Bài soạn môn học Tiếng Anh lớp 11 - Period: 61 đến period: 65

Preparing date:
Period: 61
 UNIT 10: NATURE IN DANGER
 READING
Aim: By the end of the lesson, students will be able to:
	- understand the passage.
	- identify the main idea.
	- guess the meaning in context.
	- express their own ideas about nature in danger and the endangered animals.
Teaching aids: Pictures, poster, CD, CD player.
PROCEDURE
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITES
 1. Warm up: (5 mins)
Game: Kim’s game:
- Ss are going to work in two groups. (books closed)
- Show some pictures of wild animals in front of the class in 30 seconds, then put them away. Ask Ss to write down the names of the animals.
 - The group that shows the right answers the most quickly will win the game.
- Check Ss’ understanding of instructions.
- Show the pictures again to check Ss’ answers.
	Teacher declares the winner.
Play the game 
Answer Key:
1. Polar bear	2.elephant	3. panda
4. lion	5. cheetah	6. tiger
Lead- in: 
Ask Ss:
- Where do these wild animals live?
Expected answer: in the jungle
- Have the numbers of these wild animals become large?
Expected answer: they have become smaller.
- Why have they become smaller?
- What makes them become smaller?
Ss work in pairs to discuss the answers.
Let Ss say them out.
Note down Ss’ ideas.
	To answer the questions, today we are going to unit ten – lesson 1.
Answer the questions
-Listen to the teacher 
2. Pre – reading: (10mins)
Pre – teaching Vocabulary:
1- pollutant (n): vaät laøm oâ nhieãm (example)
Eliciting question: What do you call something like: chemical waste, exhaust fumes, smoke from factories ?
2- decrease (v): giaûm xuoáng (antonym)
Eliciting question: What is the opposite word of increase/
3- extinct (adj): tuyeät chuûng (definition)
Eliciting question: Find a word that means no longer in existence.
4- interference (n): söï can thieäp (translation)
Eliciting question: How to you say söï can thieäp in English?
5- endangered (adj): coù nguy cô tuyeät chuûng (definition).
Eliciting question: What is another word for in danger of disappearing?
- Elicit the new words by asking questions, using the techniques suggested above.
- Ask Ss to give the Vietnamese equivalent (if necessary).
- Do exercise 1
Checking: Gap – fill
- Use task I (page 116) to check Ss’ understanding of the new words.
- Ask Ss to compare their answers.
Answer key: 	1- extinct	2- protect
	3- decrease	4- pollutants
	5- endangered	6- interferences
-Listen to the teacher
- Answer the questions
- copy down 
3. While Reading: (20 mins)
- Find the main idea of each paragraph 
*Activity 1: Main idea
- Ask Ss to read the text silently then work in pairs to find the main idea of each paragraph.
- Move around answer with the class.
- Go over the answer with the class.
Answer key:	1. C	2. B	3. A	4. C
* Activity 2: Matching
- Copy the words on the board or prepare a poster beforehand then hang on the BB.
- Ask Ss to work in pairs and match a word in A with a word or a phrase in B to find out the meaning of the words in A.
- Teacher moves around class to help Ss.
A
1- species (n)
2- consequences (n)
3- influence (n)
4- prohibit(v)
5- raise (v)
6- off – spring (n)
B
a. ban
b. collect
c. kind
d. result
e. effect
f. the young of an animal	
- work in pairs 
Feedback:
Ask Ss to come to the board and match their answer.
Answer key:
	1- c	2- d	3- e	4- a	5- b	6- f
*Activity 3: Questions and answers
- Ask Ss to read the text again then work in groups of four or five to ask and answer the questions in task 3 page 117.
- Go over the answer with the class.
	Suggested answers:
1. The four 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.
2. The serious consequences of people’s interference with the environment are:
- Many kinds 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.
- Answer the questions
4. Post – reading: (9 mins)
Reporting the video:
	Let Ss work in two teams. Tell them they are going to watch a video of the song “The Earth Song” by Michael Jackson.
	Ask Ss to try to remember the events happening in the scenes of the video then talk about them when the video finishes.
Feedback:
	Ask Ss: How many events from the video can you remember?
	Each group takes turns saying them out.
	The group which has more ideas will win the game.
5. Home – work: (1 min)
- Learn the new words by heart.
- Prepare the next part.
- Comment: .
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Preparing date:
Period: 62
 UNIT 10: NATURE IN DANGER
 SPEAKING
Aim: By the end of the lesson, students will be able to:
	- talk about endangered nature.
	- express their own ides about measures for protecting endangered nature.
Teaching aids: poster, markers ..
PROCEDURE
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITES
 1. Warm up: (5 mins)
Game: Hot seat:
- Divide the class into two groups.
- 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 words; environment, industry, pollutants, cutting trees, building cities. 
- Declare the winner.
Lead – in:
- Have Ss look at the list of words on the board.
- Ask Ss: From the words given above, who can guess the topic we are going to discuss today?
- To focus on this topic, we are going to study the lesson:
Play the game 
-Listen to the teacher
2. Pre – speaking: (10 mins)
NATURE IN DANGER
Pre teaching Vocabulary:
1- cultivation (n): söï caày caáy, söï troàng troït (definition)
Eliciting question: Which word describes the preparation and used of land for growing plants or crops?
2- to discharge: thaûi ra (synonym)
Eliciting question: What is the other word of to release?
3- to discourage (v): thuyeát phuïc ai khoâng laøm gì (antonym)
Eliciting question: What is the opposite word of to encourage?
4- to capture (v): baét giam (short definition)
Eliciting question: A verb means to catch a person or an animal and keep them as a prisoner.
-Listen to the teacher
- Answer the questions
- copy down
3. While – speaking: (15 mins)
- Elicit the new words by asking questions, using the techniques suggested above.
- Ask Ss to give the Vietnamese equivalent (if necessary)
Checking Vocabulary: Slap the board
* Activity 1: Brainstorming (books closed)
- Let Ss say out their ideas about some reasons why nature is threatened in their group first.
- Call on some Ss to say out their answers. 
- Teacher notes down Ss’ ideas on the board.
Ask Ss: What do you think is the most important reason?
Suggested ideas:
In my opinion, the most important thing is 
Key: No fixed answers
(The answer will depend on their own ideas because the aim of this activity is only to encourage Ss to speak as much as possible).
* Activity 2: Matching
- Hang on a chart with possible measures for protecting endangered nature which are prepared beforehand on each slice.
Example:
Killing endangered animals for fur,
Skin and food should be banned.
Planting trees should be encouraged
- Do as directed 
- Ask Ss to work in groups and in turn come to the board, matching the reasons in activity 1 with possible measures for protecting endangered nature.
- Teacher checks the matching if they are suitable.
 Answer key:
There can be more measures for one reason.
Example:
Reason: Killing endangered animal for fur, skin and food.
Measures:
1- Killing endangered animal for fur, skin and food should be banned.
2- All kinds of animals and plants should be protected.
	In pairs, one student says the reason, one says the suitable measures. Ask Ss to look at their partner when they speak.
Feedback: - Call on some pairs to say them out.
4. Post – speaking: (10 mins) 
*Activity 3: Making conversations:
Teacher asks Ss to make a conversation, using the passive voice of should to combine the ideas in activity 1 with activity 2.
Sample conversation:
S1: Do you know these days people are cutting down a lot of trees in the forests for wood?
S2: Yes, I do/ Oh, really? I think laws should be introduced to stop people from cutting trees for wood.
S1: You’re right. And planting trees should be encouraged.
S2: Yeah 
- Model the conversation with a good student.
- Have two students do the same, looking at their partner when they speak.
- Ask Ss to work in pairs simultaneously.
- Move around to give help.
- Feedback: Call on some pairs to the front of the class to act out their conversations if there is time.
Exhibition:
- Divide the class into 4 groups.
- Deliver 4 big pieces of paper and some markets, color pencils to each group.
- Ask Ss to make a poster which aims at appealing to everybody for not destroying nature and trying to look after our environment more carefully.
Feedback:
- Have Ss stick their posters on the board, one representative of each group will present their group’s ideas.
- Teacher and Ss give comments and choose the best – designed poster and the best presentation to praise.
5. Homework: 
- Search the internet to find out some more information about endangered animals.
- Prepare the next part.
- Comment: .
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Preparing date:
Period:
 Preparing date:
Period: 63
 UNIT 10: NATURE IN DANGER
 LISTENING
Aim: By the end of the lesson, students will be able to:
	- listen and understand the general ideas.
	- pick up the specific ideas.
Teaching aids: Pictures, handouts.
PROCEDURE
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITES
 1. Warm up: (5 mins)
Game: Guessing word:
- Divide the class into two groups.
- Tell Ss: I have two words. The first word consists of 8 letters. The second word consists of 4 letters. I’ll give you some hints. If you can guess the word at the first hint, you’ll get 10 sweets. If you guess it at the second hint, you’ll have 5 sweets and at the third – only one sweet.
_ _ _ _ _ _ _ _ _ _ _ _
 1 2 3 4 5 6 7 8 1 2 3 4
1- It is a place where many visitors who are interested in nature like to visit.
2- It is a place where there are a lot of forests, caves, rivers, plants, wild animals 
3- It is known as Cuc Phuong, Cac Ba 
Key: NATIONAL PARK
Declare the winner.
Lead – in:
What national parks in Vietnam and in the word do you know?
Expected answer: Ba Be Natio ... for Ss to choose. (see the Appendix).
- Deliver the handouts.
- Ask Ss to read the questions and guess the answers before listening.
- Play the recording. Have Ss listen and choose the correct answers.
- Compare their answers together.
- Check the answer key:
1-b	2-c	3-d	4-c
- Ask Ss to work in pairs, using the question in task 2.
- Listen to the tape twice. 
- Compare the answers. 
- Guess the answers. 
-Listen and choose the correct answers.
- Compare the answers.
4. Post – listening: (12 mins)
Discussion:
- Ask Ss to work in group of to discuss these questions. A secretary from each group will note down Ss’ ideas.
Have you ever visited a national park in our country? Or Have you ever seen a national park in Vietnam on TV?
- What is their in the National park?
- Does it have the same problems as the other national parks?
What should we do to protect our national parks and What shouldn’t we do to destroy them?
Feedback: 
- Ask other Ss to share ideas.
- Work in groups of 5 to discuss these questions. 
One representative of each group comes to the front of the class and presents their ideas.
5. Homework: (1min)
- Based on the information in task 1 and task 2, Ss write a summary of the text.
- Comment: .
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Preparing date:
Period: 64
 UNIT 10: NATURE IN DANGER WRITING
Aim: By the end of the lesson, students will be able to:
	- understand the information about Cat Ba national park.
	- write a description of a location.
Teaching aids: Pictures, handouts.
PROCEDURE
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITES
1. Warm up: (5 mins)
 Game: Guessing game:
-Play the game 
 Cat Ba National Park 
Show the back of a picture of a National Park to the Ss. Teacher gives some information about the picture.
- Ask Ss to guess what the national park is.
	- 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 east of Hai Phong.
Expected answer: It is Cat Ba National Park.
Lead – in: 
Have you ever been to Cat Ba?
If Ss to say yes, ask Ss: When did you go? What is Cat Ba like?
If Ss say No: Would you like to know some information about Cat Ba?
Today I would like to introduce to you some more information about Cat Ba national park.
-Listen to the teacher 
2. Pre – writing: (12 mins)
Pre – teaching Vocabulary:
1- coastal water (n): vuøng tröôùc ven bieån (drwing)
2- abundant: (adj) = plentiful, more than enough: nhieàu, phong phuù (synonym)
Eg: Vietnam has a lot of abundant natural resources.
3- Ha = hectare
4- stone tool (n): (picture ñoà ñaù
5- human bone (n) (picture)
Checking Vocabulary:
Write 5 words 5 circles on the board, ask Ss to repeat and then erase word by word. Ss try to remember what end where each word is then write them again on their correct positions.
Questions and answers: Pair work
- Ask Ss to work in pairs, taking turns asking answer about Cat Ba National Park, using the information in the text book.
1- Where is Cat Ba National park?
- Where is it located?
- What are the special features of Cat Ba National Park?
- How large is it?
- What do you know about the animals and plants in Cat Ba National Park?
- What are some of the historic features of the Park?
Teacher moves around to give help or do correction.
Elicit from Ss what they would include in a description of a location:
* Outlining:
1- Location
2- Total area
3- Special features
4- Animals and plants
5- Historic features
* Useful language:
Use simple present.
-Listen, answers, repeat.
- Copy down.
- Do as directed.
- Work in pairs ask answers the questions.
3. While – writing: (15 mins)
Writing a description of a location
- Ask Ss to write a short description of Cat Ba National Park, using the following prompts:
	Cat Ba National Park/ situated/ Cat Ba island. 120 km/ Ha Noi/ 20 km east/ Hai Phong.
	Cat Ba/ the only site/ Vietnam/ endowed/ tropical forests/ coastal waters with while sand beaches/, / abundant natural resources/, landscapes/ rare animals/ plants. /It / cover/ 15,200ha.
 	Cat Ba/ preserve/ 300 species of fish/ 40 kinds of animals/ 40 kinds of animals/ 150 birds/ 620 plants.
	Stone tools/ human bones/ found/ island’s limestone cave/ reveal/ people/ inhabit/ 6,000 years ago.
	(Teachers can use the writing in the teacher’s book on page 103 as a sample.)
- Go round to give help.
Feedback: Peer Correction
- When Ss have finished, ask them to exchange their writings and give corrections.
- Write a short description of Cat Ba National Park. 
4. Post – writing: (12 mins)
Group writing:
	Divide the class into four teams. Give each a large piece of paper and a market. Each team choose one of the two national parks, using the information below to write a description of Ba Be National Park or Cuc Phuong National Park.
Feedback: 
	Ask Ss to hang them on the board. Teacher gives comments and correction if necessary.
- Do as directed. 
5. Homework: (1 min)
	Write the description of one of the two national parks into their notebooks.
Basic Facts: 
	Location: Bac Kan Province, Northeast Vietnam
	Distance from Hanoi: about 250 km, 6 – 7 hours drive
	Year established 1977, as a national park in 1992.
	Area: 10,048 ha
	Lake area: 500 ha
	Typical habitats: Freshwater lake, limestone forest, and lowland evergreen forest.
Basic Facts: 
	Location: Ninh Binh Province, North of Vietnam
	Distance from Hanoi: about 100 km South of Hanoi	Year established as a national park in 1962, the first National Park in Vietnam.
	Area: 25,000 hectares, the country’s largest nature reserve.
	Typical habitats: Freshwater lake, limestone forest, and lowland evergreen forest.
	Animals and plants: 97 species of mammals, 300 species of birds  a number of species are listed in Vietnam Red Book of endangered species.
Preparing date:
Period: 65
 UNIT 10: NATURE IN DANGER
 LANGUAGE FOCUS
Aim: By the end of the lesson, students will be able to:
	- distinguish the difference between the consonant clusters /sl/, /sm/, /sn/, /sw/.
	- understand the use of Relative Pronouns with prepositions.
	- write the sentences with relative pronouns with prepositions.
Teaching aids: Pictures, handouts.
PROCEDURE
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITES
 1. Warm up: (5 mins)
Game: Finding: words:
- Divide the class into two groups A and B and ask Ss to close their books.
- Write the phonemic sounds /sl/ /sm/, /sn/, /sw/ on the board.
- Ask Ss in each group to write on the board as many words containing these sounds as possible.
Example: /sl/ like sleep, /sm/ like small, /sn/ like snack, /sw/ like swim.
- Set the time limited in two minutes.
- The group with more correct words wins the game.
Feedback: Teacher checks the words if they contain the sound or not.
Lead – in: Ask Ss to pronounce the words they have just found.
-Play the game
-Listen to the teacher 
2. Presentation 1: (10 mins)
Pronunciation:
- Hang on a flipchart of the sounds on the board, and introduce the sounds to the Ss. Teacher reads the sounds three times.
/sl/
/sm/
/sn/
/sw/
Slave
Slim
Slice
Slow
Smart
Smell
Smoke
Smile
Sneeze
Snookers
Snow
Snap
Swing
Switch
Swear
swallow
Repetition:
- Ask the whole class to repeat the sounds after the teacher.
- Ask some Ss to repeat the words. The others listen and give remarks if they are pronounced correctly.
-Listen and repeat. 
3. Presentation 2: (9 mins)
2- Practice reading aloud the sentences.
- Practice reading aloud the dialogue.
- Ask Ss to make 5 new sentences which contain as many sounds above as possible.
- The group that can write more sounds will win the game.
GRAMMAR
Relative Pronouns with prepositions
	Show this picture on the board. Point to the boy and tell Ss: This is Tom. This man is his teacher.
- Practice reading 
-Look at the B.B
Then ask Ss:
- Who is Tom talking to? – He is talking to the teacher.
	Write on the board:
The man is Tom’s teacher. Tom is talking to him.
- Ask Ss: Who can combine these two sentences into one?
-> The man to whom Tom is talking is his teacher.
- Write some other examples on the board:
e.g: I’ll introduce you to the man. I share a flat with him.
This is the magazine. I talked about it yesterday.
- Ask Ss to combine the sentences into one.
- Copy these sentences on the board.
	a- Formal:
* The man to whom Tom is talking is his teacher.
* I’ll introduce you to the man with whom I share a flat.
* This is the magazine about which I talked yesterday.
	b- Informal:
* The man whom/who/that Tom is talking to is his teacher.
* I’ll introduce you to the man whom/who/that I share a flat with.
* This is the magazine about which/ that I talked yesterday.
- Elicit the use of relative pronouns with prepositions from Ss.
Notes: 
- A relative pronoun can be the object of a preposition.
- In formal English we can put the preposition before whom or which. We cannot leave out whom or which here, and we cannot use who or that.
- In informal English the preposition can come after the verb or the object of the verb. We can also leave out the relative pronoun. (Whom is formal and rather old – fashioned. In everyday speech we often use who) 
- Answer the question 
- copy down 
4. Practice: (19 mins)
Checking:
- Check If Ss are sure of the use of Relative Pronouns with prepositions.
* Exercise 1: 
- Ask Ss to work in pairs to do exercise 1.
- Give enough time for Ss to do it.
- Move around to help if necessary.
Feedback:
- Call on Ss to read the sentences aloud. Others listen and give comments.
Key: 	1. whom	2. which 	3. whom
	4. who	5. that	6. whom	7. which
* Exercise 2:
Copy the example on the board, explain how to the exercise and make a model.
Example:
a- She is the woman. I told you about her.
-> She is the woman about whom I told you.
b- The song was interesting. We listened last night 
-> The song to which we listened last night was interesting.
- Ask Ss to do exercise 2 individually.
- Move around to help if necessary.
- Ss compare their answers together.
Feedback:
- Call on Ss to read the sentence aloud. Other listen and give comments.
Key: 
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 complete the sentences, using who, whom, which, that.
Key:
	1. That	2. Which	3. Who 	4. Whom
	5. Which/that	6. Which	7. Who 	8. Whom
Feedback:
- Ask Ss to say out their answers.
- give correction if necessary.
- Exercise 3 can be used as homework if there isn’t enough time in class.
- Do the exercises 
5. Homework: (1 min)
- Make 5 true sentences about things around Ss, using relative pronouns with prepositions.
- Comment: .
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