Bài giảng Giáo án Tiếng Anh 11(NC)

Planning date: . Period 9 Teaching date: . Unit 2: PERSONAL EXPERIENCE Reading A. Aims and objectives. Students practice reading skill. By the end of the lesson, they can do all given exercises to understand more about the reading text. By the way, they can practice talking about their own personal experiences. B. Preparation Teacher: book, lesson plan, handout Students: books, studying. C. Teaching aids Chalk, tape, pictures, handout. D. Procedures Stages Teacher’s activities Learners’ activities I. Organi- zation Mainly organizes classes as grouping, pairing. Attendance: 11A2 . 11A3 . II . Checking 1. Check Ss’ preparations for the reading text at home. 2. Other check will be done during the lesson. Answering the teacher questions’ III. New lesson. 1. Warm up 2. Reading a. Pre reading Ask Ss some questions. - Teacher draws some pictures of eyes, ears, mouth, nose and hand on the board. - Ask Ss what these pictures relate to Activity 1: Before you read. • Divide the class into small groups • Ask groups to practice talking with ex a, b - p 24 Eg: A: Which is the sense in picture 1? B: It is hearing • Go around the class to monitor and support. • Ask Ss to present their speaking. • Comment Ss’ speaking, correct their mistakes and answer questions if they are asked. Activity 2: Pre-teaching some new words: • fragrance (n) höông cuûa hoa • flavor (n) muøi vò Answering the teacher questions’ They are relate to five senses Activity 1: Before you read. Ss work in groups to do tasks under the teacher s guide.’ Part a. A: Which is the sense in picture 2? B: It is the sense of sight A: Which is the sense in picture 3? B: It is smelling A: Which is the sense in picture 4? B: It is tasting A: Which is the sense in picture 5? B: It is the sense of touch. Part b: 1. touching 2. smelling 3. sight 4. hearing 5. tasting Activity 2: Learning some new words 3. While reading. • embarrassed (adj) lúng túng, bối rối _ embarrassment (n) • merrily (adv) vui vẻ • pause (n) sự tạm dừng • conversation (n) bài hội thoại • pass by (v) đi ngang qua • in vain: vô ích • retreat into .shell: thu mình lại • inept (adj) vụng về • slip away (v) biến đi • image (n) hình ảnh • inadequate (adj) bất lực • shy (adj) mắc cở  shyness (n) • dispirited (adj) chán nản • character (n) nhân vật • impact (n) ấn tượng - Guide Ss to read the text aloud to check their pronunciation and intonation. - Ask Ss to raise questions when misunderstanding. - Help Ss translating some difficult sentences or phrases. Activity 3: Part a- T or F -Guide Sts to read the text - Ask the to do part a in groups of four -Go around to control and support. - Ask Ass to present their answers on the board. -Go over the answer with the whole class. - Ss take note all the new words and introduce some more - Practice pronunciation under the teacher’s guides. - Read the text to have general ideas of the reading passage. - Raise questions raise questions when misunderstanding. - Translating some different sentences or phrases Activity 3: Part a- T or F Read the text, and then do exercise 1. F _ He is a shy person 2. T 3. F _ He felt difficult to make friends 4. F _ He was unable to grow out of his shyness 5. F _ It had impact on him many days after the party IV.Consolidat ion Teacher comments about the lesson: the learning atmosphere, the results . Ss follow and make questions if they misunderstand. V. Home work 1. Read and translate the text 2. Pre –study while reading. Doing homework. Planning date:…………… Period 10 Teaching date:………… . Unit 2: PERSON AL EXPERIENCE reading (2) A. Aims and objectives. Students practice reading skill. By the end of the lesson, they can do all given exercises to understand more about the reading text. By the way, they can discuss some solutions to help the writer of the reading text to overcome his difficulties B. Preparation Teacher: book, lesson plan, handout Students: books, studying. C. Teaching aids Chalk, tape, pictures, handout. D. Procedures Stages/ Teacher’s activities Learners’ activities I.Organiz-ation Mainly organizes classes as grouping, pairing. Attendance: 11A2 . 11A3 . II. Checking 1. Present at least 20 words and phrases from the text. 2. Tell me one of the situation in which you are confused or embarrassed 3. Other checks will be done during the lesson Answering the teacher’ questions III. New lesson. 1. Warm up 2. Reading a. Prereading b. While reading. Ask some questions” Have you ever gone to school late? Why did it happen? How were you at that time? - Ask three Sts these questions Activity 1: Reading • Ask some Ss to read the text loudly. • Follow and take note mistakes on spelling and pronunciation. • Correct Ss’ mistakes and read the text loudly once. • Introduce Ss tasks to do after reading the text. Activity 2: exercises. • Divide the class into small groups • Ask groups to go over exercises b, c in 15’. • Go around the class to monitor and support. • Tell Ss to share their answers in front of the class. • Ask Ss to present exercises. • Go over the answer with the whole class and comment Ss’ working E. answers 1. Yes, I have. 2. Because I overslept. 3. I was regretful and embarrassed. Activity 1: Reading • Read the text when asked. • Follow the T’s mistakes correction, reading and the introduction of tasks to do. • Ask questions if necessary. Activity 2: Do exercises under the teacher’s guide. Task b: + Two pieces of information related to the sense of sight 1. He was many people talking merrily and there was a pause win the conversation when he came in. 2. He found the room full of people he didn t know.’ + One pieces of information related to the sense of hearing 3. Post reading Activity 3: Speaking. • Ask Ss to work in groups to discuss what advice can be given to the writer in order to overcome such an experience. • Ask Ss to recall some structures used to give advice • Go around the class to monitor and support. • Tell Ss to share their answers in front of the class. • Ask Ss to present exercises. • Comment the Ss’ working and support their given ideas. When he heard someone ask his name Part c: Read the text again and then pick out information that expresses he writer’s feeling during and after the party. During the party: 1. This made him nervous. 2. He felt uncomfortably hot. 3. He kept quiet and retreat into his shelf, aware of how inept he had to be in othe people’s eyes. After the party: The longer this train of thought went on, the more dispirited and sadder he felt many days after his first party experience Activity 3 Speaking. - Ss work in group to talk as required. Structures used to give advice  If I were you, I would  You should/ shouldn’t .  Why don’t you ?  You’d better (not) - Ss present their ideas - If I were him, I would come to the host and ask him to introduce me to his friend - He should smile in a friendly way with anyone he encounters in the party. - Why don’t you look for your acquaintances at the party? There must be someone you know. Consolidation Teacher comments about the lesson: the learning atmosphere, the results . Ss follow and ask questions for more understanding V. Homework 1. Read and translate the text 2. Pre –study Listening. 3. Translate the reading text into Vietnamese. Doing homework Planning date:…………… Period 11 Teaching date:………… . Unit 2: PE RSONAL EXPERIENCE listening A. Aims and objectives Students practice listening skill. By the end of the lesson, they can fulfill printed exercises in their textbooks; by the way practice speaking with the requirement in part d: Retell the story in the tapescript B. Preparation Teacher: book, lesson plan, handout Students: books, studying. C. Teaching aids Chalk, tape, handouts. D. Procedures Stages Teacher’s activities Learners’ activities I. Organization Mainly organizes classes as grouping, pairing. Attendance: 11A2 . 11A3 . II. Checking 1. Read the text and answer questions. 2. Read the text and translate 3. Write down at least 20 words of the text 4. Other checks will be done during the lesson. Answering the teacher’ questions III. New lesson. 1. Warm up 2. Listening a. Pre- listening - Asking Ss some questions 1, Have you ever mistaken anything or anybody? 2, What did you do when you realized your mistake? Two Sts present orally. Activity 1: Before you listen - Teaching some new words • presentation (n) bài phát biểu • ashamed (adj) xấu hổ • absent-minded (adj) đảng trí • duty (n) trách nhiệm • careless (adj) bất cẩn # careful • fearful (adj) hung dữ • cycle (v) lái xe đạp • search (v) tìm • counter (n) quầy • witness (v) chứng kiến • thief (n) tên trộm E. answer Yes, I have. I have mistaken my brother to m a stranger at Tien Kien Station two years ago when I came there to pick him up. When I saw that man at the station, I thought that he was my brother, so I ran towards him to embrace him from the back. When I learnt that he wasn t my brother I was so ’ embarrassed. I said sorry to him and slip away as quickly as I could. Activity 1: Before you listen - Ss write down new words, practicing them under the T’s guide. - Ss follow the T’s guide, raising questions when misunderstanding. Ss do exercises b. While reading. c. Post listening - T introduces the main task to do when listening; decide T or F in part b. Choose mentioned adjectives in part c, and finally retell the story as the requirement in part d Activity 2: Completing sentences in part a • Divide the class into small groups • Ask groups to go over part a • Go around the class to monitor and support. • Tell Ss to share their answers in front of the class. • Ask Ss to present exercises. Go over the answer with the whole class Activity3: While you listen - Teacher plays the tape twice so that Ss can do part (b) let the class work in group to share their answers then ask two groups to present on the board. - Teacher compares and gives the correct answers Activity 3: Speaking - Divide Sts into groups of four - Ask them to retell the story in 5 to 7 sentences. - Ask three Ss to present orally, one written on the board. - Go around the class to monitor and support. - Give comments. Activity 2: Completing sentences in part a 1. embarrassing 2. presentation 3. standing 4. ashamed 5. absent-mindedness Activity2: While you listen Ss do ex under the teacher’s guide 1. F_ It happened on one Sunday morning two weeks ago. 2. T 3. F_ He went there to buy the book he had forgot at home. 4. T 5. T Activity 3: Speaking Work in groups to retell the story. The tape is about an embarrassing experience of a schoolgirl. When he was going to his club meeting two week ago, he realized that he had forgotten his storybook at home. He and his best friend dropped by a bookstore to buy another one. When he went out he mistook his bike to another s. he felt ’ like a thief when he knew his mistake. IV. Consolidation Teacher comments about the lesson: the learning atmosphere, the results… Ss follow and raise question if misunderstanding. V. Homework 1. Write a paragraph of 100 words to retell the story in your workbooks. 2. Pre –study speaking. Ss do homework Planning date:…………… Period 12 Teaching date:………… . Unit 2: PE RSONAL EXPERIENCE speaking A. Aims and objectives. Ss practice speaking skill. By the end of the lesson, they are able to talk about activities with senses B. Preparation Teacher: book, lesson plan, handout Students: books, studying. C. Teaching aids Chalk, pictures. D. Procedures Stages Teacher’s activities Learners’ activities I. Organization Mainly organizes classes as grouping, pairing. Attendance: 11A2 . 11A3 . II. Checking - Talk about one of your memorable experiences (2 Ss). - Other checks will be done during the lesson. Answering the teacher s questions’ III. New lesson. 1. Warm- up 2. Speaking a. Pre-speaking b. While speaking. Ask Sts to study pictures in the textbook, and then discuss this question: Which sense is mainly used by these people, things or animals? Activity 1: Part a • Asking Ss to do a in pairs like this A: Which/ Who can see from a long distance? B: I think it is the falcon • Asking Ss to compare their answers then going over the answers. Activity 3: Part b • Ask Ss to do b in pairs to practice speaking as the requirement in the book. A: What do you think a dog is good at? B: Well, I guess they are good at Students work in pairs to practice Speaking I think the dog on picture a use sense of hearing and smelling. The falcon in picture b use the sense of sight, the bat in picture c use the sense of hearing Activity 1: Part a Practice speaking in pairs A: Which/ Who can discover fire in the room? B: I think it is the smoke detector A: Which/ Who can discover follow a heating source? B: I think it is a heat-seeking missile A: Which/ Who can taste alcoholic drinks to differentiate them? B: I think it is a taster A: Which/ Who can hear from a long distance? B: I think it is a bat A: Which/ Who can smell in order to search for something? B: I think it is a dog. Activity 2: Part b Practice speaking in pairs 1. A: What do you think falcons are good at? B: Well, I guess they are good at seeing from a long distance to find their foods . 3.Post speaking smelling in order to search for something. • Ask them to use suggested phrases and their own ideals • Go around monitoring and jotting down mistakes to correct later on. Activity 4: Part c • Put Ss into small groups of four. • Each Ss in group makes a presentation on what you can do with one of the five senses • Other Ss can make questions or comments • Go around the class to monitor and help when asked. 2. A: What do you think a bat is good at? B: Well, I guess they are good at hearing from a long distance. 3. A: What do you think a taster is good at? B: Well, I guess he is good at tasting alcoholics to differentiate them. 4. A: What do you think a smoke detector is good at? B: Well, I guess it is good at discovering fire in the room 5. A: What do you think heat-seeking missile is good at? B: Well, I guess it is good at discovering and following a heating source. Activity 3: Work in group to practice speaking under the T’s guide A. What can you do with your eyes, B? B. I can see things, people, animals, colours . C. What can you do with your ear, D? D: I can hear people speak, sing, scream, and nearly all the sound around me . D: What can you do with your sense of touch, A? A: I use it to feel the softness, the temperature, IV. Consoli dation Teacher comments about the lesson: the learning atmosphere. the results… Ss follow and raise questions when misunderstanding. V. Homework 1. Read and translate the text 2. Pre –study writing. Doing homework Planning date:…………… Period 13 Teaching date:………… . Unit 2: PE RSONAL EXPERIENCE WRITING A. Aims and objectives. Ss practice writing skill. By the end of the lesson they can write letter about one of the most embarrassing experience in your life B. Preparation Teacher: book, lesson plan, handout Students: books, studying. C. Teaching aids Chalk, tape, handout. D. Procedures Stages Teacher’s activities Learners’ activities I.Organi- zation Mainly organizes classes as class- whole, individual. Attendance: 11A2: 11A3: II.Check- ing 1. Talk about your use of senses in your daily life. Answering the teacher questions’ III.New lesson. 1. Warm up 2. Prewrit- ing Teacher ask a student who went to school late or got bad mark the previous day some questions about it. 1. When it happened? 2. Why/ How it happened? 3. How did it affect you? Activity 1: Before you write - Tell Ss to do part a. - Teacher divides the class into small groups to do exercise. - Get the Ss to compare their answers and then call three groups to present their answers orally. - Give the feedback to the answers. Activity 2 : Making the outline - Ask Ss to work in groups again to discuss draw the outline for a personal letter that describes a memorable experience. - Get the Ss to compare their answers E. answer. Good morning teacher and classmates. I got mark 2 in English lesson yesterday because I hadn ’t prepared for my lesson well. I woke up too late to see the film I crazily liked on VTC1. when I opened my book to learnt, I was too asleep to revise my lesson. I was greatly regretful. I I want to say I am sorry to you my dear teacher. Activity 1: Before you write Ss work in groups to do this ex Part a: Fill in the gaps 1. funny 2. social 3. host 4. mutual 5. together 6. dish 7. abroad 8. thank 9. happened 10. carefully 11. embarrassed 12. luckily Activity 2 Making the outline - Ss work in group again to do ex and then call three groups to present their answers orally. - Give the feedback to the answers. Activity 3: While you write Ask Ss to write a personal letter that describes a memorable experience. Ask Sts work individually. Activity 4: Post writing: - sk Ss to present their writing orally ( 3 Ss) - Jot down mistakes to correct latter on. - Give comments and oral marks. A personal letter that describes a memorable experience. 1. Heading 2. Greeting 3. The body a) When and where it happened? b) How it happened and who involved? c) How did it have influence you? 4. Closing. 5. Signature Activity 3 While you write Write the passage. ‘I ve had a lot of experiences in my life.’ My unforgettable experience was just 2 months ago, when my family spent a summer holiday in Hue city. We stayed at a big hotel with 7 floors for three days. My son, a quick and naughty boy likes taking the lift so we decided to choose a room on the top floor. On the last afternoon of our stay, while I and my husband were both talking to each other and stepping into the lift, my son was putting his left hand into one of the two slots of the lift. I really lost my temper then. Immediately, I grabbed his hand and tried to draw it out of the slot, but I couldn t. The boy was more and more’ crying, and I began crying. My husband, who prevented me from doing like that, was very calm. He managed to draw his hand out of the slot. At that time, I felt relieved and hugged my son because I had thought of the worst thing that would happen to him. Luckily, he wasn t’ seriously injured. These experiences made me frightened and pay more attention to my naughty son. Especially, I find that we should be calm when solving any problems.’ Activity 4: Post writing: - Present their writing orally. - Listen to classmate writing and the teacher’s comments. IV.Conso- lidation - Teacher comments about the lesson: the learning atmosphere, the results… - Teacher collects the Ss’ writing. Follow the teacher and make questions when misunderstanding. V. Home work Write another letter in the workbook. - Pre-study language focus Doing homework [...]... 3 Why was the writer a timid and shy guy? 4 Why did the writer love being with Poisonous Bin though he was afraid of him? IV Dịch đoạn văn trên sang tiếng Việt V Viết một đoạn văn ngắn có ít nhất 4 câu miêu tả(1ps) Hình dáng một ngời bạn.(1) Tính cách một ngời bạn.(2)  . him? IV. Dịch đoạn văn trên sang tiếng Việt V. Viết một đoạn văn ngắn có ít nhất 4 câu miêu tả(1ps) Hình dáng một ngời bạn.(1) Tính cách một ngời. inadequate (adj) bất lực • shy (adj) mắc cở  shyness (n) • dispirited (adj) chán nản • character (n) nhân vật • impact (n) ấn tượng - Guide Ss to read the