Bài soạn môn học Tiếng Anh lớp 11 - Period: 07 đến period: 11

Period: 07 	 
UNIT 2: 	PERSONAL EXPERIENCES
READING
Date of preparation: 30 / 08/2011
Date of teaching: 03 / 09/ 2011
A. Objectives:
1. Educational aim: 
- Through the reading, help Ss remind, their personal experiences in their life.
2. Knowledge:
 	- General: Students will be able to guess meaning in context and understand the sequence of events in a story.
 	- Language: Words and phrases related to a story of personal experiences.
3. Skills: - Reading for gist and for specific information.
B. Methods: - Integrated, mainly communicative.
C. Teaching aids:
D. Procedure: 
Teacher’s activities
Students’ activities
1) Warm – up : Game: Middle Riddle. 
 (ice) (bed)
_E_	 _X_	 
 - Deliver handouts with 10 pictures on.
- Put students to work in groups of four or five.
- In groups. Students identify each picture. In the space beneath each Picture. Ss write the middle letter of each word. When finished, the Middle Riddle will reveal a word.
- The group who first finds out the word wins.
 Check Ss` understanding, of the Instructions 
The key word: Experience.
 Leadin: What is "experience"? (an event or activity that affects you in some way)
Have you ever been in an embarrassing Situation'?
 What did you do then'? 
Today, our reading lesson is about tile embarrassing experience of a girl on the bus.
2) Pre-Reading:
- Get Ss to work in pairs and try to make sense of the pictures on pages 22. Then T gets them to put the pictures in the order that they think is most appropriate.
- Elicits their answers by asking questions and giving prompts.
a. What can you see in the picture A?
b. What do you see on the table?
c. Whose money do you think it is? Why?
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 : liếc nhanh, nhìn qua
5. Be busy doing sth
 - Be busy with something
6. note(n) : banknote
7. make a fuss = make an important thing important or more important
8. sneak (adj):lén lút, vụng trộm
- Checking meaning: rub out and remember
3) While-Reading:
a) Task 1:
- Get Ss to read the passage silently and then do task 1 individually.
- Then, compare their answer with a partner.
- Check the answers with the whole class.
b) Task 2:
- Get Ss to read the text silently again and then with a peer work out the sequence of the pictures given on page 22 again.
- Call on a student to give and explain his / her answer.
- Give corrective feedback.
c) Task 3:
-Ask students to read the questions in task 3 and answer them in groups.
- Ask representative of each group to give oral answers and write them on the board.
- Give feedback
4) Post – reading:
- Ask students to discuss the questions in groups:
1. How did the girl in the story feel when she discovered that the money she had taken was not hers?
2. What did the girl have to do (when she discovered that the money she had taken was not hers)? 
- Ask some students to represent their talk in front of class.
5) Home – work :
- Write down the questions and the answers in the notebooks
- Study new words.
- Do the tasks in the notebooks.
- Prepare Speaking.
Work in groups
Identify each picture.
- Work in pair 
- Look at the pictures and guess what is happening in each of them.
Whole class
Ex: I’m sorry. I can’t go with you now. I am busy with my homework. I’m busy doing my homework.
Ex: Do you want the money in the notes or coins?
- Copy them down.
- Individual work & whole class
Answers:
glanced
making a fuss
embarrassing
idols
sneaky
- Individual& pair work
Answers:
1. d 2.b 3.c 
4. f 5. e 6.a
- Work in group and answer the questions.
Suggested answers:
1. She wished to have a red hat-a floppy cotton hat ( like the one her star idol wore in her video clip)
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.
- Discuss in groups 
- Report before class
(embarrassed, sad, ashamed, unhappy, terrible, uncomfortable, anxious, )
(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 advice,)
Period: 08 	 
UNIT 2: 	SPEAKING
Date of preparation: / 09/2011
Date of teaching: / 09/2011
A. Objectives: 
1. Educational aim: Students know how to remind their personal experiences in their life.
2. Knowledge:
 	- General: Students learn to use the structures to talk about past experiences and their influences on their life.
 	- Language: structures related to talking about past experiences and their influences on one’s life.
 	- Present perfect and past simple tense.
 	- Structure with “Make”.
3. Skills: - Speaking.
B. Methods: - Integrated, mainly communicative.
C. Teaching aids:
D. Procedure: 
Teacher’s activities
Students’ activities
1) Warm – up: Game: Mime your past
- Think of an incident from the past that T can briefly 
mime in class.
- Divide the class into two groups A and B.
- Do the mime and stop after each action.
- Write the vocabulary generated by the mime on the 
board if necessary.
- Ask Ss in each group to say what You did.
- Each correct answer earns one point.
- The group with more points wins.
- Check SS' Understanding of the instructions
- Ask one Student to retell the story.
Lead-in: That is one of the memorable past 
experiences in my teaching. I Often feel ashamed when thinking of it. Today, we will talk about past experiences and how they affect our life.
2) Pre-Speaking:
a) Task 1:
- Introduce the task and gets Ss to do it individually, and then compare the answers with a peer.
- Call on a student to read his answers.
b) Useful structures:
- Ask Ss:
+ What do you say to ask about
 someone's experience that might have
 affected them?
- Give 2 structures:
 Make + sb + V 
 Make + sb + adj 
T gives the feedback.
- Notes:
Present perfect: used with “ever” to talk about a past experience.
Past simple: used when one keeps asking about that experience
3)While-Speaking:
a) Task 2:
- Ask Ss to work individually on the sequence of the conversation and then find a peer to compare their answers with.
- Check with the class and give corrective feedback.
b) Task 3:
- Hang on a chart -with the dialogue.
- Ask Ss to work in pairs to practice speaking the
dialogue
- Put the chart away.
- Call on some SS to act out the dialogue in front of the class (without looking at the chart or books).
- Give comments.
4) Post – speaking:
- Ask Ss to underline the structures used to talk about past experiences in the dialogue 2, then use the structure and ideas in task 1 to make a similar dialogue
- Checks and gives feedback
Ex: 
H: have you ever been serious ill?
G: Yes, I have had a bad cold. And I had to be away from school for nearly a week
H: when did it happen?
G: Last summer
H: How did it happen?
G: One evening ,when I left for the evening class ,the sky was cloudy with black clouds .My mother told me to take my raincoat ,But I didn’t
H: So you got wet in the rain on the way home
G: Right, I got wet through and I got home in such a terrible state. and that night I ran very high temperature. Then I got serious ill
H: How did the experience affect you?
G: I missed some class, and I learned a precious lesson 
H: I should appreciate my health, and especially I should take my parents’ advice.
5) Home work:
- Do task 3 again in your notebooks
- Write a paragraph about your experiences in your life
- Prepare the next lesson : Listening
- Work in group
- Do the mime and stop after each action.
Example:
 — One morning I got up late. It was half past six and school began at seven.
 — I quickly, washed, brushed my teeth, dressed jump on my motorbike, and drove to school
 — I went straight into the class and greeted the students.
 — After two or three minutes, the students began laughing.
 — I couldn't understand why.
 — Suddenly, I looked down and realized I had put on one brown shoe and one yellow shoe!
- Individual/ pair work
- Match the things you might have done or experienced in box A with how the experience might have affected you in box B.
Suggested answers:
1. d 2. c
3. a 4. d 5. e
Expected answers:
 Have you ever ... *?
 When did it, happen?
 What were you thinking and feeling
 When it happened?
 How did the experience affect you?
Ex: He made me work hard
Ex: Don’t make her sad.
Ex: Have you ever been to Ha Noi?
Ex: When did you go there?
 Who did you go with?
 Did you enjoy your visit in Ha Noi?
- Work individually.
Suggested answers:
3. h 4. a 5. e 6. g
7. c 8. f
- Work in pairs and practice the dialogue.
- Some pairs present in front of the class.
- Work in pairs and read the dialogue in task 2 again and underline the structure 
- Make the dialogue ,using the cues in task 1
- Pratise the dialogue
Period: 09 
UNIT 2: LISTENING
Date of preparation: / 09/2011
Date of teaching: / 09/2011
 A. Objectives:
1. Educational aim: 
 - Students know how to remind their personal experiences in their life.
2. Knowledge:
 	- General: + Deciding on True or False statements.
 	 + Gap – filling.
 3. Skills: - Listening.
B. Methods: - Integrated, mainly communicative.
C. Teaching aids:
D. Procedure:
Teacher’s activities
Students’ activities
1) Warm-up: A matching Game
Column A
Fire fighter
Fire door
Smoke
Fire alarm
Column B
What comes out of a fire
A fire-resistant door that can be closed to stop the spread of a fire
A person who fights fires
A bell that tells you a fire has started.
2) Pre-listening:
- get Ss to work in pairs to describe the picture on page 27 of the textbook.
+ What can you see in the picture?
+ 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
à memorable(a) worthy to be remembered
àmemorize(v)
- scream(v) :cry out with a shrill voice
- replace(v) :place again
- embrace(v): fasten on
- escape(v): avoid the notice of
- protect(v) :preserve
àprotection(n)
- gas stove(n) bếp ga
- terrified(a) frightened
 Ask students to repeat the provided words and explain the words if necessary.
3) While-Listening:
a) Task 1:
- Ask students to read Task 1 silently 
- Ask students to listen to the tape twice.
- Ask students to do Task 1 individually.
- Read the sentences again to help weak students:
1. We talk to Christina, a successful business woman
2. My most unforgettable experience happened 13 years ago ... e precious than the sweet moment when every member of the family finds themselves among their dear ones, taking a good meal and getting through a peaceful night
Period: 10	
UNIT 2: WRITING
Date of preparation: / 09/2011
Date of teaching: / 09/2011
A. Objectives:
1. Educational aim:
2. Knowledge:
- General knowledge: Writing a personal letter to describe a past experience.
- Language: Structures and vocabulary related to writing a personal letter to describe a past experience.
3. Skills: - Writing.
B. Methods: - Integrated, mainly communicative.
C. Teaching aids: 
D. Procedure:
Teacher’s activities
Students’ activities
1) Warm – up: 
Complete the following sentences , using adjectives in the box:
Proud, jealous, embarrassed, angry, sad, frightened
1.He was very . when his father appear on TV with the price Minister
2.He was very ..when his best friend went out with the girl he really like best
3.He was very.. when he sent 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 verywhen he saw those big dogs running towards him
- Divide class into 2 groups and give each group some handouts and write some adjs on the bb 
 - And each group fills in the correct adjective in the blank. Which group complete correctly and quickly that group will win the game.
2) Pre- writing:
- Put the poster on bb and ask sts to read through the letter and complete the chart bellow
- Check and corrects and gives feedback
Dear Helen,
 Last night I had a scary dream ,I was walking along in an empty street at night .Suddenly, a lion appeared at the end of the street .He ran towards me with his big mouth open and sharp teeth. He roared and jumped upon me. I screamed loudly, but no one heard my scream, fortunately at that time I awoke. I’m still frightened now. By the way, how are you? Do you still have a nightmare as before? I think we have a similar problem now. Write to me as soon as possible.
 Your friend
 Daisy
3) While – writing:
- Ask ss to work in group 
- Ask Ss to fill in the chart their experiences and after that write a letter from the chart they fill in.
Questions
1.Name of experience
2.when it happened
3.where it happened
4.How it happened
5.How the experience effected the writer
Ask ss to write it in 10 minutes.
4) Post – writing:
- Ask ss to change the poster each other and correct the mistakes.
- Choose 1 or 2 poster and hang them on the board to feedback.
5) Home- work :
- Revise their letters according to their peer’s suggestions.
- Prepare Language Focus.
- Work in groups and fill in the blank.
proud
jealous
embrrassed
angry
sad
frightened
- Read through the letter and complete the chart bellow
- Work in individually after that work in groups.
The chart:
Questions
Answers
1.Name of experience
The frightened experience
2.when it happened
Last night
3.where it happened
The writer was walking along an empty street late at night
4.How it happened
The lion ran towards the writer with his big mouth and sharp teeth .He roared and jumped upon her
5.How the experience effected the writer
She was frightened now
- Work in group
- Write a letter from the chart they fill in (work in groups and write it on the poster)
Exchange their poster and correct.
Copy them down.
*Example :
Dear Tom,
I’m writing to you about my past experience which has still imprinted deeply on my mind. And this incident re-appears in my mind whenever I see some little boys who shyly hides himself behind his/her mother back, coming to school for the fisrt time
 How can I forget this memory and feeling which happened to me on my first day school when I was seven.
 On that day my mother told me to put on my best clothes and took me to the school. After taking something to the teacher, an old teacher, my mother left the class. The teacher showed me to the seat, in the first row. I feft such a helpless feeling! All of a sudden I burst into tears>And I glanced up at the door and I saw my mother, hiding herself outside>I saw an anxious look on her face>At that the moment, the old teacher came over to me>He tenderly put his hand on my head, and in a gentle voice, he consoled me with the words, I still remember now” Don’t be fearful, my little boy. Look around, they are the same as you. Calm down. I’ll help you” at that time T looked out towards the door. I noticed my mother was still there. I felt somewhat assured
 I realized how great and immense my mother ‘love as well as a teacher’s affection and consolation!
I think you also have the same feeling as me. Right ? And each likely that each of us never forgets such sweet and unforgettable experience in our life 
 Stop for now <Give my regards to the members of your family
 Write to me soon 
 Your sincerely
 Peter
Period: 11	
UNIT 2: LANGUAGE FOCUS
 Date of preparation: / 09/2011
Date of teaching: / 09/2011
A. Objectives:
1. Educational aim: to make Ss aware of the importance of pronouncing correctly and using present simple indicating past time, past simple, past progressive and past perfect in daily life.
2. Knowledge:
a. General knowledge: Distinguishing the sounds /m/, /n/and/ / and the uses of different verb tenses.
b. Language: 
	- Pronunciation: /m/, /n/ and / /.
	- Tenses: Present simple for indicating the past, past simple, past continuous and past perfect.
3. Skills: - Speaking, writing.
B. Methods: - Integrated, mainly communicative.
C. Teaching aids: 
D. Procedure:
Teacher’s activities
Students’ activities
1)Warm – up: game: “who is the first”
- Hang on the chart containing some questions:
a. what do you call the woman who born you?
b. which number stands before the number 9?
c. who is the leader of a country in feudal system?
d. it is the thing you need to pay when buying S.T?
- Divide the class into groups of 6
- Ask each group to write their answers on a piece of paper. Which group have the first and correct answer will be the winner
- Give feedback
- Lead to the lesson: “today, we will learn how to pronounce the sound /m/, /n/ and / / correctly.
2) Pronounciation:
a) presentation:
- introduces 3 sounds
/m/ /n/ / /
May nose wrong
Make nine running
Summer money bringing
Home seven sing
Small snow morning
*Notes:
- When “n” follows “m” in the same syllable it is usually not pronounced
Ex: column, autumn ,solemn
- “ng” or “ngue” at the end of the words are always pronounced / /
Ex: tongue, sing, walking
- The letter “n” before “g” or :k” is pronounced / /
Ex: kings, hungry, thank, think
b) Practice:
- Read through the sentence in the text book once.
- Ask ss to work in pairs to practice these sentences within 2’
- Call on some Ss to read aloud these sentences 
- Ask other Ss to give comments.
- Give feedback
3) Grammar:
a) Present simple indicating past time:
a1) Presentation:
- Ask ss to write down the form of the present simple on the board.
- Ask ss to tell the usage of present simple.
- Say that “besides the above uses of the present simple, we also use the present simple to indicate past time. For example, telling a past story to make its details more lively, summarize a film or comment a football match,”
Ex: the story is about a poor girl who lives with her single father in a cottage
a2) Practice: Exercise 1
- Ask Ss to work in pairs, reading the story.
- Have Ss use the correct tense forms of the verbs in brackets in the story.
- Ask Ss to compare the answers with a partner.
- Ask them to give answers
- Feedback. 
b) The past simple, past progressive and past perfect:
b1) Presentation:
- Put ss in pairs.
- Hang on a chart with broken sentences
- Have ss put together 4 sentences which have been broken into 3 parts (a,b,c).
A
B
C
1. It was
had already left
I got there
2. They were
walking
to the cinema last 
Saturday
in the park
3. By the
time I got
raining when
when I arrived at
the station
4. The train
the dog
the film had been shown for 40 minutes
- Elicit the tenses used in the sentences above ( form and usages)
- Provide ss with the form and use of the tense above
* Past simple:
Form: V + ed or irregular verbs
Use: - an action started and finished at a specific time in the past.
- a series of completed actions in the past.
- a duration which starts and stops in the past.
- a habit which stopped in the past.
- past facts or generalizations which are no longer true.
* Past continuous:
Form: was / were + V-ing
Use: - a longer action in the past was interrupted.
the idea that both actions were happening at the same time.
* Past perfect:
Form: had + PP
Use: the idea that something occurred before another action expressed in the past simple.
b2) Practice: 
 * Exercise 2:
- Ask Ss to complete the sentences by putting
the verbs into the past simple or past continuous
- Call on some Ss to give the answers
- Check with the whole class.
* Exercise 3:
- Ask ss work individually 
- Call on some ss to give the answers
- Ask other ss to give comments.
4) Home – work :
- Review the uses of different verb tenses that have been covered in the lesson.
- Prepare Unit 3
- Look at the board
- Work in group
Suggested answers:
a. mother b. 8
c. king d. money
- Repeat in chorus and in individually
Listen
Practice
Read aloud
Give comments
S + BE ( am/is/are)
 V ( bare – inf/ s,es)
Usage:
+ habit/ custom
+ general truth/ fact
- Copy them down.
- Work in pairs
Expected answers:
1. invites 2. sets 3. gets
4. waves 5. promises 6. is carrying
7. contains 8. has baked 9. is
10. is shining 11. are singing 12. is
- Work in pair.
Expected answers:
1. It was raining when I got there.
2. They were walking the dog in the park.
3. The train had already left when I arrived at
the station.
4. By the time I got to the cinema last Saturday,
the film had been shown for 40 minutes.
- Answers:
1. The past progressive and the past simple
2. the past progressive
3. the past perfect and past simple
4. The past simple and the past perfect.
- Copy them down and give example
Ex: I met him yesterday.
Ex: He got up, washed his face and then he had breakfast
Ex: I lived in Ha Noi for 5 years.
Ex: I often went fishing when I was young.
Ex: She was shy as a child, but now she is very outgoing.
Ex: He was sleeping when I came
Ex: He was reading a book while she was cooking.
Ex: I had finished my work before I went shopping yesterday.
- Work individually
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
7. phoned / didn’t answer / were doing
8. didn’t wear / didn’t notice / was driving
- Work individually
Answers:
had eaten / arrived
found / had taken
got / had closed
got / had left
got / had arrived
paid / had phoned
went / said / had not arrived
had looked / asked / cost