Thiết kế bài dạy môn Tiếng Anh 11 - Unit 10: Nature in danger - Chu Văn An High School

Week : 23
Period : 64
Class : 11A2, 4
Date of preparing : 17 Jan, 2014
Date of teaching : 20 Jan, 2014
 UNIT 10:NATURE IN DANGER
Part D: Writing
A. Objectives: 
1. Aims: By the end of the lesson students will be able to write a paragraph to describe the national parks base on provided information.
2. Knowledge: 
- Language: The simple present of verbs and the connectors often used in a narrative.
- New words: Words related to national park.
3. Skill:Developing such reading facts and figures to make the outline of writing a description of a national park. 
B. Methods: Integrated, mainly communicative.
C. Teaching aids: Textbook, chalk, board,.
D. Procedures:
 1. Settlement: (1m) Greeting the class and checking Ss’ attendance
 2. New lesson: 
Teacher’s activities
Students’ activities
I.Warm – up ( 5 ms)
- Ask students to keep their books closed.
- Ask students some following questions:
1. Have you ever been to national park?
2. What is it famous for? 
3. How did you feel when you visited it?
II. Pre – writing (10 ms)
- Ask student to read the task
- Explain some new words:
Tropical forest (n.p)= rain forest
Coastal water (n.p):water which is near coast
Abundant (adj) = plentiful (adj) 
Stone tool(n.p)
- Ask students to look through the passage again and answer the questions:
1. Where is Cat Ba National Park located?
2. What are the features of Cat Ba National Park?
3. How large is it?
4. What do you know about the animals and plants in Cat Ba National Park?
5. What are some of historic features of the Park?
- Let them work in groups.
-Help students make the detail outline of writing.
Out line:
* Introduction (Location + area)
+ Cat Ba National park / an important national park/ northern Vietnam.
+ Be located / Cat Ba island / an area of 15,200 ha,120 / Ha noi / 20 km / Hai Phong
* Special features( the number of animals and plants)
+ Cat Ba national park / the only site / Viet Nam / both tropical forest /coastal waters / white sand beaches/ abundant natural sources / many kind of rare animals and plants / this park/ preserve/ 300 species of fish/ 40 species of animals/ 150 species of birds/ 620 species of plants
* Historic features
On this island park / people / find 6000-year old stone tools and human bones in limestone caves/( 6000-year old stone tools and human bones found there / reveal /people/ inhabited/ there / 6000 years ago) 
* Conclusion
Nowadays, Cat Ba still attracts visitors by its pristine beauty and legends of its history and culture.
III. While – writing (15 ms)
- Ask students to write a description of Cat Ba National Park, using the facts and figures.
- Let students work individually
- Walk round and help students
IV. Post – writing (10ms)
- Give suggestions and corrections.
- Ask students to read another’s narrative.
- Ask some students to read loudly their narratives.
- Correct mistakes and give mark.
V. Consolidation and homework: (4 ms)
- Summary the main point of the lesson.
- Assign homework:
+ Do Writing at home
+ Prepare Part E: Language Focus
- Keep books closed.
- Listen to the teacher and answer the questions
1. Yes, I have .Hanoi
2
3.- It is very interesting
-Do as told.
-Group work.
Useful language
It’s located in/on..
It’s famous for
It covers/contains.
Its total area is
There are.species of/kinds of/sorts of
We can find
Something is found in..
-Listen and copy down.
-Individual work.
- Listen to the teacher and finish the narrative.
- Read a narrative of one classmate.
- Some students read loudly their products in front of the class.
- Listen and correct mistakes.
*Sample writing:
Cat Ba National Park is located in Cat Ba Island,
Hai Phong. It is 120 km from Hanoi and 20 km
east of Hai Phong city centre. It is 15,200 square
hectares in total.
The park is characterized by beautiful tropical
forests and coastal waters. It is famous for
magnificent landscapes with white sand beaches
and abundant natural resources.
Many kinds of rare and precious animals and
plants live in Cat Ba National Park. It is home to
300 species of fish, 40 species of animals, 150
species of birds and 620 kinds of plants.
Cat Ba National Park is also a historic site.
Archeologists found 6000-year-old stone tools and
even human bones. So the park is not only a tourist
attraction but also a good place for historians and
archeologists to study the past.
-Listen to the teacher.
-Listen.
*Self-evaluation:
Week : 23
Period : 64
Class : 11A2, 4
Date of preparing : 17 Jan, 2014
Date of teaching : 21 Jan, 2014
 UNIT 10:NATURE IN DANGER
Part E: Language Focus
A. Objectives: 
1. Aims: By the end of the lesson students will be able to:
- Practice reading correctly the clusters: /sl/, /sm/, /sn/ and /sw/
- Consolidate how to use relative pronouns with prepositions.
2. Knowledge: 
 - Lexical items: words and sentences pronounced in / sl/,/sm/,/sn/, /sw/ 
 - Grammar items: relative pronoun with prepositions
3. Skill: Developing reading skill, doing different kinds of exercises on relative clauses.
B. Methods: Integrated, mainly communicative.
C. Teaching aids: Textbook, chalk, board,.
D. Procedures:
 1. Settlement: (1m) Greeting the class and checking Ss’ attendance
 2. New lesson: Part E: Language Focus
Teacher’s activities
Students’ activities
A.Pronunciation (14ms)
I. Warm – up 
- Give some words that are jumbled to ask students to rearrange: miws, wons, llams, peels
- Sum up and lead in.
II. Presentation
- Model the four clusters/sl/, /sm/, /sn/ and /sw/ for a few times and explain how to produce them.
- Play the tape once for students to hear the words
containing these clusters. Then play the tape(or read) again and this time ask students to repeat after the tape (or Teacher)
/sl/
/sm/
/sn/
/sw/
slave
small
snack
swallow
sleep
smart
sneeze
swim
slim
smell
snooker
swing
slowly
smoke
snowy
switch
- Ask students to read the words in each column out loud in chorus for a few times. 
- Call on some students to read the words out loud.
- Listen and correct their pronunciation.
III. Practice
- Ask students to work in pairs and take turn to read aloud the dialogue.
- Call on some pairs to read the dialogue again and provide corrective feedbacks.
IV. Free – practice
- Give some words and ask students to put them in the right columns: slice, smooth, sniffles, sweet, snail, slipper,smile, sweden.
- Ask students to give some more words containing the target cluster consonants.
B. Grammar (27ms)
I.Warm – up 
- Write two sentences on the board:
Is that the man?
You arrived with him.
- Ask students to combine the two sentences into one, using a suitable relative pronoun:
- Ask students which one of the two sentences is correct.
- Give feedback, introduce relative pronouns with prepositions:
II. Presentation
- Giới từ trong MĐQH thường được đặt ở cuối MĐQH nhưng trong văn viết hoặc để diễn đạt ý một cách trang trọng, giới từ thường đặt trước đại từ quan hệ.
- Giới từ không đứng trước ĐTQH that and who.
- Chúng ta cũng dùng Preposition + ĐTQH sau dấu phẩy trong loại mệnh đề không-xác-định.
Ex:
Mr.Reese, to whom we sent the letter, hasn’t given us his reply.
of which, of whom, of whose đc dùng sau các từ chỉ số lượng (all, both, many, most neither, none, some.) và dạng so sanh nhất.
Ex: We’ve taken many tests, most of which were difficult.
Ex: They have four children, all of whom are married.
III. Controlled – practice 
Exercise 1: Choose the suitable words
- Instruct the exercise to students:choose the italicized words to complete the following sentences
-Ask students to do the exercise individually 
-Ask them to compare their answers with another 
-Call on some students to read their answers in front of the class and explain
-Listen and give the correct answers:
Exercise 2: Combining the following sentences ,using the preposition + whom or which
- Introduce Exercise 2 to students and explain how to do it
- Ask students to do it
- Let them work in pairs.
- Check, correct mistakes.
IV. Free – practice
Exercise 3: complete the following sentences using who, whom, which ,or that
-Instruct the exercise to students: 
- Ask students to do the exercise individually 
-Ask them to compare their answers with another 
- Call on some students to give feedback 
- Listen and give thecorrect answers.
C. . Consolidation and homework: (3ms)
- Summary the main point of the lesson.
- Assign homework:
+ Do exercises in workbook.
+ Prepare Unit 11: Sources of energy
 Part A: Reading
-Do as told.
Key: swim, snow, small, sleep.
-Listen.
-Listen.
-Whole class
-Whole class, individual work and pair work.
-Practise the dialogue.
-Pair work.
-Do as told.
/sl/
/sm/
/sn/
/sw/
à Is that the man whom you arrived with?
à Is that the man with whom you arrived?
Ex: 
+The man is living near your house. I talked to him on the phone last night.
=> The man to whom I talked on the phone last night is living near your house.
+ The bed wasn’t comfortable. I slept in it last night.
=>The bed in which I slept last night wasn’t comfortable.
-Do the exercise individually 
-Compare their answers with their friends 
-State the answers
( some. others compare, add and correct)
Suggested answers:
1.whom 2.which 
 3.whom 4.who/that 
5.which 6.whom 7.which
- Listen to the teacher and do exercise 2
Suggested answers:
1.The man to whom I talked yesterday was very kind
2. The man about whom I told you works in hospital
3. The woman about whom I am telling you teaches me English
4. The movie about which they are talking is fantastic
5. The picture at which she was looking was beautiful
6. I’ll give you the dress to which you should write
-Listen.
-Do the exercise individually 
-Compare their answers with their friends 
- Answer.
Suggested answers:
1.that 2.which 
 3. who/that 4.whom 
5.which 6.which 7.who/that 8.whom
- Listen.
-Listen to the teacher.
*Self – evaluation:
...
Week : 23
Period : 66
Class : 11A2, 4
Date of preparing : 22 Jan, 2014
Date of teaching : 25 Jan, 2014
 UNIT 11:SOURCES OF ENERGY
 Part A: Reading
A. Objectives: 
1. Aims: 
- Helping students understand about the alternative sources of energy in our lives.
- Helping students understand about the advantages and disadvantages of each alternative source of energy.
- Understand the importance of saving sources of energy in our life
- Helping students practice reading skills.
2. Knowledge: 
- General knowledge: By the end of the lesson, students will be able to understand more about the different sources of energy and use the information they have read to discuss the topic.
- New words: Words related to sources of energy
3. Skill:Develop such reading micro-skills as scanning for specific ideas and guessing meaning in context.
B. Methods: Integrated, mainly communicative.
C. Teaching aids: Textbook, chalk, board, some photos of sources of energy.
D. Procedures:
 1. Settlement: (1m) Greeting the class and checking Ss’ attendance
 2. New lesson: 
Teacher’s activities
Students’ activities
I.Warm – up (5ms)
- Ask students to work in pairs to complete the sentences.
1. We use ... to cook
2. We use ... to run the machines, cars, motorbikes. 
3. Which word is used to describe the group of words: coal, gas, and oil?
- Call on some students to stand up and give their answers. 
- Summarize and lead in.
II. Pre – reading (9ms)
- Ask students to work in pairs to look at the pictures and then answer the questions.
What can you see in the pictures? 
What source of energy does each picture refer to? 
What do you need energy for? 
- Gather the ideas and help students to give suggested answers.
- Provide students with new words/phrases:
Consumption(n)= use something
Nuclear energy(n.p): năng lượng hạt nhân
Geothermal heat(n.p): hơi nóng địa nhiệt
Dam(n): đập nước
Plentiful(adj):sung túc , phong phú, dồi dào
Potential(adj): tiềm năng
Make full use of (v.p)
Fossil fuel (n.p)
power(n) =energy
create(v) = produce
entire(a) = whole
Infinite(a)
Exhaust (v)
Exhausted(a) kiệt sức, mệt lử
 Potential(a)
- Read each word/phrase 3 times and ask students to repeat them.
- Guide to read and correct mistakes.
III. While – reading (20ms)
Task 1
-Ask students to read the requirements of the task.
-Ask them to read the words in the box carefully, then instruct them to read the passage quickly and stop at the lines that contain these words to guess their meanings based the context in these sentences 
- Ask students to work individually to do the task
- Ask them to compare their answers with a friend
- Call on some students to read their answers in front of the class.
- Listen and provide feedbacks.
Task 2
-Instruct the task to students.
-Ask students to read the text and defineadvantages and disadvantages of each alternative source of energy and write down 
 -Call on some students to explain their answers in front of the class
-Make necessary and corrections
-give correct answers.
Task 3
-Ask students to read the passage again then answer the questions
- Let them work in pairs
- Help students if necessary 
IV. Post – reading (7ms)
(For good students)
- Ask students to work in groups to complete the summary of the reading passage by filling each blank with a suitable word from the box
- Go around to help the groups when necessary
- Call on some groups to answer the question
Listen to students and correct mistakes.
V. Consolidation and homework: (3ms)
- Summary the main point of the lesson.
- Assign homework:
+ Learn by heart new words.
+ Prepare Part B: Speaking
-Work in pairs to do the task.
Suggested answers.
1. oil, coal, natural gas
2. gas
3. fossil fuels
-Answer.
- Listen.
- Work in pairs and state the answers( may vary)
Suggested answers
 1. we can see windmill, solar panel, hydroelectric dam
 2.They are wind energy, solar energy and water power
 3.We need energy to live and work :drive out machine, light and heat our houses and produce something in industry and agriculture
- write these words into their notebooks.
- Listen and repeat.
- Practise reading these words by themselves.
- Read aloud in chorus and individually.
- Answer 
-Listen to teacher’s instructions
-Do the task individually and compare with their partner.
Answers
1.released 2.alternative 3.energy 4.limited 5.exhausted 
-Listen.
- Pair work.
Answers
Sources of energy
advantages
disadvantages
Nuclear 
unlimited
Very dangerous(due to radioactivity) 
Solar 
Available/ plentiful/ infinite
Only possible during sunny days
Water 
Clean/
unlimited
expensive
Wind 
Clean/
unlimited
No wind/no energy
Geothermal heat
available
Only in few places
-Do as told.
-Pair work.
Suggested answers:
1. Fossil fuels ( oil, coal , and natural gas) (line1,paraghaph1)
2, 6 sources : fossil fuels, nuclear power, solar energy, water power, wind power, geothermal heat .Solar energy has the most potential because it is plentiful and infinite. At the same time , it is clean and safe to use
- Listen to the teacher
-Discuss and complete the summary of the reading passage by filling each blank with a suitable word from the box 
- The students who are called to stand up to talk loudly are intelligent ones
Answers: 
energy 4.limited 
one 5.alternative
fuels 6.source
 7.unlimited 8.environtment
-Listen.
-Listen.
*Self – evaluation: