Giao an tieng anh 11hoc ky II

giao an tieng anh lop 11, hoc ky 1. Giao an chia lam 2 cot: hoat dong giao vien va hoat dong hoc sinh. Giao an duoc chinh sua hop ly. noi dung khop voi chuan kien thuc ky nang. Co 2 tiet dau soan chi tiet. Cac tiet on tap co bai tap day du

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Week: 20

Preparing date: December 28th, 2014

Teaching date: December 29th, 2014

Class: 11C3, 11C4, 11C5, 11C7

Period: 55

UNIT 9: THE POST OFFICE

Part A: Reading

1 Aims and Objectives:

a Education objective: Students will be able to know about the Thanh Ba post office.

b Knowledge: Students will be able to:

- Develop such reading micro-skills as scanning for specific ideas and identifying antonyms

- Use the information they have read to discuss post office services

c Language: Words related to the post office.

2 Skills: Integrated skills

3 Method: Integrated, mainly communicative

4 Teaching aids: blackboard, chalks and textbook.

5 Procedure:

Teacher’s activities Students’ activities

I Warm-up and lead-in:(7 minutes)

- Shows the pictures and asks some questions

1 What can you see in the photos?

2 How far is it from your home to the nearest

- Gives feedback and leads to the new lesson

II Pre-reading:(8 minutes)

-Pre- teaches some new words:

+ Mail and Parcel Service

+ Express Money/Mail Transfer

+ Facsimile Service

+ Press Distribution

- Reads the above words out loud and has

students repeat

III While-reading:(23 minutes)

1 Task 1: Choose the best answer (5 mins)

- Has Ss do the task individually

- Calls on some Ss to give their answers

- Gives feedback

2 Task 2: Answer the questions (10 minutes)

- Look at the pictures and answer the questions

1 The post office

- Listen to the teacher

- Listen and take notes

- Listen and repeat

- Do the task individually

- Gives their answers

Expected answers:

1 C 3 D

2 B 4 C

- Listen

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- Lets students read the questions in the book.

- Has students read the passage and find out the

answers in pairs

- Calls on some pairs to give their answers

- Gives feedback

3 Task 3: (8 minutes)

- Has Ss do the task in groups: Find evidence in

the text to support these statements

- Calls on some Ss to write their answers on the

board

- Gives feedback

IV Post-reading: (5 minutes)

(For good students)

- Asks Ss to discuss the questions in groups

- Calls on some Ss to give their ideas

- Gives feedback

V Consolidation and homework:(2 minutes)

- Summarises the main points of the lesson

- Asks Ss to learn new words and prepare the

new lesson

- Read the questions

- Read the passage and do the task in pairs

- Give their answers

3 They are air mail, surface mail, and the ExpressMail Service (EMS)

4 It’s used for notifying the recipient of the time and place to receive the call

5 You’ll have to subscribe to your favourite newspapers and magazines

- Listen

- Do the task in groups

1 The Post Office opens daily from 7 am to 9 pm

2 We offer a very competitive rate for parcels of under 15 kg

3 We also have the Express Mail Service and yourEMS mail will be delivered in the shorted possible time

4 We offer a speedy and secure service of transferring money in less than 24 hours

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Week: 20

Teaching date: December 30th, 2014

Class: 11C3, 11C4, 11C5, 11C7

Period: 56

Part B: Speaking

a Education objective: Students will be able to make requests in formal business situations.

b Knowledge: Students will be able to use appropriate language to make conversations in different

situations

c Language: Words related to the post office.

5 Procedure:

- Has Ss look at the pictures and answer the

following questions

1 Where do you think these people are?

2 Who is the man/the woman?

3 What might the man want to do?

II Pre-speaking:(8 minutes)

*Task 1:

- Has Ss practise reading the dialogue in the

book in pairs

- Calls on some pairs to read aloud the dialogue

- Has Ss answer the question: What services is

the customer taking in the dialogue?

- Explains the task

- Puts Ss in pairs and gets them to write the

dialogue together based on the information given

in the task

- Calls on some pairs to act out their dialogue

1 They are in the post office

2 The man is a customer and the woman is a clerk

3 The man might want to send the document by fax

A Good morning Can I help you?

B Yes, I’d like to have a telephone line installed athome

A Well, Can I have your address, please?

B 03 Phan Dang Luu Street When can it be done?

A The installation will take place about one week after your registration

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- Gives feedback.

- Explains the task and has Ss write the dialogue

together based on the information given in the

task

- Calls on some pairs to act out their dialogue

- Gives feedback

IV Post-speaking:(5 minutes)

- Has Ss play the game “Guess the words” in

groups

- Gives feedback

new lesson

B Well, Can you come on Friday, please?

A Yes, that’s fine Have you got a telephone yet?

B Oh, yes I’ve got one already And, how much isthe installation fee and monthly fee?

A Well, The installation fee is three hundred thousand dongs and the monthly fee is twenty seven thousand dong Fill in this form, please

B Yes? What can I do for you?

A Could you help me to send a greeting card and

a bunch of red roses to my friend on May 05?

B Certainly What’s your friend’s address, please?

A It’s 24 Le Quang Dinh Street, Binh Thanh District

B OK It’ll be sent on that day

A Thank you Oh How much is that?

B It’s six thousand dong You can see the rates onthe table

A Yeah I see Here you are Thank you

B You’re welcome

- Listen

- Play the game

- One student of the groups comes to the front and describes the words The rest will guess the words.Group A: + Flower Telegram Service

+ EMS mail + Facsimile Service + Post OfficeGroup B: + Press Distribution + Express Money Transfer + letter

+ Messenger Call Service

- Listen

Self-evaluation: ………

………

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Week: 20

Teaching date: January 2nd, 2015

Class: 11C3, 11C4, 11C5, 11C7

Period: 57

Part C: Listening

a Education objectives: Students will be able to know about the telephone system in Vietnam.

- Listen to the paragraphs for the specific information.

- Summarize the contents of the lesson

c Language: words related to the telephone network.

4 Teaching aids: blackboard, chalks, cassette and textbook.

5 Procedure:

I Warm-up and lead-in: (7 minutes)

- Gives cues and has Ss guess what it is

1 It was invented in 1870

2 It was invented by Alexander Graham

3 It is used to transmit speech in a long

distance

II Pre-listening:(8 minutes)

- Has Ss answer the questions in the book in

III While-listening:(22 minutes)

-Ask Ss to read the statements carefully and

work out what information they need to

concentrate on while listening

- Ask Ss to listen to the tape and do the task

- Listen and give their answer

Expected answer: Telephone

- Listen and repeat

- Read the statements carefully

- Listen and do the task

1 B

2 D

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- Gives feedback.

2 Task 2: True/False (12 minutes)

- Has Ss listen to the tape again and decide

whether the following statements are true or

IV Post-listening:(6 minutes)

- Asks Ss to summarize the main ideas of the

listening passage, basing on the points in the

book in groups

- Goes around and helps students

- Gives feedback

V Consolidation and homework:(2 mins)

- Listen and do Task 2

Ho Chi Minh City as well as 5 to 6 digits in other provinces Since 2000, Vietnam has reduced the price of several services, especially in the monthly fee In the future, more attention will be paid to therural areas

- Listen

………

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Week: 21

Preparing date: January 4th, 2015

Teaching date: January 5th, 2015

Class: 11C3, 11C4, 11C5, 11C7

Period: 58

Part D: Writing

a Education objective: Students will be able to use this genre of writing in communication.

b Knowledge: Students will be able to write a formal letter to express satisfaction and dissatisfaction

c Language: Structures for giving suggestions

5 Procedure:

- Asks Ss the following questions:

Have you ever used a service of the Post Office?

Are you satisfied with the services?

-Gives feedback and leads to the lesson

II Pre-writing:(8 minutes)

* Task 1:

- Explains the task and has Ss read through it

- Has Ss work in pairs and talk about things they

like and don’t like about the services at Thanh

Ba Post Office

III While-writing:(16 minutes)

* Task 2: Write a letter to express satisfaction

and dissatisfaction

- Guides Ss to work out the structure of the letter

they are going to write

1 Opening: - Introduce who you are

- Say the purpose of your letter

2 Body:

-Paragraph 1: says about what you like about the

services

-Paragraph 2: says about what you don’t like

about the services

3 Closure: - Thank the recipient for attention

- Gets Ss to write a letter

- Goes around and helps Ss

IV Post-writing:(12 minutes)

- Calls on some Ss to write their letter on the

(Free answers)

- Listen carefully and read the task

- Work in pairs

- Write a letter

- Write their letter on the board

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- Gives feedback

new lesson

Dear Sir,

I have been using the services provided by Thanh

Ba Post Office for years and I am writing in respond to your call for customers to express their satisfaction or dissatisfaction

Like many other customers, I find your Post Office a well-equipped and reliable address for ourneeds in communication I am really impressed by your spacious place for transaction The seats in the lobby are pretty and always clean The nine telephone boxes are always available so customersdon’t have to wait to make their calls More interestingly, I appreciate your ideas of offering envelopes free of charge The cost of an envelope can be small but your care for customers is surely not I also have my belief in your service quality The fax machines are always in good condition and my colleagues in the provinces have never complained about the quality of the documents I sent them

However, there are some minor drawbacks that need mentioning here Although the parking area islarge, it has no security guards and I sometimes feel insecure leaving my motorbike there And I think it would be much better if the Post Office is open until 11 pm so that customers can have more access to your services And I think you also need

to pay attention to the attitude of some of your staff who sometimes seem a bit cold and not very helpful

I know that making everyone satisfied is hard work and sometimes seems impossible What you and your staff have done so far for the

development of the Post Office is encouraging and this letter is written in the hope that your post office will become better and better in future Yours sincerely,

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Week: 21

Class: 11C3, 11C4, 11C5, 11C7

Period: 59

Part E: Language Focus

a Education objective: Students will be able to use defining and non-defining relative clauses in

communication

- Pronounce the sounds /sp/, /st/ and /sk/ correctly

- Pronounce the words and sentences containing the target sounds

- Distinguish the use of defining and non-defining relative clauses

c Language: Defining and non-defining relative clauses

5 Procedure:

- Has Ss work in groups of 4

- Gives each group a handout containing the

following words

1 artist 3 typist

2 tourist 4 scientist

- Reads the sentences having relative

clause-definition of a word and asks Ss to find that

word

This is a person………

1 who travels for pleasure

2 whose job is using a typewriter or word

processor

3 who works in the science

4 who creates art, such as paintings

- Gives feedback and introduces the new lesson

II Pronunciation:(10 minutes)

1 Pre-practice:

- Demonstrates the sounds /sp/, /sk/ and /st/ by

pronouncing them clearly and slowly

- Explains how to pronounce these sounds:

pronounce the first sound and then move to the

second one quickly

- Asks students to pronounce the sounds several

times

2 Practice:

a Practice reading words:

- Reads the words containing these sounds in the

book and asks Ss to repeat after the teacher

- Calls on some students to read the words out

loud

- Gives feedback

- Work in groups

- Take the handout

- Listen to the teacher carefully

- Pronounce the sounds

- Listen and repeat after the teacher

- Read the words out loud

- Listen

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b Practice reading sentences:

- Asks Ss to practise reading the dialogue in the

book in pairs

- Calls on some Ss to read the dialogue

- Gives feedback

3 Production::

- Asks Ss to make sentences with some words

containing the target sounds

- Gives feedback if necessary

III Grammar:(26 minutes)

1 Pre-practice:

- Reminds Ss of defining and non-defining

relative clauses

+Defining relative clauses are used to identify

which member of a group the sentence talks

about There is no comma

+Non-defining relative clauses are used to give

additional information about the noun it refers

to The information is not necessary to identify

the noun There is a comma

+who is used for people

+which is used for things

+that is used for both people and things

+who, which and that can be subject or object of

the relative clause

+whom is used for people and is always on

object of the relative clause

+whose expresses possessive

+Don’t use “that’ in non-defining relative

clauses

+We can leave out object relative pronouns in

defining relative clauses

+We cannot leave out relative pronouns in

non-defining relative clauses and “whose”

2 Practice:

a Exercise 1:

- Has Ss do Exercise 1: Explain what the words

below mean, using the phrases from the box

E.g.: I have three phones The phone which is in the kitchen is broken

E.g.: I have only one phone The phone, which is

in the kitchen, is broken

E.g.: That’s the author whose books I read

4 A coward is someone who is not brave

5 A tenant is someone who pays rent to live in a house or flat

- Listen and correct

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- Has Ss do the exercise individually: Complete

each sentence, using who, whom and whose

board

- Gives feedback

c Exercise 3:

- Has Ss do Exercise 3 in pairs

board

- Gives feedback

d Exercise 4:

- Has Ss do Exercise 4 in pairs: Join the

sentences, using who, whose and which

IV Consolidation and homework:(2 minutes)

- Asks students to learn new words and prepare

the new lesson

- Do the exercise in pairs

- Write their answers on the board

2 You’ve all met Michael Wood, who is visiting

us for a couple of days

3 We are moving to Manchester, which is in the north-west

4 I’ll be staying with Adrian, whose brother is one

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Week: 21

Class: 11C3, 11C4, 11C5, 11C7

Period: 60

TEST YOURSELF C

a Knowledge: Students will be able to:

- Review some grammatical points they had learnt and do the related exercises

- Practice listening, reading and writing skills

b Language: Vocabulary: hold on, put s.o through, colleague, custom, grape, embrace

Structures: Relative clauses

5 Procedure:

- Asks Ss the question: “What is the custom for

celebrating the new year in Spain and Portugal?”

II Listening:(10 minutes)

- Has Ss listen to the conversation and put the

expressions in the order you hear from 1 to 11

- Gives feedback

3 Post-listening:

- Asks Ss the following question

1 Who is talking with Georgia?

2 Who does Georgia want to speak to?

3 Does Georgia meet John Barnes?

III Reading:(8 minutes)

of the twelve months of the year

1 Dona is talking with Georgia

2 Georgia wants to speak to John Barnes

3 No, he doesn’t

- Listen

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2 While-reading:

- Has Ss read the passage and answer the

questions in the book

- Has Ss review the use of “who/ which” and the

form of conditional sentences

2 Practice:

2.1 Pronunciation:

- Has Ss listen and put a tick in the right word

- Gives feedback

2.2 Grammar:

a who and which:

- Has Ss join the sentences, using who or which.

- Gives feedback

b Conditional sentences:

- Has Ss match the clause in A with the one in B

to make a conditional sentence

4 It lasts for 13 days

5 They read from the Korean, then all embrace each other and say “ May you live 100 years.”

1 Earth is a planet which can support life

2 The book is about a girl who runs away from home

3 A dictionary is a book which gives you the meaning of words

4 The man and the woman who live in flat 8 are from Scotland

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- Has Ss write a paragraph on what they like and

don’t like about Tet holiday

3 Post-writing:

- Has Ss write their paragraph on the board to

check the mistakes as a whole

- Gives feedback

VI Consolidation and homework:(2 minutes)

- Asks students to review the lesson

it well in advance The house is usually cleaned and decorated with beautiful things such as flowers and pictures Peach flowers and kumquat trees are very typical at Tet Almost every house has at least either peach flowers or kumquat trees; some even have both in their houses at Tet DuringTet people enjoy traditional foods such as banh chung, fruit jams… On the first day of the Lunar New Year, people often go to pagodas and churches and they visit their relatives I enjoy Tet because I often have “lucky money” and I can get

up later than usual The only thing I don’t like at Tet is that the weather is wet and cold

- Listen

………

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Week: 22

Class: 11C3, 11C4, 11C5, 11C7

Period: 61

UNIT 10: NATURE IN DANGER

Part A: Reading

a Education objective: Students will be able to know about the danger caused by human to

environment

- Develop such reading micro-skills identifying main ideas and guessing meaning in context

- Use the information they have read to discuss environmental destruction and conservation

c Language: words related to the nature in danger.

5 Procedure:

- Asks Sts to look at the pictures of some

animals and answer the questions:

1 What animals can you see in the pictures?

2 Where do they often live?

- Asks Sts to read the facts and answer the

questions 1 and 2 on page 114 in pairs

- Asks two Sts to answer and corrects them

1 Task 1: Gap-filling (6 minutes)

- Has Ss read the sentences in the book and

1 They are tigers, bears, lions, panda

2 They often live in the forests, zoos, National parks…

-Work in pairs

1 The number of these animals is decreasing

2 People kill rare animals for food People destroy forests and pollute the air, soil and water, so animals’ lives have been badly affected

- Listen

- Listen and repeat

- Do as told

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work out what part of speech is needed in each

blank

- Gives feedback

- Has Ss read the first, the middle and the last

sentences of each paragraph

- Asks Ss to read the options in each question

and do the task in pairs

- Gives feedback

- Lets students read the questions in the book

- Has students read the passage and find out

the answers in groups

- Gives feedback

IV Post-reading:(5 minutes)

- Reads the questions

- Read the passage and do the task in groups

1 The four ways by which human beings are changing the world are building cities and villages, using water for industry and agriculture, cutting down trees in the forests and adding pollutants like smoke from factories and fumes from cars

2 The serious consequences of people’s interferencewith the environment are: many rare animals are killed and many are becoming extinct because the environment where they live has been badly destroyed

3 Many things have been done to protect endangered nature, such as:

+Scientists have made lists of endangered species and suggested way to save them

+Many organizations have been set up and funds have been raised to save rare animals

+Thousands of national parks have been established.+Laws have been passed to prohibit killing

endangered animals

- Listen

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- Asks Ss to work in groups and find out the

reasons why some animals have become

extinct

- Gives feedback

V Consolidation and homework:(2

minutes)

new lesson

- Work in groups

- Give their ideas

1 People kill animals for fur, skin and food

2 People destroy the forest, so some animals lose their habitat

Class: 11C3, 11C4, 11C5, 11C7

Period: 62

a Education objective: Students will be able to talk about nature in danger and measures for protecting

endangered nature

b Knowledge: Students will be able to use the required language to talk about endangered nature and

ways to protect it

c Language: Vocabulary: cultivate, cultivation, discharge, capture

5 Procedure:

- Has Ss work in groups and find out 26 names

of animal in the square

- The group with more correct answers in the

shorted time will be the winner

+Up: rhino, rat, zebra

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- Pre- teaches some new words:

+ cultivate (v)

 cultivation (n)

+ discharge (v)

+ capture (v)

- Reads the above words and has Ss repeat

III While-speaking:(23 minutes)

1 Task 1 and 2: (15 minutes)

- Has Ss work in pairs and put the reasons why

nature is threatened in order of importance

- After some minutes, asks Ss to match the

reasons with possible measures for protecting

the environment in the box (Task 2)

- Gives feedback

2 Task 3:(8 minutes)

- Has Ss work in pairs and state the negative

impacts caused by people on the environment

and suggest measures to protect it

- Calls on some pairs to present their ideas

- Gives feedback

- Has Ss discuss the questions in groups

1.Do you think animals should be kept in zoo?

2 If you go anywhere to study animals, where

should you go?

- Listen and repeat

3 Discharging chemical pollutants into environment

Discharging chemical pollutants into environmentshould be prohibited

4 Using fertilizers and pesticides for cultivation

Decreasing the use of fertilizers and pesticides for farming should be encouraged

5 Killing endangered animals for fur, skin and food

Killing endangered animals for fur, skin and food should be banned

6 Hunting and capturing animals for recreation

Animals shouldn’t be captured for recreation and entertainment

7 Keeping animals as pets

Keeping animals as pets should be discouraged

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- Calls on some Ss to present their ideas.

- Gives feedback

V Consolidation and homework:(2

minutes)

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Week: 22

Class: 11C3, 11C4, 11C5, 11C7

Period: 63

a Education objective: Students will be able to have the general picture of national parks in the US

- Develop such listening micro-skills as listening for specific and detailed information.

- Use the acquired language to summarise the information they listen to

c Language: words related to national parks

5 Procedure:

- Reads some information about national parks

in Vietnam and asks Ss to guess the names of

those parks

1.It is in Dong Nai province This is the only

park in Vietnam where the one horn rhinoceros

were found and strictly protected

2 It is in Ninh Binh province It was Vietnam’s

first national park and is the country’s largest

nature reserve

3 It is in Quang Binh province It is also the

name of an island Tourists can visit some caves

there

- Has Ss answer the questions in pairs

1.What purposes do national parks serve?

2.What are the problems that national parks

might be facing at the moment?

3.What can we do to protect national parks?

Expected answer:

1.South Cat Tien National Park2.Cuc Phuong National Park3.Cat Ba National Park

-Work in pairs

1.They protect and preserve the natural beauty of the lands

2.Many are being polluted by visitors

3.We encourage people to help the parks clean andgreen

- Listen

- Listen and repeat

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1 Task 1: True or False (8 minutes)

- Asks Ss to read the statements in the book

carefully and underline the key words

- Asks Ss to listen to the tape and do the task

- Gives feedback

- Has Ss listen to the tape again and answer the

- Gives feedback

- Asks Ss to summarize the main ideas of the

listening passage in groups

- Calls on some Ss to read their summary

- Gives feedback

new lesson

- Listen and do Task 2

1 There are 52 national parts in the United States

2 Millions of people visit national parks every year

3 Rare animals are killed and hunted for fur, skin

or other parts Trees are cut down for wood Large areas of national parks experience devastating firescaused by careless people The increasing number

of visitors is harming the parks due to the pollutionfrom their vehicles

4 Rare animals and trees should be protected, firescaused by careless people should be limited, pollution from their visitors’ vehicles should be decreased and money should be raised for the parks’ staff and maintenance of their resources

of visitors each year However, many of them are

in danger of being destroyed by fire and pollution Therefore, it is very necessary to protect national park

- Listen

………

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Week: 23

Class: 11C3, 11C4, 11C5, 11C7

Period: 64

Part D: Writing

a Education objective: Students will be able to know about Cat Ba National Park.

b Knowledge: Students will be able to write describe a national park based on given information.

c Language: Words related to national parks

5 Procedure:

- Asks Ss the following questions:

1 Have you ever been to a national park?

2 Can you name some of the national parks

you’ve learnt?

- Gives feedback and leads to the lesson: We’re

going to learn how to write a description of a

national park, Cat Ba National Park, by using the

facts and figures given

- Has Ss read the information of Cat Ba National

Park in the book

- Explains some new words

X is home to many kinds of rare animals

X was found in…/…ago

III While-writing:( 13minutes)

- Divides the class into 4 groups and asks each

group to write about an aspect of Cat Ba

National Park

+Group 1: location and area

1 Yes / No

1 Cuc Phuong National Park, Vietnam Nairobi National Park, Kenya

Everglades National Park, USA

- Read the information of Cat Ba National Park

-Work in groups

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+Group 2: scenic beauty

+Group 3: plants and animals

+Group 4: historic features

- Calls on the representatives of 4 groups to

write their paragraphs on the board

- Gives feedback

The stone tools and human bones found in the island’s limestone caves reveal that people inhabited there at least 6000 years ago

Class: 11C3, 11C4, 11C5, 11C7

Period: 65

a Education objective: Students will be able to use relative pronouns with prepositions correctly to

solve communicative tasks

- Pronounce the sounds /sl/, /sn/, /sm/ and /sw/ correctly

- Master the use of relative pronouns with prepositions

- Use this structure correctly to solve communicative tasks

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c Language: Relative pronouns with prepositions.

5 Procedure:

- Has Ss work in groups of 4

- Gives 4 groups of words and has Ss find a

word related to the given words That word

consists of one of the sounds /sl/, /sn/, /sm/ and /

sw/

1 water - pool - towel

2 bed - dream - pillow

3 white - chimney - cigarette

4 white - fall - December

1 Pre-practice:

- Demonstrates the sounds /sl/, /sn/, /sm/ and

/sw/ by pronouncing them clearly and slowly

second one quickly

times

2 Practice:

loud

- Gives feedback

- Asks Ss to practise reading the dialogue in the

book in pairs

- Calls on some Ss to read the dialogue

- Gives feedback

3 Production::

1 Pre-practice: (6 minutes)

- Asks Ss to look at the following examples and

remark them

E.g.:1.She is the woman I told you about her

She is the woman about whom I told you

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2.The song was interesting We listen to it

The relative clause following a preposition

- Reminds Ss that if the verbs is a phrasal verbs:

come across, fill in, look after, look up to, put up

with…, we don’t put the prepositions in front of

the verbs

2 Practice: (15 minutes)

a Exercise 1:

- Has Ss do Exercise 1: Choose the suitable

italicised words to complete the following

sentences

- Gives feedback

b Exercise 2:

- Has Ss do the exercise individually: Complete

each sentence, using “preposition + whom/

- Has Ss do Exercise 3 in pairs: Complete the

sentences, using “who, whom, which or that”

- Gives feedback

3 Production: (5 minutes)

- Has Ss work in pairs and make sentences, using

- Give some remarks

+A preposition can be placed in front of relative pronouns “which” or “whom”

+After the preposition, we don’t use “who”/ “that”and relative pronouns aren’t omitted

- Do the exercise

1.whom 2 which 3.whom 4.who5.which 6 whom 7.which

1 that 2.which 3.who 4.whom 5.which/that 6.which 7.who/that 8.whom

- Make sentences in pairs

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relative pronouns with preposition.

- Calls on some Ss to read their sentences

- Gives feedback

- Asks students to learn new words and prepare

the new lesson

Teaching date: January 22nd, 2015

Class: 11C3, 11C4, 11C5, 11C7

Period: 66

UNIT 11: SOURCES OF ENERGY

Part A: Reading

a Education objective: Students will be able to know about the alternative sources of energy.

b Knowledge: Students will be able to:

- Develop such reading skills as understanding main ideas, scanning for specific information and summarizing

- Use the information they have read to discuss the advantages and disadvantages of different sources of energy

c Language: words related to sources of energy.

5 Procedure:

- Has Ss guess the key words, basing on the

following suggestions

1 It is a noun and consists of 6 letters

2 People use it to run machines, heat and cool

their homes

3 It begins with “e”

- Gives feedback and leads to the lesson

- Asks Ss to discuss the questions in the book

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- Calls on some pairs to give their answers.

- Has Ss read the sentences in the book and

work out what part of speech is needed in each

blank

- Gives feedback

2 Task 2: Completing the table (7 minutes)

- Has Ss read the task carefully, read the

passage and locate the key words in the

1 Wind power, solar energy and water power

2 We need energy to light and warm our houses, runautomobiles and other machines, operate factories, and so on

- Listen

- Listen and repeat

- Do as told

Solar energy Plentiful, safe, It is only possible

infinite, clean during the day time

Wind Clean and If the win doesn’t unlimited blow, there’s no energy

Geothermal Clean, available It is only possible heat in few places

- Listen

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- Lets students read the questions in the book

- Has students read the passage and find out

the answers in groups

- Gives feedback

IV Post-reading:(6 minutes)

- Asks Ss to work in groups and complete the

summary

- Gives feedback

V Consolidation and homework:(2 mins)

new lesson

- Reads the questions

- Read the passage and do the task in groups

is the most potential because it is clean, safe and not expensive, and people can get it almost everywhere

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Class: 11C3, 11C4, 11C5, 11C7

Period: 67

a Education objective: Students will be able to know about the advantages and disadvantages of using

alternative sources of energy

- Use the required language and knowledge to talk about the advantages and disadvantages of using alternative sources of energy

- Use the required language and knowledge to talk about the use of alternative sources of energy in the future

c Language: Vocabulary: enormous, renewable, non-renewable, radiation

4 Teaching aids: blackboard, chalks, paperboard and textbook.

5 Procedure:

- Asks Ss to answer the following questions

1 Can you tell me some sources of energy?

2 Which source of energy is the most popular in

Vietnam? Is it clean or polluted? Is it limited or

unlimited? Is it safe or dangerous?

- Pre- teaches some new words:

- Has Ss read through the statements in the book

- Has Ss do the task and then compare their

answers with a peer

-Gives feedback

III While-speaking:(21 minutes)

- Has some pairs read out the dialogue on page

128 and corrects them if necessary

- Listen and answer the questions

- Listen and repeat

- Read through the statements

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- Reminds Ss of the structures to express

opinions

+I think/believe (that) S + V

+In my opinion, S + V

+Personally, I believe/think S + V

- Has Ss work in pairs and discuss the

advantages and disadvantages of the alternative

sources of energy, basing on Task 1 and useful

language

- Gives feedback

- Has Ss work in groups of 4 and make an

interview to express their belief on the

increasing use of alternative sources of energy in

the future

- Hangs on the paperboard as an example of an

interview

A, B, C, D: Greeting

A: According to you, which source of energy is

used increasingly in the future?

A: In your opinion, what should we do to save

sources of energy nowadays?

B: - Personally, I think we should……

C: - To save sources of energy, we should

D: - In my opinion, we should…

A, B, C, D: Giving thanks and saying goodbye

(A: interviewer B, C, D: interviewees)

- Calls on some groups to present their ideas

- Gives feedback

- Has Ss report the outcomes of the interviews

- Gives feedback

B: Why do you think so?

A: Because our major sources of energy are running out while the nuclear power is unlimited.B: I know it can provide enough electricity for the world’s needs for hundreds of years However, a nuclear reactor releases radiation which is dangerous to the environment

- Listen

- Discuss the questions in groups

- Look at the paperboard

- Present their ideas

- Listen

- Report the outcomes

- Listen

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- Summarises the main points of the lesson.

Class: 11C3, 11C4, 11C5, 11C7

Period: 68

a Education objective: Students will be able to know about the natural resources

- Develop such listening micro-skills as listening for specific and detailed information.

- Use the acquired language and knowledge to talk about different kinds of energy

c Language: words related to sources of energy

5 Procedure:

- Has Ss work in pairs and list as many words of

forms of energy as possible and forms of energy

at home

- Has Ss list some of the things they use energy

for in their house

+Forms of energy used at home: gas, electricity, oil…

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1 Task 1: True or False (12 minutes)

- Asks Ss to read the statements carefully and

underline the key word

1 The natural environment consists of all natural

resources

2 According to ecologists, resources are divided

into 2 groups: limited and unlimited

3 If the resource can be replaced quickly, it is

called nonrenewable

4 Grass for animals is a renewable resource

5 According to the passage, coal is

nonrenewable because it takes billions of years

to make it

- Asks Ss to listen to the tape and do the task

- Gives feedback

- Has Ss read through the text in the book

- Plays the tape again for Ss to do the task

- Gives feedback

- Divides the class into 2 groups: RENEWABLE

and NONRENEWABLE

- Asks Ss of each group to go to the board and

write the words respectively

- Gives feedback

new lesson

-Listen

- Listen and repeat

1 T

2 F (2 groups: renewable and nonrenewable)

3 F (It is called renewable)

4 T

5 F (millions of years)

- Listen

- Read the text

- Listen

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………

Week: 24

Class: 11C3, 11C4, 11C5, 11C7

Period: 69

Part D: Writing

a Education objective: Students will be able to use this genre of writing to solve communicative tasks.

b Knowledge: Students will be able to interpret, compare data in charts and write a report of the data

analysis

c Language: Structures related to describing the charts

5 Procedure:

- Draws some charts and has Ss give the name of

each type

-Gives feedback and leads to the lesson

*Task 1:

- Has Ss work in pairs to study the chart on page

- Look at the board and give the answers

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130 by following questions.

1 What is the topic of the chart? Does it

describe the past, the present or the future?

2 What patterns are shown?

3 Which made up the largest amount of

consumption?

4 Which consumption ranked the second?

5 Which made up the smallest amount of

consumption?

- Has Ss do the task

- Reviews the format of ideas in a chart

description

*Topic sentence: tells what the chart is about;

that is the time, the location and what is being

described in it

*Supporting sentences:

- A sentence that sums up the general trend

- Sentences that describe the chart in detail

*Concluding sentence: summarises the main

points

- Reviews the language used to describe charts

+ The chart shows that…

- Gets Ss to study the trends in energy

consumption in the year 2005

- Has Ss write the description of the trends in

energy consumption in the year 2005 in

Highland

- Gives feedback

- Has Ss describe the chart, using information

from Task 1 and 2 in groups

- Calls on some Ss to write their paragraph on

The chart shows the energy consumption in

Highland in 2005 As can be seen, the total energy consumption was 170 million tons Nuclear and hydroelectricity made up the largest amount of thisfigure (75 million tons) This was followed by the consumption of petroleum (50 million tons) Coal made up a slightly smaller proportion with 45 million tons

- Listen

- Do as told

- Write their paragraph on the board

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- Gives feedback.

- Asks Ss to learn the lesson and prepare the new

lesson

The chart shows the energy consumption in Highland in 2000 and 2005 In general, there was adifference in the amount as well as trend of

consuming different sources of energy between thetwo years

As can be seen, the total energy consumption was

117 million tons Petroleum made up the largest amount of this figure (57 million tons) This was followed by the consumption of coal (40 million tons) Nuclear & Hydroelectricity made up the smallest amount of energy consumption (20 million tons)

In 2005, more energy was consumed (170 million tons) Also, though consumed the least in 2000, nuclear and hydroelectricity made up the largest amount of this figure (75 million tons) This was followed by the consumption of petroleum (50 million tons) Coal made up a slightly smaller proportion with 45 million tons

Preparing date: January 31st, 2015

Teaching date: February 2nd, 2015

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Class: 11C3, 11C4, 11C5, 11C7

Period: 70

a Education objective: Students will be able to use relative clauses replaced by participles and to

infinitives correctly and appropriately to solve communicative tasks

- Pronounce the sounds /∫r/, /spl/ and /spr/ correctly

- Master relative clauses replaced by participles and to infinitives

c Language: Relative clauses replaced by participles and to infinitives

5 Procedure:

- Has Ss fill each blank with a suitable word

1 ……….is my favourite seafood

2 The stream…… into two smaller streams

3 Peach flowers are greeting…………

1 Pre-practice:

- Demonstrates the sounds /∫r/, /spl/ and /spr/ by

pronouncing them clearly and slowly

next sounds quickly

times

2 Practice:

loud

- Gives feedback

- Asks Ss to practise reading the sentences in the

book in pairs

- Calls on some Ss to read the sentences

- Gives feedback

3 Production:

- Fill each blank with a suitable word

1 Shrimp

2 splits

3 spring

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1 Relative clauses replaced by participles:

a Pre-practice:

- Asks Ss to look at the following examples and

remark them

E.g.:1.The man who spoke to John is my brother

 The man speaking to John is my brother

2 The Sport Games which were held in India

in 1951 was the first Asian Games

 The Sport Games held in India in 1951 was

the first Asian Games

- Gives feedback

b Practice:

* Exercise 1:

- Has Ss do Exercise 1: Rewrite the sentences,

using a present participial phrase

- Gives feedback

* Exercise 2:

- Has Ss do the exercise individually: rewrite the

sentences, using a past participial phrase - Calls

on some Ss to write their answers on the board

- Gives feedback

2 Relative clauses replaced by to infinitives:

a Pre-practice:

- Gives the example

E.g.: Yuri Gagarin was the first man who flew

into space

 Yuri Gagarin was the first man to fly into

space

- Give some remarks

+Relative clause (active)  Present participles+Relative clause (passive)  Past participles Listen

- Do the exercise

1.The boy playing the piano is Ben

2.Do you know the woman coming toward us?3.The people waiting for the bus in the rain are getting wet

4.The scientists researching the causes of cancer are making progress

5 The fence surrounding our house is made of wood

6.We have an apartment overlooking the park

- Do the exercise

1 The ideas presented in that book are interesting

2 I come from a city located in the southern part

of the country

3 I live in a house built in 1890

4 The photographs published in the newspaper were extraordinary

5 The experiment conducted at the University of Chicago was successful

6 They work in a hospital sponsored by the government

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- From the example, has Ss elicit the form of

relative clause replaced by to infinitives

b Practice:

*Exercise 3:

- Has Ss do the exercise: Rewrite the sentences,

using an infinitive phrase

- Gives feedback

3 Production:

- Has Ss choose the best answer

1 I pulled off the sheets which covered the

furniture

A to cover B covered

C that covering D covering

2 The nuclear power plant that was completed

last year will come to operate tomorrow

A completing B to complete

C completed D which completed

3 The last place that we visited yesterday was

My Son Shrine

A to visit B visiting

C visited D to be visited

- Gives feedback

- Asks students to learn the lesson and prepare

the new lesson

- Do as told

3 The first person to see is Mr Smith

4 This is the second person to be killed in that way

5 The first person to catch the ball will be the winner

- Choose the best answer

Preparing date: January 31st, 2015

Teaching date: February 3rd, 2015

The first/last/only…

The short adj+ -est +noun+who(which)+V

The most+ long adj

The first/last/only… to-inf

The short adj+ -est +noun+

The most+ long adj to be + P.P

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Class: 11C3, 11C4, 11C5, 11C7

Period: 71

TEST YOURSELF D

a Knowledge: Students will be able to:

- Review some grammatical points they had learnt and do the related exercises

- Practice listening, reading and writing skills

b Language: Vocabulary: store, vegetation, complicated, discharge, enforce, timber, litter

Structures: relative clauses replaced by participles and to infinitives

5 Procedure:

- Asks Ss the question: “How important is water

to lives?”

II Listening:(10 minutes)

- Has Ss listen to the passage and complete the

sentences in the book

- Gives feedback

3 Post-listening:

- Asks Ss to work in pairs and discuss the

following question

“According to the passage, how many ways of

conserving and controlling water are there?”

III Reading:(10 minutes)

- Has Ss read the passage and answer the

- Listen and answer

Without water, people, animals and plants cannot live

1 cannot live

2 it rains

3 planting vegetation

4 hold back the water

5 use in dry seasons

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- Calls on some Ss to give their answers.

- Gives feedback

3 Post-reading:

- Has Ss discuss the question in groups

“What should students do to control pollution?”

- Calls on some Ss to present their ideas

- Gives feedback

IV Pronunciation and Grammar:(8 minutes)

1 Pre-practice:

- Has Ss review the form of relative clauses

replaced by participles and to infinitives

2 Practice:

a Pronunciation:

- Has Ss listen and put a tick in the right box

- Gives feedback

b Grammar:

- Has Ss complete the sentences in the book,

using the correct form of the verbs in the box

- Gives feedback

3 Production:

- Has Ss make sentences with relative clause

replaced by participles and to infinitives

1 Air, water and soil are necessary to the survival

of all living things

2 Polluted air can cause illness and death Pollutedwater kills fish and other marine life Polluted soil reduces amount of land that is available for growing food

3 Because much pollution is caused by things that benefit people For example, exhaust from

automobiles provides transportation for millions ofpeople

4 They would have to stop using many things that benefit them

5 Government can pass and enforce laws that require business and individuals to stop and cut down on certain polluting activities

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