Bài soạn môn học Tiếng Anh lớp 11 - Unit 1 to unit 16

 UNIT ONE: FRIENDSHIP 
 Reading
I. AIMS OF THE LESSON: 
1. Language skills:
Reading :
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.
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. TEACHING METHOD: communicative approach
IV. PROCEDURE:	
STAGES
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
NOTES
Warm-up(4)
Pre-Reading
(3’)
Competition game-Network
T prepares a hanhout with a network of the word “Friendship”
Friendshipp
- Play the cassette
- Ask students to pay attention to the intonation
- Teacher goes around for helps.
Pre-teaching Vocabulary
Lasting(a): lifelong
Constant(a): happening all the time
à constancy(n)
Rumour (n) piece of information that people talk about.
Gossip (n) informal talk that may be unkind or not true.
Trust(n): the belef that is honest.
-Listen once or twice
-Discuss the answers to the questions.
-Model the discussion in front of the class.
Group work
Pairwork
While-Reading
(26’)
- 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
V. HOMEWORK: (2’)
- Study new words.
- Do the tasks in the notebooks.
- Prepare Speaking. 
UNIT ONE: FRIENDSHIP
 Speaking
I. AIMS OF THE LESSON: 
1. Language skills :
Speaking:
- Describing physical characteristics 
- Discussing personalities 
- Role-play: Talking about a famous friend
2. Language focus:
Vocabulary: a handout of the adjectives and expressions. 
II. TEACHING AIDS: chalks, pictures, handouts, charts, real objects if possible
III. TEACHING METHOD: communicative approach
IV. PROCEDURE:	
STAGES
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
NOTES
Warm-up(2’)
Pre-Speaking
(4’)
 - Ask some questions:
1/Do you concern about your outlook?
2/ Is it important to you?
- Lead sts to the main content
 - Present some new words
* characteristic (n) 
* personality (n)
* forehead (n)
* crooked (a)
* hospitable (a)
- Answer :
* Yes, I do
* Yes, it is
- Listen carefully 
- Take notes
Group work
Individual
While-Speaking
(29’)
Ø 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 ______.
- 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.
ØTask 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.
- 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.
+ 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 
individual/ pairs
Individual
 Pair-work
Post reading
(10’)
- 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.
Pairwork
Group-work
V. HOMEWORK: 
- Learn by heart some new words.
- Prepare part C: Listening
UNIT ONE: FRIENDSHIP
 Listening
I. AIMS OF THE LESSON: 
1. Language skills :
Listening :
- Develop such listening micro-skills as intensive listening for specific information and taking notes while listening.
2. Language focus :
Vocabulary: apartment building,sense of humour, give sb a ring, go through a rough time. 
II. TEACHING AIDS: cassette player, tape, chalks, pictures, handouts.
III. TEACHING METHOD: communicative approach
IV. PROCEDURE:	
STAGES
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
NOTES
Warm-up(5’)
Pre-listening
(6’)
Guessing game
T introduces the game: one student goes to the boarb and T gives him / her a piece of paper with the name of a student in the class. Other Ss have to ask Yes / No questions to find out who the student is. Ss should ask about the appearance, personalities, or clothes.
-Ask students some more questions:
How do you meet your best friend?
How long have you known your best friend (him or her)?
Vocabulary Pre-teaching
-Explain some new words & phrases:
-Apartment building: toaø nhaø coù nhieàu caên hoä
-Sense of humour: khieáu haøi höôùc
-Give sb a ring: phone sb
- Go through a rough time: traûi qua thôøi kyø khoù khaên
Ss may ask questions such as:
+ Is the person a girl?
+ Is she tall?
+ Is she short-sighted?
Is she friendly?
-The pointed students answer
-Students repeat & take notes
Work-group
Individual
Individual
While-Listening
(26’)
Task 1
-Have students read the true-false statement list and questions in textbook silently for several minutes to make sure that every student understands them.
Play the tape once for Ss to do the task.
Ask Ss to work in groups of 4 to compare their answers.
Give the correct answers.
Task 2
Play the tape again for Ss to complete their notes. 
After playing the tape, T gets Ss to work in pairs and check their answers.
Provide correct answers if necessary.
-Students read task1 silently for gist
-Elicited students raise their hands to interpret.
Suggested answers:
F
F
T
F
T
F
-Students take notes during listening.
-Other students watch and give comments.
Individual / Pairwork
Post listening
(6’)
Get 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 on some pairs to present their answers.
T elicits feedback from the class and give final comments
Whole class & pair work
V. WRAPPING UP (2’)
T summarizes the main points of the lesson.
T asks Ss to learn by heart all new words and do the extra exercise as homework.
T asks Ss to prepare Writing.
Key content: ( Task 2)
Where & how they met
What they like about their friends
Lan
-They used to live in the same residential 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
UNIT ONE: FRIENDSHIP
 Writing
I. AIMS OF THE LESSON: 
1. Language skills:
Writing:
- Write about a friend, real or imaginary, using the words and expressions that they have learn in previous lessons
2. Language focus:
Vocabulary: Revise the adjectives and expressions Ss can use to describe their friend’s appearance and personalities. 
II. TEACHING AIDS: textbook, handouts.
III. TEACHING METHOD: communicative approach
IV. PROCEDURE:	
STAGES
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
NOTE ...  pairs talk; the others listen and give remarks.
4. Free practice
 (13’)
Task 3
Ask students to read the questions in task 3 and make sure that they understand them.
Make students work in groups to ask and answer the questions about the Great Pyramid of Giza. Meanwhile teacher goes around the class to give help and finds out common mistakes.
Require some pairs to report to the class what they have just discussed. 
Give feedback
Read the questions.
Ask and answer the questions.
Some pairs talk; the others listen and give remarks
5. Homework
 (2’
Ask students to write a paragraph (100 words) about what they have just discussed.
Listen and note down.
PART C : LISTENING
Objectives
Aims
Students can listen about the Great Wall of China and fill in the missing information.
Students can listen and answer some comprehension questions.
Teaching aids: cassette tape , cassette player , pictures of the wonders of the world
Procedure
Stage
Time
Teacher’s activities
Students’ activities
Warm up(3’)
Pre-listening
(10’)
While-listening
(20’)
Post-listening
(10’)
Homework
(2’)
- T shows some pictures of the wonders of the world and ask sts to talk about name , location of these wonders
-Ask sts to look at the picture and answer the questions
1. What can you see in the picture ?
2. Where do you think it is ?
3. When do you think it was built?
-Introduce to sts that they will listen to a passage about the Great Wall of China
-Pre-teach some new words
+ man –made wonder
+ magnificence and significance
+ World Heritage
+ UNESCO
+Ming Dynasty
+ ancient
+ stone roadway
+ Beijing
Task 1
-Explain task1 and ask sts to read sentences in Task 1 carefully
-Play the tape twice and ask sts to do the task
-Ask sts to exchange their answers with their friends
-Give feedback
1.the moon; 2. 1987; .3.the Ming Dynasty; 4.200; 5. 200B.C; 6. 6,000km; 7. 11 metres; 8. stones
Task 2
-Explain task 2 and ask sts to read the questions carefully
-Play the tape twice and ask sts to do the task
-Ask sts to exchange their answers with their friends
-Play the tape one more time and ask sts to check the answers
-Call one st asks and the other answers loudly
-Give feedback
1. The ancient Chinese started to build the Great Wall in 1368.
2. Five provinces
3. Because it can be seen from the moon
4. The part in the northwest of Beijing is the best choice for visit because it is still in its original state
-Divide sts into group of 4 and ask sts to tell their partners why the Great Wall is considered one of the greatest wonders in the world and how it was built
-Call some sts to present their talks to the whole class 
-Give remarks
-Write a short passage about the Great Wall
-Listen and talk
- Look at the picture and answer the questions
-The Great Wall 
-In China
-During the Ming Dynasty
-Listen and take notes
-Read the sentences carefully
-Listen to the tape and fill in the missing information
-Compare their answers with a partner
-Read the questions 
-Listen to the tape and answer the questions
-Compare their answers with a partner
-Listen again and check the answer
-Ask and answer the question
-Do as directed
-Present their ideas to the class
-Listen
	PART D: WRITING
I)	Objectives:
	1. Educational aim:
	- Students study how to write a short report on a visit to the Ponagar Cham Towers.
	2. Knowledge
	- General knowledge: Students learn how to write a report
 	- Language: simple past tense.
3. Skills: Writing a report.
II)	Method: communicative approach
III)	Teaching aids: Some letters
IV)	Procedure:
Time
Teacher’s activities
Students’ activities
Note
(8mn)
(10mn)
(20mn)
( 7mn)
Warm-up
Teacher asks Ss some questions:
What do people often do on their holiday?
Where do people go for their holiday? 
Why do people choose Nha Trang for their holiday?
Why does the Ponagar Cham Tower attract a lot of tourists?
Teacher shows Ss some pictures about the Ponagar Tower and leads them to new lesson
Pre-writing: 
T asks Ss to read some notes made by a visit to the Ponagar Cham Towers and answer following questions:
1. Where are they?
2. Are they examples of Viet Architecture?
3. How many towers are there?
4. Where are they located?
5. When were they built?
6. What was the largest tower for?
7. How many hands does the statue of Lady Thien Y have? What are they holding?
8. How long did the tour last?
9. How did you feel after the tour?
T walks around the class and offers help when necessary. Then T selects a few students to give the answer
While-writing: 
T asks students to read the answers and notes carefully 
T introduces Ss how to write a report, remember to use the past simple
Ex: - Last year I visited.........../ I had a tour to..
The Ponagar Cham Towers consists of 
The tour to lasted..I was ...
Teacher walks around the class and corrects Ss’ mistakes
Post-writing:
Teacher asks Ss to exchange their reports and suggest the correction and comments.
. Homework: Ss writes a report on the visit to other places.
Students answer
1. stay at home, sleep, watch Tv / travel / visit relatives
2. Vung Tau, Phan Thiet , Nha Trang
3. B/c there are beautiful beaches, ponagar Cham tower
4. B/c of its architecture , people want to discover it
Students work in group , write the answer on a paper.
in Nha trang
No, it is one of the most beautiful examples of Cham architecture in central Vietnam.
four towers
on Culao Marble Hill, 2km north of Nha trang
between the 8th and 13th centuries.
The largest tower was built in honor of Lady Thien Y.
10 hands. They are holding specific objects.
5 hours
I felt tired but the tour was enjoyable, memorable and informative.
Students read silently
Students work in groups 
Students exchange and discuss their friends’ reports and then remark them
 LANGUAGE FOCUS
OBJECTIVES
Aims: - Students practise how to pronounce of 4 ending sounds /ft/, /vd/, /fs/ and /vz/ .
 - Students learn how to use the structures with verb of reporting:
 1. It is said that .
 2. He is said ..
 3. People say that . 
	Teaching aids: Some pictures and handouts 
PROCEDURE
Stages 
Teacher’s Activities
Students’ Activities
Warm-up 
Pronunciation
Presentation
Practice
Production
Grammar and Vocabulary
Presentation
Practice
Production
Homework
- T uses some pictures and asks Ss:
Look at the pictures and tell what they are.
P.1
P.2
P.3
P.4
- T has Ss read the words and guess what ending sounds they are going to learn today.
- T introduces the new lesson.
- T reads the sounds loudly.
Task 1
- T introduces and asks Ss to practise reading the words containing these sounds.
 /ft/ /vd/ /fs/ /vz/
 Gift arrived coughs behaves
 Lift loved laughs loves
 Soft moved roofs arrives
- T has Ss do exercises. 
T gives handouts for Ss.
Handout: 
Listen carefully and make a cross (x) at the sound you hear
/ft/
/vd/
/fs/
/vz/
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
- T reads aloud the words:
 1. left 6. loved
 2. photographs 7. thieves
 3. caves 8. spacecraft
 4. proved 9. coughs
 5. knives 10. swift
- T checks in front of class.
- T conducts the correction.
Task 2
- T has Ss practise reading these sentences and pick out the words containing these sounds.
1. They are not on the roofs now. They’ve been moved to the ground.
 Use the lift. I’ll ring to say you’ve arrived.
2. I think he’s improved. Still coughs but laughs a lot, of course.
3. We have plenty of laughs. We miss him when he leaves.
4. He loves a nurse. Her name’s Soft. He wants me to bring her this gift.
5. He brought me a gift when he arrived.
- T conducts the correction.
- T gives an example on the board and asks 
Rewrite this sentence beginning with the word provided.
Eg: It is said that this house was built 100 years ago.
à This house
- T asks one student to answer the sentence on the board .
- T corrects the mistakes and explains.
Exercise 1:
- T has Ss do exercise 1 ( page 185).
- T walks around the class, offers ideas and comments when Ss need help.
- Then T calls some Ss to give their answers on the board.
- T conducts the correction and explains.
If the verbs of the main clause and the subordinate clause are same tenses, use To-inf.
If the verbs of the main clause and the subordinate clause are different tenses (for example, M.C in present and S.C in past or perfect tenses), use To have + PP 
Exercise 2:
Setting situation:
 Eg: People believe that 13 is an unlucky number.
à 13 is believed to be an unlucky number.
- T has Ss do exercise 2 (page 186)
- T walks around the class, offers ideas and comments when Ss need help.
- Then T calls some Ss to give their answers on the board.
- T conducts the correction and explains.
- After practising two exercises, T asks Ss to summarize how to change the structures with verb of reporting.
- T’s comments.
More Exercise: 
Rewrite the following sentences:
1. They say that John is the brightest student in class.
à It is said.
 John is said 
2. They think that he has died a natural death.
à It is thought 
 He is thought .
3.They declared that she won the competition.
à It was declared ...
 She was declared 
-T calls some Ss to give their answers on the board.
- T conducts the correction.
Do exercises in the work book.
Ss close their books
Ss look and answer:
1.gift 3. roofs
2.saved 4. scarves
 (expected)
Ss write the sounds on the board.
/ft/, /vd/, / fs/ and / vz/ (expected)
Ss listen and repeat.
Ss listen and repeat.
Ss listen and decide if the words belonging to what sounds.
Answers:
/ft/
/vd/
/fs/
/vz/
1. x
2.
x
3.
x
4.
x
5.
x
6.
x
7.
x
8. x
9.
x
10. x
Ss practise individually, then check in pairs.
Answers:
/ft/ /vd/ /fs/ /vz/
lift moved roofs leaves
soft arrived coughs loves
gift improved laughs
Ss do the sentence.
à This house is said to have been built 100 years ago.
(expected)
Ss read the sentences carefully and give answers to ex.1.
Ss give answers individually and then check in pairs.
Answers:
1. Many people are said to be homeless after the floods.
2. The prison is thought to have escaped by climbing
3. He is believed to have driven through the town at
4. Two people are reported to have been seriously injured
5. Three men are said to have been arrested after 
6. The strike is expected to begin tomorrow.
7. He is said to speak English very well.
(expected)
Ss give answers individually and then check in pairs.
Answers:
1. He is thought to eat 
2. The wanted man is believed to be living in New York.
3. He is known to be very rich.
4. The film is supposed to be ..
5. Many people are thought to have been killed 
6. About a million puppies are thought to be born each year.
7. The factories are said to be..
8. Those dogs are said to be
Summary
 S + V that S + V + O 
à 1. It is + PP that S + V + O
 2. S + be PP + to-inf.
 S + be PP + to have PP.
Ss do them.
Ss take note.