Giáo án Tiếng Anh 11 Unit 2: Personal experiences

Giáo án Tiếng Anh 11 UNIT : PERSONAL EXPERIENCE LESSN 1: 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 Time Steps Work arrangement 5’ WARM UP Vocabulary crossword puzzle - T divides the class into small groups 0f – Ss Then Group work whole class and T distributes the following crossword puzzle handouts for Ss to in their own groups Which group finishes first and has all the correct answers will be the winner Crossword My dad works in a factory where he produces cars and tractors He’s and An is something that protects you from rain or sun He saved people in the fire He’s such a person We have a big for our cars and a lovely garden at home This is a beautiful song I like both the music and the Tran Hung Dao is a national He saved the Vietnamese people from Chinese invaders He wom several chess championships at a young age Actually, he was the the country’s youngest In her glorious singing career Celine Dion has earned various music awards She is the most Canadian singer 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: e g i n e e m b r e l l a b r a v e g a r a g e y r i c s h e r o c h a m p i u l s e n u c c e s s w i t n e s s c a p i c e u r a n c o o f u l t a l n t r a g e s r n l - T explians the word “embarrassing” and introduces the topic: An embarrassing situation 5’ BEFORE YOU READ - 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 Pair work and whole class 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 you think might be relationship between the girl and the man ? Why ? What you see on the table ? Whose money you think it is ? 5’ WHILE YOU READ Pair work Set the scene: You are going to read a story in which a girl’s telling about her most embarrassing situation Then you the tasks that follow TASK 8’ - T gets Ss to read the passage silently and then Task 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 may refer to “someone you admire and adore” Ss 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 Individual work & whole class 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 they might need to supply a verb in past tense or for sentence 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 : glanced marking a fuss embarrassing idols sneaky TASK : 5’ - 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: Picture d Picture b Picture f Picutre e Picture a Picture c TASK - T ckecks if student can answer the comprehension questions in Task without having to read the passage again If Ss cannot, T gets them to read the questions carefully and gives them some tips to the task.: + First, Ss should skim the five questions to understand them As Ss 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: A floppy cotton hat (lines 2-3, paragraph 1) To buy a floppy cotton hat (lines 1-2, paragraph 2) A wad of dollar notes that look exactly like those her father had given her (lines 2-3, paragraph 3) 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) She bought the hat of her dream (line 1, 10’ paragraph 4) AFTER YOU READ - T introduces the task: Ss work in small groups of or 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: She might feel embarrassed and guilty/ashamed because that was not her money Perhaps the girl could place a notice on a local Group work & whole class 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 2’ WRAPPING UP -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 UNIT : PERSONAL EXPERIENCE LESSON 2: 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 Time Steps Work 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 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 more follow- up questions to try and determine if the person answering is telling the truth or lying After 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 call out for help because I was too tired and terrified Luckily, one of my friends saw that and shouted for help Immediately, another friend who swim the best among us swam towards me and tried to pull me up Then other friends swam towards us to help him push me in My life was finally saved.Now recalling the moment I thought I was going to die, I understand how precious life is This event definitely taught me to appreciate my life What about you ? Have you got any uforgettable holiday that you would like to share withme ? See you soon Nam 8’ FEEDBACK ON SS- WRITING Whole class - T chooses one letter and reads it to the class - Then T elicits corrective feedback from the class and gives final comments afterwards T should draw Ss’ attention to the format of the letter, the organising of ideas and language use (especially verb tenses) 3’ WRAPPING - T summarises the main points of the lesson - For homework, T asks Ss to revise their letters according to their peer’s suggestions and submit for Whole class making in the next lesson UNIT 2: PERSONAL EXPERIENCE Lesson 5: Language focus I Objectives By the end of the lesson, Ss will be able to: - Distinguish the sounds / m /, / n / and / ŋ / - 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 ver tenses to solve communicative tasks II Materials Textbook, handouts III Anticipated problems Ss might have difficulty distinguishing and using different ver tenses correctly Therefore, T should be ready to assist them IV Procedure Time Steps Work arrangement 7’ Individual PRONUNCIATION work, pair work & whole Distinguishing sounds class - T models the sounds / m / n / and / ŋ / for a few time and explains the differences in producing them (i.e When producing / m /, Ss close their lips; when producing / n / Ss’ tongues touch the roof of their mouths; when producing / ŋ / their tongues touch their soft palates For all sounds, the air goes through the nose) - T plays the tape ( or reads) once for Ss to hear the words containing these sounds Then T plays the tape (or reads) again and this time asks Ss to repeat after the tape (or T) - T asks Ss to read the words in each column out loud in chorus for a few more times Then T calls on some Ss to read the words out loud T listens and corrects if Ss pronounce the target words incorrectly If many Ss not pronounce the words correctly, T may want to get them to repeat after the tape (or himself) again in chorus and then individually Practising sentences containing the target sounds - T asks Ss to work in pairs and take turn to read aloud the given sentences (p.29, Practise these 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 9’ GRAMMAR Individual work,pair work & Exercise a) Presentation - If necessary, T receives the forms, meanings and uses of the present simple, present perfect, and present continuous Present simple + Form: * bare root for I, you we they * verb + s/es for he, she, it + Meaning: present time + Use: * Use the Simple present to express the idea that an action is repeated or usual The action can be a habit, a hobby, a daily event, a scheduled event or something that often happens It can also be something a person often forgets or usually doesn’t E.g: The train leaves every morning at a.m The train doesn’t leave at a.m When does the train usually leave ? * Speakers sometimes use the Simple present to express the idea that an action is happening or is not happening now This can only be done with Non-Continuous Verbs and certain Mixed Verbs whole class E.g: He needs you right now Do you have your passport with you ? Present continuous + Form: am/is/are + V-ing + Meaning: Present time + Use: * Use the Present Continuous with Normal Verbs express the idea that something is happening now, at this time It can also be used to show that something is not happening now E.g: Are you sleeping ? Present perfect + Form: have/has + Past Participle + Meaning: Present + Use: * We use the Present Perfect to say that an action happened at an unspecified time before now The exact time is not important So we can use the Present Perfect to describe our experience It is like saying, “I have the experience of ” We can also use this tense to say that we have never had a certain experience The Present Perfect is NOT used to describe a specific event E.g: I have seen that movie 20 times I think I have met him once before * With Non-Continuous Verbs and non-continuous uses of Mixed Verbs we use the Present Perfect to show that something started in the past and has continued up until now “For minutes” , “For weeks” , and “since Tuesday” are all durations which can be used with the Present Perfect E.g: I have had a cold for weeks Mary has loved chocolate since she was a little girl Note: * You CANNOT use the Present Perfect with specific time expressions such as: yesterday, one year ago, last week, when I was a child, when I lived in Japan, at that moment, that day, one day, etc We CAN use the Present Perfect with unspecific expressions such as: ever, never, once, many times, several times, before, so far, already, yet, etc - T emphasises that we can use all these present tenses in telling stories (which are often concerned with past events) to make the stories more interesting - If T sees that Ss have already mastered the forms, meanings, and uses of these verb tenses, T can skip the presentation stage to save time, and go straight to the practice stage b) Practice - T gets Ss to Exercise individually and then find a partner to check their answers with - T checks with the whole class and provides corrective feedback Answer: invites sets gets waves promises carries contains has baked is 10 is shining 11 are singing 12 is 9’ Exercise a) Presentation - If necessary, T reviews the forms, meanings, and uses of the past simple and past continuous Past simple + Form: V + ed or irregular verbs + Meaning: Past time + Use: * Use the Simple Past to express the idea that an action started and finished at a specific time in the past Sometimes, the speaker may not actually mention the specific time, but they have one specific time in mind E.g: I saw a horror film last night He didn’t wash his car * We use the Simple Past to list a series of completed actions in the past These actons happen to the following order: st, nd, Individual work,pair work & whole class 3rd 4th, and so on E.g: He arrived from the airport at 8:00, checked into the hotel at 9:00 , and met the others at 10:00 The Simple Past can be used with a duration which starts and stops in the past Duration is a longer action often indicated by expressions such as : for two years , for five minutes, all day, all year, etc E.g: I live in Brazil for years 10 The Simple Past can also be used to describe a habit which stopped in the past It can have the same meaning as “used to ” To make it clear that we are talking about a habit, we often add expressions such as: always , often, usually, never, when I was a chid, when I was youger etc E.g : They never went to school They always skipped their classes 11 The Simple Past can also be used to describe past facts or generalizations which are no longer true As in USE above , this use of the Simple Past is quite similar to the expression “used to ” E g : She was shy as a child , but now she is very outgoing Past continuous : + Form : Was / were + V-ing + Meaning : Past time + Use : * Use the past Continuous to indicate that a longer actoin in the past was interrupted The interrupted is a shorter action in the Simple Past or a specific time Remember this can be a real interruption or just an interruption in time E g : I was watching TV when she called Last at PM , I was eating dinner * When you usethe Past Continuous with two actions in the same sentence, it expresses the idea that both actions were happening in the same time The actions are parallel E.g: I was studying while he was making dinner * In English, we often use a series of parallel actions to describe the atmosphere at a particular time in the past E.g: When I walked into the office, several people were busily typing, some were talking on the phones, the boss was yelling directions, and customers were waiting to be helped One customer was yelling at a secretary and waving his hands Others were complaining to each other about the bad service - If T sees that Ss have already mastered the forms, meanings, and uses of these verb tenses, T can skip the presentation stage to save time, and go straight to the practice stage b) Practice - T gets Ss to Exercise individually and then find a partner to check their answers with - T checks the answers with the whole class and provides corrective feedback Answer: broke/ was playing wrote/was was working/broke started/were walking told/were having didn’t listen/was thinking phoned/didn’t answer didn’t wear/didn’t notice/was driving 8’ Exercise a) Presentation - If necessary, T reviews the form, meaning and use of the past perfect and compares it with other past tenses + Form: Had + Past Participle + Meaning: Past time + Use: * The Past Perfect expresses the idea that something occurred before another action expressed in the Past Simple It can also show that something happened before a specific time in the past E.g: I had never seen such a beautiful beach before I went to Hanoi * With Non-Continuous Verbs and some non-continuous uses of Mixed Verbs, we use the Past Perfect to show that something started in the past and continued up until another action in the past E.g: We had had that car for 10 years before it broke down - If T sees that Ss have already mastered the form, meaning, and uses of this verb tense, T can skip the presentation stage to save time, and go straight to the practice stage b) Practice - T gets Ss to Exercise individually and then find a partner to check their answers with - T checks the answers with the whole class and provides corrective feedback Answer: had eaten/arrived found/had taken got/ had closed got/had left got/had arrived paid/had phoned went/said/hadn’t arrived had looked/asked/cost 10’ Communicative practice for all verb tenses covered in the lesson (production stage) - T divides the class into small groups of Then T introduces the task “A Celebrity interview”: “Now you are going to work in groups of Two of you will act as a celebrity and his/her manager The other will act as reporters for a local paper Discuss among yourself which celebrity you would like to act and interview The celebrity and the manager then will prepare a short biography for the celebrity, including some outstanding past and present events, based on the questions in the worksheet The reporters will work out the interview questions that they want to ask about the celebrity, They can use the questions in the worksheet as guidelines After minutes you are going to the interview in your own group” - T distributes the worksheets to Ss Then T guides how to interview questions ans answer them and reminds Ss to use the correct verb tenses - T gets Ss to work in groups, then goes around and offers help - After checking that Ss have finished, T calls on a group to perform their interview again in front of the class and elicits feedback from the class - T gives final comments and provides correction if necessary Worksheet for the celebrity Name: Job: Born: when ? where ? Childhood and schooling First debut: Greatest achievements: Present projects: Worksheet for the reporters: Born: when ? where ? Childhood and schooling: First debut: Greatest achievements: Present projects: Model questions: Where were you born ? When were you born ? Where did you grow up ? What school did you go to ? When did you first play in a movie ? What was your first role ?/What was your first album ? What have been your greatest achievements so far ? What project are you working on now ? Etc 2’ WRAPPING - T summarises the main points of the lesson - For homework, Ss review the uses of different verb tenses that have been covered in the lesson Whole class [...]... that 3’ WRAPPING - T summarises the main points of the lesson - For homework, Ss write a summary of the story Whole class they listened in class UNIT 2: PERSONAL EXPERIENCE LESSON 4: Writing I Objectives By the end of the lesson, Ss will be able to write a personal letter telling about a past experience , using the structures and vocabulary that they have learned in previous lessons II Materials Textbook,... activities 5’ WARM UP A quiz about writing personal letters (To remind Ss of the rules of writing personal letters in English) - T asks Ss if they have ever written a personal letter in English and then announces the Quiz game and the rule For example: “I’m going to divide the class into 2 big groups Then I’m going to read out some questions about the rules of writing personal letters in English You need... WRAPPING - T summarises the main points of the lesson - For homework, T asks Ss to revise their letters according to their peer’s suggestions and submit for Whole class making in the next lesson UNIT 2: PERSONAL EXPERIENCE Lesson 5: Language focus I Objectives By the end of the lesson, Ss will be able to: - Distinguish the sounds / m /, / n / and / ŋ / - Pronounce the words and sentences containing... feedback from the class and gives final comments 3’ WRAPPING - 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 UNIT 2 : PERSONAL EXPERIENCE Whole class LESSON 3 : Listening I Objectives By the end of the lesson, Ss will be able to develop such listening microskills as listening for specific information and taking notes... the sample conversation in closed and open pairs Answers: 3 h 4 a 5 e 6 g 7 c 8 f 12’ TASK 3 - T introduces the task: Ss are going to ask and answer Pair work & whole class 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... one more 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:... the points for each group Which one has more points will be the winner” - T divides the class into 2 big groups: A and B - T reads out the questions and leads the game The Quiz 1 How many parts does a personal letter normally have ? 2 What are these parts ? 3 What do we normally write in the Salutation ? 4 What do we normally write in the Closing ? 5 Where do we normally sign the letter ? - T gets Ss... Our signature normally goes under the Closing 12’ PREPARING SS TO WRITE - T sets the scene: You are going to write a friendly letter to a pen friend telling him/her about one of your most memorable past experiences - T gets Ss to read the task silently and work out what they are required to write about - T calls on a student to answer and elicits more ideas from the class T might want to draw a network... grandparents in the countryside I haven’t seen them since my last school holiday Let me tell you about my last summer vacation at my grandparents’ It was almost a year ago and was one of my most unforgettable experiences. My grandparents live in a small village , which is about 70 kilometres southeast of Hanoi There is a large river at the back of their house where I often do swimming every afternoon when I... feeling about ? What’s your point of view about ? How do you feel about ? Do you have any opinions about ? Expressing Expressing Expressing opinions agreements disagreements I think I agree Well, may be, Personally, I think so, too I believe That’s true, but That might be Group work & whole class I feel and In my opinion, That’s From my point of true, but right, Well, my feeling and is that Well,Idon’t