Bài giảng môn Anh văn - Unit 1: Friendship (cont’)

Kind, friendly and patient when dealing with people

4. showing kindness; making you feel relaxed and as though you are among people.

5. able to think quickly; intelligent

6. pleased to welcome guests; generous and friendly to visitors.

8. able to wait for a long time or accept annoying behaviour or difficulties without being angry.

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

DOWN

1. giving or willing to give freely

2. willing to help sb

3. not talking much about your own abilities or possessions.

7. spending a lot of time studying or reading

 

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o much to talk about.
6. It’s lovely to see you again.
7. It’s too cold to go out.
8. I’m happy to know that you have passed the exams.
INFINITIVE WITHOUT TO
A/ Presentation
T Calls on some Ss to give out some verbs that are followed by bare infinitives.
+ We can use a noun/ pronoun object+ bare inf after verbs of perceptions such as: Feel, hear, watch, see, notice, perceive, smell. The bare inf refers to the complete action.
+ We use the bare inf after Let, and make: Let s.o do s.t = allow so to do st ; make so do st= force so to do st.
B/ Practice:
T asks Ss to do exercise 2 in pairs.
T asks them to compare answers with another pair.
T calls on some Ss to go to the board to write their answers.
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 toward me.
Do you think her parents will let her go on a picnic?
WRAPPING UP
T summaries the main points of the lesson.
Ss do the extra exercise.
Join the pairs of sentences.
She crossed the road. I saw her.
They sang a song. I heard them.
He locked the door. I observed him.
I met you again. I was happy.
The film was boring. I didn’t watch it
The woman is old. She can’t drive a car.
Group work
Individual work
Whole class
Date of preparation:
Date of teaching:
Period:
UNIT 2: PERSONAL EXPERIENCES
LESSON: READING
OBJECTIVES
By the end of the lesson, Ss will be able to:
Develop such reading micro-skills as scanning for specific ideal, identifying the sequence of events and guessing meaning in context.
Use the information they have read to discuss the story.
MATERIAL
Textbook, cassette tapes, handouts.
ANTICIPATED PROBLEMS
Ss may need help with the discussion task, so T should be ready to help them.
PROCEDURE
Time
STEPS
Work arrangement
5’
8’
10’
WARM-UP
Vocabulary crossword puzzle:
T divides the class into small groups of 4 or 5 Ss then T distributes the following crossword puzzle handouts for Ss to do in their own groups which group finishes first and has all the correct answers will be the winner.
1. My dad works in a factory where he produces cars and tractors. He’s an ____.
2. An ____ is st that protects you from rain or sun.
3. He saved 5 people in the fire. He’s such a _____ person.
4. we have a big____ for our cars and a lovely garden at home.
5. This is a beautiful song. I like both the music and the ____.
6. TranHungDao is 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. In her glorious singing career Celine Dion has earned various music awards. She is the most_____ Canadian singer.
9. Only a little boy saw the car hit and run. He was the only ____ of the accident.
10. Washington D.C is the ____city of the U.S.
11. My flat is quite _____ . It’s located right in HoanKiem district, the city center.
12. My mother always _____ me to go ahead and realise my dream.
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T: explains the word “embarrassing” and introduces the topic: An embarrassing situation
PRE READING
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 most appropriate.
T asks some questions.
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?
WHILE READING
Set the Scence: You are going to read a story in which a girl’s telling about her embarrassing situation. Then you do the tasks that follow.
TASK 1
T gets Ss to read the passage silently and then do task 1. T write the given words on the board. ( 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 get their meanings. For example “idol”= s.o you admire and adore
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.
Now Ss use both their knowledge of the words in the box and their guess work with given sentences.
T checks the answers with the whole class.
Answers:
1. glanced 2. making a fuss 3. embarrassing
4. idols 5. sneaky
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.
T calls on a student to give and explain his/ her answer.
T gives corrective feedback.
Answers: 1. picture d 2. picture b 3. picture f
 4. picture e 5. picture a 6. picture c
TASK 3
T checks if Ss can answer the comprehension questions in task 3 without having to read the passage again. If Ss can’t , T gets them some tips to do the task
First, Ss should skim the 5 questions to understand them. As Ss do this they:
- underline the key words to decide what information they need to find in the text.
- look for questions word 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 carefully to find the answer.
T gets Ss to check their answer on the board and ask them to explain their choice.
T gives correct answers.
Answer:
1. A floppy cotton hat.
2. to buy a floppy cotton hat.
3. A wad of dollar notes that look exactly like those her father had given her.
4. 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.
5. she bought the hat of her dream.
Group work
And 
Whole class
Individual work, pair work
Whole class
10’
2’
AFTER READING
T introduces the task; Ss work in small group of 3 or 4 and discuss the questions.
T gives some structure that can be used for giving suguestions. E.g: “perhaps she could”, “she might want to” and some adjs that express feelings; “embarrassing”, “ashamed”, “confused” , “sad”, “unhappy”, “uncomfortable”, “uneasy”,
T goes around to check and offer help.
T calls on some groups to tell and explain their choice.
T gives corrective feedback.
1. She might feel embarrassed and guilty/ ashamed because that was not her money.
2. Perhaps the girls could place a notice on a local newspaper to apologize the boy and contact him to give him the money back/ Perhaps the girl could come to the police station, tell the police the true and ask them for help./ Maybe the girl could get on the same bus the next day and look for the boy to return him the money.
WRAPPING-UP
T: Summaries the main points of the lesson.
T asks Ss to learn by heart the new vocabulary and make sentences with them.
Date of preparation:
Date of teaching:
Period:
UNIT 2: PERSONAL EXPERIENCES
LESSON: SPEAKING
OBJECTIVES
By the end of the lesson, Ss will be able to:
Identify the structures that are used to talk about past experiences and their influences on one’s life, i.e present perfect and past simple, structure with “make”.
Use these structures to talk about a past experience and how it affects their life..
MATERIAL
Textbook, cassette tapes, handouts.
ANTICIPATED PROBLEMS
Ss may have problem using present perfect and past simple when talking about the past.
PROCEDURE
Time
STEPS
Work arrangement
10’
10’
10’
12’
WARM-UP
“Have you ever ” game
This is a game for Ss to practice making “ Have you ever ” questions, and responding to them. To prepare for it, at home T cuts out shuffles the given “ Tell the truth” or “tell a lie” cards.
T divides the class into groups of 3 or 4. Then T places the cards in one pile at the center of the table.
T models “Have you ever ?”+PP for Ss as well as ways to respond to “have you ever ?
E.g: Have you ever sung in public?
Yes, I have/ No, I haven’t.
If the answer is “yes”, one might ask a follow-up question, using the simple past, e.g: Where was it? Where did you sing?
T introduces the game: within their groups the first S start and ask anyone else in his group a “Have you ever question?” the student who is asked the question should drawn a card from the pile of “tell the truth” or “tell a lie”
TASK 1
T introduces the task and gets Ss to do it individually, then compare the answer with a peer.
T calls on a student to read out his/her answers.
T checks with class and gives corrective feedback.
T introduces or elicits the structures “Make sb do st” or “make sb + adj”
T writes the structures on the board and elicits their meaning and uses.
T gets Ss to make sentences with the structure or add more options to column B
Note: T should make it clear to Ss that when a verb is used as a subject, it should take the form of either an infinitive with “to” or “-ing” gerund
E.g: “To speak English to a native speaker makes you more interested in learning English” or “Speaking English to a native speaker make you more interested in learning English.”
Answer: 1. d 2. c 3. a 4. d 5. e
TASK 2
T introduces the task: Ss are going to work individually on the sequence of the conversation and then find a peer to compare their answers with.
T calls on a S to read out his/her answers.
T checks with the class and gives corrective feedback.
T draw Ss’ attention to the questions asked in the conversation and help them to review the use of present perfect and simple past when talking about a past experience and its present effects.
+ Present perfect: used with “ever” to ask about a past experience. E.g: “Have you ever been to Egypt?”
+ Past simple: Used when one keeps asking about that experience. E.g: “When did you go there?” “Who did you go with?” “ Did you enjoy your visit to Egypt?” etc.
T gets Ss ask him/her questions using present perfect with “ever” and past simple.
T checks that Ss asks correct questions and gives corrective feedback.
Then T gets Ss to read the sample conversation in closed and open pairs.
Answers: 3-h 4-a 5-e 6-g 7-c 8-f
TASK 3
T introduces the task: Ss are going to ask and answer questions about their past experiences, using the suguested questions on page 26.
T gets Ss to work in pairs to have a conversations in front of the class.
T elicits feedback from the class and gives final comments.
1. Have you ever been to a wedding?
Yes, I have.
Whose wedding was it?
It was my brother’s
2. Have you ever seen a fire?
Oh, yes, I have.
When did you see it?
I saw one in Manchester in 1995.
Group work
Individual work
Pair work
And whole class
3’
WRAPPING-UP
T summaries the main points of the lesson.
T asks Ss to write a paragraph about past event that has had an influence on his/her.
Date of preparation:
Date of teaching:
Period:
UNIT 2: PERSONAL EXPERIENCES
LESSON: LISTENING
OBJECTIVES
By the end of the lesson, Ss will be able to:
Develop such listening micro-skills as listening for specific information and talking notes while listening.
MATERIAL
Textbook, cassette tapes, handouts.
ANTICIPATED PROBLEMS
Ss may not have sufficient vocabulary to talk about the topic, so T should be ready to assist them. Ss may not also be familiar with the note-taking task so T should provide them some tips to deal with the task.
PROCEDURE
Time
STEPS
Work arrangement
5’
WARM-UP
A matching game:
(to teach vocabulary related to fires and lead Ss to the topic)
T divides the class into small groups of 3 or 4 Ss then distributes the following handouts for Ss to do the matching task in their own groups. Which group finishes first and has all the correct answers will be the winner.
T might want to get Ss to translate the given words into Vietnamese to check Ss’ understanding of the words.
Match the words in column A with their definition in column B.
A
B
1. fire fighter
a. A metal stairway outside to help people get out of a building on fire.
2. fire alarm
b. a pipe that draws water for putting out a fire
3. fire door
c. a person who fights fires
4. fire escape
d. what comes out of a fire
5. fire hydrant
e. a fire resistant door that can be closed to stop the spread of a fire.
6. fire extinguisher
f. a large truck that carries firefighters and equipment to the site of a fire.
7. smoke
g. a tube that contains special chemicals for putting out a fire.
8. fire truck
h. a bell that tells you a fire has started.
Answers: 1-c 2-h 3-e 4-a 
 5-b 6-g 7-c 8-f
Group work
And
Whole class
10’
10’
10’
7’
3’
BEFORE LISTENING
T gets Ss to work in pairs to describe the picture on page 27 of the textbook.
T calls on some Ss to describe the picture. If Ss have difficulties doing this task, T may want to elicit answers from the whole class by asking questions like “What can you see in the picture?” “what is happening?’, “who are these people?” etc. give comments on their answers.
T gets Ss guess what they are going to listen about.
Pre-teaching vocabulary
Memorable (a)
Terrified (a)
Scream (v) =shout very loudly
Replace (v)
Gas stove (n)
Embrace (v)
Escape (v)
Protect (v)
Before teaching these words, T helps Ss to pronounce them correctly. T may want to play the tape or model first and then asks Ss to repeat after the tape in chorus and individually.
T presents or elicits the meaning of these words from the class.
T gets Ss to make sentences with some important words, e.g: memorable, scream, protect.
WHILE –LISTENING
TASK 1:
Instruction: You are going to listen to a girl telling about her most unforgettable experience. Listen and answer True or False questions. Put a (√) in the appropriate box.
Before Ss listen and do the task, T gets them to read through the statements to understand them and underline key words. For example, the key words in the first statement are “Christina”, businesswoman”
T checks with the whole class and asks them to guess what the unforgettable experience the girl is going to tell might be. (a fire)
T plays the tape once for Ss to listen and do the task.
Then T gets Ss to find a partner to check their answers with.
T checks the answers with the whole class. If many Ss can’t answer the questions. T plays the tape one or two more times and pauses at the answers for them to catch.
Answers:
1. T 2. F (13 years ago) 3. F (in the kitchen)
4. F (she was sleeping) 5. T
TASK 2:
Instruction: You are going to listen to the story again and fill the gap with the information you hear.
T checks if Ss can do the task without listening one more time. If they can’t, T plays the tape again. But before doing this, T asks Ss to study the text carefully for the missing information they need to fill and guess the answers. T might also want to remind Ss that while listening they need to focus on this information 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 can’t complete the task, T might want to let Ss listen one more time and pause at the answers for them to catch.
Answers: 1. small 2. everything 3. family
 4. replaced 5. took 6. appreciate
POST LISTENING
Before getting Ss to discuss, T teaches them some useful expressions of asking for and giving opinions. E.g: asking for opinions
what do you think about?
What’s your opinion about.?
what’s your feeling about .?
what’s your point of view about ?
how do you feel about ?
do you have any opinions about?
Expressing opinion
Expressing agreements
Expressing disagreements
I think 
I believe .
I feel
In my opinion .
From my point of view 
I agree .
I think so, too.
That’s true, and 
That’s right, and 
Well, maybe, but 
That might be true, but
Well, my feeling is that .
Well, I don’t think so, I think 
T gives examples and gets Ss to do some practice with these structures.
Now T divides the class into small groups of 3 or 4 and gets them to discuss the questions in the textbook.
T goes around and offers help.
After checking all the groups have finished, T calls on the representative of each group to report their peers’ ideal. T checks if other groups would have the same or different ideas.
T listens and takes note of their errors. T provides corrective feedback after that.
WRAPPING-UP
T summaries the main point of the lesson.
Ss write a summary of the story they listen in class.
Pair work
Whole class
Interviewer: This is Radio 3. in our “unforgettable experiences” programme tonight we talk to Christina, a successful businesswoman. Hello, Christina, welcome to our program.
Christina: Hello, and thank you! It’s nice being with you tonight.
Interviewer: Christina, could you tell our audience about the most memorable experience in your life?
Christina: Well, my most unforgettable experience happened 13 ys ago, when my house burned down.
Interviewer: really? How did it happen?
Christina: The fire started in the kitchen where I forgot to turn off the gas stove.
Interviewer: What were you doing at that time?
Christina: I was sleeping when I was suddenly woken up by terrible heat. I opened my eyes to find myself surrounded by wall of fire.
Interviewer: That’s terrible. How did you escape?
Christina: I was terrified. Then I heard my mother’s voice calling my name. I rushed to her. She carried me out. Luckily, I got away without even a minor burn.
Interviewer: Not many people are so lucky. Did the fire affect you in any way?
Christina: Oh, yes, Yes. Very much, in fact. Although. I lost many things in the fire, the experience helped me to grow up
Interviewer: What do you mean?
Christina: well, before the fire I was selfish. I always complained to my mother about how small my room was, or how few clothes I had. Then the fire came and destroyed everything we owned. But I slowly began to realise that I didn’t really need my old things. I just needed my family. After all, you can get new clothes anytime, but a family can never be replaced.
Date of preparation:
Date of teaching:
Period:
UNIT 2: PERSONAL EXPERIENCES
LESSON: WRITING
OBJECTIVES
By the end of the lesson, Ss will be able to:
Write a personal letters about a pass experience, using the structures and vocabulary that they have learnt in previous lessons.
MATERIAL
Textbook, handouts.
ANTICIPATED PROBLEMS
Ss may not have sufficent vocabulary to write about the topic, so T should be ready to assist them
PROCEDURE
Time
STEPS
Work arrangement
5’
13’
12’
17’
8’
2’
WARM UP
A quiz about writing personal letters.
( to remind Ss of the rules of writing personal letters in English)
T asks Ss if they have ever written a personal letters in English and then announce the quize game and the rule.
For example: ‘I’m going to divide the class into 2 big groups, then I’m going to read out some questions about the rules of writing personal letters in English. You need to give your responses as quickly as possible. For each question, if your answer is quicker and correct, you get one point for your group. Which one has more points will be the winner”
T divides the class into 2 big groups A and B.
T reads out the questions and leads the game.
The Quiz
How many parts does a personal letter normarlly have?
What are these part?
What do we normally write in the Salutation?
What do we normally write in the closing?
Where do we normally sign the letter?
T gets Ss to add up the points for each group and announces the winner.
Answer.
5 parts
The Heading, The Salutation, the body, the closing and the signature.
We normally write “dear” or “Hello/ Hi” pl

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