Kế hoạch bài dạy Tiếng Anh Lớp 11 - Review 2: Unit 4, 5 - Đỗ Văn Bình

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TÊN BÀI DẠY Unit 2. RELATIONSHIPS
Môn: TIẾNG ANH, Lớp: 11A1
Thời gian thực hiện: 8 tiết
TIẾT 10. Lesson 1. GETTING STARTED
Date of preparation: ./../2021 Date of teaching: ./../2021 Class: 11A1
I. Objectives:
1. Knowledge, skills, attitude:
- Knowledge: -To introduce Ss the overall topic of the unit: Relationships 
-To help Ss get familiar with the topic of the unit.
- Skills: Integrated skills (To promote Ss to develop the skill of getting to know the new materials)
- Attitude: To encourage Ss to focus on learning and be careful with romantic relationships 
2. Orientation for competency development: - To make Ss be careful with romantic relationships
- To practice in order to develop students’ language competence, collaborative competence.
II. Preparation of teacher and students:
1. Teacher’s part: Appliances for studying (textbooks, references, teaching aids, etc.) 
2. Students’ part: Lesson preparation 
III. Teaching procedures:
1. Stabilization (2 ms)
2. Check-up (0 m) 
3. Classroom activities: 
A. START/ WARM UP ACTIVITY (5ms)
Aims of the activity
Content, techniques for organising students’ learning activities
Expected products and assessment of student work
To get Ss to know the topic about romantic relationships
- Asks Ss to look at the picture (Handout 1) and guess what the two people's relationship is and what they are talking or thinking about.
- Informs the class of the lesson objectives and leads to the lesson.
Suggested answers: - They are grandmother and granddaughter.
- The grandmother is telling her granddaughter to focus on schoolwork, white the girl is thinking about romantic relationships
B. KNOWLEDGE FORMATION ACTIVITIES (7 ms)
Activity. Listen and read. (7 ms)
Aims of the activity
Content, techniques for organising students’ learning activities
Expected products and assessment of student work
To help Ss practice some skills (reading and listening)
- Elicit vocabulary using explanations and examples.
- Let pupils repeat the new words in chorus, then individually.
- Check Ss’vocabulary using the technique Rub out and Remember.
- Tell Ss that they are going to listen to a conversation between a student and her grandmother.
- Play the recording twice.
- Listen and read the conversation silently.
- Then asks Ss if their predictions were correct.
- Ss both read and listen to the conversation between Mai and Mai’s grandma.
- Ss can predict the content of the conversation.
C. PRACTICE ACTIVITIES (17 ms)
Activity 1. Decide whether the following sentences are true (T), false (F), or not given (NG), and tick the correct. (12 ms)
Aims of the activity
Content, techniques for organising students’ activities
Expected products and assessment of student work
To focus on comprehension
- Guides and reminds Ss of some tips to do this kind of task. 
- Asks sts to work individually to do activity 2 in 3’.
- Goes around the class to help if necessary.
- Then asks Ss to compare their answers in pairs.
- Call sts to present answers.
- Corrects and gives feedback.
- Suggested answer:
1. T (‘oh, one of my classmates')
2. F (Mai tells her grandmother they’re just friends and Nam is not her boyfriend.)
3. T ('... there's no real friendship between a boy and a girl.')
4. T (Mal’s grandmother went to a single-sex school.) 
5. NG
6. T (Mai tells her grandmother that all her classmates are very kind, caring and sympathetic.
Activity 2. Read the conversation again, and find the verbs that come before the words below. Write them in the space provided. (5 ms)
Aims of the activity
Content, techniques for organising students’ learning activities
Expected products and assessment of student work
To help Ss recognize linking verbs
 - Ask them to read the conversation again, and find the verbs that come before the words in the list
- Asks sts to work in pairs in 3’.
- Go around for help. 
- Call on Ss to give their answers.
- Give feedback and correct answers.
- Suggested answer:
1. get involved 2. feel bored
3. are very kind, caring and sympathetic
4. sounds good
- Ss can give more examples of linking verbs
D. APPLICATION AND EXTENSION ACTIVITIES: (11 ms)
Activity 1. "Do you think there is a friendship between boys and girls? Why or why not? "(6 ms)
Aims of the activity
Content, techniques for organising students’ learning activities
Expected products and assessment of student work
To allow Ss to express their opinions about friendships between boys and girls
- Explains the requirement of the task then ask them to work individually to think about the question.
- Lets them work in groups to discuss the question 
- Calls some to report to the class
- Ss’ answers may vary.
Activity 2. Summary (5ms)
Aims of the activity
Content, techniques for organising students’ activities
Expected products and assessment of student work
To check Ss’ comprehension and broaden their knowledge
- Has Ss summarise the conversation.
- Calls some Ss to share their summaries.
Ss’ presentations in front of the class (one by one)
IV. Homework: (3 ms) Summarise main points of the lesson. Prepare the next lesson (Language).
V. Self-Evaluation: ..
TIẾT 11. Lesson 2. LANGUAGE
Date of preparation: ./../2021 Date of teaching: ./../2021 Class: 11A1
I. Objectives:
1. Knowledge, skills, attitude:
- Knowledge: To provide Ss with words and phrases related to relationships. To have them understand uses of linking verbs and cleft sentences
- Skills: Integrated skills. To promote Ss to develop the skill of working in pairs and groups.
- Attitude: To encourage Ss to work harder, to provide Ss some motivation 
2. Orientation for competency development: To enable students to use the language for practice correctly in order to develop students’ language competence, collaborative competence.
II. Preparation of teacher and students:
1. Teacher’s part: Handouts, textbook, pieces of papers, lesson plan, laptop and TV.
2. Students’ part: lesson preparation, Textbooks
III. Teaching procedures:
1. Stabilization (2 ms)
2. Check-up: No- the lesson is too long.
3. Classroom activities: 
A. START/ WARM UP ACTIVITY (5 ms)
Aims of the activity
Content, techniques for organising students’ learning activities
Expected products and assessment of student work
 To get sts to know the language items they will learn.
- Ask sts to play game “STOP THE BUS”. 
- Explain the rules of the game: “T hands out the Ss papers with some words in. T reads the words quickly, Ss will tick the words they hear. If any person has five words the fastest, he/she will get a present.”
- Play the game
B. KNOWLEDGE FORMATION ACTIVITIES (28ms)
Activity 1. Write the words given next to their meanings. (3 ms)
Aims of the activity
Content, techniques for organising students’ learning activities
Expected products and assessment of student work
To make sts know the meaning of the words
T asks Ss to match the words with their meanings
Ss read the words and their definitions in the box and then do the matching.
Ss give the Vietnamese meanings of these words and then practise pronouncing them.
T checks answers as a class.
1. have got a date 	2. break up
3. romantic relationship 
4. argument 5. sympathetic 	 
6. land an ear 7. be in a relationship
8. be reconciled
- Match the words with their meanings individually in 3’.
- Some Ss give answers.
-Listen and take notes.
C. PRACTICE ACTIVITIES
Activity 2. Complete the sentences with the words in 1. (5 ms)
Aims of the activity
Content, techniques for organising students’ learning activities
Expected products and assessment of student work
To help sts know how to use the word in the sentence by studying the sentences given and working out the part of speech that needs to be filled in.
- T asks Ss to pay attention to the grammar when using the words in 1. When using a noun, Ss need to consider its suitable form (singular or plural).
- T has Ss complete the sentences individually, and then compare their answers in pairs.
Ss complete the sentences with the words in 1. Then compare their answers in pairs.
- T checks answers as a class.
Feedback:
1. lend an ear, broke up 
2. reconciled 
3. romantic relationship
4. in a relationship, arguments
5. have got a date
6. sympathetic
- Discuss the contextual clues that can help figure out the answers.
- Do the task individually in 2’ and compare their answers in pairs.
-Participate in checking the answers.
Activity 3. Pronunciation (3 ms)
Aims of the activity
Content, techniques for organising students’ learning activities
Expected products and assessment of student work
To help sts to listen and practise saying the contraction or the full form using the correct pronunciation
Pronunciation: 
1. Find the contracted forms in the conversation and write their full forms in the space below 
* T asks Ss to do as asked 
2. Listen and underline what you hear - the contraction or the full form 
* T asks Ss to do as asked 
and pay attention to: 
- The short form's (= is/has) can be used after nouns, pronouns, question words, here and there. The short forms'd (= had/would), 'II and 're are usually used after pronouns, some question words, short nouns, and there.
- Full forms are used at the end of a clause (e.g. Yes, he is.) or when the speaker wants to emphasize some information, hence the primary stress on the full form (e.g. He HAS done It, not WILL do it),
* Ss listen to the recording and choose the words they hear in the blanks; Ss work in pairs, discuss the answer and choose the correct one for each sentence.
3.Listen and repeat the exchanges in 2
- Ss listen to the tape again and repeat the sentences chorally.
- Ss read the sentences in pairs.
- Individually work
shouldn't - should not 
you're - you are 
we're - we are 
there's - there is 
don’t - do not 
you'll -you will 
Didn’t- Did not
I’m - I am
- Individually/ Pair work
1. I will, I’ll
2. I am
3. He is, he’s
4. we are, we’re
5. I’ve, that’s
- Some Ss give answers.
- Listen and take notes
- Ss repeat the sentences chorally
- Some Ss read individually.
Activity 4. Grammar: Linking verbs (5 ms)
Aims of the activity
Content, techniques for organising students’ learning activities
Expected products and assessment of student work
To help sts to understand what the linking verbs are and how to use them correctly.
1. Choose the verbs in the box to complete the sentences. Make changes to the verb forms of necessary 
- T explains to Ss that linking verbs are used to describe or identify the subjects of the verbs. An adjective or a noun can follow a linking verb, but the focus of the lesson is on the use of linking verbs with adjectives.
2. Underline the correct word to complete the sentences 
- T explains to them that some verbs (appear, look, taste, smell, sound, and feel) can refer to an action (= action verbs)  ... 4. One-to-one dating is not popular in Singapore. 5. Online dating is popular in the United States because it does not cost too much money.
6. People using the online dating assistant service need to communicate by email before meeting face to face. 
- Call some Ss to give answers.
- Check the answers and give correct ones.
- Listen.
- Read the questions and the text and do task in 4 minutes.
- Compare their answers in pairs.
Responses:
1. T
2. F
3. T
4.NG
5.NG
6. F
- Some Ss give answers.
- Listen and take notes.
D. APPLICATION AND EXTENSION ACTIVITIES: (10 ms)
Activity 1. Discuss with a partner. (5 ms)
Aims of the activity
Content, techniques for organizing students’ learning activities
Expected products and assessment of student work
To review, analysis and evaluate Ss’ approach to the content of the lesson and orientate further more activities
Discuss with a partner.
Are group dating, speed dating, and online dating popular in Vietnam? Why or why not? 
- Explain to Ss the task.
- Have Ss to discuss the questions in pairs.
- Ask some pairs to report their findings to the class.
- Elicit comments from class and correct the answers.
Suggested answer:
Group dating is very popular in Viet Nam, especially among young people. Speed dating is not popular as there are no companies that provide that kind of service. Online dating services can be found on the Internet, but they are not very popular as many people think online dating is not safe.
- Listen. - Discuss the questions in pairs.
- Report their findings to the class.
Activity 2. Summary (5 ms)
Aims of the activity
Content, techniques for organizing students’ activities
Expected products and assessment of student work
To systematize the content of the lesson
- Summarize the main points of the lesson by asking some questions:
+ What are the benefits of having online friends? 
+ Describe the pictures and tell what kinds of dating they are? (handout)
- Listen and take notes. * Expected answers:
+ We can end the relationship quickly, have lots of friends, have a chance to travel 
+ In Picture a: Online dating, a woman is typing on a computer. The roses indicate that she is probably on a dating site and someone has sent her a love message.
In Picture b: Speed dating, people are talking in pairs. They want to know more about their partners.
In Picture c: Group dating, a group of young people are probably going camping or hiking.
IV. Homework: (2 ms) More information about dating. Prepare the section: Looking back.
V. Self - evaluation: . 
TIẾT 17. Lesson 8. LOOKING BACK AND PROJECT
Date of preparation: ./../2021 Date of teaching: ./../2021 Class: 11A1
I. Objectives:
1. Knowledge, skills, attitude:
- Knowledge: By the end of the lesson, sts are able to: + Review what they have learnt in the unit 
+ Tell a story about friendship in a storytelling contest. + A self-assessment.
- Skills: Integrated skills 
- Attitude: To raise the Ss’ awareness of revising
2. Orientation for competency development: To help the students to develop their further skills; especially, developing of skill of using language in collaborative way.
II. Preparation:
1. Teacher’s part: Appliances for studying (textbooks, references, teaching aids, ete.
2. Students’ part: lesson preparation
III. Teaching Procedures:
1. Stabilization (1m)
2. Check-up (0m) (No- Will give marks in Project part.) 
3. Classroom activities:
A. START/ WARM UP ACTIVITY (5ms)
Aims of the activity
Content, techniques for organising students’ learning activities
Expected products and assessment of student work
To help the whole class to remember what they have learnt about pronunciation, vocabulary, and grammar.
Game: Who is faster?
- Calls 2 sts to go to the blackboard, the students listen to the teacher and rewrite the sentences.
- Asks something about the 2 sentences.
- Leads to the lesson.
I won’t go to Nha Trang next week.
I’m interested in reading these books.
B. KNOWLEDGE FORMATION ACTIVITIES (3 ms). LOOKING BACK:
Activity. Remind old knowledge.
Aims of the activity
Content, techniques for organising students’ activities
Expected products and assessment of student work
To help Ss to review contracted forms, the use of linking verbs, the use of cleft sentences
- Asks Ss review to remind contracted forms, the use of linking verbs, the use of cleft sentences 
1. Contractions (contracted forms called also short forms) are short words formed from two or more words.
2. Linking verbs do not express action. Instead, they connect the subject of the verb with an adjective or noun that describes or identifies the subject.
3. Cleft sentences are used when we want to focus on particular part in the sentences.
C. PRACTICE ACTIVITIES (17ms)
Activity 1. Underline the words which could be contracted n these exchanges. (2 ms)
Aims of the activity
Content, techniques for organising students’ learning activities
Expected products and assessment of student work
To help Ss to review contracted and full forms
- Help Ss to revise the pronunciation rules for contracted and full forms. 
- Has Ss underline the words which couid be contracted in the exchanges, and then work with a partner to compare their answers.
1. A:(she)is 
2. A: (I) am. (I) will 
3. A: would 
4 A: (It) is. will not
Activity 2. Listen to check your answer. (2 ms)
Aims of the activity
Content, techniques for organising students’ learning activities
Expected products and assessment of student work
To help Ss to review contracted and full forms
- Play the recording. Have Ss listen and check their answers. - Ask Ss to listen. 
- Ask Ss work with a partner to compare their answers.
1. A:(she)is 
2. A: (I) am. (I) will 
3. A: would 
4 A: (It) is. will not
Activity 3. Complete the sentences with the correct forms of the words or phrase in the box. (3 ms)
Aims of the activity
Content, techniques for organising students’ learning activities
Expected products and assessment of student work
To revise some of the Vocabulary items used in the unit.
- Remind ss of the tips to do this kind of task quickly.
- Ask ss to work individually in 2’.
- Ask them to compare their answers with a partner’s. - Call on some ss to give answers.
- Give feedback.
1. dating	
2. lend an ear
3. romantic relationships
4. meet face to face
5. broke up
6. be in a relationship
Activity 4. Put the words in the correct order to make questions. (3 ms)
Aims of the activity
Content, techniques for organising students’ learning activities
Expected products and assessment of student work
 Review the use of linking verbs
- Explains the requirement to ss.
- Does a sentence as an example.
- Asks Ss to read through the sentences then make their choices by themselves
- Calls some to give their answers then ask others to make comment 
- Gives the correct answers and explain if necessary 
- Elicits comment from class and gives final feedback.
1. How did Peter feel when his girlfriend broke up with him?
2. How will I look if I cut my hair short?
3. How did you feel when you lost the game?
4. How did Martin's voice should in the live show on TV last night?
5. How does your soup taste?
6. How would you feel if you had no friends? 
Activity 5. Write the answers to the questions in 1, using the suggested words. (3 ms)
Aims of the activity
Content, techniques for organising students’ learning activities
Expected products and assessment of student work
Review the use of linking verbs
- Explains the requirement to ss.
- Has Ss write their answers In the gaps, using the given adjectives
- asks Ss to practise in pair. One student asks questions and the other gives answers.
- Gives the correct answers and explain if necessary
- Elicits comment from class and gives final feedback.
1. He felt depressed.
2. You'11 look attractive.
3. felt disappointed.
4. His voice sounded awful!
5. It tastes great.
6. I’d feel lonely.
Activity 6. Join the two parts to make cleft sentences (4 ms)
Aims of the activity
Content, techniques for organising students’ learning activities
Expected products and assessment of student work
Review the use of cleft sentences
- Draws Ss' attention to the verb tense of be (is/was) after It and the focus in the first part of each sentence. This will help them choose the right answer.
- Asks Ss to do the exercise in pairs in 2’.
- Calls on some Ss to give their answers 
- Elicits comment from class and give final feedback.
1-f It was me that started argulng with Jim.
2- d lt's travelling around the world that has helped me to learn about other culturesể
3-a lt's on Priday that Sue usually vlsits her grandmothér.
4-g lt's his attitude towards others that really upsets me.
5-b lt's John that is always telling lies.
6-c It was my old friend that I got the news from. 
 7-e It was in Parls that I started my first romantic relatlonship.
D. APPLICATION AND EXTENSION ACTIVITIES. PROJECT
Activity 1. Your group is going to take part in a storytelling contest organized by your school. Each group member tells a story about friendship or teacher-student friendship. (6 ms)
Aims of the activity
Content, techniques for organising students’ learning activities
Expected products and assessment of student work
Further explore the topic in a collaborative way
- Leads to the project: Use a model story about the relationship of a teacher and students to introduce the contest to students. Then leads to the story-telling contest to make the situation real to the students.
- Divides the class into 6 groups and give some guiding questions for the story-telling contest about friendship, teacher-student relationship :
a. When and where did it happen?
b. Who involved in the story?
c. Describe the people involved (appearance, characteristics, something you like about the people)
d. What happened to the people in the story?
e. What do you like the most about the story or what lesson can you learn from the story?
- Allows Ss one week to find out and think about their stories.
-T encourages each group member to speak for at least 5’.
Students’ preparation and performance
Activity 2. Tell story about friendship/teacher-student relationships and summary the lesson (8 ms)
Aims of the activity
Content, techniques for organising students’ learning activities
Expected products and assessment of student work
 Have each group to choose the best presentation.
- Has each group choose the best presentation.
- Asks the selected speakers from the groups to give their presentation in front of the class. T encourages the rest of the class to ask questions and give feedback about the content, clarity of expression and delivery. 
- Has class vote for the best presentation.
- What have you learnt today?
- What can you do now?
Students’ preparation and performance
IV. Homework: (2 ms) Revise the whole lesion. Prepare the next lesson.
V. Self - evaluation: .