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...