Thiết kế bài dạy Tiếng Anh 11 - Unit 1: Friendship - Period 1 đến Period 5

Unit 1: 
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Period 1: READING
I. Objectives:
By the end of the lesson, Ss will be able to:
- Develop such reading micro-skills as scanning for specific ideas. identifying the sequence of events and guessing meaning in context
	- Use the information they have read to discuss the topic.
II. Teaching aids:
Textbook, handouts, 
III. Anticipated problems:
Ss may need help with the discussion talk, so T should be ready to help them.
IV. Procedure:
Steps and time
Work arrangement
 WARM-UP: ( 5 – 6’ )
Competition game-Network
Prepare a handout with a network of the word “FRIENDSHIP”
Divides the class into 8 groups and give each group a handout.
Ask Ss to complete the network. The group completing the network in the shortest period of time will be the winner.
 BEFORE YOU READ ( 10’)
Discussing the picture and the poem:
Ask Ss to look at the picture on page 12 and then answer the questions:
+ What are the boys and girls in the picture doing ?
+ How do they feel ?
+ What does the picture tell you ?
* Suggested answers:
+ One boy is playing the guitar and others ( boys and girls ) are singing.
+ They seem ( look ) very happy.
+ The picture tells us that friends can happily do many things together.
(or Friendship is a nice thing that brings happiness to us.)
Ask Ss to read the poem in pairs and answer the questions: What do you thing of the friend in the poem?
Call on some Ss to give answers:
Give comments:
Suggested answer: The friend in the poem is very dedicated (tận tâm, nhiệt tâm) and thoughtful. He/ She is always willing to help his/ her friend in any circumstances.
Pre-teaching Vocabulary.
lasting (adj) = lifelong (adj) = existing or continuing a long life ( lâu dài, bền vững )
- to be concerned with = quan tâm tới ai ( cái gì )
Constant (adj) = happening all the time or repeatedly, that doesn’t change.
 constancy (n)
Group work
Pair work
Whole class
Whole class
Steps and time
Work arrangement
- romour (n)= a piece of information (story) people talking about but that may not be true.
- gossip (n) = informal talk or story about other’s private life, that may be unkind or not true. ( chuyện ngồi lê đôi mách, chuyện tầm phào )
- trust (n) = the belief that Sb / Sth is good, sincere, honest, etc and will not try to harm
 or trick you ( sự tin tưởng )
- sorrow(n) = a feeling of great sadness (because Sth very bad has happened)= sự đau khổ
- pursuit (n) = Sth that you give your time and energy to, Sth you do as a hobby.
( sự theo đuổi, đam mê )
* Ask Ss to make sentences with these words.
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 ( 6’)
* Instruction: Fill each blank with one of the words in the box.
- Write the words or phrases on the board:
 acquaintance, incapable of, mutual, unselfish,
 give-and-take, friend, loyal to, suspicious
- Ask Ss to read the passage quickly and stop at the lines that contains these words to guess their meanings.
 Ss guess the meaning of the words based on the contexts in the sentence.
 (checks that Ss understand the words correctly by asking them to provide the Vietnamese equivalents to the words)
Instruct Ss to use some strategies to do TASK 1.
+ Read through the sentence provided in the task to identify the part of speech of the word to fill in each blank ( Ex: In sentence 1, the blank needs an adjective, . )
+ Read the sentence carefully to understand the meaning roughly. Then read the words / phrases given to choose the most suitable one to fill in the blank.
+ Do the same with the other ones.
_ Ask Ss to do the task individually, then exchange their answers with other Ss..( T goes around to give help if necessary .)
Call on some Ss to give answers in front of the class and tell them to explain their choices.
Give corrects answers:
mutual 3. unselfish 5. give-and-take 7. suspicious
 2. incapable of 4. acquaintance / friend 6. loyal to
 2. TASK 2:( 5')
 Give instruction: You are to read the passage again and decide which of the choices
 A, B, C or D most adequately sums up the ideas of the whole passage.
Get Ss do the TASK individually ( in some minutes ) and then find a peer to compare their answer with.
Give Ss some strategies to find the main idea of the passage:
+ Read the text carefully and try to summarize the text in the Ss’ own words.
 + Search through the list of the main ideas provided in the TASK to find the most suitable one.
Individually 
( listen,take notes and try to understand)
Individually
Individually
( listen and try to understand)
Individually
( listen and try to understand)
Steps and time
Work arrangement
Make sure the main idea chosen sums up the entire text and not just one idea with it.
Call on some Ss to give their answers and ask others to say whether they agree or disagree and give the reason .
Feedback and give the correct answer. ( correct answer: B )
3. TAS K 3: ( 6')
Give instruction: You are required to answer the six questions in the textbook.
Ask Ss how to do this TASK.
Instruct Ss to use some strategies to do the task if they don’t remember:
 + Skim the questions to understand them – underline the key words -
decide what information they need to find in the text. – Look for question 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 other questions.
Ask Ss to work individually to do the task, then discuss their answers with their peers.
Call on some Ss to write their answers on the board and explain their choices.
- Give the correct answers:
The first quality for the 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 ( Para 1).
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, Para 3 )
The third quality for true friendship is loyalty. It tells us/ me 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. ( Line 1-3, Para 4 ).
Because if not, people can not feel safe when telling the other their secrets.
( Line 1 – 3, Para 5 )
Because they can’t keep a secret, either of theirs or of other’s. (Line 3 – 4,Para 5).
The last quality is sympathy. It tells us/ me that to be a true friend one must sympathize with his/ her friend. Where there is no mutual sympathy between friends, there is no true friendship. ( Para 6 )
AFTER YOU READ ( 8’ – 10’)
Instruction: You are required to work in pairs to discuss the question in the textbook.
Ask Ss, in pairs, to discuss the question in the textbook. ( T goes around the class to help if necessary. )
When all pairs have finished, ask every two pairs to share ideas.
Call on some to report their ideas to the class.
Give feedback
WRAPPING UP ( 2')
Summarize the main point of the lesson.
- Ask Ss to learn by heart all of the new words and do the extra exercise as homework.
 - individual work
- the whole class
Individually
whole class
Whole class
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, 
III. Anticipated problems:
Ss may not have enough vocabulary to talk about the topic, so they should be provided with help.
IV. Procedure:
Steps and time
Work arrangement
WARM-UP (7-8')
 Competition game – Word Search
Divide the class into small groups of four Ss, then distribute the puzzle for Ss to do in their own groups
The group finishes first and has all the correct answers will be the winner.
The following adjectives are hidden in the puzzle.
Find them as quick as possible.
tall medium handsome beautiful honest 
sincere caring understanding humorous
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Group work
Steps and time
Work arrangement
PRE-SPEAKING: Vocabulary pre-teach.
- TASK1. ( 12')
 Instruction: You are going to look at the picture of four people on page 15 and describe them in pairs.
Before letting Ss do the task, ask them to read USEFUL LANGUAGE on page 16 and ask if Ss know the meaning of the adjectives provided.
Elicit or teach some new words ( or ask Ss to provide some adjectives/ expressions used to describe people’s appearance or give Ss a handout of these adjectives/ expressions. ) 
describing people’s appearance 
Build
slim = thon thả, mảnh dẻ well-built = Lực lưỡng 
plump = bụ bẫm muscular = vạm vỡ, cơ bắp
overweight = béo phì stocky = thấp và chắc nịch 
obese = béo phì athletic = mạnh khỏe, cường tráng 
be a man (girl ) of medium / average / normal build
Height
 tall / medium / short
Hair
(Normal order of adjectives to describe one’s hair:
Length, style , and colour )
Length: long, short , shoulder-length
Style : straight, wavy (lượn sóng), curly (tóc xoăn), crew-cut (húi cua)
colour: black, grey, red, brown, blond, bristle hard (rễ tre), thin
Others : to wear one’s in a fringe / a bun / a plait ( plaits )
 (mái, búi tóc / tết tóc đuôi sam)
receding ( = sói, tóc hớt ra sau )/ bald ( = hói )
Face
oval, round, large, square , skinny, chubby ( tròn trĩnh, phúng phính ), long , with high cheekbones (= gò má cao )
Eyes
 small, big, black, brown , blue 
Nose
straight, crooked/ eagle/ hooked / hook- , turned-up/ upturned, big, flat/ pug, broken,long ( mũi lõ) , roman nose ( mũi cao/ dọc dừa
Chin
pointed chin, double chin, no chin
Lips
thin, full, narrow , heart-shaped
Forehead
broad, high
Skin
 white , black, pale (tái xanh) , suntanned ( rám nắng ), dark, brown, coffee-coloured, 
a smooth/ pale / dark complexion 
General appearance
beautiful, handsome, pretty, goodlooking, plain ( B. thường)
Age
He was in his late / early teen. She was in her early twenties. 
He was about forty years old. She is a middle-aged woman.
He / she is a man/ woman in his/ her sixties. 
Whole class
Pair work
Steps and time
Work arrangement
Ask Ss to work in pairs to descr ... e lives with .. in  . 
 If I were to describe how she looks, I would say that she is very pretty. She has short/ long black hair, brown almond-shaped eyes (=almond-eyed= mắt sếch), a small nose and a small pointed chin. She is not very tall but not short either and she is quite slim. She does not like to dress up so I usually see her wearing jeans and a T-shirt or sweater. She has a nice personality and a wonderful sense of humour, but she can also get a little depressed from time to time. I can always count on her to be honest and to give me the best advice.
 What I like most about Mai is that she has the same hobbies with me. We both enjoy music, playing the guitar and singing. We like going to the cinema but sometimes can’t agree on which movie to see. Whatever we’re doing, it’s always fun to be with her. In addition, since I am better in math and science, and she is better in English and languages, we can always help each other if we 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.
POST_WRITING: ( 8’)
Ask Ss to exchange their writing with another student for peer correction.
Go around and collect Ss’ mistakes and errors.
Write Ss’ typical errors on the board and elicite self and peer correction.
Provide correction only when Ss are not able to correct the errors.
Finally, provide general comments on the writings.
WRAPPING UP (2’)
Summarize the main points of the lesson.
Ask Ss to improve their writing, taking into consideration their friends’ and T’s suggestions and correction and do the extra exercise.
Individual work
Pair work &
whole class
Whole class
Period 5: LANGUAGE FOCUS
I. Objectives:
By the end of the lesson, Ss will be able to:
- Distinguish the sounds / / and / /
- Pronounce the words and sentences containing these sounds correctly.
- Use some structure 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,
IV. Procedure:
Steps and time
Work arrangement
PRONUNCIATION (12’)
Pronouncing the two sounds separately
Read as model the two sounds / / and / / for a few times and explain the differences between them.
Play the tape once for Ss to hear the words containing these sounds. 
Play the tape again and ask Ss to repeat.
Pronouncing words containing the sounds.
Read the words in each column all once.
Read again and ask Ss to distinguish the differences between these sounds
Read the words and ask Ss to repeat them.
Ask Ss to practise pronouncing the words in pairs and go around to help.
Ask some Ss to pronounce the words and give correction if necessary.
Practising sentences containing the target sounds:
- Read the sentences and ask Ss to underline the words with the sounds and write / / and / / under them.
- Ask Ss to practise the sentences in pairs and go around to provide help. 
- Ask some Ss to read the sentences and give feedback.
GRAMMAR 
To- infinitive: (10’)
a, presentation:
- Write some sentences using To-infinitive used to replace relative clauses on the board and underline the To-Infinitive:
 Ex: I have a lot of things to do.
 Do you have anything to eat ?
 There is plenty of work to do. 
Ask Ss to comment on the use of To + infinitives in these examples.
Review the form and use of To + infinitives used to replace relative clauses ( I may give them the following handout)
* In these examples, 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 a lot of things to do. = I have a lot of thing which I must do.
 + Does he get anything to eat ? = Does he get anything wht we can eat ?
Use of passive To-infinitive
 (a)* There is plenty of things to do. = There is plenty of things we can do.
 = There is plenty of things we must do. 
 (b) * There is plenty of things we must do. 
 In the There + be + noun/ pronoun + to-infinitive construction, when there is an idea of duty (b), a passive to-infinitives is possible. 
 (b) = There is plenty of things to be done.
 But the active to-infinitive is more usual. 
Give some more examples on the board.
+ I’m sorry to trouble you.
+ It is easy to please that customer.
+ The coffee is too hot to drink.
+ She is not old enough to get marriage.
Give comment on these examples: We can use To-infinitive after adjectives.
 Ask Ss to give some more similar examples.
b. Practice:
- Ask Ss to do exercise 1 individually and then compare their answers with another student.
- Call on some Ss to read out their answers in front of the class.
- Give correct answers.
2. Bare infinitive
a, presentation:
- Call on Ss to give out some verb followed by bare infinitives.
- Make clear that:
 + We can use a noun/ pronoun object + V after verbs of perceptions (tri giác) such as: feel, hear, watch, see, notice, observe, percieve (hiểu ra, nhận thức ra), smell,.
 The Bare infinitive generally refers to the complete action.
 + We use Bare infinitive after let and make
 Let Sb do Sth = allow Sb to do Sth.
 Make Sb do Sth = force Sb to do Sth.
b, practice:
- Ask Ss to do Exercise 2 in pairs: Rewrite the sentences by using the word given.
- Ask them to compare with their friends’ answers.
- Call on some Ss to write their answers on the board to check.
- Ask other Ss to feedback and then give correct answers.
Whole class
Individually
Pair work
Whole class
Individually
Pair work
Group work
Whole class
Steps and time
Work arrangement
 PRODUCTION
Prepare a handout with 6 pictures in the right order.
Ask Ss to work in groups of 4 to tell the story about the intelligent crow (con quạ) in the picture.
Ask Ss to use as many sentences with Infinitives as possible.
The group which produces the most logical story with the most appropriate sentences using Infinitives will be the winner.
Call on some representatives to tell their story and elicite feedback from the class.
Give final comments and provide corrections if necessary.
WRAPPING
Summarize the main points of the lesson.
Ask Ss review the points that have been covered in the lesson and do the extra exercise.
Whole class
Group work
Whole class
EXTRA EXERCICES ( UNIT 1)
READING
 Read the following passage about pen pals. Complete the passage by filling each blank with the suitable form of the word given.
1. regular	2. relation	3. lonely 	4. eventual
5. national	6. base	7. total	8. understand 
Pen pals ( or penpals or pen friends) are people who (1). write to each other, particularly via postal mail.
A pen pal (2). is often used to practise writing and reading in a foreign language, improving literacy, to learn more about their countries and life-styles, and to ameliorate (3) . As with many friendships 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 ( gap truc tiep). Penpals come in all ages, (5).. and cultures. Pals may seek new friends (6). on their own age group, a specific occupation, hobby, or select someone (7).. difference from them to gain knowledge about the world around them. Being part of a panpal network can be a way to gain a valuable (8) of the world, and an appreciation for cultures and life-styles very different to your own.
SPEAKING
Complete the following passage by filling in each blank with one suitable word
Friendship: Good for the body, good for the soul
“ Many people will walk in and out of my life; 
but only true friends will leave footprints in your heart,” - Unknown
Friends are our truest treasures. How (1). times have they: Made us laugh when we feel like crying over a bad mistake? Made us feel loved when our boyfriends (or girlfriends ) broke up with us?
Given us the (2). to go back to school or to change careers? Like armor ( áo giáp sắt) , good friends make us almost invincible ( vô địch,sắt đá, không thể đánh bại), capable (3) warding off the blows life occasionally deals us. (4). friends accept us who we are, we gain the confidence to dream great dreams- and to (5) . them real. Friends liven up our days with their twisted humour, their honest answers, and their abilities to bear our gloating (6) .. we beat them at gold or tennis. We can even trust them with our (7) embarrassing secrets! What a relief it is for us to reveal our true selves to someone.
	It’s no (8)., then, that medical researchers have found that those who have friends tend to be happier, healthier, and live longer than those who do not. In fact, friendship has numerous physical and spiritual benefits. 
LISTENING
	Your class is organizing a writing contest with your teacher of English being your examiner. You are given the follow statement and required to write a short paragraph explaining how you understand its meaning.
“ A friend is one who knows us, but loves us anyway.” – Fr. Jerome Cummings. 
WRITING 
 My roommate
It was my first day at university. Armed with bags of luggage, I walked slowly to the corridor. I looked at door 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 continued to examine the room. There was no difference between 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 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 did not look like a smart freshman at all. “ Ayokel”, I concluded.
	The second time she spoke, her accent told me that she was from the south. “ Shall I help you to get luggage from the ground floor?” I did not 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 friend with her.” I hurried and caught up with her.
	Answer the questions below:
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 ?
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