Giáo án tiếng Anh lớp 11 – Hệ đổi mới – Học kì I

Date of preparation: 04/09/2016 	Date of teaching: 06/09/2016
 PERIOD 001/105: INTRODUCING THE PROGRAMS OF ENGLISH 11
I. AIMS/OBJECTIVES OF THE LESSON:
1. Language focus: 
- To introduce English 11
- To motivate learners, prepare them to get ready for the new school year.
2. Skills: To test Ss's language skills
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 English 11 at home
III. PROCEDURE:
1. Class organization (1 minute)
2. Check up (omitted)
3. New lesson (40 minutes)
TEACHER'S ACTIVITIES
STUDENTS' ACTIVITIES
1. Warm up:
Introduces herself to the students
Asks some students to introduce themselves:
What’s your name?
Do you like English?
Do you find English easy or difficult?
Which is the easiest, the most difficult? reading, speaking, listening, or writing?
Why do you learn English?
How long have you learned English?
Are you good or bad at English?
2. The text- book English 11
the 1st term
* Unit 1- Unit 6: 8 parts for each unit: getting started, language, reading, speaking, listening, writing, communication and culture and looking back & project
* Review 1, 2
* Test yourself 1
* Written tests: 6: 15’(3) 45’(2) end- term (1) 
 the 2nd term: 
* Unit 7- Unit 12: 8 parts for each unit: getting started, language, reading, speaking, listening, writing, communication and culture and looking back & project
* Review 3, 4
* Test yourself 2
* Written tests: 6: 15’(3) 45’(2) end- term (1) 
3. Teacher’s demand 
Books
* Text - book English 11
* Work - book English 11
At home:
* Prepare for the new lessons: content, structures, words and phrases, pronunciation
* Revise the old lessons + do all the homework
At class: 
* Participate in all activities
* Keep the discipline
4. Students’ assessment (5 mins)
What do you find your English?
Very good Excellent:
Good: Average:
Bad: Very bad:
Do as appointed
Listen
Take notes
Listen 
Take notes
Do as appointed
4. Consolidation (3 mins) 	- English test book 11
5. Homework: (1 min)	- Read unit 1 - getting started at home
	IV. SELF-EVALUATION:
	..
	 THE END ..
Date of preparation: 04/09/2016 	Date of teaching: 08/09/2016
UNIT 1: THE GENERATION GAPS
PERIOD 002/105: GETTING STARTED 
I. AIMS/OBJECTIVES OF THE LESSON
1. Language focus
- To help learners get started with some language items in Unit 1
- For vocabulary, that is words and phrases related to the generation gap and family rules, as well as some compound nouns
- For pronunciation, that is strong and weak form of words in connected speech
- For grammar, that is the use of some modal verbs: should, ought to, must, have to
2. Skills
- To help learners get started with 4 skills in Unit 1
- Reading: Reading for specific information in an article about the generation gap
- Speaking: Talking about parent-child relationship problems, and offering advice on how to solve them
- Listening: Listening for specific information in a conversation between two teenagers about conflicts with their parents
- Writing: Write a letter about family rules to a teenager staying with a homestay family
3. Attitudes:	- To help Ss get started for Unit 1 with the topic "the generation gap"
- To provide Ss some motivation
II. PREPARATION
1. Teacher:	- Teaching aids: textbook, lesson plan
- Teaching method: Communicative language teaching
2. Students: 	- Read through English Unit 1 - getting started at home
III. PROCEDURE
1. Class organization (1 minute)
2. Check up (omitted)
3. New lesson (40 minutes)
TEACHER'S ACTIVITIES
STUDENTS' ACTIVITIES
Lead in
Ask Ss to read the box and inform the class of the lesson objectives
- Vocabulary - Pronunciation
- Grammar - Skills
- Communication and Culture
1. Listen and read
Ask Ss listen to the recording and read the conversation
Ask them to pay attention to highlighted words and phrases
- Do as appointed
+ extended family + nuclear family
+ childcare + generation gap
+ table manners + viewpoint
2. Read the conversation again. Decide whether the statements are T or F
Ask Ss to work individually and finish the task
Ask them to exchange their answers with a partner.
- Do as appointed
1. F
2. F
3. T
4. F
5. T
3. Complete the definitions by filling highlighted compound nouns in the gaps
Ask Ss to work individually and finish the task
Ask them to exchange their answers with a partner.
- Do as appointed
1. A nuclear family
2. A generation gap
3. A viewpoint
4. Childcare
5. Table manners
6. An extended family
4. Find other compound nouns in the conversation.
As Ss to work in groups and finish the task
- Do as appointed
Grandparents/ grandma/ grandpa
Grandmother/ hairstyles
Housework/ footsteps
5. Find verbs used to express duty, obligation, advice or lack of obligation
Ask Ss to work in groups and finish the task
- Do as appointed
+ Opinion and advice: should, shouldn't, ought to, ought not to
+ Duty and obligation: must, have to
+ Lack of obligation: not have to, not need to
6. Ask and answer the questions
Ask Ss to work in pairs and finish the task
- Do as appointed
+ Nuclear family: 
have closer relationships with each other
less generation gaps
worry about childcare
+ Extended family:
- more help from family members
- not worry about childcare
- more conflicts and generation gaps
4. Consolidation (3 mins)	- Compound nouns in the conversation
- Practice the conversation
5. Homework: (1 min)	- Compound nouns in the conversation
- Practice the conversation
- Do the tasks again
- Read Unit 1 - Language at home
	IV. SELF-EVALUATION:
	..
	 THE END ..
Date of preparation: 04/09/2016 	Date of teaching: 09/09/2016
UNIT 1: THE GENERATION GAPS
PERIOD 003/105: LANGUAGE 
I. AIMS/OBJECTIVES OF THE LESSON
1. Language focus
- To provide learners some language items in Unit 1
- For vocabulary, that is words and phrases related to the generation gap and family rules, as well as some compound nouns
- For pronunciation, that is strong and weak form of words in connected speech
- For grammar, that is the use of some modal verbs: should, ought to, must, have to
2. Skills: 	- To promote Ss to 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 English Unit 1 - language at home
III. PROCEDURE
1. Class organization (1 minute)
2. Check up (5 minutes) - Ask some Ss to write some new words and do the tasks again
3. New lesson (35 minutes)
TEACHER'S ACTIVITIES
STUDENTS' ACTIVITIES
VOCABULARY
1. Matching to form compound nouns
Ask Ss to do the tasks and compare the results with their partner 
- Do as appointed
1. g / 2. h / 3. i / 4. f / 5. c
6. b/ 7. a/ 8. d/ 9. e
2. Complete each question with one of the compound nouns in 1
Ask Ss to do the tasks and compare the results with their partner 
- Do as appointed
1. hairstyle/table manners
2. generation gap 3. nuclear family
4. junk food 5. schoolchildren
PRONUNCIATION
1. Listen and repeat
Ask Ss to read the box and check their understanding
Play the recording and let Ss listen
Play it again with pauses for them to repeat each sentence
Do as appointed
Which word is stressed in a sentence?
+ content words: n, v, adj, adv
+ negative auxiliaries
+ question word
+ demonstrative pronouns: this, that, these, those without nouns
+ possessive pronouns
2. Listen and check
Ask Ss to read the sentences, decide whether bold words are stressed or unstressed
Play the recording and let Ss listen and check
- Do as appointed
1. A: strong/ B: weak
2. A: weak/ B: strong
3. A: weak/ B: strong
GRAMMAR
1. Underline the correct word
Ask Ss to read the box and check their understanding
Ask them to do the task then compare their answers with a partner's
- Do as appointed
1. should
2. ought to
3. must
4. have to
5. mustn't
2. Rewrite the sentences
Let Ss finish the task and compare their answers with their partner's 
- Do as appointed
2. You mustn't use your mobile phone in the examination room
3. I don't have to type my essay
4. You should tell the truth to your parents
5. Young people must plan their future career carefully
4. Consolidation (3 mins): 	- Compound nouns
- Weak form and strong form of words
- Modal verbs: should, ought to, must, have to
5. Homework: (1 min):	- Compound nouns, weak form and strong form of words
- Modal verbs: should, ought to, must, have to
- Do the tasks again, Read Unit 1 - Reading at home
	IV. SELF-EVALUATION:
	..
	 THE END ..
Date of preparation: 10/09/2016 	Date of teaching: 12/09/2016
UNIT 1: THE GENERATION GAPS
PERIOD 004/105: READING 
I. AIMS/OBJECTIVES OF THE LESSON
1. Language focus: To provide learners some vocabulary related to the topic of conflicts in the family
2. Skills: 	- To promote Ss to develop their reading skills
- Skim the text to get the general idea
- Scan the text to get some specific details
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 English Unit 1 - Reading at home
III. PROCEDURE
1. Class organization (1 minute)
2. Check up (5 minutes) Ask some Ss to distinguish the use of should, ought to, must, have to and do the tasks again
3. New lesson (35 minutes)
TEACHER'S ACTIVITIES
STUDENTS' ACTIVITIES
PRE READING
1. You are going to read a text about the conflicts between parents and their teenager children. Which of the following may be found in the text?
Let Ss work in groups, do the task
- Do as appointed
Some Ss write their predictions on the board
WHILE READING
2. Read the text quickly and check your predictions in 1
Let Ss skim the text, then check their predictions
- Do as appointed
b – c – d – e – f 
3. Match the highlighted words in the text with the definitions below
Let Ss look at the highlighted words again, then do the task individually
Ask Ss to compare their answer with a partner
- Do as appointed
1. afford
2. impose
3. brand name
4. norms
5. conflicts
4. Read the text carefully then answer the questions
Put Ss in pairs, ask them to ask and answer the questions
Let Ss read the text again and locate the parts of the text where they can get the answers
- Do as appointed
1. Because they strongly believe that they know what is best for their children
2. They want to be more independent, create their own opinions and make their own decisions
3. They are worried because these clothes may break rules and norms of society, or distract them from schoolwork
4. They want their children to spend their  ... g their emotional expressions	D. looking at their faces
Question 60. The biggest difference lies in___________.
	A. how often positive emotions are shown	B. how emotional responses are controlled
	C. how intensive emotions are expressed	D. how long negative emotions are displayed
Question 61. Smiles and frowns___________.
	A. are universal expressions across cultures 	B. are not popular everywhere
	C. do not convey the same emotions in various cultures
	D. have different meanings in different cultures
Question 62. Paul Ekman is mentioned in the passage as an example of_____________.
	A. investigators on universal emotional expressions B. researchers on universal language
	C. researchers who can speak and understand many languages
	D. lacked many main ingredients
Question 63. The best title for the passage is_______________.
	A. ways to control emotional expressions	B. cultural universals in emotional expressions
	C. Human habit of displaying emotions	D. review of research on emotional expressions
Question 64. Many studies on emotional expressions try to answer whether___________.
	A. eyebrow raising means the same in Minneapolis and Madagascar.
	B. different cultures have similar emotional expressions.
	C. rounding the mouth has the same meaning in Minneapolis and Madagascar.
	D. raising the eyebrows has similar meaning to rounding the mouth.
PHẦN TỰ LUẬN (2 điểm)
I. Finish each of the following sentences in such a way that it means the same as the sentence printed before it. Write your answers on your answer sheet.(0.1 point/ each correct answer)
Question 1. The book is so interesting that it has become the best-seller of this year.
→ It is such an interesting book that it has become the best-seller of this year.
Question 2. People think that he is an excellent football player.
→ He is thought to be an excellent football player.
Question 3. My mother started cooking for the party two hours ago.
→ My mother has been cooking for the party for two hours.
Question 4. In spite of the bad weather, they had a wonderful holiday.
→ Although the weather was bad, they had a wonderful holiday.
Question 5. “I’m sorry I gave you the wrong number” said Paula to Susan.
→ Paula apologized to Susan for giving/ having given her the wrong number.
II. “Would you like to attend higher education or vocational training after leaving high schools?”
In about 140 words, write a paragraph about your choice.(1.5 points)
4. Consolidation (3 mins)	- Revise what Ss have learnt in unit 1, 2, 3, 4, 5
5. Homework: (1 min)	- Revise what Ss have learnt in unit 1, 2, 3, 4, 5
Date of preparation:.././201.. 	Date of teaching: .././201..
END TERM REVISION
PERIOD 053/105: COPLETING TERM TEST PREPARATION 
I. AIMS/OBJECTIVES OF THE LESSON
1. Language focus	- To help students revise what they have learned in unit 1, 2, 3,4
- 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	- Review what they have learned
III. PROCEDURE
1. Class organization (1 minute)
2. Check up (Omitted)
3. New lesson (40 minutes)
LANGUAGE
Mark the letter A, B, C, or D on your answer sheet to indicate the word whose underlined part is pronounced differently from that of the rest in each of the following questions.
Question 1: A. measles	 	B. meant	 	C. leader	 	D. teacher
Question 2: A. needed	B. afforded	C. advanced	D. invented
Mark the letter A, B, C, or D on your answer sheet to indicate the word that differs from the rest in the position of the main stress in each of the following questions.
Question 3: A. favor	B. deny	C. decide	D. again
Question 4: A. information	B. calculation	C. energetic	D. investigate
Question 5: A. history	B. mathematics	C. literature	D. physics
Mark the letter A, B, C, or D on your answer sheet to indicate the word(s) CLOSEST in meaning to the underlined word(s) in each of the following questions.
Question 6: The majority of workers find it quite hard to live on the amount of the money they earn. A. most	B. entire	C. almost	D. all of
Question 7: Paul always gets nervous whenever he has to give a presentation.
A. anxious	B. fearful	C. impressed	D. supportive
Question 8: Tests are regularly conducted in this area to ascertain whether pollution levels have dropped. A. contemplate	B. behold	C. determine	D. consider
Mark the letter A, B, C, or D on your answer sheet to indicate the word or phrase that is OPPOSITE in meaning to the underlined part in each of the following questions.
Question 9: The dim lights made it hard to see, so Ben squinted to make out the stranger's face in the distance. A. faint	B. muted	C. strong	D. weak
Question 10: Henry hoped that his sons would someday take over his retail business and maintain the high level of customer service and satisfaction that Henry valued so much.
A. uphold	B. continue	C. eliminate	D. connect
Mark the letter A, B, C, or D on your answer sheet to show the underlined part that needs correction.
Question 11: The rate of snow accumulation in the formation area are critical to the pace of glacial movement.
A. accumulation	B. are	C. to the	D. movement
Question 12: More murders are reported in December in the United States than for any other month. A. More	B. are reported	C. the	D. for
Question 13: Although Emily Dickinson publishes only three of her verses before she died, today there are more than one thousand of her poems printed in many important collections.
A. publishes	B. there are	C. thousand of	D. in
Question 14: Humans who lived thousands years ago, long before alphabets were devised, they used pictures to record events and to communicate ideas.
A. who	B. ago	C. they	D. to communicate
Question 15: More companies returned to the task of development new kinds of antibiotics, and as this book is being prepared, a number are undergoing clinical trials.
A. to	B. development	C. kinds of	D. a
Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions.
Question 16: The students don’t know how to do the exercise_______ by the teacher yesterday. 
A. written	B. is writing	C. who written	D. which written
Question 17: It’s only a small flat but it___________ my needs perfectly.
A. settles	B. meets	C. supplies	D. fills
Question 18: A___________ of interest briefly crossed his face at the mention of her name.
A. flicker	B. trace	C. mark	D. hint
Question 19: The teacher made up a difficult question, but at last, Tung_______ a good answer.
A. came up for	B. came up to	C. came up against	D. came up with
Question 20: ___________ disabled children cannot enjoy toys designed for nondisabled youngsters is the subject of the report.
A. What	B. Those	C. That	D. Because
Question 21: You should have___________ your research paper again before you handed it in.
A. gone over	B. gone under	C. gone with	D. gone down with
Question 22: Manh asked me___________ that film the night before.
A. that I saw	B. had I seen	C. if I had seen	D. if had I seen
Question 23: We’ve got another set to___________ if this one doesn’t work.
A. fall back on	B. come out with	C. set out	D. go in for
Question 24: I said that I had met her___________.
A. yesterday	B. the previous day	C. the day	D. the before day
Question 25: When we arrived at the meeting place, the others___________. 
A. left	B. have left	C. had left	D. are leaving
Question 26: She has been studying engineering___________. 
A. since 5 years	B. for 5 years	C. 5 years before	D. during 5 years
Question 27: She told me___________.
A. shut the door but don’t lock it.	B. shut the door but not lock it.
C. to shut the door but not lock it.	D. to shut the door but not to lock it.
Question 28: - Alice: “What shall we do this weekend?” - Carol: “____________”
A. I went out for dinner.	B. Oh, that’s good.	
C. Let’s go out for dinner.	D. No problem.
Question 29: Don’t be late for the class often, ________ people will think you are a disobedient student. A. unless	B. otherwise	C. if not	D. or so
Question 30: If Bean___________ with us, he would have a good time.
A. would had come	B. came	C. would come	D. have come
Question 31: - Khanh: “I’d like the blue jacket, pleases! Can I try it on?” - Tien: “Yes, __________.”
A. you would	B. you must	C. certainly	D. you do
Question 32: ___________, he would have passed the exam.
A. were Manh studied	B. Had Manh studied harder
C. If Manh had not studied harder	D. If Manh studied harder
Question 33: By the time you get back, I___________ all my correspondence and then I_________ you with yours.
A. will have finished/ can help	B. will finish/ can have helped
C. will be finished/ have helped	D. have finished/ have helped
Question 34: - Toan: “Thank you for the delicious meal” - Minh: “______________.”
A. Never wonder	B. No problem	C. All right	D. I’m glad you enjoyed it
4. Consolidation (3 mins)	- Revise what Ss have learnt in unit 1, 2, 3, 4
5. Homework: (1 min)	- Revise what Ss have learnt in unit 1, 2, 3, 4
Date of preparation:.././201.. 	Date of teaching: .././201..
COMPLETING TERM
PERIOD 054/105: END-TERM TEST 
I. AIMS/OBJECTIVES OF THE LESSON
1. Language focus	- To test and mark the students
- To get feedback from the students
2. Skills	- To help Ss develop their skills to do MCQ tests
3. Attitudes	- To give Ss the motivation to learn hard for their exam
II. PREPARATION
1. Teacher:	- Testing aids: Lesson plan, test papers
- Testing method: Multi-choice questions
2. Students:	- Prepare for the test at home
III. PROCEDURE
1. Class organization (1 minute)
2. Check – up (omitted)
3. Testing contents (43 minutes)
* Vocabulary: 	Unit 1: Generation gaps
 	Unit 2: Relationships
 	Unit 3: Becoming independent
 	Unit 4: Caring for those in need
* Grammar: 	Modal verbs; Linking verbs
 	The passive; To infinitive
 	The past simple and the present perfect
* Reading skills	Where do conflicts come from?
 	Please help me!
 	Time - management Skills
 	Helping each other
* Listening skills	Conversation about family conflicts
 	Talk show with an expert 
 	 	Conversation about how people become independent
 	Monologue about youngster with disabilities
* Writing skills	A paragraph about family rules; An online posting
 	A letter of application; An article
4. Consolidation (omitted)
5. Homework (1 minute) 	- Look at the test paper at home
--------------THE END OF THE LESSON PLAN FOR FIRST SEMESTER----------------
Biên soạn và Giảng dạy bởi: ĐỖ VĂN BÌNH
	Giáo viên tiếng Anh trường: THPT Liễn Sơn
Huyện: LẬP THẠCH
Tỉnh: VĨNH PHÚC
E_mail: binhbac72@gmail.com
dovanbinh.gvlienson@vinhphuc.edu.vn 
web: www.violet.vn/quocbinh72