Thiết kế bài dạy môn Tiếng Anh 11 - Period 61 đến period 65

 Date of preparation:3/01/2008 
Period 61:	 
Unit 10 : 	 Nature in danger
A- Reading
I- objectives:
	1. Aim: By the end of the lesson, students will be able to get information about the damages which the human ear doing to make the nature in danger, so that they can have more attention to protect and have suitable works to save the nature.
 - Develop such reading micro-skills as scanning for specific ideas and guessing meaning in the context.
 - Use the information they have read to discuss the related topic.
2. Lexical items: Words/ phrases related to the danger of nature like : species, changing environmet, destroy, pollutant, respect, consequences, extinct, disappear, establish, endanger, destruction, interference, co-exist , , .
	3. Structures: The uses of some phrasal verbs : have a great influence on, result in, as the result, 
	so .that.., in danger of becoming extinct, 
II. Teaching aids: pictures, handout.
III. Anticipated problems: Students may have enough vocabulary to talk about the topic need to provided appropriate linguistic resources.
VI- Procedures: 
1- Organization:(2’) 
	- Greeting and checking the sts’ attendance
2- Checking the old lesson:( No )
3- New lesson (40’)
Teacher's Activities
Students' Activities
A.Warm up: (6mn)
- T: Give sts handout .
Asks sts to work in groups to find out fields in which competitions are often held by putting the letters in each word into the right order.
T divides the board into 4 sections . When time is up, T calls on the presentative of each group to come to board and write their list. Then T gets the whole class to count. Each correct word gets one point. Which group has more points wins the game. 
Walks around the class and provide help when they need.
Then call on some sts to tell their answers in front of the class.
Check the answers with the whole class.
Asks sts to tell the topic of this lesson about .
Lead to new lesson. With question : which is the topic of lesson about? 
Work in groups and rearrange the jumble words in the right orders.
Telephone, newspaper, magazine, radio, internet, television, mail, 
Some presentatives come to board and present their answers.
Answers :
Answer teacher's question: the topic of lesson is about Popular celebrations.
B. Before you read:(6mn) 
Introduce the topic of the lesson and asks sts to look at the pictures then gets sts to work in pairs and answer the questions on page 100.
Have sts work in pairs then call on some pairs present in front of the class.
Elicit comments from the class and ask sts to guess what they are going to read about.
Gives sts some new words :
Cheetah : ['t∫i:tə] (n): loài báo gờpa
Species : ['spi:∫i:z] (n) (sinh vọ̃t học) loài
Changing environment : ['t∫eindʒiη in'vaiərənmənt] (n)
 người; thay đụ̉i, hay biờ́n đụ̉i mụi trường
Destroy : [di'strɔi] (v):i, phá huỷ, tàn phá, tiờu diợ̀t
 Pollutant : [pə'lu:tənt] (n) : chṍt gõy ụ nhiờ̃m (do xe cụ̣, đụ̣ng cơ.. thải ra)
 Respect : [ri'spekt] (n) : khía cạnh, chi tiờ́t cụ thờ̉
 Consequences : ['kɔnsikwəns] (n) : họ̃u quả, kờ́t quả
 Extinct : [iks'tiηkt] : tuyợ̀t giụ́ng, tuyợ̀t chủng
Disappear : [disə'piə];(v): biờ́n đi; biờ́n mṍt
Establish : [is'tổbli∫] (v) : thành lọ̃p, thiờ́t lọ̃p, kiờ́n lọ̃p
Endanger: [in'deindʒə(r)] (n): nguy hiờ̉m
Destruction: [dis'trʌk∫n] (n): sự phá hoại, sự phá huỷ
Interference : [,intə'fiərəns] (n): ( interference in / with something) sự can thiợ̀p; sự xen vào; sự xía vào
Dinosaur : ['dainəsɔ:] : (đụ̣ng vọ̃t học) khủng long
 Listen to teacher's guiding and work in pairs to ask and answer about 2 questions in the book.
1. What do you understand from the facts above?
2. Can yo uexplain why the numbers of these animals have become small?
Listen to teacher carefully and practise reading new words in chorus , in groups , in pairs and individually.
Practise reading new words in chorus then in pairs 
And read individually .
C. While you read: (20mn)
T plays the tape once model.
T has sts do the task 1.
 T conducts the correction of the task 1. 
T has Sts do task 2
Ask sts read through the exercise and do it in groups
 T let sts do in group and walk around to help them.
Call on some present and another comment, and ask them 
To explain the answers 
Give the correction .
T has Sts do task 3
Ask sts read through the exercise and do it in groups
 T let sts do in group and walk around to help them.
D. After you read: (8 mn)
Ask sts to work in pairs to discuss the questions ask and answer them in the groups.
Walks around to help sts when necessary.
When all have finished, call on some presentative in each group to present to share ideas.
Give feedback.
Listen to the radio 
 Then read the text in silience again and give the answers of the task 
Answers: 
1. extinct 2. protect 3. decreasing 4. pollutants 5. endangered 6. interference
Sts work in pairs and present the answers
Read the questions and work in groups to answer them.
 1. C 2. B 3. A 4. C
1. Four ways that people change the world are:
_ They are changing the environment by building cities and villages.
_ They are affecting the water supply by using water for industry and argriculture.
_ They ear changing weather conditions by cutting down trees in the forests.
_ They are destroying the air by adding pollutants like smoke from factories and fumes.
2. The serious consequences oe people's interference with the environmet are:
_ many kinds of rare animals are killed.
- the environmet where these animals are living is badly destroyed.
- the number of rare aqnimals are decreasing so rapidly that they are in danger of becoming extinct.
3. Many things have been done to protect endangered nature, such as:
- many organizations have been established.
- laws have been passed to prohibit killing endangered animals.
Listen to teacher's feedback.
E. Homework: (3mn)
T guides sts do homework. (reading part in the workbook on pages 63-64-65).
Listen to teacher carefully. Take notes.
Date of preparation:04/01/2008
Period 62:	 
	Unit 10 : 	Nature in danger
B- Speaking
I- objectives:
	1. Aim:By the end of the lesson sts will be able to ask for give information about nature in danger, and the measures for protecting endangered nature.
	2. Lexical items: Words/ phrases related to nature in danger, and the measures for protecting endangered nature.
	3. Structures: Present continuous tense
II. Teaching aids: pictures , posters 
III. Anticipated problems: Sts may have limited linguistic resources for discussion.
IV- Procedures:
1- Organization:(2’) 
	- Greeting and checking the sts’ attendance
2- Checking the old lesson:(10')
	* Do exercise 1 in the part 1 of reading ( Read the passage and answer 5 questions ) 
	* Do exercise in the part 2 of reading (1. A 2. D 3. B 4. D)
3- New lesson (30’)
Teacher's Activities
Students' Activities
1.Warm up: (4mn):
Asks sts to work in groups to find out the words which refer to the post office , they studied in the reading.
T divides the board into 4 sections . When time is up, T calls on the presentative of each group to come to board and write their list. Then T gets the whole class to count. Each correct word gets one point. Which group has more points wins the game. 
Listen and lead to new lesson.- 
Work in 4 groups to find out the words which refer to the post office , studied in the reading.
Answer all the teacher's questions.
2. Pre- speaking: (10mn)
Task 1: Ask sts read the requirement.
Have them dicuss in groups the way to do this task.
Before sts do the task , ask them to read the sentences carefully and put them in the order of important.
Have sts work in pairs .Walk around the class offer ideas and comments when sts need help.
Elicit or explain some words quickly
Call on some present their own opinions in front of the class.
Listen and give commentations.
Read the requirement, and discuss the way to do .
Work in pairs and put the sentences in the order of important.
Fur: [fə:] (n): bụ̣ lụng mao; bụ̣ lụng thú
Capturing: ['kổpt∫əriη] sự bắt giữ, sự bị bắt
Cultivation: [,kʌlti'vei∫n] sự cày cṍy, sự trụ̀ng trọt
Discharging: [dis't∫ɑ:dʒ] (n): sự tuụn ra, sự tháo ra 
 3. While - speaking: (20mn)
Task 2:
Ask sts to read the requirement and discuss the way to do the task.
Call on some to present.Listen and guide sts do the task in pairs.
Before sts do the task , ask them to read the suggestions in the book.
Guide sts to work in pairs to ask answer with the suggestions.
Task 3: 
Introduces the Task 3 : Imagine you are a clerk at the post office and the other is a customer, make a dialogue for each of the following situations.
Have sts work in pairs .
Walk around the class offer ideas and explain some new words when sts need help.
Then select some pairs at random and have them play roles in front of the class.
Elicit the structures that are used for asking for and giving opinions about contest or explain some words qickly. 
After sts finished ask them to work in pairs and choose one or more activities to talk about, they change the role after one activity. 
Then call on some pairs to act out their conversation. 
Elicit feedback and give final comment.
 Work in pairs to discuss to do the task.
Match the reasons in Task 1 with possible measures for protecting in the box.
Some pairs practise in front of the class.
Suggestions :
Killing ..........should be banned.
Keeping endangered ...... should be discouraged.
Burning the forests, cutting down ..... planting trees....
Using fertilizers and pesticides.... we should decrease the use of .....
Discharging chemical pollutants into environment.......
Work in pairs state the negative impacts made by poeple on the environmet and suggest measures to protect it.
(Some pairs at random play roles in front of the class.
Model:
A; People are killing endangerde animals for fur, skin and food.
B : Killing endangerde animals for fur, skin and food shold be banned.
C: People are keeping animals as pets .
D: Keeping animals as pets should be discouraged.
4. Homework:
 T guides sts do homework. (speaking part in the workbook at 68 -69 pages)
Take notes.
 Date of preparation:05/01/2008
Period 63:	 
	Unit 10: Nature in danger 	 
c- listening
I- objectives:
	1. Aim: By the end of the lesson sts will be able to listen about the national parks in the United States.
	- Develop such listening micro - skills as listening for specific information and listening for 	general information.
	2. Lexical items: Words/ phrases related to national parks in the United States the like : scenic features, devasting, maintenance, approximately, vehicle, 
	3. Structures: The narrative statements .
II. Teaching aids: p ictures , posters ,tapescript, handout
III. Anticipated problems: Ss may not also be familiar with the note - taking task,so T should provide 	them some tips to deal with the task.
V- Procedures:
1- ... plays the tape again for Ss to listen and answer the questions.
- T gets Ss to check their answers with a partner. Then T checks with the whole class. T should play the tape again and pause at difficult points if many Ss cannot complete the task.
 Listen to teacher carefully.
Read the sentences in the task carefully 
read the options in each question carefully and underline the words that make them different(e.g. in sentence 1 “protect and preserve”, in sentence 2 : “contain”, in sentence 3 : in danger of in sentence 4: large areas of parks . , etc)
Listen to the tape three times and do the task individually and in pairs.
Keys:
 1.T 2.T 3.F 4. T 5. T 
Study the questions and discuss the way to do the task.
Some present the own opinion of the way to do the task.
Read the questions carefully. 
Guess the answers .
Listen to the tape three times and do the task in pairs and individually.
Answers:
1,There are 52 national parks in the United States.
2. Millions of people visit national parks every year.
3. Rare animals are killed or hunted for fur, skin or other parts. Trees are cut down for wood. Laerge reas of national parks experience devasting fire cause by careless people. The increasing number of visitors is harming the parks due to the pollution from vehicles.
4. Rare animals and trees should be protected, fires caused by careless people should be decreased and money should be raised for the parks's staff and maintennce of their resources..
4. After you listen (5mn)
- T gets Ss to work in groups to orally summarise the main ideas of the listening passage. T might give Ss some cues to base their summary on:
T may also encourage Ss to use transition signals to make their summary more logical 
- T goes around to offer help and correct Ss' mistakes.
- T calls on some groups to present their summary 
Work in groups to discuss the question. Then some stand up and present.
Summarize the passage , using the information in Task 1 and Task 2.
5. Homework:
 Ask sts to write a paragraph about the population in one of the laegest countries in 100 - 120 words.
Take notes.
Date of preparation:06/01/2008
Period : 64	 
 Unit 10: Nature in danger 	 
D - writing
I- objectives:
1. Aim:By the end of the lesson sts will be able to write a description about Cat Ba national Park
2. Lexical items: Words/ phrases related to a description of Cat Ba national Park .
	3. Structures: narrative style.
II. Teaching aids: pictures , hand out
III. Anticipated problems: Ss may not have sufficient vocabulary to write about the topic
IV- Procedures:
 1- Organization:(2’) 
	- Greeting and checking the sts’ attendance
2- Checking the old lesson:(10')
	* Present a paragraph about a species which is in dange-r in 100 - 120 words	(2 sts).
	3- New lesson (30’)
Teacher's Activities
Students' Activities
1.Warm up: (5mn): 
Ask sts to observe the picture in the book and answer some questions about the Cat Ba:
- Where is Cat Ba located?
- What are the features of Cat Ba national Park?
- How large is it?
- What do you know about the animals and plants in Cat Ba national Park?
- What are some historic feature of the parks?
Have sts work in pairs then call on some sts to present.
Listen and lead to new lesson.
2.Pre-writing: :(10mn)
Task 1:
- T prepares a handout with a description of a park 
T asks Ss to work in pairs to discuss the organization and other characteristics of description. T writes the following question on the board:
work on the task with a peer.
Call on some sts to answer the questions and elicit more ideas from the class.
Walk around the class , offer ideas and comments when sts need help.
 Then call on some sts to present their answers in front of the class.
Elicit corrective feedback from other sts and give the correct answers.
Give the meaning of some new words and give some essential words to write for sts:
- coastal: ['koustəl] (a) (thuụ̣c) bờ biờ̉n; (thuụ̣c) miờ̀n ven biờ̉n, (thuụ̣c) miờ̀n duyờn hải
- abundant: ə'bʌndənt](a) ( abundant in something) có nhiờ̀u cái gì; phong phú; dụ̀i dào.
- Stone tools human bones:
- declare: [di'kleə] (v):tuyờn bụ́
- endowed: [in'dau] (v) phú cho mụ̣t đức tính, khả năng
- Cover : ['kʌvə] (v) che, phủ, bao phủ, bao trùm, bao bọc
- limestone : ['laimstoun](n) đá vụi 
Work in pairs 
Some sts to present their answer in front of the class.
Read the task requirement and work on the task with a peer.
Some sts to present their answers in front of the class.
 Listen to teacher 's feedback carefully . and take notes some information.
Find out some new words in the box 
Practise reading new words in chorus and in pairs. 
3.While-writing: :(20mn).
Write a description about Cat Ba national Park, using th efacts and figures below.
Have sts write in groups with a poster.
Walks around and offer help when they need.
Ask sts to exchange their writing with other groups to correct mistakes.
Read the facts carefully.
Work in groups to write the description.
 Exchange the writing with other groups to correct mistakes.
Model:
Cat ba National Par, which was declared as a national park in 1986, is located on Cat Ba Island, 120 km from Hanoi and 20 km east of Haiphong.
Cat Ba National Park is the onle site in Vietnam endowed with both tropical forests and coastal waters with white sand beaches, abundunt natural resources, beautiful landscapes and many kinds of rare animals and plants. It covers 15,200 ha, including 9,800 ha of ocean.
Cat Ba National Park preserves approximately 300 species of fish, 40 kinds of animals, 150 differet birds and 620 species of plants.
 The stone tools and human bones found in the island's limestone caves reveal that people inhabited ther at least 6000 years ago.
4.Post writing: :(5mn)
T asks Ss to exchange their writing with another student for peer correction.
- T goes around and corrects mistakes and errors.
- T collects some writings for quick feedback.
- T writes Ss typical errors on the board and elicits self and peer correctin. T provides correction only when Ss are not able to correct the errors.
- Finally, T provides general comments on the writings.
Compare the writing to anothers.
Then take the note of checking
Observe to the corrections of some the others' writing.
 Give commentations.
Listen to teacher refully and take notes
5. Homework:
 T guides sts do homework. (writing part in the workbook on pages 69)
Date of preparation:07/01/2008
Period 65:	 
 Unit 10: Nature in danger 
e - language focus
I- objectives:
 	1 . Aim: By the end of the lesson sts will be able to distinguish the sounds : (sl)/,(sm),/ (sn)/ (sw), students can pronounce consonants : (sl)/,(sm),/ (sn)/ (sw / in individually words and in speaking, review the way to use relative pronouns and relative pronouns with prepositions
 2. Lexical items: Words/ phrases related to sl)/,(sm),/ (sn)/ (sw). Words/ phrases /structures describing a location 
 3. Structures: the man to whom........, the man about whom......., the movie about which.....,the picture at which.............., the address to which...........
II. Teaching aids: hand out
III. Anticipated problems: Sts may have difficulty with clusters because they don't exist inVietnamese
IV- Procedures:
1- Organization:(2’) 
	- Greeting and checking the sts’ attendance
2- Checking the old lesson:(10')
	* Do exercise in the writing part 
3- New lesson (30’)
Teacher's Activities
Students' Activities
1.Pronunciation: (10mn)
Introduce and read loudly 4 sounds / sl /, / sm / ,/sn /,/sw/ 
Ask sts to repeat.
Introduce the way to pronounce these sounds .
And notice to sts that :
- /sl/: slave, sleep
/sm/ : small, smart 
- /sn/ : snack, sneezeask, disk, dusk.
- /sw/ : swallow, swim.
Ask sts to practise pronouncing the sounds in chorus 2 - 3 times
Then call on some to check in front of the class.
Listen and correct.
Have sts close their books 
Practicing sentences
Have sts practice in pairs to find out words which contain these consanants
Ask sts to listen to the tape and read after, pay attention to sentence stress
Listen to teacher carefully
Repeat to teacher.
Takes note some information.
Practise pronouncing these sounds in chorus.
Then some stand up to check in front of the class.
And work in pairs to read aloud the given sentences in the book.
Then some read loudly in front of the class to check.
2. Grammar : (25mn)
3. Grammar : (25mn)
Revision relative pronoun s:
T sets the scence and have sts rewrite sentences using relative pronoun
ex: The man is living near your house.I talked to him on the phone last night
- The man whom I talked to on the phone last night is living....................
- The man to whom I talked on the phone last night is living..................
T calls sts to give remark , then T concludes and introduce new grammar: relative pronouns with prepositions
Exercise 1:Choose the suitable italicised word to complete the following sentence
1.to who/whom it may concern
2.It was a sevice for which/that I was grateful
3.The success of a shared holiday depends on who/whom you share it with
4.For you like the person who/whom sits next to you
5.Midway through the second half, Manchester United scored their third goal, at that/which point Leeds United gave up completely
6.There is one person to whom/who I owe more than I can say
7.It was the kind of accident for which/ that nobody was really to blame
T asks why do they choose this word?
Exercise 2:Combine the following sentences, using prepositions +whom/which
examples: She is the woman.I told you about her
she is the woman about whom I told you
The song was
Ask sts to work individually then check in pairs
Exercise 3:Complete the following sentences, using prepositions who, which, that 
1.Jack is the one..............I miss most
2.It was a kind of computer with ...........I was not familiar
3.Do you get on with the person.........lives next door
4.I must thank the man from.........I got the present
5.It is an event.............I would rather forget
6.The meeting to .........I went was interesting
7.The person...........did it was never caught
8.That’s the woman to........Jim used to be married
Review the form and the use of relative pronouns
Read the situation carefully
Give remark
Work individually
Key; 
1.to whom
2.for which
3.on whom
4.who
5.at which
6.to whom
7.for which
Key :
3.The man to whom I talked yesterday was being kind
4.The man about whom I told you works in the hospital
5.The woman about whom i am telling teaches me english
6.The movie about which they are talking is fantastic
7.The picture at which she was looking was beautiful
8.I’ll give you the address to which you should write
Key:
1. That
2.which
3.who
4.whom
5.which/that
6.which
7.who
8.whom
5. Homework:
T guides sts do homework (exercises in language focus on pages 66-67.)
Do again these exercises. 
Take notes.