Bài soạn môn học Tiếng Anh 11 - Unit 1, 2

Date of preparation:
Date of teaching:
Period:
UNIT 1: FRIENDSHIP (cont’)
LESSON: LISTENING
OBJECTIVES
By the end of the lesson, Ss will be able to:
Develop such listening micro skills as intensive listening for specific information and taking notes while listening.
MATERIAL
Textbook, cassette tapes, handouts.
ANTICIPATED PROBLEMS
Ss may not be familiar with the note-taking task, so T should provide them some tips to deal with the task.
PROCEDURE
Time
STEPS
Work arrangement
7’
WARM UP
Compitition game- Crossword
The aim of this activity is to help Ss revise the vocabulary items Ss learnt in the previous lesson.
T- divide the class into small groups of 3 –4 students. Then T distributes the following crossword handout for Ss to do in their own groups. Which group finishes first and has all the correct answers will be the winner.
Answers:
-Cross
-Down
1. good-natured 4. friendly
5. quick-witted 6. hospitable
8. patient 9. honest
1. generous 2. helpful
3. modest 7. studious
1G
O
O
D
-
N
A
T
U
R
E
D
E
N
2H
E
E
4F
R
I
E
N
D
L
Y
M
L
O
O
P
5Q
U
I
C
K
-
W
I
T
T
E
D
F
S
E
U
S
L
6H
O
7S
P
I
T
A
B 
L
T
U
D
8P
A
T
I
E
N
T
O
U
9H
O
N
E
S
T
Group work
10’
10’
7’
8’
ACROSS
1. kind, friendly and patient when dealing with people
4. showing kindness; making you feel relaxed and as though you are among people.
5. able to think quickly; intelligent
6. pleased to welcome guests; generous and friendly to visitors.
8. able to wait for a long time or accept annoying behaviour or difficulties without being angry.
9. always telling the truth, and never stealing or cheating
DOWN
1. giving or willing to give freely
2. willing to help sb
3. not talking much about your own abilities or possessions.
7. spending a lot of time studying or reading
PRE-LISTENING
Talking about your best friends
T asks Ss to discuss the questions on page 17 in pairs.
T calls some Ss to give their answers and comments on the answers.
T gets Ss to guess what they are going to listen about.
Vocabulary pre-teaching
Before eliciting the new words, T helps Ss to pronounced the words given in the book.
Apartment building
Sense of humour
Give sb a ring
Go through a rough time
WHILE LISTENING
TASK1
Introduction: you are going to listen to Lan and Long talk about their friends. Listen and decide whether the statements are True or False. Put a + in the appropriate box.
Before Ss listen and do the task, T instructs them to use some strategies:
- First read through the statements and understand them and underline the key words in the statement are: shared, Nguyen Cong Tru Residential Area
- Listen the tape and attention to the key words.
- Decide whether the statements are T or F based on what they can hear.
T plays the tape once for Ss to do the task
T asks Ss’ answers.
T plays the tape the second time for Ss to check their answer.
If many Ss can not answer the questions. T plays the tape one or two more times and pauses at the answers for them to catch.
- T gives the correct answers:
+ Lan’s talk:
F (they used to live in the same building there)
F ( it is what people think)
T
F (Lan went to DoSon first and then called Ha, so Ha rode on her motorbike to meet Lan)
T
F (They have been best friends since Lan’s trip to DoSon)
Long’s talk:
F (they met in college)
F (Minh was a guitarist)
T
T
T
TASK 2
Instruction: You are going to listen to the tape again and fill the table in the book with notes.
Before Ss listen to the tape again to do the task, T may ask them to try to fill the table with the things they remember from the previous times of listening.
T plays the tape again for Ss to complete their notes. Write the answers down in the note forms, not full sentences.
After playing the tape, T gets Ss to work in pairs and check their answers.
How and where did they meet
What do they like about their friends?
Lan
They used to live in the same apartment building in Ha Noi
Lan went on a holiday in DoSon and Ha went there to help her.
Ha is very friendly and helpful.
Ha is sociable. She’s got many friends in DoSon and she introduced Lan around.
Long
They met in college.
Minh played the guitar and Long was a singer.
They worked together
Minh has a sense of humour.
Minh likes to go to plays and movies.
Minh is a good listener
Minh is friend and helpful.
POST LISTENING
T: gets Ss to work in pairs to talk about how Ha has been Lan’s best friend and how Minh has been Long’s best friend.
T: goes around to offer help and collect Ss’ mistakes
T calls some pairs to present their answers.
Whole class
Individual work
Group work
And
Whole class
Whole class
And 
Pair work
3’
WRAPPING UP
T summarises the main points of the lesson.
T asks Ss to learn by heart all the new words.
Whole class
Date of preparation:
Date of teaching:
Period:
UNIT 1: FRIENDSHIP (cont’)
LESSON: WRITING
OBJECTIVES
By the end of the lesson, Ss will be able to:
Write about a friend, real or imaginary, using the words and expressions that they have learnt in previous lesson
MATERIAL
Textbook, handouts.
ANTICIPATED PROBLEMS
Ss may not have sufficent vocabulary to write about the topic, so T should be ready to assist them.
PROCEDURE
Time
STEPS
Work arrangement
7’
13’
15’
8’
2’
WARM UP
Guessing game
T introduces the game: one student goes to the board and T gives him/ her a piece of paper with the name of a student in the class. Other have to say yes /no questions to find who the student is. Ss should ask about the appearance, personalities or clothes. Like these
Is the person a girl?
Is she tall?
Is she short-sighted?
Is she friendly?
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 out. Ss’s writing should include three parts: (1) general information about a friend, (2)his/ her personalities and physical characterictics, (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 use the simple tense and past continuous in their writing.
T gets Ss prepare an outline for writing and exchange it with their peer.
T goes around to offer help and gives corrective feedback.
WRITING
Sample writing:
Probably my best friend is one of my classmates, her name is Mai. We have known each other since we were 8 years old, and we have studied together since then. However, we became best friends when we were at grade 6. at that time I was very bad at English, and it was her who help me improve my English. Now Mai lives with her parents in HaiBa Truong St. She is pretty. She has short black hair, brown almost-shaped 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.
What I like about Mai is that she has the same hobbies with me. We both enjoy music, playing the guitar and singing. I am better in math and science, she is better in English. We can always help each other so well and that we get along so well.
FEEDBACK ON SS’ WRITING
T asks Ss to exchange their writing with another student for peer correction.
T goes around and collects mistakes and errors
T collect some writings for quick feedback.
T write Ss typical errors on the board and elicits self and peer correction.
T provides general comments on the writings.
WRAPPING UP
T:summarises the main points of the lesson.
Group work
Individual work
_____________bbïaa _____________
Date of preparation:
Date of teaching:
Period:
UNIT 1: FRIENDSHIP (cont’)
 LANGUAGE FOCUS
OBJECTIVES
By the end of the lesson, Ss will be able to:
- Distinguish the sounds / / and / /
- Pronounce the words and sentences containing these sounds correctly.
- Use some structures containing infinitives with and without to appropriately
MATERIAL
Textbook, handouts.
ANTICIPATED PROBLEMS
Ss may find it difficult to pronounce the two sounds, so T should prepare a lot of practice.
PROCEDURE
Time
STEPS
Work arrangement
12’
10’
10’
3’
PRONUNCIATION
Pronunciation the two sounds / / and / / for a few times and explains the differences in producing them.
The phonetic sound / d / is a voiced palatal.
The phonetic sound / t / in unvoiced fricative palatal.
Pronouncing the words containing the sounds.
 T reads the words in each column all at once
T reads the words once again, each time with a word in each column to help Ss distinguish the differences between the sounds in the words.
T reads the words and asks Ss to repeat them.
T asks Ss to practice pronouncing the words in pairs.
T goes around providing help.
T asks some Ss to pronounce the words and gives correction if necessary.
Practicing sentences containing the target sounds.
T reads the sentences and asks Ss underlined the words with the sounds and write / d / and / t /
T asks Ss providing the sentences in pairs.
T goes around to providing help.
GRAMMAR
TO-INFINITIVE
A/ Presentation
T writes some sentences on the board and underline the to-infinitive
+ I have letters to write.
+ Does she get anything to eat?
+ There is plenty to do.
T asks Ss to comment on the use of to infinitives in these examples. T reviews the form and the use of to-infinitive in the examples.
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 she get anything to eat? =Does she get anything that he can eat?
 Use of passive to-infinitive
 There is plenty to do =
a) Plenty of things we can do.
b) plenty of work we must do.
In the There + be + noun/ pronoun + to-inf construction to infinitive is possible, when there is an idea of duty : there is a lot to be done.
T continues writing some other sentences on the board.
+ I am sorry to trouble you.
+ It is easy to please that customer.
+ The pie is too hot to eat.
T asks Ss to comment on the examples. T might explain that we can put to-infinitive after adjectives.
The form is: Adj + to-inf; Adj +too/ enough + to infinitive
T asks Ss to give some similar examples.
B/ Practice
Exercise 1:
T asks Ss to do Ex1 individually and then compare their answers with another student.
T calls on some Ss to read out their answers.
Correct answers.
1. Who wants something to eat?
2. I have some letters to write.
3. I was delighted to hear the news.
4. My mother has some shopping to do.
5. You always have too much to talk about.
6. It’s lovely to see you again.
7. It’s too cold to go out.
8. I’m happy to know that you have passed the exams.
INFINITIVE WITHOUT TO
A/ Presentation
T Cal ... the points for each group and announces the winner.
Answer.
5 parts
The Heading, The Salutation, the body, the closing and the signature.
We normally write “dear” or “Hello/ Hi” plus the name of the person we are writing to and a coma at the end.
We normally write st like “Sincerely”, “Yours”, “Love”, “Cheers”, “Best wishes”, “Se you soon” and after that we put a comma.
Our signature normally goes under the closing.
PREPARING SS TO WRITE
T sets the scene. You are going to write a friendly letter to a friend telling him/ her about one of your most memorable past experiences.T gets to read the task silently and work out what they are required to write about.
T calls on a student to answer and elicits more ideas from the class. T might want to draw a network of ideas on the board for Ss to follow.
When it happened?
Where it happened?
What happened ?
Most
unforgettable experience
Who was involved?
How it happened?
How it affected you?
T gets Ss to plan their stories according to the questions on the board, then compare and check with a peer.
What happened?- I nearly drowned.
When? – A year ago, my last summer vacation.
Where? – When I was swimming, I suddenly caught a cold, I felt dizzy and I was too weak to swim.
Involved?- Some of the friends / at that time/ tired to saved me.
Affected? – learned that life is so important.
T: goes around and offers help.
T: collects some outlines and provides corrective feedback.
WRITING
Sample writing:
Dear Peter,
How have you been doing? Have you got any plan for the coming school break? Perhaps I will go to see my grandfathers in the countryside. I haven’t seen them since my last school holiday.
Let me tell you about my last summer vacation at my grandmothers’. It was almost a year ago and was one of my most unforgettable experiences.
My grandparents live in a small village, which is about 70 km southwest of HaNoi. There is a large river at the back of their house where I often do swimming every afternoon when I spend my vacation with them.
One day, when I was swimming with some of my friends, I suddenly caught a cold. I felt so dizzy and too weak to continue swimming, so I started to sink, I thought I was going to drown but I couldn’t call out for help because I was too tired and terrified. Luckily, one of my friends saw that and shouted for help. Immediately, another friends swam towards us to help him push me in. my life was finally save.
Now recalling the moment I thought I was going to die, I understand how precious life is. This event definitely taught me to appreciate my life.
What about you? Have you got any unforgettable holiday that you would like to share with me?
FEEDBACK ON SS’ WRITING
T chooses one letter and reads it to the class.
T elicits corrective feedback from the class and gives final comments afterwards. T should draw Ss’ attention to the format of the letter, the organisation of ideas and language use.
WRAPPING UP
T:summarises the main points of the lesson.
Whole class
Individual work
Whole class
_____________bbïaa _____________
Date of preparation:
Date of teaching:
Period:
UNIT 2: LANGUAGE FOCUS
OBJECTIVES
By the end of the lesson, Ss will be able to:
- Distinguish the sounds / m / , / n / and / /
- Pronounce the words and sentences containing these sounds correctly.
- Distinguishing the uses of different verbs tenses: present simple for indicating the past, past simple, pat continuous and past perfect.
- Use these verb tenses to solve communicative tasks.
MATERIAL
Textbook, handouts.
ANTICIPATED PROBLEMS
Ss may find it difficult distinguishing and using different verb tenses correctly. so T should ready to assist them.
PROCEDURE
Time
STEPS
Work arrangement
7’
9’
PRONUNCIATION
Distinguishing sounds
T models the three sounds /m/ ,/n/ and / / for a few times and explains the differences in producing them (i.e when producing /m/ Ss close their lips, when producing /n/ Ss’ tongue touch the roof of their mouth; when producing / / their tongues touch their soft palates. For all three sounds, the air goes through the nose)
T plays the tapes or reads once for Ss to hear the words containing these two sounds. Asks Ss repeat after the tape.
T asks Ss to read the words in each column out loud in chorus for a few more times. Then T calls on some Ss to read the words out loud. T listens and corrects if Ss pronounce the target words incorrectly. Asks Ss repeat in chorus or individually.
Practicing sentences containing the target sounds.
T asks Ss to work in pairs and take turn to read aloud the given sentences (p 29, Practice these sentences.)
T goes around to providing help.
T calls on some Ss to read the sentences again and provides corrective feedback.
GRAMMAR
Exercise 1:
A/ Presentation: T reviews the forms, meaning and the uses of the present simple, present perfect, and present continuous.
Present simple:
+ Form: Bare root for I, you, we , they/ Verb +S/ ES for he/ she/ it
+ Uses: to express the idea that an action is repeated or usual. The action can be a habit, a hobby, a daily event, a scheduled event or something that often happens. It can also be something a person often forgets or usually does not do.
E.g: The train leaves every morning at 8 AM
The train does not leave at 9 AM
When does the train usually leave?
+ Speakers sometimes use the simple present to express the idea that an action is happening or is not happening now. This can only be done with Non-Continuous Verbs and certain Mixed verbs.
E.g: He needs you right now.
Do you have your passport with you?
Present continuous: Form am/ is/ are + V-Ing
Uses: the present continuous with normal verbs to express the idea that st is happening now, at this very moment. It can also be used to show that something is not happening now.
E.g: Are you sleeping?
Present perfect: Form have/ has + P P
Uses: we use the present perfect to say that an action happened at an unspecified time before now. The exact time is not important. So we can use the present perfect to describe our experience. It is like saying, “I have the experience of ”
+ With non-continuous verbs and non continuous uses of mixed verbs we use the present perfect to show that something started in the past and has continued up until now. “for five minutes”, “for two weeks”, “since Tuesday” are all durations which can be used with the present perfect.
E.g: I have had a cold for two weeks.
Mary has loved chocolate since she was a little girl.
+ You CANNOT use the present perfect with specific time expressions such as: yesterday, one year ago, last week. We CAN use the present perfect with unspecific expressions such as: ever, never, once, many times, several times, before, so far, already, yet 
B/ Practice
T gets Ss to do ex.1 individually and then find a partner to check their answers with.
T checks with the whole class and provides corrective feedback.
Answers:
1. invites 2. sets 3. gets 4. waves 5. promises
6. carries 7. contains 8. has baked 9. is 10. is shining
11. are singing 12. is
Exercise 2:
A/ Presentation: T reviews the forms, meaning and the uses of the past simple, and past continuous.
Past simple: Form: V+ed or irregular verbs
Use: to express the idea that an action started and finished at a specific time in the past. Sometimes, the speaker may not actually mention the specific time, but they do have one specific time in mind.
E.g: I saw a horror film last night/ he didn’t wash his car.
+ We use the simple past to list a series of complete actions in the past. These actions happen to the following order: 1st, 2nd, 3th, 4th and so on.
E.g: He arrived from the airport at 8:00, checked in the hotel at 9.00, and met the others at 10:00.
Past continuous: Form Was/ were+ V-ing
+ Use past continuous to indicate that a longer action in the past was interrupted. The interruption is usually a shorter action in the simple past.
E.g: I was watching TV when she called.
+When we use the Past continuous with two actions in the same sentences, it expresses the idea that both actions were happening at the same time. This action is parallel.
E.g: I was studying while she was making dinner.
+ In English, we often use a series of parallel actions to describe the atmosphere at a particular time in the past.
E.g: When I walked into the office, several people were busily typing, some were talking on the phones, the boss was yelling directions, and the customers were waiting to be helped. One customer was yelling at a secretary, others were complaining to each other about the bad service.
B/ Practice:
T gets Ss to do Ex 2 individually and then find a partner to check their answers with.
T checks the answers with the whole class and provides corrective feedback.
Answer:
1. broke/ was playing 2. wrote/ was 3. was working/ broke
4. started/ were walking 5. told/ were having 6. didn’t listen/ was thinking
7. phoned/ didn’t answer/ were doing 8. didn’t wear/ didn’t notice/ was driving
Exercise 3:
A/ presentation
Past perfect: Form HAD+ P.P
USES: the past perfect expresses the idea that something occurred before another action expressed in the past. It can also show that something happened before a specific time in the past.
E.g: I had never seen such a beautiful beach before I went to HaNoi.
+ With Non-Continuous Verbs and some non-continuous uses of Mised verbs, we use the past perfect to show that something started in the past and continued up until another action in the past.
E.g: We had had that car for ten years before it broke down.
B/ Practice:
T gets Ss to do Ex 3 individually and then find a partner to check their answers with.
T checks the answers with the whole class and provides corrective feedback.
Answer:
1. had eaten/ arrived 2. found/ had taken 3. got/ had closed
4. got/ had left 5. got/ had arrived 6. paid/ had phoned
7. went/ said/ hadnot arrived 8. had looked/ asked/ cost
WRAPPING UP
+ T summaries tha main points of the lesson.
Ss review the uses of the different verb tenses that have been covered in the lesson.
Individual work
Pair work
And whole class
Individual work
Pair work
And whole class
Individual work
Pair work
And whole class
Complete the sentences by putting the verbs in brackets in the correct tense.
When I (arrive)______home last night, I discovered that Jane (prepare)______a beautiful candle-lit dinner.
By the time I got to the office, the meeting (begin/ already)______ without me. My boss (be) _____furious with me and I (be)______ fired.
When I (turn)______ the radio on yesterday, I (hear)_______a song that was popular when I was in high school. I (not/ hear)________ that song in years, and it (bring)______ back some great momeries.
When Jack (enter)______ the room, I(not/ recognise)______him because he (lose)______so much weight and (grow)________a beard. He looked totally different.
I (visit)_______ so many beautiful places since I (come)__________ to Utah.