Bài soạn môn học Tiếng Anh lớp 11 - Period 60 đến Period 66

Date: December 18th , 2008.
Period 60.
UNIT 10 : NATURE IN DANGER
Lesson 1: Reading.
I. Objectives: 
By the end of the lesson, students will be able to read a text for specific information.
Then, identify main idea. 
	II. Teaching aids: 
	Textbook, chalks, boards, pictures . . .
	III. Procedure:
	 1. Checking students’ attendance. 
	 2. New Lesson: Unit 10_Reading.
Stages / timing
Teacher’s activities
Students’ activities
Warm up
(5’)
Pre-Reading
(10’)
While-Reading
(20’)
Post-Reading
(9’)
Homework.
(1’)
Questions:
_ Ask ss to work in pairs. Read the facts about endangered species and discuss the questions page 114.
+ What do you understand from the facts above?
+ Can you explain why the number of these animals have become small?
_ Ask ss for the answers.
_ Check and give feedback.
 Pre-teach vocabulary:
_ Introduce and explain some difficult words.
+ endangered (a)
+ respect (n)
+ destroy (n)
+ extinct (a)
+ prohibit (v)
+ offspring (n)
+ survice (n)
+ interference (n)
+ protect (v)
+ pollutant (n)
Task 1. GAP-FILLING:
_ Explain how to do the task.
_ Ask ss to complete the task 1.
_ Go around the class and check ss activity.
_ Check ss’ answers and give correction.
The keys:
1. extinct 2. protect
3. decreasing 4. pollutant
5. endangered 6. interference
Task 2: MAIN IDEA
_ Explain how to do the task.
_ Ask ss to read the text again to find out the main idea.
_ Check ss’ answer after their working.
_ Check ss’ answer and give feedback. 
The key:
Paragraph 1: C 
Paragraph 1: B
Paragraph 1: A
Paragraph 1: C
Task 3:
_ Ask ss to read the text again, then work in groups to answer the questions.
_ Call on some ss to answer each one in front of class. 
_ Check and give correction.
Suggested answers:
1. The four ways that people are changing the world are: They are changing the environment by building cities and villages; They are changing weather condition by cutting down the trees in the forests; They are affecting the water supply by using water for industry and agriculture; and They are destroying the air by adding pollutants into it.
2. The first is that many kinds of rare animals are killed. The second is that the environment where these animals are living is badly destroyed.
3. Many organisations have been set up and funds are raised. Thousands of national parks have been established. And Laws have been passed to prohibit killing endangered animals.
_ Ask ss to discuss for the question:
+ Why have some animals become extinct?
_ Check ss’ answers and give feedback. 
_ Ask ss to learn by heart the new words; Read the text again and answer the questions on the notebook; Write a short paragraph to tell about why some animals have become extinct.
_ Listen to teacher and answer the questions.
_ Listen to teacher. Then learn the new words.
_ Copy down all the new words in notebook.
_ Listen and take notes.
_ Discuss and do the task in pairs.
_ Share the answer together.
_ Show the answer on the board.
_ Read the task, and the text.
_ Share ideas with partners.
_ Give out the answer.
_ Read the text again.
_ Discuss in groups and find out the answer for each questions.
_ Answer the questions in front of class.
_ Follow teacher’s correction.
_ Copy down the correct answers on notebook. 
_ Discuss together, and answer for the question.
_ Listen and remember the task.
Date: December 24th , 2008.
Period 61.
UNIT 10 : NATURE IN DANGER
Lesson 2: Speaking.
I. Objectives: 
By the end of the lesson, students will be able to talk about endangered nature and expess their own 
ideas, support some measures to protect our environment. 
	II. Teaching aids: 
	Textbook, chalks, boards, pictures . . .
	III. Procedure:
	 1. Checking students’ attendance. 
	 2. Oral Test: Ask ss to read the text loudly, answer teacher’s questions and write on the board 
some new words of the lesson.
	 3. New Lesson: Unit 10_Speaking.
Stages / timing
Teacher’s activities
Students’ activities
Warm-up
(5’)
Pre-Speaking
(12’)
While-Speaking
(12’)
Post_Speaking
(9’)
Homework.
( 1’ )
Chatting.
_ Ask ss some questions.
+ Who can tell me why some animals have become extinct?
+ Who can tell me why our environment is polluted?
_ Check ss’ answers and give feedback. 
Pre-teach vocabulary.
+ cultivation (n)
+ discharge (v)
+ discourage (v)
+ capture (v)
+ encourage (v)
_ Help ss learn and understand some difficult words.
Task 1:
_ Explain how to do the task.
_ Ask ss to work in pairs to discuss the ideas from the task. And put them in order of importance. Using the suggested structure to talk about :
“ In my opinion, the most important reason is . . . . . . . the second one is . . . . . .the third is . . . . the next is . . . . .”
Task 2:
_ Explain how to practice.
_ Stick two posters to show the information from the two tasks.
_ Ask ss to look at them and match them in the most suitable reasons and measures.
_ Check ss’ answers. And give feedback.
Task 3:
_ Ask ss to work in pairs to talk about the task.
_ Make a talk as model.
_ Move around class and give ss some helps.
_ Ask ss for their measures with the reasons above.
_ Check and give feedback.
_ Ask ss to work in pairs to make a conversation using the information from task 1 and task 2.
_ Check ss’ activity. And give feedback.
_ Ask ss to find out some more reasons why our nature is threatened and some measures to protect our environment.
_ Try to practise talking about the lesson at home.
_ Listen to the questions and discuss for the answers.
_ Learn the new words.
_ Copy down the ones on notebook.
_ Listen to teacher and discuss in pairs.
_ Give out the own opinion for the task.
_ Do the task in pairs.
_ Share the own answers with partner.
_ Show the answers in front of class by talking the reasons and the measures.
_ Follow teacher’s suggestions, then practice talking about the task in pairs.
_ Talk about the task in front of class. 
_ Listen to teacher and take notes after correction.
_ Do the task in pairs.
_ Listen and remember the task.
Date: December 26th , 2008.
Period 62.
UNIT 10 : NATURE IN DANGER
Lesson 3: Listening.
I. Objectives: 
By the end of the lesson, students will be able to listen to a passage for general information and 
percific ideas. 
	II. Teaching aids: 
	Textbook, chalks, boards, cassette player . . .
	III. Procedure:
	 1. Checking students’ attendance. 
	 2. Oral Test: Check ss’ speaking lesson information.
	 3. New Lesson: Unit 10_Listening.
Stages / timing
Teacher’s activities
Students’ activities
Warm-up
(5’)
Pre-Listening.
(12’)
While_Listening
(15’)
Post-Listening.
(12’)
Homework
(1’)
Game_ Network.
_ Ask ss to give the name of Vietnamese National Parks. 
National Parks in Vietnam
_ Check ss’ information and give feedback. 
Vocabulary:
+ scenic features (n)
+ devastate (v)
+ devastating (a)
+ maintenance (n)
_ Explain how to do the task. Then ask ss to read throughout the statements.
_ Ask ss for guessing answers.
Task 1:
_ Ask ss to listen to the passage in three times.
_ Ask ss to compare their answers with partners and their first guessing. 
_ Help ss check their mistakes in their answers.
_ Give answer keys.
1. T 2. T 3. F 4. T 5. T
Task 2:
_ Ask ss to listen to the passage again and get information to answer the questions. 
_ Help ss listen to the passage in three times.
_ Check ss’ answers after listening.
_ Give feedback.
Suggested answers:
1. 52 National Parks.
2. Millions of people.
3. Rare animals are killed or hunted for fur, skin or other plants. Trees are cut down for wood, ect
4. Rare animals and trees should be protected. Fire caused by people should be limitted. Pollution from vehicles should be decreased
Discussion.
_ Ask ss to work in groups to discuss the questions:
+ Have you ever visited a National Park?
+ What is there in the national Park?
+ Does it have the same problems with other National Parks?
+ What should we do to protect our National Parks?
_ Listen to ss’ information and give feedback.
Write a short paragraph to tell about the information from the questions in task 2.
_ Play the game in two groups.
_ Learn the new words.
_ Read the statements in the task. Then discuss and guess for the answers.
_ Listen to the passage and do the task in pairs.
_ Share the answers together.
_ Give out the answers on the board. And tell what information ss have heard from the passage. 
_ Listen again.
_ Share the answers together.
_ Show the answers on the board or by reading aloud in front of the class. 
_ Copy down the correct answers.
_ Discuss the questions in groups.
_ Listen and remember the task.
Date: January 4th , 2009.
Period 63.
UNIT 10 : NATURE IN DANGER
Lesson 4: Writing.
I. Objectives: 
By the end of the lesson, students will be able to know more about one of the famous National Parks in Vietnam. And write a description about it, using suggested information. 
	II. Teaching aids: 
	Textbook, chalks, boards, cassette player . . .
	III. Procedure:
	 1. Checking students’ attendance. 
	 2. Oral Test: Check ss’ speaking lesson information.
	 3. New Lesson: Unit 10_Listening.
Stages / timing
Teacher’s activities
Students’ activities
Warm-up
(5’)
Pre-Writing
(12’)
While-Writing
(15’)
Post-Writing
( 12’)
Homework
(1’)
Guessing Game.
_ Show the back of a picture of a National Park to the ss, and give some information about the picture.
_ Ask ss to guess which place in the picture.
+ It has a lot of tropical forests, beautiful landscapes, rare animals.
+ It is in the north-east of Vietnam.
+ It is on an island, 20km to east of Hai Phong.
_ Check ss’ answer and give feedback. 
Lead-in:
“You are going to know some information about Cat Ba National Park. And you have to use the given cues to write a passage about this place.”
* Help ss with some difficult words.
+ coastal water (n)
+ abundant (a)
+ ha = hectare (n)
+ stone tool (n)
+ human bone (n)
_ Explain how to write. Then ask ss to work in small groups to write a passage of the tasl.
_ Go around the class to give some help and control the activity. 
_ Ask ss to exchange their writing, then follow the suggested writing on the board to correct mistakes.
_ Give feedback.
The suggested writing.
Cat Ba National Park is situated on Cat Ba Island, 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 sand beaches, abundant natural resources, beautiful landscapes and many kinds of rare animals and plants. It covers 15,200 ha, including 9,800 ha of land. And 4,400 of ocean. Cat Ba National Park preserves approximately 300 species of fish, 40 kinds of animals and 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 6,000 years ago.
_ Ask ss to rewrite the passage about Cat Ba National Park on the notebook at home.
_ Play the game.
_ Listen and write new lesson.
_ Take notes and remember. 
_ Discuss in groups and practice writing.
_ Share the writing with other groups.
_ Exchange the writing and give correction.
_ Listen and remember the task.
Date: January 6th , 2009.
Period 64.
UNIT 10 : NATURE IN DANGER
Lesson 5: Language Focus.
I. Objectives: 
By the end of the lesson, students will be able to pronounce the sounds : / sl /, / sm /, / sn /, / sw /; 
And using grammar points in relative pronouns with prepositions.. 
	II. Teaching aids: 
	Textbook, chalks, boards, cassette player . . .
	III. Procedure:
	 1. Checking students’ attendance. 
	 2. Oral Test: Check ss’ writing lesson information.
	 3. New Lesson: Unit 10_Language focus.
Stages / timing
Teacher’s activities
Students’ activities
Warm-up
(5’)
Pronunciation
(10’)
Grammar Points.
(30’)
Homework
(1’)
_ Ask ss to find and write down the words that has the sounds /sl/, / sm /, / sn / and / sw /.
_ Two groups try to write as much words as possible.
_ Check ss’ words and give feedback.
_ Hang on a poster of the task on the board and explain how to pronounce for each word.
_ Read the words loudly and ask ss to repeat in chorally.
_ Ask ss to practice reading the dialogue. Then check ss’ pronunciation.
1. Relative Pronouns with prepositions.
_ Explain how to do the exercise, and how to use the grammar point.
_ Give an example.
EX: The man is Tom’s teacher. Tom is talking to him.
à The man to whom Tom is talking is his teacher. ( Normal. 
à The man who/whom/that Tom is talking is his teacher. ( Informal )
_ Ask ss to work in pairs to do the task.
_ Check ss’ answers and give correction.
Exercise 1.
1. whom 2. which 3. whom
4. who 5. that 6. whom
7. which.
Exercise 2.
_ Explain how to do the task. Then ask ss to join the two sentences using relative pronouns.
_ Give examples and check ss’ work.
_ Ask ss for the sentences that they have made. 
_ Give correction.
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’ll give you the address to which you should write.
Exercise 3.
_ Ask ss to do exercise 3, and check ss’ answers after they finishing their work.
_ Give correction.
The keys:
1. that 2. which 3. who 4. whom
5. which/that 6. which 7. who 8. whom
_ Ask ss to do all the exercise again at home. Practice reading the sounds of the lesson.
_ Play the game.
_ Listen to teacher.
_ Practice reading the words.
_ Practice reading the dialogue.
_ Listen and take notes.
_ Discuss to do the task in pars. 
_ Share the answers together.
_ Show the answers out.
_ Take notes.
_ Follow the examples and do the task.
_ Share the answers with partners, and then show the ones on the board.
_ Discuss to do the task.
_ Share the answers with partners.
_ Give out the ones to class.
_ Listen and take notes for the homework.
Date: January 10th , 2009.
Period 65.
UNIT 11 : SOURCES OF ENERGY
Lesson 1: Reading
I. Objectives: 
By the end of the lesson, students will be able to read the passage and identify the main idea, 
Guess the text meaning and express their own ideas about the sources of energy. 
	II. Teaching aids: 
	Textbook, chalks, boards, pictures. . .
	III. Procedure:
	 1. Checking students’ attendance. 
 2. New Lesson: Unit 11_Reading..
Stages / timing
Teacher’s activities
Students’ activities
Warm-up
(5’)
Pre-Reading
(12’)
While-Reading
(15’)
Homework
(1’)
Questions and answers.
_ Give some questions and ask ss for the answers.
+ What source of energy does this picture prefer to?
+ What do you need energy for?
+ What is our major source of energy?
+ How many sources of energy are mentioned in the text?
+ Which one do you think is the alternative source of energy? 
Pre-teach vocabulary:
+ fossil fuel (n)
+ exhaust (v)
+ alternative (a)
+ geothermal heat (n)
+ solar panel (n)
+ potential ( n)
_ Help ss understand some new words. 
_ Ask ss to read the task 1, and complete it.
_ Check ss’ answers and give corrections. 
The keys:
1. released 2. alternative
3. energy 4. limitted
5. exhaused
Task 3.
_ Explain how to do the task. Ask ss to read the task carefully, and discuss in groups to answer the questions.
_ Control ss’ work.
_ Ask then for the answers after working.
_ Check and correct their mistakes.
Suggested answers:
1. Our major source of energy comes from fuel.
2. Five sources of energy are mentioned in the text. 
Task 2:
_ Explain how to do the task.
_ Ask ss to read the passage and complete the table.
_ Check ss’ work. Then ask them for the answers.
_ Give correction.
Sources of energy
1. Nuclear power
2. Geothermal heat
3. Solar energy
4. Wind power
5. Water power
Advantages
1. It’s unlimitted
2. It’s available
3. It’s not only plentiful and infinite but also clean and safe.
4. It’s clean and unlimitted
5. It’s clean and unlimitted.
Disavantages
1. It can be dabgerous.
2. It’s only possible in a few places.
3. It’s only possible during the day time.
4. There’s no wind energy when there’s no wind.
5. It’s expensive.
_ Ask ss to complete the sumarry of the reading passage by filling each blank with a suitable word in the box. ( After You Read )
_ Ask ss to work in groups.
_ Check ss’ answers and give feedback.
The keys:
1. energy 2. one 3. fuels 4. limited
5. alternative 6. sources 7. unlimited
8. environment
_ Ask ss to learn all the new words from the lesson.
_ Read the text again and talk about the advantages or disadvantages of each alternative source of energy.
_ Look at the pictures, listen to the questions, and then answer.
_ Learn the new words.
_ Discuss to complete the task 1.
_ Give out the answers.
_ Read the text, and discuss in groups to answer the questions.
_ Share the answer with partner.
_ Show the ones on the board. 
_ Work in groups.
_ Share the answers with partners.
_ Show the answers after working.
_ Listen to teacher.
_ Do the task in pairs.
_ Give out the answers.
_ Listen and write down the task for homework on notebook.
Date: January 16th , 2009.
Period 66.
UNIT 11 : SOURCES OF ENERGY
Lesson 2: Speaking
I. Objectives: 
By the end of the lesson, students will be able to talk about advantages and disadvantages of energy sources, then express own ideas about alternative source of energy.
	II. Teaching aids: 
	Textbook, chalks, boards, pictures. . .
	III. Procedure:
	 1. Checking students’ attendance.
	 2. Oral test: Ask ss to read the text and answer question, then write some vocabulary. 
 3. New Lesson: Unit 11_Speaking.
Stages / timing
Teacher’s activities
Students’ activities
Warm-up
(5’)
Pre-Speaking
(10’
While-Speaking
(20’)
Post-Speaking
(9’)
Homework.
(1’)
Game: “Slap the board”
_ Let ss play a game.
_ Devide the whole class into three groups of four students.
_ Write on the board the words “ limited and unlimited” 
_ Says out some sources of energy: oil, wind power, natural gas, nuclear power,
_ Control the game.
* Lead-in: 
“ We are going to talk some more about the advantages and disadvantages of the source of energy.”
* Pre-teach vocabulary.
+ Renewable (a): có thể thay thế 
+ Reactor (n): lò phản ứng
+ Radiation (n): phóng xạ
* Activity 1:
_ Ask ss to work in pairs to decide which statement is about the advantages (A) and disadvantages (D).
_ Ask ss for the answers. Give comments.
Answer keys:
1. D 2. D 3. D 4. A 5. D 6. A 7. D
* Activity 2:
_ Introduce the dialogue (book closed).
_ Show the dialogue on the board.
Dialogue
A: I think / believe that (1) . . . .can be an alternative source of energy.
B: Why do you think / believe so?
A: Because our major source of energy is (2) . . . while the wind is (3) . . . . and (4) . . . .
B: I know it is also (5) . . . . to the environment. However, it is not (6) . . . .when there is no wind.
 Activity 1:
_ Let ss repeat the dialogue.
_ Model the one with a student.
_ Ask ss to practice the dialogue in pairs.
_ Call on some ss to act out their conversation.
Activity 2:
_ Ask ss to work in pairs to make a similar conversation using suggestions from task 1.
_ Go around the class to check ss’ work.
_ Check ss’ conversation. And give feedback.
Activity 3:
_ Ask ss to work in groups of four, to express their belief on the increasing uses of alternative sources of energy in the future, using the ideas from task 2.
Ex:
A: I believe that the use of solar energy should be the alternative source of energy in our country.
B: I agree with you. It is the most feasible way to have solar energy in our country because Vietnam is a tropical country.
_ Ask ss to work in groups to make a list of things the family should do to save energy.
_ Check ss’ information and give feedback.
_ Practice talking about the lesson
_ Try to make other similar conversation. 
_ Play game in groups.
_ Listen and take notes.
_ Learn the new words.
_ Practice doing the task.
_ Give answers after discussing.
_ Listen to teacher and take notes how to talk.
_ Discuss and practice talking about the task.
_ Perform the own dialogue in pairs in front of class.
_ Discuss and do the task. 
_ Follow teacher’s suggestions.
_ Read the conversation in pairs.
_ Work in pairs to make a similar conversation.
_ Present ideas.
_ Do the task in groups.
_ Listen and write down the tasks for homewwork on notebook.