NeoEdu
Giáo án Tiếng Anh 11
Tiếng AnhLớp 11Phần 4. Review 1

Giáo án Language

Kế hoạch bài dạy theo mẫu Công văn 5512/BGDĐT-GDTrH, viết bằng tiếng Anh như giáo án Tiếng Anh thông dụng · 2 tiết (90 phút)

Tải Word (.docx) Bài học trên Học liệu

I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
    • use the past simple for a finished past time and the present perfect for an experience or a period continuing to now, with since and for correctly.
    • use must, must not, have to, do not have to, should and had to to express obligation, prohibition, no necessity and advice.
    • distinguish stative verbs used in simple forms from verbs used in continuous forms, and use linking verbs with adjectives.
    • pronounce weak and strong forms of have and can, contractions, and linked sounds in connected speech.

2. Competences

a) General competences

  • Self-control and independent learning: Ss retrieve the language independently, check their own answers against the explanations and identify their own errors.
  • Communication and collaboration: Ss work in pairs and groups to discuss, correct and explain grammar choices and to give advice to a partner.
  • Problem-solving and creativity: Ss diagnose the reason for an incorrect answer and create personal sentences about their own healthy habits and daily life.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss read and listen to model sentences, speak to give advice and obligations, and write short sentences about a healthy routine.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss use the tenses, modals, stative and linking verbs, and the weak and strong forms and linking patterns of English accurately in context.

3. Personal qualities

  • Diligence: Ss complete all ten exercises and practise the pronunciation drills at home and in class without giving up when they make mistakes.
  • Responsibility: Ss take responsibility for their own answers by explaining the reason for each choice and correcting their own errors.
  • Honesty: Ss give their own answers truthfully when they write about their routines and do not copy answers from others.

II. Teaching aids and materials

1. Teacher

  • Lesson plan, Review 1 Language slides, projector or interactive whiteboard
  • Worksheets 1 and 2, markers, sticky notes, timer
  • NeoEdu learning page: neoedu.vn/learn/11/english/review-1-language (lesson explanations, examples and interactive exercises)

2. Students

  • Student book Tiếng Anh 11 (Global Success), Review 1, notebook, pen, pencil (bút chì), eraser
  • A small whiteboard or mini-board and marker for quick answers
  • Smartphone or device to access the NeoEdu learning page if available

III. Procedures

Activity 1: Warm-up · 5 minutes

Warm-up: Healthy routine quick check

a) Aims

Ss activate the topics of Units A, B and C and recall the past simple and present perfect forms through a quick question-and-answer game.

b) Content

Ss answer three questions from T about their own habits: 'What did you do last weekend?', 'How long have you studied English?', 'Have you ever walked to school?'. Ss then decide which tense each answer uses and why.

c) Expected outcomes

Ss give short answers such as: 'I went to the park last Sunday.' (past simple, finished time); 'I have studied English for five years.' (present perfect, duration up to now); 'I have walked to school since 2020.' (present perfect with since, starting point). Ss state the rule: past simple for finished time; present perfect for a period continuing to now.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T greets the class and says: 'Today we review the language from Units A, B and C. Let's start with three questions about you.' T writes the three questions on the board.

    Students

    Ss listen carefully and get ready to answer.

  2. Teacher

    Step 2: Task performance

    T asks each question to individual Ss and gives a few seconds for thinking. T walks around and listens for correct tense use.

    Students

    Ss answer the questions orally, for example: 'I went to the market yesterday.' / 'I have lived here since I was born.' Other Ss listen and note the tense.

  3. Teacher

    Step 3: Report and discussion

    T asks: 'Which answers use the past simple? Which use the present perfect? Why do we use since here?'

    Students

    Ss answer: 'Past simple is for finished time like yesterday.' 'Present perfect is for a period continuing to now.' 'Since introduces a starting point.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers and writes the key rule on the board: Past simple = finished past time; Present perfect = experience or period continuing to now. T says: 'Today we will look at the grammar more closely.'

    Students

    Ss copy the key rule into their notebooks.

Activity 2.1: Knowledge formation · 15 minutes

Tenses: past simple versus present perfect with since and for

a) Aims

Ss explain the difference between the past simple and the present perfect, and the use of since and for, through a sorting task.

b) Content

Ss work in groups of four using Worksheet 1. Each group sorts the sentences into two columns: finished past time and period continuing to now. Ss then decide whether since or for is needed. Ss also note the rule: do not combine the present perfect with yesterday.

c) Expected outcomes

Ss complete the sorting in Worksheet 1 with the following key ideas:

  • I started walking last May. (past simple, finished time)
  • I have walked to school since May. (present perfect, since introduces a starting point)
  • She has exercised for three weeks. (present perfect, for introduces a duration)
  • Do not combine present perfect with yesterday: write 'I went to the gym yesterday', not 'I have gone to the gym yesterday'.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet 1 to each group and says: 'Sort each sentence into the correct column. Then decide if the blank needs since or for.' T sets a time limit of six minutes.

    Students

    Ss read the instructions and form groups of four with assigned roles: leader, timekeeper, writer and reporter.

  2. Teacher

    Step 2: Task performance

    T monitors the groups and asks guiding questions such as: 'Is the action finished? Does it continue to now?' T helps groups that are stuck.

    Students

    Ss discuss and complete the sorting. For example, a group says: 'We have lived here since 2015 because 2015 is the starting point.' Another group says: 'We have studied for two years because two years is a duration.'

  3. Teacher

    Step 3: Report and discussion

    T asks one group to read its sorting and invites other groups to agree or disagree. T asks: 'Why can we not say I have seen him yesterday?'

    Students

    The reporter reads the answers aloud. Other groups respond: 'Yesterday is a finished time, so we use the past simple.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises: 'Since introduces a starting point; for introduces a duration. Do not combine the present perfect with yesterday.' T shows the example: I started walking last May. / I have walked to school since May.

    Students

    Ss correct their worksheets and write the two rules in their notebooks.

Activity 2.2: Knowledge formation · 15 minutes

Modal verbs: obligation, prohibition, no necessity and advice

a) Aims

Ss distinguish must, have to, must not, do not have to, should and had to in context and explain why each is used.

b) Content

T presents the meanings with example sentences. Ss work in pairs to complete the meaning chart and match each sentence with its function. Ss discuss: 'Why is must not different from do not have to?' and 'Why does a family agreement use should and not must when it is advice?'

c) Expected outcomes

Ss complete the chart as follows:

  • must: strong obligation judged by the speaker (e.g., 'You must wear a helmet.')
  • have to: external requirement (e.g., 'School rules say we have to wear an identity card.')
  • must not: prohibition (e.g., 'You must not share anyone's password.')
  • do not have to: no necessity (e.g., 'Dinner is ready, so you do not have to cook tonight.')
  • should: advice (e.g., 'You should take a break.')
  • had to: past obligation (e.g., 'We had to finish the report yesterday.')
    Ss conclude: must not means prohibition; do not have to means no necessity; advice must not be turned into a compulsory rule.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes six sentences on the board and asks: 'Which sentence shows prohibition? Which shows no necessity? Which gives advice?' T gives Ss two minutes to read.

    Students

    Ss read the six sentences silently and think about the meanings.

  2. Teacher

    Step 2: Task performance

    T asks pairs to complete the meaning chart and to discuss the difference between must not and do not have to. T circulates and checks.

    Students

    Pairs discuss. For example: 'Must not means it is forbidden. Do not have to means it is not necessary, but it is allowed.'

  3. Teacher

    Step 3: Report and discussion

    T asks: 'What does a family agreement sound like if it is advice rather than a rule?' Ss present their answers.

    Students

    Ss answer: 'We should help with cooking.' This is advice, not a compulsory rule, so we do not use must.

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises the modal chart on the board and says: 'Must often expresses a strong obligation judged by the speaker; have to often expresses an external requirement. They overlap, but the meanings are different.' T checks understanding with a quick question: 'Is must not the same as do not have to?'

    Students

    Ss answer 'No' and copy the chart into their notebooks.

Activity 2.3: Knowledge formation · 10 minutes

Stative verbs and linking verbs

a) Aims

Ss identify stative verbs used in simple forms and in continuous forms, and use adjectives after linking verbs.

b) Content

T shows examples: 'I know the route.' / 'I am thinking about the plan (considering).' / 'I think it is useful (opinion).' / 'The square looks attractive.' / 'The air feels fresh.' Ss work in pairs to decide whether the verb expresses a state or an active meaning, and to choose an adjective or an adverb after each linking verb.

c) Expected outcomes

Ss identify the following:

  • I know the route. (stative, simple form)
  • I am thinking about the plan. (active meaning, continuous form, considering)
  • I think it is useful. (opinion, simple form)
  • The square looks attractive. (linking verb + adjective)
  • The air feels fresh. (linking verb + adjective, not 'freshly')
    Ss conclude: use an adjective, not an adverb, after a linking verb when describing the subject.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the five example sentences on the board and asks: 'Which verbs show a state? Which show an active meaning?' T gives pairs two minutes.

    Students

    Ss read the examples and prepare to discuss.

  2. Teacher

    Step 2: Task performance

    T asks pairs to classify each verb and to choose the correct word in: 'The air feels ___ (fresh / freshly).' T monitors and clarifies.

    Students

    Pairs classify the verbs and answer: 'The air feels fresh.' They explain: 'Feel is a linking verb, so we use an adjective.'

  3. Teacher

    Step 3: Report and discussion

    T calls on two pairs to report their answers and asks: 'Why do we say I am thinking about the plan but I think it is useful?'

    Students

    Ss answer: 'In the first sentence, think means considering, an ongoing activity. In the second, think is an opinion, which is a state.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers and states the rule: stative verbs usually use simple forms; some verbs use continuous forms for an active or temporary meaning; after a linking verb use an adjective.

    Students

    Ss write the rule in their notebooks and give one example of their own.

Activity 2.4: Knowledge formation · 15 minutes

Pronunciation in connected speech

a) Aims

Ss pronounce weak and strong forms of have and can, contractions, and linked consonant-vowel sounds accurately in short sentences.

b) Content

T models the examples: 'Have you finished?' (/həv/ or /əv/) and 'Yes, I have.' (/hæv/); 'Can you walk there?' (/kən/) and 'Yes, I can.' (/kæn/). T then models contractions: I'm ready, but I haven't finished. Ss practise linked sounds: 'turn off' /tɜrn‿ɔf/, 'an office' /ən‿ɔfɪs/, 'clean air' /kliːn‿er/. Ss repeat the sentence: 'An efficient city needs clean air and open spaces.'

c) Expected outcomes

Ss can read the following correctly:

  • Have you finished? (weak have /həv/ or /əv/); Yes, I have. (strong have /hæv/)
  • Can you walk there? Yes, I can. (weak can /kən/ in the question; strong can /kæn/ in the answer)
  • I'm ready, but I haven't finished. (contractions)
  • An efficient city needs clean air and open spaces. (linking final consonant to following vowel, without adding an extra vowel or /r/)
    Ss conclude: weak does not mean missing; the contrastive auxiliary is strong.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Listen to the weak and strong forms. Then repeat after me.' T plays the NeoEdu audio if available, or models the sentences.

    Students

    Ss listen carefully and notice the difference between the two forms of have and can.

  2. Teacher

    Step 2: Task performance

    T has Ss repeat in chorus, then in pairs. T corrects by modelling and pointing to the phonetic symbols on the board.

    Students

    Ss practise the sentences in pairs. Partner A asks: 'Have you finished?' and Partner B answers: 'Yes, I have.' Ss stress the strong form in the answer.

  3. Teacher

    Step 3: Report and discussion

    T asks several Ss to read the linked sentence 'An efficient city needs clean air and open spaces.' and invites other Ss to comment on linking sounds.

    Students

    Ss read aloud. Other Ss say: 'We should link clean and air without adding a vowel.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises the three features: weak and strong forms; contractions; linking sounds. T reminds Ss: 'Expanded forms are also correct unless the task asks for contractions.'

    Students

    Ss note the key points in their notebooks.

Activity 3: Practice · 20 minutes

Exercises: choosing the correct form

a) Aims

Ss apply the tenses, modals, stative verbs and linking verbs to choose the correct answer and explain their choice.

b) Content

Ss work in pairs with Worksheet 2 (ten items). Each pair chooses an answer, writes the reason, and then checks with another pair. Ss use a mini-whiteboard to show their answers when T calls for them.

c) Expected outcomes

Answer key with reasons:

  1. A (joined) – a finished past time requires the past simple.
  2. D (have followed) – for two months continues to now.
  3. C (since) – June is the starting point.
  4. B (for) – three weeks is a duration.
  5. A (have to) – an external requirement.
  6. D (must not) – it prohibits an action.
  7. C (do not have to) – there is no necessity.
  8. B (should) – advice uses should.
  9. A (think) – an opinion is a state.
  10. D (am thinking) – considering is an ongoing mental activity.
    Ss write one sentence explaining the most difficult item.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet 2 and says: 'Choose the correct answer for each item. Then explain why in one short sentence.' T sets a time limit of twelve minutes.

    Students

    Ss read the instructions and get into pairs.

  2. Teacher

    Step 2: Task performance

    T walks around, listens to the pairs and asks questions such as: 'Is this action finished or continuing to now?' or 'Is this a prohibition or no necessity?'

    Students

    Pairs discuss each item and write their answers. For example, item 6: 'Must not is forbidden, so we choose D.'

  3. Teacher

    Step 3: Report and discussion

    T calls out items 3, 7 and 10 and asks pairs to show their mini-board answers and explain them.

    Students

    Pairs hold up their boards. For item 7, a pair says: 'Dinner is ready, so there is no necessity. We choose C, do not have to.'

  4. Teacher

    Step 4: Conclusion and assessment

    T shows the answer key and explains any error. T says: 'If you made a mistake, identify the rule you forgot and write it down.'

    Students

    Ss correct their answers and write the reason for any item they got wrong.

Activity 4: Application · 10 minutes

Personal healthy routine and advice

a) Aims

Ss apply the language to their own lives by writing a short personal paragraph and giving advice to a partner, with reasons from their own experience.

b) Content

Ss write four to five sentences about their healthy routine. They use at least one present perfect sentence with since or for, one sentence with must not or do not have to, and one sentence with should. Ss then read their paragraph to a partner, who gives one piece of advice using should and a reason.

c) Expected outcomes

Ss produce a short paragraph, for example: 'I have walked to school since last September. I should get more sleep. I do not have to cook breakfast on weekends because my mother helps me. I must not stay up late on school nights.' Partner advice: 'You should drink more water because it helps you stay healthy.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the target structures on the board and says: 'Write four to five sentences about your own routine. Use the structures on the board. Then tell a partner and give one piece of advice.'

    Students

    Ss read the instructions and think about their own routine.

  2. Teacher

    Step 2: Task performance

    Ss write their paragraphs individually. T monitors and helps with tense and modal choices.

    Students

    Ss write. Some Ss may write: 'I have played badminton for three years.' or 'I should go to bed earlier.'

  3. Teacher

    Step 3: Report and discussion

    T invites four to five pairs to share their paragraphs and the advice given. T asks the class: 'Is this advice or a compulsory rule?'

    Students

    Ss read and listen. The class responds: 'You should go to bed earlier is advice, not a rule.'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises effective sentences and corrects common errors on the board. T says: 'Retrieve the language on your own, then use the explanations to find the exact error.'

    Students

    Ss revise their paragraphs and keep them for the homework review.

Worksheets

Worksheet 1: Sorting tenses

Sort each sentence into the correct column. Then choose since or for if needed.

  • I started walking last May.
  • I have walked to school ___ May.
  • She has exercised ___ three weeks.
  • We have followed this routine ___ two months.
  • He went to the gym yesterday.
  • I have played tennis ___ 2019.

Column A: Finished past time (past simple)
Column B: Period continuing to now (present perfect)

Remember: Do not combine the present perfect with yesterday.

Worksheet 2: Exercises

Choose the correct answer (A, B, C or D). Then write one short reason.

  1. I ___ the walking club last September.
    A. joined B. have joined yesterday C. join D. has joined
  2. We ___ this routine for two months.
    A. followed yesterday B. has followed C. are follow D. have followed
  3. She has exercised ___ June.
    A. during two B. ago C. since D. for
  4. He has slept better ___ three weeks.
    A. last B. for C. since D. ago
  5. School rules say we ___ wear an identity card.
    A. have to B. should to C. must to D. have
  6. You ___ share anyone's password. It is forbidden.
    A. do not have to B. should to C. have not to D. must not
  7. Dinner is ready, so you ___ cook tonight. There is no need.
    A. must B. have to C. do not have to D. must not
  8. You look exhausted. You ___ take a break.
    A. have B. should C. should to D. must to
  9. I ___ the new bus route is useful. (opinion)
    A. think B. am thinking C. thinking D. thought to
  10. Please wait; I ___ about your suggestion. (considering)
    A. think to B. thinks C. have think D. am thinking

Homework

  • Review the grammar chart: past simple versus present perfect with since and for; must, must not, have to, do not have to, should and had to.
  • Complete the interactive exercises on the NeoEdu learning page: neoedu.vn/learn/11/english/review-1-language. Note the items you got wrong and write the rule you used for each.
  • Practise reading the pronunciation sentences aloud: 'Can you walk there? Yes, I can.' / 'I'm ready, but I haven't finished.' / 'An efficient city needs clean air and open spaces.' Record yourself if possible and listen for the linked sounds.
  • Write a short paragraph of six to eight sentences about a healthy routine in your life, using at least two present perfect sentences with since or for and one sentence with should. Support each piece of advice with a reason from your own experience.

Giáo án do NeoEdu soạn với sự hỗ trợ của AI, dựa trên nội dung bài học trên Học liệu. Thầy cô nên đọc lại và điều chỉnh cho phù hợp với học sinh của mình; bản Word để sửa trực tiếp.