Bài soạn môn học Tiếng Anh lớp 11 năm 2009 - Unit 10: Nature in danger

Period:
UNIT 10: NATURE IN DANGER
Lesson : READING
Date of preparation:
Date of teaching:
I. Objectives: 	
1. Educational aim: Ss should be aware of the dangers which the nature faces and protect the environment.
2. Knowledge:
 a. General knowledge: By the end of the lesson, Ss will be able to:
 - know about nature in danger
 - improve their reading skills (skimming, scanning, deducing, time reading)
b. Vocabulary: agriculture, pollutant, consequence, interference
3. Skills: Integrated, mainly reading
II. Methods: Integrated, mainly communicative
III. Techniques: Questions and answers, repetition, pair work, explanation, T/F statements, gap filling, multiple choices, games
IV. Teaching aids: Textbook, charts, pictures and chalks
V. Procedure:	
 Teacher’s activities
 Students’ activities
1. Warm-up: 
- Has Ss play the game JUMBLED WORDS in 2 groups A and B
- Gives each group 1 card containing 5 words whose letters are jumbled. Asks Ss to rearrange the letters to make meaningful words and write them on the board. The group which finishes first with the most correct words will be the winner.
u-t-a-s-m-i-nà tsunami.
d-o-f-o-là flood.
r-i-e-f r-e-f-o-s-tà fire forest.
t-i-p-n-o-l-o-u-là pollution.
d-a-p-a-nà panda.
- Gives feedback.
- Shows some pictures of tsunami, flood, fire forest, pollution and panda. 
- Leads to the lesson: All the pictures above describe the nature in danger. Today we will read a passage related to this matter.
2. Pre - reading: 
- Has Ss read the facts about endangered species and discuss the question the textbook on page 114 in pairs.
- Asks Ss to answer the questions.
- Helps Ss understand the meaning of some new words in context. (Ss may base on the reading passage and the T’s explanation) 
 + Agriculture(n): the science or practice of farming.
E.g. The farmers mainly live on the agriculture.
 + Pollutant(n): a substance that pollutes ST, especially air and water.
E.g. The smoke from cars and the waste
from factories which pollute the environment are so-called pollutants.
 + Consequence(n): a result of ST that has happened.
E.g. Getting bad marks is the consequence of laziness.
 + Interference(n): the act of getting involved in and trying to influence a situation that does not concern you, in a way that annoys other people.
 interfere(v)
E.g. I don’t want any interference from you.
 Don’t interfere in matters that do not concern you.
Lets Ss guess the meaning of the new words from the T’s guidelines and pronounce them in chorus. 
* Task 1:
- Has Ss do Task 1 on page 116 to check their understanding of the vocabularies. 
- Has Ss identify the part of speech of the words in the blanks and in the box.
- Asks Ss to fill each blank with a suitable word.
- Has Ss to compare the answers with their partners
- Calls on some Ss to give the answers.
- Asks other students to give comments.
- Gives feedback
3. While- reading: 
* Task 2:
- Has Ss read the text silently within 2’.
- Asks Ss to do the Task 2 on page 117 in pairs.
- Supplies Ss with some strategies to do the task
 + Has Ss read the choices of each paragraph first.
 + Has Ss read each paragraph to collect the main ideas and choose the best choice.
- Goes around and provides help if necessary.
- Asks Ss to compare the answers with their friends
- Calls on some Ss to give the answers.
- Asks for peers’ comment.
- Gives feedback.
* Task 3: 
- Has Ss do the Task 3 on page 117 in pairs, alternating roles.
- Provides Ss with some reading tips to do the task 
 + Asks Ss to find key words in each question first. 
 + Asks Ss to base on those key words and then read the text to find the answers. 
- Goes around and provides help if necessary.
- Asks Ss to compare the answers with their friends
- Calls on some Ss to give the answers.
- Asks for peers’ comment.
- Gives feedback
4. Post- reading:
- Has Ss play the game “True/False”.
- Explains the rule of the game: The T has 1 chair put in the front. And the T calls 2 Ss to play it. The T says a statement related to the text. It is either T or F. The Ss must listen carefully. The person sitting on the chair first will take a chance to answer.
It is estimated that only 1000 pandas remain on the world. (T).
Cutting down trees in the forests is not the reason for changing weather conditions. (F).
Some animals like pandas, tigers, cheetahs are in danger of becoming extinct. (T).
The authorities do not made any efforts to protect the environment. (F).
None of National Parks all over the world have been established to protect endangered animals (F).
The first of June is the Word Environment’s date. (T).
5. Homework:	
- Asks Ss to
+ learn the passage again and new words.
+ prepare for next lesson: Unit 8- Speaking
- Divide into 2 groups A and B
- Do as directed
1. tsunami
2. flood
3. fire forest
4. pollution
4. panda
- Look at the pictures
- Listen
- Read and discuss
- Answer
1. The facts above show the number of some rare animals such as cheetahs, pandas and Siberian tigers are becoming in danger of being extinct.
2. The numbers of these animals have become small because they are hunted or killed for fur or skin.
- Listen and copy down
- Guess and pronounce in chorus
- Do the task 1
- Identify
- Fill in
- Compare
- Answer
1. extinct 2. protect
3. decrease 4. pollutants
5. endangered 5. Interferences
- Give comment 
- Read silently
- Do the task
- Listen
- Compare
- Give the answers
1C 2B 3A 4C
- Give comment
- Listen
- Do the task
- Listen
- Compare
- Give the answers
1. The 4 ways that human beings are changing the world are:
+ They are changing the environment by building cities and villages.
+ They are affecting the water supply by using water for industry and agriculture.
+ They are changing weather conditions by cutting down trees in the forests.
+ They are destroying the air by adding pollutants like smoke from factories and fumes from automobiles motors.
2. The serious consequences of people’s interference with the environment are:
+ Many kind s of rare animals are killed.
+ The environment where these animals are living is badly destroyed.
3. Many efforts have been done to protect endangered nature, such as:
+ Many organizations have been set up and funds have been raised.
+ Thousands of national parks have been established to protect endangered animals.
+ Laws have been introduced to prohibit the killing of endangered animals. 
- Give comment
- Listen
- Play the game
- Listen and do as directed
1. T
2. F
3. T
4. F
5. F
6. T
+ Learn
+ Prepare
VI. Self- evaluation: 
 Period: 
UNIT 10: SPEAKING
Date of preparation:
Date of teaching:
I. Objectives: 	
1. Educational aim: Ss should be aware of the situations of nature and have positive actions to nature. 
2. Knowledge:
 a. General knowledge: By the end of the lesson, Ss will be able to:
 - talk about reasons why nature is threatened and measures for protecting the environment. 
 - improve their speaking skills.
b. Vocabulary: recreation, cultivation, pollution 
3. Skills: Integrated, mainly speaking
II. Methods: Integrated, mainly communicative
III. Techniques: Questions and answers, repetition, pair work, explanation, role play, games
IV. Teaching aids: Textbook, charts, pictures and chalks
V. Procedure:	
 Teacher’s activities
 Students’ activities
1. Warm- up:
- Divides the class into 2 groups.
- Has Ss play the game HOT SEAT
- Explains the rule of the game: One person from each group comes to the front of the class, facing their back to the board. Teacher writes word by word on the board. The rest Ss of the group explain the word without saying the exact word on the board.
 The group that can say out the right word first will win the game.
List of the word: environment, industry, pollutants, cutting trees, building cities.
- Declares the winner.
- Asks Ss: From the given words above, who can guess the topic we are going to discuss today?
- Leads to the lesson: In today’s lesson, we are going to talk about the reasons why nature is threatened and measures for protecting the environment. 
2. Pre- speaking:
- Pre- teaches some new words:
+ cultivation (n)_ the preparation and use of land for growing plants or crops: 
+ discharge (v)_ release: 
+ capture (v)_ to catch a person or an animal and keep them as a prisoner: 
Lets Ss guess the meaning of these words basing on the T’s guidelines.
Reads aloud the words and asks Ss to repeat.
* Task 1& 2
- Asks Ss to read the phrases and sentences in Task 1 & 2, then put them in the right column.
Reasons
Measures
Animals
-killingfood.
-keeping
pets.
-hunting entertainment
-killing
banned.
-keeping
discourage
-animals
entertainment
-zoosplants
-allprotected
Trees
-burning forests.
-cutting
wood.
-planting
encourage
-allprotected
-zoosplants
Air and water
-using
cultivation
-discharging
 environment
-decreasing
encourage
-discharging
 Prohibited
- Asks Ss to match the reason with possible measures 
- Feedbacks.
- Reads all the phrases and sentences and asks Ss to repeat
3. While- speaking:
- Sets a model 
 A : People are killing endangered animals for 
 fur, skin and food. What should we do?
 B : Killing endangered animals for fur, skin and
 food should be banned.
- Gives prompts:
A : People are. What should we do?
B : should be + PP.
- Asks Ss to using the table above to state the negative impacts made by people on the environment and suggest measures to protect it.
- Asks other Ss to give comment.
- Correct Ss’ mistakes if they occur.
4. Post- speaking:
- Divides the class into 4 groups.
- Delivers 4 big pieces of paper and some color pencils to each group. Asks Ss to draw pictures which aims at appealing to everybody for not destroying nature and trying to look after our environment more carefully.
- Has Ss stick theirs pictures on the board, one representative of each group will present their group’s ideas. The best- designed picture and the best presentation are give gifts. 
5. Homework:
- Asks Ss to:
+ write a paragraph about the reasons why nature is threatened and the possible measures for protecting it.
+ prepare Unit 10_Listening
- Divide
- Listen to the rule of the game and do as directed
- Listen
- Answer
The topic we are going to discuss today is about nature and the influences on it.
- Listen
- Listen and take note
- Guess the meaning
- Repeat after the T
- Read and put in right column
- Match
- Listen
- Repeat
- Look at the board and listen
- Do as directed
A: People are discharging chemical pollutants into the environment.
B: Discharging chemical pollutants into the environment should be banned.
- Give comment
- Listen
- Divide
- Draw
- Stick
- Do as directed at home
Period: 
UNIT 9: LISTENING
Date of preparation:
Date of teaching:
I. Objectives: 	
1. Educational aim: Ss should know about features of national parks in ... : By the end of the lesson, Ss will be able to:
 - understand the information about Cat Ba National Park
 - write a description of a location
b. Vocabulary: abundant, resource, human bone
3. Skills: Integrated, mainly writing
II. Methods: Integrated, mainly communicative
III. Techniques: Questions and answers, repetition, pair work, explanation, matching, games
IV. Teaching aids: Textbook, charts, pictures and chalks
V. Procedure:	
 Teacher’s activities
 Students’ activities
1. Warm- up: Game: Crosswords Puzzle
E
R
O
U
R
C
E
SO
S
R
A
K
P
1.
 2. 
R
N
O
T
H
 3.
E
B
H
C
A
L
A
N
D
S
C
A
E
P
 4. 
 5.
- Has Ss play the game crossword puzzle in teams A & B. 
- Explains the rule of the game: Ss have to guess the words by answering the questions below. Each team takes turn to choose the crossword. With one correct answer, Ss will be given 10 marks. If this team can’t give the correct answer, the other will take turn. The team guessing the keyword first will have 30 marks. The winner is the team with higher marks.
Coal, oil, mineral, etc are so called natural
I like to spend my summer holidays in Dam Sen ... in HCM City.
Our country consists of three areas: the , the Central and the South.
Tourists often sunbathe on the 
If you stand on the top of a mountain, you’ll see  of the whole city.
- Lets Ss see the keyword. 
- Shows Ss a short film about the national park “ Cat Ba” and asks them to pay attention of the words running under the film.
- Asks Ss:
 + “What can you see in the film?”
 + “Can you say more details about Cat Ba (e.g. landscape, animals, plants, foods ) by basing on the words running under the film?”
- Leads to the lesson: Today we are going to write a description of Cat Ba National Park.
2. Pre- writing:
- Asks Ss to read the table of some facts and figures about Cat Ba National Park in textbook and see what is going to be described.
- Asks Ss to brainstorm as many ideas and words as possible to write the description of location, special features. .(in groups of 5).
- Corrects Ss’ answer and gives feedback.
 locate Situate
Location
 lie border
 Resources(plentiful, abundant, various)
Special features
 forests, beach, 
 water
Landscapes(beautiful, romantic,
 spectacular, tremendous)
Plants and animals
..
- Asks Ss to match the structures in A with the headlines in B
 A
 B
1. It is located on..
 It is situated in .
 It lies 
2. It has an area of
 It makes up 
 It total area is 
3. It is famous for 
 Its impressive features are
4. It has 
 There are  species/ kinds/ sorts of
 It preserve 
5. We can find
 Something is found in...
a. Total area
b. Animals and plants
c. Historic features
d. Location
e. Special features
- Asks Ss to make some sentences with the given structures.
- Elicits the tense used in the description 
- Gives feedback: The simple present tense
- Elicits from Ss what they would include in the description of a location
- Gives feedback: 1. Location
 2. Total area
 3. Special features
 4. Plants and animals
 5. Historic features
3. While- writing:
- Has Ss write their own descriptive about the national park ”Cat Ba”, using some facts and figures on page 109 in groups of 4.
- Goes around and provides help if necessary.
- Asks the groups to exchange their writings and check.
- Asks 2 groups to stick their writings on the board.
- Corrects the mistakes with the whole class.
4. Post- writing:
- Asks Ss to write a outline of the place in groups.
 The topic” if you were a guide, which landscapes would you introduce to the tourists?”
- Goes round and helps if necessary.
- Asks the groups to present their outlines.
- Gives feedback.
5. Homework:
- Asks Ss to:
+ write about the place their group choose in the part Post writing in the textbook.
- prepare the new lesson: Unit 10- Language focus.
- Divides into 2 teams
- Listen to the rule of the game
- Take turn to choose the crosswords and give the answers
- Watch the film
- Answer
- Listen
- Read
- Brainstorm and give out the words and ideas
- Listen and take note
- Match
d
a
c
b
e
- Take note
- Make sentences
- Answer
- Write
 Cat Ba National Park, which was declared as a national park in 1986, is located on Cat Ba Island, with an area of 15200 ha, 120 km from Hanoi and 20 km east of Hai Phong.
 Cat Ba National Park is the only site in Vietnam endowed with both tropical forests and coastal waters with white sandy beaches, abundant natural resources, beautiful landscapes and many kinds of rare animals and plants.
 Cat Ba National Park preserves approximately 300 species of fish, 40 kinds of animals, 150 different birds and 620 species of plants. 
 The stone tools and human bones found in the island’s limestone caves reveal that people inhabited there at least 6000 years ago.
- Stick
- Look at the board and listen to the T
- Write the outline
- Listen
- Listen
Period:
UNIT 10: LANGUAGE FOCUS
Date of preparation:
Date of teaching:
I. Objectives: 	
1. Educational aim: Ss should be aware of the importance of pronouncing correctly and using relative pronouns in daily life.
2. Knowledge:
 a. General knowledge: By the end of the lesson, Ss will be able to:
 - pronounce and distinguish the sounds / sl /, / sm /, / sn /, / sw / correctly.
 - understand and use relative pronouns with preps skillfully.
b. Vocabulary: fantastic, slave, snack, sneeze and snooker.
3. Skills: Integrated skills
II. Methods: Integrated, mainly communicative
III. Techniques: Questions and answers, pair work, explanation, gap filling and practice.
IV. Teaching aids: Textbook, charts, pictures and chalks.
IV. Procedure:
 Teacher’s activities 
 Students’ activities
1. Warm- up:
 - Gives 4 pictures.
 - Asks Ss some questions.
 1. What is he doing? He is sleeping.
 2. What is he doing? He is smoking.
 3. What can you see in the picture? Snow.
 4. What are they doing? They are swimming.
- Underlines 4 sounds / sl /, / sm /, / sn / and / sw /.
- Leads to the lesson: “Today we will learn how to pronounce the 4 sounds / sl /, / sm /, / sn / and / sw /.”
2. Pronunciation
2.1. Presentation:
- Sticks the chart of the list of the words containing the above sounds on the board.
- Reads through once.
- Reads again and asks Ss to repeat chorally.
- Asks some Ss to read individually.
- Corrects if Ss make mistakes.
2.2. Practice 
- Reads through the dialogue.
- Has Ss work in pairs to practise the dialogue within 1’.
- Calls some pairs to role- play the dialogue in front of the class.
- Asks other Ss to give comments.
- Gives feedback.
3.Grammar
3.1. Presentation:
- Writes 2 pairs of sentences on the board.
- Asks 2 Ss to combine these sentences, using relative pronouns.
E.g.1. The man is living near your house. I talked to him last night.
 The man whom / who / that I talked to last night is living near your house.
E.g.2. The birthday party was too noisy. I went to it.
 The birthday party which / that I went to was too noisy. 
- Asks other Ss to give comments.
- Says that:” Besides these ways of combining 2 sentences, we have another one.”
- Recombines these sentences, using relative pronouns with prepositions
1. The man to whom I talked last night is living near your house.
2. The birthday party to which I went was too noisy.
- Elicits the use of relative pronouns with preps from Ss
- Explains that we use relative pronouns with prepositions only when these pronouns replace objects in sentences and who and that are not used after prepositions.
- Asks Ss to give the structure.
- Corrects the structure.
3.2. Practice
*Exercise 1
- Sticks the chart of exercise 1 on the board.
- Reads aloud the requirement of the exercise 1.
- Asks one Ss to explain the requirement.
- Asks Ss to do it and the compare the answers with a partner.
- Asks Ss to read aloud the answers.
- Asks other Ss to give comments.
- Gives feedback.
*Exercise 2
- Reads aloud the requirement of the exercise 2.
- Asks one S to explain the requirement.
- Asks Ss to do it in pairs.
- Asks some Ss to write down their answers on the board.
- Asks other Ss to give comments.
- Gives feedback.
*Exercise 3
- Sticks the chart of the exercise 3 on the board.
- Explains the requirement of the exercise.
- Asks Ss to do it individually, then check the answers in pairs.
- Goes around and provides help if necessary. 
- Asks Ss to give answers. 
- Asks other Ss to give comments.
- Gives feedback and some notes.
* Notes:
 - Only use preps before “whom” or “which”.
 - Never put preps before “who” or “that”.
3.3Production 
- Gives each S a piece of paper containing 5 sentences.
- Choose the best answer among A, B, C or D:
 1. Dr. Jones about I told you is a professor.
 A. who B. whom C. which D. that
 2. The girl is very beautiful. I fell in love with
 her.
 A. The girl that I fell in love with is very 
 beautiful.
 B. The girl whom I fell in love with is very
 beautiful. 
 C. The girl with whom I fell in love is very
 beautiful.
 D. All are correct.
 3. Friends are people are close to us.
 A. who B. which C. whom D. to who
 4. The cat at Mary is looking is very lovely.
 A. which B. whom C. that D. who
 5. That is my grandmother, ..
 A. after whom I am looking
 B. who I am looking after
 C. after who I am looking
 D. A and B are correct
4. Homework:
- Asks Ss to: 
+ learn the lesson.
+ prepare for new lesson: Unit 11-Reading.
- Look at the pictures
- Answer
 1. sleeping 2. smoking
 3. snow 4. swimming
- Listen
- Look at the chart
* Listen and repeat:
/ sl / / sm / / sn / / sw /
 slave small snack swallow
 sleep smart sneeze swim
 slim smell snooker swing
 slowly smoke snowy switch
- Listen
- Repeat
- Read
- Listen
- Practise in pairs
- Role- play
- Give comments
- Combine
 1. The man whom / who / that I talked to last night is living near your house.
 2. The birthday party which / that I went to was too noisy.
- Give comments
- Listen
- Look at the board
- Answer
- Listen
- Give the structure
Noun / pronoun + prep + whom / which
- Listen and copy down
- Do the exercise 1
 1. whom
 2. which
 3. whom 
 4. who
 5. which
 6. whom
 7. which
- Combine sentences
1. The man to whom I talked yesterday was very kind.
2. The man about whom I told you works in the hospital.
3. The woman about whom I am telling you teaches me English.
4. The movie about which they are talking is fantastic.
5. The picture at which she was looking was beautiful.
6. I will give you the address to which you should write.
- Complete sentences
 1. that / whom /who
 2. which
 3. who / that
 4. whom
 5. that / which
 6. which
 7. who / that
 8. whom
- Choose the best answers
 1B, 2D, 3A, 4A, 5B
*Note: There are some verb phrases we
 could not separate preps from verbs to 
 put these preps before whom or which:
 fill in, look after, look for
Listen
* Notes- Li