Giáo án Tiếng Anh 11 UNIT 6: A: COMPETITION Reading I Objectives: 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 II Materials: Textbook III Anticipated problems: Ss may need to be provided appropriate linguistic resources so that they can complete various learning tasks IV Procedure: Stages Procedure 1.Warm-up Interaction Pair work & - Get Ss to work in pairs, matching the given competitions with the correct pictures on page 66 - Check 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 whole class participated in and elicits their comments on the events 2.Pre- - Introduce the topic of the lesson and get Ss to work in Pair work & reading pairs and answer the questions on page 67 whole class - Call on some Ss to answer the questions T should ask Ss to give reasons for their answers T helps Ss to express their ideas - Elicit comments from the class and asks Ss to guess what they are going to read about 3.While- Set the scene: You are going to read about a school’s reading competition Then you the tasks that follow Task - Get Ss to read the passage silently and then Task 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 Individual around them Ss use the context in which the words work & occur and their knowledge of word formation to whole class understand the meanings E.g the word “representative” found in line may refer to “someone who represents a group” Ss can understand this meaning thanks to the phrase “the representatives of three classes” and their knowledge that ‘representative’ derives from “represent” - Check the answers with the whole class - T might want to check that Ss understand all these words correctly by calling on some Ss to tell the meaning of the words in Vietnamese Task - Check if Ss can answer the comprehension questions in Task without having to read the passage again If Ss cannot, T gets them to read the questions carefully - Get Ss to check their answers with a peer Individual - Call on some Ss to read aloud their answers and ask work, pair them to explain their choices work & - Provide the correct answers: whole class Task - Check if Ss can answer the comprehension questions in Task without having to read the passage again If Ss cannot, T gets them to read the questions carefully - Get Ss to check their answers with a peer - Call on some Ss to write their answers on the board and ask them to explain their choices - Give the correct answers: Individual, pair work & whole class -Read the poem aloud once or twice and gets Ss to repeat Group work Post-reading each line after him/ her T should draw Ss’ attention to & whole class the rhythm and intonation when reciting the poem - Let Ss practise reciting the poem in their own groups T goes around and offers help -Call on different groups to read the poem and asks the class to decide who the best performers are - Call on different groups to read their translations to the class Wrap up -T summarises the main points of the lesson -For homework, Ss write a paragraph to explain whether and why they would agree or disagree with the statement that “It is not important whether we win or lose a competition The important thing is our participation in it and the enjoyment we have from it” UNIT 6: B: COMPETITIONS Speaking I Objectives: By the end of the lesson, Ss will be able to: Ask for and give information about types of competitions Whole class Talk about a competition or contest II Materials: Textbook, handouts III Anticipated problems: Ss may have limited linguistic resources for discussion, so T should be ready to assist them IV Procedure: Stages Procedures Interaction 1.Warm up - Prepare pictures of the famous TV game shows “Who Whole class wants to be a millionaire?”, “1 vs 100” and talent show “Pop Idol” - Show the pictures to Ss and gets them to say the names of the games in Vietnamese - Elicit what Ss know about these games and if there are similar ones in Vietnam - Introduce the topic of the lesson: Talking about competitions and contests 2.Pre- Task speaking - Introduce the task and gets Ss to it individually and then compare their answers with a peer T should encourage Ss to guess the meanings of the new words, if Individual work, pair work & whole class any - Explain or elicits the meanings of the new words T might also want to get Ss to name some contests under each category E.g General knowledge quiz includes “Hành trình văn hoá”, “Ai triệu phú?”, etc Singing contests include “Sao Mai”, “Sao Mai điểm hẹn”, etc - Call on different pairs to report their answers T should encourage Ss to explain why they like or dislike a game/ contest T helps Ss to express their ideas when necessary 3.Whilespeaking Task - Introduce the task and calls on one or two pairs of Ss to read aloud the sample dialogue T corrects errors, if any - Go over the table of useful expressions on page 69 and explains new words to Ss when necessary T might also want to elicit the structures that are used for asking for and giving opinions about contests T might want to write these structures on the board and gets Ss to some practice before putting them in groups and the task E.g Asking for opinions: What you think about ? What’s your opinion about ? Pair work & whole class How you feel about ? Do you like ? Giving opinions: I think is/ are good/ fun/ great/ wonderful/ perfect/ extremely interesting/ stimulating/ hilarious/ amusing I think is/ are boring/ silly/ dull - Put Ss into pairs and gets them to make similar conversations to the sample dialogue, using the structures and vocabulary they have learned - Go around to check and offer help -After checking that Ss have finished the task, T calls on different pairs to perform their conversations - Elicit comments from the class and provides feedback Task Post - - Put Ss into groups of 3-4 T tells each group to choose a speaking famous TV game/ talent show or competition/ contest and work out details about it They should not let other groups know what game/ contest it is - Go around to offer help -After Ss have finished, T calls on each group to come to the front The whole class will ask questions about the Group work & whole class game/ contest and guess what game/ contest it is Wrap-up - Summarise the main point of the lesson -For homework, Ss write a paragraph about a game show/ contest they like, using Task as guiding questions Whole class Unit 6: COMPETITIONS C : LISTENING I Objectives: By the end of the lesson, Ss will be able to: Develop extensive listening skills Use the information they have listened to for other communicative tasks II Materials: Textbook, cassette tapes, handouts III Anticipated problems: Ss may not have sufficient vocabulary to talk about the topic, so T should be ready to assist them IV Procedure: Stages 1.Warm-up Procedure Interaction Jumbled words (To teach vocabulary and leads Ss to the topic) - Divide the class into groups of or - Give each group one card containing 10 words whose letters are jumbled and asks Ss to rearrange the letters to make good words The group which finishes the task first with the most Group work correct words will be the winner Whole class Pre-listening - Use the picture in the textbook to introduce the topic of the lesson E.g T might want to ask Ss questions like “What you see in the picture?”, “What event is it?”, “Where you think the Boston Marathon might take place?”, “Who can participate in it?” - Listens and help Ss express their ideas T might want to give very brief information about the game, like it is one of the oldest races in the US and held every year in mid April Listen and repeat - Help Ss to pronounce the words in their book correctly T may want to play the tape or model first and then ask Ss to repeat after the tape or after him/ her in chorus and individually T corrects errors, if any - Check that Ss know the meaning of these words - Ask Ss to make sentences with some important words, e.g race, athletic, association, etc 3.While listening Task Instruction: You are going to listen about the Boston Individual Marathon Listen and answer True or False questions Put a work, pair tick () in the appropriate box work & - Before Ss listen and the task, get them to read through whole class the statements to understand them and underline key words For example, the key words in the first statement are “every year” and “USA”, etc - Play the tape (or reads the tapescript) once for Ss to listen and the task - Check the answers with the whole class If many Ss cannot answer the questions, T plays the tape one or two more times and pauses at the answers for them to catch Task - Play the tape again for Ss to listen and answer the questions While Ss are listening, T should encourage them to note down the answers T should remind Ss to write down only the main points in note forms but not full sentences - Get Ss to check their answers with a partner Then T checks with the whole class T should play the tape again and pause at difficult points if many Ss cannot complete the task Answer: New York In 1972 6164 Individual work, pair work & whole class Post-listening - Introduce the task: Ss talk about a famous Vietnamese Group work runner or sportsman/ sportswoman that they like - Put Ss in small groups of or Each group will prepare a short biography of a famous Vietnamese runner (or sportsman/ sportswoman) that they like but they should not let other groups know who this person is -After checking that all the groups have finished, T calls on the representative of each group to talk about their favourite sportsman/ sportswoman, without telling the class the name of this person Other groups will try to guess who this person is - Listen and take note of Ss’ errors T provides corrective feedback after that 5.Wrap- up -T summarises the main point of the lesson -For homework, Ss learn by heart new words and make sentences with them Whole class Unit 6: COMPETITIONS D: WRITING I Objectives: By the end of the lesson, Ss will be able to: Write a letter to reply to the request of information II Materials: Textbook, handouts III Anticipated problems: Ss may have little experience writing such letter type, so T should be ready to help them IV Procedure: Stages 1.Warm up Procedure Interaction A hang-man game - Divide the class into big groups and draws each of them a Group work gallows on the board Team A Team B - Explain to Ss that they are going to play a “Hangman” game which has to with the names of Vietnam’s popular TV game/ talent shows and contests The rule is each time T gives a secret word and the groups will take turn to guess it by telling what letters they think there are in this word If Ss choose a letter that appears one or more times in the secret word, the letters and their positions will be revealed and Ss can keep on guessing the next letter On the other hand, if Ss guess a letter that is not in the secret word, then a piece of the man being hanged will be added to the gallows and they will lose their turn to the other group Ss will get one point for each secret word they can guess correctly and get a minus point for each complete hangman they have got When the game is over, T will count how many points each group has collected and the group with more points will win the game 2.Prewriting Preparing Ss to write Task Individual - Ask Ss if they want to participate in a competition/ contest, what information about the competition/ contest they would work & whole class like to know and would look for T writes the answers on the board - Then get Ss to read the letter in Task individually T asks Ss to identify who wrote the letter, for what purpose, what information she requested and compare their answers with the ideas on the board 3.While- - Get Ss to read the requirements of Task and work out with writing a peer what they need to include in the reply letter and what Individual kind of language (formal? informal?) they need to use - Check the answers with the class and gives feedback If necessary, T reminds Ss of the format and language of a formal letter (e.g it normally includes the sender’s address, it begins with “Dear ,”, not “Hello/ Hi” and is closed with “Yours sincerely/ faithfully/ truly,”, or “Best/ kind/ warm regards”, not “Bye” or “Cheers” - Now get Ss to write their own letters in 10 minutes - Then ask Ss to get in pairs, exchange their letters and correct each other - Go around to offer help work & pair work Postwriting Feedback on Ss’ writing Whole class - Choose one or two letters and reads it/ them to the class - Then elicit corrective feedback from the class and gives final comments afterwards T should draw Ss’ attention to the format of the letter, the organisation of ideas and language use Wrap-up Whole class -T summarises the main points of the lesson -For homework, T asks Ss to revise their letters according to their peer’s suggestions and submit for marking in the next lesson Unit 6: COMPETITIONS E : LANGUAGE FOCUS I Objectives: By the end of this lesson, Ss will be able to: Distinguish the clusters /tr/, /dr/, /tw/ and pronounce the words and sentences containing them correctly Understand reported speech with gerund and use these structures to solve communicative tasks II Materials: Textbook, handouts III Anticipated problem: Ss might have difficulty with the clusters because they don’t exist in Vietnamese IV Procedure: Stages Pronunciat ion Procedure Distinguishing sounds - Model the three clusters /tr/, /dr/, /tw/ for a few times and explains how to produce them E.g.: When producing /tr/, Ss should produce /t/ first and then quickly switch to /r/, and so Interaction Individual work, pair work & whole class on - Play 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) - Ask 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 not pronounce the words correctly, T may want to get them to repeat after the tape (or himself) again in chorus and then individually Practising sentences containing the target sounds - Ask Ss to work in pairs and take turn to read aloud the given sentences (p 73, Practise these sentences) - Go around to listen and takes notes of the typical errors - Call on some Ss to read the sentences again and provides corrective feedback Grammar a Presentation - If necessary, T reviews reported speech with gerund Individual work, pair work & whole class + Form: Verb + (OBJECT) + Preposition + (NOT) V-ing (*) + Meaning and use: We usually use a gerund structure to report thanking, apologies, accusations, and so on We don’t use “say” in this structure E.g.: I apologised the teacher for submitting my assignment late We thank you for having helped us generously Note: -Some verbs not need a preposition, e.g stop, deny, admit, suggest, and so on -T might want to remind Ss that time and place references often have to change in reported speech b Practice Exercise 1: - Get Ss to Exercise individually and then find a partner to check their answers with - Check with the whole class and provides corrective feedback Exercise 2: - Get Ss to Exercise individually and then find a partner to check their answers with - Check with the whole class and provides corrective feedback Individual work, pair work & whole class 3.Wrap- up -T summarises the main points of the lesson -For homework T asks Ss to revise reported speech with infinitives and exercises in the workbook Whole class TEST YOURSELF B I.Objectives: By the end of the lesson Ss will be able to know how to a test II.Mareials: tape,cassette,book III Anticipated problems: Ss may need help with the exercises,so T should be ready to help them IV.Procedure: I.Listening:-T play the tape twice - Let Ss to the exercise in the book - Check their answers - Feedback and give the correct answer II.Reading: -T maybe give out some new words of the passage -Ask Ss to read the passage and answer the questions in the book -Check their answers -Feedback and give the correct answers III.Pronunciation and grammar: A.Pronunciation -play the tape and ask Ss to tick in the right box -check the answers -Feedback and give the correct answer B.Grammar -Complete the sentences,using the right form of the infinitive -Let Ss the exercise -Check their answers -Feedback and give the correct answer IV.Writing: Ask Ss to write about their birthday party following the questions Below -whose birthday party was it? -Where and when was it held? -what did you there? -How did you enjoy it? If the time is not enough,let Ss at home [...]... note of Ss’ errors T provides corrective feedback after that 5.Wrap- up -T summarises the main point of the lesson -For homework, Ss learn by heart new words and make sentences with them Whole class Unit 6: COMPETITIONS D: WRITING I Objectives: By the end of the lesson, Ss will be able to: Write a letter to reply to the request of information II Materials: Textbook, handouts III Anticipated problems:... 5 Wrap-up Whole class -T summarises the main points of the lesson -For homework, T asks Ss to revise their letters according to their peer’s suggestions and submit for marking in the next lesson Unit 6: COMPETITIONS E : LANGUAGE FOCUS I Objectives: By the end of this lesson, Ss will be able to: Distinguish the clusters /tr/, /dr/, /tw/ and pronounce the words and sentences containing them correctly