Giáo án Tiếng Anh 11
UNIT 2: PERSONAL EXPERIENCES
Reading
I. AIMS OF THE LESSON:
- Develop such reading micro-skill 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. TEACHING AIDS: cassette player, tape, chalks, pictures, handouts, charts,
real objects if possible
III. TEACHING METHOD: communicative approach
IV. PROCEDURE:

STAGES TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

NOTES

Warm-

Ask Ss some questions about

Individua

up(4)

their most unforgettable

l

experience

asking questions and giving
prompts.
1. What can you see in the
picture A?
2. What do you see on the
table?
3. Whose money do you think
it is? Why?
Pre-teaching Vocabulary
1. embarrass (v) = make sb
confused or ashamed
- embarrassed(adj)
- embarrassing(adj)
- embarrassment(n)
2. experience(n) = event or
situation that affects sb in

Whole
class


some way
3. idol(n) = someone greatly
loved or admired
4. glance (n/v) = look at
somebody quickly
- glance at sb/sth
5. Be busy doing sth
- Be busy with something
6. note(n) : banknote

whole

Check the answers with the

1. glanced

whole class.

2. making a fuss

class

3. embarrassing
4. idols
5. sneaky
Task 2
Get Ss to read the text silently Answers:
again and then with a peer
work out the sequence of the
pictures given on page 22

1. d
4. f

2.b
5. e

Individua
3.c
6.a



notes (exactly like the one
that her father had given her).
4. Because she thought the
boy had stolen her money / it
was her money.
- Give feedback

5. She bought the pretty hat
of her dream.

Post

-Ask students to discuss the

reading

questions in group:

(10’)

1. How did the girl in the
story feel when she
discovered that the money
she had taken was not hers?
(embarrassed, sad,
ashamed, unhappy, terrible,
uncomfortable, anxious, …)
2. What did the girl have to

Speaking
I. AIMS OF THE LESSON:
1. Language skills:
• Speaking:
Identify structures that are used to talk about past experiences
and their

influences on one’s life.

2. Language focus :
Grammars: - present perfect and past simple
- structure with “make”
II. TEACHING AIDS: textbook, handouts.
III. TEACHING METHOD: communicative approach
IV. PROCEDURE:

STAGES TEACHER’S ACTIVITIES
Warmup(5’)

“Have you ever” Game
T divides the class into
groups of 3-4. Then T models
“Have you ever” + PP” for Ss
as well as ways to respond to

STUDENTS’ ACTIVITIES

NOTES
Group
work

box A with how the
experience might have
affected you in box B.

T introduces the structure
Make + sb + V
Ex: He made me work hard

Individua
l/ pair
work


Make + sb + adj
T gives the feedback.

Ex: Don’t make her sad.
Suggested answers:

WhileSpeaking
(20’)

1. d

2. c

3. a

4. d


on the sequence of the
conversation and then find a
peer to compare their answers
with.
Check with the class and give
corrective feedback.
Post

Task 3

Suggested answers:
3. h

4. a

7. c

8. f

5. e

6. g


speaking
(10’)

- Give students useful
structures
+ Have you ever………….?

C. When did it happen?
- Last year.
D. How did you feel/ How


did it affect you?
- I felt disappointed/ sad/
depressed.
2.
A. Have you ever traveled to
other parts of the country?
- Yes, I have.
B. When did you travel?
- In 2002.
C. How did it affect you?
- It made me love our country
more / I learned more about
different places in our
country.
3.
A. Have you ever talked to a
famous pop star?
- Yes, I have.
B. Where did you meet him/
her?
- At a party


C. How did it affect you?
- It was interesting to talk to

Vocabulary: memorable, scream, gas stove, escape, terrified,
replaced, embraced, protected.
II. TEACHING AIDs: cassette player, tape, chalks, pictures, handouts.
III. TEACHING METHOD: communicative approach
IV. PROCEDURE:

STAGES TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

NOTES

Warm-

Match the words in Column

Group

A with their definitions in

work

up(5’)

A matching Game
Column A
1. Fire fighter

Column B



work

describe the picture on page
27 of the textbook.
+ What can you see in the
picture?
+ What is happening?
(The house is burning. / The
house is on fire. /…..)

- Give theirs answers


+ Who are these people?
+ What is she doing?
( She’s talking a little girl out
of the burning house )
Pre-teaching vocabulary
-memory(n) the faculty of the
mind

- Listen and repeat in chorus

 memorable(a) worthy to
be remembered
memorize(v)
- scream(v) cry out with a
shrill voice
- replace(v) place again

whether the statements are

tape twice.

true or false

- Ask students to do Task 1

Suggested answers:

individually.

1. T

- Read the sentences again to

2. F( 13 years ago)

help weak students:

3. F( in the kitchen)

1. We talk to Christina, a
successful business woman
2. My most unforgettable
experience happened 13 years
ago
3. The fire started in the
kitchen where I forgot to turn
off the gas stove.

3. family
4. replaced
5. took
6. appreciate

Post

T teaches Ss some useful

listening

expressions of asking for and

(7’)

giving opinions.
Asking for opinions
•

What do you think

Groupwork &
whole
class


about…?
•

What’s your opinion

♦ That’s right / true, and…
Expressing disageements
o Well, maybe, but…
o That might be true, but….
o Well, I don’t think so. I
thin
k…
T divides the class into small
groups of 3 or 4 and gets


them to discuss the question
in the textbook.
T goes around to check and
offer help.

V. WRAPPING UP (2’)
T summarises the main points of the lesson.
Ss write a summary of the story they listened in class.
T asks Ss to learn by heart all new words and do the extra exercise as homework.
T asks Ss to prepare Writing.


UNIT 2: PERSONAL EXPERIENCES
Writing
I. OBJECTIVES:
Write a personal letter telling about a past experience, using the
structures and vocabulary that they have learned in previous lessons.
II. TEACHING AIDS: textbook, handouts.
III. TEACHING METHOD: communicative approach


1. 5 parts

2. What are they?

2. The Heading. The greeting,
the Body, the Closing and the


Signature
3. What do we usually write

3. “Dear”, “Hello”, “Hi”… +

in the greeting?

the name of the person we are
writing to and a coma at the
end.

4. What do we usually write
in the Closing?

4. “Sincerely”, “Yours”,
“Love”, “Cheers”, “Best
wishes”…and after that we

5. Where do we sign the

put a coma.


l

past experience.

experience.

(20)’

1. When it happened:
(It happened …years ago/in
…. /when I was …years old.)
2. Where it happened:


( in my house/ at school / in
the street)
3. Who was involved: (your
family members/ your
friends/ your relatives, ….)
4. How it affected you:
(it changed outlook life /
it make me more careful/
it gave me more
confidence in …./ it taught
me the lesson/…)
T goes around to check and
offer help.
T collects some outlines and
provides corrective



UNIT 2: PERSONAL EXPERIENCES
Language Focus
I. OBJECTIVES:
- Distinguish the sounds / m /, / n /, / 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.
- Use these verb tenses to solve communicative tasks.
II. TEACHING AIDS: textbook, handouts.
III. TEACHING METHOD: communicative approach
IV. PROCEDURE:

STAGES

TEACHER’S ACTIVITIES

STUDENTS’

NOTES

ACTIVITIES
Pronunciatio Distinguishing sounds

Individual/

n


takes notes of the typical
errors.
T calls on some Ss to read the
sentences again and provides
corrective feedback.

Grammar

 Presentatio
n
(10’)

Present simple

Whole class.

Form:
I, you, we, they + V(bare)

Ex: They often go to
school by bus.

He, she, it + V+s/es
Use:
Use the Simple present to

Ex: Mary watches TV
every night.