Thiết kế bài dạy môn Tiếng Anh 11 - Period 12 - Unit 2: Personal experience

LESSON PLAN
Unit 2 : PERSONAL EXPERIENCE
Period : 12	
Date of preparation : 04-09-2010
Date of teaching : 10-09-2010
Teaching item : LANGUAGE FOCUS
I) AIMS AND OBJECTIVES . 
 + LANGUAGE CONTENT :
* To help students review pronouncing three sounds / m / , / n / , and / η / well in individual words and in speaking.
* To help Ss revise how to use the simple past , past progressive tense 
* To introducing Ss to the present simple indicating past time
 + LANGUAGE FUNCTION :
* By the end of this lesson, students can speak English accurately and fluently thanks to pronouncing the vowels / m / , / n / , and / η / correctly.
* Students can express what they did in the past
 + EDUCATIONAL AIM :
* To help students distinguish the sounds / m / , / n / , and / η /
* To help students master the grammar point about the past tenses
1/ Languages : 
* Vocabulary : 	
* Structures: + Present simple indicating past time
	 + The simple past tense 
	 + The past progressive tense 
2/ Skill : Integrated skills (Listening , Reading , Writing , Listening)
II) TEACHER AND STUDENTS' PREPARATION .
 1/ Method : Communicative approach .
 2/ Techniques : Re-ordering , Game “Tongue Twisters”, Transformation, Multiple Choice
 3/ Materials needed : Lesson plan , Textbook , Handout , Colour chalk , Cassette player
 4/ Students' preparation :
 	* Read the guiding books and grammatical books before going to school .
	* Prepare the exercise1,2
III) PROCEDURES IN CLASS .
 1. Stabilization : (1 minute)
 * Greeting the students and asking them something about the attendance , their health, the weather and preparation
 2. Checking up the previous knowledge: (No checking)
 3. Presentation of the new materials . 
SPECIFIC STAGES
TIME
TEACHER'S ACTIVITIES
STUDENTS'
ACTIVITIES
THE CONTENT
OF THE LESSON
5ms
* Warmer:
Game : Tongue Twisters
* Writing this Tongue Twister on the board and asking the Ss to read it
Singing Sam sung songs on the sinking sampan
* The student who can speak the sentence ten times quickly within 15 seconds without making a mistake is the winner
* Asking the Ss to pick out the words containing the ending sounds / m / , / n / , and / η / in the Tongue Twister and put it into the right column of the three sounds
Expected answers:
/ η / : singing , sung , sinking
/ m / : Sam
/ n / : on , sampan
* Emphasizing on the Ss’ answers and then introducing the new lesson
Unit 2 : PERSONAL EXPERIENCE
Period 12 : Language focus
* Looking at the sentence on the board and practicing reading it many times
* Looking at the sounds / m / / n / and / η / on B/B and thinking of the words
Suggested answers:
/ η / : singing , sung , sinking
/ m / : Sam
/ n / : on , sampan
* Writing the title of the lesson
Unit 2 : PERSONAL EXPERIENCE
Period 12 : Language focus
Unit 2 : PERSONAL EXPERIENCE
Period 12 : Language focus
Unit 2 : PERSONAL EXPERIENCE
Period 12 : Language focus
10ms
A. Pronunciation:
1. Pre-practice:
* Asking the Ss to read aloud the words that the Ss have written on B/B
* Asking them to practice reading the words above and the words in the textbook in pairs
2. Control -practice:
* Asking the sts to practice reading the sentences in the textbook in pairs
* Calling on some sts to read aloud in front of the class
3 Free –practice:
* Hanging the extra board on B/B and asking the sts to choose the best answer
Multiple Choice
1. wrong / London / morning / sing
2. may / summer / climb / snow
3. children / question / chemist / chore
4. danger / village / go / education
Expected answer
1B 2D 3C 4C
* Reading aloud the words that the sts have written on B/B
* Practicing reading the words above and the words in the textbook in pairs
* Some sts read aloud in front of the class
* Looking at the extra board on B/B and choosing the best answer
A. Pronunciation:
 / m / / n/ / η /
 may nose wrong
 make nine running
summer money bringing
 home seven sing
 small snow morning
5ms
8ms
B. Grammar: 
Present simple indicating past time
1. Lead in:
* Asking the sts to retell the usages of the simple present tense
* Emphasizing on the Ss’ answers and then introducing the new lesson
2. Pre-practice:
* Asking the sets to retell the form
Retelling the form of the simple present tense
 is / am / are
S + have / has
 Vs/es
* Asking the sets to retell the marks 
* Retelling the marks of the simple present tense
+ every (week / day )
+ always / often / usually 
* Retelling the usages of the simple present tense
+ chæ caùc hieän töôïng töï nhieân, quy luaät vaät lyù
+ chæ thoùi quen ôû hieän taïi vôùi caùc traïng töø nhö : always , often , usually ,.
+ chæ chaân lyù 
+ noùi veà thôøi gian bieåu
+ trong meänh ñeà phuï nhö when , as soon as , 
+ meänh ñeà ñieàu kieän loaïi 1
+ keå laïi caâu chuyeän trong quaù khöù hoaëc töôøng thuaät caùc söï kieän theå thao
* Retelling the form of the simple present tense
 is / am / are
S + have / has
 Vs/es
* Retelling the marks of the simple present tense
+ every (week / day )
+ always / often / usually 
* Copying the grammar
B. Grammar: 
Present simple indicating past time
Usages
+ chæ caùc hieän töôïng töï nhieân, quy luaät vaät lyù
+ chæ thoùi quen ôû hieän taïi vôùi caùc traïng töø nhö : always , often , usually ,.
+ chæ chaân lyù 
+ noùi veà thôøi gian bieåu
+ trong meänh ñeà phuï nhö when , as soon as , 
+ meänh ñeà ñieàu kieän loaïi 1
+ keå laïi caâu chuyeän trong quaù khöù hoaëc töôøng thuaät caùc söï kieän theå thao
Form
 is / am / are
S + have / has
 Vs/es
Marks
+ every (week / day )
+ always / often / usually 
5ms
3. Controlled Practice:
Exercise 1: (in the textbook page 30)
Re-ordering
* Asking the students to work in individually first and then compare with their partner.
* Going around the class to provide help if necessary.
* Calling on some students to read the sentences aloud in front of the class and then asking the other students to go to B/B to write down 
The suggested answers:
1. Who wants something to eat ?
2. I have some letters to write.
3. I am / was delighted to hear the news.
4. My mother has some shopping to do
5. You always have too much to talk about.
6. It’s lovely to see you again.
7. It is / was too cold to go out.
8. I am / was happy to know that you have passed the exam.
* Correcting the mistakes and giving remarks.
* Working in individually first and then comparing the answers with their partners.
* Some students read the sentences aloud in front of the class and then going to B/B to write down 
Exercise 1: (page 20)
Re-ordering
Answer keys
1. Who wants something to eat ?
2. I have some letters to write.
3. I am / was delighted to hear the news.
4. My mother has some shopping to do
5. You always have too much to talk about.
6. It’s lovely to see you again.
7. It is / was too cold to go out.
8. I am / was happy to know that you have passed the exam.
5ms
Exercise 2: (in the textbook page 21)
Sentence transformation
Controlled Practice:
* Asking the students to work in individually first and then compare with their partner.
* Going around the class to provide help if necessary.
* Calling on some students to read the sentences aloud in front of the class The suggested answers:
1. The police watched them got out of the car.
2. They let him write a letter to his wife.
3. I heard them talk in the next room.
4. The custom officer made him open the briefcase.
5. The boy saw the cat jump through the window.
6. Do you think the company will make him pay some extra money ?
7. I felt the animal move toward me.
8. Do you think her parents will let him go for a picnic ?
* Correcting the mistakes and giving remarks.
* Working in individually first and then comparing the answers with their partners.
* Some students read the sentences aloud in front of the class and then going to B/B to write down 
Exercise 2: (page 21)
Sentence transformation
Answer keys:
1. The police watched them got out of the car.
2. They let him write a letter to his wife.
3. I heard them talk in the next room.
4. The custom officer made him open the briefcase.
5. The boy saw the cat jump through the window.
6. Do you think the company will make him pay some extra money ?
7. I felt the animal move toward me.
8. Do you think her parents will let him go for a picnic ?
Inf as a subject
Inf as an object
Bare Inf
Inf with purpose
Inf in idiomatic expression
Inf as an adverb
Bare Inf after perceptive verbs
Inf after (pro)nouns
Inf as an object
5ms
4. Fee practice:
* Asking the sts to play a game Crosses and Noughts
* Playing the game
1m
HOMEWORK:
* Asking the students to write the homework
+ Prepare READING of Unit 2
+ Pick out the Infinitives in the following sentences and describe the function of each (deliver handouts)
F See Handout
HOMEWORK:
+ Prepare Reading of Unit 2
+ Pick out the Infinitives in the following sentences and describe the function of each (see handouts)
Self-evaluation:
..
HANDOUT
* Pick out the Infinitives in the following sentences and describe the function of each
1. To find fault is easy.
It is delightful to hear the sound of the sea.
The dog wants something to eat.
Everybody wishes to enjoy life.
He is too ill to do any work.
I am not afraid to speak the truth.
He went to Paris to perfect his knowledge of French.
I saw him run the mile in four minutes.