GIAO AN TIENG ANH 11 THI DIEM KI 2

Period 55 Date of planning: 07/09/2022 UNIT GLOBAL WARMING GETTING STARTED I AIMS/OBJECTIVES OF THE LESSON Language focus At the end of the lesson, Sts will be able to: - To help learners get started with some language items in Unit - For vocabulary, that is words and phrases about global warming - For pronunciation, that is raising intonation for yes-no question and echo-question - For grammar, that is perfect gerunds and perfect participles Skills - To help learners get started with skills in Unit - Reading: Skimming and scanning about global warming - Speaking: Expressing opinions, agreements, or disagreements - Listening: Listening for gist and specific information about global warming - Writing: Write an essay about global warming Attitudes - To help Ss get started for Unit with the topic "global warming" - To provide Ss some motivation Motivation - Motivate students to enjoy learning English and use it outside the class II PREPARATION Teacher - Teaching aids: textbook, lesson plan - Teaching method: Communicative language teaching Students - Read through Unit – Getting started III PROCEDURE Class organization (2 minutes) Class Teaching date 11B 15/09 11H 12/09 Checking the old lesson (NO) New lesson ACTIVITY 1: Listen and read (10 minutes) Methodology: - Communicative and practical methods Ways to organize the activity: - The whole class Teacher’s and students’ activities Contents Listen and read - Ask Ss listen to look at the pictures and ask *New words them what they see in the pictures Globe (n) global (a) - Ask Ss to guess the content of the conversation Emission (n) emit (v) Fertilizer (n) - Supply them with some vocab Deforest (v) deforestation (n) carbon print-foot (n) infectious disease (n) - Set their task heat-related illnesses (n) - Play the CDs in general (adv) - Ask them if they understand the whole dialogue irresponsibly (adv) well lead to infectious (a) impact (n) upset (v) come up with ACTIVITY 2: Matching the words and definition (8 minutes) Methodology: - Communicative and practical methods Ways to organize the activity: - Pair work Teacher’s and students’ activities Contents Ex Read the conversation again match the words and definition - Tell them to ex in pairs KEYS: - Get their answers back 1.c g d - Ask them if there is a different answer and b a e point out the key word h f - Correct their answer - Tell them to listen and repeat the words/ phrases given - Call some Ss to supply their friends with some vocab in groups ACTIVITY 3: Finding the sentences with past participle (7 minutes) Methodology: - Communicative and practical methods Ways to organize the activity: - Pair work Teacher’s and students’ activities Contents - Tell them to ex in pairs Ex Find the sentences with the structure having VpII - Get their answers back KEYS: - Ask them if there is a different answer and Do as appointed point out the key word Having planned - Correct their answer Having contributed - Tell them to listen and repeat the words/ Having treated phrases given ACTIVITY 4: Answer the questions (10 minutes) Methodology: - Communicative and practical methods Ways to organize the activity: - Pair work Teacher’s and students’ activities - Ask the pairs to ex - Ask them to pick out the V-ing form in the dialogue - Help them recall the use of those words - Get their answer afterwards - Get peer correction - Give them an oral feedback Contents Ex Answer the questions KEYS: Global warming Three parts: the causes, the effects, the solutions Greenhouse gas emissions from factories and vehicles; use of chemical fertilizers, and deforestation Greenhouse gas emission, use of chemical fertilizers, deforestation Climate changes, infectious and heat-related diseases, impact on water supplies, threat to food production and upset ecological balance They should change their daily habits Causes: burning of fossil fuels, using of nonenvironment friendly products Effects: natural disasters such as floods, droughts, tsunami, acid rain Consolidation (3 mins) - Global warming - Practice the conversation - Do the task again - Read Unit - Language at home _ Period 56 Date of planning: 07/09/2022 UNIT GLOBAL WARMING LANGUAGE I AIMS OF THE LESSON Language focus At the end of the lesson, Sts will be able to: - To help learners get started with some language items in Unit - For vocabulary, that is words and phrases about global warming - For pronunciation, that is raising intonation for yes-no question and echo-question - For grammar, that is perfect gerunds and perfect participles Skills - To help learners get started with skills in Unit - Reading: Skimming and scanning about global warming - Speaking: Expressing opinions, agreements, or disagreements - Listening: Listening for gist and specific information about global warming - Writing: Write an essay about global warming Attitudes - To help Ss get started for Unit with the topic "global warming" - To provide Ss some motivation Motivation - Motivate students to enjoy learning English and use it outside the class II PREPARATION Teacher - Teaching aids: textbook, lesson plan - Teaching method: Communicative language teaching Students - Read through Unit - Language III PROCEDURE Class organization (2 minutes) Class Teaching date 11B 15/09 11H 12/09 Checking the old lesson (5 minutes) - Talk about causes of global warming New lesson ACTIVITY 1: Vocabulary Methodology: - Communicative and practical methods Ways to organize the activity: - Pair work Teacher’s and students’ activities Contents VOCABULARY Ask other Ss to give comments Ask Ss to the tasks and compare the results with their partner Ask Ss to pay attention to the word "campaign", Here it is a noun ACTIVITY 2: Pronunciation Methodology: - Communicative and practical methods Ways to organize the activity: - The whole class Teacher’s and students’ activities - Ask Ss to read the yellow box and then report their understanding - Play the recording and let Ss listen - Play it again with pauses for them to repeat each word - Play the recording and let Ss listen - Play it again with pauses for them to repeat each sentence Complete the sentences with the right form of the words/phrases KEYS: carbon footprint infectious diseases emissions ecological balance heat-related illnesses climate change Contents PRONUNCIATION Intonation on Yes-no questions and echo questions Listen and repeat these questions, paying attention to their rising intonation Listen and mark the symbol of rising intonation ACTIVITY 3: Grammar - Underline the perfect participles in the sentences Methodology: - Communicative and practical methods Ways to organize the activity: - Pair work Teacher’s and students’ activities Contents - Asks Ss to read the yellow box and review the GRAMMAR use and structure of the perfect participle Perfect participles in clauses of time and - Ask Ss to the tasks and compare the results reason Ex Underline the perfect participles in the with their partner sentences - Make sure that the advanced sts can help the KEYS: class with the meaning of the vocab Having planned After we have planned the content … Having treated Because/Since humans have treated the … The perfect participle is used to express a reason ACTIVITY 4: Grammar Methodology: - Communicative and practical methods Ways to organize the activity: - Pair work Teacher’s and students’ activities - Ask ss to study the exercise - Ask them to exercises Let them practice ex (39) Get their answers back Correct their answers ACTIVITY 5: Grammar Methodology: - Communicative and practical methods Ways to organize the activity: - Pair work Teacher’s and students’ activities - Tell some SS to recall the use of the perfect gerund and perfect gerund in passive - Ask them to exercises Let them practice the exercise Get their answers back Correct their answers Contents Ex Match the two parts to make complete sentences KEYS: e a g f c b h d Contents Perfect gerunds Rewrite the sentences, using the passive voice KEYS: The students in group 11G were praised for having planted the most trees in the schoolyard in the Tree Planting Competition The police suspected Mike of having cut down the oldest tree in the park He denied having dumped lots of rubbish onto the beach Thank you for having saved the lives of hundreds of wild animals They regretted having hunted and killed many wild animals The factory was heavily fined for having dumped tons of toxic waste into the river Denis was rewarded for having taken an active part in the Green Summer activities Consolidation (3 mins) - Vocabulary related to global warming - Perfect gerunds and perfect participle - Intonation - Do the task again - Read Unit - Reading at home _ Period 57 Date of planning: 07/09/2022 UNIT GLOBAL WARMING READING – GLOBAL WARMING IS REAL I AIMS OF THE LESSON Language focus At the end of the lesson, Sts will be able to: - Read the text about global warming and the tasks Skills - Help learners get all information in Unit - Reading: Skimming and scanning about global warming Attitudes - To help Ss get all information in Unit with the topic "global warming" - To provide Ss some motivation Motivation - Motivate students to enjoy learning and practicing English II PREPARATION - Teacher: Handouts, textbook, sub boards and colored chalks - Students: Textbook III PROCEDURE Class organization (2 minutes) Class Teaching date 11B 15/09 11H 12/09 Checking the old lesson (5 minutes) Exercises in Grammar New lesson ACTIVITY 1: Pre-reading - Work with a partner and guess what problems are described in the pictures Methodology: - Communicative and practical methods Ways to organize the activity: - Individual work Teacher’s and students’ activities Contents Work with a partner and guess what - Help ss to get involved in the lesson problems are described in the pictures - Have ss to work in pairs - Feedback and give the correct answers - Ask some pairs to present their answers to the + pollution class + forest destruction ACTIVITY 2: Pre-reading - Read the text and select the statement that expresses main idea Methodology: - Communicative and practical methods Ways to organize the activity: - Individual work Teacher’s and students’ activities Contents Read the text and select the statement that expresses main idea - Provide ss with the opportunity to prastice *Vocabulary reading for gist and summarizing key ideas - catastrophic - Ask ss to read the text quickly to find new - power plant words - disrupt - Explain the meaning of those new words to ss - famine and help them to pronounce them - absorb - Ask them to make sentences with those words - capture in possible - weather-related - Have them read the text again quickly and - diversity choose the statement that best expresses the main idea * Feedback and give the correct answer - Ask some ss to give their answer and explain The best title of the text is "Global the reason - Check the answer as a class warming is mainly caused by humans and has negative impacts on people’s lives" ACTIVITY 3: While- reading - Match the words with their meanings Methodology: - Communicative and practical methods Ways to organize the activity: - pair and group work Teacher’s and students’ activities Contents - Help ss focus on guessing the meaning of the Match the words with their meanings words in context - Feedback and give the correct answer - Have them read the words in the left-hand g f column and find them in the text, then read the d e definitions in the right and match them b a - Have some ss to present their answers c - Check answers as a class ACTIVITY 4: While- reading - Answer the questions Methodology: - Communicative and practical methods Ways to organize the activity: - pair and group work Teacher’s and students’ activities Contents - Ask students to the ex in pairs Answer the questions - Tell students to compare their answers with - Feedback and give the correct answer other group Let them discuss and correct for one 1.We are responsible another It releases a large amount of carbon - Go around offering to help dioxide into the atmosphere - Check with whole class Deforestation disrupts the process of - Call on some Ss to read their answers aloud in absorbing and capturing C02 from the front of the class atmosphere They could lose their home They can reduce crop harvest globally Because human beings cannot exist without species diversity on earth ACTIVITY 5: Post-reading - Discuss the questions Methodology: - Communicative and practical methods Ways to organize the activity: - Group work Teacher’s and students’ activities Contents - Have them the same to ex in groups Work in groups: Discuss the questions - Ask one or two groups to present the result of Which of the effects of global warming their discussion you think is the most serious? - Give feedback What you think we should to reduce the risks caused by global warming? - Feedback Consolidation: (3 minutes) - Summarize the main points - Supply them with the new words - Ask sts to learn the new words in the text - Tell them to prepare for the next period _ Period 58 UNIT GLOBAL WARMING Date of planning: 07/09/2022 SPEAKING – GOING GREEN A AIMS OF THE LESSON Language focus At the end of the lesson, Sts will be able to: - For vocabulary, that is words and phrases about global warming - For pronunciation, that is raising intonation for yes-no question and echo-question - For grammar, that is perfect gerunds and perfect participles Skills - To help learners get started with skills in Unit - Speaking: Expressing opinions, agreements, or disagreements Attitudes - To help Ss get all messages in Unit with the topic "global warming" - To provide Ss some motivation Motivation - Motivate students to enjoy learning and practicing English II PREPARATION - Teacher: Handouts, textbook, sub boards and colored chalks - Students: Textbook III PROCEDURE Class organization (2 minutes) Class Teaching date 11B 15/09 11H 12/09 Checking the old lesson (5 minutes) What should we to reduce the risks caused by global warming? New lesson ACTIVITY 1: Pre-speaking - Work in pairs, in your opinion, which of the following activities in the table below can help to reduce global warming? Methodology: - Communicative and practical methods Ways to organize the activity: - Pair work Teacher’s and students’ activities Contents Work in pairs, in your opinion, which of - Have ss to read activities carefully the following activities in the table below - Explain any new words if necessary can help to reduce global warming? - Ask them to work in pairs - Feedback and give the correct answer - Call some ss to give their answers 1, 2, 4, 5, - Check the answers as a class ACTIVITY 2: Pre-speaking - The table below presents the reasons why the activities in can help reduce global warming Match them with the activities Methodology: - Communicative and practical methods Ways to organize the activity: - Pair work Teacher’s and students’ activities Contents - Have ss to read reasons carefully The table below presents the reasons why - Explain any new words if necessary the activities in can help reduce global - Ask them to work in pairs warming Match them with the activities - Call some ss to give their answers - Feedback and give the correct answer - Check the answers as a class e b c a d ACTIVITY 3: While-speaking - Lan, Mai and Minh are talking about the activities presented in Work in groups of three Complete the conversation using the phrases in the box and then practice it Methodology: - Communicative and practical methods Ways to organize the activity: - Pair work Teacher’s and students’ activities Contents While -speaking: - Provide ss with a model conversation and use Lan, Mai and Minh are talking about the the words in the box to fill the blanks activities presented in Work in groups of individually three Complete the conversation using the - Have ss to give their answers phrases in the box and then practice it - Check them as a class - Feedback and give the correct answers - Have ss to role-play the conversation energy use - Give comments electronic devices planting trees carbon dioxide reusing and recycling ACTIVITY 4: Post-speaking - What you think about these solutions to global warming? Work in groups of three Use the idea in and to have a similar conversation Methodology: - Communicative and practical methods Ways to organize the activity: - Pair work Teacher’s and students’ activities Contents - Put ss into groups of three What you think about these solutions to - Ask each group to make a similar conversation global warming? Work in groups of three Use the idea in and to have a similar using suggestions - Invite one or two groups to role-play their conversation - Feedback and give the suggested answer discussions in front of the class Eg: I think growing trees is practical - Ask the rest to listen to the representatives and because … take notes In my opinion, we can’t control sea - Tell Ss to give their votes to the best decision as exploitation as … well as the fluency of the presentation Consolidation: (3 minutes) - Ask Ss to consolidate the main contents - Give feedback - Do the tasks again - Read Unit - Listening at home _ Period 59 Date of planning: 07/09/2022 UNIT GLOBAL WARMING LISTENING – SAVE THE PLANET, SAVE YOUR LIFE A AIMS OF THE LESSON Language focus At the end of the lesson, Sts will be able to: - For vocabulary, that is words and phrases about global warming - For pronunciation, that is raising intonation for yes-no question and echo-question - For grammar, that is perfect gerunds and perfect participles Skills - Listening: Listening for gist and specific information about global warming Attitudes - Provide Ss some motivation - Learn English seriously for not only exams but also daily communication - Build up eagerness and readiness to learn English Motivation - Motivate students to enjoy learning and practicing English II PREPARATION - Teacher: Handouts, textbook, sub boards and colored chalks - Students: Textbook III PROCEDURE Class organization (2 minutes) Class Teaching date 11B 15/09 11H 12/09 Checking the old lesson (5 minutes) - What should we to reduce our carbon footprint? New lesson ACTIVITY 1: Pre-listening- Match the words with the pictures and answer the question Methodology: - Communicative and practical methods Ways to organize the activity: - Individual and group work Teacher’s and students’ activities Contents Match the words with the pictures and answer - Get ss to brainstorm ideas related to the topic - Ask them to match the words with the pictures the question - Feedback and give the correct answers - Have them read aloud the words in pairs c (drought) d (flood) a (famine) e (water shortage) b (forest fire) answers statements are true (T), false (F) or not - Check Ss’ answers as a class and give given (NG) explanations if necessary KEYS: F NG T F T NG NG ACTIVITY 4: Culture - Discuss with a partner Methodology: - Communicative and practical methods Ways to organize the activity: - Pair work Teacher’s and students’ activities Contents - Have Ss work in pairs to answer the two Discuss with a partner questions in the textbook SUGGESTED KEYS: - Invite some pairs to show their answers to the Education, dietary changes, exercises, and class the spirit of cooperation - Give feedback There should be close cooperation between local governments, health associations and residents The first step should be for a local health association to start a campaign for promoting a healthy lifestyle and nutrition, winning the support of the local residents and local government Consolidation: (3 minutes) - Ask Ss to consolidate the main contents - Do the task again - Read Unit 10 - Looking back and Project at home Period 100 Date of planning: 07/09/202 UNIT 9: CITIES OF THE FUTURE LOOKING BACK AND PROJECT I AIMS OF THE LESSON Language focus At the end of the lesson, Sts will be able to: - To help learners get started with some language items in Unit 10 - For vocabulary, that is words and phrases related to healthy lifestyle and longevity - For pronunciation, that is intonation in invitations, suggestions, polite requests, uncertainty and surprise - For grammar, that is reported speech with conditionals and reported speech with to infinitives and gerunds Skills - To help learners get started with skills in Unit 10 - Reading: Reading for general ideas and specific details about factors responsible for the increase in life expectancy - Speaking: Giving advice on body care - Listening: Listening for gist and specific information about physical activity precautions - Writing: Writing a story about how young people have changed their lifestyle to overcome a problem Attitudes - To help Ss get started for Unit 10 with the topic "healthy lifestyle and longevity" - To provide Ss some motivation Motivation - Motivate students to enjoy learning English and use it outside the class II PREPARATION - Teacher: Handouts, textbook, sub boards and colored chalks - Students: Textbook III PROCEDURE Class organization (2 minutes) - Check the attendance Class Teaching date 11B 15/09 11H 12/09 Checking the old lesson (NO) New lesson ACTIVITY 1: Looking back - Pronunciation Methodology: - Communicative and practical methods Ways to organize the activity: - The whole class, individual and pair work Teacher’s and students’ activities Contents - Play the recording and ask Ss to listen PRONUNCIATION - Remind them to use fall-rise intonation Listen and mark fall-rise intonation in the - Play the recording again for Ss to practise the following conversation conversation Listen again then practise the conversation ACTIVITY 2: Looking back – VOCABULARY - Complete these sentences using the correct form of the words or phrases in the box Methodology: - Communicative and practical methods Ways to organize the activity: - The whole class, individual and pair work Teacher’s and students’ activities Contents - Inform Ss that the words in the box are among VOCABULARY the most frequently used in the unit Complete these sentences using the correct - Ss decide which words best complete the form of the words or phrases in the box sentences KEYS: - Ask Ss to make their own sentences with each boost life expectancy of the words immune system remedies - Give Ss time to read the sentences Set a time nutritious dietary limit and get Ss to the activity individually are attributed to prescription - Ask some Ss to read their answers Write the correct ones on the board if necessary ACTIVITY 3: Looking back – GRAMMAR - Report each statement Make all necessary changes Methodology: - Communicative and practical methods Ways to organize the activity: - The whole class, individual and pair work Teacher’s and students’ activities Contents - Revise the grammar point ss have learnt in this GRAMMAR unit to make sure that they understand the Ex Report each statement Make all requirement necessary changes - Set a time limit and tell Ss to the activity KEYS: individually The teacher told Tuan and Phong not to talk - Invite five Ss to write their answers on the in class board The doctor said to Mr White that if he eats/ - Then check their answers as a class ate lots of fatty food, he will/ would increase his chances od developing heart disease Nam’s yoga instructor asked him to close his eyes, breathe slowly and deeply, and not to think about his problems The patient admitted not following his doctor’s advice Ha’s friend suggested playing some games to relax because they had studied for three hours Van’s manager promised him a promotion if he could finish the project before the deadline Jack’s mother advised him to drink some ginger tea if he wanted to feel better ACTIVITY 4: Looking back - Read the conversation Imagine that Nga talks to a friend the next day, telling him/ her what her father had said Write down her father’s advice in the space provided, using reported speech Methodology: - Communicative and practical methods Ways to organize the activity: - The whole class, individual and pair work Teacher’s and students’ activities Contents - Ask five Ss to write their answers on the board Ex Read the conversation Imagine that while having the rest of the class this activity Nga talks to a friend the next day, telling in pairs him/ her what her father had said Write - Give feedback on Ss’ answers and correct any down her father’s advice in the space mistakes provided, using reported speech KEYS: My father said that I need to balance study and leisure if I want to be tress-free He told me to draw up a revision timetable with time for other activities … ACTIVITY 5: Project Methodology: - Communicative and practical methods Ways to organize the activity: - Group work Teacher’s and students’ activities Contents PROJECT : Choose one of the two following - Divide the class into groups of projects (Textbook) - Have Ss find out the answers to the questions PROJECT A: Look for information about and take notes Provide help if necessary one of the longevity hot spots and prepare a - Allow enough time for representatives of each presentation to deliver to the class group to present their reports to the class - Encourage Ss from the same group to provide PROJECT B: Contact three or four people support by giving explanations or additional over 70 years old and collect information information about them Use the table below as a guide - Ss from the other groups should listen ans ask extra questions Consolidation: (3 minutes) - Ask Ss to consolidate the main contents - Revise what Ss have learnt in unit 10 - Do the tasks again - Read REVIEW - LANGUAGE Period 101 Date of planning: 07/09/202 REVIEW - UNITS 9, 10 LANGUAGE I AIMS/OBJECTIVES OF THE LESSON Language focus - To help students revise what they have learned in unit 9, 10 - To give them a chance to practice Skills - To promote Ss to develop their communication skills and cultural understanding - To help Ss develop the skill of working in pairs and groups Attitudes - To encourage Ss to work harder - To provide Ss some motivation Motivation - Motivate students to enjoy learning English and use it outside the class II PREPARATION Teacher - Teaching aids: textbook, lesson plan - Teaching method: Communicative language teaching Students - Read through Review III PROCEDURE Class organization (2 minutes) - Check the attendance Class Teaching date 11B 15/09 11H 12/09 Checking the old lesson (NO) New lesson ACTIVITY 1: Vocabulary - Use the correct form of the words in the box to complete the sentences Methodology: - Communicative and practical methods Ways to organize the activity: - The whole class Teacher’s and students’ activities Contents Vocabulary Ex Use the correct form of the words in - Let Ss work in pairs to the tasks the box to complete the sentences - Get their answers back orally KEYS: - Ask them if anyone has a different answer infrustructure sustainable - Give them a feedback renewable overcrowded inhabitants ACTIVITY 2: Vocabulary - Complete the sentences, using the correct form of the words in brackets Add –FREE or ANTI- if necessary Methodology: - Communicative and practical methods Ways to organize the activity: - The whole class Teacher’s and students’ activities Contents - Let Ss work in pairs to the tasks Ex Complete the sentences, using the - Get their answers back orally correct form of the words in brackets Add – - Ask them if anyone has a different answer FREE or ANTI- if necessary - Give them a feedback KEYS: meditation Cholesterol-free anti-acne ageing expectancy ACTIVITY 3: Pronunciation - Listen to the sentences Mark their intonation patterns Then practise saying them Methodology: - Communicative and practical methods Ways to organize the activity: - Pair work Teacher’s and students’ activities Contents Pronunciation - Play the recording twice Ex Listen to the sentences Mark their - Ask them to work individually, then compare intonation patterns Then practise saying with a partner them - Get their answers back orally KEYS: - Ask them if anyone has a different answer A falling B falling - Give them a feedback A falling B rising A fall-rise B fall-rise A fall-rise B fall-rise ACTIVITY 4: Grammar - Complete each question, using the correct question tags) Methodology: - Communicative and practical methods Ways to organize the activity: - Individual and pair work Teacher’s and students’ activities Contents Grammar - Ask Ss to read the ex carefully, using the Ex Complete each question, using the context clues to complete the questions correct question tags - Invite a ss to write his answer on the board KEYS: - Ask them if anyone has a different answer they haven’t they - Give them a feedback will you didn’t we are they ACTIVITY 5: Grammar - Rewrite the sentences, beginning as shown Methodology: - Communicative and practical methods Ways to organize the activity: - Individual and pair work Teacher’s and students’ activities Contents - Ask Ss to work in pairs to finish these Ex Rewrite the sentences, beginning as sentences shown - Ask them if anyone has a different answer KEYS: - Give them a feedback Dr Quan said that we may/ might feel - Put Ss in groups to discuss the questions much better if we start/ started meditation - Ask Ss to the ex Lan said that if I want/ wanted to try natural remedies, I can/ could find useful information on the internet Huong told me that if she drinks strong tea, she usually starts feeling dizzy If you use solar energy heaters in your home, you reduce your carbon footprint If you use the high-speed motorway, it takes three hours and a half to travel from Ha Noi to Lao Cai ACTIVITY 6: Grammar (15 minutes) Methodology: - Communicative and practical methods Ways to organize the activity: - Individual and pair work Teacher’s and students’ activities - Ask ss to work individually - Get the peer correction - Invite a student to write his answers on the board - Give them a feedback Contents Ex Change the sentences in reported speech into indirect speech KEYS: “Van, you should take a yoga class to relieve stress,” said the doctor “Why don’t you use the new high-speed motorway?”, the travel agent said “Kevin, remember to go to your fitness class,” said his brother … Consolidation (3 mins) - Revise what Ss have learnt in unit 9, 10 - Read Review at home Period 102 Date of planning: 07/09/202 REVIEW - UNITS 9, 10 SKILLS I AIMS/OBJECTIVES OF THE LESSON Language focus - To help students revise what they have learned in unit 9, 10 - To give them a chance to practice Skills - To promote Ss to develop their communication skills and cultural understanding - To help Ss develop the skill of working in pairs and groups Attitudes - To encourage Ss to work harder - To provide Ss some motivation Motivation - Motivate students to enjoy learning English and use it outside the class II PREPARATION Teacher - Teaching aids: textbook, lesson plan - Teaching method: Communicative language teaching Students - Read through Review III PROCEDURE Class organization (2 minutes) - Check the attendance Class Teaching date 11B 15/09 11H 12/09 Checking the old lesson (NO) New lesson ACTIVITY 1: Reading - Read the text about eco-city planning Methodology: - Communicative and practical methods Ways to organize the activity: - Individual and pair work Teacher’s and students’ activities Contents - Ask Ss to complete Ex individually and Reading compare their answers with a partner Then give Ex Read the text about eco-city planning the correct answers and any explanations if (give the main content of the text) necessary ACTIVITY 2: Reading - Read the text again and answer the questions Methodology: - Communicative and practical methods Ways to organize the activity: - Individual and pair work Teacher’s and students’ activities Contents Ex Read the text again and answer the - Ask Ss to complete Ex individually and questions compare their answers with a partner Then give KEYS: the correct answers and any explanations if In 1987 necessary Because all the vehicles run on local renewable energy By dividing the city into two circles or rings The first ring is the city centre containing the residential areas The second one includes vast park space and lots of greenery, which filters and refreshes the air people breathe Urban planners need to read the book because it can offer them creative ideas and solutions to environmental problems that can be applied to any city ACTIVITY 3: Speaking - Choose the two ideas and make a conversation about sustainable living Methodology: - Communicative and practical methods Ways to organize the activity: - Pair work Teacher’s and students’ activities Contents - Ask Ss to work with a partner to make a Speaking conversation about sustainable living Ex Work with a partner Choose the two - Encourage Ss to swap roles and role-play the ideas and make a conversation about conversation again sustainable living - practice as much as possible - prioritize something in the list ACTIVITY 4: Listening - Listen to the recording about the negative effects of over-exercising Decide whether the following statements are true (T) or false (F) according to the speaker Methodology: - Communicative and practical methods Ways to organize the activity: - The whole class Teacher’s and students’ activities Contents - Play the recording once for Ss to listen and Listening choose their answers Ex Listen to the recording about the - Play the recording again pausing at appropriate negative effects of over-exercising Decide places and highlighting the clues in the listening whether the following statements are true text, so Ss can check their answers Then give (T) or false (F) according to the speaker the correct answers, for weaker Ss KEYS - Play the recording several times pausing after sentences to check Ss’ comprehension F T F T T ACTIVITY 5: Writing - Think of any advice you can give to over-exercisers Write a short text about the reasons for over-exercising Use the suggestions in the box or your own information and ideas Methodology: - Communicative and practical methods Ways to organize the activity: - Individual work Teacher’s and students’ activities Contents - Ask Ss to write a short text about the reasons Writing for over-exercising Ss may write their drafts Ex Think of any advice you can give to first in class, swap them with a partner for peer over-exercisers Write a short text about the review, and write their final version at home reasons for over-exercising Use the suggestions in the box or your own information and ideas (Give sample – handout) Consolidation (3 mins) - Revise what Ss have learnt in unit 9, 10 - Do the tasks again at home Period 103 Date of planning: 07/09/202 REVISION FOR THE SECOND TERM TEST I AIMS/OBJECTIVES OF THE LESSON Language focus - To help students revise what they have learned in the second term (Unit – 10) - To give them a chance to practice Skills - To promote Ss to develop their communication skills and cultural understanding - To help Ss develop the skill of working in pairs and groups Attitudes - To encourage Ss to work harder - To provide Ss some motivation Motivation - Motivate students to enjoy learning English and use it outside the class II PREPARATION Teacher - Teaching aids: textbook, lesson plan - Teaching method: Communicative language teaching Students - Revise from unit – unit 10 III PROCEDURE Class organization (2 minutes) - Check the attendance Class Teaching date 11B 15/09 11H 12/09 Checking the old lesson (NO) New lesson ACTIVITY 1: Doing a test Methodology: - Communicative and practical methods Ways to organize the activity: - Individual and pair work Mark the letter A, B, C, or D on your answer sheet to indicate the word that differs from the other three in the position of primary stress in each of the following questions Câu 1: A approach B lecture C access D offer Câu 2: A scholarship B property C instruction D lecturer Pick out the word whose underlined part is pronounced differently from that of the others Câu 3: A dream B sneaky C feat D dead Câu 4: A excite B decide C imagine D quite Choose the correct answer to each of the following questions Câu 5: What _ between 9.00 and 10.00 yesterday evening? A you B did you C were you doing D had you done Câu 6: This book is about a poor man who _ a millionaire A becomes B was becoming C has become D had become Câu 7: By the time we arrived, the film _ A started B was starting C has started D had started Câu 8: When I first _ him, he _ in a restaurant A met/worked B met/was working C was meeting/worked D was working/was meeting Câu 9: People use energy _machines, heat and cool their homes A that runs B to run C which runs D running Câu 10: This is Mr Brown, about _I told you A that B who C whom D him Câu 11: I am very _in knowing more about the customs of many countries A interest B interested C interesting D interestingly Câu 12: My friend, _I visited last week, is taking a holiday soon A him B which C whose D whom Câu 13: So far, many beautiful buildings in Bangkok A have built B have been built C were built D are building Câu 14: I think she is accustomed to English at a private school A teach B be taught C teaching D taught Câu 15: I took a taxi to the hotel but the traffic was very bad It quicker if I A would be / walked B would have been / had walked C was / walked D would be / had walked Câu 16: He warned me late A not come B not coming C don’t come D not to come Câu 17: Bill Mary is going to the play tonight A Neither / or B Both / and C Either / nor D Neither / nor Câu 18: Let’s go for a walk, ? A you B don’t you C shall we D we Câu 19: The storm has caused widespread in the countryside A destructively B destructive C destruction D destroying Câu 20: The is studying the growth of some plants A chemist B zoologist C physicist D botanist Câu 21: The old man is said all his money to an old people’s home when he died A to leaving B have left C to leave D to have left Câu 22: It me how to play the drum A was my uncle who taught C is my uncle teaching B was who taught D was my uncle taught Read the following passage and choose the correct answer to each of the questions Today, some type of animals are an endangered species This means there are very few animals of that kind left on Earth The animals could face extinction Extinction is when all the animals of that kind die When a type of animal is extinct, it is gone forever One problem for animals is that their habitat is sometimes destroyed by humans As human populations increase, more and more space is needed for people Building areas for people to live pushed animals out of their natural homes Forest and swamp habitats are the most threatened Trees are cut down to make room for homes and businesses Swamps are filled in so that neighborhoods can expand The habitat is destroyed The animals have nowhere else to go Without a habitat, the number of animals begins to go down Câu 23 Which of the following is closest in meaning with the word “extinct” A polluted extremely B damage completely C gone forever D strongly develop Câu 24 What activity is NOT mentioned as a threat to the habitat of animals? A building house B cutting down trees C raising fund D filling swamps Câu 25 What happens if there is no habitat for animals? A their population increases B They expand rapidly C the number of them remain unchanged D they decrease in number Câu 26 The word “room” is closest in meaning to: _ A part of a building B space C house D way Câu 27 The word “their” refers to: A human beings B habitats C animals D forests Choose the underlined part that needs correction in each of the following questions Câu 28: These pictures, as well as this photograph, brightens the room A brightens B as well as C photograph D the room Câu 29: I thanked the woman whom had helped me A me B had helped C the woman D whom Choose the word(s) CLOSEST in meaning to the underlined word(s) in the following questions Câu 30: The astronauts were able to send the information back to the Earth A spacemen B space stations C spaceships D space shots Câu 31: Scuba-driving and windsurfing are both aquatic sports A field B water C combat D individual Read the following passage and choose the correct word or phrase that best fits each of the numbered blanks We can develop alternative sources of power and (22) _ we try, we'll never succeed Instead of burning fossil fuels we should be concentrating on more economic uses of electricity, because electricity can be (23) _ from any source of energy If we didn't waste so much energy, our resources would last longer Unless we research on (24) _energy, wind power, wave power, tidal power, hydroelectric schemes etc, our fossil fuels will run (25) _, and we'll all freeze or starve to death Other countries are spending much more than us on research, and don't forget that energy from the sun, the waves and the wind lasts for ever We really won't survive unless we (26) _ working on cleaner, safer sources of energy Câu 32: A if B although C unless D because Câu 33: A done B produced C taken D prevented Câu 34: A sunny B earthly C solar D worldly Câu 35: A out B up C off D down Câu 36: A manage B start C want D seem Rewrite these sentences in such a way that the meaning remains unchanged beginning with the words given Câu “Sorry, I’m late.” said the boy to the teacher → The boy apologised Câu It’s the first time I've been to a flower shop → I haven’t Câu “ If I were you, I would think it over before making any decision.” Nam told me → Nam advised me Câu I can’t put up with his behavior any longer → It is his behavior Consolidation (3 mins) - Revise what Ss have learnt in unit to unit 10 - Prepare for the second term test Period 104 Date of planning: 07/09/202 THE SECOND TERM TEST I AIMS OF THE LESSON Language focus - To check student’s knowledge through doing a test - To give them a chance to practice Skills - To promote Ss to develop their communication skills and cultural understanding - To help Ss develop the skill of working in pairs and groups Attitudes - To encourage Ss to work harder - To provide Ss some motivation Motivation - Motivate students to enjoy learning English and use it outside the class II PREPARATION Teacher - Teaching aids: textbook, lesson plan - Teaching method: Communicative language teaching Students - Prepare for the first term test III PROCEDURE Class organization (2 minutes) - Check the attendance Class Teaching date 11B 15/09 11H 12/09 Checking the old lesson (NO) New lesson SỞ GD&ĐT VĨNH PHÚC Trường THPT Nguyễn Viết Xuân ĐỀ KIỂM TRA HỌC KỲ II NĂM HỌC 2018- 2019 MÔN : TIẾNG ANH – LỚP 11 Thời gian làm bài: 45 phút (Thí sinh khơng sử dụng tài liệu) Họ tên thí sinh …………………………………………………… Lớp 11D… Mark the letter A, B, C, or D on your answer sheet to indicate the word that differs from the other three in the position of primary stress in each of the following questions Câu 1: A global B wonder C public D preserve Câu 2: A historic B natural C improvement D disaster Pick out the word whose underlined part is pronounced differently from that of the others Câu 3: A-dream B sneaky C feat D dead Câu 4: A-excite B decide C imagine D quite Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions Câu 5: What _ between 9.00 and 10.00 yesterday evening? A you B did you C were you doing D had you done Câu 6: This book is about a poor man who _ a millionaire A becomes B was becoming C has become D had become Câu 7: By the time we arrived, the film _ A started B was starting C has started D had started Câu 8: When I first _ him, he _ in a restaurant A met/worked B met/was working C was meeting/worked D was working/was meeting Câu 9: People use energy _machines, heat and cool their homes A that runs B to run C which runs D running Câu 10: This is Mr Brown, about _I told you A that B who C whom D him Câu 11: I am very _in knowing more about the customs of many countries A interest B interested C interesting D interestingly Câu 12: My friend, _I visited last week, is taking a holiday soon A him B which C whose D whom Câu 13: This is the first time I such an enormous elephant A has seen B see C saw D have seen Câu 14: I want to travel because I enjoy people A meeting B met C to meet D meet Câu 15: If I had enough money, I _ that flat A would buy B would have bought C buy D will buy Câu 16: The mother asked me where her son was A that I knew B whether I know C did I know D if I knew Câu 17: The missing boy is reported _ with a strange man two days ago A to be gone B went C to have gone D to go Câu 18: As a child he received most of his _ at home A educated B education C educational D educate Câu 19: She walked home by herself _ she knew that it was dangerous A due to B in spite of C although D because Câu 20: The government is encouraging people to use renewable of energy instead of fossil fuels A supply B generation C sources D protection Câu 21: It was in this village _ I was born and grew up A that B which C when D whom Câu 22: Let’s go out to dinner, ? A will you B let we C shall we D we Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct word or phrase that best fits each of the numbered blanks Recognized as a World heritage Site in Viet Nam, Ha Long Bay attracts thousands of visitors every year, (23) _ come to enjoy the magnificent natural landscape However, the bay is also facing a number of threats that may (24) _ to serious damage to the site Wildlife in Ha Long Bay is being destroyed by overfishing as this is the only job (25) _ most of the inhabitants here As a result, rare sea creatures may become (26) _ soon Another problem is deforestation of mangrove forests The mangroves, known as the plants native to Ha Long Bay, provide protection during storms, preserve the shoreline, and act as a natural filter that keeps the sea environment clean and healthy Numerous wildlife species including plants and fish also depend (17) _ the mangroves Câu 23: A whom B who C which D that Câu 24: A lead B cause C result D make Câu 25: A to support B supporting C support D supported Câu 26: A disappear B extinct C die D increasing Câu 27: A in B for C to D on Mark the letter A, B, C, or D on your answer sheet to indicate the underlined part that needs correction in each of the following questions Câu 28: Not only the teacher but also his students was surprised by the result of the test A by B also C was D of Câu 29: The wind blew hard yesterday, that prevented our work from being finished on time A being finished B from C blew D that 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 Câu 30: Billy, come and give me a hand with cooking I can’t it myself A help B attempt C prepared D be busy Câu 31: School uniform is compulsory in most of the Vietnamese schools A paid B required C depended D divided Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions Today, some type of animals are an endangered species This means there are very few animals of that kind left on Earth The animals could face extinction Extinction is when all the animals of that kind die When a type of animal is extinct, it is gone forever One problem for animals is that their habitat is sometimes destroyed by humans As human populations increase, more and more space is needed for people Building areas for people to live pushed animals out of their natural homes Forest and swamp habitats are the most threatened Trees are cut down to make room for homes and businesses Swamps are filled in so that neighborhoods can expand The habitat is destroyed The animals have nowhere else to go Without a habitat, the number of animals begins to go down Câu 32: Which of the following is closest in meaning with the word “extinct” A polluted extremely B damage completely C gone forever D strongly develop Câu 33: What activity is NOT mentioned as a threat to the habitat of animals? A building house B cutting down trees C raising fund D filling swamps Câu 34: What happens if there is no habitat for animals? A their population increases B They expand rapidly C the number of them remain unchanged D they decrease in number Câu 35: The word “room” is closest in meaning to: _ A part of a building B space C house D way Câu 36: The word “their” refers to: A human beings B habitats C animals D forests Rewrite these sentences in such a way that the meaning remains unchanged beginning with the words given Câu 37: The last time I talked to Peter was months ago  I haven’t …………………………………………………………………………… Câu 38: Mr Johnson agreed to see me His report on economic reforms impressed me a lot  Mr Johnson, whose ……………………………………………………………… Câu 39: “ If I were you, I would think it over before making any decision.” Nam told me  Nam advised me …………………………………………………………………… Câu 40: I can’t put up with his behavior any longer  It is his behavior …………………………………………………………………… - HẾT Consolidation (3 mins) - Collect paper tests - Redo the test at home Period 105 Date of planning: 07/09/202 TEST CORRECTION I AIMS OF THE LESSON Language focus - To help Ss revise the knowledge - To get feedback from the students Skills - To correct Ss’ errors if necessary Attitudes - To give Ss the motivation to learn hard for their exam Motivation - Motivate students to enjoy learning English and use it outside the class II PREPARATION - Students: pens - Teacher: English papers and lesson plan III PROCEDURE Organization (2 minutes) - Greeting - Checking the attendance: Class Teaching date 11B 15/09 11H 12/09 Checking up (No) New lesson ACTIVITY 1: ( 40 minutes) Methodology: - Communicative and practical methods Ways to organize the activity: - The whole class T’s and Sts’ activities - Sts study the test - Sts compare with a partner - T gives remarks on the test - T gives answer keys - T corrects common mistakes Contents 1- Paying back the English papers 2- Giving remarks on the test - Students: lazy and lack of knowledge - Best part: - Worst part : - Best work: - Worst work: 3- Correct common mistakes - Consolidation (3 minutes) - Summarize the main points - Redo the test at home - Prepare for the next period KÝ DUYỆT GIÁO ÁN Bình Xuyên, ngày 16 Tháng 11 năm 2022 TPCM ký duyệt Nguyễn Thị Hồng ... - Presenting skills: natural gesture - Do the tasks again - Read Unit – Looking back and project at home Period 62 UNIT GLOBAL WARMING Date of planning: 07/09 /20 22 LOOKING BACK AND PROJECT I... Check ss’ answers and explain any points if necessary Contents Answer the questions - Feedback and give the suggested answers They can pursue further education They can help students develop analytical... task - Feedback and give the correct answer - Ask them to compare their answers with Because high education will help Ss gain another pair more knowledge and thinking skills and a - Call some