Giáo án Anh 11 - Unit 10: Nature In Danger

Unit 10 : NATURE IN DANGER A. READING I. Aims : By the end of the lesson , students can ; - Understand the passage - Identify the main idea. - guess the meaning in context - Express their own ideas about nature in danger and the endangered animals. II. Method: - Communicative approach III. Skills : Integrated skills IV. Teaching aids : pictures, text books , CD, Chalks V . Teaching stages Stages Activities Content Warm-up 5’ T gives some pictures of animals and asks sts to give their names Sts work in groups of four Sts answer loudly T corrects and introduces the lesson Before you read 10’ T explains the words Sts give their meaning if they can T elicits the new words by asking questions, using the techniques suggested above T asks sts to give the Vietnamese meaning Pre-teaching vocabulary. 1.pollutant (n) 2.extinct (a) 3.interference (n) 4.endangered (a) While you read 22’ Task 1: Checking : Filling – gap T asks sts to work in pairs the exercise 1 in book Sts answer loudly Others remark and correct Task 2 : (page 116) T asks sts to read the text silently then work in pairs to find the main idea of each paragraph T moves around and helps them T checks the answer with the class. Task 3: T asks sts to read the text again T asks sts to work in groups of four To ask and answer the questions Sts answer in pairs T asks sts to remark and correct T checks Task 1: Checking : Filling – gap Expected answer: extinct protect decrease pollutants endangered 6. interference Task 2 : (page 116) Expected answer: C B A C Task 3: Expected answer: 1. The four ways that human beings are changing the world are : they are changing the environment by building cities and villages, they are affeting the water supply by using water for industry and agriculture, they are changing weather conditions by cutting down trees in the forests, and they are destroying the air by adding pollutants like smoke from factories and fumes from autombiles motors. 2. The serious consequences of people’s interference with the environment are : many kinds of rare animals are killed, the environment where these animals are living is badly destroyed. 3. Many efforts have been done to protect endangered nature, such as many organizations have been set up and funds have been raised, thousands of national parks have been established to protectendangered animals, laws have been introduced to prohibit the killing of endangered animals. After you read 8’ T asks sts to work in groups and find out why some animals have become extinct. T calls on the representatives of some groups to answer. T remarks and corrects if necessary. - Sts work Homework 1’ T asks sts to prepare for the next period Learn the words Do exercises again Prepare “ speaking” Unit 10 : (cont) SPEAKING I. Aims : By the end of the lesson studentsa can : - talk about endangered nature - express their own ideas about measures for protecting endangered nature. II. Method: - Communicative approach III. Skills : Integrated skill(Especially reading skill) IV. Teaching aids : pictures, text books , Chalks V . Teaching stages Stages Activities Content Warm-up 5’ T asks a st to come to the board and stand in front of class T writes some words on the board but that st cannot see them. Others can use the gestures , other words to explain That st has to guess the word Befor you speak 10’ T explains the words that sts can encouter T elicits the new words by asking questions, using techniques suggested above T asks sts to give Vietnamese equivalent Vocabulary - cultivation (n) - discharge (v)= release - discourage ( V) - capture (v) While you speak 15’ Task1: T devides the class into groups of 3-4 and gives them the task. T might want to remind Ss of the ways to ask and give opinions. Eg. What do you think….?In my pinion/ I think / I feel, etc. Ss may appoint one among themselves to be a secretary to write down their peer’s ideas. T calls on each group to turn in their answers. Ss should be able to explain their choice. T checks with their groups to see if they have the same idea. T helps Ss express their ideas correctly. Task 2: Sts work in pairs T goes around and helps them Sts express loudly T gives a chart with possible measures for protecting endangered nature which are prepared beforehand on each slice. T asks sts to work in groups and in turn come to the board, matching the reasons in task1 with possible measures for protecting endangered nature below. T calls some pairs to say them out. Task1: Sts ‘ tasks Task 2: Example : Reason : Killing endangered animal for fur , food or skin. Measure : - Killing endangered animal for fur, food or skin should be banned, All kinds of animals and plants should be protected. After you speak 10’ Homework 1’ T asks sts to make a conversation, using passive voice of “ should “ to combine the ideas in Task1 with Task2 T asks sts to prepare for the next period Practise speaking at home Prepare “ Listening” Unit 10 : (cont) LISTENING I. Aims : By the end of the lesson students can : - listen and understand the general ideas. - pick up the specific ideas. II. Method: - Communicative approach III. Skills : Integrated skills ( Especially, listening skill) IV. Teaching aids : pictures.. handouts V. Teaching stages : Stages Activities Content Review 5’ T checks previous lesson Before you listen 10’ T explains new words that make sts difficult to understand T copies the True-false statement predictions ( task 1 ) on the board and draw the table T asks sts to guess the answer without listening Scenic features (n) Devastating (a) Approximately (adv) Vehicles (n) Maintenance (n) 1 2 3 4 5 Prediction Correct While you listen 20’ T asks sts to listen to the monologue and check their prediction Sts listen for three times For the first , T asks sts to do nothing For the second and third , T lets sts to take notes and compare their answers with their partners T asks sts to report the results T gives feedback. T run through the questions to make sure Sts understand all of them T asks sts to listen to the tape again then answer the questions Sts compare their answer with their partners T tell sts to ask and answer these questions in open pairs, then in closed pairs T gives feedback where needed Task 1 : 1.T 2.T 3.F 4.T 5.T Task 2 1. There are 52 national parks in the United States. 2. Millions of people visit national parks every year. 3. Rare animals are killed or hunted for fur, skin or other parts. Trees are cut down for wood. Large areas of national parks experience devastating fires caused by careless people. The increaseing number of visitors is harming the parks due to the pollution from their vehicles. 4. Rare animals and trees should be protected, fires caused by careless people should be limited, pollution from their visitors’ vehicles should be decreased and money should be rised for the parks’ staff and maintenance of their resources. After you listen 9’ T asks sts to work in groups of four or five to retell what they listened One st talks in front of class T remarks Homework 1’ T asks sts to prepare for the next period Summarize the listening text Prepare “ writing “ Unit 10 : (cont) WRITING I. Aims : By the end of the lesson , students can : - understand the information about Cat Ba National park - write a description of a location II. Method: - Communicative approach III. Skills : Integrated skills (Especially writing skill) IV. Teaching aids : handouts , pictures V. Teaching stages : Stages Activities Content Review 5’ T checks sts’ homework Before you write 12’ T explains the words T asks sts to discuss the questions Sts work in pairs T goes around and helps them Coastal waters (n) vuøng nöôùc ven bieån Abundant (a) = more than enough Ha = hectare Stone tool (n) ñoà ñaù Human bone (n) 1. Where is Cat Ba national park? 2. What are the special features of Cat Ba National Park? 3. How large is it ? 4. What do you know about the animals and plants in Cat Ba National Park ? 5. What are some of the historic features of the park? While you write 15’ T asks sts to use the prompts to write a short description of Cat ba National Park. T goes around and hlps them After you write 12’ T asks two sts to come to the board and write their own tasks Other exchange their task to the others and correct T corrects the tasks on the board and gives feedback Homework 1’ T asks sts to prepare for the next period Write the task again Prepare “ Language focus “ Unit 10 : (cont) LANGUAGE FOCUS I Aims : By the end of the lesson students can : - distinguish the difference between the consonant /st/, /sm/, /sn/, and /sw/ - understand the use of relative pronouns with prepositions - write the sentences with relative pronouns with prepositions II. Method: - Communicative approach III. Skills : Integrated skills IV. Teaching aids : Flipchart, pictures, CD player III. Teaching stages : Stages Activities Content Review 5’ T checks sts’ homework Pronunciation 10’ T reads the sound then asks sts to repeat T reads the words and sts repeat Sts repeat the sentences in groups and in individuals /sl/ : slave, slim, slice, slow /sm/ : smart, smell, smoke, smile /sn/ : sneeze, snookers, snow, snap /sw/ : swing, switch, swear, swallow Grammar 28’ T gives examples and explains T asks sts to work in groups of four and discuss to choose the proper relatives to fill in the blanks Sts answer loudly T corrects T asks sts to do the exercise in pairs Sts work then some sts come to the board to write Some sts read their own sentences Others remark and correct T asks sts to work in pairs Sts discuss then answer loudly Others remark and correct Ex : The man is Tom’s teacher. Tom is talking to him. Formal : The man to whom Tom is talking is his father. Informal : The man whom Tom is talking to is his teacher. * Trong tieáng Anh, ta coù theå ñaët giôùi töø tröôùc whom vaø which. Ta khoâng theå duøng who vaø that trong tröôøng hôïp naøy Exercise 1 : 1. whom 2. which 3. whom 4. who 5. that 6. whom 7. which Exercise 2 : 1. The man to whom I talked yesterday was very kind. 2. The man about whom I told you works in the hospital. 3. The woman about whom I am telling you teaches me English. 4. The movie about which they are talking is fantastic. 5. The picture at which she was looking was beautiful. 6. I’ll give you the address to which you should write Exercise 3 : 1. that 2. which 3. who 4. whom 5. which/that 6. which 7. who 8. whom Homework 2’ T asks sts to prepare for the next period Do exercises again Prepare “ Unit 11 – reading “