Tài liệu Giáo án anh lớp 11- unit 2

Date of planning: September 2 nd 2012 Period 7: UNIT 2: PERSONAL EXPERIENCES Lesson 1: READING A. Objectives: . * By the end of this lesson, Students will able to: - Express their opinions about personal experience. - Read for gist and for specific information - Develop such reading micro-skills 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. B. Teaching aids and materials: - Text book, sheets of paper, cassette player, disc… C. Teaching method: Integrated, mainly communicative D. Teaching procedures: 1. Class organization: (1min) Class Date Attendance Absentees 11 B 2. Oral check: Check up during new lesson 3. New lesson: Stages/ Teacher’s activities Students’ activities Time Warmup and lead-in (5mins) *Ask Ss some questions: 1, What can you see in Picture A? 2, What do you think might be relationship between the girl and the man? Why? 3, What do you see on the table? 4, Whose money do you think it is? Why?..... Before you read (5mins) *Teaching vocabulary: *Listen to teacher and do as required -Work individuals then compare the answers with the partner. -One or two Ss present by answering T’s questions before the class. -making a fuss: -Look at the book and find -sneaky (a) - vông trém, lÐn lót out all new words and -glanced (v) : - liÕc nhanh, nh×n phrases. qua -embarrassing (a) : - ngîng ngïng, -Listen to teacher, lóng tóng. -appreciate (v) - coi träng, ®¸nh gi¸ understand and write on note book carefully cao While ....................... you read *Give some practice on Task 1: pronunciation (Read-Ss repeat) (10mins) Task 1: (p.22)Use the words/phrases in the box to fill the -Listen to teacher and do as required. blanks in the sentences *Task 2 (5mins) -Ask Ss to look at their book and -Expected answers: work individuals. 1, glanced -Instruct Ss to read the passage 2, making a fuss quickly and stop at the lines that 3, embarrassing contain these words to guess 4, idols meanings 5, sneaky -Ask Ss guess the meaning of the words based on the contexts in the sentences. -Write on note book -Check that Ss understanding the carefully. words correctly. -Ask Ss work individually to do the task -Go around to help Ss if necessary. -Ask Ss to exchange their answers with other Ss -Ask Ss explain their choices *Task 2 (p.24)Put the pictures of Task 3 the event in the order they (10mins) happened in the story -Ask Ss read the text silently again and then with a peer work out the sequence of the pictures given on page 22. -Call on a student to give and explain his/ her answer. *Work individuals. -Expected answers. 1, Picture D E 2, Picture B A 3, Picture F C 4, Picture 5, Picture 6, Picture -Give corrective feedback. -Look at the book and work Task 3 (p.24)Answer the questions in pairs. -Do as required. -Ask Ss to read the questions carefully and give them some tips -Should do back to the to do the task. passage and locate the key -Ask Ss underline the key words to words in the passage. decide what information they need -Should read around the key to find in the text. words carefully to find the -Ask Ss look for questions words answers. like ‘Why’ which indicates Ss should read for specific thing like a reason. -Write on note book carefully. After -Get Ss to check their answers with Suggested answers: you read peer. 1. She wished to have a red (6mins) hat-a floppy cotton hat ( like -Call on some Ss to write their the one her star idol wore in answers on the board and ask them her video clip) to explain their choices. 2…...so that she could buy the hat (for herself.) 3. She saw a wad of dollar notes (exactly like the one that her father had given her). 4. Because she thought the boy had stolen her money / it was her money. 5. She bought the pretty hat of her dream Discussion. -Introduce the task; Ss work in small groups of 6 and discuss the questions. -Teach some structures that can be used for giving suggestions. E.g ‘Perhaps she could’, ‘She might want to...’, and some adjs that -Listen to teacher and then work in groups. Prepare carefully then present before the class. *Suggested answers: - She might feel express feelings. E.g ‘embarrassed’, ‘ashamed’, ‘confused’, ‘sad’, unhappy’, ‘uneasy’, ‘uncomfortable’....... -Go around to check and offer help. -Call on the groups to tell and explain their choices. -Give corrective feedback. embarrassed and guilty/ ashamed because that was not her money.... -Perhaps the girl could place a notice on a local newspaper to apologize the boy and contact him to give him the money back.................. 4, Consolidation: (2min) - Summarize the main ideas of the reading passage 5, Home work: (1min) -Read the text once more then translate into Vietnamese. -Prepare next period (to be continued) _____________________________________________________________ _____________________ Date of planning: September 2 nd 2012 Period 8: UNIT 2: PERSONAL EXPERIENCES Lesson 2 : SPEAKING A. Objectives: * By the end of this lesson, Students will able to: - Know how to practice speaking skill . - Speak for gist and for specific information -Identify structures that are used to talk about past experiences and their influences on one’s life, i.e. present perfect and past simple, structure with “Make”. -Use these structures to talk about a past experience and how it affects their life. B. Teaching method: Integrated, mainly communicative C. Teaching aids and materials: - Text book D. Teaching procedures: 1. Class organization: (1min) Class Date Attendance Absentees 11 B 2. Oral check: (5mins) Checking new words and reading passage’s content 3. New lesson: Stages / Time Warmup (3mins) Task 1 (5mins) Teacher’s activities *Ask Ss some questions: 1, Have you ever spoken English to a native speaker? 2, How did you meet her? 2, What did you talk about? 3, How did the experience affect you? Teaching vocabulary. -native: (adj) -thuéc b¶n xø -affect: (v) –hiÖu qu¶ -appreciate: (v) –coi träng, ®¸nh gi¸ cao -attitude: (n) -can ®¶m Students’ activities -Listen to teacher to understand then work individuals. -Prepare carefully then answer T’s questions. -Listen and understand then write on note book carefully. Task 1 : (p.25)Matching -Introduce the task and gets Ss to do it individually then compare the answers with a peer. -Call on a student to read out his/her answers. -Check with the class and gives corrective feedback -Introduce or elicits the structure “Make sb -Work individuals then work in groups. -Do as required. -Listen to teacher, understand how to practice. -Discuss and present before the class. -Give comments. do st” or “Make sb + Adj” -Write the structures on the board and elicits their meaning and uses. -Get Ss to make sentences with the structures or add more opinions to column B. Task 2 (8mins) -Elicit feedback from the class and give final comments. Task 2 : (p.25-26)Put the jumped sentences in correct order of a dialogue. Practice the dialogue -Introduce the task: Ss are going to work individually on the sequence of the conversation and then find a peer to compare their answer with. -Call on a student to read out his/ her answers. -Check with the class and give corrective feedback. -Help Ss to review the use of present perfect and past simple when talking about a part experience. *Present perfect: -used with ‘ever’ to ask Task 3 about a past experience: E.g: Have you (20mins) ever been to Hanoi? *Past simple: used when one keeps asking about that experience: E.g :When did you go there? Who did you go with?....... -Get Ss to read the sample conversation in closed and open pairs. Expected answers: 1, D 2, C 3, A 4, B 5, E -Work individuals then work in groups. -Do as required. -Listen to teacher, understand how to practice. -Discuss and present before the class. -Give comments. Expected answers: 1, B 2, D 3, H 4, A 5, E 6, G 7, C 8, F -Work in pairs: Task 3: (p.26)Make the dialogue that is similar to the one in Task 2 -Do as required. -Listen to teacher, understand how to practice. -Introduce the task. -Discuss and present before the -Get Ss to work in pairs to have a class. conversation. In the meantime, T goes -Give comments. around to check and offer help. -Call on some pairs to perform their conversations in front of the class. -Elicits feedback from the class and give final comments Suggested answer: 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 did it affect you ? - I felt disappointed/ sad/ depressed. 4, Consolidation: (2min) - Summarize the main points of the lesson 5, Home work: (1min) -Ask Ss to write a paragraph about a past event that has had an influence on him/her -Prepare for the next period. Date of planning: September 2 nd 2012 Period 9: UNIT 2: PERSONAL EXPERIENCES Lesson 3: LISTENING A. Objectives: * By the end of this lesson, Students will able to: -Understand more about the personal experiences and practice listening skill. - Listening for gist and for specific information - Develop such listening micro-skills as intensive listening for specific information and taking notes while listening. B. Teaching method: Integrated, mainly communicative C. Teaching aids and materials: - Text book, disc and CD player D. Teaching procedures: 1. Class organization: (1min) Class Date Attendance Absentees 11 B 2. Oral check: (5mins) Use structures in the previous lesson to talk about a past experience and how it affects their life. 3. New lesson: Stages/ Time Warmup (4mins) Before you listen (5mins) While you listen Task 1 (8mins) Teacher’s activities *Ask Ss to work in pairs to describe the picture on page 27 of the text book by answering the question. 1, What can you see in the picture? 2, What’ is happening? 3, Whose are these people? -Give comments on their answers: Listen and repeat: -Ask ss to look at the part Listen and repeat -Explain new words -Ask ss to listen to the disc and repeat -memorable (a)=®¸ng nhí -terrified (a)=sî h·i -scream (v) shout very loudly -replace (v) = thay thÕ -gas stove (v)=bÕp ga -embrace (v)=«m -escape (v)=trèn tho¸t -protect (v)=b¶o vÖ Task 1 : (P.27) -Get Ss to read through the statements to understand them and underline key words. For example, the key words in the first statements are “Christina” and “businesswoman”. -Check with the whole class and asks them to guess what the unforgettable experience the girl is going to tell might be ( a fire) Students’ activities -Listen to teacher and work in pairs. -Prepare carefully then discuss with the partner. -Answer T’s questions. -Ss must pronounce them correctly. -Repeat after the disc or model first then read in chorus and individually. -Make sentences with some important words. E.g scream, protect..... -Listen and understand then write on note book carefully. -Listen to teacher and work individuals. -Do as required. -Expected answers: 1, T 2, F ( 13 years ) 3, F ( in the kitchen) 4, F (she was sleeping) 5, T -Play the disc once for Ss to listen and do the task. -Get Ss to find a partner to check their answers with. -Check the answers with the whole class. If many Ss cannot answer -Listen to teacher and work the questions T plays the disc once individuals. Task 2 or two more times and pauses at -Do as required. (p.28) the answers for them to catch. (10mins) -Expected answers: Task 2 (p.28) Listen for filling in 1, small the gaps with missing words 2, everything -Ask Ss to study the text carefully 3, family for the missing information they 4, replaced need to fill and guess the answers 5, took and remind Ss that they need to 6, appreciate focus on this information and write the answers down in note forms, not full sentences. -Expressing opinions: -Play the disc again. I think, I feel, In my -After playing the disc, T gets Ss opinion, I believe... to work in pairs and check their answers. After -Call on some Ss to give the you answers if necessary. listen If many Ss cannot answer the (9mins) questions T plays the disc once or -Expressing agreements: two more times and pauses at the I agree, I think so, too. answers for them to catch. That’s true, and. That right, and... -Before getting Ss to discuss, T -Expressing teaches them some useful disagreements: expressions of asking and giving Well, maybe, but. That opinions. might be true, but. Well, I 1, What do you think about? don’t think so. I think.... 2, What’s your opinion about.......? 3, What’s your feeling Work individuals then work about.........? in groups. 4, What’s your point of view -Do as required. about......? -Listen to teacher, 5, How do you feel about............? understand how to practice. 6, Do you have any opinions about......? -Discuss and present before -Give examples and gets Ss to do the class. some practice with the structures. -Give comments. -Divide the class into 6 groups and gets them to discuss the question in the text book. -Go around to check and offer help. -Ask Ss to report their peers’ ideas. -Check if other groups would have the same or different ideas. -Listen and takes note of their errors. -Provide corrective feedback after that. 4, Consolidation: (2min)Summarize the main points of the lesson .5, Home work: (1min) -Tell Ss to learn by heart all new words and summarize the listening conversation -Prepare for the next period. Date of planning: September 10th 2012 Period 10 UNIT 2: PERSONAL EXPERIENCES Lesson 4: WRITING A. Objectives: * By the end of this lesson, Students will able to: - Know how to practice writing skill, how to write a narrative and can write a narrative about one of their friends, real or imaginary, using the words and expressions that they have learned in previous lessons - Write for gist and for specific information. B. Teaching aids and materials: - Text book, sample writing C. Teaching method: Integrated, mainly communicative D. Teaching procedures: 1. Class organization: (1min) Class Date Attendance Absentees 11 B 2. Oral check: (5mins) Call 2 ss to summarize the listening conversation 3. New lesson: Stages Teacher’s activities Students’ activities Warm*Ask Ss some questions: -Listen and work in groups: up 1, How many part does a personal letter *Expected answers: (4mins) normally have? 1, 5 parts. 2, What are these part? 2, The heading, the Salutation 3, What do we normally write in the (Greeting), the Body, the Salutation? Closing, and the Signature. 4, What do we normally write in the 3, “Dear” or “Hello/Hi...... Closing? 4, “Sincerely”, “your”, 5, Where do we normally sign the letter? “Love”....... 5, Under the Closing. Prewriting (8mins) *Elicit the verb tenses that can be used for describing a part event (past simple, past perfect, past continuous). If necessary T reviews the uses of these tenses. *Get Ss to read the task silently and work out what they are required to write about. -The steps to write the most unforgettable experience. 1, What happened? 2, When it happened? 3, Where it happened? 4, How it happened? 5, Who was involved? 6, How it affected you? -Go around to check and offer help. -Collect some outlines and provides corrective feedback. T provides relevant vocabulary and structures if necessary. Whilewriting *Get Ss to write their own letters in ten (20mins) minutes. -Ask Ss to get in pairs, exchange their letters and correct each other. -Listen to teacher and give the uses, form of the past tenses. -Write down on note book if necessary. -Listen to teacher, understand and then discuss in groups. -Answer T’s questions. -Give comments. -Write on note book carefully. -Write on note-book carefully. *Work individuals. -Do as required. -Two Ss present their writing on board. -Discuss and give comments -Go around to offer help. -Call two Ss to write their writing on black board the n ask Ss give comments. -Elicit corrective feedback from the class and give final comments afterwards. Postwriting (5mins) *Choose one letter and reads it to the class. -Elicit corrective feedback from the class and give final comments afterwards. *Sample writing Dear Peter, How have you been doing? Have you got any plan for the coming school break? Perhaps I will go to see my grandparents in the countryside. I haven’t seen them since my last school holiday. Let me tell you about my last summer vacation at my grandparents’. It was almost a year ago and was one of my most unforgettable experiences. My grandparents live in a small village, which is about 70 kms southeast of HN. There’s a large river at the back of their house where I often do swimming every afternoon when I spend my vacation with them. One day when I was swimming with some of my friends, I suddenly caught a cold. I felt so dizzy and was too weak to continue swimming, so I started to sink. I thought I was going to drown but I couldn’t call out for help b/c I was too tired to and terrified . Luckily , one of my friends saw that and shouted for help. Immediately, another friend who swims the best among us swam towards me and tried to pull me up. Then other friends swam towards us to help him push me in. My life was finally saved. Now recalling the moment I thought I was -Write on note-book carefully. -Listen carefully. going to die , I understand how precious life is. This event definitely taught me to appreciate my life. What about you? Have you got any unforgettable holiday that you would like to share with me? See you soon. Nam 4, Consolidation: (1min) -Summarizes the main points of the lesson . 5, Home work(1min) -Ask Ss to revise their letters according to their peer’s suggestions and submit for making in the next lesson. -Prepare next period. Date of planning: September 10th 2012 Period 11 UNIT 2 : Personal experiences Lesson 5: LANGUAGE FOCUS A. Objectives: * By the end of this lesson, Students will able to: - Know how to pronounce the sounds /m/, /n/ and /η/ and distinguish these sounds - 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 the verb tenses to solve communicative tasks. B. Teaching aids and materials: - Text book, cassette player, disc C. Teaching method: Integrated, mainly communicative D. Teaching procedures: 1. Class organization: (1min) Class Date Attendance Absentees 11 B 2. Oral check (5mins) Checking their writing. 3. New lesson: Stages/ Time Teacher’s activities Students’ activities Warm-up -Divide the class into 4 groups (4mins) and ask Ss write down 10 -Listen to teacher and work adjectives describing in groups. character of personality. The winner will be the group completing the task in the Pronunciation shortest period of time. (9mins) *Listen and repeat - Model three sounds /m/, /n/ and /η/ for a few times and explains the differences in producing them. -Play the disc once for Ss to hear the words containing these two sounds, then play the disc again and this time asks Ss to repeat after the tape. *Practise reading aloud these sentences: -Read the words in each column all at once. -Read the words once again, each time with a words in each column to help Ss distinguish the differences between the sounds in the Grammar words. (23mins) -Read the words and ask Ss to repeat them. -Ask Ss to practice pronouncing the words in pairs. -Go around providing help. -Ask some Ss to pronounce the words and gives correction if necessary. I. Theory *Ask Ss to remember and -Discuss and complete. -Listen to teacher and understand how to read three sounds. -Discuss in groups and write on note book carefully. -Do as required: -Listen and write on note book carefully. -Do as required give the forms, usage, spelling of the past simple tense, the past continuous tense, the past perfect tense: -Remind the forms, usage, spelling of the past simple tense, the past continuous tense, the past perfect tense a. Present simple: * Meaning: present time. * Form: I/ We/ You/ They + V(inf.) without To. He/ She/ It + V-s/es * Use: to express the idea that an action is repeated or usual. The action can be a habit, a hobby, a daily event, a scheduled event or something that often happens. It can also be something a person often forgets or usually does not do. Ex: The train leaves every morning at 8 am. b. Past simple: * Meaning: Past time * Form: S + V-ed/ V2 * Use:to express the action in the past ( yesterday, last…, … ago, …) Ex: Mozart, the famous composer, died at the age of 35. They bought this house two years ago. c. Past progressive: * Meaning: to express the action happening in the past. * Form: S + was/ were + Ving. Ex: When Bill arrived, we - Take notes -Do as required: Expected 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 were having dinner. d. Past perfect: * Meaning: to express the action finished before other action or time in the past. * Form: S + had + V-ed/ V3 Ex: I phoned carrol at 7 am., but she had left. II. Practice *Exercise 1: (p.30)Use the correct present tense forms of the verbs to complete the sentences -Get Ss to do Ex.1 individually and then find a partner to check their answers with. -Check with the whole class and provides corrective feedback. *Exercise 2: (p.30-31) Use the correct past simple or past progressive tense of the verbs to complete the sentences -Get Ss to do Ex.2 individually and then find a partner to check their answers with. -Check with the whole class and provides corrective feedback *Exercise 3: (p.31) Use the correct past simple or past perfect tense of the verbs to -Do as required Expected 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............ -Do as required Expected 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 complete the sentences -Get Ss to do Ex.3 individually and then find a partner to check their answers with. -Check with the whole class and provides corrective feedback 4, Consolidation : (2min) Summarizes the main points of the lesson 5, Homework: (1min) Ask Ss to do Ex in English Exercise (Part. Use of language-P.14-15-16) Prepare for the next lesson