Tải Giáo án tiếng Anh lớp 11 chương trình mới trọn bộ năm học 2020 - 2021 - Giáo án cả năm môn tiếng Anh 11 mới nhất

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GIÁO ÁN TIẾNG ANH LỚP 11

TRỌN BỘ

NĂM 2020 - 2021

Period 1:

INTRODUCTION
I. Objectives

By the end of the lesson, students will be able to:

- get an overview of the English book grade 11 in general: themes, units

- know about tests: oral test, fifteen - minute tests, periodical tests, first term test
- have a sense of responsibility toward learning the subject

II. Teaching method: Communicative
III. Teaching aids

- CDs & CD player, board, chalks, textbook and notebook.
IV. Procedure

1. Class organization:

Date Period Class Attendance Absentees/Notes

….. __ / __ / __ …. / ….

2. Previous lesson check: No
3. New lesson:

T’s and Ss’Activities Knowledge

Warm-up

* Game: Lucky Number

-T divides the whole class into two groups and
plays the game.

- The leader of each group chooses a number for
their own group and does the following

requirement in each question. If the answer is
correct, they will get 10 marks.

- T leads Ss in the lesson.

I. Topics and units:

- Ask Ss to look through the book then tell class
how many units it has.

1. Lucky Number

2. How many girls are there in your class?
3. Do you know what your English

teacher’s name is?
4. Lucky Number

5. What do you prepare for this semester?
6. Do you like studying English? Why or
Why not?

7. How do you learn English well?
8. Do you speak English fluently?

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- Introduce some more information about the
topics. (Including five topics in each term)
- There are 8 periods in each unit. They are
Getting Started, Language, Reading, Speaking,
Listening, Writing, Culture and communication
and Looking Back

II. Tests:

III. Requirements for study preparation

- Each S has books (student book and work book),
CDs and notebook.

- Prepare for the lesson before class.

-Listen to the teacher attentively and take part in
the lesson actively and creatively.

- Take part in the activities that the teacher
requires such as pair work, group work…

- Do all exercises at home, learn new words and

structures

3. Becoming independent
4. Caring for those in need

5. Being part of ASEAN
+ 2 reviews

1- Previous lesson check.
2- Fifteen minutes tests (3)
3- Periodical tests (2)
4- First term test

4. Consolidation:

- Summarize the main points: Getting to know the content of English 11, tests,….
5. Homework:

- prepare for the next lesson: Unit 1- Getting started

---o0o---Period 2:

Unit 1: THE GENERATION GAP
Part 1: Getting started
I. Objectives

By the end of the lesson, students will be able to:
1. Knowledge

- get to know the topic, vocabulary about the generation gap and family rules, two grammatical
points: should, ought to to give opinions and advice, and must and have to to express
obligation

2. Skill

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3. Attitude

- have responsible attitude towards family rules
II. Teaching method: Communicative

III. Teaching aids

- CDs & CD player, board, chalks, textbook and notebook.
IV. Procedure

1. Class organization:

Date Period Class Attendance Absentees/Notes

….. __ / __ / __ …. / ….

2. Previous lesson check: No
3. New lesson:

T’s and Ss’Activities Knowledge

Warm-up

.Tell Ss that these differences can be in the choice

of music, clothing, values, lifestyles, ways of
shopping (directly from shopping centres or
online), or communication

Ask Ss questions about the picture: This 
is a photo of a big family. Who are the people in
the photo? Is this type of family popular in your
community? Elicit answers from Ss

Tell Ss that they are going to listen to a

conversation between two friends, Sam and Ann.
Let Ss guess what Sam and Ann are talking about`
- T plays the recording and asks Ss to listen and
pay attention to the text to understand the content.
- Ss listen and read along silently.

- T asks Ss to read the passage again and get
information to do Task 2 in pairs.

- Ask students to compare the answers with a
partner.

- Ask some students to read the answers.
- Checks and gives the correct answers:

Activity 1: Listen and read:

Activity 2: Decide whether the sentences 
are true, false or not given

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- Tell Ss this activity focuses on compound nouns.
• Ask them to complete the definitions, using the

highlighted compound nouns in the
conversation.

• Ask Ss to check answers in pairs.
• Check Ss’answers.

Ask Ss to read the conversation again to find
seven other compound nouns.

• Allow Ss to use a dictionary to look up the
meanings of the compound nouns.

Tell Ss to compare their answers in pairs / groups.
Then check answers as a class

• Ask Ss to read the conversation again to find
verbs expressing duty, obligation, advice.
Tell Ss to compare their answers in pairs / groups.
Then check answers as a class

- ask Ss to work in pairs, practise asking and
answering the questions given using the ideas
from the conversation and Ss’ own ideas

Activity 3: Complete the definitions:

Key

1. A nuclear family 2. Childcare
3. A generation gap 4. Table manners
5. A viewpoint 6. An extended

family

Activity 4: Find the compound nouns
grandparents, grandma, grandpa,
grandmother, hairstyle, housework,
footsteps

Activity 5: Find verbs

Opinion and advice: should, ought to
Duty and obligation: must, have to

Lack of obligation: not have to, not need to

Activity 6: Ask and answer

1. I’m a part of a nuclear/extended family.
2. I learn a lot of skills from my

grandparents.

4. Consolidation:

- Summarize the main points: Getting to know the topic, the vocabulary items related and

modals.

5. Homework:

- practice the conversation, asking and answering questions.
- prepare for the next lesson

---o0o---Period 3:

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I. Objectives

By the end of the lesson, students will be able to gain:
1. Knowledge

• use words and phrases related to the generation gap and family rules

• identify and pronounce strong and weak forms of words in connected speech
• use modals to give opinions and advice: should, ought to

• use must and have to to express obligation
2. Skill

- listening, reading
3. Attitude

- have responsible attitude towards family rules
II. Teaching method: Communicative

III. Teaching aids

- CDs & CD player, board, chalks, textbook and notebook.
IV. Procedure

1. Class organization:

Date Period Class Attendance Absentees/Notes

….. __ / __ / __ …. / ….

2. Previous lesson check: 
- act out the dialogue activity 1
3. New lesson:

T’s and Ss’Activities Knowledge

Draw Ss' attention to the four compounds written
as one word: household, hairstyles,

schoolchildren, footsteps.

A compound noun is a noun that is made up of
two or more words.

Each compound noun acts as a single unit and can
be modified by adjectives and other nouns.

In compound nouns, the stress usually falls on the
first word. This helps us to distinguish between

compound nouns and free word combinations.

I. Vocabulary: Compound nouns 
Activity 1:

Example:

a ' greenhouse: a place for growing
plants (compound noun)

a ' green ' house: a house painted
green (free word combination)

Key: 1 -g 2-h 3-i 4-f

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- T asks Ss to read the conversation again and get
information to do Task 2 individually.

- Ss elicit more chores to add to the list.

- Ask Ss to compare the answers with a partner. 
- Ask some students to read the answers.

- Feedback

• Play the recording for Ss to listen and repeat.
• Ask Ss to pay attention to the stressed words

with the stress mark before the stressed
syllable.

• Play the recording again for Ss to listen, pausing
after each sentence. Have Ss work in pairs to
find out the parts of speech of the words which
are stressed in these sentences.

Ask Ss to study the Do you know...? box for
more information about words that normally
receive stress in connected speech

- T plays the recording and asks Ss to listen then
circle the word they hear.

- T asks Ss to work individually and then check
answers as a class

- ask pairs of Ss to role-play the questions and
answers in front of the class

Tell Ss that this activity focuses on the use of 
should /shouldn't, ought to/ought not to, 
must/mustn't, have to/don' t have to.

• Ask Ss to underline the correct words to

complete the sentences, and pay attention to the
meaning of the sentences in order to choose the
right word.

Activity 2: Complete the questions

Key 1. hairstyle / table manners

2. generation gap
3. nuclear family
4. junk food
5. schoolchildren

II. Pronunciation:

Activity 1: Listen and repeat:

Activity 2: Listen and check 
1. strong, weak
2. weak, strong
3. weak, strong

III. Grammar:

Activity 1: Underline the correct words
1. should

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• Have Ss work individually first, then ask them
to compare their answers in pairs.

• Check Ss' answers.

Have Ss do this exercise individually. Monitor the
activity and help them, if necessary.

• Check Ss' answers by asking individual Ss to

take turns to read aloud the sentences, and then
write them on the board.

5. must not

Activity 2: Rewrite the sentences
Key

2.You mustn't use your mobile phone in
the examination room.

3. I don' t have to type my essay.

4. You should tell the truth to your
family.

5.Young people must plan their future
career carefully.

4. Consolidation:

- Summarize the main points: compound nouns, stressed and unstressed words in sentences, 
modal verbs: have to, ought to.

5. Homework:

- complete the exs, do exs in workbook.
- prepare for the next lesson

---o0o---Period 4:

Unit 1: THE GENERATION GAP
Part 3: Reading
I. Objectives

By the end of the lesson, students will be able to gain:
1. Knowledge

- information about the generation gap, sources of conflicts between parents and children
2. Skill

- reading for specific information
3. Attitude

- have responsible attitude towards family rules
II. Teaching method: Communicative

III. Teaching aids

- board, chalks, textbook and notebook.
IV. Procedure

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Date Period Class Attendance Absentees/Notes

….. __ / __ / __ …. / ….

2. Previous lesson check: 
- write 10 compound nouns
3. New lesson:

T’s and Ss’Activities Knowledge

- Ask the question ‘Where do you think 
family conflicts come from?’

- T asks Ss work in groups, look at the picture and
answer the question.

- T asks Ss to call out the answers to question 1
freely.

• Ask Ss to tick the conflicts (a-g) and then
compare their choices with their partner' s.
• Ask some Ss to share their opinions with the
whole class.

* Checking

Ask Ss to skim the text and compare their
predictions in 1.

Check Ss' answers, and ask them to give the clues
from the reading text which helped them to work
out the answers

• Ask Ss to match the highlighted words in the
text with the definitions given.

• Tell Ss to go back to the reading text to locate

the highlighted words and study the context
surrounding the words to work out their

meaning. Then match them with the definitions.
• Have Ss work individually, then check their

answers in pairs or groups.

• Check the answers again as a class.

Activity 1: Give predictions

Activity 2: Read and check
b, c, d, e, f

Activity 3: Match the words with 
definitions

Key

1. afford
2. impose
3. brand name
4. norms
5. conflicts

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- Put Ss in groups of three; ask them to read the
questions first to make sure they understand what
information they need in order to answer the
questions. It may help if Ss can understand the key

words in the questions.

- Ask Ss to read the text again, and locate the part
of the text where they can get the answer to each
of the questions before they discuss the answers.
- Check Ss’ answer by inviting a representative
form each group to give the answer to one of the
questions. If the Ss’ answer is incorrect, don’t give
the right one at once, but try to elicit it from other
Ss.

- have Ss work in pairs and take turns to share their
problems, and give opinions or advice

- ask some Ss to report the results of their 
discussion

1.Because they strongly believe they
know what is best for their children.
2.They want to be more independent,
create their own opinions, and make
their own decisions.

3.They are worried because these clothes
may break rules and norms of society,
or distract them from schoolwork.
4.They want their children to spend their

time in a more useful way.

5.No. Some of them try to impose their
choices of university or career on their
children.

Activity 5: Discuss with a partner

4. Consolidation:

- Summarize the main points: sources of conflicts.
5. Homework:

- practice the conversation, asking and answering questions.
- prepare for the next lesson

---o0o---

Period 5:

Unit 1: THE GENERATION GAP
Part 4: Speaking
I. Objectives

By the end of the lesson, students will be able to gain:
1. Knowledge

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- speaking: talking about parent-child relationship problems and offering advice on how to solve
them

3. Attitude

- have responsible attitude towards family rules
II. Teaching method: Communicative

III. Teaching aids

- board, chalks, textbook and notebook.
IV. Procedure

1. Class organization:

Date Period Class Attendance Absentees/Notes

….. __ / __ / __ …. / ….

2. Previous lesson check: 
- activity 4, 5

3. New lesson:

T’s and Ss’Activities Knowledge

* Checking

- T asks Ss to do the brainstorming

Who do the work and the feelings

List three household chores you like and dislike
Discuss the reasons

Give comments and lead in the lesson

This activity focuses on conflicts between
teenagers and their parents.

1. Activity 1
1. B
2. C

cookin

g washingup

Household
chores

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• Ask Ss to read about three situations facing
teenagers, and then match them with the
problems a, b, or c in the box.

• Walk around and help Ss, if necessary.

• Have Ss compare their answers. Check Ss'
answers.

• Ask Ss to further discuss if they have ever
experienced these situations, and how they felt.

They may give advice or express their opinions.

.This activity focuses on the ideas and useful
language that Ss can use in 3 when they talk
about their problems with parents.

• Ask Ss to read the list of things teenagers and
their parents complain about.

• Have them tick the complaints that they hear in
their families.

• Encourage Ss to add some more complaints if
they can.

• Help Ss with any new language they may need
to express their ideas.

focuses on speaking about conflicts between
teenagers and parents, and giving opinions and
advice to solve the problems.

• Ask Ss to work in pairs and take turns to tell
their partner what they or their siblings and
their parents often complain about, and then
practise giving advice on how to solve the
problem.

• Encourage Ss to use the structures listed in
Helpful expressions.

• Walk around and help Ss, if necessary.

3. A

2. Activity 2

Key Students' answers

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Ask some pairs to role-play their conversation, and
give feedback

- Ask Ss to consolidate the main contents.
- Give feedback.

4. Consolidation:

- Summarize the main points: parent-child relationship problems and advice on how to solve 
them.

5. Homework: 
- practice the tasks.

- prepare for the next lesson

---o0o---
Period 6:

Unit 1: THE GENERATION GAP
Part 5: Listening

I. Objectives

By the end of the lesson, students will be able to gain:
1. Knowledge

- information about the roles of family members
2. Skill

- listening for details and for general ideas.
3. Attitude

- have responsible attitude towards family rules
II. Teaching method: Communicative

III. Teaching aids

- CD & CD player, board, chalks, textbook and notebook.
IV. Procedure

1. Class organization:

Date Period Class Attendance Absentees/Notes

….. __ / __ / __ …. / ….

2. Previous lesson check: 
- activity 3

3. New lesson:

T’s and Ss’Activities Knowledge

Tell Ss that this activity focuses on listening for

1. Activity 1

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general ideas.

• Tell Ss that they are going to listen to two
teenagers, Tom and Linda, discussing their
conflicts with their parents. Ask Ss to circle
what they think the speakers will mention in
their conversation.

Ask Ss to look at the sentences in task 2
This activity focuses on new vocabulary items.
• Tell Ss to match the words with their

definitions. These words will be heard in the
conversation.

• Have Ss compare their answers. Check their
answers.

• If you think your class might not be able to
understand the conversation, pre-teach
additional words.

• Tell Ss that they are going to listen to the

conversation between Tom and Linda and
decide whether the statements are true (T) or
false (F).

• Have Ss make guesses first. Encourage all
possible answers and explanations. Write their
guesses

on the board so they can see if the guesses are
correct later.

• Play the recording for Ss to listen.
• Check Ss' answers.

• This activity focuses on listening for specific
information and inference (Question 3).
• Tell Ss that they are going to listen to the

2. Activity 2
skinny (adj)
top (n)
stare at (v)
balance (v)

3. Activity 3

l. F
2. F
3.T
4.T

5.T

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conversation again, and do a multiple choice
exercise.

5. B

4. Consolidation:

- Summarize the main points: roles of family members.
5. Homework:

- summarise the listening text.
- prepare for the next lesson

---o0o---
Period 7:

Unit 1: THE GENERATION GAP
Part 6: Writing
I. Objectives

By the end of the lesson, students will be able to gain:
1. Knowledge

- words and structures related to family rules
2. Skill

- writing about family rules
3. Attitude

- have responsible attitude towards family rules
II. Teaching method: Communicative

III. Teaching aids

- board, chalks, textbook and notebook.
IV. Procedure

1. Class organization:

Date Period Class Attendance Absentees/Notes

….. __ / __ / __ …. / ….

2. Previous lesson check:

- summarise the listening dialogue between Tom and Linda
3. New lesson:

T’s and Ss’Activities Knowledge

• Ask Ss to read the family rules provided.
• Have Ss complete the sentences and think

about the rules in their families. They may

1. Activity 1

Suggested answers

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add more rules if they can.

• Ask Ss to choose the three most important
rules that their parents often apply in their
family, and then give the reasons in the space
provided.

• Tell Ss to read and analyse the example so
that they know what they are expected to do.

Help Ss to express their ideas, if necessary
Ask Ss to read the text.

In pairs complete the chore chart.
Call some of them to tell class.

- Ss present in class.

Ask Ss to complete a letter about family rules.
• Explain that they can use the ideas provided

previously to write the letter.

• Have Ss exchange their letters for peer
checking. Walk around and help Ss, if
necessary.

• Collect Ss' letters to give further feedback.

2.They make me keep my room tidy.

3.They tell me to take my studies seriously.
4. They warn me not to smoke or take drugs.
5.They want me to have good table

manners.

6.I am not allowed to stay overnight at my 
friends' house.

7.They forbid me to swear or spit on the
floor.

2. Activity 2

3. Activity 3
Suggested answer

Pham NgocThach, Dong Da, Ha Noi, Viet Nam
February, 10' \ 2016

Dear Lauren,

I' m very happy to know that you' ll be staying with my
family for two months. We live in a four-bedroom flat
on the 15lh floor. You will have your own bedroom
during your stay here.

You asked me about our family rules. There are three

important ones that we must follow.

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and I have to make our beds every morning, and clean
the floor and windows twice a week.

Another important rule is that my brother and I must be
home before 10 p.m. My parents are very strict and
believe that setting a curfew will help us to become
responsible, and stay safe and healthy.

The third important rule is that we mustn' t invite friends
to stay overnight. This is not only our family rule, but
also the rule for all people living in the building.
If you have any questions, please let me know. We will
try our best to make you feel comfortable during your
stay with us.

I hope you will enjoy your time in Viet Nam.
Looking forward to meeting you.

Best wishes,
Ha

4. Consolidation:

- Summarize the main points: write a letter to a teen to inform him/her about the rules in your 
family.

5. Homework: 
- revise the writing.

- prepare for the next lesson

---o0o---Period 8:

Unit 1: THE GENERATION GAP
Part 7: Communication and culture
I. Objectives

By the end of the lesson, students will be able to gain:
1. Knowledge

- information about the return of the extended families in the UK and the USA
2. Skill

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3. Attitude

- have responsible attitude towards family rules
II. Teaching method: Communicative

III. Teaching aids

- board, chalks, textbook and notebook.
IV. Procedure

1. Class organization:

Date Period Class Attendance Absentees/Notes

….. __ / __ / __ …. / ….

2. Previous lesson check: 
- check Ss’ writing
3. New lesson:

T’s and Ss’Activities Knowledge

• Ask Ss to work in groups to practise asking and
answering the questions.

• Have Ss take notes of their partners' answers,
and help them to express their ideas, if

necessary.

Ask Ss to read the text carefully and highlight any
words they may not know. Explain their meaning
or have Ss look up the words in a dictionary.
• Encourage Ss to compare their guesses about

the reasons for the return of the extended
families in the UK and the USA with the ones
provided in the text.

• Have Ss answer the questions, and compare
their answers.

1. Communication: Discussion about the 
family rules

Students' answers

(Suggested answers for question 2)
Living in an extended family:
Advantages: have more support 
from other family members,...
Disadvantages: there are a lot of 
conflicts between different

generations,...

2. Culture:

-The number of multi-generational

households with three or four generations
living under the same roof

-Unemployment, part-time work and
low-paid jobs have become more common. The
cost of housing has become higher. The
pressures of childcare and elderly care have
become heavier.

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• Check answers as a class. independence and privacy, and the daily
conflicts

-They can develop relationships with adults
other than their parents.

-Old people can become more active when
interacting with the younger generations

4. Consolidation:

- Summarize the main points: the return of the extended families in the UK and the USA.
5. Homework:

- learn the structures and vocabulary.
- prepare for the next lesson

---o0o---Period 9:

Unit 1: THE GENERATION GAP
Part 8: Looking back
I. Objectives

By the end of the lesson, students will be able to gain:
1. Knowledge

- Review of unit 1:

- strong and weak forms of words in connected speech.
- vocabulary items related to the topic

- the use of should/shouldn' t and ought to/oughtn' t to for giving opinions and advice.
2. Skill

- speaking
3. Attitude

- have responsible attitude towards family rules
- enhance attitude towards the subject

II. Teaching method: Communicative
III. Teaching aids

- CD & CD player, board, chalks, textbook and notebook.
IV. Procedure

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Date Period Class Attendance Absentees/Notes

….. __ / __ / __ …. / ….

2. Previous lesson check: 
- activity 2 (page 15)
3. New lesson:

T’s and Ss’Activities Knowledge

Ask Ss to identify the stressed words and put a
stress mark before the stressed syllables.

• Have them listen and check answers.

• Ask several Ss to read the sentences aloud.
Praise Ss who try to stress the correct words,
and reduce the unstressed vowels.

This activity focuses on the stressed words in
short exchanges.

• Ask Ss to identify the stressed words and put a
stress mark before their stressed syllables.
• Have them compare their answers with a

partner, and then listen and check.

• Ask Ss to practise reading the exchanges in
pairs.

• Have Ss read the instructions and do this
activity individually. Then ask them to
compare their answers in pairs.

• Ask Ss to make compound nouns with family.
• Ss can use a dictionary, if necessary. Then they

compare their answers in pairs or groups.

I. Pronunciation:
1. Activity 1

2. Activity 2

II. Vocabulary
1. Activity 1

1. nuclear family
2. generation gap
3. homestay
4. Conflicts
5. curfew
2. Activity 2

Single-parent family
Family doctor

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• Ask Ss to complete the sentences with should,
shouldn' t, ought or oughtn' t.

• Have Ss do the task individually first, and then
compare their answers.

• Check answers as a class.

• Ask Ss to complete the sentences with must / 
mustn' t or have to/has to and don' t have to 
/doesn' t have to.

• Have Ss do the task individually first, and then
compare their answers.

• Check answers as a class.

Family name
Extended family
Nuclear family

Family rules
III. Grammar:
Activity 1:
Key:

1- ought to

2- should not, ought to
3- should not

4- oughtn’t to, should
Activity 2:

1- have to/has to 
2- mustn' t 
3- must

4- don' t have to

4. Consolidation:

- Summarize the main points: review of unit 1.
5. Homework:

- complete the project.
- prepare for the next lesson
PROJECT

• Tell Ss that this project aims at providing additional speaking practice and helps Ss to
consolidate the language they have learnt throughout the unit.

• Ask Ss to work in groups of 6 to 8. Each group will interview 15 teenagers, aged 15-17, living
in their area, and take notes of their answers. Ss can use the suggested questions.

• Ss report their group' s findings to the whole class.

Encourage Ss to ask additional questions related to the report

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Date of signing:
Period 10:

Unit 2: RELATIONSHIPS
Part 1: Getting started
I. Objectives

By the end of the lesson, students will be able to gain:
1. Knowledge

- Getting to know the topic, some vocabulary related to relationships, and two grammar points:
linking verbs and cleft sentences.

2. Skill

- Listening, reading
3. Attitude

- being aware of teenage relationship problems

II. Teaching method: Integrated, mainly communicative
III. Teaching aids

- CD & CD player, board, chalks, textbook and notebook.
IV. Procedure

1. Class organization:

Date Period Class Attendance Absentees/Notes

….. __ / __ / __ …. / ….

2. Previous lesson check:

- talk about the generation gap in your family
3. New lesson:

T’s and Ss’Activities Knowledge

 Ask Ss to look at the picture and guess what the
two people' s relationship is and what they are
talking or thinking about.

 Tell Ss that they are going to listen to a
conversation between a student and her
grandmother.

 Play the recording. Ss listen and read the
conversation silently

Activity 1:

Suggested answers

They are grandmother and granddaughter.
The grandmother is telling her
granddaughter to focus on schoolwork,
while the girl is thinking about romantic
relationships.

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 Ss read the statements about the conversation
and decide whether they are true, false or not
given.

 Have Ss work in pairs. Ask them to read the
conversation again, and find the verbs that come
before the words in the list. This activity helps
Ss to discover the use of linking verbs with
adjectives.

1. T (‘oh, one of my classmates’)
2.F (Mai tells her grandmother they'

re just friends and Nam is not her
boyfriend.)

3. T (*... there' s no real
friendship between a boy and a
girl.’)

4. T (Mai' s grandmother went
to a single-sex school.)

5. NG

6.T (Mai tells her grandmother that
all her classmates are very kind,
caring and sympathetic.)

Activity 3:

1. get involved
2. feel bored

3. are very kind, caring and
sympathetic

sounds good

4. Consolidation:

- Summarize the main points: Getting to know the topic, some vocabulary related to 
relationships, and two grammar points: linking verbs and cleft sentences

5. Homework: 
- practice the tasks.

- prepare for the next lesson

---o0o---Date of preparation:

Date of signing:
Period 11:

Unit 2: RELATIONSHIPS
Part 2: Language
I. Objectives

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1. Knowledge

- Vocabulary related to relationships, Linking verbs and Cleft sentences, contracted forms of
nouns/ pronouns

2. Skill

- Listening, reading, writing
3. Attitude

- being aware of teenage relationship problems

II. Teaching method: Integrated, mainly communicative
III. Teaching aids

- CD & CD player, board, chalks, textbook and notebook.
IV. Procedure

1. Class organization:

Date Period Class Attendance Absentees/Notes

….. __ / __ / __ …. / ….

2. Previous lesson check: 
- act out the dialogue
3. New lesson:

T’s and Ss’Activities Knowledge

- Ask Ss to match the words or phrases with
their meanings.

- Ask Ss to pay attention to the context in
which the words or phrases in 1 can be used.
When using a verb or a noun, Ss need to
consider its suitable form (tense of verbs;
singular or plural form of nouns).

I. Vocabulary:
Activity 1

Key

1. have got a date 2. break up
3. romantic relationship 4. argument
5. sympathetic 6. lend an ear
7. be in a relationship 8. be reconciled
Activity 2

1. lend an ear, broke up

2. reconciled

3. romantic relationship
4. in a relationship, arguments
5. have got a date

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- contracted forms in casual speech. Ask Ss to
find the shortened forms of verbs and
negative words (‘not’) and write their full
forms in the space provided.

- Ask Ss to listen and underline the contractions
or the full forms in the exchanges. Explain
some of the rules for contracted forms. Check
answers as a class.

Notes

a. Noun / pronoun, etc. + verbs

- The short form ' s(=is/has) can be used after
nouns, pronouns, question words, here and
there. The short forms' d (= had/would), ' ll 
and ' re are usually used after pronouns, some
question words, short nouns, and there.

- Full forms are used at the end of a clause
(e.g. Yes, he is.) or when the speaker wants to
emphasise some information, hence the
primary stress on the full form (e.g. He HAS

done it, not WILL do it.).

b. Verbs + not

-There are two possible contractions for
negative expressions, e.g. She' s not... /She
isn' t...

Negative contractions can be used at the end of
a clause, e.g. No, they haven' t

Play the recording for Ss to repeat chorally and

+ shouldn' t - should not
+you' re - you are

+we' re - we are
+It' s - It is

+there' s - there is
+don' t - do not
+he' s - he is
+you' ll - you will
+Didn' t - Did not
+I' m-I am

Activity 2

1. will, I' ll
2. am

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individually

Explain to Ss that linking verbs are used to
describe or identify the subjects of the verbs.
An adjective or a noun can follow a linking
verb, but the focus of the lesson is on the use
of linking verbs with adjectives.

• First, have Ss choose a suitable verb for each
sentence from the word box, and then ask
them to use the correct form of the verb to
complete the sentence.

Ask Ss to read the sentences carefully and
identify the linking verbs.

• Explain to them that some verbs (appear,
look, taste, smell, sound, and feel) can
refer to an action (= action verbs) and be
followed by an adverb.

Explain to Ss that cleft structures are used to
emphasise a particular part of a sentence.

It is... is used when the main verb is in the 
present tense, and It was... is used when the
main verb is in the past tense.

• Ask Ss to put the underlined part (= the focus)

in each sentence after It is/was...

III. Grammar
Linking verbs

Activity 1

1. sounds 2. grow/get
3. stay 4. getting
5 seem 6. look

Activity 2

1. unhappy 2 warmly
3. suddenly 4. excited
5. angry 6. annoyed
7. awful 8. quickly

Cleft sentences with It is / was ...that...
Activity 3

1.It was her sad story that made me cry.
2.It is you who are to blame for the damage. /

It' s you that is to blame for the damage.
3.It' s hiking in the forest that we really

enjoy.

4.It' s your parents that / who you should

really speak to when you have problems.
5.It' s his dishonesty that I dislike the most.
6.It' s Jim that / who Lana is in a relationship

with.

7.It was at the age of 20 that he became
successful as a famous writer.

8.It was in a nice coffee shop that they had
their first date.

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Have Ss practise asking and answering the
questions in pairs. Tell them not to emphasise
any of the words in the questions. Encourage
them to stress the words in focus in the answers

2. No. It was a smartphone that he gave me
for my birthday

3. No. It' s in Tokyo that I' m going to spend
the holiday with my family

4. No. It' s a lawyer that I want to become
5. No. It' s his brother that / who earns 10,000
dollars a month

6. No. No. It' s my friend that / who can
speak three languages fluently

7. It' s Ha that / who is in love with Phong.
8. No. It' s at 8 a.m. (tomorrow) that we have
a meeting

4. Consolidation:

- Summarize the main points: Vocabulary related to relationships, Linking verbs and Cleft 
sentences, contracted forms of nouns/ pronouns

5. Homework: 
- practice the tasks.

- prepare for the next lesson

---o0o---Date of preparation:
Date of signing:

Period 12:

Unit 2: RELATIONSHIPS
Part 3: Reading

I. Objectives

By the end of the lesson, students will be able to gain:
1. Knowledge

 Understanding a text about teenage relationship problems in an advice column and

where people could seek advice when they have problems.

2. Skill

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- being aware of teenage relationship problems

II. Teaching method: Integrated, mainly communicative
III. Teaching aids

- board, chalks, textbook and notebook.
IV. Procedure

1. Class organization:

Date Period Class Attendance Absentees/Notes

….. __ / __ / __ …. / ….

2. Previous lesson check: 
- activity 1,2 (p21)

3. New lesson:

T’s and Ss’Activities Knowledge

- Ask Ss to look at the people in the three pictures,
paying attention to their body language. Have Ss
work in pairs and guess what is happening to these
people or how they are feeling.

-Tell Ss that they are going to read an advice
column in a newspaper including readers'
questions and a counsellor' s replies.

• Ask Ss to read the questions and replies quickly
and find the main ideas.

Have Ss choose the best summary of each reader'
s problem

Notes

The part of a newspaper or magazine in
which a counsellor gives advice to the
readers who have sent letters about
their personal problems is usually called
an agony column. In British English, the

Activity 1:

Tải Giáo án tiếng Anh lớp 11 chương trình mới trọn bộ năm học 2020 - 2021 - Giáo án cả năm môn tiếng Anh 11 mới nhất

<b>GIÁO ÁN TIẾNG ANH LỚP 11 </b>

<b> TRỌN BỘ</b>

<b>NĂM 2020 - 2021</b>

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