Giáo án môn Tiếng Anh 11

Class 11 
Period:3
Unit 1:FRIENDSHIP 
 A- Reading	
I. Objectives
	By the end of the lesson, Ss will be able to gain:
1.Knowlege: qualities for true friendship.
 Vocabulary: acquaintance, unselfishness,, loyal. loyalty, sympathize, sympathetic, constancy, 
 Language: to be capable of , give and take, .......................... 
2. Skills: reading micro-skills as scanning for specific ideas, skimming for general information, and guessing meaning in context
3. Attitude: Use the information they have read to discuss the need to have friends.	
II. Preparation
 Teacher: Textbook, handouts, laptop, poster, flipchart 
 Student: note book, blank paper, cards 
III. Anticipated problems
	Ss may need help with the discussion task, so T should be ready to help them. 
IV. Procedure
Teacher and students’ activities
Board display
WARM UP
I/ BEFORE YOU READ (GW, 7’)
- 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 . 
-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 .
- 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 .
Note : T should only teach the words which do not appear in Task 1 .
II/ WHILE YOU READ
1. Task 1 (PW, 10’)
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.
- 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.
- 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:
2. Task 2 (PW, 7’)
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.
3. Task 3 (GW, 15’)
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:
III. AFTER YOU READ (PW, 5’)
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.
IV. WRAPPING UP (2’)
- T summarizes the main points of the lesson.
V. Homework:
- T asks Ss to learn by heart all of the new words and do the extra exercise as homework.
Unit 1:
FRIENDSHIP A- Reading
I/ BEFORE YOU READ
Discussing the picture and poem 
Pre- teaching Vocabulary 
- 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
II/ WHILE YOU READ
1. Task 1 (p14)
Fill each blank with one of the words in the box
1. mutual
2. incapable of
3. unselfish 
4. acquaintance/ friend
5. give and take 
6. loyal to
7. suspicious
2. Task 2
Answer : B
3. Task 3
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. .........................
III. AFTER YOU READ
IV. Homework
V. Feed- back: 
Teaching date:
Preparing date:
Period :4
 UNIT 1 FRIENDSHIP
 B. Speaking 
I. Objectives
By the end of the lesson, Ss will be able to gain:
 1.Knowlege: qualities for true friendship.
 Vocabulary:word related to personalities such as caring, modest, generous, helpful, plesant and physical characteristic such as tall, nose, eyes.......
 Language: use questions to ask about personalities and physical characteristic
2. Skills Ss will be able to describe the physical characteristics and personalities of their friends, using appropriate adjectives.
 3. Attitude: Ask and answer fluently and know how to describe the physical characteristics and personalities of their friends, using appropriate adjectives.
II. Preparation
 Teacher: Textbook, handouts, laptop, poster, flipchart .......... 
 Student: note book, blank paper, cards,............... 
III. Anticipated problems
	Ss may need help with the discussion task, so T should be ready to help them. 
IV. Procedure
Teacher and students’ activities
Board display
I. Before you speak (PW, 10’)
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) trán
Crooked (adj): an adjective you can use to describe one’s nose ( mũi khoằm)
- 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.
- 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.
Task 2 (PW, 15’)
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.
- T can elicit or explain some adjectives quickly:
-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.
II. While you speak
Task 3 (GW,12’)
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:
- T asks 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.
- T summarises the main points of the lesson.
- T asks Ss to do the extra exercise as homework.
III. After you speak (2’)
- T summarises the main points of the lesson.
IV. WRAPPING UP
UNIT 1 :FRIENDSHIP 
B. Speaking
TASK 1
Describing people’s appearance (Handouts)
Height
Tall, medium, short
Build
Slim, plump ( bụ bẫm, đầy đặn), overweight (béo phì),
Thin, well-built (lực lưỡng)
Hair
+ length: long, short, shoulder-length(ngang vai)
+ style: straight, wavy, curly, crew-cut(đầu cua)
+ colour: black, grey, red, brown
Face
Oval, round, large, square, skinny, long, with high cheek-bones (gò má cao)
Eye
Small, big, black, brown, blue
Nose
Straight, crooked, turned up (hếch), big, small, fla t (tẹt)
Chin
Pointed chin (cằm nhọn), double chin (hai cằm)
Lips
Thin, full, narrow, heart shaped
Forehead
Broad, high
Skin
White, suntanned(rám nắng), dark, brown, black
General 
Appearance
Beautiful, handsome, pretty, good-looking, plain (bình thường)
Age
She was in her late teens (18, 19 tuổi)/he was in his early twenties (21-23 tuổi)/she was about thirsty years old/his twelve-year-old son/a middle- aged woman/a man in his sixties(khoảng 60 tuổi)
Task 2
- caring(adj): chu đáo
- hospitable(adj): hiếu khách
- modest(adj): khiêm tốn
- sincere(adj): chân thành
- understanding(adj): thông cảm
Task 3
quick-witted (adj): thông minh, nhanh trí
good-natured (adj: tốt bụng, đôn hậu
V. Homework: (hand outs)
V. Feedback: task 2 should be easier
Teaching date: 
Preparing date:
Period :5
UNIT 1 :FRIENDSHIP
 C- Listening	 
I. Objectives
 1. Knowledge : 
 - Vocabulary: favourite, guitarist, ............. 
 -Language : sense of humour, help SO out of difficulty, have ST in common........... 
 2. Skill(s)
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.
3.Attitude:Ss can listen fluently.
II. Preparation:
	Teacher: Textbook, handouts, laptop, poster, flipchart 
 Student: note book, blank paper, cards 
III. Anticipated problems
 Some S can’t hear the tape
IV. Procedure
Teacher and students’ activities
Board display
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:
- T may get Ss to make sentences with the words and gives corrective feedback.
WHILE YOU LISTEN
TASK 1 (IW, PW, 10’)
Instruction: You are going to listen to Lan and Long talk about their best friends. Listen and decide whether the statements are true or false. Put a tick in the appropriate box.
- Before Ss listen and do the task, T instructs them to use some strategies:
 + First, read through the statements to understand them and underline key words. For example, the key words in the first statement are: shared, Nguyen Cong Tru, Residential Area, Hanoi...
 + Listen to the tape and pay attention to the key words
 + Decide whether the statements are true or false based on what thay can hear.
- T plays the tape once for Ss to do the task.
- T ask for Ss’ answers and writes them on the board.
- T plays the tape the second time for Ss to check their answers.
- T asks Ss to work in groups of 4 to compare their answers.
- T checks Ss’ answers by calling on some Ss and asks Ss to explain their answers. If many Ss cannot answer the questions, T plays the tape one or two more times and pause at the answers for them to catch.
- T gives the correct answers:
TASK 2 (PW, 15’)
- T plays the tape again for Ss to compete their notes. T might also want to remind Ss that while listening they need to focus on the information indicated in the table 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 cannot complete the task, T might want to let Ss listen one more time and pause at the answers for them to catch.
AFTER YOU LISTEN (PW, 10’)
- T gets Ss to work in pairs to talk about how Ha has been Lan’s best friend and how Minh has been Long’s best friend.
- T goes around to offer help and correct Ss’s mistakes.
- T calls on some pairs to present their answers.
-T elicits feedback from the class and gives final comments.
- T summarises the main points of the lesson.
UNIT 1 :FRIENDSHIP C- Listening
 Before you listen
Talking about your best friend
 apartment building: toà nhà có nhiều căn hộ
 sence of humour: khiếu hài hước
 give SO a ring: phone SO
 go through a rough time: trải qua thời kỳ khó khăn
WHILE YOU LISTEN
TASK 1
+ Lan’s talk:
F (they used to live in the same building there)
F(It is what people think)
T
F (Lan went to Do Son first and then called Ha, so Ha rode on her motorbike to Do Son to meet Lan)
T
F (They have been best friends since Lan’s trip to Do Son )
 + Long’s talk:
F (they met in college)
F (Minh was a guitarist)
T
T
T
TASK 2
Suggested answers:
AFTER YOU LISTEN
V. Homework:
- T asks Ss to learn by heart all new words 
VI. Feed-back:
Preparing date:
Teaching date: 11B......
 Period :6
UNIT 1 Friendship
 D- Writing P(6)
I. Objectives 
By the end of the lesson , Ss will be able to :
1. Knowledge : 
 - Vocabulary:words related to physical characteristic and personalities
 -Language : sense of humour, help SO out of difficulty, have ST in common........... 
 2. Skill(s) Write about a friend , real or irmaginary , using the words and expresions that they have learned in previous lessons .
3.Attitude:practice actively in group.
II. Teaching aids: 
 Teacher: Textbook, handouts, laptop, poster, flipchart .......... 
 Student: note book, blank paper, cards,............... 
III . Anticipated problems :
Ss may not have sufficient vocabulary to write about the topic , so T should be ready to assist them 
IV. Procedure 
Teacher and students’ activities
Board display
PREPARING 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 . 
- 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 . 
WRITING
- T gets Ss to write about their friend in 15 minutes .
- T goes around to observe and offer help .
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 
WRAPPING UP
- T summarises the main points of the lesson.
 Date:
 Unit 1:Friendship
 D- Writing
Sample writing : (hand outs)
 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. 
V. Homework: - For homework, T asks Ss to improve their writing, taking into consideration their friends’.
VI. Feed- back:
Teaching date: 
Preparing date:
Period:7
UNIT 1:FRIENDSHIP
E- Language focus 
I. Objectives
	By the end of the lesson, Ss will be able to:
1. Knowlege
 - Vocabulary: S revise all the words related o reading.
 -Language: Infinitive with to and without to.
2. Skills:
	- Distinguish the sounds ? /dz/ and /ts/.
	- Pronounce the words and sentences containing these sounds correctly.
	- Use some structures containing infinitives with and without to appropriately.
 3. Attitude: Have a positive attitude to what they have learn, can do all exercises in book.
II.PREPARATION
 Teacher: Textbook, handouts, laptop, poster, flipchart .......... 
 Student: note book, blank paper, cards,............... 
III. Anticipated problems
	Ss may find it difficult to pronounce the 2 sounds, so T should prepare a lot of practice.
IV. Procedure
Teacher and students’ activities
Board display
WARM UP
I/ PRONUNCIATION
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.
- T reads the sentences and asks Ss underline the words with the sounds and write / / and / / 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.
II/ GRAMMAR
1. To- infinitive
- 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. 
Presentation:
 In the examples above the infinitives are used to replace relative clauses.
Similarly with to-infinitives + preposition:
Someome to talk to cushions to sit on a table to write on a tool to open it with a case to keep my records in
In the there + be + noun/pronoun + to-infinitive construction, when there is an idea of duty, as in (b) above, a passive to-infinitive is possible: There is a lot to be done. But the active to-infinitive is more usual.
- T continues writing some other sentences on the board:
 - T asks some Ss to comment on the examples. T might explain to Ss that we can put to-infinitive after adjectives. The form is: 
(too before an adj means excessively; enough after an adj means to the necessary degree).
- T asks some Ss to give some similar examples.
Practise
Exercise 1
- T asks Ss to do Exercise 1 individually and then compare their answers with another student.
- T calls on some Ss to read out their answers.
- T gives correct answers:
 Presentation
- T calls on some Ss to give out some verbs that are followed by bare infinitives.
- T may make clear that:
 + We can use a noun or pronoun object + bare infinitive after verbs of perceptions such as feel, hear, watch, see, notice, observe, perceive, smell ... The bare infinitive generally refers to the complete action.
 + We use the bare infinitive after let and make: 
b) Practice
Exercise 2
- T asks Ss to do exercise 2 in pairs. Ss have to rewrite the sentences by using the words given.
- T asks them to compare answers with another pair.
- T calls on some Ss to go to the board to write their answers.
- T asks other Ss to feedback and give correct answers:
WRAPPING UP
- T summarises the main points of the lesson.
 UNIT 1:FRIENDSHIP
 E- Language focus
I/ PRONUNCIATION
1.Listen and repeat
2. Practising sentences containing the target sounds
II/ GRAMMAR
1. To- infinitive
The infinitive can be placed after nouns/pronouns to show how they can be used or what is to be done with them.
 + I have letters to write. = I have letters that I must write.
 + Does he get anything to eat ? = Does he get anything that he can eat ?
+ There is plenty to do =
plenty of things we can do
plenty of work we must do
+ I’m sorry to trouble you.
 + It is easy to please that customer.
 + The pie is too hot to eat.
adj + to-infinitive; adj + too/enough + to-infinitive
Exercise 1
1. Who wants something to eat? 
2. I have some letters to write.
3. I am/was delighted to hear the news.
4. My mother has some shopping to do.
5. You always have too much to talk about.
6. It is lovely to see you again.
7. It’s/was too cold to go out.
8. I’m happy to know that you have passed the exams
2. Infinitive without to (bare infinitive)
feel, hear, watch, see, notice, observe, perceive, smell... + O+ bare infitive
Let smb do smt = allow smb to do smt;
 make smb do smt = force smb to do smt.
Exercise 2
1. The police watched them get out of thr car.
2. They let him write a letter to his wife.
3. I heard them talk in the next room.
4. The customs officer made him open the briefcase.
5. The boy saw the cat jump through the window.
6. Do you think the company will make him pay some extra money.
7. I felt the animal move toward to me.
8. Do you think her parents will let her go on a picnic.
V. Homework:
- For homework, Ss review the points that have been coverd in the lesson and do the extra exercise
VI. Feed-back:
Teaching date: 
Preparing date: 
Period:8
UNIT 2:PERSONAL EXPERIENCES
A- Reading( 8)
I. Objectives
	By the end of the lesson, Ss will be able to gain:
 1. Knowlege: 
 - General knowledge: Through this unit, students know how to wite about the sequence of events in a story.
 - Language: Sentences and expression for describing the sequence of events in a story.
 - New words: Words related to sequence of events in a story. 
 2. Skills:. 
 - Guessing meaning in context.
 - Passage comprehension.
 3. Attitude: 
 - Use the information they have read to discuss the story.	
II. PREPARATION
 Teacher: Textbook, handouts, laptop, poster, flipchart .......... 
 Student: note book, blank paper, cards,............... 
III. Anticipated problems:
	Ss may need help with the discussion task, so T should be ready to help them.
IV. Procedure
Teacher and students’ activities
Board display
WARM UP
BEFORE YOU READ
- T ask students about their personal experiences.
- Ss listen to the teacher and answer the questions.
-T leads to the new lesson.
- 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 is most appropriate.
- T calls on some pairs to present their ideas but should not correct them. If Ss have difficulty talking about the pictures, T may elicit their answers by asking questions and giving prompts.
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 ?
Set the scene: You are going to read a story in which a girl’s telling about her most embarrassing situation. Then you do the tasks that follow.
WHILE YOU READ
TASK 1
- T gets Ss to read the passage silently and then do Task 1. T may write the given words and phrases on the board (i.e. 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 guess their meanings. For example. The words “idol” found in line 3 may refer to “someone you admire and adore”. Ss can understand this meaning thanks to the words “pop star” and the idea that the girl wants to look like this person.
- 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 .
- Then T asks Ss to go back to the task and study the given sentences . Ss need to guess which part of speech they might deal with in each case . For example , for sentence 1 they might need to supply a verb in past tense or for sentence 2 they might need to supply a verb in present continuous, etc .
- Now Ss use both their knowledge of the word in the box and their guess – work with the given sentences to match them correctly .
- T checks the anwers with the whole class .
Task 2 :
- T gets Ss to read the text silently again and then with a peer work out the sequence of the picture 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
TASK 3
- T ckecks if student can answer the comprehension questions in Task 3 without having to read the passage again. If Ss cannot, T gets them to read the questions carefully and gives them some tips to do the task.:
 + First, Ss should skim the five questions to understand them. As Ss do this they:
 * underline the key words to decide what information they nedd to find in the text
 * look for questions words like “why” which indicates Ss should read for specific thingmlike a reason.
 + Then they should go back to the passage and locate the key words in the passage.
 + Them they should read around