- T asks them to underline the key words in the statements and relevant words/ phrases in the text - Ss read the text and underline the key words in the statements and relevant words/ p[r]
Trang 1GIÁO ÁN TIẾNG ANH LỚP 11 TUẦN 7
NĂM 2019 - 2020
Date of preparation:
Date of signing:
Period 19:
Unit 3: BECOMING INDEPENDENT Part 1: Getting started
I Objectives
By the end of the lesson, students will be able to gain:
1 Knowledge
- getting to know the topic of becoming independent, the vocabulary related to being independent, and the grammar points of the unit: to-infinitives after cetain nouns and adjectives
2 Skill
- Listening, reading, speaking
3 Attitude
- be raised an awareness of being independent
II Teaching method: Integrated, mainly communicative
III Teaching aids
- CD & CD player, board, chalks, textbook and notebook
IV Procedure
1 Class organization:
2 Previous lesson check: No
3 New lesson:
Warm-up
- shows Ss some pictures and ask Ss to answer
the questions
Ss Look at the pictures and answer the
questions
* Questions:
1 What words come up to your mind when you think of an independent person?
2 Does an independent person often ask for help when doing things?
3 Can she do things for herself?
Date Period Class Attendance Absentees/Notes
… / / … / …
Trang 2T elicits answers from students, encourages
different interpretations
Lead in: These people are doing the work
without being paid for it What do you call this
kind of work?
INDEPENDENT
In our lesson today, you will know about
volunteer activities
- asks Ss to guess what the conversation might
be about by reading the title “An independent
person”
- T asks Ss some questions about the
conversation: “What are Mai and Lan talking
about?”
- Ss can guess the content of the conversation
- play the recording
- listen and read the conversation at the same
time
- ask Ss to underline vocabulary related or the
grammar points which appear in the dialogue
- lets Ss read the questions first, then read the
conversation again to answer the questions
Ss work in pairs to practice asking and
answering the questions
- Ss report their answers
- check if they have any difficulty in
understanding the conversation
- refer the conversation to get clues for their
answers
1 Listen and read -Topic: an independent person
- Vocabulary: reliable, determined, confident,
…
- Grammar: To- V
2 Answer the questions:
* Expected answers:
1 Because Minh doesn’t rely on other people for help and isn’t influenced by other’ people’s opinions
2 Because he always completes his tasks on time, and never needs to be reminded about assignments and other schoolwork
3 He tried hard and spent the whole night an
a hard Maths problem when most student in the class had given up
4 He always tries to find solutions to his problem and seldom needs help from others
5 Responsible, reliable, self-reliant, decisive, determined, well-informed and confident
6 Ss’ own answers
3 Match each word with their definitions
1 d
2 e
Trang 3- check Ss’ answers and encourage Ss to give
their opinions to answer the question 6
- ask students to look through the task then work
individually to finish the task
- work individually to finish the task
- ask them to work in pairs to compare and
check their answers
- call some students to give the answers then
give the correct answers
- tell Ss to take a quick look at the conversation
to find the sentences with To-infinitive after
certain adjectives and nouns, underline them
and then write down
- Ss work in pairs
- Check their answers and give the feedback
3 b
4 c
5 f
6 a
4 Find the sentences with To-infinitive after certain adjectives and nouns in the conversation and write down them in the spaces below
1 It’s good to have a friend you can rely on
2 Evan our Maths teacher was very surprised
to read his answer
3 His parents must be really pleased to have such a son
4 But he still has time to read, …
5 It’s interesting to talk to him
6 I really admire his ability to make decisions
so quickly
7 You’re lucky to have a close friend like him
4 Consolidation:
- Summarize the main points: getting to know the topic of becoming independent, the vocabulary related and the grammar point to-infinitive
5 Homework:
- practice the tasks
- prepare for the next lesson
-o0o -Date of preparation:
Date of signing:
Period 20:
Unit 3: BECOMING INDEPENDENT
Trang 4Part 2: Language
I Objectives
By the end of the lesson, students will be able to gain:
1 Knowledge
- vocabulary related to the topic, suffixes to form adjectives
- linking between a consonant and a vowel
- To-infinitives after adjectives and nouns
2 Skill
- Listening, reading, writing
3 Attitude
- be raised an awareness of being independent
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:
- act out the dialogue
3 New lesson:
Warm-up:
T asks Ss to look at the pictures and write down
adjectives to describe them
- Ss give the adjectives (if they can’t, T give
some letters to help them find out Adj easily)
- T leads into the new lesson
T explains to Ss what they are supposed to do
Ss can use dictionaries to look up words to
complete the table
I: Vocabulary
* Activity 1: Complete the table with words that have the same roots as the adj in the first column
1 reliable reliability reliably
2 confident confidence confidently
3 independent independence independently
4 self-reliant self-reliance
5 decisive decisiveness decisively
6 determined determination determinedly
7 responsible responsibility responsibly
* Activity 2: Complete the sentences with
Trang 5T can point out the use of suffixes such as –
ity, -ce, -ness, -tion as a word formation strategy
Ss speak out
T writes the corresponding word form on the
board
- T asks Ss to work individually first
- Ss work individually
- T lets Ss work in pairs or groups to compare
their answers
- Ss work in pairs or groups to compare their
answers
- T calls some representatives to speak out their
answers and explain them if T asks
- T gives feedback
T shows the pictures and has Ss read aloud the
sentence
Ss read aloud
T elicits
T introduces how to link between a consonant
and a vowel
T plays the recording for Ss to listen
T plays the recording again with pauses for Ss
to repeat each sentence
Ss listen and repeat the sentences
some of words from 1
1 reliable
2 confidence
3 well-informed
4 responsible
5 self-reliance
6 decisively
7 independence
II: Pronunciation (linking between a consonant and a vowel)
- Linking between a consonant and a vowel is
a very important feature of English as it helps preserve rhythm and makes the spoken language sound natural
* Activity 1: Listen and repeat the following sentences, paying attention to the linking between the words
- Linking can occur when a word ends in a consonant and the following word starts with
a vowel The consonant sound is linked with the vowel sound
* Activity 2 : Listen and link the consonant sounds and the vowel sounds Then practice reading the sentences
III Grammar:
* Activity 1: To-infinitives after nouns/
adjectives
1 Form:
S + linking V + N/ Adj + TO- infinitive
2 Uses:
We can use the to- infinitive after certain adj
to give a reason for the adj
Trang 6Ss study The Yellow stick note
T asks Ss to work in pairs and take turns reading
the sentences in rows
- Ss practice the sentences a few times
- T invites some Ss to read the words and
corrects their pronunciation
- T reminds Ss of To-infinitives after nouns/
adjectives
- T asks Ss to pay attention to sentences with
TO- INFINITVE in GETTING STARTED
- Ss write down and discuss how to
TO-infinitive used in these sentences
- T gives feedback
- Ss make some examples of their own
- T gives explanations and provides help when
necessary
- Ss rewrite the sentences
- T asks Ss to work in pairs to check their
Eg: I’m happy to meet you again
* Note:
We can use the to- infinitive after with IT and certain adj to make a comment or judgment
It + linking V + Adj + TO- infinitive
Eg: It is interesting to talk to him
(IT is the formal subject while the infinitive phrase is the real subject of sentence
Eg: Talking to him is interesting
1 It’s good to have a friend you can rely on
(It + linking V + Adj + TO- infinitive)
2 Even our Maths teacher was very surprised
to read his answer (S + linking V + Adj +
TO- infinitive)
3 But he still have time to read….( S +
linking V + N + TO- infinitive)
* Activity 2: To-infinitives after adjectives
1 The little boy was afraid to jump into the pool
2 She is proud to be the leader of the group
3 The students were excited to hear that they had won the competition
4 My mother was very surprised to hear that I would take part in the storytelling contest
5 I’m sorry to disturb you
* Activity 3: To-infinitives after Noun
1 It’s unreasonable to expect that everybody will understand
2 It’s impossible to guess what will happen
3 It’s easy to learn some simple sentences in
English such as How are you? or Thank you
3 His decision to take part in the contest surprised all of us
4 It’s necessary to take a map with you when
Trang 7- T gives feedback and highlights TO- infinitive
- T lets Ss do the exercise individually
- Ss work by themselves
- T observes and helps them if necessary
- T asks Ss to take turns reading the sentences
aloud and then write them on the board
- Ss read and write the sentences
- T gives comments
- T ask Ss to look at examples and do the
exercise individually
- Ss work by themselves
- T observes and helps them if necessary
- T asks Ss to take turns reading the sentences
aloud and then write them on the board
- Ss read and write the sentences
- T elicits Ss’ answers about rules
- Ss study the rules given in the yellow box and
give examples
- T explains the rules if necessary
- T lets Ss do the exercise individually
- Ss work by themselves
- T observes and helps them if necessary
- T asks Ss to take turns reading the sentences
aloud and then write them on the board
- Ss read and write the sentences
traveling in a foreign country
5 It’s possible for you to finish the project on your own
* Note: We can use the to- infinitive after certain abstract nouns to say what action they relate to
NOUN+ TO- infinitive
Eg: Your dream to become a teacher will come true
* Activity 4: To-infinitives after Noun
1 You are not ill so there’s no need to stay in bed
2 My teacher has the ability to make complicated things easy to understand
3 His decision to take part in the contest surprised all of us
4 I couldn’t get permission to go to the party
5 I didn’t know about their plan to go to Nha Trang for the summer holidays
4 Consolidation:
Trang 8- Summarize the main points:
- vocabulary related to the topic, suffixes to form adjectives
- linking between a consonant and a vowel
- To-infinitives after adjectives and nouns
5 Homework:
- complete the tasks
- prepare for the next lesson
Date of preparation:
Date of signing:
Period 21:
Unit 3: BECOMING INDEPENDENT Part 3: Reading
I Objectives
By the end of the lesson, students will be able to gain:
1 Knowledge
- time-management skills
2 Skill
- Reading: scanning, skimming
3 Attitude
- be aware of the importance of time-management skills
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: - activity 3,4.
3 New lesson:
Warm up Chatting
- T plays a video about time-management and ask
Ss some questions to set the topic of reading?
- Ss give their answers
* Activity 1:
* Activity 2: Read the text and select the statement that expresses its main idea
Trang 9- T encourages Ss to give different viewpoints
- T introduces the title of the reading text
Have Ss work with a partner
Group-work
- Ss read the text quickly and choose the statement
they think it’s the main idea of the text
- T goes around the class to help Ss with some
difficult if necessary
- T asks Ss compare with the others
- T doesn’t give feedback
- T asks Ss to read through the passage, check if
the statements are true, false or no given, referring
to the text if necessary
- T asks them to underline the key words in the
statements and relevant words/ phrases in the text
- Ss read the text and underline the key words in
the statements and relevant words/ phrases in the
text
- Ss work individually to do the task, then discuss
their answers with their partners
- T calls on some Ss to give their answers and asks
them to give clues from the reading text
- T gives feedback
- T asks Ss to do this exercise individually, then
compare with a partner
+ ask them to scan the text to find answers to the
questions
+ let them highlight the keys words both in the
questions and in the text
+ let them take turns asking and answering in
* key: D
* Activity 3: Read the statements Decide if they are true, false or not given
1 NG
2 F (However, the ability to be an independent person does not develop naturally.)
3 F (… You need a number of life skill to stop relying on your parents and older siblings.)
4 T
5 T
* Activity 4: Read the text again Answer the questions
1 With good time-management skills, you don’t feel very stressed when exam dates are approaching; you can act more independently and responsibly, get better grades at school and have more time for family and friends
2 Write the things you will have to do on a planner or an app on your mobile device, and put time limits on them
3 So you can check them later
4 Decide what is important to you and give
it the most of your time or add it to the top of your list
Trang 10pairs.- Ss do this task, then discuss their answers
with their partners
- T checks Ss’ answers and give further
explanation if necessary
- T asks Ss to look back at the text to locate the
highlighted words
- Ss try to guess the meaning of each of the
highlighted words, based on the context
- Some representatives read aloud their answers
- T checks Ss’ answers
Group-work
- T has Ss work in groups of 4 to note down the
time-management skills mentioned in the text
- Ss express giving opinions that they know
- Ss take turns speaking
- T joins some group and reminds Ss to take turns
speaking
- T asks some representatives from groups to
perform in front of the whole class
- Feedback by listening to each other
5 Once routines are developed, they take less time to do
* Activity 5: Work in groups
- Making plans
- Prioritizing activities
- Developing routines
4 Consolidation:
- Summarize the main points:
+ Reading for general information and specific ideas about time-management skills
5 Homework:
- practice the tasks
- prepare for the next lesson
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