Giáo án tiếng anh 11 unit 2 personal experiences

TEACHING AIDS: cassette player, tape, chalks, pictures, handouts, charts, real objects if 1.. UNIT 2: PERSONAL EXPERIENCESGrammars: - present perfect and past simple - structure with “ma

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 tomake sense of the pictures onpages 22 Then T gets them to putthe pictures in the order that theythink is most appropriate

T elicits their answers by askingquestions and giving prompts

1 What can you see in the picture

Look at the pictures and guesswhat is happening in each of them

Individual

Pairwork

2 What do you see on the table?

3 Whose money do you think itis? Why?

Pre-teaching Vocabulary

1 embarrass (v) = make sbconfused or ashamed

- embarrassed (adj)

- embarrassing (adj)

- embarrassment (n)

2 experience(n) = event orsituation that affects sb in someway

3 idol(n) = someone greatly loved

7 make a fuss = make an

important thing important or moreimportant

8 sneak (adj)

Wholeclass

Play the cassette and ask Ss tolisten.

Ex: I’m sorry I can’t go with younow I am busy with my

homework I’m busy doing myhomework

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

Call on a student to give andexplain his/her answer

Give corrective feedback

Task 3

-Ask students to read the questions

in task 3 and answer them ingroups

Individualwork &wholeclass

Individual

& pairwork

- Ask representative of each group

to give oral answers and writethem on the board

- Give feedback

(for herself.)

3 She saw a wad of dollar notes(exactly like the one that her fatherhad given her)

4 Because she thought the boyhad stolen her money/it was hermoney

5 She bought the pretty hat of herdream

(embarrassed, sad, ashamed, unhappy, terrible,

uncomfortable, anxious, …)

2 What did the girl have to do(when she discovered that themoney she had taken was nothers)?

(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

- Discuss in groups

Group-work

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 of3-4 Then T models “Have youever” + PP” for Ss 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?

- Give answers

Groupwork

Individual

T introduces the task and gets Ss

to do it individually, then comparethe answers with a peer

T calls on a student to read hisanswers

T introduces the structureMake + sb + V

Make + sb + adj

T gives the feedback

Match the things you might havedone or experienced in box A withhow the experience might haveaffected you in box B

Ex: He made me work hard

Ex: Don’t make her sad

Suggested answers:

1 d 2 c

3 a 4 d 5 e

Individual/pair work

While-Speaking

(20’)

Task 2 Present perfect: used with “ever”

to talk about a past experience

Past simple: used when one keeps

Ex: Have you ever been to HaNoi?

Ex: When did you go there?

Wholeclass

asking about that experience.

Ask Ss to work individually on thesequence of the conversation andthen find a peer to compare theiranswers with

Check with the class and givecorrective feedback

Who did you go with?

Did you enjoy your visit in HaNoi?

+ How did it happen?

+ When/Where did it happen?

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

Get Ss to ask and answer questionsabout their experiences, using thesuggested questions on page 26

T goes around to check and offerhelp

T calls on some pairs to performtheir conversation in front of theclass

Suggested conversations:

1

A Have you ever failed an exam?

Pairwork

T elicits feedback from the classand gives final comments.

- Yes, I have

B How did it happen?

- I didn’t study well enough forexam

C When did it happen?

- Last year

D How did you feel/How did itaffect you?

- I felt disappointed/sad/depressed.2

A Have you ever traveled to otherparts of the country?

- Yes, I have

B When did you travel?

- In 2002

C How did it affect you?

- It made me love our countrymore/I learned more aboutdifferent places in our country.3

A Have you ever talked to afamous pop star?

- Yes, I have

B Where did you meet him/her?

- At a party

up(3’)

T summarises the main points ofthe lesson

C How did it affect you?

- It was interesting to talk tofamous pop stars

- It changed my attitudeto/towards/famous pop stars

Wholework

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

Pre-listening

(10’)

Column B

a What comes out of a fire

b A fire-resitant door thatcan be closed to stop thespead of a fire

c A person who fights fires

d A bell that tells you a firehas started

T gets Ss to work in pairs todescribe the picture on page 27 ofthe textbook

+ 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 beremembered

- Give theirs answers

- Listen and repeat in chorus

Pair work

- replace (v) place again

Ex: They escaped the search of theenemy

2 My most unforgettableexperience happened 13 years ago

3 The fire started in the kitchenwhere I forgot to turn off the gasstove

- Read Task 1

- Listen to the tape and decidewhether the statements are true orfalse

Suggested answers:

1 T

2 F(13 years ago)

3 F(in the kitchen)

4 F(she was sleeping)

5 T

4 I was sleeping, when I wassuddenly woke up by terrible heat.

5 I heard my mother’s voicecalling my name

- Give feedback

Task 2

- Ask students to read Task 2silently and listen to the tapeagain

- Ask two students to write theanswers 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 about…?

 What’s your opinion about…?

 What’s your feeling about…?

 How do you feel about…?

Group-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

 That’s right/true, and…

Expressing disageements

o Well, maybe, but…

o That might be true, but…

o Well, I don’t think so I think…

T divides the class into smallgroups of 3 or 4 and gets them todiscuss the question in thetextbook

T goes around to check and offerhelp

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 thegreeting?

4 What do we usually write in theClosing?

to and a coma at the end

4 “Sincerely”, “Yours”, “Love”,

“Cheers”, “Best wishes”…andafter that we put a coma

Wholeclass

Pre-writing

(8’)

5 Where do we sign the letter?

- Have students give some of theirpast experiences?(being seriouslyill, failing an exam; talking to afamous pop star,… etc

5 under the Closing

1 When it happened:

(It happened …yearsago/in …./when I was …yearsold.)

4 How it affected you:

(it changed outlook life/itmake me more careful/it gave

me more confidence in …./ittaught me the lesson/…)

T goes around to check and offer

Write a passage about the mostmemorable past experience

Individual

T collects some outlines andprovides corrective feedback.Tprovides relevant and structures ifnecessary

to the format of the letter, theorganisation of ideas and languageuse

Correct the mistakes Whole

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 thepast, 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 inproducing them

T plays the tape once for Ss tohear the words containing thesetwo sounds

T plays the tape again and asks Ss

to repeat after the tape

T asks Ss to work in pairs and taketurn to read aloud the given

Listen to the tape

Repeat after the tape

Individual/pairwork

Work in pair to practisereading the sentences.

Grammar

Presentation

(10’)

Present simple Form:

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

He, she, it + V+s/es

Use:

Use the Simple present to expressthe idea that an action is repeated

or usual The action can be a habit,

a hobby, daily event, a scheduledevent or something that oftenhappens It can also be something

a person often forgets or usuallydoes not do

Adverbs of frequency: always,

usually, often, sometimes,frequently, occasionally, seldom,rarely, never, ever, every, once,twice

Form: am, is are + Ving

Use:

Use the Present continuous withNormal Verbs to express the ideathat something is happening now,

at this moment It can also be used

to show that something is nothappening now

Adverbs: now, at the moment,

- Something started in the past andhas continued up until now

- An action happened in the pastbut 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…

Form: V + ed or irregular verbs Use: - an action started and

finished at a specific time in thepast

- a series of completedactions in the past

- a duration which starts andstops in the past

- a habit which stopped in thepast

- past facts or generalizationswhich are no longer true

Past continuous Form: was/were + V-ing

Use: - a longer action in the past

was interrupted

- the idea that both actionswere happening at thesame time

Past perfect

Form: had + PP

Use: the idea that something

occurred before another action

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 veryoutgoing

Ex: He was sleeping when

I came

Individual/pairwork/wholeclass

T checks with the whole class andprovides corrective feedback.

Exercise 2

T asks Ss to do Exercise 2individually and then find apartner to check their answerswith

Ex: He was reading a book while she was

cooking.

Ex: I had finished my

work before I wentshopping yesterday

7 phoned/didn’t

Exercise 3

T distributes the worksheets to Ss

Then T guides how to askinterview questions and answerthem and reminds Ss to use thecorrect verb tenses

T gives final comments andprovides correction if necessary

answer/were doing

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

8 hadlooked/asked/cost

V HOMEWORK: (3’)

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

- prepare Unit 3