Thiết kế bài dạy môn Tiếng Anh khối lớp 11 - Unit 2: Personal Experiences

Date of preparation:
Date of teaching:
Period:
Unit 2:	 Personal Experiences
Lesson: Reading
I. Objectives:
- By the end of the lesson, students will be able to understand about the passage's content , get more information , words and structures to describe the embarrassing experience so that they can do well the exercises.
- Words/ phrases related to personal experiences like: making a fuss; sneaky; glanced; embarrassing; idols.......
II. Teaching aids: pictures, handout.
III. Anticipated problems: Students have trouble of difficult words and structures in the passage
IV. Procedures:
Teacher's Activities
Students' Activities
1.Warm up: (4mn)
- T: What's your birthday?
 Do you remember your father's and your mother's birthday?
 How do you feel if you forget their birthdays? 
 How do you feel when you get good marks or bad marks/ if you didn't prepare your lesson at home and your teacher called you on. 
 Ask sts to work in groups to find out the adjectives to describe their feelings which they have in that case.
Sts may answers vary.
Work in groups to find out the adjectives to describe the feelings.
excited, confused, upset, surprised, frightened, sad, bored, worried, ....
2. Before you read: (6mn) Give sts a handout and ask them to work in pairs to do it.
How do you feel in the following situation? Use an adjective from the box
happy frightened embarrassed excited surprised bored
a. You have a beautiful floppy cotton hat like the one your pop star idol wore in her video clip.
b. You buy your friend a birthday present on the wrong day.
c. You see a wad of dollar notes on the street.
d. You see a thief in the bath.
e. Your teacher says "" I don't like your sneaky look"
Walk around the class, help sts when they need. 
Call on some Sts to present their answers in front of the class.
Let sts comment, listen and correct.
Guide sts to read these words.
Work in pairs
suggestions: 
a. happy
b. embarrassed
c. excited
d. frightened
e. confused
3. While you read: (20mn)
T reads the passage once model.
T has sts do the task 1.
T co T conducts the correction of the task 1.
 T has Sts do task 2 
 Ask Sts to look the pictures in 22 pages.
 T let sts do in group and walk around to help them.
 Ask them describe the girl in each picture.
 Call on some present and another comment.
 Give the correction.
 T has sts do task 3
 Ask sts to read the questions 
 T has sts discuss these questions in groups.
 T walks around the class to help sts when they need.
 Call on some pairs to ask and answer in front of the class.
 Ask another to listen then comment.
 T listens and conducts the corrections.
Sts listen to T.
sts read the text in silience again and give the answers of the task 1
Answers: 
1. glanced 2. making a fuss. 3. embarrassing.
4. idols. 5. sneaky.
Sts work in groups and present the answers:
Picture D
Picture B
Picture F
Picture E
Picture A
Picture C
Work in groups. then some work in pairs in front of the class.
Answers:
1. She wished to have a floppy cotton hat.
 2. B/c he knew her wish. 
 3. She saw a wad of dollar notes exactly like the ones her father had given her in the boy's bag.
 4. B/c she was sure that the boy was a thief, he had stolen her money.
5. She bought a pretty hat of her dream.
4. After you read: (10 mn)
T gives sts a handout and ask them to do it groups. 
Then call on some sts to do it in front of the class.
And T give the corrections
paragraph
How did the girl feel 
excited
embarra-ssed
happy
Reason
 1
 2
 3
5. Homework: (5mn)
T guides sts do homework.
Ask them to write about the girl's felling in each paragraph basing on the information in the chart which they have done in After you read.
Listen to teacher carefully. Take notes.
EXTRA ACTIVITY: Read the following article and answer the T/F questions that follow:
	I was about 8 or 9 years old at that time, and my mother took me to the theatre. It was a special show for children, with songs, clowns, and magic. After the first part of the show, the presenter came out and said: “Any child who’s got a birthday today, come up onto the stage and you’re going to be the magician’s assistants”. My mum gave me a push and said: “Go on, you go”. And as I really wanted to be on stage, I rushed up, with some other children. When I was up there, the magician asked my name, and then said: “So it’s your birthday today whole theatre burst into laughter. My face went bright red, and some of the children called out: “He’s a cheat. It’s not his birthday today”. At that moment I wanted the earth to open up and swallow me. The magician said it didn’t matter and I could stay on stage, but I felt awful the whole time. As I came down from the stage all the other children looked at me and laughed.
1. It was the boy’s 9th birthday when his mother took him to the theatre.
2. The presenter invited all the children to go onto the stage
3. The boy came up onto the stage because he got a birthday that day
4. The boy’s mother wanted him to be on the stage so she told him to go
5. The magician got angry because the boy told a lie
6. The boy felt ashamed because everyone knew he told a lie
7. The other kids laughed at the boy because he was a bad liar
Answers: 1. F 	2. F 	3. F 	4. t 	5. F 	6. T 	7. T
_______________aaïbb_____________
Date of preparation:
Date of teaching:
Period:
Unit 2:	 Personal Experiences
Lesson: Speaking
I- Objectives:
- By the end of the lesson sts will be able to talk about the past experience and how they affected their life
- Words/ phrases related to make a question and answer about the past experiences like: Have you ever.. , How did it happen, When did it happen? 
II. Teaching aids: pictures, posters 
III. Anticipated problems: Sts may have difficulty in finding the idea to change into their speech.
IV. Procedures:
Teacher's Activities
Students' Activities
1.Warm up: (4mn): 
T ask sts some questions:
1. Have you had some personal experiences?
2. How do you fell when you meet a famous film star?
3. How do you feel if you fail the exam?
4. How do you feel if someone give you a very nice present in the early morning?
Lead to new lesson
Listen carefully and answer all the teacher's questions.
2. Pre- speaking: (5mn)
Task 1: Ask sts read the requirement.
Have them dicuss in groups the way to this task.
call on some present their own opinion in front of the class.
Ask sts to skim the exercise.
Let sts do the task in pairs.
Walk around and help sts with some new words.
Read the requirement, and discuss the way to do.
study the exercise and work in pairs to finish it.
Some stand up and do in front of the class.
Answers :
1. d 2. c 3. a 4. b 5. e
3. While - speaking: (20mn)
Task 2: T introduce the situation: Sts A talking to her friend about one of her past experiences and how it affected her. The lines in their conversation are jumbled. Put them in correct order, then practise the dialogue.
Notes sts to use the past simple tense to retell and ask sts to pay attention to the way of asking about the experience like :
 _ How you ever?
 _ How did it happen?, When did it happen?
 _ How did it affect you?
Have sts work in pairs.
Walk around the class offer ideas and comments when sts need help.
Then select some pairs at random and have them play roles in front of the class.
 Work in pairs to discuss the way to rearrangement the dialogue.
Practise speaking with the information in pairs.
Exchanges the roles.
Some pairs practise in front of the class.
Anothers listen and comment.
Keys;
1. b 2. d 3. h 4. a 5. e 
 6. g 7. c 8. f. 
4. Post - speaking (15mn)
Task 3: 
Introduce the situation: Underline the structures used to talk about past experiences in the dialogue in task 2 then use the structures and the ideas in task 1 to make similar dialogues.
Have sts work in pairs to talk their own experiences.
Give some suggestions of situation to sts like :
Failed an exam, be serious ill, travell apart of the country, win a prize. .
Walk around the class offer ideas and comments when sts need help.
Call on some pairs to speak their experiences in front of the class.
Listen and ask the other sts to comment.
Then give a comment.
Listen to teacher carefully.
Work in pairs to talk about the experiences.
Use one of the teacher's suggestions.
Sts A: Have you ever failed an exam?
Sts B: What exam did you failed?
Sts A: I failed in an entrance exam to TuKy High School.
Sts A: Why did you fail the exam?
Sts B: Well, I didn't study well for it.
Sts A: How did the experience affect you?
Sts B: It taught me the lesson and made me work harder.
Sts C: Have you ever travelled to another part of the country?
Sts D: Yes, I did it last summer.
Sts C: Where did you travell?
Sts D: I went to Samson seaside.
Sts C: How did you travell?
Sts D: Well, by coach.
Sts C: Who did you go with?
Sts D: My family.
Sts C: How did the experience affect you? 
Sts D: It made me love my country more.
5. Homework:
 Ask sts to write a paragraph about 50 words about their own experiences.
Take notes.
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Date of preparation:
Date of teaching:
Period:
Unit 2:	 Personal Experiences
Lesson: Listening
I. Objectives:
- By the end of the lesson sts will be able to listen about a past experience of a famous person and how it affected to her life.
- Words/ phrases related to the past experiences like: unforgetable experiences, memorable, terrified, replaced, scream, gas stove, escape, empraced, protect, rushed to, complained, ,appreciate,  
- the narrative statements, past simple tense.
II. Teaching aids: pictures, posters, tapescript,
III. Anticipated problems: Sts may have difficulty in listening some difficult words and phrases.
IV Procedures:
Teacher's Activities
Students' Activities
1.Warm up: (5mn): 
T give a picture of a building on fire ask sts some questions:
1. What's this
2. How do you fell when you see a fire?
3. What would you do if you see a fire?
Lead to new lesson
Listen carefully and answer all the teacher's questions.
2.Before you listen: (15mn)
Ask sts to observe the picture in 27 pages.
Have them dicuss in groups the picture's content.
call on some present their own opinions in front of the class.
Then ask sts some questions:
1. What do you see in the picture?
2. Who are they?
3. Where are they?
4. What are they doing?
Guide sts read some words will appear in the tape .
Have sts practise reading in chorus 1-2 times then call on some to check.
Ask sts to guess the meaning of these words by imagining situations in the tapes.
Suggestions:
+ "scream": Maybe the girl scremed when seeing the fire.
+ "gas stove": Maybe the fire was caused because the girl forgot to turn off the gas.
+ "embraced": The girl's mother must have been very happy and embraced her.
Let sts talk about their imaginations wit ... 
EXTRA ACTIVITY
T reads the text, gets Ss to listen for once or twice and answer the questions that follow.
	Home fires
	Many fires are caused by cooking. Cooking is the number one cause of home fires. You should always watch what you are cooking. Never leave something cooking on the stove without watching it. Three out of ten home fires start in the kitchen. That is more than any other room in the house. Many people are killed and injured from kitchen fires. Kitchen fires can be prevented. Follow safety rules and you can keep yourself safe.
What is the number one cause of home fires?
a. matches	b. cooking without watching	c. fireplaces
	2. What room in homes has the most fires?
	 a. family room 	b. basement	c. kitchen
	3. Kitchen fires can be prevented by
	 a. watching food on the stove every 10 minutes 
 b. always watching what you’re cooking	 
 c. cooking with a frying pan
Answers: 1. b	2. c	3. b
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Date of preparation:
Date of teaching:
Period:
Unit 2:	 Personal Experiences
Lesson: Writing
I. Objectives:
- By the end of the lesson sts will be able to write a personal letter to describe their past experiences. - - Words/ phrases related to the past experiences
- The narrative statements, past simple tense.
II. Teaching aids: pictures, hand out
III. Anticipated problems: Sts may have difficulty in finding idea to write and some difficult words and phrases to derscribe their past experiences..
IV. Procedures:
Teacher's Activities
Students' Activities
1.Warm up: (5mn): 
Give sts a handout.
Explain the way to do.
 Ask sts to work in groups.
Then call on some sts to present their answer in front of the class.
Call on another to comment. And give the correct answers.
1. proud 2. jealous 3. embarrassed
4. angry 5. sad 6. frightened.
Take the handout, listen to teacher carefully, do the handout in groups and some stand up to present in front of the class.
Handout:
Complete the following senteces, using the adjectives in the box.
Proud jealous embarrassed angry sad frightened
1. He was very . When his father appeared on TV with the Prime Minister.
2. He was very . When his beat friend went out with the girl he really liked.
3. He was very .. when he sent her a birthday present on the wrong day.
4. He was very . When someone stole his money.
5. He was very . When heard that his aunt died.
6. He was very . When he saw those big dogs running toward him.
2.Pre-writing: (15mn)
Give sts a handout.
Explain the way to do
 Ask sts to work in groups.
Have sts read the letter and fill the information in the chart.
Walk around the class , offer ideas and comments when sts need help.
Then call on some sts to present their answers in front of the class.
Call on another to comment. And give the correct answers.
1. the frightened experience.
2. last night. 
3. the writer was walking along a emty street late at night.
4. the lion ran toward the writer with his big mouth open and sharp teeth. He roared and jumped up her.
5. She was frightened.
Work in groups to complete the chart basing on the letter's content.
Handout : Read the letter carefully 
 Dear Hellen,
 Last night I had a scary dream. I was walking along a empty street late at night. Suddenly a lion appeared at the end of the street. He rran toward me his big mouth open and sharp teeth.He roared and jumped up me. I screamed and awoke .I'm still frightened now.By the way, how are you? Do you still have a nightmare as before? I think we hve a similar problems now. Write to me as soon as possible.
Your friend, Daisy.
Complete the chart:
Name of experience
(1)
When it happened
(2)
Where it happened
(3)
How it happened
(4)
How the experience affected the writer.
(5)
3. While - writing: (20mn)
Ask sts to use the chart to fill the information about their past experiences to make an outline for their writing individually.
Walk around the class and provide help when they need.
Have sts compare their outline with a partner. 
Call on some sts to read their information loudly in front of the class. 
Listen and provide more information to sts if necessary.
Ask sts to practise writing individually.
Walk around the class, offer ideas and comments when sts need help.
Use the chart to fill the information about the past experiences to make an outline for the writing individually.
Practise writing outline individually with the information in the chart.
Practise writing individually.
4. After you writing (5mn)
Correction: ask sts to work in pairs to correct their writings.
Then give a note with a content of checking in a whole class:
Content:
1. Which is the interesting / boring parts?
2. Are there enough details?
3. Are there any sentences which you don't understand?
Orgarnization:
1. Is it coherent?
2. Are you sure there is a topic sentence for each paragraph?
3. Are there any setences out of place?
Grammar/ spelling: Do any problems about grammar or spelling exist?
 Take some of sts' writing to check in the whole of class.
Compare the writing to anothers.
Then take the note of checking 
Observe to the corrections of some the others' writing.
 Give commentations.
5. Homework:
 Write a letter to one of your friend to describe your past experience 
Take notes.
EXTRA ACTIVITY
Rearrange these events to make a story. The first event has been numbered for you.
a. Immediately I picked up a heavy stick and ran to see what was wrong
b. As I looked around I saw more and more people and, to my horror, I spotted 2 film cameras and a TV van.
c. When I got home, I told my brother the story, and he laughed uncontrollably.
1.
d. One day I went jogging in the park near my house.
e. “Run !” – I screamed at the girl, but to my surprise, she just stood there staring at me, and then she started to shout: “Stop it ! Please stop it !”.
f. I got up, feeling very stupid, and apologized.
g. Suddenly, I heard cries of “Help ! Help !” coming from behind some trees.
h. Without a second thought I rushed at the man and started hitting them with my stick.
i. Then the young girl gave me a strange look and said: “Thank you very much for trying to help but you see, we are making a TV program”.
j. As I came nearer the bush where I heard the noise coming from, I saw 2 men attacking a young girl.
k. I learned an important lesson: “Look before you leap”.
l. Then from behind some more trees 3 more men appeared, jumped on me, and pulled me away and pushed me to the ground.
Answers: 1.d 2. g 3. a 4. j 5. h 6. e 7. l 8. b 9. i 10. f 11. c 12. k
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Date of preparation:
Date of teaching:
Period:
Unit 2:	 Personal Experiences
Lesson: Language focus
I.Objectives:
- By the end of the lesson sts will be able to know how to pronounce the consonants like: / m/, / n/ , / N / , in the single words and in the speech. They will revise the uses of the present tenses to talk about the past events.
- Words/ phrases related to / n /, / m /, / N / 
- The simple present form use to talk about the past events. 
II. Teaching aids: pictures, hand out
III. Anticipated problems: Sts may confuse the uses of the present tense to talk about the past events with past simple tense.
IV. Procedures:
Teacher's Activities
Students' Activities
1.Pronunciation: (10mn)
Introduce and read loudly 3 sounds / m /, / n / ,/ N / 
Ask sts to repeat.
Introduce the way to pronounce these sounds.
And notice to sts that :
- when "n" followss "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 / N / .
 Ex : sing, walking.
- The letter "n" or "k" is pronounced / / 
 Ex: kings, thank, think.
Ask sts to practise pronouncing the sounds in chorus 2 - 3 times
Then call on some to check in front of the class.
Listen and correct.
Listen to teacher carefully
Repeat to teacher.
Takes note some information.
Practise pronouncing these sounds in chorus.
Then some stand up to check in front of the class.
2. Grammar : (25mn)
Give sts a handout.
Explain the way to do.
 Ask sts to work in groups.
Walk around the class and provide help when they need.
Then call on some sts to present their answers in front of the class.
Call on another to comment. 
Listen and summary the uses of present simple tense.
And ask sts to pay attention to the use of present simple tense use to talk about the past events.
Ask sts to give some examples with this use.
*. Then ask sts to read the requirement of Ex1 .
Explain the way to do exercise.
Ask sts to pay attention to the use of present simple tense indicating past time.
Have sts do exercise in groups.
And call on some to present their answers by telling this story.
Listen and give the correct answers.
*. Revise the uses of past simple and past continous tenses.
Call two sts to give the form and uses of past simple and past continuous tenses.
Ask anothers listen and comment
Then ask sts to study ex2 and do it individually.
Call on some to present their answers in front of the class.
Listen and give the correct answers.
*. Revise the form and uses of past perfect tense
Give some sentences use past perfect tense, and ask sts to give the form and uses of past perfect tense.
Then ask sts to do ex3 in groups.
Ask some sts to read their answers to check in front of the class.
Listen and give correct answers.
Take the handout, listen to teacher carefully
Practise speaking in groups.
Then some present in front of the class.
Handout:
1. Describe activities that are in progress in this classrom right now.
2. Describe what your partner is doing without opening eyes.
Read the ex carefully and do in groups.
Then some stand up and tell the story.
Answers:
1. invites 5. promises 9. is
2. sets 6. carries 10. is shining
3. gets 7. contains 11. are shining 
4. waves 8. has baked 12. is
Give the form and uses of past simple and past continuous tenses.
Study ex2 and do it individually.
Some read the answers in front of the class to check.
Answers;
 1. broke/ was playing.
 2. wrote/ was. 
 3. was broking/ broke. 
 4. started/ were walking. 
 5. told/ were having.
 6. didn't listen/ was thinking.
 7. phoned/ didn't answer/ were doing.
 8. wasn't wearing/ didn't notice/ was driving.
Give the form and uses of past perfect tense.
Study ex 3 and do it in groups.
Then some stand up and read the answers in front of the class to check.
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/hadn't arrived.
 8. had looked/asked/cost.
5. Homework:
Do again these exercises. Prepare reading of unit2
Take notes.
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