giáo án anh lớp 11- unit 2

*Teaching vocabulary: making a fuss: --sneaky a - vông trém, lÐn lót -glanced v : - liÕc nhanh, nh×n qua *Listen to teacher and do as required -Work individuals then compare the answers

Date of planning: September 2 nd 2012

Period 7: UNIT 2: PERSONAL EXPERIENCES

Lesson 1: READING

A Objectives:

* By the end of this lesson, Students will able to:

- Express their opinions about personal experience.

- Read for gist and for specific information

- Develop such reading micro-skills as scanning for specific ideas, identifying the sequence of events

and guessing meaning in context

- Use the information they have read to discuss the story

B Teaching aids and materials: - Text book, sheets of paper, cassette

player, disc…

C Teaching method: Integrated, mainly communicative

D Teaching procedures:

1 Class organization: (1min)

11 B

2 Oral check: Check up during new lesson

3 New lesson:

Stages/

Time

Teacher’s activities Students’ activities

Warm-

up and

lead-in

(5mins)

Before

you read

(5mins)

*Ask Ss some questions:

1, What can you see in Picture A?

2, What do you think might be

relationship between the girl and

the man? Why?

3, What do you see on the table?

4, Whose money do you think it is?

Why?

*Teaching vocabulary:

making a fuss:

sneaky (a) - vông trém, lÐn lót

-glanced (v) : - liÕc nhanh, nh×n

qua

*Listen to teacher and do as required

-Work individuals then compare the answers with the partner

-One or two Ss present by answering T’s questions before the class

-Look at the book and find out all new words and phrases

While

you read

Task 1:

(10mins)

*Task 2

(5mins)

Task 3

(10mins)

-embarrassing (a) : - ngợng ngùng,

lúng túng

-appreciate (v) - coi trọng, đánh giá

cao

*Give some practice on

pronunciation (Read-Ss repeat)

Task 1: (p.22)Use the

words/phrases in the box to fill the

blanks in the sentences

-Ask Ss to look at their book and

work individuals

-Instruct Ss to read the passage

quickly and stop at the lines that

contain these words to guess

meanings

-Ask Ss guess the meaning of the

words based on the contexts in the

sentences

-Check that Ss understanding the

words correctly

-Ask Ss work individually to do

the task

-Go around to help Ss if necessary

-Ask Ss to exchange their answers

with other Ss

-Ask Ss explain their choices

*Task 2 (p.24)Put the pictures of

the event in the order they

happened in the story

-Ask Ss read the text silently again

and then with a peer work out the

sequence of the pictures given on

page 22

-Call on a student to give and

explain his/ her answer

-Listen to teacher, understand and write on note book carefully

-Listen to teacher and do as required

-Expected answers:

1, glanced

2, making a fuss

3, embarrassing

4, idols

5, sneaky

-Write on note book carefully

*Work individuals

-Expected answers.

1, Picture D 4, Picture

E

2, Picture B 5, Picture A

3, Picture F 6, Picture C

After

you read

(6mins)

-Give corrective feedback

Task 3 (p.24)Answer the questions

-Ask Ss to read the questions

carefully and give them some tips

to do the task

-Ask Ss underline the key words to

decide what information they need

to find in the text

-Ask Ss look for questions words

like ‘Why’ which indicates Ss

should read for specific thing like a

reason

-Get Ss to check their answers with

peer

-Call on some Ss to write their

answers on the board and ask them

to explain their choices

Discussion.

-Introduce the task; Ss work in

small groups of 6 and discuss the

questions

-Teach some structures that can be

used for giving suggestions E.g

‘Perhaps she could’, ‘She might

want to ’, and some adjs that

-Look at the book and work

in pairs

-Do as required

-Should do back to the passage and locate the key words in the passage

-Should read around the key words carefully to find the answers

-Write on note book carefully

Suggested answers:

1 She wished to have a red hat-a floppy cotton hat ( like the one her star idol wore in her video clip)

2… so that she could buy the hat (for herself.)

3 She saw a wad of dollar notes (exactly like the one that her father had given her)

4 Because she thought the boy had stolen her money /

it was her money

5 She bought the pretty hat

of her dream

-Listen to teacher and then work in groups

Prepare carefully then present before the class

*Suggested answers:

- She might feel

express feelings E.g

‘embarrassed’, ‘ashamed’,

‘confused’, ‘sad’, unhappy’,

‘uneasy’, ‘uncomfortable’

-Go around to check and offer

help

-Call on the groups to tell and

explain their choices

-Give corrective feedback

embarrassed and guilty/ ashamed because that was not her money

-Perhaps the girl could place

a notice on a local newspaper to apologize the boy and contact him to give him the money

back

4, Consolidation: (2min) - Summarize the main ideas of the reading passage

5, Home work: (1min) -Read the text once more then translate into

Vietnamese

-Prepare next period (to be continued) _ _

Date of planning: September 2 nd 2012

Period 8: UNIT 2: PERSONAL EXPERIENCES

Lesson 2 : SPEAKING

A Objectives:

* By the end of this lesson, Students will able to:

- Know how to practice speaking skill

- Speak for gist and for specific information

-Identify structures that are used to talk about past experiences and

their influences on one’s life, i.e present perfect and past simple, structure

with “Make”

-Use these structures to talk about a past experience and how it affects

their life

B Teaching method: Integrated, mainly communicative

C Teaching aids and materials: - Text book

D Teaching procedures:

1 Class organization: (1min)

11 B

2 Oral check: (5mins)

Checking new words and reading passage’s content

3 New lesson:

Stages /

Time

Teacher’s activities Students’ activities

Warm-up

(3mins)

Task 1

(5mins)

*Ask Ss some questions:

1, Have you ever spoken English to a

native speaker?

2, How did you meet her?

2, What did you talk about?

3, How did the experience affect you?

Teaching vocabulary.

-native: (adj) -thuộc bản xứ

-affect: (v) –hiệu quả

-appreciate: (v) –coi trọng, đánh giá cao

-attitude: (n) -can đảm

Task 1 : (p.25)Matching

-Introduce the task and gets Ss to do it

individually then compare the answers

with a peer

-Call on a student to read out his/her

answers

-Check with the class and gives corrective

feedback

-Introduce or elicits the structure “Make sb

-Listen to teacher to understand then work individuals

-Prepare carefully then answer T’s questions

-Listen and understand then write

on note book carefully

-Work individuals then work in groups

-Do as required

-Listen to teacher, understand how to practice

-Discuss and present before the class

-Give comments

Task 2

(8mins)

Task 3

(20mins)

do st” or “Make sb + Adj”

-Write the structures on the board and

elicits their meaning and uses

-Get Ss to make sentences with the

structures or add more opinions to column

B

-Elicit feedback from the class and give

final comments

Task 2 : (p.25-26)Put the jumped

sentences in correct order of a dialogue

Practice the dialogue

-Introduce the task: Ss are going to work

individually on the sequence of the

conversation and then find a peer to

compare their answer with

-Call on a student to read out his/ her

answers

-Check with the class and give corrective

feedback

-Help Ss to review the use of present

perfect and past simple when talking about

a part experience

*Present perfect: -used with ‘ever’ to ask

about a past experience: E.g: Have you

ever been to Hanoi?

*Past simple: used when one keeps asking

about that experience: E.g :When did you

go there?

Who did you go

with?

-Get Ss to read the sample conversation in

closed and open pairs

Task 3: (p.26)Make the dialogue that is

similar to the one in Task 2

-Introduce the task

Expected answers:

1, D 4, B

2, C 5, E

3, A

-Work individuals then work in groups

-Do as required

-Listen to teacher, understand how to practice

-Discuss and present before the class

-Give comments

Expected answers:

1, B 5, E

2, D 6, G

3, H 7, C

4, A 8, F

-Work in pairs:

-Do as required

-Listen to teacher, understand how to practice

-Discuss and present before the

-Get Ss to work in pairs to have a

conversation In the meantime, T goes

around to check and offer help

-Call on some pairs to perform their

conversations in front of the class

-Elicits feedback from the class and give

final comments

Suggested answer:

A Have you ever failed an exam?

- Yes, I have.

B How did it happen?

- I didn’t study well enough for exam.

C When did it happen?

- Last year.

D How did you feel/ How did it affect

you ?

- I felt disappointed/ sad/ depressed.

class

-Give comments

4, Consolidation: (2min) - Summarize the main points of the lesson

5, Home work: (1min) -Ask Ss to write a paragraph about a past event that has had an influence on him/her

-Prepare for the next period

Date of planning: September 2 nd 2012

Period 9: UNIT 2: PERSONAL EXPERIENCES

Lesson 3: LISTENING

A Objectives:

* By the end of this lesson, Students will able to:

-Understand more about the personal experiences and practice

listening skill

- Listening for gist and for specific information

- Develop such listening micro-skills as intensive listening for specific

information and taking notes while listening

B Teaching method: Integrated, mainly communicative

C Teaching aids and materials: - Text book, disc and CD player

D Teaching procedures:

1 Class organization: (1min)

11 B

2 Oral check: (5mins) Use structures in the previous lesson to talk about a

past experience and how it affects their life

3 New lesson:

Stages/

Time

Teacher’s activities Students’ activities

Warm-up

(4mins)

Before

you

listen

(5mins)

While

you

listen

Task 1

(8mins)

*Ask Ss to work in pairs to

describe the picture on page 27 of

the text book by answering the

question

1, What can you see in the picture?

2, What’ is happening?

3, Whose are these people?

-Give comments on their answers:

Listen and repeat:

-Ask ss to look at the part Listen

and repeat

-Explain new words

-Ask ss to listen to the disc and

repeat

-terrified (a)=sî h·i

-scream (v) shout very loudly

-replace (v) = thay thÕ

-gas stove (v)=bÕp ga

-embrace (v)=«m

-escape (v)=trèn tho¸t

-protect (v)=b¶o vÖ

Task 1 : (P.27)

-Get Ss to read through the

statements to understand them and

underline key words For example,

the key words in the first

statements are “Christina” and

“businesswoman”

-Check with the whole class and

asks them to guess what the

unforgettable experience the girl is

going to tell might be ( a fire)

-Listen to teacher and work

in pairs

-Prepare carefully then discuss with the partner -Answer T’s questions

-Ss must pronounce them correctly

-Repeat after the disc or model first then read in chorus and individually -Make sentences with some important words E.g

scream, protect

-Listen and understand then write on note book carefully

-Listen to teacher and work individuals

-Do as required

-Expected answers:

1, T

2, F ( 13 years )

3, F ( in the kitchen)

4, F (she was sleeping)

5, T

Task 2

(p.28)

(10mins)

After

you

listen

(9mins)

-Play the disc once for Ss to listen

and do the task

-Get Ss to find a partner to check

their answers with

-Check the answers with the whole

class If many Ss cannot answer

the questions T plays the disc once

or two more times and pauses at

the answers for them to catch

Task 2 (p.28) Listen for filling in

the gaps with missing words

-Ask Ss to study the text carefully

for the missing information they

need to fill and guess the answers

and remind Ss that they need to

focus on this information and write

the answers down in note forms,

not full sentences

-Play the disc again

-After playing the disc, T gets Ss

to work in pairs and check their

answers

-Call on some Ss to give the

answers if necessary

If many Ss cannot answer the

questions T plays the disc once or

two more times and pauses at the

answers for them to catch

-Before getting Ss to discuss, T

teaches them some useful

expressions of asking and giving

opinions

1, What do you think about?

2, What’s your opinion about ?

3, What’s your feeling

about ?

4, What’s your point of view

about ?

-Listen to teacher and work individuals

-Do as required

-Expected answers:

1, small

2, everything

3, family

4, replaced

5, took

6, appreciate

-Expressing opinions:

I think, I feel, In my opinion, I believe

-Expressing agreements:

I agree, I think so, too That’s true, and That right, and

-Expressing disagreements:

Well, maybe, but That might be true, but Well, I don’t think so I think

Work individuals then work

in groups

-Do as required

-Listen to teacher,

5, How do you feel about ?

6, Do you have any opinions

about ?

-Give examples and gets Ss to do

some practice with the structures

-Divide the class into 6 groups and

gets them to discuss the question

in the text book

-Go around to check and offer

help

-Ask Ss to report their peers’

ideas

-Check if other groups would have

the same or different ideas

-Listen and takes note of their

errors

-Provide corrective feedback after

that

understand how to practice

-Discuss and present before the class

-Give comments

4, Consolidation: (2min)Summarize the main points of the lesson

.5, Home work: (1min) -Tell Ss to learn by heart all new words and

summarize the listening conversation

-Prepare for the next period

Date of planning: September 10 th 2012

Period 10 UNIT 2: PERSONAL EXPERIENCES

Lesson 4: WRITING

A Objectives:

* By the end of this lesson, Students will able to:

- Know how to practice writing skill, how to write a narrative and can write

a narrative about one of their friends, real or imaginary, using the words and expressions that they have learned in previous lessons

- Write for gist and for specific information.

B Teaching aids and materials: - Text book, sample writing

C Teaching method: Integrated, mainly communicative

D Teaching procedures:

1 Class organization: (1min)

11 B

2 Oral check: (5mins) Call 2 ss to summarize the listening conversation

3 New lesson:

Warm-up

(4mins)

Pre-

writing

(8mins)

While-

writing

(20mins)

*Ask Ss some questions:

1, How many part does a personal letter

normally have?

2, What are these part?

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?

*Elicit the verb tenses that can be used for

describing a part event (past simple, past

perfect, past continuous) If necessary T

reviews the uses of these tenses

*Get Ss to read the task silently and work

out what they are required to write about

-The steps to write the most

unforgettable experience.

1, What happened?

2, When it happened?

3, Where it happened?

4, How it happened?

5, Who was involved?

6, How it affected you?

-Go around to check and offer help

-Collect some outlines and provides

corrective feedback T provides relevant

vocabulary and structures if necessary

*Get Ss to write their own letters in ten

minutes

-Ask Ss to get in pairs, exchange their

letters and correct each other

-Listen and work in groups:

*Expected answers:

1, 5 parts

2, The heading, the Salutation (Greeting), the Body, the Closing, and the Signature

3, “Dear” or “Hello/Hi

4, “Sincerely”, “your”,

“Love”

5, Under the Closing

-Listen to teacher and give the uses, form of the past tenses -Write down on note book if necessary

-Listen to teacher, understand and then discuss in groups

-Answer T’s questions

-Give comments

-Write on note book carefully

-Write on note-book carefully

*Work individuals

-Do as required

-Two Ss present their writing on board

-Discuss and give comments