Thiết kế bài dạy Tiếng Anh 11 - Period 1 đến period 32

Thiết kế bài dạy Tiếng Anh 11 - Period 1 đến period 32

I. Aim: At the end of the lesson, students will be able to use the infinitives properly.

II. Language knowledge:

1. Grammar: To-infinitive and Infinitive without to

2. Vocabulary: words appear in the exercises

III. Techniques:

IV. Teaching aids: handouts

V. Procedure:

 

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Period: 1 	 	Lesson: Grammar
Lesson 1	INFINITIVES
------------------------------------------------------------------------------------------------------------------------------
Aim: At the end of the lesson, students will be able to use the infinitives properly.
Language knowledge: 
Grammar: To-infinitive and Infinitive without to
Vocabulary: words appear in the exercises
Techniques: 
Teaching aids: handouts
Procedure:
T’s and Ss’ activities
Content
- T. supplies Ss with the cases in which infinitives are used. (This is printed in handouts delivered to Ss beforehand.)
Presentation:
A. Infinitive with to / To-infinitive:
Moät soá ñoäng töø sau ñaây ñöôïc theo sau bôûi To inf.
decide (quyeát ñònh)
hope (hy voïng)
manage (coá gaéng, xoay sôû)
promise (höùa)
seem (döôøng nhö)
start * (baét ñaàu)
begin* (baét ñaàu)
like* (thích)	+ (O)
love* (thích)	+ (O)
hate* (gheùt) 	+ (O) + To-inf.
ask (hoûi, yeâu caàu)	+ (O)	
expect (mong ñôïi)	+ (O)
help**(giuùp ñôõ) 	+ (O)
intend (döï ñònh)	+ (O)
invite (môøi) 	+ (O)
want (muoán) 	+ (O)
wish (öôùc, muoán) 	+ (O)
allow (cho pheùp) 	+ O
advise (khuyeân) 	+ O
get	+ O
tell (baûo) 	+ O
Example: 
- We decided to make a trip to Dalak.
- She wants to have a cup of tea.
- My cousin wanted me to take her to the supermarket.
- My grandparents often advise me to study hard.
* Löu yù: 	+ Ñoäng töø vôùi * coù theå ñöôïc theo sau baèng To infinitive hoaëc V-ing
	+ Ñoäng töø vôùi ** coù theå ñöôïc theo sau baèng To infinitive hoaëc Infinitive without to
To-infinitive coù theå ñöôïc duøng sau moät soá tính töø chæ nhöõng phaûn öùng, vaø caûm giaùc cuûa con ngöôøi.
delighted (vui)
lovely (đáng yêu)
pleased (vui, haøi loøng) 	
anxious (boàn choàn, lo laéng)
shocked (bò sock)
surprised (ngaïc nhieân ) + To inf
happy (hạnh phúc)
glad (vui, haân haïnh)
afraid (ngaïi)
sorry (laáy laøm tieác)
Example: I’m glad to come to your party today.
To-infinitive coù theå ñöôïc duøng ñeå noùi veà muïc ñích, hoaëc yù ñònh laøm vieäc gì ñoù:
 Example: She learns English to find a good job
To-infinitive coøn ñöôïc duøng trong caùc caáu truùc sau:
TOO + adj + (for someone) + to inf.
adj + ENOUGH + to inf.
Example: - The tea is too hot (for me) to drink.
 - He’s strong enough to lift this stone.
e. To-infinitive cuõng ñöôïc duøng trong maãu caâu vôùi chuû töø giaû “It”:
It is (not) 	impossible + for someone + to -inf.
	easy
	important
	necessary
	usual
Example: It’s impossible for him to find a job now.
f. Chuùng ta coù theå söû duïng to - infinitive sau moät soá danh töø hoaëc ñaïi töø nhö laø moät thaønh phaàn boå nghóa cho caùc danh töø hoaëc ñaïi töø ñoù ñeå thay theá cho moät meänh ñeà quan heä.
Example: 	I have a lot of work to do.
 	= I have a lot of work which I have to do.
g. Nhöõng ñaïi töø baát ñònh nhö something, anything, nothing vaø nhöõng töø töông töï thöôøng ñöôïc theo sau bôûi “ for + O + to inf”
Example: There’s nothing for the cats to eat.
B. Infinitive without to / VBI (verbs bare inf)
Sau ñoäng töø let vaø make laø moät taân ngöõ vaø moät cuïm VBI
 let ( ñeå), make (baét, buoäc) + O + VBI
Example: 	- The film made me cry.
	- Let me go!
b. Infinitive without to / VBI coøn ñöôïc duøng sau nhöõng ñoäng töø sau: see, watch, hear, smell, feel.
Example: 	- I feel the earth move.
	- We watched Liverpool and Manchester play on TV last night. (xem heát traän ñaáu)
* Löu yù: Sau caùc ñoäng töø see, watch, hear ta duøng VBI khi haønh ñoäng ñöôïc chuùng ta thaáy (see), xem (watch), nghe (hear)
Practice:
Complete each of the following sentences with to-inf and/or inf without to:
I’ve decided (buy) a new apartment.
What time do you expect (arrive)  in Chicago?
That T-shirt makes you (look)  younger.
Let me (post)  that letter for you.
It’s important for students (do) their homework.
I promise you your order will (send)  today.
She went to the post office (buy)  some stamps.
He isn’t tall enough (reach)  the top sheft.
We listened (sing)  a song.
I heard her (shout)  at the children.
It’s too cold for us (go)  swimming today.
It takes 5 hours (fly)  from Los Angerles to Honolulu.
I saw her (across)  the road.
They have a lot of homework (do) ..
John is easy (please) 
I’m sorry ( have troubled) you.
It’s late. I think we had better (go)  home.
We can (leave)  soon.
Don’t let the children (annoy)  you.
We want (stay)  home tonight.
My father allowed me (use)  the camera.
People use their money (buy)  and (sell)  things.
She asked us (sit) down and went (make)  some coffee.
Tim is too young (join)  the army.
The movie was very sad. It made me (cry) 
Would you like (come)  to dinner on Friday?
It took us three hours (get)  here.
I’d rather (go)  (shop)  than anything else.
I wonder if you’d be kind enough (help)  me.
The robbers forced the manager (open)  the safe.
- T. sets homework.
- Ss do the task at home.
Homework:
Revise today’s lesson.
Do all the exercises again.
Comments:
Period: 2 	 	Lesson: Grammar
Lesson 2	 PAST SIMPLE, PAST PERFECT & PAST PROGRESSIVE
------------------------------------------------------------------------------------------------------------------------------
I. Aim: At the end of the lesson, students will be able to use the tenses past simple, past perfect and past progressive properly.
II.Language knowledge: 
1.Grammar: tenses: 
past simple, 
past perfect,
past progressive
2.Vocabulary: words appear in the exercises
III.Techniques: 
IV.Teaching aids: handouts
V.Procedure:
T’s and Ss’ activities
Content
- T. asks Ss to give the forms and usage of the past simple, past perfect and past progressive.
1.Presentation:
A. Past simple:
Form: S + V2 / V-ed
b. Usage: talking about an action or an event in the past.
- Ss tell T. the forms and usage of the past simple, past perfect and past progressive.
B. Past perfect:
a. Form: S + had + PP
b. Usage: talking about something which happened before the past time we were talking about.
C. Past progressive:
a. Form: S + was/ were + V-ing
b. Usage: talking about something which was in progress at a past time.
- Ss work in pairs to do the exercise.
- T. calls on some Ss to read their answers, and correct their answers if necessary.
2.Practice:
Put the verbs in brackets into the past simple, past perfect and past progressive:
He said he (join) .. the army in 1985.
Bill (have) .breakfast when I stopped at this house.
When I went back to the shop, they (sell) .. the book I wanted.
How many countries they (visit) .. by March last year.
When he (come) .. home, I (talk) .. to my mother on the phone.
While I (lie) .. in bed last night, I (hear) .. a strange noise in front of the door.
It (rain) .. heavily when I (sleep) .. yesterday afternoon.
While Mrs Smith (plant) .. flowers in the garden, Mr Smith (change) .. the oil in his car.
When we (arrive) .. at the airport, they (wait) .. for us there.
He (do) .. a lot of jobs before he (work) .. in this company.
Yesterday while I (look) .. at my computer screen, I (start) . feel a little dizzy, so I (take) .. a break.
Susan (send) .. a letter to her university after she (receive) .. her scholarship check.
 Tom (meet) .. Mary in 1986 and they have been good friends since then.
After they (visit) .. Paris, they (go) .. to Manchester.
George (work) .. at the university 45 years before he (retire) ..
After Tom (wash) .. his clothes, he (begin) .. to study.
 When John and I (got) .. to the theatre, the movie (start) ..
 Before I could say anything, they (admit) .. their mistakes.
I (hit) .. my thumb while I (use) .. the hammer. Ouch! That (hurt) ..
While I (read) .. books in the living room last night, I (hear) .. a strange noise in the kitchen. I (go) .. to the kitchen, (turn) .. on the lights. I (hold) .. my break and (listen) .. carefully. I (realise) that a mouse (chew) .. on something under the cupboard.
- T. sets homework.
- Ss do the task at home.
Homework:
Revise today’s lesson.
Do all the exercises again.
Comments:
..
Period: 3 	 	Lesson: Reading
Lesson 3	 	 CLOZE TEXT & READING PASSAGE
------------------------------------------------------------------------------------------------------------------------------
I. Aim: At the end of the lesson, students will be able to 
- read for specific information,
- understand the text and express their ideas about past experiences.
II.Language knowledge: 
1.Grammar: past simple
2.Vocabulary: new words in the cloze text and in the passage.
III.Techniques: 
IV.Teaching aids: handouts
V.Procedure:
T’s and Ss’ activities
Content
- T. delivers the handouts.
- Ss read the text and fill in the blanks by choosing the best answers from A, B, C or D.
- T calls on some Ss to read their answers, and checks them then.
Cloze text:
Answer key:
B
D
A
D
B
D
A
C
B
D
- Ss read the passage and do the task.
- T. asks Ss to read the answers and corrects them as well.
2. Reading text:
Answer key:
1. C
2. D
3. A
4. B
5. C
6. B
- T. sets homework.
- Ss do the task at home.
3.Homework:
Revise today’s lesson.
Do all the exercises again.
*Comments:
APPENDIX:
I. Choose the word or phrase A, B, C or D that best fits the blanks in the follwing passage:
 During the (1)  years, many young people can at times be difficult to talk to. They often seem to dislike being questioned. They may seem (2) to talk about their work at school. This is a normal (3)  of this age. Though it can be very hard for parents to understand, it’s part of becoming (4) of teenagers trying to be adult while they are still growing up.Young people are usually unwilling to talk if they believe that questions are trying to (5)  up on them. 
Parents should dod their (6)  to talk to their son and daughter about school, work and future plans but should not (7)  them to talk if they don’t want to. Parents should also watch for danger signs. Some people in trying to be adult may (8)  with sex, drug, alcohol or smoking. Parents need to watch for many signs of (9)  behavior which may be connected with these and help if (10) 
1. A. early	B. teenage	C. childhood	D. recent
2. A. unworried	B. unrestrained	C. unexpected	D. unwilling
3. A. development	B. appearance	C. circumstance	D. achievement
4. A. free	B. confident	C. dependent	D. independent
5. A. catch	B. check	C. keep	D. make
6. A. well	B. good	C. better	D. best
7. A. push	B. allow	C. put	D. expect
8. A. experiment	B. approach	C. experience	D. attach
9. A. unacceptable	B. unusual	C. normal	D. exemplary
10.A. proper	B. appropriate	C. important	D. necessary
II. Read the passage carefully, then choose the correct answers:
Last year I went to Nepal for three months to work in a hospital. I think it’s important to see as much of a country as you can, but it’s difficult to travel around Nepal. The hospital let me have a few days’ holiday, so I decided to go into the jungle and I asked a Nepalese guide, Kamal Rai, to go with me. 
We start ... teacher and the student ..here.
2. Neither the teacher nor the student here.
3. Not only the teacher or the student .here.
4. Not only the teacher but also the student here.
5. Either the students or the teacher planning to come.
6. Either the teacher or the students planning to come.
- Ss work in pairs to do the exercise.
- After Ss finish their exercise, T calls on some Ss to write their answers on the board, and T corrects then.
* Exercise 2: Combine the following into sentences that contain parallel structure. Use appropriate paired conjunctions: both and, not onlybut also, either or, neither nor:
1. He does not have a pen. He does not have paper.
à ..
Ron enjoys horseback riding. Bob enjoys horseback riding.
à ..
Arthur is not in class today. Ricardo is not in class today.
à ..
Arhtur is absent. Ricardo is absent.
à ..
We can fix dinner for them here, or we can take them to a restaurant.
à ..
She wants to buy a Ford, or she wants to buy a Toyota.
à ..
We could fly or we could take the train.
à ..
The library does not have the book I need. The bookstore does not have the book I need.
à ..
Coal is an irreplaceable natural resource. Oil is an irreplaceable natural resource.
à ..
Her roommates do not know where she she is. Her brother does not know where she she is.
à ..
- T. sets homework.
- Ss do the task at home.
3. Homework:
Revise today’s lesson.
Do all the exercises again.
Comments:
Date of teaching: / /2008 	 	 	
Period: 30	 	 	 	Lesson: Pronunciation
Lesson30 PRONUNCIATION
------------------------------------------------------------------------------------------------------------------------------
I. Aim: At the end of the lesson, students will revise the pronunciation.
II.Language knowledge: 
1.Grammar: 2.Vocabulary: words and phrases in the exercises
III.Techniques: 
IV.Teaching aids: handouts
V.Procedure:
T’s and Ss’ activities
Content
- Ss do the exercise.
- After Ss finish their exercise, T calls on some Ss to tell their answers.
1. Exercise 1: Choose the word whose stress pattern is different from the others:
1. A. sastify 	B. abandon	C. discover	D. imagine
2. A. money	B. machine 	C. many	D. mother
3. A. element	B. animal	C. success 	D. elephant
4. A. attract	B. defeat	C. believe	D. happen 
5. A. maintenance	 B. pollutant	
 C. vehicle	 D. pesticide
6. A. alternative	 B. geothermal	
 C. electrical	 D. convenient
7. A. energy	 B. pollution	
 C. advantage	 D. reactor
8. A.expensive	 B. potential	 
 C. infinite	 D. enormous
9. A. available	 B. convenient	
 C. renewable	 D. geothermal	
10.A. endanger	 B. prohibit	
 C. discourage	 D. disappear
- Ss do the exercise.
- After Ss finish their exercise, T calls on some Ss to tell their answers.
 * Exercise 2: Choose the word whose underlined part is pronounced differently from the others:
1. A. cooked	B. laughed	C. stopped	D. climbed
2. A. visited	B. handed	C. discarded	D. travelled
3. A. fished	B. relaxed	C. hoped	D. banned
4. A. planned	B. watched	C. walked	D. missed
5. A. escaped	B. rested	C. booked	D. typed
6. A. builds	B. plants	C. answers	D. animals
7. A. replies	B. houses	C. buses	D. catches
8. A. plays	 B. pays	C. says	D. stays
9. A. tapes	 B. tables	C. cassettes	D. cases
10. A. hooks	B. cattles	C. lamps	D. cliffs 
- T. sets homework.
- Ss do the task at home.
3. Homework:
Revise today’s lesson.
Do all the exercises again.
Comments:
Date of teaching: 18 / 4 /2008	 	 	
Period: 31	 	Lesson: Reading
Lesson31	 	 CLOZE TEXT & READING PASSAGE
------------------------------------------------------------------------------------------------------------------------------
I. Aim: At the end of the lesson, students will be able to 
- read for specific information,
- understand the reading text and fill in the blanks with the words given..
II.Language knowledge: 
1.Grammar: 
2.Vocabulary: new words in the cloze text and in the passage.
III.Techniques: 
IV.Teaching aids: handouts
V.Procedure:
T’s and Ss’ activities
Content
- T. delivers the handouts.
- Ss read the text and choose the best answers from A, B, C or D.
- T calls on some Ss to tell their answers, and checks them then.
1. Reading text: 
Read the passage carefully and complete the statements about the text from 1 to 5 :
 We have cut down so many trees that there are now vast areas of waste land all over the world. As a result, farmers in part of Africa can’t grow enough to eat. In certain countries in Asia there is too little rice. Moreover, we do not take enough care of the countryside. Wild animals are quickly disappearing. For instance, tigers are rare in India now because we have killed too many for them to survice. However, it isn’t enough simply to talk about the problem. We must act now before it is too late to do anything about it. Join us now to save the earth. This is too important to ignore.
Since so many trees are cut down,
there is too little rice in Asia
tigers are rare
there are vast parts of wasteland 
wild animals are quickly disappearing
Farmers in parts of Africa
kill so many tigers
talk much about the problem
save the earth
can’t plant enough to eat 
Tigers in India are rare because.
they don’t eat enough	
we ignore them
many of them are killed 	
we act
According to the reading, we must
survive now	
act now to save the earth 
cut down trees	
talk about the problem
Tigers are classified as
rice
farmers	
wild animals 	
trees
- Ss read the passage and do the task.
- T. asks Ss to read the answers and corrects them as well.
2. Reading text:
 Read the passage carefully and complete the statements about the text from 1 to 5 :
 Air pollution happens when wastes are poured into the atmostphere and the air becomes contaminated and unpleasant to breathe.
 There are many causes that lead to air pollution. The most serious cause is the development of industry. Smoke, chemicals, and wastes from factories which consist of sulphur and nitrogen oxides are dangerous for our health. Burning coal and oil release other gases that are harmful to human.
 Vehicles, especially cars, help to make our material life more comfortable and convenient; however, they also account for air pollution in the cities.
 People all know that they are breathing polluted air but it is difficult for them to choose, fresh air or comfortable material life.
The word contaminated means
fresh	
polluted 	
harmful	
dangerous
According to the writer, 
only cars that cause air pollution
only waste from factories that causes air pollution
only burning coal that causes air pollution
there are many causes that lead to air pollution 
Which sentence is NOT true?
We will stop using cars. 
Cars help to make our material life comfortable.
Polluted air is unpleasant to breathe.
Burning coal does harm to us.
The most serious cause that leads to air pollution is
Vehicles	
gas
industrial development 	
household garbage
Cars..
have no relation to air pollution	
do not account for air pollution
make our life more convenient 	
release no harmful smoke
- T. sets homework.
- Ss do the task at home.
3. Homework: Revise today’s lesson.
*Comments: 
Date of teaching: 2 / 5 /2008	 	 	
Period: 32	 	Lesson: Listening
Lesson32	 	 LISTENING
------------------------------------------------------------------------------------------------------------------------------
I. Aim: At the end of the lesson, students will be able to listen to a passage to fill in the blanks, and listen to small dialogues for general ideas.
II.Language knowledge: 
1.Grammar: 
2.Vocabulary: new words in the text.
III.Techniques: 
IV.Teaching aids: handouts
V.Procedure:
T’s and Ss’ activities
Content
- T. delivers the handouts.
- Ss read through the text quickly.
- Then T plays the tape.
- Ss listen and fill in the blanks.
- After listening to the text 2 or 3 times Ss tell their answers.
1. Exercise 1: Listen to the passage and fill in the blanks:
 In 1973 a 75-tonne space station called Skylab was launched by the USA. Three crews of three (1) .... were sent to Skyla, but at the end of (2) ., it was abandoned. Skylab stayed in space until 1979. Then it fell out of its (3) .. and headed towards(4) .. . A lot of the space station burnt up when it entered the (5) .. But not all of it was (6) . . Large pieces were scattered across in the Indian Ocean. Australia was hit by some fragments. Fortunately (7) .. was hurt. A lot of the pieces were found by Australian(8) . The pieces were (9) ..for very high (10) ..
Answer key:
astronauts
1974
orbit
the Earth
atmosphere
destroyed
nobody
farmers
sold
prices
- T. delivers the handouts.
- T. asks Ss to listen to 9 small dialogues and match them to their correct headings.
- Then Ss tell their answers.
2. Exercise 2: Listen to these small dialogues and match them with their correct headings:
Dialogue 1 a. winning the prize 
Dialogue 2 b. having a baby 
Dialogue 3 c. having an intervew
Dialogue 4 d. getting married
Dialogue 5 e. failing the driving test
Dialogue 6 f. having an accident
Dialogue 7 g. expecting a baby
Dialogue 8 h. attending a birthday party
Dialogue 9 i. having split up
 Answer key:
1. d
2. c
3. f
4. i
5. a
6. g
7. e
8. b
9. h
- T. sets homework.
- Ss do the task at home.
3. Homework: Revise today’s lesson.
*Comments: 
TAPESCRIPT:
Exercise 1:
 In 1973 a 75-tonne space station called Skylab was launched by the USA. Three crews of three astronauts were sent to Skyla, but at the end of 1974, it was abandoned. Skylab stayed in space until 1979. Then it fell out of its orbit and headed towards the Earth. A lot of the space station burnt up when it entered the atmosphere. But not all of it was destroyed. Large pieces were scattered across in the Indian Ocean. Australia was hit by some fragments. Fortunately nobody was hurt. A lot of the pieces were found by Australian farmers. The pieces were sold for very high prices.
(from Lifeline pre-intermediate, Unit 12.1)
Exercise 2:	(from Lifeline pre-intermediate, Unit 12.2)
Dialogue 1:
A: Peter and I are getting married.
B: Congratulations! When’s the happy day?
2. Dialogue 2:
A: I’ve got an interview for a job today.
B: Good luck! I’ll keep my fingers cross for you.
3. Dialogue 3:
A: John can play today. It seems he’s had an accident.
B: Oh dear. It’s nothing serious, I hope.
4. Dialogue 4:
A: Did you know Tony and Rosie have split up?
B: Oh, really? When did that happen?
5. Dialogue 5:
A: I won the gold medal in the race.
B: Well done. I knew you could do it.
6. Dialogue 6:
 A: I’m expecting a baby.
B: That’s wonderful news. When’s it due ?
7. Dialogue 7:
A: I’m afraid I failed my driving test.
B: Oh, well, never mind. Better luck next time!
8. Dialogue 8:
A: Have you heard? Sue had her baby on Saturday.
B: Oh wonderful! Was it a boy or a girl? 
9. Dialogue 9:
A: Happy birthday, mummy!
B: Thank you very much. How sweet of you.

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