Thiết kế bài dạy Tiếng Anh 11 - Tuần 32

<span class='text_page_counter'>(1)</span>Week: 32 Period: 67. Date of preparing: 7/1/2014 Date of teaching: 14/1/2014. Unit 15: space conquest SECTION : listening I/ OBJECTIVES :. 1. Formation of behavior: By the end of this lesson, students will be able to develop such listening micro-skills as listening for specific information and taking notes while listening. 2. Skills: Listening, speaking 3. Language content: a.Vocabulary: to conserve/Ecologist(n)/ renewable(adj)/ firtilize(v)/ nonrenewable(adj). b.Grammar: II/ PREPARATION : 1. Teacher : textbook , lesson plan 2. Students : textbook , notebook ,pen III/ TIME : 45 minutes IV / PROCEDURE : 1. Class order : Greeting , Checking attendance (1’) 2. Checking up( 3’-5‘) : Tasks sts to say some reason why nature is threatened and measures for protecting endangered nature 3. New lesson (1”) Warm Up : Today we’ll listen to a text about space conquest Teacher’s activities Students’ activities content. * Warm- up: Have students close their books then ask some questions to lead in 1. Name the 1st men to land on the moon. 2. His nationality. 3. When. - Close their book. - Answer the questions in group. 1. Neil Armstrong & Buzz Aldrin. 2. American.. 3. 20 July 1989. * Before you listen. - Have students work in pairs to match the picture with the caption. - Have students read a loud the words correct. - Supply the stress (or pronunciation) and the meaning * While you listen: Task 1 - Explain the situation. - Have students read through the statements quickly.. - Work in pairs. - Share as.. 1d – 2a – 3c – 4e – 5b. - Practice reading. - Take notes. . - Listen. - Read the statements. - Take notes. 1 Lop11.com.

<span class='text_page_counter'>(2)</span> - Supply the meaning of some words (in need). - Play the tape thrice, for the last time, have a pause after each sentence. - Play the tape again (in need) to confirm the answer. Task 2 - Ask students have a look at the questions. - Have students listen to the tape again for 3 times (with a pause. * After you listen: - Have students work in group to discuss the questions. - Go round the class to help students (In need). - Call some students to give answer. - Listen twice. - Give answer after 3rd times. 1F – 2F – 3F – 4F – 5T. - Listen again. - Read the questions. - Listen to the tape. - Work in groups to give answers. - Share answers & take notes.. 1. NASA’s Apollo Program. 2. On 16 July 1969. 3. Controlling the oxygen. - Work in groups. - Ask some difficult words. - Share answer & take notes. 1. Some reason: - adventure - find out another life outside the earth. - precious material. - other place for human beings. 2. The three things are: - camera. - water / food. - tent. Prepare Unit 15 – Language focus ise answer. Homework Prepare Unit 15 – Language focus ise answer V/ CONSOLIDATION : 2’  Summarises the main points of the lesson VI/ HOME WORK: 2’  Based on the information in task 1 ,2 , sts answer some questions  prepare the writing of unit 15. Experience from the period: ……………………………………………………………………………………………………… ………………………………………………………………………………………………………. Supplement : .............................................................................................................................................................. 2 Lop11.com.

<span class='text_page_counter'>(3)</span> Week: 32 Period: 92. Date of preparing: 19/3/2014 Date of teaching: 24/3/2014 UNIT 11: SOURCES OF ENERGY SECTION : writing. I/ OBJECTIVES :. 1. Formation of behavior: By the end of this lesson, Students can get to know the content and structure of one’s person biography.. 2. Skills: writimg 3. Language content: a.Vocabulary: b.Grammar: The Simple Past Tense and Simple Present Tense II/ PREPARATION : 1. Teacher : textbook , lesson plan 2. Students : textbook , notebook ,pen III/ TIME : 45 minutes IV / PROCEDURE : 1. Class order : Greeting , Checking attendance (1’) 2. Checking up (3-5’) T asks sts to answer these questions 3. New lesson : (4’) Teacher’s activities Warm up(3 minutes)  Show a short video clip /picture about Neil Armstrong and ask students some questions about him: - Who is he? - What does he do? - Is he Russian or American? - When did he walk on the moon? Pre -writing (12 minutes) -Divide sts into four groups, ask one from each group to the board to write down information we need to write one’s biography. Others in the same group can help by shouting the needed words or phrases. - Give feedback and marks to the group with correct information. - Choose five words/phrases and explain the meanings (if necessary): career, place of birth, date of birth, quote, Whilewriting(20minutes) Task 1: -Ask sts to read the information about Neil Armstrong, the first human to set foot on the moon,. Students’ activities. content.  work in groups of four  suggested answers: -. He is Neil Armstrong He is an astronaut He is American In 1969. Work in groups - Brainstorming for needed words/phrases to write one’s biography - Suggested answers: job, address, hometown, career, place of birth, date of birth, quote, marital status, family, education…. -Work individually, then check with their partners. -Take notes on difficult words. 3 Lop11.com.

<span class='text_page_counter'>(4)</span> then put each of the headings in the box in the appropriate blank. - Show some pictures relating to the career of Neil Armstrong: NASA, the moon, space shuttle, United States Navy. - Explain the meaning of some difficult words: resign, appoint, vice chairman, committee, investigate, disaster, leap) TASK 2 - Teacher divides students into groups of four. - asks sts to write a biography of Neil Armstrong from the information given in task 1 - Ask sts to pay attention to these points: + prepositions: at-on-in-from-towith +articles: a-an-the + words/phrases used to write biography: be known as- work asresign from+ Simple past tense +Simple present tense - move around to supervise and give help when necessary Post writing (10 minutes) - ask sts to exchange their paper card to correct - ask one group to show their biography on the board. - Give comment and correct in front of other students, ask them to pay attention to some basic grammatical mistakes. - Suggested answers: 1. Birth 2. Place of Birth 3. Known as 4. Career 5. Quote. - Suggested answers: - Students works in groups and Neil Armstrong is an American astronaut. He is known as the first person to walk on the write the biography on a piece moon. He was born on August 5th, 1930 in of paper card Wapakoneta in Ohio. From 1949 to 1952, he worked as a pilot in the United States Navy. Armstrong received his B.S from Purdue - Students pick out the University in 1955. He joined the NASA mistakes then correct them. - show their biography on the astronaut program in 1962. Neil Armstrong became the first human to step on the moon’s board surface on July 20th, 1969. He was joined by Buzz Aldrin forty minutes later. Armstrong and Aldrin spent two and a haft hour on the write their own biography moon’s surface. Armstrong received his M.S from the University of Southern California. He resigned from NASA a year later and from 1971 to 1979, he taught at the University of Cincinnati. In 1986 Armstrong was appointed vice chairman of the committee that investigated the Challenger shuttle disaster. He is also well-known for what he said when he stepped on the moon’s surface:” That’s one small step for man, one giant leap for mankind”. V/ CONSOLIDATION : 2’  Summarises the main points of the lesson VI/ HOME WORK: 2’  Ask sts to write their own biography  prepare language focus of unit 11. Experience from the period: ……………………………………………………………………………………………………… ………………………………………………………………………………………………………. Supplement : ........................................................................................................................................................... 4 Lop11.com.

<span class='text_page_counter'>(5)</span> Week: 32 Period: 93. Date of preparing: 21/3/2014 Date of teaching: 28/3/2014 UNIT 11: SOURCES OF ENERGY SECTION : language focus. I/ OBJECTIVES : By the end of the lesson, students will be able to: - Distinguish the sounds /nt /, /nd/ /nθ /, /ns/ and /nz/ - Pronounce the words and sentences containing these sounds correctly - how to use could/be able to and tag questions II/ PREPARATION : 1. Teacher : textbook , lesson plan 2. Students : textbook , notebook ,pen III/ TIME : 45 minutes IV / PROCEDURE : 1. Class order : Greeting , Checking attendance (1’) 2. Checking up ( 3’-5 ‘): Tasks sts to answer some questions about Neil Armstrong - Who is he? - What does he do? - Is he Russian or American? - When did he walk on the moon? 3. New lesson : (1’) Teacher’s activities Students’ activities content Pronunciation: (15 minutes) - Listen to the tape - Has students listen and carefully repeat the sounds nt /, /nd/ /nθ /, /ns/ and /nz - Asks students to practice - Practise reading reading the sentences provided Grammar and vocabulary: (28 minut Could, was/were able to Ex1: My grandfather was very clever. He could speak 1.1. Could: five languages. Ex2: We were totally free. We could do whatever we wanted. 1.2. Was/were able to: Ex: A girl fell into the river, but fortunately we were able to rescue her. COULD NOT or WAS/WERE NOT ABLE TO. COULD :khả năng nói chung WAS/WERE ABLE TO ;khả năng nói cụ thể. Ex: My father couldn’t swim. (=My father wasn’t able to swim.). 2) Tag questions Ex1: You are a student, aren’t you? 5 Lop11.com.

<span class='text_page_counter'>(6)</span> Ex2: The film wasn’t very interesting, was it? Ex3: Mary does a lot of homework every day, doesn’t she? Ex4: John didn’t go to school yesterday, did he? Ex5: We have seen this film twice, haven’t we? Ex5: They can swim very fast, can’t they? Key: Exercise 1 1. couldn’t/ wasn’t able to 4. was able to 2. was able to 5. could/ was able to 3. could/ was able to 6. couldn’t/ wasn’t able to. Exercise 1 - Asks students to do - Work in pairs exercise 1 in pairs - Checks and gives correct answer Exercise 2. 1. It’s (very) expensive, isn’t it? 2. The film was great, wasn’t it? 3. She has/ She has got/ She’s got a lovely voice, doesn’t she? Or She has a lovely voice, doesn’t she? 4. It doesn’t look very good, doesn’t it? 5. You’ve had your hair cut, haven’t you?. Exercise 2. - Asks students to do exercise 2 in pairs - Checks and gives correct answers Exercise 3 - Asks students to do exercise 3 in pairs - Checks and gives correct answers. Exercise 3 1. doesn’t she 4. didn’t we 6. can’t you 2. haven’t you 5. won’t we 7. mustn’t it 3. wasn’t it. 1. It’s (very) expensive, isn’t it? 2. The film was great, wasn’t it? 3. She has/ She has got/ She’s got a lovely voice, doesn’t she? Or She has a lovely voice, doesn’t she? 4. It doesn’t look very good, doesn’t it? 5. You’ve had your hair cut, haven’t you?. V/ CONSOLIDATION : 2’  Summarises the main points of the lesson VI/ HOME WORK: 2’  learnt by heart verbs ,form and do exercises in text book. Experience from the period: ……………………………………………………………………………………………………… Supplement :. 6 Lop11.com.

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