Giáo án Tiếng anh 11 Unit 4: Caring for those in need mới nhất

Date

Period

Class

Attendance

Absentees/Notes

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T’s and Ss’Activities

Knowledge

Lead-in:

T: Inform the class of the lesson objectives

Introduce the topic by asking Ss to talk about the photos of people with disabilities. Then elicit more ideas from Ss’ background knowledge.

Encourage Ss to talk about disabled people’s achievements. Tell them to include respect for disabled people and donation to charities in their discussion.

Ss: Listen and answer

Talk about disabled people’s achievements; include respect for disabled people and donation to charities in the discussion.

T: Ask Ss questions about the illustration:

Tell Ss that that are going to listen to a conversation in a school library between three friends: Mai, Kevin and Maria.

Let Ss predict what these friends will be talking about.

Encourage and accept all types of predictions from Ss.

Play the recording. Ask Ss to listen and read the conversation at the same time.

Ss: Answer the questions:

Listen

Predict what these friends will be talking about.

Listen and read the conversation at the same time.

T: Asks Ss to work first individually, and then in pairs to decide whether the statements are True(T) or False(F), or not given(NG). ss can provide their answers. They may refer back to the conversation to get the necessary information.

Checks sts’s answers and give explanation.

Ss: Work in pairs to practice asking and answering the questions

Give explanation

Read the question and example and think of their own answer to the question.

Work individually first, then with a partner.

Give answers

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.

1. Activity 1:

Who do you see in the picture?

What are they doing?

What do you think they are going to do with the gift?

2. Activity 2:

1.T

2.F

3.NG

4.T

5.NG

3. Activity 3:

Ss’ answers may vary

Date

Period

Class

Attendance

Absentees/Notes

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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

Date

Period

Class

Attendance

Absentees/Notes

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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 headingfor 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 headingfor 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?

Date

Period

Class

Attendance

Absentees/Notes

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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.

Date

Period

Class

Attendance

Absentees/Notes

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…. / ….

T’s and Ss’Activities

Knowledge

Show pictures of Albert Einstein, Ludwig van Beethoven and Thomas Edison

Ask:

Who are they?

What disabilities do you think they had?

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.

Ask sts to recall what they heard and guess the words to complete the sentences. Then play the recording again for sts to check their answers.

Play the recording twice if necessary.

Check answers as a class & provide feedback.

Ask sts to work in groups of three or four to discuss the question:

What can you do to support people with disabilities and help them succeed in life?

Brainstorm ideas.

Have some sts present their reports to the class.

Give remarks

1. Activity 1:

Expected answers:

a. Albert Einstein, learning disability

b. Ludwig Beethoven, hearing loss

c. Thomas Edison, learning disability

2. 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

Name: Nguyen Anh

Nationality: Vietnamese

Kind of disability Glass-bone disease

Interests Singing and helping charitable campaigns

Title honoured by UNICEF Global outstanding child with a disability.

3. Activity 3:

Recall what they heard and guess the words to complete the sentences.

Check their answers.

Listen

Keys expected

1.get involved

2.over 30 times

3.broadcasting radio programmes

4.friendly and supportive

5.treated equally

4. Activity 4

Work in groups of three or four to discuss the question:

What can you do to support people with disabilities and help them succeed in life?

Present the reports

Listen

Date

Period

Class

Attendance

Absentees/Notes

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T’s and Ss’Activities

Knowledge

Give sts time to read the sample writing about the problems that children with cognitive impairments are facing.

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 lesson

Ask sts to work in groups of 4, and give each group a large size sheet of paper

Have sts read the text 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.

Have sts work in groups of three or four to choose one problem and discuss what solutions they will recommend.

Encourage sts to make complete sentences, using the suggestions in the table. 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 articles.

Ask some individuals to read their articles.

Have the rest of class give comments, and correct errors.

Give remarks & correction

1. Activity 1

Read the sample writing about the problems that children with cognitive impairments are facing.

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

1.c; 2.b; 3.a

2. 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

Introduction

Children with cognitive impairments often face discrimination in life

Main body

Solution 1

People should learn more about children with cognitive impairments

Solution 2

There should be more contacts between people with cognitive impairments and non-disabled people.

Conclusion

Better understanding and better cooperation between the two groups of people will change attitudes and reduce discrimination.

3. Activity 3:

Work in groups of three or four to choose one problem and discuss what solutions they will recommend.

Work independently and write their articles.

Some individuals to read their articles.

Listen to comments & correction

Date

Period

Class

Attendance

Absentees/Notes

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T’s and Ss’Activities

Knowledge

WARM-UP:

Chatting:

- Have you ever done volunteer work?

- What do you know about a charitable organization?

Focus sts’ attention on the instructions and the table.

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 (e.g how to say the date and year, or how to classify organizations as governmental, non-governmental, profit, non-profit…)

Ask sts to complete the table while listening. Have them listen again to check the answers.

Let sts compare their answers with a partner, then check answers as a class and write them on the board.

Have sts read the instructions and suggested words/ phrases carefully.

Ask sts to work in groups of 4 to brain storm ideas and prepare a proposal for a new campaign to support disabled people.

Ask some groups to present their campaigns.

Praise sts for original and interesting ideas, and good presentation skills.

Give comments and mark

Focus sts’ attention on the logos and allow enough time for sts to discuss how often they think the International Day of people with disabilities is celebrated and what its purpose is.

Invite individual sts to present their ideas.

Have sts read the text quickly to check their guesses.

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.

I. COMMUNICATION

1. Activity 1:

Keys expected

1. 1988

2. non- governmental

3. clean water and good hygiene

4. have better lives

5. Life is beautiful

2. Activity 2:

- groupwork

CULTURE

1. Activity 1:

2. Activity 2:

International Day of Persons with Disabilities

3. Activity 3:

Expected answers:

1. The United Nations

2. This special day aims at raising awareness of disability issues and calls for support for the rights and well-being of disabled people.

3. They are facing challenges, discrimination, poverty and limited access to education, employment and health care.

4. Now I know more about international organizations and celebrations for people with disabilities; I can express my opinion about how to help disabled people overcome difficulties; I can suggest themes and action plans to celebrate the International Day of Persons with Disabilities

Date

Period

Class

Attendance

Absentees/Notes

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T’s and Ss’Activities

Knowledge

Review what elision of vowels is and when this happens.

Play the recording and let sts listen and underline the syllables with elision of weak vowels in the words in bold.

Play the recording

Ask sts to identify the sentences containing words read with elision of weak vowels.

T gives the feedback.

Explain the activity aims to review the key vocabulary in the unit, and have sts do it individually.

Remind sts to put the words into the correct form according to its position in the sentences.

Check answers as a class by asking individual sts to read their sentences.

Provide the correct answers.

Have sts work in pairs to work out the answers.

Monitor the activity and offer help, if necessary.

Check sts’ answers by asking individuals to take turns reading aloud their answers.

Have sts to tell the teacher again about the difference between usages of the past simple and the present perfect

Have sts do this activity orally first

Check answers as a class.

A. PRONUNCIATION

1. Activity 1: Underline the syllables with elision of weak vowels in the words in bold.

1. dictionary

2. Police

3. library

4. deafening

5. history

2. Activity 2:

Key expected:

1.þ

4. þ

6. þ

B. VOCABULARY

1. impairments

2. non-disabled

3. integration

4. disrespectful

5. involved

6. Donations

C. GRAMMAR

1. Activity 1:

1. came2. have agreed, have signed

3. has come4. have started

5. had

2. Activity 2:

1. …has never volunteered…

2. invented

3. has recorded- visited

4. has supported

5. Have you ever worked…- organized- have also coached…