Giáo án giảng dạy tiếng Anh 11 nâng cao ( grade 11 advance )

GI¸O ¸N GI¶NG D¹Y
TiÕng Anh 11 N©ng cao ( Grade 11 Advance )
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Preparing Date: 
 Period: 2 - 3
Unit one: Friendship
Period 1-2: Reading
Aims
By the end of the lesson, the students are able to scan reading for specific information.
By the end of the lesson, the students are able to skim reading for general ideas.
By the end of the lesson, the students are able to express their ideas about friendship.
Skills: Skill-based (reading)
Key vocabulary
 - confide in 	- through thick and thin - guarantee 	- stick
 - evolve 	- break out into tear 	- detention 	- cheat
Key structure
A good friend is a person who helps you do homework.
A good friend always stands beside you even though you are a loser.
Materials
Textbook, pictures/ Drawings
Chalk and board
Handouts.
Stages/ Time
Procedure
 Aims
Focus
Materials
1. Warm -up & lead - in
(10-12')
2. Pre-reading
(8 - 10')
3. While - reading (10 -15')
(15 - 18' )
(10 - 12' )
4. Post - reading (14 - 16') 
5. Homework (1')
Game: Treasure Hunt.
- Divide the class into two groups.
- Stick 6 pictures of things (or draw the things) on the board.
- Tell ss to find out the treasure, the word of the day by combining the first letters in the names of these things. (Do not give them the names)
- The first group to find it will win the game.
- Check ss' understanding of instructions
- Give an example like this: a picture of a Car, of an Apple, and of a Tree, the word in this case is "cat"
- Have ss start the game.
These are the pictures: ® the word of the day is " FRIEND"
Words: flower, ring, ice-cream, eye, nurse, dog.
- Declare the winner.
- Ask ss: - Do you have friends?
What is a good friend like, according to you?
- Note down some key points.
Transition: - In today's reading, we'll get to know more about friends and friendships.
- Write down on the board:
 Unit 1 Friendship
Teaching Vocabulary
- Elicit meanings from ss or give explanations yourself.
break out into tears (phr.v) = begin to cry.
Though thick and thin(idm) = in spite of all the difficulties (trong bÊt cø hoµn c¶nh nµo).
Cheat / tʃi:t/ (v) = act dishonestly; copy sb's work in a test.
Detention / di'tenʃn/ (n) = punishment of being kept at school after it has closed (h×nh ph¹t giam ë tr­êng sau giê häc.
Confide /kn'faid/ in sb (v) = trust sb enough to tell a secret to him/ her (t©m sù, thæ lé)
Guarantee /g rənti:/ (n) = sù b¶o ®¶m
Evolve / i'volv/ (v) = develop naturally and gradually.
Stick together (v) = remain friendly and loyal to one another (g¾n bã)
- Give some practice on pronunciation. (Read - ss repeat)
Checking Vocabulary: Gap - filling
- Give ss handouts and ask them to work in pairs, completing the sentences, using the words just learned.
A good friend remains loyal to you ..........
Blue skies are not a ...... of continuing fine weather.
Being scolded by his mother, the child .........
Those students were sent to the ...... room for their cheating on the exam.
Like friendship, trust ........ with time.
Ann thinks there's no one in the class she can.
- Check with the class
Expected answers:
through thick and thin
guarantee
broke out into tears
detention
evolves
confine in
Activity 1: Reading and Matching
- Ask ss to read Text A and then match the grades with John's opinions on what a good friend is.
- Call on ss to say what John thought of a good friend in each grade.
- Go over the answers with the class.
Activity 2: True - False Statements (Task b, p16)
- Ask ss to read the statement about close friends in Task b (p.16) and say if they are true or false, i.e, SS agree or disagree with them.
- Check with the class and note down on the board ss' opinions
- Tell ss to read Text B and decided if the statements are true or false.
- Ask ss to work with a partner and compare answers.
- Call on ss to read the statements and say their choice.
- Go over the answers with the class.
- Tell ss to compare the ideas in the text and ss' opinions.
Answers: 
1. T 
2. F (According to the text, we become friends with those who share common interests) 
3. F. (We can not go out and pick a good friend) 
4. T
5. T 
Activity 3: Main ideas
- Write down on the board three phrases about the main ideas of the paragraphs in Text B and one extra phrase.
possible reasons for not having a best friend
what to do to have a best friend 
how best friendship develops
the benefits of a best friend/ what a best friend can do to us.
- Ask ss to skim the text again and match the paragraphs with their suitable main ideas.
- When they have finished, tell ss to compare answers with a partner. 
- Go over the answers with the class.
Expected answers:
Par.1 - d Par.2 - c Par.3 - a
Discussion
- Ask ss to work in groups of 4 or 5, expressing their opinions on the following questions: 
Close friends don't need to share common interests. Agree or disagree? Give reasons.
What is your own idea of a good friend?
How do you understand the proverb "A friend in need is a friend indeed?" 
- Go around to control and give help if necessary
- Call ss to report about their groups' ideas.
- Give feedback and comments on what ss have
Writing Sentence Building
Give ss handouts, and ask them to make sentences using the cues.
your ideas/ good friend/ different/ different grades.
best friend/ someone/ you can confide.
best friends/ usually stick together/ thick/ thin.
best friend/ help you/ avoid/ depression/ anxiety.
- To raise ss' interest and to
lead to the topic. 
- To engage ss, and let ss express their opinions
- To provide ss' with some language to help them understand the text.
- To help enrich ss knowledge of vocab.
- To see if ss have learned the words and know how to us them in a new context
- 
To develop ss' skimming skills
- To give some personalized task to engage ss
- to provide some practice on scanning skill
- To provide practice on skimming for general ideas
- For ss to share and learn 
- To provide ss with some free practice and to have them express themselves and share ideas
- To give more practice at home about the content of the text
Groups
T- class
T- class
T- class
T- class
Pairs
Individuals
T - class
Individuals
pairs 
T - class
Individuals
Pairs
Groups
Ss - ss
T - class
Individuals
- Pictures or drawings
- Chalk &board
- Chalk &board
- Handouts
Textbook
Textbook
- Chalk &board
Textbook
- Chalk &board
- Chalk &board
Handouts
Preparing Date: 
 Period: 4
Unit one: Friendship
Period 3: Listening
Aims
By the end of the lesson, the students are able to listening and pick up specific details.
By the end of the lesson, the students are able to listening and understand general ideas.
Skills: Skill-based (listening, speaking)
Key vocabulary
- sociable 	- sensitive 	- indifferent; 
- conservative	 	- skinny 	 - stout
Key structures
She looks athletic with her hair cut short and casual clothes.
It was her rosy plump face .... that attracted me at the first look.
Materials
Textbook
Chalk and board
Sheers of paper.
Cards
CD player
Stage/ Timing
Procedure
Aims
Focus
Materials
1. Warm - up
(4 - 5')
2. Pre-listening
(4 - 5')
3. While - listening (5 - 7 ')
(8 - 9') 
(4 - 5') 
4. Post - listening (8 - 9' )
5. Homework
(1')
Game: 'Five little things'
- Ask ss to work in groups of four
- Tell ss to listen to instructions and write down 5 things as required on a piece of paper.
- The group that finishes first and gets all correct will get 1 point
- The group that has more points will win the game.
- Check ss' understanding of instructions and have them start the game.
These are the suggested instructions:
Write down 5 places where you often meet with your close friend.
Write down 5 things you often share with your close friend.
Write down 5 qualities you need in a good friend.
Write down 5 adjectives describing appearance.
Write down 5 adjectives describing character or personality.
Expected answers:
home, school, park, cinema, evening class, ....
notes, cake, homework, school things, joy, sadness, ....
honesty, loyalty, unselfishness, helpfulness, good-heartedness, ....
tall, short, good-looking, beautiful, well-dressed, stout,...
reserved, out-going, sociable, studious, practical, sympathetic, ...
- Read ss' items and check with the class after each question.
- Declare the winner.
Transition: - We use a lot of nouns and adjectives to talk about friends. 
Today we will listen to a letter from Jack, writing about his new friend.
-Write down on the board: 
Unit 1 Friendship - Listening
Teaching Vocabulary
- Use pictures and explanations to present some new words.
+ sociable / səuʃəbl/ (a) = friendly, outgoing
+ conservative/ / (a) = opposed to great change (b¶o thñ)
+ sensitive/sensətiv / (a) = easily offended; easily hurt( nh¹y c¶m)
+ skinny / 'skini/ (a) = very very thin (gÇy tr¬ x­¬ng)
+ stout / staut/ (a) = rather fat.
+ indifferent / in'difr nt/ (a) + having no interest (thê ¬)
- Read the words one by one and ask ss to repeat.
Checking Vocabulary
- Tell ss to listen to the explanation in English and say the word.
very thin (Expected: skinny)
having no interest (Expected: indifferent)
friendly, outgoing (Expected: sociable)
easily offended (Expected: sensitive)
rather fat (Expected: stout)
opposes to great change (Expected: conservative)
- Checking with the class
Describing yourself (Task a, p.17)
- Ask ss to read the list of adjectives and stick (⋎) the words that describe them and add more adjectives that are true for them.
- Call on one student or two to read their list that describes themselves
Activity 1: Listen and tick (⋎) 
(Task b, p.17)
- Tell ss they are going to listen to a letter from Jack, writing about his new Vietnamese friend, Mai.
- Ask ss to listen and tick ( ⋎) what is true about her.
- Let ss listen for the second time if necessary.
- Go over the answers with the class.
Activity 2: Listen and take notes
 - Ask ss to listen again and note down the noun phrases used to describe Mai's appearance.
- Call on ss to read their notes and check with the class.
Expected answers: 
- her rosy plump face, - two dimples (on her cheeks), - short hair, and - casual clothes.
Activity 3: Questions and answers
- Tell ss to listen again and answer the questions
On what occasion did Jack meet Mai Tran?
How old are Jack and Sinh?
What do Mai, Jack and Sinh have in common?
Where is Mai going this summer?
Will Jack go with Mai there?
- Go over the answers with the class.
Expected answers:
Jack met Mai Tran at his cousin's party.
They are 17 - the same age as Mai.
They all have the same taste in information technology and music.
She's going to visit/ travel back to Viet Nam.
Maybe. He hasn't decided yet.
Speaking: Role play (handouts).
- Pair of ss as A and B and tell A to play the role of Jack and B the role of Sinh. Ss imagine they are having a conv ... bers. If the two sentence halves do not match, say 'No match', and the next person chooses two numbers.
- Play continues until all the sentence halves are matched.
- The player with the most matches wins. .
Expected: 
popular 2. record
resolution 4. joke 
whisper 6. show
holiday
sleigh
- Elicit what it means by 'proposal'
Transition: In today's writing section, we'll learn how to make a proposal for sth.
Play game: Word Grid
- Workgroups to listen to instructions and write down 3 things as required on a piece of paper.
Answers: 
popular
record
resolution
whisper
joke
show
holiday
sleigh
- Listen
II. Pre- Writing
Presenting an outline
- Elicit what to include in a proposal
- Have SS study the notes for a proposal (textbook, p.100)
- Go through the notes with the whole class and give explanations for each category.
* Objective * Time & venue
* Participants * Preparations & students-in-charge
* Activities * Expenses
* Prepared by * Approved by 
Teaching some expressions
Expressing objectives
With the aim to/ in order to/ with a view to
Aim to do sth
Assigning duty
be in charge of sth/ V-ing
take responsibility for sth
will + V (bare infinitive) 
Minh will prepare gifts
Transitions: 
As for .../ with regard to .../ As far as sth is concerned, ...
Introducing a sample proposal
- Have SS to read the sample proposal (textbook, p.101)
- Get SS to pay attention to the language used to connect the ideas with paragraphs.
- Listen and take note
* Objective * Time & venue
* Participants * Preparations & students-in-charge
* Activities * Expenses
* Prepared by * Approved by
- Listen and take note .
Expressing objectives
With the aim to/ in order to/ with a view to
Aim to do sth
Assigning duty
be in charge of sth/ V-ing
take responsibility for sth
will + V (bare infinitive) 
Minh will prepare gifts
- Work in pairs to read the sample proposal (textbook, p.101)
III. While - Writing 
1. Activity 1: Table completing (Task a, p.102)
- Ask SS to work in pairs 
- Within groups, SS do task a.
- Get SS to compare answers in small groups and then go over answers with the class.
2. Activity 2: Write it up
- First ask SS to underline the verb and noun phrases describing trends or changes in the descriptions.
- Then ask SS look at the graphs and read the descriptions, and then match the graphs with their descriptions.
- Tell SS to compare answers in pairs and then go over the answers with the class. 
- Work in small groups to do task a.
- Variety of letters
IV. Post-writing 
Role - playing
- Put SS in pairs
- Ask SS to exchange their writings for correction
- Go around to monitor and check.
- Give feedback and comments.
- Work in pairs to exchange their writings for correction
 - Read together and give correction
V. Homework
 Peer correction
- Get SS to exchange the proposals they wrote in Activity 2, and have SS try correcting it at home
- Ask SS to hand in the corrected paper in the next class
- At home, the teacher will read through those corrected proposals again and make any corrections and return them to SS in the next class
- Exchange the proposals they wrote in Activity 2
Preparing Date: 
 Period: 
Unit Eight: Postal & Telecommunications services
Period : Language Focus
Aims
By the end of the lesson, the students are able to write fractions in their written form.
By the end of the lesson, the students are able to use different types of relative clauses.
Type of lesson : 
Grammar- based (relative clauses.)
Key vocabulary
- fractions. - devoted
- supply 
Key structures
China's population is nearly 1.3 billion, which is almost 22% of the world population.
Shanghai, whose population density reaches 2,118 people per sq.km, is .....
Materials
- Textbook	- Handouts
- Chalk and board	- Paper strips
 Teacher's activities
 Students' activities
I. Warm up
Game: Text messages
- Divide SS into small groups.
- Give out handouts with text messages in a special form or numbers.
- Ask the groups to translate or write the message into full English form .
- One correct translation will earn the group 1 point. The groups with more points will win the game.
This is the handout:
R U OK?
C U B 4 5
gr8!
I'll B L8
Expected answers: 
Are you OK?
See you before 5.00
great
I'll be late
- Ask SS what this form is called and when it is used.
Expected : It's a kind of shorthand and is often used in informal notes or email.
- Ask SS when or where they often see things like 1/2 ; 3/4 ...
Expected : in mathematics, when talking about proportions ...
Transition: - Yes, and they are called fractions. Part of the lesson today will focus on how to write fractions in full form.
Play game: Text messages
- Workgroups to translate or write the message into full English form
Answer:
Are you OK?
See you before 5.00
great
I'll be late
- Listen
II. Word Study
 Fractions
- Draw a circle on the board and divide it into 4 equal parts .
- Ask SS how many parts they can see in the circle, and then elicit 1/4, 1/2 and 3/4.
Expected : 1/4 = a quarter
 1/2 = a half
 3/4 = three-quarters 
- Tell SS in fractions, the numerator is a cardinal number and the denominator is an ordinal number.
Numerator cardinal number
Denominator ordinal number
* if the numerator is 2 (2 or over), the denominator must be in the plural form. E.g: 2/3 = two-thirds
* quarter is often used for fourth. E.g: 1/4 = a quarter
Completing the sentences (p.87 - 88)
- Ask SS to complete the sentences with the full form of the fractions.
- Tell SS to compare answers in pairs
- Call some students to read their answers while some others write them down on the board.
- Check with the whole class.
III. Grammar
Relative Clauses
- Write these sentences on the board:
The man who is standing over there is our new teacher.
Mr. Minh, who teaches us English, is a nice man.
- Tell SS to underline the relative clauses in the sentences, and ask them what the clause functions in sentence a.
(Expected : It describes the preceding noun, and is essential to the clear understanding of the noun, that is, to define or limit the noun)
- Ask SS if the clause in sentence b does the same, and what function it has in the sentence.
(Expected : No, the clause in b is not there to define the noun because it is clear who he is; it just adds extra information about the man)
- Ask SS if there is any difference in the form or structure of the two sentences. (Expected : The relative clauses in b is separated by commas)
- Elicit and present the types of relative clauses and their features:
1. Activity 1: Error Correction (Task a, p.88)
- Ask SS to read the sentences, underline the words or phrases that are incorrect word or phrases. Tick (⋎ ) the sentences that are correct.
- Tell SS to compare answers with a partner and then go over the answers with the class.
- Give feedback
2. Activity 2: Joining the sentences (Task b, p.89)
- Tell SS to read the pairs of sentences and combine them using relative words and add commas where necessary. 
- Call on SS to write their sentences on the board and check with the class
- Give feedback
3. Activity 3: Answering questions using relative clauses (Task c,p.89) 
- Ask SS to answer the questions using the information proved in relative clauses.
- Tell SS to compare answers with a partner.
- Go over the answers with the class.
4. Activity 4: Definitions
- Put SS into two groups, A and B.
- Give each group a set of cards. Set A to group A, Set B to group B, 
- Tell the groups to take turns to read the definitions of the word on the cards. And the students in the other group say what it is. With a correct word, the group wins 1 point. The group that wins more points will win the game.
- Give a demonstration: I have a word on the card in my hand. I'm going to read the definition, say what it is. "A place where you can buy food, and many other things"
(Expected : A supermarket)
- Then show SS the card with 'supermarket - buy food and ...'
- Check SS' understanding of instructions and have them start the game.
- Keep a running total of points for each group on the board.
- Declare the winner.
5 . Activity 5: Expanding sentences (Optional - to be left out if out of time)
- Put SS into small groups
- Write the following sentence on the board: This is Tom
- Tell SS, in their groups, to try to expand the sentence and make it as long as possible.
- After the time limit of 5 minutes, the group with the longest and correct sentence will win the game.
- Work individually to draw a circle on the board and divide it into 4 equal parts .
Answers: 
1/4 = a quarter
 1/2 = a half
 3/4 = three-quarters 
- Work in pairs to tell fractions, the numerator is a cardinal number and the denominator is an ordinal number.
- Then compare answers in pairs 
- Work in pairs to complete the sentences with the full form of the fractions.
Then compare answers in pairs
- Read their completed sentences aloud
- Listen and take note
- Work in pairs to underline the relative clauses in the sentences, and ask them what the clause functions in sentence a.
\(Expected : It describes the preceding noun, and is essential to the clear understanding of the noun, that is, to define or limit the noun)
- Work in pairs to underline the relative clauses in the sentences, and ask them what the clause functions in sentence b.
(Expected : No, the clause in b is not there to define the noun because it is clear who he is; it just adds extra information about the man)
- Work in pairs to read the sentences, underline the words or phrases that are incorrect word or phrases. Tick (⋎ ) the sentences that are correct.
- Then compare answers in pairs
Answers:
delete "they" 
delete "who's"
Correct
delete "that"
delete "which the"
delete "which "
no commas
delete " that "
- Read the pairs of sentences and combine them using relative words and add commas where necessary. 
Answers: 
........whose parents come ........
........who/ that comes .........
On Easter Island, where the Dutch .....
........, whose population ......
......period when I have to take ......
...... whose window .....
......which has .....
...... who/ that .......
- Work in pairs to answer the questions using the information proved in relative clauses.
- Work in groups to take turns to read the definitions of the word on the cards. And the students in the other group say what it is
- Work in small groups 
V. Homework
Sentence Completing
- Give out handouts and ask SS to do the exercise at home.
The winner, ...... set a new record, is a humble person.
Jack can't remember .......... he lend his car to.
The food ....... was left was eaten the following day.
I can never forget the day ....... I met you.
The people ............ were waiting outside were becoming impatient.
Expected answers: 
1. who 2. who/ whom 3. which/ that 4. when/ 0 5. who/ that
- Do at home