Giáo án Tiếng Anh 11 unit 13: Hobbies

+ T leads into the new lesson: Answer orally Answer orally *Play chess *Go fishing *Read comic books *Collect stamps *Play computer games *Listen to music *Chit chat guitar swimming sta

Unit :13 HOBBIES

Part A : Reading

I OBJECTIVES:

- Help students understand the content of the lesson

_Help students understand new words and answer comprehension questions

II METHODS AND TEACHING AIDS:

- Communicative Approach

- Textbook ( English 11 ), Pictures

- Chalks, cassettes…

III TEACHING PROCEDURES :

ACTIVITIES

( 2’ )

BEFORE YOU READ

( 8’ )

Wam-up: What do you do in your free time ?

A Pre – reading :

 Ask students to look at the pictures in the book and list some more things people can do in their free time

 Ask sts to answer the question:

1 When do people do these things?

2 What do you call things you

do in your free time?

+ T leads into the new lesson:

Answer orally

Answer orally

*Play chess

*Go fishing

*Read comic books

*Collect stamps

*Play computer games

*Listen to music *Chit chat

guitar

swimming

stamps

+Sts do with a partner

- Students give oral

The lesson today is about a person’s hobbies Read the passage and answer the following

questions:

 Is the writer a boy or a girl?

 What are his or her hobbies?

answers:

guitar

fishing

stamps

WHILE YOU READ

( 27’ )

*New words

1 accomplished ( adj ):

skilled,

well-trained

2 accompany(v): play a

musical instrument with

another singer or

musician

Ex: Miss Jessop

accompanied Mr

Bentley on the piano

3 modest ( adj ):

humble, small

Ex: Her house is small

so she keep fish in a

modest little glass fish

tank

4 avid ( adj ): extremely

eager or interested

Ex : That boy took an

avid interest in playing

computer games

5 discard ( v ) : throw

away

discarded ( adj ):

discarded food,

envelopes

6 indulge in ( v ):

B While – reading PRACTICE 1

 Ask sts to read the passage again and underline all the words provided

 Provide sts with definitions

of the words provided

word with a suitable definition

 Check the answers, give feedback

 Encourage sts to guess their meanings in context

pairs

the board

absorbed in

7 keep me occupied =

keep me busy

Ex : Online games can’t

keep her occupied b/c

she wants to spend more

time on her work

8 a modest little glass

fish tank means not a

big glass container to

keep fish

Task 2 : Suggested

Answers

1 His first hobby is

playing the guitar

2 No, he isn’t

3 Because he is an

accomplished guitarist

and he is good at

accompanying people’s

singing by his guitar

4 It’s keeping fishes

5 He bought some from

the shop and collected

some from the rice field

near his house

6 He is not an avid

stamp collector

7 He collects the

stamps from discarded

envelopes that his

relatives and friends

give him

8 Local stamps

9 He keeps the less

common ones inside a

small album He

usually gives away

the

common ones to

PRACTICE 2 :

 Ask sts to read each question then look for the answer in the passage

 Ask sts to check their answer in groups of 4 & 2 on the board

 Ask sts to give their oral answers

passage quickly & do task 2

groups

answers

· Copy down the answers in their notebooks

others or if no one wants

them , he

simply throws them

away

AFTER YOU READ (

8’ )

Supplements : Multiple

Choice

1 My uncle is _

guitarist

a accomplishing b

accomplishing

c accomplishment d

accomplished

2 He’s good

accompanying people’s

singing by his guitar

a for b to c at d

about

3 I just collect the

stamps from

envelopes

a discard b

discarded

c discarding d

discards

4 Those mentioned

keep me occupied

a really b real c

reality

suggested key:

1 b 2 c 3 b

4 a

C Post- Reading : Ask some students to close their

 Answer orally text books ( * Checking words with pictures )

1 tank / a variety of fishes

2 guitarist / accompanying

3 stamps / local stamps / foreign stamps / discarded envelopes

Ask sts to talk about some Answer orallyAsk sts to talk about some popular hobbies of young people

Ask one representative of each

 

Answer orally group to talk in front of class

Give marks &correct mistakes

 

Answer orally

Answer orally Work in pairs

Answer orally Work in groups ( 4 groups )

Make presentation

Answer orally front of class

VI HOMEWORK

 Write about one of your hobbies in about 80 words

 Prepare part B : Speaking

Unit :13 HOBBIES

B - SPEAKING Objectives:

Students are able to speak about their hobbies such as collecting stamps…, speak how, why they are collecting them

Teaching aids:

- Pictures , real objects ( book, stamps ), textbooks, coloured chalks

Teaching technique: communicative approach

New lesson:

Warm – up

Teacher show some books ( novel, picture books, Doremon, Harry Porter ) and ask sts:

what are they?

What kind of books is it?

Do you like reading books in your free time?

What’s kind of books do you like?

Sts look at the books Answer the

questions:

They are books It’s a novel/ a picture book/ textbook

Yes, I do / No, I don’t Sts’ answers may vary

Pre –

speaking

Task 1: ( page 148) Ask sts :

Would you like to watch TV? Why?

Direct sts to do task 1 :

“ Work in pairs , ask your friend which of the hobbies mentioned in task 1 page 148 he/ she would like /not like to do and explain why.”

Teacher and one sts set an example:

Which of the hobbies would you like to do?

Watching TV I like it because I find it useful to watch TV I can get a lot of useful knowledge on TV

And which one wouldn’t you like to do?

Fishing I’m not patient enough

Teacher can explain some new words and how to pronounce some words ( if

necessary) Ask some pairs to present in front of the class

Correct mistakes ( if necessary)

Sts’ answer may vary Sts work in pairs

While-

speaking

Task 2: ( page 149) Teacher introduce the conversation:

“ Two friends are talking about their collection of books”

Ask sts to read the conversation silently

Teacher explain some words and how to pronounce the words:

Immediately (adv) Second – hand book stalls= the store that sell old books

Classify (v) Category(n) Special expression: Could you tell me how

to … ?

Teacher ask 2 students to read the conversation

Correct mistakes if necessary after students’

reading

Ask sts to practice in pairs

Set time ( 5 minutes) Teacher goes around the class to give help

Call 3 pairs to present and correct mistakes ( if necessary)

Task 3:

- Teacher explain how to do the task

- Ask sts to make similar dialogue about collecting stamps ( such as collecting books

in task 2)

- As k sts to read through the suggestion in task 3, make sure the sts understand the words and know how pronounce these words

- Read some words( landscape, hero, broaden , exchange) , ask sts to repeat

- Teacher and a good student make a dialogue as a model

- Ask sts to work in pairs and make similar dialogue

Pay attention to pronunciation if they don’t know

Some pairs present

read the conversation Write down the words and repeat them after the teacher

Listen

Practice speaking in pairs

Post-

speaking

Homework

- Set time ( 7 minutes)

- Teacher move around the class to give help

Ask some pairs to present

- Give feedback

Ask sts prepare the next lesson: listening ( page 150)

Learn the new words in task 2,3 part speaking

Listen to the teacher’s explanation and repeat after the teacher

Write down some words if they don’t know

Listen Speak in pairs making similar dialogue

- Write down the homework

Unit :13 HOBBIES

C - Listening

I Aim

Students listen to the hobbies of a student They can listen to a talk a fill in blanks with True or False

II Teaching Aids

Cassette player, board

Some books

III Procedure

activities Pre-listening

(warm-up)

(10’)

Vocabulary

teaching

(3’)

Asks students to close their books Gives them prompts and asks them make sentences with those prompts provided

stamps / fish / book / swimming

Ask students to work in pairs Have some students to write theirs sentences on the board and check for correction

Show some books and ask students:

What are the benefit of reading books?

Collect some good ideas and write them on the board

Write the words with their meanings on the board, then pronounce those words and ask students to repeat correctly:

magazine / continually / gigantic / available / bygone / ignorantly

Do as requested

Work in pairs

Go and write their

sentences on the board Stand up and answer the question or write the answer on a sheet of paper

- Pay attention to the words and try to pronounce the correctly

While-writing

(20’)

Task 1 Explain the instruction of the task 1 to the students and ask them read the task 1 silently -Play the tape 2 times and students give the answers of the task 1 Students can write their

Listen to teacher’s instructions, and read the

answers on the board

- Play the tape the third time and give students the right answers

Answers

Task 2 Explain the instruction of the task 2 to the students and ask them prepare the task 2 silently, walk around and give students help

- Play the tape 2 times and students give the answers of the task 2 Students can write their answers on the board

- Play the tape the third time sentence by sentence and correct the answers on the board

Answers

wonder ful

disea se

jungle certai

nly

ignorant ly

task1 silently -Listen to the tape, the go

to the board and write their answers Listen to the tape again and take note the answers

- Prepare the task 2, ask for help if necessary

- Listen to the tape, the go

to the board and write their answers

- Pay attention on

to the listening passage and take note the correct answers

Post-listening

(10’)

- Ask students to work in groups and give them the instruction of the task:

Talking about the disadvantages of over-reading, give many examples to the task

- Ask them write the report on a sheet of paper

- Call one student of each group to write the report on the board

- Work in groups

- Write the report on a sheet of paper

- Take notes the report Homework

(2’)

- Write about the disadvantages of over-reading based on the report taken

- Take notes

D WRITING OBJECTIVES:

Help students improve their writing skill

Help students write about their collection, real or imaginary

TECHNIQUES:

Communicative approach

TEACHING AIDS:

Stamps, chalks, …

TEACHING PROCEDURES:

ACTIVITIES

* Warm - up

- Ask students to find words going with COLLECT

- Work in groups

Pre-

writing

* Task 1

- Ask students to give some suggested guidelines

- Write the suggested guidelines on the board:

1 Name of your collection

2 When you started your collection

3 How you collect them

4 How you classify

5 How you keep them

6 Why you collect them

7 Your plan for the future

- Give the useful expressions:

+ To classify … into

- Answer individually

While-

writing

* Task 2

- Ask students to read Task 1 silently to do Task 2

- Ask students to make the detailed outline

- Walk around the class and offer help when necessary

- Select one group to give answers

- Read silently

- Work in groups

* Making the detailed outline:

1 Stamp collection

* Task 3:

- Ask students to do the writing exercise in groups

- Walk around to observe the students’

activities

- Give explanations or help if necessary

2 5 years ago

3 Both local stamps and foreign stamps from letters of friends and relatives.

4 Into categories/ put stamps of animals, flowers, birds, landscape, heroes on different pages.

5 In two albums, one for local and the other for foreign ones.

6 Keep beautiful pictures on the stamps/ broaden knowledge about the world.

7 Can expose collection at an exhibition in the future.

- Work in groups

Post-writing

- Encourage students to exchange their writing to correct the mistakes

- Choose one writing passage to correct on the board

- Correct the mistakes

HOMEWORK:

Rewrite what students have discussed in class

Prepare the next lesson Language Focus

Unit :13 HOBBIES

Language focus

I Aims:

Pronunciation: Ss can pronounce the sounds /pt/- /bd/-/ps/-/bz/ correctly

Grammar: Ss can use the grammatical points :

Cleft sentences

Subject focus

Object focus

Adverbial focus

II Teaching aids: chalk, blackboard, textbook, workbook, handout …

Procedures:

Warm-up

Exercise 1: Ask sts to write the

sentences and pay attention to

the subject of the sentence

Give the feedback

- Ss close their books

- T sticks some pictures on the

board & asks Ss to look at &

describe them

-Listen

- Practice reading the sounds in words

- Guess the sounds they are going to study

Individ ual work

A Pronunciation

-T plays the tape

- Pay Ss’ attention to the

differences of pronunciation

among these sounds

- Instruct the way to pronounce

these sounds

- Read the words and the

sentences

- Correct pronunciation

mistakes

-Listen -Listen and repeat

-Practice reading the sounds in words and in th -Practise reading aloud the dialogue in the textbook

Individ ual , pair work

Present

ation

Grammar

1.Subject focus

Ex: The man gave her the book

 It was the man who gave her

Suggested answers

1 It was the boy who visited his uncle last month

Individ ual

the book.

Exercise 1: Ask sts to write the

sentences and pay attention to

the subject of the sentence

Give the feedback

Object focus:

Ex: The boy hit the dog in the

garden

 It was the boy that the boy hit

in the garden

Exercise 2:

Ask sts to write the sentences

and pay attention to the object of

the sentence

Give the feedback

3 Adverbial focus:

Ex: She bought him a present at

the shop

 It was at the shop that she

bought him a present

Exercise 3:

Ask sts to write the sentences

and pay attention to the adverbial

2 It was my mother who bought me a present on my birthday

3 It was Huong and Sandra who sang together at the party

4 It was Nam’s father who got angry with him

5 It was the boys who played football all day long

6 It was the girl who received a letter from her friend yesterday

7 It was his presence at the meeting that frightened the children

Suggested answers:

1 It is English that the man

is learning

2 It was the book that the woman gave him

3 It was the postcard that she sent her friend

4 It was the book that Hoa borrowed from Long

5 It was his grandfather that the little boy greeted in

a strange language

6 It was the policeman that the pedestrian asked a lot of questions

7 It was the strangers that the dog barked at

Suggested answers:

1 It was in the garden that the boy hit the dogs

2 It was for tea that she made some cakes

work Pair work

It + is/was + N + who +V

It is/was N+ that + S + V

modifier of the sentence.

Give the feedback

3 It was for him that his father repaired the bicycle

4 It was on his birthday that she presented him a book

5 It was in Britain that he met his wife

6 It was from the shop that she bought that present

7 It was at 8.00a.m that the meeting started

Homework:

Learn new structures by heart

Prepare Unit 14: Reading

It is/was+ Adverbial + that + S + V