Tải Giáo án tiếng Anh lớp 11 Tuần 7 sách mới - Giáo án điện tử môn tiếng Anh 11 theo tuần

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GIÁO ÁN TIẾNG ANH LỚP 11 TUẦN 7

NĂM 2019 - 2020

Date of preparation:
Date of signing: 
Period 19:

Unit 3: BECOMING INDEPENDENT
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 of becoming independent, the vocabulary related to being
independent, and the grammar points of the unit: to-infinitives after cetain nouns and
adjectives.

2. Skill

- Listening, reading, speaking
3. Attitude

- be raised an awareness of being independent.

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

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

1. Class organization:

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

T’s and Ss’Activities Knowledge

Warm-up

- shows Ss some pictures and ask Ss to answer
the questions

Ss Look at the pictures and answer the
questions.

* Questions:

1. What words come up to your mind when
you think of an independent person?

2. Does an independent person often ask for
help when doing things?

3. Can she do things for herself?
Date Period Class Attendance Absentees/Notes

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T elicits answers from students, encourages
different interpretations

Lead in: These people are doing the work
without being paid for it. What do you call this
kind of work?

(Expected answer): BECOMING

INDEPENDENT

In our lesson today, you will know about
volunteer activities

- asks Ss to guess what the conversation might
be about by reading the title “An independent
person”

- T asks Ss some questions about the
conversation: “What are Mai and Lan talking
about?”

- Ss can guess the content of the conversation
- play the recording.

- listen and read the conversation at the same
time.

- ask Ss to underline vocabulary related or the
grammar points which appear in the dialogue.

- lets Ss read the questions first, then read the
conversation again to answer the questions

Ss work in pairs to practice asking and
answering the questions

- Ss report their answers

- check if they have any difficulty in
understanding the conversation.

- refer the conversation to get clues for their
answers

1. Listen and read

-Topic: an independent person

- Vocabulary: reliable, determined, confident,
…

- Grammar: To- V

2. Answer the questions:

* Expected answers:

1. Because Minh doesn’t rely on other people
for help and isn’t influenced by other’
people’s opinions

2. Because he always completes his tasks on
time, and never needs to be reminded about

assignments and other schoolwork.

3. He tried hard and spent the whole night an
a hard Maths problem when most student in
the class had given up.

4. He always tries to find solutions to his
problem and seldom needs help from others.
5. Responsible, reliable, self-reliant, decisive,
determined, well-informed and confident
6. Ss’ own answers

3. Match each word with their definitions
1. d

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- check Ss’ answers and encourage Ss to give
their opinions to answer the question 6

- ask students to look through the task then work
individually to finish the task

- work individually to finish the task

- ask them to work in pairs to compare and
check their answers

- call some students to give the answers then
give the correct answers

- tell Ss to take a quick look at the conversation

to find the sentences with To-infinitive after
certain adjectives and nouns, underline them
and then write down

- Ss work in pairs

- Check their answers and give the feedback.

3. b
4. c
5. f
6. a

4. Find the sentences with To-infinitive after
certain adjectives and nouns in the
conversation and write down them in the
spaces below

1. It’s good to have a friend you can rely on.
2. Evan our Maths teacher was very surprised
to read his answer.

3. His parents must be really pleased to have
such a son.

4. But he still has time to read, …
5. It’s interesting to talk to him.

6. I really admire his ability to make decisions
so quickly.

7. You’re lucky to have a close friend like
him.

4. Consolidation:

- Summarize the main points: getting to know the topic of becoming independent, the
vocabulary related and the grammar point to-infinitive

5. Homework: 
- practice the tasks.

- prepare for the next lesson

---o0o---Date of preparation:

Date of signing: 
Period 20:

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Part 2: Language
I. Objectives

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

- vocabulary related to the topic, suffixes to form adjectives
- linking between a consonant and a vowel

- To-infinitives after adjectives and nouns

2. Skill

- Listening, reading, writing
3. Attitude

- be raised an awareness of being independent.

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

Warm-up:

T asks Ss to look at the pictures and write down
adjectives to describe them

- Ss give the adjectives (if they can’t, T give
some letters to help them find out Adj. easily)
- T leads into the new lesson.

T explains to Ss what they are supposed to do

Ss can use dictionaries to look up words to
complete the table

I: Vocabulary

* Activity 1: Complete the table with words
that have the same roots as the adj. in the first
column.

Adjective Noun Adverb

1 reliable reliability reliably
2 confident confidence confidently
3 independent independence independently
4 self-reliant self-reliance

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T can point out the use of suffixes such as –
ity, -ce, -ness, -tion as a word formation strategy
Ss speak out

T writes the corresponding word form on the
board

- T asks Ss to work individually first
- Ss work individually

- T lets Ss work in pairs or groups to compare
their answers

- Ss work in pairs or groups to compare their
answers

- T calls some representatives to speak out their
answers and explain them if T asks

- T gives feedback

T shows the pictures and has Ss read aloud the
sentence

Ss read aloud
T elicits

T introduces how to link between a consonant
and a vowel

T plays the recording for Ss to listen

T plays the recording again with pauses for Ss
to repeat each sentence

Ss listen and repeat the sentences

some of words from 1
1. reliable

2. confidence
3. well-informed
4. responsible
5. self-reliance
6. decisively
7. independence

II: Pronunciation (linking between a
consonant and a vowel)

- Linking between a consonant and a vowel is
a very important feature of English as it helps
preserve rhythm and makes the spoken
language sound natural.

* Activity 1: Listen and repeat the following
sentences, paying attention to the linking
between the words.

- Linking can occur when a word ends in a
consonant and the following word starts with
a vowel. The consonant sound is linked with
the vowel sound.

* Activity 2 : Listen and link the consonant
sounds and the vowel sounds. Then practice

reading the sentences.

III. Grammar:

* Activity 1: To-infinitives after nouns/

adjectives

1. Form:

S + linking V + N/ Adj. + TO- infinitive
2. Uses:

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Ss study The Yellow stick note

T asks Ss to work in pairs and take turns reading
the sentences in rows

- Ss practice the sentences a few times.

- T invites some Ss to read the words and
corrects their pronunciation

- T reminds Ss of To-infinitives after nouns/

adjectives

- T asks Ss to pay attention to sentences with
TO- INFINITVE in GETTING STARTED

- Ss write down and discuss how to
TO-infinitive used in these sentences.

- T gives feedback.

- Ss make some examples of their own.

- T gives explanations and provides help when
necessary.

- Ss rewrite the sentences

- T asks Ss to work in pairs to check their

Eg: I’m happy to meet you again.
* Note:

We can use the to- infinitive after with IT and
certain adj. to make a comment or judgment.
It + linking V + Adj. + TO- infinitive

Eg: It is interesting to talk to him.

(IT is the formal subject while the infinitive
phrase is the real subject of sentence.

Eg: Talking to him is interesting

1. It’s good to have a friend you can rely on.
(It + linking V + Adj. + TO- infinitive)

2. Even our Maths teacher was very surprised
to read his answer. (S + linking V + Adj. +
TO- infinitive)

3. But he still have time to read….( S +
linking V + N + TO- infinitive)

* Activity 2: To-infinitives after adjectives
1. The little boy was afraid to jump into the
pool.

2. She is proud to be the leader of the group.
3. The students were excited to hear that they
had won the competition.

4. My mother was very surprised to hear that I
would take part in the storytelling contest.
5. I’m sorry to disturb you.

* Activity 3: To-infinitives after Noun

1. It’s unreasonable to expect that everybody
will understand.

2. It’s impossible to guess what will happen .
3. It’s easy to learn some simple sentences in
English such as How are you? or Thank you. 
3. His decision to take part in the contest
surprised all of us.

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answers

- T gives feedback and highlights TO- infinitive

- T lets Ss do the exercise individually
- Ss work by themselves

- T observes and helps them if necessary.

- T asks Ss to take turns reading the sentences
aloud and then write them on the board.

- Ss read and write the sentences
- T gives comments.

- T ask Ss to look at examples and do the
exercise individually

- Ss work by themselves

- T observes and helps them if necessary.

- T asks Ss to take turns reading the sentences
aloud and then write them on the board.

- Ss read and write the sentences
- T elicits Ss’ answers about rules

- Ss study the rules given in the yellow box and

give examples

- T explains the rules if necessary
- T lets Ss do the exercise individually
- Ss work by themselves

- T observes and helps them if necessary.

- T asks Ss to take turns reading the sentences
aloud and then write them on the board.

- Ss read and write the sentences

traveling in a foreign country.

5. It’s possible for you to finish the project on
your own.

* Note: We can use the to- infinitive after
certain abstract nouns to say what action they
relate to.

NOUN+ TO- infinitive

Eg: Your dream to become a teacher will
come true.

* Activity 4: To-infinitives after Noun

1. You are not ill so there’s no need to stay in

bed.

2. My teacher has the ability to make
complicated things easy to understand.

3. His decision to take part in the contest
surprised all of us.

4. I couldn’t get permission to go to the party.
5. I didn’t know about their plan to go to Nha
Trang for the summer holidays.

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- Summarize the main points:

- vocabulary related to the topic, suffixes to form adjectives
- linking between a consonant and a vowel

- To-infinitives after adjectives and nouns
5. Homework:

- complete the tasks.

- prepare for the next lesson

Date of preparation:
Date of signing:

Period 21:

Unit 3: BECOMING INDEPENDENT

Part 3: Reading

I. Objectives

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

- time-management skills
2. Skill

- Reading: scanning, skimming
3. Attitude

- be aware of the importance of time-management skills
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 3,4.
3. New lesson:

T’s and Ss’Activities Knowledge

Warm up Chatting

- T plays a video about time-management and ask
Ss some questions to set the topic of reading?
- Ss give their answers

* Activity 1:

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- T encourages Ss to give different viewpoints
- T introduces the title of the reading text

Have Ss work with a partner

Group-work

- Ss read the text quickly and choose the statement
they think it’s the main idea of the text

- T goes around the class to help Ss with some
difficult if necessary

- T asks Ss compare with the others.
- T doesn’t give feedback

- T asks Ss to read through the passage, check if
the statements are true, false or no given, referring
to the text if necessary.

- T asks them to underline the key words in the

statements and relevant words/ phrases in the text
- Ss read the text and underline the key words in
the statements and relevant words/ phrases in the
text

- Ss work individually to do the task, then discuss
their answers with their partners

- T calls on some Ss to give their answers and asks
them to give clues from the reading text

- T gives feedback

- T asks Ss to do this exercise individually, then
compare with a partner

+ ask them to scan the text to find answers to the
questions.

+ let them highlight the keys words both in the
questions and in the text.

+ let them take turns asking and answering in

* key: D

* Activity 3: Read the statements. Decide if
they are true, false or not given

1. NG

2. F (However, the ability to be an
independent person does not develop
naturally.)

3. F (…. You need a number of life skill to
stop relying on your parents and older
siblings.)

4. T
5. T

* Activity 4: Read the text again. Answer
the questions.

1. With good time-management skills, you
don’t feel very stressed when exam
dates are approaching; you can act more
independently and responsibly, get
better grades at school and have more
time for family and friends.

2. Write the things you will have to do on a
planner or an app on your mobile
device, and put time limits on them.
3. So you can check them later.

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pairs.- Ss do this task, then discuss their answers
with their partners

- T checks Ss’ answers and give further
explanation if necessary

- T asks Ss to look back at the text to locate the
highlighted words

- Ss try to guess the meaning of each of the
highlighted words, based on the context

- Some representatives read aloud their answers
- T checks Ss’ answers

Group-work

- T has Ss work in groups of 4 to note down the
time-management skills mentioned in the text
- Ss express giving opinions that they know
- Ss take turns speaking

- T joins some group and reminds Ss to take turns
speaking

- T asks some representatives from groups to
perform in front of the whole class.

- Feedback by listening to each other.

5. Once routines are developed, they take
less time to do.

* Activity 5: Work in groups.
- Making plans

- Prioritizing activities.
- Developing routines

4. Consolidation:

- Summarize the main points:

+ Reading for general information and specific ideas about time-management skills.
5. Homework:

- practice the tasks.

- prepare for the next lesson

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