Thiết kế bài dạy môn Tiếng Anh 11 - Period no 7 đến period no 11

 Date of preparing:22- 8- 2009 Date of teaching: 25- 8- 2009 Class:11A5, 11A9, 11A7, 11A6
Unit 2
PERSONAL EXPERIENCES
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Period No 7 - Lesson 1: Reading
I. Aim:
- Reading for specific information about personal experiences.
II. Objectives: By the end of the lesson, Ss will be able to:
- Develop such reading skills as scanning for details, specific ideas, skimming for general information, and guessing meaning in context, identifying the sequence of events 
- Use the information they have learnt to discuss the story
II. Teaching aids
- Textbook, handouts, cassette .
III. Anticipated problems
- Ss may need help with discussion task, so T should be ready to help them
IV. Procedure:
Time
3’
3’
4’
2’
10’
5’
9’
7’
2’
Teacher’s activities
- ask Ss some questions.
- ask Ss to look at the pictures on page 22, guess what is happening and then put them in the correct order.
- ask some questions. 
- check the answers with the whole class.
- read word by word.
- ask Ss to repeat in chorus and individual.
- write them on the blackboard.
- say some words in Vietnamese and ask Ss to speak them out in English.
- ask Ss to read the passage silently and do the task 1.
- ask them to fill the blank with the words/ phrases in the box. 
- check the answer with whole class.
-give the correct answers.
- ask Ss to read the text silently again and then with a peer to work out the sequence of the pictures given on page 22 again.
- call on a student to give and explain his/ her answer.
- get them to read the questions carefully and give them some tips to do the task.
- get Ss to check their answer with a peer.
- call on some Ss to write their answers on the board and ask them to explain their choices.
- introduce the task.
- give some words or structures.
- ask Ss to work in groups to discuss the question on page 25.
- call on some groups to report.
- give comments.
- summarize the main points.
- assign homework.
Content
A. Warm- up: Chatting
Questions:
1. Who is your best friend?
2. Have you ever forgotten her/his birthday? 
3. Would you feel upset if you forgot her/his birthday?
4. If you made a stupid mistake, how would you feel?
B. Pre- reading
I. Look at the pictures on page 22 and guess what is happening in each of them then put them in the order
Questions:
1. What can you see in the 1st picture?
2. Who do you think they are?
3. What can you see on the table?
.
Suggested answers:
1. A man and a young girl
2. Maybe they are family members
3. It’s money
II. Vocabulary
- to embarrass (v) [im'bổrəs]:làm lúng túng
- embarrassing (a) [im'bổrəsiη]: bối rối
- to glance(v) [glɑ:ns]:liếc nhìn
- sneaky (a) ['sni:ki]: vụng trộm, lén lút
- wad (n) [wɔd]: xấp, cuộn
- to make a fuss [meik ə fʌs]:làm ầm ĩ
- idol (n) ['aidl]  :thần tượng
- floppy (a) ['flɔpi]  : mềm
III. Checking vocabulary:
C. While- reading
I. Task 1:
 Answers:
1. glanced
2. making a fuss
3. embarrassing
4. idols
5. sneaky
II. Task 2: 
Correct answers:
1. picture d 
 2. picture b
3. picture f 
4. picture e
5. picture a
6. picture c
III. Task 3:
Suggestet answers:
1. She wished to have a red floppy cotton hat.
2. Her father gave her some money so that she could buy the hat for herself.
3. She saw a wad of dollar notes that looked like the ones her father had given her before.
4. She decided to take the money back from the boy’s bag without saying anything about it because she didn’t like to make a fuss.
5. She bought the hat with it.
D. Post- reading: 
Some words or structures:
- perhaps she could / she might want to
- embarrassing, ashamed, confused, sad, unhappy, uncomfortable, uneasy
Suggested answer:
1. She might feel embarrassing and ashamed because that was not her money.
2. Perhaps the girl could place a notice on a local newspaper to appologize the boy and contact him to give the money back.
3. Perhaps the girl might tell her father the truth and ask him for help.
4. Maybe the girl could get on the same bus the next day to look for the boy to return him the money.
E. Wrapping
Students’ activities
- answer the teacher’s questions.
- look at the pictures on page 22, guess what is happening and then put them in the correct order.
- listen carefully.
- repeat in chorus and individual.
- write them down on the notebooks.
- do the task individually.
- read the passage silently and do the task 1.
- fill the blank with the words/ phrases in the box. 
- explain the answers.
- read the text silently again and then with a peer work out the sequence of the pictures given on page 22 again.
- a student gives and explains his/ her answer.
- read the questions carefully to do the task.
- check their answer with a peer.
- some Ss write their answers on the board and explain their choices.
- listen carefully.
- work in groups to discuss the question on page 25.
- some groups report.
- learn by heart all of new words and structures and give examples.
- prepare for the next lesson.
 Date of preparing: 23- 8-2009 Date of teaching: 26- 8- 2009 Class:11A5, 11A9, 11A7, 11A6
Unit 2
PERSONAL EXPERIENCES
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Period No 8 - Lesson 2 : Speaking
I. Aim: 
	- Talking about past experiences and their influences on one’s life
II. Objectives:By the end of the lesson, Ss will be able to:
 - Identify structures that are used to talk about past experiences and their influences on 
 	 one’s life
- Practice the present perfect and past simple, structures with “Make”
- Use these structures to talk about a past experience and how it affects their life
III. Teaching aids:
- Textbook, handouts, .
IV. Anticipated problems:
- Ss may have problem using present perfect and past simple when talking about the past, so T should be ready to help them
V. Procedure
Time
3’
10’
20’
10’
2’
Teacher’s activities
- ask Ss some questions about their experiences.
- call on some Ss to talk about their experiences in front of the class.
- give comments.
- ask Ss to work in pairs to match things they might have done or experienced in box A and
how the experience might have affected them in box B.
- call on some Ss to give their answers.
- give comments.
- ask Ss what they say to ask about someone's experience that might have affected them.
- give comments.
- ask Ss to work in pairs to put the lines of the dialogue in the correct order.
- go around to control and give help if necessary.
- call on some Ss to give the answers.
- give feedback.
- ask Ss to work in pairs to practice the dialogue.
- call on some pairs to practice in front of the class.
- ask 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 pairs to act out their dialogues inthe front of the class.
- correct pronunciation, stress and intonation.
- summarize the main points.
- assign homework.
Content
A. Warm- up: Chatting
Questions:
1. Have you ever sung in the public?
+ When did you sing in the public?
+ How did you feel ?
+ How did the experience affect you?
2. Have you ever failed the exam ?
3. Have you ever got a bad mark?
 ..
B. Pre- speaking: Task 1:
Expected answers: 
1.d ( Speaking English to a native E speaker makes you more interested in learning E )
2.c (Being seriously ill makes you appreciate
 your health more )
3.a ( Travelling to other parts of the country
 makes you love your country more )
4.b (Failing an exam teaches you a lesson 
 and makes you study harder )
5.e ( Talking to a famous pop star changes 
 your attitude to pop star )
II. Eliciting and introducing useful structures
Expected answers:
 Have you ever ... ?
 When did it happen?
 How did it happen?
 What were you thinking and feeling
 How did the experience affect you?
C. While- speaking: Task 2:
Suggested answer:
1 - b: Have you ever spoken English to a native speaker?
2 - d: Yes. I talked to an English girl last summer.
3 - h: How did you meet her?
4 - a: 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. 
5 - e: What did you talk about?
6 - g: Everything about the lake: its name, the great turtles in it, ect. 
7 - c: How did the experience affect you?
8 - f: Well, it made me more interested in learning English.
D. Post- speaking: Task 3:
- Have you ever failed an exam?
- Yes, I have
- What exam did you fail?
- I failed in an entrance exam to university.
- Why did you fail the exam?
- Well, I didn’t study well for it.
- How did the experience affect you?
- It taught me a lesson and made me work harder.
E. Wrapping
Students’ activities
- answer the teacher’s questions.
- work in pairs to match things they might have done or experienced in box A and how the experience might have affected them in box B.
- some Ss give their answers.
- answer the teacher’s question.
- work in pairs to put the lines of the dialogue in the correct order.
- some Ss give the answers.
- work in pairs to practice the dialogue.
- some pairs practice in front of the class.
- work in pairs to make a similar dialogue based on the structures and information in task 1 and task 2.
- some pairs act out their dialogues inthe front of the class.
- write a passage about one of Ss’ past events that has had influence on them.( about 100 words )
- prepare for Unit 2 _ Listening lesson.
 Date of preparing:24- 8-2009 Date of teaching:27 - 8- 2009 Class: 11A5, 11A9, 11A7, 11A6
Unit 2
PERSONAL EXPERIENCES
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Period No 9 - Lesson 3 : Listening
I. Aims
- Listening about Christina’s most unforgetable experience in her life.
II. Objectives: By the end of the lesson, Ss will be able to:
- Develop such listening skills as listening for specific information and taking notes while listening
III. Teaching aids:
- Textbook, handouts,cassette tape .
IV. Anticipated problems:
 	- Ss may not have sufficient vocabulary to talk about the topic, so T should be ready to assit them. 
- Ss may not also be familiar with the note-taking task so T should provide them some tips to deal with the task
V. Procedure
Time
 5’
 4’ 
 4’
 2’
 20’
 8’
 2’
Teacher’s activities
 divide the class into two groups A and B and ask Ss to guess what the teacher is talking about.
 read aloud some facts about the thing one by
one.
- ask Ss to work in pairs to ask and answer about the picture on page 27.
- call on some Ss to answer.
- ask Ss to guess what they are going to listen to.
- read word by word.
- ask Ss to repeat in chorus and individua.
- write them on the board.
- read some words and ask Ss to read again in the right order.
- ask Ss to read the statements to understand them.
-play the tapes once for Ss to listen and do the task.
- check the answer with the whole class.
- play the tape again and pause  ... Quiz
Questions:
1. How many parts does a personal letter normally have?
2. What are these parts?
3. What do we normally write in the Salutation?
4. What do we normally write in the Closing?
5. Where do we normally sign the letter?
Answers:
1. 5 parts
2. The Heading, the Salutation (Greeting), the Body, the Closing and the Signature
3. We normally write “Dear” or “Hello / Hi” etc. plus the name of the person we are writing to and a coma at the end.
4. We normally write something like “Sincerely”, “Yours“, “Love”, “Cheers”, “Best wishes”, “See you soon” etc. and after that we put a comma.
5. Our signature normally goes under the Closing.
B. Pre- writing:
I. Network
+ The past simple is used to talk about an event that happened and finished in the past
+ The past continuous is used to talk about an event that was in progress around a specific past time. We often use the past continuous together with the past simple. The past continuous refers to a longer ‘background’ action or situation; the simple past refers to a shorter action or situation that happened in the middle or interrupted it.
+ The past perfect is used to talk about an event that had happened before another event that happened in the past.
II. Useful expressions:
+ Name of experiences : most embarrassing/ frightening /unhappy/happiest/funniest. experience
+ When it happened : 2 years ago/ when I was in grade 10 / when I was 10.. 
+ Where it happened: in my house/at school/in the street/ in a holiday resort
+ How it affected you: it changed my outlook on life / it made me more careful whenever I/it made me appreciate .. more / it gave me more confidence in / it taught me a lesson.
C. While- writing: 
Sample writing:
Hanoi 15 May 2007
Dear Peter, 
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 grandparents live in a small village, which is about 70 kilometers southeast of Hanoi. There is a large river at the back of their house where I often do swimming every afternoon when I spend my vacation with them.
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. I thought I was going to drown but I couldn’t call out for help because I was too tired and terrified. Luckily, one of my friends saw that and shouted for help. Immediately, another friend who swims the best among us swam towards me and tried to pull me up. Then other friends swam towards us to help him push me in. My ljfe 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.
Nam
D. Post- writing
E. Wrapping 
Students’ activities
- answer the teacher’s questions.
- some Ss answer in front of the class.
- listen carefully.
- listen carefully.
- read the task silently and work out what they are required to write about.
- a student answers in front of the class.
- listen carefully.
- listen and note down.
- write their own letters in 18 minutes.
- exchange their letters and correct each other in pairs.
- listen to the teacher’s correction.
- rewrite their letters according to their peer’s suggestions.
 - prepare for the next lesson.
 Date of preparing: 31- 8- 2009 Date of teaching: 3 - 9 -2009 Class: 11A5, 11A9, 11A7, 11A6
Unit 2
PERSONAL EXPERIENCES
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Period No 11 - Lesson 5 : Language focus
I. Aims:
	- Distinguishing the sounds [m], [n] and [η]
	- Pronouncing the words and sentences containing these sounds.
- Distinguishing the uses of different verb tenses: present simple for indicating the past, past simple, past continuous and past perfect.
II. . Objectives: By the end of the lesson, Ss will be able to: 
- Distinguish the sounds [m], [n] and [η]
- Pronounce the words and sentences containing these sounds correctly
- Distinguish the uses of different verb tenses: present simple for indicating the past, past simple, past continuous and past perfect.
III. .Materials . 
 	- Textbook, handouts. 
IV. Anticipated problems
- Ss may find it difficult to pronounce the sounds, so T should prepare a lot of practice. 
4. Procedure:
Time
 3’
 10’
4’
 5’
 5’ 
 5’ 
 5’
 5’ 
 3’ 
Teacher’s activities
- ask Ss to read some sentences.
- introduce the new lesson.
- pronounce the sounds separately.
- model the sounds [m], [n] and [η] for few times and explain the differences in producing them.
- play the tape once for Ss to hear the words containing these sounds. 
- play the tape again and this time ask Ss to repeat after the tape.
- read the sentences and ask Ss to underline the words with the sounds [m], [n] and [η] and write under them.
- ask Ss to practice reading the sentences in pairs.
-go around providing help.
- ask some Ss to read the sentences and give feedback.
- review the forms, meanings and uses of the present tenses.
- emphasise that we can use the present tenses in telling stories (which are often concerned with past events) to make the stories more interesting.
- get Ss to do Exercise 1 individually and then find a partner to check their answers with.
- go around the class to help if necessary.
- call on some Ss to do exercise 1 in front of the class.
- check with the whole class and provide corrective feedback.
- review the past simple and past continuous.
- get Ss to do Exercise 2 individually and then find a partner to check their answers with.
- go around the class to help if necessary.
- call on some Ss to do Exercise 2 in front of the class.
- check with the whole class and provide corrective feedback.
- review the past perfect tense.
- get Ss to do Exercise 3 individually and then find a partner to check their answers with.
- go around the class to help if necessary.
- call on some Ss to do Exercise 3 in front of the class.
- check with the whole class and provide corrective feedback.
- summarize the main points.
- assign homework.
Content
Warm- up: Read some sentences:
1. I’ll call them then.
2. He ran/ rang twice.
3. We got some sun at the beach.
B. Pronunciation:
I. Presentation 1: [m], [n] and [η]
II. Practice
1 Pronouncing words containing the sounds
2. Practicing reading sentences containing the target sounds
C. Grammar
I. Presentation 2: . The present tenses:
1. Present simple:
+ Use: We use the simple present tense to express the idea that an action is repeated or usual. The action can be a habit, a hobby, a daily event, a scheduled event or something that often happens. It can also be something a person often forgets or usually does not do.
E.g: The train leaves every morning at 8am.
 The train does not leave at 9 am.
 When does the train usually leave?
+ Form:
 (+) I/You/ We/They + bare infinitive
 He/ She/ It + V(s,es)
 (-) S + don’t/doesn’t + V-infinitive
 (?) Do/does+ S + V-infi ?
2. Present continuous:
+ Use: We use the Present Continuous with Normal Verbs to express the idea that something is happening now, at this very moment. It can also be used to show that something is not happening now.
E.g: Are you sleeping?
+ Form: 
 (+) S + am / is / are + V—ing
 (-) S + am / is / are+ not + V—ing
 (?)Am/ is / are + S + V—ing?
3. Present perfect:
+ Use: We use the Present Perfect to say that an action happened at an unspecified time before now. The exact time is not important. So we can use the Present Perfect to describe our experience. It is like saying, “I have the experience of...” We can also use this tense to say that we have never had a certain experience. The Present Perfect is NOT used to describe a specific event.
E.g: I have seen that movie twenty times.
 I think I have met him once before.
+ Form:
(+) S + have / has + Past Participle......
(-) S + have / has + not + Past Participle.......
(?) Have/ Has + S+ Past Participle......?
* We can use the present simple tense in telling stories (which are often concerned with past events) to make the stories more interesting.
II. Exercise 1:
Answers: 
1. invites 
2. sets 
3. gets 
4. waves
5. promises 
6. carries 
7. contains 
8. has baked
9. is 
10. is shining 
11. are singing 
12. is
III. Presentation 3: The past simple and past continuous.
1. Past simple
+ Use :We use Simple Past to talk about actions and situations in the past
+ Form: (+) S + V-ed or irregular verbs
 (-) S + didn’t V-infi
 (?) Did + S + V- infi?
2. Past continuous
+ Use: We use Past Continuous to talk about something which was in progress at a past time.
The action or situation had started but it had not
finished-at that time
+ Form: (+) S + was/ were + V- ing
 (-) S + was/ were + not + V- ing
 (?) Was/ were + S + V- ing?
IV. Exercise 2:
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(you) doing 
8. didn’t wear / didn’t notice / was driving
V. Presentation 4: The past perfect
+ Use: The past perfect expresses the idea that something occurred before another action expressed in the past simple. It can also show that something happened before a specific time in the past.
Past perfect also to show that something started in the past and continued up until another action in the past.
+Form: (+) S + had + Past participle
 (-) S + hadn’t + Past participle
 (?) Had + S + Past participle?
V. Exercise 3:
Answers: 
1. had eaten / arrived 
2. found / had taken
3. got / had closed 
4. got / had left
5. got / had arrived 
6. paid/ had phoned
7. went / said / had not arrived 
8. had looked / asked / cost 
D. Wrapping
Students’ activities
- read some sentences.
- listen attentively.
- listen to the tape carefully.
- repeat in chorus and individual.
- listen and underline the words with the sounds[m], [n] and [η] and write under them.
- practice reading the sentences in pairs.
- some Ss read the sentences
- listen carefully and note down.
- do Exercise 1 individually and then find a partner to check their answers with.
- some Ss do Exercise 1 in front of the class.
- listen and note down.
- do Exercise 2 individually and then find a partner to check their answers with.
- some Ss do Exercise 2 in front of the class.
- listen and note down.
- do Exercise 3 individually and then find a partner to check their answers with.
- some Ss do Exercise 3 in front of the class.
- learn by heart all the knowledge they’ve learnt and practice them again at home.
- prepare the next lesson: Unit 3 : Reading