Bài soạn môn học Tiếng Anh lớp 11 - Period: 1 đến period: 50

Period: 1 
Teaching date.././20
Guiding how to learn and to do English tests
I. Objectives:
1. Educational aim: Students know about English book in grade 11
2. Knowledge: 
Student know:	- How to learn English in grade 11
- How to do English tests
- How to use student’s book and workbook
3. Skill : - Reading
- Speaking
- Listening
- Writing
- Doing English tests
II. Teaching aids: Student’s book, student’s workbook, dictionary, some test papers, etc.
III. Procedure:
Teacher’s activities
Students’ activities
Warm-up :(7 minutes)
- Introduce to students about the teacher
- Ask students about their names and English knowledge etc.
I. Guiding: 35 minutes
1. Guiding student’s book and workbook:
* Introduce to students how to use their book and workbook
* Introduce to students how to learn reading, speaking, listening, writing, language focus in their books and how to do the exercises in their books
2. Guiding English tests in grade 11:
* Introduce to students about oral tests, 15 minute tests, 45 minute tests, etc. and how to do them
* The tests in grade 11 include: 
reading : 25%
listening: 25%
writing: 25%
language focus: 25%
3. Guiding other books and tape, disc, etc.
II.Homework: 3 minutes
- Ask students to prepare textbook, notebooks and the things for learning and prepare lesson reading - Unit 1
- Listen to the teacher
- Answer the teacher’s questions
- put the student’s book and workbook on the table
- listen to the teacher and look through the books
- Listen to the teacher
- listen to the teacher and write down the things which will be prepared at home
Good bye!
 Period: 2 
Teaching date.././20
Unit 1: friendship
Lesson 1 : Reading
I. Objectives:
1. Educational aim: Students should know what a friendship is, know how to keep a friend long.
2. Knowledge:
- General knowledge: Students know about how to make and to keep friends long.
- Language: Sentences and expression for describing qualities of true friendship.
- New words: Words related to qualities of friendship.
3. Skills: Guessing meaning in context, scanning for specific information and passage comprehension.
II. Method: Integrated, mainly communicative.
III. Teaching aids: Student’s books, note books, chalks board, etc.
IV. Procedure:
Teacher’s activities
Students’ activities
Warm-up: (5 minutes)
- Ask students the questions:
 - Have you got many friends?
 - Who is your best friend?
 - What do your friends and you do in your free time?
- Let students understand more about activities and qualities of friends, then say to students: Today we learn Unit 1- part A: Reading.
1. Before you read : (7 minutes)
 - Ask students to look at the picture and read the poem in their books. 
 - Ask students to discuss then ask and answer the question:
 - What do you think of the friend in the poem? 
 -Let them work in pairs.
- Listen to students and correct pronunciation and grammar if necessary.
-Show students to know about friends.
2. While you read : (23 minutes)
- Ask students to look through the passage and read in silence.
- Help students read the passage.
- Explain pronunciation and meaning of new words which appear in the passage.
Task 1 : (3 minutes)
- Ask students to fill each blank with a suitable word/phrase.
- Let students work individual or in groups.
- Help students if necessary.
Key: 
1-mutual; 2-incapable of; 3-unselfish;
4(1)-acquaintance; 4(2)-friend; 5-give-and-take; 6-loyal to; 7-suspicious.
Task 2: (4 minutes)
- Ask students look through the passage then try to choose which of the choices A, B, C, or D most adequately sums up the ideas of the whole passage.
- Let them work in pairs.
Key: B
Task 3: (6 minutes)
- Ask students to scan the passage and answer the questions:
- Let them work in pairs.
- Walk round and help students. 
- Ask some students to stand up to ask and answer each other.
- Walk round the classroom and correct mistakes.
3. After you read : (8 minutes)
- Ask students to discuss the question: 
“ Why do we need to have friends? ’’
- Let them work in pairs.
- Ask them to report the results to the class. 
- Listen to students and correct mistakes. 
Home work: (2 minutes)
- Ask students to write a passage about their friendships (80 words)
- Ask students to do Reading exercise of Unit 1 in workbook and prepare Part B : Speaking at home
- Listen to the teacher and answer the questions:
 - Yes, I have.
 - A is my best friend. 
 - We usually come to the library sometimes play foot ball
- Listen to the teacher and open the book – Unit 1, part A: reading.
- Look at the picture in the book, listen to the teacher, read the poem then ask and answer the question, work in pairs:
A: What do you think of the friend in the poem?
B: I think.
- Listen to the teacher.
- Listen to the teacher then read the passage. 
- Ask some new words if necessary.
- Keep the book open.
- Listen to the teacher then do task 1.
- Ask the teacher if necessary.
- work individual or in group.
- Write down the true keys in the notebook.
- Listen to the teacher.
- Look through the passage again and try to choose the most adequately sums up the idea of the whole passage.
- Practice with a partner then write the key down in the note book.
- Ask the teacher if necessary.
- Listen to the teacher then ask and answer the questions in the book: 
1/ The first quality for true friendship is unselfishness..
2/Changeable and uncertain people are incapable of 
3/ the third quality for friendship is loyalty
 4. There must be mutual trust between friends because if not, people cannot feel safe when telling the other their most intimate secrets.
5. People can’t keep a friend long because they can’t keep a secret, either of their own or others.
6. The last quality for true friendship is sympathy. It tells us that to be a true friend, you must sympathize with your friend. Where there’s no mutual sympathy between friends, there’s no true friendship
 - Listen to the teacher.
- Try to discuss the question.
- The students who are called to stand up to report the result to the class loudly. 
Listen to the teacher and write down homework 
Good bye!
Period: 3 
Teaching date.././20
Unit 1 : Friendship
Lesson 2 : Speaking
I. Objectives:
1. Educational aim: Students should know how to describe a person
2. Knowledge: 
- General knowledge: Students learn about physical characteristics and personalities of a person.
- Language: Talking about people’s physical characteristics and personalities.
- New words: words related to people’s physical characteristics and personalities.
3. Skills: talking about people’s physical characteristics and personalities.
II. Method: integrated, mainly communicative.
III. Teaching aids: Student’s book and pictures showing friends, etc.
IV. Procedure:
Teacher’s activities
Students’ activities
Warm-up: (5 minutes)
- Ask students to keep book close
- Ask students to describe some students in the class.
- Call some students to stand to talk to the class.
- Introduce, listen and repair mistakes for students.
(We learn Unit 1, part- speaking)
1.Pre-speaking : (12 minutes)
Task 1
Ask students to look at the people in the book and describe their physical characteristics.
Let them work in pairs.
Introduce “Useful language” to the students:
+ Height: tall, medium, short, 
 + Face: square, large, oval, 
 + Forehead: broad, high, 
 + Nose: straight, crooked, .
 + Hair : Black, grey, .
 + Appearance: handsome, beautiful, good-looking, .
2. While-speaking : (15 minutes)
Task 2
- Help students with some new words.
- Ask ss to make questions and answer questions with a partner, using the information from the picture .
- Let them work in groups
- Walk round and help them
- Ask some students to stand up to talk again loudly
- Listen and correct mistakes
3. Post-speaking : (10 minutes)
Task 3
- Have students work in pairs .
- Guide them to do the task .
- Make sure that ss understand their roles 
- Pay attention to the suggestions :
+ his / her name 
+ date of birth 
+ his / her physical characteristics 
+ his / her hobbies 
+ his / her personalities ( friendly , humorous , quick-witted , good-natured , helpful , honest , pleasant , caring )
+ why he / she interests in Maths
+ how much time he / she spends on Maths everyday 
+ what makes him / her a good friend
+ what made him / her successful ( studious , intelligent , keenly interested in Maths , eager to learn , patient , calm )
+ what he / she does in his / her free time 
- Call some pairs to report . 
- Walk round and help them
- Ask some students to stand up and tell loudly
- Listen and correct mistakes
4. Homework: (3 minutes)
- Ask students to write a passage about their daily routine (50 words)
- Ask students to prepare Part C- Listening and do homework
- Keep books close.
- Listen to the teacher.
- Try to describe some one in the class.
- The students who are called stand to describe a friend to the class.
- Try to repeat from memory
- Try to describe the people in the book:
+ The boy is short . He has a large face , 
+ The girl is 
- Play roles. 
-Present their performance.
- Work in groups of four .
- List some personalities of a person. 
- State some reasons why they choose . 
- Discuss and say the reasons .
- Report their results to the class and explain why they do like that ..
- Make pairs : one is a journalist , the other is an interviewee . 
- Listen carefully . 
- Practise in pairs .
- Pay attention to the content :
+ physical characteristics 
+ personalities
+ reasons why the friends are famous 
- Role play
- Perform their task .
- The students are called stand up and tell loudly
- Listen to the teacher
- Write down the homework
Good bye!
Period: 4 
Teaching date.././20
Unit 1 : Friendship
Lesson 3 : Listening
I. Objectives:
1. Educational aim: Students should know how to describe the best friend and how to keep the friendship.
2. Knowledge: 
- General knowledge: Students learn how to keep friendship.
- New words: Words related to friends and keeping friendship.
3. Skills: - To practise listening comprehension skill.
 - To distinguish true and false statements.
 - To take notes about given questions in order to answer.
II. Method: Intergrated, mainly communicative
III. Teaching aids: Student’s book, tape and cassette player, chalks, notebooks
IV. Procedure:
Teacher’s activities
Students’ activities
Warm-up: (5 minutes)
- Ask students to close the books
-Ask students some questions about friendship:
Who is your best friend?
What qualities & characteristics of your best friend do you admire?
1. Before you listen: (7 minutes)
- Ask students to look at the part: Before listening
- Let them work in pairs ask and answer the questions:
1. Who is your best friend?
2. How did you happen to meet him or her?
3. How long have you known each other?
4. What qualities do  ... d write /fr/-/fl/-/ θr/
-Work in pair
Listen to their friends’ reading
- listen to the teacher and comment
- Listen and copy
- Take note quickly
-Do exercise1
-Work individually
-Compare with the partners
-Answers: 1.anyone ,2someone ,3,anyone ,4someone, 5, no one ,6,everyone 7, no one
-Listen to the teacher and do exercise 2
-Keys: 
1, of he three bags, I like the blue one
2, Mai is making a fruit cake, Huong is making one ,too
3,I like reading books, especially the ones about the natural world
4,I don’t have a computer ,and my father doesn’t want me to have one
..
-Do the exercise3
- Some students write on the board and others check and correct mistakes
Listen and copy
Good bye!
Period: 51
Teaching date.././20
 REVISION FOR 1ST TERM
I. Objectives: By the end of the lesson, Ss will able to:
know how to use infinitive (base form or full form)
know how to use gerund.
II. Materials:
chalk and board.
handouts.
III. Anticipated problems:
Some Ss are still confused about infinitives and gerund.
IV. Procedure:
Stages
Procedure
Interactions
Time
Warmer
Giving the forms of verbs
T gives out some verbs.
Ask Ss to give the forms of verbs.
Compare with your partner.
Pairs
8’
Presentation
 1.To infinitive
T writes some sentences on the board and underlines the to-infinitive.
+ I have letters to write.
+ Does he get anything to eat?
+There’s plenty to do
T asks Ss to comment on the use of to-infinitives in these examples. 
T reviews the form and use of to-infinitives.
1. In the examples above the infinitives are used to replace relative 
 clauses.
The infinitive can be placed after nouns/ pronouns to show how they can be used or what is to be done with them.
+ I have letters to write = I have letters that I must write
+ Does he get anything to eat? 
 = Does he get anything that he can eat?
 2. Infinitive without to (bare infinitive )
a. §éng tõ dïng sau c¸c ®éng tõ h×nh th¸i (can, could ,may ,might, will, would ,shall, should.)
eg: She can sing very beautifully.
 She may be late.
b. Make and let.
C¸c ®éng tõ cã cÊu tróc ®éng tõ +bæ ng÷+®éng tõ nguyªn mÉu kh«ng ‘’to”
Eg: The cold weather made me feel depressed.
 They made me do it.
c. §éng tõ nguyªn mÉu kh«ng ‘’to’’còng ®îc dïng trong c©u mÖnh lÖnh ë d¹ng kh¼ng ®Þnh.
Eg: Go to the blackboard!
 Stay at home!
 Smile!
d. We can use a noun or pronoun object+ bare infinitive after verbs of perceptions such as feel, hear, watch, see, notice, observe, perceive, smell
 3. Gerund 
Ask Ss to give some verbs /verbal phrases followed by the Gerund 
Expected answers: enjoy /miss /risk /appreciate /avoid /detest /dislike /It’s no use /can’t help /
postpone / mind /be worth /mention /keep /count on /give up 
Checking: 
Ask Ss to give form and usage of these verbs 
Form: Verb +V +ing = gerund 
Usage: To add information to what is expressed in certain verbs
T-Ss
16’
Practice
Choose the best answer in A, B, C or D:
1. After  for 3 hours we stopped  other  with us.
A. to walk - to let - to catch up B. to walk - letting - catching up 
C. walking - to let - catch up D. walking - letting - catching up
2. I can’t help  . I caught a cold yesterday from  in a draught.
 A. sneezing - to sit B. to sneeze – sitting 
 C. sneezing - sitting D. to sneeze - to sit 
T-Ss
10’
Production
Summarize about infinitive and gerund
T-Ss
10’’
Home-work
Prepare about participles Good bye!
Individuals
1’
Period: 52
Teaching date.././20
 REVISION FOR 1ST TERM
 ( Cont ) 
I. Objectives: By the end of the lesson, Ss will able to:
distinguish gerund and present participle
use perfect gerund and perfect participle. 
II. Materials:
chalk and board.
handouts.
III. Anticipated problems:
Some Ss are still confused about present participle and gerund.
IV. Procedure:
Stages
Procedure
Interactions
Time
Warmer
What do you call it?
Give some sentences with –ing form of verb.
Ask Ss to give their name (if necessary)
Give feedback and correction
Teams
5’
Presentation
1. Gerund 
If necessary T reviews the form and uses of gerunds. To save time T may give Ss the handout below:
A gerunds is a noun made from a verb by adding ‘-ing’. The gerund always has the same function as a noun (although it looks like a verb), so it can be used:
+ as the subject of the sentence:
. Reading helps you learn English. 
+ as the complement of the verb ‘to be’:
. Her favorite hobby is reading.
+ after prepositions. The gerunds must be used when a verb comes after a preposition:
. She is good at learning English. 
. They’re keen on windsurfing.
This is also true of certain expressions ending in a preposition , e.g. in spite of , there’s no point in 
. There’s no point in typing the assignment. 
. In spite of missing the train, we arrived on time. 
+ after a number of ‘phrasal verbs’ which are composed of a verb + preposition / adverb
Example:
To look forward to ,to give up ,to be for / against, to take to, to put off ,to keep on:
. I look forward to hearing from you soon. (at the 
end of a letter)
. He kept on asking for a discount 
+ in compound nouns 
Example:
. a driving lesson , a swimming pool, bird-watching, train-spotting 
It is clear that the meaning is that of a noun, not of a continuous verb.
Example:
. The pool is not swimming; it is a pool for swimming in. 
+ after the expressions:
can’t help , can’t stand ,it’s no use /good , and adjective worth:
. I can’t stand being stuck in traffic jams.
. It’s no use /good trying to persuade him.
. It might be worth changing the title of the book.
2. Present participle 
If necessary T reviews the from and uses of present participles .To save time T may give Ss the following handout:
The present participle of most verbs has the form V+ing and is used in the following ways :
+ as part of the continuous form of a verb
Example:
. I am working.
. She was dancing.
+ after verbs of movement /position in the pattern: verb + present participle 
Example:
. My mother used to go shopping everyday.
. He came running towards me. 
This construction is particularly useful with the verb ‘to go’ ,such as go diving, go fishing ,go swimming 
+ After verbs of perception in the pattern:
verb +object + present participle
Example:
. I heard someone playing the guitar. 
. I can smell something burning!
NOTE: There is a difference in meaning when such a sentence contains a bare-infinitive rather than a participle. The infinitive refers to a complete action, but the participle refers to an incomplete action, or part of an action. 
Compare:
. I heard Mai playing the piano. (=she had started before I heard her, and probably went on afterwards)
. I heard Mai play the piano .(=I heard her complete performance)
+ as an adjective 
Example:
. It was an interesting film. 
. It’s a bit worrying when the police stop you. 
+ with the verbs spend and waste, in the pattern: 
verb + time /money expression + present participle
Example:
. I spend two hours a day traveling to work. 
. Don’t waste time playing computer games!
. They’ve spend $ 4,000 buying that watch.
+ with the verbs catch and find, in the pattern:
verb +object + present participle
With catch , the participle always refers to an action which causes annoyance or anger:
. If I catch you stealing my apples again, I’ll tell your parents. 
This is not the case with find, which is unemotional:
. We found our dog lying in the bathroom.
. They found their mother sitting in the garden. 
+ to replace a sentence or part of a sentence
When two actions occur at the same time, and are done by the same person or thing, we can use a present participle to describe one of them:
. He sang to himself. He walked down the road. 
(= Singing to himself, he walked down the road.)
When one action follows very quickly after another done by the same person or thing ,we can express the first action with a present participle:
. He put on his coat and left the house (= Putting on his coat, he left the house.)
The present participle can be used instead of a phrase starting as, since ,because , and it explains the cause or reason for an action:
. Feeling tired, he went to bed early (=because he felt tired)
. Knowing that she likes roses, he gave her a bunch of red roses on her birthday.
20’
Practice
Giving their name
Give some sentences.
Ask Ss to distinguish which is gerund and which is present participle.
Sentences:
I object to him having made private calls on the office phone.
Having been his own boss for such a long time, he found it hard to accept orders from another.
They denied having been there.
Having tied one red of the rope to his bed, he threw the other end out of the window.
Having read the instruction, he snatched up the fire extinguisher.
The children admitted having taken the money.
Expected answers:
Gerund: 1, 3, 6
Present Participle: 2, 4, 5
Pairs
9’
Production
Make some sentences with gerund and present participle.
Pairs
10’
Home-work
Prepare reported speech. Good bye!
Individuals
1’
Period: 53 (Thi tập trung theo đề của Sở GD & ĐT Bắc Giang) 
 the test of the first term
Period: 54
Teaching date.././20
Correct the test of the first term
I. Objectives:
 After this correction students will be clearer about the test they have just done. And have to know how to try their best for the next test.
II. Method: Integrated, mainly communicative
III. Teaching aids: board, the test paper, key for the test
IV. Procedures:
Teacher’s activities
Students’ activities
Warm-up: (5 minutes)
- Greeting
- Ask students some questions on the previous test
- Tell the aim of the period: correct the test
- Call some students to read out their answers, and the others give remarks if it is correct or not.
- Finally read the keys out aloud
- Get student to read the test again carefully
- Call some students to read out their answers, and the others give remarks if it is correct or not
- Finally read the keys out aloud
- Show the passage again several times
- Get students to read the passage again carefully
- Call some students to write their answers on the board, and the others give remarks if it is correct or not
- Finally read the keys out aloud
- Call some students to read out their answers, and the others give remarks if it is correct or not
- Finally read the keys out aloud
Homework: (5 minutes)
Prepare Unit 9: the post office
- Greeting
- Listen and understand the task
- Get ready for the lesson
- Look at their paper
- Compare the results with the others
- Get the correct answers from the keys
- Look at their paper
- Compare the results with the others
- Get the correct answers from the keys
- Look at the writing again and compare it with the others
- Correct the wrong sentences base on the key
- Look at their paper
- Compare the results with the others
- Get the correct answers from the keys
- Prepare Unit 9: the post office
Good bye!