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- Giáo án Tiếng Anh 11
UNIT 4 : VOLUNTEER WORK
Period 1 : READING
I Objectives
By the end of the lesson , Ss will be able to :
- Develop such reading micro skills as scanning for specific ideas and
skimming for general information .
- Use the information they have read to discuss the topic .
II . Materials
Text book
III . Anticipated problems
Ss may need help with the discussion task , so T should be ready to help
them
IV. Procedure
Time Steps Work
arrangement
6’ Group work
WARM UP
Competition game – Hangman
- - T divides the class into 2 big groups and draws each of
them a gallows on the board.
Team A Team B
- T explains to Ss that they are going to play a
“Hangman” game. The rule is that T gives a secret word
and the groups will take turn to guess it by telling what
letters they think there are in this word. If Ss choose a
letter that appears on oe more times in the secret word, the
letters and their positions will be revealed and Ss can keep
on guessing the next letter. On the other hand, if Ss guess
a letter that isn’t in the secret word, them a piece of man
being hanged will be added to the gallows and they will
lose their turn to the other groups. Ss will get one point
for each letter they can guess correctly. When the game is
over, T will count how many points each group has
collected and the group with more points will win the
game.
- T leads the game, and in this lesson, the secret word is
- “volunteer”. T draws the same number of dashes as the
number of letters in this word. For this word, T’d need 9
dashes like this:
_________
- The activity will lead to the lesson naturally.
10’ Pair work &
whole class
BEFORE YOU READ
Discussing the picture and saying
- T asks the whole class to look at the picture on page 46
and asks them some questions:
+ What is the old woman doing in the picture ?
+ What does this mean by “Little Moments Big Magic”?
+ What does the picture tell you ?
Suggested answers:
+ The old woman is teaching the boy to read
+ The phrase means that your little contribution and help
may lead to significant results/may greatly change a
person’s life.
+ The picture tells me that everyone, no matter what they
are young or old, can do volunteer work.
- T asks Ss to work in pairs to read the short poem/saying
- on page 46 and answer the question and discuss its
meaning.
- T calls on some Ss to present their opinion. T may give
some comments and her suggestion: The saying means
that if you help somebody by giving them some money,
it’s just a temporary solution. It’s better to instruct them
how to make money legally by teaching then necessary
working skills.
Pre-teaching vocabulary
- T might elicit or teachthe meanings of the following
words.
Volunteer: Ss may have understood the meaning of the
word in the previous activity, so T may introduce its
related words quickly.
+ to volunteer to do sth/volunteer for sth: tình nguyện, tự
nguyện làm gì
+ volunteer(n): tình nguyện viên
+ voluntary(a): done willingly, not because you are
forced(tự nguyện); doing a job without wanting to be
paid for it(tình nguyện)
+ voluntarily(adv)
The aged = the old (người già)
- Orphanage(n): a place where children without parents
live ( trại trẻ mồ côi)
To overcome: vợt qua, khắc phục
E.g: She’s overcome the bad habit of talking loufly in
public.
To participate in = to take part in (tham gia)
To suffer sth: chịu đựng cái gì
Remote = far away(xa xôi)
- If there is some time left, T may ask some Ss to make
sentences with the above words to check their
understanding.
- WHILE YOU READ Whole class,
individual
Setting the scene
work & pair
You are going to read a passage about volunteer work. work
While you are reading, do the tasks in the textbook.
TASK 1
5’
Instruction: Fill each blank with one part of speech of the
word “volunteer”.
- T elicits different parts of speech of the word
“volunteer” and write these words on the board:
Volunteer(v/n), voluntary, voluntarily
- Then T instructs Ss to read through the sentences
provided in the task to identify the part of speech of the
word to fill in each blank. For example, in sentence 1 the
word to fill in should be an adjective, in sentence 2 an
adverb, in sentence 3 a noun, and in sentence 4 a verb. Ss
should also pay attention to the word preceding the blank
to fill in the right form of the word. For instance, in
sentence 3 the word preceding the blank is ‘some’, so a
plural noun should be filled in.
- T asks Ss to work individually to do the task and
exchange their answers with other Ss.
- T asks Ss for their answers and gives the correct answers
- Answers:
1. voluntary
2. voluntarily
3. volunteers
4. volunteered
TASK 2
Instruction: You are to read the passage and choose the
best answer from A,B,C or D for each of the following
8’
sentences.
- T asks Ss how to do this task. If they don’t remember, T
may instruct them to use some strategies to do the task:
+ First, skim the 5 sentences to understand them. As Ss do
this they underline the key words. For instance, in
sentence 1 Ss can underline volunteers, help, sick or old,
homes ...
+ Ss locate the information in each sentence in the text
and read this part carefully.
+ Next, Ss read the 4 choices given to choose the most
suitable one.
+ To complete sentence 5, Ssread the passage and try
giving it a title. Then Ss search through the list of the
titles provided in the task to find the most suitable one. Ss
should make sure the title chosen covers the entire text
- and not just one idea within it.
- T asks Ss to work individually to do the task, then
discuss their answers with their peers.
- T calls on somw Ss to give their answers and asks other
Ss to say whether they agree or disagree.
- T gives feedback and the correct answers:
P1. A(line 1-2, para 2)
2. D(line3-4, para 2)
3. B(line 3-4, para 4)
4. D(last para)
5. B(A: too general; C and D do not cover the whole text)
TASK 3
Instruction: You are required to answer the 3 questions
in the book.
- T asks Ss how to do this task. If they do not remember,
T may instruct them to use some strategies to do the task:
+ First, skim the 3 Qs to understand them. As Ss do this
they:
* underline the key words. For instance, in Q1 Ss can
underline What, high school, college Ss, hospitals,
orphanages, homes for the aged.
- * decide what information they need to find in the text
* look for Qs words like “why” which indicates Ss
should read for specific thing like a reason.
+ Go back to the first question and locate the information
for the question by finding the key words in the passage
and mark the place.
+ Read the part carefully to find the answer. Ss can use
their own words.
+ Continue with the rest of the Qs.
- T asks Ss to work individually to do the task, then
discuss their answers with their peers.
- T calls on some Ss to write their answers on the board
and ask them to explain their choices.
- T gives the correct answers:
1. They read books to the people there, play games with
them or listen to their problems. (line 7-10, para 1)
2. They give care and comfort to them and help them to
overcome their difficulties. (line 2-3,para 3)
3. They volunteer to work in remote or mountainous
areas. (line 5-6, para 3)
8’ Pair
work,group
AFTER YOU READ
- Instruction: You are required to work in pairs to discuss work & whole
the question in the textbook. class
- T asks Ss to work in pairs to discuss the question in the
book.
- T goes around to help Ss when necessary.
- When all pairs have finished, T asks every 2 pairs to
share ideas.
- T calls on some Ss to report their ideas to the class.
- T gives feedback.
2’ Whole class
WRAPPING UP
- T summarises the main points of the lesson .
- T asks Ss to learn by heart all of the new words and do
the extra activity as homework.
- UNIT 4: VOLUNTEER WORK
lesson 2: Speaking
I. Objectives
By the end of the lesson,Ss will be able to talk about different kinds of
activities related to volunteer work.
II. Materials
Textbook, pictures, handouts.
III. Anticipated problems
Ss may not have enough vocabulary to talk about the topic, so T should be
ready to provide help
IV. Procedure
Time Steps Work
arrangement
8’ Group work
WARM UP
Competition game – Describing the pictures
- T divides the class into small groups of 3-4 Ss and gives
each group a set of pictures. Ss are required to describe
the activity in each picture in one sentence only. Which
group finishes first and has the most correct and
- meaningful sentences will be the winner.
Suggested answers:
1. The student is teaching the poor children.
2. The Ss are taking part in directing the traffic.
3. The medical Ss are examining the old people.
4. The Ss are taking care of the disadvantaged
children.
5. The Ss are taking part in a Blood Donation activity.
6. The Ss are collecting the rubbish.
7. The Ss are helping the soldiers to build the road.
8. The Ss are helping the examinees during the
University entrance exam period.
TASK 1
7’ Instruction: You are required to decide which of the Whole class
following activities are volunteer works. & pair work
- T asks Ss to work in pairs to decide which of the
activities in the book are volunteer works. Ss should also
explain why a certain activity is not volunteer work.
- T calls some Ss to give their answers ands for comments
from other Ss.
- T elicits other volunteer activities from Ss.
Suggested answers:
1.The activities which are not volunteer work: taking part
- in an excursion and participating in an English speaking
club.
+ Reason: You take part in these activities for yourself,
not to help other people.
2. Some other volunteer activities: taking part in
environmental conservation activities, donating blood,
directing traffic, guiding foreign sports teams around
when they go to Vietnam to compete...
TASK 2
15’ Whole class
Instruction : You are goimg to make conversations & pair work
based on the given suggestions.
- Before Ss do the task, T asks them to read the model
conversation onpage 50. Then Ss read the list of volunteer
activities and the exact things related to them.
- T can elicit or explain some words quickly:
War invalid:thương binh
Martyr: liệt sỹ
Intersection : đường giao nhau
- T gets across to Ss that one activity in the first column
can go with several activities in the 2nd column. T may
require Ss to match each activity on the left with
- corresponding activities on the right.
Suggested answers:
Helping people in - Teaching the children to
mountainous areas read and write
- Give them money
Help old and sick people - Cleaning up their houses
- Doing their shopping
- Cooking meals
Helping disadvantaged or - Teaching the children to
handicapped children read and write
- Listening to their
problems
- Playing games with
them.
- Taking them to places on
interest
Taking care of war invalids - Listening to their
and the families of martyrs problems
- cleaning up their houses.
- Doing their shopping
- - Cooking meals
Taking part in directing the - Directing vehicles ar the
traffic intersections
- Helping old people and
young children to cross the
road
- T may design a handout for this activity to help Ss talk
more naturally and to lead to the next task. Ss may choose
one or more activities to talk about , and they change the
role after one activity.
Student A Student B
You want to take part in You are participating in a
the volunteer work your volunteer work. Answer
friend is doing . your friend’s questions
about the work.
Ask him/her all the
information you want to You can use the
know. information in TASK 2 to
answer the questions.
You can use suggestions
below:
- kind of volunteer work
- exact things to do
- frequency of doing the
- work
- length of time spent for
the work
- your friend’s feeling
when doing the work.
- After Ss have finished T calls on some pairs to act out
their conversation.
- T elicits feedback from the class and gives final
comments.
12’
TASK 3
Instruction: Now you work in groups to talk anout a kind
of volunteer work your partner in the previous task do to
help other people.
- Before Ss do the task, T may ask Ss to read through the
example in the book. T encourages Ss to use transition
signals such as also, besides, moreover, etc. to make their
talk more coherent.
- Now Ss work in groups to talk about one activity their
partner takes part in. They may say that: Mai usually takes
part in directing the traffic. She directs vehicles at the
intersections. Besides, she helps old people and young
- children to cross the road. She enjoys the work very much
because she likes helping people.
- T goes around to observe and collect typical errors.
- T calls on some Ss to talk about the activity they take
part in
- T elicits feedback from the class and gives final
comments. After that, T writes the errors she has
corrected on the board to elicit correction from Ss and
offers correction if necessary.
3’ Whole class
WRAPPING UP
- T summarises the main points of the lesson
- T asks Ss to do the EXTRA EXERCISE as homework
- UNIT 4 : VOLUNTEER WORK
lesson 3 : Listening
I. Objecitves
By the end of the lesson, Ss will be able to develop such listening micro-
skills as intensive listening for specific information and taking notes while
listening.
II. Materials
Textbook, cassette tapes, handouts.
III. Anticipated problems
Ss may not be familiar with the note-taking task so T should provide them
some tips to deal with tha task.
IV. Procedure
Time Steps Work
arrangement
5’ Group work
WARM UP
Competition game- Slap the board
- The aim of this activity is to help Ss revise the
vocabulary items Ss learnt in previous lesson.
- T puts the vocabulary items on the board in any order.
- For example, T may write the following words and
phrases on the board: war invalid, martyr, intersection,
the aged, orphanage, remote, suffer.
- T calls on some Ss to form 2 teams, and one person
from the team runs to the board, as a representative. T
gives Vietnamese translation for one of the words gets
the point. The representative changes, ready for the next
word...
- After 3 minutes, the team with more points will be the
winner.
10’ Whole class,
individual
BEFORE YOU LISTEN
work & pair
Discussing the questions work
- T asks Ss to read through the Qs and choices on page
51 and makes sure understand all them.
- T asks Ss to discuss the Qs in pairs.
- T calls on some Ss to report on their partner’s answers.
Vocabulary Pre-teaching
- Before eliciting/Pre-teaching the new words, T helps
Ss to pronounce the words given in the book. T may read
aloud first or play the tape and ask Ss to repeat in chorus
- and individually.
- T elicits / teaches some of these words and those taken
from the listening passage:
Fund-raising activies: hoạt độmg gây quỹ
Donation(n): vật/tiền quyên góp
Informal school: trường học không chính thống
Organization for Education Development: tổ chức phát
triển giáo dục
Co-operate(v): hợp tác
Disadvantaged children: trẻ em thiệt thòi
Co-ordinate(v): phối hợp
Sponsor(n): nhà tài trợ
- T may get Ss to make sentences with the words and
give corrective feedback.
- T sets the scene: Now you are going to listen to a
passage about Spring School, a special school in Ho Chi
Minh city.
10’ Individual
work, group
WHILE YOU LISTEN
work & whole
Instruction: You are going to listen to the passage and class
fill in the missing information in each sentence.
nguon tai.lieu . vn
