Bài soạn môn học Tiếng Anh lớp 11 - Period: 8 đến period: 12

Bài soạn môn học Tiếng Anh lớp 11 - Period: 8 đến period: 12

I. Aims: By the end of the lesson, sts will be able to:

 - understand about the passage's content , get more information , words and structures to describe the embarrassing experience so that they can do well the exercises .

II. Teaching Methods: Communicative approach.

III. Teaching aids: textbook, chalk. Blackboard,

IV. Procedures

1. Stabilizing.

- Greeting and checking the attendance

2. Check-up. (no-checking)

3. New lesson

 

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A: READING 
Period: 8th
Week: 3rd
DOT: 
Class: 11 B
Aims: By the end of the lesson, sts will be able to:
 - understand about the passage's content , get more information , words and structures to describe the embarrassing experience so that they can do well the exercises .
Teaching Methods: Communicative approach.
Teaching aids: textbook, chalk. Blackboard, 
Procedures
Stabilizing.
- Greeting and checking the attendance
Check-up. (no-checking)
New lesson
Teacher's Activities
Students' Activities
 * WARM UP: 
- T: What's your birthday ?
 Do you remember your father's and your mother's birthday?
 How do you feel if you forget their birthdays? 
 How do you feel when you get good marks or bad marks/ if you didn't prepare your lesson at home and your teacher called you on. 
 Ask sts to work in groups to find out the adjectives to describe their feelings which they have in that case.
Sts may answers vary.
Work in groups to find out the adjectives to describe the feelings.
excited,confused, upset, surprised, frightened, sad, bored, worried, ....
 I. BEFORE YOU READ
 Give sts a handout and ask them to work in pairs to do it.
How do you feel in the following situation? Use an adjective from the box
happy frightened embarrassed excited surprised bored
a. You have a beautiful floppy cotton hat like the one your pop star idol wore in her video clip.
b. You buy your friend a birthday present on the wrong day.
c. You see a wad of dollar notes on the street.
d. YOU see a thief in the bath.
e. Your teacher says "" I don't like your sneaky look"
Walk around the class , help sts when they need. 
Call on some Sts to present their answers in front of the class.
Let sts comment, listen and correct.
Guide sts to read these words.
Work in pairs
suggestions: 
a. happy
b. embarrassed
c. excited
d. frightened
e. confused
 II. WHILE YOU READ
1. Task 1.
T reads the passage once model.
T has sts do the task 1.
T conducts the correction of the task 1.
Ask Ss to give the answers
- feedback and correct
 2. Task 2.
T has Sts do task 2 
 Ask Sts to look the pictures in 22 pages.
 T let sts do in group and walk around to help them.
 Ask them describe the girl in each picture .
 Call on some present and another comment.
 Give the correction .
 3. Task 3. 
 T has sts do task 3
 Ask sts to read the questions 
 T has sts discuss these questions in groups .
 T walks around the class to help sts when they need.
 Call on some pairs to ask and answer in front of the class.
 Ask another to listen then comment.
 T listens and conducts the corrections.
Sts listen to T .
sts read the text in silience again and give the answers of the task 1
Answers: 
1. glanced 2. making a fuss. 3. embarrassing.
4. idols. 5. sneaky.
Sts work in groups and present the 
answers:
Picture D
Picture B
Picture F
Picture E
Picture A
Picture C
Work in groups . then some work in pairs in front of the class.
Answers:
1. She wished to have a floppy cotton hat.
 2. B/c he knew her wish. 
 3. She saw a wad of dollar notes exactly like the ones her father had given her in the boy's bag.
 4. B/c she was sure that the boy was a thief, he had stolen her money.
5. She bought a pretty hat of her dream.
 III. AFTER YOU READ
T gives sts a handout and ask them to do it groups. 
Then call on some sts to do it in front of the class.
And T give the corrections
paragraph
How did the girl feel 
excited
embarra-ssed
happy
 1
 2
 3
 4. Consolidation:
 - Summarize the main poits of the lesson
 5. Homework 
 - Assign homework
B: SPEAKING
Period: 9th
Week: 3rd
DOT: 
Class: 11 B
Aims: By the end of the lesson, sts will be able to:
 - talk about the past experience and how they affected their life.
Teaching Methods: Communicative approach.
Teaching aids: textbook, chalk. Blackboard, 
Procedures
1. Stabilizing.
- Greeting and checking the attendance
2. Check-up. Call on some Ss to answer the questions about the previous lesson or write new vocabulary
3. New lesson
Teacher's Activities
Students' Activities
* WARM UP: 
T ask sts some questions:
1. Have you had some personal experiences ?
2. How do you fell when you meet a famous film star?
3. How do you feel if you fail the exam?
4. How do you feel if someone give you a very nice present in the early morning?
Lead to new lesson
Listen carefully and answer all the teacher's questions.
 I. PRE- SPEAKING
Task 1: Ask sts read the requirement.
Have them dicuss in groups the way to this task.
call on some present their own opinion in front of the class.
Ask sts to skim the exercise .
Let sts do the task in pairs.
Walk around and help sts with some new words.
Read the requirement, and discuss the way to do .
study the exercise and work in pairs to finish it.
Some stand up and do in front of the class.
Answers :
1. d 2. c 3. a 4. b 5. e
 II. WHILE - SPEAKING
Task 2: T introduce the situation: Sts A 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 correct order, then practise the dialogue.
Notes sts to use the past simple tense to retell and ask sts to pay attention to the way of asking about the experience like :
 _ How you ever?
 _ How did it happen?, When did it happen?
 _ How did it affect you?
Have sts work in pairs .
Walk around the class offer ideas and comments when sts need help.
Then select some pairs at random and have them play roles in front of the class.
Work in pairs to discuss the way to rearrangement the dialogue.
Practise speaking with these information in pairs.
Exchanges the roles.
Some pairs practise in front of the class.
Anothers listen and comment.
Keys;
1. b 2. d 3. h 4. a 5. e 
 6. g 7. c 8. f. 
 4. POST - SPEAKING 
Task 3 
Introduce the situation : 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.
Have sts work in pairs to talk their own experiences .
Give some suggestions of situation to sts like :
Failed an exam, be serious ill, travell apart of the country, win a prize. .
Walk around the class offer ideas and comments when sts need help.
Call on some pairs to speak their experiences in front of the class.
Listen and ask the other sts to comment .
Then give a comment.
Listen to teacher carefully .
Work in pairs to talk about the experiences.
Use one of the teacher's suggestions.
Sts A: Have you ever failed an exam?
Sts B: What exam did you failed?
Sts A: I failed in an entrance exam to TuKy High School.
Sts A: Why did you fail the exam?
Sts B: Well, I didn't study well for it.
Sts A : How did the experience affect you?
Sts B: It taught me the lesson and made me work harder.
Sts C: Have you ever travelled to another part of the country?
Sts D: Yes, I did it last smmer.
Sts C: Where did you travell?
Sts D: I went to Samson seaside.
Sts C: How did you travell?
Sts D: Well, by coach.
Sts C: Who did you go with?
Sts D: My family.
Sts C: How did the experience affect you? 
Sts D: It made me love my country more.
 4. Consolidation:
 - Summarize the main poits of the lesson
 5. Homework 
 - Assign homework
C: LISTENING
Period: 10th
Week: 4th
DOT: 
Class: 11 B
Aims: By the end of the lesson, sts will be able to:
 - listen about a past experience of a famous parson and how it affected to her life.
Teaching Methods: Audio lingual method.
Teaching aids: textbook, chalk. Blackboard, cassette, tapes
Procedures
1. Stabilizing.
- Greeting and checking the attendance
2. Check-up. Call on some Ss to answer the questions about the previous lesson or write new vocabulary
3. New lesson
Teacher's Activities
Students' Activities
* WARM UP
1. What's this
2. How do you fell when you see a fire?
3. What would you do if you see a fire?
Lead to new lesson
Listen carefully and answer all the teacher's questions.
I. BEFORE YOU LISTEN
Ask sts to observe the picture in 27 pages.
Have them dicuss in groups the picture's content.
call on some present their own opinions in front of the class.
Then ask sts some questions:
1. What do you see in the picture?
2. Who are they?
3. Where are they?
4. What are they doing?
Guide sts read some words will appear in the tape .
Have sts practise reading in chorus 1-2 times then call on some to check.
Ask sts to guess the meaning of these words by imagining situations in the tapes.
Suggestions:
+ "scream": Maybe the girl scremed when seeing the fire.
+ "gas stove": Maybe the fire was caused because the girl forgot to turn off the gas.
+ "embraced": The girl's mother must have been very happy and embraced her.
Let sts talk about their imaginations with these suggestions
Observe the picture and dicuss its content in groups.
Then present in front of the class.
Answer all teacher's questions.
Listen to teacher carefully. And practise reading new words in chorus .
- memory /'mem r bl/ (adj)
- to scream / skri:m/ (v)
- to embrace / im'breis/ (v)
- to escape / is'keip / (v)
- to protect / pr tekt/ (v)
- appreciate / pri'si eit/ (v)
- complain / 'k mplein/ (v)
Guess the meaning of these words by imagining.
 II. WHILE YOU LISTEN
1. Task 1: 
Introduce the situation; Christina is being intervewed about the most unforgetable experience in her life. Listen to the intervew and then decide whether statements are True (T) or False (F)
Have sts read the sentences in the task to make sure that they understand the task clearly.
Play the tape the first time.
Ask sts to do the task individually .
Play the tape the second time .Ask sts to compare their answers with a partner.
Call on some sts to check their answers.
Play the tape the third time and stop in the right answers to check the last time. 
2. Task 2:
Ask sts to read the situation and dicuss the way to do the task in groups. 
Call on some to present in front of the class. 
Listen and explain the situation again 
Have sts read the summary of story to make sure that sts understand the task clearly.
Ask sts whether they can guess the answers by remembering or not .
Play the the first time. Call some sts to check.
Play the tape the second time .Ask sts to compare their answers with a partner.
Call on some sts to check their answers.
Play the tape the third time and stop in the right answers to check the last time. 
 Listen to teacher carefully.
Read the sentences in the task carefully 
Listen to the tape three times and do the task individually and in pairs.
Keys:
1. T ( a business woman)
2. F (not 3 years - 13 years)
3. F (not because of the light - because of the gas stove).
4. F. (not reading a book - sleeping).
5. T (her mother came and rescured her).
Study the situation and discuss the way to do the task.
Some present the own opinion of the way to do the task.
Read the summary carefully. 
Guess the answers .
Listen ... erience
(1)
When it happened
(2)
Where it happened
(3)
How it happened
(4)
How the experience affected the writer.
(5)
II. WHILE - WRITING
Ask sts to use the chart to fill the information about their past experiences to make an outline for their writing individually.
Walk around the class and provide help when they need.
Have sts compare their outline with a partner. 
Call on some sts to read their information loudly in front of the class. 
Listen and provide more information to sts if necessary.
Ask sts to practise writing individually.
Walk around the class , offer ideas and comments when sts need help.
Use the chart to fill the information about the past experiences to make an outline for the writing individually.
Practise writing outline individually with the information in the chart.
Practise writing individually.
III. AFTER WRITING 
Correction : ask sts to work in pairs to correct their writings.
Then give a note with a content of checking in a whole class:
Content:
1. Which is the interesting / boring parts?
2. Are there enough details?
3. Are there any sentences which you don't understand?
Orgarnization:
1. Is it coherent?
2. Are you sure there is a topic sentence for each paragraph?
3. Are there any setences out of place?
Grammar/ spelling: Do any problems about grammar or spelling exist?
 Take some of sts' writing to check in the whole of class.
Compare the writing to anothers.
Then take the note of checking 
Observe to the corrections of some the others' writing.
 Give commentations.
 4. Consolidation:
 - Summarize the main poits of the lesson
 5. Homework 
 - Assign homework
E: LANGUAGE FOCUS
Period: 12th
Week: 4th
DOT: 
Class: 11 B
Aims: By the end of the lesson, sts will be able to:
 - know how to pronounce the consonants like: / m/, / n/ , / / , in the single words and in the speech. 
 - revise the uses of the present tenses to talk about the past events..
Teaching Methods: Grammar - translation method.
Teaching aids: textbook, chalk. Blackboard, cassette, tapes
Procedures
1. Stabilizing.
- Greeting and checking the attendance
2. Check-up. Call on some Ss to answer the questions about the previous lesson or write new vocabulary
3. New lesson
Teacher's Activities
Students' Activities
I. PRONUNCIATION
Introduce and read loudly 3 sounds / m /, / n / ,/ / 
Ask sts to repeat.
Introduce the way to pronounce these sounds .
And notice to sts that :
- when "n" followss "m" in the same syllable, it is usually Not pronounced.
 Ex: column, autumn, solemn 
- "ng" or "ngue" at the end of the words are always pronounced / / .
 Ex : sing, walking.
- The letter "n" or "k" is pronounced / / 
 Ex: kings, thank, think.
Ask sts to practise pronouncing the sounds in chorus 2 - 3 times
Then call on some to check in front of the class.
Listen and correct.
Listen to teacher carefully
Repeat to teacher.
Takes note some information.
Practise pronouncing these sounds in chorus.
Then some stand up to check in front of the class.
II. GRAMMAR 
Give sts a handout.
Explain the way to do .
 Ask sts to work in groups .
Walk around the class and provide help when they need.
Then call on some sts to present their answers in front of the class.
Call on another to comment. 
Listen and summary the uses of present simple tense.
And ask sts to pay attention to the use of present simple tense use to talk about the past events.
Ask sts to give some examples with this use.
*. Then ask sts to read the requirement of Ex1 .
Explain the way to do exercise .
Ask sts to pay attention to the use oef present simple tense indicating past time.
Have sts do exercise in groups .
And call on some to present their answers by telling this story.
Listen and give the correct answers.
*. Revise the uses of past simple and past continous tenses.
Call two sts to give the form and uses of past simple and past continuous tenses.
Ask anothers listen and comment
Then ask sts to study ex2 and do it individually.
Call on some to present their answers in front of the class.
Listen and give the correct answers.
*. Revise the form and uses of past perfect tense
Give some sentences use past perfect tense, and ask sts to give the form and uses of past perfect tense.
Then ask sts to do ex3 in groups .
Ask some sts to read their answers to check in front of the class.
Listen and give correct answers.
Take the handout, listen to teacher carefully
Practise speaking in groups.
Then some present in front of the class.
Handout:
1.Describe activities that are in progress in this classrom right now.
2. Describe what your partner is doing without opening eyes.
Read the ex carefully and do in groups.
Then some stand up and tell the story.
Answers:
1. invites 5. promises 9. is
2. sets 6. carries 10. is shining
3. gets 7. contains 11. are shining 
4. waves 8. has baked 12. is
Give the form and uses of past simple and past continuous tenses.
Study ex2 and do it individually.
Some read the answers in front of the class to check.
Answers;
 1. broke/ was playing.
 2. wrote/ was. 
 3. was broking/ broke. 
 4. started/ were walking. 
 5. told/ were having.
 6. didn't listen/ was thinking.
 7. phoned/ didn't answer/ were doing.
 8. wasn't wearing/ didn't notice/ was driving.
Give the form and uses of past perfect tense.
Study ex 3 and do it in groups.
Then some stand up and read the answers in front of the class to check.
Answers:
 1. had eaten/ arrived. 
 2. found / had taken.
 3. got/ had closed. 
 4. got/ had left.
 5. got/ had arrived. 
 6. paid/ had phoned.
 7. went/ said/hadn't arrived.
 8. had looked/asked/cost.
 4. Consolidation:
 - Summarize the main poits of the lesson
 5. Homework 
 - Assign homework
Date of preparation:15/08/2007 
Period 12	 
Unit 3:	 A Party
A- Reading
I- objectives:
	1. Aim: By the end of the lesson, students will be able to understand about the passage's content , get more information , words and structures to talk about the birthday party and anniversery party in the United States so that they can do well the exercises .
	2. Lexical items: Words/ phrases related to birthday party and anniversary party like: sing a song, receive cards and presents , wedding day, blow the candles, silver anniversary, golden anniversary, milestones of a happy and lasting relationship between married couples,..
	3. Structures: To Infinitives and bare infinitives . 
II. Teaching aids: pictures, handout.
III. Anticipated problems: Students may have trouble of difficult words and structures in the passage
VI- Procedures:
Teacher's Activities
Students' Activities
1.Warm up: (6mn)
- T: What's your birthday ?
 What do your parents and your friend often give you?
 What do you often prepare for your birthday party?
 Do you remember your father's and your mother's birthday or their wedding day?
 What do you often give them on their birthday and their wedding day?
 Ask sts to work in groups to answer the questions and then call on some pairs to practise speaking in front of the class.
Then give sts handout and ask them to do it in groups 
Explain some difficult words 
+ Silver: the 25th anniversary of a wedding.
+ Ruby: the 40th anniversary of a wedding.
 + Golden: the 50th anniversary of a wedding.
+ Dimond: the 60th anniversary of a wedding.
Sts may answers vary.
Then do the handout in groups and some read the answer in front of the class to check .
Handout:
Rearrange the following celebrations in the right order:
a. Golden anniversary.
b. Diamond anniversary.
c. Ruby anniversary.
d. Silver anniversary.
Answers: d - c - a - b.
2. Before you read:(6mn) 
Give sts a handout and ask them to work in pairs to do it.
Walk around the class , help sts when they need.
Call on some Sts to present their answers in front of the class.
Let sts comment, listen and correct.
Guide sts to read these words. 
Lead to new lesson
Ak sts to look at the pictures and answer the questions in pairs
1. what is the relationship between the people in the picture?
2. what are they celebrating?
Work in pairs to do the handout:
Match the verbs ion the left with the wors on the right:
tell
say
sing
eat
blow out
receive
open
a. the candle
b. Happy anniversary
c. a birthday song
d. flowers
e. someone a joke
f. some cake
g. agift/a present
Answers: 1.e; 2.b; 3.c; 4.f; 5.a; 6.d; 7;g
Work in pairs to answer the questions:
1. The people are members in a family.
2. They are celebrating a birthday party/ a golden wedding.
3. While you read: (20mn)
T reads the passage once model.
T has sts do the task 1.
 T conducts the correction of the task 1.
 T has Sts do task 2
Ask sts read through the exercise and do it in groups
 T let sts do in group and walk around to help them.
 Call on some present and another comment.
 Give the correction .
 T has sts do task 3 
 Ask sts to read the questions .
 T has sts discuss these questions in groups .
 T walks around the class to help sts when they need.
 Call on some pairs to ask and answer in front of the class.
 Ask another to listen then comment.
 T listens and conducts the corrections.
Sts listen to T .
sts read the text in silience again and give the answers of the task 1
Answers: 
1. birthdays 5. wedding anniversary.
 2. both. 6. wedding anniversary
 3. birthdays. 7. birthdays.
 4. birthdays. 
Sts work in groups and present the answers:
1. eighth - seventh. 5. months - years
2. makes - eats 6. 5th - 50th
3. food - presents 7. silver - golden
4. anniversary - ages.
Read the questions and work in groups to answer them.
1. Whose birthday is it?
2. How old she is?
3. Who are at her birthday party?
4. What is on the table?
5. What are the activities in her birthday party?
6. How is an adult person's birthday party?
7. What do they not like to talk?
8. When did Rosa and Luis get married?
9. What are they doing?
10.What is the party?
11. What do the people do in the anniversary party?
12. How many anniversaries do the people call?
And What are they?
4. After you read: (10 mn)
T gives sts a handout and ask them to do it groups. 
Then call on some sts to do it in front of the class.
And T give the corrections
1. birthday parties/ anniversary parties.
2. cards, flowers, toys, clothes.
3. a quiet dinner at home or restaurant / a big paty.
4. ice cream.
5. birthdays.
Handout :
Complete the sentences about the birthday parties and the anniversary paties in Vietnam, using the words from the text:
1. In Vietnam,  are common than..
2. In our country, we often give. As birthday gift.
3. In our country, to celebrate wedding anniversaries, we often have
4. In Vietnam, people don't often eat. 
5. In our country, people who are over 50 don't like to celebrate..
5. Homework: (5mn)
T guides sts do homework.
Do again the tasks and write about the activities in your birthday party.
Listen to teacher carefully. Take notes.

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