Bài soạn môn học Tiếng Anh lớp 11 - Unit 2: Personal experience - Period 8: Reading

UNIT 2: 	 PERSONAL EXPERIENCE 
 Period 8 READING 
 Date: ........................................... 
A. OBJECTIVES: By the end of the lesson , the Ss will be able to 
express their experiences in the past .
Read and guess meaning in context.
Understand the sequence of events in a story.
B. METHODS: Integrated, mainly communicative approaching.
C. TEACHING AIDS: Pictures, poster, handouts and real objects.
D. PROCEDURE: 
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES 
I. WARM UP (5min) : Network 
Ask Ss to find suitable words to fill in the chart below: 
Feelings
Ask some question to lead in the reading:
 a).If you got bad marks, how would you feel?
 b). If you made a mistake, how would you feel? 
Transition: - In today’s reading, we’ll get to know about the things that have happened to you that influence the way you think and behave. It is “Personal experiences”.
II. PRESENTATION ( 35min ) 
Look at the chart
Discuss and find out the words
Fill in the blanks
Keys: sad , happy, excited , bored , frightened, upset, confused, etc..
Answer the questions
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
*Pre- teach vocabulary:
1. Embarrassing (a) : (situation)
2. To make a fuss about : làm om sòm
3 To imitate ( translation)
4. sneaky ( adj ) vụng trộm 
2. While- reading (20ms)
a. Task 1: Fill in the blanks 
-Get the Ss to read the passage quickly.
- Have the Ss to work individually.
-Call some Ss to write their answers on the B.b 
- Give feedback
b. Task 2 : Put the pictures of the.....
- Give help if necessary
- Give feedback
c. Task 3 Answer the questions:
-Get the Ss to read the passage quickly.
-Ask the Ss to skim all the questions .
- Have the Ss to work in pairs.
- Call some Ss to give their answers.
- Give feedback
3. Post - reading
Discuss the question: What would you do if you were the writer?
III. HOMEWORK ( 5min )
-Write about their own experiences 
- Prepare for speaking
Copy down 
Repeat the words
Feedback
1. glanced 4. idiots 
2. making a fuss 5. sneaky
 3. embarrassing 
Work in pairs.
 feedback
1. Picture D 4. Picture E
2. Picture B 5. Picture A 
3. Picture F 6. Picture C
Keys: 
1. A floppy cotton hat. 
2. 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 thought that washer own money and the boy had stolen it from her. She wanted to take it back without making. a fuss
5. She bought the hat of her dream.
 (Group work ) 
Expected answers: - say nothing / keep as a secret.
-try meet the boy and give the money back
Ss tell about their embarrassing experiences 
UNIT 2: 	 PERSONAL EXPERIENCE
 Period 9 SPEAKING
Date...............................
A. .OBJECTIVES : By the end of the lesson, pupils will be able to describe physical characteristics, using adjectives
B. METHODS: Integrated, mainly communicative approaching.
C. TEACHING AIDS: Pictures, poster, handouts and real objects.
D. PROCEDURE: 
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
 I. WARM UP 
 -Ask Ss some questions to lead to the lesson, such as:
 åHave you ever been ill?
 åWhen were you ill? Why?
 åWhat do you think after that?
II. PRESENTATION 
1.Pre-speaking: 
  * Task 1: Matching phrases:
- Ask Ss to work in pairs to match things they might have done or experience.
- Call on some Ss to give their answers.
- Give feedback.
* Eliciting and introducing useful structures
- Ask the Ss :
 * What do you say to ask about someone’s experience that might have affected them ?
- Write the questions on the board.
2, While – speaking 
*Task 2 : Re – ordering & role – play drilling
 * Re – ordering 
- Ask the Ss to work in pairs to put the lines of the dialogue in the correct order .
- Call on some Ss to give their answers.
- Give feedback.
 - Answer the questions.
Yes/ No
 Expected answers
1 – d
2 – e 
3 – b 
4 – f 
5 – a 
6 – c 
Expected answers
- Have you ever....... ?
 - When did it happen ?
 - What were you thinking and feeling when it happened ?
 - How did the experience affect you ?
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
*role – play drilling
- Hang on a chart with the dialogue.
 - Ask the Ss to work in pairs to practice 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 comment.
3. Post – speaking :
Writing: dialogue – building 
- Ask the Ss to work in pairs.
- Ask them to make a similar dialogue based on the structures and information in task 1 and task 2.
- Call on some Ss to act out their dialogue in front of the class
-Give comment.
III. HOMEWORK 
- Write a short paragraph about story.
* Preparing for new lesson :
Listening lesson:
Read the given information.
Guess the answers 
 Practice in pairs.
 Act out dialogue in front of the class.
Expected answer:
b
d
h
a
e
g
c
f
UNIT 2: 	 PERSONAL EXPERIENCE
 Period 10 LISTENING 
	Date...............................
 A. OBJECTIVES : By the end of the lesson, pupils can learn some vocabulary about a fire, decide on True or false statements, Listen and take notes
B. METHODS: Integrated, mainly communicative approaching.
C. TEACHING AIDS: Pictures, poster, handouts and real objects.
D. PROCEDURE: 
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
I. WARM UP 
Divide the class into two groups A and B and ask them to guess what it is.
- Read aloud some facts about the thing one by one.
* Lead – in :
- Have you ever seen a fire ?
- What will you do if there is a fire ?
- The listening today is about the fire happening to Christina’s family 13 years ago.
II. PRESENTATION :
1, Pre – listening :
* Pair work: Describe the picture
- Get the Ss to work in pairs to describe the picture .
- Elicit some questions :
 - What can you see in the picture ?
 - What is happening ?
 - Who are the people ?
- Call on some Ss to describe the picture .
- Give comment.
- Get the Ss to guess what they are going to listen about.
* Vocabulary:
- memorable (a) = unforgettable (a)
The facts they hear:
1.It destroys buildings, houses, and forests.
2. It can kill people.
3. It gives out a lot of smoke.
4. You need water to put it out.
Expected answer: A FIRE
Pair work:
Expected answer:
- A fire is burning a house.
- A mother and her daughter are trying to run out of the fire.
- Firemen Are putting out the fire.
1. The child .her mother tightly because of fear.
2. April 30th 1975 is a .day of Vietnamese people.
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
- Terrified (a) sợ hãi (example)
Most people feel terrified when they see snakes
- Scream (v): (explanation) la thất thanh,hét.
- Embrace (v) (picture): ôm
- Escape (v) (example): thoát ra ngoài
- The prisoner ran away after escaping from the prison.
2, While – listening :
a, Task 1 : Listen and tick
-Ask the Ss to read through all the questions and underline key words.
- Ask them to guess T / F.
- Play the tape once / twice for the Ss to listen and do the task.
- Ask the Ss to check their answers with partners.
- Go over the answers with the class.
 b, Task 2 : Gap – filling :
- Tell the Ss to read through the passage and guess the words in each gap.
- Tell the Ss to listen to the recordings and fill in the gaps.
- Call on some Ss to give their answers.
- Correct and give feedback.
3, Post – listening : Agreeing or disagreeing
- Ask the Ss to work in groups.
- Call some Ss to report their answer:
- Give comment. 
 III. HOMEWORK ( 5 min ):
- Ask the Ss to retell the story.
- Prepare for Writing lesson
3. I feel whenever I stay at home alone
4. The fans .with excitement when they saw their idols.
5. They were trying to .from a burning house.
Keys:
1. embraced 2. memorable 
3. terrified 4. screamed 	
5. escape 
- Read and underline key words.
- Write their guess on the board.
- Listen to the tape.
Feedback:
1. T
2. F ( 13 years ago )
3. F ( in the kitchen.)
4. F ( She was sleeping .)
5. T
Expected answer:
1. small 2. everything
3. family 4. replaced
5. took 6. appreciate
Expected answer:
Family is more important than things because it can’t be replaced. It give you mutual love, support and sincere understanding.. It brings the individual place and happiness.
Nothing is more 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.....
UNIT 2: 	 PERSONAL EXPERIENCE
 Period 11 WRITING 
Date............................... 
	A. OBJECTIVES By the end of the lesson, pupils know the way to write a personal letter about a past experience
B. METHODS: Integrated, mainly communicative approaching.
C. TEACHING AIDS: Pictures, poster, handouts and real objects.
D. PROCEDURE: 
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
I. WARM UP 
- Read the questions and lead the games.
The quiz:
1. How many parts does a personal letter have ?
2. What are these parts ?
3. What do we normally write in the Greeting?
4. What do we normally write in the Closing?
5. Where do we normally sign the letter ?
II. PRESENTATION 
1, Pre – writing :
* Eliciting: 
- Elicit the steps of a personal letter from the quiz. 
- Write on the board.
* Giving network:
 Most unforgettable experience 
 1 2 3 4 5 6
1. What happened?
2. When it happened?
3. Where it happened?
4. How it happened?
5. Who was involved ?
6. How it affected you 
Answers
1. 5 parts.
2. The Heading, the Greeting, the Body, the Closing and the Signature.
3. We normally write “ Dear” or “ Hello/ Hi”
plus the name of the person we are writing to and a comma at the end.
4. We normally write something like “ Sincerely” , “ Yours”, “ Love”, “ Best wishes”......and after that we put a comma.
5. Our signature normally goes under the Closing.
- Give the steps of a personal letter:
1. Heading
2. Greeting
3. Body
4. Closing
5. Signature
- Group work.
A sample outline:
1.-I nearly drowned.
2. A year ago, my last summer vacation.
3. A river near my grandparents’ house.
4. When I was swimming, I suddenly caught a cold, I felt dizzy and I was
too weak to swim.
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
*Eliciting the verb tenses:
- The past tenses
- Ask the Ss work in group to give outline.
2, While – writing :
Writing a letter:
-Ask the Ss to write a letter based on the outline they have written.
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. One of my friend saw that and shouted for help. Immediately , another friend who swim the best among us swam towards me tried to pull me up. Then other friends helped him to push me in. My life was finally saved.
Now recalling the moment I thought I was 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.
 Son
3, Post – writing :Peer correction
- Choose one writing and ask a student to write on the board.
- Ask the rest of the class to correct the mistakes and give comments.
- Give comments and feedback.
III. HOMEWORK (5 min ):
- Ask the Ss to rewrite the letter.
- Prepare for Language focus lesson.
5. Some of my friends were also swimming at that time, one tried to save me.
5. I learned that life is so important.
Sample writing
 Hanoi, 15 July 2008
Dear Ha,
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 parents live in a small village , which has a large river . I often go swimming every afternoon when I spend my vacation with them.
UNIT 2: 	 PERSONAL EXPERIENCE
 Period 12 LANGUAGE FOCUS 
Date............................... 
A. OBJECTIVES By the end of the lesson, pupils will be able to :
- distinguish the sounds / m /, / n / and / η / and pronounce these sounds correctly. 
- use the past simple, past progressive and past perfect correctly
B. METHODS: Integrated, mainly communicative approaching.
C. TEACHING AIDS: Pictures, poster, handouts and real objects.
D. PROCEDURE: 
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES 
I. WARM UP 
Game tongue wisters
- Ask Ss to read the sentence Singing Samsung songs on the sinking sampan as quickly as they can. 
- Ask the Ss to pick out the words containing the ending sounds/ m /, / n / and / η / 
II. PRESENTATION 
A. Pronunciation :
- Model the two sounds / m/ ,/ n/ and / η / for a few times, explain the differences in producing them.
- Play the tape once for Ss to hear the words containing these sounds. Then play the tape again and the Ss repeat after the tape. 
* Pronouncing the words 
- Read the words in each column all at once.
- Read and ask the Ss to repeat them.
- Ask the Ss to pronounce the words and give correction if necessary.
*Practising sentences containing the sounds.
-Read the sentence and ask the Ss to underline the words with the sounds/ m/ ,/ n/ and / η / and write under them.
- Ask some Ss to read the sentences and give feedback.
2, Grammar: Verb form review: 
a, The present tenses
- Hang on a poster, ask the Ss to pay attention to the verb form & the use of the present tense 
- Give comments 
 *The simple present : - present habits, hobby, a daily event, natural event, a story happening in the past to make the events more dramatic and lively.
* The present continuous : an action happening now or at the speaking moment.
*The present perfect : an action happened at an unspecified time before now.
* Practice : exercise 1
- Get the Ss to do exercise 1 individually .
- Check with the whole class and give feedback.
b, The past tenses
- Hang on the poster ask the Ss to pay attention to the verb form & the use of the present tense 
- Give comments 
* The simple past : - an action started and finished at a specific time. in the past.; a series of actions completed in the past.
* The past continuous : - a longer action in the past was interrupted ( the interruption is shorter in the simple past ) an action happening at specific time in the past ; some actions were happening at the same time.
*The past perfect: - action happened before another action expressed in the past or before a specific time in the past; something started in the past and continued up until another action in the past.
* Practice : exercise2 ; exercise 3 
 Get the Ss to do exercise 1 individually .
- Check with the whole class and give feedback
III. HOMEWORK 
- Review tenses.
- /?/ Prepare for the test
- The student who can speak the sentence 10 times within 15 seconds is the winner.
/ m / / n / / η /
Sam on singing
 sampan sung
 sinking
The whole class.
Listen 
Repeat.
- Read 
Poster:
1. The sun rises in the East and sets in the West.
2. She gets up at 5 every day.
3. Once upon a day there is a Princess who lives
 with a Mother – in – law .
4. We are studying English at the moment.
Expected answer:
1. invites 7. contains
2. sets 8. has baked 
3. gets 9. is 
4. waves 10. is shining 
5. promises 11. are singing 
 6. carries - 12. is
Poster:
1. I saw a horror film last night.
2. He was watching a film when his friend came.
3 . I was eating dinner at 7 yesterday.
4. I was watching TV while he was making dinner.
5 I had never seen such a beautiful beach before I went to Dong Hoi 
6. They had had dinner before 7 p.m.
7. We had had that car for 10 years before it broke down. 
Expected answer:
exercise2
1. broke / was playing 
2. wrote / was 
3. was working / broke
4. started / were walking
5.told / were having
6. didn’t listen
exercise3
1. had eaten / arrived
2. found / had taken
3. got / had closed
4. got / had left
5. paid / had phoned
6. had looked / asked / cost
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES