Giáo án Tiếng Anh 11 Unit 7: Further Education mới, chuẩn nhất

I. PRESENTATION: 5’

Lead-in:

Inform the class of the lesson objectives: getting to know the topic

Introduce the topic by asking Ss some guiding questions Encourage Ss to talk about further education.

I. PRESENTATION

Lead-in:

Listen and answer

Talk about further education

II. PRACTICE: 30’

1. Activity 1:

Ask Ss questions about the illustration:

Who are the people in the picture? What are they doing?

What do you think they plan to do after leaving secondary school?

Tell Ss that that are going to listen to a conversation in a school library between three friends: Phong, 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.

II. WHILE- PRACTICE

1. Activity 1:

Listen

Predict what these friends will be talking about.

Listen and read the conversation at the same time.

Work in pairs to practice asking and answering the questions

Give explanation

Who are the people in the picture? What are they doing?

What do you think they plan to do after leaving secondary school?

2. Activity 2:

Asks Ss to work first individually, and then in pairs.

Focus their attention on the instructions and allow time for them to read the incomplete sentences.

They may refer back to the conversation to get the necessary information.

Checks sts’s answers and give explanation

Keys suggested:

academic or vocational undergraduate and postgraduate a bachelor’s degree

vocational courses/ a vocational course apply for scholarships

III. PRODUCTION: 6’

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.

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

Work individually first, then with a partner.

III. PRODUCTION

Give answers Keys suggested:

1. They can pursue further education.

2. They can help students develop analytical skills, critical thinking and knowledge for higher education at a university or college.

3. Because they want to take some time before deciding on their career and major.

4. Taking a gap year can allow students to do voluntary work or internships, and travel.

This practical experience will make their CVs look good.

I. PRESENTATION: 5’

Warm-up:

Ask:

What do you know about the Vietnam’s education system??

I. PRESENTATION

Lead-in:

Answer

II. PRACTICE: 11’

A. VOCABULARY

1. Activity 1:

Go through the words in the box and check Ss’

understanding/

Asks Ss to guess the words(s) and complete the diagram individually.

Alternatively, in weaker classes, have Ss work on the diagram in pairs.

Call some sts to give out the answer Have a st write the answers on bb. Check & give remarks

II. WHILE- PRACTICE

1. Activity 1:

Work individually, read each of the words and think about its word class.

Some sts to give out the answer A st. writes the answers on bb. Listen

Key:

1. Kindergarten  2. Primary education

3.  Lower secondary education

4. Upper secondary education

5. College  6. University

2. Activity 2:

Have Ss work individually.

Ask sts to complete the sentences individually.

Monitor the activity and offer support, if necessary.

Check the completed sentences as a class, making sure that all sts have the right answers.

2. Activity 2:

Complete the sentences individually.

May compare their answers with a partner.

Listen to T’s comments

Keys suggested:

1. Academic  2. major

3. vocational  4. postgraduate

5. analytical

B. PRONUNCIATION: 10’

Intonation on Wh- questions

1. Activity 1:

Explain the use of rising and falling intonation by modeling the two types of questions

Play the recording again for sts to repeat chorally and individually.

Help sts to distinguish between rising and falling intonation by highlighting the rise and fall of the voice.

Ask sts to work in pairs, taking turns to say the questions.

B. PRONUNCIATION

Intonation on Wh- questions

1. Activity 1:

Listen

Distinguish between rising and falling intonation by highlighting the rise and fall of the voice.

Work in pairs, taking turns to say the questions.

2. Activity 2:

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.

2. Activity 2:

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.

C. GRAMMAR: 11’

1. Activity 1:

Tell sts that the activity focuses on the present perfect and the present continuous tenses.

Ask if they can remember any rules of the present perfect and the present continuous tenses 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.

Check answers as a class

C. GRAMMAR

1. Activity 1:

Listen

Answer teacher’s questions

Work in pairs to figure the answers.

Pay attention to the adverbs of time when they choose the correct form of the verbs.

Listen

Keys expected

for several days

lately

since grade

9 before

2. Activity 2:

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.

2. Activity 2:

Work in pairs to give answers. Observe and help when and where necessary.

Pay attention to the adverbs of time when they choose the correct form of the verbs.

Take turns reading aloud each of the sentences.

Keys suggested>

have been surfing  has been living

has been looking have  been studying

has been teaching

3. Activity 3: 6’

Tell students that the activity focuses on the distinction between the present perfect and the present perfect continuous.

Have St work in pairs to work out the answers.

Monitor the activity and offer help if necessary.

Check answers by asking individual Ss to take turn reading aloud their answers.

Can ask Ss to explain their choice of tense. The pair that gets the most points is the winner.

3. Activity 3

Listen

Work in pairs to answer Read aloud the answers

Keys suggested

1. have read

2. have been reading

3. Have you applied

4. have been waiting

5. has been giving

6. have never understood