Thiết kế bài dạy môn Tiếng Anh 11 - Unit 4: Volunteer work - Period 1 đến period 5

Date of preparing:
Period:
Class
11a1
11a4
11a5
11a6
11a9
Date of teaching
S s’ adsent
Unit 4: Volunteer work
Period 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 and skimming for general information
Use the information they have read to discuss the topic
II. Teaching aids	
Textbook, handouts, .
III. Anticipated problems
Ss may need help with the discussion task, so T should be ready to help them
IV. Procedure
 Teacher 
 Students
1. Check the attendance(2m)
2. Warm up(5m)
Network
-T prepares hangouts with network of the word “volunteer”
Volunteer work
A.Before you read(10m)
-Ask Ss to look the picture on page 46 and ask them some Qs
+What is the old woman doing in the picture?
+What does this mean by “Little Moments Big Magic?”
+What does the picture tell you?
-Ask Ss to work in pairs to read the short poem
-Ask some Ss to give their opinions
Pre-teaching vocabulary
Volunteer(n) [,vɔlən'tiə]
To volunteer to do st/for st
Voluntary(a) ['vɔləntri]
Voluntarily(adv) [vɔlənt(ə)rili]
The aged = the old
Orphanage(n) ['ɔ:fənidʒ]
To overcome
To participate in = to take part in 
To suffer
Remote(a)= far away
Handicapped(a) ['hændikæpt]
Disadvantaged(a) [,disəd'vɑ:ntidʒd]
-Ask Ss to make sentences with above words to check their understanding
- Ask Ss to practice reading vocabulary
- Listen and check their pronunciation
B, While you read
Task 1(5m)
- T asks Ss to work individually to do the task and exchange their answers with other Ss 
- T asks Ss for their answers and gives the correct 
Task 2 (10m)
-Ask Ss to read the statements to understand them
- Ask Ss to work individually to do the task,then discuss their answers with their partners
- Call on some Ss to give their answers and asks other Ss to say whether they agree or disagree
Task 3(6m)
- Ask Ss to read the questions before reading the text carefully again to find the answers
- Call on some Ss to write their answers on the board and ask them to explain their choices 
C.After you read(5m)
- Ask Ss to work in pairs to discuss the questions in the book
- Go around to help Ss when necessary
- When all pairs have finished. T asks every two pairs to share ideas
- Call on some Ss to report their ideas to the class
3. Wrapping up (2m) 
- T sumarises the main points of the lesson
- Ask Ss to learn by heart all new words 
Whole class
Group work
Outline : 
Help children
Help the old
Help the poor
Teach poor children
Whole clas
-She is teaching the boy to read
-It means that your little contribution and help may lead to significant results/ may greatly change a person’s life
- It tells me that everybody, no matter what they are young or old, can do volunteer work
+ The saying means that if you help sbd 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
Whole class
Give examples
-He volunteers to teach the poor children
-I want to participated in play the game
-He overcame the bad habit of smoking during the meals
Speak out
Individual work
1. voluntary 2. voluntarily
3. volunteers 4. volunteered
Individual work
1. A(line 1-2, para 2)
2. D(line3-4, para 2)
3. B(line3-4, para4)
4. D(last paragraph)
5. B.(A:too general, C&D do not cover the whole text
Individual work and pair work
1. 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. They volunteer to work in remote or mountainous areas
Pair work
Whole class
V . Comment.
Date of preparing:
Period:
Class
11a1
11a4
11a5
11a6
11a9
Date of teaching
S s’ adsent
Period 2: Speaking
I. Objectives	
By the end of the lesson Ss will be able to:
Talk about different kinds of activities related to volunteer work
II. Teaching aids	
Textbook, handouts, .
III. Anticipated problems
Ss may not have enough vocabulary to talk about the topic, so T should be ready to help them
IV. Procedure
 Teacher 
 Students
1. Check the attendance(2m)
2. Warm up(5m)
 Slap the board
-Write words on the board:
Volunteer, voluntary, voluntarily, tr¹i trÎ må c«I, the aged, v­ît qua, chÞu ®ùng, remote, tham gia, indicapped, disadvataged
-Call on some 2 group Ss . T reads aloud the word on the board. Which team slaps the right word fast in the winner
Task 1(8m)
-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 asks for comments from other students
Task 2(15m)
- Before Ss do the task, T asks them to read the model conversation on page 50. Then Ss read the list of volunteer activities and the exact things related to them
- T can elicit or explain some words quickly
- T requires Ss to match each activities on the left with corresponding activities on the right
Suggested answers:
Helping people in mountainous areas
- Teaching the children to read and write
- Giving them money
Helping old or sick people
Helpingdisadvantaged 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
- Ask Ss to use the suggestions to make similar dialogues
-After they have finished T calls on some pairs to act out their conversation
-T elicits feedback from the class and give final comments
Task 3(12m)
Ask Ss to work in group 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
- T elicits feedback from the class and gives final comments
3. Wrapping (3m)
- T summarises the main points of the lesson
- Learn by heart the new words
- Prepare the next period “listening”
Group work
Suggested answers:
1. The activities are not volunteer work:
Taking part in an excursion and participating in an English speaking club
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
Whole class and pair work
+ War invalid ['invəli:d]: th­¬ng binh
+ Martyr(n) ['mɑ:tə] liÖt sü
+ Intersection: ®­êng giao nhau, ng· ba, ng· t­
+ direct the traffic:h­íng dÉn giao th«ng
+ vehicles ['viəkl; 'vi:hikl]: Xe cé
Pair work
Group work
Ex: Mai usually takes part in directing the traffic. She directs vehicles at the intersections. Besides, she helps old people and young children to cross the road. She enjoys the work very much because she likes helping people
Whole class
V . Comment.
Date of preparing:
Period:
Class
11a1
11a4
11a5
11a6
11a9
Date of teaching
S s’ adsent
Period 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. Teaching aids	
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
 Teacher 
 Students
1. Check the attendance(2m)
2. Warm up(5m)
Competition game- Slap the board
War invalid, martyr, intersection, the aged, orphanage, remote, suffer
Before you listen(10m)
-Ask Ss to read through the questions and choices on page 51 and makes sure Ss understand all them
-Ask Ss to discuss the questions in pairs
-Call on some Ss to report on their partner’s answers
Vocabulary Pre- teaching
Fund-raising activities
Donation
Informal school
Organization for Educational Development
Co-operate(v)
Disadvantaged children
Co-ordinate(v) [kou'ɔ:dineit]
Sponsor(n)[ 'spɔnsə]
While you listen
Task1(10m)
Set the scene: Now you are going to listen to a passage about Spring School, a special school in HCM City
- Ask Ss to read the sentences in task 1 then lisen and fill the missing information
- Play the tape once for Ss to do the task
- Ask for Ss’ answers and write them on the board
- Play the tape the second time for Ss to check their answers
Task 2(9m)
- Ask Ss to read the questions in task 2 before listening to the tape again
-Play the tape again for Ss to do the task. 
- Get Ss to work in pairs and check their answers
- Call on some Ss to give the answers and elicit feedback from other Ss. If many Ss can’t complete the task, T might want to let Ss listen one more time and pause at the answers for them to catch 
After you listen(7m)
T gets Ss to work in groups to summarise the story about Spring School, using the suggestions. Each group member has to take notes of the discussion
-T goes around to offer help and collect Ss’ mistakes
- Call on some Ss to present their summary
- T elicits feedback from the class and gives final comments
3. Wrapping up(2m)
Ask Ss to learn by heart all new words and prepare “listening”
Whole class
Group work
Individual work
Whole class
C¸c ho¹t ®éng g©y quü
VËt quyªn gãp, tiÒn quyªn gãp
Tr­êng häc kh«ng chÝnh thèng
Tæ choc ph¸t triÓn Gi¸o dôc
Hîp t¸c
trÎ em thiÖt thßi
phèi hîp
nhµ tµi trî
individual work
1. informal
2. 30 street children
3. 250 children
4. 1998
5. volunteersJune
Pair work
1. It provides classes to disadvantaged children in HCM City
2. Dance, theatre, singing and circus classes were set up in 1999
3. Because they need money to continue their English and Performance Art classes
4. They dance, sing and play music at one of the largest hotels in HCM City
5. B they need help to contact sponsors and expand the school activities
Group work
Whole class
Date of preparing:
Period:
Class
11a1
11a4
11a5
11a6
11a9
Date of teaching
S s’ adsent
Period 4 Writing
I. Objectives
By the end of the lesson Ss will be able to:
Write a thank- you letter to a donor to acknowledge the donor’Ss contribution
II. Teaching aids	
Textbook, handouts, .
III. Anticipated problems
Ss may not have sufficient vocabulary to write about the topic, so T should be ready to assist them
IV. Procedure
 Teacher 
 Students
1. Check the attendance(2m)
2. Warm up(5m)
Quiz- a formal letter
1. You write your address in..of the letter
2. The addresss of the receiver should be written on.starting below our address
3. We can write.on the right or the left on the line after the address you are writing to
4. When the letter starts Dear Sir/Madam, you end it with.
5. When the letter starts Dear Dr Smith, you end it with.
6. It is not a good idea to usesuch as I’m or can’t.
 Preparing Ss to write
Task1(13m)
- Ask Ss to read the sample letter on page 52 and discuss the purpose(s) of the letter in pairs
- Call on some Ss to give the answers
- Ask Ss to read the letter again and do task1 individually
- T checks Ss’ answer by asking some Ss to read their answer out loud
- Elicit corrective feedback from other Ss and give the correct answers when necessary
Writing 
Task 2(16m)
-Before Ss write the letter, T asks them to read the instruction carefully
- T gets Ss to write the letter in 15 minutes
- Go around to observe and offer help
Feedback on Ss’ writings(7m)
-Ask Ss to exchange their writing with another student for peer correction
- Go around and collect mistakes and errors
- Collect some writings for quick feedback
- Write Ss’ typical errors on the board and elicits self and peer correction
- Finally, T provides general comments on the letter
Wrapping up(2m)
- T summarises the main point of the lesson
- Ask Ss to improve their writing, taking into consideration their friends
Group work
1. the top left- hand corner
2. the left
3. the date
4. Yours sincerely,
5. Yours sincerely,
6. contractions
Pair work
The sample letter is written to thank a donor for donating money
donor /'dounə/: ng­êi cho, ng­êi tÆng
Individual work
- The opening of the letter: sentence 1
- The donated amount: sentence 1
- The way the money is used:sentence 2
The way the receipt is issued: sentence 3
-The gratitude on the donor:sentence 4
-The closing of the letter:yours faithfully
 Individual work
 9 Chuong Duong Street
Hoan Kiem District
Hanoi 
30 May, 2007
Dear Sir,
On behalf of New Future 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 the 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 cooperation from your company in the future
I look forward to hearing from you soon
Yours faithfully
Le Thi Hoa
Principal of New Future School
Whole class
V . Comment.
Date of preparing:
Period:
Class
11a1
11a4
11a5
11a6
11a9
Date of teaching
S s’ adsent
Period 5: Language focus
I. Objectives
By the end of the lesson Ss will be able to:
Distinguish the sound /w/ and /j /
Pronounce the words and sentences containing these sounds correctly
Use gerunds, present participle, perfect gerunds and perfect participles appropriately
II. Teaching aids	
Textbook, handouts, .
III. Anticipated problems
Ss may find it difficult to differentiate between gerunds and present participles, so T should be ready to explain
IV. Procedure
 Teacher 
 Students
 Pronunciation(10m)
Pronouncing the two sounds separately
/w/: is a voiced labial-velar a pproximant. It is articulated with the back part of the tongue raised toward the soft palate and the lips rounded
/j /: is a voiced palatal approximant. It is articulated with the middle or back part of the tongue raised agaist the hard palate 
T plays the tape(or reads) once for Ss to hear the words containing these two 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 and asks Ss to repeat them
-T asks Ss to practice pronouncing the words in pairs
- T asks some Ss to pronounce the words and gives correction if necessary
Practicing sentences containing the target sounds
- T reads the sentences and asks Ss underline the words with the sounds and write / w/ and / j / under them
- Ask Ss to practice the sentences in pairs
- ask some Ss to read the sentences and give feedback
 Grammar
1. Gerund(10m)
A. Presentation
Review the form and uses of gerund. The gerund can be used:
a. as a subject of the sentences:
b. as the complement of the verb ‘tobe’
c. after prepositions
d. after a number of “phrase verb” which are composed of a verb + preposition/ adverb
to look forward to, to give up, to be for/against, to take to, to put off, to keep on.
e. in compound nouns
a driving lesson, a swimming pool, bird- watching
f. after the expressions:
can’t stand/help, it’s no good/use, it’s worth
B. Practice
Exercise 1
- T asks Ss to do exercise1 individually and then compare their answers with another student
- T calls on some Ss to read out their answers
- T elicits peer correction and gives correct answer if necessary
2. Present participle(10m)
A. Presentation
The present participle is used in the following ways:
a. as part of the continuous form of a verb
b. after verbs of movement/position in the pattern:
verb+present participle
c. verb + object+present participle
d. as an adject
e. verb + time/money expression+present participle
ex: I spend 2 hours doing this exercise
 Don’t waste time playing computer games
f. Catch/find + object+ present participle
g. to replace a sentence or part of a sentence or part of a sentence
ex: Singing to himself, he walked down the road
B. Practice
Exercise 2
- Ask Ss to do exercise 2 in pairs
- Ask them to compare answers with another pair
- Call on some Ss to go to the board to write their answers
- Ask the other Ss to feedback and give correct answers
3. Perfect gerund and perfect participle(7m)
A. Presentation
a. Perfect gerund
Form: having + PII
Use:- it can be used instead of the present form of the gerund when we are referring to a past action
Ex: He was accused of deserting his ship= he was accused of having deserted his ship
It also is used to emphasize completion in both the past and the future
b. Perfect participle
-form: having+PII
-use: + the Perfect participle can be used instead of the present participle when one action is immediately followed by another with the same subject
(Ph©n tõ hoµn thµnh cã thÓ ®c dïng thay cho hiÖn t¹i ph©n tõ trong c©u cã 2 hµnh ®éng x¶y ra liªn tiÕp nhau cïng mét chñ ng÷)
+ The Perfect participle emphasizes the the first action is complete before the second one starts
(Ph©n tõ hoµn thµnh cßn nhÊn m¹nh hµnh ®éng thø nhÊt hoµn thµnh tr­íc khi hµnh ®éng thø hai b¾t ®Çu)
+ The Perfect participle is necessary when there is an interval( kho¶ng t/g) of time between the two actions
(NhÊt thiÕt ph¶i dïng ph©n tõ hoµn thµnh khi cã 1 kho¶ng t/g gi÷a 2 hµnh ®éng)
+ It is also used when the first action covered a period of time
(Nã ®c dïng khi hµnh ®éng ®Çu tiªn kÐo dµi trong mét kho¶ng t/g) ex: Having been ill for a long time, He appreciated his health more
B. Practice
Exercise 3(6m)
T asks Ss t to do exercise 3 individually and then compare their answers with another student
- T calls on some Ss to read out their answers
- T elicits peer correction and gives correct answer if necessary
Wrapping up(2m)
- summarises the main point of the lesson
- Ask Ss to learn by heart all points that have been covered in the lesson and give more examples
Whole class
Individual work
 Pair work
Whole class take notes
Give examples
- Reading helps you learn English
- Her favorite hobby is reading
- She is good at learning English
I look forward to hearing from you soon
- He kept on asking for a discount(giam gia)
I can’t stand being stuck in traffic jams
It’s no use/good trying to persuade him
1. listening 2. bending 3. behaving
4. meeting 5. spending 6. waiting
7. starting
Whole class take note
Give examples
- I am working/ She was dancing
- I go shopping everyday
- He came running towards me
- I heard someone playing the guitar
 I can smell something burning
- It was an interesting film
 It’s a bit worrying when the police stop you
- ex: If I catch you stealing my apples again, I’ll tell your parents
We found our dog lying in the bathroom
Pair work
1. burning/rising 2. reading 3. lying
4. shopping 5. preparing 6. trying
7. modernizing
Nã ®c dïng ®Ó thay thÕ cho h×nh thøc hiÖn t¹i cña danh ®t khi chóng ta ®Ò cËp ®Õn mét hµnh ®éng trong qk
Nã cßn dïng ®Ó nhÊn m¹nh sù hoµn thµnh of hµnh ®éng ë c¶ qk vµ TL
ex:the retired teacher recalled having taught
Ex: Switching off the light, we went to bed= Having switched off the light, we went to bed
Ex: she bought a bike and cycled home
Having bought a bike, she cycled home
Ex: Having failed twice, he didn’t want to try again
Ex: 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 that he didn’t want to move to another town
Individual work
1. having made 2. having been 3.having been
4. having tied 5. having read 6.having taken
Whole class
V . Comment.