Thiết kế bài dạy môn Tiếng Anh 11 - Period 1 đến period 68

Week : 1
Period : 1
Class : 11A2,3,5,8
Date of preparing : 15 Aug, 2014
Date of teaching : 18 Aug, 2014
ORIENTATION (goals and purposes)
A. Objectives: By the end of the lesson, the Ss will be able: 
to introduce content of textbook 11.
to introduce the way of testing.
to set up some class regulations.
B. Methods:
	Integrated, mainly communicative.
C. Teaching aids: chalk, board, textbook.
D. Procedure:
Settlement: (1m) Greeting the class and checking Ss’ attendance.
New lesson: 
Teacher’s activities
Ss’ activities
Warm up: (5 ms)
 Ask SS to answer some questions about English.
 After the last question, T leads to the new lesson.
Presentation: (35 ms) 
Contents:
 Six themes: 
You and I
Education
Community
Nature and the invironment
Recreation
People and Places
Sixteen units.
Structure of the book:
There are sixteen units. In each unit, there are five main points: Reading, Speaking, Listening, Writing, Language Focus.
Note: Ss will not study unit 4 in the first semester because of curriculum deletion.
Tests:
In each semester, there are:
one oral test
three 15-min test
two 45-min test
a last first term exam.
Goals and purposes:
Ss are capable of using the knowledge of the curriculum to:
Read a passage of 190-230 words for general or specific information.
Ask and answer about the themes in the curriculum, start, continue and close a conversation.
Listen to a monologue/ dialogue of 120-150 words for general or specific information.
Write a narrative or a passage within 100-120 words, using suggested word cues or prompts.
Doing the exercises related to grammatical points.
Consolidation and homework: (5 ms) 
 Summarize the main points of the lesson.
 Assign homework:
Prepare for the next class
Listen to the teacher and answer the question.
 Listen to the teacher and take notes.
Listen to the teacher.
*Self-evaluation:
Week : 1
Period : 2
Class : 11A2,3,5,8
Date of preparing : 15 Aug, 2014
Date of teaching : 18 Aug, 2014
ORIENTATION (language learning)
A. Objectives: By the end of the lesson, the Ss will be able to get to know English 11.
 B. Methods:
	Integrated, mainly communicative.
 C. Teaching aids: chalk, board, textbook.
 D. Procedure:
1. Settlement: (1m) Greeting the class and checking Ss’ attendance.
2. New lesson: 
Teacher’s activities
Students’ activities
1. Warm up: (5 ms)
- Introduce the textbook
- The textbook is composed on theme-based
- Contain 16 units and 6 consolidation units
- In each unit, there are five parts: reading, speaking, listening, writing, language focus
- Each unit contains a topic such as friend, party, competitions, etc.
2. Presentation: (35 ms) 
- Introduce some important grammar points in English 11:
Infinitive and Gerund
Reported speech with infinitives
Reported speech with gerund
Conditional sentence type 1, 2, 3 and conditional in reported speech
Relative clause
Relative pronouns with preposition
Relative clauses replaced by participle and to infinitive
Omission of relative pronoun
Cleft sentence
Conjunctions
Tag questions
- Introduce language in action:
Describing physical characteristic and personality
Talking about past experiences and how they affected one’s life
Talking about parties and how to plan parties
Talking about volunteer work
Talking about literacy problems and offering solutions
Talking about a competition or contest
Talking about problems of overpopulation and offering solutions
Talking about the celebration of Tet and other festivals’ activities
Talking about different portal and telecommunication services
Talking about nature in danger
Talking about measures for protections endangered nature
Talking about advantages and disadvantages of energy sources
Asking for and giving information about the Asian Games
Talking about sports results 
Talking about a hobby
Talking about collections
Expressing agreement and disagreements about entertainment activities and stating the reasons
Talking about historical events in the space conquest
Using facts and opinions to talk about features of man-made places
Consolidation and homework: (5 ms) 
 Summarize the main points of the lesson.
 Assign homework:
Prepare for the next class: Unit 1: FRIENDSHIP
 Part A - Reading
Listen to the teacher
Copy down
Listen to the teacher
*Self-evaluation:
Week : 1
Period : 3
Class : 11A2,3,5,8
Date of preparing : 19 Aug, 2014
Date of teaching : 22 Aug, 2014
 Unit 1: FRIENDSHIP
PART A: Reading
A. Objectives: 
Educational aim: By the end of the lesson students will be able to know about a close friend, and introduce qualities for a true friendship
Knowledge:
lexical items: words and structures related to friend and friendship: aquaintaince, loyal, selfish, humourous, caring, give and - take, rumour, gossip, , be concerned with../ take up st, take out st/ live by give- and - take, .
Grammar: revise the simple present tense.
Skills: 
developing such reading skills as :scanning for specific ideas, identifying the sequence of events and guess the meaning in context
 B. Methods:
	Integrated, mainly communicative.
 C. Teaching aids: chalk, board, textbook.
 D. Procedure:
	1. Class organization (2ms)
	- Greeting and checking students’ attendance
	- Teacher asks monitor “ who is absent today, moniter ?”.
	2. Review the previous lesson
	3. New lesson:
Teacher’s activities
Students’ activities
1. Warm-up: (5 ms) 
- Give some questions and ask SS to give answers.
Questions:
1. Who are they? 
2. Do you have friends?
3. According to you , what is a good friend?
II. Pre-reading: (10 ms)
1. Activity 1: 
- Ask students to look at the picture and read the poem in their books. 
 - Ask students to discuss then ask and answer the question:
 What do you think of the friend in the poem? 
 -Let them work in pairs.
- Listen to students and correct pronunciation and grammar if necessary.
-Show students to know about friends
2. Activity 2: Teaching vocabulary 
-Introduce some words. 
Aquaintaince (n) : A person we know simply.
 capable : (adj) >< incapable = unable
selfish : ( adj) >< generous
two- sided (adj) 
 give- and- take 
 rumour (n) 
Gossip(n-v)
mutual(adj) 
sympathy(n) -v sympathize 
-T pre-teaches some new vocabulary and guide to read 
- If there some time left,T may ask some SS to make sentences with the above words to check their understanding
III. While you read : (20 ms)
- Ask students to look through the passage and read in silence.
- Help students read the passage.
- Explain pronunciation and meaning of new words which appear in the passage.
Task 1 : 
- Ask students to fill each blank with a suitable word/phrase.
- Let students work individual or in groups.
- Help students if necessary.
Task 2: 
- Ask students look through the passage then try to choose which of the choices A, B, C,or D most adequately sums up the idias of the whole passage.
- Let them work in pairs.
Task 3: 
- Ask students to scan the passage and answer the questions:
- Let them work in pairs.
- Walk round and help students. 
- Ask some students to stand up to ask and answer eachother.
- Walk round the classroom and correct mistakes.
 IV. After you read : (5 ms)
- Ask students to disuss the question: 
“ Why do we need to have friends? ’’
- Let them work in pairs.
- Ask them to report the results to the class. 
- Listen to students and correct mistakes. 
V. Consolidation and homework: (3ms)
- Summarize the main point of the lesson.
- Assign homework:
 + Learn new words by heart.
+ Prepare new lesson: Part B: Speaking
- Listen to the teacher and answer the questions:
 1. Yes, I have.
 2. A is my best friend. 
 3. We usualy come to the library sometimes play foot ball
- Look at the picture in the book, listen to the teacher, read the poem then ask and answer the question, work in pairs:
A: What do you think of the friend in the poem?
B: I think.
- Listen to the teacher.
take notes
repeat in chorus
build sentences
- Listen to the teacher then read the passage. 
- Ask some new words if necessary.
- Keep the book open.
- Listen to the teacher then do task 1.
- Ask the teacher if necessary.
- work individual or in group.
- Write down the true keys in the notebook.
Keys: 
1. mutual 5. give-and-take
2. incapable of 6. loyal to
3. unselfish; 7. suspicious
4. acquaintance/ friend
- Listen to the teacher.
- Look through the passage again and try to choose the most adequately sums up the idia of the whole passage.
- Practice with a partner then write the key down in the note book.
- Ask the teacher if necessary.
Key: B
- Listen to the teacher then ask and answer the questions in the book: 
1. The first quality for true friendship is unselfishness..
2. Changeable and uncertain people are incapable of 
3. the third quality for friendship is loyalty
 4. There must be mutual trust between friends because if not, people cannot feel safe when telling the other their most intimate secrets.
5. People can’t keep a friend long because they can’t keep a secret, either of their own or others.
6. The last quality for true friendship is sympathy. It tells us that to be a true friend, you must sympathize with your friend. Where there’s no mutual sympathy between friends, there’s no true friendship
- Listen to the teacher.
- Try to discuss the question.
- The students who are called to stand up to report the result to the class loudly. 
- Listen to the teacher and write down homework 
listen to the teacher.
*Self-evaluation:
Week : 2
Period : 4
Class : 11A2,3,5,8
Date of preparing : 22 Aug, 2014
Date of teaching : 25 Aug, 2014
Unit 1: FRIENDSHIP
PART B: SPEAKING
A. Objectives: 
1. Educational aim: By the end of the lesson students will know how to discribe a person
2. Knowledge: 
- General knowledge: Students learn about physical characteristics and personalities of a person.
- Language: Talking about people’s physical characteristics and personalities.
- New words: words related to people’s physical characteristics and personalities.
3. Skills: talking about people’s physical characteristics and personalities.
 B. Methods:
	Integrated, mainly communicative.
 C. Teaching aids: chalk, board, textbook.
 D. Procedure:
	1. Class organization (2ms)
	- Greeting and checking students’ attendance
	2. Homework checking (5ms)
	3. New lesson:
Teacher’s activities
Students’ activities
1. Warm-up: (5 ms) 
- Ask students to keep book close
- Ask students to discribe some students in the class.
- Call some sdtudents to stand to talk to the class.
- Introduce, listen and repair mistakes for students.
2. Pre –speaking: ( 8 ms)
Task 1
Ask students to look at the people in the book and discribe their physical characteristics.
Let them work in pairs.
Introduce “Useful language” to the students:
+ Height: tall, medium, short, 
 + Face: square, large, oval, 
 + Forehead: broad, high, 
 ... 
- Ask students to work in groups to complete the summary of the reading passage by filling each blank with a suitable word from the box
- Go around to help the groups when necessary
- Call on some groups to answer the question
Listen to students and correct mistakes.
V. Consolidation and homework: (3ms)
- Summary the main point of the lesson.
- Assign homework:
+ Learn by heart new words.
+ Prepare Part B: Speaking
-Work in pairs to do the task.
Suggested answers.
1. oil, coal, natural gas
2. gas
3. fossil fuels
-Answer.
- Listen.
- Work in pairs and state the answers( may vary)
Suggested answers
 1. we can see windmill, solar panel, hydroelectric dam
 2.They are wind energy, solar energy and water power
 3.We need energy to live and work :drive out machine, light and heat our houses and produce something in industry and agriculture
- write these words into their notebooks.
- Listen and repeat.
- Practise reading these words by themselves.
- Read aloud in chorus and individually.
- Answer 
-Listen to teacher’s instructions
-Do the task individually and compare with their partner.
Answers
1.released 2.alternative 3.energy 4.limited 5.exhausted 
-Listen.
- Pair work.
Answers
Sources of energy
advantages
disadvantages
Nuclear 
unlimited
Very dangerous(due to radioactivity) 
Solar 
Available/ plentiful/ infinite
Only possible during sunny days
Water 
Clean/
unlimited
expensive
Wind 
Clean/
unlimited
No wind/no energy
Geothermal heat
available
Only in few places
-Do as told.
-Pair work.
Suggested answers:
1. Fossil fuels ( oil, coal , and natural gas) (line1,paraghaph1)
2, 6 sources : fossil fuels, nuclear power, solar energy, water power, wind power, geothermal heat .Solar energy has the most potential because it is plentiful and infinite. At the same time , it is clean and safe to use
- Listen to the teacher
-Discuss and complete the summary of the reading passage by filling each blank with a suitable word from the box 
- The students who are called to stand up to talk loudly are intelligent ones
Answers: 
energy 4.limited 
one 5.alternative
fuels 6.source
 7.unlimited 8.environtment
-Listen.
-Listen.
*Self – evaluation:
Week : 24
Period : 67
Class : 11A2,3,5,8
Date of preparing : Jan , 2014
Date of teaching : Jan , 2014
UNIT 11: SOURCES OF ENERGY
PART B: SPEAKING
A. Objectives:
1. Educational aim: By the end of the lesson Ss will be able to know how to talk about the advantages and disadvantages of using alternative sources of energy.
2. Knowledge:
General knowledge: Students could talk about the advantages and disadvantages of using alternative sources of energy in the future
New words: words related to the topic
3. Skills: talking about the advantages and disadvantages of using alternative sources of energyTalking about the information of some endangered animals
B. Method: Integrated, mainly communicative.
C. Teaching aids: test papers, colored chalk, board,...
D. Procedures:
	1. Class organization (2ms)
	- Greeting and checking students’ attendance
	2. Homework checking (5ms)
	3. New lesson: 
Teacher’s activities
Students’ activities
1. Warm-up: (5 ms) 
LUCKY NUMBERS (FLOWERS)
- Ask students to keep their books closed.
-Prepare a game: prepare 6 flower-shaped pieces of paper, in each of which a source of energy is mentioned and Ss’ task is to guess what source it is. 
-Introduce the rules: There are 8 flower-shaped pieces of paper. In each piece, information related to one source of energy is mentioned. Your task is to guess what source of energy it is?
Anyone wants to join in the game will come here and pick up one piece, read aloud your question and then answer it. If you can’t give the answer, the turn is for the others .Also, there are some pieces are lucky ones, which has the words “good luck”. If you pick up a piece of paper like this, you will receive a present without having to do something
- Get Students to join in the game.
- Check Students’ answers and give presents to students who have correct answers.
* Questions:
What source of energy is it?
1. It is not only plentiful and unlimited but also clean and safe.
2. It includes oil, coal and natural gas.
3. It is a clean source of energy. However, if the wind does not blow, there is no energy at all.
4. It costs a lot of money because people have to build dams to use this source of energy.
5. It comes from deep inside of the earth.
6. It can provide enough electricity for the world’s needs for hundreds of years, but it can be very dangerous.
2. Pre –speaking: ( 8 ms)
Task 1:
- Instruct the task.
- Pre-teach the vocabulary:
+ Enormous (a)
+ Nuclear reactor (n.p)lò phản ứng hạt nhân
+ Radiation (n)sự bức xạ, sự phát xạ, phóng xạ
-Ask students to read all the sentences in the list and try to understand all of them 
-Ask them to do the task in pairs
-Call on some students to report their answers in front of the class
-feedback and give correct answers:
- Ask students to work in pairs (one asks and one answers)
Ex:What is the disadvantage of fossil fuels? 
=>Fossil fuels will be exhausted within a relatively short time.
3. While- speaking: (17 ms)
* Task 2
- Guide students to understand the requirement of task 2: From task 1, you have known that alternative sources of energy have both advantages and disadvantages to our life, so when we want to talk about their advantages and disadvantages how we say it in English. Let look at the samples in the book.
- Read aloud the sample.
- Ask students to practice the dialogue in pairs.
What structures are used to ask for opinion?
What about structures used to express opinions?
Do you know any other structures?
Asking for opinions:
Why do you think / believe so?
What’s your opinion about?
What do you think about?
Expressing opinions:
I think/ believe.
Personally, I think/ believe
In my opinion,
- Provide some new words:
Enormous(a): to lớn, khổng lồ
Renewable(a): có thể hồi phục lại
-Ask students to work in pairs and make similar dialogues, using the provided words and structures.
- Call on some pairs to present their own dialogues. Give feedback.
4. Post - speaking: (5 ms) 
Task 3
- Tell students to discuss the belief on the increasing alternative sources in the future by asking and answering some questions:
1. How many people will use the solar energy?( more and more)
2. Why?( available, unlimited, easy to use, but expensive)
- Go round, check and help
- Call on students to present the ideas.
- Listen and give feedbacks.
5. Consolidation and homework: (3 ms) 
- Retell the main points of this lesson.
- Assign homework: 
practice speaking more at home.
Prepare part C – Listening
-Listen to the rule of the game
- Join in the game voluntarily
* Expected answers:
Solar energy
Fossil fuels
Wind power
Water power
Geothermal heat
Nuclear energy
-listen and write down these words 
-read the sentences 
-Do the task in pairs and report the answers in front of the class.
* Expected answers:
1, 2,3,5,7- disadvantages
4,6- advantages
-Pairs work to practice.
-Listen to T
- Practice the dialogue in pairs
- Answer.
- Listen and copy down.
-Write down.
-Do as told.
Model:
A: I think / I believe that wind power can be an alternative source of energy.
B: Why do you think / believe so?
A: Because our major sources of energy are running out while the wind is abundant and unlimited.
B: I know it is also clean and safe to the environment. However, it is not available when there is no wind.
-Work in groups, ask and answer the questions.
-Practice in front of the class.
-Listen and correct mistakes.
-Listen.
-Listen
*Self-evaluation:
Week : 24
Period : 68
Class : 11A2,3,5,8
Date of preparing : Jan , 2014
Date of teaching : Jan , 2014
UNIT 11: SOURCES OF ENERGY
PART C: LISTENING
A. Objectives:
1. Educational aim: By the end of the lesson, students are able to to talk about different kinds of energy
2. Knowledge:
General knowledge: By the end of the lesson Students will be able to develop such listening micro-skill as listening for specific information
New words: Words related to the topic
3. Skills: Develop such listening micro-skills as listening for specific information and listening for general information.
B. Method: Integrated, mainly communicative.
C. Teaching aids: test papers, colored chalk, board, cassette player,...
D. Procedures:
	1. Class organization (2ms)
	- Greeting and checking students’ attendance
	2. New lesson: 
Teacher’s activities
Students’ activities
I.Warm – up (6mins)
- Show students the pictures of the electric fan and the gas cooker
- Have students answer some questions as a lead-in to the new lesson.
- What can you see in these pictures?
- Do you use them in your house?
-What sources of energy do these pictures refer to?
-Ask students to list some of the things you use energy for in their house.
- Lead to the lesson.
II. Pre – listening (9mins)
-Introduce some new words that appear in the listening:
Ecologist(n): [i'kɔlədʒist]nhà sinh thái học
Fertilize(v) ['fə:tilaiz]làm cho phì nhiêu; làm cho màu mỡ (đất)
Vital(adj)(thuộc sự) sống
Atmosphere(n):
Oxygen
Nitrogen(n)
Carbon dioxide
- Have students read the words in chorus and in individually
III. While – listening (20mins)
Task 1:
- Ask students to read and explain 5 statements in task 1
- Explain some words or phrases which students can’t understand
- Ask students to listen to the tape twice and do task 1
-Ask 2 students to give their answer on the board
- Correct the answers then explain them
Task 2:
- Ask students to work in pairs to read though the passage and guess the missing words
- Play the tape once for Ss to listen and do the task
- Check the answer with the whole class. If many students can’t answer, play the tape one or two more times and pause at the answer for them to catch.
IV. Post – listening (6mins)
(For good students)
- Ask students to decide which group these sources of energy belong to- renewable or nonrenewable.
- Go round and offer help when necessary.
-Call on some students to report their answers to class and explain
-Feedback and give correct answers.
V. Consolidation (2mins)
- Summarize the main points of the lesson.
VI. Homework (2mins)
-Ask students to practice listening more at home and prepare the next part: Unit 11 - Writing
-Answer the questions.
-List as told.
-Listen
-Listen and copy down.
-read in chorus and in individually.
- Look at the books and read the statements in the task independently.
- Listen to the teacher 
- listen to the tape carefully and do the task
Keys:1C , 2C .3D ,4A ,5B 
-Pairs work.
Key:
1. unlimited 2. atmosphere
3. may 4. gases 5. Amount
-Work in groups and do the task.
Sources of energy
Non-renewable 
Renewable
Coal
V
Geothermal heat
V
Petroleum
V
Solar energy
V
Oil
V
Wind energy
V
Gas
V
-Listen.
-Listen.