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Giáo án Tiếng Anh 11
Tiếng AnhLớp 11Phần 7. Review 2

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)

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
    • Identify gerunds used as subjects, objects and objects of prepositions, and use them correctly.
    • Explain the difference in meaning between present-participle and past-participle clauses and expand them to check meaning.
    • Apply elision of unstressed vowels in words such as different and family, and place sentence stress on content words to express contrast.

2. Competences

a) General competences

  • Self-control and independent learning: Ss retrieve the grammar rules independently before checking with peers and the teacher, and use the explanations to correct their own errors.
  • Communication and collaboration: Ss work in pairs and groups to check answers, read aloud together, give peer feedback and build a shared short text.
  • Problem-solving and creativity: Ss diagnose why an option is wrong (for example, a dangling participle), and create original sentences about ASEAN culture and global warming.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss read and respond to sentences about ASEAN culture and global warming, read sentences aloud with appropriate rhythm, and write short sentences that use gerunds and participle clauses.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss use gerunds and participle clauses accurately, recognise the elision in 'different' and 'family', and mark sentence stress on content words such as fossil, fuels, carbon, dioxide, cleaner, energy, slogan.

3. Personal qualities

  • Diligence: Ss complete all exercises and practise reading aloud at home until they can stress and reduce words naturally.
  • Responsibility: Ss check their own answers against the key, explain their reasoning to a partner, and take responsibility for correcting their mistakes.
  • Honesty: Ss self-assess their pronunciation honestly using the 10-point rubric and report their real progress to the teacher.
  • Kindness: Ss give constructive, respectful feedback to classmates during pair and group work.
  • Patriotism: Ss show pride in ASEAN and Vietnamese cultural values by writing about cultural events and environmental protection for their country.

II. Teaching aids and materials

1. Teacher

  • Projector or interactive board with slides for the gerund and participle explanations
  • Printed Worksheet 1 and Worksheet 2 (one set per pair)
  • Answer key and 10-point pronunciation rubric
  • Audio or teacher model reading of the pronunciation sentences
  • NeoEdu learning resource: neoedu.vn/learn/11/english/review-2-language (interactive grammar explanations, examples and exercises)
  • Timer and small bell

2. Students

  • Student's book English 11 (Global Success), Review 2
  • Notebook, pen, pencil and eraser
  • Mini whiteboard and marker (for quick answers)
  • Printed Worksheet 1 and Worksheet 2
  • Smartphone or device to access NeoEdu (if available) for self-practice

III. Procedures

Activity 1: Warm-up · 5 minutes

Spot the Form

a) Aims

Ss recall the -ing form and the -ed/-ing participle forms used in the unit and activate prior knowledge before the new explanations.

b) Content

T shows four short sentences on the board and asks Ss to decide which words are gerunds and which are participles:

  • Meeting new people helps me understand different views.
  • We enjoy showing visitors around.
  • Burning fuel, the engine releases gases.
  • Heated by sunlight, the surface warms.
    T asks: 'What is the form of the verb in each sentence? Is it used as a noun or as a clause?'

c) Expected outcomes

Ss give quick answers on mini whiteboards, for example:

  • 'Meeting' and 'showing' are gerunds (used as a subject and as an object).
  • 'Burning' is a present participle clause with an active meaning (the engine burns fuel).
  • 'Heated' is a past participle clause with a passive meaning (the surface is heated).
    T writes the title of the lesson on the board: Review 2 - Language: Gerunds, Participle Clauses, and Connected Speech.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T greets the class and displays the four sentences. T says: 'Look at these sentences. Can you find the words ending in -ing or -ed? What do you think they are doing in the sentence?'

    Students

    Ss look at the sentences and quietly read them to themselves.

  2. Teacher

    Step 2: Task performance

    T gives Ss 1 minute to discuss with a neighbour and write their answers on mini whiteboards.

    Students

    Ss discuss in pairs and write their answers. Expected answers: 'Meeting' is a gerund subject; 'showing' is a gerund object; 'Burning' and 'Heated' are participle clauses.

  3. Teacher

    Step 3: Report and discussion

    T asks several Ss to show their whiteboards and asks: 'Why is it not a simple verb in the first sentence?'

    Students

    Ss answer, for example: 'Because it is used as a noun in the subject position.' Other Ss add: 'In the third sentence, the engine is the one doing the burning.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers and introduces the three focus areas of the lesson: gerunds, participle clauses and connected speech. T says: 'Today we will review the rules, check the meaning and practise the sound.'

    Students

    Ss write the title and the three focus areas in their notebooks.

Activity 2.1: Knowledge formation · 15 minutes

Gerunds in Use

a) Aims

Ss explain the functions of gerunds (subject, object, object of a preposition) and use gerunds correctly with singular verb agreement and typical verbs.

b) Content

T presents the rules through examples and asks Ss to complete a summary table in their notebooks:

  • As subject: 'Learning another language takes time.' (singular verb)
  • As object of a verb: 'We enjoy meeting visitors.'
  • After a preposition: 'She is interested in joining.'
  • With its own object: 'Organising a welcome event needs teamwork.'
    T asks: 'Why do we say takes and not take? Why is 'to meet' not used after 'enjoy'? What happens if we use a bare verb after a preposition?'
    Ss also look at the NeoEdu grammar explanation for gerunds and ask questions about any unclear example.

c) Expected outcomes

Ss complete the summary table in their notebooks:

  • Function: subject | Example: Learning another language takes time. | Verb: singular (takes)
  • Function: object of enjoy | Example: We enjoy meeting visitors. | Rule: enjoy + gerund
  • Function: object of a preposition | Example: She is interested in joining. | Rule: preposition + -ing form
  • Function: gerund with object | Example: Organising a welcome event needs teamwork. | Rule: the whole gerund phrase is singular
    Ss write the key takeaway: 'A gerund is an -ing form used as a noun. Avoid a bare verb where a gerund is required.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Let's look at the -ing forms as nouns. Please copy the summary table in your notebook. Then listen to the examples and find the rule.'

    Students

    Ss open their notebooks and draw a four-row table with the columns: Function, Example, Rule.

  2. Teacher

    Step 2: Task performance

    T shows the examples on the board, reads them aloud and asks guiding questions: 'What is the subject of takes?' 'What word comes before the gerund in 'interested in joining'?' T walks around and checks notes.

    Students

    Ss listen, look at the examples and fill in the table individually. Expected answers: the subject is 'Learning another language' (singular); the preposition is 'in'; enjoy takes a gerund.

  3. Teacher

    Step 3: Report and discussion

    T calls on two Ss to read their completed rows aloud and asks the class: 'Do you agree? Can we say 'enjoy to meet'?'

    Students

    Ss read their answers. Expected response: 'No, we cannot say enjoy to meet, because enjoy is followed by a gerund.' Other Ss suggest the correction: 'interested in joining' (not 'interested in to join').

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the rules on the board: gerunds can be subjects, objects of verbs such as enjoy, and objects of prepositions; gerund phrases take singular verbs. T reminds Ss that 'to + verb' is not used after enjoy, and gives the NeoEdu link for extra practice.

    Students

    Ss correct any mistakes in their tables and write the key takeaway in their notebooks.

Activity 2.2: Knowledge formation · 15 minutes

Participle Clauses and Meaning

a) Aims

Ss explain the difference between present-participle clauses (active meaning) and past-participle clauses (passive meaning), expand them to check meaning, and recognise dangling participles.

b) Content

T writes two sentences on the board and asks Ss to expand each clause:

  • Burning fuel, the engine releases gases. → While the engine burns fuel, it releases gases.
  • Heated by sunlight, the surface warms. → When the surface is heated by sunlight, it warms.
    T asks: 'Who is burning fuel? Who is heated? Does the understood subject match the main-clause subject?'
    T then shows a dangling participle example: 'Walking to school, the smoke worried Lan.' and asks Ss to find the problem.

c) Expected outcomes

Ss write the expanded forms and the key rules in their notebooks:

  • Present participle (active): 'Burning fuel, the engine releases gases.' Expanded: 'While the engine burns fuel, it releases gases.' The understood subject (the engine) matches the main-clause subject.
  • Past participle (passive): 'Heated by sunlight, the surface warms.' Expanded: 'When the surface is heated by sunlight, it warms.' The understood subject (the surface) receives the action.
  • Check: the understood subject must match the main-clause subject. In 'Walking to school, the smoke worried Lan', the smoke is not walking, so this is a dangling participle.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Participle clauses are shortened clauses. To check their meaning, we expand them into full clauses. Work in pairs. Expand the two sentences and decide whether the meaning is active or passive.'

    Students

    Ss read the two sentences and form pairs with a neighbour.

  2. Teacher

    Step 2: Task performance

    T circulates and asks pairs: 'Who is doing the action in the first clause?' 'Is the surface doing the heating or receiving it?'

    Students

    Ss expand the clauses in pairs. Expected answers: 'While the engine burns fuel, it releases gases' (active) and 'When the surface is heated by sunlight, it warms' (passive).

  3. Teacher

    Step 3: Report and discussion

    T shows the dangling participle sentence and asks: 'Who was walking to school? Could the smoke walk?' T asks Ss to propose a correct version.

    Students

    Ss answer: 'The smoke was not walking; Lan was walking.' A possible correction is: 'Walking to school, Lan noticed the smoke.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises: 'Use a present participle for an active meaning and a past participle for a passive meaning. Always check that the understood subject matches the main-clause subject. Expand the clause to check the meaning.' T reminds Ss that participle clauses can express reason, time or a related action.

    Students

    Ss write the rules in their notebooks and mark the dangling participle with a question mark.

Activity 2.3: Knowledge formation · 10 minutes

Connected Speech: Elision and Sentence Stress

a) Aims

Ss recognise elision of unstressed vowels in words such as different and family, and identify content words that carry stress in sentences expressing contrast.

b) Content

T models two pronunciation points:

  1. Elision in different /ˈdɪfrənt/ and family /ˈfæmli/. Careful forms /ˈdɪfərənt/ and /ˈfæməli/ are also acceptable. Model sentence: 'Different families will join the cultural programme.'
  2. Sentence stress in: 'Burning FOSSIL FUELS releases CARBON DIOXIDE. We need CLEANER ENERGY, not just a NEW SLOGAN.' T explains that content words form the beats, and contrast can shift the emphasis.
    Ss listen, repeat chorally and mark the stressed words in their notebooks.

c) Expected outcomes

Ss write down the key points:

  • Elision is optional and must not remove a stressed vowel or make the word unclear.
  • Content words carry the stress: fossil, fuels, carbon, dioxide, cleaner, energy, slogan, programme.
  • In 'We need CLEANER ENERGY, not just a NEW SLOGAN', the contrast focuses on 'cleaner energy' versus 'a new slogan'; 'cleaner' is stressed to show that the energy must be cleaner, not just a new slogan.
  • Unstressed words (such as 'a', 'the', 'of') stay audible but are not given equal stress.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Now let's work on the sound. Listen carefully to the model and notice what happens to the vowels and which words are the loudest.'

    Students

    Ss listen and prepare to repeat the model sentences.

  2. Teacher

    Step 2: Task performance

    T reads the two sentence groups twice: first slowly, then at natural pace. T asks Ss to mark stressed words with underlining or capital letters in their notebooks.

    Students

    Ss repeat chorally and mark the stressed content words. Ss who finish early try to say 'cleaner' with extra stress to show contrast.

  3. Teacher

    Step 3: Report and discussion

    T asks: 'Which word is stressed in 'We need cleaner energy, not just a new slogan' if we want to emphasise the energy?' T invites two Ss to read the sentence with different stress.

    Students

    Ss answer: 'If we stress 'energy', the focus is on the type of power; if we stress 'slogan', the focus is that a slogan alone is not enough.' Two Ss read the sentence with the chosen stress.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms that elision is optional and that stress patterns depend on the meaning and contrast. T reminds Ss to keep unstressed words audible.

    Students

    Ss record the key points and practise at home with the NeoEdu audio or a recording of their own voice.

Activity 3.1: Practice · 20 minutes

Gerund and Participle Clause Exercises

a) Aims

Ss apply the gerund and participle clause rules to choose the correct options and explain why the other options are wrong.

b) Content

Ss complete Worksheet 1 (exercises 1–8) individually for 8 minutes, then compare answers with a partner for 6 minutes and discuss any different answers. T calls on Ss to explain their reasoning for two items.
Worksheet 1 contains:

  1. ___ new people helps me understand different views. A. Meeting B. Meet C. Met D. To meeting
  2. We enjoy ___ visitors around. A. show B. to show C. shown D. showing
  3. She is interested in ___ the exchange. A. to join B. joined C. joining D. join
  4. Organising two events ___ careful planning. A. to require B. requires C. require D. requiring
  5. ___ fossil fuels, factories release carbon dioxide. A. Burning B. Burned C. To burned D. Having be burn
  6. ___ by smoke, the room became difficult to use. A. Filling B. Fill C. To filling D. Filled
  7. Choose the sentence without a dangling participle. A. Walking to school, the bus was late. B. Walking to school, the weather was hot. C. Walking to school, Lan noticed the smoke. D. Walking to school, the smoke worried Lan.
  8. ___ the risks, the team changed its plan. A. To understood B. Understanding C. Understood D. Understand

c) Expected outcomes

Answer key:

  1. A (A gerund phrase can be the subject.)
  2. D (Enjoy takes a gerund object.)
  3. C (A preposition takes an -ing form.)
  4. B (The gerund phrase is singular.)
  5. A (Factories actively burn fuel.)
  6. D (The room receives the filling: passive meaning.)
  7. C (Lan is both walking and noticing.)
  8. B (The team actively understands the risks.)
    Ss write a short explanation for any item they got wrong, for example: 'Item 5: Factories burn fuel, so I need the active present participle Burning.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet 1 and says: 'Choose the best answer for each item. Do not guess. Then explain your choice to your partner. You have 8 minutes to work individually.'

    Students

    Ss receive the worksheet and work individually, writing the letter of their answer for each item.

  2. Teacher

    Step 2: Task performance

    T monitors and gives hints only when Ss ask. T notes common errors, such as choosing 'To understood' or 'Burned' for active meaning.

    Students

    Ss complete the eight items. After 8 minutes, they pair up and compare answers, explaining the reasoning for any different answers.

  3. Teacher

    Step 3: Report and discussion

    T asks two pairs to present the answers for items 5 and 7. T asks: 'Why is 'Burned' wrong in item 5?' and 'Why does item 7 have a dangling participle?'

    Students

    Expected answers: 'Burned' is passive, but factories actively burn fuel, so 'Burning' is correct. In item 7, the 'smoke' in D or 'the bus' in A cannot walk, but Lan can walk and notice the smoke in C.

  4. Teacher

    Step 4: Conclusion and assessment

    T shows the answer key on the board and says: 'When you are unsure, expand the participle clause and check the understood subject.' T asks Ss to write one error and its correction in their notebooks.

    Students

    Ss check their answers, correct their mistakes and note the error they need to remember.

Activity 3.2: Practice · 10 minutes

Read Aloud: Elision and Sentence Stress

a) Aims

Ss read aloud sentences with elision and sentence stress, self-assess with the rubric and give peer feedback.

b) Content

Ss complete Worksheet 2 (exercises 9–10). Step 1: Ss read the two practice texts aloud twice in pairs, first slowly and then at natural pace. Step 2: Partners score each other with the 10-point rubric. Step 3: Pairs explain the sound or stress focus and demonstrate it.
Worksheet 2 contains:

  • Exercise 9: Read aloud: 'Different families will join the cultural programme.' Focus: elision of vowels in different and family.
  • Exercise 10: Read aloud: 'Burning FOSSIL FUELS releases CARBON DIOXIDE. We need CLEANER ENERGY, not just a NEW SLOGAN.' Focus: sentence stress and rhythm.
    Rubric (10 points): focus of the feature (4); clear sounds and understandable meaning (3); rhythm and intonation suitable for the sentence (2); self-correction (1).

c) Expected outcomes

Ss record in their notebooks:

  • Self-score and partner score for exercises 9 and 10 using the rubric.
  • One sentence about the sound or stress focus, for example: 'Elision: I say 'diffrent' as /ˈdɪfrənt/ in natural speech, but I keep the stressed vowel clear.'
  • Expected performance: 8 to 10 points for a student who uses elision and content-word stress consistently. Ss note one point to improve.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet 2 and explains the rubric. T says: 'Read each text twice: first slowly, then naturally. Your partner will score you using the rubric.'

    Students

    Ss receive Worksheet 2 and read the rubric. They confirm the points with the teacher.

  2. Teacher

    Step 2: Task performance

    T walks around and listens to the pairs. T only intervenes if the stressed vowel is removed or the sentence becomes unclear.

    Students

    Ss read aloud to their partners twice and score each other. They discuss the focus of the feature and demonstrate it.

  3. Teacher

    Step 3: Report and discussion

    T invites two Ss to read exercise 10 aloud in front of the class and asks: 'What is the difference when you stress 'cleaner' and when you stress 'slogan'?'

    Students

    Two Ss read and explain: stressing 'cleaner' focuses on the quality of energy; stressing 'slogan' focuses on the idea that words alone are not enough.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the scoring and highlights good models. T says: 'Elision must not remove a stressed vowel. Content words carry the beats, and unstressed words must still be audible.'

    Students

    Ss write their self-score and one point to improve in their notebooks.

Activity 4: Application · 15 minutes

Our Green and Cultural Message

a) Aims

Ss use gerunds and participle clauses in a short speech or poster text about ASEAN culture and global warming, supported by facts from the unit.

b) Content

Working in groups of four, Ss write a short message (five to six sentences) for a school event called 'ASEAN Culture and Green Energy Week'. Each message must include:

  • At least two gerunds (one as subject and one after a preposition or verb such as enjoy or interested in).
  • At least two participle clauses, one present participle with an active meaning and one past participle with a passive meaning.
  • At least one sentence with contrast stress on a content word, such as 'We need CLEANER ENERGY, not just a NEW SLOGAN.'
    After writing, each group reads its message aloud. Classmates check the evidence: every statement must be supported by the stimulus or the facts from the unit, not invented details.

c) Expected outcomes

Each group produces a written message with five to six sentences and a short oral reading. Sample product:

  • Organising a welcome event for ASEAN visitors needs teamwork.
  • Interested in joining the cultural programme, students prepare traditional dishes.
  • Burning fossil fuels releases carbon dioxide, so we need cleaner energy.
  • Heated by the summer sun, the school yard became a good place for a green fair.
  • We enjoy showing visitors around and sharing ideas about the environment.
    Peers check whether each sentence is supported by the unit and whether the grammar is correct.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T introduces the task and shows the checklist on the board. T says: 'Write five to six sentences. Use the gerunds and participle clauses correctly. Every statement must be supported by the facts in our unit.'

    Students

    Ss form groups of four, read the checklist and choose a group leader to manage time.

  2. Teacher

    Step 2: Task performance

    T circulates and checks grammar and evidence. T asks: 'Who is doing this action? Does your clause match the main subject?'

    Students

    Ss write their message together on a poster paper or in their notebooks. They check the grammar and the evidence before reading aloud.

  3. Teacher

    Step 3: Report and discussion

    T asks each group to read its message aloud and the class to check one example for accuracy and evidence.

    Students

    Groups read their messages. Classmates give feedback, for example: 'Your participle clause is correct because the subject matches.' or 'This sentence needs evidence from the unit.'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises the best messages and summarises the key points: gerunds take singular verbs, participle clauses must have matching subjects, and every message needs evidence. T assigns the homework.

    Students

    Ss write the teacher's final comments and revise their messages.

Worksheets

Worksheet 1: Gerunds and Participle Clauses

Choose the best answer (A, B, C or D) for each item.

    1. ___ new people helps me understand different views.
  • A. Meeting
  • B. Meet
  • C. Met
  • D. To meeting
    1. We enjoy ___ visitors around.
  • A. show
  • B. to show
  • C. shown
  • D. showing
    1. She is interested in ___ the exchange.
  • A. to join
  • B. joined
  • C. joining
  • D. join
    1. Organising two events ___ careful planning.
  • A. to require
  • B. requires
  • C. require
  • D. requiring
    1. ___ fossil fuels, factories release carbon dioxide.
  • A. Burning
  • B. Burned
  • C. To burned
  • D. Having be burn
    1. ___ by smoke, the room became difficult to use.
  • A. Filling
  • B. Fill
  • C. To filling
  • D. Filled
    1. Choose the sentence without a dangling participle.
  • A. Walking to school, the bus was late.
  • B. Walking to school, the weather was hot.
  • C. Walking to school, Lan noticed the smoke.
  • D. Walking to school, the smoke worried Lan.
    1. ___ the risks, the team changed its plan.
  • A. To understood
  • B. Understanding
  • C. Understood
  • D. Understand
    After answering, write one sentence explaining your choice for item 5 and item 7.

Worksheet 2: Read Aloud - Elision and Sentence Stress

Exercise 9: Read the text aloud twice (first slowly, then at natural pace).

  • Different families will join the cultural programme.
  • Focus: elision of unstressed vowels in different /ˈdɪfrənt/ and family /ˈfæmli/. Careful forms /ˈdɪfərənt/ and /ˈfæməli/ are also acceptable. Elision must not remove a stressed vowel or make the word unclear.
    Exercise 10: Read the text aloud twice (first slowly, then at natural pace).
  • Burning FOSSIL FUELS releases CARBON DIOXIDE.
  • We need CLEANER ENERGY, not just a NEW SLOGAN.
  • Focus: content words form the beats. Say the second sentence with stress on cleaner, then on slogan. Explain the different focus. Keep unstressed words audible without giving every word equal stress.
    Self-assessment and partner scoring (10 points):
  • Focus of the feature: 4 points (2 if the feature is applied inconsistently)
  • Clear sounds and understandable meaning: 3 points (1–2 if some parts are hard to hear)
  • Rhythm and intonation suitable for the sentence: 2 points (1 if the reading sounds mechanical)
  • Self-correction: 1 point
    Write your score and one point to improve.

Homework

  • Write five sentences about ASEAN culture or global warming. Use at least two gerunds (one as subject and one after a preposition) and at least two participle clauses (one active, one passive). Check that each participle clause has the same understood subject as the main clause.
  • Read aloud the two practice texts in Worksheet 2 at least three times. Record your voice on a phone and listen to your elision of different and family, and your sentence stress on content words such as cleaner, energy and slogan.
  • Practise on the NeoEdu learning page neoedu.vn/learn/11/english/review-2-language. Complete the interactive exercises on gerunds and participle clauses, then write down any mistake you made and the rule that explains it.
  • Prepare for the next lesson by reviewing Units ASEAN and Viet Nam and Global warming, and bring one example sentence from the unit that uses a gerund or a participle clause.

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