Giáo án Anh 11 - Unit 1: Friendship

Unit 1 : FRIENDSHIP Lesson 1 : READING I. 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. II. Method: - Communicative approach III. Skills : Integrated skills ( Especially reading skill) IV. Teaching aids: Text books, pictures ,chalk, ….. V. Teaching stages : Stages Activities Content Warmer 5’ Before you read 10’ While you read 19’ After you read 8’ Wrapping up (2’) Home work (1’) T writes the sentence on the board and ask sts to fill in the blanks with the suitable words . Sts do in individual then discuss to the next. T asks sts to answer Others remark and correct. Discussing the picture and poem -T asks the whole class to look at the picture on page 12 and asks them some questions: - T asks Ss to work in pairs to read the short poem on page 13 and answer the question: “ What do you think of the friend the 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: -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. Setting the scene: -T introduces 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. -Task1. - Then T instructs Ss to read the passage quickly and stop at the lines that contains these words to guess their meanings ( except for the word ‘friend’ as this word is familiar with Ss). - Ss should read through the sentences provided in the task to identify the part of the word to fill in each blank. - T asks Ss to work individually to do the task. - T goes around to help Ss when necessary. - T asks Ss to exchange their answer with other students. - T asks Ss for their answers and tells them to explain their choices. - T gives feedback and correct answers. Task2 . -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 instructs Ss to do this task with some strategies to find the main idea of the passage - T calls on some Ss to give their answer and asks other Ss to stay whether they agree or disagree. - T gives feedback and the correct answer. Task3 . -T asks Ss how to do this task if they don’t remember, T may instruct them some strategies to do the task: -Sts do the exercise in individual then discuss in pair - T calls on some Ss to write their answers on the board and ask them to explain their choices. - T gives feedback and correct answer. -T asks Ss to work in pairs to discuss the question in the book. - T goes around to help Ss when necessary. - After their finish, T asks every two pairs to share ideas. - T calls on some Ss to report their ideas to the class. - T gives feedback. -T summarizes the main points of the lesson. - T asks Ss to learn by heart all of the new words. Prepare the next period A ___________ in need is a ___________ indeed. Expected answer : A friend in need is a friend indeed. Questions: + What are the girls and boys 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 seem very happy because I can see their smile. + The picture tells me that friends can happily do many things together. / Friendship is a nice thing that brings happiness to us. Vocabulary: 1.lasting (adj) (explanation): 2. constant ['kɔnstənt](adj): (explanation): g constancy (n): 3. rumour ['ru:mə] (n):(definition): 4. gossip ['gɔsip] (n): (definition): 5. trust [trʌst] (n): (synonymy)= belief 6. sorrow ['sɔrou](n): ( synonymy)= grief. 7. pursuit [pə'sju:t] (n)( synonymy)= hobby=pastime. TASK 1: Fill each blank with one of the words in the box. (8’) Expected answer 1. mutual 2. incapable 3. unselfish. 4. acquaintance/ friend. 5. give and take 6. loyal to 7. suspicious. Task 2 (5’): Instruction: You are to read the passage again and decide which of the choices A, B, C or D most adequately Expected Answer: B Task3 : Instruction: Ss are required to answer the six questions in the book. Expected answer 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 friendship.( 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 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, paragraph 4). 4. Because if not people can’t feel safe when telling the their other secrets. 5. Because they can’t keep a secret, either of their own or of others. (line 3-4, paragraph 5). 6. The last quality is sympathy. It tells us/ me that to be a true friend one must sympathize with his or her friend. Where there is no mutual sympathy between friends, there is no mutual sympathy between friends, there is no friendship. ( last paragraph) . Instruction: You are required to work in pairs to discuss the questions in the text book: “ Why do we need to have friends?”. The report the results of your discussion to the class. Prepare part B- Speaking. 16.08.2010 Unit 1 : (cont )- Speaking I.Aims : By the end of the lesson students will be able to describe the physical characteristics and personalities of their friends, using appropriate adjective II. Method: - Communicative approach III. Skills : Integrated skills ( Especially speaking skill) IV. Teaching aids: Text books, pictures ,chalks, ….. V. Teaching stages : Stages Activities Content Warm- up 6’ T gives two pictures of famous person T gives some words that Ss can use to do Sts work in group T helps them T checks the answer. * Stick the right words on some pieces of paper to the picture to describe them *suggested : Tall, good-looking , oval, straight , ….. Before you speak 5’ T gives handout Sts work in group. T asks some representatives to give their answers T asks others to remark and corrects T introduces the lesson Handout :Match the right questions to the right answers : A B 1. What is she like ? 2. What does she look like ? 3.. How is she ? a. She is fine. b. Tall and beautiful. c. Pretty and easygoing Sugested answer : 1.b 2. c 3. a Describing physical characteristics and personality of a person While you speak 10’ 14’ Task1 : T asks Ss to open the books Sts do the exercise by using the “ useful language “ in page 16. -T may ask Ss to provide some adjectives/ expressions used to describe people appearance. T can also explain the words if necessary. Sts work in group T goes around and helps them if necessary T checks in front of class T makes model conversation with a st Sts practice speaking in pair T goes around to check and helps them. T calls on some Ss to present their answers in front of the class. T gives feedback. Task 2 : T asks Ss to do in pairs (one asks and other answers) to describe their friends by using some useful expressions. T can explain some useful expressions. T goes around to help them if necessary. T calls on some pairs to practice in front of class. Task1 : Look at the the useful language and add two more words for each category : Height : medium, height, rather short, too tall .. Face : round, long – high cheek bones , a scar Forehead : high, low Nose : long, straight, flat, turned-up Hair : long medium length , straight, curly, wavy, bald, thin Eyes : green, blue, brown, gray Pants : flar , baggy Appearance : plain, attractive, well-dressed, casually- dressed Mouth : heart-shaped, wide, generous, thin / full lips Chin : pointed , firm, weak Build : thin, slender, muscular, plump, heavily built, overweight, fat Age : young, middle age, elderly, old, Task 2 : Useful expression : He is in his …………… He has got a ……face with ………… He is of medium height . He wears his …………………… His hair is ……………. * Model : T : Could you tell me something about your friend? What’s he like ? S: Oh, he is very friendly . He is the kind of person who is always willing to give help. T : What does he look like ? S : Tall and good-looking. After you speak 8’ T explains the situation Sts work in group to make questions or facts about a famous friend based on the suggestions in the textbook T is around and helps them. T check in front of class T asks Ss to read the words( page 17) T makes example with a student Sts practice speaking in pair T goes around and helps them T concentrates some common errors or difficult problems in front of the class. TASK 3 : A. Making questions : 1. What’s his name ? / Could you tell me his name ? 2. What’s he like ? / What does he look like ? / Is he .? 3. what is his date of birth? When was he born ? 4. What’s his hobby?What does he do in his spare time ? 5. Why is he so interested in math ? 6. How long does it take him to study math ? How much time does he spend on math everyday? 7. What made him so successful ? B Model : A. Hello, I’m Tan, a journalist for Hoa Hoc Tro magazine. B : Hi : I’m Nam. Nice to meet you. A. I hear you are Minh’s closest friend. Could you give me some information about Minh ? B. Sure. No problem. A: Has Minh just won the first international price in mathermatics ? B: Yes, That’s right. He did a good job and we are so proud of him. A: So he has to work very hard on this subject? How much time does he spend on it everyday ? B: I’m not sure but he studies it nearly every night. Math is his favorite subject. A: Do you know why ? B: He always says it is so useful and interesting. Both his parents are mathermatics teachers. A: Oh, I see … Thank for giving me time. Bye B: You’re welcome. Bye . Wrapping up 2’ Home work 1’ T summarizes the main points. T asks Ss to practice the dialogue of describing a person at home again T asks sts to prepare for the next period. Write a short paragraph about the famous friend you have just talked about. Prepare “ listening” Unit 1 : ( cont) : LISTENING I. Aims : By the end of the lesson students will be able to : - understand about the activities of a labourers - Hear and give the number in the pictures - hear and take notes II. Method: - Communicative approach III. Skills : Integrated skills ( Especially listening skill) IV. Teaching aids: Pictures, a tape/CD , handouts V. Teaching stages : Stages Activities Content Warm –up 5’ Sts close the books T can lead to the lesson by asking some questions. Sts work in pair T can help Ss by providing some popular expressions. T calls on some Ss to answer. T remarks and corrects any mistakes if necessary. T leads into the new lesson. Questions : 1. Who is your best friend ? 2. How did you have to meet him or her ? 3. How long have you know each other? 4. What qualities do you admire in your best friend? Suggested answers: Qualities that we admire in our best are: caring, supportive, helpful, honest, good-nature, quick-witted, humorous, friendly. Before you listen 10’ Pre-teaching vocabulary. -T helps Ss to pronounce the words given in the book . T may read aloud firstor play the tape and ask Ss to repeat in chorus and individually. - T elicicts / teaches some of these words or/ and those taken from the listening passage. - T may get Ss to make sentences with the words and gives corrective feedback. -Sts open the book and read “ listen and repeat” and write down. Vocabulary: Apartment building (n)(translation): Guitarist(n) (picture) sense of humor( n) (explanation) rough time (n) (synonym)= difficult time give sb a ring= phone sb. While you listen 10’ 10’ T asks sts to read the sentences in task 1 T explains the meaning of the words Sts hear the first time T checks if sts have the answers Sts hear the second time T checks Sts hear the third time, T pauses the record at the right answer T gives situation Sts read the requirement Sts hear the first time T checks if sts have the answers Sts hear the second time T checks Sts hear the third time, T pauses the record at the right answer TASK 1 Words : Living quarter, to have things in common, to help someone out of difficulties. Expexted answer : Lan 1 2 3 4 5 6 F F T F T F Long: 1 2 3 4 5 6 F F T T T F TASK 2 Expected answer : How and where did they meet? What do they like about their friends? Lan They used to live in the same apartment building in Hanoi Lan went on a holiday to Do Son and Ha went there to help her Ha is very friendly and helpful. Ha’s sociable . She’s got many friends in Do Son and she introduced Lan around. Minh 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 for plays and movies. Minh is a good listener. Minh is frienly and helpful. After you listen 8’ Sts work in group, speak ask and answer how Long and Lan made friend with Ha and Minh. Wrapping up 2’ T summarizes the main points of the lesson. T asks sts to prepare for the next period In not more than 100 words write about how and your friend has become best friend Prepare writing Unit 1 ( cont ): WRITING I. Aims : By the end of the lesson students will be able to write about a friend, real or imaginary, using the words and expressions that they have learnt in previous lessons. II. Method: - Communicative approach III. Skills : Integrated skills ( Especially writing skill) IV. Teaching aids: Text books, pictures ,chalks, ….. V. Teaching stages : Stages Activities Content Warm –up 5’ -T introduces the game : One student goes to the board and T gives him or her a piece of paper with the name of a student in the class. - T asks the student to describe the person so that other people can guess exactly who is the person that he is describing? -The student may describe: He/ she is a girl/ boy. He/ she is tall / short. Is she short-sighted? Is she friendly? Activity 1 10’ Categorizing -T gives handout and explains the way to do. T asks the Ss to work in groups of four or five to put the adjectives under the following headings: -T goes around to help them T asks sts to answer T checks Handout : Tall short dark long blue round fair smooth square high pointed open-hearted sincere large slim sociable weather-beaten fat overweight thick oval sincere helpful generous studious intelligent patient calm, in her/ his late teen ( 18, 19 years old), a middle-aged woman/ man, 20 years old, plain, good looking, beautiful, handsome. - Suggested answer Hair Short/long/ thick Eyes Blue, round, dark, large Build Overweight Slim, fat Face Round, square, oval. Nose High, flat, pointed Complexion Fair, smooth, weather beaten Personalities Open-hearted, sincere, sociable, helpful, intelligent, patient, calm Age in her/ his late teen ( 18, 19 years old), a middle-aged woman/ man, 20 years old General appearance: plain, good looking, beautiful, handsome. Activity 2 20 TASK 2 Sts open the book T requires T guides sts to read the sentences in book Sts practice writing in each phrase T helps and can gives some models to make it easy for sts to write Sts practice writing in group T checks and helps Models : To be in her / early/ middle/ late fifties.. She has got a ………………. In character , she is like her father ………… She has ………………… Her hair is ………………………… Suggested answer: 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. Activity 3 8’ TASK 3 T ask sts to exchange their task to each other Sts correct their friends’ witing T asks sts to read the best writing as an example Sts’s tasks Homework 2’ T asks sts to prepare for the next period Write their tasks Prepare language focus Unit 1 ( cont ): LANGUAGE FOCUS I. Aims : By the end of the lesson , the students can : - distinguish between the two phonetic sound / t∫/ and /dʒ/ - pronounce the words and sentences containing these sounds correctly. - use some structures containing infinitives with and without to appropriately. II. Method: - Communicative approach III. Skills : Integrated skills ( Especially skills) IV Teaching aids : textbook , handout, CD player. V. Teaching stages : Stages Activities Content Warm –up 5’ Arrangement: -T writes the words or phrases on the board -Ask Ss to arrange the words or phrases in a correct sentence. -Sts remark the common sound of the word groups. - T calls on some Ss to answer. - T gives feedback and correct answer. - T asks Ss to read the common sounds: / t∫/ and /dʒ/ that the words containing. -T lets sts read the sound/ t∫/ and /dʒ/ / twice T lets sts repeat the sentence T leads the lesson Arrangement: The/ changed/ in the church/ the picture/ of the village/ children. Expected answer: The children changed the picture in the church of the village. Pronunciation 10’ Pronouncing the two sounds separately. T introduces and models the two sounds / t∫/ and /dʒ/ / a few times and explains the differences in producing them. T plays the tape ( or reads ) one for sts to hear the words containing these words containing these two sounds. The T plays the tape ( or reads) again and this time asks Ss to repeat after the tape (or T) Pronouncing the words containing the sound. T reads the words in each column all at once T reads the words again and asks Ss to repeat them. T asks Ss to practice pronouncing the words in pairs. T goes around providing help. T asks Ss to pronounce the words and gives correction if necessary. Pronouncing sentences containing the sounds T reads the sentences and ask Ss to underline the words with the sounds and write / t∫/ and /dʒ/ under them T asks Ss to practice pronouncing the words in pairs. T goes around providing help. T asks Ss to read the sentences and gives feed back. Sounds / t∫/ and / dʒ/ TASK 1 : * Listen and repeat : / t∫/ / dʒ/ Children mutual jam dangerous Changeable church Joke passenger Cheese which cheese which Practice reading aloud these sentences. 1. Just outside the village, there’s a bridge. 2. Jane always enjoys George’s joke 3. Two jeeps went over the edge of the bridge. 4. Which picture do you think the child wants to change? 5. Mix the mushrooms, chilli and cheese. 6. Do you like French salad and fish and chips? Grammar and vocabulary 27’ 1. To infinitive: a) Presentation T writes some examples on the board and underline the to+ ininitive: T asks Ss to comment on the use o to+ infinitive in these examples. T reviews the form and use of to+ infinitives in these examples. b)Exercise 1 - T asks Ss to do exercise 1 individually. -Ss have to write sentence by sentence by using the words given. -T asks them to compare answer with their partners. Sts discuss and check their classmate’s - T calls on some Ss to go to the board to write down their answers. -Others remark and correct -T checks their answer 2. Infinitive without to( bare infinitive) a) Presentation -T calls on some Ss to give out some verbs that are followed by bare infinitives b)Exercise2 - T asks Ss to do exercise 2 in pairs. Ss have to write sentence by sentence by using the words given. -T asks them to compare answer with their partners. Sts discuss and check their classmate’s - T calls on some Ss to go to the board to write down their answers. -Others remark and correct -T checks their answer 1. To infinitive: a) Presentation - What do you get up early every morning for? - I get up early to walk. - Oh, I like to walk ,too. But I have a lot of work to do. - But today the weather is too bad for me to walk. 1. “To- inf “ is used : * to indicate the purpose : Ex: I get up early to walk. * as a modifier to replace a relative clause Ex: I have a lot of work to do ( which I have to do) * as an object of a verb Ex: I like to walk. * as an subject Ex: It is healthful to walk every morning. * in idiomatic expression : Ex: The weather is too bad for me to walk today. b) Exercise 1 : Expected answer : 1.who wants something to eat? 2.I have some letters to write. 3.I am ( was ) delightful 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. 2. bare inf is used : a) Presentatio * let/ make + O + bare-inf Ex: They make me feel disappointed. * following : had better , would rather, perceptive verbs ( see, smell, feel, watch…) Ex : You had better stay at home tonight. Exercise 2 : Sentence transformation: Expected answer : 1. The police watched them get out of the car. 2. They let him write a letter to his wife. 3. I heared 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? Wrapping and home word 3’ T summarize the main points T asks sts do the exercise at home Handout Pick out the inf in the following sentences and describe the function of each 1To find fault is easy. 2.It is delightful to hear the sound of the see. 3.The dog wants something to eat. 4.I saw him run the mile in four minutes. 5.Everybody wishes to enjoy life. 6.He is too ill to do any work. 7.I am not afraid to speak the truth. 8.He went to Paris to perfect his knowledge of French. Prepare Unit 2 ( reading)