Thiết kế bài dạy môn Tiếng Anh 11 - Period: 1 đến period: 38

	 REVISION
The 1st & 2nd period	
I. Objectives:
1. Educational aim: Students know about English book in grade 11
2. Knowledge: 
Student know:	- How to learn English in grade 11
- How to do English tests
- How to use student’s book and workbook
3. Skills pracstised : - Reading
- Speaking
- Listening
- Writing
- Doing English tests
II. Teaching aids: Student’s book, student’s workbook, dictionary, some test papers, tape, cassette player, etc.
III. Procedure:
Teacher’s activities
Students’ activities
Warm-up :(7 minutes)
- Introduce to students about the teacher
- Ask students about their names and English knowledge etc.
Guiding: (35 minutes)
1. Guiding student’s book and workbook:
* Introduce to students how to use their book and workbook
* Introduce to students how to learn reading, speaking, listening, writing, language focus in their books and how to do the exercises in their books
2. Guiding English tests in grade 12:
* Introduce to students about oral tests, 15 minute tests, 45 minute tests, etc. and how to do them
* The tests in grade 12 include: 
Reading : 25%
Listening: 25%
Writing: 25%
Language focus: 25%
3. Guiding other books and tape, disc, etc.
Homework: 3 minutes
- Ask students to prepare textbook, notebooks and the things for learning andprepare lesson reading - Unit 1
- Listen to the teacher
- Answer the teacher’s questions
- Put the student’s book and workbook on the table
- listen to the teacher and look through the books
- Listen to the teacher
- Listen to the teacher and write down the things which will be prepared at home
 FRIENDSHIP 
UNIT 1 Total : 5 periods
I. FOCUS ON:
A. Skills:
1. Reading: - Vocabulary comprehension matching 
- Passage comprehension 
 	- Arranging the sequence of an event
2. Speaking : - Talking about the application process to tertiary institutions in Vietnam
3. Listening : - Deciding on True or False statements
	- Listening and taking notes
4. Writing : - Writing about a friend
B. Knowledge : - Pronunciation: / dz/ , /t∫/
 - Grammar:	 Infinitive with to and without to
II. Methods: - Integrated, mainly communicative
III. Teaching aids: text book, poster, realias.
IV. Procedure: 
Period: 3rd Lesson A. Reading 
Aim: - Develop such reading micro-skills as scanning for specific ideas, skimming for general information, and guessing meaning in context.
 - Reading for gist and for specific information	
Stages
 Content and teacher’s activities
Students’activities
Warmer
5’
Pre-reading
10’
While-reading
20’
post-reading
8’
Home-work (2’)
Play a game : Guessing word
-T uses a poster with pictures and realias.
1.What is this? ( T draws a face).
2. What is this? ( T draws a river).
3. What is this? ( T draws an ink-pot).
4. What is this? ( realia: an eraser).
5. What is this? ( realia: a notebook).
6. What is this? ( T draws a dog).
7.What is the number between 5 and 7?
8. What is this? ( T draws a horse).
9. What is this? ( T draws an ice-cream).
10. What is this? ( realia: a pen).
- T asks ss to take the first letter of each word to form a new word:
 FRIENDSHIP
-T leads to the topic they are going to read in the text.
I. Before you read
*T asks the whole class to look at the picture on page 12 and asks them some qs:
- What are the girls and boys doing in the picture?
- How do they feel?
- What does the picture tell you?
Suggested answer.
One boy is playing the guitar, and the other girls and boys are singing.
They are very happy b/c I can see their smile.
Friendship is a nice thing that brings happiness to us.
T asks sts to work in pairs to read the short poem on page 13 and answer the question: What do you think of the friend in the poem?
T can give some comments by asking Y-N questions.
1- Is the friend in the poem very dedicated and thoughtful?
2- Is he/ she willing to help his/ her friend in any circumstances?
* Pre- teach vocabulary
- lasting(adj) = lifelong( synonym)
- to be concerned with: quan tâm tới ai, cái gì(translation)
- constant (adj) : happening all the time or repeatedly, that does not change( explanation)
- constancy(n) : sự không thay đổi
- rumour(n) piece of information that people talk about, but that may not be true.(tin đồn)
- gossip(n) chuyện ngồi lê đôi mách
- sorow(n) a feeling of great sadness b/c sth very bad has happened. 
- pursuit(n) sth that you give your time and energy to to, that you do as a hobby. sự theo đuổi
* Check vocab: Rub out and remember
 II. Comprehension
Task 1: 
-T asks ss to read the passage and do task 1. Fil lin each blank with one of the words in the box.
- T checks that sts understand the words correctly. T can check Sts’understanding by asking them to provide the Vietnamese equivalents to the words.
- T gives the correct answers.
1. mutual 
 2. incapable of
3. unselfish 
4. accquaitance/ friend 
5. give- and – take
6. loyal to 
7. suspicious
Task 2: : -T asks sts to reread the passage and do the task individually and then compare with a partner.
T calls on some sts to give their answers.
 -T gives feedback and correct the answer
Answer: B
Task 3
- T asks sts to work in pairs, answer the qs in the textbook.
- T calls on some sts to write the answers on the b.b and asks them to explain their choices.
-T walks around the class and offers ideas and comments when sts need help. 
- T conducts the correction.
 Suggested answers:
It is unselfishness.It tells us that a person who is concerned only with his/ her own interest and feelings can not be a true friend.
B/c they take up an interest with enthusiasm, but they are soon tired of it, and they feel the attraction of some new object.
It is loyalty. It tells us that the two friends must be loyal to each other so well that there can be no suspicions betwwen them.
B/c if not people can not feel safe when telling the others their secrets.
B/c they can not keep a secret, either of their own or of others’
It is sympathy. It tells us that to be a true friend one must sympathise with his/ her friend.Where there is no mutual sympathy between friends, there is no true friendship.
III. After you read: 
-Asks ss to work in groups of 4, discuss the question in the book.
-T goes around to help sts when necessary.
_ T asks some sts to report their ideas to the class.
T aks sts to write a short passage about friendship( 50 words)
Ss work in pairs.
Answer:
1. Face
2. River
3. Ink- pot
4. Eraser
5. Notebook
6. Dog
7. Six
8. Horse
9. Ice- cream
10. Pen 
→ FRIENDSHIP
* pair work
- answer the t’s questions
*pair work
Yes, he is
Yes, he is
-sts guess the English word
- listen to the T’s feedback and repeat the word in chorus and individual.
- (T writes the word on the b.b)-Sts write the word into the notebooks
Task 1. Sts work individually and in pairs.
1. mutual 
 2. incapable of
3. unselfish 
4. accquaitance/ friend 
5. give- and – take
6. loyal to 
7. suspicious
Task 2.Sts work individually and in pairs 
Answer: B
Task 3. Sts work in pairs.
.Sts’ answer may vary.
Work in groups.
Report the ideas to the class.
Period 4th Lesson B - Speaking
Aim: - describe the physical characteristics and personalities of their friends, using appropriate adjectives. 
Stages TEACHER’ S ACTIVITIES Ss’ ACTIVITIES
Warmer
5’
Pre-speaking
10’
While-speaking
20’
post-speaking
8’
Home-work
2’
-T divides the class into small groups of 4.Then T distributes the following puzzle handout. Which group finishes first and has the correct answers will be the winner.
- The adjs in the box below are hidden in the puzzle. Find them as quickly as possible then underline them.
tall medium handsome nice honest 
generous modest wavy short sincere 
G
B
N
I
C
E
J
S
I
X
E
H
O
N
H
M
E
I
H
K
N
D
L
F
A
O
M
N
O
P
E
I
L
O
N
D
E
C
N
Q
R
S
E
N
D
E
D
E
E
R
O
T
Y
X
S
S
I
R
S
O
U
W
B
Z
O
T
U
E
T
C
S
A
A
Z
M
V
M
F
I
K
G
V
L
F
E
O
D
E
S
T
F
Y
S
H
O
R
T
A
L
L
Answer:
G
B
N
I
C
E
J
S
I
X
E
H
O
N
H
M
E
I
H
K
N
D
L
F
A
O
M
N
O
P
E
I
L
O
N
D
E
C
N
Q
R
S
E
N
D
E
D
E
E
R
O
T
Y
X
S
S
I
R
S
O
U
W
B
Z
O
T
U
E
T
C
S
A
A
Z
M
V
M
F
I
K
G
V
L
F
E
O
D
E
S
T
F
Y
S
H
O
R
T
A
L
L
What are these adjs used for?
Suggested answer:They are used to describe a person’s physical characteristics and personalities .
*Pre-teach vocab:
- forehead: ( T points at his/her forehead): trán
-Crooked(adj): khoằm(mũi)
- good- natured(adj): = kind: tử tế, tốt bụng
* Check vocab: rub out and remember
*Useful language:T may ask sts to provide some adjs /expressions used to describe people’s apprearance.T may prepare a poster of these adjs and expressions.
- face: oval, large, round, square, chubby, long, with high cheekbones.
- build: slim, plum, overweight, obese, thin, muscular, stocky, well- built, of medium/ average/ normal build.
- hair: 
+ length: long, short, shoulder-length
+ style: straight, wavy, curly, crew-cut
+ colour: black, grey, brown.
Others: a fringe, a bun, plait(s), bald.
- - Nose: straight, crooked, turned- up, big, small, flat
chin: pointed chin, double chin, no chin
lips: thin, full, narrow, heart- shaped
skin: white, pale, suntanned, black, coffee- coloured, asmooth complexion, dark complexion, clear skin, greasy skin.
Task 1:
-Asks sts to work in pairs to describe the people in the picture
- T models with a good student.
T: Can you describe the man in the picture?
S: The man is tall. He has a square face, a straight nose and short dark hair.
Calls some pairs to present their answers.
T gives feedback.
Suggested answers:
1. The boy is about 16 years old. He is short- sighted because he is wearing a pair of glasses. He has short black hair, a round face with a broad forehead, a small nose, thin lips and a small chin. He is quite good- looking.
2. The girl is about 14 years old. She has shoulder- length black hair, and she is wearing a ribbon. She has an oval face with a straight nose, full lips and a pointed chin. She is pretty.
3. The man is in his latr forties.He is tall and well- built. He has short brown hair and a square face with a broad forehead, small eyes, a crooked nose and thin lips. He is quite good- looking.
4. The woman is in her twenties. She is quite slim. She has long curly brown hair and an oval face with a broad forehead, big eyes, a straight nose, heart- shaped lips and a small chin. She is very beautiful.
Task 2:
-T divides the class into groups of 4 . T asks them to look at the adjs provided in the textbook, and asks them to tell the meaning.
-T can elicit or explain some adjs quickly.
-T asks sts to discuss in groups
-T goes round to offer help when sts discuss.
-T calls on some sts to report the results to the whole class.
Suggested answer:
We think that being caring is the most important in friendship b/c  ... Task1 : 
T conducts the correction of task 1.
T has Ss do Task 2 : 
T conducts the correction of task 2.
Talk about the population of the world in the years 10 000B.C, 1750, 1850, 1950, 1985, 2000, and 2007 and discuss and what do you think about these numbers.
- Learn the old lesson by heart
- Prepare the next lesson
Stick the correct information with the correct number.
Suggested answer:
Over 80 000 000
64
54
Over 1300000000
Over 127 600 000
Over 1 500 000
- give the meaning
- work in pairs
Ss read the text and give answer to T/F statements.
Suggested answer
1.T 2.F 3.F 4.F
Ss read the text and give answer to Task 1.
Suggested answer:
Although
Method
Increase
Resource
Figures
Limit
International
Control
Read the text again and give answer to Task 2.
Suggested answer:
1.The population of the world in 10 000 B.C was 10 million, in 1750 it was 625 million, in 1850 it was 1300 million, in 1950 it was 2510 million, in 1985 it was 4760 million, in 2000 it was 6.6 million.
2.by the year 2010, the population of the world is expected to be 7 billion.
3.Some scientists say it can, but others say it can’t.
4.Because they know of no safe way to have fewer children.
- work in groups
Period:35th Lesson B:	Speaking 
· Objectives:-Develop speaking skill about the world population.
 -Use the information they have spoken to discuss the topic.
STAGES
TEACHER’S ACTIVITIES
SS’ACTIVITIES
WAR
MER
(5ms)
Pre-spea
king
(8ms)
While-
speaking
(24ms)
POST-SPEAKING
(8ms)
HOMEWORK
2’
Gives picture and ask Ss to compare family with fewer children and family with many children.
T may ask Ss some Yes-No questions to get the information
Ex: Does family with fewer children have high living condion?
FAMILY WITH FEWER CHILDREN
High living conditions
High living standards
FAMILY WITH MANY CHILDREN
Low living conditions
Low living standards
Have little schooling.
Poor medical care
Lack of food
.
® RICH
® POOR
Vocabulary pre – teach:
-implement (v) : translation
-shortage = lack
There has been no rain for a long time so we have a .. of water.
-reward # punishment : antonym
checking vocabulary :
 Rub out and remember
Agree or Disagree:
1.__ Fewer children die at birth because of good medical care.
2.__ Religion encourages people to have fewer children.
3.__People believe that having many children means happiness.
4.__ People are not aware of the problems of overpopulation because they are not properly educated.
Task 2: List the problems facing poor and overpopulated countries.
A: What can be problems that face poor and overpopulated countries?
B: I think people living there have and not enough There is also a lack of .
T has Ss work in pairs .
T gives handouts
T gives model:
Task 3: Work out the solutions to the problems of over population
T has Ss work in groups (group of four)
T gives model
A: What should the government do to control the growth of population?
B: I think they should .
C: that sounds good but what do they do exactly?
D: They should..
A: If someone don’t want to, what should they do?
B: then they should have..
C: That’s good idea
Write about the causes of overpopulation and offer solutions
CAUSES
OVERPOPULATION
SOLUTION
PROBLEM
- Write a short paragraph about the problem of overpopulation.
- Prepare the next lesson
Ss' answers may vary
The answer may vary
- work in pairs
agree
disagree
1
2
3
4
- work in pairs 
- work in groups
Answer may vary
Work in groups
Answer may vary
Period:36th Lesson C:	Listening 
· Objectives - Ss know about the information of world population 
 - Students learn about the problems of overpopulation
 - Listen for specific information.
Teacher’s activities
Students’ activities
I. Warmer: (5ms)
Play a game jumble words
Rearrange the words into a correct noun phrases.
birth-control
growth
planning
explosion
policies
population
method
population
punishment
family
T divides class into 2 teams, sticks the cards on the board and asks Ss to match the cards to have meaningful noun compounds
 Model: birth-control method
.
T gives the feedback
II. Pre-listening: ( 10ms)
* Vocabulary:
-rate of population (translation)
-Fall = decrease (synonym)
- population explosion (translation)
- punishment policies (explanation)
- population growth ( chart)
- developing countries (example)
* Checking vocabulary: Rub out and remember
T divides the class into many pairs, sticks poster on the board and asks them to predict the statements are True or False
* Open prediction: True/ False statement(using poster1)
1. By the year 2015, the world population will be under 7 billion.
2. The population growth rates in some parts of the world are the same.
3. The reason for a fall in the death rates is the improvement of health services and medical care.
4. Population explosion causes the shortage of food, lack of hospitals and schools
III. While-listening (20 ms)
Instruction: You are going to listen to the conversation between Dr Brown and an interviewer talking about the world population. Then check these statements are True or False.
Task 1: T has students listen to the tape 2 times and give the feedback.(poster 1)
Task 2: Listen to the tape again and choose the best answer in the Task1 page 84
T divides the class into many groups ( 8 sts/ group) gets them to read the Task1 in the text book page 84 and guess the answer first before listening the information the tape.
T asks Sts to do Task1 while they are listening
T gives the feedback.
IV. Post listening (pair work) (8ms)
Talking about the problems of the overpopulation that you have just learned.
V.Homework
- Summarise the main ideas of the passage.
- Prepare the next lesson
-Team work (2 teams)
-Match the cards to have noun compounds
- Answer:
1. birth-control method
2. family planning
3. population explosion
4. punishment policies
5. population growth
 Give the meaning 
 Learn the vocabulary
- pair work
 - predict/ guess
Answer key: 1. F 2.F 3. T 4.T
- Work in individuals then compare with the partner
- Pairwork
- Key answer: 1A, 2D, 3C, 4D, 5A, 6.C
-Pair work
- take note 
Period:37th Lesson D:	 Writing 
· Objectives: Writing a paragraph about the population in different regions in the world.
Teacher’s activities
Students’ activities
I. Warmer: Matching (5 mn)
T divides class into 2 teams and sticks cards in disorder on the board. ( the chart as the same form in the text books, separating continents and percentage)
T asks Ss to match the cards in correct order.
Team A
Team B
II. Pre-writing (10 mn)
1. vocabulary
- It can be seen that (example)
- distributed unevenly (translation)
- account for = explain (synonym) 
- more than double .. (visual)
- less than (antonym)
- half as much as/ nearly half of (using strips with sentences with missing words) 
The population of Europe is . that of South Asia.
The population of South Asia is  that of Europe
 Mai Lan Hoa
Mark 10 7 2
rank first( situation)
rank last 
T gives some sentences to guide the Ss to fill in the blanks using the words or phrases they have just learned.
T sticks the strips on the board.
2. Fill in the blanks with the suitable word or phrase.
1. The _____ ranks first with 32%.
2. The population of Europe __ 15%.
3. The world population is ________
4. The population of Northern America is _______ the population of Europe.
5. To sum up, more people are found ___in than in other part of the world.
6. The population of Africa is _______ the population of East Asia.
T gives Ss the feedback. 
III. While- writing ( group work) (20 mn)
T divides class into small groups of 8 and gives each group a blank poster, then asks them to rewrite sentences done in correct order to have a complete paragraph on the posters.
After Ss finish their work, T asks them to stick the poster on the wall and compare each other.
IV. Post writing (8mn)
T gives the feedback and corrects the groups’ writing.
V.Homework: 
- Learn the old lesson by heart
- Prepare the next lesson
Comments (2mn)
Team work: Match the cards in correct order
Continents percentage
Africa 11%
Europe 15%
East Asia 26%
South Asia 32%
Oceania 2%
Northern America 6%
Latin America 8%
Pay attention to the T and do what the T requires
Work in individuals
Fill in the blanks
1. South Asia
2. accounts for
3. distributed unevenly
4. more than double
5. Asia
6. nearly half of
Work in group
Rewrite the sentences in correct order to have a paragraph on the poster.
Ss stick the posters on the wall and walk around to compare their paragraph with other groups.
Pay attention to the T’s correction and write down.
Period:38th Lesson E: 	Language focus 
· Objectives: - distinguish the sounds /kl/, /gl/, /kr/, /gr/ and /kw/
 - review the types of conditional sentences and know how to use them in reported speech.	
Stages
Content and teacher’s activities
Ss’activities
 Pre teaching (10) Warmer 5’ 
I.PRONUNCIATION
- gives Ss a game.
- Matching pictures with words given
Picture 1 class
Picture 2 glass 
Picture 3 crowd
Picture 4 grass
Picture 5 queen
- checks the game
- asks Ss to pronounce the words 
and stick the cards into the right column.
- gives a lot of words and asks Ss 
to put the cards in the column.
· Pronunciation:
/kl/
/gl/
/kr/
/gr/
/kw/
class
clean
claim
quickly
glean
glass
struggle
ugly
crowd
cranky
crash
creature
grow
green
grouping
ground
quarrel
quarter
quality
queen
-checks and asks the students to repeat the clusters.
II.GRAMMAR
- uses poster 
- matching column A with column B to have meaning sentences.
A
B
1.If I had known about the job,
a. We would drive to work.
2. If I have time,
b. I would have applied for it.
3. If we had a car,
c. I will come to see you.
Pay attention to the teacher
Play a game
- work in pairs
1b,2c,3a.
 Homework (2’) Post- teaching (8’) While- teaching (20’) 
- asks some questions
- How many types of conditional sentences are there?
- What are they?
- Can you show me the tenses 
in each conditional sentences?
1.Exercise1
- asks Ss to work in pairs
- gives the feedback
2.Exercise 2
- asks Ss to do exercise 2 in pairs
- call Ss to go to the board and do the exercise
- check and give feedback
3.Exercise 3
- asks Ss to work in pairs and compares their exercise with other pairs
- give the feedback
- divides class into 2 teams,
Team A makes If clauses of conditional type 1 
Team B make main clauses of conditional type 1
- Make conditional sentences types 1, 2, 3
- Prepare the next lesson
- answer:
3 types: type I,
 type II, 
 type III
Exercise1
- suggested answers
1.would drive, 
2.would you like, 
3.is, 
4.will take, 
5.closed, 
6.I’ll/ will come
Exercise 2
- pair work
- suggested answers
1.had been told, 
2.had realised, 
3.wouldn’t have been, 4.would have bought, 
5.had studied
- work in pairs
- Team work