Giáo án Tiếng Anh Lớp 11 (Thí điểm) - Unit 7: Further education - Speaking+Writing - Năm học 2019-2020

Preparing date:
Teaching date:
12/05/2020
11B1
11B6
11B7
11B8
18/05/2020
21/05/2020
15/05/2020
16/05/2020
PERIOD 66 UNIT 7: FURTHER EDUCATION
LESSON 2: SPEAKING 
TYPES OF FURTHER EDUCATION
I. OBJECTIVE:
1. Knowledge: By the end of the lesson, students will be able to: 
- Express preferences for different furrther education opportunities. 
2. Skills: 
- Improve SS’ speaking and listening skills.
3. Attitude:
	- Have right attitude toward learning, have responsible attitude toward their schoolwork.
 - Be motivated to win a place at university.
4. Competence:
	- Develop the skills of working in pairs and groups as well as time management ability.
II. MATERIAL NEEDED
1. Teacher: Textbook, lesson plan, references...
2. Students: Students’ books, learning tools, drafting paper and/or extra board, marker
III. PROCEDURE: 
1. Warm-up: (5 m)
Goal: Check SS some words/phrases of the previous lesson and create warm learning atmostphere.
Task:.Macth a verb in A with its noun/phrase in B
A
 B
Take
higher education.
apply for
knowledge
pursue 
scholarship
broaden
vocational courses
* Answers : 1 – d 2 – b 3- a 4- b
* Lead-in: Inform the class of the lesson objectives: expressing preferences for different further education pathways.
2. Contents:
Teacher’s activities
Students’ activities
ACTIVITY 1: Match the phrases with the descriptions to make sentences. (7 m)
* Aims: Provide SS some words and phrases related to the topic of the talks in the leson. 
- Ask Ss to work individually, read each phrase or word, and work out its meaning. Then they read each description and decide on the answers.
- Check answers as a class, making sure that all Ss have formed the correct sentences and know the meaning of the given phrases.
- Work individually as T’s guiding.
* Key 1. c 2. e 3. a 4. b 5. d
- Make sure the meaning of the given words.
+ an undergraduate student: 1 SV đại học
+ distance learning course: GD từ xa
+ the cloud: điện toán đám mây
+ an exchane student: SV nước ngoài (trao đổi)/ du học sinh
+ a credit- based course: khóa học theo hình thức đào tạo tín chỉ
- Check the answers in the whole class and say the meaning of the phrases.
ACTIVITY 2: Choose the correct phrases (a-f) to complete the conversation. (10 m)
* Aims: Have SS do reading comprehension task to have a model conversation for speaking.
- Explain the context and ask Ss to read through the phrases expressing preferences in the box.
- Have Ss work in pairs to decide what kind of speech does each blank need? Then fill the gaps with appropriate phrase given.
- Allow enough time for Ss to read the conversation individually.
- Check answers as a class and give feedback.
- Pay attention to the T and have a note about the given phrases and analise part of speech in each blank .
a. I’d rather: 
b. the best choice for us: 
c. There are diferent choices for us :
d.one more thing to consider: 
e. would you prefer:
f. prefer online and distance courses:
* Key
1. b 2. e 3. a 4. f 5. d 6. d
- Make sure the answers to complete the conversation.
ACTIVITY 3: Read the conversation again and answer the questions. (8 m)
* Aims: This activity focuses on reading for specific information.
- Ask Ss to read the questions first to work out the type of information they will look for in the conversation.
- Have Ss work in pairs or small groups to compare their answers.
- Check answers as a class.
- Allow enough time for Ss to read the conversation before practising it in groups of four.
- Monitor the activity and select some groups to role-play the conversation in front of the class.
- Work individual to read the conversation and answer the Qs.
- Work in small groups to discuss the As.
* Key
1. Because higher education will help students to gain more knowledge and critical thinking skills and a bachelor’s degree will help them to find a job more easily.
2. Because students need some skills for getting a job before they can decide if they want to pursue an undergraduate degree or not.
3. They are campus-based, part-time, full-time, and online.
4. ‘Cloud’ learning allows students to work and study simultaneously.
5. They provide students with more flexible
programmes and schedules.
-Work in group of 4 practise the conversation. 
- Role play the conversation in front of the class.
ACTIVITY 4: Work in groups of four. Discuss the choices and preferences for further education. (12 m)
*Aims: Give SS chance to practise speaking about their choices and preferences for further education.
- Ask Ss to think about their choices and reasons for their preferences for further education.
- Encourage them to share their ideas in groups, give them useful expressions. 
* Useful expressions:
I think + S + will + V 
I prefer + St/ V-ing 
S + provide Sb with St..
S + help + Sb V/to V 
 It’s an excellent opportunities for Sb to V .
- Choose one or two groups to role-play their conversation in front of the class.
- Work in groups practise speaking as guided.
- Note down and use useful expressions.
- Role-play their conversation in front of the class. 
3. Consolidation and homework
a. Consolidation: (2m)
- Ask Ss: What have you learnt today? What can you do now?
- Elicit answers: I have learnt about diff erent types of further education. I can express my preferences for different further education pathways.
- Teacher summaries the main points of the lesson: 
b. Homework: (1m)
- Learn by heart vocab and make sentences. Do the Speaking part in the exercise book.
- Prepare for the next lesson:Unit 7 – Writing
Preparing date:
Teaching date:
13/05/2020
11B1
11B6
11B7
11B8
/05/2020
/05/2020
/05/2020
/05/2020
PERIOD 67 UNIT 7: FURTHER EDUCATION
LESSON 5: WRITING
I. OBJECTIVE:
1. Knowledge: By the end of the lesson, students will be able to: 
- Know to write an email asking for information about higher education opportunities
- Build up vocabulary supported for writing task.
2. Skills: 
- Improve SS’ writing, speaking and reading skills.
3. Attitude:
	- Have right attitude toward learning.
	- Understand the concept of further education and have positive thoughts.
4. Competence:
	- Develop ability to think in a logical way to form a well-structured text.
II. MATERIAL NEEDED
1. Teacher:Textbook, lesson plan, references...
2. Students:Students’ books, learning tools, drafting paper and/or extra board, marker
III. PROCEDURE: 
1. Warmup: (5m)
Goal:Lead SS into the topic of the lesson
Task: Look at pictures, ask and answer.
Method: Listening and speaking interaction
- Ask SS questions about the pictures: 
+ Can you name these two famous sites in The United Kingdom? 
+ Suggested answer: The first one is the image of Cambridge University. The second one is Oxford University. The two well –known universities in The UK.
+ Lead in: In our lesson today, we’re going to learn how to write an email asking for information about higher education opportunities in the UK.
2. Contents:
Teacher’s activities
Students’ activities
Task 1: Read Mai’s email to her friend asking for information about higher education in the UK. Fill in the gaps, using the phrases in the box. (7)
* Aims: to help SS have a completed letter as model.
- Ask Ss to work in pairs and do the task.
- Set a time limit “4 mins” for this activity and assist Ss if necessary.
- Check answers as a class. 
- Follow the instruction and complete the email.
- Work in pairs and compare the answers.
Keys:
1. I am writing to ask you for
2. I want to consult you about
3. I am worried most
4. I have to take
5. I am eligible to
6. I should send
- Correct the answers if there is any mistake.
Task 2: Read the email in 1 again and complete the following outline. (10 m)
* Aims: to help SS to work out the outline of a well-structured text.
- Ask Ss to work in small groups, then give each group a large- size sheet of paper.
- Have SS read the text and study the outline. Then ask them to discuss in groups and complete the outline on the sheet of paper.
- Encourage SS to move around the class room and read the outlines of other groups.
- Ask SS from different groups to present their outlines to the rest of the class.
- Give feedback and check answers as a class.
- Work in small groups, discuss and complete the outline on the sheet of paper.
- SS can move around the class room and read the outlines of other groups.
- Each group presents their outlines to the rest of the class.
Keys: 
1. Dear Kevin
2. I am writing to ask for some information and advice on higher education in your country.
3. What are the university entry requirements for international students in the UK?
4. What types of accommodation are available for international students?
5. I wish you and your family the best. I look forward to hearing from you soon.
6. Regards.
Task 3: Choose two of the following points about studying abroad. Write an email of 160-180 words to a friend from another country asking for information and advice. Use the outline in 2. (20 m)
* Aims: Help SS to write a draft email using their outline then a write their final drafts incorporating all the feedback from SS and T.
- Have Ss work in groups of three or four to go through the points. Ask them to discuss what information they want to ask for and what kind of advice they need. Then each student should choose two of the topics or formulate two new ones based on their group discussions.
- Have Ss write an outline of their emails individually, then swap with a partner and provide feedback.
- Have Ss write a draft email using their outline and incorporating their partner’s feedback. Encourage them to use full sentences. Then ask SS to read their drafts in their group so they can comment on content, grammar and vocabulary use. Walk around and provide help by correcting mistakes in grammar or word choice.
- Ask Ss to work independently and write their final drafts incorporating all the feedback from Ss and T.
- Invite some Ss to read their emails. Have the rest of the class ask questions or say what they like most about the piece of writing.
- Work in groups of three or four to go through the points, discuss what information they want to ask for and what kind of advice they need.
-Write an outline of their emails individually, then swap with a partner and receive feedback.
-Work independently and write their final drafts incorporating all the feedback from SS and T.
-Read their emails. Have the rest of the class ask questions or say what they like most about the piece of writing.
3. Consolidation and homework
a. Consolidation: (2m)
-Ask SS: What have you learnt today? What can you do now?
- Elicite answer: I have learnt how to write an email asking for information and advice about further education opportunities.
- Teacher summaries the main points of the lesson: 
b. Homework: (1m)
- Complete the email.
- Prepare the next lesson: Unit 7- Communication and culture. 
Suggested letter:
Dear Susan,
Last time I told you that I have been thinking about pursuing higher education in the UK. I got started to learn the process of applying for a university in London some time ago. Now I am writing to ask you some information and advice.
First, what is the procedure for applying for a student visa? Of course, I have to submit an application but what other documents are required? How long does it take me to obtain my student visa? It is important to plan time to wait for visa processing because
 The time between finding out I have been accepted to go and leaving may be very close together.
Second, do I have to present my financial documents: for example proof of funds, to prove that I am able to pay for my education? 
And last, Do I need to obtain the international Certificate of Vaccination? Is it required that I ha ve certain vaccinations before I go? What are they? After all, can you make me a checklist : What I should bring and what I should leave at home?
I wish you and your family the best. I look forward to hearing from you soon.
Regards, 
Minh Tam