Thiết kế bài giảng Tiếng Anh 11 tập 1 part 7 pdf

Time Steps Work arrangement —T introduces to the topic of the lesson: Writing a description of tables.. Time Steps Work arrangement The table shows that .... Time Steps arrangem

Period 4: WRITING

I Objectives

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

— Interpret information presented in tables

— Identify language to be used for describing tables

— Write descriptions of tables

(To teach vocabulary and lead Ss to the topic) & Tàn

class

— T divides the class into small groups of 3-4 students

Then T distributes the following handouts for Ss to do the

matching task in their own groups Which group finishes

first and has the correct answers will be the winner

— T elicits more expressions, sums up and writes them on

the board E.g.:

Verb Noun

increase slightly a slight / increase

rise gradually gradual rise

decrease sharply sharp / decrease /

fall / drop considerably | considerable reduction

fall / drop remain the same no / little change

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Time Steps Work

arrangement

—T introduces to the topic of the lesson: Writing a

description of tables

Match these expressions with the correct graphs Add

more expressions if you can

— T gets Ss to read the task requirements and work on the

whole class

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+ T asks one student to read aloud the model writing

+ T elicits the features of a table description, including:

— summarises the main points or draws a

relevant conclusion E.g.: These data may help the researchers or planners make suitable plans ƒor _— educational

development in each area of the country

However, this sentence is optional

2 The language use:

+ Verb tenses: When the table shows the present

situation, use the present simple tense When it shows the

past events, use the past simple tense However, the

simple present verb tense is often used in the topic

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Time Steps Work

arrangement

The table shows that

The table describes

The table presents

+ Describing trends and changes: T might want to remind

Ss of the expressions of changes that they covered in the

Warm - up activity T should explain the difference

between "decrease" and "fall / drop" E.g "Fall / drop"

describes a strong reduction so they do not go with such

adverbs as "slightly" and "gradually"

— T gets across to Ss that before they describe a table,

they always need to spend time analysing it and

organising the information in the most logical order T

gives Ss some tips to tackle a table:

+ To understand a table, it is important fo firstly

understand its topic The topic of a table can

generally be found by looking at ifs title Pay

attention to the time reported in it as well Is it

the past, the present, or the future?

+ Then, it is important to look for the general

frend that the table describes What patterns

are shown¢? Is there an overall trend¢ How are

the different pieces of information related?

Look for the exceptions to the general trend, if

there are any Finally, look for the differences in

Individual work, pair work & whole class

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Time Steps arrangement Work

— Then T tells Ss to study the table in Task 2 and

analyses it with a friend by asking these questions:

1 What is the topic of the table? Does it describe the

past, the present, or the future?

2 What patterns are shown? How are the pieces of

information related?

a Which region had the highest rate of literacy in 1998?

2002? 2004? 2007?

b Which region had the lowest rate in each year?

c Did the rate of literacy in the Lowlands increase or

decrease between 1998 and 2007?

d What about that rate for Midlands and Highlands?

— T checks the answers with the whole class

— Based on their analysis of the table, Ss now write up a

description individually

— T goes around to check and offer help

— T asks Ss to work in pairs and correct each other's

writing

Sample writing:

The table describes the literacy rates in different regions

of the Shunshine country from 1998 to 2007 Generally,

except for Highlands, where the rates slightly decreased

between these years, Lowlands and Midlands both

witnessed a rise In Lowlands, for example, the rates

were 50%, 53% and 56% in 1998, 2002, and 2004 In

2007, the rate sharply rose to 95%, which was a

remarkable progress Midlands saw a less dramatic

change, however The rate went up gradually from 70%

and 75% in 1998 and 2002 to 80% and 85% in 2004 and

2007 Unlike these two regions, Highlands witnessed a

gradual decrease in the rate of literacy of its population

In 1997 the rate was 50%, however, it decreased by 5%

in 2002 and continued to go down in the following years,

reaching only 30% in 2007 Obviously, this region needs

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Work

FEEDBACK ON SS' WRITING

7 |—T chooses one description and reads it to the class Whole class

— Then T elicits corrective feedback from the class and

gives final comments afterwards T should draw Ss'

attention to the organisation of the description and the

language use, especially the verb tenses and expressions

of changes

3" | — T summarises the main points of the lesson

— For homework, Ss need to rewrite their descriptions

based on T's and other Ss' suggestions and corrections

1 Analyse the table — decide what it shows, the general trend, and the differences in detail (4 minutes)

2 Write your report Remember to organise your information in a logical way Make sure the report has a clear structure: a topic sentence, supporting sentences, and a concluding sentence (optional) (14 minutes)

3 Check what you have written Make sure the report uses a variety of vocabulary and structures (2 minutes)

Drop-out rates among children aged between 10 — 15 in 2000 — 2006

Period 5: LANGUAGE FOCUS

I Objectives

By the end of this lesson, Ss will be able to:

— Distinguish the clusters / pl /, / bl /, / pr /, / br / and pronounce the words and sentences containing them correctly

— Understand reported speech with infinitives and use these structures to solve communicative tasks

7 | Distinguishing sounds Individual

— T models the three clusters / pl /, / bl /, / pr /, / br / for a work, pair

work &

few times and explains how to produce them E.g.: When

producing / pl /, Ss should produce / p / first and then

quickly switch to /1/, and so on

whole class

— T plays the tape (or reads) once for Ss to hear the words

containing these clusters Then T plays the tape (or reads)

again and this time asks Ss to repeat after the tape (or T)

— T asks Ss to read the words in each column out loud in

chorus for a few more times Then T calls on some Ss to

read the words out loud T listens and corrects if Ss

pronounce the target words incorrectly If many Ss do not

pronounce the words correctly, T may want to get them to

repeat after the tape (or him / herself) again in chorus and

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Time Steps Work

arrangement

Practising sentences containing the target sounds

— T asks Ss to work in pairs and take turn to read aloud

the given sentences (p 63, Practise these 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

— If necessary, T reviews reported speech with infinitives:

+ Form: Verb + Object + (NOT) Infinitive

+ Meaning and use: We usually use an infinitive structure

to report orders, requests, advice, suggestions, threats,

warning, promises, agreements, disagreements and so on

We don't use "say" in this structure

E.g.: I told the kids to be quiet The policeman told me not

to park there

Note: T might want to remind Ss that time and place

references often have to change in reported speech E.g.:

here there

this that

this week that week

the following day

tomorrow the next day

the day after next week the following week

Individual work, pair work & whole class

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Time Steps arrangement Work

gen the day before

last week the previous week

before

2 weeks previously

2 wens 280 k 2 weeks before

the previous Saturday

last Saturd ast paturcay the Saturday before

the following Saturday the next Saturday the Saturday after that Saturday

— 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:

1 They promised to come back again

2 The lifeguard advised us not to swim too far from the

shore

3 John asked Peter to close the window

4 The teacher encouraged Eric to join the football team

5 John promised to give it to him the next day

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Time Steps Work

arrangement

6 My mum wanted Lan to become a doctor

7 My sister reminded me to lock the door before going to

school

8 His boss advised him to go home and rest for a while

10 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:

1 He advised me not to drink too much beer

2 She invited me to come and see her whenever I want

3 John wanted me not to smoke in his car

4 He told Sue to give him her phone number

5 He reminded me to give the book back to Joe

6 He promised not to do it again

7 He agreed to wait for me

8 John asked me to lend him some money

Individual work, pair work & whole class

Communicative practice (production)

—T prepares the following sentences and gives one

sentence to each student

— Student A reads out his / her sentence to the whole class,

others write it down

— Student B reads out his / her sentence to the whole class,

others write 1t down and this continues until all of the

sentences have been read out

— T picks a student at random to report what one student

said T corrects the response as appropriate, presenting /

eliciting the form

— T repeats with another student Individual

work & whole class

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— T summarises the main points of the lesson

— For homework T asks Ss to revise reported speech with

infinitives and do exercises in the workbook

EXTRA ACTIVITY

Choose the best answer to each question by circling (a), (b), (c), or (a)

1 “Would you like to spend the weekend with us?" They her to spend the weekend with them

a advised b ordered c invited d begged

2 "Could you open the window please?" She him to open the window

a reminded b ordered c asked d warned

3 "Go to bed immediately!" Mary's mother her to go to bed immediately

a advised b begged c asked d ordered

4 "Don't forget to post the letter!" He me to post the letter

a reminded b ordered c begged d asked

5 "Park the car behind the van." The Instructor him to park the car behind the van

a offered b told c asked d ordered

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6 "Please, please, turn down the radio!" Mark's sister him to turn the radio down

a reminded b ordered c asked d begged

7 "Don't play with the matches They're very dangerous." The teacher the children not to play with the matches

a ordered b asked c warned d begged

8 "I'll give you a lift to the airport." Michelle to give her husband a lift

to the airport

a refused b offered c asked d begged

9 "I won't lend you any more money." Matthew to lend me any more

money

a offered b asked c refused d invited

10 The teacher said to her student: "You need to study harder." She him

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

— T gets Ss to work in pairs, matching the 4 given «Whole

class

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

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arrangement

7 BEFORE YOU READ Pair work

— T introduces the topic of the lesson and gets Ss to work &

in pairs and answer the questions on page 67 whole class

— 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 and asks Ss to guess

what they are going to read about

WHILE YOU READ Set the scene: You are going to read about a school's

competition Then you do the tasks that follow

work &

— T gets Ss to read the passage silently and then do Task

1 T may want to remind Ss of the strategies for guessing

the meaning of new words For example, 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 to "someone who represents a group" Ss can

understand this meaning thanks to the phrase "the whole class

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