Giáo án Tiếng Anh 11 Unit 2: Personal experiences

GIÁO ÁN ENGLISH 11 UNIT 2: PERSONAL EXPERIENCESREADING Objectives: By the end of the lesson, Ss will be able to: - learn some vocabulary about personal experiences - to use the vocabular

GIÁO ÁN ENGLISH 11 UNIT 2: PERSONAL EXPERIENCES

READING

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

- learn some vocabulary about personal experiences

- to use the vocabulary to tell about their own personal

1 Warm up: (pair work) (5’)

- T: prepares /sticks 6 pictures on the B.B

- lead-in: Have you involved in the

situation in which you don’t know what to

Ss to discuss what’s happening in each picture and then asks Ss to predict the order of 6 pictures

2 Teaching voc: (10)

- idol (n): (example): thần tượng

Ex: Who’s your favorite singer

Hong Nhung

Hong Nhung is your idol

-glance (v) (miming): liếc mắt

- sneaky (a) (situation): lén lút

 What would you do if you couldn’t do

your test?

Copy

 What’s your attitude?

Be afraid of the T and look sneaky

- embarrassing (adj) (synonym ) =

confusing (adj): bối rối

- make a fuss (exp) (over/about)

(explanation): làm ầm ĩ

S.o complains noisily about s.t she/

he doesn’t like

3 Checking voc: (handout) (3’)

Gap- filling (Task 1 / p.24) (individuals)

Key: 1 glanced 2 making a fuss

3 embarrassing

4 idol -5.sneaky

II WHILE-READING:

1 Activity 1 (5’) (group work) Put the

-Ss read the passage silently in 3 mins.Keys: 1.d – 2.b – 3.f – 4 e – 5.a - 6.c

pictures of the events (on the board) in the

order that they happen in the story.(correct

the prediction in warmer )

Activity 2 Multiple choice (5’)

1 The writer’s most embarrassing

experience happened when she was

2 She wished to have a like the

one of her pop idol

B a red floppy cotton

hat

C a pair of red shoes

3 She bought it with the money

A her father gave her

B she picked on the street

C She took from a school boy’s bag

3 Activity 3 (Task 3/ p 24)

Comprehension questions (pair work )

-Ss read the passage again and answer the

following questions

1 Why did her father give her some money

on her birthday?

2 What did she see in the boy’s bag?

3 Why did she decide to take the money

from the boy’s bag without saying anything

about it?

III POST-READING: (7’)

Discuss the question: What would you do if

you were the writer?

IV RESERVED-ACTIVITY:

ones her father had given her before

3 Because she didn’t like to make a fuss

(Group work ) Expected answers: - say nothing / keep

-Write about their own experiences

UNIT 2 PERSONAL EXPERIENCES Speaking

*Objectives: By the end of the lesson, Students will be able to talk about past experiencesand how they affected one’s life

*Lexical items: native speaker; affect (v); turtle (n)

*Skills: speaking; listening; writing; reading

*Teaching aids: textbooks; pictures; handouts

PROCEDURE

I PRE-SPEAKING

1 Warm-up: (5ms) Hangman

Teacher asks Ss to think of a word

containing 10 letters, you can guess 2

Ex: Mary comes from England

She speaks English as a native speaker

Key words: EXPERIENCE

- (to) affect (v) (example) ảnh hưởng

Ex: Smoking is harmful to our health It

means smoking ……….badly our health

→ affects

- turtle (n) (picture) con rùa

4 Checking vocabulary: (3ms) R.O.R

Teacher calls some pairs to perform the

dialogue in front of the class

Teacher sticks a poster with the completed

dialogue

Teacher asks Ss to pay attention to the tense

of the verb <Simple past >

Key answers:

1_d; 2_c; 3_ a; 4_ b; 5_ e

Ss put the conversation in the correct order by numbering the expressions (Task 2, textbook, P.26 )

Key answers: 1_b; 2_ d; 3_ h; 4_ a; 5_ e; 6_ g; 7_ c; 8_ f

Ss to pay attention to the questions: Have you ever …… ?

How did it happen?

When did it happen?

How did the experience affect you?

III POST- SPEAKING: (13ms)

Ask Ss to use the questions above to talk

about their own past experiences, using the

LISTENING

* Objective: By the end of the lesson, Ss can learn some vocabulary about a fire

* Lexical items: memorable (a), scream (v), gas stove (n) escape (v), terrified (a),

replace (v), embrace (v), protect (v)

* Teaching aids: picture, cassette, chart, handouts

PROCEDURE

I PRE - LISTENING:

 Warm - up: (5’) (group work):

Describing the picture (p27 - textbook)

 Lead - in (2’)

- Have you involved in or seen a fire?

- What did you do then?

- How did you feel?

 Vocabulary (10’):

- memorable (a) = unforgettable (a)

(synonym): đáng ghi nhớ

- Terrified (a) sợ hãi (example)

Most people feel terrified when they see

4 I feel …whenever I stay at home alone

- Replace (v) (mining): thay thế

- Gas stove (n) (drawing)

- Embrace (v) (picture): ôm

- Escape (v) (example): thoát ra ngoài

The prisoner ran away after escaping from

the prison

- Protect (v): (explanation)

What do we wear a helmet for?  to

protect our head

Keys:

1 protect 2 embraced 3 memorable 4

terrified 5 screamed 6 replace

7 gas stove 8 escape

II WHILE – LISTENING

Keys:

1 T 2.F 3 F 4 F 5.T

Ask Ss to put the sentences in right order

to make a completer story

5 The fans …….with excitement when they saw their idols

6 Robots can …….people in some work

7 Remember to turn off the …… right after cooking

8 They were trying to ……….from a burning house

1 Activity 1 (5’) (Pair work) (task 1 P27)

-b Her most unforgettable experience happened 13 years ago

1 b 2 d 3 a

Keys:

1 small 2 everything 3 family

4 replaced 5 took 6 appreciate

-d Her house burned down-a The fire started in the kitchen because she forgot to turn off the gas stove

-c She heard her mother’s voice calling her name

-f She rushed to her mother and her mother carried her out

-e She got away without even a minor burn

3 Activity 3 (5’) Individual (Task 3 textbook P28)

III POST - LISTENING (5’) (textbook

P28) Discussion

Christina says that family is more

important than things Do you agree or

disagree with her? Why? Exchange your

ideas with a partner

IV HOME - WORK (3’) Write down your idea (Post - listening) in

A1 Aims: - To help Ss know the way to write a personal letter about a past

experience

A2 Lexical items: - Words/Phrases used to write about a past experience:

embarrassing/embarrassed, frightening /frightened, funny, unforgettable, memorable; appreciate; outlook on life…

A3 Structures: I’m writing to tell you about my most memorable …; This made me more careful…; This changes my outlook on life; etc

A4 Method: Integrated, Communicative approach

A5 Teaching aids: Posters, pictures, handouts, transparency sheets/A4 paper,

whiteboard markers, overhead projector

B PROCEDURE

WARM-UP (3 mn)

Look at the pictures or listen to the situations and

answer the questions

T either shows 2 pictures of ‘a man attacked by

a dog’ and of ‘a man slipped & fallen in the

street’ or gives 2 situations and asks some

questions:

1 What’s the matter with the man in the 1st

picture?

2 How did this affect him?

3 How about the 2nd picture?

4 According to you, how did he feel when there

Ss: Observe the pictures on board

or listen to the situations givenSs’ answers:

1 He was attacked/bitten by a dog

2 This made him frightened

3 He was slipped

4 He felt embarrassed

Group work (groups of 4)Ss: Observe the pictures of the task

were a lot of people in the street?

PRE-WRITING (15 mn)

Act.(7mn) Listen to the teacher’s past experience

and do a multiple-choice task

T tells Ss her/his past experience.

‘I’ve had a lot of experiences in my life My

unforgettable experience was just 2 months ago,

when my family spent a summer holiday in Hue

city.

We stayed at a big hotel with 7 floors for three

days My son, a quick and naughty boy likes

taking the lift so we decided to choose a room on

the top floor On the last afternoon of our stay,

while I and my husband were both talking to

each other and stepping into the lift, my son was

putting his left hand into one of the two slots of

the lift I really lost my temper then Immediately,

I grabbed his hand and tried to draw it out of the

slot, but I couldn’t The boy was more and more

crying, and I began crying My husband, who

prevented me from doing like that, was very

calm He managed to draw his hand out of the

slot At that time, I felt relieved and hugged my

son because I had thought of the worst thing that

would happen to him Luckily, he wasn’t

seriously injured.

This experience made me frightened and pay

provided and make group discussion before listening

more attention to my naughty son Especially, I

find that we should be calm when solving any

problems.’

TASK: Listen to my past experience and then

tick the right pictures related to the story

T has Ss in volunteer groups to give feedback

Ss Look at the poster and answer the questions

Ss work in pairs

Act 2 (8m) Write Outline

T asks some questions concerned with the task

and shows a poster with the main points of a past

experience at the same time.

T has Ss give some kinds of experiences (such as

a funny experience, frightening experience, an

embarrassing experience.) before their own

outline.

T has 2 Ss write their own outline of the main

points (shown on poster) on board.

T get Ss to say some sentences beginning a letter

(I’m writing to tell you about my unforgettable

experience; I want to tell you my…)

WHILE-WRITING (15mn)

Write a personal letter about your past experience

T has Ss do their writing and give help when

Ss check the main points of a past experience, find out some mistakes

in spelling/grammar, and then givecomments on the samples on board

1 Where the experience happened: at a hotel,…

2 When it happened: 2 months ago, when I was on

holiday,…

3 How it happened: (various details)

4 Who was involved:

5 How it affected you: It made me

embarrassed/frightened…; It changes my outlook on

life…

POST-WRITING (12 mn)

- Self-correction

- T has Ss exchange their written work and

correct some common mistakes.

- T-Ss correction

T either has 2 Ss write their own work on board

or chooses 2 finished sheets and makes

correction by using an overhead projector.

- T’s evaluation

T gives marks and comments on Ss’ written

work.

HOMEWORK: Prepare Language focus

- Review the usage of past tenses

- Write 3,4 sentences with thetenses

UNIT 2: PERSONAL EXPERIENCES

LANGUAGE FOCUS (1)

 Objectives: By the end of the lesson, Ss will be able to pronounce /m/ - /n/ - /η/ and use present simple indicating past time correctly

 Lexical items:

 Skill: speaking, listening, writing, reading

 Teaching aids: textbooks, handouts, poster

 WARM - UP AND LEAD - IN: (5’)

Game: T prepares 15 cards containing 15

words and asks Ss to put into correct

T asks Ss to underline the words

containing 3 consonants above and read

the sentences loudly (individual)

1 Good morning I want an apartment in

running make nine

- Ss repeat

Game: Noughts and Crosses

4 Mr King is singing next door.

5 He’s holding a string in his fingers

6 He loves spending his holidays in his

small summer house

III PRODUCTION (5’)

T divides class into 2 groups ands asks Ss

to choose the number and give the word

containing the consonant

B GRAMMAR (23’): Present simple

indicating past time

I PRESENTATION (7’)

T feedbacks and explains: Present Simple

also indicates past time

Keys:

1 invites 2 sets 3 gets

4 waves 5 promises 6 carries

7 contains 8 has baked 9 is

10 is shining 11 are singing 12 is

grandmother (1 invite) _ her to her cottage, so one fine day she (2 set) _ off to visit her The little girl (3 get) ready, (4 wave) _ goodbye to her mother and (5 promise) to be careful On herarm she (6 carry) _ a basket which (7 contain) _a cake her mother (8 bake) specially It (9 be) _ a lovely spring

morning, the sun (10 shine) _ and the birds (11 sing) , happy that the winter (12 be) _ over

1.a to decide b decides

c deciding d decide2.a have started b had started

c start d was starting3.a leave b leaves

Multiple Choice

One fine day, we (1 decide) _ to

go into a jungle We (2 start) _

preparing for the trip at six in the morning,

and (3 leave) _ with two elephants

carrying our luggage It’s a hot day but all

of us (4 wear) shoes and trousers

to protect us from snakes In the jungle,

there is a lot of wildlife but we (5 try)

to find big cats, especially

tigers We (6 climb) _ into the

elephants’ backs to get better view, but it’s

unusual to find tigers in the afternoon

because they (7 sleep) in the

heat of the day Then, in the distance, we

(8 see) a tiger and everyone of

us (9 keep) quiet We (10

creep) nearer and (11 find)

a dead dear, still breathing This

is the tiger’ lunch! Suddenly we (12 start)

_ to feel very frightened

c leaving d to leave4.a wears b wear

c wearing d weared5.a is trying b try

c has tried d was trying6.a to climb b climbing

c climb d climbs7.a sleep b have slept

c had slept d was sleeping

8.a see b seen c seeing

d to see9.a has kept b is keeping

c are keeping d keep10.a to creep b creped

c creep d creeping11.a have found b find

c had found d will find12.a starting b starts

c to start d start

III PRODUCTION: (8’) T asks Ss to tell a story that they know

(using present simple)

IV HOMEWORK (2’) Write down the story into your notebook

-Find 5 words for each consonants /m/; /n/; / /

UNIT 2: PERSONAL EXPERIENCES

LANGUAGE FOCUS (2)

 Objectives: By the end of the lesson, Ss will be able to use the past simple, past progressive and past perfect correctly

 Skills: writing, speaking, listening, reading

 Teaching aids: textbook, handouts, chart, pictures, etc

2/ Last night, while I watched T V, my

mother was reading a newspaper

3/ When I arrived, the lecture had already

started

4/ He went out with his friends after he

finished his homework

3/ was working - broke

4/ started - were walking

5/ told - were having

6/ didn’t listen - was thinking

7/ phoned - didn’t answer - were (you)

doing

8/ had looked - asked - cost

2/ Activity 2: 8’

Exercise 3 / p.31 textbook

Keys: 1/ had eaten - arrived

2/ found - had taken

3/ got - had closed

4/ got - had left

simpleWHEN + past simple + past progressive *Expressing an action happening when another action happened in the past

(2) WHILE + Past progressive + Past progressive

Past progressive + WHILE + Past progressive

*Expressing two actions happening

at the same time in the past

(3) WHEN / BEFORE + Past simple + Past perfect

Past simple + AFTER + Past perfect *Expressing an action happened before another in the past

pair work

Individual

5/ got - had arrived

6/ paid - had phoned

7/ went - said - hadn’t arrived

8/ had looked - asked - cost

III/ PRODUCTION: 12’

Sentence building

- T uses pictures or cards:

1/ Play football - do homework

2/ Cook the meal - watch T.V

3/ Go shopping - do housework

4/ Have dinner - go to the cinema

- Ss to make sentences, using the three

structures above

Group work

IV/ HOMEWORK: 2’ T asks Ss to make 6 sentences, using the

three structures above