Bài soạn môn học Tiếng Anh lớp 11 - Period: 1 đến period: 14

Date of teaching: 	 	 	
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 activities
Ss’ activities
- T. supplies Ss with the cases in which infinitives are used. (This is printed in handouts delivered to Ss beforehand.)
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
* 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
Presentation:
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.
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 + 
	easy 	to -inf.
	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.
* Löu yù: Sau caùc ñoäng töø see, watch, hear ta duøng VBI khi haønh ñoäng ñöôïc chuùng ta thaáy (see), xem (watch), nghe (hear)
Example: 	
- I feel the earth move.
- We watched Liverpool and Manchester play on TV last night. (xem heát traän ñaáu)
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 shelf.
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 Angeles to Honolulu.
I saw her (cross)  the road.
They have a lot of homework (do) ..
John is easy (please) 
I’m sorry (trouble) 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.
- Work in pairs, do the exercise
Answer key
to buy
to arrive
look
post
to do
send
to buy
to reach
to sing
 shouting
 to go
 to fly
 crossing
 to do
to please
to trouble
go
 leave
annoy
to stay
to use
to buy – sell
to sit - to make
to join
cry
to come
to get
go shopping
to help
to open
Homework:
Revise today’s lesson.
Do all the exercises again.
Date of teaching: 	 	 	
Period: 3 	 	Lesson: Grammar
Lesson 3	 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 activities
Ss’ activities
- T. asks Ss to give the forms and usage of the past simple, past perfect and past progressive.
- Ss tell T. 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.
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.
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 (get) ..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. calls on some Ss to read their answers, and correct their answers if necessary.
- Ss work in pairs to do the exercise.
joined
was having
had sold
visited
came – was talking
was lying – heard
rained – was sleeping
was planting – was changing
arrived – were waiting
had done – worked
was looking – started – took
sent – had received
met 
had visited – went
had worked – retired
had washed – began
got – had started
had admitted
hit – was using – hurted
was reading – heard – went – turned – held – listened – realized – was chewing.
Homework:
Revise today’s lesson.
Do all the exercises again.
Date of teaching: 	 	 	
Period: 2 	 	Lesson: Reading
Lesson 2	 	 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 activities
Ss’ activities
- T. delivers the handouts.
- T calls on some Ss to read their answers, and checks them then.
- Ss read the text and fill in the blanks by choosing the best answers from A, B, C or D.
Cloze text:
Answer key:
B
D
A
D
B
D
A
C
B
D
- T. asks Ss to read the answers and corrects them as well.
- Ss read the passage and do the task.
2. Reading text:
Answer key:
1. C
2. D
3. A
4. B
5. C
6. B
3.Homework:
Revise today’s lesson.
Do all the exercises again.
APPENDIX:
I. Choose the word or phrase A, B, C or D that best fits the blanks in the following 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 do 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. kee ... chniques: 
IV. Teaching aids: handouts
V. Procedure:
T’s activities
Ss’ activities
Task 1. Work in pairs.
Ask sts to write as many statements of invitation as they know.
Ex. Do you feel like?
-
-
Write statements of invitation in pairs.
-Would you like?
-
-
Task 2. Work in pairs
Rearrange the clues to make a letter of invitation.
1. Since your family moved to Ipoh, things are not the same here. I really enjoyed the things we did together.
2. Dear Jean,
3. Do let me know whether you can come or not.
4. I look forward to hearing from you soon.
5. Anyhow, the holidays are about to begin. Would you like to come over to my house for a short stay?
6. We could spend some time on the beach again, swimming, catching crabs, etc. My parents say that they will be glad to see you.
7. How are things getting on with you? I am fine here.
- Do the task in pairs
Key: 2 – 7 – 1 – 5 – 6 – 3 – 4 
Task 3. Work in groups.
 Write a letter invite one of your friends to join an activity that is being organizing by you.
-Walk around and give advise to any need help.
- Correct and give remarks after sts finish their work.
Work in groups, write the letter.
---------------------------------------------------------------------------------------------------------------------------------------------------------------------------
Homework
- Revise the lesson.
Date of teaching: 	 	 	
Period: 10	 	Lesson: Reading
Lesson 10	 	 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. Vocabulary: new words in the cloze text and in the passage.
III. Techniques: 
IV. Teaching aids: handouts
V. Procedure:
T’s activities
Ss’ activities
- T. delivers the handouts.
- T calls on some Ss to read their answers, and checks them then.
- Ss read the text and fill in the blanks by choosing the best answers from A, B, C or D.
1.Cloze text:
Answer key:
A
C
B
A
A
D
A
 8. C
 9. A
 10. B
- T. asks Ss to read the answers and corrects them as well.
- Ss read the passage and do the task.
2. Reading text:
Answer key:
1. B
2. C
3. D
3.Homework:
Revise today’s lesson.
Do all the exercises again.
APPENDIX:
I. Choose the word or phrase A, B, C or D that best fits the blanks in the following passage:
THE QUIZ SHOW
 My best friend Jenny ... (1) ... on a TV quiz show a few nights ago. It was very exciting. We all knew that she ... (2) ... be on, so all our friends met at her parents’ house ... (3) ... it. Her parents videoed it too, of course. The programme ... (4) ... at half past seven. We screamed and clapped when we saw Jenny. She looked great. She had had her hair done, and was wearing the new top she had bought the day before. She sat in the chair in the middle of the studio while the ... (5) ... asked her some questions. The questions got harder ... (6) ... harder as they increased in ... (7) ... . If she didn’t make any mistakes and get the most difficult question right, she ... (8) ... a million pounds. By this time, jerry had won a thousand pounds. That was definitely hers, whatever happened. She answered the next question correctly, ... (9) ... was worth five thousand pounds. I didn’t know the answer, but she did know! Then with the next question, she ... (10) ... a risk but got the answer wrong. She was gone out of the game. Still, she had her thousand pounds, and we were very proud of her. 
1) A. appeared	B. turned	C. presented	D. participated
2) A. might	B. should	C. would	D. could
3) A. watch	B. to watch	C. watching	D. being watch
4) A. started	B. starts	C. start	D. had started
5) A. presenter	B. leader	C. producer	D. director
6) A. or	B. but	C. so	D. and
7) A. value	B. cost	C. award	D. difficulty
8) A. will win	B. would have won	C. would win	D. wins
9) A. which	B. who	C. whom	D. that
10) A. got	B. took	C. made	D. had
II. Choose the correct answer - A, B, C or D - to each question
There is no denying the fact that prize call stimulate competitors into full play. One will go all out to seek his greatest success because of the prize incentive and the sense of superiority over others. Consequently, the highest achievement will be obtained in a fair play.
However, many competitors cannot overcome the temptation of the prize. They see nothing but the prize and may try to get it by improper means. As a result, we often hear of scandals in sports events.
I believe that the remedy lies in character education of the competitors. This helps them understand that prize is a means to an end, but not the end itself meanwhile, we should enforce the law that no one should take improper actions before or at the competition. Then, prize will play a better part in any contest.
1 . It is true to say that 	
all competitors take part in the competitions to get prize.
prize is considered as a stimulus for play.
prize is said to help competitors to get money.
prize has affected competitors' attitude.
2. The expression "go all out"' in the 2nd line means	
A. spend a lot of time	B. practice a lot
C. make a very great effort	D. use effective methods
3. The word "incentive" in the 3rd line could be best replaced by	
A. value	B. purpose	C. standard	D. encouragement
Date of teaching: 	 	 	
Period: 14	 	Lesson: Reading
Lesson 14	 	 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. Vocabulary: new words in the cloze text and in the passage.
III. Techniques: 
IV. Teaching aids: handouts
V. Procedure:
T’s activities
Ss’ activities
- T. delivers the handouts.
- T calls on some Ss to read their answers, and checks them then.
- Ss read the text and fill in the blanks by choosing the best answers from A, B, C or D.
1.Cloze text:
Answer key:
A
C
B
A
A
D
A
 8. C
 9. A
 10. B
- T. asks Ss to read the answers and corrects them as well.
- Ss read the passage and do the task.
2. Reading text:
Answer key:
1. D
2. A
3. B
4. A
5. A
3.Homework:
Revise today’s lesson.
Do all the exercises again.
APPENDIX:
I. Read the following passage carefully, and then select the best option A, B, C or D to complete it:
WORLD POPULATION
Projections issued in 2000 showed the world population increasing from 6.1 billion in 2000 to 7.9 billion in 2025 and 9.3 billion in 2050. "High" and "low" projections for 2025 are 8.4 billion and 7.5 billion (1) ______ . The average world birth rate is projected to decline from the 1990 level of 26 per 1,000 to 22 per 1,000 at the end of the century (2) ______ to 17.6 per 1,000 in 2025 (corresponding to a fall in TFR from 3.3 in 1990 to 2.4 in 2025). (3) ______ the expanding share of the population at high-mortality ages, the average world death rate is expected to decline only slightly; from 9 (per 1,000) in 1990 to 8.4 in 2025. Average world (4) ______ expectancy, however, is projected to rise from 65 years in 1990 to 71.3 years in 2025.
Wide variations in population (5) ______ will undoubtedly persist. In the developed world, population growth will continue to be very low and in some nations will even decline. (6) ______ Europe as a whole is projected to have a declining population after 2000. U.S. Census Bureau projections, assuming middle fertility and mortality levels, (7) ______ U.S. population increasing from 250 million in 1990 to 349 million in 2025 and 420 million in 2050. (8) ______ growth would be virtually zero.
The UN expects the less-developed countries to have steadily falling (9) ______ of population growth. For the less-developed world as a whole, the 1990 growth rate of 2.0 percent per year is projected to be cut in half by 2025. Africa will remain the region with the highest growth rate. In 1990 this rate was 3.1 percent; in 2025 it is projected to be about 2.0 percent. Africa's population would almost (10) ______ , from 629 million in 1990 to 1.36 billion in 2025, and then continue growing at a rate that would almost double the population size in another 35 years.
1/ A. hopefully	B. shortly	C. respectively	D. totally
2/ A. and	B. or	C. so	D. but
3/ A. In spite of	B. Because of	C. For example 	D. So as that
4/ A. life	B. living	C. live	D. alive
5/ A. height	B. development 	C. increase	D. growth
6/ A. Northern	B. Southern	C. Western	D. Eastern
7/ A. say	B. show	C. demand	D. state
8/ A. Besides	B. Nevertheless 	C. However	D. Thereafter
9/ A. rates	B. levels	C. numbers	D. ranks
10/ A. develop	B. jump	C. double	D. triple
II. Read the passage and choose one correct answer for each question.
 The nuclear family, consisting of a mother, father, and their children may be more an American ideal than an American reality. Of course, the so-called traditional American family was always more varied than we had been led to believe, reflecting the very different racial, ethnic, class, and religious customs among different American groups.
 The most recent government statistics reveal that only about one third of all current American families fit the traditional mold and another third consists of married couples who either have no children or have none still living at home. Of the final one third, about 20 percent of the total number of American households is single people, usually women over sixty-five years of age. A small percentage, about 3 percent of the total, consists of unmarried people who choose to live together; and the rest, about 7 percent, are single, usually divorced parents, with at least one child.
1) With what topic is the passage mainly concerned?
 A. the traditional American family	B. The nuclear family.
 C. The ideal family.	D. The current American family.
2) The writer implies that ........................ .
 A. there has always been a wide variety of family arrangements in the U.S
 B. racial, ethnic, and religious groups have preserved the traditional family structure.	
 C. the ideal American is the best structure.
 D. fewer married couples are having children.
3) Who generally constitutes a one-person household?
 A. A single man in his twenties	B. A single woman in her late sixties
 C. An elderly man	D. A divorced woman.
 4) According to the passage, married couples whose children have grown or who have no children represent .............................. .
 A. 7 percent of households	B. 20 percent of households	
 C. 33,3 percent of households	 	D. 3 percent of households	
5) The word current in line 7 is closest in meaning to ................... 
A. present	 	B. contemporary C. now 	D. modern