Tải Giáo án Tiếng Anh 11 Unit 2: Personal experiences - Giáo án điện tử Tiếng Anh 11

-Ask students to read the questions in task 3 and answer them in groups.. - Ask representative of each group to give oral answers and write.[r]

UNIT 2: PERSONAL EXPERIENCES

Reading

I AIMS OF THE LESSON:

- Develop such reading micro-skill 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

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

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 try to make sense of the pictures on pages 22 Then T gets them to put the pictures 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?

Look at the pictures and guess what is happening in each of them

Individual

Pairwork

2 What do you see on the table?

3 Whose money do you think it

7 make a fuss = make an

important thing important or more

important

8 sneak (adj)

Play the cassette and ask Ss to

Whole class

listen Ex: I’m sorry I can’t go with you

now I am busy with my homework I’m busy doing my homework

Ex: Do you want the money in the notes or coins?

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 and write

3 She saw a wad of dollar notes

Individual work & whole class

Individual

& pair work

them on the board.

5 She bought the pretty hat of her dream

(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 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

- Discuss in groups

- Report before class

work

Group-V HOMEWORK: (2’)

- Write down the questions and the answers in the notebooks

- Study new words

- Do the tasks in the notebooks

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 as well as ways

Group work

- 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

Ex: He made me work hard

Ex: Don’t make her sad

While-Speaking

(20’)

Task 2 Present perfect: used with “ever”

to talk about a past experience

Past simple: used when one keeps

asking about that experience

Ask Ss to work individually on thesequence of the conversation and then find a peer to compare their answers with

Check with the class and give corrective feedback

Ex: Have you ever been to Ha Noi?

Ex: When did you go there?

Who did you go with?

Did you enjoy your visit in HaNoi?

Suggested answers:

3 h 4 a 5 e 6 g

7 c 8 f

Whole class

+ 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 questionsabout their experiences, using the suggested questions on page 26

T goes around to check and offer

Pairwork

T calls on some pairs to perform

their conversation in front of the

class

T elicits feedback from the class

and gives final comments

Suggested conversations:

1

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?

C How did it affect you?

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

3

A Have you ever talked to a famous pop star?

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

Listening

I AIMS OF THE LESSON:

1 Language skills:

 Listening :

- Develop such listening micro-skills as intensive listening for specific information and taking notes while listening.

- 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

a What comes out of a fire

b A fire-resitant door that can

be closed to stop the spead

of a fire

c A person who fights fires

Match the words in Column A with their definitions in Column B

+ What can you see in the picture?

+ What is happening?

(The house is burning./The house

is on fire./… )+ Who are these people?

+ What is she doing?

(She’s talking a little girl out of theburning house)

Pre-teaching vocabulary -memory(n) the faculty of the

mind

(memorable(a) worthy to be remembered

- Give theirs answers

- Listen and repeat in chorus

Pair work

- gas stove(n) bếp ga.

- terrified(a) frightened

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

Ex: They escaped the search of theenemy

2 My most unforgettable experience happened 13 years ago

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

4 I was sleeping, when I was suddenly woke up by terrible heat

5 I heard my mother’s voice calling my name

Suggested answers:

1 T

2 F(13 years ago)

3 F(in the kitchen)

4 F(she was sleeping)

5 T

- Give answers and take notes

- Listen and do Task 2

- Give answers and take notes

silently and listen to the tape again.

- Ask two students to write the answers on the board

Asking for opinions

 What do you think about…?

 What’s your opinion about…?

 What’s your feeling about…?

 How do you feel about…?

o Well, maybe, but…

o That might be true, but…

o Well, I don’t think so I think…

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

work & whole class

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

2 What are they?

3 What do we usually write in the greeting?

4 What do we usually write in the Closing?

5 Where do we sign the letter?

- Have students give some of their past experiences?(being seriously ill, failing an exam; talking to a famous pop star,… etc

2 The Heading The greeting, the Body, the Closing and the

Signature

3 “Dear”, “Hello”, “Hi”… + the name of the person we are writing

to and a coma at the end

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.)

2 Where it happened:

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

3 Who was involved: (your family

Write a passage about the most memorable past experience

Individual

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 me the lesson/…)

T goes around to check and offer help

T collects some outlines and provides corrective feedback.T provides relevant and structures if necessary

to the format of the letter, the organisation of ideas and language use

class

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 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 and take 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 the sentences again and provides corrective feedback.

Listen to the tape

Repeat after the tape

Work in pair to practise reading the sentences

Individual/pair work

Grammar

Presentation

(10’)

Present simple Form:

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

He, she, it + V+s/es

Use:

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

at this moment It can also be used

to show that something is not happening now

Ex: They often go to school

by bus

Ex: Mary watches TV

every night

Whole class

Adverbs: now, at the moment, at

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, 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

Ex: She is sleeping at the

moment

Ex: I have had a cold for

two weeks

Controlled

practice (12’)

Free practice

(10’)

stops in the past

- a habit which stopped in the past

- past facts or generalizations which are no longer true

Past continuous Form: was/were + V-ing 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 answers with

T checks with the whole class and provides corrective feedback

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 when

I came

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

Ex: I had finished my

work before I went

Individual/pair work/whole class

Exercise 2

T asks Ss to do Exercise 2

individually and then find a partner

to check their answers with

Exercise 3

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

7 phoned/didn’t answer/were doing

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

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 the lesson

- prepare Unit 3