Lesson Plan - Grade 11 - Unit 16: The Wonder of The World Reading

Nội dung text: Lesson Plan - Grade 11 - Unit 16: The Wonder of The World Reading

1. Lesson Plan – Grade 11 Date: Period Unit 16 THE WONDERS OF THE WORLD Lesson READING I. Objectives: By the end of this lesson, students will be able to: - scan for specific ideas - read about one wonder of the world (The Pyramid) II. Language Focus: - Grammar: - New words: tomb, pyramid, construction, treasure . . . III. Teaching Aids: cassette player, textbook . . . . IV. Procedures: Stages/ Students’ Teacher’s Activities Time Activities -T shows some pictures of wonders of the world. Then T asks Ss Warm – up the following questions: T Ss (5 minutes) 1. What are they? 2. Where are they located? -T can use handouts or extra board to write the names and locations of the wonders of the world. -T asks Ss to work in groups of four, trying to find out the correct Ss  Ss wonders corresponding to their locations. -T goes around the class and helps Ss. * Suggestions: NAMES PLACES 1. The Taj Mahal a. India 2. The Great Wall b. China 3. The Lighthouse of Alexander c. Egypt 4. The Hanging Garden of Babylon d. Iraq 5. The Temple of Diana e. Greek 6. The Status of Zeus f. Egypt T Ss 7. The Great Pyramid g. Greek 8. The Colossus of Rhodes h. Greek Lead – in -T can ask Ss some questions to lead in the new lesson:  In today’s lesson, you are going to read about one of the wonders in the world. First, let’s get to know some new words. Vocabulary pre-teach -T elicits or explains some new words before reading. T  Ss Pre – + tomb (n)(definition) reading What do you call a place where the dead rest? + pyramid (n) (picture) S  S (7 minutes) + construction (n) (gap-fill) He builds houses and bridges. He works for a famous . . . . . . . . . company. + treasure (n) (translation) T  Ss -T helps Ss pronoun the new words correctly. While – Task 1 – Gap-fill reading -T asks Ss to read the passage quickly and then do Task 1 in pairs. S -T lets Ss compere their answers with other pairs. S  S -T calls on some Ss to go to the board and copy their answers on Teacher in-charge: Nguyen Van Tao
2. Lesson Plan – Grade 11 (7 minutes) the table (prepared by teacher beforehand) -T gives feedback and correct answers. Ss  Ss * Expected answer: 1. tomb 2. wonder 3. ramp 4. chamber T  Ss 5. mysterious 6. spiral Task 2 – Questions and Answers (8 minutes) -T asks Ss to read the passage again silently and answer their S questions. -T asks Ss to compare their answers with a partner. Ss  Ss -T calls on some Ss to read their answers. -T has Ss work in pairs, aking and answering the questions. -T goes around the class and provides help if necessary. -T calls on some representatives of groups to act out the activity in front of the class. -T comments and gives the suggested answers. * Expected answer: 1. It is situated on the wast bank of the River Nile and was built T  Ss around the year 2560 B.C 2. It was about 147 meters high on a base of 230 meters square. 3. The purpose of this huge stone pyramid was to serve as a tomb when the Egyptian Pharaoh Khufu died and to protect the burial chamber from the weather and from thieves who might try to steal the treasures and belongings there. 4. It is thought that ancient Egyptians used straight or spiral ramps or huge weight arms to lift and place the block of stone. 5. The boat is believed to have been used to carry the body of Khufu in his last journey on earth before being buried inside the pyramid. (8 minutes) Task 3 – Scanning for information -T asks Ss to scan the passage again and work in pairs to say what the words in Task 3 refer to. -T goes around to encourage Ss to read the reading. -T calls some Ss to give their answers. -T gives feedback. * Suggested answers: 1. Who (line 4) refers to the thieves. 2. It (line 8) refers to the Great Pyramid. 3. It (line 9) refers to the Great Pyramid. 4. Each (line 12) refers to the block of stone. Post – Discussion reading -T asks Ss to work in pairs to discuss the question: S Which of the wonders of the world do you like best and why? (8 minutes) -T moves around the class and help Ss if necessary. S  S -T calls on some Ss to present their ideas in front of the class. T  Ss -T gives feedback. Homework -T asks Ss to write a passage about their favourite wonder of the world. T  Ss (2 minutes) -T asks Ss to prepare SPEAKING for the next period. Teacher in-charge: Nguyen Van Tao
3. Lesson Plan – Grade 11 Date: Period Unit 16(cont.) THE WONDERS OF THE WORLD Lesson SPEAKING I. Objectives: By the end of this lesson, students will be able to: - distinguish facts and opinions. - use facts and opinions to talk about features of man-made places. II. Language Focus: - Grammar: - New words: III. Teaching Aids: textbooks, pictures, handouts . . . IV. Procedures: Stages/ Students’ Teacher’s Activities Time Activities Warm – up -T writes some numbers related to the information about the T  Ss Pyramid and asks Ss to talk about it. (5minutes) 1. 20 years 2. 147 meters 3. 230 m2 4. 2 million -T asks Ss to work individually. S -T asks Ss to check their answers in pairs -T checks the answers in front of the class and gives the correct Ss  Ss answers: 1. It took them over 20 years to complete the Great Pyramid. (or The Great Pyramid was built over 20 years) 2. The Great Pyramid was 147 meter high. 3. The Great Pyramid was built on base of 230 m2. 4. The structre consisted of 2 million blocks of stone. Lead – in: Today we practise speaking about The Great Pyramid Pre – -T sticks the picture of the Pyramid on the board and asks Ss” speaking What is it? ( It is the Pyramid) T  Ss Is the Pyramid high? ( Yes) -T writes on the board: The Pyramid is high (5 minutes) -T asks Ss: What do you think of this wonder? ( I think it is very S great) -T writes on the board: I think this wonder is great. -T asks Ss to look at the two sentences on the board, deciding T  Ss which sentence is fact and opinion. While – Activity 1: Distinguishing facts and opinions speaking -T asks Ss to read some statements about the Pyramid. T Ss -T requires Ss to work in pairs to decide if each one describes fact (10 minutes) or opinion. -T goes around to offer help. S  S -T invites some Ss to give their answers. -T gives feedback. T Ss * Suggested answers: Fact: 2,3,4 Opinion: 1,5,6, 7 (12 minutes) Activity 2: Group – work -T asks Ss to move to Task 2. T  Ss -T asks Ss when they express their opinions and what phrases or sentences they use. -T elicits and introduces ways to express ideas/opinions. Ss  Ss Teacher in-charge: Nguyen Van Tao
4. Lesson Plan – Grade 11 + I think / I am sure . . . + It is said / believed / thought that . . . + They might / may / can have . . . + Probably / Maybe they . . . Example: - I think the Pyramid was built by an enormous giant. - Probably an enormous giant built the Pyramid. - A giant might have built the Pyramid . -T requires Ss to work in groups of four, discussing possible answers to the questions in Task 3. -T goes around the class and control speaking task. -T takes notes of Ss’ mistakes for indirect correction. Post – Writing T  Ss speaking -T asks Ss to write a report on what their friend told them about S (10 minutes) how the Pyramid was built in the activity above. Homework -T has Ss prepare LISTENING for the next period. T  Ss (3 minutes) Date: Period Unit 16(cont.) THE WONDERS OF THE WORLD Lesson LISTENING I. Objectives: By the end of this lesson, students will be able to: - listen to a listening text about The Great Wall. - listen for specific and general ideas. II. Language Focus: - Grammar: revision - New words: ancient, Ming Dynasty, significance, Beijing . . . III. Teaching Aids: cassette player, textbook, board . . . IV. Procedures: Students’ Stages/Time Teacher’s Activities Activities Warm – up Quize -T divides the class into two big groups. T  Ss (5minutes) -T tells Ss that there is a word in the T’s mind. T will give Ss 4 pieces of information about the word, one by one, and members of each group can raise their hands at any time to guess what the Ss  Ss word is. Each group has only two chances to make a guess. 1. This word is a noun and it is very well-known in the world. 2. You can see this from the moon. T  Ss 3. It was enlisted in The World Heritage by UNESCO. 4. It is one of the wonders in the world and the symbol of China. * Key: The Great Wall -T declares the winner of the quiz. -T asks Ss to work in pairs and answer the above questions. Lead-in: T  Ss + Have you ever seen The Great Wall on TV? Teacher in-charge: Nguyen Van Tao
5. Lesson Plan – Grade 11 + How old do you think it is? (Ss make a guess) + Would you like to visit it some day?  Now you are going to listen to a passage about the Great Wall. Pre – -T asks Ss to work in pairs, looking at the pictures in the text book T  Ss listening and answering the questions. -T goes around the class and helps Ss do the exercises. S  S -T asks Ss to give their answers in front of the class. * Expected answers: (8 minutes) 1. It’s The Great Wall of China. 2. It’s located in China. 3. It was built around 1368. T  Ss Pre-teaching vocabulary -T elicits some new words from Ss before letting them listen to the recording. + ancient (adj) ~ very old + Ming Dynasty (n) (translation) T  Ss + significance (n) (synonym) + Beijing (proper noun): the capital of China -T helps Ss to understand the meaning of the above words. -T lets the whole class pronoun these new words. While- Task 1 – Gap-fill listening -T asks Ss to work individually and listen to the recording. S -T plays the tape more than once if necessary. (12 minutes) -T asks Ss to compare the answers with their partners. -T invites some Ss to explain their answers in front of the class. S  S -T goes over the answers with the whole class. -T gives feedback and correct answers T  Ss * Expected answers: 1. the moon 2. 1987 3. the Ming Dynasty 4. 200 5. 200 BC 6. 6000 km 7. 11m 8. stone (12 minutes) Task 2 – Questions and Answers -T asks Ss to work individually to listen to the tape again. S -T plays the tape again and asks Ss to do Task 2. -T plays the tape several times if necessary. S  S -T lets Ss discuss the answers with a partner. -T comments and gives correct answers. * Expected answers: 1. They started building The Great Wall in 1368. T  Ss 2. The Wall covers 5 provinces. 3. Because it can be seen from the moon. 4. The part in the Northwest of Beijing is the best choice for visit. Because it is still in its original state. Post- Discussion listening -T asks Ss to work in groups of four Ss to tell their partner why T  Ss the Great Wall is considered one of the greatest wonders in the (6 minutes) world and how it was built. -T goes around the class and helps Ss with their speaking. Ss  Ss -T has some Ss present their ideas in front of the class. -T asks for comments from other Ss. S -T gives out his remarks on Ss’s presentation. * Suggested ideas: The Great Wall is considered one of the greatest wonders in the T  Ss world because: + It can be seen . . . Teacher in-charge: Nguyen Van Tao
6. Lesson Plan – Grade 11 + It is very . . . + It was built . . . Homework -T asks Ss to write a short paragraph about The Great Wall. T  Ss (2 minutes) -T asks Ss to prepare WRITING for the next period. Date: Period Unit 16(cont.) THE WONDERS OF THE WORLD Lesson WRITING I. Objectives: By the end of this lesson, students will be able to: - write a report on a man-made place. II. Language Focus: - Grammar: revision - New words: consist of, in honor of, statue, Buddha . . . III. Teaching Aids: an extra board, textbook, poster and handouts . . . IV. Procedures: Students’ Stages/Time Teacher’s Activities Activities -T asks Ss to close their books. Warm-up -T asks Ss some questions: T  Ss 1. Where do you often spend your summer vacations? (5 minutes) 2. Why do often go there? 3. Look at the pictures, name some beautiful places in the world Ss  Ss and where they are located.(T shows the pictures) -T asks Ss to work in pairs to answer the questions. -T goes aound the class and observes the activity. * Expected answers: 1.I often spend my summer vacation in HCM City/ Nha Trang . . T  Ss 2. Because I want to visit my relatives / some beautiful places . . 3. They are The One Pillar Pagoda in Hanoi, Thien Mu Pagoda in Hue, Non Nuoc Pagoda in Da Nang, Ponagar Cham Tower in Nha Trang Lead – in: Today we practise writing a report about the visit to the Ponagar Cham Tower in Nha Trang. Pre-writing -T asks Ss to work in pair, reading the brief imformation about the visit to Ponagar Cham Tower. T Ss -T asks Ss to answer the following question: 1. Where are they located? Ss  Ss 2. Are they examples of Viet Architecture? (10 minutes) 3. How many towers are there? 4. When were they built? 5. To whom was each tower dedicated? 6. What was the largest tower built for? 7. How many hands does the statue of Lady Thien Y have? And T  Ss what are they holding? 8. What does the 22.5m high tower contain? 9. How long did the tour last and how did you feel after the tour? S  S Teacher in-charge: Nguyen Van Tao
7. Lesson Plan – Grade 11 * Suggested answers: 1. They are located on Cu lao Marble Hill, 2 km north of Nha T  Ss Trang. 2. No. It is one of the most beautiful example of Cham Architec- -ture in Vietnam. 3. There are four towers. 4. They were built between the 8th and 13th centuries. 5. Each tower was dedicated to different Gods. 6. The largest tower was built in honor of Lady Thien Y. 7. The 2.6 m high statue has 10 hands. They are holding specific objects. 8. The 22.5m high tower contains her sandstone statue. 9. The tour lasted 5 hours. I felt tired but the tour was enjoyable, memorable and informative. Pre-teaching vocabulary -T elicits and pre-teaches some new languages from Ss. + consist of (context) + in honor of (translation) + statute (n) (picture) + Buddha (n) (picture) While- Writing writing -T asks Ss to write a report on the visit to Ponagar Cham in Nha T  Ss Trang basing on the the notes made by a visitor in the textbook. (18 minutes) -T sets the limited time S -T goes around the class and offers help. -T calls on two Ss to go to the board to write down their work. Together with other Ss, T finds down mistakes and corrects them. -T gives feedback, pointing out some common mistakes made by T  Ss Ss when doing this writing task. Post- Role play writing -T asks Ss to read the tourist’s report again and work in pairs to Ss  Ss play the role of the tourist and the tourist’s friend, who are (10 minutes) talking about the tour of Ponagar Cham Towers. T moves around the class and gives help to Ss. S  Ss -T calls on some Ss to present their ideas in front of the class. -T collects remarks from other Ss. -T gives feedback. * Suggested conversation: T  Ss A: Hello, may I speak to B please? B: B here. Who’s speaking? A: It’s me, A. B: Oh, A. Long time no see. Where have you been? A: I have just come back from Ponagar Cham Towers in Nha Trang. B: Oh, how nice. Please tell me about it. Ss A: . . . B: . . . Homework -T asks Ss to write a short report on their favourite tour, real or imaginary. T  Ss (2 minutes) -T asks students to prepare Language Focus for next period. Teacher in-charge: Nguyen Van Tao
8. Lesson Plan – Grade 11 Date: Period Unit 16(cont.) THE WONDERS OF THE WORLD Lesson LANGUAGE FOCUS I. Objectives: By the end of this lesson, students will be able to: - practise pronunciation and distinguish the sounds /nt/, /nd/, /nθ/ , /ns/ and /nz/. - know how to use could/be able to and tag questions. - know how to use cleft sentences in the passive. II. Language Focus: - Grammar: as above - New words: III. Teaching Aids: textbooks, handouts, pictures . . . IV. Procedures: Students’ Stages/Time Teacher’s Activities Activities Warm-up Game: Find the other part of your life -T asks two Ss to vonlunteer to play the game. They should be a T  Ss boy and a girl. The boy and the girl have to stand back to back. (5minutes) -T asks the boy five questions and all he has to do is to nod or shake his head to express his agreement or disagreement. Then T writes his answers on the board. -T asks the girl the same five questions. The girl can say yes or S  S no to answer. If the boy and the girl have more than three same answers they will become couple of the day. * Suggested questions: 1. Can you swim? 2. Can you sleep 10 hours a day? T  Ss 3. Can you play a sport? 4. Can you eat durian? 5. Can you sing very well? Lead – in: -T asks Ss if they can use another way to ask the above questions T  Ss Are you able to swim . . . ./ sing well? S -T leads in the new lesson. T  Ss Pro- Activity 1 – Listen and repeat nunciation -T demonstrates the sounds /nt/, /nd/, /nθ/ , /ns/ and /nz/ by T  Ss pronouncing them exactly and clearly. -T instructs the ways to pronounce the sounds. (7 minutes) -T asks Ss to pronounce the sounds several times. -T makes sure that Ss are aware of the difference between the sounds. T  Ss Activity 2 – Practise these sentences -T plays the tape and asks them to repeat. S -T calls on some Ss to repeat the sounds clearly and slowly. -T asks Ss to work in pairs and practise the sentences. Ss  Ss -T introduces peer correction. -T goes around the class and provides help if necessary. Grammar * Could / be able to -T show a pictures of a man running and asks “Could he run fast T  Ss (15 minutes) 5 years ago?” ( Yes) -T writes the sentence on the board. Teacher in-charge: Nguyen Van Tao
9. Lesson Plan – Grade 11 + He could run fast 5 years ago. -T shows a picture of a man whose leg was hurt but he was running fast. T asks “Did his leg hurt?” ( Yes) T  Ss -T writes the sentence on the board. + His leg hurt but he was able to run fast. -T explains that could expresses an ability, was/were able to expresses an effort to do something. -T asks Ss to work in pairs to complete the sentences, using S  S could, couldn’t or was/were (not) able to. -T goes around the class and offers help if necessary. T  Ss * Expected answers: 1. couldn’t / wasn’t able to 2. was able to 3. could / was able to 4. was able to 5. could / was able to 6. couldn’t / wasn’t able to * Tag Questions (14 minutes) -T revives how to make tag questions by giving some examples T  Ss on the board. 1. It is a nice day, isn’t it? 2. They aren’t hungry, are they? T  Ss 3. You live here, don’t you? 4. You don’t speak English, do you? -T asks Ss to work in pairs to do exercise 2 in the textbook. S  S -T goes around to offer help. -T calls on some Ss to read their answers aloud. -T corrects mistakes and gives out the right answers. * Suggested answers: T  Ss 1. It’s very expensive, isn’t it? 2. The film was great, wasn’t it? 3. She has a lovely voice, doesn’t she? 4. It doesn’t look very good, does it? 5. You’ve had your hair cut, haven’t you? = = = = = = = = = = = = = = = = = = = = = = = = = = = = -T asks Ss to do exercise 3 individually. T  Ss -T asks Ss to compare the answers with their partners. -T calls on some Ss to read aloud the sentences. S  S -T gives feedback and correct answers. * Suggested answers: 1. doesn’t she 2. haven’t you 3. wasn’t it T  Ss 4. didn’t we 5. won’t we 6. can’t you 7. musn’t it Homework - T asks Ss to some exercises at home (handouts) (4 minutes) Correct any mistakes in the following sentences T  Ss 1. The bus was crowded with people but finally I could find a seat 2. She didn’t able to find him although she had gone everywhere. 3. I am not a fool, am not I ? 4. It seems to me that she is very good at maths, doesn’t it? * Suggested answers: 1. could was able to 2. didn’t  wasn’t 3. am not  aren’t 4. doesn’t it  isnt she - T asks Ss to prepare UNIT 16 Teacher in-charge: Nguyen Van Tao