Bài soạn môn học Tiếng Anh lớp 11 - Học kì II

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(1)Unit 9: The post office P52 Reading I. Objectives: 1. Educational aim: Students can read and know about Post Office and the different services and make questions and answer them well. 2. Knowledge: - General knowledge: By the end of the students will be able to know about the services. - Language: - New words: Words to the post office. 3. Skills: Reading for identifying the main idea and specific information. II. Method: Integrated, mainly communicative. III. Teaching aids: Some photos of famous post office and some information about them. IV. Procedures: Time/ Stages. Teacher’s activities. I. Warm-up: Warm-up: (4 minutes) (4 minutes) - Asks some questions: 1. How far is it from your home to the nearest post office? 2. Have you ever been there? 3. How often do you go to the post office? 4. What services do you think the post office offer? - Recheck and introduce the new lesson: Pre-reading: (7 minutes) - Ask students to look at the pictures in the book. - Let students work in pairs to answer the II. Prequestions. - Let each student stand and speak their opinions reading: (7 - Go around and help them if necessary. minutes) While-reading: (20 minutes) Task 1: - Let students open the book and read silently while teacher reads aloud and correctly. - Ask students to read themselves and write down some information. III. While- Let students work in pairs to do the task 1. Task 2: reading: (20 - Let students read all sentences and explain some minutes) new words if necessary. 1. Task 1: - Ask students to read again and stop at the lines that contains these words to guess the meaning. - Let students do the task individually. - Call on some students to answer and explain their answers. 1. Task 2: - Listen and correct if needed.. Task 3: - Let students work in pairs. Lop11.com. Students’ activities - Listen and try to answer the questions: 1, 2 kilometers. 2, Yes, I have. ........... - Listen to the teacher and then discuss in their groups. - Some students stand up and answer in roles.... - Read quickly and give some sentences in the text which are in A. - Predict the meaning of words. - Work in pairs. - Keys : 1c ,2b .3d .4c. - Work individually and answer the questions. - Key: 1, advanced technology and a spacious and pleasant front office (lines1-2-paragraph1). 2, Mail and parcel service, express money transfer, phone calls and faxes, press.

(2) - Read the passage again and guess where in the passage they can find information, using their knowledge of the passage. - Ask students to do the task individually and then check their answers with a friend. - Call on some students to give and explain their answers. - Give corrective feedback.. 2. Task 3:. distribution. 3, air mail, surface mail, and EMS mail. 4, For someone to receive a phone call. 5, subscribe. - Read quickly and find information to compare with their partners. - Work in pairs, then one reads the sentence and the other corrects it. - Keys : 1, Open daily 7-9 p .m Post-reading: (10 minutes) 2, competitive rate for parcels of - Ask students to close their books and practise under 15 kg 3. EMS mail will be delivered in discussing the questions - Let students give opinions the shortest time possible - Go around to check ,help and take note of 4, the money will be sent to your students typical errors relatives in less than 24 hours - Call on some students to talk and give feedback.. IV. Postreading: (10 minutes) T summarizes the main points. V. Homework: (4 minutes) - Reread the passage and summary the main point (about 75 words) - Prepare the next lesson.. - Work in groups and discuss which sentences go with the word given - Work in small groups of 4 and take turn to talk about Thanh Ba post office.. Date: Unit 9: The post office P53_Speaking I. Objectives: 1. Educational aim: Students should know how to ask and answer about the different postal and telecommunication services. 2. Knowledge: - General knowledge: Ask and answer about postal and telecommunication services ;making requests. - Language: -New words: Words to speak about postal and telecommunication services 3. Skills: expressing opinions. II. Method: Integrated, mainly communicative. III. Teaching aids: Photos of some famous postal and telecommunication, textbook , ..... I. Procedures: 3. New lesson: Time/ Stages I.. Teacher’s activities. Warm-up: Warm-up: (3 minutes). Lop11.com. Students’ activities.

(3) (3 minutes). II. Prespeaking: (8 minutes) Task1:. - Ask students to close the book and discuss these questions: 1, Have you ever heard someone make a request in English? What did they say? 2, Have you ever heard someone make a request in Vietnamese? What did they say? 3, Did you observe any differences in the way requests are made in English and Vietnamese? Pre-speaking: (8 minutes) Task1: - Ask students to look the pictures in the task 1 and do the task1.. - Close the books - Work in pairs and discuss and find out the answer of each question. - Read these words and work in groups.. - Go around and listen to them.. While-speaking: (20 minutes) Task 2: - Let students open the books and look at the task2 III. While- - Explain the task and new words speaking: (20 - Ask students to work in pair and write the dialogue together based on the information given minutes) Task 2: in the task - Let students act out the dialogue together firstly in close pairs and then in open pairs - Listen and correct. - Work in groups with some cues given below. - Other groups go on practicing speaking.. - Practice interviewing as a dialogue - Others listen and write down some information they get - keys: A: Good morning, sir. May I help you? B: Yes, I would like to have a telephone line installed at home Post-speaking: (10 minutes) Task 3: please? - Ask students to talk again A: Certainly, sir. Where do you live? - Ask one group to do the task as a model - Go around listening to some groups and help .................................... them if needed IV. Post- Ask some pairs to stand in front of the class and - Work and discuss in groups and speaking: (10 practise speaking one of this group asks and one of minutes) Task 3: - Listen to each group and correct or give mark if other answer. they do it well. - Work in pairs and practise speaking. 4. Consolidation: T summarizes the main points. V. Homework: (4 minutes) - Let students to do exercises in workbook. - Ask students to prepare the next lesson.. Lop11.com.

(4) Date: Unit 9: The post office P54_Listening I. Objectives: 1. Educational aim: Students should know how to ask and say about the development of Vietnam’s telephone system over the past few years 2. Knowledge: - General knowledge: Students know about some information about the development of Vietnam’s telephone system - Language: - New words: Words related to Vietnam’s telephone system 3. Skills: Listening for general or specific information II. Method: Integrated, mainly communicative III. Teaching aids: Some pictures of Vietnam’s telephone system or some real information about them. IV. Procedures: 1. Organization: 2. Check old lesson: Ask some Sts to give some real information about Vietnam’s telephone system. 3. New lesson: Time/ Stages Teacher’s activities Students’ activities I. Warm-up: Warm-up: (4 minutes) (4 minutes) - Give some photos and ask some questions: - Observe the pictures and give 1. Which is the quickest , a phone call, a fax , an some information about them: e-mail or a letter? 1, a phone call -Ask students go to board and matching some - Work in pairs and match the pictures with the name of telephone..... name of each picture Pre-listening: (8 minutes) - Let students open the books and ask and -Listen and answer the question II. PreBecause it become cheaper and come answer the questions listening: (8 -“ Do you think more and more people are using in a wider variety of colors and styles minutes) cell phone in Vietnam nowadays? Why? - Read in chorus - Let students read some words they’ll listen - Some students read themselves: then - Listen and check While-listening: (20 minutes) Task 1: - Read silently the sentences given - Let students read some sentences given and before listening - Listen the first time explain some new words if necessary III. While- Read or let students listen first - No, we haven’t - Let students listen the second time - Listen the second time and begin listening: (20 doing the task minutes) - Check their listening Task 1: - Observe the class and listen to each group’s - Listen the third time and choose feedbacks the best answer - Give more information if students wonder or not clear _ Keys: 1, b (Vietnam ranks the second) 2, D (It is among the 30 countries in the world) 3, C (in 1996, Vietnam began upgrading its fixed telephone) 4, D (at present, 93% of communes across Lop11.com.

(5) Task 2:. Vietnam telephone networks) 5, C (the change of the international telephone system) Task 2: - Before listening, let students read quickly some sentences they’ll listen and guess some answers that will be in the conversation - Let students listen the first time: Who can guess some words? - Let students listen the second time - Let student listen the last time and let them work in groups to speak out - Listen and correct their listening. - Each group asks and explains why they choose by some information they’ve listened. - Work in groups and answer the questions - Keys : 1, China has the best growth in telephone numbers 2, in the early 1990s, there were only 140,000 telephones in Vietnam 3, in the 1996, the fixed telephone numbers were changed from 6 to 7 digits in Hanoi and ho Chi Minh city as well as 5 to 6 digits in other provinces.. - Work in groups and each group talk about the main ideas of the development in Vietnam’s telecommunication. Post-reading: (10 minutes) IV. Post- Ask students to summarise the main ideas of - Write in groups and ask someone reading: (10 the listening passage using the following points to speak out their writing. - go around and help students - Other groups listen and copy minutes) - Listen to each group and correct mistakes if some information and give some questions. they’ve done 4. Consolidation: T summarizes the main points. V. Homework: (4 minutes) - Ask students to write a short passage about football player they like. Date Unit 9 The post office Period 55- Writting I. Objectives: 1. Educational aim: Students should know how to write a letter to express satisfaction or dissatisfaction. 2. Knowledge: - General knowledge: Students learn to write a formal letter to express their evaluation of a service. - Language: Words used in writing about the topic. 3. Skills: Writing a letter to express satisfaction or dissatisfaction. II. Method: Integrated, mainly communicative. III. Teaching aids: Some cues, textbook …. IV. Procedures: 1. Organization: 2. Check old lesson: Lop11.com.

(6) S1 writes vocabulary S2 does task 2 again 3. New lesson: Stages/ time Teacher’s activities Warm-up Warm-up: (4 minutes) (4 minutes) - Ask students to close the books - Give the papers with some different announcements and match with the correct titles -then introduce the topic of the lesson, I.I. Pre writing Pre-writing: (8 minutes) (8 minutes) Task1 - Ask students to open their books - Get students to read task1 silently and answer the questions that follow -Ask students to talk about things that they like and don’t like about the services at Thanh Ba post office or a post office they know -Then check the answers with the whole class While-writing: (18 minutes) II.While writing: Task 2 (18 minutes) - Let students read quickly taks 2 - Explain some new words if necessary: - Ask some other groups to write a letter using some cues below -Introduce the structure of the letter they are going to write 1,Opening : Introduce who you are ; say the purpose of your letter 2,first paragraph : say about what you like about the service 3, Second paragraph : say about what you don’t like about the service ; make suggestions if possible 4,Closure : thank the recipient for their time and attention ;good bye -Go around and help if necessary III.Postwriting: Post-writing: (13 minutes) (13 minutes) - Ask students to read another’s letter -Call on some students to read loudly their writing -Give feedback and correct typical errors 4. Consolidation: T summarises the mains points 5. Homework - Write a letter about something they like -Prepare the next lesson. Lop11.com. Students’ activities - Work in pairs and matching - Some students do matching on the board. -Listen to the teacher and read the task1 and talk about the things they like and dislike about a post office they know. - Listen to the teacher - Read silently - Read those words and copy -Listen and take note quickly -Work individually - Practise writing in groups. - Each member of groups reads aloud his/ her writing - Other group appreciate and correct mistakes each other215.

(7) Date Unit 9: The post office Period 56: Language focus I. Objectives: 1. Educational aim: Students should pronunciate /sp/ -/st/and /sk/ correctly and differ the use of “relative clauses’’. 2. Knowledge: - General knowledge: Students should use defining relative clauses and non-defining relatives clauses. - Language: 3. Skill: fluency in pronunciating /sp/ -/st/and /sk/ and use of “relative clauses. II. Method: Integrated, mainly communicative. III.Teaching aids: Some words related to /st/-/sp/ and /sk/. IV. Procedures: 1. Organization: 2. Check old lesson: - Call one or two sts to come to the board and ask them how to write a narrative; tenses of verb, connectors… - Check up and give the feedback. 3. New lesson: Stages/ time Teacher’s activities Students’ activities I. I. Pronunciation: (15 minutes) Pronunciation: - Close the books! - Listen and repeat following the (15 minutes) teacher a. Introduce two syllables /st/ -/sp/and /sk/ - Let students practise pronunciating these - Work in pairs and read aloud these words: words then choose which words have Speak speech ,stop, best ,text ,ask ,disk, dusk, sound /sp/ and which have sound /sk/-/st/ skill ,school...... - Listen and correct the syllables - Read in silent first - Some of each groups read aloud students read Practise these sentences - Read after teacher and work in b. Let students read aloud the words given groups to find the syllable st/ -/sp/or and try to pronunciate syllable /sp/ -/st/or /sk/ /sk/ in the word in these sentences: - Read silently and give the opinion correctly - Listen and check for pronunciation -Listen and discuss - Ask students to listen and read after these - Students work in pairs and give the sentences differences among them II. Grammar: II. Grammar: (20 minutes) - Some students give some examples -Write on the board some examples (20 minutes) containing both defining and non-defining - Do the exercise themselves relative clauses - Each student of each group gives -Ask students to explain the differences correct answers among them – Exercise 1 - Ask students to do exercise themselves then discuss in groups -Introduce how to do it -let them work in pairs -Walk around and check and give mark -Work in groups and give the correct answers -Key: 1, a burglar is someone who breaks into the -Do the exercise 2 individually house to steal things -Keys: 1, who ,2 whose ,3, 2,a customer is someone who buys something whom/who, 4 whose, Lop11.com.

(8) from to steal 3, a shop-lifter is someone who steals from a shop 4, a coward is someone who is not brave 5, a tenant is someone who pays rent to live in a house or flat Exercise 2 -ask students to read the exercise 2 -Get students to review when to use whom(when the noun to be modified is the object of the main verb in the relative clause), who ,whose - Then do the exercise2 -Call on some students go to board and write down their answers - Listen and remark Exercise 3 - Let students read the exercise3 and do it individually - Get students to distinguish the difference between “that” and ‘which” - Let students write the sentences with a peer - Check with the whole class Exercise 4 -Ask students to read the exercise 4 and do it individually -Get students complete other sentences in the same way -call on some students to write their answers on the blackboard -Give feedback from the class. 5, whom/ who -Do the exercise3 and then compare with the partners’ answer - Listen and write down -Keys : 1,the man who answered the pone told me you were away 2,the waitress who served us was very impolite and impatient 3,the building that /which was destroyed in the fire has now been rebuilt’4, the people who were arrested have now been released 5, the bus that/ which goes to the airport runs every half an hour -listen and do the exercise 4 -compare with the partner. -Listen and copy. 4. Consolidation T summarizes the mains points 5. Homework: (5 minutes) - Ask students to revise the use relative clauses - Practise doing exercise in the Workbook Date. Period 57. Test yourself C I. Objectives: 1. Educational aim: - According to the TEST students can revise all the language skills and grammatical points which they have studied and used in the three units: 7, 8 and 9. - Students can improve their techniques of doing the simple tests. 2. Knowledge: After this lesson, students will be able to: - Check themselves their skills in reading, speaking, listening, writing - Improve their knowledge through the test yourself - Language: Students can improve their techniques of doing the simple tests 3. Skill: After this lesson, students will be able to: - Check themselves their skills in reading, speaking, listening, writing - Improve their knowledge through the test yourself Lop11.com.

(9) II. Method: Integrated, mainly communicative III. Teaching aids: Textbook, board, hand-outs, cassette tape and player. IV. Procedures: 1. Organization: 2. Check old lesson: None 3. New lesson: Stages/ time Teacher’s activities Students’ activities Warm-up: Warm-up: (5 minutes) (5 minutes) - Greeting - Greeting - Ask students something about the test - Answer teacher’s questions yourself C * Have you prepared it at home? * Have you got any difficulties? Test yourself Test yourself I. Listening(2.5 points) (10 minutes) I. Listening - Ask students to read all the sentences first - Look at the book and listen to the task (2.5 points) - Ask students to listen to the tape once. (10 minutes) - Ask students to listen again and speak out - understand the task - Read the questions the statements are true or false . - Ask students to listen in the third time, the - Listen to the tape work in groups to compare and discuss the - Listen again and say the statements answers with each others to find the correct are true or false. answers. - Listen and discuss in groups to find the correct answers: II. Reading II. Reading (2.5 points) (10 minutes) 1.g, 2.b, 3.e, 4.f, 5.d, 6.j, 7.h, 8.k, 9.c, 10.a, 11.i (2.5 points) - Present the task: (10 minutes) - Ask pupils to work in groups to compare the - Look at the textbook and listen to answers they have already done to find the the teacher correct ones. - Give the correct answers to the class: - Work in groups to discuss about the passage - Keys: 1. They gather before midnight and select - Finish the task 12 grapes from a large bunch. - Compare their results with the 2. Because the 12 grapes are symbols of other groups, and then with the keys the 12 months of the year. - Write the answers on the board 3. In Iran. - Listen to the teacher and correct 4. It lasts for 13 days. the answers They read from the Koran, then all embrace each other and say, “May you live 100 years - Listen to the teacher III. III. Grammar(2.5 points) (8 minutes) - Work in groups Grammar - Present the task: - Compare the results with the other (2.5 points) a/ Ask students to listen and put a tick in the groups right box. (8 minutes) - Show the answers in front of the class. - Keys: 1. glean, 2. fry, 3. thrive, 4. overthrow. - Observe the keys and correct their answers. b/ Join the sentences, using who or which 1. Earth is a planet which can support life. 2. The book is about a girl who runs away from home. 3. A dictionary is a book which gives you Lop11.com.

(10) IV. Writing (7 minutes). the meaning of words. c. 1.b, 2.c, 3.a. - Students work in groups and practise writing. IV. Writing (7 minutes) - Present the task: - Two students go to the board and - Call the students to read the suggested write. sentences in front of the class. - Give the writings by reading aloud. - Check their writings and help them - Read the writing carefully. - In groups or in pairs. correct the mistakes if they’ve made. - Compare the results with the other groups - Correct mistakes. 4. Consolidation T summarizes the mains points 5. Homework (5 minutes) - Ask students: + to study all the lessons again + to prepare Unit 10: nature in danger, Part A.. Date: Unit 10 : Nature in danger Period 58: Reading I. Objectives: 1. Educational aim: Students should know how to talk about nature in danger 2. Knowledge: - General knowledge: Students know about how we have destroyed our environment and affected other species and do to save endangered animals - Language: students could know about environmental destruction and conservation - New words: Words related to nature in danger 3. Skills: Guessing meaning in context, scanning for specific information and passage comprehension II. Method: Integrated, mainly communicative III. Teaching aids: Student’s book and pictures showing some picture about some cites in the world, etc. IV. Procedure: 1. Organization: 2. Check old lesson: Call one or two sts to come to the board and ask them to write down the form of the simple present tense and the simple past tense.. 3. New lesson: Notes Warm-up: (5 minutes). Teacher’s activities Warm-up: (5 minutes) - Ask students to look at the pictures and answer the questions : 1, What animals can you see in these pictures? 2, where do these animal often live? 3,What would happen if their habitats were destroyed? - Let students understand more about nature Lop11.com. Students’ activities - Open the book - Listen to the teacher - Give the answers 1. a tiger ,an elephant , a bear , a lion 2, they often live in the forests ,zoos or National parks 3. if their habitats were destroyed.

(11) in danger, today we learn Unit 10- part A: ,animal s would die, the environment Reading would be polluted. Nature would be in danger Before - Listen to the teacher and open the book – Unit 10, part A: reading you read : Before you read : (7 minutes) (7 minutes) - Ask students to look at the pictures and - Look at the book, listen to the teacher match the names of the pictures in their and work in pairs: books to work in pairs - Ask and answer questions about - Look at the picture endangered species - Answer the questions - Listen to students and correct pronunciation and grammar if necessary While you While you read : (23 minutes) - Ask students to look through the passage - Listen to the teacher then read the read : and read in silence passages (23 minutes) - Help students read the passage - Ask some new words if necessary - Explain pronunciation and meaning of new - Keep the book open words which appear in the passage Task 1 : Task 1 : (3 minutes) - Listen to the teacher then do task 1 (3 minutes) - Ask students to fill each blank with a - Ask the teacher if necessary suitable word - work individual or in group - Let students work individual or in groups - Write down in the notebook Task2: - Help students if necessary (4 minutes) Keys: - Listen to the teacher 1extinct; 2protect; 3decrease; 4lpollutants -Do the task individually ;5endangered 6, interferences -Compare the answer with the Task2: (4 minutes) partner’s answer Task 3: -Ask students read the passage again and -Keys : 1c,2a,3a ,4 c decide the best sums up each paragraph (6 minutes) -Go around and help if necessary -call on some students to answer - Try to answer the questions -Give feedback - Practice with a partner then write Task 3: (6 minutes) them down in the note books - Ask students to answer the following - Ask the teacher if necessary questions - Ask students look through the passages then try to answer the questions in right way Task 3: - Let them work in pairs - Listen to the teacher (6 minutes) - Help students if necessary -Discuss and give reason why . (the answers in the passage) - The students who are called to stand up to talk loudly are intelligent After you read : (8 minutes) - Ask students to close their books ones - Ask them to find out why some animals have become extinct -Call on the groups to tell and explain their choice - Listen to students and correct mistakes 4. Consolidation T summarizes the main points 5. Home work: (2 minutes) - Ask students to write a passage about environment (80 words) Date: Lop11.com.

(12) Unit 10 : Nature in danger Period 59: Speaking I. Objectives: 1. Educational aim: Students should know how to talk about nature in danger and measures for protecting endangered nature 2. Knowledge: - General knowledge: Students could talk about endangered nature and ways to protect it - Language: asking for and giving information - New words: words related to nature in danger 3. Skills: State their preferences and explain the reasons II. Method: integrated, mainly communicative III. Teaching aids: pictures IV. Procedure: 1. Organization: 2. Check old lesson: S1 writes new words S2 reads the passage S3 translates the passage 3. New lesson: Stages/time Teacher’s activities Students’ activities Warm-up: (5 Warm-up: (5 minutes) minutes) - Ask students to keep book close - Keep books close -Ask students some questions - Listen to the teacher 1,Why do we call some animalss such as - Answer the question: tiger, bears, elephants endangered animals ? 1. because they are hunted or killed in 2, What should we do to protect and save large number that they are in danger of becoming extinct them?? Pre-speaking - Tell students to understand more. 2, As a students you should stop : (12 (We learn Unit 10, part- speaking) eating and killing wild animals minutes) Pre-speaking : (12 minutes) Task 1 Task 1 - Look at student’s book - Ask students to put some reason why nature -Listen and do the task -Work in pairs is threatened in the order of importance - Let them work in pairs A : in your opinion which the reason is the most important? - Listen to students and correct mistakes B :I think burning the forest is the most important because animals and plants will die, which cause the air polluted................ While-Listen to the teacher speaking : (15 While-speaking : (15 minutes) minutes) Task 2 - Do task 2 in groups Task 2 - Ask students to work in pairs to read ....... through the task and match the problems in task 1 with appropriate solutions in task 2 - Let them work in groups - Walk round and help them - Ask some students to stand up to talk again loudly - Listen and correct mistakes - Close the books Post-speaking - Post-speaking : (10 minutes) - Listen to the teacher : (10 minutes) Task3 - Do task 3 Task3 -Ask students to tell about the city they -Work in group and discuss Lop11.com.

(13) prefer and give reasons -Let them work in groups - Ask some students to stand up and tell loudly -Go around and help -Call on some students report their preferences and explain their choice - Listen and correct mistakes Homework: (3 minutes) - Ask students to do exercises in workbook - Ask students to prepare Part C- Listening and do homework 4. Consolidation T summarizes the main points 5. Homework: (3 minutes) - Ask students to do exercises in workbook - Ask students to prepare Part C- Listening and do homework. - The students who are called to stand up to talk loudly are intelligent ones. - Listen to the teacher - Write down the homework. Date: Unit 10 : Nature in danger Period 60: Listening I. Objectives: 1. Educational aim: Students should know about the national parks in USA 2. Knowledge: - General knowledge: Students learn more about the national parks - New words: Words related to the topic 3. Skills: - Listening for specific information - deciding on true or false statements II. Method: Integrated, mainly communicative III. Teaching aids: Student’s book, picture showing the Statue of Liberty IV. Procedure: 1. Organization: 2. Check old lesson: While teaching 3. New lesson: Stages/ Time Teacher’s activities Students’ activities Warm-up: Warm-up: (5 minutes) (5 minutes) - Ask students to close the books - Close the books - Give a picture of national parks and ask - Listen to the teacher some question about it - Work in groups 1.what can you see in the picture - Listen to the teacher and answer the question: 2.Do you know where it is located ? 3.What does it look like? ........ - If you want to know more details, - Listen to the teacher and open textbooks we will go to Unit 10- part Listening Pre-listening: Pre-listening: (7 minutes) - Look at the books - Ask students to look at the part: Before - Work in pairs (7 minutes) - Give correct answer listening - Let them work in pairs and answer -Key. Lop11.com.

(14) Whilelistening: (20 minutes) Task 1. Task2. After-listening: (10 minutes). questions - Walk round, listen and help students - Listen and check pronunciation While-listening: (20 minutes) Task 1 - Ask students to look through the sentences in task 1 - Ask students to listen to the typescript carefully and decide the correct answers - Ask students to give reasons for their answers Key: 1.T- 2T- 3F- 4T- 5.T. 1,Cuc Phuong national Park, Cat Ba National Park,Bach ma ,Phong Nha, Cat Tien... - Keep book open -Listen to the teacher - Read the sentences in task 1 and try to understand them - Listen to the typescript and choose the correct answers. -Listen to the teacher and do the task2 -Listen again and give correct answers Task2 -Keys : -Ask students to look at the task 2 and 1, 52 2,millions of people visit national parks answer the questions -Let students listen again more time and every year 3,rare animals are killed or hunted for fur, answer skin or other parts....... -Call on some students to give answers 4,rare animals and treees should be protected, fires causes by careless people should be limited, pollution from visitors’ vehicles should be decreased and money should be raised for the parks’ staff and After-listening: (10 minutes) maintenance of their resources - Ask students to open the books - Ask them to summarise the listening -Listen and discuss text based on their notes - The students who are called stand up and retell about the Statue of Liberty in front - Let them work in pairs - Walk round and help students of the class: - Ask some students to stand up and retell the national parks in the USA to the class - Listen and correct mistakes. 4. Consolidation T summarizes the main points 5. Homework: (3 minutes) - Ask students to write a story about a national park they liked - Remember them to prepare Part- Writing at home. Date: Unit 10 : Nature in danger Period 61: Speaking I. Objectives: 1. Educational aim: Students could describe a national park 2. General knowledge: Students learn how to write a describing a location - Language: The simple present of verbs and the connectors often used in a narrative - New words: Words related to national park 3. Skills: Describe a national park II. Method: Integrated, mainly communicative III. Teaching aids: Student’s book, notebook, Lop11.com.

(15) IV. Procedure: 1. Organization: 2. Check old lesson: Oral test 3. New lesson: Notes Teacher’s activities Students’ activities Warm-up: Warm-up: (5 minutes) (5 minutes) - Ask students to keep book close - Keep book close - Ask students some following questions: - Listen to the teacher and answer the questions 1. Have you ever been to national park? 2. What is it famous for? 1. Yes, I have .Hanoi 3. How did you feel when you visited it? 2 - Check and explain them to the class: 3.- It is very interesting Pre-writing: Pre-writing: (10 minutes) Task 1 (10 minutes) - Ask student to read the task - Listen to the teacher - Explain some new words and open the books - Ask students to look through the passage - Read the passage - Ask the teacher if necessary again and answer the questions -get them brainstorm what they like to - suggested : where/ how include in their description of a national park big/what(geographical...) - Let them work in groups - Walk around, check and help students -- Help students if necessary While-writing: (the answers in the passage) (18 minutes) While-writing: (18 minutes) Task 2 Task 2 - Listen to the teacher - Ask students to do task 2 - Ask them to use the prompts to build up a -Work individually passage about the a national park in Vietnam - Listen to the teacher - Finish the narrative they know well - Let students work individually - Read a narrative of one classmate Post-writing: - Walk round and help students - Some students read loudly their (10 minutes) products in front of the class Post-writing: (10 minutes) - Give suggestions and corrections - Ask students to read another’s narrative - Ask some students to read loudly their narratives - Correct mistakes and mark 4. Consolidation T summarizes the main points 5. Homework: (2 minutes) - Ask students to redo part writing of Unit 10 in the student’s work book and prepare part Language Focus. Lop11.com.

(16) Date: Unit 10 : Nature in danger Period 62 : Language focus I. Objectives: 1. Educational aim: Students should distinguish the sound /sl/-/sn/-/sm/-/sw/ 2. Knowledge: - General knowledge: Students learn how to use of the relative pronouns with prepositions - Language: * Non-defining vs defining relative clauses - New words: Words related to pronunciation /sl/-/sn/-/sm/-/sw/ 3. Skills: Writing a passage about national parks II. Method: Integrated, mainly communicative III. Teaching aids: Student’s book, pictures IV. Procedure: 1. Organization: 2. Check old lesson: - Call one or two sts to come to the board and ask them how to write a narrative; tenses of verb, connectors… - Check up and give the feedback. 3. New lesson: Stages/ time Teacher’s activities Students’ activities Pronunciation Pronunciation: (10 minutes) : (10 minutes) - Ask students to look at their books then - Listen to the teacher introduce to them - Open the books *Listen *Listen and repeat : - Look at : Listen and Repeat and repeat : - Read loudly then ask students to repeat - Repeat the words in chorus then individual - Introduce : /sl/-/sn/-/sm/-/sw/ - Correct pronunciation for the students * Practise * Practise these sentences - Look at Practise the sentences - Listen to the teacher then repeat these sentences - Read the sentences loudly in chorus then individual - Ask students to repeat - Correct pronunciation for students Grammar and Grammar and vocabulary:(34 minutes) - Listen to the teacher - Introduce exercises to the students vocabulary: (34 minutes) Exercise 1: (8 minutes) - Listen to the teacher and copy down Exercise 1: Non-defining vs defining relative clause (8 minutes) -Let students read the example in the textbook Non-defining and then present the form and meaning and use -Give some examples about vs defining of Non-defining vs defining relative clause relative clauses relative clause For example: Hanoi, which is he capital city of -Do the exercise 1 Vietnam, is located on the Red river -Ask students give some examples related -Compare with the partners’ relative clauses answers - Ask students to do Exercise 1 -Key : - Introduce how to do it 1 whom 2, which 3, whom ,4 who - Let them work in pairs ,5 which ,6 whom ,7 ,which , - Walk round, check and give mark Exercise 2 (8 minutes) - Listen to the teacher and do - Introduce Exercise 2 to students and explain exercise 2 how to do it -Keys: Exercise 2 - Ask students to do it 1,the man to whom I talked yesterday was very kind (8 minutes) - Let them work individually - Check, correct mistake 2, the man about whom I told you Lop11.com.

(17) Exercise 3 (8 minutes). works in hospital 3,the woman about whom I am telling you 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 dress to which you should write -Listen and do the exercise 3 individually Exercise 3 -Compare their answers with a -Get students to review when to use whom, partner -Keys: who, which and that -ask students to complete the exercises 1,whom/that 2, which ,3,who individually and then find a peer to compare ,4,whom 5, which ./that 6, which their answers 7,who 8,whom -Check the answer with the whole class and give correct answer. 4. Consolidation T summarizes the main points 5. Homework : (2 minutes) Ask students to do Part Language Focus and prepare part Reading of Unit 11 at home. Date Unit 11 : Sources of energy Period 63: Reading I. Objectives: 1. Educational aim: students should know about the advantages and disadvantages of different sources of energy 2. Knowledge: - General knowledge: By the end of the lesson, students will be able to understand more about the different sources of energy - Language: - New words: Words related to sources of energy 3. Skills: Guessing meaning in context, and passage comprehension II. Method: Integrated, mainly communicative III. Teaching aids: Textbook, some photos of sources of energy IV. Procedure: 1. Organization: 2. Check old lesson: Call one or two sts to come to the board and ask them to write down the form of the simple present tense and the simple past tense.. 3. New lesson: Stages/ time Warm-up: (5 minutes). Teacher’s activities Warm-up: (5 minutes) - Ask students close the book -Ask students complete the sentences: Lop11.com. Students’ activities - Listen to the teacher and answer the questions.

(18) 1. We use ----------to cook 2. We use ---------to run machines, cars , motorbikes. -Lead in : today we are learn about sources of energy Before you read : (7 minutes) - Ask students work in pairs and look at two pictures on the book and discuss the questions - Go around and help if necessary -Ask students to give the answers - Listen to students and correct pronunciation and grammar if necessary While you read : (23 minutes) While you - Ask students to look through the passage and read : read in silence (23 minutes) - Help students read the passage - Explain pronunciation and meaning of new words which appear in the passage -Ask students to read loudly the difficult words in chorus Task 1 : - Ask students to do task 1 - Let students work individual or in groups - Help students if necessary Keys: 1.released 2.alternative 3.energy 4.limited 5.exhausted Task 2: -Ask students to read the text a second time and located the key words in the passage -Gets students to check their answer with a peer -Call on students to answer and write them on the board -Check the answers with the whole class Task 3: -Ask students to read the passage again then answer the questions - Ask students to answer the following questions - Ask students look through the passages then try to answer the questions in right way - Let them work in pairs - Help students if necessary After you read : After you read : (8 minutes) - Ask students to work in groups to complete (8 minutes) the summary of the reading passage by filling each blank with a suitable word from the box -Go around to help the groups when necessary -Call on some groups to answer the question - Listen to students and correct mistakes 4. Consolidation T summarizes the main points Before you read : (7 minutes). Lop11.com. - Listen to the teacher and open the book – Unit11, part A: reading - Look at the book, listen to the teacher and work in pairs: _discuss and give correct answers - Listen to the teacher - Ask some new necessary - Keep the book open. words. if. - Listen to the teacher then do task 1 - Ask the teacher if necessary - work individual or in group - Write down in the notebook Listen to the teacher - Try to answer the questions -Compare with the partner’s answers -Listen the teacher and answer the questions -Keys : 1. Fossil fuels ( oil, coal , and natural gas) (line1,paraghaph1) 2, 6 sources : fossil fuels, nuclear power, solar energy, water power, wind power, geothermal heat .Sun energy has the most potential because it is plentiful and infinite.At the same time , it is clean and safe to use - Listen to the teacher -Discuss and complete the summary of the reading passage by filling each blank with a suitable word from the box - The students who are called to stand up to talk loudly are intelligent ones -Keys: 1,energy 2, one, 3,fuels 4, limited 5, alternative, 6,sources 7.unlimited 8,environment.

(19) Date Unit 11 : Sources of energy Period 64: Speaking I. Objectives: 1. Educational aim: Students should know how to talk about the advantages and disadvantages of using alternative sources of energy 2. Knowledge: - General knowledge: Students could talk about the advantages and disadvantages of using alternative sources of energy in the future - Language: - New words: words related to the topic 3. Skills: talking about the talk about the advantages and disadvantages of using alternative sources of energy II. Method: integrated, mainly communicative III. Teaching aids: pictures ,textbook IV. Procedure: 1. Organization: 2. Check old lesson: S1 writes vocabulary S2 reads the passage S3 does task 3 3. New lesson: Stages/ time Teacher’s activities Students’ activities Warm-up: Warm-up: (5 minutes) (5 minutes) - Ask students to keep book close - Keep books close - Show students the following picture and - Listen to the teacher ask them questions - Look at the pictures and Answer the 1.Which sources of energy is the most questions popular in our country? 2.Is it limited or unlimited ? What should we do to be sure that we can continue to use it in the future? -. We learn Unit 11,part- speaking Pre-speaking : Pre-speaking : (12 minutes) Task 1 (12 minutes) Task 1 - Ask students to read about the advantages -Do the task 1 in pairs and disadvantages of using alternative -Work in pairs and order the causes ,explain their order sources of energy - Let them work in pairs to order the advantages and disadvantages of using - Work in groups - The students are called stand up and alternative sources of energy -Call on some students to give their answer tell loudly in front of the class - Listen to students and correct mistakes WhileWhile-speaking : (15 minutes) speaking : (15 Task 2 minutes) - Ask students to list the advantages and - Look at student’s book Task 2 disadvantages of using alternative sources - Listen to the teacher - work in pairs to list the advantages and of energy in the task 2 -Useful expressions : disadvantages of using alternative I think that…………… sources of energy Why do you think/believe so? -Listen to the teacher Lop11.com.

(20) Post-speaking : (10 minutes) Task 3. It is ----------However,--------- Let them work in groups - Walk round and help them - Ask some students to stand up to talk again loudly - Listen and correct mistakes Post-speaking : (10 minutes) Task 3 - Ask students to close books - Ask students to tell the advantages and disadvantages sources of energy in the future ,using the ideas in task 2 - Walk round and help them - Let them work in groups - Ask some students to stand up and tell loudly - Listen and correct mistakes. -Look at the task 2 and the advantages and disadvantages sources of energy in the future ,using - Work in groups - The students are called stand up and tell loudly the ideas in task 2 -suggested answers: +A : I think that more people will use the solar energy B: Why do you think so? A: Because it’s available , unlimited and easy to use C: But it’s expensive and we can only have it at a specific time of the year…. 4. Consolidation T summarizes the main points 5. Homework: (3 minutes) - Ask students to do part B in the workbooks - Ask students to prepare Part C- Listening and do homework Date Unit 11 : Sources of energy Period 65: Listening I. Objectives: 1. Educational aim: Students should know to talk about different kinds of energy 2. Knowledge: - General knowledge: By the end of the lesson Students will be able to develop such listening microskill as listening for specific information - New words: Words related to the topic 3. Skills: - Comprehension questions - Listening and deciding on choosing the best answer II. Method: Integrated, mainly communicative III. Teaching aids: Student’s book, pictures IV. Procedure: 1. Organization: 2. Check old lesson: Oral test 3. New lesson: Stages/time Teacher’s activities Students’ activities Warm-up: Warm-up: (5 minutes) (5 minutes) - Ask students to close the books - Close the books - Ask students to pick out the odd one from the - Listen to the teacher and following words and explain why Answer the questions The air, the sun , the land , the ocean , the house - the air------wind power -Suggested: the house : the other words can be - the sun---------solar energy - the land--------geothermal heat sources of energy. Lop11.com.

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Bài soạn môn học Tiếng Anh lớp 11 - Học kì II

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