Thiết kế bài dạy Tiếng Anh 11 - Period: 1 đến period: 6

Date of Planning:....................
Period: 1
INTRODUCTION
A. OBJIECTIVES:
I. Knowledge: Introduce the text book to students
	II. Skill: Speaking and Writing
B. PROCEDURE:
	I. Settlement: Good afternoon class! Who is absent today?
	II. Checking: (No)
	III. New lesson: Introduction
Teacher’s activities
Students’ activities
- 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.
- 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
Pronouns
Relative clause
Relative pronouns with preposition
Relative clauses replaced by participle and to infinitive
Omission of relative pronoun
Cleft sentence
Conjunctions
Tag questions
- 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
Listen to the teacher
Copy down
	IV. Consolidation: 
V. Homework:
Date of Planning:....................
Period: 2
UNIT 1: FRIENDSHIP
A. OBJIECTIVES:
I. Knowledge: 	- Students can understand the reading text.
	- Students can understand and use the new words through speaking, asking and answering the questions.
	II. Skill: Reading and Speaking.
B. PROCEDURE:
	I. Settlement: Good morning, class! Who is absent today?
	II. Checking: (No)
	III. New lesson: Unit 1_Lesson 1: Reading
Teacher’s activities
Students’ activities
I- Warmer:
- Teacher writes the sentence on the board and requests.
- Complete the sentence by filling the gap with the suitable words:
A ............. in need is a ................... indeed.
- Teacher calls the volunteer to present the answer.
II- Before you read:
- Teacher gives handouts:
1. Task 1: Complete the sentences:
- Teacher asks students to give their ideas about a good friend.
Handout:
a. My friend is someone who is .................................
b. I think a good friend is someone who is .................
Suggested:
Understanding, caring, easygoing, honest, reliable, sociable, modest, trustworthy, sharing, sympathetic, helpful, tolerant, unselfish
- Teacher teaches the new words above.
2. Task 2: Choose the word or groups of words closest in meaning to the word underlined in these sentences:
- Teacher asks students to close their books and gives handout
1. Every person can have a number of acquaintances but no one has many friends
a. persons we know but they are not our close friends
b. close friends c. neighbors d. classmate
2. For friendship to be intimate and lasting both friends must have some very special qualities.
a. good b. true
c. very close & friendly d. real
3. Some people do not seem to be constant. One minute they like something and the next minute they feel tired of it and are interested in something else.
a. easy b. changing
c. understandable d. unchanging
III- While you read:
- Teacher asks students to read the text and do the tasks.
1. Task 1: Scanning the text and answer the questions: What qualities of a friend are mentioned in the reading text?
2. Task 2: Go through the reading text and find
a. the reason why a selfish person can’t have a true friendship.
b. qualities that can spoil a true friendship.
3. Task 3: Choose A, B, C or D which most adequately sums up the ideas of the whole passage:
- Teacher asks students to work individually.
IV- After you read:
- Teacher asks students to work in groups to answer the question: “What does the text tell you about a true friendship?”
- Students work individually first, then they compare with their friends.
- Students give answer:
A friend in need is a friend indeed.
- Students close their books and work in groups, discuss about the features of a good friend.
- Students copy the adjectives that indicate the features of a good friend.
- Students work individually first, then they exchange in pairs.
Suggested answer:
1- a. persons we know but they are not close friends
2- c. very close and friendly
3- d. unchanging
- Students scan the text and answer the question
Suggested answer
Unselfishness, constancy, loyalty, trust, sympathy
- Students work in groups:
a. Because friendship is a two- sided affair; it lives by give- and take; A friendship which is all give on one side and all take on the other cannot last long.
b. Changeability, suspicion, talkativeness.
- Students work individually to find out the idea and compare.
Answer key
B. Conditions of true friendship
- Students discuss in groups and give their ideas.
IV. Consolidation: Qualities of a true friendship
V. Homework:	- Write down the answers of the questions on page 15.
	- Do the exercise in Task 1 about using words- page 14
Date of Planning:....................
Period: 3
UNIT 1: FRIENDSHIP
A. OBJIECTIVES:
I. Knowledge: 	- Students know how to describe about features and character of someone.
	- Students can make a dialogue talking about a famous person.
	II. Skill: Speaking.
B. PROCEDURE:
	I. Settlement: Good morning, class! Who is absent today?
	II. Checking: - Write down the answers of the questions on page 15.
	- Do the exercise in Task 1 about using words- page 14
	III. New lesson: Unit 1_Lesson 2: Speaking
Teacher’s activities
Students’ activities
Warm up: Game “Take them home” 
	- T divides the class into 4 groups.
	- T gives each group a poster and 20 cards then gives the rule of the game.
	Poster: 
HAIR
FACE
HEIGHT
NOSE
Cards:
tall
square
shoulder-length
oval
wavy
medium
curly
round
straight
dyed
grey
pointed
flat
sleek
heart-shaped
short
large
turn-up
long
fair
- T asks:
	+ Which other words are used for 	describing physical characteristics?
Activity 1: Describing people
(Task 1, textbook, p.15)
- T asks students to work in pairs, do Task 1- textbook on page 15.
- T asks Ss to listen to their friends’ descriptions and decide who he/ she is. 
Activity 2: Vocabulary
- T sets situations and asks Ss to fill in the blanks. 
	* He’s always willing to give money to his friends or help them. He’s a very .............. man.
	* She never tells lies. She’s a very ...............person.
	* He’s very good at Maths, but he never talks about that. He’s a .............. person. 
	* Minh is always cheerful and often tells jokes, which makes us like to be with him all the time. He is a very .............. boy. 
	* .......
Activity 3: Describing personalities
(Task 2, textbook, p.16)
- T asks Ss to work in groups, do Task 1- textbook, page 15.
Activity 4: Role - play: 
Talk about a famous friend. 
(Task 3, page 16)
- T helps Ss review some questions about physical characteristics, personalities, hobbies, ....
- T selects some pairs at random and has them play roles in front of the class. 
- Ss work in groups, take turns to choose the cards then stick them in the right categories.
	- Ss can organize the words into four different categories as follows: 
FACE: square, oval, round
HAIR: curly, wavy, dyed, sleek, shoulder-length, long, short, fair, straight, grey
NOSE: 	straight, flat, turned-up, pointed 
HEIGHT: tall, short, medium 
- Ss’ answers
+ Forehead: broad, high, ...
+ Appearance: handsome, beautiful, 	good-looking, well-built, ....
+ Lips: full, thin, ...
	- Ss sit in pairs, look at the people and describe their physical characteristics.
	 * He/ She is ............. He’s/ She’s got .............. His/ Her hair ..........
	 * He’s/ She’s ............. with .............. and ........
- Ss do the teacher’s request.
	generous
	honest
	modest
 	pleasant
- Ss work in groups, discuss and number the personalities in order of importance in friendship. 
- Each group’s representative will report their results to the class and explain orally why. (Ss’ answers may be different.)
- Ss make questions, using the suggestions (textbook, page 17).
* What’s your friend’s/ his/ her name?
* When was he/ she born?
* What does he/ she look like?
* What are his/ her hobbies?
* What’s he/ she like?
* What makes him/ her a good friend?
* What made him/ her successful?
* How much time does he spend on Math every day?
* What does he do in his free time?
- Ss work in pairs: Journalist & Interviewee.
IV. Consolidation: The Dice Game
- T distributes cards and indicators, gives instructions and checks the Ss’ understanding.
- Ss work in groups
- Ss write their name on their own cards, arrange their cards face down in a circle, and take turns to throw the dice to choose the speaker. The speaker will choose a card and describe the person whose name is in the card. 
V. Homework: Describe yourself.
Date of Planning:....................
Period: 4
UNIT 1: FRIENDSHIP
A. OBJIECTIVES:
I. Knowledge: 	- Students listen to people talking about their best friends.
- Deciding on True or false statements.
- Listening and taking notes.
	II. Skill: Listening.
B. PROCEDURE:
	I. Settlement: Good morning, class! Who is absent today?
	II. Checking: - Words of physical characteristics and personalities.
- Describe yourself
	III. New lesson: Unit 1_Lesson 3: Listening
Teacher’s activities
Students’ activities
1. Model the dialogue:
 T: Who is your best friend?
 T: How did you meet him / her?
 T: How long have you known each other?
 T: What qualities do you admire in your best friend?
2. Set the scene to teach the new words:
Apartment building ( translation)
Guitarist ( picture)
Motorbike ( picture)
Sense of humour ( translation)
Favourite (example )
To share (situation)
To introduce ( situation)
Help Ss to read those words
Help them use those words in their own sentences to describe one of their friends in their class.
 3. While- listening (20ms)
 Ask Ss to open their books 
 a. Task 1:
Ask the students to go through the statements
Elicit the key words so that they focus on listening.
Have them listen to the tape twice
Ask Sts to write the answers on the Bb.
Ask other students to remark and correct.
Let Ss to listen the tape again.
Give feedback.
Suggested keys:
- Talk A:
1
2
3
4
5
6
F
F
T
F
T
F
Ask Ss to correct the statements if possible
Task 2: 
- Set the scene and explain
- Tell Ss the way of doing this exercise.
- Have them listen twice.
- Let Ss listen to the tape one more and ask them to give the answers
How / where they met
What do they like....
Lan
- used to live in the same residential area in Hanoi.
- Lan in Doson, Ha went to visit
- friendly and helpful.
- Ha knew many people and introduced Lan around. She’s sociable.
Long
- met in college.
- Minh played the guitar, Long sang.
- worked together
- a great sense of humour.
- Minh likes to go to plays and movies.
- good listener.
- friendly and helpful.
Give feedback and remark
4. Post - listening (10ms)
* Ask Ss to retell the relationship between Lan and Ha, Long and Minh.
* Give the handouts of some proverbs about friendship and ask them to give their opinions.
1. With a friend at your side, no road seems too long (Japanese proverb)
2. Hold a true friend with both your hands. (Nigerian proverb)
3. One can do without people, but one has need of a friend. (Chinese proverb)
Ask some students to tell about their discussions.
Listen and take part in the dialogue.
 T à S , S à S
Copy down and read the words after the teacher.
Give the meaning
Make examples
Open their books 
Read the statements and understand them before listening
Listen and do the task
Do as directed
Listen and compare their answers.
- Talk B:
1
2
3
4
5
F
F
T
T
T
Listen and do the task in pairs
Listen and discuss the answers
Listen again and give the answers
Go to the Bb to write down their answers.
Practice asking and answering based on the chart.
 + Close pairs
 + Open pairs
Work in groups.
Discuss and their opinions.
IV. Consolidation:
V. Homework:	- Learn the new words.
 	- Write about you and your friend has become best friends.
 	- Prepare for the writing. 
Date of Planning:....................
Period: 5
UNIT 1: FRIENDSHIP
A. OBJIECTIVES:
I. Knowledge: By the end of the lesson, the Ss will be able to write a short paragraph to describe their friends.
	II. Skill: Writing
B. PROCEDURE:
	I. Settlement: Good morning, class! Who is absent today?
	II. Checking: Talk about you and your friend has become best friends
	III. New lesson: Unit 1_Lesson 3: Writing
Teacher’s activities
Students’ activities
Warm up (5ms)
 Expanding sentence:
 - Write the word “Friend” on the Bb
 - Ask Ss to expand it by adding the beginning or the end to make a meaningful sentence.
Introduce the new lesson.
2. Presentation (10ms)
Review some useful words that helps them to describe someone (speaking lesson)
Short - broad - straight - tallish - crooked - pointed - oval - turn-up - square - flat - large - wide - wrinkled - dyed - long - curly
Parts of the body
Adjectives
Face
Nose
Hair
Forehead
Height
 3. Practise (20ms)
Ask Ss to open their books 
Go through all the guidelines
Elicit some structures:
 a). S + VL + Adjectives
 b). S + To have + Noun .... 
 + What I like most about him / her is...
 + We have the same interest in ..
 + It is her / him who I can share..
 + I first met him / her in ( when ...
 Help Ss to make the outline 
 Limit Ss time to finish writing
 Monitoring
 Share their ideas and writing with his friend
Ask two students write their writing on the Bb.
4. Communicative Activities ( 10ms)
Let Ss to remark before giving feedback.
Correct the mistakes and give marks.
Look and do as directed
E.g. I like a friend.
I like a friend who is friendly.
I like a friend who is friendly and helpful.
....
Give the meaning
 Make examples
Open their books 
Do as directed
 Make the outline before writing
Check his friend’s writing.
Come to the Bb
Others give their opinions
Correct their mistakes
IV. Consolidation:
V. Homework: 	- Learn the new words.
 	- Write the passage again in their textbooks.
 	- Prepare for the language focus. 
Date of Planning:....................
Period: 6
UNIT 1: FRIENDSHIP
A. OBJIECTIVES:
I. Knowledge: 	- By the end of the lesson, the Ss will be able to pronounce and know the differences between the two sounds /tF/ & /dV/
- Know and use the bare infinitive and full infinitive.
	II. Skill: Language Focus
B. PROCEDURE:
	I. Settlement: Good morning, class! Who is absent today?
	II. Checking: Check the students’ writing homework
	III. New lesson: Unit 1_Lesson 3: Language Focus
Teacher’s activities
Students’ activities
1). Pronunciation:
 a) Show pictures of “Chair” & “Bridge”
- Ask Ss to read those word and tell the differences
- Ask Ss to give other words containing those sounds.
- Introduce the new lesson
- Ask Ss to open their books 
 b) Read those sounds and ask Ss to repeat 
- Read words and sentences on page 19
- Ask Ss to tell the letters containing those sounds.
ñThe letters such as “Ch, Tu, Tch” contain the sound /tF/ ( question, righteous)
ñThe letters such as “J, G, Dg” contain the sound /dV/ (soldier, educate)
 c) Listen and decide if the words belonging to group 1 /tF/ or group 2 / dV /
 Age, each, badge, coach , college, chew, junk, jeans, joke, purchase, magic, match, tragic
2). Grammar:
Stick a sentence on the Bb
- Ex: They arrived late last night.
 à I saw ...
Expected answer : “I saw them arrive late....”
 Ask Ss to give more verb following the bare infinitive if possible.
Introduce the new lesson
Write the structure on the Bb
S + Perceptive verbs + Object + Bare inf
 - see - hear - listen to
 - watch - feel - smell - taste
 - observe , notice
 * Other verbs : let make , help
 a). Task 2
Have Ss practice the exercises given in the textbook
 Ask Ss to read out the answers
Give them a chance to practice the structures by using model dialogue:
 A: Where is Nam?
 B: I saw him go out a minute ago.
 A: What wrong with him?
 B: I heard him say that he is not well.
 b). Task 1
Set the scene to teach the “To-inf” 
What do we go to school for?
What do you learn English for?
* We go to school to enrich our mind with knowledge.
* I study English to go abroad / to speak to the foreigner / to find a good job.
“To infinitive” is used in these sentences to express a purpose.
Ask Ss to do the given exercises in textbook.
 Give feedback 
Look and do as directed
Open their books.
Read those sounds
Do as directed
Give the meaning
 Make examples
Listen and give the answers
( class work)
Look at the Bb and do as directed
Discuss and give the answer
Listen and take part in their teacher’s work
Tell the meaning
Make examples
Copy down
Do the exercise and compare with the partner
Practice the dialogue and replace situation if possible.
Answer the teacher’s questions
Draw out the structure
Open their books and do the exercises.
Come to the Bb ad write down their answer.
Do as directed
* Make questions for the responses:
1). I saw him sit in the park alone.
2). Nothing. I think we have to eat out today.
3). Too tired to go now.
4). Why not? Let’s join them.
5). Oh, he‘s old enough.
IV. Consolidation: 
V. Homework: 
- Learn the new words.
 - Do the exercises again in their notebooks
- Prepare for the unit 2