giáo án tiếng anh 11 thí điểm cả năm

Date of preparation: 20/8/2016 Date of signing: 22/8/2016 Period 1: INTRODUCTION I Objectives By the end of the lesson, students will be able to: - get an overview of the English book grade 11 in general: themes, units - know about tests: oral test, fifteen - minute tests, periodical tests, first term test - have a sense of responsibility toward learning the subject II Teaching method: Communicative III Teaching aids - CDs & CD player, board, chalks, textbook and notebook IV Procedure Class organization: DatePeriodClassAttendanceAbsentees/Notes… / / 11A4… / ….2 Previous lesson check: No New lesson: T’s and Ss’ActivitiesKnowledgeWarm-up * Game: Lucky Number -T divides the whole class into two groups and plays the game - The leader of each group chooses a number for their own group and does the following requirement in each question If the answer is correct, they will get 10 marks - T leads Ss in the lesson I Topics and units: - Ask Ss to look through the book then tell class how many units it has - Introduce some more information about the topics (Including five topics in each term) - There are periods in each unit They are Getting Started, Language, Reading, Speaking, Listening, Writing, Culture and communication and Looking Back II Tests: III Requirements for study preparation - Each S has books (student book and work book), CDs and notebook - Prepare for the lesson before class -Listen to the teacher attentively and take part in the lesson actively and creatively - Take part in the activities that the teacher requires such as pair work, group work… - Do all exercises at home, learn new words and structures Lucky Number How many girls are there in your class? Do you know what your English teacher’s name is? Lucky Number What you prepare for this semester? Do you like studying English? Why or Why not? How you learn English well? Do you speak English fluently? The generation gap Relationships Becoming independent Caring for those in need Being part of ASEAN + reviews 1- Previous lesson check 2- Fifteen minutes tests (3) 3- Periodical tests (2) 4- First term test Consolidation: - Summarize the main points: Getting to know the content of English 11, tests,… Homework: - prepare for the next lesson: Unit 1- Getting started o0o Date of preparation: 20/8/2016 Date of signing: 22/8/2016 Period 2: Unit 1: THE GENERATION GAP Part 1: Getting started I Objectives By the end of the lesson, students will be able to: Knowledge - get to know the topic, vocabulary about the generation gap and family rules, two gramatical points: should, ought to to give opinions and advice, and must and have to to express obligation Skill - develop listening, spesking, reading skills Attitude - have responsible attitude towards family rules II Teaching method: Communicative III Teaching aids - CDs & CD player, board, chalks, textbook and notebook IV Procedure Class organization: DatePeriodClassAttendanceAbsentees/Notes… / / 11A4… / ….2 Previous lesson check: No New lesson: T’s and Ss’ActivitiesKnowledgeWarm-up Tell Ss that these differences can be in the choice of music, clothing, values, lifestyles, ways of shopping (directly from shopping centres or online), or communication Ask Ss questions about the picture: This is a photo of a big family Who are the people in the photo? Is this type of family popular in your community? Elicit answers from Ss Tell Ss that they are going to listen to a conversation between two friends, Sam and Ann Let Ss guess what Sam and Ann are talking about` - T plays the recording and asks Ss to listen and pay attention to the text to understand the content - Ss listen and read along silently - T asks Ss to read the passage again and get information to Task in pairs - Ask students to compare the answers with a partner - Ask some students to read the answers - Checks and gives the correct answers: - Tell Ss this activity focuses on compound nouns Ask them to complete the definitions, using the highlighted compound nouns in the conversation Ask Ss to check answers in pairs Check Ss’answers Ask Ss to read the conversation again to find seven other compound nouns Allow Ss to use a dictionary to look up the meanings of the compound nouns Tell Ss to compare their answers in pairs / groups Then check answers as a class Ask Ss to read the conversation again to find verbs expressing duty, obligation, advice Tell Ss to compare their answers in pairs / groups Then check answers as a class - ask Ss to work in pairs, practise asking and answering the questions given using the ideas from the conversation and Ss’ own ideasActivity 1: Listen and read: Activity 2: Decide whether the sentences are true, false or not given F F T F T Activity 3: Complete the definitions: Key A nuclear family Childcare A generation gap Table manners A viewpoint k An extended family Activity 4: Find the compound nouns grandparents, grandma, grandpa, grandmother, hairstyle, housework, footsteps Activity 5: Find verbs Opinion and advice: should, ought to Duty and obligation: must, have to Lack of obligation: not have to, not need to Activity 6: Ask and answer I’m a part of a nuclear/extended family I learn a lot of skills from my grandparents.4 Consolidation: - Summarize the main points: Getting to know the topic, the vocabulary items related and modals Homework: - practice the conversation, asking and answering questions - prepare for the next lesson o0o Date of preparation: 20/8/2016 Date of signing: 22/8/2016 Period 3: Unit 1: THE GENERATION GAP Part 2: Language I Objectives By the end of the lesson, students will be able to gain: Knowledge use words and phrases related to the generation gap and family rules identify and pronounce strong and weak forms of words in connected speech use modals to give opinions and advice: should, ought to use must and have to to express obligation Skill - listening, reading Attitude - have responsible attitude towards family rules II Teaching method: Communicative III Teaching aids - CDs & CD player, board, chalks, textbook and notebook IV Procedure Class organization: DatePeriodClassAttendanceAbsentees/Notes… / / 11A4… / ….2 Previous lesson check: - act out the dialogue activity New lesson: T’s and Ss’ActivitiesKnowledge Draw Ss' attention to the four compounds written as one word: household, hairstyles, schoolchildren, footsteps A compound noun is a noun that is made up of two or more words Each compound noun acts as a single unit and can be modified by adjectives and other nouns In compound nouns, the stress usually falls on the first word This helps us to distinguish between compound nouns and free word combinations - T asks Ss to read the conversation again and get information to Task individually - Ss elicit more chores to add to the list - Ask Ss to compare the answers with a partner - Ask some students to read the answers - Feedback Play the recording for Ss to listen and repeat Ask Ss to pay attention to the stressed words with the stress mark before the stressed syllable Play the recording again for Ss to listen, pausing after each sentence Have Ss work in pairs to find out the parts of speech of the words which are stressed in these sentences Ask Ss to study the Do you know ? box for more information about words that normally receive stress in connected speech - T plays the recording and asks Ss to listen then circle the word they hear - T asks Ss to work individually and then check answers as a class - ask pairs of Ss to role-play the questions and answers in front of the class Tell Ss that this activity focuses on the use of should /shouldn't, ought to/ought not to, must/mustn't, have to/don't have to Ask Ss to underline the correct words to complete the sentences, and pay attention to the meaning of the sentences in order to choose the right word Have Ss work individually first, then ask them to compare their answers in pairs Check Ss'answers Have Ss this exercise individually Monitor the activity and help them, if necessary Check Ss' answers by asking individual Ss to take turns to read aloud the sentences, and then write them on the board I Vocabulary: Compound nouns Activity 1: Example: a 'greenhouse: a place for growing plants (compound noun) a 'green 'house: a house painted green (free word combination) Key: -g 5-c 2-h 3-i 4-f 6-b 7-a 8-d Activity 2: Complete the questions Key hairstyle / table manners generation gap nuclear family junk food schoolchildren II Pronunciation: Activity 1: Listen and repeat: 9-e Activity 2: Listen and check strong, weak weak, strong weak, strong III Grammar: Activity 1: Underline the correct words should ought must have to must not Activity 2: Rewrite the sentences Key You mustn't use your mobile phone in the examination room I don't have to type my essay You should tell the truth to your family Young people must plan their future career carefully.4 Consolidation: - Summarize the main points: compound nouns, stressed and unstressed words in sentences, modal verbs: have to, ought to Homework: - complete the exs, exs in workbook - prepare for the next lesson o0o Date of preparation: 20/8/2016 Date of signing: 22/8/2016 Period 4: Unit 1: THE GENERATION GAP Part 3: Reading I Objectives By the end of the lesson, students will be able to gain: Knowledge information about the generation gap, souces of conflicts between parents and children Skill reading for specific information Attitude - have responsible attitude towards family rules II Teaching method: Communicative III Teaching aids - board, chalks, textbook and notebook IV Procedure Class organization: DatePeriodClassAttendanceAbsentees/Notes… / / 11A4… / ….2 Previous lesson check: - write 10 compound nouns New lesson: T’s and Ss’ActivitiesKnowledge - Ask the question ‘Where you think family conflicts come from?’ - T asks Ss work in groups, look at the picture and answer the question - T asks Ss to call out the answers to question freely Ask Ss to tick the conflicts (a-g) and then compare their choices with their partner's Ask some Ss to share their opinions with the whole class * Checking Ask Ss to skim the text and compare their predictions in Check Ss' answers, and ask them to give the clues from the reading text which helped them to work out the answers Ask Ss to match the highlighted words in the text with the definitions given Tell Ss to go back to the reading text to locate the highlighted words and study the context surrounding the words to work out their meaning Then match them with the definitions Have Ss work individually, then check their answers in pairs or groups Check the answers again as a class - Put Ss in groups of three; ask them to read the questions first to make sure they understand what information they need in order to answer the questions It may help if Ss can understand the key words in the questions - Ask Ss to read the text again, and locate the part of the text where they can get the answer to each of the questions before they discuss the answers - Check Ss’ answer by inviting a representative form each group to give the answer to one of the questions If the Ss’ answer is incorrect, don’t give the right one at once, but try to elicit it from other Ss have Ss work in pairs and take turns to share their problems, and give opinions or advice ask some Ss to report the results of their discussionActivity 1: Give predictions Activity 2: Read and check b, c, d, e, f Activity 3: Match the words with definitions Key afford impose brand name norms conflicts Activity 4: Answer the questions Because they strongly believe they know what is best for their children They want to be more independent, create their own opinions, and make their own decisions They are worried because these clothes may break rules and norms of society, or distract them from schoolwork They want their children to spend their time in a more useful way No Some of them try to impose their choices of university or career on their children Activity 5: Discuss with a partner4 Consolidation: - Summarize the main points: sources of conflicts Homework: - practice the conversation, asking and answering questions - prepare for the next lesson o0o Date of preparation: 25/8/2016 Date of signing: 29/8/2016 Period 5: Unit 1: THE GENERATION GAP Part 4: Speaking I Objectives By the end of the lesson, students will be able to gain: Knowledge conflicts between teenagers and parents Skill speaking: talking about parent-child relationship problems and offering advice on how to solve them Attitude - have responsible attitude towards family rules II Teaching method: Communicative III Teaching aids - board, chalks, textbook and notebook IV Procedure Class organization: DatePeriodClassAttendanceAbsentees/Notes… / / 11A4… / ….2 Previous lesson check: - activity 4, New lesson: T’s and Ss’ActivitiesKnowledge* Checking - T asks Ss to the brainstorming Who the work and the feelings List three household chores you like and dislike Discuss the reasons Give comments and lead in the lesson This activity focuses on conflicts between teenagers and their parents Ask Ss to read about three situations facing teenagers, and then match them with the problems a, b, or c in the box Walk around and help Ss, if necessary Have Ss compare their answers Check Ss' answers Ask Ss to further discuss if they have ever experienced these situations, and how they felt They may give advice or express their opinions .This activity focuses on the ideas and useful language that Ss can use in when they talk about their problems with parents Ask Ss to read the list of things teenagers and their parents complain about Have them tick the complaints that they hear in their families Encourage Ss to add some more complaints if they can Help Ss with any new language they may need to express their ideas focuses on speaking about conflicts between teenagers and parents, and giving opinions and advice to solve the problems Ask Ss to work in pairs and take turns to tell their partner what they or their siblings and their parents often complain about, and then practise giving advice on how to solve the problem Encourage Ss to use the structures listed in Helpful expressions Walk around and help Ss, if necessary Ask some pairs to role-play their conversation, and give feedback Week: 23 Unit 7: FURTHER EDUCATION LANGUAGE Date of preparing: 15/1/2015 I 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 continous Knowledge: - Lexical items: Skill : - Main skill: Identifying the meaning of words depending on the context - Sub skills: Speaking; Listening; Writing II Teaching aids: Text book, teacher's book, a speaker and a mp3 player III Procedure: Stabilization: mins Checking up : No New lesson : Teacher’s activities Students' activities I PRESENTATION: 2’ Warm-up: Ask: What you know about the Vietnam’s education system??I PRESENTATION Answer II PRACTICE: 11’ A 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 II 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: Kindergarten Primary education Lower secondary education Upper secondary education College University Activity 2: Complete the sentences individually May compare their answers with a partner Listen to T’s comments Keys suggested: Academic major vocational postgraduate analyticalB 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 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 B 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 bold and have sts repeat Listen Take turns reading each of the sentences twice- with and without elisions of weak vowels C 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 C 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 before Activity 2: Work in pairs to give answers Observe and help when and where necessary Pay attention to the adverbs of time when they choose the correct form of the verbs Take turns reading aloud each of the sentences Keys suggested have been surfing has been living has been looking have been studying has been teaching Activity 3: 6’ Tell students that the activity focuses on the distinction between the present perfect and the present perfect continuous Have St work in pairs to work out the answers Monitor the activity and offer help if necessary Check answers by asking individual Ss to take turn reading aloud their answers Can ask Ss to explain their choice of tense The pair that gets the most points is the winner.3 Activity Listen Work in pairs to answer Read aloud the answers Keys suggested have read have been reading Have you applied have been waiting has been giving have never understood3 Homework: (2’ mins) - Do Part A 1+2,B 2-5 in the exercise book - Prepare the next period "Skills- Reading" + Look up the new words/ phrases + Revise the uses of modal verbs IV SELF – EVALUATION : ………………………………………………………………………………………………………… ………………………………………………………………………………………………… Week: 23 Unit 7: FURTHER EDUCATION READING Date of preparing: 10/1/2015 I Aims and Objectives: By the end of this lesson, Ss can: - Read for general ideas and specific information about higher education Knowledge: - Lexical items: mandatory, respectively, broaden, Baccalaureate, appreciate, pursue - Main skill: + Scanning for specific information to answer questions + Identifying the meaning of words depending on the context - Sub skills: Speaking; Listening; Writing II Teaching aids: Text book, teacher's book, a speaker and a mp3 player III Procedure: Stabilization: mins Checking up : No New lesson : Teacher’s activities Students' activitiesI PRE- READING: 5’ Activity 1: Have Ss read the table of the British state-run education system Provide sts with some information if necessary Have sts work in pairs and draw a table or a diagram similar to the one in vocabulary Section1 Encourage sts to explain and give reasons for their answers Correct answers as a class & have sts guess the possible content of the reading text.I PREREADING Activity 1: Look at the diagram to give the answers Encourage sts to explain and give reasons for their answers School Age Exam Kindergarten 3-5 No Primary school 6-10 No Lower secondary 11-14No Upper secondary15-17 GCSE II WHILE-READING: 27’ Activity 2: Tell Ss that the activity focuses on reading for gist Have them read the heading before the text Explain to SS that repeated and similar vocabulary can form a vocabulary chain in a paragraph The main ideas of the paragraph will contribute to the main idea of the whole text Ask sts to work individually to choose the best heading(a-c) Then Ss can check their answers with a partner Check answers as a class and write them on the board Give feedback Activity 3: Ask sts to work individually, read the words and phrases in the columns, then discuss and find the meaning of each of them (a-e) provide help, if necessary Explain the meaning further and give examples Check answers as a class and write them on the board Give feedback Then sts can Check answers as a class and Activity 4: Tell sts that the activity focuses on reading for specific information Ask sts to read the passage gain and decide whether the following statements are true (T), false (F) or (NG) Have sts write their answer individually and check with their partner Check answers as a class & provide feedback II WHILE- READING Activity 2: Work individually, read the work individually to choose the best heading(a-c) Then check their answers with a partner Write them on the notebook Keys suggested b Activity 3: Listen Work individually, read the words and phrases in the columns, then discuss and find the meaning of each of them(a-e) Check their answers with a partner Keys suggested d c e a b Activity 4: Read the passage gain and decide whether the following statements are true (T), false (F) or (NG) Write their answer individually and check with their partner Keys suggested NG F F F T III POST- READING: 6’ Activity 5: Put sts in pairs and ask them to discuss the questions freely: How can you prepare for higher education in the UK? Ask one or two pairs to report the discussion results to the class Give remarks III POST- READING Activity 5: Work in pairs and discuss the questions freely One or two pairs to report the discussion results to the class Listen How can you prepare for higher education in the UK? Homework: (5 mins) - Do Part C in the exercise book - Prepare the next period "skills- Speaking" + Look up the new words/ phrases + Revise the uses of modal verbs IV SELF – EVALUATION : ………………………………………………………………………………………………………… ………………………………………………………………………………………………… Week: 23 Unit 7: FURTHER EDUCATION SPEAKING I Aims and Objectives: By the end of this lesson, Ss can: - practice talking about further education Knowledge: Date of preparing: 15/1/2015 - Lexical items: part-time course, full-time course, cloud-based course, credit-based, campus-based, simultaneously Skill : - Main skill: +Interviewing & discussing - Sub skills: Speaking; Listening; Writing II Teaching aids: Text book, teacher's book, a speaker and a mp3 player III Procedure: Stabilization: mins Checking up : No New lesson : Teacher’s activities Students' activitiesI PRE- SPEAKING: 7’ Activity 1: Ask sts to work individually, read the words and phrases in the columns, then discuss and find the meaning of each of them (a-e) provide help, if necessary Explain the meaning further and give examples Check answers as a class and write them on the board Give feedback I PRE-SPEAKING Activity 1: Listen Work individually, read the words and phrases in the columns, then discuss and find the meaning of each of them(a-e) Check their answers with a partner Keys suggested c e a b d II WHILE-SPEAKING: 16’ Activity 2: Explain the context and ask sts to read through the phrases in the box Have sts work in pairs to fill the gaps in the interview Check answers as a class and give feedback II WHILE- SPEAKING Activity 2: Read through the phrases in the box Work in pairs to fill the gaps in the conversation Listen Keys suggested b e a f d 6.c III POST- SPEAKING: 15’ Activity 3: 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 Activity 4: Allow enough time for sts to read the conversation individually before they practice in pairs Monitor the activity and select some pairs to role-play the conversation in front of the class Activity 5: Ask Ss to think about their choices and reasons for their preferences for further education Encourage them to share their ideas in groups Have different groups work together so they can help each other with ideas and suggestions Ask groups of students to have a discussion using the expressions and flow in the model in Then choose one or two groups to role-play their conversation in front of the class III POST- SPEAKING Activity 3: Read the question and example and think of their own answer to the question Work individually first, then with a partner Give answers Activity 4: Read the conversation individually before they practice in pairs Role-play the conversation in front of the class Activity 5: Think about their choices and reasons for their preferences for further education Share their ideas in groups Work together Discuss using the expressions and flow in the model in Role-play their conversation in front of the class Keys suggested Because higher education will help Ss to gain more knowledge and critical thinking skills and a bachelor’s degree will help them to find a job more easily Because students need some skills for getting a job before they can decide if they want to pursue an undergraduate degree or not They are campus-based, part-time, full-time and online “Cloud” learning allows students to work and study simultaneously They provide students with more flexible programmes and schedules Homework: (5 mins) - Do Part D in the exercise book - Prepare the next period " Listening" + Look up the new words/ phrases + Revise the uses of modal verbs IV SELF – EVALUATION : ………………………………………………………………………………………………………… ………………………………………………………………………………………………… Week: 24 Unit 7: FURTHER EDUCATION LISTENING Date of preparing: 20/1/2015 I Aims and Objectives: By the end of this lesson, Ss can: - listen for specific information in a talk from an Canadian undergraduate student studying in Vietnam Knowledge: - Lexical items: undergraduate course, study abroad, knowledgeable, thorough, programme coordinator, host family, outing, gathering, staff, fellow student Skill : - Main skill: + Scanning for specific information to take notes about the main points + Deciding whether the statements are true (T), false (F) or not given (NG) - Sub skills: Speaking; Listening; Writing II Teaching aids: Text book, teacher's book, a speaker and a mp3 player III Procedure: Stabilization: mins Checking up : No New lesson : Teacher’s activities Students' activitiesI PRE- LISSTENING: 7’ Activity 1: Show pictures of the students on page 21 Ask: Where are they? What are they doing? I PRE- LISSTENING Expected answers: They are in Vietnam They are learning about Vietnamese culture They are getting to know their Vietnamese fellow students.II WHILE- LISTENING: 26’ Activity 2: Have sts read the instruction about a famous girl with a disability and the table they have to complete Play the CD Ask sts to complete the notes while listening Have sts listen the CD again and check their answers Have sts compare their answers before checking answers as a class Activity 3: Tell sts that the activity focuses on listening for specific information Ask sts to listen to the passage gain and decide whether the following statements are true (T), false (F) or (NG) Have sts write their answer individually and check with their partner Check answers as a class & provide feedback II WHILE- LISSTENING Activity 2: Complete the notes while listening Listen the CD again and check their answers Compare their answers before checking answers as a class Keys expected undergraduate Vietnamese history and economic development very friendly and helpful very organized, knowledgeable and thorough, always available for emergency lives with a host family, has his own room, comfortable and clean, has Internet Eat breakfast, dinner with host family, and lunch with Vietnamese fellow students; food: healthy and delicious; has his favourite dishes Activity 3: Listen the passage gain and decide whether the following statements are true (T), false (F) or (NG) Write their answer individually and check with their partner Keys expected F T NG F TIII POST- LISSTENING: 8’ Activity Ask sts to work in groups of three or four to discuss the question: How should you prepare for studying abroad? Brainstorm ideas Have some sts present their reports to the class Give remarksIII POST- LISSTENING Activity Work in groups of three or f How should you prepare for studying abroad? our to discuss the question: Present the reports Listen Keys expected (depending on Ss’s answers) Homework: (2 mins) - Prepare the next period "Writing" + Look up the new words/ phrases + Revise the uses of modal verbs IV SELF – EVALUATION : ………………………………………………………………………………………………………… ………………………………………………………………………………………………… Week: 24 Unit 7: FURTHER EDUCATION WRITING Date of preparing: 20/1/2015 I Aims and Objectives: By the end of this lesson, Ss can: - Write an article about problems facing disabled people - Propose solutions to problems facing people with disabilities Knowledge: - Lexical items: eligible, consult, pursue higher education qualification, pursue a career, transcript, tuition fees, experience cultural shock Skill : - Main skill: + Writing an email asking for information about higher education opportunities - Sub skills: Speaking; Listening; Writing II Teaching aids: Text book, teacher's book, a speaker and a mp3 player III Procedure: Stabilization: mins Checking up : No New lesson : Teacher’s activities Students' activitiesI PRE- WRITNG: 8’ Activity Give sts time to read the sample writing about higher education in the UK Ask sts to choose the appropriate phrases (a-c) to fill in the blanks Have them compare their answers with a partner first Ask sts to read out loud their answers to check as a class Lead to the writing lessonI PRE- WRITNG Activity Read the sample writing about higher education in the UK Choose the appropriate phrases (a-c) to fill in the blanks Compare their answers with a partner first Read out loud their answers Keys expected I am writing to ask you for I want to consult you about I am worried most I have to take I am eligible to I should send II WHILE- WRITNG: 25’ Activity 2: Ask sts to work in groups of 4, and give each group a large size sheet of paper Have sts read the email in their book and study the outline Ask sts to discuss in groups and complete the outline on the sheet of paper Encourage sts to move around to look at the outlines of other groups Ask leaders of some groups to present their outlines to the rest of the class Activity 3: Have sts work in groups of three or four to choose one problem and discuss what information they want to ask for and what kind of advice they need Each student should choose two of the eight problems and write an email to a friend in another country Encourage sts to make complete sentences, using the suggestions in this activity Ask sts to read their group’s sentences Provide help by correcting mistakes in grammar or word choice Ask sts to work independently and write their emails II WHILE- WRITNG Activity 2: Work in groups of 4, and give each group a large size sheet of paper Discuss in groups and complete the outline on the sheet of paper Leaders of some groups to present their outlines to the rest of the class Keys expected: Dear Kevin, I am writing ……… country What are the university ……… UK? What types of accommodation……… students? Wish you and………… soon Regards Activity 3: Work individually to choose two of the eight problems and write an email to a friend in another country Keys expected (depending on Ss’s answers) III POST- WRITNG: 8’ Ask some individuals to read their emails Have the rest of class give comments, and correct errors Give remarks & correction III POST- WRITNG Some individuals to read their emails Listen to comments & correction3 Homework: (2 mins) - Do Part E in the exercise book - Prepare the next period " Language and Vocabulary" + Look up the new words/ phrases + Revise the uses of modal verbs IV SELF – EVALUATION : ………………………………………………………………………………………………………… ………………………………………………………………………………………………… Week: 24 Unit 7: FURTHER EDUCATION COMMUNICATION & CULTURE Date of preparing: 20/1/2015 I Aims and Objectives: By the end of this lesson, Ss can: - Listen to an interview on Vietnam’s higher education - Know the further education in Singapore Knowledge: - Lexical items: vocational school, certificate of secondary education, entrance exam Skill : - Main skill: Reading about higher education - Sub skills: Speaking; Listening; Writing II Teaching aids: Text book, teacher's book, a speaker and a mp3 player III Procedure: Stabilization: mins Checking up : No New lesson : Teacher’s activities Students' activities I COMMUNICATION: 15’ Activity 1: Focus sts’ attention on the diagram Have sts guess what they are going to listen Have them work in pairs to guess the information and think about how to express such information Ask sts to complete the diagram Let sts compare their answers with a partner, then check answers as a class and write them on the board Activity 2: Tell sts that the activity focuses on listening for specific information Ask sts to listen to the passage gain and decide whether the following statements are true (T) or false (F) Have sts write their answer individually and check with their partner Check answers as a class & provide feedback I COMMUNICATION Activity 1: Work in pairs to guess the information and think about how to express such information Complete the diagram Compare their answers with a partner Check answers Keys expected Doctorate Postgraduate education University College Upper secondary education Activity 2: Listen the passage gain and decide whether the following statements are true (T) or false (F) Write their answer individually and check with their partner Keys expected F F T F F II CULTURE: 20’ Activity 1: Further education in Singapore Focus sts’ attention on the diagram and allow enough time for sts to describe the stages following secondary education in Singapore’s education system Invite individual sts to present their descritptions in front of the class Activity 2: Ask sts to read the text again and answer the questions individually Allow time for sts to read and underline the key words in the questions Ask them to read the text and underline relevant information Offer help when necessary Check answers as a class.II CULTURE Activity 1: Further education in Singapore Pay attention to the diagram to describe the stages following secondary education in Singapore’s education system Present their descritptions in front of the class Activity 2: read the text again and answer the questions individually Read and underline the key words in the questions Read the text and underline relevant information Check answers Keys expected To help students to discover their talents and develop a passion for learning They have to pass standardized examination It builds up students’ strengthens and develop their talents in both academic and non-academic areas They can select pre-university education or technical education There are four local universities with degree programmes for higher education III LESSON OUTCOME: 5’ Ask: What have you learn today? What can you now?III LESSON OUTCOME Answer: Expected answers: I have improved my speaking, listening, and reading skills Now I know more about Vietnam’s and Singapore’s education system Homework: (3 mins) - Prepare the next period " Language and Vocabulary" + Look up the new words/ phrases + Revise the ... First term test Consolidation: - Summarize the main points: Getting to know the content of English 11, tests,… Homework: - prepare for the next lesson: Unit 1- Getting started ... and notebook IV Procedure Class organization: DatePeriodClassAttendanceAbsentees/Notes… / / 11A4… / ….2 Previous lesson check: No New lesson: T’s and Ss’ActivitiesKnowledgeWarm-up Tell Ss... and notebook IV Procedure Class organization: DatePeriodClassAttendanceAbsentees/Notes… / / 11A4… / ….2 Previous lesson check: - act out the dialogue activity New lesson: T’s and Ss’ActivitiesKnowledge