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Unit THE GENERATION GAP Objectives: By the end of this unit, Ss can: - use lexical items 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 express obligation - read for specific information in an article about the generation gap - talk about parent – child relationship problems and offer advice on how to solve them - listen for specific information in a conversation between two teenagers about conflicts and their parents - write a letter to a teenager about family rules at a home stay family - understand the concept of extended and nuclear families, and the reasons for the return of extended families in the UK and the USA Teaching aids: pictures, handouts, textbooks, CD player, projector, laptop Unit THE GENERATION GAP LESSON 1: GETTING STARTED Our families Aims: By the end of the lesson, students can - understand lexical items related to the generation gap and family rules - use strong and weak forms of words in connected speech - know how to use should, ought to, must, and have to - listen and read a conversation about Ann and Sam’s families Teaching aids: pictures, handouts, textbooks, cassette-player, CD PROCEDURE 5’ Content I WARM UP Game: Cut-up sentence Here is the cut-up sentence: is a difference / a generation gap / the views of / between / and their parents / younger people / Expected: A generation gap is a difference between the views of younger people and their parents Activities - Arrange the class into groups - Prepare set of cards with words of the sentence cut up and give one set to each group - Ask Ss to rearrange the word cards so that they will make a meaningful sentence - Tell Ss to tick the word cards or to write the correct sentence on the board - The first group to have the correct sentence wins the game Rationale - To raise students’ interest and introduce the lesson Note: Lesson Plan- Grade 11 -1- Dương Nguyễn Minh Châu 10’ Content These differences can be the choice of music, clothing, values, lifestyles, ways of shopping (directly from shopping centres or online), or communication Activities Rationale Lead-in: What is it? (A photo of a big family ) Who are the people in the photo? (They are: grandparents, parents, aunts, uncles, grandchildren…) Is this type of family popular in your community? (Ss’ answers) - Ask Ss to look at the picture in the textbook (p.6) and ask them some questions.Their answers may be right or wrong - Introduce the new lesson In today’s lesson, we’ll listen and read a conversation about Ann and Sam’s families - To make a lead-in to the lesson II PRE-TEACHING VOCABULARY - an extended family [iks'tendid 'fæmili] (picture + explanation): consists of grandparents, aunts, uncles, and cousins all living nearby or in the same household: gia đình nhiều hệ - Ask Ss to look at their book - To help Ss to learn new words related to the generation gap and family rules and listen to the recording for one time - Then ask them to work in pairs and practise reading aloud - Pick out key words and preteach them by eliciting ss to explain the meaning or give examples - a nuclear family ['nju:kliə 'fæmili] (picture + explanation): consists of some biological children and a mother and father: - table manners ['teibl 'mænəz] (explanation, example ): refer to the way you behave when you are eating a meal at a table : phép tắc ăn uống Ex: - conservative [kən'sə:vətiv] (a) (example):bảo thủ Lesson Plan- Grade 11 -2- Dương Nguyễn Minh Châu Content ≠ innovative Ex: Someone who is unwilling to accept changes and new ideas is conservative - state-owned organization (translation):tổ chức nhà nước - footsteps ['futsteps] (n) (picture): bước chân đi, dấu chân, vết chân Activities Rationale - Rub out the words, one or two at a time and ask students to read out all the words again Continue till all the words are rubbed out and students can read out from memory - Run through the task requirements and statements - Ask Ss to guess T/F statements - Play the recording one time and ask students to listen to a conversation between Ann and Sam - Ask them to work in pairs to read the conversation silently and check their prediction and find clues for their answers To check sts understandin g the meaning of the new words To check whether students understand the conversation follow ing one’s footsteps (v) (translation): nối nghiệp ai, làm theo ai, theo gương - open-minded ['oupn'maindid] (a) (picture, explanation): phóng khống, sẵn sàng tiếp thu ≠ narrow-minded Ex: A person who is willing to listen to and consider other people's ideas and suggestions is open-minded - impose [im'pouz] (v) đặt, áp đặt impose sth on(upon) sb /sth (v) (translation): áp đặt Checking vocabulary: ROR 9’ III LISTEN AND READ Activity1 Work in pairs Decide whether the following statements are true (T) or false (F) Sentences T F Sam is part of an extended family Ann is part of a nuclear family Ann’s grandparents look after their grandchildren Ann’s grandma thinks that all family members should share household Ann’s grandpa wants her to the same job and things in life as he did Answer key: Lesson Plan- Grade 11 -3- Dương Nguyễn Minh Châu Content F (Sam lives in a nuclear family with just her parents and her younger brother) F ( Ann lives in a big house with her dad’s parents and her uncle’s family) T (line11,12) F (My grandma thinks women must all housework while my parents believe family members should share the chores) T (line 24-26) 5’ Activity Complete the following definitions, using the highlighted compound nouns in the conversation Answer key: A nuclear family Childcare A generation gap Table manners A viewpoint An extended family Activities - Give feedback Rationale - Ask Ss to refer back to the conversation and complete the definitions by using the highlighted compound nouns in pairs - Elicit the answers from the students To help sts to guess the meaning of the words and phrases in context 5’ Activity Find other compound nouns in the conversation Use a dictionary to look up their meanings, if necessary Answer key: grandparents, grandma, grandpa, grandmother, hairstyles, housework, footsteps - Ask Ss to read the conversation again to find seven other compound nouns SS can use a dictionary to look up the meanings of the compound nouns - Tell Ss to compare their answers in pairs Then check the answers as a class - Elicit the formation of a compound noun from the SS Notes: + A compound noun is a noun that is made with two or more words + A compound noun is usually [noun + noun] or [adjective + noun], but there are other combinations To understand the formation of a compound noun 5’ Activity Read the conversation again and find verbs to express duty, obligation, advice of lack of obligation Key: • Opinion & advice: SHOULD and OUGHT TO in positive and negative forms • Duty & obligation: MUST and HAVE TO • Lack of obligation: (not) HAVE TO, (not) NEED - Ask Ss to read the conversation again, and find the verbs expressing duty, obligation, advice, or lack of obligation - Have Ss compare their answers in pairs / groups - -Then check answers as a class To know the uses of modal verbs Lesson Plan- Grade 11 -4- Dương Nguyễn Minh Châu 5’ Content IV CHATTING Ask and answer the following questions Are you part of a nuclear or an extended family? What you like and dislike about your type of family? (possible answers) Activities - Ask Ss to work in pairs to ask and answer the questions - Have some Ss tell the class about their partners' type of family and what they like and dislike about it 1’ V HOMEWORK - Ask sts to prepare LANGUAGE Lesson Plan- Grade 11 -5- Rationale - To personalize Dương Nguyễn Minh Châu PICTURES I WARM-UP II PRE-TEACHING VOCABULARY An extended family A nuclear family Footsteps Unit THE GENERATION GAP LESSON 2: LANGUAGE Aims: By the end of this lesson, Ss can: • use lexical items 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 Lesson Plan- Grade 11 -6- Dương Nguyễn Minh Châu Teaching aids: pictures, handouts, CD player PROCEDURE 5’ Content Activities - Ss are going to work in groups (books closed) - Show pictures in 30 minutes, then put them away - Ask Ss to write down the names of the pictures - The group to show the right answers more quickly will win the game - Check Ss’ understanding of instructions - Show the pictures again to check Ss’ answers - Declare the winner I WARM UP Game: Kim’s game STRAWBERRY FOOTBALL Rationale To raise students’ interest and introduce the lesson ICE CREAM SWIMMING POOL Lesson Plan- Grade 11 -7- Dương Nguyễn Minh Châu SUNRISE CHECKOUT DAUGHTER-IN-LAW / MOTHER-IN-LAW Lead-in What we call these words in general? (Compound nouns) Are they formed in the same way? (No) 10’ II VOCABULARY A COMPOUND NOUNS (revision) - A compound noun is a noun that is made up of two or more words - They may be written as: + word: strawberry, football, sunrise, checkout… + words joined with a hyphen: sister-in-law, mother-in-law, take-off, dry-cleaning… + separate words: swimming pool, washing machine, public speaking… Examples: Noun + Noun Ex: strawberry, football, ice cream … Adj + Noun Ex: blackboard, redhead, software… V-ing + N Ex: swimming room, washing machine, living room… Noun + Verb Ex: sunrise, haircut, rainfall… Noun + Prep Ex: check-out (sự toán tiền khách sạn), check-in (sự đăng ký khách sạn / máy bay), check-up (sự kiểm tra sức khoẻ) Noun + Prepositional Ex: mother/sister-inphrase law… Adv + Verb Ex: input (sự nhập Lesson Plan- Grade 11 -8- - Ask Ss some questions to introduce the lesson “Today, we’ll focus on compound nouns and their spelling” - Elicit the formation of compound nouns and their spelling from Ss - Take notes on the board To review the formation of compound nouns and their spelling Dương Nguyễn Minh Châu liệu) output (sản lượng, thơng tin máy tính đưa ra) overthrow(sự lật đổ, đánh bại hoàn toàn) Adv + Noun Ex: onlooker (người xem; người bàng quan), bystander (người đứng xem, người cuộc) - In compound nouns, the stress usually falls on the first word This helps us to distinguish between compound nouns and free word combinations Example: a 'greenhouse: a place for growing plants (compound noun) a 'green 'house: a house painted green (free word combination) B ACTIVITIES Activity 1: Match each word with another word to make a compound noun A B KEYS nuclear a style g generation b drinks h table c food i house d steps f junk e children c soft f hold b hair g family a foot h gap d school i manners e Notes: nuclear family ['nju:kliə 'fæmili]: consists of some biological children and a mother and father (gia đình hạt nhân) generation gap [,dʒenə'rei∫n gæp]: a difference between the views of younger people and their parents (sự khác tư tưởng hệ trước hệ tiếp nối) table manners: refer to the way you behave when you are eating a meal at a table (phép tắc ăn uống) household ['haushould]: tất người sống nhà; hộ junk food [junk food]: snack food, food with little nutritional value (Ex: chips, candy and pop…): thức ăn vặt soft drinks [‘sɔft driηks]: soda,coke, mineral, carbonated beverage (đồ uống nhẹ, khơng có cồn) hairstyle [‘heə stail ]: kiểu tóc foot steps ['futsteps]: bước chân đi, dấu chân, vết chân school children: học sinh Lesson Plan- Grade 11 -9- - Run through the task To focus on the requirement and difficult compound nouns words and their spelling - Ask them to match each single noun (1 -9) with another (a-i) to make a compound noun - Tell them to check their answers in pairs, then check as a class - Give the meanings of these compound nouns, if necessary Dương Nguyễn Minh Châu Activity 2: Complete each question with one of the compound nouns in Answer keys: hairstyle /table manners generation gap nuclear family junk food schoolchildren 10’ II PRONUNCIATION Activity 1: Listen and repeat these sentences Pay attention to the stressed words with the mark (’) (p 8) Notes In a sentence, the following words are stressed: Content words: nouns, verbs, adjectives, adverbs Negative auxiliaries Question words: who, whose, when, where, why, what, how Demonstrative pronouns that not precede nouns: this, that, these, those Possessive pronouns: mine, yours, his, hers, ours, theirs, except post –modifier constructions such as of mine, of yours, etc Activity 2: Are the words in bold stressed or unstressed? Listen and check Practise reading the conversations in pairs Answer key: A-strong B-weak A-weak B-strong A-weak B-strong Notes In a sentence, the following words are unstressed: Function words: pronouns, the verb BE, auxiliary verbs, articles, conjunctions, and prepositions this, that, these, and those when followed by a noun who, whose, when, where, why, what and how Lesson Plan- Grade 11 - 10 - - Ask Ss to complete the questions with some of the compound nouns in - Have Ss work individually first Then ask them to work in pairs / groups, and compare their answers - Check Ss' answers Have them practise asking and answering all the questions in pairs To help Ss to use compound nouns in appropriate contexts - 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 To focus on stressed and unstressed words in sentences - Explain the activity to Ss, drawing their attention to the words in bold - Have Ss work individually first, then play the recording and ask them to check their answers in pairs - Check answers as a class, highlighting the different cases - Ask pairs of Ss to roleplay the questions and answers in front of the class Praise Ss who pronounce the strong and - To focus on words with either strong forms or weak forms depending on their function in the sentence Dương Nguyễn Minh Châu 2’ D LESSON OUTCOME: Ask sts what they have learnt from the lesson 1’ E HOMEWORK - ask ss to prepare for READING SKILL Lesson Plan- Grade 11 - 98 - to summarize what sts have just learnt - To help students to get an overview on the lesson at home Dương Nguyễn Minh Châu Unit BEING PART OF ASEAN LESSON 5: SKILLS – LISTENING ASEAN School Games Aims : By the end of this unit, listen for gist and specific information about the ASEAN school games Teaching aids: projector, pictures PROCEDURE 4’ 5’ CONTENT I ACTIVITIES WARM – UP : Activity 1: Match the words (1-6) with the words (a-f) to form compounds or meaningful phrases Compare with a partner 10’ 3.a 4.b 5.c - To raise Ss’ interest - To help ss to brainstorm in advance about the topic columns and the matching -Let them work with a partner if they need more help -Check Ss’ answers as a class words which appear the listening passage 6.d Activity : Listen to a sports instructor’s talk What is he talking about ? Tick the correct box KEY C Five ASEAN Schools Games Lesson Plan- Grade 11 Inform Ss of the lesson objectives: listening for gist and specific information in a sports instructor’s talk about the ASEAN School Games - ask sts put the words in correct fields -Give Ss enough time to read both - To give ss some new II NEW CONTENT: KEY 1.f 2.e - RATIONALE -Ask Ss to read through the four -To train students for choices Check Ss’ listening for the gist comprehension -Play the recording non-stop for them to get the gist of the talk -Have Ss work in pairs before checking the answer as a class - 99 - Dương Nguyễn Minh Châu CONTENT 10 Activity : Listen again and decide if the statements are true or false KEY 1.F 2.T 8’ 3.T 4.F ACTIVITIES 5.F Activity : Listen and complete the following ASG medal table KEY 7’ 1’ Viet Nam (18) Malaysia (45) Singapore (26) Indonesia (53) Viet Nam (50) Activity 5: * Home-work: - Study vocabulary - Write a paragraph about ASG Lesson Plan- Grade 11 RATIONALE -Check Ss’ comprehension of - To train students for sentences 1-5, before playing listening for the details the recording -Have Ss work in pairs first, and then check their answers as a class -Ask Ss to read the instruction and -To help ss to listen the table Check their comprehension -Play the recording once or twice again (depending on Ss’ level) for Ss to fill the gaps -Ask Ss to work with a partner to compare their answers -Invite representatives from some pairs to report their answers to the class Give feedback and correct any wrong answers if necessary -Inform Ss that this is a postlistening activity -Ask Ss to work in groups of three or four Ss note down their group members’ ideas and get ready to prepare a brief talk Have some Ss present their talks to the class - Ask Ss to learn their lessons at home - Ask Ss to prepare the next lesson: Speaking - 100 - again for more details - To summarize what sts have just learnt - To prepare well for the next period Dương Nguyễn Minh Châu Unit BEING PART OF ASEAN LESSON 3: SKILLS- READING The Association of Southeast Asian Nations Aims : By the end of this unit, Ss can: - Get words and phrases related to ASEAN, its aim, member states and activities Teaching aids: pictures, handouts, CD player PROCEDURE CONTENT ACTIVITIES RATIONALE 3’ * Warm –up : -Have Ss the matching first Match the countries with their national individually, and then check flags Check the answers with a partner with a partner KEY 1.f 2.j 3.c 4.d 5.g 6.e 7.i 8.b 9.a 10.h -Inform the class of the lesson *Before your read objectives: skimming and Lead in : scanning a text for general ideas and specific details -Draw Ss’ intention to the heading of the section The Association of Southeast Asian Nations Ask them to guess the possible content of the reading text - To raise Ss’ interest - To get ss to have a look at the flags of ASEAN nations 7’ Pre- teach vocabulary: * Vocabulary : bloc (n) khối independence(n) độc lập dependence(n) phụ thuộc rank (v/ n) (xếp) hạng to aim at(v) có mục tiêu, nhắm đến to promote (v) thúc đẩy economic growth(np.) phát triển KT social progress(np) tiến xh cultural development (np.) phát triển văn hóa regional peace and stability (np) Nền hịa bình ổn định khu vực 10 come into force (exp.) có hiệu lực 11 in accordance with (exp.) Phù hợp với 12 to integrate (v) hội nhập Checking vocabulary : Rub-out and Remember - To provide Ss with some language to help them understand the passage Lesson Plan- Grade 11 - Elicit the meanings of these words through elicitation or explanation - Draw Ss’ attention to the pronunciation of these words - sts get involved in guessing the meaning of these words - Have sts make sentences with the words when necessary - Have Ss repeat these words - 101 - - To help enrich Ss’ knowledge of vocabulary Dương Nguyễn Minh Châu 5’ CONTENT ACTIVITIES - Run through the headings - To train Ss for -Inform Ss that the activity is skimming skill for skimming only (reading quickly for general ideas) Set a time limit for the class -Have Ss work first individually, and then compare their answers with a partner Ask some Ss to read their answers out loud to make sure they have matched them correctly II NEW CONTENT: While you read 3’ RATIONALE Activity 1: Read the paragraphs and match the headings (1-5) with the paragraphs (AE) KEY 1.E 2.C 3.D 4.B 5.A -Give Ss enough time to work Activity 2: Find the words or individually first, then have Ss - To train Ss for expressions in the text that have the read their answers out loud to scanning skill following meanings Write them in the check as a class correct spaces KEY 10’ The ASEAN Charter Non-interference motto respect Activity 3: Answer the questions KEY They were Indonesia, Malaysia, the Philippines, Singapore and Thailand Brunei became the sixth member in 1984 and Viet Nam became the seventh member in 1995 Laos and Myanmar joined the bloc in 1997 and Cambodia joined two years later It has a land area of 4.46 million km and a population of about 600 million people (ASEAN would rank as the eighth largest economy in the world if it were a single country.) They are Indonesia, Thailand, Malaysia, Singapore, the Philippines and Viet Nam It is: ‘One Vision, One Identity, One Community’ They are respect for the member states’ independence and noninterference in their internal affairs It organizes different projects and activities, including educational awards, and various cultural and sports Lesson Plan- Grade 11 -Ask Ss to scan (look only for -To train students for specific facts or details without scanning skill reading everything) the text to find the answers to the questions -Have Ss highlight the key words in the questions first, and then try to find the same words in the text After that, Ss can take turns asking and answering the questions in pairs T checks answers as a class - 102 - Dương Nguyễn Minh Châu CONTENT ACTIVITIES RATIONALE After you read Activity : - This is a post-reading activity that gives Ss an opportunity to consolidate the language and new information from the reading and use it in speaking - Arrange Ss into groups and set a time limit T walks round to monitor the class and offers help if necessary Allow enough time for one or two groups to demonstrate the activity in front of the class - To train the Ss for the new kind of postreading exercise as well as help them remember the content of the reading - Ask sts what they have learnt from the lesson - To summarize what sts have just learnt - Ask Ss to learn their lessons at home - Ask Ss to prepare the next lesson: Speaking - To prepare well for the next period activities Work in groups of five Each student in the group focuses on paragraph and tries to remember as many details a possible Then close your books and quiz each other to see how much you have remembered 2’ III LESSON OUTCOME: - - Students have read about the Association of Southeast Asian Nations (ASEAN) Besides reading quickly for general ideas They can read carefully to find specific details about ASEAN I can also use words and phrases related to ASEAN * Home-work: 1’ Lesson Plan- Grade 11 - 103 - Dương Nguyễn Minh Châu Unit BEING PART OF ASEAN LESSON 4: SKILLS- SPEAKING ASEAN member states Aims : By the end of this unit, Ss can: - Talking about ASEAN member states, using the vocabulary which they have learned from the previous periods Teaching aids: pictures, handouts, CD player PROCEDURE 5’ CONTENT ACTIVITIES RATIONALE - To raise Ss’ interest - To help ss to have information about ASEAN’s capital cities II NEW CONTENT: - Divide class into groups -Write ASEAN member states on the board Give Ss enough time to the matching individually - Get ss to go to the board and write their answers - Play the recording for them to check their answers - Define the winner - Ask Ss to focus on the pronunciation of the countries and their capitals -Inform the class of the lesson objectives: talking about some ASEAN member states Activity1: Listen to the brief introduction to an ASEAN member state and complete the text with the correct numbers : KEY Thirty-seven million Twenty-four thousand Sixty-three (237,424,363) - Ask Ss to read through the text about Indonesia before they listen to the recording - Focus their attention on how to say long numbers - Play the recording more than once if necessary I.WARM – UP : Match each country with its capital city and listen to check your answers (to make this warm -up activity easier and more interesting , we can show show 10 pictures about 10 capital cities with the names at the bottom of the pictures) KEY 1.d 2.h 3.j 4.i 5.a 6.g 7.c 8.b 9.e 10.f Lead-in: 1’ AUDIO SCRIPT Indonesia is a country in Southeast Asia with an area of one million, nine hundred and four thousand, five hundred and sixty-nine square kilometers (1,904,569 km 2) It has a population of two hundred and thirty-seven million, four hundred and twenty-four thousand, three hundred and sixty-three people (237,424,363) Activity : Lesson Plan- Grade 11 -To help ss have the general view on the lesson -To help ss familiar with the ways of reading long numbers -To help students listen to the long numbers and take notes these numbers by themselves -Focus Ss’ attention on the - 104 - Dương Nguyễn Minh Châu CONTENT ACTIVITIES Work in pair Student A uses the table on page 53, and student B uses the table on page 63 Ask each other questions to fill the gaps in your table instructions Tell Ss that this is an information gap activity - In information gap activities, each student has information that his / her partner doesn’t have The objective is for Ss to ask questions to find out the missing information - Give ss time to finish their work Then give their answers on the board - Give feedbacks Ex: A: Can you tell me what the population of Laos is? B: It’s six million, four hundred, and seventy-seven thousand , two hundred and eleven people And what is the area of Laos? A: It’s two hundred and thirty –six thousand, eight hundred square kilometers 5’ ’ 2’ KEY Student A: 1) 6,477,211 3) English 5) 707.1 2) 329,847 4) 513,115 6) Madarin Student B: 1) 236,800 3) 300,000 5) 66,720,153 2) 27,565,821 4) Peso 6) 5,076,700 Activity - RATIONALE -To help ss to practice the dialogue with the information in the tables and take notes themselves the missing information by listening to their friend carefully Divide the class into groups of Get ss to look at complete tables and take turn reporting information about ASEAN nations in front of class Work in groups, use the information in previous activities to talk about ASEAN country Report to the class Example : A : Laos is a country in Southeast Asia It has an area of 236, 800 square kilometers B : Its population is 6, 477, 211 Vientiane is the capital city C : The currency unit if Laos is Lao Kip and its official language is Lao D : And the country joined ASEAN in 1977 III LESSON OUTCOME: - Ask sts what they have learnt - Students can use information provided from the lesson To help ss to a less control speaking group work with provided information - To summarize what sts have just learnt to tell about the Association of Southeast Asian Nations (ASEAN) * Home-work: 1’ Lesson Plan- Grade 11 - Ask Ss to learn their lessons at home - Ask Ss to prepare the next lesson: Speaking - 105 - - To prepare well for the next period Dương Nguyễn Minh Châu Unit BEING PART OF ASEAN LESSON 6: SKILLS - WRITING ASEAN member states: brief introduction Aims : By the end of this unit, students can write a short brochure introducing an ASEAN member states Teaching aids: pictures, handouts PROCEDURE CONTENT 7’ * Warm –up : CROSSWORDS T H A I L A I N D B E ACTIVITIES N D E S I A N O N E F I T S B L C C H T E R C O A R A M L A E T B I H O B O D I G A V I S T A 11 S N I A O S N A M L I T Y S T P O R E This country is famous for Gold Pagodas Jakarta is the capital of ……… ASG brings a lot of ………to students in ASEAN 4.Laos and Myanmar joined the …… in 1977 5.The ASEAN ……….came into force on 15 December 2008 The capital of ………is Phnom Penh Vientiane is the capital of …… Our country is……… ASEAN aims at protecting regional peace Lesson Plan- Grade 11 - 106 - -Divides the class into groups - Introduce the game +Show the poster/ Deliver hand –outs ( with blank Crosswords and Hints ) + Tell the topic of the crosswords + Elicit the number of the cross word, the letters of the Key word + Give them minutes to discuss to find out the words needed - Get ss to find words ( minutes) - Each group sends its representatives to the board and write cross words, key word in the middle of the crosswords board - Use the Key to lead in RATIONALE - To raise Ss’ interest - To help Ss to review vocabulary of the previous lesson – reading as well as lead to the new lessonwriting with the key word “INFORMATION” Dương Nguyễn Minh Châu CONTENT ACTIVITIES 1’ - Ask ss some questions to Lead-in: lead into the lesson Make some questions What often provides information? ………………………………………… Inform Ss of the lesson objective: writing a short brochure introducing an ASEAN member state 4’ Activity Read the information about Vietnam Fill in the gaps with the correct words or phrases KEY land area income Vovinam 5’ Activity : Read the extract from a short brochure introducing Viet Nam Match the subheadings (1-5) with the paragraphs (a-e) KEY a.4 b.5 7’ Family values Heritage Sites c.2 d.3 e.1 Activity 3: Brochures are often used to inform people and include information texts Read some features of an information text and the brochure above Work with a partner and find examples of each feature RATIONALE - To lead in the writing in a good way -The focus of this activity is -To help ss to have a to learn useful language for describing a country -Give Ss some time to for the gap filling Have Ss compare their answers with a partner first Then ask some pairs to read different paragraphs out loud to check answers as a class look at a model brochure about Vietnam -Ask Ss to read through the paragraphs of the brochure introducing Viet Nam - Focus their attention on how the points in have been developed into sentences and paragraphs, and the informative language used in a brochure -Have Ss the matching first individually, and then compare their answers with a partner -Check Ss’ answers as a class Give explanations if necessary -Set a time limit for Ss to read the instructions, the brochure and find examples of each point - To train the Ss for the next step of forming a brochure - To train students for the next step of preparing for writing a brochure Sample answers: a The extract in consists of five paragraphs b Examples of impersonal language and present tenses: cover a land area, is about, is Hanoi, speak Vietnamese, export products include, are football, is known for, is home c There are five paragraphs and each one focuses on a different topic and has a heading Lesson Plan- Grade 11 - 107 - Dương Nguyễn Minh Châu CONTENT ACTIVITIES RATIONALE summarizing the topic d Important information is highlighted: land area, population, agricultural exporter, high ranks, oldest, 54, World Heritage Sites 23’ Activity Write a short brochure (160- 180 words) introducing an ASEAN country Use the information about Indonesia below or a different country of your choice Suggested writing ( Teacher book/ page 55T) -Ask Ss to read the sample brochure in and the information text features in again Then have them go through the points about Indonesia in pairs -Discuss any unfamiliar words or phrases -Have Ss write s short text using the given information in class -T collects Ss’ brochures the next class Give feedback and comments or invite Ss to show the best brochures and present the information in class To give students a chance to apply what they have learnt form the in the writing 1’ III LESSON OUTCOME: - Students can write a brochure introducing a country in ASEAN bloc - Ask sts what they have learnt from the lesson - To summarize what sts have just learnt * Home-work: - Ask Ss to learn their lessons at home - Ask Ss to prepare the next lesson: Communication and culture - To prepare well for the next period 1’ Lesson Plan- Grade 11 - 108 - Dương Nguyễn Minh Châu Unit BEING PART OF ASEAN LESSON 6: COMMUNICATION AND CULTURE Singapore Scholarship and ASEAN Scholarship Aims : By the end of this unit, students can have some information about Teaching aids: pictures, handouts PROCEDURE CONTENT 5’ * Warm –up : Matching the pictures about traditional costumes and the names of countries (Appendix 2) 1’ ACTIVITIES -Divide the class into groups -Show the pictures and get ss to match in some minutes - Ask ss some questions to lead Lead-in: What make the ASEAN countries into the lesson different? Cultural Diversity What make the education of the region develop? RATIONALE - To raise Ss’ interest - To help Ss see more about ASEAN countries’ costumes and get to know about their cultures - To lead in the lesson in a logic way It’s Scholarship 4’ I COMMUNICATION: Activity Read the school notice about the Singapore Scholarship and the ASEAN scholarships Use the words or phrases to fill the gaps Check with a partner KEY: 1.c 5’ 2.e 3.b 4.f 5.d 6.a Activity : Create a list of FAOs( Frequently Asked Questions) about the Singapore Scholarship and the ASEAN scholarships in Work with partner to think of as many questions as possible Then ask each other questions Example : A: When is the Singapore Scholarship open for application? B:How are applicants for thee Singapore Scholarship chosen? Lesson Plan- Grade 11 -Explain to Ss that they need to read the information about two kinds of Singapore-sponsored scholarships -Have Ss work first individually, and then check their answers as a class - Ask a pair of Ss to model the example Have Ss work in pairs -Have some pairs ask and answer their questions in front of the class Ask the rest of the class to comment on how useful or detailed the answer to each question is - 109 - - To help ss look at the notice as well as know about some information related to the Singapore scholarship and ASEAN scholarships -To help ss have more ideas about kinds of scholarship as well as making questions and ask the others Dương Nguyễn Minh Châu 7’ CONTENT II ACTIVITIES RATIONALE - To help ss have a look at the picture of traditional dance of Laos CULTURE: Activity1: Ask Ss to look at the pictures and read the instructions Elicit their answers Suggested answers: They are dancing Lamvong This is a traditional Lao folk dance 13’ Activity 2: Read the text about Lamvong ad decide whether the following statements are true, false, or not given Tick the correct box KEY 1.F 2.T 6.T 10’ 3.F 4.NG -Ss provide reasons for their - To help ss read the Activity 3: Talk with a partner about one of the traditional fork dance ofVietnam or any other ASEAN country Use the following questions Trong Com, which literally means Rice Drum, is a Vietnamese traditional dance It is very popular in Viet Nam, especially in the north of the country It symbolizes people’s wishes for a peaceful, enjoyable and comfortable life Trong Com has a boisterous, joyful and lively rhythm It is also a charming dance especially when accompanied by the folk song Trong Com The beautiful lyrics and melody of the song greatly contribute to the popularity of the dance III LESSON OUTCOME: - Students can know more about cultures in ASEAN bloc * Home-work: 1’ Lesson Plan- Grade 11 text for details - This is a post-reading activity Have Ss work in groups of four or five, and talk about one popular folk dance -Invite representatives of different groups to show their dance to the class - To help ss develop speaking skill with some information about fork dances in Vietnam - Ask sts what they have learnt from the lesson - To summarize what sts have just learnt - Ask Ss to learn their lessons at home - Ask Ss to prepare the next lesson: Looking back and project - To prepare well for the next period 5.F Suggested answers 1’ answers -Check Ss’ answers as a class and give explanations if necessary - 110 - Dương Nguyễn Minh Châu Unit BEING PART OF ASEAN LESSON 8: LOOKING BACK AND PROJECT ASEAN member states: brief introduction Aims : By the end of this unit, students can have a chance to review what they have learned in e unit They also can a good project for themselves Teaching aids: pictures, handouts PROCEDURE 10’ CONTENT ACTIVITIES * Warm –up : Clap the board - Invite two volunteers to the board and compete with each other - Read the Vietnamese meanings, get students to clap at English equivalents Charter bloc member association stability peace promote maintain Scholarship brochure host empty – handed independence… I PRONUNCIATION: Falling intonation: 1, 3, Rising intonation: 2, 3’ II VOCABULARY : Complete the sentences with the words (a-f) 4’ III GRAMMAR Activity 1: KEY to win Entering to take visiting 3’ Catching Activity : Complete the sentences with the verbs in the box Use the correct forms KEY to win Entering Catching to take visiting Lesson Plan- Grade 11 RATIONALE - To raise Ss’ interest - To help Ss to review pronunciation -Play the recording and ask Ss to listen Remind them to use falling intonation on yes-no questions -Play the recording again for Ss to repeat -Inform Ss that the words in the box are among the most frequently used in the unit -T may extend this activity by asking Ss to make their own sentences with each of the words - To help s remember the main words of the unit - Give Ss time to read the sentences Set a time limit and get Ss to the activity individually -Ask some Ss to read their answers Write the correct ones on the board if necessary - To help ss learn bout verb forms -Set a time limit and tell Ss to the activity individually - Invite five Ss to write their answers on the board Underline any mistakes and ask other Ss to correct them -Provide help if necessary - 111 - - To help ss apply the knowledge in the sentences Dương Nguyễn Minh Châu 4’ CONTENT ACTIVITIES Activity Choose the correct verb form to complete each of the sentence KEY feel is having am looking is smelling is feeling 5’ Activity Use the simple or progressive forms of the verbs in the brackets to complete the sentences IV PROJECT KEY Set A: -To help students review the state verbs - Ask five Ss to write their answers -To help ss review the on the board while having the rest of the class this activity in pairs -Feedback on Ss’ answers and correct any mistakes KEY 1.recognize know is thinking Do…remember are…feeling 13’ Have Ss work in pairs by taking turns reading each sentence and providing the right verb forms Then check their answers as a class RATIONALE -Introduce the project objectives: preparing a class report on ASEAN member states -Divide the class into two groups Have Ss find out the answers to the questions and take notes Provide help if necessary -Encourage Ss from the same and group to provide support by giving explanations or additional information Ss from the other group should listen and ask extra questions uses of tenses -To help ss develop the skills for making a good report in front of class Laos Indonesia; Singapore Brunei and Singapore Indonesia Set B The Philippines Singapore Myanmar Thailand Indonesia; Singapore Students’ presentation will be marked as an oral test 1’ III LESSON OUTCOME: - Students can consolidate the whole unit as well as a good project * Home-work: 1’ Lesson Plan- Grade 11 - Ask sts what they have learnt from the lesson - To summarize what sts have just learnt - Ask Ss to learn their lessons at home - Ask Ss to review for the 1st semester’ s exam - To prepare well for the next period - 112 - Dương Nguyễn Minh Châu ... parents 1’ IV HOMEWORK Lesson Plan- Grade 11 - Ask Sts to learn their lessons at home and prepare the next lesson: LISTENING - 20 - Dương Nguyễn Minh Châu THE GENERATION GAP Unit LESSON 5: SKILLS -... trend in the UK and the USA V HOMEWORK Lesson Plan- Grade 11 - 33 - Dương Nguyễn Minh Châu APPENDIX I WARM - UP Nuclear family Blended family Lesson Plan- Grade 11 Extended / Joint family Childless... friend/ girlfriend,… Homework: Learn lesson Lesson Plan- Grade 11 - 41 - Dương Nguyễn Minh Châu Unit RELATIONSHIPS Lesson 2: LANGUAGE OBJECTIVES: At the end of the lesson, SS can: - Use words and
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