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Giáo án tiếng Anh lớp 11 Tuần 4 sách mới

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Giáo án tiếng Anh lớp 11 chương trình mới Tuần 4

Nằm trong tài liệu Giáo án môn Tiếng Anh 11 theo tuần, giáo án Tuần 4 Tiếng Anh 11 chương trình mới thí điểm của bộ GD&ĐT dưới đây do Tip.edu.vn sưu tầm và đăng tải. Nội dung giáo án được ghi ngắn gọn theo trình tự thực tế sẽ diễn ra trong giờ lên lớp giúp giáo viên chuẩn bị đứng lớp hiệu quả.

Date of preparation:

Date of signing:

Period 10:

Unit 2: RELATIONSHIPS

Part 1: Getting started

I. Objectives

By the end of the lesson, students will be able to gain:

1. Knowledge

– Getting to know the topic, some vocabulary related to relationships, and two grammar points: linking verbs and cleft sentences.

2. Skill

– Listening, reading

3. Attitude

being aware of teenage relationship problems

II. Teaching method:Integrated, mainly communicative

III. Teaching aids

– CD & CD player, board, chalks, textbook and notebook.

IV. Procedure

1. Class organization:

Date

Period

Class

Attendance

Absentees/Notes

….. __ / __ / __

…. / ….

2. Previous lesson check:

– talk about the generation gap in your family

3. New lesson:

T’s and Ss’Activities

Knowledge

– Ask Ss to look at the picture and guess what the two people’ s relationship is and what they are talking or thinking about.

– Tell Ss that they are going to listen to a conversation between a student and her grandmother.

– Play the recording. Ss listen and read the conversation silently

– Ss read the statements about the conversation and decide whether they are true, false or not given.

– Have Ss work in pairs. Ask them to read the conversation again, and find the verbs that come before the words in the list. This activity helps Ss to discover the use of linking verbs with adjectives.

Activity 1:

Suggested answers

They are grandmother and granddaughter.

The grandmother is telling her granddaughter to focus on schoolwork, while the girl is thinking about romantic relationships.

Activity 2:

1. T (‘oh, one of my classmates’)

2. F (Mai tells her grandmother they’ re just friends and Nam is not her boyfriend.)

3. T (*… there’ s no real friendship between a boy and a girl.’)

4. T (Mai’ s grandmother went to a single-sex school.)

5. NG

6. T (Mai tells her grandmother that all her classmates are very kind, caring and sympathetic.)

Activity 3:

1. get involved

2. feel bored

3. are very kind, caring and sympathetic

sounds good

4. Consolidation:

– Summarize the main points: Getting to know the topic, some vocabulary related to relationships, and two grammar points: linking verbs and cleft sentences

5. Homework:

– practice the tasks.

– prepare for the next lesson

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Date of preparation:

Date of signing:

Period 11:

Unit 2: RELATIONSHIPS

Part 2: Language

I. Objectives

By the end of the lesson, students will be able to gain:

1. Knowledge

– Vocabulary related to relationships, Linking verbs and Cleft sentences, contracted forms of nouns/ pronouns

2. Skill

– Listening, reading, writing

3. Attitude

– being aware of teenage relationship problems

II. Teaching method:Integrated, mainly communicative

III. Teaching aids

– CD & CD player, board, chalks, textbook and notebook.

1. Procedure

2. Class organization:

Date

Period

Class

Attendance

Absentees/Notes

….. __ / __ / __

…. / ….

2. Previous lesson check:

– act out the dialogue

3. New lesson:

T’s and Ss’Activities

Knowledge

– Ask Ss to match the words or phrases with their meanings.

– Ask Ss to pay attention to the context in which the words or phrases in 1 can be used. When using a verb or a noun, Ss need to consider its suitable form (tense of verbs; singular or plural form of nouns).

– contracted forms in casual speech. Ask Ss to find the shortened forms of verbs and negative words (‘not’) and write their full forms in the space provided.

– Ask Ss to listen and underline the contractions or the full forms in the exchanges. Explain some of the rules for contracted forms. Check answers as a class.

Notes

a. Noun / pronoun, etc. + verbs

– The short form ‘ s(=is/has) can be used after

nouns, pronouns, question words, here and there. The short forms’ d (= had/would), ‘ ll and ‘ re are usually used after pronouns, some question words, short nouns, and there.

– Full forms are used at the end of a clause

(e.g. Yes, he is.) or when the speaker wants to emphasise some information, hence the primary stress on the full form (e.g. He HAS done it, not WILL do it.).

b. Verbs + not

– There are two possible contractions for negative expressions, e.g. She’ s not… /She isn’ t…

Negative contractions can be used at the end of a clause, e.g. No, they haven’ t

Play the recording for Ss to repeat chorally and individually

Explain to Ss that linking verbs are used to describe or identify the subjects of the verbs. An adjective or a noun can follow a linking verb, but the focus of the lesson is on the use of linking verbs with adjectives.

• First, have Ss choose a suitable verb for each sentence from the word box, and then ask them to use the correct form of the verb to complete the sentence.

Ask Ss to read the sentences carefully and identify the linking verbs.

• Explain to them that some verbs (appear, look, taste, smell, sound, and feel) can refer to an action (= action verbs) and be followed by an adverb.

Explain to Ss that cleft structures are used to
emphasise a particular part of a sentence.

It is… is used when the main verb is in the present tense, and It was… is used when the main verb is in the past tense.

• Ask Ss to put the underlined part (= the focus) in each sentence after It is/was

Have Ss practise asking and answering the

questions in pairs. Tell them not to emphasise any of the words in the questions. Encourage them to stress the words in focus in the answers

I. Vocabulary:

Activity 1

Key

1. have got a date 2. break up

3. romantic relationship 4. argument

5. sympathetic 6. lend an ear

7. be in a relationship 8. be reconciled

Activity 2

1. lend an ear, broke up

2. reconciled

3. romantic relationship

4. in a relationship, arguments

5. have got a date

6. sympathetic

II. Pronunciation

Activity 1

+ shouldn’ t – should not

+you’ re – you are

+we’ re – we are

+It’ s – It is

+there’ s – there is

+don’ t – do not

+he’ s – he is

+you’ ll – you will

+Didn’ t – Did not

+I’ m-I am

Activity 2

1. will, I’ ll

2. am

3. He is, he’ s

4. we are, didn’ t

III. Grammar

Linking verbs

Activity 1

1. sounds 2. grow/get

3. stay 4. getting

5 seem 6. look

Activity 2

1. unhappy 2 warmly

3. suddenly 4. excited

5. angry 6. annoyed

7. awful 8. quickly

Cleft sentences with It is / was …that…

Activity 3

1. It was her sad story that made me cry.

2. It is you who are to blame for the damage. / It’ s you that is to blame for the damage.

3. It’ s hiking in the forest that we really enjoy.

4. It’ s your parents that / who you should really speak to when you have problems.

5. It’ s his dishonesty that I dislike the most.

6. It’ s Jim that / who Lana is in a relationship with.

7. It was at the age of 20 that he became successful as a famous writer.

8. It was in a nice coffee shop that they had their first date.

Activity 4

2. No. It was a smartphone that he gave me for my birthday

3. No. It’ s in Tokyo that I’ m going to spend the holiday with my family

4. No. It’ s a lawyer that I want to become

5. No. It’ s his brother that / who earns 10,000 dollars a month

6. No. No. It’ s my friend that / who can speak three languages fluently

7. It’ s Ha that / who is in love with Phong.

8. No. It’ s at 8 a.m. (tomorrow) that we have a meeting

4. Consolidation:

– Summarize the main points: Vocabulary related to relationships, Linking verbs and Cleft sentences, contracted forms of nouns/ pronouns

5. Homework:

– practice the tasks.

– prepare for the next lesson

————————————————–o0o————————————————–

Date of preparation:

Date of signing:

Period 12:

Unit 2: RELATIONSHIPS

Part 3: Reading

I. Objectives

By the end of the lesson, students will be able to gain:

1. Knowledge

– Understanding a text about teenage relationship problems in an advice column and where people could seek advice when they have problems.

2. Skill

– Reading (skimming, scanning)

3. Attitude

– being aware of teenage relationship problems

II. Teaching method:Integrated, mainly communicative

III. Teaching aids

– board, chalks, textbook and notebook.

IV. Procedure

1. Class organization:

Date

Period

Class

Attendance

Absentees/Notes

….. __ / __ / __

…. / ….

2. Previous lesson check:

– activity 1,2 (p21)

3. New lesson:

T’s and Ss’Activities

Knowledge

– Ask Ss to look at the people in the three pictures, paying attention to their body language. Have Ss work in pairs and guess what is happening to these people or how they are feeling.

-Tell Ss that they are going to read an advice column in a newspaper including readers’ questions and a counsellor’ s replies.

• Ask Ss to read the questions and replies quickly and find the main ideas.

Have Ss choose the best summary of each reader’ s problem

Notes

The part of a newspaper or magazine in which a counsellor gives advice to the readers who have sent letters about their personal problems is usually called an agony column. In British English, the person who gives advice is called an agony aunt or agony uncle.

Have 5s read the five definitions in this part. Ask them to find the words or expressions in the text to match with these definitions.

Have Ss work in pairs and practise asking and answering questions

– ask Ss to read the text again and find the answers to the questions

– Have Ss work in pairs to exchange their answers

– ask Ss to give answers orally

– check with the whole class

Have Ss discuss with a partner. Ask them some guiding questions before they start their discussion

Activity 1:

Suggested answers

Picture a. The teacher is returning students’ papers. The boy is depressed because of his poor grades.

Picture b. Their relationship is breaking up.

Picture c. They’ re having an argument

Activity 2:

Key

b (Van Ha: My friend betrayed my trust.)

c (Quang Nam: I don’ t have friends

Activity 3:

1. be on good terms with someone

2. take the initiative

3. trust

4. engage in (a conversation)

5. drop out (of school)

Activity 4

1. They are close friends.

2. Ha told Hoa about her depression and her intention to drop out of school.

3. Because Hoa promised to keep Ha’s story secret, but then she told their teacher about it.

4. No. She tries to explain why Hoa told the teacher about Ha’ s problem, and advises Ha to talk to Hoa again.

5. He thinks he is short and fat, and girls don’ t find him attractive.

6. Because Nam does not have a good relationship with the girls in his class.

7. The counsellor advises Nam to focus on his studies, become an excellent student and learn how to start a friendly conversation with his classmates.

Activity 5

If you were Ha or Nam, would you feel pleased with the counsellor’ s advice?

If you were the counsellor, what else would you tell them?

4. Consolidation:

– Summarize the main points:

+ Ask Ss: What have you learnt today?

What can you do now?

+ Elicit answers: / can understand a text about teenage relationship problems in an advice column. I know where people could seek advice when they have problems.

5. Homework:

– practice the tasks.

– prepare for the next lesson

Trên đây là giáo án tuần 4 môn tiếng Anh lớp 11 mới.

Xem thêm giáo án tiếng Anh 11 cả năm tại: Giáo án tiếng Anh lớp 11 mới thí điểm trọn bộ năm học 2019 – 2020. Mời thầy cô tham khảo thêm nhiều tài liệu ôn tập Tiếng Anh lớp 11 cả năm khác như: Để học tốt Tiếng Anh lớp 11, Bài tập Tiếng Anh lớp 11 theo từng Unit trực tuyến, Đề thi học kì 1 lớp 11, Đề thi học kì 2 lớp 11,… được cập nhật liên tục trên Tip.edu.vn.

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