Bài soạn môn học Tiếng Anh lớp 11 - Unit 7, 8

Date of Preparation: Nov 2 7, 2008
Unit 8: celebrations
(From Period 65 to Period 69)
Period Reading
I- Objectives: - By the end of the lesson, the students will be able to:
- Develop such reading micro-skills as scanning for specific ideas, and guessing meaning in context.
- Use the information they have to discuss the topic of celebrations.
II-Methods: - Integrated, mainly communicative.
III-Anticipated Problems: - The lesson may be too long for Ss.
IV-Teaching Aids: - Textbooks, pictures, handouts, cassette player.
V- Procedure:
Steps
Work arrangement
Warm-up: 
* Chatting:
Sing an English song and ask Ss some Qs:
1/ What’s the title of the song?
2/ When do people often sing this song?
3/ What’s it about?
*/ Expected answers:
1/ Happy New Year.
2/ To welcome the New Year/ It is often sung at the last days of the old year and at the beginning of the new year.
3/ Feelings about the old year and the New Year.
➣ Introduce Ss to the lesson
- Whole class
Pre-reading:
- Require the students to work in pairs to observe the pictures on p.90 and discuss the questions provided:
1- What time of the year is it?
2- What are the people in the picture doing?
3- What else do you see in the picture?
- Go round the class and offer help if necessary. 
- Call on some pairs to practice in front of the class and ask the others to make comments on their friends’ presentation.
- Give final feedback and comments.
➣ Expected Answers: 
It is Spring. It should be Tet holiday bcs we can see the apricot blossom and a kumquat tree full of ripe fruits.
The grandmother is giving her niece and nephew some lucky money. They may be wishing each other good health and happiness.
We can see a five-fruit tray on the ancestral altar, and a dish of fruits, a tray of candied fruits and a Banh chung on the table.
* Vocabulary Pre-teach:
- Elicit some new words from the text:
- Lunar New Year :
- to fall between  and ..:
- to spread:
- to be full of: 
- candied fruit:
- positive comments:
-Instruct the students to practice reading these words
- Pair work and whole class
-Whole class
While-reading:
- Have the students to read the passage quickly and silently to find main ideas.
☞ Activity 1: Task 1: Find what the following words mean in the text. 
- Require the students to work individually to read the passage and the words provided and then say what the words mean in the text.
- Ask the students to share their answers with their friends.
- Go round the class and provide help if necessary.
- Call on some students to read their answers and the others to give comments.
- Check the answers with the whole class.
 ➣ Expected Answers: 
to lớn, hoành tráng
thuộc về NN
băng rôn, khẩu hiệu
cầu nguyện
táo dầm, tẩm đường
sự nô nức, nhộn nhịp
☞ Activity 2: Task 2: Decide whether the statements are T/F
- Ask the students to work in pairs and scan the passage again then do task 2.
- Have the students compare their answers with other pairs. 
- Go round the class to control and provide help if necessary.
- Call on some students to practice in front of the class and ask the others to comment.
- Check the answers with the whole class.
 ➣ Expected Answers: 
1
2
3
4
5
6
F
F
T
F
T
F
☞ Activity 3: Task 3: Answering Questions:
-Have the students work in pairs to practice asking and answering the two questions provided.
-Require the students to read the 7 questions carefully to understand them and underline the key words to decide what information they need to find in the passage.
- Require the students to share their answers with other pairs.
- Monitor the class and offer help if necessary.
- Call on some students to presents in front of the class and ask the others to give comments.
- Give final feedback and comments.
 ➣ Expected Answers: 
It’s sometime between 19 January and 20 February.
For months
They are decorated with coloured lights and red banners.
They buy gifts, clean and decorate their houses and cook traditional foods.
It’s made from sticky rice, green beans and fatty pork.
It is candied fruit such as sugared apples, plums or tomatoes.
Visiting friends and other family members, exchanging wishes, going to the pagoda, playing games, etc.
- Individual work, pair work and whole class
- Individual work, pair work and whole class
- Pairs work and whole class
Post-reading:
- Ask the students to work in groups to complete the summary of the reading passage given, using the words provided.
- Go round the class and provide help if necessary.
- Call on some students to present in front of the class.
- Require the other students to give comments on their friends’ presentation.
- Give final feedback and comments.
 ➣ Expected Answers: 
- Group work and whole class
Wrapping-up:
- Summarize the main points of the lesson.
- Require the students to prepare for the Speaking.
- Whole class
Date of preparation: Nov 28, 2008
Unit 8: celebrations
(From Period 55to Period 59)
Period 56: speaking
I- Objectives: - By the end of the lesson, the students will be able to:
- Master some ways of making requests.
- Talk about different postal and telecommunication services.
II-Methods: - Integrated, mainly communicative.
III-Anticipated Problems: - The students may not be confident enough to talk about the topic.
IV-Teaching Aids: - Textbooks, pictures, handouts.
V- Procedure:
Steps
Work arrangement
Warm-up: 
* Chatting:
- Whole class.
Practice:
☞ Task 1: 
- Have the students work in pairs and act out the dialogue and then answer the question: What service is the customer using in the dialogue?
- Ask the students to compare exchange their ideas with their friends.
- Go round the class to control and provide help if necessary.
- Call on some students to read their answers. 
- Require the others to give comments on their friend’s presentation.
- Give feedback and comments.
 ➣ Expected Answers:
- The service the customer is using is the fax service.
☞ Task 2: 
- Require the students to read the suggestions provided carefully and then work in pairs to make a conversation basing on these suggestions. The conversation takes place at the post office between a clerk and a customer who wants to have a telephone line installed at home.
- Go round the class to monitor and offer help if necessary.
- Call on some students to act out the conversation in front of the class and ask the others to comment on their friends’ presentation.
- Give final feedback and comments.
➣ Suggested Answers:
A:
B:
A:
B:
A:
B:
A:
B:
A:
Good morning. What can I do for you?
Yes. I want to have a telephone line installed at home.
OK. Where do you live?
I live at 29 Quang Trung Street. When will the installation take place?
We can install it one week after your registration.
Can you come on Friday?
Yes, That’s fine. Do you have a telephone yet?
Yes, I have one already. How much is the installation fee and monthly fee?
The installation fee is 300,000 dong and the monthly fee is 28,000 dong. Can you fill in this form?
☞ Task 3: 
- Ask the students to read the situations given and work in pairs again to make a conversation for each of the situations by playing the roles of a customer and a clerk.
- Go round the class and give help if necessary.
- Call on some pairs to practice in front of the class and ask the whole class to comment.
- Give feedback.
➣ Samples:
A:
B: A:
B: A:
B: A:
B: A:
B: A:
Good morning. Can I help you?
Yes, I would like to subscribe to the Lao Dong Daily newspaper.
How long would you like to subscribe to it?
For a year, please.
Where would you like to get the newspaper?
At home, please. I live at 29 Quang Trung Street.
OK, 29 Quang Trung Street.
Can I get the newspaper every morning before 6.30?
I’m afraid it is a little too early. How about before 7.30?
That’s fine. Thank you. 
Can you fill in this form?
- Pair work and whole class
- Pair work and whole class
- Pair work and whole class.
- Pair work and whole class
- Group work and whole class.
Wrapping-up:
- Summarize the main points of the lesson.
- Require the students to write a paragraph about a competition they have taken part in and prepare for the Listening.
- Whole class
Date of preparation: January 11, 2008
Unit 9: the post office
(From Period 55to Period 59)
Period 57: listening
I- Objectives: - By the end of the lesson, the students will be able to:
- Develop such listening micro-skills as extensive listening for specific information. 
- Use the information they have to discuss the topic.
II-Methods: - Integrated, mainly communicative.
III-Anticipated Problems: - The students may find it difficult to catch some exact words.
IV-Teaching Aids: - Textbooks, cassette player, handouts.
V- Procedure:
Steps
Work arrangement
Warm-up: 
* Chatting:
- Whole class
Pre-listening:
1- Ask the students to work in pairs to discuss the three questions:
1- Is your family on the phone? What is your phone number?
2- Does any member of your family have a cell phone? What make is it?
3- What do you think are the advantages and disadvantages of cell phone?
- Require the students to compare their answers with another pair. 
- Call on some students to practice in front of the class.
- Give feedback and comments.
2- Instruct the students to practice pronouncing the words and phrases provided:
- commune
- rural network
- communal growth
- capacity
- digit subscriber
- Correct their pronunciation if necessary.
* Set the scene: Now you are going to hear some information about the development of Vietnam’s telephone system over the past few years.
- Pair work and whole class.
- Whole class.
- Whole class.
While-listening:
☞ Activity 1: Task 1:Multiple Choice:
- Instruct the students to listen to the tape and choose the best answer A, B, C or D for the statements and questions provided.
- Before playing the tape, require the students to read the statements and questions and all the options carefully to understand. Encourage the students to guess the answers in advance.
- Play the tape the first time for the students to listen to and check. 
- Ask for the students’ answers and write them on the board.
- Play the tape again for the students to check their answers.
- Ask the students to compare their answers with a partner.
- Call on some students to read and explain their answers and the others to comment.
- Play the tape the last time to check with the class.
 ➣ Expected Answers: 
1- B
2- D
3- C
4- D
5- C
☞ Activity 2: Task 2: Answering the Questions:
- Require the students to listen to the tape again and answer comprehension questions.
- Before playing the tape, ask the students to read the questions carefully, underline the key words and try to find the answers using the information they got in Task 1.
- Ask the students to share their ideas with a friend. 
- Play the tape for the students to answer the questions.
- Ha ... ovide safe, inexpensive birth control methods.
 - To strictly implement a family planning policy.
 - To exercise strict and fair reward and punishment policies.
- Individual work, pair work and whole class.
- Individual work, pair work and whole class
Post-listening:
- Have the students listen to the tape again then work in groups to summarize the main ideas of the passage.
- Go round the class to provide help if necessary.
- Call on some students to present in front of the class and elicit feedback from the class.
- Give final feed back and comments.
- Group work and whole class.
Wrapping-up:
- Summarize the main points of the lesson
- Require the students to prepare for the Writing.
- Whole class
Date of preparation: November 28, 2007
Unit 7: population
(From Period 39 to Period 43)
Period 42: writing
I- Objectives: - By the end of the lesson, the students will be able to:
- Write a paragraph to interpret statistics on population from a chart. 
II-Methods: - Integrated, mainly communicative.
III-Anticipated Problems: - Some students may not be familiar with this kind of writing.
IV-Teaching Aids: - Textbooks, handouts and poster.
V- Procedure:
steps
Work arrangement
Warm-up:
- Whole class
Preparing the students to writing:
- Have the students work in pairs to study the chart care fully and practice asking and answering about the information in the chart.
e.g.
- What does the chart show?
- What is the general trend of the chart?
- Which region has the biggest population? Which comes second?
- Which region has the smallest population?
- Where does most of the world population live? 
etc.
- Go round the class and offer help if necessary.
- Call on some students to present in front of the class and ask the others to comment.
- Give final feedback and comments.
- Require the students to read the expressions provided in the Useful Language which may be used in a description of a chart.
- Elicit some characteristics of the description:
1- The description of a chart consists of three parts: Introduction, body and conclusion.
➣ Introduction: Describes what the chart is about, its dates and location, and says what over trends you see.
➣ Body: Describes the most important trends, while all information is summarized to avoid unnecessary details. Notice how many distinctive features the chart has.
 * Note: You need to write about all the periods of time and all the subjects of the graph. Remember, summarizing does not mean throwing away information. It is necessary to select what is important, organize it, compare and contrast.
➣ Conclusion: Sum up the general trends shown on the figures and compare them if possible.
2- Language Use:
- The language and structures are given in the book
* Other language items:
- make up less than..per cent
- .substantially / somewhat / slightly more + adj. than..
- is about twice as + adj. + as .., three times as + adj. + as..
- Whole class.
writing:
- Ask the students to read the requirements of the Task and work out with a peer what they need to include in the writing and what kind of language they need to use.
- Require the students to write their own description in about 15 minutes.
- Go round the class to control and provide help if necessary.
- Individual work, pair work and whole class
Feedback on the students writings :
- Ask the students to exchange their writing with another student for peer correction.
- Go around the class to observe and collect mistakes and errors.
- Collect some writings for quick feedback.
- Write some typical errors on the board and elicit self and peer correction.
- Provide corrections only when the students are not able to correct the errors.
- Give general comments.
* Sample:
The 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 in population, making up 32% of the world population. The second largest area is East Asia with 26% / 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%.
In general, the greatest concentration of the world population is Asia, with Europe far behind.
- Pair work and whole class
Wrapping-up:
- Summarize the main points of the lesson
- Require the students to rewrite their letters and prepare for the Language Focus.
- Whole class
Date of preparation: November 31, 2007
Unit 7: population
(From Period 39 to Period 43)
Period 43: language focus
I- Objectives: - By the end of the lesson, the students will be able to:
- Distinguish the clusters /kl /, /gl/, /kr/, /gr/ and /kw/ and pronounce the words and sentences containing them correctly.
- Review and consolidate the use of Conditional Types 1, 2, 3 and Conditional in Reported Speech.
II-Methods: - Integrated, mainly communicative.
III-Anticipated Problems: - The students may not have enough time to finish all the tasks.
IV-Teaching Aids: - Textbooks, handouts.
V- Procedure:
steps
Work arrangement
Warm-up:
* Chatting:
- Whole class.
Pronunciation:
* Listen and repeat: Pronouncing the three sounds separately:
- Model the five sounds /kl /, /gl/, /kr/, /gr/ and /kw/ for the students to listen to and explain the differences in pronouncing them.
- Play the tape for the students to listen to help them to distinguish the differences between the sounds in the words.
- Play the tape again with the repetition of the students.
- Have the students practice pronouncing the words in pairs.
- Go round the class and provide help if necessary.
- Ask some students to pronounce the words and give corrections if necessary.
* Practicing reading the conversation containing the target sounds:
- Play the tape for the students to listen to and ask them to underline the words with the sounds and write /kl /, /gl/, /kr/, /gr/ and /kw/ and under them.
- Have the students work in pairs to practice reading the conversation. 
- Go round the class to control and provide help if necessary. 
- Ask some students to read the conversation in front of the class and give feedback.
Grammar:
☞ Presentation: 
1- Conditional Sentences Types 1, 2, 3:
- Elicit from the students the Form and Use of Conditional Sentences Types 1, 2, 3 and ask them to give examples for illustrations.
* Type 1: Real or Future Possible
➣ Form: IF + S + Vpresent , S + WILL + V.
 CAN, MAY
➣ use: - To express an action or situation which usually occurs or will occur if the circumstances in the main clause are met.
e.g. If I am free tomorrow, I will go to the cinema.
 If he comes next Sunday, he will be surprised.
* Type 2: Unreal at Present
➣ Form: IF + S + Vsimple past , S + WOULD + V.
 WERE, COULD
➣ use: - To express a 
e.g. I am poor, so I cannot buy a car.
But: If I were rich, I would buy a car.
 He does not work hard, he usually get bad marks.
But: If he worked hard, he would not get good marks.
* Type 3: Unreal in the Past
➣ Form: IF + S + HAD + Vpp , S + WOULD + HAVE + Vpp.
 COULD
➣ use: - To express a
☞ Practice: 
1- Exercise 1: Conditional Types 1, 2:
- Ask the students to work individually to read the sentences and put the verbs in brackets in the correct form by adding ‘ll / will or ‘d / would if necessary. 
e.g.
e.g.
If it does not rain, I (come)....to see you.
→ If it does not rain, I’ll com to see you.
If it did not rain, I (come)to see you.
→ If it did not rain, I’d come and see you.
- Require the students to compare their answers with a friend.
- Go round the class to control and provide help if necessary.
- Call on some students to read their sentences in front of the class and ask the others to give comments.
- Give final feedback and the correct answers
 ➣ Expected Answers: 
1- would drive
2- could 
3- is
4- will take
5- closed
6- I’ll / will come
2- Exercise 2: Conditional Type 3:
- Ask the students to put the verbs in brackets in the correct form. 
e.g.
e.g.
If he had listened to me, he (not / fail).in the exam.
→ If he had listened to me, he would not have failed in the exam.
If I (know)..about the job, I would have applied for it.
→ If I had known about the job, I would have applied for it.
- This Exercise can be done in the same way as in Exercise 1.
 ➣ Expected Answers:
1- had been told
2- had realized
3- would not have been
4- would have bought
5- had studied
☞ Presentation 2: Conditional in Reported Speech:
- Give some examples for illustration and ask the students to give comments:
e.g.
e.g.
“If I am free tomorrow, I will go to see my sister,” she said. (TYPE 1)
→ She said that if she were free the next day, she would go to see her sister.
“I f I had money, I would go on a holiday in Egypt,” he said.(TYPE 2)
→ He said that if he had money, he would go on a holiday in Egypt.
“If you had followed his parents’ advice, you would have been successful,” Mrs. John said to the boy. (TYPE 3)
→ Mrs. John said that if the boy had followed her advice, he would have been successful.
→ Conclusion:
- In Conditional Type 1: All necessary changes are made as usual (Changes of verb tenses, pronouns, adverbs of time and place..)
In conditional Type 2. and 3: No changes of the verb tenses are made, but changes of pronouns, adverbs of time and place
 Exercise 3- Ask the students to work individually to read the sentences and change the conditional sentences provided into reported speech.
e.g.
“If I were you, I wouldn’t buy that coat,” She said.
→ She said that if she were me, she would not buy that coat.
- Require the students to compare their answers with a friend.
- Go round the class to control and provide help if necessary.
- Call on some students to read their sentences in front of the class and ask the others to give comments.
- Give final feedback and the correct answers.
 ➣ Expected Answers: 
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 stopped on her feet. 
3- They told me that if it did not 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 lend 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 her.
- Whole class
- Individual work, pair work and whole class
- Whole class
- Pair work and whole class
- Whole class
- Individual work, pair work and whole class.
- Individual work, pair work and whole class
- Whole class
- Individual work, pair work and whole class
Wrapping-up
- Summarize the main points of the lesson.
- Require the students to prepare for Test Yourself B.
- Whole class