Giáo án Tiếng Anh 11
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

Group

work


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:
e

g i

n

e


g e

y

r

i

c

s

h e

r

o

c

h

a

m p i

u

l


a

p

i

c

e

u r

a

n c

o

o

f

u l

t

a

l

whole class


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 ?
5’

WHILE YOU READ

Pair work

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
8’

- 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

5’

- 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

because that was not her money.
2. Perhaps the girl could place a notice on a local

Group work &
whole class


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.
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.


UNIT 2 : PERSONAL EXPERIENCE
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.

If the answer is “Yes ” , no might ask a follow-up
questions , using the past simple , e.g . When was it ?
Where did you sing ? etc .
- Now T introduces the game : Within their group the first
student starts and asks anyone else in his / her groudp a
“Have you ever questions .” . The student who is asked
the questions should draw a card from the pile of “Tell a
Lie ” card and answer according to the card . The rest of
the student are allowed to ask 3 more follow- up
questions to try and determine if the person answering is
telling the truth or lying . After 3 questions are up , the
student answering will show his / her card for the group to
see if it’s a “Tell the truth ” or “tell a lie ” card . The
groud continues to play until everyone is asked .
Tell the truth

Tell a lie

Tell the truth

Tell a lie


Tell the truth

Tell a lie

Tell the truth

Tell a lie

meaning and uses
- T gets Ss to make sentences with the strutures or ald
more options to Column B .
Note : T should make it clear to Ss that when a verb is
used as a subject , it should take the form of either an
infinnitive with “to ” or – ing gerund .
E. g “to speak English to a native speaker makes you
more interested in learning English ” or “Speaking
English to a native speaker makes you more interested in


learning English ”
Answers :
1. d

2.c

3. a

4. d

5. e

TASK 2
- T introduces the task : Ss are going to work
individuallyon the sequence of the conversation and then
find a peer to compare theur answers with .
- T call on a student to read out his / her answers .
10’


8. f
12’

TASK 3
- T introduces the task: Ss are going to ask and answer

Pair work &
whole class

questions about their past experiences, using the
suggested questions on page 26.
- T gets Ss to work in pairs to have a conversation. In the
meantime, T goes around to check and offer help.
- T calls on some pairs to perform their conversations in
front of the class.
- T elicits feedback from the class and gives final
comments.
3’

WRAPPING
- T summarises the main points of the lesson.
- For homework, Ss write a paragraph about a past event
that has had an influence on him/her.

UNIT 2 : PERSONAL EXPERIENCE

Whole class


LESSON 3 : Listening


into Vietnamese to check Ss’ understanding of the
words
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
get out of a buiding on
fire

2 . Fire alarm

b. A pipe that draws
water for putting out a
fire .

3 . Fire door

c. A person who fights
fires

4 . Fire escape

d. What comes out of a


2.h

7 .c

8. f

10’

3.e

4. a

5. b

6. g

BEFORE YOU LISTEN
- T gets Ss to work in pairs to describe the picture on
page 27 of the textbook.
- T calls on some Ss to describe the picture. If Ss
have difficulty doing this task, T may want to elicit
answers from the whole class by asking questions
like “What can you see in the picture ?” “What is
happening ?”, “Who are these people ?” etc. T gives
comments on their answers.
- T gets Ss to guess what they are going to listen
about.
Pre-teaching vocabulary
Memorable (a):

through the statements to understand them and

Individual

work,pair

work and whole class


underline key words. For example, the key words in
the

first

statements

are

“Christina”

and

businesswoman”.
- T checks with the whole class and asks them to
guess what the unforgetable experience the girl is
going to tell might be(a fire).
- T plays the tape (or reads the tapescript) once for Ss
to listen and do the rask.
- Then T gets Ss to find a partner to check their
answers with.


4.

replaced 5. took
6. appreciate
Tapescript: (In T’s book)
Interviewer: This is Radio 3. Inour “Unforgetable
Experiences” programmme tonight we talk to
Christina, a successfulbusinesswoman. Hello
Christina, welcome to our programme.
Christina: Hello and thank you ! It’s nice being with
you tonight.
Interviewer: Christina, could you tell our audience
about the most memorable experience in your life ?
Christina: Well, my most unforgetable experience
happened 13 years ago, when my house burned


down.
Interviewer: Really ? How did it happen ?
Christina: The fire started in the kitchen where I
forgot to turn off the gas stove.
Interviewer: What were you doing at that time ?
Christina: I was sleeping when I was suddenly woken
up by terrible heat.I opened my eyes to find myself
surrounded by wall of fire.
Interviewer: That’s terrible. How did you escape ?
Christina: I was terrified. Then I heard my mother’s
voice calling my name. I rushed to her. She carried
me out. Luckily, I got away without even a minor


Expressing

Expressing

Expressing

opinions

agreements

disagreements

I think ...

I agree

Well, may be,

Personally,

I think so, too

I believe...

That’s

true,

but ...


- T gives examples and gets Ss to do some practice
with these structures.
- Now T divides the class into small groups of 3 or 4
and gets them to discuss the question in the textbook.
T might want to appoint a group leader for eacg
group. This person will monitor thr discussion, note
down friend’s ideas and appoint a representative to
present the outcome of their discussion to the class.
- T goes around to check and offer help.
- After checking that all the groups have finished, T
calls on the representative of each group to report
their peer’s ideas. T checks if other groups would
have the same or different ideas.
- T listens and takes note of their errors. T provides
corrective feedback after that.
3’

WRAPPING
- T summarises the main points of the lesson.
- For homework, Ss write a summary of the story

Whole class


they listened in class.


UNIT 2: PERSONAL EXPERIENCE
LESSON 4: Writing

get one point for your group. Then we will add up the
points for each group. Which one has more points will be
the winner”.
- T divides the class into 2 big groups: A and B.
- T reads out the questions and leads the game.
The Quiz
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 ?
- T gets Ss to add up the points for each group and

Whole class