Giáo án Tiếng Anh Lớp 11 (Thí điểm) - Unit 4: Caring for those in need - Lesson 2: Language - Năm học 2019-2020

Preparing date
11B1
11B6
11B7
11B8
19/11/2019
22/11/2019
25/11/2019
22/11/2019
25/11/2019
UNIT 4: CARING FOR THOSE IN NEED
PERIOD 31: LESSON 2: LANGUAGE
I. OBJECTIVE:
1. Knowledge: By the end of the lesson, students will be able to: 
- Get to know the topic: vocabulary about people with disabilities; the past simple and the present.
(Lexical items: disability, blind, deaf, dumb, get around, integrate, campaign, charity, donate.
2. Skills:
- Develop Listening, reading skills
+ Scanning for specific information to answer questions
+ Identifying the meaning of words depending on the context
- Help sts develop the skill of working in pairs and groups 
3. Attitude: 
	- Serious, positive, proactive, independent to take part in group activities.
	- Showing passion & excitement in studying
	- Cultivate morality, love people, and love their homeland
4. Competence: 
- Self-study ability
- Problem-solving ability
- Presentation capacity and reporting
II. MATERIAL NEEDED
1. Teacher: Textbook, lesson plan, cassette player, disc.
2. Students: Students’ books, learning tools, drafting paper and/or extra board, marker
III. PROCEDURE: 
1. Warmup: (5m) Check speaking:.
Goal: Check out sts’ knowledge about the last lesson
Tasks: Ask and answer
Method: Individually
Question: 
1. Can you give some examples of people who overcome their disabilities to succeed in life? 
2. What should we do to help disabled people?
 Suggested answer:
1. Nguyen Ngoc Ky 
Nick Vujicic 
2. We can listen to their problems; give them encouragements, and help 
- Lead in the lesson
2. Contents: 
Teacher’s activities
Students’ activities
ACTIVITY 1: VOCABULARY
Aim: Sts know and practice vocabulary through exercises.
Method: Work in pairs and work with the whole class.
Task 1: Match each word with its meaning (3m)
- Ask sts work in pairs, 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.
- Ask others to give comments.
- Feedback
Task 2: Complete the sentences (5m)
- Ask sts to complete the sentences
- Have sts work individually first. Then ask them to work in pairs, and compare their answers.
- Call on some pairs to give their answers.
- Ask others to give comments.
- Feedback 
- Do the task in pairs.
- Give the answers
- Give comments.
- Check and take note
1. b 2. e 3. d
4. c 5. a
- Do the task individually and then exchange in pairs.
- Give the answers
- Give comments.
- Check and take note
1.	blind
2.	cognitive
3.	donation
4.	physical
5.	hearing
ACTIVITY 2: PRONUNCIATION
Aims: Practice pronunciation: Elision of vowels
Methods: Work with whole class
Task 1 (7m)
- 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 elision of weak vowels.
- Ask sts to study the Note part: Do you know....?
Task 2: (8m)
- 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.
- Look at the exercise and listen to teacher
- Listen to the tape and practice reading them.
- 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 without elisions of weak vowels.
ACTIVITY 3: GRAMMAR
Aims: sts know how to distinguish between the past simple and present perfect tense
Methods: Work in groups
Task 1: (7m)
- 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.
Task 2: (8m)
- 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.
- Do as appointed
launched
decided
invited
have completely changed
have collected
- Do the task in groups
- Give the answers.
- Check and take notes.
1.	decided
2.	have joined
3.	have volunteered
4.	presented
5.	have donated
6.	talked
7.	have sent
8.	visited
3. Consolidation and homework:
a. Consolidation: (1m)
- Teacher summaries main points of the lesson
- Students listen and add some more points
b. Homework: (1m)
- Do the task again	
- Prepare for the next lesson