Bài soạn môn học Tiếng Anh 11 - Unit 13 đến unit 15

Date of teaching: February 16th2008
Date: February 10th2008
Period: 79
UNIT 13: HOBBIES
Lesson 1: Reading
A. OBJECTIVES:
1. Educational aim:
 -Helps S understand to their hobbies, and to know the way to talk about their hobbies by themselves.
2. Knowledge:- Helps S know the some vocabulary about the hobbies
B. METHOD: Integrated, mainly communicative
C. TEACHING AIDS:
 Illustration, examples, textbooks, handouts
D. PROCEDURE: - Checking attendance: (1’)
- Checking up: (4’)
- New lesson: (40’)
TIME
TEACHER’S ACTIVITIES
PUPILS’ ACTIVITIES
5’
15’
7’
10’
8'
I/ Warm up:
- Asks S to work in groups to look at the pictures and write down what are in the pictures are doing. 
 T Gives some questions
- When do people do these kinds of things?
- What is your way of spending youe free time?
- What do you call things you do in your free time?
 HOBBIES
T introduces the new lesson 
II/ Before reading
Vocabulary:
T asks Sts the meaning and explains some new words
- accompany/ə'kʌmpəni/ (v)
 accompaniment /ə'kʌmpənimənt/ (n)
 accompanist /ə'kʌmpənist/ (n)
- tune (n)
- avid (adj)= very enthusiasm
- indulge /in'dʌl/ (v) = to allow yourself to have or do sth for pleasure
- occupied = busy (adj)
Have Ss read the new words in chorus
While-reading
Task 1: Using a dictionary to get their meaning:
- T has Ss work in pairs to give the meaning
1. accomplish: well-trained, skilled
2. accompany: going with a singer, using a musical instrument
3. modest: hamble, unasuming: 
4. avid: eager
5. discarded: thrown away
6. induge in: allow oneself the pleasure of
7. keep me occupied: keep me busy
- Correct misteakes
Task 2: Answer the question:
 -Ask Ss to read the passage individually and do task 2 in pairs
- Call on some Ss to write their answers of questions 3, 5, 7 and 9 on the board and the rest play parts to ask and answer the questions
1. What is the writer's first hobby?
2. Is the writer an accomplished guitarist?
3. Why does the writer admire his uncle?
4. What is the writer's second hobbies?
5. How did he collect his fish?
6. What kind of stamp collect is writer?
7. Where does he collect the stamps?
8. Which does the writer get more of, local stamps or foreign stamps?
9. What does the writer do with the less common stamps and with the common one?
- Corrects and give comments	
- Correct mistakes
IV/ After you read
Discussing
- Asks Ss to work in groups to talk about their hobby.
Homework: Ask Ss to write a short passage to answer the questions
Among the three hobbies mentioned in the passage which one are you interested in? 
- What else would you do for it?
Preparation: Speaking
- Sts look at the picture and write down what are in the pictures are doing. 
 Picture 1: playing football 
 Picture 2: swimming
 Picture 3: playing the guitar
Picture 4: watching picture films
Picture 5: singing
- Sts give the answer
Đệm đàn cho ai
Nhạc đệm
Người đệm đàn
Giai điệu, ban nhac
Thiết tha
Ham mê , thích thú đ
-Read in chorus
Work in pairs to give the meaning
1. accomplish: tai ba, tai hoa
2. accompany: dem (dan)
3. modest: nho, khiem ton
4. avid: say me
5. discarded: da bi bo di
6. induge in: dam me vao mot viec gi do
7. keep me occupied: lam cho toi ban ron
- Ss read the passage individually and do task 2 in pairs
- Ss to write their answers of questions 3, 5, 7 and 9 on the board and the rest play parts to ask and answer the questions
The answer:
1.His first hobby is playing his guitar. 
2. No, he isn't
3. Because he's an accomplished guitarist and he is good at accompanying people singing by his guitar.
4. His second hobbies is keeping fish.
5. He bought some from the shop and collected some from the rice field near his house.
6. He is an avid stamp collector.
7. He collecs them from discarded evelopes his relatives and friends give him.
8. Local stamps.
He keep the less common ones inside a small album. The common one he usually gives away to others or if no one wants them he simply throws them away. 
- S work in groups to fill in the blanks
- Sts read the answers
+ Write a short passage to answer the questions
Preparation: List sth you like to do
Explain some new words and translate the dialoge into Vietnamese
Date of teaching: February 16th2008
Date: February 10th2008
Period: 80
UNIT 13: HOBBIES (Cont')
Lesson 2: Speaking 
A. OBJECTIVES:
1. Educational aim: by the end of the lesson, Ss will be able to:
-Ask for and give information about their hobbies
-Talk about their hobbies
2. Knowledge: Sts can make conversations and talk about collecting stamps
3. Skills: Fluency in expressing the hobby
 Integrated, mainly communicative
C. TEACHING AIDS: pictures , textbook, board, chalk, chart. 
D. PROCEDURE: 
 - Checking attendance: 
 - New lesson: 
TIME
TEACHER’S ACTIVITIES
PUPILS’ ACTIVITIES
5’
10’
5’
10’
10'
5’
Greeting
Checking up
I/ Warm up:
Ask Ss to close the book and work in groups to give the verbs that go with STAMPS
Correct mistakes
Introduce the lesson
I/ Before you speak:
Task 1: Say which of the following you should like/ not like to do and why
Ask Ss to work in pairs to ask and answer according to the model.
Ex: 
A: Which of the hobbies would you like to do?
B: Swimming. I like it best because I find it interesting to swim in the swimming pool with my friend. It's also good for my health and help me to say fit.
A: And which one woulnn't you like to do?
B: Fishing. I'm not patient enough.
- Correct mistakes
II/ While speaking:
Task 2: Lan is talking to Huong about her bobbies of collecting books. Practise reding their dialoge with a partner.
- Ask Ss to read the dialoge one times and pick out some new words.
Vocabulary:
stall /stɔ:l/ (n) = small shop
classify /klǽsəfai/ (v) 
category /kǽtəgəri/ (n)
name tag
Have Ss read the new words in chorus
Ask Ss to work in pairs to practise the dialoge
Correct some mistakes when Ss read the dialoge
Task 3: Make a similar dialoge about collecting stamps:
Ask Ss look through the suggestions in the text book.
Write down some new words
Ask S to work in pairs to make the dialoge
Remind some mistakes that Ss usually have.
Correct mistakes
IV/ Post-speaking
Talk about Ss hobies
Ask Ss to talk in individual
Homework: Write the dialoge on the book
V/ Comments: 
Preparation: listening
Ask Ss:
- Explain some new words in before listening
- Find meaning of the Task 1 and 2
Answer the question of the teacher
Close the book and work in groups to give the verbs that go with STAMPS 
The answer
to collect
to keep
to get
to buy
to throw
to classify
to organize
to exchange
 STAMPS
Work in pairs to ask and answer according to the model
A: Which of the hobbies would you like to do?
B: Watching TV. I like it best because I find it interesting to get more knowledge and entertainment.
Read the dialoge one times and pick out some new words.
Phan loaò
Theo tung loai
Nhan ten
Read the new words in chorus
Work in pairs to practise the dialoge
Look through the suggestions in the text book.
Write down some new wordsand explain meaning.
Model:
T: What is your hobby, Lam?
S: Well, I like collecting stamps. I have been collecting them more than five years.
T: Wow! You must have a lot of stamps noe. Could you tell me how you collect your stamps?
S: I get them from old envelopes and sometimes my relatives or my friends give me some. If I have money, I can go to the post ofice and buy some valuables ones.
T: Do you put them in categories?
S: In categories of course. I put local stamps in one and foreign stamps in another, then I classify them in categories like plants, birds, landscape 
T: I see. What do you plan to do next.
S: I will attend stamp exhibitions to learn more rom experience collectors to make my collection more valuable.
T: 
Talk about in individual
Explain some new words in before listening
- Find meaning of the Task 1 and 2
Date of teaching: February 16th2008
Date: February 10th2008
Period: 81
UNIT 13: HOBBIES (Cont')
Lesson 3: Listening
A. OBJECTIVES:
1. Educational aim: by the end of the lesson, Ss will be able to:
-Ask for and give information about their hobbies
-Talk about their hobbies
2. Knowledge: Sts can make conversations and talk about collecting stamps
3. Skills: Fluency in expressing the hobby
 Integrated, mainly communicative
C. TEACHING AIDS: pictures , textbook, board, chalk, chart. 
D. PROCEDURE: 
 - Checking attendance: 
 - New lesson: 
TIME
TEACHER’S ACTIVITIES
PUPILS’ ACTIVITIES
5’
5’
15'
5'
10’
5’
Greeting
Checking up
I/ Warm up:
Ask Ss make somes sentences as possible with the words provided:
Stamps – fish – books – swimming
Ex: What kind of food do you like to eat?
 Do you like swimming?
Introduce the lesson
I/ Before you listen:
* Write down three benefit of reading books. Then share your ideas with the class.
Ask Ss to work in groups to give the answer.
Correct some mistakes
Listen and repeat
Ask Ss to explain meaning some new words and repeat after the teacher
 Magazine /'mægəzi:n/
 continually /kən'tinjuəli/ 
 otherwise /ʌðəwaiz/
 giganite /aigæntik/ 
profitably /brfitəbli/ 
available /əveiləbl/ 
bygone /'baign 
ignorantly /ignərəntli/
Correct mistakes
II/ While listening:
- Going through the statements.
- Going through the vocabulary in task 1
Task 1: Listen to his talk and decide whether the statements are true (T) or false (F) 
Let Ss read through the sentences to understand the meaning.
Explain some new words
Have Ss listen two times
1. The writer started his hobby when he was young.
2. His parents were interested in reading fairy tales and other stories to him.
3. The writer didn't start with ABC books.
4. Now he reads all the books available.
5. Reading help the writer to know many things.
6. According to the writer, by rading he does not have to study hard.
7. The writer is able to know about a tiger through reading.
8. Books might help him in his daily life.
- Checking up and corect mistakes
- Let Ss listen to again to check up mistakes
Correct mistakes
Task 2: Listen and write the missing words
Ask Ss to work in individual to read the passage once and explain some new words before listening.
Play the tapes two times
Ask Ss works in pairs to compare the answer
The (1) _____ thing about reading is that I do not have to learn things the very hard way. For example, I do not have to catch a (2) _______ to know that it can kill me. I know the danger so I can avoid it. Also I do not have to go deep into the (3) _______ to dind out about tigers. I can read all about it in a book.
Books provide the reader with so many facts and so much information. They have (4) _____ helped me in my daily life. I am better equipped to cope with living. Otherwise I would go about (5) _______ learning things the hard way.
So I continue to read. Reading is indeed a good hobby. 
Listen again and correct mist ... tences to understand the meaning.
Explain some new words
Have Ss listen two times
1. In a speech to the press, US President Kenedy asked the nation to put a man on the moon.
2. There were 11 astronauts on board the spacecraft to the moon.
3. The astronauts landed on the moon's surface at the same time.
4. To walk on the moon, the astronauts had to carry a suitcase with with oxygen in it.
5. An American flag was placed on the moon's surface after the moon landing.
- Checking up and corect mistakes
- Let Ss listen to again to check up mistakes
Correct mistakes
Task 2: Listen again and answer the questions
Ask Ss to work in individual to read the questions once and explain before listening.
Play the tapes two times
Ask Ss works in pairs to compare the answer
1. Which program was developed to meet President Henedy's challenge?
2. When was the Apollo 11 launch?
3. What was the portable life support system for?
4. How long did the astronauts stay on the surface of the moon?
5. What did they do while they were staying on the surface of the moon?
6. When did the astronauts return to the Earth?
Listen again and correct mistakes
III/ After you listen: 
Discuss the following questions
In your opinion, what is the reason for the human interest in Mars and other planets in the solar system?
If you were offered a chance of going to the moon and you could take three things with you, what would you choose and why?
- Correct mistakes
IV/ Comments: 
Home work
In not more than 50 words, write a paragraph about the first human moon landing.
Preparation: Writing
Answer the questions
The answer:
1. They are Neil Amstrong and Buzz Aldin.
2. They are American
3. On July 20, 1969
Work in pairs to give the answer
The answer:
Picture a: - 2 The Apollo
Picture b: - 5 The first foot print on the moon
Picture c: - 3 Walking on the moon.
Picture d: - 1 orbiting
Picture e: - 4 The moon landing
Explain meaning some new words and repeat after the teacher
Quoc hoi
Thach thuc
Su menh, nhiem vu
Su goi nho, nhac nho
Thah tuu
S: Maybe about reading books, magazines and its benifit
Read the sentences given before listeing to the tape
Listen the tape the first time
Do exercise
F (in a speech to the congress)
F (Three)
F (They landed at different time)
F (They had carry a suitcase with a portable life support system)
T
Checking up and corecting mistakes
-Listen to again to check up mistakes
Work in individual to read the passage once and explain some new words before listening
Works in pairs to compare the answer
The answer:
1. NASA's Apollo Program was developed to meet President Henedy's challenge. 
2. The Apollo 11 launched on July 16, 1969.
3. The portable life support system was used for
Controlling the oxygen, the temperature and pressure inside the spacesuit.
4. They stayed on the surface of the moon for two and half hours
5. While they were staying on the surface of the moon they performed a variety of experiments and collected soil and rock samples to return the Earth.
 6. They returnrd to the Earth on July 24, 1969.
Correct mistakes
Work in groups
I think- human beings like advantures.
Or we think they want to find out possible of life outside the earth.
2. I/ We would like a camera with us/ me a tent and some food
Date of teaching: March 16th2008
Date: March 10th2008
Period: 95
UNIT 15: SPACE CONQUEST
Lesson D: Writing
I/ Objectives: By the end of the lesson, Helps S understand to write a biography
 - Knowledge: : Helps S know about writing a biography from the information
 - Skills: Integrated, mainly communicative
Illustration, examples, textbooks, handouts
 II/ Materials: textbook, handouts
 IV/ Procedure:
TIME
TEACHER’S ACTIVITIES
PUPILS’ ACTIVITIES
5’
10’
15’
15’
Greeting
Checking up
I/Warm up
Ask Ss to look at the picture and answer the questions
1. Who is he?
2.Is he a Russian and an American astronaut?
3. Who did he set foot on the moon with?
Correct mistakes
Introduce the lessons
Today we practise writing about Neil Amstrong.
II/ Before writing
Put each of the headings in the box in the appropriate blank
Career Place of birth Date of birth Quote Known as
Neil Armstrong
American Astronaut
______ 5th August 1930
________ Wapokoneta, Ohio
_________ The first person to walk on the moon
________ 1949-1952: pilot in United States Navy
II/While writing
Get Ss write a biography of Neil Amstrong from the information given in task 1
Go around the class to help.
III/ After writing
Call two Ss to write on the board
Collect some papers to correct.
(suggested description)
Neil Amstrong is an American astronaut. He is known as the first person to walk on the moon. He was born on August 5th , 1930 in Waponeta in Ohio. From 1949 to 1952, he worked as a pilot in the United States Navy. Amstrong received his BS from Purdue University in 1955. He joined the NASA astronaut program in 1962. Neil Amstrong became the first human to step on the moon's surface on July 20th, 1969. He was joined by Buzz Aldrin forty minutes later. Amstrong and Aldrin spent two and a half hours on the moon's surface. Amstrong received his M.S from the year later and from 1971 to 1979, he taught at the University of Cinsinnati. In 1986 Amstrong was appointed vice chairman of the committee that investigated the Challenger shuttle disater. He is alsowell-known for what he said he stepped on the moon surface: "That's one small step for man, one giant leap for mankind.
IV/ HOME WORK:
-Asking Ss reread the passage they wrote And review the use of relative pronouns and prepare the language 
Preparation: Language focus
- Could/ be able to
- Tag questions
- Look at the pictures and answer the questions
 Example:
He is Neil Amstrong.
He is an American astronaut
He set foot on the moon with Buzz Aldrin
Answer the following questions
Example:.
Work in pairs to do exercise
Date of birth 
Place of birth
Known as
Career
Quote 
Write a biography of Neil Amstrong from the information given in task 1.
-write on the board
-whole class
- Take notes.
Date of teaching:_______________
Date: ____________
Period: 96
UNIT 15: SPACE CONQUEST
Lesson 5: Language focus
I/ Objectives: by the end of the lesson, Ss will be able to 
- Distinguish and pronounce the clusters / nt/ / nd / / nө/ / ns/ /nz/ correctly
- Review relative clauses and omit object relative pronouns correctly.
 - Knowledge: Pronunciation: / nt/ / nd / / nө/ / ns/ /nz/
 Grammar: Could/ be able to
 Tag questions
 - Skills: Practicing to grasp grammar points
 II/ Materials: textbook, handouts
 IV/ Procedure:
TIME
TEACHER’S ACTIVITIES
PUPILS’ ACTIVITIES
5’
10’
10’
10’
5’
5'
Greeting
Checking up
I/ Pronunciation: / nt/ / nd / / nө/ / ns/ /nz/
Have sts listen to the teacher.
Have sts repeat the words in the book.
* Listen and repeat 
/ nt/ 
/ nd /
/ nө/ 
/ns/
/nz/
went
rent
tenant didn't
end
remind 
warned
friend
month
seventh
tenth
thirteenth
chance
Florence
glance
tense
Phones
Learns
Barnes
tonnes
* Practise the following sentences
Ask Ss to pay attention to the pronunciation then repeat the words and sentences
- Correct the mistakes
-Models the three clusters / nt/ / nd / / nө/ / ns/ /nz/
for a few times and explains how to produce them.
-Reads once for Ss to hear the words containing these clusters.
-Reads again and asks Ss to repeat.
* Practise reading aloud these sentences
-Asks Ss to work in pairs and take turn to read loud the given sentences.(goes around to listen and takes notes of the typical errors.)
-Calls on some Ss to read the sentences again and provides corrective feedback.
 II/ GRAMMAR: 
1. Could/ be able to:
Ex: 1. He could run very fast when he was a boy.
 2. We were able to get tickets for the match yesterday.
- Ask Ss to compare the example above
Explain: - "Could" is used to express an ability in the past.
 - "were able to" is used to express an any complete success in the past
Ex: - 3. When I was young I could/ was able to climb any tree in the forest.
 4. In those day we had a car, so we could/ were able to travel very easily.
 Correct mistakes
Exercise 1: Complete the sentences, using could, couldn't or was/ were (not) able to:
Ex:
I look everywhere for the book but I couldn't find it.
They didn't want to come with us at first but we were able to persuade them.
- Ask Ss to work in pairs then compare the answers
T collects and corrects on the board
2. Tag questions:
Give the situation:
T: You haven't had lunch, have you?
S: No, I haven't
T: Is the sentence a question?
S: Yes, it is. It contain a tag question
Example:
It's a beautiful day, isn't it?
It wasn't a good film , was it? 
Some notes:
+ I'm late, aren't I? (informal)
 I am supposed to be here, I am not? (formal)
+ will/ would/can/ can't/could you? Are used as a request
Ex: Do sit down, Won't you?
 Give me a hand, will you?
+ Let's + , shall we?
Ex: Let's have a party, shall we?
+ It is replaced this, that, everything, nothing in tag qs
Ex: That's isn't Tom, is it?
+ barely, hardly, hardly ever, little, neither, never, no, no one, nobody, none, nothing, scarely, seldom have negative tag questions
Ex: There's little we can do about it, is there? 
Ask Ss to work in pairs to write the sentences
Exercise 2: Read situation and write sentence with a tag question
Ex:
You look out the window. The sky is blue and the sun is shining. What do you say to your friend?
(beautiful day) It's a beautiful day, isn't it
- Correct mistakes
Exercise 3. Complete the questions with tag question
Ask Ss Do individual then check up in pairs
- Correct the answer
IV/ HOME WORK
- Do all the exercises on the notebook
Preparation: Unit 16 (Reading)
- Read the passage and find new words and prepare the tasks
Listen and fill in this game
Pronunciation: / nt/ / nd / / nө/ / ns/ /nz/
Listen and repeat
Practice reading these sentences 
Compare the example above
Look at examples 3 & 4 and give the way to use
"Could/ be able to" are used to express the ability or the chance in the past
-Give their ideas from the ex.
 -Take note
work in pairs then compare the answers
The answer:
1. couldn't/ wasn't able to
2. was able to
3. could/ was able to
4. was able to
5. could/ was able to
6. couldn't/ wasn't able to
-Give their ideas from the ex.
 -Take note
Looking at the examples and give form
S +V (affirmative) + , Aux- Negative + S?
S +V Negative + , Aux- (affirmative)+ S?
Work in pairs to discuss.
Write notes
Work in individuals then compare the answer with a friend.
1. It's expensive, isn't it?
2. The film was great, wasn't it?
3. She has/ has got a loudly voice, doesn't she?
4. It doesn't look very good, does it?
5. You have had your hair cut, haven't you?
- Do individual then check up in pairs
The answer:
, does she?
, haven't you?
, wasn't it?
, didn't he?
, won't we?
, can't you?
, musn't it