Thiết kế bài dạy Tiếng Anh khối 11 - Period 1 đến period 6

Thiết kế bài dạy Tiếng Anh khối 11 - Period 1 đến period 6

GRAMMAR: THE REVIEW OF TENSES

 The simple present , simple past , present perfect and past perfect

 I. Aim:By the end of this lesson, Ss can understand and use some tenses: the present simple, the, the simple past and the present perfect

.II. Presentation

1.The present simple:

 a) form: With “ normal V”:

 (+) S + V1/ Vs/es; (-) S + don’t/ doesn’t; (?)Do/ does + S+ V1?

Ex: She likes swimming.

 With “ to be” : (+) S + am/ is / are; (-) S+ am, is, are +not; (?) Is/ are +S .

 Ex: We are students

 b) Usage: The present simple is used to talk

-about a permanent situation :He lives in Japan

-something is always true: water boils at 100 degrees Celsius.

-about something that regularly.happens: She leaves for school at 8 o’clock.

- The present simple can be used with:+ always, usually, often, sometimes, never, seldom

 + every Monday/ day/ week/ month/ year

 + twice a week/ month .

 

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The teaching date:  The planning date: 
Period 1 
GRAMMAR: THE REVIEW OF TENSES
 The simple present , simple past , present perfect and past perfect
 I. Aim:By the end of this lesson, Ss can understand and use some tenses: the present simple, the, the simple past and the present perfect
.II. Presentation
1.The present simple:
 a) form: With “ normal V”: 
 (+) S + V1/ Vs/es; (-) S + don’t/ doesn’t; (?)Do/ does + S+ V1?
Ex: She likes swimming.
 With “ to be” : (+) S + am/ is / are; (-) S+ am, is, are +not; (?) Is/ are +S.
 Ex: We are students
 b) Usage: The present simple is used to talk 
-about a permanent situation :He lives in Japan
-something is always true: water boils at 100 degrees Celsius. 
-about something that regularly.happens: She leaves for school at 8 o’clock.
- The present simple can be used with:+ always, usually, often, sometimes, never, seldom
 + every Monday/ day/ week/ month/ year
 + twice a week/ month..
2. The simple past:
 a) form: With “ normal V”: (+): S + V2/ Ved; (-) S+ didn’t+V1; (?) Did+ S+ V1?
 Ex: She went to visit her grand parents last month.
 With “ to be”: (+): S + was/ were; (-) S+ was/were; (?) Was/were + S..?
 b) Usage: The simple past is used to talk 
- about an action that took place in the past:Ex: I didn’t read the letter.
 It can be used with + last night/ Monday/ week/ month
 + 2 months/ years ..ago
 + in 2000, 1999..
- about a state that continued for some time, but that is now finished: Ex: He worked there for ten years.
- about an action that happened regularly in the past: Ex: I often played tennis with her.
3.The present perfect : 
a) Form:	Have / has + P. P ( V3/ed) 
b) Usage: to talk about an action which happened in the past, lasts to the present and maybe contiues in the future. Or to talk about an action which has just completed.
 Some averbs or adverb phrase can used with the present perfec: “ so far, up till now , up to the present , never, ever , before, since , for, how long , recently, lately , already, yet.”
Ex: I have met many people since I came here
 We have been here for two weeks.
4. Past perfect: 
a. form: +S + had + P2..- S+ had not + P2.? Had+ S + P2?
Note: had= ’d, had not= hadn’t
b. Usage 1/ To tallk about an action that happened before another action or a time point in the past.
 -Adverbs or adverb phrase : Before, as soon as, after, when, by time, by the time, by 2000
 Ex:1/ By 2005 I had taken 50 photos.
2/ When I arrived at the station, the train had left for 15 minutes.
 3/ He died after he had been ill for a long time.
The teaching date:  The planning date: 
Period :2	 
Unit 1 : FRIENDSHIP
Lesson 1 : READING
I. Aims : By the end of the lesson , students will be able to :
understand the passage about friendship
identify the main idea
guess the meaning in context
express their own ideas about friendship.
II. Method: - Communicative approach
III. Skills : Integrated skills ( Especially reading skill) 
IV. Teaching aids: Text books, pictures ,chalk, ..
V. Teaching stages :
Stages
Activities
Content
Warmer
5’
T writes the sentence on the board and ask sts to fill in the blanks with the suitable words .
Sts do in individual then discuss to the next.
T asks sts to answer
Others remark and correct.
A ___________ in need is a ___________ indeed.
Expected answer :
A friend in need is a friend indeed.
Before you read
10’
Discussing the picture and poem
-T asks the whole class to look at the picture on page 12 and asks them some questions:
- T asks Ss to work in pairs to read the short poem on page 13 and answer the question: “ What do you think of the friend the friend in the poem?”
Questions:
+ What are the girls and boys doing in the picture?
+ How do they feel?
+ What does the picture tell you?
 Suggested answers:
 + One boy is playing the guitar, and the other girls and boys are singing.
 + They seem very happy because I can see their smile.
 + The picture
While
you read
19’
After
you read
8’
Wrapping up (2’)
Home work (1’)
- T calls on some Ss to answer the question. T may give some comments and her suggestion: 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:
-Elicit the new words by asking questions, using the techniques suggested above.
- Read a new word three times. Ss listen and repeat after the teacher.
- Call on some Ss to repeat the word.
- Ask Ss to give the Vietnamese equivalent if necessary.
Setting the scene: 
-T introduces the scene: You are going to read a passage about the qualities of a long lasting friendship. While you are reading, do the tasks in the textbook.
-Task1.
- Then T instructs Ss to read the passage quickly and stop at the lines that contains these words to guess their meanings ( except for the word ‘friend’ as this word is familiar with Ss).
- Ss should read through the sentences provided in the task to identify the part of the word to fill in each blank.
- T asks Ss to work individually to do the task.
- T goes around to help Ss when necessary.
- T asks Ss to exchange their answer with other students.
- T asks Ss for their answers and tells them to explain their choices.
- T gives feedback and correct answers.
Task2 .
-T gets Ss do the task individually and then find a peer to compare their answer with. T might want to give them some time to re-read the passage.
-T instructs Ss to do this task with some strategies to find the main idea of the passage
- T calls on some Ss to give their answer and asks other Ss to stay whether they agree or disagree.
- T gives feedback and the correct answer.
Task3 .
-T asks Ss how to do this task if they don’t remember, T may instruct them some strategies to do the task:
-Sts do the exercise in individual then discuss in pair
- T calls on some Ss to write their answers on the board and ask them to explain their choices.
- T gives feedback and correct answer. 
-T asks Ss to work in pairs to discuss the question in the book.
- T goes around to help Ss when necessary.
- After their finish, T asks every two pairs to share ideas.
- T calls on some Ss to report their ideas to the class.
- T gives feedback.
-T summarizes the main points of the lesson.
- T asks Ss to learn by heart all of the new words.
Prepare the next period
tells me that friends can happily do many things together. / Friendship is a nice thing that brings happiness to us.
Vocabulary:
1.lasting (adj) (explanation):
2. constant ['kɔnstənt](adj): (explanation):
g constancy (n): 
3. rumour ['ru:mə] (n):(definition):
4. gossip ['gɔsip] (n): (definition):
5. trust [trʌst] (n): (synonymy)= belief
6. sorrow ['sɔrou](n): ( synonymy)= grief.
7. pursuit [pə'sju:t]
 (n)( synonymy)= hobby=pastime.
TASK 1: Fill each blank with one of the words in the box.
 (8’) Expected answer
1. mutual 
2. incapable 
 3. unselfish.
4. acquaintance/ friend.
5. give and take 
6. loyal to
7. suspicious. 
Task 2 (5’): Instruction: You are to read the passage again and decide which of the choices A, B, C or D most adequately
Expected Answer: B
Task3 : Instruction: Ss are required to answer the six questions in the book.
Expected answer
1. The first quality for true friendship is unselfishness. It tells us/ me that a person who is concerned only with his/ her own interests and feelings can’t be a true friendship.( paragraph 2)
2. Because they take up an interest with enthusiasm, but they are soon tired of it, and they feel the attraction of some new object.( line 2-3 paragraph 3).
3. The third quality for true friendship is loyalty. It tells us/ me that two friends must be loyal to each other, and they must know each other so well that there can be no suspicions between them.( line 1-3, paragraph 4).
4. Because if not people can’t feel safe when telling the their other secrets.
5. Because they can’t keep a secret, either of their own or of others. (line 3-4, paragraph 5).
6. The last quality is sympathy. It tells us/ me that to be a true friend one must sympathize with his or her friend. Where there is no mutual sympathy between friends, there is no mutual sympathy between friends, there is no friendship. ( last paragraph) .
Instruction: You are required to work in pairs to discuss the questions in the text book: “ Why do we need to have friends?”. The report the results of your discussion to the class. 
Prepare part B- Speaking.
The teaching date: The planning date: 
Period : 3	 
 Unit 1 : (cont )- Speaking
I.Aims : By the end of the lesson students will be able to describe the physical characteristics and personalities of their friends, using appropriate adjective
II. Method: - Communicative approach
III. Skills : Integrated skills ( Especially speaking skill) 
IV. Teaching aids: Text books, pictures ,chalks, ..
V. Teaching stages :
Stages
Activities
Content
Warm- up
6’
T gives two pictures of famous person 
T gives some words that Ss can use to do
Sts work in group
T helps them
T checks the answer.
* Stick the right words on some pieces of paper to the picture to describe them
*suggested :
Tall, good-looking , oval, straight , ..
Before 
you speak
5’
T gives handout
Sts work in group.
T asks some representatives to give their answers
T asks others to remark and corrects
T introduces the lesson
Handout :Match the right questions to the right answers :
A
B
1. What is she like ?
2. What does she look like ?
3.. How is she ?
a. She is fine.
b. Tall and beautiful.
c. Pretty and easygoing
Sugested answer :
1.b 2. c 3. a
Describing physical characteristics and personality of a person
While you speak
10’
14’
Task1 :
T asks Ss to open the books
Sts do the exercise by using the “ useful language “ in page 16.
-T may ask Ss to provide some adjectives/ expressions used to describe people appearance. T can also explain the words if necessary.
Sts work in group
T goes around and helps them if necessary
T checks in front of class
T makes model conversation with a st
Sts practice speaking in pair
T goes around to check and helps them.
T calls on some Ss to present their answers in front of the class.
T gives feedback.
Task 2 : 
T asks Ss to do in pairs (one asks and other answers) to describe their friends by using some useful expressions.
T can explain some useful expressions.
T goes around to help them if necessary.
T calls on some pairs to practice in front of class.
Task1 :
Look at the the useful language and add two more words for each category :
Height : medium, height, rather short, too tall ..
Face : round, long – high cheek bones , a scar
Forehead : high, low
Nose : long, straight, flat, turned-up
Hair : long medium length , straight, curly, wavy, bald, thin
Eyes : green, blue, brown, gray
Pants : flar , baggy
Appearance : plain, attractive, well-dressed, casually- dressed
Mouth : heart-shaped, wide, generous, thin / fu ... lary.
-T helps Ss to pronounce the words given in the book . T may read aloud firstor play the tape and ask Ss to repeat in chorus and individually. 
- T elicicts / teaches some of these words or/ and those taken from the listening passage.
- T may get Ss to make sentences with the words and gives corrective feedback. 
-Sts open the book and read “ listen and repeat” and write down.
Vocabulary:
Apartment building (n)(translation): 
Guitarist(n) (picture) 
sense of humor( n) (explanation)
rough time (n) (synonym)= difficult time
give sb a ring= phone sb.
While you listen
10’
10’
T asks sts to read the sentences in task 1
T explains the meaning of the words 
Sts hear the first time
T checks if sts have the answers
Sts hear the second time
T checks
Sts hear the third time, T pauses the record at the right answer
T gives situation
Sts read the requirement
Sts hear the first time
T checks if sts have the answers
Sts hear the second time
T checks
Sts hear the third time, T pauses the record at the right answer
TASK 1
Words :
Living quarter, to have things in common, to help someone out of difficulties.
Expexted answer :
Lan
1
2
3
4
5
6
F
F
T
F
T
F
Long:
1
2
3
4
5
6
F
F
T
T
T
F
TASK 2
Expected answer :
How and where did they meet?
What do they like about their friends?
Lan
They used to live in the same apartment building in Hanoi
Lan went on a holiday to Do Son and Ha went there to help her
Ha is very friendly and helpful.
Ha’s sociable . She’s got many friends in Do Son and she introduced Lan around.
Minh
They met in college.
Minh played the guitar.
Long was a singer.
They worked together.
Minh has a sense of humour.
Minh likes to go for plays and movies.
Minh is a good listener.
Minh is frienly and helpful.
After you listen
8’
Sts work in group, speak ask and answer how Long and Lan made friend with Ha and Minh. 
Wrapping up
2’
T summarizes the main points of the lesson.
T asks sts to prepare for the next period
In not more than 100 words write about how and your friend has become best friend
Prepare writing
The teaching date: . The planning date: 
Period : 5	
Unit 1 ( cont ): WRITING
I. Aims : By the end of the lesson students will be able to write about a friend, real or imaginary, using the words and expressions that they have learnt in previous lessons.
II. Method: - Communicative approach
III. Skills : Integrated skills ( Especially writing skill) 
IV. Teaching aids: Text books, pictures ,chalks, ..
V. Teaching stages :
Stages
Activities
Content
Warm –up
5’
-T introduces the game : One student goes to the board and T gives him or her a piece of paper with the name of a student in the class. 
- T asks the student to describe the person so that other people can guess exactly who is the person that he is describing?
-The student may describe: 
He/ she is a girl/ boy.
He/ she is tall / short.
Is she short-sighted?
Is she friendly?
Activity 1
10’
Categorizing
-T gives handout and explains the way to do.
T asks the Ss to work in groups of four or five to put the adjectives under the following headings:
-T goes around to help them
T asks sts to answer
T checks
Handout :
Tall short dark long blue round fair smooth square high pointed open-hearted sincere large slim sociable weather-beaten fat overweight thick oval sincere helpful generous studious intelligent patient calm, in her/ his late teen ( 18, 19 years old), a middle-aged woman/ man, 20 years old, plain, good looking, beautiful, handsome.
 - Suggested answer
Hair
Short/long/ thick
Eyes
Blue, round, dark, large
Build
Overweight
Slim, fat
Face
Round, square, oval.
Nose
High, flat, pointed
Complexion
Fair, smooth, weather beaten
Personalities
Open-hearted, sincere, sociable, helpful, intelligent, patient, calm
Age
in her/ his late teen ( 18, 19 years old), a middle-aged woman/ man, 20 years old
General appearance: plain, good looking, beautiful, handsome.
Activity 2
20
TASK 2
Sts open the book
T requires 
T guides sts to read the sentences in book
Sts practice writing in each phrase
T helps and can gives some models to make it easy for sts to write
Sts practice writing in group 
T checks and helps
Models :
To be in her / early/ middle/ late fifties..
She has got a .
In character , she is like her father 
She has 
Her hair is 
Suggested answer:
Of all my classmates, I like to play with Hoa, who is also my good neighbor. If you first meet her, you ‘ll be impressed by her short hair; high nose and big brown eyes, which always shine. I can read in them her most intimate feelings and intelligence. Hoa has a strong tendency to be sociable. She is willing to help me overcome difficulties in my study and my daily work as well. I hope our friendship will last forever. 
Activity 3
8’
TASK 3
T ask sts to exchange their task to each other
Sts correct their friends’ witing 
T asks sts to read the best writing as an example
Sts’s tasks
Homework 
2’
T asks sts to prepare for the next period
Write their tasks 
Prepare language focus
The teaching date:  The planning date: 
Period :6
Unit 1 ( cont ): LANGUAGE FOCUS
I. Aims : By the end of the lesson , the students can :
	- distinguish between the two phonetic sound / t∫/ and /dʒ/
 - pronounce the words and sentences containing these sounds correctly. 
 - use some structures containing infinitives with and without to appropriately.
II. Method: - Communicative approach
III. Skills : Integrated skills ( Especially skills) 
IV Teaching aids : textbook , handout, CD player.
V. Teaching stages :
Stages 
Activities 
Content 
Warm –up
5’
Arrangement:
-T writes the words or phrases on the board
-Ask Ss to arrange the words or phrases in a correct sentence.
-Sts remark the common sound of the word groups. 
- T calls on some Ss to answer.
- T gives feedback and correct answer.
- T asks Ss to read the common sounds: / t∫/ and /dʒ/ that the words containing.
-T lets sts read the sound/ t∫/ and /dʒ/ / twice
T lets sts repeat the sentence
T leads the lesson
Arrangement:
The/ changed/ in the church/ the picture/ of the village/ children.
Expected answer: The children changed the picture in the church of the village.
Pronunciation
10’
Pronouncing the two sounds separately.
T introduces and models the two sounds / t∫/ and /dʒ/ / a few times and explains the differences in producing them.
T plays the tape ( or reads ) one for sts to hear the words containing these words containing these two sounds. The T plays the tape ( or reads) again and this time asks Ss to repeat after the tape (or T)
Pronouncing the words containing the sound.
T reads the words in each column all at once
T reads the words again and asks Ss to repeat them.
T asks Ss to practice pronouncing the words in pairs. T goes around providing help.
T asks Ss to pronounce the words and gives correction if necessary.
Pronouncing sentences containing the sounds
T reads the sentences and ask Ss to underline the words with the sounds and write / t∫/ and /dʒ/ under them
T asks Ss to practice pronouncing the words in pairs. T goes around providing help. 
T asks Ss to read the sentences and gives feed back.
Sounds / t∫/ and / dʒ/
TASK 1 :
* Listen and repeat :
/ t∫/ / dʒ/
Children mutual jam dangerous
 Changeable church Joke passenger
 Cheese which cheese which
Practice reading aloud these sentences.
1. Just outside the village, there’s a bridge.
2. Jane always enjoys George’s joke
3. Two jeeps went over the edge of the bridge.
4. Which picture do you think the child wants to change?
5. Mix the mushrooms, chilli and cheese.
6. Do you like French salad and fish and chips?
Grammar and vocabulary
27’
1. To infinitive:
a) Presentation
T writes some examples on the board and underline the to+ ininitive: 
T asks Ss to comment on the use o to+ infinitive in these examples. T reviews the form and use of to+ infinitives in these examples. 
b)Exercise 1
- T asks Ss to do exercise 1 individually. 
-Ss have to write sentence by sentence by using the words given.
-T asks them to compare answer with their partners. Sts discuss and check their classmate’s 
- T calls on some Ss to go to the board to write down their answers.
-Others remark and correct
-T checks their answer
2. Infinitive without to( bare infinitive)
a) Presentation
-T calls on some Ss to give out some verbs that are followed by bare infinitives
b)Exercise2
- T asks Ss to do exercise 2 in pairs. Ss have to write sentence by sentence by using the words given.
-T asks them to compare answer with their partners. Sts discuss and check their classmate’s
- T calls on some Ss to go to the board to write down their answers.
-Others remark and correct
-T checks their answer
1. To infinitive:
a) Presentation
- What do you get up early every morning for? 
- I get up early to walk.
- Oh, I like to walk ,too. But I have a lot of work to do.
- But today the weather is too bad for me to walk. 
1. “To- inf “ is used :
* to indicate the purpose :
Ex: I get up early to walk.
* as a modifier to replace a relative clause
Ex: I have a lot of work to do ( which I have to do)
* as an object of a verb 
Ex: I like to walk.
* as an subject
Ex: It is healthful to walk every morning.
* in idiomatic expression :
Ex: The weather is too bad for me to walk today.
b) Exercise 1 :
Expected answer :
1.who wants something to eat?
2.I have some letters to write.
3.I am ( was ) delightful 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 is (was) too cold to go out.
8.I am (was ) happy to know that you have passed the exam.
2. bare inf is used :
a) Presentatio
* let/ make + O + bare-inf
Ex: They make me feel disappointed.
* following :
had better , would rather, perceptive verbs ( see, smell, feel, watch)
Ex : You had better stay at home tonight.
Exercise 2 : Sentence transformation:
Expected answer :
1. The police watched them get out of the car.
2. They let him write a letter to his wife.
3. I heared them talk in the next room.
4. the custom officer made him open the briefcase.
5. The boy saw the cat jump through the window.
6. Do you think the company will make him pay some extra money?
7. I felt the animal move toward me.
8. do you think her parents will let him go for a picnic?
Wrapping and home word
3’
T summarize the main points
T asks sts do the exercise at home
Handout 
Pick out the inf in the following sentences and describe the function of each 
1To find fault is easy.
2.It is delightful to hear the sound of the see.
3.The dog wants something to eat.
4.I saw him run the mile in four minutes.
5.Everybody wishes to enjoy life.
6.He is too ill to do any work.
7.I am not afraid to speak the truth.
8.He went to Paris to perfect his knowledge of French.
Prepare Unit 2 ( reading)

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