Giáo án Tiếng Anh 11 unit 14: Recreation

Giáo án Tiếng anh lớp 11.
PERIOD 84

Unit: 14

RECREATION
READING



OBJECTIVES

•

AIMS: + Helping students develop reading skill

+ Helping students know some activities British people do in their free time.
•

LEXICAL ITEMS: Words/phrases related to leisure activities

•

SKILLS: reading for gist and specific information

•

METHOD: Integrated, mainly communicative

•

TEACHING AIDS: Pictures, handouts

•

PROCEDURE

1.

Greeting and checking attendance (1’)
Checking-up (4’):
New lesson:

Teacher ‘s activities

Students’ activities


WARM-UP (4’)
*T: What do you do in your free time?

* Students’ answer may vary
* Answer:

watching T.V

reading...

gardening

Indoor activities

Outdoor
activities

Leisure activities

- watching TV

- meeting friends

- gardening

- shopping

- reading books,..

- playing sports

- listening to
music
walking

listening to music cooking

- cooking

*T: asks Ss to write these activities in the right
column

Meeting friends

*T: What do people do these activities for?

shopping

Pre-Reading (10 mn )
Activity 1:

* Ss: to entertain

a> T: Now, look at the pictures on page 155
and
answer the questions:
a / What’s she doing?

* Students work in pairs and answer the

b/ What are they doing?

questions
Suggested answers


- She’s playing the guitar
- They are singing karaoke
b>T: Which of the following leisure activities

- They are playing football

do you think British people often do in their

- They are watching T.V

spare time?

- They are swimming

 reading books/newspapers
 watching TV/videos
 playing sports

* Students work in pairs and tick in the
left column.

 singing
 meeting friends
 listening to music
 watching sports
 spending time outdoors
 playing a musical instrument
•

T: What do British people do these

things for?

* Students do the matching task
Suggested answers
1–d
2–b

Activity 2:

3–a

T: Match the following words/ phrases with

4–c

their definitions or synonyms

5–e

Words/phrases

Synonyms / Definitions

1. bricklaying

A the art of cutting or

2. stock –

carving designs on glass

market

b. stock exchange

3. Glass

c. a game in which darts

engraving

are thrown at a target

4. dart

market with number for

5. sophisticated

scoring
d. building
e. complicated

* Students listen to the T
* Students work in groups and write
their answers on their papers
Answers:
1. making one’s stock market decision
2. painting or drawing

While reading (17 mn )
•

T reads the passage aloud

Activity 1: T asks students to read the passage
quickly and list courses British people take

3. Shoe making
4. glass engraving
5. “living with more meaning”
6. karaoke singing

part at weekends or during summer holidays
Teacher divides the class into 8 groups and
gives each group a piece of paper

* Students read the text and give
answers to task
1-A / 2-B / 3-B / 4-A / 5-B / 6-A //

Activity 2: Teacher has students do task 1


•

Teacher conducts the correction of task

* Students read the text again and give
answers

1

1/ Because without them people will
Activity 3:

•

Teacher has students do task 2: Answer

the questions
1/ Why are recreation and entertainment
important to people?
2/ What sports do the British like watching?
3/ What sports to they like taking part in?

become bored
2/ Football and rugby in winter and
cricket and athletics in summer.
3/ Walking and swimming
4/ Because this is a new kind of
entertainment which gives them
pleasure.

4/ Why do many British people take weekend
courses?
* Students read the text one more time
Activity 4:
•

quickly
* Students discuss in pairs and

Teacher gives students handouts of the

complete these sentences

exercises: Complete the following sentences
with the missing information
1/ British people often spend _____ a week

Suggested answers:

watching TV.

1/ 25 hours

2/ ____, ____ and ____ are some sports

2/ snooker, pool and dart

undertaken by British men.

3/ football and rugby/cricket and

3/ British people like watching ____ and ___

athletics

in winter and ____ and ___ in summer.

4/ shoemaking or glass engraving

4/ People get practical skills from courses like

5/ high fees

___ or ________.


5/ In order to take these courses learners must
pay ________.
* Students discuss in pairs
Post reading (8mn)
•

* Students’ opinions may vary

T: Which of the British leisure

activities mentioned in the passage are also
popular in Vietnam?
•

T calls some students report before the

class

Homework (1mn)
1/ Write the short paragraph about the British
leisure activities.
2/ Prepare “ speaking”

* Students copy into notebooks

PERIOD 85

Unit: 14

RECREATION
SPEAKING

Expressing agreement and disagreement
•

OBJECTIVES
_ Aims: Students learn how to express agreement and disagreement about

entertainment activities and to state the reasons.
_ Lexical items: Words /phrases related to expressing agreement and disagreement
about entertainment activities and stating the reasons.
_Teaching aids: Pictures, hand-outs, poster, textbook.
•

METHOD: Integrated, mainly communicative

•

PROCEDURE:


Teacher ‘s activities

Students’ activities

I/ Class stabilization:

_ Group work

II/ Check-up:
III/ New lesson:
1.

+ Ss look at the picture, discuss and
answer the questions.

Warm-up:

T: puts a picture showing an
entertainment activity on the board and
asks some questions.
a.

How many people are there in this

picture?
b.

What are they doing?

c.

Guess their gestures and their

attitude

2.

Task 1: Work in groups. The

following are some phrases that can be
used to make suggestions and to express
agreement or disagreement.
Rearrange them into the right columns
1.I quite agree with you
2. Let’s …
3. That’s a good idea, but….
4. Great!
5. What about …?
6. I can’t agree with you more.
7. Why don’t we…?
8. I don’t think that’s a good idea.
9. Shall we …?
10. Yes, let’s do that.
11. That’s a good idea.

+Ss work in groups of two or four.
•

Suggested answers:

_Making suggestions: 2, 5, 7, 9
_ Expressing agreement: 1,4,6,10,11
_ Expressing disagreement: 3,8,12

PERIOD 86

RECREATION

Unit: 14

LISTENING
A. Aim(s): Helping SS ▪ develop listening skill.
▪ have a general idea of ways of spending their summer holiday.
B. Teaching aids: Textbook, color chalk, handout, flipchart and marker.
Procedure:
Teacher ‘s activities

Students’ activities

I. Stabilization:

One Ss sits with back to the board, tries

II. Check up:

to guess the words written on the

III. New lesson:

blackboard through other Ss’ support.

Warm up:
Hot seat game
- Summer

-

City

-

Camping

-

Forest

-

National park

Having Ss worth freely in pairs.

Before listening:
Activity 1: Answer the questions.
-Which words would go with picture N 1
and 2 in your book?
-What can you see in the 2 pictures?

Having Ss repeat the words, explain the
meaning of those with T’s help in


-What are they caring / doing?

necessary.

Activity 2: Listen and repeat.
- campgrounds

Introducing

- wilderness

Having Ss read through the statements

- waterfalls

before listening to the tape and do the

- dirt bike
- trash

task in pairs then exchange their
answers.
Giving feedback:

- giant trees
- depressed
- solitude

1.T, 2.T, 3.F, 4.T, 5.F, 6.T
Having Ss answer some questions to
justify their answers.

While – listening:
You are going to listen to Anna, Terry and

Having Ss read through the sentences

Mary. They are talking about how they

before listening to the tape and filling the

would like to spend their holiday.

blanks individually.

Task 1: Listen and decide whether the

Checking and giving the feedback:

statements are true (T) or false(F).

1.

depressed - hot

2.

waterfalls

3.

used to

4.

foreSs

mountains or the desert in summer.

5.

nature

4.

6.

camping

1.

Anna doesn’t like summer weather.

2.

Anna usually spends 2 weeks in a

national park every summer.
3.

Terry has never been to the

Terry is attracted to the beauty of

nature.
5.

Stopping the tape after each question.
Mary likes the solitude of the

Having Ss work in groups of 6, write


wilderness.

the answer on the flipchart, raise it up

6.

when finished and read it.

Mary enjoys the comfortable life in

the cities.

Collecting the right answer to stick on

Task 2: Complete the sentences.Anna often

the board.

feels ___ in summer because it is ___ and

Feedback:

humid in New York then.

1.

1.

Anna enjoys taking showers in ___.

desert, taking showers in waterfalls and

2.

Terry ___go to the mountains.

swimming in lake and rivers.

3.

According to Terry, many people

2.

In sleeping bags or tents.

leave trash in the ___.

3.

Because more and more people

4.

are coming to these places and leave

Mary doesn’t want to live in ___ and

enjoys it.
5.

Mary hates ___.

Riding their dirt bike in the

trash in the foreSs and take rocks and
plants with them.
4.

He thinks nature is also important

in the world.
Task 3: Answer the questions.
1. What activities do Anna and her friends
enjoy doing most in the national park?

5.

In cities.

6.

Because she can’t put up an

umbrella tent in the wind or make a fire

2. Where can they sleep?

in the rain or carry a heavy backpack.

3. According to Terry, why aren’t the

Having Ss practise asking and answering

natural places as beautiful as they used to

in pairs.

be?
4. What does Terry think is also very
important to the world?
5. Where does Mary spend most of her
summer holiday?

Having Ss list in pairs.
Having some Ss present their ideas in
front of class.
Having Ss list the advantages of a

6. Why doesn’t Mary like camping?

After – listening:
Discussion: List three advantages of a
camping holiday.
IV. Homework:
Write it out

camping holiday in their notebook.


PERIOD 87

RECREATION

Unit: 14

WRITING
Aims : Students learn how to write a passage about camping holiday.
Lexical items: Words and phrases used in camping holiday.
Grammar

: Past tenses.

Teaching aids

: Pictures, handouts, posters.

Procedure

Teacher's activities

Students' activities

Warm up: (2ms)
T uses 2 pictures about camping holiday and asks

Ss answer the questions

Ss some questions: (Picture b, g in the book)
- What are they doing?
- Where are they?
- Have you ever gone camping?
Pre - writing:
Activity 1: (2ms)
T asks Ss to tell some activities in camping holiday

Ss close their books and tell some
activities in camping holiday

Activities in camping holiday

Activity 2:
Task 1: (7ms)


- T has Ss match activities with the correct pictures
- T helps Ss if they have any difficulties with words

- Ss work in pairs, match the

or phrases

activities with the correct pictures.

- T sticks 9 pictures on the board and asks some Ss

- 9 Ss are asked to write 9

to write the activities below them. (9 pictures in the

activities for the pictures.

book)

- Ss correct mistakes.

Feedback:
1-g; 2-a; 3-b; 4-c; 5-f; 6-d; 7-h; 8-i; 9-e
* Words and phrases used in writing a passage:
First, then, later, after that, because,...
In the morning, in the afternoon, in the evening,
* Tense: Past tenses.
While - writing:
Task 2

Ss work in pairs and write the

T asks Ss to write the whole passage using the

whole sentence for each picture.

sentences above. They can add some more
sentences if necessary.
T gives each group a poster.
T gives Ss some outlines:
- When...?
- What time...?
- What happened...?
- How...?

Ss work in groups (8 groups)


Post - writing: (10ms)
- T asks Ss to exchange their posters to correct
mistakes.
- T gives comments.
Homework: (1m) Handouts

The groups exchange their posters

- Rewrite the passage in your notebook.

to correct mistakes.

- Write a passage with the cues:
Last weekend / go for a picnic / at BaiBut / friends /
gather / school gate / at 5 a.m / by bicycles / arrive
at 7 a.m / watch / the sea / ships / swimming /

fishing / playing games / happily / tired / never
gorget / interesting experience / leave / at 4 p.m./.


PERIOD 88

RECREATION

Unit: 14

LANGUAGE FOCUS
A. Aim: -By the end of the lesson SS can distinguish and pronounce the sounds
/ts/- /dz/ - /t~t/- /d2d/ in a single word and texts.
-By the end of the lesson SS are able to understand and use the “paired conjunctions” and
“cleft sentences” in the passive.
B. Teaching aids: textbook, handouts, cassette, cards
PROCEDURE
Teacher’s activities

Students’ activities

1.Warm up: (give out handouts)(5’)

SS divided into many small groups.

Tick(V) the correct sound for the words below:

Read and tick the correct sound.

/ts/

1. needs
2. changed
3. reached
4. watched
5. foreSs
6. friends
7. matched
8. rents
9. managed
10. arranged

/dz/

/t~t/

/d2d/


-introduce and instruct Ss how to pronounce
these sounds.

Listen to

2. Pronunciation:

Repeat in chorus and individuals

Activity 1: Listen and Repeat (7’)

Recognize and read aloud (1) or (2),

(in the textbook)

(3),(4).

T reads two or three times and asks SS repeat
clearly.
Numbers (1) with sound/ts/ , (2) with sound /dz/
and...
Reads these sounds in not order.
Activity 2: (5’)
T asks SS to practice reading the sentences in
the textbook then pick out the words containing

Practise in pairs

sounds /ts/- /dz/ -/ /t~t/- /d2d/

Expected answers:

Calls on SS to write the answers on the board.

/ts/ sits, lots, tickets

3. Grammar and Vocabulary:

/dz/friends

The paired conjunctions both… and,

/t~t/ watched, pitched

either….or, neither …nor, not only….but also

/d2d/ managed, bridged.

Activity 1:(10’)

SS work in group of 4.

T gives cues with my parents/my sister/ be here

Write the answers on the board.

to make sentences using the paired conjunctions
above.
T makes questions about agreement of verbs
following these paired conjunctions.

Expected answers
-both my parents and my sister are
here.
-Not only my parents but also my


*Notice the parallel structure in the examples.

sister is here.

Activity 2: Combine the sentences using the

(n)either my parents (n)or my sister is

conjunctions above (task 1, p.161)(10’)

here

-have SS do exercise 1 in the textbook, p.161

or: either my sister or my parents are

-call on SS representative of any group to write

here

the answer on the board.

Draw some remarks.

- Invite class opinions and give feedback.

-both...and: Take a plural verb.

Activity 3:

-when two subjects are connected by

Cleft sentence

T helps SS understand the definition of the cleft

not only....but also, either….or,

sentence by comparing these sentences.

neither …nor the subject that is closer

A:

I notice her eyes first

B:

It is her eyes that are noticed first.

A:

The boy hit the dog in the garden.

B:

It was the dog that was hit in the garden.

T explains:
The B statements are “cleft” sentences in the
passive.
And makes questions;

to the verb determines whether the
verb is singular or plural.

SS divided 3 groups to do task
Group 1 will do sentences 1,2,3
Group 2 will do sentences 4,5,6
Group 3 will do the rest
SS work in groups

What do you think their purpose is?
-Ask SS do exercise 2 in the textbook
Homework: (5’) -Redo the exercises in the
textbook.
-Rewrite the sentences using
conjunctions (give out handouts)

Practice the structure of cleft sentence
by changing the sentences into cleft
sentence in the passive (Exercise 2,


-Prepare unit 15

textbook)