Giáo án Tiếng Anh 11 Unit 2: Personal experiences

GIÁO ÁN ENGLISH 11
UNIT 2: PERSONAL
EXPERIENCES
READING
Objectives: By the end of the lesson, Ss will be able to:
-

learn some vocabulary about personal experiences

-

understand the passage

-

to use the vocabulary to tell about their own personal

experiences
Lexical items: idol (n); glance (v); sneaky (adj); embarrassing (adj); make a fuss (exp)
Skills: reading, speaking, listening, writing
Teaching aids: pictures, handouts, textbook.

PROCEDURE
Teacher ‘s activities

Students’ activities

I. PRE-READING:

Ss to discuss what’s happening in each

1. Warm up: (pair work) (5’)

picture and then asks Ss to predict the

- T: prepares /sticks 6 pictures on the B.B
- lead-in: Have you involved in the
situation in which you don’t know what to

order of 6 pictures


do?
2. Teaching voc: (10)
- idol (n): (example): thần tượng
Ex: Who’s your favorite singer
Hong Nhung
Hong Nhung is your idol.
-glance (v) (miming): liếc mắt
- sneaky (a) (situation): lén lút
 What would you do if you couldn’t do
your test?
Copy
 What’s your attitude?
Be afraid of the T. and look sneaky.
- embarrassing (adj) (synonym ) =
confusing (adj): bối rối
- make a fuss (exp) (over/about)
(explanation): làm ầm ĩ.
S.o complains noisily about s.t
she/he doesn’t like.

3. Checking voc: (handout) (3’)

Gap- filling (Task 1 / p.24)
(individuals)
Key: 1. glanced 2. making a fuss
3. embarrassing
4. idol -5.sneaky

II. WHILE-READING:

-Ss read the passage silently in 3 mins.

1. Activity 1 (5’) (group work) Put the

Keys: 1.d – 2.b – 3.f – 4. e – 5.a - 6.c


pictures of the events (on the board) in the
order that they happen in the story.(correct
the prediction in warmer )
Activity 2 Multiple choice (5’).

Individuals

1. The writer’s most embarrassing
experience happened when she was....
A.

a teacher

B.

a junior high school

student
C.

a senior school

student.
2.

She wished to have a... like the

one of her pop idol.
A.

a red dress

B.

a red floppy cotton

hat
C.

a pair of red shoes

3. She bought it with the money...
A. her father gave her

B she picked on the street
C. She took from a school boy’s bag

Keys:

3. Activity 3 (Task 3/ p. 24)

1. So that she could buy the hat for

Comprehension questions (pair work )

herself

-Ss read the passage again and answer the

2. A wad of dollar notes exactly like the


following questions

ones her father had given her before.

1. Why did her father give her some money

3. Because she didn’t like to make a

on her birthday?

fuss.

2. What did she see in the boy’s bag?
3. Why did she decide to take the money
from the boy’s bag without saying anything
about it?
III. POST-READING: (7’)
Discuss the question: What would you do if
you were the writer?

(Group work )
Expected answers: - say nothing / keep
as a secret.

IV. RESERVED-ACTIVITY:

-try meet the boy and give the money
back
Ss tell about their embarrassing
experiences.

V. HOMEWORK: (3’)

- Prepare for speaking
-Write about their own experiences.


UNIT 2

PERSONAL EXPERIENCES
Speaking

*Objectives: By the end of the lesson, Students will be able to talk about past experiences
and how they affected one’s life.
*Lexical items: native speaker; affect (v); turtle (n)
*Skills: speaking; listening; writing; reading.
*Teaching aids: textbooks; pictures; handouts.
PROCEDURE

Teacher ‘s activities

Students’ activities

I. PRE-SPEAKING
1. Warm-up: (5ms) Hangman
Teacher asks Ss to think of a word
containing 10 letters, you can guess 2
letters first: __ __ __ __ __ __ __ __ __ __
2. Lead-in: (2ms)
_ asks Teacher Ss: .Have you ever had an
interesting experience?
3. Teaching vocabulary: (2ms)
- native speaker (n) (situation) người bản
xứ
Ex: Mary comes from England.
She speaks English as a native speaker

Key words: EXPERIENCE


- (to) affect (v) (example) ảnh hưởng
Ex: Smoking is harmful to our health. It

means smoking ……….badly our health.
→ affects
- turtle (n) (picture) con rùa
4. Checking vocabulary: (3ms) R.O.R
II. WHILE-SPEAKING: (15 ms)

Key answers:

1. Activity 1: (5 ms) (Task 1, textbook,

1_d; 2_c; 3_ a;

P.25)

Ss put the conversation in the correct

2. Activity 2: (10 ms)

order by numbering the expressions

Teacher asks Ss to practice the dialogue in

(Task 2, textbook, P.26 )

pairs

Key answers: 1_b; 2_ d;

Teacher calls some pairs to perform the

5_ e;

dialogue in front of the class.

Ss to pay attention to the questions:

Teacher sticks a poster with the completed

Have you ever ……..?

dialogue

6_ g;

4_ b; 5_ e

3_ h; 4_ a;

7_ c; 8_ f

How did it happen?

Teacher asks Ss to pay attention to the tense
of the verb <Simple past >

When did it happen?
How did the experience affect you?

III. POST- SPEAKING: (13ms)
Ask Ss to use the questions above to talk

about their own past experiences, using the
cues in task 1

Write down your own dialogue in the

IV. HOMEWORK: (2ms)
UNIT 2:

exercise
PERSONAL EXPERIENCES


LISTENING
* Objective: By the end of the lesson, Ss can learn some vocabulary about a fire.
* Lexical items: memorable (a), scream (v), gas stove (n) escape (v), terrified (a),
replace (v), embrace (v), protect (v)
* Teaching aids: picture, cassette, chart, handouts...
PROCEDURE
Teacher ‘s activities

Students’ activities

I. PRE - LISTENING:

Ss look at the picture and say what is

 Warm - up: (5’) (group work):

happening in it.

Describing the picture (p27 - textbook).
 Lead - in (2’)
- Have you involved in or seen a fire?
- What did you do then?
- How did you feel?
 Vocabulary (10’):
- memorable (a) = unforgettable (a)

 Checking vocabulary (5’) (individual)

(synonym): đáng ghi nhớ

Gap - filling

- Terrified (a) sợ hãi (example)

1. A good pair of shoes will ………. your

Most people feel terrified when they see

feet while jogging.

snakes

2. The child ……….her mother tightly

- Scream (v): (explanation) la thất thanh,

because of fear.

la hét.

3. April 30th 1975 is a ……….day of

What do people often do when they see

Vietnamese people.

something terrible?

4. I feel …whenever I stay at home alone


- Replace (v) (mining): thay thế

5. The fans …….with excitement when

- Gas stove (n) (drawing)

they saw their idols.

- Embrace (v) (picture): ôm

6. Robots can …….people in some work

- Escape (v) (example): thoát ra ngoài

7. Remember to turn off the …… right

The prisoner ran away after escaping from

the prison.
- Protect (v): (explanation)

after cooking.
8. They were trying to ……….from a
burning house.

What do we wear a helmet for? → to
protect our head
Keys:
1. protect 2. embraced 3. memorable 4.
terrified 5. screamed 6. replace
7. gas stove 8. escape

1. Activity 1 (5’) (Pair work) (task 1 P27)
1. Christina is a businesswoman
 True
 False
2. The fire happened three years ago
 True

II. WHILE – LISTENING

 False

Keys:

3. The fire started in the bedroom

1. T 2.F 3. F 4. F 5.T

 True
 False
4. When the fire started, Christina was
reading a book
 True
 False

Ask Ss to put the sentences in right order

5. Her mother came and rescued her

to make a completer story.

 True
 False
2. Activity 2 (5’) (Group work) Teacher


prepares 6 piece of paper on which there
are 6 sentences as follow.
-b. Her most unforgettable experience

Keys:
1. b

2. d
4. c

happened 13 years ago.

3. a
5.f

6.e

-d. Her house burned down
-a. The fire started in the kitchen because

Keys:
1. small 2. everything 3. family
4. replaced 5. took 6. appreciate

she forgot to turn off the gas stove.
-c. She heard her mother’s voice calling
her name
-f. She rushed to her mother and her
mother carried her out.
-e. She got away without even a minor
burn.
3. Activity 3 (5’) Individual (Task 3
textbook P28)

III. POST - LISTENING (5’) (textbook
P28) Discussion
Christina says that family is more
important than things. Do you agree or
disagree with her? Why? Exchange your
ideas with a partner.
IV. HOME - WORK (3’)

Write down your idea (Post - listening) in
the notebook


Teaching date:.../09/2007
UNIT 2:

PERSONAL EXPERIENCES
WRITING

A. OBJECTIVES
A1 Aims:

- To help Ss know the way to write a personal letter about a past

experience.
A2. Lexical items:

- Words/Phrases used to write about a past experience:

embarrassing/embarrassed, frightening /frightened, funny, unforgettable, memorable;
appreciate; outlook on life…
A3. Structures:

I’m writing to tell you about my most memorable …; This made me

more careful…; This changes my outlook on life; etc.
A4. Method:

Integrated, Communicative approach

A5. Teaching aids: Posters, pictures, handouts, transparency sheets/A4 paper,
whiteboard markers, overhead projector
B. PROCEDURE


Teacher ‘s activities

Students’ activities

WARM-UP (3 mn)

Ss: Observe the pictures on board

Look at the pictures or listen to the situations and

or listen to the situations given

answer the questions

Ss’ answers:

T. either shows 2 pictures of ‘a man attacked by

1. He was attacked/bitten by a dog.

a dog’ and of ‘a man slipped & fallen in the

2. This made him frightened.

street’ or gives 2 situations and asks some
questions:
1. What’s the matter with the man in the 1st

3. He was slipped.
4. He felt embarrassed.

picture?
2. How did this affect him?
3. How about the 2nd picture?

Group work (groups of 4)

4. According to you, how did he feel when there

Ss: Observe the pictures of the task

were a lot of people in the street?

provided and make group

PRE-WRITING (15 mn)

discussion before listening.

Act.(7mn). Listen to the teacher’s past experience
and do a multiple-choice task.
T. tells Ss her/his past experience.
‘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
1. Where the experience happened: at a hotel,…

Ss’ answers:
1.

b

2.

d

3.

c

the lift. I really lost my temper then. Immediately, 4.

c

I embarrassed/frightened…;
grabbed his hand and tried
to draw it out of the
It changes my outlook on

b

2. When it happened: 2 months ago, when I was on
holiday,…

each other and stepping into the lift, my son was
3. How it happened: (various details)
4. Who was involved:

5. How it affected you: It made me

life…but I couldn’t. The boy was more and more
slot,

5.



UNIT 2:

PERSONAL EXPERIENCES
LANGUAGE FOCUS (1)

•

Objectives: By the end of the lesson, Ss will be able to pronounce /m/ - /n/ - /η/

and use present simple indicating past time correctly
•

Lexical items:

•

Skill: speaking, listening, writing, reading

•

Teaching aids: textbooks, handouts, poster

•

PROCEDURE


Teacher ‘s activities

Students’ activities

• WARM - UP AND LEAD - IN: (5’)

/m/

/n/

/η/

Game: T prepares 15 cards containing 15

may

nose

Wrong

words and asks Ss to put into correct

running

make

nine

columns
- T gives feedback
- T leads in the new lesson
A. PRONUNCIATION (15’)

- Ss repeat

I. PRESENTATION (5’)
- T introduces and modals 3 consonants
/m/; /n/; /η/
II. PRACTICE (5’)
T asks Ss to underline the words

Game:

Noughts and Crosses

containing 3 consonants above and read

1

2

3

the sentences loudly (individual)

4

5

6

1. Good morning. I want an apartment in

7

8

9

central London.
2. We have an inexpensive apartment in
Northern Avenue.
3. I remember meeting him on a nice
summer afternoon.
4. Mr. King is singing next door.

-

Ss close the books and gives Ss

handouts
Handouts:
The story is about a girl called Little Red
Riding Hood who (0. live) lives with her

5. He’s holding a string in his fingers.

mother. Little Red Riding Hood‘s

6. He loves spending his holidays in his

grandmother (1. invite) _________ her to

small summer house.

her cottage, so one fine day she (2. set)

III. PRODUCTION (5’)
T divides class into 2 groups ands asks Ss
to choose the number and give the word
containing the consonant
B. GRAMMAR (23’): Present simple

_________ off to visit her. The little girl
(3. get) __________ready, (4. wave)

_________ goodbye to her mother and (5.
promise) __________to be careful. On her
arm she (6. carry) _________ a basket
which (7. contain)_________a cake her


UNIT 2:

PERSONAL EXPERIENCES
LANGUAGE FOCUS (2)

•

Objectives: By the end of the lesson, Ss will be able to use the past simple, past

progressive and past perfect correctly.
•

Skills: writing, speaking, listening, reading.

•

Teaching aids: textbook, handouts, chart, pictures, etc.

PROCEDURE
Teacher ‘s activities
I/ WARMER: 5’
T gives an exercise: RIGHT (R) or
WRONG (w)
1/ I was making a cake when the light goes

out.
2/ Last night, while I watched T. V, my
mother was reading a newspaper.
3/ When I arrived, the lecture had already
started.
4/ He went out with his friends after he
finished his homework.
-

T gives feedback.

-

T leads in the new lesson.

II/ PRESENTATION: 10’

Students’ activities


From the above sentences, T elicits from Ss (1)

Past progressive + WHEN + Past

3 structures:

simple

…………WHEN ………..

WHEN + past simple + past progressive

WHILE …………, …………
WHEN / BEFORE / AFTER ………..,
II/ PRACTICE:
1/ Activity 1: 8’
Exercise 2 / p.30. Textbook.
Keys: 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
7/ phoned - didn’t answer - were (you)
doing

*Expressing an action happening
when another action happened in the
past.
(2) WHILE + Past progressive + Past
progressive
Past progressive + WHILE + Past
progressive
*Expressing two actions happening
at the same time in the past.
(3) WHEN / BEFORE + Past simple +
Past perfect
Past simple + AFTER + Past perfect
*Expressing an action happened
before another in the past.

8/ had looked - asked - cost.
pair work
2/ Activity 2: 8’
Exercise 3 / p.31 textbook
Keys: 1/ had eaten - arrived
2/ found - had taken
3/ got - had closed


4/ got - had left

Individual

5/ got - had arrived
6/ paid - had phoned
7/ went - said - hadn’t arrived
8/ had looked - asked - cost
III/ PRODUCTION: 12’
Sentence building
-

Group work

T uses pictures or cards:

1/ Play football - do homework
2/ Cook the meal - watch T.V
3/ Go shopping - do housework
4/ Have dinner - go to the cinema

- Ss to make sentences, using the three
structures above.
IV/ HOMEWORK: 2’

T asks Ss to make 6 sentences, using the
three structures above.