Thiết kế bài dạy môn Tiếng Anh 11 - Period 1 đến period 7

PROCEDURES Teacher’s activities WHILE-READING CONT : Task b p.128: Tell ss to work in pairs Monitor ss Elicit the answers Correct mistakes.. Work in pairs Deal with the exercises Act out[r]

READING (P.1)

I Objectives

Aims: By the end of the lesson, Sts will be able to understand the environmental problems and solutions

of Mt Everest

II.Language focus: words relating to nature

III Skills: choosing a suitable tile, questions and answers, finding word meanings.

IV Teaching aids: textbook, board and chalk.

V.Time: 45 minutes

VI Procedures

BEFORE YOU READ :

Task a (p.126) :

- Divide the class into groups of 4 or 5

- Ask Sts to match the pictures (textbook, p 126)

with correct national parks and tourist attractions

The group which has the earliest correct answer

will the winner

- Use the notes in Teacher’s book (pp 143-144) to

give feedback

- Choose the winner

Task b (p.127) :

Ask ss to work in groups of four

Monitor ss

Elicit the results

Correct mistakes

PRE - TEACH NEW WORDS

Use suitable methods to teach new words

- Groupwork: do as directed

Answers:

Work in groups of four

Answers:

Activities done by tourists are :

- Make a cmapfire ( all of these places)

- Have a swim( c,d,f)

- Carve names or drawings on rocks (a,b,c , f)

- Eat and drink (all these places)

- Take photos( all of these places)

- Pick flowers or break tree branches (a,e,f)

- Dispose of garbage (all of these places)

- Go boating (c,d,e,f) dangerous activities can destroy the environment :

- Make a cmapfire ( may cause a forest fire)

- Carve names or drawings on rocks(may destroy the beauty of nature)

- break tree branches(may harm trees)

- Dispose of garbage (will pollute the environment)

- Go boating (will bring about waves that may cause soil erosion at the banks)

Listen and take notes

 junkyard (n)

WHILE-READING :

Task a (p.128) :

Which of the following is the best title of the text ?

CONSOLIDATION:

Remind ss of the reading

HOMEWORK :

PREPARE UNIT 9 :READING (CONT)

 canister (n)

 expedition (n)

 backpack (n)

 to register

 summit

 hallucinate

 clean up

Work in pairs Act out the results

Answers:

3.Mt.Everest `s Environmental Problems and Solutions

Take notes

Take notes

READING (P.2)

I OBJECTIVES

1 Aims: By the end of the lesson, Sts will be able to understand the environmental problems and solutions of

Mt Everest

2.Langauge focus: words relating to nature

2 Skills: choosing a suitable title, questions and answers, finding word meanings

3 Lexical items: junkyard, canister, expedition, backpack, register

4 Teaching aids: textbook, board and chalk

II PROCEDURES

WHILE-READING (CONT) :

Task b (p.128):

Tell ss to work in pairs

Monitor ss

Elicit the answers

Correct mistakes

Task c ( p.129)

Find the word and expression in the text

- Do the correction and ask them to read the

answers

Work in pairs Deal with the exercises Act out the results

Answers:

1 Because Mt.Everest- the highest place on earth-has

a lot of garbage now

2 They need oxygen bottles when they climb to the height of more than 7 000 meters , where there is not enough oxygen to breathe in

3 They need fuel canister, oxygen bottles, batteries, foods and drinks

4 The Sherpas pick up garbage, put it in their backpacks, and bring it down to the root of the mountain

5 They collected more garbage in 1998 than they had done in 1995

6 This is a measure to force tourists not to leave their equipment on the mountain, if they do so, they cannot get back the deposit

- Group-work

Suggested answer:

1 hallucinate 2 explode 3 summit

4 attempt 5 deposit

Ask ss to work in groups of four

Monitor class

Elicit the results

Correct mistakes

- Give feedback

- Ask Sts to give suggestion to solve these

problems

- Call some Sts to talk

CONSOLIDATION:

Remind ss of the key points of the lesson

HOMEWORK :

PREPARE UNIT 9 - LISTENING

- Group-work

- Present suggestions

Suggested answers:

- Pollution (caused by littering)

- Extinction of some species of animals (caused

by illegal hunting)

- Erosion and flooding (caused by felling trees)

- Forest fire (caused by smoking) Take notes

Take notes

LISTENING (P.3)

I Objectives

1 Aims: By the end of the lesson, Sts will be able to listen and understand the effects of ecotourism

2 Skills: checking true and false, gap filling

3 Lexical items:

 to disturb

 ecotour

 flash

 vegetation

4 Teaching aids: textbook, cassette, tape, board and chalk

II Procedures

Warm-up

Game: “Magic hat”

- Find a 10-letter word which means a kind of

tourism related to the nature

Key: ecotourism

Pre-listening

a)

- Ask Sts to look at six pictures in the textbook

(page 129-130) and discuss what ecotourists might

be doing

Suggested answer:

a Some ecotourists are watching birds with

binoculars

b Two tourists are riding an elephant

c A lot of tourists are taking a boat trip along a

canal

d Tourists are hiking/walking in the forest

e Some tourists are making a campfire

f A lot of tourists are watching a whale swimming

in the sea

- Teach new words

 to disturb

 ecotour

 flash

 vegetation

While-listening

b)

- Guess the word

- Groupwork

- Learn new words

- Take notes

- Explain the situation and ask Sts to guess whether

the statements are true or false

- Play the tape (the first part) and tell Sts to check

their choices

- Give feedback

Suggested answer:

1 F 2 T 3 T 4 F

c)

- Explain the task and notice Sts what kind of

information that each blank needs

- Play the tape (the second part)

- Give feedback

Suggested answer:

1 whales or dolphins

2 disturbs whales and dolphins, which can

become stressed and eat less

3 birds

4 might frighten the birds

5 on the grass and plants

6 might be harmed, which causes soil erosion

when there are heavy rains

Post-listening

d)

- Ask Sts to discuss possible effects that other

ecotour activities might have on wildlife or the

environment

Homework

Prepare Unit 9 - Speaking

- Work in group and guess

- Listen and check their guesses

- Listen to T

- Listen to the tape and do the exercise

- Pairwork

SPEAKING (P.4)

I Objectives

1 Aims: By the end of the lesson, Sts will be able to give explanations of actions

2 Lexical items:

 Because / Well, the thing is / If I could explain + CLAUSE

 so as (not) to / in order (not) to + VERB

4 Teaching aids: textbook, board and chalk

II Procedures

Warm-up

“Magic hat” game

- Find a seven-letter word that best

fill in the blank in the following

sentence:

Tourists should not

smoke in the forest

_ a cigarette end

could cause a great fire

if it is left carelessly

- Key: BECAUSE

Pre-speaking

- Ask Sts to read the conversation

(textbook p.131) and give other

expressions having the same

meaning as because and the use of

them

- Explain the structures of sentences

containing these expressions

 Because / Well, the thing is /

If I could explain +

CLAUSE

 so as (not) to / in order (not)

to + VERB

a)

- Ask Sts to read the tour guide’s

notes and discuss which of these

activities should be done or should

not be done in Phong Nha Cave,

Mount Fuji National Park, and

Tram Chim National Park Write

they in the brochures

- Call three groups to present their

ideas

- Give feedback ( See Teacher’s

- Find the word

- Tell the use of because

- Pair-work

- Take notes

- Group-work

- Send representatives to talk in front of class

- Take notes

notes)

Phong Nha Cave

DO

-bring warm clothes

- bring a flashlight

- wear a lifejacket

- It`s rather cold inside

- It`s dark inside

- Fall into the water

book, pp.149-150)

While-speaking

b)

- Ask Sts to work in groups One of

them is a tour guide and the others

are tourists Use the information in

the brochures and tour guide’s notes

to conduct some mini-exchanges

- Ask some groups to perform in

front of class

- Give feedback

DON’T

- throw plastic bags or cans into the water

- leave a group without notice

- smoke

-pollute the water

-get lost

-pollute the air

Mount Fiji National Park

DO

- wear warm clothes

- wear srtong shoes -carry a backpack

DON’T

- carry a travelling bag -litter

-make a fire

-it`s cold on top

- walk long distances -need free hands to climb

- harm the environment

DO/DON’T WHY?

Tram chim national park

DO

-bring binoculars -wear a hat -wear a lifejacket

DON’T

-throw plastic bags or cans into the water -shout or make big noises -smoke

-watch birds nesting and feeding

It`s sunny -take a boat trip along canals

-pollute the environment -frighten birds

-pollute the environment

Work in groups of 3 or 4 students

Act out the conversation

should or should not do in a tourist

site in Ben Tre (work in groups of

4)

- Ask some groups to perform in

front of class

- Give feedback

Homework :

Prepare Unit 9 - WRITING

Ben Tre (work in groups of 4)

- Some groups to perform in front of class

Take notes

UNIT 9: NATURE IN DANGER PERIOD:

WRITING (P.5)

I Objectives

1 Aims: By the end of the lesson, Sts will be able to use the information from a table to write a paragraph describing comparison-contrast

2 Lexical items:

- expressions: the table shows, the table summarizes,

- structures: the + adj/adv + _est, the most + adj/adv

- adverbs: however, in addition, meanwhile, in general

3 Teaching aids: textbook, posters, board and chalk

II Procedures

WARM-UP

- Brainstorming

Which causes are harmful

to the environment?

PRE-WRITING

- Ask Sts to look at the table showing the garbage in

1995 & 1998 and compare the numbers between

the two years

- Tell Sts to read the model text and underline the

expressions to describe comparison and contrast

- Supply some more expressions and adverbs:

- expressions:

 the table shows…

 the table summarizes…

- structures:

 the + adj/adv + _est

 the most + adj/adv

- adverbs:

 however

 in addition

 meanwhile

 in general

WHILE-WRITING

- Answer

- Group-work

- Read and find the expressions

- Listen, repeat, and take notes

cut down forests fire

- Give feedback

2) Write some questions on the board and ask Sts to

discuss

a) What does the table show or summarize?

b) Were there more or fewer fires in 1990 than in

1980?

c) Were there more acres destroyed in 1990 than

in 1980?

d) Compare the number of fire in 1990 and 2000

e) Compare the number of acres burned in 1990

and 2000

- Call Sts to answer

- Ask Sts to write their description

POST-WRITING

- Choose some writings to correct

CONSOLIDATION

HOMEWORK

Prepare Unit 9 – Language Focus

Suggested answer:

1 shows 2 larger 3 the largest

4 a difference 5 Meanwhile 6 Indonesia

7 highest 8 lowest

- Discuss in groups

- Answer

Write the writing on the board

ANSWERS:

The table sumarizes the number of total fires and acrs burned in the USA between 1980 and 200.There were fewer fires in 1990 than in 1980 but more acres of forest were destroyed.The number of fires was almost the same in both years

1990 and 2000; however, there was a big difference of nearly 3 million acres burned-about 8,4 million in 2000 and nearly 5,5 million in 1990

Take notes Take notes Take notes

The table _(1)_ the deforestation situation in

Southeast Asia (Cambodia, Indonesia, and

Laos) between 1990 and 2005 In general, Laos

had _(2)_ forest cover than Cambodia, and

Indonesia had _(3)_ of the three countries In

1990, there was _(4)_ of nearly 103 million

hectares of forest cover between Cambodia, and

Indonesia – 12.9 million in Cambodia and

116.5 in Indonesia _(5)_, the difference was

about 99 million hectares between Laos and

_(6)_ Within 15 years (from 1990 to 2005), the

overall figures showed that Indonesia had the

_(7)_ percentage of total change or forest loss

while Laos had the _(8)_ – 24% in Indonesia

and only 6.7% in Laos

a difference lowest

UNIT 9: NATURE IN DANGER PERIOD:

LANGUAGE FOCUS (P.6)

I Objectives

1 Aims: By the end of the lesson, Sts will be able to know and use the suffix –al correctly In addition, they can replace relative clauses by to + base form of verbs and by participles

2 Teaching aids: textbook, board and chalk

II Procedures

Word Study

- Explain the formation of noun and adjective

with suffix -al

 N + -al  Adjective (meaning: relating

to, characterized by)

 V + -al  Noun (meaning: action,

process, state)

a) - Ask Sts to determine whether the given words

are nouns or adjectives

- Check Sts’ understanding of the meaning of

difficult words

- Give feedback

b) - Instruct students to choose the suitable words

to fill in the blanks

- Call some pairs of Sts to practice the

conversations

- Give feedback

Grammar

Reduced Relative Clauses

a) - Explain how relative clauses can be replaced

- Listen and take notes

- Group-work

- Give the meaning of the words

- Correct the mistakes

Suggested answer:

1 refusal (N) 2 educational (A)

3 remedial (A) 4 proposal (N)

5 postal (A) 6 rental (A,N)

7 disposal (N) 8 optional (A)

- Pair-work

- Practice the conversations

Suggested answer:

1 rental 2 postal 3 disposal

4 optional 5 remedial

practice asking and answering

- Give feedback

CONSOLIDATION

HOMEWORK

Prepare Unit 10 - Reading

- Take notes

UNIT 9: NATURE IN DANGER PERIOD:

LANGUAGE FOCUS (P.7)

I Objectives

1 Aims: By the end of the lesson, Sts will be able to know and use the suffix –al correctly In addition, they can replace relative clauses by to + base form of verbs and by participles

2 Teaching aids: textbook, board and chalk

II Procedures

Grammar

Reduced Relative Clauses

a) - Explain how relative clauses can be replaced by

to + base form of verbs

Relative clauses after first, last, superlatives,

nouns (way, work, place, time, desire, decision,

need, method, job, aim) can be replaced by to +

base form of verbs

- Ask Sts to do the exercise in textbook and practice

asking and answering

- Give feedback

b) - Explain how relative clauses can be replaced by

participles

When the main verbs in relative clauses are in

progressive aspect or passive voice, relative

clauses can be replaced by participle phrase

- Ask Sts to do the exercise in textbook

- Call several Sts to tell their answers

- Give feedback

- Learn the structure

- Take notes

- Pair-work

Suggested answer:

1 Yes, I’m usually the first guest to come to a party

2 Louis Armstrong was the first man to land on the Moon

3 Yes, it is the most popular route to lead to the summit of Mt Everest

4 Yes, it is one of the most beautiful caves to have ever been discovered in Viet Nam

5 I think the most common activity to harm the environment is (making a campfire)

- Learn the structure

- Take notes

- Pair-work

- Give the answers

- Pair-work

Suggested answer:

1.In the years to come, all the trees in the forest will disappear if nothing is done to protect them

2.They couldn’t find a way to help clean the polluted river

3.Animals born in zoos know nothing a bout life in the

CONSOLIDATION:

HOMEWORK :

Prepare Unit 10 - Reading

6.Are national parks good places to house wild animals?

7.There is nothing more for us to do about the fire 8.The noise coming from the boat engine might disturb animals

9.The next question for them to consider is how to clean up the garbage

10.The team, including about two dozen Sherpas, uses backpacks to carry the garbage to their base at the foot

of Mt Everest

Take notes Take notes