Thiết kế bài dạy môn Tiếng Anh 11 - Period 6 - Unit 1: Friendship

LESSON PLAN
 Unit 1 : FRIENDSHIP
 Period : 06	
Date of preparation :	
Date of teaching : 
Teaching item : LANGUAGE FOCUS
I) AIMS AND OBJECTIVES . 
 + LANGUAGE CONTENT :
* To help students review pronouncing two vowels / t∫/ , and / dʒ / well in individual words and in speaking.
* To revise how to use the verbs followed by To-infinitive and infinitive without To
 + LANGUAGE FUNCTION :
* By the end of this lesson, students can speak English accurately and fluently thanks to pronouncing the vowels / t∫/ , and / dʒ / correctly.
* Students can express what they want to speak using To-infinitive and bare infinitive 
 + EDUCATIONAL AIM :
* To help students distinguish the sounds / t∫/ , and / dʒ / .
* To help students master the grammar point about To-infinitive and bare infinitive 
1/ Languages : 
* Vocabulary : 	+ jam 	+ joke	+ mushroom
* Structures: Verbs followed by To-infinitive and infinitive without To 
 	+ He saw them arrive home late.
	+ Who want to eat something ?
2/ Skill : Integrated skills (Listening , Reading , Writing , Listening)
II) TEACHER AND STUDENTS' PREPARATION .
 1/ Method : Communicative approach .
 2/ Techniques : Re-ordering , Game “Crosses and Noughts”, Transformation, Multiple Choice
 3/ Materials needed : Lesson plan , Textbook , Handout , Colour chalk , Cassette player
 4/ Students' preparation :
 	* Read the guiding books and grammatical books before going to school .
	* Prepare the exercise1,2
III) PROCEDURES IN CLASS .
 1. Stablization : (1 minute)
 * Greeting the students and asking them something about the attendance , their health, the weather and preparation
 2. Checking up the previous knowledge: (No checking)
 3. Presentation of the new materials . 
SPECIFIC STAGES
TIME
TEACHER'S ACTIVITIES
STUDENTS'
ACTIVITIES
THE CONTENT
OF THE LESSON
5ms
* Warmer:
* Dividing the class into two groups A and B and asking the sts to close their books.
* Writing the phonemic sounds / t∫/ and / dʒ / on B/B
* Asking the sts in each group to write on B/B as many words containing these sounds as possible
Example : / dʒ / as in “manage”
 / t∫/ as in “watch”
* Setting the time limited in one minute.
F The group with more correct words will win the game
* Emphasizing on the students’ work and introducing the lesson
* Writing the tittle of the lesson on B/B 
Unit 1 : FRIENDSHIP
Period 06 : Language focus
* Dividing the class into two groups A and B and closing their books.
* Looking at the sounds / t∫/ and / dʒ / on B/B and thinking of the words
* Writing the tittle of the lesson
Unit 1: FRIENDSHIP
Period 06: Language focus
Unit 1: FRIENDSHIP
Period 06: Language focus
10ms
A. Pronunciation:
1. Pre-practice:
* Asking the sts to read aloud the words that the sts have wirtten on B/B
* Asking them to practice reading the words above and the words in the textbook in pairs
2. Control -practice:
* Asking the sts to practice reading the sentences in the textbook in pairs
* Calling on some sts to read aloud in front of the class
3 Free –practice:
* Hanging the extra board on B/B and asking the sts to choose the best answer
Multiple Choice
1. watch / teacher / school / kitchen
2. bridge / manage / garage / game
3. children / question / chemist / chore
4. danger / village / go / education
Expected answer
1C 2D 3C 4C
* Reading aloud the words that the sts have wirtten on B/B
* Practicing reading the words above and the words in the textbook in pairs
* Some sts read aloud in front of the class
* Looking at the extra board on B/B and choosing the best answer
A. Pronunciation:
 / dʒ / / t∫/
 jam children
 joke changeable
january cheese
dangerous mutual
passenger church
village which
5ms
8ms
B. Grammar: Infinitive and bare Inf
1. Lead in:
* Showing two pictures and asking the sts questions to elicit the answers from them.
Picture 1 : A girl is studying English
T: What’s she doing ?
S: She is studying English
T: Do you know why she learns E ?
S: To go to B/B
Picture 2: A girl is watching the film on TV, and the film makes her cry
T: What’s the girl doing ?
S: She is crying
Let / make / help + O + bare Inf
Adj + enough (for s.b) + to V
Too + Adj (for s.o) + to V
Let / make / help + O + bare Inf
T: Do you know why she is crying ?
S: The film makes her cry
* Emphasizing and asking the sts when they use Infinitive and bare Inf
2. Pre-practice:
* Giving the presentation of the language point
To-INFINITIVE
F We use to + base form of verb (to inf) to indicate the purpose of intention of an action.
Ex: He was doing this to make me more relaxed.
F We can use to infinitive :
+ as the subjecct of a verb
Ex: To know how to drive is useful
+ as the subject of a verb
Ex: She likes to dance
They decided to build a new hospital
F When we use to infinitive as a subject, it is more usaul to begin the sentence with it
Ex: It is useful to know how to drive
F We use to infinitive after nouns or pronouns as a modifier to replace a relative clause.
Ex: I have a lot of work to do (which I have to do)
F We use to infinitive in idiomatic expressions: 
Ex: The tea is too hot for me to drink
Ex: Jack is clever enough to solve this problem
F We can use to infinitive as an adverb to modify an adjective
Ex: I am sorry to hear the news
INFINITIVE without TO
F We use bare infinitive after verbs 
Let – make – help
Ex: The film made me cry
Will you let me use your camera ?
F We use bare infinitive after some perceptive verbs such as : see , hear , smell , feel , watch, observe , notice , when we see, hear, etc, the whole action from beginning to the end
Ex: Last week , I went to London and saw England play Brazil in a big football match (I saw the whole game)
* Looking at the pictures and answering the questions
F She is studying English
F To go to B/B
F She is crying
F The film makes her cry
* Copying the grammar point
B. Grammar: 
Infinitive and bare Inf
To-INFINITIVE
F We use to + base form of verb (to inf) to indicate the purpose of intention of an action.
Ex: He was doing this to make me more relaxed.
F We can use to infinitive :
+ as the subjecct of a verb
Ex: To know how to drive is useful
+ as the subject of a verb
Ex: She likes to dance
They decided to build a new hospital
F When we use to infinitive as a subject, it is more usaul to begin the sentence with it
Ex: It is useful to know how to drive
F We use to infinitive after nouns or pronouns as a modifier to replace a relative clause.
Ex: I have a lot of work to do (which I have to do)
F We use to infinitive in idiomatic expressions: 
Ex: The tea is too hot for me to drink
Ex: Jack is clever enough to solve this problem
F We can use to infinitive as an adverb to modify an adjective
Ex: I am sorry to hear the news
INFINITIVE without TO
F We use bare infinitive after verbs 
Let – make – help
Ex: The film made me cry
Will you let me use your camera ?
F We use bare infinitive after some perceptive verbs such as : see , hear , smell , feel , watch, observe , notice , when we see, hear, etc, the whole action from beginning to the end
Ex: Last week , I went to London and saw England play Brazil in a big football match (I saw the whole game)
Adj + enough (for s.b) + to V
Too + Adj (for s.o) + to V
5ms
3. Controlled Practice:
Exercise 1: (in the textbook page 20)
Re-ordering
* Asking the students to work in individually first and then compare with their partner.
* Going around the class to provide help if necessary.
* Calling on some students to read the sentences aloud in front of the class and then asking the other students to go to B/B to write down 
The suggested answers:
1. Who wants something to eat ?
2. I have some letters to write.
3. I am / was 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 is / was too cold to go out.
8. I am / was happy to know that you have passed the exam.
* Correcting the mistakes and giving remarks.
* Working in individually first and then comparing the answers with their partners.
* Some students read the sentences aloud in front of the class and then going to B/B to write down 
Exercise 1: (page 20)
Re-ordering
Answer keys
1. Who wants something to eat ?
2. I have some letters to write.
3. I am / was 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 is / was too cold to go out.
8. I am / was happy to know that you have passed the exam.
5ms
Exercise 2: (in the textbook page 21)
Sentence transformation
Controlled Practice:
* Asking the students to work in individually first and then compare with their partner.
* Going around the class to provide help if necessary.
* Calling on some students to read the sentences aloud in front of the class The suggested answers:
1. The police watched them got 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 custom officer made him open the briefcase.
5. The boy saw the cat jump through the window.
6. Do you think the company will make him pay some extra money ?
7. I felt the animal move toward me.
8. Do you think her parents will let him go for a picnic ?
* Correcting the mistakes and giving remarks.
* Working in individually first and then comparing the answers with their partners.
* Some students read the sentences aloud in front of the class and then going to B/B to write down 
Exercise 2: (page 21)
Sentence transformation
Answer keys:
1. The police watched them got 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 custom officer made him open the briefcase.
5. The boy saw the cat jump through the window.
6. Do you think the company will make him pay some extra money ?
7. I felt the animal move toward me.
8. Do you think her parents will let him go for a picnic ?
Inf as a subject
Inf as an object
Bare Inf
Inf with purpose
Inf in idiomatic expression
Inf as an adverb
Bare Inf after perceptive verbs
Inf after (pro)nouns
Inf as an object
5ms
4. Fee practice:
* Asking the sts to play a game Crosses and Noughts
* Playing the game
1m
HOMEWORK:
* Asking the students to write the homework
+ Prepare READING of Unit 2
+ Pick out the Infinitives in the following sentences and describe the function of each (deliver handouts)
F See Handout
HOMEWORK:
+ Prepare Reading of Unit 2
+ Pick out the Infinitives in the following sentences and describe the function of each (see handouts)
Self-evaluation:
..
HANDOUT
* Pick out the Infinitives in the following sentences and describe the function of each
1. To find fault is easy.
It is delightful to hear the sound of the sea.
The dog wants something to eat.
Everybody wishes to enjoy life.
He is too ill to do any work.
I am not afraid to speak the truth.
He went to Paris to perfect his knowledge of French.
I saw him run the mile in four minutes.