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

UNIT 1 FRIENDSHIP
READING 
Aims: By the end of the lesson, students will be able to:
understand the passage about friendship - identify the main idea.
guess the meaning in context. - express their own ideas about friendship.
Teaching aids: pictures, handouts
PROCEDURE
Stages / Timing
Activities
1/ Warm up
(5 mins)
2/ Pre-reading 
(10 mins)
3. While-reading
(20 mins)
4. Post- reading (9 mins)
5. Home
Work 
Picture Talk
- Ss work in two groups. (books closed)
- Stick the pictures of 6 things on the board. Ask Ss to name them and find out what the pictures talk by collecting the first letters of each name from the pictures.
 Fish Rain Ice-cream Elephant Newspaper Dog
- The group that can find out the word will be the winner.
- Checking Ss’ understand the instruction -Teacher declares the winner
- Key: FRIEND
* Lead-in
Ask Ss:
Do you have a lot of friends?
How many close friends do you have?
What do you think are the qualities of friendship?
Ss work in five groups to find out five words that best describe the qualities of friendship
The qualities of friendship
Feedback: Each of group comes to the board and writes down one word from their list.
- To check your ideas, let’s begin unit one:
FRIENDSHIP
Pre teaching Vocabulary
1. Constancy (n) tính kieân ñònh (example)
Eliciting question:
Lan and Nam have known each other for twenty years. Now they are still close friends. What quality of friendship do they have?
2. Trust (n) söï tin töôûng (synonym)
Eliciting question:
What is the other word f confidence?
3. Sympathy (n) söï thoâng caûm (explanation)
Eliciting question:
Which word describes an understanding of other people’s feelings, especially their problems?
- Elicit the new words by asking questions using the techniques suggested above.
- Read a new word three times. Ss listen and repeat after the teacher.
- Call on some Ss to repeat the word.
- Ask Ss to give the Vietnamese equivalent if necessary.
Checking: FOR
Activity 1: Read and Check
- Tell Ss to read the text silently and check if Ss have the same ideas from the ideas in the text.
Answer key: (depending on Ss’ answers)
Activity 2: Gap-fill
- Ask Ss to work in pairs. Do task 1 in the textbook to guess the meaning of the words in the box.
- Move around class to give help.
Feedback: Call on some Ss to read the answers aloud.
Answer Key: 
 a. mutual b. incapable c. unselfish d. acquaintance – friend
 e. give and take f. loyal to g. suspicion
Activity 3: Main idea
- Ask Ss to read the text again and find the main idea. 
- Ss call out their answers.
Answer Key: B – Conditions of true friendship.
Activity 4: Questions and answers
- Ask Ss to work in pairs. In turn to ask and answer the questions in task 3
- Move around class to help
Feedback: 
- Call on some Ss to answer the questions 
- Give comments on Ss’ answers.
Suggested answer:
Q1. The first quality for true friendship is unselfishness. It tells us that a man who is concerned only with their own interests and feelings cannot be a true friend.
Q2. Changeable and uncertain people are incapable of true friendship because they take up an interest with enthusiasm, but they are soon tired of it, and they feel the attraction of some new objects.
Q3. 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 so suspicions between them.
Q4. There must be mutual trust between friends because if not, people cannot feel safe when telling the other his or her secrets.
Q5. Talkative people can’t keep a friend long because they can’t keep a secret of their own or of their friends’
Q6. 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.
Discussion:
- Ask Ss to choose one of the topics below to discuss in groups.
- Why do we need to have close friends?
- “A friend in need is a friend in deed”. What do you think about this proverb?
- What quality of friendship is the most important to you? Why?
Ss share ideas. One secretary from each group takes notes the groups’ ideas. Teacher moves around to give help if necessary.
Feedback: - A representative of each group reports their group’s ideas in front of the class.
Give comments on the presentations
Translate the poem “You’ve got a friend” into Vietnamese.
UNIT 1 FRIENDSHIP
SPEAKING 
Aims: By the end of the lesson, students will be able to:
describe physical characteristics.
discuss personalities
talk about a famous / close friend
Teaching aids: pictures, handouts, regalia
PROCEDURE
Stages / Timing
Activities
1/ Warm up
(6 mins)
2/ Pre-speaking 
(7 mins)
3. While-speaking
(20 mins)
4. Post- speaking (10 mins)
5. Home
Work 
Game: The tied and blind men game
- Divide the class into two groups and draw two circle on the board.
- Ask two representatives of each group to go to the board. One student will be the tied man, the other is the blind one.
- Cover each “blind man” with a piece of cloth and ask the “tied man” to tell the blind how to draw a face inside the circle drawn beforehand on the board.
- After 1 minute, the first pair to finish the face will the winner. If they both finish before the deadline, the pair whose face they have drawn is more good-looking is the winner.
- Ask Ss to name parts of the body on face and then ask them to mention some add to describe those parts.
Vocabulary 
1. nose: straight, crooked 2. hair: blond, long, round
3. face: oval, large, round 4. forehead: broad, high
Checking: Slap the board
- Divide the class into two groups and ask four representatives of each group to go to the board.
- Read some add and ask Ss try to slap at the parts of the body corresponding to the ads they hear. The first member to slap at the correct part of the body gets 1 mark. After 1 minute, the group with more marks wins the game.
Activity 1: Describing people
- Ask Ss to work in pairs and look at the pictures on page 15
- Ask one S to try to describe one of the four people in the pictures, the other has to guess which person his partner is talking about.
Ex: 
A: Can you describe a person in the picture?
B: Yes, this person has a crooked nose and a square face. He or she is good-looking, too
A: Oh, he must be the third person from the left.
B: You’re absolutely right.
Activity 2: Draw and compare
Face 1
Face 2
Ss A thinks of his close friend and draws his face on face 1, S B will ask student A about A’s close friend’s appearance and student A has to describe him / her. B listens and draws A’s friend on face 2.
- After Ss to work in pair, asking and answering the following questions about your partner’s close friend
1. What is his/ her name?
2. Where do you first meet him / her?
3. How long have you known each other?
4. What qualities do you admire in your best friend?
Role-play
- Ask Ss to work in pairs to play the role of a journalist and an interviewee whose friend has won the first international prize in maths
Journalist 
Interviewee
You are interviewing a person whose best friend has won the first international prize in maths. Use the questions in the table as help
You have a friend who has won the first international prize in maths. You are being interviewed by a journalist about him/her.
In the conversation, Ss should mention the following thinds.
Questions
Answers
1. What is his / her name?
2. When and where was he / she born?
3. What is he / she like?
4. What does he / she look like?
5. What are his / her hobbies? 
6. What made him / her successful in maths?
7. What do you often do with your friend?
8. Which characters do you share in common?
In about 100 words, Ss write a short paragraph about one of their best friends.
UNIT 1 FRIENDSHIP
LISTENING 
Aims: By the end of the lesson, students will be able to:
- identify specific details
- take notes
Teaching aids: pictures, a tape / CD with popular songs about friendship, handout
PROCEDURE
Stages / Timing
Activities
1/ Warm up
(5 mins)
2/ Pre-listening 10 mins)
3. While-listening
(20 mins)
4. Post- listening (8 mins)
5. Home
Work 
Game: quiz (for class of high level)
- Divide the class into 2 groups.
- Let Ss listen to 5 pieces of popular songs relating to friendship. (Ex: Season in the sun, You are my sunshine, Ngoài lai bean nhau, Mong öôùc kyû nieäm xöa, Nhöõng ngöôøi baïn bean toâi)
- The group that can namemore songs will win the game.
- Check Ss’ understanding of the instructions and let them start the game.
Alternative: Bingo for class of lower level
- Ask Ss to list the characteristics that they can expect in their best friends
- Write down all their vocabulary on the board.
- Let Ss take out a piece of paper and copy down 5 characteristics that they like best.
- Read out five characteristics that T like best.
- Any Ss who have 3 or more choices the same as the T will shout “Bingo”and they are the winners.
- Expected answers: caring, supportive, helpful, honest, good-nature, quick-witted, humorous, friendly.
Lead-in
- Use the questions on 17 to ask Ss:
1. Who is the best friend? 2. How did you happen to meet him / her?
3. How long have you known each other?
4. What qualities do you admire in your best friend?
- Introduce the lesson
 Pre-teaching vocabulary:
apartment building (n) (picture) : Chung cö
guitarist (n) (picture) Ngöôøi chôi ñaøn ghi ta
sense of humour (n.phr) (explanation) tinh / oùc haøi höôùc
Explanation: A person who can make you laugh easily is a person who has . . . . 
 4. rough time (n) synonym) = difficult time: luùc gian khoù
- Checking: F.O.R
Prediction activity:
- Have Ss read and do the Task 1 before listening
Activity 1: True / False statements
Have Ss listen to the tape and check their answers
Let Ss listen for he second time if necessary.
Go over the answers with the class.
Expected answers : Talk A: 1F 2F 3T 4F 5T 6F Talk B: 1F 2F 3T 4T 5T 6F
Activity 2: multiple choice (worksheet)
- Let Ss listen again and circle the correct answers.
Worksheet:
Listen and circle the correct answers:
1. Ha’s family moved to Hai Phong in . . . . 
 a. 1983 b. 1995 c. 1985
2. People think that Hai Phong people are . . . . 
 a. cordial b. friendly c. unfriendly
3. When Lan first went on a trip to Do Son, . . . .
 a. she rode to Ha’s house to meet her.
 b. she and her family come to Ha’ house first.
 c. ha rode to Do son right after Lan gave her a ring.
4. long is good at . . . . . .
 a. painting b. singing c. playing guitar
5. a. Minh is not only a good listener but also a helpful friend.
 b. Minh doesn’t really like to listen to Long’s problem but she always helps Long.
 c. Minh is a good listener, but he doesn’t always help Long.
- Go over the answers with the class.
Keys: 1. c 2. b 3. c 4. b 5. a
Activity 3: Taking notes
- Ask Ss to listen again and note the ides in the table in task 2 page 18
- Call on Ss to read their notes and check with the class.
- Expected answers:
How and where did they meet?
What do they like about their friends?
Lan 
- They used to live in the same apartment building in Ha Noi.
- Lan went on a holiday to Do Son and Ha went there to help her
- Ha’s very friendly and helpful
- Ha’s sociable. She’s got many friends in Do Son and she introduced Lan around
Long 
- They met in college.
- Minh played the guitar, Long was a singer
- They worked together 
- Minh Has a sense of humour.
- Minh likes to go to plays and movies
- Minh is friendly and helpful
Speaking” Interviewing 
- Have Ss interview their partners about their best friends
- Suggested questions
1. How long have you known your best friends (or a good friend)?
2. How did you meet this friend?
3. What do you remember about the first time you met?
- Move around to control and give help if necessary.
- Call some students to report what they have known from their partners’ friends.
- Ask for Ss’ comments - Give comments on what Ss have reported
- Ask Ss to learn the new vocabulary and make some sentences with them
- Ask Ss to write a short paragraph (about 100 words) about their best friends based on the suggested questions in the post-listening
UNIT 1 FRIENDSHIP
WRITIING 
Aims: By the end of the lesson, students will be able to:
- describe a friend of theirs
- talk about their friends
Teaching aids: handout, charts
PROCEDURE
Stages / Timing
Activities
1/ Warm up
(5 mins)
2/ Pre-writiing 10 mins)
3. While-listening
(16 mins)
4. Post- Writing (8 mins)
5. Home
Work 
Game: Name poem
- Ask each student to use his / her partner’s name to write an acrostic poem. He / She has to use the adjectives beginning with the letters of the name to describe his / her friend’s personality or appearance.
- Call on some Ss to write their poems on the board.
- Check with the class.
Ex: Tien is my friend Thang is my friend
 Talented Tall and thin
 Intelligent Helpful to everyone
 Easy-going Active in class
 Nice Neat and tidy
 Generous in giving help
Lead-in: These adjectives can help you write a description of a person our lesson today is write a description of a friend of yours.
Activity 1: Categorizing 
- Hang on a chart with descriptive adjectives on the board:
tall short dark long round blue flat fair smooth thin high pointed open-hearted sincere large slim sociable weather-beaten fat overweight thick oval sincere helpful 
- Ask Ss to work in groups of four or five to put the adjectives under the following 
Hair 
Short/ long / thick
Eyes
Round / blue / dark / large
Build 
Slim / fat / overweight
Face 
Round thin / oval
Nose
High / flat / pointed 
Complexion 
Fair / smooth / weather-beaten
Personality
open-hearted / sincere/ sociable / helpful
- Give feedback on what Ss have.
Activity 2: Recognizing and matching
- Divide the class into groups of four or five.
- Deliver handouts with the photos of six persons.
- Ask Ss to read the descriptions and decide which person is being described in each paragraph.
- Call some Ss to give the answers
- Go over the answers with the class
A: He has a long face with pointed nose. He has a small moustache and short black hair. His eyes are small and he wears glasses. He looks very serious.
B: She has a round face with a rather flat nose. She has short hair and a fair complexion. Her eyes are large and she has a pleasant smile. She is a very attractive person
C: He has a weather-beaten face with a big nose. He has a thick beard as well as thick hair. His eyes shine and he usually has a big smile. He seems a sociable person.
Writing a description
- Ask Ss to write a short passage about a friend of theirs
- Move around to control and give help with vocabulary.
- When the Ss have finished, collect Ss’ writings
Suggested writing:
Of all my classmates, I like to play with Hoa, who is also my good neighbor. If you first meet her, you’ll be impressed by her short hair, high nose and big brown eyes, which always shine. I can read in them her most intimate feelings and intelligence. Hoa has a strong tendency to be sociable. She is willing to help me overcome difficulties in my study and my daily work as well. 
I hope our friendship will last forever.
Peer Correction
- Ask Ss to work in groups of 5, deliver each group 5 pieces of writings and tell them to read and correct their friends’ writing
- Tell each group to choose the best piece of writing
- Go around to control and give help if necessary.
- Call a student from each group to read their group’s best writing, and ask Ss to give comments.
Suggested activity:
Listening: Describe appearances and characteristics
- Each student is then given a sheet of paper. One student sits in the front of the class. He/ She describes a person and the rest draw the person being described
- It is more interesting if the person being described is known be everyone. Once the student has finished describing that person, he/ she reveals that it is and each student exchanges his / her drawing.
- Ask Ss to learn by heart the descriptive adjectives
- Prepare for the next lesson
UNIT 1 FRIENDSHIP
LANGUAGE FOCUS 
Aims: By the end of the lesson, students will be able to:
- distinguish between the two phonemic sound / dჳ / and / t∫/ 
- use the verbs followed by To-infinitive and infinitive without To
Teaching aids: handouts, pictures
PROCEDURE
Stages / Timing
Activities
1/ Warm up
(2 mins)
2/ Prese-tation 1 10 mins)
3/ Prese-tation 2 13 mins)
4/ Practice (18 mins)
5. Home
Work 
- Divide the class into two groups A and B and ask Ss to close their books.
- Write the phonemic sounds / dჳ / and / t∫/ on the board 
- Ask Ss in each group to write on the board as many words containing these sounds as possible.
Ex: / dჳ / as in “manage” ; / t∫/ a as in “teacher”
- Set the time limited in one minute.
- The group with more correct words wins the game.
Pronunciation:
Activity 1: Listen and Repeat
- Read aloud the words that Ss have written on the board and ask Ss to listen.
- Read the words again and ask Ss to repeat.
- Ask Ss to practice reading the words in the textbook.
Activity 2: Practice reading aloud the sentences
- Ask Ss to work in pairs to practice reading the sentences
- Call on some Ss to read aloud 
- Ask the rest of the class to listen and give comments
Grammar:
Describe pictures
- Show two pictures and ask Ss questions to elicit the answers from them.
Picture 1: What is she doing? She is studying English
 Do you know why she learns English? To go to the USA
Picture 2: What is the girl doing? She is crying
 Do you know why she is crying? The film makes her cry
- Ask Ss when they use to infinitive and infinitive without to
- Give the presentation of the language point:
* We use to + base form of verb (to infinitive) to indicate the purpose or intention of an action.
Ex: He was doing this to make me more relaxed.
* We can use to infinitive: 
- as the subject of a verb
Ex: To know how to drive is usedful
- as an object of a verb
Ex: She likes to dance
 They decided to build a new hospital
* When we use to infinitive as a subject, it is more usual to begin the sentence with it.
Ex: It is useful to know how to drive.
* 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)
* We use to infinitive in idiomatic expressions
too + adjective (for sb) + to infinitive
 Ex: The tea is too hot for me to drink
adjective + enough + to infinitive
Ex: Jack is clever enough to solve this problem
* We can use to infinitive as an adverb to modify an adjective
Ex: I am sorry to hear the news
* We use bare infinitive after verbs let (allow) and make (=force, cause)
let / make + O + infinitive without to (bare infinitive)
Ex: Te film made me cry Will you let me use your camera?
* 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 end
Ex: Last week, I went to London and saw England play Brazil in a big football match (I saw the whole game)
Activity 1: Re-ordering
- Ask Ss to do the exercise 1 - Call some Ss to read aloud the answers - Give feedback
Expected 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.
Activity 2: Sentence transformation (exercise 2)
- Ask Ss to do the exercise 2 - Call some Ss to write the answers on the board
- Check with the class.
Expected answers:
The police watched them get out of the car
They let him write a letter to his wife
I heard them talk in the next room
The custom officer made him open the briefcase
The boy saw the cat jump through the window
Do you think the company will make him pay some extra money?
I felt the animal move toward me
Do you think her parents will let him go for a picnic?
Review the unit 1 from the beginning to the end