Giáo án tiếng Anh lớp 11 - Unit 5

born on (1)____ in Um, Germany. His interest in (2)___ began when he was only (3)__ years old. But in school, he was not a very good(4)___. Albert dropped out of school at (5)___ because he hated strict discipline and rote-learning.
 When his family moved to Milan. (6)____. Albert decided to (7)___ Physics. He failed the institute’s entrance exam, but after a year’s study at a school near Zurich, he passed and entered(8)___ . He graduated in(9)___. Then he became a private physics and mathematics tutor for (10)___ years
The answers:
1………… 2……………… 3……………. 4……………. 5………………..
6…………. 7……………… 8…………….. 9…………….. 10…………….
Presentation of the new material: (27ms) 
Time
Teacher’s activities
Students’ activities
The content of the lesson
3ms
3ms
21ms
I. Lead-in
-asks Ss to tell some problem they often meet at school and offer some solutions to solve them
-gives feedback
-tells the aim of the lesson: Problems and solutions
II. Pre- Practice
-introduces some school problems
-teaches some new words
+ cheat ( v) ( Mime)
+ regulation (n) ( Real thing)
+ enforce (v) ( Translation)
+ income (v) (Explanation)
III. Practice
Task 1 
-asks Ss to work in pairs and do the task: Matching
-lets Ss do the task in 3 ms
-calls on some Ss to stand up and give their answer
-gives feedback
 The keys:
1. b, g 2. a, e 3. d, f 
4. c 5. h, I, j 
Task 2
-gives Ss a problem and asks them for the solutions to set up a model dialogue
Eg: “Many Ss can not buy the required textbooks. What do you think we should do to help them?”
St1: I think we should ask the school headmaster to provide free textbooks for Ss from low-income families.
St2: We should collect used textbooks for school library
-asks Ss to look at the model in task 2
-asks Ss to give the model “ Should” to give advices
-calls on 3 Ss to practice
-asks Ss to work in groups and make similar dialogues
- lets Ss prepare in 3 ms
-calls on some groups to stand up and perform
-gives feedback
Task 3 
-asks Ss some questions to set the task 
1. Are there any problems in our class?
2. What are they?( if Ss can not answer, give them some cues as in the textbook)
3. What should we do to solve these problems?
-lets Ss to work in groups and do the task in 3 minutes 
-asks the rest to give their answers 
-gives feedback
IV. Post - speaking
(if enough time)
-sets a situation” many Ss have difficulties in learning E.l ,please tell me some solutions to improve it”
-elicits prompts answers from Ss
-gives feedback
- tell some problem and offer some solutions 
-listen and answer
-listen to the teacher
-listen to the teacher
-listen and guess the meaning of the words
-copy down in their note-books
- work in pairs and do the task in the allotted time
-stand up and answer
-listen and answer
-tell a problem
-look at the chart the model in task 2
-listen to the teacher
-stand up and practice it
- work in groups and make similar dialogues
-do the task in the allotted time
-stand up and practice the conversation
-listen and answer
-listen and answer teacher’s questions
-work in groups and do the task in the allotted time
-give their answers 
-listen and answer
-listen to the teacher
-to give their answers 
-listen and answer
Unit 5: 
ILLITERACY
 Part: Speaking
Content
New words
+ cheat ( v) 
+ regulation (n) 
+ enforce (v) 
+ income (v)
Task 1
The keys:
1. b, g 
2. a, e 
3. d, f 
4. c 
5. h, I, j 
Task 2
T : Many Ss can not buy the required textbooks. What do you think we should do to help them?
St1: I think we should ask the school headmaster to provide free textbooks for Ss from low-income families.
St2: We should collect used textbooks for school library
Task 3
Homework: (2ms)
Asks Ss to write in their notebooks:
 + write a short paragraph about difficulties in learning E.l and suggest some solutions 
 to solve the problems.
Preparation for the next lesson: 
Asks Ss to prepare part: “Listening” 
Self –evaluation:
____________________________________________________________________________________
 Date of teaching: Nov , 200
 Period : 28
Unit 5: ILLITERACY
Part: Listening
AIMS AND OBJECTIVES
Language content: + To encourage Ss to listen to a talk about the result of a school survey
 on what makes an effective school
 + To help Ss practice listening 
Language function: Listening for gist and specific information
Educational aim: At the end of the lesson, Ss will be able to:
 + develop extensive listening skills
 + use the information they have listened to for other communicative 
 tasks
1. Language:	
 a) Vocabulary : survey, maturity, academic, self- respect, …
 b) Grammar : no structures
2. Skills: Listening- Speaking 
3. Method: Communicative approach
4. Techniques/activities: group work, question-answer, T- F statement
5. Teaching aids needed: textbooks, board, chalk, tape
6. Procedures:
 Stabilization: (1ms)
Warm- up: + Greets the Ss
b. Checking absence: Checks the Ss’ attendance
Checking up previous lesson: (5ms)(mistake correction of 15 minute test)
The keys: 	1. March 14th, 1879 2. science	3. five	4. student	5. fifteen
 	6. Italy	7. study	8. in 1896	9. 1900	10.two
Presentation of the new material: (36ms)
Time
Teacher’s activities
Students’ activities
The content of the lesson
6ms
6ms
20ms
8ms
I. Lead-in
(prepares a small survey and copies it on a paper (the table is at the end of the lesson plan)
-hands out these papers to Ss
-gives instructions
-lets Ss complete the table
-collects the papers gives feedback
-tells the topic of the lesson: a survey
II. Before you listen
-makes some questions:
1. Have you ever done a survey?
2. Do you know where Perth is?
-gives feedback
-lets Ss repeat the words
-introduces some new words 
+ survey (n) ( Example)
+ effective (a) (Explanation) 
+ mature (a) – maturity (n)
+ self- respect (n) (Translation)
+ academic ( a) (Translation)
-sets the situation: “You are going to listen to a talk about the results of a school survey carried out in Perth, Western Australia. The school asked its students what makes an effective school”
III. While you listen
Task 1
-asks Ss to read the statements in task 1 and think of the answers
-plays the tape the first time
-asks Ss to give their answers
-plays the tape the second time to check their answers
-gives feedback
The key:
1. D 2. B 3. B 4. C
Task 2
-asks Ss to read the questions and guess the answers
-has Ss to listen to the tape and do the task
-asks Ss to give their answers
-plays the tape again 
-asks Ss to compare their answers with their partners
-asks Ss to give their answers
-gives feedback(T may play the tape to check their answers)
The key:
1. It took place in Perth.
2. 90 % of the Ss
3. They felt that they should be allowed to give some input into school decision making.
IV. After you listen
-asks Ss” What do you think is more essential for better learning –good teachers or good textbooks?”
-divides Ss into 2 groups and asks them to discuss the following:
G1: What good teachers help better learning?
G2: What good textbooks help better learning?
-lets Ss do in 3 minutes
-calls some representative to stand up and perform
-gives feedback
-get the copied papers
-listen to the teacher’s instructions
-hand in the papers, listen and answer
-listen to the teacher
-listen and answer the questions
-listen and answer
-repeat the words
listen and guess the meaning of the new words and take notes
-listen to the teacher
-read the statements in task 1 and think of the answers
-listen to the tape and do the task
-give their answers 
-listen and answer
-read the questions and guess the answers 
-listen to the tape and do the task
-give their answers
-listen to the tape again
-share their answers with their partners
-give their answers
-listen and answer
-take notes in their note-books
-listen and answer the question
-listen and answer
-work in groups and discuss
-do the task in the allotted time
-stand up and perform
-listen and answer
Unit 5: 
ILLITERACY
Part: Listening
Content
New words: 
+ survey (n) 
+ effective (a) 
+ mature (a) 
 – maturity (n)
+ self- respect (n) 
+ academic ( a) 
Task 1
The keys:
1. D
2. B
3. B
4. C
Task 2
The keys:
1. It took place in Perth.
2. 90 % of the Ss.
3. They felt that they should be allowed to give some input into school decision making.
Homework: (3ms)
Asks Ss to write in their notebooks:
+ revise “describing a chart” of unit 16 in E.L 10.
 + write a short paragraph (100 words) about “What makes an effective school”
Preparation for the next lesson: 
Asks Ss to prepare part: “Writing” 
Self –evaluation:
Do you agree with the following?
In an effective school
Yes 
No
The teacher encourages Ss to set realistic goads for their own learning
The teacher is motivating and interested in what Ss do
Ss are involved in making decisions which have a direct effect on themselves
 Date of teaching: Nov 200 
 Period : 29
Unit 5: ILLITERACY
Part: Writing
AIMS AND OBJECTIVES
Language content: To provide Ss with practice describing information in a table
Language function: Practicing describing tables 
Educational aim : At the end of the lesson, Ss will be able to:
 + interpret information presented in tables
 + identify language to be used for describing tables 
 + write descriptions of tables
1. Language: 
 a) Vocabulary : trend, data, the nouns / verbs/ adjs / advs in the table 
 b) Grammar : 
2. Skills: Writing
3. Method: Communicative approach
4. Techniques/activities: gap- fill, discussion
5. Teaching aids needed: textbooks, board, chalk, pare board 
6. Procedures:
 Stabilization: (1m)
Warm- up: + Greets the Ss
b. Checking absence: Checks the Ss’ attendance
Checking up previous lesson:(no checking) 
Presentation of the new material: (39ms)
Time
Teacher’s activities
Students’ activities
The content of the lesson
4ms
12ms
15ms
8ms
I. Wa