Giáo án Tiếng Anh Lớp 11 (Sách mới) - Chương trình học kì 2 - Năm học 2018-2019

Giáo án Tiếng Anh Lớp 11 (Sách mới) - Chương trình học kì 2 - Năm học 2018-2019

I. AIMS/OBJECTIVES OF THE LESSON

1. Language focus - To help Ss review topics they have learned in the first term

- To help learners get started with the second term

- To introduce Ss the English 11 program in the second term

- To motivate Ss to study

2. Skills - To help Ss to recognize different skills that they have to master: reading, speaking, listening, writing

- To help Ss revise the structures of each unit in the English 11

3. Attitudes - To help Ss get started for the second term

- To provide Ss some motivation

II. . PREPARATION

1. Teacher - Teaching aids: textbook, lesson plan

- Teaching method: Communicative language teaching

2. Students - Read through English 10 for the second term

III. PROCEDURE

1. Class organization (1 minute)

2. Check up (omitted)

3. New lesson (40 minutes)

 

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Date of preparation: 05/01/2019	Date of teaching: 09/01/2019
INTRODUCTION
PERIOD 055/105:	GETTING SECOND TERM SCHEDULE
AIMS/OBJECTIVES OF THE LESSON
Language focus	- To help Ss review topics they have learned in the first term
To help learners get started with the second term
To introduce Ss the English 11 program in the second term
To motivate Ss to study
Skills	- To help Ss to recognize different skills that they have to master: reading, speaking, listening, writing
To help Ss revise the structures of each unit in the English 11
Attitudes - To help Ss get started for the second term
To provide Ss some motivation
. PREPARATION
Teacher	- Teaching aids: textbook, lesson plan
- Teaching method: Communicative language teaching
Students	- Read through English 10 for the second term
PROCEDURE
Class organization (1 minute)
Check up (omitted)
New lesson (40 minutes)
TEACHER'S ACTIVITIES
STUDENTS' ACTIVITIES
Lead in
Ask Ss to look through the book and find out general information
Do as appointed
- 5 Units, 2 reviews
1. Review
Asks Ss to review what they have learned in the second term
How many parts are there in each unit and what are they?
Unit 1 The generation gap
Unit 2: Relationships
Unit 3: Becoming independent
Review 1
Unit 4: Caring for those in need
Unit 5: Being part of ASEAN Review 2
There are 8 parts:
getting started	- language
reading	- speaking
listening	- writing
culture and communication
looking back and project
2. Introduction
Ask Ss to look through the book and name topics
Asks Ss to give the reasons for their answers
Introduce regular assessment and exams
Unit 6 Global warming
Unit 7: Further education
Unit 8: Our world heritage sites
Review 3
Unit 9: Cities of the future
Unit 10: Healthy lifestyle and longevity Review 4
Regular assessment: 6	15-minute tests: 3
45-minute tests: 2	End-term test: 1
Consolidation (3 mins) - 8 different parts in each units
Getting started for the second term
Homework: (1 min)	- 8 different parts in each units
Getting started for the second term
 THE END ..
Date of preparation: 05/01/2019	Date of teaching: 10/01/2019
UNIT 6: GLOBAL WARMING
PERIOD 056/105:	GETTING STARTED
A PRESENTATION ON GLOBAL WARMING
I. AIMS/OBJECTIVES OF THE LESSON
Language focus	- To help learners get started with some language items in Unit 6
For vocabulary, that is words and phrases related to global warming
For pronunciation, that is intonation in yes-no question and echo- question
For grammar, that is perfect gerunds and perfect participles
Skills	- To help learners get started with 4 skills in Unit 6
Reading: Skimming and scanning about global warming
Speaking: Expressing opinions, agreements, or disagreements
Listening: Listening for gist and specific information about global warming
Writing: Write an essay about global warming
Attitudes - To help Ss get started for Unit 6 with the topic "global warming"
To provide Ss some motivation
TEACHER'S ACTIVITIES
STUDENTS' ACTIVITIES
1. Listen and read
Ask Ss to look at the picture and answer the question
Who do you see in the picture?
Where do you think they are?
What are they doing?
Play the recording, ask Ss to listen and read
- Do as appointed carbon print-foot infectious disease heat-related illnesses
2. Answer the questions
Ask Ss to work in groups, ask and answer the question
Asks Ss to give the reasons for their answers
Do as appointed
Global warming
Three parts: the causes, the effects, the solutions
Greenhouse gas emissions from factories and vehicles; use of chemical fertilizers, and deforestation.
Greenhouse gas emission, use of chemical fertilizers, deforestation
Climate changes, infectious and heat-
related diseases, impact on water supplies, threat to food production and upset ecological balance
They should change their daily habits
Causes: burning of fossil fuels, using of non- environment friendly products
Effects: natural disasters such as floods, droughts, tsunami, acid rain
3. Read the conversation again match the words and definition
Ask Ss to read the conversation again, work in pairs, do the task
Do as appointed
c – g – d – b – a – e – h – f
4. Find the sentences with the structure having VpII
Ask Ss to do the task
Do as appointed Having planned Having contributed Having treated
Consolidation (3 mins) - Global warming	- Practice the conversation
Homework: (1 min)	- Global warming	- Practice the conversation
Do the task again	- Read Unit 6 - Language at home
IV. SELF-EVALUATION:
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 THE END ..
Date of preparation: 05/01/2019	Date of teaching: 12/01/2019
UNIT 6: GLOBAL WARMING
PERIOD 057/105:	LANGUAGE
AIMS/OBJECTIVES OF THE LESSON
Language focus	- To provide learners some language items in Unit 6
For vocabulary, that is words and phrases related to global warming
For pronunciation, that is intonation in yes-no question and echo- question
For grammar, that is perfect gerunds and perfect participles
Skills	- To promote Ss to develop the skill of working in pairs and groups
Attitudes - To encourage Ss to work harder
To provide Ss some motivation
. PREPARATION
Teacher	- Teaching aids: textbook, lesson plan
- Teaching method: Communicative language teaching
Students	- Read through English Unit 6 - language at home
PROCEDURE
Class organization (1 minute)
Check up (5 minutes)
- Talk about the causes, the effect of and solution to global warming
New lesson (35 minutes)
TEACHER'S ACTIVITIES
STUDENTS' ACTIVITIES
VOCABULARY
Complete the sentences with the right form of the words/phrases Ask Ss to work individually first and then in pairs to do the task
Do as appointed
1. carbon footprint	2. infectious diseases
3. emissions	4. ecological balance
5. heat-related illnesses 6. climate change
PRONUNCIATION
1. Listen and repeat
Do as appointed
Pay attention to the intonation
Play the recording and let Ss listen Play it again with pauses for them to sentence
2. Listen and mark the symbol of rising intonation
Ask Ss to read the word in rows paying attention to the intonation
Do as appointed
GRAMMAR
Perfect participles in clauses of time and reason
1. Underline the perfect participles in the sentences
Ask Ss to work in pairs, do the task
Do as appointed
Having planned
After we have planned the content 
Having treated
Because/Since humans have treated the .
The perfect participle is used to express a reason
2. Match the two parts to make complete sentences
Ask Ss to work individually then in pairs to check their answer
Do as appointed
1. e	2. c
3. a	4. b
5. g	6. h
7. f	8. d
GRAMMAR
Perfect gerunds
Rewrite the sentences, using the passive voice
Ask Ss to work individually first, then in groups and check their answers
Do as appointed
1The students in group 11G were praised for having planted the most trees in the schoolyard in the Tree Planting Competition
The police suspected Mike of having cut down the oldest tree in the park
He denied having dumped lots of rubbish onto the beach
Thank you for having saved the lives of hundreds of wild animals
They regretted having hunted and killed many wild animals
The factory was heavily fined for having dumped tons of toxic waste into the river
Denis was rewarded for having taken an active part in the Green Summer activities
Consolidation (3 mins) - Vocabulary related to global warming
Perfect gerunds and perfect participle, intonation
Homework: (1 min)	- Vocabulary related to global warming
Perfect gerunds and perfect participle, intonation
Do the task again, read Unit 6 - Reading at home
. SELF-EVALUATION:
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Date of preparation: 10/01/2019	Date of teaching: 16/01/2019
UNIT 6: GLOBAL WARMING
PERIOD 058/105:	READING
GLOBAL WARMING IS REAL
AIMS/OBJECTIVES OF THE LESSON
Language focus	- To provide learners some vocabulary related to the topic of global warming
Skills	- To promote Ss to develop their reading skills
Skim the text to get the general idea
Scan the text to get some specific details
Attitudes - To encourage Ss to work harder
To provide Ss some motivation
. PREPARATION
Teacher	- Teaching aids: textbook, lesson plan
- Teaching method: Communicative language teaching
Students	- Read through English Unit 6 - Reading at home
PROCEDURE
Class organization (1 minute)
Check up (5 minutes)	- Ask some Ss to go to the board and do the tasks again
New lesson (35 minutes)
TEACHER'S ACTIVITIES
STUDENTS' ACTIVITIES
PRE READING
1. Work with a partner and guess what problems are described in the pictures Let Ss work in pairs, do the task
Do as appointed
pollution
forest destruction
WHILE READING
2. Read the text and select the statement that expresses main idea
Let Ss read the three heading a, b, c d first and make sure they understand all of them Ask Ss to read through the text once without stopping at the words that they don't know the meaning
Ask them to work in pairs to decide on the best title for the text that gives the general idea of the whole text
Help them eliminate the choice that is only one aspect of the text
The best title of the text is "Global warming is mainly caused by humans and has negative impacts on people’s lives"
3. Match the words with their meanings
Ask Ss to work in pairs and do the task
Do as appointed
1. g	2. f	3. d	4. e
5. b	6. a	7. c
4. Answer the questions
Put Ss in groups of 3, ask them to read the questions first to make sure they understand them by asking them to underline key words
Let Ss read the text again and locate the parts of the text where they can get the answers
Do as appointed 1.We are responsible
It releases a large amount of carbon dioxide into the atmosphere
Deforestation disrupts the process of absorbing and capturing C02 from the atmosphere
They could lose their home
They can reduce crop harvest globally
Because	human	beings	cannot	exist without species diversity on earth
POST READING
5. Work in groups, discuss the question Put Ss in groups of four and let them discuss the questions freely
Do as appointed
Consolidation (3 mins) - Vocabulary related to global warming
Reading skills: skimming, scanning, guessing the meaning of new words/phrases through context
Homework: (1 min)	- Vocabulary related to global warming
Reading skills: skimming, scanning, guessing the meaning of new words/phrases through context
Do the task again	- Read Unit 6 - Speaking at home
. SELF-EVALUATION:
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Date of preparation: 12/01/2019	Date of teaching: 17/01/2019
UNIT 6: GLOBAL WARMING
PERIOD 059/105:	SPEAKING
GOING GREEN
AIMS/OBJECTIVES OF THE LESSON
Language focus	- To provide learners some vocabulary related to the topic of global warming
- To instruct learners how to express opinions, agreements or disagreements about solutions to global warming
Skills	- To promote Ss to develop their speaking skills
To help Ss develop the skill of working in pairs and groups
Attitudes - To encourage Ss to work harder
To provide Ss some motivation
. PREPARATION
Teacher	- Teaching aids: textbook, lesson plan
- Teaching method: Communicative language teaching
Students	- Read through English Unit 6 - Speaking at home
PROCEDURE
Class organization (1 minute)
Check up (5 minutes)	- Ask Some Ss to go to the board and do the tasks again
New lesson (35 minutes)
TEACHER'S ACTIVITIES
STUDENTS' ACTIVITIES
1. Work in pairs, in your opinion, which of the following activities in the table below can help to reduce global warming?
Ask Ss to work in pairs, do the task
Do as appointed 1, 2, 4, 5, 6
2. The table below presents the reasons why the activities in 1 can help reduce global warming. Match them with the activities
Let Ss work in pairs, do the task
Do as appointed
1. e	2. b
4. c	5. a	6. d
3. Lan, Mai and Minh are talking about the activities presented in 1. Work in groups of three. Complete the conversation using the phrases in the box and then practice it
Ask Ss to do the task
- Do as appointed
energy use
electronic devices
planting trees
carbon dioxide
reusing and recycling
4. What do you think about these solutions to global warming? Work in groups of three. Use the idea in 1 and 2 to have a similar conversation
Ask Ss to do the task
Do as appointed
Consolidation (3 mins) - Vocabulary related to global warming
Speaking skills: making a conversation based on the sample
Homework: (1 min)	- Vocabulary related to global warming
Speaking skills: making a conversation based on the sample
Do the tasks again
Read Unit 6 - Listening at home
. SELF-EVALUATION:
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Date of preparation: 12/01/2019	Date of teaching: 19/01/2019
UNIT 6: GLOBAL WARMING
PERIOD 060/105:	LISTENING
SAVE THE PLANET, SAVE OUR LIFE
AIMS/OBJECTIVES OF THE LESSON
Language focus	- To provide learners some vocabulary related to global warming
Skills	- To promote Ss to develop their listening skills
To help Ss develop the skill of working in pairs and groups
Attitudes - To encourage Ss to work harder
To provide Ss some motivation
. PREPARATION
Teacher	- Teaching aids: textbook, lesson plan
- Teaching method: Communicative language teaching
Students	- Read through English Unit 6 - Listening at home
PROCEDURE
Class organization (1 minute)
Check up (5 minutes)	- Talk about how to reduce global warming
New lesson (35 minutes)
TEACHER'S ACTIVITIES
STUDENTS' ACTIVITIES
1. a Match the words with the pictures and answer the question
Ask Ss to work in pairs and do the task
b. What is the common cause of all the disasters depicted in the pictures above?
Do as appointed
1. c (drought)	2. d (flood)
3. a (famine)	4. e (water shortage)
5. b (forest fire)
climate change
global warming
human being’s interference with the environment
2. Prof Linn is talking to a class of grade 11 students about global warming. Listen to the talk and choose the best answers
Do as appointed
1. D	2. B	3. B
4. C	5. A
3. Listen to the talk again and answer the questions
Let Ss work in pairs to answer the questions
Do as appointed
Carbon dioxide, carbon monoxide
The thick layer of the greenhouse gases traps more heat from the sun leading to the increase of the temperature on the earth
Heat waves, floods, droughts and storm surges.
Famine, water shortages, extreme weather conditions and a 20-30% loss of animal and plant species.
When you have a lot of information about the topic, you’ll be more willing to change your
lifestyle and you’ll be able to inform others and inspire change.
4. Work in groups. Discuss if the weather patterns in VN have changed over the last ten years. Provide some examples. Then report the results to the class
Do as appointed
Consolidation (3 mins) - Vocabulary related to the topic of global warming
Listening skills
Homework: (1 min)	- Vocabulary related to the topic of global warming
Listening skills	- Do the tasks again
Read Unit 6 - Writing at home
. SELF-EVALUATION:
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Date of preparation: 20/01/2019	Date of teaching: 23/01/2019
UNIT 6: GLOBAL WARMING
PERIOD 061/105:	WRITING
GLOBAL WARMING –CAUSES & EFFECTS
AIMS/OBJECTIVES OF THE LESSON
Language focus	- Vocabulary related to the causes and effects of global warming
Skills	- To promote Ss to develop their writing skills
To help Ss develop the skill of working in pairs and groups
Attitudes - To encourage Ss to work harder
To provide Ss some motivation
. PREPARATION
Teacher	- Teaching aids: textbook, lesson plan
- Teaching method: Communicative language teaching
Students	- Read through English Unit 6 - Writing at home
PROCEDURE
Class organization (1 minute)
Check up (5 minutes) - Ask Ss to talk about causes and effects of global warming
New lesson (35 minutes)
TEACHER'S ACTIVITIES
STUDENTS' ACTIVITIES
1. Which are the causes and which are the effects of global warming? Complete the diagram with the idea below.
Ask Ss to do the task
Do as appointed Causes: 2, 4, 7
Effects: 1, 3	6, 8
5	9
2. Work in pairs, discuss and complete the outline using the ideas from 1. Brainstorm some possible solutions Ask Ss to do the task in pairs
Do as appointed
1. Introduction (introduce topic and the main contents)
one of the biggest issues facing humans nowadays
caused mainly by humans
most catastrophic effects on humans
humans have to take actions to reduce the risks
the essay will discuss the causes and effects, and possible solutions
2. What global warming is and its cause
3. Complete the following outline for the
a. Topic: The benefits of earbuds
passage on earbuds in activity 2 Ask Ss to do the task
Thesis sentence: What are its benefits?
Supporting idea 1 and further explanation: small, light, portable -> put in a bag or pocket Supporting idea 2 and further explanation:
not costly -> about 100 000 VND Supporting idea 3 and further explanation: used anywhere -> will not disturb anybody
4. Choose one invention and write a similar paragraph about its benefits
Ask Ss to exchange their writing for peer comment
Do as appointed
Consolidation (3 mins) - Vocabulary related to the topic of working mother
Writing skills
Homework: (1 min)	- Vocabulary related to the topic of working mother
Writing skills	- Do the tasks again
Read Unit 6 - Communication and Culture at home
. SELF-EVALUATION:
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Date of preparation: ../ ./201..	Date of teaching: ../ ./201..
UNIT 6: GLOBAL WARMING
PERIOD 062/105:	COMMUNICATION & CULTURE
AIMS/OBJECTIVES OF THE LESSON
Language focus	- To provide learners some samples and cultural items
Skills	- To promote Ss to develop their skills and cultural understanding
To help Ss develop the skill of working in pairs and groups
Attitudes - To encourage Ss to work harder
To provide Ss some motivation
. PREPARATION
Teacher	- Teaching aids: textbook, lesson plan
- Teaching method: Communicative language teaching
Students	- Read through English Unit 6 - Communication and Culture at home
PROCEDURE
Class organization (1 minute)
Check up (5 minutes)	- Ask some Ss to go to the board and read their writings
New lesson (35 minutes)
TEACHER'S ACTIVITIES
STUDENTS' ACTIVITIES
Communication
Discussion
In groups, vote for the best invention among those in the list below
Ask Ss to do the task
Report and explain your group's results to the whole class
Do as appointed
The best invention is TV. It is useful to many people. It's not expensive. It's easy to use and easy to buy.
Do as appointed
We voted for digital cameras because they are very useful. We use them to take pictures of people we spend time with or beautiful places we visit. What's more, a digital camera does not cost too much, and we don't have to buy rolls or film for it.
Culture
1. Do you know which countries these
Do as appointed
1. China - c chopsticks
inventions are from? Match the country names with the inventions.
- Ask Ss to do the task
2.	Read	the	text	and	answer	the questions
Ask Ss to read the text and work in pairs to answer the questions
Japan - d instant noodles
Singapore - b PC sound card
The Philippines: a - medical incubator Do as appointed
The two issues are agriculture development and environmental protection
a - rain-making technique; b - biodiesel; c - Chipattana Aerator
Chaipattana	Aerator	and	rain-making technique
All three inventions have helped protect the environment
Chaipattana Aerator: cleans wastewater
Rain-making	technique:	improve	forest conditions
Biodiesel: reduces the use of fossil energy
Biodiesel is the most important because it helps to solve the crisis of energy
Consolidation (3 mins) - Gender equality in VN
Gender equality in the UK
Homework: (1 min)	- Gender equality in VN, gender equality in the UK
Do the tasks again
Read Unit 6 - Looking back and Project at home
. SELF-EVALUATION:
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Date of preparation: ../ ./201..	Date of teaching: ../ ./201..
UNIT 6: GLOBAL WARMING
PERIOD 063/105:	LOOKING BACK & PROJECT
AIMS/OBJECTIVES OF THE LESSON
Language focus	- To help students revise what they have learned in unit 6
To give a chance to do a small project to develop speaking skills
Skills	- To promote Ss to develop their skills and cultural understanding
To help Ss develop the skill of working in pairs and groups
Attitudes - To encourage Ss to work harder
To provide Ss some motivation
. PREPARATION
Teacher	- Teaching aids: textbook, lesson plan
- Teaching method: Communicative language teaching
Students	- Read through English Unit 6 - Looking back and Project
PROCEDURE
Class organization (1 minute)
Check up (5 minutes)	- Talk about some examples of gender discrimination in VN
New lesson (35 minutes)
TEACHER'S ACTIVITIES
STUDENTS' ACTIVITIES
LOOKING BACK
Pronunciation
These words below are compound nouns or noun phrases. Put them in the correct columns
Oo	oO
food processor	solar charger
smartphone	correction pen
laptop	digital camera washing machine
earbuds/ runway
Vocabulary
Complete these sentences using the words given in the box
Grammar
1. Read the following short exchange. Fill in the gaps with the present perfect or the present simple forms of the verbs
- Ask Ss to work in pairs to finish these sentences
2. Answer these questions, using the gerunds or infinitives to describe functions or purposes
- Do as appointed
1. economical	2. inventions
3. portable	4. benefits
5. expensive
- Work in pairs, do the task
1. is	2. haven't planned
3. have wasted	4. don't have
5. haven't started	6. says
- Work in groups, do the task
A washing machine is used for washing clothes
A solar charger can be used for charging mobile devices
I use a laptop to listen to music and watch video
A correction pen is used for covering a writing error
I use a 3-D printer to produce solid objects
PROJECT
1. Think about an imaginary invention that may be useful to you or other people
Ask Ss to do the task
- Do as appointed
Work in groups, describe your invention to your group members.
Let the groups have some time together the assemble their inventions
Design a poster about the invention from activity 2
Consolidation (3 mins)	- Revise what Ss have learnt in unit 6
Talk about examples of gender discrimination in VN
Homework: (1 min)	- Revise what Ss have learnt in unit 6
Talk about examples of gender discrimination in VN
Do the tasks again
. SELF-EVALUATION:
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Date of preparation: ../ ./201..	Date of teaching: ../ ./201..
UNIT 7: FURTHER EDUCATION
PERIOD 064/105:	GETTING STARTED
Aims and Objectives:	By the end of this lesson, Ss can get to know the topic of “Further Education”, words and phrases related to further education.
1. Knowledge:	Lexical items: vocational, academic, undergraduate, postgraduate, doctorate, major, gap year, CV.
3. Skill:	- Main skill:	+ Scanning for specific information to answer questions
+ Identifying the meaning of words depending on the context
- Sub skills: Speaking; Listening; Writing
Teaching aids: Text book, teacher's book, a speaker and a mp3 player
Procedure:
Stabilization: 2 mins
Checking up: No
New lesson:
Teacher’s activities
Students' activities
I. PRESENTATION: 5’
Lead-in:
Inform the class of the lesson objectives:
I. PRESENTATION
Lead-in:
Listen and answer
getting to know the topic
Introduce the topic by asking Ss some guiding questions Encourage Ss to talk about further education.
Talk about further education
PRACTICE: 30’
Activity 1:
Ask Ss questions about the illustration:
Who are the people in the picture? What are they doing?
What do you think they plan to do after leaving secondary school?
Tell Ss that that are going to listen to a conversation in a school library between three friends: Phong, Kevin and Maria.
Let Ss predict what these friends will be talking about.
Encourage and accept all types of predictions from Ss.
Play the recording. Ask Ss to listen and read the conversation at the same time.
Activity 2:
Asks Ss to work first individually, and then in pairs. Focus their attention on the instructions and allow time for them to read the incomplete sentences. They may refer back to the conversation to get the necessary information.
Checks sts’s answers and give explanation.
WHILE- PRACTICE
Activity 1:
Answer the questions: Listen
Predict what these friends will be talking about.
Listen and read the conversation at the same time.
Work in pairs to practice asking and answering the questions
Give explanation
Who are the people in the picture? What are they doing?
What do you think they plan to do after leaving secondary school?
Keys suggested:
academic or vocational undergraduate and postgraduate a bachelor’s degree
vocational courses/ a vocational course apply for scholarships
III. PRODUCTION: 6’
Have sts read the question and example. Ask them to think of their own answer to the question. Sts work individually first, then with a partner.
Elicit some answers and writes the best ones on the board. Give feedback and discuss any points.
Read the question and example and think of their own answer to the question.
Work individually first, then with a partner.
III. PRODUCTION
Give answers Keys suggested:
They can pursue further education.
They can help students develop analytical skills, critical thinking and knowledge for higher education at a university or college.
Because they want to take some time before deciding on their career and major.
Taking a gap year can allow students to do voluntary work or internships, and travel. This practical experience will make their CVs look good.
4. Homework: (2 mins)	- Prepare the next period "Language and Vocabulary"
+ Look up the new words/ phrases
+ Revise the uses of modal verbs
IV. SELF-EVALUATION:
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Date of preparation: ../ ./201..	Date of teaching: ../ ./201..
UNIT 7: FURTHER EDUCATION
PERIOD 065/105:	LANGUAGE
Aims and Objectives:	By the end of this lesson, Ss can:
enrich their vocabulary with words or phrases related to further education
know intonation on WH- questions.
know how to use and distinguish between the present perfect and the present perfect continuous
1. Knowledge: - Lexical items:
3. Skill:	- Main skill: Identifying the meaning of words depending on the context
- Sub skills: Speaking; Listening; Writing
Teaching aids: Text book, teacher's book, a speaker and a mp3 player
Procedure:
Stabilization: 2 mins
Checking up: No
New lesson:
Teacher’s activities
Students' activities
I. PRESENTATION: 2’
Warm-up: Ask:
What do you know about the Vietnam’s education system??
I. PRESENTATION
Answer
II. PRACTICE: 11’
VOCABULARY
Activity 1:
Go through the words in the box and check Ss’ understanding/
Asks Ss to guess the words(s) and complete the diagram individually.
Alternatively, in weaker classes, have Ss work on the diagram in pairs.
Call some sts to give out the answer Have a st write the answers on bb. Check & give remarks
Activity 2:
Have Ss work individually.
Ask	sts	to	complete	the	sentences individually.
Monitor the activity and offer support, if necessary.
Check the completed sentences as a class, making sure that all sts have the right answers.
WHILE- PRACTICE
Activity 1:
Work individually, read each of the words and think about its word class.
Some sts to give out the answer A st. writes the answers on bb. Listen
Key:
1. Kindergarten	2. Primary education
Lower secondary education
Upper secondary education
College	6. University
2. Activity 2:
Complete	the	sentences	individually.	May compare their answers with a partner.
Listen to T’s comments
Keys suggested:
1. Academic	2. major
3. vocational	4. postgraduate
5. analytical
PRONUNCIATION: 10’ Intonation on Wh- questions
Activity 1:
Explain the use of rising and falling intonation by modeling the two types of questions
Play the recording again for sts to repeat chorally and individually.
Help sts to distinguish between rising and falling intonation by highlighting the rise and fall of the voice.
Ask sts to work in pairs, taking turns to say the questions.
Activity 2:
Ask sts to read the instructions and explain
PRONUNCIATION Intonation on Wh- questions
Activity 1:
Listen
Distinguish between rising and falling intonation by highlighting the rise and fall of the voice.
Work in pairs, taking turns to say the questions.
Activity 2:
Read the instructions and explain the task.
Read the sentences, focusing on the words in
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.
bold and have sts repeat. Listen
Take turns reading each of the sentences twice- with and without elisions of weak vowels.
GRAMMAR: 11’
Activity 1:
Tell sts that the activity focuses on the present perfect and the present continuous tenses.
Ask if they can remember any rules of the present perfect and the present continuous tenses 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.
Check answers as a class.
Activity 2:
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 and 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.
GRAMMAR
Activity 1:
Listen
Answer teacher’s questions
Work in pairs to figure the answers.
Pay attention to the adverbs of time when they choose the correct form of the verbs.
Listen
Keys expected for several days lately
since grade 9 before
Ac

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