Bài soạn môn học Tiếng Anh lớp 11 - Period: 3, 4, 5, 6, 7

Unit1: Friendship
Period: 3, 4, 5, 6,7
A. Aims and requirements.
1. Language objectives
+ Reading: 
Read and guest the meaning of words basing on context 
Answer questions basing on the content of the reading passage. 
Skim and take note some information about the content.
Summarize the passage lesson by speaking or writing.
+ Speaking:
Describe a person’s characteristics
Talk about a person’ s personalities.
Interview to get information of afamous person
+ Listening
SS listen and and understand the main content of the lesson
Ss are able to choose true false information.
Ss are able to fill the missing information and answer questions relaing to the content of the lesson.
+ Writing:
write a passage to describe a friend’s characteristics and personality.
+ Pronunciation: pronunce correctly the consonants //dʒ/ , /t∫/
+ Grammar: Use correctly “to – infinitive” and “bare infinitive”
2. Educational objectives : know the importance of true friendship.
B.Teaching aids: cassette player, tape, chalks, pictures, handouts, charts, real objects if possible
C. Teaching methods: communicative approach
D. Content: 5 periods
Period3: Reading
The date of preparing: August 11th/ 2009
I. Objectives
Language objectives:
By the end of the lesson, Ss will be able to:
- read and understand the passage about friendship
Develop such reading skill as scanning for details, specific ideas, skimming for general information, and guessing meaning in context
Use the information and new words they have learnt to discuss the topic, speak, ask and answer.
II. Methods: expaining, guessing, playing, asking and answering, gap- filling.
III. Procedure
Teacher’s activities
Students’ activities
1. Check the attendance(2m)
2. Warm up(4m)
Divide the class into teo groups
Stick six pictures of things on the board
Tell Ss to find out the treasure, the word of the day by combining the first letters in the names of these things
The first group to find it will win the game.
Declare the winner
Ask Ss to open the books, reading and lsiten ing to the song in textbook. 
Ask SS some question: 
 What is the song about?
 What is a friend like in the song?
What is a good friend like, according to you?
T can preteach adj of good character : understanging, caring, honest, reliable, sociable, modest, honest, trustworthy, sharing, sympathetic, helpful tolerant, unselfish.
Lead-in: In today’s reading,we’ll get to know more about friendsand friendship
 A. Before you read(10m)
Discussing the picture
T asks the whole class to look at the picture on page 12 and asks them some questions:
1. What are girls and boys doing in the picture?
2. How do they feel?
3.What does the picture tell you?
Ask SS to read the passage
 Teaching vocabulary
Lasting(a)= lifelong (sym)
Be concerned with sb/st (translate)
Constancy(n)constant(a) (translate)
Rumour(n) ['ru:mə] (explaining) a story that is spread by being talk about but amy not be true
Gossip(n): (explaining)information talk or stories about other people’s private lives that may be unkind or not true 
Incapable of/ in'keipəbl/ 
Eg:He’s too honest so he is incapable of telling a lie.
Suspicion(n)/ sə'spi∫n/ suspicious(a) (anto)
Pursuit(n) (sym)
Sympathy(n) ['simpəθi], sympathetic(a)[,simpə'θetik/
Sorrow(n)/ 'sɔrou/= sadness
Acquaintance(explaining)
T asks Ss to make some sentences with above words to check their understanding
Have Ss practice reading the vocabulary
B. While you read
Task1 (6m)
T asks the Ss to read the words in the box then fill each blank with one of them
Ask Ss to read the passage quickly and stop the lines that contain these words to guess their meaning 
T asks Ss to work individually to do the task
T goes around to help them when necessary
T asks Ss to exchange their answers with the other Ss 
T asks Ss for their answers and tell then to explain their choices
T listens and corrects.
Task 2(5m)
T asks Ss to read the passage again and decide which of the choices A,B,C,or D most adequately sum up the ideas of the whole passage
T gets Ss do the task individually 
T might also want to give Ss some strategies to find the main idea of the passage
T calls on some Ss to give the answer and asks other Ss to say whether they agree or disagree
Task 3(10m)
Ask Ss to answers the questions in task3
T asks Ss to do the task individually , then discuss their answers with their partner
T calls some Ss to write their answers on the board and ask them to explain their choices
Correct answers:
1. The first quality for true friendship is unselfishness. It tells us that a person who is concerned only with his/her own interest and feelings can’t be a true friend
2. Because they take up and interest with enthusiasm, but they are soon tired of it and they feel the attraction of some new object
3. The third quality for true friendship is loyalty. It tells us that the two friends must be loyal to each other, and they must know each other so well that there can be no suspicions between them
4. Because if not people can’t feel safe when 
telling the other their secret
5. Because they cannot keep a secret, either of their own or of others’ 
6. The last quality is sympathy. It tells us that to be a true friend one must sympathise with his/her friend. Where there is no mutual sympathy between friends, there is no true friendship
C. After you read(6m)
Ask Ss to work in pairs to discuss the question in the text book
T goes around to help the Ss when necessary
When all pairs have finished, T asks every two pairs to share ideas
T calls on three Ss to report their ideas to the class
4. Homework(2m)
Learn by heart all of new words and structures and give examples
Summarise the main points of the text
Group work
Observe the pictures
Think and find out theword
Tell the answer if they find out
Read and listen to the teacher.
Answer T’s questions. 
The friend in the poem is very dedicated and thoughtful. He/She is willing to help his/her friend in any circumstances
SS can talk freely about a good friend, try to remember the adj of good personalities
Take note some new words
Pair work
Suggested answers
1. One boy is playing guitar, and the other girls and boys are singing
2. They seem very happy because we can see their smile
3. The picture tells us that friends can happily do many things together or friendship is a beautiful thing that brings happiness to us
Skim to get the main content and underline new words
L©u dµi, bÒn v÷ng
Quan t©m tíi ai, c¸i g×
tÝnh kiªn ®Þnh
tin ®ån
chuyÖn ngåi lª ®«i m¸ch, chuyÖn tÇm phµo
kh«ng ®ñ kh¶ n¨ng
sù nghi ngê
sù nghiÖp, sù theo ®uæi, ®am mª
sù th«ng c¶m
th«ng c¶m, ®ång c¶m
nçi buån
do as T‘s requests
individual work & pair work
Ss guess the meaning of the word base on the context in the sentences
Work individually
Discuss the answer with their friends
Tell the answer and explain the choice
Expected answe:
1. mutual 2. incapable of
3. unselfish 4. acquaintance/ friend
5. give -and –take 6. loyal to
7. suspicious
 Whole class read the text quiclkly
Individual work
Tell the answer and explain 
Answer: B
Individual work and pair work
Read carefully the questions.
Work individually and discuss the answers with their friends
Six Ss write six answers on board and show the evidence in the passage.
Listen to the teacher and correct their answer
Pair work 
The friendship is very important to our life. A true friend can helps us when we are sorrow and when we have difficulty. We can share ideas, feeling, likes,joys, pleasures,aims .to each other. Sometimes only true friends can understand, sympathise us so we feel safe to tell him/her our secrets. Friendship brings us happiness. We happily do many things together.So we can’t live without friendship
Share the idieas 
Report their ideas in front of the class
Write down
 Period 4: Speaking
The date of preparing: August 12th/ 2009
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 and know how to talk about a famous person.
II. Methods: group work, play, suggest,
III. Teaching aids
Textbook, handouts, pictures about some famous people.
teacher
students
1. Warm up(5m)
Divide the class into 4 groups, give each group a sheet of paper, ask them for 3 munites write as many adj of people’s physical characateristics and personalities as possible.
T hangs the sheets of paper on the board, then count the words.
Declare the winner.
Guide Ss to read the words
Lead-in: In today’s speaking, we’ll learn how to describe a person’s charcteristics and personalities.
2. New lesson
A. Before you speaking. (5 minutes)
Ask Ss to put the adj they write on the sheets of paper in the table below
Height
Forhead
tall,short, medium, rather short, too tall 
Build
slim, plump, overweight, thin.muscular/ 'mʌskjulə/, stocky, well-built
Hair
-length: long, short, shoulder- length
-style: straight , wavy, curly,crew-cut
-color: black,grey, red, brown
Others: a fringe, a bun, plait(s)/ plæt/ 
Face
oval, round, large, square, skinny/ ['skini], chubby, long, with high cheekbones
 Eyes
: small, big, black, brown, blue, grey
Nose
straight, crooked, turned-up, big, small, flat
Chin 
pointed chin, double chin
Lips
: thin, full, narrow, heart-shaped
Skin 
white,pale/peil/, suntanner,dark, brown, black
General 
appearance
beautiful, handsome,pretty,good looking, plain, attractive, well –dressed, 
Elicit more adj from the Ss
Suggest more adj
B. While speaking
Task 1 (7minutes)
Ask 1 S to read aloud the title and explain
Instruction: You are going to look at the picture of 4 people on page 15 and describe them in pairs
Before letting Ss do the task, T ask them to read useful language on page 16
T asks to work in pairs to describe the people in the picture, and then calls on some Ss to present their answer
T gives feedback
Task 2( 5minutes)	
Ask Ss to discuss and number the personalities in order of importance in friendship and then report the results
Before Ss do the task, T asks them to look at the list of adjectives provided in book. T asks if Ss understand these adjectives or not
T can elicit or explain some adjectives quickly
T divides the class into group of 6 with a group leader. They discuss and the leader will take notes of the ideas, and then one representative will report the result to the whole class. T reminds Ss that they have to explain their choice as well
T goes round to offer help when Ss discuss
T call on some Ss to report the result of their discussion. 
T elicits feedback from the class and gives final comments
Elicit more adj of personalities fron SS
Give more adj of personalities and guide SS to read.
Easygoing, friendly, hardworking, honest, intelligent, kind, mature, patient, polite, serious, sincere, tolerant, trustworthy, ....
Production(15m) Task 3
Instruc ...  I was there singing and Minh was a guitarist. So we worked together a lot, but we also became friends. Minh has a great sense of humour, he’s very,very funny, and that’s 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 though.
Period 4: Writing
	The date of preparing: August 14th/ 2009
I. 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
II. Teaching aids
Textbook, handouts, .
III. Methods:explain, suggest, group work, individual work, 
IV. Procedure
Teacher
	Students
1. Warm up(5m)
Guessing game
T introduces the game: 1 student goes to the board and T gives him or her a piece of paper with the name of a student in the class. Other Ss have to ask Yes/No question to find out who students is. Ss should ask about the appearance, personalities, or clothes.
- The game can continue until the time is up.
A. Before writing(15m)
- 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 3 parts:
+ general information about about their friend
+ his/her physical characteristics and personalities
+ and 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, and the tense used to describe charcteristics or personalities. If Ss can’t tell, T can suggest” past simple” or past continuous”
T may also elicit the adjectives and expressions Ss can use to describe their friend’s appearance and personalities.
If Ss can’t find out , T can suggest.
T gets Ss prepare an outline for their writing and exchange it with their peer(partner)\
T goes around to offer help and gives corrective feedback
B. While writing(15m)
T gets Ss to write about their friend in 15minutes
T goes around to observe and offer help
C. Post writing(8m)
T ask Ss to exchange their writing with another Ss for correction
T goes around and collects mistakes and errors
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 correct the errors
Finally, T provide general comments on the writings
4. Home work(2m)
Ask Ss to improve their writing, taking into consideration their best friends’ and T’s suggestions and corrections 
Ask them to prepare the next period: ‘language focus”
Group work
Ss may ask questions such as:
Is the person a girl?
Is she tall?
Is she short- sighted?
Is she friendly?
..
Listen to know what they have to do
Read the guideline and tell T the form of the writing. 
Expected answer: In general, Ss’ writing should include 3 parts:
+ general information about about their friend
+ his/her physical characteristics and personalities
+ and what Ss like about the friend
Tell the tense of verb they can use
Expected answer: pats tenses and present simple.
Revise some adj and think of structures they can use then tell the T
Suggested answer:
hair: she wears her hair in a ponytail/ bun.
She has straight balck hair.
Her hair is medium length
Height: He/she is fairly/ very/ pretty tall.
He is medium height.
She/ he is the same height as...
Age: She/ he is .... years old.
to be in her/ his early/ middle / late twenty.
Personality: She/ he is a kind/sort of person who is.........
............
Prepare outline
Pay attention
Work individually
Pair work and whole class
Listen and correct
Write down
Period 7: Language focus
 The date of preparing: August 15th/ 2009
I. Objectives
By the end of the lesson Ss will be able to:
-Distinguish the sound /dʒ/ and /t∫/
- Pronounce the words and sentences containing these sounds correctly
- Use some structures containing infinitives with and without to appropriately
II. Teaching aids
Textbook, handouts, .
III. Methods:
IV. Procedure
Teacher
Students
1. Warm up(3m)
Show some pictures
Ask Ss to tell the name of each object in each picture
Ask them to find out which sound in common the words in each group has.
A
B. 
Lead- in: In today’s lesson, we’ll study the two consonants /dʒ/ and /t∫/.
2. New lesson
A. Pronunciation(15m)
-Pronouncing the two sounds separately
-T models the two sound /dʒ/ and /t∫/ for few times and explains the differences in producing them
/dʒ/: is a voiced palatal
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
/t∫/ is an unvoiced fricative palatal
Unvoiced- vocal cords do not vibrate while making this sound
Fricative palatal = touch your tongue to the back of your upper teeth and pull your tongue away as your push air out of your mouth
T plays the tape once for Ss to hear the works containing these two sounds. Then T plays the tape again and this time asks Ss to repeat after the tape
Pronouncing words containing the sounds
-T reads some words 
Chair chain jill choke jail cheek villager jun july jerry beach peach rich surgeon butcher region match mutual gin biology 
- 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 give correction if necessary
Ask Ss which letter are often pronunced /dʒ/ and /t∫/ 
Practicing sentences containing the target sounds
- T reads the sentences and asks Ss underline the words with the sound and write /dʒ/ and /t∫/ under them
- T asks Ss to provide the sentences in pairs
-T goes around providing help
- T asks some Ss to read the sentences and gives feedback
B. Grammar and Vocabulary(20 minutes)
1. To infinitive (10m)
- T writes some sentences on the board and underline the to+ infinitive
+ I have letters to write to my friends
+ I have some homework to do
+ Does he get anything to eat?
+ Have you got anything to say?
- T asks Ss to comment on the use of to + infinitives in these examples. 
T reviews the form and use of to –infinitives in the example
- 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
+ I have some homework to do= I have some homework that I must do
+ Does he get anything to eat?= Does he get anything that he can eat?
 N/pro+to -infinitives 
Ex: I need someone to take care of my children
 to -infinitives + prepsitions
ex: I need someone to talk to my mother
 Can I borrow your case to keep my records in?
Adj + to -infinitive 
 Too/ enough + to –infinitive
 Practice
Exercise 1
Ask Ss to do exercise1 individually and then compare their answers with another student
- T calls on some Ss to read aloud their answers
- T gives the correct answers
2. Infinitive without to(10m)
Practice 
Exercise 2
-T asks Ss to do exercise 2 in pairs. Ss have to rewrite the sentences by using the words given
-T asks them to compare answers with another pairs
-T calls on some Ss to go to the board to write their answers
- T asks other Ss to feedback and gives correct answers
Elicit the use of bare- infinitive from Ss
- after “make, let”+object +bare infinitive 
- after verbs of perception such as: feel, hear, watch, see, notice, observe, smell+object +bare infinitive
Production(10m)
Extra exercise
Join these pairs of sentences
1. she crossed the road. I saw her
2. They sang a song. I heard them
3. He looked the door. I observed him
4. She drove off. I saw her
5. He was foolish. He left the firm
6. A pavement artist drew a portrait in crayons. I watch him
7. We can’t refuse their invitation. It would look rude
8. I met you again. I was happy
9. The film was boring. I didn’t watch it
10. The woman is old. She can’t drive a car
Ask Ss to write the answers on board
Correct the answers on board
3. Homework(2m)
Learn by heart all the knowledge they’ve learnt and practice them again at home
Prepare the next lesson:unit 2 : reading
Observe the pictures
Tell what they are
Sound in common /t∫/ 
Sound in common /dʒ/
Read after the tape the two groups in the textboo
-Listen attentively
-Tell the difference
Listen and write in correct column
/t∫/ or /dʒ/
Read loudly
5 Ss read loudly infront of the class
Repeat after the tape
Tell T if they can
Expected answer:
“ch” in the end or in the beginning of a word, ‘t’ in the middle of a word and before ur+ vowel, ‘- tural’, ‘- tury’ are pronunced /t∫/. letter “j” and “ge”, “gi”, “gy” are often pronunced /dʒ/
Underline the words containing one of two consonants above
Practice reading the sentences which contain 2 sounds
6 Ss read
Pay attention 
-Give their opinions
- In the examples above the infinitives are used to replace relative clauses
Take notes
 Give more Eg: I pleased to see you
Ex: The water is too hot to drink
 He’Ss old enoughto go to school
Individual work then pairwork
1. Who wants somethings to eat
2. I have some letters to write
3. I am 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
Read their answer
Give correct answer
Read the request and the example , then do the exercise.
Discuss the answer
Write the answer on board
Listen and correct
1. The police watched them get out of the car
2. They let him write a letter to his wife
3. I heard them talk in the next room
4. The customs officer made him open the briefcase
5. The boy saw the cat jump though the window
6. Do you think the company will make him pay some extra money?
7. I felt the animal move towards me
8. Do you think her parents will let her go on a picnic?
 Tell the use of bare – infinitive through the exercise
Expected answer:
- after “make, let”+object +bare infinitive 
- after verbs of perception such as: feel, hear, watch, see, notice, observe, smell+object +bare infinitive
Whole class
1. I saw her cross the road
2. I heard them sing a song
3. I observed him lock the door
4. I saw her drive off
5. He was foolish to leave the firm
6. I watched a pavement artist draw a portrait in crayons 
7. It would look rude to refuse their invitation
8. I was happy to meet you again
9. The film was not interesting enough for me to watch
10. The woman is too old to drive a car
Write on board
Listen and correct
Whole class