Giáo án Tiếng Anh Lớp 11 (Sách giáo khoa thí điểm) - Tiết 104+105: Review 4

Date of preparation: May 14th 	 	 	 Date of signing: May 16th 
Distributive period: 104	 Date of teaching:
 Review 4
 Lesson 1	Language
A. Aims and Objectives: 
 - To revise the language and skills Ss have learnt and practiced in unit 9 and10.
 - By the end of the lesson, students will be able to: 
	+ Rising and falling intonation.
 + Understand and use the language and skills Ss have learnt and practiced in unit 9 and10
B. Preparations:
 - Teacher: Handouts, textbook, pieces of papers, cassette and lesson plan.
 - Students: Textbook
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/Stages
Activities
Interactions
1. Warm up
 5 minutes 
- Teacher may introduce the review by asking Ss if they remember what they have learnt so far in terms of language. T then summarises Ss’ answers and adds some more information, if necessary.
T Ss
2. New lesson
12 minutes
8 minutes
17 minutes
A. Vocabulary:
Task 1: Use the correct form of the words in the box to complete the sentences
- Ask Ss to do this activity individually, and then compare their answers with a partner’s.
- Write the correct answers on the board. Ask students to raise hands if their answers match.
Keys: 1. infrastructure 2. sustainable
3. renewable 4. overcrowded 5. inhabitants
Task 2: Complete the following sentences with suitable words in brackets
- Ask Ss to do this activity individually. 
- Ask a student to write his/ her answers on the board. Read each one and ask the class if they agree or not, then confirm the correct one.
Answers: 1. meditation 2. cholesterol – free
3. anti – acne 4. ageing 5. expectancy
2. Pronunciation
Task 3: Listen to the sentences. Mark their intonation pattern
- Ask Ss to do this activity individually, and then compare their answers with a partner’s.
- Show the correct answers on the board.
Answers: 1. A falling B. falling 2. A falling B. rising
3. A rising B. rising 4. A rising B. rising
2. Grammar
Task 4: Complete each question, using the correct question tag
- Elicit the form.
- Ask a student to write his/ her answers on the board while other Ss do this activity individually.
- Check answers as a class.
Answers: 1.do they 2.haven’t they
3.will you 4.didn’t we 5.are they
Task 5: Rewrite these sentences, beginning as shown
- Ask Ss to do this activity individually, and then compare their answers with a partner’s.
- Ask a student to write his/ her answers on the board.
- Check answers as a class.
Answers: 1. Dr Quan said (that) I / we may / might feel much better if I / we start / started practising meditation.
2. Lan said (that) if I want / wanted to try natural remedies, I can / could find useful information on the Internet.
3. Huong told me (that) if she drinks strong tea, she usually starts feeling dizzy.
4. If you use solar water heaters in your home, you reduce your carbon footprint.
5. If you use the high-speed motorway, it takes three hours and a half to travel from Ha Noi to Lao Cai.
Task 6: Change the sentences in reported speech into direct speech
- Elicit the rules. Ask Ss to do this activity individually, and then compare their answers with a partner’s.
- Write the correct answers on the board.
Answers: 1. ‘Van, you should take a yoga class to relieve stress,’ said the doctor.
2. ‘Why don't you use the new high-speed motorway?’ the travel agent suggested. 
3. ‘Let's use the new high-speed motorway,’ the travel agent suggested.
4. ‘Kevin, remember to go to your fitness class,’ said his brother. /‘Kevin, don't forget to go to your fitness class,’ said his brother.
5. ‘I'll call you once a week while you are studying in Singapore,’ said my sister.
6. ‘Don't work out more than thirty minutes a day,’ our fitness instructor said.
Individually
T Ss
Individually
T Ss
Individually
T Ss
Individually
T Ss
Individually
T Ss
3.
Consolidation
2 minutes 
- Ask Ss to consolidate the main contents.
- Give feedback.
T Ss
4. Homework
1 minute
- T asks Ss to do exercises again at home.
- Prepare for the next lesson.
T Ss
E. Experience:
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Date of preparation: May 14th 	 	 	 Date of signing: May 16th 
Distributive period: 105	 Date of teaching:
 Review 4
 Lesson 2	Skills
A. Aims and Objectives: 
1. Language focus
- To help students revise what they have learned in units 9-10
- To give them a chance to practice
2. Skills
- To promote Ss to develop their communication skills and cultural understanding
- To help Ss develop the skill of working in pairs and groups
3. Attitudes
- To encourage Ss to work harder
- To provide Ss some motivation
B. Preparations:
 - Teacher: Handouts, textbook, pieces of papers, cassette and lesson plan.
 - Students: Textbook 
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/Stages
Activities
Interactions
1. Warm up
 5 minutes 
- Teacher may introduce the review by asking Ss if they remember what they have learnt so far in terms of language. T then summarises Ss’ answers and adds some more information, if necessary.
T Ss
2. New lesson
10 minutes
10 minutes
8 minutes
9 minutes
I. Reading 
- Ask Ss to do activities 1 individually, and check their answers with a partner’s. Give correct answers and explanations if necessary.
Activity 1: Read the text about eco-city planning
- Ask Ss to do the task.
- Ask Ss to read the title and make guesses about the content of the text, first in pairs, then in class. 
Activity 2: Read the text again and answer the questions
- Ask Ss to look at the questions quickly and underline key words which can help them to locate the specific information in the text.
- Let them read the text individually to find the information, them compare their answers in pairs or groups. Encourage Ss to explain exactly which information from the text helped them to answer the questions
- Check Ss’ answers as a class. 
*Keys: 1. It was created in 1987
2. There is no pollution as all the vehicles run on local renewable energy
3. They coexist with nature by dividing the city into two circles or rings
4. The first ring is the city centre containing the residential areas. The second ring includes vast park space and lots of greenery, which filters and refreshes the air people breathe
5. Urban planners need to read the book because it can offer them creative ideas and solutions to environmental problems that can be applied to any city
II. Speaking
Work in pairs. Choose two ideas (or use your own ideas) and make a conversation about sustainable living 
- Work with a partner. Read the following information 
- Ask Ss to share their opinions with their partners.
- Answer these questions. Discuss with a partner.
Suggested answers: Sustainable living:
- sort rubbish for recycling, use waste to generate electricity, heat  to meet daily need
- design walkable streets: walk first, then cycle, then use public transport
- protect natural habitat, support local agriculture
- promote simple lifestyle, cook with locally grown organic ingredients
III. Listening
Listen to the recording about the negative effects of over-exercising. Decide whether the following statements are T or F
- Play the recording once for Ss to listen and choose their answers.
- Play the recording again for Ss to check their answers. Then give the correct answers.
- Alternatively, play one or more times for Ss to choose the correct answers.
Keys: 1. F 2. T 3.T 4.T 5.F 
IV. Writing
Think of any advice you can give to over-exercises. Write a short text about the reasons for over-exercising. Use the suggestions in the box or your own information and ideas.
Keys: Some people over-exercise for a number of reasons. Teenagers may worry too much about their physical appearance and want to build the perfect body. Some of them may feel peer pressure to lose weight or get lean, toned legs. Male teenagers may experience pressure to look fit, muscular and toned like celebrities in films, magazine ads or sports. Many boys feel that their arm or leg muscles are too small and try to work out several times a week to increase muscle mass.
 Girls’ over-exercising can result from self-dissatisfaction and fear of being overweight. They may compare themselves with fashion models considered to be physically perfect. They may worry about their waistlines not being thin enough or their bellies being too fat.
 If you think your friend is over-exercising, try to talk to them, and explain that their bodies need to rest as well. Ask them to focus on other aspects of life such as study and hobbies.
Individually
T Ss
Pair work
T Ss
Pair work
T Ss
3.
Consolidation
2 minutes 
- Ask Ss to consolidate the main contents.
- Give feedback.
- Summarize the main points of the lesson.
T Ss
4. Homework
1 minute
- Do the tasks again.
T Ss
E. Experience:
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