Giáo án tiếng Anh lớp 11 Tuần 7 sách mới

Date

Period

Class

Attendance

Absentees/Notes

….. __ / __ / __

…. / ….

T’s and Ss’Activities

Knowledge

Warm-up

- shows Ss some pictures and ask Ss to answer the questions

Ss Look at the pictures and answer the questions.

T elicits answers from students, encourages different interpretations

Lead in: These people are doing the work without being paid for it. What do you call this kind of work?

(Expected answer): BECOMING INDEPENDENT

In our lesson today, you will know about volunteer activities

- asks Ss to guess what the conversation might be about by reading the title “An independent person”

- T asks Ss some questions about the conversation: “What are Mai and Lan talking about?”

- Ss can guess the content of the conversation

- play the recording.

- listen and read the conversation at the same time.

- ask Ss to underline vocabulary related or the grammar points which appear in the dialogue.

- lets Ss read the questions first, then read the conversation again to answer the questions

Ss work in pairs to practice asking and answering the questions

- Ss report their answers

- check if they have any difficulty in understanding the conversation.

- refer the conversation to get clues for their answers

- check Ss’ answers and encourage Ss to give their opinions to answer the question 6

- ask students to look through the task then work individually to finish the task

- work individually to finish the task

- ask them to work in pairs to compare and check their answers

- call some students to give the answers then give the correct answers

- tell Ss to take a quick look at the conversation to find the sentences with To-infinitive after certain adjectives and nouns, underline them and then write down

- Ss work in pairs

- Check their answers and give the feedback.

* Questions:

1. What words come up to your mind when you think of an independent person?

2. Does an independent person often ask for help when doing things?

3. Can she do things for herself?

1. Listen and read

-Topic: an independent person

- Vocabulary: reliable, determined, confident,…

- Grammar: To- V

2. Answer the questions:

* Expected answers:

1. Because Minh doesn’t rely on other people for help and isn’t influenced by other’ people’s opinions

2. Because he always completes his tasks on time, and never needs to be reminded about assignments and other schoolwork.

3. He tried hard and spent the whole night an a hard Maths problem when most student in the class had given up.

4. He always tries to find solutions to his problem and seldom needs help from others.

5. Responsible, reliable, self-reliant, decisive, determined, well-informed and confident

6. Ss’ own answers

3. Match each word with their definitions

1. d

2. e

3. b

4. c

5. f

6. a

4. Find the sentences with To-infinitive after certain adjectives and nouns in the conversation and write down them in the spaces below

1. It’s good to have a friend you can rely on.

2. Evan our Maths teacher was very surprised to read his answer.

3. His parents must be really pleased to have such a son.

4. But he still has time to read, …

5. It’s interesting to talk to him.

6. I really admire his ability to make decisions so quickly.

7. You’re lucky to have a close friend like him.

Date

Period

Class

Attendance

Absentees/Notes

….. __ / __ / __

…. / ….

T’s and Ss’Activities

Knowledge

Warm-up:

T asks Ss to look at the pictures and write down adjectives to describe them

- Ss give the adjectives (if they can’t, T give some letters to help them find out Adj. easily)

- T leads into the new lesson.

T explains to Ss what they are supposed to do

Ss can use dictionaries to look up words to complete the table

T can point out the use of suffixes such as – ity, -ce, -ness, -tion as a word formation strategy

Ss speak out

T writes the corresponding word form on the board

- T asks Ss to work individually first

- Ss work individually

- T lets Ss work in pairs or groups to compare their answers

- Ss work in pairs or groups to compare their answers

- T calls some representatives to speak out their answers and explain them if T asks

- T gives feedback

T shows the pictures and has Ss read aloud the sentence

Ss read aloud

T elicits

T introduces how to link between a consonant and a vowel

T plays the recording for Ss to listen

T plays the recording again with pauses for Ss to repeat each sentence

Ss listen and repeat the sentences

Ss study The Yellow stick note

T asks Ss to work in pairs and take turns reading the sentences in rows

- Ss practice the sentences a few times.

- T invites some Ss to read the words and corrects their pronunciation

- T reminds Ss of To-infinitives after nouns/ adjectives

- T asks Ss to pay attention to sentences with TO- INFINITVE in GETTING STARTED

- Ss write down and discuss how to TO- infinitive used in these sentences.

- T gives feedback.

- Ss make some examples of their own.

- T gives explanations and provides help when necessary.

- Ss rewrite the sentences

- T asks Ss to work in pairs to check their answers

- T gives feedback and highlights TO- infinitive

- T lets Ss do the exercise individually

- Ss work by themselves

- T observes and helps them if necessary.

- T asks Ss to take turns reading the sentences aloud and then write them on the board.

- Ss read and write the sentences

- T gives comments.

- T ask Ss to look at examples and do the exercise individually

- Ss work by themselves

- T observes and helps them if necessary.

- T asks Ss to take turns reading the sentences aloud and then write them on the board.

- Ss read and write the sentences

- T elicits Ss’ answers about rules

- Ss study the rules given in the yellow box and give examples

- T explains the rules if necessary

- T lets Ss do the exercise individually

- Ss work by themselves

- T observes and helps them if necessary.

- T asks Ss to take turns reading the sentences aloud and then write them on the board.

- Ss read and write the sentences

I: Vocabulary

* Activity 1: Complete the table with words that have the same roots as the adj. in the first column.

* Activity 2: Complete the sentences with some of words from 1

1. reliable

2. confidence

3. well-informed

4. responsible

5. self-reliance

6. decisively

7. independence

II: Pronunciation (linking between a consonant and a vowel)

- Linking between a consonant and a vowel is a very important feature of English as it helps preserve rhythm and makes the spoken language sound natural.

* Activity 1: Listen and repeat the following sentences, paying attention to the linking between the words.

- Linking can occur when a word ends in a consonant and the following word starts with a vowel. The consonant sound is linked with the vowel sound.

* Activity 2 : Listen and link the consonant sounds and the vowel sounds. Then practice reading the sentences.

III. Grammar:

* Activity 1: To-infinitives after nouns/ adjectives

1. Form:

S + linking V + N/ Adj. + TO- infinitive

2. Uses:

We can use the to- infinitive after certain adj. to give a reason for the adj.

Eg: I’m happy to meet you again.

* Note:

We can use the to- infinitive after with IT and certain adj. to make a comment or judgment.

It + linking V + Adj. + TO- infinitive

Eg: It is interesting to talk to him.

(IT is the formal subject while the infinitive phrase is the real subject of sentence.

Eg: Talking to him is interesting

1. It’s good to have a friend you can rely on.

(It + linking V + Adj. + TO- infinitive)

2. Even our Maths teacher was very surprised to read his answer. (S + linking V + Adj. + TO- infinitive)

3. But he still have time to read….( S + linking V + N + TO- infinitive)

* Activity 2: To-infinitives after adjectives

1. The little boy was afraid to jump into the pool.

2. She is proud to be the leader of the group.

3. The students were excited to hear that they had won the competition.

4. My mother was very surprised to hear that I would take part in the storytelling contest.

5. I’m sorry to disturb you.

* Activity 3: To-infinitives after Noun

1. It’s unreasonable to expect that everybody will understand.

2. It’s impossible to guess what will happen .

3. It’s easy to learn some simple sentences in English such as How are you? or Thank you.

3. His decision to take part in the contest surprised all of us.

4. It’s necessary to take a map with you when traveling in a foreign country.

5. It’s possible for you to finish the project on your own.

* Note: We can use the to- infinitive after certain abstract nouns to say what action they relate to.

NOUN+ TO- infinitive

Eg: Your dream to become a teacher will come true.

* Activity 4: To-infinitives after Noun

1. You are not ill so there’s no need to stay in bed.

2. My teacher has the ability to make complicated things easy to understand.

3. His decision to take part in the contest surprised all of us.

4. I couldn’t get permission to go to the party.

5. I didn’t know about their plan to go to Nha Trang for the summer holidays.

Date

Period

Class

Attendance

Absentees/Notes

….. __ / __ / __

…. / ….

T’s and Ss’Activities

Knowledge

Warm up Chatting

- T plays a video about time-management and ask Ss some questions to set the topic of reading?

- Ss give their answers

- T encourages Ss to give different viewpoints

- T introduces the title of the reading text

Have Ss work with a partner

Group-work

- Ss read the text quickly and choose the statement they think it’s the main idea of the text

- T goes around the class to help Ss with some difficult if necessary

- T asks Ss compare with the others.

- T doesn’t give feedback

- T asks Ss to read through the passage, check if the statements are true, false or no given, referring to the text if necessary.

- T asks them to underline the key words in the statements and relevant words/ phrases in the text

- Ss read the text and underline the key words in the statements and relevant words/ phrases in the text

- Ss work individually to do the task, then discuss their answers with their partners

- T calls on some Ss to give their answers and asks them to give clues from the reading text

- T gives feedback

- T asks Ss to do this exercise individually, then compare with a partner

+ ask them to scan the text to find answers to the questions.

+ let them highlight the keys words both in the questions and in the text.

+ let them take turns asking and answering in pairs.- Ss do this task, then discuss their answers with their partners

- T checks Ss’ answers and give further explanation if necessary

- T asks Ss to look back at the text to locate the highlighted words

- Ss try to guess the meaning of each of the highlighted words, based on the context

- Some representatives read aloud their answers

- T checks Ss’ answers

Group-work

- T has Ss work in groups of 4 to note down the time-management skills mentioned in the text

- Ss express giving opinions that they know

- Ss take turns speaking

- T joins some group and reminds Ss to take turns speaking

- T asks some representatives from groups to perform in front of the whole class.

- Feedback by listening to each other.

* Activity 1:

* Activity 2: Read the text and select the statement that expresses its main idea.

* key: D

* Activity 3: Read the statements. Decide if they are true, false or not given

1. NG

2. F (However, the ability to be an independent person does not develop naturally.)

3. F (…. You need a number of life skill to stop relying on your parents and older siblings.)

4. T

5. T

* Activity 4: Read the text again. Answer the questions.

1. With good time-management skills, you don’t feel very stressed when exam dates are approaching; you can act more independently and responsibly, get better grades at school and have more time for family and friends.

2. Write the things you will have to do on a planner or an app on your mobile device, and put time limits on them.

3. So you can check them later.

4. Decide what is important to you and give it the most of your time or add it to the top of your list.

5. Once routines are developed, they take less time to do.

* Activity 5: Work in groups.

- Making plans

- Prioritizing activities.

- Developing routines