Giáo án Tiếng Anh 11 Unit 6: Competitions

Giáo án Tiếng Anh 11
UNIT 6:
A:

COMPETITION
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
identifying meaning in context.
Use the information they have read to discuss the related topic.
II. Materials:
Textbook
III. Anticipated problems:
Ss may need to be provided appropriate linguistic resources so that they
can complete various learning tasks.
IV. Procedure:
Stages

Procedure

1.Warm-up

Interaction
Pair work &

- Get Ss to work in pairs, matching the 4 given
competitions with the correct pictures on page 66.
- Check the answer with the whole class.
-T might want to get Ss to tell which of these
competitions they like most and why. T gets Ss to name

some other competitions that they know or have ever

whole class


participated in and elicits their comments on the events.

2.Pre-

- Introduce the topic of the lesson and get Ss to work in Pair work &

reading

pairs and answer the questions on page 67.

whole class

- Call on some Ss to answer the questions. T should ask
Ss to give reasons for their answers. T helps Ss to
express their ideas.
- Elicit comments from the class and asks Ss to guess
what they are going to read about.

3.While-

Set the scene: You are going to read about a school’s

reading

competition. Then you do the tasks that follow.

Task 1
- Get Ss to read the passage silently and then do Task 1.
T may want to remind Ss of the strategies for guessing
the meaning of new words. For example, Ss should look
for the instances of the new words in the text and read Individual
around them. Ss use the context in which the words work &
occur and their knowledge of word formation to whole class
understand the meanings. E.g. the word “representative”
found in line 1 may refer to “someone who represents a
group”. Ss can understand this meaning thanks to the
phrase “the representatives of three classes” and their
knowledge

that

‘representative’

derives

from


“represent”.
- Check the answers with the whole class.
- T might want to check that Ss understand all these
words correctly by calling on some Ss to tell the meaning
of the words in Vietnamese.
Task 2
- Check if Ss can answer the comprehension questions in
Task 2 without having to read the passage again. If Ss

cannot, T gets them to read the questions carefully.
- Get Ss to check their answers with a peer

Individual

- Call on some Ss to read aloud their answers and ask

work, pair

them to explain their choices.

work &

- Provide the correct answers:

whole class

Task 3
- Check if Ss can answer the comprehension questions in
Task 3 without having to read the passage again. If Ss
cannot, T gets them to read the questions carefully.
- Get Ss to check their answers with a peer
- Call on some Ss to write their answers on the board and
ask them to explain their choices.
- Give the correct answers:
Individual,


pair work &
whole class

4.

-Read the poem aloud once or twice and gets Ss to repeat Group work

Post-reading

each line after him/ her. T should draw Ss’ attention to & whole class
the rhythm and intonation when reciting the poem.
- Let Ss practise reciting the poem in their own groups. T
goes around and offers help.
-Call on different groups to read the poem and asks the
class to decide who the best performers are.
- Call on different groups to read their translations to the
class.

5. Wrap up

-T summarises the main points of the lesson
-For homework, Ss write a paragraph to explain whether
and why they would agree or disagree with the statement
that “It is not important whether we win or lose a
competition. The important thing is our participation in it
and the enjoyment we have from it”.

UNIT 6:
B:

COMPETITIONS
Speaking

I. Objectives: By the end of the lesson, Ss will be able to:
Ask for and give information about types of competitions

Whole class


Talk about a competition or contest
II. Materials:
Textbook, handouts
III. Anticipated problems:
Ss may have limited linguistic resources for discussion, so T should be
ready to assist them.
IV. Procedure:
Stages

Procedures

Interaction

1.Warm up - Prepare pictures of the 3 famous TV game shows “Who Whole class
wants to be a millionaire?”, “1 vs. 100” and talent show
“Pop Idol”.
- Show the pictures to Ss and gets them to say the names
of the games in Vietnamese.
- Elicit what Ss know about these games and if there are
similar ones in Vietnam.
- Introduce the topic of the lesson: Talking about
competitions and contests.

2.Pre-

Task 1

speaking

- Introduce the task and gets Ss to do it individually and
then compare their answers with a peer. T should
encourage Ss to guess the meanings of the new words, if

Individual
work, pair
work &
whole class


any.
- Explain or elicits the meanings of the new words. T
might also want to get Ss to name some contests under
each category. E.g. General knowledge quiz includes
“Hành trình văn hoá”, “Ai là triệu phú?”, etc. Singing
contests include “Sao Mai”, “Sao Mai điểm hẹn”, etc.
- Call on different pairs to report their answers. T should
encourage Ss to explain why they like or dislike a game/
contest. T helps Ss to express their ideas when necessary.

3.Whilespeaking

Task 2
- Introduce the task and calls on one or two pairs of Ss to

read aloud the sample dialogue. T corrects errors, if any.
- Go over the table of useful expressions on page 69 and
explains new words to Ss when necessary. T might also
want to elicit the structures that are used for asking for and
giving opinions about contests. T might want to write
these structures on the board and gets Ss to do some
practice before putting them in groups and do the task.
E.g.
Asking for opinions:
What do you think about ...?
What’s your opinion about ...?

Pair work &
whole class


How do you feel about ...?
Do you like ...?
Giving opinions:
I think ... is/ are good/ fun/ great/ wonderful/ perfect/
extremely interesting/ stimulating/ hilarious/ amusing
I think ... is/ are boring/ silly/ dull
- Put Ss into pairs and gets them to make similar
conversations to the sample dialogue, using the structures
and vocabulary they have learned.
- Go around to check and offer help.
-After checking that Ss have finished the task, T calls on
different pairs to perform their conversations.
- Elicit comments from the class and provides feedback.

4.

Task 3

Post -

- Put Ss into groups of 3-4. T tells each group to choose a

speaking

famous TV game/ talent show or competition/ contest and
work out details about it. They should not let other groups
know what game/ contest it is.
- Go around to offer help.
-After Ss have finished, T calls on each group to come to
the front. The whole class will ask questions about the

Group work
& whole class


game/ contest and guess what game/ contest it is.

Wrap-up

- Summarise the main point of the lesson.
-For homework, Ss write a paragraph about a game show/
contest they like, using Task 3 as guiding questions.

Whole class

Unit 6: COMPETITIONS
C :

LISTENING

I. Objectives: By the end of the lesson, Ss will be able to:
Develop extensive listening skills
Use the information they have listened to for other communicative tasks
II. Materials:
Textbook, cassette tapes, handouts
III. Anticipated problems:
Ss may not have sufficient vocabulary to talk about the topic, so T should be
ready to assist them.
IV. Procedure:

Stages
1.Warm-up

Procedure

Interaction

Jumbled words
(To teach vocabulary and leads Ss to the topic)
- Divide the class into groups of 3 or 4
- Give each group one card containing 10 words whose letters
are jumbled and asks Ss to rearrange the letters to make good
words. The group which finishes the task first with the most

Group
work


correct words will be the winner.

2.

Whole class

Pre-listening - Use the picture in the textbook to introduce the topic of the
lesson. E.g. T might want to ask Ss questions like “What do
you see in the picture?”, “What event is it?”, “Where do you
think the Boston Marathon might take place?”, “Who can
participate in it?”
- Listens and help Ss express their ideas. T might want to give
very brief information about the game, like it is one of the
oldest races in the US and held every year in mid April.
Listen and repeat
- Help Ss to pronounce the words in their book correctly. T
may want to play the tape or model first and then ask Ss to
repeat after the tape or after him/ her in chorus and
individually. T corrects errors, if any.
- Check that Ss know the meaning of these words.
- Ask Ss to make sentences with some important words, e.g.
race, athletic, association, etc.

3.While
listening

Task 1
Instruction: You are going to listen about the Boston Individual
Marathon. Listen and answer True or False questions. Put a work, pair


tick () in the appropriate box.

work &

- Before Ss listen and do the task, get them to read through

whole class

the statements to understand them and underline key words.
For example, the key words in the first statement are “every
year” and “USA”, etc.
- Play the tape (or reads the tapescript) once for Ss to listen
and do the task.
- Check the answers with the whole class. If many Ss cannot
answer the questions, T plays the tape one or two more times
and pauses at the answers for them to catch.

Task 2
- Play the tape again for Ss to listen and answer the questions.
While Ss are listening, T should encourage them to note down
the answers. T should remind Ss to write down only the main
points in note forms but not full sentences.
- Get Ss to check their answers with a partner. Then T checks
with the whole class. T should play the tape again and pause

at difficult points if many Ss cannot complete the task.
Answer:
1. New York

2. In 1972

3. 8

4. 6164
Individual
work, pair


work &
whole class
4.
Post-listening - Introduce the task: Ss talk about a famous Vietnamese Group work
runner or sportsman/ sportswoman that they like.
- Put Ss in small groups of 3 or 4. Each group will prepare a
short biography of a famous Vietnamese runner (or
sportsman/ sportswoman) that they like but they should not
let other groups know who this person is. -After checking that
all the groups have finished, T calls on the representative of
each group to talk about their favourite sportsman/
sportswoman, without telling the class the name of this
person. Other groups will try to guess who this person is.
- Listen and take note of Ss’ errors. T provides corrective
feedback after that.

5.Wrap- up

-T summarises the main point of the lesson.
-For homework, Ss learn by heart new words and make
sentences with them.

Whole class


Unit 6: COMPETITIONS
D: WRITING

I. Objectives: By the end of the lesson, Ss will be able to:
Write a letter to reply to the request of information.
II. Materials:
Textbook, handouts
III. Anticipated problems:
Ss may have little experience writing such letter type, so T should be
ready to help them.
IV. Procedure:

Stages
1.Warm
up

Procedure

Interaction

A hang-man game
- Divide the class into 2 big groups and draws each of them a Group work

gallows on the board.


Team A

Team B

- Explain to Ss that they are going to play a “Hangman” game
which has to do with the names of Vietnam’s popular TV
game/ talent shows and contests. The rule is each time 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 one or 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 is not in the secret word, then a piece of the
man being hanged will be added to the gallows and they will
lose their turn to the other group. Ss will get one point for
each secret word they can guess correctly and get a minus
point for each complete hangman they have got. 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.

2.Prewriting

Preparing Ss to write
Task 1


Individual

- Ask Ss if they want to participate in a competition/ contest,
what information about the competition/ contest they would

work &
whole class

like to know and would look for. T writes the answers on the
board.
- Then get Ss to read the letter in Task 1 individually. T asks
Ss to identify who wrote the letter, for what purpose, what
information she requested and compare their answers with the
ideas on the board.

3.While-

- Get Ss to read the requirements of Task 2 and work out with

writing

a peer what they need to include in the reply letter and what Individual
kind of language (formal? informal?) they need to use.
- Check the answers with the class and gives feedback. If
necessary, T reminds Ss of the format and language of a
formal letter (e.g. it normally includes the sender’s address, it
begins with “Dear ...,”, not “Hello/ Hi” and is closed with
“Yours sincerely/ faithfully/ truly,”, or “Best/ kind/ warm
regards”, not “Bye” or “Cheers” .
- Now get Ss to write their own letters in 10 minutes.
- Then ask Ss to get in pairs, exchange their letters and
correct each other.

- Go around to offer help.

work & pair
work


4.
Postwriting

Feedback on Ss’ writing

Whole class

- Choose one or two letters and reads it/ them to the class.
- Then elicit corrective feedback from the class and gives
final comments afterwards. T should draw Ss’ attention to the
format of the letter, the organisation of ideas and language
use.

5.
Wrap-up

Whole class
-T summarises the main points of the lesson

-For homework, T asks Ss to revise their letters according to
their peer’s suggestions and submit for marking in the next
lesson.

Unit 6: COMPETITIONS
E : LANGUAGE FOCUS

I. Objectives: By the end of this lesson, Ss will be able to:
Distinguish the clusters /tr/, /dr/, /tw/ and pronounce the words and
sentences containing them correctly
Understand reported speech with gerund and use these structures to solve
communicative tasks
II. Materials:
Textbook, handouts
III. Anticipated problem:
Ss might have difficulty with the clusters because they don’t exist in
Vietnamese.
IV. Procedure:

Stages
Pronunciat
ion

Procedure
Distinguishing sounds
- Model the three clusters /tr/, /dr/, /tw/ for a few times and
explains how to produce them. E.g.: When producing /tr/, Ss
should produce /t/ first and then quickly switch to /r/, and so

Interaction
Individual
work, pair
work &
whole class

on.
- Play the tape (or reads) once for Ss to hear the words
containing these clusters. Then T plays the tape (or reads)
again and this time asks Ss to repeat after the tape (or T).
- Ask Ss to read the words in each column out loud in
chorus for a few more times. Then T calls on some Ss to
read the words out loud. T listens and corrects if Ss
pronounce the target words incorrectly. If many Ss do not
pronounce the words correctly, T may want to get them to
repeat after the tape (or himself) again in chorus and then
individually.
Practising sentences containing the target sounds
- Ask Ss to work in pairs and take turn to read aloud the
given sentences (p. 73, Practise these sentences).
- Go around to listen and takes notes of the typical errors
- Call on some Ss to read the sentences again and provides
corrective feedback.

2.
Grammar

a. Presentation
- If necessary, T reviews reported speech with gerund

Individual
work, pair
work &
whole class

+ Form: Verb + (OBJECT) + Preposition + (NOT) V-ing


(*)
+ Meaning and use: We usually use a gerund structure to
report thanking, apologies, accusations, and so on. We
don’t use “say” in this structure.
E.g.: I apologised the teacher for submitting my assignment
late. We thank you for having helped us generously.
Note:
-Some verbs do not need a preposition, e.g. stop, deny,
admit, suggest, and so on.
-T might want to remind Ss that time and place references
often have to change in reported speech.
b. Practice
Exercise 1:
- Get Ss to do Exercise 1 individually and then find a
partner to check their answers with.
- Check with the whole class and provides corrective
feedback.
Exercise 2:
- Get Ss to do Exercise 2 individually and then find a
partner to check their answers with.
- Check with the whole class and provides corrective
feedback.

Individual
work, pair
work &

whole class


3.Wrap- up -T summarises the main points of the lesson.
-For homework T asks Ss to revise reported speech with
infinitives and do exercises in the workbook.

Whole class


TEST YOURSELF B

I.Objectives: By the end of the lesson Ss will be able to know how to do a test
II.Mareials: tape,cassette,book
III. Anticipated problems:
Ss may need help with the exercises,so T should be ready to help them.
IV.Procedure:
I.Listening:-T play the tape twice
- Let Ss to do the exercise in the book.
- Check their answers
- Feedback and give the correct answer.
II.Reading:
-T maybe give out some new words of the passage.
-Ask Ss to read the passage and answer the questions in the book.
-Check their answers.
-Feedback and give the correct answers.
III.Pronunciation and grammar:
A.Pronunciation.
-play the tape and ask Ss to tick in the right box.

-check the answers.
-Feedback and give the correct answer.
B.Grammar.
-Complete the sentences,using the right form of the infinitive.
-Let Ss do the exercise.
-Check their answers.
-Feedback and give the correct answer.
IV.Writing: Ask Ss to write about their birthday party following the questions
Below.
-whose birthday party was it?
-Where and when was it held?
-what did you do there?
-How did you enjoy it?
If the time is not enough,let Ss do at home.