Giáo án Tiếng Anh 11 Unit 2: Personal experiences

She saw a wad of dollar & whole class Individual& pair work... UNIT 2: PERSONAL EXPERIENCESGrammars: - present perfect and past simple - structure with “make” II.. - Ask two students to

Giáo án Tiếng Anh 11

UNIT 2: PERSONAL EXPERIENCES

Reading

I AIMS OF THE LESSON:

- Develop such reading micro-skill as scanning for specific ideas, identifyingthe sequence of events and guessing meaning in context

-Use the information they have read to discuss the story

II TEACHING AIDS: cassette player, tape, chalks, pictures, handouts, charts,

real objects if possible

III TEACHING METHOD: communicative approach

1 When did it happen?

2 Where did it happen?

3 Who was involved?

4 How did it happen?

5 How did affect you?

Get Ss to work in pairs and

Individual

in the order that they think is most appropriate.

T elicits their answers by asking questions and giving prompts

1 What can you see in the picture A?

2 What do you see on the table?

3 Whose money do you think

it is? Why?

Pre-teaching Vocabulary

1 embarrass (v) = make sb confused or ashamed

- embarrassed(adj)

- embarrassing(adj)

- embarrassment(n)

2 experience(n) = event or situation that affects sb in

Look at the pictures and guess what is happening in

Whole class

some way

3 idol(n) = someone greatly loved or admired

4 glance (n/v) = look at somebody quickly

my homework

Ex: Do you want the money

in the notes or coins?

While-Reading

al work

(24’) Get Ss to read the passage

silently and then do task 1Check the answers with the whole class

Task 2

Get Ss to read the text silentlyagain and then with a peer work out the sequence of the pictures given on page 22 again

Call on a student to give and explain his / her answer

Give corrective feedback

Task 3

-Ask students to read the questions in task 3 and answer them in groups

- Ask representative of each group to give oral answers

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

3 She saw a wad of dollar

& whole class

Individual& pair work

and write them on the board.

5 She bought the pretty hat

(embarrassed, sad, ashamed, unhappy, terrible, uncomfortable, anxious, …)

2 What did the girl have to

do (when she discovered that the money she had taken was

not hers )?

( put a notice on T.V or at school, get on the same bus

- Discuss in groups

Group-work

on the next day to look for him, do nothing, keep it a secret, tell her father everything and ask him for advice,…)

- Ask some students to

represent their talk in front of class

- Report before class

V HOMEWORK: (2’)

- Write down the questions and the answers in the notebooks

- Study new words

- Do the tasks in the notebooks

- Prepare Speaking

UNIT 2: PERSONAL EXPERIENCES

Grammars: - present perfect and past simple

- structure with “make”

II TEACHING AIDS: textbook, handouts.

III TEACHING METHOD: communicative approach

IV PROCEDURE:

STAGES TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES NOTES Warm-

up(5’)

“Have you ever” Game

T divides the class into groups of 3-4 Then T models

“Have you ever” + PP” for Ss

Group work

Pre-Speaking

(5’)

as well as ways to respond to

“Have you ever” questions

- Have you ever seen ghosts?

- Have you ever been to Da Lat?

- Have you ever sung in public?

- Have you ever spoken English to you friends (teachers, foreigners…)?

- How did you feel when you spoke English to them?

Task 1

T introduces the task and gets

Ss to do it individually, then compare the answers with a peer

T calls on a student to read his answers

T introduces the structureMake + sb + V

- Give answers

Match the things you might have done or experienced in box A with how the

experience might have affected you in box B

Ex: He made me work hard

Individual

Individual/ pair work

Make + sb + adj

T gives the feedback

Ex: Don’t make her sad

“ever” to talk about a past

experience

Past simple: used when one

keeps asking about that experience

Ask Ss to work individually

on the sequence of the conversation and then find a peer to compare their answerswith

Check with the class and givecorrective feedback

Ex: Have you ever been to HaNoi?

Ex: When did you go there?

Who did you go with?

Did you enjoy your visit

+ Have you ever………….?

+ How did it happen?

+ When/ Where did it happen?

+ How did the experience affect you? / How did you feel?

Get Ss to ask and answer questions about their experiences, using the suggested questions on page 26

T goes around to check and offer help

T calls on some pairs to perform their conversation in front of the class

T elicits feedback from the class and gives final

B How did it happen?

- I didn’t study well enough for exam

C When did it happen?

Pairwork

C How did it affect you?

- It made me love our countrymore / I learned more about different places in our

C How did it affect you?

- It was interesting to talk to famous pop stars

- It changed my attitude to/

towards/ famous pop stars

Whole work

V HOMEWORK:

- Write a paragraph about a past event that has had an influence on you

- Learn by heart some new words

- Prepare part C: Listening

UNIT 2: PERSONAL EXPERIENCES

- Help students improve their listening skill

- Help them understand the conversation and do Task 1,2

2 Language focus :

Vocabulary: memorable, scream, gas stove, escape, terrified, replaced, embraced, protected

II TEACHING AIDs: cassette player, tape, chalks, pictures, handouts.

III TEACHING METHOD: communicative approach

1 Fire fighter

Match the words in Column

A with their definitions in Column B

Group work

c A person who fights fires

d A bell that tells you a fire has started

T gets Ss to work in pairs to describe the picture on page

house is on fire /… )

+ Who are these people?

+ What is she doing?

( She’s talking a little girl out

of the burning house )

- gas stove(n) beáp ga

- Listen and repeat in chorus

Ex: They escaped the search

of the enemy

- terrified(a) frightened

- Ask students to repeat the provided words and explain the words if necessary

2 My most unforgettable experience happened 13 yearsago

3 The fire started in the kitchen where I forgot to turn off the gas stove

4 I was sleeping, when I was

- Read Task 1

- Listen to the tape and decidewhether the statements are true or false

suddenly woke up by terrible heat.

5 I heard my mother’s voice calling my name

- Give feedback

Task 2

- Ask students to read Task 2 silently and listen to the tape again

- Ask two students to write the answers on the board

- Give feedback

- Give answers and take notes

- Listen and do Task 2

- Give answers and take notes

Asking for opinions

 What do you think

o Well, maybe, but…

o That might be true, but…

o Well, I don’t think so I

thin

whole class

T divides the class into small groups of 3 or 4 and gets them to discuss the question

in the textbook

T goes around to check and offer help

V WRAPPING UP (2’)

T summarises the main points of the lesson

Ss write a summary of the story they listened in class

T asks Ss to learn by heart all new words and do the extra exercise as homework

T asks Ss to prepare Writing

UNIT 2: PERSONAL EXPERIENCES

Writing

I OBJECTIVES:

Write a personal letter telling about a past experience, using the

structures and vocabulary that they have learned in previous lessons

II TEACHING AIDS: textbook, handouts.

III TEACHING METHOD: communicative approach

talking to a famous pop star,

4 “Sincerely”, “Yours”,

“Love”, “Cheers”, “Best wishes”…and after that we put a coma

5 under the Closing

1 When it happened:

(It happened …years ago/in

… /when I was …years old.)

Write a passage about the most memorable past experience

Individual

2 Where it happened:

( in my house/ at school / in the street)

3 Who was involved: (your family members/ your friends/ your relatives, ….)

4 How it affected you:

(it changed outlook life /

it make me more careful/

it gave me more confidence in …./ it taught

comments afterwards T draws Ss’ attention to the format of the letter, the organisation of ideas and language use.

V WRAPPING UP (2’)

- T summarises the main points of the lesson

- T asks Ss to revise their letters according to their peer’s suggestions.-Prepare Language Focus

UNIT 2: PERSONAL EXPERIENCES

Language Focus

I OBJECTIVES:

- Distinguish the sounds / m /, / n /, / η /

- 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

II TEACHING AIDS: textbook, handouts.

III TEACHING METHOD: communicative approach

T models the three sounds /

m /, / n /, / η / for a few times

and explains the differences

in producing them

T plays the tape once for Ss

Individual/ pair work

to hear the words containing these two sounds.

T plays the tape again and asks Ss to repeat after the tape

T asks Ss to work in pairs andtake turn to read aloud the given sentences

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

T calls on some Ss to read thesentences again and provides corrective feedback

Listen to the tape

Repeat after the tape

Work in pair to practisereading the sentences

I, you, we, they + V(bare)

He, she, it + V+s/es

Use the Simple present to

express the idea that an action

is repeated or usual The

action can be a habit, a

hobby, daily event, a

scheduled event or something

that often happens It can also

be something a person often

forgets or usually does not

do

Adverbs of frequency:

always, usually, often,

sometimes, frequently,

occasionally, seldom, rarely,

never, ever, every, once,

twice

Present continuous:

Form: am, is are + Ving

Use:

Use the Present continuous

with Normal Verbs to express

the idea that something is

happening now, at this

moment It can also be used

Ex: She is sleeping at

the moment

to show that something is not

unspecified time before now

- Something started in the

past and has continued up

until now

- An action happened in the

past but its result is in the

present

An action has not happened

yet

just, for since, so far, up to

now, never, ever, already,

Ex: I have had a cold

for two weeks

many times, several times,

before, yet, not… yet

Past simple

Form: V + ed or irregular

verbs

Use: - an action started and

finished at a specific time in

the past

- a series of completed

actions in the past

- a duration which starts

and stops in the past

- a habit which stopped in

Form: was / were + V-ing

Ex: I met him

yesterday

Ex: He got up, washed

his face and then he

had breakfast Ex: I lived in Ha Noi

for 5 years

Ex: I often went

fishing when I was young

Ex: She was shy as a

child, but now she is very outgoing

Ex: He was sleeping

Individual / pair work/ whole class

Use: - a longer action in the

past was interrupted

- the idea that both actions were happening at the same time

Past perfect

Form: had + PP Use: the idea that something

occurred before another action expressed in the past simple

Exercise 1

T gets Ss to do Exercise 1 individually and then find a partner to check their answerswith

T checks with the whole classand provides corrective feedback

when I came

Ex: He was reading a book while she was cooking.

Ex: I had finished my

work before I went shopping yesterday

Exercise 2

T asks Ss to do Exercise 2

individually and then find a

partner to check their answers

with

Exercise 3

Answers:

1 broke / was playing

2 wrote / was

3 was working / broke

4 stared / were walking

5 told / were having

6 didn’t listen / was thinking

7 phoned / didn’t answer / were doing

8 didn’t wear / didn’t notice / was drivingAnswers:

1 had eaten / arrived

2 found / had taken

3 got / had closed

4 got / had left

T distributes the worksheets

to Ss Then T guides how to ask interview questions and answer them and reminds Ss

to use the correct verb tenses

T gives final comments and provides correction if

necessary

5 got / had arrived

6 paid / had phoned

7 went / said / had not arrived

8 had looked / asked / cost

V HOMEWORK: (3’)

- review the uses of different verb tenses that have been covered in thelesson

- prepare Unit 3