giáo án tiếng anh lớp 11 Unit 10

Unit 10
Lesson: Reading
Class: 11A1, A2, A3, C3, C5

NATURE IN DANGER

Date: / 1 / 08
Period: 61

I. Aim: By the end of the lesson, the Ss will be able to:
- Recognize the consequences Human beings have been causing to our natural environment
- Have good attitude to protect nature environment and prohibit the destruction of environment.
- Summarize the main ideas in speaking and writing.
II. Language content:
Grammar
- Pronunciation /sl/ ; /sm/; /sn/ ; /sw/
- Relative pronouns with prepositions
Vocabulary:
III. Techniques: Communicative Approach
- Guessing the meaning of words based on contexts
- Scanning reading for specific information about national park
- Skimming reading
IV. Teaching aids: Textbooks, handout, sub-board, tape and CD
V. Procedure:
T’s and Ss’ activities
T lets Ss do an exercise at class

Content
*Checking up:
Complete the following sentences by using appropriate Relative
Ss do it themselves in pairs.

pronouns.
1. A pacifist is a person ________ believes that all wars are wrong.
Ss present them in front of the class.
2. An orphan is a child ________ parents are dead.
3. I don’t know the name of the woman ________ I met yesterday.
4. This school is only for children ________ first language is not
T corrects their mistakes if necessary.
English.
5. The woman ________ I wanted to see was away on holiday.
6. Let me see all the letters ________ you have written.
7. Is there any one ________ can help me do this?
8. Mr. Brown, ________ is only 34, is the director of this company.
9. I know a place ________ roses grows in abundance.
10. It was the nurse ________ told me to come in.
Suggested Answers:
1. who 2. whose 3. whom 4. whose 5. whom 6. which / that
7. who 8. who
9. where 10. that
T asks Ss some main questions
Warm up: Questions
focusing on main ideas of the text.
1. What do you think about our environment? Is it good or bad to
T asks Ss to discuss the questions and
live?
answer the questions in the textbook
2. What causes danger to our environment?
in pairs / groups.
Suggested answers:
1. It is bad to live.
T walks around the class to control

2. There are many factors to cause danger to our environment, such
their activities and provides help if
as:
necessary.
- Waters from factories and hospitals
- Smoke from vehicle
Ss present their work / task in front of - Oil spills from ships


the class.
T leads Ss in the main topic of the
lesson.

- Forest fires
- People’s carelessness
It’s very dangerous to live in that environment. Today we study
“Nature in Danger”

Before You Read
1. What do you think about our environment? Is it good or bad to
live?
2. What causes danger to our environment?
3. What are the serious consequences of people’s interference with
the environment?
T lets Ss listen to the tape twice and
provides them with some new words 4. What has been done to protect the environment?
*New words and phrases
and phrases.
- have a great influence on ….
Note: T should only teach the words

- be in danger of…..
which do not appear in task 1.
- all over the world
- as a result
T elicits or teaches some vocabulary
- in order to
items :
- to make sure
- to result in
T asks Ss to read through the
- to set up
passages silently.
- produce offspring
- make list of….
T asks Ss to do task1.
Task1: The words in the box all appear in the passage. Fill each blank
with a suitable word.
Suggested answers:
Ss do it themselves in pairs / groups
1. extinct
2. protect
3. decreasing
4. pollutants
5. endangered
6. interference
While You Read
Task2: Circle A, B, C or D that best sums up each paragraph.
T gives Ss the suggested answers
1. Paragraph 1: C - Human beings interfere with nature.
2. Paragraph 2: B - Human beings are responsible for the changes in

the environment.
T has Ss to do the handouts of the 3. Paragraph 3: A - Human beings made efforts to protect endangered
nature
task2, 3 in pairs.
4. Paragraph 4: C – Conditions for a peaceful co-existence.
Task3: Answer the questions.
*Handout
1. Ways that people are changing the world
changing _____ by ……
T gives Ss some main questions to
discuss before listening to the text.

affecting _____ by ……
T walks around the class to control
changing _____ by ……
their activities and provides help if People are
destroying
_____ by …….
necessary.
2.Serious consequences caused by people to the environment
Many kinds of ……..
Consequence
The environment ……
The number of rare animals ……
3.
Things
should
be
done
to protect these animals

Ss present their work in front of the
class.


Protection

T gives his ideas about Ss’ task/work
and corrects their task/work if they
make mistakes and gives suggested
answers if necessary.

Before Ss do the Tasks, T elicits or
introduces some structures Ss can use
to ask for someone’s opinion, to give
their opinions, and show their
agreement or disagreement politely
and Relative clauses :

Comment :

--------------------------

Many organizations……
Thousands of national parks……
Laws have been ……..

Suggested answers:
1. Ways that people are changing the world
- changing the environment by building cities and
villages where forests one stood.

- affecting the water supply using water for
industry and agriculture.
People are
- changing the weather conditions by cutting
down trees in the forests.
- destroying the air by adding pollutants to it.
2.Serious consequences caused by people to the environment
- Many kinds of rare animals are killed.
Consequence
- The environment where these animals are
living is badly destroyed
- The number of rare animals is decreasing so
rapidly that they are in danger of becoming
extinct.
3. Things should be done to protect these animals
- Many organizations have been set up and funds
have been raised
Protection
- Thousands of national parks have been
established to protect endangered animals
- Laws have been introduced to prohibit
After You Read
Answer the following questions
1. What are four ways that human beings are changing the world?
2. What are the serious consequences of people’s interference with
the environment?
3. What has been done to protect endangered nature?
Homework
- Read the text again
- Learn the new words and phrases by heart

- Summarize the main ideas of the text
- Prepare speaking


Unit 10
Lesson: Speaking
Class: 11A1, A2, A3, C3, C5

NATURE IN DANGER

Date: / 1 / 08
Period: 62

I. Aim: By the end of the lesson, the Ss will be able to:
- Talk about reasons why animals and plants in natural world have been destroyed / endangered.
- Suggest some solutions to protect our natural environment.
II. Language content:
Grammar
- Some basic structures
- Pronunciation /sl/ ; /sm/; /sn/ ; /sw/
- Relative pronouns with prepositions
Vocabulary:
III. Techniques: Communicative Approach
- Discussing the topic in pairs / groups.
- Elicitation techniques
- Inferential questions
- Getting Ss to imagine
IV. Teaching aids: Textbooks, handout,
V. Procedure:
T’s and Ss’ activities

Content

T gives Ss some questions to discuss in pairs
/ groups.
Ss do it themselves in pairs/groups.
T walks around the class to control their
activities and provides help if necessary.
Ss present their work / task in front of the
class.
T gives his ideas about Ss’ task/work and
corrects their task/work if they make
mistakes and gives suggested answers if
necessary.
T can also ask Ss if we have lived in bad
environment. Then T introduces the
lesson.
Ss do it themselves in pairs/groups.
T walks around the class to control their
activities and provides help if necessary.
Ss present their work / task in front of the
class.
T gives his ideas about Ss’ task/work and
corrects their task/work if they make
mistakes and gives suggested answers if
necessary.
T gets Ss to brainstorm all the reasons and
measures to protect endangered nature
T introduces Ss the structure / model which

*Warm up : Questions
1. Why do we call some animals such as tigers, bears,
elephants, whale endangered animals?
2. What should we do to protect and save them?
Suggested answer
1. We call these animals endangered animals because they are
hunted or killed in large number that they are in danger of
becoming extinct.
2. As student you should stop eating and killing wild animals.
Activity1: Put the reasons why nature is threatened in order
of important?
T: In your opinion which reason is the most important?
A: I think burning the forests is the most important. Because
animals and plants will die, which cause the air polluted.
B: I think using fertilizers and pesticides for cultivation is the
most important. Because these are chemical that causes the
air polluted and affects the water supply and people’s health.
C: As for me, I think cutting down trees for food is the most
important because without trees and plants, most water
would run off and cause not only erosion but also floods.
Activity 2: Match the reasons in Task1 with possible
measures for protecting endangered nature in the box
below.
*Setting a model
A: It is said that people are killing animals for fur, skin and
food.
B: I think killing animals for fur, skin and food should be


is used to express one’s opinion about sth

or so.
Then T asks Ss to do the task in pairs /
groups
Ss do it themselves in pairs/groups.
T walks around the class to control their
activities and provides help if necessary.
Ss present their work / task in front of the
class.
T gives his ideas about Ss’ task/work and
corrects their task/work if they make
mistakes and gives suggested answers if
necessary.
T introduces Ss the structure, which is used
to talk about one’s preferences.
T calls on Ss to read the model conversation
in the textbook.
T corrects Ss’ intonation and pronunciation
if necessary.
T asks Ss to work in pairs and find out about
their partner’s preference for a particular
type of films, basing them on the model
conversation.
T walks around the class to control their
activities and provides help if necessary.
Ss present their work / task in front of the
class.
T gives his ideas about Ss’ task/work and
corrects their task/work if they make
mistakes and gives suggested answers if
necessary.

T asks Ss to ask and answer the questions
about protecting environment that they
have known, using the suggestion given in
the textbook in pairs / groups.
Ss do it themselves in pairs/groups.
T walks around the class to control their
activities and provides help if necessary.
Ss present their work / task in front of the
class.
T gives his ideas about Ss’ task/work and
corrects their task/work if they make
mistakes and gives suggested answers if
necessary.
Comment :

----------------------------

banned.
Suggested answer
Task1: Reasons
1. Killing animals for fur, skin
and food
2. Keeping animals as pets
3. Hunting or capturing animals
for
recreation
and
entertainment
4. Cutting down trees for wood
and burning the forests

5. Using fertilizers and pesticides
for cultivation
6. Discharging
chemicals
pollutants
into
the
environment

Task 2: Measures
- Killing animals for fur,
skin and food should be
banned
- Keeping animals as pets
should be discouraged
- Animals should not be
captured for recreation
and entertainment.
- Cutting down trees for
wood and burning the
forests
should
be
banned and planting
trees
should
be
encouraged
- Decreasing the use of
fertilizers and pesticides

for farming cultivation
- Discharging chemicals
pollutants
into
the
environment should be
prohibited.
Activity 3: State the negative impacts made by people on the
environment and suggest measures to protect it.
*Setting a model
A: It is said in the newspaper that people are burning forests
and cutting down trees for wood.
B: That’s why the forests are destroyed.
A: What should we do to protect forests?
B: I think burning forests and cutting down trees should be
banned and planting trees should be encouraged.

Homework
Find out tree reasons why nature is threatened and three
measures to protect it.


Unit 10
Lesson: Listening
Class: 11A1, A2, A3, C3, C5

NATURE IN DANGER

Date: / 1 / 08
Period: 63

I. Aim: By the end of the lesson, the Ss will be able to:
- Listen some information from listening passage as requested
- Answer the questions and summarize the main ideas of the listening passage in speaking
II. Language content:
Grammar
- Some basic structures
- Pronunciation /sl ; /sm/; /sn/ ; /sw/
- Relative pronouns with prepositions
Vocabulary:
III. Techniques: Communicative Approach
- Discussing the topic in pairs / groups.
- Elicitation techniques
- Inferential questions
- Getting Ss to imagine
IV. Teaching aids: Textbooks, handout, tape and CD
V. Procedure:
T’s and Ss’ activities
T introduces Ss an new lesson
T asks Ss some questions relating to
the picture.
Ss listen to T and look at the picture.
Ss work in pairs to answer the T’s
questions.
T gives his ideas about Ss’ task/work
and corrects their task/work if they
make mistakes and gives suggested
answers if necessary.
T has Ss to answer the question in
pairs / groups.

T gives his ideas about Ss’ task/work
and corrects their task/work if they
make mistakes and gives suggested
answers if necessary.
T guides Ss how to pronoun these
words and explains the meanings of
them.
T introduces the request of Task 1 to
Ss and explains the new words if
necessary.
Ss listen to the listening passage 2
times.
T has Ss to exchange their

Content
*Warm up: Questions ( picture of national park)
1.
What’s the picture about?
2.
What can you see in the picture?
3.
Why do governments set up these places?
Suggested answer
1. It’s about a national park.
2. We can trees, plants and animal.
3. They set up national parks to protect and save endangered animals.
Before You Listen
Activity1: Name some national parks in Vietnam
Suggested answer:
They are Cuc Phuong National Park, Cat Ba National Park, Bach Ma

National Park, Phong Nha National Park, Cat Tien National Park, Ba
Be National Park…..
T: Which national park is in Lam Dong province?
Ss: Cat Tien National Park.
Activity2: Listen and repeat these words
Scenic features
devasting
Maintenance
approximately
vehicle
competely
T: Can you guess what the listening passage is about?
Ss: It’s about the national park.
While You Listen
Task1: Listen to the passage and decide if the statements are or false.
Suggested answer:
1
2
3
4
5
T
T
F
T
T


information each other.
Ss present their task in front of the

class.
T gives his ideas about Ss’ task/work
and corrects their task/work if they
make mistakes and gives suggested
answers if necessary.
Task2: Listen again and answer the questions.
Ss read the questions before listening 1. There are 52 national parks in the United State.
to the listening passage.
2. Millions of people visit national parks every year.
Ss listen to the listening passage 2
3. Rare animals are killed or hunted for fur, skin or other parts.
times
-Trees are cut down for wood.
T has Ss to exchange their
- Large areas of national parks experience desvasting fires caused
information each other.
by careless people.
T walks around the class to control
- The increasing number of visitor is banning the parks due to the
their activities.
pollution from their vehicles.
Ss present their task in front of the
4. Rare animals and trees should be protected.
class.
- Fires caused by careless people should be limited.
T lets Ss listen to the passage again to
- Pollution from visitor vehicles should be decreased and many
check their task.
should be raised for the park’s staff and maintenance of their
resource.

Ss discuss the listening paragraph in
After You Listen
pairs / groups.
The Ss’ paragraph of summarizing the main ideas of listening
Ss tell the main ideas of listening
paragraph.
paragraph
Homework
T and other Ss give their ideas about - Practice listening the paragraph again
Ss’ task/work and correct their - Prepare Writing ( write a paragraph about national forests)
task/work if they make mistakes
and gives suggested answers if Unit 10 – Tapescript
necessary.
In many parts of the United States, large areas of land have been made
into national parks to protect and preserve the natural beauty of the
land. National parks usually contain a variety of scenic features, such
as mountains, caves, lakes, rare animals and plants. Today there are
52 national parks in the United States, covering approximately 3 per
cent of the total land area of the country. National parks are all open
to the public and have millions of visitors each.
Many national parks, however, are in danger of being destroyed. Rare
animals in national parks are killed or hunted for fur, skin or other
parts. Trees are cut down for wood. Large areas of national parks also
experience devastating fires caused by careless people. The increasing
number of visitors is harming the parks due to the pollution from their
Comment
vehicles.
If these problems are not solved immediately, and if there is not
enough money for the parks’ staff and maintenance of their resources,
many national parks will be completed destroyed.

-----------------------Unit 10
Lesson: Writing
Class: 11A1, A2, A3, C3, C5

NATURE IN DANGER

Date: / 1 / 08
Period: 64


I. Aim: By the end of the lesson, the Ss will be able to:
- Write a paragraph to describe a national park based on some provided information.
II. Language content:
Grammar
- Some basic structures
- Pronunciation /sl/ ; /sm/; /sn/ ; /sw/
- Relative pronouns with prepositions
Vocabulary:
III. Techniques: Communicative Approach
- Grammatical skills, Expressive and stylistic skills, Rhetorical skills, Organization skills
- Jigsaw sentences, Gapped passages, Pure close, Sentence combine
- Oral preparation, Key word essay, Story completion
- Peer correction, Spot check, Pair work / Group work
IV. Teaching aids: Textbooks, handout,
V. Procedure:
T’s and Ss’ activities
T introduces Ss the new lesson by asking
Ss some questions.
Ss look at the picture and answer the

questions.
T and other Ss give their ideas about Ss’
task/work and gives suggested answers if
necessary.
T leads Ss in the new lesson.
If Ss can not answer the questions, T will
give Ss handout of the Cuc Phuong
national park.
T asks Ss to read the passage carefully and
fill in each blank with one suitable word
or phrase in pairs / groups.
T walks around to control their activities.
Ss present their task in front of the class.
T and other Ss give their ideas about Ss’
task/work and correct their task/work if
they make mistakes and gives suggested
answers if necessary.
T provides Ss with some useful language.

Content
*Warm up: Listen and answer the questions
Look at the picture and guess which national park it is? Is it one
of the Vietnam’s national parks? Name it?
What are the special features of this national park?

Activity1: Read the passage carefully and fill in each blank with
one suitable word or phrase.
Cuc Phuong National Park is located 160 kilometers (1)____ of
Hanoi. It is the first of Vietnam ’s nine national parks to be (2) ____ and it contains over 200 square kilometers of (3) ____.
Tourists go there to study butterflies, visit (4) ____, hike

mountains and look at (5)____. According to scientists, there are
about (6)____ different species of flora and 450 species of (7)____. Many visitors come to Cuc Phuong to see the work being
done to protect (8)____.
Suggested answer
1 south west
5 1000 years old
2 established
6 2000
3 rain forest
7 fauna
4 caves
8 endangered species
Some useful language
- It’s located on / in…..
- It’s famous for ……
- It covers / contains….
- Its total area is ….
- There are …….species of / kinds of / sorts of……
- We can find …..
- Something is found in …….


T introduces Ss Activity2
T asks Ss some questions
Ss work in pairs / groups to answer the
questions.
T walks around to control their activities.
Ss present their task in front of the class.
T and other Ss give their ideas about Ss’
task/work and correct their task/work if

they make mistakes and gives suggested
answers if necessary.
T has Ss do Activity3 themselves.
T walks around the class to control their
activity.
Ss exchange their tasks to make their
mistakes each other.
Ss present their task on the board.
T and other Ss give their ideas about Ss’
task/work and correct their task/work if
they make mistakes and gives suggested
answers if necessary.

Comment

Activity2: Ask and answer the questions
1. Where is Cat Ba National Park located?
2. What are the features of Cat Ba National Park?
3. How large is it?
4. What do you know about the animals and plant in Cat Ba
Park?
5. What are some of historic features of the parks
Activity3: Write a description about Cat Ba National Park,
using the facts and figures below.
Suggested answer
Cat Ba National Park, which was declared as a national park
in 1986, is situated on Cat Ba Island, 120 km from Hanoi and 20
km east of Haiphong.
Cat Ba National Park is the only site in Vietnam endowed
with both tropical forests and coastal waters with while sand

beaches, abundant natural resources, beautiful landscape and
many kinds of rare animals and plants. It covers 15,200 ha,
including 9,800 ha of ocean.
Cat Ba National Park preserves approximately 300 species
of fish, 40 kinds of animals, 150 different birds and 620 species
of plants.
The stone tools and human bones found in the island ’s
limestone caves reveal that people inhabited there at least 6,000
years ago.
Homework
- Rewrite the description which are made mistakes and received
useful ideas from T and other Ss.

---------------Unit 10
Lesson: Language Focus
Class: 11A1, A2, A3, C3, C5

NATURE IN DANGER

Date: / 1 / 08
Period: 65

I. Aim: By the end of the lesson, the Ss will be able to:
- Pronounce /sl/ ; /sm/; /sn/ ; /sw/
- Use some Relative Pronouns and Preposition + Relative Pronouns
- Write a paragraph to describe a national park based on some provided information.
II. Language content:
Grammar
- Some basic structures
- Pronunciation /sl/ ; /sm/; /sn/ ; /sw/

- Relative pronouns with prepositions
Vocabulary:
III. Techniques:
- Deductive method
- Inductive method
- Communicative approach
IV. Teaching aids: Textbooks, handout,
V. Procedure:


T’s and Ss’ activities
T leads Ss to new lesson by making
sentences from the words provided
in disorder of their position.
T pronouns some words: Snow,
swims, small, snores, sleep many
times.
Ss pay attention to the pronunciation
of T.
T asks Ss to find some words having
these sounds.
T models the three sounds twice or
the times
T pronounces the sounds and asks Ss
to repeat
Ss practice pronouncing the sounds
individually
T reads the words in each column all
at once
T reads the words once again, each

time with a word in each column to
help Ss distinguish the differences
between the sounds in the words.
T reads the words and asks Ss to
repeat them
T asks Ss to practice pronouncing the
words in pairs.
T walks around the class to control
their activities and provides help if
necessary.
T asks Ss to pronounce the words
T gives correction if necessary
T reads the sentences and asks Ss to
underline the words with the sounds
and write sounds under them.
T asks Ss to practice pronouncing the
sentences in pairs.
T walks around the class to control
their activities and provides help if
necessary.
T asks Ss to read the sentences.
T gives feedback.
T asks Ss to find some words having
these sounds.
T introduces Activity 1, 2, 3 to Ss

Content
*Warm up: Make sentences from the words provided in disorder of
their position.
1. a/ swims/ lake/ often/ in/ Snow/ small.

2. Loudly/ can’t/ he/ that/ the/ sleep/ snores/ baby/ so.
Suggested answer:
1. Snow often swims in a small lake.
2. He snores so loudly that the baby can’t sleep.
1.Pronunciation
Activity1: Listen and repeat these sounds: /sl/, /sm/, /sn/ and /sw/
/sl/
/sm/
/sn/
/sw/
Slave
Small
Snack
Swallow
Sleep
Smart
Sneeze
Swim
Slim
Smell
Snooker
Swing
Slowly
smoke
snowy
switch
Example:
/sl/
/sm/
/sn/

/sw/
slice
smooth
snail
sweet
slipper
smile
sniffles
sweden
Activity2: Practice reading this dialogue
A: Is Snowy at home? Snowy Smith?
B: He is sleeping. Go away.
A: Sleeping? Where?
B: In there. Why do you smile?
A: Perhaps Snowy is in there. But he is not asleep.
B: I swear he is sleeping.
A: When Snowy sleeps, he snores but he looks sweet.
2.Grammar and Vocabulary
Set a situation:
Ex: This is the house. He was born in it.
This is the house which he was born in.
This is the house in which he was born.
(Relative pronouns with prepositions)
Activity1: Choose the suitable italicized word to complete the
following sentences.
1
2
3
4
5

6
7
Whom which
whom
who
which
whom
which
Activity2: Combine the following sentences, using prepositions +
whom / which
1. The man to whom I talked yesterday was being kind.
2. The man about whom I told you works in the hospital.
3. The woman about whom I am telling teaches me English.
4. The movie about which they are talking is fantastic.
5. The picture at which she was looking was beautiful.
6. I’ll give you the address to which you should write.


T has Ss do them in pairs/ groups.
T walks around the class to control
their activities.
Ss present their tasks in front of the
class.
T and other Ss give their ideas about
Ss’ task/work and correct their
task/work if they make mistakes
and gives suggested answers if
necessary.

Comment

Activity3: Combine the following sentences, using prepositions who,
which or that.
1
2
3
4
5
6
7
8
that which who
whom Which/ which who whom
that
Homework
Exercise1: Combine the following sentences, using prepositions +
relative pronouns.
1. He fell in love with the girl. The girl left him after a few weeks.
The girl………….
2. The bed wasn’t very comfortable. I slept in it last night.
The bed…………….
3. Do you know the man? The teacher is talking to him.
Do you …………….
4. Mary is looking at a cat. It’s very lovely.
The cat…………….
Exercise2: Completing the following sentences.
5. Lan is the girl about whom_______________.
6. The picture in which _______________.
7. I thank my friend from whom_______________.
8. The book about which_______________.