Giáo án Tiếng Anh 11 Unit 4: Volunteer work

Giáo án Tiếng Anh 11 UNIT : VOLUNTEER WORK Period : 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 skimming for general information - Use the information they have read to discuss the topic II Materials Text book III Anticipated problems Ss may need help with the discussion task , so T should be ready to help them IV Procedure Time Steps Work arrangement 6’ Group work WARM UP Competition game – Hangman - T divides the class into big groups and draws each of them a gallows on the board Team A Team B - T explains to Ss that they are going to play a “Hangman” game The rule is that 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 on oe 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 isn’t in the secret word, them a piece of man being hanged will be added to the gallows and they will lose their turn to the other groups Ss will get one point for each letter they can guess correctly 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 - T leads the game, and in this lesson, the secret word is “volunteer” T draws the same number of dashes as the number of letters in this word For this word, T’d need dashes like this: _ - The activity will lead to the lesson naturally 10’ Pair work & BEFORE YOU READ Discussing the picture and saying - T asks the whole class to look at the picture on page 46 and asks them some questions: + What is the old woman doing in the picture ? + What does this mean by “Little Moments Big Magic”? + What does the picture tell you ? Suggested answers: + The old woman is teaching the boy to read + The phrase means that your little contribution and help may lead to significant results/may greatly change a person’s life + The picture tells me that everyone, no matter what they are young or old, can volunteer work - T asks Ss to work in pairs to read the short poem/saying whole class on page 46 and answer the question and discuss its meaning - T calls on some Ss to present their opinion T may give some comments and her suggestion: The saying means that if you help somebody by giving them some money, it’s just a temporary solution It’s better to instruct them how to make money legally by teaching then necessary working skills Pre-teaching vocabulary - T might elicit or teachthe meanings of the following words Volunteer: Ss may have understood the meaning of the word in the previous activity, so T may introduce its related words quickly + to volunteer to sth/volunteer for sth: tình nguyện, tự nguyện làm + volunteer(n): tình nguyện viên + voluntary(a): done willingly, not because you are forced(tự nguyện); doing a job without wanting to be paid for it(tình nguyện) + voluntarily(adv) The aged = the old (người già) Orphanage(n): a place where children without parents live ( trại trẻ mồ côi) To overcome: vợt qua, khắc phục E.g: She’s overcome the bad habit of talking loufly in public To participate in = to take part in (tham gia) To suffer sth: chịu đựng Remote = far away(xa xôi) - If there is some time left, T may ask some Ss to make sentences with the above words to check their understanding WHILE YOU READ Whole class, individual Setting the scene work & pair You are going to read a passage about volunteer work work While you are reading, the tasks in the textbook TASK 5’ Instruction: Fill each blank with one part of speech of the word “volunteer” - T elicits different parts of speech of the word “volunteer” and write these words on the board: Volunteer(v/n), voluntary, voluntarily - Then T instructs Ss to read through the sentences provided in the task to identify the part of speech of the word to fill in each blank For example, in sentence the word to fill in should be an adjective, in sentence an adverb, in sentence a noun, and in sentence a verb Ss should also pay attention to the word preceding the blank to fill in the right form of the word For instance, in sentence the word preceding the blank is ‘some’, so a plural noun should be filled in - T asks Ss to work individually to the task and exchange their answers with other Ss - T asks Ss for their answers and gives the correct answers Answers: voluntary voluntarily volunteers volunteered TASK Instruction: You are to read the passage and choose the best answer from A,B,C or D for each of the following 8’ sentences - T asks Ss how to this task If they don’t remember, T may instruct them to use some strategies to the task: + First, skim the sentences to understand them As Ss this they underline the key words For instance, in sentence Ss can underline volunteers, help, sick or old, homes + Ss locate the information in each sentence in the text and read this part carefully + Next, Ss read the choices given to choose the most suitable one + To complete sentence 5, Ssread the passage and try giving it a title Then Ss search through the list of the titles provided in the task to find the most suitable one Ss should make sure the title chosen covers the entire text and not just one idea within it - T asks Ss to work individually to the task, then discuss their answers with their peers - T calls on somw Ss to give their answers and asks other Ss to say whether they agree or disagree - T gives feedback and the correct answers: P1 A(line 1-2, para 2) D(line3-4, para 2) B(line 3-4, para 4) D(last para) B(A: too general; C and D not cover the whole text) TASK Instruction: You are required to answer the questions in the book - T asks Ss how to this task If they not remember, T may instruct them to use some strategies to the task: + First, skim the Qs to understand them As Ss this they: * underline the key words For instance, in Q1 Ss can underline What, high school, college Ss, hospitals, orphanages, homes for the aged * decide what information they need to find in the text * look for Qs words like “why” which indicates Ss should read for specific thing like a reason + Go back to the first question and locate the information for the question by finding the key words in the passage and mark the place + Read the part carefully to find the answer Ss can use their own words + Continue with the rest of the Qs - T asks Ss to work individually to the task, then discuss their answers with their peers - T calls on some Ss to write their answers on the board and ask them to explain their choices - T gives the correct answers: They read books to the people there, play games with them or listen to their problems (line 7-10, para 1) They give care and comfort to them and help them to overcome their difficulties (line 2-3,para 3) They volunteer to work in remote or mountainous areas (line 5-6, para 3) 8’ Pair AFTER YOU READ work,group Instruction: You are required to work in pairs to discuss work & whole the question in the textbook class - T asks Ss to work in pairs to discuss the question in the book - T goes around to help Ss when necessary - When all pairs have finished, T asks every pairs to share ideas - T calls on some Ss to report their ideas to the class - T gives feedback 2’ Whole class WRAPPING UP - T summarises the main points of the lesson - T asks Ss to learn by heart all of the new words and the extra activity as homework Hoan Kiem District Hanoi The Director River Travel Chuong Duong street Hoan Kiem District Hanoi 30 May 2007 Dear Sir/ Madam On behalf of New Future School, I’d like to thank you for your generous donation of VND million Your contribution will make it possible for us to build our school library A good library can help the Ss very much in their studying We will issue a receipt as soon as possible Once again thank you very much for your kindness We hope to receive more assistance and cooperation from your company in the future I look forward to hearing from you soon Yours faithfully, Le thi Thanh Principal of New Future School 8’ Pair work & FEEDBACK ON SS’ WRITINGS whole class - T asks Ss to exchange their writing with another student for peer correction - T goes around and collects mistakes and errors - T collects some writings for quick feedback - T writes Ss’ typical errors on the board and elicits self and peer correction T provides correction only when Ss are not able to correct the errors - Finally, T provides general comments on the letter 2’ Whole class WRAPPING UP - T summarises the main points of the lesson - For homework, T asks to improve their writing , taking into consideration their friends’ and T’s suggestions and correction and the extra exercise UNIT :VOLUNTEER WORK LESSON 5: Language focus I Objectives By the end of the lesson, Ss will be able to : - Distinguish the sounds / w / and /j / - Pronounce the words and sentences containing these sounds correctly - Use gerunds, present participles, perfect gerunds and perfect participles appropriately II Materials Textbook, handouts III Anticipated problems Ss may find it difficult to differentiate between gerunds and present participles, so T should be ready to explain IV Procedure Time Steps Work arrangement 10’ Whole PRONUNCIATION individual work and pair - T models the sounds /w / and / j / for a few times and work explains the differences in producing them + The phonetic sound / w / is a voiced labial-velar approximant It is articulated with the back part of the tongue(the dorsum) raised toward the soft palate ( the velum) and the lips rounded + The phonetic sound / j / is a voiced palatal approximant class, It is articulated with the middle or back part of the tongue raised against the hard palate - T plays the tape(or reads) once for Ss to hear the words containing these sounds Then T plays the tape(or reads) again and this time asks Ss to repeat after tha tape(or T) Pronouncing words containing the sounds - T reads the words in each column all at once - T reads the words once again, each time with a word in each column to help Ss to distinguishthe differences between the sounds in the words - T reads the words and asks Ss to repeat them - T asks Ss to practise pronouncing the words in pairs - T goes around to provide help - T asks some Ss to pronounce the words and gives correction if necessary Practising sentences containing the target sounds - T reads the sentences and asks Ss to underline the words with the sounds and write / w / and / j / under them - T asks Ss to practise the sentences in pairs - T goes around to provide help - T asks some Ss to read the sentences and gives feedback 10’ Whole GRAMMAR Gerund a presentation: - If necessary T reviews the form and uses of gerunds To save time T may give Ss the handout below: 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 like a verb), so it can be used: a as the subject of the sentence: * Reading helps you learn English b as the complement of the verb “to be”: * Her favorite hobby is reading c after prepositions The gerund must be used when a verb comes after a preposition: * She is good at learning E * They are keen on windsurfing This is also true of certain expressions ending in a preposition, e.g in spite of , there’s no point in : class, individual work and pair work * There’s no point in typing the assignment * In spite of missing the train, we arrived on time d after a number of “phrasal verbs” which are composed os a verb + preposition /adverb Example: To look forward to, to give up, to be for/ against, to take to, to put off, to keep on: * I look forward to hearing from you soon (at the end of a letter) * He kept on asking for a discount e in compound nouns Example: * a driving lesson, a swimming pool, bird-watching, train-spotting It is clear that the meaning is that of a noun, not of a continuous verb Example: * the pool isn’t swimming, it is pool for swimming in f after the expressions can’t help, can’t stand, it’s no use, good, and the adjective worth: * I can’t stand being stuck in traffic jams * It’s no use/good trying to persuade him * It might be worth changing the title of the book B.PRACTICE Exercise - T asks Ss to Exercise individually and then compare their answers with another student - T calls on some Ss to read out their answers - T elicits peer correction and gives correct answers if necessary Answers: hearing bending behaving meeting spending waiting starting Present participle a Presentation - If necessary T reviews the form and uses of present participles To save time T may give Ss the following handout: The present participle of most verbs has the form V-ing and is used in the following ways: 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 * He came running towards me This construction is particularly useful with the verb ‘to go’, such as go diving, go fishing, go swimming c)After verbs of perception in the pattern : verb + O +present participle Example: * I heard someone playing the guitar * I can smell something burning! Note: There is a difference in meaning when such a sentence contains a bare-infinitive rather than a participle The infinitive refers to a complete action, but the participle refers to an incomplete action, or part of an action Compare: * I heard Mai playing the piano.(= she had started before I heard her, and probably went on afterwards) * I heard Mai play the piano (= I heard her complete performance) d) as an adjective Example: * It was an interesting film * It’s a bit worrying when the police stop you e) with the verbs spend and waste, in the pattern: verb + time/money expression + present participle Example: * I spend hours a day travelling to work * Don’t waste time playing computer games ! * They’ve spent $4,000 buying that watch f) with the verbs catch and find, in the pattern: verb + O + present participle: With catch, the participle always refers to an action which causes annoyance or anger: * If I catch you stealing my apples again, I’ll tell your parents This is not the case with find, which is unemotional: * We found our dog lying in the bedroom * They found their mother sitting in the garden g) to replace a sentence or part of a sentence: When actions occur at the same time, and are done by the same person or thing, we can use a present participle to describe one of them: * He sang to himself He walked down the road Singing to himself, he walked down the road When one action follows very quickly after another done by the same person or thing, we can express the first action with a present participle: * He put on his coat and left the house Putting on his coat, he left the house The present participle can be used instead of a phrase starting as, since, because, and it explains the cause or reason for an action: * Feeling tired, he went to bed early (= because he felt tired ) * Knowing that she likes roses, he gave her a bunch of red roses on her birthday B PRACTICE Exercise - T asks Ss to exercise in pairs - T asks them to compare answers with another pair - T calls on some Ss to go to the board to write their answers - T asks other Ss to feedback and gives correct answers: burning/rising reading lying shopping preparing trying modernizing 2’ WRAPPING - T summarises the main points of the lesson - For homework , Ss review the points that have been covered in the lesson and the extra exercises UNIT :VOLUNTEER WORK LESSON 6: Language focus I Objectives By the end of the lesson, Ss will be able to : - Use gerunds, present participles, perfect gerunds and perfect participles appropriately II Materials Textbook, handouts III Anticipated problems Ss may find it difficult to differentiate between gerunds and present participles, so T should be ready to explain IV Procedure Time Steps Work arrangement 10’ Whole GRAMMAR Perfect gerund and perfect participle a Presentation - T teaches /reviews the form and uses of perfect gerund and perfect participle T might give Ss the handout below: class, individual work and pair work Perfect gerund: - Form: having + p2(having seen, having worked ) - Use: + The perfect gerund can be used instead of the present form of the gerund when we are referring to a past action Example: He was accused of deserting his ship = He was accused of having deserted his ship However, the perfect gerund is used to emphasize completion in both the past and the future Example: The retired teacher recalled having taught Perfect participle: - Form: having + p2(having done, having read ) - Use: + The perfect participle can be used instead of the present participle when one action is immediately followed by another with the same subject Example: Switching off the lights, we went to bed = Having switched off the lights, we went to bed + The perfect participle emphasizes that the first action is complete before the second one starts Example: She bought a bike and cycled home – Having bought a bike, she cycled home + The perfect participle is, however, necessary when there is an interval of time between the actions Example: Having failed twice , he didn’t want to try again + It is also used when the frist action covered a period of time Example : He had been living trere for such a long time that the 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 B PRACTICE : Execise : - T asks Ss to Execise individually and then compare their answers with another student - T calls on some Ss to read out their answers - T elicits peer correction and gives correts anwers if necessary Answers : having Having tied Having been Having read having been having taken 2’ WRAPPING - T summarises the main points of the lesson - For homework , Ss review the points that have been covered in the lesson and the extra exercises [...]... activities are volunteer works - T asks Ss to work in pairs to decide which of the activities in the book are volunteer works Ss should also explain why a certain activity is not volunteer work - T calls some Ss to give their answers ands for comments from other Ss - T elicits other volunteer activities from Ss Suggested answers: 1.The activities which are not volunteer work: taking part class & pair work in... the volunteer work your volunteer work Answer friend is doing Ask him/her your all the You can use suggestions below: - kind of volunteer work - exact things to do - frequency of doing the questions about the work information you want to You know friend’s can use the information in TASK 2 to answer the questions work - length of time spent for the work - your friend’s feeling when doing the work. . .UNIT 4: VOLUNTEER WORK lesson 2: Speaking I Objectives By the end of the lesson,Ss will be able to talk about different kinds of activities related to volunteer work II Materials Textbook, pictures, handouts III Anticipated problems Ss may not have enough vocabulary to talk about the topic, so T should be ready to provide help IV Procedure Time Steps Work arrangement 8’ Group work WARM UP... extra exercise as homework UNIT 4: VOLUNTEER WORK lesson 4: Writing I Objectives By the end of the lesson, Ss will be able to write a thank-you letter to a donor to acknowledge the donors contribution II Materials Textbook, handouts III Anticipated problems Ss may not have sufficient vocabulary to write about the topic, so T should be ready to assist them IV Procedure Time Steps Work arrangement 6’ WARM... their answers - T asks Ss to work in groups of 4 to compare their answers 9’ - T checks Ss’ answers by calling on some Ss If many Ss can’t complete the sentences, T plays the tape one or Individual work, pair work & class work two more times and pauses at the answers for them to catch - T gives the correct answers: 6 informal 7 30 street children 8 250 children 9 1988 10 Volunteers, June TASK 2 Instruction:... final comments 12’ TASK 3 Instruction: Now you work in groups to talk anout a kind of volunteer work your partner in the previous task do to help other people - Before Ss do the task, T may ask Ss to read through the example in the book T encourages Ss to use transition signals such as also, besides, moreover, etc to make their talk more coherent - Now Ss work in groups to talk about one activity their... the board to elicit correction from Ss and offers correction if necessary 3’ Whole class WRAPPING UP - T summarises the main points of the lesson - T asks Ss to do the EXTRA EXERCISE as homework UNIT 4 : VOLUNTEER WORK lesson 3 : Listening I Objecitves By the end of the lesson, Ss will be able to develop such listening microskills as intensive listening for specific information and taking notes while... provides general comments on the letter 2’ Whole class WRAPPING UP - T summarises the main points of the lesson - For homework, T asks to improve their writing , taking into consideration their friends’ and T’s suggestions and correction and do the extra exercise UNIT 4 :VOLUNTEER WORK LESSON 5: Language focus I Objectives By the end of the lesson, Ss will be able to : - Distinguish the sounds / w /... tape and ask Ss to repeat in chorus class, individual work & pair work and individually - T elicits / teaches some of these words and those taken from the listening passage: Fund-raising activies: hoạt độmg gây quỹ Donation(n): vật/tiền quyên góp Informal school: trường học không chính thống Organization for Education Development: tổ chức phát triển giáo dục Co-operate(v): hợp tác Disadvantaged children:... Ss may find it difficult to differentiate between gerunds and present participles, so T should be ready to explain IV Procedure Time Steps Work arrangement 10’ Whole PRONUNCIATION individual work and pair - T models the 2 sounds /w / and / j / for a few times and work explains the differences in producing them + The phonetic sound / w / is a voiced labial-velar approximant It is articulated with the