UNIT 2 - 11CB

Date of preparing:22- 8- 2009 Date of teaching: 25- 8- 2009 Class:11A5, 11A9, 11A7, 11A6 Unit 2 PERSONAL EXPERIENCES ---------------oOo------------- Period N o 7 - Lesson 1: Reading I. Aim: - Reading for specific information about personal experiences. II. Objectives: By the end of the lesson, Ss will be able to: - Develop such reading skills as scanning for details, specific ideas, skimming for general information, and guessing meaning in context, identifying the sequence of events - Use the information they have learnt to discuss the story II. Teaching aids - Textbook, handouts, cassette …………. III. Anticipated problems - Ss may need help with discussion task, so T should be ready to help them IV. Procedure: Time 3’ 3’ 4’ 2’ 10’ 5’ 9’ Teacher’s activities - ask Ss some questions. - ask Ss to look at the pictures on page 22, guess what is happening and then put them in the correct order. - ask some questions. - check the answers with the whole class. - read word by word. - ask Ss to repeat in chorus and individual. - write them on the blackboard. - say some words in Vietnamese and ask Ss to speak them out in English. - ask Ss to read the passage silently and do the task 1. - ask them to fill the blank with the words/ phrases in the box. - check the answer with whole class. -give the correct answers. - ask Ss to read the text silently again and then with a peer to work out the sequence of the pictures given on page 22 again. - call on a student to give and explain his/ her answer. - get them to read the questions carefully and give them some tips to do the task. Content A. Warm- up: Chatting Questions: 1. Who is your best friend? 2. Have you ever forgotten her/his birthday? 3. Would you feel upset if you forgot her/his birthday? 4. If you made a stupid mistake, how would you feel? B. Pre- reading I. Look at the pictures on page 22 and guess what is happening in each of them then put them in the order Questions: 1. What can you see in the 1 st picture? 2. Who do you think they are? 3. What can you see on the table? ………………………………………. Suggested answers: 1. A man and a young girl 2. Maybe they are family members 3. It’s money II. Vocabulary - to embarrass (v) [im'bærəs]:lµm lóng tóng - embarrassing (a) [im'bærəsiη]: bèi rèi - to glance(v) [glɑ:ns]:liÕc nh×n - sneaky (a) ['sni:ki]: vông trém, lÐn lót - wad (n) [wɔd]: xÊp, cuén - to make a fuss [meik ə fʌs]:lµm Çm Ü - idol (n) ['aidl] :thÇn tîng - floppy (a) ['flɔpi] : mÒm III. Checking vocabulary: C. While- reading I. Task 1: Answers: 1. glanced 2. making a fuss 3. embarrassing 4. idols 5. sneaky II. Task 2: Correct answers: 1. picture d 2. picture b 3. picture f 4. picture e 5. picture a 6. picture c III. Task 3: Suggestet answers: 1. She wished to have a red floppy cotton hat. 2. Her father gave her some money so that Students’ activities - answer the teacher’s questions. - look at the pictures on page 22, guess what is happening and then put them in the correct order. - listen carefully. - repeat in chorus and individual. - write them down on the notebooks. - do the task individually. - read the passage silently and do the task 1. - fill the blank with the words/ phrases in the box. - explain the answers. - read the text silently again and then with a peer work out the sequence of the pictures given on page 22 again. - a student gives and explains his/ her answer. - read the questions carefully to do the task. - check their answer Date of preparing: 23- 8-2009 Date of teaching: 26- 8- 2009 Class:11A5, 11A9, 11A7, 11A6 Unit 2 PERSONAL EXPERIENCES ---------------oOo------------- Period N o 8 - Lesson 2 : Speaking I. Aim: - Talking about past experiences and their influences on one’s life II. Objectives:By the end of the lesson, Ss will be able to: - Identify structures that are used to talk about past experiences and their influences on one’s life - Practice the present perfect and past simple, structures with “Make” - Use these structures to talk about a past experience and how it affects their life III. Teaching aids: - Textbook, handouts, …………. IV. Anticipated problems: - Ss may have problem using present perfect and past simple when talking about the past, so T should be ready to help them V. Procedure Time 3’ 10’ 20’ 10’ 2’ Teacher’s activities - ask Ss some questions about their experiences. - call on some Ss to talk about their experiences in front of the class. - give comments. - ask Ss to work in pairs to match things they might have done or experienced in box A and how the experience might have affected them in box B. - call on some Ss to give their answers. - give comments. - ask Ss what they say to ask about someone's experience that might have affected them. - give comments. - ask Ss to work in pairs to put the lines of the dialogue in the correct order. - go around to control and give help if necessary. - call on some Ss to give the answers. - give feedback. - ask Ss to work in pairs to practice the dialogue. - call on some pairs to practice in front of the class. - ask Ss to work in pairs. - ask them to make a similar dialogue based on the structures and information in task 1 and task 2. - call on some pairs to act out their dialogues inthe front of the class. - correct pronunciation, stress and intonation. - summarize the main points. Content A. Warm- up: Chatting Questions: 1. Have you ever sung in the public? + When did you sing in the public? + How did you feel ? + How did the experience affect you? 2. Have you ever failed the exam ? 3. Have you ever got a bad mark? ……………………… B. Pre- speaking: Task 1: Expected answers: 1.d ( Speaking English to a native E speaker makes you more interested in learning E ) 2.c (Being seriously ill makes you appreciate your health more ) 3.a ( Travelling to other parts of the country makes you love your country more ) 4.b (Failing an exam teaches you a lesson and makes you study harder ) 5.e ( Talking to a famous pop star changes your attitude to pop star ) II. Eliciting and introducing useful structures Expected answers: Have you ever . ? When did it happen? How did it happen? What were you thinking and feeling How did the experience affect you? C. While- speaking: Task 2: Suggested answer: 1 - b: Have you ever spoken English to a native speaker? 2 - d: Yes. I talked to an English girl last summer. 3 - h: How did you meet her? 4 - a: I was walking along Trang Tien Street when an English girl came up to me and asked me the way to Hoan Kiem Lake. I told her, then we started talking about the lake. 5 - e: What did you talk about? 6 - g: Everything about the lake: its name, the great turtles in it, ect. 7 - c: How did the experience affect you? 8 - f: Well, it made me more interested in learning English. D. Post- speaking: Task 3: - Have you ever failed an exam? - Yes, I have - What exam did you fail? - I failed in an entrance exam to university. - Why did you fail the exam? - Well, I didn’t study well for it. - How did the experience affect you? - It taught me a lesson and made me work harder. E. Wrapping Students’ activities - answer the teacher’s questions. - work in pairs to match things they might have done or experienced in box A and how the experience might have affected them in box B. - some Ss give their answers. - answer the teacher’s question. - work in pairs to put the lines of the dialogue in the correct order. - some Ss give the answers. - work in pairs to practice the dialogue. - some pairs practice in front of the class. - work in pairs to make a similar dialogue based on the structures and information in task 1 and task 2. - some pairs act out their dialogues inthe front of the class. Date of preparing:24- 8-2009 Date of teaching:27 - 8- 2009 Class: 11A5, 11A9, 11A7, 11A6 Unit 2 PERSONAL EXPERIENCES ---------------oOo------------- Period N o 9 - Lesson 3 : Listening I. Aims - Listening about Christina’s most unforgetable experience in her life. II. Objectives: By the end of the lesson, Ss will be able to: - Develop such listening skills as listening for specific information and taking notes while listening III. Teaching aids: - Textbook, handouts,cassette tape …………. IV. Anticipated problems: - Ss may not have sufficient vocabulary to talk about the topic, so T should be ready to assit them. - Ss may not also be familiar with the note-taking task so T should provide them some tips to deal with the task V. Procedure Time 5’ 4’ 4’ 2’ 20’ 8’ Teacher’s activities - divide the class into two groups A and B and ask Ss to guess what the teacher is talking about. - read aloud some facts about the thing one by one. - ask Ss to work in pairs to ask and answer about the picture on page 27. - call on some Ss to answer. - ask Ss to guess what they are going to listen to. - read word by word. - ask Ss to repeat in chorus and individua. - write them on the board. - read some words and ask Ss to read again in the right order. - ask Ss to read the statements to understand them. -play the tapes once for Ss to listen and do the task. - check the answer with the whole class. - play the tape again and pause at the answers for them to catch. - ask Ss to study the text carefully for the missing information they need to fill and guess the answers. - get Ss to work in pairs and check their answers. - call on some Ss to give the answers. - teach them some useful expression of asking for and giving opinions. Content A. Warm- up: Guessing things: 'What is it?" + It destroys buildings, houses and forests. + It can kill people. + It gives out a lot of smoke. + You need water to put it out. B. Pre- listening: I. Describe the picture: Questions: - Can you see a fire? - What’s burning? - Can you see a woman? - What’s she doing? Who is she carrying in her hands? - Do you think they are from the burning house? - How do they look? II. Vocabulary: 1. memorable (a)['memərəbl]: ®¸ng nhí 2. terrified (a)['terifaid]:sî h·i 3. to scream(v) [skri:m]:shout very loudly 4. to replace (v)[ri'pleis]: thay thÕ 5. gas stove(np)[stouv]:bÕp ga 6. to embrace(v)[im'breis]: «m 7. to escape (v)[is'keip]:trèn tho¸t III. Checking vocabulary C. While- listening I. Task 1 Answers: 1. T 2. F(13 years ago) 3.F(in the kitchen) 4. F(she was sleeping) 5. T II. Task 2: Answers: 1. small 2. everything 3. family 4. replaced 5. took 6. appreciate D. Post- listening: -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 opinion about…? Students’ activities - work in 2 groups and try to guess what the teacher is talking about. - work in pairs to ask and answer about the picture on page 27. - some Ss answer. - guess what they are going to listen to. - listen to the teacher and repeat in chorus and individual. - write new words in their notebooks. - do the task individually. - read the statements to understand them. - listen to the tape carefully to do the task. - give the answers. - listen again to give the correct answers. - study the text carefully for the missing information they need to fill and guess the answers. - work in pairs. - some Ss give the answers. - listen and note down. Date of preparing:28-8- 2009 Date of teaching: 1- 9- 2009 Class: 11A5, 11A9, 11A7, 11A6 Unit 2 PERSONAL EXPERIENCES ---------------oOo------------- Period N o 10 - Lesson 4 : Writing I. Aims - Writing about a past experience. II. 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 learnt in previous lessons III. Teaching aids: - Textbook, handouts, …………. IV. Anticipated problems: - Ss may not have enough vocabulary to write about the topic, so T should be ready to help them V. Procedure: Time 4’ 10’ Teacher’s activities - ask Ss some questions about how to write a letter. - call on some Ss to answer in front of the class. - comment and give correct answers. - introduce the new lesson. - set the scene: You are going to write a friendly letter to a pen friend telling him or her about one of your most memorable past experiences. - get Ss to read the task silently and work out what they are required to write about. - call on a student to answer and elicit more ideas from the class. - draw a network of ideas on the board for Ss to follow. - elicit the verb tenses that can be used for describing a past event (past simple, past perfect, past continuous - give Ss some useful expressions. Content A. Warm- up: The Quiz Questions: 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? Answers: 1. 5 parts 2. The Heading, the Salutation (Greeting), the Body, the Closing and the Signature 3. We normally write “Dear” or “Hello / Hi” etc. plus the name of the person we are writing to and a coma at the end. 4. We normally write something like “Sincerely”, “Yours“, “Love”, “Cheers”, “Best wishes”, “See you soon” etc. and after that we put a comma. 5. Our signature normally goes under the Closing. B. Pre- writing: I. Network + The past simple is used to talk about an event that happened and finished in the past + The past continuous is used to talk about an event that was in progress around a specific past time. We often use the past continuous together with the past simple. The past continuous refers to a longer ‘background’ action or situation; the simple past refers to a shorter action or situation that happened in the middle or interrupted it. + The past perfect is used to talk about an event that had happened before another event that happened in the past. II. Useful expressions: + Name of experiences : most Students’ activities - answer the teacher’s questions. - some Ss answer in front of the class. - listen carefully. - listen carefully. - read the task silently and work out what they are required to write about. - a student answers in front of the class. - listen carefully. - listen and note down. Date of preparing: 31- 8- 2009 Date of teaching: 3 - 9 -2009 Class: 11A5, 11A9, 11A7, 11A6 Un it 2 PERSONAL EXPERIENCES ---------------oOo------------- Period N o 11 - Lesson 5 : Language focus I. Aims: - Distinguishing the sounds [m], [n] and [η] - Pronouncing the words and sentences containing these sounds. - Distinguishing the uses of different verb tenses: present simple for indicating the past, past simple, past continuous and past perfect. II. . Objectives: By the end of the lesson, Ss will be able to: - Distinguish the sounds [m], [n] and [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. III. .Materials . - Textbook, handouts………. IV. Anticipated problems - Ss may find it difficult to pronounce the sounds, so T should prepare a lot of practice. 4. Procedure: Time 3’ 10’ 4’ Teacher’s activities - ask Ss to read some sentences. - introduce the new lesson. - pronounce the sounds separately. - model the sounds [m], [n] and [η] for few times and explain the differences in producing them. - play the tape once for Ss to hear the words containing these sounds. - play the tape again and this time ask Ss to repeat after the tape. - read the sentences and ask Ss to underline the words with the sounds [m], [n] and [η] and write under them. - ask Ss to practice reading the sentences in pairs. -go around providing help. - ask some Ss to read the sentences and give feedback. - review the forms, meanings and uses of the present tenses. - emphasise that we can use the present tenses in telling stories (which are often concerned with past events) to make the stories more interesting. Content Warm- up: Read some sentences: 1. I’ll call them then. 2. He ran/ rang twice. 3. We got some sun at the beach. B. Pronunciation: I. Presentation 1: [m], [n] and [η] II. Practice 1 Pronouncing words containing the sounds 2. Practicing reading sentences containing the target sounds C. Grammar I. Presentation 2: . The present tenses: 1. Present simple: + Use: We use the simple present tense 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 does not do. E.g: The train leaves every morning at 8am. The train does not leave at 9 am. When does the train usually leave? + Form: (+) I/You/ We/They + bare infinitive He/ She/ It + V(s,es) (-) S + don’t/doesn’t + V-infinitive (?) Do/does+ S + V-infi ? 2. Present continuous: + Use: We use the Present Continuous with Normal Verbs to express the idea that something is happening now, at this very moment. It can also be used to show that something is not happening now. E.g: Are you sleeping? + Form: (+) S + am / is / are + V—ing (-) S + am / is / are+ not + V—ing Students’ activities - read some sentences. - listen attentively. - listen to the tape carefully. - repeat in chorus and individual. - listen and underline the words with the sounds[m], [n] and [η] and write under them. - practice reading the sentences in pairs. - some Ss read the sentences - listen carefully and note down. . preparing :22 - 8- 20 09 Date of teaching: 25 - 8- 20 09 Class:11A5, 11A9, 11A7, 11A6 Unit 2 PERSONAL EXPERIENCES -- -- - -- - -- - -- - -oOo -- - -- - -- - -- - - Period N o 7 - Lesson. 23 - 8 -2 0 09 Date of teaching: 26 - 8- 20 09 Class:11A5, 11A9, 11A7, 11A6 Unit 2 PERSONAL EXPERIENCES -- -- - -- - -- - -- - -oOo -- - -- - -- - -- - - Period N o 8 - Lesson 2