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Date of preparation:

Date of signing:

Period 31:

UNIT 4: CARING FOR THOSE IN NEED

Part 2: Language

I. Objectives

By the end of the lesson, students will be able to:

1. Knowledge

- enrich their vocabulary with words or phrases related to people with disabilities and how to support them

- know the elision of weak vowels before /l/, /n/ and /r/

- know how to use and distinguish between the past simple and present perfect

2. Skills

- Listening, reading

3. Attitude

- have responsible attitude towards their study.

II. Teaching method:Integrated, mainly communicative

III. Teaching aids

- CD & CD player, board, chalks, textbook and notebook.

IV. Procedure

1. Class organization:

Date

Period

Class

Attendance

Absentees/Notes

….. __ / __ / __

…. / ….

2. Previous lesson check:

- activity 3.

3. New lesson:

T’s and Ss’ Activities

Knowledge

Warm-up:

Ask and Answer

T: Ask sts work individually, read each of the words and think about its word class.

Guide sts that they should read each explanation and decide if it defines a verb, noun or adjective.

Call some sts to give out the answer

Have two sts write the answers on bb.

Check & give remarks

Ss: Work individually, read each of the words and think about its word class.

Some sts to give out the answer

Two sts write the answers on bb.

Listen

T: Go through the words in the box and check sts’ understanding.

Ask sts to complete the sentences individually.

Check the completed sentences as a class, making sure that all sts have the right answers.

T: Explain elision of vowels, especially the schwa sound/ə/. Elision is not mandatory. Weak vowels are sometimes elided before the sounds/l/, /n/ and/r/ to speed up or simplify the pronunciation of a word.

Play the recording for sts to listen and follow.

Play the recording again for sts to repeat chorally and individually.

Help sts to distinguish between the pronunciation without elision and the pronunciation with elision.

Ask sts to work in pairs, taking turns to pronounce the words twice- with and without elision of weak vowels.

T: 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.

Ss: 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.

T: Tell sts that the activity focuses on the past simple and the present perfect tense of verbs.

Ask if they can remember any rules for the use of the past simple and the present perfect 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.

Remind sts of the past participle forms of regular verbs and irregular verbs.

Check answers as a class.

T: 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.

How do you perceive and treat people with disabilities? How do you about Nick Vujicic?

A. VOCABULARY:

1. Activity 1:

1. b;

2. e;

3. d;

4. c;

5. a

2. Activity 2:

1. blind

2. cognitive

3. donation

4. physical

5. hearing

B. PRONUNCIATION

Elision of vowels

1. Activity 1:

2. Activity 2:

Textbook, page 40

C. GRAMMAR

1. Activity 1:

1. launched

2. decided

3. invited

4. have completely changed

5. have collected

2. Activity 2:

1. decided

2. have joined

3. have volunteered

4. presented

5. have donated

6. talked

7. have sent

8. visited

4. Consolidation:

- Summarize the main points:

- words or phrases related to people with disabilities and how to support them

- the elision of weak vowels before /l/, /n/ and /r/

- the past simple and present perfect

Ask sts:

What have you learnt today?

What can you do now?

Expected answer

I can talk about people with disabilities and how to help people in need. I can use the past simple and the present perfect to talk about past actions with time expressions. I can recognize and pronounce words with elision of vowels.

5. Homework:

- practice the tasks.

- prepare for the next lesson

--------------------------------------------------o0o--------------------------------------------------

Date of preparation:

Date of signing:

Period 32:

UNIT 4: CARING FOR THOSE IN NEED

Part 3: Reading

I. Objectives

By the end of the lesson, students will be able to:

1. Knowledge

- get information about how to help people in need.

- know words and phrases related to attitudes to disabled people and community activities.

2. Skills

- develop reading skill: scanning, skimming

3. Attitude

- have responsible attitude towards helping people with disabilities.

II. Teaching method: Integrated, mainly communicative

III. Teaching aids

- board, chalks, textbook and notebook.

IV. Procedure

1. Class organization:

Date

Period

Class

Attendance

Absentees/Notes

….. __ / __ / __

…. / ….

2. Previous lesson check:

- distinguish the past simple and the present perfect.

3. New lesson:

T’s and Ss’Activities

Knowledge

T: Shows the symbols used to indicate access for people with disabilities.

Provide sts with some information about improving accessibility for disabled people.

Have sts look at the symbols and work in groups to compare the answers. 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.

T: 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.

T: Tell sts that the activity focuses on reading for general ideas and have them read the headings quickly before the texts that follows.

Explain to sts that repeated and similar vocabulary can form a vocabulary chain in a paragraph, and consequently help express the main idea of the paragraph.

Have sts skim the text individually to choose the best heading for each paragraph. Then sts can check their answers with a partner.

Check answers as a class and write them on the board. Give feedback.

T: Tell sts that the activity focuses on reading for specific information and that sts cannot write more than three words in each blank.

Ask sts to read the passage gain and fill in the blanks. Remind sts to pay attention to details like names of schools, classes, activities… and to the context to identify what kind of words or phrases are needed.

Have sts write their answer individually and check with their partner.

Check answers as a class & provide feedback

T: Put sts in pairs and ask them to discuss the questions freely:

Ask one or two pairs to report the discussion results to the class.

Give remarks

1. Activity 1:

Ss: Look at the symbols and work in groups to compare the answers. Encourage sts to explain and give reasons for their answers.

Keys suggested

People with mobility impairments/ disabilities.

People with visual impairments/ disabilities.

People with hearing impairments/ disabilities.

People with speech impairments/ disabilities.

2. Activity 2:

Ss: Work individually, read the words and phrases in the columns, then discuss and find the meaning of each of them(a-e).

Keys suggested

- b

- d

- e

- a

- c

3. Activity 3:

Ss: Listen

Skim the text individually to choose the best heading for each paragraph

Write the answers on the board.

Keys suggested.

1. b;

2. c;

3.a

4. Activity 4:

Ss: Read the passage gain and fill in the blanks.

Pay attention to details like names of schools, classes, activities… and to the context to identify what kind of words or phrases are needed.

Write their answer individually and check with their partner.

Keys suggested.

1. students with disabilities

2. record popular books

3. participating fully in

4. ‘record-breaking’

5. this Christmas unforgettable

Activity 5:

Ss: Work in pairs and discuss the questions freely.

One or two pairs to report the discussion results to the class.

Listen

How can you help children with disabilities in your community?

4. Consolidation:

- Summarize the main points:

+ Reading for general ideas and specific information about helping people disabilities.

+ Lexical items: disability, blind, deaf, dumb, get around, integrate, campaign, charity, donate.

5. Homework:

- practice the tasks.

- prepare for the next lesson

--------------------------------------------------o0o--------------------------------------------------

Date of preparation:

Date of signing:

Period 33:

UNIT 4: CARING FOR THOSE IN NEED

Part 4: Speaking

I. Objectives

By the end of the lesson, students will be able to:

1. Knowledge

- describe reasons for getting involved in donating to charities and supporting disabled children

- Lexical items: disability, blind, deaf, dumb, get around, integrate, campaign, charity, donate, coach, cognitive impairment.

2. Skills

- Speaking: discussing and interviewing

3. Attitude

- have responsible attitude towards helping people with disabilities.

II. Teaching method: Integrated, mainly communicative

III. Teaching aids

- board, chalks, textbook and notebook.

IV. Procedure

1. Class organization:

Date

Period

Class

Attendance

Absentees/Notes

….. __ / __ / __

…. / ….

2. Previous lesson check:

- activity 5.

3. New lesson:

T’s and Ss’Activities

Knowledge

T: Write Get involved! On the board and give sts time to discuss the phrase.

Ask:

Explain the activity aims to differentiate between the notions “reason” and “activity”

Have sts read the phrases, and check answers as a class.

T: 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.

Allow enough time for sts to read the interview individually before they practice in pairs.

Monitor the activity and select some pairs to role-play the conversation in front of the class.

T: Ask sts to read the instructions carefully, then have them go through the information about Nguyen Dinh Chieu School and Nhan Chinh School.

Ask sts to prepare the reason why they want to volunteer, and what they can do. Tell sts that they can use suggestions in Activity 1.

Have sts work in pairs to share their ideas and suggestions.

Choose one or two pairs to role-play their conversation in front of the class.

Activity 1:

Ss: Answer

Listen

Read the phrases.

Have you ever taken part in campaigns to help people with disabilities?

Why do you volunteer to help people?

How can you help people in need?

Keys suggested.

1. R; 2. A; 3. R; 4. R; 5.A

Activity 2:

Ss: Read through the phrases in the box.

Work in pairs to fill the gaps in the interview.

Listen

Read the interview individually before they practice in pairs.

Role-play the conversation in front of the class.

Keys suggested.

1. volunteer position

2. special school

3. change people’s lives

4. in the past

5. improve coordination

6. clearly and effectively

Activity 3:

Ss: Read the instructions carefully, then have them go through the information about Nguyen Dinh Chieu School and Nhan Chinh School.

Prepare the reason why they want to volunteer, and what they can do.

Work in pairs to share their ideas and suggestions.

One or two pairs to role-play their conversation in front of the class.

4. Consolidation:

- Summarize the main points:

- reasons for getting involved in donating to charities and supporting disabled children, what people can do for the society and people with disabilities.

- Lexical items: disability, blind, deaf, dumb, get around, integrate, campaign, charity, donate, coach, cognitive impairment.

5. Homework:

- practice the tasks.

- prepare for the next lesson

Trên đây là giáo án tuần 11 môn tiếng Anh lớp 11 mới.

Xem thêm giáo án tiếng Anh 11 cả năm tại: Giáo án tiếng Anh lớp 11 mới thí điểm trọn bộ năm học 2019 - 2020. Mời thầy cô tham khảo thêm nhiều tài liệu ôn tập Tiếng Anh lớp 11 cả năm khác như: Để học tốt Tiếng Anh lớp 11, Bài tập Tiếng Anh lớp 11 theo từng Unit trực tuyến, Đề thi học kì 1 lớp 11, Đề thi học kì 2 lớp 11,... được cập nhật liên tục trên VnDoc.com.

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