T: Tell sts that the activity focuses on the correct form of the verbs- the past simple or the present perfect1. Let sts work in pairs to give answers..[r]
Trang 1GIÁO ÁN TIẾNG ANH LỚP 11 TUẦN 11
NĂM 2019 - 2020
Date of preparation:
Date of signing:
Period 31:
UNIT 4: CARING FOR THOSE IN NEED Part 2: Language
I Objectives
By the end of the lesson, students will be able to:
1 Knowledge
- enrich their vocabulary with words or phrases related to people with disabilities and how to support them
- know the elision of weak vowels before /l/, /n/ and /r/
- know how to use and distinguish between the past simple and present perfect
2 Skills
- Listening, reading
3 Attitude
- have responsible attitude towards their study
II Teaching method: Integrated, mainly communicative
III Teaching aids
- CD & CD player, board, chalks, textbook and notebook
IV Procedure
1 Class organization:
Date Period Class Attendance Absentees/Notes
2 Previous lesson check:
- activity 3
3 New lesson:
Warm-up:
disabilities? How do you about Nick Vujicic?
Trang 2T: Ask sts work individually, read each of the
words and think about its word class
Guide sts that they should read each explanation
and decide if it defines a verb, noun or
adjective
Call some sts to give out the answer
Have two sts write the answers on bb
Check & give remarks
Ss: Work individually, read each of the words
and think about its word class
Some sts to give out the answer
Two sts write the answers on bb
Listen
T: Go through the words in the box and check
sts’ understanding
Ask sts to complete the sentences individually
Check the completed sentences as a class,
making sure that all sts have the right answers
T: Explain elision of vowels, especially the schwa
sound/ə/ Elision is not mandatory Weak vowels
are sometimes elided before the sounds/l/, /n/
and/r/ to speed up or simplify the pronunciation
of a word
Play the recording for sts to listen and follow
Play the recording again for sts to repeat chorally
and individually
Help sts to distinguish between the pronunciation
without elision and the pronunciation with
elision
Ask sts to work in pairs, taking turns to
pronounce the words twice- with and without
A VOCABULARY:
1 Activity 1:
1 b;
2 e;
3 d;
4 c;
5 a
2 Activity 2:
1 blind
2 cognitive
3 donation
4 physical
5 hearing
B PRONUNCIATION Elision of vowels
1 Activity 1:
Trang 3elision of weak vowels.
T: Ask sts to read the instructions and explain the
task
Ask them to read the sentences, focusing on the
words in bold and have sts repeat
Play the recording for sts to repeat once or twice
Extend this task by having sts take turns reading
each of the sentences twice- with and without
elisions of weak vowels
Ss: Read the instructions and explain the task
Read the sentences, focusing on the words in
bold and have sts repeat
Listen
Take turns reading each of the sentences
twice-with and twice-without elisions of weak vowels
T: Tell sts that the activity focuses on the past
simple and the present perfect tense of verbs
Ask if they can remember any rules for the use of
the past simple and the present perfect that they
have learnt in the lower grades
Have sts work in pairs to figure the answers
Monitor the activity and help sts, if necessary
Remind sts to pay attention to the adverbs of time
when they choose the correct form of the verbs
Remind sts of the past participle forms of regular
verbs and irregular verbs
Check answers as a class
T: Tell sts that the activity focuses on the correct
form of the verbs- the past simple or the present
perfect
Let sts work in pairs to give answers Observe
2 Activity 2:
Textbook, page 40
C GRAMMAR
1 Activity 1:
1 launched
2 decided
3 invited
4 have completely changed
5 have collected
2 Activity 2:
1 decided
2 have joined
3 have volunteered
Trang 4and help when and where necessary.
Remind sts to pay attention to the adverbs of time
when they choose the correct form of the verbs
Check sts’ answers by asking individual sts to
take turns reading aloud each of the sentences
4 presented
5 have donated
6 talked
7 have sent
8 visited
4 Consolidation:
- Summarize the main points:
- words or phrases related to people with disabilities and how to support them
- the elision of weak vowels before /l/, /n/ and /r/
- the past simple and present perfect
Ask sts:
What have you learnt today?
What can you do now?
Expected answer
I can talk about people with disabilities and how to help people in need I can use the past simple and the present perfect to talk about past actions with time expressions I can recognize and pronounce words with elision of vowels.
5 Homework:
- practice the tasks
- prepare for the next lesson
-o0o -Date of preparation:
Date of signing:
Period 32:
UNIT 4: CARING FOR THOSE IN NEED Part 3: Reading
I Objectives
By the end of the lesson, students will be able to:
1 Knowledge
- get information about how to help people in need
- know words and phrases related to attitudes to disabled people and community activities
2 Skills
- develop reading skill: scanning, skimming
3 Attitude
Trang 5- have responsible attitude towards helping people with disabilities.
II Teaching method: Integrated, mainly communicative
III Teaching aids
- board, chalks, textbook and notebook
IV Procedure
1 Class organization:
Date Period Class Attendance Absentees/Notes
2 Previous lesson check:
- distinguish the past simple and the present perfect
3 New lesson:
T: Shows the symbols used to indicate access
for people with disabilities
Provide sts with some information about
improving accessibility for disabled people
Have sts look at the symbols and work in
groups to compare the answers Encourage sts
to explain and give reasons for their answers
Correct answers as a class & have sts guess the
possible content of the reading text
T: Ask sts to work individually, read the words
and phrases in the columns, then discuss and
find the meaning of each of them(a-e) provide
help, if necessary Explain the meaning further
and give examples Check answers as a class
1 Activity 1:
Ss: Look at the symbols and work in groups to compare the answers Encourage sts to explain and give reasons for their answers
Keys suggested People with mobility impairments/
disabilities.
People with visual impairments/ disabilities People with hearing impairments/ disabilities People with speech impairments/ disabilities.
2 Activity 2:
Ss: Work individually, read the words and phrases in the columns, then discuss and find the meaning of each of them(a-e)
Keys suggested
- b
- d
- e
- a
- c
Trang 6T: Tell sts that the activity focuses on reading
for general ideas and have them read the
headings quickly before the texts that follows
Explain to sts that repeated and similar
vocabulary can form a vocabulary chain in a
paragraph, and consequently help express the
main idea of the paragraph
Have sts skim the text individually to choose
the best heading for each paragraph Then sts
can check their answers with a partner
Check answers as a class and write them on the
board Give feedback
T: Tell sts that the activity focuses on reading
for specific information and that sts cannot
write more than three words in each blank
Ask sts to read the passage gain and fill in the
blanks Remind sts to pay attention to details
like names of schools, classes, activities… and
to the context to identify what kind of words or
phrases are needed
Have sts write their answer individually and
check with their partner
Check answers as a class & provide feedback
T: Put sts in pairs and ask them to discuss the
questions freely:
Ask one or two pairs to report the discussion
results to the class
Give remarks
3 Activity 3:
Ss: Listen Skim the text individually to choose the best heading for each paragraph
Write the answers on the board
Keys suggested
1 b;
2 c;
3.a
4 Activity 4:
Ss: Read the passage gain and fill in the blanks
Pay attention to details like names of schools, classes, activities… and to the context to identify what kind of words or phrases are needed
Write their answer individually and check with their partner
Keys suggested
1 students with disabilities
2 record popular books
3 participating fully in
4 ‘record-breaking’
5 this Christmas unforgettable
Activity 5:
Ss: Work in pairs and discuss the questions freely
One or two pairs to report the discussion results to the class
Trang 7How can you help children with disabilities in your community?
4 Consolidation:
- Summarize the main points:
+ Reading for general ideas and specific information about helping people disabilities
+ Lexical items: disability, blind, deaf, dumb, get around, integrate, campaign, charity,
donate.
5 Homework:
- practice the tasks
- prepare for the next lesson
-o0o -Date of preparation:
Date of signing:
Period 33:
UNIT 4: CARING FOR THOSE IN NEED Part 4: Speaking
I Objectives
By the end of the lesson, students will be able to:
1 Knowledge
- describe reasons for getting involved in donating to charities and supporting disabled children
- Lexical items: disability, blind, deaf, dumb, get around, integrate, campaign, charity,
donate, coach, cognitive impairment.
2 Skills
- Speaking: discussing and interviewing
3 Attitude
- have responsible attitude towards helping people with disabilities
II Teaching method: Integrated, mainly communicative
III Teaching aids
- board, chalks, textbook and notebook
IV Procedure
1 Class organization:
Date Period Class Attendance Absentees/Notes
Trang 82 Previous lesson check:
- activity 5
3 New lesson:
T: Write Get involved! On the board and give sts
time to discuss the phrase
Ask:
Explain the activity aims to differentiate between
the notions “reason” and “activity”
Have sts read the phrases, and check answers as a
class
T: Explain the context and ask sts to read through
the phrases in the box
Have sts work in pairs to fill the gaps in the
interview
Check answers as a class and give feedback
Allow enough time for sts to read the interview
individually before they practice in pairs
Monitor the activity and select some pairs to
role-play the conversation in front of the class
Activity 1:
Ss: Answer Listen Read the phrases
Have you ever taken part in campaigns to help people with disabilities?
Why do you volunteer to help people? How can you help people in need?
Keys suggested.
1 R; 2 A; 3 R; 4 R; 5.A
Activity 2:
Ss: Read through the phrases in the box Work in pairs to fill the gaps in the interview
Listen Read the interview individually before they practice in pairs
Role-play the conversation in front of the class
Keys suggested.
1 volunteer position
2 special school
3 change people’s lives
4 in the past
5 improve coordination
6 clearly and effectively
Trang 9T: Ask sts to read the instructions carefully, then
have them go through the information about
Nguyen Dinh Chieu School and Nhan Chinh
School
Ask sts to prepare the reason why they want to
volunteer, and what they can do Tell sts that they
can use suggestions in Activity 1
Have sts work in pairs to share their ideas and
suggestions
Choose one or two pairs to role-play their
conversation in front of the class
Activity 3:
Ss: Read the instructions carefully, then have them go through the information about Nguyen Dinh Chieu School and Nhan Chinh School
Prepare the reason why they want to volunteer, and what they can do
Work in pairs to share their ideas and suggestions
One or two pairs to role-play their conversation in front of the class
4 Consolidation:
- Summarize the main points:
- reasons for getting involved in donating to charities and supporting disabled children, what people can do for the society and people with disabilities
- Lexical items: disability, blind, deaf, dumb, get around, integrate, campaign, charity,
donate, coach, cognitive impairment.
5 Homework:
- practice the tasks
- prepare for the next lesson
Mời bạn đọc tham khảo thêm tài liệu Tiếng Anh lớp 11 tại đây:
Bài tập Tiếng Anh lớp 11 theo từng Unit:
Bài tập Tiếng Anh lớp 11 nâng cao:
Bài tập trắc nghiệm trực tuyến Tiếng Anh lớp 11: