Giáo án Tiếng anh 11 (CB) - Trường thpt Thống Linh

SỞ GIÁO DỤC & ĐÀO TẠO ĐỒNG THÁP TRƯỜNG THPT THỐNG LINH @&? GIÁO ÁN TIẾNG ANH 11 (CB) Biên soạn: LÊ NGỌC THẠCH Năm học 2008-2009 Period: UNIT 1: FRIENDSHIP Date: 1 Section: Reading Objective: By the end of the lesson, Ss will get to know more about friend are friendship. Teaching aids: Textbook, lesson plan, pictures, posters. Procedures: T Stages & Content T’s activities Ss’ activities 5’ 7’ 5' 4’ 10 3’ 10 1’ I. WARMER: Word square A H E A R T D F R I E N D E T I N I C E A E S N E E D R R I N D E E D ® a, heart, friend, in, need, indeed, nice, dear, is after A friend in need is a friend indeed Introduction. II. PRE-READING * Vocabulary: - acquaintance (n) : người quen - incapable of (a) : không thể - unselfishness (n) : vị tha - constancy (n) : kiên định - loyalty (n) : chung thủy - sympathy (n) : sự thông cảm - trust (n) : sự tin tưởng - suspicious (a) : có sự nghi ngờ Checking :ROR * Brainstorm : qualities for friendship III. WHILE-READING * Task 1 : Fill in the blanks 1. mutual 2. incapable 3. unselfish 4. acquaintance / friend 5. give and take 6. loyal to 7. suspicious * Task 2 : Answer the questions (LN) 1. What is the first quality for true friendship and what does it tell you? 2. Why are changeable and uncertain people incapable of true friendship? 3. What is the third quality for true friendship and what does it tell you? 4. Why must there be a mutual trust between friends? 5. Why can’t people who talk too much keep a friend long? 6. What is the last quality for true friendship and what does it tell you? Answer 1. The first quality for friendship is unselfish. It tells me hat a man who is concerned only with their own interests and feelings cannot be a true friend. 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. 3. The third quality for friendship is loyalty. It tells me that the two friends must be loyal to each other, and they must know each other so well that there can be no suspicious between them. 4. Because if not people cannot feel safe when telling the other their most intimate secrets. 5. Because they cannot keep a secret, either their own or those of others. 6. The last quality for friendship is sympathy. It tells me that to be a true friend you must sympathize with your friend. Where there’s no mutual sympathy between friends, there’s no true friendship. * Task 3 : Choose the main idea Conditions of true friendship IV. POST-READING : To have a friendship we should ...... / shouldn’t ... - be helpful - be too selfish - borrow a lot of money - be talkative - pay attention to your friend when he / she is in difficult situation - believe too much in rumours - be faithful - ............ V. HOMEWORK : - Learn the lesson and prepare the next period. - Explain the game. - Divide class into 2 groups. - Start the game - Control - Ask Ss to make a sentence with these words - Follow the steps for teaching voc. - Set on the board. - Ask Ss for the answer. - Get feedback and check. - Give posters - Ask Ss to do - Check and correct - Give instructions. - Ask Ss to read for the answer. - Divide class - Start the game - Control. - Ask Ss to do - Check and correct - Stick poster - Ask Ss to write Should and shouldn’t - Check - Give the assignment - Listen - Play the game - Make a meaningful sentence - Listen and answer. - Repeat. - Copy. - Look at the board. - Answer. - Work in groups - Answer - Listen. - Read the question. - Play the game - Work in pairs. - Answer - Look at - Write the answer. - Copy Period: 2 UNIT 1: FRIENDSHIP Date: Section: Speaking Aim: Describe the physical characteristics of a person Objective: By the end of a lesson, ss will be able to talk about the physical characteristics of a person. Skills: Main skill: Speaking Sub skills: Listening, Reading, Writing Procedure: T Stages & Content T’ activities Ss’ activities 5’ 10 18 10 2’ I.WARM UP: Kim’ game handsome sincere modest straight short oval square beautiful black pleasant broad good-looking hospitable * Introduction: II. PRE-SPEAKING 1. Vocabulary - crooked (a) - humorous (a) - quick-witted (a) - good-natured (a) - studious (a) * Checking: ROR 2. Set the scene about face ,hair ,height , forehead III.WHILE-SPEAKING * Task 1: Look at the people below and describe their physical characteristics (page 15) * Useful language: height: tall medium, short - face: square ,large ,oval forehead: broad, hight,. - Nose: straight, crooked .. Hair: black, grey. Appearance : handsome , beautiful ,good-looking *Task 2: Number the following personalities in order of importance in friendship .Report your result to the class caring generous hospitable honest modest helpful sincere understanding pleasant IV.POST-SPEAKING * Task 3: Role play Dialogue build Journalist Interviewee Her / his name ? Date of birth ? ? His/ her personalities ? (friendly, honest, helpful) What made her successful ? V.HOMEWORK Learn the lesson Prepare section Listening - Stick the poster on the board - Run through vocab - Give instructions - Control - Follow the steps for teaching vocab - Draw on the board -Ask ss to guess the physical characteristics Supply ss some useful languages - Ask ss to describe - Control - Run through vocab - Give instructions - Give Ss a dialogue build - Ask them to make an interviewee - Go around for help if necessary - Call each pair to report in front of the class - Summarize the main points - Give homework - Look at the board - Listen - Play a game - Group work - Follow the teacher’s instructions -Look at the board -Work individually. -Listen and answer - Copy -Work individually -Listen and do the task - Group work - Work in pairs - Listen and take note Period: 3 UNIT 1: FRIENDSHIP Date: Section: Listening Aim: Listening about Lan’s friendship and Long’s friendship. Objective: By the end of the lesson, Ss will be able to listen the information about Lan’s friendship and Long’s friendship. Teaching aids: Textbook, lesson plan, cassette player, tape, poster. Procedures: T Stages & Content T’s activities Ss’ activities 5 5’ 7’ 7’ 10 10 1’ I. WARMER : Matching A B apartment building yêu thích sense of humour xe gắn máy guitarist toà nhà favourite tình bạn motorbike tính hài hước around xung quanh friendship người chơi guita Introduction. II. PRE-LISTENING * Ask & answer the questions : 1. Who is your best friend? 2.How did you happen to meet him or her 3. How long have you known each other? 4. What qualities do you admire in your best friend? III. WHILE-LISTENING * Task 1 : Listen and decide T or F 1.___ Ha and Lan share an apartment in NCT Residential Area in Hanoi. 2.___ Lan think hat Hai Phong people are unfriendly. 3. ___ Lan spent two days in Do Son. 4.___ Ha took Lan to Do Son on her motorbike. 5.___ Ha introduced Lan to a number of her friends there. 6.___ Ha and Lan have become friends since Lan’s trip to Do Son. Key : 1-F, 2-F, 3-T, 4-F, 5-T, 6-F * Task 2 : Listen and choose the answer 1. M and L have been friends since ___ A. school B. college C. work D. holiday 2. Long was a ____. A. singer B. guitarist C. worker D. football player 3. Long loves Minh’s ____. A. loyalty B. sympathy C. enthusiasm D. sense of humour 4. Minh and Long like to go to ____ . A. places and movies B. plays and movies C. plays and football matches D. zoo and cinema Key : 1-B, 2-A, 3-D, 4-B * Task 3 : Listen and write How and where they meet What they like about their friend Lan Long IV. POST – LISTENING Take turns to talk about how Ha has been Lan’s best friend and how Minh has been Long’s best friend. V. HOMEWORK - Prepare the next lesson : Writing - Show the poster - Give clear instruction - Model. - Ask Ss to match. - Check. - Read and ask Ss to repeat - Show the questions - Ask Ss to ask and answer - Control - Call 1 or 2 pairs to speak loudly. - Lead to Lan’s talk and Long’s talk. - Give instruction. - Ask Ss to read the statements in 2 minutes. - Play the tape twice. - Divide class and ask them to give the answer. - Play the tape and check. - Show the poster. - Give instructions. - Play the tape twice. - Ask Ss to give their answer. - Play the tape again and check. - Give instructions. - Give posters. - Play the tape twice. - Ask Ss to stick the posters on the board. - Check. - Ask Ss to practise speaking in pairs basing on the information above. - Go around for help. - Call 1 or 2 Ss to report. - Give homework. - Look at - Listen - Go to the board and match. - Listen & repeat. - Work in pairs. - Listen. - Listen. - Read silently. - Listen - Give the answer in teams. - Listen & check. - Look at & read. - Listen. - Listen & choose. - Give the answer. - Listen & check. - Listen. - Work in groups. - Stick the poster. - Work in pairs. - Do the work. - Report. - Copy. Period: 4 UNIT 1: FRIENDSHIP Date: Section: Writing Aim: By the end of the lesson, students will be able to write a short paragraph about your friend. Teaching aids: textbook, handouts, posters Procedures T Stages & Content T’s activities Ss’ activities 7 10 17 10 1 I. WARM UP: Brainstorming personal information age appearance characteristics address à Introduction II. PRE-WRITING * Vocabulary: generous (a): young (a): near (a): tall (a): Checking: ROR * Matching: Key generous à characteristics young à age near à address tall à appearance III. WHILE-WRITING * Use the following ideas to start writing: Your friend’s name, age, sex, address. Describe her/him physical characteristics Describe her/his personalities Say what you like about her/him IV. POST-WRITING * Choose four students to present their writing: on board Correcting V. HOMEWORK - Write a short paragraph about your father. - Prepare next lesson, Lang Focus - Explain ideas - Ask Ss to give words - Lead to the lesson - Introduce words on board - Give meanings - Tick two lines on board and ask Ss to match - Give key on board - Give word cues by handouts. - Run through the sentences - Ask Ss to write - Go around for help - Call four Ss to present - Correct mistakes on board. - Give comment - Require the task at home Listen and think Give words Listen and follow Listen and understand Follow teacher’s steps Listen and copy Look and work in pairs Copy down Follow teacher’s ideas Start writing Present writing on board Correct mistakes Listen and copy Period: 5 UNIT 1: FRIENDSHIP Date: Section: Language focus Objective: Ss can distinguish and pronounce two sounds /ʤ/ & /ʧ/ in single words and sentence. - Ss can review infinitive, bare infinitive and use them. Teaching aids: textbook, pictures. Procedures: T Stages & Content T’s activities Ss’ activities 5’ 10 28 2’ I. WARMER Show the Pictures on the blackboard + chair, children, chewing gum + Jacket, Jean, July à Introduction II. PRONUNCIATION /ʧ/ /ʤ/ Chain Jail Choke Village Cheek June Beach July Peach Surgeon Rich Region Match Jerry 1. Listen and decide if the word belonging to /ʤ/ or /ʧ/ Age, each, coach, college, chew, junk, jeans, Joke, purchase, magic, tragic, butcher 2. Open their book (page 19). Listen and repeat III.GRAMMAR AND VOCBULARY Infinitive: - What do you study English for? - What do you want to do after school? - What do you do morning exercise for? - What do you use phone for? After verbs : want, have, decide, buy, would like, seem.use “to Infinitive” Meaning :“To Infinitive” is used to express a purpose * Exercises 1:(page 20) Key 1. Who wants st to eat? 2. I have some letters to write 3. I am delighted to hear the news 4. My mother has some shopping to do 5. You always have too much to talk about 6. It’s lovely to see you again 7. It’s too cold to go out 8. I am happy to know that you have pass the exam Practise: based on prompts S1: who/ want/ talk with? S2: S1: what/do/tonight? S2:have/exercises/do S1: what/decide/do/high school? S2: S1: why/morning exercise? S2: keep health Bare infinitive : Giang: Where is Linh? Tuan: I saw him go out 5 minutes ago Giang: what is the matter with him? Tuan: I heard him say to Nam he had a headache. He went to see the doctor. VERB: see, hear, feel, make, let, watch + V0 * Exercise 2 : page 21 Key 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 officers 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? I felt the animal move toward me Do you think her parents will let her go on a picnic? Practise :based on prompts * S1:I /see/them/go out S2: where/they/decide/go? S1: * S1: What/happen? S2:I/ see/ rabbit/jump/the window S1: Oh! really? * S1: what about /trip / Dalat, Lan? S2: I / be / afraid. I can’t S1: What / the problem / you? S2:My friends/make/me/stay there/8 days S1:But/my parents/ not let/me/stay there 8 days S2: what a pity! IV.HOMEWORK -learn their lesson -prepare the new lesson - Asks Ss to look at the pictures. - What do you call in English? - Ask Ss to repeat to introduce 2 sounds /ʤ/ & /ʧ/ - Ask Ss to repeat - Give Ss a handout to collect - Asks Ss to listen and check - Plays the cassette - Helps Ss to correct - Elicit - Introduce Infinitive - Asks Ss to do - Correct - Ask ss to practise in pairs - Call some pairs - Give Ss a situation. “There are 4 people living in the house. They are close friends. They are G, L, T, N. However, G doesn’t know where L goes, & he asks T : - Ask Ss to remark Gives some verbs followed bare infinitive - Ask Ss to do exercises on page 21 - Correct - Ask Ss to practise in pairs based on prompts - Encourage Ss to make situation to use the above verbs (feel, make, let) - Call some pairs to present - Ask Ss to pay attention to using these Verbs - Look at - Answer - Repeat - Repeat - Collect - Check - Repeat - Practise in pairs - Answer to find a good job to be a teacher... to keep health... to contact my friend - Take notes - Work in pairs - Practise in front of class - Take notes - Give their remark (after verb: see, hear use bare infinitive) - Do exercises - Take notes - Work in pairs - Present in front of class - Take notes - Take notes TEST OF ENGLISH Time allotted: 15 * Circle the best answer to complete each sentence: (10ms) 1/ In “Everyone has a number of acquaintances, but no one has many friends” acquaintances mean................ A. people that you have met but do not know well B. people whom you know well and whom you like a lot. C. people who work in the same company. D. people with whom you share a room for a period of time 2/ A ............... friendship is a precious relation ship. A. mutual B. sincere C. generous D. successful 3/ A good marriage is based on................ . A. trust B. loyalty C. secret D. A & B 4/ The children seem to be totally .............................. of working quietly by themselves. A. unable B. impossible C. incapable D. not able 5/ The children were eager ............................ their parents A. see B. seeing C. saw D. to see 6/ He refused....................... her....................... for herself. A. to allow / to think B. allowing / thinking C. allow / to think D. to allow / think 7/ They would .................. go by plane than spend a week traveling by train. A. like B. prefer C. rather D. better 8/ The boss made ......................... for a meeting after work. A. us to stay B. us stay C. us staying D. us to staying 9/ I keep getting this pain in my leg. I think I’d better ......................... a doctor. A. see B. seeing C. to see D. saw 10/ The dentist told him ......................... his mouth wide. A. open B. opening C. to opening D. to open Period: 6 UNIT 2: PERSONAL EXPERIENCES Date: Section: Reading Objective: By the end of the lesson, Sts are going to improve their reading skill as well as way to guess meaning of new words. Skills: reading, speaking, listening Teaching aids: pictures, posters, cards. Procedure: T Stages & Content T’s activities Ss’ activities 3’ 10’ 22’ 8’ 2’ I.WARM-UP: Ordering pictures II.PRE-READING * Pre-teach vocabulary: - embarrassing (a) = confused (a): lúng túng, bối rối - to glance at: liếc nhìn - sneaky (adj): lén lút,vụng trộm - to make a fuss: làm ầm lên *Checking: Rub out and remember. * Suggested questions: 1. Who do you think they are? 2. Where are they? 3. What are they doing? III.WHILE-READING *Task 1: Gap-filling Answer key 1. glanced 4. idols 5. sneaky 2. making a fuss 3. embarrassing * Task 2: Ordering pictures Answer key: d-b-f-e-a-c * Task 3: Multiple choice + Lucky Stars 1) The girl wish to have______ when she was in grade 9. a. a new schoolbag b. a new shirt c. a red floppy hat d. a new bike 2) Her father gave her some money on her birthday ________. a. to buy the hat she liked b. to buy an ice-cream c. to travel d. to buy a new computer 3) She saw ______in the boy’s bag. a. an interesting picture book b. a beautiful pen c. a mobile phone d. a wad of dollar notes like hers 4) She decided to take the money from the boy’s bag without saying anything about it because_______. a. she hated him. c. she liked him. b. she didn’t want to make a fuss. 5) She bought ______ for herself with the money she took from the boy’s bag. a. the hat b. the shirt c. the book d. the dictionary Answer key:1c -2a -3d -4b -5a IV.POST-READING * Suggested phrases: Put up a notice at the school board / get on the same bus the next day and look far the boy to return the money to him / keep it as a secret / tell her father and ash him for advice V. HOMEWORK - Learn new words by heart. -Write a short paragraph to summarize the story (about 100 words - Gets Sts to order the pictures, then guess what is happening with people in each picture. - Leads Sts to new lesson. - Follows the steps. - Reads twice as model. -Gives Sts some questions, then gets them to work in pairs ðguess details in a story they are going to read. - Asks Sts to read the story carefully, then do task 1. - Corrects. - Gets Sts to work in pairs to order the pictures about the story they’ve read. - Checks + corrects. -Divides Sts into 2 groups, asks them to play the game “Lucky stars” by answering the questions in task 3. - Gives clear instruction: answer 5 questions with 1 lucky star. -Gives marks + corrects ð tells which group is the winner. - In groups of four, asks Sts to find out the solution for the situation in the story using the prompts. -Listens + comments. - Gives tasks. -Listen -Work individually - Give feedback - Copy the title. - Observe. -Listen + repeat. - Copy - Pair workðtalk about each picture. -Present in front of class. -Silent reading -Do task 1 (p.24). -Compare the answers in pairs. -Write the words on the board. -Translate into Vietnamese. -Take notes. - Pair work. -Give feedback. -Take notes. - Group work. - Join the game. -Listen -Each group choose the question+answer.-Take notes. - Groupworkð discuss the way to solve this problem. - Each group presents. -Listen -Take notes. Period: 7 UNIT 2: PERSONAL EXPERIENCES Date: Section: Speaking Aim: Students talk about past experiences and how they affected one’s life. - Lexical items: words/ phrases talk about past experiences. - Structures: useful structures used to talk about past experiences Method: Communicative approach Teaching aids: textbook, posters, pictures. Procedure: T Stages & Content T’s activities Sts’ activities 4’ 12 15 13 1’ I. WARM UP: Question How do the people in the photos feel? - happy/ angry/ frightened/ relaxed/ excited/ bored II. PRE- SPEAKING: * Task 1: Work in pairs. Match the things you might have done or experienced in box A with how the experience might have affected you in box B (p 25) ® Answer key: 1d 2c 3a 4b 5e II. WHILE-SPEAKING: * Task 2: Work in pairs. A student is talking to her friend about one of her past experiences and how it affected her. The lines in their conversation are jumbled. Put them in the correct order, then practise the dialogue. ®Answer key: 1b 2d 3h 4a 5e 6g 7c 8f - Hỏi về kinh nghiệm đã trải qua: Have you ever ? - Hỏi vể chi tiết kinh nghiệm đĩ: How did it happen? - Hỏi về tác động của kinh nghiệm đĩ: How did the experience affect you? * Task 3: Work in pairs. Underline the structures used to talk about past experiences in the dialogue in Task 2, then use the structures and the ideas in Task 1 to make similar dialogues IV. POST-SPEAKING: * Useful structures: - Have you ever ? - How did it happen? - When did it happen? - How did the experience affect you? V. HOMEWORK: Write a short paragraph about 80 words about your past experience - Ask - Introduce the lesson - Ask sts to match A with B - Correct - Ask sts to put in the correct order - Guide sts how to use tenses - Simple past - Past continuous - Check, listen, help - Give tasks - Look at the pictures, answer -Work in pairs - Check - Pair work - Practise - Work in pairs - Take notes Date: 8 UNIT 2: PERSONAL EXPERIENCES Period: Section: Listening Objectives: - By the lesson ss understand family is more important than things - They are no longer selfish Teaching aids: Textbook, posters, tape, cassette player Procedure: T Stages & Content T’s activities Ss’ activities I.WARM-UP: Kim’s game Some words: shout, help, telephone, water, cry, selfish, gas, protect, unforgettable, experience, rescue, fire, family, things, terrible II. PRE- LISTENING: * Vocabulary: - Memorable (adj.) translate - Scream (v picture - Embrace (v) action and explain - Protect (v)explain or may be translate - Terrified: picture and translate - Escape (v) picture, explain or translate * Ordering words + When you see the fire, what do you do? Arrange the correct order of the words from the first to the end: help people to rebuild their house, call the firemen, manage to put out the fire, run to the place where there is a fire, ask someone to help, escape, scream III. WHILE- LISTENING: + Task 1: Christina is being interviewed about the most unforgettable experience in her life. Listen to the interview, and then decide whether the statement are true (T) or false (F). Answer 1. T 2. F 3. F 4. F 5. T + Task 2: Listen to the second part of the dialogue and fill in the gaps in the summary of Christina’s story below. Answer 1. small 2.everything 3.family 4.replaced 5.took 6. appreciate IV. POST- LISTENING: What do you think about the sentence: “Family is more important than things”? - Exchange your ideas with a partner V. HOMEWORK: - Learn by heart the lesson - Rewrite your opinion about the sentence: “Family is more important than things” - Prepare the lesson for the next period: “WRITING” - Explain the way of playing the game - Start the game - Apply the techniques of teaching new words reasonably - Ask ss look at the posters on the blackboard to answer the question - Ask ss work in group - Don’t correct their answers - Ask ss to read the instruction - Run through the task - Ask ss to predict - Play the tape (1 or 2) - Ask ss for answers - Ask ss give the correct information of the false sentences - Give feedback and correct the answers - Ask ss to read the instruction - Run through - Ask ss to guess - Get feedback and play the tape(1 or 2) - Ask ss give answers -Correct and give comments - Ask ss work in pairs - Go around to help - Call some ss give their own answers - Correct if they have serious mistakes - Say and write on the board - Listen to the instruction of the teacher to play well - Play the game - Listen and repeat - Read - Copy - Look at the board and answer the question - Work in groups - Give answers on the board - Read - Listen - Work in pairs - Listen - Answer - Give the information - Copy - Read - Listen - Give answers freely - Listen - Give answers - Copy - Work in pairs - Give their own answers freely - Take Date: 9 UNIT 2: PERSONAL EXPERIENCES Period: Section: Writing Objective: Writing a personal letter describing a past experience Method: Communicative approach Teaching aids: textbook, poster T Stages & Content Teacher’s work Students’ work 4’ 15’ 15’ 10’ 1’ I.WARM UP: Complete the following sentences, using the adject