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

The 2nd period
Date: 15/ 8/ 2010
Unit 1: FRIENDSHIP
Lesson 1: READING
I. Objectives:
1. Educational aim: 
By the end of the lesson, students know about
- what a friendship is and how to keep a friend long.
- how to make and to keep friends long.
- sentences and expression for describing qualities of true friendship.
- New words:.
II. Teaching skills: Guessing meaning in context, scanning for specific information and passage comprehension.
III. Teaching aids: Student’s books, chalks, board, etc.
IV. Lexical sentences: Words related to qualities of friendship
IV. Procedure:
Teacher’s activities
Students ‘ activities
Aims
I. Warm-up: (5 minutes)
- Ask ss the questions:
 - Have you got many friends?
 - Who is your best friend?
 - What do your friends and you do in your free time?
- Let students understand more about activities and qualities of friends, then say to students: Today we learn Unit 1- part A: Reading.
II. Before you read : ( )
Activity 1: Discuss the poem
 - Ask ss to look at the picture and read the poem in their books. 
 - Ask students to discuss in pair to ask and answer the question:
 Q: What do you think of the friend in the poem? 
- Listen to ss and correct pronunciation and grammar if necessary
Activity 2: Teaching vocabularies
Elicit some new words which appear in the passage and ask ss the meaning if they know
New words:
 + acquaintance (n) 
 + selfishness (n) # unselfishness (n) 
 + constancy (n) 
 + enthusiasm (n)
 + loyalty (n) 
 + suspicious (adj) 
 + two-sided (adj) 
 + give-and-take (n) 
 + trust (n) 
 + secret (n) 
 + sympathy (n) 
Explain pronunciation 
III. While you read : (23 minutes)
Task 1 : (3’) Filling the blanks
- Ask students to read seven sentences and explain vocabularies to help ss to understand the statement
- Fill each blank with a suitable word/phrase, work individual
- Ask ss to give the answers
- Check and correct
Keys: 
1-mutual; 2-incapable of; 3-unselfish;
4(1)-acquaintance; 4(2)-friend; 5-give-and-take; 6-loyal to; 7-suspicious.
Task 2: (4’) the main idea of the passage
- Ask ss to read the requirement and 4 options
- Help ss to understand the meaning of four options by explaining the new words if they don’t know
- Ask students look through the passage then try to choose which of the choices A, B, C, or D most adequately sums up the ideas of the whole passage.
- Let them work in pairs.
- Ask ss to give the answers and explain
- Comments and correct
Key: B
Task 3: (6’)Answering the questions
- Ask ss to read six questions on page 15 (textbook), elicit to help them understand that every question ask one quality of friendship, can miss question 5 because it has the same answer with q4
- instruct ss to answer Q1: The first quality for true friendship is unselfishness. It tells us that a man who is concerned only with their own interests and feelings cannot be true friend.
- Ask ss to work in group to scan the passage again and answer four rest questions.
- Walk round and help students. 
- Ask some students to stand up to ask and answer each other.
- Feedback and correct mistakes.
 IV. After you read : (8’)
- Tell ss: “in your opinion, which of the five qualities needed for a true friendship is the most important? And which is the least important? Please, put the qualities needed for a true friendship in the order of importance”
- Ask ss to do the task individually
- Call some ss to go the board and write their answers but they don’t look at the book
- Ask the class to compare their friends’ answers
- Give feedback
V. Home work: (2 minutes)
- Ask ss to learn by heart new words
-Ask students to do Reading exercise of Unit 1 in workbook and prepare Part B : Speaking at home
- Listen to the T and answer the questions:
 - Yes, I have.
 - A is my best friend. 
 - We usually come to the library sometimes play foot ball
- Listen to the teacher and open the book – Unit 1, part A: reading.
- Look at the picture in the book, read the poem 
Answer the question, work in pairs:
A: What do you think of the friend in the poem?
B: I think.
Ask and answer the question, listen to the T’s correction
Listen to the T and give the meaning if they know, then take note
Listen and pronounce
- Listen to the teacher, write down the true keys in the notebook.
- Do task 1 in pairs
- Give the answers
- Listen to the T
- Read the requirement, ask the teacher if necessary
- Listen to the T
- Look through the passage again and try to choose the most adequately sums up the idea of the whole passage
- Work with partner
- Give the answer and explain
- Listen to the T
- Read the questions and listen to the T’s instruction
- Listen to the T
- Work in group to answer the questions in the book: 
Ask the T’s help if necessary
Give the answers
Listen to the T
 Suggested answers:
2/Changeable and uncertain people are incapable of 
3/ the third quality for friendship is loyalty
 4. There must be mutual trust between friends because if not, people cannot feel safe when telling the other their most intimate secrets.
6. The last quality for true friendship is sympathy. It tells us that to be a true friend, you must sympathize with your friend. Where there’s no mutual sympathy between friends, there’s no true friendship
Listen to the T, do the task individually
- Some ss go to the board an d write the answers
- Look at the board and compare
- Listen to the teacher.
- Listen to the teacher and write down homework
The 3rd Period
Date: 20/ 8/ 2011
Unit 1: FRIENDSHIP
Lesson 2: Speaking
I. Objectives:
By the end of the lesson, students should know how to describe a person and learn about physical characteristics and personalities of a person.
II. Teaching Skills: talking about people’s physical characteristics and personalities.
III. Teaching aids: Student’s book and pictures showing friends, etc.
IV. Lexical items: words related to people’s physical characteristics and personalities.
IV. Procedure:
Teacher’s activities
Students’ activities
Notes
Pre-speaking: (5 minutes)
- T asks ss to close their book, write these exercises on the board
Short broad straight tallish crooked pointed oval tall turn-up square
Flat short large wide shortish
Wrinkled glossy wavy dyed long
Shoulder-length sleek
Parts of body
Adjectives
Face
Nose
Hair
Forehead
Height
Keys:
Parts of body
Adjectives
Face
Square, oval (trái xoan), round, heart-shaped
Nose
Crooked (khoằm), snub (hếch và ngắn), flat (tẹt), turn-up (hếch), pointed (nhọn)
Hair
Curly (xoăn),wavy (quăn có song), glossy (bóng), dyed (nhuộm), long, short, shoulder- length (ngang vai), straight, sleek (mượt mà)
Forehead
Wrinkled (có nếp nhăn), large, wide
Height
Tall, short, tallish (hơi cao), shortish (hơi lùn)
Ask ss to do the following task in pair
“ Match the adjectives from the box with parts of the body they can be used to describe (some of the words can be used more than once)
Call on some ss to go to the board and fill in the table
Give feedback and correct their mistake, instruct them how to pronounce
T tells: these words are used for describing physical characteristics. T leads in the new lesson: “Today, you’ll learn how to describe physical characteristics and personalities of a person”
While- speaking : (12 minutes)
Task 1: Describing physical characteristics (appearance)
Ask Ss look at the people in the picture and describe their physical characteristics by using the words in part Warm-up
Let them work in pairs
Asks some pairs to practice their dialogues
Comments and corrects.
Task 2: Describing personalities
Have ss read all the adjectives of personalities.
* Caring: kind, helpful, showing that you care about other people: chu đáo, quan tâm
* Hospitable: pleased to welcome guests, generous and friendly to visitors: mến khách
* Modest: not talking much about your own abilities or personalities: khiêm tốn
* Sincere: saying only what you really think or feel : chân thật, chân thành
* Understanding: showing sympathy for other people’s problems and being willing to forgive them when they do something wrong: hiểu biết, cảm thông 
Elicit so that ss speak the meaning of vocabularies
Write them on the board, instruct ss how to pronounce, ask them to listen and repeat
Has Ss discuss and number the personalities in order of importance in friendship.
Walks around the class and helps Ss if necessary.
Asks some Ss to present their results and explain
Comments
Post-speaking : (10 minutes)
Task 3: Role-play
- Have students work in pairs.
- Guide them to do the task.
- Make sure that sts understand their roles 
- Ask ss to pay attention to the suggestions :
+ his / her name 
+ date of birth 
+ his / her physical characteristics 
+ his / her hobbies 
+ his / her personalities ( friendly , humorous , quick-witted , good-natured , helpful , honest , pleasant , caring )
+ why he / she interests in Maths
+ how much time he / she spends on Maths everyday 
+ what makes him / her a good friend
+ what made him / her successful ( studious , intelligent , keenly interested in Maths , eager to learn , patient , calm )
+ what he / she does in his / her free time 
- Call some pairs to report. 
- Walk round and help them
- Ask some students to stand up and tell loudly
- Listen and correct mistakes
V. Homework: (3 minutes)
- Ask ss to practise reading all the words that are to describe people’s physical characteristics and personalities. Then, use as many of them as possible to describe the person who has had the most influence on you
- Ask students to prepare Part C- Listening and do homework
Close their books and look at the board
Listen to the T, do the task in pair
 Some ss who are called go to the board and give the answers
Listen and repeat
Listen to the T’ s introduction
Listen to the T
Work in pair and do the task
Speak in front of class
Listen 
Read the adjectives of personalities
Give the meaning if they know
Take note, listen and repeat
Listen and do the task
Ask the T if they don’t know
Present the results
Listen
- Make pairs: one is a journalist, the other is an interviewee. 
- Listen carefully and practice in pairs.
- Pay attention to the content :
+ physical characteristics 
+ personalities
+ reasons why the friends are famous 
- Role play
- The students are called stand up and tell loudly
- Listen to the teacher
- Write down the homework
Period: 5
Date: 22/8/2011
UNIT 1: FRIENDSHIP
Lesson 3: LISTENING
Objectives:
Students should know how to describe the best friend and how to keep the friendship.
Teaching Skills: 
- To practise listening comprehension skill.
 	- To distinguish true and false statements.
 	- To take notes about given questions in order to answer.
Teaching aids: Student’s book, tape and cassette player, chalks, notebooks
Lexical items: Words related to friends and keeping friendship.
Procedures:
Teacher’s activities
Stu ... ill continue the topic of personal experiences by talking about past experiences and how they affect your life. 
- We move to part B: Speaking
Pre- speaking:
Task 1: Matching
T asks Ss to work in pairs to match things they might have done or experienced in box A and how the experience might have affected them in box B.
A
B
1. speaking English to a native English speaker.
2. being seriously ill
3. traveling to other parts of the country
4. failing an exam.
5. talking to a famous pop star.
a. makes you love your country more
b. teaches you a lesson and makes you work harder
c. makes you appreciate your health more
d. makes you feel more interested in learning English 
e. changes your attitude to pop stars.
Call some Ss to give their answers
T gives feedback and explains some words
While- speaking:
Task 2: Order and Practicing the dialogue
Ask ss to read the sentences of the dialogue quickly and check whether they understand all the words or not. (ex: turtle: con rùa)
Ask ss to work individually to put the lines in the correct order
Ask ss to give the answers
Checks
T ask ss a good student to practice the dialogue firstly
Ask ss to work in pair to practice
T goes around, listen, help them to correct their pronunciation
T notices ss the use of past tense and the form of questions can be used
Post- speaking:
Task 3: Making similar dialogues
T gives ss useful structures :
+ Have you ever?
+ How did it happen?
+ When did it happen?
+ How did the experience affect you?
 Ask ss use these structures and the ideas in Task 1 to make similar dialogues, work in pairs
T goes around and helps them if they have difficulties.
T calls on a pairs to perform in front of the class.
T comments and corrects the mistakes if necessary.
Homework:
Learn by the dialogues in Task 2
Prepare part C. Listening
Answer the questions:
Expected answer :
1. She wished to have a floppy cotton hat.
2. Her father
3. Because she thought that the boy had stolen her money.
4. She bought the pretty hat of her dream.
5. She discovered her money on the table.
- Listen to the T
Work in pair and match the things you might have done or experienced in column A and their effects on your life in column B.
Give the answers
Listen to the T and correct
Expected answer :1.d 2.c 3.a 4.b 5.e 
Read the sentences to understand the content of them, ask the T if they have difficulties in any words
Work individually to do the task
Give the answers
Expected answer :
1.b 2.d 3.h 4.a 5.g 6.c 7.c 8.f
- Listen to the T and their friend
Practice with their partner
Listen and take note:
Form of questions
- Have you ever ?
- How did it happen?
- How did the experience affect you?
Listen and take note
Listen to the T’s instruction, work in pairs
Ask the T if they find out difficulties
Speak in front of class
Listen to the T’s feedback
Key:
1. A. Have you ever felt an exam?
- Yes, I have.
B. How did it happen?
- I didn’t study well enough for exam.
C. When did it happen?
- Last year.
D. How did you feel/ How did it affect you ?
- I felt disappointed/ sad/ depressed.
2. A. Have you ever traveled to other parts of the country?
- Yes, I have.
B. When did you travel?
- In 2002.
 C. How did it affect you?
- It make me love our country more./ I learned more about different places in our country.
3. A. Have you ever talked to a famous pop star?
- Yes, I have.
B. Where did you meet him/ her ?
- At a party 
C. How did it affect you?
- It was interesting to talk to famous pop stars.
- It changed my attitude to/ towards/ famous pop stars.
Listen and take note
Period: 9 
Date: 30/8/2011
UNIT 2: PERSONAL EXPERIENCE
Lesson 3: LISTENING
Objectives:
By the end of this lesson, students will be able to 
develop such listening micro-skills as listening for specific information and taking notes while listening
learn about memorable experiences and the importance of family
Teaching Skills: Listening for specific information and comprehension questions
Teaching aid: Pictures, chalk, cassette tape
Lexical items: Words related to memorable experiences
Procedures:
Teacher’s activities
Students ‘activities
Warm-up: Game: Guessing things 
-T divides the class into two groups A and B and asks Ss to guess what it is.
Questions : What is it ?
- Read aloud some facts about the thing one by one.
+ It destroys buildings, houses and forests.
+ It can kill people.
+ It gives out a lot of smoke.
+ You need water to put it out
Listen to the ss’ answer and feedback
T leads in the lesson: Today, you will hear Christina talk about the most unforgettable experience in her life.
Pre- listening:
Activity 1: Brainstorming
Ask ss to look at the picture on page 27 and answer the T’s questions:
Can you see a fire?
What’s burning?
Can you see a woman?
What’s she doing?/ What’s she carrying in her hands?
Do you think they are from the burning house?
How do they look?
Activity 2: Pre-teach vocabulary
Ask ss to listen and repeat, elicit so that ss guess the meaning
memorable (a): đáng nhớ
terrified (a): sợ hãi
scream (v): shout very loudly
replace (v): thay thế	
gas stove (n): bếp ga
embrace (v): ôm
escape (v): trốn thoát
protect (v): bảo vệ
While-listening:
Task 1: True/ False
T gives situation: Christina is being interviewed about the most unforgettable experience in her life. Today we will listen to the interview
T asks Ss read all the sentences carefully.
T asks students to listen to the tape (twice), decide whether the statements are true or false individually
T ask ss to give the answers
T ask ss to listen to the tape again to check the answers
T gives feedback and explain
Task 2: Filling in the gaps
T gives the situation: listen to the second part of the dialogue and fill in the gaps in the summary of Christina’s story below
T ask ss to read the summary of Christina’s story once, explain some words to help them understand carefully 
+ selfish (a): ích kỉ
+ complain (v): phàn nàn
+ destroy (v): phá hủy
T instructs ss to reply the idea of the passage to guess the worm form of the words in the gaps : noun, verb, adjective, adverb
T plays the tape, asks ss to listen and fill in the gaps
T asks ss to work in pair, compare the result and discuss
T asks some ss to go to the board to write the answers
T checks
T ask ss to listen again so that ss can hear the answer to make sure they understand the paragraph
Post- listening:
Ask ss to read the passage in task 2 to find out the information to answer the question:
Why does Christina think family is more important than things?
Asks ss to work in group to discuss these questions:
Where do you care from, your family or things?
Can you buy new clothes?
Can you get new parents or brothers or sisters?
Calls some ss to present their opinions in front of class
Feedback and give them mark if necessary
Homework:
Learn by heart new words
Prepare for the writing lesson
Listen to the T and guess what it is
The group giving the correct answer first wins.
Expected answer: A fire
Listen to the T
Look at the picture and answer the question freely
Yes, I can.
A house
Yes, I can.
Maybe her son
Yes, I do
Terrified
Listen and repeat, try to guess the meaning, take note
Listen to the T
Read the statements
Listen to the tape, do the task
Give the answers
Listen the tape again
Listen to the T’s correction
Listen to the T
Read the summary and listen to the T’s explanation, take note
Listen to the T’s instruction and guess
Listen to the second part of the dialogue, do the task
Compare and discuss
Write the answers
Listen to the T
Listen again
Expected answer :
small
everything
family
replaced
got
appreciate
Read the passage and answer the question
Key: Because she has realized that she needs her family. Things can be replaced, but family can’t
Work in group and discuss
Present in front of class
Listen and take note
Period: 10
Date: 3/9/2011
UNIT 2: PERSONAL EXPERIENCES
Lesson D: WRITING
Objectives:
By the end of this lesson, students will be able to 
write a personal letter telling about a past experience, using the structures and vocabulary that they have learned in previous lessons.
learn about the organization of content of a form
Teaching Skills: Writing a personal letter to describe a past experience
Teaching aids: Chalk, textbook
Lexical items: Words used in a form of writing a personal letter
Procedures:
Teacher’s activities
Students’ activities
 Warm-up: 
- Ask ss to work in pair to complete the following sentences, using the underlined adjectives 
proud, jealous, embarrassed, angry, sad, frightened
1. He was very . when his father appeared on TV with the Prime Minister.
2. He was very .. when he sent her a birthday present on the wrong day.
3. He was very  when someone stole his money.
4. He was very  when he heard that his aunt died.
5. He was very .. when he saw those big dogs running toward him.
- asks ss to give the answers
- Feedback and correct
- Ask them the questions:
1. How about you? When did you last feel?(angry / surprised / upset / frightened / jealous )
2. Have you ever written to someone telling him / her about it?
- T leads in the new lesson: Today, you’ll learn how to write a personal letter about a past experience.
Pre- writing: Brainstorming
Asks ss to read the following letter carefully and complete the chart below.
Dear Helen, 
 Last night I had a scary dream. I was walking along an empty street late at night. Suddenly a lion appeared at the end of the street. He ran toward me with his big mouth open and sharp teeth. He roared and jumped upon me. I screamed loudly and awoke. I’m still frightened now. By the way, how are you? Do you still have a nightmare as before? I think we have similar problems now. Write to me as soon as possible.
Your friend,
Daisy
Chart:
Name of experience
1.
When it happened
2.
Where it happened
3.
How it happened
4.
How the experience affected the writer
5.
Asks ss to give the answers and correct
III.While- Writing:
Asks ss to work in groups of four. Complete the chart with the information about your most memorable past experience.
- Use the information in the chart and write a letter to a pen friend telling him / her about your most memorable past experience.
- Do the task in pairs.
- Give the answers
- Listen and correct
1. proud
2. jealous
3. embarrassed
4. angry
5. sad
6. frightened
- The whole class answer the questions
Listen to the T
Read the letter and do the task
Give the answers
Name of experience
1. A frightening experience
When it happened
2. Last night
Where it happened
3. The writer was walking along an empty street late at night.
How it happened
4. The lion ran toward the writer with his big mouth open and sharp teeth. He roared and jumped upon her.
How the experience affected the writer
5. She was frightened.
Work in group of four to do the task