Giáo án Tiếng Anh lớp 11 nâng cao phần 1 (giải bài tập tiếng Anh 11 nâng cao)

Đây là một bộ tài liệu hay, có chất lượng cao, giúp các thầy cô trong việc giảng dạy và giúp các em học sinh củng cố và nâng cao kiến thức và luyện thi. Hy vọng bộ tài liệu sẽ giúp ích cho các thầy cô trong việc bồi dưỡng HSG và giúp các em học sinh học tập tốt bộ môn và luyện thi đạt kết quả tốt.

ThiÕt kÕ bµi gi¶ng

tiÕng anh 11 - n©ng cao, tËp mét

Lời 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 ư 2008, chúng tôi biên soạn cuốn

Thiết kế bài giảng Tiếng Anh 11 nâng cao gồm hai tập Sách giới thiệu một cách thiết kế bài giảng Tiếng Anh 11 theo tinh thần 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: gồm 16 bài, mỗi bài được chia thành từ 7 đến 8 tiết ở mỗi tiết học đều chỉ rõ mục tiêu, đồng thời chỉ rõ các công việc chuẩn bị của giáo viên, các phương tiện trợ giảng cần thiết nhằm đảm 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 “Preư 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 (GV) có thể lựa chọn và lồng ghép 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 lồng 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 (listening), 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 thầy, cô giáo dạy môn Tiếng Anh 11 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

Unit 1 friendship

Period 1 & 2 (Reading)

I Aim

Reading a passage about friendship

II Objectives

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

− talk about an old friend who they remember and discuss the qualities of a good friend and the elements of a long lasting friendship

− improve reading skill through True, False and Sentence Completion exercises

III Materials

Textbook, whiteboard markers,

Pictures of friends or diaries recording sweet memories with friends

IV Anticipated problems

Ss may not have enough vocabulary and ideas to talk about friendship and qualities of a good friend

V Procedure

12’

Warm-up Group work

Have Ss work in groups of 3 to 4 and talk about a

friend who they remember well but haven’t seen

for a long time

Group work

Prompts for talk:

When you last saw him or her?

What was he/she doing then?

What he/she was like?

Where he/she is now?

If you would like to get in touch with him or her

again (Why / Why not?)

Call on some Ss to talk about their friends in

front of the class

Gather ideas and lead in the lesson: Friendship

13’ Vocabulary pre-teach pre-reading

stuffed animals (n): toy animals stuffed with

straw, beans, cotton or other similar materials

Some stuffed animals are very old – home made

cloth dolls stuffed with straw go back to at least

the 1830s Stuffed animals are also known as

plush toys and soft toys and of course the teddy

bear (thú nhồi bông)

break into tears (v): translation (oà khóc)

detention (n): the act of being detained, kept to

oneself (tình trạng cầm tù)

confide in somebody (v): share intimacy or

privacy with someone (chia sẻ, tâm tình với ai)

have positive effect on (v): have good influence

on someone (có ảnh hưởng tốt)

depression (n): the state of being sad, depressed

and stressed (sự buồn chán, suy sụp)

anxiety (n): the state of being nervous, worried

(sự lo lắng)

evolve (v): to grow, develop (phát triển, lớn lên)

common interests (n): shared hobbies (sở thích

chung)

Whole class

distant with people (a): away from people (xa

lánh mọi người)

Checking technique

Sentence modeling

Ask Ss to make sentences with the new words

above Call on several Ss to make sentences with

the same word to make sure Ss understand the

meaning of the words

15’ While-reading Task a - Matching

Ask Ss to read the text A and match the grade

with the opinions about friendship

Note that the opinions in the task are paraphrased

so Ss must understand the meaning of the

opinions before doing the task

Give correct answers:

1 c

2 b

3 a

Have Ss write full sentences Begin the sentences

like this: In eighth grade, your idea of a good

friend is someone who…

Call on some Ss to read aloud their sentences in

front of the class

Comment and give correct answers:

1 In eighth grade, your idea of a good friend

is someone who packs up your toys and old stuff and who empathizes with you in bad times

2 In ninth grade, a good friend is someone who is on your side through good and bad times

Individual work

15’

15’

3 In tenth grade, a good friend lets you copy

his or her paper in an exam

Task b - Gap-filling

Ask Ss to read text B individually and check

whether the statements are true or false

Note: T should ask some Qs or give Ss the topic

of the text: Friendship /Qualities of a best friend

Have Ss compare their answers with a friend

Call on some Ss to explain their answers in front

of the class

Ask Ss to support their answers with the

information in the text

Give correct answers:

Task c - Sentence completion

Have Ss work in pairs and complete the

sentences by using the words from the two texts

Make sure Ss understand the meaning of the

words in the texts because these words are used

Pair work

1 burst into tears

What’s your own idea of a good friend?

Encourage Ss to express ideas of their own

Go round the class and provide necessary

vocabulary for discussion

Gather ideas and have final thought on the topic

Optional activity

Explicit the meaning of the proverb:

A friend in need is a friend indeed

(A friend who helps out when we are in trouble

is a true friend - unlike others who disappear

when trouble arises.)

Ask Ss for their opinions about the proverb

Famous quotes about friendship

1 A real friend is one who walks in when the rest of the world walks out

(Một người bạn thực sự là người bước vào vào đến bên bạn khi tất cả mọi người đã bỏ đi.)

2 Friendship is one mind in two bodies (Tình bạn là một tâm hồn trong

hai cơ thể.)

3 If you judge people, you have no time to love them (Nếu cứ xét nét

bạn bè thì bạn sẽ không có thời gian để yêu thương họ.)

4 Misfortune shows those who are not really friends (Khó khăn trắc trở

sẽ cho bạn biết ai không phải là bạn bè thực sự.)

5 Friendship is always a sweet responsibilty, never an oppourtunity

(Tình bạn luôn là một trách nhiệm ngọt ngào, không phải là cơ hội.)

6 A good friend is hard to find, hard to lose, and impossible to forget (Một người bạn tốt thì khó tìm, khó mất và không thể quên.)

7 Time isn't what makes a friendship last It's love and devotion that keeps the tie between souls (Thời gian không làm nên một tình bạn

bền lâu Tình yêu và sự hết mình sẽ gắn kết hai tâm hồn lại.)

8 The secret to friendship is being a good listener (Bí quyết để có một

tình bạn bền lâu là hãy biết lắng nghe.)

9 Everyone hears what you say Friends listen to what you say Best friends listen to what you don't say (Ai cũng nghe thấy bạn nói Bạn

bè lắng nghe những gì bạn nói Những người bạn tốt nhất sẽ nghe bạn nói kể cả khi bạn không nói gì.)

10 When you are looking for a friend, don't look for perfection, just look for friendship (Khi tìm một người bạn, đừng đi tìm sự hoàn hảo mà

cuộc sống của bạn sau cơn bão.)

14 If you can buy a person's friendship, it is not worth having (Nếu bạn

mua được tình bạn thì nó chẳng còn giá trị gì nữa.)

15 Make friends before you need them (Hãy kết bạn trước khi bạn

cần họ.)

16 Make new friends, but keep the old, one is silver, the other is gold

(Hãy kết bạn mới và giữ bạn cũ vì bạn mới là bạc và bạn cũ là vàng.)

17 You will never have a friend if you must have one without faults (Bạn

sẽ không có bạn nếu bạn muốn có một người bạn không khuyết điểm.)

18 You can make more friends by being interested in them than trying to have them be interested in you (Bạn có thể có nhiều bạn hơn bằng

cách hãy quan tâm đến họ hơn là làm mọi cách để họ quan tâm đến bạn.)

Period 3 (Listening)

I Aim

Listening about a description of a friend

II Objectives

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

− discuss further the good and bad qualities that a friend may have by using

a variety of adjectives such as athletic, reserved, dynamic,…

− enhance listening skill through checking the right words they hear and answering questions in the book

III Materials

Cassette, tape recorder,…

IV Anticipated problems

Ss may have difficulty in understanding several expressions in the tape

V Procedure

10’

Warm-up Matching

Have Ss work in groups and match difficult

adjectives in column A with their appropriate

Make sure Ss understand the words and know how

to use them properly before moving to the

Pre-listening activity

7’ Ask Ss to look at the list in the book and find five Pre-listening

words (or more) which best describe him or her by

checking the boxes

Have Ss discuss the list with a partner

Note: Ss may use the words which are not in the list

to describe themselves correctly if necessary

Gather ideas from Ss and raise further questions to

get Ss engaged in the class activities

Suggested questions:

Individual work and Pair work

If you have only one word to describe A (a student in

the class), which word will you use?

…………

7’

8’

While-listening

Task 1 - Checking the words

Set the scene

You are going to listen to a letter from Jack, Sinh’s

pen pal, writing about Mai Tran, his new

Vietnamese friend, living in Sacramento, California

Listen and check (√) what is true about Mai

Tell Ss to look at the list of words and further

explain if needed

Play the tape more than once if necessary

Call on some Ss to give their answers in front of the

Task 2 - Answering questions

Play the tape again and have Ss answer the questions

in the book

Ask Ss to compare the answers with a friend

Note that Ss have to write the answers in full

sentences

Give correct answers:

1 He met her on the occasion of his cousin’s

birthday

Individual work

Individual work

2 She is going to travel back to Viet Nam this

summer

Listening script

Dear Sinh,

Thank you very much for the postcard of ethnic girls

in your country Their costumes look so beautiful

and colorful By the way, I’ll tell you about a new

friend of mine, Mai Tran, who lives near my uncle’s

house in Sacramento, California You may be

curious to know how I met her and what she is like

Well, I met her in my cousin’s birthday party Mai is

one of his classmates She is of our age 17 and very

sociable and practical It was her rosy plump face

with the two dimples on her cheeks that attracted me

at the first look She looks athletic with her hair cut

short and casual clothes – jeans and a T-shirt Later

on, I found out that she is rather sociable, sensitive,

and enthusiastic Curiously enough, Mai has the

same taste in information technology and music as

you and I She told me she would travel back to Viet

Nam with her family this summer and invite me to

visit her hometown in Hue I haven’t decided yet, but

I consider the invitation seriously because I would

love to visit your country and meet you again How

have you been doing with your school work? Please

write soon

Best wishes,

Jack Green

10’ Have Ss work in pairs and discuss what their decision Post-listening

would be if they were Jack and explain the reasons

Encourage Ss to have ideas of their own to discuss

with each other

Pair work

Call on some Ss to explain their answers in front of

the class

Make necessary comments and corrections

Give suggested answers:

…If I were Jack, I would accept Mai Tran’s

invitation to Viet Nam because this is a new country

to me I’ve read a lot about the country and people

of Viet Nam in newspapers and magazines, but I

haven’t actually visited the country and the way how

people live in their cities and towns I would like to

try some real Vietnamese food and drinks, etc

…If I were Jack, I wouldn’t accept the invitation

because I have to take an important examination this

summer/ I have to go to the countryside to attend my

Put the following adjectives into two columns: Good and Bad qualities

friendly, arrogant , honest, moody, determined, mean, thoughtful, miserable, energetic, selfish

Period 4 (Speaking)

I Aim

Making friends

II Objectives

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

− use different expressions to introduce themselves, check information, make offers and comment on the situations when making friends

III Materials

Textbook, handouts of useful structures if necessary

IV Anticipated problems

Ss may feel embarrassed when acting out the party situation in the class T should encourage shy Ss to help them actively engage in the party

V Procedure

7’ Brainstorming Warm-up

Have Ss work in groups and make a list of

things they would like to know when they first

met a new friend

Gather ideas and suggested answers:

8’ Explicit the task: Check the expressions that Pre-speaking

you may use to start a conversation in a

multi-school party

Further explain the term multi-school party if

necessary

Call on some pairs to explain their answers in

front of the class

Comment and give correct answers:

Hi! My name’s…

Hello Have we met before?

It’s a great party, isn’t it?

Hi! You look familiar Have you been in Grape

County School?

Haven’t I seen you at Alice’s party?

You’re from Malaysia, aren’t you?

Note: T is suggested to introduce more

expressions on the topic at Ss’ request

Pair work

Have Ss work in pairs and complete the

dialogues by using appropriate expressions in

the above activity

Call on some pairs to practice the completed

dialogues in front of the class

Make necessary comments and corrections

Give correct answers:

1

Sinh: (1) Hi! My name’s Sinh, by the way

Susan: And I’m Susan Hi!

Pair work

Sinh: Hi! (2) Try one of these cheese biscuits

They’re really tasty

Susan: Thanks Mm! (3) It’s really good, (4)

isn’t it? (5) Is there something to drink?

2

Jack: (6) It sounds great music, (7) doesn’t it?

Mai: Yes It sounds good

Jack: (8) Have I met you somewhere before? At

Sinh’s, for instance?

Mai: No I’ve never been there

Jack: So (9) are you a friend of Lan’s?

Mai: No I’m her cousin

10’

Post-speaking

Set the scene

Imagine that you are at a party in which you

meet many young people that you haven’t

known before Now act out the situation: Make

friends with people at the party by using

expressions that you have learned

Introduce more useful expressions if necessary

(See Supplements for details.)

Note: This activity is expected to be very

interesting Hence, T, up to particular

situations, may make it a real party so that Ss

Supplements

Extra expressions

Useful expression in making friends

Purpose Expressions Introducing yourself

By the way, my name’s…

I’m glad to meet you

I’ve heard a lot about you

Talking about weather

What a lovely/marvelous/terrible day

You’ll be glad when the rain is over

It looks like rain

…

Complimenting

What a lovely shirt!

This is a lovely place!

I must say, you’ve gotten a great presentation

…

Responses to some opening

questions

Haven’t I seen you somewhere before?

No I haven’t had the pleasure

Oh, yes We have already met, actually

…

Period 5 & 6 (Writing)

I Aim

Writing a narrative

II Objectives

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

− write a narrative of 130 - 150 words about a friend basing on the given

sample

III Materials

Textbook, whiteboard markers,…

IV Anticipated problems

Ss may not know how to write a vivid description of a friend

V Procedure

10’ Networks Warm-up

Have Ss work in groups and give all the words

describing appearance and character

The group which has the longest list will be the

winner

Group work

10’ Introduction to Narrative and Descriptive writings Pre-writing

Narrative is a kind of writing in which you report

events (i.e you tell someone about something that

happened) Narration is used in many different

situations A narrative paragraph is usually

organized in chronological (time) order That

means the exact name and place are introduced

Whole class appearance

character

10’

right in the topic sentence and the details are

written in the same order that really happened

Descriptive writing tells how something looks,

smells, tastes, or sounds A good description is

like a “word picture”; the reader can imagine the

object, place or person in his or her mind A

writer of a good description is like an artist who

paints a picture that can be seen in the mind of

the reader

Explain necessary words and expressions:

vicious (a): ác ý, ác tâm

timid (a): rụt rè, nhút nhát

imbecile (a): khờ dại

smart (a): thông minh

giggle (v): cười khúc khích

dimples (n): núm đồng tiền

at first sight (adv): cái nhìn đầu tiên

Task 1 - Gap-filling

Ask Ss to work in pairs and complete the passage

with the words from the box

Note that some words can be used more than

once

Make sure Ss have a rough understanding of the

passage before doing the task

Have Ss compare and discuss their answers with a

Have Ss work independently and number each

sentence to show its order in the piece of writing

Ask Ss to pay attention to the connectors such as

unfortunately, furthermore, however, … while

doing the task

Check the task in front of the class as a whole

Answers:

1 I met Trang at my cousin’s birthday party

two years ago

2 It was her cheerful face with the two

dimples on her cheeks that attracted me at first sight

3 She looked athletic in blue jeans and a

T-shirt, and she danced beautifully in the party

4 During the party, she was always

surrounded by a cheerful and noisy crowd

5 After the party, we met each other quite

often because we shared a common interest - playing chess

6 She was a decisive and smart player in the

game

Individual work

7 Furthermore, she was an interesting playmate because she was able to help me improve my playing strategies

8 Unfortunately, my family had to move to a big city

9 However, we still keep in touch through e-mails

10 I must say that Trang is one of my best friends now

30’ Explicit the task: Write a narrative between 130 – While-writing

150 words about one of your friends The words

and expressions in tasks a) and b) can help you

Watch the time to make sure SS write within the

time allowed

Go round the class and provide help when

necessary

Pick up some typical writings and comment in

front of the class as a whole

Give suggested writings:

Linh has been my best friend since we were in

grade 8 She is an attractive girl with short hair

and a cheerful face with dimples in both cheeks

We have shared our common interest, playing

badminton, and gotten along with a group of top

five through the previous years At the beginning

of this year, our group joined a relief activity in a

southern province Linh was our leader and her

decisions during the trip proved that our selection

was right She is a smart and decisive leader in

tasks At the same time, she is also very helpful

and a cooperative person when she works with

you Whenever you have a problem, you can talk

Individual work

to her to seek her advice I’m used to be her

“client” for years I must say, so far, Linh has

been my best friend I love and respect her for her

helpfulness, kindness, and cooperation

I met Mai at a social gathering some years ago

She is a friend of my friend’s She stood in the

room, among others, but looked very different

from them Her lovely and innocent face with rosy

cheeks seemed to brighten the room I was

attracted by the way she smiled and laughed when

she was talking with friends I came near to her

and introduced myself I still remember the lovely

smile and the dimples on the cheeks when she

greeted me Her voice was so soft and sweet when

she talked with you We became friends since that

day and up to now we have still gotten along well

She was also a very kind and charitable person in

social work as I found out when we went on a

number of charity trips together Now she is

studying in Australia, but we still keep contact

through mail

15’ Describing a friend Post-writing

Ask Ss to prepare a small talk about their friend

basing on the writing

Have Ss work in groups and talk about their

friend

Encourage Ss to talk about the good and bad

qualities of their friend

Call on some Ss to deliver the talk in front of the

class

Make necessary comments and corrections

Individual work and Whole class

5’ Summarize the main points Wrapping

1 To introduce an additional idea a In summary

2 To introduce an opposite idea b Therefore

3 To introduce a choice or alternative c However

4 To introduce a result d Otherwise

5.To introduce a conclusion or summary e Furthermore

Using descriptive adjectives

Revision of verb forms and linking words

II Objectives

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

− identify descriptive adjectives and use them appropriately

− master the use of different verb forms

III Materials

Textbook, whiteboard markers, handouts of extra exercises

IV Anticipated problems

Ss may find it confusing when giving the correct form of the verbs

V Procedure

7’ Jumbled words Warm-up

Write the words whose letters are in a random order

on the board All the words are adjectives to

describe appearance and character

Divide the class into two teams Ss from two teams

go to the board and write the correct words

The team which writes more correct words first will

5’ Word study

Presentation 1

Give brief information about adjectives

An adjective is a word whose main role is to modify

a noun or pronoun (called the adjective's subject),

giving more information about what the noun or

pronoun refers to Generally, adjectives form one of

the traditional eight parts of speech beside noun,

verb,

Descriptive adjectives are used to describe people,

places, etc,…

Adjectives often come:

before a noun: a beautiful girl

after "to be" or linking verbs such as seem, look,…:

She looked tired

Whole class

Have Ss work in pairs and underline the adjectives

in the given sentences

Ask Ss to explain their answers in front of the class

Make necessary comments and corrections

Give correct answers:

7 kind, prosperous, long

8 smart, quick, fast, apposite

Pair work

5’ Tell Ss to work individually and do exercise b): Fill Practice 2

in the blanks with words from the box

Give explanation of some difficult adjectives:

persistent (a): liên tục, kéo dài

bushy (a): rậm rạp

poisonous (a): độc

long loud piercing (a): thất thanh, the thé

Call on some Ss to read the completed text in front

of the class

Ask for comments from other Ss

Give correct answers:

5’ Explain the order of the adjectives in the sentences Presentation 2

Examples:

A tall young man

A large wooden table

An old English song

Ask Ss for more examples to make sure Ss

understand the general order of the adjectives in the

sentences

5’ Have Ss do the exercise c) individually: Rearrange Practice 3

the words in each sentence to make it grammatically

correct

Draw Ss’ attention to the order of the adjectives

Call on some Ss to write their sentences on the

board

Check the exercise in front of the class as a whole

Answers:

1 He has made many fatal mistakes so far

2 My son has an ugly large yellow submarine

3 She has bought a collapsible blue silk

umbrella

4 Having approached the village, we saw a lot

of ragged screaming children

Individual work

Presentation 3

Quickly review the forms of the verbs by asking

questions about different tenses such as present

simple, present perfect,…

Suggested questions:

When do we use the present simple tense?

Can you make the negative form of the past simple

tense?

Whole class

What tense should we use if we want to express an

action that happens repeatedly at present?

Note: All of the tenses in this exercise have been

already covered in earlier grades Hence, T is

suggested to help Ss do the exercise by themselves

T provides help when necessary

5’ Tell Ss to work independently and complete the Practice 4

passage with the correct form of the verbs in

parentheses

Have Ss compare their answers with a friend

Call on some Ss to read their answers in front of the

class

Feedback and give correct answers:

1 remember or did not have

3’ Linking words Presentation 4

Give some information about either… or… and

neither….nor

Either (preceded by or) can be used as a conjunction

to introduce an alternative

E.g:

You can drink either mineral water or coffee

Neither (preceded by nor) can be used as a conjunction

It means not one nor other

E.g:

He will neither eat nor drink

Whole class

5’ Have Ss work in pairs and match one line in column Practice 5

A with one in column B Then use the correct

linking words in the box to fill in the blanks

Ask to Ss to read the lines carefully before doing the

task

Give correct answers:

He packed his suitcase and went out to the minibus

(e)

Does it mean he’s going to recover or stay

unconscious? (c)

I thought it was late, but it was still very early (d)

I’ll either make a call or send him a fax (b)

Neither the students nor their teachers have

prepared for the excursion (a)

Note: If time doesn’t allow, this activity can be

assigned as homework Corrections will be provided

in the following lesson

Pair work

Unit 2 personal experience

Period 1 & 2 (Reading)

I Aim

Reading a passage about personal experience

II Objectives

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

− talk about embarrassing moments that they experienced

− improve reading skill through True, False and Listing exercises

III Materials

Textbook, whiteboard markers,

A large picture illustrating different parts of body

IV Anticipated problems

Ss may have difficulties understanding some new words used to describe personal experience

V Procedure

10’ Case study Warm-up

Have Ss work in groups, answer the question:

How do you feel and react to the following

situation?

You were going to the birthday party of a

friend’s Because you were in a hurry to his

Group work

party, you didn’t notice that you wore different

stocks And when you come to the party, guests

are asked to take off their shoes By the time

you have taken off your shoes, your friend went

out to welcome you Both your friend and you

noticed that there were something wrong with

you stocks

Gather ideas from Ss and introduce the topic of

the lesson

10’ Five senses Pre-reading

Have Ss work in pairs, look at the pictures and

name parts of the body

To make it more interesting, T may use parts of

body and using body language to handle the

Ask Ss to tell the function of each named part by

asking them questions such as:

What does the nose do?

What do we use our nose for?

Note: Ss may answer in Vietnamese and T

provides English equivalents later Make sure Ss

understand the functions of different parts of our

body

Pair work

10’

Ask Ss to give the equivalent senses

Call on some Ss to give their answers in front of

Have Ss work in groups and write the senses

which help them know the things mentioned in

The most embarrassing moment

Explain quickly the definition of embarrassment

Embarrassment is an unpleasant emotional state

experienced because of having a socially or

professionally unacceptable act or condition

witnessed/seen by or revealed to others

Have Ss work in pairs, ask and answer the

questions: “Have you ever felt embarrassed?

What was your most embarrassing moment?”

Go round the class and provide help when

necessary

Pair work

10’

Call on some pairs to practice their dialog in

front of the class

Comment and give suggested answers:

1 Have you ever felt embarrassed?

Yes, I have for several times

2 What was your most embarrassing moment?

I was when I mistook a neighbor for my mother

Vocabulary pre-teach

nervous (a): worried and anxious (lo lắng)

catch one’s eyes (v): to get someone’s attention

(thu hút sự chú ý của ai)

in vain (adv): unsuccessful or useless (vô ích)

retreat into one’s shell (v): to become shyer and

avoid talking to other people (e dè, khép mình)

inept (a): not suitable or fit (lạc lõng)

slip away (v): to disappear (biến mất)

draw attention to (v): to make people notice (làm

mọi người chú ý)

nervousness (n): the state of being anxious (sự lo

lắng)

inadequate (a): not able, not confident enough, to

deal with a situation (không thể thích nghi đầy

đủ được với xã hội)

shy (a): nervous or embarrassed about meeting

and speaking to other people (nhút nhát, e thẹn)

dispirited (a): having no hope or enthusiasm (mất

tinh thần, chán nản)

Checking technique:

Ordering vocabulary

Write all the new words on the board Make

sentences which contain the new words randomly

Whole class

Read the sentences aloud

Ask Ss to write down the words they hear in

order 1, 2, 3, …

10’

10’

While-reading Set the scene

In our daily life, it’s unavoidable that we

encounter embarrassing moments Some people

can overcome such situations, but some cannot

In our today’s lessons, we will learn how a boy

feels as facing a difficult situation

Task a - True or False

Have Ss read through the sentences and have

good guesses of the answers before reading the

text

Ask Ss to read the text and decide whether the

sentences are true of false

Have Ss cross-check their friends’ answers

Encourage Ss to support their answers by

locating the information in the passage

Call on some Ss to give their answers

Comment and give the correct answers:

1 F (He was a shy, quiet, and inept person.)

2 T

3 F (To him, making friends was not easy

He felt inept to join in the conversation and hard to make friends.)

4 F (He was unable to overcome his

Individual work and Pair work

10’

Note Ss to pay attention to verbs related to

senses like see, find, hear and listen …

Have SS exchange their answers

Call on some Ss to give their answers

Feedback and give the correct answers:

− Two pieces of information related to the sense

When he heard someone ask him his name …

Task c - Finding information

Have Ss handle the text individually, read the

text from “The next day …his first party

experience.”, and find the information expressing

the writer’s feelings during and after the party,

then write the sentences beginning with During

the party and After the party

Ask Ss to exchange and discuss their answers

Call on some Ss to read their sentences aloud in

front of the class

Comment and give the correct answers:

1 During the party he felt embarrassed and nervous among others, inept in the conversation

2 After the party he felt hard to make friends, inadequate in feeling compared

to others, shy, dispirited, sad

Individual work

15 Discussion Post-reading

Have Ss work in groups of 4 and discuss the

advice to the writer in order to overcome such an

experience

Go round the class and provide necessary

vocabulary for discussion

Choose the best advices to give the class as a

whole

Give suggested advice:

He should:

9 go out and join more social gatherings

of our age such as participating in a youth club, playing a certain sport, attending more parties,…

9 ignore what people think about him and

be more confident in conversations

9 take it easy when making mistakes or

doing something for the first time

9 make more friends in reality or online

so that he can socialize more

All people feel shy at some time in their lives, but being shy most of the time can cause difficulties with day-to-day activities and relationships

Sometimes, it is normal to feel shy, such as in the following circumstances

• Any first-time situation, such as starting a new school

• Before a performance/speech

• Meeting new people

However, people who are extremely shy feel nervous even more often As

a result, they may:

• Spend more time on computers, without human contact

• Avoid or cancel social events

• Have fewer friends

• Think poorly of themselves

Other inhibitions include:

• Participating less often than others in classes at school

• Blaming themselves when things go wrong

• Being easily embarrassed

Some studies show that shyness can be genetic – it can run in families People who were quiet children may never grow out of this, and may become shy teens and adults

There are some situations in which being shy can be hard Events such as a move or changes in family life can be great sources of stress For many teens, just going to school can be stressful You may feel embarrassed, like you don't fit in If you act confident in yourself, others will think that way too If you act like you don't matter, others may treat you that way If you can understand when you feel the most shy, you can try to overcome this little by little and your comfort zone may become much bigger

Period 3 (Listening)

I Aim

Listening to a story about personal experience

II Objectives

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

− know some suitable tenses to be used to describe past experience

− improve listening skill through True or False and Checking the Right Box exercises

III Materials

Textbook, whiteboard markers, cassette,…

IV Anticipated problems

Ss may not get sufficient ideas from the listening to check whether the statements are true or false

V Procedure

Behavior

Have Ss work in pairs, give the adjectives to

describe the following behaviors

Behavior Adjective

1 not confident, nervous

in the company of other

people

2 sure of yourself and

your ability

Pair work