Giáo án Tiếng Anh 11 Unit 2: Personal experiences

Giáo án Tiếng Anh 11
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-

Ask Ss some questions about

Individua

up(4)

their most unforgettable

l

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


Pre-

try to make sense of the

Reading

pictures on pages 22. Then T

(5’)

gets them to put the pictures
in the order that they think is
most appropriate.

Look at the pictures and

Pairwork

guess what is happening in
each of them.

T elicits their answers by

asking questions and giving
prompts.
1. What can you see in the
picture 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

Whole
class


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)

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?

Play the cassette and ask Ss
to listen
WhileReading

Task 1
Get Ss to read the passage

Individua
l work &


(24’)

silently and then do task 1

Answers

whole

Check the answers with the

1. glanced

whole class.

2. making a fuss

class

3. embarrassing
4. idols
5. sneaky
Task 2
Get Ss to read the text silently Answers:
again and then with a peer
work out the sequence of the
pictures given on page 22

1. d
4. f

2.b
5. e

Individua
3.c
6.a

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.

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)

- Ask representative of each

2…...so that she could buy

group to give oral answers

the hat (for herself.)

and write them on the board.

3. She saw a wad of dollar

l& pair
work

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.
- Give feedback

5. She bought the pretty hat
of her dream.

Post

-Ask students to discuss the

reading

questions in group:

(10’)

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

- Discuss in groups

Groupwork


him, do nothing, keep it a
secret, tell her father
everything and ask him for
advice,…)
- Ask some students to

- Report before class

represent their talk in front of
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.


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
Warmup(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

STUDENTS’ ACTIVITIES

NOTES
Group
work

“Have you ever” questions.
- Have you ever seen ghosts?
- Have you ever been to Da
Lat?

Individua
- Give answers

l

- Have you ever sung in
public?
- Have you ever spoken
English to you friends
(teachers, foreigners…)?
- How did you feel when you
spoke English to them?
Task 1
PreSpeaking T introduces the task and gets
Ss to do it individually, then
(5’)
compare the answers with a
Match the things you might
peer.
T calls on a student to read
his answers.

have done or experienced in

box A with how the
experience might have
affected you in box B.

T introduces the structure
Make + sb + V
Ex: He made me work hard

Individua
l/ pair
work


Make + sb + adj
T gives the feedback.

Ex: Don’t make her sad.
Suggested answers:

WhileSpeaking
(20’)

1. d

2. c

3. a

4. d

5. e

Task 2
Present perfect: used with

Ex: Have you ever been to Ha Whole

“ever” to talk about a past

Noi?

experience.

class

Ex: When did you go there?

Past simple: used when one

Who did you go with?

keeps asking about that

Did you enjoy your visit

experience.

in Ha Noi?

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.
Post

Task 3

Suggested answers:
3. h

4. a

7. c

8. f

5. e

6. g


speaking
(10’)

- Give students useful
structures
+ Have you ever………….?

+ How did it happen?
+ When/ Where did it
happen?
+ How did the experience
Pairwork

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.
T elicits feedback from the
class and gives final
comments.

Suggested conversations:
1.
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.
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


C. How did it affect you?
- It was interesting to talk to

famous pop stars.
- It changed my attitude to/
towards/ famous pop stars.

Wrappin

Whole

g up(3’)

work

T summarises the main points
of the lesson.
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


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-

Match the words in Column

Group

A with their definitions in

work

up(5’)

A matching Game
Column A
1. Fire fighter

Column B

2. Fire door
3. Smoke
4. Fire alarm

Column B
a. What comes out of a
fire

Answers

b. A fire-resitant door that
can be closed to stop
the spead of a fire
c. A person who fights
fires
Prelistening
(10’)

1. c
2. b
3. a
4. d

d. A bell that tells you a
fire has started.

Pair

T gets Ss to work in pairs to

work

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. /…..)

- Give theirs answers


+ 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

- Listen and repeat in chorus

 memorable(a) worthy to
be remembered
memorize(v)
- scream(v) cry out with a
shrill voice
- replace(v) place again

- embrace(v) fasten on
-escape(v) avoid the notice of

- protect(v) preserve

Ex: They escaped the search

protection(n)

of the enemy.

- gas stove(n) beáp ga
- terrified(a) frightened


- Ask students to repeat the
provided words and explain
the words if necessary
WhileListening
(20’)

Task 1
- Ask students to read Task 1
silently

- Read Task 1
- Listen to the tape and decide

- Ask students to listen to the

whether the statements are

tape twice.

true or false

- Ask students to do Task 1

Suggested answers:

individually.

1. T

- Read the sentences again to

2. F( 13 years ago)

help weak students:

3. F( in the kitchen)

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.

4. I was sleeping, when I was
suddenly woke up by terrible
heat.

4. F( she was sleeping)
5. T


5. I heard my mother’s voice
calling my name.

- Give answers and take notes

- Give feedback
Task 2
- Ask students to read Task 2
silently and listen to the tape

- Listen and do Task 2

again.
- Ask two students to write
the answers on the board

- Give answers and take notes

- Give feedback

1. small
2. everything

3. family
4. replaced
5. took
6. appreciate

Post

T teaches Ss some useful

listening

expressions of asking for and

(7’)

giving opinions.
Asking for opinions
•

What do you think

Groupwork &
whole
class


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

♦ 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
thin
k…
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.

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.


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-

A quiz about wrting

Whole

up(5’)

personal letters

class

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

Answers

personal letter have?

1. 5 parts

2. What are they?

2. The Heading. The greeting,
the Body, the Closing and the


Signature
3. What do we usually write

3. “Dear”, “Hello”, “Hi”… +

in the greeting?

the name of the person we are
writing to and a coma at the
end.

4. What do we usually write
in the Closing?

4. “Sincerely”, “Yours”,
“Love”, “Cheers”, “Best
wishes”…and after that we

5. Where do we sign the

put a coma.

letter?

5. under the Closing

- Have students give some of
Pre-

their past experiences?( being

writing

seriously ill, failing an exam;
talking to a famous pop star,

(8’)

… etc

While-

- Ask students to write a letter Write a passage about the

Individua

writing

about the most memorable

most memorable past

l

past experience.

experience.

(20)’

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 help.
T collects some outlines and
provides corrective

feedback.T provides relevant
and structures if necessary.

Post

T chooses one letter and reads Correct the mistakes.

Whole

writing

it to the class.

class

(10’)

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.
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.

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’

NOTES

ACTIVITIES
Pronunciatio Distinguishing sounds

Individual/

n

pair work

(10’)

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

Listen to the tape.

these two sounds.
T plays the tape again and
asks Ss to repeat after the
tape.

Repeat after the tape.

T asks Ss to work in pairs and
take turn to read aloud the
given sentences.
Work in pair to practise
T goes around to listen and

reading the sentences.

takes notes of the typical
errors.
T calls on some Ss to read the
sentences again and provides
corrective feedback.

Grammar

 Presentatio
n
(10’)

Present simple

Whole class.

Form:
I, you, we, they + V(bare)

Ex: They often go to
school by bus.

He, she, it + V+s/es
Use:
Use the Simple present to

Ex: Mary watches TV
every night.