Ôn tập Tiếng Anh khối 11 - Period 1 đến period 18

Date of planning: 18/9/2008 
Period 1 : infinitive with to, infinitive without to and gerund
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I. Objectives:
- Help Ss review the use and the form of infinitive with to, infinitive without to and gerund.
- After the lesson Ss will be able to use infinitive with to, infinitive without to and gerund correctly and able to do some related exercises.
II. Teaching methods: 
- Communicative teaching approach.
III. Preparation: 
Teaching plan
 Hand outs
IV. Teaching steps
1. Class organization.
 Class
Date
11A2
11A5
11A7
11A8
2. Previous lesson checking
- No checking up.
3. Presentation.
Stages
Teacher’ s activities
Students’ activities
Warmer
(7 min)
Word arrangement.
T gives verbs and ask Ss to arrange them into three categories: verbs which combine with infinitive with to, infinitive without to and gerund: make, decide, risk, love, enjoy, let, threaten, practice, suggest, want, pretend, hope, go on, finish, mind
Group work
Arrange verbs in 3 categories
Verbs which can combine with inf. with to: decide, threaten, want, pretend, hope
Verbs which can combine with infinitive without to: make, let
Verbs which can combine with gerund: risk, love, enjoy, practice, suggest, go on, finish, mind
Presentation
(25 min)
1. Infinitive with to: infinitive with to appear in following cases
a. V to inf.
hope, pretend, threaten, want, decide, manage, attempt.
b. N/Pronoun + to V
c. Adj. + to V
d. V + wh. + to V
e. V + something/anything/nothing + to V
f. the +ordinal number, the next, the last, the only, the + superlative + to V
2. Infinitive without to: infinitive without to appear in following cases:
a. Make, let +O + inf.
b. Modal verb + inf.
c. Inf. is used in imperative form
3. Gerund: T help Ss review (as Ss learned this in 10th form’s English)
* Some special cases
a. advise, recommend, allow, permit, forbid + inf.
 + O + to inf
b. see, hear, watch, feel, smell + O +
 Ving
 Inf.
c. Adj. enough + to V
too + Adj. + to V
 Listen to the teacher, take note, repeat and make up examples with these words.
eg. I want to go out tonight.
We’ve just decided to hold a party
eg. I have three letters to write
W will have a lot of exercises to do 
eg. It is important to learn English
He is pleased to come to your party
eg. We haven’t decided where to go
She doesn’t know how to do this
eg: We need something to eat
She has nothing to say
eg. Who was the first person to clim Mount. Everest?
eg: His father made him study hard 
eg: We will hold a party next month
eg: Close your eyes, give me your hand
eg: She doesn’t allow smoking in her room
She doesn’t allow us to smoke in her room
eg: I saw her fall off the window.
I saw him waiting a taxi this afternoon
He is too young to get married
He isn’t old enough to get married 
Practice
(10 min)
Ask Ss to put the verbs in the brackets in their correct forms
It’s important (hold) the meeting at 7.00
He advises us (see) the dentist immediately.
Let him (do) what he wants
I heard them (talk) in the next room.
Although people keep (blame) him for his behavior, he goes on his own way.
Peter can (swim) very well
This dress makes me (look) fatter
The man on the ground pretends (be) death when the bear approaches him.
He objected to people (insult) him.
My friend recommended (stay) in the first-class hotel.
T asks for answer and give feedback
Individual work
Suggested answer:
To hold
To see
Do
Talk
Blaming
Swim
Look
To be
Insulting
Staying
4. Consolidation: (2min) T sums up the lesson
5. Homework: (1min) Ss learn new words and do some exercises assigned by the teacher. Date of planning:28/9/2008 
Period 2: pronunciation
--------------------------
I. Objectives:
- Help Ss to distinguish the sounds /dg/, /ts/, /m/, /n/ and /n/
- After the lesson Ss will be able to distinguish and use the sounds /d/, /ts/, /m/, /n/ and /n/ correctly
II. Teaching methods: 
- Communicative teaching approach.
III. Preparation: 
Teaching plan
 Hand outs
IV. Teaching steps
1. Class organization.
 Class
Date
11A2
11A5
11A7
11A8
2. Previous lesson checking (7 min)
- Checking up the previous lesson.
3. Presentation.
Stages
Teacher’ s activities
Students’ activities
Warmer
(7 min)
Word arrangement.
T gives different words and ask Ss to arrange them into five categories in terms of pronunciation. T divides the class into two groups, the group which finished more quickly will be the winner
morning, wrong, nose, may, make, summer, seven, snow, sing, running, money, January, changeable, church, want, mix, passenger, dangerous
Group work
Arrange verbs in 3 categories
/dg/: January, passenger, dangerous
/ts/: changeable, church
/m/: morning, may, make, , seven
/n/: nose, seven, snow, money, want.
/n/: morning, wrong, sing, running,
Presentation
(20 min)
Listen and repeat
Ask Ss to look and the words on board, listen to teacher and repeat
Read the word allow, ask Ss to pay attention to the pronunciation.
Practice reading aloud the sentences
T reads the sentences aloud, asks Ss to listen, underline the word where the sound falls.
Just outside the village there’s a bridge.
Jane always enjoys George’s joke.
There are five students in my class who speak Chinese very well.
A cafe is a small restaurant where people can get a light meal
We spent ages preparing for the party 
on Christmas Eve.
Ask Ss to read in pairs 
Call some Ss to read 
Give the correction.
Listen to teacher’s reading aloud and repeat after him or her.
Ss listen to teacher’s reading then underline the word where the sound falls on.
Practice reading in pairs
Some Ss read aloud in front of the class.
Practice
(8 min)
Ask Ss to choose the word in each group that has the italic, underline and bold part pronounced differently from the rest.
1. 
A.
gossip
C.
origin
B.
generous
D.
gymnastic
2. 
A.
mutual
C.
feature
B.
question
D.
confidential
3. 
A.
jump
C.
geography
B.
glance
D.
judgment
4. 
A.
change
C.
cheek
B.
character
D.
chilly
5. 
A.
cheaper
C.
jealous
B.
treatment
D.
jeans
6.
A.
extreme
C.
negative
B.
method
D.
length
7. 
A.
mice
C.
minor
B.
mint
D.
micro
8. 
A.
noble
C.
notice
B.
nose
D.
novel
9. 
A.
sung
C.
cubic
B.
drunk
D.
lung
10. 
A.
bank
C.
seven
B.
against
D.
avenue
Ask for answer and give feedback
Individual work
Choose the word which has the underlined part is pronounced differently from that of the other
Suggested answer
A
D
B
B
C
A
B
D
C
A
4. Consolidation: (2min) T sums up the lesson
5. Homework: (1min) Ss learn new words and do some exercises assigned by the teacher. Date of planning:28/9/2008 
Period 2: present tenses
--------------------------
I. Objectives:
- Help Ss to review the use and the form of the present tenses
- After the lesson Ss will be able to use the past tenses and do some exercises.
II. Teaching methods: 
- Communicative teaching approach.
III. Preparation: 
Teaching plan
 Hand outs
IV. Teaching steps
1. Class organization.
 Class
Date
11A2
11A5
11A7
11A8
2. Previous lesson checking (7 min)
- Checking up the previous lesson.
3. Presentation.
Stages
Teacher’ s activities
Students’ activities
Warmer
(7 min)
Matching game
T gives Ss some fragments then ask Ss to work in group to match those fragments to make meaningful sentences.
He often
Mary is reading
I’ve
He has been
goes to school late
goes round the earth.
The moon
just received a letter from him
a book in her room
waiting for her for 4 hours
Group work
Suggested answer.
1.He often goes to school late
2.I’ve just received a letter from him
3.The moon goes round the earth.
4.Mary is reading a book in her room
5.He has been waiting for her for 4 hours.
Presentation
(20 min)
Present simple
T reviews the use and the form of present simple
form: S + V(s, es)
 S + don’t/doesn’t + V
Use: to talk about people’s daily routine, about the physical facts.
Advs: usually, often, sometimes, occasionally, regularly, always, as a rule, every
Present continuous
T reviews the use and the form of present continuous
form: S + am/is/are + Ving
Use: to talk about things that are happening at the time of speaking.
Advs: now, at the moment, at present
Present perfect
T reviews the use and the form of the present perfect.
form: S+ have/has PII
Use: to talk about things that have just happened or happened in the past but the result still continues till present.
Advs.: recently, already, just, yet, lately, so far, until now, up to now, up to the present,
Present perfect continuous
T reviews the use and the form of present perfect continuous.
form: S + have been+ Ving
Use: to talk about things that happened in the past and continue till the present.
take notes and give example
eg: We often go to school at six.
The sun rises in the east.
eg. The sun is rising at the moment
Listen! Somebody is singing
We are studying English now.
eg. John has finished his homework.
We haven’t finished all the lessons in the book so far.
eg: Wake her up! She has been sleeping for ten hours.
Practice
(8 min)
Ask Ss to put the verbs in the brackets into their right tense.
1.We (eat) porridge every morning.
2.Tom (repair) the TV set. Now he (wash) his hand.
3.I (work) on my report since Monday. Now I (write) the conclusion.
4. The earth (circle) the sun once every 365 days.
5. You (find) your key yet?
6. Where you (be) this morning? It’s nearly midday now.
Individual work
Suggested answer
Eat
Has repaired – is washing
Have been working – am writing
Circles
Have you found
Have you bee
4. Consolidation: (2min) T sums up the lesson
5. Homework: (1min) Ss learn new words and do some exercises assigned by the teacher. Date of planning:03/10/2008 
 Period 3: speaking: personal experiences
--------------------------
I. Objectives:
- to practice the way to talk about one’s experiences
- After the lesson Ss will be able to talk about their own experiences and can use some useful language to talk about experiences.
II. Teaching methods: 
- Communicative teaching approach.
III. Preparation: 
Teaching plan
 Hand outs
IV. Teaching steps
1. Class organization.
 Class
Date
11A2
11A5
11A7
11A8
2. Previous lesson checking (7 min)
- Checking up the previous lesson.
3. Presentation.
Stages
Teacher’ s activities
Students’ activities
Warmer
(7 min)
Vocabulary game.
T gives Ss different infinitive verbs and they have to find out the past tense and the part participle of those verbs.
get, invite, cut, smell, feel, go, think, drink, work, sing, swim, come, move, love, beat.
Ss will work in groups. The group which do quicker and with more correct answers will be the winner.
Group work
Provide the past form and past participle of the verbs.
1
get got got
2
invite invited invited
3
cut cut cut
4
smell smelt smelt
5
feel felt f ...  Questions 
IV. Teaching steps.
1. Class organization.
Class
Date of teaching
Attendance
11A2
11A3
11A5
11A8
2. Previous lesson checking (7 min)
- Checking up the home work.
3. Presentation.
Stages
Teacher’ s activities
Students’ activities
Warm -up
(7 min)
T writes two sentences on the board and asks Ss to find the relative clause and which kind of relative clause they are. Require Ss to give the reason.
Play in groups
Grammar
(28 min)
I. Presentation
Ask Ss the defining and non-defining relative clause, using a table, based on the following questions
Its function?
The use of that?
The use of commas?
II. Practice
There is one mistake in the following sentences, find out and correct
The girl who case had been stolen went to the police station to make some report
The song to that we listened last night was beautiful
In order to do sure that these rare animals do not disappear, efforts have been make to protect endangered animals.
The number of rare animals are decreasing so rapidly that they are in danger of becoming extinct.
The environment in where these animals are living is badly destroyed
Please tell us the reason when he left without saying goodbye
My only regret is that I did not study English good enough to get a good job
Unless there had been a heavy storm, the climbers will not have died.
Mai told her child not make noise when she was working
The police is looking for the bank robbers who stole a large sum of money from the bank
I would rather doing any job than be out of work
In spite of my father is old, he gets up early and does morning exercise.
How many long did you stay in Vietnam during your last summer holiday?
My father used to give me a good advice when I had a problem
Has the government made a decide to ban the use of chemical weapons yet?
Please give me a few sugar in my coffer. I prefer it sweet.
Before went abroad, he had finished his English course at the English-speaking centre
She is the most beautiful woman who I have ever met
Check Ss’ answer and give feed back
Reviewing
Defining
Non - defining
-is used to modify the noun ahead (can not be omitted)
-can start with who, whom which that
- that can replace who, whom, which
-do not used the comma before and after the relative clause
-is used to give additional information to the noun ahead (can be omitted)
- always start with who, whom, which
- can not replace that for who, whom, which
- commas are used before and after the relative clause
Working individually
Exchange answer for peer correction
Give answer
Who case – whose case
To that – to which
Do sure – make sure
Are – is
In where – in which
When – why
Good – well
Will – would
Not make – not to make
Is – are
Doing – do
In spite of – although
How many long – how long
A good – good
Decide – decision
A few – a little
Went- going
Who - that
4. Consolidation (2min): T sums up the lesson
5. Homework (1min): Ask Ss to learn vocab. of the lesson and assign exercises.
Date of planning:. 
Period 17: reading: nature in danger 
--------------------------
I. Objectives
+ to practice reading skill and reading comprehension
+ by the end of the lesson, Ss will be able to read and understand more about the topic nature in danger and more about some structures and vocabulary on the topic
II. Teaching methods
Communicative teaching approach.
III. Preparation
- Teaching plan and handouts
- Questions 
IV. Teaching steps.
1. Class organization.
Class
Date of teaching
Attendance
11A1
11A2
11A5
11A8
2. Previous lesson checking (7 min)
- Checking up the home work.
3. Presentation.
Stages
Teacher’ s activities
Students’ activities
Warm -up
(7 min)
Net working: 
divide the students into two big group and ask them to go onto the board to build the network around the word: animals in danger
Play in groups
Suggested answer: 
Endanger animals: tigers, cheetah, lion, panda, elephant, dolphin, whale.
Reading
(28 min)
I. Before you read
Vocabulary
Peak (n)
Explore (v) thăm dò, thám hiểm
Garbage: = rubbish
Melt: the process that solid becomes liquid
As for + N: về phần, theo như
Clean up: dọn sạch
Control: điều chỉnh, điều hoà
Advisable : nên, thích hợp
II. While reading
Ask Ss to read through the passage then do the task that follows
Go round to provide help
Give feedback
III. Post reading
Ask Ss to work in group of four to summarize the passage basing on the questions as follows
What are problems of the Mount Everest now?
How do people do to protect the Mount Everest?
Ask some Ss to present in front of the class.
Take notes and give example
 Ice often melts in summer
as for me, he is the most clever student in the class
Individual work
Exchange the answer for peer correction
suggested answer
T
F
F
T
T
T
F
T
Group work
Present
4. Consolidation (2min): T sums up the lesson
5. Homework (1min): Ask Ss to learn vocab. of the lesson and assign exercises.
Reading passage
Mont Everest – the highest peak in the Himalayas – is in serious trouble. An international effort is needed to preserve its natural features and the life its supports
Recently, an environmental team decided to explore the mountain to find out exactly what was happening. They found that places which used to be covered in ice are now under water, that there are fewer trees and animals, and that a lot of garbage has been left on the mountain.
There are several reasons for these changes. Industries around the world keep producing gases that make the climate warmer, which melts the ice on Mount Everest. Also, the number of tourists on the mountain is now very high. People seem to think that nothing they do makes a difference on such a huge mountain, so they cut down trees for campfires and leave a lot of garbage around.
Efforts are being made to replace lost trees, especially those which take a long time to grow. For example, a general message to the tourists suggests using faster- growing trees and plants to make campfire. As for the garbage, tour groups have also promised to clean up their camps. “We are looking forward to seeing many improvements,” one guide says, “ but I can’t help feeling that the problems will continue to grow. After all, we alone can’t control the climate change”
Read the passage then decide whether the following sentences are true (T) or false (F)
Mount Everest, the highest peak in the Himalayas, is in serious trouble
No effort is made to preserve its natural features and the life it supports.
An environmental team explored the mountain but they found nothing special
Gases produced by industries around the world make the climate warmer, which melts the ice on Mount Everest
A great number of tourist on the mountain cut down trees for campfires and leave a lot of garbage around, which seriously damages the mountain
To save Mount Everest, people are making great efforts to replace lost trees, especially those which take a lot of time to grow
It’s advisable that the tourists shouldn’t use faster – growing trees and plants to make campfires
Some tourists are worried that they can’t control climate change
Date of planning:. 
Period 18: grammar: joining sentences using relative pronouns
--------------------------
I. Objectives
+ Review the way to join sentences using relative pronouns
+ by the end of the lesson, Ss will be aware of the way to join sentences using relative pronouns and be able to do some exercises
II. Teaching methods
Communicative teaching approach.
III. Preparation
- Teaching plan and handouts
- Questions 
IV. Teaching steps.
1. Class organization.
Class
Date of teaching
Attendance
11A1
11A2
11A5
11A8
2. Previous lesson checking (7 min)
- Checking up the home work.
3. Presentation.
Stages
Teacher’ s activities
Students’ activities
Warm -up
(7 min)
Game: finding the other’s halves
T divides the whole class into smaller groups. Give each group one piece of paper containing a part of the sentence then ask Ss to go round to find their correct half
Play in groups
Grammar
(28 min)
I. Presentation
T asks Ss to review the way to combine two sentences using relative pronoun
- identify the nouns or pronouns that indicate the same subject
- identify the main clause and dependent clause
- replace the noun or pronoun that indicates the same subject in the dependent clause by a suitable relative pronoun
- if the relative pronoun is the subject, we will omit this step. Otherwise, we will move it to the beginning of the dependent clause.
- get rid of the punctuation between the two sentences
- the task is finished if the relative pronoun is right after the noun it modifies. Otherwise, we will move the whole dependent clause to the position right after the nouns that the relative clause modifies.
* Notice: joining two sentences using relative pronoun preceded by a preposition
II. Practice
Join the two sentences, using relative pronouns
The geologist predicted another earthquake. He lectured at Centre Hall last night
I have good memories of my hometown. It is situated in a valley
Mrs. Dark is very happy. Her son won the first prize of the spelling contest.
1945 is they year. The revolution took place then
I enjoyed Mexico. I spend my vacation there last summer.
Kuala Lumpur is a major trade centre in South East Asia. It is the capital city of Malaysia.
A barber cut your hair. Did he do a good job?
Yesterday I ran into a old friend. I hadn’t seen him for years
Is that the restaurant? I will met you at that restaurant tomorrow.
Ms Hoa works in the City post office. We met her last Friday
Most of the people speak German. They live in Australia
The bus isn’t running today. It goes to Oxford
I don’t like the man. He is going out with my sister.
Michelangelo is one of Italy’s greatest artists. He lived until he was 90.
Mary was staying with her friend. He has a big house in Scotland
The person asked me some very difficult questions. He interviewed me.
Go round to provide help
Give feedback
Take notes and give example
 eg/ Nam is the student. He is the most intelligent in my class
= Nam is the student who is the most intelligent in my class.
Individual work
Exchange the answer for peer correction
suggested answer
The geologist who lectured at Centre Hall last night predicted
I have .hometown which is situated
Mrs. Dark whose son..is 
1945 is the year when the.
I enjoyed Mexico where I
Kuala Lumpur which is the ..is a 
Did a barber who..do a.?
Yesterday I ran into a friend whom I.
I that the restaurant where I.
Ms Hoa whom we..works
Most of the people who live in.speak German
The bus which goes .isn’t running today
I don’t like the man who
Michelangelo who lived..is one of Italy’s greatest artist
Mary ..her friend who has
The person who interviewed asked me
4. Consolidation (2min): T sums up the lesson
5. Homework (1min): Ask Ss to learn vocab. of the lesson and assign exercises.