- T calls on some Ss to read out their answers - T elicits peer correction and gives correct answer if necessary. Presentation[r]
(1)Volunteer work Date of preparing:
Period:
Class 11a1 11a4 11a5 11a6 11a9
Date of teaching S s’ adsent
Unit 4: Volunteer work Period 1: 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 Teaching aids
Textbook, handouts, …………
III Anticipated problems
Ss may need help with the discussion task, so T should be ready to help them
IV Procedure
Teacher Students
1 Check the attendance(2m) 2 Warm up(5m)
Network
-T prepares hangouts with network of the word “volunteer”
A.Before you read(10m)
-Ask Ss to look the picture on page 46 and ask them some Qs
+What is the old woman doing in the picture? +What does this mean by “Little Moments Big Magic?”
+What does the picture tell you?
Whole class
Group work
Outline : Help children Help the old Help the poor
Teach poor children
Whole clas
-She is teaching the boy to read -It means that your little
(2)-Ask Ss to work in pairs to read the short poem -Ask some Ss to give their opinions
Pre-teaching vocabulary
Volunteer(n) [,vɔlən'tiə] To volunteer to st/for st Voluntary(a) ['vɔləntri]
Voluntarily(adv) [vɔlənt(ə)rili] The aged = the old
Orphanage(n) ['ɔ:fənidʒ] To overcome
To participate in = to take part in To suffer
Remote(a)= far away
Handicapped(a) ['hændikæpt]
Disadvantaged(a) [,disəd'vɑ:ntidʒd]
-Ask Ss to make sentences with above words to check their understanding
- Ask Ss to practice reading vocabulary - Listen and check their pronunciation
B, While you read Task 1(5m)
- 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
Task (10m)
-Ask Ss to read the statements to understand them
- Ask Ss to work individually to the task,then discuss their answers with their partners
- Call on some Ss to give their answers and asks other Ss to say whether they agree or disagree
Task 3(6m)
- Ask Ss to read the questions before reading the text carefully again to find the answers - Call on some Ss to write their answers on the board and ask them to explain their choices
matter what they are young or old, can volunteer work + The saying means that if you help sbd by giving some money, it’s just a temporary solution It’s better to instruct them how to make money legally by teaching them necessary working skills Whole class
Give examples
-He volunteers to teach the poor children
-I want to participated in play the game
-He overcame the bad habit of smoking during the meals
Speak out
Individual work
1 voluntary voluntarily volunteers volunteered Individual work
1 A(line 1-2, para 2) D(line3-4, para 2) B(line3-4, para4) D(last paragraph)
5 B.(A:too general, C&D not cover the whole text
Individual work and pair work They read books to the people there, play games with them or listen to their problems
2 They give care and comfort to them and help them to overcome their difficulties
(3)C.After you read(5m)
- Ask Ss to work in pairs to discuss the questions in the book
- Go around to help Ss when necessary - When all pairs have finished T asks every two pairs to share ideas
- Call on some Ss to report their ideas to the class
3 Wrapping up (2m)
- T sumarises the main points of the lesson - Ask Ss to learn by heart all new words
Pair work
Whole class
V Comment.
……… ………
Date of preparing: Period:
Class 11a1 11a4 11a5 11a6 11a9
Date of teaching S s’ adsent
Period 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 Teaching aids
Textbook, handouts, …………
III Anticipated problems
Ss may not have enough vocabulary to talk about the topic, so T should be ready to help them
IV Procedure
Teacher Students
1 Check the attendance(2m) 2 Warm up(5m)
Slap the board
-Write words on the board:
(4)côI, the aged, vợt qua, chịu đựng, remote, tham gia, indicapped, disadvataged
-Call on some group Ss T reads aloud the word on the board Which team slaps the right word fast in the winner
Task 1(8m)
-Ask Ss to work in pairs to decide which of the activities in the book are volunteer works -Call some Ss to give their answers and asks for comments from other students
Task 2(15m)
- Before Ss the task, T asks them to read the model conversation on page 50 Then Ss read the list of volunteer activities and the exact things related to them
- T can elicit or explain some words quickly - T requires Ss to match each activities on the left with corresponding activities on the right Suggested answers:
Helping people in mountainous areas
- Teaching the children to read and write
- Giving them money Helping old or
sick people Helpingdisadva ntaged or handicapped children
- Cleaning up their houses - Doing their shopping - Cooking meals
- Teaching the children to read and write
- Listening to their problems
- Playing games with them - Taking them to places of interest
Taking care of invalids and the families of martyrs
- Listening to their problems
- Clean up their houses - Doing their shopping - Cooking meals Taking part in
directing the traffic
- Directing vehicles at the intersection
- Helping old people and young children to cross the road
- Ask Ss to use the suggestions to make similar dialogues
-After they have finished T calls on some pairs to act out their conversation
-T elicits feedback from the class and give
Suggested answers:
1 The activities are not volunteer work:
Taking part in an excursion and participating in an English speaking club
2 some volunteer activities: taking part in environmental conservation activities, donating blood, directing traffic, guiding foreign sports teams around when they go to Viet Nam to compete
Whole class and pair work
+ War invalid ['invəli:d]: th¬ng binh
+ Martyr(n) ['mɑ:tə] liÖt sü
+ Intersection: đờng giao nhau, ngã ba, ngã t
+ direct the traffic:híng dÉn giao th«ng
(5)final comments
Task 3(12m)
Ask Ss to work in group to talk about a kind of volunteer work their friends and they usually to help people
- Ask Ss to read through the example in the book before practicing talking about one activity their partner takes part in
- Call on some Ss to talk about the activities they take part in
- T elicits feedback from the class and gives final comments
3 Wrapping (3m)
- T summarises the main points of the lesson - Learn by heart the new words
- Prepare the next period “listening”
Pair work
Group work
Ex: Mai usually takes part in
directing the traffic She directs vehicles at the intersections Besides, she helps old people and young children to cross the road She enjoys the work very much because she likes helping people Whole class
V Comment.
(6)Date of preparing: Period:
Class 11a1 11a4 11a5 11a6 11a9
Date of teaching S s’ adsent
Period 3: Listening I Objectives
By the end of the lesson Ss will be able to:
Develop such listening micro-skills as intensive listening for specific information and taking notes while listening
II Teaching aids
Textbook, cassette tapes, handouts, …………
III Anticipated problems
Ss may not be familiar with the note-taking task so T should provide them some tips to deal with the task
IV Procedure
Teacher Students
1 Check the attendance(2m) 2 Warm up(5m)
Competition game- Slap the board
War invalid, martyr, intersection, the aged, orphanage, remote, suffer
Before you listen(10m)
-Ask Ss to read through the questions and choices on page 51 and makes sure Ss understand all them
-Ask Ss to discuss the questions in pairs -Call on some Ss to report on their partner’s answers
Vocabulary Pre- teaching Fund-raising activities Donation
Informal school
Organization for Educational Development Co-operate(v)
Disadvantaged children Co-ordinate(v) [kou'ɔ:dineit] Sponsor(n)[ 'spɔnsə]
While you listen Task1(10m)
Set the scene: Now you are going to listen to a passage about Spring School, a special school in HCM City
Whole class Group work
Individual work Whole class
Các hoạt động gây quỹ
VËt quyên góp, tiền quyên góp Trờng học không thống Tổ choc phát triển Giáo dục Hợp tác
trẻ em thiệt thòi phối hợp
nhà tài trợ
individual work informal
(7)- Ask Ss to read the sentences in task then lisen and fill the missing information
- Play the tape once for Ss to the task - Ask for Ss’ answers and write them on the board
- Play the tape the second time for Ss to check their answers
Task 2(9m)
- Ask Ss to read the questions in task before listening to the tape again
-Play the tape again for Ss to the task - Get Ss to work in pairs and check their answers
- Call on some Ss to give the answers and elicit feedback from other Ss If many Ss can’t complete the task, T might want to let Ss listen one more time and pause at the answers for them to catch
After you listen(7m)
T gets Ss to work in groups to summarise the story about Spring School, using the
suggestions Each group member has to take notes of the discussion
-T goes around to offer help and collect Ss’ mistakes
- Call on some Ss to present their summary - T elicits feedback from the class and gives final comments
3 Wrapping up(2m)
Ask Ss to learn by heart all new words and prepare “listening”
5 volunteers………June Pair work
1 It provides classes to
disadvantaged children in HCM City
2 Dance, theatre, singing and circus classes were set up in 1999
3 Because they need money to continue their English and Performance Art classes They dance, sing and play music at one of the largest hotels in HCM City
5 B they need help to contact sponsors and expand the school activities
Group work
Whole class
Date of preparing: Period:
Class 11a1 11a4 11a5 11a6 11a9
Date of teaching S s’ adsent
Period 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 donor’Ss contribution
II Teaching aids
Textbook, handouts, …………
III Anticipated problems
Ss may not have sufficient vocabulary to write about the topic, so T should be ready to assist them
(8)Teacher Students
1 Check the attendance(2m) 2 Warm up(5m)
Quiz- a formal letter
1 You write your address in…… of the letter The addresss of the receiver should be written on……….starting below our address
3 We can write…….on the right or the left on the line after the address you are writing to When the letter starts Dear Sir/Madam, you end it with………
5 When the letter starts Dear Dr Smith, you end it with………
6 It is not a good idea to use……such as I’m or can’t
Preparing Ss to write Task1(13m)
- Ask Ss to read the sample letter on page 52 and discuss the purpose(s) of the letter in pairs - Call on some Ss to give the answers
- Ask Ss to read the letter again and task1 individually
- T checks Ss’ answer by asking some Ss to read their answer out loud
- Elicit corrective feedback from other Ss and give the correct answers when necessary
Writing Task 2(16m)
-Before Ss write the letter, T asks them to read the instruction carefully
- T gets Ss to write the letter in 15 minutes - Go around to observe and offer help
Feedback on Ss writings(7m)’
-Ask Ss to exchange their writing with another student for peer correction
- Go around and collect mistakes and errors - Collect some writings for quick feedback - Write Ss’ typical errors on the board and elicits self and peer correction
- Finally, T provides general comments on the letter
Wrapping up(2m)
- T summarises the main point of the lesson - Ask Ss to improve their writing, taking into
Group work
1 the top left- hand corner the left
3 the date
4 Yours sincerely, Yours sincerely, contractions Pair work
The sample letter is written to thank a donor for donating money
donor /'dounə/: ngêi cho, ngêi tỈng Individual work
- The opening of the letter: sentence - The donated amount: sentence
- The way the money is used:sentence The way the receipt is issued: sentence -The gratitude on the donor:sentence -The closing of the letter:yours faithfully Individual work
Chuong Duong Street
Hoan Kiem District Hanoi
30 May, 2007 Dear Sir,
On behalf of New Future School, I would 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 students 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 Hoa
Principal of New Future School
(9)consideration their friends
V Comment.
……… ………
Date of preparing: Period:
Class 11a1 11a4 11a5 11a6 11a9
Date of teaching S s’ adsent
Period 5: Language focus I Objectives
By the end of the lesson Ss will be able to: Distinguish the sound /w/ and /j /
Pronounce the words and sentences containing these sounds correctly
Use gerunds, present participle, perfect gerunds and perfect participles appropriately
II Teaching aids
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
Teacher Students
Pronunciation(10m) Pronouncing the two sounds separately /w/: is a voiced labial-velar a pproximant It is
articulated with the back part of the tongue raised toward the soft palate and the lips rounded
/j /: is a voiced palatal approximant It is
articulated with the middle or back part of the tongue raised agaist the hard palate
T plays the tape(or reads) once for Ss to hear the words containing these two sounds Then T plays the tape(or reads) again and this time asks Ss to repeat after the tape(or T)
Whole class
(10)Pronouncing words containing the sounds
- T reads the words and asks Ss to repeat them -T asks Ss to practice pronouncing the words in pairs
- T asks some Ss to pronounce the words and gives correction if necessary
Practicing sentences containing the target sounds
- T reads the sentences and asks Ss underline the words with the sounds and write / w/ and /
j / under them
- Ask Ss to practice the sentences in pairs - ask some Ss to read the sentences and give feedback
Grammar 1 Gerund(10m)
A Presentation
Review the form and uses of gerund The gerund can be used:
a as a subject of the sentences:
b as the complement of the verb ‘tobe’ c after prepositions
d after a number of “phrase verb” which are
composed of a verb + preposition/ adverb to look forward to, to give up, to be for/against, to take to, to put off, to keep on…
e in compound nouns
a driving lesson, a swimming pool, bird- watching
f after the expressions:
can’t stand/help, it’s no good/use, it’s worth…
B Practice Exercise 1
- T asks Ss to exercise1 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 answer if necessary
2 Present participle(10m) A Presentation
The present participle is used in the following ways:
a as part of the continuous form of a verb b after verbs of movement/position in the
pattern:
verb+present participle
c verb + object+present participle d as an adject
e verb + time/money expression+present
participle
ex: I spend hours doing this exercise
Don’t waste time playing computer games
f Catch/find + object+ present participle
Pair work
Whole class take notes Give examples
- Reading helps you learn English - Her favorite hobby is reading
- She is good at learning English
I look forward to hearing from you soon
- He kept on asking for a discount(giam gia)
I can’t stand being stuck in traffic jams It’s no use/good trying to persuade him listening bending behaving meeting spending waiting starting
Whole class take note Give examples
- I am working/ She was dancing - I go shopping everyday
- He came running towards me - I heard someone playing the guitar I can smell something burning - It was an interesting film
It’s a bit worrying when the police stop you
- ex: If I catch you stealing my apples again, I’ll tell your parents
(11)g to replace a sentence or part of a sentence or
part of a sentence
ex: Singing to himself, he walked down the road
B Practice Exercise 2
- Ask Ss to exercise in pairs
- Ask them to compare answers with another pair
- Call on some Ss to go to the board to write their answers
- Ask the other Ss to feedback and give correct answers
3 Perfect gerund and perfect participle(7m) A Presentation
a Perfect gerund
Form: having + PII
Use:- it can be used instead of the present
form of the gerund when we are referring to a past action
Ex: He was accused of deserting his ship= he
was accused of having deserted his ship It also is used to emphasize completion in both the past and the future
b Perfect participle -form: having+PII
-use: + the Perfect participle can be used
instead of the present participle when one action is immediately followed by another with the same subject
(Phân từ hoàn thành đc dïng thay cho
hiện phân từ câu có hành động xảy ra liên tiếp chủ ngữ)
+ The Perfect participle emphasizes the the first action is complete before the second one starts
(Phân từ hoàn thành nhấn mạnh hµnh
động thứ hồn thành trớc hành động thứ hai bắt đầu)
+ The Perfect participle is necessary when there is an interval( kho¶ng t/g) of time between the two actions
(Nhất thiết phải dùng phân từ hồn thành có khoảng t/g hành động)
+ It is also used when the first action covered a period of time
(Nó đc dùng hành động kéo dài trong khoảng t/g) ex: Having been ill for a long time, He appreciated his health more
B Practice Exercise 3(6m)
T asks Ss t to exercise individually and then compare their answers with another student
Pair work
1 burning/rising reading lying shopping preparing trying modernizing
Nó đc dùng để thay cho hình thức danh đt đề cập đến hành động qk
Nó cịn dùng để nhấn mạnh hoàn thành of hành động qk TL ex:the retired teacher recalled having
taught
Ex: Switching off the light, we went to bed= Having switched off the light, we went to bed
Ex: she bought a bike and cycled home Having bought a bike, she cycled home Ex: Having failed twice, he didn’t want to try again
Ex: he had been living there for such a long time that he didn’t want to move to another town
Having lived there for such a long time that he didn’t want to move to another town
Individual work
1 having made having been 3.having been
4 having tied having read 6.having taken
(12)- T calls on some Ss to read out their answers - T elicits peer correction and gives correct answer if necessary
Wrapping up(2m)
- summarises the main point of the lesson - Ask Ss to learn by heart all points that have been covered in the lesson and give more examples
V Comment.