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idols TASK 2 — T gets Ss to read the text silently again and then with a peer work out the sequence of the pictures given on page 22 again, this time based on the information in the text[r]
(1)Gi¸o ¸n TiÕng Anh 11 - L©m §×nh HiÖp - Tæ Ngo¹i ng÷ - THPT Nghi Léc Date: 10/09/08 Unit FRIENDSHIP Period 1: READING I Objectives: By the end of the lesson, Ss will be able to: — Develop such reading micro-skills as scanning for specific ideas, skimming for general information, and guessing meaning in context — Use the information they have read to discuss the topic 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 Work Time Steps arrangement 6' Competition game - Network Group work - T prepares a handout with a network of the word "Friendship" Friendship 10' — T divides the class into groups and gives each group a handout T asks Ss to complete the network the winners will be the group completing the network in the shortest period of time 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 — T asks Ss to work in pairs to read the short poem on page 13 and answer the Pair work & whole class Lop11.com (2) Gi¸o ¸n TiÕng Anh 11 - L©m §×nh HiÖp - Tæ Ngo¹i ng÷ - THPT Nghi Léc Time Steps Work arrangement question: What you think of the friend in the poem?’ — T calls on some Ss to answer the question T may give some comments and her suggestion: The friend in the poem is very dedicated and thoughtful He / she is willing to help his / her friend in any circumstances Pre-teaching Vocabulary Note: T should only teach the words which not appear in Task Acquaintance [ə'kweintəns](v): bắt đầu biết ai; làm quen với (n) người mà ta biết không phải bạn thân; ['lɑ:stiη](adj.): bền vững, lâu dài, trường cửu Incapable[in'keipəbl](adj.): không đủ khả năng, bất tài, bất lực Lasting To be concerned with: Quan t©m tíi ai, c¸i g×? Constant ['kɑnstənt](adj.): kiên định; trung kiên; trung thành; chung thuỷ Constancy ['kɑnstənsi](n): bền lòng, tính kiên trì, tính kiên định, tính trung kiên; trung thành, chung thuỷ Unselfishness [,ɑn'selfi∫nis] (n): tính không ích kỷ Enthusiasm [in'θju:ziæzm] (n): hăng hái, nhiệt tình Uncertain [ɑn'sə:tn] (adj.): dễ thay đổi, có thể thay đổi, không kiên định Loyalty ['lɑiəlti] (n): lòng trung thành, lòng trung nghĩa, lòng trung kiên Suspicion [sə'spi∫n] (n): nghi ngờ; bị nghi ngờ Rumour ['ru:mə] Or: rumor ['ru:mə](n): tin đồn; lời đồn; tiếng đồn Gossip ['gɑsipə](n): người hay ngồi lê đôi mách, người hay kháo chuyện nói xấu; người hay nói chuyện tầm phào Trust [trɑst](n): the belief that sb / sth is good, sincere, honest Sorrow (n): ®au khæ Mutual ['mju:tjuəl](n): ®iÓm chung Sympathy ['simpəθi] (n): thông cảm; đồng cảm; thương cảm 6’ Pursuit — If there is some time left, T may ask some Ss to make sentences with the above words to check their understanding 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 Whole class, individual work & pair work Lop11.com (3) Gi¸o ¸n TiÕng Anh 11 - L©m §×nh HiÖp - Tæ Ngo¹i ng÷ - THPT Nghi Léc Time 5' 6' Steps words — Next, T instructs Ss to use some strategies to Task 1: + First, Ss should read through the sentences provided in the task to identify the part of speech of the word to fill in each blank For example, in sentence the word to fill in should be an adjective; in sentence the two words should be nouns + Read the first sentence carefully to understand the meaning roughly Read the words / phrases in the box to choose the most suitable one to fill in the blank - Continue with the rest of the sentences — T asks Ss to work individually to 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: + Ss should read the text carefully and try to summarize it in the Ss own words + Then Ss search through the list of main ideas provided in the task to find the most suitable one + Ss should make sure the main idea chosen sums up the entire text and not just one idea within it — T calls on some Ss to give their answers and asks other Ss to say whether they agree or disagree — T gives feedback and the correct answer: 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: • underline the key words For instance, in question Ss can underline what, first quality, friendship • decide what information they need to find in the text • look for questions words like “why” which indicates Ss should read for specific thing like a reason + Go back to the first question and locate the information for the question by Work arrangement Whole class, individual work & pair work Whole class, individual work & pair work Lop11.com (4) Gi¸o ¸n TiÕng Anh 11 - L©m §×nh HiÖp - Tæ Ngo¹i ng÷ - THPT Nghi Léc Time 10' 2' Work arrangement Steps finding the key words in the passage and mark the place +.Read the part carefully to find the answer Ss can use their own words + Continue with the rest of the questions — T asks Ss to work individually to the task, then discuss their answers with their peers — T calls on some Ss to write their answers on the board and ask them to explain their choices — T gives the correct answers: 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 sympathize with his / her friend Where there is no mutual sympathy between friends, there is no true friendship (last paragraph) 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 Pair work, group work & whole class Whole class Date: 10/9/08 Period 2: 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 Materials Textbook, handouts III Anticipated problems: Lop11.com (5) Gi¸o ¸n TiÕng Anh 11 - L©m §×nh HiÖp - Tæ Ngo¹i ng÷ - THPT Nghi Léc Ss may not have enough vocabulary to talk about the topic, so T should be ready to provide help IV Procedure Work Time Steps arrangement WARM-UP 8' Group work 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 Answer: 12' TASK Instruction: You are going to look at the picture offour 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: Forehead (n): (T points at his / her forehead) trán Crooked (adj): an adjective you can use to describe one’s nose (mui khom) — T may ask Ss to provide some adjective / expressions used to describe people’s appearance She may also give Ss a handout of these adjectives and expressions Whole class & pair work Describing peoples appearance Height tall, medium, short Lop11.com (6) Gi¸o ¸n TiÕng Anh 11 - L©m §×nh HiÖp - Tæ Ngo¹i ng÷ - THPT Nghi Léc Time Steps Build 10' slim, plump (bụ bẫm, đầy đặn), overweight (bÐo ph×), obese (bÐo ph×), thin (gÇy), muscular (v¹m vì), athletic, stocky (thÊp và nịch), well-built (lực lượng), of medium I average I normal build Hair Normal order of adjectives used to describe one’s hair length, style and colour + length: long, short, shoulder-length (ngang vai) + style: straight, wavy, curly, crew-cut (®Çu cua) ± colour: black, grey, red, brown Others: a fringe (m¸i), a bun (bói tãc), plait(s) (®u«i sam) (to wear one’s hair in a bun / a plait / plaits), receding (sîi tãc hít sau), bald Face oval, round, large, square, skinny, chubby (phóng phÝnh), long, with high cheekbones (g× m¸ cao) Eye small, big, black, brown, blue Nose straight, crooked (kho»m), turned-up (hÕch),big, small, flat (tÑt) Chin pointed chin (c»m nhän) double chin (hai c»m), no chin Lips thin, full, narrow, heart-shaped Forehead broad, high Skin white, pale, suntanned (r¸m n¾ng) oriental, dark, brown, coffee-coloured, black a smooth complexion / pale complexion (da t¸i) / dark complexion clear skin, greasy skin (da nhên) General appearance beautiful (women), handsome (men), pretty (women / girls), good-looking (men and women), plain (bình thường) 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-yearold son / a middle-aged woman / a man in his sixties (kho¶ng 60 tuæi) — 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 shoulderlength black hair, and she’s wearing a ribbon She has an oval face with a Work arrangement Whole class & group work Lop11.com (7) Gi¸o ¸n TiÕng Anh 11 - L©m §×nh HiÖp - Tæ Ngo¹i ng÷ - THPT Nghi Léc Time Steps Work arrangement 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 good-looking 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 (chu đáo) Hospitable (ad]): pleased to welcome guests; generous and friendly to visitors (hiÕu kh¸ch) Modest (adj): not talking much about your own abilities or possessions (khiªm tèn) Sincere (ad]): saying only what you really think or feel (ch©n thµnh) Understanding (ad]): showing sympathy for other people’s problems and being willing to forgive them when they sth wrong (th«ng c¶m) — T divides the class, into groups 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 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 difficulty with their friend — T elicits feedback from the class and gives final comments 13' 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: Whole class & pair work Lop11.com (8) Gi¸o ¸n TiÕng Anh 11 - L©m §×nh HiÖp - Tæ Ngo¹i ng÷ - THPT Nghi Léc Time 2' Work arrangement Steps Quick-witted (adj): able to think quickly; intelligent (th«ng minh, nhanh trÝ) Good-natured (adj,): kind, friendly and patient when dealing with people (đôn hËu) — 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 Whole class Date: 10/9/08 Period 3: 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 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 Time Steps arrangement 7' 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 willing to help sb people not talking much about your own showing kindness; making you feel abilities or possessions relaxed and as though you are among spending a lot of time studying or friends Lop11.com (9) Gi¸o ¸n TiÕng Anh 11 - L©m §×nh HiÖp - Tæ Ngo¹i ng÷ - THPT Nghi Léc Time 10' 10' Steps 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 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: toà nhà Sense of humour: KhiÕu hµi hèc 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 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 (v’ 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 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) Work arrangement Whole class Individual work, group work & whole class Lop11.com (10) Gi¸o ¸n TiÕng Anh 11 - L©m §×nh HiÖp - Tæ Ngo¹i ng÷ - THPT Nghi Léc Time 7' 8' Steps 5.T F (They have been best friends 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 What they like they meet? about their friends? Lan — They used to live in — Ha’s very friendly the same apartment and helpflul building in Ha Noi — Ha’s sociable She’s — Lan went on a got many friends in holiday in Do Son Do Son and she and Ha went there to introduced Lan help her around Long — They met in — Minh has a sense of college humour — Minh played the — Minh likes to go to guitar, and Long was plays and movies a singer — Minh is a good — They worked listener together — 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 Work arrangement Individual work, pair work & whole class Whole class & pair work 10 Lop11.com (11) Gi¸o ¸n TiÕng Anh 11 - L©m §×nh HiÖp - Tæ Ngo¹i ng÷ - THPT Nghi Léc Time 3' Steps — 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 Work arrangement Whole class EXTRA EXERCISE Your class is organizing a writing contest with your teacher of English being the examiner You are given the following statement and required to write a short paragraph explaining how you understand its meaning “A friend Is one who knows us, hut loves us aitywgy.” — Fr Jerome Cummings Date: 14/9/08 Period 4: 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 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 Work Time Steps arrangement 7' WARM-UP Group work 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 13' PREPARING SS TO WRITE Whole class — 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 11 Lop11.com (12) Gi¸o ¸n TiÕng Anh 11 - L©m §×nh HiÖp - Tæ Ngo¹i ng÷ - THPT Nghi Léc Time 15' 8' 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 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 Feed back 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 Trung street 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 difficult 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 Work arrangement Individual work Pair work & whole class 12 Lop11.com (13) Gi¸o ¸n TiÕng Anh 11 - L©m §×nh HiÖp - Tæ Ngo¹i ng÷ - THPT Nghi Léc Time 2' Steps Work arrangement Whole class 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 EXTRA EXERCISE Read the text and answer the questions that follow My Roommate It was my first day at the university Armed with bags of luggage, I walked slowly into the dormitory I looked at door after door for my name At last I found it In the room, there was already a girl making her bed Smiling shyly, she said “how you do” to me After that, she continued her work, paying no more attention to me “What a stuck-up fellow” I thought Then I began to examine the room There was no difference in the fitting from any other room I had seen But it had been thoroughly cleaned by my new roommate, no doubt Minutes later, I started to examine her She was thin, short and dark Her hair was in a completely disastrous mess like a bunch of straw Her dirty clothes and tired look were clearly signs of a long journey Well, her T-shirt was too big for her and her trousers were a bit short, which made her look funny What’s more, she wore a pair of rubber scandals, which were indeed out of fashion In a word, she did not look like a smart freshman at all “A yokel”, I concluded The second time she spoke, her accent told me that she was from the south “Shall I help you to get your luggage from the ground floor?” I did not refuse since I really needed help Wow She was quick in action Before I said “Thanks”, she had already walked out of the room and was soon far ahead of me “A good guy,” I said to myself, “I will make friends with her.” I hurried and caught up with her What was the girl’s roommate doing when she first saw her? Why did the girl think that her roommate had had a long journey? What made the girl’s roommate look funny? Where did the girl’s roommate come from? How did, the girl’s feeling about her roommate change? Answers: She was making her bed Because her roommate wore dirty clothes and had a tired look Her too big T-shirt and short trousers made her look funny She came from the south Her roommate offered to help her to get the luggage from the ground floor and she was quick in action The girl thought that she would make friends with her roommate Period 5: LANGUAGE FOCUS I Objectives By the end of the lesson, Ss will be able to: — Distinguish the sounds / d3 / and / I — Pronounce the words and sentences containing these sounds correctly — Use some structures containing infinites with and without to appropriately II Materials Textbook, hand outs 13 Lop11.com (14) Gi¸o ¸n TiÕng Anh 11 - L©m §×nh HiÖp - Tæ Ngo¹i ng÷ - THPT Nghi Léc III Anticipated problems Ss may find it difficult to pronounce the two sounds, so T should prepare a lot of practice IV Procedure Work Time Steps arrangement 12' PRONUNCIATION Whole Pronouncing the two sounds separately class, — T models the two sounds / d3 / and / tJ / for a few times and explains the differences in individual producing them work & pair + The phonetic sound / dj/ is a voiced palatal work 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 of your mouth + The phonetic sound/it / 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 (or T) 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 Practicing 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 10' GRAMMAR Whole To-infinitive class, a) Presentation individual — T writes some sentences on the board and underline the to + infinitive: work & pair + I have letters to write work + 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 and ( 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? 14 Lop11.com (15) Gi¸o ¸n TiÕng Anh 11 - L©m §×nh HiÖp - Tæ Ngo¹i ng÷ - THPT Nghi Léc Time 10' Steps 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 keep my records in Use of passive to-infinitive + There is plenty = (a) plenty of things we can (b) plenty of work we must In the there + be+ noun / pronoun + to-infinitive construction, when there is an idea of duty, as in (b) above, a passive to-infinitive is possible: There is a lot to be done But the active to-infinitive is more usual — T continues writing some other sentences on the board: + I’m sorry to trouble you + It is easy to please that customer + The pie is too hot to eat — T asks some Ss to comment on the examples T might explain to Ss that we can put to-infinitives after adjectives The form is: adj + to-infinitive; adj + too / enough+ to - infinitive (too before an adjective means excessively; enough after an adjective means to the necessary degree) — T asks some Ss to give some similar examples b) Practice Exercise — T asks Ss to Exercise individually and then compare their answers with another student — T calls on some Ss to read out their answers — T gives correct answers: Who wants something to eat? I have some letters to write am / was delighted to hest 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 / was too cold to go out I’m happy to know that you have passed the exams Infinitive without to (bare infinitive) a) Presentation — T calls on some Ss to give out some verbs that are followed by bare infinitives, — T may make clear that: + We can use a noun or pronoun object + bare infinitive after verbs of perceptions such as feel, hear, watch, see, notice, observe, perceive, smell The bare infinitive generally refers to the complete action + We use the bare infinitive after let and make: let sb sth = allow sb to sth, make sb sth = force sb to sth b) Practice Exercise — T asks Ss to exercise in pairs Ss have to rewrite the sentences by using the words given Work arrangement Group work & whole class 15 Lop11.com (16) Gi¸o ¸n TiÕng Anh 11 - L©m §×nh HiÖp - Tæ Ngo¹i ng÷ - THPT Nghi Léc Time Steps Work arrangement — T asks them to compare answers with another pair — T calls on some Ss to go to the board to write their answers — T asks other Ss to feedback and gives correct Answers: 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 through the window Do you think the company will make him pay some extra money? Ifelt the animal move towards me Do you think her parents will let her go on a picnic? Production: Story telling — T prepares a handout with six pictures in the right order T asks Ss to work in groups of to tell the story about the crow in the pictures T gets across to Ss that they should use as many sentences with to-infinitives and bare infinitives as possible The group which produces the most logical story with the most appropriate sentences using toinfinitives and bare infinitives will be the winner — T calls on some groups to tell their story and elicits feedback from the class — T gives final comments and provides correction if necessary Suggested story: A WISE CROW A crow had not had anything to drink for a long time One day she saw a pitcher There was a little water in the pitcher, but it was too low for her to reach What was she to do? She tried to break the pitcher with her beak, and then to overturn it on the ground, but it was too hard and heavy to Then she thought of a plan She picked up a number of little stones and dropped them one by one into the pitcher In this way the water was soon raised high enough for her to easily reach 16 Lop11.com (17) Gi¸o ¸n TiÕng Anh 11 - L©m §×nh HiÖp - Tæ Ngo¹i ng÷ - THPT Nghi Léc Time 3' Steps Work arrangement WRAPPING UP Whole class — T summarises the main points of the lesson — For homework, Ss review the points that covered in the lesson and the extra exercise have been EXTRA EXERCISE Join these pairs of sentences She crossed the road I saw her They sang a song I heard them A pavement artist drew a portrait in crayons I watched him He locked the door I observed him She drove off I saw her He was foolish He left the firm 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 Answers: I saw her cross the road I heard them sing a song I watched a pavement artist draw a portrait in crayons I observed him lock the door I saw her drive off He was foolish to leave the firm It would look rude to refuse their invitation I was happy to meet you again The film was not interesting enough (for me) to watch / The film was too boring (for me) to watch 10 The woman is too old to drive a car / The woman is not young enough to drive a car Date: 14/9/08 Unit PERSONAL EXPERIENCES Period 1: READING I Objectives By the end of the lesson, Ss will be able to: 17 Lop11.com (18) Gi¸o ¸n TiÕng Anh 11 - L©m §×nh HiÖp - Tæ Ngo¹i ng÷ - THPT Nghi Léc — Develop such reading micro-skills as scanning for specific ideas, identifying the sequence of events and guessing meaning in context — Use the information they have read to discuss the story II Materials Textbook, handouts III Anticipated problems Ss may need help with the discussion task, so T should be ready to help them IV Procedure Work Time Steps arrangeme nt 5' WARM-UP Group work Vocabulary crossword puzzle & whole — T divides the class into small groups of — students Then T distributes the class following crossword puzzle handouts for Ss to in their own groups Which group finishes first and has all the correct answers will be the winner Crossword My dad works in a factory where he produces cars and tractors He’s an _ An is something that protects you from rain or sun He saved people in the fire He’s such a _ person We have a big _ for our cars and a lovely garden at home This is a beautiful song I like both the music and the _ Tran Hung Dao is a national _He saved the Vietnamese people from Chinese invaders He won several chess championships at a young age Actually, he was the country’s youngest _ In her glorious singing career Celine Deon has earned various music awards She is the most Canadian singer Only a little boy saw the car hit and run He was the only of the accident 10 Washington DC is the _ city of the United States 11 My flat is quite it’s located right in Hoan Kiem District, the city centre 12 My mother always me to go ahead and realise my dreams 18 Lop11.com (19) Gi¸o ¸n TiÕng Anh 11 - L©m §×nh HiÖp - Tæ Ngo¹i ng÷ - THPT Nghi Léc Time Steps Work arrangeme nt Answer: 5' 8' — T explains the word “embarrassing” and introduces the topic: An embarrassing situation BEFORE YOU READ — T gets Ss to work in pairs and try to make sense of the pictures on page 22 Then T gets them to put the pictures in the order that they think is most appropriate — T calls on some pairs to present their ideas but should not correct them If Ss have difficulty talking about the pictures, T may elicit their answers by asking questions and giving prompts E.g.: What can you see in Picture A? What you think might be relationship between the girl and the man? Why? What you see on the table? Whose money you think it is? Why? etc WHILE YOU READ Set the scene: You are going to read a story in which a girl’s telling about her most embarrassing situation Then you the tasks that follow TASK — T gets Ss to read the passage silently and then Task T may write the given words and phrases on the board (i.e making a fuss, sneaky, glanced, embarrassing, idols) and asks Ss to go back to the passage to locate and read around these words so that they can guess their meanings For example, the words “idol” found in line may refer to “someone you admire and adore” Ss can understand this meaning thanks to the words “pop star” and the idea that the girl wants to look like this person — T might want to check that Ss understand all these words correctly by calling on some Ss to tell the meaning of the words in Vietnamese — Then T asks Ss to go back to the task and study the given sentences Ss need to guess which part of speech they might deal with in each case For example, for sentence they might need to supply a verb in past tense, or for sentence they might need to supply a verb in present continuous, etc — Now Ss use both their knowledge of the words in the box and their guess-work with the given sentences to match them correctly Pair work & whole class Individual work & whole class 19 Lop11.com (20) Gi¸o ¸n TiÕng Anh 11 - L©m §×nh HiÖp - Tæ Ngo¹i ng÷ - THPT Nghi Léc Time 5' 10' 10' Steps — T checks the answers with the whole class Answers: glanced embarrassing sneaky making a fuss idols TASK — T gets Ss to read the text silently again and then with a peer work out the sequence of the pictures given on page 22 again, this time based on the information in the text — T calls on a student to give and explain his / her answer — T gives corrective feedback Answers: Picture d Picture b Picture f Picture e Picture a Picture c TASK — T checks if Ss can answer the comprehension questions in Task without having to read the passage again If Ss cannot, T gets them to read the questions carefully and gives them some tips to the task: + First, Ss should skim the five questions to understand them As Ss this they: • underline the key words to decide what information they need to find in the text • look for questions words like “why” which indicates Ss should read for specific thing like a reason + Then they should go back to the passage and locate the key words in the passage + Then they should read around the key words carefully to find the answer — T gets Ss to check their answers with a peer — T calls on some 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 a floppy cotton hat (lines —2, paragraph 2) A wad of dollar notes that look exactly like those her father had given her (lines — 3, paragraph 3) She thought that was her own money and the boy had stolen it from her She wanted to take it back without making a fuss (lines —6, paragraph 3) She bought the hat of her dream (line 1, paragraph 4) AFTER YOU READ — T introduces the task: Ss work in small groups of or and discuss the questions — T teaches some structures that can be used for giving suggestions e.g ‘perhaps she could”, “she might want to ” and some adjectives that express feelings, e.g “embarrassed”, “ashamed”, “confused”, “sad”, “unhappy”, “uncomfortable “, “uneasy”, etc — T goes around to check and offer help — T calls on the groups to tell and explain their choice — T gives corrective feedback Suggested answers: Work arrangeme nt Individual work, pair work & whole class Individual work, pair work & whole class Group work & whole class 20 Lop11.com (21)