Giaùo aùn Tieáng Anh 11 CTC Theme: You and me Topic: Personal experiences 10’ Group work & AFTER YOU READ - T introduces the task: Ss work in small groups of 3 or 4 and discuss the whole[r]
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Part A: READING
I Objectives
By the end of the lesson, Ss will be able to:
- 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.
II Materials
Textbook, handouts.
III Anticipated problems
Ss may need help with the discussion task, so T should be ready to help them.
IV Procedure
arrangement
Vocabulary crossword puzzle
- T divides the class into small groups 0f 3 – 4 Ss Then T distributes the
following crossword puzzle handouts for Ss to do in their own groups Which
group finishes first and has all the correct answers will be the winner
Crossword
1 My dad works in a factory where he produces cars and tractors He’s and .
2 An is something that protects you from rain or sun.
3 He saved 5 people in the fire He’s such a person.
4 We have a big for our cars and a lovely garden at home.
5 This is a beautiful song I like both the music and the
Group work and whole class
Trang 26 Tran Hung Dao is a national He saved the Vietnamese people from Chinese invaders.
7 He wom several chess championships at a young age Actually, he was the the country’s youngest
8 In her glorious singing career Celine Dion has earned various music awards She is the most Canadian singer.
9 Only a little boy saw the car hit and run He was the only .of the accident.
10 Washington DC is the city of the United States.
11 My flat is quite : it’s located right in Hoan Kiem District, the city centre.
12 My mother always me to go ahead and realise my dreams.
Answer:
- T explians the word “embarrassing” and introduces the topic: An embarrassing
situation
- T gets Ss to work in pairs 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
appropriate
- T calls on some pairs to present their ideas but should not correct them If Ss
have difficulty talking about the pictures, T may elicit their answers by asking
questions and giving prompts
E.g: What can you see in picture A ? What do you think might be relationship
between the girl and the man ? Why ? What do you see on the table ? Whose
money do you think it is ?
Pair work and whole class
5’
8’
WHILE YOU READ Set the scene: You are going to read a story in which a girl’s telling about her
most embarrassing situation Then you do the tasks that follow
TASK 1
- T gets Ss to read the passage silently and then do Task 1 T may write the
given words and phrases on the board (i.e making a fuss, sneaky, glanced,
embarrassing, idols) and asks Ss to go back to the passage to locate and read
around these words so that they can guess their meanings For example The
words “idol” found in line 3 may refer to “someone you admire and adore” Ss
Pair work
Individual work & whole class
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5’
can understand this meaning thanks to the words “pop star” and the idea that the
girl wants to look like this person
- T might want to check that Ss understand all these words correctly by calling
on some Ss to tell the meaning of the words in Vietnamese
- Then T asks Ss to go back to the task and study the given sentences Ss need to
guess which part of speech they might deal with in each case For example , for
sentence 1 they might need to supply a verb in past tense or for sentence 2 they
might need to supply a verb in present continuous, etc
- Now Ss use both their knowledge of the word in the box and their guess – work
with the given sentences to match them correctly
- T chck the anwers with the whole class
Answers :
1 glanced 2 marking a fuss 3 embarrassing 4 idols 5 sneaky
Task 2 :
- T gets Ss to read the text silently again and then with a peer work out the
sequence of the picture given on page 22 again, this time based on the
information in the text
- T calls on a student to give and explain his/her answer
- T gives corrective feedback
Answer: 1 Picture d 2 Picture b 3 Picture f 4 Picutre e 5 Picture a
6 Picture c
TASK 3
- T ckecks if student can answer the comprehension questions in Task 3 without
having to read the passage again If Ss cannot, T gets them to read the questions
carefully and gives them some tips to do the task.:
+ First, Ss should skim the five questions to understand them As Ss do this
they:
* underline the key words to decide what information they nedd to find in the
text
* look for questions words like “why” which indicates Ss should read for
specific thingmlike a reason
+ Then they should go back to the passage and locate the key words in the
passage
+ Them they should read around the key words carefully to find the answer
- T gets 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 gives the correct answers:
Answer:
1 A floppy cotton hat (lines 2-3, paragraph 1)
2 To buy a floppy cotton hat (lines 1-2, paragraph 2)
3 A wad of dollar notes that look exactly like those her father had given her
(lines 2-3, paragraph 3)
4 She thought that was her own money and the boy had stolen it from her
She wanted to take it back without making a fuss )lines 3-6, paragraph 3)
5 She bought the hat of her dream (line 1, paragraph 4)
Trang 4EXTRA ACTIVITY: Read the following article and answer the T/F questions that follow:
I was about 8 or 9 years old at that time, and my mother took me to the theatre It was a special show for children, with songs, clowns, and magic After the first part of the show, the presenter came out and said:
“Any child who’s got a birthday today, come up onto the stage and you’re going to be the magician’s assistants” My mum gave me a push and said: “Go on, you go” And as I really wanted to be on stage, I rushed up, with some other children When I was up there, the magician asked my name, and then said: “So it’s your birthday today whole theatre burst into laughter My face went bright red, and some of the children called out: “He’s a cheat It’s not his birthday today” At that moment I wanted the earth to open up and swallow me The magician said it didn’t matter and I could stay on stage, but I felt awful the whole time As I came down from the stage all the other children looked at me and laughed.
1 It was the boy’s 9th birthday when his mother took him to the theatre
2 The presenter invited all the children to go onto the stage
3 The boy came up onto the stage because he got a birthday that day
4 The boy’s mother wanted him to be on the stage so she told him to go
5 The magician got angry because the boy told a lie
6 The boy felt ashamed because everyone knew he told a lie
7 The other kids laughed at the boy because he was a bad liar
- T introduces the task: Ss work in small groups of 3 or 4 and discuss the
questions
- T teaches some structures that can be used for giving suggestions E.g
“perhaps she could”, “she might want to ” and some adjectives that express
feelings, e.g “embarrassed”, “ashamed”, “confused”, “sad”, “unhappy”,
“uncomfortable”, “uneasy”, etc.
-T goes around to check and offer help
-T calls on the groups to tell and explain their choice
-T gives corrective feedback
Suggested answers:
1 She might feel embarrassed and guilty/ashamed because that was not her money.
2 Perhaps the girl could place a notice on a local newspaper to apologize the boy and contact him to give him the money back/ Perhaps the girl might want to her father the truth and ask him for help/Perhaps the girl could come to the police station, tell the police the truth and ask them for help/
May be the girl could get on the same bus the next day and look for the boy
to return him the money, etc.
Group work & whole class
-T summarises the main points of the lesson
-For homework, T asks Ss to learn by heart the new vocabulary and make
sentences with them
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Part B: SPEAKING
I Objectives
By the end of the lesson, Ss will be able to:
- Identify structure 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.
II Materials
Textbook, handouts.
III Anticipated problems
Ss may have problem using present perfect and past simple when talking about the past.
IV Procedure
arrangement
10’ “Have you ever ’ Game
This is game for student to practise making “Have you ever ” questions , and
responding to them To prepare for it , at home T cuts out and shuffles the
given “Tell th Truth ” or “Tell a lie” cards
- T first divides the class into groups of 3-4 Then T places the cards in one
pile at the centre of the table
- T models “Have you ever ” + past participle for Ss as well as ways to
respond to “Have you ever ” questions
E g
Have you ever sung in public ?
Yes , I have or No , I haven’t
If the answer is “Yes ” , no might ask a follow-up questions , using the past
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10’
simple , e.g When was it ? Where did you sing ? etc
- Now T introduces the game : Within their group the first student starts and
asks anyone else in his / her groudp a “Have you ever questions ” The
student who is asked the questions should draw a card from the pile of “Tell a
Lie ” card and answer according to the card The rest of the student are
allowed to ask 3 more follow- up questions to try and determine if the person
answering is telling the truth or lying After 3 questions are up , the student
answering will show his / her card for the group to see if it’s a “Tell the truth ”
or “tell a lie ” card The groud continues to play until everyone is asked
Tell the truth Tell a lie
Tell the truth Tell a lie
Tell the truth Tell a lie
Tell the truth Tell a lie
Tell the truth Tell a lie
Tell the truth Tell a lie
Tell the truth Tell a lie
TASK 1
T introduces the task and gets Ss to do it individually , then copare the answers
with a peer
- T calls on a student to read out his / her answers
- T checks with the class and gives corrective feedback
- T intriduces or elicits the structures “Make some body do something ” or “
Make somebody + Adjective ”
- T writes the structures on the board and elicits their meaning and uses
- T gets Ss to make sentences with the strutures or ald more options to Column
B
Note : T should make it clear to Ss that when a verb is used as a subject , it
should take the form of either an infinnitive with “to ” or – ing gerund
E g “to speak English to a native speaker makes you more interested in
learning English ” or “Speaking English to a native speaker makes you more
interested in learning English ”
Answers :
1 d 2.c 3 a 4 d 5 e
TASK 2
- T introduces the task : Ss are going to work individuallyon the sequence of
the conversation and then find a peer to compare theur answers with
- T call on a student to read out his / her answers
- T checks with the class and gives corrective feedback
- T draws Ss’ attention to the questions asked in the conversation and help
them to review the use of present perfect and past simple when talking about a
past experience and its present effeccts
Present perfect : used with “ever ” to ask about a past experience
E.g: “Have you ever been to Egypt ?”
Past simple: used when one keeps asking about that experience
E.g: When did you go there ? Who did you go with ? Did you enjoy your visit
to Egypt ? etc
Individual work , pair work & whole class
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- T gets Ss to ask him/her questions using present perfect with “ever” and past
simple
-T checks that Ss asks correct questions and gives corrective feedback
-Then T gets Ss to read the sample conversation in closed and open pairs
Answers: 3 h 4 a 5 e 6 g 7 c 8 f
- T introduces the task: Ss are going to ask and answer questions about their
past experiences, using the suggested questions on page 26
- T gets Ss to work in pairs to have a conversation In the meantime, T goes
around to check and offer help
- T calls on some pairs to perform their conversations in front of the class
- T elicits feedback from the class and gives final comments
Pair work & whole class
- T summarises the main points of the lesson
- For homework, Ss write a paragraph about a past event that has had an
influence on him/her
Whole class
EXTRA ACTIVITY: “Find someone who ”
(To practise “present perfect and past simple in a communicative way)
Ss go around the class interviewing as many Ss as possible about their past experiences If someone answers yes to their questions they write they the name of that person on the sheet They should try to get many “Yes” answers as possible
Ss use present perfect and past simple when conducting the interviews
Find some who
See a lion(not on TV)
Be to Africa
Witness an armed robbery
Date someone on the internet
See a football match(not on TV)
Eat pizza
Drive a truck
Look after a very old person
Do skateboarding
The T should monitor the activity and even encourage Ss to ask him/her questions Also she/he should discourage the use of monosyllabic answers like, “yes” or “no” In the end the T should ask the Ss the questions in this format “Who has ever seen a lion ?” The Ss look at their sheets and if someone said “yes”, they should say for example: “An has seen a lion” If no one in the class has then the answer is “No one has ever seen a lion” As a follow up and in order to getmore dialogue going, the T may want to get the class to ask An follow up questions, for example; “Where did you see a lion ?”, “Can you tell us how you felt ?” “Were you scared ?”
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Part C: LISTENING
I Objectives
By the end of the lesson, Ss will be able to develop such listening micro-skills as listening for specific information and taking notes while listening.
II Materials
Textbook, cassette tapes, handouts.
III Anticipated problems
Ss may not have sufficient vocabulary to talk about the topic, so T should be ready to assist them Ss may not also be familiar with the note-taking task so T should provide them some tips to deal with the task.
IV Procedure
arrangement
A matching game
(To teach vocabulary related to fires and lead Ss to the topic )
- T divides the class into small groups of 3 - 4 students Then T distributes the
following handouts for Ss to do the matching task in their own groups Which
group finishes first and has all the correct answers will be the winner
- T might want to get Ss to translate the given words into Vietnamese to check Ss’
understanding of the words
Match the words in Column A with their definitions in Column B
1 Fire fighter a A metal stairway outside to help
people get out of a buiding on fire
2 Fire alarm b A pipe that draws water for putting
out a fire
5 Fire hydrant E A fine – resistant door that can be
closed to stop the speard of the fire
6 Fire extinguisher f A large truck that carries firefighters
and equipment to the site of a fire
chemicals for putting out a fire
8 Fire truck h A bell that tells you a fire has
started
Answer :
1 c 2 h 3 e 4 a 5 b 6 g 7 c 8 f
Group work & whole class
- T gets Ss to work in pairs to describe the picture on page 27 of the textbook
- T calls on some Ss to describe the picture If Ss have difficulty doing this task, T
may want to elicit answers from the whole class by asking questions like “What
Pair work and whole work
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can you see in the picture ?” “What is happening ?”, “Who are these people ?”
etc T gives comments on their answers
- T gets Ss to guess what they are going to listen about
Pre-teaching vocabulary
Memorable (a): đáng nhớ
Terrified (a): sợ hãi
Scream (v): gào thét
Replace (v): thay thế
Gas stove (n): bếp ga
Embrace (v): ôm
Escape (v): trốn thoát
Protect (v): bảo vệ
- Before teaching these words, T helps Ss to pronounce them correctly T may
want to play the tape or model first and then ask Ss to repeat after the tape or after
him/her in chorus and individually
- T presents or elicits the meanings of these words from the class
- T gets Ss to make sentences with some important words, e.g: memorable,
scream, protect etc
- T gives corrective feedback
Task 1
Instruction: You are going to listen to a girl telling about her most unforgetable
experience Listen and answer True or False questions Put a tick in the appropriate
box.
- Before Ss listen and do the task, T gets them 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”
- T checks with the whole class and asks them to guess what the unforgetable
experience the girl is going to tell might be(a fire)
- T plays the tape (or reads the tapescript) once for Ss to listen and do the rask
- Then T gets Ss to find a partner to check their answers with
-T checks the answers with thw whole class If many Ss can not answer the
questions, T palys the one or two more times and pauses at the answers for them
to catch
Answers: 1 T 2 F (13 years old) 4 F(in the kitchen) 4 F (she was sleeping)
5 T
TASK 2
Instruction: You are going to listen to the story again and fill the gap with the
information you hear.
- T checks if Ss can do the task without listening one more time If they can’t , T
plays the tape again But before doing it, T asks Ss to study the text carefully for
the missing information they need to fill and guess the answers T might also want
to remind Ss that while listening they need to focus on this information and write
the answers down in note forms, not full sentences
- After playing the tape, T gets Ss to give the answers T provides correct answers
if necessary If many Ss can’t complete the task , T might want to let Ss listen one
Individual work,pair work and whole class
Trang 10more time and pause at the answers fir them to catch.
Answers: 1 small 2 everything 3 family 4 replaced 5 took
6 appreciate
Tapescript: (In T’s book)
Interviewer: This is Radio 3 Inour “Unforgetable Experiences” programmme
tonight we talk to Christina, a successfulbusinesswoman Hello Christina, welcome
to our programme.
Christina: Hello and thank you ! It’s nice being with you tonight.
Interviewer: Christina, could you tell our audience about the most memorable
experience in your life ?
Christina: Well, my most unforgetable experience happened 13 years ago, when my
house burned down.
Interviewer: Really ? How did it happen ?
Christina: The fire started in the kitchen where I forgot to turn off the gas stove.
Interviewer: What were you doing at that time ?
Christina: I was sleeping when I was suddenly woken up by terrible heat.I opened
my eyes to find myself surrounded by wall of fire.
Interviewer: That’s terrible How did you escape ?
Christina: I was terrified Then I heard my mother’s voice calling my name I rushed
to her She carried me out Luckily, I got away without even a minor burn.
Interviewer: Not many people are so lucky Did the fire affect you in any way ?
Christina: Oh, yes Yes, very much, in fact Although I lost many things in the fire,
the experience helped me to grow up.
Interviewer: What do you mean ?
Christina: Well, before the fire I was selfish I always complained to my mother
about how small my room was, or how few clothes I had Then the fire came and
destroyed everything we owned But I slowly began to realise that I didn’t really
need my old things I just needed my family After all, you van get new clothes
anytime, but a family can never be replaced.
- Before getting Ss to discuss, T teaches them some useful expressions of asking
for and giving opinions E.g:
Asking for opinions
What do you think about ?
What’s your opinion about ?
What’s your feeling about ?
What’s your point of view about ?
How do you feel about ?
Do you have any opinions about ?
Expressing opinions Expressing agreements Expressing
disagreements
I think
Personally,
I believe
I feel
I agree
I think so, too That’s true, and
That’s right, and
Well, may be, but
That might be true, but
Well, my feeling is that
Group work &
whole class