Giáo án Tiếng Anh Lớp 11 - Period 7 to 11, Unit 2: Personal Experiences - Năm học 2009-2010 - Nguyễn Văn Tạo

Date: August 26th, 2009
Period 7
Unit 2	 PERSONAL EXPERIENCES
Lesson 	 READING
I. Objectives: By the end of this lesson, students will be able to:
Guess meaning in context; understand the sequence of events in a story.
II. Language Focus:
Grammar: Revision 
New words: experience, embarrass, floppy, idol, clip, glance at, sneaky, wad . . . 
III. Teaching Aids: overhead projector, cassette player, textbook . . . .
IV. Procedures:	
Stages/
Time
Teacher’s Activities
Students’ Activities
Warm – up
(5 minutes)
-T asks Ss to work in pairs, asking answering about some questions given below:
1. Would you feel embarrassed or upset if you fogot your mother’s/father’s birthday?
2. If you made a stupid mistake, how would you feel?
3. Is there any one/thing that you’ve proud of?
. . . . . . 
-Ss work in groups to ask and answer the questions given by T. 
Pre –
reading
10 minutes
-T asks Ss to work in groups and describe feelings of people in the pictures in the textbook.
-T can gives out some adjectives 
happy, frightened, embarrassed, excited, surprised, bored . . .
* Suggested description:
Picture a: The girl is very happy when she wears the beautiful cotton hat.
Picture b: The girl looks surprised when her father tells her about the beautiful hat, her biggest dream . . . 
Vocabulary Pre-teach
-T elicits or pre-teaches some words related to the reading before T lets Ss read the text. 
+embarrass (v); embarrassed (a)
+ idol (n) someone greatly loved or admired
+ glance at (v)
+ sneaky (a)
+ wad (n)
+ to make a fuss of/over sb/sth
+ to point at sb/sth
+ floppy (a): soft and flexible
-Ss work in pairs, describing the pictures in the textbook.
-Ss listen to the teacher’s explanation. 
-S write down new words in their notebooks. 
While – reading
6 minutes
Task 1 – Filling gaps
-T has Ss work individually to read the task carefully and choose the right words from the box to complete the sentences. 
-T tells Ss to compare their answers with each other. 
-T calls on Ss to read and explain their answers in front of the class. 
-T gives feedback and correct answers. 
* Suggested answers: 
1. glanced
2. making a fuss
3. embarrassing
4. idols
5. sneaky
-Ss work individually and do Task 1. 
-Ss compare the answers with a partner. 
-Some Ss present the answers in front of the class, others listen and remark.
7 minutes
Task 2 – Put the pictures of the events
-T has Ss work in groups of fours to rearrange the pictures on page 22 to make a meaningful story. 
-T goes around the class and provides help if necessary.
-T calls on some pairs to act out the activity in front of the class.
-T comments and gives the suggested answers. 
* Suggested answers:
1. D; 2. B; 3. F; 4. E; 5. A; 6. C
-Ss work individually and do t
-Ss present their answers in front of the class. 
-Ss listen T’s comment and write down the correct answers. 
7 minutes
Task 3 – Answering Questions 
-T asks Ss to work in pairs to ask and anwer the questions in the book basing on the information in the reading passage. 
-T invites some pairs to give their presentation in front of the class.
-T gathers feedback and gives out the correct answers. 
* Expected answers: 
1. A red floppy cotton hat.
2. So that she could buy the hat for herself / To buy the hat for herself.
3. A wad of dollar notes exactly like the ones her father had given her before.
4. Because she didn’t like to make a fuss.
5. She bought the hat with it. 
-Ss practise doing Task 3 in pairs.
-Ss present their results in front of the class.
-Ss listen and take notes the correct answers given by T. 
Post – reading
7 minutes
Group discussion
-T keeps Ss in groups and asks them to discuss the situation presented in the textbook.
1. How did the girl in the story feel when she discovered that the money she had taken from the boy’s bag was not hers?
2. What do you think the girl had to do when she discovered that the money she had taken from the boy’s bag was not hers?
-T can gives some cues to Ss:
put up a notice on the school board/ get on the same bus the next day and look for the boy to return the money to him/ do nothing/ keep it a secret/ ask her father for advice . . . 
-T calls on some Ss to give short talks on the given topic.
-Ss work in groups 
-Ss present in front of the class. 
Homework
3 minutes
-T summarises the main points in the lesson. 
-T asks Ss to learn all of the new words by heart 
 and prepare SPEAKING for the next period. 
- Ss listen and take notes. 
Date: August 28th, 2009
Period 8
Unit 2(cont.) PERSONAL EXPERIENCES
Lesson 	 SPEAKING
I. Objectives: By the end of this lesson, students will be able to:
talk about past experiences and how they affected one’s life. 
II. Language Focus:
Grammar: 
New words: 
III. Teaching Aids: textbooks, pictures . . . .
IV. Procedures:	
Stages/Time
Teacher’s Activities
Students’ Activities
Warm – up
(7 minutes)
-T shows Ss some pictures and asks:
+ How do the people in the pictures feel?
-T gives some suggested adjectives:
happy, relaxed, angry, frightened, excited, bored
-T asks Ss some more questions to lead into the new lesson:
+ Have you had some personal experiences?
+ How do you feel when you meet a famous film
 star?
+ How do you feel when you fail your exam?
-Ss work in groups and describe the pictures shown by T.
-Ss answer T’s questions.
Pre – speaking
10 minutes
-T asks Ss to work in pairs and do Task 1.
-T goes around and helps Ss when necessary.
-T calls on some Ss to present their answers.
-T feedbacks and gives correct answers.
* Suggested answers:
1 – e, 2 – b, 3 – f, 4 – d, 5 – c, 6 – a
-T can introduces some questions asking about past experiences, for example:
+ Have you ever . . . ?
+ How did it happen?
+ When did it happen?
+ How did the experience affect you?
-T asks Ss to use the simple past tense to describe their experiences.
-Ss work in pairs and do Task 1.
-Ss take note.
While – speaking
15 minutes
-T asks Ss to work in pairs and put jumbled conversation in the correct order.
-T goes around the class and provides help when necessary.
-T asks some pairs to present the conversation in front of the class. 
-T gathers feedbacks and gives out the correct answer. 
-Ss work in pairs.
Post – speaking
10 minutes
-T asks Ss to work in pairs to underline the structures used to talk about past experiences in the dialogue in Task 2.
-T requires Ss to work in pairs again, using the ideas in Task 1 to make similar dialogues.
-T goes around the class and provides help when necessary.
-T invites some Ss to present their dialogues in front of the class.
-T gives feedback and correct mistakes. 
* Suggested dialogue:
S1: So, how was your weekend?
S2: Oh, really good. I happened to see My Tam.
S1: The famous singer?
S2: That’s right. Have you ever met her?
S1: Yes, I have. In one of her show in Ho Chi Minh city last year. She is very charming.
S2: Yeah. She sings beautifully, too.
S1: Have you ever been to HCM City?
S2: No, I have never been there.
S1: You should go there sometime. It’s an interesting city and the hotels are wonderful. 
-Ss work in pairs. 
Homework
3 minutes
-T summarise the main points in the lesson. 
-T asks Ss to write about their own experiences (in about 50 words).
-T requires Ss to prepare LISTENING for the next period. 
- Ss listen and take notes
Date: September 6th, 2009
Period 9
Unit 2(cont.) 	 PERSONAL EXPERIENCES
Lesson 	 LISTENING
I. Objectives: By the end of this lesson, students will be able to:
better listening skill through Gap-filling and True – False exercises.
II. Language Focus:
Grammar: revision
New words: revision 
III. Teaching Aids: pictures in the textbook, cassette, extra board . . .	
IV. Procedures:	
Stages/Time
Teacher’s Activities
Students’ Activities
Warm – up
(6 minutes)
-T gives Ss a pictue of a building on fire and then asks them some questions:
+ What’s it? What do you see in the picture?
+ How do you feel when you see a fire?
+ What would you do when you see a fire?
-T leads into the listening task. 
-Ss work individually and answer T’s questions. 
Pre –listening
8 minutes
Describing picture
-T asks Ss to work in groups and say what is happening.
-T can introduce some questions and new words.
+ What do you see in the picture?
+ Who are they?
+ Where are they?
+ What are they doing?
+ memorable (a): unforgettable (a) 
+ burn down (v): be destroyed by fire
+ escape (v)
+ gas stove (n)
+ cottage (n) 
-T gathers ideas from some pairs of Ss and introduces the listening task. 
-Ss work in pairs & describe the picture in the textbook. 
While-listening
10 minutes
Task 1 – True or Flase statements 
-T asks Ss to work individually and do Task 1.
-T plays the tape more than once if necessary.
-T invites some Ss to explain their answers in front of the class. 
-T comments and gives out the correct answers.
* Expected answers: 
1. T 
2. F (13 years ago)
3. F (because of the gas stove)
4. F (sleeping)
5. T 
- Ss work individually to listen to the tapes and do Task 1 
-Ss give out the results after listening to the tape.
- Ss compare their answers with a friend and present them on the board. 
10 minutes
Task 2 – Gap filling
-T asks Ss to read the summary of Christina’s story and fill in the gaps with the right information they hear.
-T plays the tape and asks Ss to do Task 2.
-T plays the tape several times if necessary. 
-T lets Ss discuss the answers with a partner. 
-T comments and gives correct answers.
* Expected answers:
1. small
2. everything
3. family
4. replaced
5. took
6. love
- Ss work in individual to listen to the tapes and do Task 2. 
-Ss give out the results after listening to the tape three times. 
- Ss compare their answers with a friend and present them on the board. 
Post- listening
8 minutes
Group-work project
-T asks Ss to work in groups to discuss the questions in the book.
+ Christina says that family is more important than anything else. Do you agree or disagree with her?
-T guides Ss in groups to discuss her ideas. 
-T goes around the class and helps Ss.
-T invites representatives of some groups to talk about their ideas in front of the class. 
-T asks for comments from other Ss. 
-T gives out his remarks on Ss’s presentation. 
* Suggested ideas:
Family is more important than anything else because it can’t be replaced / it gives me love, support. 
-Ss work in groups, discussing Christina’s ideas. 
-Ss present their talk in front of the class. 
-Ss listen to T’s remarks.
Homework
3 minutes
-T asks Ss to summarize the story they heard in about 50 words. 
-T asks Ss to prepare WRITING for the next period. 
- Ss listen and take notes
Date: September 8th, 2009
Period 10
Unit 2(cont.) PERSONAL EXPERIENCES
Lesson 	 WRITING
I. Objectives: By the end of this lesson, students will be able to:
write a personal letter to describe a past experience. 
II. Language Focus:
Grammar: revision 
New words: revision 
III. Teaching Aids: an extra board, textbook . . . 
IV. Procedures:	
Stages/Time
Teacher’s Activities
Students’ Activities
Warm-up
(5 minutes)
Filling gaps (handouts)
-T asks Ss to work in pairs and do the exercises.
Complete the following sentences, using the given adjectives.
proud, jealous, embarrassed, 
angry, sad, frightened
1. He was very ______ when his father appeared on TV.
2. He was very ______ when his best friend went out with the girl he really liked.
3. He was very ______ when he sent her a birthday present on the wrong day.
4. He was very ______ when someone stole his money.
5. He was very ______ when he heard that his aunt died
6. He was very ______ when he saw those big dogs running towards him. 
-T can explain some new words in the Ex.
-T then asks Ss some questions, for examples.
+ When did you last feel angry? upset? . . . . 
-Ss close the books, doing the exercises. 
-Ss run to the board and write their sentence. 
-Ss answer T’s questions. 
Pre-writing
7minutes
-T explains some necessary information when writing am experience. 
-T asks Ss to work in pairs, using their own ideas to answer the questions in the books.
+ when/where/how it happened?
+ who was involved?
+ how the experience affected you? 
-T goes around the class and provides help when necessary.
-T makes sure that Ss all understand the ways of writing a past experience. 
-Ss work in pairs 
While-writing
15minutes
Writing a personal letter about a past experience
-T asks Ss to work in pairs, using the information they have just given to write a letter. 
-T encourages Ss to find out the ideas related to the topics they choose. 
-T asks Ss to share their ideas with other pairs. 
-T goes around the class and provides help when necessary.
-T comments and gives out the models. 
-Ss work in pairs, practising writing a personal letter about a past experience. 
-Ss exchange their writing with other pairs. 
-Ss present their writing on extra boards. 
Post- writing
15 minutes
Telling story
-T has Ss work in groups of four to tell a past experience that happened in their life.
-T calls on some representatives of groups to present their experiences in front of the class. 
-T goes around the class, corrects mistakes and gives feedback. 
-Ss work in groups. 
Homework
3 minutes
-T summarise the main points in the lesson. 
-T asks students to continue writing their letters if it hasn’t been finished yet. 
-T asks students to prepare Language Focus for next period. 
-Ss listen and take notes
Date: September 10th, 2009
Period 11
Unit 2(cont.) PERSONAL EXPERIENCES
Lesson 	 LANGUAGE FOCUS
I. Objectives: By the end of this lesson, students will be able to:
distinguish and pronounce the sound / ei /, / ai/ and / ɔi / correctly.
master the use of the present perfect tense and use because of and in spite of appropriately. 
II. Language Focus:
Grammar: as the above 
New words: 
III. Teaching Aids: Textbooks	
IV. Procedures:	
Stages/Time
Teacher’s Activities
Students’ Activities
Warm-up
(5 minutes)
-T prepares 10 to 15 verbs. T asks Ss to work in pairs or groups to give the past and past participle forms for each given verbs on the board. 
* Suggested verbs: 
go, do, see, learn, study, sing, make, prepare . . . 
-Ss work in groups, playing the game as guided. 
Pro-nunciation
7 minutes
Activity 1 – Listen and repeat
-T demonstrates the sounds / m /, / n / and / η/ by pronouncing them exactly and clearly.
-T instructs the ways to pronounce three sounds. 
-T asks Ss to pronounce the sounds several times.
-T makes sure that Ss are aware of the difference between the three sounds. 
Activity 2 – Practise these sentences
-T plays the tape and asks them to repeat. 
-T calls on some Ss to repeat the sounds clearly and slowly.
-T asks Ss to work in pairs and practise the sentences.
-T introduces peer correction.
-T goes around the class and provides help if necessary. 
 -Ss observe and listen to teacher’s guidance. 
-Ss listen. 
-Ss practise pronuncation. 
-Ss listen carefully & work in pairs to read the sentences. 
Grammar
10 minutes
Exercise 1
-T helps Ss review the simple present tense. The simple present can be used to express past time. 
-T requires Ss to work in pairs and do Exercise 1.
-T asks Ss to compare their answers with other pairs.
-T gives feedback and correct answers.
* Suggested answers:
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 
-Ss work in pairs and do exercise 1. 
10 minutes
Exercise 2
-T helps Ss review the simple past and past progressive tense. 
[ S + BE + V-ing + O + . . . ]
 [ S + V-ed + O + . . . ]
-T requires Ss to work in pairs and do Exercise 2.
-T asks Ss to compare their answers with other pairs.
-T gives feedback and correct answers.
* Suggested answers:
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 doing
8. wasn’t wearing, didn’t notice, was driving
- Ss listen to teacher’s explanations and take notes.(Whole class) 
-Ss work in pairs, doing the exercise, then exchange the results with a partner to take peer correction. 
- Ss listen and take notes.
10 minutes
Exercise 3
-T helps Ss review the past perfect tense.
[ S + HAD + V-ed + O + . . . ]
-T asks Ss to work in pairs again and practise doing Exercise 3.
-T goes around and gives helps to Ss.
-T asks Ss to compare their results with others.
-T gives feeback and correct answers. 
* Suggested answers:
1. had eaten, arrived
2. found, had taken
3. got, had closed
4. got had left
5. got, had arrived
6. paid, had phoned
7. went, said, hadn’t arrived
8. had looked, asked, cost
- Ss listen to teacher’s explanations and take notes.(Whole class) 
-Ss work in pairs, doing the exercise, then exchange the results with a partner to take peer correction. 
- Ss listen and take notes.
Homework
3 minutes
- T asks Ss to continue doing the remaning exercises. 
- T asks Ss to prepare UNIT 3
-Ss listen and take notes