No consolidation Gets the students to write a paragraph about a kind of volunteer work their friends and they usually do to help people; and to prepare for the next lesson... The lesson [r]
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Period:
Class(es): 11A
UNIT 4: VOLUNTEER WORK (READING)
I.AIMS AND OBJECTIVES
1.Language content: To provide the students with some words about volunteeer work
2.Language function: Understanding more about volunteeer work.
3.Educational aim:
4.Language: Vocabulary: volunteer(v), volunteer(n), voluntary(a)…
II.TEACHER’S AND STUDENTS’ PREPARATION
1 Method: Communicative Approach
2 Skills: Integrated skills (pay much attention to reading skill)
3.Techniques: questions-answers, explanation, definition …
4 Teaching aids needed: colour chalk, textbook, pictures…
5.Students’ preparation: Prepare the lesson at home
III.PROCEDURE IN CLASS
1.Stabilization:(1min) Greeting.
2.Checking up the previous knowledge: No checking
3.Presentation of the new materials:
Teaching
steps, time
location
I.Prese
ntation
of the
new
materi
al
34mins
I Warm up:
- Asks the question: What are the
people in the pictures doing?
- Tells the aim of the new lesson (In
our lesson today, you will know
about volunteer work in the USA.)
II Pre-reading:
- Helps the students know the
meaning of some words:
+ volunteer(v)
+ volunteer(n)
+ voluntary(a)
+ orphanage(n)
III.While-reading:
* Task 1:
- Has students complete each of the
following sentences individually
- Checks the answers with the whole
class and gives correct answers
* Task 2:
- Has students choose the best
answer from A, b, C or D for each of
the following sentences
- Checks the answers with the whole
class and gives correct answers
* Task 3:
- Has students practise asking and
answering the questions in pairs
- Makes comments and gives the
correct answers
I Warm up:
Listen to the teacher
II Pre-reading:
Listen, guess the meaning
of the words and take notes
III.While-reading:
* Task 1:
Complete each of the following sentences
Listen to the teacher
* Task 2:
Choose the best answer from A, b, C or D for each
of the following sentences
in pairs
* Task 3:
Listen to the teacher and take notes
UNIT 4: VOLUNTEER WORK
(READING)
I Vocabulary:
+ volunteer(v) + volunteer(n) + voluntary(a) + orphanage(n)
II/ Reading comprehension:
* Task 1:
Answers:
1 voluntary 2 voluntarily
3 volunteers 4 volunteered
* Task 2:
Answers:
1 A (line 1-2, paragraph 2)
2 D (line 3-4, paragraph 2)
3 B (line 3-4, paragraph 4)
* Task 3:
1 They read books to the people there, play games with them or listen
to their problems.(line 7-10, paragraph 1)
2 They give care & comfort to them
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Teaching
steps, time
location
II.Cons
olidation
III.Home
work
5mins
IV Post-reading:
- Has students discuss the questions
in groups:
Why do people do volunteer work?
- Makes comments
No consolidation
Gets the students to learn new
words, answer the questions again
and to prepare for the next lesson
IV Post-reading:
Discuss the questions in groups:
Why do people do volunteer work?
Listen to the teacher and take notes
III/ Homework
- Learn new words, read the text and answer the questions again
- Prepare for the next lesson
* Self-evaluation:
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Period:
Class(es):11A
UNIT 4: VOLUNTEER WORK (SPEAKING)
I AIMS AND OBJECTIVES
1 Language content: To help students know how to talk about volunteer work & identifying types of volunteer work.
2 Language function: Talking about volunteer work and identifying types of volunteer work.
3 Educational aim:
4 Language: Vocabulary: invalid, martyr, intersection
II TEACHER’S AND STUDENTS’ PREPARATION
1 Method: Communicative Approach
2 Skills: Integrated skills
3 Techniques: questions-answers, explanation, pairwork, groupwork, role-play
4 Teaching aids needed: colour chalk, textbook, handouts, pictures
5 Students’ preparation: Prepare the lesson at home
III PROCEDURE IN CLASS
1 Stabilization:(1min) Greeting.
2 Checking up the previous knowledge (5mins) * Questions: Answer the questions:
1 What do high school and college students usually do as volunteers in hospitals, orphanages or honmes for the aged?
2 How do volunteers help disadvantaged and handicapped children to overcome their difficulties?
3.Presentation of the new materials:
Teaching
steps, time
location
I.Prese
ntation
of the
new
material
34mins
I Warm up:
- Has students answer the questions:
+ Do you want to be a volunteer?
+ Have you ever done volunteer
work?
- Tells the aim of the lesson.(In our
speaking lesson today, we talk about
types of volunteer work)
II Pre-speaking:
- Helps students understand more
about the meaning of some words
and some necessary language for
talking about parties:
+ invalid(n)
+ martyr(n)
+ intersection(n)
III.While-speaking:
* Task 1:
- Has students decide which of the
following activities are volunteer
work in pairs
- Makes comments
* Task 2:
- Works with a good student to give
a model
A: What kind of volunteer work are
you participating in?
B: I’m taking part in directing the
traffic.
A: What exactly are you doing?
I Warm up:
Answer the questions
Listen to the teacher
II Pre-speaking:
Listen, guess the meaning
of the words and take notes
III.While-speaking:
* Task 1:
Decide which of the following activities are volunteer work in pairs
Listen to the teacher
* Task 2:
A good student practises with the teacher
UNIT 4: VOLUNTEER WORK
(SPEAKING)
I Vocabulary and languages:
+ invalid(n) + martyr(n) + intersection(n)
II/ Speaking tasks:
* Task 1:
Decide which of the following activities are volunteer work in pairs
* Task 2:
A: What kind of volunteer work are you participating in?
B: I’m taking part in directing the traffic.
A: What exactly are you doing? B: I’m directing vehicles at the
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Teaching
steps, time
location
olidation
III Home
work
5mins
B: I’m directing vehicles at the
intersections.
…
- Makes corrections in
pronunciation, intonation and
grammar
IV Post-speaking:
* Task 3:
- Has students talk about a kind of
volunteer work their friends and
they usually do to help people
- Calls on some students to report
about their ideas in front of the class
- Makes comments
No consolidation
Gets the students to write a
paragraph about a kind of volunteer
work their friends and they usually
do to help people; and to prepare for
the next lesson
Listen to the teacher
IV.Post-speaking:
* Task 3:
Talk about a kind of volunteer work their friends and they usually do to help people
Listen to the teacher
Listen to the teacher and take notes
intersections.
…
* Task 3:
Decide on the following things to come up with a plan for their parties
III/ Homework
- Write a paragraph about a kind of volunteer work their friends and they usually do to help people
- Prepare for the next lesson
* Self-evaluation:
Lop11.com
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Period:
Class(es): 11A
UNIT 4: VOLUNTEER WORK (LISTENING)
I.AIMS AND OBJECTIVES
1.Language content: To help students listen some information about the parties.
2.Language function: Listening some information about the parties.
3.Educational aim:
4.Language: Vocabulary: funraising, donation
II.TEACHER’S AND STUDENTS’ PREPARATION
1 Method: Communicative Approach
2 Skills: Integrated skills (pay much attention to listening skill)
3.Techniques: question-answer, explanation, discussion
4.Teaching aids needed: colour chalk, textbook, pictures, handouts,
5.Students’ preparation: Prepare the lesson at home
III.PROCEDURE IN CLASS
1.Stabilization:(1min) Greeting.
2.Checking up the previous knowledge(5mins)* Questions: Talk about a kind of volunteer work you usually do to
help people
3.Presentation of the new materials:
Teaching
steps, time
location
I.Prese
ntation
of the
new
materi
al:
34mins
II.Conso
lidation
III Home
work
5mins
I Warm up:
- Gets the students to answer the
questions: Are they volunteer work?
- Tells the aim of the new lesson
II Pre-listening:
- Pre- teaches vocabulary:
+ funraising activities(n)
+ donation(n)
+ co-operate(v)
+ co-ordinate(v)
III.While-listening:
* Task 1:
- Has students fill in the missing
information (individual work)
- Gives the correct answers
* Task 2
- Has students answer the following
questions in pairs
- Makes comments and gives correct
answers
IV.Post-listening:
- Has students summarize the story
about Spring School, using the
following suggestions in groups:
- Makes corrections and gives final
comments
No consolidation
Gets the students to summarise the
main points of the lesson, learn by
heart all new words and to prepare
for the next lesson
I Warm up:
Answer the questions
Listen to the teacher
II Pre-listening:
Listen, guess the meaning of the words and take notes
III.While-listening:
* Task 1:
Listen to the teacher and take notes
*Task 2
Answer the following questions in pairs
Listen to the teacher and take notes
IV.Post-listening:
talk about Mai’s birthday party
in groups
Listen to the teacher
Listen to the teacher and take notes
UNIT 4: VOLUNTEER WORK
(LISTENING)
I Vocabulary:
+ funraising activities(n) + donation(n)
+ co-operate(v) + co-ordinate(v) + sponsor(n) + sponsor(n): nhà tài trợ
II.Listening tasks:
* Task 1:
→ answers:
1 informal
2 30 street children
* Task 2
→ answers:
1 It provides classes to disadvantaged children in Ho Chi Minh City
2 Dance, theatre, singing and circus classes were set up in 1999
V Homework
- Summarise the main points of the lesson, learn by heart all new words
- Prepare for the next lesson
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* Self-evaluation:
Lop11.com
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Period:
Class(es): 11A
UNIT 4: VOLUNTEER WORK (WRITING)
I.AIMS AND OBJECTIVES
1.Language content: To help students know how to write a formal letter expressing gratitude.
2.Language function: Writing a formal letter expressing gratitude.
3.Educational aim: To educate in the student the important role of parties in life.
4.Language: Vocabulary: issue(v), amount(n)
II.TEACHER’S AND STUDENTS’ PREPARATION
1 Method: Communicative Approach
2 Skills: Integrated skills
3.Techniques: questions-answers, explanation, translation
4 Teaching aids needed: colour chalk, textbook, charts
5.Students’ preparation: Prepare the lesson at home
III.PROCEDURE IN CLASS
1.Stabilization:(1min) Greeting.
2.Checking up the previous knowledge(5mins) * Questions: Talk about Spring School.
3.Presentation of the new materials:
Teaching
steps, time
location
I.Prese
ntation
of the
new
materi
al:
34mins
I Warm up:
- Asks the students:
+ What kind of letter is it?
- Tells the aim of the new lesson
II Pre-writing:
+ issue(v)
+ amount(n)
- expressions
+ On behalf of I am writing to
thank you for
+ I would like to offer my sincerest
thanks to you for
+ My heartfelt thanks go to you for
+ I am very much obliged to you for
+ I owe a great debt of gratitude to
youfor
+ I would like to give special thanks
to you for
III.While-writing:
* Task 1:
- Has students read the letter and
underline the sentences that express
the following points individually
* Task 2:
- Has the students write a letter to
acknowledge the receipt of donation
and express their gratitude in groups
IV Post-writing:
- Has students read their group’s best
writing, and ask students to give
I Warm up:
Answer the question
+ letter of invitation Listen to the teacher
II Pre-writing:
Listen, guess the meaning of some words and take notes
III.While-writing:
* Task 1:
Read the letter and underline
* Task 2:
Write a letter to acknowledge the receipt of donation
IV Post-writing:
Work in groups of five, read and correct their friends’
UNIT 4: VOLUNTEER WORK
(WRITING)
I Vocabulary:
+ issue(v) + amount(n)
* Some useful expressions
+ On behalf of I am writing to thank you for
+ I would like to offer my sincerest thanks to you for
+ My heartfelt thanks go to you for .
+ I am very much obliged to you for
+ I owe a great debt of gratitude
to youfor
+ I would like to give special thanks to you for
II Writing tasks:
* Task 1:
→ Answer:
+The opening of the letter: S.1 + The donated amount: sentence 1
* Task 2:
* A sample letter:
Hanoi, Viet Nam May 10, 2006 Dear Sir,
I am very happy to receive a
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* Self-evaluation:
II.Conso
lidation
III Home
work
5mins
comments
- Gives feedback
* A sample letter:
Hanoi, Viet Nam
May 10, 2006
Dear Sir,
I am very happy to receive a donation
of one million doing from your
organization some days ago The
money will help us to build our school
library We will certainly issue a
receipt as soon as possible
I would like to express our thanks for
the donation from your organization
and hope to get more assistance and
cooperation from your company in the
fuutre
I look forward to hearing from you
soon
Your faithfully,
Secretary
School Building Fund
No consolidation
Gets the students to write a thank-you
letter at home and to prepare for the
next lesson
writing
Listen to the teacher and take notes
Listen to the teacher and take notes
donation of one million doing from your organization some days ago The money will help us to build our school library We will certainly issue a receipt as soon as possible
I would like to express our thanks for the donation from your
organization and hope to get more assistance and cooperation from your company in the fuutre
I look forward to hearing from you soon
Your faithfully, Secretary School Building Fund
III/ Homework
- Write a thank-you letter
- Prepare for the next lesson
Lop11.com
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Period:
Class(es): 11A
UNIT 4: VOLUNTEER WORK (LANGUAGE FOCUS) I.AIMS AND OBJECTIVES To help students distinguish the sounds /w/ and /j/ and pronounce the words and sentences containing these sounds correctly * PRONUNCIATION: /w/ and /j/ * GRAMMAR: Gerunds and present participles; Perfect gerunds and perfect participles.
II.TEACHER’S AND STUDENTS’ PREPARATION 1 Method: Communicative Approach 2 Skills: Integrated skills 3 Techniques: questions-answers, explanation, tense using, sentence completion 4 Teaching aids needed: colour chalk, textbook, handouts, realia 5 Students’ preparation: Prepare the lesson at home III.PROCEDURE IN CLASS 1 Stabilization:(1min) Greeting 2 Checking up the previous knowledge(5mins)* Questions: Read the letter and underline the sentences that express the following points: a The opening of the letter c The way(s) the money is used e The gratitude to the donor b The donated amount d The way the receipt is issued f The closing of the letter 3.Presentation of the new materials: Teaching steps, time location Teacher’s activities Students’ activities The lesson content I.Prese ntation of the new materi al: 29mins A PRONUNCIATION I Lead-in: - Introduces the sounds /w/ and /j/ II Pre-practice: - Models the two sounds /w/ and /j/ for a few times and explains the differences in producing them - Corrects if students pronounce the target words incorrectly III Controlled -practice: - Has students read aloud the given sentences in pairs - Corrects their mistakes IV Free-practice: - Has students give examples with the sounds /w/ and /j/ - Gives comments B GRAMMAR 1 GERUNDS & PRESENT PARTICIPLES 2 PERFECT GERUNDS & PERFECT PARTICIPLES I Lead-in: - Has students answer the questions: - Tells the aim of the new lesson II Pre-practice: - Elicits the forms and usages of gerund or present participle, perfect A PRONUNCIATION I Lead-in: Listen to the teacher II Pre-practice: Listen to the teacher and take notes Listen to the teacher III.Controlled -practice: Read aloud the given sentences and underline the words with the sounds /w/ and /j/ in pairs IV Free-practice: Give examples with the sounds /w/ and /j/ Listen to the teacher B GRAMMAR 1 GERUNDS & PRESENT PARTICIPLES 2 PERFECT GERUNDS & PERFECT PARTICIPLES I Lead-in: Answer the questions: Listen to the teacher II Pre-practice: Listen to the teacher, answer the question and UNIT 4: VOLUNTEER WORK (LANGUAGE FOCUS) I PRONUNCIATION /w/ and /j/
II GRAMMAR
1 GERUNDS & PRESENT PARTICIPLES 2 PERFECT
PARTICIPLES
1 Gerund: A gerund is a noun
made from a verb by adding “-ing” The gerund always has the same function as a noun (although it looks
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Teaching
steps, time
location
gerund or perfect participle from
students
2 Present participle:
a as part of the continuous form of
a verb
Example: I am working.
She was dancing.
b after verbs of movement/position
in the pattern:verb+present participle
Example:
- My mother used to go shopping
everyday.
3 Perfect gerund and perfect
participle
a Perfect gerund:
- Form: having + P.P
Example:
He was accused of deserting his ship
= He was accused of having deserted
his ship.
b Perfect participle:
- Form: having + P.P
- Use:
Example:
He had been living there for such a
long time that he didn't want to move
to another town →Having lived there
for such a long time, he didn't want to
move to another town.
III.Controlled -practice:
* Exercise 1:
- Has students complete the sentences
with an appropriate gerund of the
verbs from the box individually; then
check their answers with a partner
- Checks the answers with the whole
class and provides correct answers
* Exercise 2:
- Has students complete the sentences
- Checks the answers with the whole
class and gives correct answers
* Exercise 3:
- Has students put the verbs in
brackets into the perfect
gerund/perfect participle individually;
then check their answers with a
partner
IV Free-practice:
- Has students do some more
exercises in pairs
- Goes around the class and provides
help when necessary
- Calls on some students to write the
sentences on the board
take notes
II.Controlled -practice:
* Exercise 1:
Complete the sentences with an appropriate gerund
of the verbs from the box individually;
* Exercise 2:
Complete the sentences with an appropriate present participle of the verbs
* Exercise 3:
Put the verbs in brackets into the perfect
gerund/perfect participle
IV.Free-practice:
Do some more exercises in pairs
Write the sentences on the board
like a verb), so it can be used:
2 Present participle:
a as part of the continuous form
of a verb
Example: I am working.
She was dancing.
b after verbs of movement/position
in the pattern:verb+present participle
Example:
- My mother used to go shopping
everyday.
3 Perfect gerund and perfect participle
a Perfect gerund:
- Form: having + P.P Example:
He was accused of deserting his ship
= He was accused of having deserted his ship.
b Perfect participle:
- Form: having + P.P
- Use:
Example:
He had been living there for such a long time that he didn't want to move to another town →Having lived there for such a long time, he didn't want to move to another town.
III Exercises:
* Exercise 1:
→ answers:
1 hearing 4 meeting 7 starting
2 bending 5 spending
3 behaving 6 waiting
* Exercise 2:
→ answers:
1 burning - rising 3 lying
2 reading 4 shopping
* Exercise 3:
answers:
1 having made 4 Having tied
2 Having been 5 Having read
3 having been 6 having taken
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