unit 13 reading tieng anh 11

BEFORE READING: Question and answer: -Hangs the picture on the board -Asks Ss to work in pair and look at the pictures which present some hobbies to ask and answer questions -Gives sugge[r]

HOBBIES UNIT 13: Period: 79 - READING Date of planing:09/03/2015 Date of teaching11/03/2015 Class: 11 I/AIMS AND OBJECTIVES: 1> Language content: -To provide Ss with some words relating to their hobbies - To help Ss scan for specific information about their hobbies - To help Ss know how to use their dictionary effectively 2> Language function: - Express their opinion about their hobbies 3> Educational aim; -To help Ss aware of good hobbies in their life II>LANGUAGE 1> Vocabulary : admire, fish tank ,occupied 2> Structures : the simple present tense 3> Skills : Reading, speaking, writing , listening 4> Educational factor - To help Ss know how to choose good hobbies in their life III>TEACHER’S AND STUDENTS’ PREPARATION 1/ Method : Communicative approach 2/Techniques : brainstorm, pair work, group work ,question and answer 3/Material needed : blackboard, chalk, textbooks, and handout , pictures 4/Students’ preparation : -Look at new words in the dictionary and study grammar notes, pictures 5/Previous exercises : IV/PROCEDURES: 1/ Stabilization : checks theSs’attendence 2- Presentation of the new material TIME 5ms TEACHER’S ACTIVITIES WARM UP: - Makes greeting Brainstorming : -Writes the topic : “ HOBBIES” on the board -Divides the class into groups - Asks students to write in minutes as many pieces of information about the topic as possible - The group with the most details will be winner HOBBIES STUDENTS’ ACTIVITIES -look at the backboard - Divides the class into groups -Work in group to start the game THE CONTENT OF THE LESSON Unit 13 HOBBIES Part : READING WARM UP: Brainstorming : fishing 8ms 20ms BEFORE READING: Question and answer: -Hangs the picture on the board -Asks Ss to work in pair and look at the pictures which present some hobbies to ask and answer questions -Gives suggestions : A: What/ your hobby? B: My hobby / …… A : Why / you /like it? B : Because / …… Introduces some new words -admire (v) : ( explain ) -fish tank (n) : (picture ) -occupied (adj) : ( synonym) *Checks their understanding by using technique “RUB OUT AND REMEMBER” WHILE READING: -Setting the scene: You are going to read a passage about hobbies While you are reading, the tasks in the textbook TASK1: The words and phrases below all appear in the passage Use a dictionary to get their meaning Then translate them into Vietnamese -Writes these words on the board: accomplished , accompanying , modest ,avid , discarded , indulge in , keep me occupied -Asks Ss to open their dictionary -Instructs Ss to know how to use the dictionary -If Ss have difficulties teacher will help them -Gives feedback and gives the keys TASK2 : Answer the questions: -Instruction: You read the passage again and answer the questions in the book +First , skim the questions to understand them, then underline the keys words, decide what information they need to find in the text +Go back to the first questions and -Look at the pictures in the board - Work in pair and make questions and answers using suggestions BEFORE READING: Question and answer: Introduces some new words -admire (v) : ( explain ) -fish tank (n) : (picture ) -occupied (adj) : ( synonym) -listen and write down -listen to the teacher -listen to the teacher - write down new words -open their dictionary -listen to the teacher - write down meaning of new words -listen to the teacher WHILE READING: -Setting the scene: TASK1: The words and phrases below all appear in the passage Use a dictionary to get their meaning Then translate them into Vietnamese KEYS: -accomplished : well trained, skilled -accompanying : going with a singer -modest: humble -avid :eager -discarded : thrown away -indulge in : - keep me occupied: keep me busy TASK2 : Answer the questions: -Instruction: -Keys: His first hobby is playing his guitar No, he isn’t Because he’s an accomplished guitarist and he is good at accompanying people by his guitar 8ms 2ms locate the information for question by finding the keys words in the passage and mark the place +Read the part carefully to find the answer Ss can use their own words + Continue with the rest of the questions -Asks Ss to work in pair to the task -Asks some pairs to practise in front of the class -Calls on some Ss to write their answers on the board -Feedbacks and gives the correct answer AFTER READING: -Instruction: You are required to work in groups to talk about your hobbies -Asks Ss to work in group of to talk about their hobbies -Goes around the class to help the groups when necessary -Calls on some Ss to practise in front of the class -Gives feedback CONSOLIDATION - summarises the main points HOMEWORK: - Asks Ss to learn new words by heart ,write their hobbies about 200 words and prepare new lesson -work in pair to the task -practise in front of the class -listen to the teacher -listen to the teacher -work in group of to talk about hobbies -practise in front of the class -listen to the teacher -listen to the teacher His second hobby is keeping fishes He bought some from the shop and collected some from the rice field near his house His isn’t an avid stamp collector He collects them from discarded envelopes his relatives and friends give him Local stamps He keeps the less common ones inside a small album The common ones he usually gives away to others or if no one wants them he simply throws them away AFTER READING: -Instruction: You are required to work in groups to talk about your hobbies SEFT EVALUATION HOBBIES UNIT 13: Period: 80 - SPEAKING Date of planing:10/03/2015 Date of teaching:12/03/2015 Class: 11 I> AIMS AND OBJECTIVES 1>Language content:- Students learn to talk about a preferred hobby, about collections 2>Language function: By the end of the lesson, Sswill be able to talk about hobbies, favourite collections 3>Education aim: To educate Ss to talk about their hobbies II>LANGUAGE 1>Vocabulary:Words / phrases related to hobbies, favourite collections 2>Structures: Sentences used to talk about hobbies, collections (how to collect books, where to buy books, how to organize and classify books,…………) 3> Skills : integrated skills 4> Educational factor : To help students choose a suitable sport to play in their free time IV> TEACHER’S AND STUDENTS’ PREPARATION 1> Method : Communicative approach 2> Techniques : Game , multiple choice , asking and answering the question ,explanation and groupwork 3> Materials needed : Textbooks , references , extra boardand pictures of some famous athletes 4> Students’ preparation : The information relating to the Asian Games 5> Previous exercises : In 30words write about athletes you like best V> PROCEDURE IN CLASS: 1> Stabilization : : Time –needed :(2ms) a.Warm up : (Warmer about health, weather and their hobbies ) b.checking absence :+ Ask the monitor : Who is absent today? 2> Checking up the previous knowledge : Time –needed :(5ms) 3> The new lesson Steps/ Time location Lead-in 5’mn Teacher’s Activities Students’Activiti The content of the lesson es - Ask Ss to close their books Ticks pictures on the board and asks Ss : + What is he/ she doing in each picture ? E A : P1 Lan is swimming P2 Nam is fishing P3 Hoa is collecting stamps P4 Paul is playing computer games P5 John is climbing on the mountain P6 Mai is reading a book - Gives feedback Asks Ss :Give the verbs that go with BOOKS - Divides the class in two teams to take part in the game Gives the rule of the game + Teacher calls students from each group to stand in lines + Each student writes verbs that go with BOOKS then gives chalk to the person next to - Close the books - Look at the pictures , and answer the Qs Listen to T Answer T’s Qs Listen to T Unit 13 HOBBIES Part : SPEAKING To buy To get To throw To classify To keep BOOKS To organize To exchange To collect Prespeakin g 12’mn Whilespeakin g 13’ (mn) him / her + After minute which team getting more verbs will be the winner -Checks the result with the whole class and find the winner Asks Ss to work in group of quickly Corrects their mistakes To buy To get To throw To classify BOOKS To keep To organize To exchange To collect To protect - Goes around to ask Ss : + What activity you often in your free time ? + What activity you like best ? - Reports in front of the class hobbies of some Ss Activity : Task1 - Has Ss sit in pairs, talk about how they like or dislike about the activities listed in Task - Goes around to observe and help them if necessary - Calls a good S to stand up to make a conversation like this : Model: T:I like reading books best if I have free time because I find it interesting to read many various kinds of books, and I learn much knowledge from reading them, what about you ? S: I like … because… T: which one wouldn’t you like to ? S:… T; I don’t like climbing on the mountain because it is a dangerous sport, and not suitable for many people - Gets Ss to practise in pairs, goes around monitoring - Calls on some pairs to practise in front of class, and gives marks Activity : Task2 Lead-in : - Asks Ss : + Have you collected any shell + Have you collected any shells,stamps,dolls,and old , dolls, stamps ……? Aaaaaa coins……? + Is there anybody who has ever collected books ? What kinds of books did you To protect -Answer T’s Qs Listen to T Answer T’s Qs Listen to T -Answer T’s Qs Make a conversation like this : Model: T:I like reading books best if I have free time because I find it interesting to read many various kinds of books, and I learn much knowledge from reading them, what about you ? S: I like … because… T: which one wouldn’t you like to ? S:… T; I don’t like climbing on the mountain because it is a dangerous sport, and not suitable for many people Listen to T Answer T’s Qs Listen to T Qs -what is Lan’s hobby? +She likes collecting stamps How does lan collect her books? + She does it regularly Postspeakin g 13’mn collect ? Where did you often buy them ? Introduction : the dialogue.(huong and Lan are talking about their collection of books ,practice reading it, and try to know where they bought their books, how they organized their collection, how they classified them - Calls Ss to practise the conversation between Lan and Huong- Asks Ss to practise the dialogue in pairs Listens and corrects their mistakes (stress /sentence intonation.) - Puts Qs :+what is Lan’s hobby? +How does lan collect her books? +where did Lan buy her books? +How does Lan organize her books? + How does she protect her books? Asks for the answers Reminds some expressions Presents some expressions used to ask for hobbies + Could you tell me how you collect your books ? + I think I’ll continue to …… Goes around to observe Ss’practice , and help them if necessary - Corrects their stress, sentence intonation and mistakes Activity : Task3 Instruction : : I think that all of us sitting here have a hobby, or a favourite custom I myself like collecting stamps very much, who wants to know anything from my hobby? , now if you want to know something about my hobby , you can put questions for me - Asks Ss to put Qs about Teacher’s hobby (collecting stamps) E.g + Since when have you ever been collecting stapms ? + You much have a lot of stamps now, so could you tell me how you collect your stamps ? + Where you keep your stamps ? + ……… Calls on a good S to ask him/her’s Qs to make a conversation about collecting stamps like this : Model : T: What is your hobby, Lan? S:Well,I like collecting stamps.I have been collecting them for more than five years T: Wow! You must have a lot of stamps -Answer T’s Qs Listen to T’s instruction Make Qs about T’s hobby A good S practise asking and answering a conversation with Teacher Listen to T’s model Whenever she finds a book which is interesting she buys it immediately -where did Lan buy her books? +She buys some from the bookshop near her house and some others from second-hand book stalls Sometimes her friends , her mum and dad give her some -How does Lan organize her books? =she classifies them into different categories and put each category in one corner of her bookshelf with a name tag on it How does she protect her books -Maybe she puts them on the bookshelf… T:what is your hobby,lan? S:Well,I like collecting stamps.I have been collecting them for more than five years T: Wow! You must have a lot of stamps now Could you tell me how you collect your stamps? S:I get them from old envelopes and sometimes my relatives or my friends give me some.If I have money, I can go to the post office and buy some valuable ones T: Where you keep your stamps? S: In albums of course.I’ve had albums so far T:Do you put them all in one album or you put them in categories? Homew ork 2’mn now Could you tell me how you collect your stamps? S:I get them from old envelopes and sometimes my relatives or my friends give me some.If I have money, I can go to the post office and buy some valuable ones T: Where you keep your stamps? S: In albums of course.I’ve had albums so far T:Do you put them all in one album or you put them in categories? S:In categories of course I put local stamps in one and foreign stamps in another , then I classify them into categories like plants, birds, landscape… T: I see What you plan to next? S: I will attend stamp exhibitions to learn more from experienced collectors to make my collection more valuable T:I wish you every success I’d love to see your albums someday S: Sure, see you ! T: bye Ask Ss to practise the dialogue in pairs Goes around to observe Ss’practice , and help them if necessary(vocabulary, pronunciation…) Calls on some pairs to present in front of class , and gives them marks Practice the dialogue in pairs Listen to T - Assigns homework - Wwite down the homework in the notebooks Practise in pairs - Some pairs are called to present in front of class S:In categories of course I put local stamps in one and foreign stamps in another , then I classify them into categories like plants, birds, landscape… T: I see What you plan to next? S: I will attend stamp exhibitions to learn more from experienced collectors to make my collection more valuable T:I wish you every success I’d love to see your albums someday S: Sure, see you ! T: bye Practise speaking with your partner at home about your hobbies - Write a passage about 150 words , talking about a hobby - Prepare LISTENING SELF-EVALUATION HOBBIES UNIT 13: Period: 81 - LISTENING Date of planing:15/03/2015 Date of teaching:17/03/2015 Class: 11 I/AIMS AND OBJECTIVES: 1> Language content: -To provide Ss with some words relating to hobbies of their reading books -To help Ss listen for specific information about hobbies of their reading books 2> Language function: - Express their opinion about their reading books 3> Educational aim: -To help Ss aware of good hobbies of reading books in their life II>LANGUAGE 1> Vocabulary profit ,ignore 2> Structures : the simple present tense 3> Skills : Reading, speaking, writing , listening 4> Educational factor - To help Ss know advantages from reading books III/ TEACHER’S AND STUDENTS’ PREPARATION 1/ Method : Communicative approach 2/Techniques : discussion ,pair work, group work ,question and answer 3/Material needed : blackboard, chalk, textbooks, cassette tapes, and cassette 4/Students’ preparation : -Look at new words in the dictionary IV/PROCEDURES: 1/ Stabilization : checks theSs’attendence 2/ Checking up the previous knowledge : Time –needed :(5ms) 3/ Presentation of the new material TIM E 5ms TEACHER’S ACTIVITIES WARM UP: - Makes greeting Game: Noughts and crosses: STUDENTS’ ACTIVITIES -greeting -Play the game Enrich Broaden Information Provide Book Hobby Disease Knowledge Avoid BEFORE LISTENING: *DISCUSSION: -Asks Ss to work in pair to discuss about benefits of reading books -Calls on some students to talk their ideas in front of the class -Gives feedback THE CONTENT OF THE LESSON Unit 13 Cont HOBBIES Part : LISTENING WARM UP Game: Noughts and crosses: - work in pair to discuss about benefits of reading books - talk ideas in front of the class BEFORE LISTENING: *DISCUSSION: -Discuss about benefits of reading books * LISTEN AND REPEAT -Asks Ss to listen to the teacher and repeat - listen to the the words teacher and repeat Magazines , continually , otherwise , the words gigantic , profitable, available, bygone, ignorantly * LISTEN AND REPEAT Magazines , continually , otherwise , gigantic , profitable, available, bygone, ignorantly - 5ms 5ms 8ms WHILE LISTENING: -Setting the scene: You are going to listen to a passage about hobby TASK1:True and false statements Listen to the passage and decide whether the statements are true (T) or false (F) - Before Ss listen and the task, asks Ss what the strategies to the task are if Ss forget, may repeat the strategies: + First, read through the statements to understand them and underline key words + Listen to the tape and pay attention to the key words + Decide whether the statements are true or false based on what they can hear - asks Ss whether they can the task based on previous times of listening - If Ss can, T asks them to give the answers and write them on the board - plays the tape once for Ss to check their answers - asks Ss to work in pairs to compare their answers - checks Ss answers by calling on some Ss and asks them to explain their answers - If a lot of Ss have the same wrong answer, play that point of the tape for Ss to check the answer again - gives the correct answers: TASK2 : Gap-filling -Lets Ss read the passage carefully and have the guess of the missing words -Plays the tape and asks Ss to fill in the missing words -Notices Ss to catch the exact word(s) for each blank -Calls on some Ss to read completed the passage Ask for comments from other Ss -Pauses the tape when necessary -Feedback s and gives correct answers: WHILE LISTENING: -listen to the teacher TASK1:True and false statements -Listen to the teacher Keys -T , 2- F , 3- F , 4- F 5T , 6-T, 7-T , 8-T - give the answers and write them on the board - check the answers TASK2 : Gap-filling -listen to the teacher and correct the answers -Listen to the teacher -listen to the tape Keys 1-wonderful 2-disease 3-jungle 4-certainly 5-ignorantly -read completed the passage -listen to the teacher -work in group of AFTER LISTENING: DISCUSSION: 3ms AFTER LISTENING: DISCUSSION: -Asks Ss to work in group of to discuss about the disadvantages of over-reading -Goes around the class to help the groups when necessary -Calls on some Ss to practise in front of the class -Gives feedback CONSOLIDATION -Summarises the main points HOMEWORK: -Asks Ss to learn by heart all of the new words and the extra exercises as homework to discuss about the -discuss about the disadvantages of disadvantages of overover-reading reading - practise in front of the class - Take note -listen to the teacher -listen to the teacher SELF-EVALUATION HOBBIES UNIT 13: Period: 82 - WRITING Date of planing:16/03/2015 Date of teaching:18/03/2015 Class: 11 I/AIMS AND OBJECTIVES:: 1> Language content : + To help Ss say which they like to in their free time 2> Language function :+ Write about a collection , real or imaginary 3> Educational aim : + To help Ss know the important valuable of collections II>LANGUAGE: 1> Vocabulary : 2> Structure : - the simple tense - the simple past tense 3> Skill :Integrated skills 4> Educational factor :- to help Ss know things should in their free time III> TEACHER AND STUDENTS’ PREPARATION : 1>Method : Communicative Approach 2> Techniques :+ Question – answer , explanation , using charts 3> Materials needed : Textbook , picture 4> Students’ preparation :Read the lesson at home , prepare paper IV> PROCEDURE IN CLASS : 1> Stabilization : a Warm – up :- Check Ss attention b Checking absence :Who’s absent today? 2> Checking up previous knowledge :- Calls two Ss to go to the b/b + write down some new words + Asks some questions 3> Presentation of the new materials Time 5’ Teacher’s activities I Warm – up : * Networks - Asks Ss to work in groups and make a list words relating to hobbies ( the group with the longest list will be winner ) Students’ activities Content Unit 13 :HOBBIES Work groups Go to the b/b and write down their answers Period : Writing I Content * New words + Classify (v) : phân loại + Exchange ( v ) : đổi Hobbies * Suggested answers : + Swimming , fishing , reading books , playing computer games , watching TV , stamps – collecting , mountain – climbing , chatting with a * name of your collection ( collection of books , coins , stamps , clothes … ) * how you collect them ( buy them , ask 10’ 18’ 10’ friend on the phone , keeping fish II Pre – writing : Asks Ss to look at pictures on the b/b and makes some questions related to pictures (collecting stamps , collecting coins) * Picture : Teacher : What is his hobby Student : His hobby is collecting stamps * Picture : Teacher : What is her hobby ? Student : Her hobby is collecting coins - Explains two collections above - Asks Ss to read guidelines in the textbook * name of your collection ( collection of books , coins , stamps , clothes … ) * how you collect them ( buy them , ask someone to give them , exchange them …) * how you keep them ( in album , on shelves , in boxes , in a safe … ) * When you started your collect last year , a long time ago , … ) * how you classify them ( into categories , countries , ages , colors …) * why you collect them ( to relax , to kill time , to entertain oneself ) * your plan for the future ( continue to collect ) III While – writing : -Asks Ss to write about your collection , real , imaginary , following guidelines above -Asks Ss to work group -Divides the class in to six groups ( group of four or five ) Goes around to offer help -Calls the leader of each group to go to the b/b and write down -Calls some Ss to stand up and comment on writing IV Post – Writing - Corrects the mistakes * Gives key My hobby is collecting stamps I collect countries ’stamps by buying them Look at pictures and answer teacher’s questions Picture : +His hobby is collecting stamps Picture : + Her hobby is collecting coins Listen to the teacher Read the guidelines in the textbook -Work in group -Write their collection -Go to the b/b and write down Comment on writing - Listen to and correct someone to give them , exchange them …) * how you keep them ( in album , on shelves , in boxes , in a safe … ) * When you started your collect last year , a long time ago , … ) * how you classify them ( into categories , countries , ages , colors … ) * why you collect them ( to relax , to kill time , to entertain oneself ) * your plan for the future ( continue to collect ) * Connection words + once in a while , Sometime , however moreover … * Gives key My hobby is collecting stamps I collect countries ’stamps by buying them from post office and asking friends, relatives Once in a while, I exchange stamps with others I started my collection when I was at the age of 15 I classify them into different categories and put them in a big album I love 3’ 2’ from post office and asking friends, relatives Once in a while, I exchange stamps with others I started my collection when I was at the age of 15 I classify them into different categories and put them in a big album I love collecting stamps to broaden my knowledge moreover, I want to know more about custom and culture all over the world I hope I will collect more stamps in the future CONSOLIDATION -listen to the teacher -Summarises the main points HOMEWORK: -listen to the teacher -Asks Ss to learn by heart all of the new words and the extra exercises as homework collecting stamps to broaden my knowledge moreover, I want to know more about custom and culture all over the world I hope I will collect more stamps in the future Self – evaluation : HOBBIES UNIT 13: Period: 83 - LANGUAGE FOCUS Date of planing:17/03/2015 Date of teaching:19/03/2015 Class: 11 I/AIMS AND OBJECTIVES : 1> Language content : - To help Ss distinguish the sounds /pt/, /bd/, /ps/, /bz/ - To help Ss make sentences using structures containing infinitive with ‘to’ without ‘to ‘ effectively 2> Language function : To help Ss pronounce words correctly and know to use relative clauses effectively 3> Educational aim :To enable Ss to distinguish four sounds above and to learn how to use the structure “It was .who/that ” II>LANGUAGE : 1> Vocabulary : - no vocabulary 2> Structure : “It was who/that ” 3> Skill : Integrated skills 4>Educational factor :By the end of the leson, Ss will be able to pronounce the sounds /pt/, /bd/, /ps/, /bz/ correctly and use cleft sentences appropriately III>TEACHER AND STUDENTS’ PREPARATION 1> Method :Communicative approach 2> Techniques :explanation , Repetition , pair work , group work 3> Materials needed :Textbook , sub-board 4> Students’ preparation :Reading guiding books IV> PROCEDURE IN CLASS : 1> Stabilization : a Warm – up : - Has a short talk with Ss about weather , health b Checking absence : - Asks the monitor about absence 2> Checking up previous knowledge :- No checking 3> Presentation of the new materials A PRONUNCIATION: Warm – up : - Asks Ss to look at four pictures on the board and answer the questions “ what is it ?” -Calls some Ss to answer the question until they pronounce them exactly From their exactly pronunciation, introduces the sounds /pt/, /bd/, /ps/, /bz/ Pre- practice : - Demonstrates the sounds/ /pt/, /bd/, /ps/, /bz/ by pronouncing them clearly and slowly -Instructs the way to pronounce them ( using pictures ) -Reads the words in each column once pt/:stopped, jumped, stepped, trapped /bd/:robbed, stabbed, grabbed, bribed /ps/: stops , steps, maps, shops /bz/:robs, bribes, rubs,clubs Then reads the words once again one by one so that Ss can distinguish the differences between the sounds in the words after that reads the words and asks Ss to repeat them Controlled – practice : - Asks Ss to practice pronouncing the words in pairs ( one reads and one answers ) - Calls some Ss to read the words and corrects them Then asks Ss to read the sentences and find the sounds /pt/, /bd/, /ps/, /bz/ in groups - Calls some Ss to read them and shows the words containing the sounds /pt/, /bd/, /ps/, /bz/ -Corrects them Free – practice : - Asks Ss to find some more words containing the sounds/pt/, /bd/, /ps/, /bz/ in groups Calls some s to answer and corrects them if necessary B GRAMMAR : Exercise 1 Pre-practice: - Explain the way to write cleft sentences with subject focus - Give example Ex : Mr Bang went to Britain twice à It was Mr Bang who went to Britain twice Controlled-practice: - Ask ss to practise exercise - Asks sts to go to the board to write down their answers - Asks other sts to give their comments, - Gives feedback Subject focus: It was the boy who visited his uncle last month It was my mother who bought me It was Huong and Sandra who sang together at the party it was Nam’ father who got angry with him it was the boy who played football all day long it was the girl who received the letter from her friend yesterday it was his presence at the meeting that frightened the children Exercise Pre-practice: - Explain the way to write cleft sentences with object focus - Give example Ex: The boy hit the dog à It was the dog that the boy hit Controlled-practice: - Ask ss to practise exercise - Asks sts to go to the board to write down their answers - Asks other sts to give their comments, - Gives feedback Object focus: It is English that the man is learning It was the book that the woman gave him It was the postcard that she sent her friend it was the book that Hoa borrowed from Long it was his grandfather who the littel boy greeted in the strange language it was the policeman who the pedestrian asked a lot of questions it was the stranger who the do0g barked at Exercise Pre-practice: - Explain the way to write cleft sentences with adverbial focus - Give example Ex: Ho Chi Minh was born in Vietnam à It was in Vietnam that Ho Chi Minh was born Controlled-practice: - Ask ss to practise exercise - Asks sts to go to the board to write down their answers - Asks other sts to give their comments, - Gives feedback Adverbial focus: It was in the garden that the boy hit the dog It was for tea that she made some cakes It was for him that his father repaired the bicycle it was for him that his father repaired the bicycle it was on his birthday that she presented him a book it was in Britain that he met his wife it was from the shop that she bought the present Free-practice: -Asks sts to more exercises about cleft sentences -Calls on some sts to go to the board to these exercises - Gives comments and feedback CONSOLIDATION: -Asks sts to give the structure of the cleft sentences HOMEWORK: - Practise Pronunciation - Rewrite the cleft sentences above Self – Evaluation : …………………………………………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………… UNIT 14: RECREATION Period : 82 - READING Date of planning : 16/ 03/ 2010 Date of teaching : 18/ 03/ 2010 Class : 11 I AIMS & OBJECTIVES Language Content: To help students read and understand the text about recreations Language Function: To help students be updated with some kinds of recreations Educational Aims: Understand activities of english recreation in their freetime II LANGUAGE Vocabulary: snooker, undertake, sophiticated Structures: conjunctions Skills: Integrated skills.( especially reading skill ) Educational Factor: To help students know more about the role of recreations in real life III TEACHER AND STUDENTS’ PREPARATION Methods: Communicative Approach Techniques: Questions & Answers, Repetition, Explanation, Group & Pair – work Materials needed: Pictures, handout , textbook Students’ preparation: New words IV PROCEDURE IN CLASS 1.Stabilization :(2ms) Greeting Checking absence Checking up previous knowledge: No New Lesson: Time Teacher’ activitives Students’ activitives Content 5’ I WARMER: Question: “What you often in your free time?” -Listen to teacher UNIT 14: Listening to music -Answer the question RECREATION A.READING Leisure Activities Question: “What you often in your free time?” Answer: Listening to music Playing chess Question: “ What we these things for ?” To entertain activities of entertainments Watching films/ TV/sports Reading book Walking Cooking Leisure activities Gardening Playing sports Question: “ What we these things -Listen and answer the 7’ 16’ for ?” To entertain activities of entertainments II BEFORE YOU READ:  Activity 1: -Asks Ss to rearrange which phrases or words are entertainments and recreations into two column -Gives correct answers Answers: Entertainments Recreations - Listening to music -Cooking -Watching films / T.V -Gardening -Reading books -Playing chess / sports -Watching sports -Walking * Activity 2: Ask Ss to open their books -Ask Ss to look at the pictures and answer the question -Correct it 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 -Ask a question * Question: “ When they these kind of things ?” “ In oder to knowv more about Bristish leisure activities read the passage on page 155” III WHILE YOU READ:  Activity 1: -Read aloud or play cassette -Give correct answers weekends or during summer holidays Answers: 1/ making one’s stock market decision 2/ painting or drawing 3/ shoemaking 4/ glass engrawing 5/ “Living with more meaning”  Activity 2: -Ask Ss to look at the pictures on the board and match the right words to the right pictures -Asks Ss to work in group to the task question II BEFORE YOU READ -Do the exercise in pairs -Correct -open their book -look at the pictures and answer the question in pairs -Answer the question Read silently -Work in group -correct -Look at the pictures and as teacher ask Answers: Entertainments Recreations - Listening to music -Cooking -Watching films / T.V -Gardening -Reading books -Playing chess / sports -Watching sports -Walking 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 they these kind of things ?” -III WHILE YOU READ Answers: 1/ making one’s stock market decision 2/ painting or drawing 3/ shoemaking 4/ glass engrawing 5/ “Living with more meaning” Answers: Picture 1: Stock market Picture 2: Home impovement Picture 3: Bricklaying Picture 4: Glass engraving -Go around to help Ss if necessary -Give correct answers pictures: 6’ 4’ a.Stock market b.Bricklaying c.Home impovement d Glass engraving Answers: Picture 1: Stock market Picture 2: Home impovement Picture 3: Bricklaying Picture 4: Glass engraving  Activity 3: - Ask Ss to the task -Ask Ss to work individually to the task -Asks Ss to exchange their answers with other Ss -Asks for their answers and tells them to explain their choices -Give correct answers * Activity 4: -Asks Ss to read the following sentences with the missing information Complete the following sentences with the missing information: 1/ Bristish people often spend _ a week watching television 2/ , and are some sports undertaken by Bistish men 3/ Bristish people like watching _ and in winter and _ in summer 4/People get practical skills from courses like or 5/ In oder to take these coures learners must pay IV>AFTER YOU READ: Asks Ss to discuss in pair -Go around to help Ss when necessary -Give the correct answers Work in pairs Discuss the questions: Which of the Bristish leisure activities mentioned in the passage are also popular in Vietnam?Which are not? -V HOMEWORK: -Asks Ss to write a short paragraph in about The Bristish leisure activities -Work in group -Show the answers -Correct -Do the task -Work individually -Exchange their answers -Show the answers and explain them -Correct -Read the following sentences with the missing information -Correct Task 1: The words and phrases in italics in the following sentences all appear in the passage.Circle 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 Answers: 1/ 25 hours 2/ snooker , pool and dart 3/ football and rughy / crichet and athletics 4/ shoemaking or glass engraving 5/ high fees Discuss in pairs -Report in front of class -Do as teacher ask -AFTER YOU READ Work in pairs Discuss the questions: Which of the Bristish leisure activities mentioned in the passage are also popular in Vietnam?Which are not? V HOMEWORK: -Asks Ss to write a short paragraph in about The - Asks sts to the tasks again and prepare the next period Bristish leisure activities - Asks sts to the tasks again and prepare the next period Self - evaluation: ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ……………………………………………………………………………………………………… UNIT 14: RECREATION Period : 83 - SPEAKING Date of planning : 20/ 03/ 2010 Date of teaching : 22/ 03/ 2010 Class : 11 I AIMS AND OBJECTIVES: * Language Content: Learn to make requests on how to * Language Function: By the end of the lesson, Ss will be able to make requests and talk about agreement and disagrement * Educational Aims: Helps students express agreement and disagrement II LANGUAGE: Vocabulary:Words about post recreation Structures: cleft sentences in passive 3.Skills: Speaking 4.Education factors: Helps students to show their opinions III TEACHER AND STUDENTS’ PREPARATION Method: The communicative approach Techniques:Matching, Q&A Materials needed:Textbook, teacher’ book Teaching aids: printer,photocopy,telephone, computer, fax machine (pictures) Students’ preparation: Words about recreation) IV PROCEDURE IN CLASS 1.Stabilization :(2ms) Greeting Checking absence Checking up previous knowledge:(5ms) - Asks Ss to write down some new words and answer the questions in reading (10 points) New Lesson: Time Teacher’ activitives Students’ activitives Content 5’ I warm up UNIT 14: -Asks Ss to play the game RECREATION *Game: slap the board B.SPEAKING -Practice -Clap hands *Game: slap the board -7’ II Pre_ speaking: -Asks Ss to put the letter (A) or (D) - - -Work individually -Speak out Task 1: Put (A) beside an expression of and (d) beside Pre_ speaking 18’ -Calls Ss to give their ideas -Checks - -Listen - III While – speaking Task 2: Asks Ss to read and practise the conversation -calls Ss to speak out -Checks pronunciation Task 3: -Asks Ss to make their own conversation based on Task 1+2 helps if Ss need -Call Ss to speak out -Get marks IV Post – speaking 8’ 3’ Task 4: Report your discussion to the class ( p 158) -Asks Ss to discuss the topic -Asks Ss to report their discussion to the class Topic: Do the members of your group agree to go camping at last ? Why? Or why not? While – speaking -Practise in groups -Practise orally -Listen & repeat -Work in groups Task 2: Read and practise the conversation (p 157) Task 3: Express agreement or disagreement, using the reasons below ( p.158 ) -Speak out -Discuss in groups -Practice -read aloud -Listen - V Homework -Asks Ss about the homework -Go over the lesson -Prepare the listening lesson an expression of disagreement (p.157) Post – speaking Topic: Do the members of your group agree to go camping at last ? Why? Or why not? - -Listen Self - evaluation: ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ……………………………………………………………………………………………………… UNIT 14: RECREATION Period : 84 - LISTENING Date of planning : 22/ 03/ 2010 Date of teaching : 24/ 03/ 2010 Class : 11 I AIMS & OBJECTIVES Language Content: To help students listen to a short news edition Language Function: Listen to the tape and some exercises Educational Aims: To enable students to know the development of telephones II LANGUAGE Vocabulary: commune, rural network, growth, capacity, digit subscriber Structures: cadinal and ordinal number Skills: Integrated skills.( especially listening skill ) Educational Factor: To help students know more about the the development of telephones III TEACHER AND STUDENTS’ PREPARATION Methods: Communicative Approach Techniques: Explanation, Group & Pair – work, Odering , Gap filling Materials needed: Pictures, handout , textbook , cassette Students’ preparation: Pictures , new lesson IV PROCEDURE IN CLASS 1.Stabilization : Greeting Checking absence Checking up previous knowledge: (5’) - Asks Ss to make a dialogue for the situation (10 points) Your best friend’s birthday is on 16 th May You want to use the Flower Telegram Service provided by the post office to send her a greetings card and a bunch of red roses on her birthday New Lesson: Time Teacher’ activitives Students’ activitives Content UNIT 14: RECREATION Period : 85 - WRITING Date of planning : 23/ 03/ 2010 Date of teaching : 25/ 03/ 2010 Class : 11 I AIMS AND OBJECTIVES: Language Content: To help students learn to write the passage about a camping holiday Language Function:By the end of the lesson, students will be able to write about a camping holiday using the cues provided Educational Aims: - Students may not have sufficient vocabulary to write about the topic, so T should be ready to assist them II LANGUAGE: Vocabulary: words related to describe the activities of a camping holiday Grammar: Simple past tense Skill: writing Educational factor:-To enable sts love more the life III TEACHER AND STUDENTS’ PREPARATION Method: Communicative Approach Techniques: pairwork, groupwork, explanation Material needed : textbook, sub-board, handout Students’ preparation: Pictures , new lesson IV PROCEDURE IN CLASS: 1.Stabilization: - Greeting - Checking absence Checking up previous knowledge: V PRESENTATION OF THE NEW MATERIAL: Time Teacher’ activitives Students’ activitives 5’ I Warm-up: Answer: - Ask the students some questions: What did you last weekend? Did you camping last weekend? - Introduces pictures in the text book  go camping and has the students guess what they are about 8’’ - - II Pre-writing: Task 1: Give question to make the students name each picture “what are they doing?” + Write down what the students have just spoken If they can’t speak all, guide them match the rest pictures with the rest activities in textbook + Ask the students to guess the order of these activities and the time the activities happen - Guide them to use some adverbs: Content UNIT 14: RECREATION D.WRITING What did you last weekend? Did you camping last weekend? Pre-writing - Individual work 1.g 2.a 4.c 5.f 6.d 8.i 9.e Answer: 3.b 1.g 4.c 7.h 5.f 8.i 9.e 2.a 3.b 6.d 7.h - Guide them to use some adverbs: firstly, secondly, third, … simple past tense firstly, secondly, third, … simple past tense 15’ III While writing - Ask the student to work in groups to write a passage basing on activities and suggestions above - Has them exchange to correct - Choose one passage to correct in front of the class - Correct - 6’ 3’ IV Post writing: -Group work a the bus left the school at 5a.m b Put up the umbrella tent -Pair work Look at the board - Retell the activities in the passage in -Individual work front of the class - a the bus left the school at 5a.m b Put up the umbrella tent c Some girls watched wildlife in the forest d Some boys swam in a lake e Some boys went fishing f Cooked food over an open fire g Sang and danced around the camp fire h Played some games i Left the campsite at p.m the next day V Home work: Write the passage about an activities which you did last weekend (went to the cinema, went shopping, …) - Write at home Self - evaluation: ………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… UNIT 14: RECREATION Period : 86 – LANGUAGE FOCUS Date of planning : 26/ 03/ 2010 Date of teaching : 29/ 03/ 2010 Class : 11 I.AIMS AND OBJECTIVES: Language Content: +To help Ss distinguish the sounds /ts/, /dz/, /tst/, /dzd/ +sts use conjunctions: both… and, not only … but also, either… or, neither… nor exactly Language Function: - By the end of the lesson, Ss will be able to pronounce the words and the sentences containing these words correctly and use conjunctions Educational Aims: - To make Ss aware of the importance of using grammar and pronunciation exactly II LANGUAGE: Vocabulary: review some words Grammar: conjunctions nad cleft sentences in passive Skill: intergrated skills Educational factor: III TEACHER AND STUDENTS’ PREPARATION Method: Communicative Approach Techniques: pairwork, groupwork, explanation, ask – answer Material needed: textbook, sub-board, handout Students’ preparation: Pictures , new lesson VI PROCEDURE IN CLASS: 1.Stabilization: - Greeting Checking absence Checking up previous knowledge: Calls students and asks them to write their writings done at home on the board Corrects mistakes and gives marks V.PRESENTATION OF THE NEW MATERIAL: Time Teacher’ activitives Students’ activitives Content 6’ I.Warm-up activities: UNIT 14: _ giving sts handout -closing their books RECREATION -doing the exercise Handout: Pick out a different Period : LANGUAGE individually word in each group of words FOCUS 1.a sweets b needs c weets d -answering orally Handout: Pick out a different seats word in each group of words 2.a lends b sends c friends d 1.a sweets b needs c weets rents d seats 3.a.watched b.wished c finished 2.a lends b sends c friends d.washed d rents 4.a.invented b.arranged 3.a.watched b.wished c c.protected d.provided finished d.washed -answering:/dz/, /ts/, -calling some to answer 4.a.invented b.arranged -asking sts to give the sounds they /tst/, /dzd/ c.protected d.provided are going to learn Key: b.needs 2.d.rents 3.a.watched 4.b.arranged -II Pronunciation 8’’ II Pronunciation: Listen and repeat: -repeating -asking sts to repeat those -/ts/ -/dz/ -/tst/ sounds 15’ -allowing sts to open their books to listen and repeat after teacher Practise reading aloud: -asking sts to practise the exercise individually -calling some to read aloud in front of class -correcting errors -III.Grammar 1: the conjunctions: both…and, not only… but also, either…or, neither…nor -introducing sts these examples in order to lead them to the lesson Examples: A/ BOTH…AND:( cả…lẫn, vừa… vừa) 1.She was late So was Ann Both she and Ann were late 2.They were tired They were hungry They were both tired and hungry Note: Both S1 + S2 + plural verb B/NEITHER…NOR: không…cũng không 1.She didn’t write and didn’t phone She neither wrote nor phone 2.They weren’t at home She wasn’t at home Neither they nor she was at home Note:Neither S1 + nor + S2 +V(V theo S2) C/EITHER…OR:hoặc…hoặc(đề cập đến nhiều khả có thể) 1.You can either come with meor walk home 2.Either you leave this house or I will call the police 3.Either they or he stays at home Note: Either S1 +or + S2 + V(V theo S2) D/NOT ONLY…BUT ALSO(không những…mà còn) She not only síng beautifully, but also dances divinely -listening and repeating -practising the exercise -doing the exercise -/dzd/ sits reads bridged eats friends raged meets kids managed marched watched reached III.Grammar 1: the conjunctions: both…and, not only… but also, either…or, neither…nor -listening and taking Examples: notes A/ BOTH…AND:( cả…lẫn, vừa…vừa) 1.She was late So was Ann Both she and Ann were late 2.They were tired They were hungry They were both tired and hungry Note: Both S1 + S2 + plural verb B/NEITHER…NOR: không… không 1.She didn’t write and didn’t phone She neither wrote nor phone 2.They weren’t at home She wasn’t at home Neither they nor she was at home Note:Neither S1 + nor + S2 +V(V theo S2) C/EITHER…OR:hoặc… hoặc(đề cập đến nhiều khả có thể) 1.You can either come with meor walk home 2.Either you leave this house or I will call the police 3.Either they or he stays at home Note: Either S1 +or + S2 + V(V theo S2) D/NOT ONLY…BUT ALSO(không những…mà còn) She not only síng beautifully, but also dances divinely -working in groups Key: -asking sts to the exercise in groups -doing the exercise -moving around and giving help -calling some sts to the exercise -taking notes orally and on board -correcting 15’ 5’ 3’ IV.Grammar 2: Cleft sentences in the passive -giving these examples to lead sts to the lesson -acting as grammar Examples: 1.The boy hit the dog in the garden It was the dog that was hit in the garden 2.Lan is helping her mother prepare dinner It is her mother who is being helped prepare dinner -calling some sts to the exercise orally and on board -correcting Note: was that(vật) It  + S + + be + V3/ed Is who(người) -V.Consolidation: -checking sts’ knowledge of the lesson -Pronunciation: /dz/, /ts/, /tst/, /dzd/ -conjunctions: both…and, either… or, neither…nor, not only…but also -cleft sentences in the passive -VI.Homework: -asking sts to review unit 14 and to prepare “test yourself E” 1.Both Jim and Carol are on holiday 2.George neither smokes nor drinks 3.Neither Jim nor Carol has a car 4.The film was both long and boring -listening and taking 5.That man’s name is either notes Richard or Robert 6.I’ve got neither time nor money to go on holiday 7.We can leave either today or tomorrow 8.Helen lost both her passport and her wallet at the airport 9….they are both clean and easy -doing as grammar to park 10… I either go to the cinema or stay home… IV.Grammar 2: Cleft sentences in the passive Key: 1.It was Christina who was given a lot of flowers by fans 2.It was the policeman who was asked for direction to the post office - 3.It was his house that was talked a lot about -checking knowledge 4.It was a bicycle that was orally bought for him as his birthday 5.It was his home town that was -reviewing unit 14 at descibed in his novel home 6.It was the children who was frightened 7.It was her glasses that was broken - 8.It was my younger sister who was kissed at the party by the Prince 9.It was this story book that was given to me as a birthday present by my farther 10 It is Tet that is celebrated as the greatest occasion in a year by the Vietnamese people Self - evaluation: ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………