Bài soạn môn học Tiếng Anh 11 - Period 1 đến Period 101

PERIOD 1	UNIT 1 : FRIENDSHIP 
	 	READING
Objectives: By the end of the lesson, Ss will be able to guess meaning in context.
Lexical items: unselfishness, constancy, be loyal to, sympathy, enthusiasm, suspicion.
Skills: 	 Reading, Speaking
Teaching aids: textbook, pictures
PROCEDURE
Teacher 's activities
Students’ activities 
I. PRE-READING
*Warm-up (5’)	Brainstorming
-Ask Ss to give the adjectives describing features of a good friend.
 Generous sincere 
friend
*Lead-in: I know that we have a lot of friends in our lives. Today, we’ll know more about friendship through reading the text.
*Teaching vocabulary(12’)
1. unselfishness (n) -> (example)
2. constancy (n.) -> (translation): su kien dinh
3. be loyal to = be faithful to
4. sympathy (n.) -> (definition): the feeling of being sorry for sb, showing that you care about sb’s problems.
5. enthusiasm (n.) -> (example)
6. suspicion (n.) 	A: friendly
	B: happy	C: suspicious
Ex: He always helps people without thinking of his own benefit.
What characteristics can you say about him?
Ex: The news is greeted with enthusiasm.
What does “enthusiasm” mean in Vietnamese?
->What’s the noun of “ suspicious”?
*Checking vocabulary: What & Where (3’)
II. WHILE-READING: (15’)
Task 1: (3’aTask 2: (4’) Finding the main idea of the whole passage. (Task 2, p.14)
+Ask Ss to work in groups of 4 or 5.
Task 3: (8’) Answering the questions. (Task 3, p.15)
+Divide class into 2 groups A & B
+Group A answer the first questions, group B answers the rest. (Pair work)
+Closed pairs- Open pairs.
+ T’s feedback.
Read the passage quickly & tick the words in Warmer appearing in the passage
+ Expected answer: B. Conditions of the true friendship.
*Expected answer: 
1.	2. ..	3. .. 4. .5. ..
III. POST-READING (8’)
*Discussing the question “Why do we need to have friends?”
+ In groups of 4, ask Ss to tell what a friend can do for you:
	+ in your studies
	+ when you are in need.
IV. HOME WORK (2’)
-Do Task 1, p.14.
-Prepare Period 3 – Speaking.
PERIOD 2	UNIT 1: FRIENDSHIP
	 SPEAKING
* Objectives: By the end of the lesson, Ss will be able to describe physical characteristics, using adjectives.
* Lexical items: crooked, hospitable, generous, quick-witted
* Skills: speaking, listening
* Teaching aids: pictures, role cards
PROCEDURE
Teacher ‘s activities
Students’ activities 
I. PRE-SPEAKING:
* Warm-up:
Matching the adjectives from the box with the parts of the body they can be used to describe.
Short
Broad
straight
tallish
sleek
Pointed
Oval
tall
shortish
round snub
Crooked
Short
large
wide
shoulder-length
Wrinkled
Glossy
flat
wavy
long
Dyed
Parts of the body
Adjectives
Face
Nose
Hair
Forehead
Height
Call Ss to fill in the words on the charts
T’s feedback
* Teaching vocabulary
crooked (adj.): (picture)
hospitable (adj.): welcoming gueSs/ visitors friendly
generous (adj.): (translation)
quick-witted (adj.): intelligent
II. WHILE-SPEAKING:
Task 1: (Using the chart in the warm-up activity )
Task 2: 
Call some groups to report their results to the class
In groups of 4, ask students to describe some people in the picture given by the teacher, using the words in the chart.
In groups of 4, Ss discuss and choose the characteristics they think the most important, and give their reasons
III. POST-SPEAKING: Interview
Make role cards and deliver to students (see textbook)
Before students start, ask them to agree upon the basic profile of the friend.
- his/ her name
- date of birth
- his/ her physical characteristics
- his/ her hobbies
- his/ her personalities
Pair work:
Ss can use suggestions given to ask and answer, using the following cue cards
- why he/ she is interested in Math
- how much time he/ she spends on Math 
- what makes him/ her a good friend
- what made him/ her successful 
- what he/ she does in his/ her free time
IV. HOMEWORK (2’)
PERIOD 3	UNIT 1	FRIENDSHIP
	LISTENING
* Objectives: By the end of the lesson, Ss will understand the content of the lesson and be able to decide on true or false statements & listen and take notes.
* Lexical items: sense of humor
* Skills: listening, writing & speaking
* Teaching aids: tape scripts, handouts & cassette player.	
PROCEDURE
Teacher ‘s activities
Students’ activities 
I. PRE-LISTENING:(12’)
*Warm-up:	
-Divide class into 2 groups A & B.
*Teaching vocabulary:
- sense of humor: -> (photo of Mr. Bean)
->He has good sense of humor.
*True/ False prediction:
-Deliver handouts
-A Student in group A will describe some physical characteristics of a student in his/her group.
-Group B has to guess who the student is.
- In pairs, Ss predict if the following sentences are true or false (See Task 1, p.18)
II. WHILE- LISTENING (20’)
Task 1: True/False statements. (8’)
-Ask Ss to listen to the tape twice & check their exercises in prediction activity.
-T’s feedback.
Task 2: Fill in the table. (12’)
-Deliver handouts (See textbook, p.18)
-T’s feedback.
-Keys:
*Lan’s talk:	1.F	2.F	3.T	4.F	5.T	6.F	
-*Long’s talk:	1.F	2.F	3.T	4.T	5.T	6.T
Ss to listen the tape again to find out the information & fill in the table.
How and where they met
What they like about their friends
Lan
They used to live in the same residential area in Hanoi.
Lan went on a holiday to Do Son and Ha went there to visit her.
Ha’s very friendly and helpful.
Ha’s sociable. She’s got many friends in Do Son and she introduced Lan around.
Long
They met in college.
Minh played the guitar, Long was a singer.
They worked together.
Minh has a sense of humor.
Minh likes to go to plays and movies.
Minh is a good listener.
Minh is friendly and helpful.
IV. POST-LISTENING.(11’)
Ss talk to each other about their best friends
+ how & where they met.
+ what they like about their friends.
V. HOMEWORK.(2’)
- Write a short passage about your best friend.
Teaching date:.../09/2009
PERIOD 4	UNIT 1 FRIENDSHIP
	 	 WRITING
*Objectives: By the end of the lesson, Ss will be able to:
	+ make an outline of the ideas to describe a friend
	+ write a paragraph describing a friend’s characters with supporting details for each character.
*Skills:	Writing
*Teaching aids: textbook, posters.	
	PROCEDURE
Teacher ‘s activities
Students’ activities 
1
2
3
4
5
6
7
8
9
I. WARM-UP: (6’) Noughts & crosses.
1. friendly	2. cheerful	
3. pleasant	4. modest
5. active	6. hardworking	
7. studious	8. responsible
9. selfish
Key:
1-d	2-g	3-c	4-i	5-f	
6-a	7-h	8-e	9-b
In 2 groups, Ss in turn choose numbers & match the adjective under the number with a suitable example (on a chart) describing emotions and actions as ideas development for that adj.
a. My mother gets up at 6 every day and never stops working until dinner-time.
b. Minh never wants to share anything with us. Whenever I ask him for help, the only answer I get is “Why do I have to do it for you?”
c. It’s nice to be around with Tam for his polite and friendly manner.
d. He’s very close to us. Though he’s our teacher, he treats us almost like his friends.
e. I like working with Lan. She always tries her best to finish her part of the work.
f. She is a lively person who engages in almost all the community activities.
g. I love spending time with Linh and seeing her broad smiles.
h. My friend spends a lot of time learning. She is one of the best students in our class.
i. Trust him. He doesn’t say more than what he has thought or done.
II. PRE-WRITING (6’)
*Brainstorming:
Where/ When first met
Physical characteristics
Personalities
-in school extra-activities
-at a football match
-high forehead
-very tall
- good-natured
-quick-witted
III. WHILE-WRITING 
1. Making outline. (10’)
 -While Ss are writing, T. goes around the class to see how well Ss work and whether they need some help.
-Ask 2 groups to write their outlines on the board.
-T’s feedback.
2 Writing (15’)
-In groups of 4, Ss write a paragraph about a friend on a poster.
-While Ss are writing, T. goes round to see if anyone needs help.
VI. POST-WRITING (7’)
-Ask 4 groups to show their posters on the board.
-T’s feedback.
V. HOMEWORK (1’)
-Ss work in pairs
-For column one, think of the possible places and situations in which you may have met your best friend. Write down as many of them as possible.
-For column 2, think of the most outstanding physical characteristics of your friend and write them down in this column.
-For column 3, think of the personalities of your friend that you like most about him/her.
-Ss to make an outline of a paragraph describing a friend, use the information they’ve just discussed in brainstorming activity.
-Ss work in groups of 4
-Ss to give remark.
-Ask Ss to write the paragraph into their notebooks.
Teaching date:.../09/2009
PERIOD 5	UNIT 1 FRIENDSHIP
	 LANGUAGE FOCUS
*Objectives: By the end of the lesson, Ss will be able to:
	+ pronounce the two sounds /dz/ & /t/ correctly.
	+know how to use to-infinitive or bare infinitive.
*Lexical items:
*Skills: Speaking, listening& writing
*Teaching aids: Handouts, textbook.
	PROCEDURE
I. PRONUNCIATION (12’)
*Warm-up:
-Divide class into 2 groups A & B.
I’m happyyou.
*Practice: 
-T. reads the words & Ss repeat them in chorus.
-Call some Ss to pronounce the words.
-T. reads sentence S (See textbook) & Ss underline the words containing the sounds /t/ & /d/.
-T’s feedback.
-T. reads sentence by sentence & Ss repeat.
-T corrects if there’re some mistakes.
II. GRAMMAR.
1. Infinitive with “to”. (10’)
-T. shows some books and ask:
-> What do you read books for?
->Expected answer:
* We read books to get information. 
-Use pictures of two happy faces & ask Ss to complete the sentence. 
T: Who can complete the boy’s sentence?
S: I’m happy to meet you.
* Practice:
- Ask Ss to put the words in the correct order to make complete sentences with infinitive with to 
- Ss work individually.
- Have some Ss write their sentences on the board.
- The other Ss correct the mistakes.
2. Infinitive without to: (10’)
*Practice:
-T’s feedback.
3. Free-practice: (10’)
-SS write on the board as many words having the sounds /d/ & /t/ as possible in 3 minutes.
 Group A Group B
/d/
 /t/
/d/
/t/
 Jam 
Children
chair
 orange 
church
- Ss to give the form: 
 Noun/pron. + to-infinitive
 Adjective
- Ss to match the words in column A with those in B to make meaningful sentences.
 A B
I saw a dog 	a. sing a romantic song
I heard you 	b. bite the crying boy
They made me 	c. clean their ten bicycles
- Ss to give the form of the sentences above.
 Verb + Object + bare-infinitive
- Ss to give some other verbs which can be used the same way as “see”, “ hear”, and “make”
- Expected answers: watch, let, feel, notice
-Ss. To rewrite sentences, using the words in brackets.(textbook, p.21)
- Ss to exchange the exercise and correct them.
-In pairs, each student tells his/her partner the first time ... 16. THE WONDERS OF THE WORLD
	LISTENING
.
A. Objectives:
- Aims: 
+ Listening to some information about The Great Wall of China.
+ Developing Ss’ listening skills of filling in missing information and answering the questions.
- Teaching aids: Pictures, cards, cassette.
- Method: Communicative approach.
B. Procedure.
Teacher’s Activities
Students’ Activities
I. Checking up: 3 mn.
II. Pre- listening: 8 mn.
Activity 1: Warm up.(3mn). Look at the pictures of 7 new wonders of the world and call the names of them.
 (1) (2) (3) (4)
 (5) (6) (7)
Questions:
1. Which wonder among these belongs to China?
2. Have you ever been there?
Activity 2. (3 mn).
Answer the questions:
1. What can you see in the picture? 2. Where do you think it is?
3. When do you think it was built?
Activity 3. (2 mn). Listen and repeat.
 man- made wonder Ming Dynasty 
 magnificence and significance. ancient
 World Heritage stone roadway
 UNESCO Beijing
III. While- listening:
Task 1: Listen to the passage about The Great Wall of China and fill in the missing information: (10 mn).
Attraction of the wall
- It is said to be visible from . (1)
- It was listed as a World Heritage by UNESCO in (2)
Construction of the wall
- It was mostly built during  (3).
- It took (4) years to complete the wall.
- Some of its parts were built around  (5).
Special features of the wall
- The length of the wall is  (6).
- The average height of the wall is  (7).
- The ancient people used  (8) to built the roadway.
Task 2: Listen to the passage again and answer the following questions.(10 mn).
1. When did the ancient Chinese start building the Great Wall?
2. How many provinces does the wall cover?
3. Why is it considered one of the greatest man- made wonders in the world?
4. Which part of the wall is the best choice for visit? Why?
IV. Post- listening.
Task 3. Choose a card on which there is a word or a number. Ask and answer about The Great Wall of China, use that word or number.(5mn).
- 1987. - 200 BC. - stones. - 11 metres. - The Ming Dynasty. - 1368. - 6000 km. - 5 provinces.
Task 4. Tell your partners why The Great Wall is considered one of the greatest wonders in the world and how it was built.(5 mn).
V. Homework. (1 mn).
- Write a short paragraph about The Great Wall of China.
Classwork.
Teacher shows the pictures of 7 new wonders of the world for the students to recognize them.
(1). Machu Picchu in Peru.
(2). The Great Wall of China.
(3). Jesus statue in Rio de Janeiro- Brazil.
(4). Mayan Ruins in Mexico.
(5). Roman Colosseum in Italy.
(6). Taj- Mahal in India.
(7). Petra, the ancient capital of the Jordan.
1. The Great Wall.
2. Yes, I have.
 No, I haven’t.
T leads in: Some of you have been there. Today, you will get more information about The Great Wall in China.
Pairwork.
Ss look at the picture and answer the questions.
Classwork.
T asks Ss to give the meaning of the words.
T explains some difficult words.
Ss listen and repeat.
Pairwork: Handouts. (One pair has a handout).
T: - asks Ss to read the sentences in Task 1 carefully.
 - has Ss listen the tape 2 times.
 - has Ss check themselves.
 - corrects.
* Key: 
1. the moon. 2. 1987. 3. The Ming Dynasty.
4. 200 5. 200 BC. 6. 6000 km
7. 11 metres. 8. stones
Pairwork. 
T: 
- asks Ss to read the questions in Task 2 carefully.
- has Ss listen to the tape 2 times.
- has Ss answer the questions, check themselves.
* Key:
1. in 1368.
2. Five provinces.
3. Because it can be seen from the moon.
4. The part in the northwest of Beijing is the best choice for visit because it is still in its original state.
Groupwork. (Choose a card on which there is a word or a number. Ask and answer about The Great Wall of China, use that word or number).
Pairwork. (use the cues in Task 1 and Task 2).
T calls some of pairs tell in front of class. 
T corrects if necessary.
	 	 Ngay soan: 11/3/2010
PERIOD 100	UNIT 16:	THE WONDERS OF THE WORLD
	WRITING
 Objectives: By the end of the lesson, Ss will be able to:
- Write a report on his/her visit to some place.
- Talk about his/her visit.
- Improve writing as well as speaking skills.
- Develop the love of places of interest in Vietnam as well as in the world.
Lexical items: marble, God, Buddha ‘s throne, dedicate.
Skills: writing, speaking.
Teaching aids: pictures, books.
PROCEDURE
Teacher’s Activities
Students’ Activities
I. PRE-WRITING
1. Warm-up: COMPETITION GAME
T. divides the class into two groups.
T. shows the pictures. Each group calls its name. The winner will be the group which has more correct answers. a b c d
e
2. Teaching vocabulary:
- marble (n) 	
- God (n) 	
- Buddha‘s throne 	
- dedicate (v) 	
Ex: Uncle Ho dedicated his life to the cause of national liberation.
Checking vocabulary: R.O.R
3. Reading the brief introduction:
- T. asks Ss to read the brief introduction and then work in pairs to discuss it.
4. Questions and answers:
- T. asks some questions to check Ss’ understanding.
a. Where did he/she visit?
b. Where is the Ponagar Cham Towers?
c. What are they like?
d. Do they consist of six towers?
e. Where are they located?
g. When were they built?
II. WHILE-WRITING: Write-it-up
III. POST- WRITING:
1. Activity 1: Correction.
- S - T gives marks for valuable answers.
2. Activity 2: Swapping the writing.
- SS exchange the writings to peer-correct.
- T stops peer correction and asks these questions:
+ Where did you go last summer vacation? (→ I went to Ha Long Bay...)
+.... 
3. Activity 3: In about 100-120 words, write a report on your visit last summer vacation. (If SS didn’t go, they could imagine any place)
- T goes around to help SS.
- Ss exchange their writings to correct.
4. Activity 4: Talk about your visit last summer vacation.
- Feedback. T gets Ss to choose the best performer to get a small gift.
IV. HOMEWORK:
ke	y: 	a. Ha Long Bay 	b. An Egyptian Pyramid 	c. The great Wall of China	d. Phong Nha cave 	e. Ponagar Cham Towers.
Ss write a short paragraph about a brief tour to the Ponagar Cham Tower by using his/her notes.
S write the answers on their posters.
- T SS to stick the posters on the board (3 posters)
- T corrects by eliciting from the whole class (correct the most important points such as tenses, forms of verbs, prepositions...), using a red pen or colored chalk.
- Ss prepare and then talk about their visit in front of the class.
- Write a report on your visit last summer vacation.
- Prepare for “language focus”
	 Ngay soan: 15/3/2010
PERIOD 101	UNIT 16. THE WONDERS OF THE WORLD
	 LANGUAGE FOCUS 
A. Aims: 
- Pronunciation: /ft/ - /vd/ - /fs - /vz/
-Grammar and vocabulary:
 +It is said that
 +People say that
B. Teaching aids:
 Text books, pictures, posters
C. Skills:
 Speaking and writing
D. Method: Communicative approach
 E. Procedure:	 
Teacher’s Activities
Students’ Activities
I. Class stabilization
II. Check up:(4’)
III. New lesson:
 A. Warm up:(4’) “Guessing” game (Guess the names of these four wonders of the world)
 a) It’s in Egypt. It was built over a 20-year period. It was 147 meters high on a base of 230 meters square.
 b) It’s in China. It’s the longest structures in the world (over 6000 km)
 c) It’s in Quang Ninh, Viet Nam.It was recognized as a wonder of the world by UNESCO in 1994. It’s famous for beautiful caves and beaches.
 d) It’s in India. It’s a great mausoleum. It was commissioned by the Mughal Emperor Shah Jahan. It was built over a 23-year period. 
 B. Presentation:
 1. Pronunciation:(10’)
 * Lead-in:
 /ft/ - /vd/ - /fs - /vz/
 coughs, gift, behaves, arrived, soft, moved, knives, roofs.
* Activity 1:
/ft/: gift, soft, lift.
 /vd/: arrived, moved, loved. 
 /fs/: coughs, roofs, laughs.
 /vz/: behaves, knives, loves.
 * Activity 2: 
Sentences given in the book, page 185.
Teacher speaks out the sentences.
Ss work in groups of 5 and guess the names. The quickest group with correct answer will win.
T shows pictures of these places on the board and gives marks for these Ss.
Feed back:
The Great Pyramid of Giza
The Great wall
Ha Long Bay
Taj Mahal in India 
* T writes these words and these compound consonants on the board then pronounces these words twice.
Ss work in pairs to put them in the right column of compound consonants. 
T gives correction when Ss are wrong.
Feed back:
/ft/: gift, soft
/vd/: arrived, moved 
/fs/: coughs, roofs
/vz/: behaves, knives
* T adds some more words: lift, loved, laughs, loves into the right columns (poster on the board)
T plays the tape of these consonants and words twice.
Ss listen and practice: first in chorus, then in chain (one by one).
T calls some Ss to repeat and corrects if necessary.
* T plays the tape, Ss listen to the tape and repeat. 
T asks Ss to pay attention to the sentence stress and pick out the words having the sounds /ft/ - /vd/ - /fs - /vz/ after listening to the tape twice.
Ss work in groups of five and practice pronouncing these sentences.
T goes round and helps Ss if necessary.
 2. Grammar and vocabulary:
 * Questions:(1’) 1) Where is the Taj Mahal mausoleum?
 2) How long was it built?
 * Answers:(2’) 1) The Taj Mahal mausoleum is in India.
 2) The Taj Mahal in India was built over a 23-year period.
 * Example:(5’)
 + The 1st way:1) People say that The Taj Mahal mausoleum is in India.
2) People say that The Taj Mahal in India was built over a 23-year period.
 + The 2nd way:
1.1) It is said that The Taj Mahal mausoleum is in India.
2.1) It is said that The Taj Mahal in India was built over a 23-year period.
 + Change into passive:
1.1) The Taj Mahal mausoleum is said to be in India.
2.1) The Taj Mahal in India is said to have been built over a 23-year period.
 * Note:(2’)After some passive verbs: say, think, believe, report, expect, know, suppose, consider, understand, feel, find we use infinitive constructions.
 * Practice(15’) Activity 1(exercise 1 in text book, sentences 1-> 4, page 185,186).
 Activity 2(exercise 2 in textbook, sentences 1->4, page 186)
IV. Homework(2’) 
* T asks Ss some questions, calls some to answer then T writes them on the board.
* T says these sentences in another way and writes them on the board as an example for the grammar point.
T asks some good Ss for the 2nd to rewrite these sentences. T can help to says out them and writes on the board if Ss don’t know.
T changes the sentences 1.1 and 2.1 into passive voice.
Ss pay attention to the way T rewrites these sentences (the underlined words)
T asks Ss to do the example in their text books, page 185 (pair work).
T introduces some more verbs used in this grammar point: think, believe, report, expect, know, suppose, consider, understand, feel, find or so on
Ss do the exercise in pairs, T goes around and helps Ss correct.
(Correction on poster)
Ss work in group of 4 then exchange their answer with other group. T corrects after peer exchanging (Correction on poster)