Giáo án 5512 chính khóa Tiếng Anh 11 Thí điểm , đầy đấy đủ các yêu cầu file chuẩn thầy cô chỉnh sửa thoải mái, Purpose: This activity helps Ss to be familiar with the topic of the lesson. Instruction: This is a picture about a largesized family. Look and answer questions: Who are the people in the picture? Is this type of family popular in your community? + Ask Ss to look at the picture and describe the people in the picture + Ask Ss to list examples showing the gap between different generations. + Ss answer: (choice of music, clothing, values, lifestyles, ways of shopping or communication .etc.
Preparing date: ………………… Teaching date: ………………… Class 11… Period 01 INTRODUCING THE SYLLABUS Aims - The students accustom the syllabus - The students have good learning methods and understand the requests of the subject Resources - Books, board, chalks Contents Introducing the syllabus - Including semesters + The 1st semester: Unit to unit + The 2nd semester: Unit to unit 10 Each unit usually has periods After finishing unit 5, SS review and take the 1st examination After finishing unit 10, SS review and take the 2nd one Apart from this, each semester has optional periods - Directing learning methods and requests SS pay attention the lectures in the class SS raise their hands to build the period and ask what they not understand SS have books, notebooks and devices such as pencils, erasers, rulers… SS homework at home, review the old lesson and prepare for new one Tiết Page of 184 UNIT 1: THE GENERATION GAP LESSON 1: GETTING STARTED Ngày soạn: Ngày giảng: Lớp Ngày Sĩ số Điểm 11A I Objectives: By the end of lesson the students - can use lexical items related to the generation gap family rules - read the conversation and True or False task about the generation gap, family rules II Contents: - word related to the generation gap and family rules: a nuclear family, an extended family, childcare, viewpoint, table manners - Compound nouns; verbs used to express duty, obligation, advice or lack of obligation - find information, vocabulary in a conversation III Teaching aids: - Textbooks, CD, Radio IV Procedures: Activities Contents Activity Purpose: This activity helps Ss to be familiar with the topic of Warm-up the lesson (5 minutes) Instruction: This is a picture about a large-sized family Look and answer questions: Who are the people in the picture? Is this type of family popular in your community? + Ask Ss to look at the picture and describe the people in the picture + Ask Ss to list examples showing the gap between different generations + Ss answer: (choice of music, clothing, values, lifestyles, ways of shopping or communication etc Activity - Task 1: Listen and read (6 minutes) - Purpose: This activity focuses Ss on listening a conversation and getting used to the topic of the lesson: The generation gap - Instruction: Tells Ss that they are going to listen to a conversation between two friends, Sam and Ann Let Ss guess what Sam and Ann are talking about + Play the recording Ss listen to the conversation and read along + Tell Ss not to worry about new language items as they will have a chance to come back to them later on - Suggested answer: Activity Task Reading (7 minutes) Purpose: This activity helps Ss to understand the conversation Activity (8 minutes) Activity (5 minutes) Activity (5 minutes) through comprehension questions - Instruction: Ask Ss to read the statements and decide if they are true (T) or false (F) and refer to the conversation to find clues for their answers + One student presents their answer on the board and others comment + Evaluation: Teacher comments Suggested answer: 1.F 2.F 3.T 4.F 5.T Task Words in context Purpose: This activity focuses Ss on compound nouns - Instruction: Ask Ss to complete the definitions, using the highlighted compound nouns in the conversation + Ask Ss to check answers in pairs + Three students present their answer on the board and others comment + Evaluation: Teacher comments Suggested answer: A nuclear family Childcare A generation gap Table manners A viewpoint An extended family Task Find Compound nouns Purpose: This activity focuses Ss on compound nouns - Instruction: Ask Ss to read the conversation again to find seven other compound nouns + Allow Ss to use a dictionary to look up the meaning of the compound nouns + tell Ss to compare their answers in pairs/groups Then check answers as a class + Two students present their answer on the board and others comment + Evaluation: Teacher comments Suggested answer: Grandparents, grandma, grandpa, grandmother, hairstyles, housework, footsteps Task Find verbs Purpose: This activity focuses Ss on should, ought to, must and have to - Instruction: Ask Ss to read the conversation again to find the verbs expressing duty, obligation, advice, or lack of obligation + Have Ss compare their answers in pairs/groups Then check answers as a class + Three students present their answer on the board and others comment + Evaluation: Teacher comments Suggested answer: Opinion & advice: Should and ought to in positive and negative forms Activity (5 minutes) Duty & Obligation: Must and have to Lack of obligation: (not) have to, (not) need to Task Ask and answer questions Purpose: This activity provides initial speaking practice, using the ideas from the conversation and Ss’ own ideas - Instruction: Ask Ss to work in pairs to ask and answer the questions + Have Ss tell the class about their partners’ type of family and what they like and dislike about it + Three students present their talk + Evaluation: Teacher comments Consolidation (2 mins) - Vocabulary about the generation gap Homework (2 mins) - Ask Ss to Exercises in workbook - Talk about their family base on the information in lesson - Prepare for Lesson 2: Language 10 Remark Tiết UNIT 1: THE GENERATION GAP Ngày soạn: Ngày giảng: Lớp Ngày Sĩ số Điểm LESSON 2: LANGUAGE 11A5 I Objectives: By the end of lesson the students can - use lexical items (compound nouns) related to the topic The generation gap - identify and pronounce strong and weak forms of words in connected speech - use modals to give op Unit FRIENDSHIP Lesson Speaking inions and advice: should, ought to - use must and have to express obligation II Contents: - Pronunciation: Strong and weak form of words - Compound nouns - Modals: should/ought to; must/have to III Teaching aids: - Textbooks, CD IV Procedures: Activities Contents Activity Purpose: This activity helps Ss to retell the previous Warm-up lesson of vocabulary (6 minutes) Instruction: Ask Ss to list some activities that your family members often to share household chores + One or two Ss to tell about their family share of household chores + Teacher comments Activity - Task 1: Matching Vocabulary - Purpose: This activity focus Ss on the compound nouns (7 minutes) in the unit and their spelling - Instruction: Ask them to match each single noun (1-9) with another (a-i) to make a compound noun + Tell them to check their answer in pairs, then check as a class Give their meanings of these compound nouns, if necessary + Draw Ss’ attention to the four compounds written as one word: household, hairstyles, schoolchildren, footsteps + Two students present their answer on the board and (6 minutes) others comment + Evaluation: Teacher comments - Suggested answer: 1-g; 2-h; 3-i; 4-f; 5-c; 6-b; 7-a; 8-d; 9-e - Task Sentence completing Purpose: This activity help Ss on the use of compound nouns in appropriate contexts - Instruction: Ask Ss to complete the questions with some of the compound nouns in + Have Ss work individually first Then ask them to work in pairs/groups, and compare their answers + One student presents their answer on the board and others comment Have them asking and answering all the questions in pairs + Evaluation: Teacher comments Suggested answer: hairstyle/ table manners generation gap nuclear family junk food schoolchildren Activity Task Listen and repeat Pronunciation Purpose: This activity focuses Ss on stressed and (6 minutes) unstressed words in sentences, and enables Ss to discover a connection between stress and grammar - Instruction: Ask Ss to listen and repeat these sentences Pay attention to the stresses words with the mark(‘) before the stress syllables + Play the recording for Ss to listen and repeat + Ask Ss to pay attention to the stresses words with the mark(‘) before the stress syllables + Play the recording again for Ss to listen, pausing after each sentence Have Ss work in pairs to find out the parts of speech of the words which are stresses in these (6 minutes) sentences + Ask Ss to study Do you know…? box for more information about words that normally receive stress in connected speech Suggested answer: Task Listen and check Purpose: This activity focuses Ss on words with either strong forms or weak forms depending on their function in the sentence - Instruction: Explain the activity to Ss, drawing their attention to the words in bold + Have Ss work individually first, they play the recording and ask them to check their answers in pairs + Check answers as a class, highlighting in the different cases Ten ask Ss to study Do you know…? Box, and learn the rules for the weak forms + Ask pairs of Ss to role-play the questions and answers in front of the class Praise Ss who pronounce the strong and weak forms correctly Activity (6 minutes) (5 minutes) + Evaluation: Teacher comments Suggested answer: Task Underline the correct word form to complete sentences Purpose: This activity focuses Ss on the use of should/shouldn’t, ought to/ ought not to, must/mustn’t and have t/don’t have too - Instruction: Ask Ss to underline the correct word form to complete sentences, and pay attention to the meaning of the sentences in order to choose the right word + Have Ss work individually first, then ask them to check their answers in pairs + Three students present their answer on the board and others comment + Evaluation: Teacher comments Suggested answer: should ought must have to mustn’t Task Sentence rewriting Purpose: This activity focus Ss on should and ought to give opinions and advice, and must and have to express obligation - Instruction: Ask Ss to use the word in brackets to rewrite each sentence without changing its meaning + Have Ss work individually first Monitor the activity and help them if necessary + Check Ss’ answers by asking individual Ss to take turns to read aloud the sentences, and then write them on the board + Evaluation: Teacher comments Suggested answer: You mustn’t use your mobile phone in the examination room I don’t have to type my essay You should tell the truth to you family You people must plan their future career carefully Consolidation (2 mins) - Vocabulary about the generation gap - Pronunciation - Grammar: modals (should, ought to); must, have to Homework (1 min) - Ask Ss to Exercises in workbook - Play the recording and read after (pronunciation part) - Prepare for Lesson 3: Reading 10 Remark Tiết UNIT THE GENERATION GAP Lesson Reading Ngày soạn: Ngày giảng: Lớp Ngày Sĩ số Điểm 11A5 I Objectives: By the end of lesson the students can read for specific information in an article about the generation gap II Contents: - guessing meaning of words/phrases in a text - answer questions about housework-sharing - discuss the benefit of housework-sharing III Teaching aids: - Textbooks, dictionary IV Procedures: Activities Contents Activity Lead-in: Ask the question “Where you think family conflicts Warm-up come from?” to elicit Ss’ opinions (5 minutes) Purpose: This activity helps Ss guess the ideas of the reading text Instruction: Ask Ss to look at the picture and answer the question “Where conflicts come from?” + Have Ss brainstorm different factors leading to family conflicts + Ask individual Ss to share their opinions and encourage different viewpoints Activity - Task 1: Read and guess Pre-reading - Purpose: This activity focuses on Ss’ prediction about the reading (5 minutes) text - Instruction: Introduce the reading text, and elicit some sources of conflict + Ask Ss to tick the conflicts (a-g) and then compare their choices with their partner’s + Ask some Ss to share their opinions with the whole class + Don’t give any comments at this stage Help Ss with any unfamiliar words in the list (a-g) - Suggested answer: Students’ answers Activity - Task Read and check your predictions in While-reading Purpose: This activity focuses on skimming (5 minutes) - Instruction: Ask Ss to skim the text and compare their predictions in + Check Ss’ answers, and ask them to give the clues from the reading text which help them to work out the answers + One student presents their answer on the board and others comment Have them asking and answering all the questions in pairs + Evaluation: Teacher comments Suggested answer: b c d e f Task Matching Purpose: This activity focuses Ss on working out the meaning of new words based on the context - Instruction: Ask Ss to match the highlighted words in the text with the definitions given + Tell Ss to go back to the reading text to locate the highlighted words and study the context surrounding the words to work out their meaning Then match them with the definitions + Have Ss work individually, then check their answers in pairs or groups + Check the answers again as a class Suggested answer: afford impose brand name norms conflicts Task Read and answer Purpose: This activity focuses Ss on reading for specific information (5 minutes) - Instruction: Ask Ss to read the questions first to work the type if information they will look for in the text + Have Ss work in pairs/small groups to compare their answers + Check answers as a class Suggested answer: Because they strongly believe they know what is best for their children They want to be more independent, create their own opinions and make their own decisions They are worried because these clothes may break rules and norms of society, or distract them from schoolwork (10 minutes) They want their children to spend time in a more useful way No some of them try to impose their choices of university or career on their children Activity Task Discuss Post-Reading Purpose: This activity enables Ss to think about their own (10 minutes) experiences in relation to the issues in the reading text and discuss them - Instruction: Have Ss discuss with a partner + Ask them some guiding questions before they start their discussion: If you were Ha or Nam, would you feel pleased with the councellor’s advice? If you were the councellor, what else would you tell them? Consolidation (3 mins) T: What have you learnt today? What can you now? Ss: I can understand a text about teenager relationship problems in an advice column I know where people could seek advice when they have problems Homework (2 mins) - Read the reading text again - Prepare for Speaking Remark - (10 minutes) have been searching Have you been looking; have los 5.Rewrite the sentences, using the words given and the present perfect or present perfect continuous Nam has been studying English for two years He has attended online vocational courses twice The British Council has been using IELTS as an international standardised test of English for non-native English language speakers for a long time The university has been building a new campus since May Mary has been staying at a homestay for three weeks during her undergraduate programme Consolidation (3 mins) Ask Ss: What have you learnt today? What can you now? Answer: I can use appropriate words and phrases to talk about further education I can say wh-questions with appropriate intonation Homework (2 mins) - Play the recording and read after (pronunciation part) Remark Tiết 71 UNIT & UNIT 7-REVIEW Ngày soạn: Ngày giảng: Lớp Ngày Sĩ số Điểm 11A5 I Objectives: By the end of lesson the students can use items related to unit &7 II Contents: -Vocabulary and grammar of unit 6& III Teaching aids:workbooks IV Procedures: Activity Contents Activity Complete the following sentences (25 minutes) - Purpose: This activity check Ss’ understanding - Instruction: Ask Ss to complete the diagram individually - Alternatively, in weaker classes, have Ss work on the diagram in pairs - Check the completed diagram as a class, making sure that all Ss have the right answers - Let Ss complete the sentences individually Check answers as a class Suggested answers: Complete the following crossword puzzle - Purpose: This activity consolidates the use of key vocabulary - Instruction: Have Ss work individually Ss may compare their answers with a partner - Monitor the activity and offer support, if necessary - Check answers as a class Suggested answers: 1.Global warming is the increase in the earth's average surface temperature due to the warming effects of greenhouse gases The main cause of global warming is the burning of fossil fuels, such as natural gas, oil, and coal Even slight increases in the levels of carbon dioxide in the atmosphere can cause a significant rise in temperature There is a connection between the recent droughts and climate change Farming contributes more than 30 percent of the total greenhouse gas emissions The overuse of chemical fertilisers is a serious threat to the environment Activity The warming of the earth's atmosphere causes sea-level rise (15 minutes) Many animal species are in danger of extinction due to the loss of their habitat and inability to adapt to climate change Global warming may lead to extreme weather events, including heat waves, floods, and powerful storms, which could affect people's lives 10 Every one of us can help to protect and sustain our environment by changing our consumption habits You want to ask your study-abroad adviser for information Write sentences, using the words and phrases given 1.I would like to know if I am eligible to apply for the university programme Can you explain what types of funding are available for international students? Are international students allowed to work part-time? I'd like to consult you about the cultural differences (that) I should be aware of What worries me most is the high cost of living in London as an international student Consolidation (3 mins) Ask Ss: What have you learnt today? What can you now? Answer: I can use appropriate words and phrases to talk about global warming and further education Homework (2 mins) - Review the lesson Remark Tiết 72 UNIT 8: OUR WORLD HERITAGE SITES LESSON 1: GETTING STARTED Ngày soạn: Ngày giảng: Lớp Ngày Sĩ số Điểm 11A5 I Objectives: By the end of lesson the students - will know some words and phrases related to topic "The world heritage sites in Viet Nam" - will make a dialogue about global warming II Contents: - listen and pronounce - practice reading a dialogue - find information, make conversation III Teaching aids: - Textbooks, CD IV Procedures: Activities Contents Activity * Warm-up: Warm-up - Lead-in: Inform the class of the lesson objectives: getting to ( minutes) know the topic and some vocabulary related to World Heritage Sites in Viet Nam, recognising choice questions and the appropriate intonation for them, using participles and to1 Listen infinitives to replace relative clauses (10 minutes) Listen: Purpose: This activity focuses Ss on being familiar with the topic “The world heritage sites in Viet Nam” Introduction: Tell Ss that they are going to listen to a conversation between two friends - Task: o Form of learning: individual o Ask them to look at the photos and tell if they can recognise these monuments (The Noon Gates, and the Flag Tower of Ha Noi) o Ask Ss to read the heading and guess what the two speakers will be talking about o Play the recording Have Ss listen and read the conversation silently Then ask Ss if their predictions were correct Have Ss summarise the conversation o Correct answers as a class Evaluation: Feedback Suggested answers: Dan is visiting Ha Noi and wants to see the city His friend Nam suggests that they visit the Central Sector of the Imperial Citadel of Thang Long – one of the World Heritage Sites of Viet Nam Activity 2 Read and decide ( minutes) Task 2: Read and decide if the following statements are true (T), False (F) Explain your choice Purpose: This activity focuses on Ss’ comprehension of the conversation - Instruction: Ask Ss to read the conversation again and decide whether the statements are True (T), False (F) - Task: o Form of learning: individual o Correct answers as a class Evaluation: Feedback Suggested ideas: 1.F (He wants to go sightseeing) T 3.F (Most of the citadel was demolished in the early 20 th Activity 3 Read and match ( minutes) Activity 4 Find and write down ( 10 minutes) Activity 5 Ask and answer the questions (5 minutes) century) T 5.T Read and Match Purpose: This activity helps Ss to work out the meaning of several words related to the topic of the unit Introduction: Ask Ss to look at the highlighted words in the conversation, paying attention to the context in which they are used, then match them with the appropriate definitions - Task: o Form of learning: pairwork or groupwork o Let compare answers in pairs or groups o Correct answers as a class Evaluation: Feedback - Give comment and check Key 1.b 2.d 3.e 4.f 5.a 6.c Find and write down Purpose: This activity helps Ss to recognise the grammar point-participle and to-infinitive clauses, used to replace relative clauses, which will be taught in the next part of this unit Introduction: Ask Ss to find the sentences in the conversation with the same meaning as the sentences as the sentences given - Task: o Form of learning: pairwork or groupwork o Have them write the sentences in the space provided o Correct answers as a class Evaluation: Feedback Key It is a cultural complex comprising royal palaces and monuments Most of the citadel, first built during the Ly Dynasty in the 11th century and then expanded by subsequent dynasties, was demolished in the early 20 century The only structure to remain intact is the Flag Tower of Ha Noi Ask and answer the questions: Purpose: This activity allows Ss to personalize the topic of the conversation Introduction: Ask Ss to say if they have visited the Central Sector of the Imperial Citadel of Thang Long or would like to visit the site - Have Ss ask and answer the questions in pairs - Invite Ss who have visited the site to tell the class about their trip there - Ask Ss who have not been there to tell the class why they would (or not) like to visit the site Consolidation (3 mins) Ask Ss: What have you learnt today? What can you now? Answer: I can use appropriate words and phrases to talk about heritage sites Homework (2 mins) Listen again to practice reading new words and phrases - Prepare next lesson: Unit 8: Lesson 2: Language Remark Tiết 73 UNIT 8: OUR WORLD HERITAGE SITES LESSON LANGUAGE Ngày soạn: Ngày giảng: Lớp Ngày Sĩ số Điểm 11A5 I Objectives: By the end of lesson the students can - use lexical items related to the topic " OUR WORLD HERITAGE SITES” - ask choice questions with appropriate intonation II Contents: -Vocabulary: " OUR WORLD HERITAGE SITES " -Pronunciation: Intonation on choice questions III Teaching aids: Textbooks, CD IV Procedures: Activity Contents Activity Vocabulary Vocabulary Complete the following simplified diagram of Viet Nam’s (10 minutes) education system - Purpose: This activity focuses on the use ò the new vocabulary items from the conversation in different contexts - Instruction: Have Ss go through the words given in the bõ and discuss with a partner their meanings - Ss fill in the blanks with the right form of the word from the box Have Ss complete the sentences individually, then compare their answers in pairs or groups - Let Ss complete the sentences individually Check answers (10 minutes) as a class Suggested answers: heritage excavations 11 relics dynasties 10 intact 12 complex Complete the following sentences using the correct form of the word in bracket - Purpose: The aim of this activity is to help Ss use the vocabulary items related to the unit topic in different contexts - Instruction: Ask Ss to study the sentences given and work out the part of speech that need to be filled in Discuss the contextual clues that can help figure out the answers - Have Ss complete the answers individually, then compare answers in pairs or groups - Check answers as a class Suggested answers: archaeological cultural 11 preservation Activity Pronunciation (10 minutes) (10 minutes) natural 10 attraction Choice questions Task 1: Listen and repeat - Purpose: This activity focuses on improving Ss’ ability to recognise and use the intonation pattern for choice questions - Instruction: Have Ss listen and notice the intonation pattern of the questions + Play the recording for Ss to listen and exchange with appropriate intonation + Ask them to study the Do you know…? Box to learn some general rules of intonation patterns for choice questions Task 2: Listen again and practise saying these exchanges -Purpose: This activity provides further paractice in pronouncing choice questions with appropriate intonation - Instruction: Play the recording and ask Ss to read along with the recording, imitating the intonation patterns + Ask some pairs to role-play the exchanges in pairs, taking turns to ask and answer the questions + Praise Ss who can reproduce these exchanges with good pronunciation and appropriate intonation Consolidation (3 mins) Ask Ss: What have you learnt today? What can you now? Answer: I have learnt some key vocabulary items related to the World Heritage Sites of Viet Nam I can recognise and use appropriate intonation on choice questions Homework (2 mins) - Review the lesson Remark Tiết 74 UNIT 8: OUR WORLD HERITAGE SITES LESSON LANGUAGE Ngày soạn: Ngày giảng: Lớp Ngày Sĩ số Điểm 11A5 I Objectives: By the end of lesson the students can understand and use Participle and to-infinitive clauses II Contents: -Grammar: Participle and to-infinitive clauses III Teaching aids: Textbooks IV Procedures: Activity Contents Activity 1 Complete the following simplified diagram of Viet Nam’s (10 minutes) education system - Purpose: This activity focuses on the use ò the new vocabulary items from the conversation in different contexts - Instruction: Have Ss go through the words given in the bõ and discuss with a partner their meanings - Ss fill in the blanks with the right form of the word from the box Have Ss complete the sentences individually, then compare their answers in pairs or groups - Let Ss complete the sentences individually Check answers as a class Complete the following sentences using the correct form of the word in bracket - Purpose: The aim of this activity is to help Ss use the vocabulary items related to the unit topic in different contexts - Instruction: Ask Ss to study the sentences given and work out the part of speech that need to be filled in Discuss the contextual clues that can help figure out the answers - Have Ss complete the answers individually, then compare answers in pairs or groups - Check answers as a class Participle and to-infinitive clauses Activity Task Underline the correct word or phrase in each (10 minutes) sentences - Purpose: This activity helps Ss to recognise the participles and to-infinitive clauses used to replace relative clause - Instruction: Have Ss work individually first - Encourage them to refer to the Do you know…> box to get more information about the clauses Ask Ss questions to check if they understand the general rules related to the form and usage of this grammar point - Ask Ss to compare answers in pairs + Check answers as a class Suggested answer: Activity (20 minutes) lying destroyed to see dating made 10 to be recognised Task Rewriting the sentences replacing the relative clauses with Participle and to-infinitive clauses - Purpose: This activity helps Ss to practise writing sentences using participle and to-infinitive clauses - Instruction: Ask Ss to study the example Have them explain what changes have been made to the reduced clause (e.g removing the relative pronoun which and changing the verb connects to its present participle form connecting) + Have Ss write the sentences individually, then compare with a partner in pairs or groups + Invite some Ss to write their sentences on the board + Check answers as a class Suggested answer: that were found > found that was built > built that were illegally removed > illegally removed who ruled > to rule that overlooks > overlooking that has been recognized > to be recognized Consolidation (3 mins) Ask Ss: What have you learnt today? What can you now? Answer: I have learnt some key vocabulary items related to the World Heritage Sites of Viet Nam I can recognise and use appropriate intonation on choice questions, and use participles and to-infinitive clauses to replace relative clauses Homework (2 mins) - Review the lesson Remark Tiết 75 REVIEW FOR MIDTERM TEST Ngày soạn: Ngày giảng: Lớp Ngày Sĩ số Điểm 11A5 I Objectives: By the end of lesson the students can - use lexical items related to the topic "OUR WORLD HERITAGE SITES” - ask choice questions with appropriate intonation - understand and use Participle and to-infinitive clauses II Contents: -Vocabulary: "OUR WORLD HERITAGE SITES" -Pronunciation: Intonation on choice questions -Grammar: Participle and to-infinitive clauses III Teaching aids: Workbooks (Unit 8) IV Procedures: Activity Contents Activity Vocabulary (10 minutes) Complete the following simplified diagram of Viet Nam’s education system - Purpose: This activity focuses on the use of the new vocabulary items from the conversation in different contexts - Instruction: Have Ss go through the words given in the bõ and discuss with a partner their meanings - Ss fill in the blanks with the right form of the word from the box Have Ss complete the sentences individually, then compare their answers in pairs or groups - Let Ss complete the sentences individually Check answers (10 minutes) as a class Complete the following sentences using the correct form of the word in bracket - Purpose: The aim of this activity is to help Ss use the vocabulary items related to the unit topic in different contexts - Instruction: Ask Ss to study the sentences given and work out the part of speech that need to be filled in Discuss the contextual clues that can help figure out the answers - Have Ss complete the answers individually, then compare answers in pairs or groups - Check answers as a class Participle and to-infinitive clauses Task Underline the correct word or phrase in each Activity sentences (10 minutes) - Purpose: This activity helps Ss to recognise the participles and to-infinitive clauses used to replace relative clause - Instruction: Have Ss work individually first - Encourage them to refer to the Do you know…> box to get more information about the clauses Ask Ss questions to check if they understand the general rules related to the form and usage of this grammar point - Ask Ss to compare answers in pairs + Check answers as a class (10 minutes) Task Rewriting the sentences replacing the relative clauses with Participle and to-infinitive clauses - Purpose: This activity helps Ss to practise writing sentences using participle and to-infinitive clauses - Instruction: Ask Ss to study the example Have them explain what changes have been made to the reduced clause (e.g removing the relative pronoun which and changing the verb connects to its present participle form connecting) + Have Ss write the sentences individually, then compare with a partner in pairs or groups + Invite some Ss to write their sentences on the board + Check answers as a class Consolidation (3 mins) Ask Ss: What have you learnt today? What can you now? Answer: I have learnt some key vocabulary items related to the World Heritage Sites of Viet Nam I can recognise and use appropriate intonation on choice questions, and use participles and to-infinitive clauses to replace relative clauses Homework (2 mins) - Review the lesson Remark Tiết 76 REVIEW FOR MIDTERM TEST Ngày soạn: Ngày giảng: Lớp Ngày Sĩ số Điểm 11A5 I Objectives: By the end of lesson the students can write about the theme II Contents: theme writing III Teaching aids:books, dictionary IV Procedures: Activities Contents Activity (5 minutes) Activity Pre-Writing (10 minutes) Activity WhileWriting (15 minutes) Lead-in: Inform the class of the lesson objectives: By the end of the lesson, Ss should be able to write an essay about the causes and effects of global warming and possible solutions to it - Task 1: - Purpose: This activity provides some ideas and prepare Ss for the lesson’s final writing task - Instruction: Draw the diagram on the board and explain to Ss its different parts: There are several causes leading to global warming, which has a number of effects on human life and nature; then some of these effects can cause further impact n humans and nature + Put Ss into pairs Ask them to read the phrases carefully and decide which of them are causes and which are effects + Remind Ss that they have already learnt about these causes and effects in the reading and listening lessons +Ask a pair of Ss to come to the board and complete the diagram Then check answers as a class Task Purpose: This activity focuses on helping Ss to develop an outline before they start writing their essays - Instruction: Remind Ss that all the ideas necessary for the outline have been provided for them in the previous parts of the units + Tell Ss that they can complete the outline with just phrases, not complete sentences + Have Ss work in pairs to think about the possible solutions to reducing global warming Remind them of the solutions they have discusses in the speaking lesson Suggested answer: (An example of a completed outline) Introduction: (Introduce the topic and the main content of the essay) - 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 What global warming is and its causes - the rise in the average temperature of the earth due to the increase of greenhouse gases in the atmosphere - Causes: + carbon dioxide emissions from the burning of fossil fuels + deforestation for farmland, wood and paper + increasing use of chemical fertilizers on croplands Effects of global warming - heat-related diseases and death, and spread of infectious diseases - melting of polar ice caps and rising of sea levels - extreme weather patterns such as severe storms, heat waves, floods and droughts - widespread extinction of species Some possible solutions - reducing energy use -planting trees or plants -using green methods of transport Conclusion (summaries the main points and state your opinion) Activity Task Write an essay (between 160-180 words) Post-Writing Purpose: This activity focuses on writing a completed (10 minutes) essay - Instruction: Ask Ss to write their essays individually using the helpful expressions in the box and the outline they have completed + Let Ss work in pairs swapping their essays for the partners to read and give comments + If time is limited, this activity can be assigned as homework Consolidation (3 mins) Ask Ss: What have you learnt today? What can you now? Answer: I can write an essay about the causes and effects of global warming and how to reduce its risks Homework (2 mins) - Ask Ss to Exercises in workbook - Prepare for the next lesson Remark Tiết 77 REVIEW FOR MIDTERM TEST Ngày soạn: Ngày giảng: Lớp Ngày Sĩ số Điểm 11A5 I Objectives: By the end of lesson the students can write an email asking for information about higher education opportunities II Contents: Theme writing III Teaching aids: - Textbooks, dictionary IV Procedures: Activities Contents Activity Lead-in: Inform the class of the lesson objectives: By the end Warm-up (5 minutes) Activity Pre-writing (5 minutes) Activity (5 minutes) Activity While Writing (15 minutes) of the lesson, Ss should be able to write an email asking for information about higher education opportunities Studying in the United Kingdom - Task 1: - Purpose: This activities helps Ss to know the form of an email asking for information about higher education in the UK - Instruction: Have Ss read words and phrases in the box then fill in the letter o Form of learning: pairwork o Ask Ss to follow the instructions and complete the email o Have them compare their answer in pairs o Correct answers as a class - Evaluation: Feedback Task Complete the following outline Purpose: This activity focuses on helping Ss work out the outline of a ell-structured text - Instruction: Ask Ss to work in groups, and give each group minutes to fill in the outline o Form of learning: groupwork o Have ss read the text and study the outline then ask them to discuss in groups and complete the outline o Have them compare their answer in pairs o Correct answers as a class - Evaluation: Feedback Task Wring an email asking for information about higher education in the UK Purpose: This activity helps Ss write an email asking for information about higher education in the UK - Instruction: Have Ss work in groups of three or four to go through the points o Form of learning: groupwork o Ask Ss to discuss what information they want to ask for and o Have them compare their answer in pairs o Correct answers as a class - Evaluation: Feedback Activity Task Correction Post-Writing Purpose: This activity helps Ss to correct the writing (10 minutes) - Instruction: Ask some Ss to write the email on the board, one Ss correct + Check an email as a class Consolidation (3 mins) Ask Ss: What have you learnt today? What can you now? Answer: writing an email asking for information about higher education opportunities Homework (2 mins) - Review the lesson Remark ... mins) - Learn new words - Prepare for Language Remark Tiết 11 UNIT RELATIONSHIPS Lesson Language Ngày soạn: Ngày giảng: Lớp Ngày Sĩ số Điểm 11A5 I Objectives: By the end of lesson the students can... Language 10 Remark Tiết UNIT 1: THE GENERATION GAP Ngày soạn: Ngày giảng: Lớp Ngày Sĩ số Điểm LESSON 2: LANGUAGE 11A5 I Objectives: By the end of lesson the students can - use lexical items (compound... Reading 10 Remark Tiết UNIT THE GENERATION GAP Lesson Reading Ngày soạn: Ngày giảng: Lớp Ngày Sĩ số Điểm 11A5 I Objectives: By the end of lesson the students can read for specific information in an