Giáo án Tiếng Anh 11 Unit 2: Personal experiences

idol n situation: While you read 19’ Task1 Sts open the book T lets sts listen the text Sts listen and read silently T asks sts to do task1 in individual Sts discuss in pair after finis

Giáo án Tiếng Anh 11

Unit 2 : PERSONAL EXPERIENCES

READING

I Aims : By the end of the lesson , students can :

- scan read for specific information

- understand the text and express their ideas about past experiences

II Method: - Communicative approach

III Skills : Integrated skills ( Especially reading skill)

IV Teaching aids : textbook , handout, CD player

V Stages of teaching

Warm –

up

5’

T asks some questions Sts answer

T leads in the lesson:

It is one of your experiences

Today our reading lesson

is about the embarrassing experience of a girl on a bus

- Have you ever been in an embrassing situation?

- What did you do then?

.-Ss’ answers:

Before you

read

7’

Activity 1: - T gets Ss to

work in groups and try to make sense of the pictures on page 22

Then T gets them to put the pictures in the order that they think is most

Activity 1:

Ss’ answers:

Activity 2

Pre-teaching vocabulary.:

1 make a fuss about sth: (definition)

2 sneaky (a) (translation):

appropriate

- T calls on some student

to present their ideas but should not correct them

Activity 2 Pre-teaching vocabulary.

3 glance (v) (at sth/ sb):

4 idol (n) (situation):

While you

read

19’

Task1

Sts open the book

T lets sts listen the text Sts listen and read silently

T asks sts to do task1 in individual

Sts discuss in pair after finish reading

T calls on SS to give their answers

T gives the feed back and correct answer

Task2

Sts work in pair

T goes around and helps them

T calls on a student to give and explain his/ her answer

Sts answer loudly Others remark and correct

TASK 1 :

Read the text in silence and use the words or phrases in the box which appear in the passage to fill the blanks in the sentences.

Expected answer : 1 glanced, 2.

making a fuss, 3 embrassing, 4 idols,

5 sneaky

TASK 2 :

Read the text again and put the pictures of the event above in the order they happened in the story ( text book page 24 )

Expected answer :

1 D 2 B 3.F 4.E 5.A 6.C

TASK 3 :

T remarks and gives the correct answer

Task3:

T checks if Ss can

comprehension questions

in task3 without having

to read the passage again

T gets them to read the questions carefully and gives them some tips to

do the task.

T asks Ss to check their answers with a peer

T calls on some Ss to write their answers on the board and ask them

to explain their choices

T asks sts some questions to make sure that they understand the text

Sts answer

T remarks and corrects

Answer the questions Questions :

1 What did the girl wish to have when she was in grade 9?

2 Who gave her money on her birthday ?

3 Why did she decide to take the money from the boy’s bag?

4 What did she do with the money?

5 What did she discover when she came back ?

Expected answer :

1 She wished to have a floppy cotton hat

2 Her father

3 Because she thought that the boy had stolen her money

4 She bought the pretty hat of her dream

5 She discovered her money on the table

After you

read

12’

Sts work in group

T asks sts some question

in book

T guides the sts to

Notes :

- put up a notice on the school board

- get on the same bus the next

discuss to answer the question

T gives some notes

T asks some sts to give their own answer

day and look for the boy to return the money to him

- do nothing

- keep it secret

- ask her father for advice

Homework

2’

T asks sts to prepare for the next period

Write the summary of the text Prepare speaking

Unit 2 : PERSONAL EXPERIENCES

SPEAKING

I Aims : By the end of the lesson , students will be able to :

- 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 the structure to talk about their personal experiences and how they affect their life

II Method: - Communicative approach

III Skills : Integrated skills ( Especially speaking skill)

IV Teaching aids : Text book, black board, pictures

V Stages of teaching:

Review

5’

T asks sts to answer some questions

Sts answer Others remark and correct

T checks

Lead-in: To day, we will

continue the topic of personal experiences by talking about past

experiences and how they affect your life

- We move to part B:

Speaking

Questions:

1 What did the girl wish to have when she was in grade 9?

2 Who gave her money on her birthday ?

3 Why did she decide to take the money from the boy’s bag?

4 What did she do with the money?

5 What did she discover when she came back ?

Expected answer :

1 She wished to have a floppy cotton hat

2 Her father

3 Because she thought that the boy had stolen her money

4 She bought the pretty hat of her dream

5 She discovered her money on the table

Before you

speak

10’

TASK 1

T asks Ss to work in pairs

to match things they might have done or experienced

in box A and how the experience might have affected them in box B

Call some Ss to give their answers Sts work in pair

T goes around and helps them

T explains the words Sts answer

T corrects

T asks Ss to base on the ideas in column A to answer fully

TASK 1

Match the things you might have done or experienced in column A and their effects on your life in column B.

English to a native English speaker

seriously ill

3 traveling to other parts of the country

4 failing an exam

5 talking to a famous pop star

a makes you

country more

b teaches you a

makes you work harder

c makes you appreciate your health more

d makes you

interested in learning English

e changes your attitude to pop stars

Expected answer :1.d 2.c 3.a

4.b 5.e A:How do you feel when you meet

a famous film star?

B: It makes me excited

While you

speak

25’

Task2: T gives situation

St work in pair, discuss and arange the sentences in right order

T corrects

T asks sts to practise speaking the dialogue

T notices sts the use of past tense and the form of questions can be used

Task3

T gives situation Sts work in pair to talk about their experiences Sts can base on the notes in task 1

T goes around and helps them if they have

difficulties

T calls on a pairs to perform in front of the class

T comments and corrects the mistakes if necessary

Task2: A student is talking to her

friends about one of her past experiences and how it affected her The lines in their conversation are jumbled Put them in the correct order then practise the dialogue

Expected answer :

1.b 2.d 3.h 4.a 5.g 6.c 7.c 8.f

Form of questions

- Have you ever ……?

- How did it happen?

- How did the experience affect you?

Task3

Underline the structures used to talk about past experiences in the dialogue in task 2, then use the structures and the ideas in task 1 to make similar dialogues

After you

speak

4’

T asks Ss to repeat the way

to talk about the past experiences

Sts do by themselves

Homework

1’

T asks Ss to prepare for the next period

Write a paragraph ( 50 words) about their own experiences

Prepare “listening”

Unit 2 : PERSONAL EXPERIENCES

LISTENING

I Aims : By the end of the lesson, students are able to :

- listen for specific information

- understand the passage

II Method: - Communicative approach

III Skills : Integrated skills ( Especially listening skill)

IV Teaching aids : Text book, black board, pictures

V Teaching sages :

Review

5’

T asks sts to stand in front

of the class and make the conversation about their own experiences

T remarks and gives marks

Sts do by themselves

Warm-up

5’

Game: Guessing things:

-T divides the class into two groups A and B and ask Ss to guess what it is

- Read aloud some facts about the thing one by one

-The group giving the correct answer first wins

Questions :

1 What is it ? + It destroys buildings, houses and forests

+ It can kill people

+ I gives out a lot of smoke

+ You need water to put it out

Expected answer: A fire Before you

listen

8’

T asks sts to do the exercise in book ( page 27) Sts work in group

T gives situation

Look at the picture and say what is happening

Questions :

1 What do you see in the picture

T can suggest sts by asking some questions

Sts answer

T asks sts to read the given words

Sts read in group

?

2 Who are they?

3 Where are they?

4 What are they doing ?

Expected answer :

1 I see a fire

2 They are a fireman, a woman and a girl

3 They are beside the house on fire

4 They are running out of the fire

While you

listen

19’

T gives situation

T lets sts read the given sentences

T lets sts listen the first time

T checks if sts can have any answer

Sts listen the second time

T checks Sts listen the third time

T lets sts hear the answer

to make sure they understand the paragraph

T gives situation

T lets sts read the given

Expected answer :

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

TASK 2 Expected answer :

1 small

2 everything

3 family

T lets sts listen the first time

T checks if sts can have any answer

Sts listen the second time

T checks Sts listen the third time

T lets sts hear the answer

to make sure they understand the paragraph

4 replaced

5 took

6 love

After you

listen

7’

T gives situstion Sts work in group Sts speak freely about their ideas

T goes around and helps them

T calls some sts to express their ideas

Others listen and contribute ideas

Christina says that family is more important than anythings else Do you agree or disagree with her?

Sts do

Homework

1’

T asks sts to prepare for the next period

Write the summary of the story you have just listened

Prepare “ writing”

Unit 2 : PERSONAL EXPERIENCES

Lesson 4 : WRITING

I Aims : By the end of the lesson , students will be able to :

- write a personal letter

- tell their memorable past experiences

II Method: - Communicative approach

III Skills : Integrated skills ( Especially writing skill)

IV Teaching aids : handouts , pictures, text book

V Teaching stages :

Review

5’

T asks sts to summarize the story they heard in listening period

T remarks and gives marks

Sts do

Warm-up

7’

T sts

T gives a picture and asks sts to describe it using the cues given

Sts work in pair

T asks sts to speak

T remarks

T asks some question and

Cues given :

-It / a hot day

- The man / stop/ a small deserted beach

- he / not have / swimming clothes

- There / be / no people/ in sight

- The man / take off / all clothes/ swim out to the sea/ and relax in the water

- When / he/ look back/ a coach arrived

- There / be / a lot of people / stand

on the sand

Expected answer :

It was a very hot day The man stopped at a small deserted beach

He didn’t have swimming clothes

introduces the new lesson with him but it was early in the

morning, there were no people in sight The man took off all his clothes and swam out to the sea and relaxed in the water When he looked back at the beach, a coach had arrived and there were a lot of people standing on the sand to have

a picnic

- Have you ever been in such a situation?

- What did you do then ?

- Do you want to share it with your classmate?

Today we are going to learn how to write a personal letter telling about

a past experiences

Before you

write

7’

T -sts

T elicits the steps of a personal letter from sts

Sts work in pair to talk about their past experiences

T calls sts to tell their story

T comments

1 Greeting

2 Date ( when it happen)

3 The story( the experience)

4 Closing

5 Signature Sts do by themselves

While you

write

15’

T asks sts to do the exercise

T goes around to control and give help with Sts’ task

Sts-sts vocabulary

When sts finish , T collect sts’ writings to mark at home

After you

write

10’

Sts-sts

T choose one writing and ask a student to write it on the board

Asks the rest of the class to correct the mistakes and give comments

T gives feedback and comments

Sts’ tasks

Homework

1’

T asks sts to prepare for the next period

Write a letter to a riend to tell about you own experiences

Prepare “language focus”

Unit 2 : PERSONAL EXPERIENCES Lesson 5 : LANGUAGE FOCUS

I Aims : By the end of the lesson , students will be able to :

- revise Simple past, past perfect and past continuous tenses and talk about the past

- distinguish the sound /m/ ,/n/ ,/ η/

II Method: - Communicative approach

III Skills : Integrated skills

IV Teaching aids : charts, text books, black board, chalks.

V Teaching stages :

Warm-up

3’

Sts- sts

T gives a sentence and lets sts play a game Sts can read the sentence quickly and 10 times

If one can read and have

no mistakes he wins

T asks sts to pick out the words containing the ending sounss /m/ , /n/, / / in the sentence

T introduces the lesson

Sentence :

Sainging Sam sung songs on the sinking sampan

Singing, sung, sinking => / / Sam => /m/

On, sampan => /n/

Pronunciation:

7’

T read the words and asks sts to listen

T read the words and asks sts to repeat

Calls some sts to read

1 Listen and repeat:

/m/ : may, make , summer , home, small

/n/ : nose , nine , money, seven, snow

the words Makes correction where needed

T lets sts hear the words then choose the correct sound /m/ ( grouùp) , /n/

( group2 ) , / / ( group 3)

T asks sts to work in pair

to practise reading the sentences

T calls some sts to read aloud

/ / : wrong, running, bringing, sing, morning

2 recognize sound:

Mountain(1), mother(1), next(2), banana(2), knife(2), king(3), sing(3),

3 Practice the sentences

1 Good morning I want an apartment in central London

2 We have an inexpensive apartment in Northend Avenue

3 I remember meeting him on a nice summer afternoon

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

Grammar:

33’

1.The present tenses:

T explains the requirement

T pays attention to sts the present tenses can be used to make the stories

in past more active

.Grammar:

1 The present tenses:

Exercise 1 page 30 Expected answer :

1 invites 2 sets 3 gets

4 waves

5 promises 6 carries 7 contains