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Giáo án tiếng anh 11 full đầy đủ cả năm 3 cột đẹp

Thứ tư - 06/01/2021 03:38
Giáo án tiếng anh 11 full đầy đủ cả năm 3 cột đẹp, giáo án tiếng anh 10 thí điểm trọn bộ (4 cột), Giáo an Tiếng Anh lớp 11 cơ bản trọn bộ, Giáo an Tiếng Anh lớp 11 sách mới, Giáo AN Tiếng Anh lớp 10 cơ bản trọn bộ, Giáo an Tiếng Anh lớp 11 violet, Giáo AN Tiếng Anh 10 violet, Giáo an Tiếng Anh lớp 10 mới nhất, Giáo an ôn tập môn Tiếng Anh lớp 11
Giáo án tiếng anh 11 full đầy đủ cả năm 3 cột đẹp
Giáo án tiếng anh 11 full đầy đủ cả năm 3 cột đẹp
Giáo án tiếng anh 11 full đầy đủ cả năm 3 cột đẹp, giáo án tiếng anh 10 thí điểm trọn bộ (4 cột), Giáo an Tiếng Anh lớp 11 cơ bản trọn bộ, Giáo an Tiếng Anh lớp 11 sách mới, Giáo AN Tiếng Anh lớp 10 cơ bản trọn bộ, Giáo an Tiếng Anh lớp 11 violet, Giáo AN Tiếng Anh 10 violet, Giáo an Tiếng Anh lớp 10 mới nhất, Giáo an ôn tập môn Tiếng Anh lớp 11, Giáo an Tiếng Anh lớp 11 sách mới, Giáo an Tiếng Anh lớp 11 cơ bản trọn bộ, Giáo an Tiếng Anh 11 chương trình cũ, Giáo an Tiếng Anh 11 Thí điểm violet, Giáo an Tiếng Anh 11 violet, Giáo an Tiếng Anh lop 11 violet, Giáo an Tiếng Anh 11 Unit 1, Giáo án Tiếng Anh 11 thí điểm Unit 6, Giáo an Tiếng Anh lớp 11 sách mới, Giáo an Tiếng Anh 11 chương trình cũ, Giáo an Tiếng Anh 11 violet, Giáo an Tiếng Anh 11 Thí điểm violet, Giáo an ôn tập môn Tiếng Anh lớp 11, Giáo an Tiếng Anh 11 Unit 1, Giáo an tự chọn Tiếng Anh 11 thí điểm, Giáo an Tiếng Anh 11 thi điểm Unit 8

Giáo án tiếng anh 11 full đầy đủ cả năm 3 cột đẹp

PERIOD 001/105:                 INTRODUCING THE PROGRAMS OF ENGLISH 11
 
  1. AIMS/OBJECTIVES OF THE LESSON:
  1. Language focus:
  • To introduce English 11
  • To motivate learners, prepare them to get ready for the new school year.
  1. Skills: To test Ss's language skills
3. Attitudes:  - To encourage Ss to work harder
- To provide Ss some motivation
  1. . PREPARATION
    1. Teacher:                 - Teaching aids: textbook, lesson plan
- Teaching method: Communicative language teaching
    1. Students:                - Read through English 11 at home
  2. PROCEDURE:
  1. Class organization (1 minute)
  2. Check up (omitted)
  3. New lesson (40 minutes)
TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES
  1. Warm up:
Introduces herself to the students
Asks some students to introduce themselves: What’s your name?
Do you like English?
Do you find English easy or difficult?
Which  is  the  easiest,  the  most  difficult?  reading,  speaking, listening, or writing?
Why do you learn English?
How long have you learned English? Are you good or bad at English?
  1. The text- book English 11
the 1st term
  • Unit 1- Unit 6: 8 parts for each unit: getting started, language, reading, speaking, listening, writing, communication and culture and looking back & project
  • Review 1, 2
  • Test yourself 1
  • Written tests: 6: 15’(3) 45’(2) end- term (1) the 2nd  term:
  • Unit 7- Unit 12: 8 parts for each unit: getting started, language, reading, speaking, listening, writing, communication and culture and looking back & project
  • Review 3, 4
  • Test yourself 2
  • Written tests: 6: 15’(3) 45’(2) end- term (1)
3. Teacher’s demand
Books
  • Text - book English 11
  • Work - book English 11 At home:
  • Prepare for the new lessons: content, structures, words and phrases, pronunciation
  • Revise the old lessons + do all the homework At class:
 Do as appointed











Listen Take notes














Listen Take notes
   
 
  • Participate in all activities
  • Keep the discipline
  1. Students’ assessment (5 mins) What do you find your English? Very good    Excellent:
Good:                        Average:
Bad:                         Very bad:
    1. Consolidation (3 mins)   - English test book 11






Do as appointed
 
    1. Homework: (1 min)         - Read unit 1 - getting started at home
  2. . SELF-EVALUATION:
………………………………………………………………………………………………………………………………..
……………………………………………………… THE END ………………………………………………………..

Date of preparation: 04/09/2018                Date of teaching: 08/09/2018

UNIT 1: THE GENERATION GAPS

PERIOD 002/105:                                   GETTING STARTED
  1. AIMS/OBJECTIVES OF THE LESSON
  1. Language focus
    • To help learners get started with some language items in Unit 1
    • For vocabulary, that is words and phrases related to the generation gap and family rules, as well as some compound nouns
    • For pronunciation, that is strong and weak form of words in connected speech
    • For grammar, that is the use of some modal verbs: should, ought to, must, have to
  2. Skills
    • To help learners get started with 4 skills in Unit 1
    • Reading: Reading for specific information in an article about the generation gap
    • Speaking: Talking about parent-child relationship problems, and offering advice on how to solve them
    • Listening: Listening for specific information in a conversation between two teenagers about conflicts with their parents
    • Writing: Write a letter about family rules to a teenager staying with a homestay family
  3. Attitudes: - To help Ss get started for Unit 1 with the topic "the generation gap"
- To provide Ss some motivation
  1. PREPARATION
    1. Teacher:     - Teaching aids: textbook, lesson plan
- Teaching method: Communicative language teaching
    1. Students:  - Read through English Unit 1 - getting started at home
  2. PROCEDURE
  1. Class organization (1 minute)
  2. Check up (omitted)
  3. New lesson (40 minutes)
TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES
Lead in
Ask Ss to read the box and inform the class of the lesson objectives
  • Vocabulary                  - Pronunciation
  • Grammar                     - Skills
  • Communication and Culture
1. Listen and read
Ask Ss listen to the recording and read the conversation
Ask them to pay attention to highlighted words and phrases		 - Do as appointed
+ extended family          + nuclear family
+ childcare                     + generation gap
+ table manners            + viewpoint
2. Read the conversation again. Decide whether the statements are T or F
Ask Ss to work individually and finish		 - Do as appointed
  1. F
  2. F
   
 
 
   
the task
Ask them to exchange their answers with a partner.
  1. T
  2. F
  3. T
3. Complete the definitions by filling highlighted compound nouns in the gaps Ask Ss to work individually and finish the task
Ask them to exchange their answers with a partner.		 - Do as appointed
  1. A nuclear family
  2. A generation gap
  3. A viewpoint
  4. Childcare
  5. Table manners
  6. An extended family
4. Find other compound nouns in the conversation.
As Ss to work in groups and finish the task		 - Do as appointed
Grandparents/ grandma/ grandpa Grandmother/ hairstyles Housework/ footsteps
5. Find verbs used to express duty, obligation, advice or lack of obligation Ask Ss to work in groups and finish the task - Do as appointed
+ Opinion and advice: should, shouldn't, ought to, ought not to
+ Duty and obligation: must, have to
+ Lack of obligation: not have to, not need to
6. Ask and answer the questions
Ask Ss to work in pairs and finish the task		 - Do as appointed
+ Nuclear family:
have closer relationships with each other less generation gaps
worry about childcare
+ Extended family:
  • more help from family members
  • not worry about childcare
  • more conflicts and generation gaps
  1. Consolidation (3 mins)   - Compound nouns in the conversation
    • Practice the conversation
  2. Homework: (1 min)         - Compound nouns in the conversation
    • Practice the conversation
    • Do the tasks again
    • Read Unit 1 - Language at home
  1. . SELF-EVALUATION:
………………………………………………………………………………………………………………………………..
……………………………………………………… THE END ………………………………………………………..

Date of preparation: 04/09/2018                Date of teaching: 09/09/2018

UNIT 1: THE GENERATION GAPS

PERIOD 003/105:                                      LANGUAGE
  1. AIMS/OBJECTIVES OF THE LESSON
  1. Language focus
    • To provide learners some language items in Unit 1
    • For vocabulary, that is words and phrases related to the generation gap and family rules, as well as some compound nouns
    • For pronunciation, that is strong and weak form of words in connected speech
    • For grammar, that is the use of some modal verbs: should, ought to, must, have to
  2. Skills:         - To promote Ss to develop the skill of working in pairs and groups
  3. Attitudes: - To encourage Ss to work harder
- To provide Ss some motivation
  1. . PREPARATION
    1. Teacher:     - Teaching aids: textbook, lesson plan
 
- Teaching method: Communicative language teaching
    1. Students:  - Read through English Unit 1 - language at home
  2. PROCEDURE
  1. Class organization (1 minute)
  2. Check up (5 minutes) - Ask some Ss to write some new words and do the tasks again
  3. New lesson (35 minutes)
TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES
VOCABULARY
1. Matching to form compound nouns
Ask  Ss  to  do  the  tasks  and  compare  the results with their partner		 - Do as appointed
1. g / 2. h / 3. i / 4. f / 5. c
6. b/ 7. a/ 8. d/ 9. e
2. Complete each question with one of the compound nouns in 1
Ask  Ss  to  do  the  tasks  and  compare  the results with their partner		 - Do as appointed
  1. hairstyle/table manners
  2. generation gap     3. nuclear family
4. junk food              5. schoolchildren
PRONUNCIATION
1. Listen and repeat
Ask  Ss  to  read  the  box  and  check  their understanding

Play the recording and let Ss listen
Play it again with pauses for them to repeat each sentence		 Do as appointed
Which word is stressed in a sentence?
+ content words: n, v, adj, adv
+ negative auxiliaries
+ question word
+ demonstrative pronouns: this, that, these, those without nouns
+ possessive pronouns
2. Listen and check
Ask Ss to read the sentences, decide whether bold words are stressed or unstressed
Play the recording and let Ss listen and check		 - Do as appointed
  1. A: strong/         B: weak
  2. A: weak/           B: strong
  3. A: weak/           B: strong
GRAMMAR
1. Underline the correct word
Ask  Ss  to  read  the  box  and  check  their understanding
Ask them to do the task then compare their answers with a partner's		 - Do as appointed
  1. should
  2. ought to
  3. must
  4. have to
  5. mustn't
2. Rewrite the sentences
Let  Ss  finish  the  task  and  compare  their answers with their partner's		 - Do as appointed
  1. You mustn't use your mobile phone in the examination room
  2. I don't have to type my essay
  3. You should tell the truth to your parents
  4. Young people must plan their future career carefully
  1. Consolidation (3 mins): - Compound nouns
    • Weak form and strong form of words
    • Modal verbs: should, ought to, must, have to
  2. Homework: (1 min):        - Compound nouns, weak form and strong form of words
    • Modal verbs: should, ought to, must, have to
    • Do the tasks again, Read Unit 1 - Reading at home
  1. . SELF-EVALUATION:
………………………………………………………………………………………………………………………………..
……………………………………………………… THE END ………………………………………………………..
 
Date of preparation: 10/09/2018                Date of teaching: 12/09/2018

UNIT 1: THE GENERATION GAPS

PERIOD 004/105:                                             READING
  1. AIMS/OBJECTIVES OF THE LESSON
  1. Language focus:  To provide learners some vocabulary related to the topic of conflicts in the family
  2. Skills:          - To promote Ss to develop their reading skills
    • Skim the text to get the general idea
    • Scan the text to get some specific details
  3. Attitudes:  - To encourage Ss to work harder
    • To provide Ss some motivation
  1. . PREPARATION
    1. Teacher:     - Teaching aids: textbook, lesson plan
- Teaching method: Communicative language teaching
    1. Students:   - Read through English Unit 1 - Reading at home
  2. PROCEDURE
  1. Class organization (1 minute)
  2. Check up (5 minutes) Ask some Ss to distinguish the use of should, ought to, must, have to and do the tasks again
  3. New lesson (35 minutes)
TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES
PRE READING
1. You  are going to read a text about the conflicts between parents and their teenager children. Which of the following may be found in the text?
Let Ss work in groups, do the task		 - Do as appointed
Some Ss write their predictions on the board
WHILE READING
2.  Read  the  text  quickly  and  check  your predictions in 1
Let   Ss   skim   the   text,   then   check   their predictions		 - Do as appointed b – c – d – e – f
3. Match the highlighted words in the text with the definitions below
Let Ss look at the highlighted words again, then do the task individually
Ask  Ss  to  compare  their  answer  with  a partner		 - Do as appointed
  1. afford
  2. impose
  3. brand name
  4. norms
  5. conflicts
4. Read the text carefully then answer the questions
Put Ss in pairs, ask them to ask and answer the questions


Let Ss read the text again and locate the parts of the text where they can get the answers		 - Do as appointed
  1. Because they strongly believe that they know what is best for their children
  2. They want to be more independent, create their own opinions and make their own decisions
  3. They are worried because these clothes may break rules and norms of society, or distract them from schoolwork
  4. They want their children to spend their time in a more useful way
  5. No. Some of them try to impose their choices of university or career on their children
POST READING - Do as appointed
   
 
  1. Discuss with a partner
Put  Ss  in  pairs  and  let  them  discuss  the question

Yes. My parents keeps complaining about my irresponsibility for the housework and about my exam results
 
    1. Consolidation (3 mins)   - Vocabulary related to conflicts in the family
      • Reading skills: skimming, scanning, guessing
the meaning of new words/phrases through context
    1. Homework: (1 min)         - Vocabulary related to conflicts in the family
      • Reading skills: skimming, scanning, guessing
the meaning of new words/phrases through context
      • Do the task again
      • Read Unit 1 - Speaking at home
  2. . SELF-EVALUATION:
………………………………………………………………………………………………………………………………..
……………………………………………………… THE END ………………………………………………………..
 

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