Giáo án unit 14: Recreation - Tiếng Anh 11 - GV.Trần Ngọc Thiện

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Đến cuối bài học, học sinh có thể biết rõ hơn về các hoạt động trong thời gian rảnh của họ, phân biệt các âm thanh [ts], [dz], [t∫t] và [dʒd] và phát âm các từ và câu. Giáo án Tiếng anh 11 - Bài 14 "Recreation" sẽ giúp ích cho bạn trong việc hướng dẫn học sinh. Chúc bạn có những tiết học tốt.

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Nội dung Text: Giáo án unit 14: Recreation - Tiếng Anh 11 - GV.Trần Ngọc Thiện

Giáo án Tiếng anh lớp 11. PERIOD 84 Unit: 14 RECREATION READING  OBJECTIVES  AIMS: + Helping students develop reading skill + Helping students know some activities British people do in their free time.  LEXICAL ITEMS: Words/phrases related to leisure activities  SKILLS: reading for gist and specific information  METHOD: Integrated, mainly communicative  TEACHING AIDS: Pictures, handouts  PROCEDURE 1. Greeting and checking attendance (1’) Checking-up (4’): New lesson: Teacher ‘s activities Students’ activities
WARM-UP (4’) *T: What do you do in your free time? * Students’ answer may vary * Answer: watching T.V reading... gardening Indoor activities Outdoor activities - watching TV - meeting friends Leisure activities - gardening - shopping - reading books,.. - playing sports - listening to music walking listening to music cooking - cooking *T: asks Ss to write these activities in the right column Meeting friends *T: What do people do these activities for? shopping Pre-Reading (10 mn ) Activity 1: * Ss: to entertain a> T: Now, look at the pictures on page 155 and answer the questions: a / What’s she doing? * Students work in pairs and answer the b/ What are they doing? questions
Suggested answers - She’s playing the guitar b>T: Which of the following leisure activities - They are singing karaoke do you think British people often do in their - They are playing football spare time? - They are watching T.V reading books/newspapers - They are swimming watching TV/videos playing sports * Students work in pairs and tick in the singing left column. meeting friends listening to music watching sports spending time outdoors playing a musical instrument  T: What do British people do these things for? Activity 2: T: Match the following words/ phrases with their definitions or synonyms Words/phrases Synonyms / Definitions * Students do the matching task Suggested answers 1–d
1. bricklaying A the art of cutting or 2–b carving designs on glass 3–a 2. stock – market b. stock exchange 4–c 3. Glass c. a game in which darts 5–e engraving are thrown at a target 4. dart market with number for scoring 5. sophisticated d. building e. complicated * Students listen to the T * Students work in groups and write While reading (17 mn ) their answers on their papers  T reads the passage aloud Answers: Activity 1: T asks students to read the passage 1. making one’s stock market decision quickly and list courses British people take 2. painting or drawing part at weekends or during summer holidays 3. Shoe making Teacher divides the class into 8 groups and gives each group a piece of paper 4. glass engraving 5. “living with more meaning” 6. karaoke singing Activity 2: Teacher has students do task 1  Teacher conducts the correction of task 1 * Students read the text and give answers to task Activity 3: 1-A / 2-B / 3-B / 4-A / 5-B / 6-A //
 Teacher has students do task 2: Answer the questions * Students read the text again and give 1/ Why are recreation and entertainment answers important to people? 1/ Because without them people will 2/ What sports do the British like watching? become bored 3/ What sports to they like taking part in? 2/ Football and rugby in winter and cricket and athletics in summer. 4/ Why do many British people take weekend courses? 3/ Walking and swimming 4/ Because this is a new kind of entertainment which gives them Activity 4: pleasure.  Teacher gives students handouts of the exercises: Complete the following sentences with the missing information 1/ British people often spend _____ a week * Students read the text one more time watching TV. quickly 2/ ____, ____ and ____ are some sports * Students discuss in pairs and undertaken by British men. complete these sentences 3/ British people like watching ____ and ___ in winter and ____ and ___ in summer. Suggested answers: 4/ People get practical skills from courses like 1/ 25 hours ___ or ________. 2/ snooker, pool and dart 5/ In order to take these courses learners must 3/ football and rugby/cricket and pay ________. athletics 4/ shoemaking or glass engraving Post reading (8mn)
 T: Which of the British leisure 5/ high fees activities mentioned in the passage are also popular in Vietnam?  T calls some students report before the * Students discuss in pairs class * Students’ opinions may vary Homework (1mn) 1/ Write the short paragraph about the British leisure activities. * Students copy into notebooks 2/ Prepare “ speaking”
PERIOD 85 Unit: 14 RECREATION SPEAKING Expressing agreement and disagreement  OBJECTIVES _ Aims: Students learn how to express agreement and disagreement about entertainment activities and to state the reasons. _ Lexical items: Words /phrases related to expressing agreement and disagreement about entertainment activities and stating the reasons. _Teaching aids: Pictures, hand-outs, poster, textbook.  METHOD: Integrated, mainly communicative  PROCEDURE: Teacher ‘s activities Students’ activities I/ Class stabilization: _ Group work II/ Check-up: + Ss look at the picture, discuss and III/ New lesson: answer the questions. 1. Warm-up: T: puts a picture showing an entertainment activity on the board and asks some questions. a. How many people are there in this +Ss work in groups of two or four. picture?  Suggested answers: b. What are they doing? _Making suggestions: 2, 5, 7, 9 c. Guess their gestures and their
attitude _ Expressing agreement: 1,4,6,10,11 2. Task 1: Work in groups. The _ Expressing disagreement: 3,8,12 following are some phrases that can be used to make suggestions and to express agreement or disagreement. Rearrange them into the right columns 1.I quite agree with you 2. Let’s … 3. That’s a good idea, but…. 4. Great! 5. What about …? 6. I can’t agree with you more. 7. Why don’t we…? 8. I don’t think that’s a good idea. 9. Shall we …? 10. Yes, let’s do that. 11. That’s a good idea. 12. Yes, but… Making Expressing Suggestions Expressing disagreement agreement _ Pair work 3. Task 2: The Ss of class 11A2 will
have a two-day holiday. They are + Ss look at their books read and discussing whether they should go on a practise the conversation, then close camping holiday. their books and practise the Read and practise the conversation (in the conversation. text book). Language notes: a. Modal verb: “ CAN” b. Conditional sentence (type I) _Group work + Ss practise more free. If clause Main clause + Ss work in groups of two or four. Simple present Simple future + Ss make similar conversations to task 2. 3. Task 3: Work in groups. Imagine you are the students of class 11A2. Continue _Pair work the discussion. Express agreement or disagreement, using the reasons in the text + The representatives of each group book. Teacher walks around the class report their discussion. and offers ideas and comments when Ss need help. And then correct the mistakes. 4. Task 4: Report your discussion to the class. T has Ss report their discussion and asks questions:
Do the members of your group agree to go camping at last? Why?/ Why not? T gives comments and assigns homework IV/ Homework: Your class will have a picnic next weekend. Discuss and make some conversations
PERIOD 86 Unit: 14 RECREATION LISTENING A. Aim(s): Helping SS ▪ develop listening skill. ▪ have a general idea of ways of spending their summer holiday. B. Teaching aids: Textbook, color chalk, handout, flipchart and marker. Procedure: Teacher ‘s activities Students’ activities I. Stabilization: One Ss sits with back to the board, tries II. Check up: to guess the words written on the blackboard through other Ss’ support. III. New lesson: Warm up: Hot seat game - Summer - City - Camping Having Ss worth freely in pairs. - Forest - National park Before listening: Activity 1: Answer the questions. -Which words would go with picture N 1 and 2 in your book? -What can you see in the 2 pictures? Having Ss repeat the words, explain the
-What are they caring / doing? meaning of those with T’s help in Activity 2: Listen and repeat. necessary. - campgrounds - wilderness Introducing - waterfalls Having Ss read through the statements before listening to the tape and do the - dirt bike task in pairs then exchange their - trash answers. - giant trees Giving feedback: - depressed 1.T, 2.T, 3.F, 4.T, 5.F, 6.T - solitude Having Ss answer some questions to While – listening: justify their answers. You are going to listen to Anna, Terry and Mary. They are talking about how they Having Ss read through the sentences would like to spend their holiday. before listening to the tape and filling Task 1: Listen and decide whether the the blanks individually. statements are true (T) or false(F). Checking and giving the feedback: 1. Anna doesn’t like summer weather. 1. depressed - hot 2. Anna usually spends 2 weeks in a 2. waterfalls national park every summer. 3. used to 3. Terry has never been to the 4. foreSs mountains or the desert in summer. 5. nature 4. Terry is attracted to the beauty of nature. 6. camping 5. Mary likes the solitude of the Stopping the tape after each question.
wilderness. Having Ss work in groups of 6, write 6. Mary enjoys the comfortable life in the answer on the flipchart, raise it up the cities. when finished and read it. Task 2: Complete the sentences.Anna often Collecting the right answer to stick on feels ___ in summer because it is ___ and the board. humid in New York then. Feedback: 1. Anna enjoys taking showers in ___. 1. Riding their dirt bike in the 2. Terry ___go to the mountains. desert, taking showers in waterfalls and swimming in lake and rivers. 3. According to Terry, many people leave trash in the ___. 2. In sleeping bags or tents. 4. Mary doesn’t want to live in ___ and 3. Because more and more people enjoys it. are coming to these places and leave trash in the foreSs and take rocks and 5. Mary hates ___. plants with them. 4. He thinks nature is also important Task 3: Answer the questions. in the world. 1. What activities do Anna and her friends 5. In cities. enjoy doing most in the national park? 6. Because she can’t put up an 2. Where can they sleep? umbrella tent in the wind or make a fire 3. According to Terry, why aren’t the in the rain or carry a heavy backpack. natural places as beautiful as they used to Having Ss practise asking and answering be? in pairs. 4. What does Terry think is also very Having Ss list in pairs. important to the world? Having some Ss present their ideas in 5. Where does Mary spend most of her front of class.
summer holiday? Having Ss list the advantages of a 6. Why doesn’t Mary like camping? camping holiday in their notebook. After – listening: Discussion: List three advantages of a camping holiday. IV. Homework: Write it out
PERIOD 87 Unit: 14 RECREATION WRITING Aims : Students learn how to write a passage about camping holiday. Lexical items: Words and phrases used in camping holiday. Grammar : Past tenses. Teaching aids : Pictures, handouts, posters. Procedure Teacher's activities Students' activities Warm up: (2ms) T uses 2 pictures about camping holiday and asks Ss answer the questions Ss some questions: (Picture b, g in the book) - What are they doing? - Where are they? - Have you ever gone camping? Pre - writing: Activity 1: (2ms) T asks Ss to tell some activities in camping holiday Ss close their books and tell some activities in camping holiday Activities in camping holiday Activity 2: Task 1: (7ms)
- T has Ss match activities with the correct pictures - T helps Ss if they have any difficulties with words - Ss work in pairs, match the or phrases activities with the correct pictures. - T sticks 9 pictures on the board and asks some Ss - 9 Ss are asked to write 9 to write the activities below them. (9 pictures in the activities for the pictures. book) - Ss correct mistakes. Feedback: 1-g; 2-a; 3-b; 4-c; 5-f; 6-d; 7-h; 8-i; 9-e * Words and phrases used in writing a passage: First, then, later, after that, because,... In the morning, in the afternoon, in the evening, * Tense: Past tenses. While - writing: Task 2 Ss work in pairs and write the T asks Ss to write the whole passage using the whole sentence for each picture. sentences above. They can add some more sentences if necessary. Ss work in groups (8 groups) T gives each group a poster. T gives Ss some outlines: - When...? - What time...? - What happened...? - How...? Post - writing: (10ms)
- T asks Ss to exchange their posters to correct mistakes. - T gives comments. Homework: (1m) Handouts - Rewrite the passage in your notebook. The groups exchange their posters - Write a passage with the cues: to correct mistakes. Last weekend / go for a picnic / at BaiBut / friends / gather / school gate / at 5 a.m / by bicycles / arrive at 7 a.m / watch / the sea / ships / swimming / fishing / playing games / happily / tired / never gorget / interesting experience / leave / at 4 p.m./.
PERIOD 88 Unit: 14 RECREATION LANGUAGE FOCUS A. Aim: -By the end of the lesson SS can distinguish and pronounce the sounds /ts/- /dz/ - /t~t/- /d2d/ in a single word and texts. -By the end of the lesson SS are able to understand and use the “paired conjunctions” and “cleft sentences” in the passive. B. Teaching aids: textbook, handouts, cassette, cards PROCEDURE Teacher’s activities Students’ activities 1.Warm up: (give out handouts)(5’) SS divided into many small groups. Tick(V) the correct sound for the words below: Read and tick the correct sound. /ts/ /dz/ /t~t/ /d2d/ 1. needs 2. changed 3. reached 4. watched 5. foreSs 6. friends 7. matched 8. rents 9. managed
10. arranged Listen to Repeat in chorus and individuals Recognize and read aloud (1) or (2), (3),(4). -introduce and instruct Ss how to pronounce these sounds. 2. Pronunciation: Activity 1: Listen and Repeat (7’) (in the textbook) T reads two or three times and asks SS repeat clearly. Practise in pairs Numbers (1) with sound/ts/ , (2) with sound /dz/ Expected answers: and... /ts/ sits, lots, tickets Reads these sounds in not order. /dz/friends Activity 2: (5’) /t~t/ watched, pitched T asks SS to practice reading the sentences in /d2d/ managed, bridged. the textbook then pick out the words containing sounds /ts/- /dz/ -/ /t~t/- /d2d/ SS work in group of 4. Calls on SS to write the answers on the board. Write the answers on the board. 3. Grammar and Vocabulary: Expected answers The paired conjunctions both… and, either….or, -both my parents and my sister are neither …nor, not only….but also here. Activity 1:(10’) -Not only my parents but also my
T gives cues with my parents/my sister/ be here sister is here. to make sentences using the paired conjunctions (n)either my parents (n)or my sister is above. here T makes questions about agreement of verbs or: either my sister or my parents are following these paired conjunctions. here *Notice the parallel structure in the examples. Draw some remarks. Activity 2: Combine the sentences using the -both...and: Take a plural verb. conjunctions above (task 1, p.161)(10’) -when two subjects are connected by -have SS do exercise 1 in the textbook, p.161 not only....but also, either….or, -call on SS representative of any group to write neither …nor the subject that is closer the answer on the board. to the verb determines whether the - Invite class opinions and give feedback. verb is singular or plural. Activity 3: Cleft sentence T helps SS understand the definition of the cleft SS divided 3 groups to do task sentence by comparing these sentences. Group 1 will do sentences 1,2,3 A: I notice her eyes first Group 2 will do sentences 4,5,6 B: It is her eyes that are noticed first. Group 3 will do the rest A: The boy hit the dog in the garden. SS work in groups B: It was the dog that was hit in the garden. T explains: The B statements are “cleft” sentences in the passive. Practice the structure of cleft sentence And makes questions; by changing the sentences into cleft What do you think their purpose is? sentence in the passive (Exercise 2, textbook)