Đăng ký Đăng nhập
Trang chủ Giáo án - Bài giảng Giáo án điện tử Giao an tieng anh 11 unit 2 personal experiences...

Tài liệu Giao an tieng anh 11 unit 2 personal experiences

.DOC
37
196
87

Mô tả:

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. 1. When did it happen? 2. Where did it happen? 3. Who was involved? 4. How did it happen? 5. How did affect you? Get Ss to work in pairs and Pre- try to make sense of the Look at the pictures and Reading pictures on pages 22. Then T guess what is happening in gets them to put the pictures each of them. (5’) in the order that they think is most appropriate. T elicits their answers by asking questions and giving prompts. 1. What can you see in the picture A? 2. What do you see on the table? 3. Whose money do you think it is? Why? Pairwork Pre-teaching Vocabulary 1. embarrass (v) = make sb confused or ashamed. - embarrassed (adj). - embarrassing (adj) - embarrassment (n) 2. experience(n) = event or situation that affects sb in some way. 3. idol(n) = someone greatly loved or admired. 4. glance (n/v) = look at somebody quickly. - glance at sb/sth. 5. Be busy doing sth. - Be busy with something. Whole class 6. Note (n): banknote. 7. make a fuss = make an. Ex: I’m sorry. I can’t go with important thing important or you now. I am busy with my more important. homework. I’m busy doing 8. sneak (adj) my homework. Ex: Do you want the money in the notes or coins? Play the cassette and ask Ss to listen. WhileReading (24’) Task 1 Get Ss to read the passage silently and then do task 1. Individua Answers: l work & whole 1. glanced Check the answers with the 2. making a fuss whole class. class. 3. embarrassing 4. idols 5. sneaky Task 2 Get Ss to read the text silently Answers: Individua again and then with a peer work out the sequence of the 1. d 2.b 3.c 4. f 5. e 6.a pictures given on page 22 again. Call on a student to give and explain his/her answer. Give corrective feedback. Task 3 Suggested answers: -Ask students to read the 1. She wished to have a red questions in task 3 and hat-a floppy cotton hat (like answer them in groups. the one her star idol wore in her video clip) - Ask representative of each group to give oral answers and write them on the board. 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 l& pair work. boy had stolen her money/it was her money. - Give feedback 5. She bought the pretty hat of her dream. Post -Ask students to discuss the reading questions in group: (10’) 1. 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, …) 2. What did the girl have to do (when she discovered that the money she had taken was not hers)? - Discuss in groups Groupwork (put a notice on T.V or at school, get on the same bus on the next day to look for him, do nothing, keep it a secret, tell her father everything and ask him for - Report before class advice,…) - Ask some students to 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: 1. Language skills:  Speaking: Identify structures that are used to talk about past experiences and their influences on one’s life. 2. 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 STUDENTS’ ACTIVITIES NOTES Warmup(5’) “Have you ever” Game Group work 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 “Have you ever” questions. - Have you ever seen ghosts? - Have you ever been to Da Lat? - 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? PreSpeaking Task 1 T introduces the task and gets - Give answers Individua l (5’) Ss to do it individually, then Match the things you might Individua compare the answers with a have done or experienced in l/pair peer. box A with how the work T calls on a student to read his answers. experience might have affected you in box B. T introduces the structure Make + sb + V Ex: He made me work hard Make + sb + adj Ex: Don’t make her sad. T gives the feedback. Suggested answers: 1. d 3. a WhileSpeaking (20’) 2. c 4. d 5. e Task 2 Present perfect: used with Ex: Have you ever been to Ha Whole “ever” to talk about a past Noi? experience. Ex: When did you go there? class Past simple: used when one Who did you go with? keeps asking about that experience. Did you enjoy your visit in Ha Noi? Ask Ss to work individually on the sequence of the conversation and then find a peer to compare their answers Suggested answers: with. Check with the class and give corrective feedback. Post speaking (10’) Task 3 - Give students useful structures + Have you ever………….? + How did it happen? 3. h 4. a 7. c 8. f 5. e 6. g + When/Where did it happen? + How did the experience affect you?/How did you Pairwork feel? Get Ss to ask and answer questions about their experiences, using the suggested questions on page Suggested conversations: 1. 26. A. Have you ever failed an T goes around to check and exam? offer help. - Yes, I have. T calls on some pairs to perform their conversation in front of the class. T elicits feedback from the B. How did it happen? - I didn’t study well enough for exam. class and gives final C. When did it happen? comments. - Last year. D. How did you feel/How did it affect you? - I felt disappointed/sad/depressed. 2. A. Have you ever traveled to other parts of the country? - Yes, I have. B. When did you travel? - In 2002. C. How did it affect you? - It made me love our country more/I learned more about different places in our country. 3. A. Have you ever talked to a famous pop star? - Yes, I have. B. Where did you meet him/her? - At a party C. How did it affect you? - It was interesting to talk to famous pop stars. - It changed my attitude to/towards/famous pop stars. Wrappin Whole g up(3’) work T summarises the main points of the lesson. V. HOMEWORK: - Write a paragraph about a past event that has had an influence on you. - Learn by heart some new words. - Prepare part C: Listening UNIT 2: PERSONAL EXPERIENCES Listening I. AIMS OF THE LESSON: 1. Language skills:  Listening : - Develop such listening micro-skills as intensive listening for specific information and taking notes while listening. - Help students improve their listening skill. - Help them understand the conversation and do Task 1,2 2. Language focus : Vocabulary: memorable, scream, gas stove, escape, terrified, replaced, embraced, protected. II. TEACHING AIDs: cassette player, tape, chalks, pictures, handouts. III. TEACHING METHOD: communicative approach IV. PROCEDURE: STAGES TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES NOTES Warm- Match the words in Column Group A with their definitions in work up(5’) A matching Game Column A Column B 1. Fire fighter 2. Fire door 3. Smoke 4. Fire alarm Column B a. What comes out of a fire Answers b. A fire-resitant door that 1. c can be closed to stop 2. b the spead of a fire. 3. a c. A person who fights Pre- fires 4. d listening d. A bell that tells you a Pair fire has started. (10’) work T gets Ss to work in pairs to describe the picture on page 27 of the textbook. + What can you see in the picture? - Give theirs answers. + What is happening? (The house is burning./The house is on fire./…..) + Who are these people? + What is she doing? (She’s talking a little girl out of the burning house) Pre-teaching vocabulary -memory(n) the faculty of the mind. - Listen and repeat in chorus (memorable(a) worthy to be remembered. memorize(v) - scream(v) cry out with a shrill voice. - replace (v) place again - embrace (v) fasten on - escape (v) avoid the notice of. Ex: They escaped the search of the enemy. - protect (v) preserve protection(n) - gas stove(n) bếp ga. - terrified(a) frightened. - Ask students to repeat the provided words and explain the words if necessary. While- Task 1 Listening - Ask students to read Task 1 (20’) silently. - Read Task 1. - Listen to the tape and decide - Ask students to listen to the whether the statements are tape twice. true or false. - Ask students to do Task 1 Suggested answers: individually. 1. T - Read the sentences again to 2. F(13 years ago) help weak students: 3. F(in the kitchen) 1. We talk to Christina, a successful business woman. 4. F(she was sleeping) 5. T 2. My most unforgettable experience happened 13 years ago. 3. The fire started in the kitchen where I forgot to turn off the gas stove. 4. I was sleeping, when I was suddenly woke up by terrible - Give answers and take
- Xem thêm -

Tài liệu liên quan

thumb
Văn hóa anh mỹ...
200
20326
146