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Preparing of date:…………………… Teaching of date class class in date 11a4 11a5 Period : 4 Total of sts Unit 1: FRIENDSHIP Lesson 1: 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. Language content 1.Knowledge: + Vocabulary :enthusiasm,constant….. + Grammar : past simple, past progressive… 2. Skills : devolop reading IV.Teaching methods: p.p.p,communicative…. IV. Procedure Time Teacher's activities Students' activities I-Organization: -Answer: 1’ Who is absent today? 11A4: 11A5: II.WARM UP Competition game’Network Sts listen and work in groups - T prepares a handout with a network of the word “Friendship”. 6’ 1 Friendship 10’ - 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 . BEFORE YOU READ Discussing the picture and poem - T ask the whole class to look at the picture on page 12 an ask them some question : + What are the girls and boy doing in the picture ? + How do they feel ? + What does the picture tell you ? - T ask Ss o work in pair to read the short poem on page 13 and answer the question : “What do you think of friend in the poem ?” - T calls on some Ss to answer the question . T may give some comments and her suggestion : The friend in the poem is very dedicated and thoughtful . He / she is willing to help his / her friend in any circumstances . Pre- teaching Vocabulary Note : T should only teach the words which do not appear in Task 1 . Lasting (adj) = lifelong (adj) : bÒn v÷ng , l©u dµi) To be concerned with : quan t©m tíi ai , c¸i g× Constant (adj):thêng xuyªn, kh«ng thay ®æi Constancy (n): sù kh«ng thay ®æi Rumour (n): tin ®ån Gossip (n): chuyÖn tÇm phµo Trust (n): sù tin tëng Sorrow (n): sù ®au khæ 2 Pair work and whole class Suggested answers : + One boy is playing the guitar , and the other girls and boys are singing . + They sem very happy because I can see their smile . + The picture tells me that friends can happily do many things together . / Friedship is a nice thing that brings hppiness to us . 6’ 5’ Pursuit (n): 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. WHILE YOU READ Setting the scene You are going to read a passage about the qualities of a long lasting friendship. While you are reading, do the tasks in the textbook. Task 1 Instruction: Fill each blank with one of the words in the box. - T writes these words on the board:Acquaintance, incapable of, mutual, unselfish, give and take, friend, loyal to, suspicious - Then T instructs Ss to read the passage quickly and stop at the lines that contain these words to guess their meanings (except for the word “friend” as this word is familiar with Ss) - Ss guess the meaning of the words based on the contexts in the sentences - T checks that Ss understand the words correctly. T can check Ss’ understanding by asking them to provide the Vietnamese equivalents to the words. - Next, T instructs Ss to use some strategies to do Task 1: - T asks Ss to work individually to do the task - T goes around to help Ss when necessary. - T asks Ss to exchange their answers with other Ss. - T asks Ss for their answers and tells them to explain their choices. - T gives the correct answers: Task 2 Instruction: You are to read the passage again and dicide which of the choices A,B,C or D most adequately sums up the ideas of the whole passage. - T gets Ss do the task individually and then find a peer to compare their answer with. T might want to give them some time to reread the passage. - T might also want to give Ss some strategies to find the main idea of the passage: -T calls on some Ss to give their answers and asks other Ss to say whether they agree or disagree. - T gives feedback and the correct answer: Answer : B 3 Whole class, individual work and pair work *Keys: 1.mutual 5. give and take 2.incapable of 6. loyal to 3.unselfish 7. suspicious 4. acquaintance/friend Answer : B 10’ Task 3 Instruction: You are required to answer the six questions in the book. - T asks Ss how to do this task. If they do not remember, T may instruct them to use some strategies to do the task: + First, skim the six questions to understand them. As Ss do this they: + Go back to the first question and locate the information for the question by finding the key words in the passage and mark the place. + Read the part carefully to find the answer . Ss can use their own words. + Continue with the rest of the questions. - T asks Ss to work individually to do the task, then discuss their answers with their peers. - T calls on some Ss to write their answers on the board and ask then to explain their choices. - T gives the correct answers: 1. The first quality for true friendship is unselfishness. It tells us/me that a person who is concerned only with his/her own interests and feelings can’t be a true friend. (paragraph 2) 2. Because they take up an interest with enthusiasm, but they are soon tired of it, and they feel the attraction of some new object. (line 2-3, paragraph 3) 3. The third quality for true friendship is loyalty. It tells us/me that the 2 friends must be loyal to each other, and they must know each other so well that there can can be no suspicions between them. (line 1-3, paragraph 4) 4. Because if not people cannot feel sae when telling the other their secrets .(line 1-3 , paragraph 5 ) . 5 . Because they cannot keep a secret , eithr of their own or of others’ . (line 3-4 , Paragraph 5 ) 6 . The last quality is sympathy . It tell us / me that to be a true friend one must sympathise with his / her friend one . Where there is no mutual sympathy between friends . there is no true friendsship . (last paragraph ) AFTER YOU READ Instruction: You are required to work in pairs to discuss the question in the textbook. 4 * 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. Pair work , group work, & whole class 2’ - 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. Whole class Consolidation and homework T summarizes the main points of the lesson. - T asks Ss to learn by heart all of the new words and do the extra exercise as homework. Preparing of date:…………………… Teaching of date class class in date 11a4 11a5 Period : 5 Total of sts UNIT 1 : FRIENDSHIP Lesson 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. 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 5 8’ WARM UP Competition game - Word search - T divides the class into small groups of 3 – 4 Ss. Then T Group work 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 handsome Beautiful sincere Caring humorous medium honest understanding 6 H A U O M G O E R M O N U N S M S S R I E M I M N M O D I C T A U R T I O N N G H U M O I D E H A A E S N E S T S I G N S U H R N O I N U B N G G F T E R U E H D E A N H B T A A L L D M E D I U N G R A B H O L T D E R S T A N D I S I N C E R E S F O U G E N E R O U M F A U D A A R L E U U N O U H R H M A S A U L R B L C U N T E N S E D 7 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 Tall, medium, short Slim, plump ( bô bÉm, ®Çy ®Æn), overweight/obese (bÐo 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, shoulderlength(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 Beautiful, handsome, pretty, good-looking, Appearance 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 twelveyear-old son/a middle- aged woman/a man Height Build 8 in his sixties(kho¶ng 60 tuæi) - 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’ 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’ quite good-looking. 2. The girl is about 14. She’ also wearing a pair of glasses. She has shoulder-length black hair, and she’ wearing a ribbon. She has an oval face with a straight nos, full lips and a pointed chin. She’ quite pretty. 3. The man is in his forties. He’ 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’ quite good-looking. The woman is in her twenties. She’ 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’ very beautiful 9 10’ 13’ Task 2 Instruction: 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: 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’ 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 10 Whole class group work & Whole class pair work & minutes and goes around to offer help. - T calls on some pairs to perform the interview. - T elicits feedbac k from the class and gives final comments. 2’ WRAPPING - T summarises the main points of the lesson. - T asks Ss to do the extra exercise as homework. Whole class Preparing of date: ………………………… .. Teaching of date Period in class Total of sts date 11a4 11a5 PERIOD : 6 UNIT 1: FRIENDSHIP Lesson 3 : Listening 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 Time 7’ Steps 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 11 Work arrangem Group work O O O O 4 1 6. hospitable 8. patient 9. honest O O O O O O O O O 7. studious O O O O O O O O O O O O O O O O O O O O O O O 3 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 O O O O O O 5 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 12 10’ Whole clas 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 Sence of humour: khiÕu hµi híc Give SO a ring: phone SO Go through a rough time: tr¶i qua thêi kú khã kh¨n - T may get Ss to make sentences with the words and gives corrective feedback. WHILE YOU LISTEN TASK 1 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 13 10’ 7’ 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: + Lan’s talk: 1. F (they used to live in the same building there) 2. F(It is what people think) 3. T 4. F (Lan went to Do Son first and then called Ha, so Ha rode on her motorbike to Do Son to meet Lan) 5. T 6. F (They have been best friends since Lan’s trip to Do Son ) + Long’s talk: 1. F (they met in college) 2. F (Minh was a guitarist) 3. T 4. T 5. T TASK2 Instruction: You are going to listen to the tape again and fill the table in the book with notes. Before Ss listen to the tape again to do the task, T may ask them to try to fill the table with the things they remember from the previous times of listening. - 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. Suggested answers: How and where did they What do they like about their meet friends ? Lan - They used to live in the - Ha’s very friendly and helpful same apartment building - Ha’s sociable .She’s got many in Hanoi. - Lan went on a holiday in friends in Do Son and she Do Son and Ha went there introduced Lan around. to help her. Long - They met in college. - Minh has a sense of humour. - Ming played the guitar, - Minh likes to go to plays and and Long was a singer. movies. - They worked together - Minh is a good listener. - Minh is friendly and helpful. 14 Individual work,group work & w class Tapescript: ( in T’s book) Talk A. Lan My best friend is Ha. We ‘ve been friends for a long time. We used to live in Nguyen Cong Tru Residential Area in Hanoi. Her family moved to Hai Phong in 1985. It is said that Hai Phong people are cold but Ha is really, really friendly. I first started to get to know her when I was going on a two day trip to Do Son last year and I didn’t know anybody there. I gave Ha a ring and she was so friendly, she said, ‘Oh, I’ll come to visit you.’ So she rode on her motorbike to Do Son and 20 minutes later she was there. She stayed with me for 2 days. She happened to know a lot of people there,so she introduced me around and we’ve been best friends ever since. Talk B. Long My best friend is Minh. We met in college. And I was there singing ans Minh was a guitarist. So we worked together a lot. But we also became friends . Minh has a great sense of humour, he’s very, very funny, and that’s one of my favourite things about him. And over the years, we have been through good times and bad times with each other, and that’s one of the things I like best about him. And we have a lot of the same interests. We like to go to plays and movies together. But when we’re going through a rough time , he’s really a good friend, and he’s a very good listener, and he always helped me through. 8’ 3’ Whole clas AFTER YOU LISTEN - T gets Ss to work in pairs to talk about how Ha has been Lan’s best pair work 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. Whole clas Consolidation and homework - T summarises the main points of the lesson. - T asks Ss to learn by heart all new words and do the extra exercises as homework. Preparing of date:………………………… .. Teaching of date Period class in date 11a4 11a5 PERIOD : 7 Total of sts UNIT 1: FRIENDSHIP lesson 4 : Writing I. Objectives By the end of the lesson , Ss will be able to : 15 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’ Whole class 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 . - 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’ Individual WRITING - T gets Ss to write about their friend in 15 minutes . work - 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 16 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. 8’ Pair work and FEEDBACK ON SS’ WRITINGS - T as Ss to exchange their writing with another student for peer whole class 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 2’ Whole class WRAPPING - T summarises the main points of the lesson. - For homework, T asks Ss to improve their writing, taking into consideration their friePPnds’ and T’s suggestions and correction and do the extra exercise. Preparing of date: ……………………... Teaching of date Period class in date 11a4 11A5 Period : 8 Total of sts uNIT 1: FRIENDSHIP lesson 5 : Language focus 17 I. Objectives By the end of the lesson, Ss will be able to: - 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. II. Materials Textbook, handouts. III. Anticipated problems Ss may find it difficult to pronounce the 2 sounds, so T should prepare a lot of practice. IV. Procedure Time Steps Work arrangement 12’ Whole PRONUNCIATION Pronouncing the 2 sounds separately class,individual - T models the 2 sounds / dЗ / and / t∫ / for a few work & pair work times and explains the differences in producing them. + The phonetic sound / dЗ / is a voiced palatal. Voiced = vocal cords vibrate while making this sound palatal = put your tongue behind your top teeth, push air as you drop your tongue away from the roof of your mouth. + The phonetic sound / t∫ / is an unvoiced fricative palatal. Unvoiced = vocal cords do not vibrate while making this sound. Fricative palatal = touch your tongue to the back of your upper teeth and pull your tongue away as you push air out of your mouth. - T palys the tape( or reads) once for SS to hear the words containing these 2 sounds. Then T plays the tape (or reads) again and this time asks Ss to repeat after the tape (or T). Pronouncing words containing the sounds - T reads the words in each column all at once. - T read the words once again, each time with a word in each column to help distinguish the differences between the sounds in the words. - T reads the words and asks Ss to repeat them. - T asks to practise pronouncing the words in pairs. - T goes around providing help. - T asks some Ss to pronounce the words and gives correction if necessary. Practising sentences containing the target sounds - T reads the sentences and asks Ss underline the words with the sounds and write / dЗ / and / t∫ / under them. - T asks Ss providing the sentences in pairs. - T goes around to provide help. - T asks some Ss to read the sentences and gives feedback. 10’ 1. To- infinitive GRAMMAR Whole class, individual work & 18 pair work a. Presentation - T writes some sentences on the board and underline the to- infinitive: + I have letters to write. + Does he get anything to eat ? + There is plenty to do ? - T asks Ss to comment on the use of to-infinitives in these examples. T reviews the form and use of toinfinitives in the examples. T may give Ss the following handout. In the examples above the infinitives are used to replace relative clauses. 1. 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 ? 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 2. Use of passive to-infinitive + There is plenty to do = a. plenty of things we can do b. plenty of work we must do 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: + I’m sorry to trouble you. + It is easy to please that customer. + The pie is too hot to eat. - 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: adj + to-infinitive; adj + too/enough + to-infinitive (too before an adj means excessively; enough after an adj means to the necessary degree). - T asks some Ss to give some similar examples. b) 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: 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. 19 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) a) 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: Let SO do STH = allow SO to do STH; make SO do STH = force SO to do STH. 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: 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. Production: Story telling - T prepares a handout with 6 pictures in the right order. T asks Ss to work in groups of 5 to tell the story about the crow in the pictures. T gets across to Ss that they shouls use as many sentences with toinfinitives and bare-infinitives as possible. The group which produces the most logical story with the most appropriate sentences using to-infinitives and bare-infinitives will be the winner. - T calls on some groups to tell their story and elicits feedback from the class. - T gives final comments and provides correction if necessary. Suggested story A wise crow A crow hadn’t had anything to drink for a long time. One day she saw a pitcher. There was a little water 20
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