Thiết kế bài dạy môn Tiếng Anh 11 - Period 1 đến period 7

UNIT 9: NATURE IN DANGER	PERIOD:
PREPARING DATE:	TEACHING DATE:
READING (P.1) 
I. Objectives
Aims: By the end of the lesson, Sts will be able to understand the environmental problems and solutions of Mt. Everest.
II.Language focus: words relating to nature
III. Skills: choosing a suitable tile, questions and answers, finding word meanings.
IV. Teaching aids: textbook, board and chalk.
V.Time: 45 minutes
VI. Procedures
Teacher’s activities
Students’ activities
BEFORE YOU READ :
Task a (p.126) :
Divide the class into groups of 4 or 5.
Ask Sts to match the pictures (textbook, p. 126) with correct national parks and tourist attractions. The group which has the earliest correct answer will the winner.
Use the notes in Teacher’s book (pp. 143-144) to give feedback.
Choose the winner.
Task b (p.127) :
Ask ss to work in groups of four
Monitor ss
Elicit the results
Correct mistakes
PRE - TEACH NEW WORDS
 Use suitable methods to teach new words
WHILE-READING :
Task a (p.128) :
Which of the following is the best title of the text ?
CONSOLIDATION:
Remind ss of the reading
HOMEWORK :
PREPARE UNIT 9 :READING (CONT) 
Groupwork: do as directed.
Answers:
1
2
3
4
5
6
b
e
a
f
c
d
Work in groups of four
Answers:
Activities done by tourists are :
Make a cmapfire ( all of these places)
Have a swim( c,d,f)
Carve names or drawings on rocks (a,b,c , f)
Eat and drink (all these places)
Take photos( all of these places)
Pick flowers or break tree branches (a,e,f)
Dispose of garbage (all of these places)
Go boating (c,d,e,f)
dangerous activities can destroy the environment :
 Make a cmapfire ( may cause a forest fire)
Carve names or drawings on rocks(may destroy the beauty of nature)
break tree branches(may harm trees)
Dispose of garbage (will pollute the environment)
Go boating (will bring about waves that may cause soil erosion at the banks)
Listen and take notes
junkyard (n)
canister (n)
expedition (n)
backpack (n)
to register
summit
hallucinate
clean up
Work in pairs
Act out the results
Answers:
3.Mt.Everest `s Environmental Problems and Solutions
Take notes
Take notes
UNIT 9: NATURE IN DANGER	PERIOD:
PREPARING DATE:	TEACHING DATE:
READING (P.2)
I. OBJECTIVES
1. Aims: By the end of the lesson, Sts will be able to understand the environmental problems and solutions of Mt. Everest.
2.Langauge focus: words relating to nature
2. Skills: choosing a suitable title, questions and answers, finding word meanings.
3. Lexical items: junkyard, canister, expedition, backpack, register.
4. Teaching aids: textbook, board and chalk.
II. PROCEDURES
Teacher’s activities
Students’ activities
WHILE-READING (CONT) :
Task b (p.128):
Tell ss to work in pairs
Monitor ss 
Elicit the answers
Correct mistakes
Task c ( p.129)
 Find the word and expression in the text
Do the correction and ask them to read the answers.
POST-READING
Ask ss to work in groups of four
Monitor class
Elicit the results
Correct mistakes
Give feedback.
Ask Sts to give suggestion to solve these problems.
Call some Sts to talk.
CONSOLIDATION:
Remind ss of the key points of the lesson
HOMEWORK :
PREPARE UNIT 9 - LISTENING
Work in pairs
Deal with the exercises
Act out the results
Answers:
Because Mt.Everest- the highest place on earth-has a lot of garbage now.
They need oxygen bottles when they climb to the height of more than 7 .000 meters , where there is not enough oxygen to breathe in.
They need fuel canister, oxygen bottles, batteries, foods and drinks.
The Sherpas pick up garbage, put it in their backpacks, and bring it down to the root of the mountain.
They collected more garbage in 1998 than they had done in 1995.
This is a measure to force tourists not to leave their equipment on the mountain, if they do so, they cannot get back the deposit.
Group-work.
Suggested answer:
	1. hallucinate	2. explode	3. summit
	4. attempt	5. deposit
Group-work.
Present suggestions.
Suggested answers:
Pollution (caused by littering)
Extinction of some species of animals (caused by illegal hunting)
Erosion and flooding (caused by felling trees)
Forest fire (caused by smoking)
Take notes
Take notes
UNIT 9: NATURE IN DANGER	PERIOD:
PREPARING DATE:	TEACHING DATE:
LISTENING (P.3) 
I. Objectives
1. Aims: By the end of the lesson, Sts will be able to listen and understand the effects of ecotourism.
2. Skills: checking true and false, gap filling
3. Lexical items:
to disturb
ecotour
flash
vegetation
4. Teaching aids: textbook, cassette, tape, board and chalk.
II. Procedures
Teacher’s activities
Students’ activities
Warm-up
Game: “Magic hat”
Find a 10-letter word which means a kind of tourism related to the nature.
Key: ecotourism
Pre-listening
a)
Ask Sts to look at six pictures in the textbook (page 129-130) and discuss what ecotourists might be doing.
Suggested answer:
a. Some ecotourists are watching birds with binoculars.
b. Two tourists are riding an elephant.
c. A lot of tourists are taking a boat trip along a canal.
d. Tourists are hiking/walking in the forest.
e. Some tourists are making a campfire.
f. A lot of tourists are watching a whale swimming in the sea.
Teach new words.
to disturb
ecotour
flash
vegetation
While-listening
b)
Explain the situation and ask Sts to guess whether the statements are true or false.
Play the tape (the first part) and tell Sts to check their choices.
Give feedback.
Suggested answer:
	1. F	2. T	3. T	4. F
c)
Explain the task and notice Sts what kind of information that each blank needs.
Play the tape (the second part).
Give feedback
Suggested answer:
whales or dolphins
disturbs whales and dolphins, which can become stressed and eat less
birds
might frighten the birds
on the grass and plants
might be harmed, which causes soil erosion when there are heavy rains
Post-listening
d)
Ask Sts to discuss possible effects that other ecotour activities might have on wildlife or the environment.
Homework
Prepare Unit 9 - Speaking
Guess the word.
Groupwork.
Learn new words.
Take notes.
Work in group and guess.
Listen and check their guesses.
Listen to T.
Listen to the tape and do the exercise.
Pairwork.
UNIT 9: NATURE IN DANGER	PERIOD:
PREPARING DATE:	TEACHING DATE:
SPEAKING (P.4) 
I. Objectives
1. Aims: By the end of the lesson, Sts will be able to give explanations of actions.
2. Lexical items:
Because / Well, the thing is / If I could explain + CLAUSE
so as (not) to / in order (not) to + VERB
4. Teaching aids: textbook, board and chalk.
II. Procedures
Teacher’s activities
Students’ activities
Warm-up
“Magic hat” game
Find a seven-letter word that best fill in the blank in the following sentence:
Tourists should not smoke in the forest _____ a cigarette end could cause a great fire if it is left carelessly.
Key: BECAUSE
Pre-speaking
Ask Sts to read the conversation (textbook p.131) and give other expressions having the same meaning as because and the use of them.
Explain the structures of sentences containing these expressions.
Because / Well, the thing is / If I could explain + CLAUSE
so as (not) to / in order (not) to + VERB
a)
Ask Sts to read the tour guide’s notes and discuss which of these activities should be done or should not be done in Phong Nha Cave, Mount Fuji National Park, and Tram Chim National Park. Write they in the brochures.
Call three groups to present their ideas.
Give feedback. ( See Teacher’s book, pp.149-150)
While-speaking
b) 
Ask Sts to work in groups. One of them is a tour guide and the others are tourists. Use the information in the brochures and tour guide’s notes to conduct some mini-exchanges. 
Ask some groups to perform in front of class
Give feedback 
Post-speaking
Ask Sts to discuss what tourists should or should not do in a tourist site in Ben Tre (work in groups of 4)
Ask some groups to perform in front of class
Give feedback 
Homework :
Prepare Unit 9 - WRITING
Find the word.
Tell the use of because.
Pair-work.
Take notes.
Group-work.
Send representatives to talk in front of class.
Take notes.
DO/DON’T
WHY? (tour guide`s notes)
Phong Nha
Cave
DO
-bring warm clothes
- bring a flashlight
- wear a lifejacket
- It`s rather cold inside
- It`s dark inside
- Fall into the water
DON’T
- throw plastic bags or cans into the water
- leave a group without notice
- smoke
-pollute the water
-get lost
-pollute the air.
DO/DON’T
WHY? 
Mount Fiji National Park
DO
- wear warm clothes
- wear srtong shoes
-carry a backpack
DON’T
- carry a travelling bag
-litter
-make a fire
-it`s cold on top
- walk long distances
-need free hands to climb
- harm the environment
DO/DON’T
WHY? 
Tram chim national park
DO
-bring binoculars
-wear a hat
-wear a lifejacket
DON’T
-throw plastic bags or cans into the water
-shout or make big noises
-smoke
-watch birds nesting and feeding
It`s sunny
-take a boat trip along canals
-pollute the environment
-frighten birds
-pollute the environment
Work in groups of 3 or 4 students.
Act out the conversation
Discuss what tourists should or should not do in a tourist site in Ben Tre (work in groups of 4)
- Some groups to perform in front of class
Take notes
UNIT 9: NATURE IN DANGER	PERIOD:
PREPARING DATE:	TEACHING DATE:
WRITING (P.5) 
I. Objectives
1. Aims: By the end of the lesson, Sts will be able to use the information from a table to write a paragraph describing comparison-contrast.
2. Lexical items:
- expressions: the table shows, the table summarizes,
- structures: the + adj/adv + _est, the most + adj/adv
- adverbs: however, in addition, meanwhile, in general
3. Teaching aids: textbook, posters, board and chalk.
II. Procedures
Teacher’s activities
Students’ activities
WARM-UP
cut down forests
fire
- Brainstorming.
Which causes are harmful to the environment?
PRE-WRITING
Ask Sts to look at the table showing the garbage in 1995 & 1998 and compare the numbers between the two years.
Tell Sts to read the model text and underline the expressions to describe comparison and contrast.
Supply some more expressions and adverbs:
- expressions:
· the table shows
· the table summarizes
- structures:
· the + adj/adv + _est
· the most + adj/adv
- adverbs:
· however
· in addition
· meanwhile
· in general
WHILE-WRITING
1) Find the word and expression in the text
Hang the posters and ask Sts to look at table 1 and fill in the blanks with the suitable words or phrases.
highest	shows 	the largest meanwhile	larger 	Indonesia
a difference 	lowest
The table _(1)_ the deforestation situation in Southeast Asia (Cambodia, Indonesia, and Laos) between 1990 and 2005. In general, Laos had _(2)_ forest cover than Cambodia, and Indonesia had _(3)_ of the three countries. In 1990, there was _(4)_ of nearly 103 million hectares of forest cover between Cambodia, and Indonesia – 12.9 million in Cambodia and 116.5 in Indonesia. _(5)_, the difference was about 99 million hectares between Laos and _(6)_. Within 15 years (from 1990 to 2005), the overall figures showed that Indonesia had the _(7)_ percentage of total change or forest loss while Laos had the _(8)_ – 24% in Indonesia and only 6.7% in Laos.
Give feedback.
2) Write some questions on the board and ask Sts to discuss.
What does the table show or summarize?
Were there more or fewer fires in 1990 than in 1980?
Were there more acres destroyed in 1990 than in 1980?
Compare the number of fire in 1990 and 2000.
Compare the number of acres burned in 1990 and 2000.
Call Sts to answer.
Ask Sts to write their description.
POST-WRITING
Choose some writings to correct.
CONSOLIDATION
HOMEWORK
Prepare Unit 9 – Language Focus
Answer.
Group-work.
Read and find the expressions.
Listen, repeat, and take notes.
Look at the posters and table 1 to fill in the blanks.
Suggested answer:
	1. shows	2. larger	3. the largest
	4. a difference	5. Meanwhile	6. Indonesia
	7. highest	8. lowest
Discuss in groups.
Answer.
Write the writing on the board
ANSWERS:
The table sumarizes the number of total fires and acrs burned in the USA between 1980 and 200.There were fewer fires in 1990 than in 1980 but more acres of forest were destroyed.The number of fires was almost the same in both years 1990 and 2000; however, there was a big difference of nearly 3 million acres burned-about 8,4 million in 2000 and nearly 5,5 million in 1990.
Take notes
Take notes
Take notes
UNIT 9: NATURE IN DANGER	PERIOD:
PREPARING DATE:	TEACHING DATE:
LANGUAGE FOCUS (P.6) 
I. Objectives
1. Aims: By the end of the lesson, Sts will be able to know and use the suffix –al correctly. In addition, they can replace relative clauses by to + base form of verbs and by participles.
2. Teaching aids: textbook, board and chalk.
II. Procedures
Teacher’s activities
Students’ activities
Word Study
Explain the formation of noun and adjective with suffix -al.
N + -al ® Adjective (meaning: relating to, characterized by)
V + -al ® Noun (meaning: action, process, state)
a) - Ask Sts to determine whether the given words are nouns or adjectives.
- Check Sts’ understanding of the meaning of difficult words.
- Give feedback.
b) - Instruct students to choose the suitable words to fill in the blanks.
- Call some pairs of Sts to practice the conversations.
- Give feedback.
Grammar
Reduced Relative Clauses
a) - Explain how relative clauses can be replaced by to + base form of verbs.
Relative clauses after first, last, superlatives, nouns (way, work, place, time, desire, decision, need, method, job, aim) can be replaced by to + base form of verbs.
Ask Sts to do the exercise in textbook and practice asking and answering.
Give feedback.
CONSOLIDATION
HOMEWORK
Prepare Unit 10 - Reading
Listen and take notes.
Group-work.
Give the meaning of the words.
Correct the mistakes.
Suggested answer:
1. refusal (N)	2. educational (A)
3. remedial (A)	4. proposal (N)
5. postal (A)	6. rental (A,N)
7. disposal (N)	8. optional (A)
Pair-work.
Practice the conversations.
Suggested answer:
1. rental	2. postal	3. disposal
4. optional	5. remedial
Learn the structure.
Take notes.
Take notes.
UNIT 9: NATURE IN DANGER	PERIOD:
PREPARING DATE:	TEACHING DATE:
LANGUAGE FOCUS (P.7) 
I. Objectives
1. Aims: By the end of the lesson, Sts will be able to know and use the suffix –al correctly. In addition, they can replace relative clauses by to + base form of verbs and by participles.
2. Teaching aids: textbook, board and chalk.
II. Procedures
Teacher’s activities
Students’ activities
Grammar
Reduced Relative Clauses
a) - Explain how relative clauses can be replaced by to + base form of verbs.
Relative clauses after first, last, superlatives, nouns (way, work, place, time, desire, decision, need, method, job, aim) can be replaced by to + base form of verbs.
Ask Sts to do the exercise in textbook and practice asking and answering.
Give feedback.
b) - Explain how relative clauses can be replaced by participles.
When the main verbs in relative clauses are in progressive aspect or passive voice, relative clauses can be replaced by participle phrase.
Ask Sts to do the exercise in textbook.
Call several Sts to tell their answers.
Give feedback.
CONSOLIDATION:
HOMEWORK :
Prepare Unit 10 - Reading
Learn the structure.
Take notes.
Pair-work.
Suggested answer:
Yes, I’m usually the first guest to come to a party.
Louis Armstrong was the first man to land on the Moon.
Yes, it is the most popular route to lead to the summit of Mt. Everest.
Yes, it is one of the most beautiful caves to have ever been discovered in Viet Nam.
I think the most common activity to harm the environment is (making a campfire).
Learn the structure.
Take notes.
Pair-work.
Give the answers.
Pair-work.
Suggested answer:
1.In the years to come, all the trees in the forest will disappear if nothing is done to protect them.
2.They couldn’t find a way to help clean the polluted river.
3.Animals born in zoos know nothing a bout life in the forests.
4.The governments of many countries are discussing methods to protect the environment.
5.During a boat tour along the canals, tourists can see the birds searching for food or the cranes flying in flocks.
6.Are national parks good places to house wild animals?
7.There is nothing more for us to do about the fire.
8.The noise coming from the boat engine might disturb animals.
9.The next question for them to consider is how to clean up the garbage.
10.The team, including about two dozen Sherpas, uses backpacks to carry the garbage to their base at the foot of Mt. Everest.
Take notes
Take notes