giao an tieng anh lop 11 tuan 27 sach moi

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GIÁO ÁN TIẾNG ANH LỚP 11 TUẦN 27
NĂM 2019 - 2020
Date of preparation:
Date of signing:
Period 79:
UNIT 8 OUR WORLD HERITAGE SITES
Part 7: Communication and culture
I. Objectives
By the end of the lesson, students will be able to:
1. Knowledge
- know more about Taj Mahah, a World Herirage Site in India
- discuss where to go on a field trip
2. Skills
- further their skills: reasoning and persuasion skills, groupwork skills
3. Attitude
- be aware of the importance of world Heritage Sites.
II. Teaching method: Integrated, mainly communicative
III. Teaching aids
- board, chalks, textbook and notebook.
IV. Procedure
1. Class organization:
Date

Period

….. __ / __ / __

Class

Attendance

Absentees/Notes

…. / ….

2. Previous lesson check:
- Check Ss’ writing.
3. New lesson:
T’s and Ss’Activities

Knowledge

- Activate Ss’ knowledge about the five World

1. Communication:

Heritage Sites mentioned earlier in this unit.

A field trip to a heritage site


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- Ask Ss to study the three World Heritage

Activity 1: Work in groups. Your group needs

Sites in Vietnam. Provide additional

to decide on a heritage site on your next field

information about these sites, if necessary.

trip

- Ask Ss to study the example to get an idea
about the language they can use and what they
are supposed to discuss.

Hoi An:

- Let Ss form groups of three and start their

My Son Sanctuary

discussion. Have one of them take notes

Citadel of Ho Dynasty

- Ask Ss to consolidate their notes from

Activity 2: Present your group’s decision on

Activity 1

the heritage site to visit to the class. Try to

- Set a time limit for the groups to prepare their convince your classmates that this would be
presentations. Walk around to help Ss to

the best place to see

organise their ideas.
- Invite several groups to present their plans for
a field trip. Encourage the other students to ask
follow-up questions
- Have the class vote for the most interesting
plan.

- Ask Ss to look at the photo of Taj Mahal and

2. Culture:

answer the questions

Taj Mahal, a World Heritage Site

- Encourage them to share any information or

Activity 1: Look at the photo of Taj Mahal, a

facts they know about this site. Even if Ss

world heritage site. Answer the questions

haven’t heard about it, encourage them to

Key: Students’ answers

make some predictions.

*Suggested answer:
1. It’s in India
2. I can see a significant architecture, the


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- Ask Ss to look at the highlighted words and

tomb of the King and the Queen

the context in which they are used.

Activity 2: Read the text. Match the

- Encourage Ss to work out the meaning of

highlighted words in the text with the

each new word from the contextual clues in the definitions below.
text. Have them find similar words in the

1. dome

definition

2. masterpiece
3. mausoleum

4. mosque

- Asks Ss to read the text individually to get an

Activity 3: Answer the questions.

overall idea about its content.

1. It was built by order of the Mughal

- Checks Ss’ understanding of key vocabulary

emperor Shah Jahan in memory of his

items such as marble, memory, gateway, lotus,

favourite wife, Mumtaz Mahah, who diedin

design,technique,balance and harmonious.

childbirth.

- Asks Ss to read the questions and underline

2. It took 21 years, from 1632 to 1653.

the key words.

3. Taj Mahah features a magnificent marble

- Asks Ss to do task 3 individually in 4’.

dome on the top of the tomb, decorated with a

- Lets Ss compare their answers with their

lotus design. It represents the greatest

partner’s.

architectural and artistic achievement of

- Calls some Ss to give their answers.

Muslim art. Its unique beauty comes from the

- Checks Ss’ answers.

balance and harmonious blending of various
elements.

- Asks Ss to express their opinions about the

Activity 4: Discussion: If you had the

site in groups in 4’.

opportunity to travel, would you visit Taj

- Asks some questions Ss to elicit Ss’ opinions: Mahah? Give reasons for your decision.

1. What do you like about its architecture?
2. Do you find its history interesting? …
- Asks individual Ss to present their opinions
to the class.
- Involves Ss in giving comments and
feedback.
4. Consolidation:

Key: Students’ answers


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- Summarize the main points:
Develop their communication skills and have some cultural understanding of Taj Mahal
5. Homework:
- practice the tasks.
- prepare for the next lesson

Date of preparation:
Date of signing:
Period 80:
UNIT 8 OUR WORLD HERITAGE SITES
Part 8: Looking back
I. Objectives
By the end of the lesson, students will be able to:
1. Knowledge
- revise the language that Ss learn in unit 8
+ Vocabulary: words and phrases related to the topic of World Heritage Sites.
+ Pronunciation: intonation for choice questions

+ Grammar: participles and to infinitives to replace relative clauses
2. Skills
- develop Listening, writing, reading skills
3. Attitude
- be aware of the importance of world Heritage Sites.
II. Teaching method: Integrated, mainly communicative
III. Teaching aids
- CD & CD player, board, chalks, textbook and notebook.
IV. Procedure
1. Class organization:
Date

Period

….. __ / __ / __
2. Previous lesson check:
- activity 3+4.

Class

Attendance
…. / ….

Absentees/Notes


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3. New lesson:
T’s and Ss’Activities

Knowledge

- Ask Ss to listen to the exchanges and mark

Pronunciation:

the intonation patterns on the questions using a

Activity 1: Listen to the following short

downward upward arrow on each choice.

exchanges. Mark rising or falling intonations

- Have Ss compare their answers in pairs or

on the choice questions in these exchanges

groups
- Check Ss’ answer as a class
- Play the recording again and ask Ss to listen

Activity 2: Listen again and check your

and read along

answer

- Ask Ss to practise in pairs, taking turns to ask

and answer the questions
- Walk around, comment on the pairs’
performance and praise Ss who try to use the
appropriate intonation.
Vocabulary:
- Ask Ss to underline the correct words in each

Activity 1: Underline the correct word in each

sentence

sentence

- Let them compare their answers in pairs or

1. scenery

groups

2. heritage

- Check Ss’ answers as a class and give further

3. architecture

explanation, if necessary.

4. dynasty
5. ancient

- Remind ss of the tips to do this kind of task

Activity 2: Complete the sentences with the

quickly.

correct form of the words in the box.

- Ask ss to work individually in 2’.

1. geological

- Asks them to compare their answers with a

2. Exploring

partner’s.

3. archaeological

- Calls on some ss to give answers.

4. excavation


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- Gives feedback.

5. preservation

Grammar:
Activity 1: Combine the sentences using the

- Ask Ss to work individually, and then

correct form of the verbs in the box

compare their answers in pairs or groups

1. ringing

2. invited

- Check Ss’ answers as a class and give further

3. living

4. to offer

explanations, if necessary.

5. called

6. to be recognized

Activity 2: Combine the two sentences into
one, using either an ing or ed participle.
- Let Ss work individually, and then compare

1. The taxi taking us to Hoi An Ancient Town

their answers in pairs or groups.

broke down

- Ask individual Ss to write their sentences on

2. At the end of the street there’s a path

the board.

leading to the Perfume River

- Check Ss’ answers as a class.

3. The citadel gate damaged in the storm has
now been repaired
4. The excavation relics stolen from the
museum haven’t been found yet
5. Many of the foreign guests invited to the
opening of the heritage museum were able to
come.

4. Consolidation:
- Summarize the main points:
revise the language that Ss learn in unit 8
5. Homework:
- practice the tasks.
- prepare for the next lesson
--------------------------------------------------o0o-------------------------------------------------Date of preparation:

Date of signing:
Period 81:
REVIEW 3 (Units 6-7-8)


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I. Objectives
By the end of the lesson, students will be able to:revise the language and skills they have
learnt in units 6-8.
1. Knowledge
+ Vocabulary: Words / phrases related to topics “Global warming”, “Further education”, and
“Our world Heritage Sites"
+ Pronunciation: intonation on yes-no questions/ echo questions/ wh- questions/ choice
questions.
+ Grammar: perfect gerunds and perfect participles, the present perfect and present perfect
continuous, participle and to-infinitive clauses.
2. Skills
- Listening, reading, speaking, writing
3. Attitude
- have responsible attitude towards their study and life.
II. Teaching method: Integrated, mainly communicative
III. Teaching aids
- CD & CD player, board, chalks, textbook and notebook.
IV. Procedure
1. Class organization:
Date

Period

….. __ / __ / __

Class

Attendance

Absentees/Notes

…. / ….

2. Previous lesson check:
- during the new lesson.
3. New lesson:
T’s and Ss’Activities

Knowledge
LANGUAGE
Vocabulary

1. Use the correct form of the words in the box

Activity 1.

to complete the sentences.

1. carbon footprint


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- Ask Ss to do this activity individually, and

2. excavation

then compare their answers with a partner.

3. intact

Check answers as a class and write the correct

4. academic

ones on the board.

5. undergraduate

2. Complete the sentences with correct form of

Activity 2.

the words from the box.

1. further

- Have Ss do this activity individually. Then ask

2. lower

a student to write his / her answers on the board.

3. heat-related

Check the answers with the whole class.

4. Scenic
5. cultural
Pronunciation

3. Listen and mark the intonation patterns of

Activity 3.

the questions. Then practice reading

1.

the sentences.

2.

- Play the recording and have Ss do this activity

3.

individually, and then compare their answers

4.

with a partner. Write the sentences on the board.

5.

Then ask Ss to practise reading the sentences
aloud.
Grammar
4. Rewrite and/ or combine the sentences. Begin
each one as shown.
- ask Ss to follow the instructions and complete
the sentences individually.
- have Ss compare their answers.
- Check Ss' answers, and ask Ss to provide
explanations for their answers if necessary.

Activity 4.
1. Having lived near a chemical plant for
many years, some villagers have now
developed cancer.
2. Having attended a conference on nature
conservation, Quang became more
involved in environmental activities.
3. Mai regretted having dumped/ dumping
rubbish in the country park near her


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house.
4. The manager denied having allowed/
allowing harmful gases to emit into the
air from the factory.

5. They suspected Tom of having used/
5. Complete the sentences with the verbs in the

using explosives to kill fish in the lake.

box. Use the present perfect or the present

Activity 5.

perfect continuous.

1. has been studying.

- Elicit the form and use of the present perfect

2. have…taken

and present perfect continuous

3. have been learning

- Have Ss do this activity individually, and then

4. has been living

compare their answers with a partner.

5. has finished

- Ask a student to write his / her sentences on

the board. Check the answers with the whole

Activity 6.

class.

1. The London Tower Bridge, measuring
244 metres long, is a World Heritage Site.

6. Finish the incomplete sentences, using either
a participle or to-infinitive clause.

2. ……excavated from the ancient tombs.
3. ……. In the world to be declared a

- Ask Ss to do this activity individually, and

World Heritage Site by UNESCO.

then compare their answers with a partner.

4. …….., located in Thanh Hoa Province,

- Write the correct answers on the board.

was added……

- check Ss’ answers as a class.

5. …….., lying along the Perfume River in

Hue City, …….

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