Lesson plan English 11 - Period 1 đến period 5

Lesson plan English 11
Unit 1: Friendship
Date:/./ 200 Period 1: Reading
I. Objectives
By the end of the lesson, Ss will be able to:
Develop such reading skill as scanning for details, specific ideas, skimming for general information, and guessing meaning in context
Use the information they have learnt to discuss the topic
II. Teaching aids
Textbook, handouts, pictures concerning to the topic..
III. Anticipated problems
Ss may need help with discussion task so T should be ready to help them
Ss may have difficulty in reading some difficult words such as:sympathy, loyalty, suspicion,enthusiasm .
T may not have enough time to teach
IV. Procedure
Teacher’s activities
Students’ activities
1. Check the attendance(2m)
2. Warm up(4m)
Network
T repairs a hangout with network of the word “friendship”
 sports
Friendship
T divides the class into 8 groups and gives each group a hand out. T asks Ss to complete the net work. The winner will be the group completing the network in the shortest period of time
A. Before you read(10m)
Discussing the picture and poem
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?
T ask Ss to work in pairs to read the short poem on the page13 and answer the question:
What do you think of the friend in the poem
T calls on some Ss to answer the questions. T may give some comments and the suggestions:
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
Lasting(a)= lifelong
Be concerned with sb/st
Constancy(n)constant(a) constantly (adv) ['kɔnstənt]
Rumour(n) ['ru:mə]
Gossip(n): information talk or stories about other people’s private lives that may be unkind or not true 
Incapable of/ in'keipəbl/
Suspicion(n)/ sə'spi∫n/ suspicious(a)
Suspicious about/ of sb/st
Pursuit(n) 
Sympathy(n) ['simpəθi] for/towards sb
sympathetic(a)[,simpə'θetik/ to/ towards/with sb
Sorrow(n)/ 'sɔrou/= sadness
T asks Ss to make some Ss to make sentences with above words to check their understanding
Have Ss practice reading the vocabulary
B. While you read
Setting the scence
You are going to read a passage about the qualities of a long lasting friendship. While you reading, do the task in the textbook
Task 1 (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 read all the sentences in this task and decide the part of speech of the word to fill in each blank
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
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 task 3
T instructs Ss to use some strategies to do the task.
T asks Ss to do the task individually to do the task, 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 (p 2)
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 (l2,3-p3)
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 (l1..3-p4)
4. Because if not people can’t feel safe when 
telling the other their secret (l13-p5)
5. Because they cannot keep a secret, either of their own or of others’ (l3,4-p4)
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 some 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
Prepare “speaking”period
Group work
Discuss about the qualities which friendship must have to complete the network
Suggested answers:
Honest,unselfish,constant,loyal,mutual trust,sympathetic,patient..
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
Dedicated(a) cống hiến, hiến dâng
Thoughtful(a)chu đáo,quan tâm,sâu sắc
Circumstance(n)hoàn cảnh, tình huống
Lâu dài, bền vững
Quan tâm tới ai, cái gì
thường xuyên, ko đổi, sự kiên định
tin đồn
chuyện ngồi lê đôi mach, chuyện tầm phào
sự nghi ngờ, có sự nghi ngờ
I’m always (a)his kindness
sự nghiệp, sự theo đuổi, sự dam mê
sự thông cảm
thông cảm, đồng cảm
nỗi buồn
do as T‘s requests
whole class
individual work & pair work
Ss guess the meaning of the word base on the context in the sentences
1. mutual (a) lẫn nhau
2. incapable of (a) ko co khả năng
3. unselfish (a) ko ích kỷ
4. acquaintance/ friend (n) người quen
5. give -and –take ( sự cho va nhận)
6. loyal to (v) trung thành
7. suspicious (a)
Whole class read the text carefully
Individual work
Answer: B
Individual work and pair work
Ss skim 6 Qs to understand them
+Underline the key words
Eg. Qs 1. What, first quality, friendship
+decide what information they need to find in the text.
Pay attention then give remark
Correct themselves their mistakes
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
Whole class
Date:/./ 200 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. Teaching aids
Textbook, handouts, pictures about some famous people.
III. Anticipated problems
Ss may not have enough vocabulary to talk about the topic, so T should be ready to provide help
IV. Procedure
Teacher’s activities
Students’ activities
1. Check the attendance(2m)
2. Warm up(5m)
Ask Ss to describe one of their friend or their relatives
 T can make Qs to elicit Ss to answer
 Eg. Is she tall ?
 Is she beautiful?
 .
3. New lesson
A. Presentation(10m)
Task 1
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 may explains some word if Ss don’t know the meaning of the adjectives provided
Forehead(n)/ 'fɔ:hed/: T points at his/her forehead
Crooked(a)/ 'krukid/
T may ask Ss to provide some adjective/expressions used to describe people’Ss appearance. She may also give Ss handout of these adjectives and expressions:
Height :tall,short, medium
Build : slim(mảnh khảnh), plump(bụ bẫm, đầy đặn), overweight, thin.muscular/ 'mʌskjulə/(ạm vỡ), stocky(thấp, chắc nịch), well-built(lực lưỡng), medium/ average/ normal
Hair: 
-length: long, short, shoulder- length
-style: straight , wavy, curly,crew-cut (đầu cua)
-color: black,grey, red, brown
Others: a fringe( mái), a bun(búi tóc), plait(s)/ plæt/ (đuôi sam), bald (hói)
Face: oval, round, large, square, skinny/ ['skini] 
( gầy giơ xương ), chubby ['t∫ʌbi] (phúng phính), long, with high cheekbones(gò má cao)
Eyes: small, big, black, brown, blue
Nose: straight, crooked, turned-up(hếch), big, small, flat(tẹt)
Chin: pointed chin(cằm nhọn),double chin
Lips: thin, full, narrow, heart-shaped
Forehead: broad, high
Skin:white,pale/peil/( tái ),suntanned 
(rám nắng ),dark, brown, black
General appearance:beautiful, handsome,pretty,good looking, plain(bình thường)
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
B. Practice(10m)
Task 2
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 [i'lisit] or explain some adjectives quickly
Caring
Hospitable
Modest
sincere
 understanding
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
C. Production(15m)
Task 3
Instruction: Imagine that you have a friend who has just won the first prize in Mathematics. A journalist is going to interview you about your friend. Act out the interview in pairs
T asks Ss to look at their role on page 16 anf the suggestions on page 17
T may elicit the questions they may ask
-his /her hobbies: What does he/she like doing in his/her freetime?what are his/her hobbies
-his/her physical characteristics: what does he/ she look like?
His/her personalities:How is he/she?Is she/he friendly...?
T may also make clear the meaning of some adjectives
Quick-witted 
Good-natured
T asks Ss to work in pairs to perform the interview in 7 minutes and goes around to offer help
T call on some pairs to perform the interview
T elicits feedback from the class and gives final comments
4. Home work(3m)
Write down a paragraph to describe your best friend
Prepare the next period”listening”
Do as teacher’s request
Pair work
Whole class
Trán
Còng lưng, mũi khoằm
Whole class use hangouts to describe
1. The boy i ... 
Lan’s talk
My best friend is Ha. We’ve been friends for a long time. We used to lived in Nguyen Cong Tru Residential Area in HN. Her family moved to Hai Phong in1985. It is said that HP people are cold but Ha is really, really friendly. I first started to get to know her when I was going on a two-day trip to Do Son last year and didn’t know anybody there. I gave Ha a ring and she was so friendly, she said. “ Oh, I’ll come to visit you”. So she rode on her motorbike to Do Son and twenty minutes later she was there. She stayed with me for two days. She happened to know a lot of people there, so she introduced me around and we’ve been best friends ever since.
Long’s talk
My best friend is Minh. We met in college. And 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
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. Anticipated problems
Ss may not have sufficient vocabulary to write about the topic, so T should be ready to help them
IV. Procedure
Teacher’s activities
Students’ activities
1. Check the attendance (1m)
2. Warm up (6m)
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 (13m)
- 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. In this case, Ss may use the simple past tense and past continuous in their writing. 
T revises the use of the past tense and past continuous tense
T may also elicit the adjectives and expressions Ss can use to describe their friend’s appearance and personalities
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?
..
Whole class
Pay attention
 Outline for writing
+ My best friend is one of my classmates.
+ Huyen/ 10 years ago/ at the university/ live in Hai Phong/ the same age/32/live and study 5years at the university./ But now/live with her husband and family in Hai Ba Trung street.
+ tall/ very long hair/ brown eyes/ a small nose/and pointed chin./ not like dress up/ always/ wear jeans and T-shirt/ caring/ sincere/ wonderful sense of humor.
+ I like her because/ same hobbies, always give me the best advice/ help me a lot in study/ and living. 
Individual work
Pair work and whole class
Whole class
Date:/./ 200 Period 5: Language focus
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. Anticipated problems
Ss may find it difficult to pronounce the two sounds, so T should prepare a lot of practice
IV. Procedure
Teacher’s activities
Students’ activities
1. Warm up(3m)
Noughts and Crosses
Hospitable
Honest 
Around face
Caring 
Sense of humour
Friendly
Large 
Good-natured
Pleasant 
2. New lesson
A. Pronunciation(10m)
-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 the words in each column all at once
/dʒ/:jam, joke, January, dangerous,passenger, village
/t∫/:children, changeable, cheese, mutual, church , which
-T reads the words once again, each time with a word in each column to help Ss distinguish the differences between the sounds in the words
- T reads the words and 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
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
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 –infinities 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)
- after “make, let”+object +bare infinitive 
- after verbs of perception such as: feel, hear, watch, see, notice, observe, smell+object +bare infinitive
Ask Ss to give some examples
Listen and ask the other to comment
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
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
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
Group work
-Listen attentively
-Tell the difference
Âm vòm miệng hữu thanh
Dây thanh âm rung lên khi phát âm
Listen and take note
Âm vô thanh: dây thanh âm không rung lên khi phát âm
Âm vòm miệng phát âm ..
Repeat after the tape
-/dʒæm/, / dʒouk/, /dʒænjuəri/, /deindʒrəs/, 'pæsindʒə/, /vilidʒ/
-/ 't∫ildrən/,/ 't∫eindʒəbl/,/t∫i:z/, /'mju:tjuəl/,/t∫ə:t∫/, /wit∫/
Practice reading
Practice reading the sentences which contain 2 sounds
Pay attention 
-Give their opinions
- In the examples above the infinitives are used to replace relative clauses
Give more examles
Take notes
 I pleased to see you
Ex: The water is too hot to drink
 He’Ss old enoughto go to school
Individual work
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
Ex:Nothing can make him cry
 I see her cook dinner(completed action)
Notice:I see her cooking dinner(I see she’s cooking dinner)
Pair work and then individual work
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?
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
Whole class