Thiết kế bài dạy Tiếng Anh 11 - Tuần 9

Week: 9 Date of preparing: October 8th, 2014
 Period: 25 Date of teaching: October 14th, 2014
	UNIT 4: VOLUNTEER WORK 
	SECTION : listening
I/ OBJECTIVES : 
 1. Formation of behavior: By the end of the lesson , sts will be able to recognize the missing information, answer the questions and talk about volunteer work of High school in Vietnam 
 2. Skill: After this lesson, students will be able to:
	 - Check themselves their skills in reading, speaking, listening
	- Gap-filling	
	- Comprehension questions
 3. Language focus: 
 - New words: Words related to volunteer work
 - Grammar: Tense revision: the past simple, past progressive and past perfec
II/ PREPARATION :
Teacher : textbook , lesson plan 
Students : textbook , notebook ,pen 
III/ TIME : 45 minutes 
IV / PROCEDURE : ( 5’-6 ‘) 
Class order : Greeting , Checking attendance 
Checking up : T calls one sts tell about volunteer work that you have took part in 
New lesson :
Teacher’s activities
Students’ activities
content
Warm-up: (4 minutes)
- Asks students to make questions for the given answers.
	Do you usually take part in volunteer work?
What kind of volunteer work do you usually take part in?
I/ Pre-listening:: (8’-10’)
- asks sts to read through the questions and choices on page 51 and makes sure sts understand all them 
- asks sts to discuss them in pairs 
- calls on some sts to report on their partner ‘s answers 
- elicits new words and help sts to pronounce them correctly 
- may want to play the tape or model first and then ask sts to repeat after the tape or after the teacher in chorus and individually 
Leading: : From the words above can you guess what kind of volunteer work the listening test is about ?
II/ While listen : (15’-17’)
- instructs sts how to do this kind of exercise 
- plays the tape once for sts to do the task 
- asks for sts’s answers and writes them on the board 
-plays the tape the second time for sts to check their answers 
- checks sts’answers by calling on some sts (if many sts cannot answer the questions 
- can play the tape again ) 
- gives the correct answers 
Before listening to the tape to do the task 
- may ask them to try to answer the questions
- plays the tape again 
- calls on some sts to give their answers 
- provides correct answers if necessary 
- might to let sts listen one more time 
III/ After you listen : (6’-8’)
Before getting sts to discuss ,
- teaches them some useful expressions of asking for and giving opinions
-gives examples and gets sts to do some practice with these structures 
- calls on some sts to report their peer’s ideas 
- corrects
- Answer freely
1.Yes, I am/No, I am not.
2.Helping disabled children how to read, write , .. taking part in directing the traffic, raising money to help people in the flooded areas, ....
- read through the questions and choices on page 51 and makes sure sts understand all them 
- discuss them in pairs
- report on their partner ‘s answers 
- pronounce new words correctly 
-- listen and repeat in chorus and individually 
- From the words above can you guess what kind of volunteer work the listening test is about 
First , sts read through the sentences carefully to understand them and underline key words in sentences 1 are spring school ,ho chi minh city 
- listen to the tape and pay attention to the key words 
- decide the missing information to full in each sentence 
- try to answer the questions
- complete their notes ,write the answer down in note form 
- gives their answers 
- cannot answer the questions 
- discuss 
- practice 
Sts report 
Keys 
From time to time 
Through fundraising activities 
All these kinds of work 
listen and repeat : 
fund-raising activities: caùc hoaït ñoäng gaây quyõ 
donation (n) : vaät quyeân goùp ,tieàn quyeân goùp 
informal school : tröôøng hoïc khoâng chình thoáng 
organization for educational development : toå chöùc phaùt trieån Giaùo duïc 
co-operate (v) : work together hôïp taùc 
disadvantaged children : treû em thieät thoøi 
co-ordinate (v) phoái hôïp 
sponsor (n) nhaø taøi trôï 
Helping disadvantaged children to learn performing Arts 
TASK1 : You are going to listen the passage and full in the missing information in each sentence 
1 informal
2. 30 street children
3. 250 children 
4. 1998
5. volunteers,June
TASK2 : you are going to listen to the tape again and answer comprehension questions 
Answer s : 
It provides clesses to disadvantaged children in Ho Chi Minh City 
Dance, theatre ,singing and folk music classes were set up in 1999
Because they need money to continue their English and Performance Arts classes 
They dance ,sing and play music at one of the largest hotels in Ho Chi Minh City 
They are needed because the school needs help to organise the dinner held annually in June 
Summarize the story about 
Spri ng School ,using the following suggestions 
 -the aim of spring school
-The number of children who live and study at the school or attend classes 
-The activities the children at the school take part in 
-The kinds of volunteers that spring school requires 
4/ CONSOLIDATION : 2’
	Summarises the main points of the lesson 
5/ HOME WORK: 2’
	- learnt by heart new words and do these exercises 
	-prepare the writing of unit 4
* Experience from the period:
....................
* Supplement:
........................
Week: 9 Date of preparing: October 9th, 2014
 Period: 26 Date of teaching: October 15th, 2014
	UNIT 4: VOLUNTEER WORK 
	SECTION : Writing
I/ OBJECTIVES : 
 1. Formation of behavior: By the end of the lesson, students will be able to write a thank-you letter to a donor to acknoledge the donor’s contribution.
 2. Skill: Writing a formal letter expressing gratitude
 3. Language focus: 
 - New words: Words related to volunteer work
 - Grammar: Tense revision: the past simple, past progressive and past perfec
II/ PREPARATION :
 1. Teacher : textbook , lesson plan 
 2. Students : textbook , notebook ,pen 
III/ TIME : 45 minutes 
IV / PROCEDURE : ( 5’-6 ‘) 
 3. Class order : Greeting , Checking attendance 
 4. Checking up : T calls one sts tell about volunteer work that you have took part in 
 5. New lesson :
Teacher’s activities
Students’ activities
content
Pre-writing: (7 minutes)
- Asks Ss some questions about their situations:
While-writing: (20 minutes)
Task 1
- Asks Ss to read the letter and underline the sentences that express the points:
* The opening of the letter
* The donated amount
* The way the money is used
* The way the receipt is issued
* The gratitude to the donor
* The closing of the letter
Notice: Some sructures:
- S + be + adjective+to+infinitive
- To receive sth from sb/sth
- Would like+ to infinitive
- To hope +to infinitive+ for sth
Task 2
- Three parts of a letter.(picture)
- Asks Students to do task 2 ;
Give outline: 
* ( the points in task 1) 
Post-writing: (8 minutes)
- Correcting( 2 or 3 letters of sts)
Vocabulary
grammar
- Asks students to report writing (task 1)
- Answer freely
- Notice the words
- Do the task 1:
- Read and take notes:
- Writing in pairs.
- Some students write their letters on the blackboard.
- Students rewrite the letter (task 1)
- Write down
1/ Have you ever received a donation? When? From whom?
2/ What did you do then?
3/ Did you write a letter for thanks?
- Some key words:
Donor
Donate
Donation
Handicapped(picture)
fund
- “Dear Sir /Madam”
- “I am very ..some days ago”
- “The money will..students”
- “We will certainlypossiple”
- “I would likecompany”
- “ I look ..faithfully”
- First : the opening
- Second: the body of the letter
- Third: Conclusion/The closing
4/ CONSOLIDATION : 2’
	Summarises the main points of the lesson 
5/ HOME WORK: 2’
	- Write the letter by themselves 
 - Prepare Part E : Language focus
* Experience from the period:
....................
* Supplement:
........................
Week: 9 Date of preparing: October 10th, 2014
 Period: 28 Date of teaching: October 15th, 2014
	UNIT 4: VOLUNTEER WORK 
	SECTION : Language focus
I/ OBJECTIVES : 
 1. Formation of behavior: By the end of the lesson, students 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
 - use gerunds, present participles, perfect gerunds and perfect participles appropriately
	- do exercises
 2. Skill: Writing a formal letter expressing gratitude
 3. Language focus: 
 - New words: Words related to volunteer work
 - Grammar: Words related gerund and present participle
II/ PREPARATION :
 1. Teacher : textbook , lesson plan 
 2. Students : textbook , notebook ,pen 
III/ TIME : 45 minutes 
IV / PROCEDURE : ( 5’-6 ‘) 
 3. Class order : Greeting , Checking attendance 
 4. Checking up : T calls one sts tell about volunteer work that you have took part in 
 5. New lesson :
Teacher’s activities
Students’ activities
content
1. Warm-up (5’)
- Hangman game
- Lead in and presentation (8)
- Do you like playing soccer, boys?
Why?
- writes: They find that playing football is interesting.
- asks: Pay attention to the word playing. Is it an infinitive or a gerund?
(gerund).
- revises some cases in which gerund is used:
- after preposition (of, with, about, in...)
- After some verbs (V*: mind, enjoy, admit...)
- hangs the picture of a boy seeing some boys playing football
What did the boy do?
(He saw some boys playing football.)
- writes: He saw some boys playing football.
- explains: Playing is present participle of the verb.
Run through the words
- To help you do the following exercises, I'll help you with some new words.
toe (n): 	(picture)furious (adj) 	 (synonym)
- What's another word for "very angry"? 
prevent s.o from doing st: 	(translation)
diary (n) (gap-fill)
I am very interested in seeing the program "Vang Anh's........"
* Checking vocabulary: Rub out and remember
Pronunciation: (10 minutes)
Has students listen and repeat the sounds /w/ and /j/
- Asks students to practice reading the sentences provided
We went for a walk in the woods near the railway.
We wore warm clothes and walked quickly to keep warm.
Excuse me. Did you use to live in New York?
Did you use to be a tutor at the university?
Presentation: (10 minutes)
- Asks students review and bear in mind
Practice: 10 minutes
Exercise 1
- Asks students to do exercise 1 in pairs
- Checks and gives correct answers
Exercise 2
- Asks students to do exercise 1 in pairs
- Checks and gives correct answers
Exercise 3
- Asks students to do exercise 3
- Checks the answers and corrects
- Gives feedback
- Key word: Soccer
(Yes)
(Because it's interesting).
- Listen to the tape carefully
Practise reading
- review and bear in mind
- Listen to the teacher and write down
- Give more example
Work in pairs
Key:
parking
hearing
bending
behaving
meeting
spending
waiting
- Work individually
1. passing
burning/rising
reading
lying
shopping
preparing
trying
- Listen to the teacher and bear in mind, copy down
- Do exercise 3
Key:
having deserted
having failed
having made
having been
having been
having tied
having read
having taken
- Copy down
Preposition + gerund
V* + gerund
- Checking: Decide if the following underlined words are gerund or present participle.
1. He is interested in playing football.(gerund)
2. She wasted a lot of time collecting old books.(pp)
3.I have no intention of moving to York.(gerund)
Lan is going fishing this afternoon.(pp)
Suggested answers:
1.listening 2.bending 3. behaving 4.meeting 5. spending 6. waiting 7. starting
A. Gerund: 
A gerund is the Verb – ing form.
Ex:
There’s no point in waiting.
I don’t mind cooking the meals.
Reading French is easier than speaking it.
- The gerund can be used in the following ways:
as subject of a sentence:
 Skiing can be dangerous.
as complement of a verb:
 Her hobby is painting.
after prepositions:
 He was accused of smuggling.
After certain verbs (eg. admit, avoid, deny, dislike, enjoy, excuse + object, forgive + object, fancy/imagine, finish, keep, mind, ect.)
In noun compounds:
 My school has a swimming pool.
Present participle:
Form: Verb – ing
Ex:
Can you smell something burning?
We had to leave the tree lying there.
He spent a fortune rebuilding that old house.
Use:
We can use the present participle
to form the continuous tenses:
 I’m working right now.
as an adjective:
 The play was boring.
after a certain verbs:
After the basic verbs of sensation (see, hear, feel and smell) and after listen to, notice and watch, we can use object + participle:
I heard the car stopping and saw him getting out.
We watched the children playing.
I saw him crossing the road.
find, catch, leave + object (person or thing)
I found them picking apples. (They were picking apples when I arrived.)
I caught them stealing my apples. (They were stealing my apples when I arrived.)
I left them talking. (They were talking when I left.)
go and come
With these verbs we can use the participles of verbs of physical activity: dancing, riding, sailing, skiing, etc., also shopping.
Ex: Come dancing with me on Saturday.
 I’m going shopping.
spend and waste + object
I wasted a lot of time standing in queues.
be busy
She’s always busy cooking or cleaning.
Perfect gerund and perfect participle: having + past participle
Ex:
a. I kept you waiting so long. I am sorry.
" I am sorry for having kept you waiting so long.
b. After Jack had read the letter twice, he wrote a reply.
" After having read the letter twice, Jack wrote a reply.
4/ CONSOLIDATION : 2’
	Summarises the main grammar of the lesson 
5/ HOME WORK: 2’
	- Write the letter by themselves 
 - Prepare Part E : Language focus
* Experience from the period:
....................
* Supplement:
........................