Giáo án tiếng Anh lớp 11 - Tiết 1 đến tiết 105

id: “I didn’t know whether to feel angry or only surprised. I didn’t win the first prize. But after thinking about it, I decided that it would be best to laugh.”
11. When the result of the competition was announced _____ .
A. he learnt that someone else had won the first prize B. he learn that he had won the first prize
C. he was very surprised and angry	 D. he knew that a new film was a success
12. Charlie didn’t ____ .
A. take part in the competition	B. like the competition	
C. allow this competition to be held	D. tell anybody about his plan
13. When learning the news he decided _____ .
 A. to keep a secret	 B. not to be himself any more
 C. to laugh	 D. to be angry
14. This is a story which _____.
A. Charlie was fond of telling	B. happened when he was not famous yet.
C. was announced at the competition.	D. was told by his friend.
15. People who took part in the competition had to ______ . 
A. imitate Chaplin’s walking, dressing and acting	B. sing a song	
C. keep a secret from other people	D. be a great actor
IV. Choose from the alternatives given (marked A, B, C, and D) one best to complete each sentence. Identify your answers by circling the corresponding letter A, B, C, or D.
16. People still haven’t _____ how dangerous pollution can be.
A. minded	B. noted	C. realized	D. remarked
17. When they got back from holiday, they found their house had been ____ by burglars.
A. broken off	B. broken up	C. broken down	D. broken into
18. It ____ a lot of patience to be a nurse.
A. spends	B. uses	C. costs	D. takes
19. It is dangerous to _____ out of the windows of the train.
A. lean	B. hold	C. slope	D. bend
20. Since he was a boy, one of his ____ has been stamp-collecting.
A. hobbies	B. cares	C. sports	D. professions
21. She has a lot of free time and wants to know how best to ____ it.
A. save	B. waste	C. make 	D. spend
22. Shy people often find it hard to ____ group discussion.
A. get on with	B. take place in	C. get in touch with	D. take part in 	
23. The examiners will test your ___ to drive under normal conditions.
A. virtue	B. advantage	C. wisdom	D. ability
24. I think access to cinemas and theaters is the main ____ of city life.
A. leisure	B. recreation	C. attraction	D. amenity
25. The child was told to eat all his vegetable or ____ he would get no ice-cream.
A. in fact	B. else	C. in case	D. instead
26. You’ll have to hurry because the ____ train leaves in ten minutes.
A. latter	B. last	C. least	D. latest
27. After I ____ finished working, I switched off the machine.
A. had	B. to have	C. have	D. having
28. In his first game for Newcastle, Keegan _____ a goal after 58 minutes.
A. earned	B. scored	C. won	D. gained
29. He hated his job, as a ______ of fact he has now given it up.
A. type	B. nature	C. matter	D. condition
30. She came in quietly ____ not to wake the baby.
A. so as	B. such as	C. if so	D. as if	
31. Sport is sometimes used by government as a tool of foreign ____ .
A. politician	B. policy	C. politics	D. political
32. She’s ____ interrupting me when I’m talking.
A. just	B. sometimes	C. never	D. always
33. That child is really ____ by his grandparents.
A. polluted	B. stained	C. naughty	D. spoilt
34. A part-time job give me freedom to ____ my own interest.
A. pursue	B. chase	C. catch	D. seek	
35. I couldn’t decide between the two records, so I bought ___ of them.
A. each	B. either	C. both	D. all
V. Find out ONE mistake in each sentence by circling the letter A, B, C, or D below the underlined words
36.	The ozone layer must be protected because it shields the earth from excessive ultraviolet radiate.
	A	 B	 C	 D
37.	Carbohydrates and fats are two essential sources of energy for animal grow.
	 A	B	C	 D
38.	By passing sunlight through a prism the light is separate into a spectrum of colors.
	 A	 B	C	D
39.	In spite modern medical technology, many diseases caused by viruses are still not curable.
	 A	 B	 C	 D
40.	Though Pablo Picasso was primarily a painting, he also became a fine sculptor, engraver, and ceramist. 	 A	B	 C	D
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TiÕt 54 key for the first term test
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Unit 9 : Deserts
TiÕt 55 unit 9 - Lesson 1: a. reading
Planning date: Teaching date:
I. Objectives: After this lesson
 - Students can read and understand the information about the desert in general and The 
 Simpson Desert in Australia as well.
 - Students understand and know how to use new words through speaking, questioning and 
 answering.
II. Teacing procedures.
Time
Steps
Work arrangement
Warm-up
- T write on the board and asks students to fill in the blank with the most suitable word.
A……………. is a hot, dry sandy place.
- Students answer in front of the class.
- T focuses on the answer: DESERT
- T leads students to the lesson.
Pair work
New lesson
1) Pre-reading.
* Task 1
- T shows the pictures and asks students; 
Which of the following is a desert?
- Students work in groups and give out the ideas in front of the class.
- T gives suggestions: All of them are deserts
- T provides some more words; sandy, rocky, snowy, desert.
- T introduces; In the world, there are ten main deserts (6 hot deserts and 4 cold deserts). In hot deserts, the temperature is high during the day all year round. In cold deserts, it is relatively hot in summer and extremely cold in winter.
* Task 2
- T gives questions;
What do people often see in the desert?
- Students work in groups to guess and answer in front of the class.
- T collects the answer and gives suggestions;
Cactus, camels, date palms, nomads, pasture, oases, sand, rock, ice, grass, sand dunes …
- T may use picture to illustrate if necessary.
* Task 3
- T: These statements are about the deserts in Australia. Work in groups and guess whether the statements are true or false.
- T gives students handout.
(1) There are three great deserts in Australia
(2) The Simpson desert is the largest in Australia
(3) There were a lot of and dunes in the Simpson desert
(4) The sand dunes are the same all over the desert.
- T asks students about their ideas and go on the lesson
Group work
2) While-reading.
* Task 1
- T asks students to skim the text, do the task and guess whether their ideas are thue or false.
- Students work individually and exchange the answer with a partner.
- T calls soms students for the answer and gives suggestions;
1: F 2: F 3: T 4: F
* Task 2
- T asks students to scan the reading and write down the location of the Simpson desert
- T delivers students handout 
 N
Simpson desert
 W E
 S
- T has students work individually and exchange the answer with a partner.
- T checks and gives correction
 The Macdonnel Ranges 
Simpson desert
The Macumba river The Mulligan river
The Frank river The Diamantina 
 Lake Eyre
* Task 3 
- T asks Students to find information in the text about;
+ Madigan:
a) ……………………………………………………………
b)……………………………………………………………
c)……………………………………………………………
+ The sand dunes:
a) …………………………………………………………….
b) …………………………………………………………….
- Students work individually and exchange the answer with a partner.
- T gives feedback and correction.
+ Madigan:
a) made an aerial survey in 1929 and discovered the desert.
b) named the desert after Simpson
c) led a scientific expedition across the sand dunes on a more northerly route.
+ The sand dunes:
a) In the west, there is a network of short dunes, mostly less than 10 metres high.
b) In the north, the dunes are parallel. 
Individual
3) Post-reading.
- T asks students to close the books, use 3 handouts above to tell about the Simpson desert in Australia
- Students work in groups
- T goes round to offer help if necessary.
- T gives feedback
Group work
III. Homework.
Read the story and answer the questions in the After your read (page 99).
	7
TiÕt 56 unit 9 - Lesson 2: b. speaking
Planning date: Teaching date:
I. Objectives: After this lesson
 - Students can practice simple conversations explaining why one species can live in the 
 desert while another can not.
 - Students can practice speaking about the features of deserts
 - Students can say about what they should bring when crossing the desert.
II. Teaching procedures.
Time
Steps
Work arrangement
Warm-up
- T selects 10 words about animals and plants that live in the desert; “Listen and write down the words you have just heard: grass, goat, sheep, buffalo, banana, camel, horse, date palm, cactus”
- Students listen and write, students who write the fastest and correct will be the winner.
- T suggestudents;
T: Which animal and plant can’t live in the desert?
S: buffalo, banana, horse
T: Why?
S: They can’t stand the heat and the need of water.
- T leads to the lesson
Individual
New lesson
* Task 1 (page 99)
- T: There is a list of some more trees and animals which can exist in the desert. Pick out and explain your choice.
- Students read the words and do.
- T introduces some phrases/expressions used in the exchanges.
Suggestions:
What kind of trees and animals on this list do you think might exist in the desert?
Why?/ How come?
What about……?
- T calls 2 students to make a short exchanges.
- T goes round and help.
* Task 2
- T introduces the situation and asks students to work in pairs to find out as many natural features of a desert as possible. Use the cues in the textbook.
Suggestions:
What do you know about…………?
It is said that………………
It say in the books that…………
- T calls 2 gifted student