Bài soạn môn học Tiếng Anh lớp 11 - Unit 1 đến unit 9

Week: - Period: - Planning date: / / - Teaching date: / / 
Unit 1 Theme : YOU AND ME
Reading (90’)
 I. Objectives:
By the end of the lesson , the Ss are able to know the conflicts between parents and children in domestic chores.
Scanning for information to answer questions
Matching words and their meanings 
II. Teaching method: communicative approach /reading /speaking /writing
II. Teaching aids: textbooks, pictures, handouts, reference books, cassette ..
IV. Procedures:
Teacher’s activities and content
Students’ activities
I.Warm - up (5’)
-Stick the picture about some different household chores in the textbook on the Bb and topic of the lesson then ask them to guess how the picture about 
- Ask Ss : Where are they doing these things ?
 ( Expected : at home )
-Lead into the new lesson
Today we will practice reading a text about the household chores
-Write on the board : Unit 1 : HOME LIFE - Reading 
II. Before you read (20’)
1.Brainstorming (task a –page14 )
-Ask Ss to give answers to these questions:
 1. What are the people in the picture doing?
 2. What is the general word for the things the people do
 in the pictures ? 
 3. Who often does housework in your family ?
 4. Do your parents ask you to help with the housework ?
Expected :
 1. A .ironing clothes C.watering plants
 B.mopping the floor D.air–drying the laundry
2. housework
3. answer vary
4. Of course . I should help with the housework such as clean the rooms , cleaning up the toilet , wash the dishes after meal.
2. Free choice (task b –page14 )
-Ask Ss to read the sentences and check the household chores which are part of their daily routine
-Call on Ss to give answer
-Give feedback and comments
 Expected :
Making your bed R
Washing dishes R
Putting dirty clothes in the laundry £
Cleaning rooms R
Watering flowers and plants £
Buying food for the family R 
Collecting and disposing of garbage R
Folding laundry £ 
 3. Teaching vocabulary: 
Teach these words through elicitation or explanation 
 Pre- teach vocabulary:
 conflict / 'kɔnflikt / (n) =serious disagreement : mâu thuẩn
 conflict / kən'flikt / ( v) with sth 
 glare / gleə / (n) =angry or fierce look: caùi nhìn giận dữ
battle / 'bætl / (v) = struggle
dismay / dis'meid / (adj) = shocked: mất tinh thần
disgust / dis'gʌst / (v) : làm chán ghét
bewildered / bi'wildəd / (adj) =confused / puzzled làm bối rối
nag / næg / (v) = scold càu nhàu
divvy up / 'divi / (v) = share sth out : chia, sẽ phần
pigsty / 'pigstai / (n) : chuồng heo
responsibility / ri'spɔnsəbl / (n) : trách nhiệm
devastating / 'devəsteitiη / (adj) = very destructive : taøn phaù
III. While you read (35’)
-Guide Ss to look the pictures in the text and give some questions relating with the pictures 
- Call a student to guess the contest of the text
Activity 1 : Question and answer ( Task a –page 16 ) 
Ask Ss to scan for information to find the answer to the questions
- Call on some pairs to ask and answer in front of class
- Give feedback
-Suggested answers
1.What problem do parents usually have with the children over household chores ?
2.What did Virginia complain about her daughter over domestic chores ?
3.What did Sampson Lee Blair’s research find out about the contribution of American children to their family ?
Suggested answers
1.Chilren aren’t interested in household chores such as cleaning their room, clearing the table after meals, or hanging up wet towels. Moreover, some of them are often irritated when they are reminded of their mess or responsibilities
2.She complained that she used to do twice as much domestic chores as her daughter did.
3.His research found that most American children ages 6 to 18contribute 12 percent of all household labor at some level
Activity 2 : Matching (Task b –page 16)
Ask Ss to scan the words in column A and B to find the meaning 
 -Ask Ss to match each item in column A with its corresponding meaning in column B
 A 
 B
1. conflict
2.glare 
3.dismayed 
4.bewilder 
5.nag 
6.divvy up 
a. divide
b. puzzuled
c. quarrel
d.upset
e.stare angrily
f.annoy someone by constant scolding
 - Suggested answer
 1 – c 2 – e 3 – d 4 – b 5 – f 6 – a 
 Activity 3 : True -False statement ( handout)
-Give handout and ask Ss to read the text and statements 
and say if the are true of false
-Call on Ss to read statements and give answers.
- Elicit explanations for their choice.
-Invite class opinions and give feedback
IV. After you read ( 20’)
Discuss (task c – page 16)
-Ask Ss to prepare with their partners a two minute oral presentation of what problem they often have with their parents over household chores 
-The hint :
-I live in a family of .mom,dadand myself.
-Mom/Dad is the most influence person in my family. She /He assigns us to do routine chores in the house.
-My duty is .; in addition, I’m responsible for.
-However, I’m often 
- That makes my mom /dad irritated and she is always nagging me into doing my responsibility.
-Call on Ss in pairs to report the opinions of their pairs to the rest of class.
-Invite the class to argue and give comments
-Give feedback and comments
 V.Homework (10’ )
-Tell Ss to learn new words and prepare “ Listening ”
-Do exercise below :
Circle the word whose underline part is pronounced differently from that of the other three.
1 . a. chore b. character c.choice d.chin
2. b.crop b. common c. household d.bodily
-Circle the word whose stress pattern id different from that of the other three
1. a.daughter b.conflict c. teenage d. concern
2. a.according b. bewilder c.interesting d. associate
Look at the picture
-Work in pairs (ask /answer )
 -Answer the questions
 - Work individual
 - Check
 -Compare with the partner
 - Answer
 Close the textbook
 Rub out and remember
 Repeat after the teacher
 Individual and choral
 Come to the board and write
 English words again
 Copy down
- Look and guess
A : The dismayed face of a woman
B : the rash bedroom
C: the disgusted face of a girl
-Work individual (scan the text)
-Work in pairs
-Discuss the answers with a partner
-Practice speaking (ask /answer)
 In front of class
-Work individual
- Scan the words in column A and B
- Match each item in column A with its corresponding meaning in column B
-Compare answers with a partner
-Display in front of class
 -Work with a partner
-Compare answers
-Give opinions in front of class
- Work in pairs
- Discuss and share ideas
-Report the opinions of their 
 pairs in front of class
Week: - Period: - Planning date: / / - Teaching date: / / 
Unit 1 Theme : YOU AND ME 
Listening (45’)
I. Objectives:
By the end of the lesson , the Ss are able to know the contribution of children to the domestic chores in their family.
Listening for specific information related to domestic chores in summer
Ordering ideas
II. Teaching method: communicative approach / listening /speaking
II. Teaching aids: textbooks, pictures, CD and CD–player
IV. Procedures:
 Teacher’s activities and content
Students’ activities
I.Warm - up (5’)
-Give the question:
 1.Are you interested in doing the household chores ?
 2.What do you do to help your parents with domestic chores ?
( Expected : 1. Yes, we are
 2. We water the plants, sweep the house)
Lead into the lesson : 
Today we will practice listening about summer domestic chores for kids
-Write on the board : Unit 1 Home life - Listening 
II. Pre- listening (10’)
1.Matching pictures with descriptions
 -Show the purpose of listening : comprehension , order ideas of the mother who talks about suggestions of summer domestic chores for kids
-Tell Ss to match each picture with the corresponding description
- Call on Ss to give answers.
-Check answers with the whole class
 Key :
 1 .D cleaning 2 A walking toddler
 3.C vacuuming 4 .B feeding
2. Teaching vocabulary
-Elicit meanings of these words through explanation or mining
. vacuum/ 'vækjuəm /(v) clean sth with a vacuum cleaner : huùt buïi
. spray/ sprei / (v) = send out in tiny drops : phun ,xòt
. sweep /swi:p / (v) = remove dust with a broom(caây choåi) queùt 
. mop / mɔp / (v) = clean with a mop : lau chuøi
.wipe / waip / (v) = clean sth by rubbing its
III. While- listening (18’) 
Listening and ordering ( task b - 17 )
 –Tell Ss they are going to listen to a woman’s suggestion of domestic chores for kids
Ask Ss to put ideas in order as they listen to the recording.
-Play the tape CD twice and have Ss do the task
-Call on Ss to read the phrase in order and check with clsass
-Play the CD again and let Ss check the answers.
IV. Post listening ( 10’)
Speaking
Guide Ss to prepare a list of domestic chores they can help their family with ( use the material in task a and b . If there are the new chores , ask teacher to help )
- Tell Ss to talk about what domestic chores they often do what they enjoy doing and what they hate doing .
- Call two Ss to perform in front of class
V. Homework (2’)
 -Learn the words about the domestic chores
- Prepare the “Speaking ” 
- Listen and discus
-Answer
- Work in pairs
 - Discuss – Match
 - Compare answers
 Close the textbook
 Rub out and remember
 Repeat after the teacher
 Individual and choral
 Come to the board and
 write
 English words again
 Copy down
- Work individual
-Listen and understand information
 -Number the ideas in order of speaker
-Compare answers
- Two Ss to write the answer on the blackboard
-Others give the comment
- Write the ordinal number in the box
 - Work in groups
- Perform in groups of four to give their own ideas over household chores
- Perform their own ideas in front of class
Week: - Period: - Planning date: / / - Teaching date: / / 
Unit 1 Theme : YOU AND ME 
Speaking (45’)
I. Objectives:
By the end of the lesson , the Ss are able to express the apologizing and regrets
 - Speaking short dialogues for one of situations
II. Teaching method: communicative approach /speaking /listening
II. Teaching aids: textbooks, poster
IV. Procedures:
Teacher’s activities and content
Students’ activities
I.Warm - up (5’)
Game : Running Dictation
- Stick 6 phrases on the wall around the class room
-Ask Ss to work in four or five groups
-Tell the groups to choose a representative to run around to read the phrases and then dictate them to their groups. The other students in the groups listen and write the phrases on a piece of paper.
-Tell Ss they have only 4 minutes to do it.
-The group with more correct phrases will win the game.
-Check Ss ‘ understanding of instructions and let them start the game
- Collect the groups’ piece of paper , read the phrases and check with Ss
- Declare the winner
-Ask Ss : When do you use these expressions ?
 ( Expected : To express apologizing and regrets )
Lead into the new lesson :
- Today we will practice apologizing and expressing regrets 
-Write on the board : Unit 1 : Speaking 
 Apologizing and Expressing Reg ... . Some desert plants roll up their leaves 
 during the hottest parts of the day 
 b/. The climate in desert is very harsh 
 3/.a/.You should bring a wrist compass 
 to find directions when travelling 
 across a desert 
 b/. The weather in desert is too hot during the day and too cold at night
 - Try to do quickly
 - Exchange to correct together
 - Ask teacher 
 - Write on board
 - try to win the game
 - Take note carefully
 - Begin new lesson 
 B/. Pre- writing (25’)
1/. Re – ordering: ( Task a.P 119) 
 - Look at the poster 
 - Go over the sentences and look for transition 
 signals
Suggested answer : 
 _ such( a serve climate)
 _ The third kind
 _ Some others 
 _ Most of them 
 - Give opinion and comments
 - take note 
 - Work in pairs to read the sentences again
 and put them in the correct order of a 
 paragraph 
 - Try to finish as quickly as possible 
 - Ask teacher when needed
 - Read the order 
 * Answer key :
 3_ 5_ 4_ 2 _ 1
 - Correct and give comments
 - Give feedback
 2/. Completing the outline(Task b P119-120)
 _ Write the sentences in the correct place in 
 the outline
 _ Compare the answer with the partners
 _ Give the answers and check with the class 
 3/. Identifying parts of a topic sentence :
 _ Work in pairs and do as requested 
 _ Try to finish quickly
 _Give the answer 
Suggested answer :
 1/. Life in or near a desert is very difficult 
 Topic controlling ideas 
 2/.If you want to travel across a desert , you
 Topic 
 need to bring with you some essential things 
 controlling ideas 
 _ Give comments as many as posible 
 _ Listen carefully 
 _ take notes
 C/. While _writng ( 32’) :
 1/. Activity 1 : Discussing and writing an 
 outline
 _ Choose one of the topic to write 
 _Look at the poster and do as requested
Suggested ideas
 a/. Topic 1:
 1/. – difficult / hard
 2/.Harsh/ too hot during the day/
 too cold at night
 3/. Very little or no water
 4/. Very little or no food ( very few or no trees, 
 fruit, and animals
 5/.difficult because of harsh climate,scarce 
 food, and water shortage 
 b/. Topic 2 : 
 1/. Sunglasses, a large hat, light- colored clothes
 2/. A wrist compass 
 3/. A kife
 4/. Because they help us survive in case you 
 get lost
 _ work in small groups 
 _ discuss the ideas and do as requested
 _ group and organize the ideas and write 
 outline of the paragraph
 _ try to finish soon
 _ exchange drafts to correct and give 
 comments each other 
 _ try to finish soon
 _ write their ideas on the 
 Board
 _ take notes
 2/. Activities 2 : Writing a pharagraph : 
 _ Repeat and give more transition signals or 
 linking words to write a paragraph
 _ Give suppliments and comments 
Sugested answer :
 + most of them /some other /the third / such a
 + first/ second another thing / in addition..
 _ Try to do quickly
 _ Ask teacher when needed
 _ Exchange their writing with their partner to 
 correct or support more ideas 
_Ask Ss to do as requested 
D/. Post – writing (20’): 
 _ When finishing writing ,work in small
 groups 
_ exchange the writing with the partner 
 to correct again and do as requested 
 _ write the paragraphs on the board
 _ read the paragraphs together and suggest
 corrections and improvement
 _ try to give different options
 _ take notes 
 E/. Homework : (3’) : 
 _ write a paragraph to develop 
 the rest topic sentence as requested 
UNIT 9: DESERTS
Lesson 5: LANGUAGE FOCUS
§ OBJECTIVES:
1. Aim(s): By the end of the lesson, the students are able to recognize and use plural forms of nouns, subordinate conjunctions: so, but and conjunctive adverbs: therefore, however and “unless” in conditional sentences.
2. Lexical items: Words/ phrases related to plural forms of nouns, subordinate conjunctions and conjunctive adverbs, and conditional sentences.
3. Teaching Aids: handouts, textbook, poster, chalks
§ METHOD: integrated, mainly communicative
§ PROCEDURE:
Teacher’s Activities
Students’ Activities
s WARMER (5 mn)
- Ask Ss to close all books
- Hang up a poster with some pictures on the board (select some pictures such as egg, orange, leaf, fish, banana....on the Internet to illustrate).
- Divide the class into two groups and call them find out plural nouns of the things in the poster.
- Go around and control the class.
- Call two head of the groups write the answer on the board.
- Check and declare the winner.
- Give feedback and introduction the new lesson.
+ Transition: Today we will learn more about plural forms of nouns and other grammar points. 
s WORD STUDY (30 minutes)
- Give handout and explain more about plural forms of nouns, especially regular plural and irregular forms of nouns. 
- Then call Ss do all the exercises in textbook.
ú Task a)
- Tell Ss to look up the dictionary for the plural forms of the words given and cross out the incorrect plural forms in the book in pairs.
- Go around explaining more and helping Ss if necessary.
- Call Ss share results together then read aloud them in front of the class.
- Call other pairs comment.
- Check again and give feedback.
ú Task b)
- Do the same task a) but then make 5 sentences, using at least two plural forms of these in one sentence.
s GRAMMAR POINTS (53 mn):
ú Subordinate Conjunction And Conjunctive Adverbs
- Give handout and explain more about how to use subordinate conjunction and conjunctive adverbs.
- Call Ss do all the exercises in textbook.
ú Task a)
- Ask Ss to work in pairs to do the task. 
- Call Ss rewrite the following sentences, using “however” or “therefore”.
- Go around and help Ss.
- Call Ss write the results on the board after sharing together.
- Check again and give feedback.
ú Task b)
- Change the task into multiple-choice task in a poster.
- Then ask Ss to work in pairs read the following sentences in book and choose the best answer from four options A, B, C or D.
- Go around and help Ss if necessary. 
- Call Ss write the answer on the board.
- Check again and ask Ss “Why they choose it”. 
- Give feedback.
ú “Unless” In Conditional Sentences
- Give handout about “unless” in conditional sentences and explain more then call Ss do all exercises in book.
ú Task a)
- Change the task into multiple-choice exercise on a poster and hang up it on the board.
- Call Ss work in pairs and look at the poster to read the task then choose the best answer. 
- Go around and help Ss if necessary. 
- Call Ss give the answer in front of the class.
- Check again and ask Ss “Why they choose it”. 
- Give feedback.
ú Task b)
- Call Ss work in pairs and explain more about how to do the task.
- Make an example and go around helping Ss.
- Call Ss share the results together then write them on the board.
- Call other student comment.
- Check again and give feedback.
ú Homework:
- Ask Ss to do some exercises in Workbook about Language Focus.
- Work in groups to draw.
- Draw it on the board.
- Comment and listen teacher.
- Listen teacher’s explanation. 
- Work in pairs and look up the dictionary for the plural forms of the words given and cross out the incorrect plural forms in the book. 
- Share results together then read aloud in front of the class.
- Comment.
- Take notes.
Suggested answers in teacher’s book page 158
- Do the same task a).
Suggested answers in teacher’s book page 158
- Listen teacher’s explanation.
- Work in pairs to rewrite the following sentences using “however” or “therefore”.
- Write the results on the board and give the comments.
- Take notes.
Suggested answers in teacher’s book page 159
- Look at the poster and listen teacher’s introduction.
- Work in pair to do.
- Share results with a partner.
- Write the answers on the board and explain more about their choices.
Suggested answers in teacher’s book page 159
- Listen teacher’s explanation.
- Work in pairs to do.
- Give the answers in front of the class.
- Give comment and take notes.
Suggested answers in teacher’s book page 159
- Work in pairs to do.
- Share the results together
- Write the results on the board.
- Comment.
- Take notes.
Suggested answers in teacher’s book page 160
s REMARKS (2 mn)
s COMPLEMENTARY PARTS: 
HANDOUT:
Unit 9: DESERTS
Lesson: LANGUAGE FOCUS (90 minutes)
I. WORD-STUDY:
1. Noun (consonant + Y) à N (Y à I) + ES 
Ex: lady à ladies; family à families
2. Noun (_ o) à N+ ES
Ex: tomato à tomatoes; mango à mangoes
3. Noun (_ F/FE) à N (F à V) + ES
Ex: knife à knives; leaf à leave
4. 
s Irregular Plural Nouns:
–a à-e : man à men; woman à women
–ouse à -ice: mouse à mice; lose à lice
-oo à ee: foot à feet; goose à geese
ox à oxen; child à children
s Unchanged Nouns:
bison, deer, grouse, reindeer, sheep-cod, fish, halibut, mullet, salmon, shellfish, gallows, fruit.........
in the context of hunting or when you are saying that there are large numbers of them.
Ex: They hunt gazelle.
When you refer to a large number of trees or plants growing together.
Ex:....the rows of willow and cypress which lined the creek.
5. Foreign plural nouns: 
a) –us à -i: alumnus à alumni; fungus à fungi
b) –sis à-ses: parenthesis à parentheses; thesis à theses
c) –on à -a: criterion àcriteria
d) –um à –a: medium à media
II. GRAMMAR POINTS:
1. SO, THEREFORE, BUT, HOWEVER
Subordinate Conjunctions
Conjunctive Adverbs
Use
so
therefore
- Linking two independent clauses.
- Introducing a result or consequence.
but
however
- Linking two independent clauses.
- Introducing a contrast idea.
s Following a comma
- Following a semi-colon or a period (if standing at the beginning of the clause).
- Followed by a comma.
Ex: Finding water in the forest is relatively easy, but the search for water can become somewhat tenuous in the desert.
à Finding water in the forest is relatively easy; however, the search for water can become somewhat tenuous in the desert.
 à Finding water in the forest is relatively easy. The search for water, however, can become somewhat tenuous in the desert.
2. “UNLESS” IN CONDITIONAL SENTENCES:
a) Unless = If........not: Unless is used in the context of bad or unfortunate happenings. 
Ex: I’ll be at your place at 9.00 unless the bus is late. (= if the bus isn’t late.)
b) Unless is not used: 
1. In question:
Ex: What will you do if you don’t catch the last bus home? (Not...unless you catch the last bus home?)
2. In type 1 conditionals: to talk about feeling which would result from something not happening.
Ex: I’ll be surprised if she doesn’t win the tennis championship. (Not...unless she wins the tennis championship.)
c).Unless should be used in unreal conditions to introduce an afterthought.
Ex: I could have got to the meeting on time, unless I had caught an earlier bus. (the speaker didn’t get to the meeting on time) (Not....if I hadn’t caught an earlier bus)
d) Transformation: If à Unless:
Ex: I’ll go swimming if it is not cold.
à I’ll go swimming unless it is cold.