Thiết kế bài dạy Tiếng Anh 11 - Tuần 22

Week: 22 Date of preparing: 04/1/2015
Period: 61 Date of teaching: 13/1/2015
	UNIT 10: NATURE IN DANGER 
	SECTION : speaking
I/ OBJECTIVES : 
 1. Formation of behavior: By the end of the lesson , sts will be able talk about endangered nature and 
 express their own ideas about measures for protecting endangered nature 
2. Skills: Listening, speaking
3. Language content:
 a.Vocabulary: Fur (n)/ pet(n)/ to capture/ recreation(n)/ fertilizer(n)/ pesticide(n)/ 
 cultivation(n)/ to discharge/ measure(n)/ law(n)/ to be banned (to ban)/ 
 prohobit(v)/ discourage(v).
 b.Grammar
II/ PREPARATION :
1. Teacher : textbook , lesson plan 
2. Students : textbook , notebook ,pen 
III/ TIME : 45 minutes 
IV / PROCEDURE : 
 1. Class order : Greeting , Checking attendance (1’)
 2. Checking up ( 3’-5 ‘): Tasks sts to read the passage,answer the questions and to write some words 
Pollutant (n) : what do you call something
 like chemical waste ,smoke from factories? Vaät laøm oâ nhieãm 
pollute (v) 
Extinct (adj ) : tuyệt chủng
Rare animal (n) : động vật quý hiếm 
Endangered animals : động vật nguy hiểm to protect (v) : bảo vệ 
Interference (n) : sự can thiệp 
 3. New lesson : (4’)
Warm Up : T gives out a list of jumbled words on a poster and gives sts 2 minutes to prepare individually ,and then ask them to go the board to write down the correct words 
mentvironen (environment ), dusintry (industry),. tantspollu (pollutants) , ingcutt eesrt (Cutting trees), tiesci dingbuil (building cities) 
From the words given above ,who can guess the topic we are going to discuss today ? NATURE IN DANGER 
Today we are going to talk about endangered nature and express their own ideas about measures for protecting endangered nature 
Teacher’s activities
Students’ activities
content
Pre-speaking: (6’-8’)
- introduces the new words by
many techniques 
- asks sts to read them after the teacher 
- calls on some sts to read them aloud 
- lets sts say out their ideas about some reasons why nature is threatened in their group 
- call on some sts to say out their answers in front of the class 
-corrects 
While-speaking: (10’-13’)
- asks sts to work in group and in turn come to the board ,matching the reasons in task 1 with possible measures for protecting endangered nature 
- checks the matching if they are suitable 
- asks sts to work in pairs ,one student says the reason ,one says the suitable measures and ask sts to look at their partner when they speak 
 - call on some pairs to say them out 
-corrects 
Post-speaking: (8’-10’)
- asks sts to work in pairs and make conversations using one of the two tasks given in their books page 118 
- goes around the class and give help when needed 
- calls on some pairs and asks sts to act out the conversation in front of the class 
- corrects 
- can guess their meaning of words 
Sts repeat after the teacher 
Sts read them individually 
- say out their ideas about some reasons why nature is threatened in their group 
sts say out their answers in front of the class
- work in group and in turn come to the board ,matching the reasons in task 1 with possible measures for protecting endangered nature 
- one student says the reason ,one says the suitable measures and ask sts to look at their partner when they speak 
Sts say them out 
- work in pairs and make conversations using one of the two tasks given in their books page 118 
- act out the conversation in front of the class 
I/ Task 1 
Pre teaching vocabulary : 
Cultivation (n) : sự cầy cấy ,sự trồng trọt 
To discharge= release : thải ra,thả ra 
To discourage : thuyết phục ai làm gì 
To capture : bắt giam 
Why nature is threatened ? 
What do you think is the most important reason ? 
In my opinion ,the most important thing is .
II/ Task 2 : 
controlled speaking 
The reasons in task 1 with possible measures for protecting endangered nature (page 118) 
The reason : 
Killing endangered animal for fur ,skin and food 
The measures : 
Killing endangered animal for fur ,skin and food should be banned 
All kinds of animals and plants should be protected 
III / Task 3 
Matching conversations 
A: Do you know people are killing endangered animal for fur ,skin and food ?
B: Yes ,I do .I think that killing endangered animal for fur ,skin and food should be banned 
A: Do you know people are cutting down a lot of trees in the forests for wood ?
B: Yes ,I do .I think that laws should be introduced to stop people from cutting trees for wood /encouraging the planting of forests and trees 
4. cosolidation : 2’
Summarises the main points of the lesson 
5 Home work: 2’
Asks sts to search the internet to find out some more information about endangered animals 
prepare listening of unit 10
Experience from the period:
Supplement :
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Week: 22 Date of preparing: 05/1/2015
Period: 62 Date of teaching: 14/1/2015
	UNIT 10: NATURE IN DANGER 
	SECTION : listening
I/ OBJECTIVES : 
 1. Formation of behavior: By the end of the lesson , sts will be able to listen and understand the 
 general ideas ,pick up the specific ideas 
 2. Skills: Listening, speaking
 3. Language content:
 a.Vocabulary: -Devastating( )/maintenance(n)/ vehicles(n)/ to preserve/ 
 to be indange of/ currently(adv)
 b.Grammar
II/ PREPARATION :
1. Teacher : textbook , lesson plan 
2. Students : textbook , notebook ,pen 
III/ TIME : 45 minutes 
IV / PROCEDURE : 
1. Class order : Greeting , Checking attendance (1’) 
2. Checking up( 3’-5‘) : Tasks sts to say some reason why nature is threatened and measures for protecting endangered nature 
3. New lesson (2”)
Warm Up : Today we’ll listen to a text about national parks in the United states 
Teacher’s activities
Students’ activities
content
Pre-listening: (8’-10’)
- asks sts work in pairs to answer these questions page 105 
- calls on some sts to give their partner ‘s answers 
- elicits new words and help sts to pronounce them correctly 
- may want to play the tape or model first and then ask sts to repeat after the tape or after the teacher in chorus and individually 
While-listening: (15’-17’)
- ask sts to read through the statements in their textbook and decide if the following statements are true (T) or false (F) 
- asks sts to compare their prediction with their partners 
- asks sts to listen to the monologue and check their prediction 
- lets sts to listen for three times 
For the first listening ,ask sts to do nothing but listening 
For the second and third listening ,get sts to take notes and compare their answers with their partners 
- asks sts to report the results 
- gives feedback 
- prepare the multiple choice beforehand for sts to choose 
- asks sts to read these questions and guess the answers before listening 
- asks sts to listen to the tape again (once,twice or three times depending on their abilities ) and find the correct answers 
- gets sts to compare their answers with their partners 
- checks the answers 
-- asks sts to work in pairs ,using the questions in task 2 
Post-listening: (6’-8’)
- asks sts to work in groups of 4 or 5 to discuss these questions .A secretary from each group will note down sts’ ideas 
- asks other sts to share ideas 
- calls on some sts to report their answers 
-T give comments on each group 
- work in pairs to answer these questions page 105 
- give their partner ‘s answers 
-pronounce new words correctly 
Sts listen and repeat in chorus and individually 
- read through the statements in their textbook and decide if the following statements are true (T) or false (F)
- compare their prediction with their partners
- listen to the monologue and check their prediction 
- listen for three times 
For the first listening , sts do nothing but listening 
For the second and third listening , sts to take notes and compare their answers with their partners 
 - report the results
- understand all of them
- listen to the tape again (once,twice or three times depending on their abilities ) and find the correct answers 
- compare their answers with their partners
- ask and answer these questions in task 2 ,then in closed pairs 
- work in groups of 4 or 5 to discuss these questions .A secretary from each group will note down sts’ ideas
other sts to share ideas
- report their answers 
I/ Before you listen 
What national parks in VietNam and in the world do you know ? 
BaBe National Park,Bach Ma National Park 
Can you tell me some danger these national parks can face with? 
Yes. All my children have them ,but sorry ,I don’t remember .
listen and repeat : 
Scenic features (n) : Những đăc trưng về thiên nhiên xinh đẹp 
Devastating (adj) :taøn phaù 
Vehicles (n) : xe coä 
Maintenance (n) : söï duy trì 
II/ While you listen 
Activity 1: Listen to the passage and decide if the following statements are true (T) or false (F) 
Answer : 
T
T
F
T
T 
Multiple Choice 
How many national parks are there in the United States ? 
a. 50 b. 52 
c. 53 d. 55 
How many people visit national parks every year ? 
a. five thousand 
b. three thousand 
c . millions of visitors 
d. billions of visitors
Can you name some of the problems which national parks are currently facing ?
Rare animals are killed or hunted for fur ,skin or other parts .
Trees are cut down for wood 
Devastating fires are caused by careless people 
All are correct 
What should be done to protect national parks ?
Increase the number of visitors to earn more money for the parks .
These problems should be solved gradually 
Money should be raised for the park’s staff and maintenance of their resoueces.
If there is not enough money , some national parks should be destroyed 
Keys : 1b 2c 3d 4c
III/ After you listen 
Have you ever visited a national park in our country ? or Have you ever seen a national park in Vietnam on TV ? 
What is there in the National Park ?
Does it have the same problems as the other national parks ? 
What should we do to protect our national parks and what shouldn’t we do to destroy them ? 
4. cosolidation : 2’
Summarises the main points of the lesson 
5 Home work: 2’
Based on the information in task 1 and 2 , sts write a summary of the text 
prepare the writing of unit 10
Experience from the period:
Supplement :
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Week: 22 Date of preparing: 08/1/2015
Period: 62 Date of teaching: 14/1/2015
UNIT 10: NATURE IN DANGER
	SECTION : writing 	 
I/ OBJECTIVES : 
 1. Formation of behavior: By the end of the lesson ,sts will be able to understand the information 
 about Cat Ba National Park and write a description of a location 
2. Skills: Listening, speaking
3. Language content: 
 a.Vocabulary: Coastal waters(phr)/ ha (= hectare)/ stone tool(n, phr)/ human bone 
 / location(n)/ abundant(adj)/ landscape(n)/ historic(adj).
 b.Grammar
 II/ PREPARATION :
 1. Teacher : textbook , lesson plan 
 2. Students : textbook , notebook ,pen 
III/ TIME : 45 minutes 
IV / PROCEDURE : 
1. Class order : Greeting , Checking attendance (1’)
2. Checking up (3-5’) T asks sts to answer these questions 
Have you ever seen a national park in Vietnam on TV ? 
What is there in the National Park ?
Does it have the same problems as the other national parks ? 
What should we do to protect our national parks and what shouldn’t we do to destroy them ? 
3. New lesson : (4’)
	warm up : T show the back of a picture of a National Park to the sts and asks some questions 
Have you ever been to Cat Ba ? When did you go ? What is Cat Ba like ? 
Would you like to know some information about Cat Ba ?
Today I would like to introduce to you some more information about Cat Ba National Park 
Teacher’s activities
Students’ activities
content
Pre-writing: (12’-14’)
- introduces the new words by many techniques 
- asks sts to read them after the teacher 
- asks sts to work in pairs ,taking turns asking answer about Cat Ba National Park ,using the information in the text book 
-calls on some sts to answer them 
- corrects 
While-writing: (14’-17’)
Then sts work individually to write a short description of Cat Ba National Park ,using the following prompts T goes around to observe and offer help 
- asks sts to exchange their writing with another student for peer correction 
- goes around and collects mistakes and errors 
Post-writing: 5’
- collects some writings for quick feedback
- writes sts ‘ typical error on the board and elicits seft and peer correction 
- corrects 
- can guess their meaning of words 
Sts repeat after the teacher 
Sts read them individually 
- work in pairs ,taking turns asking answer about Cat Ba National Park ,using the information in the text book 
- answer them 
- work individually to write a short description of Cat Ba National Park ,using the following prompts 
Sts exchange their writing with another student for peer correction
- take notes 
I/ TASK 1 
Pre –teaching vocabulary :
Coastal waters(n) : vùng nước ven biển 
Abundant (adj) : nhiều ,phong phú 
Ha = hectare 
Stone tool (n) : đồ đá 
Human bone (n) 
Questions and answers 
Where is Cat Ba National Park?/Where is it located ?
How large is it ? 
What do you know about the animals and plants in Cat Ba National Park ?
What are some of the historic features of the Park ?
What are some of the special features of the Park ?
Keys: 
120 km from HaNoi 
15,200 ha 
300 species of fish ,40 species of animals , 150 species of birds , 620 species of plants 
6000 –year-old stone tools ,human bones .
tropical forests and coastal waters , white sand beach, abundant natural resources ,beautiful landscapes ,rare animals and plants 
II/ TASK 2 
Sample writing :
Cat Ba National Park /situated /Cat Ba island,120 km /HaNoi /20km East /Hai Phong .
Cat Ba /the only site /Vietnam /endowed /tropical forests /coastal waters with white sand beaches /abundant natural resources / landscapes / rare animals /plants /It /cover /15,200 ha .
Cat ba /perverse/ 300 species of fish /40 kinds of animals /40 kinds of animals /150 birds /620 plants .
Stone tools /human bones /found /island’s limestone cave /reveal /people /inhabit /6,000 years ago . 
4. cosolidation : 2’
Summarises the main points of the lesson 
5 Home work: 2’
learn by heart new words , write the description of one of the two national park into their noteboos 
prepare language focus of unit 10
Experience from the period:
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Supplement :
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