Giáo án Tiếng Anh Lớp 11 - Tiết 1 đến 5

Nội dung text: Giáo án Tiếng Anh Lớp 11 - Tiết 1 đến 5

1. Period 1: INTRODUCTION I. Objectives: By the end of the lesson, students will be able to: - get an overview of the English book grade 11 in general: themes, units - know about tests: oral test, fifteen - minute tests, periodical tests, first term test - have a sense of responsibility toward learning the subject II.Preparations: - Teacher: Handouts, textbook, sub boards and colored chalks. - Students: Textbook. III. Anticipated problem and solutions:- The whole lesson: Integrated, mainly communicative. IV. Procedures: Teacher and students’activities Contents and board display Warm-up * Game: Lucky Number 1. Lucky Number -T divides the whole class into two groups and plays 2. How many girls are there in your class? the game. 3. Do you know what your English teacher’s - The leader of each group chooses a number for name is? their own group and does the following requirement 4. Lucky Number in each question. If the answer is correct, they will 5. What do you prepare for this semester? get 10 marks. 6. Do you like studying English? Why or - T leads Ss in the lesson. Why not? 7. How do you learn English well? 8. Do you speak English fluently? I. Topics and units: - Ask Ss to look through the book then tell class how 1. The generation gap many units it has. 2. Relationships - Introduce some more information about the topics. 3. Becoming independent (Including five topics in each term) 4. Caring for those in need - There are 8 periods in each unit. They are Getting 5. Being part of ASEAN Started, Language, Reading, Speaking, Listening, + 2 reviews Writing, Culture and communication and Looking Back II. Tests: 1- Previous lesson check. III. Requirements for study preparation 2- Fifteen minutes tests (3) - Each S has books (student book and work book), 3- Periodical tests (2) CDs and notebook. 4- First term test - Prepare for the lesson before class. -Listen to the teacher attentively and take part in the lesson actively and creatively.
2. - Take part in the activities that the teacher requires such as pair work, group work - Do all exercises at home, learn new words and structures Wrapping up Wrapping up - Summarize the main points: Getting to know the content of English 11, tests, . Homework Homework - prepare for the next lesson: Unit 1- Getting started Feedback: Period 2: Unit 1: THE GENERATION GAP Lesson 1: Getting started I. Objectives : By the end of the lesson, students will be able to: 1. Knowledge - get to know the topic, vocabulary about the generation gap and family rules, two grammatical points: should, ought to give opinions and advice, and must and have to express obligation
3. 2. Skill - develop listening, speaking, reading skills 3. Attitude and competencies: - have responsible attitude towards family rules - understand and actively respond to relevant matters or situations. - form and improve such competencies as: teamwork, assessment, problem- solving II. Preparations: - Teacher: Handouts, textbook, pieces of papers and cassette. III. Anticipated problem and solutions: Ss forget all knowledge that they have learnt IV. Procedures: Teacher’s and students’ activities Contents &Board display Warm-up Unit 1: THE GENERATION GAP .Tell Ss that these differences can be in the choice Lesson 1: Getting started of music, clothing, values, lifestyles, ways of shopping (directly from shopping centers or online), or communication Ask Ss questions about the picture: This is a photo of a big family. Who are the people in the photo? Is this type of family popular in your community? Elicit answers from Ss Activity 1: Listen and read: Activity 1: Listen and read: Tell Ss that they are going to listen to a conversation between two friends, Sam and Ann. Let Ss guess what Sam and Ann are talking about` - T plays the recording and asks Ss to listen and pay attention to the text to understand the content. - Ss listen and read along silently. Activity 2: Decide whether the sentences are Activity 2: Decide whether the sentences true, false or not given are true, false or not given - T asks Ss to read the passage again and get 1. F information to do Task 2 in pairs. 2. F - Ask students to compare the answers with a 3. T partner. 4. F - Ask some students to read the answers. 5. T - Checks and gives the correct answers: Activity 3: Complete the definitions: Activity 3: Complete the definitions: Key - Tell Ss this activity focuses on compound nouns. 1. A nuclear family 2. Childcare • Ask them to complete the definitions, using the highlighted compound nouns in the 3. A generation gap 4. Table manners conversation. 5. A viewpoint 6. An extended • Ask Ss to check answers in pairs. k ___ family
4. • Check Ss’ answers. Activity 4: Find the compound nouns Activity 4: Find the compound nouns grandparents, grandma, grandpa, Ask Ss to read the conversation again to find seven grandmother, hairstyle, housework, other compound nouns. footsteps • Allow Ss to use a dictionary to look up the meanings of the compound nouns. Tell Ss to compare their answers in pairs / groups. Then check answers as a class Activity 5: Find verbs Activity 5: Find verbs Opinion and advice: should, ought to • Ask Ss to read the conversation again to find Duty and obligation: must, have to verbs expressing duty, obligation, advice. Lack of obligation: not have to, not need to Tell Ss to compare their answers in pairs / groups. Then check answers as a class Activity 6: Ask and answer Activity 6: Ask and answer 1. I’m a part of a nuclear/extended family. - ask Ss to work in pairs, practice asking and 2. I learn a lot of skills from my answering the questions given using the ideas grandparents. from the conversation and Ss’ own ideas Wrapping up - Summarize the main points: Getting to know the topic, the vocabulary items related and modals Homework : - practice the conversation, asking and answering questions. Feedback: Period 3: Unit 1: THE GENERATION GAP Lesson 2: Language I. Objectives: By the end of the lesson, students will be able to gain: 1. Knowledge • use words and phrases related to the generation gap and family rules • identify and pronounce strong and weak forms of words in connected speech • use modals to give opinions and advice: should, ought to • use must and have to to express obligation 2. Skill - listening, reading 3. Attitude and competencies:
5. - have responsible attitude towards family rules - understand and actively respond to relevant matters or situations. - form and improve such competencies as: teamwork, assessment, problem- solving II. Preparations: - Teacher: Handouts, textbook, pieces of papers and cassette. III. Anticipated problem and solutions: Ss forget all knowledge that they have learnt IV. Procedures: Teacher’s and students’ activities Contents &Board display Unit 1: THE GENERATION GAP I. Vocabulary: Compound nouns Lesson 2: Language Activity 1: Draw Ss' attention to the four compounds written as one word: household, hairstyles, I. Vocabulary: Compound nouns schoolchildren, footsteps. Activity 1: A compound noun is a noun that is made up of Example: two or more words. a 'greenhouse: a place for growing Each compound noun acts as a single unit and can plants (compound noun) be modified by adjectives and other nouns. a 'green 'house: a house painted green In compound nouns, the stress usually falls on the (free word combination) first word. This helps us to distinguish between compound nouns and free word combinations. Key: 1 -g 2-h 3-i 4-f Activity 2: Complete the questions - T asks Ss to read the conversation again and get 5-c 6-b 7-a 8-d 9-e information to do Task 2 individually. - Ss elicit more chores to add to the list. Activity 2: Complete the questions - Ask Ss to compare the answers with a partner. Key 1. hairstyle / table manners - Ask some students to read the answers. 2. generation gap - Feedback 3. nuclear family II. Pronunciation: 4. junk food Activity 1: Listen and repeat: 5. schoolchildren • Play the recording for Ss to listen and repeat. • Ask Ss to pay attention to the stressed words II. Pronunciation: with the stress mark before the stressed Activity 1: Listen and repeat: syllable. • Play the recording again for Ss to listen, pausing after each sentence. Have Ss work in pairs to find out the parts of speech of the words which are stressed in these sentences. - T plays the recording and asks Ss to listen then circle the word they hear. - T asks Ss to work individually and then check answers as a class
6. - ask pairs of Ss to role-play the questions and Activity 2: Listen and check answers in front of the class 1. strong, weak III. Grammar: 2. weak, strong Tell Ss that this activity focuses on the use of 3. weak, strong should /shouldn't, ought to/ought not to, III. Grammar: must/mustn't, have to/don't have to. Activity 1: Underline the correct words Activity 1: 1. should • Ask Ss to underline the correct words to 2. ought complete the sentences, and pay attention to the 3. must meaning of the sentences in order to choose the 4. have to right word. 5. must not • Have Ss work individually first, then ask them Activity 2: Rewrite the sentences to compare their answers in pairs. Key • Check Ss’ answers. 2. You mustn't use your mobile phone in Activity 2: the examination room. Have Ss do this exercise individually. Monitor the 3. I don't have to type my essay. activity and help them, if necessary. 4. You should tell the truth to your • Check Ss' answers by asking individual Ss to family. take turns to read aloud the sentences, and then 5. Young people must plan their future write them on the board. career carefully. Wrapping up - Summarize the main points: compound nouns, stressed and unstressed words in sentences, modal verbs: have to, ought to. Homework - complete the exs, do exs in workbook. Feedback: Period 4: Unit 1: THE GENERATION GAP Lesson 3: Reading I. Objectives :By the end of the lesson, students will be able to gain: 1. Knowledge information about the generation gap, sources of conflicts between parents and children 2. Skill reading for specific information 3. Attitude and competencies: - have responsible attitude towards family rules - understand and actively respond to relevant matters or situations.
7. - form and improve such competencies as: teamwork, assessment, problem- solving II. Preparations: - Teacher: Handouts, textbook, pieces of papers and cassette. III. Anticipated problem and solutions: Ss forget all knowledge that they have learnt IV. Procedures: Teacher’s and students’ activities Contents &Board display I.Pre-reading Unit 1: THE GENERATION GAP Activity 1: lesson 3: Reading - Ask the question ‘Where do you think family I.Pre-reading conflicts come from?’ - T asks Ss work in groups, look at the picture and Activity 1: Give predictions answer the question. - T asks Ss to call out the answers to question 1 freely. • Ask Ss to tick the conflicts (a-g) and then compare their choices with their partner's. • Ask some Ss to share their opinions with the whole class. * Checking Ask Ss to skim the text and compare their predictions in 1. Check Ss' answers, and ask them to give the clues Activity 2: Read and check from the reading text which helped them to work b, c, d, e, f out the answers II.while-reading Activity 3: • Ask Ss to match the highlighted words in the II.while-reading text with the definitions given. Activity 3: Match the words with definitions • Tell Ss to go back to the reading text to locate Key the highlighted words and study the context 1. afford surrounding the words to work out their 2. impose meaning. Then match them with the definitions. 3. brand name • Have Ss work individually, then check their 4. norms answers in pairs or groups. 5. conflicts • Check the answers again as a class. Activity 4: - Put Ss in groups of three; ask them to read the Activity 4: Answer the questions questions first to make sure they understand what 1. Because they strongly believe, they know information they need in order to answer the what is best for their children. 2. They want to be more independent, create their own opinions, and make their own
8. questions. It may help if Ss can understand the key decisions. words in the questions. 3. They are worried because these clothes - Ask Ss to read the text again, and locate the part may break rules and norms of society, or of the text where they can get the answer to each distract them from schoolwork. of the questions before they discuss the answers. 4. They want their children to spend their - Check Ss’ answer by inviting a representative time in a more useful way. form each group to give the answer to one of the 5. No. Some of them try to impose their questions. If the Ss’ answer is incorrect, don’t give choices of university or career on their the right one at once, but try to elicit it from other children. Ss. III.post-reading Activity 5: Discuss with a partner III.post-reading -have Ss work in pairs and take turns to share their problems, and give opinions or advice -ask some Ss to report the results of their discussion Wrapping up - Summarize the main points: sources of conflicts. Homework - practice the conversation, asking and answering questions. Feedback: Period 5: Unit 1: THE GENERATION GAP Lesson 4: Speaking I. Objectives: By the end of the lesson, students will be able to gain: 1. Knowledge -conflicts between teenagers and parents 2. Skill - speaking: talking about parent-child relationship problems and offering advice on how to solve them 3. Attitude and competencies: - have responsible attitude towards family rules - understand and actively respond to relevant matters or situations. - form and improve such competencies as teamwork, assessment, problem- solving II. Preparations: - Teacher: Handouts, textbook, pieces of papers and cassette. III. Anticipated problem and solutions: Ss forget all knowledge that they have learnt IV. Procedures:
9. Teacher’s and students’ activities Contents &Board display * Checking Unit 1: THE GENERATION GAP - T asks Ss to do the brainstorming Lesson 4: Speaking cookin washing g up Household chores sweeping Doing the laundry Who do the work and the feelings List three household chores you like and dislike Discuss the reasons Give comments and lead in the lesson 1. Activity 1 This activity focuses on conflicts between 1. B teenagers and their parents. 2. C • Ask Ss to read about three situations facing 3. A teenagers, and then match them with the problems a, b, or c in the box. • Walk around and help Ss, if necessary. • Have Ss compare their answers. Check Ss' answers. • Ask Ss to further discuss if they have ever experienced these situations, and how they felt. They may give advice or express their opinions. .This activity focuses on the ideas and useful 2. Activity 2 language that Ss can use in 3 when they talk about their problems with parents. • Ask Ss to read the list of things teenagers and Key Students ‘answers their parents complain about. • Have them tick the complaints that they hear in their families. • Encourage Ss to add some more complaints if they can. • Help Ss with any new language they may need to express their ideas. focuses on speaking about conflicts between teenagers and parents, and giving opinions and 3. Activity 3
10. advice to solve the problems. • Ask Ss to work in pairs and take turns to tell their partner what they or their siblings and their parents often complain about, and then practise giving advice on how to solve the problem. • Encourage Ss to use the structures listed in Helpful expressions. • Walk around and help Ss, if necessary. Ask some pairs to role-play their conversation, and give feedback - Ask Ss to consolidate the main contents. - Give feedback. Wrapping up: Wrapping up - Summarize the main points: parent-child relationship problems and advice on how to solve them. Homework: Homework practice the tasks. - prepare for the next lesson Feedback: Tron bo xin lien he : nhuanhahp@gmail.com