giáo án tiếng anh lớp 11 Unit 15 SPACE CONQUESTDate

Unit 15
Lesson: Writing
Class: 11A1, A2, A3, C3, C5

SPACE CONQUEST

Date:
/ 05 / 08
Period: 98

I. Aim: By the end of the lesson, the Ss will be able to:
- write a biography

II. Language content:
Grammar:
- /nt/; /nd/; /nθ/; /ns/; /nz/
- Modal verbs: Could / be able to
- Tag questions
- 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 15).
V. Procedure:
TIME
5’

10’

TEACHER’S ACTIVITIES
Greeting
Checking up
Warm up
Ask Ss to look at the picture and answer the
questions
1. Who is he?
2.Is he a Russian and an American astronaut?
3. Who did he set foot on the moon with?

PUPILS’ ACTIVITIES

- Look at the pictures and answer the
questions
Example:
1. He is Neil Amstrong.
2. He is an American astronaut
3. He set foot on the moon with Buzz
Aldrin
Answer the following questions
Example

Correct mistakes
- Introduce the lessons
Today we practise writing about Neil Amstrong.
Before You Writing
Put each of the headings in the box in the
appropriate blank
Work in pairs to do exercise

Career
Place of birth
Date of birth
Quote Known as
Neil Armstrong
American Astronaut
(1) ______ 5th August 1930
1. Date of birth
(2) ________ Wapokoneta, Ohio
2. Place of birth
(3) _________ The first person to walk on 3. Known as
the moon
4. Career
(4) ________ 1949-1952: pilot in United 5. Quote


15’

15’

States Navy
While You Writing
Get Ss write a biography of Neil Amstrong from
the information given in task 1
Go around the class to help.
After You Writing
Call two Ss to write on the board
Collect some papers to correct.
(suggested description)
Neil Amstrong is an American astronaut. He is

known as the first person to walk on the moon.
He was born on August 5th , 1930 in Waponeta
in Ohio. From 1949 to 1952, he worked as a
pilot in the United States Navy. Amstrong
received his BS from Purdue University in 1955.
He joined the NASA astronaut program in 1962.
Neil Amstrong became the first human to step
on the moon's surface on July 20th, 1969. He was
joined by Buzz Aldrin forty minutes later.
Amstrong and Aldrin spent two and a half hours
on the moon's surface. Amstrong received his
M.S from the year later and from 1971 to 1979,
he taught at the University of Cinsinnati. In 1986
Amstrong was appointed vice chairman of the
committee that investigated the Challenger
shuttle disaster. He is also well-known for what
he said he stepped on the moon surface: "That's
one small step for man, one giant leap for
mankind.
Homework
-Asking Ss reread the passage they wrote And
review the use of relative pronouns and prepare
the language
Preparation: Language focus
- Could/ be able to
- Tag questions

Unit 15
Lesson: Language Focus
Class: 11A1, A2, A3, C3, C5

Write a biography of Neil Amstrong from the
information given in task 1.
-write on the board

-whole class
- Take notes.

Comment

SPACE CONQUEST

I. Aim: By the end of the lesson, the Ss will be able to:

Date: / 05 / 08
Period: 99


- Distinguish the sounds /nt/; /nd/; /nθ/; /ns/; /nz/
- Modal verbs: Could / be able to
- Tag questions
II. Language content:
Grammar:
- /nt/; /nd/; /nθ/; /ns/; /nz/
- Modal verbs: Could / be able to
- Tag questions
- Some basic tenses
Vocabulary:
III. Techniques:
- Deductive method

- Inductive method
- Communicative Approach
IV. Teaching aids: Textbooks, handout, sub - board (Unit 15).
V. Procedure:
TIME
TEACHER’S ACTIVITIES
5’
Greeting
Checking up
1.Pronunciation: / nt/ / nd / / nө/ / ns/
Have sts listen to the teacher.
Have sts repeat the words in the book.
* Listen and repeat
/ nt/
/ nd /
/ nө/
/ns/
went
end
month
chance
rent
remind seventh
Florenc
tenant warned tenth
e
didn't friend
thirteenth glance
tense

PUPILS’ ACTIVITIES
Listen and fill in this game
/nz/

/nz/
Phones
Learns
Barnes
tonnes

* Practise the following sentences
Ask Ss to pay attention to the pronunciation then
repeat the words and sentences
- Correct the mistakes
 Models the three clusters / nt/ / nd / / nө/ / ns/
/nz/
for a few times and explains how to produce them.
-Reads once for Ss to hear the words containing
these clusters.
-Reads again and asks Ss to repeat.
* Practise reading aloud these sentences
-Asks Ss to work in pairs and take turn to read loud
the given sentences.(goes around to listen and takes
notes of the typical errors.)
-Calls on some Ss to read the sentences again and



Pronunciation: / nt/ / nd /
/ ns/ /nz/

Listen and repeat

/ nө/



Practice reading these sentences


10’

10’

10’

provides corrective feedback.
2. Grammar
a. Could/ be able to:
Ex:
1. He could run very fast when he was a boy.
2.We were able to get tickets for the match yesterday.
- Ask Ss to compare the example above
Explain:
- "Could" is used to express an ability in the past.
- "were able to" is used to express an any complete
success in the past
Ex:
3. When I was young I could/ was able to climb any
tree in the forest.
4. In those day, we had a car, so we could/ were able

to travel very easily.
Correct mistakes
Exercise1: Complete the sentences, using could,
couldn't or was/ were (not) able to:
Ex:
- I look everywhere for the book but I couldn't find it.
- They didn't want to come with us at first but we
were able to persuade them.
- Ask Ss to work in pairs then compare the answers

- T collects and corrects on the board
b. Tag questions:
Give the situation:
T: You haven't had lunch, have you?
S: No, I haven't
T: Is the sentence a question?
S: Yes, it is. It contain a tag question
Example:
- It's a beautiful day, isn't it?
- It wasn't a good film, was it?
Some notes:
+ I'm late, aren't I? (informal)
I am supposed to be here, I am not? (formal)
+ will/ would/can/ can't/could you? Are used as a
request
Ex: Do sit down, Won't you?
Give me a hand, will you?

Compare the example above

Look at examples 3 & 4 and give the way
to use
"Could/ be able to" are used to express
the ability or the chance in the past
-Give their ideas from the ex.
-Take note

work in pairs then compare the answers
The answer:
1. couldn't/ wasn't able to
2. was able to
3. could/ was able to
4. was able to
5. could/ was able to
6. couldn't/ wasn't able to
-Give their ideas from the ex.
-Take note

Looking at the examples and give form
S +V (affirmative) + …, Aux- Negative
+ S?
S +V Negative + …, Aux- (affirmative)
+ S?
Work in pairs to discuss.


5’

5'

+ Let's + …, shall we?
Ex: Let's have a party, shall we?
+ It is replaced this, that, everything, nothing in tag
Write notes
questions
Ex: That isn't Tom, is it?
+ barely, hardly, hardly ever, little, neither, never, no,
no one, nobody, none, nothing, scarely, seldom have
negative tag questions
Ex: There's little we can do about it, is there?
Ask Ss to work in pairs to write the sentences
Exercise 2: Read situation and write sentence with
a tag question
Ex:
You look out the window. The sky is blue and the
sun is shining. What do you say to your friend?
Work in individuals then compare the
(beautiful day) It's a beautiful day, isn't it
answer with a friend.
1. It's expensive, isn't it?
2. The film was great, wasn't it?
3. She has/ has got a loudly voice, doesn't
she?
4. It doesn't look very good, does it?
5. You have had your hair cut, haven't
- Correct mistakes
you?
Exercise 3. Complete the questions with tag
question
Ask Ss Do individual then check up in pairs

- Do individual then check up in pairs
The answer:
1. ………, does she?
2. ………, haven't you?
3. ………, wasn't it?
4. ………, didn't he?
5. ………, won't we?
- Correct the answer
6. ………, can't you?
Home Work
7. ………, mustn't it
- Do all the exercises on the notebook
Comment:
Preparation: Unit 16 (Reading)
- Read the passage and find new words and prepare
the tasks