Bài soạn môn học Tiếng Anh lớp 11 - Unit 2: Personal Experiences - Trường THPT Nguyễn Đáng

 Unit 2 : Personal Experiences 
Date:July
Week: 3
Lesson 1 : Reading – Period 7
* Aims: help Ss be able to read and understand the information about the most embarrassing experience
	- Lexical items: make a fuss, sneaky, glanced, embarrassing, idols.
	- Teaching aids: posters, pictures.
	- Skills: reading for gist and for specific information.
* Method and technique: pairwork, groupwork, discussion , network.
* Procedure:
Time
Content
Teacher’s activities
Students’activities
5’
10’
10’
10’
8’
2’
Feelings
I. Warm – up: Network
Question: How would you feel if you made a stupid mistake?
II. New lesson: 
 1. Pre – Reading:
* Question :
What is happening in each picture ?
* Task 1:
 1. glanced: liếc nhanh, nhìn qua.
2. making a fuss: làm ầm ỉ lên.
3. embarrassing (adj): lúng túng.
4. idol(s) (n) : thần tượng.
5. sneaky (adj): vụng trộm, lén lút.
2. While reading:
* Task 2:
1D 2B 3F 4E 5A 6C
* Task 3: 
Lucky numbers : 2
Questions : 5
Potluck : 1
1. A red floppy cotton hat
2. So that she could buy the hat for herself.
3. A wad of dollar notes exacthy like the ones her father had give her before.
4. Because she didn’t like to make a fuss.
5. She bought the hat with it.
3. Post – reading : Discussion.
1. How did the girl in the story feel when she discovered that the money she had taken from the boy’s bag was not hers?
2. What do you think the girl had to do after she discovered that the money she had taken from the boy’s bag was not hers?
III. Homework:
- T asks Ss to fill in the network.
- T gathers the ideas and asks Ss some questions to lead Ss to the topic of the unit : “Personal experiences”.
- T asks Ss to look at the picture and guess what is happening in each of them.
- T gives feedback and leads Ss to the topic of the lesson .
- T sets the scene.
- T asks Ss to do Task 1.
- T goes around the class to help Ss if necessary.
- T corrects and guides Ss to read these words.
- T asks Ss to read the text and put the pictures of the events in the order they happened.
- T corrects.
- T runs through task 3 and asks Ss to read the text again and answer the questions.
- T divides the class into 2 groups (A & B) to play the game “Lucky numbers”.
- T corrects and gives marks.
- Tasks Ss to discuss the 2 questions.
- T gives feedback.
- T asks Ss to summarise the story.
- Ss work in pairs.
- Ss listen and answer the teacher’s questions.
- Ss look at the picture and answer the question.
- Ss work in groups of three .
- Ss compare their answers.
 - Ss report the results to the class.
- Ss listen and repeat.
- Ss work in pairs.
- Ss scan the passage and do task 2.
- Ss compare their answers.
- Ss report the results to the class .
- Ss work in groups of 4.
- Ss read the passage again and answer the questions.
- Ss compare their answers .
- Ss work in groups.
- Ss choose the numbers and answer the questions.
- Ss work in groups 
- Ss discuss, then report to the class.
- Ss do their homework. 
- Ss prepare lesson 2: Speaking.
 Unit 2:Personal Experiences 
Date :July
Week : 3
 Lesson 2 : Speaking – Period 8
* Aims: help Ss be able to talk about one of their past experiences and how it affected them.
 - Lexical items : words / phrases used to talk about past experiences
 - Teaching aids : pictures , posters
 - Skills : speaking
* Method and technique : pairwork , groupwork ,matching , ordering
* Procedure :
Time
Content
Teacher’s activities
Students’activities
5’
15’
17’
2’
I. Warm – up: Matching
 A
 ( pictures)
 B
happy
angry
bored
frightened
P1 b P2 a P3 c P4 d 
Questions:
Have you had some personal experiences?
How do you feel when you meet a famous film star?
How do you feel if you fail your exam?
II. New lesson:
1. Task 1: Matching (poster)
1d 2c 3a 4b 5e
2. Task 2: Ordering
 A: Have you ever spoken English to a native speaker?
 B: Yes, I talked to an English girl last summer
 A: How did you meet her?
 B: I was walking along Trang Tien street when an English girl came up to me and asked me the way to Hoan Kiem Lake. I told her, then we started talking about the lake.
 A: What did you tald about?
 B: Everything about the lake: its name, the great tuitles in it, etc.
 A: How did the experience affect you?
 B: Well, it made me more interested in learing English.
3. Task 3 : 
Useful structures ( poster )
 - Have you ever .?
- How did it happen ?
- When did it happen ?
- How did the experience affect you ?
II. Homework:
- T asks Ss to do the matching.
- T corrects.
- T asks Ss these questions .
- T gives feedback and leads Ss to the topic of the lesson.
- T asks Ss to match A and B.
- T goes around the class to help Ss if neccessary.
- T gives feedback
- T has Ss put the sentences in the conversation in the correct order.
- T corrects.
- T asks Ss to practise the conversation.
- T has Ss underline the structures used to talk about the past experiences.
- T corrects and then asks Ss to practise talking about their past experiences, using the structures and the ideas in task 1 to make similar conversations.
- T goes around the class to help Ss if necessary .
- T gives feedback on Ss’ presentation.
-T asks Ss to write a paragraph about their past experiences.
- Ss work in groups of 4.
- Ss compare their answers.
- Ss report the results to the class.
-Ss listen and answer the teacher’s questions .
- S work in pairs.
- Ss report the results to the class.
- Ss work in groups of 4
- Ss compare their answers and then report the results to the class.
- Ss practise in pairs.
- Some Ss are called to read aloud the conversation.
- Ss work in pairs.
- Ss report the results to the class.
- Ss work in pairs.
- Ss present their conversation to the class.
- Ss do their homework.
- Ss prepare lesson 3: Listening.
 Unit 2:Personal Experiences
Date :July
Week : 3
 Lesson 3 : Listening – Period 9
* Aims : help Ss listen to get specific information about unforgetable experiences
 - Lexical items : memorable , scream , gas stove , escape , terrified , replaced , embraced , protected , minor, appreciate
 - Teaching aids : posters , picture , cassette tape ,textbook
 - Skills : listening for gist and specific information
* Method and technique : pairwork , groupwork , Kim’s game
* Procedure :
Time
Content
Teacher’s activities
Ss’ activities
5’
7’
10’
13’
8’
2’
I. Warm- up : Kim’s game
 memorable 
 scream 
 gas stove 
 escape 
 terrified
 replaced
 embraced
 protected 
 minor
 appreciate
II. New lesson :
 1. Pre- listening :
* Questions: 
1. What can you see in the picture ?
2. Who are they ?
3. Where are they?
4. What are they doing ?
2. While- listening :
 * Task 1 :
1.T
2. F ( thirty years ago )
3. F ( the fire started in the kitchen)
4. F ( Christina was slepping )
5. T
* Task 2 :
1. small
2. everything
3. family
4.replaced
5.took
6. appreciate
3. Post- listening : Discussion
 Christina says that family is more important than things . Do you agree or disagree with her ? Why ?
III. Homework :
- T guides Ss to play the game.
- After the game , T guides Ss to read these words and then explains the meanings.
- T shows the picture and asks Ss these questions.
- T gives feedback and then leads Ss to the topic of the lesson.
- T sets the scene : Christina is being interwiewed about the most unforgetable experience in her life. Listen to the interwiew and then decide whether the statements are true or false.
- T runs through task 1 and asks Ss to guess the answers.
- T writes what Ss guess on the board.
- T plays the tape (twice or more ).
- T corrects.
- T sets the scene.
- T runs through task 2 and then plays the tape again ( twice or more ).
- T corrects.
- T asks Ss to discuss the question.
- T gives feedback.
- T asks Ss to write a short paragraph about what they have just discussed.
- Ss work in groups.
- Ss listen , repeat and copy down.
- Ss look at the picture and answer the questions.
- Ss read the statements and guess the answers .
- Ss listen and check their answers.
- Ss compare their answers ( in pairs ).
- Ss report the results to the class.
- Ss listen to the tape again and fill in the missing information.
- Ss compare their answers.
- Ss report the results to the class.
- Ss work in groups.
- Ss present to the class.
- Ss do their homework.
-Ss prepare lesson 4: Writing.
 Unit 2:Personal Experiences
Date :July
Week : 4
Lesson 4 : Writing – Period 10
* Aims : help Ss be able to write a personal letter about a past experience.
 - Lexical items : words / phrases related to personal experiences.
 - Teaching aids : posters , textbook
 - Skills: writing a personal letter about a past experience
* Method and technique : pairwork ,groupwork , gap-fill
* Procedure :
Time
Content
Teacher’s activities
Ss’ activities
5’
10’
9’
12’
7’
2’
I. Warm- up: Gap-fill
embarassed , angry , sad, frightened
He was verywhen he heard that his aunt died.
He was very ..when he saw those big dogs running toward him.
He was very when he sent her a birthday present on the wrong day.
He was verywhen someone stole his money.
1.sad 
2.frightened 
 3.embarssed 
4.angry
Question: When did you last feel sad / angry frightened / embarassed ?
II. New lesson :
Pre-Writing :
* Task 1 :
Dear Helen,
 Last night I had a scary dream. I was walking along an empty street late last night. Suddenly a lion appeared at the end of the street. He ran toward me with his big mouth open and sharp teeth. He roared and jumped upon me. I sreamed loudly and awoke. I’m still frightened now. By the way, how are you ? Do you still have a nightmare as before 
? I think we have similar problems now. Write to me as soon as possible.
 Your friend ,
 Daisy
Name of experience
( 1 )
When it happened
( 2 )
Where it happened
( 3 )
How it happened
( 4 )
How the experience affected the writer
( 5 )
* Task 2 :
Name of experience
When it happened
Where it happened
How it happened
How the experience affected the writer
While-writing : 
Post-writing : Correction
III. Homework :
- T asks Ss to fill in the blanks with suitable words.
- T corrects and asks Ss some questions to lead Ss to the topic of the lesson.
- T asks Ss to read the letter carefully and complete the chart.
- T corrects and then tells Ss how to write a letter about past experience.
- T underlines the verbs and asks Ss to use the past simple in their writings.
- T asks Ss to fill in the table some information about their past experiences.
- T divides the class into 6 groups.
- T asks Ss to write a letter about their past experience, using the information above.
- T goes around the class to give help.
- T guides Ss how to correct the mistakes.
- T chooses 2 or 3 letters to correct and give marks.
- T tells Ss to rewrite the letter.
-Ss work in pairs.
- Ss compare their answers.
- Ss report the results to the class.
- Ss work in pairs.
- Ss report the results to the class.
- Ss work individually and then exchange their ideas.
- Ss work in groups.
- Ss exchange their letters to correct the mistakes.
- Ss look at the blackboard and give feedback.
- Ss do their homework.
- Ss prepare lesson 5 : Language Focus.
 Unit 2 : Personal Experiences
Date :July
Week : 4
 Lesson 5 : Language Focus – Period 11
 * Aims : help Ss distinguish the sounds : /m/ , /n/ , /m/ and know how to use the present simple indicating past time and review the past simple, past progressive and past perfect.
 - Teaching aids : posters , textbook
* Method and technique : pairwork , groupwork , Bingo
* Procedure :
Time
Content
Teacher’s activities
Ss’activities
5’
6’
10’
10’
12’
2’
I.Warm – up : Bingo
may nose wrong
make nine running
summer money bringing
home seven sing
small snow morning
II. New lesson :
 1.Pronunciation : /m/, /n/, /m/
* Practise reading aloud these sentences.
 2. Grammar :
Examples:
1. He goes for a walk every night.
 Tom is working now.
 They haven’t finished their work yet.
 We were having lunch when we heard the news.
 When the police arrived, the car had gone.
Exercise 1 :
 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
Exercise 2 , 3: Lucky numbers
 Questions : 16
 Lucky numbers: 3
 Potluck : 3
Exercise 2
broke / was playing
wrote / was
was working / broke
started / wre walking
told / were having
didn’t listen / was thinking
phoned / didn’t answer / were (you ) doing
was not wearing / didn’t notice / was driving
Exercise 2
had eaten / arrived
found / had taken
got / had closed
got / had left
got / had arrived
paid / had phoned
went / said / hadn’t arrived
had looked / asked / cost
III. Homework:
- T explains the game.
- After the game , T asks Ss to listen and repeat.
- T guides Ss to pronounce /m/, /n/, /m/.
- T models.
- T goes around the class to give help.
- T gives feedback.
- T asks Ss to underline the verbs in each sentence and and asks them what tenses they are.
- T gives feedback and revises the tenses.
- T runs through exercise 1 and asks Ss to do it .
- T corrects.
- T runs through exercise 2 and 3.
- T asks Ss to supply the correct verb tenses.
- T goes around the class to give help.
- T divides the class into 2 groups and guides them to play the game “Lucky numbers”
- T corrects and gives marks.
- T asks Ss to redo the exercises.
- Ss work in groups.
- Ss listen and repeat.
- Ss practise reading individually.
- Ss read aloud the sentences.
- Ss read the examples and give their answers. 
- Ss listen and copy down.
- Ss work in groups of four.
- Ss compare their answers.
- Ss report the results to the class.
- Ss work individually and compare their answers .
- Ss work in groups.
- Ss choose the numbers and answer the questions. 
- Ss do their homework.
- Ss prepare for the test.