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Giáo án Tiếng Anh 11 Unit 2: Personal experiences

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Giáo án Tiếng Anh 11 Unit 2: Personal experiences

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TaiLieu.VN xin gửi đến quý thầy cô bài giảng Unit 2 lớp 11 Personal experiences của môn Tiếng Anh 11. Bài giảng gồm phần tóm tắt lý thuyết cùng hệ thống câu hỏi trắc nghiệm được biên soạn bám sát với nội dung chương trình SGK, giúp cho các thầy cô giáo thuận tiện và dễ dàng hơn trong việc cung cấp những kiến thức trọng tâm của bài cho học sinh, giúp các em thực hành nói về các kinh nghiệm, cách sử dụng các thì quá khứ để nói về các hoạt động cũng như những sự kiện diễn ra trong quá khứ.

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Nội dung Text: Giáo án Tiếng Anh 11 Unit 2: Personal experiences

UNIT 2 : PERSONAL  EXPERIENCE

LESSN 1: Reading

I. Objectives

          By the end of the lesson, Ss will be able to:

- Develop such reading micro-skills as scanning for specific ideas, identifying the sequence of events and guessing meaning in context.

                   - Use the information they have read to discuss the story.

II. Materials

          Textbook, handouts.

III. Anticipated problems

          Ss may need help with the discussion task, so T should be ready to help them.

IV. Procedure

Time

Steps

Work arrangement

5’

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

WARM UP

Vocabulary crossword puzzle

- T divides the class into small groups 0f 3 – 4 Ss. Then T distributes the following crossword puzzle handouts for Ss to do in their own groups. Which group 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 and ...
  2. An ........ is something that protects you from rain or sun.
  3. He saved 5 people in the fire. He’s such a......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 wom several chess championships at a young age. Actually, he was the 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 a little 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.

 

 

Answer:

 

 

 

 

 

 

 

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- T explians the word “embarrassing” and introduces the topic: An embarrassing situation

Group work and whole class

5’

BEFORE YOU READ

- T gets Ss to work in pairs and try to make sense of the pictures on page 22. Then T gets them to put the pictures in the order that they think is most appropriate.

- T calls on some pairs to present their ideas but should not correct them. If Ss have difficulty talking about the pictures, T may elicit their answers by asking questions and giving prompts.

E.g: 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 ?

Pair work and whole class

5’

 

 

 

8’

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

5’

WHILE YOU READ

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 that follow.

TASK 1

- T gets Ss to read the passage silently and then do Task 1. T may write the given words and phrases on the board (i.e. making a fuss, sneaky, glanced, embarrassing, idols) and asks Ss to go back to the passage to locate  and read around these words so that they can guess their meanings. For example. The words “idol” found in line 3 may refer to “someone you admire and adore”. Ss can understand this meaning thanks to the words “pop star” and the idea that the girl wants to look like this person.

- T might want to check that Ss understand all these words correctly by calling on some Ss to tell the meaning of the words in Vietnamese .

- Then T asks 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 . For example , for sentence 1 they might need to supply a verb in past tense or for sentence 2 they might need to supply a verb in present continuous, etc .

- Now Ss use both their knowledge of the word in the box and their guess – work with the given sentences to match them correctly .

- T chck the anwers with the whole class .

Answers :

1 . glanced     2 . marking a fuss     3 . embarrassing   4 . idols   5 . sneaky

TASK 2 :

- T gets Ss to read the text silently again and then with a peer work out the sequence of the picture given on page 22 again, this time based on the information in the text.

- T calls on a student to give and explain his/her answer.

- T gives corrective feedback

Answer: 1. Picture d  2. Picture b  3. Picture f   4. Picutre e   5. Picture a   6. Picture c

TASK 3

- T ckecks if student can answer the comprehension questions in Task 3 without having to read the passage again. If Ss cannot, T gets them to read the questions carefully and gives them some tips to do the task.:

   + First, Ss should skim the five questions to understand them. As Ss do this they:

   * underline the key words to decide what information they nedd to find in the text

   * look for questions words like “why” which indicates Ss should read for specific thingmlike a reason.

   + Then they should go back to the passage and locate the key words in the passage.

   + Them they should read around the key words carefully to find the answer.

- T gets Ss to check their answers with a peer.

- T calls on some Ss to write their answers on the board and ask them to explain their choices.

- T gives the correct answers:

Answer:

  1. A floppy cotton hat (lines 2-3, paragraph 1)
  2. To buy a floppy cotton hat (lines 1-2, paragraph 2)
  3. A wad of dollar notes that look exactly like those her father had given her. (lines 2-3, paragraph 3)
  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. )lines 3-6, paragraph 3)
  5. She bought the hat of her dream. (line 1, paragraph 4)          

Pair work

 

 

 

Individual work & whole class

10’

AFTER YOU READ

- T introduces the task: Ss work in small groups of 3 or 4 and discuss the questions.

- T teaches some structures that can be used for giving suggestions. E.g. “perhaps she could”, “she might want to ...” and some adjectives that express feelings, e.g. “embarrassed”,“ashamed”,“confused”,“sad”, “unhappy”, “uncomfortable”, “uneasy”, etc.

-T goes around to check and offer help.

-T calls on the groups to tell and explain their choice.

-T gives corrective feedback.

Suggested answers:

  1. She might feel embarrassed and guilty/ashamed because that was not her money.
  2. Perhaps the girl could place a notice on a local newspaper to apologize the boy and contact him to give him the money back/ Perhaps the girl might want to her father the truth and ask him for help/Perhaps the girl could come to the police station, tell the police the truth and ask them for help/ May be the girl could get on the same bus the next day and look for the boy to return him the money, etc.

Group work & whole class

2’

WRAPPING UP

-T summarises the main points of the lesson.

-For homework, T asks Ss to learn by heart the new vocabulary and make sentences with them.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

LESSON 2: Speaking

I. Objectives

          By the end of the lesson, Ss will be able to:

- Identify structure that are used to talk about past experiences and their influences on one’s life, i.e. present perfect and past simple, structure with ‘Make’.

-Use these structures to talk about a past experience and how it affects their life.

II. Materials     

          Textbook, handouts.

III. Anticipated problems

Ss may have problem using present perfect and past simple when talking about the past.

......

LESSON 3 : Listening

 I. Objectives

By the end of the lesson, Ss will be able to develop such listening micro-skills as listening for specific information and taking notes while listening.

 II. Materials

          Textbook, cassette tapes, handouts.

III. Anticipated problems

Ss may not have sufficient vocabulary to talk about the topic, so T should be ready to assist them. Ss may not also be familiar with the note-taking task so T should provide them some tips to deal with the task.

.........

Lesson 5: Language focus

I. Objectives

          By the end of the lesson, Ss will be able to:

                   - Distinguish the sounds / m /, / n / and / ŋ /.

                   - 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.

- Use these ver tenses to solve communicative tasks.

II. Materials

          Textbook, handouts.

III. Anticipated problems

Ss might have difficulty distinguishing and using different ver tenses correctly. Therefore,   T should be ready to assist them.

IV. Procedure

Time

Steps

Work arrangement

7’

 

PRONUNCIATION

Distinguishing sounds

- T models the 3 sounds / m / n / and / ŋ   / for a few time and explains the differences in producing them (i.e. When producing / m /, Ss close their lips; when producing / n / Ss’ tongues touch the roof of their mouths; when producing /  ŋ   / their tongues touch their soft palates. For all 3 sounds, the air goes through the nose).

- T plays the tape ( or reads) once for Ss to hear the words containing these 2 sounds. Then T plays the tape (or reads) again and this time asks Ss to repeat after the tape (or T).

- T asks Ss to read the words in each column out loud in chorus for a few more times. Then T calls on some Ss to read the words out loud. T listens and corrects if Ss pronounce the target words incorrectly. If many Ss do not pronounce the words correctly, T may want to get them to repeat after the tape (or himself) again in chorus and then individually.

Practising sentences containing the target sounds

- T asks Ss to work in pairs and take turn to read aloud the given sentences (p.29, Practise these sentences).

- T goes around to listen and takes notes of the typical errors.

- T calls on some Ss to read the sentences again and provides corrective feedback.

Individual work, pair work & whole class

9’

GRAMMAR

Exercise 1

a) Presentation

- If necessary, T receives the forms, meanings and uses of the present simple, present perfect, and present continuous.

Present simple

   + Form:

      * bare root for I, you we they

      * verb + s/es for he, she, it

   + Meaning: present time

   + Use:

      * Use the Simple present 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 doesn’t do.

E.g: The train leaves every morning at 8 a.m

        The train doesn’t leave at 9 a.m

        When does the train usually leave ?

      * Speakers sometimes use the Simple present to express the idea that an action is happening or is not happening now. This can only be done with Non-Continuous Verbs and certain Mixed Verbs.

E.g: He needs you right now.

       Do you have your passport with you ?

Present continuous

   + Form: am/is/are + V-ing

   + Meaning: Present time

   + Use:

      * Use the Present Continuous with Normal Verbs tp express the idea that something is happening now, at this time. It can also be used to show that something is not happening now.

E.g: Are you sleeping ?

Present perfect

   + Form: have/has + Past Participle

   + Meaning: Present

   + 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 20 times.

       I think I have met him once before.

      * With Non-Continuous Verbs and non-continuous uses of Mixed Verbs we use the Present Perfect to show that something started in the past and has continued up until now. “For 5 minutes” , “For 2 weeks” , and “since Tuesday” are all durations which can be used with the Present Perfect.

E.g: I have had a cold for 2 weeks.

       Mary has loved chocolate since she was a little girl .

Note:  * You CANNOT use the Present Perfect with specific time expressions such as: yesterday, one year ago, last week, when I was a child, when I lived in Japan, at that moment, that day, one day, etc. We CAN use the Present Perfect with unspecific expressions such as: ever, never, once, many times, several times, before, so far, already, yet, etc.

- T emphasises that we can use all these present tenses in telling stories (which are often concerned with past events) to make the stories more interesting.

- If T sees that Ss have already mastered the forms, meanings, and uses of these verb tenses, T can skip the presentation stage to save time, and go straight to the practice stage.

b) Practice

- T gets Ss to do Exercise 1 individually and then find a partner to check their answers with.

- T checks with the whole class and provides corrective feedback.

Answer:  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

Individual work,pair work & whole class

9’

Exercise 2

a) Presentation

- If necessary, T reviews the forms, meanings, and uses of the past simple and past continuous.

Past simple

  + Form: V + ed or irregular verbs

  + Meaning: Past time

  + Use:

* Use the Simple Past to express the idea that an action started and finished at a specific time in the past. Sometimes, the speaker may not actually mention the specific time, but they do have one specific time in mind.

E.g: I saw a horror film last night

       He didn’t wash his car.

     * We use the Simple Past to list a series of completed actions in the past. These actons happen to the following order: 1 st, 2nd, 3rd 4th, and so on .

E.g: He arrived from the airport at 8:00, checked into the hotel at 9:00 , and met the others at 10:00 .

9. The Simple Past can be used with a duration which starts and stops in the past. Duration is a longer action often indicated by expressions such as : for two years , for five minutes, all day, all year, etc .

E.g: I live in Brazil for years

10. The Simple Past can also be used to describe a habit which stopped in the past. It can have the same meaning as “used to ”. To make it clear that we are talking about a habit, we often add expressions such as: always , often, usually, never, when I was a chid, when I was youger etc.

E.g : They never went to school . They always skipped their classes

11 . The Simple Past can also be used to describe past facts or generalizations which are no longer true . As in USE 4 above , this use of the Simple Past is quite similar to the expression “used to ”

E .g : She was shy as a child , but now she is very outgoing

Past continuous :

+ Form : Was / were + V-ing

+ Meaning : Past time

+ Use :

* Use the past Continuous to indicate that a longer actoin in the past was interrupted . The interrupted is a shorter action in the Simple Past or a specific time . Remember this can be a real interruption or just an interruption in time .

E. g : I was watching TV when she called .

Last at 6 PM , I was eating dinner

* When you usethe Past Continuous with two actions in the same sentence, it expresses the idea that both actions were happening in the same time. The actions are parallel.

E.g: I was studying while he was making dinner.

* In English, we often use a series of parallel actions to describe the atmosphere at a particular time in the past.

E.g: When I walked into the office, several people were busily typing, some were talking on the phones, the boss was yelling directions, and customers were waiting to be helped. One customer was yelling at a secretary and waving his hands. Others were complaining to each other about the bad service.

- If T sees that Ss have already mastered the forms, meanings, and uses of these verb tenses, T can skip the presentation stage to save time, and go straight to the practice stage.

b) Practice

- T gets Ss to do Exercise 2 individually and then find a partner to check their answers with.

- T checks the answers with the whole class and provides corrective feedback.

Answer:

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   8. didn’t wear/didn’t notice/was driving

Individual work,pair work & whole class

 

 

8’

Exercise 3

a) Presentation

- If necessary, T reviews the form, meaning and use of the past perfect and compares it with other past tenses

+ Form: Had + Past Participle

+ Meaning: Past time

+ 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.

E.g: I had never seen such a beautiful beach before I went to Hanoi.

   * With Non-Continuous Verbs and some non-continuous uses of Mixed Verbs, we use the Past Perfect to show that something started in the past and continued up until another action in the past.

E.g: We had had that car for 10 years before it broke down.

- If T sees that Ss have already mastered the form, meaning, and uses of this verb tense, T can skip the presentation stage to save time, and go straight to the practice stage.

b) Practice

- T gets Ss to do Exercise 3 individually and then find a partner to check their answers with.

- T checks the answers with the whole class and provides corrective feedback.

Answer:

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

 

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Communicative practice for all 6 verb tenses covered in the lesson (production stage)

- T divides the class into small groups of 4. Then T introduces the task “A Celebrity interview”: “Now you are going to work in groups of 4. Two of you will act as a celebrity and his/her manager. The other 2 will act as reporters for a local paper. Discuss among yourself which celebrity you would like to act and interview. The celebrity and the manager then will prepare a short biography for the celebrity, including some outstanding past and present events, based on the questions in the worksheet. The reporters will work out the interview questions that they want to ask about the celebrity, They can use the questions in the worksheet as guidelines. After 5 minutes you are going to do the interview in your own group”.

- T distributes the worksheets to Ss. Then T guides how to interview questions ans answer them and reminds Ss to use the correct verb tenses.

- T gets Ss to work in groups, then goes around and offers help.

- After checking that Ss have finished, T calls on a group to perform their interview again in front of the class and elicits feedback from the class.

- T gives final comments and provides correction if necessary.

Worksheet for the celebrity

Name:

 

Job:

 

Born: when ? where ?

 

Childhood and schooling

 

First debut:

 

Greatest achievements:

 

Present projects:

 

 

Worksheet for the reporters:

Born: when ? where ?

 

Childhood and schooling:

 

First debut:

 

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 first play in a movie ?  What 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.

 

 

 

2’

WRAPPING

- T summarises the main points of the lesson.

- For homework, Ss review the uses of different verb tenses that have been covered in the lesson.

Whole class

 

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