Thiết kế bài dạy Tiếng Anh 11 - Period no 1 đến period no 6

 Date of preparing: 6- 8- 2009 Date of teaching:11- 8- 2009 Class: 11A5, 11A9, 11A7, 11A6
Period No 1 – Introducing English 11 and Testing 
I. Aim:
- Introducing English 11 and testing.
II. Objectives: By the end of the lesson, Ss will be able to know:
- how to learn English in grade 11.
- how to do English tests.
- how to use student’s book and workbook. 
III. Teaching aids:
- Textbook, workbook, handouts
IV. Procedure:
Time
7’
20’
15’
3’
Teacher’s activities
 - introduce the teacher to students .
- ask students about their names and English knowledge etc.
- introduce how to use their books and workbooks to students.
- introduce how to learn reading, speaking, listening, writing, language focus in their books and how to do the exercises in their workbooks to students.
- introduce oral tests, 15 minute tests, 45 minute tests, etc. and how to do them to students.
- the tests in grade 11 include: 
+ reading : 25%
+ listening: 25%
+ writing: 25%
+language focus: 25%
- ask Ss to do the test individually.
- summarize the main points.
- assign homework.
Content
Warm- up: 
Introducing
I. Introducing student’s book and workbook:
II. Introducing English tests in grade 11:
III. Introducing other books, tapes etc.
C. 15 minutes test (handout)
Key:
1A
2C
3B
4C
5B
6D
7B
8C
9A
10C
11C
12A
13C
14B
15B
16A
17A
18A
19A
20B
D. Wrapping
Students’ activities
- listen to the teacher
- answer the teacher’s questions.
- put the student’s books and workbooks on the table.
- listen to the teacher and look through the books.
- listen to the teacher.
- do the test individually.
- prepare textbooks, notebooks and the things for learning and prepare lesson 1 - Reading - Unit 1.
15 minutes test
Name:..Class 11
	Choose the best answer:
Collecting old coins and paper notes _____ one of my grandfather’s hobbies when he retired.
	A. was	B. were	C. is	D. are
A number of workers _____ for a rise since last month.
	A. asked	B. asks	C. have asked	D. has asked
The number of pupils who _____ poor marks since the beginning of this semester _____ appalling.
	A. have got – is	B. has got – is	C. have got – are	D. has got – are
Five thousand pounds _____in the robbery last night.
	A. is stolen	B. are stolen	C. was stolen	D. were stolen
His silence _____ that he agrees with us.
	A. mean	B. means	C. is meaning	D. are meaning
Mr. Thomas with his wife and his three children _____ abroad since last year.
	A. was	B. were	C. have been	D. has been
One of the girls who _____ in this department for 3 months now _____ my niece.
	A. have been working – is	B. has been working – is	
	C. is working – is	D. are working – is
There _____ only a few people at the meeting last night.
	A. has been	B. have been	C. were	D. was
The English ____ to drink tea.
	A. like	B. likes	C. are liking	D. is liking
Everybody _____ to do their best at present.
	A. try	B. tries	C. is trying	D. are trying
Both of the girls _____ pretty, but neither of them _____ intelligent.
	A. are – are	B. is - is	C. are – is	D. is – are
That you take a computer course _____ necessary.
	A. is	B. are	C. was	D. were
Neither Daisy nor you _____ that work yet.
	A. finish	B. finishes	C. have finished	D. has finished
The police _____ to the site of the accident for 3 days now.
	A. comes	B. have come	C. has come	D. came
You can use my phone if yours _____
	A. do not work	B. does not work	C. is not working	D. are not working
Much progress _____ in recent weeks.
	A. has been made	B. have been made	C. has made	D. have made
Most people _____ with my attitude.
	A. agree	B. agrees	C. is agreeing	D. are agreeing
A great deal of machinery _____ to the exhibition last week.
	A. was sent	B. were sent	C. sent	D. has sent
Most of Shakespeare’s plays _____ about history.
	A. are	B. is 	C. were	D. was
A lot of mistakes _____ in her writing yesterday.
	A. was made	B. were made	C. is made	D. are made
 Date of preparing:7- 8- 2009 Date of teaching: 12- 8- 2009 Class:11A5, 11A9, 11A7, 11A6
Unit 1
FRIENDSHIP
---------------oOo-------------
Period No 2 - Lesson 1: Reading
I. Aim:
- Reading for specific information about the true friendship, conditions of true friendship.
II. Objectives: By the end of the lesson, Ss will be able to:
- Develop such reading skills as scanning for details, specific ideas, skimming for general information, and guessing meaning in context
- Use the information they have learnt to discuss the topic
III. Teaching aids:
- Textbook, handouts, pictures concerning to the topic..
IV. Anticipated problems:
- Ss may need help with discussion task so T should be ready to help them
- Ss may have difficulty in reading some difficult words such as: sympathy, loyalty, suspicion, enthusiasm .
- T may not have enough time to teach
V. Procedure:
Time
4’
4’
5’
2’
6’
5’
10’
7’
2’
Teacher’s activities
- prepare a handout with network of the word “friendship”.
- divide the class into 8 groups and give each group a hand out. 
- ask Ss to complete the net work. 
- ask the whole class to look at the picture on page 12 and ask them some questions
- ask Ss to work in pairs to read the short poem on the page13 and answer the question. 
- call on some Ss to answer the questions. 
- give some comments and the suggestions.
- read word by word.
- ask Ss to repeat in chorus and individual and write them on the blackboard.
- say some words in Vietnamese and ask Ss to speak them out in English.
- ask Ss to read the words in the box then fill each blank with one of them.
- ask Ss to read the passage quickly and stop at the lines that contain these words to guess their meaning. 
- ask Ss to work individually to do the task.
- go around to help them when necessary.
- ask Ss to exchange their answers with the other Ss. 
- ask Ss for their answers and tell then to explain their choices.
- ask Ss to read the passage again and decide which of the choices A, B, C, or D most adequately sum up the ideas of the whole passage.
- get Ss do the task individually
- give Ss some strategies to find the main idea of the passage.
- call on some Ss to give the answer and ask other Ss to say whether they agree or disagree.
- ask Ss to answers the questions in task 3.
- ask Ss to do the task individually to do the task, then discuss their answers with their partner.
- call some Ss to write their answers on the board and ask them to explain their choices.
- ask Ss to work in pairs to discuss the question in the text book.
- go around to help the Ss when necessary.
- ask every two pairs to share ideas.
- call on some Ss to report their ideas to the class.
- summarize the main points.
- assign homework.
Content
A. Warm- up: Network: Qualities which friendship must have:
Suggested answers:
honest, unselfish, constant, loyal, sympathetic, patient..
B. Pre- reading
I. Discussing the picture and poem
Questions:
1. What are girls and boys doing in the picture?
2. How do they feel?
3. What does the picture tell you?
Answers:
1. One boy is playing the guitar, and the other girls and boys are singing.
2. They seem very happy because we can see their smile.
3. The picture tells us that friends can happily do many things together or friendship is a beautiful thing that brings happiness to us.
Question:
What do you think of the friend in the poem?
Suggested answer:
The friend in the poem is very dedicated and thoughtful. He/She is willing to help his/her friend in any circumstances
II. Vocabulary
- acquaintance (n) [ə'kweintəns] :người quen
- lasting(a) ['lɑ:stiη]: trường tồn
- unselfishness (n) [,ʌn'selfi∫nis]:vị tha
- be concerned with sb/ st (a) [kən'sə:nd]: quan tâm
- two-sided (a) ['tu:'saidid]:từ 2 phía
- give and take (n) :cho và nhận
- constancy (n) ['kɔnstənsi]:tính kiên định
- enthusiasm (n) [in'θju:ziổzm]: nhiệt tình
- loyalty (n) ['lɔiəlti]: trung thành
- suspicion (n) [sə'spi∫n]: nghi ngờ
- rumour (n) ['ru:mə] : tin đồn
- gossip (n) ['gɔsip]: tin đồn nhảm
- sympathy (n ['simpəθi]:sự thông cảm
III. Checking vocabulary:
C. While- reading
I. Task 1:
 Answers:
1. mutual
2. incapable of
3. unselfish
4. acquaintance/ friend
5. give -and -take
6. loyal to
7. suspicious
II. Task 2: 
Suggested answers:
 B ( Conditions of true friendship )
III. Task 3:
Suggestet answers:
1. The first quality for true friendship is unselfishness. It tells us that a person who is concerned only with his/her own interests and feelings can not 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 objects.
3. The third quality for true friendship 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 can not feel safe when telling the other their most intimate secrets.
5. Because they cannot keep a secret, either of their own or of others’. 
6. The last quality for true friendship is sympathy. It tells us that to be a true friend one must sympathise with your friend. Where there is no mutual sympathy between friends, there is no true friendship.
D. Post- reading: 
Suggested answer:
The friendship is very important to our life. A true friend can help us when we are sorrow and when we have difficulty. We can share ideas, likes,joys, pleasures, aims .to each other. Sometimes only true friends can understand, sympathise us so we feel safe to tell him/her our secrets. Friendship brings us happiness. We happily do many things together. So we can’t live without friendship.
E. Wrapping
Students’ activities
- work in groups to discuss about the qualities which friendship must have to complete the network. The winner will be the group completing the network in the shortest period of time.
- look at the picture on page 12, work in pairs and answer the teacher’s questions.
- listen carefully
- repeat after the teacher in chorus and individual and write down.
- do the task individually.
- read the words in the box then fill each blank with one of them.
- read the passage quickly and stop at the lines that contain these words to guess their meaning.
- work individually to do the task.
- exchange their answers with the other Ss. 
- explain their choices.
- read the passage again and decide which of the choices A,B,C,or D most adequately sum up the ideas of the whole passage.
- work individually.
- listen carefully.
- some Ss give the answer and ask other Ss to say whether they agree or disagree.
- do the task individually to do the task, then discuss their answers with their partner.
- some Ss write their answers on the board and explain their choices.
- work in pairs to discuss the question in the text book.
- every two pairs share ideas.
- some Ss report their ideas to the class.
- learn by heart all of new words and structures and  ... st-listening.
 Date of preparing:16-8- 2009 Date of teaching: 19- 8- 2009 Class: 11A5, 11A9, 11A7, 11A6
Unit 1
FRIENDSHIP
---------------oOo-------------
Period No 5 - Lesson 4 : Writing
I. Aims
	- Writing about a friend.
II. Objectives: By the end of the lesson, Ss will be able to:
- Write about a friend using the words and expressions that they have learned in previous lessons.
III. Materials 
Textbook, handouts..
IV. Anticipated problems
- Ss may not have sufficient vocabulary to write about the topic, so T should be ready to assist them.
V. Procedure
Time
 5’
 10’
 18’
 12’
 2’
Teacher’s activities
- ask each student to use his/her partner's name to write an acrostic poem. He/She has to use the adjectives beginning with the letters of the name to describe his/her friend's personality or appearance.
- call on some Ss to write their poems on theboard.
- check with the class.
- lead in the new lesson.
- hang on a chart with descriptive adjectives on
the board.
 ask Ss to work in groups of four or five to put the adjectives under the following headings: Hair	, Eyes, Build, Face, Nose, Complexion, Personality.
give feedback on what Ss have.
- get Ss to read the task and the guidelines silently . 
- elicit the verb tenses that may be useful when Ss want to write about when and where they met their friends.
- get Ss prepare an outline for their writing and exchange it with their peer.
- give feedback.
 ask Ss to write a short passage about a friend of theirs.
- move around to control and give help with vocabulary. When Ss have finished, collect Ss’
writings.
- ask Ss to work in groups of 5, deliver each group 5 pieces of writings and tell them to read and correct their friends' writing.
- tell each group to choose the best piece of
writing.
- go around to control and give help if necessary.
- call a student from each group to read their group's best writing, and ask Ss to give comments.
- give feedback
- summarize the main points.
- assign homework.
Content
A. Warm- up: Game: Name -Poem
Example: Tien is my friend.
Talented
Intelligent
Easy-going
Nice
Thang is my friend
Tall and thin
Helpful to everyone
Active in class
Neat and tidy
Generous in giving help
Lead - in: These adjectives can help you write a
description of a person. Our lesson today is to
write a description of a friend of yours.
B. Pre- writing: 
I. Categorizing:
tall short dark long round blue flat fair smooth thin high pointed open-hearted sincere large slim sociable weather-beaten fat overweight thick oval sincere helpful
Suggested answer:
 Hair: short/ long/ thick	
Eyes: round/blue/ dark/large
Build: slim /fat/ overweight..
Face: round/thin/oval
Nose: high/flat/ pointed	
Complexion: fair/ smooth/ weatherbeaten
Personality: openhearted /sincere/ 
 sociable/ helpful.
II. How to describe a person: 
Ss' writing should include three parts: 
- (l) general information . about their friend
- (2) his / her physical characteristics and 
 personalities
- (3) what Ss like about the friend.
C. While- writing: 
Suggested writing:
 Of all my friends, I like Lan best. She is my classmate and we have been friends for a long time. We have learned together since we were in the 1st form.
 Lan is a beautiful girl with white skin. She has an oval face with big dark eyes, red lips, a straight nose and dimpled cheeks ( má lúm đồng tiền). She always smiles. Her smile is very charming.
 Lan is a good friend. She is not only beautiful but also very intelligent. She learns well all the subjects but she is very modest and hard working. She is willing to explain the lesson to us. She is sociable and she has a sense of humour. We have something in common because we both like reading, listening to music and eating ice cream. Our dream is going to university together. I hope that our friendship will last forever.
D. Post- writing
E. Wrapping 
Students’ activities
- use his/her partner's name to write an acrostic poem. He/She has to use the adjectives beginning with the letters of the name to describe his/her friend's personality or appearance.
- some Ss write their poems on theboard.
- listen carefully.
- look at the chart and work in groups of four or five to put the adjectives under the following headings: Hair	, Eyes, Build, Face, Nose, Complexion, Personality
- read the task and the guidelines silently . 
- listen to the teacher carefully.
- prepare an outline for their writing and exchange it with their peer.
- practice writing individually then in pairs
- work in groups of 5, read and correct their friends' writing.
- choose the best piece of writing.
- a student from each group reads their group's best writing, and other Ss to give comments.
- improve their writing,
taking into consideration their friends' and T s
suggestions and correction and do the extra exercise. 
 Date of preparing: 17- 8- 2009 Date of teaching: 20- 8 -2009 Class: 11A5, 11A9, 11A7, 11A6
Unit 1
FRIENDSHIP
---------------oOo-------------
Period No 6 - Lesson 5 : Language focus
I. Aims:
	- Distinguishing the sounds [dʒ] and [t∫]
	- Pronouncing the words and sentences containing these sounds.
- Using some structures containing infinitives with and without to.
II. . Objectives: By the end of the lesson, Ss will be able to: 
- Distinguish the sounds [dʒ] and [t∫]
- Pronounce the words and sentences containing these sounds correctly
- Use some structures containing infinitives with and without to appropriately
III. .Materials . 
 	- Textbook, handouts. 
IV. Anticipated problems
- Ss may find it difficult to pronounce the two sounds, so T should prepare a lot of practice. 
4. Procedure:
Time
 5’
 10’
 15’ 
 6’ 
 8’ 
 2’ 
Teacher’s activities
- ask Ss some questions.
- pronounce the two sounds separately.
- model the two sounds /dʒ/ and /t∫/ for few times and explain the differences in producing them.
- play the tape once for Ss to hear the words containing these two sounds. 
- play the tape again and this time ask Ss to repeat after the tape.
- read the sentences and ask Ss to underline the words with the sounds /dʒ/ and /t∫/ and write under them.
- ask Ss to practice reading the sentences in pairs.
-go around providing help.
- ask some Ss to read the sentences and give feedback.
- write some sentences on the board and underline the to + infinitive.
- ask Ss to comment on the use of to + infinitives in these examples.
- review the form and use of to + infinitives in the examples.
- revise N/ Pro + to + infinitives
- revise Infinitive without to.
- ask Ss to do Exercise 1 individually and then compare their answers with another student.
- call on some Ss to read aloud their answers.
 - give the correct answers
- ask Ss to do Exercise 2 in pairs. Ss have to rewrite the sentences by using the words given
-ask them to compare answers with another pair.
- call on some Ss to go to the board to write their answers.
- ask other Ss to give feedback and give correct answers.
- summarize the main points.
- assign homework.
Content
Warm- up: Chatting:
Questions:
1. What is my job? (You are a teacher.)
 2. What is the name of the first month of a
 year? ( It is January ).
B. Pronunciation:
I. Presentation 1: the two sounds /dʒ/ and /t∫/
/dʒ/: is a voiced palatal
- Voiced=vocal cords vibrate while making this sound
- Palatal= put your tongue behind your top teeth, push air as you drop your tongue away from the roof of your mouth
/t∫/ is an unvoiced fricative palatal
- Unvoiced- vocal cords do not vibrate while making this sound
- Fricative palatal = touch your tongue to the back of your upper teeth and pull your tongue away as your push air out of your mouth
II. Practice
1 Pronouncing words containing the sounds
/dʒ/:jam, joke, January, dangerous,passenger, village
/dʒổm/, / dʒouk/, /dʒổnjuəri/, /deindʒrəs/, 'pổsindʒə/, /vilidʒ/
/t∫/:children, changeable, cheese, mutual, church , which
/ 't∫ildrən/,/ 't∫eindʒəbl/,/t∫i:z/, /'mju:tjuəl/,/t∫ə:t∫/, /wit∫/
2. Practicing sentences containing the target sounds
C. Grammar
I. Presentation 2: 
1. To infinitive
Examples:
+ I have letters to write to my friends
+ I have some homework to do
+ Does he get anything to eat?
+ Have you got anything to say?
- The infinitive can be placed after nouns/pronouns to show how they can be used or what is to be done with them
+ I have letters to write = I have letters that I must write
+ I have some homework to do= I have some homework that I must do
+ Does he get anything to eat?= Does he get anything that he can eat?
=>In the examples above the infinitives are used to replace relative clauses
2. N/pro +to + infinitives 
Ex: I need someone to take care of my children
 to + infinitives + prepsitions
Ex: I need someone to talk to my mother
 Can I borrow your case to keep my records in?
Adj + to -infinitive 
 Too/ enough + to –infinitive
Ex: - I am pleased to see you.
 - The water is too hot to drink.
 - He’s old enoughto go to school.
3. Infinitive without to
- after “make, let”+object +bare infinitive 
- after verbs of perception such as: feel, hear, watch, see, notice, observe, smell + object + bare infinitive
Ex: Nothing can make him cry.
 I see her cook dinner.(completed action)
Notice:I see her cooking dinner. (I see she’s cooking dinner)
II. Practice:
1. Exercise 1
Answers: 
1. Who wants somethings to eat?
2. I have some letters to write.
3. I am delighted to hear the news.
4. My mother has some shopping to do.
5. You always have too much to talk about.
6. It’s lovely to see you again.
7. It’s too cold to go out.
8. I’m happy to know that you have passed 
 the exams.
2. Exercise 2:
Answers: 
1. The police watched them get out of the car.
2. They let him write a letter to his wife.
3. I heard them talk in the next room.
4. The customs officer made him open the briefcase.
5. The boy saw the cat jump though the window.
6. Do you think the company will make him pay some extra money?
7. I felt the animal move towards me.
8. Do you think her parents will let her go on a picnic?
D. Wrapping
Students’ activities
- answer the teacher’s questions.
- listen attentively.
- listen to the tape carefully.
- repeat in chorus and individual.
- listen and underline the words with the sounds /dʒ/ and /t∫/ and write under them.
- practice reading the sentences in pairs.
- some Ss read the sentences
- listen and note down.
- pay attention.
- listen and note down.
- do Exercise1 individually and then compare their answers with another student.
- some Ss read aloud their answers.
- do Exercise 2 in pairs. Ss have to rewrite the sentences by using the words given.
- compare answers with another pair.
- some Ss go to the board to write their answers.
- other Ss give feedback.
- learn by heart all the knowledge they’ve learnt and practice them again at home.
- prepare the next lesson: Unit 2 : reading