Giáo án Tiếng Anh Lớp 11 - Period 20 to 24, Unit 4: Volunteer Work - Năm học 2009-2010 - Nguyễn Văn Tạo

Date: September 30th, 2009
Period 20
Unit 4	 VOLUNTEER WORK
Lesson 	 READING
I. Objectives: By the end of this lesson, students will be able to:
Guess meaning in context; understand the sequence of events in the reading related to volunteer activities in America.
II. Language Focus:
Grammar: gerund and present participle.
New words: volunteer, orphan, aged, mow, handicapped, overcome . . . 
III. Teaching Aids: overhead projector, cassette player, textbook . . . .
IV. Procedures:	
Stages/
Time
Teacher’s Activities
Students’ Activities
Warm – up
(5 minutes)
-T lets Ss have a look at some pictures and tells Ss to answer the questions:
a. Who are they?
b. Where are they?	
c. What are they doing?
-T asks Ss to work in groups of three to answer the above questions.
* Expected answers:
a. They are college students / high school students
b. They are at a remote village.
c. They are giving classes to children/ repairing roads / houses / giving medical services . . . 
-T leads into the new lesson by giving some more questions
+ Do they get paid for their work?
+ No. they are doing something without having any kinds of payment. So we can say that they are doing VOLUNTEER WORK.
-Ss work in groups answer questions about the pictures. 
Pre –
reading
(8 minutes)
-T asks Ss to work in groups to read the saying and explain what it means. 
* Suggested explanation:
“If someone gives you something to eat, you will not feel hungry but it won’t last long. If someone gives you an apportunity to work or teaches you how to work, you will earn your own living for a long time.”
Vocabulary Pre-teach
-T elicits or pre-teaches some words related to the reading before T lets Ss read the text. 
+ volunteer (n), voluntary (a), voluntarily (adv)
+ orphan (n), orphanage (n)
+ the aged (n)
+ disadvantaged (a)
+ handicapped (a): disabled (a)
+ drought (n)
+ remote (a): far-away 
-Ss work in groups of four.
-Ss listen to the teacher’s explanation. 
-S writes down new words in their notebooks. 
While – reading
(7 minutes)
Task 1 – Using the correct form of “volunteer” 
-T has Ss work individually to read the task carefully and give the right word forms of “volunteer”. 
-T tells Ss to compare their answers with each other. 
-T calls on Ss to read and explain their answers in front of the class. 
-T gives feedback and correct answers. 
* Suggested answers: 
1. voluntary (adj)
2. voluntarily (adv)
3. volunteers (pln)
4. volunteered (v)
-Ss work individually and do Task 1. 
-Ss compare the answers with a partner. 
-Some Ss present the answers in front of the class, others listen and remark.
(7 minutes)
Task 2 – Choosing the best option. 
-T has Ss work in pairs to do Task 2. 
-T gives Ss time to read the whole passage. 
-T goes around the class and provides help if necessary.
-T calls on some pairs to act out the activity in front of the class.
-T comments and gives the suggested answers. 
* Suggested answers:
1 – A; 2 – D; 3 – B; 4 – D; 5 – B
-Ss work in pairs.
-Ss present their answers in front of the class. 
-Ss listen T’s comment and write down the correct answers. 
(8 minutes)
Task 3 – Answering the questions
-T requires Ss to work in pairs to read again the passage carefully and do Task 3.
-T goes around the class and provides help if necessary.
-T calls on some pairs to act out the activity in front of the class.
-T comments and gives the suggested answers. 
* Suggested answers:
1. They usually visit these places. They read books to the people there, play games with them or listen to their problems.
2. They give care and comfort to them.
3. During summer vacations, they volunteer to work in remote or mountainous areas. 
-Ss work in pairs.
-Ss present their answers in front of the class. 
-Ss listen T’s comment and write down the correct answers. 
Post – reading
(7 minutes)
Group discussion
-T has Ss work in groups and asks them to discuss the matter presented in the textbook.
Why do people do volunteer work?
-T goes around class and helps Ss if necessary.
-T calls on some Ss to give their talks on the given topic in front of the class.
-T asks other Ss to give their remarks.
-T give feedback.
-Ss work in groups 
-Ss present in front of the class. 
Homework
(3 minutes)
-T summarises the main points in the lesson. 
-T asks Ss to learn all of the new words by heart 
 and prepare SPEAKING for the next period. 
- Ss listen and take notes. 
Date: September 30th, 2009
Period 21
Unit 4(cont.) VOLUNTEER WORK
Lesson 	 SPEAKING
I. Objectives: By the end of this lesson, students will be able to:
identify types of volunteer work
talk about volunteer work.
II. Language Focus:
Grammar: 
New words: 
III. Teaching Aids: textbooks, pictures . . . .
IV. Procedures:
Stages/Time
Teacher’s Activities
Students’ Activities
Warm – up
(5minutes)
-T asks Ss to work in groups, closing their books and writing down as many words they remember as possible about Volunteer Work in not more than one minute.
-T goes around to ckeck their participation in the activity. 
-Ss work in groups 
Pre – speaking
(10 minutes)
Task 1 
-T asks Ss to work individually and do Task 1.
-T goes around and helps Ss when necessary.
-T can explains some difficult words if necessary. 
-T calls on some Ss to present their answers.
-T gives feedback.
* Suggested answers:
1. No
2. Yes
3. Yes
4. No
5. Yes
6. Yes
-Ss work in pairs and do Task 1.
While – speaking
(17 minutes)
Task 2
-T sets the situation and explains the requirement of Task 2.
-T helps Ss understand some new words or phrases in the box.
+ handicapped children (n)
+ direct the traffic (v)
+ intersection (n)
+ cross the road (v)
-T asks Ss to work in pairs to make similar conversations.
-T goes around the class and provides help when necessary.
-T asks some pairs to present the conversation in front of the class. 
-T gathers feedbacks and gives out the correct answer. 
-Ss work in individual. 
-Ss work in pairs.
Post – speaking
(10 minutes)
Task 3 - Talking about a kind of volunteer work
-T asks Ss to work in groups of four, telling about a kind of volunteer work they or their friends usually do to help people. 
-T goes around the class and provides help when necessary.
-T invites some Ss to present their talks in front of the class.
-T gives feedback and correct mistakes. 
* Suggested activities:
plant trees / teach children to read and write / involve in anti-drug campaigns / provide drug addicts with advice / work at busy roads / take care of elderly people . . .
-Ss work in groups. 
Homework
(3 minutes)
-T summarise the main points in the lesson. 
-T asks Ss to write a short paragraph in about 50 words to describe the party they have just organised.
-T requires Ss to prepare LISTENING for the next period. 
-Ss listen and take notes
Date: October 4th, 2009
Period 22
Unit 4(cont.) 	 VOLUNTEER WORK
Lesson 	 LISTENING
I. Objectives: By the end of this lesson, students will be able to:
better listening skill for specific information
know more about volunteer work
II. Language Focus:
Grammar: revision
New words: co-operate, fundraising, sponsor . . . 
III. Teaching Aids: pictures in the textbook, cassette, extra board . . .	
IV. Procedures:	
Stages/Time
Teacher’s Activities
Students’ Activities
Warm – up
(6 minutes)
Game – Finding one’s other half
-T divides the class into two big groups A and B.
-T hangs on two posters on the board on which he sticks pieces of paper with different shapes and colors.
-T asks Ss in each team to combine pieces of paper with the same shape or color together.
-The group who first finishes wins the game.
-T checks Ss’ understanding of the instructions. 
* Suggested words:
Supporting charities / raising money / helping the poor / helping the elderly / making donations
Lead-in:
-T points at the posters and says “these activities are volunteer work”
-Ss work in groups and enjoy the game. 
Pre –listening
(8 minutes)
Choosing the best answers.
-T asks Ss to work in pairs and then do Task 1 in the text book.
-T can elicit or pre-teaches some new words in Task 1.
+ co-operate (v)
+ fundraising (n)
+ sponsor (n)
-T helps Ss to understand the meanings and pronunciation of the new words.
-Ss work in pairs. 
-Ss work individually to practise pronunciations. 
While-listening
(10 minutes)
Task 1 – Gap-filling 
-T asks Ss to work individually and do Task 1.
-T plays the tape more than once if necessary.
-T invites some Ss to explain their answers in front of the class. 
-T comments and gives out the correct answers.
* Expected answers: 
1. informal 
2. 30 street children
3. 250 children
4. 1998
5. volunteers / February 
- Ss work individually to listen to the tapes and do Task 1 
-Ss give out the results after listening to the tape.
- Ss compare their answers with a friend and present them on the board. 
(10 minutes)
Task 2 – Questions and Answers
-T asks Ss to work individually to listen to the tape again.
-T plays the tape again and asks Ss to do Task 2.
-T plays the tape several times if necessary. 
-T lets Ss discuss the answers with a partner. 
-T comments and gives correct answers.
* Expected answers:
1. It provides classes to disadvantages children in HCM City.
2. Dance, theatre, 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 hotles in HCM City.
5. To attract sponsors and help to expand the school activities. 
- Ss work in individual to listen to the tapes and do Task 2. 
-Ss give out the results after listening to the tape three times. 
- Ss compare their answers with a friend and present them on the board. 
Post- listening
(8 minutes)
Speaking
-T asks Ss to work in pairs to tell about Spring School, using the following suggestions:
 + The aim of Spring School
+ The number of children living and staying at the school or attending classes.
+ The activites the children at the school take part in.
+ The kinds of volunteers that Spring School requires.
-T goes around the class and helps Ss.
-T invites representatives of some groups to talk about their ideas in front of the class. 
-T asks for comments from other Ss. 
-T gives out his remarks on Ss’s presentation. 
-Ss work in groups. 
-Ss present their talk in front of the class. 
-Ss listen to T’s remarks.
Homework
(3 minutes)
-T asks Ss to summarize the story about Spring School. 
-T asks Ss to prepare WRITING for the next period. 
- T à Ss
Date: October 6th, 2009
Period 23
Unit 4(cont.) VOLUNTEER WORK
Lesson 	 WRITING
I. Objectives: By the end of this lesson, students will be able to:
write an formal letter to express gratitude. 
II. Language Focus:
Grammar: revision 
New words: amount, donation, issue . . . 
III. Teaching Aids: an extra board, textbook . . . 
IV. Procedures:	
Stages/Time
Teacher’s Activities
Students’ Activities
Warm-up
(5 minutes)
Game – Jumbled Word
-T asks Ss to work out the anagram of the following word:
STANHK
Key: THANKS
Lead-in:
-T elicits the answers from Ss:
+ When do you say “thanks”?
* Expected answers:
+ When someone gives you a present
+ When someone does you a favour.
+ When someone helps you with something
-T leads in the new lesson. 
- T à Ss
Pre-writing
(8minutes)
Pre-teaching vocabulary
-T introduces new words related to writing exercise.
+ amount (n)
+ donation (n)
+ issue (v)
-T asks Ss to work in pairs to read the two letters and decide which is formal and which is informal.
-T asks Ss to say the reason for their answers.
-T calls on some Ss to give their ideas.
-T gives feedback.
Notes: T prepares two letters on handouts
* Suggested answers:
Informal letter: short and incomplete sentences, shortened forms, informal greeting
Formal letter: complete sentences, full forms, formal greeting . . . 
-T can elicits some useful expressions used to express gratitude or thanks in a formal thank-you letter from Ss.
+ I am most grateful to you for . . .
+ I would like to express my thanks to you for. . 
+ On behalf of . . . I am writing to thank you for 
+ I would like to offer my sincerest thanks to you
 for . . .
+ My heartfelt thanks to you for . . .
+ I am very much obliged to you for . . . 
+ I owe a great debt of gratitude to you for . . .
+ I would like to give special thanks to you for. . 
- Ss work in pairs 
- T 1 Ss
While-writing
(20 minutes)
Task 3 - Writing a thank-you letter 
-T asks Ss to read the situation in Task 2 on page 53 and then write a letter to thank for the donation.
-T encourages Ss to try to find out the ideas to support the letter. 
-T goes around the class and provides help when necessary.
-T asks Ss to take peer correction with others.
-T comments and gives out the models. 
-Ss work individually
Post- writing
(10 minutes)
Correction 
-T chooses one writing and asks Ss to write it on the board.
-T asks the whole class to correct the mistakes.
-T gives feedback and comments. 
-Ss work in groups. 
Homework
(2 minutes)
-T summarise the main points in the lesson. 
-T asks students to continue writing their letters if it hasn’t been finished yet. 
-T asks students to prepare Language Focus for next period. 
-Ss listen and take notes
Date: October 8th, 2009
Period 24
Unit 4(cont.) VOLUNTEER WORK
Lesson 	 LANGUAGE FOCUS
I. Objectives: By the end of this lesson, students will be able to:
Distinguish and pronounce the sound / w/ and / j/ correctly.
Master the use of gerund or present participle.
II. Language Focus:
Grammar: as the above 
New words: 
III. Teaching Aids: Textbooks	
IV. Procedures:	
Stages/Time
Teacher’s Activities
Students’ Activities
Warm-up
(4 minutes)
-T takes “a yardstick” and “a whistle” to show to Ss and asks them what things are.
-T reads aloud the words.
-T asks Ss to give the initial consonant sounds of the words.
-T introduces the sounds / w / and / j /
- T 1 Ss
- S 1 S
Pro-nunciation
(7 minutes)
Activity 1 – Listen and repeat
-T demonstrates the sounds / w / and / j /by pronouncing them exactly and clearly.
-T instructs the ways to pronounce two sounds. 
-T asks Ss to pronounce the sounds several times.
-T makes sure that Ss are aware of the difference between the two sounds. 
Activity 2 – Practise these sentences
-T plays the tape and asks them to repeat. 
-T calls on some Ss to repeat the sounds clearly and slowly.
-T asks Ss to work in pairs and practise the sentences.
-T introduces peer correction.
-T goes around the class and provides help if necessary. 
 -Ss observe and listen to teacher’s guidance. 
-Ss listen. 
-Ss practise pronuncation. 
-Ss listen carefully & work in pairs to read the sentences. 
Grammar
(10 minutes)
Presentation – Gerund and Participle
-T elicits and gives a presentation of the grammatical point:
* 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.
Ex: Playing tennis is not expensive in England.
 What I have to do is writing a letter to her.
+ The present participle indicates action, more like a verb or an adjective.
Ex: She is playing tennis.
 It’s a worrying problem.
-Ss listen to T’s lecture. 
(10 minutes)
Activity 1 – Filling gaps
-T requires Ss to work in pairs and do Exercise 1.
-T asks Ss to compare their answers with other pairs.
-T gives feedback and correct answers.
* Suggested answers:
1. hearing
2. bending
3. behaving
4. meeting
5. spending
6. waiting
7. starting
-Ss work in pairs, doing the exercise, and then exchange the results with a partner to take peer correction. 
- Ss listen and take notes.
(10 minutes)
Activity 2 – 
-T asks Ss to work in pairs and practise doing Exercise 2.
-T goes around and gives helps to Ss.
-T asks Ss to compare their results with others.
-T gives feeback and correct answers. 
* Suggested answers:
1. burning/rising
2. reading
3. lying
4. shopping
5. preparing
6. trying
7. modernizing
-Ss work in pairs, doing the exercise, and then exchange the results with a partner to take peer correction. 
- Ss listen and take notes.
Activity 3 
-T asks Ss to work in pairs and practise doing Exercise 3.
-T goes around and gives helps to Ss.
-T asks Ss to compare their results with others.
-T gives feeback and correct answers. 
* Suggested answers:
1. having made
2. having been
3. having been
4. having tied
5. having read
6. having taken
-Ss work in pairs, doing the exercise, and then exchange the results with a partner to take peer correction. 
- Ss listen and take notes.
Homework
(3 minutes)
- T asks Ss to continue doing the remaning exer
- T asks Ss to prepare UNIT 5
-Ss listen and take notes