Kế hoạch bài dạy Tiếng Anh Lớp 11 - Review 4: Unit 9, 10 - Đỗ Văn Bình

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TÊN BÀI DẠY Review 4. UNIT 9,10
Môn: TIẾNG ANH, Lớp: 11A1
Thời gian thực hiện: 2 tiết
TIẾT 101 Lesson 1. LANGUAGE
Date of preparation: ./../2021 Date of teaching: ./../2021 Class: 11A1
I. Objectives:
1. Knowledge, skills, attitude:
- Knowledge: To help Ss review the language contents and cultural knowledge students have learnt and practiced in Units 9 and 10.
- Skills: By the end of the lesson, Ss can master intonation in question tags, statements, invitations, suggestions, polite requests, uncertainty and surprise exactly; understand and use the language and skills Ss have learnt and practiced in unit 9 and10
- Attitude: By the end of the lesson, Ss can have a self–assessment to see how far they have progressed and which areas need further practice.
2. Orientation towards students’ competency development: to impart competencies/ knowledge to the students in such a way that they become capable of dealing actively with new information and unknown situations.
II. Preparation of teacher and students:
1. Teacher’s part: Handouts, textbook, pieces of papers, cassette and lesson plan.
2. Students’ part: Lesson preparation and appliances for studying.
III. Teaching procedures
1. Stabilization (1 m)
2. Check-up (NO) (Optional) 
3. Classroom activities 
A. START/ WARM UP ACTIVITY (5ms) : GAME ‘REARRANGING JUMBLED WORDS’
Aims of the activity
Lesson content & techniques for organising students’ learning activities
Expected products & assessment of student work
Help students recall some vocabulary through playing the game.
- work in groups
- divide the class into 4 groups
- discuss in 2 minutes to rearrange jumbled words to make meaning words.
- go to the board and write the answers 
1. weern/ 2. everdcrow/ 3. tasisnu
4. frisantrurecut/ 5. tinbahi
- lead to the part Vocabulary Exercises 
Suggested answer
1. renew 
2. overcrowd
3. sustain
4. infrastructure
5. inhabit
B. KNOWLEDGE FORMATION ACTIVITIES: LANGUAGE (29 ms)
Activity 1. VOCABULARY (8 ms)
Aims of the activity
Lesson content & techniques for organising students’ learning activities
Expected products & assessment of student work
Help students review some vocabulary and practice using them in communicative situations. 
Task 1: - ask students to identify the part of speech of the vocabulary and the part of speech of the gaps.
- Ask Ss to do this activity individually, and then compare their answers with a partner’s. Write the correct answers on the board. Ask students to raise hands if their answers match, give feedback
Task 2: - ask students to identify some key words in each sentence.
- Ask Ss to do this activity individually. 
- Ask a student to write his/ her answers on the board. Read each one and ask the class if they agree or not, then confirm the correct one, give feedback.
Task 1: Keys: 
1. infrastructure 
2. sustainable
3. renewable 
4. overcrowded 
 5. inhabitants
Task 2: Keys: 1. meditation 
2. cholesterol – free
3. anti – acne 
4. ageing 
5. expectancy
Activity 2. PRONUNCIATION (6 ms)
Aims of the activity
Lesson content & techniques for organising students’ activities
Expected products & assessment of student work
Help students to recall the intonation in sentences then apply to speak English more naturally.
Task 3: - ask students to practice reading 4 sentences in the book in 2 minutes
- call students to read these sentences, then play the tape and ask students to read again exactly. One by one until to the fourth sentences.
Task 3: Keys.
1. A: I hate this overcrowded office.
 B: Yes. It’s stuffy, isn’t it?
2. A: The city council members want to improve life of city dwellers.
 B: How will they do that? They have to create more green spaces, don’t they?
3. A: I think excessive exercise is best for your health. 
 B: Really?
4. A: Perhaps meditation can slow down the ageing process.
 B: well, I’m not quite sure.
Activity 3. GRAMMAR (15 ms)
Aims of the activity
Lesson content & techniques for organising students’ activities
Expected products & assessment of student work
Help students consolidate some grammatical points: tag questions, reported speech.
Task 4: 
- Elicit the rules and the forms of tag questions, then have students play the game noughts and crosses.
- Draw a grid on the board and number the spaces
-divide the class into two teams and explain that behind each number there is a sentence unfinised at the tag questions.
- have two teams choose noughts or craosses and then pick a number. With a correct answer, a nought or a cross will be filled 
- the winner team is the first team to get a horizontal, vertical or diagonal line of noughts or crosses.
Task 5: 
- Ask Ss to do this activity individually, and then compare their answers with a partner’s.
- Ask a student to write his/ her answers on the board.
- Check answers as a class.
Task 6: Change the sentences in reported speech in direct speech.
- Elicit the rules. Ask Ss to do this activity individually, and then compare their answers with a partner’s.
- Write the correct answers on the board.
Task 4: GAME: NOUGHTS AND CROSSES
1
2
3
4
5
6
1. Nobody wants to live in polluted areas, _________?
2. They have banned the private cars from the centre, _________?
3. Please don’t drop litter in the street, _________?
4. I think we got stuck in a traffic jam, _________?
5. None of the city’s waste processing plants are efficient, _________?
6. He used to beat his wife, _________?
7. Come and see me tomorrow, _________?
8. Don’t sheet the door, _________?
9. Let’s sing together, _________?
Keys: 1. do they 2. haven't they
3. will have 4. didn't we 5. are they
6. didn’t he 7. will you 8. will you
9. shall we
Task 5: 1. Dr. Quan said (that) I / we may / might feel much better if I/ we start / started practising meditation.
2. Lan said (that) if I want / wanted to try natural remedies, I can / could find useful information on the Internet.
3. Huong told me (that) if she drinks strong tea, she usually starts feeling dizzy.
4. If you use solar water heater in your home, you reduce your carbon footprint.
5. If you use the high-speed motorway, it takes three hours and a half to travel from Ha Noi to Lao Cai.
Task 6: 1. "Van, you should take a yoga class to relieve stress," said the doctor.
2. "Why don't you use the new high-speed motorway?" the travel agent suggested. / "Let's use the new high-speed motorway," the travel agent suggested.
3. "Kevin, remember to go to your fitness class," said his brother. / "Kevin, don't forget to go to your fitness class," said his brother.
4. "I'll call you once a week while you are studying in Singapore," said my sister.
5. "Don't work out more than thirty minutes a day," our fitness instructor said.
TIẾT 102 Lesson 1. LANGUAGE
Date of preparation: ./../2021 Date of teaching: ./../2021 Class: 11A1
C. PRACTICE ACTIVITIES: SKILLS (40ms)
Activity 1. READING (8 ms)
Aims of the activity
Lesson content & techniques for organising students’ activities
Expected products & assessment of student work
Help students improve reading skills.
- Ask Ss to do activities 1 individually, and check their answers with a partner’s. Give correct answers and explanations if necessary.
Activity 1: - Ask Ss to do the task.
- Ask Ss to read the title and make guesses about the content of the text, first in pairs, then in class. 
Activity 2: 
- Ask Ss to look at the questions quickly and underline key words which can help them to locate the specific information in the text.
- Let them read the text individually to find the information, then compare their answers in pairs or groups. Encourage Ss to explain exactly which information from the text helped them to answer the questions
- Check Ss’ answers as a class. 
Keys: 
1. It was created in 1987
2. There is no pollution as all the vehicles run on local renewable energy
3. They coexist with nature by dividing the city into two circles or rings
4. The first ring is the city centre containing the residential areas. The second ring includes vast park space and lots of greenery, which filters and refreshes the air people breathe
5. Urban planners need to read the book because it can offer them creative ideas and solutions to environmental problems that can be applied to any city
Activity 2. SPEAKING (10 ms)
Aims of the activity
Lesson content & techniques for organising students’ activities
Expected products & assessment of student work
Help students improve speaking skills.
Work in groups of 5. - Work with a partner. Read the following information 
- Ask Ss to make a short talk show in which there is an MC and 4 environmental experts 
- the talk show about plans to improve their city become a sustainable living city
Work in groups of 5. 
Suggested answers: Sustainable living:
- sort rubbish for recycling, use waste to generate electricity, heat  to meet daily need
- design walkable streets: walk first, then cycle, then use public transport
- protect natural habitat, support local agriculture
- promote simple lifestyle, cook with locally grown organic ingredients
Activity 3. LISTENING (7 ms)
Aims of the activity
Lesson content & techniques for organising students’ learning activities
Expected products & assessment of student work
Help students improve listening skills.
Listen to the recording about the negative effects of over-exercising. Decide whether the following statements are T or F
- Play the recording once for Ss to listen and choose their answers.
- Play the recording again for Ss to check their answers. Then give the correct answers.
- Alternatively, play one or more times for Ss to choose the correct answers.
Listen to the recording about the negative effects of over-exercising. Decide whether the following statements are T or F
Keys: 1. F 2. T 3.T 4.T 5.F 
Activity 4. WRITING (15 ms)
Aims of the activity
Lesson content & techniques for organising students’ activities
Expected products & assessment of student work
Help students improve writing skills.
Think of any advice you can give to over-exercises. Write a short text about the reasons for over-exercising. Use the suggestions in the box or your own information and ideas.
- asks students to do the task in pairs in 10 minutes, sue the useful suggestions in textbook.
- collect two students’ writing and correct mistakes with the class.
Keys: Some people over-exercise for a number of reasons. Teenagers may worry too much about their physical appearance and want to build the perfect body. Some of them may feel peer pressure to lose weight or get lean, toned legs. Male teenagers may experience pressure to look fit, muscular and toned like celebrities in films, magazine ads or sports. Many boys feel that their arm or leg muscles are too small and try to work out several times a week to increase muscle mass.
 Girls’ over-exercising can result from self-dissatisfaction and fear of being overweight. They may compare themselves with fashion models considered to be physically perfect. They may worry about their waistlines not being thin enough or their bellies being too fat.
 If you think your friend is over-exercising, try to talk to them, and explain that their bodies need to rest as well. Ask them to focus on other aspects of life such as study and hobbies.
D. APPLICATION AND EXTENSION ACTIVITIES (10ms)
Activity. WHO IS ‘NATIVE SPEAKER’? (10 ms)
Aims of the activity
Lesson content & techniques for organising students’ learning activities
Expected products & assessment of student work
Help students practice using some knowledge and grammatical points in communication.
- divide the class into 4 groups 
-ask students to practice reading the following sentences
- have representatives of 4 groups read every sentences then ask the class to choose the winner who read the best like a native speaker.
1. Tell me the time. 2. Show me the way.
3. Students have to wear uniform. 
4. Young people must plan their future career carefully.
5. You should tell the truth to your parents.
6. You mustn’t take photographs in museum.
Suggested answers:
1. Tell me the time.
2. Show me the way.
3. Students have to wear uniform. 
4. Young people must plan their future career carefully.
5. You should tell the truth to your parents.
6. You mustn’t take photographs in museum
IV. Homework: (5 ms) Ask students to make mind maps about tag questions and reported speech.
V. Self-evaluation: .