19 Thiết kế bài dạy Tiếng Anh 11 – Period 7 đến period 11 mới nhất

 A. OBJECTIVES:

 I. Knowledge: – 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. Skills: Speaking, writing, reading

 B. PROCEDURE:

 I. Settlement: Checking attendance

 II. Checking:

 III. New lesson: Reading

 

doc
12 trang
Người đăng
ngohau89
Lượt xem
446Lượt tải
0
Download
Bạn đang xem tài liệu “Thiết kế bài dạy Tiếng Anh 11 – Period 7 đến period 11”, để tải tài liệu gốc về máy bạn click vào nút DOWNLOAD ở trên
Date of planning: 	 	
Period 7: Reading
Unit 2: Personal Experiences
***
	A. OBJECTIVES:
	I. Knowledge: - 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. Skills: Speaking, writing, reading
	B. PROCEDURE:
	I. Settlement: Checking attendance
	II. Checking: 
 	III. New lesson: Reading
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
Warm-up 
Ask Ss some questions about their most unforgettable experience
When did it happen?
Where did it happen?
 Who was involved?
How did it happen?
How did affect you?
Pre-Reading
Get Ss to work in pairs and try to make sense of the pictures on pages 22. Then T gets them to put the pictures in the order that they think is most appropriate.
T elicits their answers by 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 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
7. make a fuss = make an important thing important or more important
8. sneak (adj)
Play the cassette and ask Ss to listen
Individual
Pair work
Look at the pictures and guess what is happening in each of them.
Whole class
Ex: I’m sorry. I can’t go with you now. I am busy with my homework. I’m busy doing my homework.
Ex: Do you want the money in the notes or coins?
While-Reading
Task 1
Get Ss to read the passage silently and then do task 1
Check the answers with the whole class.
Task 2
Get Ss to read the text silently again and then with a peer work out the sequence of the pictures given on page 22 again.
Call on a student to give and explain his / her answer.
Give corrective feedback.
Task 3
-Ask students to read the questions in task 3 and answer them in groups.
- Ask representative of each group to give oral answers and write them on the board.
- Give feedback
Individual work & whole class
Answers
glanced
making a fuss
embarrassing
idols
sneaky
Individual& pair work
Answers:
1. d 2.b 3.c 
4. f 5. e 6.a
Suggested answers:
1. She wished to have a red hat-a floppy cotton hat ( like the one her star idol wore in her video clip)
2...so that she could buy the hat (for herself.)
3. She saw a wad of dollar 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.
5. She bought the pretty hat of her dream.
Post reading
-Ask students to discuss the questions in group:
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 do (when she discovered that the money she had taken was not hers )? 
 ( put a notice on T.V or at school, get on the same bus on the next day to look for him, do nothing, keep it a secret, tell her father everything and ask him for advice,)
- Ask some students to represent their talk in front of class
Group-work 
- Discuss in groups 
Report before class
	IV. Consolidation: 
 	V. Homework: 
- Write down the questions and the answers in the notebooks
- Study new words.
- Do the tasks in the notebooks.
- Prepare Speaking. 
Date of planning: 	 	
Period 8: Speaking
Unit 2: Personal Experiences
***
	A. OBJECTIVES:
	I. Knowledge: Identify structures that are used to talk about experiences and their influences on one’s life.
	II. Skills: Speaking, Writing
	B. PROCEDURE:
	I. Settlement: Checking attendance
	II. Checking: Answer the questions
 	III. New lesson: Speaking
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
Warm-up 
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 “Have you ever” questions.
- Have you ever seen ghosts?
- Have you ever been to Da Lat?
- Have you ever sung in public?
- Have you ever spoken English to you friends (teachers, foreigners)?
- How did you feel when you spoke English to them?
Pre-Speaking
Task 1
T introduces the task and gets Ss to do it individually, and then compare the answers with a peer.
T calls on a student to read his answers.
T introduces the structure
 Make + sb + V 
 Make + sb + adj 
T gives the feedback.
Group work
Individual
- Give answers
Individual/ pair work
Match the things you might have done or experienced in box A with how the experience might have affected you in box B.
Ex: He made me work hard
Ex: Don’t make her sad.
Suggested answers:
1. d 2. c
3. a 4. d 5. e
While-Speaking
Task 2
Present perfect: used with “ever” to talk about a past experience.
Past simple: used when one keeps asking about that experience.
Ask Ss to work individually on the sequence of the conversation and then find a peer to compare their answers with.
Check with the class and give corrective feedback.
Whole class
Ex: Have you ever been to Ha Noi?
Ex: When did you go there?
 Who did you go with?
 Did you enjoy your visit in Ha Noi?
Suggested answers:
3. h 4. a 5. e 6. g
7. c 8. f
Post speaking
Task 3 
- Give students useful structures 
+ Have you ever.?
+ How did it happen?
+ When/ Where did it happen?
+ How did the experience affect you? / How did you feel?
Get Ss to ask and answer questions about their experiences, using the suggested questions on page 26.
T goes around to check and offer help.
T calls on some pairs to perform their conversation in front of the class.
T elicits feedback from the class and gives final comments.
Pair work
Suggested conversations:
1. 
A. Have you ever failed an exam?
- Yes, I have.
B. How did it happen?
- I didn’t study well enough for exam.
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 travelled 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 famous pop stars.
- It changed my attitude to/ towards/ famous pop stars.
	IV. Consolidation: T summarises the main points of the lesson.
 	V. Homework: 
- Write a paragraph about a past event that has had an influence on you.
- Learn by heart some new words.
- Prepare part C: Listening
Date of planning: 	 	
Period 9: Listening
Unit 2: Personal Experiences
***
	A. OBJECTIVES:
I. Knowledge: - Develop such listening micro-skills as intensive listening for specific information and taking notes while listening.
 - Help students improve their listening skill.
	 - Help them understand the conversation and do Task 1, 2 
	II. Skills: 
	B. PROCEDURE:
	I. Settlement: Checking attendance
	II. Checking: 
 	III. New lesson: Listening
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
Warm-up 
A matching Game
Column A
Fire fighter
Fire door
Smoke
Fire alarm
Column B
What comes out of a fire
A fire-resistant door that can be closed to stop the spread of a fire
A person who fights fires
A bell that tells you a fire has started.
Pre-listening
T gets Ss to work in pairs to 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. /..)
+ 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
à memorable(a) worthy to be remembered
àmemorize(v)
- scream(v) cry out with a shrill voice
- replace(v) place again
- embrace(v) fasten on
- escape(v) avoid the notice of
- protect(v) preserve
àprotection(n)
- gas stove(n) bếp ga
- terrified(a) frightened
- Ask students to repeat the provided words and explain the words if necessary
Group work
Match the words in Column A with their definitions in Column B
Answers
c
b
a
d
Pair work
- Give theirs answers
- Listen and repeat in chorus
Ex: They escaped the search of the enemy.
While-Listening
Task 1
- Ask students to read Task 1 silently 
- Ask students to listen to the tape twice.
- Ask students to do Task 1 individually.
- Read the sentences again to help weak students:
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.
4. I was sleeping, when I was suddenly woke up by terrible heat.
5. I heard my mother’s voice calling my name.
- Give feedback
Task 2
- Ask students to read Task 2 silently and listen to the tape again.
- Ask two students to write the answers on the board
- Give feedback
- Read Task 1
- Listen to the tape and decide whether the statements are true or false
Suggested answers:
T
F( 13 years ago)
F( in the kitchen)
F( she was sleeping)
T
- Give answers and take notes
- Listen and do Task 2
- Give answers and take notes
1. small
2. everything
3. family
4. replaced
5. took
6. appreciate
Post listening
T teaches Ss some useful expressions of asking for and giving opinions.
Asking for opinions
What do you think about?
What’s your opinion about?
What’s your feeling about?
How do you feel about?
Expressing opinions
I think / believe / feel.
In my opinion, 
From my point of view
Expressing agreements
I agree / think so 
That’s right / true, and
Expressing disagreements
Well, maybe, but
That might be true, but.
Well, I don’t think so. I think
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.
Group-work & whole class
	IV. Consolidation: T summarises the main points of the lesson.
 	V. Homework: 
- Write a summary of the story they listened in class.
- Learn by heart all new words and do the extra exercise as homework.
- Prepare Writing.
Date of planning: 	 	
Period 10: Writing
Unit 2: Personal Experiences
***
	A. OBJECTIVES:
	I. Knowledge: Write a personal letter telling about an experience, using the structures and vocabulary that they have learned in previous lessons.
	II. Skills: 
	B. PROCEDURE:
	I. Settlement: Checking attendance
	II. Checking: 
 	III. New lesson: Writing
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
Warm-up
A quiz about writing personal letters
T divides the class into 2 big groups: A and B
T reads out the questions and leads the games.
The Quiz
1. How many parts does a personal letter have?
2. What are they?
3. What do we usually write in the greeting?
4. What do we usually write in the Closing?
5. Where do we sign the letter?
Pre-writing
- Have students give some of their past experiences?( being seriously ill, failing an exam; talking to a famous pop star, etc
Whole class
Answers
1. 5 parts
2. The Heading. The greeting, the Body, the Closing and the Signature
3. “Dear”, “Hello”, “Hi” + the name of the person we are writing to and a coma at the end.
4. “Sincerely”, “Yours”, “Love”, “Cheers”, “Best wishes”and after that, we put a coma. 
5. under the Closing
While-writing
- Ask students to write a letter about the most memorable past experience.
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 feedback.T provides relevant and structures if necessary.
Individual 
Write a passage about the most memorable past experience.
Post writing
T chooses one letter and reads it to the class.
T elicits corrective feedback from the class and gives final comments afterwards. T draws Ss’ attention to the format of the letter, the organisation of ideas and language use.
Whole class 
Correct the mistakes.
	IV. Consolidation: - T summarises the main points of the lesson.
 	V. Homework: 
- Revise their letters according to their peer’s suggestions.
- Prepare Language Focus.
Date of planning: 	 	
Period 11: Language Focus
Unit 2: Personal Experiences
***
	A. OBJECTIVES:
	I. Knowledge: - 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. Skills: 
	B. PROCEDURE:
	I. Settlement: Checking attendance
	II. Checking: 
 	III. New lesson: Language Focus
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
Pronunciation
Distinguishing sounds
T models the three sounds / m /, / n /, / η / for a few times and explains the differences in producing them.
T plays the tape once for Ss to hear the words containing these two sounds.
T plays the tape again and asks Ss to repeat after the tape.
T asks Ss to work in pairs and take turn to read aloud the given 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/ pair work
Listen to the tape.
Repeat after the tape.
Work in pair to practise reading the sentences.
Grammar 
wPresentation
Present simple
Form:
 I, you, we, they + V(bare)
 He, she, it + V-s/es
Use:
Use the Simple present to express the idea that an action is repeated or usual. The action can be a habit, a hobby, daily event, a scheduled event or something that often happens. It can also be something a person often forgets or usually does not do.
FAdverbs of frequency: always, usually, often, sometimes, frequently, occasionally, seldom, rarely, never, ever, every, once, twice.
Present continuous:
Form: am, is are + Ving
Use:
Use the Present continuous with Normal Verbs to express the idea that something is happening now, at this moment. It can also be used to show that something is not happening now.
FAdverbs: now, at the moment, at present, presently
Present perfect:
Form: Have / has + PP
Use:
- An action has just happened.
- An action happened at an unspecified time before now.
- Something started in the past and has continued up until now.
- An action happened in the past but its result is in the present.
An action has not happened yet.
Fjust, for since, so far, up to now, never, ever, already, many times, several times, before, yet, not yet
Past simple
Form: V + ed or irregular verbs
Use: - an action started and finished at a specific time in the past.
- a series of completed actions in the past.
- a duration which starts and stops in the past.
- a habit which stopped in the past.
- past facts or generalizations which are no longer true.
Past continuous
Form: was / were + V-ing
Use: - a longer action in the past was interrupted.
the idea that both actions were happening at the same time.
Past perfect
Form: had + PP
Use: the idea that something occurred before another action expressed in the past simple.
Exercise 1
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.
Exercise 2
T asks Ss to do Exercise 2 individually and then find a partner to check their answers with.
Exercise 3
Free practice
T distributes the worksheets to Ss. Then T guides how to ask interview questions and answer them and reminds Ss to use the correct verb tenses.
T gives final comments and provides correction if necessary.
Whole class.
Ex: They often go to school by bus.
Ex: Mary watches TV every night.
Ex: She is sleeping at the moment.
Ex: I have had a cold for two weeks.
Individual / pair work/ whole class
Ex: I met him yesterday.
Ex: He got up, washed his face and then he had breakfast
Ex: I lived in Ha Noi for 5 years.
Ex: I often went fishing when I was young.
Ex: She was shy as a child, but now she is very outgoing.
Ex: He was sleeping when I came
Ex: He was reading a book while she was cooking.
Ex: I had finished my work before I went shopping yesterday.
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
Answers:
broke / was playing
wrote / was
was working / broke
stared / were walking
told / were having
didn’t listen / was thinking
phoned / didn’t answer / were doing
didn’t wear / didn’t notice / was driving
Answers:
had eaten / arrived
found / had taken
got / had closed
got / had left
got / had arrived
paid / had phoned
went / said / had not arrived
had looked / asked / cost
	IV. Consolidation: 
 	V. Homework: 
- Review the uses of different verb tenses that have been covered in the lesson.
- Prepare Unit 3

Tài liệu đính kèm:

  • docTieng anh 11(3).doc