Bài soạn môn học Tiếng Anh lớp 11 - Unit 2: Personal experiences

<span class='text_page_counter'>(1)</span>Date: UNIT 2:PERSONAL EXPERIENCES Period :READING I.Objective: *Knnowledge: After the lesson , Sts are going to improve their reading skill as well as way to guess meaning of new words. *Skills: reading , speaking , listening II.Teaching aids : pictures, posters, cards. III.Procedure: Time Content T’s activities Sts’activities 3’ I.Warm-up: Ordering pictures -Gets Sts to order the -Listen pictures,then guess -Work individually. what is happening with people in each picture. -Give feedback. -Leads Sts to new lesson. -Copy the title. UNIT 2- READING 10’. II.Pre-reading: *Pre-teach vocabulary: embarrassing (adj) = confused (adj): luùng tuùng,boái roái to glance at: lieác nhìn sneaky (adj): leùn luùt,vuïng troäm to make a fuss: laøm aàm leân. -Follows the steps.. -Observe.. -Reads twice as model.. -Listen + repeat.. *Checking: Rub out and remember.. -Copy. -Gives Sts some questions ,then gets them to work in pairs guess details in a story they are going to read.. *Suggested questions: 1.Who do you think they are? 2.Where are they? 3.What are they doing?. -Pairworktalk about each picture.. -Present in front of class. -Asks Sts to read the story carefully,then do task 1.. III.While-reading: 22’. -Silent reading. -Do task 1 (p.24).. **TASK 1: Gap-filling Answer key: 1.glanced 2.making a fuss 3.embarrassing. -Corrects.. 4.idols 5.sneaky -Gets Sts to work in pairs to order the pictures about the story they’ve read.. **TASK 2: Ordering pictures. -Compare the answers in pairs. -Write the words on the board. -Translate into Vietnamese. -Take notes. -Pairwork. -Give feedback.. -Checks + corrects. Answer key:. d-b-f-e-a-c. -Take notes. -Divides Sts into 2 groups, asks them to. **TASK 3: Lop11.com.

<span class='text_page_counter'>(2)</span> Multiple choice + Lucky Stars 1.The girl wish to have______ when she was in grade 9. a.a new schoolbag b.a new shirt c.a red floppy hat d.a new bike 2.Her father gave her some money on her birthday ________. a. to buy the hat she liked b. to buy an ice-cream c. to travel d. to buy a new computer 3.She saw _______ in the boy’s bag. a. an interesting picture book b. a beautiful pen c. a mobile phone d. a wad of dollar notes like hers 4.She decided to take the money from the boy’s bag without saying anything about it because________. a.she hated him. b.she didn’t want to make a fuss. c.she liked him. d.she didn’t want him to know. 5.She bought ______ for herself with the money she took from the boy’s bag. a. the hat b. the shirt c.the book d.the dictionary. play the game “Lucky stars” by answering the questions in task 3.. -Groupwork. -Join the game.. -Gives clear instruction:answer 5 questions with 1 lucky star.. -Listen. -Each group choose the question+answer.. -Gives marks + corrects  tells which group is the winner.. Answer key:1c -2a -3d -4b -5a. -Take notes.. 8’. 2’. IV.Post-reading: *Suggested phrases: Put up a notice at the schoolboard / get on the same bus the next day and look fer the boy to return the money to him / keep it as a secret / tell her father and ash him for advice………. **HOMEWORK: -Learn new words by heart. -Write a short paragraph to summarize the story (about 100 words).. Lop11.com. -In groups of four, asks Sts to find out the solution for the situation in the story using the prompts.. -Groupwork discuss the way to solve this problem.. -Listens + comments.. -Each group presents.. -Gives tasks.. -Listen -Take notes..

<span class='text_page_counter'>(3)</span> Date: UNIT 2: PERSONAL EXPERIENCES Period : SPEAKING I/ Objectives: _ Aim(s): Students talk about past experiences and how they affected one’s life. _ Lexical items: words/ phrases talk about past experiences. _ Structures: useful structures used to talk about past experiences II/ Teaching aids: textbook, posters, pictures. III/ Procedure: T. Content 4’. Warm up: Question How do the people in the photos feel? _ happy/ angry/ frightened/ relaxed/ excited/ bored B- SPEAKING. 12’. 15’. TASK 1: Work in pairs. Match the things you might have done or experienced in box A with how the experience might have affected you in box B (page 25) Answer key: 1d 2c 3a 4b 5e TASK 2 Work in pairs. A student is talking to her friend about one of her past experiences and how it affected her. The lines in their conversation are. _ Hỏi về kinh nghiệm đã trải qua: Have you ever …? _ Hỏi vể chi tiết kinh nghiệm đó: How did it happen? _ Hỏi về tác động của kinh nghiệm đó: How did the experience affect you?. 1’. Sts’ activities. - Ask. Look at the pictures, answer. -Introduce the lesson. jumbled. Put them in the correct order, then practise the dialogue. Answer key: 1b 2d 3h 4a 5e 6g 7c 8f. 13’. T’s activities. TASK 3: Work in pairs. Underline the structures used to talk about past experiences in the dialogue in Task 2, then use the structures and the ideas in Task 1 to make similar dialogues  Useful structures: - Have you ever …? - How did it happen? - When did it happen? - How did the experience affect you? Homework: Write a short paragraph about 80 words about your past experience Lop11.com. Ask sts to match A with B. Work in pairs. Correct. Check. Ask sts to put in the correct order Pair work. Guide sts how to use tenses - Simple past - Past continuous. Practise. Work in pairs Check, listen, help. Give tasks. Take notes.

<span class='text_page_counter'>(4)</span> Date: Unit 2: PERSONAL EXPERIENCE Period : LISTENING I.Objectives: - By the lesson ss understand family is more important than things - They are no longer selfish II.Teaching aids: Textbook, posters, tape, cassette player III.Teaching procedures: tTime Stages and Content Teacher’s activities Students’ activities I.Warm-up: - Explain the way of - Listen to the playing the game instruction of the * Kim’s game teacher to play well Some words: shout, help, telephone, water, - Start the game cry, selfish, gas, protect, unforgettable, - Play the game experience, rescue, fire, family, things, terrible II. Pre- Listening: + Vocabulary: - Memorable (adj.) translate - Scream (v.) picture - Embrace (v.) action and explain - Protect (v.) explain or may be translate - Terrified: picture and translate - Escape (v.) picture, explain or translate * Ordering words + When you see the fire, what do you do? Arrange the correct order of the words from the first to the end: help people to rebuild their house, call the firemen, manage to put out the fire, run to the place where there is a fire, ask someone to help, escape, scream. III. While- listening: + Task 1: Christina is being interviewed about the most unforgettable experience in her life. Listen to the interview, and then decide whether the statement are true (T) or false (F). Answerkey: 1. T 2. F. 3. F. 4. F. 5. T. Task 2: Listen to the second part of the dialogue and fill in the gaps in the summary of Christina’s story below. Answerkey 1. small 4.replaced. 2.everything 5.took. 3.family 6. appreciate. - Apply the techniques - Listen and repeat of teaching new words - Read reasonably - Copy. - Ask ss look at the posters on the blackboard to answer the question - Ask ss work in group - don’t correct their answers. - Look at the board and answer the question - Work in groups - Give answers on the board. - Ask ss to read the instruction - Run through the task - Ask ss to predict - Play the tape(1 or 2) - Ask ss for answers - Ask ss give the correct information of the false sentences - Give feedback and correct the answers. - Read. - Ask ss to read the instruction - Run through - Ask ss to guess - Get feedback and play the tape(1 or 2) - Ask ss give answers - Correct and give. - Read. Lop11.com. - listen - Work in pairs - Listen - Answer - Give the information - Copy. - Listen - Give answers freely - Listen - Give answers - Copy.

<span class='text_page_counter'>(5)</span> comments IV. Post- listening: What do you think about the sentence: “Family is more important than things”? Exchange your ideas with a partner. - - Ask ss work in pairs - Go around to help - Call some ss give their own answers - Correct if they have serious mistakes. V. Homework: - Learn by heart the lesson - Rewrite your opinion about the sentence: “Family is more important than things” - Prepare the lesson for the next period: “WRITING”. - Say and write on the board. - Work in pairs - Give their own answers freely. - Take notes. Date: Unit 2: PERSONAL EXPERIENCE Period : Writing I.Objective: Writing a personal letter describing a past experience II.Teaching aids: textbook, poster III.Procedure: Time Content Teacher’s work 4’ Warm up: Complete the following -Ask sts to complete them sentences, using the adjectives in the box.. Students’ work Pair work. Proud , sad, angry, frightened. 15’. 1. He was very-----------when someone stole his money. 2. He was very-----------when his father appeared on TV with the Prime Minister. 3. He was very--------- when he saw those big dogs running toward him. 4. He was very-------------when he heard that he got bad marks. → introduce the new lesson: Writing an embarrassing experience in our life II. Pre-writing * Read the following letter and complete the chart below. Dear Helen, Last year I had a scary dream, I was walking along an empty street late at night. Suddenly a lion appeared at the end of the street. He ran toward me with his big mouth open and sharp teeth. He roared and jumped upon me. I screamed loudly and awoke. I’m still frightened now. By the way, how are you? Do you still have a nightmare as before? I think we have similar problems now. Write to me as soon as possible.. Get feedback. Listen. -Give the answer. Key: 1.angry 2. proud 3. frightened 4.sad. Ask ss to do the task. Follow. Lop11.com.

<span class='text_page_counter'>(6)</span> Your friend, Daisy Name of experience when it happened where it happened how it happened how the experience affected you. -Run through Voc. -Model. 1. 2. 3. 4. 5.. Notes: -embarrassed / embarrassing (adj) -a / an ….thing happened to me….. -I felt extremely ….. -It was a really…. experience.. -Explain some structures -Elicit tenses & form. Answer 1.The frightened experience 2.Last night 3. The writer was walking along an empty street late at night. 4. The lion ran toward her with his big mouth open and sharp teeth. He roared and jumped upon her. Listen and take notes. → elicit: Tenses (past) Form (5 parts) *Main points -when it happened -where it happened -how it happened -who was involved -how the experience affected you 15’. III. While - writing Write a letter to tell your friends the most embarrassing experience in the same way.. -Ask sts to write a letter to tell their friends the most embarrassing experience -Go around to give sts some help -Ask 2 sts to write on the board. - Write a letter to tell their friends the most embarrassing experience -Ask for help - Write on the board. 10’ 1’. IV. Post-writing. -Correct sts’ mistakes. V. Homework -Rewrite your letters -Prepare the next part. -Give homework. -Take notes - Take notes. Date: Unit 2: PERSONAL EXPERIENCES Period : Language focus I.Objetives: After the lesson, ss will be able to: -Pronounce the sounds: / m /, /n /, / n / correctly. -Use the correct tenses of the verbs: s.present, s.past, past progressive, past perfect. II.Teaching aids: cards, book, posters…….. III.Procedure: Lop11.com.

<span class='text_page_counter'>(7)</span> T 3’. Content. T’s activities. *** Warm-up: Kim’s game may wrong running make nose home snow seven sing summer nine morning money. 10’. I.Pronunciation: * Listen and repeat: /m/ /n/ /n/ may nose wrong make nine running summer money bring *Practise reading the sentences: 1. Good morning. I want an apartment in central London. 2. We have an expensive apartment in Northend Avenue 3. I remember meeting him on a nice summer afternoon.. 10’. 15’. II. Grammar: A.Present simple tense: 1.Ex: Nam and Phong live with their parents. Nam works for a big company. Phong is a student. He does his exercises everyday.  Form: -I, You, We, They + Vo -He, She, It + V-s/es To Be: am / is / are  Use: We sometimes use the present simple tense to tell a story happened in the past. 2. Practice: Use the correct present tense forms of the verbs in brackets: The story is about a girl called Little Red Riding Hood who (0.live) lives with her mother. Little Red Riding Hood’s grandmother (1. invite) _______her to her cottage, so one fine day she (2. set) _____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 mother (8. bake) _____specially. It (9.be) _____ a lovely spring morning, the sun (10.shine) ______ and the birds (11. sing) ____, happy that the winter (12.be) _____ over. B.Past simple, past progressive & past perfect tense: 1.Ex: a. Last night, while I was doing the exercises, the phone rang. b. After I had done the exercises, I went to bed.  Form: * Past simple: S + V2 / Ved. -Give instructions - Divide the class into 2 groups - Praise the winner. - Model. - Correct ss’ mistakes. -Model -Ask ss to underline the words having these sounds. -Set the sence -Give example -Model -Ask questions & give the form on the board. -Give instruction -Ask ss to work in pairs -Check Key: 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 -Set the sence -Give model -Ask ss to listen & repeat - Ask questions - Write the forms on the board. - Ask & explain about the use. Ss’ activities -Observe - Work in groups. -Listen &repeat. - Repeat correctly. - Listen & repeat - Underline the words. -Observe -Listen & repeat -Answer -Copy. -Listen -Work in pairs & give the answer. - Listen & repeat -Answer -Copy. * Past progressive: S + was / were + V-ing * Past perfect: Use:. S + had + V3 / Ved Lop11.com. -Give instructions -Ask ss to work on pairs.. - Listen, give ideas & take notes.

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