If Ss can not, T gets them to read the questions carefully and gives them some tips to do the task - T gets Ss to check their answer with a peer - T calls on some Ss to write their answe[r]
(1)Period: Introduction Chương trình, phương pháp và yêu cầu sách tiếng Anh 11 I AIMS: Thông qua tiết học này học sinh hiểu khái quát cấu trúc chương trình tiếng Anh 11 , nắm phương pháp học và yêu cầu phải đạt sau học xong chương trình này II PROCEDURES: Content: A Giới thiệu chương trình Tiếng anh 11: - Gồm 16 đơn vị bài học (Unit) và bài ôn tập (Consolidation) - Mỗi bài học biên soạn theo chủ đề định chia làm phần , phần là kỹ ( đọc, nghe, nói, viết và language focus) - Mçi bµi «n tËp gåm: Pronunciation; Listening comprehension; Vocabulary; Grammar and structure; Reading and writing B Yªu cÇu m«n häc: Mỗi h/s phải có đủ SGK (English 11) sách NXB Giáo dục phát hành Mçi h/s ph¶i cã 02 quyÓn vë ( ghi chÐp vµ chuÈn bÞ bµi ë nhµ ) Trước đến lớp h/s phải chuẩn bị bài nhà theo yêu cầu phần (Tasks) và lµm bµi tËp theo y/c cña gi¸o viªn Trong lớp h/s phải tích cực tham gia các hoạt động theo cặp, theo nhóm hướng dẫn giáo viên Nêu câu hỏi thắc mắc yêu cầu giáo viên giải đáp (nếu có) Tãm l¹i : §Ó häc tËp cã kÕt qu¶ mçi h/s sinh cÇn ph¸t huy tÝnh tÝch cùc, tÝnh chủ động, tự giác hoạt động học tập , không trông chờ ỷ nại Giáo viên đóng vai trò là người tổ chức hoạt động, hướng dẫn, giảI đáp thắc mắc, giúp đỡ h/s gÆp khã kh¨n Remind: + Prepare for Unit 1: Reading part The end Lop11.com (2) Period Unit1: Friendship Part A: Reading I Objectives: By the end of the lesson, Ss will be able to: - Develop such reading skill as scanning for details, specific ideas, skimming for general information, and guessing meaning in context - Use the information they have learnt to discuss the topic II Teaching aids: - Textbook, handouts, pictures concerning to the topic, III Anticipated problems: - Ss may need help with discussion task so T should be ready to help them - Ss may have difficulty in reading some difficult words such as: Sympathy, loyalty, suspicion, enthusiasm , - T may not have enough time to teach IV Procedure: Teacher’s activities Students’ activities Check the attendance Warm up - Group work Network T repairs a hand out with network of the word - Discuss about the qualities which friendship must have to complete “friendship” the network - Suggested answers: Honest, unselfish, constant, loyal, Friendship mutual trust, sympathetic, patient, T divides the class into groups and gives each group a hand out T asks Ss to complete the net work The winner will be the group completing the network in the shortest period of time A 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 girls and boys doing in the picture? How they feel? What does the picture tell you? - T ask Ss to work in pairs to read the short poem on Lop11.com - Pair work - Suggested answers One boy is playing guitar, and the other girls and boys are singing They seem very happy because we can see their smile (3) the page13 and answer the question: What you think of the friend in the poem? - T calls on some Ss to answer the questions T may give some comments and the suggestions: 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 - Lasting (a) = lifelong - Be concerned with sb/st - Constancy (n) constant (a) - Rumour (n) ['ru:mə] - Gossip (n): information talk or stories about other people’s private lives that may be unkind or not true - Incapable of / in'keipəbl/ - Suspicion (n) / sə'spi∫n/ suspicious (a) - Pursuit (n) - Sympathy (n) ['simpəθi], sympathetic (a) [,simpə'θetik/ - Sorrow (n) / 'sɑrou/= sadness - T asks Ss to make some Ss to make sentences with above words to check their understanding - Have Ss practice reading the vocabulary B While you read Setting the scence You are going to read a passage about the qualities of a long lasting friendship While you reading, the task in the textbook Task1 - T asks the Ss to read the words in the box then fill each blank with one of them - Ask Ss to read the passage quickly and stop the lines that contain these words to guess their meaning - T asks Ss to work individually to the task - T goes around to help them when necessary - T asks Ss to exchange their answers with the other Ss - T asks Ss for their answers and tell then to explain their choices Task Lop11.com The picture tells us that friends can happily many things together or friendship is a beautiful thing that brings happiness to us Dedicated (a) tËn t©m, tËn lùc Thoughtful (a) chu đáo, quan tâm Circumstance (n) hoµn c¶nh, t×nh huèng l©u dµi, bÒn v÷ng quan t©m tíi ai, c¸i g× tính kiên định tin đồn chuyện ngồi lê đôi mách, chuyÖn tÇm phµo không đủ khả sù nghi ngê sù nghiÖp, sù theo ®uæi, ®am mª sù th«ng c¶m thông cảm, đồng cảm nçi buån - Do as T‘s requests - Whole class - Individual work & pair work - Ss guess the meaning of the word base on the context in the sentences mutual incapable of unselfish acquaintance / friend give -and - take loyal to suspicious (4) - T asks Ss to read the passage again and decide which of the choices A, B, C, or D most adequately sum up the ideas of the whole passage - T gets Ss the task individually - T might also want to give Ss some strategies to find the main idea of the passage - T calls on some Ss to give the answer and asks other Ss to say whether they agree or disagree Task - Ask Ss to answers the questions in task3 - T asks Ss to the task individually to the task, then discuss their answers with their partne.r - T calls some Ss to write their answers on the board and ask them to explain their choices Correct answers: The first quality for true friendship is unselfishness It tells us that a person who is concerned only with his/her own interest and feelings can’t be a true friend Because they take up and interest with enthusiasm, but they are soon tired of it and they feel the attraction of some new object The third quality for true friendship is loyalty It tells us 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 Because if not people can’t feel safe when telling the other their secret Because they cannot keep a secret, either of their own or of others’ The last quality is sympathy It tells us 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 C After you read - Ask Ss to work in pairs to discuss the question in the text book - T goes around to help the 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 Lop11.com - Whole class read the text carefully - Individual work Answer: B - Individual work and pair work - Pay attention then give remark - Correct themselves their mistakes - Pair work The friendship is very important to our life A true friend can helps us when we are sorrow and when we have difficulty We can share ideas, feeling, likes, joys, pleasures, aims to each other Sometimes only true friends can understand, sympathise us so we feel safe to tell him/her our secrets Friendship brings us happiness We happily many things together So we can’t live without friendship - Whole class (5) Homework - Learn by heart all of new words and structures and give examples - Summarise the main points of the text ……………………………………………………………………………………… …………………………………………………………………………………… ……………………………………………………………………………………… Period Unit1: Friendship Part B: Speaking I Objectives: By the end of the lesson Ss will be able to - Describe the physical characteristics and personalities of their friends, using appropriate adjectives II Teaching aids: Textbook, handouts, pictures about some famous people, III Anticipated problems: Ss may not have enough vocabulary to talk about the topic, so T should be ready to provide help IV Procedure: Teacher’s activities Students’ activities Check the attendance Warm up - Ask Ss to describe one of their friend or their - Do as teacher’s request relatives New lesson A Presentation Task - Pair work - Ask S to read aloud the title and explain Instruction: You are going to look at the picture of people on page 15 and describe them in pairs - Before letting Ss the task, T asks them to read - Whole class useful language on page 16 - T may explains some word if Ss don’t know the Tr¸n meaning of the adjectives provided Forehead (n) / 'fɑ:hed/: T points at his/her forehead Mòi kho»m Crooked (a) / 'krukid/ - T may ask Ss to provide some adjective/expressions - Whole class use hangouts to Lop11.com (6) used to describe people’Ss appearance She may also give Ss handout of these adjectives and expressions: Height : tall, short, medium Build : slim (m¶nh kh¶nh), plump (bô bÉm, ®Çy đặn), overweight, thin Muscular / 'mɑskjulə/ (vạm vỡ), stocky (thấp và chắc), well-built (lực lưỡng) Hair: - length: long, short, shoulder- length - style: straight , wavy, curly, crew-cut (®Çu cua) - color: black, grey, red, brown Others: a fringe (m¸i), a bun (bói tãc), plait(s) / plæt/ ®u«i sam Face: oval, round, large, square, skinny/ ['skini](gÇy nhom, gầy trơ xương), chubby (phúng phính), long, with high cheekbones (gß m¸ cao) Eyes: small, big, black, brown, blue Nose: straight, crooked, turned-up, big, small, flat (tÑt) Chin: pointed chin (c»m nhän), double chin Lips: thin, full, narrow, heart-shaped Forehead: broad, high Skin: white, pale /peil/ (t¸i, xanh x¸m), suntanned (r¸m n¾ng), dark, brown, black General appearance: beautiful, handsome, pretty, good looking, plain (bình thường) T asks to work in pairs to describe the people in the picture, and then calls on some Ss to present their answer T gives feedback B Practice Task - Ask Ss 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 book T asks if Ss understand these adjectives or not - T can elicit [i'lisit] (luËn ra, gîi ra) or explain some adjectives quickly Caring Lop11.com describe The boy is about 16 He is shortsighted because he’s wearing apair of glasses He has short black hair, a round face with a broad forehead, a small nose, thin lips and small chin He 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 (bêm tãc) She has an oval face with a straight nose, full lips and a pointed chin She quite pretty The man is in his forties He’s tall and well-buit He has short brown hair and a square face with a broad head, small eyes, a crooked nose and thin lips He quite good looking The woman is her twenties She’s quite tall and slim She has long curly brown hair and an oval face with a broad forehead, big eyes, a straight nose heart-shaped lips and a small chin She’s very beautiful - Whole class and group work Chu đáo (7) Hospitable Modest Sincere, understanding - T divides the class into group of with a group leader They discuss and the leader will take notes of the ideas, and then one representative will report the result to the whole class T reminds Ss that they have to explain their choice as well - T goes round to offer help when Ss discuss - T call on some Ss to report the result of their discussion - T elicits feedback from the class and gives final comments C Production 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 - T asks Ss to look at their role on page 16 anf the suggestions on page 17 - T may elicit the questions they may ask - his /her hobbies: What does he/she like doing in his/her freetime? what are his/her hobbies? - his/her physical characteristics: what does he/ she look like? His/her personalities: How is he/she?Is she/he friendly ? - T may also make clear the meaning of some adjectives Quick - witted Good - natured - 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 Home work - Write down a paragraph to describe your best friend - Prepare the next period ”listening” Lop11.com HiÕu kh¸ch Khiªm tèn Ch©n thµnh Th«ng c¶m, th«ng hiÓu - Group work 1st group: 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 difficulty with their friend - Pay attention Nhanh trÝ Tèt bông - Pair work Whole class (8) Period Unit1: Friendship Part C: Listening 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 Teaching aids: - Textbook, handouts, cassette tapes,… 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: Teacher’s activities Students’ activities Check the attendance - Whole class Warm up Matching The aim of this activities is to help Ss revise the vocabulary items Ss learnt in the previous lesson - T divides the class into small groups of 3-4 - Group work students - Then T distributes the following crossword hand out for Ss to in their own groups Which group finishes first and has all the correct answers will be j the winner i A B a good - natured a, Nhanh trÝ c friendly b, Hµo phãng g quick - witted c, HiÕu kh¸ch h hospitable d, Hay giúp đỡ b patient e, Khiªm tèn d honest f, Ham häc e generous g, Kiªn nhÉn 10 f helpful h, ThËt thµ modest i, Th©n thiÖn 10 studious j, Tèt bông New lesson A Before you listen Talking about your best friend - T asks Ss to discuss the questions on page 17 in - Pair work pairs - T calls on some Ss to give their answer and Lop11.com (9) comments on the answer - T gets Ss what they are going to listen about Vocabulary pre – teaching - Before 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 - elicits / teaches some of these word and those taken from the listening passage Apartment building: Sense of humour: Give sb a ring: phone sb Go though a rough time: - T may get Ss to make sentences with the words and give corrective feedback B While you listen Task Instruction: You are going to listen to Lan and Long talk about their best friends Listen and decide whether the statements are True or False Put a tick () in the appropriate box - Before Ss listen and the task, T instructs them to use some strategies + 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, + Listen to the tape and pay attention to the key words + Decide whether 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 group to compare their answers - T checks Ss’ answers by calling some Ss and asks them to explain their answers Task Lop11.com - Whole class Toµ nhµ cã nhiÒu c¨n hé Khiếu hài hước Gäi ®iÖn cho Tr¶i qua thêi kú khã kh¨n Pay attention - Individual work & Group work Lan’s talk F (They used to live in the same buiding there) F (It is what people think) T (Lan went to Do Son first and then called Ha, so Ha rode on her mortorbike to Do Son to meet Lan) T F (They have been best friends since Lan’s trip to Do Son) Long’s talk F (They met in college) F (Minh was a guitarist) T T T - Whole class - Individual work and then pair work (10) Instruction: You are going to listen to the tape again and fill the table in the book with notes - T plays the tape again for Ss to complete their notes - after playing the tape, T gets Ss to work in pair and check their answers - T calls on some Ss to give the answers T provides correct answers if necessary If Ss cannot comple the task, T might let Ss listen one more time and pause at the answers for them to catch Suggested answers: How and where What they like about did they meet? their friends? Lan - They used to - Ha’s very friendly and live in the same helpful apartment - Ha’s sociable She’s building in HN got many friends in Do - Lan went on a Son and she introduced holiday in Do Son Lan around and Ha went there to help her Long - They met in - Minh has a sense of college humour - Minh played the - Minh likes to go to guitar, and Long plays and movies - Minh is a good was a singer - They worked listener together - Minh is friendly and helpful C After you listen - T asks 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 correct Ss’ mistakes - T calls on some pairs to present their answers - T elicits feedback from the class and give final comments Home work - Ask Ss to learn by heart all new words and prepare the next lesson “ writing” Lop11.com Listen to the tape carefully and fill the table in the book with note - Pair work - Whole class (11) Tapescript: Lan’s talk My best friend is Ha We’ve been friends for a long time We used to lived in Nguyen Cong Tru Residential Area in HN Her family moved to Hai Phong in1985 It is said that HP people are cold but Ha is really, really friendly I first started to get to know her when I was going on a two-day trip to Do Son last year and didn’t know anybody there I gave Ha a ring and she was so friendly, she said “ Oh, I’ll come to visit you” So she rode on her motorbike to Do Son and twenty minutes later she was there She stayed with me for two days She happened to know a lot of people there, so she introduced me around and we’ve been best friends ever since Long’s talk My best friend is Minh We met in college And I was there singing and Minh was a guitarist So we worked together a lot, but we also became friends Minh has a great sense of humour, he’s very,very funny, and that’s of my favourite things about him And over the years, we have been through good times and bad times with each other, and that’s one of the things I like best about him And we have a lot of the same interests We like to go to plays and movies together But when we’re going through a rough time, he’s really a good friend, and he’s a very good listener, and he always helped me though Lop11.com (12) Period Unit1: Friendship Part D: Writing 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 learnt in previous lesson II Teaching aids: - Textbook, handouts, … III Anticipated problems: - Ss may not have sufficient vocabulary to write about the topic, so T should be ready to help them IV Procedure: Teacher’s activities Students’ activities Check the attendance Warm up Guessing game T introduces the game: student goes to the board - Group work and T gives him or her a piece of paper with the name Ss may ask questions such as: of a student in the class Other Ss have to ask Yes/No Is the person a girl? question to find out who students is Ss should ask Is she tall? about the appearance, personalities, or clothes Is she short- sighted? - The game can continue until the time is up Is she friendly? A Before writing - T sets the scene: You are going to write about a friend, real or imaginary, using the provided - Whole class 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 parts: + general information about about their friend + his/her physical characteristics and personalities + and what Ss like about the friend - 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 - Pay attention and past continuous in their writing - T revises the use of the past tense and past continuous tense - T may also elicit the adjectives and expressions Ss Lop11.com (13) 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(partner) - T goes around to offer help and gives corrective feedback B While writing - Individual work - T gets Ss to write about their friend in 15minutes - T goes around to observe and offer help - Pair work and whole class C Post writing - T asks Ss to exchange their writing with another Ss for correction - T goes around and collects mistakes and errors - Whole class - 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 Home work - Ask Ss to improve their writing, taking into consideration their best friends’ and T’s suggestions and corrections - Ask them to prepare the next period: “language focus” Lop11.com (14) Period Unit1: Friendship Part E: Language focus I Objectives: By the end of the lesson Ss will be able to: - Distinguish the sound /dɑ/ and /t∫/ - Pronounce the words and sentences containing these sounds correctly - Use some structures containing infinitives with and without to appropriately II Teaching aids: - Textbook, handouts, … III Anticipated problems: - Ss may find it difficult to pronounce the two sounds, so T should prepare a lot of practice IV Procedure: Teacher’s activities Students’ activities Warm up Noughts and Crosses Hospitable Honest Around face - Group work Caring Sense of Friendly humour Large Good-natured Pleasant New lesson A Pronunciation - Pronouncing the two sounds separately - T models the two sound /dʒ/ and /t∫/ for few times - Listen attentively - Tell the difference and explains the differences in producing them - /dʒ/: is a voiced palatal Voiced = vocal cords vibrate while making this ©m vßm miÖng h÷u D©y ©m rung lªn ph¸t ©m sound Palatal = put your tongue behind your top teeth, push air as you drop your tongue away from the roof of - Listen and take note your mouth - /t∫/ is an unvoiced fricative palatal Unvoiced - vocal cords not vibrate while making ©m v« thanh: d©y ©m kh«ng rung lªn ph¸t ©m this sound Fricative palatal = touch your tongue to the back of ©m vßm miÖng phô ©m x¸t your upper teeth and pull your tongue away as your push air out of your mouth - T plays the tape once for Ss to hear the works containing these two sounds Then T plays the tape - Repeat after the tape Lop11.com (15) again and this time asks Ss to repeat after the tape Pronouncing words containing the sounds - T reads the words in each column all at once - /dʒ/: jam, joke, January, dangerous, passenger, village - /t∫/:children, changeable, cheese, mutual, church , which - 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 give correction if necessary Practicing sentences containing the target sounds - T reads the sentences and asks Ss underline the words with the sound and write /dɑ/ and /t∫/ under them - T asks Ss to provide the sentences in pairs - T goes around providing help - T asks some Ss to read the sentences and gives feedback B Grammar and Vocabulary To infinitive - T writes some sentences on the board and underline the to+ infinitive + I have letters to write to my friends + I have some homework to + Does he get anything to eat? + Have you got anything to say? - T asks Ss to comment on the use of to + infinitives in these examples T reviews the form and use of to –infinities in the example - 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 Lop11.com -/dɑæm/, /dɑouk/, /dɑænjuəri/, /deindɑrəs/, /'pæsindɑə/, /vilidɑ/ - /'t∫ildrən/, /'t∫eindɑəbl/, /t∫i:z/, /'mju:tjuəl/, /t∫ə:t∫/, /wit∫/ - Practice reading - Practice reading the sentences which contain sounds - Pay attention - Give their opinions - In the examples above the infinitives are used to replace relative clauses - Give more examles - Take notes I pleased to see you Ex: The water is too hot to drink He’s old enoughto go to school Individual work Who wants somethings to eat I have some letters to write (16) + I have some homework to = I have some homework that I must + Does he get anything to eat?= Does he get anything that he can eat? N/pro+to - infinitives Ex: I need someone to take care of my children to - infinitives + prepsitions ex: I need someone to talk to my mother Can I borrow your case to keep my records in? Adj + to -infinitive Too/ enough + to –infinitive Practice Exercise - Ask Ss to exercise1 individually and then compare their answers with another student - T calls on some Ss to read aloud their answers - T gives the correct answers Infinitive without to - after “make, let”+object +bare infinitive - after verbs of perception such as: feel, hear, watch, see, notice, observe, smell+object +bare infinitive - Ask Ss to give some examples - Listen and ask the other to comment Practice Exercise - T asks Ss to exercise in pairs Ss have to rewrite the sentences by using the words given - T asks them to compare answers with another pairs - T calls on some Ss to go to the board to write their answers - T asks other Ss to feedback and gives correct answers Production Extra exercise Lop11.com I am delighted to hear the news My mother has some shopping to You always have too much to talk about It’s lovely to see you again It’s too cold to go out I’m happy to know that you have passed the exams Ex: Nothing can make him cry I see her cook dinner (completed action) Notice:I see her cooking dinner (I see she’s cooking dinner) - Pair work and then individual work The police watched them get out of the car They let him write a letter to his wife I heard them talk in the next room The customs officer made him open the briefcase The boy saw the cat jump though the window Do you think the company will make him pay some extra money? I felt the animal move towards me Do you think her parents will let her go on a picnic? - Whole class I saw her cross the road I heard them sing a song I observed him lock the door I saw her drive off He was foolish to leave the firm I watched a pavement artist draw a portrait in crayons It would look rude to refuse their (17) Join these pairs of sentences she crossed the road I saw her They sang a song I heard them He looked the door I observed him She drove off I saw her He was foolish He left the firm A pavement artist drew a portrait in crayons I watch him We can’t refuse their invitation It would look rude I met you again I was happy The film was boring I didn’t watch it 10 The woman is old She can’t drive a car Homework - Learn by heart all the knowledge they’ve learnt and practice them again at home - Prepare the next lesson:unit : reading Lop11.com invitation I was happy to meet you again The film was not interesting enough for me to watch 10 The woman is too old to drive a car - Whole class (18) Period Unit 2: Personal experiences Part A: Reading I Objectives: By the end of the lesson Ss will be able to: - Develop such reading skills as scanning for details, specific ideas, skimming for general information, and guessing meaning in context, identifying the sequence of events - Use the information they have learnt to discuss the story II Teaching aids: - Textbook, handouts, cassette,… III Anticipated problems: - Ss may need help with discussion task, so T should be ready to help them IV Procedure: Teacher’s activities Students’ activities - Whole class Check the attendance Warm up Ask Ss some questions and ask Ss to answer - When was your last birthday? - Answer the questions - What did you on that day? - How did you feel on that day? - What did your parents offer you? New lesson A Before you read - T introduce the pictures: Whole class The six pictures describe the events in a story They’re not in chronological order Can you describe what’s happening in each of the picture - T suggests for the Ss by asking some questions: A man and a young girl + What you see in the 1st picture? May be they are family members + What you think might be relationship between the girl and the man? It’s money + What you see on the table? Vocabulary Floppy cotton hat Wad of dollar notes Mò v¶i mÒm B While you read TËp tiÒn Set the scene: you are going to read a story in which a girl’s telling about her most embarrassing situation Lop11.com (19) Task - T asks Ss to reads the passage silently and the task1 - T writes the given words and phrases on the board: To make a fuss Sneaky (a) Glanced (a) Embarassing (a) Idol (n) - T asks Ss to go back to the passage to locate and read around these words - T checks that Ss understand all these words correctly by calling on some Ss to tell the meaning of the word in Vietnameses - Then T asks Ss to go back to the task and study the given sentences - T asks them to fill the blank with the words/ phrases in the box - T checks the answer with whole class Task - T checks if Ss can answer the comprehesions in task3 without having to read the passage again If Ss can not, T gets them to read the questions carefully and gives them some tips to the task - T gets Ss to check their answer with a peer - T calls on some Ss to write their answers on the board and asks them to explain their choices C After you read - Ask Ss to look at the last picture(c) and give suggestions + How did the girl in the picture feel? + Why did she feel that way? + What did she after that? - T calls on the group to tell and explain their choice Lop11.com - Pay attention - Read the passage in silently - Guess the meaning of the words g©y ån µo, Çm Ü lÐn lót to look quickly at st/sb making you feel nervous, ashamed, or stupid: lóng tóng, xÊu hæ someone you admire and adore glanced making a fuss ambarassing idols sneaky - Individual work then pair work A floppy cotton hat to buy the hat for herself A wad of dollar notes that looked like the ones her father had given Because she didn’t like to make a fuss She bought the hat with it - Group work She felt surprised/ ambarassed Because the money she took from the boy’s bag was not hers Perhaps the girl might want to tell her father the truth and ask him for help Perhaps the girl could come to the police station, tell the (20) police the truth and ask them for help May be the girl could get on the same bus the next day and look for - Then T asks Ss to summarise the main points of the the boy to return him the money lesson - Whole class Homework - Summarises the main points of the lesson again - Learn by heart the new words and make sentences with them Lop11.com (21)