giao an tieng anh lop 11ban co ban tu bai 1-16

Giáo án Tiếng Anh Lớp 11-Ban Cơ Bản
Năm học 2008-2009
Unit 1: Friendship
Tiết PPCT : 02
Period 1: READING
Ngày soạn:25/08/2008
I. Objectives
By the end of the lesson, Ss will be able to:
Develop such reading micro-skills as scanning for specific ideas, skimming for general
information, and guessing meaning in context.
Use the information they have read to discuss the topic.
II. Teaching aids
Textbook, handouts.
III. Anticipated problems
Ss may need help with the discussion task, so T should be ready to help them.
IV. Procedure
Time Steps
Work
arrangem
ent
6' WARMER:
Competition game - Network
- T prepares a handout with a network of the word "Friendship"
Group
work
T divides the class into 8 groups and gives each group a handout. T asks Ss to complete
the network.
10'
BEFORE YOU READ
Discussing the picture and poem
T asks the whole class to look at the picture on page 12 and asks them some questions:
+ What are the girls and boy doing in the picture?
+ How do they feel?
+ What does the picture tell you?
Suggested answers:
+ One boy is playing the guitar, and the other girls and boys are singing.
+ They seem very happy because I can see their smile.
+ The picture tells me that friends can happily do many things together. / Friendship is a
Pair work
& whole
class
Ngời soạn : Nguyễn Đình Hùng Trờng THPT Ngọc Tảo , Hà Nội
2
Friendship
Giáo án Tiếng Anh Lớp 11-Ban Cơ Bản
Năm học 2008-2009
Time Steps
Work
arrangem
ent
nice thing that brings happiness to us.
Pre-teaching Vocabulary
Note: T should only teach the words which do not appear in Task 1.
Lasting (adj) = lifelong (adj,): existing or continuing a long while
To be concerned with:
Constant (adj): happening all the time or repeatedly, that does not change
Constancy (n):
Rumour(n): piece of information, or a story, that people talk about, but that may not be
true
Gossip (n). informal talk or stories about other peoples private lives, that may be unkind
or not true.
Trust (n). the belief that sb / sth is good, sincere, honest, etc. and will not try to harm or
trick you
Sorrow (n). a feeling of great sadness because sth very bad has happened
Pursuit (n). something that you give your time and energy to, that you do as a hobby
6
WHILE YOU READ
Setting the scene
You are going to read a passage about the qualities of a long lasting friendship. While you
are reading, do the tasks in the textbook.
TASK 1
Instruction: Fill each blank with one of the words in the box.
T writes these words on the board:
Acquaintance, incapable of mutual, unselfIsh, give-and-take, friend, loyal to, suspicious
Then T instructs Ss to read the passage quickly and stop at the lines that contain these
words to guess their meanings (except for, the word friend as this word is familiar with
Ss).
Ss guess the meaning of the words based on the contexts in the sentences. For example,
to guess the meaning of unselfish Ss may realize that this word is the noun of unselfishness
in line 5. Therefore, they may guess the meaning of unselfish first. Ss can pay attention to
the prefix un - and such phrases as concerned only, his own interest and feelings in the
following sentence.
T checks that Ss understand the words correctly. T can check Ss understanding by
asking them to provide the Vietnamese equivalents to the words.
Next, T instructs Ss to use some strategies to do Task 1:
- Continue with the rest of the sentences.
T asks Ss to work individually to do the task
T goes around to help Ss when necessary.
T asks Ss to exchange their answers with other Ss.
T asks Ss for their answers and tells them to explain their choices.
T gives the correct answers:
1. mutual 5. give-and-take 2. incapable of 6. loyal to
3. unselfish 7. suspicious 4. acquaintance /friend
Whole
class,
individual
work &
pair
work
5' TASK 2
Instruction: You are to read the passage again and decide which of the choices A, B, C, or
D most adequately sums up the ideas of the whole passage.
T gets Ss do the task individually and then find a peer to compare their answer with. T
might want to give them some time to re-read the passage.
T might also want to give Ss some strategies to find the main idea of the passage:
T calls on some Ss to give their answers and asks other Ss to say whether they agree or
Whole
class,
individual
work &
pair
work
Ngời soạn : Nguyễn Đình Hùng Trờng THPT Ngọc Tảo , Hà Nội
3
Giáo án Tiếng Anh Lớp 11-Ban Cơ Bản
Năm học 2008-2009
Time Steps
Work
arrangem
ent
disagree.
T gives feedback and the correct answer:
Answer: B
6' Instruction: You are required to answer the six questions in the book.
T asks Ss how .to do this task. If they do not remember, T may instruct them to use some
strategies to do the task:
+ First, skim the six questions to understand them. As Ss do this they:
T gives the correct answers:
1. The first quality for true friendship is unselfishness. It tells us / me that a person who is
concerned only with his / her own interests and feelings cannot be a true friend. (paragraph
2)
2. Because they take up an interest with enthusiasm, but they are soon tired of it, and they
feel the attraction of some new object. (line 23, paragraph 3)
3. The third quality for true friendship is loyalty. It tell us / me that the two friends must be
loyal to each other, and they must know each other so well that there can be no suspicions
between them. (line 13, paragraph 4)
4. Because if not people cannot feel safe when telling the other their secrets. (line 1 3,
paragraph 5)
5. Because they cannot keep a secret, either of their own or of others (line 3 4, paragraph
5)
6. The last quality is sympathy. It tells us / me that to be a true friend one must sympathise
with his / her friend. Where there is no mutual sympathy between friends, there is no true
friendship. (last paragraph)
Whole
class,
individual
work &
pair
work
10' AFTER YOU READ
Instruction: You are required to work in pairs to
discuss the question in the textbook.
T asks Ss to work in pairs to discuss the question in
the book.
T goes around to help Ss when necessary.
When all pairs have finished, T asks every two pairs
to share ideas.
T calls on some Ss to report their ideas to the class.
T gives feedback.
Pair work,
group
work &
whole
class
2' WRAPPING UP
T summarises the main points of the lesson.
T asks Ss to learn by heart all of the new words and do the extra exercise as homework.
Whole
class
Ngời soạn : Nguyễn Đình Hùng Trờng THPT Ngọc Tảo , Hà Nội
4
Giáo án Tiếng Anh Lớp 11-Ban Cơ Bản
Năm học 2008-2009
Unit 1 : Friendship
Tiết PPCT : 03
Period 2: SPEAKING
Ngày soạn:28/08/2008
I. Objectives
By the end of the lesson, Ss will be able to:
Describe the physical characteristics and personalities of their friends, using
appropriate adjectives.
II. Materials
Textbook, handouts.
III. Anticipated problems:
Ss may not have enough vocabulary to talk about the topic, so T should be ready to provide help.
IV. Procedure
Time Steps
Work
arrangement
8'
WARM-UP
Competition game Word Search
T divides the class into small groups of 3 4 students. Then T distributes the
following puzzle handout for Ss to do in their own groups. Which group finishes first and
has all the correct answers will be the winner.
A variant of this activity: T draws or prepares two big copies of the word search and
hangs them on the board. T calls two pairs of Ss to go to the board and ask them find all
the adjectives as quickly as possible. The pair with the quickest and most correct answers
will be the winner.
Group work
12' TASK 1
Instruction: You are going to look at the picture of four people on page 15 and describe
them in pairs.
Before letting Ss do the task, T asks them to read Useful language on page 16. T may
ask if Ss know the meanings of the adjectives provided.
T elicits or teaches some words:
Whole class
& pair work
Describing peoples appearance
Height tall, medium, short
Build slim, plump (bụ bẫm, đầy đặn), overweight (béo phì), obese (béo
phì), thin (gầy), muscular (vạm vỡ), athletic, stocky (thấp v chắc
nịch), well-built (lực lợng), of medium I average I normal build
Hair
Normal order of adjectives used to describe ones hair. length, style
and colour
+ length: long, short, shoulder-length (ngang vai)
+ style: straight, wavy, curly, crew-cut (đầu cua)
colour: black, grey, red, brown Others: a fringe (mái), a bun (búi
tóc), plait(s) (đuôi sam) (to wear ones hair in a bun / a plait / plaits),
receding (sợi tóc hớt ra sau), bald
Face oval, round, large, square, skinny, chubby (phúng phính), long, with
high cheekbones (gì má cao)
Eye small, big, black, brown, blue
Nose straight, crooked (khoằm), turned-up (hếch),big, small, flat (tẹt)
Chin pointed chin (cằm nhọn) double chin (hai cằm), no chin
Lips thin, full, narrow, heart-shaped
Forehead broad, high
Ngời soạn : Nguyễn Đình Hùng Trờng THPT Ngọc Tảo , Hà Nội
5
Giáo án Tiếng Anh Lớp 11-Ban Cơ Bản
Năm học 2008-2009
Time Steps
Work
arrangement
Skin white, pale, suntanned (rám nắng)
oriental, dark, brown, coffee-coloured, black
a smooth complexion / pale complexion
(da tái) / dark complexion clear skin, greasy skin (da nhờn)
General
appearance
beautiful (women), handsome (men), pretty (women / girls), good-
looking (men and women), plain (bình thờng)
Age She was in her late teens (18, 19 tuổi) / he was in his early twenties
(21 - 23 tuổi) / she was about thirty years old / his twevle-year-old
son / a middle-aged woman / a man in his sixties (khoảng 60 tuổi)
10'
T asks Ss to work in pairs to describe the people in the picture, and then calls on some
Ss to present their answers.
T gives feedback.
Suggested answers:
1. The boy is about 16 years old. He may be shortsighted because hes a wearing a pair of
glasses. He has short black hair, a round face with a broad forehead, a small nose, thin lips
and a small chin. Hes quite good-looking.
2. The girl is about 14. Shes also wearing a pair of glasses. She has shoulder-length black
hair, and shes wearing a ribbon. She has an oval face with a straight nose, full lips and a
pointed chin. Shes quite pretty.
3. The man is in his forties. Hes tall and well-built. He has short brown hair and a square
face with a broad forehead, small eyes, a crooked nose and thin lips. Hes quite good-
looking.
4. The woman is in her twenties. Shes quite tall and slim. She has long curly brown hair
and an oval face with broad forehead, big eyes, a straight nose, heart-shaped lips and a
small chin. Shes very beautiful.
TASK 2
Instruction: You are going to discuss and number the personalities in order of importance
in friendship and then report the results.
Before Ss do the task, T asks them to look at the list of adjectives provided in the book.
T asks if Ss understand these adjectives or not.
T can elicit or explain some adjectives quickly:
Caring (ad]): kind, helpful and showing that you care about other people
Hospitable (ad]): pleased to welcome guests; generous and friendly to visitors
Modest (adj2: not talking much about your own abilities or possessions
Sincere (ad]): saying only what you really think or feel
Understanding (ad]): showing sympathy for other peoples problems and being willing to
forgive them when they do sth wrong
T divides the class, into groups of 6 with a group leader.
T goes round to offer help when Ss discuss.
T calls on some Ss to report the results of their discussion. Ss answer may be: My
group thinks that being caring is the most important in friendship because
when friends care about each other, they will know when to share happiness or dfJIculty
with their friend...
T elicits feedback from the class and gives final comments.
Whole class
& group
work
13' TASK 3
Instruction: Imagine that you have a friend who has just won the first prize in
Mathematics. A journalist is going to interview you about your friend. Act out the
interview in pairs.
Before Ss perform the interview in pairs, T gets Ss have a look at their roles on page 16
and the suggestions on page 17.
Whole class
& pair work
Ngời soạn : Nguyễn Đình Hùng Trờng THPT Ngọc Tảo , Hà Nội
6
Giáo án Tiếng Anh Lớp 11-Ban Cơ Bản
Năm học 2008-2009
Time Steps
Work
arrangement
T may elicit the questions they may ask, for example:
+ his / her physical characteristics: What does he / she look like?
+ his / her hobbies: What does he /she like doing in his / her free time? / What are his /her
hobbies?
+ his / her personalities: How is he / she? / Is he / she friendly?...
T may also make clear the meanings of some adjectives:
Quick-witted (adj): able to think quickly; intelligent
Good-natured (adj,): kind, friendly and patient when dealing with people
T asks Ss to work in pairs to perform the interview in 7 minutes and goes around to offer
help.
T calls on some pairs to perform the interview.
T elicits feedback from the class and gives final comments.
2' WRAPPING
- T summarises the main points of the lesson.
- T asks Ss to do the extra exercise as homework.
Whole class
Ngời soạn : Nguyễn Đình Hùng Trờng THPT Ngọc Tảo , Hà Nội
7
Giáo án Tiếng Anh Lớp 11-Ban Cơ Bản
Năm học 2008-2009
Unit 1 : Friendship
Tiết PPCT : 04
Period 3: LISTENING
Ngày soạn:30/08/2008
I. Objectives
By the end of the lesson, Ss will be able to:
Develop such listening micro-skills as intensive listening for specific information and taking notes
while listening.
II. Materials
Textbook, cassette tapes, handouts.
III. Anticipated problems
Ss may not be familiar with the note-taking task, so T should provide them some tips to deal with
the task.
IV. Procedure
Time Steps
Work
arrangement
7' WARM - UP
Competition game Crossword
The aim of this activity is to help Ss revise the vocabulary items Ss learnt in the previous
lesson.
T divides the class into small groups of 3 4 students. Then T distributes the following
crossword handout for Ss to do in their own groups. Which group finishes first and has all
the correct answers will be the winner.
Answers:
Cross: Down:
1. good-natured 1. generous 4. friendly 2. helpful
5. quickwitted 3. modest
6. hospitable 7. studious 8. patient 9. honest
Group work
ACROSS
1. kind, friendly and patient when dealing
with people
4. showing kindness; making you feel
relaxed and as though you are among
friends
5. able to think quickly; intelligent
DOWN
1. giving or willing to give freely
2. willing to help sb
3. not talking much about your own abilities
or possessions
7. spending a lot of time studying or reading
6. pleased to welcome guests; generous and friendly to visitors
8. able to wait for a long time or accept annoying behaviour or without becoming angry
9. always telling the truth, and never stealing or cheating
10' BEFORE YOU LISTEN
Talking about your best friend
T asks Ss to discuss the questions on page 17 in pairs.
T calls on some Ss to give their answers and comments on the answers.
T gets Ss to guess what they are going to listen about.
Vocabulary Pre-teaching
Before eliciting / Pre-teaching the new words, T helps
Ss to pronounce the words given in the book. T may read aloud first or play the tape and
ask Ss to repeat in chorus and individually.
T elicits / teaches some of these words or / and those taken from the listening passage:
Apartment building:
Whole class
Ngời soạn : Nguyễn Đình Hùng Trờng THPT Ngọc Tảo , Hà Nội
8
Giáo án Tiếng Anh Lớp 11-Ban Cơ Bản
Năm học 2008-2009
Time Steps
Work
arrangement
Sense of humour:
Give sb a ring: phone sb
Go through a rough time:
T may get Ss to make sentences with the words and gives corrective feedback.
10' WHILE YOU LISTEN TASK 1
Instruction: You are going to listen to Lan and Long talk about their best friends. Listen
and decide whether the statements are True or False. Put a tick (v in the appropriate box.
Before Ss listen and do the task, T instructs them to use some strategies:
+ First, read through the statements to understand them and underline key words. For
example, the key words in the first statement are: shared, Nguyen Cong Tru Residential
Area, Hanoi ...
+ Listen to the tape and pay attention to the key words
+ Decide whether the statements are true or false based on what they can hear.
T plays the tape once for Ss to do the task.
T asks for Ss answers and writes them on the board.
T plays the tape the second time for Ss to check their answers.
T asks Ss to work in groups of 4 to compare their answers.
T checks Ss answers by calling on some Ss and asks Ss to explain their answers. If many
Ss cannot answer the questions, T plays the tape one or two more times and pauses at the
answers for them to catch
T gives the correct answers:
+ Lans talk:
1. F (they used to live in the same building there)
2. F (It is what people think)
3. T
4. F (Lan went to Do Son first and then called Ha, so Ha rode on her motorbike to Do Son
to meet Lan)
5.T
6. F (They have been bestfriends since Lans frip to Do Son)
+ Longs talk:
1. F (they met in college)
2. F (Minh was a guitarist)
3.T
4.T
5.T
Individual
work, group
work &
whole class
7' TASK 2
Instruction: You are going to listen to the tape again
and fill the table in the book with notes.
Before Ss listen to the tape again to do the task, T may ask them to try to fill the table
with the things they remember from the previous times of listening.
T plays the tape again for Ss to compete their notes. T might also want to remind Ss that
while listening they need to focus on the information indicated in the table and write the
answers down in note forms, not full sentences.
After playing the tape, T gets Ss to work in pairs and check their answers.
T calls on some Ss to give the answers. T provides correct answers if necessary. If many
Ss cannot complete the task, T might want to let Ss listen one more time and pause at the
answers for them to catch.
Suggested answers:
Individual
work, pair
work &
whole class
How and where did they meet? What do they like about their
friends?
Ngời soạn : Nguyễn Đình Hùng Trờng THPT Ngọc Tảo , Hà Nội
9
Giáo án Tiếng Anh Lớp 11-Ban Cơ Bản
Năm học 2008-2009
Time Steps
Work
arrangement
Lan They used to live in the same
apartment building in Ha Noi.
Has very friendly
and helpflul.
Has sociable. Shes
Lan went on a holiday in Do Son and
Ha went there to help her.
got many friends in
Do Son and she introduced Lan
around.
Long They met in college.
Minh played the guitar, and Long was
a singer.
They worked together.
Minh has a sense of humour.
Minh likes to go to plays and
movies
Minh is a good listener.
Minh is friendly and helpful.
8' AFTER YOU LISTEN
T gets Ss to work in pairs to talk about how Ha has been Lans best friend and how Minh
has been Longs best friend.
T goes around to offer help and collect Ss mistakes.
T calls on some pairs to present their answers.
T elicits feedback from the class and gives final comments.
Whole class
& pair work
3' WRAPPING UP
T summarises the main points of the lesson.
T asks Ss to learn by heart all new words and do the extra exercise as homework.
Whole class
Ngời soạn : Nguyễn Đình Hùng Trờng THPT Ngọc Tảo , Hà Nội
10
Giáo án Tiếng Anh Lớp 11-Ban Cơ Bản
Năm học 2008-2009
Unit 1: Friendship
Tiết PPCT : 05
Period 4: WRITING
Ngày soạn: 03/09/2008
I. Objectives
By the end of the lesson, Ss will be able to:
Write about a friend, real or imaginary, using the words and expressions that they have
learned in previous lessons.
II. Materials
Textbook, handouts.
III. Anticipated problems
Ss may not have sufficient vocabulary to write about the topic, so T should be ready to assist
them.
IV. Procedure
Time Steps
Work
arrangement
7' WARM-UP
Guessing game
T introduces the game: one student goes to the board
and T gives him / her a piece of paper with the name of a student in the class. Other Ss
have to ask Yes / No
questions to find out who the student is. Ss should ask
about the appearance, personalities, or clothes...
Ss may ask questions such as:
+ Is the person a girl?
+ Is she tall?
+ Is she shortsighted?
+ Is she friendly?...
The game can continue until time is up.
Group work
13' PREPARING SS TO WRITE
T sets the scene: You are going to write about a friend, real or imaginary, using the
provided guidelines. T gets Ss to read the task and the guidelines silently and work out
what they are required to write about. In general, Ss writing should include three parts:
(1) general information about their friend, (2) his / her physical characteristics and
personalities, and (3) what Ss like about the friend.
T elicits the verb tenses that may be useful when Ss want to write about when and
where they met their friend. In this case, Ss may use the simple past tense and past
continuous in their writing. If needed, T may revise the uses of these tenses. T makes
clear that:
+ While the past simple i used to talk about an event that happened and finished in the
past, the past continuous is used to talk about an event that was happening at a specific
past time. We often use the past continuous together with the past simple. The past
continuous indicates a longer background action or situation; the simple past refers to a
shorter action or situation that happened in the middle or interrupted it.
T may also elicit / revise the adjectives and expressions Ss can use to describe their
friends appearance and personalities.
T gets Ss prepare an outline for their writing and
exchange it with their peer.
T goes around to offer help and gives corrective
feedback.
Whole class
Ngời soạn : Nguyễn Đình Hùng Trờng THPT Ngọc Tảo , Hà Nội
11
Giáo án Tiếng Anh Lớp 11-Ban Cơ Bản
Năm học 2008-2009
Time Steps
Work
arrangement
15' WRITING
T gets Ss to write about their friend in 15 minutes.
T goes around to observe and offer help.
Sample writing:
Individual
work
Probably my best friend is one of my classmates. Her name is Mai. We have known
each other since we were 8 years old, and we have studied together since then.
However, we became best friends when we were at grade 6. At that time I was very bad
at English, and it was her who helped me improve my English. Now Mai lives with
their parents in Hai Ba
Trungstreet.
If I were to describe how she looks, I would say she is very pretty. She has short black
hair, brown almondshaped eyes, a small nose and a small pointed chin. She is not very
tall but not short either and she is quite slim. She doesnt like to dress up so I usually
see her wearing jeans and a Tshirt or sweater. She has a very nice personality and a
wonderful sense of humor, but she can also get a little depressed from time to time. I
can always count on her to be honest and to give me the best advice.
What I like about Mai is that she has the same hobbies with me. We both enjoy music,
playing the guitar and singing. We like going to the cinema but sometimes cant agree
on which movie to see. Whatever were doing, its always fun to be with her. In
addition, since I am better in math and science and she is better in English and
languages, we can always help each other if we get confused about a dfJIcult
homework assignment. We are lucky that we complement each other so well and that
we get along so well. I hope that our friendship will continue and be just as strong after
we graduate from high school. We would like to study at the same university.
8' FEEDBACK ON SS WRITINGS
T asks Ss to exchange their writing with another
student for peer correction,
T goes around and collects mistakes and errors.
T collects some writings for quick feedback.
T writes Ss typical errors on the board and elicits self
and peer correction. T provides correction only when Ss
are not able to correct the errors.
Finally, T provides general comments on the writings.
Pair work &
whole class
2' WRAPPING UP
T summarises the main points of the lesson.
For homework, T asks Ss to improve their writing, taking into consideration their
friends and Ts suggestions and correction and do the extra exercise.
Whole class
Unit 1: Friendship
Tiết PPCt : 06
Period 5: LANGUAGE FOCUS
Ngày soạn : 04/09/2008
Ngời soạn : Nguyễn Đình Hùng Trờng THPT Ngọc Tảo , Hà Nội
12
Giáo án Tiếng Anh Lớp 11-Ban Cơ Bản
Năm học 2008-2009
I. Objectives
By the end of the lesson, Ss will be able to:
Distinguish the sounds / d3 / and / tI I.
Pronounce the words and sentences containing these sounds correctly.
Use some structures containing infmitives with and without to appropriately.
II. Materials
Textbook, handouts.
III. Anticipated problems
Ss may find it difficult to pronounce the two sounds, so T should prepare a lot of practice.
IV. Procedure
Time Steps
Work
arrangement
12' PRONUNCIATION
Pronouncing the two sounds separately
T models the two sounds / d3 / and / tJ / for a few times and explains the differences in
producing them.
+ The phonetic sound / dj/ is a voiced palatal.voiced = vocal cords vibrate while making
this sound palatal = put your tongue behind your top teeth, push air as you drop your
tongue away from the roof ofyour mouth
+ The phonetic sound/ti / is an unvoiced fricative palatal. unvoiced = vocal cords do not
vibrate while making this sound fricative palatal = touch your tongue to the back of your
upper teeth and pull your tongue away as you push air out of your mouth
T plays the tape (or reads) once for Ss to hear the words containing these two sounds.
Then T plays the tape (or reads) again and this time asks Ss to repeat after the tape (orT).
Pronouncing words containing the sounds
T reads the words in each column all at once.
T reads the words once again, each time with a word in each column to help Ss
distinguish the differences between the sounds in the words.
T reads the words and asks Ss to repeat them.
T asks Ss to practice pronouncing the words in pairs.
T goes around providing help. -
T asks some Ss to pronounce the words and gives correction if necessary.
Practising sentences containing the target sounds
T reads the sentences and asks Ss underline the words with the sounds and write / d3 /
and / tf / under them.
T asks Ss providing the sentences in pairs.
T goes around to providing help.
T asks some Ss to read the sentences and gives feedback.
Whole
class,
individual
work & pair
work
10' GRAMMAR
1. To-infinitive
a) Presentation
T writes some sentences on the board and underline the to + infinitive:
+ Ihave letters to write.
+ Does he get anything to eat?
+ There is plenty to do
T asks Ss to comment on the use of to + infinitives in these examples. T reviews the
form anc( use of
to-infinitives in the examples. T may give Ss the following handout.
Whole
class,
individual
work & pair
work
In the examples above the infinitives are used to replace relative clauses.
1. The infinitive can be placed after nouns / pronouns to show how they can be used
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Giáo án Tiếng Anh Lớp 11-Ban Cơ Bản
Năm học 2008-2009
Time Steps
Work
arrangement
or what is to be done with them.
+ I have letters to write. = I have letters that I must write.
+ Does he get anything to eat? = Does he get anything that he can eat?
Similarly with to-infinitives + preposition:
someone to talk to cushions to sit on a table to write on a tool to open it with a case to
keep my records in
2. Use of passive to-infinitive
+ There is plenty =
(a) plenty of things we can do
(b) plenty of work we must do
In the there + be+ noun / pronoun + to-infinitive construction, when there is an idea
of duty, as in (b) above, a passive to-infinitive is possible: There is a lot to be done.
But the active to-infinitive is more usual.
T continues writing some other sentences on the board:
+ Im sorry to trouble you.
+ It is easy to please that customer.
+ The pie is too hot to eat.
T asks some Ss to comment on the examples. T might explain to Ss that we can put to-
infinitives after adjectives. The form is: adj + to-infinitive; adj + too / enough+ to-
infinitive (too before an adjective means excessively; enough after an adjective means to
the necessary degree)
T asks some Ss to give some similar examples.
b) Practice
Exercise 1
T asks Ss to do Exercise 1 individually and then compare their answers with another
student.
T calls on some Ss to read out their answers.
T gives correct answers:
1. Who wants something to eat?
2. I have some letters to write.
3. 1 am / was delighted to hest the news.
4. My mother has some shopping to do.
5. You always have too much to talk about.
6. Its lovely to see you again.
7. Its / was too cold to go out.
8. Im happy to know that you have passed the exams.
10' 2. Infinitive without to (bare infinitive)
a) Presentation
T calls on some Ss to give out some verbs that are followed by bare infinitives,
T may make clear that:
+ We can use a noun or pronoun object + bare infinitive after verbs of perceptions such
as feel, hear, watch, see, notice, observe, perceive, smell... The bare infinitive generally
refers to the complete action.
+ We use the bare infinitive after let and make: let sb do sth = allow sb to do sth, make
sb do sth = force sb to do sth
b) Practice
Exercise 2
T asks Ss to do exercise 2 in pairs. Ss have to rewrite the sentences by using the words
given.
T asks them to compare answers with another pair.
Group work
& whole
class
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Time Steps
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arrangement
T calls on some Ss to go to the board to write their answers.
T asks other Ss to feedback and gives correct Answers:
1. The police watched them get out of the car.
2. They let him write a letter to his wife.
3. I heard them talk in the next room.
4. The customs officer made him open the briefcase.
5. The boy saw the cat jump through the window.
6. Do you think the company will make him pay some extra money?
7. Ifelt the animal move towards me.
8. Do you think her parents will let her go on a picnic?
Production: Story telling
T prepares a handout with six pictures in the right order.
T asks Ss to work in groups of 5 to tell the story about the crow in the pictures. T gets
across to Ss that they should use as many sentences with to-infinitives and bare
infinitives as possible. The group which produces the most logical story with the most
appropriate sentences using toinfinitives and bare infinitives will be the winner.
T calls on some groups to tell their story and elicits feedback from the class.
T gives final comments and provides correction if necessary.
Suggested story:
A WISE CROW
A crow had not had anything to drink for a long time. One day she saw a pitcher. There
was a little water in the pitcher, but it was too low for her to reach. What was she to do?
She tried to break the pitcher with her beak, and then to overturn it on the ground, but it
was too hard and heavy to do. Then she thought of a plan. She picked up a number of
little stones and dropped them one by one into the pitcher. In this way the water was
soon raised high enough for her to easily reach.
3' WRAPPING UP
T summarises the main points of the lesson.
For homework, Ss review the points that covered in the lesson and do the extra
exercise.
Whole class
Unit 2
PERSONAL EXPERIENCES
Period 1: READING
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Giáo án Tiếng Anh Lớp 11-Ban Cơ Bản
Năm học 2008-2009
Ngày soạn : 06/09/2008
I. Objectives
By the end of the lesson, Ss will be able to:
Develop such reading micro-skills as scanning for specific ideas, identifying the sequence
of events and guessing meaning in context.
Use the information they have read to discuss the story.
II. Materials
Textbook, handouts.
III. Anticipated problems
Ss may need help with the discussion task, so T should be ready to help them.
IV. Procedure
Time Steps
Work
arrangement
5' WARM-UP
Vocabulary crossword puzzle
T divides the class into small groups of 3 4 students. Then T distributes the following
crossword puzzle handouts for Ss to do in their own groups. Which group finishes first
and has all the correct answers will be the winner.
Crossword
1. My dad works in a factory where he produces cars and tractors. Hes an_________
2. An __________is something that protects you from rain or sun.
3. He saved 5 people in the fire. Hes such a _________ person.
4. We have a big_______ for our cars and a lovely garden at home.
5. This is a beautiful song. I like both the music and the _________
6. Tran Hung Dao is a national_________He saved the Vietnamese people from Chinese
invaders.
7. He won several chess championships at a young age. Actually, he was the countrys
youngest_________
8. In her glorious singing career Celine DiOn has earned various music awards. She is
the most________ Canadian singer.
9. Only a little boy saw the car hit and run. He was the only ________ of the accident.
10. Washington DC is the_______ city of the United States.
11. My flat is quite______its located right in Hoan Kiem District, the city centre.
12. My mother always______ me to go ahead and realise my dreams.
Group work
& whole
class
T explains the word embarrassing and introduces the topic: An embarrassing
situation
5' BEFORE YOU READ
T gets Ss to work in pairs and try to make sense of the pictures on page 22. Then T gets
them to put the pictures in the order that they think is most appropriate.
T calls on some pairs to present their ideas but should not correct them. If Ss have
difficulty talking about the pictures, T may elicit their answers by asking questions and
giving prompts.
Pair work &
whole class
WHILE YOU READ
Set the scene: You are going to read a story in which a girls telling about her most
embarrassing situation. Then you do the tasks that follow.
8'
TASK 1
T gets Ss to read the passage silently and then do Task 1. T may write the given words
and phrases on the board (i.e. making a fuss, sneaky, glanced, embarrassing, idols) and
asks Ss to go back to the passage to locate and read around these words so that they can
guess their meanings. For example, the words idol found in line 3 may refer to
someone you admire and adore. Ss can understand this meaning thanks to the words
pop star and the idea that the girl wants to look like this person.
Individual
work &
whole class
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Time Steps
Work
arrangement
Now Ss use both their knowledge of the words in the box and their guess-work with
the given sentences to match them correctly.
T checks the answers with the whole class
Answers:
1. glanced 3. embarrassing 5. sneaky 2. making afuss 4. idols
5'
TASK 2
T gets Ss to read the text silently again and then with a peer work out the sequence of
the pictures given on page
22 again, this time based on the information in the text.
T calls on a student to give and explain his / her answer.
T gives corrective feedback
Answers:
1. Picture d 2. Picture b 3. Picturef
4. Picture e 5. Picture a 6. Picture c
Individual
work, pair
work &
whole class
10'
TASK 3
T checks if Ss can answer the comprehension questions in Task 3 without having to
read the passage again. If Ss cannot, T gets them to read the questions carefully and
gives them some tips to do the task:
+ First, Ss should skim the five questions to understand them. As Ss do this they:
underline the key words to decide what information they need to find in the text
look for questions words like why which indicates Ss should read for specific thing
like a reason.
+ Then they should go back to the passage and locate the key words in the passage.
+ Then they should read around the key words carefully to find the answer.
T gets Ss to check their answers with a peer
T calls on some Ss to write their answers on the board and ask them to explain their
choices.
T gives the correct answers:
Answer:
1. A floppy cotton hat (lines 2 3, paragraph 1)
2. To buy afloppy cotton hat (lines 1 2, paragraph 2)
3. A wad of dollar notes that look exactly like those her father had given her. (lines 2 3,
paragraph 3)
4. She thought that was her own money and the boy had stolen it from her. She wanted to
take it back without making a fuss. (lines 3 6, paragraph 3)
5. She bought the hat of her dream. (line 1, paragraph 4)
Individual
work, pair
work &
whole class
10'
AFTER YOU READ
T introduces the task: Ss work in small groups of 3 or 4 and discuss the questions.
T teaches some structures that can be used for giving suggestions. e.g. perhaps she
could, she. might want to... and some adjectives that express feelings, e.g.
embarrassed, ashamed, confused, sad, unhappy, uncomfortable , uneasy,
etc.
T goes around to check and offer help.
T calls on the groups to tell and explain their choice.
T gives corrective feedback.
Suggested answers:
1. She might feel embarrassed and guilty / ashamed because that was not her money.
2. Perhaps the girl could place a notice on a local newspaper to apologize the boy and
contact him to give him the money back / Perhaps the girl might want to her father the
truth and ask him for help / Perhaps the girl could come to the police station, tell the
Group work
& whole
class
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Time Steps
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arrangement
police the truth and ask them for help / Maybe the girl could get on the same bus the
next day and look for the boy to return him the money, etc.
2'
WRAPPING UP
T summarises the main points of the lesson.
For homework T asks Ss to learn by heart vocabulary and make sentences with them.
the new
Unit 2
PERSONAL EXPERIENCES
Period 2: SPEAKING
Ngày soạn : 09/09/2008
I. Objectives
By the end of the lesson, Ss will be able to:
Identify structures that are used to talk about past experiences and their influences on ones
life, i.e. present perfect and past simple, structure with Make.
Use these structures to talk about a past experience and how it affects their life.
II. Materials
Textbook, handouts.
III. Anticipated problems
Ss may have problem using present perfect and past simple when talking about the past.
IV. Procedure
Time Steps
Work
arrangement
10'
WARM-UP
Have you ever Game
This is a game for students to practise making Have you ever... questions, and
responding to them. To prepare for it, at home T cuts out and shuffles the given Tell the
Truth or Tell a Lie cards.
T first divides the class into groups of 3 4. Then T places the cards in one pile at the
centre of the table.
T models Have you ever + past participle for Ss as well as ways to respond to
Have you ever questions.
E.g.
Have you ever sung in public?
Yes, I have or No, I haven t.
If the answer is Yes, one might ask a follow-up question, using the past simple, e.g.
When was it? Where did you sing? etc.
Now T introduces the game: Within their groups the first student starts and asks
anyone else in his I her group a Have you ever question. The student who is asked the
question should draw a card from the pile of Tell the Truth or Tell a Lie cards and
answer according to the card. The rest of the students are allowed to ask 3 more follow-
up questions to try and determine if the person answering is telling the truth or lying.
After 3 questions are up, the student answering will show his I her card for the group to
see if its a Tell the truth or Tell a lie card. The group continues to play until
Group work
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Time Steps
Work
arrangement
everyone is asked.
Tell the truth Tell a lie
Tell the truth Tell a lie
Tell the truth Tell a lie
Tell the truth Tell a lie
Tell the truth Tell a lie
Tell the truth Tell a lie
Tell the truth Tell a lie
10'
TASK 1
T introduces the task and gets Ss to do it individually, then compare the answers with a
peer.
T calls on a student to read out his / her answers.
T checks with the class and gives corrective feedback.
T introduces or elicits the structures Make somebody do something or Make
somebody + Adjective.
T writes the structures on the board and elicits their meaning and uses.
T gets Ss to make sentences with the structures or add more options to Column B.
Note: T should make it clear to Ss that when a verb is used as a subject, it should take the
form of either an infinitive with to or-ing gerund.
E.g. To speak English to a native speaker makes you more interested in learning
English or Speaking English to a native speaker makes you more interested in learning
English
Answers:
1. d 3. a 5. e 2. c 4. d
Individual work,
pair work &
whole class
10'
TASK 2
T introduces the task: Ss are going to work individually on the sequence of the
conversation and then find a peer to compare their answers with.
T calls on a student to read out his / her answers.
T checks with the class and gives corrective feedback.
T draws Ss attention to the questions asked in the conversation and helps them to
review the use of present perfect and past simple when talking about a past
experience and its present effects. Present perfect: used with ever to ask about a past
experience. E.g.: Have you ever been to Egypt. Past simple: used when one keeps
asking about that experience. E.g. When did you go there? Who did you go with? Did
you enjoy your visit to Egypt? etc.
T gets Ss ask him / her questions using present perfect with Ever and past simple.
T checks that Ss asks correct questions and gives corrective feedback.
Then T gets Ss to read the sample conversatipn in closed and open pairs.
Answers:
3.h 4.a 5.e 6.g 7.c 8.f
Individual
work, pair
work &
whole class
12'
TASK3
T introduces the task: Ss ar& going ask and answer questions about their past
experiences, using the suggested questions on page 26.
T gets Ss to work in pairs to have a conversation. In the meantime, T goes around to
check and offer help.
T calls on some pairs to perform their conversations in front of the class.
T elicits feedback from the class and gives final
comments.
Pair work
& whole
class
3'
WRAPPING UP
T summarises the main points of the lesson. Whole class
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Time Steps
Work
arrangement
For homework, Ss write a paragraph about a past event that has had an influence on
him I her.
Unit 2
PERSONAL EXPERIENCES
Period 3: LISTENING
Ngày soạn : 11/09/2008
I. Objectives
By the end of the lesson, Ss will be able to:
Develop such listening micro-skills as listening for specific information and taking notes
while listening.
II. Materials
Textbook, cassette tapes, handouts.
III. Anticipated problems
Ss may not have sufficient vocabulary to talk about the topic, so T should be ready to assist
them. Ss may not also be familiar with the note-taking task so T should provide them some tips to
deal with the task.
IV. Procedure
Time Steps
Work
arrangement
5'
WARM - UP: A matching game
(To teach vocabulary related to fires and lead Ss to the topic)
T divides the class into small groups of 3 4 students. Then T distributes the following
handouts for Ss to do the matching task in their own groups. Which group finishes first
and has all the correct answers will be the winner.
T might want to get Ss to translate the given words into Vietnamese to check Ss
understanding of the words
Group work
& whole
class
Match the words in Column A with their definitions in Column B
Column A Column B
I. Fire fighter a. A metal stairway outside to help people get out of a
building on fire.
2. Fire alarm b. A pipe that draws water for putting out a fire.
3. Fire door c. A person who fights fires.
4. Fire escape d. What comes out of a fire.
5. Fire hydrant e. A fire-resistant door that can be closed to stop the
spread of a fire.
6. Fire extinguisher f. A large truck that carries firefighters and equipment
to the siteofafire.
7. Smoke g. A tube that contains special chemicals for putting
out a fire.
8. Fire truck h. A bell that tells you a fire has started.
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Time Steps
Work
arrangement
Answer:
1.e 3.e 5.b 7.c 2.h 4.a 6.g 8.f
10'
BEFORE YOU LISTEN
T gets 27 of the Ss to work in pairs to describe the picture textbook. on page Pair work
& whole
class
T gets Ss to guess what they are going to listen about. Pre-teaching vocabulary
memorable (a): terrified (a): scream (v): shout very loudly replace (v): gas stove (n). bp
ga embrace (v): ụm escape (v): protect (v):
Before teaching these words, T helps Ss to pronounce them correctly. T may want to
play the tape or model first and then ask Ss to repeat after the tape or after him / her in
chorus and individually
T presents or elicits the meanings of these words from the class.
T calls on some Ss to describe the picture. If Ss have difficulty doing this task, T may
want to elicit answers from the whole class by asking questions like What can you see
in the picture?What is happening?, Who are these people? etc. T gives comments
on their answers.
T gets Ss to make sentences with some important words, e.g. memorable, scream,
protect etc.
T gives corrective feedback.
10'
WHILE YOU LISTEN
TASK 1
Instruction: You are going to listen to a girl telling about her most unforgettable
experience. Listen and answer True or False questions. Put a tick ( in the appropriate
box.
Before Ss listen and do the task, T gets them to read through the statements to
understand them and underline key words. For example, the key words in the first
statement are Christina and businesswoman.
T checks with the whole class and asks them to guess what the unforgettable
experience the girl is going to tell might be (afire).
T plays the tape (or reads the tapescript) once for Ss to listen and do the task.
Then T gets Ss to find a partner to check their answers with.
T checks the answers with the whole class. If many Ss cannot answer the questions, T
plays the tape one or two more times and pauses at the answers for them to catch.
Answer:
1. T 2.F (13 years ago)
3. F (in the kitchen) 4. F (she was sleeping) 5.T
Individual work,
pair work &
whole class
10'
TASK 2
Instruction: You are going to listen to the story again and fill the gap with the
information you hear.
T checks if Ss can do the task without listening one more time. If they cannot, T plays
the tape again. But before doing it, T asks Ss to study the text carefully for the missing
information they need to fill and guess the answers. T might also want to remind Ss that
while listening they need to focus on this information and write the answers down in
note forms, not full sentences.
After playing the tape, T gets Ss to work in pairs and check their answers.
T calls on some Ss to give the answers. T provides correct answers if necessary. If
many Ss cannot complete the task, T might want to let Ss listen one more time and pause
at the answers for them to catch.
Answer:
1. small 2. everything 3. family
Individual work,
pair work &
whole class
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Time Steps
Work
arrangement
4. replaced 5. took 6. appreciate
7'
AFTER YOU LISTEN
Before getting Ss to discuss, T teaches them some useful
expressions of asking for and giving opinions. E.g.:
Group work
&whole
class
Asking for opinions
What do you think about...?
Whats your opinion about...?
Whats your feeling about...?
Whats your point of view about...?
How do you feel about...?
Do you have any opinions about...?
Expressing opinions Expressing agreements Expressing disagreements
I think...
Personally,
I believe...
Ifeel...
In my opinion,..,
From my point of view...
I agree
I think so, too
Thats true, and...
Thats right, and...
Well, maybe, but... That
might be true, but...
Well, my feeling is that...
Well, I dont think so. I
think...
T gives examples and gets Ss to do these structures.some practice with
Now T divides the class into small groups of 3 or 4 and gets them to discuss the
question in the textbook. T might want to appoint a group leader for each group. This
person will monitor the discussion, note down friends ideas and appoint a representative
to present the outcome of their discussion to the class.
T goes around to check and offer help.
After checking that all the groups have finished, T calls on the representative of each
group to report their peers ideas. T checks if other groups would have the same or
different ideas.
T listens and takes note of their errors. T provides corrective feedback after that.
3'
WRAPPING UP
T summarises the main point of the lesson.
For homework, Ss write a summary of the story they listened in class.
Whole class
Unit 2
PERSONAL EXPERIENCES
Unit 2
PERSONAL EXPERIENCES
Period 4: WRITING
Ngày soạn : 13/09/2008
I. Objectives
By the end of the lesson, Ss will be able to:
Write a personal letter telling about a past experience, using the structures and vocabulary
that they have learned in previous lessons.
II. Materials
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Textbook, handouts.
III. Anticipated problems
Ss may not have sufficient vocabulary to write about the topic, so T should be ready to help
them.
IV. Procedure
Time Steps
Work
arrangement
5'
WARM - UP
A quiz about writing personal letters(To remind Ss of the rules of writing personal letters
in English)
T asks Ss if they have ever written a personal letter in English and then announces the
Quiz game and the rule. For example: Im going to divide the class into 2 big groups.
Then Im going to read out some questions about the rules of writing personal letters in
English. You need to give your responses as quickly as possible. For each question, if
your answer is quicker and correct, you get one point for your group. Then we will add
up the points for each group. Which one has more points, will be the winner.
T divides the class into 2 big groups: A and B.
T reads out the questions and leads the game.
Whole class
The Quiz
1. How many parts does a personal letter normally have?
2. What are these parts?
3. What do we normally write in the Salutation?
4. What do we normally write in the Closing?
5. Where do we normally sign the letter?
T gets Ss to add up the points for each group and announces the winner.
Answers:
1. 5parts
2. The Heading, the Salutation (Greeting), the Body, the Closing and the Signature
3. We normally write Dear or Hello / Hi etc. plus the name of the person we are
writing to and a coma at the end
4. We normally write something like Sincerely, Yours, Love, Cheers, Best
wishes, See you soon etc. and after that we put a comma.
5. Our signature normally goes under the Closing.
12'
PREPARING SS TO WRITE
T sets the scene: You are going to write a friendly letter to a pen friend telling him or
her about one of your most memorable past experiences,
T gets Ss to read the task silently and work out what they are required to write about.
T calls on a student to answer and elicits more ideas from the class. T might want to
draw a network of ideas on the board for Ss to follow:
Individual
work, pair
work &
whole class
T elicits the verb tenses that can be used for describing a past event (past simple, past
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Time Steps
Work
arrangement
perfect, past continuous). If necessary, T reviews the uses of these tenses.
E.g.:
+ The past simple is used to talk about an event that happened and finished in the past
+ The past continuous is used to talk about an event that was in progress around a
specflc past time. We often use the past continuous together with the past simple. The
past continuous refers to a longer background action or situation; the simple past refers
to a shorter action or situation that happened in the middle or interrupted it.
+ The past perfect is used to talk about an event that had happened before another event
that happened in the past.
T gives examples and checks that Ss understand the use of these tenses.
T gets Ss to plan their stories according to the questions on the board, then compare
and check with a peer.
E.g. A sample outline
What happened? I nearly drowned
When it happened? A year ago, my last summer vacation
Where it happened? A river near my andparentsho use
How it happened? When Iwas swimming, Isuddenly caught a cold, Ifelt
dizzy and I was too weak to swim
Who was involved? Some of my friends were also swimming at that time, one
tried to save me
How it affected you? I learned that flfe is so important
T goes around to check and offer help.
T collects some outlines and provides corrective feedback. T provides relevant
vocabulary and structures if necessary.
17'
WRITING
Now T gets Ss to write their own letters in 10 minutes.
T then asks Ss to get in pairs, exchange their letters and correct each other.
T goes around to offer help.
A sample letter:
Individual
work & pair
work
Hanoi 15May2007
Dear Peter, How have you been doing? Have you got any plan for the
coming school break? Perhaps I will go to see my grandparents in the countryside. I
havent seen them since my
last school holiday.
Let me tell you about my last summer vacation at my grandparents It was almost a
year ago and was one of my most unforgettable experiences.
My grandparents live in a small village, which is about 70 kilometres southeast of
Hanoi. There is a large river at the back of their house where I often do swimming
every afternoon when I spend my vacation with them.
One day when I was swimming with some of my friends, I suddenly caught a cold. I
felt so dizzy and was too weak to continue swimming, so I started to sink. I thought I
was going to drown but I couldnt call out for help because I was too tired and
terrified. Luckily, one of my friends saw that and shouted for help. Immediately,
another friend who swims the best among us swam towards me and tried to pull me
up. Then other friends swam towards us to help him push me in. My ljfe was finally
saved.
Now recalling the moment I thought I was going to die, I understand how precious
life is. This event definitely taught me to appreciate my life.
What about you? Have you got any unforgettable holiday that you would like to share
with me?
Ngời soạn : Nguyễn Đình Hùng Trờng THPT Ngọc Tảo , Hà Nội
24
Giáo án Tiếng Anh Lớp 11-Ban Cơ Bản
Năm học 2008-2009
Time Steps
Work
arrangement
See you soon.
Nam
8'
FEEDBACK ON SS WRITING
T chooses one letter and reads it to the class.
Then T elicits corrective feedback from the class and gives final comments afterwards.
T should draw S& attention to the format of the letter, the organisation of ideas and
language use (especially verb tenses).
Whole class
3'
WRAPPING UP
T summarises the main points of the lesson
For homework, T asks Ss to revise their letters according to their peers suggestions
and submit for marking in the next lesson.
Whole class
Unit 2
PERSONAL EXPERIENCES
Period 5: LANGUAGE FOCUS
Ngày soạn : 15/09/2008
I. Objectives
By the end of this lesson, Ss will be able to:
Distinguish the sounds / m 1, / n / and /11/.
Pronounce the words and sentences containing these sounds correctly.
Distinguish the uses of different verb tenses: present simple for indicating the past, past
simple, past continuous and past perfect.
Use these verb tenses to solve communicative tasks.
II. Materials
Textbook, handouts.
III. .Anticipated problem
Ss might have difficulty distinguishing and using different verb tenses correctly. Therefore, T
should be ready to assist them.
IV. Procedure
Time Steps
Work
arrangement
7'
PRONUNCIATION
Distinguishing sounds
T models the three sounds / m / n / and / i / for a few times and explains the
differences in producing them (i.e. when producing / m / Ss close their lips; when
producing /n / Ss tongues touch the roof of their mouths; when producing / l / their
tongues touch their soft palates. For all three sounds, the air goes through the nose).
T plays the tape (or reads) for Ss to hear the words containing these two sounds. Then
T plays the tape (or reads) again and this time asks Ss to repeat after the tape (orT).
T asks Ss to read the words in each column out loud in chorus for a few more times.
Then T calls on some Ss to
Individual
work, pair
work &
whole class
read the words out loud. T listens and corrects if Ss pronounce the target words
incorrectly. If many Ss do not pronounce the words correctly, T may want to get them to
repeat after the tape (or himself) again in chorus and then individually.
Practising sentences containing the target sounds
T asks Ss to work in pairs and take turn to read aloud the given sentences (p. 29,
Ngời soạn : Nguyễn Đình Hùng Trờng THPT Ngọc Tảo , Hà Nội
25
Giáo án Tiếng Anh Lớp 11-Ban Cơ Bản
Năm học 2008-2009
Time Steps
Work
arrangement
Practise these sentences).
T goes around to listen and takes notes of the typical errors.
T calls on some Ss to read the sentences again and provides corrective feedback.
9'
GRAMMAR
Exercise 1
a) Presentation
If necessary, T reviews the forms, meanings and uses of the present simple, present
perfect, and present continuous.
Present simple
+ Form:
/ bare root for I, you, we, they + verb + s / es for he, she, it
+ Meaning: present time
E.g.: He needs you right now.
Do you have your passport with you?
Present continuous
+ Form: am / is I are + Ving
+ Meaning: Present time
E.g.: Are you sleeping?
Present perfect
+ Form: have / has + Past Participle
+ Meaning: Present
E.g.: I have seen that movie twenty times. I think I have met him once before.
Present Perfect.
E.g.: I have had a cold for two weeks.
Mary has loved chocolate since she was a little girl.
Note:
* You CANNOT use the Present Perfect with specific time expressions such as:
yesterday, one year ago, last week, when I was a child, when I lived in Japan, at that
moment, that day, one day, etc. We CAN use the Present Perfect with unspecific
expressions such as: ever, never, once, many times, several times, before, so far, already,
yet, etc.
T emphasises that we can use all these present tenses in telling stories (which are often
concerned with past events) to make the stories more interesting.
If T sees that Ss have already mastered the forms, meanings, and uses of these verb
tenses, T can skip the presentation stage to save time, and go straight to the practice
stage.
b) Practice
T gets Ss to do Exercise 1 individually and then find a partner to check their answers
with.
T checks with the whole class and provides corrective feedback.
Answer:
1. invites 2. sets 3. gets 4. waves
5. promises 6. carries 7. contains 8. has baked
9. is 10. is shining 11. are singing 12. is
Individual
work, pair
work &
whole class
9'
Exercise 2
a) Presentation
If necessary, T reviews the forms, the past simple and past continuous, meanings, and
uses of Past simple
+ Form: V + ed or irregular verbs
+ Meaning: Past time
Individual
work, pair
work &
whole class
Ngời soạn : Nguyễn Đình Hùng Trờng THPT Ngọc Tảo , Hà Nội
26