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 When did it happen? Where did it happen? Who was involved? How did it happen? 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 What can you see in the picture A? What you see on the table? Whose money you think it is? Why? Pre-teaching Vocabulary embarrass (v) = make sb confused or ashamed - embarrassed(adj) - embarrassing(adj) - embarrassment(n) experience(n) = event or situation that affects sb in Whole class some way idol(n) = someone greatly loved or admired glance (n/v) = look at somebody quickly - glance at sb/sth Be busy doing sth - Be busy with something note(n) : banknote make a fuss = make an important thing important or more important 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 Get Ss to read the passage Individua l work & (24’) silently and then task Answers whole Check the answers with the glanced whole class making a fuss class embarrassing idols sneaky Task 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 d f 2.b e Individua 3.c 6.a again Call on a student to give and explain his / her answer Give corrective feedback Task -Ask students to read the questions in task and answer them in groups Suggested answers: 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 She saw a wad of dollar l& pair work notes (exactly like the one that her father had given her) Because she thought the boy had stolen her money / it was her money - Give feedback She bought the pretty hat of her dream Post -Ask students to discuss the reading questions in group: (10’) 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, …) What did the girl have to (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, 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: Language skills: • Speaking: Identify structures that are used to talk about past experiences and their influences on one’s life 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 PreSpeaking T introduces the task and gets Ss to 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’) d c a d e Task 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 Suggested answers: h a c f e 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: 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 I heard my mother’s voice calling my name - Give answers and take notes - Give feedback Task - Ask students to read Task silently and listen to the tape - Listen and Task again - Ask two students to write the answers on the board - Give answers and take notes - Give feedback small everything family replaced took appreciate Post T teaches Ss some useful listening expressions of asking for and (7’) giving opinions Asking for opinions • What you think Groupwork & whole class about…? • What’s your opinion about…? • What’s your feeling about…? • How 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 or 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 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 big groups: A and B T reads out the questions and leads the games The Quiz How many parts does a Answers personal letter have? parts What are they? The Heading The greeting, the Body, the Closing and the Signature What we usually write “Dear”, “Hello”, “Hi”… + in the greeting? the name of the person we are writing to and a coma at the end What we usually write in the Closing? “Sincerely”, “Yours”, “Love”, “Cheers”, “Best wishes”…and after that we Where we sign the put a coma letter? 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)’ When it happened: (It happened …years ago/in … /when I was …years old.) Where it happened: ( in my house/ at school / in the street) Who was involved: (your family members/ your friends/ your relatives, ….) 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 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 Adverbs of frequency: always, usually, often, sometimes, frequently, occasionally, seldom, rarely, never, ever, every, once, twice Present continuous: 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 Ex: She is sleeping at the moment 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, Ex: I have had a cold for two weeks before, yet, not… yet Past simple Form: V + ed or irregular verbs Ex: I met him Use: - an action started and yesterday finished at a specific time in the past - a series of completed actions in the past Ex: He got up, washed his face and then he had breakfast - 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 Ex: I lived in Ha Noi for years Ex: I often went Individual / fishing when I was pair work/ young whole class Ex: She was shy as a child, but now she is very outgoing Past continuous Form: was / were + V-ing Use: - a longer action in the past was interrupted Ex: He was sleeping - the idea that both actions were happening at the same time Past perfect  Controlled Form: when I came Ex: He was reading a book while she was cooking had + PP practice Use: the idea that something (12’) occurred before another Ex: I had finished my action expressed in the past work before I went simple shopping yesterday Free practice (10’) Exercise T gets Ss to Exercise individually and then find a Answers: partner to check their answers with T checks with the whole class and provides corrective feedback invites sets gets waves promises carries contains has baked is 10 is shining 11 are singing Answers: 12 is Exercise T asks Ss to Exercise individually and then find a partner to check their answers with broke / was playing wrote / was was working / broke stared / were walking told / were having didn’t listen / was thinking phoned / didn’t answer / were doing didn’t wear / didn’t notice / was driving Answers: Exercise had eaten / arrived found / had taken got / had closed got / had left got / had arrived paid / had phoned T distributes the worksheets to Ss Then T guides how to ask interview questions and answer them and reminds Ss went / said / had not arrived had looked / asked / cost to use the correct verb tenses T gives final comments and provides correction if necessary V HOMEWORK: (3’) - review the uses of different verb tenses that have been covered in the lesson - prepare Unit