Giáo án Tiếng Anh 11 Unit 2: Personal experiences

GIÁO ÁN ENGLISH 11 UNIT 2: PERSONAL EXPERIENCES READING Objectives: By the end of the lesson, Ss will be able to: - learn some vocabulary about personal experiences - understand the passage - to use the vocabulary to tell about their own personal experiences Lexical items: idol (n); glance (v); sneaky (adj); embarrassing (adj); make a fuss (exp) Skills: reading, speaking, listening, writing Teaching aids: pictures, handouts, textbook PROCEDURE Teacher ‘s activities Students’ activities I PRE-READING: Ss to discuss what’s happening in each Warm up: (pair work) (5’) picture and then asks Ss to predict the - T: prepares /sticks pictures on the B.B - lead-in: Have you involved in the situation in which you don’t know what to order of pictures do? Teaching voc: (10) - idol (n): (example): thần tượng Ex: Who’s your favorite singer Hong Nhung Hong Nhung is your idol -glance (v) (miming): liếc mắt - sneaky (a) (situation): lút  What would you if you couldn’t your test? Copy  What’s your attitude? Be afraid of the T and look sneaky - embarrassing (adj) (synonym ) = confusing (adj): bối rối - make a fuss (exp) (over/about) (explanation): làm ầm ĩ S.o complains noisily about s.t she/he doesn’t like Checking voc: (handout) (3’) Gap- filling (Task / p.24) (individuals) Key: glanced making a fuss embarrassing idol -5.sneaky II WHILE-READING: -Ss read the passage silently in mins Activity (5’) (group work) Put the Keys: 1.d – 2.b – 3.f – e – 5.a - 6.c pictures of the events (on the board) in the order that they happen in the story.(correct the prediction in warmer ) Activity Multiple choice (5’) Individuals The writer’s most embarrassing experience happened when she was A a teacher B a junior high school student C a senior school student She wished to have a like the one of her pop idol A a red dress B a red floppy cotton hat C a pair of red shoes She bought it with the money A her father gave her B she picked on the street C She took from a school boy’s bag Keys: Activity (Task 3/ p 24) So that she could buy the hat for Comprehension questions (pair work ) herself -Ss read the passage again and answer the A wad of dollar notes exactly like the following questions ones her father had given her before Why did her father give her some money Because she didn’t like to make a on her birthday? fuss What did she see in the boy’s bag? Why did she decide to take the money from the boy’s bag without saying anything about it? III POST-READING: (7’) Discuss the question: What would you if you were the writer? (Group work ) Expected answers: - say nothing / keep as a secret IV RESERVED-ACTIVITY: -try meet the boy and give the money back Ss tell about their embarrassing experiences V HOMEWORK: (3’) - Prepare for speaking -Write about their own experiences UNIT PERSONAL EXPERIENCES Speaking *Objectives: By the end of the lesson, Students will be able to talk about past experiences and how they affected one’s life *Lexical items: native speaker; affect (v); turtle (n) *Skills: speaking; listening; writing; reading *Teaching aids: textbooks; pictures; handouts PROCEDURE Teacher ‘s activities Students’ activities I PRE-SPEAKING Warm-up: (5ms) Hangman Teacher asks Ss to think of a word containing 10 letters, you can guess letters first: Lead-in: (2ms) _ asks Teacher Ss: Have you ever had an interesting experience? Teaching vocabulary: (2ms) - native speaker (n) (situation) người xứ Ex: Mary comes from England She speaks English as a native speaker Key words: EXPERIENCE - (to) affect (v) (example) ảnh hưởng Ex: Smoking is harmful to our health It means smoking ……….badly our health → affects - turtle (n) (picture) rùa Checking vocabulary: (3ms) R.O.R II WHILE-SPEAKING: (15 ms) Key answers: Activity 1: (5 ms) (Task 1, textbook, 1_d; 2_c; 3_ a; P.25) Ss put the conversation in the correct Activity 2: (10 ms) order by numbering the expressions Teacher asks Ss to practice the dialogue in (Task 2, textbook, P.26 ) pairs Key answers: 1_b; 2_ d; Teacher calls some pairs to perform the 5_ e; dialogue in front of the class Ss to pay attention to the questions: Teacher sticks a poster with the completed Have you ever …… ? dialogue 6_ g; 4_ b; 5_ e 3_ h; 4_ a; 7_ c; 8_ f How did it happen? Teacher asks Ss to pay attention to the tense of the verb When did it happen? How did the experience affect you? III POST- SPEAKING: (13ms) Ask Ss to use the questions above to talk about their own past experiences, using the cues in task Write down your own dialogue in the IV HOMEWORK: (2ms) UNIT 2: exercise PERSONAL EXPERIENCES LISTENING * Objective: By the end of the lesson, Ss can learn some vocabulary about a fire * Lexical items: memorable (a), scream (v), gas stove (n) escape (v), terrified (a), replace (v), embrace (v), protect (v) * Teaching aids: picture, cassette, chart, handouts PROCEDURE Teacher ‘s activities Students’ activities I PRE - LISTENING: Ss look at the picture and say what is  Warm - up: (5’) (group work): happening in it Describing the picture (p27 - textbook)  Lead - in (2’) - Have you involved in or seen a fire? - What did you then? - How did you feel?  Vocabulary (10’): - memorable (a) = unforgettable (a)  Checking vocabulary (5’) (individual) (synonym): đáng ghi nhớ Gap - filling - Terrified (a) sợ hãi (example) A good pair of shoes will ……… your Most people feel terrified when they see feet while jogging snakes The child ……….her mother tightly - Scream (v): (explanation) la thất thanh, because of fear la hét April 30th 1975 is a ……….day of What people often when they see Vietnamese people something terrible? I feel …whenever I stay at home alone - Replace (v) (mining): thay The fans …….with excitement when - Gas stove (n) (drawing) they saw their idols - Embrace (v) (picture): ôm Robots can …….people in some work - Escape (v) (example): thoát Remember to turn off the …… right The prisoner ran away after escaping from the prison - Protect (v): (explanation) after cooking They were trying to ……….from a burning house What we wear a helmet for? → to protect our head Keys: protect embraced memorable terrified screamed replace gas stove escape Activity (5’) (Pair work) (task P27) Christina is a businesswoman  True  False The fire happened three years ago  True II WHILE – LISTENING  False Keys: The fire started in the bedroom T 2.F F F 5.T  True  False When the fire started, Christina was reading a book  True  False Ask Ss to put the sentences in right order Her mother came and rescued her to make a completer story  True  False Activity (5’) (Group work) Teacher prepares piece of paper on which there are sentences as follow -b Her most unforgettable experience Keys: b d c happened 13 years ago a 5.f 6.e -d Her house burned down -a The fire started in the kitchen because Keys: small everything family replaced took appreciate she forgot to turn off the gas stove -c She heard her mother’s voice calling her name -f She rushed to her mother and her mother carried her out -e She got away without even a minor burn Activity (5’) Individual (Task textbook P28) III POST - LISTENING (5’) (textbook P28) Discussion Christina says that family is more important than things Do you agree or disagree with her? Why? Exchange your ideas with a partner IV HOME - WORK (3’) Write down your idea (Post - listening) in the notebook Teaching date: /09/2007 UNIT 2: PERSONAL EXPERIENCES WRITING A OBJECTIVES A1 Aims: - To help Ss know the way to write a personal letter about a past experience A2 Lexical items: - Words/Phrases used to write about a past experience: embarrassing/embarrassed, frightening /frightened, funny, unforgettable, memorable; appreciate; outlook on life… A3 Structures: I’m writing to tell you about my most memorable …; This made me more careful…; This changes my outlook on life; etc A4 Method: Integrated, Communicative approach A5 Teaching aids: Posters, pictures, handouts, transparency sheets/A4 paper, whiteboard markers, overhead projector B PROCEDURE Teacher ‘s activities Students’ activities WARM-UP (3 mn) Ss: Observe the pictures on board Look at the pictures or listen to the situations and or listen to the situations given answer the questions Ss’ answers: T either shows pictures of ‘a man attacked by He was attacked/bitten by a dog a dog’ and of ‘a man slipped & fallen in the This made him frightened street’ or gives situations and asks some questions: What’s the matter with the man in the 1st He was slipped He felt embarrassed picture? How did this affect him? How about the 2nd picture? Group work (groups of 4) According to you, how did he feel when there Ss: Observe the pictures of the task were a lot of people in the street? provided and make group PRE-WRITING (15 mn) discussion before listening Act.(7mn) Listen to the teacher’s past experience and a multiple-choice task T tells Ss her/his past experience ‘I’ve had a lot of experiences in my life My unforgettable experience was just months ago, when my family spent a summer holiday in Hue city We stayed at a big hotel with floors for three days My son, a quick and naughty boy likes taking the lift so we decided to choose a room on Where the experience happened: at a hotel,… Ss’ answers: b d c the lift I really lost my temper then Immediately, c I embarrassed/frightened…; grabbed his hand and tried to draw it out of the It changes my outlook on b When it happened: months ago, when I was on holiday,… each other and stepping into the lift, my son was How it happened: (various details) Who was involved: How it affected you: It made me life…but I couldn’t The boy was more and more slot, UNIT 2: PERSONAL EXPERIENCES LANGUAGE FOCUS (1) • Objectives: By the end of the lesson, Ss will be able to pronounce /m/ - /n/ - /η/ and use present simple indicating past time correctly • Lexical items: • Skill: speaking, listening, writing, reading • Teaching aids: textbooks, handouts, poster • PROCEDURE Teacher ‘s activities Students’ activities • WARM - UP AND LEAD - IN: (5’) /m/ /n/ /η/ Game: T prepares 15 cards containing 15 may nose Wrong words and asks Ss to put into correct running make nine columns - T gives feedback - T leads in the new lesson A PRONUNCIATION (15’) - Ss repeat I PRESENTATION (5’) - T introduces and modals consonants /m/; /n/; /η/ II PRACTICE (5’) T asks Ss to underline the words Game: Noughts and Crosses containing consonants above and read the sentences loudly (individual) Good morning I want an apartment in central London We have an inexpensive apartment in Northern Avenue I remember meeting him on a nice summer afternoon Mr King is singing next door - Ss close the books and gives Ss handouts Handouts: The story is about a girl called Little Red Riding Hood who (0 live) lives with her He’s holding a string in his fingers mother Little Red Riding Hood‘s He loves spending his holidays in his grandmother (1 invite) _ her to small summer house her cottage, so one fine day she (2 set) III PRODUCTION (5’) T divides class into groups ands asks Ss to choose the number and give the word containing the consonant B GRAMMAR (23’): Present simple _ off to visit her The little girl (3 get) ready, (4 wave) _ goodbye to her mother and (5 promise) to be careful On her arm she (6 carry) _ a basket which (7 contain) _a cake her UNIT 2: PERSONAL EXPERIENCES LANGUAGE FOCUS (2) • Objectives: By the end of the lesson, Ss will be able to use the past simple, past progressive and past perfect correctly • Skills: writing, speaking, listening, reading • Teaching aids: textbook, handouts, chart, pictures, etc PROCEDURE Teacher ‘s activities I/ WARMER: 5’ T gives an exercise: RIGHT (R) or WRONG (w) 1/ I was making a cake when the light goes out 2/ Last night, while I watched T V, my mother was reading a newspaper 3/ When I arrived, the lecture had already started 4/ He went out with his friends after he finished his homework - T gives feedback - T leads in the new lesson II/ PRESENTATION: 10’ Students’ activities From the above sentences, T elicits from Ss (1) Past progressive + WHEN + Past structures: simple …………WHEN ……… WHEN + past simple + past progressive WHILE …………, ………… WHEN / BEFORE / AFTER ……… , II/ PRACTICE: 1/ Activity 1: 8’ Exercise / p.30 Textbook Keys: 1/ broke - was playing 2/ wrote - was 3/ was working - broke 4/ started - were walking 5/ told - were having 6/ didn’t listen - was thinking 7/ phoned - didn’t answer - were (you) doing *Expressing an action happening when another action happened in the past (2) WHILE + Past progressive + Past progressive Past progressive + WHILE + Past progressive *Expressing two actions happening at the same time in the past (3) WHEN / BEFORE + Past simple + Past perfect Past simple + AFTER + Past perfect *Expressing an action happened before another in the past 8/ had looked - asked - cost pair work 2/ Activity 2: 8’ Exercise / p.31 textbook Keys: 1/ had eaten - arrived 2/ found - had taken 3/ got - had closed 4/ got - had left Individual 5/ got - had arrived 6/ paid - had phoned 7/ went - said - hadn’t arrived 8/ had looked - asked - cost III/ PRODUCTION: 12’ Sentence building - Group work T uses pictures or cards: 1/ Play football - homework 2/ Cook the meal - watch T.V 3/ Go shopping - housework 4/ Have dinner - go to the cinema - Ss to make sentences, using the three structures above IV/ HOMEWORK: 2’ T asks Ss to make sentences, using the three structures above