Giáo án Tiếng Anh 11 - Period 55 to period 103

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Ngày soạn: ..//20 Ngày giảng: ..//20. 
PERIOD 55. READING 
I. Objectives: By the end of the lesson, Ss should be able to talk about the causes and effects 
of global warming. 
II. Teaching aids: 
1. Teacher: - Teaching aids: textbook, lesson plan, pictures, cards, charts, 
2. Students: - Textbook, stationary, 
III. Procedure: 
Steps + time Learning Activities Language focus Modes 
Warm-up 
(5 minutes) 
* Word Game: Who am I? 
- One st describe a person’s 
career, the others get the name. 
- In turn to make guesses. 
Vocab: words & phrases 
related environment. 
Grammar: Perfect 
Gerunds & Infinitives. 
Intonation. 
Groups 
Pairs 
PRE READING 
1. Work with a 
partner 
Let Ss work in pairs, do the task. - pollution 
- forest destruction 
Groups 
Individually 
In pairs 
WHILE READING 
2. Read the text 
and select the 
statement that 
expresses main 
idea 
(10 minutes) 
Let Ss read the three heading a, b, 
c d first and make sure they 
understand all of them. 
Ask Ss to read through the text 
once without stopping at the 
words that they don't know the 
meaning. 
Help them eliminate the choice 
that is only one aspect of the text. 
The best title of the text is 
"Global warming is 
mainly caused by 
humans and has negative 
impacts on people’s 
lives". 
Ask them to work in 
pairs to decide on the 
best title for the text that 
gives the general idea of 
the whole text. 
Groups 
Individually 
In pairs 
3. Match the 
words with 
their meanings 
Ask Ss to work in pairs and do 
the task. 
Answers: 
1. g 2. f 3. d 4. e 
5. b 6. a 7. c 
Individually 
In pairs 
Groups 
4. Answer the 
questions 
(5 minutes) 
Put Ss in groups of 3, ask them to 
read the questions first to make 
sure they understand them by 
asking them to underline key 
words. 
Let Ss read the text again and 
locate the parts of the text where 
they can get the answers. 
Answers: 
2. It releases a large amount of 
carbon dioxide into the 
atmosphere. 
3. Deforestation disrupts 
the process of absorbing 
and capturing C02 from 
the atmosphere. 
4. They could lose their 
home. 
5. They can reduce crop 
harvest globally. 
6. Because human beings 
cannot exist without 
species diversity on earth. 
Individually 
In pairs 
POST READING 
(5 minutes) 
Put Ss in groups of four and let 
them discuss the questions freely. 
Work in groups, discuss 
the question. 
Individually 
In pairs 
IV. Consolidation (3 mins) - Vocabulary related to global warming 
- Reading skills: skimming, scanning, guessing the meaning 
V. Homework: (1 min) - Vocabulary & grammar points 
 - Review the lesson, next period preparation 
SELF-EVALUATION:  
TRƯỜNG THPT LIỄN SƠN – GIÁO ÁN TIẾNG ANH LỚP 11 – HỆ ĐỔI MỚI – HỌC KÌ II – 2019-2020 
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Ngày soạn: ..//20. Ngày giảng: ..//20.. 
PERIOD 56. SPEAKING 
I. Objectives: By the end of the lesson, Ss should be able to express opinions, agreements or 
disagreements about solutions to the global warming. 
II. Teaching aids: 
1. Teacher: - Teaching aids: textbook, lesson plan, pictures, cards, charts, 
2. Students: - Textbook, stationary, 
III. Procedure: 
Steps + time Learning Activities Language focus Modes 
Warm-up 
(5 minutes) 
* Word Game: Who am I? 
- One st describe a person’s 
career, the others get the name. 
- In turn to make guesses. 
Vocab: words & phrases 
related environment. 
Grammar: Perfect 
Gerunds & Infinitives. 
Intonation. 
Groups 
Pairs 
1. Work in pairs, 
in your opinion. 
(8 minutes) 
Which of the following activities 
in the table below can help to 
reduce global warming? 
Ask Ss to work in pairs, do the 
task 
Answers: 
1, 2, 4, 5, 6 
Groups 
Pairs 
2. The table 
below presents 
the reasons. 
(8 minutes) 
Why the activities in 1 can help 
reduce global warming. Match 
them with the activities 
Let Ss work in pairs, do the task 
Answers: 
1. e 2. b 
4. c 5. a 
6. d 
Individually 
In pairs 
3. Lan, Mai and 
Minh are talking 
about the 
activities. 
(8 minutes) 
Work in groups of three. 
Complete the conversation using 
the phrases in the box and then 
practice it. 
Ask Ss to do the task. 
1. energy use 
2. electronic devices 
3. planting trees 
4. carbon dioxide 
5. reusing and recycling 
Individually 
In pairs 
4. What do you 
think about these 
solutions to 
global warming? 
Work in groups of three. Use the 
idea in 1 and 2 to have a similar 
conversation. 
What do you think about 
these solutions to global 
warming? 
Individually 
In pairs 
IV. Consolidation (3 mins) - Vocabulary related to global warming 
- Speaking skills: making a dialogue based on the sample 
V. Homework: (1 min) - Vocabulary & grammar points 
 - Review the lesson, next period preparation 
SELF-EVALUATION:  
Ngày soạn: ..//20.. Ngày giảng: ..//20.. 
PERIOD 57. LISTENING 
I. Objectives: By the end of the lesson, Ss should be able to get information to talk about the 
effects of global warming. 
II. Teaching aids: 
1. Teacher: - Teaching aids: textbook, lesson plan, pictures, cards, charts, 
2. Students: - Textbook, stationary, 
III. Procedure: 
Steps + time Learning Activities Language focus Modes 
Warm-up 
(5 minutes) 
* Word Game: Who am I? 
- One st describe a person’s 
career, the others get the name. 
- In turn to make guesses. 
Vocab: words & phrases 
related environment. 
Grammar: Perfect 
Gerunds & Infinitives. 
Intonation. 
Groups 
Pairs 
TRƯỜNG THPT LIỄN SƠN – GIÁO ÁN TIẾNG ANH LỚP 11 – HỆ ĐỔI MỚI – HỌC KÌ II – 2019-2020 
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Activity 1. 
(8 minutes) 
a. Match the words with the 
pictures and answer the question 
Ask Ss to work in pairs and do the 
task. 
b. What is the common cause of 
all the disasters depicted in the 
pictures above? 
1. c (drought) 2. d (flood) 
3. a (famine) 
4. e (water shortage) 
5. b (forest fire) 
- climate change 
- global warming 
- human being’s 
interference with the 
environment 
Groups 
Pairs 
Activity 2. 
(8 minutes) 
Prof Linn is talking to a class of 
grade 11 students about global 
warming. Listen to the talk and 
choose the best answers. 
Answers: 
1. D 2. B 3. B 
4. C 5. A 
Individually 
In pairs 
Activity 3. 
(9 minutes) 
Listen to the talk again and 
answer the questions. 
Let Ss work in pairs to answer the 
questions. 
Answers: 
1. Carbon dioxide, carbon 
monoxide. 
2. The thick layer of the 
greenhouse gases traps more heat 
from the sun leading to the 
increase of the temperature on the 
earth. 
3. Heat waves, floods, droughts 
and storm surges. 
4. Famine, water 
shortages, extreme 
weather conditions and a 
20-30% loss of animal 
and plant species. 
5. When you have a lot of 
information about the 
topic, you’ll be more 
willing to change your 
lifestyle and you’ll be able 
to inform others and 
inspire change. 
Individually 
In pairs 
Activity 4. 
(9 minutes) 
Work in groups. Discuss if the 
weather patterns in VN have 
changed over the last ten years. 
Provide some examples. 
Then report the results 
to the class. 
Groups 
Individually 
IV. Consolidation (3 mins) - Vocabulary related to the topic of global warming 
- Listening skills 
V. Homework: (1 min) - Vocabulary & grammar points 
 - Review the lesson, next period preparation 
SELF-EVALUATION:  
Ngày soạn: ..//20.. Ngày giảng: ..//20.. 
PERIOD 58. WRITING 
I. Objectives: By the end of the lesson, Ss should be able to write an essay about the causes 
and effects of global warming and the possible solutions. 
II. Teaching aids: 
1. Teacher: - Teaching aids: textbook, lesson plan, pictures, cards, charts, 
2. Students: - Textbook, stationary, 
III. Procedure: 
Steps + time Learning Activities Language focus Modes 
Warm-up 
(5 minutes) 
* Word Game: What is it? 
- One st describe the use of an 
object, the others get the name. 
- In turn to make guesses. 
Vocab: words & phrases 
related to ASEAN. 
Grammar: Gerunds & 
State verbs. 
Falling & Raising tune. 
Groups 
Pairs 
Activity 1. 
(8 minutes) 
Which are the causes and which 
are the effects of global warming? 
Answers: 
Causes: 2, 4, 7 
Effects: 1, 3 6, 8 
Groups 
Pairs 
TRƯỜNG THPT LIỄN SƠN – GIÁO ÁN TIẾNG ANH LỚP 11 – HỆ ĐỔI MỚI – HỌC KÌ II – 2019-2020 
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Complete the diagram with the 
idea below. 
Ask Ss to do the task. 
 5 9 
Activity 2. 
(8 minutes) 
Work in pairs, discuss and 
complete the outline using the 
ideas from 1. Brainstorm some 
possible solutions. 
Ask Ss to do the task in pairs. 
Answers: 
1. Introduction (introduce topic 
and the main contents) 
- one of the biggest issues facing 
humans nowadays. 
- caused mainly by 
humans. 
- most catastrophic 
effects on humans. 
- humans have to take 
actions to reduce the risks 
- the essay will discuss the 
causes and effects, and 
possible solutions. 
2. What global warming 
is and its cause. 
Groups 
Individually 
In pairs 
Activity 3. 
(9 minutes) 
Complete the following outline 
for the passage on ear-buds in 
activity 2. 
Ask Ss to do the task. 
a. Topic: The benefits of ear-buds 
b. Thesis sentence: What are its 
benefits? 
c. Supporting idea 1 and further 
explanation: small, light, portable 
-> put in a bag or pocket 
Supporting idea 2 and 
further explanation: 
not costly -> about 100 
000 VND 
Supporting idea 3 and 
further explanation: 
used anywhere -> will not 
disturb anybody 
Groups 
Individually 
In pairs 
Activity 4. 
(9 minutes) 
Ask Ss to exchange their writing 
for peer comment. 
Choose one invention and 
write a similar paragraph 
about its benefits. 
Groups 
Individually 
In pairs 
IV. Consolidation (3 mins) - Vocabulary related to the topic of working mother 
- Writing skills 
V. Homework: (1 min) - Vocabulary & grammar points 
 - Review the lesson, next period preparation 
SELF-EVALUATION:  
Ngày soạn: ..//20.. Ngày giảng: ..//20.. 
PERIOD 59. COMMUNICATION AND CULTURE 
I. Objectives: By the end of the lesson, Ss should be able to prepare a talk on global warming 
for Green Teens Club. 
II. Teaching aids: 
1. Teacher: - Teaching aids: textbook, lesson plan, pictures, cards, charts, 
2. Students: - Textbook, stationary, 
III. Procedure: 
Steps + time Learning Activities Language focus Modes 
Warm-up 
(5 minutes) 
* Word Game: What is it? 
- One st describe the use of an 
object, the others get the name. 
- In turn to make guesses. 
Vocab: words & phrases 
related to ASEAN. 
Grammar: Gerunds & 
 ... k 
- Can Gio Biosphere 
Reserve (HCM City) 
Groups 
Individually 
In pairs 
Listening 
Activity 3. 
(5 minutes) 
Listen to the recording about Cuc 
Phuong National Park and fill in 
the missing information. 
Ask Ss to do the task 
Do as appointed: 
1. 135 
2. tourists and scientists 
3. 2000 – 400 
4. most impressive 
5. 1000 
Groups 
Individually 
In pairs 
Writing 
Activity 4. 
(5 minutes) 
Write a paragraph about 
different environmental 
problems and give advice on how 
to solve them. Use the 
information in box of your own 
ideas. 
Ask Ss to do the task 
Today, we can’t deny the 
fact that human beings 
are facing many 
environmental problems 
and they are doing their 
best to solve them. First of 
all, people produce too 
much waste which then is 
thrown everywhere and 
pollute the environment. 
The best solution to this 
problem is that we should 
do more recycling. . 
Groups 
Individually 
In pairs 
IV. Consolidation (3 mins) - Revise what Ss have learnt in units 9,10. 
- Work in groups, talk about a world heritage site in VN 
V. Homework: (1 min) - Vocabulary & grammar points 
 - Review the lesson, next period preparation 
SELF-EVALUATION:  
Ngày soạn:.././2020 Ngày giảng: .././2020 
PERIOD 102. TEST YOURSELF 2 
I. AIMS/OBJECTIVES OF THE LESSON 
1. Language focus - To help students revise what they have learned in units 9, 10 
- To give them a chance to practice 
2. Skills - To promote Ss to develop their skills and cultural understanding 
- To help Ss develop the skill of working in pairs and groups 
3. Attitudes - To encourage Ss to work harder - To provide Ss some motivation 
II. PREPARATION 
1. Teacher - Teaching aids: textbook, lesson plan 
- Teaching method: Communicative language teaching 
2. Students - Read through Review 4 
III. PROCEDURE 
TRƯỜNG THPT LIỄN SƠN – GIÁO ÁN TIẾNG ANH LỚP 11 – HỆ ĐỔI MỚI – HỌC KÌ II – 2019-2020 
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1. Class organization (1 minute) 
2. Check up (5 minutes) - Ask some Ss to go to do the tasks again 
3. New lesson (35 minutes) 
I. Choose the word that has main stress placed differently from the others. 
01. A. illiterate B. eradicate C. voluntary D. minority 
02. A. combat B. ethnic C. province D. campaign 
03. A. volunteer B. struggle C. promise D. concentrate 
04. A. education B. universal C. eradication D. population 
05. A. considerable B. effective C. relevant D. maturity 
II. Choose the word or phrase - A, B, C, or D -that best completes the sentence or substitutes for 
the underlined word or phrase. 
06. I'm not surprised Margaret's ill. With all the voluntary work she's_____, she's really been doing 
too much. A. taken off B. taken on C. taken in D. taken to 
07. An English Club will be _______ to help children improve their English. 
A. brought on B. showed up C. set up D. put on 
08. There was a gradual ____ in the number of both males and females who were literate in the 
Lowlands. A. rise B. raise C. arise D. risen 
09. Only highly _______ people are capable of discussing these subjects. 
A. interesting B. common C. literate D. business 
10. Most students who were asked felt that _______ respect in the classroom was essential. 
A. mutual B. annual C. actual D. continuous 
11. Many university students _______ spent their summer vacations teaching illiterate people to 
read and write. A. freely B. consciously C. gradually D. voluntarily 
12. The proposal has not met with _______ agreement. 
A. voluntary B. universal C. Informal D. effective 
13. A child's vocabulary _______ through reading. 
A. expands B. expends C. expels D. exposes 
14. Children living in remote and mountainous areas may be _______ disadvantaged. 
A. educated B. education C. educational D. educationally 
15. She is 'due to _______ a lecture on genetic engineering. 
A. make B. teach C. deliver D. take 
III. Choose the word or phrase - A, B, C, or D - that best completes the sentence. 
16. Twenty-five people _______ killed in that traffic accident. 
A. reported to be B. are reporting to be C. are reported being D. are reported to be 
17. The woman said she _______ in this village for over fifty years. 
A. has been living B. was living C. had been living D. lives 
18. US scientists claim that they _______ a new vaccine against malaria. 
A. developed B. have developed C. had developed D. was developing 
19. The lecturer recommended ______ a number of books before the exam. 
A. reading B. to read C. us reading D. to have read 
20. Jane appears _______ some weight. Has she been ill? 
A. having lost B. having been lost C. to have lost D. to have been lost 
21. If you saw a lawyer, he'd advise you _______ legal action. 
A. take B. taking C. to take D. for taking 
22. Hardly _______ to the bus-stop when the bus suddenly pulled away. 
A. did they get B. they had got C. they got D. had they got 
23. He advised me _______ anything about it for the time being. 
A. didn't do B. not do C. don't do D. not to do 
24. By the time you return here next week, we _______ the project. 
A. will have finished B. has finished C. will finish D. will be finishing 
25. We are going to get our house _______ next week. 
A. painting B. to paint C. painted D. to be painted 
IV. Identify the one underlined word or phrase. A, B, C or D - that must be changed for the 
sentence to be correct. 
26. Before the nineteenth century, it was rarely to find organized systems of adult education 
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 A B C D 
27. Only when the famine gets worse world governments will begin to act. 
 A B C D 
28. On some streets, it has against the law to ride a motorcycle without a helmet. 
 A B C D 
29. Members of high school clubs learn to participation in teams through their involvement in 
community projects. A B C D 
30. Special education is intended help both handicapped and gifted children to reach their learning 
potentials. A B C D 
V. Choose the correct word or phrase - A, B, C or D - that best completes the passage. 
The traditional definition of literacy is considered to be the ability to read and write, or the 
ability to use language to, read, write, listen, and speak. In modern contexts, the word refers to 
reading and writing at a level (31) _______ for communication, or at a level that lets one understand 
and communicate ideas in a literate society,' so as to take (32) _______ in that society. The United 
Nations, Educational, Scientific and Cultural Organization (UNESCO) has drafted the following 
definition: “Literacy is the ability to identify, understand, interpret, create, communicate and 
compute, using printed and written 'materials (33) _______ with varying contexts. Literacy involves 
a continuum of learning to enable an Individual to achieve his or her goals, to develop his, or her 
(34) _______ and potential, and to participate fully in the wider society." 
Many policy analysts consider literacy rates a crucial measure of a region's human capital. 
This claim is made on the (35) _______ that literate people can be trained less expensively than 
illiterate people, generally have a higher socio-economic (36) _______ and enjoy better health and 
employment prospects. Policy makers also argue that literacy increases job opportunities and 
access to higher education. In Kerala, India, for example, female and child mortality rates declined 
(37) _______ in the 1960s, when girls who were educated in the education reforms after 1948 began 
to raise families. Recent researchers, (38) _______, argue that correlations such as, the one listed 
above may have more to do with the effects of schooling rather than literacy in general. Regardless, 
the (39)_______ of educational systems worldwide includes a basic (40) _______ around 
communication through test and print, which is the foundation of most definitions of literacy. 
31. A. important B. adequate C. adaptable D. suitable 
32. A. control B. comfort C. part D. honor 
33. A. associated B. worked C. appropriated D. related 
34. A. ability B. knowledge C. behavior D. performance 
35. A. basics B. ways C. foundations D. grounds 
36. A. status B. request C. condition D. state 
37. A. actually B. dramatically C. extremely D. accurately 
38. A. therefore B. however C. consequently D. additionally 
39. A. main B. majority C. focus D. demand 
40. A. concept B. content C. contact D. context 
E. SELF-EVALUATION:  
Ngày soạn:.././2020 Ngày giảng: .././2020 
PERIOD 103. COMPLETING TERM PREPSRATION 
I. Aims and objectives - To evaluate the quality of teaching and learning processes 
- To motivate Ss get ready for their exam 
- To help them systematize the knowledge 
II. Teaching aids - Chalk, board, lesson plan, textbooks, exercises 
III. Procedure 
1. Class organization (1min) 
2. Check up (5 mins) - Expressing opinion with passive and active voice 
3. New lesson (35 mins) 
Students’ activities Teacher’s activities 
- Revise the knowledge in previous lessons: 
* Vocabulary: 
TRƯỜNG THPT LIỄN SƠN – GIÁO ÁN TIẾNG ANH LỚP 11 – HỆ ĐỔI MỚI – HỌC KÌ II – 2019-2020 
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+ Unit 6: Gender Equality 
+ Unit 7: Cultural Diversity 
+ Unit 8: New ways to learn 
Grammar: 
+ Unit 6: The passive voice with modals 
+ Unit 7: Comparative and Superlative 
+ Unit 8: Relative Clauses 
- Asks Ss to review the knowledge in 
previous lessons 
4. Consolidation: (3 mins) - Knowledge in previous lessons 
5. Homework (1 min) - Knowledge in previous lessons 
IV. SELF-EVALUATION:  
Ngày soạn:.././2020 Ngày giảng: .././2020 
PERIOD 104+105. END-TERM TEST 
I. Aims and objectives - To get feedback from the Ss 
- To evaluate the quality of teaching and learning 
- To mark and assess the Ss’ performance 
- To motivate Ss to learn for their exam 
II. Teaching aids - Test papers, teacher’s control during the text 
III. Procedure 
1. Class organization (1min) 
2. Testing time (45 mins) 
3. Contents 
+ 45 multiple choice questions 
+ Relative clauses + Reported speech 
+ Stress pattern + Comparative 
+ Passive voice + Vocabulary 
+ Unit 6 – 8 
Listening: 5 sentences 
Pronunciation : 5 sentences 
Vocabulary: 7 sentences 
Grammar: 13 sentences 
Reading: 10 sentences 
Writing: 5 sentences 
--------------THE END OF THE LESSON PLAN FOR FIRST SEMESTER---------------- 
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Biên soạn và Giảng dạy bởi: ĐỖ VĂN BÌNH 
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Huyện: LẬP THẠCH 
Tỉnh: VĨNH PHÚC 
E_mails: binhbac72@gmail.com 
dovanbinh.gvlienson@vinhphuc.edu.vn 
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