Bài soạn môn học Tiếng Anh lớp 11 - Unit 1 đến unit 5

An Lac High School
 Teacher : 
UNIT ONE : FRIENDSHIP
I. AIMS OF THE LESSON : 
1. Language skills :
Reading :
How to read the poem, especially the intonation.
Read and try to guess the meanings of words and expressions
Passage comprehension.
Finding the main content of the lesson.
 2. Language focus :
Vocabulary : mutual, incapable of, unselfish, acquaintance, give-and take loyal to, suspicious
Grammar :
The simple present.
Mutual pronoun “each other”.
II. TEACHING AIDS : cassette player, tape, chalks, pictures, handouts, charts , real objects if possible
III. PROCEDURE :	
STAGES
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
NOTES
Pre-Reading
(5’)
- Play the cassette
- Ask students to pay attention to the intonation
- Teacher goes around for helps.
-Listen once or twice
-Discuss the answers to the questions.
-Model the discussion in front of the class.
Pairwork
While-Reading
(28’)
- Introduce three tasks.
-Have students read the whole passage (once or twice) and do the tasks.
* TASK 1:
-Guide students how to do this task.
- Teacher goes around for any help.
-Compare the results of the others and correct mistakes.
* TASK 2:
-Ask students to read the four sentences in the textbook and choose the best answer
- Compare the result and correct mistakes.
* TASK 3:
-Have students discuss questions.
-Observe class and help students.
- Teacher goes around for any helps.
- Correct mistakes.
-Read silently.
- Choose the correct word in the box to complete each sentence.
- Keys: 1.mutual 2. incapable of
3. unselfish 4. acquaintance, friend 5. give-and-take 6. loyal to
7. suspicious
-Key: B 
-Suggested keys:
1. The first quality for true friendship is unselfishness. It tells me / us that a person who is concerned only with his own interests and feelings cannot be a true friend.
2. Changeable and uncertain people are incapable of true friendship because they take up an interest with enthusiasm, 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 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. There must be mutual trust between friends because if not, people cannot feel safe when telling the other their most intimate secrets.
5. Talkative people can’t keep a friend long because they can’t keep a secret, either of their own or others.
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
individual/ pairs
 Pair-work
 Pair-work
Post reading
(10’)
- Teacher asks a general question, “Why do we need true friendship?”
Students give their opinions
Discussion
Group-work
IV. HOMEWORK : (2’)
Part B: Speaking
I/ Objectives:
Describing physical characteristics 
Discussing personalities 
Role-play : Talking about a famous friend
II/ Teaching aids:
- Gestures
- Pictures
III/ Procedures:
STAGES
TEACHER’S ACTIVITIES
STUDENTS’ACTIVITIES
Warm-up 
(2’)
 - Ask some questions:
1/Do you concern about your outlook ?
2/ Is it important to you ?
- Lead sts to the main content
- Answer :
* Yes , I do..
* Yes , it is..
Pre-speaking
(4’)
 - Present some new words
* characteristic (n) 
* personality (n)
* forehead (n)
* crooked (a)
* hospitable (a)
- Listen carefully 
- Take notes 
While–reading (29’)
 Task 1
- Ask sts to look at the pictures (page 15) and answer questions :
1. How many people are there in the picture ?
2. Can you guess how old they are ?
- Explain the useful language (page 16):
* height : tall , medium , short 
* face : square , large , oval 
* forehead : broad , high 
* nose : straight , crooked 
* hair : black , grey 
* appearance : handsome , beautiful , good-looking 
- “ Now let‘s start with the physical description of each person , using the guided 
+ question : Can you describe the _____ in the picture ? “
+ answer : The ____ is height . He / she has ____ face , and a _____ nose . His / her hair is _____. His / her appearance is ______ .
- Look and answer questions :
1. There are 4 .
2. - The boy is 20 .
 - The girl is 16 .
 - The man is 42 .
 - The woman is 28
- Listen and take notes .
- Help sts with some new words.
- Ask sts to make questions and answer questions with a partner, using the information from the picture .
- Ask sts to perform.
- Correct sts’mistakes and pronunciation .
Task 2
- Divide class into four groups .
- Explain some words of personalities on page 16 .
- Guide them to discuss and decide which personalities are important to a person and in friendship .
- Let sts number the following personalities in order of importance in friendship .
caring , hospitable , modest , sincere , generous , honest , helpful , understanding , pleasant 
-Pay attention that there’re no answer keys for this task 
+ The boy is short . He has a large face , 
+ The girl is 
- Play roles. 
-Present their performance.
- Work in groups of four .
- List some personalities of a person. 
- State some reasons why they choose . 
- Discuss and say the reasons .
- Report their results to the class and explain why they do like that .. 
Post-speaking
(10’)
Task 3
- Have sts work in pairs .
- Guide them to do the task .
- Make sure that sts understand their roles 
- 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 . 
- Make pairs : one is a journalist , the other is an interviewee . 
- Listen carefully . 
- Practise in pairs .
- Pay attention to the content :
+ physical characteristics 
+ personalities
+ reasons why the friends are famous 
- Role play
- Perform their task .
IV. Homework
- Learn by heart some new words .
- Prepare part C : Listening
 Part C – Listening
I. Objectives: - To practise listening comprehension skill.
 - To distinguish true and false statements.
 - To take notes about given questions in order to answer.
II.Language materials: Key words.
III.Teaching aids: Textbook, chalk, cassette, cassette player.
IV. Teaching steps:
Greetings and attendance checking. 3’
Oral test (previous lesson) . 5’
The new lesson. 31’
Consolidation (summary). 3’
Homework. 3’
Stages
Warm up 3’
Pre-listening8’
While-listening
 15’ 
Post-listening5'
Homework 3’
Teacher’s activities
-Ask students some questions about friendship:
Who is your best friend?
What qualities & characteristics of your best friend do you admire?
-Ask students some more questions:
How do you meet your best friend?
How long have you known your best friend (him or her)?
-Explain some new words & phrases:
 Residential area, ring (n), ride/ rode/ ridden, motorbike, happen to infinitive (v), introduce, ever since, college, great sense of humour, favourite, interest (n), plays (n), movies, a rough time.
-Have students read the true-false statement list and questions in textbook silently for several minutes to make sure that every student understands them (Task1, 2)
-Check again if students are able to understand main requirements of the 2 tasks
-Emphasize “ you will hear Lan & Long talk about their best friends_Ha & Minh. Listen to their talks and do the tasks below”.
-Turn on the cassette player twice.
-Ask some students to do their tasks on the board.
-Correct and give score
-Have students ask & answer about the friendship between Lan and Ha, Long and Minh (How & Where they met, what they like about their friends.
-Ask students to rewrite their answers completely
Students’ activities
-Volunteer students answer
-The pointed students answer
-Students repeat & take notes
-Students read task1, 2 silently for gist
-Elicited students raise their hands to interpret.
-Students take notes during listening.
-Other students watch and give comments.
-Students work in pairs.
-Students rewrite their answers of tasks 2 in their notebooks at home
Key content
Where & how they met
What they like about their friends
Lan
-They used to live in the same residetial area in Ha Noi.
-Lan went on a holiday to Do Son & Ha went there to visit her.
-Ha is very friendly & helpful.
-Ha is sociable. She’s got many friends in Do Son & she introduced Lan around.
Long
-They met in the college.
-Minh played the guitar, Long was a singer.
-They worked together.
-Minh has a sense of humour.
-Minh likes to go to plays & movies.
-Minh is a good listener.
-Minh is friendly & helpful
Lan’s talk : 1f, 2f, 3t, 4f, 5t, 6f Long’s talk : 1f, 2f, 3t, 4t, 5t, 
	Part D. Writing 
* OBJECTIVES
-Aims: Help students learn how to write a passage to describe a friend they like.
-Lexical items : Words / phrases used to describe someone’s physical characteristics and someone’s personalities.
-Teaching aids: A copy of a passage of describing people.
* PROCEDURE
STAGES
TEACHER’S ACTIVITIES
STUDENTS ’ACTIVITIES
PRE- WRITING
(7’)
WHILE- WRITING
(25’)
POST- WRITING
(13’)
 Warm -up
- Teacher asks students to think about a friend they like.
-Teacher raises a few guiding questions.
1. What is your friend name?
2. How old is he / she?
3. Where and when did you meet each other?
-Teacher uses a picture to gives some key words to describe someone’s physical characteristics ( height , hair , eyes , face , clothes) and his / her personalities 
( helpful , sincere) and some necessary structures.
-Teacher gives a sample and has students write a passage to describe a friend they like.
A Sample 
Hoa has been my best friend since many years.She is quite a lively person. She is fairly tall with a good fingure.She ‘s got a heart- shaped face with a small sort of turned- up nose. It is very attractive . She has got long , black wavy hair and blue eyes with very long eyelashes.Her complexion is white. Her lips are very full and she has got dimples in her checks. Now she lives very far from me , but we still keep contact through e- mail . 
-Teacher asks students to read / write some students’passsages on the board and Teacher gives comments.
Students ‘answers
1. My friend’s name is Hoa
2. She is 17 years old.
3. We met each other at my cousin’s birthday party 4 years ago .
-Students write a passage.
-Students read / write some students’passsages on the board.
* HOMEWORK:
 -Prepare E. LANGUAGE FOCUS
 Unit 2 : PERSONAL EXPERIENCES
Part A : READING
I. Objectiv ... ctivities
Students’ activities
Pre- reading
vWarm- up: 
-T asks sts to look at the picture
-T asks sts to answer the questions:
1. Where do you think the class is?
2. What do you think of the people in the class? Are they at the same age?
3. What do you think of the teacher?
4. What is this class different from the class?
-Sts answer the questions chorally
While - reading
- T reads the reading text first
- T explains the new words to help the sts understand the text
New words:
illiteracy (n)
à to illiterate
compaign (n)
ethnic (a) 
to eradicate 
vTask 1: 
- T asks sts to read the text to find the Vietnamese equivalent to the following expressions.
vTask 2:
-T asks sts to read the text again to do text 2
vTask 3:
-T asks sts to answer the following sentences:
- T corrects them
-Sts read the text sislently
- Sts do the task
Keys:
1. Phoå caäp giaùo duïc tieåu hoc
2. Hoäi khuyeán hoïc VN
3. Xoùa muø chöõ
4. Kó thuaät canh taùc
5. Keá hoaïch hoùa gia ñình
- Sts work in pair
Keys: D
-Sts answer the questions
Keys:
94% of the population
The campaign for illiteracy eradication
600 students in 2000 and 800 students in 2001
They willingly/ voluntarily spent their vacations teaching ethnic minority illiterate people to read and write
illiteracy will soon be eradicated
Post- reading 
-T asks sts to answer the following questions
1. Are there any illiterate people in your neighborhood?
2. What do you think we should do to help them read and write?
-Sts work in groups to answer the question.
v Homework
- T asks sts to learn by heart the new words
- T asks sts to prepare part 2: speaking
 Part B: SPEAKING
 1. Aim : Students can tell us about literacy problems and offer solutions.
 2. Times : 45 minutes 
 3. Teaching aids : Textbook E11 , pictures, blackboard , charts 
 4. Procedures : 
Stages
Time
 Teacher’s activities
 Students’ activities 
Warm-up
3ms
Teacher asks students some questions.
1. How many students are there in a common class in vietnam ? 
2. How many students are there in your class ? 
3. Do you find it difficult to invest your study in such a crowded class ?
Students listen to the teacher and answer the questions.
1.Over 45sts in a class
2. 45sts
3. Students’answers may vary .
Pre-speaking
Task 1
While-speaking
Task 2
Post-speaking
Task 3
Homework
12ms
12ms
14ms
2ms
2ms
Today we will discuss some problems that many shools are facing and the solutions for these.
Some of these problems are listed in column A , please combine each problem in A with its appropriate solution(s) in column B in textbook (page59) . 
Teacher has students sit in pairs and asks them to do task 1.
Teacher corrects the students’ mistakes.
1à b-g 2à a-e 3à d-f 
4à c 5à h-i-j 
T has sts work in groups of three .
Before practising, teacher aks Sts to read the information in task 2 and 
to use the suggestions in Task 1 as example .
A: Many students can not buy all the required textbooks . What do you think we should do to help them ?
B: I think we should ask the school head-master to provide free textbooks for students from low-income families.
C: We should collect used textbooks for school libraries .
 Teacher listens to the students and observes them. 
Then teacher corrects the 
students’ mistakes. 
Teacher asks sts to work in groups of five . Ask them to think of three or four problems which their class is experiencing , one student of each group will note down the information to report before class.
T also gives students time to think about the school problems they are experiencing . 
Teacher’s help is needed at this stage :
1. Many classes are overcrowded .
2. School infrustructure is underdeveloped : 
inadequate toilets and 
washrooms 
3. Many schools have no playground equipment or extra activities .
T .walks around the class and observes the students’ activities , offers ideas, comments when students need help
T : Choose one student of every group to talk before class 
Teacher listens to the students and observes them. 
Then teacher corrects the students’ mistakes. 
Students sit in groups. 
Students do the task individually, then in pairs they compare their answers.
1à 2à 3à 
 4à 5à 
Then they read out their answers . 
Class organization : Students sit in groups .
A good group of students is asked to demonstrate the example to make sure the whole class understand the task .
Sts: Look at task 2 (p 59) and do as directed .
Sts sit in groups .
Sts thinks of some problems , their solutions and then discuss them .
Sts can use the cues given in P.60,
or ask teacher for more information 
Some representatives report their results before class, the others give the comment .
Rewrite what students have disscussed in class.
Prepare the next lesson: Listening
	Part C : Listening
* Objectives : 
Aim: Listening to pieces of the reading to get information to make a survey in English
Lexical items: Introducing some words / phrases that make up a survey
Teaching Aids: cassette, pictures, a message from a survey.
Skill: Listening for gist and for special information
* Method: Integrated, mainly communicative
* Procedure : 
Teacher’s Activities
Students’ Activities
* Pre- listening
( 5 minutes )
* While- listening ( 26 minutes )
* Post- listening ( 12 minutes )
. Warm –up
- T shows a letter with a survey on it
- T asks guiding questions:
1. What do people do a survey for?
2. Have you ever done a survey?
3. Do you know where Perth is?
- T introduces some new words / explains them:
. effective ( a ) 
. maturity ( n )
 » mature ( a )
 » maturely ( adv )
. performance ( n )
. self- respect ( n )
. academic ( a )
. Perth ( n ) : Western of Australia
- T leads ss to read the new words
. Task 1 / 60
- T leads ss to do Task 1
- Asks them to read it carefully ( they can guess to choose a, b, c, d )
- T has ss listen the reading 2 times
- T asks some ss to read their answers 
- T plays the cassette again
- T gives correct answers:
1. D / 2. B / 3. B / 4. B
. Task 2 / 6`1
- T asks ss to read the questions carefully
- T plays the tape 2 times
- T asks 2 ss to read their answers
- T checks again and gives correct answers 
1. It took place in Perth
2. 80 percent of the students
3. They felt that they should be allowed to give some input into school decision making
- T ask ss to discus 2 questions ( textbook )
- T goes around and provides some new words if necessary
- T calls 2 ss to read their answers in front of the class
* Homework ( 2 minutes )
- Listen and answer the questions
- Yes / No
- Write down
- Listen and repeat
- Listen
- Read Task 1
- Listen and do Task 1
 - A, B , C read 
- Correct
- Read
- Listen
- Correct
- Discus
- A / B read
	Part D: WRITING
I .Objective:
Helping students to write a paragraph about literacy rates in Sunshine country from 1998-2007
II. Teaching aids: textbook, chalk, table
Procedure:
STAGES
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
Pre-writing
While writing
Post writing
a. Warm-up(3’)
Ask students some questions about (il)literacy.
What’s the rate of literacy in Vietnam now?
Are there any illiterate people in your neighborhood?
What should we do to help them?
What will happen if more and more people become illterate?
b. TASK 1(5’)
- Explain some difficult words:
to decline: to decrease
dramatic(a): unexpected
dramatically(adv)
steady(a): developing gradually
steadily(adv)
sharp(a): not gradual
sharply(adv)
Have the class read the instruction and do Task 1
- Give the answer key
TASK 2( 25’)
Ask students to read the information in the table.
Give instructions for Task 2
Ask students to work in groups to describe the information in the table by using Useful language.
Go around the class and help students if necessary.
Ask some students to write some paragraph on the board to correct them. 
Give feedback. 10’
Ask students to write a paragraph of about 100 words, describing the literacy rates in Vietnam.
Pair work
Listen carefully
Take note
Individual work
Suggested answers
varied
rise
declined
different
went up
dramatically
Group work.
Group
IV. HOMEWORK(2’)
Prepare Part E – Language Focus
Pronunciation
Grammar
Part E. LANGUAGE FOCUS 
I. Aims: 
	1. Pronunciation: Students can pronounce /pl/, /bl/, /pr/ and /br/ in words and sentences correctly. 
	2. Grammar: Students will be able to report some special sayings such as invitations, requests, advice, using infinitives.
III. Teaching aids: Textbook, Cassette player and Tape, Handout.
IV. Procedure:
Stages
Teacher’s activities
Content
A.Pronunciation
-Ask students to listen to the tape once to help them distinguish the sounds.
- Instruct the way to pronounce:
 + /pl/, /pr/ : Close your lips hard, push air forward in your mouth. Then open your lips quickly.
 + /bl/, /br/: Close your lips hard, push air forward in your mouth. Then use your voice to make /b/.
-Ask them to listen to the tape and repeat in chorus.
-Call some students to repeat the words clearly.
-Ask students to work in pairs and practise the sentences.
-Introduce peer correction.
B. Grammar 
 1.Presentation:
 2.Practice:
a.Exercise 1:
b.Exercise 2:
 3.Homework:
-Review the meanings of some verbs that are usually used in this kind of reported speech:
-Ask them to pay attention to the special case:
-Ask students to work individually and complete the second sentence so that it has a similar meaning to the first one using the words given.
-Ask them to compare the answers with a friend.
-Call some students to go to the BB and write their answers down.
-Correct the answers.
(Make the same steps)
-Ask them to do some more exercises (Handout).
Review:
promise + to V: tell s.b that you’ll definitely do or not do s.th
advise + O + to V:tell s.b what they should do
encourage + O + to V: persuade s.b to do s.th that you think is good
remind + O + to V: ask s.b to remember (or not to forget) to do s.th
warn + O + to V: tell s.b to do or not to do s.th in order to avoid danger
The special case:
S+V+O: “If I were you, I would+V’”
S+V+O: “Why don’t you + V’?”
S+V+O: “You’d better +V’”
ßà S+ advise + O+ to V’
Key:
They promised to come back again.
The lifeguard advised us not to swim too far from the shore.
John asked Peter to close the window.
The teacher encouraged Eric to join the football team.
John promised to give it to him the next day.
My mum wanted Lan to become a doctor.
My sister reminded me to lock the door before going to school.
His boss advised him to go home and rest for a while.
Suggested answers:
He advised me not to drink too much beer.
She invited me to come and see her whenever I wanted.
John asked me not to smoke in his car.
He told Sue to give him her phone number.
He reminded me to give the book back to Joe.
He promised not to do it again.
He agreed to wait for me.
John asked her to lend him some money.