Thiết kế bài dạy môn Tiếng Anh 11 - Unit 4: Volunteer work - Trường trung học phổ thông Tân An

Week:
Period:
Date:
Unit 4 : 	VOLUNTEER WORK 
Part A : 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 . Materials 
Text book 
III . Anticipated problems 
Ss may need help with the discussion task , so T should be ready to help them 
IV. Procedure 
Time
Steps
Work arrangement
6’
WARM UP
Competition game – Hangman
- T divides the class into 2 big groups and draws each of them a gallows on the board.
Team A Team B
- T explains to Ss that they are going to play a “Hangman” game. The rule is that T gives a secret word and the groups will take turn to guess it by telling what letters they think there are in this word. If Ss choose a letter that appears on oe more times in the secret word, the letters and their positions will be revealed and Ss can keep on guessing the next letter. On the other hand, if Ss guess a letter that isn’t in the secret word, them a piece of man being hanged will be added to the gallows and they will lose their turn to the other groups. Ss will get one point for each letter they can guess correctly. When the game is over, T will count how many points each group has collected and the group with more points will win the game.
- T leads the game, and in this lesson, the secret word is “volunteer”. T draws the same number of dashes as the number of letters in this word. For this word, T’d need 9 dashes like this:
_ _ _ _ _ _ _ _ _
- The activity will lead to the lesson naturally.
Group work
10’
BEFORE YOU READ
Discussing the picture and saying
- T asks the whole class to look at the picture on page 46 and asks them some questions:
+ What is the old woman doing in the picture ?
+ What does this mean by “Little Moments Big Magic”?
+ What does the picture tell you ?
Suggested answers:
+ The old woman is teaching the boy to read
+ The phrase means that your little contribution and help may lead to significant results/may greatly change a person’s life.
+ The picture tells me that everyone, no matter what they are young or old, can do volunteer work.
- T asks Ss to work in pairs to read the short poem/saying on page 46 and answer the question and discuss its meaning.
- T calls on some Ss to present their opinion. T may give some comments and her suggestion: The saying means that if you help somebody by giving them some money, it’s just a temporary solution. It’s better to instruct them how to make money legally by teaching then necessary working skills.
Pre-teaching vocabulary
- T might elicit or teachthe meanings of the following words.
Volunteer: Ss may have understood the meaning of the word in the previous activity, so T may introduce its related words quickly.
+ to volunteer to do sth/volunteer for sth: t×nh nguyƯn, tù nguyƯn lµm g×
+ volunteer(n): t×nh nguyƯn viªn
+ voluntary(a): done willingly, not because you are forced(tù nguyƯn); doing a job without wanting to be paid for it(t×nh nguyƯn)
+ voluntarily(adv)
The aged = the old (ng­êi giµ)
Orphanage(n): a place where children without parents live (tr¹i trỴ må c«i)
To overcome: v­ỵt qua, kh¾c phơc
E.g: She’s overcome the bad habit of talking loudly in public.
To participate in = to take part in (tham gia)
To suffer sth: chÞu ®ùng c¸i g×
Remote = far away(xa x«i)
- If there is some time left, T may ask some Ss to make sentences with the above words to check their understanding. 
Pair work & whole class
5’
8’
WHILE YOU READ
Setting the scene
You are going to read a passage about volunteer work. While you are reading, do the tasks in the textbook.
TASK 1
Instruction: Fill each blank with one part of speech of the word “volunteer”. 
- T elicits different parts of speech of the word “volunteer” and write these words on the board:
 Volunteer(v/n), voluntary, voluntarily
- Then T instructs Ss to read through the sentences provided in the task to identify the part of speech of the word to fill in each blank. For example, in sentence 1 the word to fill in should be an adjective, in sentence 2 an adverb, in sentence 3 a noun, and in sentence 4 a verb. Ss should also pay attention to the word preceding the blank to fill in the right form of the word. For instance, in sentence 3 the word preceding the blank is ‘some’, so a plural noun should be filled in.
- 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 answers
Answers:
voluntary
voluntarily
volunteers
volunteered
TASK 2
Instruction: You are to read the passage and choose the best answer from A,B,C or D for each of the following sentences.
- T asks Ss how to do this task. If they don’t remember, T may instruct them to use some strategies to do the task:
+ First, skim the 5 sentences to understand them. As Ss do this they underline the key words. For instance, in sentence 1 Ss can underline volunteers, help, sick or old, homes ...
+ Ss locate the information in each sentence in the text and read this part carefully.
+ Next, Ss read the 4 choices given to choose the most suitable one.
+ To complete sentence 5, Ssread the passage and try giving it a title. Then Ss search through the list of the titles provided in the task to find the most suitable one. Ss should make sure the title chosen covers the entire text and not just one idea within it.
- T asks Ss to work individually to do the task, then discuss their answers with their peers.
- T calls on somw Ss to give their answers and asks other Ss to say whether they agree or disagree.
- T gives feedback and the correct answers:
1. A(line 1-2, para 2)
2. D(line3-4, para 2)
3. B(line 3-4, para 4)
4. D(last para)
5. B(A: too general; C and D do not cover the whole text)
TASK 3
Instruction: You are required to answer the 3 questions in the book.
- T asks Ss how to do this task. If they do not remember, T may instruct them to use some strategies to do the task:
+ First, skim the 3 Qs to understand them. As Ss do this, they:
 * underline the key words. For instance, in Q1 Ss can underline What, high school, college Ss, hospitals, orphanages, homes for the aged.
 * decide what information they need to find in the text
 * look for Qs words like “why” which indicates Ss should read for specific thing like a reason.
+ Go back to the first question and locate the information for the question by finding the key words in the passage and mark the place.
+ Read the part carefully to find the answer. Ss can use their own words.
+ Continue with the rest of the Qs.
- T asks Ss to work individually to do the task, then discuss their answers with their peers.
- T calls on some Ss to write their answers on the board and ask them to explain their choices.
- T gives the correct answers:
1. They read books to the people there, play games with them or listen to their problems. (line 7-10, para 1)
2. They give care and comfort to them and help them to overcome their difficulties. (line 2-3,para 3)
3. They volunteer to work in remote or mountainous areas. (line 5-6, para 3)
Whole class, individual work & pair work
8’
AFTER YOU READ
Instruction: You are required to work in pairs to discuss the question in the textbook.
- T asks Ss to work in pairs to discuss the question in the book.
- T goes around to help Ss when necessary.
- When all pairs have finished, T asks every 2 pairs to share ideas.
- T calls on some Ss to report their ideas to the class.
- T gives feedback.
Pair work,group work & whole class
2’
WRAPPING UP
- T summarises the main points of the lesson .
- T asks Ss to learn by heart all of the new words and do the extra activity as homework.
Whole class
Week:
Period:
Date:
Unit 4 : 	VOLUNTEER WORK 
Part B: 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. Materials
	Textbook, pictures, handouts.
III. Anticipated problems
Ss may not have enough vocabulary to talk about the topic, so T should be ready to provide help
IV. Procedure
Time
Steps
Work arrangement
8’
7’
15’
12’
WARM UP
Competition game – Describing the pictures
- T divides the class into small groups of 3-4 Ss and gives each group a set of pictures. Ss are required to describe the activity in each picture in one sentence only. Which group finishes first and has the most correct and meaningful sentences will be the winner.
Suggested answers:
The student is teaching the poor children.
The Ss are taking part in directing the traffic.
The medical Ss are examining the old people.
The Ss are taking care of the disadvantaged children.
The Ss are taking part in a Blood Donation activity.
The Ss are collecting the rubbish.
The Ss are helping the soldiers to build the road.
The Ss are helping the examinees during the University entrance exam period.
TASK 1
Instruction: You are required to decide which of the following activities are volunteer works.
- T asks Ss to work in pairs to decide which of the activities in the book are volunteer works. Ss should also explain why a certain activity is not volunteer work.
- T calls some Ss to give their answers ands for comments from other Ss.
- T elicits other volunteer activities from Ss.
Suggested answers:
1.The activities which are not volunteer work: taking part in an excursion and participating in an English speaking club.
 + Reason: You take part in these activities for yourself, not to help other people.
2. Some other volunteer activities: taking part in environmental conservation activities, donating blood, directing traffic, guiding foreign sports teams around when they go to Vietnam to compete...
TASK 2
Instruction : You are goimg to make conversations based on the given suggestions.
- Before Ss do the task, T asks them to read the model conversation onpage 50. Then Ss read the list of volunteer activities and the exact things related to them.
- T can elicit or explain some words quickly:
War invalid:th­¬ng binh
Martyr: liƯt sü
Intersection : ®­êng giao nhau
- T gets across to Ss that one activity in the first column can go with several activities in the 2nd column. T may require Ss to match each activity on the left with corresponding activities on the right.
Suggested answers:
Helping people in mountainous areas
- Teaching the children to read and write
- Give them money
Help old and sick people
- Cleaning up their houses
- Doing their shopping 
- Cooking meals
Helping disadvantaged or handicapped children
- Teaching the children to read and write
- Listening to their problems 
- Playing games with them.
- Taking them to places on interest
Taking care of war invalids and the families of martyrs
- Listening to their problems
- cleaning up their houses.
- Doing their shopping
- Cooking meals
Taking part in ... nticipated problems
Ss may find it difficult to differentiate between gerunds and present participles, so T should be ready to explain.
IV. Procedure
Time
Steps
Work arrangement
10’
PRONUNCIATION
- T models the 2 sounds /w / and / j / for a few times and explains the differences in producing them.
+ The phonetic sound / w / is a voiced labial-velar approximant. It is articulated with the back part of the tongue(the dorsum) raised toward the soft palate ( the velum) and the lips rounded.
+ The phonetic sound / j / is a voiced palatal approximant. It is articulated with the middle or back part of the tongue raised against the hard palate.
- T plays the tape(or reads) once for Ss to hear the words containing these 2 sounds. Then T plays the tape(or reads) again and this time asks Ss to repeat after tha tape(or T).
Pronouncing words containing the sounds
- T reads the words in each column all at once.
- T reads the words once again, each time with a word in each column to help Ss to distinguishthe differences between the sounds in the words.
- T reads the words and asks Ss to repeat them.
- T asks Ss to practise pronouncing the words in pairs.
- T goes around to provide help.
- T asks some Ss to pronounce the words and gives correction if necessary.
Practising sentences containing the target sounds
- T reads the sentences and asks Ss to underline the words with the sounds and write / w / and / j / under them.
- T asks Ss to practise the sentences in pairs .
- T goes around to provide help.
- T asks some Ss to read the sentences and gives feedback. 
Whole class, individual work and pair work
10’
GRAMMAR
1. Gerund
a. presentation:
- If necessary T reviews the form and uses of gerunds. To save time T may give Ss the handout below:
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 helps you learn English.
b. as the complement of the verb ‘to be’:
* Her favorite hobby is reading.
c. after prepositions. The gerund must be used when a verb comes after a preposition:
* She is good at learning E
* They are 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 time.
d. after a number of ‘phrasal verbs’ which are composed os 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 isn’t swimming, it is pool for swimming in .
f. after the expressions
can’t help, can’t stand, it’s no use, good, and the adjective worth:
* 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.
b.Practice
Exercise 1
- T asks Ss to do Exercise 1 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 answers if necessary.
Answers:
1. hearing 2. bending 3. behaving 4. meeting 5. spending 6. waiting 7. starting
2. Present participle
a. Presentation
- If necessary T reviews the form and uses of present participles. To save time T may give Ss the following handout:
The present participle of most verbs has the form V-ing and is used in the following ways:
a) as part of the continuous form of a verb
Example:
* I am working .
* She was dancing.
b) after verbs of movement / position in the pattern: verb + present participle
Example:
* My mother used to go shopping everyday.
* He came running towards me.
This construction is particularly useful with the verb ‘to go’, such as go diving, go fishing, go swimming...
c)After verbs of perception in the pattern : verb + O +present participle
Example:
* I heard someone playing the guitar.
* I can smell something burning!
Note: There is a difference in meaning when such a sentence contains a bare-infinitive rather than a participle. The infinitive refers to a complete action, but the participle refers to an incomplete action, or part of an action.
Compare:
* I heard Mai playing the piano.(= she had started before I heard her, and probably went on afterwards)
* I heard Mai play the piano. (= I heard her complete performance)
d) as an adjective
Example:
* It was an interesting film.
* It’s a bit worrying when the police stop you.
e) with the verbs spend and waste, in the pattern: verb + time/money expression + present participle
Example:
* I spend 2 hours a day travelling to work.
* Don’t waste time playing computer games !
* They’ve spent $4,000 buying that watch.
f) with the verbs catch and find, in the pattern: verb + O + present participle:
With catch, the participle always refers to an action which causes annoyance or anger:
* If I catch you stealing my apples again, I’ll tell your parents.
This is not the case with find, which is unemotional:
* We found our dog lying in the bedroom.
* They found their mother sitting in the garden.
g) to replace a sentence or part of a sentence:
When 2 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...)
* Knowing that she likes roses, he gave her a bunch of red roses on her birthday.
b. Practice
Exercise 2
- T asks Ss to do exercise 2 in pairs.
- T asks them to compare answers with another pair.
- T calls on some Ss to go to the board to write their answers.
- T asks other Ss to feedback and gives correct answers:
1. burning/rising 2. reading 3. lying 4. shopping 
5. preparing 6. trying 7. modernizing
3. Perfect gerund and perfect participle
a. Presentation
- T teaches /reviews the form and uses of perfect gerund and perfect participle. T might give Ss the handout below:
1. Perfect gerund:
- Form: having + p2(having seen, having worked...)
- Use: 
+ The perfect gerund can be used instead of the present form of the gerund when we are referring to a past action.
Example:
He was accused of deserting his ship = He was accused of having deserted his ship.
However, the perfect gerund is used to emphasize completion in both the past and the future.
Example:
The retired teacher recalled having taught.
2. Perfect participle:
- Form: having + p2(having done, having read ...)
- Use:
+ The perfect participle can be used instead of the present participle when one action is immediately followed by another with the same subject.
Example:
Switching off the lights, we went to bed = Having switched off the lights, we went to bed.
+ The perfect participle emphasizes that the first action is complete before the second one starts.
Example:
She bought a bike and cycled home. – Having bought a bike, she cycled home.
+ The perfect participle is, however, necessary when there is an interval of time between the 2 actions.
Example:
Having failed twice , he didn’t want to try again 
+ It is also used when the frist action covered a period of time 
Example :
He had been living trere for such a long time that the 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 
B. Practice :
Execise 3 :
- T asks Ss to do Execise 1 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 correts anwers if necessary. 
Answers : 
1 . having 4 . Having tied 
2 . Having been 5 . Having read 
3 . having been 6. having taken 
Whole class, individual work and pair work
Production: Describing a park 
- T shows the Ss the following picture and asks Ss to work individually in three minutes to write a short description of the longest description and use the most gerunds and participles will be the winner . The wniner will read out his / her description and other Ss give comment . Ss may use the given sentence to begin their description : it was a nice Sunday yesterday , and when I went to Green Park , the biggest park in the town , there a lot of people 
Suggested description :
... I saw some people walking leisurely on the grass while some others were lying , talking to one another . Many young people were sitting on the grass to ejoy the sun while some old people were sitting under big umbrellas , reading their books . In the far corner , I could see some children and their parents eating their picnic lunch . At that time I wished to have my family with me so that we could ejoy the peaceful momet together . 
2’ 
WRAPPING
- T summarises the main points of the lesson .
- For homework , Ss review the points that have been covered in the lesson and do the extra exercises 
EXTRA EXERCISES
I . Coplete the sentences with the gerund form of the verbs in parentheses 
1 . I can’t help (feel ).......... worried about the sittuation in the East 
 Middle 
2 . I think most people prefer (ride )........... in comfortable cars to (walk) ...............
3. She loves (swim) ...............in the lake.
4. Don’t keep on (shout) ......................like that; you will wake up your mother.
5. I enjoy (rest) in the afternoon after (try) ..........to finish (do) .......my English homework.
II. Rewrite the sentences replacing the italic part with a present participle or a perfect participle.
She was talking to her friend and forget everything around her.
Since we watch the news everyday we know what’s going on in the world.
They are vegetarians and don’t eat meat.
The boy asked his mother’s permission and then went out to play.
As he had drunk too much, he didn’t drive home himself.
Answers:
I. 1. feeling 2. riding/walking 3. swimming 4. shouting 5. resting/trying/doing
II. 
Talking to her friend, she forgot everything around her.
Watching the news everyday, we know what’s going on in the world.
Being vegetarians, they don’t eat meat.
Having asked his mother’s permission, the boy went out to play.
Having drunk too much, he didn’t drive home himself.