers syllables If you can identify your differences with your parents, you can have a good relationship You should be respectful when discussing any area of disagreement Take time to listen to your parents’ opinions, and ask them to listen to -Listen and repeat yours Being rule to your parents won’t -Pay attention to the convince them you’re right This can stressed words have the opposite effect Are the words in bold stressed or unstressed? Listen and check -Listen again and identify Practise reading the conversation in parts of speech stressed pairs in sentences Notes: In a sentence, the following words are unstressed: + Function words: pronouns, the verb be, auxiliary verbs, articles, conjunctions, and prepositions -Study Do you know…? + this, that, these, and those when For more information followed by a noun + who, whose, when, where, why, what and how when introduce a relative clause/ noun clause Exception: Are the words in bold stressed or unstressed? Listen and check Practise reading the conversation in pairs -Explain the activity to Ss, drawing their attention to the words in bold -Have Ss work individually first, then play the recording and ask them to check their answers in pairs -Check answers as a class, highlighting the different cases Then ask Ss to study the Do you know ? box, and learn the rules for the weak forms -Ask pairs of Ss to role-play the questions and answers in front of the class Praise Ss who pronounce the strong and weak forms correctly (15’) (1’) GRAMMAR: Underline the correct words to complete the sentences -Have Ss work individually first, then ask them to compare their answers in groups -Ask Ss to study the Do you know…? box and learn how to use should and ought to to give opinions and advice; and must and have to to express obligation, -Use the information from Notes to give further explanations, if necessary Rewrite each sentence without changing its meaning, using the word in brackets -Have Ss this exercise individually Monitor the activity and help them if necessary -Check Ss' answers by asking individual Ss to take turns to read aloud the sentences, and then write them on the board CONSOLIDATION: - Ask Ss: “What have you learnt today?” -Listen -Work individually first and then in pairs -Do as required -Play roles -Work individually and then in groups -Study Do you know…? -Listen and take notes -Do as required Read aloud the sentences -Answer + When auxiliary verbs and modals are not followed by a verb, they have strong forms Key: A – strong B - weak A-weak B - strong A - weak B - strong GRAMMAR Notes: + Ought to is not as common as should and is a little more formal in questions and negatives + We use I don’t think we should/ ought to rather than I think we shouldn't/oughtn't to e.g I don't think you should invite your friends to stay overnight + In the negative form of must, mustn’t and don't have to have different meanings We use mustn't when an action is forbidden or prohibited e.g You mustn’t cheat in the exams + We use don't have to when the action is not necessary e.g Students don't have to go to school on Sundays Underline the correct words to complete the sentences Key: 1.should 4.have to 3.must 4.have to 5.mustn’t Rewrite each sentence without changing its meaning, using the word in brackets Key: You mustn't use your mobile phone in the examination room I don't have to type my essay You should tell the truth to your family Young people must plan their future career carefully Homework: (2ms) - Ask the Ss to: + prepare the next lesson: READING + use the use of simple present and present continuous tense to talk about their daily routine + extra exercises: A Underline the words that you think should be stressed in each sentence The man will open the door She wants to play a game You should discuss the problem with your parents You must be careful when using a knife I really don’t like having animals in my house B Rewrite sentences, using the word in brackets Why don’t you talk to her about your problem? (ought) => ………………………………………………… You are not allowed to walk on the grass in the park (must) => ………………………………………………… There is no need for you to buy any tomatoes (have to) => ………………………………………………… Keys: A man, open, door wants, play, games discuss, problem, parents careful, using, knife really, don’t, like, having, animals, house B You ought to talk to her about your problem You mustn’t walk on the grass in the park You not have to buy any tomatoes IV SELF -EVALUATION: APPENDIX: Date of Preparation: 24th August 2017 Date of Teaching: 31st August 2017 UNIT 1: THE GENERATION GAP (READING) Week: – Period: Class: 11TN I AIMS AND OBJECTIVES: + Language content: -To help Ss read for specific information in an article about the generation gap + Language function: By the end of the lesson, students will be able to: - develop the skill of reading (reading for specific information) - know more vocabulary about the topic of the generation gap - use the language and ideas in the lesson for communication + Educational aim: To help Ss understand the different sources of conflicts between them and their parents Language: a Vocabulary: afford, impose, brand name, norms, conflicts, … b Structures: the present simple Skills: Integrated skills Educational factor: -To enable Ss to identify your differences with their parents so that they can have a good relationship II TEACHER’S AND STUDENTS’ PREPARATION Method: Communicative approach Techniques / Activities: Pair work, Group work, asking- answering, role-play Materials needed: textbooks, pictures, flashcards, colored chalk Students’ preparation: Lesson preparation and appliances for studying Previous exercises: Pronunciation and modal verbs III TEACHING PROCEDURE Stabilization: (1’) Good morning class! How are you today? Who is absent today, monitor? Checking up the previous knowledge: (4ms) A Underline the words that you think should be stressed in each sentence 8ms 8ms *CULTURE + Task - Asks students to read the text carefully and decide whether the statements are true, false or not given - Encourages students to compare their answers in pairs - Checks as a class + Task - Has students discuss the questions in pairs - Asks some pairs to summarise their discussion and report their opinions to the class 6ms - Listens and gives feedback -Read the text and decide T, F or NG *CULTURE + Task 1 F NG T F T NG NG - Compare their answers in pairs -Tell the answers - Discuss the questions in pairs - Summarise their discussion and report their opinions to the class -Tell the answers -Discuss the topic PRODUCTION: Asks Ss to discuss the topic: - What should Viet Nam to improve people’s health and longevity? + Task Education, dietary changes, exercise and the spirit of cooperation The topic: What should Viet Nam to improve people’s health and longevity? (Suggested answers)There should be close cooperation between local governments, health associations and residents The first step should be a for a local health association to start a campaign for promoting a healthy a lifestyle and nutrition, winning the support of the local residents and local governments IV HOME WORK: 3ms - Asks students to rewrite a paragraph about The way to improve people’s health and longevity -Asks students to this exercise at home: Complete each blank of the passage with ONE suitable word: Some people over-exercise for a (1) of reasons Teenagers may worry too much about their physical (2) and want to build their perfect body Some of them may feel peer pressure to lose (3) or get lean, toned legs Male teenagers may experience (4) to look fit, muscular and toned like celebrities in films, magazine ads and sports Many boys feel that their arm and led muscles are too small and try to (5) _ out several times a week to increase muscle mass Girls’ over-exercising can (6) _ from self-dissatisfaction and fear of being overweight They may compare themselves (7) fashion models considered to be physically perfect They may (8) about their waistlines not being thin enough or their bellies being too fat If you think your friend is over-(9) , try to talk to them, and explain that their bodies need to rest as well Ask them to focus on other aspects of life such as (10) and hobbies KEY: number result appearance with lose worry - Asks them to prepare the next part: Looking back and project pressure exercising work 10 study SELF- EVALUATION: ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… Unit 10: HEALTHY LIFESTYLE AND LONGEVITY Lesson 98 : – LOOKING BACK AND PROJECT Date of preparation : Sunday April 17th, 2016 Date of teaching : Tuesday April 19th, 2016 Class : 11A9 I AIMS AND OBJECTIVES: * Language content: - To help students look back what they have learnt in the whole unit including pronunciation, vocabulary and grammar - To enable them to make a project on the way how to protect health - To help them identify and use fall-rise intonation or statements and questions * Language function: - Helping them exchange opinions about protecting our health * Educational aim : - To make the students be aware of having a self-assessment to see how far they have progressed and which areas need further practice Language: a Vocabulary: b Structure: Reported Speech in different structures Skills : integrated skills Educational factor: - Being educated to live healthily to enhance their health II TEACHER’S AND STUDENTS’ PREPARATION: Method: communicative approach Techniques: pair work, games, discussion, doing a survey Materials needed: Pictures showing music, chalk Students’ preparation: Textbook, notebook Previous exercises: III PROCEDURES IN CLASS: Stabilization: (Warm – up) 1m - Makes a greeting - Checks attendance - Asks the students about their health or weather Checking up previous knowledge: ( During the lesson) NEW LESSON: TIME TEACHER’S ACTIVITIES 2ms I Warm- up: -Asks students to play game: “ Backs -Play game to board” Unit : 10 HEALTHY LIFESTYLE AND LONGEVITY PRESENTATION & PRACTICE: LOOKING BACK *PRONUNCIATION + Task - Has students read the conversation - Read the conversation and mark utterances they think can be and mark utterances pronounced with a fall-rise - Plays the recording and has students -Listen listen and check if the utterances they have marked are pronounced with a fall-rise Lesson : LOOKING BACK AND PROJECT I LOOKING BACK *PRONUNCIATION 5ms STUDENTS’ ACTIVITIES THE LESSON CONTENT 5ms 8ms 10ms 8ms + Task - Asks students to listen again and practise the conversation with a partner *VOCABULARY - Has students the activity individually - Asks students to give answers - Checks answers as a class *GRAMMAR + Task - Has students the activity individually - Asks different students to write a sentence each on the board for peer comments - Checks as a class + Task - Has students complete the sentences in reported speech individually - Reminds them to use approriate reporting verbs - Checks answers as a class by asking individual students to read their sentences or write them on the board - Listens and gives feedback - Listen again and practise the conversation with a partner - Do the activity individually -Give the answers -Tell the answers - Do the activity individually - Write a sentence each on the board for peer comments -Tell the answers - Complete the sentences in reported speech individually - Use approriate reporting verbs -Tell the answers *VOCABULARY boost life expectancy immune system remedies nutritious dietary are attributed prescription *GRAMMAR + Task 1 The teacher told Tuan and Phong not to talk in class The doctor said to Mr White that if he eats/ ate lots of fatty food, he will/ would increase his chances of developing heart disease Nam’s yoga instructor asked him to close his eyes, breathe slowly and deeply, and not to think about his problems The patient admitted not following his doctors’ advice Ha’s friend suggested playing some games to relax because they had studied for three hours Van’s manager said that he/ she would get a promotion if he/ she could finish the project before the deadline Jack’s mother said that he should drink some ginger tea if he wants/ wanted to feel better + Task My father said that if I want to be stress-free, I need to balance study and leisure He told me to draw up a revision timetable with time for other activities He said that if I worked too hard, I wouldn’t feel hungry He told me not to study continuosly for long hours, but to take a five-minute break every hour Then he advised me to some workout or takea walk in the park before mealtime Finally, he said that if I need more help, I can just ask him 3/ PRODUCTION: PROJECT 10ms PROJECT - Tells students that they can work in -Work in groups groups of four and choose a project to work on + Project A - Has each group choose one longevity hot spot - Encourages them to use the Internet to search for information related to its inhabitants - Has them organise their information and ideas, and prepare a presentation on their chosen longevity hot spot + Project B - Asks students to prepare their survey forms - Has students contact three or four people over 70 years old Students should interview these people and take notes of their answers - Tells students not to collect any personal data such as names, addresses or relationship, and to keep the identity of the survey participants anonymous - Asks students to compare the information they have collected about their survey participants, find out any common features and prepare their reports V.Consolidation: - Asks students to retell what they have learnt today - Choose one longevity hot spot - Use the Internet to search for information related to its inhabitants - Organise their information and ideas, and prepare a presentation on their chosen longevity hot spot - Prepare their survey forms - Contact three or four people over 70 years old + Project A Hot spots of longevity: - Location - Factors believed to help its local residents to live longer + Project B Questions How old is he / she? Where is he / she living? What are his / her favorite food and drinks? Does he / she any physical activity now? If yes, what is it? - Compare the information they have collected about their survey participants -Retell what they have learnt today IV HOME WORK: 3ms - Asks ss to rewrite a paragraph describing what students find through the project (100 words) -Asks students to these exercises at home: Complete each sentence with one of the following verb Use a preposition if necessary stay carry get break be hunt invite cause take live deliver study close drive attend I've always dreamed of living in a small house by the sea Mike apologized for being so rude to me I agreed to deliver the parcel for her The driver of the other car accused me of causing the accident We invited Jane to stay for lunch He admitted driving the car into his neighbor's tree I congratulated Liz on getting a new job My bag wasn't very heavy, but Dan insisted on carrying it for me Tom suggested taking a rest 10 We don't approve of hunting animals for sport 11 Kevin thanked us for inviting him to our party 12 Brian advised me to study economics at university 13 The government proposed closing a number of primary schools 14 The women blamed me for breaking her glasses 15 No one can prevent him from attending the meeting II Report these sentences Make any necessary changes to verb tense, pronouns, etc 'We have found the missing girl,' said the police last night Last night, the police said (that) they had found the missing girl 'I'll drop you from the team if you don't train harder,' said the captain The captain threatened to drop me! us from the team if I / we didn't train harder 'I'd buy the big tin if were you,' said the grocer The grocer advised me to buy a big tin 'Here are the car keys You'd better wait in the car,' he said to her He gave her the car keys and advised her to wait in the car 'Why didn't you tell me about that yesterday, Peter?' Jane asked Jane asked Peter why he hadn't told/ didn't tell her about that the day before 'Would you please wait in the lounge till your flight number is called?' she said She asked me to wait in the lounge till my flight number was called '1 gave you my textbook last week insist,' Tom said Tom insisted on giving me his textbook the week before 'Could you speak more slowly, please? can't understand,' he said to me He asked me to speak more slowly because he couldn't understand 'I hope you have a good journey,' he said, 'Don't forget to send a card when you arrive.' He wished me a good jouney and reminded me to send a card when I arrived/ had arrived - Asks them to prepare for REVIEW SELF- EVALUATION: ………………………………………………………………………………… ………………………………………………………………………………… REVIEW 4: UNITS 9,10 Lesson : 99 – LANGUAGE Date of preparation : Wednesday Date of teaching : Friday Class : 11A9 I Objectives : By the end of the lesson, Ss will be able to revise the language they have learnt from units 9,10 II Language focus : - Vocabulary: Words / phrases related to topics “Cities of the future” and “Healthy lifestyle and longevity" - Grammar: question tags, conditional sentences type 0, reported speech with conditionals, reported speech with to-infinitives and gerunds III Teaching aids : handouts, cards and realia IV Procedures : I.Warm-up: Brainstorming T gives the topic “ Environment” and then asks Ss to work in groups to find out as many words related to the topic as possible PRESENTATION & PRACTICE: LANGUAGE Use the correct form of the words in the box to complete the sentences - Asks Ss to this activity individually, and then compare their answers with a partner - Checks answers as a class and writes the correct ones on the board Task KEY infrastructure sustainable renewable overcrowded inhabitants Complete the sentences, using the correct form of the words in brackets - Has Ss this activity individually Then asks a student to write his / her answers on the board - Checks the answers with the whole class Pronunciation Listen and mark the intonation patterns of the questions Then read them aloud - Plays the recording Lets Ss listen and mark the intonation pattern of the questions - Checks Ss’ answers as a class - Plays the recording again for Ss to repeat each sentence chorally - Then asks Ss to practise reading the sentences aloud Grammar Complete each question, using the correct question tag - Ask Ss if they can remember the general rules for forming question tags Have them discuss in pairs and elicit some of the forms - Ask Ss to follow the instructions and complete the sentences individually - Have Ss compare their answer with a partner - Check answers as a class Rewrite these sentences, beginning as shown - Elicit the form and usage of conditional sentences type and reported speech with conditionals - Have Ss this activity individually, and then compare their answers with a partner - Ask a student to write his / her sentences on the board - Check the answers with the whole class Change into direct speech - Ask Ss to review reported speech with to-infinitives and gerunds - Ask Ss to this activity individually, and then compare their answers with a partner - Write the correct answers on the board - Check Ss’ answers as a class PRODUCTION: T reminds Ss of what they have learnt *Teaching vocabulary: T asks students to this task individually and then share their answers with a partner before giving T the answers T writes the correct answers on the board T may remind Ss of how adjectives are formed from nouns or verbs if necessary Key: natural, polluted, environmental, sustainable, ecological T asks students to this task individually Then T checks the answers with the whole class Key: pollution, 2, global warming, deforestation, protect, acid rain *Teaching pronunciation: T asks Ss to the task in pairs Then T shows the correct answers on the board Key: ‘poverty, ‘energy, ‘chemical, ‘newsletter Po’llution, so’lution, a’wareness, pro’tection E’conomy, su’stainable, e’cology, en’vironment Conver’sation, preser’vation, rela’xation, compo’sition *Teaching grammar: T elicits the form and use of the Reported Speech T may remind Ss of the changes of pronouns, possessive adjectives and verbs T may call Ss to the task on the board while others also this task T checks Ss’ answers, and ask Ss for explanation if necessary Key: Mary said (that) people were cutting down the rain forest Tom said (that) car pollution was / is a big problem in his city Scientists said (that) chemicals are destroying the ozone layer He told me to turn off the lights when I left home Our teacher explained (that) burning gas, oil and coal could / can cause acid rain T elicits the form and use of conditional sentences types and After Ss the task, T checks the answers with the whole class Key: didn’t throw, will go, closed down, is , build T asks Ss to the task individually and then share their answers with their partners Key: will….do, would be, were…… would go, use, knew…… would / could phone _ Ask Ss to prepare for the skills in the next period and some exercise in the exercise notebook 5.Further practice: I/ Give the correct form of words in brackets: 1/ Athough the discharge of waste and ( consume) of natural resources by tourists are minimised, air, water and noise pollution is ( avoid) ………………………………… ; ……………………………… 2/ They have( tradition) had to wear that kind of clothing on wedding day ………………………………… 3/ Has she gone to Nha Trang on business or for ( please)……………………………… ? 4/ I never feel very ( comfort) in my employer’s presence ………………………………… 5/ Environmental pollution is becoming an ( INCREASE) serious problem ………………………………… II/ Choose the underlined part that needs correction I used to getting up late when I was small A B C D If I had money, I will buy a car A B C D 3.She left her house in a hurry without to say goodbye to us A B C D 4.This is the place which I was born and grew up A B C D 5.She isn’t old enough to done this job A B C D Homework : - Asks Ss to prepare for the skills in the next period and the exercises 1,2,3 in the exercise notebook SELF- EVALUATION: ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… REVIEW 4: UNITS 9,10 ( cont’d) Lesson : 102 – SKILLS Date of preparation : Saturday Date of teaching : Monday Class : 10A9 I Objectives : By the end of the lesson, Ss will be able to revise the skills they have learnt from units 9,19 II Language focus : Reading : Reading for specific information about Interactive Whiteboard Speaking : Talking about different customs in four countries Listening : Listening to the meeting and greeting customs in some countries around the world Writing : Write about what customs a visitor to Viet Nam should know III Teaching aids : handouts, cards and realia IV Procedures : 1.Warm-up: Game : Guessing what it is T divides Ss into groups T hides some of objects and then ask each representative from each group to touch the objects After touching, the presentative has to describe the objects in English for the others in his group to call the name of the objects II/ Content: *Teaching Reading: _ Before asking Ss to read the text, T can give them meaning of some words such as: interactive, stimulate, drag, drop _ Ask Ss to read in silence and then two tasks 1b : Match the words in A with their definitions in B Key: 1d, 2c, 3b, 4a Read the text again and answer the questions : Key: It helps Ss learn English in a more stimulating way Because it can engage Ss and provide them with interactive opportunities Because with it T can make grammar or vocabulary presentations and save them for using again They can download gap-fill-exercises, multiple choice quizzes or games They can drag or drop their answers into the gap with their fingers *Teaching speaking: Give an extract from a video clip (topic : customs in Thailand, Indonesia, Korea and The U.S.A) to lead to the different customs in countries Questions : Does Vietnamese culture follow any of these customs ? Why you think people have these customs? What other interesting customs of Viet Nam or other countries you know ? *Teaching listening: _ Play the recording once for Ss to listen and choose their correct answers T plays the recording again for Ss to check their answers and then T gives the correct answers ( T can play one or more times for Ss to choose the correct answers) Key: 1T, 2T, 3F, 4F, 5T, 6F *Teaching writing: T asks Ss to use the points given in Dos and Don’t (or their own ideas) to write about what customs a visitor to Viet Nam should know _ T can ask Ss to write the draft first in class, and then they may write their final versions at home Ss can start their writing with something like the following : Example: When you visit Viet Nam, there are some important things you should know For example, when you are visiting a pagoda or temple, it’s not acceptable to take photographs… Homework: _ Asks Ss to learn some new words and listen the recording again at home _ Asks Ss to prepare for the next period – Revision for the examination SELF- EVALUATION: ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… REVISION FOR THE SECOND TERM EXAMINATION Lesson : 103 Date of preparation : Saturday Date of teaching : Monday Class : 10A9 I Objectives : By the end of the lesson, Ss will be able to revise the skills they have learnt from all units II Language focus : Reading : Reading for specific information about Interactive Whiteboard Speaking : Talking about different customs in four countries Listening : Listening to the meeting and greeting customs in some countries around the world Writing : Write about what customs a visitor to Viet Nam should know III Teaching aids : handouts, cards and realia IV Procedures : 1.Warm-up: Game : Guessing what it is T divides Ss into groups T hides some of objects and then ask each representative from each group to touch the objects After touching, the presentative has to describe the objects in English for the others in his group to call the name of the objects II/ Content: Read the passage and fill in the blanks with suitable words: (overseas / sums/ advantages/ much /lucky / comfortable/ Beneficially/ closer/ without/ knowledge) We are now living in the age of the technology where modern devices can make our lives more (1) …………………… and convenient First, information technology helps bring my family members …(2) ……………… together with the help of telephones, internet and other conveniences When a member is far away, it is …(3)………………………easier to keep in touch with the family Second, information technology helps us stay in touch with the world around Everyday, people from their home read news about the issues over the world …(4)………………………… , we have more chances to earn because there are always numerous jobs available in the IT field that help us make huge …(5)…………………… of money Moreover, information technology helps us to broaden our …(6)…………………………as we can learn or take various online and offline courses Socially, we seem to have more and more friends both at home and (7)………………… , sharing opinions with the help of information technology To sum up, I really think I am …(8)…………………… enough to live in this information age I can not imagine my life …(9)……………………the help of information technology The most important thing I need to is to take full …(10)………………………… of the information technology to better my life and try hard to reduce the bad effects that may bring to my II/ Give the correct form of words in brackets: 1/ Air ( pollute)………………………… is threatening the health of older people and children 2/ To solve this problem, we need to treat all waste moe ( care)…………………………… 3/ We should increase tourists’ environmental and (culture) ( aware) and respect ……………………………… 4/ Ecotourism needs to provide ( finance)……………………….benefits for the ( conserve) …………………… of local people 5/ We should try to teach our children a sense of (responsible) …………………………………… Read and then choose the best answer Many people still believe that natural resources will never be used up Actually, the world's energy resources are limited Nobody knows exactly how much fuel is left However, we also should use them economically and try to find out alternative sources of power According to Professor Marvin Burnham of the New England Institude of Technology, we have to start conserving coal, oil and gas before it is too late; and nuclear power is the only alternative However, many people don't approve of using nuclear power because it is very dangerous What would happen if there were a serious nuclear accident ? Radioactivity causes cancer and may badly affect the future generations The most effective thing is that we should use natural resources as economically as possible According to the passage, using nuclear power is A dangerous B interesting C safe D cheap Radioactivity from nuclear power A the future generations nothing with it B alters a new kind of energy C are necessary to cure diseases D causes cancer and has bad effect on the future generations How much fuel is left ? A No one know exactly B Let's use it as much as we would like C It will never be used up D There is a lot of fuel We should use coal, oil and gas A as economically as possible B carelessly C as much as possible D all are incorrect According to Professor Marvin Burnham, A Nuclear power is the only alternative coal, oil and gas and We have to conserve are incorrect B Nuclear power is the only alternative coal, oil and gas C We have to conserve D Nuclear power is the only alternative coal, oil and gas and We have to conserve are correct Choose a word in each line that has different stress pattern A especially B erosion C animal D variety A reconstruction B vegetation C destruction D circulation A ecological B discharge C aquatic D deplete A access B ecosystem C exotic D horoscope A ritual B sustainable C ecology D device Finish each of the sentences in such a way that it means the same as the sentences before it “Do you enjoy reading?” Phong asked Peter ….…………………………………………………………………………… “Does she like sports?” Hoa asked Lan … …………………………………………………………………………… “Do your sister and brother go to the same school?” She asked Nam …………………………………………………………………………………………………………… Ba asked Tam “How often you wash your clothes?” ……………………………………………………….…………………………………………………… “When will your father leave Vietnam for the USA?” Phong asked Thu …………………………………………………………….……………………………………………… “How many books the students need?” The librarian asked myteacher ………………………………………………………………………………… ………………………… 7.The German didn’t build this factory during the Second World War ……………………………………………………………………………………………………………… 8.The Greens are going to paint this house and these cars for Christmas Day ……………………………………………………………………………………………………………… My sister made me all the exercises last night ………………………………………………………………………………………………………… No one in our school can play badminton as well as Mai does ……………………………………………………………………………………………………… Homework: _ Asks Ss to learn some new words and listen the recording again at home _ Asks Ss to prepare for the next period – the second term examination SELF- EVALUATION: ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… PERIOD 105 : THE SECOND TEST CORRECTION Date of preparation : December 29th, 2018 : January 2th, 2019 Date of teaching Classes : 11A1,2,7 I AIMS AND OBJECTIVES - Language content: To help sts check their knowledge and answer key - Language function: To help sts know why they make mistakes so that they can communicate better - Educational aim : To make them recognise their mistakes and know how to improve their study 1- Language : +Vocabulary : Review the previous words unit 6- 10 + Grammatical points: Review the previous structures unit - 10 2- Skill : Integrated skills 3- Education factor: To help them develop their abilities II TEACHER’S AND STUDENTS’ ACTIVITIES: STABILIZATION: (4ms) - Greet students and check attendance - Warm- up : Chat with students RESULTS: Lớp 11A1 11A2 11A7 Giỏi 10 % 24,39 17,78 Khá 20 20 % 48,78 44,44 12,5 TB 11 16 25 % 26,83 35,56 62,5 Yếu 10 % 2,22 25,0 Kém 0 % 0 VOCABULARY AND STRUCTURES REVIEWED: (15ms) +Vocabulary : Review the previous words unit - 10 + Structures: Review the previous structures unit 6- 10 HOMEWORK: (3ms) : -Asks sts to prepare the Speaking of Unit * Self- evaluation: ……… ……………………… ………………………………………………… …………………………………………….……………………………… ………………………………………………… ………………………………………………………………………………………………………… …………………………………………… … …………………… ……………… … ... Date of Preparation: 17th August 2017 Date of Teaching: 24th August 2017 UNIT 1: THE GENERATION GAP (GETTING STARTED) Week: – Period: Class: 11TN I AIMS AND OBJECTIVES: + Language content: - To introduce... to school on Sundays Underline the correct words to complete the sentences Key: 1.should 4. have to 3.must 4. have to 5.mustn’t Rewrite each sentence without changing its meaning, using the word... APPENDIX: Date of Preparation: 24th August 2017 Date of Teaching: 31st August 2017 UNIT 1: THE GENERATION GAP (READING) Week: – Period: Class: 11TN I AIMS AND OBJECTIVES: + Language content: