Giáo án Tiếng Anh Lớp 11 - Unit 14: Recreation - Nguyễn Văn Tạo

Date: March 16th, 2010
Period 82
Unit 14	 RECREATION
Lesson 	 	 READING
I. Objectives: By the end of this lesson, students will be able to:
scan for specific ideas
express their feelings about friendship. 
II. Language Focus:
Grammar: 
New words: guitarist, glass fish tank, admire, throw away . . . .
III. Teaching Aids: cassette player, textbook . . . .
IV. Procedures:	
Stages/
Time
Teacher’s Activities
Students’ Activities
Warm – up
(7 minutes)
Guessing the pictures 
-T divides the class into two groups.
-T hangs a picture hidden by six pieces of paper. The pieces are numbered from 1 to 6. Each picture corresponds to a question. 
-T asks each group to tak turns to choose the number. If they give correct answer, they get one mark, and that piece of picture will be uncovered. 
1
2
3
4
5
4
* Expected questions and answers:
1. Something that you and your family do together after dinner?
 (watching TV)
2. Something you do to keep fit. (playing sports)
3. Something you do a lot at a library. (reading books)
4. Something most women like doing at weekends. (shopping)
5. Something you are eager to dp after summer holidays 
 (meeting friends)
6. Something that only people and birds can do. (singing) 
Lead – in 
-T can ask Ss some questions to lead in the new lesson:
1. Do you often watch TV in your free time? How much time / How often? 
2. Have a look at the activities from 1 to 6 and tell me which activities most British people often do in their free time? 
¦ In today’s lesson, you are going to read something about recreation in Britain. 
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Ss1 Ss
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Pre –
reading
(8 minutes)
Vocabulary Pre-teach
-T elicits or explains some new words before reading.
+ pastime (n) : (explanation)
+ household (n): (translation)
+ course (n)
+ apart from: except
-T asks Ss to work in pairs to guess which of the following leisure activities in the textbooks British people often do in their spare time. 
T 1 Ss
S 1 S
While – reading
(10 minutes)
Task 1 – Multiple Choice 
-T asks Ss to read the passage quickly and then do Task 1 in pairs.
-T lets Ss compere their answers with other pairs.
-T calls on some Ss to go to the board and copy their answers on the table (prepared by teacher beforehand) 
-T gives feedback and correct answers. 
* Expected answer:
1. A; 2 – B; 3 – B; 4 – A; 5 – B; 6 – A
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S 1 S
Ss 1 Ss
T 1 Ss
(10 minutes)
Task 2 – Questions and Answers 
-T asks Ss to read the passage again silently and answer their questions.
-T asks Ss to compare their answers with a partner.
-T calls on some Ss to read their answers.
-T has Ss work in pairs, aking and answering the questions.
-T goes around the class and provides help if necessary.
-T calls on some representatives of groups to act out the activity in front of the class.
-T comments and gives the suggested answers. 
* Expected answer:
1. Because without them people will become dull / bored.
2. Football and rugby in winter, and critket and athletics in
 summer.
3. Walking and swimming.
4. Because this is a new kind of entertainment which gives them
 pleasure. 
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Ss 1 Ss
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Post – reading
(8 minutes)
Group discussion
-T asks Ss to work in groups of four to discuss one of the following topics.
1. Should students play computer games to relax?
2. The bad effects of watching TV.
3. Among the most common leisure activities in Britain, which do
 you like best. Give specific reson to support your choice. 
-T moves around the class and help Ss if necessary. 
-T calls on some Ss to present their ideas in front of the class.
-T gives feedback. 
S 1 S
T 1 Ss
Homework
(2 minutes)
-T asks Ss to write about the activities they often enjoy at leisure time. 
-T asks Ss to learn all of the new words by heart and prepare SPEAKING for the next period. 
T 1 Ss
Date: March 17th, 2010
Period 83
Unit 14(cont.) RECREATION 
Lesson 	 SPEAKING
I. Objectives: By the end of this lesson, students will be able to:
Expressing agreements and disagreements about entertainment activities and stating the reasons. 
II. Language Focus:
Grammar: 
New words: tent, equipment, scenery, effective . . . 
III. Teaching Aids: textbooks, pictures, handouts . . . .
IV. Procedures:
Stages/ Time
Teacher’s Activities
Students’ Activities
Warm – up
(7minutes)
Games: Nodding and shaking chairs
-T divides the class into two big groups. 
-T asks each group to select a representative. 
-T prepares the following phrases/sentences beforehand:
 1. Yes. Let’s do that.
 2. I quite agree with you.
 3. I don’t think so.
 4. I respect your opinion, but . . .
 5. For sure
 6. I don’t see it that way.
 7. You could be right, but don’t you think that . . .?
 8. You are exactly right. 
-T puts two chairs in front of the class. One is the nodding chair, the other is the shaking one. T will say some phrases or sentences. If the phrase / sentence expresses agreement, one member of each group tries to run towards the nodding chair and sit on it. If T says something expressing disagreement, one member of each group tries to run towards and sit on the shaking chair. If the member does it properly, he will score one mark for his group. The group with more marks wins the games. 
-T checks Ss’ understand the instructions.
-T goes round and control Ss to play the game. 
-T declares the winner of the game. 
-T leads in the new lesson. 
T 1 Ss
T
T 1 Ss
Pre – speaking
(7 minutes)
Vocabulary
-T elicits some new words from Ss: 
 + tent(n) (explanation)
 +equipment (n) (explanation)
 + scenery (n) (translation)
 + effective (a) (example) 
+ pen-friend (n)
+ classify (v)
+ landscape (n) 
-T helps Ss understand the new words and practise their pronunciations. 
T 1 Ss
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T 1 Ss
While – speaking
(19 minutes)
Role play 
-T asks Ss to work in groups of four to act out the conversation, using the suggestions in Task 3 as help: 
* Reasons for agreeing:
1. can enjoy spectacular scenery.
2. can have lots of outdoor activities. 
3. can get close to nature.
4. can become active
* Reasons for diaagreeing:
1. have to bring lots of heavy equipment and supplies.
2. habe to eat bread for two days.
3. have to hire a coach, which is rather expensive.
4. have to sleep in a tent, the weather might be bad.
-T moves around to control and give help if necessary.
-T gives feedback.
T1 Ss
Ss 1 Ss
Post – speaking
(10 minutes)
Questions and answers 
-T asks Ss to work in pairs to disucss one of the following questions. In their discussion, one student has to express his/her agreement on the opinion mentioned in the question, the other expresses his/her disagreement. By the end of the conversation, they have to withdraw a conclusion. 
 1. What do you think about the TV program “Viet Idol”?
 2. Some people prefer buying second-hand clothes because they suit everyone’s pocket and do not look worse than brand-new ones. What do you think?
 3. Some people support the idea of wearing uniform at school, others do not. What is your opinion?
-T encourages Ss to talk and offers help if necessary.
-T listens to Ss and collects their mistakes for indirect correction. 
-T gives feedback. 
T 1 Ss
S 1 S
T 1 Ss
Homework
(2 minutes)
-T asks Ss to learn all of the new words in the lesson. 
-T has Ss prepare LISTENING for the next period. 
T 1 Ss
Date: March 20th, 2010
Period 84
Unit 14(cont.) RECREATION
Lesson 	 LISTENING
I. Objectives: By the end of this lesson, students will be able to:
listen for specific and general ideas about collections. 
II. Language Focus:
Grammar: revision
New words: to come live, freestyle, gymnasium, gymnast, bar, to land . . . .
III. Teaching Aids: cassette player, textbook, board . . . 	
IV. Procedures:	
Stages/Time
Teacher’s Activities
Students’ Activities
Warm – up
(5minutes)
Game – Let’s decode 
-T asks Ss: Do you know the order of the letters in the alphabet?
(Expected answers: Yes)
-T says: Well, supposing that we have 26 numbers, from 1 to 26 and each letter from A to Z is relevant to each number from 1 to 26. For example, 2.5.5 is relevant to “bee”.
-T divides the class into two big groups, asking them to find what words these numbers are “8.15.12.9.4.1.23”. The first group to find out the correct answer wins the game. 
Key: HOLIDAY
-T can ask Ss some questions to lead in the new lesson. 
 1. Where do you often spend your holiday?
 2. Who do you usually go on holiday with? 
 3. How do you like your holiday? 
-T asks Ss to listen to someone talking about his/her holiday today
T 1 Ss
Ss 1 Ss
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Pre –listening
(8 minutes)
-T asks Ss to look at the picture 1 and 2 and answer the questions:
 1. Who are they?
 2. Where are they?
 3. What are they doing? 
* Expected answers:
 1. They are students/ tourists / visitors.
 2. They are in the countryside / in a town.
 3. They are going camping / oing for a picnic / going sightseeing.
Pre-teaching vocabulary
-T elicits some new words from Ss before letting them listen to the recording. 
+ desert (n)
+ solitude (n)
+ waterfall (n)
+ depressed (a) 
-T helps Ss to understand the meaning of the above words.
-T lets the whole class pronoun these new words. 
T 1 Ss
T 1 Ss
While-listening
(12 minutes)
Task 1 – True / False Statements 
-T asks Ss to work individually and listen to the text.
-T plays the tape more than once if necessary.
-T asks Ss to compare the answers with their partners.
-T invites some Ss to explain their answers in front of the class. 
-T goes over the answers with the whole class. 
-T gives feedback and correct answers 
* Expected answers: 
1. T
2. T
3. F
4. T
5. F
6. T
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S 1 S
T 1 Ss
(12 minutes)
Task 2 – Questions and Answers 
-T asks Ss to work individually to listen to the tape again.
-T plays the tape again and asks Ss to do Task 2.
-T plays the tape several times if necessary. 
-T lets Ss discuss the answers with a partner. 
-T comments and gives correct answers.
* Expected answers:
1. Riding their dirt bike in the desert, taking showers in waterfalls and swimming in lakes and rivers.
2. In sleeping bags or tents.
3. Because more and more people are coming to these places and leace trash in the forests and take rocks and plant with them. 
4. He thinks nature is also important in the world.
5. In cities.
6. Because she can’t put up an umbrella tent in the wind or make a fire in the rain or carry a heavy backpack. 
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Post- listening
(6 minutes)
Speaking 
-T asks Ss to work in pairs to discuss and list three of the advantages of a camping holiday. 
-T goes around the class and helps Ss with their speaking. 
-T has some Ss present their ideas in front of the class. 
-T asks for comments from other Ss. 
-T gives out his remarks on Ss’s presentation. 
* Suggested ideas:
+ you can get close to nature and enjoy it.
+ your friendship can be better.
+ you can learn lots of things from real life / nature. 
T 1 Ss
Ss 1 Ss
S
T 1 Ss
Homework
(2 minutes)
-T asks Ss to write a short paragraph about the advantages of a camping holiday. 
-T asks Ss to prepare WRITING for the next period. 
 T 1 Ss
Date: March 22nd, 2010
Period 85
Unit 14(cont.) RECREATION
Lesson 	 WRITING
I. Objectives: By the end of this lesson, students will be able to:
write about a camping holiday. 
II. Language Focus:
Grammar: revision 
New words: forest, camp-fire, umbrella tent, be up early . . . 
III. Teaching Aids: an extra board, textbook, poster and handouts . . . 
IV. Procedures:	
Stages/Time
Teacher’s Activities
Students’ Activities
Warm-up
(5 minutes)
-T uses some pictures of camping holidays to ask Ss some questions related to the pictures:
 1. What activity do you see in the pictures?
 2. How often do you take part in this activity?
 3. When did you last do it? 
-T asks Ss to work in groups to discuss the questions. 
-T goes aound the class and observes the activity. 
* Expected answers:
 1. It’s a camping day.
 2. Sometimes. . . 
 3. Last Year / Two years ago. . . 
Lead – in: Today we practise writing about a camping holiday.
T 1 Ss
Ss 1 Ss
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Pre-writing
(10 minutes)
Pre-teaching vocabulary
-T elicits and pre-teaches some new languages from Ss.
+ forest (n) (picture)
+ camp-fire (n): something you buid up at night near the camp, and you often sing and dance around it.
+ umbrella tent (n)
+ be up early (translation)
Checking
-T asks Ss to work in pairs to complete the following sentences with the words that they have just learnt. 
a. We can see a lot of old trees and animals in the 
b. This morning Bob was early because he had to
 prepare his new lessons.
c. The boys have just put up a(n)  in their campsite.
d. They danced and sang around the  all night.
* Expected answers:
a. forest b. up c. umbrella tent d. camp-fire
-T asks Ss to work in pairs again to match the events (from 1 to 9) with the appropriate pictures.
-T calls on some Ss to write their results on the board. 
-T gives his remarks and correct answers.
Expected answers:
1 – G; 2 – A; 3 – B; 4 – C; 5 – F; 6 – D; 7 – H; 8 – I; 9 – E
T1 Ss
S1 S
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T1 Ss
While-writing
(18 minutes)
Writing 
-T asks Ss to look at all pictures in their order and write a story about camping holiday. 
-T sets the limited time 
-T goes around the class and offers help. 
-T calls on two Ss to go to the board to write down their work. Together with other Ss, T finds down mistakes and corrects them. 
-T gives feedback, pointing out some common mistakes made by Ss when doing this writing task. 
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Post- writing
(10 minutes)
Discussion 
-T sets the situation: Imagine that you have just been back from a camping holiday and your friends will ask you any things about the trip. 
-T asks Ss to work in groups of four to act out this conversation. 
-T asks Ss to use the useful languages they have studied in the lesson. 
-T moves around the class and gives help to Ss.
-T calls on some Ss to present their ideas in front of the class. 
-T collects remarks from other Ss.
-T gives feedback. 
Ss 1 Ss
S 1 Ss
T 1 Ss 
Homework
(2 minutes)
-T asks Ss to write a short paragraph to answer the question: “Why do students like camping holiday?” 
-T asks students to prepare Language Focus for next period. 
T 1 Ss
Date: March 24th, 2010
Period 86
Unit 14(cont.) RECREATION 
Lesson 	 LANGUAGE FOCUS
I. Objectives: By the end of this lesson, students will be able to:
practise pronunciation and distinguish the sounds /ts/, /dz/, /t∫t/ and /dʒd/.
know how to use the conjunctions both . . . and, not only . . . but also, either . . . or, neither . . . nor . . 
know how to use cleft sentences in the passive. 
II. Language Focus:
Grammar: as above
New words: 
III. Teaching Aids: textbooks, handouts, pictures . . . 	
IV. Procedures:	
Stages/Time
Teacher’s Activities
Students’ Activities
Warm-up
(5minutes)
Riddles
-T hangs a flipchart of some sentences on the board and asks Ss to do them. 
 1. What is a word which means child. It also means a young animal. (¦ kid)
2. Can you fill in this sentence? – I can . . . . like a horse (¦ eat)
3. What’s is the end of the word? (¦ D)
4. What will happen if you drop a red hat to the Black See? (¦ It will get wet)
Lead – in:
-T writes the words kid and eat on the board and asks Ss to look at them.
-T puts “s” after the two words and asks Ss whether they have the same ending sounds? (¦ No)
-T writes the following words on the board and asks Ss to pronoun them, and then leads in the new lesson. 
eats / kids / marched / bridged
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Pro-nunciation
(7 minutes)
Activity 1 – Listen and repeat
-T demonstrates the sounds /ts/, /dz/, /t∫t/ and /dʒd/ by pronouncing them exactly and clearly.
-T instructs the ways to pronounce the sounds. 
-T asks Ss to pronounce the sounds several times.
-T makes sure that Ss are aware of the difference between the sounds. 
Activity 2 – Practise these sentences
-T plays the tape and asks them to repeat. 
-T calls on some Ss to repeat the sounds clearly and slowly.
-T asks Ss to work in pairs and practise the sentences.
-T introduces peer correction.
-T goes around the class and provides help if necessary. 
T 1 Ss
T 1 Ss
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Ss 1 Ss
Grammar
(15 minutes)
-T show a pictures of two boys, Nam and Huy, going to school.
-T elicits the structures by asking Ss some questions:
 + Are they boys or girls? (¦ boys) 
 + What do they do? (¦ They are student)
-T remarks
¦ Nam is a student, and Huy is also a student. 
-T writes the sentence on the board.
¦ Both Nam and Huy are students 
-T elicits and writes this form
[Both + N1 (adj . . .) + and + N2 (adj . . .)]
-T asks Ss to look at Nam and Huy again and gives out another question:
 + Are they doctors? (¦ No)
-T writes 
¦ Neither Nam nor Huy is a doctor. 
[Neither + N1 (adj . . .) + nor + N2 (adj . . .)]
¦ Either Nam or Huy is 16 years old.
[Either + N1 (adj . . .) + or + N2 (adj . . .)]
-T asks Ss to open their books to page 161/162.
-T asks Ss to work in pairs to combine the sentences, using both . . . and . . ., neither . . . nor . . ., either . . . or . . . 
* Expected answers: 
1. Both Jim are Carol are on holiday.
2. George neither smokes nor drinks.
3. Neither Jim nor Carol has got a car.
4. The film was both long and boring. 
(To be continued) 
T 1 Ss
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T 1 Ss
T 1 Ss
(14 minutes)
* Cleft sentences in the passive 
-T revives the previous lesson about the cleft sentences, explaining that this time the passive voice is used. 
[It + be + noun / pronoun + who / that + be + past participle]
 subject
Examples:
 + It was the cat that was seen by the girl.
 + It was in the garden that the cat was seen. 
-T asks Ss to do exercise 2 individually, paying attention to the subject of the sentence. 
-T asks Ss to compare the answers with their partners.
-T calls on some Ss to read aloud the sentences.
-T gives feedback and correct answers.
* Expected answers:
1. It was Christian who was given a lot of flowers by Fans.
2. It was the policeman who was asked for direction to the P.O.
3. It was his house that was talked a lot about.
4. It was a bicycle that was bought for him for his birthday. 
(To be continued ¦ see the textbooks) 
T 1 Ss
S
T 1 Ss
S 1 S
Homework
(4 minutes)
- T asks Ss to some exercises at home (handouts)
Correct any mistakes in the following sentences
1. It was in the house where he was born 17 years ago.
2. Neither Peter or his younger brother has finished the assignment.
3. It were her pair of shoes that were stolen last night.
4. Both Minh and his classmates were is going on a camping trip this weekend. 
* Suggested answers:
1. where ¦ that 2. or ¦ nor
 3. were ¦ was 4. is ¦ are
- T asks Ss to prepare UNIT 15
T 1 Ss