bai kiem tra 1 tiet lan 2 lop 11- TA coban

Knowledge: By the end of the lesson, Ss will be able to: - know some leisure activities that English people often do in their free time - guess the meaning of the words and phrases in th

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Period 82 Date of planning:

Date of teaching 11B5 :

UNIT 14 RECREATIONS

Lesson 1: Reading

I Objective.

1 Educational aim: Educate Ss to know the importance of leisure activities.

2 Knowledge: By the end of the lesson, Ss will be able to:

- know some leisure activities that English people often do in their free time

- guess the meaning of the words and phrases in the sentences

- understand the reading passage and do two tasks

3 Skills: Reading for gist and for specific information.

II Method : Integrated, mainly communicative

III Teacher’s and students’preparation:

Teacher: Textbook, lesson plan

Student: textbook, notebook

IV Procedures

1 Check the old lesson

2 New lesson

1 Warm up ( 5’ )

* Ask Ss some questions

+ What do you often do in your free time?

- Call on some Ss to answer and write their

answers on the board

- Ask Ss: What do we do these things

for?

To entertain

2 Before you read (8’)

* Ask Ss to work in pairs looking at the picture

and answer the questions

+ What is she doing?

+ What are they doing?

- Call on some Ss to answer

- Check in front of the class

* Ask Ss to look at some leisure activities

guessing which of these British people often do

in their spare time

- Lead in the text: In order to know what leisure

activities British people often do in their free

time we come to the text

- Give and explain the meaning of new words

1 Warm up.

Work in groups and answer Listening to music Playing chess

Reading books Watching film Cooking Walking Gardening Playing sports

* Answer the questions + She is playing the guitar

+ They are having a party + They are playing football + They are watching T.V at home + They are swimming

* Answer:

The leisure activities British people often do in their spare time: playing a musical instrument, watching sports, singing and watching T.V

* New words

Household (n) Undertake (v) Bricklaying (n)

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- Guide Ss to read new words.

- Call on some Ss to read the newwords

3 While you read (20’)

- Play the cassete (readthe text aloud once)

- Let Ss to read the passage silently

* Task 1: Circle the correct answer

- Ask Ss to read the passage individually and

choose the option A,B, C or D

- Advise Ss to read the passage quickly and

stop at the lines that contain the words to guess

the meaning

- Go around the class and provide if necessary

- Call on some Ss to read aloud their

answers Ask them to explain their choice

- Give correct answers:

* Task 2: Ask Ss to work in groups, ask and

answer the questions

- Go around the class and provide help if

necessary

- Call on the presentative of each group to

answer the questions in front of the class

- Check with the class

- Give suggested answers:

4 After you read ( 10’)

- Ask Ss to work in groups and list the British

leisure activities

- Go around the class and provide help if

necessary

- Give corrective feedback

Sophisticated (a) Stock marker (n) Shoemaking (n)

While you read.

Read the passage silently

* Task 1.

- read the passages and choose the best options

1 A

2 B

3 B

6 A

* Task 2.

1 Because without them people will become dull or

bored

2 They like watching football and rugby in winter and cricket and athletics in summer

3 They like talking part in walking and swimming

4 Because this is a new kind of entertainment which gives them pleasure

- Work in groups

- Watching TV

- Listening to music

- Reading books

- Do it yourself home improvements

- Gardening

- Walking

- Swimming

- Snooker, pool and darts

- Playing sports

- Taking weekend or holiday courses such as bricklaying, making stock market decisions, painting or drawing, karaoke singing, shoemaking

or class engraving…

3 Consolidation: (1’): Repeat the main points of the lesson

4 Homework (1’): Ask Ss to learn by heart the new words and summarize the main content of the text

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Date of teaching 11B :

Lesson 2: Speaking

I Objective.

1 Knowledge: By the end of the lesson Ss will be able to express agreement and disagreement while

discussing plan

2 Skills: speaking.-sub skill: writing

II Method : Integrated, mainly communicative

III Teacher’s and students’preparation:

Teacher: Textbook, lesson plan

Student: textbook, notebook

IV Procedures

2 New lesson

1 Warm up (5m)

- Ask Ss some questions

+ Do you think English people often watch T.V in

their free time?

+ Do Vietnamese people like watching T.V, too?

- Lead in the new lesson: expressing agreement

and disagreement

2 Pre-speaking

Task1:(12m)

- Ask Ss to close their book and give more

expressing of agreement and disagreement

- Ask: what do we say to show agreement and

disagreement?

- Help them to read these expressions

- Get Ss to work in pairs

- Go around observing and providing help

- Call on some pairs to present their choices and

ask other pairs if they agree or disagree with their

friends’ answers

3 While-speaking

Task 2 (12m ): practice reading

- Ask Ss to work in groups of three practicing

reading the conversation

about the advantages and disadvantages of using

each alternative source of energy

1 Warm up.

Answer:

+ yes, I do/no, I don’t

+ yes, I think so/ no, I don’t think so

Answer:

+ Agreement expressions

- I quite agree with you

- Great

- Yes, let’s do that

- That’s a good idea + Disagreement expressions

- I don’t agree with you

- That’s a good idea, but…

- I can’t agree with you

- I don’t think that’s a good idea

3 Task 2 A: I think water power can be alternative source of energy

B: Why do you think so?

A: Because our major sources of energy are running out while this kind of energy is available and unlimited

B: it’s, however, very expensive due to the cost of building dams

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- Give model:

A: I think that wind power can be alternative

source of energy

A: Because our major sources of energy are

running out while the wind is abundant and

unlimited

B: I know it is also clean and safe to the

environment However, it is not available when

there is no wind

- Call on some Ss to present their exchange and

ask other Ss to feedback Comment and give

corrective feedback

4 Post-speaking

Task 3(12m).

- Ask Ss to work in groups

- Go round to provide help

- Call on some Ss to practice

- elicit feedback from the class and give final

comments

Task 3

A: I think that more and more people will use the solar energy

A: Because it’s available, unlimited and easy to use

C: But it’s expensive and we can only have

it at specific time of the year

A: I hope that the progress of science and technology will help to overcome this problem

B: That’s right and then we don’t have to worry about the shortage of energy

C: And our life will be more comfortable with cheap simple devices run on the solar energy

4 Homework (1’): Ask Ss to learn by heart advantages and disadvantages of various sources of energy

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Date of teaching 11B:

UNIT 14 RECREATION

Lesson 3: Listening

I Objectives:

1 Aim:

2 Knowledge: Helping SS ▪ develop listening skill.

▪ have a general idea of ways of spending their summer holiday

- New words: Words related to United Nations

- Language: asking for and giving information from a passage

3 Skills: : - Listening and comprehension questions

- Listening and deciding on True or False statements or no information

II Method: Integrated, mainly communicative

III Teacher’s and students’ preparation.

- Teacher: Lesson plan, Textbook, Cassette, CD

- Students: textbook, notebook

IV Procedure

2 New lesson

1 Warm up:

Hot seat game

- Summer

- City

- Camping

- Forest

- National park

2 Beforeyou listen:

Activity 1: Answer the questions.

-Which words would go with picture N 1 and 2

in your book?

-What can you see in the 2 pictures?

-What are they caring / doing?

Activity 2: Listen and repeat.

- campgrounds

- wilderness

- waterfalls

- dirt bike

- trash

- giant trees

- depressed

- solitude

3 While you listen:

You are going to listen to Anna, Terry and

Mary They are talking about how they would

like to spend their holiday

Task 1: Listen and decide whether the

statements are true (T) or false(F).

One Ss sits with back to the board, tries to guess the words written on the blackboard through other Ss’ support

Having Ss worth freely in pairs.

Having Ss repeat the words, explain the meaning of those with T’s help in necessary

Introducing Having Ss read through the statements before

listening to the tape and do the task in pairs

then exchange their answers

Giving feedback:

1.T, 2.T, 3.F, 4.T, 5.F, 6.T Having Ss answer some questions to justify

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1 Anna doesn’t like summer weather.

2 Anna usually spends 2 weeks in a

national park every summer

3 Terry has never been to the mountains

or the desert in summer

4 Terry is attracted to the beauty of

nature

5 Mary likes the solitude of the

wilderness

6 Mary enjoys the comfortable life in the

cities

Task 2: Complete the sentences.Anna often

feels _ in summer because it is _ and

humid in New York then

1 Anna enjoys taking showers in _

2 Terry _go to the mountains

3 According to Terry, many people leave

trash in the _

4 Mary doesn’t want to live in _ and

enjoys it

5 Mary hates _

4 After you listen

Task 3: Answer the questions

1 What activities do Anna and her friends

enjoy doing most in the national park?

2 Where can they sleep?

3 According to Terry, why aren’t the natural

places as beautiful as they used to be?

4 What does Terry think is also very

important to the world?

5 Where does Mary spend most of her

summer holiday?

6 Why doesn’t Mary like camping?

After you listen:

Discussion: List three advantages of a

camping holiday.

their answers

Having Ss read through the sentences before listening to the tape and filling the blanks individually

Checking and giving the feedback:

1 depressed - hot

2 waterfalls

3 used to

4 foreSs

5 nature

6 camping Stopping the tape after each question

Having Ss work in groups of 6, write the

answer on the flipchart, raise it up when finished and read it

Collecting the right answer to stick on the board

Feedback:

1 Riding their dirt bike in the desert, taking showers in waterfalls and swimming in lake and rivers

2 In sleeping bags or tents

3 Because more and more people are coming to these places and leave trash in the foreSs and take rocks and plants with them

4 He thinks nature is also important in the world

5 In cities

6 Because she can’t put up an umbrella tent

in the wind or make a fire in the rain or carry a heavy backpack

Having Ss practise asking and answering in pairs.

Having Ss list in pairs

Having some Ss present their ideas in front of class

Having Ss list the advantages of a camping holiday in their notebook

4 Homework (1’): Write a paragragh (about 80 words) about the advantages of camping

holiday

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UNIT 14 RECREATION

Lesson 4: Writing

I Objectives:

1 Aim: Students learn how to write a passage about camping holiday

2 Knowledge:

- By the end of the lesson students will Students learn how to write a passage about camping holiday

- New words: Words related to the topic

3 Skills: Writing a narrative

- Teacher: Lesson plan, Textbook

IV Procedure

2 New lesson

Teacher's activities Students' activities

1 Warm up: (2’)

T uses 2 pictures about camping holiday and asks

Ss some questions: (Picture b, g in the book)

- What are they doing?

- Where are they?

- Have you ever gone camping?

2 Pre - writing:

Activity 1: (2’

T asks Ss to tell some activities in camping holiday

Activities in camping holiday

Activity 2:

Task 1: (7’)

- T has Ss match activities with the correct pictures

- T helps Ss if they have any difficulties with words

or phrases

- T sticks 9 pictures on the board and asks some Ss

to write the activities below them (9 pictures in the

book)

Feedback:

1-g; 2-a; 3-b; 4-c; 5-f; 6-d; 7-h; 8-i; 9-e

* Words and phrases used in writing a passage:

First, then, later, after that, because,

In the morning, in the afternoon, in the evening,

* Tense: Past tenses

Ss answer the questions

Ss close their books and tell some activities in camping holiday

- Ss work in pairs, match the activities with the correct pictures

- 9 Ss are asked to write 9 activities for the pictures

- Ss correct mistakes

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3 While - writing:

Task 2

T asks Ss to write the whole passage using the

sentences above They can add some more

sentences if necessary

T gives each group a poster

T gives Ss some outlines:

- When ?

- What time ?

- What happened ?

- How ?

4 Post - writing: (10’)

- T asks Ss to exchange their posters to correct

mistakes

- T gives comments

Ss work in pairs and write the whole sentence for each picture

Ss work in groups (8 groups)

The groups exchange their posters to correct mistakes

3 Consolidation (1’) - Repeat the main points of the lesson.

4 Homework: (1’) Handouts

- Rewrite the passage in your notebook

- Write a passage with the cues:

Last weekend / go for a picnic / at BaiBut / friends / gather / school gate / at 5 a.m / by bicycles / arrive at 7 a.m / watch / the sea / ships / swimming / fishing / playing games / happily / tired / never gorget / interesting experience / leave / at 4 p.m./

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Lesson 5: Language focus

I Aim: -By the end of the lesson SS can distinguish and pronounce the sounds

/ts/- /dz/ - /t~t/- /d2d/ in a single word and texts

-By the end of the lesson SS are able to understand and use the “paired conjunctions” and “cleft sentences” in the passive

- Teacher: Lesson plan, Textbook, cassette, cards

IV Procedure

1 Check the old lesson

2 New lesson

Teacher’s activities Students’ activities

1.Warm up: (give out handouts)(5’)

Tick(V) the correct sound for the words below:

/ts/ /dz/ /t~t/ /d2d/

1 needs

2 changed

3 reached

4 watched

5 foreSs

6 friends

7 matched

8 rents

9 managed

10 arranged

-introduce and instruct Ss how to pronounce

these sounds

2 Pronunciation:

Activity 1: Listen and Repeat (7’)

(in the textbook)

T reads two or three times and asks SS repeat

clearly

Numbers (1) with sound/ts/ , (2) with sound /dz/

and

Reads these sounds in not order

Activity 2: (5’)

T asks SS to practice reading the sentences in

the textbook then pick out the words containing

sounds /ts/- /dz/ -/ /t~t/- /d2d/

Calls on SS to write the answers on the board

3 Grammar and Vocabulary:

SS divided into many small groups

Read and tick the correct sound

Listen to Repeat in chorus and individuals Recognize and read aloud (1) or (2), (3), (4)

Practise in pairs Expected answers:

/ts/ sits, lots, tickets /dz/friends

/t~t/ watched, pitched

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The paired conjunctions both… and,

either….or, neither …nor, not only….but also

Activity 1:(10’)

T gives cues with my parents/my sister/ be here

to make sentences using the paired conjunctions

above

T makes questions about agreement of verbs

following these paired conjunctions

*Notice the parallel structure in the examples

Activity 2: Combine the sentences using the

conjunctions above (task 1, p.161)(10’)

-have SS do exercise 1 in the textbook, p.161

-call on SS representative of any group to write

the answer on the board

- Invite class opinions and give feedback

Activity 3: Cleft sentence

T helps SS understand the definition of the cleft

sentence by comparing these sentences

A: I notice her eyes first

B: It is her eyes that are noticed first

A: The boy hit the dog in the garden

B: It was the dog that was hit in the garden

T explains:

The B statements are “cleft” sentences in the

passive

And makes questions;

What do you think their purpose is?

-Ask SS do exercise 2 in the textbook

/d2d/ managed, bridged

SS work in group of 4

Write the answers on the board

Expected answers -both my parents and my sister are here

-Not only my parents but also my sister is here

(n)either my parents (n)or my sister is here

or: either my sister or my parents are here Draw some remarks

-both and: Take a plural verb

-when two subjects are connected by not only but also, either….or, neither …nor the subject that is closer to the verb determines whether the verb is singular or plural

SS divided 3 groups to do task Group 1 will do sentences 1,2,3 Group 2 will do sentences 4,5,6 Group 3 will do the rest

SS work in groups

Practice the structure of cleft sentence by changing the sentences into cleft sentence

in the passive (Exercise 2, textbook)

3 Consolidation (2’) - Repeatthe main points of the lesson.

4 Homework: (3’) -Redo the exercises in the textbook.

-Rewrite the sentences using conjunctions (give out handouts)

-Prepare unit 15

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