Giáo Án Tiếng anh Lớp 11 moi thi diem tron bo

Teaching aids - CDs & CD player, board, chalks, textbook and notebook.. Teaching aids - CDs & CD player, board, chalks, textbook and notebook?. Elicit answers from Ss Tell Ss that they a

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GIÁO ÁN TIẾNG ANH LỚP 11 TRỌN BỘ

NĂM 2020 - 2021

Period 1:

INTRODUCTION

I Objectives

By the end of the lesson, students will be able to:

- get an overview of the English book grade 11 in general: themes, units

- know about tests: oral test, fifteen - minute tests, periodical tests, first term test

- have a sense of responsibility toward learning the subject

II Teaching method: Communicative

III Teaching aids

- CDs & CD player, board, chalks, textbook and notebook

* Game: Lucky Number

-T divides the whole class into two groups and

plays the game

- The leader of each group chooses a number for

their own group and does the following

requirement in each question If the answer is

correct, they will get 10 marks

- T leads Ss in the lesson

1 Lucky Number

2 How many girls are there in your class?

3 Do you know what your English teacher’s name is?

4 Lucky Number

5 What do you prepare for this semester?

6 Do you like studying English? Why or Why not?

7 How do you learn English well?

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I Topics and units:

- Ask Ss to look through the book then tell class

how many units it has

- Introduce some more information about the

topics (Including five topics in each term)

- There are 8 periods in each unit They are

Getting Started, Language, Reading, Speaking,

Listening, Writing, Culture and communication

and Looking Back

II Tests:

III Requirements for study preparation

- Each S has books (student book and work book),

CDs and notebook

- Prepare for the lesson before class

-Listen to the teacher attentively and take part in

the lesson actively and creatively

- Take part in the activities that the teacher

requires such as pair work, group work…

- Do all exercises at home, learn new words and

structures

8 Do you speak English fluently?

1 The generation gap

2 Relationships

3 Becoming independent

4 Caring for those in need

5 Being part of ASEAN+ 2 reviews

1- Previous lesson check

2- Fifteen minutes tests (3)3- Periodical tests (2)4- First term test

Unit 1: THE GENERATION GAP

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I Objectives

By the end of the lesson, students will be able to:

1 Knowledge

- get to know the topic, vocabulary about the generation gap and family rules, two grammatical

points: should, ought to to give opinions and advice, and must and have to to express obligation

2 Skill

- develop listening, speaking, reading skills

3 Attitude

- have responsible attitude towards family rules

- CDs & CD player, board, chalks, textbook and notebook

.Tell Ss that these differences can be in the choice

of music, clothing, values, lifestyles, ways of

shopping (directly from shopping centres or

online), or communication

Ask Ss questions about the picture: This is a photo

of a big family Who are the people in the photo?

Is this type of family popular in your community?

Elicit answers from Ss

Tell Ss that they are going to listen to a

Activity 1: Listen and read:

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conversation between two friends, Sam and Ann

Let Ss guess what Sam and Ann are talking about`

- T plays the recording and asks Ss to listen and

pay attention to the text to understand the content

- Ss listen and read along silently

- T asks Ss to read the passage again and get

information to do Task 2 in pairs

- Ask students to compare the answers with a

partner

- Ask some students to read the answers

- Checks and gives the correct answers:

- Tell Ss this activity focuses on compound nouns

• Ask them to complete the definitions, using the

highlighted compound nouns in the

conversation

• Ask Ss to check answers in pairs

• Check Ss’answers

Ask Ss to read the conversation again to find

seven other compound nouns

• Allow Ss to use a dictionary to look up the

meanings of the compound nouns

Tell Ss to compare their answers in pairs / groups

Then check answers as a class

• Ask Ss to read the conversation again to find

verbs expressing duty, obligation, advice

Activity 2: Decide whether the sentences are true, false or not given

1 A nuclear family 2 Childcare

3 A generation gap 4 Table manners

5 A viewpoint 6 An extended

family

Activity 4: Find the compound nouns

grandparents, grandma, grandpa, grandmother, hairstyle, housework, footsteps

Activity 5: Find verbs

Opinion and advice: should, ought toDuty and obligation: must, have toLack of obligation: not have to, not need to

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Tell Ss to compare their answers in pairs / groups

Then check answers as a class

- ask Ss to work in pairs, practise asking and

answering the questions given using the ideas

from the conversation and Ss’ own ideas

Activity 6: Ask and answer

1 I’m a part of a nuclear/extended family

2 I learn a lot of skills from my grandparents

4 Consolidation:

- Summarize the main points: Getting to know the topic, the vocabulary items related and

modals

5 Homework:

- practice the conversation, asking and answering questions

- prepare for the next lesson

• use words and phrases related to the generation gap and family rules

• identify and pronounce strong and weak forms of words in connected speech

• use modals to give opinions and advice: should, ought to

• use must and have to to express obligation

2 Skill

- listening, reading

3 Attitude

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- CDs & CD player, board, chalks, textbook and notebook.

IV Procedure

1 Class organization:

2 Previous lesson check:

- act out the dialogue activity 1

3 New lesson:

Draw Ss' attention to the four compounds written

as one word: household, hairstyles,

schoolchildren, footsteps

A compound noun is a noun that is made up of

two or more words

Each compound noun acts as a single unit and can

be modified by adjectives and other nouns

In compound nouns, the stress usually falls on the

first word This helps us to distinguish between

compound nouns and free word combinations

- T asks Ss to read the conversation again and get

information to do Task 2 individually

- Ss elicit more chores to add to the list

- Ask Ss to compare the answers with a partner

- Ask some students to read the answers

- Feedback

• Play the recording for Ss to listen and repeat

I Vocabulary: Compound nouns Activity 1:

Example:

a ' greenhouse: a place for growing

plants (compound noun)

a ' green ' house: a house painted green (free word combination)

Key: 1 -g 2-h 3-i 4-f 5-c 6-b 7-a 8-d 9-e

Activity 2: Complete the questions Key 1 hairstyle / table manners

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• Ask Ss to pay attention to the stressed words

with the stress mark before the stressed

syllable

• Play the recording again for Ss to listen, pausing

after each sentence Have Ss work in pairs to

find out the parts of speech of the words which

are stressed in these sentences

Ask Ss to study the Do you know ? box for more

information about words that normally receive

stress in connected speech

- T plays the recording and asks Ss to listen then

circle the word they hear

- T asks Ss to work individually and then check

answers as a class

- ask pairs of Ss to role-play the questions and

answers in front of the class

Tell Ss that this activity focuses on the use of

should /shouldn't, ought to/ought not to,

must/mustn't, have to/don' t have to.

• Ask Ss to underline the correct words to

complete the sentences, and pay attention to the

meaning of the sentences in order to choose the

right word

• Have Ss work individually first, then ask them

to compare their answers in pairs

• Check Ss' answers

Have Ss do this exercise individually Monitor the

Activity 2: Listen and check

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activity and help them, if necessary.

• Check Ss' answers by asking individual Ss to

take turns to read aloud the sentences, and then

write them on the board

2.You mustn't use your mobile phone in the examination room

3. I don' t have to type my essay

4. You should tell the truth to yourfamily

5.Young people must plan their future career carefully

- Summarize the main points: compound nouns, stressed and unstressed words in sentences,

modal verbs: have to, ought to

5 Homework:

- complete the exs, do exs in workbook

- board, chalks, textbook and notebook

IV Procedure

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Date Period Class Attendance Absentees/Notes

- write 10 compound nouns

3 New lesson:

- Ask the question ‘Where do you think family

conflicts come from?’

- T asks Ss work in groups, look at the picture and

answer the question

- T asks Ss to call out the answers to question 1

freely

• Ask Ss to tick the conflicts (a-g) and then

compare their choices with their partner' s

• Ask some Ss to share their opinions with the

whole class

* Checking

Ask Ss to skim the text and compare their

predictions in 1

Check Ss' answers, and ask them to give the

clues from the reading text which helped them to

work out the answers

• Ask Ss to match the highlighted words in the

text with the definitions given

• Tell Ss to go back to the reading text to locate

the highlighted words and study the context

surrounding the words to work out their

meaning Then match them with the definitions

Activity 1: Give predictions

Activity 2: Read and check

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• Have Ss work individually, then check their

answers in pairs or groups

• Check the answers again as a class

- Put Ss in groups of three; ask them to read the

questions first to make sure they understand what

information they need in order to answer the

questions It may help if Ss can understand the key

words in the questions

- Ask Ss to read the text again, and locate the part

of the text where they can get the answer to each

of the questions before they discuss the answers

- Check Ss’ answer by inviting a representative

form each group to give the answer to one of the

questions If the Ss’ answer is incorrect, don’t give

the right one at once, but try to elicit it from other

Ss

- have Ss work in pairs and take turns to share

their problems, and give opinions or advice

- ask some Ss to report the results of their

discussion

5 conflicts

Activity 4: Answer the questions

1.Because they strongly believe they know what is best for their children

2.They want to be more independent, create their own opinions, and make their own decisions

3.They are worried because these clothesmay break rules and norms of society,

or distract them from schoolwork

4.They want their children to spend their time in a more useful way

5.No Some of them try to impose their choices of university or career on their children

Activity 5: Discuss with a partner

- Summarize the main points: sources of conflicts.

5 Homework:

- practice the conversation, asking and answering questions

-o0o -

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Who do the work and the feelings

List three household chores you like and dislike

Discuss the reasons

Give comments and lead in the lesson

This activity focuses on conflicts between

teenagers and their parents

• Ask Ss to read about three situations facing

teenagers, and then match them with the

problems a, b, or c in the box.

• Walk around and help Ss, if necessary

• Have Ss compare their answers Check Ss'

answers

• Ask Ss to further discuss if they have ever

experienced these situations, and how they felt

They may give advice or express their opinions

.This activity focuses on the ideas and useful

language that Ss can use in 3 when they talk

about their problems with parents

• Ask Ss to read the list of things teenagers and

their parents complain about

• Have them tick the complaints that they hear in

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• Encourage Ss to add some more complaints if

they can

• Help Ss with any new language they may need

to express their ideas

focuses on speaking about conflicts between

teenagers and parents, and giving opinions and

advice to solve the problems

• Ask Ss to work in pairs and take turns to tell

their partner what they or their siblings and

their parents often complain about, and then

practise giving advice on how to solve the

problem

• Encourage Ss to use the structures listed in

Helpful expressions.

• Walk around and help Ss, if necessary

Ask some pairs to role-play their conversation,

and give feedback

- Ask Ss to consolidate the main contents

- practice the tasks

-o0o -

Period 6:

Part 5: Listening

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- CD & CD player, board, chalks, textbook and notebook

Tell Ss that this activity focuses on listening for

general ideas

• Tell Ss that they are going to listen to two

teenagers, Tom and Linda, discussing their

conflicts with their parents Ask Ss to circle

what they think the speakers will mention in

their conversation

Ask Ss to look at the sentences in task 2

This activity focuses on new vocabulary items

1 Activity 1 Key Students’ answers

2 Activity 2

skinny (adj) top (n)

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• Tell Ss to match the words with their

definitions These words will be heard in the

conversation

• Have Ss compare their answers Check their

answers

• If you think your class might not be able to

understand the conversation, pre-teach

additional words

• Tell Ss that they are going to listen to the

conversation between Tom and Linda and

decide whether the statements are true (T) or

false (F)

• Have Ss make guesses first Encourage all

possible answers and explanations Write their

• This activity focuses on listening for specific

information and inference (Question 3)

• Tell Ss that they are going to listen to the

conversation again, and do a multiple choice

exercise

stare at (v) balance (v)

3 Activity 3

l F

2 F 3.T4.T5.T

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- summarise the listening text.

IV Procedure

- summarise the listening dialogue between Tom and Linda

3 New lesson:

• Ask Ss to read the family rules provided

• Have Ss complete the sentences and think

about the rules in their families They may

add more rules if they can

1 Activity 1 Suggested answers

1.My parents don' t let me stay out late at the weekend.

2.They make me keep my room tidy.

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• Ask Ss to choose the three most important

rules that their parents often apply in their

family, and then give the reasons in the space

provided

• Tell Ss to read and analyse the example so

that they know what they are expected to do

Help Ss to express their ideas, if necessary

Ask Ss to read the text

In pairs complete the chore chart

Call some of them to tell class

- Ss present in class

Ask Ss to complete a letter about family rules

• Explain that they can use the ideas provided

previously to write the letter

• Have Ss exchange their letters for peer

checking Walk around and help Ss, if

necessary

• Collect Ss' letters to give further feedback

3.They tell me to take my studies seriously.

4.They warn me not to smoke or take drugs.

5.They want me to have good table manners.

6.I am not allowed to stay overnight at my friends' house.

7.They forbid me to swear or spit on the floor.

2 Activity 2

3 Activity 3 Suggested answer

Pham NgocThach, Dong Da, Ha Noi, Viet NamFebruary, 10' \ 2016

Dear Lauren,I' m very happy to know that you' ll be staying with myfamily for two months We live in a four-bedroom flat onthe 15lh floor You will have your own bedroom during your stay here

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You asked me about our family rules There are three important ones that we must follow.

One important rule in my family is that every member of the family has to keep his or her room tidy My brother and I have to make our beds every morning, and clean the floor and windows twice a week

Another important rule is that my brother and I must be home before 10 p.m My parents are very strict and believe that setting a curfew will help us to become responsible, and stay safe and healthy

The third important rule is that we mustn' t invite friends

to stay overnight This is not only our family rule, but also the rule for all people living in the building

If you have any questions, please let me know We will try our best to make you feel comfortable during your stay with us

I hope you will enjoy your time in Viet Nam

Looking forward to meeting you

Best wishes,Ha

- Summarize the main points: write a letter to a teen to inform him/her about the rules in your

family

5 Homework:

- revise the writing

-o0o -Period 8:

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Part 7: Communication and culture

- further speaking practice related to the unit topic

- practise asking and answering the questions

3 Attitude

• Ask Ss to work in groups to practise asking and

answering the questions

• Have Ss take notes of their partners' answers,

and help them to express their ideas, if

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Ask Ss to read the text carefully and highlight any

words they may not know Explain their meaning

or have Ss look up the words in a dictionary

• Encourage Ss to compare their guesses about

the reasons for the return of the extended

families in the UK and the USA with the ones

provided in the text

• Have Ss answer the questions, and compare

-Unemployment, part-time work and paid jobs have become more common The cost of housing has become higher The pressures of childcare and elderly care have become heavier

low The disadvantages are the lack of space, independence and privacy, and the daily conflicts

-They can develop relationships with adults other than their parents

-Old people can become more active wheninteracting with the younger generations

- Summarize the main points: the return of the extended families in the UK and the USA.

5 Homework:

- learn the structures and vocabulary

-o0o -Period 9:

Part 8: Looking back

I Objectives

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By the end of the lesson, students will be able to gain:

1 Knowledge

- Review of unit 1:

- strong and weak forms of words in connected speech

- vocabulary items related to the topic

- the use of should/shouldn' t and ought to/oughtn' t to for giving opinions and advice.

2 Skill

- speaking

3 Attitude

- enhance attitude towards the subject

Ask Ss to identify the stressed words and put a

stress mark before the stressed syllables

• Have them listen and check answers

• Ask several Ss to read the sentences aloud

Praise Ss who try to stress the correct words,

and reduce the unstressed vowels

I Pronunciation:

1 Activity 1

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This activity focuses on the stressed words in

short exchanges

• Ask Ss to identify the stressed words and put a

stress mark before their stressed syllables

• Have them compare their answers with a

partner, and then listen and check

• Ask Ss to practise reading the exchanges in

pairs

• Have Ss read the instructions and do this

activity individually Then ask them to

compare their answers in pairs

• Ask Ss to make compound nouns with family.

• Ss can use a dictionary, if necessary Then they

compare their answers in pairs or groups

• Ask Ss to complete the sentences with should,

shouldn' t, ought or oughtn' t.

• Have Ss do the task individually first, and then

Family treeFamily nameExtended familyNuclear familyFamily rules

III Grammar:

Activity 1:

Key:

1- ought to2- should not, ought to

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compare their answers.

• Check answers as a class

• Ask Ss to complete the sentences with must /

mustn' t or have to/has to and don' t have to

/doesn' t have to.

• Have Ss do the task individually first, and then

compare their answers

• Check answers as a class

3- should not4- oughtn’t to, should

Activity 2:

1- have to/has to

2- mustn' t 3- must4- don' t have to

- Summarize the main points: review of unit 1.

5 Homework:

- complete the project

PROJECT

• Tell Ss that this project aims at providing additional speaking practice and helps Ss toconsolidate the language they have learnt throughout the unit

• Ask Ss to work in groups of 6 to 8 Each group will interview 15 teenagers, aged 15-17, living

in their area, and take notes of their answers Ss can use the suggested questions

• Ss report their group' s findings to the whole class

Encourage Ss to ask additional questions related to the report

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- being aware of teenage relationship problems

II Teaching method: Integrated, mainly communicative

IV Procedure

- talk about the generation gap in your family

3 New lesson:

 Ask Ss to look at the picture and guess what the

two people' s relationship is and what they are

talking or thinking about

 Tell Ss that they are going to listen to a

conversation between a student and her

Activity 2:

1. T (‘oh, one of my

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and decide whether they are true, false or not

given

 Have Ss work in pairs Ask them to read the

conversation again, and find the verbs that come

before the words in the list This activity helps

Ss to discover the use of linking verbs with

adjectives

classmates’)

2.F (Mai tells her grandmother they'

re just friends and Nam is not her boyfriend.)

3. T (* there' s no realfriendship between a boy and agirl.’)

4. T (Mai' s grandmother went

to a single-sex school.)

6.T (Mai tells her grandmother that all her classmates are very kind, caring and sympathetic.)

- Summarize the main points: Getting to know the topic, some vocabulary related to

relationships, and two grammar points: linking verbs and cleft sentences

5 Homework:

Date of preparation:

-o0o -Date of signing:

Period 11:

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Unit 2: RELATIONSHIPS Part 2: Language

IV Procedure

- act out the dialogue

3 New lesson:

- Ask Ss to match the words or phrases with

their meanings

I Vocabulary:

Activity 1 Key

1 have got a date 2 break up

3 romantic relationship 4 argument

5 sympathetic 6 lend an ear

7 be in a relationship 8 be reconciled

Activity 2

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- Ask Ss to pay attention to the context in

which the words or phrases in 1 can be used

When using a verb or a noun, Ss need to

consider its suitable form (tense of verbs;

singular or plural form of nouns)

- contracted forms in casual speech Ask Ss to

find the shortened forms of verbs and

negative words (‘not’) and write their full

forms in the space provided

- Ask Ss to listen and underline the contractions

or the full forms in the exchanges Explain

some of the rules for contracted forms

Check answers as a class

Notes

a. Noun / pronoun, etc + verbs

- The short form ' s(=is/has) can be used after

nouns, pronouns, question words, here and

there The short forms' d (= had/would), ' ll

and ' re are usually used after pronouns, some

1. lend an ear, broke up

+ shouldn' t - should not +you' re - you are

+we' re - we are+It' s - It is+there' s - there is+don' t - do not+he' s - he is+you' ll - you will+Didn' t - Did not+I' m-I am

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question words, short nouns, and there.

- Full forms are used at the end of a clause

(e.g Yes, he is.) or when the speaker wants to

emphasise some information, hence the

primary stress on the full form (e.g He HAS

done it, not WILL do it.).

b. Verbs + not

-There are two possible contractions for

negative expressions, e.g She' s not /She

isn' t

Negative contractions can be used at the end of

a clause, e.g No, they haven' t

Play the recording for Ss to repeat chorally and

individually

Explain to Ss that linking verbs are used to

describe or identify the subjects of the verbs

An adjective or a noun can follow a linking

verb, but the focus of the lesson is on the use

of linking verbs with adjectives

• First, have Ss choose a suitable verb for each

sentence from the word box, and then ask

them to use the correct form of the verb to

complete the sentence

Ask Ss to read the sentences carefully and

identify the linking verbs

• Explain to them that some verbs (appear, look,

taste, smell, sound, and feel) can refer to an

III Grammar Linking verbs

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action (= action verbs) and be followed by an

adverb

Explain to Ss that cleft structures are used to

emphasise a particular part of a sentence

It is is used when the main verb is in the

present tense, and It was is used when the

main verb is in the past tense

• Ask Ss to put the underlined part (= the focus)

in each sentence after It is/was

Have Ss practise asking and answering the

questions in pairs Tell them not to emphasise

any of the words in the questions Encourage

them to stress the words in focus in the answers

Cleft sentences with It is / was that

Activity 3

1.It was her sad story that made me cry

2.It is you who are to blame for the damage /It' s you that is to blame for the damage

3.It' s hiking in the forest that we reallyenjoy

4.It' s your parents that / who you should really speak to when you have problems

5.It' s his dishonesty that I dislike the most

6.It' s Jim that / who Lana is in a relationshipwith

7.It was at the age of 20 that he became successful as a famous writer

8.It was in a nice coffee shop that they had their first date

4 No It' s a lawyer that I want to become

5 No It' s his brother that / who earns 10,000dollars a month

6 No No It' s my friend that / who canspeak three languages fluently

7 It' s Ha that / who is in love with Phong

8 No It' s at 8 a.m (tomorrow) that we have

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a meeting

- Summarize the main points: Vocabulary related to relationships, Linking verbs and Cleft

sentences, contracted forms of nouns/ pronouns

5 Homework:

I Objectives

1 Knowledge

 Understanding a text about teenage relationship problems in an advice column and

where people could seek advice when they have problems

2 Skill

 Reading (skimming, scanning)

3 Attitude

IV Procedure

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Date Period Class Attendance Absentees/Notes

- activity 1,2 (p21)

3 New lesson:

- Ask Ss to look at the people in the three pictures,

paying attention to their body language Have Ss

work in pairs and guess what is happening to these

people or how they are feeling

-Tell Ss that they are going to read an advice

column in a newspaper including readers'

questions and a counsellor' s replies

• Ask Ss to read the questions and replies quickly

and find the main ideas

Have Ss choose the best summary of each reader'

s problem

Notes

The part of a newspaper or magazine in which a

counsellor gives advice to the readers who have

sent letters about their personal problems is

usually called an agony column In British

English, the person who gives advice is called an

agony aunt or agony uncle.

Activity 1:

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Giáo Án Tiếng anh Lớp 11 moi thi diem tron bo

Vocabulary Choose the words from the box to

CARING FOR THOSE IN NEED Part 2: Language