giáo án tiếng anh lớp 11 Unit 14

Procedure: T asks Ss some questions relating to the topic – hobby Ss work in pairs and answer T’s questions T comments about Ss’ answers Then T leads Ss in the lesson T asks Ss to look

Unit 14 RECREATION Date: 27 / 03 / 07

Class: 11A1, A2, A3, C3, C5

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 asks Ss some questions relating to the topic –

hobby

Ss work in pairs and answer T’s questions

T comments about Ss’ answers

Then T leads Ss in the lesson

T asks Ss to look at the pictures of the bands on

page 124 and tell the class anything they know

about these bands

T asks Ss to discuss the questions in the textbook

in pairs / groups

T walks around the class to control their activities

Warm up Question: “What do you often do in your free time?”

Listening to music

Answer:

Listening to music Playing chess Watching films/

TV/sports

Reading book Walking Cooking

Gardening Playing sports

Question: “What do we do these things for?”

To entertain activities of entertainments

Leisure Activitie s

Leisure activities

and provides help if necessary.

Ss present their work / task in front of the class

Note: T should only teach the words which do not

appear in task 1

Ask Ss to rearrange which phrases or words are

entertainments and recreations into two columns

Ss do the exercise in pairs

T gives correct answers

T asks Ss to open their books

Ss open their book

T asks Ss to look at the pictures and answer the

question

T corrects them

T elicites or teaches some vocabulary items :

T reads aloud or play cassette

T : You are going to read the passage about one’s

hobby While you are reading, do the tasks in the

textbook

Ss read silently

T elicits or teaches some new words :

Ss work in groups

T walks around the class to control their activities

and provides help if necessary

Ss present their task in front of the class

T gives correct answers

Ss correct their task

T gives his ideas about Ss’ task/work and corrects

BEFORE YOU READ:

* Activity 1:

Answers:

 Listening to music

 Watching films / T.V

 Reading books

 Watching sports

 Cooking

 Gardening

 Playing chess / sports

 Walking

* Activity 2:

Questions:

1 What’s she doing?

2 What are they doing?

Answers:

1 She is playing the guitar

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 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

Answers:

1 making one’s stock market decision

2 painting or drawing

3 shoemaking

4 glass engraving

5 “Living with more meaning”

* Activity 2: Look at the picture and match the right

words to the right pictures:

1 2 3 4

a Stock market b Bricklaying

c Home improvement d Glass engraving

Answers:

Picture 1: Stock market Picture 2: Home improvement Picture 3: Bricklaying

Picture 4: Glass engraving

* Activity 3:

Task 1: The words and phrases in italics in the

following sentences all appear in the passage Circle

their task/work if they make mistakes and gives

suggested answers if necessary

Before Ss do the Task, T elicits or introduces some

structures Ss can use to ask for someone’ s hobby

Ask Ss to look at the pictures on the board and

match the right words to the right pictures

T asks Ss to work in group to the task

Ss look at the pictures and do as teacher ask

T asks Ss to read the following sentences with the

missing information

Ss discuss in pairs

T goes around to help Ss if necessary

Ss work in group

Ss present their task in front of the class

T gives correct answers

Ss correct their task

T asks Ss to discuss in pairs

Ss discuss in pairs

T asks Ss to report in front of class

T asks Ss to write a short paragraph in about The

British leisure activities

Ss report in front of class

Ss do as teacher ask

Comment :

the correct answer:

Answers:

1 A: at home

2 B: Television viewing is much more popular than any other pastime

3 B: There are many different courses on offer

4 A: Besides watching television, people have other activities

5 B: sports people often watch

6 A: Necessary conditions for being admitted to course

* Activity 4:

Complete the following sentences with the missing information:

1 British people often spend _ a week watching television

2 , and are some sports undertaken by British men

3 British people like watching _ and

in winter and _ in summer

4 People get practical skills from courses like or

5 In order to take these courses learners must pay

Answers:

1 25 hours

2 snooker , pool and dart

3 football and rugby / cricket and athletics

4 shoemaking or glass engraving

5 high fees

AFTER YOU READ:

Work in pairs Discuss the questions: Which of the British leisure activities mentioned in the passage are also popular in Vietnam? Which are not?

Homework:

- Practice reading

- Learn the new words

- Prepare Speaking

Class : 11A1,2,3 ; 11C3,5

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:

Teacher :

 T sends each student a sheet of paper & the Test

 T gives Ss the answers and explains how to do

them correctly

 T answers any questions of Ss (If so)

 T reminds Ss some main points in the Units Ss

have just learnt

Students :

 Finding out the mistakes of their Tasks

 Make the question to T (if so)

 Correct the mistakes which they made

 Take notes from T (if necessary)

Comment :

T asks Ss to prepare the lesson more carefully

before doing the test

The answer of the 45-minute Test (No 001)

1 B

2 D

3 D

4 A

5 A

6 C

7 D

8 B

9 D

10 C

11 C

12 B

13 C

14 D

15 D

16 A

17 D

18 A

19 C

20 C

21 B

22 D

23 D

24 a.birthday party 24.b.receive

25.a served 25.b.brought out 26.a.decorated 26.b.cleaned up

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

Class: 11A1, A2, A3, C3, C5

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 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

T leads Ss in the new lesson

T can also asks Ss if we have expressed

our agreement and disagreement about

some problem

T asks Ss to study the table on p.134 and

tick the boxes that suit their

preferences for a particular type of

films.

Ss do it themselves in pairs/groups.

T walks around the class to control their

activities and provides help if

necessary.

Ss present their work / task in front of

the class

* 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

3 Yes, I do / I think so

4 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?

Pre_ Speaking Task 1: Put (A) beside an expression of and (d) beside an

expression of disagreement you know

*Question: What do we say to show agreement and disagreement?

Agreement Expressions Disagreement Expressions

- I quite agree…

- I agree with what you say

- That’s right

- I think so

- I have the same idea with you

- I don’t agree

- I’m afraid I disagree

- That’s wrong

- I don’t think so

- I’m sorry about

……

- I think we shouldn’t…

T gives his ideas about Ss ’ task/work and

corrects their task/work if they make

mistakes and gives suggested answers

if necessary.

T gets Ss to brainstorm all the adjective

that can be used to describe films :

T introduces Ss the structure which is used

to show one’s opinion about sth or so

T elicits the expressions of agreement and

disagreement :

Then T asks Ss to do the task in pairs /

groups

Ss do it themselves in pairs/groups

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

T introduces Ss the structure, which is used

to talk about one’s preferences

T calls on Ss to read the model

conversation in the textbook

T corrects Ss’ intonation and pronunciation

if necessary

T asks Ss to work in pairs and find out

about their partner’s preference for a

particular type of films, basing them on

the model conversation

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

T asks Ss to ask and answer the questions

about a film that they have seen, using

the suggestion given in the textbook in

pairs / groups

Ss do it themselves in pairs/groups

While – Speaking Task 2: Put (A) beside an expression of and (d) beside an

expression of disagreement (p.157) Agreement Expressions Disagreement Expressions

- I quite agree with you

- I agree with what you say

- That’s right

- I think so

- I have the same idea with you

- Great!

- I can’t agree with you more

- Yes, let’s do that

- That’s a good idea

- I don’t agree

- I’m afraid I disagree

- That’s wrong

- I don’t think so

- I’m sorry about ……

- I think we shouldn’t…

- That’s a good idea but

- I don’t think that’s a good idea

Task 3: The students of class 11A2 will have two day

holiday They are discussing whether they should go on a camping holiday Read and practice the conversation (p 157)

* Setting a model

A: Let’s go camping

B: Yes, let’s do that Then we can rest and enjoy ourselves in the quiet countryside

C: Oh, I don’t think it’s a good idea If we go camping We’ll have to bring a lot of equipments with us

Task 3: Imagine you are the students of class 11A2 Continue

the discussion Express agreement or disagreement, using the reasons below ( p.158 )

* Setting a model

A: We are going to have two days of next week Have you had any plans yet?

B: Yes, let’s go camping in the countryside

A: Yes, that’s a good idea then we can rest and enjoy ourselves in the quiet countryside

C: I don’t think that’s a good idea If we go there, we’ll have to hire a bus and it will be rather expensive

Post – Speaking Task 4: Report your discussion to the class ( p 158) Topic: Do the members of your group agree to go camping at

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

Comment :

T pays attention to the pronunciation,

intonation, stress of the Ss

last Why? Or why not?

Suggested answer

1 We have decided to go camping because all of us can get close to nature We can have a lot of outdoor activities and can become more active

2 We have decided not to go camping because if we go camping for two days we will have to hire a bus, which is expensive Moreover, we’ll have to sleep in the tent, which makes us sick and can’t go to school the next day

V Homework

-Go over the lesson -Prepare the listening lesson

Class: 11A1, A2, A3, C3, C5

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:

Ss close their books

T asks Ss to write down some daily entertainment

activities

Ss work in pairs / groups

Ss present their work / task in front of the class

T comments their task and gives the suggested

Warm up: Write down your daily entertainment

activities

Ex:

answers if necessary.

Ss open their books

T looks at the pictures 1 & 2 and answer the

questions

T asks Ss to look at the pictures 1 & 2 and answer

the questions and goes over the points together

with the whole class by asking questions such as

:

T then sets the scene: “You are going to listen to

some information about hobby”

T then asks Ss to look at the picture Task 1 and

predict the content of the conversation T should

elicit by asking questions like

T elicits the meanings of these words from Ss and

correct if necessary

T then plays the tape, asking Ss to listen to how the

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

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

Ss present their work / task in front of the class (if

Ss are not able to complete their task, T should

 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

1 Who are they?

2 Where are they?

3 What are they doing?

Ex:

Picture 1 They are students

They are in the countryside

They are going camping/ for a picnic

Picture 2 They are tourists / visitors

They are in a town

They are going to the sightseeing

*Listen & repeat (Vocabulary):

Effective maturity weakness performance self-respect academic Perth

Western Australia

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

*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

Because more and more people are coming to these places and leave trash in the forests and take rocks and

play the tape again and pause at different

points.)

T gives his ideas about Ss’ task/work and corrects

their task/work if they make mistakes and gives

suggested answers if necessary

Finally, T wants to let Ss listen again and write

down the useful expressions such as: heavy

backpack…

Ss answer T’s question and explain it

T lets Ss have some minutes to talk about “Which

do you think is advantages of having a camping

holiday?” in pairs / groups

Ss do it themselves in pairs/groups

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

Comment :

plants with them

He thinks nature is also important in the world

In cities

Because she can’t put up an umbrella tent in the wind

or make a fire in the rain or carry a heavy backpack

AFTER YOU LISTEN

*Work in groups: List three advantages of having a camping holiday

*The following guidelines:

When you have a camping holiday

 You can get close to nature and enjoy it

 Your friendship can be better

 You can learn a lot of things from real life / nature

Homework:

- Practice listening the text again

- Prepare Writing

Class: 11A1, A2, A3, C3, C5

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 asks Ss to make a sentence from some provided

words

Warm up: Answer the Questions

1 What activity do you see in these pictures?

Ss make the sentence in pairs / groups.

T leads Ss to the new lesson

T introduces the task : you are going to read a

paragraph describing the information given in a

table about the literacy rates of population in

differents parts of the country of Fancy from 1995

to 2002 the gaps in the passage can be files with

the words or phrases in the box

T asks Ss to read the text about the stadium “literacy

rates of population in differents parts of the

country….” individually for 5ms and then answer

the questions to complete the table

Ss do it themselves in pairs/groups

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

T: Do you know which kind of the paragraph was

written?

Ss: It is deductive paragraph (The topic sentence is

the first sentence.)

T introduces the task2 to Ss

T lets Ss 10ms to do the task in pairs / groups

Ss do it themselves in pairs/groups

T asks Ss to exchange their paragraph with a partner

and check the paragraph for each other in pairs /

groups

T walks around the class to control their activities

and provides help if necessary

Ss present their work / task in front of the class

Other Ss correct their friends’ errors

T gives his ideas about Ss’ task/work and corrects

2 How often do you take part in this picture?

3 When did you last do it?

Suggested answer

1 It’s a camping day

2 Sometimes

3 Last year

BEFORE YOU WRITE

Task1: Last weekend, class 11A2 went to Ba vi for

a camping holiday Match activities with the correct

pictures

Suggested answer

1 Picture a – 2: the bus leaving school

2 Picture b – 3: putting up the umbrella tent

3 Picture c – 4: watching wildlife in the forest

4 Picture d – 6: swimming in the lake

5 Picture e – 9: fishing

6 Picture f – 5: cooking food over an open fire

7 Picture g – 1: singing and dancing around the

camp fire

8 Picture h – 7: playing the quiz game

9 Picture i – 8: leaving campsite

Task2: Answer the following questions.

1 When did the students in class 11A2 do camping?

2 Where did they go to?

3 What time did the bus leave school?

4 What did they do after putting up the umbrella tent?

5 What did they do around the camp fire?

6 What time did they leave the campsite?

Suggested answer

1 They went camping last weekend

2 In Bavi

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 swimming in the lake After that they cooked food over an open fire

5 They sang and danced around the camp fire and played a quiz game

6 They left the campsite at 4p.m the next day

*Useful language:

We left …

We went…

We put

We liked…

Task2: Imagine you are one of the students in class

11A2 write a passage about class’s camping holiday using the information in task 1 and the questions