Ôn tập môn Tiếng Anh khối 11 - Period 21 đến period 25

 Date of teaching: 
 Period : 21
Unit 4: VOLUNTEER WORK
Part: Reading
AIMS AND OBJECTIVES
Language content : + To introduce Ss to the passage about volunteer work
 + To provide Ss with some new words relating to the topic
Language function: + Reading the passage for gist and for specific information
Educational aim : At the end of the lesson, Ss will be able to: 
 - develop their reading comprehension
 - take part in volunteer work frequently
1. Language:
Vocabulary: volunteer, orphanage, handicapped, participate, 
 Grammar : no structure
2. Skills: Reading
3. Method: Communicative approach
4. Techniques/ activities: multiple choice, gap-fill, questions – answer, discussion
5. Teaching aids needed: textbooks, board, chalk, pictures 
6. Procedures:
 Stabilization: (1m)
Warm- up: + Greets the Ss
 + Has a short chat with the Ss 
b. Checking absence: Checks the Ss’ attendance
Checking up previous lesson: (no checking)
Presentation of the new material: (40ms)
Time
Teacher’s activities
Students’ activities
The content of the lesson
4ms
8ms
20ms
8ms
I. Lead-in
-shows out some pictures of “volunteer Ss doing some things to help people in mountain areas”
-asks Ss :
1. Who are they?
2. What are they doing?
3. What do you call the work that they are doing?
-gives feedback
The key: VOLUNTEER WORK
-asks Ss to tell some activities that the volunteers often do to help people
-gives feedback
-tells the aim of the lesson: Volunteer Work 
II. Before you read
-asks Ss to look at the pictures in their book and tell some things about them
-gives feedback
-asks Ss to work in pairs, read the saying and discuss its meaning
-gives feedback
“If S.O gives you sth to eat, you will not heel hungry but it won’t last long. If S.O gives you an opportunity t work or teaches you how to work, you will earn your own living for a long time”
-introduces some new words:
New words: 
+ volunteer (v , n)
-> voluntary (a)
-> voluntarily (adv)
+ orphanage (n) (Definition)
+ mow the lawn (v) = cut the grass
+ handicapped (a) = disabled
+ participate in (v) = take part in
+ remote = far away
-checks understanding of the new words
III. While you read
Task 1
-gives instructions
-lets Ss do the task in 5 ms
-asks Ss to give their answers 
-gives feedback
The keys:
1. voluntary 2. voluntarily
3. volunteers 4. volunteered
Task 2
-gives instructions
-lets Ss do the task in 5 ms
-asks Ss to give their answers
-gives feedback
The keys:
1. A 2. D 3. B 4. D 5. B
Task 3
-gives instructions
-lets Ss do the task in 5 ms
-asks Ss to give their answers
-gives feedback
The keys:
1. They usually visit these places. They read books to the people there
IV. After you read 
-asks Ss to work in groups and discuss the questions below
1. What kind of voluntary work do people usually do?
2. How do they usually do it?
3. Why do they do it?
-lets Ss do the task in 3 minutes
-calls on some pairs to stand up, ask and perform
- gives feedback
-look at the pictures and answer
-listen and answer the teacher’s questions
-listen and answer
-listen and answer the teacher 
-listen and answer
-listen to the teacher 
-look at the pictures in their book and answer
-listen and answer
-work in pairs, read the saying and discuss its meaning
-listen and answer
-listen and guess the meaning of the new words
-copy down the new words in their note-books
-listen and answer
-listen to the teacher’s instructions
-do the task in the allotted time
-give their answers
-listen and answer
-listen to the teacher’s instructions
-do the task in the allotted time
-give their answers
-listen and answer
-listen to the teacher’s instructions
-do the task in the allotted time
-give their answers
-listen and answer
-work in groups and discuss the questions in the allotted time
-do the task in the allotted time
-stand up and perform
-listen and answer
Unit 4: 
VOLUNTEER WORK
Part: Reading
Content
New words: 
+ volunteer (v , n)
-> voluntary (a)
-> voluntarily (adv)
+ orphanage (n) 
+ mow the lawn (v) = cut the grass
+ handicapped (a) = disabled
+ participate in (v) = take part in
+ remote = far away
Task 1
The keys:
1. voluntary
2. voluntarily
3. volunteers
4. volunteered
Task 2
The keys:
1. A 
2. D 
3. B 
4. D 
5. B
Task 3
Answer the questions:
Homework: (4ms)
Asks Ss to write in their notebooks: 
+ learn the lesson well.
+ talk about voluntary works that they often do in the summer to help the community 
Preparation for the next lesson: 
Asks Ss to prepare part: “Speaking”
Self –evaluation:
 Date of teaching : 
 Period : 22
Unit 4: VOLUNTEER WORK
Part: Speaking
AIMS AND OBJECTIVES
Language content : + To enable Ss to use appropriate language to talk about different kinds 
 of activities related to volunteer work
Language function: + Talking about volunteer work 
Educational aim : By the end of the lesson, Ss will be able to:
 + use appropriate language to talk about different kinds of activities 
 related to volunteer work
1. Language:
Vocabulary: old Vocabulary 
Grammar : 
2. Skills: Speaking 
3. Method: Communicative approach
4. Techniques/activities: pair work, role-play, discussion
5. Teaching aids needed: textbooks, board, chalk, pictures
6. Procedures:
 Stabilization: (1m)
Warm- up: + Greets the Ss
Checking absence: Checks the Ss’ attendance
Checking up previous lesson: (5ms)
+ Asks Ss to write some new words : + traïò treû moà coâi
 + tham gia
 + ngöôøi taøn taät
+ Asks Ss some questions about volunteer work
+ Gives feedback and marks
Presentation of the new material: (37ms) 
Time
Teacher’s activities
Students’ activities
The content of the lesson
4ms
33ms
I. Lead-in
-asks Ss to list out some activities of volunteer work on the network 
-gives feedback
-tells the aim of the lesson: Talking about different kinds of activities related to volunteer work
II. Practice
Task 1 
-asks Ss to work in pairs and do the task
-lets Ss do the task in 3 ms
-goes around to offer help
-calls on some Ss to stand up and give their answer
-gives feedback
 The keys:
+ Helping the poor in remote or mountain areas.
+ Giving care and comfort to the poor and the sick.
+ Providing education for disadvantaged children
Task 2
-makes some questions
1. What kind of volunteer work are you participating in?
2. What exactly are you doing?
3. Do you enjoy the work?
-hangs the chart having the conversation on the b/b
-calls on two Ss to stand up and practise the conversation
-asks Ss to read the list of volunteer activities in the box
-explain some new words
+ war invalid: 
+ martyr:
+ intersections:
-asks Ss to match each activity on the left with corresponding activities on the right
-gives feedback
-puts Ss in pairs and practise the conversation basing on the model using the information in the box
-calls on some pairs to stand up and perform
-gives feedback
Task 3 
-asks Ss to work in groups 
-gives instructions” Each group prepares a ‘wheel of fortune’ . The member of each group will take turns to pull the wheel. The person who is luckily pointed to by the stick on the wheel has a chance to talk about his / her volunteer work ( just one sentence each time)
Eg:
S1: I often take part in helping people in remote area
S2: I sometime look after the sick
S3: 
S1 (again)
-lets Ss to work in groups and do the task in 8 minutes following the example
-calls on the representative in front of the class to talk about activities they take part in
-asks the rest to give their comments 
-gives feedback
-list out some activities of volunteer work
-listen and answer
-listen to the teacher
-work in pairs and do the task in the allotted time
-stand up and perform
-listen and answer
-listen and answer the teacher’s questions 
-look at the chart on the b/b 
-stand up and practice the conversation
-listen and take notes
-listen to the teacher’s instructions
-listen and answer
-work in pairs and practise the conversation
-stand up and perform
-listen and answer
-listen to the teacher’s instructions
-do the task in the allotted time
-present in front of the class
-to give their comments 
-listen and answer
Unit 4: 
 VOLUNTEER WORK
 Part: Speaking
Content
Task 1
The keys:
+Helping the poor in remote or mountain areas.
+ Giving care and comfort to the poor and the sick.
+ Providing education for disadvantaged children
Task 2
New words
+ war invalid: 
+ martyr:
+ intersections:
Task 3
Homework: (2ms)
Asks Ss to write in their notebooks:
+ learn the lesson well.
 + write a short paragraph about your volunteer work they usually do during their
 summer holiday.
Preparation for the next lesson: 
Asks Ss to prepare part: “Listening” 
Self –evaluation:
_________________________________________________________
 Date of teaching: 
 Period : 23
Unit 4: VOLUNTEER WORK
Part: Listening
AIMS AND OBJECTIVES
Language content: + To encourage Ss to listen to a talk about Spring School
 + To help Ss practice listening 
Language function: Talking about Spring School
Educational aim: At the end of the lesson, Ss will be able to:
 + Listen to a monologue for specific information
1. Language:	
 a) Vocabulary: co-operate, co- ordinate, fund- raising, 
 b) Grammar : no structures
2. Skills: Listening- Speaking 
3. Method: Communicative approach
4. Techniques/activities: group work, question-answer, T- F statement
5. Teaching aids needed: textbooks, board, chalk, tape
6. Procedures:
 Stabilization: (1m)
Warm- up: + Greets the Ss
b. Checking absence: Checks the Ss’ attendance
Checking up previous lesson: (no checking)
Presentation of the new material: (40ms)
Time
Teacher’s activities
Students’ activities
The content of the lesson
6ms
6ms
20ms
8ms
I. Lead-in
-asks Ss to play game “ Guessing word”
-The cues:
1. This is the name of the season
2. It falls on the early month of the year
3. it’s ended in letter G
-gives feedback: SPRING
-tells the aim of the lesson: Talk about Spring School, a special school in HCM city
II. Before you listen
-asks Ss to work individually and tick the best answer that suit them
-gives feedback
-lets Ss repeat the words
-introduces some new words 
+ fund- raising activity
+ co-ordinate ( v) 
+ Co-operate (v) - work together
-sets the situation: “You are going to listen to a talk about Spring School, a special school in HCM city”
III. While you listen
Task 1
-asks Ss to read the statements in task 1 and underline the key words, decide what word may be needed in each blank
-plays the tape the first time
-asks Ss to give their answers
-plays the tape the second time to check their answers
-gives feedback
The key:
1. formal
2. 30 street children
3. 250 children
4. 1998 
5. volunteers / June
Task 2
-asks Ss to read the questions and guess the answers
-has Ss to listen to the tape and do the task
-asks Ss to give their answers
-plays the tape again 
-asks Ss to compare their answers with their partners
-asks Ss to give their answers
-gives feedback(T may play the tape to check their answers)
The key:
1. It provides classes to disadvantaged children
2. Dance, theatre, singing and folk music classes were sat up in 1999.
3
IV. After you listen
-asks Ss to work in groups make a brief summary the story, using the suggestion below
-lets Ss do in 3 minutes
-calls some representative to stand up and perform
-gives feedback
-look at the b/b and answer
-listen and answer
-listen to the teacher
- work individually and answer 
-listen and answer
-repeat the words
listen and guess the meaning of the new words and take notes
-listen to the teacher
-read the statements in task 1 and underline the key words decide what word may be needed in each blank
-listen to the tape and do the task
-give their answers 
-listen and answer
-read the questions and guess the answers 
-listen to the tape and do the task
-give their answers
-listen to the tape again
-share their answers with their partners
-give their answers
-listen and answer
-take notes in their note-books
-work in groups and make a brief summary the story 
-do the task in the allotted time
-stand up and perform
-listen and answer
Unit 4: 
VOLUNTEER WORK
Part: Listening
Content
New words: 
+ fund- raising activity
+ co-ordinate ( v) 
+ Co-operate (v)
Task 1
The keys:
1. formal
2. 30 street children
3. 250 children
4. 1998 
5. volunteers / June
Task 2
The keys:
1. It provides classes to disadvantaged children
2. Dance, theatre, singing and folk music classes were sat up in 1999.
3. Because they need money to continue their E.L and Performance Arts classes.
4. 
Homework: (4ms)
_______________________________________________________________________________________
Asks Ss to write in their notebooks:
+ learn the lesson well.
 + write a short paragraph (100 words) about Spring School
Preparation for the next lesson: 
Asks Ss to prepare part: “Writing” 
Self –evaluation:
Match the information in column A with one in column B
A 
B 
The aim of Spring School 
About 250
The number of children who live and study at the school or attend classes
Provide classes to disadvantaged children
The activities the children at the school take part in
Volunteers to help organize their fund-raising dinner held annually
The kinds of volunteers that Spring School requires
Dance, sing, play music
_______________________________________________________________________________________
 Date of teaching : 
 Period : 24
Unit 4: VOLUNTEER WORK
Part: Writing
AIMS AND OBJECTIVES
Language content: To provide Ss with practice writing a formal letter expressing gratitude
Language function: Practicing writing a formal letter expressing gratitude 
Educational aim : At the end of the lesson, Ss will be able to:
 write a formal letter expressing gratitude
1. Language: 
 a) Vocabulary : gratitude, issue, receipt, acknowledge 
 b) Grammar : 
2. Skills: Writing
3. Method: Communicative approach
4. Techniques/activities: Brainstorming, discussion
5. Teaching aids needed: Textbooks, board, chalk, pare board 
6. Procedures:
 Stabilization: (1m)
Warm- up: + Greets the Ss
b. Checking absence: Checks the Ss’ attendance
Checking up previous lesson:(3ms) 
Makes some questions to get the answers about Spring School
Gives feedback 
Presentation of the new material: (38ms)
Time
Teacher’s activities
Students’ activities
The content of the lesson
4ms
12ms
15ms
7ms
I. Warm up
-sets a situation” I received a special gift from my uncle some day ago. And now I want to write a letter to him. Tell me what king of letter I’m going to write?”
-gives feedback
-tells the aim of the lesson: Writing a formal letter expressing gratitude
II. Pre-Writing 
Task 1
-asks Ss to play “ Competition game”
-divides the model letter into 6 parts and write down each part on a piece of paper
-asks Ss to close their books
-divides the Ss into 2 groups
-gives the papers to the Ss and asks them to rearrange them to make a complete letter
-lets Ss complete in 1 minute
-asks Ss to open their books , read the letter and check their work
(which group finishing first with the right letter will be the winner)
-asks Ss to read the model
-provides some new words 
+ gratitude (n)
+ issues (v)
+ receipt(n)
+ assistance (n)
-asks Ss to read the model and find out the sentences that express the 6 points in the textbook
-asks Ss to retell form of a formal letter
-gives feedback
+ The heading( Address, Date)
+ The salutation (Dear Sir, Madam)
+ The body
+ The closing (Yours faithfully, Yours sincerely,)
+ The signature
-provides Ss with some expressions 
+Thank you very much for .
+ I would like to thank you for 
+ I would like to take this opportunity to thank you for 
Task 2
-asks Ss to read the requirement carefully 
-helps Ss analyze the requirement basing on the suggestions in task1
III. While-writing
-ask Ss to work in individually and write a formal letter expressing gratitude, basing on the suggestions above
-lets Ss do the task in 15 ms
-goes around to observe and offer help
IV. Post writing
-asks Ss to change their paperboards & check each other
-selects some to hang on the b/b 
-has Ss correct their friends’ mistakes on the b/b
-gives feedback
-listen to the teacher’s 
and answer
-listen and answer
- listen to the teacher
-listen and answer the teacher’s questions
-close their books
-sit in groups
-get the papers
-listen and answer
-do in the allotted time
- open their books , read the letter and check
-read the model
-listen and guess the meaning of the word
-read the model and answer
-retell form of a formal letter
-listen and answer
-listen and take note
-read the requirement carefully and listen to the teacher’s instructions
-listen to the teacher’s instructions 
-do the task in the allotted time
-change their papers to check each other
-look at their friends’ work 
-correct their friends’ mistakes 
-listen and answer
Unit 4: 
VOLUNTEER WORK
Part: Writing
 Content
Writing about a formal letter expressing gratitude
New words:
+ gratitude (n)
+ issues (v)
+ receipt(n)
+ assistance (n)
Task 1
1. Dear Sir / Madam,
2. sentence 2
3. sentence 4
4. sentence 1
5. sentence 3
6. I look forward to hearing from you. Yours faithfully,
form of a formal letter
+ The heading( Address, Date)
+ The salutation (Dear Sir, Madam)
+ The body
+ The closing (Yours faithfully, Yours sincerely,)
+ The signature
Expressions 
+ I would like to express our thanks for
+Thank you very much for .
+ I would like to thank you for 
+ I would like to take this opportunity to thank you for 
Homework: (3ms)
Asks Ss to correct the mistakes and write the complete letter in their note books
Preparation for the next lesson: 
Asks Ss to prepare par: “Language Focus” 
Self –evaluation:
________________________________________________________________________________________________________________________________________________________________
 Date of teaching: 
 Period : 25
Unit 4: VOLUNTEER WORK
Part: Language Focus
AIMS AND OBJECTIVES
At the end of the lesson, Ss will be able to:
 + distinguish the sounds /w / and / j/ and pronounce them exactly 
 + use gerund, present participle perfect gerund and perfect participle correctly 
1. Vocabulary: + the words the sounds w / and / j/ / in: wheel, young, whale 
 + Perfect gerund and perfect participle
2. Structure: 
3. Procedures:
I. Warm- up (5ms)
-greets Ss
-has a short chat with Ss
II. Checking up Previous knowledge( no checking because the lesson is long)
III. Content of the lesson (35ms)
Pronunciation (10ms)
-asks Ss to write some words beginning with “W” and “Y”
-gives feedback
-tells the aim of the lesson : practice the sounds / w / and / j / in a single word and practise them in sentences 
-introduces some more in the text book
-has Ss listen and repeat the words
-calls some Ss to stand up and repeat
-helps Ss practice the dialogue containing the target sounds
-calls some pairs to stand up and practice
-gives feedback
Grammar (25ms)
Presentation and Exercises
I. A. Presentation 1 : Gerund
-asks Ss to give the correct form of the Verbs 
1. They enjoy ( read )... books.
2. She is interested in (play) the piano.
-gives feedback 
 1. -> reading
 2. -> playing
-tells the aim of the exercise 1: “Gerund - review”
-helps Ss revise the form and uses of Gerund
-asks Ss t give some mote examples
-gives feedback
B. Exercise 1:	
-gives instructions
-lets Ss do exercise 1 in 3 ms
-asks Ss to give their answers
-gives feedback
The keys:
1. listening 2. bending 
3. behaving 4. meeting 
5. spending 6. waiting 
7. starting 
II. A. Presentation 2 : “Present participles”
-asks Ss to give the correct form of the Verbs 
1. He spends 3 hours a day (learn) . E.L
2. My mother used to go (shop) everyday.
-gives feedback 
 1. learning
 2. shopping
-tells the aim of the exercise 2: “Present participles”
-helps Ss revise the form and uses of Present participles
-asks Ss t give some more examples
-gives feedback
 B. Exercise 2:
-gives instructions
-lets Ss do exercise 2 in 3 ms
-asks Ss to give their answers
-gives feedback
The keys:
1. burning / rising 2. reading 3. lying 
4. shopping 5. preparing 6. trying 
7. modernizing 
III. A. Presentation 3 : “Perfect Gerund or perfect participle”
-introduces the language
 1. Perfect Gerund
 Form: Having + P.P
Use: it can be used instead of the present form when we are referring to a past action
 Eg: He was accused of deserting his ship
 = He was accused of having deserted his ship
 2. Perfect Participle
 Form: Having + P.P
Use: 
* It can be used instead of the present participle when one action immediately followed by another with the same subject
 Eg: Switching off the lights, we went to bed.
 = Having switched off the lights, we went to bed.
 * It emphasizes that the first action is complete before the second action one starts
 Eg: She bought a bike and cycled home
 = Having bought a bike, she cycled home
B. Exercise 3:
-gives instructions
-lets Ss do exercise 1 in 3 ms
-asks Ss to give their answers
-gives feedback
The keys:
1. having made 2. having been
3. having been 4. having tied
5. having read 6. having taken
IV. Home work (5ms)
-asks Ss to write in their note-books:
 + do all the exercises in the exercise note-book
 + give some more examples with perfect gerund and perfect participle
 + revise unit 3 and 4
-Asks Ss to prepare for “Unit 5- Reading ” 
V. Teacher’ s comments
Self –evaluation:
_________________________________________________________________