Giáo án tiếng Anh lớp 11 Tuần 28 sách mới

1 and 2. Read the text about the risk of sea-level rise and then answer the questions.

Ask Ss to complete Activities 1 and 2 individually and compare their answers with a partner. Then give the correct answers and any explanations if necessary.

3. Work with your partner. Choose a heritage site and talk about what you can do and see there. Use the information in unit 8, if necessary.

- Have Ss work in pairs, ask them to read the information in the table and the example first, then choose a site and decide on the things they both want to do and see there.

- encourage Ss to take notes or script their conversations. Have them practice their conversations until they are fluent and confident.

- invite some pairs to role-play their conversation in front of the class.

4. Listen to recording about Trang An Scenic landscape Complex. Decide whether the following statements are true (T) or false (F) according to the speaker.

- Play the recording once for Ss to listen and choose their answers.

- Play the recording again pausing at appropriate places and highlighting the clues in the listening text, so Ss can check their answers. Then give the correct answers, for weaker Ss.

- Play the recording several times pausing after sentences to check Ss’ comprehension.

5. Read and complete David’s letter, using the words in the box.

- Give Ss enough time to read the letter and fill in the gaps.

6. Write a similar letter to the latter in activity 5.

- Ask Ss to write a letter to a friend in another country, asking for information about higher education opportunities. Use the letter in act 5 as a model.

- Ss may write their drafts first in class, swap them with a partner for peer review, and write their final version at home.

SKILLS

Reading

Activity 1&2.

1. Because more than 20 cities are directly affected. Rising sea levels can endanger water supply in these cities and threaten the life of millions of people.

2. it is described as one of Asia’s most fertile rice-growing regions and home to approximately 20 million people.

3. More than 80 percent of the Mekong Delta could be flooded. Rice production may drop by about 2.6 million tonnes per year.

4. Natural ecosystems and economic activities such as fisheries and tourism can be disrupted.

5. They can lead to erosion of river banks and beaches, and loss of land.

Speaking

Activity 3.

Listening

Activity 4.

1. T

2. F

3. T

4. F

5. T

Writing

Activity 5

1. higher education

2. admitted to

3. scholarship

4. extra-curricular activities

5. your culture

Activity 6

Suggested answer:

Hi Tim,

You asked me about my future plans. Of course, I’d like to go to university, and I’m wondering if I can pursue higher education in your country, the USA.

I’m good at English, maths, science and geography. Now I’m working hard to get high scores in the test of English as a foreign language. Would high scores on this test help me obtain a good scholarship? Can international students like me apply for financial aid in US colleges? Would I qualify for on-campus or off-campus jobs?

I’m involved in many social and extra-curricular activities too. I’m very active and like organizing defferent events for my class and school.

Which universities do you think I should apply to? I have always dreamed of studying at a US college and graduating with highest honours. Can my dream come true?

Look forward to hearing from you soon.

All the best,

Quang

Date

Period

Class

Attendance

Absentees/Notes

….. __ / __ / __

…. / ….

T’s and Ss’Activities

Knowledge

- Tell Ss that they are going to listen to a conversation between Phong, Chi and Ha.

- Ask them to read the heading and guess what the two speakers will be talking about

- Play the recording. Have Ss listen and read the conversation silently. Then ask Ss if their predictions were correct. Have Ss summarise the conversation.

- Ss listen and read the conversation, take notes new word

- Ask Ss to read the conversation again and answer the questions.

- Let Ss compare their answers in pairs or groups.

- Check Ss’ answers as a class.

- Ask Ss to read the conversation again and find the question tags.

- Let Ss compare answers in pairs or groups.

- Check Ss’ answers as a class.

- Ask Ss to complete the sentences.

- Have them write the sentences in the space provided

- Check Ss’ answers. Ask Ss to explain the differences between the sentence structures.

Activity 1: Phong, Chi and Ha are discussing their class assignment. Listen and Read

Activity 2: Answer the questions

1. It’s about life in the city in the year 2050

2. Both think life will be better; Phong believes modern technology will be the reason, while Chi thinks there will be no pollution

3. They choose to talk about the environment

4. Solar energy is mentioned. This energy can be used for transport, lighting, cooking, heating water and helping plants grow

5. Yes. Thanks to the development of science and technology, our life will be better and more liveable in the year 2050.

Activity 3: Find the question tags in the conversation

1. It’s a group presentation, isn’t it?

2. You mean it will be environmentally friendly, won’t it?

3. We will have only ten minutes, won’t we?

4. Phong presented them so well, didn’t he?

5. Phong, you will do the talking, won’t you?

Activity 4: Read the conversation again and complete the conditional sentences.

1. … the air will become cleaner and our health will be better (1)

2. People can develop health problems and become ill … (1)

3. … we’ll be able to generate our own electricity (1)

4. … their impact on the environment is less (0)

5. Let me know … (0)

Date

Period

Class

Attendance

Absentees/Notes

….. __ / __ / __

…. / ….

T’s and Ss’Activities

Knowledge

- Have Ss go through the words given in the box and discuss with a partner their meanings.

- Ss fill the blanks with the right form of the word from the box. Have Ss complete the sentences individually, then compare their answers in pairs or groups.

- Ask Ss to read the uncompleted sentences and pay attention to the contextual clues such as words surrounding the gap and the part of speech needed.

- Have Ss complete the sentences individually, then compare answers in pairs or groups.

- Check Ss’ answers as a class.

- Have Ss listen and notice the intonation pattern of the questions

- Have them listen and repeat the exchanges with appropriate intonation.

- Ask them to study the Do you know…? box to learn some general rules of intonation patterns for question tags.

- Play the recording and ask Ss to read along with the recording, imitating the intonation patterns.

- Have them practice the exchanges in pairs, taking turns to ask and answer the questions.

- Ask some pairs to role-play the exchanges in front of the class, using appropriate intonation patterns.

- Praise Ss who can reproduce these exchanges with good pronunciation and appropriate intonation.

- Have S work individually first

- Encourage them to refer to the Do you know..? box to get more information about the classes. Ask Ss questions to check if they understand the general rules related to the form and usage of this grammar point.

- Ask Ss to compare answers in pairs

- Check Ss’ answers as a class.

- Ask Ss to read the statements carefully, underline the subjects and verbs in these sentences, and write the correct question tags in the blanks.

- Have Ss rewrite their sentences on the board.

- Check Ss’ answers as a class.

- Ask Ss to read through the conditional sentences used in the conversation again.

- T explains to Ss the basic different between type 0 and type 1.

- Ask Ss to do the task.

- Ask Ss to combine the sentences to make conditional sentences.

- Have Ss rewrite their sentences on the board.

- Check Ss’ answers as a class.

A. Vocabulary:

Activity 1: Write the words or phrases given in the box next to their meaning

1. inhabitants 2. infrastructure

3. renewable 4. urban 5. liveable 6. sustainable

7. overcrowded 8. quality of life

Activity 2: Complete the sentences with the right forms of the words in the phrases in 1

1. urban 2. liveable

3. infrastructure

4. overcrowded

5. inhabitants

6. renewable

7. quality of life

8. sustainable

B. Pronunciation

Intonation: Question tags

Activity 1: Listen and decide whether the question tags in B’s responses have a rising or falling intonation

1. falling

2. rising

3. rising

4. falling

5. rising

Activity 2: Listen and repeat the exchanges in 1

III. Grammar: Question tags

Activity 1: Mach the question tags with the statements to make complete sentences

1. c 2. h 3. f 4. d

5. g 6. a 7. b 8. e

Activity 2: Complete the sentences with the correct question tags

1. is there 2. can’t you 3. has it

4. will/would/could/won’t you 5. shall we

6. aren’t they 7. haven’t they 8. has she

Conditional sentences type 0

Activity 3: Match the if clauses with the result clauses

1. e 2. c 3. f 4. a

5. h 6. b 7. d 8. g

Activity 4: Combine the sentences or rewrite them to make conditional sentences.

1. If the baby is crying, he may be hungry (1)

2. If you travel on a budget flight, you have to pay for your drinks and food (0)

3. If the weather is fine, I walk to work instead of driving (0)

4. If people start using more solar energy, there will be less pollution (1)

5. If they have no homework, they usually play soccer (0)

6. If you travel by train, It takes five hours to get to Nha Trang (0)

7. If the government reduces the use of fossil fuels, our city will become a more liveable place (1)