Thiết kế bài giảng Tiếng Anh 11 tập 1 part 3 ppsx

Objectives By the end of the lesson, Ss will be able to: Write a personal letter telling about a past experience, using the structures and vocabulary that they have learned in previous l

Time Steps Work

What do you think about ?

What's your opinion about ?

What's your feeling about ?

What's your point of view about ?

How do you feel about ?

Do you have any opinions about ?

Expressing Expressing Expressing

opinions agreements disagreements

I think I agree Well, maybe, but

Personally, I think so, too That might be true,

I believe That's true, and | 5ut

I feel That's right, and Well, my feeling is

In my opinion that

From my point of Well, I don't think

view so I think

— T gives examples and gets Ss to do some practice with

these structures

— Now T divides the class into small groups of 3 or 4 and

gets them to discuss the question in the textbook T might

want to appoint a group leader for each group This person

will monitor the discussion, note down friends' ideas and

appoint a representative to present the outcome of their

discussion to the class

— T goes around to check and offer help

— After checking that all the groups have finished, T calls

on the representative of each group to report their peers'

ideas T checks if other groups would have the same or

different ideas

S/

Work

—T listens and takes note of their errors T provides

corrective feedback after that

WRAPPING UP 3’ | —T summarises the main point of the lesson Whole class

— For homework, Ss write a summary of the story they

4

re | đa 1 What is the number one cause of home fires?

a matches b cooking without watching c fireplaces

h

Sie 2 What room in homes has the most fires?

a.family room b basement c kitchen

4

tô ` tị: 3 Kitchen fires can be prevented by

a watching food on the stove every 10 minutes

b always watching what you are cooking

c cooking with a frying pan Answers:

l.b 2.C 3.b

08

Period 4: WRITING

I Objectives

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

Write a personal letter telling about a past experience, using the structures and vocabulary that they have learned in previous lessons

Il Materials

Textbook, handouts

lll Anticipated problems

Ss may not have sufficient vocabulary to write about the topic, so T should

be ready to help them

A quiz about writing personal letters

(To remind Ss of the rules of writing personal letters in

English)

— T asks Ss if they have ever written a personal letter in

English and then announces the Quiz game and the rule

For example: "I'm going to divide the class into 2 big

groups Then I'm going to read out some questions about

the rules of writing personal letters in English You need

to give your responses as quickly as possible For each

question, if your answer is quicker and correct, you get

one point for your group Then we will add up the points

for each group Which one has more points will be the

winner"

— T divides the class into 2 big groups: A and B

— T reads out the questions and leads the game

99

Time Steps Work

arrangement

The Quiz

1 How many parts does a personal letter normally have?

2 What are these parts?

3 What do we normally write in the Salutation?

4 What do we normally write in the Closing?

5 Where do we normally sign the letter?

—T gets Ss to add up the points for each group and

announces the winner

Answers:

1 5 parts

2 The Heading, the Salutation (Greeting), the Body, the

Closing and the Signature

3 We normally write "Dear" or "Hello / Hi" etc plus the

name of the person we are writing to and a coma at the

end

4 We normally write something like "Sincerely", "Yours",

"Love", "Cheers", "Best wishes", "See you soon" etc

and after that we put a comma

5 Our signature normally goes under the Closing

12

PREPARING SS TO WRITE

— T sets the scene: You are going to write a friendly letter

to a pen friend telling him or her about one of your most

memorable past experiences

— T gets Ss to read the task silently and work out what

they are required to write about

— T calls on a student to answer and elicits more ideas

from the class T might want to draw a network of ideas on

work, pair work & whole class

60

Work

arrangement

— T elicits the verb tenses that can be used for describing a

past event (past simple, past perfect, past continuous) If

necessary, T reviews the uses of these tenses

E.g.:

+ The past simple is used to talk about an event that

happened and finished in the past

+ The past continuous is used to talk about an event that

was in progress around a specific past time We often use

the past continuous together with the past simple The past

continuous refers to a longer ‘background’ action or

situation; the simple past refers to a shorter action or

situation that happened in the middle or interrupted it

+ The past perfect is used to talk about an event that had

happened before another event that happened in the past

— T gives examples and checks that Ss understand the use

of these tenses

— T gets Ss to plan their stories according to the questions

on the board, then compare and check with a peer

61

What happened? I nearly drowned

When it happened? | A year ago, my last summer vacation

Where it happened? | A river near my grandparents’ house

How it happened? When I was swimming, I suddenly

caught a cold, I felt dizzy and I was too weak to swim

Who was involved? | Some of my friends were also

swimming at that time, one tried to save me

How it affected you? | I learned that life is so important

— T goes around to check and offer help

—T collects some outlines and provides corrective

feedback T provides relevant vocabulary and structures if

necessary

WRITING

17 | —Now T gets Ss to write their own letters in 10 minutes Individual

— T then asks Ss to get in pairs, exchange their letters and work oe

wor

correct each other

— T goes around to offer help

A sample letter:

Hanoi 15 May 2007

Dear Peter,

How have you been doing? Have you got any plan for the

coming school break? Perhaps I will go to see my

grandparents in the countryside I haven't seen them since my

62

Work

arrangement

Let me tell you about my last summer vacation at my

grandparents’ It was almost a year ago and was one of my

most unforgettable experiences

My grandparents live in a small village, which is about 70

kilometres southeast of Hanoi There is a large river at the

back of their house where I often do swimming every

afternoon when I spend my vacation with them

One day when I was swimming with some of my friends, I

suddenly caught a cold I felt so dizzy and was too weak to

continue swimming, so I started to sink I thought I was going

to drown but I couldn't call out for help because I was too

tired and terrified Luckily, one of my friends saw that and

shouted for help Immediately, another friend who swims the

best among us swam towards me and tried to pull me up

Then other friends swam towards us to help him push me in

My life was finally saved

Now recalling the moment I thought I was going to die, I

understand how precious life is This event definitely taught

me to appreciate my life

What about you? Have you got any unforgettable holiday

that you would like to share with me?

See you soon

Nam

FEEDBACK ON SS' WRITING 3! — T chooses one letter and reads it to the class Whole class

— Then T elicits corrective feedback from the class and

gives final comments afterwards T should draw Ss'

attention to the format of the letter, the organisation of

ideas and language use (especially verb tenses)

3" | — T summarises the main points of the lesson Whole class

— For homework, T asks Ss to revise their letters according

to their peer's suggestions and submit for marking in the

next lesson

63

e "Run!" —I screamed at the girl, but to my surprise, she just stood there staring

at me, and then she started to shout: "Stop it! Please stop it!"

1 Then from behind some more trees three more men appeared, jumped on me,

and pulled me away and pushed me to the ground

Answer:

64

Period 5: LANGUAGE FOCUS

I Objectives

By the end of this lesson, Ss will be able to:

— DistinguIsh the sounds / m /, / n/ and / 1 /

— Pronounce the words and sentences containing these sounds correctly

— Distinguish the uses of different verb tenses: present simple for indicating the past, past simple, past continuous and past perfect

— Use these verb tenses to solve communicative tasks

— T models the three sounds /m/,/n/and/ 1 / for a few work, pair

work &

times and explains the differences in producing them (1.e

when producing / m/ Ss close their lips; when producing /

n / Ss' tongues touch the roof of their mouths; when

producing / y / their tongues touch their soft palates For

all three sounds, the air goes through the nose)

whole class

— T plays the tape (or reads) once for Ss to hear the words

containing these two sounds Then T plays the tape (or

reads) again and this time asks Ss to repeat after the tape

(or T)

— T asks Ss to read the words in each column out loud in

chorus for a few more times Then T calls on some Ss to

65

pronounce the target words incorrectly If many Ss do not

pronounce the words correctly, T may want to get them to

repeat after the tape (or himself) again in chorus and then

individually

Practising sentences containing the target sounds

— T asks Ss to work in pairs and take turn to read aloud

the given sentences (p 29, Practise these sentences)

— T goes around to listen and takes notes of the typical

errors

—T calls on some Ss to read the sentences again and

provides corrective feedback

GRAMMAR

work &

— If necessary, T reviews the forms, meanings and uses of

the present simple, present perfect, and present

continuous

Present simple

+ Form:

1 bare root for I, you, we, they

2 verb +s/es for he, she, it

+ Meaning: present time

+ Use:

1 Use the Simple Present to express the idea that an

action is repeated or usual The action can be a habit, a

hobby, a daily event, a scheduled event or something that

often happens It can also be something a person often

forgets or usually does not do

E.g.: The train leaves every morning at 8 AM

The train does not leave at 9 AM

When does the train usually leave? whole class

66

arrangement

2 Speakers sometimes use the Simple Present to express

the idea that an action is happening or is not happening

now This can only be done with Non-Continuous Verbs

and certain Mixed Verbs

E.g.: He needs you right now

Do you have your passport with you?

Present continuous

+ Form: am / 1s / are + V—ing

+ Meaning: Present time

+ Use:

3 Use the Present Continuous with Normal Verbs to

express the idea that something is happening now, at this

very moment It can also be used to show that something

is not happening now

E.g.: Are you sleeping?

Present perfect

+ Form: have / has + Past Participle

+ Meaning: Present

+ Use:

4 We use the Present Perfect to say that an action

happened at an unspecified time before now The exact

time is not important So we can use the Present Perfect to

describe our experience It is like saying, "I have the

experience of " We can also use this tense to say that we

have never had a certain experience The Present Perfect

is NOT used to describe a specific event

E.g.: I have seen that movie twenty times

I think I have met him once before

5 With Non—Continuous Verbs and non-continuous uses

of Mixed Verbs we use the Present Perfect to show that

something started in the past and has continued up until

now "For five minutes," "for two weeks," and "since

67

Time Steps Work

arrangement

Tuesday" are all durations which can be used with the

Present Perfect

E.g.: I have had a cold for two weeks

Mary has loved chocolate since she was a little girl

Note:

6 You CANNOT use the Present Perfect with specific

time expressions such as: yesterday, one year ago, last

week, when I was a child, when I lived in Japan, at that

moment, that day, one day, etc We CAN use the Present

Perfect with unspecific expressions such as: ever, never,

once, many times, several times, before, so far, already,

yet, etc

— T emphasises that we can use all these present tenses in

telling stories (which are often concerned with past

events) to make the stories more interesting

— If T sees that Ss have already mastered the forms,

meanings, and uses of these verb tenses, T can skip the

presentation stage to save time, and go straight to the

practice stage

b) Practice

— T gets Ss to do Exercise | individually and then find a

partner to check their answers with

— T checks with the whole class and provides corrective

feedback

Answer:

1 invites 2 sets 3 gets 4 waves

5 promises _ 6 carries 7 contains 8 has baked

9 is 10 is shining I1l.aresinging 12 is

Exercise 2

a) Presentation

— If necessary, T reviews the forms, meanings, and uses of

the past simple and past continuous Individual

work, pair work & whole class

68

Time Steps Work

arrangement

Past simple

+ Form: V + ed or irregular verbs

+ Meaning: Past time

+ Use:

7 Use the Simple Past to express the idea that an action

started and finished at a specific time in the past

Sometimes, the speaker may not actually mention the

specific time, but they do have one specific time in mind

E.g.: I saw a horror film last night

He didn't wash his car

8 We use the Simple Past to list a series of completed

actions in the past These actions happen to the following

order : lst, 2nd, 3rd, 4th, and so on

E.g.: He arrived from the airport at 8:00, checked into the

hotel at 9:00, and met the others at 10:00

9 The Simple Past can be used with a duration which

starts and stops in the past Duration is a longer action

often indicated by expressions such as: for two years, for

five minutes, all day, all year, etc

E.g.: I lived in Brazil for 2 years

10.The Simple Past can also be used to describe a habit

which stopped in the past It can have the same meaning

as "used to." To make it clear that we are talking about a

habit, we often add expressions such as: always, often,

usually, never, when I was a child, when I was younger,

etc

E.g.: They never went to school They always skipped

their classes

11.The Simple Past can also be used to describe past facts

or generalizations which are no longer true As in USE 4

above, this use of the Simple Past is quite similar to the

expression "used to."

E.g.: She was shy as a child, but now she is very outgoing

69