Giáo án Tiếng Anh 11 Unit 3: Becoming Independent mới, chuẩn nhất

Giáo án Tiếng Anh 11 Unit 3: Becoming Independent mới, chuẩn nhất

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Chỉ từ 500k mua trọn bộ Kế hoạch bài dạy (KHBD) hay Giáo án Tiếng Anh 11 (cả năm) Global Success bản word phong cách hiện đại, trình bày đẹp mắt, dễ dàng chỉnh sửa:

Unit 3: Getting Started

I. AIMS/OBJECTIVES OF THE LESSON

1. Language focus:

- To help learners get started with some language items in Unit 3

- For vocabulary, that is words and phrases related to being independent

- For pronunciation, that is sentence stress and rhythm: linking between a consonant and a vowel

- For grammar, that is to infinitive after some adj and n

2. Skills:

- To help learners get started with 4 skills in Unit 3

- Reading: Reading for general ideas and specific information about time- management skills

- Speaking: Giving opinions about of the skills needed for being independent

- Listening: Listening for specific information about how children are raised to become independent

- Writing: Write a letter requesting further information about a course

3. Attitudes:

- To help Ss get started for Unit 3 with the topic "becoming independent"

- To provide Ss some motivation

II. PREPARATION

1. Teacher: - Teaching aids: textbook, lesson plan

     - Teaching method: Communicative language teaching

2. Students: - Read through English Unit 3 - getting started at home

III. PROCEDURE

1. Class organization: (1 minute)

2. Check up: (omitted)

3. New lesson: (40 minutes)

TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

VOCABULARY

1. Listen and read

Ask Ss to look at the picture and answer the question

- How do you think the people in these picture are?

Play the recording, ask Ss to listen and read

- Do as appointed

They are active, confident and independent

2. Answer the questions about the conversation

Ask Ss to work in pairs to do the task

Do as appointed

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

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

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

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

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

6. Student's own answer

3. Read the conversation again, match the words with their definitions

Ask Ss to read the conversation again, do the task

Do as appointed

1. d  2. e

3. b  4. c

5. f  6. a

4. Find the sentences with to- infinitives after adjectives or nouns in the conversation and write them in the spaces below

Ask Ss to read the conversation again, do the task

Do as appointed

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

2. Even 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 have 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

4. Consolidation: (3 mins)

- Words and phrases related to being independent

- Practice the conversation

5. Homework: (1 min)

- Words and phrases related to being independent

- Practice the conversation

- Do the task again

- Read Unit 3 - Language at home

IV. SELF-EVALUATION:

………………………………………………………………………………………………………………

………………………………………………………………………………………………………………

Unit 3: Language

I. AIMS/OBJECTIVES OF THE LESSON

1. Language focus:

- To provide learners some language items in Unit 3

- For vocabulary, that is words and phrases related to being independent

- For pronunciation, that is sentence stress and rhythm: linking between a consonant and a vowel

- For grammar, that is to infinitive after some adj and n

2. Skills:

- To promote Ss to develop the skill of working in pairs and groups

3. Attitudes:

- To encourage Ss to work harder

- To provide Ss some motivation

II. PREPARATION

1. Teacher:- Teaching aids: textbook, lesson plan

     - Teaching method: Communicative language teaching

2. Students:- Read through English Unit 3 - language at home

III. PROCEDURE

1. Class organization: (1 minute)

2. Check up: (5 minutes) Ask some Ss to talk about how to become independent

3. New lesson: (35 minutes)

TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

VOCABULARY

1. Complete the table with words that have the same roots as the adjectives in the first column

Ask Ss to work individually first and then in pairs to do the task

Do as appointed

1. reliable - reliability - reliably

2. confident - confidence - confidently

3. independent - independence - independently

4. self reliant - self-reliance

5. decisive - decisiveness- decisively

6. determined - determination - determinedly

7. responsible - responsibility - responsibly

2. Complete the following sentences with some of the words given in 1

Ask Ss to work in pairs and do the task

Do as appointed

1. reliable  2. confidence

3. well-informed  4. responsible

5. self-reliance  6. decisively

7. Independence

PRONUNCIATION

Linking between a consonant and a vowel

1. Listen and repeat the following sentences

Play the recording and let Ss listen Play it again with pauses for them to repeat each word

Do as appointed

Pay attention to the linking between the words

2. Listen and link the consonant sounds and the vowel sounds

Ask Ss to read the word in rows paying attention to the difference between the stress pattern

Do as appointed

GRAMMAR

To infinitives after nouns and adjectives

1. Work in pairs. Underline the to- infinitive in the sentences you found in 4 in getting started

Ask Ss to work in pairs, do the task

Do as appointed

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

2. Even 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 have 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

2. Rewrite the sentences using the to- infinitive

Ask Ss to work individually then in pairs to check their answer

Do as appointed

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

3. Combine the sentences using to infinitive

sk Ss to work individually first, then in groups and check their answers

Do as appointed

1. It's unreasonable to expect that everybody will understand you

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

4. It's necessary to take a map with you when travelling in a foreign country

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

4. Rewrite the sentences using the noun in brackets and a to-infinitive phrase

Ask Ss to work individually then in pairs to check their answer

Do as appointed

1. You are not ill so there's no need to sttay 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

4. Consolidation: (3 mins)

- Vocabulary related to becoming independent

- To infinitive after some adj and n

- Linking between a consonant and a vowel

5. Homework: (1 min)

- Vocabulary related to becoming independent

- To infinitive after some adj and n

- Linking between a consonant and a vowel

- Do the task again

- Read Unit 3 - Reading at home

IV. SELF-EVALUATION:

………………………………………………………………………………………………………………

………………………………………………………………………………………………………………

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