Giáo án Anh văn lớp 11 - Unit 9 - Period 76 ppsx

Aims : - By the end of the lesson, the students are able to ask for explanations.. - By the end of the lesson, the students know how to give explanations for actions II... - give each g

Lesson Plan (grade 11 – advanced)

Period : 76 Preparation date :15 /1/2008 Unit : 9 Lesson : Speaking

I Aims :

- By the end of the lesson, the students are able to ask for explanations

- By the end of the lesson, the students know how to give explanations for actions

II Lexical items :

- life jacket - canal - binoculars - get lost

III- Structures :

- why should tourists wear sunglasses?

- wee, the thing is, the sunlight there is very strong

IV- Teaching aids:

- textbook - Handouts

V- Techniques :

- skill-based ( listening, speaking)

VI- Procedures :

State/time Teacher’s and students’ activities Blackboard Materials

1 warm-up

(7’)

Games: cut-up sentences

- divide SS into small groups

- give each group a set of cards with phrases of sentences cut up

- shuffle the cards and tell SS to work

in their groups and put the phrases into sentences of a short exchange between

A and B Then stick the exchange on the board

- the first group to finish and get it al correct will win the game

- check SS’ understanding of instructions and have them start the game

- declare the winner

- Ask SS : + what does want to know?

+ what is B doing?

- today we will practice asking for and giving explanations for actions

Transition:

- Today we will practice asking for

These are the sentences and how they are cut:

- People say that / ecotourism / is environment-friendly / why do / you think / it does / harm / to the environment?

- The thing / is / the activities / done by / eco-tourists/ indirect / cause / harm / to the environment / and they don’t even / realize this

This is the exchange:

A: people say that

ecotourism is environment-friendly Why

do you think it does harm

to the environment?

B: The thing is, the

activities done by eco-tourists indirectly cause

-chalk and board

and giving explanations for actions -Write down on the board :

harm to the environment and they don’t even realize this

P 83: Unit 10 : speaking

2 Pre-

Speaking

(7’)

* eliciting and introducing Useful language

- elicit from SS the structures used to

ask for reasons for actions and those used to give explanations of actions

- with a student, read the example exchange

* completing the brochures ( task a,

Useful language:

* asking for an explanation

- why should (not)….?

- what … For?

* Giving an explanation

- because

- the thing is } + clause

- if I could explain

- … so that

- So as to / so as not to

Chalk and board

Textbook

p.132 – 133)

- tell SS to complete the brochures for tourists in task a using the information

in the box and the tour guide’s notes

- ask SS to compare answers with a partner

- go over the answers with the class

- …in order to/in order not

to

3

while-Speaking

(15’)

Activity 1: Advantages and disadvantages – Information Gap (

task b, p 145)

- pair off SS as A and B

- deliver cards A to students A, and cards B to students B ( appendix 2)

- ask SS to work in pairs , talking about the advantages and

disadvantages of the sources of energy SS with a gap in the explanation will ask for clarification, and SS with full information will make clarification

- model an example exchange with a student and then have SS so the task

- go around to monitor and note down errors if any for correction late

Textbook cads

textbooks

4

Post-Speaking

(15’)

5.Homework(1’)

- call on some close and open pairs to act out their conversations in front of the class

Activity 2: personalization (task c, p.145)

- ask SS to work in pairs, talking about the advantages and disadvantages of the cooking fuels and transportation fuels currently used in their home or neighborhood

- act out the example exchange with a student as a model

- have SS start the activity

- go around to monitor and give help with vocabulary or ideals if necessary

- call on some pairs to act out their conversations and invite SS to give comments

- give feedback and comments

Listening:

-read out mixed expressions of how to

do something

- SS listen and write down Sentence Making

- Ask Sts to make a few sentences

about giving instructions