Lesson Plan - Grade 11 - Period 7, Unit 2: Personal experiences Reading

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1. Lesson Plan – Grade 11 Date: August 26th, 2009 Period 7 Unit 2 PERSONAL EXPERIENCES Lesson READING I. Objectives: By the end of this lesson, students will be able to: - Guess meaning in context; understand the sequence of events in a story. II. Language Focus: - Grammar: Revision - New words: experience, embarrass, floppy, idol, clip, glance at, sneaky, wad . . . III. Teaching Aids: overhead projector, cassette player, textbook . . . . IV. Procedures: Stages/ Teacher’s Activities Students’ Activities Time -T asks Ss to work in pairs, asking answering about some questions given below: -Ss work in groups to ask 1. Would you feel embarrassed or upset if you and answer the questions Warm – up fogot your mother’s/father’s birthday? given by T. (5 minutes) 2. If you made a stupid mistake, how would you feel? 3. Is there any one/thing that you’ve proud of? . . . . . . -T asks Ss to work in groups and describe -Ss work in pairs, feelings of people in the pictures in the textbook. describing the pictures in Pre – -T can gives out some adjectives the textbook. reading happy, frightened, embarrassed, excited, surprised, bored . . . * Suggested description: Picture a: The girl is very happy when she wears -Ss listen to the teacher’s 10 minutes the beautiful cotton hat. explanation. Picture b: The girl looks surprised when her father tells her about the beautiful hat, her biggest dream . . . Vocabulary Pre-teach -T elicits or pre-teaches some words related to the reading before T lets Ss read the text. +embarrass (v); embarrassed (a) + idol (n) someone greatly loved or admired -S write down new words + glance at (v) in their notebooks. + sneaky (a) + wad (n) + to make a fuss of/over sb/sth + to point at sb/sth + floppy (a): soft and flexible Task 1 – Filling gaps While – -T has Ss work individually to read the task -Ss work individually and reading carefully and choose the right words from the box do Task 1. to complete the sentences. -T tells Ss to compare their answers with each -Ss compare the answers 6 minutes other. with a partner. -T calls on Ss to read and explain their answers in -Some Ss present the front of the class. answers in front of the Teacher in-charge: Nguyen Văn Tạo
2. Lesson Plan – Grade 11 -T gives feedback and correct answers. class, others listen and * Suggested answers: remark. 1. glanced 2. making a fuss 3. embarrassing 4. idols 5. sneaky 7 minutes Task 2 – Put the pictures of the events -T has Ss work in groups of fours to rearrange -Ss work individually and the pictures on page 22 to make a meaningful do t story. -T goes around the class and provides help if -Ss present their answers in necessary. front of the class. -T calls on some pairs to act out the activity in front of the class. -T comments and gives the suggested answers. -Ss listen T’s comment and * Suggested answers: write down the correct 1. D; 2. B; 3. F; 4. E; 5. A; 6. C answers. 7 minutes Task 3 – Answering Questions -T asks Ss to work in pairs to ask and anwer the -Ss practise doing Task 3 questions in the book basing on the information in pairs. in the reading passage. -T invites some pairs to give their presentation in -Ss present their results in front of the class. front of the class. -T gathers feedback and gives out the correct answers. -Ss listen and take notes * Expected answers: the correct answers given 1. A red floppy cotton hat. by T. 2. So that she could buy the hat for herself / To buy the hat for herself. 3. A wad of dollar notes exactly like the ones her father had given her before. 4. Because she didn’t like to make a fuss. 5. She bought the hat with it. Post – Group discussion reading -T keeps Ss in groups and asks them to discuss -Ss work in groups the situation presented in the textbook. 7 minutes 1. How did the girl in the story feel when she discovered that the money she had taken from the boy’s bag was not hers? 2. What do you think the girl had to do when she discovered that the money she had taken from the boy’s bag was not hers? -T can gives some cues to Ss: put up a notice on the school board/ get on the same bus the next day and look for the boy to return the money to him/ do nothing/ keep it a secret/ ask her father for advice . . . -T calls on some Ss to give short talks on the -Ss present in front of the given topic. class. Homework -T summarises the main points in the lesson. -T asks Ss to learn all of the new words by heart - Ss listen and take notes. 3 minutes and prepare SPEAKING for the next period. Teacher in-charge: Nguyen Văn Tạo
3. Lesson Plan – Grade 11 Date: August 28th, 2009 Period 8 Unit 2(cont.) PERSONAL EXPERIENCES Lesson SPEAKING I. Objectives: By the end of this lesson, students will be able to: - talk about past experiences and how they affected one’s life. II. Language Focus: - Grammar: - New words: III. Teaching Aids: textbooks, pictures . . . . IV. Procedures: Stages/Time Teacher’s Activities Students’ Activities -T shows Ss some pictures and asks: -Ss work in groups and Warm – up + How do the people in the pictures feel? describe the pictures shown -T gives some suggested adjectives: by T. (7 minutes) happy, relaxed, angry, frightened, excited, bored -T asks Ss some more questions to lead into the new lesson: + Have you had some personal experiences? -Ss answer T’s questions. + How do you feel when you meet a famous film star? + How do you feel when you fail your exam? Pre – -T asks Ss to work in pairs and do Task 1. speaking -T goes around and helps Ss when necessary. -Ss work in pairs and do -T calls on some Ss to present their answers. Task 1. -T feedbacks and gives correct answers. 10 minutes * Suggested answers: 1 – e, 2 – b, 3 – f, 4 – d, 5 – c, 6 – a -T can introduces some questions asking about past experiences, for example: -Ss take note. + Have you ever . . . ? + How did it happen? + When did it happen? + How did the experience affect you? -T asks Ss to use the simple past tense to describe their experiences. While – -T asks Ss to work in pairs and put jumbled speaking conversation in the correct order. -T goes around the class and provides help when necessary. -Ss work in pairs. 15 minutes -T asks some pairs to present the conversation in front of the class. -T gathers feedbacks and gives out the correct answer. Post – -T asks Ss to work in pairs to underline the speaking structures used to talk about past experiences in the dialogue in Task 2. -Ss work in pairs. 10 minutes -T requires Ss to work in pairs again, using the ideas in Task 1 to make similar dialogues. -T goes around the class and provides help when necessary. Teacher in-charge: Nguyen Văn Tạo
4. Lesson Plan – Grade 11 -T invites some Ss to present their dialogues in front of the class. -T gives feedback and correct mistakes. * Suggested dialogue: S1: So, how was your weekend? S2: Oh, really good. I happened to see My Tam. S1: The famous singer? S2: That’s right. Have you ever met her? S1: Yes, I have. In one of her show in Ho Chi Minh city last year. She is very charming. S2: Yeah. She sings beautifully, too. S1: Have you ever been to HCM City? S2: No, I have never been there. S1: You should go there sometime. It’s an interesting city and the hotels are wonderful. Homework -T summarise the main points in the lesson. -T asks Ss to write about their own experiences 3 minutes (in about 50 words). - Ss listen and take notes -T requires Ss to prepare LISTENING for the next period. Date: September 6th, 2009 Period 9 Unit 2(cont.) PERSONAL EXPERIENCES Lesson LISTENING I. Objectives: By the end of this lesson, students will be able to: - better listening skill through Gap-filling and True – False exercises. II. Language Focus: - Grammar: revision - New words: revision III. Teaching Aids: pictures in the textbook, cassette, extra board . . . IV. Procedures: Stages/Time Teacher’s Activities Students’ Activities -T gives Ss a pictue of a building on fire and then Warm – up asks them some questions: -Ss work individually and + What’s it? What do you see in the picture? answer T’s questions. + How do you feel when you see a fire? (6 minutes) + What would you do when you see a fire? -T leads into the listening task. Pre – Describing picture listening -T asks Ss to work in groups and say what is -Ss work in pairs & happening. describe the picture in the -T can introduce some questions and new words. textbook. + What do you see in the picture? 8 minutes + Who are they? + Where are they? + What are they doing? + memorable (a): unforgettable (a) + burn down (v): be destroyed by fire + escape (v) + gas stove (n) Teacher in-charge: Nguyen Văn Tạo
5. Lesson Plan – Grade 11 + cottage (n) -T gathers ideas from some pairs of Ss and introduces the listening task. Task 1 – True or Flase statements -T asks Ss to work individually and do Task 1. - Ss work individually to While- -T plays the tape more than once if necessary. listen to the tapes and do listening -T invites some Ss to explain their answers in Task 1 front of the class. -T comments and gives out the correct answers. -Ss give out the results 10 minutes * Expected answers: after listening to the tape. 1. T 2. F (13 years ago) - Ss compare their answers 3. F (because of the gas stove) with a friend and present 4. F (sleeping) them on the board. 5. T 10 minutes Task 2 – Gap filling -T asks Ss to read the summary of Christina’s - Ss work in individual to story and fill in the gaps with the right listen to the tapes and do information they hear. Task 2. -T plays the tape and asks Ss to do Task 2. -T plays the tape several times if necessary. -Ss give out the results -T lets Ss discuss the answers with a partner. after listening to the tape -T comments and gives correct answers. three times. * Expected answers: - Ss compare their answers 1. small 2. everything 3. family with a friend and present 4. replaced 5. took 6. love them on the board. Post- Group-work project listening -T asks Ss to work in groups to discuss the -Ss work in groups, questions in the book. discussing Christina’s 8 minutes + Christina says that family is more important ideas. than anything else. Do you agree or disagree with her? -T guides Ss in groups to discuss her ideas. -Ss present their talk in -T goes around the class and helps Ss. front of the class. -T invites representatives of some groups to talk about their ideas in front of the class. -T asks for comments from other Ss. -Ss listen to T’s remarks. -T gives out his remarks on Ss’s presentation. * Suggested ideas: Family is more important than anything else because it can’t be replaced / it gives me love, support. Homework -T asks Ss to summarize the story they heard in about 50 words. - Ss listen and take notes 3 minutes -T asks Ss to prepare WRITING for the next period. Teacher in-charge: Nguyen Văn Tạo
6. Lesson Plan – Grade 11 Date: September 8th, 2009 Period 10 Unit 2(cont.) PERSONAL EXPERIENCES Lesson WRITING I. Objectives: By the end of this lesson, students will be able to: - write a personal letter to describe a past experience. II. Language Focus: - Grammar: revision - New words: revision III. Teaching Aids: an extra board, textbook . . . IV. Procedures: Stages/Time Teacher’s Activities Students’ Activities Filling gaps (handouts) Warm-up -T asks Ss to work in pairs and do the exercises. -Ss close the books, doing Complete the following sentences, using the the exercises. (5 minutes) given adjectives. proud, jealous, embarrassed, angry, sad, frightened 1. He was very ___ when his father appeared on TV. 2. He was very ___ when his best friend went out with the girl he really liked. 3. He was very ___ when he sent her a birthday present on the wrong day. -Ss run to the board and 4. He was very ___ when someone stole his write their sentence. money. 5. He was very ___ when he heard that his aunt died 6. He was very ___ when he saw those big dogs running towards him. -T can explain some new words in the Ex. -Ss answer T’s questions. -T then asks Ss some questions, for examples. + When did you last feel angry? upset? . . . . -T explains some necessary information when writing am experience. -T asks Ss to work in pairs, using their own ideas Pre-writing to answer the questions in the books. + when/where/how it happened? + who was involved? -Ss work in pairs + how the experience affected you? -T goes around the class and provides help when 7minutes necessary. -T makes sure that Ss all understand the ways of writing a past experience. Writing a personal letter about a past While- experience -Ss work in pairs, writing -T asks Ss to work in pairs, using the information practising writing a they have just given to write a letter. personal letter about a past -T encourages Ss to find out the ideas related to experience. the topics they choose. -Ss exchange their writing 15minutes -T asks Ss to share their ideas with other pairs. with other pairs. Teacher in-charge: Nguyen Văn Tạo
7. Lesson Plan – Grade 11 -T goes around the class and provides help when necessary. -Ss present their writing on -T comments and gives out the models. extra boards. Post- Telling story writing -T has Ss work in groups of four to tell a past -Ss work in groups. experience that happened in their life. 15 minutes -T calls on some representatives of groups to present their experiences in front of the class. -T goes around the class, corrects mistakes and gives feedback. Homework -T summarise the main points in the lesson. -T asks students to continue writing their letters if 3 minutes it hasn’t been finished yet. -Ss listen and take notes -T asks students to prepare Language Focus for next period. Date: September 10th, 2009 Period 11 Unit 2(cont.) PERSONAL EXPERIENCES Lesson LANGUAGE FOCUS I. Objectives: By the end of this lesson, students will be able to: - distinguish and pronounce the sound / ei /, / ai/ and / ɔi / correctly. - master the use of the present perfect tense and use because of and in spite of appropriately. II. Language Focus: - Grammar: as the above - New words: III. Teaching Aids: Textbooks IV. Procedures: Stages/Time Teacher’s Activities Students’ Activities Warm-up -T prepares 10 to 15 verbs. T asks Ss to work in -Ss work in groups, pairs or groups to give the past and past participle playing the game as (5 minutes) forms for each given verbs on the board. guided. * Suggested verbs: go, do, see, learn, study, sing, make, prepare . . . Pro- Activity 1 – Listen and repeat nunciation -T demonstrates the sounds / m /, / n / and / η/ by -Ss observe and listen to pronouncing them exactly and clearly. teacher’s guidance. -T instructs the ways to pronounce three sounds. -Ss listen. 7 minutes -T asks Ss to pronounce the sounds several times. -T makes sure that Ss are aware of the difference between the three sounds. -Ss practise pronuncation. Activity 2 – Practise these sentences -T plays the tape and asks them to repeat. -T calls on some Ss to repeat the sounds clearly and slowly. -T asks Ss to work in pairs and practise the sentences. -Ss listen carefully & -T introduces peer correction. work in pairs to read the Teacher in-charge: Nguyen Văn Tạo
8. Lesson Plan – Grade 11 -T goes around the class and provides help if sentences. necessary. Grammar Exercise 1 -Ss work in pairs and do -T helps Ss review the simple present tense. The exercise 1. 10 minutes simple present can be used to express past time. -T requires Ss to work in pairs and do Exercise 1. -T asks Ss to compare their answers with other pairs. -T gives feedback and correct answers. * Suggested 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 10 minutes -T helps Ss review the simple past and past - Ss listen to teacher’s progressive tense. explanations and take [ S + BE + V-ing + O + . . . ] notes.(Whole class) [ S + V-ed + O + . . . ] -T requires Ss to work in pairs and do Exercise 2. -Ss work in pairs, doing -T asks Ss to compare their answers with other the exercise, then pairs. exchange the results with -T gives feedback and correct answers. a partner to take peer * Suggested answers: correction. 1. broke, was playing 2. wrote, was 3. was working, broke 4. started, were walking 5. told, were having - Ss listen and take notes. 6. didn’t listen, was thinking 7. phoned, didn’t answer, were doing 8. wasn’t wearing, didn’t notice, was driving Exercise 3 10 minutes -T helps Ss review the past perfect tense. - Ss listen to teacher’s [ S + HAD + V-ed + O + . . . ] explanations and take -T asks Ss to work in pairs again and practise notes.(Whole class) doing Exercise 3. -T goes around and gives helps to Ss. -Ss work in pairs, doing -T asks Ss to compare their results with others. the exercise, then -T gives feeback and correct answers. exchange the results with * Suggested answers: a partner to take peer 1. had eaten, arrived correction. 2. found, had taken 3. got, had closed 4. got had left 5. got, had arrived 6. paid, had phoned - Ss listen and take notes. 7. went, said, hadn’t arrived 8. had looked, asked, cost Homework - T asks Ss to continue doing the remaning exercises. -Ss listen and take notes 3 minutes - T asks Ss to prepare UNIT 3 Teacher in-charge: Nguyen Văn Tạo