giáo án tiếng anh lớp 11 Unit 14

Unit 14
Lesson: Reading
Class: 11A1, A2, A3, C3, C5

RECREATION

Date: 27 / 03 / 07
Period: 84

I. Aim: By the end of the lesson, the Ss will be able to:
- Understand / recognize some activities of English recreation and entertainment in their free time
- Practice guessing meaning of words or phrases.
- Use some new words & phrases in speaking : asking & answering
II. Language content:
Grammar:
- /ts/; /dz/; /t∫t/; /d/
- Conjunctions: both ...and …; ... not only ...but also ...; ...either ...or …..; …neither …nor…
- Cleft sentences in the passive
Vocabulary:
III. Techniques: Communicative Approach
- Guessing the meaning of words based on contexts
- Scanning reading for specific information about recreation and entertainment
- Skimming reading
- Passage comprehension
- Gap-filling
- Summarizing the main ideas on the passage
IV. Teaching aids: Textbooks, handout, sub-board, charts.
V. Procedure:
T’s and Ss’ activities
Content
T asks Ss some questions relating to the topic –

Warm up
hobby
Question: “What do you often do in your free time?”
Listening to music
’
Ss work in pairs and answer T s questions
Leisure
T comments about Ss’ answers

Activitie
s

Then T leads Ss in the lesson
Answer:
Listening to music Playing chess
T asks Ss to look at the pictures of the bands on
page 124 and tell the class anything they know films/
about these bands.
Reading book

Watching
TV/sports

Leisure
activities

Walking
T asks Ss to discuss the questions in the textbook Cooking
in pairs / groups.
Gardening

Playing sports
Question: “What do we do these things for?”
T walks around the class to control their activities
To entertain
activities of entertainments


and provides help if necessary.
Ss present their work / task in front of the class.
BEFORE YOU READ:
Note: T should only teach the words which do not * Activity 1:
appear in task 1.
Answers:
Ask Ss to rearrange which phrases or words are
entertainments and recreations into two columns.
Entertainments
Recreations
Ss do the exercise in pairs
• Listening to music
• Cooking
• Watching films / T.V
• Gardening
T gives correct answers
• Reading books
• Playing chess / sports
• Watching sports
• Walking
T asks Ss to open their books.

* Activity 2:

Questions:
Ss open their book
1. What’s she doing?
2. What are they doing?
T asks Ss to look at the pictures and answer the
Answers:
question.
1. She is playing the guitar.
T corrects them.
2. They are having a party.
3. They are playing football.
4. She is watching T.V at home.
* Question: “When do they do these kinds of things?”
“ In order to know more about British leisure
T elicites or teaches some vocabulary items :
activities read the passage on page 155”
WHILE YOU READ
* Activity 1: Read the passage quickly and list
courses British people also take part at weekends or
during summer holidays.
T reads aloud or play cassette.
Answers:
1. making one’s stock market decision
2. painting or drawing
T : You are going to read the passage about one ’s 3. shoemaking
hobby. While you are reading, do the tasks in the 4. glass engraving
textbook.
5. “Living with more meaning”
* Activity 2: Look at the picture and match the right
Ss read silently

words to the right pictures:
4 pictures:
T elicits or teaches some new words :
Ss work in groups
1
2
3
4
b. Bricklaying
T walks around the class to control their activities a. Stock market
c. Home improvement
d. Glass engraving
and provides help if necessary.
Answers:
Picture 1: Stock market
Ss present their task in front of the class
Picture 2: Home improvement
Picture 3: Bricklaying
T gives correct answers
Picture 4: Glass engraving
* Activity 3:
Ss correct their task
Task 1: The words and phrases in italics in the
T gives his ideas about Ss’ task/work and corrects following sentences all appear in the passage. Circle


their task/work if they make mistakes and gives the correct answer:
suggested answers if necessary.
Answers:
1. A: at home

Before Ss do the Task, T elicits or introduces some 2. B: Television viewing is much more popular than
structures Ss can use to ask for someone’ s hobby
any other pastime.
3. B: There are many different courses on offer.
Ask Ss to look at the pictures on the board and
4. A: Besides watching television, people have other
match the right words to the right pictures.
activities
5. B: sports people often watch
T asks Ss to work in group to the task
6. A: Necessary conditions for being admitted to
course.
Ss look at the pictures and do as teacher ask.
* Activity 4:
T asks Ss to read the following sentences with the
Complete the following sentences with the missing
missing information
information:
Ss discuss in pairs
1. British people often spend _______ a week
watching television.
2. ______, ________ and ______ are some sports
T goes around to help Ss if necessary
undertaken by British men.
3. British people like watching _______ and ______
Ss work in group
in winter and _______ in summer.
Ss present their task in front of the class
4. People get practical skills from courses like
T gives correct answers

________ or.
Ss correct their task
5. In order to take these courses learners must pay.
Answers:
1. 25 hours
T asks Ss to discuss in pairs
2. snooker , pool and dart
Ss discuss in pairs
3. football and rugby / cricket and athletics
T asks Ss to report in front of class
4. shoemaking or glass engraving.
T asks Ss to write a short paragraph in about The
5. high fees.
British leisure activities
AFTER YOU READ:
Ss report in front of class
Work in pairs. Discuss the questions: Which of the
Ss do as teacher ask
British leisure activities mentioned in the passage are
also popular in Vietnam? Which are not?
Comment :
Homework:
- Practice reading
- Learn the new words
- Prepare Speaking
Unit 14
THE CORRECTING 45–MINUTE-TEST
Lesson : 3-4
Class : 11A1,2,3 ; 11C3,5

Date : 2/11/07
Period : 29

I. Aim : By the end of the lesson, the Ss will be able to :
- Distinguish the sound / l / , / r / and / h /
- Pronounce the words and sentences containing these sounds correctly
- Use the grammar points : active form of Infinitive, Gerund and passive form of Infinitive, Gerund
- Distinguish the sounds /w/ and /j/
- Pronounce the words and sentences containing these sounds correctly


- Some basic tenses and structures
- Gerund and present participle
- Perfect gerund and perfect participle
II. Language content :
Grammar :
- Some basic tenses and structures
- Gerund and present participle
- Perfect gerund and perfect participle
- Use the grammar points : active form of Infinitive, Gerund and passive form of Infinitive, Gerund
Vocabulary : Unit 3-4
III. Techniques :
IV.Teaching aids :
V. Procedure:
T’s and Ss’ activities
Content
Teacher :
The answer of the 45-minute Test (No 001)
• T sends each student a sheet of paper & the Test
1. B

13. C
24. a.birthday party
• T gives Ss the answers and explains how to do
2. D 14. D
24.b.receive
them correctly.
3.
D
15.
D
25.a. served
• T answers any questions of Ss (If so).
4. A 16. A
25.b.brought out
• T reminds Ss some main points in the Units Ss
5.
A
17.
D
26.a.decorated
have just learnt.
6. C
18. A
26.b.cleaned up
Students :
7.
D
19.
C
• Finding out the mistakes of their Tasks

8. B
20. C
• Make the question to T (if so)
9.
D
21. B
• Correct the mistakes which they made
10. C
22. D
• Take notes from T (if necessary)
11. C
23. D
12. B
27.to congratulate / congratulating
28.having been
29.going
30.to have received
31.to be taken
32.having stolen
33.He is too loyal to his boss to remain his working
principle.
34. Young volunteers are young enough to understand
the problems of younger boys and girls.
35. He is so intelligent that he can answer all the
teacher’s questions.
Homework :
- Prepare Speaking
Comment :
T asks Ss to prepare the lesson more carefully
before doing the test.

-------------------Unit 14
Lesson: Speaking
Class: 11A1, A2, A3, C3, C5

RECREATION

Date: / / 08
Period: 85


I. Aim: By the end of the lesson, the Ss will be able to:
- Talk and express their agreement and disagreement about some problems.
II. Language content:
Grammar:
- Distinguish the sounds /ts/; /dz/; /t∫t/; /d/
- Some basic tenses
Vocabulary:
III. Techniques:
- Discussing the topic in pairs / groups.
- Elicitation techniques
- Inferential questions
- Getting Ss to imagine
V. Teaching aids: Textbooks, handout, sub-board (Unit 14).
V. Procedure:


T’s and Ss’ activities
T asks Ss some questions relating to the
topic of recreation.

Ss do it themselves in pairs/groups and
answer them.
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.

Content
* Warm up: Questions
1. What leisure activities do you see in these pictures? (E 11/
Page 154 / Pictures)
2. Do you think English people often do them in their spare
time?
3. How about Vietnamese people? Do they like these
activities?
Suggested answer:
1. Picture1: Playing guitar
Picture 2: watching TV.
Picture 3: swimming
Picture 4: singing karaoke
Picture 5: playing football
1. Yes, I do. / I think so.
2. Yes, I think so. / No, I don’t think so.
T: We have just expressed our agreement and disagreement.
What do we say to show agreement and disagreement?

T leads Ss in the new lesson
T can also asks Ss if we have expressed
Pre_ Speaking
our agreement and disagreement about Task 1: Put (A) beside an expression of and (d) beside an
some problem.
expression of disagreement you know.
*Question: What do we say to show agreement and
disagreement?
T asks Ss to study the table on p.134 and Agreement Expressions
Disagreement Expressions
tick the boxes that suit their - I quite agree…
- I don’t agree.
preferences for a particular type of - I agree with what you - I’m afraid I disagree.
films.
say.
- That’s wrong.
’
Ss do it themselves in pairs/groups.
- That s right.
- I don’t think so.
T walks around the class to control their - I think so.
- I’m sorry about ……
activities and provides help if - I have the same idea
- I think we shouldn’t…
necessary.
with you
- ……
Ss present their work / task in front of - …..
the class.
T gives his ideas about Ss’ task/work and

While – Speaking
corrects their task/work if they make Task 2: Put (A) beside an expression of and (d) beside an
mistakes and gives suggested answers expression of disagreement (p.157)
if necessary.
Agreement Expressions
Disagreement Expressions
- I quite agree with you - I don’t agree.
T gets Ss to brainstorm all the adjective - I agree with what you - I’m afraid I disagree.
that can be used to describe films :
say.
- That’s wrong.
’
T introduces Ss the structure which is used - That s right.
- I don’t think so.
’
to show one s opinion about sth or so.
- I think so.
- I’m sorry about ……
- I have the same idea
- I think we shouldn’t…
T elicits the expressions of agreement and
with you.
- That’s a good idea but...
disagreement :
- Great!
- I don’t think that’s a good
Then T asks Ss to do the task in pairs / - I can’t agree with you
idea.
groups
more.

Ss do it themselves in pairs/groups.
- Yes, let’s do that.
T walks around the class to control their - That’s a good idea.
activities and provides help if necessary.
Ss present their work / task in front of the Task 3: The students of class 11A2 will have two day
class.
holiday. They are discussing whether they should go on a
camping holiday. Read and practice the conversation (p 157)
T gives his ideas about Ss’ task/work and * Setting a model
corrects their task/work if they make A: Let’s go camping.


------------------Unit 14
Lesson: Listening
Class: 11A1, A2, A3, C3, C5

RECREATION

Date: / 04 / 08
Period : 86

I. Aim: By the end of the lesson, the Ss will be able to:
- Develop such listening micro – skills as intensive listening for specific information about recreation and
taking notes while listening.
- Listen to the small passage about holiday activities and do the tasks.
II. Language content:
Grammar:
- /ts/; /dz/; /t∫t/; /d/
- Conjunctions: both ... and … ; ... not only ...but also ...; ...either ...or …..; …neither …nor…
- Cleft sentences in the passive

Vocabulary:
III. Techniques: Communicative Approach
- Listen for specific information
- Listen for gist
- Patchwork listening
- Code – matching
- Inferential listening
- Jigsaw listening
- Dictogloss
- Information – transfer listening activities
IV. Teaching aids: Textbooks, handout, tape and CD (Unit 14).
V. Procedure:


T’s and Ss’ activities
Content
Ss close their books
Warm up: Write down your daily entertainment
T asks Ss to write down some daily entertainment activities.
activities.
Ex:
Ss work in pairs / groups
• Go………….
Ss present their work / task in front of the class.
• Watch………
T comments their task and gives the suggested • Read……….
answers if necessary.
• Listen ……..
• Play……….
Suggested answer

• Go camping, go picnic, go sightseeing, go fishing,
go shopping, go swimming.
• Watch television, films, plays, football matches
• Read books, newspapers …
• Listen to music, the radio ..
• Play the guitar, the piano….
BEFORE YOU LISTEN
*
Look
at
the
pictures
1 & 2 and answer the questions
Ss open their books
T looks at the pictures 1 & 2 and answer the 1. Who are they?
2. Where are they?
questions
T asks Ss to look at the pictures 1 & 2 and answer 3. What are they doing?
the questions and goes over the points together Ex:
with the whole class by asking questions such as Picture 1
They are students.
:
T then sets the scene: “You are going to listen to They are in the countryside.
They are going camping/ for a picnic.
some information about hobby”.
T then asks Ss to look at the picture Task 1 and Picture 2
predict the content of the conversation. T should They are tourists / visitors.
They are in a town.
elicit by asking questions like
They are going to the sightseeing.

T elicits the meanings of these words from Ss and *Listen & repeat (Vocabulary):
Effective
maturity
weakness performance
correct if necessary.
self-respect
academic
Perth
T then plays the tape, asking Ss to listen to how the
Western Australia
words are pronounced and repeat after the tape
T tells Ss that they are going to listening to the tape
and verify their prediction.
T plays the tape once for Ss to listen.
T calls a S to answer the question in the textbook
and explain his / her answer.
T gives his ideas about Ss’ task/work and corrects
his/her task/work if she / he makes mistakes and
gives suggested answers if necessary.
T writes the answer on the board and check with
the whole class if they are correct. Assure Ss
that they are going to listen again.

WHILE YOU LISTEN
Task1: Three students are talking about hoe they
would like to spend their holiday .Listen and decide
whether the statements are true (T) or false (F).
Suggested answer
1
2

3
4
5
6
T
T
F
T
F
T
*Correct answer
3. F – he used to
5. F – She doesn’t want to live in nature and enjoy it
because of the solitude of the wilderness.

Task2:Listen again & answer the questions:
Suggested answer:
Riding their dirt bike in the desert, taking showers in
waterfalls and swimming in lakes and rivers.
In sleeping bags or tents.
Ss present their work / task in front of the class. (if Because more and more people are coming to these
Ss are not able to complete their task, T should places and leave trash in the forests and take rocks and
T introduces the task to Ss :
Before playing the tape, T asks Ss to look through
the calendar. Then T asks Ss to check their
answers with a partner.


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

Unit 14
Lesson: Writing
Class: 11A1, A2, A3, C3, C5

RECREATION

Date: / 04 / 08
Period: 87

I. Aim: By the end of the lesson, the Ss will be able to:
- Describe the information of literacy rates in Sunshine country & write a paragraph.
II. Language content:
Grammar:
- /ts/; /dz/; /t∫t/; /d/
- Conjunctions: both ...and … ; ... not only ...but also ...; ...either ...or …..; …neither …nor…
- Cleft sentences in the passive
- Some basic tenses
Vocabulary:
III. Techniques:
- 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, sub-board (Unit 14).
V. Procedure:
T’s and Ss’ activities
Content
T asks Ss to make a sentence from some provided
Warm up: Answer the Questions
words

1. What activity do you see in these pictures?
2. How often do you take part in this picture?
Ss make the sentence in pairs / groups.
3. When did you last do it?
Suggested answer
T leads Ss to the new lesson.
1. It’s a camping day.
2. Sometimes.
3. Last year.
T introduces the task : you are going to read a
paragraph describing the information given in a
BEFORE YOU WRITE
table about the literacy rates of population in Task1: Last weekend, class 11A2 went to Ba vi for
differents parts of the country of Fancy from 1995 a camping holiday. Match activities with the correct
to 2002. the gaps in the passage can be files with pictures.
the words or phrases in the box.
Suggested answer
1. Picture a – 2: the bus leaving school
2. Picture b – 3: putting up the umbrella tent.
T asks Ss to read the text about the stadium “literacy 3. Picture c – 4: watching wildlife in the forest.
rates of population in differents parts of the 4. Picture d – 6: swimming in the lake.
country….” individually for 5ms and then answer 5. Picture e – 9: fishing
the questions to complete the table.
6. Picture f – 5: cooking food over an open fire
7. Picture g – 1: singing and dancing around the
camp fire
Ss do it themselves in pairs/groups.
8. Picture h – 7: playing the quiz game.
9. Picture i – 8: leaving campsite

Task2: Answer the following questions.
T walks around the class to control their activities 1. When did the students in class 11A2 do
and provides help if necessary.
camping?
2. Where did they go to?
Ss present their work / task in front of the class.
3. What time did the bus leave school?
4. What did they do after putting up the umbrella
’
T gives his ideas about Ss task/work and corrects
tent?
their task/work if they make mistakes and gives 5. What did they do around the camp fire?
suggested answers if necessary.
6. What time did they leave the campsite?
Suggested answer
1. They went camping last weekend.
T: Do you know which kind of the paragraph was 2. In Bavi.
written?
3. The bus left their school at 5a.m.
4. After putting up the umbrella tent, they watched
wildlife in the forest. Some went fishing and
Ss: It is deductive paragraph. (The topic sentence is
swimming in the lake. After that they cooked
the first sentence.)
food over an open fire.
T introduces the task2 to Ss.
5. They sang and danced around the camp fire and
T lets Ss 10ms to do the task in pairs / groups.
played a quiz game.

Ss do it themselves in pairs/groups.
6. They left the campsite at 4p.m the next day.
T asks Ss to exchange their paragraph with a partner *Useful language:
and check the paragraph for each other in pairs / We left ….
groups.
We went…
T walks around the class to control their activities We put..
and provides help if necessary.
We liked….
Ss present their work / task in front of the class.
Task2: Imagine you are one of the students in class
’
Other Ss correct their friends errors.
11A2. write a passage about class’s camping holiday
’
T gives his ideas about Ss task/work and corrects using the information in task 1 and the questions
their task/work if they make mistakes and gives given.
suggested answers if necessary.
Suggested answer
7. Last weekend we all went to Bavi for a camping
holiday. we went to school at 4.30 because the
bus would leave at 5a.m. the first thing we did at
the campsite was putting up the umbrella tent.
Next we went around to watch wildlife in the
Comment :
forest. Some went fishing and swimming in the
lake. Then we went back to our tents and
prepared lunch. We cooked food over an open
fire. After having lunch we took a rest. In the
evening we sang and danced around the camp

fire and also played a quiz game there. We left
the campsite at 4p.m the next day. Although all
of us were tired, we had a good time to live
together.
Homework
- Practice writing: In more than 50 words, write a
paragraph about your camping holiday.
- Prepare Language focus


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

Unit 14
Lesson: Language Focus
Class: 11A1, A2, A3, C3, C5

RECREATION

Date: / / 08
Period: 88

I. Aim: By the end of the lesson, the Ss will be able to:
- Distinguish the sounds /ts/; /dz/; /t∫t/; /d/
- Use conjunctions: both ...and …; ... not only ...but also ...; ...either ...or …..; …neither …nor…
- Use cleft sentences in the passive.
- Some basic tenses
II. Language content:
Grammar:
- /ts/; /dz/; /t∫t/; /d/
- Conjunctions: both ...and … ; ... not only ...but also ...; ...either ...or …..; …neither …nor…

- Cleft sentences in the passive
Vocabulary:
III. Techniques:
- Deductive method
- Inductive method
- Communicative Approach
IV. Teaching aids: Textbooks, handout, sub - board (Unit 14).
V. Procedure:


T’s and Ss’ activities
T models the three sounds twice or the times
T pronounces the sounds and asks Ss to repeat
Ss practise pronouncing the sounds individually
and individually.

Content
*Warm up: Hand out: Pick out a different word in
each group of words.
b. needs
c. wheels
d. seats.
1.a. sweets
2.a. lends
3.a. watched
4.a. invented

b. sends
b. wished
b. arranged

c. friends
c. finished
c. protected

d. rents
d. washed
d. provided

∗Key:
1. b. needs 2.d. rents 3.a. watched 4.b. arranged
I. Pronunciation
T reads the words in each column all at once
∗Listen and repeat:
-/ts/
-/dz/
-/tst/
-/dzd/
T reads the words once again, each time with a sits
reads
marched
bridged
word in each column to help Ss distinguish the eats
friends
watched
raged
differences between the sounds in the words.
meets
kids
reached

managed
∗Practice: Reading aloud
T reads the words and asks Ss to repeat them
T gives feedback.

T asks Ss to practise 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 / l /, / r / and /
h / under them.
T asks Ss to practise 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 a student to go to the board and write down
the form ( as they have learnt in the speaking
lesson)
T calls on some Ss to tell the class about the
meaning and use of the third conditional. If Ss
forget, T can do a quick revision
T asks Ss to do Exercise 1 and 2 in pairs / groups.
Ss do it themselves in pairs/groups.
T walks around the class to control their activities
and provides help if necessary.

II. Grammar 1: The conjunctions: both … and..., …..
not only… but also…., … either…or, neither…nor.
∗Examples
A/ both…and:( cả … lẫn…., …vừa…vừa….).
1. She was late. So was Ann.
→Both she and Ann were late.
2. They were tired. They were hungry.
→They were both tired and hungry.
∗Note: Both S1 + S2 + plural verb
B/ NEITHER…NOR: không …. cũng không ….
1. She didn’t write and didn’t phone.
→She neither wrote nor phone.
2. They weren’t at home. She wasn’t at home.
→Neither they nor she was at home.
∗Note: Neither S1 + nor + S2 +V2 (V2 theo S2)
C/ EITHER…OR: hoặc…hoặc…(đề cập đến 2 hoặc
nhiều khả năng có thể)
1. You can either come with meor walk home.
2. Either you leave this house or I will call the police.
3. Either they or he stays at home.
∗Note: Either S1 +or + S2 + V2 (V2 theo S2)
D/ NOT ONLY…BUT ALSO (không những…mà
còn)
She not only sings beautifully, but also dances
divinely.
∗Key:
1. Both Jim and Carol are on holiday.
2. George neither smokes nor drinks.
3. Neither Jim nor Carol has a car.

4. The film was both long and boring.
5. That man’s name is either Richard or Robert.