Giáo án Tiếng Anh Lớp 11 - Chương trình cả năm - Phạm Kim Yến

I.Aims of the unit:

- Ss will be able to use the information they have read to discuss the topic.

- Ss will be able to describe the physical characteristics and personalities of their friends, using appropriate adjective.

- Ss will be able to develop such listening micro-skills.

- Ss will be able to distinguish the souds /dz/ and /tƒ, use some structures containing infinitives with and without to apprapriarely.

II.Teaching aids: handouts, textbook, cassette tapes

III. Teaching procedures:

Period No1: Reading

Period No2: Speaking

Period No3: Listening

Period No4: Writing

Period No5: Language focus

 

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Date of plan: Date of teaching: On tap va kiem tra Period No1 I.Aims of the unit: - Ss will be able to use the structures with tense. II.Teaching aids: handouts, lesson plan T’s acts Step 1: Warm-up 1.Who is absent today? 2.How many people are there in your class? 3.What the weather like today? Step 2: Newlesson 1.Task 1: Choose the word whose underlined part is pronounced differently from that of the others in each group a. bear b.beart c. paer d. tear a. find b. bite c. since d.drive a. took b. book c. shoe d. would 2.Task2: Choose the best Water. at 1000c a. boil b. boils c. boiled d. boiling 2.This work can not ..on time be finished finish finished finishing 3.What you .. looks so awful be drinking are drinking drink drinking 4.She .very tire because she had been typing all yesterday be were was is S’s acts No body absent today 2.50 people are there in my class 3.nice 1.b 2.c 3.c 1.b 2.a 3.b 4.c Date of plan: Date of teaching: Unit 1: Friendship I.Aims of the unit: - Ss will be able to use the information they have read to discuss the topic. - Ss will be able to describe the physical characteristics and personalities of their friends, using appropriate adjective. - Ss will be able to develop such listening micro-skills. - Ss will be able to distinguish the souds /dz/ and /tƒ, use some structures containing infinitives with and without to apprapriarely. II.Teaching aids: handouts, textbook, cassette tapes III. Teaching procedures: Period No1: Reading Period No2: Speaking Period No3: Listening Period No4: Writing Period No5: Language focus Lesson 1: Period No2: Reading I.Aims of the lesson: -Ss will be able to develop such reading micro-skill as scanning for specific ideas, skimming for general information, and gussing meaning in context. -Use the information they have read to discuss the topic. II.Teaching aids: handouts, textbook T’s acts Step 1: Warm-up Copetition game- Net Work Friendship -T divedes the class in to 4 group and gives each group and handout. T asks ss to complete the net work. Then winner will be the group completing the net work in the shorters period of time. Step 2: Newlesson I.Pre- reading 1. Vocabulary -lasting (adj): bÒn v÷ng, l©u dµi -constant (adj): th­êng xuyªn, kh«ng thay ®æi - constancy (n):sù kh«ng thay ®æi - rumour(n): tin ®ån -gossip(n): chuyÖn ngåi lª ®«i m¸ch -trust(n): sù tin t­ëng -sorrow(n): sù ®au khæ - pursuit (n): sù ®eo ®uæi, sù ®am mª 2. Dicussing the picture and poem -T asks the whole class to look at the pictures on page 12 and asks them some questions 1.What are they girls and boy doing in the picture? 2. How do they feel? 3. What does the picture tell you? II. While- reading 1.Task1: Fill each blank with one of the words in the box -T writes these words on the board and T in structs Ss to read the passage quickly and stop at the lines that contain the words to guess their meanings - T checks that Ss understand the words correctly - T instructs Ss to use some strategies to do task1 - T gives the correct answers 2.Task2: -T gets Ss do the task individually and than find a peer to compare their answer with - T calls on some Ss to give their answers and asks other Ss to say whether they agree or disagree - T gives feedback and the correct answers 3.Task3: - 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.The first skim the six questions to understand them - T asks Ss to work individually to do the task, then T calls on some Ss to write their answer on the board and ask them to explain their choices - T gives the correct answers III.Post – reading Why do we need to have friends? T asks Ss to work in pairs T calls on some Ss to report their ideas to the class T gives feedback Step 3: Summary T summarises the main point of the lesson Step 4: Homework T asks Ss to learn by heart all of the new words Do ex in workbook *Evaluation: S’s acts -T helps Ss to pronounce them correctly. -T may want to model first and then ask Ss to repeat after him/her -T elicits the meaning of these words from the class - T gets Ss to make sentences with these words 1.One boy is playing guitar and the other girls and boy singing 2. They seem very happy because I can see their smile 3. Friendship is a nice 1.mutural 2.incapable of 3.unselfish 4.acquaintance/ friend 5.give- and – take 6.loyal to 7.suspicious B 1.The first quality for true friendship is unselfishness. It tell us/me that a person who is concerned only with his/her own interests and feelings cannot be a true friend 2.Because they take up an interest with enthusiasm,the attraction of some new object 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 4.Because if not people cannot feel safe when telling the other their secrets 5.Because they can not keep answer secret, eitheir of their own or of others 6.The last quality is sympathy.It tell us/me that tobe answer true friend one must sympathise with his/her friend.Where there is no mutual sympathy between friend, there is no true friendship Date of plan: Date of teaching: Lesson 2: Period No3: Speaking I.Aims of the lesson: -Ss will be able to describe the physical characteristics and personalities of their friends, using appropriate adjectives. II.Teaching aids : textbook T’s acts Step 1: Warmer - T calls 2 sts goto the board rewrite newwords Step 2: Newlesson I.Pre-Speaking 1.Vocabulary -hair shoulder-length: tãc ngang vai -cheek bones : gß m¸ cao -nose turned-up :mòi hÕch -nose flat :mòi tÑt -suntanned : r¸m n¾ng - crooked (adj) : mòi kho»m 2.Setting the sence II. While- Speaking 1.Task1. - You are going to look at the picture of four people on page 15 and describe them in pair . -Then calls on some Ss to present their answer -T gives the correct answers 2.Task 2. - T divides the class into groups of 6 with a group leader -T reminds Ss that they have to explain their choise as well -T calls on some Ss to report the results of their discussion - T elicits feedback IIIPost- speaking -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.atc out the interview in pair - T asks Ss to work in pair to perform the interview in 8 minutes - T call on some pairs to perform the interview -T gives the correct answers Step 3: summary height, build, hair, face, eyes, nose Step4: Homework T asks Ss to learn by heart all of the new words Do ex in workbook S’s acts -lasting (adj): bÒn v÷ng, l©u dµi -constant (adj): th­êng xuyªn, kh«ng thay ®æi - constancy (n):sù kh«ng thay ®æi - rumour(n): tin ®ån -gossip(n): chuyÖn ngåi lª ®«i m¸ch -trust(n): sù tin t­ëng -sorrow(n): sù ®au khæ - pursuit (n): sù ®eo ®uæi, sù ®am mª -T elicits the meaning of these words from the class - T gets Ss to make sentences with these words 1.The boy is about 16 years old. He may be short- sighted because he’s 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 amall chin, He is handsome 2.She’s also wearing a pair of glasses. She has shoulder- length black hair 3.The man talk and well built, small eyes, a crooked nose and thin lips 4.She has long curly brown hair and an oval face with a broad forehead,big eyes What does she/he look like? What does she/ he like doing in his /her freedtime? What are his/her hobbies? How is she/he? Date of plan: Date of teaching: Lesson 3: Period No4: Listening I.Aims of the lesson: -Ss will be able to develop such listening micro-skills as intensive lisening for specific information and talking notes while listening II.Teaching aids : textbook, cassette tapes T’s acts Step 1: Warmer Talk about answer famous friend Step 2: Newlesson I.Pre- Listening 1.Vocabulary - Apartment buiding :toµ cao èc - sense of humour :khiÕu hµi h­íc -give sb a ring : gäi cho ai - go through a rough time : tr¶i qua thêi kú khã kh¨n 2.Ask and answer the following questions . - T ask Ss to discuss the questions on page 17 in pair - T call on some Ss to give their answers II. While- Listening 1.Task1: -Listen to the tape and play attention to the key words - T asks Ss to work in groups of 4 to compare their answers - T checks Ss answers by calling on some Ss - T gives the correct answers 2.Task 2. -Ss listen to the tape again to do the task -T ask them to try to fill the table with the things they remember from the previous of lisening - T gets Ss to work in pairs and check their answers -T gives the correct answers III.Post- Listening T asks Ss to work in pair to talk about how Ha has been Lan’s best friend and Minh – Longs T gives the correct answers Step3:summary Long and Lan talk about their besr friends Step4: Homework T asks Ss to learn by heart all of the new words Do ex in workbook * Evaluation: S’s acts -T may want to model first and then ask Ss to repeat after him/her -T elicits the meaning of these words from the class Lan 1.F 2.F 3.T 4.F 5.T 6.F Long 1.F 2.F 3.T 4.T 5.T + They used to live in the same apartment building in HN + Lan went on answer holiday in DS and Ha went there to hepl her + Ha’s very friendly and helpful + Ha’s sociable. She’s got many friends in Ds and she introduced Lan around Date of plan: Date of teaching: Lesson 4: Period No5: Writing I.Aims 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 lesson II.Teaching aids : textbook, lesson plan T’s acts Step 1: Warm- up Gussing game T introduces the game: one Ss goes to the board and T gives him/ her a piece of paper with the name of answer Ss in the class. Other S have to ask Y/N questions to find out who the S is. Ss should ask about the appearance, personalities, Step 2: Newlesson I.Pre- Writing - T sets the scene: You are going to write about a friend, real or imaginary, using the provided guidelines - T elicits the verb tenses that may be useful when Ss want to write about when and where they met their friend - T gets Ss prepare an outline for their writing and exchange it with their peer - T goes aroud to offer help and gives correct feedback II.While- Writing T gets Ss to write about their friend in 15 or 20 minutes T goes around to observe and offer help III. Post – Writing T asks Ss to exchang their writing with another student for peer correction T goes around and collects mistake and errors T collects some writings for quickly feedback T writes Ss’ typical errors on the board and elicits self and feer correction T provides general comments on the writing Step3:summary Summarises the main points of the lesson Step4: Homework T ask Ss to improve their writing Do ex in workbook *Evaluation S’s acts + Is the person a girl? + Is she tall? + Is she short – sighted? + Is she friendly? My best friend is one of my classmates. Her name is Hoa.We have know each other since we were 10 years old.. She has short black hair, brown almond shaped eyes, answer small nose and answer small pointed chin. She is not very tall but not short either and she is quite slim. I like about Hoa is that she has the same bobbies with me. We both enjoy music, playing the guitar and singing. 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 Date of plan: Date of teaching: Lesson 5: Period No6: Language focus I.Aims of the lesson: -Ss will be able to distingguish the sounds /dz/, /tƒ/ - Ss will be able to pronounce the wordts and sentences containing these sounds correctly - Ss will be able to use some structures containing infinitives with and without to appropriately II.Teaching aids : textbook, lesson plan T’s acts Step 1: Warm- up Talk about your best friend Step 2: Newlesson Pronunciation * Pronuncing the two sounds separately -T models the two sounds /dz/, /tƒ/ for a few times and explains the differences in producing then -The phonetic sound /dz/ is a voiced palatal - The phonetic sound /tƒ is an unvoiced fricative palatal - T reads once for Ss to hear the words containing these two sounds - T asks ss to repeat after the tape * Practising sentences containing the target sounds -T reads the sentences and ask Ss underline the words with the sounds and write /dz/, /tƒ/ 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 give feedback Grammar To- infintive - T writes some sentences on the board and underline the to-infinitive Infinitive without to - T calls on some Ss to give out some verbs that are followed by bare infinitive - Can use a noun or pronoun object + bare infinitive of perceptiond such as feel, hear,watch,see,smell Practice Ex1. - T asks Ss to do ex1 individually and then compare their answers with another student - T calls on some Ss to read out their answers -T gives the correct answers Ex2. - T asks Ss to do ex 2 in pairs - Ss have to write the sentences by using the words given - T asks them to compare answers with another pair - T asks Ss write their answers - T gives the correct answers Step3:summary I have letters to write I am sorry to trouble you Step4: Homework Do ex in workbook *Evaluation S’s acts +I have letters to write + Does he get anything to eat + There is plenty to do 1.Who want something to eat? 2.I have some letter to write 3.I am delighted to hest 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’m happy to know that you have passed the exams The police watch them get out of the car They let him write a letter to his wife I heard them talk in the The customs officer made him open the briefcase The boy saw the cat jump through the window Do you think the copany will make him pay some extra money? I felt the animal move to wards me Do you think her parents will lat her go on a picnic? Date of plan: Date of teaching: Unit 2: Personal experiences I.Aims of the unit: - Ss will be able to use the information they have read to discuss the story. - Ss will be able to use the structures to talk about a past experiences and how it affects their life - Ss will be able to develop such listening micro-skills as listening for specific information and talking notes while listening - Ss will be able to distinguish the souds /m/ and /n/, / / -use of diffirent verb tenses : present simple for indicating the past, past simple, past continuous and, past perfect II.Teaching aids: handouts, textbook, cassette tapes III. Teaching procedures: Period No1: Reading Period No2: Speaking Period No3: Listening Period No4: Writing Period No5: Language focus Period No6: More ex Lesson 1: Period No7: Reading I.Aims of the lesson: -Ss will be able to develop such reading micro-skill as scanning for specific ideas, indentifying the sequence of events and gussing meaning in context. -Use the information they have read to discuss the story II.Teaching aids: handouts, textbook, lesson plan feelings T’s acts Step 1: Warm- up sad excited Step 2: Newlesson I.Pre- reading 1. Vocabulary - embarrassing (adj): lµm lóng tóng - idol (n) : thÇn t­îng - glance at (v) : liÕc nh×n - sneaky (adj) : vông trém, lÐn lót - to make a fuss : lµm Çm lªn 2. Setting the sence 1.What can you see in picture A? 2. What do you think might be relationship between the girl and the man? II. While – reading Task 1. - T asks Ss to read the passage and then do task 1 - SS need to guess which part of speech they might deal with in each case for ex, for sentence 1 they might need to supply a verb in past tense - T checks the answers with the whole class 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 - T calls on answer student to give and explain her answer / his answer -T gives the correct answers Task 3. - Ss should skim the 5 questions to understand them - Ss should back to the passage and locate the key words in the passage - T gets Ss to check their answers with a peer - T call on some Ss to write their answers on the board and asks them to explain their choices - T gives the correct answers III.Post – reading - T introduces to task Ss work in small groups of 3 and discuss the questions - T calls on the groups to tell and explain them choice -T gives the correct answers Step3:summary Summarises the main points of the lesson Step4: Homework Do ex in workbook Learn by heart the newword *Evaluation S’s acts 1. glanced 2. making afuss 3. embarrassing 4. idols 5. sneaky picture d picture b picture f picture e picture a picture c A floppy cotton hat ( L 2-3,P1) To buy a floppy cotton hat ( L 1-2,P2) A wad of dollar notes that look exactly like those her father had given her (L2-3,P3) 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 ( L3-6,P3) she bought the hat of her dream( L1, P4) She ashamed because that was not her money Perhaps the girl could place a notice on answer local newspaper to apologize the boy and contact him to give him the money back Date of plan: Date of teaching: Lesson 2 Period No8: Speaking I.Aims of the lesson: -Ss will be able to indentify structures that are used to talk about past experiences and their influences on one’s life - Use these structures to talk about a past experience and how it affects their life II.Teaching aids: textbook, lesson plan T’s acts Step 1: Warmer T gives 3 picture and some questions : How do the people in the photos feel? Step 2: Newlesson I.Pre- Speaking 1. Vocabulary - appreciate (v): ®¸nh gi¸ cao -attitude(n) : th¸i ®é, quan ®iÓm - confidence(n):lßng tin, sù tù tin - protect(v) : b¶o vÖ 2. Setting the sence 1. Have you had some personal experiences? 2. How do you feel when you meet answer famous film star? 3. How do you feel if you fail your exam? II. While- speaking 1.Task1: - T introduces the task and gets Ss to do it individually, then compare the answers with a peer - T calls on a Ss to read out his/her answers - T checks with the class and gives corrective feedback 2.Task2: - T introduces the task: Ss are going to work individually on the sequence of the coversation 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 II. Post- speaking -Ss are going ask and answer questions about their past experiences, using the suggested question on page 26 - T elicits feedback from the class and gives final comments Step 3: Summary Have you ever.? How did it happen? Step 4: Homework - Do ex in workbook Learn by heart the newword *Evaluation S’s acts 1.d 2.c 3.a 4.d 5.e 3.h 4.a 5.e 6.g 7.c 8.f Date of plan: Date of teaching: Lesson 3 Period No9: Listening I.Aims of the lesson: - Ss will be able to: develop such listening micro- skills as listening for specific information. II:Teaching aids: posters, pictures, cassette player Teacher’s activities Students’ activities Step 1: Warmer - shows a picture of a fire and asks Ss the questions: 1. What’s it? 2. what can you see in the picture? 3. How do you feel when you see a fire? 4. What would you do if you saw a fire? Step 2: Newlesson I.Pre- listening. 1. Vocabulary: - memorable ( a) :®¸ng nhí - terrified ( a) sî h·i - scream (v) gµo thÐt - replace ( v) thay thÕ - gas – stove ( n) bÕp ga - embrace ( v) «m - escape ( v) trèn tho¸t - protect (v) b¶o vÖ 2. Checking: Slap the Board - Put the cocabulary which has been taught into circles on the board - Divide the class into 2 groups - Read the synonym, explanation or Vnese equivalent of the words - The Ss who slaps first in the correct word on the board gets one point - The group with more poins wins II:While – listening Task 1: - asks Ss to listen to the tape and correct the predictions. - plays the tape once for Ss to do the task. - gets Ss to find a partner to check their answers with. - checks the answer with the whole class. If many Ss can’t answer the questions, T plays the tape one more time and pauses at the answers for them to catch. - encourages Ss to correct the false statements. Task 2 - Asks Ss to study the text carefully for the missing information they need to fill and try to guess the answers - checks if Ss can do the task without listening one more time. - plays the tape again and asks Ss to listen to the tape and fill in the blanks. - calls some Ss to read out the answers - gives correct feedback. III:Post – listening - Asks Ss to work in groups and discuss the question in the book. - goes around the class to check and offer help. - Asks some groups to present their result of the discussion. - gives the comments. Step 3: Summary Questions and Answers - Ask Ss to work in pair - Tell Ss to listen again and answer the questions - Call on Ss to give the answers - Check with the class 1 What is Christina’s job? 2.When did her most unforgettable experience happen? 3. What was she doing then? 4. Did the fire take many things from her? 5.What did she realize after the fire? Step 4: Homework - Do ex in workbook Learn by heart the newword Ask Ss to retell the story *Evaluation - look at the picture and answer the questions: 1. It is a fire. 2. I can see some people near a building. 3. I feel very frightened. 4. I would call the firemen and I would try to fight the fire. I can see a fire. I can see some people and a car. - They look very frightened. I think there is a fire. * guess the topic of the lesson: about fire Listen to the teacher and take notes. Repeat the words after the teacher. Make some sentences: + I have some memorable experiences. + She looks very terrified. - read the statements carefully and predict it is true or it is false. ( the answers may vary) Answers: T F ( 13 years ago) F ( in the kitchen) F ( she was sleeping) T Answer: 1. small 2. everything 3. family 4. replaced 5. took 6.appreciate - work in groups and discuss the question in the book. She is a businesswoman It happened 13 years ago It started in the kitchen Yes, it did She realized that family was more important than things Date of plan: Date of teaching: Lesson 4 Period No10:Writing I.Aims of the lesson: - Ss will be able to: know how to write a personal letter telling about a past experience II:Teaching aids: posters, pictures Teacher’s activities Students’ activities Step 1: Warm – up: Questions and answers: - Asks Ss to listen to the teacher and answer the teacher’s questions: 1. How will you feel if someone steal you money? 2. How will you feel if you see a big snake? 3. How will you feel if your mother give you a new bike on your birthday? 4. When did you last feel angry? 5. When did you last feel happy? Step 2: Newlesson I.Pre- Writing Completing the chart - asks Ss to read the text again and complete the chart below: Name of experience When it happened Where it happened How it happened Who was involved How the experience affected the writer. - goes around the class to check and offer help. - gives corrective feedback. 2. Making outline - sets the scene: You are going to write a friendly letter to a friend telling him or her about one of your most memorable past experiences. - asks Ss to study the task carefully and elicits the parts of a letter and the verb tenses using to talk about the past experiences. + Five parts of the letter: 1. The heading 2. The greating 3. The body 4. The closing 5. The signature + Verb tenses: 1. Simple past 2. Past continuous 3. Past perfect - asks Ss to make an outline basing on the task in groups. - goes around the class to check and offer help. - colects some outlines and gives corrective feedback. II. While-Writing - asks Ss to write their letters individually in 10 minutes. - asks Ss to get in pairs ( each group), exchange their letters and correct each other. - goes around to offer help. II Post – writing - have Ss to work in pairs and make questions and answers about the letter, such as: + What is your experience? + When did it happen? + Where did it happened? - asks some Ss to read the letter to class. - corrects the mistakes. Step 3: Summary - li

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