Bài soạn môn học Tiếng Anh khối lớp 11 - Period 1 đến period 10

Date: 13/ 08/ 2009
Period 1: 	Revision
I. Aims and objectives
Help sts review some grammatical items which they studied last year: Conditional sentences, passive voice and reported speech (statements)
II. Materials
Textbook, exercise book
III. Procedure
Teacher’s activities
Students’ activities
3’
Warm up
- Class stablization
Greet: Good morning
- Checking attendants
Ask: How many sts are absent today?
- Ask other questions: How are you today?/ What’s the weather like today?
- Stand up and greet: good morning
- Answer: there’s no st. absent today...
- I am fine/ It’s fine
37’
Content
I. Conditional sentences
- How many conditional sentences did you learn?
Tell me the details
Give examples to illustrate
II. Passive voice
What are forms of the passive voice you learnt?
Give exercises and ask sts to discuss to do them
- Change the sentences into the passive voice
1. She has written this letter
2. They are demolishing this building
3. My father read these books last year
4. He is singing a song
5. People speak English all over the world
III. Reported speech: Statements
Ask: What are the changes when we turn direct speech into indirect speech for statements?
Give exercise: Change into indirect speech
1. “ I am very hungry”, he said
2. “ I will tell you the truth”, she said
3. “ My father is watching TV now”, he said
4. “ They have washed your car”,she said
- Check Sts’ result and give the correct answers
- We learned three types
Type 1: Express the real condition
If S + V (simple present), S + will + V
Type 2: Express the unreal condition at the present time
If S + V (past simple), S + would + V
Type 3: Express the unreal condition at the past time
If S + V (past perfect), S + would + have + Vp2
1. She will pass the exam if she studies hard
2. If I were you, I would tell him why
3. If I had met him, I wouldn’t have come here
1. Present simple
S + am/ is/ are + Vp2/ed + by O
2. Past simple
S + was/ were + V p2/ ed + by O
3. Present perfect 
S + have/ has + been + V p2/ ed + by O
4. Past perfect
S + had + been + Vp2/ ed + by O
5. Present continuous
S + am/ is/ are + being + Vp2/ ed + by O
6. Past continuous
S + was/ were + being + V p2/ ed + by O
7. Modal verbs
S + can/ may/.... + be + Vp2/ ed + by O
- Work in pairs to discuss and do the exercises
1. This letter has been written by her
2. This building is being demolished
3. These books are read by my father last year
4. A song is sung by him
5. English is spoken all over the world
- Answer: We must change pronouns, adverbs of time or place, tenses of verbs
Ex: now -> then, yesterday-> the day before, here -> there, tomorrow-> the following day, last night -> the night before
1. He said that he was very hungry
2. She told me that she would tell me the truth
3. He said that his father was watching TV then
4. She said that they had washed my car
4’
Consolidation
1. Give me an example of conditional sentence type 3
2. Give me an example of conditional sentence type 2
3. What’s the form of the present perfect in indirect speech
1. If she hadn’t gone out, she would have met him
2. If I were you, I would go to the zoo
3. present perfect -> past perfect
1’
Homework
Review all the gramatical items you have learnt
Date: 14/ 08/ 2009
Period 2: 	Unit one: Friendship
A. Reading
I. Aims and objectives
By the end of the lesson, Sts can understand more about friendship with its qualities.
II. Materials
Textbook, pictures
III. Procedure
Teacher’s activities
Students’ activities
3’
Warm up
- Introduce the game: Today I will let you play the game: crossword.
There are ten letters. I’ll divide you into 2 groups. Your duty is to guess each letter. If you are right, you’ll get mark 10
- Lead in: Today we’ll read about the topic: Friendship
- Listen to the teacher’s introduction
- Each group reads aloud the letter they guess one by one
- Key: F R I E N D S H I P
37’
Pre-reading
 Hang on the picture and introduce people in the picture: They are friends and they look happy
- Work in pairs and tell me the role of friends. You can recite the poem in the textbook and answer the question: What do you think of the friend in the poem
- Pre- teach vocabulary
1. acquaintance (n) /∂’kweint∂ns/: We just know this person but we aren’t his friend.
2. incapable of (adj) / In’keip∂bl/: unable to do st
3. unselfishness (n) / ^n’selfISnIs/:
translation
4. constancy (n) / ‘kоnst∂nsI/: -> constant (adj): unchangeable
5. loyalty (n)/ lоI∂ltI/-> loyal (adj): no suspicions
- Now listen and read after me
- Check sts’ understanding: “Slap the board”
- Answer the teacher’s questions freely or read the poem and discuss the questions in the textbook.
- Key: Our good friends will be beside us whenever we need or have difficulties
- Listen to the explanation and tell the meaning of the words
1. người quen
2. không có khả năng
3. tính không ích kỷ
4. tính kiên định
5. lòng chung thuỷ
- Listen and repeat
- Play the gamein the very short time.
While- reading
Read the passage again and do the tasks
Task 1: Fill each blank with a suitable word or phrase
- Work in groups and discuss the answers
- Check and give feedback
Task 2: Read the passage and decide which of the choices A, B, C and D most adequately sums up the ideas of the whole passage
- Check and give feedback
Task 3: Read the questions and answer the questions based on the passage
1. What is the first quality for true friend? And what does it tell you?
2. Why are changeable and uncertain people incapable of true friendship?
3. Why must there be a mutual trust between friends?
Read the passage again and do the tasks
Work in groups and give the answers after discussing
1. Good friendship should be based on mutual understanding
2. The children seem to be incapable of working quietly by themselves
3. He is an unselfish man. He always helps people without thinking of his own benefits
4. A acquaintance is a person one simple knows, and a friend is a person with whom one has a deeper relationship
5. You can’t always insist on your own way- there has to be some give- and-take
6. Despite many changes in his life, he remained loyal to his working principles
7. He started to get suspicious when he told him that dshe had been to Britain for many times .
- Read the choices individually
- Answer: B - Conditions of true friendship
- Work in pairs
- Give the answers
1. It is unselfishness. It tells me that a person who is concerned only with his own interests and feelings can’t be a true friend
 2. Because they take up an interest with enthusiasm, but they are soon tired of it, and they feel the attraction of some new objects
3. Because people can feel safe when telling the other his or her secrets
Post- reading
Discuss the question: why do we need to have friends? 
Report the results of your discussion to the class
- Work in groups
- Give some items for this question:
Because___friends help us to overcome the difficulties/ friends brighten up even our darkest night
4’
Consolidation
1. What are the qualities of true friendship?
2. What will happen if mutual sympathy doesn’t exist?
- Call on sts to answer these questions
1. They are unselfishness, constancy, loyalty, trust and sympathy
2. Friendship is impossible
1’
Homework
Answer the questions 3, 5, 6 in the textbook
Date: 15/ 08/ 2009
Period 3: 	Unit one: Friendship
B. Speaking
I. Aims and objectives
By the end of the lesson, Sts can understand describe someone’s physical characteristic, can talk about their personalities and they can know how to interview a famous friend.
II. Materials
Textbook, pictures
III. Procedure
Teacher’s activities
Students’ activities
5’
Warm up
1. Do you know David Beckham?
2. If yes, can you tell me wyhat he looks like?
Lead in: Today we’ll study how to describe someone’s physical characteristics. What should we pay attention to when we want to describe him/ her?
1. yes, I do/ no, I don’t
2. He is tall. He has blond hair straight nose.
- Make a net for each item
 height
 face
 forehead
 nose
 hair
appearance
 	tall
medium	short
	 square
large	oval	broad	high
straight	crooked	black	grey
	good looking	
pretty	handsome
5’
Check -up
 - What is the third quality for true friendship and what does it tell you?
- Why can’t people who talk too much keep a friend long?
- It is loyalty.It tells that two friends must know each other so well that there can be no suspicions between them.
- Because they maynot keep a secret
30’
Pre-speaking
- Ask sts to look at the picture
Set the scene: There are four people in the picture. Look at them carefully and then discuss in pairs, describe them
- Call on some pairs to present.
- Look at the picture
- Work in pair
Answer: (for example)
A: Look at the boy.Can you describe him?
B: He is fat. He wears glasses. He has short hair, straight nose and a round face.
While-speaking
- Can you give me some personalities in friendship that someone has?
- Which one do you think the most important? Why?
- Work in individually
caring, honest, sincere, helpful, gernerous, pleasant, understanding, modest
- sts can choose one to answer and explain
Ex: I think generous personalities is the most important because when we do something wrong for our friend, he/ she can forgive us and viceverse...
Post-speaking
Guide: In this part, you’ve to role play. Your duty is to work in pairs. One is a journalist and one is an interview
Set the scene: 
A: a journalist; B: an interviewee
B has a friend who is a famous singer. A wants to interview B about that friend. B describes him
- Listen to the instruction
- Work in pairs
Ex: A: What’s his name?
B: He’s C
A: What’re his physical characteristics?
B: He’s tall and handsome. He has short blond hair, a straight nose and a square face
A: What’re his personalities?
B: He’s sincere, humourous and friendly
A: Which song makes him become famous?
B: “Yesterday”
4’
Consolidation
 1. How can you describe some one ’s physical characteristics?
2. Give me some adjs to talk about personalities?
1. We use some descriptive adjs like: tall, medium, oval, round, square to describe the height and face, for example
2. good-natured, helpful, honest, studious....
1’
Homework
Describe your physical characteristic and personalities
Date: 17/ 08/ 2009
Period 4: 	Unit one: Friendship
C. Listening
I. Aims and objectives
By the end of the lesson, Sts can understand the content of listening task by doing the exercise True or False and taking note the in formation
II. Materials
Textbook, cassette tape
III. Procedure
Teacher’s activities
Students’ activities
3’
Warm up
- Hold the game: “ Who am I?” Explain the rule of the game: 
A student has to think of a famous person and describe this person. The student roles as him/ her. The rest will guess. Who guesses right will be the win ... idually
Work in groups to discuss
Reasons for agreement
Can enjoy spectacular scenery
Can have a lot of outdoor activities
Can get close to nature
Can become more active
Reasons for disagreement
have to bring a lot of equipment and supplies which are heavy
have to eat bread for 2 days
have to hire a coach
have to sleep in a tent
Do the model with a st
Setting a model
A: We are going to have a two-day holiday. Have you had any plans yet?
B: Yes, let’s go camping in the countryside
A: Yes, that’s a good idea and we can have a lot of outdoor activities.
C. I don’t think that’s a good idea because we’ll have to hire a coach
Go around to help if necessary.
Work kin groupss of three to study the model.
Practise and present in fornt of the group.
Post-speaking
Task 4:
Set the scene: Report your discussion to the class. Do the members of your group agree to go camping at last? Why? Why not?
- Call on representatives to present to the class
Check pronunciation
Work in pairs 
Present:
We have decided to go camping because all of us can get close to the nature. We can have a lot of outdoor activities
4’
Consolidation
How to express agreement and disagreement?
Answer the question
1’
Homework
Write a short conversation and give reasons of agreement or disagreement with your friends’idea of going on a trip.
Date: 21/ 03/ 2010
Period 86: 	 Unit 14. Recreation	
C. Listening
I. Aims and objectives
By the end of the lesson, Sts will be able to listen to a short mono-dialogue about recreation in summer
II. Materials
Textbook, cassette tape
III. Procedure
Teacher’s activities
Students’ activities
5’
Warm up
Ask sts to close the books. Then write the recreation with verbs
Go
Watch
Read
Listen
Play
Close the books and work individually
Ex:
Go camping/ Go for a picnic
Watch TV/ watch films
Read books/ read magazines
Listen to music
Play football/ badminton
 5’
Check -up
 Make a short conversation and give reasons for agreeing or disagreeing with your friends’ideas of going on a trip
Go to the board and present orally 
30’
Pre-listening
Analysic pictures:
- Look at pictures. What can you see in these two pictures?
Who are they?
Where are they?
What are they doing?
Look at words in textbook
Listen and repeat
Campgrounds waterfalls
Trash depressed
Wilderness dirtbike
Giant trees solitude
Answer:
P1: They are sts. They are in the countryside. They are going for a picnic
P2: They are tourists. They are in a town. They are going sight seeing
Listen and repeat
While-listening
 Task 1: Set the scene:
Three sts are talking about how they would like to spend their hoildays. Listen and decide whether the statements are true or false
- Listen to the Cd, then tick the true or false sentences
- Play the tape for the first time. 
- Stop and ask sts to do the task
- Play the second time, stop at each statement and check the answer
- Call on sts to write the answers
Task 2: Listen again and anwer the questions
- Play the Cd for the first time. Stop at each question for Ss to take note the information.
-> Discuss them with your partners.
- Play again to check
- Call on a representative of each group to write the answer on the board.
- Listen to the instruction
- Work in individually
- Work in pairs to check the answer
- Give answers: 
1. T: Anna doesn’t like summer weather
2. T: Anna usually spends two weeks in a national park every summer
3. F: Terry has never been to the mountains or the desert in summer (he used to)
4. T: Terry is attracted to the beauty of nature
5. F: Mary like the solitude of the wilderness ( She doen’t want to live in nature and enjoy it because of the solitude of wikderness
6. T: Mary enjoys the comfortable life in the cities
- Work in groups
- Discuss to give answers
Answer:
Riding their dirtbike in the desert, taking showers in waterfalls and swimming in lakes and rivers
In sleeping bags ot tents
Because more and more peopleare coming to these places and leave trash in the forest and take rocks and plants with them
He thinks nature is also important in the world
In cities
Because she can’t put up an umbrella tent in the wind or make a fire in the rain or carrying heavy back pack
Post-listening
List three advantages of a camping holiday
- Go round to help sts if necessary
- Call on sts to present on the board
- Present to the class
1. get close to nature
2. friendship can be better
3. learns lots of things
4’
Consolidation
What do people like doing in the listening task?
Answer the question based on Task 2
1’
Homework
Write three disadvantages of a camping hoilday
Date: 22/ 3/ 2010
Period 87: 	Unit 14. Recreation
D. Writing
I. Aims and objectives
By the end of the lesson, Sts will be able to write about a camping holiday they jioned
II. Materials
Textbook,pictures
III. Procedure
Teacher’s activities
Students’ activities
5’
Warm up
Hang on pictures and ask:
What activity do you see in this picture?
How often do you take part in the activity?
When did you last do it?
Call on sts to answer
Lead –in: Today we will practise to write about camping holiday
Work in groups
Answer:
It’s a camping day
Sometimes
Last year
5’
Check -up
Tell me three advantages and disadvantages of a camping holiday?
Go to the board and present in front of the class.
30’
Pre-writing
Set the scene: Last weekend, class 11A2 went to Bavi for a camping holiday. Match the activities with the correct pictures.
- Call on sts to present the anwers
Answer my questions:
When did sts in class 11A2 go camping?
Where did they go?
What did they do after putting up the umbrella tent?
What time did the bus leave school?
What did they do around the campfire?
What time did they leave the campsite?
Answer:
Pa-2: the bus leaving school
Pb-3: putting up the umbrella tent
Pc-4: watching wildlife in the forest
Pd-6: swimming in the lake
Pe-9: fishing
Pf-5: cooking food over an open fire
Pg-1: singing and dancing around the campfire
Ph-7: playing games
Pi-8: leaving campsite
They went camping last weekend
In Bavi
They watch wildlife in the forest.Some went fishing and swimming in the lake. After that they cooked over an open fire
It left school at 5.
They sang and danced around the campfire and played games
They left the campfire at 4 p.m the next day
While-writing
Task 2:
Set the scene: Imagine you are one of the students in class 11A2. Write a passage about class’ camping holiday using the information in Task 1 and the questions given
- Go around to observe and help sts if necessary
- Work individually to write
Post-writing
When you finish your writing, exchange yours with your partners
- Call on 2 sts to write on the board
- Check and correct, give feedback
- Peer correction
Present on the board
3’
Consolidation
 What have we written about? 
We hnave written about the camping hoilday 
1’
Homework
Write the paragraph into your notebooks
Date: 19/ 03/ 2010
Period 83: 	 Unit 13: Hobbies
E. Language focus
I. Aims and objectives
By the end of the lesson, Sts will be able to pronounce correctly double consonants /pt/, / bd/, /ps/, bz/ and sts can learn to use cleft sentences to emphasize subject, object and adverbial
II. Materials
Textbook, cassette player
III. Procedure
Teacher’s activities
Students’ activities
5’
Warm up
Hold the game: Rescue the princess
- Rule: T reads a word with a sound, sts have to tell that sound. If correct, they’ll get mark until they can be near the princess and rescue. Which group is quicker will be the winner
- Play the game:
5’
Check -up
Write down your collection on the board
Call on 2 sts to present their writing on the board
Go to the board and write the answer.
30’
Pronunciation
- Open the Cd player
- Ask sts to listen to the sounds /pt/, /bd/, /ps/, /bz/. Say: Now listen again and repeat the words.
- Who can read again those ones?
Require: Look at the sentences in the text book, listen to the Cd and then read aloud them.
Call on sts to read aloud
Check and correct
Listen to the sounds
Listen again and repeat
/ pt/ : stopped, jumped
/bd/ : robbed, bribed
/ps/: stops, maps
/bz/: robs, rubs 
- Read the sounds
Practise the sentences individually
She was robbed
He stopped smoking
Lan dropped the teapot
The boy jumped out into the road anb bumped into an old man
She’s been to a number of shops and clubs
He rubs his hands because he wants to interrupt their talk
Language focus
- Give the example: 
The man gave her the book
-> It was the man who gave her the book
Ask: Why do we focus on subject?
I. Exercise 1
Write the following sentences after the model, paying attention to the subject of the sentences
Go around to help sts if necessary
Call on sts to write the answers on the board.
* Give the example: 
The boy hit the dog in the garden
-> It was the dog that the boy hit in the garden
What’s cleft sentence used for in this case?
II. Exercise 2 
Put the verbs in brackets into the correct form.
- Go around to observe and help sts if necessary
- Call on sts to give answers
* Give the example: 
SHe bought him a present at the shop
-> It was at the shop that she bought hima present
What’s cleft sentence used for in this case?
III. Exercise 3
You should pay attention that we’ll change the following conditional sentences type 1 into reported speech. We don’t change the verbs of type 2 and type 3 into reported speech.
- Call on sts to write the answers on the board
- Check and correct
Answer: To make clearer the doer of an action
Answer:
1. It was the boy who visited his uncle last month
2. It was my mother who bought me a present on my birthday
3. It was H & S who sang together at the party
4. It was Nam’s father who got angry with him
5. It was the boys who played football all day long
6. It was the girl who received a letter from her friend yesterday
7. It was his presence at the meeting that frightened the children
Answer: To make clearer the object of an action
Give answers
It is English that the man is learning
It was the book that the woman gave him
It was the postcard that she sent her friends
It was the book that Hoa borrowed from Long
It was his grandfather whom the little boy greeted in a strange language
It was the policeman whom the pedestrian asked a lot of questions
It was the stranger whom the dog barked at
- To focus on the adverbial
Answer:
It was in the garden that the boy hit the dog
It was for tea that she made some cakes
It was for him that his father repaired the bike
It was on his birthday that she presented him a book
It was in Britain that he met his wife
It was from the shop that she bought that present
It was at 8.00 a.m that the meeting started
4’
Consolidation
What’s cleft sentence used for?
It’s used to focus on subject, object and adverbial
1’
Homework
make 5 cleft sentences which focus on S, O, A