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]
(1)Giaùo aùn Tieáng Anh 11 (CTC) Week: Theme: You and me Period: Topic: Personal experiences Date: UNIT : PERSONAL EXPERIENCES 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 Time Steps Work arrangement 5’ Group work WARM UP and whole Vocabulary crossword puzzle - T divides the class into small groups 0f – Ss Then T distributes the class 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 Giáo viên: Đoàn Thị Vẹn Trinh- Tổ Anh Văn Lop11.com Trường Trung Học Phổ Thông Tân An (2) Giaùo aùn Tieáng Anh 11 (CTC) Theme: You and me Topic: Personal experiences 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 n g i n e e r u m b r e l l a b r a v e g a r a g e l y r i c s h e r o c h a m p i o n s u c c e s s f u l w i t n e s s c a p i t a l c e n t r a l e n c o u r a g e s - T explians the word “embarrassing” and introduces the topic: An embarrassing situation 5’ Pair work and BEFORE YOU READ - T gets Ss to work in pairs and try to make sense of the pictures on page 22 whole class 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 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’ Pair work 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 the tasks that follow TASK 8’ - T gets Ss to read the passage silently and then Task T may write the Individual given words and phrases on the board (i.e making a fuss, sneaky, glanced, work & whole embarrassing, idols) and asks Ss to go back to the passage to locate and read class 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 Giáo viên: Đoàn Thị Vẹn Trinh- Tổ Anh Văn Lop11.com Trường Trung Học Phổ Thông Tân An (3) Giaùo aùn Tieáng Anh 11 (CTC) Theme: You and me Topic: Personal experiences 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 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 : - 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 5’ 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, paragraph 4) Giáo viên: Đoàn Thị Vẹn Trinh- Tổ Anh Văn Lop11.com Trường Trung Học Phổ Thông Tân An (4) 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 or and discuss the whole class 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 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 EXTRA ACTIVITY: Read the following article and answer the T/F questions that follow: I was about or 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 It was the boy’s 9th birthday when his mother took him to the theatre The presenter invited all the children to go onto the stage The boy came up onto the stage because he got a birthday that day The boy’s mother wanted him to be on the stage so she told him to go The magician got angry because the boy told a lie The boy felt ashamed because everyone knew he told a lie The other kids laughed at the boy because he was a bad liar Answers: F F F t F T T Week: UNIT : Period: Date: PERSONAL EXPERIENCES Giáo viên: Đoàn Thị Vẹn Trinh- Tổ Anh Văn Lop11.com Trường Trung Học Phổ Thông Tân An (5) Giaùo aùn Tieáng Anh 11 (CTC) Theme: You and me Part B: SPEAKING Topic: Personal experiences 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 Giáo viên: Đoàn Thị Vẹn Trinh- Tổ Anh Văn Trường Trung Học Phổ Thông Tân An Lop11.com (6) Giaùo aùn Tieáng Anh 11 (CTC) Theme: You and me Topic: Personal experiences 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 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 T introduces the task and gets Ss to it individually , then copare the answers Individual with a peer 10’ work , pair - T calls on a student to read out his / her answers work & whole - T checks with the class and gives corrective feedback - T intriduces or elicits the structures “Make some body something ” or “ class 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 : d 2.c a d e TASK - 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 10’ - 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 Giáo viên: Đoàn Thị Vẹn Trinh- Tổ Anh Văn Lop11.com Trường Trung Học Phổ Thông Tân An (7) Giaùo aùn Tieáng Anh 11 (CTC) Theme: You and me Topic: Personal experiences - 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: h a e g c f 12’ Pair work & TASK - T introduces the task: Ss are going to ask and answer questions about their whole class 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 3’ Whole class 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 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 “Have you ever ” Yes(write name) No 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 ?” Giáo viên: Đoàn Thị Vẹn Trinh- Tổ Anh Văn Lop11.com Trường Trung Học Phổ Thông Tân An (8) Giaùo aùn Tieáng Anh 11 (CTC) Week: Theme: You and me Period: Topic: Personal experiences Date: UNIT : PERSONAL EXPERIENCES 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 Time Steps Work arrangement 5’ Group work & WARM UP whole class A matching game (To teach vocabulary related to fires and lead Ss to the topic ) - T divides the class into small groups of - students Then T distributes the following handouts for Ss to 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 Column A Column B Fire fighter a A metal stairway outside to help people get out of a buiding on fire Fire alarm b A pipe that draws water for putting out a fire Fire door c A person who fights fires Fire escape d What comes out of a fires Fire hydrant E A fine – resistant door that can be closed to stop the speard of the fire Fire extinguisher f A large truck that carries firefighters and equipment to the site of a fire Smoke g A tube that contains special chemicals for putting out a fire Fire truck h A bell that tells you a fire has started Answer : 1.c 2.h 3.e a b g c f 10’ Pair work and BEFORE YOU LISTEN whole work - 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 Giáo viên: Đoàn Thị Vẹn Trinh- Tổ Anh Văn Lop11.com Trường Trung Học Phổ Thông Tân An (9) Giaùo aùn Tieáng Anh 11 (CTC) Theme: You and me Topic: Personal experiences 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): sî h·i Scream (v): gµo thÐt Replace (v): thay thÕ Gas stove (n): bÕp ga Embrace (v): «m Escape (v): trèn tho¸t Protect (v): b¶o vÖ - 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 10’ Individual WHILE YOU LISTEN work,pair Task and Instruction: You are going to listen to a girl telling about her most unforgetable work experience Listen and answer True or False questions Put a tick in the appropriate whole class box - Before Ss listen and 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 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: T F (13 years old) F(in the kitchen) F (she was sleeping) T TASK Instruction: You are going to listen to the story again and fill the gap with the information you hear - T checks if Ss can 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 Giáo viên: Đoàn Thị Vẹn Trinh- Tổ Anh Văn 10 Lop11.com Trường Trung Học Phổ Thông Tân An (10) Giaùo aùn Tieáng Anh 11 (CTC) Theme: You and me Topic: Personal experiences more time and pause at the answers fir them to catch Answers: small everything family replaced took appreciate Tapescript: (In T’s book) Interviewer: This is Radio 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 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 7’ Group work & AFTER YOU LISTEN - Before getting Ss to discuss, T teaches them some useful expressions of asking whole class for and giving opinions E.g: Asking for opinions What you think about ? What’s your opinion about ? What’s your feeling about ? What’s your point of view about ? How you feel about ? Do you have any opinions about ? Expressing opinions Expressing agreements I think Personally, I believe I feel I agree I think so, too That’s true, and That’s right, and Giáo viên: Đoàn Thị Vẹn Trinh- Tổ Anh Văn 11 Lop11.com Expressing disagreements Well, may be, but That might be true, but Well, my feeling is that Trường Trung Học Phổ Thông Tân An (11) Giaùo aùn Tieáng Anh 11 (CTC) Theme: You and me Topic: Personal experiences In my opinion, Well, I don’t think so I From my point of think view - T gives examples and gets Ss to some practice with these structures - Now T divides the class into small groups of or and gets them to discuss the question in the textbook T might want to appoint a group leader for eacg group This person will monitor thr discussion, note down friend’s ideas and appoint a representative to present the outcome of their discussion to the class - T goes around to check and offer help - After checking that all the groups have finished, T calls on the representative of each group to report their peer’s ideas T checks if other groups would have the same or different ideas - T listens and takes note of their errors T provides corrective feedback after that 3’ Whole class WRAPPING - T summarises the main points of the lesson - For homework, Ss write a summary of the story they listened in class EXTRA ACTIVITY T reads the text, gets Ss to listen for once or twice and answer the questions that follow Home fires Many fires are caused by cooking Cooking is the number one cause of home fires You should always watch what you are cooking Never leave something cooking on the stove without watching it Three out of ten home fires start in the kitchen That is more than any other room in the house Many people are killed and injured from kitchen fires Kitchen fires can be prevented Follow safety rules and you can keep youeself safe What is the number one cause of home fires ? a matches b cooking without watching c fireplaces What room in homes has the most fires ? a family room b basement c kitchen Kitchen fires can be prevented by a watching food on the stove every 10 minutes b always watching what you’re cooking c cooking with a frying pan Answers: b c b Week: UNIT : Period: Date: PERSONAL EXPERIENCES Part D: 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, handouts III Anticipated problems Ss may not have sufficient vocabulary to write about the topic, so T should be ready to help them V Procedure Giáo viên: Đoàn Thị Vẹn Trinh- Tổ Anh Văn 12 Lop11.com Trường Trung Học Phổ Thông Tân An (12) Giaùo aùn Tieáng Anh 11 (CTC) Time Theme: You and me Steps Topic: Personal experiences Work arrangement Whole class 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 big groups Then I’m going to read out some questions about the rules of writing personal letters in English You need to give your responses as quickly as possible For each question, if your answer is quicker and correct, you get one point for your group Then we will add up the points for each group Which one has more points will be the winner” - T divides the class into big groups: A and B - T reads out the questions and leads the game The Quiz How many parts does a personal letter normally have ? What are these parts ? What we normally write in the Salutation ? What we normally write in the Closing ? Where we normally sign the letter ? - T gets Ss to add up the points for each group and announces the winner Answers: parts The Heading, the Salutation (Greeting), the Body, the Closing and the Signature We normally write “Dear” or “Hello/Hi” etc plus the name of the person we are writing to and a comma at the end We normally write something like “Sincerely”, “yours”, “Love”,”Cheer”, “Best wishes”, “See you soon” etc and after that we put a comma 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 of ideas on the board for Ss to follow: Giáo viên: Đoàn Thị Vẹn Trinh- Tổ Anh Văn 14 Lop11.com Individual work, pair work & whole class Trường Trung Học Phổ Thông Tân An (13) Giaùo aùn Tieáng Anh 11 (CTC) When it happened? Theme: You and me What happened? Topic: Personal experiences Where it happened? Most unforgettable experience Who was involved? How it happened? How it affectedyou ? - T elicits the verb tenses that can be used for describing a past event (past simple, past perfect, past continuous) If necessary, T reviews the uses of these tenses E.g: + 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 - T gives examples and checks that Ss understand the use of these tenses - T gets Ss to plan their stories according to the questions on the board, then compare and check with a peer E.g: A sample outline: What happened ? I nearly drowned When it happened ? A year ago, my last summer vacation Where it happened ? A river near my grandparents’ house How it happened ? When I was swimming, I suddenly caught a cold, I felt dizzy and I was too weak to swim Who was involved ? Some of my friends were also swimming at that time, one tried to save me How it affected you ? I learned that life is so important - T goes around to check and offer help - T collects some outlines and provides corrective feedback T provides relevant vocabulary and structures if necessary Giáo viên: Đoàn Thị Vẹn Trinh- Tổ Anh Văn 15 Lop11.com Trường Trung Học Phổ Thông Tân An (14) Giaùo aùn Tieáng Anh 11 (CTC) Theme: You and me Topic: Personal experiences 17’ Individual WRITING work & pair - Now T gets Ss to write their own letters in 10 minutes work - T then asks Ss to get in pairs, exchange their letters and correct each other - T goes around to offer help A sample letter: Hanoi 25 September 2007 Dear Peter, How have you been doing ? Have you got any plan for the coming school break ? Perhaps I will go to see my 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 swimming every afternoon when I spend my vacation with them.One day when I was swimming with some of my friends, I suddenly caught a cold I felt so dizzy and was too weak to continue swimming, so I started to sink I thought I was going to drown but I couldn’t 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’ Whole class FEEDBACK ON SS’ WRITING - 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’ Whole class 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 making in the next lesson EXTRA ACTIVITY: Rearrange these events to make a story The first event has been numbered for you a Immediately I picked up a heavy stick and ran to see what was wrong b.As I looked around I saw more and more people and,to my horror,I spotted film cameras and a TV van c When I got home, I told my brother the story, and he laughed uncontrollably d One day I went jogging in the park near my house e “Run !”–I screamed at the girl, but to my surprise, she just stood there staring at me, and then she started to shout: “Stop it ! Please stop it !” f I got up, feeling very stupid, and apologized g Suddenly, I heard cries of “Help ! Help !” coming from behind some trees h Without a second thought I rushed at the man and started hitting them with my stick Giáo viên: Đoàn Thị Vẹn Trinh- Tổ Anh Văn 16 Lop11.com Trường Trung Học Phổ Thông Tân An (15) Giaùo aùn Tieáng Anh 11 (CTC) Theme: You and me Topic: Personal experiences i Then the young girl gave me a strange look and said: “Thank you very much for trying to help but you see, we are making a TV program” j As I came nearer the bush where I heard the noise coming from, I saw men attacking a young girl k I learned an important lesson: “Look before you leap” l Then from behind some more trees more men appeared, jumped on me, and pulled me away and pushed me to the ground Answers: Week: UNIT : 1.d g a j h e l Period: b i 10 f 11 c 12 k Date: PERSONAL EXPERIENCES Part E: LANGUAGE FOCUS I Objectives By the end of the lesson, Ss will be able to: - Distinguish the sounds / m /, / n / and / / - 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 work, pair PRONUNCIATION work & whole Distinguishing sounds - T models the sounds / m / n / and / / for a few time and explains the class 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 / / 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, Giáo viên: Đoàn Thị Vẹn Trinh- Tổ Anh Văn 17 Lop11.com Trường Trung Học Phổ Thông Tân An (16) Giaùo aùn Tieáng Anh 11 (CTC) Theme: You and me Topic: Personal experiences 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’ Individual GRAMMAR work,pair Exercise work & whole a) Presentation - If necessary, T receives the forms, meanings and uses of the present simple, class 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 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 Giáo viên: Đoàn Thị Vẹn Trinh- Tổ Anh Văn 18 Lop11.com Trường Trung Học Phổ Thông Tân An (17) Giaùo aùn Tieáng Anh 11 (CTC) Theme: You and me Topic: Personal experiences 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 Exercise 9’ Individual work,pair a) Presentation - If necessary, T reviews the forms, meanings, and uses of the past simple and past work & whole class 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, 2nd, 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 Giáo viên: Đoàn Thị Vẹn Trinh- Tổ Anh Văn 19 Lop11.com Trường Trung Học Phổ Thông Tân An (18) Giaùo aùn Tieáng Anh 11 (CTC) Theme: You and me Topic: Personal experiences 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 Exercise 8’ 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 Giáo viên: Đoàn Thị Vẹn Trinh- Tổ Anh Văn 20 Lop11.com Trường Trung Học Phổ Thông Tân An (19) Giaùo aùn Tieáng Anh 11 (CTC) Theme: You and me Topic: Personal experiences * 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: Giáo viên: Đoàn Thị Vẹn Trinh- Tổ Anh Văn Lop11.com Trường Trung Học Phổ Thông Tân An (20) Giaùo aùn Tieáng Anh 11 (CTC) Theme: You and me Topic: Personal experiences 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’ Whole class 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 EXTRA ACTIVITY Complete the sentences by putting the verbs in bracket in tne simple past present prefect , or past prefect When I (arrive ) home last night, I discovered that Jane(prepare ) a beautiful candle-lit dinner Sine I began acting , I (perform ) in two plays , a television commercial and a TV drama However , I (speak , never even ) publicly before I came to Hollywood in 1985 By the time I got to the office , the meeting (begin , already ) without me My boss (be ) fuirious with me and I (be ) fired When I (turn ) th radio on yesterday , I (hear ) a song that was popular when I was in high school I (hear , not ) the song years , and it (bring) back some great memories Last week , I (run ) into an ex-girlfriend of mine WE (see , not ) each otheir in years , and both of us (change ) a geat deal I (enjoy ) talking to her so much that I (ask ) her out on a date We are getting together tonight for dinner When Jack (enter ) the room , I (recognize, not ) him because he (lose ) so much weight and (grow ) a beard He looked totally different ! I (visit ) so many beautiful places since I (come ) to Utah Before moving here , I (hear , never ) of Bryce Canyon , Zion , Archer or Canyonlands Answer : arrived / had prepared have performed / had even spoken had already begun / was / was turned / heard / had not heard / brought ran / had not seen / had changed / enjoyd / asked entered / did not recgnise / had lost grown have visited / came / had never heard Giáo viên: Đoàn Thị Vẹn Trinh- Tổ Anh Văn Lop11.com Trường Trung Học Phổ Thông Tân An (21)