Teacher’s activities

Students’ activities

I. Stabilization:

- Greeting the class

- Checking the students’ attendance

II. Check up:

- Ask Ss to answer some questions about their summer holidays.

III. Warm up:

- Introduce to students about the teacher.

- Ask students about their names and English knowledge etc.

IV. Guiding:

1. Guiding student’s book and workbook:

* Introduce to students how to use their book and workbook.

2. Guiding English tests in grade 11:

* Introduce to students about tests.

- Check frequency knowledge for the previous lesson. (Oral tests)

- Fifteen minutes test (3 times).

- One period test (2 times).

- Semester test (Once for each semester).

* The tests in grade 11 include:

Reading: 25%, Listening: 25%

Writing: 25%, Language focus: 25%

How to do tests: Learn new words frequently, do exercises in workbook

3. Guiding other books and tape, disc, etc.

V. Consolidation and Homework:

- Retell what you’ve learnt and what you will prepare for this semester.

- Ask students to prepare textbook, notebooks and the things for learning.

- Prepare the next lesson.

- Greeting the T

- Answer

- Answer

- Listen to the teacher

- Answer the teacher’s questions

- Put the student’s book and workbook on the table.

- Listen to the teacher and look through the books.

- Listen to the teacher

- Listen to the teacher and write down the things which will be prepared at home.

Teacher’s activities

Students’ activities

I. Stabilization:

- Greeting the class

- Checking the students’ attendance

II. Check up:

- No checking

III. Warm up:

- Introduce to students each skill.

IV. Guiding:

* Introduce to students how to practice reading, speaking, listening, writing, language focus and how to master learning English.

1/ How to learn READING and vocabulary

• Read something every day
  Children's books, simplified readers (Penguin), newspapers, magazines, Internet sites, novels …
• Read what interests you
  Remember that you learn better when you are having fun.
• Read at the appropriate level
  You want to learn new vocabulary, but you also want to understand what you are reading. If you are looking up every word, the reading is too difficult.
• Review Who, What, Where, When, Why for each story you read
  You can do this for almost any type of reading. Who is it about? What happened? Why did it happen? Where did it take place? When did it take place? This is very useful when you have no comprehension questions to answer. You can write or speak your answers.
• Record vocabulary in a personal dictionary
  • Keep this notebook separate from other work.
  • Record vocabulary in alphabetical order. (an English address book works well because it has letters of the alphabet)
  • Record the part of speech. (sometimes there is more than one)
  • Write a sample sentence for yourself. (don't use the one from the dictionary)

2/ How to learn SPEAKING and pronunciation

• Talk to yourself
  Talk about anything and everything. Do it in the privacy of your own home. If you can't do this at first, try reading out loud until you feel

- Greeting the T

- Answer

- Listen to the teacher

- Put the student’s book and workbook on the table.

- Listen to the teacher and look through the books.

- Take note

Practice reading all the passages in the textbook

comfortable hearing your own voice in English.

• Record your own voice
  This might feel very uncomfortable, but it will help you find your weak pronunciation points. Listen to yourself a few days later. Which sounds do you have difficulty hearing?
• Participate in class
• Learn common idioms
• Understand the sounds that your language doesn't have
  For example, many languages don't have the "r" sound. These sounds require extra practice.
• Recognize that teachers are trained to understand you
  When you get out into the real world, average people will have a more difficult time understanding you unless you practise speaking slowly and with proper pronunciation.
• Practise minimal pairs
• Study word and sentence stress
• Practice tongue twisters

3/ How to learn LISTENING

• Listen to the radio
  Don't always have a pen in hand. Sometimes it helps to just listen.
• Watch English TV
  Children's programming is very useful for ESL learners.
  Choose programs that you would enjoy in your own language.
  Remember that much of what you hear on TV is slang.
• Watch movies
• Use Internet listening resources
  4/ How to learn WRITING and spelling

• Keep a diary/journal
  Don't always pay attention to grammar. Free-writing can be very useful. It can show you that writing is fun. Have fun with the language.
• Write emails in English
  Stay in contact with teachers or other students.
• Rewrite your local news in English
  This is another exercise that can be done on a daily basis. Remember that regular activities are the best ones.
• Learn important spelling rules
  Remember, you won't always have a dictionary or a spell-checker handy, especially when you are writing a test. Even native English speakers need to review the spelling rules from time to time.

5/ Improve Your Grammar

- Listen to the teacher

Practice listening to an English song

- Listen to the teacher

- Listen to the teacher

Good grammar prevents ambiguity. By contrast, bad grammar confuses your reader, slows their reading, and shows your ignorance, which can lose you respect, influence, and credibility.

• Make sure you at least know the parts of speech, such as nouns, verbs, and adjectives. Find fun ways to learn the parts of speech.
• Know the difference between the active voice and passive voice. Using the active voice is one of the best ways to give power to your writing.
• Also, learn the basics of punctuation, especially when to use a comma.

V. Consolidation and Homework:

- Retell what you’ve learnt.

- Prepare lesson Reading - Unit 1

- Listen to the teacher

Present some grammar points they’ve learnt from English 10

- Take note

Teacher’s activities

Students’ activities

I. Stabilization:

- Greeting the class

- Checking the students’ attendance

II. Check up:

- No checking

III. Warm up: Network

- T repairs a handout with network of the word “a good friend”, sts list some qualities of  a good friend

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

IV. Before you read: Discussing the picture and poem.

- T asks the whole class to look at the picture on page 12 and asks them some questions:

1. What are girls and boys doing in the picture?

- Greeting the T

- Answer

- Group work

- Discuss about the qualities which friendship must have to complete the network.

Suggested answers:

Honest, unselfish, constant, loyal, mutual trust, sympathetic, patient …

- Pair work

Suggested answers:

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

2. How do they feel?

3. What does the picture tell you?

- T ask Ss to work in pairs to read the short poem on the page13 and answer the question:

                 What do you think of the friend in the poem?

- T calls on some Ss to answer the questions.

- T may give some comments and the suggestions.

Pre- teaching vocabulary

•      lasting (a) = lifelong

•      be concerned with sb/ st
•      constancy /ˈkɒnstənsi/ (n):

    constant (a)

•      rumour /ˈruːmə(r)/ (n):
•      gossip /ˈɡɒsɪp/ (n): information talk or stories about other people’s private lives that may be unkind or not true
•      incapable of /ɪnˈkeɪpəbl/ (a):
•      suspicion /səˈspɪʃn/ (n):

    suspicious (a)

•      pursuit /pəˈsjuːt/ (n)
•      sympathy /ˈsɪmpəθi/ (n):

    sympathetic /ˌsɪmpəˈθetɪk/ (a):

•      sorrow /ˈsɒrəʊ/ (n) = sadness

- T asks Ss to make some sentences with above words to check their understanding.

- Some Ss practice reading the vocabulary.

V. While you read:

Setting the scene:

- You are going to read a passage about the qualities of a long lasting friendship. While you reading, do the task in the textbook.

Task 1

- T asks the Ss to read the words in the box then fill each blank with one of them individually.

- Ask Ss to read the passage quickly and stop the lines that contain these words to guess their meaning.

- T goes around to help them when necessary.

- T asks Ss for their answers and tells them to explain their choices.

2. They seem very happy because we can see their smile.

3. The picture tells us that friends can happily do many things together or friendship is a beautiful thing that brings happiness to us.

- Suggestion: The friend in the poem is very dedicated and thoughtful. He/ She is willing to help his/her friend in any circumstances.

Dedicated /ˈdedɪkeɪtɪd/ (a): tận tâm, tận lực

Thoughtful /ˈθɔːtfl/ (a): chu đáo, quan tâm

Circumstance /ˈsɜːkəmstəns/ (n): hoàn cảnh, tình huống

•    existing or continuing a long while (bền vững, lâu dài) 
•    quan tâm tới ai, cái gì
•    tính kiên định

•    tin đồn

•    chuyện ngồi lê đôi mach, chuyện tầm phào

•    không đủ khả năng

•    sự nghi ngờ

•    sự nghiệp, sự theo đuổi, đam mê
•    sự thông cảm

  thông cảm, đồng cảm

•    nỗi buồn

- Do T’s requests

- Whole class

- Individual work & pair work

- Ss guess the meaning of the word base on the context in the sentences.

Suggested answers:

1. mutual

2. incapable of

3. unselfish

4. acquaintance/friend

Task 2

- T asks Ss to read the passage again and decide which of the choices A, B, C or D most adequately sum up the ideas of the whole 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 the answer and asks other Ss to say whether they agree or disagree.

Task 3

- Ask Ss to answers the questions in task 3.

- T asks Ss to do the task individually, then discuss their answers with their partner.

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

VI. After you read:

- Ask Ss to work in pairs to discuss the question in the text book.

- T goes around to help the Ss when necessary.

- When all pairs have finished, T asks every two pairs to share ideas.

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

Extra exercise: Choose the best answer

1. Most of the undeveloped countries need a lot of ____________ aid.

A. together                        B. unselfish    

C. mutual                         D. friend

2. He is too ____________ to lend me his bicycle.

A. selfish B. enthusiastic 

C. helpful                          D. pleasant

3. Suddenly she recognized the ____________ of the situation that made her laugh.

5. give - and - take

6. loyal to

7. suspicious

- Whole class read the text carefully

- Individual work

Answer: B

- Individual work and pair work

Correct answers:

1. The first quality for true friendship is unselfishness. It tells us that a person who is concerned only with his/her own interest and feelings can’t be a true friend.

2. Because they take up and interest with enthusiasm, but they are soon tired of it and they feel the attraction of some new object.

3. The third quality for true friendship is loyalty. It tells us that the two friends must be loyal to each other, and they must know each other so well that there can be no suspicions between them.

4. Because if not people can’t feel safe when telling the other their secret.

5. Because they cannot keep a secret, either of their own or of others’.

6. The last quality is sympathy. It tells us that to be a true friend one must sympathize with his/her friend. Where there is no mutual sympathy between friends, there is no true friendship.

- Pair work

Suggested answers:

The friendship is very important to our life. A true friend can helps us when we are sorrow and when we have difficulty. We can share ideas, feeling, likes, joys, pleasures, aims … to each other. Sometimes only true friends can understand, sympathize us so we feel safe to tell him/her our secrets. Friendship brings us happiness. We happily do many things together. So we can’t live without friendship.

- Take note

- Do exercise

A. pessimist                      B. pleasure 

C. understanding  D. humour

4. He is a ____________ person because he is always friendly with everyone.

A. helpful B. good-natured  

C. honest      D. quick-witted

5. If you want to get a good result in every work, you should have a ____________.

A. loyalty B. sympathy 

C. constancy D. unselfishness

6. A ____________ friendship is a precious relationship.

A. mutual B. sincere    

C. generous D. successful

7. A good marriage is based on ____________.

A. trust         B. loyalty       

C. secret D. A & B

8. The children seem to be totally ____________ of working quietly by themselves.

A. unable        B. impossible    

C. incapable     D. not able

VII. Consolidation and Homework:

- Summarize the main points of the text.

- Learn by heart all of new words and structures and give examples.

- Whole class

I. Stabilization:

- Greeting the class

- Checking the students’ attendance

II. Check up:

- Call some Sts go to the board and write down some vocabularies which they learnt in the last lesson.

III. Warm up:  Game “Take them home”

 - T divides the class into 4 groups.

 - T gives each group a poster and 20 cards then gives the rule of the game.

 Poster:

Cards:

- T asks:

 + Which other words are used for describing physical characteristics?

- Ss work in groups, take turns to choose the cards then stick them in the right categories.

 - Ss can organize the words into four different categories as follows:

FACE: square, oval, round

HAIR: curly, wavy, dyed, sleek, shoulder-length, long, short, fair, straight, grey

NOSE:  straight, flat, turn up, pointed

HEIGHT: tall, short, medium

Sleek: bong mượt

- Ss’ answers

+ Forehead: broad, high, ...

+ Appearance: handsome, beautiful,  good-looking, well-built, ....

+ Lips: full, thin, ...

IV. Before you speak 

Activity 1: Describing people

(Task 1, textbook, p.15)

- Introduce “Useful language” to the students:

+ Height: tall, medium, short …

+ Build: slim, thin, well-built …

+ Face: square, large, oval, round, long …

+ Forehead: broad, high …

+ Eye: small, big, black, blue, brown …

+ Nose: straight, crooked, big, small, flat …

+ Chin: pointed chin (cằm nhọn), double chin (cằm chẻ) …

+ Lips: thin, full, heart-shaped …

+ Skin: white, pale, suntanned, dark, brown, greasy skin …

+ Hair: Black, grey, red, brown … (shoulder-length straight/curly black)

+ Appearance: handsome, beautiful, good-looking …

- T asks students to work in pairs, do Task 1- textbook on page 15.

- T asks Ss to listen to their friends’ descriptions and decide who he/ she is.

Activity 2: Vocabulary

- T sets situations and asks Ss to fill in the blanks. 

 * He’s always willing to give money to his friends or help them. He’s a very .............. man.

 *  She never tells lies. She’s a very ...............person.

 * He’s very good at Maths, but he never talks about that. He’s a .............. person.

 * Minh is always cheerful and often tells jokes, which makes us like to be with him all the time. He is a very .............. boy.

 * .......

V. While you speak

Activity 3: Describing personalities

(Task 2, textbook, p.16)

- T asks Ss to work in groups, do Task 1- textbook, page 15.

 - Ss sit in pairs, look at the people and describe their physical characteristics.

    * He/ She is ............. He’s/ She’s got .............. His/ Her hair ..........

    * He’s/ She’s ............. with .............. and ........

- Ss do the teacher’s request.

 generous

 honest

 modest

  pleasant

Whole class use handouts to describe.

1. The boy is about 16. He is short-sighted because he’s 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 (cài tóc). She has an oval face with a straight nose, 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 head, small eyes, a crooked nose and thin lips. He

VI.After you speak

Activity 4: Role -  play:

Talk about a famous friend.

(Task 3, page 16)

- T helps Ss review some questions about physical characteristics, personalities, hobbies, ....

- T selects some pairs at random and has them play roles in front of the class.

VII: Consolidation and Homework:

- Ask students to write a passage description about physical characteristics of their best friend.

- Ask students to prepare Part C - Listening and practice speaking at homework.

’s quite good-looking.

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

- Ss work in groups, discuss and number the personalities in order of importance in friendship.

- Each group’s representative will report their results to the class and explain orally why. (Ss’ answers may be different.)

Ex: 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 friends

- Ss make questions, using the suggestions (textbook, page 17).

Model:

A: What is your best friend’s name?

B: Her name’s Lan.

A: How old is she?

B: She is 16 years old.

A: What does she look like?

B: She is beautiful. She is tall. She has big eyes and long black hair.

A: What is she like?

B: She is helpful and studious.

A: What does she usually do in her free time?

B: She usually reads books in her free time.

A: What are her hobbies?

B: They are reading and swimming.

A: What subject does she like best?

B: She likes Maths best.

A: How much time does she spend on Maths everyday?

B: About an hour a day.

- Ss work in pairs: Journalist & Interviewee.

Teacher’s activities

Students’ activities

I. Stabilization: