Giáo án tiếng Anh lớp 11

nt by responding to the text in the form of agreement, disagreement, questioning, prediction, clarification, or personal connections.
To raise critical questions about what was read and to reflect on how the text impacts students as readers.
Application:
During lessons.
Novel or short story.
Summary of Activity:
Introduce the DEJ format to students by having them fold a paper in half lengthwise and titling the left side, “Quotes, phrase, or passage from the text” and the right side, “My thoughts about this passage”.
When using for the first time, it is important to model the DEJ process.
Select and read a text passage. Choose a quote in which to respond. Write this quote under the left column of the DEJ.
Next, model your own response by agreeing, disagreeing, questioning, predicting, clarifying, or making personal connections with the selected quote.
Allow students to offer their own responses to the selected quote or passage based on their reactions to the text.
Assign students a section of fiction or nonfiction text and establish a minimum number of responses for their DEJ.
Finally, encourage students to share responses with the class or in small groups in order to expand their ideas for the next time a DEJ is assigned.
Double Entry Journal
Quotation, phrase, or passage from the text
My thoughts about this passage
SEMANTIC FEATURE ANALYSIS
Purpose:
To provide a visual representation of key vocabulary in order to help strengthen the conceptual understanding of the information presented.
To develop sensitivity toward key vocabulary concepts by analyzing how they are similar and different.
To manage and organize ongoing vocabulary concepts throughout a unit of study.
 Application:
During lesson.
Text passage, novel or story, lecture, non-print media.
 Summary of Activities:
It is important to first model this activity with your students using a familiar category such as sports and the different features of each.
This way, students will understand how to use SFA before moving on to a more complex topic.
Next, select the topic from grade level appropriate themes or from a category of concepts to be analyzed from your current unit of instruction.
Younger students may need to start with more concrete examples such as animals and their habitats or the different planets in the solar system. Older, more experienced students may be able to start with more abstract concepts such as analysis of character traits, forms of government, or characteristics of geometric shapes. Whatever you choose should be relevant to student learning.
Normally, the teacher provides a list of words that are related to the category being studied. These words are listed on the left side of the semantic feature grid.
Next, the straits of features of the categories are identified and written across the top of the grid. Most often, teachers generate the list of features, however students can be effectively involved in the brainstorming process (see attached example).
Individually or in small groups, have students code each feature in terms of whether the related words typically process that feature.
Students mark a plus sign (+) if the word exhibits that feature, and a question mark (?) can be entered if the students are not sure. 
As the unit of the study is continued, students can be updating the semantic feature grid with more words and new related features.
At the end of the unit, examine the grid as a whole class or in small groups to discuss the similarities and differences between each word and the different features.
Using the visual semantic feature grid, students should be able to better differentiate the key vocabulary based on the positive or negative relationship to the specific features.
Ultimately, students are provided with an excellent visual summary of the unit and an organized format for writing assignments.
mammal
bird
reptile
spider
amphibian
Forest floor
understory
canopy
Upper canopy
carnivore
herbavore
Omnivore
jaguar
Three toed sloth
armadillo
macaw
Poison arrow frog
Tamandua anteater
Tree boa
tarantula
Jamaican bat
Spider monkey
iguana
DIALOGUE COMIC STRIP
Purpose:
To summarize important parts of text or lecture in a creative and engaging manner.
To infer what characters, people, animals, or concepts might say to each other.
To empathize with relationships between characters, people, animals, or concepts.
Application:
After lessons.
Text passage, novel, or short story, lecture, non-print media.
Summary of Activities:
It is necessary to model this activity with many types of text, both fiction and non- fiction.
Give students the Dialogue Comic Strip.
Have students write the names of the speakers below the dialogue bubbles. Initially, you can give them the two speakers you would like them to use. After some practice, students will find it motivating to choose their own speakers. Draw pictures is optional.
Students will write a dialogue between the chosen speakers in the dialogue boxes that emphasizes the main idea.
Have students write an explanation why the conversation is important and how it relates to the main idea.
Students can share their Comic Strips with partners, small groups, or whole class.
Variation:
Have students infer conversation that may have taken place before and after the events of the text.
This conversation is important because……
This conversation is important because……..
CONGA LINE
Purpose:
To engage all students in previewing or reviewing topics in an active and motivating manner.
Before a lesson to assess prior knowledge or background knowledge.
After a lesson to assess learned knowledge.
After a lesson for students to review material learned.
Application:
After lessons.
Text passage, novel or short story, lecture, non-print media.
Summary of Activities:
Develop questions related to the content being studied. You will need one for each student.
Write each question on a 3×5 card and write the answer on the back.
Have students line up in two equal lines (line A and line B).
Give each student a question card.
When you begin the Conga Line, a student from line A will read the question on his card to his partner in line B.
The student in line B will give an answer for the question.
Student A will check to see if the answer is correct and confirm it with student B or give the correct answer.
Then student B will ask his question of student A.
At the signal of the teacher, student A and B trade cards and everyone in line A moves one person to the right so they are now part of a new pair. The person at the end of the line A runs all the way the other end of line A. Line b doesn’t move.
This continues until all students from line A have shaped questions with all the students from line B.
Modified version:
 Instead of the teacher creating questions, students respond to a prompt or write their own questions on the cards. The answers can be factual or open- ended for the purpose of promoting discussion.
COLLABORATIVE LEARNING IDEAS
Purpose:
To engage all students in discussing topics with a group or partner to practice expressing their ideas and gaining new insights from fellow students.
Application:
Content lecture or reading.
Summary of Activities:
I. Turn to your partner
Simply pose a question or a topic for your students to discuss.
Ask them to turn to their partner and discuss it. Giving time limits on this activity will help get them going.
An example may be.
Teacher states: “Turn to your partner and discuss how camouflage helps animals to survive in the Amazon rainforest. Think of one example. You have three minutes.”
II. Volunteer Your Partner:
 The same as steps 1 through 3 above, except that after they discuss the prompt with their partner, you ask someone to volunteer their partner. This means that one of the students would share what the other student said in the discussion, Students are more likely to volunteer something that was said by someone else rather than put themselves on the spot
III. Foreheads in the Middle
Pose a question or a topic for discussion to a group of three to four students. They can discuss it in three to four students. They can discuss it in their groups to agree on an answer, vote on something, complete a task, or discuss opinions. You can then have someone volunteer their partner to share discussions.
BOXES OF UNDERSTANDING
Purpose:
To get a quick and honest assessment of each student understands of the concepts being taught.
Application:
During any lesson to check the level of understanding of each student.
Summary of Activities:
Direct students to make a fist in front of their chest.
Go over their choices by reviewing the meaning of the boxes 1, 2, 3 and 4.
Ask students a question regarding their understanding of the content or directions given.
Give students a moment to think and then give the direction, “show me”.
Students will discreetly hold up the appropriate finger(s) to demonstrate their understanding of the concept or directions.
It is essential that students hold their fist in front of their chest and only look forward toward the teacher. This insures that students will be comfortable answering honestly and are not fearful of others seeing their response.
Boxes of understanding
I don’t understand
I have a question
Use hand sign to give signal to show these meanings.
COMMUNICATIVE ACTIVITIES IN THE TEACHING OF READING. 
By Pat D, Cordero
High School or Tertiary Level.
Using Patricia Carrel’s “Interactive Text Processing in ESL Reading”, the presenter uses two short texts on prose and poetry to illustrate top down processing which is experienced- based for the motivational, pre-reading stage. This is followed by a dyadic activity where students discuss and compare ideas on a theme related to the text. After a shared reading, comprehension skills will focus mainly on bottom-up processing which is text- based. The presenter’s questionin