Bài soạn môn học Tiếng Anh lớp 11 (trọn bộ)

Date: 10/09/08
 Unit 1 
FRIENDSHIP
Period 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 topic.
II. Teaching aids
Textbook, handouts.
III. Anticipated problems
Ss may need help with the discussion task, so T should be ready to help them.
IV. Procedure
Time
Steps
Work
arrangement
6'
Competition game - Network
- T prepares a handout with a network of the word "Friendship"
Friendship
Group work
— T divides the class into 8 groups and gives each group a handout. T asks Ss to complete the network. the winners will be the group completing the network in the shortest period of time.
10'
BEFORE YOU READ
Discussing the picture and poem
— T asks the whole class to look at the picture on page 12 and asks them some questions:
+ What are the girls and boy doing in the picture?
+ How do they feel?
+ What does the picture tell you?
Suggested answers:
+ One boy is playing the guitar, and the other girls and boys are singing.
+ They seem very happy because I can see their smile.
+ The picture tells me that friends can happily do many things together. / Friendship is a nice thing that brings happiness to us.
— T asks Ss to work in pairs to read the short poem on page 13 and answer the question: What do you think of the 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
Note: T should only teach the words which do not appear in Task 1.
Acquaintance [ə'kweintəns](v): bắt đõ̀u biờ́t ai; làm quen với ai
 (n) người mà ta biờ́t nhưng khụng phải bạn thõn; Lasting ['lɑ:stiη](adj.): bờ̀n vững, lõu dài, trường cửu
Incapable[in'keipəbl](adj.): khụng đủ khả năng, bṍt tài, bṍt lực
To be concerned with: Quan tâm tới ai, cái gì?
Constant ['kɔnstənt](adj.): kiờn định; trung kiờn; trung thành; chung thuỷ
Constancy ['kɔnstənsi](n): sự bờ̀n lòng, tính kiờn trì, tính kiờn định, tính trung kiờn; sự trung thành, sự chung thuỷ.
Unselfishness [,ʌn'selfi∫nis] (n): tính khụng ích kỷ
Enthusiasm [in'θju:ziổzm] (n): sự hăng hái, sự nhiợ̀t tình
Uncertain [ʌn'sə:tn] (adj.): dờ̃ thay đụ̉i, có thờ̉ thay đụ̉i, khụng kiờn định
Loyalty ['lɔiəlti] (n): lòng trung thành, lòng trung nghĩa, lòng trung kiờn
Suspicion [sə'spi∫n] (n): sự nghi ngờ; sự bị nghi ngờ.
Rumour ['ru:mə] Or: rumor ['ru:mə](n): tin đụ̀n; lời đụ̀n; tiờ́ng đụ̀n
Gossip ['gɔsipə](n): người hay ngụ̀i lờ đụi mách, người hay kháo chuyợ̀n nói xṍu; người hay nói chuyợ̀n tõ̀m phào
Trust [trʌst](n): the belief that sb / sth is good, sincere, honest
Sorrow (n): đau khổ
Mutual ['mju:tjuəl](n): điểm chung
Sympathy ['simpəθi] (n): sự thụng cảm; sự đụ̀ng cảm; sự thương cảm
Pursuit 
— If there is some time left, T may ask some Ss to make sentences with the above words to check their
understanding.
Pair work
& whole
class
6’
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, do the tasks in the textbook.
TASK 1
Instruction: Fill each blank with one of the words in
the box.
— T writes 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 quickly and stop at the lines that contain these words to guess their meanings (except for, the word ‘friend as this word is familiar with Ss).
— Ss guess the meaning of the words based on the contexts in the sentences. For example, to guess the meaning of unselfish Ss may realize that this word is the noun of unselfishness in line 5. Therefore, they may guess the meaning of unselfish first. Ss can pay attention to the prefix un - and such phrases as concerned only, his own interest and feelings in the following sentence.
— 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 do Task 1:
+ First, Ss should read through the sentences provided in the task to identify the part of speech of the word to fill in each blank. For example, in sentence 1 the word to fill in should be an adjective; in sentence 4 the two words should be nouns.
+ Read the first sentence carefully to understand the meaning roughly. Read the words / phrases in the box to choose the most suitable one to fill in the blank
- Continue with the rest of the sentences.
— T asks Ss to work individually to do 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:
1. mutual 5. give – and - take
2. incapable of 6. loyal to
3. unselfish 7. suspicious
4. acquaintance / friend
Whole
class,
individual
work & pair
work
5'
TASK 2
Instruction: You are to read the passage again and decide which of the choices A, B, C, or D most adequately sums up the ideas of the whole passage.
— T gets Ss do the task individually and then find a peer
to compare their answer with. T might want to give them some time to re-read the passage.
— T might also want to give Ss some strategies to find the main idea of the passage:
+ Ss should read the text carefully and try to summarize it in the Ss own words.
+ Then Ss search through the list of main ideas provided in the task to find the most suitable one.
+ Ss should make sure the main idea chosen sums up the entire text and not just one idea within it.
— 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
Whole
class,
individual
work & pair
work
6'
Instruction: You are required to answer the six
questions in the book.
— T asks Ss how .to do this task. If they do not remember, T may instruct them to use some strategies to do the task:
+ First, skim the six questions to understand them. As Ss do this they:
• underline the key words. For instance, in question 1 Ss
can underline what, first quality, friendship...
• decide what information they need to find in the text
• look for questions words like “why” which indicates Ss should read for specific thing like a reason.
+ Go back to the first question and locate the information for the question by finding the key words in the passage and mark the place.
+.Read the part carefully to find the answer. Ss can use their own words.
+ Continue with the rest of the questions.
— T asks Ss to work individually to do the task, then discuss their answers with their peers.
— T calls on some Ss to write their answers on the board and ask them to explain their choices.
— T gives the correct answers:
1. 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 cannot be a true friend. (paragraph 2).
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)
3. The third quality for true friendship is loyalty. It tell us / me 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. (line 1—3, paragraph 4)
4. Because if not people cannot feel safe when telling the other their secrets. (line 1 —3, paragraph 5)
5. Because they cannot keep a secret, either of their own or of others (line 3 —4. paragraph 5)
6. The last quality is sympathy. It tells us / me that to be a true friend one must sympathize with his / her friend. Where there is no mutual sympathy between friends, there is no true friendship. (last paragraph)
Whole
class,
individual
work & pair
work
10'
AFTER YOU READ
Instruction: You are required to work in 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 two pairs
to share ideas.
— T calls on some Ss to report their ideas to the class.
— T gives feedback.
Pair work, group work & whole class
2'
WRAPPING UP
— T summarises the main points of the lesson.
— T asks Ss to learn by heart all of the new words and do the extra exercise as homework.
Whole class
Date: 10/9/08
Period 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. Procedure
Time
Steps
Work
arrangement
8'
WARM-UP
Competition game — Word Search
— T divides the class into small groups of 3 — 4 students. Then T distributes the following puzzle handout for Ss to do in their own groups. Which group finishes first and has all the correct answers will be the winner.
— A variant of this activity: T draws or prepares two big copies of the word search and hangs them on the board. T calls two pairs of Ss to go to the board and ask them find all the adjectives as quickly as possible. The pair with the quickest and most correct answers will be the winner.
Group work
Answer:
12'
TASK 1
Instruction: You are going to look at the picture offour people on page 15 and describe them in pairs.
— Before letting Ss do the task, T asks them to read Useful language on page 16. T may ask if Ss know the meanings of the adjectives provided.
— T elicits or teaches some words:
Forehead (n): (T points at his / her forehead) trỏn Crooked (adj): an adjective you can use to describe one’s nose (mui khom)
— T may ask Ss to provide some adjective / expressions used to describe people’s appearance. She may also give Ss a handout of these adjectives and expressions.
Whole class
& pair work
Describing peoples appearance
Height
tall, medium, short
Build
slim, plump (bụ bẫm, đầy đặn), overweight (béo phì), obese (béo phì), thin (gầy), muscular (vạm vỡ), athletic, stocky (thấp và chắc nịch), well-built (lực lượng), of medium I average I normal build
Hair
Normal order of adjectives used to describe one’s hair. length, style and colour
+ length: long, short, shoulder-length (ngang vai)
+ style: straight, wavy, curly, crew-cut (đầu cua)
± colour: black, grey, red, brown Others: a fringe (mái), a bun (búi tóc), plait(s) (đuôi sam) (to wear one’s hair in a bun / a plait / plaits), receding (sợi tóc hớt ra sa ... UP
— T summarises the main points of the lesson.
— For homework, T asks Ss to improve their writing,
taking into consideration their friends’ and T’s
suggestions and correction and do the EXTRA
EXERCISE.
Whole class
EXTRA EXERCISE
Read the text and decide whether the statements below are True of False. Tick the appropriate boxes.
August Moon Festival in China
The August Moon Festival or Mid—Autumn Festival is one of the most celebrated Chinese holidays. It is held on the 15th day of the 8th lunar month. Chinese families celebrate the end of the harvest season with a big feast. Unlike the American Thanksgiving dinner, the Chinese have mooncakes instead of grandma’ apple pie. Friends and relatives also send mooncakes to each other as
way of giving thanks.
Chinese legends say that the moon is at its brightest and roundest on this day. Under this bright autumn moon, friendships are made and renewed. It is perfect for a romantic rendezvous. For many years, Chinese poets write about long lost lovers finding their way to each other on this special night.
The August Moon Festival is often called the Women’s Festival. The moon symbolises beauty and elegance. While Westerners worship the sun (yang or male) for its power, people in the Far East admire he moon. The moon is the ‘yin’ or female principle and it is a trusted friend.
In fact, many ancient August Moon folktales are about a moon maiden. On the 15th night of the 8th lunar moon, little children on earth can see a lady on the moon. On this magical occasion, children who make wishes to the Lady on the Moon will find their dreams come true.
Statements
True
False
1. Chinese people send mooncakes to their friends and relatives to express their thanks.
2. The moon is at its brightest and roundest on the day after the festival.
3. The Mid—Autumn festival in China is often called the Children’s festival.
4. The Chinese think that the moon symbolises the beauty and elegance of women.
5. It is true that there is a moon maiden.
Answers:
1.T 	2.F 	3.F
4.T 	5.F
Period 5: LANGUAGE FOCUS
I. Objectives
By the end of the lesson, Ss will be able to:
— Distinguish the clusters / fi I, / fr / and / Or /
— Pronounce the words and sentences containing these clusters correctly
— Use one(s), someone, no one, anyone, and everyone appropriately
— Use vocabulary about holidays and celebrations appropriately.
II. Materials
Textbook, handouts, picture.
III. Anticipated problems
Ss may find it difficult to pronounce the three clusters, so T should prepare a lot of practice.
IV. Procedure
Time
Steps
Work
arrangement
12'
PRONUNCIATION
Distinguishing sounds
— T models the clusters / II I, / fr / and / Or / for a few
times and explains how to produce them. E.g.: When
producing / fl I, Ss should produce / f / first and then
quickly switch to / 1 I, and so on.
— T plays the tape (or reads) once for’Ss to hear the words containing these clusters. Then T plays the tape (or reads) again and this time asks Ss to repeat after the tape (or T).
— 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. If many Ss do not pronounce the words correctly, T may want to get them to repeat after the tape (or him / herself) again in chorus and then individually.
Practising the dialogue containing the target sounds
— T asks Ss to work in pairs and take turn to read aloud the given dialogue on page 97.
— T goes around to listen and takes notes of the typical errors 
T calls on some Ss to read the dialogue again and provides corrective feedback.
Whole
class,
individual
work & pair
work
6'
GRAMMAR
a. Presentation
— T writes some sentences on the board and asks Ss to comment on the use of one(s), someone,no one, anyone, and everyone.
+ I don’t like the red shirt; Iprefer the blue one.
+ Don’t buy the sour oranges. Buy the sweet ones.
+ There’s someone waiting for the director in the office.
+ Did someone call me last night?
+ Have you met anyone like him?
+ Don’t tell anyone my secret.
+ No one likes her story.
+ Everyone laughs at him.
— Ss work in pairs to work out the use of the pronouns. T checks with the whole class, making clear that:
Whole class
& pair work
+ One and ones are used to replace a previously mentioned noun when we do not want to repeat that noun. One replaces a singular noun, and ones replaces a plural noun.
+ Someone = somebody. It used with a singular verb in (1) an affirmative statement or (2) a question when the speaker I write expects the ‘yes’ answer.
+ Anyone = anybody. It used with a singular verb in (1) a negative statement or (2) a question.
+ No one usually takes a singular affirmative verb.
+ Everyone = everybody. It usually goes with a singular
verb. It is used to refer to every person or all people.
Note: These expressions have a singular meaning and take a singular verb, so personal pronouns and possessive adjectives should logically he / she. Him / her, his I her.
However, in modern English plural forms are more
common:
+ Everyone has come in, haven’t they?
+ No one should leave their luggage on the bus.
— T asks several Ss to give similar examples and gives feedback.
10'
b. Practice
Exercise 1
— T asks Ss to do Exercise 1 individually and then
compare their answers with another student.
— T calls on some Ss to read Out their answers.
— T gives correct answers:
1. anyone 5. no one
2. Someone 6. everyone
3. anyone 7. no one
4. someone
Exercise 2
— T asks Ss to do exercise 2 in pairs. Ss have to rewrite the sentences, using the pronoun one / ones.
— 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 gives correct answers:
Answers:
1. Of the three bags, I like the blue one.
2. Mai is making a fruit cake. Huong is making one, too.
3. I like reading books, especially the ones about the natural world
4. I don’t have a computer, and my father doesn’t want me to have one.
5. They let me choose a pencil, and I took the red one.
6. There are several national celebrations in Vietnam, but perhaps the most meaningful one is Tet holiday.
7. We told each other both happy stories and sad ones about our lives.
Individual
work, pair
work, group
work &
whole class
10'
c. Production: Role play
— T asks Ss to work in pairs .and gives each student a role card. T gets Ss act the conversation, using as many one(s), someone, no one, anyone, and everyone as possible.
Pair work & whole class
Card A:
You are a student and living in a rented flat near the university. Last night you came home from the library and found out that your flat had been broken in. All of the money you put under your cushion was stolen. You kept the flat in that situation and took a picture of it this morning. Now you are at the police station to report the theft. You show the police officer the picture. Answer any questions from him.
Card B:
You are a police officer. Student A comes to the police station to report a theft. Ask him / her questions to find out more information that helps you find out the thief.
— T goes around to observe Ss work and provides help
when necessary.
— T calls on some pairs to act the conversation and elicits
feedback from other Ss. T gives final comments and
corrective feedback if needed.
Suggested conversation:
Officer:
Good morning. How can I help you?
Student A:
Good morning. I come here to report a theft.
Officer:
Well, where and when did it happen?
Student A:
It happened in my flat, but I don’t know exactly when because when I came back to my flat at 9p.m. Ifound that someone had broken in my flat.
Officer:
Did you see anyone around you flat at that moment?
Student A:
I walked out to have a look, but I saw no one.
Officer:
Was anything valuable stolen?
Student A:
Actually, I don’t have any valuable things in my flat because it’s a rented one. However, all of the money Iput under mu cushion was stolen.
Officer:
Do you live with anyone?
Student A:
No, I live alone. But there are some students living around in other flats. When I went to the apartment building, everyone was absent. I think they all went to the library as it’s the exam time. When I opened the door, I was really shocked.
This is the picture I took this morning.
Officer:
A/right. It’s better that we’ll go to your flat
to investigate and find other evidence. I
hope that you haven’t cleaned up the flat.
Student A:
Sure. It’s still in a mess like this.
Officer:
P/ease tell me your name and address.
We’ll go to your p/ace this afternoon and
interview everyone living near you.
Student A:
Iv.jJ name’s is Le Hoa. My address is Room
301, Nguyen A Living Quarter, Tran Hung
Dao Street. I’ll wait for you. Thank you.
Officer:
See you this afternoon. Goodbye.
5'
VOCABULARY
Instruction: You are to complete the sentences by filling
each blank with one word from the box.
— T asks Ss how to do this exercise. T may give them
some tips to do the exercise:
+ First, read the statements decide the part of speech of the word to fill in each blank. For example, the word to fill in the first blank is an adjective; the word to fill in the third blank is a noun...
+ Then read each sentence carefully to understand its meaning. Next, look that box of words to find out the word which has the most appropriate in meaning to complete the sentence.
+ Continue with the other sentences.
— Ss work individually to finish the exercise and then compare their answers with the person sitting next to them.
— T calls on some Ss to give the answers and give feedback.
Answers:
1. traditional 5. polite
2. grand 6. good luck
3. gfls 7. excitement
4. celebrating
Whole
class,
individual
work & pair
work
2'
WRAPPING UP
— T summarises the main points of the lesson.
— For homework, Ss review the points that have been
covered in the lesson and do the EXTRA EXERCISE.
Whole class
EXTRA EXERCISE
Complete the following sentences, using one, ones, someone, anyone, no one or everyone.
1. He left the room quietly without saying goodbye to _________________
2. Is ______________ready to go?
3. If I were you, I would throw away that old table and buy a new_________
4. There is ________________ in the house. It’s empty.
5. Are you waiting for __________________
6. ____________ has taken my umfrella.
7. My children aren’t the singers wearing the red shirts. They’re the ____________ wearing the blue ______________
8. Can you answer the door for me? There’s ________________knocking.
9. To keep fit, ________________should go swimming.
10. ________________ can play tennis better than An. He’s the best player in the club.
Answers:
1. anyone 	6. Someone
2. everyone 	7. ones / ones
3. one 	8. someone
4. no one 	9. everyone
5.anyone 	10. No one