giao an tieng anh lop 11 tuan 34 sach moi

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GIÁO ÁN TIẾNG ANH LỚP 11 TUẦN 34
NĂM 2019 - 2020
Date of preparation:
Date of signing:
Period 100:
UNIT 10: HEALTHY LIFESTYLE AND LONGEVITY
Part 8: Looking back
I. Objectives
By the end of the lesson, students will be able to:
1. Knowledge
- revise what they have learned in unit 10
2. Skills
- develop Listening, speaking, writing, reading skills
3. Attitude
- be responsible for increasing life expectancy.
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:
- activity 2.
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
downward upward arrow on each choice.
- Have Ss compare their answers in pairs or

1:

Listen

and

mark

(fall-rise

intonation) in the following conversation

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groups
- Check Ss’ answer as a class

- Play the recording again and ask Ss to listen Activity 2: Listen again. Then practice the
and read along

conversation with a partner. Try to use the

- Ask Ss to practise in pairs, taking turns to ask appropriate fall-rise intonation
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 write the word in each sentence

Activity 1: Complete the sentences with the

- Let them compare their answers in pairs or correct form of the words or phrases in the
groups

box

- Check Ss’ answers as a class and give further 1. boost

2. life expectancy

explanation, if necessary.

3. immune system

4. remedies

5. nutritious

6. dietary

7. are attributed to

8. prescription

- Ask Ss to work individually, and then Grammar:
compare their answers in pairs or groups

Activity 1: Report each statement. Make all

- Check Ss’ answers as a class and give further necessary changes.
explanations, if necessary.

1. The teacher told Tuan and Phong not to
talk in class
2. The doctor said to Mr White that if he
eats/ate lots of fatty food, he will/would
increase his chances of developing heart
diseases.
3. Nam’s yoga instructor asked him to close

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his eyes, breathe slowly and deeply, and not
to think about his problems
4. The patient admitted not following his
doctor’s advice
5. Ha’s friend suggested playing some games
to relax because they had studied for three
hours
6. Van’s manager said that he/she would get
a promotion if he/she could finish the project
before the deadline.
- Let Ss work individually, and then compare Activity 2: Read the conversation. Imagine
their answers in pairs or groups.

that Nga talks to a friend the next day, telling

- Ask individual Ss to write their sentences on him/her what her father had said.
the board.

1. My father said that if I want to be stress-

- Check Ss’ answers as a class.

free, I need to balance study and leisure
2. He told (advised) me to draw up a revision
timetable with time for other activities
3. He said that if I worked too hard, I
wouldn’t feel hungry

4. He told/asked/advised me not to study
continuously for long hours, but to take a
five-minute break every hour.
5. Then he advised/told/asked me to do some
workout or take a walk in the park before
mealtime
6. Finally, he said that if I need more help, I
can just ask him.

4. Consolidation:
- Summarize the main points:
Revise the main points of unit 10.
5. Homework:


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- practice the tasks.
- prepare for the next lesson
--------------------------------------------------o0o-------------------------------------------------Date of preparation:
Date of signing:
Period 101+102:
REVIEW 4
I. Objectives
By the end of the lesson, students will be able to:
1. Knowledge
- revise the language and skills Ss have learnt and practiced in unit 9 and 10.
2. Skills
- develop Listening, speaking, writing, reading skills
3. Attitude

- enhance attitude toward the subject
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:
- No.
3. New lesson:
T’s and Ss’Activities

Knowledge
LANGUAGE
A. Vocabulary:

- Ask Ss to do this activity individually, and Task 1: Use the correct form of the words in

then compare their answers with a partner’s.

the box to complete the sentences

- Write the correct answers on the board. Ask 1. infrastructure


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students to raise hands if their answers match.

2. sustainable
3. renewable
4. overcrowded
5. inhabitants

- Ask Ss to do this activity individually.

Task 2: Complete the following sentences

- Ask a student to write his/ her answers on the with suitable words in brackets
board. Read each one and ask the class if they 1. meditation
agree or not, then confirm the correct one.

2. cholesterol – free
3. anti – acne
4. ageing
5. expectancy
2. Pronunciation

- Ask Ss to do this activity individually, and Task 3: Listen to the sentences. Mark their
then compare their answers with a partner’s.

intonation pattern

- Show the correct answers on the board.

1. A falling

B. falling

2. A falling

B. rising

3. A rising

B. rising

4. A rising

B. rising

2. Grammar
Task 4: Complete each question, using the
- Elicit the form.

correct question tag

- Ask a student to write his/ her answers on the 1.do they

board

while

other

Ss

do

this

activity 2.haven’t they

individually.

3.will you

- Check answers as a class.

4.didn’t we
5.are they

- Ask Ss to do this activity individually, and Task 5: Rewrite these sentences, beginning as
then compare their answers with a partner’s.

shown

- Ask a student to write his/ her answers on the 1. Dr Quan said (that) I / we may / might feel
board.

much better if I / we start / started practising


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- Check answers as a class.

meditation.
2. Lan said (that) if I want / wanted to try
natural remedies, I can / could find useful
information on the Internet.
3. Huong told me (that) if she drinks strong
tea, she usually starts feeling dizzy.
4. If you use solar water heaters in your home,
you reduce your carbon footprint.
5. If you use the high-speed motorway, it takes
three hours and a half to travel from Ha Noi to Lao
Cai.
Task 6: Change the sentences in reported

- Elicit the rules. Ask Ss to do this activity speech into direct speech
individually, and then compare their answers 1. ‘Van, you should take a yoga class to
with a partner’s.

relieve stress,’ said the doctor.

- Write the correct answers on the board.

2. ‘Why don' t you use the new high-speed

motorway?’ the travel agent suggested.
3. ‘Let' s use the new high-speed motorway,’
the travel agent suggested.
4. ‘Kevin, remember to go to your fitness
class,’ said his brother. /‘Kevin, don' t forget
to go to your fitness class,’ said his brother.
5. ‘I' ll call you once a week while you are
studying in Singapore,’ said my sister.
6. ‘Don' t work out more than thirty minutes
a day,’ our fitness instructor said.
SKILLS
I. Reading

- Ask Ss to do activity 1 individually, and Activity 1: Read the text about eco-city
check

their answers with a partner’s. Give planning

correct answers and explanations if necessary.


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- Ask Ss to read the title and make guesses
about the content of the text, first in pairs, then
in class.
- Ask Ss to look at the questions quickly and Activity 2: Read the text again and answer the
underline key words which can help them to questions
locate the specific information in the text.

1. It was created in 1987

- Let them read the text individually to find the 2. There is no pollution as all the vehicles run
information, them compare their answers in on local renewable energy
pairs or groups. Encourage Ss to explain 3. They coexist with nature by dividing the
exactly which information from the text helped city into two circles or rings
them to answer the questions

4. The first ring is the city centre containing

- Check Ss’ answers as a class.

the residential areas. The second ring includes
vast park space and lots of greenery, which
filters and refreshes the air people breathe
5. Urban planners need to read the book
because it can offer them creative ideas and
solutions to environmental problems that can
be applied to any city
II. Speaking

- Work with a partner. Read the following Work in pairs. Choose two ideas (or use your
information

own ideas) and make a conversation about

- Ask Ss to share their opinions with their sustainable living
partners.

Suggested answers: Sustainable living:

- Answer these questions. Discuss with a - sort rubbish for recycling, use waste to
partner.

generate electricity, heat … to meet daily
need
- design walkable streets: walk first, then
cycle, then use public transport
- protect natural habitat, support local
agriculture


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- promote simple lifestyle, cook with locally
grown organic ingredients
III. Listening
- Play the recording once for Ss to listen and Listen to the recording about the negative
choose their answers.

effects of over-exercising. Decide whether the

- Play the recording again for Ss to check their following statements are T or F
answers. Then give the correct answers.

1. F

- Alternatively, play one or more times for Ss 2. T
to choose the correct answers.

3.T
4.T
5.F
IV. Writing
Think of any advice you can give to overexercises. Write a short text about the reasons
for over-exercising. Use the suggestions in
the box or your own information and ideas.

Sample writing:
Some people over-exercise for a number of reasons. Teenagers may worry too much about their
physical appearance and want to build the perfect body. Some of them may feel peer pressure to
lose weight or get lean, toned legs. Male teenagers may experience pressure to look fit, muscular and
toned like celebrities in films, magazine ads or sports. Many boys feel that their arm or leg muscles are
too small and try to work out several times a week to increase muscle mass.
Girls’ over-exercising can result from self-dissatisfaction and fear of being overweight. They may
compare themselves with fashion models considered to be physically perfect. They may worry about
their waistlines not being thin enough or their bellies being too fat.
If you think your friend is over-exercising, try to talk to them, and explain that their bodies need to
rest as well. Ask them to focus on other aspects of life such as study and hobbies.
4. Consolidation:
- Summarize the main points:
Language and skills of unit 9+10.


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5. Homework:
- practice the tasks.
- prepare for the next lesson
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