- To lead to the new T- class lesson - To help SS understa T- class nd the - Chalk & text board better - To provide some pronunci ation practice - To T- class check vocab.. in Individ Te[r]
Trang 1GI¸O ¸N GI¶NG D¹Y TiÕng Anh 11 N©ng cao ( Grade 11 Advance )
****************************************8 Preparing Date:
Period: 2 - 3
Unit one : Friendship Period 1-2: Reading
I Aims
- By the end of the lesson, the students are able to scan reading for specific
information
- By the end of the lesson, the students are able to skim reading for general
ideas
- By the end of the lesson, the students are able to express their ideas about
friendship
II Skills: Skill-based (reading)
III Key vocabulary
- confide in - through thick and thin - guarantee - stick
- evolve - break out into tear - detention - cheat
IV Key structure
- A good friend is a person who helps you do homework
- A good friend always stands beside you even though you are a loser
V Materials
- Textbook, pictures/ Drawings
- Chalk and board
- Handouts
Stages/
Time
Procedure Aims Focus Materials
1
Warm
-up &
lead - in
(10-12')
2
Pre-reading
Game: Treasure Hunt.
- Divide the class into two groups
- Stick 6 pictures of things (or draw the things) on the
board
- Tell ss to find out the treasure, the word of the day
by combining the first letters in the names of these
things (Do not give them the names)
- The first group to find it will win the game
- Check ss' understanding of instructions
- Give an example like this: a picture of a Car, of an
A pple, and of a Tree, the word in this case is "cat"
- Have ss start the game
These are the pictures: the word of the day is "
FRIEND"
Words: flower, ring, ice-cream, eye, nurse, dog.
- Declare the winner
- Ask ss: - Do you have friends?
- What is a good friend like, according
to you?
- Note down some key points
Transition: - In today's reading, we'll get to know
more about friends and friendships
- Write down on the board:
Unit 1 Friendship
Teaching Vocabulary
- To raise ss'
interest and to lead to the topic
- To engage
ss, and let
ss express their opinions
Groups T- class
T- class
- Pictures
or drawings
- Chalk
&board
Trang 2(8 - 10')
3 While
-
reading
(10 -15')
(15 - 18'
)
- Elicit meanings from ss or give explanations
yourself
break out into tears (phr.v) = begin to cry
Though thick and thin(idm) = in spite of all the difficulties (trong bất cứ hoàn cảnh nào)
Cheat / tʃi:t/ (v) = act dishonestly; copy sb's work in a test
Detention / di'tenʃn/ (n) = punishment of being kept at school after it has closed (hình phạt giam ở BC sau giờ học
Confide /kn'faid/ in sb (v) = trust sb enough
to tell a secret to him/ her (tâm sự, thổ lộ)
Guarantee /g rənti:/ (n) = sự bảo đảm
Evolve / i'volv/ (v) = develop naturally and gradually
Stick together (v) = remain friendly and loyal
to one another (gắn bó)
- Give some practice on pronunciation (Read - ss
repeat)
Checking Vocabulary: Gap - filling
- Give ss handouts and ask them to work in pairs,
completing the sentences, using the words just
learned
1 A good friend remains loyal to you
2 Blue skies are not a of continuing fine weather
3 Being scolded by his mother, the child
4 Those students were sent to the room for their cheating on the exam
5 Like friendship, trust with time
6 Ann thinks there's no one in the class she can
- Check with the class
Expected answers:
1 through thick and thin
2 guarantee
3 broke out into tears
4 detention
5 evolves
6 confine in
Activity 1: Reading and Matching
- Ask ss to read Text A and then match the grades
with John's opinions on what a good friend is
- Call on ss to say what John thought of a good friend
in each grade
- Go over the answers with the class
Activity 2: True - False Statements (Task b, p16)
- Ask ss to read the statement about close friends in
Task b (p.16) and say if they are true or false, i.e, SS
agree or disagree with them
- Check with the class and note down on the board ss'
opinions
- Tell ss to read Text B and decided if the statements
are true or false
- Ask ss to work with a partner and compare answers
- To provide ss' with some language
to help them understan
d the text
- To help enrich ss knowledg
e of vocab
- To see if
ss have learned the words and know how to us them in a new context
-
To develop ss' skimming skills
- To give some personaliz
ed task to
T- class
T- class
Pairs
Individ uals
T - class
- Chalk
&board
- Handouts
Textbook
Trang 3(10 - 12'
)
4 Post -
reading
(14 -
16')
- Call on ss to read the statements and say their
choice
- Go over the answers with the class
- Tell ss to compare the ideas in the text and ss'
opinions
Answers:
1 T
2 F (According to the text, we become friends with
those who share common interests)
3 F (We can not go out and pick a good friend)
4 T
5 T
Activity 3: Main ideas
- Write down on the board three phrases about the
main ideas of the paragraphs in Text B and one extra
phrase
a possible reasons for not having a best friend
b what to do to have a best friend
c how best friendship develops
d the benefits of a best friend/ what a best friend can do to us
- Ask ss to skim the text again and match the
paragraphs with their suitable main ideas
- When they have finished, tell ss to compare
answers with a partner
- Go over the answers with the class
Expected answers:
Par.1 - d Par.2 - c Par.3 - a
Discussion
- Ask ss to work in groups of 4 or 5, expressing their
opinions on the following questions:
a Close friends don't need to share common interests Agree or disagree? Give reasons
b What is your own idea of a good friend?
c How do you understand the proverb "A friend
in need is a friend indeed?"
- Go around to control and give help if necessary
- Call ss to report about their groups' ideas
- Give feedback and comments on what ss have
Writing Sentence Building
Give ss handouts, and ask them to make sentences
using the cues
1 your ideas/ good friend/ different/ different grades
2 best friend/ someone/ you can confide
3 best friends/ usually stick together/ thick/
thin
4 best friend/ help you/ avoid/ depression/
anxiety
engage ss
- to provide some practice
on scanning skill
- To provide practice
on skimming for
general ideas
- For ss to share and learn
- To provide ss with some free practice and to have them express themselve
s and share ideas
- To give more practice
at home about the content of
Individ uals
pairs
T - class
Individ uals
Pairs
Groups
Ss - ss
T - class
Textbook
- Chalk
&board
Textbook
- Chalk
&board
- Chalk
&board
Trang 45
Homew
ork (1')
the text Individ
uals
Handouts
Preparing Date:
Period: 4
Unit one : Friendship Period 3: Listening
VI Aims
- By the end of the lesson, the students are able to listening and pick up specific details
- By the end of the lesson, the students are able to listening and understand
general ideas
VII Skills: Skill-based (listening, speaking)
VIII Key vocabulary
- sociable - sensitive - indifferent;
IX Key structures
- She looks athletic with her hair cut short and casual clothes
- It was her rosy plump face that attracted me at the first look
X Materials
- Textbook
- Chalk and board
- Sheers of paper
- Cards
- CD player
Stage/
Timing
Procedure Aims Focus Materials
1
Warm -
up
(4 - 5')
Game: 'Five little things'
- Ask ss to work in groups of four
- Tell ss to listen to instructions and write down 5
things as required on a piece of paper
- The group that finishes first and gets all correct will
get 1 point
- The group that has more points will win the game
- Check ss' understanding of instructions and have
them start the game
These are the suggested instructions:
1 Write down 5 places where you often meet with your close friend
2 Write down 5 things you often share with your close friend
3 Write down 5 qualities you need in a good friend
4 Write down 5 adjectives describing appearance
5 Write down 5 adjectives describing character
or personality
- To create interest, review adjective
s and nouns and introduc
e the topic
Group
T - class
- Sheets of paper
Trang 52
Pre-listening
(4 - 5')
3 While
Expected answers:
1 home, school, park, cinema, evening class,
2 notes, cake, homework, school things, joy, sadness,
3 honesty, loyalty, unselfishness, helpfulness, good-heartedness,
4 tall, short, good-looking, beautiful, well-dressed, stout,
5 reserved, out-going, sociable, studious, practical, sympathetic,
- Read ss' items and check with the class after each
question
- Declare the winner
Transition: - We use a lot of nouns and adjectives to
talk about friends
Today we will listen to a letter from Jack, writing
about his new friend
-Write down on the board:
Unit 1 Friendship - Listening Teaching Vocabulary
- Use pictures and explanations to present some new
words
+ sociable / səuʃəbl/ (a) = friendly, outgoing
+ conservative/ / (a) = opposed to great change (b¶o
thñ)
+ sensitive/sensətiv / (a) = easily offended; easily
hurt( nh¹y c¶m)
+ skinny / 'skini/ (a) = very very thin (gÇy tr¬ #BY '
+ stout / staut/ (a) = rather fat
+ indifferent / in'difr nt/ (a) + having no interest (thê
¬)
- Read the words one by one and ask ss to repeat
Checking Vocabulary
- Tell ss to listen to the explanation in English and say
the word
1 very thin (Expected: skinny)
2 having no interest (Expected: indifferent)
3 friendly, outgoing (Expected: sociable)
4 easily offended (Expected: sensitive)
5 rather fat (Expected: stout)
6 opposes to great change (Expected:
conservative)
- Checking with the class
Describing yourself (Task a, p.17)
- Ask ss to read the list of adjectives and stick (⋎) the
words that describe them and add more adjectives that
are true for them
- Call on one student or two to read their list that
describes themselves
Activity 1: Listen and tick ( ⋎)
(Task b, p.17)
- Tell ss they are going to listen to a letter from Jack,
writing about his new Vietnamese friend, Mai
- To provide
ss with some vocab
To help them understa
nd the listening text
- To see
if ss have learned the words
- To engage
ss with some personali zed task
&
prepare them for the next task
- To give
T- class
T- class
T- class
T- class
Individ uals
ss - ss
T-class Individ
- Chalk &
board
- Chalk &
board
- Textbook
- Textbook
Trang 6-
listening
(5 - 7 ')
(8 - 9')
(4 - 5')
4 Post -
listening
(8 - 9' )
5
Homew
ork
(1')
- Ask ss to listen and tick ( ⋎) what is true about her.
- Let ss listen for the second time if necessary
- Go over the answers with the class
Activity 2: Listen and take notes
- Ask ss to listen again and note down the noun
phrases used to describe Mai's appearance
- Call on ss to read their notes and check with the
class
Expected answers:
- her rosy plump face, - two dimples (on her cheeks),
- short hair, and - casual clothes
Activity 3: Questions and answers
- Tell ss to listen again and answer the questions
1 On what occasion did Jack meet Mai Tran?
2 How old are Jack and Sinh?
3 What do Mai, Jack and Sinh have in common?
4 Where is Mai going this summer?
5 Will Jack go with Mai there?
- Go over the answers with the class
Expected answers:
1 Jack met Mai Tran at his cousin's party
2 They are 17 - the same age as Mai
3 They all have the same taste in information technology and music
4 She's going to visit/ travel back to Viet Nam
5 Maybe He hasn't decided yet
Speaking: Role play (handouts).
- Pair of ss as A and B and tell A to play the role of
Jack and B the role of Sinh Ss imagine they are
having a conversation on the phone
- Give each student a role card (Appendix) and ask
them to make a conversation based on the ideas
suggested
- Move around to control and give help if necessary
- If time allows, have 1 or 2 pairs to act out their
conversations in front of the class
- Ask for ss' comment and then give feedback
Vocabulary review
- Tell ss to learn the new words and make some
sentences with them, describing a certain person
practice
in listening for details
- To challeng
e ss with some note taking
- To check ss compreh ension
- To integrate some speaking
; role play is fun
- To enrich ss' knowled
ge of vocab
uals
Individ uals
Individ uals
T - class
Pairs
T - class
Individ uals
- CD player
- CD player
- Chalk &
board
- Chalk &
board
- CD player
- Cards
- Textbook
Trang 7Preparing Date:
Period: 5
Unit one : Friendship Period 4: Speaking
XI Aims
- By the end of the lesson, the students are able to introduce themselves
- By the end of the lesson, the students know how to make friends with someone new
XII Skills: Skill-based (speaking, listening)
XIII Key vocabulary
- tasty
- cousin
XIV Key structure
- I don't think we've met My name's Alice
- It's nice weather, isn't it?
XV Materials
- Textbook, - pictures - Chalk and board
Stages/
Time
Procedure Aims Focus Materials
1
Warm
-up &
lead - in
(10-12')
2
Pre-speakin
g
(6 - 8')
Game: Word grip.
- Prepare a poster of a word grid with 11 rows (You
can prepare a poster with all the words in their rows
and cover each row with a piece of paper When SS
get it right, you jujst need to uncover that row)
(Appendix 1)
- Ask SS to work in two groups
- Tell ss to take turns to choose a numbered row
- Read the explanation for the word in that row, and
the group try to say what the word is If the group get
it right, they score 1 point If they get it wrong, the
other group have a chance to say the word and score
the point
- After 6 rows have been revealed, the groups are
allowed to guess the word in the column If they get
it right, they win 5 points
- The group that have more points will win the game
- Check SS' understanding of instructions and have
them start the game
- Keep a running total of points for each group on the
board
- Declare the winner
Transition: - How do you make friends with people?
Today we will focus on making friends at parties and
public places
- Write down on the board:
Unit 1 Speaking - Making Friends
Eliciting and Introducing Useful Language
- Ask SS: What do you do/ say to make friends with
someone new?
- Note SS' ideas on the board
- To create ss' interest and to introduce the topic
- To make sure SS know what they are going
to do
To lead to the lesson
To challenge
SS to generate key structures
Groups T- class
T- class
T- class
T- class
- Posters
- Chalk
&board
- Chalk
&board
Trang 83 While
-
reading
(9 -10')
(8- 10' )
- Tell SS to read the expressions in Task a (P.18) and
tick ( ) the ones that they can use to start a
conversation
Expected answers: 2, 3, 4, 5, 6, 7 and 8
- Give comments and then introduce to SS some
ways to start a conversation with someone
1 Introducing yourself
Hello, my name's / Hi, I'm from
My name's , by the way
How do you do? I'm Nice to meet you
2 Checking if you know someone
I don't think we've met My name's
Haven't I seen you at ?
You're a friend of , aren't you?
You look familiar Have you been in/ to
school?
3 Making offers
Would you like some thing to drink/ to eat?
How about trying ? Could I get you a drink?
4 Commenting on the situation
It's a great party, isn't it?
The music sounds great, doesn't it?
It's nice weather, isn't it?
- Tell SS they can use the expressions in 3 or 4 either
to start a conversation and make friends with
someone new or to maintain a conversation
- Read the expressions one by one and ask SS to
repeat
Activity 1: Completing & Practicing the Dialogues
(Task b, pp 18 - 19)
- Ask ss to complete the dialogue Task b, (pp 18 -
19) and then compare answers with a partner
- Checking with the class by calling 2 pairs to act out
the conversations
Expected answers:
1 I'm 2 Try/ Have
3 It's good/ It tastes good
4 isn't it/ doesn't it
5 Would you like / Could I get you
6 It's 7 isn't it
8 Have I met 9 at
- Tell SS to work in pairs and act out the
conversations
- Call with the class by calling 2 pairs to act out the
conversations
Activity 2: Role Play
- Prepare sets of 4 personal information cards
(Appendix 2)
- Ask ss to work in groups of four
- Go round to control and give help if necessary
- Call on some ss to the front of the class to act out
the conversations
- To introduce the language
to facilitate speaking activities later
-
To provide some pronuncia tion practice
- to provide
SS with some model
- To provide some free practice
T- class
T- class
T- class Individ uals
pairs
Groups
T - class
- Chalk
&board
- Chalk
&board
Textbook
- Chalk
&board
Trang 94 Post -
reading
(14 -
16')
5
Homew
ork (1')
- Give comments
Listening: Questions and Answers
Ask SS to listen to two conversations and answers the
questions
Conversation 1:
Michael: Hi My name's Michael Parker
Jennifer: I'm Jennifer Yang Michael: It's nice to meet you, Jennifer
Jennifer: Nice to meet you, too
Michael: I'm sorry What's your last name again?
Jennifer: It's Yang
a Who are they? (Expected: They are Michael and Jennifer)
b What are they doing? ? (Expected: They are introducing themselves)
Conversation 2:
Jennifer: Steven? This is your book
Steven: Oh, it's my math book! You're in my
class, right?
Jennifer: Yes, I am I'm Jennifer Yang Steven: It's nice to meet you
David, this is Jennifer She is in our math class
David: Hi, Jennifer Jennifer: Hi, David Nice to meet you
a How many people are there in the conversation? (Expected: 3)
b Has Jennifer known the boys before?
(Expected: No, They are getting to know each other)
c What about Steven and David? (Expected:
Yes, They've known each other before)
d What do they all have in common?
(Expected: They study in the same math class)
Reviewing the language
- Ask SS to review the expressions used to start a
conversation
- To give some consolidat ion
Listening
as an integrated skill
Somethin
g to do at home
Individ uals
T- class
T - class
Individ uals
- Cards
Handouts
- Chalk
&board
Handouts
Textbook
Preparing Date:
Period: 6- 7
Unit one : Friendship Period 5-6: Writing
Trang 10XVI Aims
- By the end of the lesson, the students are able to describe a friend
- By the end of the lesson, the students are able to write a narrative
XVII Skills : Skill-based (writing)
XVIII Key vocabulary
XIX Key structures
- He had a way of criticizing you that made people laugh at you
- He was the same age with us but very tall with black hair cut very short
XX Anticipated problems
- Some students may not be confident enough to express themselves in English
XXI Materials
- chalk and board - Sheets of paper
Stages/
Time
Procedure Aims Focus Materials
1
Warm
-up &
lead - in
(5-6')
2
Pre-writing
(4 - 5')
Game: Memory check.
- Hang a poster with descriptive adjective on the board
- Tell SS to look at the words for a few seconds, and try to
remember them
- Put the poster away and ask SS to write down as many
words they can remember as possible The student with the
most words listed wins the game
- These are the adjectives:
tall beautiful kind smart timid
handsome short pretty thin black
curly long shy straight slim
- Ask the student how s/he can remember so many words
- Tell SS if they put things under some classifications, it's
easier to remember them
- Ask SS to put the adjectives under three heading of Hair/
Face, Build and Opinion
Expected answers:
Hair/Face Build Opinion
Long/black tall/slim beautiful/pretty
Curly/straight short/thin kind/handsome
Timid/shy/smart
Transition: - We use these kinds of adjective to describe
people You will the focus of today's lesson
- Write down on the board: Unit 1 Writing a Narrative
Teaching Vocabulary
- Elicit the meanings of new words from SS or give
explanations yourself
* Vicious/ 'viʃəs/ (a.)=acting with evil intentions; spiteful
(xÊu xa; nham hiÓm )
* imbecile /'imbəsi:l ; US -sl /(n.)= stupid or silly person;
* smart /sma:t/ (a.)=clever; intelligent
* criticize /'kritisaiz/ (v.)=point out the faults of sb/sth
(chØ trÝch, phª b×nh ai)
* confess /kən'fes/ (v.)=admit (thó nhËn)
- To create interest and to introduce the language point
To focus
SS on key features
- To introduce the topic
- To help enrich SS' knowledge
of vocab
and help them understand the text
- To give some pronunciati
on practice
- To see if
SS have learned the words
Individ uals T-class
T-class
T-class
T-class
- Poster
- Sheets of paper
- Chalk & board
- Chalk
&board
- Chalk
&board
... səuʃəbl/ (a) = friendly, outgoing+ conservative/ / (a) = opposed to great change (b¶o
th? ?)
+ sensitive/sensətiv / (a) = easily offended; easily
hurt( nhạy cảm)
+...
listening
(5 - '')
(8 - 9 '')
(4 - 5 '')
4 Post -
listening
(8 - 9'' )
5
Homew
ork
(1 '')
- Ask... thin (Expected: skinny)
2 having no interest (Expected: indifferent)
3 friendly, outgoing (Expected: sociable)
4 easily offended (Expected: sensitive)
5 rather fat (Expected: