Bài soạn môn học Tiếng Anh lớp 11 - Period 59 đến period 63

Date of planning: 	 	
Period 59: Reading
Unit 10: NATURE IN DANGER 
***
	A. OBJECTIVES:
	I. Knowledge: Sts will learn the consequences that human beings cause for nature and environment. Therefore, they raise their awareness of protecting them
	II. Skills: Speaking, writing, reading
	B. PROCEDURE:
	I. Settlement: Checking attendance
	II. Checking: 
 	III. New lesson: Reading
Teacher’s activities
Students’ activities
WARM-UP
T asks Sts to look at the pictures of some animals and answer the questions:
* What animals can you see in the pictures?
* Where do they often live?
BEFORE YOU READ
A/ Key words:
T gives Sts some key words (using the handout with some examples) : 
cheetah(n) , extinct (adj), endanger (v), destroy (v), respect (n), offspring (n), prohibit (v), protect (v)
T instructs Sts to pronounce the words in chorus and individually, then explains the meanings by pictures, giving situations, examples, and direct translation
B/ Work in pair:
 - T asks Sts to read the facts and answer the questions 1 and 2 on page 114.
 - T asks two Sts to answer and corrects them. 
Sts look at the pictures and answer the questions.
Suggestions:
They are tigers, bears, lions, panda
They often live in the forests, zoos, National parks
- Sts prepared the key words in the homework.
- Sts pronounce the words many times in chorus and individually
-Sts work in pair to answer the questions 1 and 2 on page 114. 
WHILE YOU READ
Activity 1: (3 minutes) (using flash card)
Put the verbs given into the right column:
Establish-kill-destroy-save-protect-prohibit-set up-cut down-plant-ban-burn-hunt.
A-Verbs of positive impacts:
EX: establish	
	...
B- Verbs of negative impacts:
EX: 	destroy	
 	 	.
		.
Activity 2: (3 minutes)
 (Sts were asked to prepare in the homework in the previous lesson) 
- T asks Sts to go to the board to do the exercise, then corrects them.
Activity 3: (10 minutes)
T asks Sts to do task 2.
T checks the answers.
Activity 4: (10 minutes): Group work
T gives the handout with missing words for each group and asks Sts to fill in the blanks.
HANDOUT:
Ways that people are changing the world:
People are: 
- changing ________ by 
- affecting _______ by 
- changing _______ by .
- destroying ______ by .
Serious consequences caused by people to the environment:
Consequences : 
Many kinds of ..
The environment ..
The number of rare animals ..
3. Things should be done to protect these animals:
Protection:
- Many organizations 
- Thousands of national parks 
- Laws have been ..
T goes around giving some help if necessary.
T corrects the exercise.
- Sts do the exercise following the teacher’s instructions.
- Sts go to the board and write the words, then correct the exercise following the key.
- Sts read the text again to find the information and do the task.
- Sts work in group to complete the handout
AFTER YOU READ
T asks Sts to do task 3: 
Answer the questions (depending on the activity 4)
Sts do task 3: answer the questions depending on activity 4.
	IV. Consolidation: Summarize the main point of the lesson
 	V. Homework: Sts prepare the new words in speaking: fur, fertilizer, pesticide, cultivation, pollutant, discharge
Date of planning: 	 	
Period 60: Speaking
Unit 10: NATURE IN DANGER 
***
	A. OBJECTIVES:
	I. Knowledge: 	- General knowledge: Students could talk about endangered nature and ways to protect it 
- Language: asking for and giving information 
- New words: words related to nature in danger
	II. Skills: Speaking, writing, reading
	B. PROCEDURE:
	I. Settlement: Checking attendance
	II. Checking: 
 	III. New lesson: Speaking
Teacher’s activities
Students’ activities
WARM-UP: (5 MINUTES)
- Ask students to keep book close
-Ask students some questions 
1. Why do we call some animals such as tiger, bear, and elephant endangered animals?
2. What should we do to protect and save them?
- Tell students to understand more.
(We learn Unit 10, part- speaking)
PRE-SPEAKING : (12 MINUTES)
Task 1
- Ask students to put some reason why nature is threatened in the order of importance
- Let them work in pairs
- Listen to students and correct mistakes 
WHILE-SPEAKING : (15 MINUTES)
Task 2
- Ask students to work in pairs to read through the task and match the problems in task 1 with appropriate solutions in task 2
- Let them work in groups
- Walk round and help them
- Ask some students to stand up to talk again loudly
- Listen and correct mistakes
POST-SPEAKING : (10 MINUTES)
Task 3
- Ask students to tell about the city they prefer and give reasons
- Let them work in groups
- Ask some students to stand up and tell loudly
- Go around and help 
- Call on some students report their preferences and explain their choice
- Listen and correct mistakes
- Keep books close
- Listen to the teacher
- Answer the question:
1. because they are hunted or killed in large number that they are in danger of becoming extinct
2. As a students you should stop eating and killing wild animals
- Look at student’s book
-Listen and do the task
-Work in pairs
A: In your opinion, which the reason is the most important?
B: I think burning the forest is the most important because animals and plants will die, which cause the air polluted
...............
- Listen to the teacher 
- Do task 2 in groups
.......
- Close the books
- Listen to the teacher
- Do task 3
-Work in group and discuss
- The students who are called to stand up to talk loudly are intelligent ones
	IV. Consolidation: Summarize the main point of the lesson
 	V. Homework: 	- Ask students to do exercises in workbook
- Ask students to prepare Part C- Listening and do homework
Date of planning: 	 	
Period 61: Listening
Unit 10: NATURE IN DANGER 
***
	A. OBJECTIVES:
	I. Knowledge: Students should know about the national parks in USA 
	II. Skills: Speaking, writing, reading
	B. PROCEDURE:
	I. Settlement: Checking attendance
	II. Checking: 
 	III. New lesson: Listening
Teacher’s activities
Students’ activities
WARM-UP: (5 MINUTES)
- Ask students to close the books
- Give a picture of national parks and ask some question about it
1. What can you see in the picture
2. Do you know where it is located?
3. What does it look like?
........ 
- If you want to know more details, we will go to Unit 10- part Listening
PRE-LISTENING: (7 MINUTES)
- Ask students to look at the part: Before listening
- Let them work in pairs and answer questions
- Walk round, listen and help students
- Listen and check pronunciation
WHILE-LISTENING: (20 MINUTES)
Task 1
- Ask students to look through the sentences in task 1
- Ask students to listen to the typescript carefully and decide the correct answers
- Ask students to give reasons for their answers
Task 2
- Ask students to look at the task 2 and answer the questions
- Let students listen again more time and answer 
- Call on some students to give answers
AFTER-LISTENING: (10 MINUTES)
- Ask students to open the books
- Ask them to summarise the listening text based on their notes
- Let them work in pairs
- Walk round and help students
- Ask some students to stand up and retell the national parks in the USA to the class
- Listen and correct mistakes
- Close the books
- Listen to the teacher
- Work in groups
- Listen to the teacher and answer the question:
- Listen to the teacher and open textbooks
- Look at the books
- Work in pairs
- Give correct answer
Key
1. Cuc Phuong national Park, Cat Ba National Park, Bach Ma, Phong Nha, Cat Tien...
- Keep book open
- Listen to the teacher
- Read the sentences in task 1 and try to understand them
- Listen to the typescript and choose the correct answers
 1.T- 2.T- 3.F- 4.T- 5.T
- Listen to the teacher and do the task2
-Listen again and give correct answers
Key
1. 52
2. Millions of people visit national parks every year
3. Rare animals are killed or hunted for fur, skin or other parts...
4. Rare animals and trees should be protected, fires causes by careless people should be limited, pollution from visitors’ vehicles should be decreased and money should be raised for the parks’ staff and maintenance of their resources
- Listen and discuss
- The students who are called stand up and retell about the Statue of Liberty in front of the class: 
	IV. Consolidation: Summarize the main point of the lesson
 	V. Homework:	- Ask students to write a story about a national park they liked
- Remember them to prepare Part- Writing at home
Date of planning: 	 	
Period 62: Writing
Unit 10: NATURE IN DANGER 
***
	A. OBJECTIVES:
I. Knowledge: Students learn how to write a describing a location
- Language: The simple present of verbs and the connectors often used in a narrative
- New words: Words related to national park
	II. Skills: Speaking, writing, reading
	B. PROCEDURE:
	I. Settlement: Checking attendance
	II. Checking: 
 	III. New lesson: Writing
Teacher’s activities
Students’ activities
WARM-UP: (5 MINUTES)
- Ask students to keep book close
- Ask students some following questions:
1. Have you ever been to national park?
2. Where is it? 
3. How did you feel when you visited it?
- Check and explain them to the class:
PRE-WRITING: (10 MINUTES)
- Ask student to read the task
- Explain some new words
- Ask students to look through the passage again and answer the questions
- Get them brainstorm what they like to include in their description of a national park
- Let them work in groups
- Walk around, check and help students
- Help students if necessary
(the answers in the passage)
WHILE-WRITING: (18 MINUTES)
Task 2
- Ask students to do task 2
- Ask them to use the prompts to build up a passage about the a national park in Vietnam they know well
- Let students work individually
- Walk round and help students
POST-WRITING: (10 MINUTES)
- Give suggestions and corrections
- Ask students to read another’s narrative
- Ask some students to read loudly their narratives
- Correct mistakes and mark
- Keep book close
- Listen to the teacher and answer the questions
1. Yes, I have 
2. Quang Binh
3. It is very interesting
- Listen to the teacher
and open the books
- Read the passage
- Ask the teacher if necessary
Suggested 
where/ how big/what (geographical...)
- Listen to the teacher
-Work individually
- Listen to the teacher
- Finish the narrative
- Read a narrative of one classmate
- Some students read loudly their products in front of the class
	IV. Consolidation: Summarize the main point of the lesson
 	V. Homework: Ask students to do part writing of Unit 10 in the student’s work book and prepare part Language Focus
Date of planning: 	 	
Period 63: Language Focus
Unit 10: NATURE IN DANGER 
***
	A. OBJECTIVES:
	I. Knowledge: Students should distinguish the sound /sl/-/sn/-/sm/-/sw/
- Students learn how to use of the relative pronouns with prepositions
- Language: * Non-defining vs. defining relative clauses
- New words: Words related to pronunciation /sl/-/sn/-/sm/-/sw/
	II. Skills: Speaking, writing, reading
	B. PROCEDURE:
	I. Settlement: Checking attendance
	II. Checking: 
 	III. New lesson: Language Focus
Teacher’s activities
Students’ activities
PRONUNCIATION: (10 MINUTES)
- Ask students to look at their books then introduce to them
*Listen and repeat 
- Read loudly then ask students to repeat
- Introduce : /sl/-/sn/-/sm/-/sw/ 
- Correct pronunciation for the students
* Practise these sentences
- Read the sentences loudly
- Ask students to repeat
- Correct pronunciation for students
GRAMMAR AND VOCABULARY:(34 MINUTES)
- Introduce exercises to the students
Exercise 1: (8 minutes)
Non-defining vs. defining relative clause
- Let students read the example in the textbook and then present the form and meaning and use of Non-defining vs. defining relative clause
e.g. Hanoi, which is he capital city of Vietnam, is located on the Red river
- Ask students give some examples related relative clauses
- Ask students to do Exercise 1
- Introduce how to do it
- Let them work in pairs 
- Walk round, check and give mark
Exercise 2 (8 minutes)
- Introduce Exercise 2 to students and explain how to do it
- Ask students to do it
- Let them work individually
- Check, correct mistake
Exercise 3
- Get students to review when to use whom, who, which and that
- Ask students to complete the exercises individually and then find a peer to compare their answers
- Check the answer with the whole class and give correct answer
- Listen to the teacher
- Open the books
- Look at : Listen and Repeat
- Repeat the words in chorus then individual
- Look at Practise the sentences
- Listen to the teacher then repeat in chorus then individual
- Listen to the teacher
- Listen to the teacher and copy down
- Give some examples about relative clauses
- Do the exercise 1
- Compare with the partners’ answers
Key
1. whom 2. which 3. whom 
4.who 5. which 6. whom 
7. which 
- Listen to the teacher and do exercise 2
Key
1. The man to whom I talked yesterday was very kind
2. The man about whom I told you works in 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’ll give you the address to which you should write
- Listen and do the exercise 3 individually
- Compare their answers with a partner
Key
1. whom/that 2. which 3. who 
4. whom 5. which/that 6. which 7. who 8. whom
	IV. Consolidation: Summarize the main point of the lesson
 	V. Homework: Ask students to do Part Language Focus and prepare part Reading of Unit 11 at home