Thiết kế bài dạy môn Tiếng Anh 11 - Unit 1: Friendship - Part A đến part E

Week:
Period:
Date:
 Unit 1:	FRIENDSHIP 
Part A: 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 t opic.
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’
WARM UP
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 winner will be the group completing the network in the shortest period of time . 
10’
BEFORE YOU READ
Discussing the picture and poem 
- T ask the whole class to look at the picture on page 12 an ask 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 sem very happy because I can see their smile .
+ The picture tells me that friends can happily do many things together . / Friedship is a nice thing that brings hppiness to us .
- T ask Ss o work in pair to read the short poem on page 13 and answer the question : “What do you think of 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 .
Lasting (adj) = lifelong (adj) : existing or continuing a long while (bÒn v÷ng , l©u dµi ) 
To be concerned with : quan t©m tíi ai , c¸i g× 
Constant (adj): happening all the time or repeatedly, that doesn’t change (th­êng xuyªn, kh«ng thay ®æi)
Constancy (n): sù kh«ng thay ®æi
Rumour (n): piece of information, or a story, that people talk about, but that may not be true ( tin ®ån)
Gossip (n): informal talk or stories about other people’s private lives, that may be unkind or not true (chuyÖn tÇm phµo)
Trust (n): the belief that SO/STH is good, sincere, honest, etc... and will not try to harm or trick you (sù tin t­ëng)
Sorrow (n): a feeling of great sadness because STH very bad has happened (sù ®au khæ)
Pursuit (n): something that you give your time and energy to, that you do as a hobby (sù theo ®uæi, ®am mª)
- If there is some time left, T may ask some Ss to make sentences with the above words to check their understanding. 
Pair work and whole class 
6’
5’
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 unselfishn Ss may realise 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 4 the 2 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 sentence.
- 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
Task 2
Instruction: You are to read the passage again and dicide 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’s 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
Task 3
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 then 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 can’t 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 tells us/me that the 2 friends must be loyal to each other, and they must know each other so well that there can can be no suspicions between them. (line 1-3, paragraph 4)
4. Because if not people cannot feel sae when telling the other their secrets .(line 1-3 , paragraph 5 ) .
5 . Because they cannot keep a secret , eithr of their own or of others’ . (line 3-4 , Paragraph 5 ) 
6 . The last quality is sympathy . It tell us / me that to be a true friend one must sympathise with his / her friend one . Where there is no mutual sympathy between friends . there is no true friendsship . (last paragraph ) 
Whole class, individual work and 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 2 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 summarizes 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
EXTRA EXERCISE
Read the following passage about pen pals. Complete the passage by filling each blank with the suitable form of the word given at the end of each line.
PEN PALS
Pen pals(or penpals or pen friends)are people who(1)write to each other,particularly via postal mail. regular
A penpal (2) is often used to practise writing and reading in a foreign language, improving literacy, RELATION
to learn more about other countries and life-styles, and to ameliorate (3) . As with any friendships LONELY
in life, some people remain penpals for only a short time, while others continue to exchange letters
and presents life-long. Some penpals (4) arrange to meet face to face. Penpals come in all ages, 	 EVENTUAL
(5) and cultures. 	 NATIONAL
Pals may seek new pen friends (6) on their own age group, a specific occupation, 	 BASE
hobby, or select someone (7) different from them to gain knowledge about the world around them. TOTAL
 Being part of a penpal network can be a way to gain a valuable (8) of the world, and an	 UNDERSTAND
 Appreciation for cultures and lifestyles very different to your own.
Answers: 1. regularly	 2. relationship 	 3. loneliness 4. eventually 5. nationalities 6.based 7. totally 8. understanding
Week:
Period:
Date:
 Unit 1:	FRIENDSHIP 
Part A: 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. Porcedure
Time
Steps
Work arrangement
8’
WARM UP
Competition game – Word search
- T divides the class into small groups of 3 – 4 Ss. 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 2 big copies of the word search and hangs them on the board. T calls 2 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.
The adjectives in the box below are hidden in the puzzle. Find them as quickly as possible.
Tall medium handsome
Beautiful honest sincere
Caring understanding humorous
H O N E S T S I G N S A D
U I U H R N O I N U B O C
M T N G G F T E R U E G A
O U H D E A N H B T A E R
 R T A L L D M E D I U M I
O O N G R A B H O L T N N 
U N D E R S T A N D I N G
S H S I N C E R E S F M U
S M O U G E N E R O U S O
R I M F A U D A A R L I D 
E E E U U N O U H R H M H
I A M A S A U L R B L M A
N E C U N T E N S E D M S
Group work
12’
TASK 1
I ... s better in English and languages , we can always help each other if me get confused about a difficult homework assignment . We are lucky that we complement each other so well and that we get along so well . I hope that our friendship will continue and be just as strong after we graduate from high school . We would like to study at the same university. 
Individual work 
8’
FEEDBACK ON SS’ WRITINGS
- T as Ss to exchange their writing with another student for peer 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 able to correct the errors .
- Finally , T provides general comments on the writings 
Pair work and whole class 
2’
WRAPPING
- 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 answer the questions that follow.
My roommate
	It was my first day at the university. Armed with bags of luggage, I walked slowly into the dormitory. I looked at dood after door for my name. At last I found it. In the room, there was already a girl making her bed.
	Smiling shyly, she said “how do you do” to me. After that, she continued her work, paying no more attention to me. “What a stuck-up fellow” I thought. Then I began to examine the room. There was no difference in the fitting from any other room I had seen. But it had been thoroughly cleaned by my new roommate, no doubt.
	Minutes later, I started to examine her. She was thin, short and dark. Her hair was in a completely disastrous mess like a bunch of straw. Her dirty clothes and tired look were clearly signs of a long journey. Well, her T-shirt was too big for her and her trousers were a bit short, which made her look funny. What’s more, she wore a pair of rubber scandals, which were indeed out of fashion. In a word, she didn’t look like a smart freshman at all. “A yokel”, I concluded.
	The second time she spoke, her accent told me that she was from the south. “Shall I help you to get your luggage ftom the ground floor ?” I didn’t refuse since I really needed help. Wow...She was quick in action. Before I said “Thanks”, she had already walked out of the room and was soon far ahead of me.
	“A good guy,” I said to myself, “I will make friends with her.” I hurried and caught up with her.
What was the girl’s roommate doing when she first saw her ?
Why did the girl think that her roommate had had a long journey ?
What made the girl’s roommate look funny ?
Where did the girl’s roommate come from ?
How did the girl’s feeling about her roommate change ?
Answers:
She was making her bed.
Because her roommate wore dirty clothes and had a tired look.
Her too big T-shirt and short trousers made her look funny.
She came from the south.
Her roommate offered to help her to get the luggage from the ground floor and she was quick in action. The girl thought that she would make friends with her roommates.
Week:
Period:
Date:
 Unit 1:	FRIENDSHIP 
Part E: LANGUAGE FOCUS
I. Objectives
	By the end of the lesson, Ss will be able to:
	- Distinguish the sounds /dz/ and /tS/.
	- Pronounce the words and sentences containing these sounds correctly.
	- Use some structures containing infinitives with and without to appropriately.
II. Materials
	Textbook, handouts.
III. Anticipated problems
	Ss may find it difficult to pronounce the 2 sounds, so T should prepare a lot of practice.
IV. Procedure
Time
Steps
Work arrangement
12’
PRONUNCIATION
Pronouncing the 2 sounds separately
- T models the 2 sounds / dz / and / tS / for a few times and explains the differences in producing them.
 + The phonetic sound / dz / 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.
 + The phonetic sound / tS / 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 you push air out of your mouth.
- T palys the tape( or reads) once for SS to hear the words containing these 2 sounds. Then T plays the tape (or reads) again and this time asks Ss to repeat after the tape (or T).
Pronouncing words containing the sounds
- T reads the words in each column all at once.
- T read the words once again, each time with a word in each column to help distinguish the differences between the sounds in the words.
- T reads the words and asks Ss to repeat them.
- T asks to practise pronouncing the words in pairs.
- T goes around providing help.
- T asks some Ss to pronounce the words and gives correction if necessary.
Practising sentences containing the target sounds
- T reads the sentences and asks Ss underline the words with the sounds and write / dz / and / tS / under them.
- T asks Ss providing the sentences in pairs.
- T goes around to provide help.
- T asks some Ss to read the sentences and gives feedback.
Whole class,individual work & pair work
10’
GRAMMAR
1. To- infinitive
a. Presentation
- T writes some sentences on the board and underline the to- infinitive:
 + I have letters to write.
 + Does he get anything to eat ?
 + There is plenty to do ?
- T asks Ss to comment on the use of to-infinitives in these examples. T reviews the form and use of to-infinitives in the examples. T may give Ss the following handout.
In the examples above the infinitives are used to replace relative clauses.
1. 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.
 + Does he get anything to eat ? = Does he get anything that he can eat ?
Similarly with to-infinitives + preposition:
Someome to talk to cushions to sit on a table to write on a tool to open it with a case to keep my records in
2. Use of passive to-infinitive
 + There is plenty to do =
plenty of things we can do
plenty of work we must do
In the there + be + noun/pronoun + to-infinitive construction, when there is an idea of duty, as in (b) above, a passive to-infinitive is possible: There is a lot to be done. But the active to-infinitive is more usual.
- T continues writing some other sentences on the board:
 + I’m sorry to trouble you.
 + It is easy to please that customer.
 + The pie is too hot to eat.
- T asks some Ss to comment on the examples. T might explain to Ss that we can put to-infinitive after adjectives. The form is: adj + to-infinitive; adj + too/enough + to-infinitive (too before an adj means excessively; enough after an adj means to the necessary degree).
- T asks some Ss to give some similar examples.
b) Practise
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. 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 is lovely to see you again.
7. It’s/was too cold to go out.
8. I’m happy to know that you have passed the exams
2. Infinitive without to (bare infinitive)
a) Presentation
- T calls on some Ss to give out some verbs that are followed by bare infinitives.
- T may make clear that:
 + We can use a noun or pronoun object + bare infinitive after verbs of perceptions such as feel,hear,watch,see,notice,observe,perceive,smell ... .The bare infinitive generally refers to the complete action.
 + We use the bare infinitive after let and make: Let SO do STH = allow SO to do STH; make SO do STH = force SO to do STH.
b) 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 pair.
- T calls on some Ss to go to the board to write their answers.
- T asks other Ss to feedback and give correct answers:
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 through the window.
6. Do you think the company will make him pay some extra money.
7. I felt the animal move toward to me.
8. Do you think her parents will let her go on a picnic.
Production: Story telling
- T prepares a handout with 6 pictures in the right order. T asks Ss to work in groups of 5 to tell the story about the crow in the pictures. T gets across to Ss that they shouls use as many sentences with to-infinitives and bare-infinitives as possible. The group which produces the most logical story with the most appropriate sentences using to-infinitives and bare-infinitives will be the winner.
- T calls on some groups to tell their story and elicits feedback from the class.
- T gives final comments and provides correction if necessary.
Suggested story
A wise crow
A crow hadn’t had anything to drink for a long time. One day she saw a pitcher. There was a little water in the pitcher, but it was too low for her to reach. What was she to do ? She tried to break the pitcher with her beak, and then to overturn it on the ground, but it was too hard and heavy to do. Then she thought of a plan. She picked up a number of little stones and dropped them one by one into the pitcher. In this way the water was soon raised high enough for her to easily reach.
Whole class, individual work & pair work
3’ 
WRAPPING
- T summarises the main points of the lesson.
- For homework, Ss review the points that have been coverd in the lesson and do the extra exercise.
Whole class
EXTRA EXERCISE: Join these pairs of sentences.
She crossed the road. I saw her.
They sang a song. I heard them.
A pavement artist drew a portrait in crayons. I watched him.
He looked the door. I saw her.
She drove off. I saw her.
He was foolish. He left the firm.
We can’t refuse their invitation. It would look rude.
I met you again. I was happy.
The film was boring. I didn’t watch it.
 The woman is old. She can’t drive a car.
Answers:	1. I saw her cross the road.
2. I heard them sing a song.
3. I watched a pavement artist draw a portrait in crayons.
4. I observed him lock the door.
5. I saw her drive off.
6. He was foolish to leave the firm.
7. It would look rude to refuse their invitation.
8. I was happy to meet you again 	
9. The was not interesting enough (for me) to watch. The film was too boring (for me) to watch.
10. The woman is too old to drive a car. / The woman is not young enough to drive a car.