Giáo án nâng cao 11 môn Tiếng Anh

Unitone Friendship
Lesson : reading PERIOD: 1/2
AIM:
By the end of the lesson, the students are able to :
Scan reading for specific information
skim reading for general ideas.
Express their ideas about friendship.
Lexical items:
Words/ phrases related to friendship: confide in, evolve, though thick and thin, break out into tears, guarantee, detention, stick, cheat.
Teaching aids:
Textbook, chalk and board, pictures, handout.
Method: Integrated, mainly communicative.
TEACHER’S ACTIVITIES
student’S ACTIVITIES
Warm up: (8’)
Game: Treasure Hunt
Divide the class in to two groups.
Stick 6 pictures of things on the board.
Tell SS to find out the treasure, the word of the day by combining the first letter in the names of these things.
The first groups to find it will win the game.
Check SS’ understanding if instructions.
Have SS start the game.
These are the pictures:đthe word of the day is “FRIEND”
Declare the winner.
Ask SS: Do you have friends?
What is a good friend like, according to you?
Note down some key points.
T leads in new lesson: In today’s reading,we’ll get to know more about friends and friendship.
Pre reading:
Teaching Vocabulary(15’)
Elicit meaning from SS or give explanations 
+ break out in to tears (v) = begin to cry.
+ thought think and thin (idm) = in spite of all the difficulties
+ cheat (v) =act dishonestly; copy sb’s work in a test
+ detention (n) = punishment of being kept at school affter it has closed
Give some practice on pronunciation. (Read SS repeat).
Checking Vocabulary
Give SS handouts and ask them to work in pairs, completing the sentences, using the words just leaned.
A good friend remains loyal to you .
Blue slies are not a ..of continuing fine weather.
.
While reading:
Task a: Reading and Maching (18’)
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.
Task b: True False statements (20’)
Ask SS to read the statement about close friends in task b and say if they are true or false, i.e, SS agree or disagree with them.
Check with the class and note down the board SS’ opinions.
Tell SS to read text b and decide if the statement are true or false.
Ask SS to work with a partner and compare answers.
Call on SS to read the statement and say their choice .
Go over the answers with the class.
Tell SS to compare the ideas in the text and SS’ opinions.
Task c : gap-filling (15’)
T asks to work in pairs ,completing the sentences,using words from the above texts.
 T walks around and help Ss when necessary.
 Check with the class.
Post reading:
Discussion 15’
Ask SS to work in groups of 4 or 5, expressing their opinions on the following questions:
What is your own idea of a good friend?
How do you understand the proverd “A friend in need is a firend 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.
Homework: (3’)
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/ anxeity.
Work in groups
Listen to the teacher’s instructions
Start playing game
Ss answer may vary
Listen and write down
Repeat in chorus
Suggested answer:
1. through thick and thin
2. guarantee
individuals
answer:
1-c
2-b
3-a
Work in dividually then compare answer with a partner.
Answers:
T
F
F
T
T
Work in pairs
Key:
1.burst in to tears 2. detention
3. guarantee 4. convince 5. evolve.
Work in groups
Expected answer:
Your ideas of a good friend are different in different grades.
A best friend is someone you can confide in.
Best friends usuallt stick together thought thick and thin.
A best friend can help you avoid depression and anxeity.
Unitone Friendship
Lesson : listening PERIOD: 3
AIM:
By the end of the lesson, the students are able to :
Listen and pick up specific details.
Listen and understand general ideas
Lexical items:
Words/ phrases related to describing appearance and character.
Teaching aids:
Textbook, chalk and board, pictures, CD player, sheets of paper
Method: Integrated, mainly communicative.
TEACHER’S ACTIVITIES
student’S ACTIVITIES
Warm up: (6’)
Game: Five little things
Ask SS to work in groups of 4.
Tell SS to listen to intructions and write down 5 things as requierd on a piece of paper.
The groups that finishes first and gets all correct will get 1 point.
The groups that has more points will win the game.
Check SS’ understanding of instructions and have them start the game
These are the sugguested intructions.
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.
Read SS’ items and check with the class after each question.
Declare the winner.
 T leads in new lesson: 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.
Prelistening:
Teaching Vocabulary(5’)
- Use picture and explanations to present some new words.
+ sociable (a) = friendly; outgoing.
+ conservative (a) = opposed to great change
+ sensitive (a) = easily offended; easily hurt.
+ skinny (a) = very very thin.
+ stout (a) = rather fat
+ indifferent (a) = having no interest
- Read the words one by one and ask SS to repeat.
Task a :Describing Yourself (5’)
Ask SS to read the list of adjectives and tick (Ú) 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.
While listening:
Task b: Listen and tick(Ú) (10’)
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 (Ú) what is true about her.
Let SS listen for the second time if necessary
Go over the answer with the class.
Task c: Question and Answers (8’)
Tell SS to listen again answer the questions.
On what occasion did Jack meet Mai Tran?
Where is Mai going this summer?
Go over the answers with the class.
Post listening: (10’)
Speaking: Role play
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 conversation on the phone.
Give each student a role card and ask them to make a conversation based on the ideas suggusted.
Move around to control and give help if necessary.
If time allows have 1 or 2 pairs to act out their conversations in front of the class.
Ask for SS’ comment and then give feedback.
What is your own idea of a good friend?
V) Homework: (1’)
Tell SS to learn the new words and make some sentences with them, describing a certain person.
Work in groups
Suggested answers:
home, school, park, cinema, evening class.
notes, cake, homework, school things, joy, sadness..
honesty, loyalty, unselfishness, helpfulness,..
tall. Short, good-looking, beatiful, well-dressed, stout..
reserved, out-going, sociable, studious, practical
listening
Listen and writing
individuals
Read aloud
individuals
then compare answer with a partner
key:
1.sociable 2.casually 4.enthusiastic
6.athletic 7. attractive 8.sensitive
Listen again
Answers:
 1. Jack met Mai Tran at his cousin’s party.
She’s going to visit/ traval back to Vietnam.
.
Work in pairs
Make a conversation
Act out their conversations in front of the class.
Do as the teacher’s request
Unitone Friendship
Lesson : speaking PERIOD: 4
AIM:
By the end of the lesson, the students are able to :
Introduce themselves
Know how to make friends with someone new.
Lexical items:
Words/ phrases related to making friend: tasty, cousin, 
 -I don’t think we’ve met. M y name’s Alice
 - It’s nice weather, isn’t it?..
Teaching aids:
Textbook, chalk and board, pictures, handout,posters.
Method: Integrated, mainly, communicative.
TEACHER’S ACTIVITIES
student’S ACTIVITIES
Warm up: (6’)
Game: Word grid
Prepare a poster of a word grid with 11 rows Ask SS to work in two groups .
Tell SS to takes turns to choose a numbered row.
Read the explanation for the word in that row, and the group try to say what the word is. If the groups get it right, they score 1 point. If they get it wrong, the other group have the chance to say the word and score the point.
After 6 rows have been revealed, the groups are allowed to guess the word in the column. If they get it right, they win 5 points.
Keep a runing total of points for each group on the board.
Declare the winner.
-T leads in new lesson: How do you make friends with people? Today we will focus on making friends at parties and in public places.
Pre speaking:
Eliciting and introducing Useful Language.
Task a (15’ )
Ask SS: What do you do/ say to make friends with someone new?
Note SS’ ideas on the board.
Tell SS to read the expressions in task a(P.18) and stick(Ú) the ones that they can use to start a conversation.
Give comments and then introduce to SS some ways to start a conversation with someone.
1. Introducing yourself.
+ Hello my name’s / Hi, I’m from...
+ My name’s.., by the way.
+ How do you do? I’m  Nice to meet you.
2. Checking if you know someone.
+ I don’t think we’re met. My name’s.
+ Haven’t I seen you at.?
+ You’re a friend of .. aren’t you?
+ You look familiar. Have you been in/to. School?
3. Making offers.
+ Would you like something to drink/ to eat?
+ How about trying.?
+ Could I get you a drink?
4. Commenting on the situation.
+ It’s a great party, isn’t it?
+ The music sounds great, doesn’t it?
+ It’s nice weather, isn’?
Tell SS they can use the expressions in 3 and 4 either to start a conversation and make friends with someone new or to maintain a conversation.
Read the expressions one by one and ask SS to repeat.
While speaking: (15’)
Task b: Completing & Practising the Dialogues.
Tell SS to complete the dialogues in task b and then compare answer with a partner.
Check with the class by calling 2 pairs to act out the conversations.
Tell SS to work in pairs and act out the conversations.
Call on some close and open pairs to act out.
Post speaking:
 Role-play (8’)
Prepare sets of 4 personal information cards.
Ask SS to work in groups of 4.
Give each groups a set of 4 cards and tell SS they are now the person described on the card and they are at a multi-school party. SS practise making friends with the other people in their groups.
Go around to control and give help if necessary.
Call on some SS to the front of the class to act out the conversation.
Give comments.
V) Home  ... s and make corrections where necessary.
VI) Post reading:
DISCUSSING 25’
Ask SS to work in groups of 4 or 5 
Ask them to discuss the questions in the textbook.
Go around to control and give help if necessary .
-Call some Ss to report what their partners said.
- Invite class opinions and give feedback as appropriate.
.V) Homework: (2’)
- Have Ss learn the new vocabulary and do EX in the textbook.
Work in groups
Listen to the teacher’s instructions
Expected:
Space conquest
 Work Individually
Suggested answer:
1. 1.c 2.c 3.a 
Listen and write down
repeat in chorus
groups
Work individually
Answer:
1.F
2.F
3T
4T
5T
6T
pairs
Report about their groups’ ideas.
do as the T’ s request
 Unit fourteen: space conquest
Lesson : listening PERIOD: 114
 AIM:
By the end of the lesson, the students are able to :
Listen for specific information
Lisen for general idea..
Lexical items:
Words/phrases related to space
Teaching aids:
Textbook, chalk and board, cards, CD player, 
Method: Integrated, mainly communicative.
TEACHER’S ACTIVITIES
student’S ACTIVITIES
I) Warmup: (6’) Game :what’s he like?
 -Ask Ss to work in groups of 2,A and B
-show Ss a picture of a person and ask them who he is.
T leads in new lesson: YuriGagarin was an astronaut.what do you think an astronaut must be like?what are some requirements of astronauts? The listening to day is about how astronauts are selected..
II) Pre listening:
task a:
-ask Ss to work in small groups
-ask Ss to read the phrases in task a and checkv the things that are required of astronauts.
-ask Ss to add more things that they think are required of astronauts.
-go over the answers with the class.
*name some countries that have developed space exploration.
 III) While listening:
Task a :completing the table (11’)
Tell Ss they are going to listen toa talk about astronaut selection in different countries.
Ask Ss to listen and complete the table with the information about the countries.
Let Ss listen the second time if necessary.
Tell Ss to compare answers in pairs.
Call on Ss to give the answers
Have Ss listen again and check with the class. 
-Go over the answers with the class.
 Taskc: gap questions(11’)
Ask Ss to listen again and complete the sentences with the correct information
Ask Ss to compare answers in pairs 
Call on Ss to read their completed sentences.
Have Ss listen again and check with the class. 
IV) Post listening: (10’)
 Writing:
- ask Ss to work in pairs
- tell them to write a short paragraph about how astronauts were selected in the USA or Russia
-Tell Ss to refer to the table for the information.
-Move around to monitor and give help if necessary.
-Call on some Ss to read their pairs’ writing and ask the class to give correct and comments 
-Give comments and feedback.
V) Homework: (2’)
Tell Ss todo EX in the textbook.
Work in groups
Expected:
YuriGagarin
listening
groups
expected:
theUSA,Russian,China,and Japan
individuals
then compare the answer with a partner.
Expected:
Pairs
Key:
1.the military
2male
3.engineers,missions
4.self-confidence
groups
the whole class
Do as the T’request
 Unit fourteen: space conquest
 Lesson : speaking PERIOD: 115
 AIM:
By the end of the lesson, the students are able to :
express degrees of certainty.
Talk about their plans for future
Lexical items:
Words/ phrases related the ways of talking about possibility.
Teaching aids:
Textbook, chalk and board, cards.
Method: Integrated, mainly communicative.
TEACHER’S ACTIVITIES
student’S ACTIVITIES
I) Warmup: (6’)
Game: Flashing the picture
Ask Ss to work in small groups
Flash a picture and ask Ss to say what it is
With a correct sentence about picture,the group with more points
The group that has more points will win the game.
Declare the winner.
Ask Ss: why is the baby crying?
Ask Ss what to use when they just guess,but not sure of some thing
Transition:so when we are not sure of some thing,we can only tell the possibity.today we will practise expressing possibility through different degree of certainty.
 II) Pre speaking:
Elicit and introducing useful language
Make questions to elicit and then introduce the language used to express possibility.
Draw a continuum to show the degree of certainty the modals express.
Degrees of certainty
Low degree High degree
Modals: may should must
 Can’t
 might 
 could 
Adverbs:may be
 perhaps
III) While-speaking:
 Task a: Talking about the situations
- Ask Ss to work in pairs,read the situations and make a sentence using a suitable modal to express possibility.
-Go around to monitor and give help if necessary
-call on pairs of Ss to act out the exchanges for the situations.
-Give feedback and comments.
Task b: Talking about plans for next summer vacation.
Ask Ss to work in groups.
Ask Ss in their groups to talk about what they plan to do next summer vacation.
Model an example in front of the whole class.
Work with a student to model the example exchange.
Have Ss do the task
Go around to monitor and note down errors if any for correction later.
Call on some Ss to report about their groups.
Make corrections in terms of pronunciation, intonation and grammar if necessary.
Invite class opinions and give feedback
IV) post- speaking:
Tell Ss to write a few sentences about what they might do next summer vacation
Ask Ss to form small groups of 4,exchange their writngs for correction and share ideas.
Give feedback and comments.
IV Homework: (2’)
Write a short paragraph about your plans for the next summer.
Work in groups
Expected:
 May be he is hungry,he might be thirsty.
listening
Write down
Repeat in chorus
pairs
Present answers in front of the class
Work in groups
do as the teacher’s request
 Unit fourteen: space conquest
 lesson : Writing PERIOD: 115
 AIM:
By the end of the lesson, the students are able to :
Write a report on a trip or vacation
Use different tenses in a report.
. Lexical items:
Words/ phrases related to a trip
Teaching aids:
Textbook, chalk and board, handout, 
Method: Integrated, mainly communicative
TEACHER’S ACTIVITIES
student’S ACTIVITIES
I) Warm up: 
 GAME:name the place (10’
 -Put Ss into groups of two
- show Ss two pictures of two famous places of a country.
-ask Ss what country it is,give them cues,
The first group to name the country wins the game.
 -it’s a country in southeast Asia
 -it is known as a country of elephants
 -its national football team has won the tiger cup several times.
 T leads in new lesson: -William and his friends have been to Thai Lan and he was telling us about their trip in his report.To day I’ll help you write a report about your holiday.
II) Pre writing:
 Task A: completing the report
- Ask Ss to read the paragraph and complete it
-ask them to read the report and complete it by filling in each space with the correct form of a suitable word in the box.
-put Ss into pairs
-Assign Ss to give the answers
-Go over the answers with the whole class.
-Draw Ss’attention to the tenses used in the report.
Presenting an outline
-Elicit from Ss what to include in a report on a trip and give them some guidelines on the content of the report.
 *where and when you took the trip
*details nof the activities you did and the places you visited.
*your impression or feelings about what you saw
*your impression or feelings about the trip in general.
-I took it up when I was 11-year-old boy.
III) While writing:
Task b : writing it up
-Ask Ss to write a report on their holiday trip or vacation.
-tell Ss to refer to the guidelines and the previous tasks as samples
Go around to monitor and help if necessary.
When Ss have finished,collect their writings for correction later.
IV) Postwriting:
Peer correction 10’
Ask ss to exhange their writing for correction.
When they have finished,call on some Ss to read their friends’writing one by one
Go around to minitor and check.
Ask the class to read the paragraph and give correction or improvement if necessary.
Give feedback and comments.
V) Homework: (2’)
- Have Ss do EX in the textbook
The whole class
Expect: Thai Lan
listening.
Suggested answer:
 1.summer
2.spend
3different
4.float
5.look
6.famous
7.really
8.go
9.outside
10.great
-the past time
Write down
individuals
groups
do as the T’ request 
 Unit fourteen: space conquest
 Lesson : language focus PERIOD: 117/118
 AIM:
By the end of the lesson, the students are able to :
make compound nouns with the words space and air.
Distinguish and use can,could and be able to.
Lexical items:
Words/ phrases related to space conquest
Teaching aids:
Textbook, chalk and board, handout, 
Method: 
Integrated, mainly, communicative
TEACHER’S ACTIVITIES
student’S ACTIVITIES
I) Word study
 Compound Nouns
-elicit from Ss the formation,meaning and stress pattern of the words.
-Formation: space +N
 Air 
-Meaning: the meanings of these compounds take the meanings of both elements of the expressions.
+ Task a: (15’Matching to make compound nouns.
- Ask Ss to combine a words in column A with a suitable word in column B to form a compound noun.
-Tell Ss to compare answers with a partner.
-call on Ss to read their compounds while some others write them down on the board..
-Go over the answers with the class and check if they know the meanings of these words.
-Invite class opinions and give feedback.
 Task b: Gap-filling(15’)
Put Ss into pairs
Ask Ss to read the sentences and fill in each space with a suitable word from the list.
Call on some Ss to speak out the answers and then write them up on the board.
Go over the answers with the class.
 ii)grammar:
Can,could and be able to.
-Elicit from Ss sentences with can,could and be able to and then distinguish between these structures.
In the present tense,be able to is more formal and less usual than can.
Ex: Ann can /is able to write programs
-We use could or was/were able to for general past ability in the past.
-ex: Tom could/was able to play the guitar when he was young.
 Task : Conversation completion
-Ask Ss to read the exchanges,and complete each of them with a suitable phrase with was/were able to or can/could/couldn’t.
-Tell Ss to work with a partner and compare answers and the practise the exchanges.
-Go round giving help if needed.
-Call on pairs of students to act out the conversations and check the answers with the class.
-Go over the answers with the whole class.
IV) Homework: (1’)
- -Ask Ss to make a few sentences about themselves,about their ability or opportunity in the past,and about what they managed to do in certain situations.
Write down
Work in groups
Suggested answer:
1.spaceman,spaceshuttle,space suit,space walk
2.airline,airplane,air bed,air sick
Expected:
1.spaceman
2.airsick
3.space shuttle
4.space suit
5.an air bed
Listen and write down
Listen and write down
Work in pairs
Do the teacher’request