Giáo án tiếng anh 11 unit 2 personal experiences

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UNIT 2: PERSONAL EXPERIENCES
Reading
I. AIMS OF THE LESSON:
- Develop such reading micro-skill 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. TEACHING AIDS: cassette player, tape, chalks, pictures, handouts, charts, real objects if
possible.
III. TEACHING METHOD: communicative approach.
IV. PROCEDURE:
STAGES TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES NOTES
Warm-
up(4)
Pre-
Reading
(5’)
Ask Ss some questions about their
most unforgettable experience.
1. When did it happen?
2. Where did it happen?
3. Who was involved?
4. How did it happen?
5. How did affect you?
Get Ss to work in pairs and try to
make sense of the pictures on
pages 22. Then T gets them to put
the pictures in the order that they
think is most appropriate.
T elicits their answers by asking
questions and giving prompts.

1. What can you see in the picture
Look at the pictures and guess
what is happening in each of them.
Individual
Pairwork
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A?
2. What do you see on the table?
3. Whose money do you think it
is? Why?
Pre-teaching Vocabulary
1. embarrass (v) = make sb
confused or ashamed.
- embarrassed (adj).
- embarrassing (adj)
- embarrassment (n)
2. experience(n) = event or
situation that affects sb in some
way.
3. idol(n) = someone greatly loved
or admired.
4. glance (n/v) = look at somebody
quickly.
- glance at sb/sth.
5. Be busy doing sth.
- Be busy with something.
6. Note (n): banknote.
7. make a fuss = make an.
important thing important or more
important.

8. sneak (adj)
Whole
class
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Play the cassette and ask Ss to
listen.
Ex: I’m sorry. I can’t go with you
now. I am busy with my
homework. I’m busy doing my
homework.
Ex: Do you want the money in the
notes or coins?
While-
Reading
(24’)
Task 1
Get Ss to read the passage silently
and then do task 1.
Check the answers with the whole
class.
Task 2
Get Ss to read the text silently
again and then with a peer work
out the sequence of the pictures
given on page 22 again.
Call on a student to give and
explain his/her answer.
Give corrective feedback.
Task 3
-Ask students to read the questions

in task 3 and answer them in
groups.
Answers:
1. glanced
2. making a fuss
3. embarrassing
4. idols
5. sneaky
Answers:
1. d 2.b 3.c
4. f 5. e 6.a
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
Individual
work &
whole
class.
Individual
& pair
work.
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- Ask representative of each group
to give oral answers and write
them on the board.
- Give feedback
(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.
Post
reading
(10’)
-Ask students to discuss the
questions in group:
1. How did the girl in the story feel
when she discovered that the
money she had taken was not
hers?
(embarrassed, sad, ashamed,
unhappy, terrible,
uncomfortable, anxious, …)
2. What did the girl have to do
(when she discovered that the
money she had taken was not
hers)?
(put a notice on T.V or at
school, get on the same bus on
the next day to look for him, do
nothing, keep it a secret, tell her
father everything and ask him
for advice,…)
- Ask some students to represent

- Discuss in groups Group-
work
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their talk in front of class
- Report before class
V. HOMEWORK: (2’)
- Write down the questions and the answers in the notebooks
- Study new words.
- Do the tasks in the notebooks.
- Prepare Speaking.
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UNIT 2: PERSONAL EXPERIENCES
Speaking
I. AIMS OF THE LESSON:
1. Language skills:
 Speaking:
Identify structures that are used to talk about past experiences and their
influences on one’s life.
2. Language focus :
Grammars: - present perfect and past simple
- structure with “make”
II. TEACHING AIDS: textbook, handouts.
III. TEACHING METHOD: communicative approach
IV. PROCEDURE:
STAGES TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES NOTES
Warm-
up(5’)
“Have you ever” Game
T divides the class into groups of
3-4. Then T models “Have you

ever” + PP” for Ss as well as ways
to respond to “Have you ever”
questions.
- Have you ever seen ghosts?
- Have you ever been to Da Lat?
- Have you ever sung in public?
- Give answers
Group
work
Individual
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Pre-
Speaking
(5’)
- Have you ever spoken English to
you friends (teachers,
foreigners…)?
- How did you feel when you
spoke English to them?
Task 1
T introduces the task and gets Ss
to do it individually, then compare
the answers with a peer.
T calls on a student to read his
answers.
T introduces the structure
Make + sb + V
Make + sb + adj
T gives the feedback.
Match the things you might have

done or experienced in box A with
how the experience might have
affected you in box B.
Ex: He made me work hard
Ex: Don’t make her sad.
Suggested answers:
1. d 2. c
3. a 4. d 5. e
Individual
/pair work
While-
Speaking
(20’)
Task 2
Present perfect: used with “ever”
to talk about a past experience.
Past simple: used when one keeps
Ex: Have you ever been to Ha
Noi?
Ex: When did you go there?
Whole
class
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asking about that experience.
Ask Ss to work individually on the
sequence of the conversation and
then find a peer to compare their
answers with.
Check with the class and give
corrective feedback.

Who did you go with?
Did you enjoy your visit in Ha
Noi?
Suggested answers:
3. h 4. a 5. e 6. g
7. c 8. f
Post
speaking
(10’)
Task 3
- Give students useful structures
+ Have you ever………….?
+ How did it happen?
+ When/Where did it happen?
+ How did the experience affect
you?/How did you feel?
Get Ss to ask and answer questions
about their experiences, using the
suggested questions on page 26.
T goes around to check and offer
help.
T calls on some pairs to perform
their conversation in front of the
class.
Suggested conversations:
1.
A. Have you ever failed an exam?
Pairwork
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T elicits feedback from the class

and gives final comments.
- 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.
2.
A. Have you ever traveled to other
parts of the country?
- Yes, I have.
B. When did you travel?
- In 2002.
C. How did it affect you?
- It made me love our country
more/I learned more about
different places in our country.
3.
A. Have you ever talked to a
famous pop star?
- Yes, I have.
B. Where did you meet him/her?
- At a party
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Wrapping
up(3’)
T summarises the main points of

the lesson.
C. How did it affect you?
- It was interesting to talk to
famous pop stars.
- It changed my attitude
to/towards/famous pop stars.
Whole
work
V. HOMEWORK:
- Write a paragraph about a past event that has had an influence on you.
- Learn by heart some new words.
- Prepare part C: Listening
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UNIT 2: PERSONAL EXPERIENCES
Listening
I. AIMS OF THE LESSON:
1. Language skills:
 Listening :
- Develop such listening micro-skills as intensive listening for specific
information and taking notes while listening.
- Help students improve their listening skill.
- Help them understand the conversation and do Task 1,2
2. Language focus :
Vocabulary: memorable, scream, gas stove, escape, terrified, replaced,
embraced, protected.
II. TEACHING AIDs: cassette player, tape, chalks, pictures, handouts.
III. TEACHING METHOD: communicative approach
IV. PROCEDURE:
STAGES TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES NOTES
Warm-

up(5’)
A matching Game
Column A
1. Fire fighter
2. Fire door
3. Smoke
4. Fire alarm
Match the words in Column A
with their definitions in Column B
Group
work
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Pre-
listening
(10’)
Column B
a. What comes out of a fire
b. A fire-resitant door that
can be closed to stop the
spead of a fire.
c. A person who fights fires
d. A bell that tells you a fire
has started.
T gets Ss to work in pairs to
describe the picture on page 27 of
the textbook.
+ What can you see in the picture?
+ What is happening?
(The house is burning./The house
is on fire./… )

+ Who are these people?
+ What is she doing?
(She’s talking a little girl out of the
burning house)
Pre-teaching vocabulary
-memory(n) the faculty of the
mind.
memorable(a) worthy to be
remembered.
memorize(v)
- scream(v) cry out with a shrill
voice.
Answers
1. c
2. b
3. a
4. d
- Give theirs answers.
- Listen and repeat in chorus
Pair work
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- replace (v) place again
- embrace (v) fasten on
- escape (v) avoid the notice of.
- protect (v) preserve

protection(n)
- gas stove(n) bếp ga.
- terrified(a) frightened.
- Ask students to repeat the

provided words and explain the
words if necessary.
Ex: They escaped the search of the
enemy.
While-
Listening
(20’)
Task 1
- Ask students to read Task 1
silently.
- Ask students to listen to the tape
twice.
- Ask students to do Task 1
individually.
- Read the sentences again to help
weak students:
1. We talk to Christina, a
successful business woman.
2. My most unforgettable
experience happened 13 years ago.
3. The fire started in the kitchen
where I forgot to turn off the gas
stove.
- Read Task 1.
- Listen to the tape and decide
whether the statements are true or
false.
Suggested answers:
1. T
2. F(13 years ago)

3. F(in the kitchen)
4. F(she was sleeping)
5. T
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4. I was sleeping, when I was
suddenly woke up by terrible heat.
5. I heard my mother’s voice
calling my name.
- Give feedback.
Task 2
- Ask students to read Task 2
silently and listen to the tape
again.
- Ask two students to write the
answers on the board.
- Give feedback.
- Give answers and take notes.
- Listen and do Task 2
- Give answers and take notes.
1. small
2. everything
3. family
4. replaced
5. took
6. appreciate
Post
listening
(7’)
T teaches Ss some useful
expressions of asking for and

giving opinions.
Asking for opinions
 What do you think about…?
 What’s your opinion about…?
 What’s your feeling about…?
 How do you feel about…?
Expressing opinions
 I think/believe/feel….
 In my opinion, …
 From my point of view…
Expressing agreements
 I agree/think so.
Group-
work &
whole
class.
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V. WRAPPING UP (2’)
T summarises the main points of the lesson.
Ss write a summary of the story they listened in class.
T asks Ss to learn by heart all new words and do the extra exercise as homework.
T asks Ss to prepare Writing.
 That’s right/true, and…
Expressing disageements
o Well, maybe, but…
o
That might be true, but….
o Well, I don’t think so. I think…
T divides the class into small
groups of 3 or 4 and gets them to

discuss the question in the
textbook.
T goes around to check and offer
help.
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UNIT 2: PERSONAL EXPERIENCES
Writing
I. OBJECTIVES:
Write a personal letter telling about a past experience, using the structures and
vocabulary that they have learned in previous lessons.
II. TEACHING AIDS: textbook, handouts.
III. TEACHING METHOD: communicative approach
IV. PROCEDURE:
STAGES TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES NOTES
Warm-
up(5’)
A quiz about wrting personal
letters
T divides the class into 2 big
groups: A and B.
T reads out the questions and leads
the games.
The Quiz
1. How many parts does a personal
letter have?
2. What are they?
3. What do we usually write in the
greeting?
4. What do we usually write in the
Closing?

Answers:
1. 5 parts.
2. The Heading. The greeting, the
Body, the Closing and the
Signature.
3. “Dear”, “Hello”, “Hi”… + the
name of the person we are writing
to and a coma at the end.
4. “Sincerely”, “Yours”, “Love”,
“Cheers”, “Best wishes”…and
after that we put a coma.
Whole
class
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Pre-
writing
(8’)
5. Where do we sign the letter?
- Have students give some of their
past experiences?(being seriously
ill, failing an exam; talking to a
famous pop star,… etc.
5. under the Closing.
While-
writing
(20)’
- Ask students to write a letter
about the most memorable past
experience.
1. When it happened:

(It happened …years
ago/in …./when I was …years
old.)
2. Where it happened:
(in my house/at school/in the
street)
3. Who was involved: (your family
members/your friends/your
relatives, ….)
4. How it affected you:
(it changed outlook life/it
make me more careful/it gave
me more confidence in …./it
taught me the lesson/…)
T goes around to check and offer
Write a passage about the most
memorable past experience.
Individual
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help.
T collects some outlines and
provides corrective feedback.T
provides relevant and structures if
necessary.
Post
writing
(10’)
T chooses one letter and reads it to
the class.
T elicits corrective feedback from

the class and gives final comments
afterwards. T draws Ss’ attention
to the format of the letter, the
organisation of ideas and language
use.
Correct the mistakes. Whole
class
V. WRAPPING UP (2’)
- T summarises the main points of the lesson.
- T asks Ss to revise their letters according to their peer’s suggestions.
- Prepare Language Focus.
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UNIT 2: PERSONAL EXPERIENCES
Language Focus
I. OBJECTIVES:
- Distinguish the sounds/m/,/n/,/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.
- Use these verb tenses to solve communicative tasks.
II. TEACHING AIDS: textbook, handouts.
III. TEACHING METHOD: communicative approach
IV. PROCEDURE:
STAGES TEACHER’S ACTIVITIES STUDENTS’
ACTIVITIES
NOTES
Pronunciation
(10’)
Distinguishing sounds
T models the three

sounds/m/,/n/,/η/for a few times
and explains the differences in
producing them.
T plays the tape once for Ss to
hear the words containing these
two sounds.
T plays the tape again and asks Ss
to repeat after the tape.
T asks Ss to work in pairs and take
turn to read aloud the given
Listen to the tape.
Repeat after the tape.
Individual/pair
work
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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.
Work in pair to practise
reading the sentences.
Grammar

Presentation
(10’)
Present simple
Form:
I, you, we, they + V(bare)

He, she, it + V+s/es
Use:
Use the Simple present to express
the idea that an action is repeated
or usual. The action can be a habit,
a hobby, daily event, a scheduled
event or something that often
happens. It can also be something
a person often forgets or usually
does not do.
Adverbs of frequency: always,
usually, often, sometimes,
frequently, occasionally, seldom,
rarely, never, ever, every, once,
twice.
Present continuous:
Ex: They often go to
school by bus.
Ex: Mary watches TV
every night.
Whole class.
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Form: am, is are + Ving
Use:
Use the Present continuous with
Normal Verbs to express the idea
that something is happening now,
at this moment. It can also be used
to show that something is not
happening now.


Adverbs: now, at the moment,
at present, presently…
Present perfect:
Form: Have/has + PP
Use:
- An action has just happened.
- An action happened at an
unspecified time before now.
- Something started in the past and
has continued up until now.
- An action happened in the past
but its result is in the present.
An action has not happened yet.

just, for since, so far, up to now,
never, ever, already, many times,
several times, before, yet, not…
yet.
Past simple
Ex: She is sleeping at the
moment.
Ex: I have had a cold for
two weeks.
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Form: V + ed or irregular verbs
Use: - an action started and
finished at a specific time in the
past.
- a series of completed

actions in the past.
- a duration which starts and
stops in the past.
- a habit which stopped in the
past.
- past facts or generalizations
which are no longer true.
Past continuous
Form: was/were + V-ing
Use: - a longer action in the past
was interrupted.
- the idea that both actions
were happening at the
same time.
Past perfect
Form: had + PP
Use: the idea that something
occurred before another action
Ex: I met him yesterday.
Ex: He got up, washed his
face and then he had
breakfast
Ex: I lived in Ha Noi for 5
years.
Ex: I often went fishing
when I was young.
Ex: She was shy as a child,
but now she is very
outgoing.
Ex: He was sleeping when

I came
Individual/pair
work/whole
class
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
Controlled
practice (12’)
Free practice
(10’)
expressed in the past simple.
Exercise 1
T gets Ss to do Exercise 1
individually and then find a
partner to check their answers
with.
T checks with the whole class and
provides corrective feedback.
Exercise 2
T asks Ss to do Exercise 2
individually and then find a
partner to check their answers
with.
Ex: He was reading a
book while she was
cooking.
Ex: I had finished my
work before I went
shopping yesterday.
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
Answers:
1. broke/was playing
2. wrote/was
3. was working/broke
4. stared/were walking
5. told/were having
6. didn’t listen/was
thinking
7. phoned/didn’t
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Exercise 3
T distributes the worksheets to Ss.
Then T guides how to ask
interview questions and answer
them and reminds Ss to use the
correct verb tenses.
T gives final comments and
provides correction if necessary.
answer/were doing
8. didn’t wear/didn’t
notice/was driving
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/had not
arrived
8. had
looked/asked/cost
V. HOMEWORK: (3’)
- review the uses of different verb tenses that have been covered in the lesson.
- prepare Unit 3.