Bài soạn môn học Tiếng Anh lớp 11 - Unit 6, 7

Date of preparation: 	Date of signing:
Distributive period: 	Date of teaching:
 Unit 6
 competitions
 Lesson 1 Reading
A. Aim and objectives: By the end of the lesson, Ss will be able to:
- Scan reading for specific information about competitions.
- Read and match the words with the equivalent definition.
 - To talk about the competitions and better their reading comprehension skill by matching and answering questions.
B. Materials and teaching Aids: Hand outs, textbook.
C. Procedures:
Stages/Time
Activities
Interactions
1. Homework
5 minutes
* Warm-up:
Word-square
C
O
M
P
E
T
E
M
H
R
E
N
J
O
Y
E
A
G
R
E
A
T
E
A
P
A
N
S
W
E
R
L
A
N
N
O
U
N
C
E
P
I
C
T
U
R
E
L
U
S
C
O
R
E
F
P
S
E
N
C
E
A
S
K
- Deliver handout to Ss
- Give instructions
à Cross:
Compete – Enjoy – Great - Answer - Announce - Picture
Score - Ask
à Down:
Meal - Organise
T Ss
2. Pre- reading
8 minutes
* Activity 1: Matching
- Have Ss work in pairs, matching the 4 given competitions with the correct pictures on page 66.
Answers :
a. Quiz: “ Road to Mount Olympia ’’
b. London Marathon
c. Sao Mai television singing contest
d. Olympic Games 
* Activity 2: Pre teaching 
- T helps Ss understand some key words.
+ Representative (n) 
+ Annual ( adj)
+ Stimulate (v)
+ Sponsor (v)
+ Competition (n)
- Let the whole class read the new words twice or three times.
- Ask students to read the text and work in pairs to do the task. 
T Ss
Pair work
3. While- reading
18 minutes
Task 1: Matching
- Get Ss to read the passage silently and then do task 1.
- Remind pupils of the strategies for guessing the meaning of new words.
- Check the answers with the whole class.
- Call on some pupils to tell the meaning of the words.
- Let the whole class read the passage and do the task.
- Check and give the key.
* Expected answers: 1.d 2.f 3.e 4.c 5.b 6.a
* Task 2 : Answer the questions
- Underline the key words and decide what information we need to find in the text.
- Read the part carefully to find the answer. Have pupils use their own words.
-Ask pupils to work in pairs to do the task, then discuss their answers with other pairs.
- Call on some pupils to write their answers on the board.
- Give the correct answers.
* Expected answers:
1. The representatives of three classes of the speaker’s school.
2. The aim was to stimulate of learning English among students.
3. The students’ Parents Society.
4. They had to complete 5 activities in all. On completion of each activity, they had to answer the question in the worksheets within 2 minutes.
5. They had to observe and score the students’ performance. A maximum score for each activity was 15. At the of the competition they would announce the total scores of each group. The group that got the highest score will be the winner.
6. A set of CDs for studying English and an Oxford advanced Learner’s Dictionary.
* Task 3: completing.
- T asks Ss to underline the key words to decide what information they need to find in the text.
- Go back to the passage and locate the key words in the passage.
- Read around the key words carefully to find the answer.
* Expected answers:
1.to recite / complete the poem because he could not remember the last sentences.
2 .became the winner of the competition.
3...60 points.
4.“For me the important thing was our participation in the competition and enjoyment we had from it .”
T Ss
 Pair work
 Group work
T Ss
Individually
4. Post-reading
12 minutes
* Discussion:
-Let Ss practise reciting the poem in their own groups
-Go around and offer help.
-Call on different groups to read their translations to the class.
-Call on different groups to read the poem and asks the class to decide who the best performers are.
- Call on different groups to read their translations to the class.
- Listen and give feedback. 
T Ss
Ss Ss
5. Homework
2 minutes
- Ask Ss to learn by heart the new words and prepare for the next part.
T Ss
Date of preparation: 	Date of signing:
Distributive period: 	Date of teaching:
 Unit 6
 competitions
 Lesson 2 Speaking
A. Aim and objectives: By the end of the lesson, Ss will be able to:
 - Ask for and give information about types of competitions.
	 - Express their opinions in English.
B. Materials and Teaching Aids: Hand outs, textbook.
C. Procedures:
Time/Stages
Activities
Interactions
1. Warm-up
 7 minutes 
* Game: 
- T asks Ss to work in two groups to write the right words. 
Jumbled words
1. onticonipeti => competition
2. ulondewrf => wonderful
3. tuopniporty => opportunity
4. grbino => boring
5. itxingec => exciting
6. etrag => great
+ Declare the winner. 
T Ss
Ss Ss
2.Pre-speaking 
10 minutes 
à Task 1: Which of the competitions / contests below do you like or dislike? Put a tick (P) in the right column. 
± Model questions:
1.Which competition do you like?
2. What about Poetry Reading? Do you like it?
3. I like English Competition. What about you? 
Type of competition / contest
Like
Dislike
General Knowledge Quiz
English Competition
Art Competition (Painting, Drawing, Sculpture,)
Poetry Reading / Reciting Competition
Singing Contest
Athletics Meeting (Running, Jumping, )
T Ss
Ss Ss
Pair work
3. While- speaking
18 minutes
à Task 2: Ask your partner how he / she feels about each type of the competitions/ contests in Task 1.
±Example:
A: What do you think of the General Knowledge Quiz?
B: Oh, it’s great. It’s an opportunity to test my general knowledge.
Useful language
great
interesting
good fun
boring
wonderful
exciting
- Opportunity to test my general knowledge.
- Good time to practise my English.
- Opportunity for my creative activities.
- Makes me feel sleepy.
- Makes me cheerful / feel happy.
- Good chance for my physical training.
T Ss
 Pair work
Ss Ss
3. Post- speaking
9 minutes 
Giving opinions :
-I think is / are good / fun / great / wonderful / perfect / extremely interesting / stimulating / hilarious / amusing / 
I think  is /are boring /silly / dull.
+ Model 1:
A : What do you think of General Knowledge Quiz ?
B : Oh, it’s great . It is an opportunity to test my general knowledge.
+ Model 2:
A : What do you think of Poetry Reciting Competition ?
B : Oh, it is interesting . It’s good time for me to recite my poems / It’s opportunity for enjoyment.
Task 3: Talking about a competition or contest you have recently joined or seen.
- Put Ss into groups of 3-4. T tells each group to choose a famous TV game/ talent show or competition/ contest and work out details about it. They should not let other groups know what game/ contest it is.
-Give suggested conversation :
A: Can you tell me sth about the competitions you are talking about?
B : Sure, We can . What would you like to know 
A: Well, where &when did you see or take part in it?
B: I saw it on television last night.
A: What type of competition or contest was it?
B : Well, it was an English speaking competition .
A: Do you know organized it?
C: The International Language Centre.
A: And who participated in it? 
T Ss
Pair work
Group work
4. Homework
1 minute 
- Ask students to prepare Part C- Listening and do the homework. 
-Ask Ss to complete the tasks.
T Ss
D. To instruct Ss how to do the homework 
........................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
E. Self – study:
........................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................ ........................................................................................................................................................................ 
Date of preparation: 	 Approval:
Distributive period: 	 Date of teaching:
 	Unit 6 
 competitions
 	 Lesson 3	 Listening 
A. Aims and Objectives: By the end of the lesson, students will be able to: 
 - Listen and understand the summary history of Boston Marathon in The United States.
B. Materials and teaching Aids: Pictures, hand out, textbook. cassette.
C. Procedure:
Time/Stages
Activities
Interactions
1. Warm-up
 6 minutes 
* Game: Questions and answers:
- T shows the pictures and asks some questions.
1.What are they doing?
2. Have you ever taken part in the marathon race?
3. Do you know the Boston Marathon?
- T leads in the lesson.
T Ss
2.Pre-listening 
9 minutes 
à Pre-teach Vocabulary:
-athletic /ổθ’letik/ (adj): thuộc về điền kinh
-formally /’fɔmlli/ Adv: 1 cỏch chớnh thức
-clock /klɔk/ (v): bấm giờ
-join /dʒɔin/ (v) = take part in: tham gia
-association /əsousi’ei∫n/ (n): hội
- Help Ss to pronounce the words in their book correctly.
T Ss
3.While- listening
20 minutes
Task 1 : True / False statements
- T asks Ss to listen to the dialogue about the Boston Marathon and decide whether the statements are true (T) or false (F).
- Instructing Ss how to do the exercise.
+ Underline the key words.
+ Try to work out what they are going to hear.
- Play the tape (or read) once for Ss to do the task.
-Ask for Ss’ answers and write them on the board.
- Play the tape for the second time for Ss to check their answers.
-Ask Ss to work in pairs to compare their answers.
* Answers:
1.T – It is held every year in the USA
2. T – It began in 1897
3. F – not “ 15 minutes” -> “ 50 minutes”
4. F – not “in 1957 -> “1967”
5. T – 34 countries
6. F (not “runners have to pass the center of Boston” -> “Runners have to go through 13 towns during the race. The race ends in the center of Boston”)
Task 2 : Answer the questions
- Ask Ss to listen again and answer the following questions.
- Play the cassette twice.
- Go around to supervise students if necessary.
- Elicit the answers from students, if their answers are right, repeat the answers, if they are wrong, give them the answers:
- If most students do not catch the information for the questions, let them listen again to the passage once more.
* Answers:
New York
1972
8 women
6164 runners
T Ss
 Pairs work
Ss Ss
3.Post- listening
8 minutes 
* Speaking:
- Get Ss to talk about a f ... .................................................................................................................................................
E. Self – study:
........................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................ ........................................................................................................................................................................ 
Date of preparation: 	 Approval:
Distributive period: 	 Date of teaching:
 	Unit 7 
World population 
 Lesson 4	 Writing 
A. Aims and Objectives: By the end of the lesson, students will be able to: 
 - Write a paragraph describing the information of the world population by referring to the chart.
B. Materials and Teaching Aids: Textbook, (colored) chalks.
C. Procedure:
Time/Stages
Activities
Interactions
1. Warm-up
 5 minutes 
* Name the pictures:
 T sticks some charts on the board and asks Ss to call out the name.
Some Ss answer the questions 
*Suggested answers 
1.Bar chart
2. Pie chart
3. Line chart
- Teacher leads in the new lesson.
 T Ss
2.Pre-writing 
12 minutes 
 * Activity 1.
- T guides Ss to study the useful language and the pie chart, T uses some techniques to give the meaning of the words & structures.
 distribute (v): phõn bố
evenly (adv) khụng đều
account for.percent: chiếmphần trăm
more than double the population of : gấp đụi dõn số của
* Activity 2: 
- T asks Ss to study the pie chart and then fill in the gaps with suitable words.
 1.Overall, more than ..of the world population live in South and .Asia.
2.South Asia ranks .with 32% of the world population.
3.Oceanic is the ..populated region with the smallest percentage of 2%.
4.The third largest region is, accounting for 15%.
5.Africa ranks with 11%.
- Students work in pairs, read the sentences and use the information in the chart to fill in the gaps.
-T checks some Ss’ answers then provides final feedback.
* Answers:
 1.half .East 2.first 3.smallest 
 4.Europe 5.fourth
T Ss
 T Ss
3. While- writing
18 minutes
* Writing:
- Individual student writes a paragraph as the requirement to describe the information in the chart; T walks around to help Ss and copy the common errors.
-Ask Ss to analyze the chart, focusing on the following question :
1.What does the pie chart show ?
2.What is the general trend of the chart ?
3.Which region has the largest population ? Which comes second ?
4.Which region has the smallest population ?
5.Where does most of the world population live ?
-Suggested sentences :
+The world population is not distributed evenly/ is distributed unevenly.
+The South Asia ranks first with 32%(The South Asia has the most people / has the largest population)
+Very few people live in the Oceana. / The Oceana is the least populated / The Oceana has the least population.
+Less than that in South Asia is East Asia with only 26%.
+Africa and Europe have fewer people with 11% for the former and 15% for the later.
+Compared with the Oceana which ranks last in the table, Latin has approximately 8% of the world population whereas Northern America has a lower rate with only 6%. Nowadays 15% of the world’s population is living in Europe.
* Sample writing :
The pie chart shows the distribution of the world population by region . Overall, more than half of the world’s population lives in South and East Asia.
South Asia is the biggest region, making up 32% of the world population. The second largest area is East Asia with 6% less than South Asia. Europe ranks third with 15%. Coming next is Africa with 11% . Together, Latin America and North America have 14% of the world population. Finally, Oceania is the least populated region with the smallest percentage of 2% .As can be seen, the greatest concentration of the world’s population is in Asia, with Europe far behind.
 T Ss
 Ss Ss
3. Post- writing
8 minutes 
* Correction:
- Choose one writing and ask a student to write it on the board and then ask the whole class to correct the mistakes.
- Give comments.
 T Ss
4. Homework
2 minutes 
- Ask students to revise their description.
- Ask students to hand in their work to mark.
- Ask students to rewrite the task at home and prepare part Language Focus at home.
 T Ss
D. To instruct Ss how to do the homework 
........................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
E. Self – study:
.......................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
.......................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Date of preparation: 	 Approval:
Distributive period: 	 Date of teaching:
 	Unit 7 
World population
 Lesson 5 
 Language focus
A. Aims and Objectives: By the end of the lesson, students will be able to: 
 	- Distinguish the sounds: /kl/, /gl/, /kr/, /gr/& /kw / 	 
	- Pronounce the words and sentences containing these sounds correctly.
	- Revise conditional sentences and conditional sentences in reported speech. 
B. Materials and Teaching Aids: Textbook, pictures, colored chalks.
C. Procedures:
Stages/Time
Activities
Interactions
1. Homework
 5 minutes
2.
Presentation 1
10 minutes
Presentation 2
14 minutes
3. Practice:
15 minutes
5.Homework
1 minute
- T asks Ss to write their paragraph on the board.
- T corrects and gives marks.
- T leads Ss to the lesson.
* Pronunciation:
- Model the clusters / kl / , / gl / , / kr / , / gr / , / kw / for a few times and explain how to produce them .
- When producing / kl / we should produce / k / first and then quickly switch to / l /, and so on .
- Play or read once for Ss to hear the words containing these clusters .
- Have Ss read these words in each column out loud in chorus for a few more times 
-Call on some Ss to read these words loud again.
* Repetition: 
- Ask Ss to read the words aloud.
- Ask Ss to add some more words that contain the sounds.
* Practice reading aloud the sentences.
- Practice reading aloud the sentences.
- Ask some Ss to read aloud the sentences.
- Correct their mistakes if necessary.
* GRAMMA: 
1.Type 1 (Probably condition)
+Form : - If clause : Simple present (V / V-s (V-es))
 Main clause : Simple future (Will / Shall + V) , S + Can / May + V
 Imperative form
+Use : It refers to a possible condition and its probable result .
Ex : - If I find her address, I’ll send her an invitation .
 - Please give him this letter, if you meet him.
2.Type 2 : ( Present Unreal Condition)
+Form : -If clause: Past subjunctive = Past simple (V2 / V-ed)
 Be à WERE (for all persons)
 -Main clause : S + Could / Would / should / might + V
+Use: It refers to the untrue action or state in the present .
Ex : -If I were 18 again I would go on a round the world tour. (I’m not 18, in fact I’m 45)
 -If I had enough money, I could buy this car .
3.Type 3 : (Past Unreal Condition)
+Form : -If clause : Past Perfect : HAD + V3
 -Main clause : Would / could / should / might + Have + V3
+Use: It refers to the untrue action or state in the past .
Ex : -If I had found her address last week, I would have sent her an invitation .
 -If I had studied, I’d have passed the exams .
4. Conditional sentences in reported speech:
1.Conditional type 1: 
-We apply all the necessary changes as usual. (changes of verbs tenses, pronouns, adverbs of time and place)
Ex : “-If I have a permit, I will get a job.” He said .
 à He said if he had a permit, he would get a job . 
2.Conditional type 2 & 3:
-We do not change the verb tenses, but we follow the rules to change pronouns, adverbs of time and place)
Ex : “-If I had a permit, I would get a job.” He said .
 à He said if he had a permit, he would get a job . 
Ex : “If you had followed my advice, you would have been the winner,” said her mum
àHer mum said if she had followed her advice, she would have been the winner.
Exercise 1:
-Ask Ss to do exercise 1 individually and compare with another student.
- Call on some Ss to read out their answers.
- Give correct answers : 1 – would drive 2 – could 3 – is 
 4 – will take 5 – closed 6 – will come
Exercise 2:
- Have Ss do exercise 2 in pairs and then compare answers with another pair.
- Call on some pairs to go to the board to write their answers.
- Give correct answers:
1 – had been told 2 – had realized 3 – wouldn’t have been 
 4 – would have bought 5 – had studied
Exercise 3:
- Have Ss do exercise 3 in groups and then compare answers with another pair.
- Call on some pairs to go to the board to write their answers.
- Give correct answers:
Key:
1. The man told her (that) he would come to see her if he had time.
2.He asked her what she would say if someone stepped on her feet.
3.They told me (that) if it didn’t rain, they would go out with me.
4.The man asked the woman what she would do if she were a billionaire.
5.The man told me (that) if I had asked him, he would have lent me his motorbike.
6.The man told his daughter (that) they would be very disappointed if she did not come.
7.The boy told the girl (that) he was sure they would understand if she explained the situation to them.
- T asks Ss to complete exercise at home and prepare for the next lesson.
T Ss
Ss Ss
T Ss
T Ss
 T Ss
 Individually
 Pair work
 Ss Ss
 T Ss
 T Ss