Kế hoạch bài dạy Tiếng Anh Lớp 11 - Unit 7: Further education - Đỗ Văn Bình

KHUNG KẾ HOẠCH BÀI DẠY
Trường: ....
Tổ: .
Họ và tên giáo viên:
..
TÊN BÀI DẠY Unit 7. FURTHER EDUCATION
Môn: TIẾNG ANH, Lớp: 11A1
Thời gian thực hiện: 8 tiết
TIẾT 63. Lesson 1. GETTING STARTED
Date of preparation: ./../2021 Date of teaching: ./../2021 Class: 11A1
I. Objectives:
1. Knowledge, skills, attitude:
- Knowledge; + Get to know the overall topic of FURTHER EDUCATION, some words and phrases relating to further education. + To help the students to know some words and phrases related to the topic and main structures in this unit through the dialogue.
- Skills: Integrated skills, especially reading and listening skills. 
- Attitude: By the end of the lesson the students prefer the subject matter.
2. Orientation towards students’ competency development: Communicative approach.
II. Preparation of teacher and students:
	1. Teacher’s part: textbooks, references, loud speaker, other teaching aids if necessary .
	2. Students’ part: - Look up new words. - Read the conversation.
III. Teaching procedures
	1. Stabilization (2 ms)
	2. Check-up:(no checking) 
	3. Classroom activities:
A. START / WARM UP ACTIVITY (5 ms)
Aims of the activity
Content, techniques for organising students’ activities
Expected outcome and assessment of students’ performance
- Get to know the overall topic of further education 
- Answer some guiding questions such as:
1. What are you going to do after graduating from secondary school?
2. What types of education choices are available after secondary school?
3. Would you like to start working or continue studying at a university?
4. Do you want to take time off to travel after leaving secondary school?
-The expected product:
 1. We are going to go into university/ we are going to work at a factory.
2. There are a wide range of education choices such as: College, vocational programs.
3. We would like to start working to earn money to support the family finance/ We would like to continue studying at a university to prepare professional careers in the future. 4. Yes/No. 
-Assessment:
+ Students freely express their ideas. It relies on their ideas,
B. KNOWLEDGE FORMATION ACTIVITIES (25 ms) Activity 1. Listen and read (5 ms)
Aims of the activity
Lesson content & techniques for organising students’ activities
Expected products & assessment of student work
-Listen to the conversation to get involved in the lesson.
-Predict what these friends in the conversation will be talking about.
- Listen to the tape carefully and then take role to practice the conversation.
+ The suggested product
- They are encouraged to accept all the predictions from students.
- Students pay attention to listening to the tape and then practice the conversation.
+Assessment:
- It is ok if students practice the conversation accurately and fluently.
C. PRACTICE ACTIVITIES
Activity 1. Read the conversation again. Complete each sentence with no more than three words in pairs (7 ms)
Aims of the activity
Lesson content & techniques for organising students’ learning activities
Expected products & assessment of student work
- Get to know the overall the content of the conversation.
- Read the conversation again.
- First work individually, and then in pairs. to read the incomplete sentence
- Complete the incomplete sentences with no more than three words.
-Give the evidence 
+The suggested product
1. academic or vocational
2. undergraduate and postgraduate
3. a bachelor’s degree
4. vocational courses/ a vocational course 5. apply for scholarships
 + Assessment:
- Students are required to give the evidence to the answers.
Activity 2. Match each word with their definitions (5 ms)
Aims of the activity
Lesson content & techniques for organising students’ activities
Expected products & assessment of student work
- Get to understand the conversation in details.
- Read the conversation again.
- First work individually, and then in pairs to answer the questions.
-Give the evidence 
+The suggested product
1. They can pursue further education.
2. They can help students develop analytical skills, critical thinking and knowledge of higher education at a university or college.
3. Because they want to take some time before deciding on their career and major.
4. Taking a gap year can allow students to do voluntary work or internships, and travel. This practical experience will make their CVs look good. + Assessment:
- Students are required to give the evidence to the answers.
D. APPLICATION AND EXTENSION ACTIVITIES - Activity 1. Speaking (8 ms)
Aims of the activity
Lesson content & techniques for organising students’ learning activities
Expected products & assessment of student work
-Get the students to speak freely about the topic. 
-Read and discuss the example first. Example: I’d like to work in a business environment, so I will choose business administration as my major. After graduating from secondary school, I will take some Business English courses and I will also work on my presentation skills.
- Then think about their own plans and share with partners.
+ The suggested product
See Handout 1
+ Assessment:
Teacher can appreciate their creativity. Students are encouraged to talk about their future plans freely..
IV. Homework: (3 ms) + Learn the new words by heart. + Prepare the next lesson (LANGUAGE).
V. Self-Evaluation: ..
TIẾT 64. Lesson 2. LANGUAGE
Date of preparation: ./../2021 Date of teaching: ./../2021 Class: 11A1
I. Objectives:
1. Knowledge, skills, attitude:
- Knowledge: + To provide the students with their vocabulary with words and phrases related to further education: vocational, academic, undergraduate, postgraduate, doctorate, major, gap year, CV. + Pronunciation: read Wh-questions in correct intonation. + Grammar: distinguish the present perfect and the present perfect continuous 
- Skills: Develop Listening, speaking, writing, reading skills 
- Attitude: Students take active part in activities and tasks in class and have responsible attitude toward their schoolwork.
2. Orientation towards students’ competency development: help Ss use communicative and social skills when talking to Education.
II. Preparations:
1. Teacher’s part: Use communicative teaching method, lesson plan, textbooks, sub-board
2. Students’ part: Prepare textbooks, papers, sub-board, pictures
III. Teaching procedures
	1. Stabilization (2 ms)
	2. Check-up: (no checking) 
	3. Classroom activities:
A. START / WARM UP ACTIVITY (5 ms)
Aims of the activity
Lesson content & techniques for organising students’ activities
Expected products & assessment of student work
Create comfortable atmosphere and studying environment of English and focus on the main topic
- In pairs to put the names of levels of education in the right order from low to high level:
university, nursery, primary school, secondary school, college, kindergarten 
Listen and guess
 Nursery, kindergarten, primary school, secondary school, college, university, 
B. KNOWLEDGE FORMATION AND PRACTICE ACTIVITIES (31 ms)
Activity 1. VOCABULARY (5 ms)
Aims of the activity
Lesson content & techniques for organising students’ activities
Expected products &assessment of student work
Help Ss know about Viet Nam’s education system 
- Ss are provided with some new words and asked to guess the meaning of the words
- to listen and repeat in chorus and individually
- Ss are asked to work in group and complete the diagram
- Checks
- Listen to the teacher; guess the meaning of the words. - Listen and repeat 
- Copy down new words in their notebooks. - Do the duty. - Listen
Answer key:
1. Kindergarten 2. Primary education
3. Lower secondary education
4. Upper secondary education
5. College 6. University
Activity 2. PRONUNCIATION (5 ms)
Aims of the activity
Lesson content & techniques for organising students’ learning activities
Expected products & assessment of student work
Help Ss use Intonation on WH-question
- Ss are provided the tips:
+ Speakers use rising intonation at the end of yes/no questions to check whether the information is correct or not.
+ Speakers use falling intonation at the end of wh-questions to ask for information.
- Ss are provided some examples
- Ss are asked to copy down the tips in their notebooks 
- Listen and do the duties
- Copy down the tips in their notebooks
Activity 3. GRAMMAR (5 ms)
Aims of the activity
Lesson content & techniques for organising students’ learning activities
Expected products & assessment of student work
Help Ss understand the tense: PRESENT PERFECT CONTINUOUS
 - Ss are asked to complete Task 1 on page 21 individually. - Ss are asked to check
- Ss are asked to review the structure of the present perfect continuous.
Form: S + have/has + been + V-ing
 S + have/has + not + been + V-ing
 Have/has + S + been + V-ing?
Usage: - The actions started in the past and are still happening, or only just finished.
- The present perfect continuous can also express an action which is not interrupted. 
Clue words: since, for, only, all day, lately, recently, how long.
- Do the duty
- Listen and answer
1. for several days
2. lately
3. since grade 9
4. before
C. PRACTICE ACTIVITIES (11 ms) - Activity 1. VOCABULARY (3 ms)
Aims of the activity
Lesson content & techniques for organising students’ learning activities
Expected products & assessment of student work
Complete the following sentence with words from the conversation in Getting Started.
- Ss are asked to read 5 sentences carefully
- Ss are asked to do the matching exercise
- Ss are asked to check
- Do the duty
- Listen
Answer key:
1. Academic 2. major
3. vocational 4. postgraduate
5. analytical
Activity 2. PRONUNCIATION (4 ms)
Aims of the activity
Lesson content & techniques for organising students’ learning activities
Expected products & assessment of student work
Help Ss recognize the intonation of the yes/no and wh-question
- Ss are asked to listen to the cassette and pay attention to the intonation of the yes/no and wh-question
- Ss are asked to listen again and repeat the questions in their books
- Some Ss are asked to invite to read in front of the class - T Corrects and gives feedback
- Listen to the cassette
- Listen and read
- Do the duty.
Activity 3. GRAMMAR (4 ms)
Aims of the activity
Lesson content & techniques for organising students’ activities
Expected products & assessment of student work
Help Ss practice the tense: PRESENT PERFECT CONTINUOUS
 - Ss are asked to read the requirement
- Ss are asked to work in pairs and calls Ss to write the answers on the board
- Listen and answer question
- Listen and do the duties
Answer Key:
1. have been surfing 2. has been living
3. has been looking 4. have been studying
5. has been teaching
D. APPLICATION AND EXTENSION ACTIVITIES (12 ms)
Activity 1. Talk about the school system (4 ms)
Aims of the activity
Lesson content & techniques for organising students’ activitie ... k
-Focus on listening for specific information
- Listen to the talk and decide whether the following statements are true (T) or false (F). -Write their answer individually and check with their partner
+ Keys expected
1. F 2. F 3. T 4. F 5. F
+Assessment: Sts can give the evidence to their answers
D. APPLICATION AND EXTENSION ACTIVITIES - Activity. Speaking (5 ms)
Aims of the activity
Lesson content & techniques for organizing students’ learning activities
Expected products & assessment of student work
-Discuss the question
- Work in groups of three or four to give opinion about higher education and suggest what should be done to help students to pursue academic or professional degrees.
- Brainstorm ideas.
- Present their reports to the class.
- Give remarks
+ Keys expected
(depending on sts’ answers)
+ Assessment:
Teacher can appreciate their creativity. Students are encouraged to talk about their suggestion
PART 2: CULTURE (Further education in Singapore)
A. START/ WARM UP ACTIVITY (5 ms)
Aims of the activity
Lesson content & techniques for organising students’ activities
Expected products & assessment of student work
- Focus sts’ attention on the diagram. 
- Sts can guess what they are going to read
- Pay attention to the diagram to describe the stages following secondary education in Singapore’s education system 
Expected answers:
Sts’ explanation
Assessment: Students can learn about Singapore’s education system
B. KNOWLEDGE FORMATION ACTIVITIES (5 ms)
Activity. Vocabulary introduction (ms)
Aims of the activity
Lesson content & techniques for organising students’ activities
Expected products & assessment of student work
- Know the meaning of some key words
- Listen and repeat - Take notes
+Assessment: - It is ok if sts understand the meaning of words
+ The suggested product
- standardized exam(np) - enroll(v)
- specialize independent school(np)
- collaboration (n) - publicly-funded (a)
C. PRACTICE ACTIVITIES
Activity. Listen to an overview on Viet Nam’s higher education and decide if the following statements are true (T), False (F) (5 ms)
Aims of the activity
Lesson content & techniques for organising students’ activities
Expected products & assessment of student work
-Focus on reading for specific information
- Read the text again and answer the questions individually. 
Read and underline the key words in the questions.
+Assessment:
- Sts can give the evidence to the answers
+ Keys expected: 1. To help students to discover their talents and develop a passion for learning.
2. They have to pass standardized examination.
3. It builds up students’ strengthens and develop their talents in both academic and non-academic areas.
4. They can select pre-university education or technical education.
5. There are four local universities with degree programmes for higher education.
IV. Homework: (3 ms) + Learn the new words by heart. + Prepare the next lesson (LOOKING B).
V. Self-Evaluation: ..
TIẾT 70. Lesson 6. LOOKING BACK AND PROJECT
Date of preparation: ./../2021 Date of teaching: ./../2021 Class: 11A1
I. Objectives:
1. Knowledge, skills, attitude:
- Knowledge: Review and consolidate the language of pronunciation, vocabulary and grammar. Provide with an opportunity to apply language and skills throughout the unit to perform the task in a real-life situation. 
- Skills: + Main skill: Speaking, writing. + Sub skill: Listening 
- Attitude: Learners are forming a life philosophy
2. Orientation towards students’ competency development: Communication and collaboration
II. Preparation of teacher and students
1. Teacher’s part: Prepare the lesson plan, textbook, chalk, cassette. 
2. Students’ part: Read the textbook, Prepare new words
III. Teaching procedures:
1. Stabilization (2 ms) Greeting the students and asking them something about the attendance.
2. Check-up (3 ms) (Optional) “Would you like to start work or continue studying at a university?
3. Classroom activities:
PART 1: LANGUAGE - A. START/ WARM UP ACTIVITY (3 ms)
Aims of the activity
Lesson content & techniques for organising students’ learning activities
Expected products & assessment of student work
- Get students to remember vocabulary
Game: Dictation: - Work in group to do dictation. -Each student in group to say out the word they hear in chain. The last person goes to the board to write down.
-Assessment: Students are highly excited to do dictation game and they write the correct words above.
-The expected product:
+ disrespectful (adj)
+impairment (n) +integrate (v)
+donate (v) +campaign (n)
B. KNOWLEDGE FORMATION ACTIVITIES (ms) Activity 1. Review the intonation (5 ms)
Aims of the activity
Lesson content & techniques for organising students’ learning activities
Expected products & assessment of student work
- Aim at retelling the way of falling intonation on Wh- questions.
- Say again “Do you know ?” of intonation on page 20.
- Say again the use of present perfect and present perfect continuous tense.
+Assessment: Students are encouraged to say again the use of intonation.
+ The suggested product
See handout 1
Say about the form, usage of present perfect and present perfect continuous tense.
C. PRACTICE ACTIVITIES
Activity 1. Listen and repeat. Pay attention to the intonation. (3 ms)
Aims of the activity
Lesson content & techniques for organising students’ learning activities
Expected products & assessment of student work
- Aim at checking students’ ability to recognize falling intonation on Wh- questions
- Listen to the tape. Pay attention to the intonation on Why-questions.
- Work in pairs to take turns saying the questions with appropriate intonation.
- One student asks the question and the rest of the class to provide the brief answers. 
+ Assessment:
- Students are required to say the questions with the falling intonation.
+The suggested product
 1. Why did you decide to study abroad?  
2. What is your major?  
3. When are you going to apply for the scholarship?  
4. How long will it take you to complete the exam preparation course?  
5. Where are you going to work during your internship? 
Activity 2. Listen and mark the rising (↗) or falling (↘) intonation for each question. (3 ms)
Aims of the activity
Lesson content & techniques for organising students’ learning activities
Expected products & assessment of student work
- Aim at checking students’ ability to recognize falling and rising intonation on the questions
- Listen & identify the questions using the falling or rising intonation. 
- Work in pairs to take turns saying the questions with appropriate intonation.
+ Assessment:
- Students are required to say the questions with the falling and rising intonation. 
+The suggested product
1. What qualifications have you got? ↷
2. Have you chosen a university to continue your education? ⤻
3. Where are you going during your gap year? ↷
4. Have you been searching for postgraduate scholarships? ⤻
5. How can we apply for an internship? ↷
Activity 3. Complete the sentences, using the correct form of the words in brackets. (3 ms)
Aims of the activity
Lesson content & techniques for organising students’ learning activities
Expected products & assessment of student work
- Get students to review the key vocabulary in the unit. 
- Do the task individually.
- Put the words into the correct form according to its position in the sentences.
- Each student reads each sentence.
+ Assessment: Students are required to give the correct form of the word.
+The suggested product
1. academic 2. broaden
3. graduation 4. analytical
5. internship 6. respectively
Activity 4. Complete the sentences with the verbs in the box. Use the present perfect or the present perfect continuous (3 ms)
Aims of the activity
Lesson content & techniques for organising students’ learning activities
Expected products & assessment of student work
Aim at checking students’ understanding of grammar point on present perfect or the present perfect continuous 
-Work in pairs to figure out the answers.
-They are reminded to pay attention to the adverbs of time when they choose the correct form of the verbs and the past participle forms of regular verbs and irregular verbs.
+ Assessment: Students are required to pay attention to the adverbs of time when they choose the correct form of the verbs and the past participle forms of regular verbs and irregular verbs.
+The suggested product
Have taken
have  been waiting
have. attended
have been waiting
has been travelling
Activity 5. Choose the correct form of the verbs in brackets to complete the sentences. (3 ms)
Aims of the activity
Lesson content & techniques for organising students’ learning activities
Expected products & assessment of student work
-Get the students to revise the difference between the present perfect and present perfect continuous
 -Work in pairs orally first.
- Say their sentences aloud and then some of them writes down the correct sentences.
Assessment: Student are encouraged to take turns reading aloud each of the sentences.
+ The suggested product
have been. since 
have all arrived
has been doing.since
have three times (before)
have been..for
have been .since 
Activity 5. PROJECT (20 ms)
Aims of the activity
Lesson content & techniques for organising students’ activities
Expected products & assessment of student work
- Provide students with an opportunity to share the findings and results of their project work in a collaborative way.
-Prepare the project question at home carefully.
- Discuss the reasons for taking a gap year and the reasons for entering university. 
-Each group consolidate their ideas and individual opinions and prepare their presentation.
-Each member of the group has a chance to contribute to the presentation. 
Assessment:
Student are appreciated to give any ideas about the topic in a fluent way.
+ The suggested product
1. Why should we take a gap year after graduation from secondary school?
A gap year can be a good idea if you feel you are not mature enough to cope with university. The reasons for it are:
- A gap year can teach you the independence and maturity needed to make the most of university life.
- You can prepare yourself for university life. By doing volunteer jobs for the community where you are staying, you will be learning and developing your skills in the process. Helping others increases your social and relationship skills.
2. Why should we enter college or university right after high school graduation?
When you are fresh out of school, you are used to daily routines. If you take a year Oil after graduation, you will be lazy, not wanting to wake up early to go to classes; you will lack and lose your motivation in learning.
IV. Homework: (5 ms) + Look up some vocabulary appearing in Getting Started of Unit 8.
+ Skim for some keywords relating to Unit 8 – Our World Heritage.
V. Self-Evaluation: