giáo án anh lớp 11- unit 2

Date of planning: September 2
nd
2012
Period 7: UNIT 2: PERSONAL EXPERIENCES
Lesson 1: READING
A. Objectives:
. * By the end of this lesson, Students will able to:
- Express their opinions about personal experience.
- Read for gist and for specific information
- 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.
B. Teaching aids and materials: - Text book, sheets of paper, cassette
player, disc…
C. Teaching method: Integrated, mainly communicative
D. Teaching procedures:
1. Class organization: (1min)
Class Date Attendance Absentees
11 B
2. Oral check: Check up during new lesson
3. New lesson:
Stages/
Time
Teacher’s activities Students’ activities
Warm-
up and
lead-in
(5mins)
Before
you read

(5mins)
*Ask Ss some questions:
1, What can you see in Picture A?
2, What do you think might be
relationship between the girl and
the man? Why?
3, What do you see on the table?
4, Whose money do you think it is?
Why?
*Teaching vocabulary:
-making a fuss: -
-sneaky (a) - vông trém, lÐn lót
-glanced (v) : - liÕc nhanh, nh×n
qua
*Listen to teacher and do as
required
-Work individuals then
compare the answers with
the partner.
-One or two Ss present by
answering T’s questions
before the class.
-Look at the book and find
out all new words and
phrases.
While
you read
Task 1:
(10mins)
*Task 2

(5mins)
Task 3
(10mins)
-embarrassing (a) : - ngîng ngïng,
lóng tóng.
-appreciate (v) - coi träng, ®¸nh gi¸
cao

*Give some practice on
pronunciation (Read-Ss repeat)
Task 1: (p.22)Use the
words/phrases in the box to fill the
blanks in the sentences
-Ask Ss to look at their book and
work individuals.
-Instruct Ss to read the passage
quickly and stop at the lines that
contain these words to guess
meanings
-Ask Ss guess the meaning of the
words based on the contexts in the
sentences.
-Check that Ss understanding the
words correctly.
-Ask Ss work individually to do
the task
-Go around to help Ss if necessary.
-Ask Ss to exchange their answers
with other Ss
-Ask Ss explain their choices

*Task 2 (p.24)Put the pictures of
the event in the order they
happened in the story
-Ask Ss read the text silently again
and then with a peer work out the
sequence of the pictures given on
page 22.
-Call on a student to give and
explain his/ her answer.
-Listen to teacher,
understand and write on
note book carefully
-Listen to teacher and do as
required.
-Expected answers:
1, glanced
2, making a fuss
3, embarrassing
4, idols
5, sneaky
-Write on note book
carefully.
*Work individuals.
-Expected answers.
1, Picture D 4, Picture
E
2, Picture B 5, Picture
A
3, Picture F 6, Picture
C

After
you read
(6mins)
-Give corrective feedback.
Task 3 (p.24)Answer the questions
-Ask Ss to read the questions
carefully and give them some tips
to do the task.
-Ask Ss underline the key words to
decide what information they need
to find in the text.
-Ask Ss look for questions words
like ‘Why’ which indicates Ss
should read for specific thing like a
reason.
-Get Ss to check their answers with
peer.
-Call on some Ss to write their
answers on the board and ask them
to explain their choices.
Discussion.
-Introduce the task; Ss work in
small groups of 6 and discuss the
questions.
-Teach some structures that can be
used for giving suggestions. E.g
‘Perhaps she could’, ‘She might
want to ’, and some adjs that
-Look at the book and work
in pairs.

-Do as required.
-Should do back to the
passage and locate the key
words in the passage.
-Should read around the key
words carefully to find the
answers.
-Write on note book
carefully.
Suggested answers:
1. She wished to have a red
hat-a floppy cotton hat ( like
the one her star idol wore in
her video clip)
2… so that she could buy
the hat (for herself.)
3. She saw a wad of dollar
notes (exactly like the one
that her father had given
her).
4. Because she thought the
boy had stolen her money /
it was her money.
5. She bought the pretty hat
of her dream
-Listen to teacher and then
work in groups.
Prepare carefully then
present before the class.
*Suggested answers:

- She might feel
express feelings. E.g
‘embarrassed’, ‘ashamed’,
‘confused’, ‘sad’, unhappy’,
‘uneasy’, ‘uncomfortable’
-Go around to check and offer
help.
-Call on the groups to tell and
explain their choices.
-Give corrective feedback.
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
4, Consolidation: (2min) - Summarize the main ideas of the reading passage
5, Home work: (1min) -Read the text once more then translate into
Vietnamese.
-Prepare next period (to be continued)
_____________________________________________________________
_____________________
Date of planning: September 2
nd
2012
Period 8: UNIT 2: PERSONAL EXPERIENCES
Lesson 2 : SPEAKING

A. Objectives:
* By the end of this lesson, Students will able to:
- Know how to practice speaking skill .
- Speak for gist and for specific information
-Identify structures 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.
B. Teaching method: Integrated, mainly communicative
C. Teaching aids and materials: - Text book
D. Teaching procedures:
1. Class organization: (1min)
Class Date Attendance Absentees
11 B
2. Oral check: (5mins)
Checking new words and reading passage’s content
3. New lesson:
Stages /
Time
Teacher’s activities Students’ activities
Warm-
up
(3mins)
Task 1
(5mins)
*Ask Ss some questions:
1, Have you ever spoken English to a
native speaker?
2, How did you meet her?

2, What did you talk about?
3, How did the experience affect you?
Teaching vocabulary.
-native: (adj) -thuéc b¶n xø
-affect: (v) –hiÖu qu¶
-appreciate: (v) –coi träng, ®¸nh gi¸ cao
-attitude: (n) -can ®¶m
Task 1 : (p.25)Matching
-Introduce the task and gets Ss to do it
individually then compare the answers
with a peer.
-Call on a student to read out his/her
answers.
-Check with the class and gives corrective
feedback
-Introduce or elicits the structure “Make sb
-Listen to teacher to understand
then work individuals.
-Prepare carefully then answer
T’s questions.
-Listen and understand then write
on note book carefully.
-Work individuals then work in
groups.
-Do as required.
-Listen to teacher, understand
how to practice.
-Discuss and present before the
class.
-Give comments.

Task 2
(8mins)
Task 3
(20mins)
do st” or “Make sb + Adj”
-Write the structures on the board and
elicits their meaning and uses.
-Get Ss to make sentences with the
structures or add more opinions to column
B.

-Elicit feedback from the class and give
final comments.
Task 2 : (p.25-26)Put the jumped
sentences in correct order of a dialogue.
Practice the dialogue
-Introduce the task: Ss are going to work
individually on the sequence of the
conversation and then find a peer to
compare their answer with.
-Call on a student to read out his/ her
answers.
-Check with the class and give corrective
feedback.
-Help Ss to review the use of present
perfect and past simple when talking about
a part experience.
*Present perfect: -used with ‘ever’ to ask
about a past experience: E.g: Have you
ever been to Hanoi?

*Past simple: used when one keeps asking
about that experience: E.g :When did you
go there?
Who did you go
with?
-Get Ss to read the sample conversation in
closed and open pairs.
Task 3: (p.26)Make the dialogue that is
similar to the one in Task 2
-Introduce the task.
Expected answers:
1, D 4, B
2, C 5, E
3, A
-Work individuals then work in
groups.
-Do as required.
-Listen to teacher, understand
how to practice.
-Discuss and present before the
class.
-Give comments.
Expected answers:
1, B 5, E
2, D 6, G
3, H 7, C
4, A 8, F
-Work in pairs:
-Do as required.
-Listen to teacher, understand

how to practice.
-Discuss and present before the
-Get Ss to work in pairs to have a
conversation. In the meantime, T goes
around to check and offer help.
-Call on some pairs to perform their
conversations in front of the class.
-Elicits feedback from the class and give
final comments
Suggested answer:
A. Have you ever failed an exam?
- Yes, I have.
B. How did it happen?
- I didn’t study well enough for exam.
C. When did it happen?
- Last year.
D. How did you feel/ How did it affect
you ?
- I felt disappointed/ sad/ depressed.
class.
-Give comments.
4, Consolidation: (2min) - Summarize the main points of the lesson
5, Home work: (1min) -Ask Ss to write a paragraph about a past event
that has had an influence on him/her
-Prepare for the next period.
Date of planning: September 2
nd
2012
Period 9: UNIT 2: PERSONAL EXPERIENCES
Lesson 3: LISTENING

A. Objectives:
* By the end of this lesson, Students will able to:
-Understand more about the personal experiences and practice
listening skill.
- Listening for gist and for specific information
- Develop such listening micro-skills as intensive listening for specific
information and taking notes while listening.
B. Teaching method: Integrated, mainly communicative
C. Teaching aids and materials: - Text book, disc and CD player
D. Teaching procedures:
1. Class organization: (1min)
Class Date Attendance Absentees
11 B
2. Oral check: (5mins) Use structures in the previous lesson to talk about a
past experience and how it affects their life.
3. New lesson:
Stages/
Time
Teacher’s activities Students’ activities
Warm-
up
(4mins)
Before
you
listen
(5mins)
While
you
listen
Task 1

(8mins)
*Ask Ss to work in pairs to
describe the picture on page 27 of
the text book by answering the
question.
1, What can you see in the picture?
2, What’ is happening?
3, Whose are these people?
-Give comments on their answers:
Listen and repeat:
-Ask ss to look at the part Listen
and repeat
-Explain new words
-Ask ss to listen to the disc and
repeat
-memorable (a)=®¸ng nhí
-terrified (a)=sî h·i
-scream (v) shout very loudly
-replace (v) = thay thÕ
-gas stove (v)=bÕp ga
-embrace (v)=«m
-escape (v)=trèn tho¸t
-protect (v)=b¶o vÖ
Task 1 : (P.27)
-Get Ss 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”.

-Check with the whole class and
asks them to guess what the
unforgettable experience the girl is
going to tell might be ( a fire)

-Listen to teacher and work
in pairs.
-Prepare carefully then
discuss with the partner.
-Answer T’s questions.
-Ss must pronounce them
correctly.
-Repeat after the disc or
model first then read in
chorus and individually.
-Make sentences with some
important words. E.g
scream, protect

-Listen and understand then
write on note book carefully.
-Listen to teacher and work
individuals.
-Do as required.
-Expected answers:
1, T
2, F ( 13 years )
3, F ( in the kitchen)
4, F (she was sleeping)
5, T

Task 2
(p.28)
(10mins)
After
you
listen
(9mins)
-Play the disc once for Ss to listen
and do the task.
-Get Ss to find a partner to check
their answers with.
-Check the answers with the whole
class. If many Ss cannot answer
the questions T plays the disc once
or two more times and pauses at
the answers for them to catch.
Task 2 (p.28) Listen for filling in
the gaps with missing words
-Ask Ss to study the text carefully
for the missing information they
need to fill and guess the answers
and remind Ss that they need to
focus on this information and write
the answers down in note forms,
not full sentences.
-Play the disc again.
-After playing the disc, T gets Ss
to work in pairs and check their
answers.
-Call on some Ss to give the

answers if necessary.
If many Ss cannot answer the
questions T plays the disc once or
two more times and pauses at the
answers for them to catch.
-Before getting Ss to discuss, T
teaches them some useful
expressions of asking and giving
opinions.
1, What do you think about?
2, What’s your opinion about ?
3, What’s your feeling
about ?
4, What’s your point of view
about ?
-Listen to teacher and work
individuals.
-Do as required.
-Expected answers:
1, small
2, everything
3, family
4, replaced
5, took
6, appreciate
-Expressing opinions:
I think, I feel, In my
opinion, I believe
-Expressing agreements:
I agree, I think so, too.

That’s true, and. That right,
and
-Expressing
disagreements:
Well, maybe, but. That
might be true, but. Well, I
don’t think so. I think
Work individuals then work
in groups.
-Do as required.
-Listen to teacher,
5, How do you feel about ?
6, Do you have any opinions
about ?
-Give examples and gets Ss to do
some practice with the structures.
-Divide the class into 6 groups and
gets them to discuss the question
in the text book.
-Go around to check and offer
help.
-Ask Ss to report their peers’
ideas.
-Check if other groups would have
the same or different ideas.
-Listen and takes note of their
errors.
-Provide corrective feedback after
that.
understand how to practice.

-Discuss and present before
the class.
-Give comments.
4, Consolidation: (2min)Summarize the main points of the lesson
.5, Home work: (1min) -Tell Ss to learn by heart all new words and
summarize the listening conversation
-Prepare for the next period.
Date of planning: September 10
th
2012

Period 10 UNIT 2: PERSONAL EXPERIENCES
Lesson 4: WRITING
A. Objectives:
* By the end of this lesson, Students will able to:
- Know how to practice writing skill, how to write a narrative and can write
a narrative about one of their friends, real or imaginary, using the words and
expressions that they have learned in previous lessons
- Write for gist and for specific information.
B. Teaching aids and materials: - Text book, sample writing
C. Teaching method: Integrated, mainly communicative
D. Teaching procedures:
1. Class organization: (1min)
Class Date Attendance Absentees
11 B
2. Oral check: (5mins) Call 2 ss to summarize the listening conversation
3. New lesson:
Stages Teacher’s activities Students’ activities
Warm-
up

(4mins)
Pre-
writing
(8mins)
While-
writing
(20mins)
*Ask Ss some questions:
1, How many part does a personal letter
normally have?
2, What are these part?
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?
*Elicit the verb tenses that can be used for
describing a part event (past simple, past
perfect, past continuous). If necessary T
reviews the uses of these tenses.

*Get Ss to read the task silently and work
out what they are required to write about.
-The steps to write the most
unforgettable experience.
1, What happened?
2, When it happened?
3, Where it happened?
4, How it happened?
5, Who was involved?

6, How it affected you?
-Go around to check and offer help.
-Collect some outlines and provides
corrective feedback. T provides relevant
vocabulary and structures if necessary.
*Get Ss to write their own letters in ten
minutes.
-Ask Ss to get in pairs, exchange their
letters and correct each other.
-Listen and work in groups:
*Expected answers:
1, 5 parts.
2, The heading, the Salutation
(Greeting), the Body, the
Closing, and the Signature.
3, “Dear” or “Hello/Hi
4, “Sincerely”, “your”,
“Love”
5, Under the Closing.
-Listen to teacher and give the
uses, form of the past tenses.
-Write down on note book if
necessary.
-Listen to teacher, understand and
then discuss in groups.
-Answer T’s questions.
-Give comments.
-Write on note book carefully.
-Write on note-book carefully.
*Work individuals.

-Do as required.
-Two Ss present their writing on
board.
-Discuss and give comments
Post-
writing
(5mins)
-Go around to offer help.
-Call two Ss to write their writing on black
board the n ask Ss give comments.
-Elicit corrective feedback from the class
and give final comments afterwards.
*Choose one letter and reads it to the class.
-Elicit corrective feedback from the class
and give final comments afterwards.
*Sample writing
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 kms southeast of HN.
There’s a large river at the back of their
house where I often do 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 b/c I was too tired to and terrified .
Luckily , one of my friends saw that and
shouted for help. Immediately, another
friend who swims 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
-Write on note-book carefully.
-Listen carefully.
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
unforgettable holiday that you would like to
share with me?
See you soon.
Nam
4, Consolidation: (1min) -Summarizes the main points of the lesson .
5, Home work(1min) -Ask Ss to revise their letters according to
their peer’s suggestions and submit for making in the next lesson.
-Prepare next period.
Date of planning: September 10

th
2012
Period 11 UNIT 2 : Personal experiences
Lesson 5: LANGUAGE FOCUS
A. Objectives:
* By the end of this lesson, Students will able to:
- Know how to pronounce the sounds /m/, /n/ and /η/ and distinguish
these sounds
- 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 the verb tenses to solve communicative tasks.
B. Teaching aids and materials: - Text book, cassette player, disc
C. Teaching method: Integrated, mainly communicative
D. Teaching procedures:
1. Class organization: (1min)
Class Date Attendance Absentees
11 B
2. Oral check (5mins) Checking their writing.
3. New lesson:
Stages/ Time Teacher’s activities Students’ activities
Warm-up
(4mins)
-Divide the class into 4 groups
and ask Ss write down 10
adjectives describing
character of personality. The
-Listen to teacher and work
in groups.

Pronunciation
(9mins)
Grammar
(23mins)
winner will be the group
completing the task in the
shortest period of time.
*Listen and repeat
- Model three sounds /m/, /n/
and /η/
for a few times and explains
the differences in producing
them.
-Play the disc once for Ss to
hear the words containing
these two sounds, then play
the disc again and this time
asks Ss to repeat after the
tape.
*Practise reading aloud these
sentences:
-Read the words in each
column all at once.
-Read the words once again,
each time with a words in
each column to help Ss
distinguish the differences
between the sounds in the
words.
-Read the words and ask Ss to

repeat them.
-Ask Ss to practice
pronouncing the words in
pairs.
-Go around providing help.
-Ask some Ss to pronounce
the words and gives correction
if necessary.
I. Theory
*Ask Ss to remember and
-Discuss and complete.
-Listen to teacher and
understand how to read
three sounds.
-Discuss in groups and write
on note book carefully.
-Do as required:
-Listen and write on note
book carefully.
-Do as required
give the forms, usage, spelling
of the past simple tense, the
past continuous tense, the past
perfect tense:
-Remind the forms, usage,
spelling of the past simple
tense, the past continuous
tense, the past perfect tense
a. Present simple:
* Meaning: present time.

* Form: I/ We/ You/ They +
V(inf.) without To.
He/ She/ It + V-s/es
* Use: 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.
Ex: The train leaves every
morning at 8 am.
b. Past simple:
* Meaning: Past time
* Form: S + V-ed/ V2
* Use:to express the action in
the past ( yesterday, last…, …
ago, …)
Ex: Mozart, the famous
composer, died at the age of
35.
They bought this house
two years ago.
c. Past progressive:
* Meaning: to express the
action happening in the past.
* Form: S + was/ were + V-
ing.
Ex: When Bill arrived, we

- Take notes
-Do as required:
Expected answers:
1, invites 2, sets 3, gets 4,
waves
5, promises 6, carries 7,
contains
8, has baked 9, is 10, is
shining 11, are singing 12,
is
were having dinner.
d. Past perfect:
* Meaning: to express the
action finished before other
action or time in the past.
* Form: S + had + V-ed/ V3
Ex: I phoned carrol at 7 am.,
but she had left.
II. Practice
*Exercise 1: (p.30)Use the
correct present tense forms of
the verbs to complete the
sentences
-Get Ss to do Ex.1
individually and then find a
partner to check their answers
with.
-Check with the whole class
and provides corrective
feedback.

*Exercise 2: (p.30-31) Use
the correct past simple or past
progressive tense of the verbs
to complete the sentences
-Get Ss to do Ex.2
individually and then find a
partner to check their answers
with.
-Check with the whole class
and provides corrective
feedback
*Exercise 3: (p.31) Use the
correct past simple or past
perfect tense of the verbs to
-Do as required
Expected answers:
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
-Do as required
Expected answers
1, had eaten/ arrived 2,
found/had taken
3, got/had closed 4, got/
had left
5, got/had arrived 6,

paid/had phoned
7, went/said/hadn’t arrived
8, had looked
complete the sentences
-Get Ss to do Ex.3
individually and then find a
partner to check their answers
with.
-Check with the whole class
and provides corrective
feedback
4, Consolidation : (2min) Summarizes the main points of the lesson
5, Homework: (1min) Ask Ss to do Ex in English Exercise (Part.
Use of language-P.14-15-16)
Prepare for the next lesson