Thiết kế bài giảng Tiếng Anh 11 tập 1 part 1 pot

Về nội dung: Sách được viết theo đúng trình tự các bài học trong sách giáo khoa lớp 11: gôm 16 bài, mỗi bài được chia thành từ 5 đến 6 tiết.. Ở mỗi tiết học déu chỉ rõố mục tiêu, đồng th

NGUYEN THUY MINH - LUGNG QUYNH TRANG

THIET KE BAI GIANG

TIENG ANH

1] TAP MOT

HA XUAT BAN HA NOI

_/ồt nói đầu

Để hỗ trợ cho việc dạy, học môn Tiếng Anh 11 theo chương trình sách giáo

khoa (SGK) mới ban hành năm học 2007 — 2006, chúng tôi biên soạn cuốn Thiết

kế bài giảng Tiếng Anh 11 sôm hai tập Sách giới thiệu một cách thiết kế bài giảng Tiếng Anh 11 theo tỉnh thân đổi mới phương pháp dạy học nhằm phát huy

tính tích cực nhận thức của học sinh (HS)

Về nội dung: Sách được viết theo đúng trình tự các bài học trong sách giáo khoa lớp 11: gôm 16 bài, mỗi bài được chia thành từ 5 đến 6 tiết Ở mỗi tiết học déu chỉ rõố mục tiêu, đồng thời chỉ rõ các công việc chuẩn bị của giáo viên (GV), các phương tiện trợ giảng cân thiết nhằm đầm bảo chất lượng từng tiết học trên lớp

Trình tự các bước tiến hành bài giảng được chia thành các hoạt động: Kiểm

tra bài cũ, Hoạt động bài mới, Củng cố kiến thức, Bài tập về nhà và Hoạt động

bổ trợ Hoạt động bài mới được thiết kế thành những hoạt động 1, 2 theo các

phần nhỏ đúng trình tự trong sách giáo khoa Ở mỗi hoạt động nhỏ này đều được

thiết kế theo mô hình “Pre- While — Post” cho từng kĩ năng Hoạt động bổ trợ

bao gồm các trò chơi, bài tập bám sát nội dung của tiết học Giáo viên có thể lựa chọn và lồng shép vào các hoạt động khác trong tiết học hoặc tiến hành sau khi

đã hoàn thành các hoạt động chính trong bài

Về phương pháp: Sách đã cố gắng vận dụng phương pháp dạy học mới để chuyển tải từng nội dung cụ thể của bài học Ở mỗi tiết học tác giả đưa ra một

loạt các hoạt động lông ghép như: xem tranh, đoán tranh, làm việc theo cặp, theo nhóm, nhằm phát huy tính tích cực, tự giác trong học tập của học sinh Đặc biệt, nhằm hình thành đồng thời cả 4 kĩ năng: nghe (listeHing), nói (speaking), đọc (reading), viết (writing) tiếng Anh, sách đã tập trung nhiều vào hoạt động luyện tập trong mỗi giờ học Ngoài ra, sách đưa ra các tình huống

giao tiếp và trò chơi thích hợp, nhằm giúp học sinh có điều kiện củng cố vững chắc bài học

Chúng tôi hi vọng cuốn sách sẽ là tài liệu tham khảo hữu ích cho các thây,

cô giáo dạy môn Tiếng Anh l1 trong việc nâng cao hiệu quả bài giảng của

mình Đồng thời rất mong nhận được ý kiến đóng góp của các thầy, cô giáo và các bạn đọc gần xa để cuốn sách ngày càng hoàn thiện

TÁC GIẢ

4 1 FRIENDSHIP

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, skimming for general information, and guessing meaning in context

— Use the information they have read to discuss the topic

Time Steps arrangement

WARM - UP

6 Competition game — Network Group work

— T prepares a handout with a network of the word

Work

Time Steps arrangement

— 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

BEFORE YOU READ

10 Discussing the picture and poem Pair work

— T asks the whole class to look at the picture on page & Tế

class

12 and asks them some questions:

+ What are the girls and boy doing 1n 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

— 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 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 (bên vững, lâu đài)

To be concerned with: quan tam t0i ai, cdi gi

Time Steps Work

arrangement

Constant (adj): happening all the time or repeatedly,

that does not change (thường xuyên, không thay đôi)

Constancy (n):sự không thay đổi

Rumour(n): piece of information, or a_ story, that

people talk about, but that may not be true (tin don)

Gossip (n): informal talk or stories about other people's

private lives, that may be unkind or not true (chuyén

ngôi 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 (su tin

tưởng)

Sorrow (n): a feeling of great sadness because sth very

bad has happened (sự đau khô)

Pursuit (n): something that you give your time and

energy to, that you do as a hobby (sự theo đuổi, đam

mé)

— If there 1s some time left, T may ask some Ss to make

sentences with the above words to check their

understanding

6

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 Whole

class, individual work & pair work

Time Steps Work

arrangement

stop at the lines that contain these words to guess their

meanings (except for the word ‘friend’ as this word 1s

familiar with Ss)

— Ss guess the meaning of the words based on the

contexts in the sentences For example, to guess the

meaning of unselfish Ss may realize 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 1 the word

to fill in should be an adjective; in sentence 4 the two

words should be nouns

+ Read the first sentence carefully to understand the

meaning roughly Read the words / phrases 1n the box

to choose the most suitable one to fill in the blank

+ Continue with the rest of the sentences

— 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

adequately sums up the ideas of the whole passage individual

— T gets Ss gets Ss do the task individually and then find a peer work & pair y p

to compare their answer with T might want to give work 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' 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:

to do the task: work

+ First, skim the six questions to understand them As

Ss do this they:

e underline the key words For instance, in question 1 Ss

can underline what, first quality, friendship

e decide what information they need to find 1n the text

e look for questions words like "why" which indicates

10

Work

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 them 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 cannot 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 tell

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,

paragraph 4)

4 Because if not people cannot feel safe when telling

the other their secrets (line 1 — 3, paragraph 5)

5 Because they cannot 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 sympathise with his / her

friend Where there is no mutual sympathy between

friends, there is no true friendship (last paragraph)

11

Work

time Steps arrangement

AFTER YOU READ

10 Instruction: You are required to work in pairs to Pair work, discuss the question in the textbook group work

& whole

— T asks Ss to work in pairs to discuss the question in ;

— T goes around to help Ss when necessary

— When all pairs have finished, T asks every two pairs

2 — T summarises the main points of the lesson Whole class

— T asks Ss to learn by heart all of the new words and

do the extra exercise as homework

who (1) write to each other, particularly via REGULAR postal mail

A penpal (2) is often used to practice RELATION writing and reading in a foreign language, improving

literacy, to learn more about other countries and

life—styles, and to ameliorate (3) As with LONELY

any friendships in life, some people remain penpals

for only a short time, while others continue to

exchange letters and presents life-long Some

12

penpals (4) arrange to meet face to face EVENTUAL Penpals come in all ages, (5) and cultures NATIONAL Pals may seek new pen friends (6) on their BASE

own age group, a specific occupation, hobby, or

select someone (7) different from them to gan TOTAL

knowledge about the world around them Being part

of a penpal network can be a way to gain a valuable

(8) of the world, and an appreciation for UNDERSTAND cultures and lifestyles very different to your own

By the end of the lesson, Ss will be able to:

Describe the physical characteristics and personalities of their friends, using appropriate adjectives

— T divides the class into small groups of 3 — 4 students

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 two big

copies of the word search and hangs them on the board

T calls two 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

The adjectives in the box bellow are hidden in the

puzzle Find them as quickly as possible

tall medium handsome

beautiful honest sincere

caring understanding humorous

12' | Instruction: You are going to look at the picture of four eee class pair work

people on page 15 and describe them in pairs

— Before letting Ss do the task, T asks them to read

Useful language on page 16 T may ask if Ss know the

meanings of the adjectives provided

— T elicits or teaches some words:

Forehead (n): (T points at his / her forehead) tran

Crooked (adj): an adjective you can use to describe

one s nose (mi khoăm)

— T may ask Ss to provide some adjective / expressions

used to describe people's appearance She may also give

Ss a handout of these adjectives and expressions

15

Time Steps Work

Build slim, plump (bu bam, day đặn),

overweight (béo phi), obese (béo phi), thin (gay), muscular (vam vG), athletic, stocky (thap va chac nich), well-built (lực lưỡng), of medium / average / normal build

Hair Normal order of adjectives used to

describe one's hair: length, style and colour

+ length: long, short, shoulder-length (ngang vai)

+ style: straight, wavy, curly, crew-cut (dau cua)

+ colour: black, grey, red, brown Others: a fringe (mai), a bun (bui toc), plait(s) (dudi sam) (to wear one's hair In

a bun / a plait / plaits), receding (sói, tóc hot ra sau), bald

Face oval, round, large, square, skinny,

chubby (phung phinh), long, with high cheekbones (go ma cao)

Eye small, big, black, brown, blue

Nose straight, crooked (khoam), turned-up

(héch), big, small, flat (tet)

Chin pointed chin (cam nhon), double chin

(hai cam), no chin