Unit2-English11

While-Reading Task 1 Get Ss to read the passage silently and then do task 1 Check the answers with the whole class?. Task 3 -Ask students to read the questions in task 3 and answer them

Date of planning:

Period 7: Reading

Unit 2: Personal Experiences

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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

1 When did it happen?

2 Where did it happen?

3 Who was involved?

4 How did it happen?

5 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

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

7 make a fuss = make an important thing important

or more important

8 sneak (adj)

Play the cassette and ask Ss to listen

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

1 glanced

2 making a fuss

3 embarrassing

4 idols

5 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,…)

Group-work

- Discuss in groups

- Ask some students to represent their talk in front of

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

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

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

Make + sb + adj

T gives the feedback

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

Period 9: Listening

Unit 2: Personal Experiences

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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

1 Fire fighter

2 Fire door

3 Smoke

4 Fire alarm

Column B

a What comes out of a fire

b A fire-resistant door that can be closed to

stop the spread of a fire

c A person who fights fires

d A bell that tells you a fire has started

Pre-listening

Group work Match the words in Column A with their definitions in Column B

Answers

1 c

2 b

3 a

4 d

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

 memorable(a) worthy to be remembered

memorize(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

protection(n)

- gas stove(n) bếp ga

- terrified(a) frightened

- Ask students to repeat the provided words and

explain the words if necessary

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:

1 T

2 F( 13 years ago)

3 F( in the kitchen)

4 F( she was sleeping)

5 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

Expressing opinions

Expressing agreements

 I agree / think so

Expressing disagreements

o Well, maybe, but…

o That might be true, but…

o 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

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

Whole class Correct the mistakes

Ss’ attention to the format of the letter, the

organisation of ideas and language use

IV Consolidation: - T summarises the main points of the lesson.

V Homework:

- Revise their letters according to their peer’s suggestions

- Prepare Language Focus

Period 11: Language Focus

Unit 2: Personal Experiences

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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

Presentation

Present simple

Form:

Whole class

Ex: They often go to school by bus.

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

Adverbs 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

Adverbs: 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

just, 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

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