Giáo án Tiếng Anh Lớp 11 - Unit 15: Space Conquest - Nguyễn Văn Tạo

Date: April 4th, 2010
Period 90
Unit 15	 SPACE CONQUEST
Lesson 	 	 READING
I. Objectives: By the end of this lesson, students will be able to:
scan for specific ideas
understand about space conquest. 
II. Language Focus:
Grammar: 
New words: gravity, cosmonaut, last, name after . . . 
III. Teaching Aids: cassette player, textbook . . . .
IV. Procedures:	
Stages/
Time
Teacher’s Activities
Students’ Activities
Warm – up
(7 minutes)
-T asks Ss to look at the pictures in the textbook and answer the following questions:
 1. What do you see in picture 1 & 2?
 2. What do you call a person who flies a plane / a spaceship?
 3. Between them which job do you prefer? Give reasons for your 
 answer.
-T requires Ss to work in pairs and present their ideas in front of the class. 
-T goes around the class and helps Ss.
* Expected answers: 
 1. It’s a plane / a spaceship (spacecraft)
 2. A person who flies a plane is called a pilot and a person who
 flies a spacecraft is called an astronaut (cosmonaut) 
 3. I like pilot because I want to travel everywhere. 
 I like to be an astronaut because I want to go the moon /fly into
 the space.
Lead – in 
-T can ask Ss some questions to lead in the new lesson:
¦ In today’s lesson, you are going to read something about Space Conquest. 
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Pre –
reading
(8 minutes)
Vocabulary Pre-teach
-T asks Ss to look at the pictures again and answer the questions above the pictures. 
* Suggested answers: 
 1. The first human to fly into space is Yuri Alekseyevich Gagarin.
 2. The first humans to set foot on the moon are Neil Armstrong
 and Buzz Aldrin.
3. The first Vietnamese to fly into space is Pham Tuan. 
-T elicits or explains some new words before reading.
+ gravity (n): the pull of the earth
+ cosmonaut (n): astronaut
+ last (v) 
+ name after (v) (context) 
-T helps Ss pronoun the new words. 
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While – reading
(10 minutes)
Task 1 – Matching 
-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:
Paragraph 1: B. The lift-off
Paragraph 2: D. A view on Earth
Paragraph 3: E. Uncertainties
Paragraph 4: C. Congratulations
Paragraph 5: The tragic accident 
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(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. He was 27 then.
2. He was in space for 108 minutes.
3. They were what would happen to a human being in a space or how the body would react to the extreme changes in temperature or how the mind would deal with the psychological tension.
4. It was more than 17,000 miles per hour. 
5. Because he died in a plane crash on a routine training flight in March 1968.
6. After his death, his hometown of Gzhatsk was renamed Gagarin, and the Cosmonaut Training Center at Star City, Russia, was given the name of this national hero. 
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Post – reading
(8 minutes)
Gap – filling 
-T asks Ss to read the text and then work in pairs to do the gap-filling test in the textbook. 
-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. 
* Suggested answers:
1. cosmonaut
2. in space
3. lasted
4. success
5. gravity
6. view
7. impossible
8. named after
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Homework
(2 minutes)
-T asks Ss to learn all of the new words in the lesson by heart. 
-T asks Ss to prepare SPEAKING for the next period. 
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Date: April 6th, 2010
Period 91
Unit 15(cont.) SPACE CONQUEST 
Lesson 	 SPEAKING
I. Objectives: By the end of this lesson, students will be able to:
talk about historical events in the space conquest. 
II. Language Focus:
Grammar: 
New words: launch, mark, human, orbit . . . 
III. Teaching Aids: textbooks, pictures, handouts . . . 
IV. Procedures:
Stages/ Time
Teacher’s Activities
Students’ Activities
Warm – up
(5minutes)
-T asks Ss some questions to lead in the new lesson. 
 1. Have you ever travelled by plane?
 2. Do you want to become a pilot / an astronaut? Why?
-T asks Ss to work in groups and answer the above questions. 
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Pre – speaking
(7 minutes)
Vocabulary
-T elicits some new words from Ss: 
 + launch (v)
 + mark (v)
 + human (n)
 + orbit (n,v)
-T helps Ss understand the new words and practise their pronunciations. 
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While – speaking
(10 minutes)
Activity 1: Questions and Answers
-T asks Ss to read a piece of news about manned spacecraft of China, and then asks them to work in pairs and answer questions about the text. 
* Example:
 A: When did China launch its first spacecraft into space?
 B: On October 15, 2003.
-T goes around to offer help.
-T asks some pairs to act out the conversation in front of the class. 
-T takes notes and gives feedback. 
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(10 minutes) 
Activity 2: Group – work 
-T asks Ss to look at the events in space exploration of 8 different countries.
-T requires Ss to work in groups of four, one member of each group has to read about the space exploration of one country carefully and then answer any questions that the other 3 members may ask. 
-T goes around the class and control speaking task.
-T takes notes of Ss’ mistakes for indirect correction.
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Post – speaking
(10 minutes)
Writing 
-T asks Ss to use the information in box 6 on page 171 to write a short paragraph about Pham Tuan, the first Vietnamese person to set foot on the moon. 
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Homework
(3 minutes)
-T asks Ss to copy their finished passage about Pham Tuan on their exercise notebooks. 
-T has Ss prepare LISTENING for the next period. 
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Date: April 7th, 2010
Period 92
Unit 15(cont.) SPACE CONQUEST
Lesson 	 LISTENING
I. Objectives: By the end of this lesson, students will be able to:
listen for specific and general ideas about the first human moon landing, one of the most important historical events in the 20th century. 
II. Language Focus:
Grammar: revision
New words: surface, experiment, astronaut, spaceman, challenge . . . 
III. Teaching Aids: cassette player, textbook, board . . . 	
IV. Procedures:	
Stages/Time
Teacher’s Activities
Students’ Activities
Warm – up
(5minutes)
-T asks Ss some questions:
 1. Can you name the first men to set foot on the moon?
 2. What are their nationalities?
 3. When did they set foot on the moon?
-T asks Ss to work in pairs and answer the above questions.
* Expected answers: 
 1. They are Neil Amstrong and Buzz Aldrin.
 2. They are American
 3. On July 20, 1969. 
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Pre –listening
(8 minutes)
-T asks Ss to work in pairs, matching the pictures with the right captions.
-T goes around the class and helps Ss do the exercises.
-T asks Ss to give their answers in front of the class.
 * Expected answers:
Picture a – 2. The Apollo Crew.
Picture b – 5. The first foot print on the Moon.
Picture c – 3. Walking on the Moon.
Picture d – 1. Orbiting.
Picture e – 4. The Moon landing.
Pre-teaching vocabulary
-T elicits some new words from Ss before letting them listen to the recording. 
+ surface (n)
+ experiment (n)
+ astronaut (n): spaceman ~ cosmonaut 
+ challenge (n)
 + mission (n)
-T helps Ss to understand the meaning of the above words.
-T lets the whole class pronoun these new words. 
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While-listening
(12 minutes)
Task 1 – True / False Statements 
-T asks Ss to work individually and listen to the recording. 
-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. F
2. F
3. F
4. F
5. T
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(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. NASA’s Apollo Program was developed to meet President Kennedy’s challenge. 
2. The Apollo 11 was launched on July 16, 1969.
3. The portable life system was used for controlling the oxygen, temperature and pressure inside the spacesuit. 
4. The astronaut stayed on the surface of the moon for two and a half hours.
5. While they were staying on the surface of the moon they performed a variety of experiments and collected soil and rock samples to return to Earth.
6. They returned to Earth on July 24, 1969. 
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Post- listening
(6 minutes)
Discussion
-T asks Ss to work in groups of four Ss to discuss one of the following topics:
1. If you knew you had only one more week to live on Earth because you would go to the moon and stayed there forever. What would you do on those seven days?
2. If you had a chance to go to the moon and could take only three things with you, what would you choose and why?
-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:
+ take camera, tent, food, . . . . 
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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. 
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Date: April 8th, 2010
Period 93
Unit 15(cont.) SPACE CONQUEST
Lesson 	 WRITING
I. Objectives: By the end of this lesson, students will be able to:
write a biography. 
II. Language Focus:
Grammar: revision 
New words: disaster, quote, investigate, biography . . . 
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 a picture of Neil Amstrong to ask Ss some related questions.
 1. Look at this picture and say who he is?
 2. Is he a Russian or an American astronaut?
 3. Who did he set foot on the moon with? 
-T asks Ss to work in groups to discuss the questions. 
-T goes aound the class and observes the activity. 
* Expected answers:
 1. He is Neil Amstrong.
 2. He is an American astronaut.
 3. He set foot on the moon with Buzz Aldrin. 
Lead – in: Today we practise writing the biography of Neil Amstrong – a famous American astronaut. 
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Pre-writing
(10 minutes)
-T asks Ss to work in groups of four to find out necessary information to write a biography. 
* Biography:
 + Date of birth
 + Place of birth
 + Career
 + Quote
 + Known as (famous for) 
Pre-teaching vocabulary
-T elicits and pre-teaches some new languages from Ss.
+ disaster (n) 
+ quote (n)
+ investigate (v)
-T asks Ss to work in pairs to do Task 1, putting each of the headings on the box in the appropriate blank. 
* Expected answers:
1. Birth 2. Place of Birth 3. Known as 4. Career 5. Quote
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While-writing
(18 minutes)
Writing 
-T asks Ss to read Amstrong’s biography again and work individually to write a paragraph of Neil Amstrong. 
-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. 
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Homework
(2 minutes)
-T asks Ss to write their own biography, the quote should include:
+ time to go to elementary school (where/when to go/name of the school)
+ time to go to secondary school (where/when to go/name of the school)
+ time to attend high school (where/when to go/name of the school)
-T asks students to prepare Language Focus for next period. 
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Date:
Period 94
Unit 15(cont.) SPACE CONQUEST
Lesson 	 LANGUAGE FOCUS
I. Objectives: By the end of this lesson, students will be able to:
practise pronunciation and distinguish the sounds /nt/, /nd/, /nθ/ , /ns/ and /nz/.
know how to use could/be able to and tag questions.
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)
Game: Find the other part of your life
-T asks two Ss to vonlunteer to play the game. They should be a boy and a girl. The boy and the girl have to stand back to back. 
-T asks the boy five questions and all he has to do is to nod or shake his head to express his agreement or disagreement. Then T writes his answers on the board. 
-T asks the girl the same five questions. The girl can say yes or no to answer. If the boy and the girl have more than three same answers they will become couple of the day. 
* Suggested questions: 
1. Can you swim?
2. Can you sleep 10 hours a day?
3. Can you play a sport?
4. Can you eat durian?
5. Can you sing very well? 
Lead – in:
-T asks Ss if they can use another way to ask the above questions
 ¦Are you able to swim . . . ./ sing well? 
-T leads in the new lesson. 
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Pro-nunciation
(7 minutes)
Activity 1 – Listen and repeat
-T demonstrates the sounds /nt/, /nd/, /nθ/ , /ns/ and /nz/ 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. 
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Grammar
(15 minutes)
* Could / be able to 
-T show a pictures of a man running and asks “Could he run fast 5 years ago?” (¦ Yes)
-T writes the sentence on the board. 
 + He could run fast 5 years ago.
-T shows a picture of a man whose leg was hurt but he was running fast. T asks “Did his leg hurt?” (¦ Yes) 
-T writes the sentence on the board. 
+ His leg hurt but he was able to run fast.
-T explains that could expresses an ability, was/were able to expresses an effort to do something. 
-T asks Ss to work in pairs to complete the sentences, using could, couldn’t or was/were (not) able to.
-T goes around the class and offers help if necessary. 
* Expected answers: 
1. couldn’t / wasn’t able to
2. was able to
3. could / was able to
4. was able to
5. could / was able to
6. couldn’t / wasn’t able to 
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(14 minutes)
* Tag Questions 
-T revives how to make tag questions by giving some examples on the board.
1. It is a nice day, isn’t it?
2. They aren’t hungry, are they?
3. You live here, don’t you?
4. You don’t speak English, do you?
-T asks Ss to work in pairs to do exercise 2 in the textbook.
-T goes around to offer help.
-T calls on some Ss to read their answers aloud.
-T corrects mistakes and gives out the right answers.
* Suggested answers:
1. It’s very expensive, isn’t it?
2. The film was great, wasn’t it?
3. She has a lovely voice, doesn’t she?
4. It doesn’t look very good, does it?
5. You’ve had your hair cut, haven’t you?
= = = = = = = = = = = = = = = = = = = = = = = = = = = =
-T asks Ss to do exercise 3 individually.
-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.
* Suggested answers:
1. doesn’t she
2. haven’t you
3. wasn’t it
4. didn’t we
5. won’t we
6. can’t you
7. musn’t it 
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Homework
(4 minutes)
- T asks Ss to some exercises at home (handouts)
Correct any mistakes in the following sentences
1. The bus was crowded with people but finally I could find a seat
2. She didn’t able to find him although she had gone everywhere.
3. I am not a fool, am not I ?
4. It seems to me that she is very good at maths, doesn’t it?
* Suggested answers:
 1. could¦ was able to 2. didn’t ¦ wasn’t
 3. am not ¦ aren’t 4. doesn’t it ¦ isnt she
- T asks Ss to prepare UNIT 16
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