Thiết kế bài dạy Tiếng Anh 11 - Unit 2: Personal experiences - Period 1 đến period 5

 Unit 2: PERSONAL EXPERIENCES
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Period 1: READING
I. Objectives:
- By the end of the lesson, Ss will be able to:
 - Develop such reading micro-skills as scanning for ideas, identifying the sequence of events and guessing meaning in context.
- Use the information they have read to discuss the story.
II. Teaching aids: Textbook, handouts, 
III. Anticipated problems:
 Ss may need help with the discussion talk, so T should be ready to help them.
IV. Procedure:
Steps and time
Work arrangement
warm-up: (5')
 Vocabulary crossword puzzle
- Divide the class into small groups of 4 Ss.
- Distribute the following crossword puzzle handout for Ss to do in their groups.
- The group that finishes first and has all the correct answers will be the winner.. 
Crossword
1. My dad works in a factory where he produces cars and tractors. He's an ......
2. An ............. is something that protect you from rain or sun.
3. He saved 5 persons in the fire. He's such an .............. person.
4. We have a big .................. for our cars and a lovely garden at home.
5. This is a beautiful song. I like both the music and the ..............
6. Tran Hung Dao is a national ........... He saved the Vietnamese people from Chinese invaders.
7. He won several chess championships at a young age. Actually, he was the country's youngest ...............
8. In her glorious singing career Celine Dion has earned various music awards. She is the most ............... Canadian singer.
9. Only alittle boy saw the car hit and run. He was the only ..... of the accident.
10. Washington DC is the ......... city of the United States.
11. My flat is quite ............ It's located right in Hoan Kiem District, the city centre.
12. My mother always .................. me to go ahead and realise my dreams.
( Finally, find the right word in one of the columns )
e
n
g
i
n
e
e
r
U
M
B
R
E
L
L
A
B
R
A
V
E
G
A
R
A
G
E
L
Y
R
I
C
S
H
E
R
O
C
H
A
M
P
I
O
N
S
U
C
C
E
S
S
F
U
L
W
I
T
N
E
S
S
C
A
P
I
T
A
L
C
E
N
T
R
A
L
E
N
C
O
U
R
A
G
E
S
Group work
Whole class
Steps and time
Work arrangement
Answers: 
1. engineer
4. garage
7. champion
10. capital
2. umbrella
5. lyrics
8. successful
11. central
3. brave
6. hero
9. witness
12. encourages
 Pre-reading: (5')
- Get Ss to work in pair and try to make sense of the pictures on page 22, the ask them to put the pictures in the order that they think is the most appropriate.
- Call some pairs to present their ideas but not correct them. ( If Ss have difficulty talking about the pictures, elicite their answers by asking questions and giving prompts ).
Eg: What can you see in Picture A ? 
What do you think might be relationship between the girl and the man? Why ? What do you see on the table ? Whose money do you think it is ? Why ?
 While-reading.
Set the scene: You are going to read a story in which a girl's telling about her most embarrassing situation. Then you do the TASKS follow.
 TASK 1 ( 8')
- Get Ss to read the passage silently and then do TASK 1.
- Write the given words and phrases on the board.
 ( making a fuss , sneaky , glanced , embarrassing , idols )
- Ask Ss to go back to the passage to locate and read around these words so that they can guess their meanings.
Eg: The word "idol" found in line 3 may refer to"someone you admire or adore " 
Ss can understand this meaning thanks to the word " pop star" and the idea that the girl wants to look like this person.
- Check that Ss understand all these words correctlly by calling some Ss to tell the meaning of these words in Vietnamese.
- Ask Ss to go back to the task and study the given sentences. Ss need to guess which part of speech they might deal with in each case.
Eg: For sentence 1, they might need to supply a verb in past tense, For Sentence 2, they need to supply a verb in present continuous,....
- Ask Ss to use both their knowledge of the words in the box and their guess-work with the sentences to match them correctly.
- Check the answers with the whole class.
Answers: 1. glanced 2. making a fuss 3. embarrassing 4. idols 5. sneaky 
 Task 2. ( 5')
- Get Ss to read the text silently again and then with a peer work out the sequence of the pictures given on page 22, based on the information in the text.
- Call on a student to give and explain his or her answer.
- Give corrective feedback.
 Answers: 1. D 2. b 3. F 4. e 5. a 6. c
Pair work
Whole class
- Individual work 
- Whole class
-Individually, - pair work
- whole class
Steps and time
Work arrangement
 task 3 ( 10')
- Check if Ss can answer the comprehension questions in TASK 3 without having to read again. If not, get them to read the questions carefully and give them some tips to do the task.
- Get Ss to check their answers with a apeer.
- Call on some Ss to write their answers on the board and ask them to explain their choices.
- Feedback and give correct answers.
1. She wished to have a floppy cotton hat.
2. He gave her some money to buy a floppy cotton hat.
3. She saw a wad of dollar notes that look exactly like the ones her father had given her.
4. She thought that was her 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.
 POST-READING (10')
- Introduce the TASK: Ss work in small group of 4 and discuss the questions.
- Give some adjectives and structures that can be used for giving suggestions:
Eg: Adjectives: embarrased, ashamed, confused, sad, unhappy, uncomfortable....
 Structures: Perhaps she could......, She might want to....., If I were her, I would.......
- Go around to check and give help.
- Call some representatives of groups to tell and explain their choices.
- Give corrective feedback.
Suggested answers:
1. She might feel embarrassed and guilty/ ashamed because that was not hers.
2. - Perhaps the girl could place a notice on a newspaper to apologize the boy and contact him to give him the money back.
- Perhaps the girl might want to tell her father the truth and ask him for help.
- Perhaps the girl could come to the police station to tell the truth and ask for help.
.........
 WRAPPING-UP ( 2')
- Summarize the main points of the lesson
- Ask Ss to write a short paragraph to retell the story ( about 100 words )
Individually
Pair work
Whole class
Group work
Whole class
Whole class
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Period 2: SPEAKING
I. 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. ( the present perfect and past simple, structure with MAKE.
- Use these structures to talk about a past experience and how it affects their life.
II. Teaching aids: , handouts, 
III. Anticipated problems:
 Ss may have problem using the present perfect and past simple when talking about the past. 
IV. Procedure:
Steps and time
Work arrangement
 WARM_UP (8') Matching
- Give Ss some pictures with different feeling on their faces and some adjectives and ask Ss to match each adjective with the right picture.
- Let Ss to do in groups then call some groups to give answers.
- Ask Ss some questions to lead in.
 + Have you ever had some personal experiences ?
 + How do you feel when you meet a very famous person ?
 + How do you feel if you fail your exam ?
 TASK 1: ( 10')
- Introduce the task and get Ss to do it individually, then compare their answers with a peer. 
- Call on some Ss to read out their answers.
- With Ss to give corrective feedback.
- Introduce or elicite the structures " make Sb do Sth" or "make Sb + adj".
- Write the structures on the board and elicite their meaning and uses.
- Get Ss to make sentences with these structures
 Answers: 1. d ; 2. c ; 3. a ; 4. b ; 5. e 
 TASK 2: (10' )
- Introduce the TASK: Ss, you are going to work individually on the sequence of the conversation and then compare your answers with your friend.
- Call on a student to read out his / her answers.
- Ask the class to check the answers and then give corrective feedback.
- Draw Ss' attention to the questions asked in the conversation and help them to review the use of present perfect and past simple when talking about a past experience and its present affects.
 + Present perfect: Used with "ever" to ask about a past experience:
 + Past simple: Used when one keeps asking for details of that experience.
 Eg: Have you ever been to Lon don? Yes, I have.
 When did you go there ? I went there last year.
 Who did you go with ? I went with my mother.
 ....................................
- Get Ss to practise making more questions using present perfect with "ever" and the past simple.
- Check that Ss' questions are correct or not.
- Ask Ss to read the conversation in pairs.
 Answers: 1. b ; 2. d ; 3. h ; 4. a ; 5 . e ; 6. g ; 7. c ; 8. f 
 TASK 3 ( 12')
- Introduce the TASK: Ss, you are going to ask and answer questions about your past experiences, using the suggested questions on page 26.
- Get Ss to work in pairs to have a conversation. In the meantime, go around to check and offer help.
- Call on some pairs to perform their conversations in front of the class.
- Elicite feedback from the class and give final comments. 
 WRAPPING
- Summarize the main points of the lesson
- For homeworkk: Ask Ss to write a short paragraph about your their experience.
group work
- Individual work
- pair work
- Whole class
- Individual work
- pair work
- Whole class
- Pair work
- Whole class
- Whole class
Period 3: LISTENING
I. Objectives:
By the end of the lesson, Ss will be able to develop such micro-skills as listening for specific information and taking notes while listening.
II. Teaching aids:
Textbook, cassette tapes, handouts, 
III. Anticipated problems:
 - Ss may not have sufficient vocabulary to talk about the topic, so T should be ready to help.
 - Ss may not familiar with the note-taking task, so T should provide them some tips to deal with the task.
IV. Procedure:
Steps and time
Work arrangement
 WARM-UP( 5'): Matching game
 (The aim of the game is to teach vocabulary related to fires and lead Ss to the topic)
- Divide the class into groups of four then distribute them the handout below for Ss to do the matching task in their own groups.The group that finishes and has the correct answers will be the winner. 
- Check that Ss understand Vietnamese meaning of these words.
HANDOUT
Match the words in Column A with their definitions in column B.
Column A
Column B
1. Fire fighter
a. A metal stairway outside to help people to get 
out of a building on fire.
2. Fire alarm
b. A pipe that draws water for putting out a fi ...  corrective feedback from the class and give finnal comments afterwards. ( Pay attention to the format of the letter, the organisation of ideas and language use )
 WRAPPING: (2')
- Summarize the maint points of the lesson.
- For homework, ask Ss to rewrite their letters.
- individually
- pair work
- whole class
Individual work and
Pair work
Whole class
whole class
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Period 5: LANGUAGE FOCUS
I. Objectives:
By the end of the lesson, Ss will be able to:
- Distinguish the sounds / m / / n / and / /
- Pronoun the words and sentences containing these sounds correctly.
- Distinguish the uses of different verb tenses: Present simple for indicating the past, the past simple, past continuous and past perfect.
- Use the verb tenses to solve communicative tasks.
II. Teaching aids:
Textbook, handouts, 
III. Anticipated problems:
Ss may have difficulty distinguishing and using different verb tenses correctly. Therefore, T should be ready to assist them.
IV. Procedure:
Steps and time
Work arrangement
 PRONUNCIATION ( 7')
 Distinguish the sounds
- Model the three sounds / m / / n / and / / for a few times and explain the differences in producing them.
Eg: When producing / m /: Close the lips; when producing / n /, tongues touch their mouths; when producing / / :their tongues touch their soft palates ( vòm miệng ). For all these sounds, the air goes through the nose.
- Play the tape once for Ss to hear the words containing these sounds.
- Play the tape again and ask Ss to repeat after the tape.
- Ask Ss to read the words in each column out loud in chorus for a few times.
- Call on some Ss to read the words out loud.
- Listen and correct if Ss pronounce the words incorrectly.
Individual work,
 pair work, whole class
Steps and time
Work arrangement
 Practising sentences containing the target sounds.
- Ask Ss to work in pairs and take turn to read aloud the given sentences.
- Go around to listen and take notes of the typical errors.
- Call on some Ss to read the sentences again and provide corrective feedback.
 GRAMMAR: 
 Exercise 1: (9')
- With Ss review the forms, meaning, uses of the present tenses.
 + The present simple
 + The present continuous
 + The present perfect.
- Get Ss to do exercise 1 individually and the find a partner to check their answers with.
- Check with the whole class and provide corrective feedback.
 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
 Exercise 2: ( 9') 
 - With Ss review the forms, meaning, uses of the past simple and past continuous tense.
- Get Ss to do exercise 1 individually and the find a partner to check their answers with.
- Check with the whole class and provide corrective feedback.
 Answers: 
 1. broke / was playing 5. told / was having
 2. wrote / was 6. didn't listen / was thinking
 3. was working / broke 7. phoned / didn't answer / were doing
 4. started / was walking 8. didn't wear / didn't notice / was driving
 Exercise 3: ( 8')
 - With Ss review the forms, meaning, uses of the past perfect and compare with other tenses.
- Get Ss to do exercise 1 individually and the find a partner to check their answers with.
- Check with the whole class and provide corrective feedback.
 Answers: 
 1. had eaten / arrived 5. got / had arrived
 2. found / had taken 6. paid / had phoned
 3. got / had closed 7. went / said / had not arrived / 
 4. got / had left 8. had looked / asked / cost
Individual work,
 pair work, whole class
Individual work,
 pair work, whole class
Individual work,
 pair work, whole class
Individual work,
 pair work, whole class
Steps and time
Work arrangement
Production stage: Communicative practice for all 6 verb tenses
- Let Ss play a game : "A Celebrity Interview" (celebrity /ci'lebriti/ = famous person like actor/ actress .......)
- Divide the class into groups of 4 then introduce the TASK.
 "You are going to work in groups of 4. Two of you will be a celebrity and his/ her manager. The other two will be reporters for a local newspaper. Discuss among yourself which celebrity you want to act and interview. The celebrity and the manager will prepare a short biography for the celebrity, including some outstanding past and present events, based on the questions in the woeksheet. The reporters will work out the interview questions they want to ask about the celebrity. Yopu can use the questions in the worksheet as guidelines. After 5 minutes you are going to do the interview in your own group."
- Distribute the worksheets to Ss and guide how to ask interview questions and answer them, remind Ss to use the correct verb tenses.
- Ask Ss to work in groups, then go around to offer help.
- Make sure that Ss have finished, call on some groups to perform their interview again in front of the class.
- Elicite feedback from the class, then give final comments and provide corrections if necessary.
 Worksheet for the celebrity
Name
Job
Born: When, where ?
Childhood and schooling
First debut / performance
Greatest achievements
Present projects
 Worksheet for the reporters
Born: When, where ?
Childhood and schooling
First debut / performance
Greatest achievements
Present projects
 Model questions:
 Where were you born ? When were you born ?
 Where did you grow up ? What school did you go to ?
 When did you fisrt play in a movie ? Whayt was your first role ?
 What was your first album? 
 What have been your greatest achievements so far?
 What project are you working on now ? ......etc.
WRAPPING UP.( 2' )
- Summarize the main points of the lesson
- For homework: Ask Ss to revise the form and uses of tenses covered in the lesson.
group work, whole class
whole class
 By Nguyễn Lễ - Thach That High School
Extra exercises ( Unit 2)
I. Read the following article and answer the T / F questions that follow..
	I was about eight or nine 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 are 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 the stage, I rushed up, with other children. When I was up there, the magician asked my name and then said:" So it's your birthday today then?" and I automatically said:"No, it's on July 23nd". As soon as I said it, the whole theatre burst into laughter. My face went bright red, and some of the children called out:"He is 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 on 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 ashamedbecause everyone knew he told a lie.
7. The other kids laughed at the boy because he was a bad liar.
II. Read the text and do the task 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 the kitchen fires. Kitchen fire can be prevented. Follow safety rules and you can keep yourself safe.
 Questions:
1. What is the number one cause of home fires?
	A. matches	B. cooking without watching	C. fireplaces
2. What room in the 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 are cooking.
	C. cooking with a frying pan. 
III. Rearrange these events to make a story. The first event has been numbered for you.
a. Immediately I pick 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 two 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 wen jogging in the park near my home.
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 stood 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 men and started hitting them with my stick.
i. Then the young girl gave me a strange lookand 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 two men attacking a young girl.
k. I learned an important lesson: " Look before you leap".
l. Then from behide some more trees three men more appeared, jumped on me, and pulled me away and pushed me to the ground.
 IV. Verb tense and verb form.
1. When I (arrive) ..................... last night, I discovered that Jane( prepare)............ a beautiful candle-lit dinner.
2. Since I began acting, I ( perform) ................ in two plays, a TV commercial ans a Tv dramma. However, I (speak, never even)........ publicly before I came to Hollywood in 1985. 
3. By the time I got to the offiece, the meeting ( begin, already)........ without me. My boss (be) .............. furious with me and I (be) .......... fired.
4. When I (turn)............ the radio on yesterday, I (hear) ......... a song that was popular when I was in high school. I ( not hear) ............... the song in years, and it (bring) .............. back some great memories.
5. Last week, I )run)...... into a ex-girlfriend of mine. We (see not) ........ each other in years, and both of us ( change)............... a great deal. I (enjoy)............ talking to her so much that I (ask) .......... her out on a date. We are getting together tonight for dinner.
6. When Jack (enter).............. the room, I (recognize not)........... him. Because he (lose) ............... so much weight and (grow) ......... a beard. He looked totally different.
7. I (visit)................... so many beautiful places since I (come) ............ to Vietnam. Before moving here, I (hear, never)..................... of Ha Noi, Hai Phong, Ho Chi Minh,.......
8.