Giáo án mới Tiếng Anh 11 - HK II

GIÁO ÁN TIẾNG ANH LỚP 11 – HỌC KÌ II – HỆ ĐỔI
MỚDate
I
of preparation: 05/01/2019
Date of teaching: 09/01/2019

INTRODUCTION
PERIOD 055/105:

GETTING SECOND TERM SCHEDULE

I. AIMS/OBJECTIVES OF THE LESSON
1. Language focus - To help Ss review topics they have learned in the first term
- To help learners get started with the second term
- To introduce Ss the English 11 program in the second term
- To motivate Ss to study
2. Skills
- To help Ss to recognize different skills that they have to master:
reading, speaking, listening, writing
- To help Ss revise the structures of each unit in the English 11
3. Attitudes - To help Ss get started for the second term
- To provide Ss some motivation
II. PREPARATION
1. Teacher - Teaching aids: textbook, lesson plan
- Teaching method: Communicative language teaching
2. Students - Read through English 10 for the second term
III. PROCEDURE
1. Class organization (1 minute)
2. Check up (omitted)
3. New lesson (40 minutes)
TEACHER'S ACTIVITIES
STUDENTS' ACTIVITIES
Lead in
Do as appointed
Ask Ss to look through the book and find
- 5 Units, 2 reviews
out general information
1. Review
- Unit 1 The generation gap
Asks Ss to review what they have learned in - Unit 2: Relationships
- Unit 3: Becoming independent
the second term
- Review 1
- Unit 4: Caring for those in need
- Unit 5: Being part of ASEAN
Review 2
How many parts are there in each unit and There are 8 parts:
- getting started
- language
what are they?
- reading
- speaking
- listening
- writing
- culture and communication
- looking back and project
2. Introduction
- Unit 6 Global warming
- Unit 7: Further education
Ask Ss to look through the book and name
- Unit 8: Our world heritage sites
topics
- Review 3
- Unit 9: Cities of the future
Asks Ss to give the reasons for their
answers
- Unit 10: Healthy lifestyle and
longevity Review 4
Introduce regular assessment and exams
Regular assessment: 6 15-minute tests: 3
45-minute tests: 2
End-term test: 1
4. Consolidation (3 mins) - 8 different parts in each units
- Getting started for the second term
5. Homework: (1 min)
- 8 different parts in each units
- Getting started for the second term
……………………………………………………… THE END ………………………………………………………..
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GIÁO ÁN TIẾNG ANH LỚP 11 – HỌC KÌ II – HỆ ĐỔI
MỚDate
I
of preparation: 05/01/2019
Date of teaching: 10/01/2019

UNIT 6: GLOBAL WARMING
PERIOD 056/105:

GETTING STARTED
A PRESENTATION ON GLOBAL WARMING

I. AIMS/OBJECTIVES OF THE LESSON
1. Language focus - To help learners get started with some language items in Unit 6
- For vocabulary, that is words and phrases related to global warming
- For pronunciation, that is intonation in yes-no question and echoquestion
- For grammar, that is perfect gerunds and perfect participles
2. Skills
- To help learners get started with 4 skills in Unit 6
- 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
3. Attitudes - To help Ss get started for Unit 6 with the topic "global warming"
- To provide Ss some motivation
II. PREPARATION
1. Teacher - Teaching aids: textbook, lesson plan
- Teaching method: Communicative language teaching
2. Students - Read through English Unit 6 - getting started at home
III. PROCEDURE
1. Class organization (1 minute)
2. Check up (omitted)
3. New lesson (40 minutes)
TEACHER'S ACTIVITIES
STUDENTS' ACTIVITIES
1. Listen and read
- Do as appointed
Ask Ss to look at the picture and answer
carbon print-foot
the question
infectious disease
- Who do you see in the picture?
heat-related illnesses
- Where do you think they are?
- What are they doing?
Play the recording, ask Ss to listen and
read
2. Answer the questions
Do as appointed
Ask Ss to work in groups, ask and answer 1. Global warming
the question
2. Three parts: the causes, the effects, the
Asks Ss to give the reasons for their
solutions
answers
3. Greenhouse gas emissions from factories
and vehicles; use of chemical fertilizers, and
deforestation.
3. Greenhouse gas emission, use of chemical
fertilizers, deforestation
4. Climate changes, infectious and heatrelated diseases, impact on water supplies,
threat to food production and upset
ecological balance
5. They should change their daily habits
6. Causes: burning of fossil fuels, using of nonenvironment friendly products
Effects: natural disasters such as floods,
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GIÁO ÁN TIẾNG ANH LỚP 11 – HỌC KÌ II – HỆ ĐỔI
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droughts, tsunami, acid rain
Do as appointed
3. Read the conversation again match
c–g–d–b–a–e–h–f
the words and definition
Ask Ss to read the conversation again,
work in pairs, do the task
Do as appointed
4. Find the sentences with the structure
Having planned
having VpII
Ask Ss to do the task
Having contributed
Having treated
4. Consolidation (3 mins) - Global warming
- Practice the conversation
5. Homework: (1 min)
- Global warming
- Practice the conversation
- Do the task again - Read Unit 6 - Language at home
IV. SELF-EVALUATION:
………………………………………………………………………………………………………………………………..
……………………………………………………… THE END ………………………………………………………..
Date of preparation: 05/01/2019

Date of teaching: 12/01/2019

UNIT 6: GLOBAL WARMING
PERIOD 057/105:

LANGUAGE

I. AIMS/OBJECTIVES OF THE LESSON
1. Language focus - To provide learners some language items in Unit 6
- For vocabulary, that is words and phrases related to global warming
- For pronunciation, that is intonation in yes-no question and echoquestion
- For grammar, that is perfect gerunds and perfect participles
2. Skills
- To promote Ss to develop the skill of working in pairs and groups
3. Attitudes - To encourage Ss to work harder
- To provide Ss some motivation
II. PREPARATION
1. Teacher - Teaching aids: textbook, lesson plan
- Teaching method: Communicative language teaching
2. Students - Read through English Unit 6 - language at home
III. PROCEDURE
1. Class organization (1 minute)
2. Check up (5 minutes)
- Talk about the causes, the effect of and solution to global warming
3. New lesson (35 minutes)
TEACHER'S ACTIVITIES
STUDENTS' ACTIVITIES
VOCABULARY
Do as appointed
1. carbon footprint
2. infectious diseases
Complete the sentences with the
3. emissions
4. ecological balance
right form of the words/phrases
5. heat-related illnesses 6. climate change
Ask Ss to work individually first and
then in pairs to do the task
PRONUNCIATION
Do as appointed
1. Listen and repeat
Pay attention to the intonation
Play the recording and let Ss listen
Play it again with pauses for them to
sentence
Do as appointed
2. Listen and mark the symbol of
rising intonation
Ask Ss to read the word in rows
paying attention to the intonation
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GIÁO ÁN TIẾNG ANH LỚP 11 – HỌC KÌ II – HỆ ĐỔI
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GRAMMAR
Do as appointed
1. Having planned
Perfect participles in clauses of
time and reason
After we have planned the content …
1. Underline the perfect participles 2. Having treated
Because/Since humans have treated the ….
in the sentences
Ask Ss to work in pairs, do the task
The perfect participle is used to express a reason
Do as appointed
2. Match the two parts to make
1. e
2. c
complete sentences
3. a
4. b
5. g
6. h
Ask Ss to work individually then in
7.
f
8. d
pairs to check their answer
GRAMMAR
Do as appointed
Perfect gerunds
1The students in group 11G were praised for
having planted the most trees in the schoolyard in
Rewrite the sentences, using the
the Tree Planting Competition
passive voice
2. The police suspected Mike of having cut down
Ask Ss to work individually first, then the oldest tree in the park
in groups and check their answers
3. He denied having dumped lots of rubbish onto
the beach
4. Thank you for having saved the lives of hundreds
of wild animals
5. They regretted having hunted and killed many
wild animals
6. The factory was heavily fined for having dumped
tons of toxic waste into the river
7. Denis was rewarded for having taken an active
part in the Green Summer activities
4. Consolidation (3 mins) - Vocabulary related to global warming
- Perfect gerunds and perfect participle, intonation
5. Homework: (1 min)
- Vocabulary related to global warming
- Perfect gerunds and perfect participle, intonation
- Do the task again, read Unit 6 - Reading at home
IV. SELF-EVALUATION:
………………………………………………………………………………………………………………………………..
……………………………………………………… THE END ………………………………………………………..
Date of preparation: 10/01/2019

Date of teaching: 16/01/2019

UNIT 6: GLOBAL WARMING
PERIOD 058/105:

READING
GLOBAL WARMING IS REAL

I. AIMS/OBJECTIVES OF THE LESSON
1. Language focus - To provide learners some vocabulary related to the topic of global
warming
2. Skills
- To promote Ss to develop their reading skills
- Skim the text to get the general idea
- Scan the text to get some specific details
3. Attitudes - To encourage Ss to work harder
- To provide Ss some motivation
II. PREPARATION
1. Teacher - Teaching aids: textbook, lesson plan
- Teaching method: Communicative language teaching
2. Students - Read through English Unit 6 - Reading at home
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GIÁO ÁN TIẾNG ANH LỚP 11 – HỌC KÌ II – HỆ ĐỔI
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III. PROCEDURE
1. Class organization (1 minute)
2. Check up (5 minutes)
- Ask some Ss to go to the board and do the tasks again
3. New lesson (35 minutes)
TEACHER'S ACTIVITIES
STUDENTS' ACTIVITIES
PRE READING
Do as appointed
- pollution
1. Work with a partner and guess what
- forest destruction
problems are described in the pictures
Let Ss work in pairs, do the task
WHILE READING
2. Read the text and select the statement The best title of the text is "Global warming is
that expresses main idea
mainly caused by humans and has negative
impacts on people’s lives"
Let Ss read the three heading a, b, c d first
and make sure they understand all of them
Ask Ss to read through the text once
without stopping at the words that they
don't know the meaning
Ask them to work in pairs to decide on the
best title for the text that gives the general
idea of the whole text
Help them eliminate the choice that is only
one aspect of the text
3. Match the words with their meanings
Do as appointed
Ask Ss to work in pairs and do the task
1. g
2. f
3. d
4. e
5. b
6. a
7. c
4. Answer the questions
Do as appointed
Put Ss in groups of 3, ask them to read the
1.We are responsible
questions first to make sure they
2. It releases a large amount of carbon
understand them by asking them to
dioxide into the atmosphere
underline key words
3. Deforestation disrupts the process of
absorbing and capturing C02 from the
atmosphere
4. They could lose their home
Let Ss read the text again and locate the
5. They can reduce crop harvest globally
parts of the text where they can get the
answers
6. Because human beings cannot exist
without species diversity on earth
POST READING
Do as appointed
5. Work in groups, discuss the question
Put Ss in groups of four and let them
discuss the questions freely
4. Consolidation (3 mins) - Vocabulary related to global warming
- Reading skills: skimming, scanning, guessing the meaning of new
words/phrases through context
5. Homework: (1 min)
- Vocabulary related to global warming
- Reading skills: skimming, scanning, guessing the meaning of new words/phrases
through context
- Do the task again - Read Unit 6 - Speaking at home
IV. SELF-EVALUATION:
………………………………………………………………………………………………………………………………..
……………………………………………………… THE END ………………………………………………………..

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GIÁO ÁN TIẾNG ANH LỚP 11 – HỌC KÌ II – HỆ ĐỔI
MỚI

Date of preparation: 12/01/2019

Date of teaching: 17/01/2019

UNIT 6: GLOBAL WARMING
PERIOD 059/105:

SPEAKING
GOING GREEN

I. AIMS/OBJECTIVES OF THE LESSON
1. Language focus - To provide learners some vocabulary related to the topic of
global warming
- To instruct learners how to express opinions, agreements or
disagreements about solutions to global warming
2. Skills
- To promote Ss to develop their speaking skills
- To help Ss develop the skill of working in pairs and groups
3. Attitudes - To encourage Ss to work harder
- To provide Ss some motivation
II. PREPARATION
1. Teacher - Teaching aids: textbook, lesson plan
- Teaching method: Communicative language teaching
2. Students - Read through English Unit 6 - Speaking at home
III. PROCEDURE
1. Class organization (1 minute)
2. Check up (5 minutes)
- Ask Some Ss to go to the board and do the tasks again
3. New lesson (35 minutes)
TEACHER'S ACTIVITIES
STUDENTS' ACTIVITIES
1. Work in pairs, in your opinion, which of the Do as appointed
following activities in the table below can help to 1, 2, 4, 5, 6
reduce global warming?
Ask Ss to work in pairs, do the task
2. The table below presents the reasons why the Do as appointed
2. b
activities in 1 can help reduce global warming. 1. e
4. c
5. a
6. d
Match them with the activities
Let Ss work in pairs, do the task
3. Lan, Mai and Minh are talking about the - Do as appointed
activities presented in 1. Work in groups of three. 1. energy use
Complete the conversation using the phrases in 2. electronic devices
3. planting trees
the box and then practice it
4. carbon dioxide
Ask Ss to do the task
5. reusing and recycling
4. What do you think about these solutions to Do as appointed
global warming? Work in groups of three. Use the
idea in 1 and 2 to have a similar conversation
Ask Ss to do the task
4. Consolidation (3 mins) - Vocabulary related to global warming
- Speaking skills: making a conversation based on the sample
5. Homework: (1 min)
- Vocabulary related to global warming
- Speaking skills: making a conversation based on the sample
- Do the tasks again
- Read Unit 6 - Listening at home
IV. SELF-EVALUATION:
………………………………………………………………………………………………………………………………..
……………………………………………………… THE END ………………………………………………………..
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GIÁO ÁN TIẾNG ANH LỚP 11 – HỌC KÌ II – HỆ ĐỔI
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Date of preparation: 12/01/2019

Date of teaching: 19/01/2019

UNIT 6: GLOBAL WARMING

PERIOD 060/105:

LISTENING
SAVE THE PLANET, SAVE OUR LIFE

I. AIMS/OBJECTIVES OF THE LESSON
1. Language focus - To provide learners some vocabulary related to global warming
2. Skills
- To promote Ss to develop their listening skills
- To help Ss develop the skill of working in pairs and groups
3. Attitudes - To encourage Ss to work harder
- To provide Ss some motivation
II. PREPARATION
1. Teacher - Teaching aids: textbook, lesson plan
- Teaching method: Communicative language teaching
2. Students - Read through English Unit 6 - Listening at home
III. PROCEDURE
1. Class organization (1 minute)
2. Check up (5 minutes)
- Talk about how to reduce global warming
3. New lesson (35 minutes)
TEACHER'S ACTIVITIES
STUDENTS' ACTIVITIES
1. a Match the words with the pictures Do as appointed
1. c (drought)
2. d (flood)
and answer the question
Ask Ss to work in pairs and do the task 3. a (famine)
4. e (water shortage)
5. b (forest fire)
- climate change
b. What is the common cause of all the - global warming
disasters depicted in the pictures
- human being’s interference with the
above?
environment
Do as appointed
2. Prof Linn is talking to a class of
1. D
2. B
3. B
grade 11 students about global
5. A
warming. Listen to the talk and choose 4. C
the best answers
Do as appointed
3. Listen to the talk again and answer
1. Carbon dioxide, carbon monoxide
the questions
Let Ss work in pairs to answer the
2. The thick layer of the greenhouse gases traps
questions
more heat from the sun leading to the increase of
the temperature on the earth
3. Heat waves, floods, droughts and storm surges.
4. Famine, water shortages, extreme weather
conditions and a 20-30% loss of animal and plant
species.
5. When you have a lot of information about the
topic, you’ll be more willing to change your
lifestyle and you’ll be able to inform others and
inspire change.
4. Work in groups. Discuss if the Do as appointed
weather patterns in VN have changed
over the last ten years. Provide some
examples. Then report the results to
the class
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GIÁO ÁN TIẾNG ANH LỚP 11 – HỌC KÌ II – HỆ ĐỔI
MỚI (3 mins) - Vocabulary related to the topic of global warming
4. Consolidation
- Listening skills
5. Homework: (1 min)
- Vocabulary related to the topic of global warming
- Listening skills
- Do the tasks again
- Read Unit 6 - Writing at home
IV. SELF-EVALUATION:
………………………………………………………………………………………………………………………………..
……………………………………………………… THE END ………………………………………………………..
Date of preparation: 20/01/2019

Date of teaching: 23/01/2019

UNIT 6: GLOBAL WARMING

PERIOD 061/105:

WRITING
GLOBAL WARMING –CAUSES & EFFECTS

I. AIMS/OBJECTIVES OF THE LESSON
1. Language focus - Vocabulary related to the causes and effects of global warming
2. Skills
- To promote Ss to develop their writing skills
- To help Ss develop the skill of working in pairs and groups
3. Attitudes - To encourage Ss to work harder
- To provide Ss some motivation
II. PREPARATION
1. Teacher - Teaching aids: textbook, lesson plan
- Teaching method: Communicative language teaching
2. Students - Read through English Unit 6 - Writing at home
III. PROCEDURE
1. Class organization (1 minute)
2. Check up (5 minutes) - Ask Ss to talk about causes and effects of global warming
3. New lesson (35 minutes)
TEACHER'S ACTIVITIES
STUDENTS' ACTIVITIES
1. Which are the causes and which are
Do as appointed
the effects of global warming? Complete Causes: 2, 4, 7
Effects: 1, 3
6, 8
the diagram with the idea below.
Ask Ss to do the task
5
9
Do as appointed
2. Work in pairs, discuss and complete
the outline using the ideas from 1.
1. Introduction (introduce topic and the main
Brainstorm some possible solutions
contents)
Ask Ss to do the task in pairs
- 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
2. What global warming is and its cause
3. Complete the following outline for the a. Topic: The benefits of earbuds
passage on earbuds in activity 2
b. Thesis sentence: What are its benefits?
Ask Ss to do the task
c. Supporting idea 1 and further explanation:
small, light, portable -> put in a bag or pocket
Supporting idea 2 and further explanation:
not costly -> about 100 000 VND
Supporting idea 3 and further explanation:
used anywhere -> will not disturb anybody
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GIÁO ÁN TIẾNG ANH LỚP 11 – HỌC KÌ II – HỆ ĐỔI
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4. Choose one invention
Do as appointed
similar paragraph about its benefits
Ask Ss to exchange their writing for peer
comment
4. Consolidation (3 mins) - Vocabulary related to the topic of working mother
- Writing skills
5. Homework: (1 min)
- Vocabulary related to the topic of working mother
- Writing skills
- Do the tasks again
- Read Unit 6 - Communication and Culture at home
IV. SELF-EVALUATION:
………………………………………………………………………………………………………………………………..
……………………………………………………… THE END ………………………………………………………..
Date of preparation:……../……./201..

Date of teaching: ……../……./201..

UNIT 6: GLOBAL WARMING
PERIOD 062/105:

COMMUNICATION & CULTURE

I. AIMS/OBJECTIVES OF THE LESSON
1. Language focus - To provide learners some samples and cultural items
2. Skills
- To promote Ss to develop their skills and cultural understanding
- To help Ss develop the skill of working in pairs and groups
3. Attitudes - To encourage Ss to work harder
- To provide Ss some motivation
II. PREPARATION
1. Teacher - Teaching aids: textbook, lesson plan
- Teaching method: Communicative language teaching
2. Students - Read through English Unit 6 - Communication and Culture at home
III. PROCEDURE
1. Class organization (1 minute)
2. Check up (5 minutes)
- Ask some Ss to go to the board and read their writings
3. New lesson (35 minutes)
TEACHER'S ACTIVITIES
STUDENTS' ACTIVITIES
Communication
Do as appointed
Discussion
The best invention is TV. It is useful to many
1. In groups, vote for the best invention
people. It's not expensive. It's easy to use and
among those in the list below
easy to buy.
Ask Ss to do the task
Do as appointed
2. Report and explain your group's
We voted for digital cameras because they are
results to the whole class
very useful. We use them to take pictures of
people we spend time with or beautiful places
we visit. What's more, a digital camera does not
cost too much, and we don't have to buy rolls or
film for it.
Culture
Do as appointed
1. Do you know which countries these 1. China - c chopsticks
inventions are from? Match the country 2. Japan - d instant noodles
3. Singapore - b PC sound card
names with the inventions.
- Ask Ss to do the task
4. The Philippines: a - medical incubator
2. Read the text and answer the Do as appointed
questions
1. The two issues are agriculture development
Ask Ss to read the text and work in pairs and environmental protection
2. a - rain-making technique; b - biodiesel; c to answer the questions
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GIÁO ÁN TIẾNG ANH LỚP 11 – HỌC KÌ II – HỆ ĐỔI
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Chipattana Aerator
3. Chaipattana Aerator and rain-making
technique
4. All three inventions have helped protect the
environment
Chaipattana Aerator: cleans wastewater
Rain-making technique: improve forest
conditions
Biodiesel: reduces the use of fossil energy
5. Biodiesel is the most important because it
helps to solve the crisis of energy
4. Consolidation (3 mins) - Gender equality in VN
- Gender equality in the UK
5. Homework: (1 min)
- Gender equality in VN, gender equality in the UK
- Do the tasks again
- Read Unit 6 - Looking back and Project at home
IV. SELF-EVALUATION:
………………………………………………………………………………………………………………………………..
……………………………………………………… THE END ………………………………………………………..
Date of preparation:……../……./201..

Date of teaching: ……../……./201..

UNIT 6: GLOBAL WARMING
PERIOD 063/105:

LOOKING BACK & PROJECT

I. AIMS/OBJECTIVES OF THE LESSON
1. Language focus - To help students revise what they have learned in unit 6
- To give a chance to do a small project to develop speaking skills
2. Skills
- To promote Ss to develop their skills and cultural understanding
- To help Ss develop the skill of working in pairs and groups
3. Attitudes - To encourage Ss to work harder
- To provide Ss some motivation
II. PREPARATION
1. Teacher - Teaching aids: textbook, lesson plan
- Teaching method: Communicative language teaching
2. Students - Read through English Unit 6 - Looking back and Project
III. PROCEDURE
1. Class organization (1 minute)
2. Check up (5 minutes)
- Talk about some examples of gender discrimination in VN
3. New lesson (35 minutes)
TEACHER'S ACTIVITIES
STUDENTS' ACTIVITIES
LOOKING BACK
Oo
oO
Pronunciation
food processor
solar charger
correction pen
These words below are compound smartphone
nouns or noun phrases. Put them in the laptop
digital camera
correct columns
washing machine
earbuds/ runway
- Do as appointed
Vocabulary
2. inventions
Complete these sentences using the 1. economical
3. portable
4. benefits
words given in the box
5. expensive
Grammar
- Work in pairs, do the task
1. Read the following short exchange. 1. is
2. haven't planned
3.
have
wasted
4.
don't have
Fill in the gaps with the present perfect
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GIÁO ÁN TIẾNG ANH LỚP 11 – HỌC KÌ II – HỆ ĐỔI
MỚI forms of the 5. haven't started
6. says
or the present simple
- Work in groups, do the task
verbs
- Ask Ss to work in pairs to finish these 1. A washing machine is used for washing clothes
sentences
2. A solar charger can be used for charging
2. Answer these questions, using the mobile devices
gerunds or infinitives to describe 3. I use a laptop to listen to music and watch
functions or purposes
video
4. A correction pen is used for covering a writing
error
5. I use a 3-D printer to produce solid objects
PROJECT
- Do as appointed
1. Think about an imaginary invention 2. Work in groups, describe your invention to
that may be useful to you or other your group members.
people
Let the groups have some time together the
Ask Ss to do the task
assemble their inventions
3. Design a poster about the invention from
activity 2
4. Consolidation (3 mins)
- Revise what Ss have learnt in unit 6
- Talk about examples of gender discrimination in VN
5. Homework: (1 min)
- Revise what Ss have learnt in unit 6
- Talk about examples of gender discrimination in VN
- Do the tasks again
IV. SELF-EVALUATION:
………………………………………………………………………………………………………………………………..
……………………………………………………… THE END ………………………………………………………..
Date of preparation:……../……./201..

Date of teaching: ……../……./201..

UNIT 7: FURTHER EDUCATION
PERIOD 064/105:

GETTING STARTED

I. Aims and Objectives: By the end of this lesson, Ss can get to know the topic of
“Further Education”, words and phrases related to further education.
1. Knowledge: Lexical items: vocational, academic, undergraduate, postgraduate,
doctorate, major, gap year, CV.
3. Skill:
- Main skill: + Scanning for specific information to answer questions
+ Identifying the meaning of words depending on the context
- Sub skills: Speaking; Listening; Writing
II. Teaching aids: Text book, teacher's book, a speaker and a mp3 player
III. Procedure:
1. Stabilization: 2 mins
2. Checking up: No
3. New lesson:
Teacher’s activities
Students' activities
I. PRESENTATION: 5’
I. PRESENTATION
Lead-in:
Lead-in:
Listen and answer
Inform the class of the lesson objectives:
Talk about further education
getting to know the topic
Introduce the topic by asking Ss some
guiding questions Encourage Ss to talk about
further education.
II. PRACTICE: 30’
II. WHILE- PRACTICE
1. Activity 1:
1. Activity 1:
Ask Ss questions about the illustration:
Answer the questions:
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GIÁO ÁN TIẾNG ANH LỚP 11 – HỌC KÌ II – HỆ ĐỔI
Ớthe
I picture?
Listen
Who are the peopleMin
What are they doing?
What do you think they plan to do after
leaving secondary school?
Tell Ss that that are going to listen to a
conversation in a school library between
three friends: Phong, Kevin and Maria.
Let Ss predict what these friends will be
talking about.
Encourage and accept all types of
predictions from Ss.
Play the recording. Ask Ss to listen and read
the conversation at the same time.
2. Activity 2:
Asks Ss to work first individually, and then in
pairs. Focus their attention on the
instructions and allow time for them to read
the incomplete sentences. They may refer
back to the conversation to get the necessary
information.
Checks sts’s answers and give explanation.
III. PRODUCTION: 6’
Have sts read the question and example. Ask
them to think of their own answer to the
question. Sts work individually first, then
with a partner.
Elicit some answers and writes the best ones
on the board. Give feedback and discuss any
points.
Read the question and example and think of
their own answer to the question.
Work individually first, then with a partner.
4. Homework: (2 mins)

Predict what these friends will be talking
about.
Listen and read the conversation at the same
time.
Work in pairs to practice asking and
answering the questions
Give explanation
Who are the people in the picture?
What are they doing?
What do you think they plan to do after
leaving secondary school?
Keys suggested:
academic or vocational
undergraduate and postgraduate
a bachelor’s degree
vocational courses/ a vocational course
apply for scholarships
III. PRODUCTION

Give answers
Keys suggested:
1. They can pursue further education.
2. They can help students develop analytical
skills, critical thinking and knowledge for
higher education at a university or college.
3. Because they want to take some time
before deciding on their career and major.
4. Taking a gap year can allow students to do
voluntary work or internships, and travel. This
practical experience will make their CVs look
good.
- Prepare the next period "Language and Vocabulary"
+ Look up the new words/ phrases
+ Revise the uses of modal verbs

IV. SELF-EVALUATION:
………………………………………………………………………………………………………………………………..
……………………………………………………… THE END ………………………………………………………..
Date of preparation:……../……./201..

Date of teaching: ……../……./201..

UNIT 7: FURTHER EDUCATION
PERIOD 065/105:

LANGUAGE

I. Aims and Objectives:
By the end of this lesson, Ss can:
- enrich their vocabulary with words or phrases related to further education
- know intonation on WH- questions.
- know how to use and distinguish between the present perfect and the present
perfect continuous
1. Knowledge: - Lexical items:
3. Skill:
- Main skill: Identifying the meaning of words depending on the context
- Sub skills: Speaking; Listening; Writing
II. Teaching aids: Text book, teacher's book, a speaker and a mp3 player
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III. Procedure:
1. Stabilization: 2 mins
2. Checking up: No
3. New lesson:
Teacher’s activities
Students' activities
I. PRESENTATION: 2’
I. PRESENTATION
Warm-up:
Answer
Ask:
What do you know about the Vietnam’s
education system??
II. PRACTICE: 11’
II. WHILE- PRACTICE
A. VOCABULARY
1. Activity 1:
1. Activity 1:
Work individually, read each of the words and
Go through the words in the box and check Ss’ think about its word class.
understanding/
Some sts to give out the answer
Asks Ss to guess the words(s) and complete
A st. writes the answers on bb.
Listen
the diagram individually.
Alternatively, in weaker classes, have Ss work Key:
1. Kindergarten
2. Primary education
on the diagram in pairs.
3. Lower secondary education
Call some sts to give out the answer
4. Upper secondary education
Have a st write the answers on bb.
5. College
6. University
Check & give remarks
2. Activity 2:
2. Activity 2:
Have Ss work individually.
Complete the sentences individually. May
Ask sts to complete the sentences compare their answers with a partner.
Listen to T’s comments
individually.
Keys suggested:
Monitor the activity and offer support, if
1. Academic
2. major
necessary.
3. vocational
4. postgraduate
Check the completed sentences as a class,
5. analytical
making sure that all sts have the right
answers.
B. PRONUNCIATION: 10’
B. PRONUNCIATION
Intonation on Wh- questions
Intonation on Wh- questions
1. Activity 1:
1. Activity 1:
Explain the use of rising and falling Listen
intonation by modeling the two types of
Distinguish between rising and falling
questions
Play the recording again for sts to repeat intonation by highlighting the rise and fall of
the voice.
chorally and individually.
Help sts to distinguish between rising and
falling intonation by highlighting the rise and
Work in pairs, taking turns to say the questions.
fall of the voice.
Ask sts to work in pairs, taking turns to say
2. Activity 2:
the questions.
Read the instructions and explain the task.
2. Activity 2:
Ask sts to read the instructions and explain Read the sentences, focusing on the words in
the task.
bold and have sts repeat.
Ask them to read the sentences, focusing on Listen
the words in bold and have sts repeat.
Take turns reading each of the sentences twicePlay the recording for sts to repeat once or with and without elisions of weak vowels.
twice.
Extend this task by having sts take turns
reading each of the sentences twice- with and
without elisions of weak vowels.
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GIÁO ÁN TIẾNG ANH LỚP 11 – HỌC KÌ II – HỆ ĐỔI
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C. GRAMMAR:
11’
C. GRAMMAR

1. Activity 1:
1. Activity 1:
Tell sts that the activity focuses on the Listen
present perfect and the present continuous Answer teacher’s questions
Work in pairs to figure the answers.
tenses.
Ask if they can remember any rules of the Pay attention to the adverbs of time when they
present perfect and the present continuous choose the correct form of the verbs.
tenses that they have learnt in the lower Listen
grades.
Keys expected
Have sts work in pairs to figure the answers.
for several days
Monitor the activity and help sts, if necessary. lately
Remind sts to pay attention to the adverbs of since grade 9
time when they choose the correct form of
before
the verbs.
Check answers as a class.
2. Activity 2:
2. Activity 2:
Work in pairs to give answers. Observe and
Tell sts that the activity focuses on the correct help when and where necessary.
form of the verbs- the past simple or the Pay attention to the adverbs of time when they
present perfect.
choose the correct form of the verbs.
Let sts work in pairs to give answers. Observe Take turns reading aloud each of the sentences.
Keys suggested
and help when and where necessary.
Remind sts to pay attention to the adverbs of have been surfing has been living
time when they choose the correct form of has been looking
have been studying
the verbs.
has been teaching
Check sts’ answers by asking individual sts to
take turns reading aloud each of the
sentences.
3. Activity 3: 6’
3. Activity 3
Tell students that the activity focuses on the Listen
distinction between the present perfect and Work in pairs to answer
the present perfect continuous.
Read aloud the answers
Have St work in pairs to work out the Keys suggested
1. have read
answers.
Monitor the activity and offer help if 2. have been reading
3. Have you applied
necessary.
Check answers by asking individual Ss to take 4. have been waiting
5. has been giving
turn reading aloud their answers.
Can ask Ss to explain their choice of tense. 6. have never understood
The pair that gets the most points is the
winner.
4. Homework: (2 mins)
- Do Part A 1+2,B 2-5 in the exercise book.
- Prepare the next period "Skills- Reading"
+ Look up the new words/ phrases + Revise the uses of modal verbs
IV. SELF-EVALUATION:
………………………………………………………………………………………………………………………………..
……………………………………………………… THE END ………………………………………………………..
Date of preparation:……../……./201..

Date of teaching: ……../……./201..

UNIT 7: FURTHER EDUCATION
PERIOD 066/105:

READING

I. Aims and Objectives: By the end of this lesson, Ss can:
- Read for general ideas and specific information about higher education.
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1. Knowledge:
- Lexical items: mandatory, respectively, broaden,
Baccalaureate, appreciate, pursue
- Main skill: + Scanning for specific information to answer questions
+ Identifying the meaning of words depending on the context
- Sub skills: Speaking; Listening; Writing
II. Teaching aids: Text book, teacher's book, a speaker and a mp3 player
III. Procedure:
1. Stabilization: 2 mins
2. Checking up: No
3. New lesson:
Teacher’s activities
Students' activities
I. PRE- READING: 5’
I. PRE-READING
Activity 1:
Activity 1:
Have Ss read the table of the British state-run Look at the diagram to give the answers.
education system.
Encourage sts to explain and give reasons for
Provide sts with some information if their answers.
necessary
Have sts work in pairs and draw a table or a School Age
Exam
diagram similar to the one in vocabulary. Kindergarten 3-5 No
Section1. Encourage sts to explain and give Primary school 6-10 No
reasons for their answers.
Lower secondary 11-14No
Correct answers as a class & have sts guess Upper secondary15-17 GCSE
the possible content of the reading text.
II. WHILE-READING: 27’
II. WHILE- READING
1. Activity 2:
1. Activity 2:
Tell Ss that the activity focuses on reading for Work
individually,
read
the
work
gist. Have them read the heading before the individually to choose the best heading (a-c).
text.
Then check their answers with a partner.
Explain to SS that repeated and similar Write them on the notebook.
vocabulary can form a vocabulary chain in a Keys suggested
paragraph. The main ideas of the paragraph b
will contribute to the main idea of the whole
text.
Ask sts to work individually to choose the
best heading (a-c). Then Ss can check their
answers with a partner. Check answers as a
class and write them on the board.
Give feedback
3. Activity 3:
3. Activity 3:
Listen
Ask sts to work individually, read the words Work individually, read the words and
and phrases in the columns, then discuss and phrases in the columns, then discuss and find
find the meaning of each of them (a-e). the meaning of each of them(a-e).
provide help, if necessary. Explain the Check their answers with a partner.
meaning further and give examples. Check Keys suggested
answers as a class and write them on the d – c – e – a – b
board.
Give feedback.
Then sts can Check answers as a class and
4. Activity 4:
4. Activity 4:
Read the passage gain and decide whether
Tell sts that the activity focuses on reading for the following statements are true (T), false
(F) or (NG).
specific information.
Ask sts to read the passage gain and decide Write their answer individually and check
whether the following statements are true with their partner.
Keys suggested
(T), false (F) or (NG).
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I
1. NG
2. F
3. F
Have sts write their
answer
individually and
4. F
5. T
check with their partner.
Check answers as a class & provide feedback.
III. POST- READING: 6’
III. POST- READING
Activity 5:
Activity 5:
Put sts in pairs and ask them to discuss the
Work in pairs and discuss the questions
freely.
questions freely:
How can you prepare for higher education in
One or two pairs to report the discussion
results to the class.
the UK?
Ask one or two pairs to report the discussion Listen
How can you prepare for higher education in
results to the class.
Give remarks
the UK?
4. Homework: (5 mins)
- Do Part C in the exercise book.
- Prepare the next period "skills- Speaking"
+ Look up the new words/ phrases
+ Revise the uses of modal verbs
IV. SELF-EVALUATION:
………………………………………………………………………………………………………………………………..
……………………………………………………… THE END ………………………………………………………..
Date of preparation:……../……./201..

Date of teaching: ……../……./201..

UNIT 7: FURTHER EDUCATION
PERIOD 067/105:

SPEAKING

I. Aims and Objectives:

By the end of this lesson, Ss can:
- practice talking about further education
1. Knowledge: - Lexical items: part-time course, full-time course, cloud-based course,
credit-based, campus-based, simultaneously
3. Skill:
- Main skill: +Interviewing & discussing
- Sub skills: Speaking; Listening; Writing
II. Teaching aids: Text book, teacher's book, a speaker and a mp3 player
III. Procedure:
1. Stabilization: 2 mins
2. Checking up: No
3. New lesson:
Teacher’s activities
Students' activities
I. PRE- SPEAKING: 7’
I. PRE-SPEAKING
Activity 1:
Activity 1:
Ask sts to work individually, read the Listen
words and phrases in the columns, Work individually, read the words and phrases in
then discuss and find the meaning of the columns, then discuss and find the meaning of
each of them (a-e). Provide help, if each of them (a-e).
necessary. Explain the meaning Check their answers with a partner.
further and give examples. Check Keys suggested
2. e
answers as a class and write them on 1. c
the board.
3. a
4. b
5. d
Give feedback.
II. WHILE-SPEAKING: 16’
II. WHILE- SPEAKING
Activity 2:
Activity 2:
Explain the context and ask sts to read Read through the phrases in the box.
through the phrases in the box.
Work in pairs to fill the gaps in the conversation.
Have sts work in pairs to fill the gaps
Listen
Keys suggested
in the interview.
Check answers as a class and give
1. b
2. e
3. a
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4. f
5. d
6.c

feedback.
III. POST- SPEAKING: 15’
Activity 3:
Have sts read the question and
example. Ask them to think of their
own answer to the question. Sts work
individually first, then with a partner.
Elicit some answers and writes the
best ones on the board. Give feedback
and discuss any points.

Activity 4:
Allow enough time for sts to read the
conversation individually before they
practice in pairs.
Monitor the activity and select some
pairs to role-play the conversation in
front of the class.
Activity 5:
Ask Ss to think about their choices and
reasons for their preferences for
further education.
Encourage them to share their ideas in
groups.
Have different groups work together
so they can help each other with ideas
and suggestions.
Ask groups of students to have a
discussion using the expressions and
flow in the model in 2. Then choose
one or two groups to role-play their
conversation in front of the class.

III. POST- SPEAKING
Activity 3:
Read the question and example and think of their
own answer to the question.
Work individually first, then with a partner.
Give answers

Activity 4:
Read the conversation individually before they
practice in pairs.
Role-play the conversation in front of the class.

Activity 5:
Think about their choices and reasons for their
preferences for further education.
Share their ideas in groups.
Work together
Discuss using the expressions and flow in the
model in 2.
Role-play their conversation in front of the class.
Keys suggested
1. Because higher education will help Ss to gain
more knowledge and critical thinking skills and a
bachelor’s degree will help them to find a job
more easily.
2. Because students need some skills for getting a
job before they can decide if they want to pursue
an undergraduate degree or not.
3. They are campus-based, part-time, full-time and
online.
4. “Cloud” learning allows students to work and
study simultaneously.
5. They provide students with more flexible
programmes and schedules.
4. Homework: (5 mins)
- Do Part D in the exercise book.
- Prepare the next period "Listening"
+ Look up the new words/ phrases
+ Revise the uses of modal verbs
IV. SELF-EVALUATION:
………………………………………………………………………………………………………………………………..
……………………………………………………… THE END ………………………………………………………..
Date of preparation:……../……./201..

Date of teaching: ……../……./201..

UNIT 7: FURTHER EDUCATION
PERIOD 068/105:

LISTENING

I. Aims and Objectives:
By the end of this lesson, Ss can:
- listen for specific information in a talk from an Canadian undergraduate student
studying in Vietnam.
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GIÁO ÁN TIẾNG ANH LỚP 11 – HỌC KÌ II – HỆ ĐỔI
MỚ- ILexical items: undergraduate course, study abroad, knowledgeable,
1. Knowledge:
thorough, programme coordinator, host family, outing, gathering, staff, fellow student.
3. Skill :
- Main skill: + Scanning for specific information to take notes about the main points
+ Deciding whether the statements are true (T), false (F) or not given (NG)
- Sub skills: Speaking; Listening; Writing
II. Teaching aids: Text book, teacher's book, a speaker and a mp3 player
III. Procedure:
1. Stabilization: 2 mins
2. Checking up: No
3. New lesson:
Teacher’s activities
Students' activities
I. PRE- LISSTENING: 7’
I. PRE- LISSTENING
1. Activity 1:
Expected answers:
Show pictures of the students on page
They are in Vietnam. They are learning about
21. Ask: Where are they?
Vietnamese culture. They are getting to
What are they doing?
know their Vietnamese fellow students.
II. WHILE- LISTENING: 26’
II. WHILE- LISSTENING
1. Activity 2:
1. Activity 2:
Have sts read the instruction about a Complete the notes while listening
famous girl with a disability and the Listen the CD again and check their answers.
table they have to complete.
Compare their answers before checking answers
Play the CD. Ask sts to complete the as a class.
Keys expected
notes while listening.
Have sts listen the CD again and check 1. undergraduate
their answers.
2. Vietnamese history and economic development
Have sts compare their answers before 3. very friendly and helpful
checking answers as a class.
4. very organized, knowledgeable and
thorough, always available for emergency
5. lives with a host family, has his own
room, comfortable and clean, has Internet
6. Eat breakfast, dinner with host family, and
lunch with Vietnamese fellow students; food:
healthy and delicious; has his favourite
2. Activity 3:
dishes
2. Activity 3:
Tell sts that the activity focuses on
listening for specific information.
Listen the passage gain and decide whether the
Ask sts to listen to the passage gain and following statements are true (T), false (F) or
decide
whether
the
following (NG).
statements are true (T), false (F) or Write their answer individually and check with
(NG).
their partner.
Have
sts
write
their
answer Keys expected
2. T
3. NG
individually and check with their 1. F
4. F 5. T
partner.
Check answers as a class & provide
feedback.
III. POST- LISSTENING: 8’
III. POST- LISSTENING
Activity 4
Activity 4
Ask sts to work in groups of three or
Work in groups of three or f How should you
four to discuss the question:
prepare for studying abroad?
How should you prepare for studying
our to discuss the question:
abroad?
Present the reports
Brainstorm ideas.
Listen
Have some sts present their reports to
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