Thiết kế bài dạy môn Tiếng Anh 11 - Period No 20 đến Period No 24

Thiết kế bài dạy môn Tiếng Anh 11 - Period No 20 đến Period No 24

I. Aims:

- Reading for specific information about volunteer work.

II. Objectives: By the end of the lesson, Ss will be able to:

- Develop such reading micro-skills as scanning for specific ideas and skimming for general information.

- Use the information they have read to discuss the topic.

III. Materials

- Textbook, handouts

IV. Anticipated problems

- Ss may need help with the discussion task, so T should be ready to help them.

V. Procedure

 

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 Date of preparing:
 Date of teaching: 
Class:11A5, 11A9, 11A7, 11A6
Unit 4
VOLUNTEER WORK
---------------oOo-------------
Period No 20 - Lesson 1: Reading
I. Aims:
- Reading for specific information about volunteer work.
II. Objectives: By the end of the lesson, Ss will be able to:
- Develop such reading micro-skills as scanning for specific ideas and skimming for general information.
- Use the information they have read to discuss the topic.
III. Materials
- Textbook, handouts
IV. Anticipated problems
- Ss may need help with the discussion task, so T should be ready to help them.
V. Procedure
Time
5’
3’
5’
2’
8’
5’
9’
6’
2’
Teacher’s activities
- ask Ss some questions.
- ask Ss to work in pairs to do the task.
- ask some Ss to answer in front of the class.
- comment and give suggested answers.
- ask Ss to work in pairs to read the saying.
- ask some Ss to give their opinions.
- comment and give suggested answer.
- read word by word.
- ask Ss to repeat in chorus and individual.
- write them on the blackboard.
- ask Ss to match the word in A with its suitable synonym in B.
- check the answers with the whole class.
 - ask Ss to read the passage.
- ask Ss to do Task 1 individually.
- ask Ss to exchange the answers with a partner.
- ask some Ss to write the answers on board.
- check the answers with the whole class.
- comment and give correct answers.
-ask Ss to read the statements to understand them.
- ask Ss to work individually to do the Task 2, then discuss their answers with their partners.
- call on some Ss to give their answers and ask other Ss to say whether they agree or disagree.
- comment and give correct answers.
- ask Ss to read the questions before reading the text carefully again to find the answers.
- ask Ss to work in pairs to do Task 3.
- call on some Ss to write their answers on the board and ask them to explain their choices
- check the answers with the whole class.
- give correct answers. 
- ask Ss to work in groups of 4 or 5 to discuss the questions.
- go around the class to listen then help the groups with vocabulary.
- call some representatives to report their groups’ ideas in front of the class.
- give comments
- summarize the main points.
- assign homework.
Content
A. Warm- up: Chatting:
Questions:
1. What is the old woman doing in the picture?
2. What is this mean by “ Little Moments
 Big Magic”?
3. What does the picture tell you?
Suggested answers:
1. The old woman is teaching the boy to read.
2. The phrase means that your little help/ contribution may lead to significant results and may greatly change a person’s life.
 3. The picture tells me that everybody, no matter what they are old or young, can do volunteer work.
B. Pre- reading
I. Reading the saying and explain what it means
Suggested answer:
 The saying means that if you help somebody by giving some money, it’s just a temporary solution. It’s better to instruct them how to make money legally by teaching them necessary working skills
II. Vocabulary:
- to volunteer[,vɔlən'tiə] to do smt: tình nguyện
 for smt : tự nguyệnlàm gì
- volunteer (n):tình nguyện viên
- voluntary (a) ['vɔləntri] :tự nguyện
- voluntarily (adv): [vɔlənt(ə)rili]: một cách tự nguyện
- orphanage (n)['ɔ:fənidʒ]: trại mồ coi
- the aged [i 'eidʒid] = the old: người già
- to mow (v)[mou]:cắt cỏ, xén cỏ
- to participate in [pɑ:'tisipeit in] = to take part in: tham gia vào cái gì
- remote(a) [ri'mout]: xa xôi
- to overcome(v) [,ouvə'kʌm]: vượt qua
- handicapped (n) ['hổndikổpt]: người tàn tật 
 (a): bị một tật nguyền tinh thần hoặc thể xác nghiêm trọng
III. Checking vocabulary:
Match the word in A with its suitable synonym in B.
A
B
1. the aged
2. to mow
3. to take part in
4. to overcome
5. remote
a. to get over
b. to participate in
c. the old
d. far away
e. to cut the grass
Answers: 
1.c 2. e 3. b 4. a 5. d
C. While- reading
I. Task 1:
 Answers:
 1. voluntary (a)
 2. voluntarily (adv)
 3. volunteers (n)
 4. volunteered (v)
II. Task 2: 
Correct answers:
 1. A ( line 1-2 paragraph 2 )
 2. D ( line 3-4 paragraph 2 )
 3. B ( line 3-4 paragraph 4 )
 4. D ( last paragraph )
 5. B ( A: too general; C and D do not
 cover the whole text.)
III. Task 3:
Suggestet answers:
1. They usually visit these places. They read books to the people there, play games with them or listen to their problems. 
2. They give care and comfort to them and help them to overcome their difficulties
3. During summer vocations, they volunteer to work in remote or mountainous areas to provide education for children.
D. Post- reading: 
Questions:
1.What kind of volunteer work do you usually do at school ?
2.What do you usually do in each kind of volunteer work ?
Suggested ideas:
- Collecting donations from friends , families and involving them fundraising activities ( to help the poor Ss)
- Taking part in the Red Cross of the school ( to give presents to the best Ss living in remote areas on New Year’s Festival / to help the agent orange victims.)
- Participating in the Green Saturday Movement ( to clean the streets and river banks / to plant tree / to raise people’s awareness of protecting the invironment )
E. Wrapping
Students’ activities
- answer the teacher’s questions.
- work in pairs to do the task.
- some Ss answer in front of the class.
- work in pairs to read the saying.
- some Ss give their opinions.
- listen carefully.
- repeat in chorus and individual.
- write them down on the notebooks.
- match the word in A with its suitable synonym in B.
- read the passage.
- do Task 1 individually.
- exchange the answers with a partner.
- some Ss write the answers on board.
- read the statements to understand them.
- work individually to do the Task 2, then discuss their answers with their partners.
- some Ss to give their answers and other Ss say whether they agree or disagree.
- read the questions before reading the text carefully again to find the answers.
- work in pairs to do Task 3.
- some Ss to write their answers on the board and explain their choices
- work in groups of 4 or 5 to discuss the questions.
- call some representatives report their groups’ ideas in front of the class.
- learn by heart all of new words and structures and give examples.
- write a short paragraph, answering the question
 “ Why do people do volunteer work ? “
- prepare for the next lesson: Unit 4 - Speaking.
 Date of preparing: 
Date of teaching: 
Class:11A5, 11A9, 11A7, 11A6
Unit 4
VOLUNTEER WORK
---------------oOo-------------
Period No 21 - Lesson 2 : Speaking
I. Aims: 
	- Talking about different kinds of activities related to volunteer work.
II. Objectives: By the end of the lesson, Ss will be able to:
- Talk about different kinds of activities related to volunteer work.
III. Materials:
- Textbook, pictures, handouts.
IV. Anticipated problems:
- Ss may not have enough vocabulary to talk about the topic, so T should be ready to provide help.
V. Procedure
Time
5’
8’
20’
10’
2’
Teacher’s activities
- ask Ss to match the activity in A with its meaning in B.
- check the answers with the whole class.
- give correct answers.
- ask Ss to work in pairs to decide which of the activities in the book are volunteer works. 
- call some Ss to give their answers and ask for comments from other students.
- give correct answers.
- ask Ss to read the model conversation on page 50 before doing the Task 2. 
- ask Ss to read the list of volunteer activities and the exact things related to them.
- get across to Ss that one activity in the first column can go with several activities in the second column.
- require Ss to match each activity on the left with corresponding activities on the right
- give suggested answers.
- ask Ss to work in pairs to make a similar conversation, using the activities given in Task 2, page50.
- work with a student to give a model.
- call on some pairs to act out the same conversations.
- make corrections in pronunciation, intonation and grammar.
- ask Ss to work in groups to talk about a kind of volunteer work their friends and they usually do to help people.
- ask Ss to read through the example in the book before practicing talking about one activity their partner takes part in.
- call on some Ss to talk about the activities they take part in.
- elicit feedback from the class and give final comments
- summarize the main points.
- assign homework.
Content
A. Warm- up: Matching the activity in A with its meaning in B. 
A:
1. The student is teaching the poor children.
2. The students are taking part in directing the traffic.
3. The medical students are examining the old.
4. The students are taking care of the disadvantaged children.
5. The students are taking part in a Blood Donation activity.
6. The students are collecting the rubbish.
7. The students are helping the soldiers to build the road.
B:
a. Sinh viên đang thu nhặt rác.
b. Sinh viên y khoa đang kiểm tra sức khoẻ cho người già.
c. Sinh viên đang dạy trẻ em nghèo học.
d. Sinh viên đang hiến máu nhân đạo.
e. Sinh viên đang giúp các chiến sĩ xây dựng đường.
f. sinh viên đang tham gia điều khiển giao thông.
g. Sinh viên đang chăm sóc trẻ em bị thiệt thòi.
Answers:
1c 2f 3b 4g 5d 6a 7e
B. Pre- speaking: 
 I. Task 1:
Expected answers: 
1. The activities are not volunteer work: Taking part in an excursion and Participating in an English speaking club because you take part in these activities for yourself, not to help other people.
2. Some volunteer activities: Taking part in environmental conservation activities, Donating blood, Directing traffic, Guiding foreign sports teams around when they go to Viet Nam to compete
II. Vocabulary:
- war invalid (n) [wɔ: 'invəli:d]: thương binh
- martyr (n) ['mɑ:tə]: liệt sĩ
- intersection (n) [,intə'sek∫n]: đường giao nhau, ngã ba, ngã tư
- disadvantaged(a) [,disəd'vɑ:ntidʒd] : bị thiệt thòi
C. While- speaking: Task 2:
Suggested answer:
Helping people in mountainous areas
- Teaching the children to read and write
- Giving them money
Helping old or sick people
Helping disadvantaged or handicapped children
- Cleaning up their houses
- Doing their shopping
- Cooking meals
- Teaching the children to read and write
- Listening to their problems
- Playing games with them
- Taking them to places of interest
Taking care of invalids and the families of martyrs
- Listening to their problems
- Clean up their houses
- Doing their shopping
- Cooking meals 
Taking part in directing the traffic
- Directing vehicles at the intersection
- Helping old people and young children to cross the road
Model: 
 A: What kind of volunteer work are you 
 participating in ?
 B : I’m taking part in directing the traffic
 A: What exactly are you doing?
 B: I’m directing vehicles at the intersections
 A: Do you enjoy the work?
 B: Yes I enjoy the work very much because I 
 like  ... provide general comments on the letter.
- summarize the main points.
- assign homework.
Content
A. Warm- up: Jumbled Word
STANHK 
 à key: THANKS
Expected answers:
- When someone give you a present
- When someone does you a favor
- When someone helps you with something
In today’s lesson, you’ll learn how to write a formal letter to express gratitude or thanks.
B. Pre- writing: 
I. Task 1
Answers:
- The opening of the letter: Dear Sir/ Madam
- The donated amount: I am very happy to receive a donation of $500 from your company some days ago. 
- The way(s) the money is used: The money will help us.the handicappedstudents
- The way the receipt is issued: We will certainly issue a receipt as soon as possilbe
- The gratitude to the donor: I would like to express our thanks for the donation from your company.
- The closing of the letter: I look forward to hearing from your soon. Your faithfully.
II. Some useful expressions:
- I’d like to thank you for your generous donation of $.......
- Your contribution makes it possible for us to..
- As a result of your gift, we will be able to continue the care for the orphans..
- I’d like to take this opportunity to thank you for your generosity in donating..
C. While- writing: Task 2
Sample writing:
Pho moi, Cho town, Yen phong.
 Dear Sir or Madam,
 On behalf of Yen phong 1 High school, I would like to thank you for your generous donation of VND 1 million. Your contribution will make it possible for us to build our school library. A good library can help students very much in their studying. We will issue a receipt as soon as possible.
 Once again thank you very much for your kindness. We hope to receive more assistance and co-operation from your company in the future.
 I look forward to hearing from you soon.
 Your faithfully, 
 Principal of Yen phong 1 High School 
D. Post- writing
E. Wrapping 
Students’ activities
- work out the anagram of the following word.
- give the answer.
- read the sample letter on page 52 and discuss the purpose(s) of the letter in pairs.
- some Ss give the answers.
- read the letter again and do Task 1 individually.
- some Ss read their answers in front of the class.
- listen and note down.
- read the instruction carefully.
- write the letter in 16 minutes.
- exchange their writing with another student for peer correction.
- look at the blackboard and correct the errors.
- rewrite their letters according to their peer’s suggestions.
 - prepare for the next lesson: Unit 4 – Languge focus.
 Date of preparing: 
 Date of teaching: 
 Class: 11A5, 11A9, 11A7, 11A6
Unit 4
VOLUNTEER WORK
---------------oOo-------------
Period No 24 - Lesson 5 : Language focus
I. Aims:
	- Distinguishing the sounds / w / and /j /
	- Pronouncing the words and sentences containing these sounds correctly.
	- Using gerunds, present participles, perfect gerunds and perfect participles appropriately.
II. . Objectives: By the end of the lesson, Ss will be able to: 
- Distinguish the sounds / w / and /j /
- Pronounce the words and sentences containing these sounds correctly
- Use gerunds, present participles, perfect gerunds and perfect participles appropriately.
III. Materials:
 	- Textbook, handouts. 
IV. Anticipated problems:
- Ss may find it difficult to differentiate between gerunds and present participles, so T should be ready to explain.
V. Procedure:
Time
 3’
 10’
30’
 3’ 
Teacher’s activities
- ask Ss to listen and pick out the odd ones.
- check the answers with the whole class.
- pronounce the sounds separately.
- model the sounds / w / and /j / for few times and explain the differences in producing them.
- play the tape once for Ss to hear the words containing these sounds. 
- play the tape again and this time ask Ss to repeat after the tape.
- read the sentences and ask Ss to underline the words with the sounds/ w / and /j / and write under them.
 - ask Ss to practice reading the sentences in pairs.
- go around providing help.
- ask some Ss to read the sentences and give feedback.
- review the form and uses of gerund.
- get Ss to do Exercise 1 individually and then find a partner to check their answers with.
- go around the class to help if necessary.
- call on some Ss to do exercise 1 in front of the class.
- check with the whole class and provide corrective feedback.
- help Ss revise the form and the uses of the present participles.
- get Ss to do Exercise 2 individually and then find a partner to check their answers with.
- go around the class to help if necessary.
- call on some Ss to do Exercise 2 in front of the class.
- check with the whole class and provide corrective feedback.
- help Ss revise the form and the use of the perfect gerund and perfect participle.
- get Ss to do Exercise 3 individually and then find a partner to check their answers with.
- go around the class to help if necessary.
- call on some Ss to do Exercise 3 in front of the class.
- check with the whole class and provide corrective feedback.
- summarize the main points.
- assign homework.
Content
A. Warm- up: Listen and pick out the odd ones:
1. we, went, wet, use
2. west, yellow, young, York
3. wine, whale, wheel, yes
4. year, university, yesterday, week
B. Pronunciation:
I. Presentation 1: / w / and /j /
II. Practice
1. Pronouncing words containing the sounds
2. Practicing reading sentences containing the target sounds
C. Grammar
I. Gerund:
1. Presentation 2: 
A gerund is a noun made from a verb by adding ‘ – ing’. The gerund always has the same function as a noun ( although it looks like a verb ), so it can be used:
a. as the subject of the sentence:
Reading help you learn English 
b. as the complement of the verb ‘to be’ 
Her favourite hobby is reading.
c. after prepositions. The gerund must be used when a verb comes after a preposition:
She is good at learning English.
They’re keen on windsurfing.
This is also true of certain expressions ending in a preposition, e.g. in spite of, there’s no point in
There’s no point in typing the assignment.
In spite of missing the train, we arrived on the time. 
d. after a number of ‘phrasal verbs’ which are composed of a verb + preposition / adverb
Example:
To look forward to, to give up, to be for / against, to take to, to put off, to keep on:
I look forward to hearing from you soon.(at the end of a letter)
He kept on asking for a discount. 
e. in compound nouns
Example:
A driving lesson, a swimming pool, bird – watching, train – spotting
It is clear that the meaning is that of a noun, not of a continuous verb.
Example:
The pool is not swimming, it is a pool for swimming in.
f. after the expressions:
I can’t stand being stuck in traffic jams.
It’s no use / good trying to persuade him.
It might be worth changing the title of the book. 
2. Exercise 1
Anwers:
1. listening 
2. bending 
3. behaving 
4. meeting 
5. spending 
6. waiting 
7. starting
II. Present participle
1. Presentation 3: The participle of most verbs has the form -ing and is used in the following ways:
a. as part of the continuous form of a verb
 I am dancing.
 She was working
b. after verbs of movement
 go shopping/ dancing/ swimming
c. after verbs of perception in the pattern: V+ O + present participle
 I heard him singing. 
 I can smell something burning.
d. as an adjective
 It was an interesting film
 It’s a bit worrying when the police stop you.
e. spend/ waste time/ money+ V-ing
 Don’t waste time playing games.
 I spend two hours a day travelling to work.
f. with the verb catch and find in he pattern: verb + object + present participle:
 If I catch you stealing my apples again, I will tell your parents.
 They found their mother sitting in the kitchen. 
g. to replace a sentence or part of a sentence
* When two actions occur at the same time and are done by the same person or thing, we can use a present participle to describe one of them:
 He sang to himself. He walked down the road.
-> Singing to himself, he walked down the road.
* When one action follows very quickly after another done by the same person or thing, we can express the first action with a present participle:
 He put on his coat and left the house.
-> Putting on his coat, he left the house.
* The present participle can be used instead of a phrase starting as, since, because, and it explains the cause or reason for an action: 
 Feeling tired, he went to bed early (because he felt tired, he went to bed early. )
 Knowing that she likes roses, he gave her a bunch of red roses on her birthday.
2. Exercise 2:
Answers:
1. burning/ rising
2. reading
3. lying
4. shopping
5. preparing
6. trying
7. modernizing
III. Perfect gerund and perfect participle
1. Presentation 4: 
a. Perfect gerund :
* Form: having+ PII
* Use: The perfect gerund can be used instead of the present form of the gerund when we are referring to a past action.
 He was accused of deserting his ship.
= He was accused of having deserted his ship.
b. Perfect participle
* Form: having+ PII
* Use: 
+ The perfect participle can be used instead of the present participle when an action is immediately followed by another with the same subject
 Switching off the light, we went to bed.
= Having switched off the light, we went to bed.
+ The perfect participle emphasizes that the first action is completed before the second one starts
 She bought a bike and cycled home.
=> Having bought a bike, he cycled home.
+ The perfect participle is, however, necessary when there is an interval of time between the two actions.
 Having failed twice, he didn’t want to try again.
+ It is also used when the first action covered a period of time.
 He had been living there for such a long time that he didn’t want to move to another town.
=> Having lived there for such a long time, he didn’t want to move to another town.
2. Exercise 3:
Answers:
1. having made
2. Having been
3. having been
4. Having tied
5. having read
6. having taken
D. Wrapping
Students’ activities
- listen and pick out the odd ones.
- listen attentively.
- listen to the tape carefully.
- repeat in chorus and individual.
- listen and underline the words with the sounds/ w / and /j / and write under them.
- practice reading the sentences in pairs.
- some Ss read the sentences
- listen carefully and note down.
- do Exercise 1 individually and then find a partner to check their answers with.
- some Ss do Exercise 1 in front of the class.
- listen and note down.
- do Exercise 2 individually and then find a partner to check their answers with.
- some Ss do Exercise 2 in front of the class.
- listen and note down.
- do Exercise 3 individually and then find a partner to check their answers with.
- some Ss do Exercise 3 in front of the class.
- learn by heart all the knowledge they’ve learnt and practice them again at home.
- prepare for the next lesson: Unit 5 - Reading

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