Thiết kế bài giảng Tiếng Anh 11 tập 1 part 2 docx

— Pronounce the words and sentences containing these sounds correctly.. unvoiced = vocal cords do not vibrate while making this sound fricative palatal = touch your tongue to the back of

Time Steps Work

arrangement

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 sol

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 Pair work &

whole class

30

Work

Time Steps arrangement

— Finally, T provides general comments on the writings

WRAPPING UP

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

— For homework, T asks Ss to improve their writing,

taking into consideration their friends’ and _ T's

suggestions and correction and do the extra exercise

Smiling shyly, she said "how do 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

2 Why did the girl think that her roommate had had a long journey?

3 What made the girl's roommate look funny”?

4 Where did the girl's roommate come from?

5 How did the girl's feeling about her roommate change?

Answers:

1 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 / tl /

— Pronounce the words and sentences containing these sounds correctly

— Use some structures containing infinitives with and without fo appropriately

Work

arrangement

and explains the differences in producing them work + The phonetic sound / a3/ 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 of your mouth

+ The phonetic sound / t\ / is an unvoiced fricative palatal

unvoiced = vocal cords do 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

Practising sentences containing the target sounds

— T reads the sentences and asks Ss underline the words

with the sounds and write / d3 / and / t/ / under them

— T asks Ss providing the sentences 1n pairs

— T goes around to providing help

— T asks some Ss to read the sentences and gives feedback

33

+ I have letters to write

+ Does he get anything to eat?

+ There is plenty to do

— T asks Ss to comment on the use of fo + 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

1 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 keep my records in

2 Use of passive to-infinitive

+ There is plenty to do =

1 plenty of things we can do

2 plenty of work we must do

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

34

Work

arrangement

— 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 1s: 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 1

— T asks Ss to do Exercise 1 individually and then

compare their answers with another student

— T calls on some Ss to read out their answers

— T gives correct answers:

1 Who wants something to eat?

2 I have some letters to write

3 lam/was delighted to hest the news

4 My mother has some shopping to do

5 You always have too much to talk about

6 It's lovely to see you again

7 It's / was too cold to go out

8 I'm happy to know that you have passed the exams

2 Infinitive without to (bare infinitive)

— T calls on some Ss to give out some verbs that are & whole

followed by bare infinitives class

— 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,

35

Time Steps Work

arrangement

notice, observe, perceive, smell The bare infinitive

generally refers to the complete action

+ We use the bare infinitive after Jet and make: let sb do

sth = allow sb to do sth; make sb do sth = force sb to do

sth

b) Practice

Exercise 2

— T asks Ss to do exercise 2 1n pairs Ss have to rewrite the

sentences by using the words given

— 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?

- I felt 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 1n groups of 5 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 to-

infinitives and bare infinitives will be the winner

— T calls on some groups to tell their story and elicits

feedback from the class

36

Work

arrangement

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 do 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

3/

— For homework, Ss review the points that have been

covered in the lesson and do the extra exercise

EXTRA EXERCISE

Join these pairs of sentences

1 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:

1 I saw her cross the road

2 I heard them sing a song

38

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

39

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

— 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

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

Then T distributes the following crossword puzzle Class

handouts for Ss to do in their own groups Which group

finishes first and has all the correct answers will be the

winner

Crossword

1 My dad works in a factory where he produces cars

and tractors He's an

2 Án is something that protects you from

rain or sun

40

Time Steps Work

6 Tran Hung Dao 1s a national He saved

the Vietnamese people from Chinese invaders

7 He won several chess championships at a young age

Actually, he was the country's youngest

8 Inher glorious singing career Celine Dion has earned

Varlous music awards She 1s the most

Canadian singer

9 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 : 1t's located right in Hoan

Kiem District, the city centre

12 My mother aÌlways me to go ahead and

Work

cjịh|aj|imlp|Li|olIn sJ|u|c|c|e|s|s|f|ull w|i|t|in|le|s|s

cj|el|nl|tlrlall

— T explains the word "embarrassing" and introduces the

topic: An embarrassing situation

BEFORE YOU READ 5! — T gets Ss to work in pairs and try to make sense of the Pair work & 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 do you think

might be relationship between the girl and the man?

Why? What do you see on the table? Whose money do

you think it is? Why? etc

whole class

Set the scene: You are going to read a story in which a

girl's telling about her most embarrassing situation

Then you do the tasks that follow

42