Giáo án HK1 Anh11 (CB)

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Unit 1: FRIENDSHIP Date:

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 t opic.

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

Tim

e

Steps Work

arrangemen

t

6’ WARM UP

Competition game – Network

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

Group work

- 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 ?

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 .

Pair work

and whole

class

1

Friendship

LÊ KIM TƯỜNG - Tr ường THPT Cẩm thủy 1, Thanh hoá

- 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) : existing or continuing a long while (bÒn v÷ng , l©u

dµi )

To be concerned with : quan t©m tíi ai , c¸i g×

Constant (adj): happening all the time or repeatedly, that doesn’t change (thêng

xuyªn, kh«ng thay ®æi)

Constancy (n): sù kh«ng thay ®æi

Rumour (n): piece of information, or a story, that people talk about, but that may

not be true ( tin ®ån)

Gossip (n): informal talk or stories about other people’s private lives, that may be

unkind or not true (chuyÖn tÇm phµo)

Trust (n): the belief that SO/STH is good, sincere, honest, etc... and will not try to

harm or trick you (sù tin tëng)

Sorrow (n): a feeling of great sadness because STH very bad has happened (sù

®au khæ)

Pursuit (n): something that you give your time and energy to, that you do as a

hobby (sù theo ®uæi, ®am mª)

- If there is some time left, T may ask some Ss to make sentences with the above

words to check their understanding.

6’ 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. For

example, to guess the meaning of unselfishn Ss may realise that this word is the

noun of unselfishness in line 5. 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 words.

- Next, T instructs Ss to use some strategies to do 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 4 the 2

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 sentence.

- T asks Ss to work individually to do the task

- T goes around to help Ss when necessary.

Whole class,

individual

work and

pair work

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5’

- 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:

1. mutual 5. give and take

2. incapable of 6. loyal to

3. unselfish 7. suspicious

4. acquaintance/friend

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:

+ Ss should read the text carefully and try to summarize it in the Ss’s 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

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:

* 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.

+ 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

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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 )

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’ WRAPPING UP

- 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

EXTRA EXERCISE

Read the following passage about pen pals. Complete the passage by filling each blank with the

suitable form of the word given at the end of each line.

PEN PALS

Pen pals(or penpals or pen friends)are people who(1)write to each other,particularly via postal mail.

regular

A penpal (2) is often used to practise writing and reading in a foreign language, improving literacy,

RELATION

to learn more about other countries and life-styles, and to ameliorate (3) . As with any friendships

LONELY

in life, some people remain penpals for only a short time, while others continue to exchange letters

and presents life-long. Some penpals (4) arrange to meet face to face. Penpals come in all ages,

EVENTUAL

(5) and cultures.

NATIONAL

Pals may seek new pen friends (6) on their own age group, a specific occupation,

BASE

hobby, or select someone (7) different from them to gain knowledge about the world around them.

TOTAL

Being part of a penpal network can be a way to gain a valuable (8) of the world, and an

UNDERSTAND

Appreciation for cultures and lifestyles very different to your own.

Answers: 1. regularly 2. relationship 3. loneliness 4. eventually 5. nationalities 6. based 7. totally 8.

understanding

UNIT 1 : 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.

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II. Materials

Textbook, handouts.

III. Anticipated problems

Ss may not have enough vocabulary to talk about the topic, so T should be ready to provide help.

IV. Porcedure

Time Steps Work

arrangement

8’ WARM UP

Competition game – Word search

- T divides the class into small groups of 3 – 4 Ss. Then T distributes the

following puzzle handout for Ss to do 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 2 big copies of the word search

and hangs them on the board. T calls 2 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.

The adjectives in the box below are hidden in the puzzle. Find them as quickly

as possible.

Tall medium handsome

Beautiful honest sincere

Caring understanding humorous

H O N E S T S I G N S A D

U I U H R N O I N U B O C

M T N G G F T E R U E G A

O U H D E A N H B T A E R

R T A L L D M E D I U M I

O O N G R A B H O L T N N

U N D E R S T A N D I N G

S H S I N C E R E S F M U

S M O U G E N E R O U S O

R I M F A U D A A R L I D

E E E U U N O U H R H M H

I A M A S A U L R B L M A

N E C U N T E N S E D M S

Group work

12’ TASK 1

Instruction: You are going to look at the picture of 4 people on page 15 and

describe them in pairs.

- Before letting Ss do 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) tr¸n

Crooked (adj): an adjective you can use to describe one’s nose ( mòi kho»m)

- T may ask Ss to provide some adjectives/expressions used to describe people’s

appearance. She may also give Ss a handout of these adjectives and expressions.

Describing people’s appearance

Height Tall, medium, short

Build Slim, plump ( bô bÉm, ®Çy ®Æn), overweight/obese (bÐo

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LÊ KIM TƯỜNG - Tr ường THPT Cẩm thủy 1, Thanh hoá

ph×),

Thin, muscular(v¹m vì), athletic, stocky(thÊp ch¾c nÞch), well￾built(lùc lìng), of medium/average/normal build.

Hair Normal order of activities 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(sãi, tãc hít ra

sau), bald

Face Oval, round, large, square, skinny, chubby(phóng phÝnh), long,

with high cheek-bones(gß m¸ cao)

Eye Small, big, black, brown, blue

Nose Straight, crooked, 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, handsome, pretty, good-looking, plain(b×nh thêng)

Age She was in her late teens (18, 19 tuæi)/he was in his early

twenties (21-23 tuæi)/she was about thirsty years old/his twelve￾year-old son/a middle- aged woman/a man in his sixties(kho¶ng

60 tuæi)

10’

- 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:

1. The boy is about 16 years old. He may short-sighted 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.

2. 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. She has an oval

face with a straight nos, full lips and a pointed chin. She’s quite pretty.

3. 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.

4. The woman is in her twenties. She’s quite tall and slim. She has long

curly 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.

Task 2

Instuction: You are going to discuss and number the personalities in order of

importance in friendship and then report the results.

- Before Ss do 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.

Whole class &

group work

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13’

- T can elicit or explain some adjectives quickly:

Caring(adj): kind and helpful and showing that you care about other people (chu

®¸o)

Hospitable(adj): please 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(adj): saying only what you really think or feel (ch©n thµnh)

Understanding(adj): showing sympathy for other people’s problems and being

willing to forgive them when they do sth wrong(th«ng c¶m)

-T divides the class into groups of 6 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.

Task 3

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, foe 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:

Quick-witted (adj): able to think quickly; intelligent (th«ng minh, nhanh trÝ)

Good-natured (adj): kind, friendly and patient when dealing with people (tèt

bông,®«n hËu)

- Tasks Ss to work in pairs to perform the interview in 7 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.

Whole class &

pair work

2’

WRAPPING

- T summarises the main points of the lesson.

- T asks Ss to do the extra exercise as homework.

Whole class

EXTRA EXERCISE

Complete the following passage by filling each blank with one suitable word.

Friendship: Good for the body, Good for the soul

“Many people will walk in and our of your life; but only true friends will leave footprints in your heart.” –

Unkown friends are our truest treasures. How (1) times have they: Made us laugh when we felt like

crying over a bad mistake ? Made us feel loved when our boyfriends (or girlfriends) broke up with us ?

Given up the (2) to go back to school or to change careers ? Like armor, good friends make us almost

invincible, capable (3) warding off the blows life occasionally deals us. (4) friends accept us for who we

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are, we gain the confidence to dream great dreams - and to (5) them real. Friends liven up our days with

their twisted humour, their honest answers, and their ability to bear our gloating (6) we beat them at golf

or tennis. We can even trust them with our (7) embarrassing secrets ! What a relief it is for us to reveal

our true selves to someone!

It’s no (8) , then, that medical researchers have found that those who have friends tend to be

happier, healthier, and live longer than those who do not. In fact, friendship has numerous physical and

spiritual benefits.

Answers:

1. many 2. courage 3. of 4. Because/As/For 6. when 7. most 8.

wonder

UNIT 1: PERIOD 3 (Listening) Date:

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

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9

Time Steps Work

arrangement

7’ Warm up

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 3 – 4 Ss. Then distributes the following

crossword handout for Ss to do in their own groups. Which group finishes first and has

all the correct answers will be the winner.

Answers:

- Cross: - Down:

1. good-natured 1. generous

4. friendly 2. helpful

5. quick-witted 3. modest

6. hospitable 7. studious

8. patient

9. honest

O 1 O O

O O O O O O O O O O O O O O

O O O O O O O O O O O O 2 O

O O O O O O O O O 3 O O O

4 O O O O O

O O O O O

O O O O O O O O O O O O

5 O O

O O O O O O O O O O O O

O O O O O 6 7

O O O O O O O O O O O O O O

O O O O O O O O O O O O O O

O O O O O O O O O O O O O O

O O O O 8 O O O O

O O O O O O O O O O O O O O

O O O O O O O O O O O O O O

O O O 9 O O O O O O

CROSS DOWN

1. kind, friendly and patient 1. giving or willing to give freely

when dealing with people 2. willing to help SO

4. showing kindness; making you feel 3. not talking much about your

relaxed and as though you are among friends own abilities or possessions

5. able to think quickly; intelligent 7. spending a lot of time

6. please to welcome guests ; generous and friendly Studying or reading

to visitors

8. able to wait for a long time or accept annoying

behaviour or difficulties without becoming angry

9. always telling the truth, and never stealing or cheating

Group work

10’ 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: toµ nhµ cã nhiÒu c¨n hé

Whole class

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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, but loves us anyway.” – Fr. Jerome Cummings

UNIT 1: PERIOD 4 ( Writing) Date:

I. Objectives

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

Write about a friend , real or irmaginary , using the words and expresions that they have learned

in previous lessons

II. Materials

Textbook , handout .

III . Anticipated problems :

Ss may not have sufficient vocabulary to write about the topic , so T should be ready to assist

them

IV . Procedure :

Time Steps Work

arranngement

7’ Guessing game

- T introduces the game : one student goes to the board and T give him / her a

piece with the name of a student in the class . Other Ss 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

- 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 charateristics and personalities , and (3) what Ss like about

the friend .

Whole class

- 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 us the simple past tense

and past continuous in their writing . If needed , T may revise the uses of these

tenses . T make clear that :

+ While the past simple is 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

whith the past simple . The past continuous indicates a longer ‘ background’

action or situation ; th simple past refers to a shorter action or situation that

happened in the middle or interruppted it .

- T may also elicit / revise the adjectives and expressions Ss can use to describe

their friends appearance and personalities .

- T get Ss prepare an outline for their writing and exchange it with their peer .

- T goes around to offer help and gives corrective feedback .

15’ WRITING Individual

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- 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 ic Mai . We

have known each other sine we were 8 years old , and we have studied together

since then . However , we became best friends when we were at grade 6 . At

that time I was very bad at English , and it was her who helper 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 the 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 T – shirt or sweater . She has

very nice presonality an 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 whith me . We both

enjoy music , playing the guitar and singing . We like going to the cinema but

some times can’t agree on which movie to see . Wtatever 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

me 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.

work

8’ FEEDBACK ON SS’ WRITINGS

- T as 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 able to correct the errors .

- Finally , T provides general comments on the writings

Pair work and

whole class

2’ WRAPPING

- 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 do the extra exercise.

Whole class

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 dood 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 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

didn’t look like a smart freshman at all. “A yokel”, I concluded.

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