Bài soạn môn học Tiếng Anh lớp 11 - Period 85 đến period 89

Date: March 19th , 2009.
Period 85.
UNIT 14 : RECREATION
LESSON 2 : Speaking.
I. Objectives:	
By the end of the lesson Ss will be able to:
 	- Express agreements and disagreements about entertainment activities and state the reasons.
II. Teaching aids:	
Textbook, handouts,
III. Anticipated problems:
Ss may not have enough vocabulary to talk about the topic, so T should be ready to provide help
IV. Procedure:
Stages / timing
Teacher’s activities
Students’ activities
Pre-speaking
(10’)
While-speaking
(20’)
Post-speaking
(10’)
Homework
(5’)
Warm up
Lucky number
Get Ss to play the game lucky number with the words they had learnt
Task 1.
Get Ss to work in pairs to read the expression on page 157 and decide which expressions show agreement and which expressions show dis agreement
T checks with whole class and gives correct
Task 2+3(13m) 
Ask the whole class to read the D on page 157
Ask Ss to practice D in pairs
Call on some pairs to practice the D in front of the class and give feedback
Then ask Ss work in groups to continue the discussion
Task 4(14m)
T calls on some representatives to report their discussion to the whole class. 
Ask Ss to present the reasons why their group member agree or disagree about the camping trip and what their decision is
T elicits feedback from the class and gives final comments.
Consolidation and homework (2m)
T summarises the main point of the lesson
For homework, Ss learn by heart the expressions and do exercises in workbook
Group work
Pair work and whole class
1. A 2. D 3. A 4.A
5. D 6. A 7. A
Pair work, whole class, group work
A: Let’s go camping
B: Yes, let’s do that. Then we can enjoy spectacular scenery
C: Oh, that’s a good idea, but if we go camping we’ll have to bring a lot of equipment and supplies which are quite heavy
Pair work and whole class
Whole class
Duyệt và nhận xét của Tổ trưởng:
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Date: March 20th , 2009.
Period 86.
UNIT 14 : RECREATION
LESSON 3 : Listening.
I. Objectives:	
By the end of the lesson Ss will be able to:
- Develop such listening micro-skills as intensive listening for specific information and taking notes while listening
II. Teaching aids:	
Textbook, handouts, cassette .
III. Anticipated problems:
Ss may not catch some information, so T. should be ready to help them.
IV. Procedure:
Stages / timing
Teacher’s activities
Students’ activities
Warm-up
(8’)
Pre-listening
(8’)
While-listening
(20’)
Post-listening
(7’)
Homework
(2’)
Warm up
-T gets Ss to work in groups of 3 and then gives the following handout
Surfing, scuba diving, playing video games, skiing, sunbathing, surfing the internet, building sand castles, hiking, swimming, hose riding, having a picnic, bungee jumping, rollerblading, cycling, snowboardinf, bird watching, watching TV, playing chess.
- Ss discuss in their group and put the leisure activities in the appropriate column. The group with the correct and quicket answer is the winner
Indoor
Outdoor
summer
Outdoor
winter
All season
outdoor
T asks the winner group to go to the board and write their answers. Other Ss observe and comments
T checks and gives feedback
Before you listen
- T gets Ss to work in pairs to describe the two pictures.
+ Who are the people in the pictures?
+ What are they doing?
+ Where are they?
+ What is the weather like?
Pre-teaching vocabulary
Campinground(n) area for camping
Depressed(n) sad
Solitude(n): state of being alone, remoteness
Spectacular(a): impressive, dramatic
While you listen
Task 1(10m)
Before Ss listen to the task, T asks them to read through the statements to understand them well
- Play the tape once for Ss to listen and do the task
- Get Ss to find a partner to check their answers with
- If many Ss can’t answer the questions, T plays the tape one or two more times and pauses at the answers for them to catch
Then check with whole class
Task 2(10m)
- Get Ss to read the questions in task 2 and answer the questions without listening again. If they can’t, T plays the tape for them to listen again
- Get Ss to check their answers with a partner. Then check with whole class
- Play the tape again and pause at difficult point if many Ss can’t complete the task
- Call on some Ss to go to the board and write down their answers
- T gives the feedback
- Get Ss to read the options in each sentene or question carefully 
- Play the tape once for Ss to listen and do the task
- Get Ss to find a partner to check their answers with
- If many Ss can’t answer the questions, T plays the tape one or two more times and pauses at the answers for them to catch
Then check with whole class
After you listen
T gets Ss to work in groups of 4 to discuss what campers should do to protect the widerness
T goes around to check and offer help
T calls on the groups to present their ideas and other groups to add some more ideas
T gives corrective feedback
Consolidation and homework
- Summarise the main point of the lesson.
- Ask Ss to learn by heart all new words and do exercises in workbook.
Group work
Indoor
Outdoor
summer
Outdoor
winter
All season
outdoor
Playing vdeo games, 
Surfing the internet, watching TV, playing chess
 Surfing, scuba diving, sunbathing
Skiing, snowboarding
Building sand castles, hiking, swimming, horse riding, having a picnic, bungee jumping, rolerblading, cycling, bird watching
Pair work and whole class
They are students
They are going for a camping holiday
They in the forest and in the city
The weather is fine
à C« ®¬n, c« ®éc, hiu qu¹nh
®Ñp, kú vÜ
Individual work, pair work and whole class
1,2,4,6 – true
3. F( He used to be there in summer)
5. F( She doesn’t like it)
Individual work, pair work and whole class
1. Riding their dirt bike in the desert, taking showers in waterfalls and swimming in lakes and rivers.
2. In sleeping bags or tents
3. Because more and more people are coming to these places and leave trash in the forests and take rocks and plants with them
4. He thinks nature is also important in the world
5. In cities
6. Because she can’t put up an umbrella tent in the wind or make a fire in the rain or carry a heavy backpack
Group work and whole class
They shouldn’t leave the trash in the place
They shouldn’t cut trees or take plants home
They shouldn’t throw dirty things into the lakes and treams
Be careful with the fire
They shouldn’t take rocks or wild amimals home
- listen and remember the tasks.
Duyệt và nhận xét của Tổ trưởng:
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Date: March 24th , 2009.
Period 87.
UNIT 14 : RECREATION
LESSON 4 : Writing.
I. Objectives:	
By the end of the lesson Ss will be able to:
 - Describe a camping holiday
II. Teaching aids:	
Textbook, handouts, .
III. Anticipated problems:
Ss may not have sufficient vocabulary to write , so T should be ready to help them
IV. Procedure:
Stages / timing
Teacher’s activities
Students’ activities
Pre-writing
(15’)
While-writing
(15’)
Post-writing
(13’)
Homework
(2’)
Warm up
Competition game- What should be prepared for a camping trip?
 Imagine that your class is going for a camping trip in Ao Vua, a place which is around 50 km from Hanoi and has many mountains , streams and waterfall.
Ask Ss to discuss in groups to work out the things you should prepare before the camping trip. After 4 minutes, which group has the most suitable things will be the winner
Preparing Ss to write
Task 1
Ask Ss to work in pairs to look at the pictures and activities given on page 159 and 160 of the book and match the activities with suitable pictures
Check the answers with the whole class
T asks Ss to work in group to brainstorm the ideas for the description. Ss should also work out the structure of the writing
Ss write one or two sentences about the time and place of the camping trip 
+ Body: Ss describe the camping trip in details: the time they set up, what activities they did and the time they came back from the campground
+ conclusion: Ss write bout their feeling of the trip
 Writing(15m)
Get Ss to write their description in 15 minutes, based on the suggestions given in task 1
call two Ss to go to the board to write
goes around and offer help
Feetback on Ss’ writing
- T asks Ss to exchange their writing with another student for peer correction
- T goes around and collects mistakes and errors
- T writes Ss’ typical errors on the board
- T provides correction only when Ss are not able to correct the errors
Consolidation and homework
T summarises the main points
For homework, T asks Ss to improve their writing, taking in consideration their friends’ and T’s suggestions and correction.
Group work
- Things to bring: 
Food, drinks, tent, shovel ['∫ʌvl]cái xẻng, flashlight, sleeping bag, blanket, whistle, mattress ['mætris] nệm, đệm, ,compass, first aid kit bộ dụng cụ sơ cứu, swimming suit, spare clothes, strong shoes, stove, cooker, guitar
Things to do:
Hire a coach, hire the tent, buy necessary things, prepare some games and songs
Pair work, group work and whole class
1. g 2. a 3. b 4. c 
5. f 6. d 7. h 8. i 9. e
Suggested writing.
Last weekend our class went to Ba Vi for a two-day camping holiday. Our bus left the ... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 
Duyệt và nhận xét của Tổ trưởng:
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Date: March 27th , 2009.
Period 88.
UNIT 14 : RECREATION
LESSON 4 : Writing.
I. Objectives:	
By the end of the lesson Ss will be able to:
Pronounce the clusters/ts/, /dz/, /t∫t/, /dʒd/
Pronounce the words and sentences containing these cluters correctly
Use both..and, not only..but also, etheror, neithernor and cleft sentences in the passive correctly to do the exercises and solve communicative tasks
II. Teaching aids:	
Textbook, handouts, .
III. Anticipated problems:
Ss may have difficulty pronouncing the clusters. Therefore, T should be ready to assist them
IV. Procedure:
Stages / timing
Teacher’s activities
Students’ activities
Pronunciation
(13’)
Grammar
(30’)
Homework
(2’)
Pronunciation(10m)
Distinguish sounds
- T models the clusters/ts/, /dz/, /t∫t/, /dʒd/ for few times and explains how to pronounce them
- T gets Ss to read the words in each column out loud in chorus for a few more times. T listens and corrects if Ss pronounce the words incorrectly
Practicing sentences containing the target sounds
-Ask Ss to work in pairs and take turn to read aloud the sentences
- Go around to listen and take notes of the typical errors
- Call on some Ss to read the sentences again and provides corrective feedback
Grammar
Exercise 1
1. Presentation(10m)
1.1 Bothand(võav÷a)
both+ adj+and + adj
She is both pretty and intelligent 
 adj adj 
both+ N and +N
She plays both table- tennis and badminton 
 N N
both +V and +V
They both speak and laugh
 V V
both + adverbial phrase+ and + adverbial phrase
1.2 not only..but also
It is not only cold but also wet
She not only plays badminton but also tennis
1.3 either..or: hoÆc hoÆc
( §­îc dïng ®Ó nãi vÒ sù lùa chän gi÷a 2 kh¶ n¨ng(hoÆc ®«i khi nhiÒu h¬n 2)
Ex: I don’t speak either Chinese or Japanese
You can have either soup or fruit juice
He didn’t either write or phone
Note: khi hai S ®c nèi b»ng either .or , th× V chia theo S ®øng gÇn V
Either he or I am wrong
1.3 Neither.nor: kh«ngmµ còng kh«ng
I neither rich nor poor
He neither phoned nor wrote
Note: khi hai S ®c nèi b»ng Neither .nor , th× V chia theo S ®øng gÇn V
2. Practice(8m)
- T asks Ss to do exercise 1 individually and then compare their answers with another student
- Call on some Ss to write their answers on the board
- T elicits peer correction and gives correct answers if necessary
8. Helen lost both her passport and her wallet at the airport
9. they are both clean and easy to part
10. I either go to the ciname or stay at home and watch TV
Exercise 2
1. Presentation(7m) Cleft sentences in the passive
The boy hit the dog in the garden
→ It was the dog that was hit in the garden
They gave Mai a book last week
→ It was Mai who was given a book last week
2. Practice(8m)
- T asks Ss to do exercise 1 individually and then compare their answers with another student
- Call on some Ss to write their answers on the board
- T elicits peer correction and gives correct answers if necessary
 Consolidation and homework
T summarises the main points
For homework, T asks Ss review the lesson, do the exercises in the workbook.
Individual work, pair work, and whole class
Pay attention and give examples
He is both singer and actor
Both my sister and brother are students
Not only the students but also the teacher is interested
Lan works hard both at home and at work
 Adv adv
Note: khi hai S ®c nèi b»ng not only.but also, thi ®t chia theo S ®øng gÇn ®t
Not only my son but also my daughters are here
You can either come with me now or walk home
Neither he nor I am right
Individual work, pair work, and whole class
1. Both Jim and Carol are on holiday
2. George neither smokes nor drink
3. Neither Jim nor Carol has a car
4. The film was both long and boring
5. That man’s name is either Richard or Robert
6. I’ve got neither time nor money to go on holiday
7. We can leave either today or tomorrow
Pay attention and give more examples
1. It was Christina who was given a lot of flower..
2. It was the policeman wo was asked.
3. It was his house that was talked
4. It was a bicycle that was bought
5. It was his home town that was described..
6. It was the children who were frightened
7. It was her classes that were broken
8. It was my younger sister who was kissed..
9. It was this story book that was given to
10. It is Tet that is celebrated as the .
Whole class
Duyệt và nhận xét của Tổ trưởng:
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Date: March 27th , 2009.
Period 89.
TEST YOURSELF E
i. Aim:
-Ss will be able to consolidate skills and knowledge which they have just got from unit 10, 11, 12, 13, 14.
 II. Lexical items:
-Listening: 10 minutes.
-Reading: 10 minutes
-Grammar: 10 minutes
-Writing: 10 minutes
 III. Teaching aids: transparencies
 IV. Procedure: 
 1.Warm – up:3’
 2.Presentation 
Stages / timing
Teacher’s activities
Students’ activities
Listening
15’
Reading
10’
Grammar
10’
Writing
10’
Homework
(2’)
-Ask ss to read the information below carefully to make sure that they understand what topic they are going to listen about : TV’s role
-Ask them to guess before listening
-Let them listening to the tape twice and write their choice on their transparencies 
-Call some of them to report
-Give the answer key
-Let them listen again to check
-Ask ss to read the requirement of reading passage and the statements below
-Ask them to scan and decide whether the statements are T and F on their transparencies -> correct
-Ask ss to revise relative pronouns and cleft sentences through exercise
-Ask them to do exercise on their transparencies
-Call some of them to report their results->correct
-Explain ss duty in this part 
-Let them discuss of the main ideas before writing:
+ Name of their hobby
+ Time to start the hobby
+ When to start it
+ How to enjoy it
+ How much time they spend on it
+ Why to enjoy
+ How long to keep it
-Let them write on transparencies
-Call some of them to make
-Given them the way to make their writings them selves:
+ Structures: 0.5 p
+ Content: 1P
+ Vocabulary :1p
+ Sentences: 1 p
_ Give task to ss.
-Read the information below carefully to understand about topic they are going to listen (TV’s role)
-Guess before listening
-Listen to the tape twice and write their choice on their transparencies 
-Report their results
-Check their results with T’s answer key
-Read the requirement of reading passage and the statements below
-Scan and decide whether the statements are T and F on their transparencies
Answers:
1. T 2. F 3. T 4. T 5. F
-Revise relative pronouns and cleft sentences through exercise
-Do exercise
-Report their results
aà 1. street 2. squeeze 3. meets 4. managed
bà 1. who 2. that 3. that 4. who 5.who
 6. that
-Listen to teacher’s explanation of their duty
-Discuss of the main ideas before writing about their hobbies:
+ Name/ time
-Write on transparencies
-Exchange their writings and give marks
_ Listen and remember.
SUPPLEMENTS: 
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Duyệt và nhận xét của Tổ trưởng:
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Period 90 and 91.
Revision and Test of 45 minutes.