Lesson plan English 11 - Năm 2008 - 2009

 Unit1: Friendship
Period1 Reading
I. Objectives
By the end of the lesson, Ss will be able to:
Develop such reading skill as scanning for details, specific ideas, skimming for general information, and guessing meaning in context
Use the information they have learnt to discuss the topic
II. Teaching aids
Textbook, handouts, pictures concerning to the topic..
III. Anticipated problems
Ss may need help with discussion task so T should be ready to help them
Ss may have difficulty in reading some difficult words such as:sympathy, loyalty, suspicion,enthusiasm .
T may not have enough time to teach
IV. Procedure
teacher
students
1. Check the attendance(2m)
2. Warm up(4m)
Network
T repairs a hangout with network of the word “friendship”
Friendship
T divides the class into 8 groups and gives each group a hand out. T asks Ss to complete the net work. The winner will be the group completing the network in the shortest period of time
A. Before you read(10m)
Discussing the picture and poem
T asks the whole class to look at the picture on page 12 and asks them some questions:
1. What are girls and boys doing in the picture?
2. How do they feel?
3.What does the picture tell you?
T ask Ss to work in pairs to read the short poem on the page13 and answer the question:
What do you think of the friend in the poem
T calls on some Ss to answer the questions. T may give some comments and the suggestions:
The friend in the poem is very dedicated and thoughtful. He/She is willing to help his/her friend in any circumstances
Pre- teaching vocabulary
Lasting(a)= lifelong
Be concerned with sb/st
Constancy(n)constant(a)
Rumour(n) ['ru:mə]
Gossip(n): information talk or stories about other people’s private lives that may be unkind or not true 
Incapable of/ in'keipəbl/
Suspicion(n)/ sə'spi∫n/ suspicious(a)
Pursuit(n)
Sympathy(n) ['simpəθi], sympathetic(a)[,simpə'θetik/
Sorrow(n)/ 'sɔrou/= sadness
T asks Ss to make some Ss to make sentences with above words to check their understanding
Have Ss practice reading the vocabulary
B. While you read
Setting the scence
You are going to read a passage about the qualities of a long lasting friendship. While you reading, do the task in the textbook 
Task1 (6m)
T asks the Ss to read the words in the box then fill each blank with one of them
Ask Ss to read the passage quickly and stop the lines that contain these words to guess their meaning 
T asks Ss to work individually to do the task
T goes around to help them when necessary
T asks Ss to exchange their answers with the other Ss 
T asks Ss for their answers and tell then to explain their choices
Task 2(5m)
T asks Ss to read the passage again and decide which of the choices A,B,C,or D most adequately sum up the ideas of the whole passage
T gets Ss do the task individually 
T might also want to give Ss some strategies to find the main idea of the passage
T calls on some Ss to give the answer and asks other Ss to say whether they agree or disagree
Task 3(10m)
Ask Ss to answers the questions in task3
T asks Ss to do the task individually to do the task, then discuss their answers with their partner
T calls some Ss to write their answers on the board and ask them to explain their choices
Correct answers:
1. The first quality for true friendship is unselfishness. It tells us that a person who is concerned only with his/her own interest and feelings can’t be a true friend
2. Because they take up and interest with enthusiasm, but they are soon tired of it and they feel the attraction of some new object
3. The third quality for true friendship is loyalty. It tells us 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 can’t feel safe when 
telling the other their secret
5. Because they cannot keep a secret, either of their own or of others’ 
6. The last quality is sympathy. It tells us 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
C. After you read(6m)
Ask Ss to work in pairs to discuss the question in the text book
T goes around to help the 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
4. Homework(2m)
Learn by heart all of new words and structures and give examples
Summarise the main points of the text
Group work
Discuss about the qualities which friendship must have to complete the network
Suggested answers:
Honest,unselfish,constant,loyal,mutual trust,sympathetic,patient..
Pair work
Suggested answers
1. One boy is playing guitar, and the other girls and boys are singing
2. They seem very happy because we can see their smile
3. The picture tells us that friends can happily do many things together or friendship is a beautiful thing that brings happiness to us
Dedicated(a)tËn t©m, tËn lùc
Thoughtful(a)chu ®¸o, quan t©m
Circumstance(n)hoµn c¶nh, t×nh huèng
L©u dµi, bÒn v÷ng
Quan t©m tíi ai, c¸i g×
tÝnh kiªn ®Þnh
tin ®ån
chuyÖn ngåi lª ®«i m¸ch, chuyÖn tÇm phµo
kh«ng ®ñ kh¶ n¨ng
sù nghi ngê
sù nghiÖp, sù theo ®uæi, ®am mª
sù th«ng c¶m
th«ng c¶m, ®ång c¶m
nçi buån
do as T‘s requests
whole class
individual work & pair work
Ss guess the meaning of the word base on the context in the sentences
1. mutual
2. incapable of
3. unselfish
4. acquaintance/ friend
5. give -and -take
6. loyal to
7. suspicious
Whole class read the text carefully
Individual work
Answer: B
Individual work and pair work
Pay attention then give remark
Correct themselves their mistakes
Pair work 
The friendship is very important to our life. A true friend can helps us when we are sorrow and when we have difficulty. We can share ideas, feeling, likes,joys, pleasures,aims .to each other. Sometimes only true friends can understand, sympathise us so we feel safe to tell him/her our secrets. Friendship brings us happiness. We happily do many things together.So we can’t live without friendship
Whole class
Period 2: Speaking
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. Teaching aids
Textbook, handouts, pictures about some famous people.
III. Anticipated problems
Ss may not have enough vocabulary to talk about the topic, so T should be ready to provide help
IV. Procedure
teacher
students
1. Check the attendance(2m)
2. Warm up(5m)
Ask Ss to describe one of their friend or their relatives
3. New lesson
A. Presentation(10m)
Task 1
Ask 1 S to read aloud the title and explain
Instruction: You are going to look at the picture of 4 people on page 15 and describe them in pairs
Before letting Ss do the task, T ask them to read useful language on page 16
T may explains some word if Ss don’t know the meaning of the adjectives provided
Forehead(n)/ 'fɔ:hed/: T points at his/her forehead
Crooked(a)/ 'krukid/
T may ask Ss to provide some adjective/expressions used to describe people’Ss appearance. She may also give Ss handout of these adjectives and expressions:
Height :tall,short, medium
Build : slim(m¶nh kh¶nh), plump(bô bÉm, ®Çy ®Æn), overweight, thin.muscular/ 'mʌskjulə/(v¹m vì), stocky(thÊp vµ ch¾c), well-built(lùc l­ìng)
Hair: 
-length: long, short, shoulder- length
-style: straight , wavy, curly,crew-cut(®Çu cua)
-color: black,grey, red, brown
Others: a fringe(m¸i), a bun(bói tãc), plait(s)/ plæt/®u«i sam
Face: oval, round, large, square, skinny/ ['skini](gÇy nhom,gÇy tr¬ x­¬ng), chubby(phóng phÝnh), long, with high cheekbones(gß m¸ cao)
Eyes: small, big, black, brown, blue
Nose: straight, crooked, turned-up(hÕch), big, small, flat(tÑt)
Chin: pointed chin(c»m nhän),double chin
Lips: thin, full, narrow, heart-shaped
Forehead: broad, high
Skin:white,pale/peil/(t¸i, xanh x¸m), suntanned(r¸m n¾ng),dark, brown, black
General appearance:beautiful, handsome,pretty,good looking, plain(b×nh th­êng)
T asks to work in pairs to describe the people in the picture, and then calls on some Ss to present their answer
T gives feedback
B. Practice(10m)
Task 2
Ask Ss 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 book. T asks if Ss understand these adjectives or not
T can elicit [i'lisit](luËn ra,gîi ra) or explain some adjectives quickly
Caring
Hospitable
Modest
sincere
 understanding
T divides the class into group of 6 with a group leader. They discuss and the leader will take notes of the ideas, and then one representative will report the result to the whole class. T reminds Ss that they have to explain their choice as well
T goes round to offer help when Ss discuss
T call on some Ss to report the result of their discussion. 
T elicits feedback from the class and gives final comments
C. Production(15m)
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
T asks Ss to look at their role on page 16 anf the suggestions on page 17
T may elicit the questions they may ask
-his /her hobbies: What does he/she like doing in his/her freetime?what are his/her hobbies
-his/her physical characteristics: what does he/ she look like?
His/her personalities:How is he/she?Is she/he friendly...?
T may also make clear the meaning of some adjectives
Quick-witted 
Good-natured
T asks Ss to work in pairs to perform the interview in 7 minutes and goes around to offer help
T call on some pairs to perform the interview
T elicits feedback from the class and gives final comments
4. Home work(3m)
Write down a paragraph to describe your best friend
Prepare the next period”listening”
Do as teacher’s request
Pair work
Whole class
Tr¸n
Mòi kho»m
Whole class use hangouts to describe
1. The boy is about 16. He is short-sighted because he’s wearing apair of glasses. He has short black hair, a round face with a broad forehead, a small nose,thin lips and small chin. He quite good-looking
2.The girl is about 14. She’s also wearing a pair of glasses. She has shoulder-length black hair, and she’s wearing a ribbon(bêm tãc). She has an oval face with a straight nose, full lips and a pointed chin. She quite pretty
3. The man is in his forties. He’s tall and well-buit. He has short brown hair and a square face with a broad head, small eyes , a crooked nose and thin lips. He quite good looking
4. The woman is her twenties. She’s quite tall and slim. She has long curly brown hair and an oval face with a broad forehead, big eyes, a straight nose heart-shaped lips and a small chin. She’s very beautiful
Whole class and group work
Chu ®¸o
HiÕu kh¸ch
Khiªm tèn
 Ch©n thµnh
Th ...  the statements to understand them well
- Play the tape once for Ss to listen and do the task
- Get Ss to find a partner to check their answers with
- If many Ss can’t answer the questions, T plays the tape one or two more times and pauses at the answers for them to catch
Then check with whole class
Task 2(10m)
- Get Ss to read the questions in task 2 and answer the questions without listening again. If they can’t, T plays the tape for them to listen again
- Get Ss to check their answers with a partner. Then check with whole class
- Play the tape again and pause at difficult point if many Ss can’t complete the task
- Call on some Ss to go to the board and write down their answers
- T gives the feedback
- Get Ss to read the options in each sentene or question carefully 
- Play the tape once for Ss to listen and do the task
- Get Ss to find a partner to check their answers with
- If many Ss can’t answer the questions, T plays the tape one or two more times and pauses at the answers for them to catch
Then check with whole class
After you listen(7m)
T gets Ss to work in groups of 4 to discuss what campers should do to protect the widerness
T goes around to check and offer help
T calls on the groups to present their ideas and other groups to add some more ideas
T gives corrective feedback
Consolidation and homework (2m)
Summarise the main point of the lesson
Ask Ss to learn by heart all new words and do exercises in workbook
Group work
Indoor
Outdoor
summer
Outdoor
winter
All season
outdoor
Playing vdeo games, 
Surfing the internet, watching TV, playing chess
 Surfing, scuba diving, sunbathing
Skiing, snowboarding
Building sand castles, hiking, swimming, horse riding, having a picnic, bungee jumping, rolerblading, cycling, bird watching
Pair work and whole class
They are students
They are going for a camping holiday
They in the forest and in the city
The weather is fine
C« ®¬n, c« ®éc, hiu qu¹nh
®Ñp, kú vÜ
Individual work, pair work and whole class
1,2,4,6 – true
3. F( He used to be there in summer)
5. F( She doesn’t like it)
Individual work, pair work and whole class
1. Riding their dirt bike in the desert, taking showers in waterfalls and swimming in lakes and rivers.
2. In sleeping bags or tents
3. Because more and more people are coming to these places and leave trash in the forests and take rocks and plants with them
4. He thinks nature is also important in the world
5. In cities
6. Because she can’t put up an umbrella tent in the wind or make a fire in the rain or carry a heavy backpack
Group work and whole class
They shouldn’t leave the trash in the place
They shouldn’t cut trees or take plants home
They shouldn’t throw dirty things into the lakes and treams
Be careful with the fire
They shouldn’t take rocks or wild amimals home
D.P:	Period 82
 D.T:
 Unit 14: Recreation
 	 	D. WRITING
I. Objectives	
By the end of the lesson Ss will be able to:
 - Describe a camping holiday
II. Teaching aids	
Textbook, handouts, .
III. Anticipated problems
Ss may not have sufficient vocabulary to write , so T should be ready to help them
IV. Procedure
 Teacher
 Students
Warm up(8m)
Competition game- What should be prepared for a camping trip?
 Imagine that your class is going for a camping trip in Ao Vua, a place which is around 50 km from Hanoi and has many mountains , streams and waterfall.
Ask Ss to discuss in groups to work out the things you should prepare before the camping trip. After 4 minutes, which group has the most suitable things will be the winner
Preparing Ss to write
Task 1(12m)
Ask Ss to work in pairs to look at the pictures and activities given on page 159 and 160 of the book and match the activities with suitable pictures
Check the answers with the whole class
T asks Ss to work in group to brainstorm the ideas for the description. Ss should also work out the structure of the writing
Ss write one or two sentences about the time and place of the camping trip 
+ Body: Ss describe the camping trip in details: the time they set up, what activities they did and the time they came back from the campground
+ conclusion: Ss write bout their feeling of the trip
 Writing(15m)
Get Ss to write their description in 15 minutes, based on the suggestions given in task 1
call two Ss to go to the board to write
goes around and offer help
Feetback on Ss’ writing(8m)
- T asks Ss to exchange their writing with another student for peer correction
- T goes around and collects mistakes and errors
- T writes Ss’ typical errors on the board
- T provides correction only when Ss are not able to correct the errors
Consolidation and homework (2m)
T summarises the main points
For homework, T asks Ss to improve their writing, taking in consideration their friends’ and T’s suggestions and correction 
Group work
- Things to bring: 
Food, drinks, tent, shovel ['∫ʌvl]cái xẻng, flashlight, sleeping bag, blanket, whistle, mattress ['mætris] nệm, đệm, ,compass, first aid kit bộ dụng cụ sơ cứu, swimming suit, spare clothes, strong shoes, stove, cooker, guitar
Things to do:
Hire a coach, hire the tent, buy necessary things, prepare some games and songs
Pair work, group work and whole class
1. g 2. a 3. b 4. c 
5. f 6. d 7. h 8. i 9. e
Last weekend our class went to Ba Vi for a two-day camping holiday. Our bus left the school very early, at 5 a.mon Saturday morning so that we could hame more time to play. When we arrived at the campground, we quickly put up the two big umbrella tents. After that some of us went around to watch wildlife in the forest. Some of our classmates who had been in the place before went swimming in the lake. At around ten a.m, we gatered near the tent and cooked our food over the open fire. After lunch, we had a short rest. At about 3 p.m, we went fishing in the hope that we could catch some fish for our dinner. Luckily, we caught 3 big fishes. We cooked and had dinner together happily. After that, we put up a big fire to prepare for the evening activities. We sang and danced around the camp fire. Ar 11 p.m we went to sleeping in the tents. The boys slept in the blue tent, and the girls stayed in the red one. We all slept soundly.
The next morning we woke up early. After a light breakfast, we organized some games with funny and surprising prizes. After lunch, some of us went around the place while others took a nap in the tents. We got on the bus to leave to campsite at 4 p.m on Sunday afternoon
 The camping trip has had agreat impression on us. After the trip, our classmates seem to understand more about one another. We hope we can have another chance to go camping again
 D.P:	Period 83
 D.T:
 Unit 14: Recreation
 	 	E. LANGUAGEFOCUS
I. Objectives	
By the end of the lesson Ss will be able to:
Pronounce the clusters/ts/, /dz/, /t∫t/, /dʒd/
Pronounce the words and sentences containing these cluters correctly
Use both..and, not only..but also, etheror, neithernor and cleft sentences in the passive correctly to do the exercises and solve communicative tasks
II. Teaching aids	
Textbook, handouts, .
III. Anticipated problems
Ss may have difficulty pronouncing the clusters. Therefore, T should be ready to assist them
IV. Procedure
 Teacher
 Students
Pronunciation(10m)
Distinguish sounds
- T models the clusters/ts/, /dz/, /t∫t/, /dʒd/ for few times and explains how to pronounce them
- T gets Ss to read the words in each column out loud in chorus for a few more times. T listens and corrects if Ss pronounce the words incorrectly
Practicing sentences containing the target sounds
-Ask Ss to work in pairs and take turn to read aloud the sentences
- Go around to listen and take notes of the typical errors
- Call on some Ss to read the sentences again and provides corrective feedback
Grammar
Exercise 1
1. Presentation(10m)
1.1 Bothand(võav÷a)
both+ adj+and + adj
She is both pretty and intelligent 
 adj adj 
both+ N and +N
She plays both table- tennis and badminton 
 N N
both +V and +V
They both speak and laugh
 V V
both + adverbial phrase+ and + adverbial phrase
1.2 not only..but also
It is not only cold but also wet
She not only plays badminton but also tennis
1.3 either..or: hoÆc hoÆc
( §­îc dïng ®Ó nãi vÒ sù lùa chän gi÷a 2 kh¶ n¨ng(hoÆc ®«i khi nhiÒu h¬n 2)
Ex: I don’t speak either Chinese or Japanese
You can have either soup or fruit juice
He didn’t either write or phone
Note: khi hai S ®c nèi b»ng either .or , th× V chia theo S ®øng gÇn V
Either he or I am wrong
1.3 Neither.nor: kh«ngmµ còng kh«ng
I neither rich nor poor
He neither phoned nor wrote
Note: khi hai S ®c nèi b»ng Neither .nor , th× V chia theo S ®øng gÇn V
2. Practice(8m)
- T asks Ss to do exercise 1 individually and then compare their answers with another student
- Call on some Ss to write their answers on the board
- T elicits peer correction and gives correct answers if necessary
8. Helen lost both her passport and her wallet at the airport
9. they are both clean and easy to part
10. I either go to the ciname or stay at home and watch TV
Exercise 2
1. Presentation(7m) Cleft sentences in the passive
The boy hit the dog in the garden
→ It was the dog that was hit in the garden
They gave Mai a book last week
→ It was Mai who was given a book last week
2. Practice(8m)
- T asks Ss to do exercise 1 individually and then compare their answers with another student
- Call on some Ss to write their answers on the board
- T elicits peer correction and gives correct answers if necessary
 Consolidation and homework (2m)
T summarises the main points
For homework, T asks Ss review the lesson, do the exercises in the workbook 
Individual work, pair work, and whole class
Pay attention and give examples
He is both singer and actor
Both my sister and brother are students
Not only the students but also the teacher is interested
Lan works hard both at home and at work
 Adv adv
Note: khi hai S ®c nèi b»ng not only.but also, thi ®t chia theo S ®øng gÇn ®t
Not only my son but also my daughters are here
You can either come with me now or walk home
Neither he nor I am right
Individual work, pair work, and whole class
1. Both Jim and Carol are on holiday
2. George neither smokes nor drink
3. Neither Jim nor Carol has a car
4. The film was both long and boring
5. That man’s name is either Richard or Robert
6. I’ve got neither time nor money to go on holiday
7. We can leave either today or tomorrow
Pay attention and give more examples
1. It was Christina who was given a lot of flower..
2. It was the policeman wo was asked.
3. It was his house that was talked
4. It was a bicycle that was bought
5. It was his home town that was described..
6. It was the children who were frightened
7. It was her classes that were broken
8. It was my younger sister who was kissed..
9. It was this story book that was given to
10. It is Tet that is celebrated as the .
Whole class