Bài soạn môn học Tiếng Anh khối lớp 11 - Unit 6: An excursion - Section b đến section e

Date: 28 / 10 / 08
Week: 11
Period: 31	
Unit 6: an excursion
Section b: speaking
Aim and objectives (môc ®Ých & môc tiªu)
Students should learn how to talk about a boat trip abroad
By the end of lesson, St will be able to talk about the seat plan on a boat trip on Michigan Lake in Chicago.
 II. materials ( ph­¬ng tiÖn gd)
Textbook, whitebroad makers, ....
Some pictures about famous lanscape.
III. Methods ( ph­¬ng ph¸p gd)
Mainly communicate, intergrate....
Class order.....................................................................................................
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..................................................................................................................................iIV. procedure ( tiÕn tr×nh gd)
Stage time
Teacher’s activities
Student’s activities
5’
Warm-up
- Ask some questions:
1. Have you ever gone on a boat trip?
2. When?
3. Is it interesting?
4. Which seat do you think the most suitable for you?
- Say “Ok, there are many nice seats. Today, we study part B: Speaking to know how to choose the best seat then we go on a boat trip”
1. Yes, I have.
2. Last summer
3. Yes, it is.
4. The seat on the sundect
8 ‘
Pre-speaking
- Give some suitable places
1. sundeck (n ) boong tµu
3. non-air conditioned ( adj) ko ®c trag bÞ ®iÒu hoµ
4. refreshment (n ) phßng ¨n uèng trªn tµu
5. occupied ( adj) in use: ®ang cã ng­êi sö dông
6. get sunburnt (v) : r¸m, ch¸y n¾ng
try to remember the new words
7’
13’
While-speaking:
* Task 1
- Ask students to read the information about some of the participants
- Ask students to work in groups
- Ask students to read the seat plan and decide the best seat for each person, using the information in task 1
- Go around to help the students when they need
* Task 2: Conduct a conversation
- Ask students to work in groups
- Tell students to conduct the conversation like the example in the book, using the information in task 1 and the seat plan in task 2.
- Give some useful structures:
+ I don’t think so.
+ To be suitable for........
+ Why, why not.
+ What do you think.
+ What is your ideas?
+ Had better
- Go around the class and provide help when necessary
- Call on some groups to conduct the conversation
- Give comments
Work in groups and give the answers
+ Mrs Andrew: seats which aren’t in the sundect but can help see all the students. Seat: 43, 46, 40, 45
+ Mary: seats which have plenty of fresh air. Seat: 31, 37, 19, 20, 26, 32
+ John: seats which aren’t air conditioned, suitable for taking photographs. Seat: 10, 11, 12
+ Tim: seats which are in the sundeck. Seat: 1, 6
+ Sam: seats which can help a good view, safe. Seats: 16, 29, 34
- Work in groups
- Conduct a conversation
1. A: I think put John in seat 45.
B: I don’t think so. John doesn’t like air-conditioning so put him in seat 37 and he would like to take photographs.
A: Ok.
2. A: What about Susan?
B: I think Susan had better take the seat 10.
A: I think so because she wants to be near Mary.
B: That’s right.
3. A: Which seat do you think the most suitable for Tim?
B: I think Tim had better take the seat 40.
A: No, it’s not a good idea because Tim want to visit in the sun, so, put him in sit 1 or 6.
A: Well, maybe you are right.
4. A: Which seat seems suitable for Mrs Andrew?
B: I think she should sit in seat 12. From here she can see all her students.
A: But it’s in the sundect. She doesn’t like it.
B: Ok. Put her in seat 34.
A: Ok. The seat 34 for Mrs Andrew
read information
try to find the suitable seat for everypeople
(10 ‘)
Post- speaking
- Suppose, you are going to Hue next summer, please speak about the things you should take on the trip and give reasons
make a conversation
(3’ )
Homework
- Let students write their topics about the trip next summer in their notebooks
do homework
Date: 28 / 10 / 08
Week: 11
Period: 32	
Unit 6: an excursion
Section c: listening
Aim and objectives (môc ®Ých & môc tiªu)
Students can listen to a short talk about a picnic
 - By the end of lesson,improve their listening skills through Ordering, Gap-filling and Answering questions exercises.
 - Language
 - New words: Words related to the weekend picnic
II. materials ( ph­¬ng tiÖn gd)
Textbook, whitebroad makers, ....
III. Methods ( ph­¬ng ph¸p gd)
Mainly communicate, intergrate....
Class order.....................................................................................................
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iv. procedure ( tiÕn tr×nh gd)
Stage time
Teacher’s activities
Student’s activities
5’
Warm-up
- Give the missing letters:
 P  C
- Ask students to guess the missing letters and fill them in the blanks to have a meaningful word.
- Copy down
- Give answer: Picnic
10’
Pre-listening
- Ask some questions:
1. Do you often go for a picnic?
2. When is the best time for a picnic?
3. Why do people go for picnics?
- Give the meanings of some words:
glorious ( adj): shining, beatiful : ®Ñp trêi
assemble ( v ) = gather: tËp hîp
destination (n ) = places to which people is going to
left-overs ( n) = the rest : phÇn thøc ¨n cßn thõa
delicious ( adj) = tasty: ngon
Botanic Garden (n ) : v­ên B¸ch th¶o
spacious (adj) = have a lot of space: réng, nhiÒu ko gian
sleep soundly = to be in deep sleep: ngñ say
The answers may be various
1. Yes, I do/ No, I don’t.
2. at weekend/ in the summer ect.
3. They go for picnics to visit some beautiful places/ to relax ect.
7’
8’
10’
while-listening
* Task 1: Picture ordering
- Ask students to work in pairs and study the pictures carefully
- Ask students to listen to the tape and number the pictures in the order they hear
- Play the tape more than once if necessary
- Call on some students to explain their answers in front of the class
- Give correct answers:
1.a - 2.e - 3.b - 4.c - 5.f - 6.d
* Task 2: Gap-filling
- Ask students to listen to the tape again and fill in the blanks with exact words they hear
- Tell students to read the sentences carefully and have a guess of the missing words
- Play the tape several times if necessary
- Ask students to compare their answers with a friend
- Call on some students to read aloud their answers
- Check and give correct answers.
1. The weekend picnic I enjoyed most was just a few weeks ago.
2. My class decided to pay a visit to the Botanic Garden.
3. We assembled at the school gate on time.
4. We made a short tour round the garden.
5. In the afternoon, we went on playing some more games.
* Task 3: Answer the questions
- Play the tape again and ask students to answer the questions independently 
- Ask students to compare their answers with a friend
- Call on some students to read aloud their answers in front of the class
- Give correct answers.
1. The weather was very nice.
2. Yes, it was.
3. The garden was beautiful.
4. They could sleep soundly because it was so peaceful and quiet in the garden.
5. They took pictures, played games, talked, sang and danced.
Work in pairs
- Listen to the tape and do the task
- Give own answers
- Listen the tape again
Do the task individually
3’
Post-listening
- Ask students to work in pairs to discuss the topic: “ If your class could go for a picnic this weekend, what would your plan be?”
- Call on some groups to present the topic in front of the class
- Comments and make necessary corrections
Work in pairs
2’
Homework
Write your layout plan 
do homework
Date: 28 / 10 / 08
Week: 11
Period: 33	
Unit 6: an excursion
Section d: Writing
Aim and objectives (môc ®Ých & môc tiªu)
1. Educational aim: Students learn how to write a confirmation letter
2. Knowledge: 
- General knowledge: Students will be able to write a confirmation letter responding to a request and an invitation
- Language
- New words: Adjectives and verb forms often used in a confirmation letter
3. Skill : Writing a confirmation letter to a friend that responds to a request and an invitaion
II. materials ( ph­¬ng tiÖn gd)
Textbook, whitebroad makers, ....
III. Methods ( ph­¬ng ph¸p gd)
Mainly communicate, intergrate....
Class order.....................................................................................................
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iv. procedure ( tiÕn tr×nh gd)
Stage time
Teacher’s activities
Student’s activities
5’
Warm-up
- Ask students some questions:
1. What sort of letters did you study?
A: Writing a letter of complaint/ a thank you letter/ a love letter ect
2. Did you study how to write a confirmation letter?
- Say “ Ok, today we will study how to write a confirmation letter”.
A : No, I didn’t.
answer the Q
5’
Pre-writing
- Explain the definition of request and confirmation letters
- Request is the letter that ask for information or help
- Confirmation is the letter that responds to the request. It confirms whether the help is provided or the information is available or not.
- Listen to the teacher and write down
10’
10’
while-writing
* Task 1: 
- Ask students to work in pairs and read two letters below and find the requests in Nga’s letter and confirmation in Hoa’s 
- Give the meanings of some words
- Tell students to underline the structure showing requests and confirmation 
- Call on some students to explain their answers in front of the class
- Give suggested answers
- Call on two students to read the letters aloud in front of the class.
- Give answers:
+ Request: Can you go shopping with me to buy the things we need for the trip?
+ Confirmation: certainly I will help you to prepare everything you need for the trip.
* Task 2: Writing confirmation
- Ask students to read the situations carefully and find the requests in both of them.
Lan asks you to buy some fruits and bring them to her house.
Minh wants to borrow you a book about wildlife
- Work in pairs and do the task
12’
Post-writing
- Ask students to choose the first situation to write a confirmation letter responding to each of them.
- Ask students to exchange their writings with a friend.
- Check their writings in front of the class as a whole.
Dear Lan,
Firstly, let me congratulate you on your 15th birthday. Certainly, I will help you to prepare everything you need for the party. I will go to the nearby market and get them on Saturday morning. I will be at your home at 6.30 p.m on Saturday.
 Love,
 Mai
write a letter
3’
Homework
- Ask students to choose the second situation to write a confirmation letter responding to each of them
do hk
Date: 05 / 10 / 08
Week: 12
Period: 34	
Unit 6: an excursion
Section e: language focus
Aim and objectives (môc ®Ých & môc tiªu)
1. Educational aim: Students learn how to distinguish two sounds / ∂ / and / З: / and pronunciate them correctly
2. Knowledge: 
- General knowledge: Reviewing the present progressive and “be going to”
- Language
- New words: Words related to an excursion and two sounds / ∂ / and / З: /
3. Skill : Fluency in pronunciating / ∂ / and / З: /
Distinguishing the present progressive and “be going to” and use them appropriately
II. materials ( ph­¬ng tiÖn gd)
Textbook, whitebroad makers, ....
III. Methods ( ph­¬ng ph¸p gd)
- Intergrated mainly communicative
Class order.....................................................................................................
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iv. procedure ( tiÕn tr×nh gd)
Stage time
Teacher’s activities
Student’s activities
5’
warm- up
- Give some words:
1. earn, bird, fir, other
2. today, nurse, from, of
- Ask students to choose one word whose underlined part is pronunced differently
1. other
2. nurse
5’
Pronunciation
- Demonstrate the sound /∂/ and / З: / by pronouncing them clearly and slowly
- help students to distinguish these two sounds
/ З: / is a long sound
/ ∂ / is a short sound
- Play the tape and ask them to repeat
- Call on some students to repeat the sounds clearly
- Ask students to work in pairs and practise these sentences
- Go around the class and provide help if necessary
-Listen to the teacher
- Repeat in chorus
5’
5’
5’
10’
8’
Grammar
- Simple Future: Will / Shall
Form: S + will/shall + V
Use: expresses an intention or decision made at the moment of speaking
 -“be going to”: expresses an intention or decision thought about before the moment of speaking. It expresses a plan
Ex: We’re going to Ha Noi this summer
Practice:
* Exercise 1: Choose the correct option in brackets
- Ask students to do exercise 1
- Ask students to compare and discuss the answers with a friend
- Call on some students to read and explain their answers in front of the class
- Give correct answers
* Exercise 2: Put the verbs in brackets in the present progressive or “be going to”
- Ask students to do exercise 2
- Ask students to compare their answers with a friend
- Call some students to explain their answers
- Give correct answers
1. What are you doing this Saturday evening?
2. is getting married
3.  are you going
4. I’m going to be
5.  is going to
* Exercsise 3: Complete the exchanges, using the present progressive or “be going to”
- Ask students to do the task in pairs
- Call on some students to act out the exchange in front of the class
- Make necessary corrections
1. are going
2. are having
3. is going to catch
4. are you putting
5. is not going to give
* Exercsise 4
Call on sb to read the task and translate into Vietnamese.
Give them 3’ to do
Call on sb to go on blackboard
Give comment: 
1. Are you going to see it? I’m doing my homework.
2. We are visiting our grandparents.
3. What’s he going to do with it?
4. It’s going to rain soon.
5. I’m going to clean them later.
- Write down on the notebooks
- Listen to the teacher and copy down
- Work in pairs
2’
Homework
Ask students to distinguish the present and “be going to”
do hw
Date: 05 / 10 / 08
Week: 12
Period: 35