Thiết kế bài dạy môn Tiếng Anh lớp 11 - Unit 6: Competitions - Part A đến part E

Week:
Period:
Date:
UNIT 6: 	COMPETITIONS
 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 identifying meaning in context.
	- Use the information they have read to discuss the related topic
II. Materials
 	Textbook
III. Anticipated problems
Ss may need to be provided appropriate linguistic resources so that they can complete various learning tasks.
IV. Procedure
Time 
Steps
Work arrangement
5’
WARM UP
- T gets Ss to work in pairs, matching the 4 given competitions with the correct pictures on page 66.
- T checks the answer with the whole class.
- T might want to get Ss to tell which of these competitions they like most and why. T gets Ss to name some other competitions that they know or have ever participated in and elicits their comments on the events.
a. Quiz: Road to Mount Olympia
b. London Marathon
c. Sao Mai Television Singing contest 
d. Olympic Games
Pair work & whole class
7’
BEFORE YOU READ
- T introduces the topic of the lesson and gets Ss to work in pairs and answer the questions on page 67 .
- T calls on some Ss to answer the questions . T should ask Ss to give reasons for their answers . T helps Ss to express their ideas .
- T elicits comments from the class asks Ss to guess what they are going to read about 
Pair work & whole class
8’ 
8’
WHILE YOU READ
Set the scene: You are going to read about a school’s competition. Then you do the tasks that follow
TASK 1
- T gets Ss to read thye passage silently and then do Task 1. T may want to remind Ss of the strategies for guessing the meaning of new words. For eample, Ss should look for the instances of the new words in the text and read around them. Ss use the context in which the words occur and their knowledge of word formation to understand the meanings . E.g the word “representative ” found in line 1 may refer “someone who representative a group ” . Ss can undersand this meaning thanks to the phrase “the representatives of three classes ” and their knowledge that representative derives from “represent ”
- T checks the answers wihth the whole class 
- T might want to check that Ss understand all these words correctly by calling one some Ss to tell the meanigng of the words in Vietnamese 
Answer :
1 . d 2 .f 3 . e 4 . c 5 . b 6 .a 
TASK 2
- T checks if Ss can answer the comprehension questions in Task 2 without having to read the passage again . If Ss cannot , T gets them to read the questions carefully . T might want to give them some tips to do the task :
+ first , Ss should skim the 6 questions to understand them . As Ss do this they :
* underline the key words to decice what information they need for find in the text . E.g the keywords in Question 1 are “the 5th annual English Competition . ” 
* look for question word like “why ” which indicates Ss shold read for specific thing like a reason .
+ Then they should go back to the passage and locate the key words in the passage .
+ then tey should read aroud the key words carefully to find the answer .
- T gets Ss to check their answers with s peer 
- T call on some Ss to read aloud their answers and ask them to explain their chioces 
- T gives the correct answers 
Answer : 
1 . The representatives of three classes of the speaker’s school (line 1 , paragraph 1 ) 
2 . The aim was to stimulate the spirit of learning English among students (lines 3 – 4 , paragraph 1 ) 
3 . The students’ Parents Soc iety (line 4 , paragraph 1 )
4 . They had to complete 5 activites in all . On completion of each activity , they had to answer the questions in the worksheets within 2 minutes (lines 1 – 4 , paragraph 2 )
5 . They had to obsevre and score the students’ performance . A maximum score for each activity was 15 . At the end of the competition they would annouce the total score will be the winner (lines 4 – 7 , paragraph 2 )
6 . A set of CDs for studying English and an Oxfoxd Advanced Learner’s Dictionnary (lines 8 – 9 , paragraph 2 )
TASK 3
- T checks if Ss can answer the comprehension questions in Task 3 without having to read the passage again . If Ss cannot , T gets them to read the question carefully . T might want to remind Ss of the tips to do the task :
+ First , Ss should skim the 4 questions to understand them . As Ss do this they underline the key words to decide what information they need to find in the text 
+ Then they should go back to the passage and locate the key words un the passage .
+ Then they should read around the key words carefully to find the answer 
- T gets Ss to check their answers with a peer .
- T call on some Ss to write their answers on the board and ask them to explain their choices .
- T gives the correct answers : 
Answer 
1.... to recite / complete the poem because he could not remember the last sentence
2 ..... became the winner of the competition .
3...... 60 points 
4 .... “For me the important thing was our participation in the competition and the enjoyment we had from it”
Individual work , pair work & whole class
Individual pair work & whole class 
7’
AFTER YOU READ
- T reads the the poem aloud once or twice and gets Ss to repeat each line after him / her . T shold draw Ss’ attention to the rhythm and intonation when recting the poem .
- T lest Ss practise recting the poem in their own groups T goes aroud and offters help .
- T calls on different groups to read the poem and asks the class to decide who the best performers are .
- T teaches new words (e.g “patter ” “window – pane ” ) and then gets Ss to translate the poem into Vietnamese .
- T calls on different groups read their translations to the class . T asks the class to decide whose translation is the best 
Suggested translation:
Bạn có thích ngắm bầu trời đêm tối
Sao bồi hồi tỏa ánh sáng long lanh
Có thích không những buổi sáng mát xanh
Ngàn mây trắng lững lờ trôi phiêu lãng
Tôi thích lắm nắng sớm mai mùa hạ
Tỏa nhẹ nhàng theo mỗi bước chân ta
Thích những khi cuộn mình nghe mưa lạnh
Lộp bộp rơi trên ô cửa hiên nhà
Group work & whole class 
3’ 
WRAPPING UP
- T summarises the main points of the lesson 
- For homework , Ss write a paragraph to explain whether and why they would agree or disagree with the statenment that “It is not important whether we win or lose a competition . The important thing is our participation in it and the enjoyment we have from it ” 
Whole class 
Week:
Period:
Date:
UNIT 6: 	COMPETITIONS
	 Part B: SPEAKING
I. Objectives
	By the end of the lesson, Ss will be able to:
	- Ask for and give information about types of competitions.
	- Talk about a competition or contest.
II. Materials
	Textbook, handouts.
III. Anticipated problems
Ss may have limited linguistic resources for discussion, so T should be ready to assist them.
IV. Procedure
Time
Steps
Work arrangement
7’
WRAM UP
- T prepares pictures of the 3 famous TV game shows “Who wants to be a millionaire ?”, “1 vs 100” and talent show “Pop Idol”.
- T shows the pictures to Ss and gets them to say the names of the games in Vietnamese.
- T elicits what Ss know about these games and if there are similar ones in Vietnam.
- T introduces the topic of the lesson: Talking about competitions and contests.
 Pop Idol (ThÇn t­ỵng ©m nh¹c)
 Who wants to be the millionaire ( Ai lµ triƯu phĩ)
vs. 100 (§Êu tr­êng 100)
About the games:
Pop Idol is a British television series which debuted on ITV1 on October 5, 2001; the show is a talent contest to decide the best new young popular music singer, or ‘pop idol’, in the UK, based on viewer voting and participation. The Idol series has become an international franchise; it has spun off many successful shows such as Idol, American Idol, Idols, Canadian Idol, Australian Idol, Idols West Africa, Indian Idol, Indonesian Idol, New Zealand Idol, Philippine Idol, Nouvelle Star, Deutchland sucht den Super Star, Singapore Idol, Malaysian Idol, Music Idol, Idolos Brazil, Idolos Portugal, and Super Star.
In Vietnam we are going to have “Vietnam Idol”, the Vietnamese version of Pop Idol. It is to be aired in summer of 2007 on HTV9, the official channel of Ho Chi Minh city.
Who wants to be the millionaire ? In the UK, who wants to be a millionaire ? is a television game show which offers a maximum cash prize of one million pounds for correctly answering successive multiple-choice Qs of increasing difficulty. The show was exported to many other countries, all of which follow the same general format. In Vietnam we have “Ai lµ triƯu phĩ?”, the Vietnamese version of the British gane show. The maximum cash prize is one hundred and 20 million VND.
1. vs. 100 is a game show created by a Dutch TV production company that is aired in several countries. In the game one person competes again 100 others for a chance to win a large cash prize. The game first aired in the Netherlands.
This version in Vietnam is named “Arena 100” (§Êu tr­êng 100) and listed in the Vietnam Record Book as the biggest show with the highest number of players, 100.
Whole class
10’
TASK 1
- T introduces the task and gets Ss to do it individually and then compare their answers with a peer. T should encourage Ss to guess the meanings of the new words, if any.
- T explains or elicits the meanings of the new words, T might also want to get Ss to name some contests under each category. E.g: General knowledge quiz includes “Hµnh tr×nh v¨n ho¸”, “Ai lµ triƯu phĩ”, etc. Singing contests include “Sao Mai”, “Sao Mai ®iĨm hĐn”, etc.
- T calls on different pairs to report their answers. T should encourage Ss to explain why they like or dislike a game/contest. T helps Ss to express their ideas when necessary.
Individual work,pair work & whole class
10’
TASK 2
- T introduces the task and calls on one or two pairs of Ss to read aloud the sample dialogue. T corrects errors, if any.
- T goes over the table of useful expressions on page 69 and explains new words to Ss when necessary. T might also want to elicit the structures that are used for asking for and giving opinions about contests. T might want to write these structures on the board and gets Ss to do some practice before putting them in groups and do the task.
E.g:
Asking for opinions:
What do you think about ...?
What’s your opinion about ...?
How do you feel about ...?
Do you like ...?
Giving opinions:
I think ....is/are boring/silly/dull
- T puts Ss into pairs and gets them to make similar conversations to the sample dialogue, using the structures and vocabulary they have learned.
- T goes around to check and offer help.
- After checking that Ss have finished the task, T calls on different pairs to perform their conversations.
- T elicits comments from the class and provides feedback.
Pair work & whole work
15’ 
TASK 3
- T puts Ss into groups of 3-4. T tells each group to choose a famous TV game/talent sho ... es , of couse . According to its rules , the Boston race is about 26 miles , or 42 kilometres . Runners have to go through 13 towns during the race . It ends in the centre of Boston .
Trang: Oh ... ! It’s a quite long distance . But it’s an intesting sport for all people . 
Individual work , pair work & whole class 
10’
BEFORE YOU LISTEN
- T introduces the task: Ss talk about a famous Vietnamese runner or sportsman / sportswoman that they like.
- T puts Ss in small groups of 3 or 4. Each group will prepare a short biography of a famous Vietnamese ruuner (or sportsman/ sportcwoman) that they like but they should not let other groups know who this person is. T might want to appoint a group leader for each group. This person will monitor the discussion, note down friends’ ideas and appoint a representative to present the groups’ work to the class.
- T goes around to check and offer help.
- After checking that all the groups have finished, T calls on the representative of each group to talk about their favourite sportsman / sportswoman, without telling the class the name of this person. Other groups will try to guess who this person is.
- T listens and takes note of Ss’s errors. T provides corrective feedback after that. 
Group work
3’ 
WRAPPING UP
- T summarises the main points of the lesson.
- For homework, Ss learn by heart new words and make sentences with them.
Whole class
Week:
Period:
Date:
UNIT 6: 	COMPETITIONS
 	 Part D: WRITING
I. Objectives
	By the end of the lesson,Ss will able to: Write a letter to reply to the request of information.
II. Materials
	Textbooks, handouts.
III. Anticipated problems
	Ss may have little experience writing such letter type, so T should be ready to help them.
IV. Procedure
Time
Steps
Work arrangement
5’
WARM UP
A hang-man game
(To revise the vocabulary Ss learned in previous lessons)
- T divides the class into 2 big groups and draws each of them a gallows on the board.
 Group A Group B
- T explains to Ss that they are going to play a “Hangman” game which has to do with the names of Vietnam’s popular TV game/talent shows and contests. The rule is each time T gives a secret word and the groups will take turn to guess it by telling what lettes they think there are in this word. If Ss choose a letter that appears one or 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 is not in the secret word, then a piece of the man being hanged will be added to the gallows and they will lose their turn to the other group. Ss will get one point for each secret word they can guess correctly and get a minus point for each complete hangman they have got. 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, using the names of such TV shows as The Magic Conical Hat (The Wheel of Fortune), One hundred Arena (One versus One hundred), Vietnam Idol, who wants to be the millionaire, The price is right, etc. (T may want to add more to suit his/her classroom). For each show, T draws the same number of dashes as the number of letters in its name. For example, for the show “Vietnam Idol”, T would need 11 dashes like this:
10’
PREPARING SS TO WRITE
TASK 1
- T asks Ss if they want to participate in a competition / contest, what information about the competition / contest they would like to know and would look for. T writes the answers on the board. E.g:
When ?(the date and time)
Where ? (the venue)
Who ?
(who can participate, who are the host/judges, who to contact, etc.)
How ? (how to apply to participate, how the contest proceeds, how the candidates’ performance is assesses , etc.)
What ? (what is expected of the candidates, what the award is)
- Then T gets Ss to read the letter in TASK 1 individually. T asks Ss to identify who wrote the letter, for what purpose, what information she requested and compare their answers with the ideas on the board. 
Individual work
20’
WRITING
- T gets Ss to read the requirements of TASK 2 and work out with a peer what they need to include in the reply letter and what kind of language(formal ? informal ?) they need to use.
- T checks the answers with the class and gives feedback. If necessary, T reminds Ss of the format and language of a formal letter (e.g. it normally includes the sender’s address, it begins with “Dear...,” not “Hello/Hi” and is closed with “Yours sincerely / faithfully / truly” or “Best/kind/warm regards” not “Bye” or “Cheers”.
- Now T gets Ss to write their own letters in 10 minutes.
- T then asks Ss to get in pairs, exchange their letters and correct each other.
- T goes around to offer help.
A sample letter:
English for the world
106 Tran Hung Dao St, Hoan Kiem District, Hanoi
 October 18, 2007
Dear Thu Trang,
Thank you for your interest in our English Speaking Competition. Here is the information that you request.
Date and time: 8:30p.m, October 25, 2006
Venue: 106 Tran Hung Dao
Number of participants: 25
Entry procedure: Candidates fill an application form to participate.
We encourage you to apply to participate by 4 p.m, October 20. Because this year we limit the number of participants to only 25, applications submitted late will not be considered. For further information, please contact me on 9838188 or email me at Englishclub06@yahoo.com.
We wish you good luck at the contest and look forward to seeing you there.
Best regards
Kate johnson
Secretary
Individual work & pair work
7’
FEEDBACK ON SS’ WRITING
- T chooses one or two letters and reads it / them to the class.
- Then T elicits corrective feedback from the class and gives final comments afterwards. T should draw Ss’ attention to the format of the letter, the organisation of ideas and language use.
Whole class
3’
WRAPPING UP
- T summarises the main points of the lesson.
- For homework, T asks Ss to revise their letters according to their peer’s suggestions and submit for marking in the next lesson.
Whole class
Week:
Period:
Date:
UNIT 6: 	COMPETITIONS
 	 Part E: LANGUAGE FOCUS
I. Objectives
	By the end of the lesson, Ss will be able to:
- Distinguish the clusters / tr /, / dr /, / tw / and pronounce the words and sentences containing them correctly.
II. Materials
	Textbook, handouts.
III. Anticipated problems
	Ss might have difficulty with the clusters because they don’t exist in Vietnamese.
IV. Procedure
Time
Steps
Work arrangement
7’
PRONUNCIATION
Distinguishing sounds
- T models the 3 clusters / tr /, / dr /, / tw / for a few times and explains how to produce them. E.g: When producing / tr /, Ss should produce / t / first and then quickly switch to / r / , and so on.
- T plays the tape( or reads) once for Ss to hear the words containing these clusters. Then T calls on some Ss to read the words out loud. T listens and corrects if Ss prononce the target words incorrectly. If may want to get them to repeat after the tape (or himself) again in chorus and then individually.
Practicing sentences containing the target sounds
- T asks Ss to work in pairs and take turn to read aloud the given sentences.
- T goes around to listen and takes notes of the typical errors.
- T calls on some Ss to read the sentences again and provides corrective feedback.
Individual work, pair work, whole class
10’
GRAMMAR
a. Presentation
- If necessary, T reviews reported speech with gerund
+ Form: Verb + (O) + Preposition +(NOT) V-ing(*)
+ Meaning and use: We usually use a gerund structure to report thanking, apologies, accusations, and so on. We don’t use “say” in this structure.
E.g: I apologised the teacher for submitting my assignment late. We thank you for having helped us generously. 
Note:
- Some verbs don’t need a preposition, e.g. stop, deny,admit,suggest,and so on.
- T might want to remind Ss that time and place references often have to change in reported speech. 
E.g:
Now
Then
Today
That day
Here
There
This
That
This week
That week
Tomorrow
The following week/the next week/the day after
Next week
The following week/the next week/the week after
Yesterday
The previous day/the day before
Last week
The previous week/the week before
Ago
Previously/before
Tonight
That night
Last Saturday
The previous Saturday/the Saturday before
2 weeks ago
2 weeks previously/2 weeks before
Next Saturday
The following Saturday/the next Saturday/the Saturday after/that Saturday
b. Practice
Exercise 1:
- T gets Ss to do Exercise 1 individually and then find a partner to check their answers with.
- T checks with the whole class and provides corrective feedback.
Answer:
John congratulated us on passing our exam.
Mary apologised for not phoning me earlier.
Peter insisted on driving Linda to the station.
The teacher accused the boy of not paying attention to what he had said.
Bod has always dreamed of being rich.
I warned Ann against staying at the hotel near the airport.
Her mother prevented Jane from going out that night.
Miss White thanked Jack for visiting her.
Exercise 2:
- T gets Ss to do Exercise 2 individually and then find a partner to check their answers with.
- T checks with the whole class and provides corrective feedback.
Answer:
Tom insisted on paying for the meal.
Mr and Mrs Smith looked forward to meeting their chidren soon.
The boy denied breaking the window of the woman’s house.
The policeman stopped the customer from leaving the shop.
The thief admitted stealing Mrs Brown’s car.
Ann suggested having a party the next Saturday.
John and his wife were thinking of buying the house.
Individual work, pair work, whole class
15’
COMMUNICATIVE PRACRICE ( Production stage)
- T puts Ss in pairs and introduces the role play.
Student A: Yesterday you ran the red light and crashed into another vehicle. The vehicle owner called the police. When the police came, they intrrogated the 2 about the accident. The other person accused you of running the red light and breaking the traffic law, but you denied doing so. But some witnesses approached the police and insisted on seeing you run the red light, so finally you had to admit your fault. The police gave you a ticket and you had to apologise them and the other person for telling a lie.
Now tell your friend about the incident. Remember to use reported speech with gerund (accuse, deny, insist, admit, apologise,etc...)
Student B: Listen to your friend’s story. Ask him/her Qs as appropriate.
- T goes around to check and offer help.
- T calls on some pairs to the front to perform their conversation again. T elicits comments from the class and gives corrective feedback as appropriate.
Pair work & whole class
3’
WRAPPING UP
- T summarises the main ponts of the lesson.
- For homework, T asks Ss to revise reported speech with infinitives and do exercises in the workbook.
Whole class