Giáo án Tiếng Anh 11 Unit 1: Friendship

Time

Teacher's activities

                    Students' activities

1’

6’

I-Organization:

Who is absent today?

II.WARM UP

Competition game’Network

• T prepares a handout with a network of the word “Friendship”.

-Answer:

11A4:

11A5:

Sts listen and work in groups

- T divides the class into 8 groups and gives each group a handout . T asks Ss to complete the network . The winner will be the group completing the network in the shortest period of time . 

10’

BEFORE YOU READ

Discussing the picture and poem

- T ask the whole class to look at the picture on page 12 an ask them some question :

+ What are the girls and boy doing in the picture ?

+ How do they feel ?

+ What does the picture tell you ?

- T ask Ss o work in pair to read the short poem on page 13 and answer the question : “What do you think of 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 do not appear in Task 1 .

Lasting (adj) = lifelong (adj) : bền vững , lâu dài) 

To be concerned with : quan tâm tới ai , cái gì

Constant (adj):thường xuyên, không thay đổi

Constancy (n): sự không thay đổi

Rumour (n): tin đồn

Gossip (n): chuyện tầm phào

Trust (n): sự tin tưởng

Sorrow (n): sự đau khổ

Pursuit (n): sự theo đuổi, đam mê

- If there is some time left, T may ask some Ss to make sentences with the above words to check their understanding.                                                   

Pair work and whole class

Suggested answers :

+ One boy is playing the guitar , and the other girls and boys are singing .

+ They sem very happy because I can see their smile .

+ The picture tells me that friends can happily do many things together . / Friedship is a nice thing that brings hppiness to us .

6’

5’

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, do the tasks in the textbook.

TASK 1

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

- T checks that Ss understand the words correctly. T can check Ss’ understanding by asking them to provide the Vietnamese equivalents to the words.

- Next, T instructs Ss to use some strategies to do Task 1:

  - T asks Ss to work individually to do 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:

TASK 2

Instruction: You are to read the passage again and dicide which of the choices A,B,C or D most adequately sums up the ideas of the whole passage.

- T gets Ss do the task individually and then find a peer to compare their answer with. T might want to give them some time to re-read the passage.

- T might also want to give Ss some

strategies to find the main idea of the

passage:

 -T calls on some Ss to give their answers

and asks other Ss to say whether they agree

or disagree.

- T gives feedback and the correct answer:

Answer : B

TASK 3

Instruction: You are required to answer the six questions in the book.

- T asks Ss how to do this task. If they do not remember, T may instruct

them to use some strategies to do the task:

       + First, skim the six questions to understand them. As Ss do this they:

       + Go back to the first question and locate the information for the question by 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 do the task, then discuss their answers with their peers.

- T calls on some Ss to write their answers on the board and ask then to explain their choices.

- T gives the correct answers:

1. 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 can’t be a true friend. (paragraph 2)

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)

3. The third quality for true friendship is loyalty. It tells us/me that the 2 friends must be loyal to each other, and they must know each other so well that there can can be no suspicions between them. (line 1-3, paragraph 4)

4. Because if not people cannot feel sae when telling the other their secrets .(line 1-3 , paragraph 5 ) .

5 . Because they cannot keep a  secret , eithr of their own or of others’ . (line 3-4 , Paragraph 5 )

6 . The last quality is sympathy . It tell us / me that to be a true friend one must sympathise with his / her friend one . Where there is no mutual sympathy between friends . there is no true friendsship . (last paragraph )

Whole class, individual work and pair work

*Keys:

1.mutual                                                      

5. give and take

2.incapable of                                              

6. loyal to

3.unselfish                                                   

7. suspicious

4. acquaintance/friend

Answer : B

* underline the key words. For instance, in question 1 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.

10’

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 2 pairs to share ideas.

- T calls on some Ss to report their ideas to the class.

- T gives feedback.

Pair work , group work, & whole class

2’

Consolidation and homework 

T summarizes the main points of the lesson.

- T asks Ss to learn by heart all of the new words and do the extra exercise as homework.

Whole class

Time

Steps

Work arrangement

12’

PRONUNCIATION

Pronouncing the 2 sounds separately

- T models the 2 sounds / dЗ    / and / t∫   / for a few times and explains the differences in producing them.

   + The phonetic sound /  dЗ   / 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 palys the tape( or reads) once for SS to hear the words containing these 2 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 read the words once again, each time with a word in each column to help distinguish the differences between the sounds in the words.

- T reads the words and asks Ss to repeat them.

- T asks to practise 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 

/ dЗ / and / t∫ / under them.

- T asks Ss providing the sentences in pairs.

- T goes around to provide help.

- T asks some Ss to read the sentences and gives feedback.

Whole class,individual work & pair work

10’

GRAMMAR

1. To- infinitive

a. Presentation

- T writes some sentences on the board and underline the to- infinitive:

   + 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 to-infinitives in these examples. T reviews the form and use of to-infinitives in the examples. T may give Ss the following handout.

Whole class, individual work & pair work

3’

WRAPPING

- T summarises the main points of the lesson.

- For homework, Ss review the points that have been coverd in the lesson and do the extra exercise.

Whole class