Lesson plans grade: 11 year 2008 - 2009

Ninh giang high school
FOREIGN LANGUAGES DEPARTMENT
LESSON PLANS
GRADE: 11
Teacher: võThị Thu
2008-2009
 Unit 1- Friendship
1 Week 1: 22/8/2008 PERIOD 1: Reading
A. Objectives: After the lesson
I. General knowledge:
	- Sts know about the qualities of true friendship.
II. Language: Sts recall and learn more about:
	- The different part of speech of words
	- Vocabulary on friendship
III. Skills: Sts develop the following skills:
	- Reading and guessing the meaning of new words from the text
	- Reading and answering questions
	- Reading and choosing the main idea of the text
	- Discussing
B. Anticipated problems:
	- Sts forget too many words after a long summer holiday.
	- Sts have trouble with different part of speech of words.
C. Teaching aids:
	- Textbook
D. Procedures:
Teacher’s activities
Students’ activities
I. Before you read:(12')
Aims: focus sts on the topic, revise and introduce the words and phrases used to talk about friendship
1. T focuses sts on the picture in the textbook and asks sts the following questions. Sts ask and answer in groups
 - Who are in the picture?
 - What is the relationship between them?
 - Why do they gather here?
 - Do you have many friends?
 - How many of them are close to you?
 - Do you often gather like those in the picture? 
T checks their work by eliciting the answer from sts.
T asks sts to work in pairs to read the poem in the textbook and answer the questions: 'What do you think of the friend in the poem?'
T asks some sts to give their opinion. 
Sts look at the picture and then ask and answer in groups.
Some sts answer the questions.
Sts read the poem in pairs and then answer the questions.
Some sts give their opinion about the friend in the poem.
2. T asks S to work in groups and find out different part of speech of the following words:
- last (v) - selfish (adj)
- constant (adj) - capable (adj)
- loyal (adj) - pursue (v)
T elicits the answers and writes them on board 
- (long) lasting (adj) - unselfish (adj)/ unselfishness(n)
- constancy(n) - incapable (adj)
- loyalty (n) - pursuit (n)
T introduces some new words
 - quality (n) e.g.: The most important quality of a good teacher is patience.
 - take up (v): to start a new hobby
 - rumour (n, v): st that a lot of people are talking about that is perhaps not true.
 - sympathy(n): understanding one's feelings and problems
T asks sts to read the words after T. 
T asks some sts to read the word again.	
Sts discuss in groups
Sts give their answers.
Sts copy the words on board.
Sts listen and repeat.
Some individuals read the words aloud 
II. While you read:
1. Task 1(10')
Aims: sts practise scanning and guessing the meaning of words and phrases in the context. 
T asks sts to read the texts and see how many qualities of true friendship are mentioned and what they are.
T checks sts' answer
T asks sts to scan the text again and underline the words/ phrases in the text that appear in the box in Task 1. T asks sts to read the sentences that contains/ are before/ after the words to guess the meaning of these words. Then T asks them to try to fill in the gaps with a suitable words/ phrases. Sts work in groups of three or four.
T asks some sts to give their answer and correct it if they are wrong.
T checks sts’ understanding of the words
Key: 	1. mutual	 2. incapable of
	3. unselfish	 4. acquaintance / friend
 5. give-and-take 6. loyal to
 7. suspicious
Sts do silent reading to find out the number of qualities of true friendship.
Sts give their answer.
Sts read the text and do the task in groups.
Sts give their answer.
2. Task 2(5)
Aims: Sts practise reading for main idea by choosing from options in the textbook.
 T asks sts to have a look at the options in Task 2 and make sure they understand these options. T asks sts to find out the differences between the options. Sts works in pairs
T asks sts to read the text again and choose the option that most adequately sums up the ideas of the whole passage. Sts work in groups.
T asks groups to compare their answer.
T checks sts' answer.
Key: B
Sts read the options and discuss the differences between options in pairs
Sts read the text again to choose the main idea of the text
Groups compare their answer.
Sts check their answer.
3. Task 3:(10')
Aims: Sts practise reading for specific information by answering questions in the textbook.
T asks S to read the questions carefully in pairs. T makes sure they understand the questions
T asks S to read the text carefully again and work in pairs to answer the given questions. Sts may need to underline the clues that help them give their answers.
T goes around to help sts.
T asks some pairs to ask and answer the questions. T correct their mistakes (if any) 
Key:
1. It is unselfishness. It tells us that a person who is concern only with his own interests and feelings cannot 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 object.
	3. It is loyalty. It tells us that the two friends must be loyal to each other and they must know each other so well that there can be no suspicions between them.
	4. Because if not, people cannot feel safe when telling the other their most intimate secrets.
	5. Because they cannot keep a secret either of their own or of other.
 6. It is sympathy. It tells us that to be a true friend you must sympathize with your friend. Where there is no mutual sympathy between friends, there is no true friendship.
Sts read the questions.
Sts read the text and do the task orally.
Some pairs answer the questions in front of the class.
III After you read:(7')
Aims: Sts practise discussing and talking about the importance of friends.
T asks sts to work in groups of four and use the information they get from the text and their own knowledge to discuss the following question: 'Why do we need to have friends'. T encourages sts to use their own words
T goes around to help sts.
T may give sts some suggestions:
 - share joy and sorrow
 - help when one is in difficulty.
 - encourage sb to overcome difficulties.
 - set a good example.
 .........................
T asks the representative of some groups to present in front of the class. 
Sts work in groups to talk about the importance of friends in life.
Two sts present.
IV. Homework:(1')
	Write a short paragraph (80 words) about one of your close friends.
 Work book: Reading part 1 & 2
Date:22/08/08-period 2 UNIT 1: SPEAKING
I. Objectives:
 1. Education aims: - Students can develop their speaking skill by talking about a famous friend.
 2. Skills:	- Describing physical characteristics.
	- Discussing personalities.
	- Role-playing: Talking about a famous friend.
II. Anticipated problems:
	Sts may not have enough vocabulary to talk about the topic.
III. Teaching aids:
	Textbook, chalk, board, pictures.
IV. Procedures:
Teacher’s activities
Students’ activities
1. Homework checking: ( 5 mins)
- Ask one st to answer two questions concerning the previous lesson:
 + Why do we need to have friends?
 + What are the conditions of true friendship?
- Ask others to give comments.
- Listen and give remarks.
2. Before you speak: ( 15 mins)
Aims: : focus sts on the topic and introduce the words and phrases used in the tasks.
+ Task 1: Describing people's physical characteristics.
- Ask sts to look at four people in the picture and work in pairs to describe thier physical characteristics.
- Suggest some useful words/ expressions:
+ height: tall, short, medium,...
+ face : square, large, oval, round....
+ forehead: broad, high,....
+ nose: straight, crooked, flat,...
+ hair: black, grey, brown, blond,....
+ appearance: handsome,beautiful, good-looking, pretty, ugly,... 
- Ask sts to read the example and do the same.
- Let them work in pairs in 4 minutes.
 - Go around to observe sts working.
- Ask some sts to present their answers in front of the class.
- Get feedback and give correct answers
+ Task 2: Discussing personalities.
 - Ask sts to read through the personalities in task 2 and explain new words if necessary.
- Tell sts that they are going to work in groups to dicuss and to number those personalities in order of importance in friendship. 
- Ask sts to give reasons for their choice. 
- Go around to help sts and correct the mistakes.
- Ask some sts to present their group's ideas.
- Listen and give remarks.
3.While you speak: ( 15 minutes )
Aims: Sts can talk about a famous freind.
+ Task 3: Role-play
- Tell sts that they are going to work in pairs. One is a journalist and one is an interviewee. The journalist is interviewing the interviewee about a friend of his/ herswho has just won the first international prize in Mathematics.
- Ask them to ask and answer questions based on the suggestions in the textbook.
- Allow them to work in 10 minutes and move around to conduct the activity.
4. After you speak: (9 mins)
Aims: to check sts'work.
- Ask some pairs to make dialogues in front of the class.
- Listen and give remarks.
5. Homework: (1 mins)
- Write down what they have discussed.
- Listen to their friend and give remarks.
- Listen to the T.
- Take notes
- Work in pairs to describe the people in the picture.
- Some pairs present.
1. S1: Can you describe the woman in the picture?
 S2: The woman is tall and slim. She has got an oval face, a straight nose and brown hair. She is a beautiful woman.
2. S1: Can you describe the boy in the picture?
 S2: The boy is medium height. He is short-sighted. He has got a round face, a broad forehead and dark hair. he is handsome.
 ..............................................
- Listen to the T.
- Work in groups to discuss.
- Some sts report.
e.g: "I think the most important quality for friendship is sincerity because when two friends are sincere, they can share happiness as well as difficulties with each other." .......................................
- Listen to the T.
- Work in pairs to ask and answer.
- Sample: 
J: It is said that you are Thai's best friend. Could you give me some information about him?
I: Yes, it's my pleasure.
J: What does he look like?
I: he is fat and short. He has a square face and a broad forehead. His eyes are small but bright.
J: I suppose he is intelligent.
I: Yes, he is very intelligent, very studious and very humorous. I admire him a lot.
 ................................................
 PERIOD 3 UNIT 1--LISTENING 
A. Objectives: After the lesson
I. Education aim: 
	- Sts appreciate their friends
II. Knowledge:
1. General knowledge:
	- Sts know about some situations when people met and became best friends.
2. Language: Sts recall and learn more about:
	- The past simple/ present perfect tense
	- Vocabulary on friendship
III. Skills: Sts develop the following skills:
	- Listening for specific information by marking True/False
	- Listeni ... se a clause beginning with " who/whom".
- Ask sts to give some more examples.
- Ask sts to do exercise 1
+ Exercise 1:
- Ask sts to look at Ex1 and to do the task individually and then compare their answers with other sts.
- Move round to conduct the activity.
- Ask some sts to report.
- Listen and give remarks.
+ Exercise 2:
- Ask sts to do Ex 2 individually.
- Then ask them to share the answers with their friends.
- Move round to help if necessary.
- Ask two sts to write sentences on the board. 
- Check and give remarks.
+ Exercise 3:
- Ask sts to do Ex 3 individually. 
- Then ask them to share the answers with their friends.
- Move round to help if necessary.
- Ask some sts to report and explain their answers.
- Check and give remarks.
5. Homework ( 1 min)
- Part B ( page 85 - Workbook)
- One st reads his/her writing aloud in front of the whole class.
- Give remarks.
- Listen to the teacher.
- Write down five sounds.
- Listen to the teacher and repeat.
- Look at the book , listen and repeat.
 /pt/ /bd/ /ps/ /bz/
stopped robbed stops robs
jumped stabbed steps bribes
stepped grabbed maps rubs
 ............................	
- Read these words in pairs and check for their partners.
- Look at the book and work in pairs.
- Answers:
/pt/ /bd/ /ps/ /bz/
stopped robbed shops clubs 
 ................................ - Read the sentences.
- Listen to the T and read the examples.
- Some sts report.
+ The cleft sentences are used to focus on the S, the O or the adverbial. When we want to focus on one of them, just put it between "it is/was" and a clause."
- Listen to the teacher and write down.
- Give some examples
- Do exercise 1 individually.
- Some sts report.
1. It was the boy who visited his uncle last month.
2. It was my mother who brought me a present on my birthday.
 ................................................
- Listen and correct their work if necessary.
- Do the task individually.
- Share their ideas with their friends.
- Some sts write the answer on the board.
1. It is English that the man is learning.
2. It was the book that the womwn gave him.
3. It was the postcard that he sent her friend
 ..........................................................
- Listen and correct their work if necessary.
- Do the task individually.
- Share their ideas with their friends.
- Some sts report.
1. It was in the garden that the boy hit the dog.
2. It was for tea that she made some cakes.
 ...............................................................
- Listen and correct their work if necessary.
Date: 11/03/08 LESSON 4: WRITING
I. Objectives:
 1. Education Aims:
	 	- Students can write the first draft of the writing task.
 2. Skills:	- Writing about a collection.
II. Teaching Aids: - board, textbook, chalk.
III. Procedures:
 Teacher's activities
 Students' activities
1. Homework checking: (5 mins)
- Ask one st to talk about the disadvantages of over-reading.
- Other sts listen and give rmarks.
- Listen and give remarks.
2. Before you write:( 20 mins)
- Aims:- to introduce this type of writing.
 - to explain some new words, to guide sts how to write.
a. ( 5 mins)
Aims: to have sts get involved in the topic of the lesson.
- Ask sts some questions:
+ Find words going with COLLECT:.......................
- Ask sts to discuss in groups to find the answer.
- Ask some representatives to report.
- Listen and give remarks.
- Introduce the topic of the lesson.
b. (15 mins)
- Aims: to help sts to brainstorm as well as to know the organization of the writing.
- Ask sts to think of their collections, maybe real or imaginary, and then make an outline of the paragraph, basing on the guidelines in the textbooks.
+ name of your collection.
+ how you collect them.
+ how you keep them
+ when you started your collection
+ how you classify them
+ why you collect them
+ your plan for the future.
- Ask them to write an outline in 10 minutes, and then ask them to exchange their writing with their partners.
- Ask some sts to read their outline aloud and check.
3. While you write:( 10 mins)
- Aims: Sts write the first draft.
- Ask sts to write the first draft of a paragraph of 120 words about their collection.
- Let sts write in 10 minutes.
- Ask two sts to write on the board.
- Move around to conduct the activity.
4. After you write:( 9 mins)
Aims: to get feedback and check sts' work.
- Ask some other sts to give remarks on the paragraphs on the board.
- Ask sts to pay attention to the following points:
+ organization
+ ideas
+ structures and grammar
+ spelling and punctuation.
- Check and give the correct answer.
- If there is enough time, T can have sts exchange their writing among sts within a group so that they can check their friend's work and give remarks.
5. Homework: ( 1min)
- Write the final draft.
- One st says in front of the whole class.
- Remark on their their friend's speech.
- Listen to the T.
- Listen to the T and answer the questions:
Collect : stamps, books, dolls, toy cars, old money, coins, pens, pencils, bottle caps, key rings......
- Think of their collections and then write an outline, basing on the guidelines in the textbooks.
- Share their ideas with their partners and correct for each other if necessary.
- Some sts read their outlines aloud.
- Other sts listen and give remarks.
+ stamp collection.
+ 6 years ago
+ both local and foreign stamps from the letter given by friends and relatives.
+ into categories: animals, flowers, birds, ....
 ...................................................................
- Listen to the teacher.
- Do the writing task.
- Sample:
" My hobby is collecting stamps. I have been collecting stamps for more than 6 years so I have a great collection now. At first I only collected local stamps which I got from the letters of my friends and relatives. Then my relatives went abroad so my collection of foreign stamps started to increase. I classify them into different categories such as animals, flowers, birds, .... before putting them into my stamps albums........." 
Date: 12/03/08 LESSON 5: LANGUAGE FOCUS
I. Objectives:
 	1. Education Aims:	
	- Students know how to pronounce sounds /pt/, /bd/, /ps/ and /bz/ correctly.
	- Students learn about: - Cleft sentences. 
	2. Skills:	+ Speaking: 	- Work in pairs to discuss the exercises.	
	+ Reading: 	- Read words and sentences aloud.
	- Read the sentences silently to do the exercises.
II. Teaching aids: - board, chalk, textbook.
III. Procedures: 
 Teacher's activities
 Students' activities
1. Homework checking: ( 5mins)
- Ask one st to read the paragraph he wrote at home aloud.
- Ask another st to give remarks.
- Check and give a mark.
2. Pronunciation:( 10 mins)
- Aims: to introduce sounds /pt/, /bd/, /ps/and /bz/, and help sts to practise these sounds.
a. Write four sounds on the board and pronounce them clearly twice, then ask sts to repeat.
- Tell sts how to pronounce these sounds accurately.
- Ask them to look at the textbook, listen and repeat.
- Then ask sts to work in pairs to read the words again so that they can check for each other.
- Move around to help .
- Ask two sts to read again and give remarks.
b. Ask sts to look at sentences in page 151 in the book.
- Ask them to work in pairs to read the sentences and then find out the words containing sounds /pt/, /bd/, /ps/ and //bz/.
- Ask them to work in 2 minutes.
- Move around to conduct the activity.
- Ask one st to report and other sts to give remarks.
- Check and give the correct answers.
- Ask some sts to read these sentences aloud.
- Listen and give remarks.
3. Grammar and vocabulary: ( 29 mins)
Aims: sts learn about Cleft sentences and ask sts to do Ex 1, Ex 2 and EX3.
- Give some examples, ask sts to look at the examples.
 e.g: Tom borrowed my bike last night.
=> It was Tom who borrowed my bike last night.
=> It was my bike that Tom borrowed last night.
=> It was last night that Tom borrowed my bike. 
- Tell sts that sentence 1, 2 and 3 are cleft sentences and ask sts to find out the uses of left sentences.
- Ask sts to discuss in pairs. 
- Ask some sts to report and give remarks.
+ Note:
- Keep the same tense with the original sentences.
- If the S refers to things, use a clause beginning with "that".
- If the O refers to people, use a clause beginning with " who/whom".
- Ask sts to give some more examples.
- Ask sts to do exercise 1
+ Exercise 1:
- Ask sts to look at Ex1 and to do the task individually and then compare their answers with other sts.
- Move round to conduct the activity.
- Ask some sts to report.
- Listen and give remarks.
+ Exercise 2:
- Ask sts to do Ex 2 individually.
- Then ask them to share the answers with their friends.
- Move round to help if necessary.
- Ask two sts to write sentences on the board. 
- Check and give remarks.
+ Exercise 3:
- Ask sts to do Ex 3 individually. 
- Then ask them to share the answers with their friends.
- Move round to help if necessary.
- Ask some sts to report and explain their answers.
- Check and give remarks.
5. Homework ( 1 min)
- Part B ( page 85 - Workbook)
- One st reads his/her writing aloud in front of the whole class.
- Give remarks.
- Listen to the teacher.
- Write down five sounds.
- Listen to the teacher and repeat.
- Look at the book , listen and repeat.
 /pt/ /bd/ /ps/ /bz/
stopped robbed stops robs
jumped stabbed steps bribes
stepped grabbed maps rubs
 ............................	
- Read these words in pairs and check for their partners.
- Look at the book and work in pairs.
- Answers:
/pt/ /bd/ /ps/ /bz/
stopped robbed shops clubs 
 ................................ - Read the sentences.
- Listen to the T and read the examples.
- Some sts report.
+ The cleft sentences are used to focus on the S, the O or the adverbial. When we want to focus on one of them, just put it between "it is/was" and a clause."
- Listen to the teacher and write down.
- Give some examples
- Do exercise 1 individually.
- Some sts report.
1. It was the boy who visited his uncle last month.
2. It was my mother who brought me a present on my birthday.
 ................................................
- Listen and correct their work if necessary.
- Do the task individually.
- Share their ideas with their friends.
- Some sts write the answer on the board.
1. It is English that the man is learning.
2. It was the book that the womwn gave him.
3. It was the postcard that he sent her friend
 ..........................................................
- Listen and correct their work if necessary.
- Do the task individually.
- Share their ideas with their friends.
- Some sts report.
1. It was in the garden that the boy hit the dog.
2. It was for tea that she made some cakes.
 ...............................................................
- Listen and correct their work if necessary.