Giáo án Tiếng Anh 11 UNIT 1: FRIENDSHIP LESSON 1: Reading I Objectives By the end of the lesson, Ss will be able to: - Develop such reading micro-skills as scanning for specific ideas, skimming for general information, and guessing meaning in context - Use the information they have read to discuss the t opic II Teaching aids Textbook, handouts III Language content 1.Knowledge: + Vocabulary :enthusiasm,constant… + Grammar : past simple, past progressive… Skills : devolop reading IV.Teaching methods: p.p.p,communicative… IV Procedure Time Teacher's activities I-Organization: 1’ Who is absent today? Students' activities -Answer: 11A4: 11A5: II.WARM UP Sts listen and work in groups Competition game’Network - T prepares a handout with a network of the word “Friendship” Friendship 6’ - T divides the class into groups and gives each group a handout T asks Ss to complete the network The winner will be the group completing the network in the shortest period of time 10’ BEFORE YOU READ Discussing the picture and poem Pair work and whole class Suggested answers : - T ask the whole class to look at the picture + One boy is playing the guitar , and on page 12 an ask them some question : the other girls and boys are singing + What are the girls and boy doing in the + They sem very happy because I picture ? can see their smile + How they feel ? + The picture tells me that friends + What does the picture tell you ? can happily many together / Friedship is a nice thing - T ask Ss o work in pair to read the short that brings hppiness to us poem on page 13 and answer the question : “What you think of friend in the poem ?” - T calls on some Ss to answer the question T may give some comments and her suggestion : The friend in the poem is very dedicated and thoughtful He / she is willing to help his / her friend in any circumstances Pre- teaching Vocabulary things Note : T should only teach the words which not appear in Task Lasting (adj) = lifelong (adj) : bền vững , lâu dài) To be concerned with : quan tâm tới , Constant (adj):thường xuyên, không thay đổi Constancy (n): không thay đổi Rumour (n): tin đồn Gossip (n): chuyện tầm phào Trust (n): tin tưởng Sorrow (n): đau khổ Pursuit (n): theo đuổi, đam mê - If there is some time left, T may ask some Ss to make sentences with the above words to check their understanding WHILE YOU READ Setting the scene You are going to read a passage about the qualities of a long lasting friendship While you are reading, the tasks in the textbook Whole class, individual work and pair work TASK Instruction: Fill each blank with one of the words in the box 6’ - T writes *Keys: these words on the board:Acquaintance, incapable of, mutual, unselfish, give and take, friend, loyal to, suspicious - Then T instructs Ss to read the passage 1.mutual give and take 2.incapable of loyal to quickly and stop at the lines that contain 3.unselfish these words to guess their meanings (except suspicious for the word “friend” as this word is familiar acquaintance/friend with Ss) - Ss guess the meaning of the words based on the contexts in the sentences - T checks that Ss understand the words correctly T can check Ss’ understanding by asking them to provide the Vietnamese equivalents to the words - Next, T instructs Ss to use some strategies to Task 1: - T asks Ss to work individually to the task - T goes around to help Ss when necessary - T asks Ss to exchange their answers with other Ss - T asks Ss for their answers and tells them to explain their choices - T gives the correct answers: TASK Instruction: You are to read the passage again and dicide which of the choices A,B,C or D most adequately sums up the ideas of the whole passage - T gets Ss the task individually and then find a peer to compare their answer with T might want to give them some time to reread the passage - T might also want to give Ss some strategies to find the main idea of the passage: -T calls on some Ss to give their answers and asks other Ss to say whether they agree or disagree - T gives feedback and the correct answer: Answer : B Answer : B TASK 5’ Instruction: You are required to answer the six questions in the book - T asks Ss how to this task If they not remember, T may instruct them to use some strategies to the task: + First, skim the six questions to understand them As Ss this they: + Go back to the first question and locate the information for the question by * underline the key words For finding the key words in the passage and instance, in question Ss can mark the place underline what, first quality, + Read the part carefully to find the friendship, answer Ss can use their own words * decide what information they need + Continue with the rest of the to find in the text questions *look for questions words like - T asks Ss to work individually to the “why” which indicates Ss should task, then discuss their answers with their read for specific thing like a reason peers - T calls on some Ss to write their answers on the board and ask then to explain their choices - T gives the correct answers: The first quality for true friendship is unselfishness It tells us/me that a person who is concerned only with his/her own interests and feelings can’t be a true friend (paragraph 2) Because they take up an interest with enthusiasm, but they are soon tired of it, and they feel the attraction of some new object (line 2-3, paragraph 3) The third quality for true friendship is loyalty It tells us/me that the friends must be loyal to each other, and they must know each other so well that there can can be no suspicions between them (line 1-3, paragraph 4) Because if not people cannot feel sae when telling the other their secrets (line 1-3 , paragraph ) Because they cannot keep a secret , eithr of their own or of others’ (line 3-4 , Paragraph ) The last quality is sympathy It tell us / me that to be a true friend one must sympathise with his / her friend one Where there is no mutual sympathy between friends there is no true friendsship (last paragraph ) AFTER YOU READ 10’ Instruction: You are required to work in Pair work , group work, & whole class pairs to discuss the question in the textbook - T asks Ss to work in pairs to discuss the question in the book - T goes around to help Ss when necessary - When all pairs have finished, T asks every pairs to share ideas - T calls on some Ss to report their ideas to the class - T gives feedback Consolidation and homework T summarizes the main points of the lesson 2’ - T asks Ss to learn by heart all of the new words and the extra exercise as homework Whole class UNIT : FRIENDSHIP LESSON 2: Speaking I Objectives By the end of the lesson, Ss will be able to describe the physical characteristics and personalities of their friends, using appropriate adjectives II Materials Textbook, handouts III Anticipated problems Ss may not have enough vocabulary to talk about the topic, so T should be ready to provide help IV Porcedure Time Steps Work arrangement that’s one of my favourite things about him And over the years, we have been through good times and bad times with each other, and that’s one of the things I like best about him And we have a lot of the same interests We like to go to plays and movies together But when we’re going through a rough time , he’s really a good friend, and he’s a very good listener, and he always helped me through 8’ AFTER YOU LISTEN - T gets Ss to work in pairs to talk about how Ha has been Lan’s best Whole class & pair work friend and how Minh has been Long’s best friend - T goes around to offer help and correct Ss’s mistakes - T calls on some pairs to present their answers -T elicits feedback from the class and gives final comments 3’ CONSOLIDATION AND HOMEWORK - T summarises the main points of the lesson - T asks Ss to learn by heart all new words and the extra exercises as homework Whole class UNIT 1: FRIENDSHIP LESSON : Writing I Objectives By the end of the lesson , Ss will be able to : Write about a friend, real or irmaginary , using the words and expresions that they have learned in previous lessons II Materials Textbook , handout III Anticipated problems : Ss may not have sufficient vocabulary to write about the topic , so T should be ready to assist them IV Procedure : Time Steps Work arranngement 7’ Guessing game - T introduces the game : one student goes to the board and T give him / her a piece with the name of a student in the class Other Ss to ask Yes / No questions to find out who the student is Ss should ask about the appearance , personalities , or clothes - Ss may ask questions such as : + Is the person a girl ? + Is she tall ? + Is she short - sighted ? + Is she friendly ? - The game can continue until time is up 13’ PREPARING SS TO WRITE - T sets the scene : You are going to write about a friend , real or imaginary , using the provided guidelines T gets Ss to read the task and the guidelines silently and work out what they are required to write about In general , Ss’ writing should include three parts : (1) general information about their friend,(2) his / her physical charateristics and personalities, and(3) what Ss like about the friend - T elicits the verb tenses that may be useful when Ss want to write about when and where they met their friend In this case , Ss may us the simple past tense and past continuous in their writing If needed , T may revise the uses of these tenses T make clear that : + While the past simple is used to talk about an event that happened and finished in the past , the past continuous is used to talk about an event that was happening at a specific past time We often use the past continuous together whith the past simple The past continuous Whole class indicates a longer ‘ background’ action or situation ; th simple past refers to a shorter action or situation that happened in the middle or interruppted it - T may also elicit / revise the adjectives and expressions Ss can use to describe their friends appearance and personalities - T get Ss prepare an outline for their writing and exchange it with their peer - T goes around to offer help and gives corrective feedback 15’ WRITING - T gets Ss to write about their friend in 15 minutes - T goes around to observe and offer help Sample writing : Probably my best friend is one of my classmates Her name ic Mai We have known each other sine we were years old , and we have studied together since then However , we became best friends when we were at grade At that time I was very bad at English , and it was her who helper me improve my English Now Mai lives with their parents in Hai Ba Trung street If I were to describe how she looks , I would say the very pretty She has short black hair , brown almond- shaped Individual work eyes , a small nose and a small pointed chin She is not very tall but not short either and she is quite slim She doesn’t like to dress up so I usually see her wearing jeans and T - shirt or sweater She has very nice presonality an a wonderful sense of humor , but she can also get a little depressed from time to time I can always count on her to be honest and to give me the best advice What I like about Mai is that she has the same hobbies whith me We both enjoy music , playing the guitar and singing We like going to the cinema but some times can’t agree on which movie to see Wtatever we’re doing , it’s always fun to be with her In addition , since I am better in math and science and she is better in English and languages , we can always help each other if me get confused about a difficult homework assignment We are lucky that we complement each other so well and that we get along so well I hope that our friendship will continue and be just as strong after we graduate from high school We would like to study at the same university 8’ FEEDBACK ON SS’ WRITINGS - T as Ss to exchange their writing with another student for peer correction - T goes around and collects mistakes and errors Pair work and whole class - T collects some writings for quick feedback - T writes Ss typical errors on the board and elicits self and peer correction T provides correction only when Ss are not able to able to correct the errors - Finally , T provides general comments on the writings 2’ WRAPPING - T summarises the main points of the lesson - For homework, T asks Ss to improve their writing, taking into consideration their friePPnds’ and T’s suggestions and correction and the extra exercise Whole class UNIT 1: FRIENDSHIP LESSON : Language focus I Objectives By the end of the lesson, Ss will be able to: - Distinguish the sounds ? /dz/ and /tS/ - Pronounce the words and sentences containing these sounds correctly -Use some structures containing infinitives with and without to appropriately II Materials Textbook, handouts III Anticipated problems Ss may find it difficult to pronounce the sounds, so T should prepare a lot of practice IV Procedure Time Steps Work arrangement 12’ PRONUNCIATION Pronouncing the sounds separately - T models the sounds / dЗ / and / t∫ / for a few times and explains the differences in producing them + The phonetic sound / dЗ / is a voiced palatal Whole class,individual work & pair work 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 + The phonetic sound / t∫ / is an unvoiced fricative palatal Unvoiced = vocal cords not vibrate while making this sound Fricative palatal = touch your tongue to the back of your upper teeth and pull your tongue away as you push air out of your mouth - T palys the tape( or reads) once for SS to hear the words containing these sounds Then T plays the tape (or reads) again and this time asks Ss to repeat after the tape (or T) Pronouncing words containing the sounds - T reads the words in each column all at once - T read the words once again, each time with a word in each column to help distinguish the differences between the sounds in the words - T reads the words and asks Ss to repeat them - T asks to practise pronouncing the words in pairs - T goes around providing help - T asks some Ss to pronounce the words and gives correction if necessary Practising sentences containing the target sounds - T reads the sentences and asks Ss underline the words with the sounds and write / dЗ / and / t∫ / under them - T asks Ss providing the sentences in pairs - T goes around to provide help - T asks some Ss to read the sentences and gives feedback 10’ GRAMMAR To- infinitive a Presentation - T writes some sentences on the board and underline the to- infinitive: + I have letters to write + Does he get anything to eat ? + There is plenty to ? - T asks Ss to comment on the use of to-infinitives in these examples T reviews the form and use of toinfinitives in the examples T may give Ss the Whole class, individual work & pair work following handout In the examples above the infinitives are used to replace relative clauses 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 + Does he get anything to eat ? = Does he get anything that he can eat ? Similarly with to-infinitives + preposition: Someome to talk to cushions to sit on a table to write on a tool to open it with a case to keep my records in Use of passive to-infinitive + There is plenty to = a plenty of things we can b plenty of work we must In the there + be + noun/pronoun + to-infinitive construction, when there is an idea of duty, as in (b) above, a passive to-infinitive is possible: There is a lot to be done But the active to-infinitive is more usual - T continues writing some other sentences on the board: + I’m sorry to trouble you + It is easy to please that customer + The pie is too hot to eat - T asks some Ss to comment on the examples T might explain to Ss that we can put to-infinitive after adjectives The form is: adj + to-infinitive; adj + too/enough + to-infinitive (too before an adj means excessively; enough after an adj means to the necessary degree) - T asks some Ss to give some similar examples b) Practise Exercise - T asks Ss to Exercise individually and then compare their answers with another student - T calls on some Ss to read out their answers - T gives correct answers: Who wants something to eat? I have some letters to write I am/was delighted to hear the news My mother has some shopping to You always have too much to talk about It is lovely to see you again It’s/was too cold to go out I’m happy to know that you have passed the exams Infinitive without to (bare infinitive) a) Presentation - T calls on some Ss to give out some verbs that are followed by bare infinitives - T may make clear that: + We can use a noun or pronoun object + bare infinitive after verbs of perceptions such as feel,hear,watch,see,notice,observe,perceive,smell The bare infinitive generally refers to the complete action + We use the bare infinitive after let and make: Let SO STH = allow SO to STH; make SO STH = force SO to STH b) Practice Exercise - T asks Ss to exercise in pairs Ss have to rewrite the sentences by using the words given - T asks them to compare answers with another pair - T calls on some Ss to go to the board to write their answers - T asks other Ss to feedback and give correct answers: The police watched them get out of thr car They let him write a letter to his wife I heard them talk in the next room The customs officer made him open the briefcase The boy saw the cat jump through the window Do you think the company will make him pay some extra money I felt the animal move toward to me Do you think her parents will let her go on a picnic Production: Story telling - T prepares a handout with pictures in the right order T asks Ss to work in groups of to tell the story about the crow in the pictures T gets across to Ss that they shouls use as many sentences with toinfinitives and bare-infinitives as possible The group which produces the most logical story with the most appropriate sentences using to-infinitives and bare-infinitives will be the winner - T calls on some groups to tell their story and elicits feedback from the class - T gives final comments and provides correction if necessary Suggested story A WISE CROW A crow hadn’t had anything to drink for a long time One day she saw a pitcher There was a little water in the pitcher, but it was too low for her to reach What was she to ? She tried to break the pitcher with her beak, and then to overturn it on the ground, but it was too hard and heavy to Then she thought of a plan She picked up a number of little stones and dropped them one by one into the pitcher In this way the water was soon raised high enough for her to easily reach 3’ Whole class WRAPPING - T summarises the main points of the lesson - For homework, Ss review the points that have been coverd in the lesson and the extra exercise