Bài soạn môn học Tiếng Anh lớp 11 - Unit 1 đến unit 3 năm 2009

The 1st period
Date of planning: 17/08/2009
I. OBJECTIVES: 
To introduce the textbook- English 10
To guide Ss how to do English tests.
To give a fifteen- minute test.
II. MATERIALS: Student’s book, student’s workbook,
III. PROCEDURE:
Teacher’s activities
Students’ activities
WARM-UP
- Introduce to students about the teacher
-Ask Ss about their names and English knowledge etc.
PRESENTATION
Content: consist of six topics:
You and me
Education
Community
Nature and environment
Recreation
People and places
à Six topics are divided into sixteen Units.
The design of each unit in textbook:
- There are five main parts in each unit: 
Reading : developing reading skill
Speaking: developing speaking skill
Listening: developing Listening skill
Language Focus: learning grammar and Pronunciation.
Guiding English tests in Grade 10:
- Fifteen-minute test( 03 times)
- Forty-five test (2 times)
- Semester test( once for each semester)
àThe tests in grade 10 include: 
Reading: 25% 
Listening: 25%
Writing: 25%
Language Focus: 25%
Grammar and Knowledge:
1.Review:
- Tenses
2. Main Points:
- Tense
- Gerund and to + infinitive
- The + adjectives
- Used to + infinitives
- Because of and inspite of 
- Reported speech
- Condition sentence type 1.
Production: Pair work
- Ask Ss to work in pairs and make acquainted with a friend by using suggestions:
1. What’s your name?
2. How old are you?
3. Where do you live?
4. What do you you study?
5. What subjects do you study at school?
6. What’s your favourite subjects ?
7.What do you often do in your free time?
8. What do you want to be in the future?
Homework:
- Ask students to prepare new lesson :Unit 1- Reading
- Listen to the teacher
- Answer the teacher’s questions
- Listen to the teacher and look through the books
- Listen to the teacher and write down the notebook.
- Pair work
The 3rd period
Date of planning: 18/08/2009
A.Reading
I. OBJECTIVES: By the end of the lesson, Ss will be able to:
	+ understand the lesson by reading comprehension on the text 
	+ know more about the daily life of a farmer.
II. MATERIALS: Student’s books, note books, chalks board, etc.
II. PROCEDURE:
Teacher’s activities
Students’ activities
WARM-UP
- Ask Ss to close their textbook.
- Ask Ss to look on the board and match the places with the jobs
A
B
1. Teacher
2. Doctor
3.Worker
4.Seller
5. Farmer
a. Field
b. Market
c. Factory
d. Hospital
e. School
- After three minutes,T goes through the class and ask Ss:
 + T: Where does a teacher work?
 + S: He/she works at school.
- Give some other questions and ask them to answer.
Lead-in: To understand more about the life of a farmer, today we learn Unit 1
PRE- READING
Activity 1: Describing the pictures
- Ask Ss to look at the pictures on page 12 and talk about activities of people in the picture.
 + Who is he/she?
 + What’s he/she doing?
 + Where is he/she doing?
Activity 2: Present vocabularies
Peasant (n) : farmer
To lead the buffalo to the field: dẫn trâu ra đồng
To plough and harrow (v) : cày và bừa
Plot of land (n.p) : một mảnh đất nhỏ
Fellow peasants(n) : farmers working in the same field.
Take a short rest : to have a rest in short time
Transplant(v) : grow rice( cấy)
To pump water (v) : bơm nước
Crop(n) : vụ mùa
- Ask Ss to pronounce words and phrases loudly in the textbook.
WHILE- READING
Task 1: Multiple Choice
- Ask Ss to read through the passage and choose the option A,B,C, or D
- Go around the class and provide the help if necessary.
- Call on some Ss to read their answers.
Task 2: Answering questions
- Ask Ss to look through the passages and answer the questions.
- Let Ss to work in pairs and practice with partner
- Call on some pairs to ask and answer in front of class.
- Help if necessary.
Task 3: Note Completion
- T ask Ss to scan the passage and make a brief note about Mr Vy and Mrs Tuyet’s daily routines.
-Tell Ss to compare their notes with a friend.
- Give correct answer
AFTER- READING
- Ask students to close their books
- Ask them to talk about Mr Vy and Mrs Tuyet’s daily routines or their parents’ daily routines
- Listen to students and correct mistakes.
HOMEWORK:
- Ask Ss to write a paragraph about their parents’ daily routine( 60- 80 words)
- Prepare Part B: SPEAKING
- Listen to the teacher and match the places with the jobs.
Answers:
1.e 2.d 3.c 4.b 5.a
-Listen to T’s explaination and take note
- Listen to T and do the task.
- Give the correct answers
1.C 2.C 3.A 4.A
- Work in pairs
- Try to answer and practice with partner.
Suggested Answers:
1. He’s a peasant / a farmer
2. He gets up at 4:30 and then he goes down the kitchen to boil some water for his morning tea.
3. In the morning, he ploughs on his plot of land, drinks tea, and smokes tobacco during his break.
4. In the afternoon, they repair the banks of their plot of land. Mr.Vy pumps water into it and his wife does the transplanting
5. Yes, they are. Because they love working and they love their chidlren.
- Work in small groups of four and then representative of each group present their ideas in front of class.
- Take notes in textbook.
Suggested Answers:
In the morning:
- 4:30 à The alarm go off and Mr.Vy gets up, goes down the kitchen, boils water for tea, drinks tea, has quick breakfast, leads the buffalo to the field.
- 5:15 à leaves the house
- 5:30 àarrives the field and plough and harrow. 
- 7:45 à takes a rest
- 10:30 à goes home
- 11:30 à has lunch with family
In the afternoon:
- 2:30 à Mr.Vy and Mrs Tuyet go to the field again , repair the banks pf their plots of land. He pumps water into it. She does the transplanting.
- 6:00 à finish the work
- 7:00 à have dinner
After dinner:
- Watch TV, go to bed
- Sometimes visit neighbors, chat with them.
- Listen to the T and write down homework
IV. EXPERIENCE: No problems
The 4th period	
Date of planning: 19/08/2009
B. Speaking
I. OBJECTIVES: By the end of the lesson, Ss will be able to:
+ ask and give information from a timetable 
	+ talk about his/her daily routines by using given information and pictures.
II. MATERIALS: Student’s books, note books, chalks board, etc.
II. PROCEDURE:
Teacher’s activities
Students’ activities
WARM-UP
- Ask Ss to close their textbook.
- Ask Ss to make a list of the subjects they learn in at school
Subiects at school
- Give Ss some subjects and ask Ss to repeat these ones:
Civic Education Ÿ Chemistry
Technology ŸHistory
Mathematics Ÿ Physics
Literature Ÿ Geography
Physical Education Ÿ English
Biology
 PRE- SPEAKING 
Lead-in: Before we practise speaking about daily routines. I want to review ways expressing time. 
- T asks Ss to match a number A with a suitable phrase in B
A
B
7.15
a. a quarter to ten
8.05 
b. five to nine
8.55 
c. five past eight
9.45 
d. a quarter past seven
10.40 
e. twenty to eleven
17.00 
f. half past six p. m
6.00 
g. five o’clock p. m
18.30 
h. six o’clock a. m
- Let Ss to work with partner and help Ss to remember ways say time.
WHILE- SPEAKING
Task 1: Set the scene 
-Tell Ss to Ask and answer questions with a partner about Quan’s weeklt timetable by using the information from the timetable.
- Go around and offer help.
- Call on some pairs to practice on front of the class.
Task 2: Descrbe the pictures
- Lets Ss to work in groups to talk about Quan’s activities using the pictutes in task 2.
- Help Ss by asking for some questions:
 * What is Quan doing in picture A?
 * Is he getting up ?
 * What time does he get up?
- Go around the class and provides help if necessary.
- Call on some Ss to Speak aloud their answers.
AFTER- SPEAKING
- Ask students to close their books
-Ask them to talk with classmates about their daily routines.
- Walk around and help them.
- Calls on some Ss to present in front of class
- Check and correct mistakes.
HOMEWORK:
- Write a paragraph about your daily routine( 60- 80 words)
- Prepare Part C: LISTENIG
- Listen to T and try to remember names of subjects.
-Listen to T’s explanation and take note
- Work in pairs and give correct answer
- Listen to T 
- Ask and answer in pairs:
Examples:
A: What time does Quan have physics on Tuesday?
B: He has physics at 7.15 on Tuesday.
A: What lesson does Quan have at 8.55 on Monday?
B: He has maths at 8.55 on Monday.
- Work in group and then present in front of the class.
Note: Ss should use the conjunctions such as 
 And..., 
 Then..., 
 After that...
 After...
Suggested Answers
Everyday Quan gets up at 14:00. Then he studies for two hours. He watches TV at 16:30. At 17:00 he rides to the stadium to play football with his friends. He gets back home at 18:30. After having a shower, he has dinner with his family at 19:00. He prepares for the following day’s lesson at 20:00.
- Work in pairs 
- Listen to the T and write down homework
IV. EXPERIENCE: Students forget the names of school subjects and the way to tell clock time. T should recall these words before they practice speaking.
The 5th period
Date of planning: 21/08/2009
C. Listening
I. OBJECTIVES: By the end of the lesson, Ss will be able to:
	+listen and know the activities in the life of a cyclo driver
	+develop listening skill by doing Pictures Ordering and True or Fasle execises
II. MATERIALS: Student’s books, note books, chalks board, Cassette players...
II. PROCEDURE:
Teacher’s activities
Students’ activities
WARM-UP Categorising
- Ask Ss to close their textbook.
- T asks to work in groups and put the sentences into the correct column:
He is a farmer
He is cyclo driver
He is a teacher
He gets up very early
He works with children
He gets people from one place to another 
He corrects homework
He meets a lot of people.
He works in the streets
He lives in the country
He works in school
He works on a farm.
PRE- LISTENING
Activity 1: Work in pairs
- Ask Ss some following questions:
 +Have you ever travelled by cyclo?
 + When was it?
 + Is it interesting to travel by cyclo?
 +Which do you prefer, going by cyclo or bicycle? Give reasons.
Activity 2: Pronounce these words
District (n) : a smaller than country, a part of a town.
Drop(v) : leave somebody at a place.(chở ai đến nơi nào)
Passengers (n) : people who travel on a bus.
Pedal (v/n) : a lever operated by foot to control bicycle or motorbike.(đạp, bàn đạp)
Purchases (n) : things a person buys 
Food stall (n): near a market when food is sold.
-Ask Ss to pronounce these word loudly in the textbook.
WHILE- LISTENING
Task 1: Matching pictures
Lead-in: You will hear Mr. Lam, a cyclo driver in Ho Chi Minh city, talk about his morning activities. The pictures in your textbook ( on page 16) describe his activities. Listen to the tape, then number the pictures in their correct order.
- Play the tape twice and check the class.
- Play the tape again and give feedback.
- Call on some Ss to read their answers.
Task 2: Tr ... elt disappointed/ sad/ depressed.
2. 
A. Have you ever traveled to other parts of the country?
- Yes, I have.
B. When did you travel?
- In 2002.
 C. How did it affect you?
- It make me love our country more./ I learned more about different places in our country.
3. 
A. Have you ever talked to a famous pop star?
- Yes, I have.
B. Where did you meet him/ her ?
- At a party 
C. How did it affect you?
- It was interesting to talk to famous pop stars.
- It changed my attitude to/ towards/ famous pop stars.
- Write down
The 9th period
Date : 8/ 9
Grade 11
Theme: Personal Experiences
 Unit 2	
 Listening
Time: 45 minutes
I. Objectives:
1. Educational aim: By the end of this lesson, students will be able to develop such listening micro-skills as listening for specific information and taking notes while listening
2. Knowledge:
- General knowledge: Students learn about memorable experiences and the importance of family
- Language: Use past simple 
- New words: Words related to memorable experiences
3. Skills: Listening for specific information and comprehension questions
II. Method: Intergrated, mainly communicative
III. Teaching aid: Pictures, chalk, cassette tape
IV. Procedures:
Teacher’s activities
Students’ activities
Notes
Warm-up : (2 minutes)
- Have you ever seen a fire ?
- Where did it happen?
- Was it frightening?
Pre-listening : (8 minutes)
- Asks students to look at the picture in the book and ask them some questions
+ What is happening?
( The house is burning./ The house is on fire./..)
+ What is she doing?
( She’s talking a little girl out of the burning house )
- Asks students to repeat the provided words and explain the words if necessary 
While-listening: (24 minutes)
Task 1: 
- Asks students to read Task 1 silently 
- Ask students to listen to the tape (twice).
- Asks students to do Task 1 individually.
- Reads the sentences again to help weak students:
Task 2: 
- Asks students to read Task 2 silently and listen to the tape again.
- Asks two students to write the answers on the board
- Gives feedback
After-listening: (10 minutes)
- Asks students to work in groups to discuss the importance of family
- Goes around to provide help if needed
- Gives suggestion: Family is more important than things because it cannot be replaced It gives you love, support
- Calls each group to speak
- Gives comments and corrects mistakes
- Gives marks 
Homework: (2 minutes)
- Asks students to write a paragraph about the importance of family
- Asks students to prepare part Writing at home
- Answer freely
- Look at the picture and answer the questions
- Read the task and do it
- Listen to the tape carefully
Key:
1.F 2. F 3. F 4.F 5.F
- Practise reading the sentences
1. We talk to Christina, a successful business woman
2. My most unforgettable experience happened 13 years ago
3. The fire started in the kitchen where I forgot to turn off the gas stove.
4. I was sleeping when I was suddenly woke up by terrible heat.
5. I heard my mother’s voice calling my name.
- Read the task and listen to the tape then do task 2
Key:
1.grow 2.small 
3. everything 4. realize
5. family 6. replaced
7. took 8. family
- Work in groups
- Present ideas in front of the class
- Listen to the teacher and correct mistakes
- Write down
The 10th period
Date : 9/ 9
Grade 11
Theme: Personal Experiences
 Unit 2
 Writing
Time: 45 minutes
I. Objectives:
1. Educational aim: By the end of this lesson, students will be able to write a personal letter telling about a past experience, using the structures and vocabulary that they have learned in previous lessons.
2. Knowledge:
- General knowledge: Students learn about the organization of content of a form
- Language: Words used in a form of writing apersonal letter
3. Skills: Writing a personal letter to describe a past experience
II. Method: Interagrated, mainly communicative
III. Teaching aids: Chalk, textbook
IV. Procedures:
Teacher’s activities
Students’ activities
Notes
Warm-up : (4 minutes)
- Can you write a short letter in English?
- Is it interesting?
- To day I want you to write a letter about your past experience in English.
Pre-writing: (10 minutes)
- Has students give some of their past experiences? (being seriously ill, failing an exam; talking to a famous pop star, etc)
While-writing: (10 minutes)
- Gives students some guidance:
1. When it happened:
( It happened years ago/in ./ when I was years old.)
2. Where it happened:
( in my house/ at school / in the street)
3. Who was involved:
( your family members/ your friends/ your relatives,.)
4. How it affected you: 
 ( it changed outlook life / it make me more careful/ it gave me more confidence in ./ it taught me the lesson/)
- Asks students to work in groups to tell their experiences to prepare for their writing
Post-writing: (20 minutes)
- Asks students to write a passage about the most memorable past experience.
- Goes round to provide help
- Corrects common mistakes 
Homework: (2 minutes)
- Do the writing part, Unit 2, workbook
- Asks students to prepare part Language Focus at home
- Answer the questions
- Gives their own past experiences
- Listen to the teacher and copy down
- Work in groups to discuss
- Work individually and correct mistakes
- Write down
The 11th period
Date : 11/ 9
Grade 11
Theme: Personal Experiences
Unit 2
Language Focus
Time: 45 minutes
I. Objectives:
1. Educational aim: By the end of this lesson, students will be able to:
	- distinguish the sounds / m /, / n /, / η /
	- pronounce the words and sentences containing these sounds correctly
	- distinguish the uses of different verb tenses: present simple for indicating the past, past simple, past continuous and past perfect
	- use these verb tenses to solve communicative tasks
2. Knowledge:
- General knowledge: Students learn 3 sounds and review some tenses
- New words: Words related to 3 sounds and 3 tenses
3. Skills: 
- Pronunciation: / m /- / n /- / η /
- Grammar: Tense revision: the past simple, past progressive and past perfect
II. Method: Intergrated, mainly communicative
III. Teaching aids: textbooks, cassette tape
IV. Procedures:
Teacher’s activities
Students’ activities
Notes
I. Pronunciation:
- Writes some sentences on the board and ask some students to read them aloud
- Underlines the sounds /m/ /n / / η /
Ex: 
- We like singing mery songs on New Year’s Day.
- They live in a nice small house.
+Pre
- Asks students to look at their books, listen and repeat the words in the colums
+While
- Asks students to read the sentences
+Post
- Practises reading the sentences
II. Grammar: 
+Warm- up
We’ve already learn the present simple tense, the past simle tense, the past progressive tense. Now we are going to review TENSE REVISION
- The present tense use to tell a story that happened in the past makes it more interesting and vivid
+Pre
-Asks students to remember the use of these tenses
+While
Task 1:
- Asks students to do exercise 1 in pairs
- Corrects the exercise and explain the use of the tenses
Task 2:
- Asks students to do exercise 2
- Gives feedback
Exercise 3:
- Asks students to do exercise 3 individually
- Explains the difference between the simple past and the past perfect.
- Corrects the exerciseand explain the use of the tenses
+Post
- Consolidate the use of tense
Homework: (2 minutes)
- Practise reading the sentences
- Write exercise 2,3 in the notebook
- Prepare in Unit 3 part A reading in advance
- Listen to the teacher and bear in mind
- Repeat in chorus then individually
- Read the sentences
- Listen to the teacher and review tenses
- Retell the use of these tenses and bear in mind
- Work in pairs
Key:
1. lives- 2. invites- 3. sets
4. gets-5. waves 6. promises
7 carries -8. contains -9. has baked 
10. is -11. is shining 
12. are singing -13. is
- Do the task
Key:
1. broke / was playing
2. wrote / was
3. was working/ broke
4. stared / were walking
5. told / were having
- Do the task 3
- Listen to the teacher
Key:
1. had eaten / arrived
2. found / had taken
3. got / had closed
4. got / had left
5. got / had arrived
- Write down
 Unit 3: A Party
The 12th period
Date : 12/ 9
Grade 11
Theme: A party
Unit 3
Reading
Time: 45 minutes
I. Objectives:
1. Educational aim: By the end of this lesson, students will be able to:
	- develop such reading micro-skills as scanning for specific ideas, and identifying and correcting false statements
	- use the information they have read to discuss celebrations in their culture
2. Knowledge:
- General knowledge: students know how to celebrate some celebrations 
- New words: Words to celebrations and festivals
3. Skills: Reading for general or specific information
II. Method: Intergrated, mainly communicative
III. Teaching aids: Some photos of celebrations in the world
IV. Procedures:
Teacher’s activities
Students’ activities
Notes
Pre-reading: (5 minutes)
- Asks students to look at the first picture in the book and ask them some questions:
Are they having a party ?
What party is it ?
-Asks students to look at the second picture and ask some questions:
Are they friends ?
What are they celebrating ?
How old are the people in the picture ?
How do they feel ?
How long have they been married?
* The lesson today gives us some information about birthday and wedding anniversaries in the US.
While-reading: (25 minutes)
- Asks students to listen to the tape
- Asks students to read the passage silently
- Explains some difficult words
New words:
1. celebrate (v)
à celebration (n)
2. joke (v/n)
Ex: Don’t believe me . I’m only joking.
3. anniversary (n)
+silver anniversary / silver wedding / silver jubilee : 25th wedding anniversary.
+ golden anniversary / golden wedding / golden jubilee: 50th wedding anniversary.
+diamond anniversary / diamond wedding / diamond jubilee: 60th wedding aniversary.
Task 1:
- Asks students to do Task 1 in pairs
- Gives feedback
Task 2
- Asks students to do task 2 in pairs
- Gives feedback
Post-reading: (13 minutes)
- Asks students to talk about their birthday party. ( work in groups)(place, time, guest, foods, drinks, activities)
- Calls some students to give their answers
- Corrects mistakes and gives marks
Homework (2 minutes)
1. Do the tasks again in notebooks.
2. Prepare : Part B – Speaking. 
- Look at the first picture and answer the questions
- Look at the second picture and answer the questions
- Listen to the teacher
- Listen to the tape and correct pronunciation
- Pay attention to some new words
- Listen to the teacher and copy down
- Work in pairs
Key:
1&2 (Both) 3&6(Birthday) 4&5 (Anniversary)
- Work in pairs
Key:
eighth(seventh)
brings(eats)
food(presents)
anniversaries(age)
months(year)
5th (50th)
silver (golden)
- Work in groups to talk about their birthday party
- Give answers
- Copy down