Giáo án Anh 11 - Unit 4: Volunteer Work

Activity 1 : Role – play ( task 2 page 50)

Dialogue in page 50 textbook

 

Activity 2 :

A: What kind of volunteer work are you participatating in ?

B: I’m taking part in directing the traffic

A: What exactly are you doing?

B: I’m directing vehicles at the intersections.

A: Do you enjoy the work ?

B: Yes, I enjoy the work very much because I like helping people.

 

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Unit 4 : VOLUNTEER WORK LESSON 1 : Reading I. Aims: By the end of the lesson, students will be able to: scan read for specific information understand volunteer work. II. Method: - Communicative approach III. Skills : Integrated skills ( Especially reading skill) IV. Teaching: charts, pictures, CD player V. Teaching stages Stages Activities Contents Warm- up ( 5’) Pre-reading ( 7’) While –reading (20’) Show Ss some pictures and ask them question: T asks Ss to work in groups to answer the questions. Go around to control and gives help Call on the representative of each group to report their ideas T comments and corrects if necessary. Ss continue aswering the question. T leads to the new lesson: In our lesson today, you will know about volunteer work in the USA 1.Explaining the saying: -Let Ss to work in groups four to read the saying and explain what it means Go around to control and gives help Call on some groups to report their ideas We can express the saying in another way like this: “Give a man a fish and you feel him for a day. teach a man to fish and you feed him a lifetime” Pre-teaching vocabulary: T expalins the words Activity 1 (Task1): Filling in the gap… T elicits different parts of speech of the words “volunteer”on the board. T instructs Ss to read through the sentences provided in the task to identify the part of speech to fill in each blank. T asks Ss to work invidually to do the task and exchange their answers with other students T asks Ss for their answers and give the correct answers. Activity 2(Task 2): Multiple Choice T asks Ss how to do this task. If they don’t remember, T may instruct them some strategies to do the task. T asks Ss to work invidually to do the task, then discuss their answers with their peers. T calls on some Ss to give their answers and asks other students to say whether they agree or disagree. T gives the feedback and the correct answer. Activity 3 (Task3) T asks Ss how to do this task. If they don’t remember, T may instruct them some strategies to do the task.( underlight the key words, decide necessary information, look for questions words…) T asks Ss to work in pairs to do the task. T calls on some pairs to give their answers and asks other students to say whether they agree or disagree. T gives the feedback and the correct answer. Describing pictures What are the people in the pictures doing? Expected answers: Picture 1: He is helping the blind children to read Picture 2: The students are helping the handicapped Picture 3: These people are helping the AIDS patient Lead-in: - These people are doing the work without being paid for it. What do you call this kind of work? (Expected answer): VOLUNTEER WORK Expected answers: If someone gives you something to eat, you will not feel hungry anymore but this won’t last long. If someone gives you an opportunity to work or teaches you how to work, you will earn own living for a long time Pre-teaching vocabulary: 1. volunteer (n) (picture + explanation) 2. volunteer (v) (definition): 3. voluntary (a)(situation) 4. orphanage (n) (question) 5. Mow (v) (picture + example) xeùn, gaët + lawn-mower (n) Maùy xeùn coû 6. handicapped (a) ngöôøi taøn taät 7. remote (a) synonym) = “far away”? Activity 1: ( Task1) ): Filling in the gap… Expected answers: 1. voluntary 2. voluntarily 3. volunteers 4. volunteered Activity2 Multiple Choice (task 2) Expected answers: 1. A 2. D 3. B 4. D 5. B Activity 3 (Task3): Reading race Expected answers: 2. They read books to the people there, play games with them and listen to their problems 3. The gave care and comfort to them and help them overcome their difficulties. 4. During summer vocations, they volunteer to work in remote or mountainous areas to provide education for children Post-reading ( 12’) Ask Ss to work in groups to discuss the following questions Go around the class to listen and help the groups with vocabulary Call some representatives to report their group’s ideas Give comments Discussion 1. What kind of volunteer work do you usually do at school? 2. What do you usually do in each kind of volunteer work? Suggested ideas - Collecting donations from friends, family and involving them in fundraising activities (to help the poor students) - Taking part in the Red Cross of the school (to give presents to the best students living in remote areas on New Year’s Festival / to help the agent orange victims. . .) Homework (2’) 1. Ask Ss to write a short paragraph, answering the question“Why do people do volunteer work?” 2. Prepare lesson 2 : speaking Unit 4 : (Cont) : Speaking I. Aims : Sts can identify types of volunteer work and talk about volunteer work II. Method: - Communicative approach III. Skills : Integrated skills ( Especially speaking skill) IV. Teaching aids : chart, picture V. Teaching stages : Stages Activities Content Warm – up 5’ Hang on a chart with all the words in their rows and cover each row with a piece of paper Divide the class into two groups Asks each to choose the numbered row in turn, read the explanation for the word in that row and say what the word is Uncover the piece of paper of each row when sts have the correct answer One correct answer gets one point. If they can guess the word in vertical column. They get five points The group with more ponits wins Lead-in Do you want to be a volunteer? -Have you ever done volunteer work? Today we will talk about types of volunteer work Word grid: I N V I T E E R O S L A B O U R A U T H O R A N T H E M T I T A N I C T E A M E A R T H A R M Y 1. You often ____ your friends to a party. 2. The Greek God of Love is ______ 3. The first day of May is _____ 4. The winter of a book , a play 5. A national song is an _______ 6. “My Heart Will Go On” is the theme song in the film _____ 7. Manchester United id the richest football ____ 8. The moon moves round the _____ 9. My father joined __ in the war. The shared word in vertical column: VOLUNTEER Pre-speaking 7’ Pre-teaching vocabulary: -T explains the words -Ask sts to match the words with their Vietnamese meaning -Ask sts to read the activities and decide which of them are volunteer work Call on some sts to give the answer The rest of the class give comments Pre-teaching vocabulary: - invalid (n) - martyr (n) lieät só - intersection (n) ngaõ tö - disadvantaged (a) chòu thieät thoøi -clean up: -direct (v): Checking : Matching Reading and Distinguishing: Expected answer : - Helping people in the remote or mountainous areas - Giving care and comfort to the poor and the sick. - Providing education for disadvantaged children. - Joining the Green Saturday Movement While speaking 20’ Ask sts to work in pairs to practise speaking the dialogue Go around the class to help sts with difficulties Call on some pairs to role play in front of the class Ask sts to work in pairs to make a similar conversation , using the activities given in task 2 page 50. Work with a student to give a model Call on some pairs to act out the conversations Make corrections in pronunciation, intonation and grammar Activity 1 : Role – play ( task 2 page 50) Dialogue in page 50 textbook Activity 2 : A: What kind of volunteer work are you participatating in ? B: I’m taking part in directing the traffic A: What exactly are you doing? B: I’m directing vehicles at the intersections. A: Do you enjoy the work ? B: Yes, I enjoy the work very much because I like helping people. Post – speaking 12’ Put sts into groups of four or five Ask them to discuss the question Call on some groups to report their ideas Give feedback What should you do to help children in poverty in your hometown?” Suggested ideas : Saving pocket money Raising money Collecting old clothes Collecting old textbooks and toys Homework 1’ T asks sts to prepare for next period Do exercise 3 in page 31, 32 sts’ textbook Prepare lesson 3 “ listening” Unit 4 : (Cont) : Listening I. Aims: By the end of the lesson , students will be able to : listen for specific information know more about volunteer work II. Method: - Communicative approach III. Skills : Integrated skills ( Especially listening skill) IV. Teaching –aids: pictures, handouts, CD player IV. Teaching stages : Stages Activities Contents Warm-up ( 5’) Pre-listening ( 5 ‘) Divide the class into two teams A and B. Hang on two posters on the board. Stick pieces of paper with different shapes and colors on each poster. Ask Ss in each team to combine pieces of paper with the same shape or color together. The team who first finishes wins. Check Ss’ understanding of the instructions. Lead-in : ( point at the posters) These activities are volunteer work. In today’s lesson, you will listen to a passage to know more about volunteer work. Disussing the questions : -T asks Ss to read through the questions and choices on page 51 and makes sure Ss understand all them. -T asks Ss to discuss the questions in pairs. -T calls some Ss to report on their partner’s answers. Pre- teaching vocabulary : -Before eliciting / Pre-teaching the new words, T helps Ss to pronounce the words given in the book. T may read aloud first or play the tape and ask Ss to repeat in chorus and invidually. - T elicits/ teaches some of these words and chose taken from the listening passage. Game: Finding One’s Other Half the poor supporting money helping donations making raising the elderly charities Keys: supporting charities / raising money / helping the poor / helping the elderly / making donations. Pre- teaching vocabulary : co-operate(v): fundraising (n) sponsor (n): co-ordinate (v): Fund –raising activities: Informal school: Donation (n) Organization for Educational Development. While-listening ( 20 ‘) Play the tape and ask Ss to listen and fill in the missing information Let Ss listen again if necessary call on some Ss to give the answers. Make corrections when needed Let Ss listen to the passage again and find the answers to the questions. Ask them to compare the answer in pairs. Give feedback Activity 1: Gap-fill (task 1) Expected answers: 1. informal 2. 30 street children 3. 250 children 4. 1998 5. volunteers/ February Activity 2 : Questions and Answers (task 2) Expected answers: 1. It provides classes to disadvantaged children in HCMC. 2. Dance, theater, singing and circus were set up in 1999. 3. Because they need money to continue their English and Performance Arts classes. 4. At one of the largest hotels in HCMC. Post-listening (14 ‘) Homework ( 1’ ) Ask Ss to work in pairs to tell about spring school, using the following suggestions: Go around the class to give help where necessary. Call on some Ss to report in front of the class Ask Ss to prepare for next period Speaking The aim of Spring School The number of children living and studying at the school or attending classes. The activities the children at the school take part in. The kinds of volunteers that Spring School requires. Summarize the story about Spring School Prepare lesson 3 “ listening” Unit 4 : VOLUNTEER WORK LESSON 4 : Writing I. Aims : Sts can write a formal letter expressing gratitude II. Method: - Communicative approach III. Skills : Integrated skills ( Especially writing skill) II. Teaching aids: chart, black board III. Teaching stages : Stages Activities Content Warm – up 2’ Ask sts to work out the anagram of the following word Lead – in Elicit the answers from sts : - When do you say “ thanks”? In today’s lesson, you’ll learn how to write a formal letter to express gratitude or thanks. Game : Jumbled Word STANHK Key : THANKS Expected answer : - When someone gives you a present - When someone does you a favor - When someone helps you with something Pre –writing 13’ T explains some words Rub out the word and leave the Vietnamese meaning on the board Point at each Vietnamese equivelent and have sts say the English word Ask sts to write the English words again Put sts to work in pairs to read the two letters and decide which is formal and which is informal Ask sts to say the reason of their answer Call on some sts to give their ideas Give feedback Hang on a chart with parts of a thank-you letter arranged in the wrong order Ask sts to work in pairs to put them into a logical order of a letter Call some sts to give the answers Check with the class Pre –teaching vocabulary: - amount (n) = a sum of money - donation (n) vật tặng, sự đóng góp - issue (v) phát hành Checking : ROR Activity 1 : reading and Identifying Expected answer : - Letter 1 is informal : + Short and incomplete sentences ( Why don’t you come to Tokyo instead ? / Thanks again for the present ). + Informal expression , shortened forms ( Lots of love / I’ve / you’ll ). + Informal greeting . ( My dear Ann) - Letter 2 is formal: + Complete sentences, full forms ( I am back again/ I have never had … / I shall never forget..) + Formal expressions ( I would like to offer … / yours sincerely ) + Formal greeting ( Dear Mr.Smith) Activity 2 : Re-ordering a. An offer to pay and a renewal of thanks b. A personal remark about the usefulness of the gift or present c. An acknowledgement and thanks d. Closing e. A fuller expression of gratitude Expected answer : 1. c 2. e 3. b 4. a 5. d While – writing 16’ Ask sts to read the situation in task 2 on page 53 and then write a letter to thank for the donation Go around to control and give help Collect sts’ writings when they have finished Sts writing Post writing 12’ Choose one writing and ask a student to write it on the board Ask the whole class to correct the mistakes Give comments correction Homework 2’ T asks sts to prepare for next period Ask sts to read and underline the sentences that express the poits given in the letter in task 1 on page 52 Ask sts to write a letter of thank for a birthday present Unit 4 : VOLUNTEER WORK Lesson 5 : Language focus I. Aims : Sts can practice pronunciation and distinguish the sound /w/ and /j/ and understand the use of gerund or present participle. II. Method: - Communicative approach III. Skills : Integrated skills . II. Teaching aids :textbooks, chalks, blackboard, cassette player. III. Teaching stages : Stages Activities Content Warm –up 2’ Bring along a yardstick and a whistle to show to sts and ask them what the things are Read the words aloud Ask sts to give the initial consonant sounds of the words Introduce the sounds / w/ and /j/ Presentation 1 10’ Read the sounds and the words: T models the two sounds /w/ and /j / for a few times and explains the differences in pronouncing them. T reads words in each column all at once. Ask sts to repeat Call on some sts to read Make correction if needed -Ask sts to work in pairs to practice reading the sentences Move around the class to give help Ask sts to find the words containing the sounds /w/ and /j/ in the reading text Pronunciation: 1. Activity 1 : Listen and repeat /w/ : /j / we yes, west yellow wine young wheel years wet use whale york 2. Activity 2 : 1- We went for a walk in the woods near the railway. 2- We wore warm clothes and walked quickly to keep warm 3- At about twelve, we had veal sandwiches and sweet white wine, and we watched TV 4- Excuse me . Did you use to live in York? 5- Did you use to be a tutor at the University? Presentation 2 12’ Hang on the cahrt with the sentences Ask sts to work in pairs to underline the ING- form words and identify which is gerund or present participle, perfect gerund or perfect participle. Elicit and give a presentation of the grammartical point : Sentences : 1. “ What is Sally?” – She is playing tennis. -> present participle 2. It is a worrying problem. -> present participle 3. The girl standing over there is Alice. -> present participle 4. Playing tennis is not expensive in England. -> gerund 5. I enjoy walking in the countryside. -> gerund 6. I heard him coming into the hall. -> present participle 7. Having finished the work, he went home, -> perfect participle 8. He admitted having stolen my bike. -> perfect gerund * The gerund and the present participle have the same form : V + ing * The gerund often acts like a verb and a noun at the same time. It can be used : - as a subject of a sentence Ex: Plaing tennis is not expensive in England. - as complement of a verb : Ex: What I have to do now is writing a letter to her - after prepositions : Ex: I’m afraid of going out alone in the dark - after certain verbs such as : enjoy , miss, finish, delay, avoid, suggest, risk, postpone, admit…. Ex: I enjoy walking in the countryside * Present participle can be used : - as a verb in the continuous tense form Ex: She is playing tennis. - as an adjective : Ex: It’s a worrying problem. - to preplace a relative clause : Ex: the girl ( who is ) stading over there is Alice. - to replace S + V Ex : Entering the room , I saw him. - after the verbs catch / find / leave + S.O Ex: I caught him stealing my bike - After some verbs : waste/ spend/ go/ be busy/ see/hear/ smell / observe/ notice/ watch Ex: I heard him coming into the hall * Perfect gerund is the perfect form of the gerund. It is used to refer to a past action Ex: He admitted having stolen my bike. * perfect participle : is the perfect form of the present participle. It is used when one action happens before another action Ex: Having finished her work, she went home Practice 20’ Ask sts to do the exercise 1 on page 54 Call on some sts to give the answers Checking with the class Put sts into pairs In pairs ask them to do the exercise 2 on page 54 Ask sts to do the exercise 3 on page 55 Go over the answers with class Exercise 1 : 1. hearing 2. bending 3. behaving 4. meeting 5. spending 6. waiting 7. Starting Exercise 2 : 1. burning / rising 2. reading 3. lying 4. shopping 5. preparing 6. trying 7. modernizing Activity 3 : 1. having made 2. Having been 3. having been 4. Having tied 5. Having read 6. having taken Homework 1’ T asks sts to prepare for next period -Learn the grammar by heart -Prepare for Unit5 – part A: Reading

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