toàn bộ bài tập tiếng anh lớp 11 học kì 2

Week: 1 THE PAST SIMPLE AND THE PAST PROGRESSIVE, Aim: By the end of the lesson, Students will be able to review and use the past tenses.Teaching aids: lesson plan, handouts, blackboards

Week: 1 THE PAST SIMPLE AND THE PAST PROGRESSIVE,

Aim: By the end of the lesson, Students will be able to review and use the past tenses.Teaching aids: lesson plan, handouts, blackboards

Procedure:

activities

Ss’ activities

I THE PAST SIMPLE TENSE

a Diễn tả một hành động xảy ra trong quá khứ xác định

rõ thời gian (yesterday, ago, last……, in the past, in 1990)

Ex: - My father bought this house 10 years ago

- Mr Nam worked here in 1999

b Diễn tả một loạt các hành động xảy ra liên tiếp trong

quá khứ

Ex: - Last night, I had dinner, did my homework, watched

TV and went to bed

- When she came here in 1990, she worked as a

teacher

II THE PAST PROGRESSIVE TENSE

1 Form

- Affirmative: S + was/were + V-ing…

- Negative: S + was/were + not + V-ing…

- Interrogative: Was/Were + S + V-ing….?

2 Use

a Diễn tả một hành động xảy ra ở một thời điểm trong

quá khứ

Ex: They were playing chess at 4 o’clock yesterday

b Diễn tả một hành động đang xảy ra có một hành động

khác xen vào trong quá khứ (when, while, as) Hành động

đang xảy ra dùng thì Past Progressive, hành động xen vào

ra dùng thì Past Simple.

Ex: - I was studying my lessons when he came

- We saw him while we were walking along the

street

- Review theform, theuse of thepast simpleand pastprogressive

- Get Ss to

exercise

- Ask Ss tochoose thebest answer

to completeeach

sentence

-Look at,listen andanswer theT’s

questions

1 D werewearing /met

2 B was

* EXERCISE

Choose the best answer to complete each sentence.

1) You your new hat when I

you yesterday

A were wearing/ had met B wore/ had met

C wore/ was meeting D were wearing/ met

2) As I the glass, it suddenly into

two pieces

A cut/ broke B was cutting/ broke

C cut/ was breaking D.was cutting/ had broken

3) A burglar into the house while we

television

A broke/ were watching B broke/ watched

C had broken/ watched D broke/ had watched

4) It was midnight Outside it very hard

A rains B rained C had rained D was

raining

* EXERCISE

Put the verbs in parentheses into the correct tense.

1) While Diana (watch) her favourite

TV programme, there (be) a power cut

2) Who (drive) the car at the time of the

accident?

3) I (do) some shopping yesterday, when I

(see) your friend

4) What you (do) when I

(come) to your office yesterday?

- Ask Ss toput the verbsin

parenthesesinto thecorrect tense

cutting/broke

3 A broke /were

watching

4 D wasraining

1 was watching / was

2 was driving

3 was doing / saw4.were / doing / came

Week: 4 READING: UNIT 2

Aim: By the end of the lesson, Students will be able to improve their reading skill as well as way to guess meaning of new words

Teaching aids: pictures, posters, cards

Procedure:

Read the passage and choose the best answer for

each blank.

MARIA’S HOMECOMING

When the bus (1) in a small square, Maria was

reading her magazine and didn’t realize that she had

arrived at her destination “This is Santa Teresa,” - Get Ss to

Martin said “You’ve arrived home!” I suppose your

cousin will be (2) for us Come on I’ll carry the

bags.” Maria thought, “All those years when I (3)

in New York, I used to dream if this moment And now

it’s real, I can’t believe it! Here I am, I’m really

standing in the square.” Santa Teresa was Maria’s

birthplace, but she often left the town at the age of six

She had some (4) of the town, and some photos, but

did she belong here still? She didn’t know Nobody was

waiting in the square Perhaps her cousin Pablo hadn’t

received Maria’s letter “What are we going to do

now?” asked Martin “There isn’t (5) a hotel here!”

1) A reached B got C stooped

do the Multiple Exercise 1 C stooped

2 B waiting

3 A was living

4 B memories

5 A even

Week: 5 READING: UNIT 3

Aim: By the end of the lesson, Students will be able to scan for specific information about party

- To help them improve reading skill

Teaching aids: Textbook, blackboard, poster…

Procedure:

Read the passage and choose one correct answer for

each question.

PREPARING A DINNER PARTY

Giving a dinner party is a wonderful way of entertain

people You can also make new friends and give others

the chance to get to know each other better

It needs planning, though First, make a guest list,

with different kinds of people and a mixture of women

and men Don’t invite couples because they aren’t so

much fun

When you know who can come, find out what they

like to eat and drink Note down any who are

- Get Ss toread the

vegetarians, or who can’t eat or drink certain things for

religious seasons

Then plan their menu Include a first course, a choice

of main courses and a dessert, plus lots of people’s

favourite drinks

The next thing to do is the shopping Make sure buy

more than enough of everything, and that someone can

help you carry it!

On the day, start cooking early Give people

appetizers like Greek mezze or Spanish tapas, so they

don’t get hungry if they have to wait Serve the delicious

meal, sit down with your quests and have a good time –

you’ve earned it!

1) Which of the following is NOT mentioned as the

purpose of giving a dinner party?

A to entertain people B to make new

friends

C to get people to know more about their host and

hostess

D to help people to know each other better

2) when giving a dinner party, you should NOT

invite

A husbands and wives B those who are

vegetarians C both women and

men D those who can’t eat or drink certain

B because the guests like eating them

C because the guests want to eat them while having

people toknow moreabout theirhost andhostess

2 Ahusbandsand wives

3 B asupper

because theguests may

be hungrywhile

having towait

5 B Sitdown withthe guestsand have agood time

B Sit down with the guests and have a good time.

C Sit down with the guests to show your politeness

D Only serve the guests with the food

Week: 11 A LETTER OF REPLY

Aim: By the end of the lesson, Students will be able to write a letter of reply

Teaching aids: lesson plan, blackboards

Procedure:

activitie s

Ss’ activitie s

* Writing a letter of reply

From the cues given, write a letter of reply.

1) Thank you/ letter/ welcome/ General Knowledge Quiz

Week: 12 REPORTED WITH GERUND

Aim: By the end of the lesson Students will be able to use correctly reported speech havingthe repoting verbs followed by gerund

Teaching aids: lesson plan, blackboards

1) Jack admitted the money

A steal B to steal C stealing D stolen

2) Thank you very much lending me your bike

Giveinstructions

Listen

A about B in C for D of

3) Don’t him to arrive early He’s always late

A think B judge C hope D expect4) I wouldn’t of going to the party I hadn’t beeninvited to

A dream B intend C depend D rely5) The instructor warned the students sailing alone onthe lake

A on B for C of D against5) The manager the men to turn to workimmediately

A insisted B suggested C demanded

D ordered

6) Her mother prevented her going out tonight

A against B from C about D at7) I apologized the book at home

A for leaving B to leaving C leaving D

10) You can congratulate yourself about having done anexcellent job

III Write the following sentences in Reported Speech.

13) “It was really kind of you to help me.” Mary said to you.

15) “You have passed the final exams Congratulations!” Jim

said to you

me

16) “”It was nice of you to invite me to the dinner Thank

you”, Miss White said to Peter

19) “I have always wanted to be a pilot”, Paul said to you

of

20) “You didn’t do what I said”, the mother said to her son

accused

Week: 13 READING: UNIT 7

Aim: By the end of the lesson, Students will be able to improve their reading skill as well as way to guess meaning of new words

Teaching aids: pictures, posters, cards

Procedure:

Read the passage and choose one correct answer for

each question.

The nuclear family, consisting of a mother, father,

and their children may be more an American ideal than

an American reality Of course, the so-called traditional

American family was always more varied than we had

been led to believe, reflecting the very different racial,

ethnic, class, and religious customs among different

American groups

The most recent government statistics reveal that

only about one third of all current American families fit

the traditional mold and another third consists of married

couples who either have no children or have none still

living at home Of the final one third, about 20 percent

- Ask Ss to read

the passageand chooseone correctanswer foreach

question

- Read the passageand chooseone correctanswer foreach

question

of the total number of American households is single

people, usually women over sixty-five years of age A

small percentage, about 3 percent of the total, consists of

unmarried people who choose to live together; and the

rest, about 7 percent, are single, usually divorced

parents, with at least one child

1) With what topic is the passage mainly concerned?

A the traditional American family B The

nuclear family

C The ideal family

D The current American family

2) The writer implies that

A there has always been a wide variety of family

arrangements in the U.S

B racial, ethnic, and religious groups have preserved

the traditional family structure

C the ideal American is the best structure

D fewer married couples are having children

3) Who generally constitutes a one-person household?

A A single man in his twenties

B A single woman in her late sixties

C An elderly man D A divorced

woman

4) According to the passage, married couples whose

children have grown or who have no children

Americanfamily

2) A therehas alwaysbeen a widevariety offamily

arrangements

in the U.S3) B Asingle

woman inher latesixties

4) A 7percent ofhouseholds5) A present

Week: 19 UNIT 9: READING

Aim: By the end of the lesson, Ss will be able to understand about a post office more and usethe experiences in their life

Materials: posters

Procedure:

* Read the text below and decide which answer

-A, B, C or D - best fits each pace.

Post Office service is (1) developing with

some certain inventions

The first envelopes were made (2) cloth,

animal skins, or vegetable parts The Babylonians (3)

_ their messages in thin sheets of clay (4) were

then baked

In 1653, a Frenchman, De Valyer (5) a postal

system in Paris He set up mail (6) and delivered

any letters placed in them if they used envelopes (7)

only he sold (8) enemy put live mice into the

letter boxes and ruined De Valyer’s business

A schoolmaster from England, Rowland Hill (9)

the adhesive postage stamp in 1837, an act for (10)

he was knighted Through his efforts the first

stamp was issued in England in 1840

Hill created the first uniform postage rates that were

based on weight, rather than size

C the more D the most

C or D - bestfits each pace - Read thetext below

and decidewhich

answer -A,

B, C or D best fits eachpace

-1) B more and more2) A of

3) C

wrapped4) D when5) C rebuilt6) D which7) D boxes

Week: 20 DEFINING AND NON - DEFINING RELATIVE CLAUSES

Aim: Review two grammar points: defining relative clauses & non defining relative clausesTeaching aids: textbook, posters

Procedure:

activities

Ss’ activities

* Non-defining and defining relative clause (Mệnh đề

quan hệ xác định và không xác định)

1 Defining relative clause (Mệnh đề quan hệ xác định):

Who, Whom, Which, That, Whose/of which.

Dùng để bổ nghĩa cho danh từ đứng trước Nếu bỏ đi

mệnh đề chính sẽ không rõ nghĩa

Danh từ đứng

trước

Chủ từ Túc từ Sở hữu

Vật/Động vật Which/That Which/That Whose/of

which

Ex: I don’t like people who/that talk a lot.

2 Non-defining relative clause (Mệnh đề không xác

định): Who, Whom, Which

Dùng để bổ nghĩa cho danh từ đứng trước, là phần

giải thích thêm Nếu bỏ đi mệnh đề chính vẫn rõ nghĩa

Mệnh đề này thường được tách khỏi mệnh đề chính bằng

dấu phẩy

Ta dùng mệnh đề quan hệ không hạn định khi:

- Trước danh từ quan hệ có:

Túc từ Sở hữu

Vật/Động vật Which Which Whose/of

which

Ex: My father, who is fifty years old, is a goldsmith.

[trong câu này, nếu bỏ đi mệnh đề who is fifty years

old, thì câu vẫn rõ nghĩa, không ảnh hưởng đến nghĩa của

câu vì My father đã rõ nghĩa rồi]

LƯU Ý: KHÔNG dùng THAT trong mệnh đề này.

* EXERCISE: Circle the best answer for each sentence.

1) I cannot tell you all I heard

A which B that C as D because

- introduces

examples &

Ss to readthem & thendistinguishthe

differencesbetweendefining relativeclauses andnon-definingrelativeclauses T explains T remindsnot to forgetthe commabefore nondefiningrelativeclause

- Ask Ss tocircle thebest answerfor each

- Read thesentencescarefully

independently

Distinguishingthe

-differencesthe examples

2) I can answer the question you say is very difficult.

A which B whom C who D whose

3) This is Mr Jones, invention has helped hundreds of deaf

people

A which B that C whose D whom

4) This school is only for children first language is not

English

A who B whose C which

D that

5) Tom, sits next to me, is from Canada

A that B whom C who D whose

6) The reason I left is I was bored

A why B that C day D what

7) The building whose walls are made of glass is the place

I work

A which B where C that

D what

8) With our senses, we perceive everything

A is around us B that is around us

C whom is around us D whose is around us

9) The volunteers, enthusiasm was obvious, finished the

11) Do you remember the time we first visited London

A which B when C that D on that

12) My friend, I visited lask week, is taking a holiday

soon

A that B whom C which

D whose

13) The doctor re examining a patient was taken to

hospital last night

A which B who C whom D whose

* Put in a relative pronoun who, which, where, whose , or

who, which, where, whose, or that

5 C who

6 B that

7 B where

8 B that isaround us

16) There are many people _ lives have been

spoiled by that factory

17) Is that the button _ you pressed?

18) Could everybody _ luggage has got please stay

21) My grandmother, _ was an extraordinary

woman, I lived to the age of a hundred and fifteen

Week: 21 WRITING A LETTER OF (DIS) SATIFACTION

Aim: By the end of the lesson, Ss will be able to know how to write a letter to expresssatisfaction or dissatisfaction with the services of post offices

Materials: Textbook, posters, handout …

State the reason for writing (I am writing about the

quality of the services your post office offers …)

Say whether you are satisfied or dissatisfied with these

I am satisfied with some of your services

However, there is still something that I am dissatisfied

with

Firstly, the post office is closed too early

Sometimes I need to make an emergent phone call after

9 and this service is not available

Secondly, the prices for sending oversea mails are far

- Elicit theoutlinefrom Ss

- Ask Ss towrite theletter on asheet ofpaper

around theclass andgives helpwhen

needed

- Listen andtake note

- Write theletter on asheet ofpaper