giao an tieng anh lop 11ban co ban tu bai 1-16

Giáo án Tiếng Anh Lớp 11-Ban Cơ Bản Năm học 2008-2009 Unit 1: Friendship TiÕt PPCT : 02 Period 1: READING Ngày soạn:25/08/2008 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 II Teaching aids Textbook, handouts III Anticipated problems Ss may need help with the discussion task, so T should be ready to help them IV Procedure Time 6' Steps WARMER: Competition game - Network - T prepares a handout with a network of the word "Friendship" Work arrange ment Group work Friendship 10' — T divides the class into groups and gives each group a handout T asks Ss to complete the network BEFORE YOU READ Discussing the picture and poem — T asks the whole class to look at the picture on page 12 and asks them some questions: + What are the girls and boy doing in the picture? + How 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 many things together / Friendship is a nice thing that brings happiness to us Pre-teaching Vocabulary Note: T should only teach the words which not appear in Task Lasting (adj) = lifelong (adj,): existing or continuing a long while To be concerned with: Constant (adj): happening all the time or repeatedly, that does not change Constancy (n): Rumour(n): piece of information, or a story, that people talk about, but that may not be true Gossip (n) informal talk or stories about other people’s private lives, that may be unkind or not true Trust (n) the belief that sb / sth is good, sincere, honest, etc and will not try to harm or Ngời soạn : Nguyễn Đình Hùng Trờng THPT Ngọc Tảo , Hà Nội Pair work & whole class Giáo án Tiếng Anh Lớp 11-Ban Cơ Bản Năm häc 2008-2009 Time 6’ 5' 6' Work arrange ment Steps trick you Sorrow (n) a feeling of great sadness because sth very bad has happened Pursuit (n) something that you give your time and energy to, that you as a hobby 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, the tasks in the textbook TASK 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 stop at the lines that contain these words to guess their meanings (except for, the word ‘friend as this word is 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 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 Task 1: - Continue with the rest of the sentences — T asks Ss to work individually to 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 their choices — T gives the correct answers: mutual give-and-take incapable of loyal to unselfish suspicious acquaintance /friend TASK 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 — T gets Ss 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 might also want to give Ss some strategies to find the main idea of the passage: — 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: Answer: B Instruction: You are required to answer the six questions in the book — T asks Ss how to this task If they not remember, T may instruct them to use some strategies to the task: + First, skim the six questions to understand them As Ss this they: — T gives the correct answers: 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) 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) 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) Because if not people cannot feel safe when telling the other their secrets (line —3, paragraph 5) Because they cannot keep a secret, either of their own or of others (line —4, paragraph 5) 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) Ngêi so¹n : Nguyễn Đình Hùng Trờng THPT Ngọc Tảo , Hµ Néi Whole class, individual work & pair work Whole class, individual work & pair work Whole class, individual work & pair work Giáo án Tiếng Anh Lớp 11-Ban Cơ Bản Năm học 2008-2009 Time 10' 2' Steps AFTER YOU READ Instruction: You are required to work in pairs to discuss the question in the textbook — T asks Ss to work in pairs to discuss the question in the book — T goes around to help Ss when necessary — When all pairs have finished, T asks every two pairs to share ideas — T calls on some Ss to report their ideas to the class — T gives feedback WRAPPING UP — T summarises the main points of the lesson — T asks Ss to learn by heart all of the new words and the extra exercise as homework Work arrange ment Pair work, group work & whole class Whole class Unit : Friendship TiÕt PPCT : 03 Period 2: SPEAKING Ngày soạn:28/08/2008 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 Materials Textbook, handouts III Anticipated problems: Ss may not have enough vocabulary to talk about the topic, so T should be ready to provide help IV Procedure Time Work arrangement Steps WARM-UP 8' 12' Competition game — Word Search — T divides the class into small groups of — students Then T distributes the following puzzle handout for Ss to 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 winner TASK Instruction: You are going to look at the picture of four people on page 15 and describe them in pairs — Before letting Ss 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: Describing people’s appearance Height tall, medium, short Ngêi so¹n : Nguyễn Đình Hùng Trờng THPT Ngọc Tảo , Hà Néi Group work Whole class & pair work Gi¸o ¸n Tiếng Anh Lớp 11-Ban Cơ Bản Năm học 2008-2009 Time Work arrangement Steps Build Hair Face Eye Nose slim, plump (bụ bẫm, đầy đặn), overweight (béo phì), obese (béo phì), thin (gầy), muscular (vạm vỡ), athletic, stocky (thấp v nịch), well-built (lực lợng), of medium I average I normal build 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 (đầu cua) colour: black, grey, red, brown Others: a fringe (m¸i), a bun (búi tóc), plait(s) (đuôi sam) (to wear ones hair in a bun / a plait / plaits), receding (sỵi tãc hít sau), bald oval, round, large, square, skinny, chubby (phúng phính), long, with high cheekbones (gì má cao) small, big, black, brown, blue straight, crooked (kho»m), turned-up (hÕch),big, small, flat (tÑt) Chin Lips Forehead Skin 10' pointed chin (c»m nhän) double chin (hai c»m), no chin thin, full, narrow, heart-shaped broad, high white, pale, suntanned (rám nắng) oriental, dark, brown, coffee-coloured, black a smooth complexion / pale complexion (da t¸i) / dark complexion clear skin, greasy skin (da nhên) General beautiful (women), handsome (men), pretty (women / girls), goodappearance looking (men and women), plain (b×nh thêng) Age She was in her late teens (18, 19 tuæi) / he was in his early twenties (21 - 23 tuæi) / she was about thirty years old / his twevle-year-old son / a middle-aged woman / a man in his sixties (kho¶ng 60 ti) — T asks Ss to work in pairs to describe the people in the picture, and then calls on some Ss to present their answers — T gives feedback Suggested answers: The boy is about 16 years old He may be shortsighted because he’s a wearing a pair of glasses He has short black hair, a round face with a broad forehead, a small nose, thin lips and a small chin He’s quite good-looking The girl is about 14 She’s also wearing a pair of glasses She has shoulder-length black hair, and she’s wearing a ribbon She has an oval face with a straight nose, full lips and a pointed chin She’s quite pretty The man is in his forties He’s tall and well-built He has short brown hair and a square face with a broad forehead, small eyes, a crooked nose and thin lips He ‘s quite goodlooking The woman is in her twenties She’s quite tall and slim She has long curly brown hair and an oval face with broad forehead, big eyes, a straight nose, heart-shaped lips and a small chin She’s very beautiful TASK Instruction: You are going to discuss and number the personalities in order of importance in friendship and then report the results — Before Ss the task, T asks them to look at the list of adjectives provided in the book T asks if Ss understand these adjectives or not — T can elicit or explain some adjectives quickly: Caring (ad]): kind, helpful and showing that you care about other people Hospitable (ad]): pleased to welcome guests; generous and friendly to visitors Modest (adj2: not talking much about your own abilities or possessions Sincere (ad]): saying only what you really think or feel Understanding (ad]): showing sympathy for other people’s problems and being willing to forgive them when they sth wrong — T divides the class, into groups of with a group leader Ngời soạn : Nguyễn Đình Hùng Trờng THPT Ngọc Tảo , Hà Nội Whole class & group work Giáo án Tiếng Anh Lớp 11-Ban Cơ Bản Năm học 2008-2009 Time 13' 2' Work arrangement Steps — T goes round to offer help when Ss discuss — T calls on some Ss to report the results of their discussion Ss’ answer may be: My group thinks that being caring is the most important in friendship because when friends care about each other, they will know when to share happiness or dfJIculty with their friend — T elicits feedback from the class and gives final comments TASK Instruction: Imagine that you have a friend who has just won the first prize in Mathematics A journalist is going to interview you about your friend Act out the interview in pairs — Before Ss perform the interview in pairs, T gets Ss have a look at their roles on page 16 and the suggestions on page 17 — T may elicit the questions they may ask, for example: + his / her physical characteristics: What does he / she look like? + his / her hobbies: What does he /she like doing in his / her free time? / What are his /her hobbies? + his / her personalities: How is he / she? / Is he / she friendly? — T may also make clear the meanings of some adjectives: Quick-witted (adj): able to think quickly; intelligent Good-natured (adj,): kind, friendly and patient when dealing with people — T asks Ss to work in pairs to perform the interview in minutes and goes around to offer help — T calls on some pairs to perform the interview — T elicits feedback from the class and gives final comments WRAPPING - T summarises the main points of the lesson - T asks Ss to the extra exercise as homework Ngời soạn : Nguyễn Đình Hùng Trờng THPT Ngọc Tảo , Hà Nội Whole class & pair work Whole class Giáo án Tiếng Anh Lớp 11-Ban Cơ Bản Năm học 2008-2009 Unit : Friendship Tiết PPCT : 04 Period 3: LISTENING Ngày soạn:30/08/2008 Time 7' 10' 10' I Objectives By the end of the lesson, Ss will be able to: Develop such listening micro-skills as intensive listening for specific information and taking notes while listening II Materials Textbook, cassette tapes, handouts III Anticipated problems Ss may not be familiar with the note-taking task, so T should provide them some tips to deal with the task IV Procedure Work Steps arrangement WARM - UP Group work Competition game — Crossword — The aim of this activity is to help Ss revise the vocabulary items Ss learnt in the previous lesson — T divides the class into small groups of — students Then T distributes the following crossword handout for Ss to in their own groups Which group finishes first and has all the correct answers will be the winner Answers: — Cross: — Down: good-natured generous friendly helpful quick—witted modest hospitable studious patient honest ACROSS DOWN kind, friendly and patient when dealing giving or willing to give freely with people willing to help sb showing kindness; making you feel not talking much about your own abilities relaxed and as though you are among or possessions friends spending a lot of time studying or reading able to think quickly; intelligent pleased to welcome guests; generous and friendly to visitors able to wait for a long time or accept annoying behaviour or without becoming angry always telling the truth, and never stealing or cheating BEFORE YOU LISTEN Whole class Talking about your best friend T asks Ss to discuss the questions on page 17 in pairs T calls on some Ss to give their answers and comments on the answers T gets Ss to guess what they are going to listen about Vocabulary Pre-teaching Before eliciting / Pre-teaching the new words, T helps Ss to pronounce the words given in the book T may read aloud first or play the tape and ask Ss to repeat in chorus and individually T elicits / teaches some of these words or / and those taken from the listening passage: Apartment building: Sense of humour: Give sb a ring: phone sb Go through a rough time: T may get Ss to make sentences with the words and gives corrective feedback WHILE YOU LISTEN TASK Individual Instruction: You are going to listen to Lan and Long talk about their best friends Listen work, group and decide whether the statements are True or False Put a tick (v’ in the appropriate box work & — Before Ss listen and the task, T instructs them to use some strategies: whole class + First, read through the statements to understand them and underline key words For example, the key words in the first statement are: shared, Nguyen Cong Tru Residential Area, Hanoi Ngời soạn : Nguyễn Đình Hùng Trờng THPT Ngọc Tảo , Hà Nội Giáo án Tiếng Anh Lớp 11-Ban Cơ Bản Năm học 2008-2009 Time 7' 8' 3' Work arrangement Steps + Listen to the tape and pay attention to the key words + Decide whether the statements are true or false based on what they can hear — T plays the tape once for Ss to the task T asks for Ss’ answers and writes them on the board — T plays the tape the second time for Ss to check their answers — T asks Ss to work in groups of to compare their answers — T checks Ss’ answers by calling on some Ss and asks Ss to explain their answers If many Ss cannot answer the questions, T plays the tape one or two more times and pauses at the answers for them to catch — T gives the correct answers: + Lan’s talk: F (they used to live in the same building there) F (It is what people think) T F (Lan went to Do Son first and then called Ha, so Ha rode on her motorbike to Do Son to meet Lan) 5.T F (They have been bestfriends since Lan’s frip to Do Son) + Long’s talk: F (they met in college) F (Minh was a guitarist) 3.T 4.T 5.T TASK Instruction: You are going to listen to the tape again and fill the table in the book with notes — Before Ss listen to the tape again to the task, T may ask them to try to fill the table with the things they remember from the previous times of listening — T plays the tape again for Ss to compete their notes T might also want to remind Ss that while listening they need to focus on the information indicated in the table and write the answers down in note forms, not full sentences — After playing the tape, T gets Ss to work in pairs and check their answers — T calls on some Ss to give the answers T provides correct answers if necessary If many Ss cannot complete the task, T might want to let Ss listen one more time and pause at the answers for them to catch Suggested answers: How and where did they meet? What they like about their friends? Lan — They used to live in the same — Ha’s very friendly apartment building in Ha Noi and helpflul — Ha’s sociable She’s — Lan went on a holiday in Do Son and got many friends in Ha went there to help her Do Son and she introduced Lan around Long — They met in college — Minh has a sense of humour — Minh played the guitar, and Long was — Minh likes to go to plays and a singer movies — They worked together — Minh is a good listener — Minh is friendly and ‘helpful AFTER YOU LISTEN — T gets Ss to work in pairs to talk about how Ha has been Lan’s best friend and how Minh has been Long’s best friend — T goes around to offer help and collect Ss’ mistakes — T calls on some pairs to present their answers — T elicits feedback from the class and gives final comments WRAPPING UP — T summarises the main points of the lesson — T asks Ss to learn by heart all new words and the extra exercise as homework Ngêi so¹n : Nguyễn Đình Hùng Trờng THPT Ngọc Tảo , Hµ Néi Individual work, pair work & whole class Whole class & pair work Whole class Gi¸o ¸n TiÕng Anh Lớp 11-Ban Cơ Bản Năm học 2008-2009 Unit 1: Friendship Tiết PPCT : 05 Period 4: WRITING Ngày soạn: 03/09/2008 I Objectives By the end of the lesson, Ss will be able to: Write about a friend, real or imaginary, using the words and expressions that they have learned in previous lessons II Materials Textbook, handouts III Anticipated problems Ss may not have sufficient vocabulary to write about the topic, so T should be ready to assist them IV Procedure Time Steps 7' WARM-UP Guessing game — T introduces the game: one student goes to the board and T gives him / her a piece of paper with the name of a student in the class Other Ss have to ask Yes / No questions to find out who the student is Ss should ask about the appearance, personalities, or clothes — Ss may ask questions such as: + Is the person a girl? + Is she tall? + Is she short—sighted? + Is she friendly? — The game can continue until time is up PREPARING SS TO WRITE — T sets the scene: You are going to write about a friend, real or imaginary, using the provided guidelines T gets Ss to read the task and the guidelines silently and work out what they are required to write about In general, Ss’ writing should include three parts: (1) general information about their friend, (2) his / her physical characteristics and personalities, and (3) what Ss like about the friend 13' Ngời soạn : Nguyễn Đình Hùng Trờng THPT Ngọc Tảo , Hà Nội Work arrangement Group work Whole class Giáo án Tiếng Anh Lớp 11-Ban Cơ Bản Năm học 2008-2009 Time 15' 8' 2' Work arrangement Steps — T elicits the verb tenses that may be useful when Ss want to write about when and where they met their friend In this case, Ss may use the simple past tense and past continuous in their writing If needed, T may revise the uses of these tenses T makes clear that: + While the past simple i used to talk about an event that happened and finished in the past, the past continuous is used to talk about an event that was happening at a specific past time We often use the past continuous together with the past simple The past continuous indicates a longer ‘background’ action or situation; the simple past refers to a shorter action or situation that happened in the middle or interrupted it — T may also elicit / revise the adjectives and expressions Ss can use to describe their friend’s appearance and personalities — T gets Ss prepare an outline for their writing and exchange it with their peer — T goes around to offer help and gives corrective feedback WRITING — T gets Ss to write about their friend in 15 minutes — T goes around to observe and offer help Sample writing: Probably my best friend is one of my classmates Her name is Mai We have known each other since we were years old, and we have studied together since then However, we became best friends when we were at grade At that time I was very bad at English, and it was her who helped me improve my English Now Mai lives with their parents in Hai Ba Trungstreet If I were to describe how she looks, I would say she is very pretty She has short black hair, brown almond—shaped eyes, a small nose and a small pointed chin She is not very tall but not short either and she is quite slim She doesn’t like to dress up so I usually see her wearing jeans and a T—shirt or sweater She has a very nice personality and a wonderful sense of humor, 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 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 dfJIcult 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 FEEDBACK ON SS’ WRITINGS — T asks Ss to exchange their writing with another student for peer correction, — T goes around and collects mistakes and errors — T collects some writings for quick feedback — T writes Ss’ typical errors on the board and elicits self and peer correction T provides correction only when Ss are not able to correct the errors — Finally, T provides general comments on the writings WRAPPING UP — T summarises the main points of the lesson — For homework, T asks Ss to improve their writing, taking into consideration their friends’ and T’s suggestions and correction and the extra exercise Ngêi soạn : Nguyễn Đình Hùng 10 Trờng THPT Ngọc Tảo , Hµ Néi Individual work Pair work & whole class Whole class Giáo án Tiếng Anh Lớp 11-Ban Cơ Bản Năm học 2008-2009 Unit 1: Friendship Tiết PPCt : 06 Period 5: LANGUAGE FOCUS Ngày soạn : 04/09/2008 I Objectives By the end of the lesson, Ss will be able to: — Distinguish the sounds / d3 / and / tI I — Pronounce the words and sentences containing these sounds correctly — Use some structures containing infmitives with and without to appropriately II Materials Textbook, handouts III Anticipated problems Ss may find it difficult to pronounce the two sounds, so T should prepare a lot of practice IV Procedure Time Steps 12' PRONUNCIATION Pronouncing the two sounds separately — T models the two sounds / d3 / and / tJ / for a few times and explains the differences in producing them + The phonetic sound / dj/ is a voiced palatal.voiced = vocal cords vibrate while making this sound palatal = put your tongue behind your top teeth, push air as you drop your tongue away from the roof ofyour mouth + The phonetic sound/ti / is an unvoiced fricative palatal unvoiced = vocal cords not vibrate while making this sound fricative palatal = touch your tongue to the back of your upper teeth and pull your tongue away as you push air out of your mouth — T plays the tape (or reads) once for Ss to hear the words containing these two sounds Then T plays the tape (or reads) again and this time asks Ss to repeat after the tape (orT) Pronouncing words containing the sounds — T reads the words in each column all at once — T reads the words once again, each time with a word in each column to help Ss distinguish the differences between the sounds in the words — T reads the words and asks Ss to repeat them — T asks Ss to practice pronouncing the words in pairs — T goes around providing help — T asks some Ss to pronounce the words and gives correction if necessary Practising sentences containing the target sounds — T reads the sentences and asks Ss underline the words with the sounds and write / d3 / and / tf / under them — T asks Ss providing the sentences in pairs — T goes around to providing help — T asks some Ss to read the sentences and gives feedback GRAMMAR To-infinitive a) Presentation — T writes some sentences on the board and underline the to + infinitive: + Ihave letters to write + Does he get anything to eat? + There is plenty to — T asks Ss to comment on the use of to + infinitives in these examples T reviews the form anc( use of to-infinitives in the examples T may give Ss the following handout In the examples above the infinitives are used to replace relative clauses 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 letters to write = I have letters that I must write + Does he get anything to eat? = Does he get anything that he can eat? Similarly with to-infinitives + preposition: someone to talk to cushions to sit on a table to write on a tool to open it with a case to 10' Ngêi so¹n : Nguyễn Đình Hùng 11 Work arrangement Whole class, individual work & pair work Trờng THPT Ngọc Tảo , Hà Nội Whole class, individual work & pair work ... pairs and check their answers — T calls on some Ss to give the answers T provides correct answers if necessary If many Ss cannot complete the task, T might want to let Ss listen one more time and... pairs and check their answers — T calls on some Ss to give the answers T provides correct answers if necessary If many Ss cannot complete the task, T might want to let Ss listen one more time and... Ss to write their answers on the board and ask them to explain their choices — T gives the correct answers: Answer: A floppy cotton hat (lines —3, paragraph 1) To buy afloppy cotton hat (lines